ࡱ> %` bjbj"x"x  @@CR R R 4 ( 222@V3R54EDL:~L~L~LYM-PdQ$h ERYMYMERER ~L~LHj===ERr ~L ~L=ER==f E ~LE 62k ` wvh  (=ERERER߁^ERERERERERERERd00    General Education at Ramapo College, 2006-2009 A history and review, as background to frame Fall 2009 Gen Ed discussions, prepared by Emma C. Rainforth, Acting VPCA, September 2009. For a quick review of the development of the current Gen Ed, refer to sections  HYPERLINK \l "currentbg" 1.1,  HYPERLINK \l "LGOintro" 2.1,  HYPERLINK \l "pilot08" 3, and  HYPERLINK \l "ahwggeintro" 4. For the initial working group discussions on 10/7, you will need the  HYPERLINK \l "categdescr" Category Descriptions and  HYPERLINK \l "lgo" LGOs (sections 1.2, 2.7). Contents The current Gen Ed curriculum  HYPERLINK \l "currentbg" Background  HYPERLINK \l "categdescr" Category descriptions  HYPERLINK \l "transfer" Requirements for Transfers  HYPERLINK \l "courses" Current courses Ramapos Learning Goals and Outcomes  HYPERLINK \l "LGOintro" Introduction  HYPERLINK \l "IntEd" International Education (IE Advisory Committee, Spring 2007)  HYPERLINK \l "exper" Experiential Learning (EL Task Force, Spring 2007)  HYPERLINK \l "intcult" Intercultural Understanding (IU Task Force, Spring 2007)  HYPERLINK \l "interdisc" Interdisciplinary Education (IE Task Force, Spring 2007)  HYPERLINK \l "arcgened" General Education (ARC, Spring 2007) All-College  HYPERLINK \l "lgo" Learning Goals and Outcomes (LGO Task Force, Fall 2007)  HYPERLINK \l "pilot08" General Education Pilot Assessment (Fall 2007 Spring 2008) Ad Hoc Working Group for General Education  HYPERLINK \l "ahwggeintro" Introduction  HYPERLINK \l "ahwgass" Assessment Plan  HYPERLINK \l "gecco" Proposed Institutional Structure GECCo Appendices  HYPERLINK \l "app1" CLA III Final Recommendations for General Education Task Force Reports  HYPERLINK \l "app2a" International Education Advisory Committee  HYPERLINK \l "app2b" Experiential Learning Task Force  HYPERLINK \l "app2c" Intercultural Understanding Task Force  HYPERLINK \l "app2d" Interdisciplinary Education Task Force  HYPERLINK \l "app2e" ARC Gen Ed report  HYPERLINK \l "app2f" LEAP goals  HYPERLINK \l "app3" Gen Ed Pilot Assessment complete report  HYPERLINK \l "app4" Ad Hoc Working Group for General Education complete report 10/05/09 Rev. 10/16/09 1. The current (2009-10) Gen Ed curriculum 1.1 Background: The current Gen Ed curriculum was designed for the Curriculum Enhancement Plan, the college-wide curricular revision which took effect in Fall 2006. The Gen Ed program was implemented as originally proposed by the CEP faculty planners (see  HYPERLINK \l "app1" Appendix 1), with one exception; instead of two Topics courses, there is only one required (Topics in Science (to be taken by all but TAS majors) was dropped because TAS did not have either the faculty resources or the lab/classroom space to mount the program). Category Descriptions Source: 2009-10 College Catalog,  HYPERLINK "http://www.ramapo.edu/catalog_09_10/general-education.html" http://www.ramapo.edu/catalog_09_10/general-education.html INTD 101 First-Year Seminar (FYS) (Also AIID 101 and CNTP 101) Designed especially for first-year students, First-Year Seminar (FYS) provides a comprehensive introduction to college-level learning. FYS courses are developed around an academic theme or topic based on the expertise of each course instructor, providing students with the opportunity to select a seminar that best suits their interests. FYS encourages new students to participate in a community of learners, to strengthen their critical thinking skills, and to communicate effectively both orally and in writing. ENGL 180 College English The objective of this course is to strengthen students' critical reading and writing. The course will include writing a research paper and developing information literacy. Students will participate in revising, peer critiquing, and faculty-student conferences. SOSC 101 Social Issues The objective of this course is to provide a forum for the historical, academic and personal exploration of race, class, ethnicity and gender and the ways these categories can benefit or oppress college students and American Society. It will cultivate in-depth conceptual approaches to these key areas. orBADM 115 Perspectives of Business and Society The objective of this course is to explore modern American business. The course will examine the evolution of our economic system from historical, political, sociological, economic, and cultural perspectives, and will discuss current issues that involve industry within a changing social framework.History Category (100 level) The courses in this category develop an appreciation of change over time, and the often complex forces that have shaped the past. Students gain an understanding not just of content, but of historical process and method as well. Courses which meet this requirement are: HIST 101 Introduction to US History I HIST 102 Introduction to US History II HIST 105 Western Studies I HIST 106 Western Studies II HIST 109 World Civilization I HIST 110 World Civilization II Mathematical Reasoning Category (100 level) The courses in this category develop a student's mathematical reasoning skills including formulating and solving problems, thinking critically, and reasoning abstractly. Science with Experiential Component Category (100 level) This category contains 100-level science that provide a significant experiential component, which could be a lab or fieldwork. Students in these courses will create and analyze data. AIID 201 Readings in the Humanities This course is an introduction to major texts by authors who have produced distinctive statements about the human experience. The common core of readings will include selections from the Bible, Greek literature and philosophy, Shakespearean literature, and modern literature. The course will enhance students' appreciation of the ways historical and philosophical narratives, fiction, poetry, and drama have helped enrich our understanding of human experience through extensive reading and reflective and analytical writing. Intercultural North America Category (200-300 level) Students will gain an understanding of different cultures and the relationships among cultures and peoples within North America (i.e., the United States, Canada, Mexico, and the Caribbean.) Students will reflect upon and analyze texts and products which illustrate the symbolic nature of culture and the exchange of meaning. Courses will examine cultural and artistic productions, everyday life, material culture, and other manifestations of culture, as well as how these are linked to heritages and peoples beyond North American boundaries. International Issues Category (200-300 level) The objective of courses in this category is to provide a context through which students learn to interpret and critically analyze recent world events, focusing on the coordination of economic, cultural, social, and political activities. Courses will examine the increasing interconnectedness of nations and peoples throughout the 20th and 21st centuries. Topics (200-300 level) address subject matter in historical context. feature readings and/or other "texts," including film and visual arts, where appropriate.Topics: Arts and Humanities Category Courses in this category introduce students to the methods of inquiry in the arts and humanities through the critical examination of works (texts, artworks, artifacts, performances, films, media, etc.). This category includes courses which provide the social, cultural, and historical contexts of the field of inquiry. orTopics: Social Sciences Category These courses provide students with a scientific understanding of the social forces which shape human experience and society over time. Students apply theories and methods to the study of human and social development, group behavior, and the resolution of collective conflicts. Writing Intensive Requirement: Four writing intensive courses are required: College English, Readings in the Humanities, and two other courses. These two courses will consist of any 200/300 level Writing Intensive course, and a Disciplinary or Interdisciplinary capstone course 1.3 Gen Ed for Transfer Students Category0-47 credits in transfer by matric date48 or more credits in transfer by matric date AA or AS degree from NJ 2 year schoolFirst Year SeminarRequired of First-time Freshman only. Others waivedWaivedwaivedSocial Issues OR Perspectives of Business and SocietyRequired. Notes: ASB students must take Perspectives SSHS students must take Social Issues Waived EXCEPT Social Issues is not waived for SSHS and Teacher Education waivedCollege EnglishRequiredRequiredwaivedMath (check major to select proper math course) Required RequiredNOT waived in some majors. Fulfilled by transferred course in others.HistoryRequiredWaivedwaivedScience RequiredRequiredwaivedReadings in HumanitiesRequiredWaivedwaivedIntercultural North AmericaRequiredRequiredwaivedInternational IssuesRequiredRequiredwaivedTopics in Arts & Humanities OR Topics in Social ScienceRequired: Check major to determine which category you need.Waivedwaived (Sources:  HYPERLINK "http://www.ramapo.edu/admissions/requirements/transfer.html" http://www.ramapo.edu/admissions/requirements/transfer.html; Danny Jean (CAAFYE), pers. comm.) 1.4 Current Courses See 2009-10 Catalog,  HYPERLINK "http://ww2.ramapo.edu/admissions/caafye/fouryear/gened.aspx" http://ww2.ramapo.edu/admissions/caafye/fouryear/gened.aspx 2. Ramapos Learning Goals and Outcomes 2.1 Introduction In Fall 2007, the Faculty Assembly was presented with the final report of the Learning Goals and Outcomes Task Force. This document, developed by faculty, staff and administrators, defined goals and broad outcomes that all Ramapo graduates should be able to know or do. Whilst never formally adopted as all-college student learning goals and outcomes, this document forms the basis of the current (Fall 2009) general education discussions. Given that the LGO document defines what graduates should be accomplishing, the LGO TF recognized that many of these goals and outcomes would, in practice, be embedded within the General Education program. The  HYPERLINK \l "lgo" LGO document was used as the basis for  HYPERLINK \l "pilot08" pilot Gen Ed assessment in Spring 2008, and by the Summer 2009 Ad Hoc Working Group for Gen Ed. The genesis of the LGO document is outlined here: Spring 2007:  HYPERLINK \l "IntEd" International Education Report Spring 2006: Provost Ecker created the International Education Advisory Committee, charged with exploring all aspects of International Education at Ramapo Fall 2006: Provost Barnett additionally charged this group with identifying student learning goals and outcomes ongoing roles include working with ARC and the Roukema Center to oversee the Ramapo Education Abroad offerings. Report (including Mission, Goals, Student Learning Outcomes) presented to faculty, discussed, and revised in Spring 2007.  HYPERLINK \l "interdisc" Interdisciplinary Education,  HYPERLINK \l "exper" Experiential Learning,  HYPERLINK \l "intcult" Intercultural Understanding Reports Fall 2006: Provost Barnett created three Pillar Task Forces, charged with defining these pillars and developing a mission and learning goals and outcomes for them. Reports presented to faculty, discussed, and revised in Spring 2007. ARCs  HYPERLINK \l "arcgened" General Education Report Fall 2006: ARC charged with developing a mission, and learning goals and outcomes, for the new (CEP) Gen Ed program. Report presented to faculty, discussed, and revised in Spring 2007. Fall 2007:  HYPERLINK \l "lgo" Learning Goals and Outcomes Task Force Summer 2007: Charged by Provost Barnett with developing learning goals and outcomes that reflect what all Ramapo graduates should know / be able to do Task Force synthesized and simplified the reports of the International Education committee, the three Pillar task forces, and the ARC Gen Ed report; the LEAP goals were also reviewed (as were student learning outcomes from other institutions). Presented to the campus for input in early Fall 2007; final report presented in late Fall 2007. Faculty Assembly did not vote on accepting these goals / outcomes, but they were used as the foundation for both the Spring 2008 Pilot Gen Ed Assessment, and the Gen Ed Assessment Plan drafted in summer 2009 by the Ad Hoc Working Group for Gen Ed. 2.2 International Education Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/International%20Education%20final%20report%200607.pdf" http://ww2.ramapo.edu/libfiles/Provost/International%20Education%20final%20report%200607.pdf For context, see the  HYPERLINK \l "app2a" full report (Appendix 2A) of the International Education Advisory Committee, Spring 2007. Vision: Students attending Ramapo College will have the inclination, knowledge, and skills to thoughtfully engage their own cultures and cultures that are not their own with respect, understanding, and openness, and critical analysis. Mission: We will create a holistic educational experience that enables our students to become literate, intentional and empowered global citizens. We endeavor to provide our students with classroom and experiential learning opportunities that will develop the knowledge, skills, and dispositions necessary for successful intercultural transactions. Thus, courses with an international component (including education abroad opportunities) should address as many of the following objectives as appropriate. As a whole, international programming should enable students to: Communicate in other languages Recognize the contributions and demands their culture places on other cultures Reflect on the cultural contexts in which they live and compare their attributes to other cultures Enhance their appreciation for the literature, art, music, and other artistic expressions of other cultures Comprehend the causes and consequences of the disparity in the global distribution of power and resources Experientially comprehend the reality of people whose lives are economically and politically disadvantaged and engage this reality through active forms of learning that involve services and concrete actions Demonstrate an understanding of how the globalized economy can impact local economies and wider geographic regions Analyze the conditions which produce changing migration patterns and/or environmental, health and social problems, and seek solutions or alternatives to these issues Understand the relationship of landscape and environment to way of life, and the implications of environmental changes for population survival, cultural identity, lifestyle, and health Understand the rise of the nation state and shifting international dynamics as well as their relationship to the changing nature of culture, ethnicity, religion, government, business, and other forms of identity 2.3 Experiential Learning Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/Experiential_report_0607.pdf" http://ww2.ramapo.edu/libfiles/Provost/Experiential_report_0607.pdf For context, see the full report ( HYPERLINK \l "app2b" Appendix 2B) of the Experiential learning Task Force, Spring 2007. Definition: Experiential learning is a purposeful process of engaged, active learning in which the student constructs knowledge, skills, or values by means of direct experiences in authentic, real-world contexts. Experiential learning often includes the following components: Hands-on or minds-on engagement Facilitated, guided practice Multi-dimensional growth/development Reflection Application of theory/classroom knowledge Student learning goals, assessments, and documentation Service to a larger community Vision: The Task Force on Experiential Learning believes that EL always has been, and still is, a fundamental mission of Ramapo College. Toward that mission, the Task Force envisions: A full-spectrum view of EL that includes service-learning, cooperative education, internships, apprenticeships, field mentors, and other hands-on learning experiences. Students as lifelong learners. A clear, explicit, organic integration of EL into content majors by means of College, program, and/or course outcome statements. Systematic and explicit assessments of College, program, and course EL goals. Assessment standards that are developmental, challenging students to move from simple to more complex tasks and understandings. Data collection to document achievement of EL goals. That the faculty develop mechanisms to oversee College/course EL goals and assessments. That faculty participation in EL activities may be a consideration in the tenure/promotion process. That the College supports the resources, time, and professional development needed for faculty and staff to implement the EL component of the College mission. Goals: With respect to goals that support the experiential pillar of the College, the Task Force on Experiential Learning suggests that: That EL opportunities are designed to enhance students: civic engagement, pre-professional, global/intercultural, and real world problem-solving perspectives. The College provides students the opportunity to share and/or exhibit their EL achievements, and to be recognized for them. That EL equips students with the spirit and skills of lifelong learners. That EL is an explicit, integral component of all College content majors and/or programs, as evidenced by learner outcome statements. That assessment and evaluation of EL are required at all levels of the curriculum. That evidence of EL is documented by students and submitted to faculty. That assessment of EL goals is part of each convening groups five year review process, the results of which are submitted to Deans and to the Associate Provost for Academic Affairs. That College-wide implementation of EL opportunities is developmental, progressing from greater faculty oversight to greater student self-monitoring. That College resources for the professional development of faculty and staff are augmented. That orientation sessions for new faculty provide information on EL. The new students are oriented to the EL pillar of the College (in first-year seminar, for example). That Ramapo Colleges partnerships with external agencies, service providers, and businesses are strengthened. That the Cahill Center continues to coordinate EL placements and documentation support. That the CEP requirement for experiential learning be renamed and re-conceptualized 2.4 Intercultural Understanding Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/Intercultural%20final%20report%200607.pdf" http://ww2.ramapo.edu/libfiles/Provost/Intercultural%20final%20report%200607.pdf For context, see the full report of the Intercultural Understanding Task Force ( HYPERLINK \l "app2c" Appendix 2C). Definition: Intercultural Understanding is both an approach and an outcome of the learning process. It promotes critical sensitivity to cultural differences among peoples within nations as well as across nations. This approach promotes equal value in all human life and serves for preparation for membership in a diverse and pluralistic global community. Vision: Intercultural Understanding is an integral component of the curriculum and the community at Ramapo College. All students will be encouraged to develop the knowledge and skills required to negotiate and flourish in a diverse, transnational environment (one that acknowledges the impact of globalization on our local experiences). Their educational and co-curricular experiences should enable students to become empowered global citizens ready to continue their engagement in critical analysis of privilege and power structures. This learning process and outcome will emphasize the cultivation of equitable local and global relationships both across and within nations. Goals: Disposition towards lifelong learning that includes a critical engagement with cultures. Recognition and value for ones own cultures as well as the cultures of others. Knowledge of cultural differences among peoples within nations as well as across nations. Development of global citizens and preparation for active membership in a diverse and pluralistic global community. Development of skills to negotiate and flourish in a culturally diverse environment. Engage in critical analysis of privilege and power structures through an understanding that position informs perspectives.  2.5 Interdisciplinary Education Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/interdisciplinary%20final%20report%200607.pdf" http://ww2.ramapo.edu/libfiles/Provost/interdisciplinary%20final%20report%200607.pdf For context, see the full report of the Interdisciplinary Education Task Force ( HYPERLINK \l "app2d" Appendix 2D). Definition: Interdisciplinary education is the interaction, integration, or synthesis of knowledge and learning across disciplines. Vision: Corresponding wit h the fundamental principles of liberal arts education, interdisciplinarity creates a dynamic learning environment that encourages critical inquiry, collaboration, and integrative thinking. Indeed, the Colleges founding vision included an interdisciplinary approach (that) transcends the limits of the traditional departmental organization and encourages the student to see the parts of a problem in relationship to the whole, to think in broad but related terms. Ramapo College reaffirms the value o f a collegial environment that promotes integrative and crossdisciplinary discourse and learning. In so doing, the College fosters opportunities for students to experience a more holistic education, preparing them to best understand the increasingly complex and rapidly evolving nature of our contemporary world, to lead successful, meaningful professional lives, and to effectively engage in civic society. Goals: Student learning goals for interdisciplinary education at Ramapo College include the critical thinking, problem solving, and analytical skills that characterize liberal arts education. With regard specifically to interdisciplinary education, each Ramapo College student shall: acquire significant awareness and understanding about the content and methodologies of a broad array of disciplines~ learn to recognize the interconnect ions between different areas of study and, in particular, how his/her program(s) of study intersect with other fields~ gain increased facility for thinking creatively, and for evaluating, integrating, and applying disparate sorts of knowledge~ develop an ability to create and employ innovative, interdisciplinary approaches to identify, comprehend, and address contemporary problems~ learn to work with others to effectively integrate knowledge and approaches from diverse fields.  2.6 General Education Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/Goals%20and%20Objectives%20for%20General%20Education%20at%20Ramapo%20College.pdf" http://ww2.ramapo.edu/libfiles/Provost/Goals%20and%20Objectives%20for%20General%20Education%20at%20Ramapo%20College.pdf For context, see ARCs full report on General Education ( HYPERLINK \l "app2e" Appendix 2E). Vision: Students graduating from Ramapo College will be intellectually grounded in liberal studies, integrating indepth knowledge with a commitment to the social and cultural skills and values necessary to be productive citizens in a global community and to engage in lifelong learning. They will be well versed in the various methods of inquiry involved in the acquisition, construction and contextualization of knowledge. Goals and Objectives: Based on the above, the goals and defining objectives of the General Education Program at Ramapo College include collegelevel proficiency in the following: Intellectual Skills 1. Critical Analysis Comprehending texts (oral, written, visual or other mediums) including academic discourse Identifying, summarizing, appropriately reformulating, and analyzing the problem, question, or issue from a given text Recognizing the influence of context and assumptions, and analyzing the textual strategies for creating multiple layers of meaning Assessing and analyzing appropriate theoretical arguments, data, and/or other evidence Developing and presenting ones own perspective, hypothesis, or position Integrating other perspectives and positions into an analysis Identifying and assessing conclusions, implications, and consequences 2. Oral, Written, and Visual Communication Formulating a thesis Establishing a voice appropriate to the topic and rhetorical situation Using effective rhetorical or visual strategies to persuade, inform, and engage Employing speaking, writing and/or visual processes such as planning, drafting, collaborating, organizing, composing, revising, and editing to create papers and presentations using proper syntax, grammar, and mechanics Clarifying major aims, and arranging materials to support them. Using technology as appropriate to support presentations Understanding the basic elements of visual design, technique, and media 3. Information Literacy [from the Association of College and Research Libraries] Determining the nature and extent of the information needed Accessing the needed information effectively and efficiently Evaluating information and its sources critically and incorporating selected information into a knowledge base and value system Using information effectively to accomplish a specific purpose Understanding the economic, legal, and social issues surrounding the use of information, and accessing the information ethically and legally 4. Technological Literacy Using a word processing program to produce a welldesigned document Creating an effective computer presentation including graphics Using a spreadsheet to represent and analyze numerical data Understanding the societal impact and ethical issues related to information and information technologies Understanding the limitations and prospects for change in information technology Social, Global, And Cultural Knowledge 5. Intercultural Analysis Recognizing the contributions and demands one culture places on other cultures Reflecting on and comparing the cultural contexts in which people live [NOTE: a and b are from the International Task Force. Additional goals and objectives will be forthcoming from Intercultural Task Force] 6. Global Awareness [pending from International Task Force] 7. Historical Literacy and Civic Engagement Understanding and applying historical methods Locating, contextualizing, and critically evaluating primary and secondary historical sources Comprehending change and continuity in history 8. Analysis of Aesthetic Productions/Work Developing vocabulary, analyzing and critically interpreting significant primary texts and/or works of art (including but not limited to fine art, literature, music, theater, and film) Comparing art forms, modes of thought and expression, and processes across a range of historical periods and/or structures Analyzing ideological, social and political assumptions about art and culture Exploring major critical and theoretical discourses of aesthetic production Methods Of Inquiry 9. Interdisciplinary Analysis [pending from Interdisciplinary Task Force] 10. Experiential Learning [pending from Experiential Task Force] 11. Scientific Reasoning (pending review by TAS) Understanding scientific concepts and processes Describing, explaining, and predicting natural phenomena Critically reading articles about science in popular media Identifying scientific issues underlying national and local political decisions Expressing positions on global, national, and local issues that are scientifically and technologically informed Evaluating the validity of scientific information based on its source and the methods used to generate it Evaluating the ethical issues surrounding the scientific enterprise Communicating scientific information effectively 12. Mathematical Reasoning (pending review by Math convening group) Using arithmetical, algebraic, geometric and statistical methods to solve problems Interpreting mathematical model s such as formulas, graphs, tables, and schematics, and drawing inferences Representing mathematical information symbolically, visually, numerically, and verbally Recognizing and describing the limits of mathematical and statistical methods 13. Ethical and Moral Reasoning Identifying and analyzing realworld ethical problems or dilemmas Understanding diverse ethical frameworks Describing and analyzing the complexity and consequences of ethical choices  2.7 All-college Learning Goals and Outcomes Source:  HYPERLINK "http://ww2.ramapo.edu/libfiles/Provost/Faculty_Resources/Report.pdf" http://ww2.ramapo.edu/libfiles/Provost/Faculty_Resources/Report.pdf The Learning Goals and Outcomes report identifies broad student learning outcomes (SLOs) that characterize what all Ramapo graduates should be ale to know/do. The outcomes were synthesized from the four Pillar reports and the ARC Gen Ed report (see sections 2.2-2.6); AAC&Us  HYPERLINK \l "app2f" LEAP goals (Appendix 2F) were also consulted, because Ramapo has signed on to these goals. The SLOs presented here require a holistic approach to the students curriculum, with goals specific to the major (In Depth Knowledge goal) and goals that would be met by some combination of General Education, School Cores, and majors. The LGO document was used as the baseline for the Spring 2008 pilot assessment, and was used as the starting point by the Summer 2009 Ad Hoc Working Group on General Education, which is the loose organizing body for Gen Ed discussions in Fall 2009. MISSION PILLARS Goal: Interdisciplinary Analysis Students will be able to: Evaluate, integrate and apply disparate sorts of knowledge. Create and employ innovative, interdisciplinary approaches to identify, comprehend, and address contemporary problems. Goal: Experiential Learning Students will be able to: Identify how prior content and concepts have been applied to their experiences and how their experiences will enhance future academic study and personal, professional, and civic development. Reflect on their experiences individually and collectively by challenging assumptions and hypotheses about their beliefs, outcomes of their decisions, and actions they have taken, and by sharing their insights. Understand and articulate the structure, relationships between, and impacts of the multiple communities and organizations with which they interact. Goal: Intercultural / International Perspective Students will able to: Understand and negotiate the complexity and diversity of cultures in their various contexts (local, national and global). Recognize the importance of communicating orally and in writing in more than one language. Comprehend the causes and consequences of the disparity in the global distribution of power and resources. SKILLS Goal: Critical Inquiry Students will be able to: Think and engage analytically. Assess theoretical arguments, data and other evidence. Read, analyze and understand written, oral and visual works of art from across the arts and humanities, and from across a range of historical periods and cultures. Evaluate scientific evidence and the scientific arguments generated from it. Develop competence in quantitative reasoning and in the application of arithmetical, algebraic, geometric and statistical methods in solving problems. Recognize that taking risks in academic enquiry fosters creativity and innovation. Develop a historical perspective that includes the ability to place events in the context of time and place and acknowledges that historical interpretation is influenced by social, economic, political, and ideological considerations. Goal: Communication Students will be able to: Present coherent written and oral arguments with correct grammar and syntax. Apply computer technology to depict concepts and data visually. Access needed information effectively and efficiently Evaluate information and its sources critically, and incorporate primary and secondary sources into essays, reports and other forms of communication. Recognize the economic, legal, social and ethical issues surrounding the use of information. KNOWLEDGE Goal: In-Depth Knowledge Students will be able to: Demonstrate proficiency and depth of knowledge in their major field of study Goal: Understanding of the World in Which We Live Students will be able to: Understand the basic fundamentals of scientific methods that are used to comprehend and explain natural phenomena, and be aware of the place of science knowledge in contemporary culture and history. Study and analyze social phenomena. Recognize the properties and importance of a healthy environment, and the benefits of environmentally sustainable practices. VALUES AND RESPONSIBILITY Goal: Awareness Students will be able to: Become more aware of their own individual values and ideals, and to think and reflect on the moral and civic dimension of issues, problems and matters of individual and public concern. Appreciate the perspectives of others on issues of individual and public concern. Goal: Engagement Students will be able to: Act and communicate critically about issues, problems and matters of public consequence. Use both political and non-political processes to promote community well-being.  3. General Education Pilot Assessment 3.1 Introduction In the spring of 2008, faculty conducted pilot studies in a variety of general education courses: History II , general education science (including Biology, Environmental Science and Geology), Social Issues, Readings in the Humanities, First Year Seminar and Elementary Probability and Statistics. Most of the instruments used for the pilot studies consisted of a set of questions inserted into the final examination in selected courses. Information literacy goals were most clearly articulated in the History, Readings in the Humanities, First Year Seminar and Social Issues pilot studies. (Source:  HYPERLINK \l "app3" Pilot Study of the Ramapo College General Education Program: A Framework for Assessment) The outcomes from the  HYPERLINK \l "lgo" LGO document (section 2.7 herein) were used for this assessment. 3.2 Assessed Categories Source: Pilot Study report by Vice Provost Ecker, May 2008. The full report can be found in  HYPERLINK \l "app3" Appendix 3. The matrix (below) indicates the courses piloted and the goals assessed. Goals may have been completely or partially assessed (i.e., if there is an X, it is not the case that all outcomes for that goal would have been assessed in that Gen Ed Category). For each assessed category, a narrative with details of the assessment instruments and results are provided in  HYPERLINK \l "app3" Appendix 3. Student Learning GoalsHistory IIReadings In the HumanitiesSocial IssuesScienceElementary Probability and StatisticsFirst Year SeminarCritical ThinkingXXXXCommunicationXXXInformation LiteracyXXXXIn-Depth KnowledgeUnderstanding of the Natural WorldXXCivic EngagementXXInterdisciplinary AnalysisXXXExperiential LearningXXIntercultural/International PerspectiveXXX 4. Ad Hoc Working Group for General Education 4.1 Introduction In May/June 2009, Vice Provost Saccon led a team of faculty and staff to the AAC&U General Education Institute (Minneapolis), with a goal of devising an assessment plan for Gen Ed, so that (once assessment data is available) the Gen Ed program can be reviewed to determine if it is accomplishing what it says it is setting out to do. As its base data, the Institute team used the  HYPERLINK \l "lgo" LGO document (section 2.7 herein) and the  HYPERLINK \l "categdescr" Gen Ed Category Descriptions (section 1.2 herein). The team developed a time-line for Gen Ed assessment, and recommended an institutional structure be created to provide a programmatic home for Gen Ed akin to a convening group. Over Summer 2009, the Institute Team (without VP Saccon) continued to work as the Ad Hoc Working Group for General Education (AHWGGE). The  HYPERLINK \l "ahwgap4" final report was drafted, to be presented to the campus community in September/October 2009; and the AHWGGE continued to work on developing the assessment plan through summer and September. The report was presented to the Provost and the ARC Chair (Larry DAntonio) in July 2009, and with little modification, the Final Report (Appendix 4) was released to the Deans and on a limited basis (interested parties and upon request) to other members of the campus community including the Faculty Assembly Executive Council. Jim Woodley (ASB) worked closely with Larry DAntonio (ARC) and Eddie Saiff (Faculty Assembly) throughout the summer and early Fall. A brief report was given to the Faculty by Jim Woodley under the ARC report at In-Service (9/1/09). The first major event is a workshop on 10/07/09, with faculty breaking into groups for the 10 Gen Ed categories; during September 2009 a group of faculty were recruited to be discussion leaders for the 10/07 meeting. The report and its recommendations will be presented at Faculty Assembly on 10/21, with a vote on the proposed convening group-like structure (GECCo) scheduled for the 11/18 Faculty Assembly. 4.2 Assessment Plan Source:  HYPERLINK \l "ahwgap5" AHWGGE Report and Recommendations - Appendix 5. The following timeline (beyond 10/7) is a proposal only. The Acting Vice Provost for Curriculum and Assessment oversees the General Education program and its assessment, and will work with AHWGGE and the faculty at large to facilitate the 2009-10 assessment plan. October 7th 2009 Faculty meeting with breakout groups for each Gen Ed Category (with Topics in Social Science and Arts/Humanities separated, and Social Issues/Perspectives separated). Each breakout group will be chaired by a faculty member who attended an organizational meeting on 9/16; these faculty leaders were recruited by AHWGGE members in consultation with Deans with some volunteers from the faculty. These Discussion Leaders may, or may not, be the Category Leaders in GECCo (presuming GECCo comes into being) (see section 4.3) At this meeting, faculty in each group will ascertain which Outcomes (from LGO) will apply to their Category. (See  HYPERLINK \l "ahwgap4" AHWGGE Reports Appendix 4 for a preliminary attempt.) Further, these faculty will begin to flesh out knowledge outcomes as applicable. (Skills outcomes are straightforward). AHWGGE members will subsequently collate the data gathered from each Category Discussion Group. October December 2009 AHWGGE, in conjunction with other campus experts, will collate examples of assessment instruments, including rubrics. AHWGGE will act to facilitate the development and selection of assessment instruments and procedures. Spring 2010 Pilot assessment in each Gen Ed Category. The precise mechanism including which courses, sample size, etc., will be determined by the faculty involved with leading the assessment process (hopefully GECCo). It is likely that complete Gen Ed assessment will take place incrementally over a 3 year cycle (i.e., courses would be assessed once in each 3-year cycle). The lessons from Spring 2008 and 2010 assessment will guide the refinement of the assessment process. AHWGGE hopes that GECCo will be in place in January 2010, and AHWGGE will turn the leadership of Gen Ed Assessment (and subsequent review closing the loop) to GECCo. 4.3 Proposed Institutional Structure GECCo Source:  HYPERLINK \l "app4" AHWGGE Report and Recommendations (Appendix 4). The coordination of Gen Ed assessment and program review is a large task, likely beyond ARCs resources (which is why a Task Force was set up in 2007). We therefore suggest an organizational structure is required, comparable to that of a Convening Group, and reporting to an administrator in much the same way a Convening Group does. The Gen Ed Program as an all-school curriculum deserves a permanent structure, just like any other academic program. The General Education Curriculum Council - GECCo will function as a cross-school (all-college) group, similar to a convening group in function and reporting. It will serve as the curricular home of the General Education Program and provide a holistic framework for managing the program. GECCo will be less ephemeral than a Task Force or Committee. It will support on-going assessment of Gen Ed and advocate for implementation (closing the loop) of Gen Ed ideas and needs as they emerge from the faculty and students. The GECCo concept assumes that the College values General Education and sees it as crucial to the delivery of the educational mission of the College. In order to offer a general education curriculum that addresses the ever-changing needs of our students, we need to consider both the educational content of the courses and the overall administrative context, as well as the strategic directions of the institution. GECCo will proactively help address issues related to academic content (e.g. learning goals, teaching and assessment methods, vision of education, etc.) as well as administrative aspects associated with curriculum delivery (e.g. frequency of course offerings, identified budgetary obstacles, enrollment distribution in courses, technology infrastructure and support). While most educational decisions that relate to a specific major can be made by a small group of faculty, decisions related to Gen Ed involve the entire faculty and cannot be implemented without broad administrative support. To be effective as a Council, GECCo will work very closely with the existing organizational structure and people responsible for decision-making (conveners, Deans, VPs, the Provost, and the President). The Assessment Plan and GECCo proposal will be presented to the Faculty Assembly on 10/21, with a vote on the formation of GECCo on 11/18. Appendix 1: CLA III Final Recommendations for General Education To: The Faculty Assembly From: CLA III Committee Edward Saiff (TAS), Chair; Martha Ecker (VPAA); Henry Frundt (SSHS); Maria Vail Guevara (CA); Eric Haye (SAB); Irene Kuchta (LIB); Edward A. Shannon (AIS); Babette Varano (Institutional Research and Planning) Date: June 14, 2004 Re: FINAL REPORT The CLA III Committee submits to the faculty its final report. As directed by Provost (soon to be Interim President) Sandy Pfeiffer, we recommend a revised General Education/School Core proposal consistent with a 32-Unit graduation requirement. This General Education proposal was drafted with input from many campus constituencies and attempts to be at once thorough and streamlined. The committees task was to develop a General Education program that would support our majors and leave time for our students to explore the curriculum on their own through elective courses. The promise of the Unit Plan informs the decisions reflected in this report. The Faculty Assembly, Provost, President, and Board of Trustees have all approved a new curriculum for our students, one based on a 32-course graduation requirement. This graduation requirement means our students will take fewer classes than they do now, and this represents a challenge. However, it is by no means an insurmountable challenge. CLA III therefore endorses the following General Education proposal as an integral component of our transformation into a new institution. Overall goals of our proposal, to be reflected in most General Education courses, are as follows: The purpose of the General Education program is to provide students with critical reading, writing and analytical skills essential to a Liberal Arts education. Students should also gain a foundation in academic areas which will prepare them to further develop in their majors. In this spirit, we recommend that all courses in General education incorporate six information literacy goals (as per Middle States recommendations): framing the research question, accessing sources, evaluating sources, evaluating content, using information, understanding ethical and legal issues affecting the use of information. We recommend that all General Education courses should be writing intensive, when appropriate. We recommend that all General Education courses should be taught by full-time faculty wherever possible. Our overall rationale is as follows: Students will be exposed to the academic areas which highlight the four pillars of the Ramapo College mission: interdisciplinary analysis, intercultural and international issues and experiential learning. Most courses will not double-count, ensuring that students have academic experience outside their majors. A central feature of the Unit model, upon which our General Education proposal depends, is its more rigorous set of expectations for our students and ourselves. The Unit model assumes that all Ramapo courses should include more reading. Our students will therefore leave Ramapo well read and well versed in the art of reading critically. Furthermore, for the General Education program to be effective and to maximize the advantages the Unit plan offers, we recommend that as part of General Education, all courses at Ramapo College in which students are evaluated on the basis of their writing will allow for substantial feedback on that writing. All such courses must be structured to ensure that students receive significant written feedback early enough in the semester to allow students to apply that feedback to future writing assignments. GENERAL EDUCATION (10 UNITS) FIRST YEAR100 LEVEL One CourseCollege English This course will focus on the writing process, on revisions and peer critiquing. Individual faculty-student conferences are included. A portion of the course will be devoted to research techniques and to conventional MLA formatting and the development of a research paper.100 LEVEL One Course WRITING INTENSIVESocial Issues The purpose of this course is to provide a forum for the historical, academic and personal exploration of race, class, ethnicity and gender and the ways in which these become forms of oppression that affect college students and American Society. It will cultivate in-depth conceptual approaches to these key areas. OR Perspectives in Business The purpose of this course is to explore modern American business. The course will examine the evolution of our economic system from historical, political, sociological, economic, and cultural perspectives, and will discuss current issues that involve industry within a changing social framework.100 LEVEL One Course WRITING INTENSIVEHistory This category develops an appreciation of the sweep of history over a century or more. Students gain an understanding not just of content but of historical process and method, both of which are important to the intercultural and international aspects of our mission. Applicable courses: AHST 101 Western Studies I AHST 102 Western Studies II AHST 107 Introduction to US History I AHST 108 Introduction to US History II AHST 110 World Civilization I AHST 111 World Civilization II100 LEVEL One CourseMathematical Reasoning Courses in this category should develop a student's mathematical reasoning skills including formulating and solving problems, thinking critically, and reasoning abstractly. Applicable courses: SMTH 101 Math with applications SMTH 102 Math Reasoning with Elementary Functions SMTH 104 Math for the Modern World SMTH 106 Introduction to Math Modeling SMTH 108 Elementary Probability and Statistics SMTH 110 Precalculus II SMTH 111 Calculus I100 LEVEL One CourseScience with Experiential Component This category should contain 100 level Science or Environmental Studies courses that provide a significant experiential component, which could be a lab or fieldwork. Students in these courses should create and analyze data. Courses such as Astronomy, Introduction to Chemistry, Introduction to Biology, or Environmental Studies could be included in this category. SECOND YEAR200 LEVEL One Course WRITING INTENSIVEReadings in the Humanities This course is an introduction to major texts by authors who have produced distinctive statements about the human experience. The common core of readings will include selections from the Bible, Greek literature and philosophy, Shakespearean literature, and modern literature. The course will enhance students' appreciation of the ways historical and philosophical narratives, fiction, poetry, and drama have helped enrich our understanding of human experience through extensive reading and reflective and analytical writing.  SECOND-THIRD YEAR200-300 LEVEL One Course WRITING INTENSIVE Double- counting permittedIntercultural North America The objective of courses in this category is to have students understand the richness of culture by studying its various aspects. Students will be exposed to the diverse ways of life of peoples now living in the United States and the rest of North America (Canada, Mexico, the Caribbean). Students will gain an understanding of different cultures which exist within North America. Courses will examine cultural and artistic productions, everyday life, material culture, and other manifestations of culture, as well as how these are linked to heritages and peoples beyond North American boundaries. Students will reflect upon and analyze texts and products which illustrate the symbolic nature of culture and the exchange of meaning. Possible courses: 200-Level American Studies courses Intercultural Communications Latino Images and the Hollywood Paradigm Black Experience in American Theater Cross-Cultural Journalism Music in the African Diaspora Multicultural Psychology Anthropology of North America African-American Culture and Civilization Asian-Latino Immigration200-300 LEVEL One Course WRITING INTENSIVE Double- counting permittedInternational Issues The purpose of this category is to provide a context through which students learn to interpret and critically analyze recent world events, focusing on the coordination of economic, cultural, social, and political activities. Courses will examine the increasing interconnectedness of nations and peoples throughout the 20th and 21st centuries. Courses in this category would include: Global Multicultural Media Issues International Business Politics of Developing Nations Third World Women Nationalism and Ethnicity Note: Study Abroad courses which offer significant interaction with the host country should be considered if the experiential component adequately provides for the enhanced global perspective intended in this category. That is, Study Abroad offerings in this category should allow students to critically link understanding of a specific nation and people to world events.200-300 LEVEL Two Courses Topics in courses. WRITING INTENSIVETopics in courses will: address its subject matter in historical context, focusing on texts written over a broad spectrum of historical development, demonstrating changes in thought and practice over time. The current Readings in Humanities course could serve as a template for this category. feature readings and/or other texts, including film and visual arts, where appropriate. like other General Education courses, incorporate the six information literacy goals. The new Categories would be called: Topics in Arts and Humanities These Courses provide students with the historical/social context of the arts and humanities, through the critical examination of significant cultural products in the form of texts, films, performance, music, video or other media, as they have developed over time. Sample courses: Literature Survey courses, Theater in Society, Music in our Time, History of Jazz,Art, Artists and Society, History of Telecommunications, Photography Concepts and History, Development of Modern Theater, History of Theater Topics in Social Sciences These courses provide students with an understanding of the social forces which shape human experience and society over time. They will apply theories and methods to human and social development, group behavior, and the resolution of collective conflicts. Sample courses: Psychology courses, Gender Work and Family, Environmental History, and Social Movements Topics in Science These courses provide an interdisciplinary focus on current issues in science such as environmental sustainability, biological warfare, cloning, AIDS, and the relationship between hormones and behavior. Sample courses: Energy and Society, Computers and Society and Appropriate Technology This requirement will be fulfilled by taking TWO Topics in courses outside of the student's school: For science majorsTopics in Arts and Humanities and Topics in Social Science For social science majors- Topics in Arts and Humanities and Topics in Science For humanities/arts majors- Topics in Science and Topics in Social Science For business majors- [Topics in Arts and Humanities or Topics in Social Science] and Topics in Science SCHOOL CORES School Cores combined with Majors should not exceed 22 Units. Schools should define their individual School goals, and while examining and redefining their core programs, include the following all college mission related values. In lieu of School Cores, these requirements could be embedded in the Majors. THIRD YEAR300 LEVEL Writing in the Programs It is the understanding of the CLA committee that the Deans, the WAC Coordinator, and the Writing Faculty are developing a proposal for a 300-level writing requirement to be embedded in the majors. CLA had been drafting its own proposal for such a requirement, but defers to this group and endorses its efforts & encourages its incorporation into the School Cores.300 LEVEL Program Goal, to be embedded within currently offered courses.One Values/Ethics course Courses which fulfill the Values/Ethics component must grow out of the particular concerns of the school which offers them. Students should be asked to engage in critical thinking and analytical course work and challenged to apply ethical or aesthetic values to the work in the given discipline. Interdisciplinary study should be offered in this course.300 LEVELOne course with an experiential component. Schools should consider expanding Study Abroad offerings, which could also address the international and intercultural aspects of the mission. Schools could also opt to create more co-ops, service learning, or internships to fulfill this goal ADDITIONAL GRADUATION REQUIREMENTS 100 LEVEL One CourseFirst Year Seminar College Seminar should be a required, graded course which meets at least 90 minutes per week. Each section will have a distinctly different course description that includes an exposure to various cultural groups and traditions on campus and in the surrounding community. This course is also designed to provide students with an introduction to their intended majors, often in the form of class projects. Students will also participate in presentations and discussions on important personal development issues to ease the transition from high school to college. This course is for incoming first year students.400 LEVELEach student should have a capstone experience, preferably of an interdisciplinary nature. Appendix 2A: Final Report of the International Education Advisory Committee The International Education Committee was convened at the end of academic year 2005-2006 to examine all aspects of international education at Ramapo and draft a mission statement for this pillar of the Colleges mission. The Committee is currently composed of faculty representatives from each of the five academic units and representatives of the administration, the staff, and student body. Its members are: Nick Dahan (ASB), Renata Gangemi (CA), Iraida Lpez (AIS), Jim Morley (SSHS), Emma Rainforth (TAS), Martha Ecker (Vice Provost for Curriculum and Global Education), Susi Rachouh (Study Abroad), Michael Riff (Center for Holocaust and Genocide Studies), and Milena Lacheta (student representative). Lpez and Ecker are serving as co-chairs. The Committee met over the summer and the beginning of the fall 2006 semester. It produced two documents: a vision/mission statement and a policy manual for short-term global seminars. The former appears below as part of this report, and the latter, a lengthy document, is included in the attachment. As both documents have circulated among the faculty and the Faculty Assembly Executive Council, they reflect their input and implicit support. In addition to having worked on these documents, the Committee is making recommendations on the scope and content of the International Education Committee at Ramapo. We believe further work needs to be done to 1) guarantee the implementation of the goals stated in the mission statement, and 2) examine other aspects of international education. The Committees recommendations also appear below, following the mission statement. This report is being submitted to the Provost, the Vice Provost for Curriculum and Global Education, and the Executive Council of the Faculty Assembly. I. Mission Statement International Education Committee Mission Statement The Vision and Mission statements apply to all aspects of International Education at Ramapo College, whether it be an on-campus course, an Education Abroad program (either Ramapo-owned global seminars or a consortium program), domestic off-campus programs with an intercultural component, or co-curricular programming. Vision: Students attending Ramapo College will have the inclination, knowledge, and skills to thoughtfully engage their own cultures and cultures that are not their own with respect, understanding, and openness, and critical analysis. Mission: We will create a holistic educational experience that enables our students to become literate, intentional and empowered global citizens. We endeavor to provide our students with classroom and experiential learning opportunities that will develop the knowledge, skills, and dispositions necessary for successful intercultural transactions. Thus, courses with an international component (including education abroad opportunities) should address as many of the following objectives as appropriate. As a whole, international programming should enable students to: Communicate in other languages Recognize the contributions and demands their culture places on other cultures Reflect on the cultural contexts in which they live and compare their attributes to other cultures Enhance their appreciation for the literature, art, music, and other artistic expressions of other cultures Comprehend the causes and consequences of the disparity in the global distribution of power and resources Experientially comprehend the reality of people whose lives are economically and politically disadvantaged and engage this reality through active forms of learning that involve services and concrete actions Demonstrate an understanding of how the globalized economy can impact local economies and wider geographic regions Analyze the conditions which produce changing migration patterns and/or environmental, health and social problems, and seek solutions or alternatives to these issues Understand the relationship of landscape and environment to way of life, and the implications of environmental changes for population survival, cultural identity, lifestyle, and health Understand the rise of the nation state and shifting international dynamics as well as their relationship to the changing nature of culture, ethnicity, religion, government, business, and other forms of identity The following apply to Education Abroad programs only: Learning Outcomes for Education Abroad Students who attend an Education Abroad program should accomplish one or more of the following: Students will enhance their proficiency in the native language Students will be able to draw comparisons between their own culture and one or more cultures within the country in which they study Students will be able to knowledgeably discuss physical, historical, artistic, religious, and/or cultural features of the country in which they study Students will be able to recognize and analyze regional issues and problems Assessment Methods For Education Abroad programs, assessment may take the form of one or more of the following: Pre-departure and re-entry orientation sessions (mandatory) Standardized tests that measure various indices of cultural sensitivity Research papers, case studies, and exams Focus groups Journal entries Course evaluation Portfolios Oral presentations Appendix 2B: Final Report of the Experiential Learning Task Force To: The Faculty Assembly Executive Council CC: Provost Beth Barnett From: Cherrie Kassem, Chair Re: Task Force on Experiential Learning Date: March 28, 2007 Task Force Membership: Cherrie Kassem (chair); Madhu Govindaluri, Susan Kurzmann, Jennefer Mazza, Carol Morrison, Katarzyna Potocka, Bernard Roy, Sharon Rubin, Matthew Swarts. Task Force Charges: In preparation for the strategic planning process and for the Middle States self study, Provost Beth Barnett convened the Task Force on Experiential Learning (TFEL) to reaffirm the Colleges commitment to experiential learning (EL) by completing the following tasks: Review previous committee reports on EL and revise its definition; Develop a vision statement for EL; Set College and student learning goals for EL; Offer recommendations on the assessment of EL goals; Make recommendations about current EL requirements, with particular attention to the EL component in the CEP; and Recommend processes for high quality EL activities. Task Force Processes: The TFEL was comprised of representatives from: each School, the Deans Council, the Cahill Center, and the Provosts appointee. The TFEL reviewed the following documents in preparation for completing the charge: the mission statement of Ramapo College; previous committee work on EL; the last Middle States self-study report; David Kolbs work on the experiential learning cycle; articles on service-learning; and sample EL Programs from numerous other institutions, most notably Alverno College in Wisconsin. The TFEL was charged by the Provost in November 2006 and met approximately bi-weekly to complete its charge by the deadline of April 1, 2007. Some portions of the Task Forces work were accomplished via email. Task force members also met with members of the larger campus community on March 7, 2007, for Pillar Talk. Feedback from that meeting was incorporated into the final report. Task Force on Experiential Learning Report Definition Experiential learning is a purposeful process of engaged, active learning in which the student constructs knowledge, skills, or values by means of direct experiences in authentic, real-world contexts. Experiential learning often includes the following components: Hands-on or minds-on engagement Facilitated, guided practice Multi-dimensional growth/development Reflection Application of theory/classroom knowledge Student learning goals, assessments, and documentation Service to a larger community *Experiential learning goes beyond the conventional comfort zone of college course activities such as reading texts, doing homework, writing papers, performing studio or lab work, etc. Vision The Task Force on Experiential Learning believes that EL always has been, and still is, a fundamental mission of Ramapo College. Toward that mission, the Task Force envisions: A full-spectrum view of EL that includes service-learning, cooperative education, internships, apprenticeships, field mentors, and other hands-on learning experiences. Students as lifelong learners. A clear, explicit, organic integration of EL into content majors by means of College, program, and/or course outcome statements. Systematic and explicit assessments of College, program, and course EL goals. Assessment standards that are developmental, challenging students to move from simple to more complex tasks and understandings. Data collection to document achievement of EL goals. That the faculty develop mechanisms to oversee College/course EL goals and assessments. That faculty participation in EL activities may be a consideration in the tenure/promotion process. That the College supports the resources, time, and professional development needed for faculty and staff to implement the EL component of the College mission. Goals With respect to goals that support the experiential pillar of the College, the Task Force on Experiential Learning suggests that: That EL opportunities are designed to enhance students: civic engagement, pre-professional, global/intercultural, and real world problem-solving perspectives. The College provides students the opportunity to share and/or exhibit their EL achievements, and to be recognized for them. That EL equips students with the spirit and skills of lifelong learners. That EL is an explicit, integral component of all College content majors and/or programs, as evidenced by learner outcome statements. That assessment and evaluation of EL are required at all levels of the curriculum. That evidence of EL is documented by students and submitted to faculty. That assessment of EL goals is part of each convening groups five year review process, the results of which are submitted to Deans and to the Associate Provost for Academic Affairs. That College-wide implementation of EL opportunities is developmental, progressing from greater faculty oversight to greater student self-monitoring. That College resources for the professional development of faculty and staff are augmented. That orientation sessions for new faculty provide information on EL. The new students are oriented to the EL pillar of the College (in first-year seminar, for example). That Ramapo Colleges partnerships with external agencies, service providers, and businesses are strengthened. That the Cahill Center continues to coordinate EL placements and documentation support. That the CEP requirement for experiential learning be renamed and re-conceptualized. Assessment The Task Force on Experiential Learning offers the following suggestions with respect to the assessment of College EL goals: That assessments are aligned with College goals and with external standards. That data analyses focus on the patterns of performance expected, given a developmental implementation model. That multiple methods of assessment are used. That data provide meaningful feedback to faculty, staff, and the public regarding the experiential learning goals of the College. That assessment data inform organizational policies and practices. The Task Force on Experiential Learning offers the following suggestions with respect to the assessment of student learning outcomes: That learning goals are aligned with College/program goals. That learning goals are clearly stated and articulated in order to help students develop the experience-based knowledge, skills, and attitudes appropriate for their disciplines. That assessment criteria and standards are communicated to students prior to the experiential learning activity. That student reflection is a component of the learning process and outcomes assessment. That multiple methods of assessment are used to determine whether or not students have met learning goals. That programmatic assessment data are accumulated and studied for the purpose of organizational development. Examples of Ways to Obtain Evidence of Experiential Learning (Learning Processes) After exploration of experiential learning opportunities at other institutions, the Task Force on Experiential Learning offers these possible means of attaining evidence that experiential learning goals have been met: Demonstration of skills learned via experience. Direct observation of students performing in the learning environment. Evaluation of projects that resulted from experiential learning. Evaluation of products (paper, collage, etc.) that resulted from experiential learning. Oral presentations by students regarding their learning experiences. Personal interviews of students regarding their learning experiences. Work samples or simulations of the direct learning experience. Oral or written student reflections on the learning experience. Oral or written examinations (traditional assessments). Appendix 2C: Final Report of the Intercultural Understanding Task Force The Intercultural Understanding Task Force was charged on December 6, 2006 with defining Intercultural Understanding, one of the four educational pillars at Ramapo College, developing a vision statement that is aligned with the mission statement and that of DAC (The Diversity Action Committee), and setting college learning goals that promote Intercultural Understanding. This task force consists of: Kelly Dolak, CA, Chair Rena Bacon, TAS Carol Bowman, SSHS Henry Davis, Dean of SSHS, as ex Officio for the Provost's Office Yvette Kisor, AIS Shirley Knight, The George Potter Library Huiping Li, ASB Ruma Sen, CA, DAC Representative I. Working Definition of Intercultural Understanding Intercultural Understanding is both an approach and an outcome of the learning process. It promotes critical sensitivity to cultural differences among peoples within nations as well as across nations. This approach promotes equal value in all human life and serves for preparation for membership in a diverse and pluralistic global community. II. Vision Statement for Intercultural Understanding Intercultural Understanding is an integral component of the curriculum and the community at Ramapo College. All students will be encouraged to develop the knowledge and skills required to negotiate and flourish in a diverse, transnational environment (one that acknowledges the impact of globalization on our local experiences). Their educational and co-curricular experiences should enable students to become empowered global citizens ready to continue their engagement in critical analysis of privilege and power structures. This learning process and outcome will emphasize the cultivation of equitable local and global relationships both across and within nations. III. Learning Goals that Promote Intercultural Understanding Disposition towards lifelong learning that includes a critical engagement with cultures. Recognition and value for ones own cultures as well as the cultures of others. Knowledge of cultural differences among peoples within nations as well as across nations. Development of global citizens and preparation for active membership in a diverse and pluralistic global community. Development of skills to negotiate and flourish in a culturally diverse environment. Engage in critical analysis of privilege and power structures through an understanding that position informs perspectives. These approaches should be integrated across educational and co-curricular experiences at the college. Convening groups should be able to point to the opportunities within the major where students are meeting these learning goals. Co-curricular activities could include: Lived experience Student club activities and cross-club interactions Lecture series Alternate spring break Teacher Education: Student Teaching Field work (e.g. as used in Psychology and Social Work Convening groups) Internships Volunteer work Education Abroad IV. Recommendations for quality learning experiences Graduation requirement that acknowledges increased intercultural understanding. This can be incorporated in the form of a mandated 60 hours of service during a students college career in co-curricular programs that include: Alternative spring break Student literacy core Big Brother Big Sister Internship experience with community organizations Education Abroad Volunteer work Student teaching Diversity-oriented faculty-student research Appendix 2D: Final Report of the Interdisciplinary Education Task Force This is the complete task force report, Spring 2007. Minor reformatting has been undertaken for this Appendix. Report on Interdisciplinary Education at Ramapo College of New Jersey Delivered to Provost Beth Barnett on April 6, 2007 Report Authored by the Provosts Interdisciplinary Education Taskforce: Rikki Abzug (ASB) Lisa Cassidy (Taskforce Chair/AIS) Lisa Lutter (CA) Robert Dilly (Library) Michael Edelstein (SSHS) Steven Perry (Provosts Representative) Eric Wiener (TAS) INTRODUCTION As charged by the Provost of Ramapo College of New Jersey on November 1, 2006, the Provosts Taskforce on Interdisciplinary Education will (1) define interdisciplinary learning, (2) develop a vision statement, (3) set college and student learning goals, (4) make recommendations on the assessments of these goals, and (5) make recommendations on our current curriculum. In addition, the Taskforce has taken the initiative to supply a narrative history of interdisciplinary education at Ramapo. The Provosts Interdisciplinary Education Taskforce members are: Rikki Abzug (ASB), Lisa Cassidy (Taskforce Chair/AIS), Lisa Lutter (CA), Robert Dilly (Library), Michael Edelstein (SSHS), Steven Perry (Provosts Representative), and Eric Wiener (TAS). (1) DEFINITION OF INTERDISCPLINARY EDUCATION AT RAMAPO COLLEGE Interdisciplinary education is the interaction, integration, or synthesis of knowledge and learning across disciplines. (2) VISION OF INTERDISCIPLINARY EDUCATION AT RAMAPO COLLEGE Corresponding wit h the fundamental principles of liberal arts education, interdisciplinarity creates a dynamic learning environment that encourages critical inquiry, collaboration, and integrative thinking. Indeed, the Colleges founding vision included an interdisciplinary approach (that) transcends the limits of the traditional departmental organization and encourages the student to see the parts of a problem in relationship to the whole, to think in broad but related terms. Ramapo College reaffirms the value o f a collegial environment that promotes integrative and crossdisciplinary discourse and learning. In so doing, the College fosters opportunities for students to experience a more holistic education, preparing them to best understand the increasingly complex and rapidly evolving nature of our contemporary world, to lead successful, meaningful professional lives, and to effectively engage in civic society. (3) STUDENT LEARNING GOALS FOR INTERDISCPLINARY EDUCATION Student learning goals for interdisciplinary education at Ramapo College include the critical thinking, problem solving, and analytical skills that characterize liberal arts education. With regard specifically to interdisciplinary education, each Ramapo College student shall: acquire significant awareness and understanding about the content and methodologies of a broad array of disciplines~ learn to recognize the interconnect ions between different areas of study and, in particular, how his/her program(s) of study intersect with other fields~ gain increased facility for thinking creatively, and for evaluating, integrating, and applying disparate sorts of knowledge~ develop an ability to create and employ innovative, interdisciplinary approaches to identify, comprehend, and address contemporary problems~ learn to work with others to effectively integrate knowledge and approaches from diverse fields. (4) RECOMMENDATIONS FOR THE ASSESSMENT OF THE LEARNING GOALS We can confirm the strengths of a Ramapo interdisciplinary education by assessing these learning goals. Goal assessment also provides feedback that can be used for continual improvement. The assessment of student learning goals may well be dependent upon the avenues of interdisciplinarity that students follow. These avenues include: interdisciplinary methods within courses, interdisciplinary courses, interdisciplinary minors, interdisciplinary majors, or interdisciplinary extracurricular activities. Every assessment method may not be appropriate for each of these avenues. One common - perhaps overused assessment method is indirect or recall assessment. Such indirect assessment methods ask learners to recall their learning experiences through surveys, questionnaires, interviews, or focus groups. Indirect or recall assessment methods are useful for learning about students personal views and attitudes, but direct and experiential methods (as summarized below) provide more nuanced and actionable understandings of achievement in student learning. We therefore advocate that Ramapo follow the lead of many other institutions that have been moving towards direct, participatorybased, and valueadded assessment methods. Valueadded methods include pre/post tests of innovation and creativity, comparisons between interdisciplinary and noninterdisciplinary learning tracks, reallife scenario testing, assessment of the ability to work in interdisciplinary teams, and semesterlong simulations. Participatory based methods include charrettes (i. e., timedelimited collaborative sessions in which members of a small study group draft a solution to a realworld problem) and longterm research projects. Direct methods include standardized tests, locallydeveloped instruments, as well as rubrics. Student journals, selfevaluations, portfolios, and selfimposed rubrics are all examples of methods that include both direct and indirect assessment. (5) RECOMMENDATIONS FOR THE CURRENT CURRICULUM This Taskforce finds that Ramapo College is well positioned to deliver the interdisciplinary education it promises, due to the prominence of this pillar in the Colleges mission and due to our overall institutional values and resources. Ramapo successfully provides interdisciplinary education in many ways, e. g., in courses, in interdisciplinary majors (and some disciplinary majors), in crossdiscipline collaboration and research among faculty and students, and in campuswide events. Furthermore, Ramapos relatively unique convening group structure greatly facilitates interdisciplinary cooperation and collaboration among academic majors, minors, and schools. Despite successes, this Taskforce also finds that more positive steps should be taken, and current barriers to interdisciplinary education should be addressed. Following is a list of specific recommendations, organized into five categories: College Policies, Student Experiences, Curricular Enhancement, Faculty Research and Development, and Interdisciplinary Collaboration. College Policies Create a Director of Interdisciplinary Studies position to oversee interdisciplinary education and support faculty development. Encourage and facilitate the formation of learning communities that cut across educational programs to address specific issues, themes, or sets of questions. Encourage interdisciplinary faculty research by acknowledging its value in tenure and promotion considerations. Recognize the special needs of interdisciplinary programs with respect to hiring, funding, and assessment. Specifically: Reward interdisciplinary programs with more faculty lines to ease the pressures of disciplinary demands. Hire new faculty for disciplinary positions who are skilled at both the specific discipline and at working across other disciplines, as well. Allow convening groups to decide which courses should be required for majors or minors, regardless of a specific courses school designation. Allow crosslisting of courses (both intraor interschool) based on sound academic criteria. Facilitate interdisciplinary programs by sharing resources across schools, allowing faculty to teach outside of their home schools. Student Experiences Fund lecture series which feature faculty and/or guest lectures with interdisciplinary themes. Encourage the Ramapo Lecture Series course to be offered more regularly with interdisciplinary themes. Foster student organizations or honor societies that attract students from across disciplines to address interdisciplinary goals and projects. Immerse incoming students in Ramapos interdisciplinary educational agenda by emphasizing Ramapos pillars during orientation or First Year Seminar. Acknowledge student achievement by holding contests to annually award the Best Interdisciplinary Essay or Research Projects. Encourage, facilitate, and acknowledge facultystudent research that is interdisciplinary in nature. Curricular Enhancement First Year Seminar courses should be interdisciplinary in conception or include a strong interdisciplinary component. First Year Seminar courses also should include a holistic introduction to interdisciplinary education. The General Education curriculum exists to ensure that students receive a wellrounded and interdisciplinary education. Conduct a study of the current General Education curriculum for the purposes of evaluating how effectively we are achieving these primary goals and where improvement is needed. Reinstitute a senior capstone experience across the curriculum that includes an issues based or other inherently interdisciplinary approach. Faculty Research and Development Enhance interdisciplinary learning opportunities for faculty members. These could be offered through the faculty resource center, inservice workshops, offcampus conferences (similar to Greater Expectations), and informal dinners and gettogethers. Establish an interdisciplinary study circle. Immerse incoming faculty in Ramapos interdisciplinary educational agenda by emphasizing Ramapos pillars during recruitment and orientation. Sponsor interdisciplinary research (including research on the pedagogy of interdisciplinarity) with financial support, including Foundation grants, release time, or flex units. Interdisciplinary Collaboration Facilitate the interweaving of courses by scheduling related courses at common meeting times. Support team teaching philosophically, pragmatically, and financially. Create a culture that fosters and provides multiple opportunities for student and faculty collaboration across disciplinary and school boundaries. SUPPLEMENTAL NARRATIVE: A PERSPECTIVE ON THE HISTORY OF INTERDISCIPLINARY EDUCATION AT RAMAPO COLEGE, with research contributed by Robert Dilly and Michael Edelstein BACKGROUND AND HISTORY Ramapo College of New Jersey was founded as an interdisciplinary liberal arts college by the New Jersey legislature, sharing this new mission with its sister school, Stockton. At the same time the existing teachers colleges in New Jersey were upgraded to conventional universities. It was explicitly recognized that the new institutions would be structured differently than the conventional institutions, and that they would offer a type of learning environment that, at least academically, was conceptualized in a very different way. Thus, of Ramapos four pillars, interdisciplinarity can be viewed as an embedded founding mission. RAMAPOS MILIEU To understand why interdisciplinarity was particularly prominent at that time we can adopt an historical perspective. By the late 1960s a complex of issues were being recognized and conceptualized for the first time as unique problem sets. These included issues of race and class, women and gender, poverty, peace, and the environment. In addressing these problems new academies such as Ramapo challenged the structure of traditional academic knowledge. By being boxed into disciplines it was thought that traditional academies had not only had failed to anticipate and address these new problems, but in many ways had contributed to the problems formation. For example, inspired by Herbert Simons work on decision theory and Von Bertalanffys General Systems Theory, some academics of this new generation challenged what they saw as the insularity of academic thought. If humans tended to think in limiting ways that did not anticipate problems, so the argument went, then new ways of thinking were needed that could address and respond to the uncertainty of emergent conditions. Having acknowledged the interconnectedness of problems in the human or natural worlds, new modes of thinking that appreciated and understood this interconnectedness were devised. In the lingua franca of systems, the closed systems thinking of disciplines was seen as artificial and ingrown. Open systems were favored. At this time interdisciplinarity was not merely a modification of traditional academic thought~ it was hailed as a revolutionary new approach. Ramapo attracted and recruited  outofthebox academics. Many College founders and pioneers were enamored with an educational setting where introspection, discourse, and experimentation were de rigueur. Extraordinary energy was required t o create new interdisciplinary innovations. The faculty was actualized to be engaged in the invent ion of a new educational organization capable of addressing the recognized problems of the epoch. Work focused on an innovative academic structure and culture, and on an innovative curriculum. THE EARLY STRUCTURE AND CULTURE The first approach to integrating the interdisciplinary mission was to create an innovative school structure for the new College. Each school was envisioned as an interdisciplinary learning community. These learning communities combined faculty to collaborate on a multi dimensional problem. The schools were important both for what they made possible and also for what they were not. They made possible innovative analyses to pressing and complex problems. They were decidedly not convent ional academic divisions housing standalone disciplinary departments. School faculty would create major and minor programs within the school, consistent with the schools problemfocus. Each school was headed by a Director, who represented the faculty to the administration, and an Assistant Director, who handled curriculum and scheduling for the school. Many recall that these were highly democratic, horizontal administrative structures. The democracy extended to students, who participated as voting members on all committees, including faculty tenure and promotion. In the unit council, students were seen as citizens of the school and were accorded votes (one less than the number of faculty). Ramapo had a support structure in the early days that promoted interdisciplinarity. There was even a small interdisciplinary convening group. Within Academic Affairs, Yole Sills served as Director of Interdisciplinary Programs. She sponsored two regularly occurring dinner seminars at which faculty would speak on a topic of their choice, or on occasion outside speakers would be invited. Attendance was limited to those who could sit around the table. Sills also took the lead in organizing a string of conferences on interdisciplinary topics, such as the Energy Crisis. She ensured interdisciplinary discourse took place in coursework with the Master Lecture Series course. For some two decades, beginning in 1972, students from a variety of disciplines could attend the facultyrun Ramapo Master Lectures series, where guest lecturers and Ramapo faculty presented such topics as Ecological Futures and How the World Views the U.S. Another important leader from Academic Affairs was Leo McLaughlin. McLaughlin promoted the success of the tutorial program. Tutorials were generally interdisciplinary exercises, and McLaughlins work also contributed directly to the integrative culture. The early days can be seen as a time of great experimentation, in which ideas were explored, thunderous arguments occurred over ideas, and passions were stirred by the climate of discourse and sharing. Ramapo College functioned less as a bureaucratic structure than as a large learning community. THE EARLY CURRICULUM Ramapos early curriculum also reflected its interdisciplinary mission. For example, students took tutorials with a mentor in each term of their first 3 years. These were freeform interdisciplinary explorations. Instead of introductory courses, students took Scope and Methods courses that were about instead of in disciplines to prepare students as integrative thinkers (generalists) who knew how to access, understand, and use disciplinary information without stepping inside of the disciplines. Furthermore, students took interdisciplinary Senior Seminars both terms of their final year, in effect writing two senior theses, one for each seminar. Individual courses varied in their interdisciplinary content. However, a substantial number of obviously interdisciplinary courses appeared throughout the curriculum, many contributing to the emergent dialogues on race and class, women and gender, poverty, peace, and the environment, in addition to more traditional concerns. Moreover, fundamentally disciplinary faculty could use such courses to step out of their roles. In addition, team teaching was philosophically and financially supported. Team teaching exposed students to different disciplinary approaches within the same course. Team teaching also transgressed the boundaries of disciplines by forging innovative approaches to pressing social, artistic, or ecological problems. At the macrolevel, school cores were intended to be interdisciplinary in nature. Given the four credit structure and the commitment to tutorials and senior seminars, majors were comparatively small. The College prepared interdisciplinary generalists, not undergraduate specialists. The 1985 addition of General Education reflected the need to fill the posttutorial void wit h courses that would offer some breadth to majors that were increasingly becoming narrow specializations. Interdisciplinary majors and minors also were developed at Ramapo. Ramapo was a national leader in pioneering interdisciplinary majors, including: Environmental Studies, Environmental Science, Law and Society, American Studies, International Studies, and International Business. Numerous interdisciplinary minors also flourished, for example, Africana Studies, Science and Technology, and Womens Studies. CONCLUSION The interdisciplinary approach to teaching and learning was part of the founding vision of Ramapo College and formally became one of the four pillars in it s mission statement. Interdisciplinarity was expressed through tutorial groups, schools organized around problems rather than disciplines, teamtaught courses, and senior interdisciplinary seminars. There was an active Director of Interdisciplinary Studies to facilitate interdisciplinary education. Today, while many of the original interdisciplinary elements informing Ramapo's early years have atrophied or vanished, several do persist, such as interdisciplinary majors and minors, General Education requirements, and individual faculty with an interdisciplinary approach to teaching and scholarship. Appendix 2E: ARC Report: Goals and Objectives for General Education This is the complete report prepared by ARC, Spring 2007. Minor reformatting has been undertaken for this Appendix. Goals and Objectives for General Education at Ramapo College Report to Faculty Assembly and Provost By the Academic Review Committee April 4th, 2007 Relevant Background Statements: Middle States Goals for General Education: The institutions curricula are designed so that students acquire and demonstrate collegelevel proficiency in general education and essential skills, including oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. Pillars of the Ramapo College as listed in the Mission Statement: Organized into thematic learning communities, Ramapo College provides academic excellence through its interdisciplinary curriculum, international education, intercultural understanding, and experiential learning opportunities. Vision Statement Students graduating from Ramapo College will be intellectually grounded in liberal studies, integrating indepth knowledge with a commitment to the social and cultural skills and values necessary to be productive citizens in a global community and to engage in lifelong learning. They will be well versed in the various methods of inquiry involved in the acquisition, construction and contextualization of knowledge. Goals and Objectives: Based on the above, the goals and defining objectives of the General Education Program at Ramapo College include collegelevel proficiency in the following: Intellectual Skills 1. Critical Analysis Comprehending texts (oral, written, visual or other mediums) including academic discourse Identifying, summarizing, appropriately reformulating, and analyzing the problem, question, or issue from a given text Recognizing the influence of context and assumptions, and analyzing the textual strategies for creating multiple layers of meaning Assessing and analyzing appropriate theoretical arguments, data, and/or other evidence Developing and presenting ones own perspective, hypothesis, or position Integrating other perspectives and positions into an analysis Identifying and assessing conclusions, implications, and consequences 2. Oral, Written, and Visual Communication Formulating a thesis Establishing a voice appropriate to the topic and rhetorical situation Using effective rhetorical or visual strategies to persuade, inform, and engage Employing speaking, writing and/or visual processes such as planning, drafting, collaborating, organizing, composing, revising, and editing to create papers and presentations using proper syntax, grammar, and mechanics Clarifying major aims, and arranging materials to support them. Using technology as appropriate to support presentations Understanding the basic elements of visual design, technique, and media 3. Information Literacy [from the Association of College and Research Libraries] Determining the nature and extent of the information needed Accessing the needed information effectively and efficiently Evaluating information and its sources critically and incorporating selected information into a knowledge base and value system Using information effectively to accomplish a specific purpose Understanding the economic, legal, and social issues surrounding the use of information, and accessing the information ethically and legally 4. Technological Literacy Using a word processing program to produce a welldesigned document Creating an effective computer presentation including graphics Using a spreadsheet to represent and analyze numerical data Understanding the societal impact and ethical issues related to information and information technologies Understanding the limitations and prospects for change in information technology Social, Global, And Cultural Knowledge 5. Intercultural Analysis Recognizing the contributions and demands one culture places on other cultures Reflecting on and comparing the cultural contexts in which people live [NOTE: a and b are from the International Task Force. Additional goals and objectives will be forthcoming from Intercultural Task Force] 6. Global Awareness [pending from International Task Force] 7. Historical Literacy and Civic Engagement Understanding and applying historical methods Locating, contextualizing, and critically evaluating primary and secondary historical sources Comprehending change and continuity in history 8. Analysis of Aesthetic Productions/Work Developing vocabulary, analyzing and critically interpreting significant primary texts and/or works of art (including but not limited to fine art, literature, music, theater, and film) Comparing art forms, modes of thought and expression, and processes across a range of historical periods and/or structures Analyzing ideological, social and political assumptions about art and culture Exploring major critical and theoretical discourses of aesthetic production Methods Of Inquiry 9. Interdisciplinary Analysis [pending from Interdisciplinary Task Force] 10. Experiential Learning [pending from Experiential Task Force] 11. Scientific Reasoning (pending review by TAS) Understanding scientific concepts and processes Describing, explaining, and predicting natural phenomena Critically reading articles about science in popular media Identifying scientific issues underlying national and local political decisions Expressing positions on global, national, and local issues that are scientifically and technologically informed Evaluating the validity of scientific information based on its source and the methods used to generate it Evaluating the ethical issues surrounding the scientific enterprise Communicating scientific information effectively 12. Mathematical Reasoning (pending review by Math convening group) Using arithmetical, algebraic, geometric and statistical methods to solve problems Interpreting mathematical model s such as formulas, graphs, tables, and schematics, and drawing inferences Representing mathematical information symbolically, visually, numerically, and verbally Recognizing and describing the limits of mathematical and statistical methods 13. Ethical and Moral Reasoning Identifying and analyzing realworld ethical problems or dilemmas Understanding diverse ethical frameworks Describing and analyzing the complexity and consequences of ethical choices Committee members: Jonathan Lipkin (CA), chair~ Donna Crawley (SSHS)~ Larry D Antonio (TAS)~ Val Flenga (AIS)~ George Gonpu (ASB)~ Susan Kurzmann (LIB)~ M. Ecker (Office of the Provost, exofficio member) These goals and objectives were written by the Academic Review Committee, which drew on diverse sources, including but not limited to: California State University Monterey Bay California State University Sacramento Illinois Articulation Initiative Statewide National Academy of Sciences New Mexico Higher Education Department State University of New York, Geneseo University of Iowa University of Maine, Farmington (UMF) University of Maryland Washington State University Western Michigan University Document on General Education by the Greater Expectations Group International Education Task Force Report North Central Regional Educational Laboratory document on Visual Literacy 4/4/2007 Appendix 2F: LEAP Outcomes AAC&Us Liberal Education and Americas Promise campaign. Provost Barnett committed to these goals in AY 06-07. These goals were consulted by the LGO Task Force, and the LGO documents goals/outcomes can be correlated to the LEAP goals. The Essential Learning Outcomes Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for twenty-first-century challenges by gaining: Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Focused by engagement with big questions, both contemporary and enduring Intellectual and Practical Skills, including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance Personal and Social Responsibility, including Civic knowledge and engagementlocal and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges Integrative Learning, including Synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems Note: This listing was developed through a multiyear dialogue with hundreds of colleges and universities about needed goals for student learning; analysis of a long series of recommendations and reports from the business community; and analysis of the accreditation requirements for engineering, business, nursing, and teacher education. The ndings are documented in previous publications of the Association of American Colleges and Universities: Greater Expectations: A New Vision for Learning as a Nation Goes to College (2002), Taking Responsibility for the Quality of the Baccalaureate Degree (2004), and Liberal Education Outcomes: A Preliminary Report on Achievement in College (2005). Liberal Education Outcomes is available online at www.aacu.org/leap. Appendix 3: Pilot Study Results This is the complete report prepared by Vice Provost Ecker, Summer 2008. Minor reformatting has been undertaken for this Appendix. Pilot Study of the Ramapo College General Education Program: A Framework for Assessment In 1999, the General Education Revision Committee reviewed the Colleges extensive general education program and suggested a variety of modifications while retaining the commitment to foster a learning environment consistent with the mission pillars. In preparation for the transition to the Curriculum Enhancement Plan, then Provost Sandy Pfeiffer mandated that the general education program be limited to ten courses including First Year Seminar. With only a few months to revise the program, the faculty compromised on another iteration of the initial program again attempting to maintain the conceptual integrity of earlier models. The Academic Review Committee presented a new vision statement to the faculty in the spring of 2007. This was the basis for the learning goals and outcomes task force statement issued the following fall. General Education: Mission Statement, Academic Review Committee, Spring 2007 Students graduating from Ramapo College will be intellectually grounded in liberal studies, integrating in-depth knowledge with a commitment to social and cultural skills and values necessary to be productive citizens in a global community and to engage in life-long learning. They will be well versed in the various methods of inquiry involved in the acquisition, construction and contextualization of knowledge. --------- Learning Goals and Outcomes Task Force, Fall 2007 SKILLS Goals 1 and 2: Critical Analysis and Communication Students will be able to: Think and engage analytically. Present coherent written and oral arguments with correct grammar and syntax. Assess theoretical arguments, data and other evidence. Read, analyze and understand a variety of works of arts in addition to written, oral and visual texts across a range of historical periods and cultures. Evaluate scientific evidence and the scientific arguments generated from it. Develop competence in quantitative reasoning and in the application of arithmetical, algebraic, geometric and statistical methods in solving problems. Apply computer technology to depict concepts and data visually. Goal 3: Information literacy Students will be able to: Access needed information effectively and efficiently Evaluate information and its sources critically, and incorporate primary and secondary sources into essays, reports and other forms of communication. Recognize many of the economic, legal, social and ethical issues surrounding the use of information. KNOWLEDGE Goal 4: In-Depth Knowledge Students will be able to: Demonstrate proficiency and depth of knowledge in their major field of study Goal 5: Understanding of the Natural World Students will be able to: Recognize that science has established methods for acquiring knowledge about natural processes, and that science, as a form of empirical knowledge, seeks to explain and to infer the natural causes of natural phenomena. Understand the methods used to acquire scientific knowledge both now and historically; Appreciate the place of science knowledge in contemporary culture and history. Employ effectively one or more scientific methodologies. Understand and apply concepts of environmental sustainability in addressing and solving problems of environmental degradation. SOCIAL RESPONSIBILITY Goal 6: Civic engagement Students will be able to: Cultivate civic sensibilities and habits of mind. Understand the basic workings of public institutions at the local, state, federal and international levels. Think, act, reflect and communicate critically about issues, problems and matters of public consequence. MISSION PILLARS Goal 7: Interdisciplinary Analysis Students will be able to: Evaluate, integrate and apply disparate sorts of knowledge. Goal 8: Experiential Learning Students will be able to: Recognize and engage in planned, productive work that is integrated with and generally related to their academic and career goals, including internships, service-learning, cooperative education, student teaching, practicum field work, externships, clinical rotations, research and some community service activities. Goal 9: Intercultural / International Perspective Students will able to: Understand and negotiate the complexity and diversity of cultures in their various contexts (local, national and global). Communicate orally and in writing in more than one language. Comprehend the causes and consequences of the disparity in the global distribution of power and resources. Pilot Study In the spring of 2008, faculty conducted pilot studies in a variety of general education courses: History II , general education science (including Biology, Environmental Science and Geology), Social Issues, Readings in the Humanities, First Year Seminar and Elementary Probability and Statistics. A discussion of individual findings is included in this report. The matrix (below) indicates the courses piloted and the goals assessed. Most of the instruments used for the pilot studies consisted of a set of questions inserted into the final examination in selected courses. Information literacy goals were most clearly articulated in the History, Readings in the Humanities, First Year Seminar and Social Issues pilot studies. The faculty responsible for the pilot studies were: History II-Carter Meyer General Education Science- Susan Petro Social Issues-Robert Sproul Readings in the Humanities-Al Romano/Shirley Knight First Year Seminar-Rob Mentore Elementary Probability and Statistic-Katarzyna Potocka Student Learning GoalsHistory IIReadings In the HumanitiesSocial IssuesScienceElementary Probability and StatisticsFirst Year SeminarGoal 1 Critical ThinkingXXXXGoal 2 CommunicationXXXGoal 3 Information LiteracyXXXXGoal 4 In-Depth KnowledgeGoal 5 Understanding of the Natural WorldXXGoal 6 Civic EngagementXXGoal 7 Interdisciplinary AnalysisXXXGoal 8 Experiential LearningXXGoal 9 Intercultural/International PerspectiveXXX Introduction to U.S. History II Learning objectives to be assessed (through final exam questions): Student will be able to: Identify major political, social, economic, and cultural developments in American history since 1865. This 100-level HIST goal relates to the general education goal of historical literacy and civic engagement. Specifically, it tests students' comprehension of change and continuity in American social, political, economic and cultural history. It also relates to the general education goal of social and cultural knowledge. Identify, locate, evaluate, and analyze as well as distinguish between primary and secondary sources. This 100-level HIST goal relates directly to the general education goal of information literacy by testing students' ability to locate in databases primary and secondary sources and distinguish between them. Identify major political, social, economic, and cultural developments in American history since 1865. Questions for assessment: 1.______Identify from the following one major political development in American history since 1865. Social Darwinism, 1870-1890 The progressive reform movement, 1895-1920. The Manhattan Project, 1942-1945. 2.______Identify from the following one major economic development in American history since 1865. The stock market crash, 1929. B. McCarthyism, 1950-1954. C. Vietnam War protests, 1965-1970. 3.______Identify from the following one major social development in American history since 1865. A The Cold War containment policy, 1947-1989. The civil rights movement, 1955-1965. Theodore Roosevelts trustbusting, 1904-1909. 4.______ Identify from the following one major cultural development in American history since 1865. A. Harlem Renaissance of the 1920s. B Reconstruction, 1865-1877. C. Japanese Internment, 1942-1945. Identify, locate, evaluate, and analyze as well as distinguish between primary and secondary sources. Questions for assessment: ______Which one of the following best defines a primary source? An Internet web site. Letters and journals written by participants in a specific historic event. An article written by a historian about a specific historic event. ______Which one of the following best defines a secondary source? A newspaper editorial written at the time of a specific historic event. A book written by a historian that attempts to explain an historic event. A J-STOR article that offers direct, first hand observations about an historic event. ______ Which one of the following databases would be the best place to locate a primary source? Historical New York Times America: History and Life C. J-STOR Political Development FrequencyPercentValid PercentCumulative PercentValidCorrect11583.383.383.3Incorrect2316.716.7100.0Total138100.0100.0 Economic Development FrequencyPercentValid PercentCumulative PercentValidCorrect12087.087.087.0Incorrect1813.013.0100.0Total138100.0100.0 Social Development FrequencyPercentValid PercentCumulative PercentValidCorrect13194.994.994.9Incorrect75.15.1100.0Total138100.0100.0 Cultural Development FrequencyPercentValid PercentCumulative PercentValidCorrect10273.973.973.9Incorrect3626.126.1100.0Total138100.0100.0 Define Primary Source FrequencyPercentValid PercentCumulative PercentValidCorrect11986.286.286.2Incorrect1913.813.8100.0Total138100.0100.0 Define Secondary Source FrequencyPercentValid PercentCumulative PercentValidCorrect9165.965.965.9Incorrect4734.134.1100.0Total138100.0100.0 Locate Primary Source FrequencyPercentValid PercentCumulative PercentValidCorrect6849.349.349.3Incorrect7050.750.7100.0Total138100.0100.0 Students performed quite well on the first three questions achieving correct scores ranging from 83.3 to 94.9%. Although students were less likely to correctly answer the question on cultural development, almost three fourths (73.9%) did choose the correct response. Students had the greatest difficulty in defining secondary sources and locating primary sources which indicates a need for a greater emphasis on the skills associated with the attainment of information literacy. First Year Seminar Learning Outcomes Assessment Learning Outcome #1: To engage in academic discourse using evidence and proof to support their positions rather than relying on opinions and anecdotal accounts. First-Year Seminar courses have achieved Learning Outcome #1 by engaging students in discussions on issues raised in the summer reading. All students were required to read the book before the first day of classes so that students can discuss the book with their classmates in two discussion sessions. The FYS course syllabi in Appendix A show that all 38 FYS sections include these discussions. The evidence and proof that students were expected to use to support their discussion positions were the chapters and page numbers in A Long Way Gone. All FYS courses continued to use discussions with supporting evidence from course textbooks and other resources throughout the semester. FYS syllabi in Appendix A explicitly show the course-specific readings and subsequent discussions listed in the weekly schedule. Learning Outcome #2: To support written arguments using scholarly knowledge gained from reading the published work. The complete set of FYS syllabi in Appendix A show that 34 courses specified a major research paper, project, or a series of smaller research assignments among the course requirements. The MLA style of citation format was specified in 9 syllabi, the APA style was specified in 4 syllabi, and one syllabus specified the Turabian citation format style for research papers. Many courses did not specify the reference citation style on the syllabus, but did so in a research paper assignment handout. Some instructors allowed their students to use any citation style they wished. A survey of research documents and assignments that were submitted for assessment purposes by 17 FYS instructors shows that most students understood how to use reference citations in research assignments to document their literature reviews. Students used in-text reference citations to support their arguments in short essays and they cited references that provided the necessary background in research papers. Learning Outcome #3: To synthesize ideas and comments voiced during in-class discussions and to develop a consensus position that takes into account different viewpoints. Seventeen FYS sections list discussions on the summer reading in the syllabus both before and after the convocation date with associated writing assignments based on these discussions. Fifteen FYS sections show discussions and associated writing assignments that are based on a course textbook other than the summer reading. Additionally, all FYS sections list a participation grade based on the in-class discussions. Some syllabi explicitly state the level of participation that is expected to receive full credit for participation in these discussions. Learning Outcome #4: To read, write, and engage in academic discourse in a scholarly manner, i.e. students will employ facts and prior knowledge disseminated in peer-reviewed publications and other reliable sources to explore assigned topics. This learning outcome is essentially a combination of learning outcomes 1 3 and will be removed from the list of common learning outcomes. Please see above learning outcomes and the means used to asses the previous outcomes. Learning Outcome #5: Students will learn the introductory elements of library research skills of the College's Information Literacy Program. A research paper was required by all FYS sections as shown in the course syllabi. Ten sections scheduled an information literacy session in the library to help students complete their research assignments. The remainder of the sections presumably received instruction on researching the literature for their research assignments from the course instructor. Some instructors voiced concern about the lack of time for library sessions; others who had previously used the librarys services complained that a survey conducted by the library occupied 45 minutes of instructional time. In a discussion with library personnel, the FYS director asked that the survey be curtailed so that it does not take the place of instruction. Additionally, the Personal Development Workshops that heretofore have taken occupied 3 weeks of course instruction will be removed from the schedule so that instructors can make more effective use of library services. Learning Outcome #6: Understand the mission of the college and the goals of the general education curriculum. All FYS syllabi have a paragraph entitled General Education Program Course that incorporates a statement on how each course fulfills the FYS category. FYS categories were chosen to coincide with the 4 academic pillars (and sustainability) that comprise the academic mission of the college. Instructors were also encouraged to briefly discuss the academic pillars and the general education curriculum of the College. The FYS director met with the Greater Expectations Committee (GCM) to ask for their help to provide background to Peer Facilitators so that they can educate FYS students on the academic mission of the college and the design of the general education curriculum. The GCM could not formulate a means to perform this instruction on short notice, but they will do so in preparation for Fall 2008. The GCM will work directly with the coordinator of peer facilitators in the preparation course that all peer facilitators complete before being assigned to an FYS course. Some instructors included a question in an exam or assignment that specifically asked students how a course reading related to the academic mission and general education curriculum. Learning Outcome #7: Students will learn some important personal development issues by participating in presentations and discussions in Personal Development Workshops. Students were required to attend the Personal Development Workshops that were scheduled during class time. Peer facilitators took attendance at the large cluster meetings at the presentation and at the follow-up discussion sessions. Instructors penalized students who were absent from any of these sessions. Report on Pilot Program for General Education Science Course Assessment for Spring 2008 Present at the first meeting on February 27, 2008 were Biology Susan Petro Robynn Shannon Chemistry Steve Anderson Ira Rosen adjunct Environmental Science Eric Karlin Eric Wiener Geology Emma Rainforth Physics Caroline Brisson Daniela Buna We attempted to determine what knowledge and skills we expect our non-major students to have learned after completing their general education science requirement that would not be specific to the discipline studied (astronomy, biology, environmental science, chemistry, geology, or physics). Using the goals from the Task Force on Student Learning Goals and Outcomes report we determined that those goals particularly applicable to science were. Skills - Critical inquiry: Evaluate scientific evidence and the scientific arguments generated from it. Develop competence in quantitative reasoning and in the application of arithmetical, algebraic, geometric and statistical methods in solving problems. Knowledge - Understanding of the world in which we live: Understand the basic fundamentals of scientific methods that are used to comprehend and explain natural phenomena, and be aware of the place of science knowledge in contemporary culture and history. We then discussed how we would do the assessment for the pilot program for Spring 2008. The following points were decided: That for the pilot program only Biology, Environmental Science and Geology would be assessed. That the pilot program assessment would consist of a minimum of five multiple choice questions to be given on the date of the final examination and scored by Scantron. That students completing any one of the courses fulfilling the general education science requirement should be able to answer the questions. That each committee member prior to the next meeting would prepare one or two multiple choice questions and at the next meeting we would review and edit them and then choose five or so for the spring pilot program. Present at the second meeting on April 23, 2008 Biology Susan Petro Chemistry Ira Rosen adjunct Geology Emma Rainforth Physics Caroline Brisson Only Susan Petro had prepared multiple choice questions. Emma Rainforth said she had given two questions previously on tests for her Introduction to Geology course that would be appropriate and would try to locate them. Eric Wiener later contributed a question. Question 1 was devised to determine if students understood the concept of a control. Question 2 was devised to determine if students understood how data are measured and analyzed in science. Question 3 was devised to determine if students knew the difference between a hypothesis, a theory and a law in science. Question 4 was devised to determine if students could interpret data presented as a line graph. Question 5 was devised to determine if students understood the necessity of replication in experimental work. Question 6 was devised to determine if students could interpret data presented as a bar graph. The actual questions were saved as a separate pdf file. Results The questions were distributed to the instructors of the four biology sections, two environmental science sections and one geology section for administration during the final examination. Scantron sheets for all sections were returned to Susan Petro who ran them through the scantron for results. The results are in the table below. Questions to be addressed next semester Are multiple choice questions given at the time of the final exam the best means of assessment? If multiple choice questions are the best means for assessment, should there be more than six questions? Do the results of the pilot program warrant a revamping of the way general education science courses are currently taught? Pilot Program Results for General Education Science Assessment - Spring 2008Number of correct answers Total # of studentsQuestion 1Question 2Question 3Question 4Question 5Question 6Average number of correct answers out of 6Section A2846118641.3 / 6Section B316419198142.2 / 6Section C33512181710192.4 / 6Section D28611181810122.6 / 6Section E32381715671.7 / 6Section F3599202320232.9 / 6Section G3098262220203.5 / 6Total correct answers21742581291228099 REVISING THE SOCIAL ISSUES CURRICULUM RATIONALE The greatly increased yearly enrollment of new Ramapo College students in recent years and the consequent increase in the numbers of sessions of the Social Issues course have spoken to a need for reevaluation of some of the particulars of the course. In so doing a number of components were developed with the goal of outcome-consistency across all sections. With new Social Issues professors being brought in each semester, there is also a need to provide mentorship and also concrete resources for those who are new to the course and, in many cases, to Ramapo College. Moreover, it became clear that some mechanisms were necessary to assure that any student who takes any section of Social Issues will leave the course with the same critical understandings as a student from any other section and that these understanding will reflect the Social Issues course description as articulated by the Academic Review Committee. The following paragraphs provide a description of the initiatives now in place to address these issues follow. RECOMMENDED EDUCATIONAL GOALS AND MANDATED OUTCOMES The following are the Social Issues educational goals suggested for inclusion in each course and the course outcomes as currently mandated by the Dean of the Department of Social Sciences and Human Services: EDUCATIONAL GOALS 1. Students will demonstrate a capacity for thinking critically in examining the mechanisms of personal and institutional racism, ethnocentrism, classism, ableism, sexism, heterosexism and homophobia, gender-related bullying, and similar examples of discrimination, as well as institutional violence directed against subordinate groups. In this context, students will also demonstrate a basic understanding of environmental justice. 2. Students will demonstrate an understanding of the influence of the societal hierarchy in establishing racial categorization, class distinctions, and gender definitions to its own benefit. This will include an understanding of the effects of industrialization, urbanization and immigration on these phenomena. 3. Students will demonstrate an understanding of how positive change in these areas has and can be achieved. COURSE OUTCOMES 1. Students will be able to compare and contrast theories of gender identity and sexual development. 2. Students will be able to contextualize concepts of race and ethnicity. 3. Students will be able to compare and contrast at least two theories which purport to explain social stratification in the United States. Students will articulate these understandings through written assignments and formal examinations. 4. Students will be able to distinguish between biography and personal experience and other forms of data/information. Students will articulate this through written assignments and class presentations. 5. Students will be able to synthesize and apply theories and concepts to real-life situations. Students will articulate this through written assignments, service learning and reports, and examinations. Throughout the process of development of these goals and outcomes the current social issues teaching staff was given opportunities to contribute and provide feedback which many of them to great effect. Vice Provost Martha Ecker was also invaluable in this process. These goals and outcomes are now included in the syllabi of every session of the Social Issues course. PRE-COURSE AND POST-COURSE TESTS Using the course description and the goals and outcomes as guides, a test was created to be given on the first day of class and on the last day of class before final exam week to measure whether the relevant critical curriculum was being presented and internalized by the students in all of the sections. The spring 2008 semester was the first time the tests were given and the results have been assessed and the test revised for the upcoming semester leaving out any questions which had virtually unanimous agreement for both pre and post-test and rewording some in which the semantics may have skewed the response. Most of the questions will remain for at least one more semester since we regard this as a work in progress throughout both semesters of 2008. The test results will then be evaluation and the final result will be used for the foreseeable future. Any question which had a positive change of 4% or better for the semester we regarded as reflecting successful presentation of the related material. If a question had less than4% positive change and was assessed to be one in which there should have been a progressive increase in understanding, material on that particular issue will be made available to all the course professors prior to the fall semester and those questions will remain on the test unchanged. The test which will be used for the fall 2008 semester is included as an addendum to this paper. RESOURCE MANUAL FOR ALL SOCIAL ISSUES PROFESSORS Professors with experience teaching Social Issues have been asked to contribute the names and access information about materials and other resources that they have found valuable in developing and presenting course curricula. To date, there are 10 pages listing texts and other books, journal articles, films, speakers, and other resources. This manual has been and will continue to be given to all social issues professors while it will continue to be a work in progress as new material becomes available. Additionally, new social issues professors will be given access to texts and other hardmaterials prior to developing their course syllabi so they will be able to make choices that fit their individual pedagogical styles. Examples of syllabi are also made available to new teaching staff. These are based upon the ARC template which all professors are strongly advised to use. INDIVIDUAL MENTORSHIP FOR NEW SOCIAL ISSUES PROFESSORS A Social Issues professor with a number of years teaching the course makes contact with all new staff and offers to provide one-to-one guidance and input on the course itself and on the subjective experience of teaching the complex of issues mandated by the course description. Throughout that new professors first semester at least, the professor/mentor maintains contact as a guide and, also, support to the instructor. It is very difficult to conduct convening group meetings which satisfy the schedules of more than a few professors at any one time. Thus individual meetings are held as much as possible and email and phone contact is used the rest of the time. EARLY EVALUATION At present it is only possible to provide anecdotal information about how this process is working for the professors but, in the feedback to date is that this has been very helpful to the individual professors and the pre and post test data has accomplished the goal of assessing certain outcomes quite successfully. The program will be monitored and evaluated regularly and aspects will be revised under the direction of the dean of Social Sciences and Human Services as it is deemed necessary and appropriate. Presented by Robert Sproul Assisting Dean Sam Rosenberg PRE AND POST-COURSE TESTS FOR FALL, 2008 [Note: A scannable form will be created for this test.] 1. Is race a social consideration that affects peoples lives? A) Yes B) No 2. Is race a factor in friendships? A) Yes B) No 3. Do you think Whites are [still] privileged in the United States? A) Yes B) No 4. The closest definition of institutional racism is: A) Racism in prisons; B) Individual bigotry; C) Reverse prejudice; D) Racism across a society 5. Does Institutional Racism exist in the United States? A) Yes B) No 6. Do you believe affirmative action; A) Is still necessary? B) Was never necessary? C) Was necessary but no longer is? D) Is still necessary but needs to be revised? 7. At the time the Constitution was ratified, were women forbidden to vote? A) Yes B) No 8. All women over 21 years of age were given the right to vote with the ratification of what Amendment in which year? A) 19th in 1920 B) 15th in 1865 C) 27th in 1980 D) 20th in 1919 9. Do you think feminism is A) A good thing? B) A bad thing? C) Once necessary but not any longer? 10. Does the United States rank in the top 25 countries in the world in gender equity? A) Yes B) No 11. Do you think masculinity and femininity are biological givens? A) Yes B) No 12. Except for the right to be called married, do homosexual persons have all the same rights as anyone else in the United States? A) Yes B) No 13. If same-sex marriage were legalized as in Massachusetts, would religious groups have to perform marriages between individuals of the same sex? A) Yes B) No 14. Have children of same-sex parents have been found to be developmentally inferior to those raised by other-sex parents? A) Yes B) No 15. Has the disparity between the rich and poor in the USA decreased in the past 20 years? A) Yes B) No 16. According to UNICEF, do you think the United States ranks in the top 10 among wealthy countries of the world in child welfare? A) Yes B) No 17. Is the U.S.A. basically classless? A) Yes B) No 18. Do you believe that all most poor people need to succeed is to work harder? A) Yes B) No 19. If we define welfare as public financial assistance, does almost all of it go to the poor? A) Yes B) No 20. Is global warming primarily part of a normal geological cycle or primarily the result of human activity? A) Normal Cycle B) Human Activity SUMMARY REPORT: AN ASSESSMENT OF A GENERAL EDUCATION WRITING INTENSIVE PILOT PROGRAM Al Romano, Ph.D. June 2008 In late 2007 the Provost asked me to conduct a pilot project to assess the writing of students in a Writing Intensive (WI) required general education course: Readings in the Humanities. The Dean of American and International Studies (AIS) subsequently sent a request for volunteers among those scheduled to teach this WI course in spring 2008, and 7 faculty responded (5 adjuncts, 2 full-time professional staff), for a total of 11 sections and approximately 225 students. The major tenets of a WI course can be summarized by, Write to learn and learn to write. Therefore, two main goals of the pilot were to determine if student writing demonstrated a learning of the material (in this case, a selection of readings from classical to Renaissance to modern) and if student writing improved through faculty intercession and revision. (A third goal was to determine the students information literacy, an effort proposed by the librarians, and Ms. Shirley Knight is preparing an assessment of that component of the pilot program.) To prepare the group for the pilot, the faculty and librarians (and two peer tutors) meet in 2 4-hour workshops. The first introduced the guiding principles of the pilot, as well as the rubrics devised to assist our exploration of the goals stated above, and the second was a group reading/evaluation of six of my students papers to norm the group. While a couple of outliers occurred, the entire group recognized and could group the papers from strongest to least able, based on the six criteria of my 20-point rubric (see attached), and could understand, after extensive discussion, why my original grade choices had been made. We then discussed ways we could assess the students writing in the various sections, as no one course shared a common reading list or syllabus, except for the WI designation and some particular points in the course description as devised decades ago. Despite the fact that the courses did not share a common reading list or syllabus, research in WAC and writing assessment indicates that we cannot assume, assert, or even argue that one form of assessment is more valid than another, because validation is a local, contingent process(Huot & ONeill 4). (See also Broad; Elbow; Gould; Huot; White; Yancey & Huot.) Further, a Luminis group was created so members of the pilot could exchange ideas, questions and concerns. At semesters end the faculty reported that students had, in fact, improved their writing as a result of faculty intervention, as well as tutorial assistance, and the students revisions demonstrated a deeper awareness of the reading material, as well as their own perspectives toward the readings. Some of the findings included: Students who submitted revisions based on faculty and/or peer comments as well as tutoring sessions improved at least .5 in grades, and occasionally 1 or more points (Baxter, Janusko ,Lenzetti, Molinari, Romano, Scheurer, Stark); ESL students demonstrated significant improvement in their writing as a result of faculty and tutorial assistance (Janusco, Lenzetti, Romano); Students can cite sources, but need assistance in the format and stylistic competence(Janusco;Molinari;Romano;Scheurer; Stark) Tutoring services help student learning (Lenzetti; Molinari; Romano; Scheurer; Stark) Revision improves witting, and good writing is rewriting (Baxter; Januscko; Lenzetti, Molinari, Romano, Scheurer, Stark) Faculty feedback improves students writing (Baxter, Janusko, Lenzetti,Molinari, Romano, Scheurer, Stark) Some interesting creative outliers included students who corrected their perfect papers (Romano), students who created alternate versions of the texts they read (Baxter), and students who returned to their previous writings to improve them (Romano) RECOMMENDATIONS A full Faculty Assembly meeting is needed to discuss what faculty value in their students writing; More interdisciplinary workshops in which faculty discuss and realize common assignments, tasks and needs, as well as differing expectations Communication among the curriculum, where students practice and are assessed in their oral, aural, technological and written competencies; Institutional support for WAC initiatives and assessments What was uncovered in this pilot study were that challenging, creative readings can lead to compelling, excellent papers; clear assignments can produce proficient products; students bring prior skills to their writing; and students read more and more proficiently when encouraged with both written and oral assignments. Assessment Results Summary for Student Learning Objectives Delivered in BADM 115 Perspectives in Business & Society: Spring 2008 Oral Communications: Deliver well prepared oral presentations. Students showed need for improvement in introduction, use of media, transition, and conclusion; students showed relative proficiency in voice, mannerisms, and content. Assessment instrument: final presentation in the senior capstone course (BADM 495- Strategic Management Assessors: faculty and guest business professionals Ethics: Detect ethical dilemmas and offer potential alternatives and solutions. Students showed need for improvement in all areas assessed: identifying dilemmas, consideration of stakeholders, analysis of alternatives and consequences, and knowledge of ethical traditions. Assessment instrument: ethical dilemma case analysis in Business Ethics (BADM 301) Assessors: faculty teaching the course swapped analyses (i.e., faculty did not assess the cases prepared by their own students). Perspectives: Understand diverse global, national, and local environments and their stakeholders. Students showed need for improvement in global analysis and local analysis; students showed relative proficiency in global issue identification, local issue identification, and managerial application Assessment instrument: Final exam question senior capstone course (BADM 495- Strategic Management) Assessors: independent faculty members Reasoning: Identify and analyze problems and opportunities, generate alternatives, and recognize appropriate solutions. Students showed proficiency in all areas assessed: identifying problem, applying appropriate methodology, implications and insights, and choosing an action. Assessment instrument: midterm exam question in Corporate Finance (FINC 301) Assessors: Finance faculty NOT teaching the course Information Literacy and Writing Intensive Pilot Project The undertaking of this project is allied to Middle States. As pilot coordinator of information literacy I did not need to sell information literacy to the adjunct faculty. Most understood our intent and were eager to embark upon this project. Preparation for the Information Literacy & Writing Intensive Pilot Project It was decided by Provost, Beth Barnett to use a pilot project for selected Readings in the Humanities courses. We decided to use the Introductory Elements that were implemented in the First Year Student general education curriculum. The purpose of the program was to give adjunct faculty practical experience implementing information literacy in their courses. In the Fall of 2007, I used the elements and developed an information literacy rubric that would measure seven information literacy competencies. Later, I worked with Al Romano, Director of the Writing Center, to coordinate the writing intensive and the information literacy rubrics. These rubrics were later reduced to four competencies for simplicity. The four competencies mentioned below were articulated as the desired outcomes for the information literacy part of the project. The adjunct faculty participating in the pilot used this rubric with these competencies as a master guide to refer when measuring the progress of their students. Developing a Research Plan and Timeline Designing a Search Strategy Explores General Information Sources Evaluating Information Sources These competencies comprise the working definition of information literacy outlined in the American College and Research Libraries (ACRL) Information Literacy Standards for Higher Education. They stress that an information literate student is able to: Determine the extent of information need Access the needed information effectively and efficiently Incorporate selected information into ones knowledge base Use information effectively to accomplish a specific purpose Evaluate information and its sources critically A Check list for Information Literacy Competencies was also developed as a mechanism by which the adjunct faculty could easily measure the outcomes of their students for the competencies. Exceeds Meet Requirements Does Not Meets Requirements This past January, Al Romano and I conducted a two day workshop to discuss, share ideas with, and get input from the twelve participating adjuncts and librarians attending the workshop to further refine the rubric and determine unified goals for the group. The attendees were introduced to the rubric, the checklist, a sample student portfolio, and a research worksheet. The adjunct faculty agreed that they would all use the semesters initial assignments as a trial run and the students final projects as the pilot. The pilot project involved approximately 207 students in eleven selected Readings in the Humanities course sections, and seven adjunct faculty. A Luminus Portal group page was developed by Al Romano, for discussion and information sharing for the Readings in the Humanities adjunct and library faculty. I coordinated the information literacy part of the project and served as a mentor to adjunct faculty in the participating sections. Executing the Pilot Project: Spring 2008 Midway through the semester most of the faculty shared their experiences in working with the students. The feedback from the faculty indicated that the pilot project ran smoothly once the spring semester began. The eleven Readings in the Humanities adjunct faculty used varied approaches to teaching information literacy. I encouraged them to request any needed information and assistance from the library faculty. In one section one of the faculty indicated that one third of her students created clear topics, developed strong research strategies, and drafted clear papers for their initial review. Another faculty was excited that two students in his section found two excellent articles (one scholarly) from Stephen Jay Gould for their experimental research project using the advanced search option in JSTOR and a popular article in another database. A third faculty limited her students to using scholarly journals from JSTOR for a research based project and had them to write briefly about their research experience. In a fourth section students had a portfolio assignment where they had to revisit two of three initial essays they had completed and either incorporate additional research in their papers or revise these essays based on comments from their professor. For example, Why does Hamlet not kill Claudius? Initially, this topic required that they analyze Hamlets character. If they chose to revise this essay further as part of their portfolio, they had to include literary criticism or other research. The class also spent time in the library after one of their paper assignments were completed. Students also completed a research checklist that was provided adjunct faculty as a tool they could use during one of the workshops in January. In a fifth section each student attended a database session, and submitted an abstract of their paper with the sample portfolio. The adjunct faculty met with each student, reviewed, and evaluated their project using the rubric. Assessment Near the end of the semester, I sent an exit email message to the participating faculty. They relayed their impressions of the students experiences in their courses through a written summary or the information literacy competency check list. The majority of the adjuncts used the Checklist, while three wrote summaries of their students experiences and outcomes. Two adjunct faculty did not submit any data of their classes outcome. The results of the data is from five faculty and eight course sections. Faculty Comments: From a faculty in one section: It was a great opportunity to discuss how the best sources do not magically appear with the first search word. It also illustrated that they need to make a serious commitment to this assignment and it helped them get a sense of how much time they need to devote to completing projects successfully. Another useful result from this exercise was pointing out the difference between academic and non-academic sources. I was surprised at the low number of students who knew the difference. Students learned to evaluate the sources selected. I found the rubric to be very helpful. As a whole, I was satisfied with the portfolio assignment. It gave students a chance to revise their work and gain experience with doing research. I could tell that most of the essays were seriously revised and students had given their topics additional and careful thought. The first two competencies list on the rubric were completed successfully by all students. They all developed a research plan and timeline and all designed a research strategy. Most of the students were able to locate good sources and were able to incorporate some of the ideas found in the research in their essays. A majority of the students seemed to have a clear understanding of the MLA format for research papers. I think they had the most difficulty with introducing their sources within the text of the essays. Some students had good references but struggled with integrating the ideas from these authors with their own. The rubric and checklist was helpful and I would us them in my future courses. A second faculty indicates: It is clear from the final products students were able to develop a research plan and timeline, except for only three students in her two sections who did not submit a first draft; of those three students, only one did not submit a final draft. Through class discussion of the status of the project, she found that students were able to design their own research strategy and explore general information sources. This became especially apparent when they were free to go beyond using the Modern Language Association Bibliography and JSTOR databases for their research. She found that with careful involvement and discussion of types of sources, they were able to evaluate information sources critically and make solid choices. She indicates that every student who submitted a paper and sources at both checkpoints met or exceeded requirements; the two who handed in only a final copy also were able to meet requirements. She was further encouraged when several students made their assignment their own, by typing personal, academic and/or career interests into the research and topic which they arrived. Overall this semesters projects were highly productive, educational, and successful for students. It was an opportunity for students to develop and take ownership of their research projects, then pace themselves as they went about its production. They were able to use the librarys online sources in an effective and streamlined manner, and learned how to use scholarly sources available within the databases without going to google. I am pleased with this outcome and hope to model my subsequent class assignments on what I did this semester, with a few tweaks as I think it all through. A third adjunct faculty thought the up front support produced a higher quality of research paper. She also thought the rubric and research worksheet extremely helpful. It gave her the insight to help focus the student and suggested the appropriate resources for a college level paper. These tools gave the structure needed to support the students. Two faculty from different sections were encouraged to report that turnintin.com yielded no indications of plagiarism on the part of the students. A students comments: In one of the sections students found the research worksheet very helpful. One student commented that she was glad to have the research worksheet as a guide because she never knew doing research was so time consuming Outcomes: I am amazed with the outcome. The pilot project was successful and achieved its goals in measuring whether students can develop a research plan and timeline, design a search strategy, explore general information sources and evaluated information sources. In all course sections,48% of students exceeded, 43% met requirements, 9% does not meet requirements for the four competencies. In comparing the outcome of students in each section the percentages seem to fluxuate or decline for the competencies. (See the attached charts and graphs) Recommendations: Library faculty may want to tweak the rubric and continue using it to further address ways how students can incorporate others ideas in their papers, how to thoroughly develop a research plan and timeline, how to design search strategies, and how to cite sources. Library faculty have recently developed four tutorials that provide great introductions, but we may want to further reinforce the information. Library faculty may also want to begin small by infusing information literacy in sections of other selected courses (college English, social issues, and e.g.). Library faculty may want to fold the rubric into the all college rubric. This is a work in progress. I think tools such as the research worksheet or sample student portfolio should be tools that faculty could use and provide to their students when they embark on research projects. Library faculty could also use during an information literacy session. I think having adjunct faculty share their successes with others will further enhance this initiative. Respectfully Submitted by Shirley Knight & Christina OConnor 6/25/08 Totals for all participating classesObjectivesExceeds (Total)Meets Requirements (Total)Does Not Meet Requirement (Total)Develops Research Plan679620183Designs a Search Strategy679521183Explores General Information Resources1056513183Evaluates Information Sources1086213183ExceedsMeets RequirementsDoes Not Meet RequirementsOverall Total of Information Literacy Objectives86.7579.516.75183 Student performance analysis report to the General Education Assessment Committee on a general education course in mathematics From: Dr. Katarzyna Potocka, Assistant Professor of Mathematics Date: April 22, 2008 For the past four years I have been in charge of a general education course in mathematics called MATH 108: Elementary Probability and Statistics. Approximately 8 section of this course are offered every semester. I have been teaching this course each semester for the past four years. I was also in charge of the following for this course: constructing the syllabus for the course, communicating about the uniformity of the course with the remaining 6 instructors (typically adjunct instructors), writing the common final exam, and any other functions that were required in order for all the sections to run smoothly. Course objectives: The course consists of two components: Probability and Statistics. The student will gain a detailed insight into the three-step process of what Statistics is: (1) collecting data sample, (2) displaying the sample and analyzing it, and from the later part of the course, (3) making calculations regarding predictions/inferences about the entire population. The second component of the course is Probability. Students will be introduced to probability as a branch mathematics in its own right, as well as they will be able to see its usage in or connection to statistics. Students will be exposed to a variety of real-life word problems, which will not only help them to make the connections between the field of statistics and their field of study, but also, it will improve their problem-solving skills. Students will learn how to solve mathematics problems two ways: both algebraically (which will reinforce their basic mathematical skills) as well as by using the statistical features of their graphing calculators (which will enable them to learn and use relevant technology). Course description: This course is designed to introduce the student to the language, methodology, scope, and spirit of mathematics through an introduction to Probability and Statistics, two topics which are rich in applications and can genuinely be appreciated by students throughout the College. Examples and exercises contain data from a wide variety of real-life settings. The topics include: description of data by tables and graphs, measures of center and variation, introduction to probability, probability addition and multiplication rules, probability distributions of discrete variables, binomial distribution, normal distribution, normal approximation to the binomial, sampling distributions and the central limit theorem, inferences about the population mean and population proportion including confidence intervals and hypothesis testing, correlation coefficient and linear regression. For my report to the General Education Assessment Committee, I chose a random sample of 40 students who took MATH 108 in the Fall 2007 and analyzed their final exam performance. Recall that the final exam was common to all sections of the course. On the attached Worksheet 1 I recorded the scores for each individual question of the 40 selected students. There were 16 questions on the final exam. Each had a different weight of points (see line 2 of Worksheet 1). Hence, in order to make the scores on each question comparable, I converted each score to a percentage value, as seen on Worksheet 2. Worksheet 2 shows, for instance, that with an exception of 3 students, all remaining 37 students got a score of 100% on question #1 on the final exam. However, only 7 students out of 40 got the score of 100% on question #15. The bottom of Worksheet 2 shows the mean, standard deviation and the median for each of the questions based on the sample of 40 students taking the course. Worksheet 3 shows the frequency of students achieving a certain level of proficiency on the consecutive exam questions. Proficient Level means that the student scored in the range from 100% to 67% on a given question, Marginal Level means that the student scores in the range from 66% to 33% on a given question, and Not Proficient Level means that the student scores in the range from 32% to 0% on a given question. Pattern: Both the mean scores achieved on each question (Worksheet 2) as well as the frequencies of the Proficient Level (Worksheet 3) decline as the problem numbers increase. Figure 1 displays this phenomenon of decline graphically, in a scatter diagram, where X=Question Number on the Final Exam and Y=Mean student performance on that question. Clearly, as X increases, Y values decrease and the relationship between X and Y appears to be linear. Based on my data, I calculated the linear correlation coefficient (which measures the strength of a linear relationship between X and Y on a scale from -1 to 1), as seen in Worksheet 4. The correlation coefficient I obtained is r = - 0.77, which is a clearly negative, fairly strong (as it is close to -1) linear correlation. Figure 2 is a graphical interpretation of Worksheet 3. Once more we see the phenomenon of having the Proficient Level declining as the problem numbers increase. Three Explanations for the observed pattern: The phenomenon of having the Proficient Level decline (and the mean scores on each question decline) as the problem numbers increase is not a surprise, and it cannot be avoided unless students begin to study more seriously towards the end of the course. (1). The material in the course gets more and more difficult as the semester goes on. We progress from introductory statistics to inferential statistics. The inferential statistics part cannot be avoided as it is the culminating part of the course which makes it meaningful. The problems on the exam were arranged in the chronological order. Hence, it is not surprising that the students did worse on the later questions on the exam. The material cannot be rearranged in the course in any other (ex. reverse) order as nearly each section being taught is a prerequisite for the next section. (2). The final exam is 2 hours long. The students get more and more fatigued as they get to the last few portions of the exam. Also, some of them may work slowly and would run out of time to finish the last portion of the exam. These two reasons affect their performance on the later problems. The questions on the final exam could be rearranged in the reverse order to prevent the situation of students being tired when they hit the inferential statistics part. However, this could negatively affect student performance on the exam because the students may get confused by the reversed order of the material they learned and may not be able to determine easily which problem comes from which section of the course and hence, which techniques of problem solving should be applied. (3). Students tend to do less work at home on the course as the semester goes on. They get easily lost in the course by missed classes (even though the attendance in our course is mandatory). Please keep in mind that in mathematics material is cumulative, so a student missing just one class could end up creating a gap in knowledge that will only keep widening as the semester goes on. Students are warned about such gap on the first day of classes. Moreover, students also get busy with other things as the semester goes one. The remedy is to continue giving weekly quizzes to students to keep them up with the material. Lastly, attached Figures 3, 4, and 5 show the student performance broken down by modules of the course, by parts of the course and by objectives of the course. Each one of these three figures resonates the phenomenon of the mean score decreasing as the problem number increases. Psychologists recommend that a college student should spend 2 hours of work at home on the course for every hour of class time. Students should be made well aware of that fact. To conclude, students must be constantly reminded that they need to spend enough time on the course as the course goes on and should be discouraged from missing classes. Appendix 4: Ad Hoc Working Group for General Education - Report and Recommendations Some of the Appendices in the AHWGGE report present material previously included in the current document. Therefore, rather than repeating the content, internal links are provided to the earlier occurrences of that content in this document. The page numbers in the Table of Contents have been removed and internal links provided in their place. Ad Hoc Working Group Members: Carol Bonilla-Bowman, Karen Booth, Emma Rainforth, Valerie Scott, Bob Sproul, Jim Woodley Initial Draft: July 3, 2009 Latest Draft: August 3, 2009 Appendix I updated 9/15/09 with 2009-10 data Table of Contents  HYPERLINK \l "ahwgintro" Introduction  HYPERLINK \l "ahwgkeyq" Key Questions  HYPERLINK \l "ahwgprior" What Have We Already Done in the Way of Gen Ed Assessment?  HYPERLINK \l "ahwgneed" The Need for a New Gen Ed Structure  HYPERLINK \l "ahwggecco" GECCo (General Education Curriculum Council)A New Organizational Structure  HYPERLINK \l "ahwgaddrec" Additional Recommendations  HYPERLINK \l "ahwgfuture" Future Directions  HYPERLINK \l "ahwgrefs" References and Further Resources  HYPERLINK \l "ahwgap1" Appendix 1: Ramapo College General Education Program  HYPERLINK \l "ahwgap2" Appendix 2: Learning Goals and Outcomes  HYPERLINK \l "ahwgap3" Appendix 3: Gen Ed Pilot Assessment (Spring 2008)  HYPERLINK \l "ahwgap4" Appendix 4: Preliminary Map of Gen Ed Learning Goals Addressed in Gen Ed Categories   HYPERLINK \l "ahwgap5" Appendix 5: Proposed Steps and Timelines for Gen Ed Assessment Process for 2009/2010   HYPERLINK \l "ahwgap6" Appendix 6: Vignettes about High Impact Practices   HYPERLINK \l "ahwgap7" Appendix 7: Experiential Learning / Civic Engagement  HYPERLINK \l "ahwgap8" Addendum: Revisions to the Gen Ed Institute Working Group Report and Recommendations Introduction All silver that sits on a shelf tarnishes; it needs to be taken down and polished now and then. Ann Ferren, June 1, 2009 The Ramapo College Gen Ed Institute Working Group began its work at the AAC&U General Education Institute (Minneapolis, May 29 June 2, 2009) with one thought: it is time to take the Colleges valued Gen Ed program ( HYPERLINK \l "ahwgap1" Appendix 1) down from the shelf and give it a polish. Our basis was not that the Gen Ed program is problematic or in need of revision; rather, we believe it is important to create a mechanism for evaluating how effectively Ramapos Gen Ed program is achieving our Colleges Learning Goals and Outcomes ( HYPERLINK \l "ahwgap2" Appendix 2). We agreed that this decision-making process must be bottom-up and transparent from its onset, with input from the entire Ramapo community. We are suggesting the creation of a group that will represent faculty (and others) in discussing and examining tools and methodologies for accomplishing the assessment of Gen Ed. There is a feeling that the process must be as personal and collegial as humanly possible, bringing people on board through our good will, passion, and commitment to making things better for everyone. To bring closure to this introduction, we would like to acknowledge, up front, that this document is almost wholly the product of those who were part of the Gen Ed Institute Working Group. A handful of revisions have been made (by the current Ad Hoc Working Group) to the report and recommendations produced by the Gen Ed Working Institute Working Group. All revisions made are explained in the Addendum given at the end of this document. But, the main thrust and most of the details of the original Gen Ed Institute Working Group report and recommendations have been preserved. Key Questions Is Gen Ed doing what we want it to do for faculty and students? What are we expecting the Gen Ed curriculum to contribute to the knowledge, skills and abilities of Ramapo graduates? Do students understand what Gen Ed contributes to their educational experience at Ramapo College? To answer these questions, pilot testing has provided some preliminary data, but a complete review is in order. External pressures exist, but that is not our primary focus. What Have We Already Done in the Way of Gen Ed Assessment? In Fall 2007, a Gen Ed Task Force was convened by VP Martha Ecker, comprised principally of representatives from the Course Categories and Schools as well as ARC. A pilot assessment was undertaken in Spring 2008 using select courses in several of the categories, and the results were compiled by VP Ecker ( HYPERLINK \l "ahwgap3" Appendix 3). Two examples will be discussed. Social Issues (SOSC 101). In Fall 2007 the Social Issues Convening Group began looking at ways to assess whether all the sections were producing consistent positive outcomes. A pre/post test was developed and implemented in Spring 2008, which indicated that some revision was called for. The Convening Group agreed on course outcomes to be addressed on exams and in papers, ongoing evaluation of pre/post tests, a mentoring program for new Social Issues faculty, a mandated syllabus template, and the development of a manual with all of the resources that Social Issues faculty have found valuable over time. All Social Issues faculty were involved in all steps of this process. Science with Experiential Component: Sections of Introduction to Biology (BIOL 101), World of Chemistry (CHEM 101), Introduction to Environmental Science (ENSC 103) and Introduction to Geology (101). Faculty in these courses chose to assess three of the objectives from the LGO report, including the science knowledge and skills goals. In the interest of time and simplicity, a multiple choice assessment tool was developed and implemented in these pilot courses at the end of semester in most cases, either embedded in or as an add-on to the final exam. The results of the assessment, at face value, indicated that the students in these courses failed to achieve the stated outcomes. However, it is clear to the faculty in these pilot courses that the assessment tool was not appropriate the questions asked need substantial revision because they were too content-specific (even though only concepts and skills were being assessed). Faculty went back to the drawing board and redefined outcomes for Gen Ed Science, consistent with the LGO and ARC Gen Ed reports, and are working on new assessment tools. The Need for a New Gen Ed Structure With Dr. Ecker leaving her VP position in 2008, systematic Gen Ed Assessment appears to have slowed (and perhaps stalled). The Gen Ed Task Force seems to have dissipated. Whereas program assessment is housed within a Program, Ramapos General Education curriculum is managed within ARC but has no central home within the Faculty. The coordination of Gen Ed assessment and program review is a large task, likely beyond ARCs resources (which is why a Task Force was set up in 2007). We therefore suggest an organizational structure is required, comparable to that of a Convening Group, and reporting to an administrator in much the same way a Convening Group does. The Gen Ed Program as an all-school curriculum deserves a permanent structure, just like any other academic program. GECCo (General Education Curriculum Council) A New Organizational Structure If GECCo is formed as suggested in this report, GECCo will function as a cross-school (all-college) group, similar to a convening group in function and reporting. It will serve as the curricular home of the General Education Program and provide a holistic framework for managing the program. GECCo will be less ephemeral than a Task Force or Committee. It will support on-going assessment of Gen Ed and advocate for implementation (closing the loop) of Gen Ed ideas and needs as they emerge from the faculty and students. The GECCo concept assumes that the College values General Education and sees it as crucial to the delivery of the educational mission of the College. In order to offer a general education curriculum that addresses the ever-changing needs of our students, we need to consider both the educational content of the courses and the overall administrative context, as well as the strategic directions of the institution. GECCo will proactively help address issues related to academic content (e.g. learning goals, teaching and assessment methods, vision of education, etc.) as well as administrative aspects associated with curriculum delivery (e.g. frequency of course offerings, identified budgetary obstacles, enrollment distribution in courses, technology infrastructure and support). While most educational decisions that relate to a specific major can be made by a small group of faculty, decisions related to Gen Ed involve the entire faculty and cannot be implemented without broad administrative support. To be effective as a Council, GECCo will work very closely with the existing organizational structure and people responsible for decision-making (conveners, Deans, VPs, the Provost, and the President). More details about the suggested objectives and responsibilities of GECCo are given below: GECCo Objectives and Responsibilities: GECCo will facilitate the management and improvement of the Gen Ed program. GECCo will co-ordinate and support the assessment of and need fulfillment for the 10 Gen Ed Categories. GECCo will undertake the synthesis of Gen Ed Assessment as an entire program, including the sharing of information and ideas between Gen Ed Categories. GECCo will facilitate the integration of each Categorys Outcomes into the courses for that Category. GECCo will work in conjunction with ARC to review existing and proposed Gen Ed courses for compliance with the outcomes of the pertinent Gen Ed Category. GECCo approval of Gen Ed courses is required prior to submission to ARC. GECCo will ensure a transparent process of Gen Ed assessment and help promote the value of Gen Ed LGOs to the campus community. WEAVEOnline will provide a central repository of assessment data and reports Moodle will be used to facilitate discussion and collaboration. To provide further detail about how GECCo can help manage the Gen Ed assessment process, recommended steps and a timeline for Gen Ed assessment in the academic year 2009 / 2010 are given in Appendices 4-5. GECCo Membership and the Roles of Different Members: One representative for each of the 10 Gen Ed categories The Category reps will coordinate faculty in each of their categories to develop outcomes for the goals that apply to those Categories, and to develop and/or select assessment instruments for those Categories. One representative from ARC The ARC rep will liaise between ARC and GECCo. Any proposed curricular changes would go through ARC, just as they do for other Programs. Ex-officio members Vice Provost for Curriculum and Assessment The VCPA will advocate for the Program in much the same way as a Dean advocates for a Convening Group. However, the Gen Ed Program is cross-school, and the VPCA is school-neutral. Additionally, the VPCA will provide and co-ordinate resources for assessment and planning. procure funding for on-going training of faculty (including adjuncts) on assessment methods and tools, and/or training on curriculum design. proactively organize and procure funding for activities that stimulate campus-wide discussion on liberal education. These activities may range from student forums to team-building events that help sustain the enthusiasm for a holistic approach to student learning. liaise with administrative units, including Institutional Research and Enrollment Management, and facilitate the collation of assessment data in a central location (WEAVEOnline) Director of the Instructional Design Center provide pedagogic support for individual faculty members and to improve the Gen Ed curriculum, as part of closing the loop efforts that follow assessment. One or more Student Representatives The Student rep(s) will initially conduct focus groups about the Categories and the Goals. The Student rep(s) will provide a needed student perspective about the General Education Program. Cahill Center Representative Cahill Center provides opportunities for experiential learning (which is embedded within all courses) and civic engagement Advisement Representative Advisement is the first stop for incoming students and also provides navigational aids throughout a students career Service on GECCo would serve an important purpose, given the role of Gen Ed in delivering on the promise to our students of a liberal arts education, and it would require a substantial investment of time from all members. It should be highly valued for personnel reviews (reappointment, tenure, promotion). Additional Recommendations Institute a moratorium on new Gen Ed courses until learning outcomes for each Category have been determined. Scaffold Gen Ed courses so that freshmen & sophomores are required to take their 100 & 200 level courses before the upper-level Gen Ed courses; students are then better prepared for not just Gen Ed, but also for other 300 & 400 level courses. e.g. College English and Social Issues as prereqs to the 200/300 level Gen Ed courses programs consider using Gen Ed prereqs to better integrate Gen Ed with the majors all WI courses must have ENGL 180 as a prereq. Post learning goals prominently in all classrooms and hallways. (IUPUI does this to good effect.) Future Directions The Ramapo College Gen Ed Institute Working Group ends its work at the Institute by setting in motion processes to carefully examine and, where necessary, polish our valued Gen Ed program before putting it back on the shelf for a while. We believe we are creating a mechanism for evaluating how effectively Ramapos Gen Ed program is achieving our Colleges Learning Goals and Outcomes ( HYPERLINK \l "ahwgap1" Appendix 1). In the meantime, we can dream of things weve been exposed to here at the 2009 AAC&U Institute on General Education: If GE 100, 200, 300, 400 level courses are taken at specific times in their college experience, might this be the 1st step toward a greater dream learning communities? Further to the above, begin creating thematic learning communities Increase the level of civic engagement across all schools and curricula ( HYPERLINK \l "ahwgap7" Appendix 7) Emphasize continued movement away from teaching and toward learning across all disciplines. In the Admissions process, have applying students write an essay articulating the Ramapo pillars and related learning goals and why they wish to attend a liberal arts institution with this mission. Create more student evaluation tools which have qualitative components and assign staff to read and assess the essays. In closing, we would like to thank the Institute for inspiring concrete plans and passionate dreams for the future of General Education at Ramapo College of NJ! References and Further Resources New Leadership for Student Learning and Accountability -  HYPERLINK "http://www.aacu.org/About/statements/documents/New_Leadership_Statement.pdf" \o "http://www.aacu.org/About/statements/documents/New_Leadership_Statement.pdf" http://www.aacu.org/About/statements/documents/New_Leadership_Statement.pdf This document suggests a proactive stance for higher education in taking responsibility for setting ambitious learning goals, fostering consistent high levels of learning, collecting evidence to monitor achievement of goals, and communicating clearly about the whole process to all stakeholders. College Learning for the New Global Century -  HYPERLINK "http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf" \o "http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf" http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf A report from the Liberal Education and Americas Promise (LEAP) National Leadership Council that identifies the essential aims, learning outcomes, and guiding principles for a 21st century college education. Integrative Learning: Mapping the Terrain -  HYPERLINK "http://carnegiefoundation.org/dynamic/publications/mapping-terrain.pdf" \o "http://carnegiefoundation.org/dynamic/publications/mapping-terrain.pdf" http://carnegiefoundation.org/dynamic/publications/mapping-terrain.pdf A paper on creating opportunities for students to connect their learning into a more coherent whole. Our Students Best Work (2008 Revision) -  HYPERLINK "http://www.aacu.org/publications/pdfs/StudentsBestreport.pdf" \o "http://www.aacu.org/publications/pdfs/StudentsBestreport.pdf" http://www.aacu.org/publications/pdfs/StudentsBestreport.pdf This statement, framed and approved by the AAC&U Board of Directors, updates an earlier 2004 statement and is designed to help campuses respond to calls for greater accountability in ways that strengthen as well as document the quality of student learning in college. The statement calls for a focus on a broad set of learning outcomes essential for global citizenship and success in todays volatile and competitive workplace. Levels of Assessment: From the Student to the Institution / Ross Miller and Andrea Leskes -  HYPERLINK "http://www.aacu.org/pdf/LevelsOfAssessment.pdf" \o "http://www.aacu.org/pdf/LevelsOfAssessment.pdf" http://www.aacu.org/pdf/LevelsOfAssessment.pdf A short guide that presents ideas about how five levels of assessment can be used on campuses.Included are questions for each level of assessment that can guide understanding and planning. Appendix 1: Ramapo College General Education Program (Updated 9/15/09 with 2009-10 Category Descriptions) General Education: About the Program Situating students in a critical context is paramount if they are to grasp the complex nature of social, political and psychological issues in the twenty-first century. Without adequate grounding in the liberal arts, students cannot develop the abstract thinking skills to grapple with issues like the problematic nature of economic growth and development, cultural studies and the arts, the contemporary nature of the nation-state, the relevance of the human genome project for the development of drug therapies, the impact of laboratory information systems in chemistry, and the changing hegemony of psychological theories. Both the College and the larger social context have been altered during the past two decades. The nature of technology, the organization of the economy (locally, nationally and globally) and academic discourse (to name just a few examples) have been transformed during this period. These changes are reflected in the general education curriculum. All students are obligated to fulfill a basic program in General Education. The courses in the program are distributed throughout the four years of study. The list below shows the distribution of the required General Education Core courses and categories. Courses which fulfill the General Education categories are listed each semester on the web for students. [ HYPERLINK \l "categdescr" Course Category Descriptions] Appendix 2: Learning Goals and Outcomes Report of the LGO Task Force, Summer 2007. All Goals except In-depth knowledge should be addressed within the Gen Ed program. The LEAP goals can be extracted from these goals. [ HYPERLINK \l "lgo" LGO Document] Appendix 3: Gen Ed Pilot Assessment (Spring 2008) In the Spring of 2008, pilot assessment was done in a variety of general education courses. The matrix (below) indicates the courses piloted and the goals for which one or more objectives were assessed. Summary prepared by Martha Ecker Summer 2008. As indicated in the  HYPERLINK \l "ahwgprior" Report, assessment instruments varied, and in some cases the resulting data indicated more about the assessment methodology than student learning which is as to be expected from a pilot. Student Learning GoalsHistory IIReadings In the HumanitiesSocial IssuesScience*Elementary Probability and StatisticsFirst Year SeminarCritical ThinkingXXXXCommunication XXXInformation LiteracyXXXXIn-Depth KnowledgeUnderstanding of the Natural WorldXXCivic EngagementXXInterdisciplinary AnalysisXXXExperiential LearningXXIntercultural/International PerspectiveXXX*sections of Introduction to Biology, Introduction to Geology, Introduction to Environmental Science, World of Chemistry. Appendix 4: Preliminary Map of Where Gen Ed Learning Goals are Addressed in Gen Ed Categories It is assumed that the Learning Goals and Outcomes Task Force Report ( HYPERLINK \l "ahwgap2" Appendix 2) is adopted. To that end, this matrix provides the Working Groups initial attempt to map Goals to Gen Ed categories ( HYPERLINK \l "ahwgap1" Appendix 1). Gen Ed Categories( Learning Goals*First Year SeminarCollege EnglishSocial Issues/Persp. B&SHistoryMathematical ReasoningScience With ExperientialReadings in the HumanitiesIntercultural North AmericaInternational IssuesTopics in AH / SSInterdisciplinary  X X XExperiential  X X XIntercultural / International   X X X XCritical Inquiry  X X X X X X X X XCommunication  X X X XUnderstanding of the World in Which We Live X X X X  X X XAwareness  X XEngagement  X Number of courses^  1 1 2 6 6 7 1 68 132 101* The goals and categories identified here are explained in further detail in Appendices 1-2. ^ This is the number of courses in each Gen Ed category as of June 2, 2009 Appendix 5: Proposed Steps and Timelines for the Gen Ed Assessment Process in 2009/2010 If approved by Faculty Assembly, faculty from each Gen Ed Category (Category Working Groups) will work on steps 5-10. Each Category Working Group would then be led by their Category rep from GECCo. StepTimeline How the Gen Ed Curriculum Council (GECCo) Can Support 2009 / 2010 Gen Ed Assessment Efforts (steps 5 through 10, below)1. Present GECCo to campus community: - ARC, FAEC, Deans Council - Faculty AssemblySummer 2009 and Fall in-service- Members of the Ad Hoc Working Group for Gen Ed will pick up where the Gen Institute Working Group left off, to finish up with introducing GECCo to the campus community2. Initial presentation to faculty at in-service 09/01/09- Members of the Ad Hoc Working Group for Gen Ed will do this presentation3. Map LGO goals into Gen Ed categories (refinement of Appendix 4)09/30/09 meeting- Members of the Ad Hoc Working Group for Gen Ed will organize and run this meeting for the entire faculty, with assistance from Eddie Saiff4. Identify initial possible members of GECCoAfter 09/30/09- Members of the Ad Hoc Working Group for Gen Ed will coordinate this5. Specify outcomes for each LGO item identified for each Category in Gen EdBegin on 9/30/09, with faculty in different categories continuing through fall- GECCo will help to coordinate the dissemination of options and models for specifying outcomes, and related training - GECCo will take responsibility for managing the assessment process of those goals not receiving sufficient attention from those in the individual Gen Ed categories6. Instrument(s) Development10/09 01/10- GECCo will put together resources that help faculty more easily develop assessment instruments and work with the Faculty Resource Center and the Instructional Design Center to organize events focused on instrument development 7. Initial Assessment 01/10 05/10- GECCo will coordinate assessment in spring8. Data Analysis and Interpretation of ResultsSpring 2010- GECCo Category Representatives can serve as consultants for the data analysis and interpretation process9. Reflection and Response to Assessment ResultsSummer and Fall 2010- GECCo will provide templates and examples to Gen Ed category faculty to help in summarizing results, their interpretation, and planned responses (if any)10. Dissemination of Results and Planned ChangesDisseminate results in Fall 2010- GECCo will help to coordinate the dissemination of information between Gen Ed categories and schools, as well as to the bodies to which it reports The preliminary map outlined in Appendix 4, as one product of the Minnesota Institute, is subject to change and revision by the faculty in fall 2009. Instrument development would then be left to the faculty involved in the Gen Ed assessment effort, as a task to be undertaken after outcomes have been determined. Depending on the instruments ultimately used, and professor preference, assessments may take place anytime during the Spring 2010 semester. Analysis of the data would be carried out by involved faculty. Appendix 6: Vignettes about High Impact Practices The following are high impact practices that were mentioned time and again at the Institute and that resonated with us. Identifying Need We need to publicize and make accessible the results of national studies of high-impact practices, and study them on our campus as well. The results of these studies can be used to give information back to the faculty about learning at Ramapo. The data can be used to create an evidenced based rationale for program and curricular changes. An example was the work of the Wabash College where they distributed results from student surveys by giving faculty a quiz about the results of data analysis. Building Thematic Learning Communities Thematic learning communities are a system for organizing learning in cohesive grouping around a central theme. Freshman students at IUPUI have the option of a themed first semester with embedded Gen Ed components and a student and faculty cohort that participates in all semester classes. The students in these learning communities showed greater GPA, retention and graduation rates. FYS integrated with advisement is also part of the Gen Ed component of the program Research at IUPUI shows that the layering of programs that scaffold student adjustment from pre-entrance bridge programs to FYS to freshman thematic learning communities enhance the impact of each program on student success, meaning that the whole is greater than the sum of the parts. Implementing E-Portfolio Assessment Institution wide portfolio assessments are being used very successfully in a number of schools. Our interest would be to design an institution wide portfolio assessment that provided evidence that our students are meeting our LGOs. The portfolio would have a Gen Ed foundation that the interested majors could build on to create a full curriculum portfolio that represented Gen Ed and the students major. We have various portfolio models in current use by Ramapo programs, including Nursing, Contemporary Arts, World Language and Teacher Education. For example, the Teacher Certification Program currently requires all students to submit an e-portfolio for purposes of program evaluation. A sample of the portfolios are evaluated by a group of TE faculty and the results are used to modify and improve the quality of the teaching and learning in the program. Such models may provide a foundation from which to develop an institution-wide portfolio assessment system. Sequencing Gen Ed Courses Adjustments in the registration process should be instituted that require students to take their Gen Ed courses within their Freshman and Sophomore years (with exceptions) to ensure that they are truly a foundation for in-depth study in the major. Key courses (College English, Social Issues) could become prereqs for the 200/300 level Gen Ed requirements. Engaging Community and Promoting Ownership In our conversations with Ann Ferren she really emphasized the idea of the personal, bottom up approach to creating an assessment culture at our campus. She downplayed the bureaucratic and administration driven model. She encouraged us to talk to our friends and colleagues over lunch-create an excitement about these practices within the faculty. Ann Ferrens suggestions dovetailed with our conversations with Lisa Waxfield, of Cal State Long Beach who doggedly committed herself to getting it done without extensive resources - and she got it done. Commit to the goals of improving learning, each one individually, using the resources that you have and build from there. Using the Tom Sawyer model, we need to build, piece by piece, and embed assessment in our own courses to see how it works. Think globally, act locally. We can then engage others as evaluators and gradually, slowly build a full scale assessment program. We discussed the importance of paying attention to the affective environment, how our messages come across to others, and the importance of transparency and redundancy in getting our message out to the faculty. We need websites, town hall meetings, visits to convening groups, Deans meetings, Unit Councils, Faculty Assembly. Our message needs to be everywhere. Embedding Co-Curricular activities in Gen Ed The Wagner College Plan was interesting. They looked at the whole college and there seemed to be a unifying focus as they redesigned the whole program for the benefit of student learning to engage students in civic activities (service learning) as part of the Gen Ed and the major. Also noted was the success of the Provosts informal meetings with the whole faculty in small groups over the semester to enhance vertical communication. Helping Students at Risk to create an identity as a student in their freshman year This presentation looked at African American student achievement and suggested that high-impact practices be implemented to help them create an identity as a scholar early in their college career. The work of Herman Blake was impressive as achievement, retention and graduation of African American students was raised substantially as a result of these practices, which included high challenge assignments with scaffolded support. Securing Funding for Gen Ed Innovations It is imperative that Ramapo look for collaborations with other institutions to help develop and fund some of these initiatives. While Ramapo is good at planting a thousand seeds, we are not as good at watering them. To get away from the let a thousand flowers wilt paradigm we need to commit ourselves to finding the resources to support these teaching and learning enhancements to our curriculum and assessment efforts. Discussing the Question What makes a great student? Ask and answer the question What 3 things were special about your favorite student as they walked across the stage at graduation? Appendix 7: Experiential Learning/Civic Engagement As stated in the LGO, experiential learning and civic engagement are central features of the Colleges mission. As such, they must be periodically re-examined and perhaps refashioned to be more fully congruent with the needs and aspirations of our 21st century student-citizens. The Colleges commitment to experiential learning and civic engagement is longstanding and has broad support among the faculty and throughout the institution. Many majors and individual courses require various degrees of experiential learning, but there has been little exploration of a more developmental and structured approach to experiential learning and civic engagement throughout the general education curriculum. If such an approach were to be considered by those in decision-making roles, student learning and commitment to personal and social responsibility might be enriched as they have been at other institutions throughout the United States. While Ramapo has no data (of its own) to support this claim, other institutions such as Wagner College (Staten Island, NY) have begun rigorous assessment of their students experiential learning outcomes. Addendum: Revisions to the Gen Ed Institute Working Group Report and Recommendations Revisions to the original Gen Ed Working Group Report and Recommendations are listed and explained below. Content Revisions: Changes to Appendix 5: The timetable created while in Minnesota, and given in Appendix 5, was revised after returning to Ramapo College, in July of 2009, as a result of feedback from Larry DAntonio (Chair of ARC) and Eddie Saiff (Faculty Assembly President). Also, Appendix 5 now sets down in writing the role of the Gen Ed Ad Hoc Working Group in organizing and leading some of the activities described in the timetable, up until the formation of GECCo. Ex Officio Member Changes for GECCo: The question mark at the end of Ex-Officio was removed for the Vice Provost for Curriculum and Assessment, based on feedback given in a meeting with Larry DAntonio and Beth Barnett (Provost). Also, three other Ex Officio members were added to GECCo. Those members were the Director of the Instructional Design Center, a representative from Cahill Center, and a representative from Advising. Other Revisions: An acknowledgements paragraph was added to the introduction to make it clear that this document is almost wholly derived from work done earlier by the Gen Ed Institute Working Group. A title page and a Table of Contents page were added to the original document. Content was re-paginated and slightly re-formatted to account for these changes. Also, authorship of this document has been altered to reflect differences in team composition between the Gen Ed Institute Working Group and the Gen Ed Ad Hoc Working Group. Clarity was improved for one sentence on page five of the original document (page six of this document). It was made clear in the revised sentence that specific time referred to specific time in their college experience/ % & ' * + - . H I J M N P Q j k l m n t u     / 0 1 5 6 N W t u v jh8bU hh8bh>q}h8b5jIh8bUjh8bUjYh8bUjh8bUjuh8bUh`h8b0Jjh8bUjh8bUh8bh>q}h8b5>*CJ3/0| M N W aI & FUEƀ"F-gd8bI & FUEƀ"F-gd8b$a$gd8b EW u n'F & FEƀ"F..F & FEƀ"F..I & FEƀ"F.gd8b   ( ) * 9 : ` a { | } 1 2 K 뢛jbh8bUjh8bU h+h8bjh+h8bUh+h8b0Jjh8bUjh8bUh]h8b0Jjh8bUj'h8bUh8bjh8bUh>q}h8b0J0  ; ` k!I & FEƀ"F.gd8bI & FEƀ"F..gd8bI & FEƀ"F..gd8b` 1 k!I & FEƀ"F..gd8bI & FEƀ"F..gd8bI & FEƀ"F..gd8bK L M Z [  " . / D E F a b  "#$01ͿԶ߫͝Զ͏Զ̈́}ofh`h8b0Jjh`h8bU h`h8bjh`h8bUjhX*}h8bUj(hX*}h8bUjh8bUhX*}h8b0Jj@hX*}h8bU hX*}h8bjhX*}h8bUh8bh+h8b0Jjh8bUjh8bU(1 " k!I & FEƀ"F..gd8bI & FEƀ"F..gd8bI & FEƀ"F..gd8b"  k!I & FEƀ"F.gd8bI & FEƀ"F.gd8bI & FEƀ"F..gd8b2_n'%F & FEƀ"F..F & FEƀ"F..I & FEƀ"F..gd8b123LMN]^_`wxy*+,VWXYpqrŽŏńŏyŏnj h8bUj1 h8bUj h8bUjh8bUh+h8b0JjY h8bU h+h8bjh+h8bUh+h8b>*h8bjh`h8bUh`h8b0Jj{h`h8bUjh`h8bU h`h8b+OV & F& 8SSEƀ"F.^S`gd8bV & F& 8SSEƀ"F.^S`gd8bXk!I & F&Eƀ"F.gd8bI & F&Eƀ"F.gd8bI & F&Eƀ"F.gd8b012CDEF]^_ijkl !LM^OPf´ɫ~th]h8b>*CJh]h8b5CJhxh8bCJOJQJj h8bUjR h8bUhX*}h8b0Jj hX*}h8bU hX*}h8bjhX*}h8bUjx h8bUh+h8b0Jj h8bUh8bjh8bU-Ekk!I & F&Eƀ"F.gd8bI & F&Eƀ"F.gd8bI & F&Eƀ"F.gd8bk  LQLLLLLLgd8bV & F& 8SSEƀ"F.^S`gd8bV & F& 8SSEƀ"F.^S`gd8bLM^_opq01prs$IflI & FEƀ"F.gd8bgd8b fghrsq./01prt 79V&(TźŬߍuuueYuuh]h8b0J6CJh]h8b0J6CJOJQJh]h8b0JCJh]h8bCJOJQJh]h8b0JCJOJQJ h>q}h8bh]h8b0Jj h]h8bUjh]h8bU h]h8bh]h8bCJh]h8b>*CJh8bh+h8b0Jjh8bUj( h8bU"st$Iflekd$$Ifl$$ t0644 la 8$Iflekd8$$Ifl$$ t0644 la89V;dtddd$Iflkd|$$IflF${ t06    44 ladOW & F$Eƀ"F-Ifgd8blW & F$Eƀ"F-Ifgd8blOW & F$Eƀ"F-Ifgd8blW & F$Eƀ"F-Ifgd8bl&'O?$IflW & F$Eƀ"F-Ifgd8blW & F$Eƀ"F-Ifgd8bl'(T$Iflekd$$Ifl$$ t0644 laT9& ( ] {"}""$$($U$V$$$$$&&&&9&:&O'Q'R'q'g(j(ȶِtِnd]d hh8bhh8b5aJ h8b0Jh]h8b0J6CJh]h8b0J6CJOJQJh]h8bCJh]h8b5CJOJQJh]h8bCJOJQJaJ#h]h8b0J5CJOJQJaJ h]h8b0JCJOJQJaJh]h8b0JCJOJQJh]h8b0JCJh]h8bCJOJQJ"9$Iflekd0$$Ifl$$ t0644 la& ' w$Ifl$Ifgd8blekdt$$Ifl$$ t0644 la' ( ] {"|"$Iflekd$$Ifl$$ t0644 la|"}""$$$Iflekd$$Ifl$$ t0644 la$$($V$5T & F$Eƀ"F-Ifl$Iflekd@$$Ifl$$ t0644 laV$$$&&E..$If^gd8blekd$$Ifl$$ t0644 laT & F$Eƀ"F-Ifl&&P'Q'R'q'h(i(MKKKA &dPkd$$IflFf$$* t06    44 la$If]gd8bl$Ifli(j(((((())Lkd8$$Ifl\j Y$  j 3 t0644 la$Ifgd8bluj(o((((((((()))&)')Z)[)a)b)h)i)j)x)z)))))G*H*N*O*P*_*`*h*i*q*r*x*y*z*******+++++++++%+&+'+/+0+8+9+A+ߺߺߺߺߺߺh]h8b>*CJOJQJh]h8bCJh]h8bCJOJQJh]h8b5CJh]h8b5CJOJQJhh8b5aJh]h8b>*CJaJh]h8b>*CJ@)')M)[)b)i)j)))Nkd$$Ifl\j Y$  j 3 t0644 la$Ifgd8blu))))"d & F P$Eƀ"F-If^`Pgd8blud & F P$Eƀ"F-If^`Pgd8blu$Ifgd8blu)G*H*O*P*`*i*7kdD$$Ifl\j Y$  j 3 t0644 lah$If^hgd8blu$Ifgd8blui*r*y*z******Nkd$$Ifl\j Y$  j 3 t0644 la$Ifgd8blu**+++++&+NkdP$$Ifl\j Y$  j 3 t0644 la$Ifgd8blu&+'+0+9+B+I+aNNNN$Ifgd8blukd$$Ifl\j Y$  j 3 t0644 laA+B+H+I+J+`+a+i+j+p+q+w+x+y+++++++++++++++++++++,,Q,R,X,Y,_,`,b,l,m,,,,,,--.-0-ɼɬɚh]h8bCJh]h8b>*CJ hh8bhh8b0JaJjhh8bUaJjhh8bUaJhh8baJh]h8b>*CJOJQJhh8b5aJh]h8bCJOJQJh]h8bCJ5I+J+a+j+q+x+aNNNN$Ifgd8blukd\$$Ifl\j Y$  j 3 t0644 lax+y+++++aNNNN$Ifgd8blukd$$Ifl\j Y$  j 3 t0644 la++++++aNNNN$Ifgd8blukdh$$Ifl\j Y$  j 3 t0644 la++,R,Y,`,aNNNN$Ifgd8blukd$$Ifl\j Y$  j 3 t0644 la`,a,b,---0-1---a__U___PPgd8b &dPkdt$$Ifl\j Y$  j 3 t0644 la 0-F-G--------- . .//000000000000 1 11111~k~`Sh+h8b>*B*phh+h8bB*ph$j-h+h8bB*Uphh+h8b0J$jh+h8bB*Uphjh]h8bB*Uphh]h8b6B*phh]h8bB*phh]h8b>*CJh]h8b5CJhU h8b0Jj_h8bU h]h8bjh]h8bUh8b --- . .00V1W11111m2I & FEƀ"F-gd8b^gd8bgd8b 1111111111333333344444+4,47484Q4R4S4`4a444:5S5a5b5h5i55٭􇭽tgh+h8b>*B*ph$jh+h8bB*Uph$jh+h8bB*Uph$j h+h8bB*Uphjh]h8bB*Uphh+h8b0J$jh+h8bB*Uphh+h8bB*phjh+h8bB*Uphh]h8bB*ph'm22N33k!I & FEƀ"F-gd8bI & FEƀ"F-gd8bI & FEƀ"F-gd8b33x45a5b55YI & FEƀ"F-gd8bI & FEƀ"F-gd8b^gd8b^gd8b55555556K6X6Y6b6e6f6{6|6}6667 788999999:ɾɾɱԗ|xneUjh+h8bB*Uphh]h8bCJh]h8b>*CJh8bh]h8b6h+h8b6jh8bUjh]h8bU h]h8bh+h8b>*h+h8b>*B*phh+h8bB*phh]h8bB*phh+h8b0Jjh]h8bB*Uph$j^h+h8bB*Uph56X6Y6e66kbbb^gd8bI & FEƀ"F-gd8bI & FEƀ"F-gd8b6>7288k!I & FEƀ"F-gd8bI & FEƀ"F-gd8bI & FEƀ"F-gd8b89999}:~:; ;;;$Ifl$Ifgd8blgd8bI & FEƀ"F-gd8b :::{:|:}::::::::; ;;;;;;%<0<S=T=U=???APCQCɾɕɕoɈ_N!h+h8b0JB*OJQJphh+h8bh CJOJQJh+h8bhCJOJQJh+h8bCJh+h8bCJOJQJh+h8b5CJOJQJh+h8b0Jjeh8bU h+h8bjh+h8bUh8b h>q}h8bhJh8b0Jjh+h8bB*Uph$j:h+h8bB*Uph;;S=T=U=%ekd $$Ifl$h% t0644 la$Iflekd$$Ifl$h% t0644 laU=2>>><W & F$EƀBfIfgd8blW & F$EƀBf Ifgd8bl$Ifgd8bl>?o?OW & F$Eƀ"FIfgd8blW & F$EƀBfIfgd8blo??@OW & F$EƀBfIfgd8blW & F$EƀBfIfgd8bl@AAOW & F$EƀBfIfgd8blW & F$EƀBfIfgd8blA}BQCUT & F$Eƀ"F IflT & F$Eƀ"F IflQCRCSCTCoCpCDDDDDhEiEE$Ifgd8blgd8bekdZ $$Ifl$h% t0644 la QCSCTCmCoCxCyCCCCDDD4D5DLDMDNDYDZDDDDFFFJJJJvQwQzQQQQQRRǴҫttta$j\#hJh8bB*Uphh+h8bCJOJQJh+h8b5CJOJQJh+h8b0Jj#"h8bUjh8bUhJh8b0J$j hJh8bB*Uphh+h8bB*phjh+h8bB*Uphh]h8bCJh]h8b>*CJ h]h8bh8b&EEEOW & F*$Eƀ"FIfgd8blW & F*$Eƀ"FIfgd8blE FFOW & F*$Eƀ"FIfgd8blW & F*$Eƀ"FIfgd8blF?FvFOW & F*$Eƀ"FIfgd8blW & F*$Eƀ"FIfgd8blvFFFFFOG/ekd"$$Ifl$h% t0644 la$Ifgd8blW & F*$Eƀ"FIfgd8blOGGHOW & F+$Eƀ"FIfgd8blW & F+$Eƀ"FIfgd8blHHHOW & F+$Eƀ"FIfgd8blW & F+$Eƀ"FIfgd8blHeIIOW & F+$Eƀ"FIfgd8blW & F+$Eƀ"FIfgd8blIIVJOW & F+$Eƀ"FIfgd8blW & F+$Eƀ"FIfgd8blVJJJJJK/ekd"$$Ifl$h% t0644 la$Ifgd8blW & F+$Eƀ"F Ifgd8blKK"LL<W & F,$Eƀ"F.Ifgd8blW & F,$Eƀ"F.Ifgd8bl$Ifgd8blLLmMOW & F,$Eƀ"F.Ifgd8blW & F,$Eƀ"F.Ifgd8blmMMNOW & F,$Eƀ"F.Ifgd8blW & F,$Eƀ"F.Ifgd8blNNUOOW & F,$Eƀ"F.Ifgd8blW & F,$Eƀ"F.Ifgd8blUOOOOW & F,$Eƀ"F .Ifgd8blW & F,$Eƀ"F .Ifgd8blOZPPOW & F,$Eƀ"F .Ifgd8blW & F,$Eƀ"F .Ifgd8blP!QwQxQyQ/*gd8bekd#$$Ifl$h% t0644 la$Ifgd8blW & F,$Eƀ"F .Ifgd8blyQzQQQWRXRRRR5T6T7T@Tpekd%$$Ifl$h% t0644 la$Ifl$Ifgd8blgd8b RRURVRWRRRRRRRRRRR5T6T7T@TVVVV.Y/Y2YQYSY\Y]YYYYZZZhZiZZɾеۮub$jN&hJh8bB*Uphh+h8bB*phh]h8bCJh]h8b>*CJh+h8bCJOJQJh+h8b5CJOJQJ h]h8bh+h8b0Jj%h8bU h+h8bjh+h8bUh8bh8bB*phhJh8b0Jjh+h8bB*Uph&@TVVVVwekd%$$Ifl$h% t0644 la$Ifgd8bl$IflV@WWUT & F1$Eƀ"FIflT & F1$Eƀ"FIflWW^XUT & F1$Eƀ"FIflT & F1$Eƀ"FIfl^XX.Y/YUB$Ifgd8blT & F1$Eƀ"FIflT & F1$Eƀ"FIfl/Y0Y1Y2YSYTYZZZZZ[[$Ifgd8blgd8bekd &$$Ifl$h% t0644 la ZZZZZZZZ[[[ []]^^^^ddddeeeffffffffǶǶǶՕ|q^|U|qhh8b0J$jP)hh8bB*Uphh+h8bB*phjh+h8bB*Uphh]h8bCJh]h8b>*CJ-jhX*}h8b0J&CJOJQJU^J_H  hX*}h8bCJOJQJ^J_H hX*}h8b5CJOJQJ h]h8bh8bh+h8b0Jjh+h8bUj(h8bU [[ []^^Z-- & 0` P@$1$7$8$H$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bl$Ifgd8blekd($$Ifl$h% t0644 la^^^_Z- & 0` P@$1$7$8$H$Ifgd8bl$Ifgd8blekd($$Ifl$h% t0644 la_`as & F? ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F? ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blabds & F? ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F? ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bldddy$Ifgd8bls & F? ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blddddeefffff$Ifgd8blgd8bekd )$$Ifl$h% t0644 la ffffffffffhhhhXinii l9lnnppWrrrsst7tt$uvw1w`w|www0zMz{ ||||ϑ}}}&h2h8b56CJOJQJ^J_H #h2h8b5CJOJQJ^J_H  h2h8bCJOJQJ^J_H h2h8bCJOJQJh2h8b5CJOJQJ h]h8bh8bh+h8b0Jjh+h8bUj+h8bU h+h8b-fhhhhiWiXiniiZekd,$$Ifl$h% t0644 la$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bl iiZjs & F4 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F4 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blZjj9k[s & F4 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl1 & ` P@$1$7$8$H$If^gd8bl9kkk/\ & F4 $Eƀ"F.Ifgd8bls & F4 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blk l l9l__- & 0` P@$1$7$8$H$Ifgd8bls & F4 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl9lPlls & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blllms & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blm nEns & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blEnnnnn___- & 0` P@$1$7$8$H$Ifgd8bls & F5 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bln$ocos & F7 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F7 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blcoo&ps & F7 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F7 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl&pppp__- & 0` P@$1$7$8$H$Ifgd8bls & F7 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blpqZqs & F6 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F6 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blZqqrs & F6 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F6 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blrVrWrrr___- & 0` P@$1$7$8$H$Ifgd8bls & F6 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blrr7ss & F8 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F8 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl7ssssstt7tetzW & F9$Eƀ"F.Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bletttt$u[..- & 0` P@$1$7$8$H$Ifgd8bl1 & 0` P@$1$7$8$H$If^gd8bls & F9 ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl$uu\vs & F: ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F: ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl\vvvs & F: ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F: ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blvvw1w_w`w|wwwww- & 0` P@$1$7$8$H$Ifgd8bl w xHxs & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blHxxxs & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blxJyys & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F; ( ` P@$1$7$8$Eƀ"F.H$Ifgd8blyy/z0zMzxz- & 0` P@$1$7$8$H$Ifgd8bl1 & ` P@$1$7$8$H$If^gd8blxzz;{s & F< ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F< ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl;{{{s & F< ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F< ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl{{ |K|zW & F=$Eƀ"F.Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8blK|v||s & F= ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bls & F= ( ` P@$1$7$8$Eƀ"F.H$Ifgd8bl|||||||}}'(gd8bekdV,$$Ifl$h% t0644 la$Ifgd8bl|||||P}Q}R}}}}~~~~~~~~~#$EG`ʷծզʙʆ}iWiWD$h0gh8bCJOJQJ^J_H aJ#h0gh8b5CJOJQJ^J_H 'h0gh8b5CJOJQJ^J_H aJh$h8b0J$j.h$h8bB*UphhX*}h8b6B*phh8bB*phhJh8b0J$j,hJh8bB*Uphh+h8bB*phjh+h8bB*Uph h]h8bh]h8bCJh]h8b>*CJ$%Gb/s & FX ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bl0$ & 0` P@$1$7$8$H$Ifa$gd8bl`b35NPijʃ˃?@wyzÄ&'<>&(ACac>@$&xz߈CDeȶȶȶȶ#h0gh8b5CJOJQJ^J_H 'h0gh8b5CJOJQJ^J_H aJ$h0gh8bCJOJQJ^J_H aJ h0gh8bCJOJQJ^J_H H5P___- & 0` P@$1$7$8$H$Ifgd8bls & FX ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blPs & FY ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & FY ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blyzÄ___- & 0` P@$1$7$8$H$Ifgd8bls & FY ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blÄ>r & FZ & S` P@$1$7$8$Eƀ"FoH$Ifgd8blr & FZ & S` P@$1$7$8$Eƀ"FoH$Ifgd8bl``0`0$ & 0` P@$1$7$8$H$Ifa$gd8bl- & 0` P@$1$7$8$H$Ifgd8blr & FZ & S` P@$1$7$8$Eƀ"FoH$Ifgd8bl(Cc_s & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8blc@s & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl@&s & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl&zds & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F[ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bldezOs & F\ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bl$Iflexz"$Y[NPR[\uwދ-/qsǍɍ@AwyȏɏƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƵƨh0gh8bCJOJQJ h0gh8bCJOJQJ^J_H $h0gh8bCJOJQJ^J_H aJ#h0gh8b5CJOJQJ^J_H 'h0gh8b5CJOJQJ^J_H aJA$[s & F\ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F\ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl[Ps & F\ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F\ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blPQR\]w0$ & 0` P@$1$7$8$H$Ifa$gd8bl- & 0` P@$1$7$8$H$Ifgd8bl/```- & 0` P@$1$7$8$H$Ifgd8blr & F] & 0` P@$1$7$8$Eƀ"FoH$Ifgd8bl/s & F] ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls & F] ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bls___/0$ & 0` P@$1$7$8$H$Ifa$gd8bl- & 0` P@$1$7$8$H$Ifgd8bls & F] ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blɍ_s & F_ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8bl- & 0` P@$1$7$8$H$Ifgd8bl___- & 0` P@$1$7$8$H$Ifgd8bls & F_ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blyɏʏ/$Ifgd8bl\ & F^ $Eƀ"FoIfgd8bls & F^ ( ` P@$1$7$8$Eƀ"FoH$Ifgd8blɏʏΏ`jkڒےݒ ./QijƓǓݓ߷ujuauYLYjhX*}h8b6UhX*}h8b6hX*}h8b0Jj;/h8bUjhX*}h8bUhX*}h8b0J\^JaJ/j.hX*}h8bB*U\^JaJph hX*}h8bB*\^JaJph)jhX*}h8bB*U\^JaJphhX*}h8baJhX*}h8b>*CJ hX*}h8bhX*}h8b5CJ h]h8bh+h8bCJʏˏ̏͏56`aݒޒߒOPgd8bekd.$$Ifl$h% t0644 laPQijɕЕؕ $Ifl0gd8bݓޓߓP\]stuϕЕוؕ$%&()*+-.0=ʥʗʆypypypypypypypypypypypypyhX*}h8bCJhX*}h8bCJOJQJh8bCJaJhX*}h8b0Jj0hX*}h8bUjhX*}h8bU h]h8bhX*}h8b6aJhX*}h8baJ hX*}h8bhX*}h8b6hX*}h8b0J6jhX*}h8b6Uj/hX*}h8b6U,%%$Iflkdz0$$Ifl֞o i!$ t0644 la%'(*,-/$Ifl/0>%$Iflkd1$$Ifl֞o i!$ t0644 la>?ACDEG$Ifl=?@ABEFH\]^_`abefhz–ŖƖȖ 34578;<>?moĻj6hX*}h8bUaJjhX*}h8bUaJhX*}h8baJ hX*}h8bhX*}h8b>*CJ h]h8bh]h8b5CJh8bhX*}h8bCJOJQJhX*}h8bCJ>GH]%$Iflkd1$$Ifl֞o i!$ t0644 la]_acdeg$Iflgh{%$IflkdQ2$$Ifl֞o i!$ t0644 la{|}~$Ifl%$Iflkd2$$Ifl֞o i!$ t0644 la$Ifl%$Iflkd3$$Ifl֞o i!$ t0644 laÖĖŖǖ$IflǖȖ%$Iflkd(4$$Ifl֞o i!$ t0644 la$Ifl%$Iflkd4$$Ifl֞o i!$ t0644 la $Ifl 4%$Iflkdb5$$Ifl֞o i!$ t0644 la4679:;=$Ifl=>?n%#gd8bkd5$$Ifl֞o i!$ t0644 lanoИјFG{|{|}#$gd8b#$BC_`a}~EҚӚ}ǼǗujWuNujh`h8b0J$j7h`h8bB*Uphh`h8bB*phjh`h8bB*Uphh]h8bB*ph hX*}h8bhX*}h8b>*CJhnJ%h8b0Jj|7h8bU hnJ%h8bjhnJ%h8bU h]h8bj7hX*}h8bUaJhX*}h8baJhX*}h8b0JaJjhX*}h8bUaJϤ57fop$ڽͲڧul_N_ h`h8bCJOJQJ^JaJh`h8bCJOJQJh`h8b0J$j8h`h8bB*Uphjh]h8bB*Uphh`h8b>*B*CJphh]h8bB*phh`h8b0JaJj^8h`h8bUaJjh`h8bUaJh`h8baJh`h8b>*H*aJh`h8b>*aJ hX*}h8bأk!I & FVEƀ"F-gd8bI & FVEƀ"F-gd8bI & FVEƀ"F-gd8bأTϤkffgd8bI & FVEƀ"F-gd8bI & FVEƀ"F-gd8bϤfI & FWEƀ"F-gd8bgd8bI & FWEƀ"F-gd8b567fg#kiidddddddgd8bI & FWEƀ"F-gd8bI & FWEƀ"F-gd8b #$NO۱ܱݱޱ8P!5FG=>45$^1$$a$gd8bgd8b$%N۱ܱݱ9E45""#$%ùzzm_ULmh+h8bCJh+h8b5CJh+h8b5CJOJQJh+h8bCJOJQJh+h8b6CJOJQJh+h8bCJOJPJQJh+h8b5CJOJQJh+h8bCJOJQJ h]h8bh+h8b5CJh8bh]h8bB*phhah8b^JaJ h`h8bCJOJQJ^JaJ!h`h8bB*CJOJQJph$ӹq*F & F'Eƀ"FoF & F'Eƀ"FoF & F'Eƀ"F1Eq*F & F'Eƀ"FoF & F'Eƀ"FoF & F'Eƀ"FoEWXq*(F & F'Eƀ"FF & F'Eƀ"FF & F'Eƀ"FoX}Jo(F & F(Eƀ"FF & F(Eƀ"FF & F(Eƀ"F#$%0RL$If[kd:9$$Ifl,""064 la $$Ifa$F & F(Eƀ"F%/01;FGWgis ",8JKS'49F46@KLc$R[ )45Yʺʺנʠʠʠʺʺh+h8b56CJ!h+h8bB*CJOJQJphh+h8bPJh+h8b56CJOJQJh+h8bCJOJQJh+h8b5CJOJQJh+h8bCJ h+h8bh+h8bOJQJ:016<GWh$If]kd9$$Ifl,""064 lahint!$If$Ifnkd<:$$Ifl0,"X@064 la !"'-8AKS_s{{{{{ $If^$If$Ifnkd:$$Ifl0,"X@064 la56;ALc$Dw $Ifnkdf;$$Ifl0,"X@064 la $If^ $*5Y:;$Ifnkd;$$Ifl0,"X@064 la $If^ $Ifnkd<$$Ifl0,"X@064 la*$If$If]kd%=$$Iflp,""064 la)+,=?LXY()>DIჲxh+h8bOJQJ$h+h8b5B*CJOJQJphh+h8bCJH*OJQJh+h8b6CJOJQJ!h+h8bB*CJOJQJphh+h8b5CJOJQJh+h8b56CJOJQJh+h8bCJOJQJh+h8bPJh+h8bCJ+*+,>?,]kd=>$$Ifl,""064 la$Ifnkd=$$Ifl0,"X@064 la?GMXYblmu-Ge~ $If^$If )>$Ifnkd>$$Ifl0,"X@064 la)CD{!$IfnkdU?$$Ifl0,"X@064 la$If $If^&cK & F)$Eƀ"FIfK & F)$Eƀ"FIf$If6@"2,;<u1CDabef~㬠㬒Ǭh+h8b6CJOJQJh+h8b5OJPJQJh+h8b5OJQJh+h8bOJQJh+h8b56CJOJQJh+h8b5CJOJQJh+h8b>*䴳ϴ+8䴳ϴ+85>*䴳ϴ4"2,,<u $If^ $1$H$If^$$If"$If$If$IfK & F)$Eƀ"FIf1nkd?$$Ifl0,"X@064 la $If^$If ,-MOijmnbdo{*,67JVWY[}~ s֯֯䯸֯Ƹ䯸䤝䯔䯸h+h8bPJ h+h8bh+h8bOJQJh+h8bCJh+h8b5CJOJQJh+h8b56CJOJQJh+h8b6CJOJQJh+h8bCJOJQJh+h8b>*CJOJQJ:?]kd A$$IflI""064 la$If[kd@$$Ifl,""064 lacdio+nkdA$$Ifl0UI"064 la$If+,17dX$Ifnkd$B$$Ifl0UI"064 laXYZ[~.[kdNC$$Ifl,""064 la$IfnkdB$$Ifl0UI"064 la t}$IfnkdC$$Ifl08,"064 la$If$If stuvw-.TZ@Goz$fmOg2dnŷŷŷŷŧŗńŷńŷ|xsxsxsxsch+h8b5>*CJOJQJ h8b5h8b *h+h8b%h+h8b0JB*CJOJQJphh+h8bh CJOJQJh+h8bhCJOJQJh+h8b5CJOJQJh+h8bCJOJQJh+h8b5CJ h]h8bh+h8bCJOJQJh+h8bCJ h+h8b&tuvwxyz-.~y~y~y~gd8b`gd8b$a$gd8bnkdbD$$Ifl08,"064 laST?@|I & FEƀBf gd8b`gd8b$a$gd8bgd8b Mk!I & FEƀ"Fgd8bI & FEƀBfgd8bI & FEƀBfgd8b$gk!I & FEƀBfgd8bI & FEƀBfgd8bI & FEƀBfgd8bg k!I & FEƀBfgd8bI & FEƀBfgd8bI & FEƀBfgd8b\fI & FEƀBf gd8bI & FEƀBf gd8bgd8bskff]h`hgd8bgd8bI & FEƀBf gd8bI & FEƀBf gd8bs k!I & FEƀBfgd8bI & FEƀBfgd8bI & FEƀBfgd8b -=Ok!I & FEƀBfgd8bI & FEƀBfgd8bI & FEƀBfgd8bOZmnkccA<gd8b"$ & 0` P@1$7$8$H$a$gd8b$a$gd8bI & FEƀBfgd8bI & FEƀBfgd8b9NOfg!dI & F-Eƀ"F.gd8bgd8b dk!I & F-Eƀ"F.gd8bI & F-Eƀ"F.gd8bI & F-Eƀ"F.gd8b]12kffffffffgd8bI & F-Eƀ"F.gd8bI & F-Eƀ"F.gd8b 234567cdop9:yI & F*Eƀ"Fgd8bgd8b$a$gd8b k!I & F*Eƀ"F gd8bI & F*Eƀ"F gd8bI & F*Eƀ"F gd8bGek!I & F*Eƀ"Fgd8bI & F*Eƀ"F gd8bI & F*Eƀ"F gd8bef!"#*+fI & F+Eƀ"F gd8bI & F+Eƀ"F gd8bgd8b n#)  }V !6k!E!%%'''''R(S()), ---/ͩhX*}h8b5^J_H hX*}h8b^J_H  h+h8bhX*}h8b5CJ *h+h8b5CJh+h8b>*CJOJQJh+h8b5CJ *h+h8bh+h8b5CJOJQJh+h8b5>*CJOJQJh+h8bCJOJQJ*$rk!I & F+Eƀ"Fgd8bI & F+Eƀ"F gd8bI & F+Eƀ"F gd8b'   k!I & F+Eƀ"Fgd8bI & F+Eƀ"Fgd8bI & F+Eƀ"Fgd8b         fI & F,Eƀ"F.gd8bgd8bI & F+Eƀ"Fgd8b * s  k!I & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8b L  Kk!I & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bK=k!I & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bUk!I & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bI & F,Eƀ"F.gd8bfI & F/Eƀ"F.gd8bgd8bI & F,Eƀ"F.gd8bJxk!I & F/Eƀ"F.gd8bI & F/Eƀ"F.gd8bI & F/Eƀ"F.gd8b>?@]I & F0Eƀ"F.gd8bgd8bh^hgd8bI & F/Eƀ"F.gd8b%}k!I & F0Eƀ"F.gd8bI & F0Eƀ"F.gd8bI & F0Eƀ"F.gd8b}UVkffffgd8bI & F0Eƀ"F.gd8bI & F0Eƀ"F.gd8b;k!I & F.Eƀ"Fgd8bI & F.Eƀ"Fgd8bI & F.Eƀ"Fgd8b;k!I & F.Eƀ"Fgd8bI & F.Eƀ"Fgd8bI & F.Eƀ"Fgd8b]k!I & F.Eƀ"F gd8bI & F.Eƀ"Fgd8bI & F.Eƀ"Fgd8b !9Ku56k! !F!H!$a$gd8b"$ & 0` P@1$7$8$H$a$gd8bH!!!K"q*F & F1Eƀ"F F & F1Eƀ"FF & F1Eƀ"FK""###q*(F & F1Eƀ"F F & F1Eƀ"F F & F1Eƀ"F #$$$$oF & F2Eƀ"FF & F2Eƀ"F$$ %1%q*F & F2Eƀ"FF & F2Eƀ"FF & F2Eƀ"F1%z%%%q*F & F2Eƀ"FF & F2Eƀ"FF & F2Eƀ"F%%%%%&&&oF & F3Eƀ"FF & F2Eƀ"F &&'8'q*F & F3Eƀ"FF & F3Eƀ"FF & F3Eƀ"F8'I'X'i'q*F & F3Eƀ"FF & F3Eƀ"FF & F3Eƀ"Fi''''''''R(S(((a*$ & 0` P@&d1$7$8$H$Pa$gd8b$a$gd8b"$ & 0` P@1$7$8$H$a$gd8bF & F3Eƀ"F (((()+)O)a)y)))))))++,,"$ & 0` P@1$7$8$H$a$gd8b & 0` P@1$7$8$H$gd8b"$ & 0` P@1$7$8$H$a$gd8b, ----2030j1k11264{e & F? ( ` P@1$7$8$Eƀ"F.H$gd8b & 0` P@1$7$8$H$gd8b //k11%8&8'8e8@I@^DpDHHKKNNQ1QnRSebfbccXvYvZv\vvvwTwUw}wߺߺߺߺߺ߳th[h6;h8b^J_H aJ h6;h8b5^J_H h6;h8b5^J_H aJ h+h8bh+h8b5CJh2h8b5CJ *h+h8b5CJ *hX*}h8b5 hX*}h8bhX*}h8b6^J_H hX*}h8b^J_H aJhX*}h8b5^J_H hX*}h8b^J_H )jhX*}h8b0J&OJQJU^J_H #64n5j65e & F? ( ` P@1$7$8$Eƀ"F.H$gd8be & F? ( ` P@1$7$8$Eƀ"F.H$gd8bj67%85e & F? ( ` P@1$7$8$Eƀ"F .H$gd8be & F? ( ` P@1$7$8$Eƀ"F .H$gd8b%8&8'8e8!9"9:::==>=@@I@BB]D^DpD & 0` P@1$7$8$H$gd8bpDDE7d & FA & 0` P@1$7$8$Eƀ"FoH$gd8bd & FA & 0` P@1$7$8$Eƀ"FoH$gd8bEF{F7d & FA & 0` P@1$7$8$Eƀ"FoH$gd8bd & FA & 0` P@1$7$8$Eƀ"FoH$gd8b{FFtG7d & F@ & 0` P@1$7$8$Eƀ"FoH$gd8bd & F@ & 0` P@1$7$8$Eƀ"FoH$gd8btGHbH7d & F@ & 0` P@1$7$8$Eƀ"FoH$gd8bd & F@ & 0` P@1$7$8$Eƀ"FoH$gd8bbHHHH|| & 0` P@1$7$8$H$gd8bd & F@ & 0` P@1$7$8$Eƀ"FoH$gd8bH]II%m & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bm & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bIWJJ%m & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bm & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bJmKK%m & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bm & FB ( ` P@V1$7$8$Eƀ"FoH$^`Vgd8bKKKL|d & FC & 0` P@1$7$8$Eƀ"FoH$gd8b & 0` P@1$7$8$H$gd8bLMN7d & FC & 0` P@1$7$8$Eƀ"FoH$gd8bd & FC & 0` P@1$7$8$Eƀ"FoH$gd8bNNNO|d & FD & 0` P@1$7$8$Eƀ"FoH$gd8b & 0` P@1$7$8$H$gd8bOO]P7d & FD & 0` P@1$7$8$Eƀ"FoH$gd8bd & FD & 0` P@1$7$8$Eƀ"FoH$gd8b]PQQ1Q|| & 0` P@1$7$8$H$gd8bd & FD & 0` P@1$7$8$Eƀ"FoH$gd8b1QQQ7d & FE & 0` P@1$7$8$Eƀ"FoH$gd8bd & FE & 0` P@1$7$8$Eƀ"FoH$gd8bQlRmRnRRSS/SUUUWW ]]||||||||||||| & 0` P@1$7$8$H$gd8bd & FE & 0` P@1$7$8$Eƀ"FoH$gd8b]___aaicmdndiiEjFj\jllooqqPsQs]s(u)uYv & 0` P@1$7$8$H$gd8bYvZv[v\vvvwwwUwVwwwwwww & 0` P@1$7$8$H$gd8b*$ & 0` P@&d1$7$8$H$Pa$gd8b"$ & 0` P@1$7$8$H$a$gd8b$a$gd8b}wwwwwwwwwwxEyyqzzz*|B|||}7B_ )RiÇ2Mٍs̐ h+h8bh+h8b5CJ h6;h8bh6;h8b56^J_H h6;h8b6^J_H h6;h8b5^J_H h6;h8b5^J_H aJh6;h8b^J_H aJh6;h8b^J_H aJh6;h8b^J_H 4wxDyEyypzqzz)|*|B|||||}# & 0` P@01$7$8$H$^0gd8b & 0` P@1$7$8$H$gd8b}m}}5e & F4 ( ` P@1$7$8$Eƀ"F.H$gd8be & F4 ( ` P@1$7$8$Eƀ"F.H$gd8b}k~~we & F4 ( ` P@1$7$8$Eƀ"F .H$gd8b# & ` P@1$7$8$H$^gd8b~NKN & F4 Eƀ"F .gd8be & F4 ( ` P@1$7$8$Eƀ"F .H$gd8bN{{ & 0` P@1$7$8$H$gd8be & F4 ( ` P@1$7$8$Eƀ"F .H$gd8b%5e & F5 ( ` P@1$7$8$Eƀ"F .H$gd8be & F5 ( ` P@1$7$8$Eƀ"F.H$gd8b%wT5e & F5 ( ` P@1$7$8$Eƀ"F .H$gd8be & F5 ( ` P@1$7$8$Eƀ"F .H$gd8bTс5e & F5 ( ` P@1$7$8$Eƀ"F .H$gd8be & F5 ( ` P@1$7$8$Eƀ"F .H$gd8bс7r{{{ & 0` P@1$7$8$H$gd8be & F5 ( ` P@1$7$8$Eƀ"F.H$gd8br5e & F7 ( ` P@1$7$8$Eƀ"F.H$gd8be & F7 ( ` P@1$7$8$Eƀ"F.H$gd8bq5e & F7 ( ` P@1$7$8$Eƀ"F .H$gd8be & F7 ( ` P@1$7$8$Eƀ"F.H$gd8bAB_{{ & 0` P@1$7$8$H$gd8be & F7 ( ` P@1$7$8$Eƀ"F .H$gd8b_5e & F6 ( ` P@1$7$8$Eƀ"F.H$gd8be & F6 ( ` P@1$7$8$Eƀ"F.H$gd8b$5e & F6 ( ` P@1$7$8$Eƀ"F .H$gd8be & F6 ( ` P@1$7$8$Eƀ"F.H$gd8b ){{{ & 0` P@1$7$8$H$gd8be & F6 ( ` P@1$7$8$Eƀ"F .H$gd8b)zÆ5e & F8 ( ` P@1$7$8$Eƀ"F.H$gd8be & F8 ( ` P@1$7$8$Eƀ"F.H$gd8bÆQRiÇI & F9Eƀ"F.gd8b & 0` P@1$7$8$H$gd8bQwXX & 0` P@1$7$8$H$gd8b# & 0` P@1$7$8$H$^gd8be & F9 ( ` P@1$7$8$Eƀ"F.H$gd8bk5e & F: ( ` P@1$7$8$Eƀ"F.H$gd8be & F: ( ` P@1$7$8$Eƀ"F.H$gd8b85e & F: ( ` P@1$7$8$Eƀ"F.H$gd8be & F: ( ` P@1$7$8$Eƀ"F.H$gd8b12Mg{e & F; ( ` P@1$7$8$Eƀ"F.H$gd8b & 0` P@1$7$8$H$gd8b ԋ5e & F; ( ` P@1$7$8$Eƀ"F .H$gd8be & F; ( ` P@1$7$8$Eƀ"F.H$gd8bc֌5e & F; ( ` P@1$7$8$Eƀ"F .H$gd8be & F; ( ` P@1$7$8$Eƀ"F .H$gd8b֌BٍwwXXX & 0` P@1$7$8$H$gd8b# & ` P@1$7$8$H$^gd8be & F; ( ` P@1$7$8$Eƀ"F .H$gd8bYǎ5e & F< ( ` P@1$7$8$Eƀ"F.H$gd8be & F< ( ` P@1$7$8$Eƀ"F.H$gd8bǎ!r5e & F< ( ` P@1$7$8$Eƀ"F.H$gd8be & F< ( ` P@1$7$8$Eƀ"F.H$gd8brs׏1e & F= ( ` P@1$7$8$Eƀ"F.H$gd8bI & F=Eƀ"F.gd8b & 0` P@1$7$8$H$gd8b̐ :l‘/0{{{{{{{{{{{ & 0` P@1$7$8$H$gd8be & F= ( ` P@1$7$8$Eƀ"F.H$gd8b  7d & F> & 0` P@1$7$8$Eƀ"FH$gd8bd & F> & 0` P@1$7$8$Eƀ"FH$gd8b :Y7d & F> & 0` P@1$7$8$Eƀ"FH$gd8bd & F> & 0` P@1$7$8$Eƀ"FH$gd8bY7d & F> & 0` P@1$7$8$Eƀ"FH$gd8bd & F> & 0` P@1$7$8$Eƀ"FH$gd8b7d & F> & 0` P@1$7$8$Eƀ"FH$gd8bd & F> & 0` P@1$7$8$Eƀ"FH$gd8b7d & F> & 0` P@1$7$8$Eƀ"F H$gd8bd & F> & 0` P@1$7$8$Eƀ"FH$gd8b<~7d & F> & 0` P@1$7$8$Eƀ"F H$gd8bd & F> & 0` P@1$7$8$Eƀ"F H$gd8b~750gd8bd & F> & 0` P@1$7$8$Eƀ"F H$gd8bd & F> & 0` P@1$7$8$Eƀ"F H$gd8b01ٖږn # ` P@1$7$8$H$gd8b' & 0` P@&d1$7$8$H$Pgd8b & 0` P@1$7$8$H$gd8b"$ & 0` P@1$7$8$H$a$gd8b$a$gd8b 01ږҗԗ՗79WYnp467dfǺwk^wk^h5h8b^J_H aJh5h8b6^J_H h5h8b6^J_H aJh5h8b56^J_H aJh5h8b^J_H h5h8b>*^J_H h5h8b>*^J_H aJh5h8b^J_H aJh5h8b^J_H aJHh5h8b56^J_H aJH h+h8bh+h8b5CJhX*}h8b5CJ$ԗ՗xYY & 0` P@1$7$8$H$gd8b# & 0` P@1$7$8$H$^gd8bc & FF %  P@1$7$8$Eƀ"FoH$gd8b95e & FF ( ` P@1$7$8$Eƀ"FoH$gd8be & FF ( ` P@1$7$8$Eƀ"FoH$gd8b9Yp5e & FF ( ` P@1$7$8$Eƀ"FoH$gd8be & FF ( ` P@1$7$8$Eƀ"FoH$gd8bp5e & FF ( ` P@1$7$8$Eƀ"FoH$gd8be & FF ( ` P@1$7$8$Eƀ"FoH$gd8b67fXe & FG ( ` P@1$7$8$Eƀ"FoH$gd8b & 0` P@1$7$8$H$gd8b# & 0` P@1$7$8$H$^gd8bۙݙ  acdњӚߚHICEg(DEʾws^F^F/h h8b5B*CJOJQJ\^JaJph)h8b5B*CJOJQJ\^JaJphh8bh+h8b5CJ h+h8bh5h8bCJ^J_H aJh5h8b>*^J_H h5h8b>*^J_H aJh5h8b^J_H aJh5h8b6^J_H h5h8b6^J_H aJh5h8b56^J_H aJh5h8b^J_H h5h8b^J_H aJݙ5e & FG ( ` P@1$7$8$Eƀ"FoH$gd8be & FG ( ` P@1$7$8$Eƀ"FoH$gd8bݙ cd{{{ & 0` P@1$7$8$H$gd8be & FG ( ` P@1$7$8$Eƀ"FoH$gd8bӚHIDEfgwuVNNN$a$gd8b & 0` P@1$7$8$H$gd8b# & 0` P@1$7$8$H$^gd8be & FH ( ` P@1$7$8$Eƀ"FoH$gd8bg*EFGBCŢƢ $<a$gd8b 7$8$H$gd8bgd8b$a$gd8b &dP"$ & 0` P@1$7$8$H$a$gd8bEGƥNOPȧɧst|ʾqbqbSqqB hE[rh8b56CJ\]aJhE[rh8bhJ3CJ\aJhE[rh8bB*CJaJphhE[rh8bhJ3CJaJhE[rh8bCJaJ)hE[rh8b56B*CJ\]aJph&hE[rh8b5>*B*CJ\aJphh8b5CJ\aJh+h8b5\aJh+h8b5CJ\aJ#h8bB*CJ OJQJ^JaJ phh8b!h8b5B*OJQJ\^Jphƥ2WI & F Eƀ"Fgd8bI & FEƀ"Fgd8bgd8b$a$gd8b<gd8bOk!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & F Eƀ"Fgd8b3stka\\gd8b gd8boI & F Eƀ"Fgd8bI & F Eƀ"Fgd8b|_huvܩݩީV\jklײsbssP>#h8b56B*CJ\]aJph#hE[rh8b5B*CJ\aJph hE[rh8bB*CJ\aJphhE[rh8bB*CJaJph)hE[rh8b56B*CJ\]aJphhE[rh8b5>*CJ\aJh8b5>*CJ\aJ hE[rh8bhU5CJ\aJh8bCJaJhE[rh8bCJ\aJhE[rh8bCJaJhE[rh8b5CJ\aJhE[rh8b56CJ\aJwܩk!I & F Eƀ"Fgd8bI & F Eƀ"Fgd8bI & F Eƀ"Fgd8bܩݩީkl[L & FEƀ"F[$\$gd8bI & FEƀ"Fgd8b$a$gd8bgd8b  5>>?OrƮȮɮͼ䮅vraM;#hE[rh8b6B*CJ\aJph&hE[rh8b56B*CJ\aJph h8b56B*CJ\aJphh8bhE[rh8b56CJ\aJhJh8b5>*CJ\aJhE[rh8bhJ3CJaJhE[rh8bCJ\aJhE[rh8b5CJ\aJ hE[rh8b56CJ\]aJhE[rh8b5>*CJ\aJh8bCJaJhE[rh8bCJaJ hE[rh8bB*CJ\aJph3eL & FEƀ"F[$\$gd8bL & FEƀ"F[$\$gd8b3l5e]XXgd8b$a$gd8bL & FEƀ"F[$\$gd8bL & FEƀ"F[$\$gd8b5gխ>k!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8b>?OrȮɮ=>^I & FEƀ"Fgd8bI & F Eƀ"Fgd8b$a$gd8bgd8b <=>dop}Ƶǵ@XYdxyöĶ˶ABLhirȺᤚyplyplyplyplyplyplyplyplyplh8bh+h8bCJh+h8bCJOJQJh+h8bCJaJh+h8baJh+h8b5aJh8bCJaJhE[rh8bh CJaJhE[rh8b5CJ\aJhE[rh8b56CJaJh8b56CJaJhE[rh8bCJaJ%hE[rh8bB*CJOJQJaJph*>p>TR & F hEƀ"F^gd8bR & F hEƀ"F^gd8bgd8b>"#lmʴgd8b$a$gd8b[ & F h&dEƀ"FP^gd8b ʴ %k!I & F!Eƀ"F-gd8bI & F!Eƀ"F-gd8bI & F!Eƀ"F-gd8b%Yxk!I & F!Eƀ"F-gd8bI & F!Eƀ"F-gd8bI & F!Eƀ"F-gd8bǵҵܵ+7?$Iflgd8b ?@G%$IflkdD$$Ifl֞  $ t0644 laGY[\^`ac$Iflcdk%$IflkdE$$Ifl֞  $ t0644 lakyz|~$Ifl%$Iflkd1F$$Ifl֞  $ t0644 la$Ifl%$IflkdF$$Ifl֞  $ t0644 laĶŶƶǶȶɶʶ$Iflʶ˶Ҷ%$IflkdkG$$Ifl֞  $ t0644 laҶ$Ifl%$IflkdH$$Ifl֞  $ t0644 la$Ifl'%$IflkdH$$Ifl֞  $ t0644 la'BCEGHIK$IflKLS%$IflkdBI$$Ifl֞  $ t0644 laSijkmnoq$Iflqry%$IflkdI$$Ifl֞  $ t0644 larͷϷ+ tIL58 opFL8GMOPg ĹĹĹĹĹĹĹĹĹp^p^p#h8bB*CJOJQJ^JaJph)h8b5B*CJOJQJ\^JaJphhN<h8bCJaJh+h8b5CJaJh+h8b56CJaJh+h8bCJOJQJaJh+h8bCJaJh+h8b6CJaJh+h8b5aJh+h8b5CJaJ h8bh+h8bCJh+h8bCJOJQJ$y$Ifl%$&dPa$gd8bkd|J$$Ifl֞  $ t0644 laͷηϷ+Թ^I & F"Eƀ"Fogd8bI & F"Eƀ"F-gd8bgd8b$a$gd8bԹ;  tvkfff]fffh^hgd8bgd8bI & F"Eƀ"Fogd8bI & F"Eƀ"F-gd8b =_k!I & FEƀ"F.gd8bI & FEƀ"F.gd8bI & FEƀ"F.gd8b_`ü$%߽TI & FEƀ"F.gd8b8^8gd8bn^ngd8bI & FEƀ"F.gd8bgd8b ߽tپ op˿gd8bI & FEƀ"F.gd8b ˿,ok!I & FEƀ"F.gd8bI & FEƀ"F.gd8bI & FEƀ"F.gd8bopDfI & FEƀ"F.gd8bI & FEƀ"F.gd8bgd8bD]I & F Eƀ"F.gd8bgd8b8^8gd8bI & FEƀ"F.gd8b9OPfghrz$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8bh^hgd8b^gd8bI & F Eƀ"F.gd8b C2222$$7$8$H$Ifa$gd8bkdK$$If]r >    c   8  I  ;    24 ]a]p2$$7$8$H$Ifa$gd8b#kdL$$If]4ֈ >`    c  8 I ;   <4 ]a]p<$$7$8$H$Ifa$gd8b#kdN$$If]4ֈ >   c 8I;  <4 ]a]p<$$7$8$H$Ifa$gd8b# $7$8$H$a$gd8bkdP$$If]4ֈ >     c  8 I ;   <4 ]a]p<   .A$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8bABHPTYC2222$$7$8$H$Ifa$gd8bkdR$$If]r >    c   8  I  ;    24 ]a]p2Y^c$$7$8$H$Ifa$gd8bcd#kdET$$If]4ֈ >`    c  8 I ;   <4 ]a]p<deorw|$$7$8$H$Ifa$gd8b#kdCV$$If]4ֈ >   c 8I;  <4 ]a]p<$$7$8$H$Ifa$gd8b# $7$8$H$a$gd8bkd3X$$If]4ֈ >     c  8 I ;   <4 ]a]p<$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8bC2222$$7$8$H$Ifa$gd8bkd1Z$$If]r >    c   8  I  ;    24 ]a]p2$$7$8$H$Ifa$gd8b#kd[$$If]4ֈ >`    c  8 I ;   <4 ]a]p< #$$7$8$H$Ifa$gd8b#$#kd]$$If]4ֈ >   c 8I;  <4 ]a]p<$%+/5;<$$7$8$H$Ifa$gd8b<=># $7$8$H$a$gd8bkd_$$If]4ֈ >     c  8 I ;   <4 ]a]p<>T3J?@3q -!qºϙmmcch+h8b5CJ,h+h8b0J5B*CJOJPJQJph)h+h8b0JB*CJOJPJQJphh+h8b5aJ h+h8b6CJh+h8bCJh8bhXh8b5 h8b5h8bCJaJh8b5CJ aJ )h8b5B*CJOJQJ\^JaJph#h8bB*CJOJQJ^JaJph#>STU_gu$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8bC2222$$7$8$H$Ifa$gd8bkda$$If]r >    c   8  I  ;    24 ]a]p2$$7$8$H$Ifa$gd8b#kd]c$$If]4ֈ >`    c  8 I ;   <4 ]a]p<$$7$8$H$Ifa$gd8b#kd[e$$If]4ֈ >   c 8I;  <4 ]a]p<$$7$8$H$Ifa$gd8b# $7$8$H$a$gd8bkdKg$$If]4ֈ >     c  8 I ;   <4 ]a]p</$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8b/06>BGC2222$$7$8$H$Ifa$gd8bkdIi$$If]r >    c   8  I  ;    24 ]a]p2GLQ$$7$8$H$Ifa$gd8bQR#kdj$$If]4ֈ >`    c  8 I ;   <4 ]a]p<RS]`ejp$$7$8$H$Ifa$gd8bpq#kdl$$If]4ֈ >   c 8I;  <4 ]a]p<qrx|$$7$8$H$Ifa$gd8b# $7$8$H$a$gd8bkdn$$If]4ֈ >     c  8 I ;   <4 ]a]p<$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8bC2222$$7$8$H$Ifa$gd8bkdp$$If]r >    c   8  I  ;    24 ]a]p2$$7$8$H$Ifa$gd8b#kdur$$If]4ֈ >`    c  8 I ;   <4 ]a]p< $$7$8$H$Ifa$gd8b#kdst$$If]4ֈ >   c 8I;  <4 ]a]p< $*01$$7$8$H$Ifa$gd8b123# $7$8$H$a$gd8bkdcv$$If]4ֈ >     c  8 I ;   <4 ]a]p<3IJKU]k~$$7$8$H$Ifa$gd8b$ q 7$8$H$a$gd8b~C2222$$7$8$H$Ifa$gd8bkdax$$If]r >    c   8  I  ;    24 ]a]p2$$7$8$H$Ifa$gd8b#kdz$$If]4ֈ >`    c  8 I ;   <4 ]a]p<$$7$8$H$Ifa$gd8b#kd{$$If]4ֈ >   c 8I;  <4 ]a]p<$$7$8$H$Ifa$gd8b# $7$8$H$a$gd8bkd}$$If]4ֈ >     c  8 I ;   <4 ]a]p<5I & F#Eƀ"F-gd8b &dPgd8bgd8b$a$gd8b5vkffgd8bI & F#Eƀ"F-gd8bI & F#Eƀ"F-gd8bTfI & F$Eƀ"F-gd8bgd8bI & F$Eƀ"F-gd8bTsfI & F$Eƀ"F-gd8bgd8bI & F$Eƀ"F-gd8bHkffgd8bI & F$Eƀ"F-gd8bI & F$Eƀ"F-gd8b?@wTI & F%Eƀ"F-gd8b$a$gd8b &dPgd8bI & F%Eƀ"F-gd8bk!I & F%Eƀ"F-gd8bI & F%Eƀ"Fogd8bI & F%Eƀ"Fogd8bk!I & F%Eƀ"F-gd8bI & F%Eƀ"Fogd8bI & F%Eƀ"Fogd8bk!I & F%Eƀ"F-gd8bI & F%Eƀ"Fogd8bI & F%Eƀ"Fogd8b %k!I & F%Eƀ"Fogd8bI & F%Eƀ"F-gd8bI & F%Eƀ"Fogd8b%23]]I & FEƀ"Fgd8bgd8b`gd8bI & F%Eƀ"Fogd8b].sfI & FEƀ"Fgd8bgd8bI & FEƀ"Fgd8bsyk!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8bfI & F%Eƀ"F-gd8bgd8bI & FEƀ"Fgd8b",@k!I & F%Eƀ"Fogd8bI & F%Eƀ"F-gd8bI & F%Eƀ"Fogd8b@HW_k!I & F%Eƀ"F -gd8bI & F%Eƀ"Fogd8bI & F%Eƀ"F-gd8b_pqyz9!Jpqgd8b`gd8bI & F%Eƀ"F ogd8bbk!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8b*+,-./01234567R$) &P#$/Ifgd8bFfMkd$$Ifl;&'' 6P) '644 lap $$) &P#$/Ifa$gd8b*+,456STV *FGQmnx68[]p"þh+h8bCJaJh+h8bB*CJphh+h8bCJ\h+h8b5CJh+h8bCJhmh8b5 h8b5h8b h+h8bCJOJQJ^JaJh8bCJOJQJ^JaJh8bCJaJ"h+h8b5CJOJQJ\^J0RSTVjuYFFFFF$$) &P#$/Ifa$gd8bkd׃$$Ifl\b &''n'-' 6P) '644 lap($) &P#$/Ifgd8b  Ff$) &P#$/Ifgd8bFf[$$) &P#$/Ifa$gd8b *-/258;>FGQTVY\_bemnx{FfFf$$) &P#$/Ifa$gd8b$) &P#$/Ifgd8bFfm{}Ff$) &P#$/Ifgd8bFf$$) &P#$/Ifa$gd8b  78BCS$a$gd8bgd8b &dPgd8bFf$) &P#$/Ifgd8bFf$$) &P#$/Ifa$gd8bST\]op#\B}1$7$8$H$^gd8b 0^`0gd8b 1$7$8$H$gd8b01$7$8$H$^`0gd8b $1$7$8$H$a$gd8b$$1$7$8$H$a$gd8b$a$gd8bgd8b{|}J012Zwxln!/1 cj "KL*+̾̀h+h8b5CJh8bOJQJh0-Th8bCJH*aJh8bCJaJh0-Th8bCJaJhCh8b5 h8b5h8bh+h8b6CJh+h8bCJh+h8b>*B*CJphh+h8bB*CJphh+h8b6B*CJph/}~IJMN$a$gd8bgd8b gd8b1$7$8$H$^gd8b 0^`0gd8b^gd8b  ; < T U     2 3   012[\$%]gd8b$a$gd8bgd8b%#$qr :; rsefP]^P`gd8b]gd8bfz{()JKL""f#$a$gd8b$&dPa$gd8bgd8b]gd8bf#L$$Z%k!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8bZ%%*&&k!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8b&'''(fI & FEƀ"Fgd8bgd8bI & FEƀ"Fgd8b(()Y)k!I & FEƀ"Fgd8bI & FEƀ"Fgd8bI & FEƀ"Fgd8bY)Z)*+\+,n,,,- ..fI & FEƀ"F.gd8bI & FEƀ"F.gd8bgd8b +\+,,..E001123\3k3l3n3o3H4I444<<>>FFHHWWXXZZY\Z\^C___HaIaJaKaoaa츭vhs%h8b5CJaJh8b5CJaJh8bCJOJQJaJh8bCJOJQJ^JaJh8bCJaJhh8bCJaJ h8b5\h+h8b56CJ\]h+h8b5CJ\hm>h8b5CJ\aJh8bh+h8bCJh+h8bOJQJ.../0D0E00[1111fY &dPgd8bI & FEƀ"F.gd8bgd8bI & FEƀ"F.gd8b 112233\3]344-6.6Q7R7z7[ & F p1$7$8$Eƀ"FH$^`gd8b 1$7$8$H$gd8b1$7$8$H$ $1$7$8$H$a$gd8bz777_O & F1$7$8$Eƀ"FH$gd8bO & F1$7$8$Eƀ"FH$gd8b777889EW & F 1$7$8$Eƀ"FoH$^gd8b1$7$8$H$ 1$7$8$H$gd8bO & F1$7$8$Eƀ"FH$gd8b9;9v9QW & F 1$7$8$Eƀ"FoH$^gd8bW & F 1$7$8$Eƀ"FoH$^gd8bv9999:QB7 1$7$8$H$gd8b1$7$8$H$`gd8bW & F 1$7$8$Eƀ"FoH$^gd8bW & F 1$7$8$Eƀ"FoH$^gd8b:::_O & F1$7$8$Eƀ"FH$gd8bO & F1$7$8$Eƀ"FH$gd8b:::<<n=o=>>>>_@`@ABBB1$7$8$H$ 1$7$8$H$gd8bZ1$7$8$H$^Zgd8bO & F1$7$8$Eƀ"FH$gd8bBBEEFFFGHHHMNNNRSUUUWWWWWWBXXX 1$7$8$H$gd8b1$7$8$H$XXXZZZZ\[ & F p>1$7$8$Eƀ"FH$^`>gd8b1$7$8$H$^`gd8b1$7$8$H$Z\\_]I[ & F ph1$7$8$Eƀ"FH$^h`gd8b[ & F p>1$7$8$Eƀ"FH$^`>gd8b_][^^C___I6661$7$8$H$^`gd8b[ & F p1$7$8$Eƀ"FH$^`gd8b[ & F p>1$7$8$Eƀ"FH$^`>gd8b________2kd$$If6%P%P%4 6a $1$7$8$H$If_____``qqqqe $1$7$8$H$If$$1$7$8$H$Ifa$~kd$$If6r y!%I  NSP%4 6a``)`,`/`2`6`qqqqq$$1$7$8$H$Ifa$~kdե$$If6r y!%I  NSP%4 6a6`7`Q`T`W`Z`^`qqqqq$$1$7$8$H$Ifa$~kdŦ$$If6r y!%I  NSP%4 6a^`_``````qqqqq$$1$7$8$H$Ifa$~kd}$$If6r y!%I  NSP%4 6a```````qqqqq$$1$7$8$H$Ifa$~kd5$$If6r y!%I  NSP%4 6a```````ttttt $1$7$8$H$If~kd$$If6r y!%I  NSP%4 6a``````ateeet$$1$7$8$H$Ifa$ $1$7$8$H$If~kd$$If6r y!%I  NSP%4 6aaa2a8a=aCaGaqqqqq$$1$7$8$H$Ifa$~kd]$$If6r y!%I  NSP%4 6aGaHaIaJaKaaa bx]JB@@$a$gd8b1$7$8$H$^`gd8b&d1$7$8$H$P^`gd8b1$7$8$H$~kd[$$If6r y!%I  NSP%4 6a b b!bddhhXjYjcldlel]m^m^U%&'(gd8b$a$gd8b ;<=wx„̈́΄τЄ89<=>?[\]wxƴƢƚƈƚve!jhh8bCJU^JaJ#jXhX*}h8bCJUaJ#jhX*}h8bCJUaJh8bCJaJ#jphX*}h8bCJUaJ#jhX*}h8bCJUaJhh8bCJaJhX*}h8b0JCJaJjhh8bCJUaJ#jhX*}h8bCJUaJ&مڅۅ !"WX]^_xyzƆοοοzo]zPzozohX*}h8b0JCJaJ#j*hX*}h8bCJUaJhh8bCJaJjhh8bCJUaJhh8b5CJ^JaJ'jhX*}h8bCJU^JaJ'jFhX*}h8bCJU^JaJhX*}h8b0JCJ^JaJ!jhh8bCJU^JaJ'jϮhX*}h8bCJU^JaJhh8bCJ^JaJƆdžȆ!"#NOTUVopqȈƾƬƚ޾ƈ޾v޾#j_hX*}h8bCJUaJ#jhX*}h8bCJUaJ#j}hX*}h8bCJUaJ#j hX*}h8bCJUaJh8bCJaJhh8bCJaJhX*}h8b0JCJaJjhh8bCJUaJ#jhX*}h8bCJUaJ(ȈɈʈ $%&)7BCɾueuZuMhQ3h8bB*^JphhX*}h8b0J^JjAhX*}h8bU^JjhQ3h8bU^Jh*h8b^JhQ3h8b^JhQ3h8b6 h8b6h8bhQ3h8b5 h8b5hh8b5CJaJhh8bCJaJh8bCJaJhX*}h8b0JCJaJjhh8bCJUaJ#jвhX*}h8bCJUaJ(*78FG\]kl34opgd8b$a$gd8bCDۋ܋[\]`ijl2349:>?ABIJUVoȓɓؔٔ黲骥黥}vv hQ3h8bh th8b>*hX*}h8b0Jj#h8bUjh8bUh8b h8b5hQ3h8b5h*h8b^J h8b^JhX*}h8b0J^JjhX*}h8bU^JjhQ3h8bU^JhQ3h8b^JhQ3h8bB*^Jph. %+ $+,34=>HJUVYZhirן89~"/3>@ĥyqh$ h8b6 h+qyh8bCJOJQJ^JaJh'h8b^JaJh8bCJOJQJ^JaJhah8b^JaJh8b^JaJhQ3h8b^JaJ hQ3h8bh>h8b5>*h>h8b5hJ h8b5 h8b5hQ3h8b6 h8b6h th8b>*h8b,#$rsĥťI & FJEƀ33؆gd8bgd8b{zk!I & FJEƀ33؆gd8bI & FJEƀ33؆gd8bI & FJEƀ33؆gd8bĥz\ݨ;q%8sttu  +,iɳWX&vw|shzh8b^Jhzh8b5^J h8b^Jh[h8bh;B2^Jh[h8b^Jhi5h8b5 h8b5h[h8b5h8b^JaJh'h8b^JaJ hQ3h8bh-_}h8b^JaJ h*h8bh$ h8b6hQ3h8b^JaJ h[h8bh8b+z]ݨ*k!I & FJEƀ33؆ogd8bI & FJEƀ33؆gd8bI & FJEƀ33؆gd8b*kl:;qiI & FIEƀ33؆gd8bI & FJEƀ33؆ogd8b~$k!I & FIEƀ33؆ogd8bI & FIEƀ33؆gd8bI & FIEƀ33؆ogd8b$%8dt]I & FIEƀ33؆ogd8bI & FIEƀ33؆gd8b^gd8bgd8btuYR & FJ Eƀ33؆o^gd8bR & FI Eƀ33؆o^gd8b ^M & FJEƀ33؆o^gd8bR & FJ Eƀ33؆o^gd8bbR & FI Eƀ33؆o^gd8bI & FIEƀ33؆gd8bik!I & FIEƀ33؆gd8bI & FIEƀ33؆ogd8bI & FIEƀ33؆gd8bk!I & FIEƀ33؆ogd8bI & FIEƀ33؆gd8bI & FIEƀ33؆ogd8bdzȳɳVO[I & FPEƀ33؆gd8bI & FPEƀ33؆gd8bgd8b^gd8b O&k!I & FPEƀ33؆ogd8bI & FPEƀ33؆ogd8bI & FPEƀ33؆ogd8b&wŸƸoSI & FPEƀ33؆gd8bgd8b$a$gd8b^gd8bI & FPEƀ33؆gd8b &'@ABLM$9;<Ymo!"#$EF˻ͻۻ^_k騞xthhQ3h8b5^JaJh8bhX*}h8b0Jjh8bUjh[h8bU h[h8bh[h8b6^Jh[h8b^Jhzh8bH*^J h8b^JhX*}h8b0J^JjhX*}h8bU^Jjhzh8bU^Jhzh8b^Jhzh8bB*^Jph(o$fI & FPEƀ33؆gd8bN & FPEƀ33؆gd8bo#ֆ$FaN & FQEƀ33؆gd8bo#ֆN & FQEƀ33؆gd8bo#ֆF_`aPP & FLddEƀ33؆" [$\$gd8b $da$gd8bgd8bI & FQEƀ33؆gd8bkfghݾ  cd./89Ե᪛yԵiԵjwhQ3h8bU^JjxhQ3h8bU^J#jhQ3h8bU^JaJjhQ3h8bU^JaJhQ3h8b^JaJhQ3h8b>*B*^JphjvhQ3h8bU^JjhQ3h8bU^JhQ3h8b^JhQ3h8b5^JaJh8b5^JaJ"ݾ9MP & FLddEƀ33؆" [$\$gd8bP & FRddEƀ33؆o[$\$gd8b8dd[$\$^8gd8b90MKAK &dPP & FLddEƀ33؆" [$\$gd8b8dd[$\$^8gd8bP & FLddEƀ33؆" [$\$gd8b -.lmʿʿ}tod}jh8bU h8b5h_2h8bCJhX*}h8b0Jj1h8bUjh8bU hQ3h8bhQ3h8b0JaJh_2h8b6hQ3h8b5h8bhQ3h8b^JaJhQ3h8b^JhQ3h8b>*B*^JphjhQ3h8bU^JjbhQ3h8bU^J# ijk $Ifgd8b &dPgd8b$a$gd8b~cd>?]^   lmոȭޤ~s~jhQ3h8bU hQ3h8b h8b5CJh8bhJ=h8bCJhJ=h8bCJ_H hQ3h8bCJhX*}h8b0JCJjhX*}h8bCJUjh[h8bCJUh[h8bCJ h8bCJhQ3h8b5&hE[rh8b5>*B*CJ\aJph) )O[c $Ifgd8b cdvx( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 laxy{}~ $Ifgd8b( $Ifgd8bkdQ$$Ifl֞a `,D!$ t0644 la $Ifgd8b( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 la $Ifgd8b( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 la $Ifgd8b( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 la $Ifgd8b( $Ifgd8bkd}$$Ifl֞a `,D!$ t0644 la $Ifgd8b56( $Ifgd8bkdH$$Ifl֞a `,D!$ t0644 la68:;<> $Ifgd8b>?UV( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 laVWYZ[] $Ifgd8b]^( $Ifgd8bkd$$Ifl֞a `,D!$ t0644 la $Ifgd8b  (&&kd$$Ifl֞a `,D!$ t0644 la  lm|}4PewxFf $$Ifa$gd8b $Ifgd8bgd8b$a$gd8bQRklmwx|}wx>?$tuvxĹxxxh#Bh8bCJ h8bCJh'Yh8b5 h8b5h8bhJ=h8b6CJ_H  hrQh8b j hJ=h8bCJ_H hJ=h8bCJ_H hVa[h8b5CJjh8bU hQ3h8bhX*}h8b0JjhQ3h8bUjth8bU/ $Ifgd8bFfA $$Ifa$gd8bFfq $Ifgd8bFf $$Ifa$gd8b    +,-/023567 $Ifgd8bFf $$Ifa$gd8b789;<=>?klmnpqstvwyz{|~ $Ifgd8bFf $$Ifa$gd8bFf $$Ifa$gd8b $Ifgd8bFf9 $Ifgd8bFfi $$Ifa$gd8bS$a$gd8bgd8bFf $Ifgd8bFf $$Ifa$gd8b7RSTstux?OPQ abcd w9<>FG+,-.Bɭjh8b0J&CJU_H h#Bh8bhi5CJ_H h8bCJ_H h#Bh8bCJ_H h8b5CJ_H h#Bh8b5CJ_H  h8bCJh#Bh8bCJBSTzqhVI== $$Ifa$gd8b h$If^hgd8bh$If^hgd8boHֆ $Ifgd8bkd$$IflF:4 t0t46    44 latuh\ $$Ifa$gd8bkd$$IflF:4 t0t46    44 la $Ifgd8b?Qqh\h $$Ifa$gd8b $Ifgd8bkd.$$IflF:4 t0t46    44 la bqh\h $$Ifa$gd8b $Ifgd8bkd$$IflF:4 t0t46    44 labcuqh\hh $$Ifa$gd8b $Ifgd8bkd~$$IflF:4 t0t46    44 la9G,qh\h $$Ifa$gd8b $Ifgd8bkd&$$IflF:4 t0t46    44 la,-ESqh\h $$Ifa$gd8b $Ifgd8bkd$$IflF:4 t0t46    44 laBCERS'()Yhp{   <=>_bm01EZ]^  h!ǿ|h;B2h8b5h4>h8b5 h3#gh8bhQ3h8b^J h8b^J hd?h8bjh8b0J&Uh-_}h8b>*h8bhQ3h8b5 h8b5 h8bCJh#Bh8bCJh8bCJ_H h#Bh8bCJ_H !jh#Bh8b0J&CJU_H 0'qh\h $$Ifa$gd8b $Ifgd8bkdv$$IflF:4 t0t46    44 la'(Yn qh\h $$Ifa$gd8b $Ifgd8bkd$$IflF:4 t0t46    44 la  >S`qh\\h $$Ifa$gd8b $Ifgd8bkd$$IflF:4 t0t46    44 laqV & FK 8VEƀ33؆^`Vgd8bkdn$$IflF:4 t0t46    44 la12OI & FMEƀ33؆gd8b$a$gd8bgd8bV & FK 8VEƀ33؆^`Vgd8b fdI & FMEƀ33؆gd8bI & FMEƀ33؆gd8bgd8bkffgd8bI & FNEƀ33؆gd8bI & FNEƀ33؆gd8b=>ifI & FNEƀ33؆gd8bgd8bI & FNEƀ33؆gd8b xykb]gd8bh^hgd8bI & FNEƀ33؆gd8bI & FNEƀ33؆gd8b[\^_lggd8bI & FOEƀ33؆gd8bF & FOEƀ33؆12h"#$iaWa &dP$a$gd8bI & FOEƀ33؆gd8bI & FOEƀ33؆gd8b !"#xy buv}CPW^hEFGΉωЉщ+,-.no h8bCJjh8b0J&UhVh8bCJ^J_H hVh8bCJjhVh8b0J&CJUU h8b^J h8b6 h*h8b h8b>*hY h8b>*h)h8b6 h8b5hdvh8b5h/eUh8bH*h8b h/eUh8b2$`abuvBCI & FSEƀ33؆.gd8b$a$gd8b &dPCidgd8bI & FTEƀ33؆.gd8bI & FSEƀ33؆.gd8b !45fI & FTEƀ33؆.gd8bgd8bI & FTEƀ33؆.gd8b, and not to time of day or day of the week. Four English issues were fixed (one typo, one punctuation issue, and two articles were added before nouns), italics were removed from one word, a handful of minor wording changes were made, and the References section was re-named References and Further Resources.  George Potter in the Ramapo College of New Jersey catalogue, 1974.  George Potter in the Ramapo College of New Jersey catalogue, 1974.  Eventually called convening groups, these curricular groupings of faculty were later headed by a convener, a faculty member who made sure that the group met, submitted a schedule, etc.  Essentially, the articulated role of Convening Group and Convener were not needed until the early 1980s, when Directors were upgraded to 12month Associate Dean lines. The Convener position became structurally important, initiating the activities formerly undertaken by the Assistant Director in a more decentralized manner. As responsibilities proliferated, it became necessary to grant Conveners release time.  Friends Hall has already been booked for 10/07, for this meeting  Initial Assessment in Spring 2010 will be a pilot. A few courses in each category will be assessed. Assessment of all Gen Ed courses will be on a rolling basis, i.e., not every class will be assessed every semester, but over a (e.g.) three-year window all GE courses will have been assessed.  We recommend that the initial round of assessment be recognized as preliminary data; any changes to the GE curriculum, whether major or minor, should only be made after several semesters of data have been collected.  First Year Seminar     Ramapo Gen Ed  PAGE 1  PAGE 66 Ramapo Gen Ed Appendix 1: CLA3 report Ramapo Gen Ed Appendix 2a: International Ed. Report Ramapo Gen Ed Appendix 2b: Experiential Report Ramapo Gen Ed Appendix 2c: Intercultural Report Ramapo Gen Ed Appendix 2d: Interdisciplinary Report Ramapo Gen Ed Appendix 2e: ARC Gen Ed Report Ramapo Gen Ed Appendix 2f: LEAP Goals Ramapo Gen Ed Appendix 3: Pilot Study p. PAGE 72 Ramapo Gen Ed Appendix 4: AHWGGE Report Ramapo Gen Ed Appendix 4: AHWGGE Report 5CDEω,or%gd8b% & 0` P@1$7$8$H$gd8bF & FTEƀ33؆.op'-rsȿsb!h'y#0J#CJOJQJmHnHu!hox0J#CJOJQJmHnHuh+h8b0J#CJOJQJjh+h8b0J#CJUh8bh+h8bCJOJQJjhoxUhoxhQ3h8bCJjhQ3h8b0J&CJUh#Bh8b6CJ h8bCJh#Bh8bCJjh#Bh8b0J&CJU%LM~  34 $ Fa$gd8b  !$gd8bLM~  367=>@ABDmohoxh'y#0J#mHnHu h8b0J#jh8b0J#Uh+h8bCJOJQJh8b hX*}h8b4CDmno  !$gd8b$a$gd8b (/ =!"#$% (/ =!"#$% (/ =!"#$% (/ =!"#$% (/ =!"#$% (/ =!"#$% (/ =!"#$% .:p8b/ =!"#$% (/ =!"#$% 9 0&P1h:p8b/ =!"#$% 31h0P= /!"#$% .:p8b/ =!"#$% uDyK  currentbgsDyK  LGOintroqDyK pilot08yDyK  ahwggeintrowDyK  categdescriDyK lgouDyK  currentbgwDyK  categdescrsDyK  transferqDyK coursessDyK  LGOintromDyK IntEdmDyK experqDyK intcultuDyK  interdiscsDyK  arcgenediDyK lgoqDyK pilot08yDyK  ahwggeintroqDyK ahwgassmDyK geccokDyK app1mDyK app2amDyK app2bmDyK app2cmDyK app2dmDyK app2emDyK app2fkDyK app3kDyK app4kDyK app1aDyK ;http://www.ramapo.edu/catalog_09_10/general-education.htmlyK vhttp://www.ramapo.edu/catalog_09_10/general-education.htmlB$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$n$$If!vh5{55#v{#v#v:Vl t65{55B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$B$$If!vh5$#v$:Vl t65$n$$If!vh5$55*#v$#v#v*:Vl t65$55*$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53$$If!vh5 5 5j 53#v #v #vj #v3:Vl t65 5 5j 53eDyK <http://www.ramapo.edu/admissions/requirements/transfer.htmlyK xhttp://www.ramapo.edu/admissions/requirements/transfer.htmleDyK <http://ww2.ramapo.edu/admissions/caafye/fouryear/gened.aspxyK xhttp://ww2.ramapo.edu/admissions/caafye/fouryear/gened.aspxiDyK lgoqDyK pilot08mDyK IntEduDyK  interdiscmDyK experqDyK intcultsDyK  arcgenediDyK lgo+DyK yK http://ww2.ramapo.edu/libfiles/Provost/International%20Education%20final%20report%200607.pdfmDyK app2aB$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%DyK Dhttp://ww2.ramapo.edu/libfiles/Provost/Experiential_report_0607.pdfyK http://ww2.ramapo.edu/libfiles/Provost/Experiential_report_0607.pdfmDyK app2bB$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%DyK Qhttp://ww2.ramapo.edu/libfiles/Provost/Intercultural%20final%20report%200607.pdfyK http://ww2.ramapo.edu/libfiles/Provost/Intercultural%20final%20report%200607.pdfmDyK app2cB$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%DyK Uhttp://ww2.ramapo.edu/libfiles/Provost/interdisciplinary%20final%20report%200607.pdfyK http://ww2.ramapo.edu/libfiles/Provost/interdisciplinary%20final%20report%200607.pdfmDyK app2dB$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%UDyK xhttp://ww2.ramapo.edu/libfiles/Provost/Goals%20and%20Objectives%20for%20General%20Education%20at%20Ramapo%20College.pdfyK http://ww2.ramapo.edu/libfiles/Provost/Goals%20and%20Objectives%20for%20General%20Education%20at%20Ramapo%20College.pdfmDyK app2eB$$If!vh5h%#vh%:Vl t65h%B$$If!vh5h%#vh%:Vl t65h%DyK Dhttp://ww2.ramapo.edu/libfiles/Provost/Faculty_Resources/Report.pdfyK http://ww2.ramapo.edu/libfiles/Provost/Faculty_Resources/Report.pdfmDyK app2fB$$If!vh5h%#vh%:Vl t65h%kDyK app3iDyK lgokDyK app3kDyK app3$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65$$If!vh5 5~55555#v #v~#v#v#v#v#v:Vl t65iDyK lgowDyK  categdescrqDyK ahwgap4qDyK ahwgap5qDyK ahwgap4kDyK app4}$$If!vh5"#v":V l065"4$$If!vh5"#v":V l065"4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5"#v":V lp065"4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5"#v":V l065"4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5X5@#vX#v@:V l065X5@4$$If!vh5"#v":V l065"/ 4$$If!vh5"#v":V l065"4$$If!vh55#v#v:V l06554$$If!vh55#v#v:V l06554$$If!vh55#v#v:V l06554}$$If!vh5"#v":V l065"4$$If!vh55#v#v:V l06554$$If!vh55#v#v:V l06554$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If!vh5K 55+50555#vK #v#v+#v0#v#v#v:Vl t65$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh55c585I5;#v#vc#v8#vI#v;:V ] 2,55c585I5;/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555c585I5;#v#v#vc#v8#vI#v;:V ]4 <+,555c585I5;/  /  / /  /  /  / / / /  /  44 ]a]p<{$$If!vh5'#v':V l; 6P) '6,5'9/ p Q$$If!v h55n55%5%5%5%55 #v#vn#v#v%#v#v :V l 6P) '6, 55n55%55 9 / pZkdj$$Ifl b +#$&''n''%'%'%'%'' 6P) '6$$$$44 lapZ$$If!vh55n5-5#v#vn#v-#v:V l 6P) '6,55n5-59/ / /  / p({$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  /  / /  pZkdބ$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkdu$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd"$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZm$$If!v h55n5555555 #v#vn#v#v#v :V l 6P) '6, 55n555 9 / /  / /  pZkd4$$Ifl b YT&''n''''''' 6P) '6$$$$44 lapZ^$$If!vh5P%#vP%:V 6P%5P%/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ / / / / 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ / / / / / 44 6$$If!vh5I 55 5N5S#vI #v#v #vN#vS:V 6P%5I 55 5N5S/ 44 6uDyK  ahwgintrosDyK  ahwgkeyquDyK  ahwgpriorsDyK  ahwgneeduDyK  ahwggeccowDyK  ahwgaddrecwDyK  ahwgfuturesDyK  ahwgrefsqDyK ahwgap1qDyK ahwgap2qDyK ahwgap3qDyK ahwgap4qDyK ahwgap5qDyK ahwgap6qDyK ahwgap7qDyK ahwgap8qDyK ahwgap1qDyK ahwgap2qDyK ahwgap3qDyK ahwgap1qDyK ahwgap7 DyK yK http://www.aacu.org/About/statements/documents/New_Leadership_Statement.pdfDyK yK http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdfDyK yK http://carnegiefoundation.org/dynamic/publications/mapping-terrain.pdfDyK yK zhttp://www.aacu.org/publications/pdfs/StudentsBestreport.pdfDyK yK ^http://www.aacu.org/pdf/LevelsOfAssessment.pdfwDyK  categdescriDyK lgouDyK  ahwgprior$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065$$If!vh5 55s555n5#v #v#vs#v#v#vn#v:V l t065qDyK ahwgap2qDyK ahwgap1Q$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 CkdV$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 CkdN$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd~$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 Ckd$$Ifl  d!%*b/T3s$s t036,,,,44 laQ$$If!v h55s5555$55s5 5 5 #v#vs#v#v#v#v$#v#vs#v #v #v :V l t03655s5555$55s5 5 5 CkdF$$Ifl  d!%*b/T3s$s t036,,,,44 la$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555$$If!vh555#v#v#v:V l t0t46555(<@< NormalCJaJmH sH tH D@D + Heading 1$@&5OJQJaJR@R + Heading 2$<@&56CJOJQJaJh@2h + Heading 3dd@&[$\$'5B*CJOJQJ\^J_HaJph3fJ@J + Heading 4$$@&a$5CJPJaJT@RT >q} Heading 5dd@&[$\$5CJOJQJaJF@F + Heading 6 <@& 5CJaJ:@: + Heading 7 <@&P@P + Heading 8$@&56B*CJPJaJphDA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No List(W@( >q}Strong5V^@V >q} Normal (Web)dd[$\$CJOJPJQJaJn@n >q} Table Grid7:V0_H0U@!0 >q} Hyperlink>*B*@V@1@ ]FollowedHyperlink>*B* >'A> +Comment ReferenceCJ8R8 + Comment Text_HNg@aN +HTML TypewriterCJOJ PJQJ ^J aJ8Oq8 +apple-style-spanX@X + Balloon Text$CJOJ PJQJ ^J _HaJnHtHD@D +Header  !PJ_HnHtHD @D +Footer  !PJ_HnHtHFjQRF +Comment Subject PJnHtHfOf +List Paragraphd^m$CJOJ PJ QJ _HaJe@ +HTML Preformatted7 2( Px 4 #\'*.25@9CJOJ QJ ^J _HaJFP@F + Body Text 26CJOJQJaJ@Z@@ + Plain TextCJOJ QJ aJPC@P +Body Text Indent ^ CJPJaJ@B@@ + Body Text!56CJPJaJ^R@"^ +Body Text Indent 2 "^B*CJPJaJph.)@1. + Page Number^S@B^ +Body Text Indent 3 $^B*CJPJaJph6@R6 X*} Footnote Text%@&@a@ X*}Footnote ReferenceH*.X@q. X*}Emphasis6]U$RrSEI*Q-BEEަxnfcjom_*T~Ҝ&V/0|MNWu;`1"2_XEk    $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$^$^$^$^$^/0|MNWu;`1"2_XEk    L M ^ _ o p q 0 1 p rst 89V;d&'(T9&'(]{|}(VPQRqh i j !!'!M![!b!i!j!!!!!!G"H"O"P"`"i"r"y"z"""""""#####&#'#0#9#B#I#J#a#j#q#x#y###########$R$Y$`$a$b$%%%0%1%%%%% & &((V)W)))))m**N+++x,-a-b--.X.Y.e..>/2001111}2~23 3333S5T5U526Q667o77899}:Q;R;S;T;o;p;<<<<<h=i==== >>?>v>>>>>O??@@@eAAAVBBBBBCC"DDDmEEFFUGGGZHH!IwIxIyIzIIIWJXJJJJ5L6L7L@LNNNN@OOO^PP.Q/Q0Q1Q2QSQTQRRRRRSSS SUVVVVW[XXuYZeZfZgZhZiZZZ[[[[[]]]]^W^X^n^^^Z__9``` a a9aPaaab cEccccc$dcdd&eeeefZffgVgWgggg7hhhhhii7ieiiii$jj\kkkkl1l_l`l|lllll mHmmmJnnn/o0oMoxoo;pppp qKqvqqqqqqqqrr't(tuuvv$v%vGvbvvww5wPwxxyyzyyy>zz{{{{{({C{c{{@||&}z}d~e~z~~~$[PQR\]w/sɂyɄʄ˄̄̈́56`a݇އ߇OPQijɊЊ؊ %'(*,-/0>?ACDEGH]_acdegh{|}~ËċŋNjȋ 4679:;=>?ԌnjČЍэҏ#$ؘՙϙ567ڝ#$ۦܦݦަ8ʧ!5Ҩ=>45$Ӯ1°ݰ#$%016<GWhintܷ߷!"'-8AKS_sѺ56;ALc$Dwü $*5Y:;ǾȾɾʾ־׾ܾ*+,>?GMXYblmu-Ge~ )>)&"2,,<u1cdio+,17dXYZ[~ tuvwxyz-.ST?@|M$g \s -=OZmn9NOfg!d]1234567cdop9:yGef!"#*+$r' *sLK=UJx>?@  % }  U V      ;   ] !9Ku56k FHK 1z8IXiRS+Oay  !! """"2%3%j&k&&'2((L))<*=*>**8+9+,,,///202244666778889::::;;;<====>> @@@@AAtB&C'CHCCCDDDD-E.EFEGGG%I&IMMOO PSRTRSTT{Y|YZZZQ]R]5`6`bbccceeffffggwgxgygggghhh8h9hfhiiijjjllllDmEm[mrmmGnn&oqoooo&p=pppqq2r|r}rrrsPssttttuGuuuCvDvmvvv$wqwwwwww$xRxxxxyyIzzzzz{L{M{i{{{{{{5|r||7}}}~~:~e~~(8cǀ,BZEn  Ha߃ W`abc~opq:;{56dzчLj >lĉʼn4ǍȍLMN&'BC 'ZtԖՖ Bؗ=>?Id̘͘E͚Mc|ț6Ӝ)*Hbўb  ͡Ρ+Cj٣(3=DOW^f¤ĤŤ̤ڤۤݤߤ  %&'()*+,3VWXY[]^_fwxy{|}ʥ˥̥ΥϥХҥӥڥ    ./0s5mnoթשVr$B_@pqլ:ijЭѭ,BЮѮ[fǰȰɰӰ۰  *-27=>?EIOUVWXmnoyıűƱбӱرݱ%3FGMUY^chijtvz~Ȳֲ   $*+,26<BCDE[\]go}Ƴ˳ѳҳӳٳݳ&9:@HKPUZ[\finsyz{̴ߴ  !'+1789:;GH12PQ !׽tu!MNB&'deu`a ?@H(>JV^muTpUVW2g>?ow0s@Ayz>Z> 89CFHJMOQS[\fikmpsux  #&(*-036>?UY\_cgjmopqr,-=>yzVW  yzuvIJdeABSTWXsKLP]mx}~()<=%&|}<g~fUkP| A B C | } q!r!!!*#+#$$%%%%&;&<&8'9'b'''(D(000000U 0U 000 0 0W 0W 0W 0W 0 0; 0; 0; 0; 0; 0; 0; 0 0 0 0 000? 0? 0& 0& 0& 0& 0& 0& 0? 0? 0000000000000 000000000000000000000 0 0 0 0 0 000000000000000000000000 0 0000000000000000000000000000 0 00000000000000000000000000000000000000000000000000000000000000000000 0 0 0 000 0 000 0 0000 0 0 0 000000000000000 0 0 0 0 0 0 0 0 0 0 0000000000000* 0* 0* 0* 0* 0* 0* 00000+ 0+ 0+ 0+ 0+ 0+ 0+ 0+ 0+ 000000, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 , 0 , 0 , 0 00000000000000000001 01 01 01 01 01 0000000000000000000000g 0g 0g 0g 0g 000000000000000000000S 0S 00S 0S 0S 0S 000U 0U 0U 0U 0U 0U 0U 0000Y 0Y 0Y 0Y 0Y 000W 0W 0W 0W 0W 0000[ 0[ 000000009 0] 0000_ 0_ 0_ 0_ 00000000000a 0a 0a 0a 0a 0a 000000c 0c 0c 0c 000= 0e 0e 0000000000000000000 0 0000 0 0 0000Z 0Z 0Z 0000000 0 0 0 0 0 0 0000 0 0 0 0 0000000] 0000 0 0 00000000 0 0000 0 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000V 0V 0V 0V 0V 000W 000W 0W 0W 000000000000000000000000000000000000' 0' 0$' 0$' 0$' 0$' 0$' 0$' 0' 000( 0( 0( 0( 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000!00000) 0) 0) 0000"0"0$00 00$0000$000000000000000000000000000000000000000000000000000000000000000000000000 0  0  0  0  0 0 0 0 0 0000000 0 0 0 0000 0 0 0 0 0 0 0 00000000000000000- 0- 0- 0- 0- 0- 000000000000000000000* 0* 0* 0 * 0 * 0 * 0 * 0 0000000+ 0 + 0 + 0 + 0 + 0 + 0+ 0+ 0+ 0000000, 0 , 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 000000/ 0/ 0/ 0/ 0/ 00000 00 00 00 00 00 00000. 0. 0. 0. 0. 0. 0. 0. 0. 00000000000000000000000001 01 01 01 0 1 0 1 0 0002 02 02 02 02 02 02 02 02 0000003 03 03 03 03 03 03 03 000000000000000000000000000000000000000g 0g 0g 0g 0g 0000000000000000000A 0A 0A 0A 0@ 0@ 0@ 0@ 0@ 000j 0j 0j 0j 0j 0j 000C 0C 0C 000D 0D 0D 0D 000E 0E 0E 0000000000000000000000000000000000000000000000000000000000000000000000S 0S 00S 0S 0 S 0 S 0 00U 0 U 0 U 0 U 0 U 0 U 0U 0000Y 0Y 0Y 0Y 0Y 0 00W 0 W 0 W 0 W 0 W 0 000[ 0[ 000000009 0] 0000_ 0_ 0_ 0_ 00000000000a 0a 0a 0a 0a 0a 000000c 0c 0c 0c 000= 0e 0e 000000000000> 0> 0> 0> 0> 0> 0> 0> 0> 0> 0 > 0 > 0 > 0 > 0 00000000000000n 0000n 0n 0n 0n 0n 0n 0000o 0o 0o 0o 0000p 000000000000000000000000000000 0 0 0 0 0 0 0000 0 0 000000 0000 0 0 0 0 0000 0 0 00000 0000 0000 0 0 00000000000! 0! 0! 0! 0! 0! 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000" 0" 0" 0" 050000000 0 0 000 000000 0 000000000000 0 0 000 0 0 0000 0 000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 0000000000000000000# 000# 0# 000$ 000$ 000$ 000$ 0$ 0$ 000% 000000% 0% 0% 0% 0% 0% 0% 0% 0(% 0(% 0% 0V% 0% 0m% 0m000 0 00 000 0 0 0 000% 0% 0o% 0% 0% 0% 0% 0 % 0000000000000000000 0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 0 000 0 0 0 0000 0000 0000 00000 0000000000000000002 0  0 0 00000 0 0 0 0 0 0 0 0 0 X0/0|MNWu;`1"2_XEk    L M ^ _ o p q 0 1 p rst 89V;d&'(T9&'(]{|}(VPQRqh i j !!'!M![!b!i!j!!!!!!G"H"O"P"`"i"r"y"z"""""""#####&#'#0#9#B#I#J#a#j#q#x#y###########$R$Y$`$a$b$%%%0%1%%%%% & &((V)W)))))m**N+++x,-a-b--.X.Y.e..>/2001111}2~23 3333S5T5U526Q667o77899}:Q;R;S;T;o;p;<<<<<h=i==== >>?>v>>>>>O??@@@eAAAVBBBBBCC"DDDmEEFFUGGGZHH!IwIxIyIzIIIWJXJJJJ5L6L7L@LNNNN@OOO^PP.Q/Q0Q1Q2QSQTQRRRRRSSS SUVVVVW[XXuYZeZfZgZhZiZZZ[[[[[]]]]^W^X^n^^^Z__9``` a a9aPaaab cEccccc$dcdd&eeeefZffgVgWgggg7hhhhhii7ieiiii$jj\kkkkl1l_l`l|lllll mHmmmJnnn/o0oMoxoo;pppp qKqvqqqqqqqqrr't(tuuvv$v%vGvbvvww5wPwxxyyzyyy>zz{{{{{({C{c{{@||&}z}d~e~z~~~$[PQR\]w/sɂyɄʄ˄̄̈́56`a݇އ߇OPQijɊЊ؊ %'(*,-/0>?ACDEGH]_acdegh{|}~ËċŋNjȋ 4679:;=>?ԌnjČЍэҏ#$ؘՙϙ567ڝ#$ۦܦݦަ8ʧ!5Ҩ=>45$Ӯ1°ݰ#$%016<GWhintܷ߷!"'-8AKS_sѺ56;ALc$Dwü $*5Y:;ǾȾɾʾ־׾ܾ*+,>?GMXYblmu-Ge~ )>)&"2,,<u1cdio+,17dXYZ[~ tuvwxyz-.ST?@|M$g \s -=OZmn9NOfg!d]1234567cdop9:yGef!"#*+$r' *sLK=UJx>?@  % }  U V      ;   ] !9Ku56k FHK 1z8IXiRS+Oay  !! """"2%3%j&k&&'2((L))<*=*>**8+9+,,,///202244666778889::::;;;<====>> @@@@AAtB&C'CHCCCDDDD-E.EFEGGG%I&IMMOO PSRTRSTT{Y|YZZZQ]R]5`6`bbccceeffffggwgxgygggghhh8h9hfhiiijjjllllDmEm[mrmmGnn&oqoooo&p=pppqq2r|r}rrrsPssttttuGuuuCvDvmvvv$wqwwwwww$xRxxxxyyIzzzzz{L{M{i{{{{{{5|r||7}}}~~:~e~~(8cǀ,BZEn  Ha߃ W`abc~opq:;{56dzчLj >lĉʼn4ǍȍLMN&'BC 'ZtԖՖ Bؗ=>?Id̘͘E͚Mc|ț6Ӝ)*Hbўb  ͡Ρ+Cj٣(3=DOW^f¤ĤŤ̤ڤۤݤߤ  %&'()*+,3VWXY[]^_fwxy{|}ʥ˥̥ΥϥХҥӥڥ    ./0s5mnoթשVr$B_@pqլ:ijЭѭ,BЮѮ[fǰȰɰӰ۰  *-27=>?EIOUVWXmnoyıűƱбӱرݱ%3FGMUY^chijtvz~Ȳֲ   $*+,26<BCDE[\]go}Ƴ˳ѳҳӳٳݳ&9:@HKPUZ[\finsyz{̴ߴ  !'+1789:;GH12PQ !׽tu!MNB&'deu`a ?@H(>JV^muTpUVW2g>?ow0s@Ayz>Z> 89CFHJMOQS[\fikmpsux  #&(*-036>?UY\_cgjmopqr,-=>yzVW  yzuvIJdeABSTWXsKLP]mx}~()<=%&|}<g~fUkP| A B C | } q!r!!!*#+#$$%%%%&;&<&8'9'b'''(D(E() ))7)8)>+?+++,, -!-..|/z0{0#1$1444445667<<A=B=AiCDDeEgEEEF\FFFFFGII$IJ[KKL#MMMMNNNNNNNN$N4NONqNrNsNNNNNNNNNNNNNNNNNNNOOOO"O#O$O%O&O'O(O)O*O2OEO`OaObOOOOOOOOOO+P,PlPPPRR=W>WXXZZZ[[^^_@`A```NcOccd de epgqgjjll n nnniojoooqqq:qqqqqqqqrrIrrr0ssstftgtt uhu^vvwwwwwwwwwwxxzz{{r|s|~~~~ЀрMNOPQuvӌԌwx%&sܔtە>̗͗Ҙ ߙŚ՚֛clK ʟb|()*FGXؤ&'Чª>N5==4ijʺ˺̺  78cdIJ34KV`grzľž׾پھܾ޾߾./012345XYZ[]_`arstvwxz{lmn (AI`hz   :;<=>?ABDEFGHJKMNO`abdeghjkmnpqstvwyz{}~   ./0235689;<>?-2< +\]?@n}`|}klWX^_ :01U9'mMNOP+UVW^_`rs./0FG|}DElm000000U 0U 000 0 0W 0W 0W 0W 0 0; 0; 0; 0; 0; 0; 0; 0 0 0 0 000& 0& 0& 0& 0& 0& 0& 0& 0& 0& 0000000000000 0000000 000 0 000 0 00 0 000 0 0 0 0 0 000 000 0 000 0 000 0 000 0 000 0 0 0 0 0 00 0 0 0 00000000 0 0 0 0 0 00 0 0 0 0 00 0 0 00 0 0 0 0 0 0 0 00 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000 0 0 0 000 0 000 0 0000 0 0 0 0000000000 0 00 0 0 0 0 0 0 0 0 0 0 0 0  0 000000000000* 0* 0* 0* 0* 0* 0* 00 0 00+ 0+ 0+ 0+ 0+ 0+ 0+ 0+ 0+ 00 0 000, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0 , 0 , 0 , 0 0 0 00000000000 0 000 0 01 01 01 01 01 01 00 0 00000000000 0 0000 0 00? 0? 0? 0? 0? 00 0 00000000000 0 0000004 04 004 04 04 04 0005 05 05 05 05 05 05 00007 07 07 07 07 0006 06 06 06 06 00008 08 000000009 09 0000: 0: 0: 0: 00000000000; 0; 0; 0; 0; 0; 000000< 0< 0< 0< 000= 0= 0= 00 0 0000000000000000X 0X 0000Y 0Y 0Y 0000Z 0Z 0Z 0000000[ 0[ 0[ 0[ 0[ 0[ 0[ 0000\ 0\ 0\ 0\ 0\ 0000000] 0000] 0] 0] 00000000_ 0_ 0000^ 0^ 00 0 00000000000000000000000000 0 000 00 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000000V 0V 0V 0V 0V 000W 000W 0W 0W 000000000000000000000000000000000000' 0' 0$' 0$' 0$' 0$' 0$' 0$' 0' 000( 0( 0( 0( 00000000000000000000000000000000000000000000000000000 00000000 0000 00000000 000 0000000000000000000000000000 000000000000000000000 0000!00000) 0) 0) 0000"0"0$00 00$0000$00000000 00000 000 000000 000000 00000 0000 0000000 0000 000000000000000000000000 0  0  0  0  0 0 0 0 0 0000000 0 0 0 0000 0 0 0 0 0 0 0 00000000000000000- 0- 0- 0- 0- 0- 000000000000000000000* 0* 0* 0 * 0 * 0 * 0 * 0 0000000+ 0 + 0 + 0 + 0 + 0 + 0+ 0+ 0+ 0000000, 0 , 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 000000/ 0/ 0/ 0/ 0/ 00000 00 00 00 00 00 00000. 0. 0. 0. 0. 0. 0. 0. 0. 00000000000000000000000001 01 01 01 0 1 0 1 0 0002 02 02 02 02 02 02 02 02 0000003 03 03 03 03 03 03 03 000000000000000000000000000000000000000? 0? 0? 0? 0? 0 000000000000000000A 0A 0A 0A 0@ 0@ 0@ 0@ 0@ 000B 0B 0B 0B 0B 0B 000C 0C 0C 000D 0D 0D 0D 000E 0E 0E 00000000000000000000000000000000000000000000000000000000000000000000004 04 004 04 0 4 0 4 0 005 05 05 0 5 0 5 0 5 0 5 0 0007 07 07 07 07 0 006 06 06 06 06 0 0008 08 000000009 09 0000: 0: 0: 0: 00000000000; 0; 0; 0; 0 ; 0 ; 0 00000< 0< 0< 0< 000= 0= 0= 000000000000> 0> 0> 0> 0> 0> 0> 0> 0> 0> 0 > 0 > 0 > 0 > 0 00000000000000F 0000F 0F 0F 0F 0F 0F 0000G 0G 0G 0G 0000H 000000000000000000000000000000 0 0 0 0 0 0 0000 0 0 000000 0000 0 0 0 0 0000 0 0 00000 0000 0000 0 0 00000000000! 0! 0! 0! 0! 0! 00000000000000 000000000 000000000 000000000 000000000 000000000 000000000 000000000 000000000 000000000 000000" 0" 0" 0" 050000000 0 0 000 000000 0 000000000000 0 0 000 0 0 0000 0 000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 00000000000000000000000 0000000 0000000000000000000# 000# 0# 000$ 000$ 000$ 000$ 0$ 0$ 000% 000000% 0% 0% 0% 0% 0% 0% 0% 0(% 0(% 0% 0V% 0% 0m% 0m000 0 00 000 0 0 0 000% 0% 0o% 0% 0% 0% 0% 0 % 0000000000000000000 0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 0 000 0 0 0 0000 0000 0000 00000 000000000000000000 0 0 0 0000 0& 0& 0& 0& 0&00 0 0 000000000000000000000000000000000000000000000000 0 0 0 0 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000J 0J 0J 0J 0J 0J 0J 0J 00000I 0I 0ҘI 0I 0ߙ00I 0I 0I 0J 0J 0J 0I 0I 0I 0I 0I 0I 0ʟI 0I 0b0000000P 0P 0P 0P 0P 0P 00000000P 0P 0P 0Q 0Q 0Q 000000L 00R 00L 00L 00L 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0000 00000 0000 0000 0000 0000 00000 K 0K 0000000M 000M 0M 000N 0N 000N 000N 0N 0N 000O 000O 000O 000O 00000000000000000000S 00S 00000T 00T 00T 00T 000@0@0@%0@0@%0@%0@%0@%0 00B@0X0!Л@0X0 L@0X0@0X0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0 00/0|MNWu;`1"2_XEk    L M ^ _ o p q 0 1 p rst 89V;d&'(T9&'(]{|}(VPQRqh i j !!'!M![!b!i!j!!!!!!G"H"O"P"`"i"r"y"z"""""""#####&#'#0#9#B#I#J#a#j#q#x#y###########$R$Y$`$a$b$%%%0%1%%%%% & &((V)W)))))m**N+++x,-a-b--.X.Y.e..>/2001111}2~23 3333S5T5U526Q667o77899}:Q;R;S;T;o;p;<<<<<h=i==== >>?>v>>>>>O??@@@eAAAVBBBBBCC"DDDmEEFFUGGGZHH!IwIxIyIzIIIWJXJJJJ5L6L7L@LNNNN@OOO^PP.Q/Q0Q1Q2QSQTQRRRRRSSS SUVVVVW[XXuYZeZfZgZhZiZZZ[[[[[]]]]^W^X^n^^^Z__9``` a a9aPaaab cEccccc$dcdd&eeeefZffgVgWgggg7hhhhhii7ieiiii$jj\kkkkl1l_l`l|lllll mHmmmJnnn/o0oMoxoo;pppp qKqvqqqqqqqqrr't(tuuvv$v%vGvbvvww5wPwxxyyzyyy>zz{{{{{({C{c{{@||&}z}d~e~z~~~$[PQR\]w/sɂyɄʄ˄̄̈́56`a݇އ߇OPQijɊЊ؊ %'(*,-/0>?ACDEGH]_acdegh{|}~ËċŋNjȋ 4679:;=>?ԌnjČЍэҏ#$ؘՙϙ567ڝ#$ۦܦݦަ8ʧ!5Ҩ=>45$Ӯ1°ݰ#$%016<GWhintܷ߷!"'-8AKS_sѺ56;ALc$Dwü $*5Y:;ǾȾɾʾ־׾ܾ*+,>?GMXYblmu-Ge~ )>)&"2,,<u1cdio+,17dXYZ[~ tuvwxyz-.ST?@|M$g \s -=OZmn9NOfg!d]1234567cdop9:yGef!"#*+$r' *sLK=UJx>?@  % }  U V      ;   ] !9Ku56k FHK 1z8IXiRS+Oay  !! """"2%3%j&k&&'2((L))<*=*>**8+9+,,,///202244666778889::::;;;<====>> @@@@AAtB&C'CHCCCDDDD-E.EFEGGG%I&IMMOO PSRTRSTT{Y|YZZZQ]R]5`6`bbccceeffffggwgxgygggghhh8h9hfhiiijjjllllDmEm[mrmmGnn&oqoooo&p=pppqq2r|r}rrrsPssttttuGuuuCvDvmvvv$wqwwwwww$xRxxxxyyIzzzzz{L{M{i{{{{{{5|r||7}}}~~:~e~~(8cǀ,BZEn  Ha߃ W`abc~opq:;{56dzчLj >lĉʼn4ǍȍLMN&'BC 'ZtԖՖ Bؗ=>?Id̘͘E͚Mc|ț6Ӝ)*Hbўb  ͡Ρ+Cj٣(3=DOW^f¤ĤŤ̤ڤۤݤߤ  %&'()*+,3VWXY[]^_fwxy{|}ʥ˥̥ΥϥХҥӥڥ    ./0s5mnoթשVr$B_@pqլ:ijЭѭ,BЮѮ[fǰȰɰӰ۰  *-27=>?EIOUVWXmnoyıűƱбӱرݱ%3FGMUY^chijtvz~Ȳֲ   $*+,26<BCDE[\]go}Ƴ˳ѳҳӳٳݳ&9:@HKPUZ[\finsyz{̴ߴ  !'+1789:;GH12PQ !׽tu!MNB&'deu`a ?@H(>JV^muTpUVW2g>?ow0s@Ayz>Z> 89CFHJMOQS[\fikmpsux  #&(*-036>?UY\_cgjmopqr,-=>yzVW  yzuvIJdeABSTWXsKLP]mx}~()<=%&|}<g~fUkP| A B C | } q!r!!!*#+#$$%%%%&;&<&8'9'b'''(D(E() ))7)8)>+?+++,, -!-..|/z0{0#1$1444445667<<A=B=AiCDDeEgEEEF\FFFFFGII$IJ[KKL#MMMMNNNNNNNN$N4NONqNrNsNNNNNNNNNNNNNNNNNNNOOOO"O#O$O%O&O'O(O)O*O2OEO`OaObOOOOOOOOOO+P,PlPPPRR=W>WXXZZZ[[^^_@`A```NcOccd de epgqgjjll n nnniojoooqqq:qqqqqqqqrrIrrr0ssstftgtt uhu^vvwwwwwwwwwwxxzz{{r|s|~~~~ЀрMNOPQuvӌԌwx%&sܔtە>̗͗Ҙ ߙŚ՚֛clK ʟb|()*FGXؤ&'Чª>N5==4ijʺ˺̺  78cdIJ34KV`grzľž׾پھܾ޾߾./012345XYZ[]_`arstvwxz{lmn (AI`hz   :;<=>?ABDEFGHJKMNO`abdeghjkmnpqstvwyz{}~   ./0235689;<>?-2< +\]?@n}`|}klWX^_ :01U9'mMNOP+UVW^_`rs./0FG|}DElm000000 0 000 0 0W 0W 0W 0W 0 0; 0; 0; 0; 0; 0; 0; 0 0 0 0 000? 0? 0? 0? 0? 0? 0? 0? 0? 0? 0000000000000 000000 0 000 0 000 0000 000 0 0 0 0 0 00 0$ 000 0 000 0 000 0 000 0 000 0 0 0 0 0 00 000 00000000 0 0 0 0 0 00 0 0 0 0 00 0 0 00 0 0 0 0 0 0 0 00 000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000 0 0 0 000 0 000 0 0000 0 0 0 0000000000 0 00 0 0 0 0 0 0 0 0 0 0 0 0  0 000000000000H 0H 0H 0H 0H 0H 0H 000 00I 0I 0I 0I 0I 0I 0I 0I 0I 00 0 000J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0 J 0 J 0 J 0 00 00000000000 0 000 0 0O 0O 0O 0O 0O 0O 00 0 00000000000 0 0000 0 00g 0g 0g 0g 0g 00 0 00000000000 0 000000S 0S 00S 0S 0S 0S 000U 0U 0U 0U 0U 0U 0U 0000Y 0Y 0Y 0Y 0Y 000W 0W 0W 0W 0W 0000[ 0[ 00000000] 0] 0000_ 0_ 0_ 0_ 00000000000a 0a 0a 0a 0a 0a 000000c 0c 0c 0c 000e 0e 0e 000 0000000000000000 0 0000 0 0 0000 0 0 0000000 0 0 0 0 0 0 0000 0 0 0 0 0000000 0000 0 0 00000000 0 0000 0 000 00000000000000000000000000 0 000 00 0 0 00 0 0 0 0 00000 0 0 000000 0 0 0 0 0 000 0 0 000000 0 0 000000 0 0 000000 0 0 000000 0 0 000000 0 0 0 00000 00000000000000000000000 0 0 0 0 000 000 0 0 000000000000000000000000000000000000E 0E 0$E 0$E 0$E 0$E 0$E 0$E 0E 000F 0F 0F 0F 000 0 00 0 000 00 0 00000 00000 0 00000 000000000 0 000 0000000000 0 000 00000 000 0 00000 00 0 00 0 0000000000000000000000000000 000000000000000000000 0000!00000G 0G 0G 0000"0"0$00 00$0000$00000000 0000 0 00 0 000 000 000 00 0 00 00 0 000 0 0000 00 0 00 0 0 000000000000000000000000 0  0  0  0  0 0 0 0 0 0000000 0 0 0 0000 0 0 0 0 0 0 0 00000000000000000K 0K 0K 0K 0K 0K 000000000000000000000H 0H 0H 0 H 0 H 0 H 0 H 0 0000000I 0 I 0 I 0 I 0 I 0 I 0I 0I 0I 0000000J 0 J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0J 0J 000000M 0M 0M 0M 0M 0000N 0N 0N 0N 0N 0N 00000L 0L 0L 0L 0L 0L 0L 0L 0L 0000000000000000000000000O 0O 0O 0O 0 O 0 O 0 000P 0P 0P 0P 0P 0P 0P 0P 0P 000000Q 0Q 0Q 0Q 0Q 0Q 0Q 0Q 000000000000000000000000000000000000000g 0g 0g 0g 0g 0 000000000000000000i 0i 0i 0i 0h 0h 0h 0h 0h 000j 0j 0j 0j 0j 0j 000k 0k 0k 000l 0l 0l 0l 000m 0m 0m 0000000000000000000000000000000000000000000000000000000000000000000000S 0S 00S 0S 0 S 0 S 0 00U 0U 0U 0 U 0 U 0 U 0 U 0 000Y 0Y 0Y 0Y 0Y 0 00W 0W 0W 0W 0W 0 000[ 0[ 00000000] 0] 0000_ 0_ 0_ 0_ 00000000000a 0a 0a 0a 0 a 0 a 0 00000c 0c 0c 0c 000e 0e 0e 000000000000f 0f 0f 0f 0f 0f 0f 0f 0f 0f 0 f 0 f 0 f 0 f 0 00000000000000n 0000n 0n 0n 0n 0n 0n 0000o 0o 0o 0o 0000p 000000000000000000000000000000* 0 0 0' 0' 0 0 0000! 0! 0! 000000( 0000 0 0 0 0 0000% 0% 0% 00000" 0000& 0000 0 0 000000000009 09 09 09 09 09 000 0 000 00 0 0 00 0 00 0 0 00000 00 0 000000 00 0 0 0 0 000 00 0 000000 00 0 000000 00 0 000000 00 0 000000 00 0 000000 00 0 0 00000 000000: 0: 0: 0: 0600000004 04 04 0007 0000007 07 0000000000005 05 05 0006 06 06 00008 08 000000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 0000 00000 0 0 0 0 0 0 0  0 000000  0 000000 000000000000; 000; 0; 000< 000< 000< 000< 0< 0< 000= 000000= 0= 0= 0= 0= 0= 0= 0= 0)= 0)= 0= 0W= 0= 0n= 0n000+ 0+ 00+ 000+ 0+ 0+ 0+ 000= 0= 0p= 0= 0= 0= 0= 0 = 0000000000000000000, 0, 0, 00 0 0 000000000 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000- 0- 0- 0- 0- 0- 0- 000. 0. 0. 0. 0000/ 0000/ 0000/ 00000/ 0000000000000000002 00 00 00 00000 0&0 0&0 0&0 0&0 0&001 01 01 0000000000000000000000000000000000000000000000002 02 02 02 03 00000 0 0 00000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000 0 00000 0 0 0 0 0 0 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000r 0r 0r 0r 0r 0r 0r 0r 00000q 0q 0Әq 0q 000q 0q 0q 0r 0r 0r 0q 0q 0q 0q 0q 0q 0˟q 0q 0c0000000| 0| 0| 0| 0| 0| 00000000| 0| 0| 0} 0} 0} 000000u 00~ 00u 00u 00u 00000000000000000000000000000 0 000 00 0 0 00 0 0 0 0 00000 00 0000000 0 0 0 0 0 000 0 0 000000 0 0 000000 0 0 000000 0 0 000000 0 0 000000 0 0 0 00000 00000000000000000000000 00 00000000000000 00 00000000000000 00 0000000000000000 00 00000000000000000000 00 000000000000000 0 0 000000000000000000 00 0000000000000 00 000000000000 000000000000000000000000 0 00000000000 00000 0 0 0 000 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 s 0s 0000000x 000x 0x 000y 0y 000y 000y 0y 0y 000z 000z 000z 000z 00000000000000000000 00 00000 00 00 00 000@0@0@%0@0@%0@%0@%0@%000B@0X00@0X00@0X00@0X00@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0X00  ))66^^^^^^------\\\\\\ K 1fTj(A+0-15:QCRZf|`eɏݓ=$%sn/}wE|r+aƆȈCĥkB!o!239?GMPVhCJTlopqrtuxW ` 1 " kLs8d'' |"$V$&i()))i**&+I+x+++`,-m23568;U=>o?@AQCEEFvFOGHHIVJKLmMNUOOPyQ@TVW^X/Y[^_addfiZj9kk9llmEnnco&ppZqrr7set$u\vvwHxxyxz;{{K||PÄc@&d[P/ʏP%/>G]g{ǖ 4=nأϤ#$EX0h! *?+Xtgs Od2e   K};H!K"#$1%%&8'i'(,64j6%8pDE{FtGbHHIJKLNO]P1QQ]Yvw}}~N%Tсr_)Æ֌ǎr Y~9pݙgܩ35>>>ʴ%?ҶʶҶ'Թ߽˿#$<>/GQRpq13~5T%]s@_R{S}%ff#Z%&(Y).1z779v9::BXZ\_]__`6`^````aGa by3(z*$tO&o$F9cx6>V] 7Sb,' $C54      "#$%&'()*+,-./0145678:;<=>@ABCDEFHIJKLNOQRSTUWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABDEFGHIKLMNOPQRSUVWXYZ[\]^_`abcdefghijkmnsvwyz{|}~ &*-IMPkmt05u )9`| 1LZ .Ea#02M]_x+VXq1CE^ik O g r . l$$$F%%%((((( ))))+++,,+,7,R,`,h---e.|..12{2222x;;<4<M<Y<IJUJJJJ\QQRhRRRZ[[[[[qQrrsssjڇ .ƈވ\t#B`}ҏor/r/U/`/////M0Z0000000111%1d1u111113354@4 :-:?:G:==+?7?>AHATA^AAABB~GGGGJJdMwMNNRRU!UvUzUWW=`H`aaqddddhhMkUkm#mttЀր "38HP]b{diѣأVbռݼCI~}or>Fv{bjlsY^8Flr "v} ')1 T\^fhpz++`CfCHH6P?P@PGPqqr=rfrirjrtrrrrrrrrrrrrrrrrrrrrrrrrrrssss s s ssssssss#sNsSsTs\s]sfsgsqsrs|s}ssssssssssst ttv?vFvGvJvKvTvzvvvvvvvvvvvvvvvvvvvvvvvvvvvw+w3w6w?w@wBwCwFwGwJwKwMwNwWwXw_w`wewfwlwmwpwqwwwwwwwxxyyyyyy yIڣ%,\ͺ    !05W|~89<=?@G6;9>7;kr+3ltir]a|Lu;`01!k n Zn(/V]1%%&&&'(U)))**+++w,T-Z-b--K.Q.e..]0a0111}2~23p;<<<CCUGkGGGIWJXJJTQRRRDSSWW[X`XXXuY|YZZZ[[[])]>hChqr:s&tKuQussw߇NэLRΏg~/3ט#$5;g-ERJS&-#=V[^ "(#w&&''2(7(((L)S))),,- -27:7MMWW0g6g'j9j llrrTvWv+w0wqw{wwwzz{&{j{q{{{;~B~"=?UW 6<)U#qԬ +.QSCL  Xd2#6###+ +++e3i3v5~5?6G6n6u666::kErEEFFFGG H H4J@JTTC[G[__``dd%e(evgygmmmmrHrIrrrrr/s0sssssttetgttt u uguhu]v^vvv wwwxfzԀ؀t-Ngko.4,1՚ݚ֛ݛcnKRX[ؤڤ5=̺ V\QWC2j 2:&/33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 +-NPnt6Nu :` 1["WXk O s q T(j !'!M!j!!!H"z"""##R$b$F%%((( )))))++,,,7,a,b-h---e..1|22251626Q6x;<4<Z<=?>v>> ?O??@IVJJJNN\QRhRRZ[[[X^^ aPacceegghhieii$jk1ll mp qKqvqqrssC{c{/?$B~ҏؘ*TϙoӮEG6L5ʾ׾,?u)7[;{| nGfw1zu6688:;=>@@'CHCEmrmo=p}rrttqvvwwwRxxyz{{{8c  H߃ 6Lj>ʼnt+٣,Y V$q,Bf;Tpo 9|%<&)8)H$IKKNONsNbOOOr=rIrtrrrr#s0ssssstt]tgtttu u\uhuuu\v^vvvwwwxyb6.lXg6/6&~7(DW7.辇 z*;JT>< CQ` NR5l`:H`@7J#?aX0|FIb*:%T`b MG(cpl id*]yVfM"gȰDY)g!h@ b?6_l(<&km| n2~i/do_23op\~V'p|_^gp ijsuJ$uj7by"2y67L>^>`LhH.hhh^h`OJ QJ o(hHoh88^8`OJ QJ o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHZ^`B*OJQJ^J o(phh^`B*OJ QJ ^J o(phoZpp^p`OJ QJ ^J o(Z@ @ ^@ `OJQJ^J o(Z^`OJ QJ ^J o(oZ^`OJ QJ ^J o(Z^`OJQJ^J o(Z^`OJ QJ ^J o(oZPP^P`OJ QJ ^J o(h ^`5OJPJQJRJo(hH-h^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.0^`0>*o(0^`0>*o(.0^`0>*o(..0^`0>*o(... 88^8`>*o( .... 88^8`>*o( ..... `^``>*o( ...... `^``>*o(....... ^`>*o(........h^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH^`OJPJQJ^J.^`o(. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hhh^h`OJQJo(hHh88^8`OJ QJ o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHh ^`5OJPJQJRJo(hH-h^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh7^`789;<CJH*OJQJS*TXo(*hHhpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJ QJ o(hHoh88^8`OJ QJ o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHh ^`5OJPJQJRJo(hH-h^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH80^8`0OJ PJ QJ ^Jo(hH" ^`OJ QJ ^J o(hHo pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.h^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH^`o(.^`o(. 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^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hH;88^8`789;<CJH*CJOJQJS*TXo(*hH;^`789;<CJH*CJOJ QJ S*TXo(*hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJ QJ o(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJ QJ o(hHoPP^P`OJ QJ o(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJ QJ o(hHohhh^h`OJ QJ o(hHoh8 8 ^8 `OJ QJ o(hHh  ^ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHhxx^x`OJQJo(hHhHH^H`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hH808^8`0o(.8 ^`o(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.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`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^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ o(hHohPP^P`OJ QJ o(hHZ^`B*OJQJ^J o(phZ^`OJ QJ ^J o(oZpp^p`OJ QJ ^J o(Z@ @ ^@ `OJQJ^J o(Z^`OJ QJ ^J o(oZ^`OJ QJ ^J o(Z^`OJQJ^J o(Z^`OJ QJ ^J o(oZPP^P`OJ QJ ^J o(_<4(l&3KN$MC z*;A%rH^gpe(Q{t}(3o/D&?aFIb!hjsPB(1q 2wK}^G[7IV~iYE QM"gb6.?Bd4sH <"kqO7_$u"]{'T@xR#"DY)gC"11{|7by6@~V'pwgVg6/<id cp(EDb_F<^CQ`:8?XK~)HG(c)6P&kmCw%l1DW7Y&Ys'0Uu0__2                                   CD                         Z                                            n                 CD        n                                                                                                                                                                     |n        n                                                                    n        Z                                   `U                         =ރ                 2                f                 ,<6h                n        n                                                                     n                                           [                  "                                          n                                                     T                 n        n                                   2        ox'y#8b1 st89'('(|}PQ !!'![!b!i!j!!!H"O"P"`"i"r"y"z""""#####&#'#0#9#B#I#J#a#j#q#x#y###########$R$Y$`$a$ 333T5U5Q;R;<>>BBwIxIJ6L7LNN/Q0QRSSVVfZgZZ[[]]qqqrvʄ˄Њ؊%'(*,-/0>?ACDEGH]_acdegh{|}~ËċŋNjȋ 4679:;=>#$%01Ghi!"K56L5ǾȾɾʾ־׾*+,>?)cd+,7XYZ[~ tu&prtw$xyz ͡Ρ(3O^f¤ĤŤڤۤݤߤ  %&'()*+,VWXY[]^_wxy{|}ʥ˥̥ΥϥХҥӥ   :ȰɰӰ۰  *-27=>?EIOUVWnoyıűƱбӱرݱ%3FGMUY^chijtvz~Ȳֲ   $*+,26<BCD\]go}Ƴ˳ѳҳӳٳݳ&9:@HKPUZ[\finsyz{̴ߴ  !'+1789> 89CFHJMOQS[\fikmpsux  #&(*-036>?UY\_cgjmopMNNNNNNNN$N4NONqNrNsNNNNNNNNNNNNNNNNNNNOOOO"O#O$O%O&O'O(O)O*O2OEO`OaObOOOOOOOPR=Wpgjln:qqJ34KVrľž׾پھܾ޾߾./012345XYZ[]_`arstvwxz{(AI`z ;=>ADEFGJMNOadgjmpsvyz}~  /258;>-2< +\]?@n}`|}klWX+!Q1EE3@~ZX[(*aMaNaaaaa@@@`@@@4@p@@\@@@@$@@@<@@@UnknownccisilopezRamapo CollegeEmma Rainforth Gz Times New Roman5Symbol3& z Arial;& z Helvetica3z Timesk TimesNewRomanBdMSTimes New RomanmTimes New Roman MSTimes New Roman;SimSun[SOg"Albertus MediumTimes New Roman;Wingdings?5 z Courier New5& zaTahoma7&{ @Calibri 1'hCF`FYq_q_!4d##B 2qP?O2_>INTD 101 First-Year Seminar (FYS) (Also AIID 101 and CNTP 101)Emma RainforthCCIS_                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ Oh+'0$ 4@ ` l x@INTD 101 First-Year Seminar (FYS) (Also AIID 101 and CNTP 101)Emma Rainforth Normal.dotCCIS89Microsoft Office Word@Գ?@]0@o6qGXVT$my  i &" WMFC 0u0l UT#m EMF0 \KhC    Rp@"Arial3&z Arial?( )0H0HlN0Hdv%   T,#AEA, L hRamapo Gen Ed  TT$AEA$L P TTAEAL P TTAEAL P ! "  TT( M AEAG L P1TT( M AEAG L P ! " Rp@Times New RomanGz Times ew Roman?0P&)0H0HlN0Hdv%  Rp@Times New Roman----- :0!HH70Gz Times ew Roman?0)0H0HlN0Hdv% % TD,nAEAb)L General Education at Ramapo College, 2006-'!*0!+TT,nAEAbL P-Td,fnAEAbL T2009'% Ldhfmh!??% ( TTg,nAEAgbL P  Rp@Times New RomanGz Times ew Roman?@П)0H0HlN0Hdv%  TT,oAAEA,L P M TAEAKL A history and review, as background to frame Fall 2009 Gen Ed discussions, #    $    %  $     TTAEAL P  TjAEAj;L prepared by Emma C. Rainforth, Acting VPCA, September 2009.   && ! !  #  $"# &  TTAEAL P M TT,ATAEA,IL P M TT,UAAEA,L P MRp@Times New Roman F(H0XXə0H@̪0̪0d0y Emma C. Rainforth, Acting VPAGz Times ew Roman?D )0TH0THlN0lHdv% Rp@"Arial 0 \HX0  ̒0DR%0 tHݐ0H}0j00H@̪000H@̪03&z Arial0''''HwPH0PHlN0hHdv%  % TTwAEAwL P-% TTAEAL P :% T>AEAFL For a quick review of the development of the current Gen Ed, refer to      $    &    $    T?AEA? L `sections   Rp@Times New Roman:" 2d!cXnF$"!(Gz Times ew Roman?$()0H0HlN0Hdv% %  T`)AEAL T1.1 '% Ld)?!??% (  TX*CAEA*L P, %  T`DAEADL T2.1 '% LdDD>!??% (  TXAEAL P, %  TTAEAL P3B'% Ld!??% (  TXAEAL P, ! "  TdAEAL Tand  %  TT.AEAL P4B'% Ld.!??% (  T`/UAEA/L&" WMFC 0U0 T. m TTVjAEAVL P S! "  % TTw9AEAw/L P- % TT:AEA/L P n:% T:AEA/EL For the initial working group discussions on 10/7, you will need the x     $         %    %  TXP:AEA/L PCa!TxQ:AEAQ/L \tegory B'% Ld454!??% (  ! "  %  T;sAEAh L dDescriptions$  '% Ldmnm!??% (  Tl;sAEAhL X and C  %  Td;sAEAhL TLGOs$$'% Ldmnmz!??% (  T;$sAEAhL x (sections 1.2, 2.7).       TT%;9sAEA%hL P R! "  TT,uAAEA,L P o%  T|,AEA,L \Contents$TTAEAL P Rp@"ArialədH3 0PHR%0*7(2dH0H(j00H@̪000H@̪03&z Arial0}F8/b1)0PH0PHlN0hHdv%  % TX,P AEA,L P1. % TTRvAEARL P a%% Tw AEAwL The current Gen Ed curriculumt  $    %TT AEAL P o! "  % Tdw!YAEAwNL T1.1.  % TT XAEANL P E%  T!YAEAN L `Background!' % LdSTS!??% (  TT!YAEANL P ! "  % Tdw[AEAwL T1.2.  % TTZAEAL P %  T[AEAL xCategory descriptionsv!   ' % Ld!??% (  TT[AEAL P p! "  % TdwAEAwL T1.3.  % TTAEAL P %  TAEAL hRequirements f! &TAEA L dor Transfers ' % Ld%!??% (  TT AEAL P ! "  % TdwAEAwL T1.4.  % TTAEAL P %  T AEAL lCurrent courses! ' % Ld ;!??% (  TT !AEA L P ! " %  TX,P?AEA,4L P2. % TTRv>AEAR4L P %% T$w?AEAw4$L Ramapo s Learning Goals and Outcomes!&   $   $%TT?AEA4L P ! "  % Tdw@xAEAwmL T2.1.  % TT?wAEAmL P %  T@xAEAm L dIntroduction ' % Ldrsr!??% (  TT@xAEAmL P ! "  % TdwzAEAwL T2.2.  % T&" WMFC 050TyAEAL P %  TzAEA L hInternational  ' % Ld!??% (  TzAEA L ` Education  T,zAEA%L (IE Advisory Committee, Spring 2007)  #  !&'    TTzAEAL P ! "  % TdwAEAwL T2.3.  % TTAEAL P %  T` AEAL TExpT!AEA! L `eriential   ' % Ld!??% (  T0AEA&L Learning (EL Task Force, Spring 2007)        TTAEAL P ! "  % Tdw%AEAwL T2.4.  % TT$AEAL P %  T%AEA L hIntercultural  ' % Ld !??% (  TPX%AEA+L Understanding (IU Task Force, Spring 2007) %  $     TTYm%AEAYL P ! "  % Tdw&^AEAwSL T2.5.  % TT%]AEASL P %  T&^AEASL Interdisciplinary Education     ' % LdXYX!!??% (  T&J^AEASL (IE Task Force, Spring 2007)      TTK&_^AEAKSL P ! "  % Tdw`AEAwL T2.6.  % TT_AEAL P %  Td`8AEAL TGene$T9`DAEA9 L hral Education  ' % LdDt!??% (  TE`AEAEL t (ARC, Spring 2007) #!!   TT`AEAL P ! "  % TdwAEAwL T2.7.  % TTAEAL P % T`AEAL TAll$ TT AEAL P-T|!AEA!L \College !  %  T)AEAL Learning Goals and Outcomes  $   $&' % Ld)a!??% (  T*AEA*L (LGO Task Force, Fall 2007) $$    TTAEAL P ! "  % TX,P AEA,L P3. % TTRv AEARL P %%  TwO AEAw"L General Education Pilot Assessment$     #&' % LdwOw!??% (  TP6 AEAP L d (Fall 2007   TT7O AEA7L P TPb AEAP L h Spring 2008)   TTcx AEAcL P ! "  % TX, PDAEA,9L P4. % TTR vCAEAR9L P %% T8w DAEAw9'L Ad Hoc Working Group for General Educat# $ .  $  $ &" WMFC 00T` %DAEA9L Tion TT& <DAEA&9L P ! "  % TdwF~AEAwsL T4.1.  % TTE}AEAsL P %  TF~AEAs L dIntroduction ' % Ldxyx!??% (  TTF~AEAsL P ! "  % TdwAEAwL T4.2.  % TT~AEAL P %  T AEAL lAssessment Plan$&  ' % Ld P!??% (  TT!7AEA!L P ! "  % TdwAEAwL T4.3.  % TTAEAL P %  TYAEA!L Proposed Institutional Structure      TTZrAEAZL P T|s>AEAsL \  GECCo $!!' % Ld>n!??% (  TT?TAEA?L P ! "  TT,A*AEA,L P  % T,,dAEA,Y L `Appendices# ' % Ld,^_,^!??% ( TT,-dAEAYL P  %  TXweAEAwL P1. % TTdAEAL P @% Te:AEA3L CLA III Final Recommendations for General Education!#    !&&  $  ' % Ld:^!??% ( TT;eQAEA;L P  ! "  % TXwAEAwL P2. % TTAEAL P @% TTAEAL PTTdAEAL pask Force Reports  !TTezAEAeL P ! "  % TX / AEA  L Pa. % TT0W AEA0 L P (%  THX AEAX *L International Education Advisory Committee    #  !&' ' % LdX  X !??% (  TT AEA L P ! "  % TX  1J AEA ? L Pb. % TT3 WI AEA3? L P %%  T X J AEAX? L Experiential Learning Task Force      ' % LdXD E XD !??% (  TT J AEA? L P ! "  % TX K / AEA x L Pc. % TT0J W AEA0x L P (%  T0XK m AEAXx &L Intercultural Understanding Task Force  %   ' % LdX} m~ X} !??% (  TTnK  AEAnx L P ! "  % TX  1 AEA  L Pd. % TT3 W AEA3 L P %%  TX  AEAX L lInterdisciplinar   T e AEA L xy Education Task Force    ' % LdX e X !??% (  TTf { AEAf L P ! "  % TX  / AEA  L &RWMFC00 Pe. % TT0 W AEA0 L P (%  TX  AEAX L pARC Gen Ed report#"! $  ' % LdX  X !??% (  TT  AEA L P ! "  % TX  )0 AEA % L Pf.% TT* W/ AEA*% L P .%  TX I0 AEAX% L `LEAP goals#  ' % LdX* I+ X* !??% (  TTJ `0 AEAJ% L P ! "  % TXw1 i AEAw^ L P3. % TT0 h AEA^ L P @%  T1 i AEA^ L |Gen Ed Pilot Assessment $    #& TT1 i AEA^ L P T1 Ei AEA^ L l complete report %  ' % Ldc Ed c i!??% (  TTF1 Zi AEAF^ L P ! "  % TXwk  AEAw L P4. % TTj  AEA L P @%  TPk  AEA +L Ad Hoc Working Group for General Education # $ .  $  $   TTk  AEA L P Tk  AEA L d complete re %  Tdk  AEA L Tport' % Ld   !??% (  TTk  AEA L P ! "  TT, A AEA, L P  TT, A AEA, L P  % TT, =< AEA,6 L P  T|,> c AEA,] L \10/05/09  TT> c AEA] L P  T,d  AEA, L hRev. 10/16/09   TTd  AEA L P  Rp @Times New Romandp22xHodH30..4 IlH ..lH,0.H.əHkT0Gz Times ew Roman8/b1$8/b1)0H0HlN0Hdv% % 6 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 66 6 6 6  .@"Arial- 2 &@ Ramapo Gen Ed 2 &t v 2 & v 2 & v,' 2  1v 2  v,'@Times New Roman-@Times New Roman--I2 K)General Education at Ramapo College, 2006     2 Kt-v2 Ky2009- @ !L- 2 K v@Times New Roman- 2 W@ v|2 ckKA history and review, as background to frame Fall 2009 Gen Ed discussions,  2 c vd2 o;prepared by Emma C. Rainforth, Acting VPCA, September 2009. 2 o v 2 |@ v 2 @ v@Times New Roman-@"Arial-- 2 O-v- 2 S v -t2 _FFor a quick review of the development of the current Gen Ed, refer to 2  sections @Times New Roman-- 2 1.1- @ !- 2 , - 2 2.1- @ ! - 2 , -  2 3v- @ !- 2 , ,'2 _and -  2 q4v- @ !q- 2 v.  2  v,'- 2 O-v- 2 S v -s2 _EFor the initial working group discussions on 10/7, you will need the - 2 Ca2 tegory 9- @ !'- ,'- 2 _ Descriptions- @ !6_- 2  and y- 2 LGOs- @ !- ,2  (sections 1.2, 2.7).  2  v,' 2 @ v-2 @Contents 2 h v@"Arial--2 @1.- 2 H v-72 OThe current Gen Ed curriculum 2  v,'-2 O1.1.- 2 _ v- 2 b Background- @ !4b-   2  v,'-2 O1.2.- 2 _ v- +2 bCategory descriptions- @ !]b-   2  v,'-2 O1.3.- 2 _ v-  2 bRequirements f2  or Transfers- @ !ub-   2  v,'-2 O1.4.- 2 _ v- "2 bCurrent courses- @ !Cb-   2  v,'-2 @2.- 2 H v-A2 O$Ramapos Learning Goals and Outcomes 2  v,'-2 &O2.1.- 2 &_ v- 2 &b Introduction- @ !5'b-   2 & v,'-2 2O2.2.- 2 2_ v- 2 2b International- @ !63b-  2 2  EducationC2 2% (IE Advisory Committee, Spring 2007)  2 2o v,'-2 >O2.3.- 2 >_ v- 2 >bExp2 >s eriential- @ !4?b-  D2 >& Learning (EL Task Force, Spring 2007) 2 >A v,'-2 JO2.4.- 2 J_ v- 2 Jb Intercultural- @ !5Kb-  L2 J+ Understanding (IU Task Force, Spring 2007) 2 JX v,'-2 VO2.5.- 2 V_ v- 42 VbInterdisciplinary Education- @ !tWb-  72 V (IE Task Force, Spring 2007) 2 VU v,'-2 bO2.6.- 2 b_ v- 2 bbGene2 bx ral Education- @ !Odb-  (2 b (ARC, Spring 2007) 2 b  v,'-2 oO2.7.- 2 o_ v-2 obAll 2 op-v2 osCollege - 42 oLearning Goals and Outcomes- @ !p-  52 o (LGO Task Force, Fall 2007) 2 o v,'-2 {@3.- 2 {H v- >2 {O"General Education Pilot Assessment- @ !|O-  2 {  (Fall 2007  2 {v2 {   Spring 2008) 2 {Z v,'-2 @4.- 2 H v-F2 O'Ad Hoc Working Group for General Educat 2  ion 2  v,'-2 O4.1.- 2 _ v- 2 b Introduction- @ !5b-   2  v,'-2 O4.2.- 2 _ v- "2 bAssessment Plan- @ !Hb-   2  v,'-2 O4.3.- 2 _ v- =2 b!Proposed Institutional Structure  2 v2  GECCo- @ !b-   2  v,' 2 @ v-2 @ Appendices- @ !1@- 2 q v- 2 O1.- 2 W v-X2 e3CLA III Final Recommendations for General EducationE - @ !e- 2 R v ,'-2 O2.- 2 W v- 2 eTv%2 lask Force Reports 2  v,'-2 oa.- 2 w v- J2 *International Education Advisory Committee- @ !-   2 > v,'-2 ob.- 2 w v- ;2  Experiential Learning Task Force- @ !-   2  v,'-2 oc.- 2 w v- D2 &Intercultural Understanding Task Force- @ !-   2 & v,'-2 od.- 2 w v- #2 Interdisciplinar,2 y Education Task Force- @ !-   2 % v,'-2 oe.- 2 w v- %2 ARC Gen Ed report- @ !U-   2  v,'-2 %of.- 2 %u v - 2 % LEAP goals- @ !3&-   2 % v,'-2 1O3.- 2 1W v- /2 1eGen Ed Pilot Assessment  2 1v#2 1 complete report- @ !2e-   2 1 v,'-2 =O4.- 2 =W v- L2 =e+Ad Hoc Working Group for General Education   2 =/v2 =5  complete re2 =iport- @ !>e-   2 =z v,' 2 I@ v 2 V@ v- 2 _@ v2 g@10/05/09 2 g[ v2 o@ Rev. 10/16/09 2 ok v@Times New Roman- "System- ՜.+,D՜.+,x4 hp  Ramapo College_#' ?INTD 101 First-Year Seminar (FYS) (Also AIID 101 and CNTP 101) Title  8@ _PID_HLINKSAD :wHahwgap1wHahwgap2H ahwgpriorlgHlgovaH categdescrkf /http://www.aacu.org/pdf/LevelsOfAssessment.pdfHU=http://www.aacu.org/publications/pdfs/StudentsBestreport.pdfH;iGhttp://carnegiefoundation.org/dynamic/publications/mapping-terrain.pdfHjSDhttp://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdfHLhttp://www.aacu.org/About/statements/documents/New_Leadership_Statement.pdfHwHahwgap7wHahwgap1wHahwgap3wHahwgap2wHahwgap1wHahwgap8wHahwgap7wHahwgap6wHahwgap5wHahwgap4wHahwgap3wHahwgap2wHahwgap1H ahwgrefsvjH ahwgfuturevzH ahwgaddrec H ahwggeccoH ahwgneedH ahwgpriorH ahwgkeyq H ahwgintroDHapp4wHahwgap4wHahwgap5wHahwgap4vaH categdescrlgHlgoCHapp3CHapp3lgHlgoCHapp3BHapp2fY>Dhttp://ww2.ramapo.edu/libfiles/Provost/Faculty_Resources/Report.pdfHBHapp2ebjxhttp://ww2.ramapo.edu/libfiles/Provost/Goals%20and%20Objectives%20for%20General%20Education%20at%20Ramapo%20College.pdfHBHapp2dQUhttp://ww2.ramapo.edu/libfiles/Provost/interdisciplinary%20final%20report%200607.pdfHBHapp2cDQhttp://ww2.ramapo.edu/libfiles/Provost/Intercultural%20final%20report%200607.pdfHBHapp2b Dhttp://ww2.ramapo.edu/libfiles/Provost/Experiential_report_0607.pdfHBHapp2aBG~]http://ww2.ramapo.edu/libfiles/Provost/International%20Education%20final%20report%200607.pdfHlg{HlgoxH arcgenedhauHintcultrHexperoH interdisc lHIntEdh6iHpilot08lgfHlgoc$c<http://ww2.ramapo.edu/admissions/caafye/fouryear/gened.aspxH3`<http://www.ramapo.edu/admissions/requirements/transfer.htmlHP];http://www.ramapo.edu/catalog_09_10/general-education.htmlHAZHapp1DWHapp4CTHapp3BQHapp2fBNHapp2eBKHapp2dBHHapp2cBEHapp2bBBHapp2aA?Happ1<Hgeccow|9Hahwgasslv6H ahwggeintroh63Hpilot08lg0Hlgo-H arcgened*H interdischa'Hintcult$Hexper !HIntEdH LGOintroexHcoursesH transfervaH categdescr H currentbglgHlgova H categdescrlv H ahwggeintroh6Hpilot08H LGOintro H currentbg  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-/0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F`ı6Data 1TableJZWordDocument SummaryInformation(.4DocumentSummaryInformation8"CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q