ࡱ> 2/01ʉ( / 0DArialngsܖ0tt$1 0D-3 00000ܖ0tt$1 0 DWingdingsܖ0tt$1 0@ .  @n?" dd@  @@`` 80:2      !"#$%&'()*+,-./0123456789 0AA@8Muʚ;2Nʚ;g4BdBdY 0ppp@ <4!d!d@w 0t1<4dddd@w 0t1 ^Lh___PPT2001D<4X?___PPTMac11>@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography d8H   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography $   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography H   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography   0   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography   l   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography   `   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography   X   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography  \   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography H   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography  D   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography 4   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography  8   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography T   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography ___PPT10 ,$,  4 <  , 4,$$,D<___PPT9/ 0\L<\, < l |  \ ,,l\LL\|? %5Centers of Excellence)Alternatives to Improve Student Learning&*How can we increase student learning by providing students with learning opportunities that differ from the  traditional classroom?Change class configurationsTypical configuration is purported to be approximately 20 students of about the same age Today s typical classrooms are actually students spanning 1.5 to 2 years in age, but assigned to the same grade.  Dual Grade Students from two grades, e.g. 3/4 or 5/6 in the same classroom May be two classes together (40 students) May be one class with some students from each grade Students are usually instructed in flexible groups that mix grades with curricula from both grades taught. d@^k@*4j  MultiageOriginal concept was students between specified ages (e.g. 5-7years old) purposefully placed in the same classroom All classrooms are in reality multi-aged. Now - Lines blurred between dual grade and multi-age Students are usually instructed in flexible groups with less emphasis on what grade a concept or skill is  assigned to and more emphasis on student need. jsZ_ZZZs_  LoopingStudents stay with the same teacher for two years Over the course of the two years, both grades curricula are taught, but when skills/concepts are taught in that two-year timeframe can vary Looping is also a teacher-assigning variation.:22. Different Teacher Assignments4Looping Same teacher stays with the same group of students for two years Theoretically, first the curriculum of one grade is taught and then the curriculum of the next grade is taught. Actually, over the course of the two years, both curricula are taught with timing influenced by student need and interest.* Z,Z ,Different Teacher AssignmentsTeaming - Teachers working together to teach a common group of students Departmentalizing Two teachers with one  double-sized group of students Multi-age/dual-grade teaming - Two teachers working in same space with a double-sized group of different grade studentsNHG7 wCombinations and Permutations"The student configurations and teacher assignments can be done in any number of combinations. Grouping into  double classes is usually based on grade levels, but could be done using other criteria: same gender/same grade, same gender/different grade, tall kids/short kids.&^'>fDa Why Centers of Excellence?To provide students with opportunities that will enable them to learn to their fullest potential Much MORE than reconfiguring students and assigning teachers differently It s about curriculum and instruction& about increasing learning.0aI@   CurriculumCenters for Excellence teach the Stonington Public Schools Board-approved curriculum. It s not the what, but the HOW that differs.PW   &Instruction - How Students Are TaughtfCo-operative Learning Problem-Based Learning Constructivist Learning Direct Instruction Habits of MindXg   Teaching toward Performance-Based Assessments Maximizing Learners Styles Concept-Based Curriculum Using Multiple IntelligencesFZ.  Other ConsiderationsOne content area can become a focus through which other content areas are taught. Connections can be made with the  real world to provide support and focus. Student interest can focus the curriculum.&*Other ConsiderationsIEnhancing student strengths and improving areas of need are paramount. While teacher interests and strengths can be part of the equation, it is meeting students needs that is most important. All the aforementioned factors can be configured in many different ways to provide a learning environment that increases student learning.&JGx Some Scenarios Micro-SocietiesReconstructing the world within the classroom Often encompasses a whole school One scheduling possibility: AM - traditional academics; PM - application of learning Students have jobs and are paid with school currency, run a bank, run businesses where they can spend school $$, have a government that creates and enforces laws, create artistic and cultural opportunities. Student interest shapes the micro-society. ^Z. U  *,oSchool Partnerships IPartnerships are formed with community organizations which lend a focus to learning. All content areas are taught; however, focus for learning is influenced by the partnership. Examples Museum partnerships that encourage exploration, open-ended inquiry, hands on projects Local Possibilities - Seaport, Aquarium, Denison, Pfizer dU\ V  9>;|Learning EmphasesOne  content area is chosen as a focus through which  all else is taught. Examples Foxfire Schools - Ecology/science focus Hots School - Focus on the Arts Other possibilities - New and emerging technologies, international studiesPU(kU( J }f*Service LearningUsually a whole school program Infuses the entire curriculum while making connections to the world Emphasizes responsibility as well as empathy for others Is ongoing and continues the same service over years or has successive  annual service projects :D8` >bF I+(Other Possibilities& hA School of Experts - Individual students select topic of interest and study that topic as they move between grades. Time is allowed for  independent study . Assignment topics are aligned with  expert areas. Areas of expertise may morph over time Students present/share knowledge with others Ad hoc groups form to work together on related topics. Culminating project demonstrating their expertise is done prior to leaving the school.*v?v?,t\,Other PossibilitiesCareer-Centered Education In earliest grades, students learn about careers of adults in their lives Community interactions expand learning opportunities Later children explore varying career clusters, e.g. medical careers NJ4 E$cy-(Other Possibilities& Endless& Combinations of Any student groupings, Any teacher assignments, One or more instructional formats Aspects of these or other scenarios can be used Programs can involve: One class, Two classes A whole grade level Cross grade levels The whole school  ZZZZOZZ   hN  H. RequirementsFew& Board-approved Stonington curriculum is taught so that all students can maximize their learning. Programming is educationally sound. Each students is given the opportunity to participate. The reason for creation of the Center is to increase student learning. fZZa# 7Fq4 Questions?/    ! 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S  0`~ `P  ~ X*   0X~ `  ~ Z* H  0޽h ? 3380___PPT10.LsGV 0  ( lA eesaiSM\s76DW r  S 1~ pP ~ l  C 2~  `   ~ H  0޽h ? 33___PPT10i.sQ6+D=' |= @B +   0  P(  l  C ~ P   ~ H  0޽h ? 3333___PPT10i.Fs9P+D=' |= @B +B  0 pJ( ?@AB r  S X~ P  ~   C ~  <$ 0 ~ H  0޽h ? 3333$___PPT10.Fs+[W_D' |= @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Y%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Y%(+8+0+0 +   0 0D( `OHR  0l 0 C `~ U  ~  0 C `~  <$ 0 ~ H 0 0޽h ? 3333  ___PPT10 .Lsh+D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0@%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0@j%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0j%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0 %(+8+0+00 +   0 4D( CCF 4l 4 C 4~ U  ~  4 C 0~  <$ 0 ~ H 4 0޽h ? 3333  ___PPT10 .PsZ,+D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4s%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4s%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4m%(+8+0+40 +   0 <D( ormo sra <l < C ~ U  ~  < C T~  <$ 0 ~ H < 0޽h ? 3333me___PPT10E.SsQ+D' |= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<2%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<2%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<%(+8+0+<0 +   0 8D(  8l 8 C  U    8 C   <$ 0  H 8 0޽h ? 3333  ___PPT10 .Ss2+D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8 %(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8 J%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8J%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*85%(+8+0+80 +   0 @D(  @l @ C ` U    @ C `   <$ 0  H @ 0޽h ? 3333  ___PPT10 .Ts6P+D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*@H%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*@HZ%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*@Z%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*@ %(+8+0+@0 +<  0  DD(  Dl D C ) EP    D C *  <$ 0  H D 0޽h ? 3333$___PPT10.Us+D' |= @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D^%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D^%(+8+0+D0 +    0 0HD(    Hl H C 3 U    H C 4   <$ 0  H H 0޽h ? 3333me___PPT10E.Us +D' |= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Ha%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Ha%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*H%(+8+0+H0 +<   0 @LD(  Ll L C = U    L C >  <$ 0  H L 0޽h ? 3333$___PPT10.Vs+D' |= @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*LW%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*LW%(+8+0+L0 +   0 ZRPP(    Pl P C I U    P S J I <$ 0   P C K  <$ 0  H P 0޽h ? 3333[S___PPT103.VsL+0D' |= @B DR' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*P%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*P-%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*P-E%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*PEX%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*PXg%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*P.%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*P.J%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*PJc%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Pc%(+p+0+P0 ++0+P0 +    0 dJ( $+" dl d C ` U    d S a  <$ 0  H d 0޽h ? 3333me___PPT10E.Wsr+[W_D' |= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*dR%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*dR%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(+8+0+d0 +    0 lD( D+0P*0 ll l C j U    l C k  <$ 0  H l 0޽h ? 3333me___PPT10E.Ws4+[W_D' |= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*lG%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*lG%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*lJ%(+8+0+l0 + 0 pX(  Xr X S  y   l X C y  0  H X 0޽h ? 3333___PPT10i.Ws5+D=' |= @B +  0 pD( ?@AB pl p C Q U    p C 0| P<$ 0 | H p 0޽h ? 3333  ___PPT10 .XsNs+[W_Ds ' |= @B D. ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p.%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*p.O%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*pO%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*ps%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*ps%(+8+0+p0 +  0 tD(  tl t C \ U    t C \ p<$ 0  H t 0޽h ? 3333  ___PPT10 .ZsԽ+Ds ' |= @B D. ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*tU%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*tU%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*t%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*t%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*tI%(+8+0+t0 +  0 xD(  xl x C Ĝ U    x C t  <$ 0  H x 0޽h ? 3333  ___PPT10 .[s+Ds ' |= @B D. ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*xL%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*xLU%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*xU}%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*x}%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*x%(+8+0+x0 +   0 D(  l  C  U     C   <$ 0  H  0޽h ? 3333  ___PPT10 .^s +[W_D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*c%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*c%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +  0 D( 4{5 l  C  U     C t <$ 0  H  0޽h ? 3333___PPT10i.Us?^+D' |= @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*v%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*v%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*'%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*'^%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*^%(+8+0+0 +   0 D( CCF l  C | U     C   <$ 0  H  0޽h ? 3333  ___PPT10 .Ws45 +D* ' |= @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +  0  D( i i i i  l  C  U     C   <$ 0  H  0޽h ? 3333___PPT10.Wsb+o%Dr' |= @B D-' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*2%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*2L%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Ln%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*n%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +  0 0D(  l  C  U     C   <$ 0  H  0޽h ? 3333  ___PPT10 .XsuN+Ds ' |= @B D. ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*f%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*f%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(+8+0+0 +  0  (  l  C \ P}  ~ H  0޽h ? 333380___PPT10.s{ 0 tl$(  $R $ 3     ~r $ # 4~  @  ~  H $ 0޽h ? 3380___PPT10.LsGV 0 tl(( ni{5 (R ( 3     r ( #   @    H ( 0޽h ? 3380___PPT10.LsGV 0 tl,( {58v ,R , 3     r , #   @    H , 0޽h ? 3380___PPT10.LsGV 0 tl|(  |R | 3     r | #   @    H | 0޽h ? 3380___PPT10.[sh 0 tl( CW R  3     r  # p  @    H  0޽h ? 3380___PPT10.[sh 0 tl ( Cf R  3     r  # $  @    H  0޽h ? 3380___PPT10.[sh 0 tl0( {58v R  3     r  # 0*  @    H  0޽h ? 3380___PPT10.[sh 0 tl@( Ly R  3     r  # /  @    H  0޽h ? 3380___PPT10.[sh 0 tlP(  R  3     r  # 4  @    H  0޽h ? 3380___PPT10.[sh  0 tl`( p  R  3     r  # X:  @    H  0޽h ? 3380___PPT10.[sh  0 tlp( {58v R  3     r  # ?  @    H  0޽h ? 3380___PPT10.[sh  0 tl( {58v R  3     r  # E  @    H  0޽h ? 3380___PPT10.[sh  0 tl( L Х R  3     r  # J  @    H  0޽h ? 3380___PPT10.[sh 0 tl( k 8 R  3     r  # O  @    H  0޽h ? 3380___PPT10.[sh  0 tl( L ` R  3     r  # @U  @    H  0޽h ? 3380___PPT10.[sh 0 tl( L @0 R  3     r  # Z  @    H  0޽h