ࡱ> 5@ "Lbjbj22 (XX"Djjjjjjj<,<t4DDDD$R XjW@jjDD.jDjD:_,jjD( `> 4D0t :! :!~tJjjjj:!j }!a<<<< LIBRARY INSTRUCTION ROUND TABLE (LIRT)  Top 25 of LIRT'S TOP 20 INSTRUCTION ARTICLES In Celebration of LIRT'S 25TH ANNIVERSARY Atlanta, Georgia ýAnnual Conference June 16, 2002  Introduction As part of the celebration of LIRT's 25th Anniversary, the Continuing Education Committee would like to present the Top 25 Instruction Articles from the past 25 years. To select the articles, the committee reviewed LIRT's Top 20 lists of 1985-2001. To cover the years from 1977-1984, we have chosen Hannelore Rader's retrospective article: "A Silver Anniversary: 25 Years of Reviewing the Literature Related to User Instruction." All of these articles were selected based upon their lasting contribution to the discipline and literature of bibliographic instruction. The list is also available on the LIRT website: http://www3.baylor.edu/LIRT/top25.htm Continuing Education Committee Members: Jonathan Helmke, Chair James Millhorn Frances Nadeau Ericka Arvidson Raber Elizabeth Walker Top 25 of LIRT's Top 20 Instruction Articles ACRL Bibliographic Instruction Section, Emerging Technologies in Instruction Committee. "Teaching Methods for End-User Searching: A Checklist for Planning." College & Research Libraries News 52 (July/August 1991): 431-36. The Committee presents a thought provoking planning document, in outline form, with each point stated as a question. Conceptualized and compiled over three years, the authors make a valid claim when they state: It is a testament to the good conceptual bones of this document that it has managed to effectively weather the dramatic shifts in online tides since its conception. Allan, George. "The Art of Learning With Difficulty." College & Undergraduate Libraries 6.2 (2000): 5-23. Penned by a retired philosophy professor, this article offers an excellent, thought-provoking examination of the pedagogical principles underlying all serious inquiry. Allans range of reference is extraordinary in that not only does he invoke philosophical immortals such as Plato and Aristotle, but also employs analogies to the piano and football to make his arguments. He makes it clear that many of our current problems are in fact perennial issues. As librarians and faculty, we are all concerned that students have more than a rudimentary knowledge of locating information, and that they cultivate a habit of leaving no stone unturned. In other words, educators should strive to instill an element of artistry and aesthetic pleasure into inquiry. This is an inspiring article for all teaching librarians. Baker, Betsy. "Bibliographic Instruction: Building the Librarian/Faculty Partnership." The Reference Librarian 24 (1989): 311-28. Author advocates the integration of bibliographic instruction into the research process and stresses the need for cooperation among faculty, librarians and students. Librarians orchestrate the balance where faculty plan courses and librarians facilitate the research objectives, so that students can learn to acquire, assess, and interpret information. Behrens, Shirley J. "A Conceptual Analysis and Historical Overview of Information Literacy." College & Research Libraries 55 (July 1994): 309-22. The author analyzes major definitions of the term "information literacy" since the 1970s. Over time the meaning of information literacy has evolved and expanded. The skills and knowledge required to be information literate within the developing definitions are noted, as are the responses by the library profession. The article concludes by identifying three major trends from the 1990s. Bodi, Sonia. "Teaching Effectiveness and Bibliographic Instruction: The Relevance of Learning Styles." College & Research Libraries 51 (March 1990): 113-19. The article offers an overview of learning styles and a practical explanation of how David Kolbs experiential learning model was applied in bibliographic instruction. The author believes that meeting the various learning modes of students may be the key to improving the effectiveness of teaching and learning. Bruce, Christine Susan. "Information Literacy Research: Dimensions of the Emerging Collective Consciousness." Australian Academic & Research Libraries 31.2 (June 2000): 91-109. Although information literacy research is a relatively new field, Bruce reviews its evolution and attempts to analyze the current state-of-the-art. The bibliographic instruction movements of the 1980s produced models and lists of skills. In the early 1990s, researchers surveyed employers for desirable skills and related information literacy skills to student learning. Researchers in the late 1990s identified a number of different paradigms associated with information literacy. Bruce predicts that current research will extend beyond the workplace to the community and will recognize the fundamental importance of interdisciplinary and cross-cultural investigations. Eisenberg, Michael B. and Michael K. Brown. "Current Themes Regarding Library and Information Skills Instruction: Research Supporting and Research Lacking." School Library Media Quarterly 20 (Winter 1992): 103-09. The authors review the four themes of library and information skills instruction: 1) Value of instruction, 2) Scope of instruction extends beyond skills to problem solving and the research process, 3) Instruction must be integrated into curriculum, and 4) Use of innovative methods and technologies can enhance instruction. They summarize the research already conducted and the explore the need for further research. Farber, Evan. "College Libraries and the Teaching/Learning Process: A 25-Year Reflection." The Journal of Academic Librarianship 25.3 (1999): 171-77. This article discusses the instructional role of the college library and how it has changed over the last 25 years. Now library instruction has a key role in the institutions educational programs. The convergence of bibliographic instruction and the electronic sources of information has resulted in widespread success. It is a fitting historical account to vital field of interest. Hull, Tracy L. and Kelley Ann Lawton. "The Development of a First-Year Student Library Instruction Program at Duke University." The Reference Librarian 73 (2001): 323-36. The article charts the progress of a cooperative venture between Duke's Lilly Library and the freshmen writing program. In the course of five years the program was revamped continuously. Initially starting as a one-shot lecture and workbook program the class advanced to two sessions with an increasing emphasis on hands-on learning and also an increasing reliance on electronic formats. The authors offer a solid account of how to launch a successful program. It is also instructive to examine the superb workbook that accompanies the course. The workbook is located at:   PRIVATE href="http://www.lib.duke.edu/libguide" MACROBUTTON HtmlResAnchor http://www.lib.duke.edu/libguide Jacobson, Frances F. and Michael J. Jacobson. "Representative Cognitive Learning Theories and BI: A Case Study of End-User Searching." Research Strategies 11 (Summer 1993): 124-37. Jacobson and Jacobson discuss several learning theories (Transforming Mental Models, Cognitive Flexibility Theory, and Situated Cognition) and their applicability to instruction in database searching for high school students. Common themes from these theories include: the active role of the learner in constructing knowledge, the importance of knowledge-based learning, and the importance of expert knowledge and performance as a model for novice database searchers. The authors present one possibility for instructional design based on these theories. Kuhlthau, Carol C. "Information Search Process: A Summary of Research and Implications for School Library Media Programs." School Library Media Quarterly 18 (Fall 1989): 19-25. Hypothesizing that research is a complex process, the author conducts five studies and develops a model of the information search process. The six-stage model of the research process and the corresponding feelings, thoughts, and actions of the students are described. Leckie, Gloria J. "Desperately Seeking Citations: Uncovering Faculty Assumptions about the Undergraduate Research Process." The Journal of Academic Librarianship 22 (May 1996): 201-08. The article discusses the discrepancies between the faculty's expert model for research and the information gathering behavior of undergraduates. The author recommends a stratified approach to typical research paper assignments and advises librarians of possible roles in communicating with faculty members. Martin, Lynne M., ed. "Library Instruction Revisited: Bibliographic Instruction Comes of Age." The Reference Librarian 51/52 (1995): entire issue. Building on two previous special issues devoted to bibliographic instruction, this double issue of The Reference Librarian explores the history, progress, current status, and future challenges of BI. The articles reflect the "coming of age" of BI over the past decade, as well as the current issues of learning theories and pedagogy, collaboration and cooperation, technology and instruction, and diversity and multiculturalism. McClure, Charles R. "Network Literacy: A Role for Libraries?" Information Technology and Libraries 13 (June 1994): 115-25. This article provides a broad view of network literacy in an electronic society. The author examines types of literacies, including computer, media, and information literacy, and the development of information problem-solving skills. Issues such as increasing awareness of the importance of network literacy, reinventing education and libraries for the networked society, and creating a level playing field between public and private interests are addressed by the author. McFadden, Thomas. G., and Theodore. J. Hostetler, eds. "The Library and Undergraduate Education." Library Trends 44 (Fall 1995): entire issue. Contributors to this issue of Library Trends explore the library's role in undergraduate education and the future of library user education programs. Common themes or issues that emerge include the importance of reading, literacy, and critical thinking, and the impact of rapidly changing technology. Many of the authors encourage librarians to redefine their role and take steps toward strengthening their involvement in undergraduate education. Mellon, Constance. "Library Anxiety: A Grounded Theory and Its Development." College and Research Libraries 47 (March 1986): 160-65. Reports that students' initial response to libraries is fear that stems from a feeling of inadequacies in their library skills. Gives suggestions on what the library can do to alleviate this anxiety. Moore-Jansen, Cathy. "What Difference Does It Make? One Study of Student Background and the Evaluation of Library Instruction." Research Strategies 15 (Winter 97): 26-38. A six-year study of students' backgrounds and their evaluation of library instruction showed the greatest correlation between subject interest (anthropology in this case) and evaluation of library instruction. There was little correlation between evaluation of instruction and demographics, previous library instruction, or prior use of library resources. This study is important for its scope and methodology and for the length of time the course was studied. Pappas, Marjorie L. "Managing the Inquiry Learning Environment." School Library Media Activities Monthly 16.7 (March 2000): 27-30, 36. After summarizing several definitions of "inquiry," Pappas reports that inquiry learning engages the student and utilizes questioning techniques that are fostered by coaching from the teacher or school library media specialist. The inquiry environment is open and flexible, with the student accessing primary resources and interviewing people. Management of the inquiry environment requires collaboration between teacher and school library media specialist to teach students to gather and use information; to engage in questioning and reflection; to work with others in groups; to plan their learning experiences; and to engage in assessment. For each of these management tasks, Pappas cites models. Finally, the author acknowledges the difficulty in changing from traditional approach to inquiry learning and suggests beginning with one curriculum unit. Pitts, Judy M. "Mental Models of Information: The 1993-94 AASL/Highsmith Research Award Study." School Library Media Quarterly 23 (Spring 1995): 177-84. Presents the findings of a research study of a group of teenagers' information-seeking behaviors. The main question addressed by the study was: When students are seeking and using information, why do they make the decisions they make? The study found that a learning experience is made up of numerous "learning strands" (content, information seeking and use, life skills, and production). The strands are intertwined and when a learner experiences difficulty with one strand, the learner relies on prior learning involving another strand. The students in the study had no support or misguided directions for their information-seeking school assignments. The article concludes with recommendations for school library media and classroom professionals, professional preparation programs, and researchers. Rader, Hannelore. "A Silver Anniversary: 25 years of Reviewing the Literature Related to User Instruction." Reference Services Review 28.3 (2000): 290-96. This is an excellent article reviewing the literature from 1973 - 1998. It lists the most influential publications, books and articles, and includes a list of 26 major bibliographies. Shirato, Linda, guest editor. "Special Issue: A LOEX 25-Year Retrospective." Reference Services Review 27.3 (1999): entire issue. The entire issue of this pathbreaking journal dedicated to bibliographic instruction and latter-day information literacy is worthy of note. A select list of authors including Evan Farber, Hannelore Rader, Carol Tenopir, Linda Shirato herself, and others who have played a leading role in bibliographic instruction, reflect and reprise on what has been accomplished and the many changes that have taken place in the field over the last quarter century. The issue features fifteen articles devoted to divergent areas of bibliographic instruction activity. The articles furnish not only a road map of the past, but also offer state-of-the-art reviews of current practice. Author L. Hardesty wrote Reflections on 25 Years of Library Instruction: Have We Made Progress? which offers a thought-provoking look at the status of library instruction on campuses yesterday and today. J. Nims contributed, Marketing Library Instruction Services: Changes and Trends which focuses on responding to user needs. H. Rader wrote The Learning EnvironmentThen and Now which is a great overview of instruction during the last 30 years. T. Kirk contributed an excellent article, Course-related Bibliographic Instruction in the 1990s, a history of the library instruction back 25 years. L. Shirato wrote A LOEX 25-year Retrospective which is invaluable for an historical perspective. Simpson, Antony E. "Information Finding and the Education of Scholars: Teaching Electronic Access in Disciplinary Context." Behavioral & Social Sciences Librarian 16.2 (1998): 1-18. Simpson argues that the new information technologies have reached such an advanced level of sophistication, especially with regard to upper level courses, that librarians should now play an integral role in teaching and initiating students to research practices. As a consequence BI should no longer be restricted to one-shot sessions where the librarian plays the role of guest lecturer. In short, Simpson insists on the need for librarians to play a vital role in shepherding students through the research process. Stripling, Barbara K. "Quality in School Library Media Programs: Focus on Learning." Library Trends 44 (Winter 1996): 631-56. Presents an overview of the history of instruction in school library media programs from 1950 to the present along with the developing roles of the school library media specialist. Todd, Ross J. "Integrated Information Skills Instruction: Does it Make a Difference?" School Library Media Quarterly 23 (Winter 1995): 133-38. A report on research at Marist Sisters' College (Sydney, Australia) explores the impact of integrating library skills and science instruction in a high school course. Data indicates that mastery of both library skills and science content were improved in classes with integrated instruction. This article provides some concrete data to support intuitive concepts about effective approaches to instruction. Truett, Carol, ed. "School Library Reference Services in the 90s: Where We Are, Where We're Heading." The Reference Librarian 44 (1994): entire issue. In this issue of The Reference Librarian, attention is focused on school media specialists, with many articles addressing the instructional role of media specialists. Among the issues discussed are: articulation of library skills from high school to college, resource-based teaching, the impact of the whole language movement on librarianship, teaching critical thinking through online searching, library instruction in the sciences, and the changing role of library media specialists. *+,-Z[vx A _  g~SopzĹĥ}w}}}qjjjjcj h 26CJ h 2>*CJ h 2CJ0 h5[CJ h 2CJh h 2CJH* h 2CJ h 2>*CJ$ h 2CJ8 h 25CJ8&jh 2CJ8OJQJUmHnHuh 2CJ(H*OJQJh 2CJ(OJQJh 2CJ8OJQJ!jh 25CJ8UmHnHuh 25CJ8OJQJh 2@(CJ(OJQJ&#*+-Z[ : ` a b $t$t$t$t$t$I=$I=$I=$I=$a$a$a$a$I=$I=$$$$$$$ h^h` $0^`0a$$a$$dha$$a$"Lb    qr$$$$$$$$$$$$$$$ $$$$$$$$$$ h^h`$a$ $h^h`a$BCTU 8#9##&&&&&&'$$$$$$$$$$$$$$$$$$$$$$$$$$$$ h^h`Z=Y p """"""#6#7####&&&&&''\(())1*H***T,x,../-/10122444588<<==C"D龲 h 25>* h 25 h 2CJhh 2B*CJphh 2B*CJphjh 2B*CJUphjh 2B*CJUphh 2>*B*CJphh 2B*CJph h 2>*CJ h 2CJ:''(()f*,,,o.p./00J1K122224455z8{89=<$$$$$$$$$$$$$$$$$$$$$$ $$$ $ h^h` h^h`=<><<<=>>CC7D8D?F@FFuGvGHII:J"L$$$$$$$$$$$$$$$$$$$ ^` h^h`"DFFGGJJJKJcJ"L h 26CJ h 2>*CJ h 2CJ / =!"#$%FzQ_"@Z#JFIFXXfPhotoshop 3.08BIMXX8BIM x8BIM8BIM 8BIM' 8BIMH/fflff/ff2Z5-8BIMp8BIM@@8BIM"8BIM dp,@JFIFHH&File written by Adobe Photoshop 5.0Adobed            pd"?   3!1AQa"q2B#$Rb34rC%Scs5&DTdE£t6UeuF'Vfv7GWgw5!1AQaq"2B#R3$brCScs4%&5DTdEU6teuFVfv'7GWgw ?TU:kLmbӉMew l,ߵwmԔIe]֬99|7{~wXY}7OcuvYNkI褧}%}gʦVv/VcmߺMͯяM߽>Wl'>&c;է1d!Wڙok(ӥ%;*ee}ߊ_nk9ѱ?XkX_Gzk%Zmħ^ON8E2F1Xc?VҒ%ޱ10/~5%mmr=Z)C}jK7RkʯPY\]ز#gD ZaUYɮ.5%f}_kW:5վlݲ?hIYrٱJq|c#>I$_UO[3-cMe䆇XVW5_E}>cYnY$qZDUYYҺW_Zzcł]{n5ot3k}Kͨ?NWU_`]N]ww1{k7m^fme>?OcOzk44F$qKۃ:_Yx}r}7P}}muWoCKcddU5FF;|,cGs}FYffu$8tnv#l8{U5?i{*祽Fѱ}ɵݶǑ&f3FګJ]{[}l!\lZϣWIi:.'Nöٯ*T +,'m *>:F}ױdHS| xW>=ݟ<[KCK \^pfJ2xq#WN-4ۍN%qm7Z۫ٱO+_[iM<Z1G'.T6v 2ѣ-p2Q1cF(X2тLFcG{]c-c=js8 wcwܾ\x.׎ϭߜYMo;! kqB|9oIzn=ͰփnIZll2xZ[6Ɗ&&u{ݽ'^/:W:@Da?g_ON%ˏڜ]O=g'zlݼK ?^"/}123'WlTV!oyf w-{YԠ߀Y[V?%ֹ (X8}U qVE{͹_EufCv.hs+v=noO_}/C` hݞ[祐nbٍ0ێ졢>~ֳ,۵o"/7<&zu-x!)/m$RTI% ɥ̭.@ϻ/37jf@?UM\[3ZF7bǬ~[ڋ?}PXLǶm>;l̪Ҥg_uW \b\vklq?]y,ַ x22)o [m?=[ٝ]B7&ZѬ盺uQ6` ky?kz:EfX{#?.1 DT~.g#V:̜hq,{Zֽ߸:ܜ9?C"Z潔ݿ g0:nV.NkhcǸ:im8_logDպ^k0(p+k>DV(}]Nh+ym>nAǟ)N2m_DE>ZJv+fאʱk;=^lKo}UgL9;myC{ٿo%~WQS.j,-۟W~ו[%٬ujmcie;u̵z_Q {!9 J>C/TM$RU N|SP={;mgRd_um㲱{e w5}++a[?hyG8sOSNgA7}O!qïkפ=CۏI$'TI%<a]wIۍC´Jof+l@[ӕn3c?JWпXz?\¸v,Ƽ uW7_I_וsߜqs)gm{@o^V~g֒=ip{D@mwA~qk^'l6W&#J@[eh?zsߣCqLrZ]"̨&t]|SBϬ ˭=Ezuq}wRVh{Qlc~R4Urq._]Sz~NWZŪ?qh-5Sv};n-kgPquyc#i˿Fٹes1֮9 Rs,X5ͲUV=K: ~Aa knlg{Ig(*g3)^ 1H1\smIJTI%)P]1E uX=?WINK0tC}r='Td5ooDELRY`gnu| &/8AKT]gqz !-8COZfr~ -;HUcq~ +:IXgw'7HYj{+=Oat 2FZn  % : O d y  ' = T j " 9 Q i  * C \ u & @ Z t .Id %A^z &Ca~1Om&Ed#Cc'Ij4Vx&IlAe@e Ek*Qw;c*R{Gp@j>i  A l !!H!u!!!"'"U"""# #8#f###$$M$|$$% %8%h%%%&'&W&&&''I'z''( (?(q(())8)k))**5*h**++6+i++,,9,n,,- -A-v--..L.../$/Z///050l0011J1112*2c223 3F3334+4e4455M555676r667$7`7788P8899B999:6:t::;-;k;;<' >`>>?!?a??@#@d@@A)AjAAB0BrBBC:C}CDDGDDEEUEEF"FgFFG5G{GHHKHHIIcIIJ7J}JK KSKKL*LrLMMJMMN%NnNOOIOOP'PqPQQPQQR1R|RSS_SSTBTTU(UuUVV\VVWDWWX/X}XYYiYZZVZZ[E[[\5\\]']x]^^l^__a_``W``aOaabIbbcCccd@dde=eef=ffg=ggh?hhiCiijHjjkOkklWlmm`mnnknooxop+ppq:qqrKrss]sttptu(uuv>vvwVwxxnxy*yyzFz{{c{|!||}A}~~b~#G k͂0WGrׇ;iΉ3dʋ0cʍ1fΏ6n֑?zM _ɖ4 uL$h՛BdҞ@iءG&vVǥ8nRĩ7u\ЭD-u`ֲK³8%yhYѹJº;.! zpg_XQKFAǿ=ȼ:ɹ8ʷ6˶5̵5͵6ζ7ϸ9к<Ѿ?DINU\dlvۀ܊ݖޢ)߯6DScs 2F[p(@Xr4Pm8Ww)Km&File written by Adobe Photoshop 5.0Adobed@Q,&    o!1AQ"aq2 #BR3$bC4% rS&cD5Ts6'E7F򃓣dU()8GHVe*9:IJWXYZftugvwhijxyzi!1AQa"q2#BR 3br$’Csc%4S5&DTdEU' ()*6789:FGHIJVWXYZefghijtuvwxyz ?㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{UR~)_~b-z1[O=f7B(1\7)b9c T ;HᒥTnTMP~/zq$|TdÝ)j3S57X zU~+ߌwd\OIQU^&侠6asBOJ?:1$ V[N׫zt faVrLsqZaĀXq*9`v1yRQΡw7>gT X=?|;jS.$7YE ҴuK {zPO5|7տI=7q˹w&OIxUD2lI[Zwܑ:ez6zV7:ș9f ]O%7$骉1w7?hW]/X}kx_7Չ:W0 ΢s-τoJL~cIh zDX:/X>Fy9= +|8s CP[^>2(%Z߰ȴ{Oڂˈ,&xmυ5<2ej&ilyŸEY'%K*e23qVb** E)ED #SAܥ}۟WYPOgp5Θ㵝6ĽLuT-IZVH bjbBWnA_"o^l6 dr]xn. <؜0py#MoWy?V^藠]@+'7LoNiHUߨ(b^nJ,=^] GpuRI$upRaޡq zyOEl2Yr!َym '՟B}pt8gHJLxV WGS jkߧZ9n\R}^~)]'qNfR=D&1[dtJn@k1Xi)Zhe`<~QJ ڱ9(ű,&9U蚉&ٰ7ޯ'z=Ǻ1ɂflƠ\PˋL62DBWӲϲW'O~R1>x*³rb´{I32K ДmRpJGII \͟BŦ&zs1 XqL՘j=zjI@#-o~풸jJOIPO|k[SWm;-@8vk7B1|N.`1_Mkm; `) 14Tk3C}GA3-,}s_iqL'uF:LhYGz=Y*~."X -0 * B[s-V sk7TP$QK$ҲGQ4x0FU6mwVށ= \Ot;?`c /I_n+x, e6l=^z:F= '`b̸Cxz /qb,i6Q!U>ʩAk# VR&CՏC~p W *2f||𩒱1,9t1dz*S$O LQ`vR`}^qWOM}A构Rl̈́~\pWWC"7 _DHC~ǼJZ!PG@RSm$&p _^:DǦAbs%Di>;)<$̀ tW nmӊpz3bzC03w/$NUnIR1:E~?‡T^/fy/Fk"sW62b>XQ546Rd ȾQStm#Qf/v7%m85>XJV"">=ASʽ_Ȓz3+ԲVdoݏfRhG2vw5E[q>_rk~ȳMlT>ՠOR2 zW㞯W{W{V?2oyW hÛ J42[z 96el0W$u4' ]t8+VG T2y"/W迃Nap) qxi+)*bY fI#2:A=^gWSuCo-s -V sRG,t!g~g\GFMgۋyrKfE&!U6ȃ3l&k($NzU~>.7u'+7L}B=ReS}&X)񲑢|pص:U PE ^zwQKK=z+uLj80>j`x8ef1S pUth\]WezzW}wc}Cf?S~;Y(se55Q 1Or-.O$O09TII#UJ}0 t?Y*//0rS^LЦQ,ij$y.))礫*ji^9#u*{.:?Tg' P1)G> S0ZJia 4b4tIeP*^z[|=|_n3bTpɸ{Sмk,so_obc] 0n}^~XߊgGRxEzvmWNZ FZqʹjUc E}{OWGs#׶wUǨT>\#\s QIKQ$MH]9vw[?0#EJO63ẂRW{W㞯W{W{V_΄z?:7.na~}3/e3epٗ3V4i'[I RG/KHve}oJ6HWAA(#y"U2FA =^>հ;Կõ?8]^K xm¥o6=}ꞯV O:>Jƺ[c7ī*J*Em FdQQ4ev{ƾV~ ~(=3 NsϚ0M~qRE%U. *hb6$ѵDQLF ޯVĿWoGѦm<"\fjqlcGW=]&UtxVm "&_*Mɼ}V\z_ܛwOV&`Y릹&,]y^ YeT:W}u{AU=GtB]q8uJ=pu+9v+)#j+RΆWhzUsC.~˟X'RU`͟Ñl ‘$Xyi"^$ei'R)^v}=u鏦K_F"<6:˚3Fe͸>%\1 k*:5J ɲTUUzw;׮~-cpN^zi'Te\/b6ɂcى&dz$`R_(^o˧QGF=`יj:WֿJy/嬯S 5RfR/GM$KJ~:ˉzοGvg7~5|S/t!G^e>+Y3x!R6# xTXaA ޯU=^s=^﫝=Σt`M%h)p8]ɻulZJ}(]gyBWlnӡAQT|?pciNN7uxcSTiy]UZH㫄[H}=-rŏBԁ6XPsنS 9ٸT Q@*ig#^}.MKatSta3 EsRTySI`9#(*EuwW:͂g|c &gaQvۗg;e9s!l: \u&T cuzT:S}˘tny z&\mseSAcx|luv9Imib?ޓ)V5++ I^yDB5GWrq R&z'ޮc_7Vxh*X6x K 7RACџKn%ow(Ӥ) }P6ewH vHyd: r}V׹{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W,ۣ_O}R#z@ؖWIhJ'O5V9RVĨ.ɻR8BaeO[yf^n(w/K*-AEMI)PQ&B.nCĒԯOW;^3Bx6B7-*"s,wO D G Vova۵jZJ)J0* X ![wsI> ܲ4َ1%<#GXxIkn-AP #AԏUf]pU,m.a0-ֿXxdߤOM?Hk t򣥴NJXb8AC49 ̫`HCwgN.KEϻHP51vufo˗ȳ$RcK+\&bta"=z'zS6 %ZcNƟVfZe0[YͮO3y%rj<[0H&$kzW㞯W{WU~r΅~l:|QpL/VUL{3664߽Km `HpߦRGW4 C#QM4sOUQI+%xeVBl/kb9i޻\+bԃA֓ 0 zWzWzWzWzWzWzWzWzWUU- 41S+OSUTqfrw'@ 8 eRzzZ\χTKMO[LKUr[穱r0==^s%~ ޔ#>Sr'KR\xc=~ Tyٻ$ ]gN'dӆ6[w$XwruעQaˏtgLՁwDrVQ(ӳm * c费حRz['j'cxuӦ}'9 ˖qE%m#{GDk2HFVyehg,JT6ѴPQ{W{W{W{W{W{W{W7bؾa;S>ղݶ-cKV $ɯx7,71WQsMWBrٙp Tx OXFF ><iswo崊zI8ujK^܋\WuکICCʳk!ȷY{y6D-+ƮJI'6炄M8 xF/YzIuFZu;dzrj";GqŔ]w=qղXݟ2ɐF^9*ǧj:0zWz㞯W{Wi !IM݋%*j\O6?%V z+>돧G/ԌK#l\ÇQNj)'oD#72)>ɫ(?NFE`&%F+TY b-5{oxtPc>ʵ.€=gl"elnQK-EXH h]edڞj߬ӻB1[ IP&pa]8Cu^*rg)ej|ň6: 3C*PWyO8~y`M3ȭ:(GG^o2'Y :WRɅӱeswg* XUT}L5:\J&=$ Ӟ9η$[mq=hW']=-< qP^ߤ -oo5X+Yu$H'Vu u-uc85X|02t?YRn.*W0 O)Jxg%PGZbW߆K=Nf9:s%wEސcrx8,~Lm_OD2G"9_uF[مh~ڋ/ܞ? 'A6f֮{c+a^\ڌdj 'ťIRBI}u{>n3]=޴T/X1Z2a&1I"̵!dMFv]~}ޓ]{KwLco# Hm !.chu'a諪x6Ex7B1Ȣ=nzkk1QqN!UKRv5>Hr\{r;I7.FѱII{"st9s=^s=^so3#t,_GyY[˂[QhcoڛtMcoݷ1Y~UqZ@86LiSYOPһf͘P;OSU_[m'Rʪ,;nT Y싰}.oLiHSnoƭoҟቝ:W9 8.\* ¡ˌ)7&ח#dYemKM'bR rx5A5->P"Hѭ>zP EJ<2BhPsujZvM=^NEFR0lWYjx4joHh1ᑘ,㖩~_ vX F^@G4sAlq|˛[d4qc;,A=6SԛJhUOzW<}\WKJ'0ʾl-qj8ȷ"*匶_ťJ? |h_ݟgr'HݶǞcֈz_,:o>ʰ汫p;39ҲҜ0,3,Q㧴1*.쫱r^2ʰ<8uF=$P뗶 }R.@mdd"O$lkzWz㞯W{Wk1 !MJ TڊfBd"a'Xg~T"6C^aQ5nfũ%WÇN*#jH lW>7zP%cN@$G\3'PqR2eL>KRaUM[u4#$jm{J;h.rҘu Y.p("A B%DOaZN ó~gSJ[46JI! $pB+=稹9㖎XdOx $'XP$iQ M{ t+AhpΠ͕3n9"c)EC9+CJ*jX6mnZ)J\u08p#jA$Nu=u,نDGASf [H# 9\䝚zv^REVv@ROH H4aIǞ+=Zj+QJMs6knjTa]& ):Ӟ4m]n-SNb` /P'FCTwY[0ӑKMP.R6Ԫ_jt,v u % Kw#@;8N10tpX{-YOYy{W_G~T'(-K&qs%l,u9j8_7g#zdk$g'Ll7$6nR*}>f+KW嚲Zd"vaNP ?.4^w ;:;`BLkFT*A8t) 09Sʸu6GM :Fvԥz^zX -36 =^,sPW.W}P}+WPG{= #Α\v 6Vn!{߳Mwx*mZUtmFϠ3Tiýd`+֞g:u^jS/dj٨E5R+FRT@ё<}`m9?fj.)!36c@'rgeYRdI8XRI?z/%efu +5|G $qA=.+=LRHiv/\4R KA' =u}Xi9E]Mm!2 hJTmH0U>?62٣7^Yi$ETL7qIM{ˑT}gWz2j]O(AE;ݓ4ֶ%)\BRIu\7&Zm{W{W㞯W{WWgds68O`fL\ndHy(F7w6 ýA(b+]GSTBtr=-M],J_,ѬY(Y;# ]ۣnSvK}M@%Q! }@M 'W2^!\o6`X1AN!gh^Β#.[۞gdn^j}ƧI2@ Lm.*yVx'U`ᔭv#S )P6§RUTWI;ҺMStt;F"ӫmah%*AF[~a|"lj9q%&@ Ͽ~Mv7>Ԛ|n.qTt, r8U7|zbXUn)UAa__]VP ݚUTI9I+A/klǩq~rL҈B!=c!`ki-QU j[ƩpIZs5u71B>8],GvWLmXC-$%mxIQBJ* WOՈRKz\efSknp)iD0qJ^QIY# ıg.KUφONehH_Q%&[ϴBU)R(@R`JJL f1鏯?5rŃ˅fJs_P{Ts[(_i_ٍm [sS_>S_B~u NG6Vb4U$аeet #9zT>zTzá^KpUdԸ4ªnJݟSʨ:}LնQr 8G_惇YMSsZi#,8&/h=)7f7u/:&< H&OKdL5 9jJ9{W{W{W{W{Q1שB5t'Q.3QK2|K!YƠM,-KːnOU<1Ygc}:r +$CC$yOԷ7Һ36B=2 WM)bCEX۲yNЕPzRԏv)|o}m]Z=uH5;oSY՞5s9ۧyk8 .z! qDKdq7f[sxI"'m~O{ͽvn|eiS5BcL Jz^z_㞯W{W{QK,z6cq*-UE;ĠKĬGg[(fQXbVecbi?a\(>y_Bh+^z^zAV}I=X⭦`X!WG ~N]<73b7>g7i BWqѨ*1v:Q֣hoҬ@`:"MR3pQכ+fRj^} |ݪq*RIءF_&ax ˂޽5ʦ:F«VµiYA_V@V^U^3BLo":nU+@ G!r6=TmoP 6B۾YBW(VO'GYkr<X%h-+h@HT"Q`=V\zWzWzWzWzϫ\ze鋯)13,cXDkCksY\Dyb7b:\-!c*Xz=j ohÐ,G՜3 ]ngy)jh]P2+.\@'ϳḽ8>'lv}g}a～9]Ҭl YJ$R!! a$`x$Juq̪=8lή?~=,%Gl+͇K*/M$*ȴvY"#.t ۰m% +LmXlտy{ysSz/[TxJb6'5Bz^z_㞯W{W{V)'e)zU1}ʸuhWl*+K;eٮ+ړyqb+N~zOCGN!һ,5QC[V \*{[Ut!t3$h,r7=-o˚ >]Sw 3:u Lz_*OǛ5ŕK0ګ3hO54-)ń (I>8H؍:ƚ<4@禄V[EJ0v}LjϼV^f: mǞ>7 ZzR&^Tȯ㤪o?(?¬Ts IvسWB榃 vj:IAXn hqu臩̕_[Ã?Oz&#ć\k) %$N }Zݯ?>z;^V˕3«!eTGEpG~Xo#&nUڕS{Ӫ6|VdĀ&gHM-ݣ+V$}Tuosצ]5!1of|zWzWzWzWzWC@13b  \lK,bs zlFa)e@2{ Ei2 BK: :ZsoJ$$II F;w\^dLޜkshzAp{Hl6bϷ٘.ZJBc ۆ5۟{#sy3YHBRN1b1Z 4iqmчb#ґ,V Z}5v"o>@a{]j^s\C[K&Lkj冖I$"Z17Sǻ#ʯUL±~7g1o![۩#BB*ZP$ $Urev׹{W㞯W{W{Wp4$PmG=^M2}< I8!COޡgtKX窫@P  sUrCU,TČz(d`?ҧ3$'IT>mOnz)2[6! lPߗl9bR.6QL H!D2ض^zFxT<IQ=^r;CEHF@;W?|-~`Tbmʅ iXWYkrݴ3|1JG+NS1Q"uQF%*yC b \-.okkq=5ny;*V|廟bTfzW?en'IR*>ܵL#W{W{W{W{WpW'yn|8R( IVWE q¼OkNT2=hm٢nN wwiqBB:VA$'߅iyO*&N"cQ&P{6<ȸIME^G}XAۻZGvWV'ȯ|57&- ;ҙOa qV*YZ%d` "䋬t"gğe/E<Yw ENA*M$_E|s*$Q;qv\)IF;q8203 >2r^qO_%PBITSʆ$ߒb{W{W㞯W{W{W{W{W-?@.?skvz^zI,ᓰl8TT cT.fL]QUs)jaG{}[rX{;sl{]Se3j=ZNÑq:*FV,v O[sk^z^z^z^z^zAW_M|cr9A%uw鼈o$Q}5vp\iԽ*`gɴ9t4|޵Xԣps>t۩]ʙӮ N&K- H)VPM:$-}ܞmnr;u޶N p]_,&޻,WV()% ė (Lт̿j լ#.+Kl CLηm8"-RJA$Mi G% B 4@eY|oZt\ߚ(k*fǰC44ұH< @,&xiNd咓4Ʌ `>biw F]*˯WvJB_( VIZp8'J={W{W㞯W{W{W{WV>=3 SUpei%LUq:CELTT8ѫ5{5 $m'`zSN:cEjI0E==Tlcl'ôð館I,GSjűYYHPL<$u}}PZ?Cߋg\׮/HpY2GL:MQ9 k NrH G~U_)_r &,^mĭ%jᘩwmMS^Xq#2c(*@Udom鄕yT:׊Z6?HJ1 ]9ۨ+ ?*xOWe+}ꫦYkOG͖8U&aBL1/NmU 'SƔĂE\!3_o+з V3=G_t˨p L@- W3R$~>ʴeepX0:8k0:Õ:,Fjz$e`{ 窎BAWϏoD+=z]9Z=9 Yw YS3.b\;2eʨefT,h#r*/ߔ, G=^޸BںF PGӕ˞W{WTB#K5Pf /,`_ԥvh壢j*RZId9I8hTr!'|)! ]ҸڤYa)GxG1I6+C޲tgjmvsЦaAX] KGMNKv>31$r6ijl'gW᝕r,ux ´\q5z|yk֒%_1cCj;zx&za5 Iw~\z ?NH+,- `NiӞP$RaPO#-'}YioM>8V_JXFz fi*K48j̻H#z1nt$OH6]$W󳧙G|$x% F*c52>en|e3e4X>eXDrPIE%t v|@ SkbRNn>T:;[::IR'I HPA$hjS8( tyq Rm4iƛ֠ESѷ/J19F$DžxJ1co6bdIbTVWt$[m˭syա}(§:і?pCI`d)a0 W{W㞯W{W{WV_K:[͙sD垞01KNhIcVk&Ye]Y+0DtpӀ&ܺR!?qs+ZW0:c^=NcruCPLC1flIb8,pA `$qƠܴ< xsUGk"Zƚؓc0Ȫ2=tI1~`8`|\'Njpva*X%S|AҢqmhDg!0AgЪԏ3VaTUTEVڪ7!b!$z8p>qQY~e"L`F?˝W\/wݦI%HŴP-&Я&GD^.{4 ~"^}VTjgѻ񴺶{j)V5Sy>57W o-F*PI IL9EjRKvIZ~'?&zpu]+p^pJɑAZSbi"DRO 6`7 \Ph<~TG {JE' 57 sxƨB \{r;25O$'ekoly#͝ =3Ǡ3S4hL)ܛc]emJbGݻ8]~#"[ض]l6 -.PAV|DpyFAψXHx݃Z G8W}:i|w?wzd`b4β ;F+*8'Hcs?w=ZxLk6G>>}}WyV _P٦8za-rD dWEUw~a'ʵUtIi @(jj*ed[ͻ =V>xvzVߍ/Rϙ7P?˰#Nb h2gÉ+X7-oę0-HX}G32|6>}Vp7-TK%_JucGWs|?x1Uaj`|-¼_Э*Ш= Jvjmvh:~ִNIPT;w?J}:ܕQzɈ255&.%F#5E2em|R"_x@%Bܾج2ۺVfLjIkQ9\[HT(p3;f ~7~׶HD5>&>+<GU7Y=cn TZ}2z͙'~Nbf49 9Xں*Қ0!#@ f u!ѥ$Qcn L@隚;oPwuwemb޼Ai#WA)R+S\%М֊W33ՌH?G &u'_}NKVO] HH(ztS"EPr$1AbX[h/cY@fAWF~mL{ N"ǶWݰ_R?T#<+M+AfBm:y (9`e,PYYhƵzJ~1>YMpD:EFiWn77 9k[7f܅$Xf?Fhfy 79Q,O2U yє2ݎ-WrN.K4-jBjE L o =^X]"Enn:s"W EzI͌aMyc%[y>;%(JKoo˞Vzz[eG,U ,u lȗ6Nz\_)yj Ŧ1J*ѧÿ=^i͝QMWGM;IBX݈zT7bcĩV +sOLQ`5^#tbI`EwӞUdwY%f,S H|&q}R̲5qj +J@P[]TWZ@?) AXT˂JG]ι* Dot-)$=x_ #Y5@F]9SoY&c#$`WF=6O JNuHd3ASo9 CwMOU_t%e{㞯P'e:oP*]: ڍy/NOX:k]| ":Zz}wLKAU$a:@B۽s괞zupVŝ}pOY=dehcxqn=t9WGY=nlJ*Y)(a_q?w=^'GXq,jCgy{jo O=^ĤßjɔUY&'(|o sDV]I*7dqRG\G[)5`8x馶{~5j>6Qɽ6iԳ+§0ټaGIGVI߁e% $ d$ɳ zrkܹp[*IJӥJI@ kS˾zkC׾g ["dQ_QΛ 5pUKu&ee{ 썬]-HBҔ@>lqð_T_7ۙ"ʭJCϼ ) !-l#Q*R ު~h/P6JΐE|&5VÌaL T0 tr n s~²?qhsC׏V7e[[Gt? Ф#m/A>5='0͖,/+&'9)ة§h\ձe}y!aʨV>sf#;MdkAҒR8ࠠp IL:zrϥΞL:YdIw`w]AoRnE^*||H{`y -dQa!)):)GW%z6u2W>(ô6AWփ\fzvN#]3 ԠU. GiNjTyʬfS#V$*km<99i&u Ȭ&ֶzK;vRpxj)aJ!|jȪԶ8u]R%mY>d* g9F{'mɎ%3"&]﫛v9ڼ۱- #Wv_AY_ #b3rŐM`=[.֤VyV6%mdTH0o}٢D\ 6v;Vw{w"嫴\.TuBLIYIJ A=~3>rՈ峢Ɍ+8%-,!7,< 9PWi)E ZN-8ږc:HI㢝]Czf[|}ObirM*0+*q-$I3Tp_d{FĽdw˜p ;@q`Q/iO+ጥ tF9 JRJu*0jy2W"ҩ7ϰ¨=JRz"#SAaEPqfZڕs=y\i0xҠ7m z_Hؕ|LfGuM[ǞP7 !VJVPč9"(=Q4)1EwОzC4uiHAkSQurzH9eިzJ|3VHwԳ\ + W,9v]z6%Bc-*o=^̻DHxoW  WV=^X mkXv7c Uia,~zA>epHly-skX W1&b!`fb*DX=^i]9ˬ}abc9 ,I*8ǻF:FUs`ʸ74] uqæAIeMxOwwNT {?/;17{tXԬ1I¨п5ЮzxԇNsn1G[1GW3 kxӏZ :c ?W֧ߊ~5eDZiJ>\ȈUWUz2R )#:DP@n6c۞S]{=|j`(c3 ۰Kz~&MI%xP$9-%9X]8]^"'Pi`mmcC~]-F4gA:gPZ=^kdT02@..{y zcơ F f'=^M'Zlb` PsWd|όb]=")վ5Pq}GC 2M4T!Hþg؋ *Ϲ답ܾeQDޡ QoM.r+u1e4Nc$KQ@Hz^z_㞯W{W{WPEsꦏQ_?P\Գkk{t)#Ss?na^tpNp꣨Ii/6 #`COS/ҦĎXjʋ, dJ6מVh0\Ë#94y&RaW"^ OJRb+m{ss"ơ"ǺFx~Ž۞Q~vz\fzw&cYήL%ײ XMxV 2VI427W /؝F$[gu~Ũ^9Z'rJsYJ+#ikT knװ^zF%e:.>6 #=^YbzBA>>zK:I|a X buzESn|zGX"ȱ_|ܑzK.Eo W¦%;uzU!0eR[3.hpE}WT{y5ECL\|MXDbB/.>epLq\kP XA7`xvhWp> TyeҾ CHT_?F=f\_XsVfj$~v>bZ2Hw4۝0VSc7t{'Qpn !Rp2bG8;+}v.v/ieV m3 !)*Ҩl"L1z~"^WҜLOyڳ+gi*dp:DuG$BB8cwUmEy m*v܎{,nl.e@QF#m8\d,FJ֦(p. RԅKuz^z_㞯W{W{W7_2QlC/ u<\mA8 V;*#gzӼcdɲz˕yM}} ֒A"hӧ^djPj]E{P8fuxu,׳j;{Ƿ=^M4檯 q2UR/{ ~z(1CZx敽ozIHeEfw.unEtW2w+0SQ0I*F/ E{9 ~B1UuGi%[\kvo2Di钚CNBT^FT[OϞR5ae@ozO sbĺp"Jk_r ߞS]VF$`̑k 6|ˍ}=^˃bl!X_Oo=^5p dCk=^m$Sٵ"ߞSR_B#}\z&H\g=^rk_~#Y+wO}<7NJ}H| WPQRN?P3[6t.e, / !P-k(5zOuֻxoE]/ؼ@1R(YP܋kœd:n?i:Ō};8{y,/ܞ5  * #mkS7>d,S.;e돦(q_霹ep9SpJi)d ŚUXHs/}3ܢoZʊ$*@$z8i~>;ެջ>†CZ@եi$xDWWl֚%ܻ|rVCİlUCQ =Q uMǟ -IyEA$+O^GT kݺv'ٶXej7ݰe,Ը[OJ JL$Nm?^/.,s-iZMcyLPlk'~%̷b\] /*H#hջⲼw\2CipBRN!$ S*+ iJ5z^z_㞯W{W{WAĨaĨjhP!Eiz{~@뇦43ÑE&U &q7F>ڹHdb ^<}GZ'~ʛz>vOӟPOS2sGTbBHlsAs)ʨ_>is=N-0^#CS€E*^漱2 u.no^*Ls5 ^zjfj;(ǞUe.b`@)5S!eV7]<9 9ɋe$IJFJ&ckz[GMlwJȒ)1]I]հFÇc K _ =^"xy+Pq=^2Y\@%-^zEw;ziu*7myW3hP&rARS[o=^ڛ=4Uk ulY%jIz >(ڙK;ہʞҿQʶݑ~-Wݲϲ<5TH#{ѓyOj@{y'hjQ`HÞQnF/6KFrNzMF;121 cb|]UDMxS3r_9_:T9IRYyUlJ(DTQ`(4V s'H:uVt)bԙkO 56 Swp\q¼wlC4RuyF'P۳l6MlsP#bG>V?C1c>)+F%e,ccAEVU-Ī .nmvYk2Rv`FtC}Meo0vQN%ԟ \֔BHt^'=#νf圑#)мQ J`ABֺ̎T2]䷿q52"1\ʕ{H{7kL0KTl !Q#zWz㞯W{W{W{Q5$?P:_Dư<݆U8maa{i҅O=c֪ȊVeM=X85#8-c؉#(0WzcNm`gvb+T33Rv}nOg&khO}2N,`h (*; ]#"Xǫ1<.8e]yE_46۷0h$xȌxȭq(&aJ%XdS'2ԬpZ (O457llz.2gx3$wj;x=q~5V RG0N Ȍbhb~cQ"aIJU,`$ /ce}6>C۸i?D[hBi# Mu;Th9KY ZXc@Nc6`JRv%V1JµFцG.__˭Riu 8RaPBBqWQɲ^z^㞯W{W{W{V9Ix])zZ6_^PќXѶWe,ՅĦ[q%N:.8n);ǧ0TRqbwBegHI> 2aW"8EwI@ܧQLz[JnHº z(46oJ kъ3JaꓠԼ`.FsKeO$QHV?X6M\=^}7do -nn{WbrXd-gj6)gÔz@vtá#oz=[S5c%V'?zOb8\B*9Y:s}K.M;sA|fEրG4E?sR8k*Yd%UIqm@g)Y9)B+=^UPҠ"yُ_`7mЈYl{{;걌K LHPno=^Kn~zcS֌cYij2T]\"5,\"ޓ<}x g#t#ᙷG:ҥ[f${d$XYPmsUW:Jb&PznVt?ͪi6rE沔@'<.s5{2$m}hݣ dicإTS!~Tgc ^]t4IVAJXw$ML6BR6Q>{[5-j+QTI쪾맭=Bdlc9f\Z\}?!j)hB)U[,_f c]H%Zf L+6>_=ӻ!o҇BN:J>0TRRTs:ǪX}M?:Q8KKYipx+$Ȩݩ5gUg(m J>ʭ_F'&1b\$ʲ܃t2"Jd$mJ@* $dx׹{W㞯W{W{W{W5E5AQB&Ln.,EjY7'#p䐵n$YuO<} IT|GUQ@̊S;t\je>4 ϗw[k,uSƖA$G|ׇQU'Ydbfkue-lu8eJX҅eje#zV|)Z^:s_ÎSP,`H=XuTsB1 /NzIg*.,dpO:W'Iҹ>z@vlc U<$o{ǞQIq驱`yjgk^nzLN(1 ʷ_6v6\:a{ 9+jk'hDPsz8*`u}G.D iN?Ij lBX$R1>EUľ75Žځ901a5ڛ?.ר(5<] z#,2F]f>zƕH & =:gccY],;mo`OԜ! P5>7]ɺ^z^㞯W{W{W{W{R[6,#8a5XN/J4(be5ծExnvYXf [08*4v:R<B;Jp=") ȡ Y)cOJZ؄yuc#꧌IWJI ) Gg*]wV TNJDj!FŤO G=^}Sò58qEW婕CCe${sK%p^EM40HHǞPӯZxRIOqR|/s X'Ksf-p6&U/cksvV#ax| +WeM @-Q"(bďǞP[S1ɖZzM6{y00ښ@Yb`~$}=zZ<Jy&rKkzJ zm[s>Aǰ㲵qeކ|+R FE n3WCWzWR_KZwHxie!51Vt1Yоwz\Wܞ x p;z7_վ{v˚ q:H^0J A5ALG?o *2}4eIb@ҫ y2}塏u"'w1aGL+>r%=7Jn Uz,<O7HTk6I-[ @B7sH]TR}K?|F"ٍqES]zOOcgȳEG]?KU(5*]~WJݼX-%?tA g^~diVHv (:j'!Ua<+zWz㞯W{W{W{W{W&sNUsfUⴉSJdJeG\=0gOOV崨̝0ox1x>bӏ%!Xxj:z_aj}Wˍt62Sb*ceޜ=,c$ۺim$b9^ 8ѣ0dݮ)i?ATS(U`*[Q_-ӎd2WLj>ۨ::| ]{sii2Zp}ƶTPT60L/3W9ʳlԙ74# fm pie? mkPPG&#FΣ HEk ǩ$[q^r!#C?c؄A zAOY:};dS>u/Hw*5LQP= fk-\8Myq=P[}9^;a垘`$S/#PQ)Lϸ("Xiͩ` )7˘$7溚_RV~$RVJ@Wѯ{kH*' ,jMQoD=l<V)vz\ g|.LjdPA[X˶⒠R`ҒU&S;ʿX6#pҽW EᎲIi7DTܞDm)mTsH >@33;IoJ@$!?Ў8RɅɃbp VJ*MG-3^ip'^ _AAR? 훠-VWlTjTg/OED̎i$?yM-p}ڴTKW_K8MҧTjIګvꕷm)$tC-ax65*(: {8Z9wWzWzWzW ]A]1W㾀zQ6Z!B&zN+EV!#e"YaA7s8VԱaO @*joS=^s=^~iȹo8QICU(*TB-W/@ e-RbaN9H%k⯣tlGr|>zGX>] E(S=^s=^s=^s=^s=^s=^s=^s㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W㞯W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W{W8@8 Normal_HmH sH tH <@< Heading 1$@&5CJDAD Default Paragraph FontViV  Table Normal :V 44 la (k(No List "D` z z z z z z z(5"D -#*+-Z[ :`abqr  BCTU89 !f"$$$o&p&'((J)K)****,,--z0{01=4>444566;;7<8<?>@>>u?v?@AA:B$DM90M90M90M90M90M90M90M90M90M90M90M90M90M90M90M9000000000000000000000000000000000000000000000000000000000000000000000 0 000 0 0 00p0(0(0(0(0(0(00(0(000000000000000p0000080808080080080000"D"L',/b '=<"L(*+-."L)6"D3l,R$zQ_"@Z#`@4(  B  c RD.@TT"d  C &Alirt25"B S  ?+"D~P"~04D!Dܮ!Dt!D!Dd#D!EdBE!ESEo!EDUDĤ!D"E\"Et:E"GGL;;8@8@@@$D     KVV;;>@I@I@$D   =*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName9 *urn:schemas-microsoft-com:office:smarttagsState8*urn:schemas-microsoft-com:office:smarttagsCity8 *urn:schemas-microsoft-com:office:smarttagsdateB*urn:schemas-microsoft-com:office:smarttagscountry-region9*urn:schemas-microsoft-com:office:smarttagsplace 1620026DayMonthYear :_&% %00E4N45526>666666799;%;;;AA$D:`noCnsvX9f!!&&J**1w1>t???$D:::::::::::::::$D:_$DJHelmkeJHelmkeJHelmkeJHelmkeJHelmkeJHelmkeJHelmkeJHelmkeJHelmkeBillie_Peterson + 9՜.+,0 hp  Butler Universitys{"DA 1 Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F>1TableN!WordDocument(SummaryInformation(DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q