ࡱ>  mxbjbjaa 7.o> ttttt8|GB6 4*$"#pAAAAAAA,}E/HPAtp#**p#p#A%tt4B%%%p#ttA%p#A%%d<>pFkv$f0=AB0GBJ=^H%H4>%>&t>p#p#p#AA%p#p#p#GBHp#p#p#p#p#p#p#p#p# ::   Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, Documents file. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionDepartment Name: Spanish.Program Mission Statement:What are your Program Learning Outcomes? How do your Program Learning Outcomes relate to the mission of ý College and our Institutional Core Competencies? ( HYPERLINK "http://www.deanza.edu/about/missionandvalues.html" http://www.deanza.edu/about/missionandvalues.html) To offer introductory and intermediate level curriculum on the language and cultures/contributions of Spanish-speaking world areas, with focus on developing accuracy and fluency in (oral/written/culturally appropriate) communication skills, as established by ACTFL (American Council on the Teaching of Foreign Languages). The program strives to serve transfer students, those who wish to fulfill career objectives, and those who wish to deepen a sense of functionality and/or belonging within Spanish-speaking communities.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransfer.I.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/APersonal EnrichmentI.B.1# Certificates of Achievement AwardedIf applicable, enter the number of Certificates of Achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.I.B.2# Certificates of Achievement-Advanced Awarded:If applicable, enter the number of Certificates of Achievement - Advanced awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html . Leave blank if not applicable to your program.I.B.3# ADTs (Associates Degrees for Transfer) AwardedList Associate Degree Transfer awarded by you department during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.I.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.). Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.I.D.1Academic Services and Learning Resources: # Faculty Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.3Academic Services and Learning Resources: # Staff Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .4.3I.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your programI.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingCompare the changes in % of FT and PT faculty teaching in your department? 0 = no change; (- %) = decreased; % = increased; blank= not applicable to your program. Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html.0= no changeI.E.4# Staff EmployeesState number of staff employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program ONLY report the number of staff that directly serve your program. Deans will make a report regarding staff serving multiple programs. I.E.5Changes in Employees/ResourcesBriefly describe how any increase or decrease of employees/resources has impacted your program. Leave blank if not applicable to your program.One full-time faculty was hired in fall 2015. Now the SPAN Dept is back to its normal amount of 3 full-timers. Understaffed for the last 4+ years.EnrollmentII.A.1Enrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html While both the College and Division experienced an overall decline in unduplicated headcounts and enrollment over the past two years, the Spanish Department increased in both areas (6% and 2.3%). II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?The overall success rate has decreased slightly from 73% to 71% (c.f., college 76% and division 75%). However, the targeted student success rates are the same as the divisions (68%) and higher than the colleges (65%). The equity gap increased slightly to 5%, but is still below the divisions 16% and the colleges 12%. II.B.2Plan if Success Rate of Program is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level? Leave blank if N/A.II.CChanges Imposed by Internal/External Regulations Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)N/AEquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )African American enrollment increased by 2%, in contrast with a decrease in both the college (3.4%) & the division (4%). Filipino enrollment increased by 12% (same as within division), at a higher rate than the colleges 5% increase. Even though Latino students make up 33% of our enrollment, there has been a 5% decrease in their numbers. This decrease is still less than the decrease seen within the division (6.4%), both of these lesser enrollments contrast with the colleges 1% increase. III.BClosing the Student Equity Gap: What progress or achievement has the program made relative to the plans stated in your programs 2013 -14 Comprehensive Program Review, Section II.A.3, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html Success equity gap has grown from 4% to 5% since 2013-14, but its still below the 8% gap from 2012-13. The current gap is way smaller than the colleges (12%) and the division (16%). Non-success equity gap has narrowed from 9% to 5% since 2013-14. Withdrawal rates among targeted student groups have increased from 11% to 16%, eliminating the previous withdrawal gap of 5%. Latino success rate of 70% is lower than in 2013-14 (73%), but still higher than the divisions (65%) and the colleges (67%). Filipino success rate of 71% is higher than in 2013-14 (66%), but still lower than divisions (74%) and colleges (75%). III.CPlan if Success Rate of Targeted Group(s) is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%  HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates of targeted groups at or above 60%? If not, what are the departments plans to bring the success rates of the group(s) up to this level? This applies to African American, Latino/a and Filipino students.African American success rate: 51% (c.f., 50% for 2013-14 & 59% for 2012-13). This is below the colleges (63%), but close to the divisions 54%. For the remainder of this academic year, the department will continue to develop regular communication among instructors who have African American students in their classes. Instructors will be proactive and do one-on-one check ins with students, and then compare notes with colleagues about strategies for increased monitoring/support of the students needs/performance and for early detection of performance lags. However, beginning in Fall 2016, the department Equity Plan will include the following two-step intervention: First, our newly tenured Spanish instructor has volunteered to serve as the department Student Success Coordinator to ensure that all African American students not succeeding early on (within first two weeks) in any Spanish class are contacted and provided with intensive tutoring and guidance from a variety of sources. Contingent on funding, we will also hire a Spanish Student Mentor/Tutor at 10 hours per week who will provide intensive tutoring to students, coordinate efforts of individual instructors, and provide hands-on guidance for students to other sources of support on Campus. The faculty Coordinator will work with the student Mentor/Tutor and provides weekly oversight, guidance, mentoring, and training as needed. III.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan? The department has established a solid cohort system in scheduling courses throughout the year, in such a way that students now have the opportunity to stay within the same block of time and days of the week AND continue with the same instructor as they progress from SPAN 1 to SPAN 2 to SPAN 3 and beyond. This should enable instructors to conduct early interventions with at risk students, establish and foster mentoring relationships, and thus retain students and increase student success. The departments website is fully developed now, and contains information about courses, projected offerings, faculty members, textbook, links to the pre-requisite clearance process, etc. The department now has a new full-time faculty member who will contribute to giving students more individualized attention to increase retention and success The new instructor has extensive experience in educational equity from leading/participating in a variety of programs such as service learning in academic settings, and work with at risk youth and indigenous communities from Latin America. Assessment CycleIV.ACycle 2 PLOAC Summary (since June 30,2014)Give the percentage of Program Level Outcome statements assessed since June 30, 2014. Run Ad Hoc report entitled Cycle 2 XXX PLOAC Work and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis/#PLO statements times 100. All program level outcomes are to be assessed at least once between Fall 2014 and end of Winter 2019.0 Most PLOs have all been assessed, however these assessments have not yet been entered into the TracDat. Note that in World Languages, out of 12 departments numerous sections, we have only three FT instructors who also serve as de facto department chairs and are engaged in various additional roles such as Tenure Review Committees, Hiring Committees, Academic Senate representatives, PT faculty evaluations, etc., and weve had limited capacity to conduct this work due to shortage of people power. This is another very important reason for needing additional FT instructors to help share the load of the many extracurricular department and division tasks and responsibilities. Likewise for SLOACs below. We have now contracted a PT instructor through Additional Pay to work as our Division PLO/SLO Liaison to guide assessments and reflection and to upload data into TracDat.IV.BCycle 2 SLOAC Summary (since June 30, 2014)Give the percentage of Student Learning Outcome statements assessed since June 30, 2014. Run Ad Hoc report titled Cycle 2 XXX SLOAC work- Active Only and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis /#SLO statements times 100. All Student Learning Outcome statements are to be assessed at least once between Fall 2014 and end of Winter 2019.0Resource RequestsV.ABudget TrendsDescribe impact, if any, of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with budget, please ask your Division Dean to give you the information. Please refer to Deans summary for the IIS Division. V.BFunding Impact on Enrollment TrendsDescribe the impact, if any, of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. Refer to Program Review data sheets for enrollment information:  HYPERLINK "http://deanza.edu/ir/program-review.14-15.html" http://deanza.edu/ir/program-review.14-15.html Please refer to Deans summary for the IIS Division. V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowthV.C.2Justification for Faculty Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a faculty position? If so provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.Given the limited success rate (70%) among the large Latino population in our department (33%), it would be helpful to hire a faculty member to focus entirely on designing and implementing Spanish curriculum for native speakers, a track which we currently dont offer. Currently our Latino students enroll in SPAN 1 (where they dont fit in) or in a few cases, they enroll in higher levels, but seldom succeed, given that they dont have the literacy in the language that their non-native counterparts have. One of our faculty members has a split position with Chicano Studies, and thus cant focus on this additional area. As for the department chair, she is currently focused on designing hybrid courses for the department, and the third faculty member, although she has had some experience teaching non-native speakers, she isnt a Latina or native speaker of Spanish, traits that might be desirable to such undertaking.V.D.1Staff Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff requests should be in the Deans summary. None Needed Unless Vacancy. V.D.2Justification for Staff Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.N/AV.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Over $1,000V.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )New, technology related, instructional equipment: 35-40 iPads for the department for in-classroom use, given that we dont have a language lab. 35-40 headsets with microphones for students to use with iPads and also to check out while in designated computer labs on campus. To be used in audio recording assignments. 35-40 clickers for each instructor (total: 105-120) for in-classroom use, to foster individual student participation. V.E.3Equipment JustificationDo you have assessment data available to justify this request for equipment? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or Advisory Board input to support this need. If not, provide other data to support this need. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf Equipment will be used by students during class to promote information literacy and communication & expression, per DACs Institutional Core Competencies. Language textbooks now require sophisticated technology access for students, and in many assignments, a headset with a microphone is required in order to submit audio recordings. Since there is no World Languages lab on campus and many students dont own computers at home, the importance of having this equipment in our language classrooms (and even during office hours), is vital to foster student success.V.F.1Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility.World Languages departments request language lab space, either in the Media Learning Center or in ATC. Obtaining access to the LARTS computer lab in ATC currently requires scheduling dates/times way ahead of time and competing with other departments that book the lab for conducting class on a regular basis.V.F.2Facility JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need. Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Users of this facility: Students enrolled in all levels of Spanish courses (and their instructors) Prospective Spanish students taking the online language placement exam Access to a language lab is one of the most basic requirements for successful experimentation with the sounds of the language (both recognition and production) and for instructors to monitor student progress in these areas. It is really a shame that the World Languages Departments have been without a language lab for so long. In the planning stages of the Media and Learning Center, the IIS Division had Spanish instructor Cristina Moreno on the Committee, representing the interests of World Languages faculty. Colleague Moreno retired suddenly in 2010, and whatever progress she had made in procuring us with appropriate space went down the drain. The Media Learning Center is has no designated space for language lab activities.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?N/AV.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.Staff assistance in signing in students and proctoring them while they take the departments online placement exam, whether it be at the LARTS ATC lab, the Open Media Lab, the Media Learning Center, or at the Placement Testing Lab (Office of Assessment).V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.See below in VJ. Currently students make individual appointments with department chair to take the exam for certain cases of pre-requisite clearance, but with the plans to implement a placement exam protocol for all students enrolling in our classes for the first time, there will be a need to institutionalize the procedure.V.J. B Budget AugmentationIf there is a new initiative/project that requires additional funding, please state: Who/what could be supported if this additional funding was awarded? What would the impact be on the program with the funds? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf How much money is being requested? State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need and/or other data to support this need. If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.Please refer to the Deans summary. The Spanish department hopes to implement a placement exam protocol for all students enrolling in our classes for the first time. We currently use an online placement exam called WebCAPE, but only for pre-requisite clearance purposes in certain cases (e.g., students who completed their most recent Spanish courses 1+ years ago). The plan would be to extend this exam protocol to the entire population of students entering our program. This number could be about 200 students per quarter. Current cost per exam is $4 plus a yearly maintenance/service fee of $200. Total amount: about $1,000 per year.V.K.1Staff Development NeedsWhat would the impact be on the program with or without meeting this need? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf Stipends for adjunct faculty to attend technology trainings on how to use the textbook website companion for managing language lab assignments with the new textbook to be adopted in fall 2016. V.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needWe have been using the same textbook for 10 years and some faculty are not yet comfortable with the online platform from which instructors assign work for language lab practice. The department is concerned that if we dont provide a stipend for our adjunct faculty to attend several training sessions (led by publisher reps), adjunct faculty may not attend, not be adequately trained, and not comply with the requirement of assigning work from this component to fulfill language lab requirements.VI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes What were the assessments showing the results of receiving the requested resources over the last five years?The 4 lap top computers that were requested in the last apru (to administer placement exams on special cases of pre-requisite clearance), were just delivered a few days ago. No assessments have been performed yet.Submitted by: APRU writers name, email address, phone ext. Carmen M . Lizardi-Folley (PE-667, x8679) HYPERLINK "mailto:lizardifolleycarmen@fhda.edu"lizardifolleycarmen@fhda.edu Rubn Abrica Carrasco (MCC, office 14g, x5762)  HYPERLINK "mailto:abricacarrascoruben@fhda.edu" abricacarrascoruben@fhda.edu Kimberly Vinall (MCC, office 14H, x5448)  HYPERLINK "mailto:vinallkimberly@fhda.edu" vinallkimberly@fhda.eduLast Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).04-20-16     ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 6  TIME \@ "MMMM d, yyyy" May 3, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78Co y  0 2 5 L ννννάߛߍqccRcRcRc h5cjh(CJOJQJ^JaJh(CJOJQJ^JaJhDkCJOJQJ^JaJhffCJOJQJ^JaJhPxCJOJQJ^JaJ h5cjhm CJOJQJ^JaJ hVF0hm CJOJQJ^JaJ hdhPxCJOJQJ^JaJ hdhm CJOJQJ^JaJhm CJOJQJ^JaJ#hPxhPx5CJOJQJ^JaJ   > r    E 5d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm     5 : Z [ \ h ´´Уm[Mhm CJOJQJ^JaJ#jhm CJOJQJU^JaJ$h;h(0JCJOJQJ^JaJ h(h(CJOJQJ^JaJ#jh(CJOJQJU^JaJ hVF0hm CJOJQJ^JaJhdCJOJQJ^JaJh/CJOJQJ^JaJ h5cjhm CJOJQJ^JaJh(CJOJQJ^JaJ h5cjh(CJOJQJ^JaJ         J K    Ͽϛn]n]n]n]n]nnL hjhm CJOJQJ^JaJ hhCJOJQJ^JaJ hhm CJOJQJ^JaJhCJOJQJ^JaJhPxCJOJQJ^JaJ hVF0hm CJOJQJ^JaJ$h hm 0JCJOJQJ^JaJh0JCJOJQJ^JaJ#jhm CJOJQJU^JaJhm CJOJQJ^JaJ h8?Xhm CJOJQJ^JaJ  E M h 567JKLMNO[b빮veXM<.ehhXhCJOJQJ^JaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJQJ^J hVF0hhXhCJOJQJ^JaJ#h;vhhXh5CJOJQJ^JaJ& *h;vhhXh5CJOJQJ^JaJ#h;vhhXh5CJOJQJ^JaJhVF0hS3CJaJh h%'A5KHOJQJ^J!h,-'5CJKHOJQJ^JaJ!h%'A5CJKHOJQJ^JaJ'hVF0h%'A5CJKHOJQJ^JaJ567KLA'''$d$& #$/Ifa$b$gdhXhkd$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|LMNO`)kd$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|$d$& #$/Ifa$b$gdhXh`abkl)kd$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|$d$& #$/Ifa$b$gdhXhbklmu~ *-.:kmnƸƧqfXJhhXhCJOJQJ^JaJ *h h54OJQJ^Jh hO OJQJ$hwshhXh0JCJOJQJ^JaJ hxhhXhCJOJQJ^JaJ#jhhXhCJOJQJU^JaJ hhhXhCJOJQJ^JaJhhXhCJOJQJ^JaJ hVF0hhXhCJOJQJ^JaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJQJ^Jlm$d$& #$/Ifa$b$gd54$d$& #$/Ifa$b$gdhXhd$& #$/Ifb$gdhXhSA***d$& #$/Ifb$gdhXhkd$$Ifl$\ 7*$ B t 6 0@844 lae4pyt6O|7OS[\]^cdnxy} :;Yoöén`nhhXhCJOJPJQJaJ hVF0hhXhCJOJPJQJaJ hS3hhXhCJOJQJ^JaJhhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJQJ^Jh h6O|OJQJ^Jh hYOJQJ^J hhhXhCJOJQJ^JaJ hVF0hhXhCJOJQJ^JaJhhXhCJOJQJ^JaJ%S]^d*kdl$$Ifll\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXh*kdI$$Iflu\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXh;)XYd$& #$/Ifb$gdhXh%&)*VWXYZ`bn秔vkZG6 hzhhXhCJOJQJ^JaJ$hzhhXh0JCJOJPJQJaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJPJQJ hlhhXhCJOJQJ^JaJ$hx?DhhXhCJOJPJQJ^JaJhhXhCJOJPJQJ^JaJhCAhhXh0JCJPJaJ'j&hT(RhhXhCJPJUaJhshhXhCJPJaJhhXhCJPJaJjhhXhCJPJUaJYZ`C,,,d$& #$/Ifb$gdhXhkd$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|n!0RST̻wcTG7hhXhCJOJPJQJ^JaJhhhXhCJPJaJh' XhhXh0JCJPJaJ'jhT(RhhXhCJPJUaJh%hhXhCJPJaJhhXhCJPJaJjhhXhCJPJUaJ hzhhXhCJOJPJQJaJhhXhCJOJPJQJaJ hVF0hhXhCJOJPJQJaJ h<#hhXhCJOJPJQJaJ$hzhhXh0JCJOJPJQJaJhhXh0JCJOJPJQJaJ'J[\Ȼ{m{\N=/jhhXhCJPJUaJ hVF0hhXhCJOJPJQJaJhhXhCJOJPJQJaJ hzhhXhCJOJPJQJaJhhXhCJOJQJ^JaJ hzhhXhCJOJQJ^JaJ$hzhhXh0JCJOJPJQJaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJPJQJ)hjhhXhB* CJOJQJ^JaJphhhXhCJOJPJQJ^JaJ$hx?DhhXhCJOJPJQJ^JaJ*kd$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXhd$& #$/Ifb$gdhXh\hw#ǸǧvkZJ7$hVF0hhXh0JCJOJPJQJaJhhXh0JCJOJPJQJaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJPJQJ hVF0hhXhCJOJPJQJaJ$hzhhXhCJOJPJQJ^JaJ hzhhXhCJOJPJQJaJh' XhhXh0JCJPJaJjhhXhCJPJUaJ'j~hT(RhhXhCJPJUaJh%hhXhCJPJaJhhXhCJPJaJ$'A***d$& #$/Ifb$gdhXhkdO $$Ifl;\ 7*$ B t 6 0@844 lae4pyt6O|#$G$%'()UVW¸ˆ¸{kXC6h hhXhOJPJQJ)hjhhXhB* CJOJQJ^JaJph$hx?DhhXhCJOJPJQJ^JaJhhXhCJOJPJQJ^JaJhhhXhCJPJaJh' XhhXh0JCJPJaJ'j, hT(RhhXhCJPJUaJh%hhXhCJPJaJhhXhCJPJaJjhhXhCJPJUaJhhXhCJOJPJQJaJ hVF0hhXhCJOJPJQJaJ hVF0hhXhCJOJQJ^JaJ'(VWX*kd $$Ifl;\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXhWX]^_`$%NѾ䫚wfYF2' *hS3hhXh0JCJOJQJ^JaJ$hS3hhXh0JCJOJQJ^JaJh hhXhOJQJ^J hL9}hhXhCJOJPJQJaJ hxhhXhCJOJQJ^JaJhhXhhhXhCJOJQJ^JaJ hYrhhXhCJOJQJ^JaJ$hYrhhXh0JCJOJQJ^JaJ$hYrhhXh0JCJOJQJ^JaJ$hYrhhXh0JCJOJQJ^JaJ hYrhhXhCJOJQJ^JaJhVF0hhXhCJaJX`Od$& #$/Ifb$gdhXh C,,,d$& #$/Ifb$gdhXhkd $$Ifl\ 7*$ B t 6 0@844 lae4pyt6O| qrsy?@Dfw$tttttcV͓tttth hhXhOJPJQJ h hhXhCJOJPJQJaJ hL9}hhXhCJOJPJQJaJhhXhCJOJPJQJaJ hzhhXhCJOJQJ^JaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJQJ^JhhXhCJOJQJ^JaJ# *hhhXhCJOJQJ^JaJ$hzhhXh0JCJOJQJ^JaJ! qrsy,kd $$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXhyd$& #$/Ifb$gdhXhC++d$& #$/Ifb$gdhXhm$kd $$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|3QXYu*6Dcdeflw~ƵwwwwwjYHH hGhhXhCJOJQJ^JaJ hGhhXhCJOJQJ^JaJh hhXhOJQJ^JhhXhCJOJPJQJaJ h` hhXhCJOJQJ^JaJhhXhCJOJQJ^JaJ hzhhXhCJOJQJ^JaJ hS3hhXhCJOJQJ^JaJhVF0hhXhCJaJh hhXhOJPJQJ h hhXhCJOJPJQJaJ hL9}hhXhCJOJPJQJaJ*kde$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|d$& #$/Ifb$gdhXhXded$& #$/Ifb$gdhXhd$& #$/Ifb$gdhXhm$eflA***d$& #$/Ifb$gdhXhkdB$$Ifl\ 7*$ B t 6 0@844 lae4pyt6O|   8 9 ; 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