ࡱ> S &jbjbj vtivti> PX55LCXC@,F,F,FGGGx8JtM4GDOQ.ThUhUqVL(z||||||$?r,FʐFmxqʐʐCChUhU>>>ʐzChU,FhUz>ʐz>> b EthUWղDJʐʐʐʐʐVʐʐʐʐʐʐʐgʐʐʐʐʐʐʐʐʐ5X B: BA (Hons) Social WorkPractice Learning DocumentationFirst and Final Placements (2023-24)Student:Practice educator:Practice/work supervisor:(if applicable)Placement tutor:Social work placement:First (70 days)Final (100 days)Dates of placement:From:To:  TC "The Practice Curriculum and its background" \f z \l 8 The Practice Curriculum and its background The current Practice Curriculum and Practice Learning Documentation is the result of evaluation and collaboration between 㽶Ƶ, placement agencies, people with lived experience and students. The Professional Capabilities Framework (PCF) sets out key capabilities which social workers are expected to be able to meet at each stage of their career and includes a comprehensive set of capability statements for thresholds of progression and assessment for placement learning. This Practice Learning Documentation, policies, procedures, and other information relating to practice learning are available on the universitys Health and Social Care website for Social Work:  HYPERLINK "/health-social-placements/profession-information/social-work-social-care-and-community-studies" Social Work, Social Care and Community Studies  TC "Social Work England: Professional Standards" \f z \l 8 Social Work England: Professional Standards The standards set out what a social worker in England must know, understand and be able to do. The above publication can be viewed by accessing the web link below. The Social Work England: Professional Standards can be downloaded from their website at:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" https://www.socialworkengland.org.uk/standards/professional-standards/  TC "Definition of the Professional Capabilities Framework (PCF)" \f z \l 8 Definition of the Professional Capabilities Framework (PCF) The PCF is the framework for social work practice and learning in England. It sets out nine common domains of capability that we expect to develop as social workers, and which others can expect of us. It promotes and underpins social work as one profession across all specialisms and roles. It supports social workers to meet the requirements of the professional regulator, specific guidance and policy for particular job roles, and is aligned with the  HYPERLINK "https://www.ifsw.org/" International Federation of Social Workers (IFSW) global definition of social work through the BASW Code of Ethics for social workers across the UK. The PCF does not define all the specialist knowledge, skills or learning content that may be needed in work contexts or roles. For instance, the Knowledge and Skills statements are additional, current governmental guidance on knowledge and skills for statutory  HYPERLINK "https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdf" childrens and  HYPERLINK "https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/411957/KSS.pdf" adults social work in England. Rather, the PCF identifies how we should act and approach our work through common capabilities that relate to our purpose, practice, and our commitment to having an impact and making a difference to peoples lives. It underpins our continuing professional development because it helps us identify and map how to learn and improve through the different stages and aspects of our careers. It supports employers, workforce leads, managers and supervisors as well as individual social workers in developing social work careers and ongoing professional learning.  TC "Definition capabilities in the PCF" \f z \l 8 Definition of capabilities in the PCF Capabilities are An integration of knowledge, skills, personal qualities, behaviour, understanding and values used appropriately, effectively and confidently, not just in familiar and highly focused specialist contexts but in response to new, complex and changing circumstances (Adapted from Stephenson, 1992) The capabilities as described in the PCF provide the foundation and rationale for our practice and how we explain and are accountable for our actions. As we develop experience and expertise, our capabilities develop so we can take more responsibility, have more impact, and use our professional judgement in more complex and uncertain situations with confidence. Developing capabilities at the nine levels in the PCF means developing the expertise and professional confidence needed not just to respond more expertly in familiar or repeatedly encountered situations and issues, but to respond effectively in unfamiliar and dynamic circumstances. Increasing our individual professional capability means becoming better able to apply and integrate knowledge and skills in practice. The PCF guides social workers to develop their capabilities through the nine levels in dealing with situations of increasing risk, ambiguity and complexity. Social workers should always explain their actions and understand the extent and limit of their capabilities and expertise. The PCF provides a common language across the nine domains to assist in this. We will develop specific knowledge and skills areas relevant to particular contexts and roles as our career develops which will augment and build on the PCF capabilities and levels. Career choices and practice requirements may mean we develop in some domains more quickly or intensively than others. The PCF guides us to always reflect and consider our personal professional journey across all 9 domains which are all important in defining us as social workers. Domain Descriptors within the Professional Capabilities Framework TC "Domain Descriptors within the Professional Capabilities Framework" \f z \l 8  Professionalism Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession. Our title is protected in UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self-care, and development. We seek and use supervision and other professional support. We promote excellent practice, and challenge circumstances that compromise this. As representatives of the profession, we safeguard its reputation. We are accountable to people using services, the public, employers, and the regulator. We take ethical decisions in the context of multiple accountabilities. Mapped to Social Work England Professional Standards (2021): 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Values and Ethics Apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves and make decisions in accordance with our Code of Ethics. This includes working in partnership with people who use our services. We promote human rights and social justice. We develop and maintain our understanding of the value base of our profession throughout our career, its ethical standards and relevant law. Mapped to Social Work England Professional Standards (2018): 1: Promote the rights, strengths and wellbeing of people, families and communities; 3: Be accountable for the quality of my practice and the decisions I make and 5: Act safely, respectfully and with professional integrity. Diversity and Equality Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a person's life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim. We identify this and promote equality. Mapped to Social Work England Professional Standards (2021): 1: Promote the rights, strengths and wellbeing of people, families and communities; 3: Be accountable for the quality of my practice and the decisions I make and 5: Act safely, respectfully and with professional integrity. Rights, Justice and Economic Wellbeing Advance human rights and promote social justice and economic wellbeing Social workers recognise and promote the fundamental principles of human rights, social justice and economic wellbeing enshrined in national and international laws, conventions, and policies. These principles underpin our practice and we use statutory and case law effectively in our work. We understand and address the effects of oppression, discrimination, and poverty. Wherever possible, we work in partnership with people using services, their carers, and families, to challenge inequality and injustice, and promote strengths, agency, hope, and self- determination. Mapped to Social Work England Professional Standards (2021): 1: Promote the rights, strengths and wellbeing of people, families and communities; 3: Be accountable for the quality of my practice and the decisions I make and 5: Act safely, respectfully and with professional integrity. Knowledge Develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services. We develop our professional knowledge throughout our careers and sustain our curiosity. As a unified profession, we develop core knowledge that relates to our purpose, values, and ethics. We also develop specific knowledge needed for fields of practice and roles. Our knowledge comes from social work practice, theory, law, research, expertise by experience, and from other relevant fields and disciplines. All social workers contribute to creating as well as using professional knowledge. We understand our distinctive knowledge complements that of other disciplines to provide effective services. Mapped to Social Work England Professional Standards (2021): 1: Promote the rights, strengths and wellbeing of people, families and communities; 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Critical Reflection and Analysis Apply critical reflection and analysis to inform and provide a rationale for professional decision-making. Social workers critically reflect on their practice, use analysis, apply professional judgement and reasoned discernment. We identify, evaluate, and integrate multiple sources of knowledge and evidence. We continuously evaluate our impact and benefit to service users. We use supervision and other support to reflect on our work and sustain our practice and wellbeing. We apply our critical reflective skills to the context and conditions under which we practise. Our reflection enables us to challenge ourselves and others, and maintain our professional curiosity, creativity, and self-awareness. Mapped to Social Work England Professional Standards (2021): 1: Promote the rights, strengths and wellbeing of people, families and communities; 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Intervention and Skills Use judgement, knowledge, and authority to intervene with individuals, families, and communities to promote independence, provide support, prevent harm, and enable progress. Social workers engage with individuals, families, and communities, working alongside people to determine their needs and wishes, and what action may be helpful. We build productive working relationships and communicate effectively. Using our professional judgement, we employ appropriate interventions, promoting self-determination, support, protection, and positive change. We develop and maintain skills relevant to our roles. We understand and take account of power differentials and use our authority appropriately. We evaluate our own practice and its impact, and how we improve outcomes for those we work with. Mapped to Social Work England Professional Standards (2021): 1: Promote the rights, strengths and wellbeing of people, families and communities; 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Contexts and Organisations Engage with, inform, and adapt to changing organisational contexts, and the social and policy environments that shape practice. Operate effectively within and contribute to the development of organisations and services, including multi-agency and inter-professional settings. Social workers are informed about and pro-actively respond to the challenges and opportunities that come from changing social, policy and work contexts. We fulfil this responsibility in accordance with our professional values and ethics, as individual and collective professionals and as members of the organisations in which we work. We collaborate, inform, and are informed by, our work with other social workers, other professions, individuals, and communities. Mapped to Social Work England Professional Standards (2021): 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Professional Leadership Promote the profession and good social work practice. Take responsibility for the professional learning and development of others. Develop personal influence and be part of the collective leadership and impact of the profession. We develop and show our leadership, individually and collectively, through promoting social works purpose, practices, and impact. We achieve this through diverse activities which may include: advancing practice; supervising; educating others; research; evaluation; using innovation and creativity; writing; using social media positively; being active in professional networks and bodies; contributing to policy; taking formal leadership/ management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and stakeholders in developing our leadership and aims for the profession. Mapped to Social Work England Professional Standards (2021): 2: Establish and maintain the trust and confidence of people; 3: Be accountable for the quality of my practice and the decisions I make; 4: Maintain my continuing professional development; 5: Act safely, respectfully and with professional integrity and 6: Promote ethical practice and report concerns. Level Descriptors within the Professional Capabilities Framework: End of the first placement TC "Level Descriptors within the Professional Capabilities Framework: End of the first placement" \f z \l 8  What students should demonstrate by the end of their first placement The following presents the end of the first placement level Professional Capabilities. The capabilities should be read in conjunction with the level descriptor below - the details of the capability statements at each level are intended to be used diagnostically to help identify strengths and areas for development, rather than as a list of areas for which evidence must be produced. The nine domains are interactive - they work together to describe the knowledge, skills, and values that social workers need to practise effectively. At the end of the first placement level of the PCF, they describe what social work students should be able to demonstrate by the end of their first placement. Level Descriptors end of the first placement By the end of the first placement, students should demonstrate effective use of knowledge, skills, and commitment to core values in social work in each setting in predominantly fewer complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple, clear-cut solutions. 1. PROFESSIONALISM Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession. Our title is protected in UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self-care, and development. We seek and use supervision and other professional support. We promote excellent practice, and challenge circumstances that compromise this. As representatives of the profession, we safeguard its reputation. We are accountable to people using services, the public, employers, and the regulator. We take ethical decisions in the context of multiple accountabilities: recognise the role of the professional social worker in a range of contexts recognise the important role of supervision, and make an active contribution demonstrate professionalism in terms of presentation, demeanour, reliability, honesty, and respectfulness with guidance take responsibility for managing my time and workload effectively am able to show awareness of personal and professional boundaries in all contexts and media with guidance, recognise my limitations, and how to seek advice recognise and seek to meet my own learning needs in response to practice experience show awareness of my own safety, health, well-being, self-care priorities and emotional resilience, and seek advice as necessary identify concerns about practice, procedures, or ethos in the workplace and how they might be questioned and/or improved 2. VALUES AND ETHICS Apply social work ethical principles and values to guide professional practices Social workers have an obligation to conduct themselves and make decisions in accordance with our Code of Ethics. This includes working in partnership with people who use our services. We promote human rights and social justice. We develop and maintain our understanding of the value base of our profession throughout our career, its ethical standards and relevant law: understand and, with support, apply the profession's ethical principles from our Code of Ethics recognise and with support, explore and manage the impact of my own values on professional practice identify and, with guidance, manage potentially conflicting values and ethical dilemmas elicit and respect the needs and views of service users, carers, and families, and with support, promote their participation in decision-making wherever possible recognise and, with support, promote individuals' legal and ethical rights to autonomy and self-determination promote and protect the privacy and confidentiality of individuals within and outside their families and networks, recognising the requirements of professional accountability and appropriate information sharing. 3. DIVERSITY Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a person's life experience may include oppression, marginalisation, and alienation as well as privilege, power, and acclaim. We identify this and promote equality: understand how an individual's identity is informed by factors such as culture, economic status, family composition, community, life experiences and characteristics and the intersection of such factors - and take account of these to understand their experiences with reference to current legislative requirements, I recognise personal and organisational discrimination and oppression, and identify ways in which they might be challenged by me and by service users and families recognise and, with support, manage the impact on people of the power invested in my role. 4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING Advance human rights and promote social justice and economic wellbeing Social workers recognise and promote the fundamental principles of human rights, social justice and economic wellbeing enshrined in national and international laws, conventions, and policies. These principles underpin our practice and we use statutory and case law effectively in our work. We understand and address the effects of oppression, discrimination, and poverty. Wherever possible, we work in partnership with people using services, their carers, and families, to challenge inequality and injustice, and promote strengths, agency, hope, and self-determination: understand and, with support, apply in practice the principles of human rights, social justice, inclusion, and equality understand how legislation and policy can advance or constrain people's rights work within the principles of human and civil rights and equalities legislation recognise the impact of poverty and social exclusion and promote enhanced economic status, income, and equal opportunities through access to education, work, housing, health services and welfare benefits recognise the value of independent advocacy. 5. KNOWLEDGE Develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services We develop our professional knowledge throughout our careers and sustain our curiosity. As a unified profession, we develop core knowledge that relates to our purpose, values, and ethics. We also develop specific knowledge needed for fields of practice and roles. Our knowledge comes from social work practice, theory, law, research, expertise by experience, and from other relevant fields and disciplines. All social workers contribute to creating as well as using professional knowledge. We understand our distinctive knowledge complements that of other disciplines to provide effective services: with guidance, apply research, theory, evidence and knowledge from social work and other relevant fields (e.g. sociology, social policy, psychology, health, human growth and development, technological and digital spheres, and from the experience of people who use services) to social work practice understand the legal and policy frameworks and guidance that inform and mandate social work practice, relevant to my placement setting understand forms of harm, their impact on people, and the implications for practice apply knowledge from a range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them value and take account of the expertise of service users and carers and other professionals in my practice and judgement. 6. CRITICAL REFLECTION AND ANALYSIS Apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers critically reflect on their practice, use analysis, apply professional judgement and reasoned discernment. We identify, evaluate, and integrate multiple sources of knowledge and evidence. We continuously evaluate our impact and benefit to service users. We use supervision and other support to reflect on our work and sustain our practice and wellbeing. We apply our critical reflective skills to the context and conditions under which we practise. Our reflection enables us to challenge ourselves and others, and maintain our professional curiosity, creativity, and self-awareness: recognise the importance of applying imagination, creativity, and curiosity to my practice inform my decision-making through the identification and gathering of information from more than one source and, with support, evaluate its reliability and validity with guidance, use reflection and analysis in practice with guidance, understand how to evaluate and review hypotheses in response to information available at the time and apply in practice with guidance, use evidence to inform decisions. 7. SKILLS AND INTERVENTIONS Use judgement, knowledge, and authority to intervene with individuals, families, and communities to promote independence, provide support, prevent harm, and enable progress Social workers engage with individuals, families, and communities, working alongside people to determine their needs and wishes, and what action may be helpful. We build productive working relationships and communicate effectively. Using our professional judgement, we employ appropriate interventions, promoting self-determination, support, protection, and positive change. We develop and maintain skills relevant to our roles. We understand and take account of power differentials and use our authority appropriately. We evaluate our own practice and its impact, and how we improve outcomes for those we work with: with guidance, use a range of verbal, non-verbal and written methods of communication relevant to the placement with guidance, communicate information, advice, instruction, and opinion to advocate, influence and persuade others demonstrate the ability to build and conclude compassionate and effective relationships appropriate to the placement setting with guidance, demonstrate a holistic approach to the identification of needs, circumstances, rights, strengths, and risks identify and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate progress and outcomes with guidance, demonstrate the application of a planned and structured approach, informed by at least two relevant social work methods and models recognise the importance of community resources, groups, and networks for individuals demonstrate skills in recording and report writing appropriate to the setting with guidance, demonstrate skills in sharing information appropriately and respectfully demonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty in peoples lives with guidance, understand the authority of the social work role with guidance, identify the factors that may create or exacerbate risk to individuals, their families, or carers, to the public or to professionals, including yourself with guidance, identify appropriate responses to safeguard vulnerable people. 8. CONTEXTS AND ORGANISATIONS Engage with, inform, and adapt to changing organisational contexts, and the social and policy environments that shape practice. Operate effectively within and contribute to the development of organisations and services, including multi-agency and inter-professional settings. Social workers are informed about and pro-actively respond to the challenges and opportunities that come from changing social, policy and work contexts. We fulfil this responsibility in accordance with our professional values and ethics, as individual and collective professionals and as members of the organisations in which we work. We collaborate, inform, and are informed by our work with other social workers, other professions, individuals, and communities: with guidance, recognise that social work operates within, and responds to, changing economic, social, political, and organisational contexts with guidance, understand legal obligations, structures, and behaviours within organisations and how these impact on policy, procedure and practice, and service user and carer experience with guidance work within the organisational context of your placement setting and understand the lines of accountability understand and respect the role of others within the organisation and work effectively with them take responsibility for my role and impact within teams and with guidance contribute positively to team working understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and, with guidance, demonstrate partnership working. 9. PROFESSIONAL LEADERSHIP Promote the profession and good social work practice. Take responsibility for the professional learning and development of others. Develop personal influence and be part of the collective leadership and impact of the profession. We develop and show our leadership, individually and collectively, through promoting social works purpose, practices, and impact. We achieve this through diverse activities which may include: advancing practice; supervising; educating others; research; evaluation; using innovation and creativity; writing; using social media positively; being active in professional networks and bodies; contributing to policy; taking formal leadership/ management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and stakeholders in developing our leadership and aims for the profession: identify how professional leadership in social work can enhance practice recognise the value of sharing and supporting the learning and development of others understand my responsibility to develop individual and collective/collaborative professional leadership capabilities. Level Descriptors within the Professional Capabilities Framework: End of the last placement / completion TC "Level Descriptors within the Professional Capabilities Framework: End of the last placement / completion" \f z \l 8  What newly qualified social workers should demonstrate by the end of their last placement The following presents the end of the last placement level Professional Capabilities. The capabilities should be read in conjunction with the level descriptors below - the details of the capability statement at each level are intended to be used diagnostically to help identify strengths and areas for development, rather than as a list of areas for which evidence must be produced. At the end of the last placement/completion, they describe the knowledge, skills and values needed to qualify as a social worker and register with  HYPERLINK "https://www.socialworkengland.org.uk/" Social Work England. Level Descriptors end of last placement By the end of last placement / the completion of qualifying programmes, newly qualified social workers should have demonstrated the Knowledge, Skills and Values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. 1. PROFESSIONALISM Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession. Our title is protected in UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self-care, and development. We seek and use supervision and other professional support. We promote excellent practice, and challenge circumstances that compromise this. As representatives of the profession, we safeguard its reputation. We are accountable to people using services, the public, employers, and the regulator. We take ethical decisions in the context of multiple accountabilities: am able to meet the requirements of the professional regulator am able to explain the role of the social worker in a range of contexts, and uphold the reputation of the profession understand that social work is an international profession with a global definition demonstrate an effective and active use of supervision for accountability, professional reflection, and development demonstrate professionalism in terms of presentation, demeanour, reliability, honesty, and respectfulness take responsibility for managing my time and workload effectively, and begin to prioritise my activities including ensuring supervision time recognise the impact of self in interaction with others, making appropriate use of personal experience and awareness, and begin to develop effective use of self in practice recognise and maintain personal and professional boundaries in all contexts and media recognise my professional strengths and limitations and how to seek advice demonstrate a commitment to my continuing learning and development with support, take steps to manage and promote own safety, health, well-being, self-care, and emotional resilience identify concerns about practice, procedures, and ethos in the workplace, and seek support to find appropriate means of challenge and/or offer suggestions for improvement. 2. VALUES AND ETHICS Apply social work ethical principles and values to guide professional practices. Social workers have an obligation to conduct themselves and make decisions in accordance with our Code of Ethics. This includes working in partnership with people who use our services. We promote human rights and social justice. We develop and maintain our understanding of the value base of our profession throughout our career, its ethical standards and relevant law: understand and apply the professions ethical principles (as defined in the Code of Ethics) and legislation, taking account of these in reaching decisions recognise and, with support, explore and manage the impact of own values on professional practice manage situations of potentially conflicting or competing values, and, with guidance, recognise, reflect on, and work with integrity with ethical dilemmas demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible recognise and promote individuals rights to autonomy and self-determination promote and protect the privacy and confidentiality of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing. 3. DIVERSITY Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a persons life experience may include oppression, marginalisation, and alienation as well as privilege, power, and acclaim. We identify this and promote equality: understand how an individuals identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics and the intersection of such factors and take account of these to understand their experiences, questioning assumptions where necessary with reference to current legislative requirements, I recognise personal and organisational discrimination and oppression and, with guidance, I make use of a range of approaches to challenge them, working in partnership with people using services, carers, families and/or communities where possible recognise and manage the impact on people of the power invested in my role.in accordance with our Code of Ethics. 4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING Advance human rights and promote social justice and economic wellbeing Social workers recognise and promote the fundamental principles of human rights, social justice and economic wellbeing enshrined in national and international laws, conventions, and policies. These principles underpin our practice and we use statutory and case law effectively in our work. We understand and address the effects of oppression, discrimination, and poverty. Wherever possible, we work in partnership with people using services, their carers, and families, to challenge inequality and injustice, and promote strengths, agency, hope, and self-determination: understand, identify, and apply in practice the principles of human rights, social justice, inclusion, and equality understand how legislation and policy can advance or constrain peoples rights and recognise how the law may be used to protect or advance their rights and entitlements work within the principles of human and civil rights and equalities legislation, differentiating and beginning to work with absolute, qualified, and competing rights and differing needs and perspectives recognise the impact of poverty and social exclusion and promote enhanced economic status, income, and equal opportunities through access to education, work, housing, health services and welfare benefits recognise the value of and aid access to independent advocacy demonstrate skills and approaches to practice that promote strengths, agency, hop and self-determination in people using services, carers, families, and communities. 5. KNOWLEDGE Develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services We develop our professional knowledge throughout our careers and sustain our curiosity. As a unified profession, we develop core knowledge that relates to our purpose, values, and ethics. We also develop specific knowledge needed for fields of practice and roles. Our knowledge comes from social work practice, theory, law, research, expertise by experience, and from other relevant fields and disciplines. All social workers contribute to creating as well as using professional knowledge. We understand our distinctive knowledge complements that of other disciplines to provide effective services: demonstrate a critical understanding of the application to social work of research, theory, evidence and knowledge from social work and other relevant fields (e.g. sociology, social policy, psychology, health and human development, technological and digital spheres, and from the experience of people who use services) demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement and its importance to ethical practice. This may include Knowledge and Skills statements in adults and childrens social work. demonstrate and apply to practice a working knowledge of human growth and development throughout the life course recognise the short and long-term impact of psychological, socio-economic, environmental, and physiological factors on peoples' lives, considering age and development, and how this informs practice understand the value of systemic approaches and how they can be used to understand and work with the person in their environment, social context, and relationships, and inform social work practice acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience understand forms of harm and their impact on people, and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions, and inter-agency working recognise the contribution, and begin to make use, of research and evidence to inform practice demonstrate a critical understanding of research methods value and take account of the knowledge and expertise of service users and carers and other professionals develop knowledge and understanding of the opportunities and risks of online communications, virtual environments, and social media in social work. 6. CRITICAL REFLECTION AND ANALYSIS Apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers critically reflect on their practice, use analysis, apply professional judgement and reasoned discernment. We identify, evaluate, and integrate multiple sources of knowledge and evidence. We continuously evaluate our impact and benefit to service users. We use supervision and other support to reflect on our work and sustain our practice and wellbeing. We apply our critical reflective skills to the context and conditions under which we practise. Our reflection enables us to challenge ourselves and others, and maintain our professional curiosity, creativity, and self-awareness: apply imagination, creativity, and curiosity to practice inform decision-making through the identification and gathering of information from multiple sources, actively seeking new sources with support, rigorously question and evaluate the reliability and validity of information from different sources demonstrate a capacity for logical, systematic, critical, and reflective reasoning and apply the theories and techniques of reflective practice know how to formulate, test, evaluate, and review hypotheses in response to information available at the time and apply in practice begin to formulate and make explicit, evidence-informed judgements and justifiable decisions. 7. SKILLS AND INTERVENTIONS Use judgement, knowledge, and authority to intervene with individuals, families, and communities to promote independence, provide support, prevent harm, and enable progress Social workers engage with individuals, families, and communities, working alongside people to determine their needs and wishes, and what action may be helpful. We build productive working relationships and communicate effectively. Using our professional judgement, we employ appropriate interventions, promoting self-determination, support, protection, and positive change. We develop and maintain skills relevant to our roles. We understand and take account of power differentials and use our authority appropriately. We evaluate our own practice and its impact, and how we improve outcomes for those we work with: identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in line with peoples age, comprehension, and culture am able to communicate information, advice, instruction and professional opinion to advocate, influence and persuade demonstrate the ability to engage with people, and build, manage, sustain, and conclude compassionate and effective relationships demonstrate a holistic approach to the identification of needs, circumstances, rights, strengths, and risks select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes, in partnership with service users use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm understand and can apply knowledge, skills, and interventions in accordance with organisational and national policy while maintaining professional, evidence informed critical perspectives recognise how the development of community resources, groups and networks enhance outcomes for individuals and understand social works role in promoting this maintain accurate, comprehensible, succinct, and timely records and reports in accordance with applicable legislation, protocols, and guidelines, to support professional judgement and organisational responsibilities demonstrate skills in sharing information appropriately and respectfully recognise complexity, multiple factors, changing circumstances and uncertainty in people's lives, to be able to prioritise your intervention understand the authority of the social work role and begin to use this appropriately as an accountable professional recognise the factors that create or exacerbate risk to individuals, their families, or carers, to the public or to professionals, including yourself, and contribute to the assessment and management of risk with support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing. 8. CONTEXTS AND ORGANISATIONS Engage with, inform, and adapt to changing organisational contexts, and the social and policy environments that shape practice. Operate effectively within and contribute to the development of organisations and services, including multi-agency and inter-professional settings Social workers are informed about and pro-actively respond to the challenges and opportunities that come from changing social, policy and work contexts. We fulfil this responsibility in accordance with our professional values and ethics, as individual and collective professionals and as members of the organisations in which we work. We collaborate, inform, and are informed by our work with other social workers, other professions, individuals, and communities: recognise that social work operates within, and responds to, changing economic, social, political, and organisational contexts understand the roles and responsibilities of social workers in a range of organisations, lines of accountability and the boundaries of professional autonomy and discretion understand legal obligations, structures, and behaviours within organisations and how these impact on policy, procedure, and practice am able to work within an organisation's remit and contribute to its evaluation and development understand and respect the role of others within the organisation and work effectively with them take responsibility for your role and impact within teams and be able to contribute positively to effective team working understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and demonstrate effective partnership working. 9. PROFESSIONAL LEADERSHIP Promote the profession and good social work practice. Take responsibility for the professional learning and development of others. Develop personal influence and be part of the collective leadership and impact of the profession. We develop and show our leadership, individually and collectively, through promoting social works purpose, practices, and impact. We achieve this through diverse activities which may include: advancing practice; supervising; educating others; research; evaluation; using innovation and creativity; writing; using social media positively; being active in professional networks and bodies; contributing to policy; taking formal leadership/ management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and stakeholders in developing our leadership and aims for the profession: recognise the importance of, and begin to demonstrate, professional leadership as a social worker, promoting our professional purpose, practice, and impact recognise the value of - and contribute to supporting - the learning and development of others begin to contribute to collective/collaborative professional leadership recognise own ongoing responsibility to seek, plan and undertake continuing professional development throughout my career recognise the significant opportunities and risks of online communications, virtual environments, and social media use in social work.  TC "Knowledge and Skills Statements" \f z \l 8 Knowledge and Skills Statements The Practice Curriculum recognises the importance of students being prepared as they become newly qualified social workers. With the introduction of the Knowledge and Skills Statement (KSS) in 2014 for child and family social work, followed in 2015 with the KSS for social workers in adult services, the Practice Curriculum expects students to make links between the PCF Domains and the KSS', based on the students learning and development on placement. The aim of this is to enable students to make the links between the PCF and the KSS as they progress into practice in their first year of employment as part of the Assessed and Supported Year in Employment (ASYE). The KSS statements can be viewed online, and downloaded from, the following websites: Knowledge and skills for child and family social work HYPERLINK "https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdf"https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdf Knowledge and Skills Statement for Social Workers in Adult Services HYPERLINK "https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/411957/KSS.pdf"https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/411957/KSS.pdf  TC "Roles and Responsibilities" \f z \l 9 Roles and Responsibilities Responsibility of the student It is the responsibility of the student to: complete relevant sections of the SYTP e-portfolio and ensure its availability to both the practice educator and the tutor by the required date over the lifetime of the placement generate evidence, from which the portfolio is drawn for the practice educator to demonstrate that they have met the practice requirements set out in the curriculum of the relevant practice learning experience. keep a reflective journal in relation to their work and learning while on placement (this will be used as part of the evidence for assessment) maximise their learning opportunities throughout the duration of the course Responsibility of the practice educator It is the responsibility of the practice educator to: ensure that sufficient work is available and has been completed in the areas covered by the curriculum to enable the student to demonstrate capability against each domain of the Professional Capability Framework make an overall, holistic, judgement at the end of the practice and state whether the student has reached the required level of capability against each domain of the Professional Capability Framework submit a report in accordance with University procedures have supervision times with their student for 1 hours per week make an overall holistic assessment and judgement about the students capability Responsibility of the practice/work supervisor It is the responsibility of the practice/work supervisor to: provide a structured induction allocate and manage the work being undertaken by the student provide day to day supervision and offer support provide on-going feedback and supply evidence of capability to the practice educator Responsibility of the placement tutor It is the responsibility of the tutor to: conduct the Learning Agreement and the Review of Practice. assist students with any issues that may arise while on placement arrange and chair concerns meetings following the procedures provided complete annual review placement audit during Review of Practice visit It is the aim of the programme that the student, placement tutor and practice educator will work collaboratively in respect of all aspects of the practice placement.  TC "Practice Learning Agreement" \f z \l 9 Practice Learning Agreement A Practice Learning Agreement form should be completed within 10 days of the placement starting. It will be completed by the: Student Practice educator Practice/work supervisor (where used) and the University placement tutor  TC "Review of Practice" \f z \l 9 Review of Practice The Review of Practice meeting provides an opportunity to assess the students progress towards meeting the requirements of the curriculum; to consider whether the arrangements for the period of practice planned in the initial practice learning agreement are being met and whether the appropriate learning opportunities are being provided for the student. The Review of Practice meeting is an opportunity for the practice educator, the student, and the university tutor to register their opinions as to the progress of the student and the continued suitability of the placement. The purpose of the Review of Practice meeting is to: provide constructive feedback to students determine current progress and the need for any further work required to meet learning and assessment objectives for the Practice Learning period ensure adequacy of the practice learning opportunities discuss other issues affecting the performance of the student or the progress of the placement deal with concerns about marginal performance and risk of failure - the practice educator is to ensure that the student and tutor are aware of any concerns before the Review of Practice meeting Before the Review of Practice, it is expected that the student will have been directly observed, at least once, by the practice educator. It is expected that the Direct Observation(s) be written up and made available for the student and their placement tutor. The Review of Practice should also consider any need for a Concerns meeting.  TC "Review of Practice Outcome" \f z \l 9 Review of Practice Outcome Following the Review of Practice, the student should be left with a coherent picture of how all parties view their progress, strengths and any areas that need attention and further work in the rest of the practice. To complete this interim assessment, it will have been necessary for the practice educator and the student to have addressed each domain of the Professional Capabilities Framework, at least in a preliminary way by that stage.  TC "End of Practice Assessment - the Practice Documentation" \f z \l 9 End of Practice Assessment - the Practice Documentation At the end of the practice the evidence of a students level of achievement of capability must be presented in the SYTP e-portfolio. All students and practice educators will be provided with access to the SYTP e-portfolio. It is expected that all documentation will be produced in full consultation between students and practice educators, so negotiations can take place about any disagreements over assessment. Where disagreements cannot be resolved, the report should be explicit. Students should follow the course procedure if requesting an extension; practice educators and tutors may not give extensions. Practice Learning Documentation Guidelines The Practice Learning Documentation (SYTP e-portfolio) uses the Professional Capabilities Framework to assess the student's practice in a holistic way. The practice educator will make an overarching judgement regarding a student's level of capability at the end of each placement. The Holistic Assessment will be made against the nine Domain Descriptors of the Professional Capabilities Framework and will be supported by robust evidence. The Practice Learning Documentation (SYTP e-portfolio) provides a record of assessment of the student's capability against the domains of the Professional Capabilities Framework at the end of each placement and is a requirement of the university's academic awards. A broad range of evidence should be used to support the assessment decision. Sources of evidence will include: direct observation of practice feedback from people with lived experience evidence from supervision presentations reflective logs/reflective journal exercises samples of work Confidentiality Confidentiality refers to ensuring the anonymity of people with lived experience, including privileged information about them and the workplaces and organisations accessed by students on placements. When completing the documentation, the following guidelines apply: No information should be included that allows a person with lived experience to be identified. It is important to avoid details that may add up to allow identification of service users, carers, or organisations. References should not be made to any organisation that would allow the site to be identified. When referring to service users and carers, their anonymity must be protected, and names changed to fictitious ones. There must be a clear statement indicating that this has been done in the practice learning documentation. Also, the name of the organisation that you are placed within needs to be changed to a fictitious one. The complete Consent and Confidentiality Policy can be found via the Social Work Placements website SHU Policies. Concerns arising on Placement Concerns procedures must be followed in the event of a student being unable to evidence capability against the domains of the Professional Capabilities Framework and/or the Social Work England  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards. This might be due to the students performance or conduct but might also relate to issues such as: the agency being unable to provide adequate learning opportunities, or other matters impacting on the progress of the practice learning experience It is important that any concerns are properly recorded by completing the  HYPERLINK \l "Concerns_ActionPlanningForm" Concerns/Action Planning Form. It is vital that concerns, of any nature, are identified early in the practice learning and are recorded fully. All parties should have a copy of the record. Discussions about concerns should address the following: identified areas of concern action to be taken to address any concerns raised timescales within which the action is to be undertaken Where a concerns meeting replaces a Review of Practice the student must be informed of the concerns before the meeting.  TC "Placement Daily Register - Notes" \f x \l 8 Placement Daily Register Placement hours are 37 hours per week, plus a lunch break. This will usually be 9am to 5pm (not including travel) but this may vary depending upon the hours and working patterns of the placement provider or if a student has specific circumstances that require an alternative working pattern. Any change to the standard working hours must be discussed, and agreed, with the academic advisor. It is essential a record is maintained of your working hours on placement. This will be verified by the practice educator, practice/work supervisor or another representative in the agency (this should be someone who can verify the students presence) each week. Sickness Reporting Students should follow the normal sickness reporting procedures of their placement agency and the university (this will be confirmed at the Learning Agreement Meeting) and ensure that their Practice Educator and Work Based Supervisor are informed. Study Time Study time counts towards practice learning hours. Students are entitled to 3.5 hours study per week during placement, which may be taken as one day per fortnight but not accumulated over a longer period. Arrangements for study time should be negotiated with practice educators.  TC "Practice Educator Documentation" \f x \l 7 Practice Educator Documentation  TC "Direct observation of a student's practise" \f x \l 8 Direct observation of a student's practise Guidance Notes A student's practise must be directly observed in relation to the nine domains of the Professional Capabilities Framework. Direct observations: First Placement - must take place a minimum of two times Final Placement - must take place a minimum of three times The direct observations must be undertaken by the practice educator; one of the observations must have been completed by the Review of Practice meeting. The direct observations should include a range of tasks that both the student and the service users have been involved in. Written feedback must be provided for the student and included in the Direct observation assessment report. Brief information should be given to provide the context of the observed practise. Prior to the observed practise the student should identify the aims of the session and which domains of the PCF they hope to meet. The person undertaking the observation should also identify aspects of practice they expect to observe. These should be discussed and agreed before the observation takes place. The feedback should identify how specific domains for social work have been met. Some verbal feedback should be given immediately following the observed practise. Written feedback should be given to the student normally within two weeks. (Guideline 500 words) Student Reflection Students are required to write a short reflection following each direct observation. (Guideline 250 words)  TC "Evidence from Service Users" \f x \l 8 Evidence from People with Lived Experience The social work degree requires the involvement of people with lived experience in all aspects of its development and delivery, including recruitment of students, development, and delivery of teaching and in assessment processes, including assessment of practice. It is therefore essential that feedback from people with lived experience is included in the assessment report. There are several ways of collecting feedback. It is recognised that it is more difficult to collect evidence from some service user groups than from others and some methods are more appropriate to some groups than to others. Practice educators are responsible for facilitating this process. The student and the practice educator should work jointly to devise a method of gathering and analysing the feedback. Methods to consider Written: Tick box questionnaire Questions requiring a more detailed response Verbal: By telephone In person Collection by: Student Practice educator Practice/work supervisor It is often possible for the practice educator or practice/work supervisor to link feedback to direct observation. It will be necessary to explain to students that feedback will not always be positive and that the nature of the intervention will be taken into account when considering feedback from people with lived experience. Part 3: Forms and miscellaneous procedures TC "Part 3: Forms and miscellaneous procedures" \f a \l 7   TOC \f y \h \z  HYPERLINK \l "_Toc14090788" Practice Breakdown/Failing Students and Concerns Issues Guidance Notes  PAGEREF _Toc14090788 \h 111  HYPERLINK \l "_Toc14090789" Practice Breakdown Procedures Flowchart  PAGEREF _Toc14090789 \h 119  HYPERLINK \l "_Toc14090790" Placement Policies and Procedures  PAGEREF _Toc14090790 \h 121  HYPERLINK \l "_Toc14090791" Practice Learning Evaluation  PAGEREF _Toc14090791 \h 121  HYPERLINK \l "_Toc14090792" Glossary of roles and definitions  PAGEREF _Toc14090792 \h 123   TC "Practice Breakdown/Failing Students and Concerns Issues Guidance Notes" \f y \l 8 Practice Breakdown/Failing Students and Concerns Issues Guidance Notes There are many reasons why practice learning opportunities occasionally breakdown, fortunately this is a rare occurrence. Different procedures are followed depending on the reasons for the breakdown of the practice learning opportunity. Given below are outlines of the procedures to be followed when this occurs. Practice Arrangements Breakdown This is usually due to one of five reasons: Inadequacy of learning opportunities to meet the practice requirements If the student is unable to complete the practice due to ill health or personal circumstances The student is not able to produce the evidence of being competent Lack of professionalism Other reasons Inadequacy of learning opportunities to meet the practice requirements: Where the practice educator, practice/work supervisor or the student has concerns about the learning opportunities provided, the practice educator and the student should attempt to resolve this within the practice teaching sessions. If they are unable to resolve the concerns, the practice educator, practice/work supervisor or the student must inform the student's tutor in writing or by e-mail. The student's tutor should contact the practice educator, the practice/work supervisor and the Practice Learning Co-ordinator or Manager in the agency to clarify whether matters can be resolved. This could be by an informal meeting, email or telephone call. If the concerns cannot be resolved, it is a requirement and the student's tutor's responsibility to convene a formal Concerns meeting with the student, practice educator, Practice Learning Co-ordinator, Manager and the practice/work supervisor at the earliest moment. At the meeting a supporter may accompany the student and a person, with agency responsibility for training in the agency, may accompany the practice educator. If a Concerns meeting is requested by the practice educator, the practice/work supervisor or the student, the tutor must respond as soon as possible and undertake a Concerns meeting. The purpose of the meeting is for the concerns to be aired and recorded (see Concerns Form) and, if possible, resolved. The meeting may decide to: Maintain the current arrangements with a written action plan and a review date Alter practice arrangements with a written action plan and a review date Terminate the practice learning (see Notice of Placement Termination Form) If matters cannot be resolved by a Concerns meeting, it is the tutor's responsibility to judge whether the practice provides appropriate learning opportunities and whether or not to withdraw the student. Withdrawing a student from the placement may result in them having to wait for another practice learning opportunity until after the Assessment Board. If the student decides to withdraw unilaterally, their tutor must ensure that they understand the possible consequences of their decision; the student may not get another practice learning opportunity and may have to leave the course. The Assessment Board is under no obligation to offer a further practice learning opportunity in these circumstances and no plans about future practice learning opportunities can be made until after the Assessment Board. If it is the view of the practice educator or the practice/work supervisor that some elements of the practice curriculum might have been failed or be marginal (rather than simply not completed), a Concerns meeting must be invoked and forms completed and sent to the university Practice Learning Manager. Even if the breakdown occurs at the beginning of practice learning, the student and practice educator should submit a practice report in the normal way so that a judgement can be made regarding competence achieved. This will be sent to the Assessment Board. The student is unable to complete the practice because of ill health or personal circumstances: Where the student is absent from practice because of ill health or personal circumstances. The student has a responsibility to inform their tutor and both the practice educator and practice/work supervisor by telephone and confirm in writing or by e-mail; the tutor should inform the university Practice Learning Manager of this. If it is not possible for the student to return to complete the practice, a Notice of Placement Termination Form should be completed and sent to the Placement Team and the Module Leader. If the practice educator or the practice/work supervisor feels that ill health or personal circumstances are seriously affecting the learning opportunities of the practice learning, the practice educator or the practice/work supervisor should contact the tutor. The tutor should arrange an informal meeting between the student, practice educator, practice/work supervisor and the student's tutor as soon as possible. This could result in a Concerns meeting and/or a practice termination meeting; the appropriate forms should be completed and sent to the university Placement Team and the Module Leader. Where a meeting is not possible e.g. because of serious ill health, an alternative process of consultation should take place e.g. by telephone discussion or e-mail. If it is decided to terminate the placement the appropriate forms should be completed and sent to the Placement Team and the Module Leader. The main purpose of the meeting or consultation will be to seek to retrieve the situation if possible. However, if this is not possible e.g. because of the length of absence, the meeting may have to decide: That the practice should be terminated, or That the practice should be continued with or without conditions and a Concerns meeting should be arranged with a written action plan and a review date. Where it is necessary to protect the interests of service users, the practice educator or the practice/work supervisor have the right, on behalf of the agency, to overrule the wishes of the student and/or the student's tutor and can suspend the practice under the agency's published procedures. A Concerns meeting must be arranged by the tutor and this could result in a termination meeting. The appropriate forms must be completed by the tutor and sent to the university Placement Team and the Module Leader. If it is the view of the practice educator or the practice/work supervisor that some elements of the practice curriculum might have been failed or are marginal (rather than simply not completed), then a Concerns meeting must be invoked by the student's tutor which could result in a termination meeting. The completed forms should be sent to the university Placement Team and the Module Leader. Even if the breakdown occurs at the beginning of a practice learning the student and practice educator should submit a practice report in the normal way so that a judgement can be made regarding competence achieved. The report should be submitted even if the Concerns or Termination procedure is involved. The student is not able to produce the evidence of being capable: Where it appears to the practice educator or practice/work supervisor that a student is not able to produce evidence of being capable and may be marginal or possibly leading to a failed decision, the student's tutor should be informed immediately by writing or e-mail. The tutor must call a Concerns meeting immediately and an action plan put in place in order to avert a fail. This will need to be reviewed and a date set. If a student fails any of the capabilities, the practice educator and the student must submit their report even if the Concerns or Termination procedure is invoked. The report will be sent to the Assessment Board who is under no obligation to offer a further practice learning opportunity in these circumstances. No plans about a future practice learning opportunity can be made until after the Assessment Board. Lack of professionalism: Where it is felt that a student's actions, attitude or behaviour are likely to compromise themselves, the service user, the Agency or statutory obligations. Other reasons for breakdown: There could be several reasons to call a Concerns meeting: The student, practice educator or practice/work supervisor are absent regularly due to sickness, personal reasons, work demands etc. The practice educator or practice/work supervisor goes on long-term sickness There is no regular supervision Lack of professionalism e.g. punctuality, dress, lack of self-critical awareness, unable or unwilling to accept professional criticism, difficult relationships with staff If there are any concerns at all, the student's tutor should be contacted immediately by telephone or email to see if the situation can be resolved. If not, their tutor must arrange a Concerns meeting immediately and an action plan made. Concerns meeting - General Issues A Concerns meeting can be called at any time, if there is a reason, (e.g. all other efforts have failed to resolve a concern) by the practice educator, practice/work supervisor, the student or the student's tutor. Any Concerns should be acknowledged and discussed at the meeting between the student, practice educator, practice/work supervisor (if appropriate) and the student's tutor. The Concerns Form and an action plan will need to be completed and a record distributed to all concerned. The meeting should arrange a review date. A Concerns meeting can be called at any time if thought necessary, even if there is a Review of Practice of the student's practice in the near future. All Concerns and Placement Termination meetings should be chaired by the student's tutor. Where a placement has had a Concerns meeting and/or has been terminated, all the practice portfolios will be sent to the Quality Assurance Panel. All Concerns and Termination forms should be sent to the Placement Lead and Module Leader. Unprofessional Behaviour, Misconduct and/or Dangerous Practice In situations where it is believed that a student has acted in a way that makes it unacceptable for them to continue to practice, all agencies reserve the right and duty to suspend the practice without notice. All agencies are required to have published procedures for dealing with such situations. The agency has a responsibility to bring these procedures to the student's attention at the beginning of the practice learning. The agency has the right to decide if a practice learning opportunity should continue in situations where it is believed that a student has acted in a way that makes it unacceptable for them to continue to practise. The tutor and student should be informed in writing or by email and provided with copies of the agency's procedure. Once concerns have been identified, a meeting should be arranged at the earliest opportunity between the representatives of the agency, the student, a supporter if the student wishes and the tutor. The meeting will be arranged by the student's tutor. The purpose of the meeting is to ensure that the student is fully informed about the allegations regarding their conduct. Also, to consider the implications of the student's misconduct and to make a decision to: Return to the placement with a concerns action plan and review date or Suspend the practice until further information is gathered and a new meeting set or Terminate that particular practice learning opportunity In situations where a placement is terminated by the agency following allegations of unacceptable practice, the student will not be allowed to practice in another setting until the appropriate university assessment bodies have considered all the available evidence and made a decision about the student's progress. A placement may be terminated if a student's practice is deemed to place at risk her/himself, service user, members of the public or other members of the Agency; or where it is felt that the student's action, attitudes or behaviour are likely to compromise the Agency's policies, procedures, and statutory obligations; or where a student would be faced with disciplinary procedures if she/he was a member of the Agency. The student must be made aware by the practice educator or her/his Manager of the conduct expected at the commencement of the placement. Even if the breakdown occurs at the beginning of a practice learning opportunity, the student and practice educator should submit a practice report in the normal way so that a judgement can be made regarding capability achieved. The report will be sent to the Assessment Board who is under no obligation to offer a further practice learning opportunity in these circumstances. Post Placement Concerns Where a concern is raised about a student after they have completed and passed their placement and where the practice educator assessment report has also been completed, then the concern(s) would be managed through the course team. The team would need to explore the evidence before a course of action is decided and progressed. This may include a referral through the fitness to practice process and may also, prior to the examination board taking place, result in a consultation with the practice educator to consider if the original recommendation is amended.  TC "Practice Breakdown Procedures Flowchart" \f y \l 8 Practice Breakdown Procedures Flowchart   TC "Placement Policies and Procedures" \f y \l 8 Practice Learning Documentation, Placement Policies and Procedures This Practice Learning Documentation is available on the Social Work Practice Placements website on Student Information page. It is also on Blackboard. Placement policies and procedures can be accessed via the SHU Policies link on each page of the  HYPERLINK "/health-social-placements/profession-information/social-work-social-care-and-community-studies" Social Work Practice Placements website. Guidance for Students Reporting Concerns/Complains on Placement Guidance on what to do if you need to report an incident or accident that affects you, or any concern you have about your placement learning experience, including Whistleblowing can be found on the Placement Information website.  HYPERLINK "/health-social-placements/policy-library/student-guidance-policies" /health-social-placements/policy-library/student-guidance-policies Concerns can be discussed with your SHU Placement Tutor, Placement Module Leader and Course Leader.  TC "Practice Learning Evaluation" \f y \l 8 Practice Learning Evaluation The Practice Learning Evaluation is an online form which needs to be completed and submitted at the end of each placement period by the following: Student Practice educator A member of the Health and Wellbeing Professional Placements Team will email each of the above with the link to the applicable Practice Learning Evaluation form and will include guidance for its submission.  TC "Glossary of roles and definitions" \f y \l 8 Glossary of roles and definitions Agency An organisation delivering social care or comparable services and providing practice learning opportunities at one or more of its establishments. (NB As distinct from employment or staffing 'agencies' that supply workers to employers.) Establishment or placement site The actual location for an assessed practice learning opportunity in which the student is to be based. A placement site so described might be part of a parent organisation that covers many other sites. HEI Higher Education Institution. Practice educator roles From October 2015 all practice educators of social work students must be registered social workers. For the assessment of social work students on placements they will also need to meet stage 1 and stage 2 of the Practice Educator Professional Standards for Social Work. Practice educator This person takes overall responsibility for the student's learning and assessment, utilising information from their own assessment and other sources. The practice educator is the person who makes the recommendation to the course examination board about the student's competence in relation to national occupational standards. Off-site practice educator A person employed through the agency or university social work degree course to undertake the role of practice educator who is not located in the same work site as the student. They normally partner a designated individual who is the on-site practice/work supervisor. On-site practice educator A person located in the same work site as the student who can therefore also provide day-to-day supervision. Stage 1 practice educator Practice educators at this stage will be able to supervise, teach and assess social work degree students up to, but not including, the final assessment prior to qualification. At this stage they may contribute to a final placement, but not take full responsibility for assessment or act as the practice educator on a day-to-day basis. Stage 2 practice educator Practice educators at this stage will be able to supervise, teach and assess social work degree students up to and including the final placement. In effect, these practice educators will have the authority and capability to recommend, with evidence, that the social work students are fit to practise at the point of qualification. Practice/work supervisor A person in the same work site as the student and designated to manage their day-to-day activity and contribute to the student's learning and assessment. It is recommended that they should be working towards stage 1 learning outcomes (excluding A5 and C11) and be supported by their line manager and a practice educator.  Reproduced from "Professional Capabilities Framework for Social Work in England: Guidance on using the 2018 refreshed PCF"; Version 1.0 June 2018; British Association for social work and social workers (BASW)  Please apply the Social Work England:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards  Ibid   Stephenson, J. (1992) " HYPERLINK "https://www.taylorfrancis.com/books/9781315042046" Capability and quality in higher education" in Stephenson, J. and Weil, S. (eds.)  HYPERLINK "https://www.goodreads.com/book/show/5133122-quality-in-learning" Quality in Learning; a capability approach in higher education. London: Kogan Page.  Please apply the Social Work England:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards  Please apply the Social Work England:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards  Ibid  Please apply the Social Work England:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards  Ibid  Please apply the Social Work England:  HYPERLINK "https://www.socialworkengland.org.uk/standards/professional-standards/" Professional Standards  The online Practice Learning Evaluations are based on: Section 3: Practice placement feedback form for practice educator and/or supervisor, and Section 3: Student practice placement Quality assurance in practice learning (QAPL). The social work practice learning quality assurance benchmark statement, with supporting evaluation tools. This publication is available to download from The British Association of Social Workers (BASW) website at  HYPERLINK "https://www.basw.co.uk/resources/tcsw/QAPL%20Handbook.pdf" https://www.basw.co.uk/resources/tcsw/QAPL%20Handbook.pdf.  Glossary of roles and definitions reproduced from the publication Quality assurance in practice learning (QAPL). The social work practice learning quality assurance benchmark statement, with supporting evaluation tools. This publication is available to download from The British Association of Social Workers (BASW) website at HYPERLINK "https://www.basw.co.uk/resources/tcsw/QAPL%20Handbook.pdf"https://www.basw.co.uk/resources/tcsw/QAPL%20Handbook.pdf.  Practice Educator Professional Standards for Social Work; (Domain A5)  Practice Educator Professional Standards for Social Work; (Domain C11) This publication is available to download from The British Association of Social Workers (BASW) website at  HYPERLINK "https://www.basw.co.uk/resource/?id=4784" https://www.basw.co.uk/resource/?id=4784     PAGE 42 PLE1 & PLE2 Page  PAGE 1 of  NUMPAGES 126 Issue: 12 Apr 2010 Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 2 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 15 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum Part 1: Introduction to the Practice Curriculum Level Descriptors End of first placement Part 1: Introduction to the Practice Curriculum Level Descriptors End of first placement Part 1: Introduction to the Practice Curriculum Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 16 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum Level Descriptors End of last placement Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 26 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum Level Descriptors End of last placement Part 1: Introduction to the Practice Curriculum Part 1: Introduction to the Practice Curriculum Part 2: Practice Documentation BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 36 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 2: Practice Documentation BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 41 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 2: Practice Documentation BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 43 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 2: Practice Documentation BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 44 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2019 Version: 15/07/2019 Page  PAGE \* Arabic \* MERGEFORMAT 112 of  NUMPAGES \* Arabic \* MERGEFORMAT 126 Part 1: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 45 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 47 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 46 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 1: Introduction to the Practice Curriculum BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 50 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 48 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 51 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 52 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 53 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 54 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 55 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 PLE1 & PLE2 Page  PAGE 1 of  NUMPAGES 126 Issue: 12 Apr 2010 Part 3: Forms and miscellaneous procedures BA (Hons) Social Work - First and Final Placements Copyright 㽶Ƶ 2020 Version: 17/09/2020 Page  PAGE \* Arabic \* MERGEFORMAT 57 of  NUMPAGES \* Arabic \* MERGEFORMAT 58 DEPARTMENTAL ASSESSMENT BOARD MODERATION PANEL Lack of professionalism Other Insufficient evidence of capability Ill health or personal circumstances Inadequacy of learning opportunities PASS Practice educator and student report submitted to moderation panel FAIL Practice educator and student report submitted to moderation panel Review - placement continues Suspend and gain, more information Action Plan PLACEMENT TERMINATED Where there is dangerous practice or misconduct placement can be terminated or suspended without a Concerns Meeting TERMINATION MEETING CONCERNS MEETING  9:;Z[]^_`ajklůد؅rrUCUCUC"ht|htCJ OJQJ\]aJ 9h%wht@B*CJ OJPJQJ\]aJ phwh$hyv5@CJ8OJQJ\^JaJ8$h<5@CJ8OJQJ\^JaJ8-hvht5@CJ8OJQJ\^JaJ8o(*hvht5@CJ8OJQJ\^JaJ8$ht5@CJ8OJQJ\^JaJ8 hvht$hvht@CJOJQJ^JaJjhtUmHnHu:kCkdZ$$Ifn'' t'64ap yt Ckd$$If '' t'64ap yt d$Ifgd :;`ajkkZ$d$Ifa$gd Ckd$$Ifn'' t'64ap yt d$Ifgd Ckd$$Ifn'' t'64ap yt klyd$Ifgd $d$Ifa$gd fkdh$$If4n0H H'62P2 4af4pyt yh$d$Ifa$gd d$Ifgd $d$Ifa$gd fkd7$$If40H H'62P2 4af4pyt    ȶ|m|`P@`P@9 h%whth%whtCJOJQJ\aJh%whtCJ OJQJ\aJ htCJ OJQJ\aJ ht@CJ OJQJ\aJ #h%wht@CJ OJQJ\aJ ht|htht|htOJQJ\ht|ht@OJQJ\ hvht"ht|htCJ OJQJ\]aJ 9h%wht@B*CJ OJPJQJ\]aJ phwh hQht&hQht@CJOJQJ\]aJoad$Ifgd $d$Ifa$gd ~kd$$If4FH 'H'6    2P2 4af4pyt rara$d$Ifa$gd $d$If]a$gd $d$Ifa$gd fkd$$If40H H'62P2 4af4pyt 2!$d$Ifa$gd kd$$Ifr$' ]  t0'64ap2yt  $d$Ifa$gd $d$If]a$gd   kd$$Ifr$' ]   t20'64ap2yt       $d$Ifa$gd $d$If]a$gd $d$Ifa$gd        ! " & ' ( ) * + 1 [ ` a e f g h l Ͻ~jYjYjYj~D(h|ZhJYY@CJ OJQJaJ mH sH !h 1 @CJ^JaJmH sH 'hvh 1 @CJ^JaJmH sH 0jhvh 1 @CJU^JaJmH sH )h<:CJOJPJQJaJmHnHtH uh+"5CJ^JaJ hvht"h%whtCJ OJQJ\]aJ 9h%wht@B*CJ OJPJQJ\]aJ phwh ht|htht|htOJQJ\   2!$d$Ifa$gd kd$$Ifr$' ]  t0'64ap2yt  ! " & ' ( -kd$ $$If4r,%,'62P2 4af4p2yt d$Ifgd $d$If]a$gd ( ) * i F f d{ dhgd&j dhgd?@S dh]gd?@Sgd`  p@ P dhxgd?@Sgd< dhgd?@S dhgd?@S  p@ P dxgd_M ' gds^  xgd<l  4 > Z i n z { % *   $ * , 4 F G Űuuuuuumimh?@Sjh?@SUh?@S@CJOJQJaJhe@CJOJQJaJh`@CJOJQJaJ h|Zh?@S@CJOJQJaJ(h|Zh3@CJ OJQJaJ mH sH (h|Zh{f@CJ OJQJaJ mH sH (h|ZhJYY@CJ OJQJaJ mH sH  h|Zh3@CJ OJQJaJ ! $ % * 9 : M O e f | ȹrdSdd@0@h`CJOJQJaJnH tH $h`h`CJOJQJaJnH tH  hh?@S@CJ OJQJaJ h?@S@CJ OJQJaJ h?@S5@CJ\^JaJ%hCUh?@S5@CJ\^JaJ.jhCUh?@S5@CJU\^JaJh|ZCJOJQJaJh wha(oCJOJQJaJ h|Zh?@S@CJOJQJaJ'jh?@S0J@CJOJQJUaJ$hAh?@S0J@CJOJQJaJ  $:;de$RSηzcQQc#h]Eh?@S@CJOJQJaJ,jh]Eh?@S@CJOJQJUaJh|ZCJOJQJaJh&jCJOJQJaJ h h?@S@CJOJQJaJ'jh?@S0J@CJOJQJUaJ$h h?@S0J@CJOJQJaJh?@Sjh?@SUh.*dh?@SCJOJQJaJhXbh?@SCJOJQJaJh?@SCJOJQJaJR^{ *dhgdp dh7$8$H$gdV dh7$8$H$gd?@S dh]gdDg dhgd&jS[$[$WX[{|иmWE#h h?@S@CJOJQJ\aJ*jh?@S0J@CJOJQJU\aJ'hXoh?@S0J@CJOJQJ\aJ'h(=h?@S0J@CJOJQJ\aJh?@Sjh?@SU,h|Zh?@S@B*CJOJQJ\aJph/hah?@S5@B*CJ OJQJ\aJ ph3jhah?@S0J)5@CJ OJQJU\aJ *hah?@S5@CJ OJQJ\^JaJ $[wz$[$[abhi$[$[˷˷jj````he@CJaJ*jh?@S0J@CJOJQJU\aJ'hXoh?@S0J@CJOJQJ\aJh?@Sjh?@SU,hXoh?@S@B*CJOJQJ\aJph&h?@S@B*CJOJQJ\aJph,h|Zh?@S@B*CJOJQJ\aJph9jh@h?@S0J)5@B*CJOJQJUaJph%  Q01P㱛e\\\\\P\hghV6@]hghV@3hf0hV5@B*CJ OJQJ\^JaJ ph7jhf0hp 0J)5@CJ OJQJU\^JaJ *hf0h?@S5@CJ OJQJ\^JaJ *hf0hV5@CJ OJQJ\^JaJ hf0h?@S@CJaJhf0hV@CJaJ$jhf0hV@CJUaJhe@CJaJPQRQQ>Q]^QQ[z{Qкk,jh! {hM@CJOJQJUaJhM!hz}hM@B*CJaJphh|ZCJOJQJaJnH tH $h|ZhVCJOJQJaJnH tH +hghV5@B*\^JmH phsH hghV5@\^Jhghp @hghV@jhghV0J)@U'{.YTgdMskd $$IfR&'  t M0'6MMMM4ap Myt $If^gd dgd|Zgd|Z  p@ P dhgdV,-.=>Q  Q g h !Q!!!!!!ǭnnnn\nnn\n\D/hh5@B*CJOJQJ\aJph#hM@B*CJOJQJaJph)hphM@B*CJOJQJaJph!hahM@B*CJaJphe0hahM@B*CJOJQJ^JaJo(phe3hahM5@B*CJOJQJ\^JaJpheh! {hMOJQJnH tH ,jh! {hM@CJOJQJUaJ#h! {hM@CJOJQJaJ.>!T#f##(%D&E&\&&(xn *dhhgdM* & F2 edh<^e`gdM+ & F2 edh<7$8$H$^e`gdMm$dh7$8$H$gdgw7dhh7$8$H$gdM+dh7$8$H$^gdMm$+ & F2 dh<7$8$H$^`gdMm$ !!!"""""$"""S#T#e#f####$$%$ҽҥnnnYYYD)h9hhM@B*CJOJQJaJph)hphM@B*CJOJQJaJph!hahM@B*CJaJph'hahM5@B*CJ\aJph#h@B*CJOJQJaJph/hgw7h5@B*CJOJQJ\aJph)hgw75@B*CJOJQJ\aJph/hh5@B*CJOJQJ\aJph)h5@B*CJOJQJ\aJph%$&$$$'%(%3%9%:%>%?%%%%%%%%%%%&&&&&̺xڴڳ3M5@*䴳ϴ^e#󲵷7*䴳ϴ)󲵷7󲵷7*䴳ϴ)󲵷75@*䴳ϴa/󲵷7󲵷75@*䴳ϴa#M*䴳ϴ)M*䴳ϴ<jh9hhM0J)5@B*CJOJQJU\aJph[&\&&&&&&''((((())) ) ))!)")*)1))***9*i*j***ygyR)hphM@B*CJOJQJaJph#hM@B*CJOJQJaJph)hahM@B*CJOJQJaJph/hahM5@B*CJOJQJ\aJphhgw75@\hgw7hgw75@\ hM@h<hM@hM@B*CJaJphe!hahM@B*CJaJphe,hahMB*CJOJQJ^JaJo(phe (*9**,-----.022~t dhgdgw7 dhhgdM+dh^gdMm$+ & F2 edh<^e`gdMm$ dh]gdgw7 dhh]gdM dh7$8$H$gdM & F2 edh<7$8$H$^e`gdM*hgdgw7 **1+2+++++,H,I,,,,,,,,,,,,,,,@---------..../ttttcc hphM@CJOJQJaJ!hahM@B*CJaJphv:'hahM5@B*CJ\aJphv:#hgw7@B*CJOJQJaJph)hgw75@B*CJOJQJ\aJph/hgw7hgw75@B*CJOJQJ\aJph#hM@B*CJOJQJaJph)hphM@B*CJOJQJaJph&/S/T//000001 1111111'1(1011171{12{22222233H33333444555555555555555ͼͼͼͼͼͼͨͼͼͼͼͼhM@B*CJaJph!hahM@B*CJaJph'hahM5@B*CJ\aJph hgw75@CJOJQJ\aJ&hgw7hgw75@CJOJQJ\aJhM@CJOJQJaJ hphM@CJOJQJaJ62H35]7u7#8:K<f<z=K?@@@A+dh]^gdMm$+dh]^gdMm$ dhgd4i+dh^gdMm$+ & F2 edh<^e`gdMm$ dhgdgw7 dhhgdM +dh^gdM5556v6\7]7t7u778#8[88[9999:[:::::::::::::::;<J<Ƕrararararararrr h4i5@CJOJQJ\aJ&h4ih4i5@CJOJQJ\aJhM@CJOJQJaJ hphM@CJOJQJaJ!h7hM@B* CJaJph_!hahM@B* CJaJph_'hahM5@B* CJ\aJph_ hgw75@CJOJQJ\aJ&hgw7hgw75@CJOJQJ\aJ$J<K<Q<e<f<=Q=z=>>Q>>>>>?8?9?J?K?O?V?\?]?a?b?h?i?j?v?w???@E@@@@Ƕuuuuuuu h4i5@CJOJQJ\aJ&h4ih4i5@CJOJQJ\aJh4i@CJOJQJaJhM@CJOJQJaJ hphM@CJOJQJaJ!hahM@B*CJaJphn.'hahM5@B*CJ\aJphn.&h4ihgw75@CJOJQJ\aJ%@@@@AAAAABBBCCDGDHDSDYDZD^D_DeDfDgDsDtD|DDDBEEɸmTmTmTmTmTmTmmm1h4i5B*CJOJPJQJ\aJnH phtH 7h4ih4i5B*CJOJPJQJ\aJnH phtH  hphM@CJOJQJaJh! {hM@CJaJ!h! {hM@B*CJaJph!hahM@B*CJaJph6hahM5@B*CJOJQJ\^JaJo(ph3hahM5@B*CJOJQJ\^JaJphAHDEEEEEEEEEEFd$If^gd  dhh] gdM dgd4i dhgdM EEEEEEEEEEEEFFFFMFbFcFjFnFFFFFF˺rXG!h*h@B*CJaJph3h*h5@B*CJOJQJ\^JaJph$h*h@B*CJ\aJphh@CJ\aJh*h@CJ\aJ'jh*h@CJU\aJh!hz}h@B*CJaJph*hH0J>*@B*CJOJQJaJphhH0J@CJOJQJaJh4ih4iPJ^JnH tH FFFF'GPHIIKtfZP *dhhgd *dhhgd *dh]gd*dh]gd*dhgdskd7 $$Ifn&'  t M0'6MMMM4ap Myt FF'GMGGGGHMHPHHMIIIIIIIJMJJK-KMKKKLMLVLWLLδm\\SSSSMS h@hb_h@!hb_h@B*CJaJphf'hXoh5@B*CJ\aJphf6hb_h5@B*CJOJQJ\^JaJo(ph-h5@B*CJOJQJ\^JaJph3h*h5@B*CJOJQJ\^JaJph3hb_h5@B*CJOJQJ\^JaJphh@B*phhb_h@B*phK-KKM#NpNN*OOOPPQ)QyQRQS* & FKedh<^e`gd*dhgd* & Fedhxx^e`gd* & Fedhx^e`gd *dh]gd *dhxgd* %dh<gdLMM{M|MMMMN#NMNpNNNNN*OMOOOOPPMPPPQQQ)QyQQQQQQRRRR[G[໻񪖪qcqh@B*CJaJph!hb_h@B*CJaJph'h7:h5@B*CJ\aJph'h>h5@B*CJ\aJph!h5@B*CJ\aJph!hb_h@B*CJaJphf'hh5@B*CJ\aJphf!h5@B*CJ\aJphf h@hb_h@$ZZZ[G[]]H^^d___]`|m* %dhxgd* %dh<gd* & Fedhxx^e`gd* & Fedhx]^e`gd* & Fedhx^e`gd*dhgd *dhx]gd * %dhgd *dhxhgd G[`[[[[\`\\\\ ]]`]g]h]q]]]]]]]^H^`^^^^^`_d_______``)`*`]`` a aaabbbbcccddeddde`eeeee໻ h c@h@B*CJaJphv;!h}h@B*CJaJphv;'hah5@B*CJ\aJphv;!h5@B*CJ\aJphv; h@h}h@@]`bcedd`eeeeifhzn *sdh]sgd *dhxgd * %dhgd *dhdxgd c* & Fedhdx^e`gd* & Fedhd]^e`gd* & Fedhd^e`gd* & Fedhx^e`gd*dhgd eeeeefifffffgghhhhhhhhiiiiij}jjjjjjjjjjjjksessh@B*CJaJph/T!h}h@B*CJaJph/T'hah5@B*CJ\aJph/T!h5@B*CJ\aJph/T!h c5@B*CJ\aJph/T h@h}h@!h}h@B*CJaJph'hah5@B*CJ\aJph!h5@B*CJ\aJph'hiii}jjjjjjj{kmUnnFoo[pp* & Fhdhx^hgd*dhgd *dhxgd* %dh<gd* & Fedhdd^e`gd* & Fedhd^e`gdkkGkHkekfkxk{kklxllllxmmmnUnxnnnnnFoxooooop[pxpp$q%qCqxqqqqr[rxrrrssCsxssssssss˺!h}h@B*CJaJpho/'hKp7h5@B*CJ\aJpho/!h5@B*CJ\aJpho/ h c@ h@h}h@!h}h@B*CJaJph/Th@B*CJaJph/T8pCqqq[rrCsssstv$wwYx* & Fedhx^e`gd*dhgd *dhxgd* %dh<gd *dhxxgd c* & Fedhxx^e`gd* & Fhdhx]^hgd* & Fhdhx^hgdsst*ttttt*uuv*v+v,vvvvvvvww$w*w[w\wwwx*xYxxx*yyyyyyyyzzzzzz3{4{{{|||P}Q}h@B*CJaJph!hb9`h@B*CJaJph'hKp7h5@B*CJ\aJph!h5@B*CJ\aJph h@hb9`h@!h}h@B*CJaJpho/h@B*CJaJpho/7Yxx*yyyyzR}}}f~g~h~vjj dhgd* & Fedhxx^e`gd* & Fedhx^e`gd*dhgd *dhx]gd* %dh<gd *dhxhgd* & Fedhxx^e`gd* & Fedhx^e`gd Q}R}}}}}~d~f~g~h~~~~~~~"*4AMNOTʹqW3h*h5@B*CJOJQJ\^JaJph$h*h@B*CJ\aJphh@CJ\aJh*h@CJ\aJ'jh*h@CJU\aJh!hz}h@B*CJaJphh0J@CJOJQJaJ-hh0J@B*CJOJQJaJph h@hb9`h@h~~~~O(|th\Ldh7$8$H$]gd dh7$8$H$gd *dhgd*dhgdskd $$Ifn&'  t M0'6MMMM4ap Myt d$If^gd TrGH(IS νkX$h5@CJOJQJ\^JaJ'jh0J@CJOJQJUaJ$hH h0J@CJOJQJaJhjhUh@CJOJQJaJ hGQh@CJOJQJaJ!h*h@B*CJaJph3h*h5@B*CJOJQJ\^JaJph-h5@B*CJOJQJ\^JaJph(0#6t!^+ & F8edhx7$8$H$^e`gdm$ dh7$8$H$gd+dhx7$8$H$^gdm$+ %dh<7$8$H$^gdm$dhh7$8$H$gddh<7$8$H$gddh7$8$H$gd /0LM#&6لڄ&'abt!L|kbbbbbbbbbhMh@!hMh@B*CJaJphf'hJ+uh5@B*CJ\aJphf!h5@B*CJ\aJphfh@CJOJQJaJ hMh@CJOJQJaJ-hRbh5@CJOJQJ\^JaJo($h5@CJOJQJ\^JaJ*hRbh5@CJOJQJ\^JaJ&LM^ȈUZ@A[ oьߌ.̻tkkkhb'h@<jhNh0J)5@B*CJOJQJU\aJph-hNh@B*CJOJQJ^JaJph hb'h@CJOJQJaJ!hb'h@B*CJaJph'hJ+uh5@B*CJ\aJph!h5@B*CJ\aJphhMh@ h@*^ȈUZ[ g+ %dh<7$8$H$^gdm$+dhxx7$8$H$^gdm$+ & F8edhxx7$8$H$^e`gdm$+ & F8hdhx7$8$H$^hgd+ & F8edhx7$8$H$^e`gdm$+ & F8dhx7$8$H$^`gdm$ o|:O\~dhx7$8$H$]gd+ %dhh<7$8$H$^gdm$+ & F9hdhx7$8$H$^hgdm$+ & F9edhx7$8$H$^e`gdm$dh7$8$H$gd+dhx7$8$H$^gdm$ ./=>|:NOR\K K“ÓKKIKvvh@CJOJQJaJ hb'h@CJOJQJaJ!hb'h@B*CJaJphf'hJ+uh5@B*CJ\aJphf!h5@B*CJ\aJphfhb'h@,jhNh0J)5@B*U\phhNh@B*^Jph h@-I.hݙQtYYY+ & F;edhx7$8$H$^e`gdm$dh7$8$H$gd+dhx7$8$H$]^gdm$+ %dh7$8$H$^gdm$+dhxx7$8$H$^gd"nm$+ & F:edhxx7$8$H$^e`gdm$+ & F:edhx7$8$H$^e`gdm$ .ޗߗNOh|}ΙϙݙQ_ ij!h5@B*CJ\aJphv; h"n@ h@hb'h@h@CJOJQJaJ hb'h@CJOJQJaJ!hb'h@B*CJaJph'h#h5@B*CJ\aJph!h5@B*CJ\aJph h c@0Q_ҝ)hvW+ & F<edhx7$8$H$]^e`gdm$dh7$8$H$gd+dhx7$8$H$^gdm$+ %dh<7$8$H$^gdm$+dhxx7$8$H$^gd"nm$+ & F;edhxx7$8$H$^e`gdm$+ & F;edhx7$8$H$^e`gdm$ ҝ)h deңbcefܥ@ا Cڻ h@h;h@h@CJOJQJaJ h;h@CJOJQJaJh@B*CJaJphv;!h;h@B*CJaJphv;'h#h5@B*CJ\aJphv;>h ңܥ@اCרبf+dhx7$8$H$^gdm$+ %dh7$8$H$^gdm$+dhxx7$8$H$^gd"nm$+ & F<edhxx7$8$H$^e`gdm$+ & F<edhx7$8$H$^e`gdm$֨רبۨXfXX٫ګXxy"#Xz{X[\]`ڵ!h5@B*CJ\aJph/Th@CJOJQJaJ h;h@CJOJQJaJ!h;h@B*CJaJph'h#h5@B*CJ\aJph!h5@B*CJ\aJph h"n@ h@h;h@.fxz\]y&v+dhx7$8$H$^gdm$+ %dh<7$8$H$^gdm$+dhxx7$8$H$^gd"nm$+ & F=edhxx7$8$H$^e`gdm$+ & F=edhx7$8$H$^e`gdm$dh7$8$H$gd `yȮɮ&ױر) >ش3^_ TUڻ h@h;h@h@CJOJQJaJ h;h@CJOJQJaJh@B*CJaJph/T!h;h@B*CJaJph/T'h26uh5@B*CJ\aJph/T>) >ش3 TU$+dhx7$8$H$gdm$+dhxh7$8$H$^gdm$+ & F>edhxx7$8$H$^e`gdm$+ & F>edhx7$8$H$^e`gdm$U$&'~34B| ̻h@CJOJQJaJ h;h@CJOJQJaJh@B*CJaJpho/!h;h@B*CJaJpho/'h26uh5@B*CJ\aJpho/!h5@B*CJ\aJpho/ h@h;h@3B| v+dhxh7$8$H$^gdm$+ & F?edhxx7$8$H$^e`gdm$+ & F?edhx7$8$H$^e`gdm$dh7$8$H$gd+dhx7$8$H$^gdm$+ %dh<7$8$H$^gdm$ & @at^+dhxx7$8$H$^gd"nm$+ & F1edhxx7$8$H$^e`gdm$+ & F1edhx7$8$H$^e`gdm$dh7$8$H$gd+Vdhx7$8$H$]V^gdm$+ %dh<7$8$H$^gdm$+dhx7$8$H$^gdm$ &c ddd34@dadɸɧuuhuuhrhrnH sHtH hr5@CJ\^JaJ h"n@ h@h;h@h@CJOJQJaJ h;h@CJOJQJaJ!h;h|@B*CJaJph!h;h@B*CJaJph'h26uh5@B*CJ\aJph!h5@B*CJ\aJph%A5kP dhhgd d,gd% 3 dhgd`! dhxgd dhhgddhgdgdr  p@ P dhxgd !@Ar'Gkrr *1345JjkIJuub%h5@CJOJQJaJnH tH "h@CJOJQJaJnH tH +h. h5@CJOJQJaJnH tH (h. h@CJOJQJaJnH tH #hRbh@CJ OJQJaJ o( hRbh@CJ OJQJaJ %hmh5@CJ\^JaJ.jhmh5@CJU\^JaJklvw#$%髫附n[nH%hr5@CJOJQJaJnH tH %h5@CJOJQJaJnH tH +h. h5@CJOJQJaJnH tH (h. h@CJOJQJaJnH tH "hr@CJOJQJaJnH tH ,h"h0J@CJOJQJaJnH tH (hh@CJOJQJaJnH tH "h@CJOJQJaJnH tH +jh@CJOJQJUaJnH tH #$45LMP\mn巷Ϥufu\\\GGG)h)h5@CJOJQJ\aJhhh@hhh5@\^J&jhh5@U\^Jh=hCJOJQJaJh6CJOJQJaJ%hr5@CJOJQJaJnH tH /hrhr0J@CJOJQJ\aJnH tH +hrhr@CJOJQJ\aJnH tH 4jhrhr@CJOJQJU\aJnH tH Pn* #YrhZ$dh1$a$gd dhxgd & F hedhxh1$^e`gd & F hedhx1$^e`gd & F hedhx1$^e`gd4c & F hedhx1$^e`gd$dhx1$a$gd dhx1$gdn*LM\ LM\#LMY\-LM\.LM\nݹˤ|||jjjjjjjjUUUU)h8nh@CJOJQJ\]aJh#h8nh@CJOJQJaJh&h8nh@CJOJQJ\aJh&h8nh5@CJOJQJaJh)h)h@CJOJQJ\]aJh#h4ch@CJOJQJaJh#h)h@CJOJQJaJhh4c@CJOJQJaJh&h)h@CJOJQJ\aJhY-.n+J 4^ dhx<1$gd & F#edhx<1$^e` & F#edhx1$^e`gd dh1$gd dhh<1$gd & F hedhx1$^e`gdn+JLM\ 34MN\Ʊt_JJ888#h8nh@CJOJQJaJh)h`!h5@CJOJQJ\aJh)hh5@CJOJQJ\aJh)hh`!5@CJOJQJ\aJh&h`!h@CJOJQJ\aJh&h8nh@CJOJQJ\aJh)h8nh5@CJOJQJ\aJh)h8nh@CJOJQJ\]aJh h@CJOJQJ]aJh&h8nh@CJOJQJ]aJh\^!MN\h<=MNY\ :;<=LM\abuLM\E\ƳƩƳƩssss#hh@CJOJQJaJhh@CJOJQJaJh h`!@ h@h8nh@h8nh@h%h8nh5@CJ\^JaJ.jh8nh5@CJU\^JaJh4c@CJOJQJaJh#h8nh@CJOJQJaJh+^!hY ;<t$  p@ P dhxa$gd`!%$ & F  p@ P edhx^e`a$gd$  p@ P dha$gd dhhgd dhx1$gd & F hedhx1$^e`gd <uH ^` dh1$gd dhhgd dhd1$gddh1$`gd 0dh1$^`0gd dh1$gd dh1$gd dhgdG\ejr>GH\ \\]^_\Ͻ𓀀vh8nh@h%h8nh5@CJ\^JaJ.jh8nh5@CJU\^JaJ#h8nh@CJOJQJaJh#h8nh@CJOJQJaJh#h h @CJOJQJaJhh @CJOJQJaJhh@CJOJQJaJh&\`aV\fhz$5\¯¥ږڄpppږaQhh@CJ^JaJhh@CJOJQJaJh&hyPh@CJOJQJ\aJh#hyPh@CJOJQJaJhh@CJOJQJaJhh8nh@h%h8nh5@CJ\^JaJ.jh8nh5@CJU\^JaJ#h8nh@CJOJQJaJh&h8nh@CJOJQJ\aJhFGHIJKv/8"GSeu<U dh1$gd dh1$gd d1$gd!EFGHIJK\v\/\8\"GS\euʸj[[h @CJOJQJaJh)hh5@CJOJQJ\aJh#hh@CJOJQJaJh)hh5@CJOJQJ\aJh#h 5@CJOJQJ\aJh#hh@CJOJQJaJhh@CJOJQJaJh&h8nh@CJOJQJ\aJh#h8nh@CJOJQJaJh#<\U\\EF\rstuvwxyz{|}~M|| hG.h(@CJOJQJaJ&h h 5@CJOJQJ\aJ h 5@CJOJQJ\aJh @CJOJQJaJh`!5CJaJ)hh5@CJOJQJ\aJhh@CJOJQJaJh#hh@CJOJQJaJh,Fstuvwxyz{|}~3z$ & F edhxa$gd( dhxgd(dhgd( dhgd $dh1$a$gd MXY\ab3XY\z>?XY\]_xyм﫫犊vevev h(5@CJOJQJ]aJ&hG.h(5@CJOJQJ]aJ$hh(0J@CJOJQJaJh(@CJOJQJaJ hG.h(@CJOJQJaJ'jh(0J@CJOJQJUaJ$h7jWh(0J@CJOJQJaJh(jh(U h7jWh(@CJOJQJaJ#z_6R345nigdyv  p@ P d<gd5NdhgdZ  p@ P dhgdZ & F `dhgd  & F `dhxxgd  & F `dhxgd dhgdZdhgd($ & F edhxa$gd( 6RXY\eg3456\hiʹʯpp_QGhyvnH sHtH h&U@CJ OJQJaJ h:J#h&U@CJ OJQJaJ -hV(hX5@CJ\^JaJmH sH 6jhV(hX5@CJU\^JaJmH sH hZh"1^CJ\aJhZh=5\ hZhiZ@CJOJQJaJ hZh=@CJOJQJaJ hZ5@CJOJQJ\aJ&hh(5@CJOJQJ\aJOms rswxݺp^#h:J#h&U@CJOJQJ\aJ#h:J#h&U5@CJOJQJaJ h:J#hm@CJOJQJaJ h:J#h&U@CJOJQJaJhA@CJOJQJaJhAnH tH $hAhACJOJQJaJnH tH hD==CJOJQJaJnH tH $h hyvCJOJQJaJnH tH h CJOJQJaJnH tH $ &*ABCDEF & F7$8$H$gd dhgd"j  p@ P dgdZo  p@ P dxgd| dgdF dgdFgdD==gdAgdyv%&xy*]ov7>@A±֠֠֒ppppbhq@CJOJQJaJ h h @CJOJQJaJ h 5@CJOJQJ\aJh @CJOJQJaJ hD==hD==@CJOJQJaJ hD==5@CJ OJQJ\aJ &hD==hD==5@CJ OJQJ\aJ hD==@CJOJQJaJh@CJOJQJaJh:J#@CJOJQJaJ$ABCDEFGxyҹjVjI8 hnshd9@CJ aJ mH sH hnsh:@CJ aJ 'hnsh[)@CJ^JaJmH sH 0jhnsh[)@CJU^JaJmH sH  hnsh:@CJ aJ mH sH  hnsh:&@CJ aJ mH sH 'hnsh @CJ^JaJmH sH 0jhnsh @CJU^JaJmH sH hh4hFCJaJh h @CJOJQJaJ h h@CJOJQJaJ%8?HgwiiiXwGG hnshI@CJOJQJaJ hnsh@P@CJOJQJaJhPfL@CJOJQJaJ hnshN!@CJOJQJaJ hnshd9@CJOJQJaJ hnshV@CJOJQJaJ*hnshd95@CJOJQJ\^JaJ hnshd9@CJ aJ mH sH  hnshM@CJ aJ mH sH  hnsh:@CJ aJ mH sH hnshd9@CJ aJ )l\O 7$8$H$gdns=qq$d %d&d'd-D7$8$H$M &N OPQ]q^qgdexC & Fqq$d %d&d'd-D7$8$H$M &N OPQ]q^qgdex & F7$8$H$gd  & F7$8$H$gd  !-18?GHLQXZ]rv˺ssbNbNbbb&hnsh5@CJOJQJ\aJ hnsh@CJOJQJaJ hnsh.[@CJOJQJaJ&hnshV5@CJOJQJ\aJ hnshV@CJOJQJaJ hnshN!@CJOJQJaJ hnsh @CJOJQJaJ hnsh@P@CJOJQJaJ hnshI@CJOJQJaJ#hnshI5@CJOJQJaJ)8:>?op8?FX͹ͨraPa??? hnshd9@CJOJQJaJ hexhN!@CJOJQJaJ hexhd9@CJOJQJaJ&hAhex5@CJOJQJ\aJ hAh|@CJOJQJaJ hAh:@CJOJQJaJ hAh@CJOJQJaJ&hAhd95@CJOJQJ\aJ hAhd9@CJOJQJaJ hnshN!@CJOJQJaJ hnsh@CJOJQJaJX[l8?GN[^lmn  !48=޿ޚudVVh @CJOJQJaJ h 5@CJOJQJ\aJ hd95@CJOJQJ\aJ&hnshd95@CJOJQJ\aJ&hnshqq5@CJOJQJ\aJ hnshzg@CJOJQJaJh@CJOJQJaJ hnshN!@CJOJQJaJ hnshd9@CJOJQJaJ hnshv@CJOJQJaJ ln !4Wdhx7$8$H$gd\3 dhxgd dhgd   p@ P d,<gd\3gdzg  p@ P gdzgdh7$8$H$gd"j 7$8$H$gdns=?SfhмraOOOOO="h @CJ OJQJaJ mH sH "h|@CJ OJQJaJ mH sH  h h @CJ OJQJaJ -h=Nh/|5@CJ\^JaJmH sH 6jh=Nh/|5@CJU\^JaJmH sH hCJOJQJ\aJhL_hd95\&hnsh 5@CJOJQJ\aJ h h @CJOJQJaJ huf5@CJOJQJ\aJhuf@CJOJQJaJ08?L$%28?NVu348?Wa޴ޣޏ{j{ h\3@CJOJQJ\]aJ&h >h @CJOJQJ\]aJ&h >hN!@CJOJQJ\]aJ h >h @CJOJQJaJh\3@CJOJQJaJh @CJOJQJaJh H@CJOJQJaJ h >h @CJOJQJaJ h >hN!@CJOJQJaJ"#,348?Cpx $'(189?Eʹʹʗۗuugh|@CJOJQJaJ h >hN!@CJOJQJaJ h >hiAW@CJOJQJaJ h >h.[@CJOJQJaJ h hiAW@CJOJQJaJ h h.[@CJOJQJaJ h h @CJOJQJaJ h >h @CJOJQJaJ&h >h 5@CJOJQJ\aJ&#,CpxE| dhxgd  dhgd  & F,d,x^`gd  & F+d,x^`gd  & F.d,gd  & F/d,x^`gd  & F.d,xgd d,gd $%'8=>?IJKUVXzŶԝueueueueZSZ h/|5\jh/|5U\hf05@CJ\^JaJ%hf0hf05@CJ\^JaJ(hf0hf05@CJ\^JaJo(1jhf0hf05@CJU\^JaJo(h ch@OJQJ^Jh chF@OJQJ^Jh chN@OJQJ^JhSh5CJOJQJ\ h*gK\hNh 5\#PX dhgd k dh<gd k dhxhgd k  p@ P dhgd kgdN  p@ P gd:U:gd=gdgd5$a$gd   p@ P gd  !"#$%8=>?@ABCjklŻŮŻujh(Uj hG:h(0JU,hFeh(@CJOJPJQJmHnHtH h_Uj h(Ujh(U h(hG:h(0J@j hG:h(0JUh(hG:h(0JjhG:h(0JU(-./8=>?HIJMNOPQRmnopһȶ▒uȶ▒ej{hG:h(0JUjh(UjhG:h(0JUh(hG:h(0J,hFeh(@CJOJPJQJmHnHtH h_Uj h(Ujh(U h(hG:h(0J@jhG:h(0JUjhG:h(0JU'8=>?X8=>?Ѻ|ee|TTTTTCCCCC h#hN@CJOJQJaJ h#hN@CJ OJQJaJ -h@h/|5@CJ\^JaJmH sH 6jh@h/|5@CJU\^JaJmH sH h/|hNOJQJ\ h/|h/|jh/|5U\mH sH ,hFeh(@CJOJPJQJmHnHtHjhG:h(0JU h_Ujh(Ujh(U h($8=>?38=>?QXZ]_-8=>?`giln  8=>?8;ǵǤǤǂǂǂǂ h khh@CJOJQJaJ h khiAW@CJOJQJaJ h kh.[@CJOJQJaJ#h khN5@CJOJQJaJ h khN@CJOJQJaJ&h khN5@CJOJQJ\aJ&h khN5@CJOJQJ\aJ3$3m $   P    & Fdhx^`gd k & Fedhx^e`gdS & Fedhx^e`gd k dhgd k & Fedhx^e`gd k;=>?d~8 ; = > ? d m x        " $ 8 = > ? r    8 = > ? P u         8 = > ?  8 ޹޹޹ޫޚތh k@CJOJQJaJ h khUj@CJOJQJaJhN@CJOJQJaJ&h khN5@CJOJQJ\aJ h khiAW@CJOJQJaJ h khN@CJOJQJaJ h khh@CJOJQJaJ78 = > ?    8=>?8=>?*8=>?S8=>?W 8=>?6ʹʹ#h khN5@CJOJQJaJh k@CJOJQJaJhS@CJOJQJaJ h khiAW@CJOJQJaJ h khh@CJOJQJaJ&h khN5@CJOJQJ\aJ h khN@CJOJQJaJ4  W\|z7 & Fdhx^`gd k & F edhx^e`gd k & F edh^e`gd k dh<gd k edhx^egd k & F edhx^e`gd k68?D\}'(0789<>?'(8?8?\]8?8?Uпппh khN@OJQJh k@CJOJQJaJ h khnD@CJOJQJaJ h khiAW@CJOJQJaJ h khh@CJOJQJaJ h khN@CJOJQJaJh@CJOJQJaJ:U\|8?8?Tbz8?8;?d78?Ywyʹ۫ʹ۫ʹ&h khc2a5@CJOJQJ\aJh@CJOJQJaJ h khiAW@CJOJQJaJ h khh@CJOJQJaJ h khN@CJOJQJaJ&h khN5@CJOJQJ\aJ67y!  t!!!Q"""i#~~~~ & F dhx^`gd k & F edh^e`gd k dh<gd k & F edh^e`gd k & F edhx^e`gd k & F edh^e`gd k dh<gd k 8?!*8?K[ 8 ?     8!?!t!!!!!!!!!"8"?"Q"U""""""8#?#i#####$$$8$?$W$޹޹ͨޚ޹hS@CJOJQJaJ h khiAW@CJOJQJaJ&h khN5@CJOJQJ\aJ h khh@CJOJQJaJ h khN@CJOJQJaJ h khc2a@CJOJQJaJ:i#W$y$O%&''(m((W*+,xax & Fedhx^e`gd\e & Fedh^e`gd\e dhh<gd\e & F edhx^e`gd k & F edhx^e`gd\e & F edh^e`gd k dh<gd k & F edhx^e`gdS W$y$|$$$$%%%% %8%?%O%T%%%%%%%%%&8&?&e&&&&&'8'?''''((8(?(K(^(m((˺˺˺˺˘ˊv&h khN5@CJOJQJ\aJh|@CJOJQJaJ h\ehN@CJOJQJaJ h khiAW@CJOJQJaJ h khh@CJOJQJaJ h khN@CJOJQJaJh\e@CJOJQJaJ)h khN5@CJOJQJ\aJh+((((.)8)?)|))))*8*?*W***8+?+K+j++++,8,?,,,,8-?-r------. . . .8.?.E.d...8/?//Ŵ٦ْْف h khRs@CJOJQJaJ&h khN5@CJOJQJ\aJhS@CJOJQJaJ h\ehN@CJOJQJaJ&h\ehN5@CJOJQJ\aJ h khN@CJOJQJaJ)h khN5>*@CJOJQJ\aJ2,r-- .E./$112&3>3&4q5|tj dhgd\edhgd k dh<gd k & Fedhx^e`gd\e & Fedhx^e`gd k edhx^egd k & Fdhxgd k & Fdhx^`gd k & Fedhx^e`gd\e ///0"0$080?00000$1+181?1T111112282?2g22222%3&383>3?3334%4&484?44485?5龎ssssss(h kh9?9@9A9B9L9M9999999:8:9:?:C:c:d:e::::::);*;8;?;E;M;_;o;ϼ᧗wffffffff h\eh@CJOJQJaJ%jh\eh0J)@CJ UaJ h\eh@CJ aJ h\eh@CJ^JaJ(jh\eh@CJU^JaJ$hSJh0J@CJOJQJaJ#jh@CJOJQJUaJh@CJOJQJaJ hh@CJOJQJaJ(E;M;_;.</<0<<<{==e>i>>>?? dhhgdXu dhhgdO dhgdO  p@ P dhxgd\e d,gd:& dhgd\e dhgd$ & F!edh^e`a$gdo;;;;<<<)<*<.</<0<1<8<?<d<e<<<<<)=*=Ĩm`J99 h\ehN@CJOJQJaJ*h\ehN5@CJOJQJ\^JaJh\ehN@CJ aJ %jh\ehN0J)@CJ UaJ h\ehN@CJ OJQJaJ -h@h/|5@CJ\^JaJmH sH 6jh@h/|5@CJU\^JaJmH sH h:&CJOJQJaJ h\eh:&@CJOJQJaJ h\eh@CJOJQJaJh@CJOJQJaJ*=8=?={=====>8>?>e>h>i>>>>???8???W?k?l?s??????????@8@?@@@AAﶥooo۶&h\eh5@CJOJQJ\aJ&h\eh5@CJOJQJ\aJh-3@CJOJQJaJ h\eh@CJOJQJaJ&h\eh5@CJOJQJ\aJ h\ehN@CJOJQJaJ&h\ehN5@CJOJQJ\aJ h\ehN@CJOJQJaJ)?A!A-BGBBBD8DEEFGJHQHI:J'xgdM'dgdV''xgd?@S'dgd?@S dhhgd. dhhgd. dhgd. dhhgd. dhgd.dhgd.AA!A8A?AAABB B-B8B?BGBBBBBB8C?CCCDD8D?DDD"E#E1E2E8E?EXEEEEEǶǨ엗엗r&h\eh/5@CJOJQJ\aJ h\eh(@CJOJQJaJ h\eh@CJOJQJaJhL@CJOJQJaJ h\ehe@CJOJQJaJ h\ehN@CJOJQJaJ&h\ehN5@CJOJQJ\aJ&h\eh5@CJOJQJ\aJ'EEEEEEEEEEEEEF8F?FFFFFFFFF8G?GGGGGGGGG1Hij}}sooooohso_Wojh?@SUh@h?@S@ hp h?@Sh?@Sjh?@S0J)U-jh\eh(0J)@CJOJQJUaJhzQ@CJOJQJaJ h\eh(@CJOJQJaJ h\ehN@CJOJQJaJ&h\ehN5@CJOJQJ\aJ&h\ehe5@CJOJQJ\aJ&h\ehgy5@CJOJQJ\aJ"1H2H8H?HHHIHJHKHLHPHQHRHSHTHlHmHHHHHHHHHHII8I?INIOIIIIIIIIIøˮ}}}vlhhMjhM0J)U hDgh FFh(=hDg0JjhDg0JUh9hhDg0Jh`hDg0JjhDgUhDgjhDg0J)Uhp h FFmH sH h FFmH sH h FFjh FF0J)U hh?@Sjh?@S0J@Uh@h?@S0J@jh?@SU&III!J"J8J9J:J;J?JbJcJJJJJJJJJJJJJK8K?KTKUKkKlKmKnKtKuKKKKKKKL L L L;ujh0J)U%hQh5@OJQJ\^Jo(jh0J@UhQh0J@hjhUhQh@jhQh0J)@U hhMjhM0J@Uh;RhM0J@hMjhMUh;RhM@,:JJJmKtK LCLLLNNPePP|Q}QQQQ dgd.m'xgd('gd('gd#_ 'x^gd' & F0^`gd'gd'xgd 'd,xgd'd,gd 'dxgd'dgd L LLL8L?LCLLLLMM8M?M\M]M^MMMNNNN8N?NKNLNMNNNONNN¸t],hhgh FF56OJQJ\]^JmH sH hhgh FFOJQJ^J%jhhgh FF0J)OJQJU^Jjh0JOJQJU^Jh0JOJQJ^JjhUhOJQJ^JhhghOJQJ^JhhOJQJ\]^JhOh5OJQJ\^Jh;hOJQJ^JhNNNNNNNNNN OOO,O8O?OOOOOOPPPPPP챱vfffU hv+ h FFOJQJ^JmH sH h FF0JOJQJ^JmH sH /jqh;h FFOJQJU^JmH sH h FFOJQJ^JmH sH )jh;h FFOJQJU^JmH sH  h FFOJQJ\]^JmH sH ,hhgh FF56OJQJ\]^JmH sH $hhgh FF56OJQJ\]^J&h FF56OJQJ\]^JmH sH PPP8P?PWPYPdPePfPgPPPPPPPQQQQ&Q8Q?QNQPQQQyQ˺˺|jYYYjF$h] h FF0JOJQJ^JmH sH  hv+ h FFOJQJ^JmH sH #jh FFOJQJU^JmH sH  h(h FFOJQJ^JmH sH h FFjh FF0J)U hhgh FFOJQJ^JmH sH h FFOJQJ^JmH sH  h.h FFOJQJ^JmH sH &h.h FF5OJQJ\^JmH sH h.h FFOJQJ^J%jhhgh FF0J)OJQJU^JyQzQ{Q|Q}Q~QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQĺġzmh_UCJaJmHnHuh FFCJaJmHnHujh$dh FFCJUaJh$dh FFCJaJh FFCJaJh FF0J&mHnHu h FF0J&jh FF0J&Uh FFjh`Uh`h(h FFmH sH h FFOJQJ^JmH sH #jh FFOJQJU^JmH sH *QQQQQQQQQQQQQQQRRqRR  !p#gd=B p#gd/Z$a$gd?t 'gdgd'qR %gdS`h]h &`#$gd'qR$a$ dgd.mQQQQQRRRR8R?RnRpRqRzR{RRRRRRRRRRRRRRŹūwewPwwewPw(h*5CJOJQJ^JaJmHnHu#hRJh/]5CJOJQJ^JaJ,jhRJh/]5CJOJQJU^JaJ hRJh/]CJOJQJ^JaJh/]CJOJQJaJh/]CJOJQJ^JaJhwCJOJQJaJhRJh/]CJOJQJaJh FF5CJaJmH sH hPh FF5CJaJmH sH h FFhUh FFCJaJRRRRRRRSS8S?S@SBSCSMSVS\S]S~SSSSSSSSSSSSSSSSSSܯܯuhuh FF5CJaJmH sH hPh FF5CJaJmH sH  h}^h FF$h*5CJOJQJaJmHnHuhRJh FF5CJOJQJaJ(jhRJh FF5CJOJQJUaJh FFCJOJQJaJhwCJOJQJaJhRJh FFCJOJQJaJh FFhEnhRJh/]OJQJ^J#RRRRRRCSSSSSSTTTqTrTTTTTUUaU %gd/Z$a$gd  9r %gd $a$gd_c# p#gd/ZSSSSSTTTATBTJT[T\TqTrTTTTTTTTTTTTTUU[U\U^U`UaUjUkUtUŵyk_yhCJOJQJaJhCJOJQJ^JaJhwCJOJQJaJh(A[hCJOJQJaJh5CJaJmH sH hPh5CJaJmH sH hhuh5CJaJhhPh5CJaJh5CJaJh:Ah_c#h_c#5CJaJmH sH hPh_c#5CJaJmH sH $tUzU{UUUUUUUUUUUUUUUUUUVVVV-V.V6V[V\V]V^Vررؤvjvjj^huh5CJaJhPh5CJaJh5CJaJhh5CJaJmH sH hPh5CJaJmH sH hh(A[hOJQJ^J(h*5CJOJQJ^JaJmHnHu#h(A[h5CJOJQJ^JaJ,jh(A[h5CJOJQJU^JaJ h(A[hCJOJQJ^JaJaUUUVVVV]V^VV,W-W]W^WWWWW X XjX 'gd/ZgdN}  !%gd %gd  9r %gd   !%gd/Z^VVVVVVVVVVVVVVVVWW'W(W*W+W,W-W.W6W[W\Wּmm`\PGPPh5CJaJhPh5CJaJhh(A[hOJQJ^J(h*5CJOJQJ^JaJmHnHu#h(A[h5CJOJQJ^JaJ,jh(A[h5CJOJQJU^JaJ h(A[hCJOJQJ^JaJhwCJOJQJaJhCJOJQJ^JaJhCJOJQJaJh(A[hCJOJQJaJhRJhwCJOJQJaJ\W]W^WWWWWWWWWWWX X XXXgXiXjXsXtX}XXXȻȷwfO,jh(A[h/]5CJOJQJU^JaJ h(A[h/]CJOJQJ^JaJh/]CJOJQJaJh/]CJOJQJ^JaJhq,CJOJQJaJh(A[h/]CJOJQJaJh6K#hN}mH sH h:AhN}5CJaJmH sH hPhN}5CJaJmH sH huhCJaJhuh5CJaJhhPh5CJaJXXXXXXXXXXXXXXXXX'Y(YVYXYYYbYcYlYְ֣ttthtZNhh FFCJOJQJaJh FFCJOJQJ^JaJhq,CJOJQJaJhh FFCJOJQJaJh FFh6K#h FFmH sH h FF5CJaJmH sH hEnh(A[h/]OJQJ^J h(A[h/]CJOJQJ^JaJ(h*5CJOJQJ^JaJmHnHu,jh(A[h/]5CJOJQJU^JaJ#h(A[h/]5CJOJQJ^JaJjXXXXXYYYYYYHZZZZZ7[[[[[[$a$gd*gK  !%gd/Z %gd/Z$a$gdXk  !5'gd/Z 5'gd/Z$a$gd?t  !'gd/ZlYrYsYYYYYYYYYYYYYYYYYYYEZGZHZQZRZ[Zررؤyyymy_Smh/]CJOJQJaJh/]CJOJQJ^JaJhOCJOJQJaJhh/]CJOJQJaJh6K#h FFmH sH h FF5CJaJmH sH h FFhh FFOJQJ^J(h*5CJOJQJ^JaJmHnHu#hh FF5CJOJQJ^JaJ,jhh FF5CJOJQJU^JaJ hh FFCJOJQJ^JaJ[ZaZbZdZeZZZZZZZZZZZZZZZZZZ4[6[7[@[A[J[P[Q[d[ررؤuuuiu[Oih/]CJOJQJaJh/]CJOJQJ^JaJhOCJOJQJaJhh/]CJOJQJaJh FFh6K#h FFmH sH h FF5CJaJmH sH hEnhh/]OJQJ^J(h*5CJOJQJ^JaJmHnHu#hh/]5CJOJQJ^JaJ,jhh/]5CJOJQJU^JaJ hh/]CJOJQJ^JaJd[e[r[s[u[v[z[{[[[[[[[[[[[[[[[[[7\8\9\D\F\G\K\L\R\ְ֣~ooococococoh FFCJOJQJaJhRJh FFCJOJQJaJhJ"5CJaJmH sH hPhJ"5CJaJmH sH h FFhEnhh/]OJQJ^J hh/]CJOJQJ^JaJ(h*5CJOJQJ^JaJmHnHu,jhh/]5CJOJQJU^JaJ#hh/]5CJOJQJ^JaJ [[9\\\\\6]]]]]6^^^^^^2____gd  !&gd   !p#gd p#gd/Z$a$gdN} &gd/Z &gd/ZR\S\d\e\t\u\x\y\}\~\\\\\\\\\\\\\3]5]6]?]@]뛗zkkk_kQEh FFCJOJQJaJh FFCJOJQJ^JaJhOCJOJQJaJh%hh FFCJOJQJaJhN}5CJaJmH sH hPhN}5CJaJmH sH h FFhh FFCJaJ$h_U5CJOJQJaJmHnHuhRJh FFCJOJQJaJ$h5CJOJQJaJmHnHuhRJh FF5CJOJQJaJ(jhRJh FF5CJOJQJUaJ@]I]O]P]d]e]q]r]t]u]y]z]]]]]]]]]]]]]]]3^5^6^@^I^O^̺̥̺̥̘wso````T`hCJOJQJaJhRJhCJOJQJaJh:AhJ"hJ"5CJaJmH sH hPhJ"5CJaJmH sH h FFh%hh FFOJQJ^J(h*5CJOJQJ^JaJmHnHu#h%hh FF5CJOJQJ^JaJ,jh%hh FF5CJOJQJU^JaJ h%hh FFCJOJQJ^JaJhOCJOJQJaJO^P^d^e^q^r^t^u^y^z^^^^^^^^^^^^^/_1_2_;_<_E_K_뮪seYsH h%hh FFCJOJQJ^JaJh FFCJOJQJaJh FFCJOJQJ^JaJhOCJOJQJaJh%hh FFCJOJQJaJh FFhPh FFmH sH h FF5CJaJmH sH hEnhhCJaJhRJhCJOJQJaJ$h*5CJOJQJaJmHnHuhRJh5CJOJQJaJ(jhRJh5CJOJQJUaJK_L_d_e_m_n_p_q_u_v_______________/`1`2`<`E`K`餠{lll`lT`lhCJOJQJaJhOCJOJQJaJhRJhCJOJQJaJh:AhJ"hJ"5CJaJmH sH hPhJ"5CJaJmH sH h FFh%hh FFOJQJ^J h%hh FFCJOJQJ^JaJ(h*5CJOJQJ^JaJmHnHu#h%hh FF5CJOJQJ^JaJ,jh%hh FF5CJOJQJU^JaJ__2``````.aaaaa)bbbbb$cccc  !&gdgdJ"  !&gd/Z &gd/Z$a$gdJ" &gd/Z &gd/ZK`L`d`e`m`n`p`q`u`v`````````````+a-a.a7a8aAaGa뮪seYsH h%hh FFCJOJQJ^JaJh FFCJOJQJaJh FFCJOJQJ^JaJhOCJOJQJaJh%hh FFCJOJQJaJh FFhPh FFmH sH h FF5CJaJmH sH hEnhhCJaJhRJhCJOJQJaJ$h*5CJOJQJaJmHnHuhRJh5CJOJQJaJ(jhRJh5CJOJQJUaJGaHadaeaiajalamaqaraaaaaaaaaaaaa&b(b)b2b3bc_c`cbcccdcecgc餠uuui]uOi]h FFCJOJQJ^JaJhOCJOJQJaJh FFCJOJQJaJh%hh FFCJOJQJaJh:Ah hJ"mH sH hJ"5CJaJmH sH h FFh%hh FFOJQJ^J(h*5CJOJQJ^JaJmHnHu#h%hh FF5CJOJQJ^JaJ h%hh FFCJOJQJ^JaJ,jh%hh FF5CJOJQJU^JaJgchccccccccccccccccc d"d#d,d-d6d&o7:>--۶՛뷳ܰ-oSӰڰ>ȡ"ẴnjR%#ù<{Leƞ<xnW5M'LM̱E j#w&%>$54fڭƲʰҔ|!-R$hڭ nsVej<+53ZMܺeLoc.Y-|FWIVJQٴuj2*Nj2(j2oI-QB˻?C@eSheTf\vrj2u%;-FZE;-FZE;-FZE;-FZE;-Bt/rE_j]}yʯ jG|y +\>ŬZE{o.Ee=phb(gcv=K/t ͽeVW_v_"s_eI}o?+'9ހ?D(~`?g i>۵{;),!ޫY~hw+gwuwhò\Ihccz( ( ++gD|w_/.$)4%YeVѻ9R͵vqw~4G_'kF {+]DӪ1տ4o؆km?_#O3۷wF>8?'(_^w7>8]7Ri5;X"xԋ bn}}aEx gOi~(ԬuG64Kx'eLhݨ?'(_^?E|kn~~KtfkěXdKhem* ( ( ( ([|&NW.iz}o;c<$"|2˷":+? ˮoO MRo[qjt?k3k";8 ύ?xŚ~)[gQbXm#3mR4UQ@WV/0_|?t]H5]5|SiqK%HQwdrk~*+t?|iw##RMomiY'՗Yk6((ը<5IߏW_EúEޢW(L֬ҍ9TwOK ;k"kx0<ٺy{]pC۽~J|^~1|q'o]yͻilQ2yߌi|I-fK[\f;I\1Vj~ֺ/u4/Z&<^:qy~OYCbJ1札w<O]h~9vqoW][^,ǯ|.loR5-_+A!U빕m]Oq8m ٰ^Gw:+~_T?'㝾ouqO1=ދ{0C24Br\O¼KXYaj-c̖o+MQ|R~"L<_k~7\g&y|jGPx#Zխu_mmjWl#E}ഉ?~2`[Wgj>G`1VIS[/wNy[ܷ_ Iq__oƿ]|f+&Ղ]Ff (7[nS_5jVOk#=}"$!>.e8Z\=)P.hsW?ி-b]?T_B$O|} X~||uUC5G2oc+7r?*d(yК~Wcܨ#ۺ<8?P|?4z ۴u>ExKp?fԾ~"FiF/ʭ=S8sNk-Z>GyڻׁeSﭥʴ}B/xL/o5mcPkQ@ՙZ3*Ƭe٭O/8{ּ zƞաumdkrv_ z+#ZK -ooO F&hv$m\C?2 1!O28Y˻ZhF?6`8vJP也_Ko/?Ԯ4[mg+o'+/ݵ >$~&Ek>7e5?+$%\-_aoo:lOەUR |6Wq 4? i:ǚo^yD+}[i+vjUoݱwyѫ0ܰWhړY'Wb[8ܪ^*4ۑwWVjWC%ìQE3I#mUU_>7ͭձɴۿٮp;ۼij1<sl;ډv~}}|0!~>kh:ׅms,(m͵մKQwUuokL~|i xv]Qľ/tw ufIba՗w*kU'-xC-#.4cH͹fWW_k{Vs\?kBw)"X-٭OYΡ7Cq.د ԣ1۶m}m9h]^KcS|3۸֕6>ХX4}>֣#6+ /ڟ5m7Ft7)Kc^m0S)˖71r+?j?f/k'ċ;[6F?jOk%$#DxW&{pRmn$u$ =NG+=wݸ⿟گ|u>kWpqŁ`Y[m6A)")S f_w5u5 p.uKF"j}~꿶mx7ھ)MvW,a|yY>'>(FⰭ=4h5;׻3/63FNj+;׾25Ŏ7"LUմʱ!ܱ/߆m]m?ڰ°^%OXﭕq9>+.?z&BW\[`p?!(?6~c\oOvnh?)2uc7|w| ğٞxvf8Mǀ+SkeK˯S5zX۫|AUVV>>05vHǟuoFʉۊag?~^5q gV.o)4v啷%Ԋw?ିGS &mX7n1]\D#n6,7>VY>]˻ kXǩI^>us-_[ _5ޗ5@ApUw"go?YǶig[Wc4lߘzPԔWZ+L߰/x%l%xG-šne񻲺ƭ͝[QZuOCk&㝠nt揬LR#/(½Bo_ա`ԡ|_OmT}_[I?u&C:o%Lxw_)aD> BP _?u' Կl=_?u' ԿlK(?p{Z _6Qߨx)6>͛Js^NU (o|z^WMoKM Lq*239vk6U?ߵiK U횅߇u}CKEi(CSQ]K l{[p}Q" zUEޯU|˹Rh Z>4k~ >3L'α3nTDemڻ k>/|AM|E#DѼ]y6Q]Kl*Krmњ>/2|DִY^Pش[m>i[*v5w 5;.4m"7HՊ/Uxc_?(m_x#ׇ|AjV^JeYtR4m[l˻r:G_<=47:I-^6GE|W[<>X>S^M. MNּƟݑ$'[յuM{ZmU業jmZܪD*? +W& ֧xunϴ/ZHU] nn଻VHe۹Zs߶{̺74Ȗ٬=_wma|ȷ׽{Q@w Sc;~Y. ܜ/,Ϋ,9Sb$jgxfԾâ"MQS+n.]/ޠ"o~=~rkk^֝aTaVM5~_[=E|AjVM07_˸])VO3 ֗s`uX0O_/mek]Ad!ٿ3__V&)|eO6Ou=aPky_>~I3㟌qy7u O-ng *7mj? +gfr_7~ ŭOv[*}"Y?U@y/9-E+/t-yN{ɋk֨◇'3ZU麥լslIYWs+\`c6úWW:+)Y$e\p;WaK9{_ՏŸ&]Z?i/w?G|O7_lkXɿNEq|/ ؿ%w;[ V Lʉc~]|TW<|jR҇/%_3xwE/x6o{y(]ϵz"/;1TU&`([ k ? xZN]5/4-2(fĨ]UV\G~_.&.-WK_j~י -i[jxٶW貊a"4?þv߰'rxGǖQ>!բ#xz2fZ\O'ljwk;{;_R۷s3uBWcNώcxA%hnz|F`W C/wĚv"ϕR7gQE7گůǞ?}co$:<½ Yҫx֟qMgu VOH[k+]'ό>"7I5 4{Cη_~F_VR֯,Vu/_ ]jL $7' k]/Xjw}yrDKujԌqpeEE&q|UѾ'.#73w-Cj+q[G5RMCMx˺ѣ]s}]۫?f3W엯}_+ncq7V_W|.e,p|?S2Co'O/^Fմ-o"{ň {_sQ<Tu Ţ~ޚ\k i:z>ocrW~eI ?_X\uW1"c[)U![Kn](xuzދ+Nߺm3YB~xė] Bh!?uwv+K\Q"@ʖ7W4h~+L&718y/Q|z[ >kŷZC]/|W4_VH8ixgT1KuWŷpt~?d 2<xAZ:N_|ʻUZ~lԆ? 4@TmյY}[*Pd{{vk|j^y`V/__iZ|o1/]$ݴGUsZ?'2·Wo-uicW}/j?! P 3- ?,iShtcN3f 3SN*玲3?a? i:Ǎ@k]j,.f˴Wu-0?`I޿jrxos|8gv>?찿ڴǎ<.Lo9~Gdmc!)agχ_J<%˝KOo@ln!h߳o4t&7ҙ+ qq;gsJ|k_jğ-maMŲPs^ejחŸ&uE_!A4_}9^g 浱y ,}_P~>ٶz~>\ۤ "_?/s ~;xkCԮdo-]n؊q{WZEb|hAgpj\?){urW{~g+EUDW +_o7R r uT?x)p&?_mwc o5,Eej5 U ߒ{WZ><<}qxYեfҢOODO~;~Cu"ӿn"VdaHvFv\mڵ vύl9"*j{Wei۴򤾹K[v+oe_n۰|ٳܟGo*O?4氭6*4B>%cJ$|Ϗ8_m$+} ( ( (>q9>+.?z&BW\[`p?!( s4Uo+6x'Ufj+CWAs[}ƾ%ܵ!o_"3:˳S}+ kof/o7Qe]WֿQ(|_\5iƋk*؟qnf*`?sZ}ڮCp\pһ ۿ“xͻ}dVe۽>+#iY[_ӷMzşZֺcu y$F_b jo|TmH6 o%Iuf夋_A 9;?Ew.bKnD~(Op~&eMRqW?-9u X [9@o&$]jf8P3|VaO覯g )+c @5~0ԟT~/RѰW~0ԟT~/RѰPҟm/PIk5xCr}ki7aco|˘ֻ6QߨKᛄ K[Mo؟[YWo/|Dxºp"kͮ/xgVm̐We*VnZE݅ƏV7мI 8v0*F~xZ4gڕ ykFxeoI-} 4A=~~״𿌡tz\Z|ܭ+WLw :n ?zͮ޾jZ_lmUrч4ASL4˫R'xȌ6]=}|9f񞕾9rmFU`yYR'n7m.|jPxYIiX+e$VMknF_䯀«mOđxC*`M49XfR#efm}&Ol&<;uUt]VM5Gk}l7+/n3Dߌ~#' j^Ě.+-=_̋I$y۵QnwZeρ6߇l}l vE_K.*w/>8H)$ÖϷŲݱִ߳;u?v7մ%ڒI:)Xķ,2_߷'<j|\Ү~i,|eEn1~.uk}Ÿ [0J#h]?nIF?Џ7R>>|?b]=|1#QG "K$R3l o5շ y7^iZQ╠v_h? ?/N; #WGj֛4z,^jK[۷F9f=O}Q@_I~'[$i,| X6جc\ovՏ!{Momnx)|AJq,6T &P+rKan|?6$klbofjڃ:x7C}7=dj> |Go#B~&ٺyV ?E+'y^ϏDZVd\|@>󱹡:mQ.u'O'?(8ϰϰǏ.3=Qٵ5Ӿ<5p ;Gm6>e۶5%҇O .E-~LG9'ӬxGO|@ǁ+G &/Kfuf ~_mg|E]_|h9uc} q0ӊKO)o#og׍eM|-[hDm牙[y[v ?/N~|~M{AK? mI7Ū^*̿y-~TϤ]V|[3YʓFTSg?j Qĉm㾛Öad8Y x6,o;s@ώ x@𮛝q^MnGʼ_%?[n<8~!nI:sc_y:s'#*ۿ~F~Ο %hnWw܃4ZFJ."ߙGNzg 5i Ğ.Ԭt[KZެLZ/m gME [lbfeTe+5P0"q+:J_6 S w8_=|RQ;`KF_JC '_*^R<^O_U?G// W}) WH'袹Lf;%cueu[ӸHfFhYk+/|\mQ hԋ0i}sUWگů;UƢmYY?;L<>¼?SK7anYIYyPMx#Ś\CqjM)ck q3<["I?WQWO?_ i4ڞne?ƭ_]4[&oSkQ*[>q`B,d_ΝN>sob?#k &ksU}K_"m4zҾ~wQ E;,\V/ki ִ1 &֑p:0Oy_OcT>.> $U٭Ek7'_`ٓwy+_/ VxsPPBk/ SoV|6ĚlWDu\$wVOMEy;wgEZu)R5~N7sq߰\mú~QoE~=B>מ$;iԭՉ2۪w~[6d6*뵗XJ~SxŸO2[s ?e? ?PI_uC?dgI_ ?> S%}+O!37|sFEs|ym85??x?W_I`M;Ajÿ0i/I5sM?Aj ͵V&bZ$<>Ge\-b|jA藭_ G>f"TXQt=r}1[_O卾}k7Rr |)ݾ?q2x*g+C# m$R wVUH(O-o/9;lW~+Xi[`n@%HM4R5Ct=1~{@?8𞙭Xx9[h<W_5Ϗ fzEO3OA=ƞ]9Reu+xإBxcha׍_Z+ tXvaZV?@a<$+io4nǩceGձA+=O#?\ Qc_?o_ڏ/^bvGk Ivy_X/(g5OVziZʲDΖ计moG~' UaZ.1iE%c҄fd|/w8խ$w3WCNV0:R ŒWCK8Iv_n(((( (`|U߳^ ^Srr|V\>*oكM?/X脠K= 3fe^1ڲ˶[VoYUG/l~PkJ(_G[!|1p: (2mg6Y[rWO_96ሟ^ LJ΋LPw-~5oOCgY,/) N"ֺ#Wb7lq=[e<ǬZ_[}S< 6qqWIشoi]j{ύdK[fmiڐ_jR,;UȻw"M~̟If_itz[Q6ruW}#@q#|8~5h|,Q]7Q,Rx?"2_^ t-±5[} x!YYTgn>oxcMw}n ICe> ~? 7sAꪰ+qʥsmt|w# /[k/uI\>ש1d.ݻS 5_ Et5+Y'ΌK2$mK Vo>/#՟ڿ< ߙD'uї_gZGco0ƑDQT >|>nj4 xOKMF`7a]SweZn`_?¿c_5ENy{u..ݶ _g )I|sxJ/b:մoڼgnݽ[v!Cwi@wrk&+k:q4+*fMA]Wi^}/N"}2g[gy`*Vk<)+uVJĵ cK?iFB/4e#cJ>gόƋoZ5(uKH -H:,Պkjd?|zdm⶗]tͷr"oo~sxoͪx ?ʓio 3&ּUCcK(џ64Z).o"I?~~G){BY/ ]xݮV5dUy?"8ݯGZMIDrIƳ>bmHoN8k{ ڥ)bYYm}ڽ_6 Ϙa ?|Yó_xgt7>kll#/ƿw7,5xVDUo^+6v *JJBoٷv.6/xO5K_x5- _2xlټm7&4dUE|zO.5DŽ|p"]ZX"4EbVVI_/5|"crUA[ak mg!sltvy[l'S Yຍ|Z8L׮/m|e࿴6uTڷQϵ_ms68?}?e k?&wxVšު7ql\hq8Y+s _lE{x(6qiop *$h6(X(KOo[3|O"7I5*VwGo_+UFo-.|7k2X¿l{#TNY!&}Υ70g~wsiI Qц`z+@㧈h=x&I;2"Ku舫ݠp~)Zw.}?Pm~ lŒ|Ǖ)eYj>ƍr[ $$Uu=Eǔ@zl_mn|#v?g:폋f+B %Ptr5|13@t}>J6vp$[ 興A@?>:x;yzI[G-QC JSsTo濘oZo?lޏ{oi:Ǎu+w"[ToVVV_F?bO ~_/5iL::ˣM li"X]doH`~w ?nσc< >%kձr!r3.˜7WW߱_ 66k[R3[D۾E* _]|Ju#K#q#oz|a D_1ҿ o؎um#A.qt۷oV݀?zſ,xPn,k%dG[j?b(OڷL|+?[^$= -. $Xbvc"*zj`~w ׳G/?O_ڏxTյM"MXI2M"Oۂ/L{o!Z;7M4VvҬlgcTk!m/^&zxn!y2.Mz=}xoڧ4Qҷ}%i|eQkEk i z  t_Cq7~q5MVQ|9.+W C_~ow#\!2l~%c~Co'ǽ/'EPxuk9- D+Xc_jP#|O#&owhm)_+}8knmS0l4_TLW~ֿH߁f6 \kZ5cߙћ^kü3:WZnN6g0G&[w_ ᶭt׸՟3Yʇ"K̈́OU~fV} =ꟴ'i/5{xu[ x{Ys3":-{ٻ<-_Ghldl+#3{u@̗ WZLմ;:mY*-m+#vXbmv]˻u~?rGAZ'Eg]̪$>>xyh~L\YjpE+.66L7UpH~_ xឝ}24vnym]ۻ05߅x|oBԟU7eEI#hm/NM~:?OxAuj]tWr5WY77 Z񎋥xTش{>+uVJĵ0?nM;k|>3x_/(]jԡ-",$y"p$TV+?k|w>"x.8G 29ڢym"l!CWk g_e;u};o?moh[kk#;$>'V/{Ì'qܵs__Wwgk$^TS$I;Un*Ѷvi_xAlj4شn|7}Xﵯf ?O٧n%񧉵éicđ(a/kҿL?HK[:W!mЮ~o<%>Λv{@ Iǧh/t۩wyvU~j~>F^󵰭+-~.ٳܯ75g?M/4VS@$ZO:$vW]+N#o5G^G$1\X/&Yf_~զFP qzǿxsWPwm_dp,-[p5QFxԔӧt/6{W᧍#QtYNZ˷w6j$owX^&Ūh5n-~Ss aH?'D6/]kK>\Y0?^ONnWݻv[' oLʹ]ۛKX._xS>V L ^[Ŵe ʏs8L[Ӳ/1ܳٳ啛4/ழ/<gSWUy?/)ˮge+~מoL]>F]۶/ޯڧ ۤ޿/tti:M:n I$3}yV%^\_hO;[M׼]P+ nw4x|A3|U,VV?K ^ |jlm-SMf|^%K{aG&H[AoY iP_|L:{VU?^6𯌼k1[kIv><^Y37A< &{W+u/F׵kR&sefl-ˁoix/`i<7ybQmy F>^ s:gCwcUxѫ%d/3Pbgρ?ŋ_xg⧈,moe+.'?r+}ߖa/L|mkos|H?Ὲ^ֵY[^M'˻_JW\}?<<'G'WG~$x²kEMEiWc k{w u9yǿnϛ}7<- ^\k<2TtOO?>|HֵIQlgVEk#O7nPuQQuo_ʶsSSAG~\ag V: 4~٣q/H5O |r?hGMhm?ٚS;\'˻kQbP8ǻ3{>vo:/krt %W/Z>=x/\RJ-\YOW/_ʏ!O[}s9g,4->J>}b ɧō:)DeuY[f]WKׄws`eݺvH~ZڑW\~5 *Ͷ{c8 +o.5t8^8Ho=xŏ|H7|?pZ>> үʻ+m //4 OjVm=fM|6/7ޯ"ZC ±ý1غp+Y&ZCD-lx/WOLo64}He_ҸQ~T?q*GbB4?g Aoh[i٧eO!O8xO-!|@Ϳ^+8EwkRrU*E17x02p[:S(((_O G^0ɸx?W/G'oV?<bJ(((((((JNn8]լ"X{˿Wwӟۚ| ~pov̫}@O:F~"7eĖ tfV寮TS3|g}7!?OkCi}YXlz 8k_WTP>okKq 1OX^\; :g|?w7Vgdbd.1]-/9YY7' M7mʹ~o@-xC-ψ>&2MFJ"/*7ۗACYqKh^9;H 5iMx]Oz[4Ejѫo?K'7[p#1?Uq|!?eo//x-i/l>j mUV6o בbe=sW.j֓Y MC#I|ۉ$V&Y?^;~kvڧ5|FeqixRNv^_oZ]KB4+=7MK{k[XV FDEUBQ@TQEQEWCQ'hg#muk+9 7#Ԋ((((((((((((7G 5ԯm"~ͅݵ%*v]cpP =&Q/[xV6?hrŷ?w}C@Q@Q@Q@Q@cc?7= W^(h1TM;&_P|ISvh^Odcv'oLXWO)_|X/IvYjqz5@#ڸ?r;)$k"]jr z.=V>z˚_ [WmK3*I  E/ELȦH|Sk˘qѭyUzԥbyzY/'/s.leHg&8kJZ|Yrpw?Ge6k{Q*5\_Oj.L.`1ff|+?HW᫹!υWe^YnkT=,sLNx.koQqK_2 sAuݷ[|%[+upʋsrŚtWݖϱ<:,=\4g+ן¿0J/'6:=Rhe}˱_M+]SK4ؖ[yG*7B+A"oM:cV+?x獵R-[ *>Kk G]ڴ{K^q_MQ҇HGH>]Z J U(*- y?|U="[1KwB_|De~o;ᮡ6]bxm[v"&__֬pu^$b>ΜnsK (^8:S3+eCc5G,v? ֩qڽa5~/Vʚy}՚_|EoM7$m텭Ұfk?(S]J|.Þ!Þgo;/b+NHsV_xK>fP_AMk?xOZtk դF52(x ySnx7>$]:*Er>~=CNM] +SiJpFuQ}E|;Sx ZƏO}jԔ=/auoqmM~,Uioс?p?WN_=?R?N3xWPX@ך=^[R_ZGcgAkETEPEPEPEPEPEPEP?W/G'oV?<bJ+W~nzD%wK?d_ ⾥x_^tlM[wWU{|jycO^ qyh71v_6ߏe~:At]gGo%ZjLn/;#lVm̨~__mSQ?exVԼ'[n&xid+2R|?¾3Z^ ʾr޿*`KRHdAe9R=h@~~No/P`>ٸ?ﴅfcܴ;墷?/m?5?ٶcww"uǁR,4>2ۼ3⃏3+)3k³o4;Ү"ǤG&KZ/֗4;ʊ|fܖk?96һS(´ܳߙd초'ś<#2jVZ }qiʯ_1Sru;k~&ᧀ? mSv(bX**汪I'yGj737 [^)k9B4?>6ɳ՝೸(:̟׏1%!ς5!Յ'-,2s'{c9Oճݴ˼4Nݴڳ*WOƳ={ѳ>/5ʸjl$5Djl$5Dѳ>/5*%㋉675հG?x簿?}7mآ%?K7<"_[6p%Mo=7ʲO?fhg'-o}Ş |?[ +27ꬭe?2AcUu}}sO5;xngvnUA$JE~SןsF/^h|#olݢ:;gpPƒti?ݯcFJCßjC?SE{ OZYgVeuwO?rƞ$i>ykqyVh'L̬U,~տd>'?4+K*Q{thd%TFʳ/LoKhMkþ$n|K.0$2nV5d]2K¿ xnK5)?w 0FVi?{Kz=՝ǗsɠBD$EWǃ'JEX俴z)tV@Wk?+߆q!ph\o!xRd[_rJUv?<}[ú|3j0_X]Mqq,[,ly76۷'E~2|vI?'}Kuy幞ۼB/|z+B[VVz,Y6b'.ܲ~QEq6cs_x>S1 31;{8fcֿ0,E+9%hךJZly_5?X/P|yOziMkpD/-3*~OIvGz/%m]nykr7+[Ӽÿ5U|kF潜DdHG֢0zΧ}›5c Axqnv<֮3sk⯆7̳M~~Q_>??~ 1׼)?T t[Ssm[k+Q_.gƞ>ijx?IVm4]}Q7ݏjlo@E~0=IJcT ץ++ Yݯjg(<;&+Y@=-DSi,,vkJ+T0?K? o:^q-¯C%CÿR?3/?#Z"l+g*W̿P*?ß'o#\fwOav6Go|ۓmH/_i^C:3޹h~fgw?.6 x R~Լ׼!u{-[^}N*+|۾ pWcb$U}_?koI"(((((iߍpxoߍpǎ{UOGN-#v BwZ'Muo^%JK`/kGv_/Vkڰ*M+5/0\FU:JQ?T_(KR~~|}\Ճ@Z$f qow"8^qM5-~Ȟ8t&,RXf1jӦ k`|̞q cJ_lI39/G>(c={^]. ),$P;(~Ƨe:i֞q_~v>.5-ROFkG(,Ͽ{"oT x݊5ҿl7{HsVN ͸/c]ވ Ӽ-V|R\+=J<͋SVm-~Q.e? ~x2!; lT(>־{ɦ6GJHqԶ{n/q^x_ɮa:Έ%me "/?:6?ޯo'bdwu{] }+m3̾)/v?hԿI8~%ѩCף$?# -'K]̿䖩^_Gk_#O75e5AgOůokW.v~Ok4/1W!Sx'P6xAңMcAv2W"&@v5Iܥ48%,VL~6ԕ<R'Wao[Cq>VPZNLWmRw9Gưbh$}G;ݯf ffEЅߏVd5-3|ǟrGōVOGEooܵQS-gˈ!K_5/ k:eQw2?AOT5[x k>>Wkgf) hG*fܵωڗƟZ]Sė]}v9vk?_n*F/էI˒I_O{w mGuMCGm[٪>d q_Q?SM?jc:Ny鶶Q+4_ҲwwGL$~qg~E_;1vn߻W?9x%|Axv8?L]پ5/E47Ԧݷv%Թ~m:5rվu>ѧ]E)FQ;rhbJK@k6u 7O=hAU9?ixizGi{ݯtn/坾]*5~O_=^{M_>/{_5~`jlo$_5kDujlo$_5kDt_ʇ!dݣKj3]wW__>/{@#?xV->ᧇWx" q-b鿿eho䈿~wL^?-4}KQ45+k #I&t:2˻_=mLO4Ƌ=JKPk'{_K5xIF%\nQm]\_|2!ៅ:-Ԗ>>you`e 302|xPXZ;2]ڬ~qK3kwP=Y-<dU`W˹ݠ r_v~ tѤhZu[WTIftoT w$]yUcIk] OWMQK{ N_7Td/ϻ(aӿoK?٢O6|9=\oo/⽛ĞxN4R[KE׮-t1٤}+eVU[k? )'c S_w귯^j-xF)?ZOv2CI#g"ME6Q?<bW!3RYg*I<=:]|a1\agL OZ7q+{Mki0Uw1\7;$mmդd_$-}4_Nj8Ҭˏ6tY_[ٛ>-~b/A'ăK]\[5/y*22 |E;y?Ww7\E,Ҷ? _eCG#il5Kil1RȅdtI\'@x_];xS̒V,"Gr:e^?{𧗺iWMCӳ5|<3浩iv2xzwƕy)O"A#IJcw${ՓWW-1v_OӮ<+#-%ޫq\>Mb[/ iA<>'6&C< o Ĭm  iv_># ]Yx{[JXr؞[u_u WSҹ(4> /OᏇg `,y@yѻm[w{[ = - K|G?WwQV*t&://@1]!뚌NYu'" *kxQBMBI.|M+XE+Gfʱ[ݎ%d_WuDRVF|hXQf95_S'?Ky][ʴ+0 ZPUɫF*>5M_7WQEQEQEQEQE4 W K|}zAݫ 1}%x~WnYVtDO ixj\u?|Mu }RzlR5V(3?n( 5~*K'{GQO5<0?uV-rQvJ?ڿ]5o9+_A=թ[U }ٯ{˦/.vüf|1U5+~gI_k1l?ۿCּY[Lu命mFsko>Xo]seP̛ L_9o~**ɧ~g`LR҇FHGZO&-|ML|B4,oG}qo7c+^ka(o|ۯZ?lNgoˊW* `gIcjh_㯋|hfSR7}yݳwWACݳ.՟Y\9*:!?&شCյᙴ'^/k杩⇇/ޞ#<3XEŅEyk/ma?<˱Tʭ9%-CjCh֧GRGfypaw?쫫7_o߆w |ei>S7ԗu*T|-0ӄڴ/{?#"]#կ??O;{U՚i\'Fxf7{/4ƍi c3 Q_Zwe ~-|:ִ/hإΥ43lfwʿ?9u ~͢ėr3#wuqERi{HJ('"M߳Ommw4jkyKl7VυKq\}=jjtW8Q@Q@Q@Q@Q@Q@Q@8\[`p?!+_O G^0ɸxQE%ou:㺍mn3m(y/?yCu4z~<7w3Į3_/Yho,xAmDKsv7t Us[qvHoi ?3ZX~Nwz ylDwuaGכ<3x˯Tϳwi|_ƿBxg_K]o}.$PWn_H//ι&<@.w6[gH@7$coϴ}w<| l>h^;B$1? ?5goy6Nr!$[t$}wͅZ[?CI?F?H| Jqgχ?mMk'msoߛq~:_<+N|#|=2-_ú^U !R$F YXta@mz6^y>ᖸ>Zj(XjU?kY(ٜz )<[q? OEބ-4Ns%7j6cclX?Pt1۾7KOiٗo(&h%|#pڼZ|w+%w+/BH 8X^(lV ͼ?&𤳳3lS}{xa۱n>'#5 Lȭ(Zcÿ E׭'4D'eY{2]h0|%/PCFGX\}y%WUol[k kX jeO|Vbܧ)mc~n5O7u}:<ѪjsX/ݠU\go.;:tη;]׵AF7ş~*6O{UWI^'6?Mt0yOydowbݚ'iτzςia}|4(k ɵTx5$4@MA On&7yOЫ\K+@u1VI?_Vp?i/їL Yx zFG{akTC2J~7N7fd|:V3]^KM^V-ʯ;@ǀ]:4,4{V3I} Dt)u[vo#G+#~xzSNʎh6Ҽ,KtJxoO%ѭn5/Fᯯ"tvylأsJʱ?d@x uvb Og*O=$Ua]iMTŚ֕d+J$)ek,lGͶ-1z R=gV5NeK]JN]z/ץ~Q|jtho0O.>]Ze3KEIejdw~/|j񝎩6gêWWNR>^Ts? }) WH'袿u6{w#Iv}7Q(* XmTmj2LV^&:nx72]MmkF;VHWvњ؞[u_u WSҹ+`,~Fzm ;|+N_Hhx^PլN۫Q?s䟓fwPXFo/X ԿU}`~п/%~ M72 RoҾ!'gOv,G; xྵ6Q+啕-~|lm~,,v*ѯ4yX["qеSO=k៉=4yU_ү]cKV!ǧ\3K f~_%UW♼}=KO9XF]7\ڻCȬKj*>%_O-'-5Po4n$S7̬5]IA{4ۭsKԮotnK8-T >{kvsqMaM6M񅭭~u,>^`[$[Kx[ khmu[׿?JI!NO~_f)xB)o"K}#|ƀ ( ( ( ( (pU@|@ju鋤[yWA.iʿw\OjC㏇p3գz>ck*~_[Q濺}? ,79_Ɨp>1_&!C/奔*cv(u$v7o"|k߹\"?2?*t{SZK$wnno~#zwy-yw(wf_g|^|eg|@&[HKu,G~8u?>2'ZXF7 oi;)p>1<}Mo&OXGݿe9#ThO6:t~,աMFn~m|ՏzqiT巢><~^g{_xMX,55- >oaw/5CCBxX?AӼOd./|?/M6+%x) )BM˕wOoƯ?6/wd]ϷOw_Am4vgϱvvV?~kd)X"5S~!7<}Mw*]?]KO%ްh%wnSԉxqIGwO#bQ#'?奔oCvԿM{B]?ýZjZ_[B7v(bo{_)O6^~'xKY^+fXYkhʤsr8V}QM^ͧ}yKڈ~ۅy?C1#'奔[idF(vsS(gF{ +Mh|u3 J7mS!ş<}K֟س +MkGV oq hohꭊO6r'g8ҭQ+5/uY Apio&x.}þ'/Zh/zi:O{ԑR*#ڏh{rm;7lY> XW̷:G{Љ~ߕ\׈7H4 ?Y`X: s_]R?"~>(;pϿǴܾ<;-yC!'h)z}>"+g*o'w%_7_JHSf|\.H?~/ ALX4;<( Dkgt~ 7Rx?o7  keW֤zQ񃈒~sExgֳۋ:{ pe_ů#p>1Fx;f,f.!yx?3.""RӲ/Cf/S5 c+⿊je ؗiRml6hШ"sg&gYXU {MkXcƓxU_5R{h-HUk{ |I%5u]7X>$Y'f6ճ*{nʔc،.s*n.<7jV)\2 EeWŚohu Pl&,si2 ;N_µ('o(((( (`|U߳^ ^Srr|V\>*oكM?/脠((((+g6DŽ<sXю<]߅vtWYߟuf =F=(^\BF$r )ʑ@EQEQEQEQEQEQEQEQEQEQEWcKx>iK$izŏ+KnԖT_~̩ O_ۗmz;T&. l2۷u}궾 mon`&Gq +)K~$Ҧ,ol bzn ~ : h>$l."Mto)G> OxZ/H}Dx7Ee=-V[?M 7 DU/ʬ̿.ݫ ~6vu? oɟje߉.u=2u / A?7]+o^l6ެX7+~EPEPEPEPEPEPEPEPEPEPEPEPEPso(W?xŗ]c~lPݵcW8lW\~?ZZҜݗ+a)Qv'u{#Zm_W¿%_a|A7d]"5f} ~Hg?rxo~"𞽬Oofn ԕH*ʫ*ݯh~E=qQ.s~?^;u!S@_o5G=JmEl>ǾXvݵw_5?? |Q^4=gInRfc v2W^"mIJJ~ލx NH-o_,ddܱ)fVU|xPKŸտ۹\UC7GT GMԿp_ƯMA ZCowwhڎ2<-O_#~ xKۼn{uU}Y8~ M^OYD+ ;➋៊Z<Ns]6q&Y>F?৴$_o_&Դ-xVjNj6>-t0#s]g/E|%GK حs#3<*w5]OB?h xKxB?`3uE$Um_.,3>"R+))8w3+Nu{qK_\XjIWlj]m#3 3?'*֭j^0 ،w*G.ҦxwLˇkࢥUx4nOQ^SP$M.X˹*?,O?\$6$.~#xGzՆ.N y[UYt=,G!j3R?N0k>('ĚJynb_%ԚlQǫ|NA0nWugNywWŦZv?=ikS|v$Qʿ5}+{ o_|_ VcGQ.Qn2ۄGݿ?fݭ>#ЩF 3qٹwzn5~ÿ?nOxW$F,uΨ͵Q౿\; ~c}㘡Wu+a7'W| ߕxRCw#K|̠{K0ʶ+EobӮ=׈>#xS,qoTFUkI~ /4YYm5gkK1K}U= pmh<"Ƽ/cwÝJ1ˆ.浙^)q˪s_-wc~*-օhk | w}(R%xwK oi:ȅm[T۵cov8vrM,RΔyo!-h˲ KJf,Z@&|AZk8kOYz}riÕw3*nw?_'< },|S '7\Q5[ݣ*?&gx|X'fzS?f_v /4 k&Hv_~,k~"5gg}5zgEZjM6➽]cOnk%-)v7*kd9\0U? ?K?gتxgG|as~*m?zcfd=[c5}S3,]k?~75buٝv}duܾ<;\;U3uy_  k|U>h&gjd7 =L|q$%%6ef?ȿ/ΏmF .kÿm_#gxn^{D4wPe(T~è|N}̻;V)OVt[FYU{&)5x/%M~#Qߍm;_ BGI{HKf6@Cݵ]~TJf3q8z.?ihOK\˟8\[`p?!+_O G^0ɸxW k Eh?<x~Pk7Ɲyq$wuuMDaeYM\/1nU9<7)@Ĉ.Lޟ__F(ď(믈ŔVIX]Zq1}|+5;%|2Jȫ+7![6qHĊAfAFh#3,~k~ֵ~"X{kdU["Tef޿ݮ &~ϋj$6^|7Jnho|ҵ~9eb^/i3Ip=o߿`;jI ic?޶6I]궯V y][צKt[ E6;kүiE4~ O<7x >ܦwx+,}vmY8_ُ7=CJmo%'UIe 7.mܻwݠ/ <-:GX+n-mnY*ʿ~|'_MJ5ڳ H6ׄ,Ϳ>$ą:|=f cGrWNFfMDbuWva?_*YW{| 4K揪[˧yy"=Sߴ࿉zliVM\:e"f^NzW|,_IOP̋xo}.7mlnbh~̟O4?.hs\3^j0OÿÒja܅!ce&>@E,|Mé|eolA k#d)j +؟ jxG{m_{ c:klnz|n'Mkz~zeï)Ī%\[np".L+矌Uo~֮4VݾfvOmde&jo[5Ah:_m\gIgnsM*\#_f\/z|)ͫx74kvѵoP)D̻2QE| ?κo>)xnR;'u)+#{5}Ex%Wk+7RE.{qGj^@W̿?oͣ⾄5WMVufU ; _43T~(>GgԮ.Ɵ:dѣ;` ֽ'|[:߄AEwH &+Y[k&ebtTQEQEQEQEQEQEQEQE!¼hbΣנ+a{ٻ1$ޢ?e#'tuk7>׮ۚOk7?*}o>6I| 8mO%~Yk mHc)ϣ̃FO?֑)Qa7$^ ]Iǘ/~pEvb6>獿a~lv8ODa8EU_6m{WW '?ҙVoRZQ7ͧ/O_! |ψ6|'--u,|VGb*|&~Q?v'-Ro6{ Xo0r*U1{^E?>.O_" xY=Z*ۖ~> 1a OEA_=o?TK4m[odQWkak_!ҕlj'f3v]Z+וO^+~d?6oj 7_'*#oi6 V4ַW$ުUZ)l eyFC~+?l_ 5k'ǚˬ|%.tI=xZM`gUӭC BA #{[#񧇭@E?/5wk6C-4|foth\IJ 3.țz~(xv[%Mqq<4_"?ػ B5^ďp?]/,iY"2X(=Y{.kw͏ ^]A8`m.>d ו[< ̒Oms"}Y3/^Zyxuq#nww]O~.Y/L׼ yi*Ӌ=ƜK#+UVolt^ʏQO?{6؍k&1q}ݻF/Io]zM4I+,[׻l/( Z/4^6i"÷>#'w^7!&Pۙ_~+/mx̻&qݻw_#w_~~ͺƌo^b`Ԭ|M,Rel5,V]-zgcL~Z웷IRZڥ99sC51U*$wK.M q~㋋ʬY]%eoyk0tYd_w~ ?h]oO~)5+13toG&+zΏϱV4 ~OA_#vNֿ<_ؤ 3E=yt{yKk ڿk~[c M_8-r?55YJH6~Y[? BrXuǻjlZӿ*M/3+ (`|U߳^ ^Srr|V\>*oكM?/脠?M.K%o>wY(w>ץd^%Դ2ȫޱڍ$E(ð==Cr*3Ỻi3ʊš_j$:ُj$>?/}!ܓKm(첹-6/'_?z$2nC#;.%ڴǙ??׿=< C޿ixoPSz鼩e__P~~˒8o3L\n$k|ƾ9l!U}<,/6sw;xy_<|}qC}x͖Ğ(KZI[+}UV6e[(ԟBOC{jfj+[|"쌿uY|Z w 2_xOumvmRG Q&nbbv3z} E;<3>+y ѮF"sCuxO5+J'<+qs#<< YdU~7 %˟I Z$#eʵ_ӕ__?k7kCZ qql_)ڑq_JQ@߲=m/Ğm4MKH~-W[|촿\/H9R}M%݉s6tPO!ۋWF4&լ |vm#l/#OT<:,mkאBޖ-,_3'~~߰)/=EUe4SA9X7V~ i_ D. i:=đFT""uV?C C]xwX|$҆}nPo r~wk_YIhLy+,2h{|`^) <Ӿ?>6{B'zvYX: !뵗 WVNMiF^Kvծf]wyYg+6?\Gom[H-bV)<Wsᝯ¿'>#UͶGޒ~Ty?}KW w$7oE.z+mkzg"GƏ R}[CZTcƾsk24?& =atBʠ.ι yOs<|YxV%uw/W<6R9'm__[oEjl?#ةv_χ mީ j3vucJ,Co_Ĺ~ ~_Uo'y[Rqbu+OlW/&|Do~+ ڥI, *Fۘ/̪˺?K?f63įFlZmR.ΪīUVo_VO"]'^ۭx}W]7umWD+ӿ::?PoD>0GϥǡϦ,<ʚUe]2)xwڧ5Ob[Xk}' FcK? \A>"Xw _j$ N+'gvom/PIkڃS|WfMUMqo62: iO7uZjjk!ZT mS_|IOuς>kBڝw6n"u"wem_/.Z~!xwUT;^ug;R-[k327ʫ)oɾ-߿%B;yV|Q'5k8?^ ]+F46N3 #m̬ۙw6ƀ>-)ܯ%3Zxɧ?jK";!۹3ɴʯo+ۗ$=b>*6ߛj  w}v~#nwP&/*m,)UCnVVڿ/P_?G- |?u[w)vZ#]i'̒yev[gݹCE+\_S_ #VAoVux8` zJDXhTO3t _[~ zoýTԵ7MKNiZF` j ( ( ( ( ( ( ( (~fxBOWTdVڶW֚}ڊOqџ_į $xrCJKGJ z;0~_ |i}KD,mFw/|AG֛RM&uǚq"ϹUwۗwhgDh捙^7]^9FQ?g(f8.D퟉4}B;Ype#gi-~'sM<7%ֳ,O*$PF2/?gσ}i謻~gKJY֮JPv{ZIff35eO+U IGb*oJ_ |)~M[ta,fp}?_?F#io'_-DK!RnDDoܪGVs2P$aR0"0]1L'WC?o{ ){L4=/A HIr|ѲM8}SBt01WuGbo%#OkV~hz 9I`gY>#Uݷ_Q)g?(Ƶ?iöRE+ȳu|FU.|NK)fnS_ڿ&c {/+go_F,u[;n$iRDh;USr4]/֟&>)?R#¶"·/gO;TSWʞeiFPG0(ѫ.  K',|8~0|5uH6yߡ!ƚr: ߆/,a:^[R{`6~+ϩ xZll.?_7|uga}]Rm=dG׏ko~$?O9;㋻J/=;&9/kNcMpݳο-i˚7?S1Ju%i?eio(}y=E|̿#JnX7FƗ]Y̻q s+—|Nz2Ź-П5~\y6a{qzCC_|?Q7n%B~䬪%Loow7$qhzٵw,6Do ~~?zKភ6}"7Mzw)k*̡M~-+C#"=v-OިO& ]kךn`%` S|+?8ϱzw@>ǰ6ǴƗ૱&<)o*GHj͊S|M)W/ TO;gvRN'$g2Sð~kK_̍~ 8 g[Ag[a,[k|w؊mC8 SNM'c'CW¿(?,$xP^{;UM=n7eYZ+K4smcmq}r-JM$q+7ʿUf{6ϖ-*jF=XYoxrOjbCEnvw}/|i^}ʺ^j?5kxGUac?.ƿݏ|c.?*ZF2٧hTem*۶_ _ #iw3m/OҴztMwffg-W,N3OzIL5~J#=BGi-m]gTmܫ_ω{uS KxKyp+MyaOw?=7^:?Ѵ];~j>Q57\xׄ x& =/.n!Xd vIqV+Fk?R3aҸ+ ?ݢޯw߾*wb/VRΛwg򦈺ɹY[r-iR7*= :Q?TKo΢7yV~(xo&? 9_ZZ>kk-{G^e7RJ3}w-_6xoXu+K COF[wVu<5gW ՟. ѵׇkKޅ_4ny\5}8T)Ï^xL({[udܿۻ/ ;'m75i Gm:<9<3T{{_ַ&ŝ;ILZcwbƝTrKwQEp8\[`p?!+ட/ Oz&l:+<}bWi_W+x]ρo"Լm{ږK/uo."ley;(y\(/ۏZվ? n]Zwy.BH"e,)H}Ƀ7iu/V-+\?#ؿI|xc-SS]@h63-5xo4>k~5kxW2ۼ;}em?.*X??׿=E_Ǡ?>[>XjKo4bo2Tվv οk⍯Cm-,aMGZǛ wRΈw*V@%~_lC"Y‰l%'}Uw<~oRy4/cW@ۛ~joj?OX?W>%5;j>9es)*7 "7@h7?-7(w5_ Y^42IbfeEWCx|r T5g.~䩹wǸeeFiֿ6W.'~:+m؃࿁Cch~h2Z^xZU9WD20nz|dMCY񗎾9Iw|TOi&G6_w]37W\_~(/<-->8떷5{W ̭E?+\t'{տk؞6OnE :nqy.#fmCryM_mWGU?G6xOO4 Kַk'Red=گmѳ.#|E-5Cic>ZKlZ8o]ciz,x|uk_(gG~ȡ[oCk .ap|ip,?x3Y4נmvt?X/v}R; C(ԙ ;#MmEwQno67_7.s:\i:Mn\w8Ue?๟&q:6k6UIbgo *W-'»YmFqfѢ?]O%mxKǁmv[?*X!?7gtŽm؟ k qXO[o,q4 .grLW'?|5&-O;Xwɇj?~w'uMRMGJPmo7r>/Hj[UP [oEjl?#ةv i|><\xw^Ěc&ƿ$񕽴o k)o#mj7͵'7ßRXx~? gqBc7z{n3|!*nd@E]5üMdoL߳?k#~g4{htDoMó)PxGƯeƷh$ѭ.n%)6ԍ|_ W_N[K mrˠk| 3YY~mPE~?j#~xOImcUm/C.6߽k7 O <'|i6q4ruqn+s'{_KfI -VJGhH|@w3^o)t'=+_ Wjv/'YQUv|.ߙ_HO & /^XZAXlgX&܈쮻wymߛ{ ~οΧoh? t{JݷGw3ޫU?}9FiIw:bgQp[-AT`ZC]S>$mm \lϗquVtT|ҿ19cC_.h_:1_z|uCRO ÷rګZ3jFىݗR0.iB2?f14̿]o-b|- 5Go5_򦉢9o*}hA,v&JқϘW1/ 2tsGD̿]}9E?i"1_ > Ѽʾڻ+.ߝʱ9Zܳ4k~];9N4kՑi %m0Rqd|AgO7\5_[oDF̉k2[WC.˽+DP[3֜v4<|0~<3C-l)>o,5I~$>ΖкW<ݵ8nۍ{mfG,qc>xS1h$̿]ُr~FoEGM/>Ҵ--,l˶~/5?'퉫6oi܋K6k;}+4isJ&4iϞ> ҿٟܳYWϭ>ʭ__??۲w÷kȕ=۶4Ͷ򯳦󠜊Փ<*6ZƑk *;1o2T#Y[+?@٣f4=BKH2*7/ikj>/5o57',nZAW^[G㯅1]l4MSW>TvUT?we8\¤]L Lsum;뚥o]mCeʏnը\At]_HE.xW_&:v[73/__ڷf]GuycBȊtѧ>s};?߱ʳܷɱRپ<=|cZۺ );?E'k~>y/"5Ftex*_Uj"1RyiJУI(> CCÞ$mmVʻwpV%%avZ| mo}QQr:3ytxg@fpZΟ UrnzƸ_w?!ӿ{ dM4nѼ=icqe<ȣVp8a^ExG,g >&%`t"\ʬ\/_}]5 |3}|;gg2PF^EQEOVlAdֶrOȍ5\(ǠA =lV1}Dvt^s]|!ass/^aonO^Ee_Z_L>vVo D@VP\w?[:Əo}z~(k9|=13I7r2fѴ[kaZ<7Zg/($bk_Öw,S$mow?!ӿ{O i~ݞ~llm5ƀ*(QZQ@]؟ߋO >W YO6]k$zfz.M>-֢  xZ׾15}JO>x;颀<w#t3]^ Zx>񅍌}CE ۽T`z[Ex;Ff|6>𿃭EiV|w:ċaED~` ~xm [=F5Q@Ï 7h|+o ţpX-uTQ@pf_׋'WX4;[8̨Q@^ 3?3 H>obB"EuQ@r x7%[^Uc }gQ@g?ܟ8t}ǯ_HEQEQEQEQEQEQEQEQE.(袀..(袀..(袀..(袀..(袀..(袀..(袀..(袀..(袀..(袀..( 666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nH sH tH N`N tgNormal dCJ_HaJmH nHsH tH@ F0 Heading 18$d# p@ P @&'5CJOJPJQJ^JaJmHsHtH f@f Em Heading 2$<@&)5CJOJQJ\]^JaJmHsHtH I Heading 35$ & p@ P @&*5CJ$OJPJQJ\^JaJmHsHtH ZZ 'qR Heading 4$<@&5CJ\^JaJmHsHtH^^ Vu Heading 5 <@&$56CJOJPJQJ\]^JaJPP Wu Heading 6 <@&5OJPJQJ\^JRR Xu Heading 7 <@&CJOJPJQJ^JaJXX Yu Heading 8 <@&6CJOJPJQJ]^JaJJ J Zu Heading 9 <@&OJ PJQJ ^JDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List T/T F0Heading 1 Char5CJOJPJQJ^JaJtH ^/^ EmHeading 2 Char)5CJOJQJ\]^JaJmHsHtH^/^ IHeading 3 Char*5CJ$OJPJQJ\^JaJmHsHtH R/!R 'qRHeading 4 Char5CJOJPJQJ\^JaJhhypTOC 1 ' d+@CJOJPJQJ^JaJmHnHtH ub @Bb f0Footerd!$CJOJ PJQJ ^JaJmH sH tH R/QR f0 Footer Char$CJOJ PJQJ ^JaJmH sH tH b@bb f0Headerd9r $CJOJPJQJ^JaJmHsHtH J/qJ f0 Header CharCJOJPJQJ^JaJtH 6U`6 f0 Hyperlink >*B*phP@ F Body Text 28d# p@ P @&a$'CJOJPJQJ\^JaJmHsHtH X/X FBody Text 2 CharCJOJPJQJ\^JaJtH B' B ~0Comment ReferenceCJaJRR ~0 Comment TextdCJ^JaJmHsHtHB/B ~0Comment Text CharCJaJ@j@ ~0Comment Subject5\N/N ~0Comment Subject Char5CJ\aJ^^ !~0 Balloon Text d CJOJ QJ ^JaJmHsHtHN/N  ~0Balloon Text CharCJOJ QJ ^J aJBB"B #N0 Body Text"x^JmHsHtH</1< "N0Body Text CharCJaJ>B %NTitle;$$ # p@ P d@&a$'5CJOJPJQJ^JaJmHsHtH H/QH $N Title Char5CJOJPJQJaJtH .)`a. N Page Numberd@rd (N Footnote Text 'd$CJOJPJQJ^JaJmHsHtH L/L 'NFootnote Text CharOJPJQJtH @&`@ NFootnote ReferenceH*bob NDefault *7$8$H$-B*CJOJQJ_HaJmH nHphsH tHf@f N List Paragraph+d^m$CJOJPJQJaJtH f/f =*0Body 1 ,d,@&3B*CJOJPJQJ^J_HmH phsH tH whjj E[  Table Grid7:V,0-:: IpTOC 3.5CJOJQJ.. xpTOC 4 /^hTh T Block Text 077d<<]7^756OJPJQJaJtH N/N 2T0Endnote Text CharOJ PJQJ ^JtH Z+"Z 1T0 Endnote Text 2dCJOJ PJQJ ^JaJtH D/1D T0Endnote Text Char1nHtHFV AF @Y0FollowedHyperlink >*B*ph<0R< )0 List Bullet 5 & F4m$FF EmpTOC 26d^OJPJQJ^JtH FF e-pTOC 57pd^pOJPJQJ^JtH FF e-pTOC 68Ld^LOJPJQJ^JtH ff pTOC 79 % dhh.@CJOJPJQJ\^JaJ mHnHtH u\@\ pTOC 8: p# d,'@CJOJPJQJ^JmHnHtH ubb ]CpTOC 9; g# ex^e'@CJOJPJQJ^JmHnHtH u  p TOC Heading-<$  p@ P d@& 4B*CJOJ PJ QJ \^JaJmH nHph6_sH tH:O: BASW1=h5CJ$OJQJ4 4 uP Bibliography>>Q> @u0 Body Text 3?xCJaJH/H ?u0Body Text 3 CharCJaJnHtHdM!d Bu0Body Text First Indent A`^JmH nHsH tH^/!^ Au0Body Text First Indent CharCJaJnHtHHC2H Du0Body Text IndentCx^R/AR Cu0Body Text Indent CharCJaJnHtHTN1RT Fu0Body Text First Indent 2 E`RBaR Eu0Body Text First Indent 2 CharRRrR Hu0Body Text Indent 2Gdx^V/V Gu0Body Text Indent 2 CharCJaJnHtHTST Ju0Body Text Indent 3Ix^CJaJV/V Iu0Body Text Indent 3 CharCJaJnHtH8"8 u0CaptionK5CJ\aJ2?2 Mu0Closing L^@/@ Lu0 Closing CharCJaJnHtH$L$ Ou0DateN:/: Nu0 Date CharCJaJnHtHHYH Qu0 Document MapPCJOJ QJ ^J aJV/V Pu0Document Map CharCJOJ QJ ^J aJnHtH<["< Su0E-mail SignatureRR/1R Ru0E-mail Signature CharCJaJnHtHt$Bt u0Envelope Address!T@ &+D/^@ CJOJ PJQJ ^JaJR%RR u0Envelope ReturnUCJOJ PJQJ ^JaJ`/a` uHeading 5 Char,56CJOJPJQJ\]^JaJnHtHZ/qZ uHeading 6 Char&5CJOJPJQJ\^JaJnHtHT/T uHeading 7 Char CJOJPJQJ^JaJnHtHZ/Z uHeading 8 Char&6CJOJPJQJ]^JaJnHtHT/T  uHeading 9 Char CJOJ PJQJ ^JaJnHtH:`: \u0 HTML Address[6]P/P [u0HTML Address Char6CJ]aJnHtHReR ^u0HTML Preformatted]CJOJ QJ ^J aJX/X ]u0HTML Preformatted CharOJ QJ ^J nHtH: : u0Index 1_$^`$: : u0Index 2`$^`$: : u0Index 3a$^`$: : u0Index 4bp$^p`$:: u0Index 5cL$^L`$:: u0Index 6d($^(`$:: u0Index 7e$^`$:: u0Index 8f$^`$:: u0Index 9g$^`$L!L u0 Index Headingh5OJ PJQJ \^Jvv ju Intense Quote+i&dPO]^56B*\]phO^/^ iuIntense Quote Char"56CJ\]aJnHphOtH8/8 u0Listk^`m$<2< u0List 2l6^6`m$<3< u0List 3mQ^Q`m$<4< u0List 4nl^l`m$<5< u0List 5o^`m$@6@ u0 List Bullet 2 p & FBm$@7@ u0 List Bullet 3 q & FCm$@8"@ u0 List Bullet 4 r & FDm$@92@ u0 List Bullet 5 s & FEm$FDBF u0 List Continuetx^m$JERJ u0List Continue 2u6x^6m$JFbJ u0List Continue 3vQx^Qm$JGrJ u0List Continue 4wlx^lm$JHJ u0List Continue 5xx^m$<1< u0 List Number y & FFm$@:@ u0 List Number 2 z & FGm$@;@ u0 List Number 3 { & FHm$@<@ u0 List Number 4 | & FIm$@=@ u0 List Number 5 } & FJm$z- z u0 Macro Text,~  ` @ d OJ QJ ^J _HmH nHsH tHJ/J ~u0Macro Text CharOJ QJ ^J nHtHI u0Message Headergn$d%d&d'd-DM NOPQ^n`CJOJ PJQJ ^JaJp/p u0Message Header Char1CJOJ PJQJ ^JaJfHnHq tHL "L u No SpacingCJ_HaJmH nHsH tHH^2H u0 Normal (Web)CJOJQJ^JaJ>B> u0 Normal Indent ^4O4 u0 Note HeadingJ/aJ u0Note Heading CharCJaJnHtHDZrD u0 Plain TextCJOJ QJ ^J aJJ/J u0Plain Text CharOJ QJ ^J nHtH66 uQuote6B*]phH/H u Quote Char6CJ]aJnHphtH0K0 u0 SalutationF/F u0Salutation CharCJaJnHtH6@6 u0 Signature ^D/D u0Signature CharCJaJnHtHRJR uSubtitle$<@&a$CJOJ PJQJ ^JaJR/ R u Subtitle Char CJOJ PJQJ ^JaJnHtHT,T u0Table of Authorities$^`$<#< u0Table of FiguresT.T u0 TOA Headingx5CJOJ PJQJ \^JaJRv!A R 0Unresolved MentionB*ph`^\q R/Q R es0Endnote Text Char14^JmHnHsHtHR/a R es0Endnote Text Char13^JmHnHsHtHR/q R es0Endnote Text Char12^JmHnHsHtHN/ N es0Endnote Text Char11mHnHsHtH8 8 esMSW1h5CJ$OJQJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y  P%IOK߄=24>>&b ipY)m< 1JQwWu0EW&b     1JQwWu0EWZ )ERqhv 5D#&+s--049&b--E----3-g----7-k---*-i---"-]----\- aacccccbdff5ggggggQQQQQSS<<<<<<<<<<<<<<<mmmmmm\\\\\|KKKKKk: : : : : Z ) + \ \ - Y ( ( Y Y ( U $$UU$Q     LGFA>> TTOOOR l SP!%$[&*/5J<@EFLUG[eksQ}T L. `U knn\MAX=;8 6UW$(/?556[8o;*=AE1HI LNPyQQRStU^V\WXlY[Zd[R\@]O^K_K`Gagbgcdde5ffg&j    !"$&'()+,./134679:;=>@ABCEFGHJKMNPQRTUVXYZ[]^_`bcdfg:k    ( {.(2AFKQSZ]`hpYxh~(^Qhf PY^<zl 7i#,q5E;?:JQRaUjX[_cfjh%j&j  #%*-0258<?DILOSW\aehiFdW {  a h yyzk$a>\ !#Bk.IMNPon//0@111&bXXXXXXXXXX X%̕X%̕X%̕X%̕X%̕̕XX-46;GK /16\_ /2"'MPZ|(+0VYEH  4 7 # & & * " % " % !!    ').:>#ILR!!!!!!!!!!!!!!!!!!!!!!!Pgm@Ws'0j9 8 o XXXXXXXXXX +,R$r77fD.W**v# @ *(    <C"`? J  # "?%  <S"`?$    < S"`?#    < _ S"`?"     < S"`?!     < S"`?      < C"`?    < S"`?    <S"`?   <S"`?   BC"`?   <C"`?   <C"`?   <C"`? J  # "?J  # "?J  # "?J  # "?  <C"`? P @ 3 "?b"  c $G%*HIt"?h"  s *G+*H'I-"?J  # "?P   3 "?P ! 3 "?P " 3 "?P # 3 "?P $ 3 "? J % # "? b ' c $GHI"?h" ) s *G(*HIo"?J * # "? J + # "? h" , s *G+*HAI-"? h 6 $ -# #" ?V . # "L$$b / C "6 JV 0 # "L$LP 1@ 3 "?  TA?"Picture 228c"$`?B S  ?  ! " # $%')*+,./01H0(  -------------------------------------&b)8${#&$t)%*t',@tqt?%tt1Y )Y t-*.t, @ t+%2t*Zt%t$i9i9t#//t"!!t!t ts9t n@ t%n) t W eW t)5t t[ t7-;tp't ptp. t*];Y t`+\ t ?%st ) ;t ?%mt 2t  t@ % t22t _Toc341106804 _Toc514055004 _Toc514055243 _Toc514055634 _Toc514055754 _Toc51249885 _Hlt141781572 _Hlt141781573 _Toc514055005 _Toc514055244 _Toc514055755 _Toc46925880 _Toc51249886 _Hlt141781622 _Hlt141781623 _Toc514055023 _Toc514055268 _Toc514055780 _Toc46925881 _Toc51249887 _Toc51249888 _Toc514055024 _Toc514055269 _Toc514055781 _Toc46925883 _Toc51249889 _Toc470183714 _Toc514055025 _Toc514055270 _Toc514055782 _Toc46925884 _Toc51249890 _Hlk46657889PE1_D1PE1_D2PE1_D3PE1_D4PE1_D5PE1_D6PE1_D7PE1_D8PE1_D9 _Toc46925885 _Toc51249891PE2_D1PE2_D2PE2_D3PE2_D4PE2_D5PE2_D6PE2_D7PE2_D8PE2_D9 _Toc514055006 _Toc514055245 _Toc514055756 _Toc46925886 _Toc51249892 _Toc212536452 _Toc212610096 _Toc329611449 _Toc341106817 _Toc514055014 _Toc514055259 _Toc514055771 _Toc514057111 _Toc14099277 _Toc329611429 _Toc516659474 _Toc46925889 _Toc51249895 _Toc329611431 _Toc341106811 _Toc329611432 _Toc207085463 _Toc212536440 _Toc212610083 _Toc329611433 _Toc516659475 _Toc46925890 _Toc51249896 _Toc329611434 _Toc341106812 _Toc516659476 _Toc46925891 _Toc51249897 _Toc207085464 _Toc212610084 _Toc329611435 _Toc341106813 _Toc516659477 _Toc46925892 _Toc51249898 _Toc207085465 _Toc212536441 _Toc212610085 _Toc329611436 _Toc341106814 _Toc516659478 _Toc46925893 _Toc51249899 _Toc514055013 _Toc514055258 _Toc514055770 _Toc329611443 _Toc341106816 _Toc207085469 _Toc212536446 _Toc212610090 _Toc207085476 _Toc212536456 _Toc212610100 _Toc256765153 _Toc258846459 _Toc329611452 _Toc341106820 _Toc212536507 _Toc212610186 _Toc329611505 _Toc341106835 _Toc514055039 _Toc514055302 _Toc514055814 _Toc14101539Placement_Daily_Register _Toc210637372 _Toc207085544 _Toc329611491 _Toc341106827 _Toc514055031 _Toc514055276 _Toc514055788 _Toc14101546 _Toc14101547 _Toc207085545 _Toc212610161 _Toc380503525 _Toc514055034 _Toc514055297 _Toc514055809 _Toc14101550 _Toc212536504 _Toc212610174 _Toc329611501 _Toc341106832 _Toc514055036 _Toc514055299 _Toc514055811 _Toc14099278 _Toc51251553 _Hlt14419093 _Hlt14165248Practice_Issues_Guidance_Notes _Toc207085562 _Toc212536505 _Toc207085561 _Toc212610175 _Toc327874623 _Toc329611503 _Toc341106833 _Toc514055037 _Toc514055300 _Toc514055812 _Toc14090788 _Toc212610176 _Toc212610177 _Toc329611504 _Toc341106834 _Toc514055038 _Toc514055301 _Toc514055813 _Toc14090789 _Hlt329606768Placement_Daily_Register_NotesRecord_of_Placement_TerminationPlacement_Termination_Pro_FormaSecond_Opinion_Process _Toc212536492 _Toc212610153 _Toc329611487 _Toc341106839 _Toc514055045 _Toc514055308 _Toc514055820 _Toc514055047 _Toc514055310 _Toc514055822 _Toc14090790 _Toc46925943 _Toc14090791 _Toc46925944Whistle_Blowing_ProceduresVisiting_Clients_Community _Toc329611511 _Toc341106843 _Toc514055049 _Toc514055312 _Toc514055824 _Toc14090792 _Hlk44825181 _Hlk45271286*****1FF  ==== > >A,C(IMRW]bkqvv5|[x% <<CCC]]eee`````gggssssssss5555555<DDFFFFFFMPm s-s-s-s-s-z----------------..k2k20404040404040474?C'b@@  @@&'() !"#$%*+,-./0123478956\]^_`abcd=:;<>?@DEFGABCKLHIJMNRSOPQWXYZ[TUVefghijklmnopqrsuvwxyz{t|}~@@@[--OOOFF  ===}>}>C,C(IMRW]bkqhvhvhvhvAwAw5|[x%@@@(((m""3000XXXXUUUtt5555555\DFl$$IIIIIIzWWWWWWWW -------------%.%.t.t.t.22040404040404040404X444444I@ D'bB$H$=C=E=]=U Uk@11>ıIIIIIIJJJJKKKMMMNN+PPPPQQRRRʳSܱⱫUܳVܰWܳXҳYZ=[<\b\f\\7]]]a]]4^Z^^^^v______$b'b:e{w""l:t:===>>>|CCF"FcFoFFFGGGGHHHH IIoIxIKKL LLL MMSN[NQQpRxR=SFSUUAVGV[WcWTX\X[[]\d\[]_]Y^h^aaaaaatb|brczcKfTfff>gEgggRhZhhh7iBiiiiijj:kBko#ooopp"q)qvs~suuuuhvvvv|| R]ǀPTTY܂PZu~؆s{19t@H$-ԑܑyDPV^ɕѕ ɛћӝ۝8?Пן5BVepwqy%!(8=Ӭ׬.2 GSԯHT#9At{ƹι9?ܼZ`!@5O%)#-im@I  =XY :bt}i"goW#KOch^%m%r%>'333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333--------2478<=k@11>AABB D DDD}IIIIIIIIIIIqJJJJCK\KKKKKLLaMzMMMNNNNNOOOOOPjPPPPPPPYQrQQQQQQHRaRRRRR7SPSvSzS9TRTyT}TTT6UOUuUyU6VOVuVyV2WKWqWuW2XKXqXuX.YGYmYqYYY)ZBZhZlZZZ$[=[c[g[[[#\<\b\f\\\]7]]]a]]]^4^Z^^^^^^]_v_________````B`D`i`k``````$a@aBadafaqasaaabb"b$b'b--------2J4J78H<=k@11>FF+IIIIIIIIIIIIIJJJJKKKKMMMNN+PPPPQQRRRʳSTT35?ܱⱫUUܳVV/1;ܰWWܳXҳYY&(2|4يmZ rfW1  g>W-I`oQ_#bIdD` &m~d8avi!Ah! ?;#HA$V&O&UzI&P%(p%jX&)h8*ո.m+:^X-,h7.#<.&.dCr/Yʞ%k1 012hZ4jJ& ^ `>o(>^`>o(.0^`0o(..88^8`o(... 88^8`o( .... `^``o( ..... `^``o( ...... ^`o(....... ^`o(........ ^`OJQJo(^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo(h ^`hH)h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH. ^`o(hH) ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h ?^?`hH)h ^`hH.h L^`LhH.h  ^ `hH.h ^`hH.h OL^O`LhH.h ^`hH.h ^`hH.h L^`LhH.h A^A`hH)h ^`hH.h L^`LhH.h  ^ `hH.h ^`hH.h QL^Q`LhH.h !^!`hH.h ^`hH.h L^`LhH.h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH hh^h`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJQJo(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJQJo(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hH ee^e`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( A^A`OJQJo(^`OJ QJ ^J o(o ^`OJQJo(  ^ `OJQJo(^`OJ QJ ^J o(o Q^Q`OJQJo( !^!`OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o P^P`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH A^A`o(hH) ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH. ^`OJQJo(^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo(7^7`o(.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L. ee^e`OJQJo(^`OJ QJ o(hHo pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o PP^P`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo( hh^h`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHhh^h`OJQJo(hHh8^8`OJQJo(hHh^`OJQJo(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJQJo(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hH ^`OJQJo(^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo( ^`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo( A^A`OJQJo(^`OJ QJ ^J o(o ^`OJQJo(  ^ `OJQJo(^`OJ QJ ^J o(o Q^Q`OJQJo( !^!`OJQJo(^`OJ QJ ^J o(o ^`OJQJo( A^A`o(hH) ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH. ^`OJQJo(  ^ `OJ QJ o(o  ^ `OJQJo( x^x`OJQJo( H^H`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o ^`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH A^A`OJQJo(^`OJ QJ ^J o(o ^`OJQJo(  ^ `OJQJo(^`OJ QJ ^J o(o Q^Q`OJQJo( !^!`OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o P^P`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJQJo(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJQJo(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHh A^A`hH)h ^`hH.h L^`LhH.h  ^ `hH.h ^`hH.h QL^Q`LhH.h !^!`hH.h ^`hH.h L^`LhH.h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHh^h`OJQJo(hH^`OJ QJ ^J o(hHo^`OJQJo(hHp^p`OJQJo(hH@ ^@ `OJ QJ ^J o(hHo^`OJQJo(hH^`OJQJo(hH^`OJ QJ ^J o(hHo^`OJQJo(hH A^A`o(hH) ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHhh^h`OJQJo(hHh8^8`OJ QJ ^J o(hHoh^`OJQJo(hHh ^ `OJQJo(hHh ^ `OJ QJ ^J o(hHohx^x`OJQJo(hHhH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHh^h`OJQJo(hH^`o()8^8`o()^`o(()^`o(()p^p`o(() ^ `o(.@ ^@ `o(. ^ `o(.  ^ `OJQJo(^`OJ QJ ^J o(o  ^ `OJQJo( {^{`OJQJo(K^K`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o P^P`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH A^A`OJQJo(^`OJ QJ ^J o(o ^`OJQJo(  ^ `OJQJo(^`OJ QJ ^J o(o Q^Q`OJQJo( !^!`OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ee^e`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo(^`OJQJo(hH^`OJ QJ ^J o(o p^p`OJQJo( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJQJo( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJQJo(h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hHh8^8`OJQJo(hHh^`OJ QJ ^J o(hHoh ^ `OJQJo(hHh ^ `OJQJo(hHhx^x`OJ QJ ^J o(hHohH^H`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH^`5OJQJ^Jo(.^`OJPJQJRHo(" pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.h^`OJQJo(hHh^`OJ QJ ^J o(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohP^P`OJQJo(hH ^`OJQJo( ^`OJ QJ o(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJQJo( ^`OJQJo( ^`OJ QJ o(o PP^P`OJQJo([ $"D%k1Ah!q2r?m+GLn<v@^W WD?;#gQpWF|Z4-I@LSU}TA$c^v{_kvi!t2OI&.(oZ z2K]5<HhT_cOd6.&h+D~}|J<|LajIb);.c;=7.1=V<r/RmKh012W ,BB-Oze;o[[                                                               (mL                          7                  Uc                                                     "xGF                П7                          l<                 E:5                                   wH                                            T                         x^0F                                                             \(                                                                                                  N                                                                                         H                                            :V5l                         ln"YnC N7#hOq2*!DiFU1N7#~;X5?]`N7?JN7#tU~;X5}Yq2*?]`}Yy FaN7#!DiOn"YntU $ql $qK6D=*Wb%nn4{6">d:h(:~W !REUhwv%!#/A9F\y~*p<Oth59nU].=T`~eMNS;muS ( f<   ; S dn {   " + O f Xt  1 B@ C   H Z E[ ae Z|   'IQ`>Qjw|.(Z4TO/!2LMQf4OX`=/WF~QUj *<$:@O(S] k#}Q7Lp U,AzIeZlg%hs91_d7x9zQ&U7ehR  Z{fzz CSWe) %E*)/v (`v+ 4 >!(K!a!z!"""K0"_:"@"J"X"#=#:J#6K#_c# d#x#$$=$$?$ $j$|$o%%/%5I%S%W%&8&?<&B&R&0V&,[&c&{ 'l'+'b'(%9(f(U!)')'5)&})*)**'*F*Y*}*~*y +*+,",r,,I,q,e-6C-u .v#.`.w.w.//g/6/7/|/0<0U01"1Q1]_1-h1oM2% 3<-3-383D3IM3d3s3Hv34}4e&4.414E4454Z4e4k4+"5Z5W_5>686+7,67G67b[7h7l7gw7}7b8h8 9@9N@9W_9zb9d9Bm9im9rq9f: : :4?:g:7x:p;);<.;.W;`;|<*<C"=.=D== > >}+>B>ND>F>yN>[>^i>{>??&?lK?PO?@t@:AAAqAtAB$BG9B%ABUBC" C?CCC=C,QC]C:uC5D;9DxDDeDE+E;@EJ@E#F*+F FF jFmF G,G2GK;GTkwkJl lLllN!lNGl?TlYlmqm.m0mEm-GmQm*nEn,Vno$oa(o*o^Uo)Wo`olooHpsXpAZpapqbq@(qU5qHqiqpqqqrzcrcrsRsXsesYmspsttt%t?t2BtuYugu} vYWv.]vggv~uv|v w xmxxFxyx y#y9*yz@ygyKiyiy}yz zzpzzz{{{ t{ ||Y|.|/|@|`J|FM|O|-e|i|B}}}}l"}M}dO}c}~/~/~R~re~k~% t ,S6n}9[ci"pR/*7cNq&3X~fitK,! )5Izj B%!7BqKqhU}..BS * >Gmu28|$jk-.=2<|9rAAL2OV]h|)\3 9gNuf8o .d3=| 6 /qF%Wltm#%B^g 66^^:_;ug;VEM. <.;MWx\_,q uu &2"HMP( HLm]Xu:NiN 5IjM &>)4;?RUc<")CNZZl"n w*:XaQn{%a:dHq am+0PYZ3:TZ%  @NOx|++2EKj=J U.7? ATYr}M ?[yv1;.Z/Xb! Sn} $)a2T[_aZ ?9jGpw [FWn]H&;<iZV(s^cx),<BCEFehrRe+~0@@&pwwEss*3*oU#,dep }^n@rBdYfGKkDIof03DWz]W_kw"'])";P@OUq(~:zKMPZo?yg -*3/=\`k _vfg=uZ:$C5IB1KOV?v)5=B_F6TVW.[:j}nsrYz 8=nDCN{#Uim:&<(psN} be^mvFv&Jg,w^ bx)?C]uR $14bc/DL.[}Z!#1D5|S l "+GRngjo=x6 ;coq85R^``!1FGGWYn +/4KPHSW@Y\9Pi9  J_x\_ ?'Hqy{Zn:~AS\z= Bd|(2;&j|kA;Aqq !,JT9#-ex|Yjnd9!K+dpj^Rcm?QUhN![)/Q7?'J H*$_e| <>)DGIVy[j#?!/Z>>@ &b@UnknownG.[x Times New Roman5Symbol3. .[x Arial= Arial BoldI Arial Unicode MS7..{$ CalibriG=  jMS Mincho-3 fgQ. .[`)Microsoft Sans Serif;(SimSun[SO7$BCambria;. .[x Helvetica5. .[`)TahomaK=   jMS Gothic-3 0000?= .Cx Courier NewC.,.{$ Calibri Light;WingdingsA$BCambria Math"1hd»d»L+x'/I2B1M2ZaSS0?>*K CqPR  $Pf*R!xx:? Learning & IT ServicesRedman, Judy Hx[                           ! " # $ % & ' ( ) * + , - . / 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 Xdlt|Learning & IT Services Normal.dotmRedman, Judy H2Microsoft Office Word@Ik@hK@4@42/I ՜.+,D՜.+,` px  㽶Ƶ DocumentB?>  TitleX(V^" _PID_HLINKSContentTypeIdA"2BXhttps://www.shu.ac.uk/health-social-placements/policy-library/student-guidance-policieshq?thttps://www.shu.ac.uk/health-social-placements/profession-information/social-work-social-care-and-community-studies88 _Toc1409079282 _Toc140907918, _Toc140907909& _Toc140907899  _Toc14090788^rConcerns_ActionPlanningForm*>Ghttps://www.socialworkengland.org.uk/standards/professional-standards/3ohttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/411957/KSS.pdf!4https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdfNS&https://www.socialworkengland.org.uk/3 ohttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/411957/KSS.pdf!4 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdfQhttps://www.ifsw.org/*>Ghttps://www.socialworkengland.org.uk/standards/professional-standards/hqthttps://www.shu.ac.uk/health-social-placements/profession-information/social-work-social-care-and-community-studies)https://www.basw.co.uk/resource/?id=4784<x8https://www.basw.co.uk/resources/tcsw/QAPL Handbook.pdf<x8https://www.basw.co.uk/resources/tcsw/QAPL Handbook.pdf*>Ghttps://www.socialworkengland.org.uk/standards/professional-standards/*>Ghttps://www.socialworkengland.org.uk/standards/professional-standards/*> Ghttps://www.socialworkengland.org.uk/standards/professional-standards/*> Ghttps://www.socialworkengland.org.uk/standards/professional-standards/$%@https://www.goodreads.com/book/show/5133122-quality-in-learningF2https://www.taylorfrancis.com/books/9781315042046*>Ghttps://www.socialworkengland.org.uk/standards/professional-standards/,0x0101000756AE3F0EE6C148BC6F27BF7906D3A4  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry Fղ Data j1TableߔWordDocumentSummaryInformation(DocumentSummaryInformation8MsoDataStore ѲWղMY4BLXRFVRU==2Ӳ0ԲItem  "Properties@XBPBEMSVDNQ==2 Ӳ` ղItem  PropertiesO3POU4W5Z1LDYBFQ==2ӲWղItem PropertiesU This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.   !"#$& DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89qCompObj%r