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What characterizes literary conversation in an online course? ”.æ’ oæó1*ŸØAnalysis, Synthesis, EvaluationŸ 4Online discussions can achieve all three higher level goals, but only if students see the discussion postings as something more than busy work. Making the discussions a larger part of an online class is a step toward overcoming the  busy work challenge. Solution: Working the discussion postings into other assignments in the course enables students to understand the important role they play in the course. ”›’ oZ›ó2,ŸØEnhancing the DiscussionsŸØØEnables students to take the discussion board seriously. Empowers students to become better readers. Eliminates plagiarism (or at least makes it much more difficult). ”.ؒ oØóŸØEnglish StudiesŸ 8The content of the discipline, i.e., the poetry, novels, and plays. The theories about the literature, i.e., criticism of individual works, biographies, histories, cultural studies, classical approaches. Theories about the study of literature itself or a kind of  meta-commentary. ”’ oóŸØ'Contributing to the Study of Literature”(((ŸØµOccurs at all three levels. Responses to the individual works. Integration of procedures and associations on the critical level. Ruminations on the study of literature itself. ”D—’l—óŸØLiterature and ConversationŸ œIs conversation essential to the study of literature? If so, does the online environment help students converse in ways meaningful enough for them to become a part of  the conversation about literature ? ”ĻĻó3-ŸØCommunication vs. ConversationŸØMany students are comfortable communicating in the online environment. Instant Messaging Facebook MySpace What characterizes this type of communication? This type of communication will not achieve the higher learning goals possible with a true conversation. ”pIšoZ#’oZ™šoZZI#™Ŗ,[œóŸØWhat Conversation Is NotŸ ,Purposeful (serving as a means to an end) Argumentative (pointedly speaking to influence and/or change others) Scripted (meeting a predetermined level of humor or other specified content) Hierarchical (centered upon the ideas of specific  authorities) Partitioned Soliloquizing”’ló)&ŸØOnline DiscussionsŸ Online discussions are purposeful. Discussion strictly adheres to social conventions and/or rules. It is a  scripted expression. To be interactive, postings are often seen as agreeing with or opposing an earlier view. The discussion board is authority centered. Independent posts account for the presence of  non-sequiturs. ”L$’l$’l$$ó#ŸØ"Online Discussion and Non Sequitur”##$Ÿ śStudent responses that agree and then discuss a view point do not necessarily extend the previous point. Student responses are fulfilling a requirement and enter into the discussion at convenient opportunities, regardless of topic or prior submissions. Students then indulge in  non sequitur submissions in the guise of conversation, but these can be valuable to the discussion.”~’lZ~ó ŸØWhat Is a Meaningful Posting?ŸØ.Surprises Focuses Expands Reflects Integrates”/’l/ó8.ŸØThe Magic FactorŸ ¬Good postings hint at a student who is creating knowledge as he or she writes. Such postings have energy. Poor postings display a student s unwillingness to engage with the material, the course and other students.”ג o×ó9/ŸØAchieving the Magic Factor”(Ÿ ŹProvide clear instructions and prompts for students so that they understand the nature of the high quality posting. Require students to integrate the postings into other parts of the class  in our case, the paper assignments. ”.å’ " åó(#ŸØEphemeral vs. Sustained TextŸ From the student perspective, online discourse is  ephemeral. From the professor s vantage point, online discourse is sustained. ”„’ o„ó:0ŸØ"Students and Literary Conversation”##$Ÿ bStudents use information from other students to show how the comments helped them achieve a better understanding of the literary text. They re using other student comments to  fill in the gaps. Students use the postings to help establish common ground with each other. Helps them determine the extent to which a  reading problem is individual or commonplace. Student provide each other with models of reading. Students use the postings to expand their interpretation of a literary work. A student may have a good understanding of the work, but another student can reveal further  depth. Demonstrates how a community of readers can expand the individual s view or interpretation. ”4±’ oPP±óŸØ1Result: Students Participate in True Conversation”22(ŸØOnce students go back and read over the text then they have taken part in a true literary conversation because they have been able to deliberate over other student comments and to use those comments as a springboard for their own sustained analysis of a text. ”óJ1ŸØContact InformationŸØ?Keith Geekie: kgeekie@jccc.edu James McWard: jmcward@jccc.edu ”@“ o@ņóJ0ßņóJ0ß.>/šųó4ó5ó6ó7ó;ó<ó=ó>ó?ó@ óA óB óC óD óEóFóGóKźų7ļ 0`š f’’’lĢĢ’™ĢfĢ™™’3ĢĢ`š ™’’’€’’’3f’{FŠ†ŃģEɄ`š OY’’’?HsĢģ’™ĢL„p™Ģ–¤Č`š €€’’’nkāļĶ3ĢĢcRøĢ’’™Ģ’`š Td4’’’HV,’’Ģ{ŠnR|:Uµ^…³±`š „½¬’’’–²ž’’ĢNˆ€/q¹ĄēTŹ‰`š Ģ™’’’ŌœĪ½@Ģf€€’™’’™`š ™śłęˆźÜx’fømR׍Ę³~`š ’’’ŻŻŻęõö„įØ[¶4˜Ž£>’ż?" dd@’’ļ’’’’,£¤’ż?lZdŲ@’’ļ’’’’ ž dŌ žlZŠ@ž dš`žlZ€ £n’ż?" d’d@’’ļ’’’’   @@``€€P£T $   @ ` €`£0p£>€£> ¢1šš1@š..š 1š( š ššB,šT š€ß š šˆ"ń暀ߚ š c šŌBlCÉ DEĮ FĮ*€ƒš¢‹¦’ŒŽ—Įœ @æ’ ˆš’y  Ż ŗlÉ lĆ y y @¬¬¬¬¬¬¬¬`€"ńæš ~Õ š š c šŌB×C« DEĮ FĮ*€ƒš›‹y’ŒŽ—Įœ @æ’ ˆš’[ ²Æ ś×« ׄ [ ²[ ²@¬¬¬¬¬¬¬¬`€"ńæš•~« š š c šÄBŹCĄDEĮFĮ"€ƒšĮ‹¦’ŒŽ—Įœ @æ’ ˆš’œŹĄŹœœ@¬¬¬¬¬¬`€"ńæši Ę(š š c šÄBŗCBDEĮFĮ"€ƒ‹¦’ŒŽ—Įœ@æ’ ˆš’ŗBŗ<0ŗBŗB@¬¬¬¬¬¬`€"ńæšĘł ~:šä š Ó šŽ0e‚˜²ƒ0e„˜²…‡ˆ‰æ  ō   ?BµCIDEĮFĮ"€ƒšŃ„… †Į‡Įˆ‰Š‹¦’ŒŽ‘’“”•–—Į˜™š›œ @æĄĮĆ ÄÅĮĘĮĒČÉŹĖ5%ĢĶĪĻĮŅÓŌÕ×’€€€ĖĖĖ 8c8c     ?€‚ƒœ1„…šł†‡÷ˆ æĄĮĀdĆÄÅĘĒČÉŹ0uĖŠĢ0ķģ’Ķ@T‰Ī€Ļ€’’Šy’Ń2Ņ NÓPĆŌÕ'Öp”×°<’’ŲŁ'Śp”’ AØ)BCD|¾E„|¾…†|¾‡ˆš’IµMµkII@¬¬¬¬¬¬`€S"ń‘’悆šŽ°×šĢ š Ó šŽBĻCeDEĮFĮ"€æ’ ˆš’Ļ0ĻeĻ0Ļ0@¬¬¬¬¬¬`€"ńæš°v~ŪšÄ š  Ó š†B]CĘDEĮFĮ€æ’ ˆš’]œĘ]] @¬¬¬¬¬`€"ńæš#ē~­š  š  c šĢB'C\DEĮFĮ&€ƒš¹‹¦’ŒŽ—Įœ @æ’ ˆš’\7\'*'\\@¬¬¬¬¬¬¬`€"ń暃#ßšĢ š  Ó šŽBÕ CDEĮFĮ"€æ’ ˆš’†Õ ĢŌ††@¬¬¬¬¬¬`€"ńæš1Ėßš š  c šÄB}CzDEĮFĮ"€ƒš÷‹¦’ŒdŽ—Įœ @æ’ ˆš’}~}®z}~}~@¬¬¬¬¬¬`€"ńæš~—šÄ š  Ó š†BŁCšDEĮFĮ€æ’ ˆš’ŁšŁšŁš @¬¬¬¬¬`€"ń暦O ~? š š c šÄB«CˆDEĮFĮ"€ƒš‹‹y’ŒŽ—Įœ @æ’ ˆš’H«ˆ«‚HH@¬¬¬¬¬¬`€"ńæšĪ¦U š š c šÄBŁC>DEĮFĮ"€ƒ‹¦’ŒdŽ—Įœ@æ’ ˆš’Ł>Ł86Ł>Ł>@¬¬¬¬¬¬`€"ń暦é ~' š š c šÄB«CŒDEĮFĮ"€ƒšŖ‹¦’ŒŽ—Įœ @æ’ ˆš’Œ«Œ«VŒŒ@¬¬¬¬¬¬`€"ńæš”¦ š š c šÄB[ C§ DEĮFĮ"€ƒš²‹y’ŒŽ—Įœ @æ’ ˆš’I § [  f@¬¬¬¬¬¬`€"ńæšöM„ š š c šÄBCC+DEĮFĮ"€ƒšš‹y’ŒdŽ—Įœ @æ’ ˆš’C+CC+C+@¬¬¬¬¬¬`€"ńæš;Ž ~¹ šĢ š Ó šŽBCODEĮFĮ"€æ’ ˆš’O­`ZOO@¬¬¬¬¬¬`€"ńæše ~k š š c šÄB2 Cx DEĮFĮ"€ƒšv‹y’ŒŽ—Įœ @æ’ ˆš’Ņ x 2  @¬¬¬¬¬¬`€"ńæš– Åv šÄ š Ó š†B„C„DEĮFĮ€’™™æ’ ˆš’„„„„„„ @¬¬¬¬¬`€"ńæšśę ~j š š c šÄBÕ Cč DEĮFĮ"€ƒšƒ‹y’ŒŽ—Įœ @æ’ ˆš’Õ č Õ č B@¬¬¬¬¬¬`€"ńæš( śę šä š Ó šŽ0e‚˜²ƒ0e„˜²…‡ˆ‰æ  ō   ?B˜C² DEĮFĮ"€ƒšÉ„… †Į‡Įˆ‰Š‹ŒŽ‘’“”•–—Į˜™š›œ @æĄĮĆ ÄÅĮĘĮĒČÉŹĖ5%ĢĶĪĻĮŅÓŌÕ×’€€€ĖĖĖ 8c8c     ?€‚ƒœ1„…šł†‡÷ˆ æĄĮĀdĆÄÅĘĒČÉŹ0uĖŠĢ0ķģ’Ķ@T‰Ī€Ļ€’’Šy’Ń2Ņ NÓPĆŌÕ'Öp”×°<’’ŲŁ'Śp”’ AØ)BCD|¾E„|¾…†|¾‡ˆš’Œ² ˜¬ =@¬¬¬¬¬¬`€S"ń‘’悆š  6° š š c šÄBTC`DEĮFĮ"€ƒšč‹y’ŒdŽ—Įœ @æ’ ˆš’T`TZ T`T`@¬¬¬¬¬¬`€"ńæš*Ŗ ~ šĢ š Ó šŽB›CDEĮFĮ"€æ’ ˆš’››ĢMĄ››@¬¬¬¬¬¬`€"ńæšćR~Vš š c šÄB>CDEĮFĮ"€ƒšŖ‹ŒŽ—Įœ @æ’ ˆš’ń>Sū@¬¬¬¬¬¬`€"ńæšó0š š c šÄBUCDEĮFĮ"€ƒš²‹ŒŽ—Įœ @æ’ ˆš’U@¬¬¬¬¬¬`€"ńæš#xšĢ š Ó šŽB<C8DEĮFĮ"€æ’ ˆš’<8<6@¬¬¬¬¬¬`€"ńæšB~Äš š c šÄBlCHDEĮFĮ"€ƒš¢‹y’ŒŽ—Įœ @æ’ ˆš’slHl*ss@¬¬¬¬¬¬`€"ńæšAz‰ šÄ š Ó š†BCDEĮFĮ€’æ’ ˆš’ @¬¬¬¬¬`€"ńæšz› €” š š c šÄBlC9DEĮFĮ"€ƒš›‹y’ŒŽ—Įœ @æ’ ˆš’nl9l3nn@¬¬¬¬¬¬`€"ńæšhz” š š  c šÄBlCžDEĮFĮ"€ƒšŲ‹¦’ŒŽ—Įœ @æ’ ˆš’0lžl’00@¬¬¬¬¬¬`€"ńæši zš š! c šÄB`Ci DEĮFĮ"€ƒš|‹y’ŒŽ—Įœ @æ’ ˆš’`i `Q }@¬¬¬¬¬¬`€"ńæšzi š š" c šÄB| C6 DEĮFĮ"€ƒšŲ‹y’ŒŽ—Įœ @æ’ ˆš’| 6 | 0 B@¬¬¬¬¬¬`€"ńæšł z6 š  š# c šĢBC  DEĮFĮ&€ƒšÉ‹ŒŽ—Įœ @æ’ ˆš’å  ČČåå@¬¬¬¬¬¬¬`€"ńæšnz  š š$ c šÄBŠCDEĮFĮ"€ƒš“‹y’ŒŽ—Įœ @æ’ ˆš’ŠŠö*@¬¬¬¬¬¬`€"ń暧zš š% c šÄB"CDEĮFĮ"€ƒš¹‹y’ŒŽ—Įœ @æ’ ˆš’""Š6@¬¬¬¬¬¬`€"ńæšVzš š& c šÄBCĻDEĮFĮ"€ƒšÉ‹y’ŒŽ—Įœ @æ’ ˆš’™*Ļ™™@¬¬¬¬¬¬`€"ńæšuzĻšˆš\ š`~¢  š' šˆ"ńæš`~¢ š  š( c šĢBKC!DEĮFĮ&€ƒš¹‹¦’ŒŽ—Įœ @æ’ ˆš’n3!?ÓK‹@¬¬¬¬¬¬¬`€"ńæš`V š  š) c šĢB9C·DEĮFĮ&€ƒšč‹¦’ŒdŽ—Įœ @æ’ ˆš’9™ H–9·9™9™@¬¬¬¬¬¬¬`€"ńæš>ė ~¢ šą š* “ š6€ü‰V ‡ƒæĄ’ "ńæšÆ `šĆ V  šTŸØ Click to edit Master title style¢!Ŗ !š$ š+ ƒ š0€ÄŒV ƒæĄ’ "ńæšš `šĆ V  šžŸØRClick to edit Master text styles Second level Third level Fourth level Fifth level¢!    Ŗ SšŅ š, “ š6€“V ‡ƒæĄ’ #"ń æ`æš] `}šĆ V  š@Ÿ *” ųšŌ š- “ š6€œ˜V ‡ƒæĄ’ #"ń æ`æš`°Š€šĆ  V  šBŸ *” śšŌ š. “ š6€”V ‡ƒæĄ’ #"ń æ`æš] `}šĆ V  šBŸ *” ŲšZ š ³ šB€ƒš“‹y’“ŽŸ‹”Ž½hœ @æ’ ?š ™’’’€’’’3f’{FŠ†ŃģEɄˆ<Š0ŗ___PPT10‹ė.Ŗ Ąņ,/Šüŗ___PPT9‹Ž­B€€€p­B€€€€­B€€€ ŗBeamīė1ļ €0 [1šS1Pš..šŁ0š( š ššB,šT š€ß š šˆ"ń暀ߚ š c šŌBlCÉ DEĮ FĮ*€ƒš¢‹¦’ŒŽ—Įœ @æ’ ˆš’y  Ż ŗlÉ lĆ y y @¬¬¬¬¬¬¬¬`€"ńæš ~Õ š š c šŌB×C« DEĮ FĮ*€ƒš›‹y’ŒŽ—Įœ @æ’ ˆš’[ ²Æ ś×« ׄ [ ²[ ²@¬¬¬¬¬¬¬¬`€"ńæš•~« š š c šÄBŹCĄDEĮFĮ"€ƒšĮ‹¦’ŒŽ—Įœ @æ’ ˆš’œŹĄŹœœ@¬¬¬¬¬¬`€"ńæši Ę(š š c šÄBŗCBDEĮFĮ"€ƒ‹¦’ŒŽ—Įœ@æ’ ˆš’ŗBŗ<0ŗBŗB@¬¬¬¬¬¬`€"ńæšĘł ~:šä š Ó šŽ0e‚˜²ƒ0e„˜²…‡ˆ‰æ  ō   ?BµCIDEĮFĮ"€ƒšŃ„… †Į‡Įˆ‰Š‹¦’ŒŽ‘’“”•–—Į˜™š›œ @æĄĮĆ ÄÅĮĘĮĒČÉŹĖ5%ĢĶĪĻĮŅÓŌÕ×’€€€ĖĖĖ 8c8c     ?€‚ƒœ1„…šł†‡÷ˆ æĄĮĀdĆÄÅĘĒČÉŹ0uĖŠĢ0ķģ’Ķ@T‰Ī€Ļ€’’Šy’Ń2Ņ NÓPĆŌÕ'Öp”×°<’’ŲŁ'Śp”’ AØ)BCD|¾E„|¾…†|¾‡ˆš’IµMµkII@¬¬¬¬¬¬`€S"ń‘’悆šŽ°×šĢ š Ó šŽBĻCeDEĮFĮ"€æ’ ˆš’Ļ0ĻeĻ0Ļ0@¬¬¬¬¬¬`€"ńæš°v~ŪšÄ š  Ó š†B]CĘDEĮFĮ€æ’ ˆš’]œĘ]] @¬¬¬¬¬`€"ńæš#ē~­š  š  c šĢB'C\DEĮFĮ&€ƒš¹‹¦’ŒŽ—Įœ @æ’ ˆš’\7\'*'\\@¬¬¬¬¬¬¬`€"ń暃#ßšĢ š  Ó šŽBÕ CDEĮFĮ"€æ’ ˆš’†Õ ĢŌ††@¬¬¬¬¬¬`€"ńæš1Ėßš š  c šÄB}CzDEĮFĮ"€ƒš÷‹¦’ŒdŽ—Įœ @æ’ ˆš’}~}®z}~}~@¬¬¬¬¬¬`€"ńæš~—šÄ š  Ó š†BŁCšDEĮFĮ€æ’ ˆš’ŁšŁšŁš @¬¬¬¬¬`€"ń暦O ~? š š c šÄB«CˆDEĮFĮ"€ƒš‹‹y’ŒŽ—Įœ @æ’ ˆš’H«ˆ«‚HH@¬¬¬¬¬¬`€"ńæšĪ¦U š š c šÄBŁC>DEĮFĮ"€ƒ‹¦’ŒdŽ—Įœ@æ’ ˆš’Ł>Ł86Ł>Ł>@¬¬¬¬¬¬`€"ń暦é ~' š š c šÄB«CŒDEĮFĮ"€ƒšŖ‹¦’ŒŽ—Įœ @æ’ ˆš’Œ«Œ«VŒŒ@¬¬¬¬¬¬`€"ńæš”¦ š š c šÄB[ C§ DEĮFĮ"€ƒš²‹y’ŒŽ—Įœ @æ’ ˆš’I § [  f@¬¬¬¬¬¬`€"ńæšöM„ š š c šÄBCC+DEĮFĮ"€ƒšš‹y’ŒdŽ—Įœ @æ’ ˆš’C+CC+C+@¬¬¬¬¬¬`€"ńæš;Ž ~¹ šĢ š Ó šŽBCODEĮFĮ"€æ’ ˆš’O­`ZOO@¬¬¬¬¬¬`€"ńæše ~k š š c šÄB2 Cx DEĮFĮ"€ƒšv‹y’ŒŽ—Įœ @æ’ ˆš’Ņ x 2  @¬¬¬¬¬¬`€"ńæš– Åv šÄ š Ó š†B„C„DEĮFĮ€’™™æ’ ˆš’„„„„„„ @¬¬¬¬¬`€"ńæšśę ~j š š c šÄBÕ Cč DEĮFĮ"€ƒšƒ‹y’ŒŽ—Įœ @æ’ ˆš’Õ č Õ č B@¬¬¬¬¬¬`€"ńæš( śę šä š Ó šŽ0e‚˜²ƒ0e„˜²…‡ˆ‰æ  ō   ?B˜C² DEĮFĮ"€ƒšÉ„… †Į‡Įˆ‰Š‹ŒŽ‘’“”•–—Į˜™š›œ @æĄĮĆ ÄÅĮĘĮĒČÉŹĖ5%ĢĶĪĻĮŅÓŌÕ×’€€€ĖĖĖ 8c8c     ?€‚ƒœ1„…šł†‡÷ˆ æĄĮĀdĆÄÅĘĒČÉŹ0uĖŠĢ0ķģ’Ķ@T‰Ī€Ļ€’’Šy’Ń2Ņ NÓPĆŌÕ'Öp”×°<’’ŲŁ'Śp”’ AØ)BCD|¾E„|¾…†|¾‡ˆš’Œ² ˜¬ =@¬¬¬¬¬¬`€S"ń‘’悆š  6° š š c šÄBTC`DEĮFĮ"€ƒšč‹y’ŒdŽ—Įœ @æ’ ˆš’T`TZ T`T`@¬¬¬¬¬¬`€"ńæš*Ŗ ~ šĢ š Ó šŽB›CDEĮFĮ"€æ’ ˆš’››ĢMĄ››@¬¬¬¬¬¬`€"ńæšćR~Vš š c šÄB>CDEĮFĮ"€ƒšŖ‹ŒŽ—Įœ @æ’ ˆš’ń>Sū@¬¬¬¬¬¬`€"ńæšó0š š c šÄBUCDEĮFĮ"€ƒš²‹ŒŽ—Įœ @æ’ ˆš’U@¬¬¬¬¬¬`€"ńæš#xšĢ š Ó šŽB<C8DEĮFĮ"€æ’ ˆš’<8<6@¬¬¬¬¬¬`€"ńæšB~Äš š c šÄBlCHDEĮFĮ"€ƒš¢‹y’ŒŽ—Įœ @æ’ ˆš’slHl*ss@¬¬¬¬¬¬`€"ńæšAz‰ šÄ š Ó š†BCDEĮFĮ€’æ’ ˆš’ @¬¬¬¬¬`€"ńæšz› €” š š c šÄBlC9DEĮFĮ"€ƒš›‹y’ŒŽ—Įœ @æ’ ˆš’nl9l3nn@¬¬¬¬¬¬`€"ńæšhz” š š  c šÄBlCžDEĮFĮ"€ƒšŲ‹¦’ŒŽ—Įœ @æ’ ˆš’0lžl’00@¬¬¬¬¬¬`€"ńæši zš š! c šÄB`Ci DEĮFĮ"€ƒš|‹y’ŒŽ—Įœ @æ’ ˆš’`i `Q }@¬¬¬¬¬¬`€"ńæšzi š š" c šÄB| C6 DEĮFĮ"€ƒšŲ‹y’ŒŽ—Įœ @æ’ ˆš’| 6 | 0 B@¬¬¬¬¬¬`€"ńæšł z6 š  š# c šĢBC  DEĮFĮ&€ƒšÉ‹ŒŽ—Įœ @æ’ ˆš’å  ČČåå@¬¬¬¬¬¬¬`€"ńæšnz  š š$ c šÄBŠCDEĮFĮ"€ƒš“‹y’ŒŽ—Įœ @æ’ ˆš’ŠŠö*@¬¬¬¬¬¬`€"ń暧zš š% c šÄB"CDEĮFĮ"€ƒš¹‹y’ŒŽ—Įœ @æ’ ˆš’""Š6@¬¬¬¬¬¬`€"ńæšVzš š& c šÄBCĻDEĮFĮ"€ƒšÉ‹y’ŒŽ—Įœ @æ’ ˆš’™*Ļ™™@¬¬¬¬¬¬`€"ńæšuzĻšˆš\ š`~¢  š' šˆ"ńæš`~¢ š  š( c šĢBKC!DEĮFĮ&€ƒš¹‹¦’ŒŽ—Įœ @æ’ ˆš’n3!?ÓK‹@¬¬¬¬¬¬¬`€"ńæš`V š  š) c šĢB9C·DEĮFĮ&€ƒšč‹¦’ŒdŽ—Įœ @æ’ ˆš’9™ H–9·9™9™@¬¬¬¬¬¬¬`€"ńæš>ė ~¢ šą š* “ š6€ųåV ‡ƒæĄ’ "ńæšš `pšĆ œ  šTŸØ Click to edit Master title style¢!Ŗ !šŻ š+ ƒ š0€ŌOœ ƒæĄ’ "ń暐 ` ą šĆ œ  šWŸØ#Click to edit Master subtitle style¢$Ŗ $šŅ š, “ š6€ Tœ ‡ƒæĄ’ #"ń æ`æš] `}šĆ œ  š@Ÿ *” ųšŌ š- “ š6€ĄXœ ‡ƒæĄ’ #"ń æ`æš`°Š€šĆ  œ  šBŸ *” śšŌ š. “ š6€(]œ ‡ƒæĄ’ #"ń æ`æš] `}šĆ œ  šBŸ *” ŲšZ š ³ šB€ƒš“‹y’“ŽŸ‹”Ž½hœ @æ’ ?š ™’’’€’’’3f’{FŠ†ŃģEɄˆ8Š0ŗ___PPT10‹ė.Ŗ Ąņ,/šśń€0 zšrPšŌš š( š šŌšČ šŌ ƒ š0€HŚ“ƒæĄ’ šz%šĆ  “ šPŸ *” łŖ šŹ šŌ ƒ š0€@ߓƒæĄ’ šÅ ?%šĆ “ šRŸ *” ųŖ šd šŌ c š$‡æ’ ?š·čXK šĆ “š šŌ ƒ š0€Tā“ƒæĄ’ šŽ ŗ†)šĆ “ šžŸØRClick to edit Master text styles Second level Third level Fourth level Fifth level¢!    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