ࡱ> n2 R xn'PNG  IHDRT[y`PLTE?JD,%/;4_hcOYSowr///߿___OOO??? gbKGDH cmPPJCmp0712Hs WIDATx^\v6$tI̩r΋:I)@dǜ1 miUX}6Zm> @?T~ m@V>PXZ~Y~KROt\[ô湰֡Oۏ3ٵ u#ÞPwuz&V OUZ*Hea}ŵF[UW lXU~${߾ˏ|~7DYPWEJ 6hm< *su?a8$XszGwv0o\yZ텦vF-CxhdP=}=?Zm G9{Ui;v3ȓml>qv'B uja![#mnӯ8Q[{P86k.4^NhS d_=a<{R-@}=/’gh!o-ǫW%ݵt3KwLKۆ-{Zz9UPSԘj.>ԱIA^`†@GIyaL-gv*{ǣ{q"Tb 0jZMSl@yl+E''Sp;W.6n[5W;6}_&[)3gAm?@ 1]TۥQk!j78<9\`taԹj @UE[ 'jȐ:t%Tnfr%TN# 220ZJG3[8vndX:MAHY9rr51ȚA6LV#;*N]. <>ɠ_5ul !:&dۣUxPb@OCVeD-ҫD6De#HL+UMHLj;dB$ N/7λP%:n (O!q_?s* 98emT5ϻ\ <^F*V$ER\=uVjPz雊U ydpb0&WHHu;-"s;(%X؅7t鰁($E ǨQLɗ(5Ì`[R:˄RnΩNԮ/90]tlb m|]LLACx [$XzA1~(RfP=<В?sn X4&**niz+`{̪vyO͜{'B(cTSŋ{VU/vO`hTx2|!J<+~_UJXb Wo")+F,Z]ޥ_ޘ,_5]]W/'GhS]Y$0Q7KxX0 D@30y+k-^SkLeKT责HHs:\!8kU$W:lBd/`7Hՠ?*rYɲ. PZ$!Cs u]Ď&9p1(zr]S8mn]2E^)jyu\m)-+=G2@RePKKmĘr \x-Pal',)/Wա*cK(IGmLJ{څ%{Cw;RX&ӯ˟R";[*o WIlrVmik$GH7Ѳ]yxpmpXEC!W}NnNS@-1j[,}*zRɐ?a$F]~ zTڄ#kvA8l?e쯱]FfЋCʑMwyw;)GCMxJUF"h0d+W!aOWM9Ҧzm*ؕ'IK%9c*rzzAGo:@#zn& C`k[i&[q+m*CZ#\YЫM_uNvsp7XqrIEZ{a;v{}ߞfGu ό]k{Zᤌ zZf;zZ~ &y v+T\M`[9vv>qh l K-Ν㭙z4ăR #̾ZM%c&T L@96_c%lډ'N޻c)p +&&R5!@5 C+nlYDB/Ssku0hP$9hF4RiEeh[kG?FSn( B/:A=Ǚ=! vRx~IS(2AINu-={4j9~8(՗YJgoQ'#YhI:w; 5xyq&ԟ2P U_K$ " pVJ3iݘ0^b 2_k:6P(!sjxD7AlЁ9Z4B]CP[sLc+R81-ϼvFaDI$|-P "%I;C:GRȫy`#n ךe ؊ye5䇃8Pֶ?D& "Pco3X]G^Sz{$0J&4]biw߹(޽BOBy^$6&IENDB`F`qܣ!h=; JFIFKK MSO Palette C   ")$+*($''-2@7-0=0''8L9=CEHIH+6OUNFT@GHEC !!E.'.EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE"1!1A"Qa2qB#Rb3 ?p Qi3*z!ZD/bAp7mAӋFn⹝0eV  ō?#.c%`mm@UJIW6ڢތFGz)[CHSz !j :m0G|Mͱ]XF/[Vi: 2w$,F[*Ӧ 樅R$޼TT @c!L5HP̬ F"{Ӂ:{?&!,-oB*ݑ&Xi׆CGRPUHD R bvTs0;1PĘ;kdz2 5q9mTp{ݟz``Wy[jQdȂ#r"_%知b~hFVo|I3& SV@ܑsza5U!G /j@ otUA KS J>PhqS}ĪfO8+r;qQLY@& M5,Blxef jKUrvHbLDNZ@)qĜXTR `y;yqj6"iH3% ybH~n5A V&Lj́e%{k3@eG$j@$bh!7n6X.pIQN e2oi!TI*8.Q“nQ`xԱgcF~\vn{ÿʰ$ 4 #x=^ZK#6z(:sA):m"$-TFp=$dQP*=mTʁDOh֩*CH2Oz԰d$vq[V0@ @$`HӱlA ;M@: t7XR H2?\iI!@*ON s< M%&A$yHSxp:DdT1747oD3$`QQF]8Ted0b@;mz‚P`zWkVW6)bdH *rwڃK$O'>>@`&-EC` pW.g6XevlU1DbPŭG΂0ehYPC8GnߚW6*̤?ږNaJC`P(F,aAcfVwFa $g('M]m|AH6vjIXC 8SuiHA'f}~SQRmNwrZg41?B 3;} `1t{iVEkn N6iъm7RN 2$ L}h:ڋb#h+4.l-Q7+^*We@ V-$dS0~,mf@Hi ` W(fP#opӤ9#z!S }l+tLAC0;n}Б$5A,w ~tT;ϯ'7$ #4 *)sYeaH䁸,VȀp*ϼH8&?@BQh0K@N70v#<ʺ|mMn '8%T 5Hm9KmRS|:$vYDV 21el gT[b+Yy rB` GTR rPñ{2J iQV@6<|]oba aOU2` L[V Ib /CR @= +ªB؃Uak8;M1kB_ x[ tTE H4Ȫ40( ,:sp܎hDYAPDe"F %aWuF~igs~m^^`(|,|k N;u 2sES ?ۖ86 __7Zk! OءNuzPG$76n>tJcW5ͭ("e'1t>SCy|huu[*Д!j: U4`P0t,IU٥K:.C/,;^Z6Nn}Cޤ~kokoJĘ<<;k \:߭dC{ 2ڈ!;HZ xsj$+Gq+oed_%^%鬹Gueԑ777LKNylz FCQd.]ĻEXq+3=qqqW5RcnsBl#J,{2[@ ~SVn"k/wkSi S.CBK0dˈ|yq韭SAdU=q_~EW` ?с o,B q-+q=B7c {=1ns7?^"3Qů^~LHLx TG<yL7'ENg"Wk/)`^yy}Jky=Ozr?YJCdCo.q z5n!2+\"Bt'n$z}yA' '' xxD^'4Q(p)2%$fxS-bwe:UPf2y ,|&^ y\|Iy([Y=D,^yd1d ʻ8$KqXQ[zV:C `. ߨjmM\VF#. ;nw샣(00t~>ңv@)m9D:vgډTzAnGzB+z(&6_ GZ"&j1Ҋ5j[hCzH*KH;K:J#m&rΓD.ΗqB邋+uDw$J4͸Xw"I@ Y&2A p "6:ZG^(+ZwN|k6z\?G C`̓5zŃp0NA$\h]J\h.f >'>#OYo|Be5k5\c6q`89'-ė[mvI ~d'.b7}1)ً]~hQl#!l$GA҇CVo#> ,_"?b_1&їa񎴔%Ri!)r$VQ5ZD'6PML6KS"Mv3J.]n9_d4R|4}Ґ8WK)P_H=.QGJm"N8}WoSH^[-窖紳_|Ra_˷[)UlqGe;-~gߣ-H~ XXM{ɰk {6챕Ie&=mRcIe6yȰ݆MG`jS9}ţP=O;frWy##Fʡ8OJ'(]s9Gcl֥4œru,_ԗp\b4w磙=vغx|Xbm=YH7\35@"&}Zuo.@ϟ-)v>&%~r[V8y\ɴum|[V!&xO}'o8=Rl4971J7Ucɬ2]֖>YtW$rϿL➮?SwY|wy(1n>0]a3J%ZԻ@f |O*<M'52za8Vt/2ly66Y%,63iPLs [HbӪb_Jp.kKC9مR$c~torM>:e%37SWƞ7gdyt$4{Gy>O۸ߋzϢT~#V@= "h9_!颊;nK[C x pTǿowXKH0<"1daЦEaQH!::*j 0)PPQQKk" lnnĶl=s;{s=D4D)FT4"ڐNt!NAj)ŗ;:KܞwN ;[Mq I{;vw9(Q!rٌƑ'+p?\ G b`>/)*Hpua bAūNc.\v?1N'bctu]~G46]$.Tv0QXɯ^vu\\ifo9aG?mkTG;_7=$y[22`-Yut]ml S{Vbp l(L<.WP5A[#RLamw|pp8?,z6z>C_O\e "2Pe-0>X(})}ƉC8cDc.k+[lj$t9h]> .V]AMRkRks "fЦSٟ1)̤̠/Lk>vG>N،jGI9ȰGO'?_¯ ] |'OW} |O1[ 0^6ļg1XQh~clY18D JOwsOXȷ[;s>@6d z .A"hΘ wF+;B!…8FiH5n\[yu4}9uԧ74X l/^b#6*EKOTķlQЦx3^J0Ta8@P1 Y)ߑ% V?nCɟIXiE5T|cg7LMF*_/`gڟIh:3G:G[5hN'@<.k4*[g 1&4cO8;MYkխ=Zξ:{Y9b`-X_Cӟ:FցhB\ր9D7Zu`]ׁL5W]^:'OXtta{U&J3A/ :h|{?ڳuj~x"Tsϩ`Cl&Woy6d`??UثnXXH:.1Ęx'¿it91^LRX>zm0NKlqt=sLf]e]8mT@cjn1Bcw!B37 J_ZKۮրAoRomG(o>Voا9d2}z"t\T1>Z]^;Q{hu9Ѻg+oF? +Xn %.6{%G!j| .s=I߫V~/-Tz-3B-rG#|k.,{Um!~/OV>-V)&z9@K:s-M8"KO 7Ƴ~l%fQO9dSYlYs3*NYi}o=C]+kN.4=)S;kl߼&)( i@= С&6jE:T:OU7AR x[ xT>ga 3@A#I ɮbPHUlvQ*(DA (DT< $ffB ν3s933;DpNQ1S賡#w{d1؅uiB5?CQ^ u7wP^v = u8[M @**A.̊[:er;-YJg+<@Nn U0zFDlJ:[PuE hU]6[Utcƶý/R s[^1SOU_]Tx͠dh;^ک:N;!ؾQ^cF"hSZl3C<2W˥mW99S rh;jp; u xw!^71$x#uSK^0PW)d+B^GN٦YG:2r#7ˣ#%Z;'=@wN*Fz7_c{vH1GJ 6%h$-$Z׻CN;/7Q.ɐzLFr=<l@\ޛ?+z}Gg}" h0=OR! O@h< PYzX`=RcQs,M14FOӫk(5Oo-Ѵ X-z@ٺ8?Y(dH /9, \ϑ@Dmx䰭VHpڎQV8$Wk)=5_9(]ϖC8 XӋ(gKo;JevG5@.ͣi0x `/`?EOci!}L^ >S:u(4mk*`%p** s'x@:98#K.!*t!7_+)B\Mt6#r7y|zKָ#qKңSWJ]wDĽ~%z\6S-~k~Xhe!6'l#݇~vk̶{X,2/g1' YD 3 ^kAِUf_@ɹ_bk} Px_ߡ(/M9[[ ״m_TF[x'|7 6n{h=ZVi9T =#4YL>JMi2Piu"#/h.4y)uϩ3,L!{:dO[&f^ x /tn|БAg>N}Э:B^ {a/l d6Q&lACGaOr8ܑ'<Vgr{x0mN@1_! në5y-uܒs2o6@6/x |>oxe|g|D 0@Ԓ/̾pGjڙ q^$mg̾ D+A9ȯz#H}Bn4;I~RJ_ i1MތDa,+:58LoA.\pp!6-|CwyߛPb??a~Cʻ4χI|O?@ػ?8<@7<ڃq7R~QS̭򛨴PNCw|yS m}>motE<Pnx織HPf{>@}̞j'y^p}f3ľ'.iy")<}y"=L){"4㧛G(Ƚxj/ͥ󜆘z*ma$Y|,'sV^i<c;Zun@1wf݃t6H/߭!5HV75־7^Ś&'N4N'*9FIŨR14&&so96\e691 t3 \]ϝH!SWYNEl4WK-*΋xo' ": Z@= B9tb­3ҢS: $RML x[ pTE9rT" %0$ G0@ dBGqյf KWJcDJE *F\rdEPX~\1[ԗu~a" 8ۈOY?"l"G/&*E}45܆g9z0QnlMN \nןL(wlډ4UA^ 䩶=W{rghMr!ɧ9 㠟BmT:r+e1Uw Q߶.е861c_ݔz,6fjK]_^onc3ELcK-}Op۫>@7k,W0;1<\o{&98m>fr1nI%[(sNq%8žӸK(ߖF:/\XTg6#̼q/(iĐCe+}1:/VyfmL7id*kdS't)rځr<;M6ry#󱴳tww1w{Q#8 uORH5"Y%ֽa=;pllݛzYέr%2?qqqR:0r)<@!p9T`p /?tp+'~<~ ?GWb~Jx%= ,i%*V˴Ki-By5ï}kS~6ki+톽="ÈV1,ޯ.TN;xI(v_+@9H XE |Vk~%+9vKůݸⓣ Ƹrn&"_Y>Q}I l7 6&V` fķt6Н>Ǿ3S:>C?}:ޣ`z۔5ޢa.EoHzAcuG ^ɴJi:L3%V "L+zL+^zsxRzˁ@)*&fĽzL3S:nF(DZ(W?R-c|Q#\M5|8LXZ:iJ*2w7l]=ʁm[978?>v>˻oc{;ȫU|<;R鼐|?wy^N>7rW.Wp2O \`,0Sx P.yƃ}<=q|31&aI3cA<22Ml c.dͅ!80N9-:^ ]@1=6 [MF6#`,* 6˄2ael x_x\Ń!>5<G|^@O> /ǿ^τo~w옆_"se֡7&r+xVpKpv .].p~7s[`/=J\rR0?EO|?_c%zf{:@ϗR|y4_|9#32_QsF'z)$%b1 <]|{[B ่sg!W#N <5\Fȧ&`=ˣ()/nw98|!vi<Duk @,EL ‡e!|ZDžu|^EBfֵ.gIJ{ Ož=P##Nݒ* Gy|[P)/]4]O'YTǻSri"JG]<{(Y.]Kr qSXZw{䒇\4bCc맸D0'T8)\wL"K׌[CuW}۔V~ۇ 77{ƾ\P0H@ 8lFTrUѢb7]=0ޥqW[kbxԷ2κv9p5Pr Nfx6ìeST~ELBe H(B\vl XYJ-5Gׅo8=",q%:{2-ZŇ6|~ߥv4yPaXn]Cǁ6DZS+={<؛ %&[x`0vԽSk.'x+ .%.xжX hM]{<Pdoɷè {Y}}p>l@ s5Q2UOqOC3P@7M?Y<՘E\\Z*7K-(/­'o͕;z/YQq=ű"jPn1]>f${,9FF9 %Y%K1hW{5)[S[se(U1,Uoo9]';QkpDl~,6ET<<;wxDx(u1!s)zfC⠳-g}o4XܓvĽ*"&ŗNܘK"(<^ai-ji(Y=A$1JŴp\zY47N 9PVvQD{SϷ,8Mi޾'pMMc-97bZ?oM-bW}o3zm-ׇΧvT}lcWv Hv,Z@=[sIA;$€OQA)x[ tTE}5a #$5I'.QFYA$: F  EQF2F 12T -BϭUOoD:U׫nݪ_]D4 BsK8R2A0[ڈZbSQ64Jxqq92FD$Dف@OYu"Z%GxұxJ'$[gٌ30O-f~X4hn_~i/1sK=rU>魽zz][ԩJ3Ug7Tv)[yZxGGvSQkZDh-+}EAmp,>h98w#]f<gYGy/c5W\K< ⶞bo39ٯm36Q.ZK+& 46@[>Ztqn .Ƣ٧wz/8c@(Zz@nj:ϟm6fQ.ZK+_5\؀1l0cQ롲ާekduL5JoKYZFл@e: @S(I{Q|7wgA{81hkq>؂q]]T-zE v@7~ۀ;{y << L3ISi:OL~ x:-Jo / ` Ϥu@.Ϣy6}/aCesa\claNgpմB5 a<p 8cc8,fyY#'<)"WpL8s@7\`=>577GOV+ \JwrƜAa6(hKo®,pp ]C:z(@'uFT!R J@%RiA) ^KCAz^t(`$͢1xI@.xYqV rZZw>8~č1f@߯/ mv*節twRC[::{i?Ki'H; mCOѯPB К|.cIZ diZ,( XgПF,^s4dM&B^2y([x0VwtNV@K!Dgl܊X:+Zo7,S[ra 9sςgiFloW[/-@$ԐF܏?5 KAjaF8Z`8ZpG`8xkjx 'P[D]͓=~:_UNt=Ju` uԙt.bܕFM}7Ġb 1tGz V=D.1LD,$6 1NB$887\q3p' $p* JDp.{h7L87 ,s!"Xy |;9 ּcx/PW~e\ʗ!nehǸ)sИOp#!Wp}H>v ~(q@3-nʖ:,c" Y=YA=*jjZ:zzS.yЫ[t?m}Lǁr:Wl"Y@]<_{t(>o]ܮg.K.S]U8W.N*]8Zć&&5fB;k(4EM. M (4$\j&~(M,41PB7s5M(M(M&>i*qࣷ׬XMk ֞D_rݷ%ɵx1)=V_I(4J>2jUcm:7܍QJ!˚ 8Uy.zOɲF?\I QU JmB)~e~#Sz,NP籭~Jn4aӎQrC0VeWf㬍fqk'!eIz㑸&bU+gILQy5㒟H߉`x_:* Wӑ~1#w1?=%FϞyE%oEDD==iB2!P9aP/صrLzfUȺ g'|3i(#|5 9vS;ڧ.blQ/5TeY1h 03˺(/*xX)Ahd},̃/xu.xYhҪ?.p]|8Jkx.¦5惫>ՀSMb.S\)qIgTŏ4?Σx!|bgt5?׊դ`8qj_b1N-n<6ɰ1Ly`}h7$}80`Г@AH}ȃ\ȶF=ob/wzxnB`X{2,$9{@t8/BGr ]ܼ~Py NWd"~'Ld3CN|d-E ۳٧ ׳W>qdkd;H;:dٳ1x):zQ V2TbG'S9.ǰ[FpI!m~' ioj;{o(xWżZXGW.4r-Җߙ-*V?{Bfmb(lΖZUD͚8Gq\k#H?()Cci@ؔ 8GۼpL511(cmdNlɥApiX|9K*.:2Kok{ڴf}:"Ւ([4"&AT3/u%"m!w ٵf77K ]Mt;(Vw;NB:y93O{7i.3>6Fh*ƫpEE5U8V05Q 2nkNVqe_Wz 3U$r*ަI86]^@viX<ɕx\ dߢL4e>uN==U-SL͔MuM@uxl[WȾx>(QzT|u U n7AOQqdӔ3 8i4h,OgD~&4LI4_.zD^zh* )4q|Jb&E<L y7Y`_os@.7ܘp#^VrC8^ͱcx#;yQ xGrGp!;cnq3c~m666 -O`S$8aػwkO0m٣5omʿr) s)|wgonos(s E"hmhd Z{-VJ.̟}>EJ7OנOїO;M2Üei[G"՗-#-OPAm@KM @c O 8rp>Pv l z%Xa\\r\L< ũ03(i,u4Q`a(}(ȦvQ#}Q_v*;AޘUBm{`z;}1b? ލ>hAb;'=kVL܅"+ҍV=({QANXnЗ`0O@Xy'<.(G1t9ffW`vf]Wbv 3fI5ԜJ'1O` o|jr>Dwx|/ހǍn2%WxjU74duHղo?IgY`-W-܅=Yca 14F(?wae?BY#Ík1&"Lai0r?7'14 T^N?$(HּVݲŞ^t{( ^pZʍ1E`k忧h+>yd@\)ʵkjWlkR^w%,״碁ࣿ;|~7XU+Hs~̿}7[] R~@[篩5ДUE#C۾0H|.}?F°c]gլJꢭ2WqQ8q"{0gtQ(ElUGAw6/2<@ :Um}VK ћ8Ё|pZjoсZ7wkuV?M4|5ja rm2VZqA v:ǡ.*kxAoj~!,}FYt0?f'-fSLsjl.Z>eG#yߟ3;Sb?u9n6|>\n&az7nrdw3ooтV>tϻjbbOZmd#Ya~79 zKh'uD+{["L"g go9gM1`=({"؋v]Ru;uO"ؓb*Cadf>x}xz8WZ}K;pn#{A|e-&_s4xc -Z3ZS㧾T}`c y>VӺɳOiOJcqEZcn{cr?Wטj6h1QףXdQyَSS5us  [ZBSkߚ ?S?~Khj([F  V]eOũcI_w|_uÚ֥6R~@ciayʷlDkOpu{qAt8X 3OI=EIkҜ2~FV?qԺ'68*y˓5+ݏ;'ggbM{`F8>oy[Üωѡj>W]u6oRuÓr0٤,m֜ueo&vNVn$=2j46F*=/҄@=B G2Ǫ ;jJfD x tUǿｗGVOB,'"TA8mXpj!b@,A@$"K P6T6, -=4}Lr!hO^ܹΝf  Fq67-Q_]ٝiUDe.T7³{{~w P{PܥtnB TVJT̈ [ ;Xg.f4dP0]bxOoNySTtzVP]bAʼū?;^^wm V(tTF=/.Vϻ=)_"RR[?*߲˄T^~]^~]pz8uI}àuͲŲV癙*hrv!Ҟma`-[kK{9I|i'ە\<%[fOf|Kk]˧`՝o+׺+? ⺬7uȈ;mfpm|)Z80;NOP)ˑarVX: X-Uq)4Yz&)3az,QLV2IowߩփO`;j !58NXZu:W l'G|)ZڶYzUz|Kɲi5O5t* %g=H=΃AK{yX ^F%!l( ж~ݹozyiNsҗ%_E` |ʿކnQZZ̫ր7-Fo OP`%5 ` |=+5e:?QQpL[r>e)g/SܦcXeJ ͡G|6~R Ԋ~j},V,B<'Hܹ祈HB{E :b+i:U4z2?Gb$\O&H=A=Co'@0rta Z?uU9s7rÐ.% -ƒp.Jysx3-4 V'[i:o[NƸZ;i"xw8PĻ1&1Qqsa_P` bp6bqq>7B=]@gp%z'C-A*hc h@ p Ip|> 8 `؁F}.XX'V%跋B0E2oOE '?EƢ1(^H1#ۅy.N;) CC0Kk i @ v{вlCXΣ8dV^ )3$b3Fs4zR;#grGj |\4bt5{ {'h4PeŇxNҍB5{C:~̓ht%TfY?sH?'Yx+9ɪ1Խ?%^%Cx+x+uoOj[)RH#}COyjSQkE}eq#{1"zOoc@uE_\+&m͆_}87=wjٿ%c\UQE[}SU[:8,2~[!겭?_) dą }/t~D]U;"@S~F&۟t?=K>ucbC|FPqQܚ(>U p\[rd`R>«$U2;N%c_߹pW]aMeon,-w0~Jlb[4?,QM|~4ꆙ, I} M|cՏgoGktVØ~1ożn8;][c71ļ*p>'֗}/|ם{%6e1tr0kr/9t@m麊ݫ/ieFz_K jԹ_T5dKԆJo^I?mw( )+  v&&mohammad@oswego.edu4mailto:mohammad@oswego.edur'$burrell@oswego.edu2mailto:burrell@oswego.edun)"dutton@oswego.edu0mailto:dutton@oswego.eduv*&gketcham@oswego.edu4mailto:gketcham@oswego.edu9@ Chart Excel.Chart.808Microsoft Office Excel Chart;B Chart Excel.Chart.808Microsoft Office Excel Chart=C Chart Excel.Chart.808Microsoft Office Excel ChartAK Chart Excel.Chart.808Microsoft Office Excel ChartBL Chart Excel.Chart.808Microsoft Office Excel ChartDN Chart Excel.Chart.808Microsoft Office Excel ChartGU Chart Excel.Chart.808Microsoft Office Excel Chartv&gketcham@oswego.edu4mailto:gketcham@oswego.eduv&mohammad@oswego.edu4mailto:mohammad@oswego.edun"dutton@oswego.edu0mailto:dutton@oswego.edur$burrell@oswego.edu2mailto:burrell@oswego.edu/ 0DArialngs0TT.ܖ 0ܖDTahomags0TT.ܖ 0ܖ" DWingdings0TT.ܖ 0ܖ A .  @n?" dd@  @@`` ld8&    7   5"#*+.1579 =AGIJKLMNOPQRSTUVWXYZ[\_`abcdghb$R xn': R$qܣ!h=;h: $$"$+ªB؃Uak $"$"h9_!颊;($$$"$С&6jE: O6"$B9tb­3ҢS C"$sIAcQ$$"$"Y^ m< _"$G2Ǫ J m 0AA@8-. ʚ;ʚ;g4BdBdb 0ppp@ <4dddd k 0Tx. <4!d!d l 0T<4BdBd l 0TL80___PPT10 ? +O   cHybrid Pilot Project  ( Hybrid PilotIntro (History, Committee s Charge, Application Process and Rationale& ) Data (Courses, Students, Faculty) Training of Students and Faculty Assessment Results/Satisfaction Survey Results Institutionalizing Hybrid Instruction4 IntroductionSUNY Oswego History of asynchronous instruction and blending Committee s Charge Process and Rationale gh5  SUNY Oswego SUNY Oswego is a comprehensive university with a mostly traditional student body with approximately 8,000 students. We have been involved in fully asynchronous distance learning since 1999, as a major participant in the SUNY Learning Network (SLN). HistoryFaculty were reducing seat-time with no policy in place and no faculty oversight. Large array of online courses with their development funded through the Continuing Education Office and enrollment controlled by that office. HSZZZZZ9$$History Continued& Hybrid Task Force was established to look at blended instruction and report on best practices. What are the bases for reducing the seat-time required as mandated by SUNY for 30 years? That task force recommended to begin modestly with a pilot project. The Hybrid Pilot Oversight Committee was established in the Summer 2005 with the first set of hybrid courses delivered in spring 2006. v`ZZZEZZZ`ZF$Committee s ChargerDevelop a call for proposal - Clearly laid out requirements (faculty, course types, CMS, etc.) - Approval process - Assessment plan Report to the Provost and the campus community in Spring 2007. Does this mode of instruction work for our institution? What processes and procedures are needed to ensure quality? What resources/infrastructure will we need? `PmP?PPPProcess and RationaleFaculty volunteer to apply; no release time, extra pay, etc. Signatures: applicant, chair, dean Committee evaluation of application and decisions all recorded in MeetingSpace. (MeetingSpace is the same system that is used for managing hybrid and fully-online courses) Decisions forwarded to the provost and then announced to the applicants. Only positive decisions are announced to the campus. :ZZ][:Constraints on ApplicationsNo more than 1/3 class time reduction for undergraduate courses and 2/3 for graduate courses. No 1st  year courses. Faculty must have had training for fully online or web enhanced courses. Faculty had to agree to participate in the assessment of hybrids  keep a journal, provide student performance data, survey, and so on.,EPb X8Evaluation of applications0In several cases; especially, for the 2nd and 3rd cohorts of applicants, we offered feedback and asked for resubmission; most were successful after incorporating this feedback. Strength of rationale Articulation of mixing/blending of online with in-class activities. Continue& ZZZZ Z'  Z \;Evaluation of applicationsWhat applications were not approved? One faculty member wanted to teach all of his courses as Hybrids. Late submissions where decisions had already been forwarded to the provost. *%mL&Data on Courses, Students, and FacultyHybrid Courses and faculty Students Profile (Hybrid, Fully-online, Traditional) (QS Faculty and CoursesPnMData about Hybrids Spring 2006 cohort: 5 faculty teaching. 10 sections of 7 courses. 272 students enrolled with 12 in two Hybrid courses. Just one graduate course; the rest are undergraduate. 21 graduate students; the rest are undergraduates. Most of the drops or course withdrawals occurred in lower division courses (200-level); very few in upper division courses and none in our graduate course. Never the less, there were only 37 drops/withdrawals from Hybrid courses which is amounts to 12% of total enrollment; compared to a 13% drop/withdrawal rate overall for the University. It is fair to assume there were no mass-exits from hybrid courses. Continue& PqP    )$2C oNData about HybridsEnrollment for all Instructional Modes in Spring 2006 We are offering a total of 2,228 sections of combined courses/labs/recitations. There were 46 sections of courses taught by 29 faculty who utilized the same CMS that we used in the hybrid project; but we don t have a way of reporting on all courses that were web-enhanced on our campus as they were not coded in our Student Information System. There were 35,257 registration records for overall by 8,077 students. 62 sections of online courses. There were 1,147 registration records by 844 students. Majority of our students are in traditional classroom/labs and are full time. &6PQPPPP6( % )XpO#Summer and Fall 2006 Hybrid Courses$$"Just one course in the summer was offered in the hybrid format to 9 students. We have 10 sections of six hybrid courses are being offered this fall with 254 students. The number offerings and students for f2f and online courses are comparable to spring 2006. qPTrainingM Faculty Training No training specific to hybrid Instruction Student Training8++Y7Faculty TrainingWeb-enhanced (Blended) Training 1 3-hour workshop Optional 1-hour topic workshops (discussion, assignments) CTS support as needed Asynchronous (Fully Online) Training 4 workshops totaling 30 hours Ongoing consulting with campus MID Course oversight by MIDT b%Y b%YZ9%Training for Web-Enhanced Instruction&& Optional for faculty who had taught online courses. Focus is not on pedagogy of blending; mostly on technical aspects of CMS. Some faculty only used CourseSpace Light; only providing syllabus and other documents for students in the CMS before applying to teach a hybrid. Z'Student Training Every instructor set aside classroom time during first week Trainings led by either instructor or Campus Technology Services (CTS).*:%CTS-Led Student TrainingTraining location Instructional computer lab Training objectives 1. Student access to course 2. Comprehensive Orientation Comprehensive Orientation CMS Online skill builders Overview of online portion of courseZZZ9ZZ?Z9?  gFStudent Training ProblemsCTS model is not scalable Compressed training ~55 minutes Average training ~90 minutes Space limitations Largest instructional computer lab seat ~30 Offered to both Hybrid and web-enhanced instructors Fall 06: 50+ courses =,4=,4  =(Professor-led TrainingTraining Location 1 used instructional lab Others in classroom Training based on instructors experience One modeled after CTS training Two used CTS provided Student instructions for creating account and adding courses to accounts. j-)-)rQDo Hybrids work at Oswego?Assessment Opinions Outcome Assessment Initially, we asked faculty to identify key evaluative components for the courses in the pilot and provide data for both f2f and hybrid modes. A few provided the information; others did not. Instead, we looked at the grade distributions of the past several years where available for f2f vs. those taught in the hybrid mode. We found no significant difference; students performance in hybrids were slightly better. ^P0PP[P0[ Opinions*Focus on the mode of instruction. Develop a student satisfaction survey. Administered through the Office of Institutional Research online. Liaison meeting with the students. Faculty maintain a journal about the course and the impact of the format; what works and what doesn t.ZE.Student Opinions -- Technology(G0Student Opinions -- Technology(P1Student Opinions -- Technology(H+Student Opinions -- Technology(J-Student Opinions -- Technology(R3Student Opinions -- Interaction (W6Student Opinions -- Interaction (]<BStudent Opinion  Liaison Meeting""$Liaisons visited classes to facilitate student focus groups Students provided responses on four questions Is your learning different? What do you like best/least about this experience? What one thing would you say? Should we offer more hybrid courses? :jj^=BStudent Opinion  Liaison Meeting""$Student responses to the 4 questions were classified as positive, negative or neutral Results: A majority of students agree that their learning is different in a hybrid course A majority of students indicated that there should be more hybrid offerings 8___>PChickering s Principles: a Critical Lens))$ Responses were coded to seek evidence or absence of Chickering s  7 principles for good practice in higher education (Chickering, 1987) Responses were mapped to one or more principles where apparent,4 7 G`?The 7 PrinciplesFaculty/student contact Student cooperation/reciprocity Active learning Prompt feedback Time on task Communicates high expectations Respects diverse ways of learninga@Analysis of Student Responses]Four themes emerged: Active learning Time on Task High Expectations Diverse Ways of Learning &IIbA"Analysis (cont d)hActive learning: most students recognized they were being made responsible for directing their learning, and responded favorably:  & the online course develops more self-responsibility&   For me this is a more relaxed setting in which I feel more comfortable and in control of learning things at my own rate. *ZZcB"Analysis (cont d)Time on task: students generally favored the flexibility to pursue their own work/study habits  flexible, very nice to decide what time you want to do your homework  It gives a student a flexible schedule, like one offered in an online course, however, it also allows for the time in class which I find to be the most valuable. *_ZZ_dC"Analysis (cont d)Student reactions to the high expectations of the format were mixed:  It s a good format but if a student that isn't really serious or really on top of everything it is easy to fall behind.  Overall, the course was good. Becoming independent and learning some self discipline is what the youth needs in American modern Culture. *EZZEeD"Analysis (cont d)Students reflected on how the format did/didn t support their diverse ways of learning:  Everyone learns at a different pace and this allows me to learn at my pace, so I learn better.  I had trouble with online discussions. I get more out of face-to-face discussions &XXfE"Analysis (cont d)Responses not easily mapped to Chickering generally reflected issues regarding: Awareness of hybrid program Training/familiarity in using CourseSpace Instructional design of the course&PiPi hGReflections from facultyFExtra time is needed for upfront organization:  It took longer than I assumed to finalize all the activities. I started before the semester ended. After I turned in grades on Dec. 21st I have been working at least 8 hours every day on this course. Although I had most of the documents done through the years when I taught this course, I still need to fine tune them to make them appropriate for on-line instruction. ,/u/uiHReflections from facultyCourse design and structure issues emerge:  There is a problem that caused confusion. It was my fault. I saved many documents in private note area and link them in the e-syllabus. I did not know that the material should be placed in hypertext area .  Although I reminded the students who come to class about the upcoming assignments, on-line discussion and so on, many still could not find where should they go to do these assignments .  Another change I will make is to create modules that match with each weeks' schedule. The model used for SLN does not work well in this format. d+PPPPPP+"jIReflections from facultyStudent Expectations need to be set up-front:  I encouraged these (previous online) learners to share some tips for success (with their peers) in an on-line format.  Although I impressed on students that they have activities to complete on the coursespace, many of the class& continue to resist going on-line.  Students began to complain that going on-line is an added work. They are confused all the time even I went over what needed to be done on-line at least once on Wed. d.ZxZZZZZ. kJReflections from facultyActive Learning needs to be encouraged:  & there was clearly more equitable participation among all the class members (in online discussions)  The dynamics in hybrid class is totally different from SLN class. Students seemed to be less engaged. F(ZfZZhZ(  /Institutionalizing Hybrid Instruction -- IssuesHow do we scale up the activities of this committee once the pilot project is over? Course approval process We need more mentoring and support in developing and delivering hybrid courses than an approval process. Student Training and support Can we include the use of CMS in lower-division courses to help familiarize students early with the tools? Faculty training and support Assessment Should the institution be doing assessment of all modes of instruction? 6TPPPkPPmPPP PIPPTil I  tR QUESTIONS? 2  6((  /T*,uG  0` 33PP` 13` 3333` Q_{` 333fpKNāvI` j@v۩ῑ΂H>?" dd@,?n<d@ `7 `2@`7``2 n?" dd@   @@``PR    @ ` ` p>>L0    Z (    <" 4 0  Td" 4 0  <$"U_ 4 0  Td">& 4 0  N"P 4 0  <"p 4 0  C x?d?"bUv 4 0  < #" `   T Click to edit Master title style! !$  0  "   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6 "]}  F*0  6  "] }   H*0  6 "]T}  H*0v  PA޽h ?Newsprint"` 3333___PPT10i.(г%+D=' = @B +  Blends"   0L0 !  @ (  T +  "+bb P@ # "Dwoh  s *"PP  Bd" P@bb P 0  # "Nyh  s *"P    Bd"P 0 z   <" a*h   s *"   f?d?"+)  B8Ђ ?#" ` p  T Click to edit Master title style! !  0ӂ " `    W#Click to edit Master subtitle style$ $  6ׂ "`p   J* 0  6ۂ "`p   L*"0  6 "`  L*"0v  PA޽h ?Newsprint"` 3333___PPT10i.(г%+D=' = @B + 0 p*(    0P[ P    X*   0:     Z* d  c $ ?    0c  0  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  60i _P   X*   6l _   Z* H  0޽h ? 3380___PPT10.Ju 8(    0y P    >*   0     @*   6ȅ _P   >*   6` _   @* H  0޽h ? 3380___PPT10.JD  0L0   0%* (  x  c $    d  0 ` # #" 0 `W  <X?@ 0 P _Greg Ketcham Continuing Education Contact: gketcham@oswego.edu (315)312-5693 100 Sheldon Hall"`"> * 0-@ @`z   <?P0 ` `Rameen Mohammadi Computer Science Contact: mohammad@oswego.edu (315)312-2689 145 Snygg Hall "a$= . & 0.A @`   <?00 @  'eKathi Dutton Computer Technology Services Contact: dutton@oswego.edu (315)312-2009 37B Lanigan Hall.f,9 *5) 05F @`^  < ? 0 0 fMarcia Burrell Curriculum and Instruction Contact: burrell@oswego.edu (315)312-3584 250F Wilber Hall"g,; ' 05G @``B   0o ? 0 `0 `B   0o ? ``B   0o ? 0 ZB  s *1 ?00 0ZB  s *1 ?@ 0 @ `B  0o ?`0 `ZB  s *1 ?P0 PN % C &Alogo4bPH  0޽h ? 33___PPT10i.CN+D=' = @B +  0L0 <(  ~  s *8r     ~  s *8k    H  0޽h ? 33___PPT10i.CN+D=' = @B +  0L0  $(  r  S 죆     r  S Ĥ    H  0޽h ? 3333___PPT10i.:`T=+D=' = @B +  0L0 0$(  r  S t     r  S 8    H  0޽h ? 3333___PPT10i.:Tl+D=' = @B +  0L0 0(  x  c $     x  c $<    H  0޽h ? 33___PPT10i.C a+D=' = @B +  0L0 0(  x  c $Ɔ     x  c $Ɔ    H  0޽h ? 3333___PPT10i.3{+D=' = @B +  0L0 0(  x  c $<Ԇ     x  c $Ն    H  0޽h ? 33___PPT10i.C@\+D=' = @B +  0L0 0(  x  c $xކ     x  c $P߆    H  0޽h ? 33___PPT10i.C++D=' = @B +  0L0 $(  r  S      r  S     H  0޽h ? 3333___PPT10i.`+D=' = @B +  0L0 <(  ~  s *x     ~  s *P    H  0޽h ? 33___PPT10i.Jpp+D=' = @B +  0L0 $(  r  S       r  S X     H  0޽h ? 3333___PPT10i.@̪+D=' = @B +  0L0 0(  x  c $     x  c $    H  0޽h ? 3333___PPT10i.; 1+D=' = @B +   0L0   6<1 (  <x < c $      0d 6< #"00d v < <E? O 0d zSpring 2007: BIO 492 Diane Chepko-Sade EDU 506 Harrison Yang HCI 510 Songmei Han HRM 464 Barry Friedman MGT 310 June Dong "{ n, / @` < <(\?O  d #Summer 2006: EDU 555 Diann Jackson ,$   @` < <h? 0O  Fall 2006: EDU 510 Marcia Burrell EDU 506 Harrison Yang HIS 383 Ming-te Pan MGT 310 June Dong SOC 250/WST 250 Mary Stuck SPE 304 Virginia MacEntee " ,EC @` < <v? O  cSpring 2006: HIS 208 Ming-te Pan HIS 385/HIS 585 Ming-te Pan MGT 310, 3 sections, June Dong MGT 486 Ding Zhang MBA 540 Ding Zhang SOC 250/WST 250 Stephanie Bennett SPE 304 Virginia MacEntee , >~ @``B  < 0o ?0ZB  < s *1 ?O 0O `B  < 0o ?d0d`B  < 0o ?dZB  < s *1 ?  d`B < 0o ?00dr  <S  o I   H < 0޽h ? 33___PPT10i.?H7+D=' = @B +  0L0 <(  ~  s *     ~  s *(    H  0޽h ? 33___PPT10i.ND+D=' = @B +  0L0 <(  ~  s *     ~  s *    H  0޽h ? 33___PPT10i.JpMB+D=' = @B +  0L0  <(  ~  s *l     ~  s *D    H  0޽h ? 33___PPT10i.JPgk+D=' = @B +  0L0 0$(  r  S d      r  S <     H  0޽h ? 3333___PPT10i.P! +D=' = @B +  0L0 0(  x  c $     x  c $    H  0޽h ? 3333___PPT10i.08+D=' = @B +  0L0 $(  r  S      r  S     H  0޽h ? 3333___PPT10i.`B+D=' = @B +  0L0 0(  x  c $P*     x  c $(+    H  0޽h ? 33___PPT10i.J+D=' = @B +  0L0  $(   r   S 1     r   S `2    H   0޽h ? 3333___PPT10i.V[+D=' = @B +  0L0 0(  x  c $dA     x  c $(B    H  0޽h ? 3333___PPT10i.t+D=' = @B +  0L0 $(  r  S ,-     r  S O    H  0޽h ? 3333___PPT10i.\|J+D=' = @B +  0L0 @$(  r  S ]     r  S ^    H  0޽h ? 3333___PPT10i.p+D=' = @B +  0L0 p 0(   x  c $4d     x  c $ e    H  0޽h ? 33___PPT10i.Co+D=' = @B +  0L0 (0(  (x ( c $\t     x ( c $4u    H ( 0޽h ? 33___PPT10i.C Y+D=' = @B +  0L0 p<X(  <~ < s *       <0 NA =? @0 = H < 0޽h ? 3333___PPT10i.4++D=' = @B +  0L0 Dj(  D D 0L       D0 ZA A? ?  A H D 0޽h ? 3333___PPT10i.4++D=' = @B +  0L0 TL(  Tr T S       T0 NA B?  B H T 0޽h ? 3333___PPT10i.50+D=' = @B +  0L0 $L(  $r $ S       $0 NA 9? `` 9 H $ 0޽h ? 3333___PPT10i.4 +D=' = @B +  0L0 P4L(  4r 4 S       40 NA ;?  ; H 4 0޽h ? 3333___PPT10i.4`CF+D=' = @B +  0L0 dL(  dr d S        d0 NA D? pp D H d 0޽h ? 3333___PPT10i.6R+D=' = @B +  0L0 p|L(  |r | S ث      |0 NA G? @p G H | 0޽h ? 3333___PPT10i.6+D=' = @B +  0L0 $(  r  S d     r  S <    H  0޽h ? 3333___PPT10i.h/+D=' = @B +  0L0 $(  r  S (     r  S     H  0޽h ? 3333___PPT10i.s+D=' = @B +  0L0 0(  x  c $     x  c $    H  0޽h ? 3333___PPT10i.s+D=' = @B +  0L0 $(  r  S 4     r  S      H  0޽h ? 3333___PPT10i.+D=' = @B +  0L0  $(  r  S      r  S     H  0޽h ? 3333___PPT10i.Pu+D=' = @B +  0L0 0$(  r  S P     r  S     H  0޽h ? 3333___PPT10i.l!+D=' = @B +  0L0 @0(  x  c $D     x  c $    H  0޽h ? 3333___PPT10i.l!+D=' = @B +  0L0 P0(  x  c $`      x  c $8     H  0޽h ? 3333___PPT10i.l!+D=' = @B +  0L0 `0(  x  c $     x  c $    H  0޽h ? 3333___PPT10i.l!+D=' = @B +  0L0 p0(  x  c $      x  c $!    H  0޽h ? 3333___PPT10i.l!+D=' = @B +  0L0 $(  r  S  *     r  S *    H  0޽h ? 3333___PPT10i.e6+D=' = @B +  0L0 0(  x  c $7     x  c $88    H  0޽h ? 3333___PPT10i.e6+D=' = @B +  0L0 0(  x  c $$I     x  c $I    H  0޽h ? 3333___PPT10i.e6+D=' = @B +  0L0 0(  x  c $X     x  c $hY    H  0޽h ? 3333___PPT10i.e6+D=' = @B +  0L0 40(  4x 4 c $g     x 4 c $g    H 4 0޽h ? 33___PPT10u..CC+D=' = @B +  0L0   p6 (  ~  s *t   " j  0 ` # #" 0 `W  <(E?@ 0 P _Greg Ketcham Continuing Education Contact: gketcham@oswego.edu (315)312-5693 100 Sheldon Hall"`">  0-@ @`z  < ^?P0 ` `Rameen Mohammadi Computer Science Contact: mohammad@oswego.edu (315)312-2689 145 Snygg Hall "a$= .  0.A @`  <,6?00 @  'eKathi Dutton Computer Technology Services Contact: dutton@oswego.edu (315)312-2009 37B Lanigan Hall.f,9 *5 05F @`^  <? 0 0 fMarcia Burrell Curriculum and Instruction Contact: burrell@oswego.edu (315)312-3584 250F Wilber Hall"g,;  05G @``B  0o ? 0 `0 `B   0o ? ``B   0o ? 0 ZB   s *1 ?00 0ZB   s *1 ?@ 0 @ `B   0o ?`0 `ZB  s *1 ?P0 PN  C &Alogo4bPH  0޽h ? 33___PPT10i.CN+D=' = @B +  0 (  X  C      S `x 0    H  0޽h ? 3380___PPT10.J &  0 `(  X  C      S } 0    H  0޽h ? 3380___PPT10.Jz8R 0 ((  ^  S      c $ 0    H  0޽h ? 3380___PPT10.Jz8[x G}/^3VZ꾥ޕdɶ4ڝNZcْ%clޙL{O09/$xI@ !H+ y/~{1\ĠcgzwG뵉g?3S]]U];摿X[gD:"~piXkAJ/B,[ .]ېV"]zx}?N~ZPZ!:JUHHC@uH6 !6!mFڂivH;v!YH=HH Ei?W"]t5HCH}HHYA!aQ1 ]t-sa!#A:t 8 $N"#݄5EO`EOicדz$@^Utrb%u_%5jMM#9TD%ԯ祖N"E."A~HW!FR?D4"%O}͙m?6q-Z3RR~u$g|"~K2^!OE'In?$Vr]sNn*W7^ ΅Wz_ .zP8Z f?u|+T;UwxL08a TK+)MOv]tmviʩ] I+zoQۭ}B|>EｪW5G{*Sb&?ثޝS3Xk3*^/?Z)O)pvIؓ)7{7ZNN9ǺSxA iJdFw}_t@U+tLmΟ;U_ZQ̧oymf6})&w֕=%-/i<2ZɏM䱱OSB)eH/Gz+~UH?H?HF9 =Z!<~ހF7!_Bz3/# ү"HoCz;E5_G w"wDHBbAz7{~HC=G?Dz?>!+:GcHq?Aҟ"O?C$ҧ/AKO#}FH9#}H_B2WWH7H"owH #=cHHDEH8ҷHE'FE7!;HGP3u ҲoPYHHH:V#u!u#AZi=H6#mAڊ i;H,^H{"]"G*S* BCG" " ! # "!=kta#HG!G:t= H7"DG yH7#BVHgnC:tv#݁t']H/@zaJb{^t^$i)`m$|lԊ?łXBPZfav4XH4&~e?,<$Vikt5??^w~Ե4_b.:;[CSwݻ_yex{ os BQ+׃Tjao}T`,0_e׻uF^zG2Ik%5Rjm# |Ut?r<>\\lw. hl? \z:fr=bw2EYXd +0kä[)Z7 hK S3{^EuuewX|$Նnx>_86L>e*u i+ɠO[ԵV7 :'QMrK=L߶#b緩N|YA *}BXPMKks++3n;ܢWmYgNΥ boY6 Ե!6,F:VegeYYAVVd--C34CVSxXiG렮dPW2+TrKC.IA-gcxrlog/ۗY#Ĕ_tG<,)/+W 1n|i_hM+YLU)[vhYvJ bL;~++V;FyJ,8z+ikg2xhM:*hb֮ZEGvɲ+;yTcʷ d2\oA :R'i(u`tthuʵK%'<,7?6ҏ(Svɍ\-Fz)pjUNT'U&-);vL4E !&+4rRh& _Q4EpH X1P 'blBI֏cj8ŴSxT!*KJ/&&<5R'etI%0ŖU;Ϟ~oP˲Rm(#:qE|h5LKqo:Ãx@q^RqN&Y19`1(I8@!piTrT[lØy\؄y2/Xv$JD&l(>ch.V0B7" 3'FETŜIri{ [J, r$ #FZzG }\ՋIV'>ь^ydaBGr6v< ld`-K[*.} lVA Q)EDn D-hh3RCJHn=fq\Na@$d#*L.BCJb€ɉTڲd(G6@<(U2QKh >Pd 1Ė% |Rhy);@ad@vh`pPyg+[|dC9.vXf]% FRApPI0>4#6lBh N)&CyiRgbɻ$~XP< 7u3;6< s ҾlX?&CA0j)1#VgZ@®(4 Kݠ% T0&5tӼkUvjl7ᱏFx. diN9 4'b.R)hCu8;gA}EmK%[ }+c~:K0!6ne@#YyPg"ld^q ki0n<TϔYy"U353!)`sfWNP-Xc *anfW#}4e{;4{XEh2uH"}Ύhc*S `dIUT^rPCER-K l+ mkZs$5T*9 GiIU@ᐨSG'VG6栌"/vQln*p7oޚ=$W 3 ]G-\{p< V-n7XeHg1W#nD93!i}`q e!X (v9!ГK!Y瘤(4KU7NlbT!AhYN+_ZR3%&B- #+yd۽DT۲ тBDab|w1ȐH?8S8\o¡JymϰWS5Nl./< $YɜSF}dE`B`FJɓks%V O/>zMdB_@Csѓ~vWѬ5dT 7@``bFdžȉax ! ;20Ͱ8A]0 F|u$Th8ڂJb2P W%?NR6mt`W$7j"! Ne|Ia3%z#)V_Ug[#Vx2 1*3orL.mH#C:i]N~a籨5iNpkyQD uwiÏQNQ^+tFb\2:%w@Y\ _AIGvi#ɹAoymM`+*Z- ҏ~"tțdHd9$6MSʎG["n1Yw·9G!ૠ(FdCPnPccb2(8;P*wv:vgyiwjcLfd'2P3 qXuHre?ץY\cjHרM1Ĝ.U;kw\`%eHT E@*!nU.Nj@,Hp:f]z |ѳK8^ݒX5PdjEK2.Ya_l~ɡXWUx?mPFCfec*VUvl8=ȭ*8ILNShI2Z<)7jj)"KCG5*(ʌwGL:a#JC<*-GŠuTaE#it&& vCe&> u1bT1j57[];,nO0pHѽt=y=Z_Ŕi/kgeۄ;&}k3&pd#EV p&kg] *Fs_j&x8O:C8ݹ4<$GK1Mj&fKUPo5:g==)A@2>iѦ(f`kkUWncڞFa?٤S)?̂̆,m$'laTx4x$]cV|-("؝<Q=6# *%K|* Ey*֓A T: ;##BoLr5_ Q)v qVo0smcΣBpLE-%w#'s@ ȉ_Vim3_'Q<\W 4e&o̓. zG0|uvH:ȭeu E`IW7m榚 H=#&xZJi<]Fj~IGFHQiDC}C(: Ŵ䀵Eq+zEE0l4๭Г0aԦ–Nb4G46 *]t脇Gđbln5# fwb[v<(QW| K+%QNH&:(7@qcr<ʻm8bI{^z"F)/h#kXF`PFןS Py#wXmGF/@LƗ޸/<4R.oYeV',d2X۫E$6oɼ;y 0 ݴ[fC =oר7d樈5rHc>1iRdя$EvE:b0y0%=C f訃 <<_2b{%KtjP E$~cBtPo+HŽ{o(ߑNzgmtdYIB!mvdWY JA;ɩg;ȕCa v~ }1Jl6 r$Or8YmWb6UHo&"T8|HRGqHŤqXDt@X:":&RF1suV~9RC.!IHn f3>ɛptx`K3irG_!+P^|h*U;$Pf1Σh%d>ݓ.O:j\ YNRdЮf}"&]vlĻCe4ƹY{P'Gΰv2#jPUO zEGQku-T\&4)qtvKўGǠvˑRzʪ [z7j#vk Q9$[K8s\CrTM \١Q=&Dk:9~auFyw}*?+qM#L]rV0O0:%Y"Jyu,Dk 1[$&5MG$u5@a?zDwQEjgsVyfywk#5c<<Ō99JA@&!Y@6X"C(DU)oڋڭuTA^3e`ǥQKT).-GZ:;k[I+nT:x$z'G6<]̖5QD9^:Y5f@җ)_D"Bs@&띐kiҘ3;9&:x"D л WT}9j{I:>^fjxcM|r:Jg3N9+]~j%yj}u\e2N8t_]a~hOv#Iү}UkX݄Mx:޿`K܋P-B7q3CtF!~\cC,]hMx:ue9<px1t?O<}6k_C ޏ6W [ P(OSxߎ:^){Yމ~lמwx:!~ G06qLB^Y?F-g}ڛ 0Џx'oB|П߸EO^sZ3Vo~ѿ;)t ؊~??{! v=Bxs^=yc^`oB3%w17;F? W]Y_ҿ2>fS|:AEge[ĽKHF1n/S>g~"跕SG."ȇ!ޢNFw_Llg+Ee`wtgs9>ߥZ%7]Q6SK(E^oJqWjN-hA:; -n˶?sKÿZWMkWcLmP-KRM uMOxΕV|=HX-<^/Cf\[ڼ{t/Wcnvt_D)_܀Z?N3MBǡ~4)f2?)E<-;3߲7?N7}g7BԸĤpWPL r?C^Ix()QE4W_>w,vǿm!MݮsK3@娞*-_׽\u~gݧĻv-LS#[y~(j9†"^U*Fpo5WuwHE} SS\AuD*Em5B頋 Piy5ԃkZ/mQZ{Q|Oګ7'SOQ9GvҎM Ȟ[ӧ_1Y7;̃Keu~M2v$c'Ujkx'O8}<_Wk?G4sՑiM;qAMjM/X%הFז{ߙ&Ix3=5_FsyOG3^o^4׮|,gU-~^>n~RazM* EKCg__HDi;)PqJ܎+mtE VC,u S\'m=P lj!QZF[ܩ׀x|HʗU2?E;%^"ZS)>Ќ^"toPK)pZ.nA 9,i*\k? q0 /KA-r[ 5{Frw^w򷽙]ARrإz%6(7)?!NY84Fs_q~N@}n\zRmebhbEj^?TEhGMh^{ռà'N^]x/.oOp5qK_ׯᙠy}o`L~q}T_g MGjLRVÚ.La?ͥɒ^V2OKw~ԕujVZ󬮕kI'tom~Dt~VѵӛqDҚUMגUZ~%oy- N1tfp*Cwj!E#t%K9|ZY Y גCCk[-bnvrx 'ă?zR< ދN˫E0t4BǹM`ݵ ww@Pղxm=wW-%>:p lB_ׯᙀߎx <u\?ou144(幜ȏp !08!\S-<~kM0YҗaH?'"ZpuCl÷N7e{}R^%kI$Hu1>&7_=6$9Mro v$Ϧŕ/InEs'+GZbi M,J"KT'yI%67BGaޚ$)"E&ႷHF3IϏ (rN!d].xU@(b]dBe5z+qlO T=E`Hk`#28h]?B66>B _|#HaVL)p? hXZ)]⽐FЪhR Q%G bHas )low)lyפ;WL4 Y ieTEH-M ֽy^Z!ȵC i҆B_ HהV4y ›qJ6!Ӕc&i#,#9cs mhދV?hھFlDG|kCeK,׉wIߎg)'e2%ÿ$2Mm1=&wvLc^z 2|Ŕ ß] _|G2|uoWRE_q^%q} һd~-4'R2ƥ 5?kVV|VVw%/7MRzxD\'l^/+Y{7t&0+mJ5]7e4<-įă? zcJ? z% nvGdʧ@VoZYGV7BKS-|R]F F~qj2u1u CF_7kYh> H~H _] W(qX 86bVa-O?D[@3V~ jL RC+D#t,B/H@W@lF$mOP,yw,/Q"c%5?HC.Fbq `j'wPcڥ{Tcw wo7o[O Oxξy"ޟzpǽx釟c GpGe'JkTEH=MHֽ{^ii/:ix:~fIufH_Kת뿞 ͓- %đ-GhqW''PAel_ )gOB6!yS`۾ ~&W<+Ǜr^9oԵ_y#/nQ۰A~Jץ׊ J:ۂ7;v&M??#Xz !שּua7O]eޟ&2-[%2Ohz/UbIaRB;jL!ؼ${7׏gt/KW~@ӕosLߦ;$ePLsx` ^<11$#Rƫ+[#He!ކp,X405_Cї1])wTN>ݮHIWG.qbqr(WbAJhҸQA#v!^Ԃm+^ OAի<<T ~蔍Jx20Q19@Eb'w+ _ne@[e y~o K.7es063#XKqa~bʍ{;S/ޘ