Content-Type: multipart/related; start=; boundary=----------ctIy7ahfxN1q1OQ21Cdwhb Content-Location: https://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=34926 Subject: =?utf-8?Q?Print=20View:=20EDUC6600=20-=20Sem=201=202010=20-=20St=20Lucia=20-=20Internal?= MIME-Version: 1.0 ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=student_section_loader.htm Content-Type: text/html; charset=iso-8859-1; name=student_section_loader.htm Content-ID: Content-Location: https://www.courses.uq.edu.au/student_section_loader.php?section=print_display&profileId=34926 Content-Transfer-Encoding: Quoted-Printable Print View: EDUC6600 - Sem 1 2010 - St Lucia - Internal=

EDUC6600 - Sem 1 2010 - St Lucia - Internal

=
= Unauthenticated View
= Printed: 15 February 2010, 07:48PM
= This printed course profile is valid at the date and time specified a= bove. The course profile may be subject to change during the semester =96= the online version is the authoritative version. =
=


This is the publicly-accessible version of this profile, which is sl= ightly incomplete. If you are enrolled in this course you can access the= complete course profile, including assessment criteria and marking deta= ils and full contact information, from the Profile link in your l= ist of enrolled courses in mySI= -net.

1. General Course Information

=

1.1 Course Details

Course Code: EDUC6600 Course Tit= le: Teaching and Learning
Coordinating Unit: School of Education Semester: Semester 1, 2010  &n= bsp; Mode: Internal
Level: Undergraduate
Location: St Lucia
Number of Units: 2 =    Contact Hours= Per Week: 2L1T = =
Restrictions: Entry to the Grad Dip Ed (Secondary) = =
Incompatible: ED7= 39 or EU780, EDUC4019, EDUC4600
Course Description: This course critique= s contemporary discourse and theory regarding youth, encompassing perspe= ctives on development, diversity and implications for teaching and learn= ing. It explores contemporary issues impacting on schooling for young pe= ople from a number of perspectives. It considers the purposes of educat= ion & how schools might produce new citizens. Attention is given to the = way education has attempted to respond to the pressures of globalisation= and new times. This course encourages the development of a personal phi= losophy of teaching.
Assumed Bac= kground: All students of EDUC6600 will have completed the requi= rements of an approved first degree.
=

1.2 Course Introduction

This course is designed=A0to build and extend pre-service students'= understanding of the teaching and learning process in secondary school = contexts. The course has a focus on teaching and learning in relation to= different curriculum areas. How contemporary youth=A0relate to schoolin= g is examined=A0and effective ways for students to learn and solve probl= ems are proposed.=A0=A0A=A0=A0range of practical teaching strategies and= quality behaviour management strategies are explored along with=A0the '= Professional Standards for Teachers'.=A0The course=A0aims to further dev= elop=A0the pre-service students' sense of self-efficacy as teachers, the= capacity to foster a love of learning, and enthusiasm for the professio= n.=A0Skills for building=A0teacher and student=A0resilience, sustained t= eacher renewal and collegial networks, are interwoven in the course.=A0=A0=
The course considers six questions.
=A0
1.=A0Who are our students and how do we more fully understand y= outh?
2.=A0How do students learn and what are the different learning = styles?
3.=A0How do we optimise learning opportunities=A0through qualit= y teaching strategies?
4.=A0How do we build a positive classroom culture through quali= ty behaviour management strategies?
5. How=A0do we ensure that=A0multiliteracies and numeracies are= relevant across the curriculum?
6. In what ways do we build teacher resilience and sustained te= acher renewal?

= =

1.3 Course Staff

=
Course Coordinator: Professor Peter Renshaw &nb= sp;   Email: p.renshaw@uq.edu.au = =

= =
UQ students: Please sign in to mySI-net to view your list of enro= lled courses and click the relevant Profile link to access all co= urse contributor details held in this profile =

= =

1.4 Timetable

Timetables are available on mySI-net.

Additional Timetable Information
Readings for any given week will be expected to have b= een read by the tutorial in the week following the relevant lecture. =

= = =

2. Aims, Objectives & Graduate Attributes

=

2.1 Course Aims

The course aims to build and = extend students'=A0 knowledge and practical know-how associated with:
=A0
  • Contemporary youth and their approaches to learning in schools.=A0=
  • Relevant learning theories and strategies to facilitate students= =92 learning.=A0=A0
  • Behaviour management strategies and wa= ys to develop positive classroom environments.=A0
  • Teacher resilience and strategies for sustained teacher renewal.=
  • A=A0personal philosophy of teaching/education.
= =

2.2 Learning Objectives

After successfully completing this= course you should be able to:

1  Describe the challenges fac= ed by adolescents in the context of their schooling.
2  Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.3  Identify behaviour management strategies= that enable the development of a positive learning evironment
4  Discuss strategies for developing teacher/studen= t resilience and sustained teacher renewal.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=
= =

2.3. Graduate Attributes

Successfully completing this cours= e will contribute to the recognition of your attainment of the following= UQ (Undergrad Pass) graduate attributes:

GRADUATE ATTRIBUTELEARNING OBJECTIVES = A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY A1. A comprehensive and well-founded knowledge i= n the field of study.1, = 2, 3A4. An understanding of how other disciplines relate to th= e field of study.1, 2<= strong>A5. An international perspective on the field of = study.  = B. EFFECTIVE COMMUNICATION B1. The ability to collect, analyse and organ= ise information and ideas and to convey those ideas= clearly and fluently, in both written and spoken f= orms.1, 2, 4, 5B2. The a= bility to interact effectively with others in order to work towar= ds a common outcome.4, 5= B3. = The ability to select and use the appropriate level= , style and means of communication.3, 5B4. The ability to en= gage effectively and appropriately with information and communica= tion technologies.  = C. INDEPENDENCE AND CREATIVITY C1. The ability to work and learn independently.= 1, 2, 4, 5= C3. The ability to= generate ideas and adapt innovatively to changing environ= ments.2, 4, 5C4. The ability= to identify problems, create solutions, innovate a= nd improve current practices.1, 2, 3, 4 = D. CRITICAL JUDGEMENT D1. The ability to define and analyse problems.<= /td>1, 2, 3, 5<= /tr>D2. The ability to = apply critical reasoning to issues through independent thought= and informed judgement.1, 2, 3, 5= D3. The ability to evaluate opinions, make de= cisions and to reflect critically on the justifications for d= ecisions.1, 2, 3, 4, 5 E. ETHICAL AND SOCIAL UNDERSTANDING E1. An understanding of social and civic resp= onsibility.3, 4, 5E2. An= appreciation of the philosophical and social contexts<= /b> of a discipline.1, 2= , 5E4. A knowledge and respect of ethics and ethical= standards in relation to a major area of study.3, 4, 5E5. A knowledge of other cultur= es and times and an appreciation of cultural divers= ity.1, 2, 5=
= = =
Additional Course Infor= mation on Graduate Attributes
=A0
GRADUATE ATTRIBUTES DEVELOPED
=A0
1. =A0=A0=A0=A0 In-depth knowledge of the field of study
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A comprehensive and well-founded knowle= dge of the field of study. Through engagement with lecture material, sem= inars and course readings.
=A0
2.=A0=A0=A0=A0=A0 Effective Communication
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to collect, analyse and org= anise information and ideas and to convey those ideas clearly and fluent= ly, in both written and spoken forms. Through assessment items.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to interact effectively wit= h others in order to work towards a common outcome. Through assessment i= tem 1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to select and use the appro= priate level, style and means of communication. Through assessment item = 1.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to engage effectively and a= ppropriately with information and communication technologies. Through as= sessment items.
=A0
3. =A0=A0=A0=A0 Independence and creativity
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to work and learn independe= ntly. Through assessment items 2 and 3.
=A0
=A04.=A0=A0=A0=A0 Critical Judgement
=B7=A0=A0=A0=A0=A0=A0=A0=A0 The ability to define and analyse probl= ems. Through assessment items.
=A0
5.=A0=A0=A0=A0=A0 Ethical and social understanding
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An understanding of social and civic re= sponsibility. Through engagement with lecture material, seminars and cou= rse readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 An appreciation of the philosophical an= d social contexts of a discipline. Through engagement with lecture mater= ial, seminars and course readings.
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge and respect of ethics and e= thical standards in relation to a major area of study. Through engagemen= t with lecture material, seminars and course readings
=A0
=B7=A0=A0=A0=A0=A0=A0=A0=A0 A knowledge of other cultures and times= and an appreciation of cultural diversity. Through engagement with lect= ure material, seminars and course readings.
=A0
= =
= =

3. Learning Resources

3.1 Required Resources

Killen, Roy (2009). =A0Effective=A0teaching strategies: = lessons from research and practice. =A0Paperback, 5th Edition. Ceng= age Learning Australia.=A0 ISBN: 0170183289=A0

   =
 

3.2 Recommended Resources

Bahr, N., & Pendergast, D. (2007) The Millennial Ado= lescent. Melbourne, Victoria: ACER.   =
 
Cam, P. (2006) Twenty Thinking Tools: Collaborative = Inquiry for the Classroom.  Camberwall, Victoria, Australia: AC= ER Press.
  =
 
Cohen, L., Marion, L., & Morrison, K. (2004). Th= e Guide to Teaching Practice (5th ed.). London, UK: Routledge Falmer= .
   =
 
Copeland, M. (2005) Socratic Circles. Fostering Critical = and Creative thinking in Middle and High School. Portland, Maine: St= enhouse Publishers.   =
 
Curriculum Division, Central Office, Education Queensland (2= 008) NAPLAN Literacy Reading and Numeracy Analysis. Brisbane, A= ustralia: Curriculum Division, Education Queensland   =
 
De Bono, E. (2004) How to Have a Beautiful Min= d. London, England: Random Press.
   =
 
De Bono, E. (1999) New Thinking for the Millen= ium. London, England: Penguin Books.
   =
 
Goleman, D. (2006). Social Intelligence. The New Sci= ence of Human Relationships, London: Hutchison, Random House Group L= imited
   =
 
Howard-Jones, Paul (2007). Neuroscience and Education:I= ssues and Opportunities. 
Teaching and Learning Research Progr= amme, UK.		   =
 
Krause, K., Bochner, S. and Duchesne, S. (2003) Educatio= nal Psychology for Learning and Teaching.  Victoria, Australia= : Thomson    =
 
McInerney, D.M. & McInerney, V. (2006). Educatio= nal psychology: Constructing learning (4th Ed.). Frenchs Fore= st, NSW: Pearson Education Australia.   =
 
Marsh, C. (2004). Becoming a Teacher: Knowledge, Skills, = and Issues. Frenchs Forest, NSW: Pearson.   =
 
Pendergast, D., & Bahr, N. (2005) Teaching Middle Yea= rs: Rethinking Curriculum, Pedagogy and Assessment. Crows Nest, N.S.= W: Allen & Unwin.   =
 
Reivich, K. (2002) The Resilience Factor: 7 Key= s to finding your inner strength and overcoming life's hurdles. New York, USA: Broadway Books, Random House Inc.
  =
 
Richmond, C. (2007) Teach More, Manage L= ess, A Minimalist Approach to Behaviour Management. Lindfield= , NSW, Australia: Scholastic Press.
   =
 

Rowe, A.J. (2004) Creative Intelligence. New Jersey, USA: Pearson Education In= c.

   =
 
Royer, J. (2= 005) The Cognitive Revolution E= ducational Psychology. = Greenwich, CT:= Information Age Publishing.   =
 
Seligman, M.E.P. (2002) Authentic Happiness. USA: The Free Press.
   =
 
Visser, L. (2006) The Teacher's Voice, South Melbou= rne, Victoria, Australia: Thomson.   =
 
Weare, K. (2004) Developing the Emotional= ly Literate School. London, England: = Paul Chapman Publishing. A SAGE Publications Company. 
= 		  =
 
Wilson, J. and Wong, J. L. (2008) Smart Thinkin= g, Developing Reflection and Metacognition.  Marrickville, NSW,= Australia: Curriculum Corporation
 
   =
 

3.3 University Learning Resources

Access to required and recommended r= esources, plus past central exam papers, is available at the UQ Library = website (http://library.uq.edu.au/search/r?SEARCH=3DEDUC6600).
<= br />The University offers a range of resources and services to support = student learning. Details are available on the myServices website = (https://student.my.uq.edu.au/= ).
= =

3.5 Other Learning Resources & Information

A course Blackboard site will be establ= ished. lecture slides will be posted by the next working day following t= he scheduled lecture.

= =

4. Teaching & Learning Activities

=

4.1 Learning Activities

<= td valign=3D"top" >
Fri 10:00
Week 1 Introduction= : What is this course designed to achieve?
What are important approaches to teaching and learning? What are key ph= ilosophical positions for teachers to recognise and adopt. Exemplars of = excellent teachers
Learning Objectives: 1, 2
Re= adings/Ref: Textbook (Chapter 1); #17 ; #19
= <= td valign=3D"top" >
Fri
Journal (Reflective Journ= al): Submit the learning journal assignment
DateLectureTutorialOther A= ctivities
22 Feb - 28 Feb
Fri
Week 1 My Approach: Situating = yourself in terms of your preferred aproach to teaching and learning. Co= nsider the DVD on excellent teachers - what are diverse ways of being an= effective teacher to different students? Where do you position yoursel= f?
Fri
Learning Journa= l (Beginning the journal): 1. What does teaching mean to you? The ro= le of teaching in society? Your educational philosophy at this stage. Re= sponses to lectures tutorial and readings. Read Chapter 13 of the textb= ook by Roy Killen where " journal writing in order to learn" is reviewed= as a teaching strategy.
1 Mar= - 7 Mar
Fri 10:00
Week= 2 Teaching Strategies in Secondary School: How do teachers adapt to= the learning needs and potential of their students?
Consider direct instruction and discussion as teaching strategies. Local= teacher, Chris Poulsen, illustrates and reflects on her approach to low= er secondary and upper secondary teaching
Learning Objectives:<= /b> 1, 2, 3, 5
Readings/Ref: Textbook (Chapters 3= 4 5 and 6); #28 ; #4 ; #7
Fri
Week 2 Becoming a Reflective Teacher: Consider the lecture= presentation on different approaches to teaching. What is a reflective = teacher? Why is this important? Different kinds and levels of reflecti= on. What is reflection for?
Fri
Learning Journal (Tools for reflection): Ensure that you = begin and continue to write and add to your learning journal. Note issu= es of interest and reflect on connections between the courses you are st= udying and your anticipated role as a teacher.
8 Mar - 14 Mar
Fri= 10:00
Week 3 Effective Teaching Strategies : How do we= develop in students a wide range of thinking skills, including metacogn= ition and reflection, and learning to how to learn. Researchers reflect = on their findings and identify effective strategies
Learning Obj= ectives: 5
Readings/Ref: Textbook (Chapters = 7 8 9 and 10); #17 ; #16 ; #19 ; #7 ; #30 ; #10 ; #3
Fri
Week 3 Effective Teaching Strategies= : Implementing ways to teach problem solving skills and effective t= hinking skills, including metacognition and reflection, productive pedag= ogies.
Fri
Learning = Journal (Reflect on your journey): After three weeks, consider the r= ange of teachers you have witnessed in this course and other courses and= those you have watched on video, reflect on your own emerging philosoph= y and approach to teaching by comparing and contrasting and evaluting
15 Mar - 21 Mar
Fri 10:00
Week 4 Cross-Curricula: Multi= literacy and Numeracy: Teaching across the curriculum. How do we ens= ure that multiliteracies and numeracies are relevant to your lessons and= across the curriculum? Experts in the field of numeracy and multilitera= cies provides rich examples of cross-curriculum strategies.
Lear= ning Objectives: 2, 5
Readings/Ref: #8
<= /td>
Fri
Week 4 Multiliteracy and= Numeracy : Interactive analysis of NAPLAN Literacy (Reading) and Nu= meracy annotated samples. How do we ensure that multiliteracies and nume= racies are relevant in our classrooms and across the curriculum?
Fri
Learning Journal (Cro= ss curriculum connections): Do you see yourself as a learner-centred tea= cher focussing on students' needs and potential in a broad sense or as a= teacher of a discipline - inducting students into disciplinary knowlegd= e and skills? How might you reconcile these perspectives?
22 Mar - 28 Mar
Fri 10:00
Week 5 Postive Classroom Behaviour Manag= ement : Becoming a confident and proficient teacher, creating suppor= tive learning environments, communicating clearly and working effectivel= y to create lessons which work well, maximising all students' potential.= Learning and behaviour management are linked to students' motivations = and incentives to engage with school.
Learning Objectives: = 1, 3, 5
Readings/Ref: Textbook (Chapter 1); #2 ; = #19 ; #21
Fri
Week 5 = Personal Skills for Behaviour Management: Comparing classroom leader= ship styles. How are social, personal and ethical competences developed = in the classroom? How do behaviour management strategies relate to this = culture?
Fri
Learning= Journal (Managing People, Being the Leader): Consider how you feel = about being the classroom leader and managing people in an "authority ro= le." What personal qualities are required and what ways of behaving eth= ically and effectively are available to you. How does this "management r= ole" interconnect with your "teaching role" and your "learner-support an= d counselling role."
29 Mar - = 4 Apr
Fri
Week 6 Good F= riday - no lectures or tutorials
5 Apr - 11 = ;Apr
Fri
Vacation
<= /td>
12 Apr - 18 Apr
Fri 1= 0:00
Week 7 A Community of Learners: Underlying theory a= nd strategies for creating a community of learners. Specific local exam= ple of how one teacher establsihed a community of learners and extended = analysis of this example.
Learning Objectives: 1, 2, 3, 4, 5=
Fri
Week 7: The Teach= er's Role a Community of Learners: Recalling specific incidents from= practicum. Effective ways of promoting students' engagement and self-d= irection in learning. Helping students support each other and learn fro= m one another.
Fri
Lea= rning Journal (Preparing to Submit)
19 Apr - 25 Apr
Fri 10:00=
Week 8 Resilience and Sustained Renewal: In what ways c= an we build teacher resilience and sustained teacher renewal? What is t= he importance of professional advocacy, self reflection, evaluation and = peer mentoring, for teachers?
Learning Objectives: 1, 2, 4, = 5
Readings/Ref: #20 ; #29
Fri
Week 8 Resilience. Reflect, Evaluate, Col= laborate : Strategies to equip ourselves with a sense of self-effica= cy as a teacher, confidence, proficiency and enthusiasm for the teaching= profession. Strategies to evaluate teaching performance and strategies = for collaboration and consultation within a school context.
= =

4.2 Other Teaching and Learning Activities Info= rmation

A course Blackboard site will b= e established for communication with students, announcements and so fort= h. Lecture slides will be posted to the Blackboard site by the next work= ing day following the scheduled lecture.

QCT Standards
Through the successful completion of the course, students are provi= ded the opportunity to develop practices and knowledge that reflect the = standards developed by the QCT for graduates. These standards are based = on the Professional Standards for Queensland Teachers (QCT, 2007).=A0 Th= e following table should be read in conjunction with the full descriptio= n of each Standard and its element as found in the QCT Program Approval = Guidelines on http://www.qct.edu.au/PDF/ProgramApprovalGuidelines.pdf<= /span>
=A0
Practice and Knowledge components addressed in = the Learning Activities in this course
=A0

=A0
=A0WEEK
1
2
3
4
5
6
7
8
Standard 1
Practice
√
=A0√
=A0√
=A0√
=A0√
=A0
=A0√
=A0√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
=A0
√
=A0√
=A0
=A0
=A0
=A0
=A0
Standard 2
Practice
√
=A0
=A0
=A0
=A0√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0√
=A0
=A0
Standard 3
Practice
=A0
√
√
=A0
=A0
=A0
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
=A0
=A0
=A0
√
=A0
=A0
=A0
=A0
Standard 4
Practice
√
=A0
√
√
√
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
√
√
 =A0
=A0
=A0
=A0
=A0
Standard 5
Practice
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
=A0
=A0
=A0
√
=A0
√
 =A0 =A0
=A0
=A0
=A0
Standard 6
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 7
Practice
√
√
√
√
=A0
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 8
Practice
=A0
√
√
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
=A0
√
=A0
=A0
=A0
=A0
Standard 9
Practice
√
√
=A0
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
=A0√
=A0
=A0
=A0
=A0
Standard 10
Practice
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
=A0
=A0√
=A0
=A0
=A0
=A0

5. Assessment

=

5.1 Assessment Summary

This is a summary of the assessment in the course. For d= etailed information on each assessment, see 5.5 Assessment Detail below.

= = = = =

5.2 Course Grading


Grade X: No assessable= work received.

Grade 1, Fail: Fails to demonstrate most= or all of the basic requirements of the course:

An exit grade for= this course will be awarded based on the raw grade and weighting for ea= ch assessment item.



Grade 2, Fail: Demonstrates cl= ear deficiencies in understanding and applying fundamental concepts; com= municates information or ideas in ways that are frequently incomplete or= confusing and give little attention to the conventions of the disciplin= e:

An exit grade for this course will be awarded based on the raw = grade and weighting for each assessment item.



Grade 3,= Fail: Demonstrates superficial or partial or faulty understanding o= f the fundamental concepts of the field of study and limited ability to = apply these concepts; presents undeveloped or inappropriate or unsupport= ed arguments; communicates information or ideas with lack of clarity and= inconsistent adherence to the conventions of the discipline:

An e= xit grade for this course will be awarded based on the raw grade and wei= ghting for each assessment item.



Grade 4, Pass: De= monstrates adequate understanding and application of the fundamental con= cepts of the field of study; develops routine arguments or decisions and= provides acceptable justification; communicates information and ideas a= dequately in terms of the conventions of the discipline:

An exit g= rade for this course will be awarded based on the raw grade and weightin= g for each assessment item.



Grade 5, Credit: Demon= strates substantial understanding of fundamental concepts of the field o= f study and ability to apply these concepts in a variety of contexts; de= velops or adapts convincing arguments and provides coherent justificatio= n; communicates information and ideas clearly and fluently in terms of t= he conventions of the discipline:

An exit grade for this course wi= ll be awarded based on the raw grade and weighting for each assessment i= tem.



Grade 6, Distinction: As for 5, with frequent= evidence of originality in defining and analysing issues or problems an= d in creating solutions; uses a level, style and means of communication = appropriate to the discipline and the audience:

An exit grade for = this course will be awarded based on the raw grade and weighting for eac= h assessment item.



Grade 7, High Distinction: As f= or 6, with consistent evidence of substantial originality and insight in= identifying, generating and communicating competing arguments, perspect= ives or problem solving approaches; critically evaluates problems, their= solutions and implications:

An exit grade for this course will be= awarded based on the raw grade and weighting for each assessment item.<= /p>

Other Requirements & Comments :

All assessme= nt pieces must be submitted/completed for a passing exit grade in this c= ourse.


= =

5.3 Late Submission

Assessment tasks are due at the= scheduled time.=A0 Extensions are not normally granted for late submiss= ion of assessment tasks.=A0 Late submission of assessment tasks without = course coordinator approval will result in no grade being awarded for th= e task.=A0 Once marked assessment tasks are made available to students f= or collection, late tasks will be not be accepted for marking.

Where illness or other emergent personal circumstances prevents a stu= dent from presenting an assessment task on a scheduled date, the appropr= iate staff member should be contacted as soon as possible and no later t= han within 24 hours of the due date.=A0 Normally a medical certificate o= r other statutory documentation (e.g. counsellor's letter) must accompan= y this notification.=A0 The course coordinator reserves the right to neg= otiate any special arrangements that may be necessary to accept assessme= nt tasks after the scheduled date.

= =

5.4 Other Assessment Information

All assessment items must be su= bmitted/completed for a passing grade to be awarded in this course.

QCT Standards
Assessment task 1 gives students opportunity to extend all of the e= lements of Practice and Knowledge of the QCT as Standards as identified = in the table under Learning Activities.
Assessment task 2 gives students the opportunity to articulate a ph= ilosophy of teaching and associated strategies across the range of the i= dentified practice and knowledge components of the QCT Professional Stan= dards=A0
Assessment task 3 has a focus on reflection on practice and allows = students to demonstrate development in the identified components of prac= tice and knowledge as outlined in the table under Learning Activities an= d specifically in the following elements:
=A0
Practice and Knowledge components addressed in = the Assessment tasks in this course
=A0
=
Assessment Task
Due Date
Weighting
Learning Objectives
Attendance
Attendance and Participation
26 Feb 10 - 23 Apr 10
10%
<= div align=3D"center">1, 2, 3, 4, 5
Reflective Learning Journal
Writing Reflectively to Learn
23 Apr 10
45= %
1, 2, 3, 4, 5
=
Pres= entation
Teaching Philosophy and Strategies
23 Apr 10
45%
1, 2, 3, 4, 5

=A0
=A0WEEKS
1
2
3
4
5
6
7
8
Standard 1
Practice
√
=A0√
=A0√
=A0√
=A0√
=A0
=A0√
=A0√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
Standard 2
Practice
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
=A0
Standard 3
Practice
=A0
√
√
=A0
=A0
=A0
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
=A0
√
=A0
=A0
=A0
=A0
√
=A0
=A0
=A0
=A0
Standard 4
Practice
√
=A0
√
√
√
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
=A0
=A0
√
√
=A0
=A0
=A0
=A0
Standard 5
Practice
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
=A0
=A0
=A0
√
=A0
√
=A0
=A0
=A0
Standard 6
Practice
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 7
Practice
√
√
√
√
=A0
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 8
Practice
=A0
√
√
=A0
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
=A0
√
=A0
=A0
=A0
=A0
Standard 9
Practice
√
√
=A0
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
Standard 10
Practice
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
=A0
Knowledge
√
√
√
√
√
=A0
=A0
=A0
=A0
=A0
=A0

=A0

= =

5.5 Assessment Detail

=
Attendanc= e and Participation
Type: Attendance
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
        =  26 Feb 10 - 23 Apr 10
= Weight: 10%
= = Task Description: <= /strong>Students are required to attend lectures and=A0tutorials, partic= ipate fully in tutorial activities, and demonstrate their familiarity wi= th the material covered in the course readings and lectures.=A0
Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
=
Wri= ting Reflectively to Learn
Type: Reflective Learning Journal<= br /> Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
        =  23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
Aim: To develop students' ability to analyse, synthesise and= =A0integrate material from this course and other related curriculum cou= rses,=A0and reflect upon their own learning and values and philosophy of= teaching.=A0
What is a Learning Journal?
=A0
A learning-journal is an assessment tool designed to encourage refl= ective and self-directed learning. It enables students to reflect on the= ir learning over time and to make connections with other courses and int= egrate experiences.
=A0
It is based on the premise that reflective writing contributes to d= eeper learning and engagement.
=A0
Through writing and reflecting, you can begin to clarify and analys= e your =A0thinking.
=A0
Writing isn=92t just recording your pre-existing thoughts =96 writi= ng is an important part of a thinking process where you meditate, rememb= er, compare, analyse and evaluate=A0ideas and become aware of your own s= trengths and limitations as a thinker.
=A0
Progressive reflective writing is also an enabling process for arti= culating a personal philosophy of teaching.
=A0
It is meant to be a progressive and cumulative activity that chroni= cles how new insights were forged and how dilemmas and challenges were r= esolved (or not).
=A0
It will include cumulative comments and reflections on the material= presented in the readings, lectures and the tutorials.
=A0
It will also include comments and reflections on your learning in t= he curriculum foundations courses and specialist teaching areas. The pur= pose is to make connections between the ideas and material presented in = different courses.
=A0
=A0
What is Required?
=A0
The learning journal should be progressively written across the cou= rse schedule.=A0The amount of writing is open-ended =96 it could be exte= nsive and expansive depending on how much material was covered and how r= elevant, interesting and challenging you found the material.=A0
=A0
For assessment in this course the requirement is that there will be= 6 separate entries each consisting of=A0between 450 and 550 words.=A0
Each entry will be composed of the following 4 elements:
=A0
1. Brief concise summary of selected material covered in the lectur= es tutorials and any readings completed. This can be very brief, for exa= mple, simply noting key dots points, and topic headings.=A0You might dra= w a concept map or diagram illustrating the conceptual framework, =A0 Do= not copy a block of straight text =96transformation of the material is = required to reveal your understanding.
=A0
=A0
If the material was especially interesting and relevant to you, you= might expand and elaborate it more. An illustration of a very brief ent= ry is as follows in italics:
=A0
This week we covered the topic of teaching thinking skills, begi= nning with Edward De Bono=92s thinking hats, and moving onto the Harvard= University - Project Zero. The different styles of thinking were clearl= y identified.=A0That =93thinking=94 itself is a skill that can be taught= was a new idea for me.=A0Reflecting on thinking is a meta-cognitive pro= cess that seems relevant when planning for my own future students.=A0Stu= dents can practise and learn new styles of thinking that might not be pa= rt of their everyday repertoire.=A0As a teacher I can help them think in= different ways and show how they can be strategic thinkers.=A0They can = practise these skills in solving cognitive as well as interpersonal prob= lems.=A0Teaching thinking is basic for developing democratic citizens wh= o engage in making decisions with others in society.
=A0
2. A brief consideration of whether and how the material might rela= te to the curriculum foundations and the specialist teaching area. Does = it relate to my teaching areas? Is it easy to see the implications of th= is material or difficult? As I plan my longer units of work and lesson p= lans can I use ideas from this material? How does it relate to students = in different grades in high school?=A0
=A0
3. Thoughtful comments on the material spurred on by such self-ques= tions as: How do I feel about this?=A0Do I have the confidence to try to= implement this in the classroom? Did I identify with or feel affinity f= or the teachers I observed on video or in the lectures? How does this ch= ange and influence me in terms of my developing identity as a teacher? H= ow does this alter and/or enhance my philosophy of teaching?=A0=A0=A0
=A0
4. In-depth Reflection - in-depth reflective writing brings to the = surface ones inner values and commitments. In the process of writing thi= s way, you will reflect deeply about experiences, question events, and c= hallenge views and ideas. For example, you might reflect on a poignant p= ersonal experience or observation and note how the ideas or material cov= ered in the course might have changed the outcome or provided insight no= t formerly available. Or you might consider the constraints of implement= ing some of the proposed teaching strategies and identify what would nee= d to be changed in schools to enable more worthwhile learning.
=A0
Format of the Learning Journal.
=A0
The journal should be written as an electronic word document and sa= ved each time as a file.=A0
The submitted journal=A0will be composed of=A06 separate entries ea= ch consisting of 450 - 550 words - a total of between 2,700 - 3,300 word= s
=A0
It should be written in the first person (I or We).
=A0
It is not necessary to use formal referencing=A0 or include a refer= ence list. However, if you are referring to a specific reading from this= course or another course it should clear what reading it is.
=A0
Key Headings for each Entry
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Time of the E= ntry (Week =96 Date).
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Concise summa= ry of material
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Connection to= CF and STA and other relevant courses.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 Thoughtful fo= cussed commentary using self-reflective questions.
=B7=A0=A0=A0=A0=A0=A0=A0=A0 In-depth refl= ection on ones values and commitments as a teacher and the implications = of the ideas more broadly for schooling and society.
=A0
Assessment Criteria.
=A0
Coverage=A0=A0=A0=A0=A0=A0=A0=A0 Entries demon= strate extensive engagement with all aspects of the course.
=
Progressive=A0=A0=A0=A0=A0 Entries show progre= ssive change and development in understanding.
Integrative =A0=A0=A0=A0=A0=A0 Entries reveal = attempts to connect material and ideas across courses.
Thoughtful=A0=A0=A0=A0=A0=A0=A0=A0 Entries inc= lude insightful self- questioning that enabled new understandings.
In-depth=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 Entr= ies reveal in-depth reflection on teaching and ones values and philosoph= y.
=A0
=A0

Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
= Submission:
PLEASE NOTE CHANG= ES TO ASSIGNMENT SUBMISSION PROCEDURES

From Semester 1, 2009 all assignments must have a bar-cod= ed assignment cover sheet.

The link to generating the cover sheet, for Internally and <= u>Externally enrolled students, can be obtained by opening the attac= hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi= n.asp; or by following the instructions below:

1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:

The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.

8. When the assignment has been received by the School of Education= , and the barcode scanned, an email will be generated and forwarded to y= our student email address acknowledging receipt of the assignment.=A0Kee= p this receipt for your records.=A0 If you have handed the assignment in= to the School of Education and have not received an email acknowledgemen= t after 24 hours, please contact the School of Education on + 7 3365-655= 0.

Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.
Tea= ching Philosophy and Strategies
Type: Presentation
Learning Objectives= Assessed: 1, 2, 3, 4, 5
Due Date:
        =  23 Apr 10
= Weight: 45%
= = Task Description: <= /strong>
TASK 2: Presentation Slides.
=A0
Weight: 45%
=A0
Aim: To=A0focus students on the task of developing a researc= h-informed philosophy and=A0approach to teaching and communicating to co= lleagues=A0
Task:=A0=A0
(i) Design a presentation for a professional audience=A0that explai= ns and illustrates: (i) your overall approach to teaching and learning;=A0= and (ii) your practical approach that includes examples of teaching stra= tegies and skills relevant to your main curriculum teaching area.
=
(ii) To accomapny your presentation write a short commentary that e= laborates and clarfies your approach to teaching in your main curriculum= area.

Submission Materials:

  • The presentation should use a software package such as Powerpoin= t.
  • The commentary should be 750 words and provide a clear and coher= ent statement about your philosphy and approach to teaching
  • Assume that the audience for your presentation is a well informe= d professional group of educators, that includes school principals, teac= her educators and experienced classroom teachers.=A0
Guidance=A0for preparing=A0the Powerpoint Slides:
  • The presentation should be planned=A0=A0for about 30 minutes in = duration.=A0
  • The presentation should consist of=A0no fewer than 10 slides and= no more than 15 slides.=A0
  • If you want to, audio-visual clips can be embedded in these slid= es to illustrate a particular teaching approach relevant to your curricu= lum teaching area.=A0The video-clip=A0could be downloaded from www sites= such as Teachers TV (= www.teacherstv.com.au).
  • Use concise summaries and dot-points and visual illustrations=A0= - the information provided in your presentation should be encapsulations= of the main features of your=A0 philosophy and approach, not written pa= ragraphs and extended direct quotes from texts.=A0=A0
Criteria:
Comprehensive=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0
Presentation included all the required elements of the = assessment task.
=A0
Literate=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation conformed to normal literate conventions o= f English
Clarity=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0
=
=A0
Presentation is free from ambiguous and vague statement= s.
Consistency=A0=A0=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation is free from inherent contradictions.
Research-Informed=A0=A0=A0=A0=A0=A0=A0
Presentation is informed by reference to research and r= elevant readings
=A0
Theoretically-Informed
Presentation is grounded theoretically
=A0
Philosophical=A0=A0=A0=A0=A0 =A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0
=A0
Presentation includes=A0a coherent philosophical standp= oint and values.

Criteria & Marking: UQ students: Please sign in to mySI-net to view your list of enr= olled courses and click the relevant Profile link to access marki= ng criteria held in this profile
= Submission:
PLEASE NOTE CHANG= ES TO ASSIGNMENT SUBMISSION PROCEDURES

From Semester 1, 2009 all assignments must have a bar-cod= ed assignment cover sheet.

The link to generating the cover sheet, for Internally and <= u>Externally enrolled students, can be obtained by opening the attac= hed link:=A0http://assignments.sbs.uq.edu.au/StudentsLogi= n.asp; or by following the instructions below:

1. Go to the School of Education homepage at =A0 www.uq.edu.au/education
2. Click on the hea= ding =93Current Students=94 and click on the =93Assignment Cov= er Sheet=94 link.
3. Enter your student Username and Password.<= br />4. Enter all details required on the form
5. Read and a= gree to The University of Queensland=92s =93Code of Conduct and Plagiari= sm Policy. Once you have agreed you will be able to generate a pdf cover= sheet.
6. Check the details on the cover sheet, print and attach t= he cover sheet to your assignment.
7. Internal students should lodg= e the assignment/s with the Enquiries Office (Room s404), School of Educ= ation, Social Sciences Building (No. 24).
External students = may submit their assignment with the generated cover sheet to the= Enquiries Office (Room s404) at the School of Education, Social Science= s Building (No. 24) or post to:

The External Studies Officer
School of Education,
The Universi= ty of Queensland
Brisbane Qld 4072
Australia.

8. When the assignment has been received by the School of Education= , and the barcode scanned, an email will be generated and forwarded to y= our student email address acknowledging receipt of the assignment.=A0Kee= p this receipt for your records.=A0 If you have handed the assignment in= to the School of Education and have not received an email acknowledgemen= t after 24 hours, please contact the School of Education on + 7 3365-655= 0.

Ipswich Students
Ipswich students should contact thei= r course coordinators for assignment submission instructions.

6. Policies & Guidelines

 
This section contains the details of and li= nks to the most relevant policies and course guidelines. For further det= ails on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures= .

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University=92s= assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/m= yadvisor/index.html?page=3D2910).

Academic Integrity
It is the University's task to e= ncourage ethical scholarship and to inform students and staff about the = institutional standards of academic behaviour expected of them in learni= ng, teaching and research. Students have a responsibility to maintain th= e highest standards of academic integrity in their work. Students must n= ot cheat in examinations or other forms of assessment and must ensure th= ey do not plagiarise.

Plagiarism
The University has adopted the following= definition of plagiarism:

Plagiarism is the act of misrepresenting = as one's own original work the ideas, interpretations, words or creative= works of another. These include published and unpublished documents, de= signs, music, sounds, images, photographs, computer codes and ideas gain= ed through working in a group. These ideas, interpretations, words or wo= rks may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and P= lagiarism policy (http://www.uq.edu.au/hupp/index.html?page=3D25128) which make= s a comprehensive statement about the University's approach to plagiaris= m, including the approved use of plagiarism detection software, the cons= equences of plagiarism and the principles associated with p= reventing plagiarism.

Feedback on Assessment
Feedback is essential to e= ffective learning and students can expect to receive appropriate and tim= ely feedback on all assessment.=A0For a detailed explanation of the feed= back you are entitled to, you should consult the policy on Student Acces= s to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=3D25109)

As a student you have a responsibility to incorporate feedback = into your learning; make use of the assessment criteria that you are giv= en; be aware of the rules, policies and other documents related to asses= sment; and provide teachers with feedback on their assessment practices.=

There are certain steps you can take if you feel your result does = not reflect your performance. Please refer to the myAdvisor web site. (= http://www.uq.edu.au/myadvisor/index.html?page=3D2953)<= /div> =

Feedback in this Course

The Short essay will be graded and retu= rned with written feedback and a completed criteria sheet no later than = a fortnight after submission.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
S= tudents on a placement course =96 also known as a work placement, intern= ship, industry study, industry experience, clinical practice, clinical p= lacement, practical work, practicum, fieldwork, teaching practice =96 sh= ould refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/= index.html?page=3D25120) for detailed information.
=A0
Working with Children
Students whose studies incl= ude a professional/work placement, internship, clinical practice, teachi= ng practice or other similar activity which involves them in regular con= tact with children should refer to the University policy, Working with C= hildren Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=3D25004= ) to find out how to apply for a =91blue card=92.
=A0
Students with a Disability
Any student with a dis= ability who may require alternative academic arrangements, including ass= essment, in the course/program is encouraged to seek advice at the comme= ncement of the semester from a Disability Adviser at Student Support Ser= vices.=A0Refer to the University policy, Students with a Disability (Dis= ability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=3D25122) and t= o the policy on Special Arrangements for Examinations for Students with = a Disability (http://www.uq.edu.au/hupp/index.html?page=3D25111
While it is the responsibility of the relevant faculty to lia= ise with professional and registration bodies regarding the acceptabilit= y of any adjustment to an academic program, the University Health Servic= e can arrange appropriate advice and assistance on personal and public h= ealth issues.=A0
Occupational Health and Safety
Undergraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25055) and Postgraduate Stud= ents (http= ://www.uq.edu.au/hupp/index.html?page=3D25057) should be familiar wi= th the University policies on occupational health and safety in the labo= ratory.

= =

Learning Summary

 

Below is a table showing the relationship between the learni= ng objectives for this course and the = broader graduate attributes developed, the learning activiti= es used to develop each objective and = the assessment task used to assess each objective. =

=

Learning Objectives

After successfully completing this= course you should be able to:

1  Describe the challenges fac= ed by adolescents in the context of their schooling.
2  Explain the premises of key learning theories and identify= effective strategies to facilitate students=92 learning and thinking.3  Identify behaviour management strategies= that enable the development of a positive learning evironment
4  Discuss strategies for developing teacher/studen= t resilience and sustained teacher renewal.
5 &= nbsp;Propose and defend a philosophy of teaching/education.
=


Assessment & Learning Activities

= = = = = = = = = = = = = = = = = = = = = = Attendance and Participation = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= Writing Reflectively to Learn = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= Teaching Philosophy and Strategies = =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
= =
3D"selected"
=
  Learning Objectives
  1 2 3 4 5
Learning Activities
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 1 My Approach (Tutorial= ) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 1 Intr= oduction (Lecture) 3D"selected" 3D"selected" &nb= sp; &nb= sp; &nb= sp;
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 2 Becoming a Reflective = Teacher (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 2 Teac= hing Strategies in Secondary School (Lecture) 3D"selected" 3D"selected" 3D"selected" &nb= sp; 3D"selected"
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 3 Effective Teaching Str= ategies (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 3 Effe= ctive Teaching Strategies (Lecture) &nb= sp; &nb= sp; &nb= sp; &nb= sp; 3D"selected"
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 4 Multiliteracy and Nume= racy (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 4 Cros= s-Curricula: Multiliteracy and Numeracy (Lecture) &nb= sp; 3D"selected" &nb= sp; &nb= sp; 3D"selected"
Week 5 Personal Skills for Be= haviour Management (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 5 Post= ive Classroom Behaviour Management (Lecture) 3D"selected" &nb= sp; 3D"selected" &nb= sp; 3D"selected"
Week 6 Good Friday - no lectu= res or tutorials (Lecture) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Vacation (Lecture) = &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 7: The Teacher's Role a = Community of Learners (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Learning Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 7 A Co= mmunity of Learners (Lecture) 3D"selected" 3D"selected" 3D"selected" 3D"selected" 3D"selected"
Week 8 Resilience. Reflect, E= valuate, Collaborate (Tutorial) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Journal (Other) &nb= sp; &nb= sp; &nb= sp; &nb= sp; &nb= sp;
Week 8 Resi= lience and Sustained Renewal (Lecture) 3D"selected" 3D"selected" &nb= sp; 3D"selected" 3D"selected"
Assessment Tasks

= = = =

Graduate Attributes

Successfu= lly completing this course will contribute to the recognition of your at= tainment of the following UQ (Undergrad Pass) graduate = attributes:

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
  Learning Objectives
  1 2 3 4 5
Graduate Attributes=
A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY
<= strong>A1. A comprehensive and well-founded knowledge= in the field of study. =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=   = =   =
<= strong>A4. An understanding of how other disciplines = relate to the field of study. =
3D"selected"
= 		=
3D"selected"
= 		=   = =   = =   =
A5. An international pers= pective on the field of study.     
B EFFECTIVE COMMUNICATION
<= strong>B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and sp= oken forms. =
3D"selected"
= 		=
3D"selected"
= 		=   = =
3D"selected"
= 		=
3D"selected"
=
<= strong>B2. The ability to interact effectively with others in order to work towards a common outcome. =   = =   = =   = =
3D"selected"
= 		=
3D"selected"
=
<= strong>B3. The ability to select and use the a= ppropriate level, style and means of communication. = =   = =   = =
3D"selected"
= 		=   = =
3D"selected"
=
B4. The ability to engage= effectively and appropriately with information and communication= technologies.     
C INDEPENDENCE AND CREATIVITY
<= strong>C1. The ability to work and learn independentl= y. =
3D"selected"
= 		=
3D"selected"
= 		=   = =
3D"selected"
= 		=
3D"selected"
=
<= strong>C3. The ability to generate ideas and adapt in= novatively to changing environments. =   = =
3D"selected"
= 		=   = =
3D"selected"
= 		=
3D"selected"
=
<= strong>C4. The ability to identify problems, create s= olutions, innovate and improve current practices. =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=   =
D CRITICAL JUDGEMENT
<= strong>D1. The ability to define and analyse problems= . =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=   = =
3D"selected"
=
<= strong>D2. The ability to apply critical reasoning to is= sues through independent thought and informed judgement. = =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=   = =
3D"selected"
=
<= strong>D3. The ability to evaluate opinions, make dec= isions and to reflect critically on the justifications for de= cisions. =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
=
E ETHICAL AND SOCIAL UNDERSTANDING
<= strong>E1. An understanding of social and civi= c responsibility. =   = =   = =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
=
<= strong>E2. An appreciation of the philosophical a= nd social contexts of a discipline. =
3D"selected"
= 		=
3D"selected"
= 		=   = =   = =
3D"selected"
=
<= strong>E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. = =   = =   = =
3D"selected"
= 		=
3D"selected"
= 		=
3D"selected"
=
<= strong>E5. A knowledge of other cultures and t= imes and an appreciation of cultural diversity. =
3D"selected"
= 		=
3D"selected"
= 		=   = =   = =
3D"selected"
=

= = = =
feedback&= nbsp;
Authorised by: Deputy Vice-Chancellor (Academic)
Maintained by: Software Services
Last Updated - 24 May , 2006
------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline Content-Type: text/css; charset=iso-8859-1 Content-Location: https://www.courses.uq.edu.au/css/print.css Content-Transfer-Encoding: 8bit /* CSS Document */ body{ margin: 20; padding: 0; font-family: Verdana, Arial, Helvetica, sans-serif; font-style:normal; font-size: 80%; color: #000; background-color: #FFF; } /* text styling */ h1{ padding: 0; margin: 0; font-size: 200%; color :#000; text-align: center; padding-bottom: 10px; padding-top: 10px; } h2{ padding: 0; margin: 0; font-size: 160%; color: #000; border-bottom-color: #000000; border-bottom-width: 1px; border-bottom-style: solid; padding-bottom: 3px; } h3{ padding: 0; margin: 0; font-size: 130%; color: #000; padding-top: 15px; padding-bottom: 10px; } h4{ padding: 0; margin: 0; font-size: 100%; color: #000; padding-top: 15px; padding-bottom: 10px; font-weight: bold; } p{ padding: 0 0 10px 0; margin:0; padding-left: 5%; } .subheader{ text-align: center; color: #999999; } .grey{ color: #CCCCCC; } .learningobjectives{ padding-left: 10%; } .assessmentheading{ font-size: 130%; color: #000; padding-top:10px; } .assessmentbreak { margin-left: 5%; border-bottom-color: #000000; border-bottom-width: 1px; border-bottom-style: solid; } /* Table Styling */ .tblData { background-color: #EEE; width: 100%; margin: 0 0 20px 0; } .headingrow { color: #000; font-weight: bold; } .tblborder{ width:95%; margin-left:5%; border: 1px solid #000; border-collapse: collapse; } .tblborder td { border: 1px solid #000; padding: 3px; } /* Links */ a { font-weight: normal; text-decoration: none; } a:link { color: #292964; } a:visited { color: #003; } a:hover { color: #F00; text-decoration:underline; } a:active { color: #F00; } ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline Content-Type: text/css; charset=iso-8859-1 Content-Location: https://www.courses.uq.edu.au/css/template.css Content-Transfer-Encoding: 8bit /********************** PLEASE NOTE ************************* / / / / Please follow the directions above each section. They will / / let you know what changes or additions can be made / / IMPORTANT: Please ensure you are familiar with CSS protocol / / before making ANY CHANGES / / / /*************************************************************/ /****************** Site constant tags ********************** / / / / The tags below are NOT to be modified, deleted or added to. / / Doing so will result in deviation from the UQ template. / / / /*************************************************************/ body { background: #FFFFFF; margin: 0px; font-size : 70%; } td.toplinks { background-color: #367FCC; } td.header { background-image: url(../images/header-background.gif); background-repeat: repeat; } td.searchbar { font-size: 95%; height: 21px; background-image: url(../images/gradient.gif); background-repeat: repeat; } td.feedback { font-size: 90%; height: 19px; background-image: url(../images/feedback-gradient.gif); background-repeat: repeat; } input.searchbutton { vertical-align: bottom; } .quicklink { font-size: 11px; background-color : #FAFAFA; width: 178px; } #breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 10px; margin-right: 10px; } #content { padding: 2px; margin-left: 10px; margin-right: 10px; } #relatedlink { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 0px; margin-right: 10px; font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 14px; color: #333; } td.contentheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 18px; font-weight: bold; color: #333; } font,th,td,p { font-family: Verdana, Arial, Helvetica, sans-serif; } input,textarea,select { font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 100%; } .footer { font-size: 85%; color: #999999; } .searchbar { margin: 0; } .contentlist { margin-left: 0; margin-top:0; padding-top:0; padding-left: 0; list-style: none;} .contentlist li { padding-left: 0;} .sectionheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-weight: bold; font-size: 130%;} .menuheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: .8em; font-weight: bold; font-size: 100%; text-transform: capitalize;} tr.tableheader { font-weight: bold; background-color: #CCCCCC;} tr.tablerows { background-color: #EAEAEA;} /* course profile text styling */ h1{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 200%; color :#000; text-align: center; padding-bottom: 10px; padding-top: 10px;} h2{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 160%; color: #000; border-bottom-color: #CCCCCC; border-bottom-width: 1px; border-bottom-style: solid; padding-bottom: 3px; padding-top: 20px;} h3{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 130%; color: #000; padding-top: 15px; padding-bottom: 10px;} h4{ font-family: Arial, Verdana, Helvetica, Sans-Serif; padding: 0; margin: 0; font-size: 100%; color: #000; padding-top: 15px; padding-bottom: 10px; font-weight: bold;} p{ padding: 0 10px 10px 0; margin:0;} div.infoIndent { padding: 0 0 0 50px;} div.infolargeIndent { padding: 0 0 0 100px;} ul, ol{ padding: 0 10px 10px 20px; margin: 0;} hr.divider { margin: 0; padding: 0 10px; width: 100%; color: #000 ; background-color: #000; border: 0; height: 1px; } .subheader{ text-align: center; color: #999999;} .grey{ color: #CCCCCC;} .learningobjectives{padding-left: 10%;} .assessmentheading{ font-size: 130%; color: #000; } .assessmentbreak{ border-bottom-color: #000000; border-bottom-width: 1px; border-bottom-style: solid;} .assessDetail{ line-height: 150%;} .successText { border: 1px solid green; color: #008000; font-style:bold; margin: 10px 0; padding: 5px 0; } .errorText { border: 1px solid red; color: #CC0000; font-style:bold; margin: 10px 0; padding: 5px 0; } .errorText a:link, .errorText a:visited { color: #CC0000; text-decoration: none; } .errorText a:hover, .errorText a:active { color: #CC0000; text-decoration:underline; } /* Student Noticeboard */ div.notice { margin: 0 0 20px 0; padding: 0; color: #000; background-color: #DFEBFB; width: 100%; } div.noticeContent { margin: 0; padding: 2px 5px; clear: both;} div.noticeHeader { margin: 0; padding: 0; float: left; color: #FFF; background-color: #003399; } div.notice h3 { margin: 0; padding: 2px 0 2px 5px; float: left; color: #FFF; } div.noticeDate { margin: 0; padding: 2px 5px 2px 0; float: right; color: #FFF; } /* Course Profile Table Styling */ .tblData {background-color: #EEE; width: 100%; margin: 0 0 20px 0;} .headingrow {color: #000; font-weight: bold;} .tblborder{width:93%; margin-left:5%; border: 1px solid #000; border-collapse: collapse;} .tblborder td {border: 1px solid #000; padding: 3px;} /* break up for print views */ div.breakBefore { page-break-before: always; } .tblTraining { border-collapse:collapse; margin:0; width:400px; border: 1px solid black;} .tblTraining td { padding:5px; text-align:center; border: 1px solid black;} .tblTraining th {padding:5px; font-weight:bold; background-color:#CCCCCC; border: 1px solid black;} .tblTraining tr.odd {background-color:#FFFFFF;} .tblTraining tr.even {background-color:#EEEEEE;} table.tblStudentView { border-collapse: collapse; width: 100%; margin: 5px 0; background-color: #FFF; text-align: center; border: 1px solid black; } table.tblStudentView td { padding: 2px; border: 1px solid black; */ background-color: #FFF; } /********************* Link Colour ************************** / / / / To make a change to the link colour and mouseover/hover / / state of the link text, please change the color in BOTH / / tags below if required. / / / /*************************************************************/ a:link,a:active,a:visited { color : #0033CC; text-decoration:none; } a:hover { color : #0033CC; text-decoration: underline; } /**************** Background Colour Tags ******************** / / / / The background colour of the navigation menu and divider / / can be modified here. They should both be the SAME colour. / / / /*************************************************************/ td.menu { background-color: #DFEBFB; } td.divider { background-color: #DFEBFB; height: 20px; } /******************** Navigation Menu *********************** / / / / The Navigation Menu on all new templates are CSS controlled / / Only ONE element of the menu can be modified (below) / / i.e. the colour of the mouseover/hover state. / / / /*************************************************************/ /********* Navigation Menu Tags - Do not modify these *******/ table.navtable { width: 190px; } #navcontainer ul { margin-left: 6px; padding: 0; list-style-type: none; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 11px; } #navcontainer li { margin: 0 0 .2em 0; } #navcontainer a { display: block; color: #000; background-color: #FFFFFF; width: 14em; padding: .4em .8em; text-decoration: none; } /*** Navigation Menu Tags - You can modify the hover (background) colour **/ #navcontainer a:hover { background-color: #EAF2FD; color: #000; } /***************** Content (Level 2) Pages ****************** / / / / Please DO NOT modify any of these tags. They are separate / / from the constant tags (above) as they serve their purpose / / in only the content (Level 2) pages. / / / /*************************************************************/ #breadcrumb { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 5px; margin-left: 10px; margin-right: 10px; } #content { padding: 2px; margin-left: 10px; margin-right: 10px; } #relatedlink { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 0px; margin-right: 10px; font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 14px; color: #333; } td.contentheader { font-family: Arial, Verdana, Helvetica, Sans-Serif; font-size: 18px; font-weight: bold; color: #333; } table.infotable { background-color: #FAFAFA; border: 1px #E4E4E4 solid; padding: 2px; margin-left: 2px; margin-right: 2px; width: 161px; } /* Extra */ /* login form */ table.tblLogin { border-collapse: collapse; text-align: left; background: #DFEBFB; margin: 0; } table.tblLogin td{ padding: 0 3px 0 3px; } .tblLogin tr.header td { background-color: #003399; color: #FFF; font-weight: bold;} .frmLogin { margin: 0; padding: 0; } .frmLabel { font-weight: bold; } ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline Content-Type: image/gif Content-Location: https://www.courses.uq.edu.au/images/header-background.gif Content-Transfer-Encoding: Base64 R0lGODlhAQA3AKIAAAEpfwEmfwAbbwI+lwEthgEthAI/lwAAACH5BAAAAAAALAAA AAABADcAAAMNGEJg5fDJSKet2I6XAAA7 ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline Content-Type: image/gif Content-Location: https://www.courses.uq.edu.au/images/gradient.gif Content-Transfer-Encoding: Base64 R0lGODlhAQAVALMAAOjr6vz9/fn6+mVmZu3v7+Tn5+Hk5PHz8+Hj4/b39ujq6t/i 4v///wAAAAAAAAAAACH5BAAAAAAALAAAAAABABUAAAQMkMk5g0iHgIKWUUMEADs= ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline Content-Type: image/gif Content-Location: https://www.courses.uq.edu.au/images/feedback-gradient.gif Content-Transfer-Encoding: Base64 R0lGODlhAQATALMAANbk99Lh9crb8sPW7s7e89rn+dzp+sbY75Kqy9/r+8HU7QAA AAAAAAAAAAAAAAAAACH5BAAAAAAALAAAAAABABMAAAQLMMlkCghEnKG6RxEAOw== ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=uqlogo.jpg Content-Type: image/jpeg; name=uqlogo.jpg Content-Location: https://www.courses.uq.edu.au/images/uqlogo.jpg Content-Transfer-Encoding: Base64 /9j/4AAQSkZJRgABAgEASABIAAD/wAARCADAAMYDASIAAhEBAxEB/9sAhAABAQEB AQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQICAgECAgIBAQIDAgICAgMD AwECAwMDAgMCAgMCAQEBAQEBAQEBAQECAQEBAQICAgICAgICAgICAgICAgICAgIC AgICAgICAgICAgICAgICAgICAgICAgICAgICAgL/xAGiAAABBQEBAQEBAQAAAAAA AAAAAQIDBAUGBwgJCgsQAAIBAwMCBAMFBQQEAAABfQECAwAEEQUSITFBBhNRYQci cRQygZGhCCNCscEVUtHwJDNicoIJChYXGBkaJSYnKCkqNDU2Nzg5OkNERUZHSElK U1RVVldYWVpjZGVmZ2hpanN0dXZ3eHl6g4SFhoeIiYqSk5SVlpeYmZqio6Slpqeo qaqys7S1tre4ubrCw8TFxsfIycrS09TV1tfY2drh4uPk5ebn6Onq8fLz9PX29/j5 +gEAAwEBAQEBAQEBAQAAAAAAAAECAwQFBgcICQoLEQACAQIEBAMEBwUEBAABAncA AQIDEQQFITEGEkFRB2FxEyIygQgUQpGhscEJIzNS8BVictEKFiQ04SXxFxgZGiYn KCkqNTY3ODk6Q0RFRkdISUpTVFVWV1hZWmNkZWZnaGlqc3R1dnd4eXqCg4SFhoeI iYqSk5SVlpeYmZqio6Slpqeoqaqys7S1tre4ubrCw8TFxsfIycrS09TV1tfY2dri 4+Tl5ufo6ery8/T19vf4+fr/2gAMAwEAAhEDEQA/AP7+KKKKACiiigAooooAKKKK ACiiigAooooAKKKKACiiigAooooAKKKKACiiigAooooAKKKKACiiigCLefQflRvP oPyplFAD959B+VG8+g/KmUUAP3n0H5Ubz6D8qZRQB+Z3/BSP9rP45fsw2v7NOl/A hPhLB4g+N/xk1T4d61q/xd8FeMfHmiaLoml/DjxZ40Nzpeg+C/E3hW4e6km8PW0A eXUHjVJ3/dMQpX4a/wCG9f8Agoj/ANDx+xL/AOIufHr/AOfPXrv/AAWS/wCQ5/wT 8/7Oh8Vf+qF+JdfBWqa7o+hvo0erX0Ngdf1uy8N6OJjsW+1zUIrmWw0yFsbRJMtn OEBxkoFGSVB/D/E3iriHIs7y/B5NmEsHQr5VCo4RpUZ81R1q0Lr2lKck3GEIqMWl orK71+pyLL8FisJVqYiipyhXcU25RSioQdrRaVld9NF5H0x/w3r/AMFEf+h4/Yl/ 8Rc+PX/z56P+G9f+CiP/AEPH7Ev/AIi58ev/AJ89fjn+1f8AH79tH9nLTdT8d+Dv gT8HfjJ8I9Kjlu9X1/Rde8dWPjTwfpsfXUPFHg2CKZrq0iXBkvdOknWMKWkiiQFh +cCf8Fq/jbIiSRfAL4MSRSIjxSR+MfG7xvG6ho3jZIMMpUqQQcYIrr4F4b8fvErB YnHcC8nEWHwM4wrxo4nJadWhKavBVsPWlSr0lNJqEpUlCbjJQlJwkl5HEnEnh/wf Vw9DiTFLKJYqDdJ1KOMlTqKDSkoVKVKdKUoXjzQU+aKlFuKjKN/6q/8AhvX/AIKI /wDQ8fsS/wDiLnx6/wDnz0f8N6/8FEf+h4/Yl/8AEXPj1/8APnr+Vf8A4fUfHD/o 3/4N/wDhX+Of/jFRy/8ABa34128Tyy/AL4MxRRqCzHxd46IGSERVRLcs7MSiqiqS SyqoJIB+5/4gh9LqKu+Ga0YxWreJyJJJLr++SSSXkkl2Pml4q+DDtGPEdBt2SSo4 9t9EklQ9Ekl2SR/VZ/w3r/wUR/6Hj9iX/wARc+PX/wA+elT9vP8A4KIMyL/wnP7E oBKrx+y38euAcDgf8LnHQduK/Kz9l74n/tlfGPTdN8YfGb4JfCb4F+CdWhhutH0Z 9c8Y6x8UdasbhA1rdyeG7hIrfwlHKpRkS/lM5V1JgiyK+vvD2uaP4ksrXWNBvoNT 0qe8vbW3vbU7reabStTudIvkicDDiO4sLqLcvBMJxkEV+A5lxrx9lGMxGX4riCnU r4Sq6dR4d5fiqUZxbi4xr4enUoTs4uzpVJxaV02j9PwuW5PiqFKvSwUo0qtOMoqp GtSnytJq9KpyVIOzV4zhGUXo4pqx+33/AATq/aQ+Kf7T/wCz5qPxB+McHw9j8daF 8YPi58NL6f4YeG/EnhHwhqNj8PPF954e0vU7Lw94r1vxDe6bLPBbxPKkmq3K79xT y1IUfd+8+g/Kvyd/4I3f8mpeN/8As6v9pv8A9WZqVfq/X9J8P4iti8hyPF4iftcR isnwtWpK0VzTqUKc5ytFRirybdoxUVe0Ukkj4vF04UsXiaVOKjTp4icYpbKMZNJL ySSS8kP3n0H5Ubz6D8qZRXrnOP3n0H5Ubz6D8qZRQA8MeBgAcDgdB04/CpagXqv1 H9KnoAKKKKACiiigCvRRRQAUUUUAFFFFAH4jf8Fkv+Q5/wAE/P8As6HxV/6oX4l1 /Pr/AMFYdb13wv8AslQ+JfC2rXGgeJfDnxw+Cmt+Htas+LjStY0vxQ93p95GowHV JIow0ZIDIWU8NX9BX/BZL/kOf8E/P+zofFX/AKoX4l1/PH/wV7/5Mx1H/srvwi/9 SCavxTi6lTq+LHh1RqQU6VTH5VCUWk4yjLNZRcWtmmm01a1tNj6LCSlT4YzydOTh KGFxLi46OLWHTTTWzTSattZWPYv2Ov25fhj+1Z4W02xm1TRfCXxwsNOig8dfCrU7 q3tbq8vUhEF9rngqG8Kr4q0e9O+RVgEkkInaCeNNmW/Av/gof+ztpv7N/wC0zr+h +FdLOk/Dz4jaRB8TvA+mRxGK10L+1L25sfFvhmwTAEVtZ6lBLJDEABHFqkSDCogH 5yeIPFtpouorDLo+rXM+nRJe2d/pglhvba48tnjn0y4tjHNbFNgUzQyxkHAHSv7r P+CaP/BHz9jv9sD9nb4W/FL9qWb47/HzX9N+H3wz1jRLH4j/ABw8cT6NoA+Jvw18 H+O/EelaXY6LPZyw2gvLwJHBNcTbEtIhksrM39WYfw8yX6OHjXhuMOA+K5ZlwzUx GMwmY5FOnWp4qjhq1GUo4aOJklh8VRoYj6vVw858s4uhGM3NxlUl+DUc6zTxl8Oa +Q8SZHHLMz+rYevhMyUqU8PUrU6iiq8aMH7XD1J0lUp1aaTjyVZcjhGShH+I0DsB 0HQDoPp2HSv09/4JQ/s8aX8Zv2gdZ+IPivRk1nwl8AtJ0nxDp+m3Nutzp2ofEvxD c3EHhJ723YFLhdMt7DUtQSJ1K+aLZj/qlr+q3wt/wb5f8Ezm/bQ+Kvh+++GfjrVP hpo3wP8AhR4y8P8Awjvfih40XwVoPinxl4t+KOg69q1neWt5Fq90r23gnRPKtLrU ZoIXlunRAZlEX5v/APBaP/gmV+zJ/wAE/vgF4u8Zfsp6l8fPhLYav4Tv/HXinwH4 V+NXja78IeK9T0Px38LfA1hb6ppGozy3NzEmn+NdaQQreIoYQkAbHDfpnix45w48 8P8AP+DOFcLieGc04kwlHCTx2InT9nhqFWvSjjYqOHlOrKNTCKrRU4qMmqrXJBpM +W4D8Gq/CnFGW8RZzjMPnGEyWrVrU8LRpzUqtSFGX1ad6qhCE6dZwqqLbjGVODU3 svPv27v2/wDwV+z94U1/4ffDbxJpHi39ojxFYXelafp2kXlvq1n8L01CF7afxj42 u7Vnisrm3SR3tdML+fLOsZdIoo3avXP+Ccvmn9iP9mZp7ie7uH8CvJcXd05luru4 l8U6/JPdXMh5kkldndm7lzX8ePhjXLDVftMGn6PqOlJbsk0pvbT7OtzLMcNJ5pJa 4lJXLM5Zj1JNf2H/APBOb/kyP9mX/sQz/wCpPrtfyR42eCPCXhN4K8I5hkmeLivO eI+OowxeYxpToUXDDYDHxhhcLQn79OjSqSqOUpt1K02pS5YQp04fsXh94h57xn4g Z/l2Y5S8gy/JuH4SoYSU4VarlWr0W69apT9xznTUVCnC8KUbxTlKUpP+gP8A4I3f 8mpeN/8As6v9pv8A9WZqVfq/X5Qf8Ebv+TUvG/8A2dX+03/6szUq/V+u3hb/AJJj hv8A7EGC/wDUakfU4/8A37Gf9hdT/wBLkFFFFe6cgUUUUAKvVfqP6VPUC9V+o/pU 9ABRRRQAUUUUAV6KKKACiiigAooooA/Eb/gskP8Aief8E/MDgftQeKug4A/4UL8S 8dBgDj2r+eP/AIK9/wDJmOo/9ld+EX/qQTV/S9/wWW8Nzxfs8fCL4zwxsbL9nr9p n4UeOvFUyttjsvAfi2TVfhD4p1CYAYEVovxCsLt2OAsenyMcBTj+Z/8A4LCtHZfs Yay1wwjjtfi78JvNYAsAIvEE4wiICXJIACqCSSoAORX45xZRnDxU8M8TKKjQqZxl lOL0ScqWaU5TSXRRjWp9F8SPfw0o/wCrPEFNbxwWIdktk8O0rJd+VpJLpofyt63d +M4b6aLQdJsL2z+yfuGuJBEGYo3mB5gVaNwwQCNcgjn6f6Mv/BKj9q34KfAv9k34 UaD8SfEV/p2qa38F/wBnbWLFdA8Na/4v06W2i+CvhPR7yMan4Xt7uCCW3u9NvraW 3meKWJ7fDouRX8yn7HX/AASg0XxJ4X0P4o/tXLrm7X7S31bw58DdJ1C48Px6fo11 HHcadefEzWtPZLy4u7iJo5DpFpLbpArqkzyyb1T5D/4Kb6B8CvBPxz8L/BP4I/Db wJ4F0L4TeBY/+Evt/B+j29h9q8aeNbqHVlstYuk3S6jcWWm2OlEmeSRkOqtnBc5/ sLjPxJ4a8Z/FvKPCvgPOcyz+rWzvFyq46t9Wlk+DhQws54iWBhCnTxNalTjh3BVX UhQqycFSdRz9vP8AnnhDhzNPDHgTMeM+KMpwWWKjlNCMcNQVaOYV3OvGNGOLnOpK hTqTlVjenGlKdO753BQ9jD+9/Q/24f2ZbL9qn4p+OJfHup/8I7q3wD+DPh7TbmP4 efEhpLrV/D3jn42X+r2UcP8AZA2mCHWtEcuxVCNVtwrMZFFfkN/wX1/aM+G3x5/Z U8b6h8IdUu9al8JfC+5s7weINC1nwfbNq3iH41/BE6DpVqfEkNm+qTzro+pyeTZr Myx2MjtsVc1/FDNrniC50C38J3PiTxPc+E7SQTWnhK48Ta9ceFLSZWLLNaeGprlr G2cMSQyW6kE5GM1+nn/BK/wD+zv8YNd+NHwJ+Nnws8CeOrzV9I0L4keBJfEmmI2s W8eiLL4d8XWPh3V7dorvTniS60W8K200ZHzPgYJrXxM8H858KOC828QK+aQz3C8N 4rDVKuGwdGVKu8PPE0KDrwqVZTpwnRdSNSUHCcIwjKTqOMWdXB3ixlHHXEGC4VoZ VUyytm2ErQhVxFSnOkqsKFSp7JwpqMpQnGm4xkp05SbUVCLaPyR0K68TXEk48Q6Z p+npGIvshs7trhncnEiyISRGAApBBHp2r+wX/gnN/wAmR/sy/wDYhn/1J9dr8m/2 4P8AgmJb/BfwtrPxo/Z2u/EGufD3w9G+o+O/hhrtzLrviHwbocZBufE/g7XGX7Tr 2nWgO64sLsSzwxI0sUsyxSIP1Y/4J4ahY2H7Cf7OGrXdzBBpen/DO71W7vWdFtoN Nsdd8Q3tzdtKSFWNIYXk3EgBVzwBX5D9JTxa4P8AFbwQ4Ix3DOd43MsXlfH7hjqG aLDxzHCzq5djp0411hqdKhUozjGaw9ajF05xpyg5KpTqQh7/AIS8C55wT4h8S0c1 yvCYDB47hum8LUwCrLB1Y0sRRjPkVepUqwqxbi6tKcrxc4ygnTlGT/oO/wCCN2P+ GUvG4GOP2q/2mxgdsfEzURjHbHpX6wV+c3/BJ/wXqHhL9hX4O6xrNnPYaz8Wp/G3 x1v7S5Ty5oLf4x+Nte8deHo3jIBRhpOr6ACrDIII7Cv0ZrweHaFTC8P5Dhq0HTrY bJcJTnFqzjOGHpwlFro4yi1bbTQ/R8ZKM8Xipws4SxNRxa2acm1byta3kFFFFewc wUUUUAKvVfqP6VPUC9V+o/pU9ABRRRQAUUUUAV6KKKACiiigArwT43/tTfs3fszp 4af9oP45fC34Lp4xk1KHwmfiT4y0TwiviKXRo7WTVYtG/teWIX7WyXlm0ixbtguE JwGXPvdfy5/8HFfwg+GPxp8Rfs4eGfihpOoalp2hfA39rjxr4cuvD76XD4t8P+Kv Da/BmbSdc8KvrDR2rXETSlHgnYRSwzyxvgOpHHj8bQyzA4rMMQpPDYHDyq1FTjGU /Z0480+SMpQjKSinyxcoRbSTlFO60oUZV6kKNPlU6j5Y8zajzNWim1GTUb2Tai2l qou1j9oE/aQ/YI/bw8OfEL9lzwh+0d8DPjU/xP8Ahz4t0HxJ4C8B/Ejwt4h8S3fh DUtNbSdc1LT9M0+eSbNot/DKJ4428l1ik+XaDX82/ib4Jaj4oab9lP8AaNEd/wDE f9lD4vfD3U/Gtte22bX4r+F/BE1zq/wW+KtjDMFFzpfie0t9JupnCusV9o2qWcmy SBlr+Uixb49/sO/tF/Bn4neDbyPwN8UvAN/F8RPhR8QNGhiTw14usprKKexgvoLY 5S11ayN3Z6hoN5tkMF7NhZYjBK398em3Pgj/AILN/smfCL9un9le78P/AA9/bA+F +k6n4Q1bwxrt3Imkya1ZG2ufiX+y18YpbMNNJol/crBf6Vq4jkksZL3TtTtgUnvo LjXxL8O8JnXDGW8Q8I57DPsqjmEf7PzOnReHdHMaOHw+Jq4LE0nOrLC1FCqockpq XtsPUmoOOGal5PCnFVZZpi8mzvK3kub0cL7Svg5VVWU8JKvVw9PE0KihTVak5Um3 KEOWEKtKMmpVUl+Lf7V/7c/ir4ZWWseFP2ffgR8aPjB8U7hLi0h8W2/wi8cv8KPB l2wZDql7qZskfxjPA3zx2NgnlOyL5kyRhg383+rfCX9pDxDrGs+I/EnwX/aE8QeJ PEmrX+v+Itf1L4S+OZdQ1vW9Una51DUrxxZABpHbARQFREjjQKkaAf2Q+C/iI3im 88SeFtV0fxJ8Ovij8PbuPR/ij8HPGe2x8d/DfWWX93DqdnCxi1bTbkDzbHXLBprG +geOW3lbcyR939ruv+fm4/7/AEn+Nfi/hN42Zp4B4zNf7E4By3EcS4mmsPiMXmTx dTFUqMXCTw1GNGth6NGhOcIVJezpuVVRpuVWpCELe9x14c4DxJw2Cw+aZ/jMNlWG n7SGHwbw9OjOpZxjVqOpRqznOEXKME5KEE5csFJtn8Sn/Cjvjv8A9EB+O/8A4aHx z/8AIVdZ4A8F/tU/Cvxx4U+JXw8+Dfx68O+N/BOqx6v4e1Vfg544uLdJhG1vd6dq dkbMLqNjeQSTW1xbMQJIpmA2sqFf7P8A7Xdf8/Nx/wB/pP8AGj7Xdf8APzcf9/pP 8a/Zsw+nl4gZtgMblWZ8BcO47LcxwlTD4ihVp4+dKtQqwdOrSqQeMtKE6cnCUbWc XbQ/O8H9GbhHLsVhcdgeIs2wmMwVeFWjVp1cLGdOpTkpQnBrCaOMoprSystLaHw7 +zN+2HF8edMtfDfxR+BHxf8Agl8Rbi0Ona14d8bfDHxlH8OPErT2/wBmvj4Y8Y3N kLc2lyjyr9j1IW0qLKUYygbm9i+DP7MC+M5fg9/wTs+Fk12nh3WrTUtW+KetWKtE /wAMf2VLLxhe6r4o+1TRBhZ3evi/i8G6YrFTK1/fTqBHYTFPSNd8WeK7/wAWeH/g 58JfDF38WPj/AOPIPM8EfCyxv3toLTTvMW3n+IHxN1hA6fD/AMJ6eW8251W6VWl8 oW1lHd3U0UdfR37Uvxd8Ff8ABCX9hrxR4uGv6P8AFz9vn9qPVH0vS/E17p6WieOf ipFo5hTVbTQ3Z5PD3gD4fafcZtNMDMoUW8cm+81q5lf+eOB+EZ8aZ/DGYPI5ZZw7 VzOnOGBpTrV6WIxMZyhh8JhVWU69WEZVXSaqTrzcZyoqo6lRuH7TmuZU8my5xxON jVxFDBy58RUVOk4U4wTqV6rgoUqfux53yxp0425lGMI2P1p8Z/t6fsD/AAF8RXnw e8c/tV/s5/DDxP8AD+30zQL/AOH2vfE7whoOreE4LfTbVtL0e80We5R9LMdo1mVg dEKo0fyqCte5fBf9oD4H/tGeGL7xn8BPix4A+MHhLS9ZuPDmo+Ivh14n0rxVo1jr 1nbWt1c6PdX2kSSRwXEcV7ZyNCzBgtxGSAGXP+Sx8Mfhf8Rv2k/iB4o17xDq+par J40+K883xK+NviqK3v7vVvF/jG7W91c6feakVj17Xr6Q6lLHbq/k2ywEymNIYon/ ANCz/gg/8JPAHwH+FP7WPwg+GOkx6L4N8CftPwaRp9kJFnvJbo/A34Q3Op6lrFyo Bub67nnmuZ3YKS9wcKgCqP6n4pwmS8MZvl/Cqz6OZ8XOljJZjg6FGLo5bLB4hYeV Gpi41pRq16kpQqQpwow5aMozm4qdNS/M+Hcyx+fYXFZqsoeAyDlwzwWIqVGqmNhi KMKyqQw7pQdKlCMnBylUlzVIyhCLUJNfu1RRRXkHthRRRQAq9V+o/pU9QL1X6j+l T0AFFFFABRRRQBXooooAKKKKACvkP9s/9iv4P/twfCeb4afE+DUNG1jSpLrVfhv8 T/C7w2fjv4XeKprKSxXXvDN+6lZoZopGt7zTLlZLW+t5Hhnjb900X15RUyhCcJU5 wU6c4uLi0nFxas4tNWaa0aas1pawRbi4uL5XGzTWjTVrNWta1la1rWVj/PG/bk/Z A+If7G9tdfAH44fC34X3Fv4v1nUNQ+G3xLim1jUdE/aL0uw0i8vNeOg3+v3ay6Dr WkzWejak+i3uopqtk+qMmm3V5pe5z0H/AASr+Psn/BLD9qfx5rH/AAl+u/EH9nP4 keEPC2k/Gz4UW8VrD8Q9A1260C28W/D/AOK/gqyu7qPTvH8GlWlzqek3jR3kF60V +iKuotb2pf8Aq8/4K6/8EwPD/wDwVC/Z+8OfDtPHI+GfxS+Ffiufx/8ACDxrd6a+ teHbXxDcaPcaNqOg+LdIt3iuJdN1CCWJHuLKWK5tpLWCeHe0Jjl/jV+HH7Cn/BSX 4YftVaL+xb8WP2frHxD458U/Cz9oTRvhZ461vWhp/hHxd4fuvhZNpOtx+CvjjDaS 6V4zEen2cElloniePT7m3mtwk8tors48ehw9nOU5RxDiuDuIY0Z117XE5JiKip0s ZToRp1KM8PUryWGq1KdWM4+wlKhjKMJOphKmJjUq0KUYnG4KvmWUwzbJpVVSvChm FGmqksNUqqVOpTqwppVqNKpTcP3sY1MPOUeXERoOnRnU/sc8XeFP2AP+CsmgaT43 +Enxi0q0+OHgbTp4fBvxa+FmqWvhH9oX4WC5UXE3h7xh4N8QwR3ur6NJKv8ApHh7 xJpdzYTASNGsUhSdPzm+KfwF/bG/Zga5X4u/CK++Pfw6sfMNv8fP2X/D17rt4unQ qXF78Sf2ejLLrvhSZI03zT+HZPEFmNrMBarhF/Bf4keGfEPwU+O/hnSPjl8MtS/Z 38C/D7xJ4RvLyD4kzX3wS+LK+EpfA3g34balb/Cbx3oDIl5p+gXWk6x4nKeGvEsk Uh1JJgs6pPEfpTwF/wAFyfjh8Jv2iPgh8G/2YP2hfiL+038H/FHxn+Gnw58Zap+0 7pGjeM9APh7xj470Lwjfj4T/ABIt4NL8X67NBFqcjw3+rzXdqfJTAugc18vDIqfi NjqeR4rgzG4rNqOAnWeIwdGTeEoUYRnVqYmraLw1KmpJ8uIVTDNu0JznovWxOY0O GsPHG1M4oYXCVcRTpQhWnGKq1aj5adOlFfxaknpGNJKbS1goo+xF/aj/AGe5be3a x+KOi6xql1dnTbTwZoOm+I9b+JNxqiYVtIj+GGmWUmvx3Qbahhk06MhsA7a+rfhR +yh+2n+03LbNoHgW7/Y/+E1yV+2fFj45aLY6l8a9V08lVk/4Vt8AYpZI/DE7qSY7 /wAYXMBj+VxplwQFr+jDWfD3hjw9J4l+IWm+EvDEfjKHw9qDy+JE0HTIddv4NPsr i6t7C91qCJbqeAMpHlmUgb2wBmv4J/hz/wAFu/if+15qzeF/21f2n/ib+zjpmuan c2WiaD8ApdO+DHwI1fTry6ktbPQ/FPxP0NLnxlpE7x7IXN7q9paylztli3Ko8rAe DmW4DD5pm6y3MuL8PkmFeJq4fDUfaujhoShB1atGgozqU4SnBVJ3jSjF3qU1BNm2 L4sjCeCwlfGYbKKmY11QoyrVFTVWs4ylGlTlP3VOUYScIK8pctoXdkf1X6X4t/4J x/8ABJTwhqXhrUfiJpdp8T/GEsOp+L7jU9Wm+LH7VXxw8SRxx29pqHiSy0dJ9Y1H c0kcFtCbfT9KsxOI7dLCIsK/jv8A+Ch3jj/h4Z/wUH8beP8A46+K/Fvwq8DaMmh/ CT4IfCnWrG1urr4aeEtG/sGfxU3xQfw9fytol1qF/r7alcafo5ke4a+06xk1GD7M wj9P+HHw31n9o7Rfij+yx+zn+zx8QviZJrXx88ST+OPij8J9N8La5YeJPhdp3iu9 1LwZoesfHXxPNLpsCjyPDTPqXiDWJpEVJWjt7yZEDeG+F/8Agn9/wVE/a3/aZ+N/ 7MvgHwzdeFdM8AePrr4b/Hr44alrGuWfwm/tfTtH8L2HiK41f4nvZ2V346muo9K0 qW40PwrYxfaZ9OJuHjhEZj+r4QzLifPsVR/1ZdLgTAYXBzdPG16iwzoUJUaUY1aE 6dKpKEo06lalHD4GhXxqqxpvDODfNHzc8w+VYPB1I5nhanEMq1SEXhaNL2yqzU7x hOMpQp+z5oRc54mpSwqhzKq+V2f0f+wX/wAE4/ih+234o06X4VSaJ8M/BHgHxdqn hz4nfGDwhp+m/wDCqfhTFodzplxpXgD4PW8M88vxD8UQWl3qAuNNaVbDSptUifUb q9nV7e8/uQ/Zy/Zy+FP7K/wr0P4Q/CDQ5dK8OaVLdalqmqandyat4r8a+KtVcXPi Lxz468RXI8/xLrOp3G+4ubyYjJZUjWCGKCKL5+/4Jr/sGeC/+CcH7KPg79mfwd4n v/G8+m6tr/jLxt41v9OttF/4Srx74uuY7zxBqmn6DaNJFoFknk2ltbWayymOGwiD ySyGR2+9a9jAZFgMmqV44avLMantZxWKq01Tq1afO3GXs3Ko6MZpRm6XtKkouynV qygptTxlfF0qDrUY4V+yg5UYS54U58qUoqajBTUHeMZqEE4q8acE+VFFFFeoYhRR RQAq9V+o/pU9QL1X6j+lT0AFFFFABRRRQBXooooAKKKKACiiigAqNoonMTPFG7QN vgZ40ZoXMbRF4SRmIlHdcrjhyOhNSUUAfm//AMFcPDeh+Jf+CeX7SFvr3hix8VWO n+HPDOpzWF54cXxOLewsfH3hK41i9j0tbe5kZIbKK+kkaKJisUUpOFVq/lz179jH /gnl4itLr45+B/C/h3w7D4Bk/wCFlWXjX9nj4g3uif2Pe+Cpk8UaZrOnaT4durmx iu7a40u0mhiaxXEsEamM5K1/dXgYxgYxjGBjGMYxjGMcYxXxl8Uf+Cd37D/xl1aX xB8QP2YvhPqHiO48w3XibQvDqeCPE13JK5kea98Q+B3028vZCxJ8yaZ296+S4myD N83ngcTknE2J4ZxmBp1oc+GnVp+1hXVJShN0atGXKlTsk3KLUpJwaZ3YPEYOlCpS xmX08fRnKElGpGElGULuMoxnCUU03dNJNNKzVj+O7Qv26P2wvGnhO10jxN+1/wDt KfCLxDHZ+O73xvp3xf8AFMmjaPcaLpK+HNR8HeA/D0dn4TtdcuNb1/RvFlnOJI1m fOlXhtIL4BQurrP7EP8AwT0+AHgDX9a1r4ceALHVpvBOv/2Lc/GTxbf+L9afWL3w 7evp1pougeKbhjd3ZuJokjgt9NaXzCoCKw2j+o2T/gjl/wAE+bm7F1ffBzxHqSK2 nyJZal8Z/jTfWMc+lE/2fdJBca+xWaFWZFlDblRiqlVJB+jvhD+wr+x38BtTi174 T/s4fCjwn4lgZXg8WjwtZ654ygdM4eHxh4k+2anExJJLLdqSeTmvn8XwdxTjU8Ou NcXleCq0nCtToYjEz9tCTUnCbdSjeCaio05+0pxUIyUXJylLtWOyuPs5vKaWIq0Z qVNzp0l7OSTipQajJxai2uaPLJptXSsir+wJ4cj8J/sRfsmaCnh2PwpNZfs8/CJb /QU0RPDstjqLeBdCN6l7o6xQNZ3Bk3GRZIkffu3jdur61iiihUpDFHCjO8jJFGka tJIxeSQqgALMxJLEZJPOak/z/n0A6YFFfpcYqMYx091JLS2ytoumnTotDxHq27Je S2XkvJbIKKKKoAooooAKKKKAFXqv1H9KnqBeq/Uf0qegAooooAKKKKAP5e/2vv25 /wDgtF+xb/wT/wBQ/b4+K8P7AKWmnaB4B8Saj8BtO+Gfx4HjPQYviLqOkWmm+G9V 8VXviWK0Gpacms263arZLH5tnOkbEKjN9r/BT4s/8FbtQsP2SfjT8SLr9ir4g/AL 43Xnwy1T4peFvhP8NvjV4b+K3w/8A/FHwW2vWPiLRNT17X9T0/WDpV3e6NBdI9mm 6OWR4x8pCeP/APB0B/yhi/af/wCwn8Kv/VjeHq/W79irj9jj9kjHH/GMvwGHHHH/ AAq7wrxx29qxSamoczsqafzTtsraW6I1svZKSil7/KkkkkklZaJbbX3sZHwA/bg/ ZY/alu/iVYfs+/FnTvihd/By8n0n4n2/h/QfFccngnXbRp0ufDOtDUrC3EOqRm1m Daam+4Hl8xgFc8X4B/4KRfsU/FLwn8Z/HHw7+OOl+LvCf7OonT446zovhXx1Pb/C +5spXi1HTfFULaWstld2YhlkuLRY3lgigeWVIo0LV/PT/wAEcvjH+1H8OPir/wAF a9O+A37Hd1+0voeo/wDBSn4yX+u+JIv2gfhl8IF8O6uHWBdGOj+Oo3uNVZoY4Zvt UBEf70J96Nqv/wDBI7VfEOs/suf8HCur+KvDkvgvxPqX7Tn7YOp+IPB763Y+JJPC eu3nwf1uXU9BbxDpQW111rSXdAby1VY5fs4dMKVpxnflVkveatZpJRulbZdFottr KwOmoqXaMItJNdeXSyWiSdlolotOh+4Vj/wV7/4Jzal4Zs/G2nftJ6VfeBb6GC4s /Hdn8P8A4sXHge4s57lbGK+i8XQ6CdONsZiIjcfaBGpUhmXa2P0hjkjuLeOa2lRo riBJbeZAHjMcsYaGVBwHXDIwGRkY6V/Lz/wR++Jv7Z8n/BJT9hH4beEv2KPBPxA+ CGv+CPBfgbxD8TtW+O2h6pcX/wAIfFPxK1HRPiD4guPgimjw3d01vpmoawhsP7XJ VYGlJdIzGf6hLS0ttPtLWwsoUt7Oxt4LO0t4/wDVwW1rEkEECZJOESNFAJP3RVQd 0tLaKytZJdEujVkrWSVvuIlFQbire62tLbLS9lstrLtppY/ns/Zf/bp/br+Jn/BZ L9pj/gnh4/8AHfwBuvg7+zD4H0X4p3fizw58HfEmj/ED4heH/FkPhubQfCbPdeI7 mw8M3FqPEqLcX0UFwr/2YPKiTzTs+5f+CpX7QP7Qv7MHwV+HPxR/Z+8V/D3Q9R1j 4/8AwO+DHiDSPiF8Pb7xtp99pvxt+Jnhr4df29p8+mavpUum3OkLrUl4kJE0dwYR G/kghq/Jb9jJGt/+Dor/AIKixzobd5/2VfhDPbxzDynntzY/DAia3jfBlTBX5kBH I6ZFfpB/wW0ief8AZL+FFrAvmXN1+3V+wvBaWyFfOuZv+GkfAUggt48gyvsikbYo J2xMcYU4iPwVN/dbS12SWiXZLyNFGPtKEbJJqCaSSVnZPTZafcrWsrH2b4X/AGyP 2cJPjvafscax8dPCl1+1bpvhc6zffDXVNJ1XwR4l8WWOkWsQ1jxT4T0XWIlttWs3 ZJ5wmm3l8qJDLh5Ft5WXvfiP+0p8FfhH8R/hT8I/iD4yHh74ifG/UbrR/hP4aOge JNRn8b6pp0Zn1LTtJvNJs57ZJbSBHupkmmh8qCJpn2RIzD8Ff+Crf7COsft3f8FE PAOg/DL4j638F/2mPgN+wXrfx3/ZU+LmhX01iPBvxn8M/tHaHZ6ZB4gjt8G90rUr e5udPuFIYxpeGRVkCyRy+dfs2f8ABRvXv2z/ANqv/gm/8Gv2hPCf/Cl/29v2Vfj/ APtEeAf2rfghdRtYuNUg/Zf8c2Gn/FbwVb42X/hvXf3c0UsLOkUl/wCUpeF7aSZ8 7jeNkkrJO2my030aVrbJ9NrEKKsmukW2kkrJaK1la2y2VtFa1j94vC37fP7JHjX4 n/F34KeEvi9Za98WPgHoes+I/jL8PtO8L+NZPEnw60TQYzLeX3iKwOmr9nWRF326 RtI10uDbLcAiu7/Zq/av/Z4/bC8DXnxM/Zn+J2i/Fz4fWGu3fhifxf4bs9Yg0M6/ pqRNqOk211q9rbfaprUyxJKkSt5TMEfY3FfkP+wwcf8ABdr/AILPYAH/ABbn9iTO ABnb8PdUC5wBnA4//UK+NPhz8eNK/wCCJf8AwUB/4KIfs0eMFa2/Zw/aU+Gviv8A 4KCfsW+H5Wkg068+MsiHSfiX8BfB8AbYl5rOtyafHbWcS7mMNqQoM/zPmaSbSUeZ p2VrJOy8ktLPptZIOTov5E0kl2Ta8rLZLovRH7/a7/wUG/Y98L+BvjP8S/EPxm03 R/h/+zr49k+F/wAcPF194Z8aQ6J8MfHVswjvfD3ie7/s3Fq9qWtxPLGJIoPtlv5r xefFu4jw7/wVN/YK8UX/AIK0/Rvj7ZOPiLrvhrwz4G1S+8AfFLRvDfiXWvGN1b2P hOy0zxTq+h2+muNRlurSO3la6SOQ3Ee1jvXP5x/tx/ArXf2ef+Ddz9rzwP46uzf/ ABX179mX4ifE345+IGDSXWu/Gn4s60vjv4o6jcyMd1yI9T1++sotx4ttKtoxhY1A 9Z/Yz+IP7Y3jn9mb9gf4WeNf2IfAw/Z5134X/ADR/GfxUufj3ofxDvYPAmg/C/St Z8J+LI/hhYaRp9zpU89/onhVw7ahcHT2nUlZTCGRc0lZJJe5dKz01SSstlay2srd tAUY8ra6NJWaStbpotNNElovQ+ufHH/BVz/gnt8MviF8QPhR4/8A2l/CvhP4hfCa 6+y/E/wxq3h3x3Fd/D1NypDqPjC4i0l7bw9YSho2i1G5mjtZEkRklZSDX1vZ/HT4 LX/whb4/6f8AFb4e33wOj8KXPjhvi3ZeLNEuvh4nhCytpLq78QnxXbzNZC0hjhlL y+bhTEynaykD+ST4+ftr3/7BH/BWf/gtT+0BL+zj4x/aP8I6N+y5+yLpHjTSPDt5 4dh8OeDtL1bR30ex8Q/E611d3u38N+bfrFeXGnWGotBAspkiVHDD68/Z8/4JV32s f8EFNS/Y18O/tT/DQ+Kf2mNWl+PPw7+J/gq5ln+AGjeMviH8QtD+Lfgf4ZeC7W82 z654WNzpdhYNbmBZZjeXTra5AgKU3dxSXup2SVkktF5We2lrWHyJRi9o+6ujtdap JbJJaLtZH7T/AAg/4KFfsb/HfW7Twr8LPjhoXiLxhqPh3WPF+i+B7nQ/Fvhrxv4i 8H6DZLf6j4u8MeDfFOn2OpeI9KWB4XXUbG1nt38+JUkdpEVuL8O/8FTv2AfFfw++ I/xV8OftIeGNW+Hnwh8U6D4D+JHiiz8PeOZLDwn478SaumgaL4FvoRpQnm1mW8eO A6ZbwzTxl08yOMMpP5ufsdfts+NPHv7Z/wADf2Vf+Co/7MK/s0/8FFfhR4N+Ikn7 PnxU8IGz1j4C/tO+DdQ8NW+kfEq4+FviyGLdpks1to9pqU3h9pFRG0zcoge2SBef /wCCA/hDwz4w8Gf8FEl8T6NZ60nhf/grh+0T4y8PpeqzJpfinRLzR30jW7dFKqZ7 ZpXdCwYBtrYyiFWpN8qVle6ata1lorX0s1b0WmgezST0aUYpq1rNXS0skrWtba2x +h6/8FkP+Caja1e+GE/ah0F/E+madHrGp+FovAXxYk8TaZo0h2w6vqHh2PQDeWNo 5+VbmSBI2OArE4FelaD/AMFMf2FvE3xK+EPwc0D9ofwrqXxM+PmgaR4p+Cvg+DR/ Fyal8TfDOt2tzd2Ov+EWm05IdTtFjsL8yzLKotzp86zeS0Tgfm18FXYf8HMH7aqg kL/w7Q+ASYHTavxJsnC49AecV7H/AMFbv+Cctt8c/wBmHwz8Rf2Wm0n4MftZ/sPa zrH7QX7J/jnRh/ZEWl6/pF1c+LvGPw51K6iIK6N4kWO8SW3ctCk5tyVSIzKwnK0r JPldkkrbJba2Wmy8rCtBcq1SsuzSXoktFZWtsunQ/U34gfHz4S/Cvx18Jvhn468V DRfHPxw1vUfD3wq8Ox6Lr+qXXi/VdEgtLrWrezk0a1uIbJLKC8t7iee6kt4oYSZH dERiPaa/FP8A4JJfGLx5/wAFDfCGg/8ABTz4s6DB4Lfx98NLD4NfAv4V2OqJqul+ BvDHhvVI/wDhdHj12jASPUPGHivRZPLUjzbbSPBujW7vI8l1u/ayrg7q9rR0srJa Jdlt5JaWSsS48vu21jo7WsraWVu234IKKKKoQUUUUAfmF/wVV/YH8cf8FKf2ZNc/ ZQ0v43aJ8Dfh7421Hw/qPjrXx8NZviB4v1BPDGsW2tadpWhtPrOmWejwSzWtsZZH guJcQAI0YZs/V37Lnwq+I/wN+AXw3+DfxA8feFviTrnwt8E+G/h9ofjXQPBN54Et 9Y0Lwf4e0/w/oN5rnhqTVNTSG7MenxGY2lzFE3GxIiTn89PEX/BTnx/8dP2t/iR+ xR/wTm+Efgn45eNvgDFaj9pr9oT4seMtV8H/ALOPwO1y6vrnT7f4eRv4Vs77WPiZ 4laWxvUfTtMjtYrc6fceZc/6PMI36P8A8FK/ip+z7+1d8KP2Pf8Agox8G/A3wd1n 9o66vdK/Zk/aT+C/i/WfF37PHxX8Xae0Kz/DLXbfxdZ2Os/C3xCRc2Ygtr5b23uT ewCO4TzABn7ilfskr7JLt0SSt8npoUlLlUUlbdLRdEtFo9krJdForHff8E5f+Cd3 jb9grWv2vtYv/jd4d+LTftYfHTxL+0Rc28Xwxu/A6+BvHXicSpeaJaPFrmo/23pE afZQiyLb3AMLkyHeAnln7MP/AASv+Jn7Nnwx/wCCiHgK2/aN8H+L9T/b+8e/E74m alr9z8Gr/RrX4W+J/i1o174c8R2el6NbeJJh4nsLWzvpGto57i1kE0KGWSSMslfc HxG/4KDfsPfCDxtrXw1+KP7VXwO+H/xB8OSRxa54J8V+PtD0XxRpXmxrJDJd6HeS JcRROpUrN5flt2Y4r0b4HftU/s2/tL/8JMv7Pvxw+GfxhfwW+lx+LYfh94r0rxHN 4abWoriXRxrMGnuz6cLpLK6aIyqocWzlchGwJU7pJpOLdkmt3urf5Wt0sF5Wemji k9ElZWSWiSSVkla2yPzE/Zr/AOCdn/BQL9kv9l34e/sl/Bb/AIKHfCfSPAPws8F3 XgfwN4m1j9jC31jxvpOnXN3qF7FqUl1J46Sxvby3k1Kdo3ls2QmOPekmG3frz8KP AEHwr+GfgT4cQaxqXiIeC/CujeHrjxJrMjS6x4lv9PsoodT8Sau7M+brULkXV5KA xAkvXC4ULj8/P28P+Cl2g/sm/Er4Jfst/CL4W6r+0x+21+0td3EPwb/Z88PeILDw nY2Xh6yFyuq/Ez4reONQing8A+GrEWd48l0be4mlGnXAhifyXZfCPj3/AMFBf25P +Cf3hDSvjr+3f+zD8FvFX7Lg1XQNL+KXxO/Y4+IPjrxb4u/Z5g8Q3tvptt4l8c/D v4k6Tp0vjfRLe4ube3n1DRbqKSIzRsbUq6ij3IbJ+6raXaS00tslZLRLRJaJB70r aLXbRJv8m+34I9R/bB/4Jct8av2nPAH7d37MHx+8Q/sh/tp+APC7+Arz4laR4O0b 4jeAfi38OzzF4E+Mfw11me0j8S20QxHFdwXltPEkcQBc21qYL3gP9gT9oD4j/Fr4 T/GT/goD+1nZftIt8BfEsfj34N/A34V/COx+BnwG8PfFG0s7vT9H+KnjDRzqes6r 8StY0uG/vTpy3+oQ2ljLcvNHbSTbHj+pvE37eP7GXgnRvhTr/jH9pn4OeFNH+Ofh nSPF/wAHLzxF4z0rRk+JXhzXVtf7Jv8AwbFftG+uGY3logggR5VaZVZEY4r1f4sf H34LfAjw/ovir4yfEzwh8M/DXiHU7LQ9C1vxhqsOi6Zqesaisf8AZuk2l1chUe5u TJEkUGQ8jSIiK7sqk5ab1VraXSdlsrXSstktLWt0BcySSVrXS0V10aWl1bstuljw y8/Zn+Idx+3fpP7X8HxM8Jw+EdM/Z7v/ANnl/hZJ8P8AUZdauND1LxpY/EG48TDx 4usrHDerqOnW8KQDSTCLZnU7pSHHNfFH/gnj8DviP+3D+zv/AMFArW1/4RD9oH4D 6N4z8HalrejadaGL4q/D/wAXeFtS8P23hjxryjTS6RNfJdWN+N8sS+dbHfDKgg7H 4hf8FCP2HfhJ4uvvh/8AE79qr4H+APHOmW9ld33g7xZ480XQvE1pZajaRXtheyaH fyR3KwSwzROswi2EHAbIIF/Rv29P2LfEHw18Y/GLQv2oPgnqvwr+Hes6b4c8e+P7 Dx5odx4V8E63q9vBdaVpvirVopTF4fkniuLeRBdNECsyEHDLl/u9VdeautLK3ysk lZWSStawkpJLRpKNlpbR6dEl1t9yWiSPn79nH9gn4g/A/wDb4/a//ba1744eHfGl n+11o3w/0LWPhbY/DCfw2PAln8KNPbRvAzaJ4vbWryTV3a0muFvPtNjGJZJVeIW4 jVT3/wC2B/wTw+CH7aHxY/Y5+L/xQtj/AMJH+xv8a1+MPhBI9Os7uHxRGukXEX/C Ga40+Ctj/alp4T1bAD/vfC8abcTOVv6L/wAFOP8Agnl4i1fRNA0L9s79nPVNW8R6 tpeg+H7Gy+KHhmaTWdY1q8g07R9M0xlm2Xc11PcW8MUcbEyPMipuLAH3b4c/tNfs 8/F3x344+Fvwx+NHw38b/Ev4Z/8AJQfh54e8VaVe+NfBkf2r7AJvEXhZJBe6VEZg sQllgRCXQAnem5JU7cqtZva6evl92iWmmw/ejZ2cbJJaW0SSVtErJWX3I8u/b8/Z c1j9tf8AZD+N37KWk+PdP+GEHxz8JzeBNf8AG954Vl8ZT6H4b1GaGTVpdG0GO/01 Jr10t0jikmuDHH5jMY5CqAfIvhP9iP8A4KF+Ffgj4I/Zz03/AIKF/DLQ/hr4Q8Ce DvhR/bHhf9j210r4lP8ADnwxpWmeGbu00nxLd+Nrm00XVrvSrCW2Gqpp0rQTXX2m OPzI0x+jGsftEfAzw98XdA+AOt/FTwXpfxq8Uab/AGx4b+F15rFvD401zR1WRn1X S9CP768tYxEweeNTHGdodkLIG82t/wBuv9jG58ea58MIP2ovgYfH3hrWh4Z1jwu3 xG8NRX9r4lF5baa/hiHzZ1ivtSjuLq2t5NPt3luI5JVR442OKbULrVJpW0drbaWV vu9OyCLko2SXLvayaVtO2iW3ZbHyN8H/APgmXqPw8/bm/az/AGs/F/xQ8E/EX4ef tb/CTwl8DfF/wBv/AIT3Nrp2ifDn4e6L/wAI74S06Pxbea7eHxFLcWbTw6ib3Ttl z9rcxpbbUFeF/CT/AII0ePPgT8EPip+yr8Jv22/HHhP9nK9+PXgz4/fsv6MfhxpG t/EX9krVvCfxE0z4it4H8GeMNa1Oe08Y6DPcaeYFs9R0tBEtzOVD/aLhZP1SvP2u P2YtO+NEH7ON78dfhnafHu5ltobb4Oy+J9PT4iT/AGq1W8t5oPCm77XLA0JD/aFi MQAOXGDj6KxjjGMcY9McY4449qXJBqySsr6LpfRqy0SsrWSSSQc0kl0VklZJKy22 S2Py/sf2EPi18Q/2pfg5+1X+1P8AHjwZ8WfE37LPhrx9pn7MngfwH8IZvhj4L8O+ NviRoMXhnxR8WPiK1xrmsah4s1ObT4RZxadZ3enWNstxPJHG8skbQv8A+Caf/BP3 xn+wFY/tI6V4h+NuifGXT/2iPj94z/aNumsfhnJ8Pbzwn4y+IE0MniLQrN11nVI9 U0tBaWgt/MSKZCj73kDjb+ilj428Hal4u1/wBp3ifQb3xv4V0jQNe8SeEbXU7Sbx BoOh+KJdVg8N6rqukxsZrG3vX0LV0hlkRVc6dKFzsNeZ+Kf2nf2dvAvxY8J/Ajxr 8avhr4P+MfjzyF8D/DXxP4r0nQfFvjB7hHaCDwtpGpyRSa9IwiYCK0ErZ2rtBZAW owVntbZ3fZK33JJLZbJAnK3KtlG1kkkknfZKySfa33Hx/wDD79gjxt4N/wCCnHxk /wCCil/8ZPDerW3xf+Bvhz9n65+D1r8N73Tv7A8HeDNVtdc8N6zaeOH1udr7Umub Zhc+ZpqQtHcssSQmOM196fFfwt4g8b/DHx94K8Ka1pPhvxB4u8I694X0zX9b0e48 QaXosuu6bPpbanc6Ha3Nk+qCBLmSRYBdQBmjQMwUtnF+L/x4+DP7P+iaT4j+NnxL 8H/C7QNd1u08M6Lq/jPV7bRNO1LxDfgjT9Csrm5ISa7uCuyK3U75GISNXYhT4944 /b7/AGKfhl41v/hr8QP2n/gx4O+IelWVtqOoeBPEHjXStN8XWmmXdjFqNrqUvhyd luxbPbyRyi4EJj2nO4YOBckNLqPle3S3y0WlrKy0FZ2WmiVlZaJL0Wy/A85/4Jif sS65/wAE7/2Rfh9+yTqPxTsPjFo/wwu/EC+FvGsPglvAmq3Wk+Itf1HxJLaa5pCa lqUEs0E+q3MSTQSxBo449ybgxb9Cq8n+E3xu+Dfx20GXxR8Fvin8P/ir4es7sWF7 q3w+8WaH4qs9Ov1XcdP1J9GmmOmXAUZME4icDHygYr1inFRUUo25UrK21ulvIT1e u/ol+CSS+4KKKKoAooooA/ke/wCDR1oJf2b/ANuObxEGHxll/bF1d/i19uBGuDVW 8J6W0a6qJMyBhqTeMhh+kv2odQ1dT/wdmNAn7JH7Hv8AYOB8WR+3F8Lz8KRaBxrf 9sppWtG5Gj+QPMDBxpG7yxniPvtr9F/EX/BMb4jfAP8Aa5+JH7a//BN/4pfD74K+ Mfj9bQL+07+zn8X/AAlrfiX9nT42a9bX9zqNr8R7J/B91aav8MfEyS3t6z32nrdw XH2+48y2Xz5i6aV/wTQ+LX7RX7W3wk/bH/4KOfFz4ffFPVP2bZLnUf2Zf2Y/gf4W 1/w3+z78LvGF8bZrr4neJtR8aXN1rHxR18NaWrQSXUdhbWxsrcpA/lAHDlkqfskr OzSatZLo9NrLpbyWhspR9pGpolHldktVypKy0tbTTW1u2x8G/E/xR8SvBP8AwcC6 drHh79mzUP2mPHt5/wAEmfBdl4o8D+H/ABD8L/CN3p1x/wALrupNU8SXGrfE+6sr C5ihuITaCGGcz/6em1TGsgr9wP2RbnVvH9r48+MfxC/ZeX9lr4sXnijV/hXqXg66 uPDt/ruoeAvAWovdeC9T1zW/B0kuk+I/ObXNVuILqxmuIkiv/JSQmOUD5zt/2Ifj zF/wVnvf+Chr+PfhC3wzu/2aIP2Xl+FyaL4vXx1F4YtvF58dR+Mz4m87+z21A3rP AbL7IIRbkYl81cn9WPT2AA9gOgHoB6CqhFpy3VpaKySaskmrbeS2S6ESknGCSS5Y W0VravRLa1rWsttPI/kN+EZ1KX/g7p+P/wDwsjeNQtv2RLdPgwupZAHhc+AvBRf/ AIR0fc2lZPGO/Zg5+0Z531+/3/BUmLwjL/wTf/blj8ciw/4Rj/hlv4zm8Go7RaC6 TwPqz6LnIwHF8ummPAz5gjxzivEf2/8A/gmOf2o/i38Cv2wv2eviqv7Nn7dP7Mdx Ovws+MUnhtfFvg3xh4RvTcf2r8KfjJ4OSa1k8T6Ddre6hGHt7mGe3Gp3HlmQSBU/ B/8Abm/aT/bd/aM+OfhH/gmj/wAFZ9A8O/8ABO/9iv4jaxBD4/8A2pvgFY+MPGvw x/aj/sG+07U/DPw3tvjL4lUWHwF0bXZ7WNpv7Xga6t5oYba4Ko6uy0p8ytpKV1ZW WqSs+iStbta1uxSSn7PlsuSCTWislfZaXuui1v0SPgb4MXHi2/8A2E/+DW9vGiXM 7Wv/AAUh8WWfhF9ThWSQeB7T4kSReG1s2lBJtlij2RYwNkEYA2omP6/f+CtwH/DM PgHKqVH7Y/7FBwVUquz9pr4bMrYIwu0qpBGMYGMYFcn+1N/wTL+Av7Wv7LX7NPwx /Z18f6b8C779j3xb4B+JX7GPxb+GEGjeN/D/AMNPFPw2tYLLQ4rnSI7hbXxnpV5B AkN7B9rillJEwmWVct0q/ssftl/tB+IPhLbftvfGH9n26+FHwf8AH3hH4qv8Nf2a vh7468PP8ZfiJ8O71NX8Baj8SPEfxH1bUH0PR9P1OCx1dtB0q3YXFzptqst40EJj kUYOMXFJWcElZKysreSSXSy2S7D5480ZJKKjNtK3S6aStp0slolotj8tf2gfFPjL wZ/wchwax4B/Z31T9pfXpf8Agl9Fp8nw/wBE8RfDbwpeWenP8Zknm8RS6r8T7qy0 94oGgig8mOcTFtRQorIsor6f/bUm1Xxr/wAEnP8AgqZ8S/Hv7LTfspfELxD8Hfiz 4L8Q+BdRvPC2t6jr/hz4f+FBbeDfGOsap4JefR9dkuIdXvfJubKW4CwQW8BkLWpW P0H4vfsEfto3X/BTy/8A+Ci3wE+Kv7LuitH+zdF+zNo/w2+Lfgn4peIVn8Lv4kj8 XXnijVdY8Iarpxtr/wC2RxxRwW6NEIIsOXdyV3/jt+xz/wAFB/2p/gX+1f8ADD43 fHv9mWw1H44fAyX4C/C7Qfhl4A+KGlfDb4d6X4vvvtHxO+IPi218Rave6l401q4h 0/w9b6fFHNZwWqWE4O4Xk+5pNc1ovd2SStayStomvJLSytZXJbjamlb3YJOyatZt 2S0VrW9Omx8v/sE+MPiZ8QP2Jf2APgt4z/4Jpa5qHwZ8cfC74AeCvEvx21bxv8Ed X0PTvC1v4IttT074nw+GfB9/N4m0x2u9D0eS2lltLeS1m1K3lneFoiW+Xf29v2RP 2kPiH/wU7/at/bQ/YK8UXPhj9tb9iz4Lfsk+LPA/gSMW8Hg79oz4e+KtO+Lp+Jvw a8b2kYiOp3GqWnhvTorR5ncM9pFB+5YWstv+lnwk/Zf/AOCsvwa/Zh+G/wCyx4J+ P37Cmh6H8N/hd4X+EGi/FO3+EHxxvPiBZ+HvDulWnh9fE1npFz4kXSf7XFnbs8Yk ia3WcI7I6qVP1T8Af2Wfin8H/wBrb49/GvVvFngfXvhf8UvhH8A/hV4X0lf+Eruf ihpUfwC0zxLpWk654t13UXNhrk+rJ4s1GW4MUUTI9lAQ0xlmISguWMXF2SS2StZa WtbRPbTT0G5R5pSjbVuyS0afk1ZK2jSSVtElZH5M/sxftz/C7/gqF+1v+zP8S/hv qd78K/iDJ+wJ+2p8LfjT4A1Bha/Ej9m34tr4++CGja7ouu2lysE9kbS5gnvLK6ZY lnis42PlSRzxw/Gfwf8AFA/Yh+G3wD/4JI/8Fdv2btK8B/DbR/jD4Xl/Y7/4KO/D jS9O8WfB3x58R9C+K9r8R/AniHxtq95D9p+GHi+/ult4bm+uWV5lvpftKpHJLPJ+ 4nif/gkt8Irb9tj40/tvfB/ULP4Y+O/2i/2Wvit+z78ZvDVlpGPD/irxZ42j0NPD nxggFjJC2m6pbppk0F+sa/6av2eYmO4jlefyD4qf8E1v2u/2nP2f/gj+xX+1P+0b 8EPiD+zf8OfEXwf8QfEn4k+GvhN4k8P/ALRXxisPgtqWla54d8LNb3+qXfh/4fy3 9zo1hb3+v6eJbma2WdYre0e8uGKcJW2u9bWSs1aKSatZJpW0ta2itYalD3Evdikl 5xacndNL7N9FazVrrTTx/wAWxwN/wc//AAjnEUBkH/BLHxjsmEURkCn4tXuNswG7 GCRkHocdDX9C2t61pPhnRNY8R69fW+laF4e0rUNb1nU7pxFaabpOk2ct/qN9cyHA ijhht5ZGY4AWMntX4x/G39gH9sXVf+Cmmh/8FDv2f/ij+zF4dTwd+zZP+zN4b+Gf xZ8F/FLxDHfeGtQ1yTxLf+JdZ1fwlqmnta3kd1KIYYLZWj8mBfMLu7ETfHT9kL/g pn+0N4B+L/hr4hfHv9la3ufi1oPhD4SDw94C8M/GXwd4J8IfAt/EEHiD432Nm11q WpX+v+JfGUOn6boY1K4eGDTbCOfyIppbiTdovd5rQe+iS00SWn3aaLpsQ+VxppNL lgk1Zqzu+yta1tunS+h+DnwV/bv8KfCr/gq5+zr/AMFC739pnwH478A/8FSNW8Y/ s8fG/wCDOkeNdE1XVP2Z/COn6/Da/sX3Ov6RZSGXSIxp1rpEt/NcxoYLvxNqkXBd N37Hf8Fwv2O/Dn7dPjj/AIJ5/s56v4r1v4b6z4u+L/x31DwL8U/CYih8VfD3x/4M /Z88U+M/AniHTrtQswt7fV9A0aWe3hmhaSO3+VkeOJk+uf8AgpJ/wTl8Mftp/sPe P/2Wfhz4U+D/AMNvGXiSz8FjwJ44vtDudLsfhV4g8Gappmq6F4s0CbwlbJfXM+mt pqRQW4aFJI5nSRo1Zgc+1/ZT/bK8R6x/wTh8YfFL4jfADxF43/Y3vfFV18Xtb07T fiHEvxfuvEXwx1L4RtrfhZJ2U+GbuSw1KXVZkvBdxm9Xyk2wMWEcrSlFq8ZJPRaX 0T+9JNLRK1l0RXNH3GvdcbpLTRJLltZJaarZaJaH4jTf8FBvi148+EGhf8E4P+Cg tlYeBv8Agor+y/8AtofsKRajPc7bfQ/2pvhVZftL/DseHvjt8MbiVEi1qSa0t4p7 +KDBBzcqqbrqKz+ovEtpaT/8HVvgcT2lrOG/4Jma8redbQS7lHiq+UKd6nI2sy49 GI6Eiv09/b2/4JjfBr9uTxx+zF8adWNt4K+Pf7J/xm8A/E/4bfEyz0qG7vdQ8NeG vFmm694m+F3iZEaKTUdJ1OK0maIGQtZ3Xl3EIAe5Sf5Z+Lv/AAT2/bYv/wDgq3J/ wUr+DHj39la1t9D/AGfrj9nXwn8Mfifp/wAWbie78PXt0+qXHivxDrPhTy0tr1bm Z0W0to3i8mJQX3sWUcWrK3Mk42slsm91otFZadLaDjOCikly+7NWWybikrdk7aLp tokY37aPhLQf2U/+Cpv/AAS8+PH7P3hyx8GeM/2vvix8Sv2T/wBpjwv4Ms7bQ9J+ NHwvX4V+IPiN4f8AGHjTRNMSODWNS8G6j4bS+h1aWJrhLe9nt2lMLIqfvvX5jfBb 9iP4uav+05oX7Z/7bXxi8IfGX4zfDnwj4l8C/s+fDX4WeCb/AMDfAb9nTR/G7QRe O/EXhGw8RX2o6x4x8Ta3a2trp9xr+q3SGOyhNrbW9skkhb9Oa0grXsuVO1lZKySS 2Wi20S6JGTtaKVvdjbRWSXRJWWiXl5LRIKKKKsQUUUUAV6KKKACiiigArO1bR9I1 /TbrRte0rTNb0e+iMF7pOr2FrqWm3kDDDQXVjeI8U6EcFXQj2r4C/wCCjv7U3j39 mT4OWd78GT4YufjLrFxqHirw7onirTNW1XTtZ8DfCiKz8bfFLRra20WGeSHUdW0q 0fw/pssqLGupeL9O3EYr648FfEzw58ZPgl4a+L3w01ppvDHxK+GenePfBOu2kdrc XEWm+JvDUetaLdrbTLLF58K3UG6CVHCyQNG6na61Kcb8umiWmlraaW8lbS1rNWHy 2inbTba1rLTpa2llbt0O08LeD/CXgbR4vD3gnwt4c8HeH4Jp7iDQvCuiab4e0aC4 upDLdTw6ZpMUMETyOSzMsYLEknJNdFX5D/srftA/tC/Fz9lT/gm18V/F3xTuLrxn 8fPiCYPjHeaX4I8D2On+J9Al8KfFPXxoFtpkNiY/C0MU3grRohcWRinCNcBpC0gM frv/AAUK+Nvx3+BOj/DTxl8NLDxu3wc0248bXn7Sfir4N+EPCnxM+Mvws8Kw+HFH gf4naV8K/FEVw3jjwvpWprcza9baVbTaiLWCJrYBEu6E1yqydrKySWz0SSW1tuyS 7DcOVqOnZW0WmllsraWXQ/Ruivm3wvqHjj4yfsz/AAz1z4Z/HPwxJ4l8eeB/hr4h g+PfhHwlpusaB4j0jU4NE1XXPF/g3wnrqPZ2x1ixN41rDeQyx2p1RC0UnkBW+W/+ CdHxA/aL+NXhzxn8UPiz8a28beHtC+MX7T/wWj8D3Hw98EeGxC3wo+OWqeC/AHiu z1vwraWlwJxo/h+9gvbefzYZ5r9JoltPKKMJr3UlulbRWSttppou2lthctk9ly6W ta3RJK2na2lvI/TaivwF+N37bv7Ungr9vT4p/s6fDzx6L+5tvjt+yB4G+CHw98Xf DnwjZfCLxFoPxW8BXHj/AOOXhbx58ZfItbzw9q1vo2k+IdS0KCO+a8uZ9Iis4bXV fOkWL9pvjh8UdJ+Cnwm8efFDWNptPCGhT3ltbmOaQ32sXMkWm+H9KjhtleWV7q+v NPtlSNGYm4AVSSBSjKLukrKOmytppZW7W2stLBy2StbskulkrK1l0atb0PVKK+C/ +Cdv7UHiL9pr4G6ufiZqXha/+PHwU+I3i34JfHVvBlpeaZ4Vv/G3hS5iu9M8XeEt M1JIrq20XX9G1Xw3q9k80Ue6PVGUZ8p6r/szfF/4o+N/2rf+Cg/gHx143GrfDv4B fET4ReGvhhoL6B4b0aHw3ovjX4MeGviN4gfUtbsLeK61x0vNXuo45buZhHBEikOw Zy01aNlo9EtNLLbTRWtbTTtoHLa6slypabaaJWVttrbK2x9+UV8C/t8/Fn4q/CbR f2WZ/hL42Pgu4+KH7ZnwF+CXjK5j8O+HPEg1L4ffEjUtUtfEdtZxeILe4TTroR6f D5F5CFaMuxxICAPpH9of4t6b8Cvg145+JV9NbxT6HpkVj4ehuYp7iK/8X6/eW3h7 whp8ltaI806TajqWmrIIY3ZYvNfaVjbBdK62UUn0tbyt2ttZeQktFZeSS8ktLfcl Y9por4b/AOCeX7THiD9qD9nHTfEfxCudAl+NXw28XeLfgr8d4vC9ndad4dPxT+HW pHTdU1vw5p18qT2el63ZTaFr1ikqKRaeJrYHJU19yU42aTW1lZaadLWWittbpawW 5dNNNNNtNFbbS22mwUUUUwFXqv1H9KnqBeq/Uf0qegAooooAKKKKAG7F9KNi+lOo oAbsX0o2L6U6igDyi5+Cnw/u/itN8a5bbxUPiHN8PZ/hZ/aEHxH+JFp4fg8FXWqL rVxY2XgK11ZPD+n3b3SQzHVrfS4r/NtCPtIWGIJmfs//ALPfwn/Zd+FuhfBf4J6F rPhn4a+GbnWLrw/4d1rx34/+IcmjnXtVu9a1K0sNd+JOqaxqVvaG6vruSOyW8FvB 57JBFAmFHtVFJRS2SXokuiXTySXol2Dol0VrLorbWWyt07Hzb8Mf2RvgD8G/Ecni b4c+DdW8PzLqviXW9I8Oy/EP4ma58O/BureMby51DxRf/Df4VeItYu/DHwvkvpr6 /aU+HNI0vcNQuV4W4mV9f4x/szfBz49Xeiah8SdE8T3Op+H9F8S+G9M1Xwd8T/il 8LNWXw54xj0+LxT4dvdV+FetaLcatYX6aXYLNZXcs8LiDBTDPu97ooUYpWUUlpok raWtpa2llbtZdgWlraWVlbSyWiS7JLSy0OZ8L+DPCvgjwloHgPwboWneFvB3hXQN O8LeGvDvh+AaRpmgeH9IsItM0vStHt7Hyxp0VvbwQxRiIoUES7SpANeYfAD9m34Q /sw+EdZ8DfBjRPEegeGNf8aeKfiHqtj4k+JPxN+JtzP4w8b6rPrvizWItX+KWsa1 e2Rv726uruWC3uIoTNdSyCNXlct7rRRZaaLRWWi0VrWXZW0sumgdLdO3TTb7j4u8 c/8ABPb9kv4l6v8AHbXfHXw58Q+JNU/aSuvh7qPxauL74xfG5Y9S1n4TS2k3wy8R eDrS28SRwfCbVdAaytjYar4Rj0K7tthEU0Yd93uvjv4HfD34lab8O9J8YQ+Mb6z+ Fni7wr468HnTvih8UPDd4ninwWm3w5qPifUvDOs2dz4+SBsSva6/NqcE8qrNcRTy qrj1yihRitopaW0SWnbbby2DsuitbysklbtZJJW2SS6HhXgn9m34QfDv4z/F79oH wjoXiDTfip8eLXwjafFXWbn4jfErWtB8Tx+A9MGi+EZo/AGuaxc+HfD09jZgWkdz pelWMph/ds7odteM+JP+CeH7LHizxr8T/H+seH/i4viD40+KfDnjL4sW+jftS/tU eGfCfj/W/CVlp+m+Hk8TfD/w141s9A1GwtrTStPsxpDaZ9ga3tlt5LaSEtG323RR yxtblVu1lb7rWBNrZ20S000VrLTorKy2VlbY8G+OP7NHwe/aMsPh9pvxZ0TxLqtl 8LPH/hz4peBIfC3xN+KPwxOiePfCMnm+GPELzfC7WdFk1Z7FyzQw3zXMKF2IjG5s 9P8AEX4NeAfite/Dm/8AG1n4ivLj4U+OtM+JPgkaJ498f+DbWz8Y6PZXthpuo61Y +C9T0+DxlDFDqN6o0/WotQtCbgs0DMFI9Soosuy2S2Wy2Xoui6dAWiSWiWyWiWy0 XTZbdl2PDfh7+zj8IvhZ8UPjN8ZfA2ha9pXxA/aB1Tw7rfxa1G7+IfxH8QaJ4l1f wnolv4b0DUrPwT4k1e80PwnNb6faWdn5mi6bpxkis4Ul81YYgnuGxfSnUUJJKySS 7JJL8A7eSSXkkrJLySSSWySshuxfSjYvpTqKYDQijGBjGMe2OnHTinUUUAFFFFAH /9k= ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=dot.jpg Content-Type: image/jpeg; name=dot.jpg Content-Location: https://www.courses.uq.edu.au/images/dot.jpg Content-Transfer-Encoding: Base64 /9j/4AAQSkZJRgABAgEAyADIAAD/wAARCAAPAA8DASIAAhEBAxEB/9sAhAABAQEB AQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQICAgECAgIBAQIDAgICAgMD AwECAwMDAgMCAgMCAQEBAQEBAQEBAQECAQEBAQICAgICAgICAgICAgICAgICAgIC AgICAgICAgICAgICAgICAgICAgICAgICAgICAgL/xAGiAAABBQEBAQEBAQAAAAAA AAAAAQIDBAUGBwgJCgsQAAIBAwMCBAMFBQQEAAABfQECAwAEEQUSITFBBhNRYQci cRQygZGhCCNCscEVUtHwJDNicoIJChYXGBkaJSYnKCkqNDU2Nzg5OkNERUZHSElK U1RVVldYWVpjZGVmZ2hpanN0dXZ3eHl6g4SFhoeIiYqSk5SVlpeYmZqio6Slpqeo qaqys7S1tre4ubrCw8TFxsfIycrS09TV1tfY2drh4uPk5ebn6Onq8fLz9PX29/j5 +gEAAwEBAQEBAQEBAQAAAAAAAAECAwQFBgcICQoLEQACAQIEBAMEBwUEBAABAncA AQIDEQQFITEGEkFRB2FxEyIygQgUQpGhscEJIzNS8BVictEKFiQ04SXxFxgZGiYn KCkqNTY3ODk6Q0RFRkdISUpTVFVWV1hZWmNkZWZnaGlqc3R1dnd4eXqCg4SFhoeI iYqSk5SVlpeYmZqio6Slpqeoqaqys7S1tre4ubrCw8TFxsfIycrS09TV1tfY2dri 4+Tl5ufo6ery8/T19vf4+fr/2gAMAwEAAhEDEQA/APCP+DhP/g42/ba8D/tq/Fn9 jP8AYn+Jl9+zv8Lf2eNbg8BeNvHHhfRNDk+JfxN+JGnWum3/AIskPiPX7S6m8IaR pV68ul21tpItJLr+zLu4ubi6gvra1sfuv/g1+/4L2ftQ/tpfGrxT+wt+2r4pg+LX ixfhxq/xG+CfxpuNG0XQ/GU8fgmbSLXxP8OfHK+HLa1tPFG+xv8A+1LPVpLaK7U6 FqUd5PqRvLE2PN/8F3P+DXD47/tcftV+Nv2zf2DvEXw3udT+NF3pus/GH4JfELxB ceC7q18exafZaRqnjfwB4lktriwvrbVVsYr69sNQmsZIbuW7mtpLyO9S2sPsn/g3 V/4N3fiD/wAEw/HfjL9rD9rLxZ4J8QftE+KPA138OPAHw++HV/ea/wCF/hX4S12/ 0vU/FWra34ovra0TXdevzo2mWSx2EBtbO1W9VbnUm1M/2eAf/9k= ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=footer.js Content-Type: application/x-javascript; charset=iso-8859-1; name=footer.js Content-Location: https://www.courses.uq.edu.au/js/footer.js Content-Transfer-Encoding: Base64 LyoqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioq KioqKioqKioqKioqKioqKioqKioqKioqKi8NCi8qICAgICAgICAgICAgICAgICAg ICAgICAgICAgIGZvb3Rlci5qcyAgICAgICAgICAgICAgICAgICAgICAgICAgICAg ICAgICovDQovKiAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAg ICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAqLw0KLyogR2VuZXJpYyBK YXZhU2NyaXB0IGZvciBVUSBmb290ZXIgYXJlYSAoY29weXJpZ2h0LGFibiBhbmQg Y3Jpc2Nvcy4gICAgKi8NCi8qIFZlcnNpb24gMS4wICAgICAgICAgICAgICAgICAg ICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgKi8NCi8qIDEy IE1heSAyMDA0ICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAg ICAgICAgICAgICAgICAgICAgICovDQovKiAgICAgICAgICAgICAgICAgICAgICAg ICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAgICAq Lw0KLyoqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioqKioq KioqKioqKioqKioqKioqKioqKioqKioqKioqKi8NCg0KLyogUHJpbnQgdGhlIHRv cCBiYXIgKi8NCmRvY3VtZW50LndyaXRlKCc8YSBocmVmPSJodHRwOi8vd3d3LnVx LmVkdS5hdS90ZXJtcy1vZi11c2UvIiB0aXRsZT0iVmlldyBDb3B5cmlnaHQgZGV0 YWlscyIgY2xhc3M9ImZvb3RlcmxpbmtzIj5jb3B5cmlnaHQ8L2E+IHwgPGEgaHJl Zj0iaHR0cDovL3d3dy51cS5lZHUuYXUvdGVybXMtb2YtdXNlLyIgdGl0bGU9IlZp ZXcgUHJpdmFjeSBkZXRhaWxzIiBjbGFzcz0iZm9vdGVybGlua3MiPnByaXZhY3k8 L2E+IHwgPGEgaHJlZj0iaHR0cDovL3d3dy51cS5lZHUuYXUvdGVybXMtb2YtdXNl LyIgdGl0bGU9IlZpZXcgRGlzY2xhaW1lciBkZXRhaWxzIiBjbGFzcz0iZm9vdGVy bGlua3MiPmRpc2NsYWltZXI8L2E+PGJyIC8+JmNvcHk7IDIwMDYgVGhlIFVuaXZl cnNpdHkgb2YgUXVlZW5zbGFuZCwgQnJpc2JhbmUsIEF1c3RyYWxpYTxiciAvPkFC TiA2MyA5NDIgOTEyIDY4NCwgQ1JJQ09TIFByb3ZpZGVyIE5vOjxhIGNsYXNzPSJm b290ZXJsaW5rcyIgaHJlZj0iaHR0cDovL2NyaWNvcy5kZXR5YS5nb3YuYXUvYXNw L0luc3RpdHV0aW9uRGV0YWlscy5hc3A/UFZJRD0wMjUiPjAwMDI1QjwvYT48YnIg Lz4nKTsNCg== ------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=print.htm Content-Type: text/html; charset=iso-8859-1; name=print.htm Content-Location: https://www.courses.uq.edu.au/print.css Content-Transfer-Encoding: 8bit 404 Not Found

Not Found

The requested URL /print.css was not found on this server.

Apache/2.2.3 (Unix) mod_ssl/2.2.3 OpenSSL/0.9.8g DAV/2 PHP/5.2.6 Server at www.courses.uq.edu.au Port 80
------------ctIy7ahfxN1q1OQ21Cdwhb Content-Disposition: inline; filename=template.htm Content-Type: text/html; charset=iso-8859-1; name=template.htm Content-Location: https://www.courses.uq.edu.au/template.css Content-Transfer-Encoding: 8bit 404 Not Found

Not Found

The requested URL /template.css was not found on this server.

Apache/2.2.3 (Unix) mod_ssl/2.2.3 OpenSSL/0.9.8g DAV/2 PHP/5.2.6 Server at www.courses.uq.edu.au Port 80
------------ctIy7ahfxN1q1OQ21Cdwhb--