ࡱ> q`]YbjbjqPqP \::b~% : , 4& 666h27 >8d& u:^ ;".;^;;g<g<g<ttttttt$whyt Ag<g<AAt ;;ubZbZbZA ; ;tbZAtbZbZ:V], ];: QJ76S] lu0u] zvYz]]z (cg<,=bZi>?g<g<g<ttYjg<g<g<uAAAA& & & ,6& & & 6& & &  1st International Conference on Advances and Systems Research 1st Special Focus Symposium on ICSKS: Information and Communication Sciences in the Knowledge Society Zadar, October 25-27, 2007 Educational Competences in Croatian Higher Education towards a Knowledge Society Jasmina Bo~i, M.A., Faculty of Humanities and Social Sciences, University of Zagreb Prof. Damir Boras, Ph.D., Faculty of Humanities and Social Sciences, University of Zagreb Armano Srbljinovi, M.Sc., Institute for Research and Development of Defence Systems, Ministry of Defence of the Republic of Croatia Abstract The paper examines higher education competences in Croatia in the context of the national aspiration to become knowledge society in the process of the European integration. Particularly since the Lisbon European Council in 2000 and the Councils in Stockholm (2001) and Barcelona (2002), with the gradual advancement of European educational competences framework towards the realisation of the ambitious objective of making EU 'the most competitive and dynamic knowledge-based economy in the world', the role and substance of higher education in Croatia have been changing with accelerated speed. Authors set out to explore the understanding and presentation of educational competences in Croatian fledgling knowledge society, in the context of European educational policy reforms for knowledge society and the day and age educational policies in Croatia. Starting from the European reference standards, authors constructed a research instrument and conducted a preliminary research at the University of Zagreb with a view to explore how the faculties present their study programmes in terms of basic educational competences to be acquired by their students. The findings are based on official documents of the faculties' web-sites, and proposals for improvement are presented. Key words: educational competences, generic competences, higher education, knowledge society, European Qualifications Framework Introduction With the well-known determination of the 2000 Lisbon European Council that the European Union should become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion, European knowledge society in-the-making obtained its strongest policy momentum and the new paradigm, the paradigm of knowledge economy, penetrated into different social sectors including higher education, both in the EU Member States and in candidate countries. Since knowledge has gained new meaning and importance, networking between academic, economic and governmental institutions became the order of the day so as to ensure preconditions for maximum developmental growth. Hence the continuing higher education reforms under the Bologna process have occurred in the social environment characterised by research being more and more needed by public and private organisations, companies and enterprises, with the concomitant expanding of societies' influence upon research (Bleiklie, 2005). It has been contended that the higher education organisation nowadays functions along two major lines: the first consists of few research-oriented top universities that have established strong university-industry alliances and are governed by economic and commercial resources and needs; the second follows semi-competitive logic whereby publicly-funded universities are forced to perform while competing among themselves for students and resources (Bleiklie, 2005). Concerning the negative sides of the knowledge economy paradigm, researchers have noted drawbacks that stem mostly from narrow relations among economic power and knowledge, and include disbalanced development of technology not followed by adequate level of development of social and human dimensions. In education the drawbacks relate inter alias to adaptive function of education prevailing over its innovative function, etc (}iljak, 2005). The European 'knowledge economy' and 'knowledge society' dychotomy has been affirmed by research indicating imbalance between economic competitiveness and individual citizens' better living (Glastra, 2004). The knowledge society paradigm brings about unresolved tensions among contrastive positions where, on the one hand, it is presented that knowledge is created in new ways through integration of educational institutions, corporations and governments whereby flattening of hierarchies and cooperation accross sectors and disciplines take place, and on the other hand, critics claim that knowledge is oftentimes instrumentalised and manipulated as a competitive means used in its economic dimension and human capital contributing to gross domestic product, while its sociopolitical cohesive and personal developmental dimensions are somewhat disregarded. Verily the paradigm is sounded highly by high ranking politicians which should ring a warning bell in itself, as the paradigm is thus at the same time losing part of its reformative potential, while being skillfully used by power holders to confirm the status quo in society. Within this context, but setting aside for the time being the negative sides of the paradigm, we shall turn towards educational trends that naturally followed in its wake, concentrating here on competencies, as 'packages' woven of knowledge, skills and attitudes that each individual should strive to develop in order to be a dignified member of the European knowledge economy. The notion was brought up by relevant European expert bodies in the years following the Lisbon European Council. The European approach to competences has been developed within the frame of lifelong learning, with the term 'key competences' denoting competences that neccessarily need to be developed during compulsory education, and present a platform for further education. They should enable personal fulfilment, inclusion/participation, and employment. As the knowledge society paradigm in education implies orientation towards output rather than input, this is reflected in concern over learning outcomes that students acquire with obtaining a degree. The term 'competences' is closely related to determination of learning outcomes and credits. Learning outcomes may be defined as statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a learning programme. Credits are support-system for determination of learning outcomes. The notions of 'competences' and 'learning outcomes' are sometimes used interchangably, as learning outcomes' refer to learning achievements from the perspective of a study programme, and they are formulated by academic staff, while competences refer to learning achievements from the perspective of a student, who develops them during the process of learning (Verhesschen, 2007). Since different study programmes develop particular learning outcomes of students in different ways, in order to make different programmes comparable, their learning outcomes should be made clear. The results of research conducted in the project 'Tuning Educational Structures in Europe' suggest that the 1st cycle learning outcomes should relate to more generic, and the 2nd cycle learning outcomes to more specialized competences. In Croatian higher education study programmes learning outcomes and students' competences are in the process of being developed, together with the Croatian Qualifications Framework. Currently the 'Further Bologna' project, as joint project of Croatian universities, the Ministry of Science, Education and Sport and other consortium members under the Tempus scheme, is focused on devising learning outcomes within a larger endeavour of establishing quality assurance system and several other crucial reform points. Furthermore, the National Foundation for Science, Higher Education and Technological Development has announced a programme tender related to projects of designing learning outcomes. We have looked into study programmes at first, second and doctoral level and the courses they include, of two sample faculties of the University of Zagreb that we have chosen purposively: the Faculty of Law and Faculty of Science, that represent both social sciences and natural sciences, enjoy the reputation of being among the traditonal, large and influential faculties at the University, and last but not least, they have to the largest extent included information on the topic of our interest into their official documents exhibited online, and therefore present a positive role model for the academic community. Research method Looking into documents of the faculties' web-sites, with a research instrument we designed upon the concepts and guidelines explained above, we examined whether study programmes offered at the faculties include information on educational competences students are expected to master: a) upon completion of the respective programme; b) upon completion of each course the programme consists of. As the research sample included two faculties of the University of Zagreb, we consider it to be of preliminary nature and hence its results and conclusions should also be considered in that light. Further phases of research should include an expanded sample and a more elaborate research instrument. Research results Research results are presented in Table 1. The two numbers divided by slash signify the number of courses with competences specified, out ot a total number or courses. The total number of courses does not necessarily represent the exact data, as in some cases where seminar, field work or extra-departmental courses of students' choice are offered in the list of courses, it was not possible to reach the precise total number of courses per programme. In some cases the courses are not listed online, while in others competences are delineated indirectly, or under programme/course objectives, etc. For these reasons we disclaim absolute precision in terms of data displayed. Despite that, we hold that the data shown nevertheless enable a clear insight into the state of the art in respect of competence specifications in programmes and courses at the sample faculties. Discussion We shall describe some positive examples of study programmes or courses where students are informed of competences they are expected to master. Among the 9 postgraduate doctoral study programmes offered at the Faculty of Law (see Table 1), competences obtained through the programmes are specified in more or less direct language. In the general introduction and description of the doctoral study programme 'Civil Law and Family Law Science', for instance, although the term competence is not mentioned explicitly, certain relevant information is given: The programme enables legal experts to gain insight into practical and theoretical issues of all civil law institutes, acquisition of more profound knowledge, direction towards scientific inquiry and scientific research, acquisition of Ph.D. degree and further work in civil law science and family law science. In the descriptions of the 12 compulsory courses this Ph.D. programme offers, there is no explicit use of the term 'competences'. In 1 of the 12 courses the 'General and specific knowledge to be acquired at the course' is conveyed. Among the 22 optional courses in 3 of them there is the heading 'General and specific knowledge to be acquired at the course'. Similarly, at doctoral study programmes such as that of 'Commercial Law' and 'International Public Law and International Private Law', although the term 'competence' is not explicitly mentioned, general and specific knowledge to be acquired is described, thus making clear to students what learning outcomes they may expect. The learning outcomes are particularly well communicated in the description of the section 'Search of Legal Resources and Data Bases' of the post-graduate specialized study programme of European law: Expected results Upon successful mastery of the teaching contents the students shall be able to clearly identify documents of particular EU institutions and bodies and understand their importance. They shall be able to understand the function and characteristics of major legal and other data bases, as well as capable of implementing successful research. Students shall also be acquainted with different methods of approaching documents. They shall be able to search through case-law of the European Court of Justice and European Court of Human Rights. The most detailed example of specification of competences in a course is found in the course 'Standards of Fundamental Rights Protection in the EU Legal Order', where expected results are stated under the following subheadings: a) knowledge and understanding of the law; b) legal skills; c) practical skills; d) communication skills. As the lonely example of a course where communication skills are defined, it is in line with the 'Key Competences for Lifelong Learning: A European Reference Framework' (2004) that defines 8 domains of key competences with the first two relating to communication skills. Another particularly positive example we came upon is in the programme of 'Social Work' doctoral studies, which explicitly specifies students' competences, students' subsequent employment opportunities, and each course description holds the line Development of general and specific competences (knowledge and skills). Among different post-graduate specialized study programmes at the Faculty of Law (not analysed in Table 1), there are also many exemplary sections. We shall examine in depth one of those study programmes. The term 'competence' is explicitly mentioned in the programme of the post-graduate specialized study programme of 'Public law and public administration': Competences that students acquire by the end of the study programme relate primarily to specialized knowledge on practical aspects of law institutes being taught during the (graduate) programme. Basically, the specialized study programme offers to students specialized knowledge in the framework of public administration activities in a broad sense, founded upon contemporary European trends. Within this postgraduate specialized study programme, in several courses the term 'competence' is mentioned either under the heading B. in the course description, which runs: 'General and specialised knowledge to be acquired at the course, that is, capabilities (competences) that the course particularly develops', or under the section entitled 'Development of generic and specific competences (knowledge and skills)'. In the programme of the 12 mandatory courses the term 'competence' is not explicitly mentioned. Among the 20 optional courses offered, the term 'competence' is explicity mentioned in 8 courses. FACULTY OF LAWFACULTY OF SCIENCEFirst (graduate) cycle programme competences(Programme integrated in the second cycle)Biology Dpt. pregraduate s.p. biologyYesPhysics Dpt. - Programme integrated in the 2nd cycle/Chemistry Dpt. - Programme integrated in the 2nd cycle/Mathematics Dpt. Pregraduate university s.p. math.YesGeophysics Dpt. - Bachelor of geophysicsNoGeography Dpt. geography s.p.NoGeology Dpt. - geologyNoFirst (graduate) cycle courses' competences(Programme integrated in the second cycle)Biology Dpt. pregraduate s.p. biology23/36Physics Dpt. - Programme integrated in the 2nd cycle/Chemistry Dpt. - Programme integrated in the 2nd cycle/Mathematics Dpt. - Pregraduate university s.p. math.0/40Geophysics Dpt. Bachelor of geophysics0/?Geography Dpt. geography s.p.0/43Geology Dpt. - geology0/34Second cycle programme competences (M.A., M.Sc., LL.M.)Five-year university law study programmeNoBiology Dpt. biology & chemistry s.p. YesPhysics Dpt. - Physicae professorNoChemistry Dpt. - chemistry engineerNoMathematics Dpt. Graduate University s.p. Theoretical MathematicsYesGeophysics Dpt. 2-year s.p. M.Sc. GeophysicsNoGeography Dpt. 2-year s.p. M.Sc. Physical Geography & GeoecologyNoGeology Dpt. NoSecond cycle courses' competences (M.A., M.Sc., LL.M.)Five-year university law study programmeNoBiology Dpt. biology & chemistry (five-year) s.p. 43/73Physics Dpt. - Physicae professorNoChemistry Dpt. chemistry engineerNoMathematics Dpt. - Graduate University s.p. Theoretical Mathematics0/41Geophysics Dpt. - 2-year s.p. M.Sc. Geophysics2/14Geography Dpt. - 2-year s.p. M.Sc. Physical Geography & Geoecology0/17 dpt.Geology Dpt. NoPh.D. programme competences Civil Law and Family Law ScienceYes (indir.)Biology Dpt. - BiologyNoCommercial Law Yes (indir.)Physics Dpt. - NoInternational Public Law and International Private LawYes (indir.)Chemistry Dpt. - NoCriminal Law ScienceYes (indir.)Mathematics Dpt. - NoFiscal System and Fiscal PoliticsYes (indir.)Geophysics Dpt. - NoPublic Law and Public AdministrationYes (indir.)Geography Dpt. geography s.p.YesEuropean LawYes (indir.)Geology Dpt. - YesSocial PoliticsYesSocial WorkYesPh.D. courses' competencesCivil Law and Family Law Science4/34 Biology Dpt. - BiologyNoCommercial Law13/34 Physics Dpt. - NoInternational Public Law and International Private Law36/36 Chemistry Dpt. - NoCriminal Law Science3/46 explic.; 46/46 Mathematics Dpt. - NoFiscal System and Fiscal Politics0/25Geophysics Dpt. - NoPublic Law and Public Administration16/41Geography Dpt. geography s.p.0/13European Law33/41Geology Dpt. - 0/48Social Politics23/23Social Work31/31 Table 1 At the Faculty of Science, among 7 Departments of the Faculty: Biology, Physics, Chemistry, Mathematics, Geophysics, Geography, Geology, for the reason of limitations of spatial and temporal nature we have examined one out of several pregraduate, graduate and doctoral study programmes offered per department. At the web-site of the Department of Biology the introductory word for prospective first and second cycle students' employment opportunities communicates at which institutions and at what jobs they may expect to be most welcome due to knowledge and skills they will obtain through the course of studies. At the Department of Biology we have observed the double-stream 5-year study programme of biology and chemistry. The programme consists of 73 mandatory and optional courses. We encountered that description of courses for the same study programme is to be found in two different forms. Among the 73 courses, 43 courses are described in a form that includes the line 'Development of generic and specific competences of students', and hence they contain specifications of competences, while the other 30 are described in a form which does not require the specification of competences. Further, we have noted that some study programmes, such as pregraduate study programme of biology, pregraduate study programme of mathematics, graduate study programme of mathematics, etc., contain well-specified competences of the overall programme. In case of mathematics this is not followed by specifications of individual courses' competences. At some study programmes though, competences are specified under course objectives, which is the case e.g. with the M.Sc. in geophysics. Other observations involve a large variety in approach to specifying competences (detailed/non-detailed), prevailing cognitive dimension in competences specification, or some excellent examples of courses where general competences are divided from subject-specific ones. Conclusions Considering this preliminary research to be one of numerous small steps towards full participation of the Croatian higher education programmes in the European Research Area, we present the findings with a view to stimulate further discussion and subsequent gradual advancements in the field of competences and learning outcomes elaboration for higher education programmes. Our general conclusion is that these notions lie in the region of the so-called 'soft' instruments that presently in Croatian academic institutions bear relative value, particularly since the Bologna reform is under way and many of the new study programmes currently being implemented at universities are in experimental stage. Hence more acute issues such as the very contents of study programmes and their composition, human and material resources necessary for successful implementation, etc., have been higher on the agenda. That general conclusion is based upon features that we have noticed in good faith in our research. These features may be summarised as follows: a) generic competences are largely missing from study programmes (subject-specific ones prevail); b) within single programme frames courses are described in different forms, some containing information on competences, and others missing it; c) where competences are specified, there are significant differences among specifications (most often for programmes or courses where other information are rich in detail, competences are also given in greater detail); d) cognitive component (general and specific knowledge) of competences is often the only dimension dealt with; e) level of mastery of a competence is rarely determined. Therefore we suggest that public discussion of the quality of higher education proceed in the direction of encouraging thinking within the academic community about university study programmes in terms of competences and learning outcomes, in order that the understanding of these notions and their importance is strenghtened. Some of the concrete measures may include elaborating competences and learning outcomes for study programmes and courses where they have been missing, making that a strong requirement for positive evaluation of new study programmes, further elaborating the existing descriptions that are either poor or exclusively cognitive (where appropriate); insisting that the very term 'competence' is used rather than its surrogates. References Bleiklie, I. (2005); Organizing higher education in a knowledge society; Higher Education, Vol. 49, (pp. 3159) Ennals, R. (2004); Europe as a Knowledge Society: Integrating Universities, Corporations, and Government; Systemic Practice and Action Research, Vol. 17, No. 4, (pp. 237-248) European Commission, Directorate-General for Education and Culture, Implementation Of Education And Training 2010 Work Programme, Working Group B, Key Competences, Key Competences for Lifelong Learning: A European Reference Framework; November 2004 Glastra, F. J., Hake, B. J., Schedler, P. E. (2004); Lifelong Learning as Transitional Learning; Adult Education Quarterly; Vol. 54, No.4 (pp. 291-307) Gonzlez, J. and Wagenaar, R. (eds.), (2003); Tuning Educational Structures in Europe: Final Report; University of Deusto & University of Groningen (pp. 316) Prirodoslovno-matemati ki fakultet Sveu iliata u Zagrebu, Bioloaki odsjek i Kemijski odsjek, Izvedbeni plan i program nastave cjelovitog dvopredmetnog studijskog programa biologija  kemija,  HYPERLINK "http://www.biol.pmf.hr/uploads/media/Izvedbeni_plan_i_program_cjelovitog_dvopredmetnog_studijskog_programa_BIOLOGIJA-KEMIJA_01.pdf" http://www.biol.pmf.hr/uploads/media/Izvedbeni_plan_i_program_cjelovitog_dvopredmetnog_studijskog_programa_BIOLOGIJA-KEMIJA_01.pdf, Accessed on September 20, 2007 Prirodoslovno-matemati ki fakultet Sveu iliata u Zagrebu, Bioloaki odsjek, Izvedbeni plan i program preddiplomskog sveu ilianog studijskog programa biologije,  HYPERLINK "http://www.biol.pmf.hr/uploads/media/Izvedbeni_plan_i_program_preddiplomskog_studijskog_programa_BIOLOGIJA_01.pdf" 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h9hv.B*\mHphsHh9hv.B*mHphsHhMzhv.B*mHphsHhMz]mHsHhMzhMz]mHsHhMzhMz\mHsHhMzh#mHsHhMzhmmHsHhMzmHsHh9hmmHsHh9h#mHsHh9hmB*mHphsHh9h#B*mHphsHh9h5)B*mHphsHbb3c0ddfehTmnDFTGI!JJqKDBDnDrD~DDDEZE\EFFF~FFFFH(H񽶲tcYLh9hebOJQJ^Jh%}OJQJ^J h5rh:Y0JCJOJQJaJjJ*h5rh:YU\h5rh:Y0J5jh5rh:Y0J5UhPg h5rh:Yh5rhG0J5hG h5rhG hG0J5U h5rhY#0JCJOJQJaJj(h5rhY#U\h5rhY#0J5jh5rhY#0J5Udia/Izvedbeni_plan_nastave.pdf, Accessed on September 28, 2007 Prirodoslovno-matemati ki fakultet Sveu iliata u Zagrebu, Geografski odsjek, Doktorski studij iz geografije,  HYPERLINK "http://www.geog.pmf.hr/joomla/images/dokumenti/geografija%20-%20dr.studij-plan%20i%20program.pdf" http://www.geog.pmf.hr/joomla/images/dokumenti/geografija%20-%20dr.studij-plan%20i%20program.pdf, Accessed on September 24, 2007 Verhesschen, P. The Implementation of Learning Outcomes at Katholieke Universiteit Leuven, powerpoint prezentacija, 4. hrvatski Bologna seminar, Opatija, 5. - 6. listopada 2007. }iljak, T. (2005.); Politike cjelo~ivotnog u enja u Europskoj Uniji i Hrvatskoj; Politi ko obrazovanje, Vol. 1, No.1, (pp. 67-95).  Gonzlez, J. and Wagenaar, R. (eds.), (2003); Tuning Educational Structures in Europe: Final Report; University of Deusto & University of Groningen (p. 34)   HYPERLINK "http://www.pravo.hr/isite_view_1/default.asp?gl=200610190000002" http://www.pravo.hr/isite_view_1/default.asp?gl=200610190000002, Accessed on September 18, 2007   HYPERLINK "http://www.pravo.hr/isite_view_1/default.asp?ru=1645" http://www.pravo.hr/isite_view_1/default.asp?ru=1645, Accessed on September 24, 2007   HYPERLINK "http://www.pravo.hr/isite_view_1/default.asp?gl=200603300000006&jezik=1&sid" http://www.pravo.hr/isite_view_1/default.asp?gl=200603300000006&jezik=1&sid, Accessed on September 14, 2007  The total number of courses not clear due to integrated study programme of Geophysics and Physics Departments.  s.p. here stands for study programme.  Dpt. stands for courses offered by the Department, while there are requirements that students take extra-departmental courses of their choice.   HYPERLINK "http://www.biol.pmf.hr" http://www.biol.pmf.hr, Accessed on September 28, 2007  (HHHHHIII I I*IIBIDIFITIVIXI`IdIIII J!J"J#J$JqJrJsJĺ}o]}#jK,hZhKvDCJUaJhZhKvD0J5CJaJ$jhZhKvD0J5CJUaJhihKvDmHsHhKvDB*mHphsHh2JChKvDB*mHphsHhKvDjhKvD0JUhdOJQJ\^JmHsHh9hebOJQJ^Jh9h5rOJQJ^J#h9hebOJQJ\^JmHsHsJJJJJJJJJKKKOKPKRK]KhKjKpKqKrKsKƷwbZSLHL>HjhKvD0JUhKvD h}\hKvD hO2hKvDhKvDmHsH(hhKvD0JCJOJQJaJmHsH#j-hhKvDUmHsHhhKvDmHsHjhhKvDUmHsH hhKvDjhhKvD0JUhO2hKvDCJaJmHsHhO2hKvDCJaJhKvD0J5CJaJ$jhZhKvD0J5CJUaJ hZhKvD0JCJOJQJaJsKtKKKKLLL(L3L5LY@YAYCYDYJYKYLYNYOYUYVYWYXYYY[Y\Y]YͿ֮ͪthdOJQJ\^JmHsHh0J mHnHuhKvD hKvD0J jhKvD0J Ujhz8Uhz8 hGhKvD0JCJOJQJaJj1hGhKvDU hGhKvDUjhGhKvDU h;hKvDjh;hKvD0JUh;hKvDmHsH" HYPERLINK "http://www.biol.pmf.hr/uploads/media/Izvedbeni_plan_i_program_cjelovitog_dvopredmetnog_studijskog_programa_BIOLOGIJA-KEMIJA_01.pdf" http://www.biol.pmf.hr/uploads/media/Izvedbeni_plan_i_program_cjelovitog_dvopredmetnog_studijskog_programa_BIOLOGIJA-KEMIJA_01.pdf, Accessed on September 20, 2007     PAGE  PAGE 4 6Y7Y9Y:Y*CJOJQJS*Y(aJo(phDJO!J ^o}small1%7>*CJOJQJS*Y(aJo(phHO1H ^o} createdate1CJOJQJaJo(ph3fn\@n^o} z-Top of Form$&dPa$<CJOJQJ^JaJmHsHt]@t^o}z-Bottom of Form$$dNa$<CJOJQJ^JaJmHsHj@cj f?< Table Grid7:V0J^@rJ Q Normal (Web)dd[$\$mHsH*W@* QStrong5\>@> ?4 Footnote TextCJaJ@&@@ ?4Footnote ReferenceH*XOX Qbodytextd%B*CJOJQJ^JaJmHph333sHFZ@F h Plain Textdd[$\$mHsHbOb 5rDefault 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH 4>@4 5rTitle B*^Jph4 @4 aFooter  p#.)@. a Page NumberFV@F FollowedHyperlink >*B*ph`d Z+07/=> AF9Hhh Q*RD}9cEhh\8\s\>hGHQNO HC!!r$$''"*]+,..0]34679999 :::L:w:::::::::::;;;;;Q;U;V;W;X;;;;;;;;;;;;;;;<G<M<N<O<P<<<<<<<<<<<<====,=1=2=3=4=T=Y=Z=[=\=s=x=y====> > > >>>1>4>5>6>7>8>\>_>`>a>b>c>>>>>>>>>>>>>(?+?,?-?.?/?=?@?A?x?????????@@ @ @ @ @0@3@4@5@6@7@}@@@@@@@@@@@@AAAAAA A#A$AAAbAoAAAAAAAAAAAABBBBB-B:BNBQBRBSBuBBBBBBBBBBBBB CC C!C"C2C6C7C8C9CECICJCKCfCCCCCCCCCCCCC DD$D'D(D)D>DLDSDgDjDkDlDDDDDDDDDDDDD EE E%E&E'E7E=E>E?E@ELERESETEUE]E^E_E`EaEbEcEJMMMSVVV WWXOYY[]^-`aAbbbcdd}eeffgAhBhDhEhGhHhJhKhMhNhWhXhYhdhehfhih0000000000000H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H 0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H0H@0@0@0@0@0@0@0@0@000}@0I00@0I00@0I00@0I00@0@0@0@0@0@0I00 $$$$$$$$$$$$$$$'C"+,/46<8>BE>HIXKL!M NNMO0PQ]b:dhq(HsJsKM]Y9<=>?ABCDEFHIKX`jsx~K:EFTFYFFFF G&GmGGH:H?H{HHHHIIII J'J[JJJJXK\KKKKK3L7LLLLMM4MmMMMMMN8NiNxNNNNN O1OKOOOOOP"PIPtPPPPPPb6Y]Y:@GJLMNOPQRSTUVWYZ[\]^_abcdefghiklmnopqrtuvwyz{|}~\Y;Z>[[\]u] ^r^^|__ `` akahhXXXXX  '!!/SK "F[XXXXX8@0(  B S  ?N l O P  Q  R, S  T  U, V , W  Xl Y  Z  [ \ , ]l ^ _ `l al b SSa33?v>v>>L@L@U@bbdjef.hih     ]gg;FF~>>>T@_@_@bbd|eg@hih   8*urn:schemas-microsoft-com:office:smarttagsdateZ*urn:schemas-microsoft-com:office:smarttags PlaceTypehttp://www.5iantlavalamp.com/Z*urn:schemas-microsoft-com:office:smarttags PlaceNamehttp://www.5iantlavalamp.com/V*urn:schemas-microsoft-com:office:smarttagsplacehttp://www.5iantlavalamp.com/h*urn:schemas-microsoft-com:office:smarttagsCity0http://www.5iamas-microsoft-com:office:smarttags  1418202007289DayMonthYear()bd nsQZ[\]`avwz{BCstN:;AB  ? @     , .  >?   78:;cfacGH[\xyxyCJKQRVW c!e!!!!! 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