ࡱ> s[\Ebjbj4NΐΐB%00r( 8,2\"YYYYYYY$6^`DZ%rrrZD\P6P6P6rYP6rYP6P66RHW`|`쟳h- UYZ\0\Uar3a8WWaW40"P6 eZZ5N\rrrra0 8:Prof.dr.sc. DUNJA PAVLI EVI-FRANI, full professor Mr. KATARINA ALADROVI SLOVA EK, research assistant Faculty of Teacher Education, University of Zagreb HR - 10000 ZAGREB, Savska cesta 77 Phone: + 385 1 6327-339; fax: + 385 1 6177-860 E-mail:  HYPERLINK "mailto:dunja.pavlicevic-franic@ufzg.hr" dunja.pavlicevic-franic@ufzg.hr  HYPERLINK "mailto:kaladrovic@gmail.com" kaladrovic@gmail.com The phenomena of language change in the age-related sociolects Abstract Different variations of the realizations of language as a system are called varieties. This is a sociolinguistic term which includes factors within the language as well as those factors outside the language (time, surroundings, age, sex, situation...). There are four basic levels of varieties: diachronic (temporal stratification), diatopic (spatial stratification), diastratic (social stratification) and diaphasic (functional stratification) (Dittmar, 1997; Milroy & Milroy, 2000;Mianovi, 2008). In this paper changes in the Croatian language will be studied as diastratic varieties and as diaphasic varieties. The corpus will consist of a situational and age-determined language of adolescents, analysed on the lexical and grammatical levels. This sociolect has been changing markedly under the influence of two facts: the first one refers to the communication of the global teenagers in the electronic media (mobile phones, internet, chats) and the other one to the influence of the English language which, as a lingua franca, has been penetrating into the communication of the younger generations. The participants of this research were pupils from Croatian elementary and high schools (N = 300) aged 1217. The data were collected by means of a symptomatic questionnaire (of Internet portals and mobile phones), in a field action research and through pedagogical observation. The data were analysed with SPSS statistical software using Pearsons correlation coefficient and Hi-square test. The aim of the research was to find out whether the undeniably high level of transfer from the English language will have a damaging effect on the Croatian lexical system. Moreover, we aimed to establish whether in this omnipresent electronic communication we are dealing only with the stylisation of the communicative process or with the changes which influence the creation of the new linguistic discourse. Key words: diastratic varieties, diaphasic varieties, age-related sociolects, Croatian language acquisition I INTRODUCTION A language can be differently spoken, partially or completely differently written, depending on the speaker, time, place, and specific social circumstances in which communication takes place. Language changes arising as a result of various realizations of one and the same language are known as language variations or language varieties. Sociolinguistics distinguishes four basic levels of varieties (Dittmar, 1997; Milroy&Milroy, 2000; Mianovi, 2008): diatopic level or spatial stratification, diachronic level or temporal stratification, diastratic level or sociological stratification and diaphasic level or functional stratification. In this study we have focused primarily on the diastratic and diahasic varieties and more precisely, on the sociolect-based communication of Croatian adolescents (aged 12 to 17), in the electronic media. Their communication has been going through changes influenced by the English language functioning as the lingua franca. Diastratic language varieties precede the phenomenon of the diaphasic stratification related to the functioning/non-functionong of the standard language, or conscious annulation of the standard language norms of the Croatian language speakers. If we treat language as the varieties space, we necessarily have to talk about the sociolinguistic notions including linguistic and extralinguistic factors. Linguistic factors make up the system of the Croatian language and the differences between the standard language and the Croatian dialectal idioms. The extralinguistic elements involve the environment (language changes resulting from the societal influence), situation or context (language changes resulting from a specific communicative situation), and age/sex of the participants involved in the communicative process (language changes influenced by temporal stratification). The most obvious changes occur at the lexical, grammatical and orthographic levels. The choice of the lexical material is directly influenced by the English language. Present is the interpolation of the English norms into the Croatian language as well as the transference of the computational morphology from the electronic media into language (IT signs, symbols, emoticons). The outcomes and facts resulting from this study are part of an extensive several-years-long scientific project. Possible ways and procedures of shaping internet and text messages of Croatian adolescents are presented and describes in the paper. In the course of the analysis of the examples gathered, a basic dilemma has emerged: are we dealing with the functionally different literacy and the stylisation of such communication, or is this a more serious problem, that of the evading communication and media hybridisation (kiljan, 2000)? The aim of the research was to investigate if the undeniably high level of transference from the English language would have a harmful influence on Croatian lexical system and if, in the omnipresent electronic communication, this is the case only of the stylisation of the communicative process or of the changes influencing the creation of a new type of discourse. II THEORETICAL FRAMEWORK From a diachronic point of view, different languages in contact, primarily German, Italian and Hungarian, have influenced Croatian in the course of its standardisation. The German language has influenced the idioms of the Croatian north-west, Italian has influenced the idioms of Istria and Dalmatia, and Hungarian has had some lesser influence in eastern Croatia. The influence of these languages has weakened lately and there has been an ever growing transfer from the English language into the lexis of the functional communication in the Croatian language. Recently, a number of studies have been carried out investigating the influence of these languages on the Croatian language in general and on its vocabulary and functional grammar in particular (Kova evi & Pavli evi-Frani, 2002; Jelaska, 2005; Pavli evi-Frani, 2005; Vodopija, 2006; Vilke & Medved-Krajnovi, 2006). Levels of varieties and the stratification of language on the sociological and functional levels have been dealt with by Croatian (Sili, 1998; Mianovi, 2008) as well as foreign authors (Dittmar, 1997; Milroy & Milroy, 2000). Most theoretical treatises and empirical studies have found that a significant change has occurred on the level of the general usage of Croatian lexis in the past decade. The process began in the middle of the 20th century and has manifested itself primarily in Croatian literary artistic production. A greater influence of the English language on conversational communication has been noted in the past twenty years in almost all European languages, including Croatian. Loan words from the English language into Croatian have penetrated at all language levels, yet they still mostly belong to the conversational style of spoken communication. As younger generations of speakers abolish the difference between spoken and written language, and between communicative and standard language communication in their media discourse of information transfer, anglicisms have flooded written communication. During that process, features are necessarily transferred from one communicational level to another and the intertwining of the communicational codes is under way, which can have positive and negative consequences. Such lexis mostly belongs to specialised domains (music, marketing, IT, science), certain age groups (adolescents, younger intellectuals...), or certain places (urban environments). Transference is mostly conditioned by the need to name a certain imported object or notion from the source language, although one should not disregard the prestigious power of the Anglo-American English language and culture in the field of music and film. It needs to be emphasized that in the corpus of the new English words in the Croatian language there is only a small number of adapted loan words, or borrowed anglicisms adjusted to the norms of the Croatian language, as most of them are unadjusted lexemes used in the same way as they are used in the source language. They have not been adjusted to the Croatian language in orthography, grammar, or morphology. The reasons are rarely linguistic, and are mostly extralinguistic, or socio-culturally conditioned. In accordance with the afore mentioned, the influence of the English language has been the cause of change at the level of the general language in use as well as the change occurring in the list of lexemes used in the conversational language and functional grammar of younger speakers, the so-called  global generation or the  M generation (Nikoli-Hoyt, A., 2006). III FEATURES OF AGE-RELATED SOCIOLECTS B. Bernstein's considerations of limited and elaborated language codes (1979) can be applied to the communication process in the internet and mobile communication as well. As text messages have the limit of 160 characters (with spaces), they assume characteristics of restricted codes. On the other hand, elaborated codes exhibit extensive and detailed qualities as well as the connotative approach. That means that a new type of linguistic form, or the mixed code, is created in which communication is necessarily condensed and it rests more on the redundancy and denotation than on linguistic information. Such means of communication allows one to form new varieties, a subsystem within a system as well as to create a new interlanguage with combined elements. A similar phenomenon occurs in internet communication in various social network chats. Such communication is the example of a concise semiotic code, more or less different than the expected texts found in the everyday communication process. Bearing all this in mind, in establishing the basic features of written communication, we can extract three groups of characteristics found in the communication of todays adolescents in the Republic of Croatia: media-related (technological) features, sociological features, and linguistic-semiotic (code-related) features of messages. New media have become ever more sophisticated and have therefore enabled the creation of new media-related discourse types. Sociological features of text messages are being reflected in social context, in other words they are being developed under the influence of the environment within which adolescents communicate. They are conditioned by the age-group within which belonging to a certain age-related discourse shows. This enhances the creation of a communicative geotisation. In this way, instead of the spread of social and linguistic competences, a reverse process is under way, the shift away from the expected communication and enclosure within the groups social environment. Linguistic features primarily refer to the language aspect of the communication in which the language of the messages becomes ever more particular, the third form of communication (Kesseler & Bergs, 2003), different and often incomprehensible to the participants of the communicative process who do not belong to the age-group in question (Pavli evi-Frani, D., 2009). The choice of the medium, as one of the components of the communication process, or the message mediator, directly influences the creation of the  mixed subdomain (`kiljan, 2000), in which all communicative discourses intertwine. This is exactly what happens in the communication performed via internet profiles and text messages. Code intertwining and mixing is apparent at all levels: clear borderlines between the manner of expression, spoken and written language, rhetorical and logical discourses are cancelled. The message is formed in a newly created semiotic interlanguage and in accordance with different rules of orthography and grammar. The deconstruction of the existing, connotative linguistic codes has become a basic feature of the internet and mobile communication pertaining to younger generations. In accordance with the given facts, the following features are associated with the age-related discourse of the new M generation, to which adolescent communication belongs: mixed code (the intertwining of various communication types - spoken and written language, private and public discourse, various language styles); saturation with loan words (the interpolation of anglicisms and other differentiated sociolects, colloquial expressions, and elements pertaining to jargon); semiotic interlanguage (the globalisation of signs and symbols, regardless of the primary language of the participants in the communication process - (; (; :-*, :D); condensed communication (the summarising of utterances due to the restricted nature of the language code); functional illiteracy (the conscious breaking of the norms of grammar and orthography to enable fast and simplified communication); communicative impenetrability (a message rendered unintelligible or barely intelligible to the majority of speakers outside of the age-related and group-related discourse). Within the Croatian language, whose standard variety lexis includes around 30 000 000 tokens (Tadi, M., Ra unalna obrada hrvatskoga jezika, 1997), varieties are mostly manifested at the lexical level. Under the influence of the English language and due to the vigorous penetration of signs pertaining to the electronic communication (IT symbols, e.g. :-<, X :# , :-*, :-& and emoticons () into the general lexis of the Croatian language made of active and passive lexemes, the creation of the interlexis, or the lexis in transition is under way in Croatian (Samard~ija, M.; Selak, A., 2001). For instance, neologisms (lajkati (to like), retard (a retard), moronka (a female morone), rk (a jerk)), fashionable words, (kul (cool), supa  (super), oki-doki (all right)...), revived words (choriti (to sleep), chagati (to dance), kulya (a failing grade)), unadapted loan words (message, baby, hi...). In the communication process this leads to the creation of a new and different discourse type, particularly noticeable in the media-based communication of adolescents and rather unintelligible to the speakers outside of their age-related sociolect circle. IV THE STUDY Description of the study and subjects The aim of the study was to investigate how and to what extent does the English language influence the speech of Croatian adolescents. The research has been carried out on a corpus consisting of three hundred pupils attending their final grades of elementary school, and high school students (N = 300) aged 12 to 18. In accordance with the aim, the following research problems have been posed: Will the undeniably high level of transference from the English language have a negative effect on the Croatian language system, or can this phenomenon be defined as the widening of the list of lexemes and vocabulary enrichment? Can such interaction occur without impinging upon the structure of the Croatian language, which, being a small language, should take increased care of its maintenance? Three questionnaires were used as instruments in the study. Language varieties were noted. They were collected by means of three methods: the pedagogical observation of the speech of Croatian adolescents in everyday situations and conversations, content analysis of the Facebook profiles of the selected participants on the web page  HYPERLINK "http://www.facebook.com" www.facebook.com, and content analysis of the text messages of the selected participants. In the first part of the research spoken communication was studied in which the researchers carried out a guided interview and participated in it as moderators. In the second part of the research, the individual written electronic media communication was studied. Content analysis was used to isolate the necessary examples out of the large corpus collected. Further, the SPSS statistical software tool was used to analyse the data. The tests used were the analysis of variance and t-test. The research lasted three months in order to allow us to find as many language varieties as possible and to help us form relevant conclusions on the basis of a great number of examples collected. 2. Hypotheses In accordance with the aim and problems of the study, the following hypotheses have been posed: H1 It is expected that Croatian teenagers use many anglicisms, sociolects, and interlanguage abbreviations in their spoken interaction. H2 Most deviations are expected at the lexical level (anglicisms and regionalisms), followed by the grammatical level (ponology, morphology and syntax), followed by the level of orthography. H3 A great number of anglicisms is expected to be found in Facebook and text message communication. 3. Study results In the analysis of the profiles found on the web page  HYPERLINK "http://www.facebook.com" www.facebook.com, it has been noticed that for their status participants mostly use sayings (most often those are love aphorisms); verses of poems; descriptions of their emotions (giving their psychological profiles); their current social status (travelling, going out, important events...) and information for other users and their friends. The text exchanged by the participants in their messages mostly has the form of the conversation (dialogue) by means of which participants exchange information on everyday topics. Communication carried out via internet profiles and text messages differs in text length (text messages require short and concise communication, due to the limitation in the number of characters). It was interesting to find that the texts girls post on their internet profiles are significantly longer than the ones which are posted by boys. Also, girls use text messages in everyday communication more often than boys do, and their text messages have a significantly greater number of characters (greater amount of text). In communication, participants mostly use conversational style, saturated with anglicisms, sociolects, and localisms, as is typical of spoken communication. Abbreviations are frequently used in both types of communication. They can be classified into three groups: English, Croatian, and international interlanguage abbreviations (which cannot be assigned to any one of the two languages). An interesting fact is that there is no consistently applied rule used in the formation of abbreviations. Therefore, various manners of formation can be found in the abbreviations analysed (vt volim te (I love you), cu see you); vowel deletion (ns danas (today), znam (I know) znm, sry - sorry); first letter of the word (pet petak (Friday), inb - inbox); doubling letters (pozz pozdrav (greeting, hello)); number insertion (4ever forever, U2 you too). A substantial number of the newly formed Croatian abbreviations has been collected. An increase in their usage is apparent when compared to the results of the previous study (Pavli evi-Frani, Gazdi-Aleri, Aladrovi Slova ek, 2009), in which English abbreviations were predominant in the corpus gathered (table 1). Interlanguage abbreviations are particularly interesting. They represent the so called hybrid discourse (`kiljan, 2000), the combination of linguistic and onomatopoeic elements, hardly comprehensible to the participants in the communication process who do not belong to the particular age or social group. The meanings of those abbreviations are very specific and hard to comprehend without the knowledge of the particular communication code. For instance, weeeeeeeee (vocal imitation of the English exclamation), marks positive emotions (when something is good, great, when we look forward to another person, event, success, grade ...). Table 1 Formation of abbreviations in text messages and internet communication ENGLISHCROATIANINTERLANGUAGE btw  by the way zkj  za kaj?; zaato? (why?) njnjnjnjnjnj (joj, joj, joj) (ouch, ouch, ouch) lool, lol, lol ina  laughing out loud vtppp volim te puno (I love you a lot) cccccccccc (pusa) (kiss) thx; tnx; thnx Thank you. vjv vjerojatno (probably) jeahhhhhhahhhhh (bravo) (bravo) sry sorry pet petak (Friday) mna dajem ti pusu (I give you a kiss) OMG Oh my God! sha ta/to (what?)mdtv mislim na tebe (I'm thinking of you) pls please nezz ne znam (I don't know)weeeeeee to! to! Bravo! (way to go! Bravo!)ofc of course pozz pozdrav (greeting, hello) 4ever forever naz  nazovi (call) OK/OKE/o.k./Ok - u redu  all right fkt  fakat (really) INB  inbox lkn  laku no (good night) fyi  for your information bzvz  bez veze (stupid, not interesting)cu  see you ugl  uglavnom (mostly)  A significant saturation with anglicisms has been found at a lexical level by means of content analysis. Most commonly used are nouns (shopping, like, frend (friend)) and verbs (tagati (to tag), lajkati (to like), surfati (to surf)), followed by adjectives (sometimes, good, bad), particles (yes, no), and other parts of speech. Some words are adjusted to the Croatian language at the orthographic level (engl. to like = lajkati), while other keep their original form (good). At the morphological level most words are adjusted to the Croatian language. Endings used in word formation and cases are added to nouns (frend = frendica (female friend), s frendicom with female friend)), while endings used in verb formation are added to verbs (tagati (to tag), lajkam (1stp.sg. like), klikne (2ndp.sg. click), daunlodala sam (feminine,1stp.sg., past tense download). Often complete English phrases or sentences are used, e.g. just say ha; no way, by the way BTW, rest in peace -RP...). Apart from anglicisms, participants often use sociolects (words which are marked for age or region) in their text messages. Among these one finds some active loanwords from German (lafrok (bathrobe)), Italian (bora (bag)) and Turkish (pekir (towel)). The results have confirmed the first hypothesis, namely that Croatian adolescents use many anglicisms, sociolectal elements and interlanguage abbreviations in their spoken language. The aim of this study was to investigate how much Croatian adolescents deviate from the norms of the standard Croatian language (graph 1) in their spoken and written internet communication. The results have shown that the number of deviations at the level of orthography is statistically more significant than the deviations found at the grammatical level. At the level of grammar most common are morphological deviations, followed by the phonological ones. The fewest deviations have been found in the field of syntax. Graph 1 Deviations from the standard Croatian language in written communication  EMBED Excel.Chart.8 \s  Examples of most frequent deviations at the levels of phonology, morphology, syntax as well as orthography are shown in table 2. Table 2 Examples of deviations from the standard Croatian language DEVIATIONS IN GRAMMARphonological levellack of diacritics (nist, cetri) leaving out letters (ne , o , ko, teb, men, nis, neat) substituting ije for je (ljepo, svjet) confusing  and  (ne , o , evape) insertion of letters  counterbalancing spoken and written language (petnajst) morphological levelGPR (oaiao, otpeljal, sviral) fromation of future tense (bu se javil) formation of conditional (ja bi iao) infinitive  i (ajmo pit, radit) formation of present tense (nemrea se bahatit) syntactic levelquestion formation without the question word or the verb (Ve eras ima proba? There is a rehearsal tonight?) merging the auxiliary verb and the particle in questions (jel mogu?) using abbreviations in questions (Sts to si?) substituting the question word li and the auxiliary verb with the conjunction jer (Jer ide na igralite?)  DEVIATIONS IN ORTHOGRAPHYinappropriate use of capital and small letters at the beginnings of sentences and in names of places; inappropriate use of punctuation use of various letter types PREDDOBROOO; ZastOOOoooOOO; Kak si ZaKOn toTaLnO combining negation with the verb in spelling (nemo~e) using letters which do not belong to Croatian alphabet (wowim te, widi, pooon - pun) replacing palatals with bigrams (kisha, chekam, volish) leaving out diacritics (doci cemo) mistakes in the spelling of ije/je (ljepo, svjet, obavjest)  Research results have confirmed the first part of the second hypothesis suggesting that participants make most mistakes at the lexical level (anglicisms and regionalisms). However, the second part of the hypothesis suggesting that there will be statistically more deviations at the grammatical level (morphology formation of the future, conditional, present; syntax word order, enclitics at the beginning of the question; phonology writing diacritics, alternation ije/je, capital and small letters, punctuation) than at the level of orthography has not been confirmed. Participants use anglicisms mostly in Facebook communication, followed by text messaging and finally speech. In all types of communication we encounter a comparable number of nouns and verbs which have not been adapted to the norms of the standard Croatian language. Adjectives are mostly used in Facebook communication and speech, while adverbs are common in text messages. Exclamations are most rare in speech, while conjunctions are not used in text messages at all. One observes a great number of onomatopoeic expressions belonging to the English and Croatian systems. Such results have confirmed the third hypothesis suggesting that most anglicisms are used in Facebook communication and text messaging. VI CONCLUSION Results of this study have confirmed the hypotheses predicting that Croatian adolescents would use a great number of anglicisms, sociolects and interlanguage abbreviations in their written internet communication and text messages. In the corpus analysed a great number of English abbreviations as well as many newly created Croatian abbreviations have been found. Interesting is the phenomenon of the existence of interlangugae abbreviations which can be understood only by the appropriate age group. The lexis of adolescent communication is laden with anglicisms in the written text, while in the spoken communication - alongside anglicisms - sociolects and localisms are used as well as other foreign loanwords (from Turkish, German). Among these nouns and verbs dominate. They are partially adjusted to the Croatian language at the morphological level. The greatest number of lexemes has kept the original (English) graphic form, while only a small number has been adjusted to the Croatian language at the levels of orthography and phonology. As expected, significant deviations in the use of Croatian grammar have been confirmed. However, a significantly greater number of mistakes has been found at the level of orthography (letters inexistent in Croatian graphic system are used as well as new bigrams, letter doubling, internet symbols). In such informative texts produced by young generations, a completely new manner of communication has emerged. It has a significant influence on the development of linguistic competences, and in it the expected language codes are cancelled allowing for the creation of a new linguistic discourse with its own rules of communication and a functional hybrid substyle. It is difficult to predict whether the undeniably great transference from the English language will have a harmful effect on the Croatian language system or whether what we are witnessing is the widening of the list of lexemes and the enrichment of the vocabulary. As a small language, Croatian should take great care of its maintenance. Therefore, while learning the mother tongue at the adolescent age, the knowledge of the standard idiom of the Croatian language should be brought around repeatedly and the development of language competences should be stimulated. Should the above described forms of language discourse continue their rapid spread and usage, there is a justified concern that we shall all soon be using the same limited code, despite the new elaborated media (Grani, 2006). REFERENCES Babi, Stjepan; Finka, Bo~idar i Mogua, Milan (1994). Hrvatski pravopis. Zagreb: `kolska knjiga. Bari, Eugenija i dr. (1995). Hrvatska gramatika. Zagreb: `kolska knjiga. Bernstein, Basil (1979). Jezik i druatvene klase. Beograd: BIGZ. Chomsky, Noam (1991). Jezik i problemi znanja. Predavanja na Sveu iliatu u Managvi. Biblioteka SOL. Zagreb: Filozofski fakultet. Dittmar, Norbert (1997). Grundlagen der Soziolinguistik - Ein Arbeitsbuch mit Aufgaben. Tbingen: Max Niemeyer Verlag. Grani, Jagoda (2006). Novi  razraeni mediji i  ograni eni kodovi. U: Jezik i mediji. Jedan jezik: viae svjetova (ur. J. Grani). Zagreb - Split: HDPL. 267-278. Jakobson, Roman i Halle, Morris (1956.,1988). Fundamental of Language. U hrvatskome prijevodu: Temelji jezika. Zagreb: Globus. Jelaska, Zrinka i sur. (2005). Hrvatski kao drugi i strani jezik. Zagreb: HSN. Kesseler, Angela i Bergs, Alexander (2003). Literacy and the New Media: vita brevis, lingua brevis. U: New media language (ur. Aitchison i Lewis). London-New York: Routledge. 75-84. Kova evi, Melita i Pavli evi-Frani, Dunja (2002). Komunikacijska kompetencija u viaejezi noj sredini I.- prikazi, problemi, putokazi. Zagreb-Jastrebarsko: Sveu iliate u Zagrebu i Naklada Slap. Nikoli-Hoyt, Anja (2006). Uloga popularnih i novih medija u jeziku globalnih tinejd~era. U: Jezik i mediji. Jedan jezik:viae svjetova (ur. J. Grani). Zagreb-Split: HDPL. 495-502. Milroy, James i Milroy, Lesley (2000). Varieties and Variations. U: F. Columas (ur.). The handbook of Sociolinguistic. BlackwelJ>   9 _ ) * > ? A B C C _ M ̳̾{r`XMXMhkh&rmH sH h&rmH sH "h&rCJOJQJ^JaJmH sH h&r5mH sH %h&r5CJOJQJ^JaJmH sH h&rmHsHh&rhIXlh&r0JmH sH jh&rUmHsHhIXlh&rmH sH hIXlh&r0J\mH sH jh&rU\mHsHhIXlh&r\mH sH  h2h&r h&r6 h&1h&r h&r5\ 9 _ A B C D $&    gdP $da$gd&r$a$gd&rgd&rM [ r $&(}  !.4vʰ˜qe\ePehxh0+\mH sH hL\mH sH hxhP\mH sH hxhP5\mH sH hxh: 5\mH sH h&r5\mH sH h&r5CJOJQJ^JaJh&r6mH sH "h&rCJOJQJ^JaJmH sH h&rmH sH hkh&rmH sH #h$h&r0J6OJQJmH sH h$h&r6mH sH hkh&r6mH sH  !"\g"h"""(:+33 4CC4DD & F d@gd[ $dha$gd: d@gd: $d@a$gd: $dha$gd: gdP$ARuODV`et[\/FڷګëëëګëhxhK>'\mH sH h \mH sH hx\mH sH hxhyW6\mH sH hxhyW\mH sH hxhu\mH sH hu\mH sH hxh0+6\mH sH hxh0+\mH sH hxhP\mH sH hxhP6\mH sH -FGc i j!o!!S"["e"f"g"h"j"l""""غخseseO+hVwh: 5CJOJQJ^JaJmH sH hVwh: 5\mH sH hVwhVw5\mH sH hVwh: \mH sH hVwhK>'\mH sH hVwh6\mH sH h\mH sH hVwhx\mH sH h\mH sH hu\mH sH hxhx\mH sH hx\mH sH hxhK>'\mH sH $jhxhK>'0JU\mH sH "D#N#Z#a#h#t#x#V$W$v%&&&((:(>(t(v((((((()**6*8*E*I*9+:+ ,,!,D,I,,{--.ĽĽڵڭڥڥyqyhFmH sH hk.mH sH hi6mH sH hNmH sH h mH sH hHhHH*mH sH hHmH sH h!|mH sH hVwmH sH  hLM\]hLM6\] hLM\ hLM6hLMhLMmH sH hmH sH hVwhLMmH sH hVwhVwmH sH +.....q//////0L0N0x000001141r12&2>2R2V2x222$3b33333333ذذ؝؝ttihBhHmH sH hBhVD6\]mH sH hBhVD\]mH sH hBhVD\mH sH hBhVDmH sH h8&mH sH hVDmH sH h mH sH h}mH sH hmH sH hCmH sH hFmH sH h6mH sH hZ*mH sH hL%mH sH h)G,mH sH &3333 4 44445#6&6+6,66666666666^7c77]899990;{;;F=>>>>>@ @ûð{{{sskh<{mH sH hBmH sH hBhBmH sH h]tmH sH hBhzmH sH hBhmH sH hBh%;6mH sH hBh%;mH sH h-~mH sH hBhmH sH hBh: mH sH hBh: 5\mH sH hBh2]#5\mH sH hBhVwmH sH ) @A$AsAAAAABBCC CCC=C>C?C@CCCCCCD3D4DKDLDPDDDǸwlw^hvwjh \]mH sH h<{\]mH sH h \]mH sH h 6\]mH sH h \mH sH h h \mH sH h<{\mH sH h h: \mH sH h h 6\]mH sH hBhmH sH jhO0JCJUaJh mH sH hOmH sH h<{mH sH h8<mH sH DDDDDDEDEEE\E]EaEwEzEEEEEEEEFFJFFFFFFƻƭynn[Mhvwjh: 5\mH sH $jhvwjh: 0JU\mH sH hlm\]mH sH hvwjh6\]mH sH hvwjh\]mH sH hY\]mH sH hvwjh \mH sH hvwjh \]mH sH h<{\]mH sH hvwjh 6\]mH sH  jLhvwjh: \mH sH hvwjh: \mH sH  jJhvwjh: \mH sH DEEEFFGNN OO4O5OPQNRVVV@W $dha$gdi$ & F Vdh^`Va$gd.$hdh`ha$gd.h^hgd:  & Fgd: dhgd: $dha$gd: gd: & F d@gd[FGHIIIIIIIIIIIIIIIJJTKK󠕯{mZG$jhvwjh0JU\mH sH % jJhvwjhCJ\aJmH sH hvwjh6\mH sH hvwjhsN6\mH sH hvwjhsN\mH sH hvwjhmH sH hvwjhCJaJmH sH hvwjh5mH sH hvwjh5\mH sH hvwjhsN\]mH sH hvwjh\]mH sH hvwjh: \]mH sH hvwjh\mH sH KKKKKKKKKLL(LPLVLnLLLLLLLLMMM,MFMTMnMxM|MMMMMMMMN)N⛏vjh.hsN\mH sH hvwj6\mH sH hvwjhsN6\mH sH hvwjhsN\mH sH hC\mH sH hvwjhvwj\]mH sH h Q\]mH sH hvwj\]mH sH hvwjhsN6\]mH sH hC\]mH sH hvwjhsN\]mH sH hvwjh: 6\]mH sH ')N-NVN[NNNNNNNNNNOO O OO3O4O5OO PP>P?PqPrPPQQRRxofofoxo]o]Thm~\mH sH hi\mH sH hi\mH sH h.\mH sH h.h.\mH sH h.h}B5\mH sH "h.h: 5CJ\aJmH sH h.h: 5\mH sH h.h 5\mH sH h.h: CJ\aJmH sH h.hsN\]mH sH hMe\mH sH h.hsN\mH sH h.hvwj\mH sH  R=S]SSSSSSSTTTUUVV(V1VVVVVVVVVVȼȳȡrdVrdJhVh: \mH sH hVh[5\mH sH hVh: 5\mH sH hVhV5\mH sH hVhi\mH sH hVhQi\mH sH he>\mH sH hQi\mH sH hRC\mH sH h\mH sH hkhk\mH sH hk\mH sH h7\hi0J\mH sH jhiU\mH sH h \mH sH hi\mH sH V?W@WBWEWWWWWWW)XDXXXXXXXXYYY繭Ǖ{o{_QChhl5\mH sH hh5\mH sH hh: CJ\aJmH sH hh\mH sH hh: \mH sH hh: 5\mH sH h h\mH sH h hV\mH sH h h: \mH sH h h: 5\mH sH he>\mH sH hV\mH sH hVh: 5\mH sH hVh: \mH sH hVhV\mH sH @WWXXXY#^f"ffffgg $$Ifa$ $dha$gd: dh^`gd3 $dha$gd$dh`a$gddhgdl $d@a$gd: $7dh^7`a$gde>$;dh^`;a$gdV Y%Y.Y/YFYGYlYmY}Y~YYYYYYEZFZZZ[[?\@\\\ ]!]]]] ^"^#^F^__`:`;`U`x`ҽwlwh3h-A$mH sH h-A$6mH sH  h-A$\h-A$mH sH hut0mH sH h" RmH sH hwmH sH haImH sH hN+mH sH h/mH sH hmH sH hh0JmH sH jhhUmH sH jh/0JU\hhmH sH hmH sH (x`y`````````5aSa[a\a|aabtbzbcccccdd+e5eXebeceeeeffff f"f0f8fȤ{tjh: B*\ph h3h: h: \hh3hmH sH h;:86mH sH  h;:8\ h;:86\h;:8mH sH hLh36mH sH h36mH sH  h36\hapmH sH hut0mH sH h3h36mH sH h3mH sH  hut0\h-A$6mH sH  h3\)8ffffffffgg gg.g*\mH sH 2rrrrrsssssssssssssssssstttttttttt׺~ykaZ h: 5\h-Q hL6\h-.wh-.w6\mH sH  h-Q \h-.wh-.wmH sH h&r+j h-.wh&r6UmHnHsH tH uj6ևR h&rUVh-.wjh-.wU h: 6\ h- 6\h- h- 6\ h-.w\ h- \ h: \h- \mH sH h \mH sH h h \mH sH  ttttuu"uDuFvvvs____$ & F$If^a$gd: $dh$Ifa$ikdt4$$Ifl#H$ t0644 lap dh$Ifgd-.w $dha$gd: t uuu!u"u4u6uAuBuDuWuXuv@vBvFv`vfvpvtvxvvvvvvvvvvwwfwjwxwzwwŹӰӤӰzӖn`nӰӖhSuhz6CJ\aJhSuhzCJ\aJhzh: 6CJ\aJhzhz6CJ\aJhSuh: 6CJ\aJhSuh: CJ\aJhzCJ\aJh-Q h: CJ\aJh-Q h: 6CJ\aJh: CJ\aJh`CJ\aJ h: 5\h: CJaJ h: \ h-.w5\%vwwww:xxx(yj^JJJJJ$ & F$If^a$gd: $dh$Ifa$kd 5$$Ifl0#- t0644 lap$ & F$If^a$gdzwwwwwwwwxx4x:xjxnxxxxxxxxy"y(y*y,yHyJyyyyzzKzLzUzXzxzzzzzzzzzzzzzzҸү񏯦hLhL6CJ\aJ h: \ h`5\h: 6CJ\aJh: CJ\aJhLCJ\aJhSuhzCJ\aJhSuh: 6CJ\aJhSuh: CJ\aJh-Q h: CJ\aJ h: 5\ h-.w5\h: CJaJ1(y*yJyzXzzz~r^^^J$ & F$If^a$gdL$ & F$If^a$gd: $dh$Ifa$kd5$$Ifl0#- t0644 lapzzB{~u $Ifgd`kdy6$$Ifl0#- t0644 lapz({A{B{C{D{{{{{6|:||||}}N}T}v}}}}}}}}}}~~#~+~A~D~E~F~~~~~ȽȴȫȽȴȽȽȽȫȽ閍yh@nxz̒Kjk߃߃߃߃wle hXgCh&rhXgCh&rCJaJh&rB*CJaJphhh&rCJ\aJhh&r6CJ\]aJhh&rCJ\]aJh&rCJaJhh&r6CJaJhh&rCJaJ h&r6h&rhShh&rCJaJ hh&r6B*CJaJphhh&rB*CJaJph$kǔjʗDN24l8n2Zdv < δΕΊ~vvvvvh&rCJaJhdNh&r6CJaJhdNh&rCJaJhh&r5CJ\aJUhh&r6CJ\]aJhh&rCJ\]aJhh&r6CJaJhh&rCJaJhXgCh&r6CJaJhXgCh&rCJaJ hXgCh&rhXgCh&r6)l Publishers. Str. 47-64. Mianovi, Kreaimir (2008). Hrvatski s naglaskom - Jezik kao prostor varijeteta. Zagreb: Disput. Pavli evi-Frani, Dunja (2005). Komunikacijom do gramatike. Biblioteka Scientiae et Artes. Zageb: Alfa. Pavli evi-Frani, Dunja (2009). SMS poruke  nova linvistika komunikacije u u dikursu novih medija. U: Lingvistika javne komunikacije: Sociokulturni, pragmati ki i stilisti ki aspekti. Brdar, M.; Omazi, M.; Belaj, B.; Kuna, B. (ur.). Osijek: Hrvatsko druatvo za primijenjenu lingvistiku. Str. 231-242. Pavli evi-Frani, Dunja; Gazdi-Aleri, Tamara i Aladrovi Slova ek, Katarina (2010). Utjecaj engleskoga jezika na funkcionalnu komunikaciju u hrvatskome jeziku. Druatvo i jezik  viaejezi nost i viaekulturalnost. Zagreb: ECNSI i U iteljski fakultet Sveu iliata u Zagrebu, str. 234-249. Fahlman, Scott (2007). http://en.wikipedia.org/wiki Samard~ija, Marko i Selak, Ante (2001). Leksikon hrvatskoga jezika i knji~evnosti. Zagreb: Pergamena. Sili, Josip (1998). Hrvatski standardni jezik i dijalekti. Teze za diskusiju. U: L. Badurina &B. Pritchard & D. Stolac (ur). Jezi na norma i varijeteti. Zagreb-Rijeka: Hrvatsko druatvo za primjenjenu lingvistiku. Str. 481-484. `kiljan, Dubravko (2000). Javni jezik. Bibilioteka Aelecta. Zagreb: Izdanja antibarbarus. Tadi, Marko (1997). Ra unalna obrada hrvatskoga jezika: povijest, stanje i perspektive. Zagreb: Suvremena lingvistika, br.43-44. Str. 387-394. Vilke, Mirjana i Medved-Krajnovi, Marta (2006). Govorite li hrengleski? U Jezik i mediji. Grani, J. (ur.). Split-Zagreb: HDPL. Vodopija, Irena (2006). Dijete i jezik, od rije i do SMS-a. Osijek: Matica hrvatska.  HYPERLINK "http://www.google.hr/SMS" http://www.google.hr/SMSkomunikacija.emotikoni/novi jezik Prof.dr.sc. DUNJA PAVLI EVI-FRANI, redovita profesorica Mr. KATARINA ALADROVI SLOVA EK, asistentica U iteljski fakultet Sveu iliata u Zagrebu HR - 10000 ZAGREB, Savska cesta 77 Phone: + 385 1 6327-339; fax: + 385 1 6177-860 E-mail:  HYPERLINK "mailto:dunja.pavlicevic-franic@ufzg.hr" dunja.pavlicevic-franic@ufzg.hr  HYPERLINK "mailto:kaladrovic@gmail.com" kaladrovic@gmail.com Jezi ne promjene u dobno odreenim sociolektima Sa~etak Ina ice ostvarivanja jezika kao sustava nazivaju se varijetetima. To je sociolingvisti ki pojam koji uklju uje jezi ne i izvanjezi ne imbenike (vrijeme, okru~enje, dob, spol, situacija...). etiri su osnovne varijetetske razine: dijakronijska (vremensko raslojavanje), dijatopijska (prostorno raslojavanje), dijastrati ka (socioloako raslojavanje) i dijafazijska (funkcionalno raslojavanje) (Dittmar, 1997; Milroy & Milroy, 2000;Mianovi, 2008). U ovome se radu promatraju promjene u hrvatskome jeziku kao dijastrati ki te dijafazijski varijeteti. Korpus ini situacijski i dobno odreen jezik adolescenata, analiziran na leksi koj i gramati koj razini. Taj se sociolekt mijenja pod utjecajem dviju injenica: komunikacija globalnih tinejd~era u elektroni kim medijima (mobilna telefonija, internet, chetovi), te utjecaj engleskoga jezika koji kao linqua franca prodir< t |   N v    *:Jb>z~ۿuf^fufW h[h&rh?h&r6h?h&r6CJ\]aJh&rCJ\]aJh?h&rCJ\]aJhh&r6CJaJh&rCJaJhh&r5CJ\aJhh&r6CJ\]aJhh&rCJ\]aJhh&r6CJ\aJhh&rCJ\aJhh&rCJaJhh&r6>*CJaJP~ dfdfjn:<>XZɾ|ung[M[Mjh&rU\mHsHhIXlh&r\mH sH  h2h&r h&1h&r h5\h&rB*ph h&r5\$hh&r0J6B*CJaJphhh&r6>*CJaJ#jhh&r6>*CJUaJhh&rCJaJh&r h&r6hH6h&r6h&rB*CJaJph h[h&rh[h&r6h[h&rCJaJfhjln>H  * $da$gd&r$a$gd&rgd&r $dha$gdl & F ddd[$\$gd&r & F gd&r"$vx  :LZ\^r(<Z̿ػxphs(h&r6 hih&r h+kh&r h6`Hh&rh#0h&r5 h&r5#hkA h&r5CJOJQJ^JaJh&r5CJOJQJ^JaJh&rhIXlh&r0JmH sH jh&rUmHsHhIXlh&rmH sH jh&rU\mHsHhIXlh&r0J\mH sH ,Zz|*xr,-.d.011111111111202D3F3ƾԹԹԗԗԗƾh h&r6h!dh&r\ h!dh&rUhYBhh&r6\h+kh&r\ h8h&r h&r\h6`Hh&r\ h6`Hh&r hih&rh&rhs(h&r6#hLnh&r0J6CJOJQJaJ h&r6hLnh&r60,/./11F3H3J3L3N3P3R3T3V3X35506=8B$a$gdgd: dgdOgdK>' $da$gdK>' $dha$gdlgd&r$d;[$\$a$gd&r $da$gd&re u komunikaciju mlaih generacija. Uzorak istra~ivanja inili su u enici hrvatskih osnovnih i srednjih akola (N= 300) u dobi od 12. do 17. godine. Podatci su prikupljeni simptomati nom anketom (s internetskih portala i mobitela), terenskim akcijskim istra~ivanjem, te pedagoakim promatranjem. Obraeni su u SPSS programu za statistiku upotrebljavajui Pearsonov koeficijent korelacije i Hi-kvadrat test. Istra~ivanjem se ~eljelo ispitati hoe li, nesporno velik stupanj transferencije iz engleskoga jezika, atetno djelovati na hrvatski leksi ki sustav, te je li u sveprisutnoj elektroni koj komunikaciji rije  samo o stilizaciji priopajanoga procesa ili o promjenama koje utje u na stvaranje novoga jezi noga diskursa. Klju ne rije i: dijastrati ki varijeteti, dijafazijski varijeteti, dobno odreeni sociolekti, usvajanje hrvatskoga jezika  The scientific project  Development of Communicative Competence in the Early Croatian Language Discourse (2006-2011) has been authorised by the Ministry of Science, Education and Sports of the Republic of Croatia. Research assistants and students at the Faculty of Teacher Education in Zagreb have worked in gathering the corpus. The sample used for the corpus were the internet profiles and text messages of pupils from 10 elementary schools and 7 high schools located in different areas of the Republic of Croatia.  The M generation a teenage generation which never separates from their mobile (M) phones  Pavli evi-Frani, D., Gazdi-Aleri, T. & Aladrovi Slova ek, K. (2010). The Influence of the English Language on the Functional Communication in the Croatian Language. F3H3V3X3Z3\3334 445!5555555ʿsc_H8hMRhO6CJaJmH sH ,jhMRhO0J6CJUaJmH sH hK>'hChK>'6CJaJmH sH hC6CJaJmH sH hChC6CJaJmH sH hCh2A6CJaJmH sH hCh2ACJaJmH sH huh2A6CJaJmH sH hChK>'mH sH !jhChK>'0JUmH sH h*h&r\mH sH  h&r5\"h&r5B*CJOJQJaJph3335,6.6062646J6667<========0>n>p>r>x>ѼwgWWgBg( jJhMRh6CJ\aJmH sH hMRhMR6CJaJmH sH hMRh6CJaJmH sH hMRhCJaJmH sH )jhMRh0JCJUaJmH sH UhMRh-e6CJaJmH sH hMRh-eCJaJmH sH )jhMRh-e0JCJUaJmH sH hMRhOCJaJmH sH hMRhCCJaJmH sH hMRhC6CJaJmH sH Druatvo i jezik  viaejezi nost i viaekulturalnost. Zagreb: ECNSI i U iteljski fakultet Sveu iliata u Zagrebu, str. 234-249.  Emoticons (engl. emotion+icon) are symbols, iconic signs used to express emotional states, e.g. smilies ( . They were introduced into the internet and (later) mobile communication by an IT expert, Professor Scott Fahlman, Pittsburgh, U.S.A. Due to their characteristics of shortening the utterance and being very expressive, they present a desirable means of communication in the modern times. Sociologists have associated them with the hieroglyphic ways of message transfer. Hence, they have been called  the hieroglyphs of the 21st century or  the hieroglyphs of the fast generation .  Profile  a web page moderated by the participant by means of posting personal information, uploading various pictures, sharing his or her thoughts, ideas, news. The participant can also use his or her profile to chat with friends if they are on-line at the same time.  Status  idea, momentary status or important event of that particular day or moment.     PAGE  PAGE 1 x>z>>>>>>????&?(?*?B@BBBNB➕{l\J"h[ h[ 6CJ\aJmH sH h[ h[ 6CJaJmH sH h[ h/CJaJmH sH )jh[ h/0JCJUaJmH sH  h6h6CJaJ"hMRh6CJ\aJmH sH "hMRhMR6CJH*aJmH sH hMRh6CJaJmH sH hMRhI6CJaJmH sH hMRhMR6CJaJmH sH hI6CJaJmH sH 8B:BETEVEXEZE\E $dha$gdlh]hgd: &`#$gd: gd/$a$gd/gd $da$gdNBPBRBTB\D^D`DbDtD E EEEEEEEE"E$E(E*E6E8E:E>E@ELENEPERETEXEZE̷̘uouokuou`uokh0JmHnHuh-e h-e0Jjh-e0JUjh/Uh/h/h[ 6CJaJh[ h[ 6CJaJmH sH h[ h/CJaJmH sH )jh[ h/0JCJUaJmH sH h[ h/6CJaJmH sH "h[ h Q6CJ\aJmH sH "h[ h/6CJ\aJmH sH !ZE\Eh*h&r\mH sH 21h:pl. A!"R#$% $$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p$$If!vh5D5 5 #vD#v #v :V l t0#65D5 5 / p)Dd & z  <jA? ?3"`?"(}!rXR(3 ` @=(}!rXR4y^,Y(x] \Y?n$%[VI" LeMnB(KB,&KC63Lc}ƚ|eX{W͝پ{c s!q] ɘUW20BZ3ݯkQFPXAg@ lw6J9+0J-NJ. c*wkeG[ UE ri r¶H$Hˑ';=7{"׋ƏɈP'\- f.LuQ4~~U἞xTDMDre:˨Jƒ*|++d[, R}j9SwxL|bJN͜2ˢGe*2k@oJy|nMո0=%@ŎJaԯ @ yEa_=A׊Dm@\Tajh@+敝RzlB?aH *siAH 5L3s+֛f{wwwa PX#1{^dsҧ!x2P%PXQ9r 8W9ͅ%c6K \N#8cyr&MR( Q"tڧԮ'Sub137 qWM qSMSq__@גOBe(Cԙ\l2^ d n@"P @ bL #D3$ lffG1 3$ l8̎(fH@p"̎ڢ8o#@S0f[$\a=D$͟޺KV2aA!d޼Kޘ$`EJ˜ ͖%y,yt!ڡ6E  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~X WRoot Entry  F`b쟳 Data ~8WordDocument 4NObjectPoolT쟳`b쟳_1384633910!FT쟳T쟳Ole EPRINTCompObju  !"#$%'()+,-./12 !F)Grafikon programa Microsoft Office ExcelBiff8Excel.Chart.89q Oh+'0@H\p  katarina katarinaMicrosoft Excel@'蟏@Tџ     m"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVnYZ[\]^_`abcdefghijklqopruvwxyz{|}~l  (C EMF!hF, EMF+@XXF\PEMF+"@ @ $@ 0@?!@ @     !" !!s % % %        : # ??$$??s F(GDICF, EMF+@``FxEMF+@ @ 0@?!@ "@ *@$??*@$0ށ:0ށ:BB*@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ +@ @ !@ @ *@$??!@ %@+@ @!! !b $$>>'% % V0  Z,^Z,^% % $$@@FXLEMF+&@+@ @ !@ @ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E @???-( $$>>'???% % V0,"Z"Z% % $$@@FEMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBEp/E@@4A?@th @C8E$E8E@CD$ED@CD$ED@CpD$EpD@CD$ED?@( $$>>_888% '%  [' ZZ  &Z&ZJJ&NZNZrrNzZzZzZZ % % $$@@( FEMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBEp/E@@4A? @ @C E@CD$$>>_888% %  V,+Eh)h)E % % $$AA( FEMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBEp/E@@4A?@x @C E@C E@C8E@C8E@CD@CD@CD@CD@CpD@CpD@CD@CD@$$>>_888% %  ['EEEEE??<@<@?L:L:::L:44444..>_888% %  V,"Z"Z"" % % $$@@( FEMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBEp/E@@4A?@th @C E@CHED EDHEEE EEEHE܋E E܋EHE$E E$EHE@$$>>_888% %  [ " ##" ""##""V1"V1#21#21"V1"E"E#E#E"E"Z"Z#~Z#~Z"Z" % % $$@@( FH<EMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ %@+@ 2@BBE`/E&@+@ @ !@ 4@ @ *@$??!@ +@ +@ +@ +@ +@ +@ @ !@ @ *@$??!@ %@+@ 2@@CD0EcD@L@>_888J~% 'J~%  ;OY,&G;o;PX4APizP|PPPfP)6;a X(;i ;l ;i Y$&JrX4qFO=<?yX, % % $$@@( FEMF+&@+@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ +@ @ !@ 2@BBE`/E@ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB$@ @PNG  IHDRV(sRGBgAMA a cHRMz&u0`:pQ< IDATWc` '`֖IENDB`@$@@4@@@@IƀnIƈIԔFF EMF+$@ *@$0ށ:0ށ:BB+@ +@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ +@ @ !@ 2@BBE`/E@ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB$@ @PNG  IHDR]sRGBgAMA a cHRMz&u0`:pQ<*IDAT8OOQpR9 H&塚`nr(ƬCb ^flJWVF[Q-\Zm\좌\usw|nEy"󐧬;Q}Qne)QuIv٦Z "K@Omޙ!9SY?l2REaa$ gw,􉅖@ul)0F#ޙy-X3{hڱ%hG^b]MQFu޹YZbo2toJCNC~h܃Ժkt$QX!_ww@ +avG8bG+i BLLa i\o5 n$fB)[=Nmh4AvjPm9"~lm+a΂OL?@ABC*+,-./0123456 !"#$%&'()  KeeFTNPPFEMF+$@ *@$0ށ:0ށ:BB+@ +@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ +@ @ !@ 2@BBE`/E@ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB$@ @PNG  IHDRrP6sRGBgAMA a cHRMz&u0`:pQ<IDAT8OKapɟԹ~J[Vfls9 nCZ6+!C1D !,( ?$U緇׽ߟ犊u&@]wv?'On D^)I+PlcϰߢO@x@71Xa݂e u އS(U&H27`&r xP$FW!%>ƅ{ݝizI9W޽<h< o?b;mHh?X3b5g4i4j5j4g3d2a1Z.wO-X=%W2a4e3f3f2b0_/X.vM+X<%oGi@V2^3b1a0\.V-vN,X<$U1]2\.U,tL+W<$g?~U1X1wQ0uN}V5`a_L\]^ZKVWXYZ[LMNOPQRSTUKBCDEFGHIJKe456789:;<=>?@A'()*+,-./0123e  !"##$%&  eFTNPPFEMF+$@ *@$0ށ:0ށ:BB+@ +@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ +@ @ !@ 2@BBE`/E@ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB$@ @PNG  IHDRrP6sRGBgAMA a cHRMz&u0`:pQ<IDAT8OKSap/%E79])#maF?6ABQ wP0#'^J=ǭyZs:(X׾ 2اcu^h ߙn g6y`0)0gq1O6<%T6\-|˦uWa,jmSbt$h([Wx[J q7!YE6y? 5MM1P"@Ht4A"@>:FKlVR?PF'B_Ԇk|PC.IENDB`@$@@4AAOcJ1I[nJ1IOcJJ  FTNPPQ=YP0L(@?@Qt=YP|(`}KƆOӏV}Jh@ŅOZWԍR}IąPݕYZURҋQÄPړWYVߑRۏPۏQωO|J„PאVWTٍO׋M׌N׌O͇O|Jh@l@yGF~E~D~C|Ay@x@x@v?p@c;mHf?Y4b4g4i4j5j4g3d2a0Y.wN,X<%W2`4e3f3f2b0_/X-uL+W<%o?f>X3^2b1`0\-V-uM,V;#V2]2\.U,rK+e>W2W0rL+wQ1rN13_^KZ[\]JUVWXYKLMNOPQRSTKABCDEFGHIJe3456789:;<=>?@&'()*+,-./012e !"#$%  eFTNPPF(EMF+$@ *@$0ށ:0ށ:BB+@ +@ @ !@ 4@ @ *@$??!@ +@ @ !@ @ *@$??!@ +@ @ !@ 2@BBE`/E@ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB$@ @PNG  IHDR]sRGBgAMA a cHRMz&u0`:pQ<2IDAT8OKape}x;ZQ @MQޝRDCWHHGk<=Hg 5YLGbDݹogMoC%j}GlR Qkl88N![7 ÄҷIzq'h1Mb}Rd8'(KCPkiCJQ_g^IENDB`@$@@4AAYJIRJIYJI  FTNPPFTNPP" F, EMF+$@ *@$0ށ:0ށ:BB+@ +@ @ !@ 4@ @ *@$??!@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??B&E*@$??B&E*@$??B&E*@$??B&E*@$??B&E*@$0ށ:0ށ:BB*@$??B&E*@$??B&E*@$??B&E@ !!K@0 !! !! # ??B&E$$??B&E# ??B&E$$??B&E# ??B&E$$??B&E# ??B&E$$??B&ERpz"Calibri/Ze`|`5E$hCMC//eve!!l/e!! /elw8gv/vYc0X-{.H/Tu@~~! d/)xu|/GDICH{x/u|t?} /Xu /<Tu@~~dv%    TT=`  LP0D% ( " " FdXEMF+*@$??B&E*@$??B&E*@$0ށ:0ށ:BB*@$??B&E*@$??B&E*@$??B&E*@$??B&E*@$??B&E*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??B&MD*@$??B&MD*@$??B&MD*@$??B&MD*@$??B&MD*@$0ށ:0ށ:BB*@$??B&MD*@$??B&MD*@$??B&MD@ !!K@0 !! !! # ??B&MD$$??B&MD# ??B&MD$$??B&MD# ??B&MD$$??B&MD# ??B&MD$$??B&MDRpz"Calibri/Ze`T`5E$hCMC//eve!!l/e!! /elw8gv/X0KH/Tu@~~! d/)xu|/GDICH{x/u{?}X/XuX/Tu@~~dv%    TT=M LP5D% ( " " FdXEMF+*@$??B&MD*@$??B&MD*@$0ށ:0ށ:BB*@$??B&MD*@$??B&MD*@$??B&MD*@$??B&MD*@$??B&MD*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??(|D*@$??(|D*@$??(|D*@$??(|D*@$??(|D*@$0ށ:0ށ:BB*@$??(|D*@$??(|D*@$??(|D@ !!K@0 !! !! # ??(|D$$??(|D# ??(|D$$??(|D# ??(|D$$??(|D# ??(|D$$??(|DRpz"Calibri/Ze`w@3E$CMC//eve!!l/e!! /elw8gv/X3KH/<Tu@~~! d/)xu|/GDICH{x/ũ?}X/XuX/Tu@~~dv%    TX LP10DD% ( " " FdXEMF+*@$??(|D*@$??(|D*@$0ށ:0ށ:BB*@$??(|D*@$??(|D*@$??(|D*@$??(|D*@$??(|D*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??(D*@$??(D*@$??(D*@$??(D*@$??(D*@$0ށ:0ށ:BB*@$??(D*@$??(D*@$??(D@ !!K@0 !! !! # ??(D$$??(D# ??(D$$??(D# ??(D$$??(D# ??(D$$??(DRpz"Calibri/Ze`C@3E$CMC//eve!!l/e!! /elw8gv/X6H/Tu@~~! d/)xu|/GDICH{x/u?}X/XuX/<Tu@~~dv%    TX? LP15DD% ( " " FdXEMF+*@$??(D*@$??(D*@$0ށ:0ށ:BB*@$??(D*@$??(D*@$??(D*@$??(D*@$??(D*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$0ށ:0ށ:BB*@$??(ű*D*@$??(ű*D*@$??(ű*D@ !!K@0 !! !! # ??(ű*D$$??(ű*D# ??(ű*D$$??(ű*D# ??(ű*D$$??(ű*D# ??(ű*D$$??(ű*DRpz"Calibri/Ze`@3E$CMC//eve!!l/e!! /elw8gv/X90H/Tu@~~! d/)xu|/GDICH{x/u\?}X/XuX/Tu@~~dv%    TX, LP20DD% ( " " FdXEMF+*@$??(ű*D*@$??(ű*D*@$0ށ:0ށ:BB*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$??(ű*D*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??(PtD*@$??(PtD*@$??(PtD*@$??(PtD*@$??(PtD*@$0ށ:0ށ:BB*@$??(PtD*@$??(PtD*@$??(PtD@ !!K@0 !! !! # ??(PtD$$??(PtD# ??(PtD$$??(PtD# ??(PtD$$??(PtD# ??(PtD$$??(PtDRpz"Calibri/Ze`Tr@3E$CMC//eve!!l/e!! /elw8gv/X<H/<Tu@~~! d/)xu|/GDICH{x/u?}X/XuX/Tu@~~dv%    TXw LP25DD% ( " " FEMF+*@$??(PtD*@$??(PtD*@$0ށ:0ށ:BB*@$??(PtD*@$??(PtD*@$??(PtD*@$??(PtD*@$??(PtD*@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??DeCdE+@ @ !@ @ *@$??DeCdE!@ 2@"wCNDC*@$??DeCdE*@$??DeCdE*@$??DeCdE*@$??DeCdE+@ @ !@ @(BBEc/E4@ @ *@$??DeCdE!@ *@$0ށ:0ށ:BB*@$??DeCdE+@ @ !@ @ *@$??DeCdE!@ 2@"wCNDC*@$??DeCdE*@$??DeCdE@ !!K@0 6 1 6 1 # ??DeCdE$$??DeCdE# ??DeCdE$$??DeCdE# ??DeCdE$$??DeCdE# ??DeCdE$$??DeCdERpz"Calibri/Ze`wC$NDMC//e$/H(@/ɸelw8gv/ve!x@l/e/Tu@~~6 1/)xu4/GDICH{0/u줂?}/Xup/<Tu@~~dv%    TH6  I L`morphologykG/FFGG?=% ( " " FEMF+*@$??DeCdE*@$??DeCdE+@ @ !@ @(BBEc/E4@ @ *@$??DeCdE!@ *@$0ށ:0ށ:BB*@$??DeCdE+@ @ !@ @ *@$??DeCdE!@ 2@"wCNDC*@$??DeCdE*@$??DeCdE*@$??DeCdE*@$??DeCdE+@ @ !@ @(BBEc/E4@ @ *@$??DeCdE!@ *@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$?? DdE+@ @ !@ @ *@$?? DdE!@ 2@}C 9DC*@$?? DdE*@$?? DdE*@$?? DdE*@$?? DdE+@ @ !@ @(BBEc/E4@ @ *@$?? DdE!@ *@$0ށ:0ށ:BB*@$?? DdE+@ @ !@ @ *@$?? DdE!@ 2@}C 9DC*@$?? DdE*@$?? DdE@ !!K@0 I6 0 I6 0 # ?? DdE$$?? DdE# ?? DdE$$?? DdE# ?? DdE$$?? DdE# ?? DdE$$?? DdERpz"Calibri/Ze`TC$9DMC//e$/H(@/ɸelw8gv/ve!xFl/e/Tu@~~6 0 /)xu4/GDICH{0/u?}/Xup/Tu@~~dv%    T6 s L`phonologyFFGFGG?=% ( " " FEMF+*@$?? DdE*@$?? DdE+@ @ !@ @(BBEc/E4@ @ *@$?? DdE!@ *@$0ށ:0ށ:BB*@$?? DdE+@ @ !@ @ *@$?? DdE!@ 2@}C 9DC*@$?? DdE*@$?? DdE*@$?? DdE*@$?? DdE+@ @ !@ @(BBEc/E4@ @ *@$?? DdE!@ *@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??{EEdE+@ @ !@ @ *@$??{EEdE!@ 2@qeCDC*@$??{EEdE*@$??{EEdE*@$??{EEdE*@$??{EEdE+@ @ !@ @(BBEc/E4@ @ *@$??{EEdE!@ *@$0ށ:0ށ:BB*@$??{EEdE+@ @ !@ @ *@$??{EEdE!@ 2@qeCDC*@$??{EEdE*@$??{EEdE@ !!K@0  6  6  # ??{EEdE$$??{EEdE# ??{EEdE$$??{EEdE# ??{EEdE$$??{EEdE# ??{EEdE$$??{EEdERpz"Calibri/Ze`C$DMC//e$/H(@/ɸelw8gv/ve!xLl/e/<Tu@~~6 /)xu4/GDICH{0/u?}/Xup/Tu@~~dv%    Tp66  LXsyntax4=F-@:% ( " " FEMF+*@$??{EEdE*@$??{EEdE+@ @ !@ @(BBEc/E4@ @ *@$??{EEdE!@ *@$0ށ:0ށ:BB*@$??{EEdE+@ @ !@ @ *@$??{EEdE!@ 2@qeCDC*@$??{EEdE*@$??{EEdE*@$??{EEdE*@$??{EEdE+@ @ !@ @(BBEc/E4@ @ *@$??{EEdE!@ *@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??1֋EdE+@ @ !@ @ *@$??1֋EdE!@ 2@DnC.SDC*@$??1֋EdE*@$??1֋EdE*@$??1֋EdE*@$??1֋EdE+@ @ !@ @(BBEc/E4@ @ *@$??1֋EdE!@ *@$0ށ:0ށ:BB*@$??1֋EdE+@ @ !@ @ *@$??1֋EdE!@ 2@DnC.SDC*@$??1֋EdE*@$??1֋EdE@ !!K@0 i6  i6  # ??1֋EdE$$??1֋EdE# ??1֋EdE$$??1֋EdE# ??1֋EdE$$??1֋EdE# ??1֋EdE$$??1֋EdERpz"Calibri/Ze`oC$RDMC//e$/H(@/ɸelw8gv/ve!xRl/e/Tu@~~6 /)xu4/GDICH{0/u$Ƃ?}/Xup/<Tu@~~dv%    T6 b A LdorthographyG/-FG?/@FF=% ( " " F EMF+*@$??1֋EdE*@$??1֋EdE+@ @ !@ @(BBEc/E4@ @ *@$??1֋EdE!@ *@$0ށ:0ށ:BB*@$??1֋EdE+@ @ !@ @ *@$??1֋EdE!@ 2@DnC.SDC*@$??1֋EdE*@$??1֋EdE*@$??1֋EdE*@$??1֋EdE+@ @ !@ @(BBEc/E4@ @ *@$??1֋EdE!@ *@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ @ !@ @ *@$0ށ:0ށ:BB!@ 2@JJ0,J*@$??(DAB+@ @ !@ @ *@$??(DAB!@ 2@['BoE\D*@$??(DAB*@$??(DAB*@$??(DAB*@$??(DAB*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DAB+@ @ !@ @(BBEc/E4@ @ *@$??(DAB!@ *@$0ށ:0ށ:BB*@$??(DAB+@ @ !@ @ *@$??(DAB!@ 2@['BoE\D*@$??(DAB*@$??(DAB@ !!K@0 l l # ??(DAB$$??(DAB# ??(DAB$$??(DAB# ??(DAB$$??(DAB# ??(DAB$$??(DABRp6"Calibri/Ze`$CtEC//e$/H(@/ɸelw8gv/ve!xXl/e/Tu@~~l /)xu4/GDICH{0/uт?} /Xu p/Tu@~~dv%    Tl@t0LNumber of deviations from the standard language llfH,m@,le`2bF2mlQ*@Fm,Flf-ODdlldFl,2dl`ld^f+% ( " " FEMF+*@$??(DAB*@$??(DAB*@$??(DC*@$??(DC@ !!K@0 l l # ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DCRp6"Calibri/Ze`@6DtDC//e$/H(/8w8lw8gv/xY/<Tu@~~l /)xu4/GDICH{0/u߂?}/Xup/Tu@~~dv%    Tu@ jT Ldin writing 2l,H2F2l`+% ( " " FdXEMF+*@$??(DC*@$??(DC@ !!K@0 l l # ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DCRp6"Calibri/Ze``DtCC//e$/H(/8w8lw8gv/xZPa/Tu@~~l /)xu4/GDICH{0/uH?}X/XuXp/<Tu@~~dv%    TTA u~ jLP->% ( " " FdXEMF+*@$??(DC*@$??(DC@ !!K@0 l l # ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DC# ??(DC$$??(DCRp6"Calibri/Ze`DtEC//e$/t/3w8tH{H{8lw8gv//Qv/Rvt-Rv2`@H{H{/l(/ev2]-Rv9u&@GDICH{0/u?}X/XuXp/Tu@~~dv%    T uj Lxgrammar and orthograhy`DddH+dll-mHFlm`Ddh`% ( " " FEMF+*@$??(DC*@$??(DAB+@ @ !@ @(BBEc/E4@ @ *@$??(DAB!@ *@$0ށ:0ށ:BB*@$??(DAB+@ @ !@ @ *@$??(DAB!@ 2@['BoE\D*@$??(DAB*@$??(DAB*@$??(DAB*@$??(DAB*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DC*@$??(DAB+@ @ !@ @(BBEc/E4@ @ *@$??(DAB!@ *@$0ށ:0ށ:BB+@ @ !@ 4@ @ *@$0ށ:0ށ:BB!@ *@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ *@$0ށ:0ށ:BB*@$0ށ:0ށ:BB*@$0ށ:0ށ:BB+@ !b Ld! ! )??" FEMF+@ FGDIC" ( " !  " !  " F4(EMF+*@$??FEMF+@ ObjInfo Workbook!jSummaryInformation( DocumentSummaryInformation8 \pkatarina Ba= =>z:i9X@"1Calibri1Calibri1Calibri1Calibri1Calibri1h8Cambria1,8Calibri18Calibri18Calibri1Calibri1Calibri1<Calibri1>Calibri1?Calibri14Calibri14Calibri1 Calibri1 Calibri1Calibri1Calibri1 Calibri1@ Calibri1 Calibri1Calibri1?Calibri1h8Cambria1 Calibri1@ Calibri#,##0\ "kn";\-#,##0\ "kn"##,##0\ "kn";[Red]\-#,##0\ "kn"$#,##0.00\ "kn";\-#,##0.00\ "kn")$#,##0.00\ "kn";[Red]\-#,##0.00\ "kn">*9_-* #,##0\ "kn"_-;\-* #,##0\ "kn"_-;_-* "-"\ "kn"_-;_-@_->)9_-* #,##0\ _k_n_-;\-* #,##0\ _k_n_-;_-* "-"\ _k_n_-;_-@_-F,A_-* #,##0.00\ "kn"_-;\-* #,##0.00\ "kn"_-;_-* "-"??\ "kn"_-;_-@_-F+A_-* #,##0.00\ _k_n_-;\-* #,##0.00\ _k_n_-;_-* "-"??\ _k_n_-;_-@_-                                                                                 P  P              `  ff     a>    , *  + )  ||D˿}A}$ a##0.00\  _k_n_-;}x}4##0.00\  _k  }}5 ???##0.00\  _k??? ???  ??? ???}-}; ##0.00\ }-}@ ##0.00\ 20% - Isticanje1620% - Isticanje120% - Isticanje26"20% - Isticanje220% - Isticanje36&20% - Isticanje320% - Isticanje46*20% - Isticanje420% - Isticanje56.20% - Isticanje520% - Isticanje66220% - Isticanje640% - Isticanje26#40% - Isticanje240% - Isticanje36'40% - Isticanje340% - Isticanje46+40% - Isticanje440% - Isticanje56/40% - Isticanje540% - Isticanje66340% - Isticanje640% - Naglasak1440% - Naglasak160% - Isticanje16 60% - Isticanje160% - Isticanje26$60% - Isticanje260% - Isticanje36(60% - Isticanje360% - Isticanje46,60% - Isticanje4 60% - Isticanje56060% - Isticanje5!60% - Isticanje66460% - Isticanje6"Biljeaka #Dobro $Good;Good  a%% Isticanje1* Isticanje1& Isticanje2*! Isticanje2' Isticanje3*% Isticanje3( Isticanje4*) Isticanje4) Isticanje5*- Isticanje5* Isticanje6*1 Isticanje6 +Izlaz,Izra un$Izra un -LoaeLoae .Naslov /Naslov 1&Naslov 1 0Naslov 2&Naslov 2 1Naslov 3&Naslov 3 2Naslov 4&Naslov 43 Neutralno( Neutralno 4NotebNote  "Obi no 5OutputwOutput  ???%????????? ???6&Postotak#7Povezana elija4Povezana elija#8Provjera elije4Provjera elije'9Tekst objaanjenja85Tekst objaanjenja:Tekst upozorenja ;Title1Title I}%< Ukupni zbroj. Ukupni zbroj =UnosUnos>"Valuta?* Valuta [0]@ Warning Text? Warning Text %A ZarezB( Zarez [0]XTableStyleMedium9PivotStyleLight16`Chart1 OList1g Skup 2Skup 3Stupac1 SZa promjenu veli ine raspona podataka u grafikonu povucite donji desni kut raspona. morphology phonologysyntax orthography cc  PP PZaajk&ffffff?'ffffff?(?)?MCanon MX320 series Printer ߁ od,LetterBJDM DVT$m,`Oj,`OjVT$m,v`Oj,v,v`OjXX'dRtRt@ VT$m Canon MX320 series Printer ߁ odLetter4"d,,333333?333333?3&<3H3dd23 M MR R R RnU'S S4 3Q: Stupac1Q ;Q ;Q3_ ff6 MM ]f$ >d@,]<{:|"B   ` ff336>R R R R ܲ "-S S4ES S 4D$% 0 p!3O&QR Rʐ S S4$%  p!3O&Q4FA Z S3O];3 boR RR RV Vd &! u,es0  .(QKR@&fS S43* &! ! R Rs0u,s0u,!0 S S4523 M 333? f ???@"B  `R R7S S43" 4S S4DHc_['A?0,Tw?'cţr?3,?% G  3OQg&P1TQ TNumber of deviations from the standard language in writing - grammar and orthograhy23 M NMR RR Rb] S S4'<8|$ xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxS S4'  [?S S 4e morphology phonologysyntax orthographye(@&@@7@e> d  *C 3 PK!PV,[Content_Types].xmlj0еrz(Ρ˭!}A"HH}ǎB/_TTU^hd}㨫%*1P'^W0)٦T9<l#$yi};nCs[wzb$xb|5> cXP|@0408 ,̞o[gv7h>3u-Vu"DeszAgiHotheme/theme/themeOverride1.xmlYOo6w toc'vuرM$niP@I}úama[إ4:lЯGRRX^6؊>W !):Ab#@$ yD.H*Et)߻TBRr t2;AT C"Isc.RU @?e Bi= xLCbFȩ10@"CrOa`4'XX׊ELYOX/"UL͊05~g8 IVl Vݒ{vK32vj!%j@5_i,6=Y|{nzހ,~y?0ϠCzsU _J ,~է!ȅiJ$A.OA1c_r2b`b3CߘbVxǓK| P>W'w=1Q$ۜ.Vy9fN]xp?ɡna)K'Ù1ɈBzRJ=nPp ݡiItE-_u:=lF]$>ᇄyf' u$8ec 7K )k*V۷4B:1.ru=%.!Wumg~?loSjpƞHg&BJWS]9f걍+P&B{R]&l(p'n5wOa>+Jn/B}mMǔ=5e4M}"^g~:1 <u5HpU^sh&˂t,Q%p-m&]ca[l=Xm/\P1M,-GhI8+KQPu5Pg4RqTΪ5AжY3i۽tyH& ѽQ8sS#};jUM I.vKe{Itd,C`PN03-<9x]~B%l؟:4\K$h5^ȅTX&64T,Ӝm0y)`#5XZ`פ;%1 lgDξO{ItFl"v1_*Q W"G6S~q.ν28;Y-3MW27G<ЭVvܫbRTqO`)RV`pU(Oh88w0 AWks0i >Kc$(G*@Y2w fwY d"WV9 lk@jR;{AX79ny5{mӝMfPʯæ)_Xfy6Ufi"Vk+֌ƋR80X5D9 !6 uw"A` Adm0iRִE뤭VnV|O[Kvgygk;6ٓ) C ckPK!i+'theme/theme/_rels/themeManager.xml.rels 0Dnz&Г Bmm(ݣof=O1YTE ƺARVΨ;`Fn7 ')6$F9I8TYeqA7Z# -}[g3#gWA8`:WU.k(?PK-!PV,[Content_Types].xmlPK-!֧6 /_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!>iHotheme/theme/themeOverride1.xmlPK-!i+' theme/theme/_rels/themeManager.xml.relsPKe 4PK!~[Content_Types].xml (|N0 w$!P3!x_it}{ޱ `c}r9NN( ^õA7~{@pFߡ 4İi//EI{0b3҄,C$_:}HRAE48[es6XO&x8 ., s1UTg,uGhtso4v$+NEC_h@3o5U{kHI&[MlPK!"a _rels/.rels (lj0 ``t_Pƈ۠(hŖh޾>.cGItAC׃d [=JiU[X4>> ^.!iJR KQ‘̩Mf)j+LchartLegacyPb.xmlchartLegacyPb.xmlPK   dMbP?_*+%,&ffffff?'ffffff?(?)?",333333?333333?pa&43U} ,,,,,, C C C C CC(@Cn@C@ C~ C&@C@~ C@ CC@Cf@C@ CC7@Cq@C@  d8*<**>@ d  wggD 3 PK!PV,[Content_Types].xmlj0еrz(Ρ˭!}A"HH}ǎB/_TTU^hd}㨫%*1P'^W0)٦T9<l#$yi};nCs[wzb$xb|5> cXP|@0408 ,̞o[gv7h>3u-Vu"DeszAgiHotheme/theme/themeOverride1.xmlYOo6w toc'vuرM$niP@I}úama[إ4:lЯGRRX^6؊>W !):Ab#@$ yD.H*Et)߻TBRr t2;AT C"Isc.RU @?e Bi= xLCbFȩ10@"CrOa`4'XX׊ELYOX/"UL͊05~g8 IVl Vݒ{vK32vj!%j@5_i,6=Y|{nzހ,~y?0ϠCzsU _J ,~է!ȅiJ$A.OA1c_r2b`b3CߘbVxǓK| P>W'w=1Q$ۜ.Vy9fN]xp?ɡna)K'Ù1ɈBzRJ=nPp ݡiItE-_u:=lF]$>ᇄyf' u$8ec 7K )k*V۷4B:1.ru=%.!Wumg~?loSjpƞHg&BJWS]9f걍+P&B{R]&l(p'n5wOa>+Jn/B}mMǔ=5e4M}"^g~:1 <u5HpU^sh&˂t,Q%p-m&]ca[l=Xm/\P1M,-GhI8+KQPu5Pg4RqTΪ5AжY3i۽tyH& ѽQ8sS#};jUM I.vKe{Itd,C`PN03-<9x]~B%l؟:4\K$h5^ȅTX&64T,Ӝm0y)`#5XZ`פ;%1 lgDξO{ItFl"v1_*Q W"G6S~q.ν28;Y-3MW27G<ЭVvܫbRTqO`)RV`pU(Oh88w0 AWks0i >Kc$(G*@Y2w fwY d"WV9 lk@jR;{AX79ny5{mӝMfPʯæ)_Xfy6Ufi"Vk+֌ƋR80X5D9 !6 uw"A` Adm0iRִE뤭VnV|O[Kvgygk;6ٓ) C ckPK!i+'theme/theme/_rels/themeManager.xml.rels 0Dnz&Г Bmm(ݣof=O1YTE ƺARVΨ;`Fn7 ')6$F9I8TYeqA7Z# -}[g3#gWA8`:WU.k(?PK-!PV,[Content_Types].xmlPK-!֧6 /_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!>iHotheme/theme/themeOverride1.xmlPK-!i+' theme/theme/_rels/themeManager.xml.relsPKe 4PK!~[Content_Types].xml (|N0 w$!P3!x_it}{ޱ `c}r9NN( ^õA7~{@pFߡ 4İi//EI{0b3҄,C$_:}HRAE48[es6XO&x8 ., s1UTg,uGhtso4v$+NEC_h@3o5U{kHI&[MlPK!"a _rels/.rels (lj0 ``t_Pƈ۠(hŖh޾>.cGItAC׃d [=JiU[X4>> ^.!iJR KQ‘̩Mf)j+LchartLegacyPb.xmlchartLegacyPb.xmlPK   dMbP?_*+%,&ffffff?'ffffff?(?)?",333333?333333?pa&43U} ,,,,,, g g g g gg(@gn@g@ g~ g&@g@~ g@ gg@gf@g@ gg7@gq@g@  d8*<**>@ d  wggD ՜.+,0 PXd lt|  List1Chart1 Radni listovi GrafikoniOh+'00x   (IP @  3KŞG,| ouɹ2?n <56\$|_$|_$|_$|_$>?2Y}{u @2`$'pASN2HH3u@BTq'i$8 pO{ AQISc'd(p?L^R'2朇f2g-haO~Qo q#/3+Ug~{ȽS3lTf4]^/:iiiWV[8`o]kڷ <٣tpXf+[w_!W+/-IttWE.>j}ɡsNM7IsY_&~nYuvV:P僻vGδ?mu㝝]`[zٵx碝d\S^uw?,hwv! 6:ZnYIClLʔ6u^>tyݙw{y]_Smvgn~ݴjao;LrYSˬco6k=!XAito;;vOk!"? Nܕx8 Ҁϯ&I;À)M| | $vW=vDr?ql[R4WY'x|qR.em}n*A}T&~^wir9~g[COi'lsMP2Fȵ!VVNb'^ʐWo?e1NV;.M 1ːb ";ƖSd7%CBv\X&)S!'Ce ) )k+%CʁC`8_&)ɐc!J@n]F=wNyOGŽٓ#n6Cs'7vqR)v9Bx+S]հ縧;(&lxǸ &dxtV нl5T }-bjTG#/P:?g4@8~ƺ \ hv4|L%l,$9߲dm:(s9qAV}9Eϻ l*s5T(Fio /4 {q}Dte/f^l٩OU1T[P+Xv˩UP*qW9 GMJu"2W'JU|NnF(* |$i,sE9 2OWa QKCGr g&$fK k`_j 2h =ub*unw>!ӚE Hz gSLZۢ'l#IKN6h8ܱzxoŭ䩹3G=t{KX׋}2}>-}wpݡAWz5I*ޜuVß;ȬlbFr C܆Z[ދ;^l#'lHae.f8OtSaC2V2Ju2yvûάem۔2%gԹc=~"iCeZ/kmWmzGo˯!6ZTLCqLVrCMgG<* 6.ObWAڸ^SŃwMx*z >֯%젚5(bqMtWbuрƉ{7bkwYasϋlKx>VF puƥGoHM 8haL M~ THd]2MÜ˳D|Q$d:W}Sw@pT@+|{y_@l4=*P()_rT^!2e=-xȃÑ^z_{}쇘V원/؊0OvxZ'vrfgؖvǘ(~OŞƞf3;?;Ƕƴ`ߏdYIJvyn;3-ǎNnöi.-^ϲUզů;S[۰ZP6%9;НXЋӍJȎMiMa?`;FzJV)>!قl|gا>[ѿK 3>[?[;>[ʒ8Y=h:c#[63۫[׸U!lefܨvق(fE~i_gӳ.:~^/]؂^TH6k|GΙT.ϴz:P{_D^_@]vS0"~6mQHTnڬoˑV[5nÓ\jqtZOfZMUjv 5iPʖ,Y(IV&3-af^ҢTi!I&)W'eɍ$ed#ַ[Yɭӎ#aZ΢tɡ*b㾉O* >ŕSCGͳC`o+CC$.Z~8T܊;P룚gsMYRG㓚ơsЊ2֓CCmSfڲ|ǵaǧwxщ>ฦ܉ElstssL3s')ڝmфmlvf;c1>l}/_'gZ޴z[5K %(K7re% ټؘzKze{ بJݜYT;Ҕn.,#Ѯns?/usLԈ'r$0uI/9 H.GȋHp9҈p&rDDjIfZ m5"4$pu/e۶v7,ߙK4|ޡ:7ri_S{] *Wg*5kTIs3q+Wvv'-2*_\Blg9Mg8v.~ԓ|/K d;4|iC1JɎO|/mj[~6ʇmΎ zgڮjǩmKyqM1M? >8KLݕ6SK6&&-)%ՇdcmL[>쿵ᑤ'7tv.(Q%CmS l){ω b u,q3ٹG[)Ԥ֊gŎ{bMڏ8bxkuqi_,Oh!8GϦuPY]&=fNdߍƯ5*kRgw?ɆV^ױg~},gV#WTbTpGLk_դ1Q!<דfnÆnb,:rnڙ3,NwxN)6+ӊl'M9{H-2gklj\]WY> 4bmw;тavyq|oU.<8iG;ymQE~Y,dk7+[,<,$iߊòë?s3-Z>S,hc\3jDj:)XШKjxDQQ_ZuWoSyؐ 6kY?\NԥB-$nX)nn)_Xh-5q(ӗ5R/ɧzO|j؜3۲S87#ۃŹ]]դ@vtVw oD?v~teqwYo``vzn ;u N>0)g}8n`=w%J]YDks뱅At ætZ=jZzl:NYx+גjxY8^ p/5J&uO$.D KU=5[ˑ&2FVTNFDG0yO"/"@]9+bzQB?8Gucl_Uцۚ'XcԭTfell_J;w' >rl_z&*ܔ|eGk Wq-ʯEޠWFe#QA*L5\ե̈́R,ɠ%_8ɼZw-(Be WpGa:LԈZA@ov2s#&cGPa;Q}At~SЄI&М/Pxv"V rxCan)=t/F aڷ0hz2TY!ȟw/m*~JB9Nvo;L~.oU;-O都M{/|M6ȃK$B~ZxOU9ߡ0RF@=w.wz]ȄA_UzzfiN_ww]}c32?$y^˔F?:twF¾Jb}ǻ逸!} d9|R#|'ki~;q}E  seߩ <  ʋ_Wz΃ <yt[9,_y6o'񕏭]payϜ63t9'Ay.2Rc.9yrI|+8OY:h|.92錥` ͷsƙgPh$`?F"};ϰ9 [kka; >rv79f\#v ͽ}۹ӷs)89 +ΥJݏQ/ŀ)- hѷs!RV"o0/X0A@ 1tρFl~kx_^wWkߗ@Sd%q+y*#4z+ڎo^2pu ^T.}2q!xE:K>誌60#g&5erNmNYSs+ SG:3xR:{^^y'6sHIG)9~9Z^ks:'xRO .F~K>誌6Ϫ0x}2 ^6}Ru,' 9BEF>;.O.>x% !vX3ZXOt #&s'~'\@DLD >Q':#o8$B+XPʓ@g@SP0Pׄ hoڞEpY+y*w>ZVk );!>gmڭ 4ǥ;;qGSJN<ŃMy䋮h SNONmY;s+ ~܊t \2OIU~@C\&ݡ)uӤ;лJRCptF:AqWl x{N\ebn/r;w-˵yڔX6*pz-",,C9-uJɩ )1U>bLߪ/L fԞOs0kKhқxu Fy Mۆ1{2-Qsaнә6d# 2m ZV"uw.WG™H#%t 9dO;H+G2h8)A%]Hǻ[ }-"x 2.ȰR&'% Ժ=0 k;ZX PlÇ* 8Ra7 X?X$j AZ(Nw3 pz!7V:Qg/OeW"=Qs<qMަWr9]S>ӵ5JmhGoy:/3/YHo[xܖ_y6i OSo۽yH[=[ v +lKۤSrKk-=,zAoViik*ֵe=:p8BHvX~(+Rvx8hS^We3Pz&2 90@a̙G# +m8oNcSVW ^ 666666666vvvvvvvvv666666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmHnHsHtH@`@ : NormalCJ_HaJmHsHtH>A`> Zadani font odlomkaVi@V Obi na tablica4 l4a .k . Bez popisa 4U@4 : Hiperveza >*phF^@F : 0Standard (Web)dd[$\$>@> : Tekst fusnoteCJaJ>&@!> : Referenca fusnoteH*8 @28 : Podno~je  p#2)@A2 : Broj straniceBoQB &rapple-converted-spacePK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!r]@Otheme/theme/theme1.xmlYMoE#F{oc'vGuرHF[xw;jf7q7J\ʯ AxgfwIFPA}H1^3tHA HwDI31МC`A]#Tv@=!<İT[ڸ3"Жe)Q!ol y\?Z]<z'Yٯ󼻵fKWtnu:f+25 1_66Y|slvހ,~u߿ZmxM:~ƽ9ۮ|g(Ȇ"1OԢ\=.@Md}H.Gb-\zc|9e! a f^=??|xGȡIXzg>2>ϫP>3u^|gO^|=o <*Ç4&$Gh`9Q #LI(q =9S̲8zt;G䞣 E+$DuŽUrpŤJv'N|{f݈8j1((B*K] .Xu0tɐlm2fpVe9tPU(?$quⵒfqy$JyϢD9\,AGm\nziÙ)D]|%lڟZ̦gl冹EPk 9> ljWY DK/7ebe _膖W`VcJD1#4b!:UJ0A?=y6ʷWg1K#[]y%[BTRlw~SL_)4)X t|zm{\CJ# w@],d_C֜a|jHP؏T$كdfl,YdTI]ZG䐰zoPnI dYB=!kk|l1Qn6MBŊ]|-_ƬF^ Mιڎ5gr3W8o1,Q =H zC}~h m /iG08ELum6:iO֚%tv1ZHggv|m"{DaidL`/Z_z 'LIL0zL@[t/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!r]@Otheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 25;7iDD  l7H N $$$'M F".3 @DFK)NRVYx`8fhkgnrtwzQk< ZF35x>NBZE\EMOQRSTUVWYZ[\]_`afpqrtvy|} D@WggUhhiWiii(jjjkktv(yzB{D~"8B\ENPX^bcdeghijklmnosuwxz{~)>>> ?DDD[[[~ #Bwр XXXX:XXX  '!!8@0(  B S  ?UFd" VF" WFd# Rʅ R΅ ?*urn:schemas-microsoft-com:office:smarttags stockticker P%)*3~   ",-/x &/MTs| $ 0 9 Q [ ' . 6 C K T ] e F P U ] ]g[b7AMO`ad%F!"*#9#$$'' ,,--=.N...//003 3&303x336 6666'6(6.6/696:6@6777777"8)8H8O8Z8`8c8f8888888888888 99':0:>>BBBBBBFCPCCCCC DDIII&IIIKKKK&K0K@KJKLKRKZKbKdKgKmKtKKKKKKKKKKKKKKLLMZMgMMM#O-OOOO.P/P6P7P?P@PMPVPbPcPyPzP}PPPPPPPPPPPPPPPPQQQQQ!Q$Q&Q)Q*Q=Q?QPQQQZQmQrQuQ{QQQQQQQQQQQQQQQQQQQQ R R R)R0R3RBRCRPR\RkRlR~RRRRRRRRRRRRRRRRS SSSS$S*S,S;S]@]D]G]S]T]W]`]e]g]l]o]x]{]~]]]]]]]]]]]]]]]]^^^^^"^2^3^>^A^O^[^d^g^o^s^v^z^^^^^^^^^^^____3_6_=_>_A_L_o_p_t_|_____```L`e`h`y`}``````````` aa?aAanaoa}aaaaaaaaaaaaaaaabbbb(b+bTbVb[b\bebbc@dCdddddee,g6gCgKgogqgggh hhhi+iiiijjj%n-n@qGqIqNqnqsqqqqq'r0r2r7rhrorqrurrrrrrrs ss!s$s's(s3s8s@sBsJsLsOsPsXsYs_sss ttt"t$t*t9tDtEtGtHtPtttttttuuuuuuu"u)u/u1u7u8u>uGuLuMuUuWuYu[uduuuhvlvvvww'w-w/w5w>wGwHwKwLwVw^wewgwiwmwpwqwywzw|w}wwwwwwww xxYxbxfxkxmxrxxxxxxxAyGybydyyyyyyyuzz{{{{|||||}!}(}H}S}T}[}%~.~J~T~t~v~MW9E`mÂɂ̂҂ڂ*7;GŃ΃RYo}}ɇBȊՊ܊[bcdejmz{|}ȋ6:<H }~89^w}@E##$$o3w355c8f8::A:KK\L_LO.P/P6P7P?P@PMPPPaPcPPPPPPPQQQ!Q=Q?QZQ\Q{Q~QQQQQQQQQQQ R#R0R3RPRQR~RRRRRRRRRRSSSS*S,SGSKSfShSSSSSSVWZ[[O\\\\\\\]]F]G]n]o]]]]]]]^^@^A^f^g^^^^^^^5_6_{_|___`L`e`h```@aAawaxaaabb*b+bgbog}g"l%lSq]q^qqq&r'rgrhrrr`sas t tttttuu_v`vwwwwxx{x|xyy{{{{{{<|=| }!}{}|} ~ ~~~~ HMY%%++-km8BŊΊZ[ 333333333333333333 >?[[N\N\\q]PqABLMNUߌdn)4HKQ\wy{  >?[[N\N\\q]PqABNUߌdn)4HKQ\{  _ ^M̟TJЋ 0#:-pS1N9`^2.Ch'OL(&3Z9M*[zj^ngOF' hNajw/yh^`OJQJ^Jo(hH"  ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.^`OJQJo(hH ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.^`OJQJo(hH ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.^`OJQJ^Jo(hH"  ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.^`OJQJ^Jo(hH"  ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.h-^-`OJQJo(hHh^`OJQJ^Jo(hHoh ^ `OJQJo(hHh ^ `OJQJo(hHhm^m`OJQJ^Jo(hHoh=^=`OJQJo(hHh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`OJQJo(hH ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH. hh^h`hH. ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.hhh^h`56hH.h 88^8`hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.^`OJQJ^Jo(hH"  ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH 'OL` Z9M M J #:P S1N9 hNaВ} _ m MZ9M/y.C^ngO@ҟӲT)#0'PҟӎT)#0-@ҟT)#00@0ҟT)#00  d G^bCbҢԞ$SJC NiJ7 |GgNm*D"Lz\OB%b:XՀm/ѬpF2؎0.2zғ<;қ\Z2bW\@~ ةK         &BBJ-EB$P4J>Ռoв&&D^0, ^@RCzK[ -Q  B-rA i~ -~- [ Z: 2]#-A$L%8&K>'N+$,)G,9H,c.q/ut0X16i6;:8(;8<e>}B@D'YHLMsNP" R jU;k\Me-eCeCfn3iQisivwjllm&r]tSu-.wz<{!|}m~Z**{yWZj~CzapN/VDuQVwR{k.iaILFb.%;kxmyOa}Gb3/`L0+w\]hTYH~"E Q6V2AwvMRIjLx@xFxJxLx@xbx@xfx@xjx@xvxxx@x|x@xxxx(@xxxx xxxx,x0x2xh@x6x<UnknownG*Ax Times New Roman5Symbol3. *Cx Arial7Georgia;Wingdings?= *Cx Courier NewA$BCambria Math"1-&-&Vs EVs E4 2qHP ?Q2!xxIUserkatarina8           F0Dokument programa Microsoft Office Word 97-2003 MSWordDocWord.Document.89q