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Deletions are noted here with strikethroughs. Specific Proposed Bylaws Changes E. Libraries and Educational Services Committee 1. Function Original Language (with key phrases being struck)Proposed Language (with new phrases in bold)The Committee shall be responsible for recommending policies for the Imprint Series, Libraries and Media Resources, Information Systems and Communication Center, and the Printing Center.The Committee shall be responsible for recommending policies for the ŃÇÉŤÓ°żâ Libraries, Academic Technology Services, the Technology Services Center, and other educational services. 2. Membership (with key phrases being struck and new phrases in bold) a. Ex officio: Dean of Libraries and the Associate Provost for Academic Administration Chief Information Officer. b. Elected: Seven Faculty members and one At-Large member shall be elected by and from the Senate. c. Four Two undergraduate Students appointed by and from the Student Congress Government Association. d. One Graduate Student appointed by and from the Graduate Student Assembly. e. One Staff member may be elected. 3. Officers Chair, Vice-Chair, and Secretary shall be elected from its membership. 4. Meetings All meetings of the Committee shall be open 5. Liaisons The LESC may have liaisons to any campus committees whose charges relate to the charge of the LESC. Rationale for Proposed Bylaws Changes The proposed bylaws changes outlined herein are being suggested to help bring the LESC’s charge by the Senate into more direct line with the ongoing recent work of the committee. These recommended changes are based on information gained through library surveys, perceived current needs expressed to the committee by constituents, and established committee operational precedents. The LESC has thoroughly discussed all bylaws-related issues. The LESC’s bylaws recommendations are being made for the following reasons: The function of the LESC has been corrected and clarified. Titles are being changed in several places to reflect recent ŃÇÉŤÓ°żâ changes in nomenclature. The committee’s general duties have been explained and clarified. Concerning one particular LESC charge, it should be noted that at one time in the past the LESC was charged with reviewing Printing Center policies. However, in at least the past 10 years the committee in practice had not in any way reviewed Printing Center policies, instead leaving this to the ŃÇÉŤÓ°żâ President’s office. The committee believes that rather than change the current ŃÇÉŤÓ°żâ work landscape, something which would be highly problematic to do, the committee is better served in directing its energies elsewhere. Therefore the committee recommends dropping its one-time responsibility for Printing Center overview. Outmoded committee responsibilities have been eliminated, in particular to reflect the current ŃÇÉŤÓ°żâ landscape in which, for example, the Imprint Series no longer is produced. Committee membership has been changed and clarified. The number of undergraduate student committee members has been reduced from four to two in view of the unfortunate reality that for at least five years now the committee has been unable to draw a full complement of undergraduate students. This will also positively impact the committee to conduct meetings (quorum constraint). All reference to Student Congress will be replaced by Student Government Association in the Senate Bylaws. Justification:  It is the new name for Student Congress. Membership of the University Development and Finance Committee  H.2. a.  Ex officio:  The Executive Director of Planning and Analysis to be replaced by Associate Vice President for Finance Justification: The position title “Executive Director of Planning and Analysis” no longer exists at the University; hence the newly created position of Associate Vice President for Finance, who obviously has the complete picture of University finance, will be the most appropriate person to serve on the committee. APPENDIX B University-Wide Undergraduate Curriculum Committee Co-Chairs Sechrist and Numan FOR INFORMATION: 1. Liberal Studies Committee Report: Approval for students enrolled in MATH 281 Core Mathematics for Teachers to count the course as fulfilling the Liberal Studies math requirement or a course for the PDE math requirement. 2. UWUCC has approved the following course to be offered as distance education: MKTG 420 Marketing Management 3. Department of Human Development and Environmental Studies—Course Title and Catalog Description Change Current Catalog Description: CDFR 325 Youth, Family, and Society 3c-01-3cr Prerequisites: CDFR 218, CDFR majors or by permission Focuses on the parenting of adolescents and adolescents as parents. Special emphasis is given to identifying risk and resiliency factors when working with adolescents and families in the field of human services. A variety of human development theories are examined in an attempt to understand the adolescent from both an individual and a societal point of view. Proposed Catalog Description: CDFR 325 Adolescence: Risk and Resiliency 3c-01-3cr Prerequisites: Grade of C or better in CDFR 218, CDFR majors or minors Focuses on the parenting of adolescents and adolescents as parents. Special emphasis is given to identifying risk and resiliency factors when working with adolescents and families in the field of human services. A variety of human development theories are examined in an attempt to understand the adolescent from both an individual and a societal point of view. Rationale: The name change is to more accurately reflect the course and its content. Both faculty and students within the department refer to this as the “Adolescent Course,” however, students are unclear when trying to register for the course. Requiring a C or better assures adequate academic preparation and is consistent with a previous curriculum revision passed by the Senate, December 2005. FOR ACTION: 1. Department of Human Development and Environmental Studies—Course Revision and Catalog Description Change and Revision of Minor Course Revision Current Catalog Description: CDFR 317 Infant Development 2c-2l-3cr Prerequisite: CDFR 218 A study of characteristic developmental changes of human infants from birth to approximately two and one half years. Participation as teacher assistant in infant/toddler child care center provides experience in developmentally appropriate guidance and planning for very young children. Proposed Catalog Description: CDFR 410 Infant and Toddler Development 3c-01-3cr Prerequisites: Grade of C or better in CDFR 310, 321, and 322 and compliance with current agency regulations (e.g., current TB, physical exam, Child Abuse and State Police Clearances) A study of characteristic developmental changes of human infants and toddlers, from birth to approximately 36 months. Participation as teacher assistant in the infant/toddler child care center provides experience in developmentally appropriate guidance and programming for very young children and allows the student to participate in a university-supervised work experience. Rationale: The course content has been expanded from two hours of lecture to three hours of lecture to increase the course content, incorporating current topics such as neuroscience research/ brain development and health issues relating to group care. In addition, this course has traditionally been treated as a senior level class. Students were advised to complete CDFR 310 Advanced Child Development (observation and assessment), CDFR 322 Early Care and Education, and CDFR 321 Preschool Education: Developmentally Appropriate Practices prior to having direct experience and hands-on interaction with infants and toddlers. Therefore, these have been added as prerequisites and the course number has been changed from CDFR 317 to CDFR 410 to reflect a higher level course. Students will continue to work, twenty-four hours per semester, in the Infant/Toddler Lab at the University Child Care Program, Davis Hall. The lab component of the course will become a service learning component allowing students to participate in university-supervised work experiences. Changing the lab requirement to a service learning component aligns the course more closely with another service learning course, CDFR 463 Family and Community. b. Revision of Minor Current Catalog Description: Minor—Child and Family Studies 18 Required Courses: CDFR 218 Child Development 3cr CDFR 224 Marriage and Family Relations 3cr CDFR XXX Any combination of four additional Courses with CDFR prefix 12cr Proposed Catalog Description: Minor—Child and Family Studies 18 Required Courses: CDFR 218 Child Development 3cr CDFR 224 Marriage and Family Relations 3cr Any four of the following course, meeting prerequisites: CDFR 310 Advanced Child Development 3cr CDFR 321 Preschool Education: Developmentally Appropriate Practices 3cr CDFR 322 Early Care and Education 3cr CDFR 323 Family Issues 3cr CDFR 325 Adolescence: Risk and Resiliency 3cr CDFR 426 Techniques of Parent Education 3cr CDFR 427 Administration of Child Care Centers 3cr CDFR 463 Family and Community 3cr The following paragraph is to be added to the catalog description: The Child and Family Studies Minor, consisting of 18 credits, is designed for students who desire to work in programs that entail all aspects of child development and family relationships and administration in human service agencies at federal, state and local levels but have their major course work in a related field. The Child and Family Studies Minor is ideal for psychology, sociology, educational psychology, deaf education and criminology majors who wish to pursue careers working with children and families. The minor includes two required courses and any combination of four additional courses with a CDFR prefix from the list provided. Rationale: The field of early childhood care and education is one of the fastest growing fields in the country. The need for quality child care in the United States far exceeds our ability to supply adequate care for children. Our program has seen a 42% increase in majors between Fall 1999 and Fall 2005, with approximately the same increase in minors, currently 59. The rationale for the changes in the minor is to control course selections due to limited faculty resources. CDFR 410 and 429 are lab courses with limited space available, while CDFR 428 and 429 are writing intensive courses; therefore, the department wishes to limit enrollment in these courses to majors. This change will allow minors to choose four courses from seven remaining program courses. 2. Department of Marketing—course revision Current Catalog Description: MKTG 420 Marketing Management 3c-0l-3cr Prerequisite: MKTG 320 and 321 An analysis of marketing and operational problems and policies involved in planning, organizing, coordinating, and controlling a total marketing program Proposed Catalog Description: MKTG 420 Marketing Management 3c-0l-3cr Prerequisite: MKTG 320 and 321, and Junior Standing An analysis of marketing and operational problems and policies involved in planning, organizing, coordinating, and controlling a total marketing program Rationale: The department could not locate and current syllabus of record when submitting a distance education proposal for this course. The UWUCC suggested that the department submit a new syllabus using the syllabus amnesty policy adopted by Senate last spring. 3. Department of Hospitality Management—New Course HRIM 300 Critiquing Commercial Restaurants 1c-0l-1cr Prerequisites: HRIM 130 and 256, Junior Status Provides the student of hospitality management with the opportunity to evaluate operational characteristics of commercial restaurants from the perspective of a dining patron. Students, as members of dining teams, dine in a variety of restaurant concepts and evaluate the business operation on a battery of performance criteria including site appearance, menu diversity, service competence, product quality, and sanitation. Evaluations and recommendations for change are presented to the class for discussion. Students incur out-of-pocket dining expenses. Rationale: Critiquing Commercial Restaurants is designed to be positioned as a one credit Hospitality Management Controlled Elective within the Hospitality Management curriculum. The course is designed for majors of at least junior status and is not for inclusion within the Liberal Studies package. Course knowledge areas are realized through the observation of actual hospitality commercial restaurant operations and current courses cannot provide such experiences. FOR INFORMATION AND DISCUSSION: 4. Liberal Studies Revision Steering Committee DRAFT DRAFT DRAFT Draft - LS Curriculum Framework Note: Changes from the version that was discussed at the University Senate meeting in October are identified in bold italics. I. Skills for Liberal Learning: Courses in this component provide students with theory and practice to achieve foundational collegiate level competencies in the areas of writing, mathematics, and critical thinking. A. English Composition – a two-course sequence that focuses on specific writing competencies and critical thinking. B. Math – a course that focuses on foundational quantitative reasoning competencies. C. Critical Thinking – essential content in a required course that has an explicit focus on cognitive competencies related to critical thinking, i.e. Introductory Seminar. Note: A working definition of critical thinking is “that mode of thinking about any subject, content, or problem, in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards on them. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.” Scriven, M., & Paul, R. (2004). Statement for the National Council for Excellence in Critical Thinking Instruction. Retrieved September 27, 2006 from  HYPERLINK "http://www.criticalthinking.org/aboutCT/definingCT.shtml" http://www.criticalthinking.org/aboutCT/definingCT.shtml II Curriculum Anchors: Courses in this area provide introductory (first year) and culminating (senior) experiences for all students. A. First Year Experience (FYE)- the term “first year experience” is a purposeful design of curricular and co-curricular activities during the first year of college that helps students make successful transitions to the culture of higher education and welcomes them into a university community. All students would take an Introductory Seminar along with a set of required courses that are linked. The “Introductory Seminar” - a component of the FYE, it is a credit bearing course that provides students with a common intellectual experience. The curricular content would focus on selected readings that focus on cultivating personal and academic integrity, taking seriously the perspectives of others, coping with the college and community environment, and developing a level of competence with ethical and moral reasoning for learning and in life. This introductory seminar could be designed as general for all students or specific by the college or department. Course would include co-curricular experiences that socialize students to the academic and social milieu of ŃÇÉŤÓ°żâ. In this category, courses are designed to include components that develop the college learning, research, and thinking skills of students. develop the skills of critical inquiry and use these skills in the examination of disciplinary perspectives. enable students to relate disciplinary perspectives to the analysis of current issues. enhance students’ integration into the academic and social fabric of the university. promote an understanding and appreciation of a liberal education. provide students with opportunities to work collaboratively. provide students with opportunities to develop independent and effective learning strategies. develop an awareness of the linkage between private lives ad public issues. promote the personal and intellectual development of students. Note: Strong arguments can be made that transfer students should be exempt from a FYE, or that a specific type of experience be designed for transfer students. B. Senior Capstone Course/Experience (Suggested label: Senior Keystone - keystone defined as reinforcement or strengthening) The senior level capstone course would include content or experiences in which students begin with well-understood parts and move towards a holistic understanding of inter-related concepts; or with opportunities for students to weave many complex strands into a fabric, either recreating a pattern already known or imagining and designing new ones. Students will have the opportunity to experience a systematic approach to synthetic reasoning that contributes to their ability to think effectively about broad and complex intellectual, social, and political issues as seen from multiple perspectives. Senior capstone courses provide the opportunity for reinforcement and strengthening of previously acquired skills and knowledge. In this category, courses are designed that provide opportunities for students to demonstrate critical thinking, oral communication, writing and research skills. provide opportunities for students to demonstrate a synthesis of disciplinary or interdisciplinary knowledge and to apply this knowledge in appropriate settings. Note: Arguments can be made for several approaches to this requirement such that the course is: 1) outside the major, 2) interdisciplinary but related to the major, or 3) a senior course in the major. Any course with a “capstone” designation must be an upper division (400-level) course; it is also a logical point in the curriculum where assessment of student learning outcomes across the curriculum can and should be measured. III. Q.W.O.T.E - The acronym Q.W.O.T.E. is suggested as a way to emphasize the achievement of essential competencies across the curriculum. In order for students to graduate with a degree of proficiency, faculty must be intentional in ensuring that these skills are emphasized in and across the curriculum. Assignments should be designed to increase learning by encouraging students to integrate new knowledge with previous knowledge and to teach discipline-specific applications of these skills. Q. Quantitative Reasoning W. Writing O. Oral Communication T. Thinking critically E. Emphasis on information literacy and on technology Other suggested acronyms: C.Q.W.I.S.T. C - Critical thinking Q - Quantitative reasoning W - Writing I - Information literacy S - Speech T - Technology Q.W.I.L.T.S. Q - Quantitative reasoning W- Writing I – Information literacy L – Literacy- reading T – Thinking critically S - Speech Note: The specific number of courses that relate to each of these 5 or 6 areas would need to be agreed upon. IV. Curricular Categories Course requirements are grouped into six curricular areas: 1) The Natural World, 2) Creative Arts, 3) Global and Multicultural Awareness, 4) Intellectual Heritage of the Western World, 5) Human Behavior and Social Institutions and 6) Personal Responsibility. It is envisioned that each category offers two levels that include a limited number of required foundation courses in the first level and a larger number of second-level or more advanced courses in the second level. Courses in Level I Cluster are required courses from the traditional liberal arts disciplines. The Level II Cluster would comprise courses from the traditional disciplines and may include courses in the major that demonstrate how students will achieve specific Expected Undergraduate Student Learning Outcomes that relate to the category. Note: Proposed definitions and general criteria for each curricular area are included, but are considered tentative pending input from the disciplinary area(s) that would be contributing course offerings in each category. It is envisioned that a department may offer courses in more than one area and in both course clusters (i.e. first and second levels). Category 1 – The Natural World Observation and analysis of the physical and biological world foster an understanding of basic principles that explain natural phenomena and unravel many mysteries. These courses extend scientific literacy, which is defined as an experience with the scientific method of inquiry as applied to a given body of knowledge. The aim of scientific literacy is not only to engender an awareness and appreciation of the natural world but to better understand the complexity of contemporary human life. In this category, courses will be designed that examine a body of knowledge that will contribute to an understanding of the workings of the natural world. understand how experimentation can be used to replicate and refine data, control variables, assign margin of error, and build mathematical models and theories to explain natural phenomena. examine critically the historical development and contemporary status of scientific methods, concepts, theories, and principles of the physical, behavioral, and life sciences. use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology. develop an appreciation for the finite resources of our planet, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world. Category 2 – Creative Arts The creative arts celebrate the human capacity to imagine, to create, and to transform ideas into expressive forms. The arts provide a rich record of human cultures and values throughout time. A major emphasis of courses in the creative arts is to address the aesthetic aspects of artistic works so that students appreciate the creative nature of human beings. In this category, courses will be designed that engage students in a specific creative activity, emphasizing symbolic, affective, and imaginative ways of knowing. explore the creative arts through analysis and practice in creative writing and the studio arts such as painting, photography, dance, theater, and music. allow students to study literature, art, music, dance, or theater ranging from classical to contemporary works. understand the use and function of the creative arts in society and in cultures. develop critical skills through the study of the history, aesthetics, and theory of literature and the arts. examine the interplay between technology and the creative imagination. Category 3 – Global and Multicultural Knowledge Global interdependence has become a more central influence on every aspect of human life. Through an exploration of societies, this category opens the doors into varied cultures and issues that challenge a parochial understanding of the world. This category encourages students to have a better understanding of the dimensions of experience and belief that distinguish cultures and countries from one another and, conversely, the commonalities that bind the human experience. Study of a specific world language, study abroad, or study of a culture and its language are considered essential to increasing competence in this domain. In this category, courses will be designed that focus on the major issues of contemporary world politics, including management of conflict, economic organization, the arts, language, and environmental threats to the quality of life. compare or examine societies, polities, and belief systems and acknowledge the importance of recognizing and overcoming cultural barriers. focus on the dilemma of the global majority—the three-quarters of the world’s population who live in countries striving for national identity as well as economic and political development. include the perspectives and contributions of ethnic and racial minorities, of women, and other underrepresented groups. include religion, economics, politics, art, language, literature, ethics, as well as other dimensions of the cultural milieu. includes the study of a world language, study of a culture and its language, or study abroad. Category 4 – Intellectual Heritage of Human Societies Courses in this area explore traditions that have shaped human civilization and acquaint students with the historical, philosophical, and scientific heritage of civilization in all its richness, commonality, and diversity. Students learn to ask questions, debate ideas, and come to understand the ways that we experience the events and ideas of the past in our own lives. In this category, courses will be designed that recognize that world traditions are defined by diversity as well as commonality. explain contributions of ethical, legal, political, economic, and religious systems to the development of human societies. explore fundamental texts identified in established intellectual traditions. define the challenges to authority that have been an important part of human history. suggest the major intellectual questions/problems that have been a part of our heritage and explore critically the important theories and principles. Category 5 – Human Behavior and Social Institutions This area includes the empirical and theoretical study of human behavior. Courses in this area introduce students to some of the central concepts and methods of inquiry used to study human behavior and social institutions. Courses may also address the complexity of human behavior and the variety and interconnectedness of social institutions. In this category, courses will be designed that use scientific methods to describe, analyze, explain, and predict human behavior. include the study of social groups, institutions, and organizations and their context. present how and why particular forms of social organization and social relations emerge within a group or culture; and the origins, characteristics, and consequences of social conflict and change. focus on institutions through which societies, cultures and the individuals who make up the population of these societies pursue activities important to them and examine the effect of environment on these institutions and individuals. examine the development of government policies, and their consequences. compare the connection between an individual’s own perspective and that of society, and recognize the effect by which social forces affect the individual and the individual can affect/shape the environment. explore the values and ethical issues that underlie individual behavior as well as social, political, economic, and cultural organizations. use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology. develop an appreciation for the finite resources of our planet, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world. Category 6 – Personal Responsibility- This area includes study that helps students recognize and develop strategies for personal well being from a holistic perspective. Recognizing the interconnectedness of mind-body-spirit, and how one’s individual worldview helps to shape decision making and behavior. It will assist students to develop other aspects of their person that will influence their existence as a student and productive citizen. In this category, courses will be designed that: reinforce the importance of personal decision-making that promotes well-being on individual and societal levels. include active participation in behaviors that promote lifelong well-being. develop an appreciation for business principles that relate to individual well-being and personal responsibility locally, nationally and internationally. teach healthy behaviors related to the personal use of drug and alcohol and the role of these in society. First Draft 9/22/06 Revised 9/27/06; 10/25/06; 10/30/06 Appendix C University-Wide Graduate Committee Co-Chairs: LaPorte and Williamson FOR INFORMATION: Department of Criminology Change in graduate course number: CRIM 850 (previously CRIM 750): Doctoral Colloquium in Criminology Changed to: CRIM 851: Doctoral Colloquium in Criminology In spring 2005, as a result of a university-wide graduate course renumbering plan, CRIM 750: Doctoral Colloquium in Criminology (a doctoral-level course) was renumbered as CRIM 850. At the same time, CRIM 850: Thesis was renumbered as CRIM 795 (all theses across the university were renumbered as 795 at that time). The 2006-2007 Graduate Catalog currently lists CRIM 795: Thesis and CRIM 850: Doctoral Colloquium in Criminology. The registrar’s office has requested that CRIM 850 (previously CRIM 750) be changed to CRIM 851, to avoid any potential confusion or problems with reporting enrollment figures. FOR ACTION: Residency Requirement Policy Rationale: ŃÇÉŤÓ°żâ’s residency requirement may be inconsistent with the nature of some current and proposed doctoral programs in that curriculum design and recruitment strategies target non-traditional markets. For these programs, requiring some period of full time engagement on campus may present a problem for students in two ways. First, some existing and new programs target a regional market of mid-career professionals with full time employment. To appeal to these individuals, programs are designed and marketed as part-time programs. Students are recruited with that understanding, and typically do not meet the residency requirements during their enrollment. Second, thus far, at least one doctoral program is proposing to target a national market and provide coursework, in part, through distance education. However, in order to meet the residency requirement, students would need to complete some substantial time on campus. This has the potential to adversely affect the applicant pool. Finally, at the present time the Graduate School has no procedure in place for ensuring that the residency requirement is met. Thus the policy is not monitored at that level. However, while some program designs are incompatible with residency requirements, other doctoral programs at the university do wish to maintain a residency policy for there students. In light of these challenges, and after consultation with the Council of Graduate Coordinators, the UWGC proposed this revision to the Residency Requirement Policy. Current Policy: Residency Requirements Doctoral candidates will find that residency requirements vary from doctoral program to doctoral program. Doctoral Students should check with their departments to learn which of the following residency options apply to their specific doctoral program: completion of a minimum of nine graduate credits at ŃÇÉŤÓ°żâ in each of at least two consecutive semesters; completion of a minimum of nine graduate credits at ŃÇÉŤÓ°żâ for at least one semester immediately preceding or following a summer of nine-hour study; completion at ŃÇÉŤÓ°żâ of at least nine graduate credits in each of two consecutive summers plus six graduate credits during the intervening academic year; or completion of twelve graduate credits at ŃÇÉŤÓ°żâ in each of two consecutive summers.  Master’s degree students do not have formal residency requirements. Proposed Requirement Policy Residency Requirements: Residency requirements are established at the program level, thus doctoral and MFA students will find that residency requirements may vary from program to program. Students should check with their departments, the graduate coordinator or the program handbook to determine the residency requirement for a particular program. FOR ACTION: Program Title: PhD in Nursing Department of Nursing and Allied Health Professions Catalog Start Term: The program will be implemented at the start of the next most reasonable semester once approval from the Board of Governors has been received. Introduction The need for qualified nurses continues to intensify. One strategy to meet the growing demand for qualified nurses is to increase enrollment in nursing programs. A major obstacle is the lack of sufficient faculty with the appropriate academic qualifications (doctoral degrees) to teach in these programs. Professional nursing publications, national nursing organizations, and federal and state reports provide further documentation of a critical shortage of nurses and the need for doctorally prepared nurse educators. A PhD in Nursing with a specialized focus on nursing education is proposed to help meet the demand for qualified nursing faculty prepared for the educator role. Scope and Purpose The PhD in Nursing program will develop nurse scholars who are experts in nursing pedagogy and are prepared to conduct advanced research. Graduates will synthesize knowledge from nursing and related disciplines as they assume leadership roles in diverse educational environments. The majority of nursing doctoral graduates pursue employment in educational positions after completion of a doctoral degree. While many are well versed in the traditional research milieu, few have formal training in education and are underprepared for the role of nursing faculty. The proposed doctorate in nursing would retain some of the traditional research focus with an additional emphasis on pedagogy, research, and the role of the nurse educator. Summary of the Proposal The proposed nursing doctorate will consist of 60 credits offered in a part-time cohort fashion. Course work will be completed in 8 semesters. The plan of study will consist of 2 courses per semester including summers. There are three components of the curriculum. The first component, the nursing core, consists of 21 credits of course work in nursing science and theory, nursing pedagogy, curriculum, evaluation, and faculty development in nursing education. The research core consists of 15 credits of course work in research methods (qualitative and quantitative), statistics, instrumentation and measurement with emphasis on nursing education application. There will also be 12 credits of support courses allowing specialized study. The program will culminate with a dissertation (12 credits) that generates research relevant to nursing education. The proposed program will initially consist of a part-time cohort model, admitting approximately 15-20 students every two years. Rationale Given the increasing demand for doctorally prepared nursing faculty who can help to address the critical nursing shortage, additional doctoral nursing programs are needed within the state. National professional nursing organizations further support the creation of nursing doctoral programs to advance the profession and provide opportunities for nurses to achieve the terminal degree while providing qualified faculty to teach. As the only Doctoral Intensive institution in the PASSHE, ŃÇÉŤÓ°żâ is positioned as the ideal site to offer this program. Additionally, this program is closely aligned with the State System and University Strategic Direction. Lastly, a doctoral program is a logical extension of ŃÇÉŤÓ°żâ’s successful graduate nursing programs and supports the vision of the College of Health and Human Services. Data collected from a regional needs assessment indicates a strong interest in a doctoral nursing program at ŃÇÉŤÓ°żâ. Needs assessment data support the proposed program plan with respondents selecting an interest in nursing education, preferring part-time study and choosing Indiana as their top campus location. Cost and delivery format were identified as a major consideration impacting the decision to return for a terminal degree thereby making the proposed program attractive due to ŃÇÉŤÓ°żâ’s affordable tuition, scheduling plan, and program focus. Academic integrity The PhD program in Nursing will be located and administered through the Department of Nursing and Allied Health Professions at ŃÇÉŤÓ°żâ. Faculty from the Department of Nursing and Allied Health Professions will provide the majority of teaching in the program; teaching all courses with an NURS prefix. Faculty in the Department of Mathematics, Student Affairs in Higher Education, and Professional Studies in Education (Administration and Leadership Doctoral Program) will teach select support courses in the program. It is expected that the majority of graduate eligible nursing faculty (currently 17) and future hires will pursue doctoral teaching eligibility and become involved in teaching, advising or supervising doctoral program activities. Faculty within the department possess the necessary expertise in the role of researcher and educator. Doctoral co-coordinators, in collaboration with the department chairperson, will be responsible for program oversight. Doctoral co-coordinators, like others across campus, will be given release time as specified in the CBA. Doctoral co-coordinators will oversee recruitment, advisement, program planning, administration of program activities, and collection of systematic evaluation and outcomes data. The proposal includes plans for facility use, library and other material resources, and financial support of this program. Several funds including the doctoral enhancement fund, the nursing doctoral program education and research fee fund and ESF money will be used to support the instructional needs of the program, support student learning and research and to house a doctoral program within the Nursing and Allied Health Department. Consistent with other programs within the department, the PhD program in nursing consists of a two part approach to periodic assessment involving program evaluation and outcomes assessment. This is a comprehensive plan reviewed yearly by the Department of Nursing and Allied Health Professions and includes a review of curriculum, program satisfaction, resources, alignment with the college, university and PASSHE, and other related items. The doctoral component of the assessment plan will be developed and reviewed annually by the doctoral program committee and shared with the faculty organization. Brief description of program structure and administration Progression through the program will be in a cohort fashion. Students will be admitted every two years and students enroll in the same courses to move through the program together. Students will enroll in six credits, two courses per semester including the summer session. Since students must meet residency requirements, the program is designed with 2 semesters of full time study. The student will select two electives, based upon student interest and planned research focus, as part of the support course sequence. Electives may include graduate level course work offered in other departments or nursing courses such as special topics courses or NURS 801: Doctoral Colloquium in Nursing. Below is a sample part-time study plan. Semester 1 NURS 820: Seminar in Nursing Theory NURS 860: Faculty Development in Nursing Education Semester 2 NURS 861: Pedagogical Practices in Nursing Education GSR 517: Statistical Methods II Semester 3 NURS 862: Curriculum Evaluation in Nursing SAHE 737: The American College Student Semester 4 NURS 951: Quantitative Nursing Research NURS 802: Leadership in Nursing: A Case Study Approach or ALS 802: Leadership: A Case Study Approach Semester 5 NURS 952: Qualitative Nursing Research NURS 863: Evaluation in Nursing Education Semester 6 NURS 953: Research Seminar I NURS 864: Technology in Nursing Education Support Course (Elective) Semester 7 NURS 954: Research Seminar II NURS 993: Nursing Professoriate Practicum Support Course (Elective) Semester 8 NURS 994: Dissertation Seminar Semester 9( NURS 995: Dissertation Brief curriculum overview (including summary of course offerings) New Courses NURS 801: Doctoral Colloquium in Nursing Variable 1-3 cr Course Description: Provides an academic setting for graduate students to present research and theoretical papers for group discussion. Special topics in nursing will be selected each semester. Prerequisite: by permission. NURS 802 Leadership in Nursing: A Case Study Approach 3c-0l-3cr Course Description: Focus on analysis of leadership theory. Examines cases of exemplary leaders and organizations in nursing to gain insight into both the psychological and sociological aspects of successful leadership in a changing field. The student will apply case study methodology to the analysis of leaders and leadership styles. NURS 820: Seminar in Nursing Theory 3c-0l-3cr Course Description: Provides an overview of major nurse scholars’ contributions to theoretical development in nursing. The student will examine scholarly works regarding the history of nursing theory, philosophical underpinnings of nursing theory, and the relationship of nursing theory, practice, and research. The student will explore concept and statement development and its relationship to overall theory development in nursing and the linkage with nursing research. NURS 860: Faculty Development in Nursing Education 3c-0l-3cr Course Description: Provides students with an opportunity to explore the complexity of the role and issues facing nursing faculty in higher education outside the classroom setting. The student will appraise the skills necessary to succeed in the nursing education environment and develop a plan for professional growth and scholarly achievement. Research related to nursing faculty development and success in academia will be analyzed. NURS 861 Pedagogical Practices in Nursing Education 3c-0l-3cr Course Description: Application of educational theories to the nurse educator role in higher education will be explored. A critical review of the role of the teacher in the clinical and classroom setting, teaching strategies, and student centered learning outcomes will be conducted. The student will apply the art of reflection to the practice of teaching. NURS 862 Curriculum Evaluation in Nursing 3c-0l-3cr Course Description: Examines various curriculum designs in nursing. The student will critique the qualities of effective nursing curricula at the undergraduate and graduate level. The student will analyze current accreditation standards in nursing education and their relationship to curriculum evaluation. Methods for conducting ongoing curriculum revision based on a quality outcomes assessment plan will be explored. NURS 863 Evaluation in Nursing Education 3c-0l-3cr Course Description: Application of measurement theory to nursing education. Presents various strategies to assess and evaluate classroom and clinical performance in nursing education. Evidence-based assessment and evaluation practices, including test construction, are proposed and critiqued. Social, ethical and legal issues related to evaluation are analyzed. NURS 864: Technology in Nursing Education 3c-0l-3cr Course Description: Provides a foundation for educators to incorporate technology into nursing programs. Strategies for the use of technology in nursing education will be explored. The student will apply knowledge of distance education technology to the practice of teaching in nursing and evaluate the effectiveness of distance education teaching strategies. NURS 993 Nursing Professoriate Practicum 1c-2l-3cr Course Description: Designed to provide the student with an opportunity to select and operationalize aspects of the nurse educator role. The student will apply an understanding of the nursing faculty role to teaching and learning and develop one or more aspects of a plan for professional development. Prerequisites: NURS 860, 861, 862, 863, and 864. NURS 951: Quantitative Nursing Research 3c-0l-3cr Course Description: This course provides students with advanced knowledge and skill in quantitative research methodology and design related to nursing education. The student will analyze, evaluate, and critique relevant study designs and methods used in experimental, quasi experimental, and non-experimental research. Evaluative issues regarding power analysis, sampling, and data collection techniques will be addressed. Strategies for enhancing the scientific and methodological rigor will be explored. Prerequisite: GSR 517. NURS 952 Qualitative Nursing Research 3c-0l-3cr Course Description: Qualitative research methods used in nursing will be critiqued. The use of case study, phenomenology, grounded theory, hermeneutics, historical research, and ethnography will be appraised for their use in nursing education research. Techniques for conducting qualitative research and data analysis will be practiced. Issues related to rigor and confirmability of the data will be evaluated. NURS 953: Research Seminar I 3c-0l-3cr Course Description: This course provides students with the opportunity to participate in nursing education research tool development for quantitative or qualitative research. The student will participate in tool development, testing, and evaluation. The course will also explore sampling issues and development of a recruitment plan for use in nursing education research. Opportunities for peer critique will be an integral component of this course. Prerequisite: NURS 951and 952. NURS 954: Research Seminar II 3c-0l-3cr Course Description: This course builds upon prior knowledge of qualitative and quantitative research methods and provides opportunities to participate in research activities in collaboration with mentors. The course focuses on various approaches to data analysis, development of Institutional Review Board (IRB) proposals and grant writing. Opportunities for peer critique will be an integral component of this course. Prerequisite: NURS 953. NURS 994: Dissertation Seminar 3c-0l-3cr Course Description: This course provides the student with an opportunity to develop a dissertation proposal focusing on nursing education. Students will have opportunities for peer review and critique of their work. The course will culminate in an oral presentation of the proposal that will prepare students for dissertation defense. Prerequisite: NURS 820 and NURS 954. NURS 995 Dissertation 1-9 cr Course Description: A culminating research project requiring mastery of an area of interest relevant to nursing education. Requires a comprehensive literature review and the collection and analysis of data. A successful oral defense of the finished project is required. The student must complete a minimum of 9 credits of dissertation to satisfy graduation requirements. Prerequisites: Successful completion of all course work. Student qualifications Admission Requirements Students seeking admission to the PhD in Nursing program must satisfy the minimum School of Graduate Studies and Research requirements. All applicants must also submit the following for review by the doctoral program committee: GRE Scores, Official Higher Education Transcripts, Nursing License, Current Curriculum Vitae, Writing Sample, and Letters of Recommendation. A master’s degree in nursing or a related field is required. Additionally, all applicants must possess and maintain a current nursing license. Support and advisement A series of program requirements are planned for the PhD program in Nursing to assess student and program outcomes and ensure quality. All students will be assigned an academic advisor. Program Requirements and Progression Each student admitted to the doctoral program is eligible for doctoral degree candidacy after successful completion of twelve graduate credits in the doctoral program with an overall GPA of 3.0 or higher. To complete the program, students are required to satisfactorily complete nursing core courses, research core courses, support courses, and to demonstrate research competence through the successful completion of a dissertation. The student’s competence and knowledge are evaluated through four doctoral examinations: a candidacy examination, a comprehensive examination, an oral defense of the dissertation proposal, and an oral defense of the final dissertation. Dissertation The chairperson of the dissertation committee must be a member of the Department of Nursing and Allied Health Professions and be approved by the School of Graduate Studies and Research to teach doctoral-level courses. The dissertation committee will consist of at least three members, all of whom must hold an earned doctorate. In addition to the dissertation chairperson, at least one other member must be from the Department of Nursing and Allied Health Professions. Other dissertation committee members may be qualified individuals from within or outside of the university, subject to approval by the dissertation chairperson and the doctoral program committee. The committee is responsible for overseeing the research, the dissertation, and the attainment of degree requirements. Catalog Description The PhD in Nursing is designed to develop nurse scholars who are experts in nursing pedagogy and are prepared to conduct advanced research. Graduates will synthesize knowledge from nursing and related disciplines as they assume leadership roles in diverse educational environments. The sixty credit program, designed for nurses interested in pursuing a career in academia with a research focus on nursing education, provides students with nursing core courses, research courses, and supportive courses. Upon completion of the PhD in Nursing program, the graduate is prepared to: Assume leadership in diverse educational environments. Synthesize knowledge from nursing and related disciplines to facilitate learning and foster development of students and educators. Conduct advanced nursing research that contributes to the generation of knowledge within nursing education. Model the role of nursing scholar and effective nurse educator. Admission Requirements Students seeking admission to the PhD in program in Nursing must satisfy the minimum School of Graduate Studies and Research requirements and have a Master’s Degree in nursing or a related field. International students are required to comply with the admission criteria as outlined in the graduate catalog. All applicants must also submit the following for review by the doctoral program committee: Recent GRE Scores (including analytical writing) Official Higher Education Transcripts Nursing License Current Curriculum Vitae Writing Sample Two Letters of Recommendation Personal Interview Refer to the nursing doctoral student application packet for additional information about the admission process. Additional information about the program can be found at  HYPERLINK "http://www.iup.edu/rn-alliedhealth" http://www.iup.edu/rn-alliedhealth The PhD program in Nursing requires a minimum of 60 semester hours of graduate credits. Each student must also satisfactorily complete the candidacy examination, the comprehensive examination, and the dissertation. The credits allocated for the program are as follows: I. Nursing Core Courses 21 credits NURS 820: Seminar in Nursing Theory 3 cr NURS 860: Faculty Development in Nursing Education 3 cr NURS 861: Pedagogical Practices in Nursing Education 3 cr NURS 862: Curriculum Evaluation in Nursing 3 cr NURS 863: Evaluation in Nursing Education 3 cr NURS 864: Technology in Nursing Education 3 cr NURS 993: Nursing Professoriate Practicum 3 cr II. Research Core 15 credits GSR 517: Statistical Methods II 3 cr NURS 951: Quantitative Nursing Research 3 cr NURS 952: Qualitative Nursing Research 3 cr NURS 953: Research Seminar I 3 cr NURS 954: Research Seminar II 3 cr III. Support Courses 12 credits SAHE 737 The American College Student+ 3 cr NURS 802 Leadership in Nursing: A Case Study Approach* 3 cr Electives 6 cr IV. Dissertation 12 credits NURS 994: Dissertation Seminar 3 cr NURS 995: Dissertation 9 cr + May also take SAHE 631 * May also take ALS 802 FOR ACTION: Revision of catalog description of MA degrees and entrance requirements Music Department Catalog start term: Fall 2007 Rationale Paragraph #3 Wording the thesis requirement in such a way will do the following: Replacing “may elect” with “will prepare” eliminates any ambiguity about whether or not a thesis is required. The clause “approved research style” sets an expectation for a research document, rather than a recital performance. This clause also is flexible enough to accommodate emergent research styles not currently in practice (which was covered by the ‘project’ wording in the current statement), and will easily incorporate any aspect of performance/project a thesis might require. It will also give the faculty the flexibility to ‘ebb and flow’ with thesis requirements as needed. The clause “pertaining to music education” makes it clear that there is an expectation that a MUED master thesis should be school/pedagogically based, rather than performance based. However, it will leave flexibility for some aspect of performance to be used in the thesis, provided the performance relates to the development of ideas for MUED. Paragraph #4: The first sentence merely clarifies goals and enhances the original shorter statement meant to explain the Performance degree. The second section is meant to clarify the thesis project. It first defines the applicant’s principal performing area and includes a clarification that conducting is considered a performing area. The final sentence clarifies that the thesis is to include a recital and a “…research document…” as opposed to the more vague comment in the original which says, “…program notes…” Program notes could be interpreted in many ways. It is also clarified that the Music Department has approved, published guidelines to follow. Final paragraph changes: The new final paragraph is a much more succinct statement concerning entrance requirements currently in place in the Music Department. It should help clarify the Music Education requirement of teacher certification in music. As for requiring entrance tests such as theory and piano – this can be at the discretion of the graduate committee depending of the candidate’s background, grades, etc. Rationale for additional final statement after degree requirements: Students may perform in music ensembles for graduate credit. This statement restricts the use of music ensembles as advisor approved degree required electives to a maximum of 3 credits. Side – by –side Current vs. Proposed Description Graduate Catalog CURRENTPROPOSEDParagraph 3: The Music Education degree offers students a range of experiences in music teaching and learning theory, research, and performance. Students may elect to prepare a research thesis, a recital thesis, or a final project in a chosen area within music education.Paragraph 3: The Music Education degree offers students a range of experiences in music teaching and learning theory, research, and performance. Students will prepare a thesis pertaining to music education in an approved research style. Paragraph 4: The Performance degree introduces students to the world of professional artistry. Students prepare a thesis which consists of a recital and program notes as partial fulfillment of the degree.  Paragraph 4: The Performance degree is designed to enhance musicianship, technique, and knowledge of a variety of musical styles, with the goal of preparing students for a career in the performing arts. Applicants may choose a principal performing area from conducting, all major instruments or voice. The performance degree thesis includes a recital in the principal performing area, as well as a research document pertaining to the literature presented, as outlined in the Music Department Thesis Guidelines.  Final Paragraph: In addition to meeting School of Graduate Studies and Research requirements, the applicant must meet Music Department admission requirements: a) undergraduate degree with major in music or its demonstrated equivalent; b) undergraduate degree in music education and/or teacher certification for the Music Education degree; c) completion of a satisfactory audition in the applicant’s major instrument for the Performance or Music Education degree (specific audition requirements are available upon application); and d) entrance placement exams in theory, music history, and piano proficiency. Applicants requesting admission to the Music Education degree are required to have a Provisional Pennsylvania Teachers Certificate. Music Education applicants who do not already have such certification must complete a planned program leading to certification prior to applying for candidacy at ŃÇÉŤÓ°żâ. Additional statement: (not currently in catalog)  Final Paragraph: In addition to meeting School of Graduate Studies and Research requirements, the applicant must meet Music Department admission requirements. All applicants must have an undergraduate degree with major in music or its demonstrated equivalent. Applicants for the Music Education degree must have current teacher certification in music. Applicants for the Performance degree must complete a satisfactory audition on their major instrument (specific audition requirements are available upon application). Applicants for the music history and literature degree must present samples of their academic writing on a musical topic. Applicants for the theory and composition degree must present examples of their compositions. In addition to these requirements, the department may request additional supporting evidence of adequate preparation in specific concentration areas. Additional statement: (to be placed following the degree requirements) A maximum of 3 hours of ensembles (MUSC 575) can be approved for credit towards any of the degree programs.  Catalog Description Department of Music The graduate program in music provides the student with opportunities to improve skills as teacher, performer, or scholar beyond the bachelor’s degree. Upon acceptance by the School of Graduate Studies and Research, each student consults the graduate coordinator in music, who assigns advisors, helps plan a course sequence, and oversees the formation of the thesis committee. The Department of Music offers four graduate degrees: Master of Arts in Music (Music Education), Master of Arts in Music History-Literature, Master of Arts in Theory and Composition, and Master of Arts in Performance. The Music Education degree offers students a range of experiences in music teaching and learning theory, research, and performance. Students will prepare a thesis pertaining to music education in an approved research style The Performance degree is designed to enhance musicianship, technique, and knowledge of a variety of musical styles, with the goal of preparing students for a career in the performing arts. Applicants may choose a principal performing area from conducting, all major instruments or voice. The performance degree thesis includes a recital in the principal performing area, as well as a research document pertaining to the literature presented, as outlined in the Music Department Thesis Guidelines. The Music History-Literature degree builds a broad foundation in the history and literature of cultivated music from the early middle ages to the modern era. It can serve as a background for careers in music journalism, concert management, and associated fields. Students prepare a thesis that coordinates knowledge of geography, history, foreign language, and music theory with the study of major styles and masterworks. The Music Composition and Theory degree will expose students to a broad spectrum of musical styles and compositional techniques, as well as experience in composing for solo instruments, chamber groups, and large ensembles. Students prepare a major composition as a thesis or undertake an extensive analysis. In addition to meeting School of Graduate Studies and Research requirements, the applicant must meet Music Department admission requirements. All applicants must have an undergraduate degree with major in music or its demonstrated equivalent. Applicants for the Music Education degree must have current teacher certification in music. Applicants for the Performance degree must complete a satisfactory audition on their major instrument (Specific audition requirements are available upon application). Applicants for the music history and literature degree must present samples of their academic writing on a musical topic. Applicants for the theory and composition degree must present examples of their compositions. In addition to these requirements, the department may request additional supporting evidence of adequate preparation in specific concentration areas Master of Arts in Music Education *30 cr. I. Core Courses 9 cr. LIBR 600 Bibliography of Music 3 cr. MUSC 618 Comprehensive Musicianship 3 cr. MUSC 632 Research Techniques in Music 3 cr. II. Required Courses 6 cr. MUSC 619 Methods for Comprehensive Musicianship 3 cr. MUSC 620 Foundations of Music Education 3 cr. III. Music Education Courses 4-6 cr. Select courses from the following: MUSC 501 Advanced Choral Conducting 2 cr. MUSC 502 Advanced Instrumental Conducting 2 cr. MUSC 535 Music for the Exceptional Student 3 cr. MUSC 537 Techniques of the Marching Band 2 cr. MUSC 540-550 Summer Music Workshop 1-3 cr. MUSC 628 Contemporary International Approaches to Elementary Education 2 cr. MUSC 629 Advanced String Pedagogy 2 cr. MUSC 631 Administrative Problems in Music Education 2 cr. MUSC 633 Comparative Choral Methods 2 cr. MUSC 634 Practicum in Instrumental Music 2 cr. MUSC 635 Psychology of Music Education 2 cr. MUSC 636 Advanced Technology in Music Education 2 cr. IV. Music Theory or History Course 3 cr. MUSC 516 Analytical Techniques 3 cr. or MUHI 503 Music of the Baroque Era 3 cr. MUHI 504 Music of the Classical Era 3 cr. MUHI 505 Music of the Romantic Era 3 cr. MUHI 507 Music of the Twentieth Century 3 cr. MUHI 508 Music of the Sixteenth Century 3 cr. V. Applied Music Courses 4 cr. APMU 601-771 4 cr. VI. Thesis 4 cr. MUSC 795 Thesis 4 cr. Master of Arts in Music History-Literature *31 cr. I. Core Courses 9 cr. LIBR 600 Bibliography of Music 3 cr. MUSC 516 Analytical Techniques 3 cr. MUSC 632 Research Techniques in Music 3 cr. II. History and Literature Courses 12 cr. Four courses from the following: MUHI 503 Music of the Baroque Era 3 cr. MUHI 504 Music of the Classical Era 3 cr. MUHI 505 Music of the Romantic Era 3 cr. MUHI 507 Music of the Twentieth Century 3 cr. MUHI 508 Music of the Sixteenth Century 3 cr. III. Elective 6 cr. (600-level courses and others as approved by advisor) IV. Thesis 4 cr. MUSC 795 Thesis 4 cr. Master of Arts in Music Theory and Composition *31 cr. I. Core Courses 9 cr. MUSC 516 Analytical Techniques 3 cr. LIBR 600 Bibliography of Music 3 cr. MUSC 632 Research Techniques in Music 3 cr. II. Theory and Composition Courses 12 cr. Four courses from the following: MUSC 511 Composition 3 cr. MUSC 512 Advanced Orchestration 3 cr. MUSC 513 Advanced Band Scoring 3 cr. MUSC 514 Advanced Choral Arranging 3 cr. MUSC 515 Counterpoint 3 cr. MUSC 618 Comprehensive Musicianship 3 cr. III. Electives 6 cr. (600-level courses and others as approved by advisor) IV. Thesis 4 cr. MUSC 795 Thesis 4 cr. Master of Arts in Music Performance *31 cr. I. Core Courses 9 cr. MUSC 516 Analytical Techniques 3 cr. LIBR 600 Bibliography of Music 3 cr. MUSC 632 Research Techniques in Music 3 cr. II. Applied Music Courses 12 cr. APMU 601-771 12 cr. III. Electives 6 cr. (Music Theory or Music History courses and others as approved by advisor) IV. Thesis 4 cr. MUSC 795 Thesis 4 cr. 50 percent of the courses must be 600 level or above. A maximum of three hours of ensembles (MUSC 575) can be approved for credit towards any of the degree programs. Appendix D Noncredit Committee Chair: O’Neil Meeting held: Tuesday, October 17 in Keith 100 at 3:30 pm In attendance: Karen Stein, Therese O’Neil, Karen Rivosecchi Absent: Chris Janicak The non-credit committee heard a report from Jane S. Gardner from ŃÇÉŤÓ°żâ Workforce Education and Economic Development in the Eberly College of Business and Information Technology. Discussed were the ŃÇÉŤÓ°żâ Management Services Group and the workforce training programs administered through her office and funded through the Pennsylvania Department of Community and Economic Development: WEDnetPA Guaranteed Free Training Program and Customized Job Training. Both highly successful programs invest in economic development by providing job training funds to regional employers to enhance the skills of the workforce.     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¤x$Ifgd!qăzkdß$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laöěíđ —‰~ ¤x$Ifgd!qă$¤x$Ifa$gd!qăgkdL$$If–lÖÖ”˙œ*+˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙Ö˙˙˙˙Ö˙˙˙˙Ö˙˙˙˙4Ö4Ö laö    „vk ¤x$Ifgd!qă$¤x$Ifa$gd!qăzkdŁ$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laö   , „vk ¤x$Ifgd!qă$¤x$Ifa$gd!qăzkd$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laö, - 0 K „vk ¤x$Ifgd!qă$¤x$Ifa$gd!qăzkd}$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laöK L M N „xo $Ifgd!qă $$Ifa$gd!qăzkdę$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laöN O j v  ‡ „yykk$¤x$Ifa$gd!qă ¤x$Ifgd!qăzkdW$$If–lÖÖ0”˙Xœ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙D(˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙4Ö4Ö laö‡ ˆ ‹ ›   ˘ Ś ^PEE77$¤x$Ifa$gd!qă ¤x$Ifgd!qă$¤x$Ifa$gd!qă kdÄ$$If–lÖÖ\”˙x$œ*t˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laöŚ § Ş Ý î K=2' ¤x$Ifgd/X ¤x$Ifgd!qă$¤x$Ifa$gd!qăłkd]$$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laöî đ ő ö ńă/łkd $$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laö$¤x$Ifa$gd!qă$¤x$Ifa$gd/Xö ů  / 1 7 ńććŘŘ$¤x$Ifa$gd!qă ¤x$Ifgd!qă$¤x$Ifa$gd!qă1 2 3 4 6 7 8 j k ‰ Š ‹ Œ  Ž  Ż ° ě í    3 4 P Q V W „ † ‡ ą ˛ ę ë $ % & ? @ A B N k öíöíäŰŇÉŇŔŇöíŇÉŇÉŇÉŇöŇÉŇÉŇÉ´¨œŇÉŇÉŇÉŇɓŠ†‚~y~ 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¤x$Ifgd‰*X$¤x$Ifa$gd!qăłkdČ$$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laöę ë ě í đ ńń=/$¤x$Ifa$gd!qăłkdw $$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laö$¤x$Ifa$gd!qăđ     ôôćć2łkd& $$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ tŕÖ0˙˙˙˙˙˙ö6ööÖ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ö˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4Ö4Ö laö$¤x$Ifa$gd!qă ¤x$Ifgd‰*X  * 1 2 3 ńććŰŰ ¤x$Ifgd-@ ¤x$Ifgd‰*X$¤x$Ifa$gd!qă3 4 7 H N O K=222 ¤x$Ifgd‰*X$¤x$Ifa$gd!qăłkdŐ $$If–lÖÖr”˙Xx$œ*Ä˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙°˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙p˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 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