ࡱ> U@ bjbj 3]B=x?x?x?8?L@ߌAlPC(xCxCxC4N JX.[t.000000$ۓR-bTE\4N4N\\TxCxC ___\xCxC._\._$_4_6vxxCA kj<x?f]w<0ߌ0w`^8xx^| _\\\TTx?^dx?Kia Kaha Years 1113 Focus area 3 This section of the Kia Kaha programme contains one of the following focus areas for students at years 1113 (ages 1517): Bullying revisited Societal bullying Rights and responsibilities Deciding on strategies Cyberbullying An action planning process for years 1113 Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 3: Rights and responsibilities Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382320968" Focus area 3: Rights and responsibilities  PAGEREF _Toc382320968 \h 2  HYPERLINK \l "_Toc382320969" Curriculum links  PAGEREF _Toc382320969 \h 2  HYPERLINK \l "_Toc382320970" Resources  PAGEREF _Toc382320970 \h 2  HYPERLINK \l "_Toc382320971" Learning intention  PAGEREF _Toc382320971 \h 2  HYPERLINK \l "_Toc382320972" Activities  PAGEREF _Toc382320972 \h 3  HYPERLINK \l "_Toc382320973" Case studies  PAGEREF _Toc382320973 \h 3  HYPERLINK \l "_Toc382320974" Health journals  PAGEREF _Toc382320974 \h 4  HYPERLINK \l "_Toc382320975" Copysheet: The United Nations Convention on the Rights of the Child  PAGEREF _Toc382320975 \h 5  HYPERLINK \l "_Toc382320976" Copysheet: Code of Students Rights  PAGEREF _Toc382320976 \h 9  Focus area 3: Rights and responsibilities Curriculum links Key Competencies: Thinking; Using language, symbols and texts; Participating and contributing Learning area: Levels 67 Health and Physical Education  Strand A Safety Management  plan and evaluate strategies recognising their own and other people s rights and responsibilities to avoid or minimise the risk of bullying Underlying concepts: Well-being, Hauora (especially taha whnau) The Socio-ecological perspective contribute to their own and others well-being, by an awareness of individual rights and responsibilities Attitudes and values respect for the rights of others Resources Copysheet: The United Nations Convention on the Rights of the Child Copysheet: Code of Students Rights Sheets of A3 paper Learning intention At the end of this focus area students will recognise their own and others rights and responsibilities to minimise the risk of bullying. Activities Case studies Students could work in pairs or small groups. They stay in these groups throughout the activity. Part 1 Ask each group to write a case study of a young person who is being bullied. This could be fictional or based on reality, although you will need to remind them that real names should not be used. The case study should be written at the top of an A3 sheet of paper. The case study should cover: the nature of the bullying the period of time over which it has been going on who knows about it the effects that it is having on the person being bullied anything that has been done to help Ask each group to pass their case study to the group on their right. Part 2 Give each group Copysheet: The United Nations Convention on the Rights of the Child. Invite them to read and discuss the rights, then read the case study they have been given and identify any of these rights that are being infringed for the person being bullied. These are recorded on the A3 sheet. Ask each group to pass their A3 sheet to the group on their right. Part 3 Ask each group to read the information that has been passed on to them. Discuss with the class that, while all young people have rights, each right has a corresponding responsibility. Ask for some examples of this. Remind them that everybody has a responsibility to minimise the risk of bullying. Invite each group to list the responsibilities that young people have to help minimise bullying, on the bottom of their A3 page. The completed sheet should look something like the one below. Case Study: Rights that are being infringed Article Article ArticleResponsibilities of others to minimise bullying 1 2 3Display the completed A3 sheets on the wall, and ask groups to read the work of other groups. Ask: Why do you think the United Nations developed this Convention on the Rights of the Child? Do you think that generally children and young peoples rights are upheld in New Zealand? Why, or why not? Do you think that in this school and community young peoples rights are upheld? Why, or why not? Do you think the young person who bullies has rights as well? Why, or why not? What would need to happen here to ensure everyones rights were respected? What can young people do if they feel their rights are being infringed? Either Working in different groups, invite students to compile a Code of Students Rights that they would like to see operating in their school. These could be compared to the ones on Copysheet: Code of Students Rights. Or Working in different groups, invite students to consider Copysheet: Code of Students Rights. They then adapt these to make a suitable code for their school. The class may like to come up with one definitive Code, which could be taken to the principal for h consideration. Health journals Students can complete the following reflective journal questions as an individual activity: To what extent do you think you respect the rights of others? To what extent do you think your rights are respected? What could you do in this school to minimise the risk of bullying? Copysheet: The United Nations Convention on the Rights of the Child Adopted by the United Nations in November 1989. Here is a brief summary of the Convention. The actual wording can be accessed from the United Nations website at HYPERLINK "http://www.un.org/documents/ga/res/44/a44r025.htm"http://www.un.org/documents/ga/res/44/a44r025.htm The Preamble The Preamble reminds us of the basic principles of the United Nations and relevant treaties and laws. It emphasises: that everyone, including children, has human rights, which are the basis of freedom, justice and peace that children need special care and attention that families are the best place for children to grow up that children need legal and other protection how important it is to respect childrens cultural values the importance of international co-operation in ensuring that childrens rights are recognised and respected. Part 1 Definition of a childArticle 1: A child is a person under the age of 18, unless their countrys laws say that the age of majority is earlier.Non-discriminationArticle 2: All UNCROC rights apply to all children, no matter who or where they are. The Government is responsible for protecting them from any type of discrimination and for acting to promote their rights.Best interests of the childArticle 3: All actions that involve children should be taken with their best interests in mind. The Government should look after children when their parents or anyone else responsible for looking after them do not.Implementation of rightsArticle 4: The Government must do all it can to implement the rights in this Convention.Parental guidanceArticle 5: The Government must respect the rights and responsibilities of childrens families to provide guidance for them in a way that suits childrens changing abilities.Survival and developmentArticle 6: Every child has the right to life, and the Government is obliged to make sure that they survive and develop.Name and nationalityArticle 7: Children have the right to a name when they are born. They also have the right to a nationality and, as much as possible, to know their parents and be cared for by them.Preservation of identityArticle 8: The Government is obliged to protect and, if necessary, re-establish basic aspects of the childs identity. This includes their name, their nationality and any family ties.Separation from parentsArticle 9: Children have a right to live with their parents unless it is decided that this is not the best option for them. Children have the right to maintain contact with both parents if they are separated from them.Family reunificationArticle 10: Children and their parents have the right to leave any country and enter their own country to reunite with their families or maintain their relationship with their parents. Illicit transfer and non-returnArticle 11: The Government is obliged to prevent and act on kidnapping or any other act that keeps a child away from their own country whether by their parent or anyone else.The childs opinionArticle 12: Children have the right to express their opinion freely and to have that opinion considered in anything that affects them.Freedom of expressionArticle 13: Children have the right to express their own views, get information and tell others about their ideas.Freedom of thought, conscience and religionArticle 14: The Government should respect childrens right to freedom of thought, conscience and religion, with appropriate parental guidance.Freedom of associationArticle 15: Children have the right to meet with others and join or form groups.Protection of privacyArticle 16: Children have the right to protection from interference with their privacy, their family, their homes and correspondence, and from illegal attacks on their honour or reputation (slander or libel).Access to appropriate informationArticle 17: The Government should make sure that children have access to information and material from a wide range of sources. It should also encourage the media to produce and distribute information that is good for children, and take steps to protect children from harmful material.Parental responsibilitiesArticle 18: Parents are jointly responsible for raising their children, and should do what is best for them. The Government should provide appropriate help to parents in bringing up their children.Protection from abuse and neglectArticle 19: The Government should protect children from all types of mistreatment by parents or anyone else responsible for their care and set up programmes to prevent abuse and mistreatment.Protecting children who do not have a familyArticle 20: The Government is obliged to provide special protection for children who do not grow up in their family or have to stay with someone else for a while, and to make sure that they have appropriate alternative care according to their cultural background.AdoptionArticle 21: Governments that allow adoption should let it happen only if it is right for the child, and then only when there are competent organisations to manage it, and appropriate safeguards for the child.Refugee childrenArticle 22: Refugee children or children seeking refuge should be given special protection. The Government is responsible for co-operating with international organisations that protect and help refugee children.Children with disabilitiesArticle 23: Children with disabilities have the right to special care, education and training to help them live a full and decent life with dignity and achieve the greatest possible level of self-reliance and involvement in society.Health and health servicesArticle 24: Children have the right to the best possible health and medical care. The Government should focus on providing primary and preventive health care and public Health education and on reducing infant deaths.Reviewing placementArticle 25: Children who are placed away from their parents to get the right care, protection or treatment are entitled to have that placement reviewed regularly.Social securityArticle 26: Children have the right to social security, including benefits (depending on their circumstances).Standard of livingArticle 27: Children have the right to a standard of living that is adequate for their physical, mental, spiritual, moral and social development. Parents have the main responsibility for this; the Government has a duty to make sure they can, and do, provide this.EducationArticle 28: Children have the right to education. The Government should make sure that primary education is free and compulsory, encourage different types of secondary education, and make higher education available to everyone who has the ability for it. School discipline should be consistent with the childs right(s), and the Government should encourage children to go to school and not to drop out.Aims of educationArticle 29: Education should aim to develop childrens personality, talents and mental and physical abilities as much as possible. It should prepare children for an active adult life in a free society and encourage respect for their parents, their own cultural identity, language and values, and for others cultural backgrounds and values.Children from minority or indigenous populationsArticle 30: Children who come from ethnic, religious and linguistic minorities, or who are indigenous peoples, have the right to enjoy their own culture and practise their own religion and language.Leisure, recreation and cultural activitiesArticle 31: Children have the right to leisure and rest, to play and to take part in cultural and artistic activities.Child labourArticle 32: Children have the right to be protected from work that is dangerous to their health, education or development. The Government should set minimum ages for work and set laws for working conditions.Drug abuseArticle 33: Children have the right to protection from the use of drugs, and from being involved in producing or distributing them.Sexual exploitationArticle 34: The Government should protect children from sexual exploitation and abuse, including involvement in prostitution and pornography.Sale, trafficking and abductionArticle 35: The Government is obliged to make every effort to prevent the sale, trafficking and abduction of children.Other forms of exploitationArticle 36: Children have the right to protection from all types of exploitation.Torture and deprivation of libertyArticle 37: No child should be tortured, cruelly treated or punished, unlawfully arrested, or lose their freedom. People under the age of 18 should not get sentences of capital punishment or life imprisonment without any chance of release. Any child who is locked up (such as in prison) should be separated from adults unless it is not the best option for them. Children who are detained should have legal and other help as well as contact with their family.Armed conflictsArticle 38: The Government should do everything it can to make sure that children under 15 years of age dont take direct part in wars or armed conflicts. No one under the age of 15 should be asked or permitted to join the armed forces. The government should also make sure that children who are affected by armed conflict are protected and cared for.Rehabilitative careArticle 39: The Government is obliged to make sure that child victims of armed conflicts, torture, neglect, mistreatment or exploitation get appropriate treatment for their recovery and settlement back into society.Administration of juvenile justiceArticle 40: Children in trouble with the law have the right to treatment that promotes their sense of dignity and worth, takes their age into account and aims to help them get back to a normal life. Special laws and procedures should be set up to do this, including a minimum age for being charged with an offence. Children are entitled to be treated fairly (in accordance with the principles of natural justice) and to get legal or other help for their defence. Judicial proceedings and putting children in some type of institution are to be avoided as much as possible.Respect for higher standardsArticle 41: Any standards in national and international law that relate to childrens rights and are higher than those in this Convention shall always apply. Copysheet: Code of Students Rights Every student has the right to: have their best interests considered when decisions are made that affect them have their physical, emotional, spiritual and cultural well-being valued and promoted a high all-round standard of educational experience protection from physical, emotional and sexual harassment or abuse from peers or others while in the school environment be treated with respect and dignity by other people be given guidance and help in learning be disciplined in ways that are positive express their views, have a say in matters that affect them, present their side of a story and be treated fairly have matters of privacy protected have opportunities to take part in sporting, creative and other enjoyable activities be free from discrimination of any sort be included in school activities learn and interact in a safe environment associate with other students as they wish within the boundaries of school rules and legal rights retain their own property and have it treated with respect have their family/whnau informed and involved in matters that affect them be taught, and have demonstrate  !"'./6>HIsv  & ' ӹxq hDhD h-hDhh'^5hhD5 hhVw hhr'? hhD h;IQhV} h;IQhD h;IQh-hh1zhV} hPhT hjhThTh'h/ hPhhhD h)h) hj hh-, " . j ^ L 8 : @ r# gd #A r# @ r# gd|gd)5gd/gdD/gdcgdPgdG,gd]' * + - . 3     H I ûûkWLh|mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHuh=3h|0J?mHnHu$jh=3h|0J?UmHnHuh|h|mHnHujhsv~Uhsv~hr6h+Uh _H h h+Uhr6 hLvhThLvhT5 hDhThD hDhDI J d e f g h i j k l ·𤓤x^J:h=3h|0J?_H mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHuh|mHnHu jh|UmHnHu* j}h UmHnHuh|mHnHu*jh|UmHnHu  ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jwh UmHnHu      ' ( ) * < = > X ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jqh UmHnHuX Y Z [ \ ] ^ _ ` | } ~  ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jkh UmHnHu ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jeh UmHnHu     * + , F ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* j_h UmHnHuF G H I J K L M N j k l m ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jYh UmHnHu    2 ıkWI=h|mHnHu*h=3h|0J?mHnHu'jh=3h|0J?UmHnHu*2jh=3h|>*B*UmHnHphuh|mHnHu*h=3h|0J?mHnHu*!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jSh UmHnHu2 3 4 5 6 7 8 9 ; F G I d e v ıyqle^WPKCh$hT=X5 hP_5 h;IQhN h;IQh;IQ h;IQh~ J hr'?hr'? hD5hNhT=X5h,hT=X_H  h+Uh1zh h+UhV}hr6jhsv~U!h|CJOJQJaJmHnHu$jh=3h|0J?UmHnHujh|UmHnHuh|mHnHu jh|UmHnHu* jMh UmHnHu: e v l2EX]d8gd1Rpgd1Rpgd1Rpgdgdgd)8gdgd.1gd#lgdNgdVgd+U RTjl 123>?ENWXv\]d~-qr¾¶¶²œ~zzzh-nh1Rph1Rp5 hh-nh1RphP_ h)hyhy h;IQh#l h;IQhhr'?hhh5h1z hhhh5 hhP_h hh hh+U hvh+Uh#lhP h$hT=X0%I 5#{n =xx$Ifgd1Rpgkd$$Ifl# $ t0644 la <$Ifgd1Rpgd1Rpgd1Rp8gd1Rp rHIfg$%  no45#=mt23CDQR  #efºhj}h-n5hj}hj}5hj} hj}5hMEh-n5 hW5vh1Rp hW5vh-nh1Rph1Rph-n5h1Rph1Rp5h-n hh-nF#+4<=moqsgkdT $$Ifl# $ t0644 la =xx$Ifgd1Rpst2QfFgdj}gdj}:gd1Rpgd1Rpgkd $$Ifl# $ t0644 la%EFCDrstz#$%VWX J!O!`!}!~!!!!!!!!")"0"2"4""### ##$ $$$`$r$y${$}$$ %!%IJꫤh$Khzh]nhz5 hhz hzhz"jh h-nh-n0J?>*Uh-nh-n0J?>*jh-nh-n0J?>*Uhh-nCJ^JaJh-nhj} hj}h-n hh-n:FDtYfB p !!!!"= Vd$Ifgd]n =d$Ifgd]ngdz8gd-ngd-ngd-ngd$KTgdj}"")""{o^= Vd$Ifgd]n =d$Ifgd]nkdU $$Ifl0#H   t0644 lap""##{o^= Vd$Ifgd]n =d$Ifgd]nkd $$Ifl0#H   t0644 lap##$_${o^= Vd$Ifgd]n =d$Ifgd]nkd $$Ifl0#H   t0644 lap_$`$r$ %{o^= Vd$Ifgd]n =d$Ifgd]nkdA $$Ifl0#H   t0644 lap %!%:%%{o^= Vd$Ifgd]n =d$Ifgd]nkd $$Ifl0#H   t0644 lap!%:%A%C%E%%%%%%6&7&K&L&}&~&&&&&P'h'o'q's'D(Y(`(c(e()4);)>)@))))******* +6+=+@+B++++++++++/,E,L,O,Q,-9-@-C-E-X.r.y.|.~.9/[/b/e/g/0I0P0S0U0R1[1b1e1h]nhz^J_H h$K hzhzhzh]nhz5W%%%}&{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap}&~&&O'{o^= Vd$Ifgd]n =d$Ifgd]nkd-$$Ifl0#H   t0644 lapO'P'h'C({o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lapC(D(Y(){o^= Vd$Ifgd]n =d$Ifgd]nkdu$$Ifl0#H   t0644 lap))4)){o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap)))*{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap*** +{o^= Vd$Ifgd]n =d$Ifgd]nkda$$Ifl0#H   t0644 lap + +6++{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap+++.,{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap.,/,E,-{o^= Vd$Ifgd]n =d$Ifgd]nkdM$$Ifl0#H   t0644 lap--9-W.{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lapW.X.r.8/{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap8/9/[/0{o^= Vd$Ifgd]n =d$Ifgd]nkd9$$Ifl0#H   t0644 lap00I0Q1{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lapQ1R1[1,2{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lape1g111-2>2E2H2J23.383:34434:4=4?4 5!5+5-5555555E6X6_6b6d677R7^7a7k7r7u7w788a8h889999g:::::`;;;;;<<<<<<<<<<r======h]nhM p@hM ph]nh$K@h]nhz@hzh]nhz5 hzh$K hzhzh$KM,2-2>23{o^= Vd$Ifgd]n =d$Ifgd]nkd%$$Ifl0#H   t0644 lap33.34{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap4434 5{o^= Vd$Ifgd]n =d$Ifgd]nkdm$$Ifl0#H   t0644 lap 5 5!55{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap555D6{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lapD6E6X6`7{o^= Vd$Ifgd]n =d$Ifgd]nkdY$$Ifl0#H   t0644 lap`7a7k78{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap889f:{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lapf:g::_;{o^= Vd$Ifgd]n =d$Ifgd]nkdE$$Ifl0#H   t0644 lap_;`;;<{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap<<<<{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap<<<q={o^= Vd$Ifgd]n =d$Ifgd]nkd1$$Ifl0#H   t0644 lapq=r==>{o^= Vd$Ifgd]n =d$Ifgd]nkd$$Ifl0#H   t0644 lap=>>5><>?>A>>>>>>???I?K??? A AA"A%A'A|AAAAAA|BBBBBiCCCCCEEEEEFFFFFFFFFFFGOGnGyGzGƿƿʸʸƧhM pCJ OJQJ^JaJ hMEh-nCJ OJQJ^JaJ hhM p hh-nh-nhM ph]nhM p@h]nh$K@h$Khzh]nhz5 hzhzh]nhz@<>>5>>{o^= Vd$Ifgd]n =d$Ifgd]nkdy $$Ifl0#H   t0644 lap>>>?{o^= Vd$Ifgd]n =d$Ifgd]nkd!$$Ifl0#H   t0644 lap???? A{o^= Vd$Ifgd]n =d$Ifgd]nkd!$$Ifl0#H   t0644 lap A AA{B{o^= Vd$Ifgd]n =d$Ifgd]nkde"$$Ifl0#H   t0644 lap{B|BBhC{o^= Vd$Ifgd]n =d$Ifgd]nkd #$$Ifl0#H   t0644 laphCiCCE{o^= Vd$Ifgd]n =d$Ifgd]nkd#$$Ifl0#H   t0644 lapEEEF{o^= Vd$Ifgd]n =d$Ifgd]nkdQ$$$Ifl0#H   t0644 lapFFFFFGoGGHOHvH{rmf\\\\\\ _ & F xgd-n_xgd-ngdM p ngd-nkd$$$Ifl0#H   t0644 lap zGGGGHOa> iLenote 6CJOJ QJ ]^J aJROR iLe instructions!^5OJ QJ \^J 6O"6 iLe ques card "^n3n iLe Table Grid7:V#0#_H>OB> iLecopyhead$6OJ QJ ]^J JORJ iLe[Basic Paragraph]% OJQJ^J:Oa: Aicbody1CJH*OJQJ^JaJHOqH RVHeading1 B*CJ0H*OJQJ^JaJ0ph`@` )g0Header( H$&dPCJOJQJaJmH sH tH8O8 (g0 Char9OJQJaJmH sH ` @` +)Footer* H|#$dNCJOJQJaJmH sH tH8O8 *) Char8OJQJaJmH sH R>@R -ycTitle,$@&a$5CJ0KH\aJ mH sH tHFOF ,yc Char7"5CJ0KHOJQJ\aJ mH sH `/@`  0List". & Fhdxx^hm$5B*OJQJ]^J php1@p .I0 List Number+/ & F qqdx^q`B*\^J_H phB'B P0Comment ReferenceCJaJHH 2P0 Comment Text1CJaJmH sH tH,!, 1P0 Char6mH sH @j@ 4P0Comment Subject35\2A2 3P0 Char55\mH sH OaR Box textg5$d%d&d'd-DM NOPQ]^TOaT ) Char16.5B*CJOJQJ\]aJmH phYYYsH tH HOqH H Char15"5CJOJQJ\_H aJmH sH j0@j ~;0 List Bullet%8 & F Thhdx^hOJQJ_H mH sH @O@ _ri Char145CJ\aJmH sH tHdOad t9Ask-: q89d^8`9m$B*aJmH phsH FOabF zList paragraph; & F TOaT 2E Table head <PP5CJOJQJaJmH sH >Oa> sCm Table text=d<<DOD sCm Table bullet> & Fh^h6U@6 6#0 Hyperlink >*B*phc2@2 SpTOC 1@POJQJ:@: SpTOC 2AP^OJQJDObD yc List finalBh^h`BO2B zList bullet finalC4OaB4  Author D6jORj hhead2Edh*$1$7$8$9DH$)B*CJOJQJ^J_H aJmH phsH FOQbF 0@head3Fd5CJOJQJ\^JaJVOV HwQuoteG``]`^`B*]mH ph@@@sH tHNON Gw Quote Char!CJOJQJ]aJmH ph@@@sH J^J 'MN0 Normal (Web)Idd[$\$mH sH ZOaZ RZNOTEJ d*$6CJOJ QJ ]^J aJrOabr ?)8QUESTION-K d*$]^6CJOJQJ]^JaJVOaV ~contents L Tdq*$ CJOJQJFB@F N0 Body TextMxCJaJmH sH tH4O4 M0 Char4CJaJmH sH LL TF Char12&5CJOJPJQJ\^JaJmH sH LL TF Char10&6CJOJPJQJ]^JaJmH sH JQJ RTF0 Body Text 3QxCJaJmH sH tH4!4 QTF0 Char3CJaJmH sH F1F _ Char11 CJOJPJQJ^JaJmH sH VC@BV U5)0Body Text IndentTedxx^e_H <OQ< T5)0 Char2CJ_H aJmH sH tH RaR 1z Char13,56CJOJPJQJ\]^JaJmH sH 2X@q2 $Emphasis 6RH]e@ YOR0HTML Preformatted7X 2( Px 4 #\'*.25@9CJOJQJaJmHsHtH00 XOR0 Char1 OJQJ^JpOp |c Body Text1+Z dxx*$1$7$8$9DH$B*^J_H aJphPOP G Char17*5CJ OJPJQJ\^JaJ mH sH tH pOp |c Body Text2+\ dxx*$1$7$8$9DH$B*^J_H aJphL"@L j!0Caption] <^6CJ\aJxOx " copysheethead^dh*$1$7$8$H$'5B*CJ$OJQJ\^J_H aJ$phLZ@L ` Plain Text_CJOJQJ^JaJmH sH BOB _ Char CJOJQJ^JaJmH sH tH FVF -n0FollowedHyperlink >*B*phOrC ".j ^L8:ev2EX] d % I  5#+4<=moqst2QfFDtYfBp)_`r !:}~OPhCDY  4 !!! " "6"""".#/#E#$$9$W%X%r%8&9&[&''I'Q(R([(,)-)>)**.*++3+ , ,!,,,,D-E-X-`.a.k.//0f1g11_2`22333333q4r44555555566?6 8 88{9|99h:i::<<<=====>o>>?O?v??@2@@@@@[AAA]B_B`BbBcBeBfBhBiBBB C CPCQCCCC,000  /0  /0  /0  /0  /0  /0 5000@0xA0xA0A0@0A0A0x@0@0@0x00x0x00 80 80 8000000000x0x0x0x 80x 80x 80 80 8000x0x0x00<0<0 0 =0=0=0=0 0 =0=0=0=0 0 0:0:0:0:0:0:000000x0x0xT0xT0T0x00x0x(0x0x0x 80x 80 80 80 80 80x(0x=0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 =0 =0 0 00x_0x _0x _0x _0x _0x _0x _0 _0 _0x _0 _0x _0 _0x _0 _0x _0 _0x _0 {00 ;00 {00 ;00 {00 ;00 {00 ;00 {00 {00X@(0 {00 {00 {00@*0 {00X ;00h( N<<<?' I  X F 2 r!%e1=zG'&)*+,-./012469@P^gk: #sF""#_$ %%}&O'C())* ++.,-W.8/0Q1,234 55D6`78f:_;<<q=>>? A{BhCEFvHP'3578:;<=>?ABCDEFGHIJKLMNOQRSTUVWXYZ[\]_`abcdefhl(Ieghj )=Y[\^~+GIJLl3568$VC X%X%X%X%X%X%X%X%X%̕X79?!!    0e0e     @ 5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||C"x0e @       ?  4444-@ABC DEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN 5%  N 5%  N    5%    !"?N@ABC DEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `ab?@A BCDEF GHZZȈ@H 0(  0(  B S  ?\ _Toc370116930 _Toc370119224 _Toc374229294 _Toc374371484 _Toc374377316 _Toc374437023 _Toc374440781 _Toc374481876 _Toc375089162 _Toc375092823 _Toc375147352 _Toc375149128 _Toc375153599 _Toc375154094 _Toc375165480 _Toc375229016 _Toc375244090 _Toc376369104 _Toc376371932 _Toc376536101 _Toc376541213 _Toc376542602 _Toc376556536 _Toc376560591 _Toc376622034 _Toc382320965 _Toc374229295 _Toc374371485 _Toc374377317 _Toc374437024 _Toc374440782 _Toc374481877 _Toc375089163 _Toc375092824 _Toc375147353 _Toc375149129 _Toc375153600 _Toc375154095 _Toc375165481 _Toc375229017 _Toc375244091 _Toc376369105 _Toc376371933 _Toc376536102 _Toc376541214 _Toc376542603 _Toc376556537 _Toc376560592 _Toc376622035 _Toc382320966 _Toc374229296 _Toc374371486 _Toc374377318 _Toc374437025 _Toc374440783 _Toc374481878 _Toc375089164 _Toc375092825 _Toc375147354 _Toc375149130 _Toc375153601 _Toc375154096 _Toc375165482 _Toc375229018 _Toc375244092 _Toc376369106 _Toc376371934 _Toc376536103 _Toc376541215 _Toc376542604 _Toc376556538 _Toc376560593 _Toc376622036 _Toc382320967 _Toc367794769 _Toc369181963 _Toc382320968 _Toc371969399 _Toc374440786 _Toc382320969 _Toc374440787 _Toc382320970 _Toc374440788 _Toc382320971 _Toc382320972 _Toc382320973 _Toc382320974 _Toc382320975 _Hlt376618934 _Hlt376618935 _Hlt376619156 _Toc382320976 ;;;eeeE22:=C  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIYZJMKLNO[PQRSTU@V@W@X !!duuWB33;=\B\B\BCGReo##52=2 33R<Y<AA]B]B_B_B`B`BbBcBeBfBhBiBCCDs_8l8:;AA]B]B_B_B`B`BbBcBeBfBhBiBCC333333XX9ee\B]B]B_B_B`B`BbBcBeBfBhB C C'C|CCCC]B]B_B_B`B`BbBcBeBfBhBiBCCtest1lsdb41 /j<83&i6$&b%:aMHswcMfj.c7Q $hRcT>"pjf;}Wq H`w[Qh h^h`hH. TT^T`OJQJo( ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(h ^`hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh h^h`hH.h 8^8`hH.h L^`LhH.h  ^ `hH.h  ^ `hH.h xL^x`LhH.h H^H`hH.h ^`hH.h L^`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^h`o(. 8^8`hH. L^`LhH.  ^ `hH.  ^ `hH. xL^x`LhH. H^H`hH. ^`hH. L^`LhH. wcM`w"phR|Mc7Q3:aM}Wqi6$                            1                 |0        #X                 .        >=uo]6~HQ4 pi V  Paj!&{! c!n"q%#u%^%k&YZ')[*D<+.',5/~$17y7,90@9>1:GLA[E5JN!3K[L~QZRiR`S ZfVlDXZf]2b^x^ebI*epJgpJk]=yo>$o-,6s=:0,!1±.j,#2G.9#!+!5>Uղ7ĵ+0,--[-<$.b.vv.so/~/70.1;G1(I12{_223o:3)4&M4X4,e45^T56 61N6f6r627E[7k[78?)8y89Z9Gb99d9t9N:5Q::;/%;9;j;o;~;SW<7=V>]>'?:-?09?GxIGYG~GH3H:7H.IGIII~ JJ$"JKJzUJnJ{J-&K_KgK:}K2L'M%iMvqMyM Ne2NHN'MN XNkNO/O0>O`O}OD1QBDQ;IQY R 'TU(U+U,U8U`e cede.f;WfBglgw)h2i_ri%jWHjqjkoFkdkZll#lMMlol2m6msCmdSmn;no&oM p@p1Rppq0 qFq rur stZttt}tLv|vEwVwrwx9xUxrx|x=yz yOyCby1zl.zg5z7zP{u{1%|J|}L;}uG}QU}V}^~sv~5D4!5R|BDHTnEbtX}6bBc7Blx-8&-g M{\Tz{(HwL4GVW+Xf'E~cE]Zi'9S/rI6Yj&w9_Y j"=|Nz,c ) NMT2PSP'$KDuwz> "}PRr*3g %(b),[6 #(2)7DQkT~&Zsd!3&kF|Y# :%bu$(EMxm{&*{[(0@wj-Pf~X-Zk K,cGE$x)):e /y3@JM]jf:3Y+Z_]cO7B7 d)4@5<=st)_`r !:}~OPhCDY  4 !!! " "6"""".#/#E#$$9$W%X%r%8&9&[&''I'Q(R([(,)-)>)**.*++3+ , ,!,,,,D-E-X-`.a.k.//0f1g11_2`22333333q4r44555555566?6 8 88{9|99h:i::<<<==\BC 3 3@ '@ABC @   @ J @UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier NewSM StoneSans2Stone Sans7&@ Calibri;& z Helvetica3*Cx TimesCLucida Grande}MStoneSans-SemiboldSb 2Stone Sans SemiboldkMStoneSans-BoldB 2Stone Sans BoldQ MHelvetica-BoldArialsMStoneSans-ItalicI 2Stone Sans ItalicMStoneSans-BoldItalicBI 2Stone Sans BoldItalic_M Times-RomanTimes New RomancWMaoriHelvticaBoldCourier NewoHelveticaNeue-LightTimes New RomanmHelveticaNeue-BoldTimes New RomanwMStoneSerif-ItalicI 1Stone Serif Italic95  @ Consolas;Wingdings 1hA !G\#G@ v8!x v8!xq4?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmopqrstuvwxyz{|}~Root Entry F"nj<Data n%1TableǖWordDocument3SummaryInformation(DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q