ࡱ> 7 ybjbjUU %7|7|ul~~~8 \ D**"LLL'''CCCCCCC$E GlC'''''CsLLCsss'FLLCs'Css8?0BL 3;r ~m*h@$BC0 D@@?H?HBsMARYLAND SENATE BUDGET AND TAXATION SUBCOMMITTEE ON HEALTH, EDUCATION, AND HUMAN RESOURCES UNIVERSITY SYSTEM OF MARYLAND OFFICE MONDAY, FEBRUARY 18, 2008 Testimony of USM Chancellor William E. Kirwan Mr. Chairman and members of the Committee, I am pleased to join you today in support of the ĢƵ (USM) Offices budget. I want to begin by reiterating a few of the points I made when testifying in support of the overall University System budget. First and foremost, I once again want to thank Governor OMalley and the members of this committee for supporting the ĢƵ. We are proud of the productive relationship we have forged with the leadership in Annapolis to advance our mutual priorities. As you know, the Governors proposed budget features a $94.3 million increase to support the ĢƵs FY 2009 operating budget: $53.3 million in General Funds $41 million through the newly-established Higher Education Investment Fund (HEIF). Taken together, these funding sources will enable the USM to: Freeze tuition for a third consecutive year; Increase need-based financial aid; Grow our 2 regional education centers; Enhance quality. And fund enrollment growth. As you know, the number of students attending USM institutions hit a record high this past Fall of more than 137,000. Funding for our enrollment inititaive has been key in meeting this surge. This funding will also allow us to make progress in addressing critical issues facing our state and nation. Of course, we remain committed to our ongoing goals of quality, access, and affordability. But there are concerns beyond these core priorities that the USM has the abilityand the obligationto address. I am committed to systematic and coordinated efforts to: Elevate the USMs role in enhancing the states global competitiveness; Intensify our efforts to close the achievement gap; And expand our role in fostering environmental sustainability. I will speak more about these areas momentarily. First, however, turning to the USM Office budget specifically, I will endeavor to keep my comments brief, with an overview of the system office, an outline of what the budget will enable us to do, and a response to the issues raised by the legislative analyst. USM Office As you know, the USM Office: serves as the staff to the Board of Regents; assists USM institutions in fulfilling their individual missions; coordinates the collaborative efforts of USM institutions; facilitates the interactions of the System with the other segments of higher education in the state and the K-12 community; and performs a number of system-wide functions. Essentially, we are the corporate office of Marylands public university system. You are aware that the USM has faced significant budgetary challenges in recent years, and the System Office has been at the forefrontboth internally and externallyin addressing these challenges. We have made it our mission to generate significant savings system-wide. The driver of our efforts has become known as our Effectiveness and Efficiency (E&E) initiative. Our efforts on the administrative side and on the academic side have been remarkable. There have been significant cost savings since inception, and additional savings through cost avoidance. Time-to-degree across the USM at its best level ever, with four-year and six-year graduation rates well above national averages for public universities. The Community college transfer rate is at all-time high and faculty classroom contact hours at undergraduate research universities are up 20 percent. These were all areas YOU were concerned about when I returned to Maryland as Chancellor. They werequite franklyareas that I was concerned about as well. Our E&E initiativedriven by the System Officehas been, and will continue to be, successful. Regional Education Centers The USM Office oversees the development and management of USMs two regional centers, the Universities at Shady Grove (USG) and the USM at Hagerstown (USMH). The centers represent a commitment to partnerships among the USM institutions, special relationships with Maryland community colleges, and close collaboration with the business and civic leaders at the county and state levels. In addition, they underscore our overall commitment to provide convenient, accessible, affordable educational opportunities to Marylanders. With the opening last year of Shady Grove III, USG has tripled its capacity, with modern classrooms, state-of-the-art computer labs, and leading-edge distance learning capabilities. Today USG offers more than 50 undergraduate and graduate degree programs from eight USM institutions. One of the most notable additions is the University of Maryland School of Pharmacythe only pharmacy school in the state. The ĢƵ at Hagerstown also continues to grow. USMH currently offers 12 undergraduate, seven graduate and two graduate certificate programs from five ĢƵ institutions. Partnerships with Public Schools and Community Colleges USM has established ongoing partnerships with school districts throughout the state, with community colleges, with government entities, and with the private sector to better meet the educational and workforce demands of Maryland. We have established broad-based partnerships that unite the various sectors in a coordinated manner. Through efforts initiated at the System Office: we are opening and expanding the teacher pipeline; providing statewide access to early college credit; enabling seamless transition from community colleges to system institutions; And tailoring our efforts to better meet private sector needs. A few examples of our efforts this past year include: The launching of Maryland TransPort, a one-stop information portal designed to facilitate smoother transitions for community college students looking to enroll in one of the USM degree-granting universities. The introduction of video networking to Maryland's community colleges through USMs Academic Telecommunications System (UMATS). The UMATS interactive video network (IVN) enhances distance-learning capabilities through expanded and affordable live, two-way interactive video. Twelve community colleges across the state of Maryland have signed up for the service. The continuation for numerous partnership efforts in our public schools, such as the National Science Foundation Math and Science Partnership Grant, which unites five USM institutions (UMCP, UMBC, TU, UMBI and UMCES) with Montgomery College and Montgomery County Public Schools to elevate understanding, improve teaching, and facilitate learning. The impact and effectiveness of these efforts is greatly magnified by the coordination the System Office brings. Capital Campaigns As you know, the ability to raise revenue from alternative sourcesespecially private philanthropyis becoming increasingly important. University System institutions are initiating campaigns to raise more than $1.7 billion in private support, to fund scholarships (especially need-based), academic excellence, endowments, and community service efforts. Through training, capacity building, technical assistance, coordination, and other efforts, the System Office will play a vital role in their ultimate success. Chancellors Initiatives Before I move to the issues raised by the Legislative Analyst, I will briefly revisit the three priority areas I have identified as needing particular attention during my remaining time as USM Chancellor. The first is the pressing need to address what has come to be known as the achievement gap; the gap in college participation, retention and graduation rates between low income and under-represented minorities on the one hand and the general student population on the other hand. The need to act on this issue is clear: Low-income students, first-generation students, and students of color represent a rapidly growing proportion of Marylands collage-age population. At the same time, the rate at which these students go to college, stay in college, and graduate from college remains well below the rate of the student body at large. In order to initiate a more comprehensive, system-wide approach to this issue, the USM held a day-long symposium titled Closing the Achievement Gap. At this conferencewhich brought together federal, state, and higher education leadershipwe explored the totality of USM practices: Recruitment and Retention; Financial Aid; Students Services; Academic Services; and Curriculum and Instruction. As a follow-up to this effort, we are developing an Achievement Gap Action Plan and Funding initiative. Each USM institution will examine the achievement gap in specific areas: Low income students versus high income students; Under-represented minority students versus majority students; And African-American males versus white males. Our goal is to reduce the academic success rate gaps that exist within USM based on income and race by one-half by 2015. The second issue is our states competitiveness, an issue we approach from a position of genuine strength. Thanks in large measure to a strong system of higher educationtwo-year, four-year, public and private colleges and universities in Marylandour state is a leader in the knowledge economy. Maryland ranks among the Top Five in: percentage of residents with bachelors degrees; doctoral scientists in workforce; ratio of high-tech workers to private sector workers; total federal R&D obligations; and per capita federal R&D. As Ive said before, in this globally competitive world in which we live, Maryland has a winning hand. Our challenge as university officials is to make the right decisions and investments that enable our state to realize its full potential. Consider the nano-tech, nano-bio, and nano-medicine arena, which is poised to be the largest science-based economic development opportunity for the nation, and the world. Maryland has the potential to dominate this area, IF we make the necessary investments in physical and intellectual infrastructure. Critical in that effort is the need to strengthen our programs in the STEM disciplines (science, technology, engineering, and math), both in terms of producing a more robust stream of graduates ready to take positions in these fields, and in terms of educating the next generation of teachers in the STEM areas for K-12 education. The USM Office is coordinating our system-wide STEM initiative to cultivate the next generation of STEM teachers, so that they can in turn cultivate the next generation of STEM professionals. The third issue is one that has gained increasing attention and relevance in recent years, Environmental Sustainability and Climate Change. By developing policies, practices, and programs that promote environmental stewardship and sustainable practices across the systems universities, research institutions, and regional higher education centers, we will make the university system a national leader in institutional responses to the challenges of global climate change. When you consider our educational impact, research programs, community outreach, and commitment to best practices, I can think of no entity in our state better positioned to exhibit leadership on the vital and complex issues of climate change. I am pleased to note that EVERY campus within the USM has either signed on to, or pledged to sign on to, the American College & University Presidents Climate Commitment (ACUPCC), a concrete demonstration of our broad commitment to this issue. I addition, I recently announced the appointment of Don Boesch, president of the University of Maryland Center for Environmental Science (UMCES), as Vice Chancellor of Environmental Sustainability for the USM. Don will be charged with coordinating our activities in this area in order to advance specific, measurable goals. Just as it has taken your support and commitment for the USM to advance the goals of access, affordability, and quality, so will it take your support and commitment for us to advance forward in these key areas. I look forward to working with you in partnership as we make progress for the future of Maryland. Turning now to the Legislative Analyst Recommendations for the USM Office: 1. Request for Chancellors comments on efforts to support USM institutions initiatives in closing the achievement gap (page 6 of the analysis). USM Response: Based on an initiative of a Board of Regents Workgroup, the ĢƵ held a symposium focused on improving student success this past November. The theme was The Compelling Reasons for Closing the Achievement Gap: State and Institutional Considerations. The overarching goal of the symposium was to examine systematically the achievement gap within the USM between low-income, first generation students and students of color as compared with the general student body and to develop an action plan for closing the gap. Maryland, like many other states and, indeed, the nation as a whole, is at considerable risk if it does not successfully eliminate this gap. The symposium was a critical component and major step by the USM and Maryland in the development of a meaningful agenda for systematically addressing this most challenging issue. The one-day symposium included ten-member teams led by the presidents of each institution in the USM, invited members of the legislature, representatives of community colleges, and the media. Participants listened to a presentation by Sarah Martinez Tucker, Under Secretary of Education at the U.S. Department of Education, comments from a panel comprised of Regents, legislators, school leaders, and input from active and retired campus presidents from both two-year and four-year institutions. Dr. Clifford Adelman of the Institute for Higher Education Policy, who is an international authority on student achievement and success, responded to the panels comments, offering comparative data and information on state, national, and international trends. That was followed in the afternoon by breakout sessions where the ten-member teams were able to offer their various perspectives on the issues. The symposium concluded with a panel of USM regents and presidents wrapping up the days discussions and offering their perspectives on courses of action to be taken in the future. The days proceedings, which were recorded, were placed on DVDs for each campus. Subsequently, the Board of Regents and the Chancellor have set a USM goal of cutting in half, by the year 2015, the academic success rate gaps that exist within the USM based on income and race. Therefore, the Chancellor has asked each campus to develop systematic plans with specific targets and timelines. Particular focus will be given to the USM achievement gaps between low-income and high-income students; under-represented minorities and majority students; and African American males and white males. The USM Office has provided the USM institutions with specific data regarding how well low-income students, under-represented minorities, and African American males perform on their campuses. Each institution has been asked to use the proceedings from the symposium and the data to determine the institution specific factors that lead to the gaps in academic success rates, and develop strategies that will place that institution on a path to cutting the gaps in half by 2015. In the spirit of shared governance, USM institutions have been asked to work with the institutional teams created for the November symposium, along with other key constituents, including faculty, staff, and students, to identify strategies and approaches to be utilized to reduce the achievement gaps. Institutional plans with implementation steps and time lines are to be submitted to the Chancellor by April 4, 2008. The USMs goal is to begin implementing these steps by fall of 2008. 2. Request for Chancellors comments on expected outlook for enrollment at the two centers, particularly Hagerstown. Discuss USM institutions efforts to support USM institutions participation in non-USM operated regional higher education centers and expected outlook in regions affected by BRAC (page 8). As the analysis indicates, overall enrollment at the USM regional centers continues to increase, although differences exist with respect to the rate and size of the growth that is occurring at the two centers. However, we clearly expect such variation to exist based on the differences between the two centers in terms of their age, size, range of programmatic offerings, and need to respond to differing educational needs in their respective regions. Shady Grove: With respect to growth at the USM Center at Shady Grove, more than 15 programs and certificates have been added at the center within the past two yearsalong with one additional institutional partner (the University of Baltimore)to total nearly sixty undergraduate and graduate programs from eight USM institutions now being offered there. The result of this increase in programmatic offerings has been that enrollment at the center increased by almost 8.4% over the past year alone, as the analysis shows, and is well on its way to hitting 3,000 by FY 09. As the center moves toward FY 09, its growing enrollment will benefit from the opening of the third facility this past summer (SG III). The additional space provided by SG III, with its specialized instructional laboratories and opportunities for greater clinical training, provides even greater support for expanded enrollments in such critical workforce need areas as Education, Respiratory Therapy, Public Health, and, of course, Nursing. Hagerstown: With respect to the USM regional center at Hagerstown, that center too continues to evolve and expand, albeit at a pace more appropriate to its size and age. The center has added 13 new programs and four new university partners since opening in January 2005, with three additional programs under consideration for fall 2008. The result has been that the facility is quickly moving to reach capacity (in the fall of 2007 and the spring of 2008 there were requests for more classrooms than were available); however, creative scheduling solutions and hybrid course offerings should help resolve space constraints. With regard to future growth, as we have noted before Washington County has become one of Marylands notable growth areas. This growth, in turn, continues to have an impact on both demand for new academic programs at the center and the growing number of students eager to enroll in those programs. For example, education-related programs offered through the Hagerstown center enrolled 184 students in fall 2007, a 24.4% increase in over the fall 2006 semester. At the same time, Towson University partnered with Hagerstown to launch its bachelors and masters nursing programs in the fall of 2006. Towson enrolled 16 students in its nursing program the first year and now projects the number of students enrolled in nursing at Hagerstown to reach 50 students by fall 2008. Similarly, Salisbury University also has begun offering classes at Hagerstown within the past two years, and now offers bachelors and masters degree programs in social work. Salisbury started with 17 students in its initial social work cohort this past fall (2007) and now reports 25 students ready to enroll in the fall 2008 semester. While both of these programs were begun with relatively small cohorts, demand for them, based on the numbers of students that have applied to them, is significantly larger. The USM believes that the ability of these programs to grow to meet this demand, along with that of the other programs offered at the center, should ensure the Hagerstown Centers sustained growth into the future. Non-USM regional centers/BRAC: The University System institutions have been active participants in the Regional Higher Education Centers throughout the state, as well as providing instruction at or near Marylands community colleges. The chart below provides information on the USM programs offered at the non-USM centers, including those in southern Maryland, northern Maryland, and the Eastern Shore. Such partnership efforts will continue into the future as need and opportunity arise. With respect to the question of how the USM expects to respond to demand resulting from the federal governments Base Realignment and Closure effort (BRAC), we note that USM institutions are already offering a significant number of programs and opportunities in the areas expected to experience the most significant population growth as a result of BRAC. For instance, in the Susquehanna region, both Towson University and the University of Maryland, College Park currently run programs at the HEAT Center, including programs focused on such key education, technology, and federal workforce need areas as human resource development, education, computer science, and engineering. These programs range from certificate programs up through the masters degree. In addition, Towson University has established over 20 articulation agreements with Harford Community College to offer all or part of degree completion coursework at the College. At the same time, USM institutions are also developing new or expanded programs that are designed to respond to the growth resulting from BRAC. For instance, UMBC has been in discussion with Cecil College to offer programs at their proposed Bainbridge location, and UMUC continues to provide instruction at Aberdeen Proving Grounds, Ft. Meade and Ft. Detrick through their longstanding partnership with the military. This effort by UMUC included, in FY 07, the opening of the universitys newest facility, a 22,000 square foot building at Dorsey Station near Ft. Meade. This site, which is the first stand alone satellite location outside of UMUCs main campus, significantly expands access for both face-to-face and online instruction for students coming from Ft. Meade and/or the I-95 corridor. Finally, the USM also notes that the Board of Regents passed a resolution granting in-state tuition for all qualified BRAC civilian employees and their families, an effort that, in combination with the others discussed above, is designed to respond to the enrollment demand and participation pressures generated by BRAC. Regional Higher Education CenterParticipating USM InstitutionsPrograms of StudyHEAT CenterTowson University University of Maryland, College ParkM.Ed., M.S. Instructional Technology, M.S. Human Resource Development, Post Masters Administrator I Certification, B.S. Elem. Ed/Special Ed., courses in science, math, computer science, English Masters in Engineering, Grad. Certificate in Engineering SMHECCoppin State University Towson University University of Maryland, College Park University of Maryland University CollegeB.S. Criminal Justice M.S. Human Resource Development, M.Ed. Reading, M.Ed. Early Childhood Education, Administrator I Certification Professional Masters of Engineering (8 options), Grad. Cert. Engineering (7 options) B.S. IFSM, B.S. Business Administration, B.S. Management Studies ESHECSalisbury University University of Maryland Eastern ShoreBachelors and Masters Social Work, Elementary Ed, Administrator I Certification Bachelors Child Development, Ed.D. 3. Request for Chancellors comments on efforts to increase the alumni giving rate. Additionally, the Chancellor should comment on the amount of endowment funds spent and purposes of expenditures (page 12 of the analysis). Alumni Giving Rate: Increasing alumni participation, along with encouraging investments of major gifts and enhancing public recognition of the importance of private philanthropy in building our institutions, is one of the three main goals of the ĢƵs (USM) federated $1.7 billion capital campaign. Increasing the rate and total support of giving among alumni at each USM campus is both an important short- and long-term goal. At the same time, our institutions must work to balance alumni development and annual giving with generally more lucrative major gifts work. Advancement resources at the USMs largest institutions are substantially smaller than those at many peer institutions. As our campuses work to meet ambitious campaign goals, they have strategically chosen to focus much of their resources on the area of major gifts development both in central development units and at specific academic schools and colleges. This emphasis has led to substantial philanthropic investments such as Robert Fischells $30 million gift to the Clark School of Engineering at UMCP, the Perdue Foundations $8 million gift to the Perdue School of Business at Salisbury, and the Jess and Mildred Fischer Foundations $8 million gift to the College of Science and Mathematics at Towson University. However, as national trend data show, the need to focus available resources on major gifts development in order to satisfy the ambitious goals of multi-million and billion dollar campaigns may also lead to a decline in alumni participation. While total giving may go up, participation rates overall may go down (though this also may be due, in part, simply to improved record keeping at universities, which results in finding lost alumni and increasing the base of alumni by which the rates are calculated). For the USM, in order to counteract this effect and to build and maintain strong alumni connections, particularly with young alumni, our campuses are working to create stronger alumni boards, develop internet and social networking communities, and integrate alumni programs directly with major gift efforts. We believe that, in the end, these activities will allow us to achieve success under our ultimate goal, which is not only to increase total giving among alumni, but also to increase the participation rates among all USM institutions. Endowment: The ĢƵ Foundation (USMF) reports endowment information to the National Association of College and University Business Officers in aggregate. Because none of the individual endowments of the ten institutions that comprise the USMFs total $810 million endowment actually exceeds$500 million (the threshold set by the Senate Finance Committee), the Committee is no longer requiring that the USMF issue a formal response to the Senates information request discussed in the analysis. With respect to the question of how much of its endowment funds the USMF spends each year, we note that the Foundations spending policy is reviewed and adjusted on an annual basis. Typically, the rate is in the range of 4%-5%of each of the 3000+ funds that comprise the endowment (so, for example, if an endowed scholarship has a market value of $100,000 at the time of distribution, $5,000+/- would be made available for the scholarships per year).This spend out level ensures thatstudent(s) are supported and that the fund is able to grow for future support.As endowments grow higher, alarger level of support is available for scholarships and other restricted purposes. In addition, we believe that it bears noting that only about 2-3% of the Foundations aggregate endowment is unrestricted. Endowment gifts are typically restrictedby donorsto scholarships and graduate fellowships, faculty chairs and professorships, lecture programs and other programmatic activities. A very large percentage of the USMF Endowment is restricted to student scholarships and fellowships, both merit based and need based. These philanthropic gifts play a significant role in defraying tuition costs for thousands of USM students. 4. Request for Chancellors comments on USM institutions efforts to improve teacher education enrollment and preparation (page 12 of the analysis). As you are aware, the USM has made funding enrollment growth a priority, particularly in workforce shortage areas, such as teacher education. We have placed education programs at the regional higher education centers to ensure access. Additionally, the USM is working with institutions eight teacher preparation programs to support their development of new teacher preparation pathways for both undergraduates and career changers. UMBC recently received approval for a new program in Teaching Physics, and other institutions are being encouraged to develop similar programs. In addition, University College is developing a new Masters of Arts in Teaching program for career changers, which will be primarily online, and will expand the access to teacher preparation programs to working adults. USM is working with UB and the Maryland State Department of Education to develop a new program for uncertified teachers in Baltimore City Schools. USM convenes the Education Deans regularly to share strategies for recruitment and retention. One of the USM Education Deans is on the federal committee that is developing guidelines for the new TEACH grants. The first phase of the negotiated rulemaking has concluded and draft rules will be issue in March for comment, and then final rules in time for issuing money for the fall semester. The TEACH Grants are authorized in the College Cost Reduction and Access Act which was enacted into law in the fall of 2007. These are grants to recruit teachers into hard-to-staff fields and low-income schools. Grants of up to $16,000 ($4000/year) for undergraduates and $8,000 for Masters degree seeking students can be used to cover the cost of tuition and other school-expenses. According to the draft guidelines, Grantees will then complete a four-year teaching service obligation in a high-need field at a school that receives Title I funds. The USM and the universities and colleges, together with MHEC and MSDE, will publicize these grants widely. PAGE  PAGE 11 X Y   gjNj,!!++--- .42535A5BB,D-DEFIICRcR>\\A`C`"a8aljxjxn{nKqMqNqqyyyyyyyyyyyyy0JmHnHu0J j0JUCJOJQJaJ5CJOJQJaJ6>*55>*mH sH CJaJG$[;hY  h^h & F  & F  & F  & F $a$yy b    9 g cQRMNijy & F & F  & F yz+,yzct] ^ !h^h & F  & F  & F!!!!!!h$i$''** ..0033R4S4T44442535A5880=0=1=AABB,D-DEEFIIII_L`LBRbRcR.T/TWW<\>\_\~\\ $$Ifa$\\\\\\\\\\\\t,ndnnnnnnnn & F $If$If$$IflF $ t06    44 la \\]]]]]]]] ^dZZ & F$If$$IflF $ t06    44 la$If & F $If ^^^^^^7^8^9^c^z^{^^^B_C___ & F$If$If________``@`A`tndnnnddndt & F$If$If$$IflF $ t06    44 la A`B`"a#a8awcOfPfljmjxjvlwl#o$oKqLqNqqquuyyyyyy&`#$$a$yyyyyy&`#$# 01h/ =!"#$% i8@8 NormalCJ_HaJmH sH tH <A@< Default Paragraph Font:^: Normal (Web)dd[$\$@@  Balloon TextCJOJQJ^JaJ,@, Header  !&)@!& Page Number,U@1, Hyperlink >*phJC&X@A& Emphasis6]u+,yzct]^h i ##&& **,,//R0S0T00002131A1440919==>>,-AAEEE./SԾX_X~XXXXXXXXXXXXXXYYYYYYYY ZZZZZZ7Z8Z9ZcZzZ{ZZZB[C[[[[[[[[[[\\@\A\B\"]#]8]w_ObPblfmfxfvhwh#k$kKmLmNmmmqquuuuuuu0000000 0 0 0 000 0 0 0 000000000000000000000000000000000000000000000000000000000000000000 000000000 0 00 0000 00 000000 000 0 00 00 00 0000 0000 0 00 00000000000000000000000000@0@0@0 0 y> y!0=\\ ^_A`yy?ABCDEFGHIJy@ !!8@0(  B S  ?XYuuuuuuuXY9 ? g n c f q  ""''//KKP+P6VAVZZ\\kRluuu333333333333333333333[  NjAA>XX[YYY9ZcZ{Z$[C[[[mfxfuuuuChrisC:\Documents and Settings\Chris\Local Settings\Temporary Internet Files\Content.IE5\45EB85U7\FINAL USMOfficeTestimony2008FINAL.sp.docChris*C:\Work\USMOfficeTestimony2008FINAL.sp.doc 7X \OHj2,POe ­,z dQ0/=t::L.Ec*kZL;LsYzym^CqP_x:(h^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`OJQJo("  ^`OJQJo(  pp^p`OJQJo("  @ @ ^@ `OJQJo("  ^`OJQJo("  ^`OJQJo("  ^`OJQJo("  ^`OJQJo("  PP^P`OJQJo(" h^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH p ^ `pOJQJ^Jo(hH" ^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHhhh^h`B*OJQJo(phhHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH p ^ `pOJQJ^Jo(hH" ^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH p ^ `pOJQJ^Jo(hH" ^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh hh^h`hH.h&88^8`B*CJOJQJaJo(phhHh L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.h^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.;L_x,z ,POm^Cq7X +>LOHYeE*kZL 0/:: N\        VHWV6X_X~XXXXXYYYcZ[[[[@\A\uc0 @(EkuP@UnknownGz Times New Roman5Symbol3& z ArialA& Arial Narrow5& zaTahoma?5 z Courier New;Wingdings"1ha&a&Fa1'd3!x20d4wu 3qHSYSTEM OFFICE:Paul StackpoleChrisOh+'0 $ @ L X dpxSYSTEM OFFICE:YSTPaul Stackpoleaulaul Normal.dotoChris.d2riMicrosoft Word 9.0@F#@dU@v4);r@v4);ra՜.+,0 hp  ĢƵFF14w SYSTEM OFFICE: Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxz{|}~Root Entry F3;r1TableL?HWordDocument%SummaryInformation(qDocumentSummaryInformation8yCompObjjObjectPool3;r3;r  FMicrosoft Word Document MSWordDocWord.Document.89q