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NJCEIA Victoria Nauta, Seton Hall University, NJCEIA, Past President 2006-2007 Amy Bravo, Ramapo College of NJ, NJCEIA, President 2007-2008 Laszlo Pokorny, Rutgers University, NJCEIA, VP for Communications Ёp‰C“Ї'8 63ѓŸЈTopics of DiscussionŸЈЁQ & A Defining employee citizen Proposed methods for how we can develop employee citizens Suggestions for practitioners, counselors, programs and institutions. Ё6ZFZFѓ ŸЈQ & AЁ(Ÿ О 1. Do co-op programs have a responsibility to do more than ensure a student s employability?Ё`Zѓ ŸЊ Ÿ фYes, otherwise we d serve as placement agencies. Employability is a reasonable and necessary desired outcome. Ё.3PP?Psѓ ŸЊ ŸЈАSo, we turn out educated, employable graduates to join other American workers who spend more hours working than workers in any other industrialized country. And then what? ЁББѓ!ŸЈ<Q & A Addressing the tendency to compartmentalize our lives.Ё== ŸЈDo we as practitioners have the responsibility to contribute to broader educational outcomes including the development of actively engaged and socially responsible worker citizens? Is it our responsibility to help them draw the connections between their numerous roles in society? Ё(ѓ ŸЈEmployee CitizenŸЈКAn individual who works under a contract of employment, having rights, duties, privileges and responsibilities as a member belonging to internal and external communities simultaneously. ЁЛКѓ ŸЈ Taking stockЁ (Ÿ VAn introspective examination- What are your institution s goals? Are concepts of civic engagement or social responsibility among your college or university s goals? Is your program aligned with your institution s mission? How is your office or program socially responsible? Do we lead by example? Ё4ZZ@ыѓ ŸЈ!How to develop employee citizens Ÿ Program Facilitation Marketing strategies Pedagogy  shaping the co-op /internship academic assignment Civic-minded career development Ё(‰Œѓ ŸЈProgram FacilitationŸ іMake a program commitment to develop more socially responsible corporate and community partnerships. Businesses for Social Responsibility  www.bsr.org Educators for Social Responsibility  www.esrnational.org Social Investment Forum  www.socialinvest.org Computer Professionals for Social Responsibility  www.cpsr.org Physicians for Social Responsibility  www.psr.org ЁрhPˆPP4PP3PPh$#0$Њb '6 ( ѓ#ŸЈProgram Facilitation cont.Ё(, ,ŸЈmOrientation and Reflection Introduce the concept of civic engagement and employee citizenship in orientation.Ё(SSѓ%ŸЈProgram Facilitation cont.Ё(, ,Ÿ bOnline discourse  blogs, threaded discussions Encourage open dialogue between the student, the co-op/internship practitioners, faculty  All participants! Encourage questions. ЁБВЊšѓ ŸЈPedagogyŸЈЃShape the academic assignment to include a guided journal or a research topic where you can guide the learning and possibly address concerns shared by the student.ѓ ŸЈ0Pedagogy Co-op Curriculum and Critical PedagogyЁ,1,,'ŸЈqDo you think co-op student preparation should include such topics as: Corporate responsibility (environment, worker rights, profit making) How to initiate workplace change Critical analysis of workplace practices History of worker movements (e.g. union/management struggles) Why or why not? Taken from Nancy Johnston, PhD, Simon Fraser University, Burnaby, BC, Canada ЁzFPЭPPNPPFЭMѓ'ŸЈPedagogyŸЈОSuggested academic assignments A guided or focus journal Assigned readings Research papers Informational/ professional interviews Oral presentations Critical analysis of workplace practices Ё(  ѓ:ŸЈMarketing strategies ŸЈЖWork with other schools, departments or programs on campus that have shared goals. Create promotional materials that draw connections between co-op/internships and the public good. ЁЖЗѓ,ŸЈCivic-minded career developmentŸЈлEncourage students to begin developing civic skills Encourage participation in civic minded or socially responsible groups and translate that experience to the resume Public good not only in non-profit work VolunteerismЁмZмѓ-ŸЈBResearch on the impact of volunteerism on civic skills developmentЁCC,Ÿ B Does Service Increase Civic Skills? Psychology Today, December 2005  Longitudinal Gains in Civic Development through School-Based Required Service Political Psychology, 2005 Both studies identify a positive impact of community service on students propensity for future civic engagementЁT& PqБqѓ.ŸЈ Civic skillsŸ ЪSkills required to participate as a responsible citizen  In order for citizens to be capable of fully engaging in civic and political life, they must possess a minimum of civic skills. Civic skills include personal communication skills, knowledge of political systems, and the ability to critically think about civic and political life (Comber 2003). Ё0:Z,Z?'ѓ/ŸЈ(Four dominant categories of civic skillsŸ "Communication Critical thinking Collective decision-making Organization Dr. Mary Kirlin  The Role of Civic Skills in Fostering Civic Engagement Ё8HIIIЊR:ѓ0ŸЈCommunication as a civic skillŸ Ђ & communication of our thoughts and actions, both vertically to our leaders and representatives, and horizontally, to our fellow citizens. Speech, argument and persuasive communication are all important elements of democratic literacy. Batisttoni in Mann and Patrick, 2000 Scholarly Projects and Seminars Student Organizations CoursesЁ>юZ&Z>Z>Њю Zѓ1ŸЈ"Critical thinking as a civic skillŸ М evaluating, taking, and defending positions on issues  analyzing and explaining information  thinking constructively Patrick 2003 Center for Civic Education Scholarly Projects and Seminars Student Organizations CoursesЁDy(>y(>ѓ2ŸЈ<Organization and collective decision making as civic skillsЁ==,Ÿ  listen, judge, discuss, confer and act on concerns Morse 1993  planning and implementing Patrick 2000 Student Organizations CoursesЁ*llѓ3ŸЈHIdentifying on-campus opportunities for students to develop civic skillsЁII,Ÿ \Student Organizations New Jersey Public Interest Research Group (NJPIRG) Fraternities  Alpha Zeta Courses Corporate Social Responsibility Public Speaking Applied Management ЁjZMZZCZZMCѓ4ŸЈ!Can we develop employee citizens?ŸЈ{Yes. 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Conversation was stimulated by Nancy Johnston s article,  What Aren t We Teaching Our Students: critical pedagogy and the co-operative education curriculum, published in the Journal of Cooperative Education and Internships, Volume 41 Number 2. This article questions whether co-op programs have a responsibility to do more than ensure students employability? And, if we as co-op/internship practitioners have the responsibility to contribute to broader educational outcomes including the development of active, engaged, and socially conscious worker citizens? NJCEIA board convened at the start of this academic year, answered yes to these questions and felt that this topic was important enough to incorporate into our goals this year.  We seek to address the needs of our community by drawing connections between social responsibility and cooperative education and internships. Knowing we have these responsibilities and ensuring that we can fulfill them are two different things. This began our process of answering this question,  CAN we develop employee citizens? Roots of co-op having a social justice foundation& Herman Schneider. Working class kids working during the summer to pay for class in the upcoming year. Created the idea of social equity.Ё6є‚Ÿо№H №X ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.›mШрp‡T№ ё0 Œ№„№\№№( № №\№X №\ C №Пџ<№Аа №У  №„ №\ S №€h$Пџ<№А @ а№У   №ŸЊ №H №\ ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ЎmШP”с№€ё0 №ј№`№№( № №`№X №` C №Пџ<№Аа №У  №ј №` S №€ќ/Пџ<№А @ а№У   №’Ÿ ~In looking at the job as a microcosm of larger society we can help develop a student s role as employee citizen. We can help them draw connections between their performance and engagement in the workplace to their engagement in society as a local and global citizen, and vice versa. We can do this in a number of ways.№H №` ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.БmШP/eЅ№ж ё0 V №N №d№ц №( № №d№X №d C №Пџ<№Аа №У  №N  №d S №€:Пџ<№А @ а№У   №шŸ ЎIt is easier to introduce concepts of citizenship and civic engagement if they a part of larger institutional goals. For instance, Seton Hall has instituted a new community service allowance for each employee. We are allowed up to 7 hours of time to volunteer at an organization of our own choice. Social responsibility  It s the ethical or ideological theory that an organization has a responsibility to society. While primarily associated with business and governmental practices, activist groups and local communities can also be associated with social responsibility, not only business or governmental entities. Is your program aligned with your institution s mission? Yes  at Seton Hall University, we satisfy our institution s mission through ethical and professional conduct agreements. (Explain the purpose and outline what it covers.) Leading by example  At Ramapo College , Experiential Learning goals indicate that by the time students graduate they will understand and communicate their roles of responsibilities in society, acting as agents of social change in and out of the workplace. ЁVX№H №d ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ДmШ џd]№(ё0 Ј№ 0№h№8№( № №h№X №h C №Пџ<№Аа №У  №  №h S №€Ш@Пџ<№А @ а№У   №:ŸЁЊ №H №h ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ИmШ Y$№Щё0 I№A€№|№й№( № №|№X №| C №Пџ<№Аа №У  №A №| S №€LZПџ<№А @ а№У   №лŸЈ[Develop partnerships with Fair Trade companies and organizations, locally owned independent businesses, companies that encourage charitable giving (UPS) and that allow employees paid community service days (The Body Shop), corporations and organizations that support union affiliation and that value people over profits, companies that are socially and environmentally responsible and ones that work for justice. Information provided by The Better World Handbook: From Good Intentions to Everyday Actions. Ellis Jones, Ross Haenfler and Brett Johnson with Brian Klocke, New Society Publishers 2001 Ё[\Њ>ЛO №H №| ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.НmШРKL&№”ё 0 № №€№Є№( № №€№X №€ C №Пџ<№Аа №У  №  №€ S №€МjПџ<№А @ а№У   №ІŸ ’In our abstract we refer to students who may comment on unfair supervisory or hiring practices, discrepancies behind a company s actions as compared to its mission, questionable environmental practices and overall discrimination in the workplace. The academic assignment may be the conduit through which they can address this. №H №€ ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ОmШ0зл№*ё 0 Њ№ЂА№№:№( № №№X № C №Пџ<№Аа №У  №Ђ № S №€,jПџ<№А @ а№У   №<Ÿ (Ideally  yes or no?№H № ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.BsШ№„й№ ё0 Œ№„Р№”№№( № №”№X №” C №Пџ<№Аа №У  –№„ №” S №€ф\–Пџ<№А @ а№У  – №ŸЊ №H №” ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ЗШpШЂ№оё 0 ^№V№Є№ю№( № №Є№X №Є C №Пџ<№Аа №У  №V №Є S №€ќyПџ<№А @ а№У   №№ŸЈМOur programs are linked to the academy thereby requiring us to aide in the development of lifelong learning inclusive of skills (critical and analytical thinking, problem-solving, communication, etc.) to be used in and outside of the workforce. Students cite getting a well paid job as one of the top reasons for getting a college degree. And as the workforce grows increasingly competitive the demand for college educated applicants increasesЁНН №H №Є ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ФШ Kь{№Вё0 2№*0№А№Т№( № №А№X №А C №Пџ<№Аа №У  №* №А S №€дПџ<№А @ а№У   №ФŸ ŽWe have a tendency to compartmentalize our lives focusing on isolated roles and not their interconnectedness. Students don t always readily see the connection between their role as student, employee, volunteer, family member, etc. If Americans spend most of their awake lives at work, how are they to serve their communities, solve public problems or get involved as active citizens? If so, we can begin by understanding the role of employee citizens.Њы д№H №А ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.ХШNЃ€№.ё0 Ў№ІP№И№>№( № №И№X №И C №Пџ<№Аа №У  №І №И S №€xžПџ<№А @ а№У   №@Ÿ Discuss roles, responsibilities, duties and privileges inherent in co-op/internship. Liability issues, ethical behavior, professional behavior, self-advocacy. Identify what is and is not acceptable behavior from the student and from the employer. Identify common workplace injustices and explore appropriate ways to address them. Workplace injustices  We aren t encouraging students to go into an internship or co-op and look for these, but rather  we teach them how to respond to these types of injustices that could occur. This responsibility can be  negative in that it is a responsibility to refrain from acting (resistance stance) or it can be  positive meaning there is a responsibility to act (proactive stance). Sometimes, inaction is the best form of action.Ё  №H №И ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.бШак@!№X ё0 и №а p№Р№h №( № №Р№X №Р C №Пџ<№Аа №У  №а №Р S №€œЏПџ<№А @ а№У   №jŸ цCheck in with students at certain points throughout the semester via online forums. Ask questions to guide the learning ( what skills are you developing and how can these serve you in your other roles? Or identify any challenges you ve experienced and how you handled them, or what is your organization s mission? Commitment to the community?) Open dialogue can allow co-op/internship practitioners the opportunity to address issues as they arise. If a student experiences injustices in the workplace, we can guide them in confronting the issues appropriately as they happen. We can also help them identify their rights as student workers or interns. http://www.workplacefairness.org/ Open dialogue can help the employer shape the curriculum with valuable input and can create opportunities to work collaboratively and share resources to be more socially responsible. We might also share with our employing partners opportunities for their continued academic and professional growth and advancement. Ё4Z—єЊ,|D№H №Р ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.гШ`ŽCЮ№Шё0 H№@№Ш№и№( № №Ш№X №Ш C №Пџ<№Аа №У  №@ №Ш S №€ШеПџ<№А @ а№`У  ˆHŠ@К___PPT9‹"Ќ №ŠŸ оSuggested topics for a guided journal from the Ramapo College Co-op Handbook for Faculty Describe your company; its mission, history, size and customer base. 2. Describe your workplace, department/office: staffing, responsibility, how it fits into the overall mission of the firm. 3. Describe your responsibilities within your office -- how they fit into general office goals. Describe your reporting line and the title of your supervisor. 4. What is the formal reporting structure? 5. How important is technology in your workplace? Are your skills adequate in this area? 6. Is there emphasis on teamwork in your workplace? Are you a team player? What skills should you acquire? 7. How important are interpersonal skills? Communication skills? How do you feel your skills are in these areas? 8. What role does the developing global economy play in your firm? 9. What are the central marketing strategies used by your firm? 10. Now that you have worked here for a short time, do you see an informal reporting structure that differs from the formal reporting structure? 11. What classroom learning has helped you most in this position? 12. How could Ramapo have better prepared you for the work world? How could the Cahill Center have better prepared you for this experience? 13. If you could change your workplace, what changes would you make? 14. Have your learning objectives changed at all over the semester? 15. Summarize the learning that has taken place over the semester. 16. What future learning/education do you still need to acquire to be successful in this field? Nancy Johnston argues that a critical pedagogy in co-op should be considered because: -it s often embedded in our institutional goals and for public institutions the development of educated and active citizenry who will contribute effectively to the communities they enter is a mandate -it provides students with effective critical analysis which can change management skills -it encourages students to think about their work environments and explore ways they can improve them. She asserts that is is important to identify whose perspectives are most often privileged in the curricula? (employers, worker, university, etc?) Identifying this can help to create a balance intended in Co-op s tri-partide design.ЁFYP%“" Pr’" PY—€Њ,У Іјx˜Ииј№H №Ш ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.’€Ш а+Ђ№Мё 0 <№4Р№д№Ь№( № №д№X №д C №Пџ<№Аа №У  №4 №д S №€ пПџ<№А @ а№У   №ЮŸ ˜The average American worker works roughly 2000 hours each year. That s 235 more hours than workers in the UK, 310 more than France, 392 more than Germany and 414 more than Sweden. Taken from Philip R. Jones, Randy E. Ilg, and Jennifer M. Gardner,  Trends in the hours of work since the mid-1970 s Monthly Labor Review, April 1997Њлo№H №д ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.—€Ша4ъj№–ё0 №р№м№І№( № №м№^ №м S №Пџ<ˆ№Аа №У  № №м c №$€ьПџ<ˆ№А @ а№У   №œŸ JHow we can help students get started on the path to civic-minded career development. Bullet 1  More detail in the following slides Bullet 2  One of the first things I tell my students in regards to their resume is that the time will never be easier for them to expand upon their resume more rapidly than they can while at school. In a single semester, students should be able to add at least five new extracurricular activities to their resume by attending student group meetings, participating in a fundraiser event, etc. I will talk more about on-campus opportunities for students to develop civic skills. Bullet 3 - Help students see that you do not need to choose to earn money OR serve the public good. You can have both. It might be easier to identify in some majors than others. For example, it is easier to see how environmental science and natural resource management students can serve the public good while making money in their field; whereas, business majors might need some coaching to identify the link between their work and serving the public. The 2004 Cone Corporate Citizenship Study shows that eight in 10 Americans say that corporate support of causes wins their trust in that company, a 21% increase since 1997. Cause marketing and corporate social responsibility are concepts and practices that students are expected to understand. Bullet 4  While volunteer work definitely stands out on a resume, research also reveals a positive correlation between volunteerism and civic skills development. Next slide. Identify volunteer opportunities within the major that will encourage the students to realize the benefits of building their resume while serving their community. Help students realize that they should take advantage of the time they have in school to engage in volunteer work. Ё6&Б„K №H №м ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.МmШ оiU№њё0 z№r№ф№ №( № №ф№^ №ф S №Пџ<ˆ№Аа №У  №l №ф c №$€˜7Пџ<ˆ№А @ а№У   №ŸЈьTwo studies looking at the impact of volunteerism on civic skills development So volunteerism not only looks good on a resume, it has the potential to provide a student with a lifetime of motivation to be engaged in his/her community. №H №ф ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.R‚Ш0дuц№[ё0 л№г №ь№k№( № №ь№^ №ь S №Пџ<ˆ№Аа №У  №Э №ь c №$€0ћПџ<ˆ№А @ а№У   №aŸЈMdefine civic skills and then expand upon civic skills development by students№H №ь ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.S‚Ш`ЉЧЛ№є ё0 t №l @№є№ №( № №є№^ №є S №Пџ<ˆ№Аа №У  №f  №є c №$€м?Пџ<ˆ№А @ а№У   №њŸ ФDr. Mary Kirlin, in her paper entitled  The Role of Civic Skills in Fostering Civic Engagement , identifies four dominant categories of civic skills contained in literature. In the next slides, I will define each of these skills and name ways in which we (as co-op practitioners) can encourage student development in these areas. I ve identified some ways in which we already encourage the development of these skills at my school, though we don t necessarily think in terms of civic skills when we have our students develop a scholarly project and seminar, or begin to expand the  extra-curricular involvement sections or their resumes. During the next few slides, I d like you to think about how you can encourage the development of students in these areas at your respective institutions. I have a feeling that our institutions are different in terms of which civic skills we are emphasizing, based upon the curriculum and school culture. SEBS is an applied sciences school, and as such, I see that we are definitely forcing students to develop their critical thinking skills more than some of the other skills.Њ T№H №є ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.B‚Ш№Zв№Њё0 *№"№№К№( № №№^ № S №Пџ<ˆ№Аа №У  № № c №$€ьZПџ<ˆ№А @ а№У   №АŸ 8Most student organizations have a service mission. Some are more pronounced than others. Bullet 1 - We are fortunate to have a very civic minded culture at Rutgers. And we have an organization, NJPIRG, that engages students in the political process to get them involved in issues that are important to them or pertain to their major. Encouraging  effective citizenship is part of NJPRIG s mission. From NJPIRG s mission statement:  Through NJPIRG Student Chapters we gain an educational experience in democratic citizenship. We get to face up to society s big problems, take action, and win concrete changes that improve the quality of our lives. I ve had students who were NJPIRG volunteers who underwent a complete change in their outlook on life, their maturity level, their ability to communicate their concerns and their overall motivation. All fraternities have service missions. Again, some are more pronounced than others. My fraternity, Alpha Zeta, is an honors fraternity that has mandatory community service for the brothers. I am happy to have these two organizations (among others) to recommend to my students to get involved. Bullet 2 - There are a number of courses offered throughout Rutgers that help develop civic skills. One that stands out on our campus is  applied management , which I took as an undergraduate. This course develops all four of the dominant civic skills identified by Mary Kirlin. The course requires the development of critical thinking skills by identifying problems in management, communication skills and collective decision making by working in a group to brainstorm solutions to the problem, and organization skills to implement the solution to the problem. All students need to be involved and management roles are rotated with each exercise. ЁP Њ>„љy№H № ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.V‚Шав=№ё0 •№Р№№%№( № №№^ № S №Пџ<ˆ№Аа №У  №‡ № c №$€~Пџ<ˆ№А @ а№У   №ŸЈыAt Ramapo College we join S-L and Co-op orientations and reflections. We link American Democracy Project initiatives to Co-op and sharing resources and contacts for development of placements. Contact your business school to discuss the topic of corporate social responsibility and how we can best prepare our students for work in that field. Did you know Co-ops are not only for business majors, engineering students? Assumption is often that Service-Learning is for public work and Co-op and internships are for business. Reinforces your program and institutional commitment to the public good. Inform your corporate and community partners of your goals and mission. They may want to learn more or share their own ideas and suggestions. Ёьь№H № ƒ №0ƒ“оНh”ŽŸ‹Пџ ?№ џџџ€€€Ь™33ЬЬЬџВВВˆ8Š0К___PPT10‹ы.МmШ0А4иrьаЗPСV‚>HIQ[GdBgоr=jйuдxЯ{PƒЃЯЏуБkЖIС"ƒ`yУJШЇ…цЬ8mъnЯ,бœpеЪ~Ькі€уг‡)0bэWЁ2Œ—Я‘”?–w˜ЏšчœŸі”–љѕ'џ‰Ї8ѕщФ=;ўџр…ŸђљOhЋ‘+'Гй0˜­ px˜ЄД Фа № ќ   (фPowerPoint PresentationGenericcmenzer22Microsoft PowerPoint@`Љ`i@@@РшжBˆШ" GhЌџџџџ‰g  ,VЁ'&" WMFCѕf <8