ࡱ> ` XBbjbj O8<  8TLD;lB(jjj a;c;c;c;c;c;c;$N=h?;$b " $$;jj;t(t(t($jja;t($a;t(t(!8|9j `?| %B8:|;0;86@:'6@$96@9L !t(V"" ;;(^ ;$$$$ University Affiliation or logo or blank CASE NUMBER (ASSIGNED BY IF) DRAFT: [DATE SUBMITTED] AUTHOR NAMES, FIRST LAST, COMMA SEPARATED CASE TITLE (Style: Heading 1) The first page of each case must begin with a series of paragraphs that identify the issues facing the decision maker(s), sometimes referred to as the protagonist(s), of the case, and identify the types of decisions that need to be made. There should be enough detail provided to help the reader frame the questions he or she should be asking while reading the case. It is critical for the case writer to understand that a good discussion case must present the reader with issues that need to be resolved. The Informing Faculty Community web site provides substantial tutorial content on the different types of cases in common use and on the art of writing discussion cases. In the event that this section is missing orin the editor's opinionis not sufficiently engaging, the case will be returned to the author with instructions along the lines of "Please frame the decisions that need to be made." The introductory section should not run past the end of the first page. If the section does not fill the entire page, then the Informing Faculty layout editor will attempt to insert spacing to generate an appearance consistent with other case studies published by the journal. Other elements on the first page of each case are as follows: The Informing Faculty logo. Authors may insert their own institute's name or authorized logo in the space provided. This should refer to the institution where the case takes place. The case number, which will be of the form VVNN - Case# - Sequence# - Revision# (where VV and NN are the volume and number where the case appears) A date, which may either reflect the case's submission (DRAFT), initial publication (PUBLISHED) or post-publication revision (REVISED). The author(s) name(s). Affiliations will be included in the Biography section at the end of the case. Submissions do not need to be anonymous (since trying to make them so is usually pointless), but author my omit names and biographies for the purpose of initial review. Copyright and permission statement. This differs slightly for standalone cases, and follow-on cases that are part of an (A), (B), (C), etc. sequence. Section Heading (Style: Heading 2) Each major area discussed by the case should be identified by a section heading. With respect to organization, Informing Faculty has no policies regarding what sections must be specified. As a general rule, however, you will probably want to provide the reader with some context relating to the institution, the subject matter being taught (where a teaching situation is presented) and the background of the protagonist(s). In presenting this information, please recall that Informing Faculty strives to be both multidisciplinary and international in its readership. As a result, context that may seem obvious to the participants in the case can be mysterious to readers, if not carefully explained. Subsection Heading (Style: Heading 3) Sometimes it may be beneficial to break large, related sections into subsections. This should be accomplished using subsection headings. MS-Word Submissions The best way to prepare a submission is to open this template in MS-Word, then save it as a Word document. You may then proceed to replace the text with your case content. If, for some reason, this proves to be impossible (e.g., MS Word is not available), you may submit a minimally formatted document, either in rich text format (RTF) or by using whatever word processor you choose and saving to MS-Word format. In a minimally formatted document, use the following formatting: Title should be in Heading 1 format Section headings should be in Heading 2 format Subsection heading should be in Heading 3 format Exhibit headings should be in Heading 2 format Reference headings should be in Heading 2 format Biography headings should be in Heading 2 format All other text should be in Body Text format. Prior to sending the submission out for review, we will then reformat it. If you have a reasonably recent version of MS-Word available, please try to use the template, since the required formatting may delay the review process. HTML Submissions Because Informing Faculty's layout staff is also its editorial staff, submissions in MS-Word that are formatted using this template are strongly preferred. Since some of our potential authorsparticularly those in developing nationsmay not have access to MS-Word, HTML formatted submissions will be accepted by reason of extenuating circumstances. These submissions should be formatted as follows: Title should be in

format Section headings should be in

format Subsection heading should be in

format Exhibit headings should be in

format Reference headings should be in

format Biography headings should be in

format Tables, Graphics and Fonts Tables should be created with containers. Any other exhibits or illustrations that require formatting should be rendered as GIF or JPEG images, and inserted with tags. No CSS or tags should be used, as these will interfere with our ability to reformat the case prior to publication. Submission Format HTML cases should be submitted as .zip files, with all embedded graphics and the case in the same folder. Sequenced Case Submissions Normally, sequenced submissions detail actions and outcomes relating to decisions faced in the first case of the sequence. For this reason, access to subsequent cases can disrupt discussions of the initial case. Thus, only the first case in a sequence will normally appear in the Informing Faculty journal itselfwith subsequent cases being made available electronically on the Informing Faculty community web site. Where a submission is a series of cases, each should be labeled alphabetically (i.e., Case Name (A), Case Name (B), Case Name (C), etc.) This template should be used for the initial case (the (A) case), with the "Follow On Case" template used for subsequent cases. All components of the sequence should be .zipped together for submission, with the resulting .zip file being uploaded. Final Section Although it is not an Informing Faculty mandate, the final section of the caseprior to the exhibitswill normally revisit the issues raised in the introduction, discussing them in greater detail. Exhibit 1: Role and Placement of Exhibits (Style: Heading 2) Exhibits appear at the end of the body of the case. They provide a flexible means for presenting complex source materials (e.g., syllabi, diagrams, charts, email transcripts). Each should begin on a new page, although multi-page exhibits are permissible. Names should be title case, and every exhibit must be referenced by number in the body of the case. It is also permissible to shift to landscape format to handle large tables or other oddly sized content. In MS-Word, this can be done by adding a couple of "Next page" section breaks (Insert | Break| Next page), then using Page Setup to change the orientation of the page in the middle (File | Page Setup | Margins-Orientation). Do not worry about adjusting headers and footers. That will be addressed by the Informing Faculty layout editor. Following the Exhibits, the case ends with two sectionsReferences (if required) and Biographiesthat may begin on the same page. Exhibit 2: Formatting and Sourcing Whenever possible, original source formatting and content (including typos and awkward grammar) should be retained within exhibits. If an exhibit has no source specified, it is assumed to be the creation of the case authors. If this is not the case, then the exhibit must be sourced. To specify an external source, such as a web site, a reference should be made at the bottom of the exhibit, e.g.: Source:  HYPERLINK "http://grandon.coba.usf.edu" http://grandon.coba.usf.edu referenced on 12/29/2005 OR Source: ISM-101 Syllabus for Fall 2005 Because APA rules are unlikely to cover the huge variety of source types that end up becoming case exhibits, the any reasonable source format is considered acceptable. Exhibit 3: Formatting References Normally, few if any academic references are required in a discussion case. Where they are, Informing Science Institute guidelines for references will be followed: References are to follow the current (5th edition) American Psychological Association (APA) guidelines. More detailed explanations and examples of these guidelines can be found at:  HYPERLINK "http://www.english.uiuc.edu/cws/wworkshop/bibliography_style_handbookapa.htm" http://www.english.uiuc.edu/cws/wworkshop/bibliography_style_handbookapa.htm  HYPERLINK "http://www.lib.usm.edu/~instruct/guides/apa.html" http://www.lib.usm.edu/~instruct/guides/apa.html  HYPERLINK "http://www.apastyle.org/faqs.html" http://www.apastyle.org/faqs.html and  HYPERLINK "http://webster.commnet.edu/apa/apa_index.htm" http://webster.commnet.edu/apa/apa_index.htm. Within the text of your paper, cite sources by placing the author's last name and the date in parentheses, as shown by the examples in the following paragraphs. List the sources alphabetically at the end of the paper under a level-one heading called References, as shown at the end of this document. Place entries in alphabetical order according to the last name of the first author. Italicize titles of longer works such as books and journals (Denning, 2001; Katz, 1995). Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections. Capitalize all major words in the name of a journal, but when referring to any work that is NOT a journal, such as a book, article, or Web page, capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns (Backhouse, Liebenau, & Land, 1991). If the author of an article is unknown, begin the reference with the headline or title, as in the example for this reference, and use the first few words in the parenthetical citation (How to handle, 2002). When there are two or more works by the same author, repeat the name of the author in each entry in the list of references and place them in chronological order by date of publication. If you a citing both works at once in the paper, list all relevant dates in the citation (Katz, 1995, 2000). To cite works by the same author and with the same publication date, add an identifying letter after each date (Roussev, 2003a, 2003b). If a work has two authors, include both authors in both the list of references and each parenthetical citation. (Boyd & Cohen, 2003). If the work has three, four, or five authors list all authors in the reference list and in the first parenthetical citation to the work; in subsequent citations use the first authors name followed by et al. (meaning and others) (Backhouse et al., 1991). For works with six authors or more authors, list the first six in the reference list, followed by et al. if there are more than six, but place only the first author followed by et al. in the parenthetical citation (Barg et al. 2000; Gorgone et al., 2002). When citing sources from the Web, include the year of publication or the most recent update as well as the date of your search and the URL. Do not end the path statement with a period (Burgess, 1995; Roussev, 2003b). Authors are encouraged to use appropriate links to on-line resources in their citations. Do not use footnotes for references. Source: Informing Science formatting template References [Examples of references of various types] Backhouse, J., Liebenau, J., & Land, F. (1991). On the discipline of information systems: Conflict in the trenches. Journal of Information Systems, 1, 19-27. Barg, M., Fekete, A., Greening, T., Hollands, O., Kay, J., Kingston, J. H., et al. (2000). Problem-based learning for foundation computer science courses. Computer Science Education, 10 (2), 109-128. Boyd, E. & Cohen, E. (2003). Formatting guidelines. Journal of Information Technology. Retrieved January 4, 2004, from  HYPERLINK "http://www.jite.org/documents/JITEFormatInstructions.doc" http://www.jite.org/documents/JITEFormatInstructions.doc Burgess, Patricia S. (1995). A guide for writing research papers. Retrieved June 3, 200l from  HYPERLINK "http://webster.commnet.edu/apa/apa_index.htm" http://webster.commnet.edu/apa/apa_index.htm Denning, P. (2001). The IT schools movement. Communications of the ACM, 44 (8), 19-22. Gorgone, J., Davis, G., Valacich, J., Topi, H., Feinstein, D. & Longenecker, H. (2002). IS 2002: Model curriculum and guidelines for undergraduate programs in information systems. Retrieved December 3, 2003, from  HYPERLINK "http://www.acm.org/education/is2002.pdf" http://www.acm.org/education/is2002.pdf How to handle unknown authors. (2002, March 15). The New York Times, B-10. Katz, I. M. (1995). Cats and their masters. Santa Rosa, CA: Informing Science Press. Katz, I. M. (2000). Cats and their servants. Warsaw: Informing Science Press. Roussev, B. (2003a). Empirical evidence justifying the adoption of a model-based approach in the course web applications development. Informing Science Journal, 6, 73-90. Roussev, B. (2003b). Teaching introduction to programming as part of the IS component of the business curriculum. Journal of Information Technology Education, 2, 349-356. Retrieved May 12, 2003 from  HYPERLINK "http://www.jite.org/documents/Vol2/v2p349-356-43.pdf" http://www.jite.org/documents/Vol2/v2p349-356-43.pdf Biographies [Each author should provide a brief biography and a picture, roughly square and 3.5 cm in height. See example below] Grandon Gill is an Associate Professor in the Information Systems and Decision Sciences department at the University of South Florida. He holds a doctorate in Management Information Systems from Harvard Business School, where he also received his M.B.A. His principal research focus is in the area of IS education, and he has published many articles describing how technologies and innovative pedagogies can be combined to increase the effectiveness of teaching across a broad range of IS topics. Currently, he teaches programming, database and managerial courses to both undergraduate and graduate students.  Copyright 2006, Informing Faculty. This case was prepared for the purpose of class discussion, and not to illustrate the effective or ineffective handling of an administrative situation. Permission is granted to copy and distribute this case for non-commercial purposes, in both printed and electronic formats.     CASE NUMBER AUTHOR LAST NAMES CASE NUMBER SHORT CASE NAME  PAGE 6 Informing Faculty, Year, Vol. X, No. Y, pp ##-## Informing Faculty, Year, Vol. X, No. Y, pp ##-##  PAGE 7 "#+,./LMdenhbJ8"h&_shJ95CJ(OJQJ\^J/jh&_shJ90J5CJ(OJQJU\^J h)V0J h\,0J"hghi5CJ OJQJ\^Jh\,OJQJ\^Jhih\,OJQJ]^Jh\,OJQJ]^Jhih\,5OJQJ]^Jh\,5OJQJ]^Jh\,6OJQJ]^Jh14h\,;h\,;OJQJ]^Jh14h\,;OJQJ]^Jh\,jh\,U#,-./0Mefgyyy$a$gd\,$a$gd\,$&d P a$gd\,Qkd$$Ifl0H$ t644 la $$Ifa$gdW $IfgdW O@AWBU V 9 : O P D_n'( gd)(Agd)(Agdeigd & FgdTgdgd R$a$gdW ^ m T U  7 8 9   &(  ,5]fɾɶŮŪŪşh)(Ah)(A5 h)(A6 hh)(Ah)(A heiheihJ9h)Vhei6h)Vh)V6 hhJ9heih)VhThT6h/9h\,h\,6 hTh\, hT6hTh\,hhJ9OJQJ6GH=nTUt L & FgdK`gdeigdeigd & Fgd)(Agd)(A"ST$02J[R T a c y '!)!4!h""E$K$T$]$`$d$e$v$$$% % % %%%%-%%X&&&&&&&&»񘯘···jh%U hhJ9 hokhl hl hok6hokhh hhh% hhKpshKpshKps6 hhK`hKpshK` hei6h)Vhei6 hheiheih)(A7LMh12S T b c (!f!g!""$$ % %.%/%gd%gd%gdgdgdKpsgdKpsgdK`gdK`gdK`/%%%&&*'+'.'/'V'W'("(((})b+,,//14x$If^gdl x$Ifgdl gdokgdok^gd%^gd%gd%&&&''''''"(~(((((((Q)R)|)})~))))̸taKa+jhl hl CJOJQJUaJ%jhl hl CJOJQJUaJhl CJOJQJaJ hl hl CJNHOJQJaJhl hl CJH*OJQJaJhl hl CJOJQJaJhl CJaJhokCJaJhl hok6CJaJhl hokCJaJhokhh%hdh%0Jjh%Ujh%U)&*'*)***h*i*j************1+2+3+_+`+++++b,c,----s.t...q/r///;0<0q0r0112ͷ͋͡zzzzzzzzzzzz hl hl CJNHOJQJaJ+jd hl hl CJOJQJUaJ+jghl hl CJOJQJUaJ+j.hl hl CJOJQJUaJhl hl CJOJQJaJ%jhl hl CJOJQJUaJ hl hl 0JCJOJQJaJ0223334j4k44444>5?5j5k5s5555555555566G6S6T6e6f6h6vhXhhhokhok6CJNH]aJhokhok6CJ]aJhokhokCJNHaJhokhokCJaJhokCJaJh%hhokhl hl CJaJhl hl 6CJaJhl CJaJhokhl OJQJaJ"hl hl 5CJOJQJ\aJhl hl CJOJQJaJ hl hl CJNHOJQJaJ"44F5k55555555q6xssniddgdokgdl gd%gdokekd $$Ifl,"" t0644 la $$Ifa$gdl x$Ifgdl x$Ifgdl h666 7'7(7+7m77777777718288888888+9H99 :*:+:`:a:b::::::; ;!;A;X;n;o;<<<|#jS hokhokCJUaJ#j* hokhokCJUaJhokhok0JCJaJ#j hokhokCJUaJjhokhokCJUaJhokhok6CJ]aJhokhok6CJaJhokhokCJNHaJhokhokCJaJ0q697488U9::-;{;&<i=u===N@O@AAAAAAAAAA$a$gdgd)ygdokgd)ygdl gdok<<&<<<<<<<0=1=2=f=g=h=i=q=t=u======F>G>>>{?|?@@F@G@M@N@O@P@§|||||ulbjht%p0JUhh)yCJ h<h)y h)yNHjh)yUmHnHuhhokh)yhl hokCJaJhokhok0JCJaJjhhokhokUjhokhokUhokhok6]hokhokNH hokhokhokhokCJaJhokhok6CJ]aJ%P@c@t@AAAAAAAAAAAAAAAAAAAAAAAAĭycO'hjht%p0J5CJOJQJ^JaJ*hjht%p0J56CJOJQJ^JaJhjht%p0JCJaJ(ht%p0J5CJOJQJaJmHnHu#hjht%p0J5CJOJQJaJ,jhjht%p0J5CJOJQJUaJhjht%pCJaJhht%p5CJOJQJht%p5CJOJQJjhCUhChp'ht%p6ht%pAAAAAAABBBRBSBTBUBVBWBXB$a$gd$a$gd- !$&d P gdj  !t$gd !t$&d P gdn  !$gd  !t$gdq=AABBBB'B2B3BGBHBNBOBPBQBRBVBWBXBɾڏڏxfbYhh)yCJhC#hjht%p5CJOJQJ^JaJ,ht%p0J5CJOJQJ^JaJmHnHu0jhjht%p0J5CJOJQJU^JaJ*hjht%p0J56CJOJQJ^JaJhjht%pCJaJht%pht%p0J5OJQJ^J'hjht%p0J5CJOJQJ^JaJ!ht%p0J5CJOJQJ^JaJ9 0&P1h:pq=/ =!"#$% F0;Z&.c/JFIFC    $.' ",#(7),01444'9=82<.342C  2!!22222222222222222222222222222222222222222222222222h" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ? |@l cHo O+O .A>3̕N)i1s7[DUuy,rᗃYOV>Y3@+/0DU!@U?YxC"_*?/]a4\g) ogKWWK@+/-"_*V~[DUugP)  og7KWUފ?ZxCmTᧄG%⫬=G">KpLlĿUiEmN_VX+^G G" %?/Q­oe⫱h2 r@ 4j9U SLUK?¯jWJo Kq~®n?/G*-&_*P3o iM?_*aWjq>\G# ob[RN/]EM4>V/I ?/]k}I@ m4xmde=rMDkf ֆ4I7 }j?i*7i1LQHd{STE"4f}Z@;ZmK)996 \QOq &iX^V5Dih,P&nWj:8q6U<"?ʹ RfsVbRi\v=V[S 4!nvc mq`*3F|Џ 34[^ aZYŞj1Q$2 FO~xqV 1?,y#%G`)[q *Fc X(Y1C t >5"qڽ/*TEOls+ɓbIߊiq a@R5r:ˢu~܂2 #k[ݚ1ZtФPլnI3tzd@G֣r>EE $ȵ j_hRGu$}@4Q@4P3}J)$B}UOJ8*?Γގ( )^ږJZNw⁋E'K@4uDgs$'! `3ށubo <|VQ,6=KS7#a ڣ-3@ AvzzR_ ҲZ$ FNb |'sZ8wy.Hx1_]~'V V"#]ۥ $#VlмFGl IfV *X$[;*!~?^Ṽz Kݰ{燵OP-`zU~qZ8&YGV A[Vrt~TM71>O_0ӤU@QGnPTDjAEFz`%>>|}i 4@4Q@4P#O@0Up:b0On:F)h!ڡ>h N{QE SIK@ ߬сݎנ;FcA&^niN>2 }erw繫3y yp^!2qǰ+'2w>N2.g`p{ڬ#~s>i*{%>8Py+1|g5E$URJ:$T^hcmQ%"POMaJQ@*B8OLSO+"8nt 4cKm9H8ޢw'50+iv %nAh :qR@6y۝ OPSOTfw Ԅcw=0ٔ9ۘS@_0t7jojb {ʦSU2IK@5 Ɓ֜NNIKmA?OoGOֿo@P9a0?VWaֆ4!cyRT7cր)mb~ e5/Lլ|UI)1N#KHvAr0Ҡ bi) n:N#&3@ "S%q?$vH ]k GH8|+G)o"~?izJsSx5-Ԩ\o<]մ$A[Jnx3p0Tlt⡻3DxgYbQC,3VebvJ5~B昁TzRDcq)Sm,9" e`n:9wW36ҭJdYJDY [Z2pj-MՃ۵D~"NYG}Ƒm .Y؃gUYni|i Kp:Og9eܰ*?U#<T];Q.3(WgAh&X s0pN?ƤƇLRP1Cs*ZC*R q4QE%%;> w . FXPh7-yU&qM7O6/70' $I=X <]X1Jxj+=FB>>բ<>1Ҳckin\ Ozm曦xݒh*cvEVɢ3hn 3)nnrOXħVz=*̣Dq;U C8%n 9*&tK8lDK6;eDRNHQ̇))n,#F SItFִo[2@ Es7:FW9NoA<<=G5|": +Δ8H1}U zt?Jbit@iYP:Qހ:SSO?aؠ'Zo/ZP|?NoK@4P#ᦊV A'RT2 hy1T?s횂ZU4f@PIKHhŻyK<֫f])Y,>xېcck ó# qY)igmf[\>[e 9Yz{t5Y'ӷF5qGkVxFnH&`֣WY~[r}T_0R]>)?p3-r֛fiaK2_r;Ԓ܇Fp:qYČ+$edʃ޲oev\'wDv<;IUr\QXb>#u4N^ruƢ27`|a9*rEe%MH[S~wmydѯ1r9[nrxN\S.M*T!׀GNFxbG>>-VgB*֧raǘA+;HĶCrj߷lןW Q&g+z ~Uxz-)!N{cf-nxF2F 7p"֗aL1(PO= ig|SjJL.9я#R:D~U/ixn&X̅GAO*jFқ8 j ]eL=F;vgSErM)XOK$`>RHխL٣T`U6V皤CDx&814I$ U953 R W$} ա} & |R趾d+ mo ?*K7!a =2X=Uwc?N=#B8GO{D?)a{sֲ ݷlU?#۷P#0NU+aNq۠#UAc⣃s-9{Y HݾXWRyj mpaPKvSR P\Ե PvK1x/iFsZ6W̷?fB>V&Z); N *ph) q4!ֈ, CZ)Emgze.xW9* T'Oc|2O =0FyU] Hs֩X .>yǫTnS t$iy% piႀ2_׹.cb VEɪͱ&e#ZC- T9X֬Vߞ,Lb8a@Nt f1\nAvm#d?P_oLi ?EG]M oO ci$*>Ѧ ?( I~EZ<>e/YGY,2sd<ׯm-xmOgʔ@+W0ŏ% g60OzÓK7^ YYqb8F/L'zsjq1̸s3R_@_zA9lW)k ֭`«6@pTV}]>yvR2zhVObOs2Xuk6&|ӜWZ4#z*+x 7%\vZoh cc*Z(bޫP*2\;SEuI%2$zz "59ƹu[6L0:^8n*x"!2zV5Fץv 䊣Df-asV31ޫzU 0+mυ.{gW[kYF6v1}p^:kt8yr=OUc{0[2wak甼Q#*_Ρ?cVɌrAb0҃mlX(<隻ajHg'?Sʟ1}S)i P$`ґx?ZXzmbʷrO!SgUBe7${vUSyKN *Z26@-bv!F3S3;(GcmR *2F?5WP3F ?~]]x>6܃рojɪ퀂HhIC+*>_}g-Ff%'?Ik?/hx'ל7iۜ(< I8j(\ $r9#;M0ΝoNָ@ (n2G2sn?#21 14}Eֺ]rV<r~.56fqq]=-c#'R򞋷Hq]O?θm`=3ֆ;qon[IT3ʩ:%`nTn=)~\uoi섴.T}VY.c2ӹzGM N#6J9$5XҤ`\7W=r lO5)G16P#]8su*|>fPutCw"TuּnLnw; m]u=ZAȱV?ҳA:s)KQt+oO=a<_EaTW[p3tq6mj>S[pO教,̭V8o1ZyMlUE3Ue XzH?\Brs(*.<Z1ʂNc5}:\x!#rCrʁI_E%) U[[`l ui7 R9Gc搚Bs3'V%'?Jk/h鯤9>Ujש~IOMJq8M3n&Q~eN9Qe('+7ݪ y)/*:Uc |q\ʽRU}R);5ITĢWyt^3T}R!U Rk^)++Ej֩{O%)'kV~哪qKϗNY=P!TժSN*&尤m=ʷ*s"8a[Su<)Ȓn`Xl A-QchVYeU&WV/dտT4]԰~ty4EZd;**8/hhzv3ncRAb;QH0ktjeh9#ت+qJDuh@q7ZᷚP?yj֌Qw<*B*phFV@!F FollowedHyperlink >*B* ph>@2>  Footnote TextCJaJ@&@A@ Footnote ReferenceH*4 @R4 Footer  !.)@a. Page Number4@r4 Header  !bOb 14Heading 1 Char.5CJ KH OJQJ\^J_HaJ mH sH tH j@j 14 Table Grid7:V0HOH ok Referenceshx^h`CJX:;>X: j#,-./0MefgUV9:OPD_n ' ( GH=nTUt LMh12STbc(fg  ./*+./VW " }!b#$$''),,F-k--------q.9/400U122-3{3&4i5u555N8O89999999999999999:::R:S:T:U:V:Y:0 000 0 0000000000000000000 0 0 0 0 000 0 0 (0 0 0 0@0 0 0 0 0  0  0  0  0  0  0 0 0 0 0000 0 0 0 0 0 00(00(00000000000000000000000000000000000000000000000 0 000000000000000000000@000;@0y00@0y00@0y00@0y00@0@0@0@0@0@0@0@0@0@0@0@0@0@0y00T D_N8Y:{00y5{00{000 @0 @00+ +J&)2h6<P@AXB"&(+,-/124L/%4q6AXB#%')*.03WB$}!!&")"i""""""2#_#//10000*2a22415f5X:XXXXXXXXXKRT!!t  ,R$;Z&.c/0;j@" (    s D""""AgrandonTampa#" `B S  ?H0(  5X:T>D?Dz @D,> ADTBDWCDDDlf EDa FD/GD\HD$gID԰JDoKD, LD MD a ND?@ABCDEFGHIJKLMOPQRSTUWXYZ[\]^_`abcdefghijklmnopqrstuvxyz{|}~Root Entry F@O?| Data N1TableVZ@WordDocumentSummaryInformation(wDocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q