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Studies FREN - FrenchCSLO1 FREND001. - Elementary French (First Quarter)t" Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, leave-taking, description of family members, daily activities and hobbies, expression of (dis)likes and future plans.~" Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail." Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures." Demonstrate a cursory grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s).2 FREND002. - Elementary French (Second Quarter)]" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as expressing desire, ability and obligation, expressing negation, narration of past events." Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail." Compose comprehensible, simple sentences about familiar topics to reflect a greater working command of core vocabulary and language structures." Demonstrate a deeper grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s).1 FREND003. - Elementary French (Third Quarter)" Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high-frequency situations in familiar contexts such as nature and environment, physical and mental wellness, subjective statements of advice, doubt, expectation, (dis)approval, and hypothetical scenarios." Derive meaning from longer, simple texts on familiar topics, relying on contextual clues to extract main ideas and supporting details." Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent working command of core vocabulary and language structures." Demonstrate an increasingly accurate grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s). GERM - German1 GERMD001. - Elementary German (First Quarter)" Demonstrate a consistent working command of core vocabulary and language structures necessary to communicate, orally and in writing, and to provide basic/simple information relating to high-frequency situations in familiar contexts.u" Comprehend short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail." Compose comprehensible, simple phrases or sentences about familiar topics to reflect a consistent working command of essential vocabulary and language structures." Demonstrate a cursory grasp of cultural contributions and social phenomena of German-speaking world, by analyzing and comparing those to one's own culture(s).2 GERMD002. - Elementary German (Second Quarter)>" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts (such as free-time activities, vacationing plans, traveling etc.)." Comprehend short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of details.1 GERMD003. - Elementary German (Third Quarter)." Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to communicate in real-life contexts and to request and provide, orally and in writing, a more complex/abstract range of information relating to high-fre< quency situations in familiar contexts." Derive meaning from longer, simple texts of various genres on familiar topics, relying on contextual clues to extract main ideas and supporting details." Compose comprehensible, more complex sentences about familiar topics and individual viewpoints to reflect a somewhat consistent working command of core vocabulary and language structures." Demonstrate an increasing ability to reflect on cultural products, practices, and perspectives of the German-speaking world, leading to the development of cultural sensitivity.3 GERMD004. - Intermediate German (First Quarter)" Demonstrate an increasingly consistent command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an expanding range of somewhat sophisticated information." Derive meaning from longer texts of increasing complexity - relying less on contextual clues - to extract main ideas and supporting details, and to interpret some subtleties of the text." Compose comprehensible, paragraph-level discourse about familiar topics to reflect an increasingly consistent command of vocabulary and language structures." Demonstrate an increasingly accurate grasp of the subtleties of German-speaking cultures and progressively develop cultural sensitivity, by analyzing and comparing these cultures to one's own culture(s). HNDI - Hindi0 HNDID001. - Elementary Hindi (First Quarter)" Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts." Demonstrate a cursory grasp of social protocols and contributions of Hindi-speaking cultures, by analyzing and comparing them to one's own culture(s).1 HNDID002. - Elementary Hindi (Second Quarter){" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as visiting friends, making appointments, studying Hindi, preparing for a class, school life, shopping and transportation." Demonstrate a deeper grasp of social protocols and contributions of Hindi-speaking cultures, by analyzing and comparing them to one's own culture(s).0 HNDID003. - Elementary Hindi (Third Quarter)" Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high-frequency situations in familiar contexts." Demonstrate an increasingly accurate grasp of social protocols and contributions of Hindi-speaking cultures, by analyzing and comparing them to one's own culture(s).ITAL - Italian2 ITALD001. - Elementary Italian (First Quarter)" Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, and leave-taking; talking about family members, daily activities, routines and hobbies, expressing (dis)likes and describing future plans." Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures and cultural competence." Demonstrate a cursory grasp of social protocols and contributions of Italian-speaking cultures, by analyzing and comparing them to one's own culture(s).3 ITALD002. - Elementary Italian (Second Quarter)b" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as shopping for clothes, transportation, making appointments, school life, health and well-being." Demonstrate a deeper grasp of social protocols and contributions of Italian-speaking cultures, by analyzing and comparing them to one's own culture(s).2 ITALD003. - Elementary Italian (Third Quarter)y" Demonstrate an increa< singly accurate grasp of social protocols by analyzing and comparing them to one's own culture(s).JAPN - Japanese3 JAPND001. - Elementary Japanese (First Quarter)" Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing (recognize and reproduce 46 Japanese syllable-based Hiragana and Katakana characters respectively) as well as 29 kanji (Chinese characters), basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, school, dating, and invitations." Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working commnad of core vocabulary and language structures." Demonstrate a cursory grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own culture(s).4 JAPND002. - Elementary Japanese (Second Quarter)" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing (recognize and reproduce a total of 86 Kanji), an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as traveling, visiting friends, weather, directions, college student's life, description, family and foods." Demonstrate a deeper grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own culture(s).3 JAPND003. - Elementary Japanese (Third Quarter)" Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to request and provide, orally and in writing (recognize and reproduce additional 59 Kanji), a more complex/abstract range of information relating to high-frequency situations in familiar contexts such as public transportation in Japan, Japanese traditional culture, climate, classroom, and health." Demonstrate an increasingly accurate grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own culture(s).5 JAPND004. - Intermediate Japanese (First Quarter)" Demonstrate an increasingly consistent command of essential vocabulary and language structures necessary to request and provide, orally and in writing (recognize and reproduce additional 64 Kanji), an expanding range of somewhat sophisticated information such as looking for a job, banking system in Japan, annual events in Japan, trips to various cities, lost and found, and gift-giving in Japan." Derive meaning from longer texts of increasing complexity, [relying less on contextual clues] to extract main ideas and supporting details, and to interpret some subtleties of the text." Demonstrate an increasingly accurate grasp of the subtleties in the idiosyncracies of Japanese culture, by analyzing and comparing them to one's own culture(s).6 JAPND005. - Intermediate Japanese (Second Quarter)J" Demonstrate a somewhat sustained command of vocabulary and language structures necessary to spontaneously request and provide, orally and in writing (recognize and reproduce additional 62 Kanji), a greater range of more sophisticated information such as work place, part-time jobs, sushi, visiting someone's home, and locations." Derive meaning from texts of greater sophistication, to interpret an expanding range of subtleties of the structure and content of the text." Compose extended, paragraph-level discourse about familiar topics to reflect a somewhat sustained command of vocabulary and language structures." Demonstrate a noticeably accurate grasp of the subtleties in the idiosyncracies of Japanese culture, by analyzing and comparing them to one's own culture(s).5 JAPND006. - Intermediate Japanese (Third Quarter)W" Demonstrate a sustained command of vocabulary and language structures necessary to spontaneously and accurately request and provide information, orally and in writing (recognize and reproduce additional 46 Kanji), about a wide variety of topics such as crimes, accidents, religion in Japan, Japan's Educational system, and Japanese Proverbs." Derive meaning from increasingly abstract texts, to interpret a wide range of subtleties of the structure and content of the text." Compose longer and< more accurate discourse about familiar topics to reflect a sustained command of vocabulary and language structures." Demonstrate a steady grasp of the subtleties in the idiosyncracies of Japanese culture, by analyzing and comparing them to one's own culture(s). KORE - Korean1 KORED001. - Elementary Korean (First Quarter)" Develop reading the Korean alphabet, Hanguel and demonstrate a working command of essential vocabulary (recognize and reproduce some 180 Korean words and expressions) and language structure necessary to request and provide, orally and in writing, basic /simple information relating to high-freqeuncy situations in familiar contexts, such as greetings, introducing friends, locations, family, making requests, and describing people." Demonstrate a cursory grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture(s).2 KORED002. - Elementary Korean (Second Quarter)" Demonstrate a greater working command of essential vocabulary (recognize and reproduce a total of 250 Korean words and expressions) and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as time, dates/days/schedules, daily activities, weekend plans, counting, weather, directions, saying good-bye, coming and going, giving and receiving, and like/dislikes." Demonstrate a deeper grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture(s).; KORED002H - Elementary Korean (Second Quarter) - HONORS1 KORED003. - Elementary Korean (Third Quarter) " Demonstrate a somewhat consistent working command of essential vocabulary (recognize and reproduce at least 350 Korean words and expressions) and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high frequency situations in familiar contexts such as making an apology and giving reasons, asking for an opinion, extending/accepting/declining invitations, expressing reservations, asking about prices, and ordering food/describing tastes." Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent command of core vocabulary and language structures." Demonstrate an increasingly accurate grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture(s).: KORED003H - Elementary Korean (Third Quarter) - HONORSMAND - Mandarin3 MANDD001. - Elementary Mandarin (First Quarter)" Develop the native sense of four tone usage of Mandarin pronunciation and demonstrate a working command of essential vocabulary (recognize and reproduce some 150 Chinese characters) and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts, such as greetings, family, dates/time and hobbies." Demonstrate a cursory grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).4 MANDD002. - Elementary Mandarin (Second Quarter)" Demonstrate a greater working command of essential vocabulary (recognize and reproduce a total of 300 Chinese characters) and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as visiting friends, making appointments, studying Chinese, preparing for a class, school life, shopping and transportation." Demonstrate a deeper grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).3 MANDD003. - Elementary Mandarin (Third Quarter)" Demonstrate a somewhat consistent working command of essential vocabulary (recognize and reproduce at least 450 Chinese characters) and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high-frequency situations in familiar contexts such as talking about weather, dining, asking directions, birthday party and seeing a doctor." Dem< onstrate an increasingly accurate grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).5 MANDD004. - Intermediate Mandarin (First Quarter)U" Demonstrate an increasingly consistent command of essential vocabulary (recognize and reproduce at least 600 Chinese characters) and language structures necessary to request and provide, orally and in writing, an expanding range of somewhat sophisticated information such as dating, renting an apartment, sports, travel and at the airport." Demonstrate an increasingly accurate grasp of the subtleties in the idiosyncracies of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).6 MANDD005. - Intermediate Mandarin (Second Quarter)" Demonstrate a somewhat sustained command of vocabulary (recognize and reproduce at least 1500 Chinese words) and language structures necessary to spontaneously request and provide, orally and in writing, a greater range of more sophisticated information such as dorm life, weekend plans, choosing a field of study, apartment hunting, dating, television/the movies and going to the post office." Demonstrate a noticeably accurate grasp of the subtleties in the idiosyncrasies of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).5 MANDD006. - Intermediate Mandarin (Third Quarter)" Demonstrate a sustained command of vocabulary (recognize and reproduce at least 2000 Chinese words) and language structures necessary to spontaneously and accurately request and provide information, orally and in writing, about a wide variety of topics such as the Chinese Traditional. Holidays, sports, family issues, gender equality, medical care, educational systems and environmental issues." Compose lengthier and more accurate discourse about familiar topics to reflect a sustained command of vocabulary and language structures." Demonstrate a steady grasp of the subtleties in the idiosyncrasies of Mandarin-speaking cultures, by analyzing and comparing them to one's own culture(s).< MANDD051. - Introduction to Translation and Interpretingv" Differentiate between interpretation and translation and the basic skills needed for translation and interpretation.W" Discuss the preparation and organizational methods in translation and interpretation._" Describe the procedures, resources, and techniques related to translation and interpretation.h" Describe the work of translators and interpreters including the skills involved in being well trained.0 MANDD052. - Mandarin Grammar and CompositionX" Annotate Mandarin grammar and apply it to the written communication process correctly.a" Apply reading strategies to enhance critical thinking through literary discussions in Mandarin.1" Assume different roles as a writer in Mandarin.5 MANDD053. - Mandarin/English Linguistics Analysis9" Compare and contrast phonology of English and Mandarin.S" Identify the syntactic differences and similarities between Mandarin and English.E" Develop awareness for lexical entries between Mandarin and English.`" Analyze the reasoning behind the use of the tenses, moods and lexicon choice in a translation.K" Demonstrate appropriate grammar terminology between Mandarin and English.! MANDD054. - Sight TranslationI" Recognize the appropriate use of sight translation in various settings.I" Identify common pitfalls encountered during the sight translation task.O" Apply structured research techniques for finding target language equivalents.|" Demonstrate the skills necessary to have situational control to enable them to perform the sight translation task at hand., MANDD055A - Consecutive Interpretation I." Define retention using different techniques.U" Request a pre-appearance interview for proper preparation before an interpretation.s" Distinguish between the different types of speech used by speakers and know the implications for the interpreter.(" Develop a personal note-taking system.}" Manage impediments to their performance such as rate of speech, long utterances, unfamiliar terminology and poor acoustics.- MANDD055B - Consecutive Interpretation IIB" Recognize and manage various constraints on witness examination.Q" Analyze challenges to their interpretation and make corrections when necessary.n" Apply the appropriate procedures for dealing with c< hallenges to interpretation made by attorneys and jurors.|" Recognize complex vocabulary utilized at various proceedings and medical settings and provide target language equivalents.W" Distinguish between varying interpreter obligations in the legal and medical setting.- MANDD056A - Simultaneous Interpretation I" Perform dual tasking exercises as they have developed the skills necessary to enable them to listen, analyze and speak simultaneously.e" Demonstrate progression of their decalage to enable the further development of interpreting skills." Interpret vocabulary related to arraignments, constitutional rights, motions, preliminary hearings, jury instructions, juvenile proceedings and workers' compensation matters.*" Manage impediments to their performance.," Interpret basic proceedings up to 125 wpm.. MANDD056B - Simultaneous Interpretation IIV" Listen attentively to discourse while performing the simultaneous interpreting task.I" Render interpretations of numbers and names using different techniques.P" Demonstrate complex interpreting assignments involving specialized vocabulary." Interpret vocabulary related to the following: drug cases, jury instructions, ballistics, forensic pathology, serology, violence, opening and closing arguments./" Interpret complex proceedings up to 145+ wpm..NAIS - Native American and Indigenous Studies4 NAISD011. - Native American Contemporary Society" Recognize and evaluate institutional inequality and practices of social justice in the context of Native American/Alaskan Native Communities." Demonstrate an awareness of historical and contemporary Native American/Alaskan Native social movements and their relationship to the greater US society.u" Describe the diversity of contemporary identities that are found within Native American/Alaskan Native Communities.y" Research local organizations that support the goals of Native American communities, and engage in community activities.' NAISD012. - Native American History" Analyze and articulate concepts such as race/ethnicity, racialization, ethnocentrism, eurocentrism, white supremacy, settler colonialism, decolonization, self-determination, sovereignty, and anti-racism within the context of Native American Studies." Apply theory and knowledge produced by Native American communities to describe critical events, histories, cultures, contributions, lived-experiences, and social struggles, emphasizing the effects on agency and group-afrmation and identity." Analyze critically the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, tribal citizenship, and sovereignty in Native American communities." Review critically how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced by Native Americans, are relevant to current and structural issues, including tribal sovereignty, repatriation, religious freedom, and identity." Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements that support the goals of Native American communities.. NAISD013. - Survey of Native American Arts" Identify and evaluate the principals, qualities, characteristics, politically-based and identity-based themes found within the arts of Native American and Alaskan Natives." Identify the concepts of tradition and cultural continuity and assess their impact on the sense of aesthetics within Native American/Alaskan Native Arts." Think critically about the effects of race/ethnicity, racialization, ethnocentrism, and colonialism on Native American lived experiences, social struggles, and resistance as they pertain to the impact on demonstration of identity and sovereignty through art.4 NAISD014. - Native American Religious Traditions" Discuss how and why beliefs, values, assumptions, communication and spiritual practices interact to shape ways of being and knowing within the American Indian/Alaskan native experience." Identify and evaluate the elements of religious syncretism and its respective roles within American Indian/Alaskan native experience.)" Think critically about the effects of race/ethnicity, racialization, ethnocentrism, and colonialism on Native American lived experiences, struggles for religi< ous freedom, and resistance and accommodation as they pertain to the impact on historic and current concepts of identity and sovereignty.* NAISD015. - Native American Literature" Demonstrate their abilities to analyze Native American traditional and contemporary forms of literature within social, historical, and tribal cultural contexts." Compare and contrast the literature of Native American cultural traditions, including American Indian adaptation and accommodation to Euro-centric literature forms.Q" Think critically about the effects of race/ethnicity, racialization, ethnocentrism, and colonialism on Native American lived experiences, struggles for religious freedom, and resistance and accommodation as they pertain to the impact on historic and current concepts of identity and sovereignty expressed in Native American literature.+ NAISD016. - California Native Americansl" Actively engage in the prehistorical and historical complex California Native American multicultural past.f" Assess the diversity, cultures and cultural changes of California Native American peoples over time." Think critically about the effects of race/ethnicity, racialization, ethnocentrism, and colonialism on California Native American lived experiences, social struggles, and resistance as they pertain to current issues of identity and sovereignty.D NAISD031. - Introduction to Pacific Islander History and Culture" Assess core theories in Pacic Island studies, produced for and by Pacic Islanders, and outline the ways in which Black, Asian, Arab, Latinx, and Indigenous Peoples activism and scholarship have inspired Pacic Islander visionaries. " Analyze and articulate concepts such as: race, racism, intersectionality, racialization, ethnicity, equity, ethnocentrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism." Analyze, compare, and apply the Oral Storytelling Tradition to Pacic Islander lives in the U.S., and challenge academic hierarchies of knowledge production while encouraging students to explore their own embodied and experiential knowledge." Examine Indigeneity, Indigenous rights, sovereignty, and activism, particularly how these concepts relate to the Pacic and to diasporic Pacic Islander communities in the U.S.PERS - Persian2 PERSD001. - Elementary Persian (First Quarter)" Demonstrate a cursory grasp of social protocols and contributions of Persian-speaking cultures, by analyzing and comparing them to one's own culture(s).3 PERSD002. - Elementary Persian (Second Quarter)}" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as visiting friends, making appointments, studying Persian, preparing for a class, school life, shopping and transportation." Demonstrate a deeper grasp of social protocols and contributions of Persian-speaking cultures, by analyzing and comparing them to one's own culture(s).2 PERSD003. - Elementary Persian (Third Quarter)" Demonstrate an increasingly accurate grasp of social protocols and contributions of Persian-speaking cultures, by analyzing and comparing them to one's own culture(s).RUSS - Russian2 RUSSD001. - Elementary Russian (First Quarter)" Demonstrate a cursory grasp of social protocols and contributions of russian-speaking cultures, by analyzing and comparing them to one's own culture(s).3 RUSSD002. - Elementary Russian (Second Quarter)" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as describing houses or apartments, asking for directions, expressing locations, taking about working and going to school, playing sports, music, expressing opinions, permissions and prohibitions, making polite inquiries." Comprehend short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail." Demonstrate a deeper grasp of social protocols and contributions of Russian-speaking cultures, by analyzing and < comparing them to one's own culture(s).2 RUSSD003. - Elementary Russian (Third Quarter)" Comprehend longer, simple texts on familiar topics, relying on contextual clues to extract main ideas and supporting details." Demonstrate an increasingly accurate grasp of social protocols and contributions of Russian-speaking cultures, by analyzing and comparing them to one's own culture(s).SIGN - Sign LanguageA SIGND001. - Elementary American Sign Language (First Quarter)" Distinguish basic linguistic principles of American Sign Language and to formulate thoughts and phrases utilizing visual and gestural language skills." Understand and apply the grammatical principles of American Sign Language structures introduced and demonstrate communicative competence in language functions through targeted social interactions.B SIGND002. - Elementary American Sign Language (Second Quarter)" Students will be able to give directions; describe other people; make requests; describe family and occupations; attribute qualities to others; describe routines; explain issues within the deaf culture and community." Relate an understanding of Deaf culture and history to language and integrate this in interaction with members of the Deaf community.A SIGND003. - Elementary American Sign Language (Third Quarter)" Use ASL to identify and locate things around the house; make suggestions, requests, and register complaints; exchange personal information; and explain issues within deaf culture and community." Comprehend the grammatical structure of American Sign Language and increase communication functionality in a multitude of social contexts.SPAN - Spanish2 SPAND001. - Elementary Spanish (First Quarter)z" Understand the gist and recognize basic details of simple aural / written texts adapted for learners on familiar topics." Perform with some hesitation a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present. Produce simple phrases or sentences related to personal experiences. Both orally and in writing, basic errors may impede comprehensibility." Engage critically with constructions of cultural and social differences while examining their own cultural positionings and assumptions as expressed through language.3 SPAND002. - Elementary Spanish (Second Quarter)" Understand the gist and some supporting details of simple aural / written texts adapted for learners on familiar topics, although comprehension may be uneven.]" Perform with increasing ease a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present. Produce comprehensible sentences of increasing complexity related to personal experiences, with some references to past experiences. Both orally and in writing, errors may still impede full comprehensibility.2 SPAND003. - Elementary Spanish (Third Quarter)" Understand the main ideas and most supporting details of longer, aural / written texts adapted for learners on familiar topics and minimally interpret some basic textual subtleties in structure and perspective." Perform with ease a variety of communicative tasks dealing with basic routines and day-to-day social situations; describe personal experiences in the present with some references to the past; express basic opinions about abstract topics. Produce discourse level writing related to personal experiences. Both orally and in writing, errors minimally interfere with comprehensibility.4 SPAND004. - Intermediate Spanish (First Quarter)" Understand main ideas and supporting details of longer aural / written texts adapted for learners and the gist of texts written for first language users. Interpret some basic textual subtleties in structure, content, and perspective.g" Describe with increasing ease personal experiences in both the present and the past; express opinions about abstract topics. Produce discourse level writing related to personal experiences and express opinions about abstract topics. Both orally and in writing errors are still present in more sophisticated structures that may impede full comprehensibility." Engage critically with constructions of cultural and social differences while examining one's own cultural positionings and assumptions as expressed through language.5 SPAND005. - Intermediate Spanish (Second Quarter)" Recogni<ze main ideas and some supporting details of aural / written texts composed for first language users, although comprehension may be uneven. Interpret more extensively textual subtleties in structure, content, and perspective.5" Describe with ease personal experiences in the present and the past; express opinions about abstract topics. Produce discourse level writing related to opinions on abstract topics. Both orally and in writing, errors are still present in more sophisticated structures that minimally impede comprehensibility.4 SPAND006. - Intermediate Spanish (Third Quarter)" Understand main ideas and some supporting details of aural / written texts composed for for first language users. Interpret a wide range of textual subtleties in structure, content, and perspective." Express opinions about abstract topics in the present and the past. Produce paragraph-level discourse related to abstract topics. Both orally and in writing, errors minimally impede comprehensibility.VIET - Vietnamese5 VIETD001. - Elementary Vietnamese (First Quarter)" Demonstrate a cursory grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s).6 VIETD002. - Elementary Vietnamese (Second Quarter)" Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts." Demonstrate a deeper grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s).5 VIETD003. - Elementary Vietnamese (Third Quarter)" Demonstrate an increasingly accurate grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s).7 VIETD004. - Intermediate Vietnamese (First Quarter)" Derive meaning from longer texts of increasing complexity, relying less on contextual clues to extract main ideas and supporting details, and to interpret some subtleties in the text." Demonstrate an increasingly accurate grasp of the subtleties in the idiosyncracies of Vietnamese-speaking cultures by analyzing and comparing them to one's own culture(s).8 VIETD005. - Intermediate Vietnamese (Second Quarter)" Demonstrate a somewhat sustained command of vocabulary and language structures necessary to spontaneously request and provide, orally and in writing, a greater range of more sophisticated information." Derive meaning from texts of greater sophistication to interpret an expanding range of subtleties in the structure and content of the text." Compose extended paragraph-level discourse about various topics to reflect a somewhat sustained command of vocabulary and language structures." Demonstrate a noticeably accurate grasp of the subtleties in the idiosyncracies of Vietnamese-speaking cultures by analyzing and comparing them to one's own culture(s).7 VIETD006. - Intermediate Vietnamese (Third Quarter)" Demonstrate a sustained command of vocabulary and language structures necessary to spontaneously and accurately request and provide information, orally and in writing, about a wide variety of topics." Derive meaning from increasingly abstract texts to interpret a wide range of subtleties in the structure and content of the text." Compose lengthier and more accurate dicourse about various topics to reflect a sustained command of vocabulary and language structures." 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8 >I@ L LLLLL@K> !>I@ !L!LLLLL@K> ">I@ "L"LLLLL@K> #>I #L#LLLLLLLK> $>I@ $L$LLLLL@K> %>I@ %L %LLLLL@K> &>I@ &L!&LLLLL@K> '>I@ 'L"'LLLLL@K> (>I (L#(LLLLLLLK> )>I@ )L$)LLLLL@K> *>I@ *L%*LLLLL@K> +>I@ +L&+LLLLL@K> ,>I@ ,L',LLLLL@K> -> -H(-HHHHHHHHH> .>I .J.JJJJJJJK> />I /L)/LLLLLLLK> 0>I@ 0L*0LLLLL@K> 1>I@ 1L1LLLLL@K> 2>I@ 2L 2LLLLL@K> 3>I@ 3L+3LLLLL@K> 4>I 4L,4LLLLLLLK> 5>I@ 5L-5LLLLL@K> 6>I@ 6L 6LLLLL@K> 7>I@ 7L7LLLLL@K> 8>I@ 8L.8LLLLL@K> 9>I 9L/9LLLLLLLK> :>I@ :L0:LLLLL@K> ;>I@ ;L;LLLLL@K> <>I@ <L<LLLLL@K> =>I@ =L1=LLLLL@K> >> >H2>HHHHHHHHH> ?>I ?J?JJJJJJJK> D| l8888888888888688888888888888886@ ,A ,B ,C ,D ,E ,F ,G ,H ,I ,J ,K ,L ,M ,N ,O ,P 8Q ,R ,S ,T ,U ,V ,W ,X ,Y ,Z ,[ ,\ ,] ,^ ,_ , @>I @L3@LLLLLLLK> A>I@ AL4ALLLLL@K> B>I@ BLBLLLLL@K> C>I@ CL5CLLLLL@K> D>I@ DL6DLLLLL@K> E>I EL7ELLLLLLLK> F>I@ FL8FLLLLL@K> G>I@ GL GLLLLL@K> H>I@ HLHLLLLL@K> I>I@ IL9ILLLLL@K> J>I JL:JLLLLLLLK> K>I@ KL0KLLLLL@K> L>I@ LLLLLLLL@K> M>I@ MLMLLLLL@K> N>I@ NL;NLLLLL@K> O> OH<OHHHHHHHHH> P>I PJPJJJJJJJK> Q>I QL=QLLLLLLLK> R>I@ RL>RLLLLL@K> S>I@ SLSLLLLL@K> T>I@ TL?TLLLLL@K> U>I@ UL@ULLLLL@K> V>I VLAVLLLLLLLK> W>I@ WLBWLLLLL@K> X>I@ XL XLLLLL@K> Y>I@ YLYLLLLL@K> Z>I@ ZLCZLLLLL@K> [>I [LD[LLLLLLLK> \>I@ \LE\LLLLL@K> ]>I@ ]L]LLLLL@K> ^>I@ ^L^LLLLL@K> _>I@ _LF_LLLLL@K> D~ l8888888888888886888888888888888` ,a ,b ,c ,d ,e ,f ,g ,h ,i ,j ,k ,l ,m ,n ,o ,p 8q ,r ,s ,t ,u ,v ,w ,x ,y ,z ,{ ,| ,} ,~ , , `>I `LG`LLLLLLLK> a>I@ aLHaLLLLL@K> b>I@ bLIbLLLLL@K> c>I@ cL&cLLLLL@K> d>I@ dLJdLLLLL@K> e>I eLKeLLLLLLLK> f>I@ fLLfLLLLL@K> g>I@ gLMgLLLLL@K> h>I@ hLNhLLLLL@K> i>I@ iLOiLLLLL@K> j>I jLPjLLLLLLLK> k>I@ kLQkLLLLL@K> l>I@ lLRlLLLLL@K> m>I@ mLSmLLLLL@K> n>I@ nLTnLLLLL@K> o> oHUoHHHHHHHHH> p>I pJpJJJJJJJK> q>I qLVqLLLLLLLK> r>I@ rLWrLLLLL@K> s>I@ sLsLLLLL@K> t>I@ tL tLLLLL@K> u>I@ uLXuLLLLL@K> v>I vLYvLLLLLLLK> w>I@ wLZwLLLLL@K> x>I@ xL xLLLLL@K> y>I@ yLyLLLLL@K> z>I@ zL[zLLLLL@K> {>I {L\{LLLLLLLK> |>I@ |LW|LLLLL@K> }>I@ }L}LLLLL@K> ~>I@ ~L ~LLLLL@K> >I@ LXLLLLL@K> D~ l8888888888888886888888888888888 , , , , , , , , , , , 8 , , , , , , , , , , , , , , , , , , , , >I L]LLLLLLLK> >I@ L^LLLLL@K> >I@ LLLLLL@K> >I@ L_LLLLL@K> >I@ L`LLLLL@K> >I LaLLLLLLLK> >I@ L^LLLLL@K> >I@ LLLLLL@K> >I@ L_LLLLL@K> >I@ L`LLLLL@K> > HbHHHHHHHHH> >I JJJJJJJJK> >I LcLLLLLLLK> >I@ LdLLLLL@K> >I@ LLLLLL@K> >I@ L LLLLL@K> >I@ LeLLLLL@K> >I LfLLLLLLLK> >I@ LgLLLLL@K> >I@ L LLLLL@K> >I@ LLLLLL@K> >I@ LhLLLLL@K> >I LiLLLLLLLK> >I@ LjLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LkLLLLL@K> >I LlLLLLLLLK> >I@ LmLLLLL@K> >I@ LILLLLL@K> >I@ L&LLLLL@K> >I@ LnLLLLL@K> D~ l8888888888688888888888888888888 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , >I LoLLLLLLLK> >I@ LpLLLLL@K> >I@ LMLLLLL@K> >I@ LNLLLLL@K> >I@ LqLLLLL@K> >I LrLLLLLLLK> >I@ LsLLLLL@K> >I@ LRLLLLL@K> >I@ LtLLLLL@K> >I@ LuLLLLL@K> >I LvLLLLLLLK> >I@ LwLLLLL@K> >I@ LxLLLLL@K> >I@ LyLLLLL@K> >I@ LzLLLLL@K> >I L{LLLLLLLK> >I@ L|LLLLL@K> >I@ L}LLLLL@K> >I@ L~LLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> D l8888888888888888888888888888888 , , , , , , , , , , , , , , , , , , , , , , , 8 , , , , , , , , >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> > HHHHHHHHHH> >I JJJJJJJJK> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> D~ l8888888888888888888888688888888 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , 8 , , >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> > HHHHHHHHHH> >I JJJJJJJJK> >I LLLLLLLLK> >I@ L*LLLLL@K> D~ l8888888888888888888888888888688 , , , , , , , , ,  ,  ,  ,  ,  , 8 , , , , , , , , , , , , , , , , 8 >I@ LLLLLL@K> >I@ L LLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ L LLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ L0 LLLLL@K> >I@ L LLLLL@K> >I@ L LLLLL@K> >I@ L LLLLL@K>  > H HHHHHHHHH> >I JJJJJJJJK> >I LLLLLLLLK> >I@ L*LLLLL@K> >I@ LLLLLL@K> >I@ L LLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I LLLLLLLLK> >I@ L0LLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> >I@ LLLLLL@K> > HHHHHHHHHH> >I JJJJJJJJK> D| l8888888888888688888888888888886  ,! ," ,# ,$ ,% ,& ,' ,( ,) ,* 8+ ,, ,- ,. ,/ ,0 ,1 ,2 ,3 ,4 ,5 ,6 ,7 ,8 ,9 ,: ,; ,< ,= ,> ,? , >I L LLLLLLLK> !>I@ !L!LLLLL@K> ">I@ "L"LLLLL@K> #>I #L#LLLLLLLK> $>I@ $L$LLLLL@K> %>I@ %L%LLLLL@K> &>I &L&LLLLLLLK> '>I@ 'L'LLLLL@K> (>I@ (L(LLLLL@K> )> )H)HHHHHHHHH> *>I *J*JJJJJJJK> +>I +L+LLLLLLLK> ,>I@ ,L,LLLLL@K> ->I@ -L-LLLLL@K> .>I@ .L.LLLLL@K> />I /L/LLLLLLLK> 0>I@ 0L0LLLLL@K> 1>I@ 1L1LLLLL@K> 2>I@ 2L2LLLLL@K> 3>I 3L3LLLLLLLK> 4>I@ 4L4LLLLL@K> 5>I@ 5L5LLLLL@K> 6>I@ 6L6LLLLL@K> 7>I 7L7LLLLLLLK> 8>I@ 8L8LLLLL@K> 9>I@ 9L9LLLLL@K> :>I@ :L:LLLLL@K> ;>I ;L;LLLLLLLK> <>I@ <L<LLLLL@K> =>I@ =L=LLLLL@K> >>I@ >L>LLLLL@K> ?>I ?L?LLLLLLLK> D~ l8888888886888888888888888888888@ ,A ,B ,C ,D 8E ,F ,G ,H ,I ,J ,K ,L ,M ,N ,O ,P ,Q ,R ,S ,T ,U ,V ,W ,X ,Y ,Z ,[ ,\ ,] ,^ ,_ , @>I@ @L@LLLLL@K> A>I@ ALALLLLL@K> B>I@ BLBLLLLL@K> C> CHCHHHHHHHHH> D>I DJDJJJJJJJK> E>I ELELLLLLLLK> F>I@ FL*FLLLLL@K> G>I@ GLGLLLLL@K> H>I@ HL HLLLLL@K> I>I@ ILILLLLL@K> J>I JLJLLLLLLLK> K>I@ KLKLLLLL@K> L>I@ LL LLLLLL@K> M>I@ MLMLLLLL@K> N>I@ NLNLLLLL@K> O>I OLOLLLLLLLK> P>I@ PL0PLLLLL@K> Q>I@ QLQLLLLL@K> R>I@ RLRLLLLL@K> S>I@ SLSLLLLL@K> T>I TLTLLLLLLLK> U>I@ UL$ULLLLL@K> V>I@ VLVLLLLL@K> W>I@ WL&WLLLLL@K> X>I@ XLXLLLLL@K> Y>I YLYLLLLLLLK> Z>I@ ZLZLLLLL@K> [>I@ [L[LLLLL@K> \>I@ \L\LLLLL@K> ]>I@ ]L]LLLLL@K> ^>I ^L^LLLLLLLK> _>I@ _L_LLLLL@K> D~ l8886888888888888888888888888888` ,a ,b ,c  `>I@ `L`LLLLL@K> a>I@ aLaLLLLL@K> b>I@ bLbLLLLL@K> c>??????????> <888>c@?:  " dbbcc \\]]^^ __``aaVVWWXXYY ZZ[[PPQQRRSSTT UUJJ KKLLMMNNOO DD EE FFGGHHII>>?? 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