ࡱ>  3bjbj .hh*%KKKKK___8<_f"   jjjW "`KjH"jjjKK  ?LLLj|K K LjLLL _pL0LY#VY#LY#KL4LjjjjjjjjjjjY#jjjjjjjjj : PARIHS Framework: Stages of Refinement & Items Phase 1 development and concept analysis Phase 2 empirical case studies: what factors do practitioners identify as the most important in enabling them to implement evidence into practice? Phase 3 developing a diagnostic and evaluative tool to enable practitioners and researchers to measure Evidence and Context.EVIDENCEEVIDENCE: dimensions viewed to be important to accepting new evidence into practice EVIDENCE: Diagnostic/evaluative question to be answered by clinical leader/teamResearch sub-element of evidence randomised controlled trials  well conceived, designed and executed research appropriate to the research question The research evidence is of sufficiently high quality systematic reviews  seen as one part of a decision The research will be used as one part of the evidence  evidenced based guidelines  lack of certainty acknowledged I value the research evidence  social construction acknowledged The research evidence fits with my understanding of the issue  judged as relevant The research evidence is useful in thinking about the issue  importance weighted I am clear about what the key messages for the planned intervention are  conclusions drawn There is consensus amongst my colleagues about the usefulness of this research to this issue Clinical Experience - sub-element of evidence high levels of consensus clinical experience and expertise reflected upon, tested by individuals and groups I have reflected on my own clinical experience in relation to this issue  consistency of view consensus within similar groups I have shared and critically reviewed my clinical experience in relation to this issue  valued as evidence I have shared and critically reviewed my clinical experience with knowledgeable colleagues outside of my (clinical) workplace  seen as one part of the decision There is a consensus of (clinical) experience about this issue  judged as relevant Clinical experience will be used as one part of the evidence  importance weighted The consensus of clinical experience fits with my understanding of the issue  conclusions drawnClinical experience evidence is useful in thinking about the issue I am clear what the key messages for the planned intervention are Patient Experience sub-element of evidence partnerships  valued as evidence We routinely (and systematically) collect users/patients experiences about this particular issue  multiple biographies used Users/patients experiences will be used as one part of the evidence  partnerships with health care professionals I value patient experiences evidence seen as one part of a decision The evidence of patients experiences fits my understanding of the issue(s)  importance weighed Patient experiences are useful in thinking about the issue  conclusions drawn I am clear about what the key messages for the planned intervention are There is a consensus amongst my colleagues about the usefulness of patient experiences to this issue Information/Data from Local Context sub-element of evidence (new in phase 2)Not identified valued as evidence Data/information is routinely (and systematically) collected about this issue  collected and analysed systematically and rigorously Data/information from the local context will be used as one part of the evidence  evaluated and reflected upon I value the data/information from the local context  conclusions drawn The data/information from the local context fits with my understanding of the issue(s) The date/information from the local context is useful in thinking about the issue I am clear about what the key messages for the planned intervention are There is a consensus amongst my colleagues about the usefulness of the information/data from the local context for this issue CONTEXT: The environment or setting in which the proposed change is to be implementedCONTEXT: dimensions viewed to be critical to successful implementation within the setting or environment where the new evidence was being implementedCONTEXT: specific questions derived from the dimensions to diagnose the readiness of the context for successful implementation and to evaluate the impact of the change using the same questions Receptive Context sub-element of context (new in phase 2) Not identified physical / social / cultural / structural / system boundaries clearly defined and acknowledged  The physical location is conducive to the implementation of this issue   professional/social networks clearly defined and acknowledged I have access to the appropriate/useful professional networks and implement this intervention successfully   appropriate and transparent decision making processes Decision making processes in the organisation are clear to me  power and authority processes I have the power and authority to carry out this intervention  human/financial /technological/ equipment resources appropriately allocated There are sufficient human resources to implement this intervention successfully There is the right equipment to implement this intervention successfully There are sufficient financial resources to implement this intervention successfully  information and feedback systems in place There is the right IT support to implement this intervention successfully  initiative fits with strategic goals and is seen as a key priority The intervention fits with the strategic intent and goals of the organisation  receptiveness/openness to change/new ideas I have access to the appropriate skills and knowledge to carry out this intervention Culture sub-element of context learning organisation able to define culture(s) in terms of prevailing values/beliefs This organisation values innovation  patient centred  values individual staff and clients This organisation values people who innovate valuing people promotes learning of organisation This organisation values staff as individuals  continuing education consistency of individual role/experience to value: - relationships with others - team work - power and authority - rewards/recognition This organisation values open communication and dialogue I feel there is open communication and dialogue within my immediate work place I value open communication and dialogue This organisation values collaborative partnership working  I feel there is collaborative partnership working in the wider organisation I feel there is collaborative partnership working within my immediate work place I value collaborative partnership working There is a culture of continuous improvement in this organisation There is a culture of continuous improvement with my immediate workplace This organisation embraces change This organisation values patients as individuals My immediate workplace embraces change This organisation involved key stakeholders when introducing change Leadership sub-element of context clear roles transformational leadership I work within an effective team  effective teamwork  role clarity I am clear what my role is within the team  effective organisational structure  effective teamwork I am clear what my role is in the implementation of this initiative  clear leadership  effective organisational structures I am clear what the lines of accountability are in terms of my role in implementing this initiative  democratic, inclusive decision making I have been involved in determining how this initiative is going to be implemented enabling/empowering approach to learning / teaching/managing I have been able to develop new skills through this process I feel that I have learnt new skills and competencies MEASURE: Sub-element of contextEVALUATION: Term changed to evaluationEVALUATION:  internal measures used routinely  feedback on individual/team/system - performance We have routine mechanisms in place to collect data on:  individual performance (e.g. appraisal, clinical supervision, 360( feedback)  team performance (e.g. audit and feedback, patient feedback, 360( feedback)  system performance (e.g. audit and feedback, formal inspections, economic data)  audit or feedback used routinely  use of multiple sources of information on performance Multiple sources of evaluation are used routinely in my workplace  peer review  use of multiple methods - clinical (o/c) / individual /personal/economic/(patient) experience - evaluations This type of evaluative information is routinely used to improve and change practice  external measures Range of routine measures collected by teamsThe external data we collect is used by us to inform and improve our everyday practice.Main Element FACILITATION A technique by which one person makes things easier for others [4] Facilitation refers to the process of enabling (making easier) the implementation of evidence into practice. Facilitation is a process that depends upon the person (the facilitator) carrying out the role with the appropriate skills, personal attributes and knowledgeCharacteristics (of facilitators) respect empathy authenticity credibility Role access authority change agenda successfully negotiated Style range and flexibility of style consistency and appropriate presence and support  It is achieved by an individual carrying out a specific role (a facilitator) which aims to help others. This suggests that facilitators are individuals with the appropriate roles, skills and knowledge to help individuals, teams and organisations apply evidence into practice [6]  The purpose of facilitation varies from providing help and support to achieve a goal to enabling individuals and teams to analyse, reflect and change their own attitudes, behaviours and ways of working Facilitators gain experience through guided support and mentorship from expert facilitators. There are a set of key facilitation competencies that can be used to help develop the enabling and empowering role of the facilitator. Purpose Role Skills and attributes  appropriate mechanisms for facilitation in place  TASK doing for others: - episodic contact - practical/technical help - didactic, traditional approach to teaching - external agents - low intensity extensive coverage Task/doing for others: - project management skills - technical skills - marketing skills - subject/technical/ clinical credibility  HOLISTIC enabling others - sustained partnerships - developmental - adult learning approach to teaching - internal/external agents - high intensity limited coverage holistic/enabling - co-counselling - critical reflection - giving meaning - flexibility of role - realness/authenticity      PAGE  PAGE 1 &.08[cq r { ! " E V 1_0~m \]^m_`IJjk*> !!##<$=$ 'd'''(('(((k(l(y(z(((t))I*]* jh 9hW|h 9hW|CJOJQJh 9hW|CJh 9hW|5 h 9hW|h$hW|O/0[\q $Ifl $$@&Ifl $q r { F3#$Ifl $$@&Ifl kd$$Ifl     F$t       0    $6    44 l` ap ! $$@&Ifl $Ifl ! " E I6$$@&Ifl kd6$$Ifl    F$t       0    $6    44 l` apE F e f uuuuu$Ifl zkdg$$Ifl    $$   0    $644 l` ap  + , b I99999$Ifl kd$$$Ifl    _F$t  0    $6    44 l` apb c d ;kdU$$Ifl    F$t  0    $6    44 l` ap$Ifl  ;kdt$$Ifl    F$t  0    $6    44 l` ap$Ifl  ' ( ) * @ A ;kd$$Ifl    F$t  0    $6    44 l` ap$Ifl A } ~  ;kd$$Ifl    F$t  0    $6    44 l` ap$Ifl  ;kd$$Ifl    F$t  0    $6    44 l` ap$Ifl  T U V ;kd $$Ifl    F$t  0    $6    44 l` ap$Ifl  ?@uuuuu$Ifl zkd $$Ifl    $$  0    $644 l` ap @AWyzI99999$Ifl kd $$Ifl    F$t  0    $6    44 l` apjK;;;;;$Ifl kd $$Ifl    F$t  0    $6    44 l` apjklm;kd$$Ifl    F$t  0    $6    44 l` ap$Ifl ';kd;$$Ifl    F$t  0    $6    44 l` ap$Ifl '()*AB;kdZ$$Ifl    F$t  0    $6    44 l` ap$Ifl ;kdy$$Ifl    F$t  0    $6    44 l` ap$Ifl /0K;;;;$Ifl kd$$Ifl    F$t  0    $6    44 l` ap01^K;$Ifl kd$$Ifl    F$t  0    $6    44 l` ap^_noubuuuu$$@&Ifl $Ifl zkd$$Ifl    $$  0    $644 l` ap I6&&$Ifl $$@&Ifl kd$$Ifl    F$t  0    $6    44 l` apKLMN;($$@&Ifl kd$$Ifl    F$t  0    $6    44 l` ap$Ifl N|};kd$$Ifl    F$t  0    $6    44 l` ap$Ifl $Ifl $$@&Ifl )*K8(($Ifl $$@&Ifl kd$$Ifl    F$t  0    $6    44 l` ap*efgh;($$@&Ifl kd!$$Ifl    F$t  0    $6    44 l` ap$Ifl h|};kd@$$Ifl    F$t  0    $6    44 l` ap$Ifl ./$Ifl $$@&Ifl /0K;$Ifl kd_$$Ifl    F$t  0    $6    44 l` apueeee$Ifl $Ifl zkd$$Ifl    $$  0    $644 l` ap -.I9))$Ifl $Ifl kd;$$Ifl    F$t  0    $6    44 l` ap.;+$Ifl kdl$$Ifl    F$t  0    $6    44 l` ap$Ifl  $Ifl $Ifl K;++$Ifl $Ifl kd $$Ifl    F$t  0    $6    44 l` apGHIJ;+$Ifl kd!$$Ifl    F$t  0    $6    44 l` ap$Ifl JK;kd"$$Ifl    F$t  0    $6    44 l` ap$Ifl $Ifl $Ifl kK;++$Ifl $Ifl kd#$$Ifl    F$t  0    $6    44 l` apklmY;kd%$$Ifl    F$t     0    $6    44 l` ap$Ifl  \9&$$@&Ifl kd4&$$Ifl    F$t       0    $6    44 l` ap$Ifl \]^mnueuuuuuu$Ifl $Ifl zkde'$$Ifl    $$   0    $644 l` ap _I66&$Ifl $$@&Ifl kd"($$Ifl    F$t  0    $6    44 l` ap_`)kdS)$$Ifl    F$t  0    $6    44 l` ap$Ifl $Ifl  GH$Ifl HIJjkK;;;;;$Ifl kdv*$$Ifl    F$t  0    $6    44 l` apNOK;;;;;$Ifl kd+$$Ifl    F$t  0    $6    44 l` apO;kd,$$Ifl    F$t  0    $6    44 l` ap$Ifl hijk;kd-$$Ifl    F$t  0    $6    44 l` ap$Ifl k;kd.$$Ifl    F$t  0    $6    44 l` ap$Ifl /0;kd0$$Ifl    F$t  0    $6    44 l` ap$Ifl ()ueeee$Ifl $Ifl zkd>1$$Ifl    F$$  0    $644 l` ap )*<=>I999$Ifl kd1$$Ifl    F$t  0    $6    44 l` ap>de9kd3$$Ifl    F$t  0    $6    44 l` ap$Ifl $Ifl $Ifl  H d K8(($Ifl $$@&Ifl kdA4$$Ifl    F$t  0    $6    44 l` apd p $Ifl  )!K8(($Ifl $$@&Ifl kd`5$$Ifl    F$t  0    $6    44 l` ap)!*!+!,!-!;($$@&Ifl kd6$$Ifl    F$t  0    $6    44 l` ap$Ifl -!U!V!W!X!;($$@&Ifl kd7$$Ifl    F$t  0    $6    44 l` ap$Ifl X!Y!!!!;kd8$$Ifl    F$t  0    $6    44 l` ap$Ifl !!!!!$Ifl $$@&Ifl !!!!:"K8(($Ifl $$@&Ifl kd9$$Ifl    F$t  0    $6    44 l` ap:";"<"=">";($$@&Ifl kd:$$Ifl    F$t  0    $6    44 l` ap$Ifl >"h"i"j"k";($$@&Ifl kd<$$Ifl    F$t  0    $6    44 l` ap$Ifl k"l"""";kd9=$$Ifl    F$t  0    $6    44 l` ap$Ifl """""$Ifl $$@&Ifl """"!#K8(($Ifl $$@&Ifl kdX>$$Ifl    F$t  0    $6    44 l` ap!#"###$#%#;($$@&Ifl kdw?$$Ifl    F$t  0    $6    44 l` ap$Ifl %#V#W#X#Y#;($$@&Ifl kd@$$Ifl    F$t  0    $6    44 l` ap$Ifl Y#Z####;kdA$$Ifl    F$t  0    $6    44 l` ap$Ifl #####$Ifl $$@&Ifl ###K;$Ifl kdB$$Ifl    F$t  0    $6    44 l` ap###$$<$=$rbbbb$Ifl $$@&Ifl zkdD$$Ifl    _$$  0    $644 l` ap =$>$S$T$c$d$$I99999$Ifl kdD$$Ifl    F$t  0    $6    44 l` ap$$$$$$$;kdE$$Ifl    F$t  0    $6    44 l` ap$Ifl $%%%&%'%M%;kdG$$Ifl    F$t  0    $6    44 l` ap$Ifl M%N%%%%%%;kdH$$Ifl    F$t  0    $6    44 l` ap$Ifl %%2&3&4&s&t&;kd>I$$Ifl    F$t  0    $6    44 l` ap$Ifl t&&&&&;kd]J$$Ifl    F$t  0    $6    44 l` ap$Ifl &&& '''&'1'='>'?'$Ifl $Ifl  ?'@'c'd'e'K;;;$Ifl kdK$$Ifl    F$t  0    $6    44 l` ape'''''''7kdL$$Ifl4    F$``  0    $6    44 l` ap$Ifl '''%(&($Ifl $Ifl &('((()(w(G7''$Ifl $Ifl kdN$$Ifl4    JF$    0    $6    44 l` apw(x(y(z({(7'$Ifl kd3O$$Ifl4    *F$    0    $6    44 l` ap$Ifl {(((((7'$Ifl kdcP$$Ifl4    F$    0    $6    44 l` ap$Ifl ((-).)/)q)r)s)$Ifl $Ifl s)t))))K;;+$Ifl $Ifl kdQ$$Ifl    F$  0    $6    44 l` ap)))G*H*I*;kdR$$Ifl    F$  0    $6    44 l` ap$Ifl I*]*^***$Ifl $$@&Ifl $Ifl ****K8($Ifl $$@&Ifl kdS$$Ifl    F$     0    $6    44 l` ap]****+I+J+z,{,,,,-U-V-20Y00000112222222222233333 33333333¾¾¾¾h >0JmHnHuh!6 h!60Jjh!60JUhtWjhtWUhW|jh 9hW|Uh 9hW|5h 9hW|B*phh 9hW|CJOJQJ h 9hW|.*+++D+I+J+++W,bzkdT$$Ifl    $$    0    $644 l` ap $Ifl $$@&Ifl  W,X,z,{,,K;++$Ifl $Ifl kdU$$Ifl    F$t    0    $6    44 l` ap,,,,,,,,,,,,,,,,,,,-!-"-U-V-W-j.$$@&Ifl $Ifl j.o.p.q.;/0?0@0A0W0X0Y00000000$$@&Ifl $Ifl 0011;1<1U1q1111111111111 212L2q2r22$$@&Ifl $Ifl 2222222$Ifl 222222222KIIIIIIIkdW$$Ifl    F$t  0    $6    44 l` ap22233333333 &`#$gd!6 ,1h. A!"#$% 4$$If!vh5t5 5#vt#v #v:V l  0    $65t5 5/  / /  / ` p/$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / /  / ` p$$If!vh5$#v$:V l  0    $65$/  / ` p /$$If!vh5t5 5#vt#v #v:V l_ 0    $65t5 5/  / / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p$$If!vh5$#v$:V l  0    $65$/ ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p$$If!vh5$#v$:V l  0    $65$/ ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p$$If!vh5$#v$:V l  0    $65$/ ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / /  ` p/$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / /  / ` p$$If!vh5$#v$:V l  0    $65$/  / ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p!$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p$$If!vh5$#v$:V lF  0    $65$/ ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p!$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p$$If!vh5$#v$:V l_  0    $65$/ ` p /$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p9$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / / ` p<$$If!vh55 5#v#v #v:V l4 0    $6++55 5/  / / / ` p.$$If!vh55 5#v#v #v:V l4J 0    $6++55 5/  / / ` p.$$If!vh55 5#v#v #v:V l4* 0    $6++55 5/  / / ` p.$$If!vh55 5#v#v #v:V l4 0    $6++55 5/  / / ` p$$If!vh55 5#v#v #v:V l 0    $655 5/  / / ` p$$If!vh55 5#v#v #v:V l 0    $655 5/  / / ` p+$$If!vh55 5#v#v #v:V l 0    $655 5/  / / /  ` p$$If!vh5$#v$:V l  0    $65$/  ` p +$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / /  / ` p$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/  / / ` p+$$If!vh5t5 5#vt#v #v:V l 0    $65t5 5/ / / / ` p^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH :@:  Heading 1$@&5\J@J  Heading 2$@&5CJOJQJ\aJ@@@  Heading 3$@& 5B* ph<@<  Heading 4$@&5CJ DA`D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k (No List 8B@8 Body Text 5\]<@<  Comment TextCJaJZYZ  Document Map-D M CJOJQJ^JaJH"H  Balloon TextCJOJQJ^JaJ4 @24 !6Footer  !.)@A. !6 Page NumberPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] + $$$']*3xq ! E b A @j'0^N*h/.Jk\_HOk)>d )!-!X!!!:">"k"""!#%#Y####=$$$M%%t&&?'e''&(w({((s))I***W,,j.#0'002223 !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwyz{|}~  '!!8@(  \B  S D"?B S  ?(+at.*************+++++************++330\r{Ff d*AAz*B_  N }  * h } ^mJke>l%Z>dN1e t!!I"^""#D#J#j&p&*(Y(****************++).*************++tW$?G1!6 >o=JW|**@+@UnknownG* Times New Roman5Symbol3. * Arial7.  Verdana5. *aTahomaACambria Math"1h&&&h$Mh$M$4d**2QHX 92!xxTable 3kitsona Sarah BrookerOh+'0  8 D P \hpxTable 3kitsonaNormalSarah Brooker2Microsoft Office Word@@ZVt@,ߵ@,ߵh$՜.+,0 hp|  RCNM* Table 3 Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F<Data &Y1TableY#WordDocument.SummaryInformation(DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q