ࡱ> tws_ R4bjbj jA\jA\R,. . l&,()RRRRR((((((($+-d("(RR-(OOORRR(O(OOr&T}'REI"&((0()'z(.:(.}'}'&(.'O((O()(.. > l: Multicultural Disability Advocacy Association of NSW Inc PO Box 884, GRANVILLE NSW 2142 10-12 Hutchinson St, Granville NSW 2142 Telephone: (02) 9891 6400 Toll Free: 1800 629 072 Facsimile: (02) 9897 9402 E-mail: mdaa@mdaa.org.au ABN: 60 737 946 674 Willing to Work National Inquiry into Employment Discrimination Against Older Australians and Australians with Disability 鱨վ Submission December 2015 Introduction The Multicultural Disability Advocacy Association (MDAA) is considered a peak body for people from non-English speaking (NES) / culturally and linguistically diverse (CALD) background with disability, their families and carers. MDAA works with and for people with disability, their families and carers through individual advocacy, systemic advocacy, advocacy development, industry development and project work as well as conducting disability and cultural awareness training. This year MDAA started the Small Stone project. Run by and for young people from diverse backgrounds with disability, Small Stone has been working to identify the barriers for young people with disability to participate in the community and the opportunities for greater inclusion. As part of the project, a diverse group of young people with disability has recently completed workshops in personal and professional development. The workshops respond to an identified lack of opportunity for young people with disability to explore their interests and develop confidence as well as practical skills. The following barriers and solutions have been identified through our experience working with the young Small Stone participants and volunteers as well as from consultation with people with disability, their families and carers, particularly young people and people from NES/CALD background. Disability is just one aspect of the diversity of people. This submission reflects on barriers to diversity and the opportunities lost as a result. Barriers to developing self-confidence and skills MDAA has found that people with disability, who want to work but are not and who are working in positions that do not match their interests or strengths, have experiences in education that have not prepared them for the workforce on equal basis with others. Many people reported being segregated in their school for a number of reasons: Attending a school or classes only for people with disability Being excluded from peers Learning had been interrupted by being unwell or by the move to Australia - particularly if that was from a country experiencing instability As important as the academic learning they may have missed was missing out on reaching milestones with their peer group. People reported a resultant lack of confidence and in some cases left school earlier than they would have liked or did not progress to tertiary study. Of those who did enter tertiary study, many found themselves having to battle to get appropriate adjustments, especially where these were needed for the person to be able to complete practical components of the course. Barriers to identifying job opportunities and applying for jobs It is a fact that job advertising and application processes are now almost entirely online. This has been identified as a barrier keeping people with disability who do not have access to computers from job searching and making applications independently. Unfortunately, finding the right support to assist with the process is also very challenging. MDAA has received some very critical feedback about Centrelink and disability employment services namely: The main pathway for entry to disability employment services is through Centrelink, which is not best placed to identify which service can meet the person's needs, particularly because referrals are usually wrapped up in the process of deciding whether the person is entitled to be paid the Disability Support Pension. People cannot make real choices about the employment service they want to use; they are limited by the area they live in and by other criteria. Often several of the disability employment services in a region are run by the same agency. Workers in disability employment services do not take the time to get to know the person or to listen to the person's perspective. There is a lot of negativity and focus upon why a person could not do particular things rather than on developing strategies with the person to have the opportunity to do all the things that they can. Attitudes and assumptions made by employers, which you might expect disability employment services to be challenging, are actually also held by workers in the services. Even where it should be very clear to the disability employment service that a person is too unwell to work, there is no logical process for ensuring that this information is communicated to and properly considered by Centrelink. Disability employment services do not understand the needs of people from NES/CALD background who may be unfamiliar with Australian practices for resumes, applications and interviews and/or have qualifications and experience that are not recognised by Australian employers. Again, assumptions of employers which you might expect disability employment services to be challenging, are perpetuated by workers in the services. Barriers to securing the job and excelling at work The recurrent comment about employers was that their focus is usually upon what a worker with disability may not be able to do and the assumption that a lot of expensive changes to the workplace will be needed. The experiences that have been shared with MDAA reflect recruitment processes that focus on finding ways of eliminating candidates, often on bases not particularly important to the job, rather than on finding people who could do the most important parts of the job really well. For example, a young wheelchair user who is studying to be a social worker reported that employers are fixated upon the possibility that he might have to do a home visit to premises that are not accessible. He also stated that employers usually assumed they would have to make a lot of physical changes to their premises, which would be expensive - rather than identifying solutions or being aware of assistance that is available. For people from NES/CALD background and for those with disability that have specific communication access requirements, employers are fixed on whether the person communicates in perfect written or spoken English, regardless of whether the job even involves any formal writing or talking. There was great frustration that other skills, like the ability to build good relationships, were not prioritised. People from NES/CALD background with disability reported a number of additional negative assumptions by employers: that they had no recent or relevant work experience, that they must have a lot of personal issues and that they did not have work rights in Australia. MDAA also heard several experiences that suggest employers held particular expectations about the way their staff should look, which people from NES/CALD background and people with disability did not match. There were several reports from people who received positive responses to applications and telephone interviews, some were even offered the job, only to find that when they met an employer in person it very quickly became clear that the job was not theirs. For those people with work experience, there was a common feeling that they had not been or were not being well supported. Some people found that there were not enough hours of support available to them and others found that support stopped entirely after a short time. Many people expressed that simply having a third party to talk to about issues in the workplace or for the purpose of planning to take on new challenges would really have helped them. There were also reports where employers have motivation, from received financial incentives to employ a person with disability, however somehow found reason to dismiss the person once the incentive stopped. Barriers to utilising the discrimination complaint process In our experience people with disability, especially those from NES/CALD backgrounds, need support to recognise that they have been discriminated against, to articulate their circumstances and to seek support. Some people have also shared that, in their cultures, it is deeply embedded that you dont argue against the system and you become resigned to letting it go. Recommendations Action to equalise the experiences of all children in the school system. There must be support for children with disability to progress through the school system with their peers. All children should have the opportunity to choose their own peer group and achieve milestones including those aimed specifically at preparing them for the workforce such as work experience, volunteering and part time jobs. Schools must also have the capacity to respond to the particular support requirements of children with disability who begin their education in a very different environment and then move in to a mainstream Australian school, as well as the capacity to identify and respond to young people who develop mental health disability. Similarly, action to equalise the experiences of young people in higher education. Education providers must have the capacity to support people with disability to participate in the aspects of tertiary education that develop students skills in applying what they have learned. The planning should start as early as possible. Programs intended to support people to develop skills must be responsive to the support requirements of the individual and provide opportunities for individuals to develop confidence, relationships with others and practical experience. For example, driving, using computers and other technology, English conversation. People must be able to choose from different providers of employment support offering different services - including ongoing support to maintain employment, career progression or move in to different work. Providers of employment support must have the capacity not only to listen to people with disability but also to get to know them what they are really interested in, whilst applying a strengths-based approach to focus on what they are good at. Employers finding that a diverse workforce that reflects the diversity of the community is good for business, as well as to develop strategies within recruitment processes in order to maximise diversity, for example, offering the opportunity to make job applications in a variety of formats. Conclusion It is very clear that attitudes, systems and practices in government and in the private sector must change if there is to be true diversity in the workforce. While reforms can bring about some of that change, it is also important that at the same time, people with disability, especially those from NES/CALD background, are aware of their rights, engage with systems and speak up. Access to advocacy support, that is independent of any service the person with disability pays for from individual funding, is a vital part of an inclusive society. Prepared by: Kirsty MacDonald (Systemic Advocate) Authorised by: Ace Boncato (Acting Executive Director) 9: z   4 Q  ʻvevveSeSe#h;uJh{6CJOJQJ^JaJ h;uJh{CJOJQJ^JaJ h;uJh CJOJQJ^JaJ h;uJhy<CJOJQJ^JaJ h;uJh@$CJOJQJ^JaJ#h;uJh5CJOJQJ^JaJh!5CJOJQJ^JaJh;uJh!5CJ$\aJ$h!5CJ$\aJ$ hP|h!jh!UmHnHuh!OJQJ"9Y  z { } ~  $a$gd;uJ $da$gd;uJgd! H-. & Fd1$7$8$H$gd;uJm$d1$7$8$H$gd! dgd;uJd$a$gd;uJ . Z Z ^ g | v 滋wވfU h;uJh MCJOJQJ^JaJ h;uJh60%CJOJQJ^JaJ h;uJhy<CJOJQJ^JaJ h;uJh9CJOJQJ^JaJ h;uJhsqCJOJQJ^JaJ h;uJhI`CJOJQJ^JaJ#h;uJhq6CJOJQJ^JaJ h;uJh{CJOJQJ^JaJ h;uJh@$CJOJQJ^JaJ h;uJhqCJOJQJ^JaJ+, 'IjͼvvdO:O:O:O(h;uJh MCJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH #h;uJh60%5CJOJQJ^JaJ#h;uJh k5CJOJQJ^JaJ#h;uJhP5CJOJQJ^JaJ h;uJh@$CJOJQJ^JaJ h;uJhs~CJOJQJ^JaJ h;uJh MCJOJQJ^JaJ h;uJh60%CJOJQJ^JaJ h;uJh9CJOJQJ^JaJ h;uJhTVCJOJQJ^JaJ/INQkn,.mcdYZf֬֬֗֬ցkV(h;uJhRCJOJQJ^JaJmH sH +h;uJh60%5CJOJQJ^JaJmH sH +h;uJh60%6CJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhnCJOJQJ^JaJmH sH (h;uJh MCJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH (h;uJh@$CJOJQJ^JaJmH sH !Z!"abNOEF,- ?# dgd;uJm$d1$7$8$H$gd;uJd1$7$8$H$gd;uJm$ & Fd1$7$8$H$gd;uJm$d1$7$8$H$gd!$56IJW!"@DEFPQXYabtyMO{6įįĚٯٚٚٚٚٚمįٚp(h;uJhR\CJOJQJ^JaJmH sH (h;uJhTVCJOJQJ^JaJmH sH (h;uJh@$CJOJQJ^JaJmH sH (h;uJh2 CJOJQJ^JaJmH sH (h;uJhnCJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH "h;uJCJOJQJ^JaJmH sH ,6S}DEF +,-w{%&(>27CNZ`֬֬֬l+h;uJh60%5CJOJQJ^JaJmH sH (h;uJhCJOJQJ^JaJmH sH (h;uJhyCJOJQJ^JaJmH sH (h;uJhTVCJOJQJ^JaJmH sH (h;uJh6,CJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH (h;uJh2 CJOJQJ^JaJmH sH *&3]d !!$!(!d!f!x!!!!!!!4"A"E"{"""">#@#]#뗂p"h;uJCJOJQJ^JaJmH sH (h;uJh;uJCJOJQJ^JaJmH sH (h;uJhyCJOJQJ^JaJmH sH (h;uJhTVCJOJQJ^JaJmH sH (h;uJh6,CJOJQJ^JaJmH sH (h;uJh2 CJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH +?#@#%%'''U)V)W)X)h)B,C,--..//001d1$7$8$H$gd;uJm$ & Fd1$7$8$H$gd;uJm$ dgd;uJd1$7$8$H$gd;uJ]######### $:$C$$$$%%%%"%6%7%%%&&:&A&&'''U'g'j''֗֗֗p(h;uJh;uJCJOJQJ^JaJmH sH "h;uJCJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhXCJOJQJ^JaJmH sH (h;uJhTVCJOJQJ^JaJmH sH (h;uJh60%CJOJQJ^JaJmH sH (h;uJhCJOJQJ^JaJmH sH #'''''#('(I(|(}(((((((()D)E)R)S)U)V)W)X)h)ȶugVD#h;uJhhY5CJOJQJ^JaJ h;uJh+CJOJQJ^JaJh+CJOJQJ^JaJh$CJOJQJ^JaJ h;uJh2CJOJQJ^JaJ h;uJh$CJOJQJ^JaJ h;uJhCJOJQJ^JaJ#h;uJh k5CJOJQJ^JaJ#h;uJh25CJOJQJ^JaJ h;uJhTVCJOJQJ^JaJ(h;uJhu4CJOJQJ^JaJmH sH h))))***=+R++++,,A,B,,,,,--------/.֬ւ֗mXXC(h;uJhY9CJOJQJ^JaJmH sH (h;uJhqCJOJQJ^JaJmH sH (h;uJhWMCJOJQJ^JaJmH sH (h;uJh6,CJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhXi?CJOJQJ^JaJmH sH (h;uJhiYCJOJQJ^JaJmH sH (h;uJhCJOJQJ^JaJmH sH (h;uJhneCJOJQJ^JaJmH sH /.a....../////4/?/h/{////mXXF1(h;uJh+CJOJQJ^JaJmH sH "hY9CJOJQJ^JaJmH sH (h;uJhCJOJQJ^JaJmH sH (h;uJh6,CJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhc2CJOJQJ^JaJmH sH (h;uJhGCJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhY9CJOJQJ^JaJmH sH (h;uJhqCJOJQJ^JaJmH sH /?0000000000000 1&191D111111֬֗m\J9 h;uJhCJOJQJ^JaJ#h;uJh5CJOJQJ^JaJ h;uJh$CJOJQJ^JaJ(h;uJhCJOJQJ^JaJmH sH (h;uJh6,CJOJQJ^JaJmH sH (h;uJh"CJOJQJ^JaJmH sH (h;uJhhYCJOJQJ^JaJmH sH (h;uJhqCJOJQJ^JaJmH sH (h;uJh$CJOJQJ^JaJmH sH (h;uJhc2CJOJQJ^JaJmH sH 11133333334R4 hd^hgd;uJ dgd;uJ 1112R2^22222=3D3333333Q4R4޼޼޼h;uJhqyOJQJ^J h;uJh+CJOJQJ^JaJhCJOJQJ^JaJ h;uJhCJOJQJ^JaJ h;uJhfzCJOJQJ^JaJ h;uJhXCJOJQJ^JaJ h;uJhJoCJOJQJ^JaJ,1h. A!"#$% F:r9HR9nJFIFC     C  " }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?((((cM-C}kY}p Y[ I$QW`=0#P2K+0ޟˏ6H{ ,vgE?kG}^_ ui @).mܤ2 Xea[PHUf'_q΅w"֜k.>cMD}y?+Oex?g.t?ԪmpZԜY6B?j AUVb( :lw_Q03_Ax ?KTǞ?uiGߎ$ufkS;E9B/j -8y6|O{o"RڢM=.q6''ozw4 cSmT,_2'Hĕ{TxOmy_Cfoogs}|AިLrO> ٣CCw7v.`qZ ߃z=e IAf^ Udk?|W"Jڱ_&?@kj?Ju]-vs.T*n +EM~)l>êc[jA8%_s":ɨwWq9F#3їȇy5exK?M= iYyb'U~pazUW_e/ɝx ޞ*~ʢo=@Ē1J:WܞQEQEQEQEQEQEQEQEQE׭|:n|+>ZwB'enc\G}o#RKc5#I|@/ϫM? 1HQ<ަ[{NҪo=K5\>B?t"o(پimvpkͼ=%IW"TeM1Rzb uId}3|O /G^^k3%{d%NxZxsU%¶4p3|/_KIoRdWSYAA/n?aP:3 >gJ8Jʟ3jsק)R~2γhٞᘏV/~=CZ6>i4땐/ 1Z<1]göW@6WK97߃80_(Wg v-hMe窞_2?"a=RK=Bu&R;PGt B~l־[LҡPc?Bk\u{MAjR2^aaɊAv9ur>#U5ނkk<BK6oϽeGْ-F-5?n뵳q~{*_CS.} IuʗYF͖o9xG7dtW_}W/g (B((((((((NH#JAȟ^~|awImILlˁ,LőDZR ~RUfӵXYk vH?QqW ~yO{<9_c9w!QѴ#<M#=fHO=Dñ,s KooFE|YiZdyW>؁?g_G cםR!8Nׯ-\ؼNwŘgthk"LfeM҅>H=ܷ2`َ?|E A5\pMe"8.Krj p1H–,˰VZ ݊=l= xj*6AEWyQEQEQEQEQEQE2 QEPzQA4(=GQ]i:&)=RT jQ(%G%*\c%g9]gOouoiq5]ԉk*${3ϾuH;\tٿ2 Lдmm6ֱo _jW+H~ FT%JuO+'ƻ?_5nG(+uao_܏9c-k M]-΁l;yZa?˹՗61="?1YKĮ[)w 0 i00.?࠿u,ŸInڲ^ڜ}#/Ԫ+~ߵgSETYns fԯ2V??_W枅)tiUGjb )> xEc|MGw^^)JtSϲGtW^ ~;"+6#٢-^5܏a[Y?}.=/ݹSak|OvtS0=4Ez:(EPH٥: <#7pSֲy_kx|zWy-464rpp8_KՔUU'k.<|^#10⿯Cek_1Uα: >,xrЁg֠S~Got; IP᡺с6*':(¤\Y?P|O~~V6_g[6~ μ_Vo:pxWԜ}oe3f|V[֥E۞mnkxvcH79gftK}*WnzV-/!א%_Q]c>c*o ~W "I%1'&?: 4?j wkz!{0"^\ƹY/Fݢ9ߙ4\H3;;Y&5UWo+N>dc:~xBQEwS`~eG Tֶ\Qw%I~E$j;ßtI[dQxI~xo4_ozzēW} |*<7Bt׹1>:!sKgևW'>}J_Mvj?k? |? "E@c{t<-ˣom^O% _??ltk#֦? ]>2Ծ$xz K<@x>QV:eѱ#7"Ǟ l>7F QE~F,E(դ+܌8E3Kǟsx~ Mpub{ 5?*ýKOu{06>(ŭsǟ/+Åmlw|nd$gEe~߲Mk7o {|吂DQO@G~Oqw^[E&vKVmx|*K~Ho+ƫݤg~TE 9φ΃ %ouIT|_rW?cT?(|i'B \ƨW+YdEt οďc*YEzW/+]ŧW{&@}CJ̋6$׬OoGWVS>:b?J/'|sirqޅ> hYo{^5|OKuԾ揥_7<}JqOnG W?'+9Fԛi#mJ 62p#Ѭɻ>߶챡gO>'" ~4jAĶdŜ ;W h_-V>=/i焝?ލ|fyzʩPOIA{2E([qXцXd^AC T:v<: dk98a^yikX>़ޝGR*Ѵr(bxH{*ּ͎ 2jZT#U!6HzBqǨ '/&?-?ΡF ןC^WOO |IXZ»F=q_x Ux|#=JfO9 U?~&VuJ߸Vh=4T{⼬U5Ɂ5n %j)O~~=7^\:KAmدe/j%}j3ݾ 1+C? s_ZO1F]$}:k`sW/P|_xj}6+>)1$95f\iͨ ag7%nfW6p3y᩹7խ NM[[jM"-*d BP ~$d_$Lun6F?23OLz=x7%y:~nV~= W䩻w(=0(w+7H@"32bH k+ =|H±k1쫶<Ѱzsk|/զ7οo9]8+R( 1Wj5 2V&q+n?C^Yg d&ּ)^8mj3o /lQh 1.G}4כNe%HylU2ziIv#NIc{5D)5 FHD<5m. +Z?*ӿGxO -xZEm֫*u ~*T"^_43\sƶ(_ j1K:adSp(QFy (Rn})s(@(({⯌n~:sib2i:dI!E,8odgq2jTu'[_qVJMv>N?Wg k٣!(Q[6^_Ou=Av~9xm \f.Z6 @pل~>zOGVyux?\Hɤr@;{|g_1:̷4NF^G!9I}F \O 7IßJe MrZ鮷/S+bPi?w :?V՘aM-ю8$Pw0>q7EМ5_4Q m?P8u=[)ҽ GN3ǚMz^;3zԫ;~h%^70=RZ _k>M:hڔ-lfOcbGbk#5^ E]Sg`qy]K۹V8B;P2IGJӮj^#XZeGՅwfxyn*{A7K7VK"SA! F 4cYU[Y[|DsMIKoVt=埱x7Xl%uiV*gǽ{~Z͝ϗk a`q_6vwZV0<"Q ;1;N+=vWϖV>o;̫aFYC?UOľ8|=φ:~}}w߻4 ~  j6'YcY`U a{_ͦۼ7rC#z_ƥMIhi[,Yls`4pc{JQ}.ɟ`>sҺ>$iω}s૤Pd$d\yO85v^׵ u ̗ŞYWkJ~+ =r6b_}ta_@=c#Mm↗ <=Ο\.GL (sLtry66tMew_|Gc[[]:R߭T?l]NWqY룀0?N?=/o_M%o,)i0RӎH??(?륏^:~5Qo4?K-vb/_|J^`3v> QXhiu*5;{kt=Y>I+(BcYi+C;; hA$R)V >-|(lɩh]0[~>֯oIg`6?#_YRb Tw>/ϳٲ;,2泧ߧ/|?ʳ'db5X_jZ֧\<]݋1?RMz& Oz-~GObyiF= |A<]űfe7 vƿ_=lKި>~3 ?_~%Mg\kn5HH|Fg> =?Z½4C!ѰW<E)/n',tmuo}Ǖ15 v?b3ph2_= [Լ5xFhnnR{iT oCNE Z'k.:ۜv]H:~5Qo4?K-ƿoY]#C/nʶy 8UOWye,}^:Q.p;W 4<:K *%[_-I?Q7G)_LM~9euTϝ%jb6~ I{|YѤdkŸ'k=KTiYx{K-g)s8#I9듈4 A" ߄L6DZ[cO$UyxL8)a`I=}d׈y})~e2־=|Z|ai!Yڽҩ'lmeJA¨~ÿ£>p`jgp>:u mw2[IpA!FN8?'nW_U[m_UbS;߄!x[ƣ={迴7={%_"N7ֽ :?56݃@,Ծhؼ0r?G~]c8erv͟7Vl4ME^1=DK^_/1=z]_(a_g(7lW^5.tB-e]C B }kض?Z\ P}FdzV~ּMu|ZWoⱷiU>aq_2|(:7_4~^SgJv~]~h!JUwtzWȿU#HkJ}RoJyunGxz^ "'Xe  =+;㖹dq7M3`[ǕB>^3*'3 2'K]4Ww33 YiC|5x▣/Eihљ&p,R j  9Z8Jm+-WtyvG NUm;~Q k ׮3}ls~ү5^G_ 2+)-[ƺOHl᳀@(TvG Gxu˲plk-dP6pKC6Ծ -u7zhs@du~Ix_xKwF0V# Y?G<#xXm86" VS ϥ}XE\X*iߐ֩,34ӏ~բ+c FQE TBp~"(^GoJ(D#4(PUOʹ~TQSeg5g{E0ZعM+ M{O9?SBHz(byiʀҊ)$f(ƺU8(˖Ͷ-~QR(VIE })Š)@zSXHEd NJ(uQLg s666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~000000000 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ OJPJQJ_HmH nH sH tH J`J WNormal dCJ_HaJmH sH tH `@` ! Heading 6$$d@&a$5CJ$OJPJQJ^JaJDA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List @@@ W List Paragraph ^m$RR 7o0 Balloon Text dCJOJQJ^JaJN/N 7o0Balloon Text CharCJOJQJ^JaJP/!P !Heading 6 Char5CJ$OJPJQJ^JaJbo2b !Default 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] R,Z 6]#'h)/./1R4 "#$&'()*, ?#1R4!%+,R$r9HR9n:.Z9# @:(    A ? . "MDAA_green_logoPicture 1MDAA_green_logoWWS`TS`TW#" ?B S  ?9R,2@58 jt *%(3T,@G| T,339:yz  H H I I Q Q , , < < Y Y Z Z J J FFQQYYoo%%&&((::::yygj =#=#$$B$B$+%+%%%{'{'(((((((((((( ) )&)&)))++++Q,Q,T,i{edT 0PX" J7~,판^`OJPJQJ^Jo(-^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(^`OJPJQJ^Jo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo( ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(i{"7~,dT @d_        rdz                 'iV-69nJo@$60%_'+6,.c2u4Y9Xi?G;uJWMPTVhYv]I` kqyfz2X"sq${$7ou Ms~-iYyy<R W R\2 neq!qWR,T,@%&%%R,@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial7.@Calibri9.")Segoe UI?= *Cx Courier New;WingdingsA$BCambria Math"qhBABAV ?@ABCDEFGHIJLMNOPQRSTUVWXYZ[\]^_`abdefghijlmnopqruvyRoot Entry FlIx1TableKD.WordDocument SummaryInformation(cDocumentSummaryInformation8kMsoDataStoreIEIS1ECTH==2IEIItem PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q