ࡱ>      %` zbjbj"x"x *@@bL@R<444$X\Xjd@<(ddCT5$ ht4"?C""44dd$838383"&4d4d83"8383^44sd HXL+nh:0jt&0<&ssV&4ɱw83+1r@j""""XXXdXXXXXX444444 Building Trust Working with Muslim communities in Australia: a review of the Community Policing Partnership Project Ross Harvey Russell Hogg Melissa Bull Australian Research Council Centre of Excellence in Policing and Security, Griffith University 2010 鱨վ and the Australian Multicultural Foundation This work is protected by copyright. Apart from any use permitted under the Copyright Act 1968 (Cth), no part may be used or reproduced by any process without prior written permission from the 鱨վ and the Australian Multicultural Foundation. Enquiries should be addressed to Public Affairs at: HYPERLINK "mailto:paffairs@humanrights.gov.au"paffairs@humanrights.gov.au ISBN 978-1-921449-18-5 This publication can be found in electronic format on the 鱨վs website at: HYPERLINK "http://www.humanrights.gov.au/"www.humanrights.gov.au/ and on the Australian Multicultural Foundation website at: HYPERLINK "http://www.amf.net.au"www.amf.net.au For further information about the 鱨վ, please visit HYPERLINK "http://www.humanrights.gov.au"www.humanrights.gov.au or email: HYPERLINK "mailto:paffairs@humanrights.gov.au"paffairs@humanrights.gov.au You can also write to: Public Affairs 鱨վ Australian Multicultural Foundation GPO Box 5218 PO Box 538 Sydney NSW 2001 Carlton South VIC 3053 Acknowledgements The 鱨վ and the Australian Multicultural Foundation acknowledges the contributions of several key people: Thank you to the members of the Selection Committee for their valued expertise, advice and commitment to seeing this project to completion. The Commission sincerely appreciates the time, energy and effort they put into the project. The Selection Committee consisted of Conrad Gershevitch (Chair), 鱨վ; Dr Hass Dellal, Australian Multicultural Foundation; Lynn Cain, Australian Multicultural Foundation; Graziella Obeid, 鱨վ; Ramzi El Sayed; Commander Ashley Dickinson; Faiza El-Higzi; Zubeda Raihman, Muslim Womens National Network of Australia; Inspector Craig Waterhouse, Tasmania Police; David Evanian-Thomas, NSW Police Force; and Commander Rod Smith, NSW Police Force. The Commission and the Australian Multicultural Foundation thank the authors of this report: Ross Harvey, Russell Hogg and Melissa Bull from the Australian Research Council Centre of Excellence in Policing and Security, Griffith University. Commission staff Conrad Gershevitch, Director of the Community Partnerships for Human Rights Program Dr Annie Pettitt, Director Community Engagement Team Graziella Obeid, Project Officer Krista Lee-Jones, Policy and Project Officer Australian Multicultural Foundation staff Dr Hass Dellal, Executive Director Lynn Cain, Training and Project Manager The Commission and Australian Multicultural Foundation thank the Australian Muslim communities, community organisations, police officers, community liaison officers and Local Area Commands in all jurisdictions across Australia for the tireless effort and dedication to ensuring the success of the Community Policing Partnership projects. Editing Wendy Monaghan Editing Services Design and layout JAG Designs Printing GEON Impact Printing Cover photography Photograph reproduced with permission of the Australian Federal Police Foreword Australia is a culturally diverse society. It is a nation culturally, socially and economically formed by the unique combination of its Indigenous peoples, its early settlers, and the many waves of later migration. Australians today are a mixture of peoples who over time have developed a layered and complex culture that draws on many ancestriesoften without awareness of their contribution. Cultures interact and produce new perspectives, sensibilities and capacities. Much of Australias creativity and energy come from these interactions. Such contributions enhance the social fabric of our nation as well as increase economic development. At the end of 2009, Australias population reached 22 million. Current projections show that our population will grow by 65%, to reach more than 35 million people in 2049. Statistics are also telling us that in the future the majority of this population growth will come from net overseas migration. Australias demographic future will inevitably be more racially, culturally and religiously diverse. As such, negotiating diversity and respecting people of all faiths, races, cultures and identities has evolved into an important characteristic of being a member of Australian society. As with our society, the nature of police forces and what is required of them has evolved and changed over time and will continue to change as they face new challenges. Police serve an important role in maintaining law and order in our society. The respect and trust of the community is vital if police legitimacy is to be maintained. Police legitimacy relies on how police treat victims, witnesses, bystanders, people reporting crime, and those suspected of committing or who have committed crimes. Mutual trust and respect between communities and police is imperative, particularly as police are afforded powers to take actions that if conducted by a member of the public would amount to a violation of human rights and potentially a breach of the law; for example, the use of coercive force, deprivation of liberty, deception, and intrusive surveillance. With such powers come additional responsibilities and the need for safeguards to ensure that these powers are not misused or abused. When police adhere to the rules, maintain their neutrality and treat people with dignity and respect, police legitimacy increases. Legitimacy failure, on the other hand, happens when police act on the basis of personal ideologies and stereotypes, which leads to claims of discrimination, abuse of power and even unlawful detainment and arrest. Police have an important role to play in building community relationships. Community liaison teams and similar functions across police departments in Australia have been established to help build positive, trusting and cohesive relationships with communities. An awareness of cultural differences can improve relations between police and the communities they serve as well as relations between police officers themselves. The Community Policing Partnership Project has sought to build on and improve these relationships. It has been a partnership program between police services, the community, the 鱨վ and the Australian Multicultural Foundation. The Community Policing Partnership Project aimed to address issues raised by Muslim communities in earlier Commission projects, including the Isma9Listen report and Unlocking Doors report. These reports revealed that Muslim communities are concerned about the fear of victimisation if incidents of discrimination are reported, and a general lack of trust in law enforcement agencies. The Community Policing Partnership Project was an initiative to build positive relationships and a sense of trust between communities and police in multiple locations around Australia. Police and communities have worked together to plan and manage the projects. As such, many of the projects have responded to contemporary issues and have had a youth focus identified and agreed on between communities and their local policing services. The Community Policing Partnership Project has added value to cultural diversity in community life and shown positive responses to community policing. This report is a culmination of 38 diverse projects from across Australia. The aims of this report are to showcase the program as an example of best practice in community policing and to provide a framework that other police agencies and community organisations can follow. This report shows the strong value of community policing, and I hope that it will serve as a useful guide for future community policing initiatives. Graeme Innes AM Race Discrimination Commissioner 鱨վ December 2010 Foreword The Community Policing Partnership Project was an initiative between the 鱨վ, the Australian Multicultural Foundation, Australian police services, and the community. Under the Community Policing Partnership Project, funding was provided by the Australian Government to facilitate partnerships between police services, the community, the 鱨վ and the Australian Multicultural Foundation to promote social cohesion and counteract discriminatory views and intolerance towards Muslim Australians. Building trust, establishing local networks and facilitating a stronger sense of social participation, respect and inclusion within communities were all key aims of these partnerships. The program provided funding and strategic support for police and community groups to respond to issues identified and agreed on between them. This initiative responded to the findings of the Isma9Listen report and Unlocking Doors report as well as the Department of Immigration and Citizenship s Muslim Youth Summits organised by the Australian Multicultural Foundation. The Muslim Youth Summits saw young Australian Muslims expressing their wish to develop closer relationships with their local police. Summit participants highlighted the need for more opportunities for positive engagement and increased cultural awareness on the part of police. It was proposed that social and recreational activities (in particular sport) and discussion forums were needed to build community bridges between young people, police and the wider community. The focus was on building trust between community and police, and the projects developed saw police and community together planning and managing projects that often responded to contemporary youth issues. The 38 projects funded throughout the course of the Community Policing Partnership Project involved 40 different non-government organisations, local police services and the Australian Federal Police across Australia. The independent review by the Australian Research Council Centre of Excellence in Policing and Security, Griffith University, provides us with the learnings, challenges, limitations and successes. It clearly outlines the benefits of community policing programs such as the Community Policing Partnership Project. In the analysis, four broad program categories were identified: community capacity building projects, sport and recreational activities, cross-cultural information exchange and policecommunity consultations, and targeted or at-risk youth development and outreach programs. The report reveals that although the projects were local, small-scale and limited by the resources at their disposal, they could become sustainable when organisations integrated them into their ongoing activities. Furthermore, the experiences and learning will consistently inform their approach in these areas to give longer-term perspectives on issues. The report also highlights the positive contribution of such initiatives in building a more socially cohesive Australian society by building trust and relationships at every level. It is only through commitment and a willingness to work together that we can address issues of concern to communities and police. The Community Policing Partnership Project developed a culture of understanding and respect that is essential for minimising the risk of misunderstanding and ensuring healthy environments that can nurture the relationship between diverse communities and police. The key learning from many of the projects was the need to primarily establish trust and to have a sustainable activity. The lessons learned from the various projects will provide further cultural knowledge for police training and recruitment opportunities (some projects resulted in young Australian Muslims deciding to join police services) and the importance of partnerships in developing sustainable outcomes. Dr Hass Dellal OAM Executive Director Australian Multicultural Foundation December 2010 Contents  TOC \t "head 1,1,head 2,2,Head 3,3" Executive summary  PAGEREF _Toc148943359 \h 12 1 Introduction  PAGEREF _Toc148943360 \h 15 2 The Community Policing Partnership Project  PAGEREF _Toc148943361 \h 18 2.1 The funding process  PAGEREF _Toc148943362 \h 19 2.2 Programs  PAGEREF _Toc148943363 \h 21 (a) Jurisdictional overview  PAGEREF _Toc148943364 \h 21 (b) Organisations  PAGEREF _Toc148943365 \h 21 (c) Media coverage  PAGEREF _Toc148943366 \h 23 3 Program typology  PAGEREF _Toc148943367 \h 24 3.1 Community capacity building projects  PAGEREF _Toc148943368 \h 24 (a) Objectives and benefits  PAGEREF _Toc148943369 \h 25 (b) Participant perceptions  PAGEREF _Toc148943370 \h 26 3.2 Sport and recreational activities  PAGEREF _Toc148943371 \h 31 (a) Objectives and benefits  PAGEREF _Toc148943372 \h 31 (b) Participant perceptions  PAGEREF _Toc148943373 \h 32 3.3 Targeted or at-risk youth development and outreach programs  PAGEREF _Toc148943374 \h 35 (a) Objectives and benefits  PAGEREF _Toc148943375 \h 36 (b) Participant perceptions  PAGEREF _Toc148943376 \h 37 3.4 Cross-cultural information exchange and policecommunity consultations  PAGEREF _Toc148943377 \h 44 (a) Objectives and benefits  PAGEREF _Toc148943378 \h 44 (b) Participant perceptions  PAGEREF _Toc148943379 \h 45 4 Discussion  PAGEREF _Toc148943380 \h 49 (a) Community capacity building programs  PAGEREF _Toc148943381 \h 49 (b) Sport and recreational activities  PAGEREF _Toc148943382 \h 53 (c) Targeted or at-risk youth development and outreach programs  PAGEREF _Toc148943383 \h 58 (d) Cross-cultural information exchange and policecommunity consultations  PAGEREF _Toc148943384 \h 62 4.1 Implementation  PAGEREF _Toc148943385 \h 64 (a) Availability of resources  PAGEREF _Toc148943386 \h 65 (b) Managingexpectations and competing priorities  PAGEREF _Toc148943387 \h 66 (c) Cultural awareness  PAGEREF _Toc148943388 \h 67 (d) Transport issues  PAGEREF _Toc148943389 \h 68 (e) Organisational characteristics  PAGEREF _Toc148943390 \h 68 5 Discussion and conclusion  PAGEREF _Toc148943391 \h 70 5.1 Community as solution  PAGEREF _Toc148943392 \h 71 5.2 Beyond misunderstandings and misconceptions  PAGEREF _Toc148943393 \h 74 5.3 Reach and impact of community policing initiatives  PAGEREF _Toc148943394 \h 75 5.4 Taking a longer-term view  PAGEREF _Toc148943395 \h 76 Appendices  PAGEREF _Toc148943396 \h 79 Appendix A Media report  PAGEREF _Toc148943397 \h 80 Appendix B CPPP grants program overview  PAGEREF _Toc148943398 \h 81 Abbreviations and acronyms  PAGEREF _Toc148943399 \h 130 References  PAGEREF _Toc148943400 \h 132  Executive summary The Community Policing Partnerships Project (CPPP) was one of eight projects implemented under the 鱨վs Community Partnerships for Human Rights (CPHR) program. The CPHRs central goal was to increase social inclusion and to counter discrimination and intolerance towards Australias Muslim and culturally and linguistically diverse communities. Under the CPPP, police and communities worked together to plan and administer 38 projects across Australia. This report provides a review of the outcomes of these projects and provides some key findings and learnings for future community policing initiatives. Evidence from the CPPP projects suggests that the individual experiences of many police and community participants were positive and beneficial. Establishing trust and building relationships between Muslim young people and local police officers was a key focus of many of the projects under the CPPP. Often this was achieved by providing opportunities for positive interaction between police and young people from culturally and linguistically diverse backgrounds and by providing information regarding the support available to young people (Office of Multicultural Interests, 2009, p. 26). Many of the CPPP projects broke down stereotypes, improving previously tense relationships. However, projects such as those under the CPPP will need to reach deep into police organisations and communities involved to bring about significant and lasting change in the nature of policecommunity relationships. This report discusses some of the key learnings from the CPPP and other community policing initiatives. This report finds that in addressing social inclusion, countering discrimination and intolerance, and building mutual trust and respect, community policing initiatives need to address the: complex underlying social conditions when tackling core issues such as social inclusion, to optimise relationships between police and communities adversity faced by young people from culturally and linguistically diverse backgrounds by increasing the factors that mitigate risks they face, and so facilitate their ability to contribute to the local economy in the future danger of defining problems in terms of communication and awareness, which can at times gloss over real, deep-seated, underlying conflicts and sources of tension potentially adverse practical consequences that may flow from using the concept of community in the context of community policing initiatives. There is a risk that community policing initiatives may perpetuate or exacerbate the very problem they are attempting to defuse by the manner in which they define or name the problem. The most effective approaches will focus more directly on the dynamics of policeyouth relationships rather than on overemphasising ethnic or religious background. Community policing initiatives must also: avoid overemphasising the formal education of minority community members about their rights and responsibilities. For community members, these may be articulated as concerns about informal belonging, respect, recognition, fair treatment and dignity acknowledge that the concept of community is often not inclusive of those most affected by policing. The consensual overtones of community can hide the fact that a few select voices and interestsoften those of the most respectable and powerfulcan often come to represent the whole community be realistic about the possibilities, limitations, challenges and pitfalls of community policing programs, which can be affected by the priority, resources and planning they receive. It is important that projects such as those implemented under the CPPP are integrated into other ongoing police and community activities and are guided by a long-term view of the issues. This necessarily involves evidence-based planning, policy and research that takes a long-term view and is informed by how immigration shapes the dynamics of social and community change and the implications of such change for social cohesion and policing issues. This report finds that in the absence of a broad, long-term view police services and other criminal justice agencies may be left to deal, reactively, with failings in other areas of public policy; that, if ignored, complex social problems may translate into problems of law and order; and that simplistic causal explanations may prove ineffective and counterproductive. This report demonstrates the need for a more concerted government response and a strategic research, policy and planning framework if maximum benefit is to be derived from community policing initiatives such as the CPPP. 1 Introduction In 2006 the Ministerial Council on Immigration and Multicultural Affairs (MCIMA), after a request from the Council of Australian Governments (COAG), developed A National Action Plan to Build on Social Cohesion, Harmony and Security (NAP). The NAP was intended to respond to the pressures Australian communities face as a result of increased intolerance and promotion of violence linked to terrorist events around the world since September 2001. The NAP was to build on the principles agreed to at a COAG meeting with Islamic community leaders in August 2005, and it aimed to provide a coordinated government and community approach to addressing issues that contribute to the potential for extremism to develop in Australia (MCIMA, 2006, p. 9). The initiatives listed in the NAP were to: reduce the vulnerability of Australians to extremist recruiters through targeted education, mentoring and employment programs and initiatives support educational and community programs and projects encouraging loyalty and commitment by all Australians to their country, especially its parliamentary democracy and legal structures, and the promotion of Australian values build leadership capacity in communities, members of which might be susceptible to radicalisation, so that all leaders can be proactive in addressing the potential for extremism within their own communities promote and build closer collaboration, liaison, information-sharing and trust between governments and communities and encourage increased participation in mainstream Australia by those communities currently feeling disengaged or marginalised (MCIMA 2006, pp. 910). The NAP acknowledges that many of these initiatives require a long-term and whole-of-government approach that includes partnerships between government, commercial and not-for-profit sectors. The NAP aims to address marginalisation, and to promote understanding and dialogue among all Australians by building on existing government programs and focusing on the key areas of education, employment, integration and security. Funding was given to develop and implement a range of projects to address the NAP priorities. The projects were to focus on enhancing leadership and connectedness, particularly among young people, by increasing opportunities for participation in social and cultural programs. The 鱨վ (the Commission) was one of seven Commonwealth agencies that received funding under the NAP. The Commission established the Community Partnerships for Human Rights Program, which had a central goal: to increase social inclusion and to counter discrimination and intolerance towards Australias Muslim communities. The program consisted of eight projects spanning a range of activities, including research, education, community participation and resource development. The projects were developed and/or delivered in consultation with Muslim communities and in partnership (often co-funded) with peak bodies and other groups. The projects were: a human rights e-forum the Community Policing Partnership Project Its Your Right! ESL education resource Being Me: Knowing You education resource an arts initiative with Muslim Australians In our own wordsAfrican Australians: A review of human rights and social inclusion issues Freedom of religion and belief in the 21st century Intersections between the law, religion and human rights: a national roundtable dialogue. This report is focused on the Community Policing Partnership Project (CPPP), which has been delivered in conjunction with the Australian Multicultural Foundation (AMF). The CPPP has been running since 2007 to promote social cohesion and to counteract discriminatory views and intolerance towards Muslim Australians. The CPPPs aim was to build relationships and a sense of trust between communities and police in multiple locations around Australia. Police and communities worked together to plan and manage 38 projects, many of which responded to contemporary issues with a youth focus. This report begins by describing the nature and scope of the CPPP and outlining the range of projects that have been funded and supported as a result of it. Using various sources of informationfunding applications, acquittal reports, evaluations (where available), media releases and scholarly researchthis report reviews the outcomes of these projects in relation to their identified goals. It concludes with a discussion of how these projects contribute to social cohesion, harmony and security. At the time of writing, some projects were yet to be finalised; 27 of 38 acquittal reports had been received and a small number of projects had conducted evaluations. Macarthur Diversity Services Inc. included an evaluation in their Building Bridges project. Results from a client satisfaction survey of 13 women who took part in a Safety at Home and in Public open dialogue session at Campbelltown Public School were provided, along with results from an evaluation form filled out by 12 participants (community members and police) who attended a cultural tour of Minto Mosque. The other organisations that provided evaluative information were Multicultural Youth South Australia, which developed a best-practice report designed to provide advice for the community sector and police when working with Muslim young people, and the Australian Federal Police, which conducted pre (n=25) and post (n=26) surveys of participants who attended the womens camp part of their Diversity in Policing Mentoring Project. The provision of evaluation reports was not an expectation of the grant acquittal process given the level of funding involved ($5000 $10 000) and the short-term nature of the projects. Moreover, some projects are ongoing, and the collection of such data at this stage would be premature. The available documentary information about the projects was supplemented with interviews conducted by the AMF and the Commission with eight service providers involved in program delivery across a range of projects. (See Appendix B for a complete list of projects.) 2 The Community Policing Partnership Project The genesis of the CPPP is set out above. In some ways, the CPPP is a response to issues raised through the Commissions Isma9Listen report (2004) and Unlocking Doors project (2007), which involved a series of consultations, workshops and forums with Muslim and Arab Australians. Key recommendations in the Isma9Listen report included adopting measures to reduce the risk of marginalisation within these communities, particularly of women. Consultations as part of the Unlocking Doors project found there was a need to address the diverse impact on different Muslim communities of racial and religious hatred; to improve community knowledge of how to report an incident to police, the Commission and other agencies; and to improve police understanding of the serious impact of racial hatred. The specific objectives of the CPPP were to: improve relationships and increase trust between Muslim communities, police and support services promote awareness among Muslim communities of their rights, responsibilities and avenues of complaint demonstrate good-practice examples of partnerships that improve relationships between police and Australian Muslim communities, and can be used as models that may be replicated in other communities and in other locations improve awareness of the diversity of Muslim communities, an understanding of Islam and issues relevant to Australian Muslim communities across the general ranks of police through education, consultation and other activities provide a two-way flow of experience, information and direction for police and Muslim communities to identify emerging issues and address common questions and challenges, to break down stereotyping on both sides develop training and resources for law enforcement agencies to assist in responding to complaints of discrimination and abuse (Commission, 2010, p. 2). Police services and community groups were invited to form partnerships and propose projects that would address these objectives. The Australian Government provided funding of up to $10 000 for partnerships between police services, the community, the Commission and the AMF to promote social cohesion and counteract discriminatory views and intolerance towards Muslim Australians. Building trust, establishing local networks and facilitating a stronger sense of social participation, respect and inclusion within communities were all key aims of these partnerships. While the objective of the CPPP was to work with Muslim Australians, eligibility for funding extended to partnerships with issues relating to cultural, religious and social harmony, and which include both police and Australian Muslim communities and, if relevant, other local communities. (Commission, 2010, p. 3) As such, some of the projects funded under the CPPP included culturally and linguistically diverse communities that are not exclusively Muslim. 2.1 The funding process Two separate funding rounds were held. The first round was conducted in November 2007 and the second in October 2008. Proposals were assessed according to whether they would: meet a community need or needs identified after community consultations serve as a model or innovation that could be adopted by others to address similar or comparable issues result in the production of resources that could be used to further CPPP objectives be capable of replication address contemporary issues or challenges for police demonstrate a partnership arrangement that met the CPPP objectives be able to attract other funding or support involve the community throughout all stages of the project be ongoing or able to establish sustainable activities. Priority was given to proposals that were adequately documented, that built upon existing networks and that had the capacity to expand the partnership to include government, community, business or other relevant sectors. A steering committee including representatives from police, Muslim communities, the Commission and the AMF was established to consider the applications. A total of 23 applications were received for the first round, of which 19 were funded. For the second round, 39 applications were received, and a further 19 projects were funded (Commission, 2010, p. 2). Many of the applicants asked for the highest amount of funding available under the CPPP $10 000), but many received only a proportion of the amount sought. For example, the Ethnic Council of Shepparton and District was granted $10 000 for the Shepparton Police and Community Project; however, the Campsie Police Local Area Command asked for $5000 for their project Busting the myths Habibi, but $4500 was approved. Some projects were able to use the CPPP grant to leverage more funding from other sources to support larger projects. Melbourne Citymissions Project 3019, for example, secured $6000 under the CPPP, but it also attracted funds from other sources, which together contributed to a total budget of $66 000 for their 12-month project. The Granville Multicultural Community Centre secured a further $5000 in funding, which allowed the project Muslim and African People in Harmony (MaAP in Harmony) to continue beyond the life of the original funding cycle. The provision of in-kind support was common across the projects. In-kind support took the form of staff time and expertise, vehicles and venues, and was given by a range of organisations, including local councils, federal and state governments, various state police organisations, and community centres. For example, Victoria Police provided transport costs and staff to support the project Attarwon, while local government provided the venue at no cost. The Liverpool City Council greatly helped the Police and Arabic Speaking Support Group by providing staff, including community development officers, cleaners and security staff. 2.2 Programs (a) Jurisdictional overview Of the funded projects, 17 were in NSW (45% of all projects) with five in the Bankstown area (NSW) and three in Flemington (NSW). Ten projects (26%) were funded in Victoria, with two in the Flemington (Vic) area. Three out of the five projects funded in Queensland (13%) were conducted in association with the Queensland Police Metropolitan South Region. One project had a national scope. The distribution of these projects by jurisdiction roughly corresponds with the geographical spread of the Muslim population in Australia. Data from the Australian 2006 Census shows that 49.6% of the Muslim population in Australia lives in NSW, 32% in Victoria and 6% in Queensland (Department of Immigration and Citizenship, 2007). Many of the projects focused on local government areas with strong Muslim population profiles. (b) Organisations The 38 projects funded during the course of the CPPP involved 40 non-government organisations (NGOs) as well as four national umbrella organisations. These organisations partnered with police to conduct the activities. (For a complete list of projects, see Appendix B). Six of the projects consisted of partnerships involving more than one NGO. For example, Muslim Youth and WA Police Connect was conducted by Muslim Youth WA and the Muslim Womens Support Centre; three NGOs (SydWest Multicultural Services, Migrant Resource Centre Tasmania, and Victorian Arabic Social Services) received funding to conduct different programs in both funding rounds. All of the NGOs partnered with local police, apart from the Diversity in Policing Mentoring Project, which was a national program coordinated by the Australian Federal Police (AFP). Police and citizens youth clubs (PCYCs) in Hobart, St George, Bankstown and Canberra were involved in the Community Policing Partnership Project. A total of six migrant resource centres received project funding: five in NSW, and the Migrant Resource Centre in Tasmania, which received funding for two different projects. Other organisations to attract funding under the CPPP included four womens groups, including the Islamic Womens Association of Queensland and the Sudanese Womens Group, who implemented initiatives addressing issues faced by Muslim women in their communities. Eight youth centres and associations also received funding to deliver projects targeting young Australian Muslims. A number of local police agencies received grants to establish partnerships with community groups to conduct programs under the CPPP. Ten programs were run primarily by local police regions in collaboration with appropriate local NGOs. The Diversity in Policing Mentoring Project was coordinated by the AFP in collaboration with national bodies (including Islamic councils, womens groups and youth groups) representing the interests of people of culturally and linguistically diverse backgrounds. (c) Media coverage Acquittal reports sent upon project completion described relevant media coverage of the projects. 鱨վ 50% of the projects were able to attract some level of media attention. This ranged from broadcasts and interviews on local ethnic radio to local newspaper coverage and reports on national television. Radio coverage was predominantly in forums broadcasting in languages other than English, such as SBS Arabic radio and Voice of Islam radio. Some projects, such as Tie the Knot and Attarwon, were the subjects of articles in local newspapers (see Appendix A for an example from Tie the Knot), while others, such as MaAP in Harmony, repeatedly invited local media to attend events and circulated press-releases without success. A similar issue was faced by the project In my boots conducted by the Queensland Police Service, which commented: ...various forms of media were invited to attend; however, as discovered from previous occurrences, gatherings of Muslims and non-Muslims is [sic] not always newsworthy. 3 Program typology All of the CPPP projects aimed to improve relationships between local police and the Australian Muslim communities, to facilitate dialogue, to increase trust and to eliminate negative perceptions and misconceptions (Commission, 2010, p. 3). The projects, which used varied activities to achieve these goals, can be grouped under four broad and often overlapping headings: community capacity building programs sporting and recreational activities cross-cultural information exchange and policecommunity consultations targeted or at-risk youth development and outreach projects. Using these categories, the following sections contain a brief overview of the range of projects funded under the CPPP. More detailed information is provided in Appendix B which, based upon acquittal reports, describes the number and types of projects funded, the target demographics, the aims and objectives, and the strategies used to achieve these. In accordance with the funding criteria, some projects began activities that have extended beyond the life of the funding agreement; these have also been noted. 3.1 Community capacity building programs A total of eight funded projects fall under the category of community capacity building (CCB) programs (see Table 1). Within this category, a number of different activities focusing on different parts of the Muslim community were conducted across the various jurisdictions. The types of projects under this category include: community barbecues and cultural festivals youth camps attended by police self-defence sessions for Muslim women cultural tours of mosques police-led information sessions addressing different groups within Muslim communities on a range of crime prevention issues womens support groups and information sessions conducted by police a bush survival skills session. Some projects were directed to specific groups within Muslim communities; for example, the Police and African Muslims Partnership Program was primarily directed to the Darfur community, while the Diversity in Policing Mentoring Project aimed to enhance dialogue specifically between Muslim women and law enforcement authorities. (a) Objectives and benefits The final acquittal reports provided by each of the funding recipients for the CCB programs explicitly stated that all of the projects objectives had been met. The reports highlighted many benefits. Although some acquittal reports simply stated that the aims of the project have been met (eg Islamic Womens Association of Queensland), other reports gave empirical details supporting their claims. These included various forms of documentation evaluating or describing what was learned about the processes of delivery. One evaluation provided pre- and post-measures to show how objectives had been met. They addressed: increased and ongoing participation involvement of African Muslim communities in planning, organising and managing the project increased engagement and interaction between the target populations and police greater mutual understanding between the stakeholders increased levels of confidence in seeking support, and reduced fear of police the dissemination of a youth-specific resource that outlined emerging issues for Australian Muslim communities. (b) Participant perceptions As mentioned in Section 1 (pages 19 above), evaluation was not an expectation of the funding process, and given the small size of the grants, it is understandable that project partners dedicated the funds to delivering the programs, not to preparing evaluations. The AFP Diversity in Policing Mentoring Project included an evaluative process with qualitative and quantitative parts to measure changes in the perceptions and attitudes of participants after completing the project. Results of the questionnaire distributed to 26 participants after the project found that 96% of people who attended the camp either agreed or strongly agreed that the camp helped to improve relationships between Muslim communities and police; 96% either agreed or strongly agreed that they were now more likely to report future problems to police, while 96% either agreed or strongly agreed that the information sessions were relevant to them. Follow-up telephone interviews conducted at the conclusion of the project provided useful evaluation information. For example, Muslim women felt that: The camp was great really appreciated the realness of the AFP staff. The stories that were shared and also the human rights part was extremely beneficial. and The camp was a good experience, as it provided an opportunity to mix with such a broad group of people of the same faith and see how individuals had different perspectives on how they were perceived in the community. Although positive developments appear to have been achieved at a personal level, at the completion of the Diversity in Policing Mentoring Project only 58% of participants agreed or strongly agreed that law enforcement authorities, such as police, treat their community fairly (up from 44% before the camp). AFP participants also provided positive feedback, including the following comments: Overall, I think the camp was a great success and I would be happy to participate in future camps. we had a great session that gave the AFP members a great insight into the Muslim religion and gave us a chance to ask them questions. I gained invaluable personal insight and understanding of others and particularly those of Muslim faith. I learnt that the Muslim women are very normal everyday women facing similar issues to women all over the world. Table 1. Community capacity building programsProjectProject providersTarget demographicJurisdictionPolice and Arabic Speaking Support GroupNSW Police Green Valley Local Area Command; Liverpool City Council; Community Planning Team; Liverpool Migrant Resource CentreArabic-speaking communitiesNew South WalesBuilding BridgesMacarthur Diversity Services Inc.; Campbelltown Police; Macquarie Fields PoliceBroad target area: some programs targeted specific groups, such as the womens support group, young people from Islamic backgrounds and refugeesNew South WalesPolice and African Muslims Partnership ProgramSydWest Multicultural Services; Blacktown PolicePrimarily the Darfur community, but also Muslim communities from other African countriesNew South WalesHands across Hobart Hobart PCYC; Tasmania Police; Migrant Resource Centre (Southern Tasmania)Muslim women, adult migrants from Muslim backgrounds, and newly arrived Afghan migrantsTasmaniaSurvival Skills in the BushMigrant Resource Centre (Southern Tasmania); State Community Policing Service, HobartMembers of the Muslim community and of the wider community, including migrants and refugeesTasmania Bridging the Communication Gap Islamic Womens Association of Queensland; Metro South Region Queensland Police ServiceSeparate programs for Muslim women, Muslim young people, and the elderlyQueenslandBuilding Bridges with Muslim Youth Multicultural Youth South Australia; Adelaide Local Service Area, South Australia PoliceMuslim young peopleSouth AustraliaDiversity in Policing Mentoring Project Australian Federal Police; Islamic councils; womens groups; youth groups; community service providersMuslim womenNational 3.2 Sport and recreational activities The CPPP funded a total of six essentially sport and recreation projects (see Table 2), which focused primarily on Muslim young people. The projects aimed to enhance the relationship between police and Muslim communities through a range of recreational activities, including dance lessons, informal basketball and soccer games, and a rugby league match between members of Muslim communities and the Queensland Police Service rugby league team. (a) Objectives and benefits Aside from the overarching aims of the CPPP, some specific aims and objectives of the sport and recreation projects included: increasing the knowledge of bush survival skills among members of Muslim communities (Survival Skills in the Bush) fostering family cohesion by providing relevant educational information for safe family outings (Survival Skills in the Bush) encouraging active participation in all activities to afford an opportunity to challenge values and beliefs in a way that results in greater understanding (Busting the myths Habibi) supporting the local communities in their efforts to provide soccer and other sports programs (Summer Youth). The acquittal reports submitted by the funding recipients give evidence that program objectives were met. For example, Jesuit Social Services Flemington described how Summer Youth delivered on the objective to support the local communities in their efforts to provide soccer and other sports programs. A total of 101 people attended their Saturday night sports programs, which encouraged the participation of African staff and volunteers from local communities. Other sport and recreation projects also reported that the aims and objectives of the project were met. For example, as part of the program Muslim Youth and WA Police Connect, the Muslim Womens Support Centre WA explained: ...the aims and objectives set out have been met. We found that we had an overwhelming response from the community and that the police and state security went out of their way to ensure that the projects aims and objectives were met. (b) Participant perceptions Organisations delivering sport and recreation programs did not report in detail on changes in participant perceptions. The ACT Police, in relation to the Muslim Womens Recreational Project, reported that: Participants have been educated on issues such as how to seek assistance and/or when to report a crime. These factors have created long-term benefits for all community members with a positive ripple effect throughout the ACT community. Table 2. Sport and recreational activitiesProjectProject providersTarget demographicJurisdictionMuslim Womens Recreational ProjectACT Policing; Canberra PCYCMuslim womenAustralian Capital TerritorySummer Youth Jesuit Social Services Flemington; Victoria Police Region 2 Division 3 FlemingtonAfrican Muslims attending secondary and post-secondary schooling from Flemington, North Melbourne and KensingtonVictoriaMuslim Youth and WA Police Connect Muslim Youth WA; Muslim Womens Support Centre WAStudents at the Australian Islamic College aged 612; Year 10 boys at the Australian Islamic College; the broader Muslim communityWestern AustraliaKicking with CopsCare Association; Metro South Mt Gravatt PoliceYoung Muslim peopleQueenslandAttarwonHobsons Bay Police Service Area; Newport Islamic SocietyPrimarily young Muslim people in Hobsons Bay; some activities also targeting the general local Muslim communityVictoriaBusting the myths HabibiCampsie Police Local Area Command; Canterbury Bankstown Migrant Resource Centre; Riverwood Community Centre All sections of the Islamic community, eg Egyptian, Lebanese, Sudanese, and Indonesian: young people, adults, males, femalesNew South Wales 3.3 Targeted or at-risk youth development and outreach programs A total of 16 projects funded under the CPPP described themselves as targeted or at-risk youth development and outreach programs; however, two of these projects did not go ahead (see Table 3). Within this broad category, a range of different projects and activities were established by various NGOs in NSW, Victoria, Queensland and South Australia. The activities included: a three-day leadership and advocacy camp for 17 marginalised young men from Arab backgrounds (Youth Arabic and Islamic Crime Prevention Program) a six-month pilot program aiming to reduce negative risky behaviour and attitudes among vulnerable young people from Muslim and Arab backgrounds (AMAL Street Outreach) domestic violence awareness-raising sessions for young Australian Muslims (Tie the Knot) a 12-week program featuring excursions for police and marginalised Muslim young people aged 1522 years from Lebanese and Afghan backgrounds (Out of Bounds: Police Youth Mentoring Project) police recruitment information sessions and crime prevention seminars for young Australian Muslims (In my boots). Many of these projects targeted a specific demographic: for example, people from Somali and Sudanese backgrounds (Project 3019), and Muslim young people in the Auburn area (A Day in the Life). Other projects had a broader target group: for example, disengaged and marginalised Muslim and Arab young people (Youth Arabic and Islamic Crime Prevention Program) and at-risk young Australian Muslims (STAND TALL Be Counted, Be Proud). (a) Objectives and benefits Some of the specific objectives of the youth development and outreach programs were to: refer young people of African and Muslim backgrounds who are participating in or have the potential to become involved in at-risk and antisocial behaviour to services, programs and activities that can address their needs and issues (MaAP in Harmony) familiarise African Muslims with the Australian legal system and the roles of police and community in crime prevention (Police and African Muslims Partnership Program) improve relations and understanding between at-risk communities and police through a designated mentoring program for Muslim young people from Lebanese and Afghan communities (Out of Bounds: Police Youth Mentoring Project). NGOs delivering these programs described enhanced relationships between young Muslim people and police, as well as increased understanding of their rights and responsibilities under the law. In relation to the Out of Bounds: Police Youth Mentoring Project, the Forum on Australias Islamic Relations reported that: ...there was undoubtedly an increase in respect between police and youth. The bonds formed were very strong. There was an increase in understanding by youth about the role of police and procedures and practices. We improved relations and attitudes about police and youth from both perspectives leading to more co-operation and willingness to work together. Youth outreach and development programs also delivered positive outcomes for the Multicultural Youth South Australia project Building Bridges with Muslim Youth. This project provided an opportunity to address the concerns of young Muslim women who had earlier approached South Australia Police about recruitment and were told that the hijab (headscarf) could not be worn by police officers. This issue was raised at the forum organised by Multicultural Youth South Australia; it was later investigated by the attending officer who provided written confirmation that the hijab was permitted as part of police uniform. As a result, one young woman expressed her intention to lodge a formal application to join the police force. The Islamic Council of Victoria reported that as a result of the Youth Arabic and Islamic Crime Prevention Program some participants had joined mainstream sporting, employment and personal development organisations. Four participants had joined a local futsal league, four were engaging in formal training in logistics and warehousing, and ten young males were developing their public speaking through involvement with Free Debate Inc. The Whittlesea Community Connections program Police and New Australians Together demonstrated the beginnings of trust, respect and friendship when participants organised a day at the beachincluding food and activitiesand invited the police youth resource officer and the Whittlesea Community Connections settlement youth worker. The St George Youth Services Inc. project Muslim Youth and Police Harmony reported that its objectives were met by improving young peoples ability to deal with and manage personal issues relating to alcohol and drug use, anger, conflict and self-esteem. The report suggested that police involvement in the program led to an increase in respect for police services of more than 50% among the young people involved. (b) Participant perceptions The acquittal report from the Multicultural Youth South Australia program Building Bridges with Muslim Youth contains participant perceptions. Comments that demonstrate how the program enhanced relationships include the view of a 16-year-old Afghan male who said: ...the police are just normal people that enjoy the same things that I do, and an 18-year-old female who explained: ...in my home country, the police are not good people. Here they are different. I think that they help people and try to make this place good and safe. Other positive comments from participants in youth outreach and development programs include: ...that police are fantastic and are not what they have been stereotyped, (Tie the Knot) and I did freak out when I found out that some participants are from the Muslim community, then through the day, I found out they are like me, a normal teenager (Multicultural Youth Inclusive Project). Some interviews conducted with police after the completion of one program also provide useful insights. A senior constable who was involved with the Melbourne Citymissions Project 3019 observed: I attended a 3 day camp with approx 10 African males and thought that was going to be an interesting experience. And was pleasantly surprised to see how bright and talented some of these young men were.It opened my eyes up to my own attitudes.Also I had concerns when the idea of drama was introduced to the boys at the camp, but wasvery surprised at how well they bought into theactivities. I mean givingpeople appropriate resources and time toget involved in engaging activities whod have thought that would work, but a good strong process always does and most people will choose a good path if they are given the opportunityThis was a veryworthwhileproject and like anything of good value it was structured, well planned, disciplined and resourced so it got good results. Table 3. Targeted or at-risk youth development and outreach programsProjectProject providersTarget demographicJurisdictionTie the KnotSouth West Metropolitan Bankstown NSW, the NSW Police Force Bankstown Local Area CommandAustralian Muslim Year 11 students and adultsNew South WalesAMAL Street Outreach Mission Hope Lakemba; Bankstown PoliceYoung people of Arab and Muslim backgrounds who may be unemployed, truanting from school and/or have mental health issues, etc.New South WalesMuslim Youth and Police Harmony ProjectSt George Youth Services Inc; St George PCYC; Hurstville Police; St George PoliceYoung Muslim males New South WalesNSW Police and Afghan Youth Partnership Metro West Parramatta Police; Parramatta Migrant Resource CentreAfghan young peopleNew South WalesOut of Bounds: Police Youth Mentoring ProjectForum on Australias Islamic Relations; Auburn PoliceMarginalised Muslim young people aged 1522 years from Lebanese and Afghan backgrounds in the Auburn/central west Sydney areaNew South WalesRush HourICRA Youth Centre Inc.; Flemington Local Area Command, NSW Police ForceMuslim young people from the local communityNew South WalesSTAND TALL Be Counted, Be Proud Bankstown Police Local Area Command; Bankstown Multicultural Youth Services; Creating Links; Bankstown Council; Bankstown PCYCMale and female young people at risk New South Wales FriendsMiller Technology High School; Auburn Police Local Area Command School Liaison, NSWMuslim students from Miller Technology High SchoolNew South WalesA Day in the LifeAuburn Youth Centre; Auburn Police Flemington Local Area Command; Auburn CouncilMuslim young people in the Auburn areaNew South Wales Multicultural Youth Inclusive ProjectLoddon Campaspe Multicultural Services; Bendigo PoliceNewly arrived young members of ethnic communities, and the general publicVictoria MaAP in Harmony Granville Multicultural Community Centre; Rosehill Police Local Area CommandAt-risk young people of African and Muslim backgrounds, but incorporating a whole-of-community approach in certain activitiesNew South WalesPolice and New Australians Together Whittlesea Community Connections; Epping PoliceNewly arrived male and female Muslims aged 1218 years; police officersVictoriaYouth Arabic and Islamic Crime Prevention Program Islamic Council of Victoria; multicultural and counter- terrorism units of Victoria PoliceDisengaged and marginalised Arab and Muslim young people VictoriaProject 3019 Melbourne Citymission; Braybrook Proactive Policing UnitYoung people aged 1522 years from Somali and Sudanese backgrounds in the Maidstone/Braybrook area VictoriaIn my boots Sudanese Womens Group; Islamic Society of Darra; Metropolitan South Region Mt Gravatt PoliceMuslim young people and the wider Muslim communityQueenslandBuilding bridges between Muslim youth and our policeAl-Nisa Youth Group; Metropolitan South Region Qld PoliceMuslim young people Queensland 3.4 Cross-cultural information exchange and policecommunity consultations The CPPP funded eight programs that were essentially cross-cultural information exchange for police and members of Australian Muslim communities or the establishment of ongoing policecommunity consultative groups (PCCGs) (see Table 4). Some of the specific activities included: the establishment of an interfaithintercultural network group to initiate projects to strengthen community cohesion and celebrate diversity (Banyule InterfaithIntercultural Network Project) a number of learning circles for various parts of Muslim communities and local police to improve relationships, trust and understandings (Police African Islamic Communities Learning Circle; Police Afghan Hazara Communities Learning Circle) workshops and an interactive dinner for the imams of Queensland and the Queensland Police Service to raise awareness of the role of police in relation to addressing problems faced by the Muslim clergy while conducting their religious duties and tending pastoral care of their parishioners (Engaging the Imams). Some of these projects, such as the Banyule InterfaithIntercultural Network Project and the Police and Muslim Youth Council also aimed to establish ongoing reference groups featuring members of Muslim communities and police. (a) Objectives and benefits Objectives of these programs included: promoting the awareness of members of Muslim communities and police through training for police and youth council representatives (Police and Muslim Youth Council) identifying key issues affecting imams and the Queensland Police Service and the development of strategies to address these (Engaging the Imams) increasing the Afghan Hazara communitys knowledge and awareness of their rights, responsibilities and avenues of complaint (Police Afghan Hazara Communities Learning Circle) developing an ongoing productive partnership between African Islamic communities and local police to ensure that any future policing issues are identified and addressed early through joint initiatives (Police African Communities Learning Circle). Anecdotal results described by the SydWest Multicultural Services Police as Partners report included enhanced relations between police and the Australian Islamic College and the Rooty Hill Islamic Mosque, as well as improved access for young women from Muslim communities to the SydWest Multicultural Services Centre. The project worked to increase service access, and to be inclusive of and responsive to the needs of young women from Muslim communities in Blacktown by advocating for a women-only swimming time in Seven Hills. (b) Participant perceptions Programs in this category did not report on participant perceptions. Table 4. Cross-cultural information exchange and policecommunity consultationsProjectProject providersTarget demographicJurisdictionPolice as Partners SydWest Multicultural Service (formerly Blacktown Migrant Resource Centre); Bankstown PoliceStudents aged 1218 years from the Australian Islamic College; young Muslim women and young Muslim men from African communities New South WalesPolice Afghan Hazara Communities Learning Circle Friend of STARTTS (NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors); Flemington Local Area Command; Australian Afghan Hassanian Youth AssociationAfghan Hazara community New South WalesPolice African Communities Learning CircleBlacktown Police Local Area Command; African Australian Islamic Association African Islamic communitiesNew South WalesSteppin InSouthern Illawarra Police; Illawarra Muslim Womens AssociationMuslim people living in Wollongong and surrounding areasNew South WalesShepparton Police and Community Project Ethnic Council of Shepparton; Uniting Care Cutting Edge; Victoria Police Region 3, SheppartonNewly arrived Muslim communitiesVictoriaPolice and Muslim Youth CouncilPolice Region 5 Multicultural Liaison Unit, Dandenong; Islamic Council of VictoriaYoung Muslim people in southeast VictoriaVictoria Banyule InterfaithIntercultural Network Project Heidelberg West Police, Four Division 1; Banyule City CouncilMuslim communities of Banyule, and other faith leaders VictoriaEngaging the ImamsCrescents of Brisbane; Metropolitan South Region, Queensland Police ServiceThe imam community of BrisbaneQueensland 4 Literature review and discussion The previous sections of this report outlined the range of projects funded under the CPPP. They broadly described the types of organisations involved, the nature of projects delivered, the level of funding allocated to service providers and the range of objectives that projects sought to achieve. CPPP project providers used various methods to assess where the objectives had been met. In most cases, undertaking a methodologically rigorous evaluation was beyond the scope provided by the available resources, which raises the question of how to determine whether projects have achieved the objectives and benefits claimed. Aside from considering anecdotal evidence, one way to assess this is to consider relevant research focused on community partnerships and policing. The following section reviews literature addressing the four types of projects described above. It highlights factors that have been identified as either assisting or hindering the delivery of these types of initiatives, and it notes where activities funded under the CPPP reported similar outcomes. (a) Community capacity building programs Community capacity building programs are intended to be a collaborative and empowering process designed to produce an environment where the voices of diverse communities can be heard without having to respond to the demands of mainstream media or issues raised in public debate (Nahlous in Dreher, 2006, p. 17). Potapchuk et al. (2005, pp. 13334) argue that capacity building strategies should allow communities to develop and implement programs that give their members greater control over physical, economic, social and cultural priorities. As Gow (in Dreher, 2006, p. 21) describes: Community capacity building is about enabling people to develop their individual and collective potential as contributing members of society The aim is to develop the skills and capabilities of community members so they are better able to identify, and help meet their needs. Ideally, service providers play the roles of facilitators and catalysts who support community-driven efforts to build capacity. In this way community capacity building is about multi-layered and integrated partnerships. Furthermore, community capacity building programs should emphasise skill transfer and the development of capabilities for self-determination and complete participation in all aspects of social life (Dreher, 2008, p. 25). Little research has been published demonstrating the effectiveness of community capacity building programs, which is partly due to the goals of such programs. As Nahlous (in Dreher, 2006, p. 20) asks: How do we measure self-esteem or a collective sense of autonomy and power? The project In my Boots, which involved elements of capacity building, reported similar findings when asked to assess if objectives of the project had been achieved. The acquittal report provided by the Metropolitan South Region of the Queensland Police Service explained: Results of personal safety and crime prevention dialogues are difficult to measure; however, it is apparent that those aware of personal safety strategies are making use of them and even encouraging others by passing the message around. In trying to address these issues, the recently decommissioned peak body for community arts and community cultural development in New South Wales, Community Cultural Development NSW, produced a resource kit on evaluating community capacity building programs.  Its guidelines suggest that such programs should: consider all people in the community as a way to increase skills, knowledge, contacts and networks and make the program directly relevant and accessible research the particular issue that the program is seeking to address as an important first step map community partners and stakeholders who might be involved and identify opportunities for people to participate. These partners may then be able to provide further links to the community, venues and resources. The literature suggests that community projects that foster links between people and community organisations are positive; however, it is very important that links are maintained (Dreher, 2008). Consultations conducted by Dreher (2008) also suggest that the use of existing partnerships is seen as beneficial, as these facilitated timely and effective responses to crises in community relations. These findings are consistent with the priority allocated to existing networks in the award process for the allocation of CPPP funds (described above, see pages 2021). Long-term funding arrangements and commitment, rather than short-term sponsorship, are important in producing positive outcomes and benefits. One participant consulted as part of Drehers (2008, p. 28) research commented on the value of long-term benefits of capacity building programs: A successful project can be measured by long-term outcomes. A successful project is one that empowers people throughout the community, particularly women and children to become advocates for their community to identify their needs and to identify projects and strategies that will address those needs. When it comes to evaluating the strengths of a program, Potapchuk et al. (2005, pp. 13334) highlight the importance of: recognising that there are diverse ways of understanding, including storytelling, long-time community members views, and quantitative data from multiple sources avoiding ethnocentric evaluation models allowing community members to maintain the balance of power in evaluation methods rather than privileging institutions using evaluation to set reasonable expectations about change in community capacity, taking into account considerations such as difficulty, timing and sustainability. The success of community capacity building programs tends to be measured by participant feedback, by holding seminars to measure the increased understanding of the program participants, and by simply looking at the number of people who choose to take part in any particular program. However, the last of these has its limitations, because as one respondent interviewed in Dreher (2008, p. 28) commented: ...we measure [success] as a sense of what people got out of the project, not as a quantitative thing. You cant measure the success of a project by statistics its not about the number of hits on a website. The Diversity in Policing Mentoring Project capacity building program is one of the few that did seek participant feedback in order to evaluate outcomes. It is worth noting that it was delivered by the AFPa large and well resourced organisation. Selected findings of this evaluative strategy have been described earlier (see Section 3.1). Despite this, many of the CPPP projects provided participant numbers as evidence that stated outcomes had been achieved. Some projects were able to attract large numbers. For example, the Police and African Muslims Partnership Program attracted 287 adults across four different events. The Bridging the Communication Gap dinner hosted by the Islamic Womens Association of Queensland was attended by about 100 people in addition to police liaison officers and other police officers. Other examples include Hands Across Hobart, which consistently drew between 18 and 23 attendees across its ten-week swimming program for women; Building Bridges with Muslim Youth attracted 20 participants for a Muslim young peoples leadership round table and 13 for consultation workshops with Muslim young people. The Police and Arabic Speaking Support Group barbecue meet-and-greet was attended by a total of 41 Arabic-speaking community members, police officers and other service providers. These numbers may provide an indication of support for the programs by local communities. However, consistent with the sentiments expressed above, they provide no information about the impactpositive or negativeof the programs on communitypolice relations. To assess immediate or long-term program outcomes, further analysis is required. (b) Sport and recreational activities The Ministerial Council on Immigration and Multicultural Affairs A National Action Plan to Build on Social Cohesion, Harmony and Security (MCIMA, 2006) recommended that sporting programs be designed to encourage more active participation in mainstream sporting, social and cultural activities to reduce isolation and marginalisation among some Muslim young people. Sport and recreation programs can benefit young people by providing opportunities for social interaction with the wider community for building networks for social wellbeing and for promoting understanding and respect (Office of Multicultural Interests (OMI), 2009, p. 29). Light (2008, p. 1) and Kell (2000, p. 23) explain that the rationale for engaging diverse communities in organised sporting activities can be understood in the context of the importance of sport to Australian culture. A number of authors (Oliff, 2007; Oliver, 2006) argue that participation in mainstream sport increases ethnic and cultural harmony. Larkin (2008, p. 12) enthusiastically suggests that sporting activities break down cultural barriers between different ethnic groups and can be a particularly effective way to promote the participation of refugees in Australian society and introduce them to Australian culture. As detailed in Section 3.2 above, a number of CPPP projects harnessed sport and recreation as a mechanism for building relationships of trust and understanding. Oliff proposes that sport and recreation can be used to explore real-life issues and challenges, such as dislocation and tensions inherent in the settlement process faced by newly arrived refugees and migrants. If appropriate skilled workers who have the trust and respect of participants are involved, sport and recreational activities can help in the personal development of these people. Moreover, these activities can provide an entrance into broader community engagement by building confidence, developing life skills, promoting social and psychological benefits and providing links between and within communities. Alternatively, according to Oliff, sport and recreation can be diversion strategies that may help some young people avoid risk-taking behaviour, if the programs are structured and coordinated with local services (Oliff, 2008, p. 54). In contrast to these views on the value of sport and recreation as community building measures, Northcote and Casimiro (2009, p. 178) argue that such claims lack any evidence to support them, and that the idea that sport is an equalising institution encompassing Australian values of fair play, egalitarianism and social unity is not necessarily an intrinsic feature of organised sporting activities. They point to evidence that suggests that racism, alcohol misuse and chauvinism are present within Australian sport (Northcote and Casimiro, 2008, p. 179). These authors claim that Muslim young people are less predisposed to participate in community sporting clubs, and that children from these backgrounds would do better to concentrate on their schooling as a means of having the opportunity to attend university and gain entry to professional occupations where they will be exposed to wider aspects of Australian culture. Northcote and Casimiro (2008, p. 179) conclude: ...on the basis of existing evidence the policy of encouraging Muslim children to be involved in community sports for the purposes of moulding them into better citizens would seem to be without foundation. Some of these issues have been recognised by other contributors to the literature (see Hutchins, 2007). Oliff (2008, p. 56) acknowledges that the inherent competitiveness of sport and the them and us mentality can have a negative impact on fraternity, friendship and mutual acceptance, and needs to be carefully managed. Other research has taken a more pragmatic approach, cataloguing the practical dimensions that need to be considered when developing sport and recreation programs for people from migrant backgrounds. A review of community building through sport and recreational activities by the NSW Department of the Arts, Sport and Recreation in 2008 identified a number of key dimensions that should inform the planning and delivery of sporting events that aim to promote community building (Larkin, 2008, p. 3). These included: targeting specific groups being culturally specific, as there are considerable differences in perceptions of and the role of sport across different cultures building social networks at a local neighbourhood level fostering partnerships between local organisations, and strengthening local networks allowing participants to develop new social norms, and allowing personal and group development to foster greater community engagement (Larkin, 2008, pp. 34). The Ethnic Youth Advisory Group in Western Australia suggests other initiatives that might be adopted. For example: encouraging community events involving families rather than young people only introducing the concept of sport at a young age (eg through physical education classes at school) promoting physical activity in terms of fitness rather than sport holding fun days to reach young people who may be deterred by the competitive nature of formal sport providing female-only activities to encourage participation (OMI, 2009, p. 31). If these factors are taken into account when assessing the outcomes of CPPP projects, a number of issues become apparent. The project Hands Across Hobart met planning issues when it used sporting activities as a way to increase confidence and feelings of acceptance among Muslim women. The organisers of this program described how: ...being able to provide a facility where they were not able to be viewed by males and where they felt comfortable to go swimming, having regard to their traditional clothing was a planning issue. The literature consistently identifies barriers to the effectiveness of sport and recreational activities as community building and integration measures. Some of the barriers impeding people from culturally and linguistically diverse backgrounds engaging with community sport and recreation include problems with access to transport, cost, time, unfamiliarity with rules, and women-specific privacy issues including inappropriate dress codes and open change rooms (Hancock, Copper and Bahn, 2009, pp. 16465). Other barriers identified by the Centre for Multicultural Youth Issues through consultation with refugee and migrant young people include a lack of inclusive and accessible programs for migrant populations, cultural appropriateness, language, and access to enough public space and facilities (Oliff, 2008, p. 57). At a broader level, difficulty in securing funding for ongoing activities rather than for unsustained one-off programs is an oft-reported problem (Oliff, 2008, p. 57). Despite these barriers, the project Building Bridges with Muslim Youth conducted by Multicultural Youth South Australia found: Sport and recreation is still one of the most effective ways to engage with a diverse group of young people. Multicultural Youth South Australia argued that this was particularly true for young Muslim men who are reluctant to engage in activities or programs on a problem/issues basis. Multicultural Youth South Australia suggested that this group prefers to develop trust and rapport through sporting activities rather than ask for help. Further support for sporting programs conducted under the CPPP came from parents involved in the MaAP in Harmony project conducted by the Granville Multicultural Community Centre and Rosehill Police Local Area Command in NSW. They reported: ...the need for more sporting and athletics programs to attract and engage disengaged young people, even the ones in their early 20s. The parents [believe] that if young people and young men were active in a sporting program they would be less inclined to be participating in anti-social behaviour. The issues of unfamiliarity with game rules and culturally appropriate activities were evident in some of the CPPP projects. For example, MaAP in Harmony had been organising successful monthly soccer games between police and vulnerable African and Middle-Eastern young people; however, after three months the sporting event was changed to touch football to expose the participants to other sports played in Australia. The acquittal report states that as a result: The participants voted with their feet and left the sporting program. Our target communities prefer soccer. When the participants were informed that we would be playing touch football they left. Workers and police thought that exposing the participants to other sports played in Australia might be an eye opening experience for our participants but it was not meant to be. The correct engagement tool needs to be used if one wants young people to participate in a program we learnt that lesson at this event. The opportunity was lost this month to build on the relationships between the police and young people that the sporting program brings. The organisers pursued a touch football game successfully two months later. On this occasion, its success may have been due to the recruitment of a Parramatta Eels rugby league player to help conduct the event. (c) Targeted or at-risk youth development and outreach programs When considering the implementation of youth development programs, research suggests that it is important to consider the backgrounds of the people that these programs are targeting. Many Muslim refugees and migrants have come from countries where authorities, such as police, have abused their trust and are feared. As a result, young Australian Muslims often have a fear of police and the justice system (Kara-Ali, 2009, p. 20). These factors might contribute to their identification as at-risk or being likely to engage in problem or antisocial behaviours, such as drug and alcohol abuse, violence, school delinquency and other potentially detrimental activities (OMI, 2009, p. 5). Policy makers are increasingly recognising that the likelihood of young people participating in risky behaviour is linked to a complex mix of economic, social and cultural factors. Research shows that economic inequality, education issues, child abuse, dysfunctional family life, unemployment and community breakdown are all key contributing factors that affect outcomes for culturally and linguistically diverse young people (OMI, 2009, p. 6). Being from a culturally and linguistically diverse background is not a risk factor in itself; however, some of these young people experience many factors that might place them at greater risk of social and economic disadvantage. These factors include: intergenerational conflict with immediate family members in the home environment discrimination and prejudice within the broader community shortage of appropriate public facilities for recreational purposes reluctance to use public health services related to mental health, sexual health, and substance abuse educational and language challenges lack of access to and/or awareness of post-schooling education lack of access to and/or awareness of employment services and information employer discrimination due to English language skills lack of local work experience, and increased exposure to workplace exploitation (OMI, 2009, p. 3). These factors may place vulnerable young people from culturally and linguistically diverse backgrounds at risk, and they may require practical assistance to improve their inclusion in the broader society, such as language support, family support, assistance with accessing education and employment opportunities, and advocacy (OMI, 2009, p. 6). The Isma9 and Unlocking Doors reports found that Arab and Muslim Australians who experience prejudice and discrimination find it harder to  negotiate the already difficult process of settling into a new country . (Isma9, p. 3; Unlocking Doors, pp.16 17) The Office of Multicultural Interests(OMI) suggests that strategies addressing risky behaviour (such as antisocial conduct and criminal activity) designed for culturally and linguistically diverse young people ignore the range of complex underlying factors they are facing, and therefore have little long-term benefit. Instead, the OMI suggests that preventative measures should be implemented that seek to counteract the risk factors preventing positive community engagement. In achieving this, service providers have recognised the importance of empowering culturally and linguistically diverse young people by involving them in planning, developing and implementing youth programs and services (OMI, 2009, p. 6). It is evident from the final reports of the CPPP projects that a number of projects actively sought to incorporate the views of the target populations and local communities when devising their programs. Examples of this include the AFP Diversity in Policing Mentoring Project. The AFP held eight meetings with the community to help inform the project. These meetings were attended by 14 people from diverse organisations, including student Islamic organisations, womens groups, and multicultural youth services. Stakeholder consultations canvassing the likelihood of success, ideas for project content, strengths of the project and anticipated shortcomings were undertaken before some activities. The Police and African Muslims Partnership Program conducted by SydWest Multicultural Services and Blacktown Police in NSW held community consultations to identify needs and issues affecting African Muslim people in the Blacktown local government area. A steering committee was established to identify needs and to implement and monitor the project. The Macarthur Diversity Services Inc. project Building Bridges included young people throughout the planning and delivery phases of a sporting tournament. The young people refereed games, coached, and provided leadership to encourage and support the teams to play at their best. There is some debate about whether young people under the age of 18 are best served by direct delivery of services that focus on their welfare, or by making them active participants in decision making that affects them. Beinart (2005, p. 95) argues: Adolescent energy has the potential to be harnessed in creative and prosocial ways that utilise it for positive ends. Ignoring or marginalising this energy in contemporary communities has often contributed to the aimlessness, restlessness, boredom and delinquency so often associated with modern adolescents. Consistent with international human rights principles, the 鱨վ promotes the use of a participatory approach to program development and delivery. This requires actively engaging those who are intended to be affected by the particular project or program and recognising that they are best placed to identify what needs to be done. Strategies addressing the needs of socially disengaged young people have been identified through research and consultation with a range of different population groups (OMI, 2009; Andrews and Sibbel, 2003; Tan-Quigley, 2004). Suggested engagement strategies include: fostering a strong sense of ethnic identity and spaces where young people can make friends and form social support networks free from racism and discrimination ensuring that culturally appropriate counselling services are available for culturally and linguistically diverse young people who may be experiencing difficulties such as clinical depression and suicidal thoughts as a result of long-term disengagement employing people from culturally and linguistically diverse backgrounds as medical professionals to address the perception that doctors in Australia are afraid of other cultures and do not have the skills or understanding to treat culturally and linguistically diverse young people effectively. Establishing trust and building relationships between Muslim young people and local police officers was the focus of many of the CPPP projects. A number of different forums, including the National Muslim Youth Summit, the Cultural and Indigenous Research Centre Australia and the Australian Asian Association Workshop, have identified strategies to foster more harmonious relationships between these groups. Some of these strategies include setting annual quotas for the employment of people from different backgrounds, providing opportunities for positive interaction between culturally and linguistically diverse young people and police to raise awareness of issues affecting each group, and providing information about the support available to young people (OMI, 2009, p. 26). Many of the initiatives funded under the CPPP have put these strategies into practice. (d) Cross-cultural information exchange and policecommunity consultations Information and consultation sessions have become commonplace in contemporary policing. They have been inspired by concerns that relationships between police and minority communities are mutually hostile. Weatheritt (1993, p. 154) suggests that policecommunity consultative groups (PCCGs) are one way to improve communication between local police and the community they serve. Nevertheless, there are challenges to establishing community participation, including identifying exactly whose interests should be represented and finding appropriate community members to represent those interests (Crawford 1997, Bull 2007). The extent to which these groups can inform the policy-making process is another issue that needs consideration when assessing the implementation and effectiveness of such strategies. Findings from the UK suggest that community consultation has no significant effect on local policing priorities and that advice from the community does not necessarily result in police accountability because decision-making power remains with formal agencies and not with local police (Weatheritt, 1993). Weatheritt (1993, p. 193) concludes that when considering the relationship between policecommunity consultation and intelligence gathering: ...there are real questions about how community engagement can be reconciled with intelligence gathering. Working closely with communities while at the same time observing members of these communities as potential objects of suspicion arguably produces dissonance in frontline policing. Recent reports from the Victorian Equal Opportunity and Human Rights Commission (2008) and the Victorian Council of Legal Services (Smith and Reside, 2010) also highlight this dilemma, describing how it undermines attempts to develop trusting cooperative relationships. Despite these challenges, research has identified avenues that might strengthen the work of PCCGs. Casey and Pike (2008, p. 200) suggest that the contribution made by PCCGs could be enhanced by incorporating the following elements: local flexibility: decisions to create, continue or discontinue a PCCG should be made with reference to the views and needs of the relevant local community clearly defined rights and responsibilities of members as well as clear guidelines outlining the programs principles, goals, objectives and performance measures central coordination and sufficient resources dissemination of information about consultative processes and good practices integrated performance reporting, skills training and varied engagement processes. Potapchuk, et al. (2005) also suggest that community residents who are most affected by the issue(s) being addressed should make up the majority in the governance structure of the group and that the mechanisms through which local control is created should be sustained in a way that can be passed down to future generations. These authors also highlight the tension between short-term projects and the actual time required to build durable consultative processes and mutual trust (Potapchuk et al., 2005; Bull, 2010). Finally, when considering the role of cultural awareness training and education, Cully (1996, p. 566) suggests that cultural sensitivity requires agency leadership, institutional change, and responses to systemic biases and inequalitiesat least as much as challenges to personal preconceptions. 4.1 Implementation The literature on community policing partnerships identifies a number of common issues that should be addressed when seeking to implement programs designed to improve relationships between culturally and linguistically diverse populations and local police. These issues include: the availability of sufficient resources to deliver the programs and the importance of ongoing funding for sustainable activities that can deliver long-term outcomes providing culturally relevant and appropriate activities the importance of cultural and geographical accessibility of programs. Similar issues surfaced for organisations and participants involved in the CPPP projects. These are discussed below. (a) Availability of resources For some of the projects, the availability of time and other resources was a challenge. Arranging child-minding facilities for participants, accessing appropriate police and community leaders for program delivery, along with the demands of school and university commitments were some of the barriers organisations faced. For example, a tour of the police academy planned as a part of Multicultural Youth South Australias Building Bridges with Muslim Youth was cancelled because of conflicting school and university commitments. Budget constraints challenged the sustainability of a number of programs, such as the Loddon Multicultural Services Multicultural Youth Inclusive Project. The project In my boots commented that the allocated budget was unlikely to be enough to conduct the proposed activities, and without generous donations from other sources the events would not have gone ahead. Leadership, dedication and prioritisation of police resources were essential to the success of initiatives funded under the CPPP. Despite this, at least one project (NSW Police and Afghan Youth Partnership) had difficulty attracting the required police support and resources. Al-Nisa Youth Groups project Building bridges between Muslim youth and our police did not go ahead because the project officer responsible for delivering the program was made redundant and was not replaced. In Victoria, the Attarwon project conducted by Hobsons Bay Police Service Area and the Newport Islamic Society Victoria also suffered a resource setback. Due to staff cutbacks, police recruits were not able to attend and participate in the Attarwon projects high-challenge camps, although other police attended to ensure the delivery of the program. On the other hand, there was evidence of a high level of dedication by many officers involved in the CPPP. The Granville Multicultural Community Centre recognised the strong support of local police officers and the contribution they made to a successful program. They stated: To have anywhere from 612 police officers and other staff participating in the event is a huge allocation of police resources to this project. This once a month event has now become a regular part of their duty. (b) Managing expectations and competing priorities Stakeholders and partners often worked within different organisational structures, with different priorities, knowledge bases, institutional, professional, and/or cultural norms, practices and expectations. Some organisations were more democratic with devolved decision making, and others more centralised and hierarchical. Managing organisational, professional, and logistical difference at times tested the resilience of partnerships and projects. The program Hands Across Hobart reported difficulty achieving consensus when organising programs. Likewise, Jesuit Social Services faced challenges with the weekly sporting activities planned as part of their Ramadan program. They explain in their acquittal report: The Ramadan program almost came off the rails because of differences in approach to the issues of risk management between the community leaders and the agencies. The Attarwon project was challenged by tension between participant groups. This made it difficult to coordinate the delivery of an element of the programa soccer match between police and a team made up of members of different groups within the Islamic communities. After some setbacks the issues were ultimately resolved, and as the acquittal report states, this ..did not prevent it from being a very successful day with 200 spectators in attendance. The Police and Muslim Youth Council project was to be conducted by the Dandenong Multicultural Liaison Unit of Victoria Police and Victorian Arabic Social Services. To meet the projects original intent to engage with a diverse group of young Muslim Australians, the project was later conducted with the assistance of the Islamic Council of Victoria. In the course of CPPP delivery, relationships developed and changed. Tensions and challenges were negotiated, and at times flexibility was necessary in relation to delivery and project expectations. (c) Cultural awareness A number of projects required careful planning to ensure inclusivity. The participation of Muslim girls in some projects raised a range of gender-related cultural and religious considerations. For example, the traditional swimming clothing requirements for Muslim women challenged the Hobart PCYC project planning and delivery of a swimming initiative. The Multicultural Youth South Australia Building Bridges with Muslim Youth best-practice report explained that the majority of young people from new and emerging communities are not familiar with the terms youth participation and youth consultation or the activities associated with these terms. Pre-migration experiences also serve as a barrier to community engagement. Personal histories of witnessing or experiencing traumatic events can have negative impacts on confidence, self-esteem, and communication skills. Many project providers documented the importance of providing culturally appropriate activities. Hands Across Hobart identified a potential source of conflict when organising a cultural event for all the Muslim communities. Given the heterogeneity of Muslim communities, it was thought more appropriate to conduct a series of smaller events for the different groups within Muslim communities and to work alongside other agencies in order to achieve successful outcomes. Issues highlighted elsewhere in this report about the provision of culturally appropriate sporting programs familiar to the target group also highlight the importance of recognising cultural differences (see Section 3.2). (d) Transport issues Across the spectrum of projects, issues with transport were the most common obstacle to the effective delivery of programs. Newly arrived refugees and migrants and those with limited finances often had difficulties accessing transport. Some CPPP programs highlighted the importance of careful planning to overcome access issues. For example, in the Islamic Womens Association of Queenslands Bridging the Communication Gap project, issues relating to transport for newly arrived people were resolved by borrowing buses and recruiting volunteers to transport the participants. As the report sent by Multicultural Youth South Australia explains, many young refugees do not take part in activities or access services because of transport issues, which include not owning a car and not having the finances or the understanding to make use of public transport. Hands Across Hobart similarly faced problems with transport affordability and access as barriers to participation for newly arrived participants. (e) Organisational characteristics The structure of organisations and changes in staff can affect service delivery. Police services in Australia are large dynamic organisations, with staff often moving within them. The community services sector often relies on a flexible workforce of part-time workers, people employed on short-term funding-dependent contracts and volunteers, which can sometimes make implementation of programs challenging. Such mobility and change can have negative effects on relationship building and the promotion of trust within local communities (Bull, 2010). A number of examples of how mobility affected the CPPP projects are evident. For example, the Attarwon project, which was run by the Hobsons Bay Police Service Area and Newport Islamic Society, described how the funding application was originally submitted by a senior sergeant who was the officer-in-charge of the police station and who held the community engagement portfolio. It was envisaged that the senior sergeant, the community liaison officer and the youth resource officer would run the project. However, the senior sergeant was transferred and the community liaison officer resigned, which left only one person (the youth resource officer) to take on the project and manage it along with other professional responsibilities. Similarly, the Granville Multicultural Community Centre report described how: changes of workers affected the program. The change of youth liaison officer meant that a new officer needed to familiarise themselves with the program. Coupled with the influx of nine new officers to the Local Area Command, this has also meant familiarisation with the program and the young people needs to be rebuilt. Dedicated community liaison officers play an important role in developing relationships with culturally and linguistically diverse populations. These officers are commonly deployed as a means to break down cultural barriers for police, reverse negative stereotypes, promote community collaboration, and encourage involvement in the identification and resolution of local problems (Cherney and Chui, 2009). However, this approach carries some risks. While good relationships can be built with community liaison officers, this can lead to a distinction between people in these roles as good and all other police as bad (Bull, 2010). Some evidence of this is suggested by the limited reach of positive relationships described in the AFP Diversity in Policing Mentoring Project (see page 27, above). While participants perceived an improved relationship between themselves and police they met in the project, they did not think this improvement extended to the way law enforcement authorities generally treated their communities as a whole. In contrast, during the Shepparton Police and Community Project, a serious crime was committed that negatively affected the Afghan community. The links and relationships forged through the project provided the basis for a series of community meetings with senior police. These meetings helped clarify the criminal justice process and assisted with delivering support to the victim, the offender, their families, and the broader Afghan community. 5 Conclusion There have been some worthwhile outcomes across the projects in relation to the CPPPs original aims. For example, breaking down stereotyping on both sides was evident in the feedback from police and Muslim women participating in the AFP Diversity in Policing Mentoring Project (see page 27, above), and in the Multicultural Youth South Australia Building Bridges with Muslim Youth programs. Comments from participants reflect improvements in previously tense relationships (see page 39, above): the police are just normal people, and police here are different, they help people and try to make this place good and safe (p. 42 above) and from police: I learnt that Muslim women are very normal everyday women facing similar issues to women all over the world The lesson in the unambiguous message sent by the exodus of participants from the MaAP in Harmony project when a successful soccer program was replaced with touch football to expose the participants to other sports played in Australia (see page 58, above) was clear. The organisers admitted they had learned the lesson about cultural relevancea lesson clearly spelled out in the above discussion of the literature (Section 4). Aside from a local-level analysis of the benefits and utility of such programs, there is also scope to consider these initiatives through a much broader structural lens. To optimise the potential for relationships between police and these groups, and to tackle some of the core issues these types of programs seek to address, attention needs to be paid to broader complex underlying social conditions. The CPPP is a recent example of a trend that stretches back some decades in Australia and other Western countries (including the UK, USA and Canada). The various specialised community policing programs, initiatives and strategies adopted since at least the 1980s usually stemmed from a growing concern (or often an intermittent flaring of concern) about the difficult state of relations between police and particular minority communities. Media interest and public concern often stemmed from a particular event: a riot, an unusually heinous crime or spate of crimes committed against or associated with a particular community, allegations of police discrimination or harassment, or a similar event. Such events demanded an official response. Special initiatives, such as consultations, liaison, training and awareness programs and outreach activities, were employed to rebuild policecommunity relations. Usually the community in question had been defined and named in ethnic or racial terms (the Aboriginal community, the Lebanese community, the Vietnamese community); although similar initiatives have been undertaken with respect to minority communities defined in other terms, including the gay and lesbian community, young people and, of course most recently, the Muslim community. It is important to consider the CPPP in this wider context to assess what lessons might be drawn. These types of programs now have quite a long history, and many of the issues we survey here and in the literature review have been repeatedly canvassed in the past, and yet when new programs are devised it is often as if they are being undertaken for the first time. The purpose is not to be unduly critical or dismissive, but to be realistic as to the possibilities, limitations, challenges and pitfalls of community policing programs. 5.1 Community as solution The popularity of the community idea has a long history. Some of the anxieties associated with the community idea stretch back at least to urbanisation and industrialisation in the nineteenth century. Critics argue that nave use of the term community glosses over problems posed by conditions of life in modern societies: issues of power, conflict, inequality, difference and mobility. Critics suggest that it is no coincidence that the concept of community tends to be revived at precisely those times of disruptive social and economic change when many people feel that the community they know and cherish is breaking down. Paradoxically, community resonates as both the source of the problem and the solution to the problem (Lacey and Zedner, 1995). More important than the ideological debate (although related to it) are some of the potentially adverse practical results that may flow from uncritical uses of the concept of community in the context of community policing initiatives. These have been noted repeatedly in the literature. First, such usage has the potential to be counterproductive. There is a long history in Australia of linking criminality to foreign or alien status (Collins, et al., 2000), thereby amplifying threats and imputing responsibility to entire communities for the real (or sometimes imagined) crimes of a few persons. There is always a risk that community policing initiatives may perpetuate or exacerbate the problem they are aiming to defuse by the way in which they define or name the problem, by in some sense imputing community responsibility for the acts of one person or small groups of people. Second, it was suggested some years ago that community policing strategies adopted in Australia to address perceived problems in police relations with ethnic minority communities rarely make a difference, because the problems had less to do with ethnicity than with youthfulness and police interaction with young people, particularly for marginal young people (Chan, 1994, pp. 18081; also see Collins et al., 2000). There is, of course, nothing new about these problems, and while the changing historical and social context may introduce new dimensions that need consideration, the most effective approaches will focus more directly on the dynamics of policeyouth relationships rather than overstating the role of ethnic background or religion. Third, the identification of problematic communities according to ethnicity or religion can divert attention from the economic and socio-spatial factors shaping the life chances of their members, particularly for young people. These are the factors that influence involvement in crime, visibility in public space, and patterns of interaction with police. It has long been noted that the factors determining where migrants settle in Australian cities have more to do with jobs, the housing market, and local support networks where opportunities are limited than with ethnicity or religion. For example, it has long been the case that Arab Australian communities have suffered exceptionally high unemployment rates and are concentrated in high unemployment localities. According to the Australian Bureau of Statistics reporting in 2008, the proportion of the Lebanese Australian population (who make up the majority of both the Middle-Eastern born and the Muslim populations of Australia) in full-time employment was less than 25%, compared with 40% for the Australian population as a whole. Their unemployment rate was over 12%, compared with a national average of fewer than 5% (ABS, 2008). The figures are similarly dismal for other Middle-Eastern groups. It is these factors as much as any cultural factors that foster deficits in inclusion and bring peopleparticularly young peopleinto conflict with police. In contrast to these points, a final problem is that the concept of community is often not inclusive enough for those most affected by policing. The consensual overtones of community can hide how a select few voices and interestsoften those of the most respected and powerfulcan come to represent the community as a whole (Crawford, 1999). Therefore, rather than providing a framework for addressing real tensions and conflicts around how problems are to be defined and what kind of policing and other responses are needed, community policing strategies can submerge them (Chan, 1994, pp. 18589). Young people are likely to be the big losers here, being those who are often seen to be both the chief source of the problem but the least entitled to speak about it. 5.2 Beyond misunderstandings and misconceptions A prominent emphasis of the CPPP and many of the specific projects was on overcoming misunderstandings and misconceptions between police and minority communities. However, there is the danger that defining problems in terms of communication and awareness glosses over real, underlying conflicts and sources of tension, albeit ones over which participants may often have little control. Some of thesecrime, disorder, youth visibility in public placesare likely to be the product of social and economic problems, and necessarily run up against policing mandates on law enforcement and public order maintenance. In other words, the problems and tensions may not be on the surface, but deep-seated. To change relationships in meaningful and enduring ways would require more diverse strategies than are usually contemplated. The emphasis on educating minority community members about their rights and responsibilities is also a dimension of overcoming misunderstanding. Insistence on ones rights often generates police hostility if it is seen to reflect an unwillingness to cooperate. For community members the issue is often conceptualised in terms of informal belonging, respect, recognition, fair treatment and dignity; that is, of the concrete relational contexts in which formal rights may be accessed and exercised (Hage, 2002). It has been argued that such factors may critically affect the legitimacy of, and therefore voluntary compliance with, the law (Tyler, 2006). These problems are also both causes and results of wider community attitudes of suspicion and hostility towards certain groups, which condition the relational contexts in which police interact with community members (see the evidence summarised in Markus, et al., 2009, pp. 12022, 128). The real depth and complexity of such problems needs to be acknowledged (and better understood) before they can be effectively tackled, although the network and relationship building undertaken in many of the projects can only be regarded as highly desirable. Evidence from the CPPP projects suggests that the experiences of many police and community participants were positive and beneficial. However, there remains a need for considerable work and effort to bring about a significant and lasting change in the fabric of policecommunity relationships. Significant change will depend on how deeply the projects reach into police organisations and the communities involved. It is quite revealing that the Muslim women participants in the AFP Diversity in Policing Mentoring Project reported significant positive shifts in their own personal attitudes to police after the project, but their views on whether police treat their communities with fairness changed only slightly in a positive direction. 5.3 Reach and impact of community policing initiatives Studies of community policing initiatives have repeatedly posed the question of their reach and impact on operational policing (Weatheritt, 1993; James, 1994). Community policing has largely evolved as a specialised branch of contemporary police organisations: the concern of liaison officers, police community relations bureaux, and the like. Attempts to more comprehensively reform policing organisations, roles, responsibilities and priorities in accordance with the community policing philosophy have been limited and subject to the vagaries of politics. Former NSW police commissioner, John Avery, recast the NSW Police Force as the Police Service, but many of his reforms were short-lived. So there has always been the question of how far community policing initiatives permeate the mainstream organisation and culture of police organisations, particularly when the initiatives are project-oriented and/or managed by police divorced from day-to-day front-line policing. This is not to question the commitment of officers involved in such programs; but it has commonly been found that such initiatives have little impact on those police (the great majority) who undertake (as they see it) the real police work. There are also ever-present risks: of raising false expectations in communities, of police liaison officers being pushed into little more than a public relations role, and of confusing different police mandates where community policing becomes a means not for empowering communities but for extending police surveillance and intelligence gathering. If we are to learn from past experiences and the substantial research literature, we should not allow positive connotations to cloud a clear understanding of the limitations and pitfalls, as well as the possibilities, of community policing initiatives. Such initiatives remain beneficial, if limited, in their effects. 5.4 Taking a longer-term view The CPPP was a program limited in the resources at its disposal and in its aims in supporting short-term, small-scale local projects. However, there is also evidence of organisations seeking to integrate the projects into their other ongoing activities and of an approach guided by a longer-term view of the issues. From a government point of view, the best chance of promoting more sustainable change lies in coordinating community policing partnership projects with a framework of planning, policy and research that takes a long-term view and provides a meaningful evidence base. The most striking feature of the substantial literature on community policing, now stretching back some decades, is how repetitious it has been. The same issues, problems and pitfalls are identified. This provides governments and police with an opportunity to learn from past experiences; it speaks to the need for a strategic long-term framework. Such a framework must be concerned with the dynamics of social and community change as shaped by migration and the implications such change carries for social cohesion and policing issues. It is clear from the analysis above that the factors that most often bring young Muslim people living in Australia into contact with police do not arise essentially from a particular religious or cultural identity, but from other social factors. This is not to deny that social exclusion can be, and often is, mediated in particular ways through cultural identity, but rather to highlight the need to respond to the other economic and socio-spatial dimensions shaping the life chances and experiences of different communities within Australia. Recently, expert commentators have pointed to the paucity of informed national debate about the major contemporary changes affecting global (and more specifically, Australian) patterns of migration and settlement. They have lamented the past rundown of infrastructure and investment in research into these issues, including into the attitudes and experiences of migrants coming to Australia, opinions and responses within the host communities and the implications of change for social cohesion. The Bureau of Immigration, Multicultural and Population Research was abolished by the Howard government and not resurrected in any form by the Rudd government; nor were the issues accorded priority at the Rudd governments 2020 Summit. This attitude and the level of research investment compare unfavourably with other countries, including Canada and the EU countries (Markus et al., 2009, ch. 7). What are needed are a sustained governmental commitment and the development of a long-term, broad, strategic approach. From this perspective, policing and safety issues would be thoroughly integrated with other social wellbeing objectives. Along with broad change, reform is also required at the organisational level. Current evidence suggests that some community policing strategies can help to mask tensions and conflict between members of target communities and police services more generally. Studies have revealed that such programs have limited reach and impact on general policing. In Australia, attempts to comprehensively reform policing organisations in accordance with community policing philosophy have not been entirely effective (Fleming and OReilly, 2007). Constraints have included conflicting management styles, the lack of a sustained legislative or policy basis, and a professional approach that privileges reactive policing over a philosophy of community policing. Police cultures have proved to be resistant to change. The following solutions might make a difference in altering police culture: training curricula that place more emphasis on proactive work, problem solving and networking generally; internal reward systems that positively value interpersonal skills; working with the community; and prioritising problem solving above citizen-generated calls for service and increased political pressure to demonstrate a safe and secure environment. This should be complemented by a more sympathetic set of performance measures and the formal commitment of resources to encourage the application of community policing principles and its routine inclusion in tasking and coordination activities on a more serious basis (Fleming and OReilly, 2007; Bull, 2010). There is a danger that in the absence of a broader, longer-term view, police and other criminal justice agencies will be left to deal, reactively, with failings in public policy. In other words, there is a risk that complex social problems, if ignored, will translate into problems of law and order and that simplistic causal explanations may not only prove ineffectual but counterproductive. At the moment, we see a patchwork response to these challenges. If the greatest benefit is to be derived from programs such as the CPPP, in their advocacy work the 鱨վ and the Australian Multicultural Foundation should continue to stress the interrelatedness of these questions and the need for a more concerted government response and a framework of strategic research, policy and planning. Appendices Appendix A Media report  Source: The Torch, 17 December 2008 Appendix B CPPP grants program overview ProjectProject partnersTarget demographicProject aimsSummary of projectOngoing activitiesOther commentsCapacity building programsPolice and Arabic Speaking Support GroupNSW Police Green Valley Local Area Command; Liverpool City Council; Community Planning Team; Liverpool Migrant Resource Centre NSWArabic-speaking communitiesTo increase community harmony and safety for Arabic-speaking communities and police Monthly meetings, seminars, a safety expo and a barbecue with police and the Muslim and Arabic Speaking Support GroupA group of police officers and Arabic- speaking community leaders was formed, which hopes to be ongoing with no further funding required. Bridging the Communication Gap Islamic Womens Association of Queensland (IWAQ); Metro South Region Police QldSeparate programs for Muslim women, young Muslims, and the elderlyTwo programs with separate aims: 1. to inform clients of the IWAQ about the rights of the elderly in regards to reporting abuse 2. to positively reinforce the image of police and law enforcement Also to promote future recruitment of young Muslim people to police services A police/client/care dinner was organised by the IWAQ. The second project was a youth day camp where Muslim young people and police officers were able to participate in a day of activities at an outdoor education and conference centre. Muslim young people were provided with the opportunity to engage with members of the Queensland Police Service.It is anticipated that the each of the programs will continue to be an annual event. Diversity in Policing Mentoring Project Australian Federal Police; Islamic councils; womens groups; youth groups; community service providers NationalMuslim womenTo enhance dialogue between law enforcement and Muslim communities, to recruit Muslim women to the AFP, and to engage female Muslim Australians in community engagement strategiesThree phases: 1. Community consultation/project promotion phase 2. A three-day camp for 35 Muslim women and eight AFP members who participated in workshop and recreational activities Workshops included encouraging the women to consider a career in law enforcement and education of AFP officers about culturally diverse issues. 3. Nine women who attended the camp were chosen to travel to Canberra to provide them with greater insight into the AFP working environment.Primarily a recruitment strategy for Muslim women, but also incorporating broader goals of community engagement strategies and information sessions AttarwonHobsons Bay Police Service Area; Newport Islamic Society VicPrimarily young Muslim people in Hobsons Bay, with some activities also targeting the general local Muslim communityTo promote mutual respect and understanding, and improve relations between police and young Muslim people To expose police to members of the Muslim community and improve knowledge and understanding, and vice versa This program incorporates a number of activities, including a local Iftar dinner, information evenings about police and crime, high ropes activities for Muslim girls, and a two-day camp for Muslim boys. Mentors and local police and a soccer match featuring members of the community and police Continued engagement with local mosque at Friday prayers by increased attendance of local policeHands Across Hobart Hobart PCYC; Tasmania Police; Migrant Resource Centre Tasmania TasDifferent programs targeting different populations, including Muslim women, adult migrants from Muslim backgrounds, and newly arrived Afghan immigrantsTo achieve wide-ranging social benefits for young Muslims, including developing networks, increasing confidence, improving interactions with police and feeling accepted into the community To help police officers understand cultural differences and improve their interaction with the Muslim communitySelf-defence sessions for Muslim women; cultural diversity training programs for police officers; English- speaking lessons; information sessions about law and order issues; sporting activities; trips to basketball games; tours of the police academy; community barbequesPolice training courses will continue, and police will continue to meet with the Migrant Resource Centre to discuss arising issues, funding opportunities, and developing partnerships.Building BridgesMacarthur Diversity Services Inc.; Campbelltown Police; Macquarie Fields Police NSWBroad target area: some programs targeting specific groups, such as the womens support group, young people from Islamic backgrounds, and refugeesTo counteract discriminatory views and intolerance towards Muslim Australians and to promote social cohesion by providing a cultural exchange program, a rock and water program, and open dialogue sessions A Muslim/cultural religious festival and open dialogue; information session between NSW Police and the Muslim community; cultural tours to mosques; awareness of issues facing refugees; womens support group; information session conducted by police about safety at home and in publicFinal acquittal report not yet receivedPolice and African Muslims Partnership Program SydWest Multicultural Services; Blacktown Police NSWPrimarily targeting the Darfur community, but also Muslim communities from Sierra Leone, Liberia and other African countriesTo develop trust and build confidence between African Muslims and police To help reduce social isolation and strengthen community networks and engagement Community consultation to identify needs and issues affecting African Muslims in Blacktown local government area A community barbeque, information sessions, and activities for children and young people to create a positive environment for interaction and trust-building between African Muslims and the wider communityBuilding Bridges with Muslim Youth Multicultural Youth South Australia; Adelaide Local Service Area, SA Police SAMuslim young peopleTo develop an educational resource for SA Police outlining issues specific to Muslim young people, eg religious considerations, contact details of culturally appropriate community service organisations, and how to engage effectively with Muslim young people To promote career opportunities for Muslim young people To build positive relationships between Muslim communities and SA Police Four parts: 1. resource development through consultation with Muslim young people 2. roundtable forum to facilitate a two-way transfer of information 3. tour of police academy to promote career opportunities 4. soccer carnival and halal barbeque with three diverse community group soccer teams and one SA Police team Two practical resources (culturally appropriate information resource for SA Police relating to Muslim young people and a best- practice report documenting the roundtable forum content) to be developed and distributed widely throughout SA Police , community agencies, and wider community groupsTargeted or at-risk youth development and outreach programsProject 3019Melbourne Citymission; Braybrook Proactive Policing Unit VicYoung people (aged 1522) from Somali and Sudanese backgrounds in the MaidstoneBraybrook area To break down stereotyping To build positive relationships between young people from Somali and Sudanese backgrounds in Braybrook and police To educate young people about their legal rightsA range of recreational activities and camps featuring cross-cultural information sessions, team-building activities between young people, police and the broader community. Certain participants from the camp will be paid to develop a DVD featuring real-life stories and information about rights and responsibilities of police and young people.FriendsMiller Technology High School; Auburn Police Local Area Command School Liaison NSWMuslim students from Miller Technology High SchoolTo make a short film, documenting the anticipated change in attitude of students during the course of a series of workshopsThe workshops will be co-run by police and a teacher from Miller Technology High School. We aim for highest student engagement, within an open yet challenging forum. This project did not go ahead.A Day in the LifeAuburn Youth Centre; Auburn Police Flemington Local Area Command; Auburn Council NSWMuslim young people in the Auburn areaTo develop rapport between Muslim young people, youth workers and police in the Auburn area To gain an understanding of each other to reduce the tension and mistrust that exists between all partiesA short film focusing on a day in the life of police, Muslim young people and youth workers in the Auburn area will be produced. The film will explore fictional situations and scenarios and depict experiences of the three groups to examine how this impacts on their existing relationships. The script will be developed by the three groups, with the young people the main drivers.The project will be a model of good practice by demonstrating the positive outcomes of a joint project between the community and police and produce a resource for the community to use as a tool to improve relationships in other parts of NSW.Tie the KnotSouth West Metropolitan Bankstown NSW; the NSW Police Force Bankstown Local Area Command NSWAustralian Muslim Year 11 students and adultsTo raise awareness of domestic violence affecting Australian Muslim Year 11 school students and parents/guardians Workshops and information- sharing activities, as well as team-building recreational activities designed to raise awareness of issues of domestic violenceAMAL Street Outreach Mission Hope Lakemba; Bankstown Police NSWAt-risk young people of Arab and Muslim backgrounds who might be unemployed, truanting from school, have mental health issues, etcA six-month pilot program aiming to reduce at-risk behaviour and attitudes, encourage crime prevention, and provide support and accurate information about substance abuse and other antisocial behaviourThe project will train volunteers to provide a mobile service that will liaise with local police. The mobile service will engage young people who do not access community services, provide support and accurate information about substance abuse and other antisocial behaviour.Youth Arabic and Islamic Crime Prevention Program Victorian Arabic Social Services; Multicultural and counter-terrorism units of Victoria Police VicDisengaged and marginalised Arab and Islamic young people To strengthen relationships between police and Arab and Islamic young people who are at risk of criminal activity To increase the awareness of young people about the roles and responsibilities within Victoria Police To raise awareness among Victoria Police of the diversity of Arab communities1. A police cultural training course about issues facing Arab and Islamic young people delivered by emerging youth leaders 2. A high- challenge camp with Victoria Police and Arab and Islamic young males at risk of criminal behaviours and marginalised from mainstream society 3. A three-day leadership and advocacy camp involving 17 marginalised young Arab menA number of ongoing benefits from the program, including some young men being involved in formal training with a logistics and warehousing firm, ongoing cross-cultural training with the Victoria Police, and a number of young men being trained in public speaking Muslim Youth and Police Harmony ProjectSt George Youth Services Inc.; St George PCYC; Hurstville Police; St George Police NSWAt-risk young Muslim males To promote harmony, strengthen relationships and establish trust between young Muslim men and police in the St George area To increase police awareness of the needs of young Muslim men To improve the positive profile of the relationship between young Muslim men and police in the media and in the community 1. Group work strategies, including developing personal and life skills, outdoor adventure activities, anger management, crime prevention programs, and the appointment of Muslim male mentors to support youth and police relationships 2. Cultural diversity training for police about young Muslim peopleFurther funding has been sought to continue the group activities. Cultural diversity training will continue for police annually.Primarily a personal- development program for young Muslim males at risk of coming into contact with police in the St George area, but also police and Muslim community relationship-building aspects incorporated into the programNSW Police and Afghan Youth Partnership Metro West Parramatta Police; Parramatta Migrant Resource Centre NSWAfghan young peopleTo provide an opportunity for Afghan young people and police to interact, build relationships and eliminate negative perceptionsAfter planning sessions, a three-day recreational camp for NSW police and Afghan young people and community workers was held. Activities included rock climbing, archery and swimming. Workshops on crime prevention, drugs and alcohol, and interacting with police were also held.Information sessions for the Afghan community on the role of police and personal safety will continue. Sporting tournaments for young people are being organised.Out of Bounds: Police Youth Mentoring ProjectForum on Australias Islamic Relations ; Auburn Police NSWMarginalised Muslim young people aged 1522 from Lebanese and Afghan backgrounds in the AuburnCentral West Sydney areaTo bring police and young people together in a format that builds strong relationships and humanises each otherA 12-week program featuring a number of outings with police Activities, including a bridge climb, skirmish, police academy visit, and movie screening on Lebanese youth cultureOngoing plans for a touch football competition, community forum, and workshops around youth issuesRush HourICRA Youth Centre Incorporated; Flemington Local Area Command NSWMuslim young people from the local communityTo encourage young Australian Muslims to enter police services To foster mutual respect and understanding To educate young people about their rights and responsibilities as citizens of Australia To educate police about diverse cultural issues relating to young Muslim people and the communityWeekly mentoring sessions and police-station workshops about crime, crime prevention, drug and alcohol issues Cross-cultural training Three-day camp to encourage young people to enter police services Mosque open- day and barbecue with policeIn my boots A Muslim youth leadership and police recruitment campSudanese Womens Group; Islamic Society of Darra; Metropolitan South Region Mt Gravatt Police QldMuslim young people and the wider Muslim communityTo provide police recruitment information to Muslim young people To educate the Muslim community about personal safety To establish a Queensland Police Service Muslim youth reference groupThis program is a police recruitment effort targeting Muslim young people through information programs at the police academy and a community dinner, and provides Muslim young people and the wider community with strategies to protect their personal safety. The Queensland Police Service Muslim Youth Reference Group is in its early stages, but it is anticipated that this will continue beyond the life of the program. Police and New Australians Together Whittlesea Community Connections Victoria; Epping Police VicNewly arrived male and female Muslim migrants aged 1218, and police officersTo break down barriers between police and young peopleA 12-month program of five coordinated activities, such as a ropes course and eight workshopsA DVD produced by the participants throughout the program, which has been sent out to service providers, young people and communities, could also be adapted for use in schools and sporting clubs. Building bridges between Muslim youth and our policeAl-Nisa Youth Group; Metropolitan South Region Qld Police QldMuslim young peopleTo bring Muslim young people together with police to tackle misconceptions, promote trust, and improve relationships To educate Muslim young people of their rights, responsibilities and avenues of complaint with the Queensland Police ServiceThis project did not go ahead as the project officer responsible for the delivery of the program was made redundant and not replaced. STAND TALL Be Counted, Be Proud Bankstown Police Local Area Command; Bankstown Multicultural Youth Services; Creating Links; Bankstown Council; PCYC NSWMale and female young people who are at riskBroad aims relating to personal development and relationship building, including: 1. to investigate negative perceptions of police and young people 2. to promote community harmony 3. to break down cultural stereotypes 4. to empower vulnerable peopleA three-day camp will be held for both males and females. Camp activities will include topics on sense of identity, relationships, societal attitudes towards each group, sport, and group discussion and information sessions on domestic violence, career opportunities and safe driving. Ongoing relationships with schools and community organisations will be maintained, and police will continue to work with the Australian Muslim community by building on their existing relationship.This program aims to further develop the relationships that were established through the Tie the Knot project funded in round one.Multicultural Youth Inclusive ProjectLoddon Campaspe Multicultural Services; Bendigo Police VicYoung members of the general publicTo promote positive programs to ensure general awareness in breaking down cultural barriersThree activities: 1. International World Peace Day luncheon featuring speakers from different religions 2. Music workshop targeting young members of the ethnic and general community to interact through song/dance and music from Africa 3. Information session for participants from the music workshop to highlight Muslim cultural heritage MaAP in Harmony Program Granville Multicultural Community Centre; Rosehill Police Local Area Command NSWPrimarily targeted towards at-risk young people of African and Muslim backgrounds, but also incorporating a whole-of- community approach in certain areasTo engage young people who are already known to police in crime prevention strategies and early intervention work to address potential at-risk and antisocial behaviour To improve understandings between new community groups and policeMonthly social and sporting events between police, youth workers and young Africans and Muslims, with larger events with their families every four months Workshops to be conducted by police, Legal Aid and the Ombudsman to educate and empower the target population Support from caseworkers and youth workers to help emerging African and Muslim communities to integrate into mainstream community Sport and recreational activitiesBusting the myths HabibiCampsie Police Local Area Command; Canterbury Bankstown Migrant Resource Centre; Riverwood Community Centre NSWAll sections of the Islamic community, eg Egyptian Lebanese, Sudanese, Indonesian: young people, adults, males, femalesTo explore the stereotypes and perceptions held by Muslim communities and police To educate NSW Police on cultural issues affecting these groups and provide information and strategies on ways to promote better relations and harmony with the Islamic community Outdoor trust- building activities, such as an Oz Tag game combining teams of police and Islamic young people, high ropes course, and quiz show forumAll activities will be documented and compiled into a DVD or other audio presentation to be distributed throughout the community and NSW Police Force.Quiz forum is yet to be held.Survival Skills in the BushMigrant Resource Centre Tasmania; State Community Policing Service Hobart Tas Members of the Muslim community and the wider community, including migrants and refugeesTo increase the safety of members of communities, promote social cohesion and counteract discriminatory views while educating participants on survival skills in the bush To provide a two-way flow of information for police and participantsA one-day event including a bushwalk, lunch and sporting activities, featuring talks from police, SES, PCYC and Migrant Resource CentreMuslim Womens Recreational ProjectACT Policing; Canberra PCYC ACTMuslim women of all agesTo enhance the relationship between police and Muslim womenActivities held three times a week included dancing and self-defence classes, cooking, arts and craftsSummer Youth Jesuit Social Services Flemington,; Victoria Police Region 2, Division 3 Flemington Vic鱨վ 100 African Muslim boys and girls of secondary and post-secondary school age in Flemington, North Melbourne and KensingtonTo improve relationships and increase trust between Muslim young people and their parents, police and support services To provide sports activities for local communities To tell Muslim young people about rights and responsibilities in relation to policeRecreational activities at the Kensington Recreation Centre YMCA, including basketball, soccer, and table tennis Educational sessions for young people about rights and responsibilities in relation to police A family event to celebrate the end of Ramadan for the wider community at the conclusion of the programTwo further programs are being developed by the Jesuit Social Service that will be helped by the relationships developed as a result of this program. Muslim Youth and WA Police Connect Muslim Youth WA; Muslim Womens Support Centre WA WADifferent programs targeting different demographics, including students at the Australian Islamic College aged 612,Year 10 boys at the Australian Islamic College identified as being at-risk, and the broader Muslim communityTo create dialogue between young Muslim people and police to increase trust and understanding To create a culture of mutual respect To create awareness about the role of police in the communityRecreational activities, including soccer games, community barbeques, a camp for school students, community forum, police information sessions, and puppet shows about the role of police and bullyingThe success of this program has inspired Muslim Youth WA and police to continue to work together. Future sporting events have been organised and more puppet shows, plays and informal dialogue sessions are to occur at the school. Further community consultations are also planned.Kicking with CopsCare Association; Metro South Mt Gravatt Police QldYoung Muslim peopleTo provide an informal avenue for young Muslim Australians to mix with members of the Qld Police Service at a community eventRugby league match between members of the Muslim community and the Queensland Police Service rugby league teamThis program has been delayed due to the disbanding of the rugby league team. An alternative team is being organised.Cross-cultural information exchange and policecommunity consultationsPolice as Partners SydWest Multicultural Service (formerly Blacktown Migrant Resource Centre); Bankstown Police NSWStudents aged 1218 years from the Australian Islamic College, young Muslim women, and one session for Muslim men from African communities To increase students understanding of and access to law enforcement and legal information To promote community harmony and an understanding of the needs of Muslim communities To increase dialogue and cultural exchange between police and young people1. Information and skill sessions held for Muslim students about police, conflict resolution, and family harmony 2. A session for men from African Islamic backgrounds focusing on the role of police and youth risk- taking activities 3. A focus group with 70 young people from Muslim communities compiled into a report through information sessions and excursions 4. Muslim community consultation giving Muslim communities the opportunity to provide information on issues, including important issues facing young peopleThe Cross-cultural Youth Leaders Forum has continued to promote community harmony and engagement among young people. This group is continuing to organise youth holiday activities. The program has also resulted in the establishment of a women-only swimming time in the Blacktown community to accommodate young women from Muslim communities. Partnerships with police have been maintained through the development of the Cross-cultural Youth Leaders Forum and Initiative of Change training programs, which partners young people from different backgrounds (including a large number from Islamic communities) with police and other organisations to promote community harmony and respect in Blacktown.Banyule InterfaithIntercultural Network Project Heidelberg West Police, Four Division 1; Banyule City Council Vic Muslim communities of Banyule and other faith leaders To establish and develop a Banyule interfaith intercultural network group, which will undertake practical projects to strengthen community cohesion and inclusion and celebrate diversitySome of the activities proposed include community gatherings with meals, cultural performances and storytelling, targeted workshops, opportunities for education about religious and cultural beliefs across all faiths, visits to the local mosque and other places of worship.It is anticipated that the interfaith/international network group would continue to develop and undertake activities designed to foster community harmony and cross- cultural understanding.PoliceAfrican Communities Learning CircleBlacktown Police Local Area Command; African Australian Islamic Association NSWAfrican Islamic communitiesTo improve the relationship between African Muslim communities and NSW Police. To develop trust, increase mutual understanding and respect, and enable relevant community safety issues to be tackled in early stages using a partnership approach To document and evaluate project processes and outcomes to allow good practices to be identified and replicatedTwo workshops: one by NSW Police and one by community leaders, to be followed by seven learning circle meetings conducted over 12 months between African Muslim community leaders, NSW Police and other stakeholders; learning circles will include a discussion of the topic and identification of strategies to be undertaken by police and the communityPolice Afghan Hazara Communities Learning Circle Friend of STARTTS (NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors); Flemington Local Area Command; Australian Afghan Hassanain Youth Association NSWAfghan Hazara community To improve understanding, trust and relationships between the Afghan Hazara Islamic community and Flemington Local Area Command To increase knowledge and awareness of rights, responsibilities and avenues of complaint among the Afghan Hazara community To develop an ongoing productive partnership between the Afghan Hazara community and Flemington Local Area Command To document and evaluate the project to develop models of good practiceTwo workshops: one by NSW Police and one by community leaders; followed by seven learning circle meetings conducted over 12 months between the Afghan Hazara community leaders, NSW Police and other stakeholders; learning circles will include a discussion of topics such as crime prevention and domestic violence to identify strategies to be undertaken by police and the communityCommunity members presenting at the learning circle meetings will develop training materials about their community that can be used with other service providers in the future. Project incomplete at the time of report writingSteppin In Southern Illawarra Police; Illawarra Muslim Womens Association, Wollongong NSWMuslim Australians living in Wollongong and surrounding areasTo build relationships and increase cultural awareness To provide information on crime preventionFour phases, including recreational activities; interaction between Muslim young people and police; separate gender- specific events for Muslim men and women with police; a closing forum and barbeque featuring members of police, community and government organisations, local council, and Islamic leadersEngaging the ImamsCrescents of Brisbane; Metropolitan South Region Queensland Police Service QldThe imam community of BrisbaneTo enhance relationships and communication between the imams of Queensland and the Queensland Police Service To create a better awareness of the role of police in relation to problems faced by the Muslim clergy while conducting religious duties (eg youth and family issues, domestic violence, and burial procedures) A workshop and an interactive dinner forum The project was not finished when progress report was due. Shepparton Police and Community Project Ethnic Council of Shepparton; Uniting Care Cutting Edge; Victoria Police Region 3, Shepparton VicNewly arrived Muslim communitiesTo provide a two-way flow of information- sharing for police and newly arrived communities, learning about culture, religion, etc for police, and about roles and responsibilities of police for communities To improve relationships and increase trust between Muslim communities, police and support services A number of programs, including community event at a local soccer club to informally engage community members with the club and build relationships; cultural awareness training for Victoria Police; self-defence training for women; information sessions about drivers licences Many activities are still ongoing or unfinished. A meeting is planned with Vic Police to develop future activities.Police and Muslim Youth CouncilVictoria Police Region 5 Multicultural Liaison Unit, Dandenong; Islamic Council of Victoria VicMuslim youth communities in southeast VictoriaTo establish a regional police and Muslim youth council that will meet regularly to discuss current issues and develop strategies to address themTwo representatives from each of the five most relevant cultural groups (eg Afghan, Lebanese and Bosnian) will be selected to form the council, which will attend a three-day camp with police to bond the team through constructive discussion and team-building recreational activities.The project is based upon the successful Sudanese Youth Council that formed in 2005. The council will be self-sustaining after the formation, and will be funded by Victoria Police. Abbreviations and acronyms ACT Australian Capital Territory AFP Australian Federal Police AMF Australian Multicultural Foundation CCB Community capacity building COAG Council of Australian Governments CPHR Community Partnerships for Human Rights program CPPP Community Policing Partnership Project IWAQ Islamic Womens Association of Queensland MCIMA Ministerial Council on Immigration and Multicultural Affairs NAP A National Action Plan to Build on Social Cohesion, Harmony and Security NGO Non-government organisation NSW New South Wales OMI Office of Multicultural Interests PCCG Policecommunity consultative group PCYC Police and Citizens Youth Club SA South Australia SBS Special Broadcasting Service WA Western Australia References Andrews, L. and A. M. Sibbel (2003). Whose community is it anyway? The Mirrabooka community action project. Perth, Department of the Premier and Cabinet: Office of Crime Prevention. Australian Bureau of Statistics (2008). Perspective on Migrants 2008 People Born in the Middle East. Canberra, Australian Bureau of Statistics. 鱨վ (2010). Community Partnerships for Human Rights: Working with and for Muslim Communities: Interim Evaluation Report Beinardt, L. (2005). 鱨վ as Agents of Peace: Conflict transformation, peace building and track two diplomacy amongst children in Israel. Department of Political Science and International Relations, University of Western Australia. Bull, M. (2007). Crime Prevention and Rural Communities. Crime in Rural Australia. E. Barclay, J. Donnermeyer, J. Scott and R. Hogg. Sydney, The Federation Press: 15466. Bull, M. (2010). Working with Others to Build Cooperation, Confidence, and Trust. Policing: A Journal of Policy and Practice, 4(3):28290. Casey, J. and D. Pike (2009). Fit for Purpose: Working with the Community to Strengthen Policing in Victoria, Australia. Community Policing: International Patterns and Comparative Perspectives. D. Wisler and I. D. Onwudiwe. Boca Raton, CRC Press, Taylor and Francis: 189214. Chan, J. (1994). Policing Youth in "Ethnic" Communities: Is Community Policing the Answer? The Police and Young People in Australia, R. White and C. Calder. Melbourne, Cambridge University Press. Cherney, A. and W. Chui (2009). Review of the Police Liaison Officer Program in Queensland. Brisbane, University of Queensland. Collins, J., G. Noble, et al. (2000). Kebabs, Kids, Cops and CrimeYouth, Ethnicity and Crime. Annandale, Pluto Press. Crawford, A. (1997). The Local Governance of Crime: Appeals to Community and Partnerships. Oxford, Oxford University Press. Department of Immigration and Citizenship (2007). Muslims in Australiaa snapshot. Census of Population and Housing. Canberra. Department of Immigration and Multicultural and Indigenous Affairs (2003). Report of the Review of Settlement Services for Migrants and Humanitarian Entrants. Canberra, Commonwealth of Australia. Dreher, J. (2006). Whose Responsibility? Community Anti-racism Strategies after September 11, 2001. UTS Shopfront Monograph Series No. 3, UTS ePress. Fleming J. and J. OReilly (2007). The Small-scale Initiative: The Rhetoric and Reality of Community Policing in Australia. Policing: A Journal of Policy and Practice 1/2: 21422. Galbally, F. (1978). Migrant services and programs: Report of the Review of Post-arrival Programs and Services for Migrants. Canberra, Australian Government Publishing Service. Hage, G. (2002). Citizenship and Honourability: Belonging to Australia Today. Arab-Australians TodayCitizenship and Belonging. Melbourne, Melbourne University Press. Hancock, P., T. Cooper, et al. (2009). Evaluation of a Youth CaLD (Cultural and Linguistically Diverse) Sports Program in Western Australia: Resettling refugees using sport as a conduit to integration. Tamara Journal 8(8.2): 15972. Human Rights and Equal Opportunity Commission (2004). Isma9-Listen: National consultations on eliminating prejudice against Arab and Muslim Australians. Sydney, Australia. Human Rights and Equal Opportunity Commission (2007). Report to the Department of Immigration and Citizenship on the Unlocking Doors Project. Sydney; NSW. Hutchins, B. (2007). Social Inclusion: Sport and Recreation as a Tool for Good Settlement, Refugee Youth Policy Forum and Multicultural Sports Network Meeting. Carlton, Centre for Multicultural Youth Issues. James, S. (1994). Contemporary Programs with Young People: Beyond Traditional Law Enforcement. The Police and Young People in Australia. R. White and C. Alder. Melbourne, Cambridge University Press. Kara-Ali, M. (2009). The Way Forward: An Islamic Mentoring Guide to Building Identity and Resisting Radicalisation, BIRR Initiative Research Team. Kell, P. (2000). Good Sports: Australian Sport and the Myth of a Fair Go. Annandale, NSW, Pluto Press. Lacey, N. and L. Zedner (1995). Discourses of Community in Criminal Justice. Journal of Law and Society 22(3): 30125. Larkin, A. (2008). Sport and Recreation and Community Building. NSW Department of the Arts, Sport and Recreation. Light, R. (2008). Sport in the Lives of Young Australians. Sydney, Sydney University Press. Markus, A., J. Jupp, et al. (2009). Australia's Immigration Revolution. Crows Nest, Allen and Unwin. Ministerial Council on Immigration and Multicultural Affairs (2006). A National Action Plan to Build on Social Cohesion, Harmony and Security. Canberra, Department of Immigration and Citizenship. Northcote, J. and S. Casimiro (2009). A Critical Approach to Evidence-based Resettlement Policy: Lessons Learned from an Australian Muslim Refugee Sports Program. Tamara Journal 8(8.2): 173185. Office of Multicultural Interests (2009). 'Not Drowning, Waving: Culturally and Linguistically Diverse Young People At-risk in Western Australia, Perth. Oliff, L. (2008). Playing For the Future. Youth Studies Australia 27(1): 5260. Oliver, P. (2006). Whats the Score? A Survey of Cultural Diversity and Racism in Australian Sport. Sydney, Human Rights and Equal Opportunity Commission. Potapchuk, M., S. Leiderman, et al. (2005). Flipping the Script: White Privilege and Community Building. Centre for Assessment and Policy Development. Poynting, S., G. Noble, et al. (2004). Bin Laden in the SuburbsCriminalizing the Arab Other. Sydney Institute of Criminology Series, No. 18 Sydney. Smith, B. and S. Reside (2010). Boys, you wanna give me some action? Interventions into Policing of Racialised Communities in Melbourne. Melbourne, Victorian Legal Services Board. Tan-Quigley, A. (2004). All Dressed Up and Nowhere to Go: Implementing strategies to address issues affecting unemployment in youth from and new and emerging communities final report and findings. North Perth, Ethnic Communities Council of WA. Tyler, T. (2006). Why People Obey the Law. New Haven, Princeton University Press. Victorian Equal Opportunity and Human Rights Commission (2008). Rites of Passage: The experiences of Australian Sudanese Young People. Melbourne. Vivani, N. (1996). The Indochinese in Australia 19751995: from burnt boats to barbeques. Melbourne, Oxford University Press. Weatheritt, H. (1993). Community Policing. Community and Public Policy. H. Butcher, A. Glen, P. Henderson and J. Smith. London, Pluto Press: 12438.  McCrindle Research Pty Ltd, Australia Hit 22 Million on 1 October 2009 (Snapshots: latest insights from McCrindle Research). At HYPERLINK "http://www.mccrindle.com.au/Default.aspx?SiteSearchID=726&ID=/mccrindle-search-results.htm"http://www.mccrindle.com.au/Default.aspx?SiteSearchID=726&ID=/mccrindle-search-results.htm  W Swan, The population challenge and Australia's future, (Speech delivered at the launch of the Australian Institute for Population Ageing Research, Sydney, 18 September 2009). At HYPERLINK "http://www.treasurer.gov.au/DisplayDocs.aspx?doc=speeches/2009/025.htm&pageID=005&min=wms&Year=&DocType=1"http://www.treasurer.gov.au/DisplayDocs.aspx?doc=speeches/2009/025.htm&pageID=005&min=wms&Year=&DocType=1  National Research Council of the National Academies, W Skogan, & K Fryell, (eds) Fairness and Effectiveness in Policing: The EvidenceCommittee to Review Research on Police Policy and Practices, The National Academic Press,w y l m     u v  ջջջջqh[_zh0J,CJ^JaJjhpUjMhpUjhpUjhpUh.hB* CJaJphI}h.h0J,CJ^JaJjhpUjhUh.h6CJaJh.hCJaJhCJaJh,tuT  ! "   * 9 ; $ddgd ?MQjr}~abkmÿοοδοοοΙοοοΙοο%jh@h0JCJU^JaJhmH sH h@hmH sH hh@-EhB*ph h@hh.hB*CJaJphh.hCJaJhCJaJjhU< fgHI;<N%&Pt+78AVW $dWi?m!'N)))))))*;*I*S*+-gd60dgd gd60gd gd4C $dgd $dmfj~  $ % I!Q!m!!!!!!!l"n"s"|"}"""""""""""$$'hSh6B*OJQJZ^JphhSh6B*ph h'Nh hTh%jh60h0JCJU^JaJ h60hh h@h?$$$$$&$($F$H$T$X$r$$$$$$P%V%h%j%%%&&5&>&&&&&&'!'='E'''''' (((((((((((( ))Z)`))ҾҬҬҬҬҬҞҥ֥֞֞֞ҥҥh@h0J-CJaJ h'Nh hTh h*4hh*4hB* phI} hhhSh6B*phh h@h h<3hh@-Eh6 h6hSh6B*Zph9)))I*R*S*u*******6-:-B----.....(.F.H.V..././0/J/L//////5000*1/1[1e111ĶܜܑhmH sH h8hmH sH hMh6 h6h6OJQJZ^JhSh6B*ZphhSh6B*phhShB*ph h8h hO,hh@-EhB*ph h@hh011111[2\2e222222-3>3D3H3L33334 4>4?4_4e4f4B7V7W7^7a77888>8p8w8J9V9t9w9z9{99: :::+:6:N:O:P:Y:a:b:h:q:::;;; ;俸ݸ丿jhUhyhB*ph h#h h 'h h&hh5CJaJ h3$h hlhh hO,hjh0JU^JmH sH A-1.3g4z5679:::;;;;y;;;1<`<<@ (? `" ? "" > " > q" > " gd dgd#gd#gd60gd  ;E;F;X;Y;s;t;u;w;x;y;z;{;;;;;;;;;;;;;;;;;;;;;<<+<,<-</<0<1<5<6<?<@<Z<[<ݻݻݻݻw jhUmHnHu j]hUmHnHu jhUmHnHu jahUmHnHu!h@OJQJ^JmHnHu jhUmHnHujhUmHnHuhmHnHujhUh.[<\<^<_<`<d<e<}<~<<<<<<<<<<<<<<<<<<<<<====== = ===6=7=8=:=;=<=@=A=]=e=f=g==h#hmHnHu jhUmHnHu jUhUmHnHu jhUmHnHu jYhUmHnHu!h@OJQJ^JmHnHuhmHnHujhUmHnHu3<<=<===>K>>>)?g??@P@@@APAABTBBB!CXC? "" @ g? `" > " @ @ (=======================>>>>>*>+>E>F>G>I>J>K>O>P>h>i>>>>>>>>>>>>ضإؔ؃ jI hUmHnHu j hUmHnHu jM hUmHnHu jhUmHnHu!h@OJQJ^JmHnHuhmHnHujhUmHnHu jQhUmHnHu2>>>>>>>>? ?#?$?%?'?(?)?-?.?F?G?a?b?c?e?f?g?k?l????????????? @ @@@@@@ضإؔ؃wh~hmHnHu j hUmHnHu jA hUmHnHu j hUmHnHu jE hUmHnHu!h@OJQJ^JmHnHuhmHnHujhUmHnHu j hUmHnHu.@@@/@0@J@K@L@N@O@P@T@U@m@n@@@@@@@@@@@@@@@@@@@@@AAAAAA A A/A0AJAKALANAOAPATA j5hUmHnHu jhUmHnHu j9hUmHnHu j hUmHnHu j= hUmHnHujhUmHnHu!h@OJQJ^JmHnHuhmHnHu3TAUAAAAAAAAAAAAABBBBBB#B$B3B4BNBOBPBRBSBTBXBYBsBtBBBBBBBBBBBBBBBBBBB jhUmHnHu j-hUmHnHu jhUmHnHu j1hUmHnHu jhUmHnHujhUmHnHuhmHnHu!h@OJQJ^JmHnHu3BCCCCCC C!C%C&C7C8CRCSCTCVCWCXC\C]C|C}CCCCCCCCCCCCCCCCCCCCCDDDƸt j!hUmHnHu jhUmHnHu j%hUmHnHu jhUmHnHuh~h\mHnHu!h@OJQJ^JmHnHu j)hUmHnHujhUmHnHuhmHnHu-XCCCDjDDE/EiEEEFF!F3FGH^K^MMNwO2gd gd#gdHTgd gdgd.gd ? " > " ? `" > q" @ (DDDDDDIDJDdDeDfDhDiDjDnDoDDDDDDDDDDDDDDDDEEEEE)E*E+E-E.E/E:E;EHEIEcEdEeEgEhEiE jhUmHnHu jhUmHnHu jhUmHnHu jhUmHnHu jhUmHnHu!h@OJQJ^JmHnHujhUmHnHuhmHnHu3iEtEuEEEEEEEEEEEEEEEEEEEFFFFFFF F!F+F,FWF_FqFvF0G3GuGGGGQHZHHHI團zjh0JU h )6hh5CJaJmH sH hjhU jhUmHnHu jhUmHnHu jhUmHnHujhUmHnHu!h@OJQJ^JmHnHuhmHnHu.IIII9J:JPJuJJJJJJJJKK1K=K[K]K^KeKhK{K}KKKKKKKK LLLL7L\MMMMMMMMMMN2gd~p> 2 & F^2gd QQARBRSSSSSSSSSSfTgT'V(V?V^V_VhViVoVxVVVVVVVWWmWpWvWwWWWwXyXzX{X|X}XXXXX)YqY][c[d[i[j[k[n[q[M\U\]]{^^º³¢¢ h fhhphhA hphh7%h6 hWh h >hhMh5CJaJ h hhMhCJaJ h )6h hHThh@^^^^^^;_<_>_?_R_`__`aaHbwbbb@dHdMdNdPdQdRdWdXd`dedfdjdddddddddddddddd eee3e4eheseteeeeehgh6h7%h6 h6hh6 hGsh h`Fh hTh h)rh h7%hjh0JU hph hyh hWh h fhh;eeeeeeeeeeeeeeeef9f:ffffffff0gjj,j4j5jjjjjjkkkk.k/k6krk|kkkkkkkkkkkkk lllhlklllllllll:mEm_m`mm h`Fhh; 7h6 h`wh h~p>h hyh h h h6 h] hh hGshKeeAh5jSqquu,vvowQx%yy|~~5؀G2gds42gdm.$gd gd#2gd mmmmmmmmm(nPn`oboSqTqqqrrrr6rVrrrtrnsvsxszssZtjtuuuuuu+v,vvvvvnwowPxQxxxxx$y%yyŷŷ͠ hDoh h 5h ho%+hhT h6OJQJZ^JhT h6OJQJ^JhT h6 hT h h >hhOJPJQJ^Jo( h6hT1h6 h`whh6yyyyyy0z2z|zzzzzzn{{|~~~~~~~~~FGKM46`f׀ـFN"'^w΃׃܃ hGvh h] h h hhOJPJQJ^Jo( h7hh hph hT1hL܃(<DƄ".ƅȅЅ؅ޅ".5HRaijvwֆۆ*6MYgjÇ 0z뻶 h6he)h6 hQhhQh6h`Fh6hOJPJQJ^Jo(h h7h hph hDohHwԏ+nڗ;u# & F,x^`gd # & F,x^`gdcagd~p>.9gdcagd 6gd 4gdT gds̈>J`4>?O܊9:hnyߋ./ouvw{|Ռތ )2OPVZnpٍ ) h)h h h h`wh h6hph6he)h6h h7hP)*BKюҎABtӏُ{Ð!->AKLMpđ*rsŒВגْؒ67?@EFPQ͓̓ԓՓݓޓh"h6 h6jh0JUh, h6 h[vh hph hDoh h7hhLޓ 78jklmn͕JMȖ͖זؖA}ڗޗߗ EOPVajߘvwÙϙԙܙݙޙ $'/4@A hphh h6 hKh h6h, h6jh0JUh h7hOABGHOPY]^hjǚɚݚ(/9;< ghpsuxɜ؜ 45<ITktu h QhhnH tH h Zh hph h .h hh h fh h6h h6h`Fh6 h7hhDCYZiq؞6?wxџ&'CDGHIST\]dn̠ԠDO$,;>Uduz h6h}>h6 hIh h fh hT h h}nh hh h}hhCJaJ h7h h QhhECDnޡ$?itħIרߩgdT 6 ]gd 6gd 2gd gdb 4gdmgd # & F,x^`gd ãףأ٣ߣ imnڤ,4@E{| ֨רkyީPVlpÿh"h6 h6h<" h<"h hsnh h`Fh h+8;h hj h h`;hh}>h6h h7hF01 }~ƮɮԮ op¯ԯݯtvwy̰԰CDkoޱ hjCh h|h hihh"h6 h6h}>h6 hKh h7hhLߩ xnsrkd$$IfTl6^7 t 6@80644 laT$8&@#$/If9gd gd #MNvwҲֲ!"#34UVjl$%&LTUsu޴ߴοδοοοοοǙοh4h\h0J5CJ^JaJh[kh0J5CJ^JaJhphCJaJh .hCJaJhCJaJ h[khh[khCJaJh,dh5CJaJh5CJaJ hjChh h,+1h4-@MNwAkd$$IfTl\k B)6    t 6@80644 laT$8&@#$/Ifgd "#4?-$8&@#$/Ifgd0kd$$IfTl\k B)6    t 6@80644 laT$8&@#$/Ifgd %&UߴAkd$$IfTl\k B)6    t 6@80644 laT$8&@#$/Ifgd  !#:NOVW]^cd̵͵"#GJ]^~ֶض '(/=MNXYZ϶϶h0J6CJ^JaJh[kh0J6CJ^JaJh[kh0J5^Jh0J5CJ^JaJh[kh0J5CJ^JaJhCJaJh[khCJaJ hjCh h[kh<OSA/AA$8&@#$/Ifgd0$8&@#$/Ifgd kd$$IfTl\k B)6    t 6@80644 laT͵#SAAAAAA$8&@#$/Ifgd kda$$IfTl\k B)6    t 6@80644 laTAkd1$$IfTl\k B)6    t 6@80644 laT$8&@#$/Ifgd NY$8&@#$/Ifgd $8&@#$/Ifgd0 $8&@#$/IfgdwYZ~طSAAAAA$8&@#$/Ifgd kd$$IfTl\k B)6    t 6@80644 laTZrw}׷ط%&@IJQRST[\abcdijnpqr{|˸͸ɸ汥h hh haJhhaJhmh5CJaJ hjCh h[kh0J56\]^Jh[kh0J5CJ^JaJh0J5CJ^JaJ h[khhCJaJh[khCJaJ6&SAAA-$$8&@#$/Ifgd $8&@#$/Ifgd kd$$IfTl\k B)6    t 6@80644 laT͸$SKFA<7gd 6gd gd+8;4gd $a$gd kd$$IfTl\k B)6    t 6@80644 laT͸ "+2=SaԹչPS\v$yzɼʼ˼̼*+7Ƚӽ h~$;_l~ hGh h6 h/hh h6 hQh hph h/h h7hhN$̼: $If6gd 9gd gd 2gd l|BCOPZ^_kl'*Z[cdeżť̥̥̥ť̥̥̥ť̥hCJaJhphCJaJhph5CJaJh5CJaJ hjCh hph hFNh h)!h h6h)Ykh6 h7h hhhh> $Ifgd ekdq $$Ifl6^7 t0644 laC_laXXXX $Ifgd kd $$Ifl\k B)6    t0644 la[daXXXX $Ifgd kd!$$Ifl\k B)6    t0644 lade>PaXXXX $Ifgd kd>"$$Ifl\k B)6    t0644 la =>OPQbcst!"#$>Ademno{|'(ϺϺhph5h0J5CJ^JaJhph0J5CJ^JaJhph6h0J6CJ^JaJhph0J6CJ^JaJ hjChhCJaJhphCJaJ hph:PQcaXXXX $Ifgd kd"$$Ifl\k B)6    t0644 laenaXXXX $Ifgd kd#$$Ifl\k B)6    t0644 lanoraXOFO $IfgdW $Ifgd $Ifgdwkd?$$$Ifl\k B)6    t0644 la(=AKMYZ[\hjqr#$34DEMN\evwz{:;}ϬϥϥϝϥϥϥϥhXtzh6 h9nh hph h/h hcah h7h hchhh*rh5CJaJ hjCh hphhCJaJhphCJaJ>:saYTOJJJH22gd gd 4gd $a$gd kd$$$Ifl\k B)6    t0644 la@[\]bqrstZ 123Gmyz{ ,._` ᫲ hoOh h7hh^>h6hih6 hdKhhXtzh6aJ hphhXtzh6 h6 hXtzh h9nhhC_B/XP{?9gd~gdFgd+8;9gd 2gdca2gd 6gd gd 2 p}~.4^nrBHIUV :ENPz$%+|h ?h6h5h6 h6 hoOhh; h6h h6h`Fh6 h7hhK89GZ#$ghmq+.>mnvw 5;<DUdmq4Ukw haJhN,haJ h0hh ?h6h h7h h6 h,hM":?DE,-./69=>HMTXY\%>OZ./2RSxzü h\h h h hyh h`Fh h Iohh7hB*]phhB*]ph h6h ?h6 h7hh hN,h@'(45=>?2()-0<=UVWaop>?lm|}~ĸĸͭԝԭ͍ԭhCJaJh h6h75h0J6CJ^JaJh hCJaJh h5CJaJh5CJaJ hjCh h h h>hh ?h6h h7hh>hCJaJ7?WX $Ifgd ekd%$$Ifl6^7 t0644 la$Ifgd 9gd ?m}aXXXX $Ifgd kd&$$Ifl\k B)6    t0644 la}~<LaXXXXOX $Ifgd $Ifgd kd&$$Ifl\k B)6    t0644 la56:;<KLMlmnvw34WX_kl{|} FGNO^_nopyz~hphCJaJhv@hCJaJh hjChh hCJaJhCJaJ h hNLMnwaXXXXXX $Ifgd kdp'$$Ifl\k B)6    t0644 laXl|aXXOX $Ifgdwd $Ifgd kd($$Ifl\k B)6    t0644 la|}_oaXXXX $Ifgd kd($$Ifl\k B)6    t0644 laopzaXXXX $Ifgd kdq)$$Ifl\k B)6    t0644 la"EFmn}~0156hixyz3;<bcrsϺϮϺϺh h0J5^Jh h5h0J5CJ^JaJh h0J5CJ^JaJhCJaJ hjCh h hh hCJaJD !"aXXXXOXXX $Ifgd'tb $Ifgd kd*$$Ifl\k B)6    t0644 la 6iy_VVVV $Ifgd kd*$$Ifl` \k B)6    t0644 layzaXOXX $Ifgd $Ifgd kdv+$$Ifl\k B)6    t0644 la<saXXXXX $Ifgd kd!,$$Ifl\k B)6    t0644 la'aXXXOX $Ifgd'tb $Ifgd kd,$$Ifl\k B)6    t0644 la&'(mp|} 12:;>ETU]^_%'/01=>?IVwxPQϺϺh h5h0J5CJ^JaJh h0J5CJ^JaJ h hh hCJaJhCJaJ hjChI U^aXXXX $Ifgd kdw-$$Ifl\k B)6    t0644 la^_&'0aXXOXXX $Ifgdq\ $Ifgd kd".$$Ifl\k B)6    t0644 la01?xaXXXXX $Ifgd kd.$$Ifl\k B)6    t0644 laQaXXXX $Ifgd kdx/$$Ifl\k B)6    t0644 la !"'67BKOPUW`aimnqv %'01=>IJLMNYZ[򶯶 h+nh h7hhCJ\aJ hYh hxhhh`FhCJaJh h5h0J5CJ^JaJh`Fh0J5CJ^JaJhCJaJ hjCh h h9aXOXX $Ifgd $Ifgd kd#0$$Ifl\k B)6    t0644 la "nE;rTa\ZUSSN\2gd<2gdca4gd kd0$$Ifl\k B)6    t0644 la[%&<=CD :;gh,\]or45DGTVr;<>DHT]^ļhh6 h7Hbhhah6 hah h`Fh hAQDh h6h`Fh6h h7hJTr=|ABJ\|ss $Ifgd ekdy1$$Ifl6^7 t0644 la$Ifgd/2gd 2gda2gd 6 ^_cdlKQT}~LRUxy|':BHI+,jk#(*3ABIJ[h'VLh5CJaJh`Fh5CJaJ hjChh>Hhh>H h`Fhh7h6hXh6 h7h h6hh6 h7Hbhh?[\no{|}FLpq9hi ()8:EF_θƴΧh`Fh0J5CJ^JaJh'VLh6h`Fh0J6CJ^JaJh0J6CJ^JaJhh`Fh56CJaJhCJaJ h'VLhh`FhCJaJ hjChh`Fh5CJaJh'VLh5CJaJ,\o|}qXkd1$$Ifl\k B)6    t0644 la $Ifgd iaXXXRL@ $If[$\$gd $If$If $Ifgd kd2$$Ifl\k B)6    t0644 la )9aXXXX $Ifgd kd~3$$Ifl\k B)6    t0644 la9:FaXXOX $Ifgd * $Ifgd kdE4$$Ifl\k B)6    t0644 la_`015:VWwx ')*Z[\kt !:ЩТТТ h @shh`Fh0J5CJ^JaJh'VLh5 hjChhCJaJh`FhCJaJ h'VLhh`Fh0J5CJ^JaJh0J5CJ^JaJ?WxaXXXX $Ifgd kd 5$$Ifl\k B)6    t0644 la()aXOFXX $Ifgdk $Ifgd * $Ifgd kd5$$Ifl\k B)6    t0644 la)*\aXXXX $Ifgd kd6$$Ifl\k B)6    t0644 la;ZeaXXXX $Ifgd kda7$$Ifl\k B)6    t0644 la:;?@YZdef09v(,*4qt<=DE-ҽҽҽҶңh7hnHtHhZrh5 hZrh h`;h h_h h7hh hjCh h @shhCJaJh`FhCJaJh @sh5@efg1% a\Z\\U\S\96gd .gd kd(8$$Ifl\k B)6    t0644 la -.=>Bij12"#$%NW  l m        $ ' ( * + / 0 1 ] ^     ) *    " 9 : e f o p x y               ⾴jh0JUh$h0J h Bvh h6h`Fh6 h_hh h7hh7hnHtHhnHtHG  )  P  ITs^l!j"$'+69gdZr2gd gdZrgdca29gd`gd   " , - 4 5 ? H P Q X Y     /HL=F:@BFNOQRSst(UVh7hnHtHh_hnHtHhnHtH h<"h<" h<"hh`hnHtH h`h hsh h_hh h7hB%&/Afi&'iilp?Hwx}$%'3QW;ۯۯۯ h"h h6h7h6 h7%h hkhhZrh6 hZrh h_h h7hh hshhnHtHh_hnHtH>3LPV IKRST  !! ! !/!3!9!?xBLCC6gdgf gdgf gdv2gd gd 9gd k444444455555 6=6?6y6z66666 77-7.7374797:7S7T7^7_77777777&8888899%9&969C9b9c9o9s99999999 ::9:?:@:A:B:::::T;U;c;;;;;;;;;;,<2< h6h7h6 huPh h_hh h7hV2<]<b<l<p<u<<<<<<>>>#>$>m>p>>>>>>>>>-?.?6?7?^?j?{????vBwBxB{BBBBBBBBBBBJCKCLCQCRCmC|C h`;h h_h h6h3(h0J5\^JaJh0J5\^JaJh_h0J5CJ^JaJh0J5^Jh7h0J5^Jhh7h6h`Fh6 h7h8|C}CCCCCCD"DQD^DDDDDDDDDD_EtEEEEEEEEEEE)F,FjFFFF"G)GGGGGGGGHH*HTHmHyHzHHHHHHHHHHHHHHHGIHIIIIIIIIJJJ+J,JOJ h_hjh7h0JU^J hth h7h h`;hhRC;FGHGIII+JOJJJKsKORTUWXYf[p\] ^7_b2^gdEfgdi9gd gd gdca2gd gdgf OJXJdJgJJJJJJJKK,K-K`KcKqKrKsKKLrMtMzMMMMMMMMDOLONORO^O|OOOOOOOOPP\PPPPPPQQ"Q#QQQQQ!RTRWReRhRRRRRRRjh7h0JU^Jh7hhgf h6]hgf h6Z]hgf h6] hhca h7h h_hhFRRR0S4SBSESSSSSSSST#T'T(T0T?TvTwTTT,U/U;UBURUSUTUXUUUUUU!V(V:VTV\V]VVVVVVPW]WeWfWsWvW{WWWXǿ hShh7h6h7h0J^Jh7h0J5^Jhrh6 hrh hRph h6h"h6h`Fh6h`Fh6\]h h7h9XXYY4Z7ZNZZZZZZZZZZZ[#[4[5[c[d[e[[[[[\ \\\\+\,\>\?\E\\\ ^ ^^^_4_6_7_m__________t`u``ǿǿڴڭ h7hh_h5 h_hhihCJaJhnHtHhihnHtHh0J^J hihjhSh0JUh hSh hah<```xaab b0b3b7b8bCbGbbbbbbbbbbbbbbbbbbbbbcccccccd d d,e-e:eTeUeeeeeeeff=g>gcghggggggghhhiHiLiiiii6j;jjjjjj hNhh7h5 h_h h7hh h\h7h\RbbVeghijk#lQllln#p8pPqq/rvrr suvyz{gdR 4gd gdi2gd 9gd gd 6gd jjkkkkkkkkl"l#l$lQlRllllllmm mmmumxmymmmnnnnnnnnnnnoooooooopppp p"p#p$p%p(p8pjptppppq?qMqPqqqqqr.r/r hh96hhCJaJ h7hh7hnHtH h\h7h\hnHtH h_hhK/r0rvr~rrrrrrrrrr s'ssstttttuuuuuuuuuuuuuuuuuuvvvvvvvvvv4w;w=wdwwwwwwwwwwwwww:x;xBxFxRx[xzxxh{gh6h`Fh6 h6h`;h6 h6]h`;h6] h`;h h7h h_hhIxxxxxxxxxxxxy-yh h<"hh h`;h h hh`Fh6\] h6h`Fh6D/ݞo}&F5;4gdi9gd gd ҟӟןڟ!"swϠРɡСաߡ[]"(*6<>ST~ãѣEH !()KL23>EF[\9Aک۩"h h`;haƫǫΫ٫ghklLWorsu{|Ϯ֮  jnwůƯЯѯگޯX]ٱݱ@A̲β9>ST#$-.7ӴԴ h`;hhaԴ no%*WXqröNRstƷ<B׸ܸclǺ̺OPMQUWX_fl|ļ̼ʽͽ h h`;ha  %=HRJTuv+,.68q'KNOs  h Hh h6h`Fh6h"h6 h`;hhV &(;=NZCDRS )*.;V_z{}~ 019C78%'(*+458<@AE] h`;h hUfh h Hhh[hi  STYZhqUns GLrs2FJKL45;<JNUXVctij;uv *+67LM`f hih h#hh h`;h[fi46?@CkyzQRlmnɾ|wppeh@-EhB* phI} h@-Eh h5h@-Eh5 h]Khhmh5CJaJh5CJaJ hlehh |hCJaJhleh6CJaJhlehCJaJhmHnHtH uj8hUmHnHtH u h#}hh`;hhUh h`;h'lmoz/BQRm $$Ifa$FfuU$If $Ifgd 4.gd gd mn7$IfskdW$$Ifl9  t 0}44 lap 68UY  34BCSTuvwxy})\g{}TgżżhB* phI} h@-Eh0J6B* ^JphI}h0J6^Jh@-Eh0J6^Jh0J^Jh0J5^Jh@-Eh0J5^J hA#h h@-Ehh@& $IfkdiX$$Ifl֞3 \Q'/9*9R t0}44 layto Tvfg $Ifgd5V $Ifgd46$IfDE^_hipqrsz{ ().167EQtu,-IL}~h@-Eh0J5^Jh@-EhB* phI} hA#hh h@-EhSEkduY$$IflM֞3 \Q'/9*9R t0}44 layto$IfEu-KL $Ifgd46$If $$$IfkdZ$$Ifl֞3 \Q'/9*9R t0}44 layto  #%)*GHV\]^x{ efvw"BM!12NUXYruȽĶīhB* phI}h@-EhB* phI} hA#h hlehh h@-Ehh5B* phI} h@-Eh0J5B* ^JphI}h@-Eh0J5^Jh0J5^J@$%* w $Ifgd5V$IfT$$Ifkd[$$Ifl֞3 \Q'/9*9R t0}44 laytoTUY, $Ifgd@$If*+RUhlCF}~+,QR^c-.FHLM^atw25%'89@Beg{|hB* phI}h@-EhB* phI} hA#hh h@-EhVG$$Ifkd\$$Ifl֞3 \Q'/9*9R t0}44 laytoGHM`$If !)GHY[^_or$)vw{|(*,-Ejklq  5GgȲh0J5B* ^JphI}hB* phI} h@-Eh0J5B* ^JphI}h0J5^Jh@-Eh0J5^J hA#h h@-EhhF"#$$Ifkd]$$Iflm֞3 \Q'/9*9R t0}44 layto#$%&'()Z[_%w$If$$Ifkd^$$Ifl֞3 \Q'/9*9R t0}44 layto)*-AC{^/0 $IfgdE\ $Ifgd $If ]bSTUZgz.01=>?AEFKL[\delmnz{ 37̻h5B* phI} h@-Eh0J5B* ^JphI}h0J5^Jh@-Eh0J5^J h5h@-Eh5 hA#h h@-EhhF01m$ $$Ifa$kd_$$Ifl֞3 \Q'/9*9R t0}44 laytomn{4/0{{{r $IfgdL $Ifgd $Ifukd`$$Ifl9  t 0}44 lap .129:WY=>[^y,-YZijkno[\ȺȰh5B* phI}h0J5B* ^JphI} h@-Eh0J5B* ^JphI}h0J5^Jh@-Eh0J5^J hA#h h@-EhhD012:kda$$Ifl֞3 \g%/9*~R t0}44 layt5V$If:> $Ifgd $If j& $Ifkdb$$Ifl֞3 \%/9*hR t0}44 layt5Vjo\ $Ifgd5V $Ifgd $If4$$Ifkdc$$Ifl֞3 %/9<Z` t0}44 laytL3478eg`cstwxBCEH   " # T           žھھھھھھھھڲھϪھھھھھھھھھھڲھھھϪhB* phI} hA#h h6 h@-Ehh6B* phI}h@-EhB* phI}hh@-Eh0J6^Jh0J6^JhBUXfkQU^_hiuvhB* phI}h@-EhB* phI} hA#h h@-EhhV   $$Ifkdf$$Ifl֞3 %/9<Z` t0}44 laytL12ghR$If v +,VWZ[$%ABefijqQ^|}z| !"/BCHJK  EGhB* phI}h@-EhB* phI} hA#hh h@-EhV%f$$Ifkdg$$Ifl֞3 %/9<Z` t0}44 laytLfj $Ifgd $IfgdW10 $Ifgdwd$If$$Ifkdh$$Ifl֞3 %/9<Z` t0}44 laytL" F $Ifgd$IfGPQX[()GHfghkl23]a  .0GIMN+,XY\]p !"()189MN[hB* phI}h@-EhB* phI} hA#hh h@-EhV)g$$Ifkdi$$Ifl֞3 %/9<Z` t0}44 laytLgl^/H $Ifgd $If Y$$Ifkdk$$IflI֞3 %/9<Z` t0}44 laytLY]NO $Ifgd $If [^NOSnuv{|BCQRUV  89ry/056IJopst ȹh@-EhB* nH phI}tH hnH tH h@-EhnH tH hB* phI}h@-EhB* phI} hA#h h@-EhhIR$$Ifkdl$$Ifld֞3 %/9<Z` t0}44 laytLRV9 $Ifgd $If6p$$Ifkd(m$$Ifld֞3 %/9<Z` t0}44 laytLptz { | !!$If  $ % y |   !!!#!'!J!K!r!s!!!!!!!!!!!!!!"""'"E"F"H"I"U"a"b"j"""""""""##h#m#{########8$9$>$?$$$ϵh5B* phI} h@-Eh0J5B* ^JphI}h0J5^Jh@-Eh0J5^J hA#h h@-Ehhh@-EhnH tH hnH tH C!!$!%!$$Ifkd8n$$Ifld֞3 %/9<Z` t0}44 laytL%!&!'!!!!c""""#$/% $IfgdS $Ifgdwd$If $$$%%-%/%0%U%V%|%}%%%%%%%&&"&#&$&&&D&E&x&y&z&|&&&&&&&a'e'f'}'''''''8(;(G(H(m(r((())W)X))))))***`*a*y*z** h5h5B* phI} h@-Eh0J5B* ^JphI}h0J5^Jh@-Eh0J5^J hA#hh@-Eh6h h@-EhF/%0%V%%$$IfkdHo$$Ifld֞3 %/9<Z` t0}44 laytL%%%&#&y&&b'c'd'e' $Ifgd $If e'f'~''$$IfkdXp$$Ifld֞3 %/9<Z` t0}44 laytL''''n()X))a****** $Ifgd5V$If *** + + +++#+$+E+F+s+t+++++++++++++++++,, ,,_,d,-- -!-5-6-W-X-a-b-s--------?.@.].^._.z.{..ʹh@-Eh0J5^JhWh6B* phI} hWh0J6B* ^JphI}h0J6^Jh@-Eh0J6^J h@-Eh *h5hWh5 hA#hh=** +$ $$Ifa$kdhq$$Ifld֞3 %/9<Z` t0}44 laytL + +$+++,`,---@.^.xxoiii`ii $Ifgdwd$If $Ifgd 9; $Ifgd $Ifgdtl7ukdxr$$Ifld9  t 0}44 lap ^._.{.'!$Ifkds$$Ifld֞K %/9BZ` t0}44 la.....//"/'/////00V0W00000000000006171111111111222U2V22222231363:3M33333333344U4V444T5V5W5z5{55μμh{hB* phI} hA#hh h@-Eh h{h0J5B* ^JphI}h@-Eh0J5^Jh0J5^JJ{...#//0000$If $Ifgd 000'!$Ifkd't$$Ifld֞K %/9BZ` t0}44 la000071111$If $Ifgd 1112'!!$Ifkd1u$$Ifl"֞K %/9BZ` t0}44 la22222333V44U5V5 $Ifgd $If V5W5{5'!$Ifkd;v$$Ifld֞K %/9BZ` t0}44 la555555555 6!6$6%6666677R7S7j7l777777788D8J8K8P8z8|888092939D9E9U9V9t9u9y9z99999 : :O:i:z:|::::::::νhFh6B* phI} hFh0J6B* ^JphI}h0J6^Jh@-Eh0J6^J hA#hhFhB* phI} h@-EhhB{555667S781929 $Ifgd5V$If $Ifgd 2939E9'!$IfkdEw$$Ifld֞K %/9BZ` t0}44 laE9u9z99 :{:|::$If $Ifgd0i $Ifgd :::;' $$Ifa$gd kdOx$$Ifld֞K %/9BZ` t0}44 la::::;;;M;d;;;;;;;;<<<<P<U<e<f<u<x<<<<<==K=O======= >!>3>7>q>r>>>>> ?!?D?Q?U?s?x?|?????@@B@C@@@AA'A(A?A@AxAyAAAAAAABB B9Bh~hB* phI}h h@-Eh hA#h h5h(Mh5S:;;;N;O;P;Q;R;S;T;U;V;W;X;Y;Z;[;$IfukdYy$$Iflq9  t 0}44 lap [;\;];^;_;`;a;b;c;d;;;Q<<=L==4>>Q?BB $Ifgd0i $Ifgd $IfB B;B'!$Ifkdy$$Ifld֞K %/9BZ` t0}44 la9B:B;BJBSBbBcBxByB~BBBBBBBBBBBBCICNCoCpCCCDDDDDDDDDD$E%E=E?E@EFEGEjEkEtEEEEEEEEEEE򶪶 hth0J6B* ^JphI}h@-Eh0J6^Jh0J6^J hA#h h@-Ehh,8hB* phI} h5h0J5^Jh@-Eh0J5^Jhh0J5^J9;ByB~BBpCD>E?E$If $Ifgd ?E@EkE'!$Ifkd{$$Ifld֞K %/9BZ` t0}44 lakEEEE(FF;RRRRSSUUyU$If $Ifgd yUzUU'!$Ifkd:$$Ifld֞K %/9BZ` t0}44 laUUU*VVWXX $Ifgd} $Ifgdtl7 $Ifgd [VxVzVVVVVWWJWKWWWWW*X,X0X1XcXdXiXnXXXX7Y8Y`YYr[|[[[\\y\{\\\]]s]]]]\^]^^^^^^^ _ _I_J_L_v________``G``````Ҿҷ hWoh hSh h6hF h6 hBth hF h h )6h h'Nh hA#hh h@-EhHXXX'%kdD$$Ifld֞K %/9BZ` t0}44 laXXXXXXY3Y[YYYY0Z}ZZZZ[$[7[X[m[o[p[r[}[ p^p`gd .gd dgd }[4\\^]K^^_`aaaYbbVcddheffghjjkAll!mmmTnogd ````` a!aaaab$b%b?bnbbccc)c*cJcccdAdCddded0eZeee*f}f~ffffff*g+gMgNggggggghhhhXijj&j'jajbjpjļļļhwhCJaJnH tH hwhhSh6h<"h6 h<"hh%h6 h%h h6 hIh hShhIh6 hBthh>pjjjjjjCkDkFknkkkk lRlllllllmmm4m_m`mmmn5nnno>o?oyozooooooooooopp pppp pSpTpVpWpopwppppppppppppp,q.qcqq h7%h heShhIh6hSh6 hSh hBthh hwhhwh6LooxppeqqrEs;ttuu4v6v7v8v9v:v;v*B*phjhUh hhhAh6/ Washington DC, 2004, p. 292.  National Research Council of the National Academies, W Skogan & K Fryell (eds) p. 293.  Department of Immigration and Citizenship, Muslim Youth Summits, 2007 Report, National Communication Branch, Department of Immigration and Citizenship, Canberra, 2008.  CPPP projects were funded to work with not only Muslim communities but also a diverse range of people from culturally and linguistically diverse backgrounds, such as people from Afghan, Somali, Sudanese, Lebanese, and Iraqi backgrounds. As the vast majority of the funded projects involved Muslim communities, this report focuses on Muslim communities. Accordingly, references to Australias Muslim communities or Muslim young people are used unless the context requires otherwise.  Formerly the Human Rights and Equal Opportunity Commission (HREOC)  The Victorian Social Services project was later conducted with the assistance of the Islamic Council of Victoria.  Migrant resource centres are located in each state and territory and are primarily funded by the federal Department of Immigration and Citizenship. They actively seek more funds from local and state governments and other organisations to implement specific ongoing or one-off community projects. Migrant resource centres were established after the Migrant services and programs: report of the Review of Post-arrival Programs and Services for Migrants (the Galbally report) recommended that the federal government fund multicultural resource centres in areas with high migrant populations where there were few existing support services (Galbally, 1978; Department of Immigration and Multicultural and Indigenous Affairs, 2003). It was recommended that migrant resource centres provide a range of services for ethnic communities, including help with orientation through information and referral services, and support for community capacity building among small and emerging communities (Department of Immigration and Multicultural and Indigenous Affairs, 2003).  Community Cultural Development NSW (2006) Showcasing Diversity: Evaluating Community Cultural Development Projects.  For a complete overview of these issues and results from wide consultation with community groups into possible strategies to address each of these, see Office of Multicultural Interests (2009) Not Drowning, Waving: Cultural and Linguistically Diverse Young People in Western Australia.  For a list of risk and protective factors at both the individual and social level see OMI, 2009, p. 8.  See, for example, 鱨վ, 2010, In our own wordsAfrican Australians: A review of human rights and social inclusion issues.     PAGE  PAGE 43 PAGE  PAGE 139 wpxpypzp{ppppppppppp#q$q%qrr s sOsPsnsvssssstҺ|qiq`hT hCJhCJaJhu)hCJaJ!jhu)h0JCJUaJ hhjh0JUhmH sH h+hmH sH h6mH sH h7%h6mH sH hSh6mH sH hNh6mH sH hm hmH sH jh0JU^Jh hYRh sOsswcxyyzzzzzzzzzzzzzzzzzzgd gd gd gd$ dgdu) dgdu)tt"uAuBuuuuuuCvvvvwwwwx`xcxdxexxxxx&y'y;y>yyyyyyyyyyy-z濻wpp h@kh%jh@kh0JCJU^JaJhCJaJhlZohCJaJjh0JU^JhSh6jh0JUh hT hh50hCJ hCJ h6CJhT h6CJhT hCJ jhT h0J'<CJU)-zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzh<"0J^JmHnHuh0J^Jjh0JU^JjhpUhph h6](zzzzzzzgd 9 01hP:p . A!"#$% 9 01hP:p . A!"#$% 9 01hP:p . A!"#$% 61hP:p0. A!"#$% 91h0P:p A .!"#$% 61hP:p . A!"#$% 91h0P:p A .!"#$% 61hP:p . A!"#$% < 01h0P:p A .!"#$% 61hP:p . A!"#$% 91h0P:p A .!"#$% 9 01hP:p . A!"#$% O 01hP:p . A!"#$% P0 9 01hP:p . A!"#$% 61hP:p . A!"P#$% 91h0P:p A .!"#$P% 61hP:p . A!"P#$% 61hP:p . A!"P#$% DyK yK ^mailto:paffairs@humanrights.gov.auyX;H,]ą'cDyK yK Vhttp://www.humanrights.gov.au/yX;H,]ą'cDyK yK Fhttp://www.amf.net.au/yX;H,]ą'cDyK yK Vhttp://www.humanrights.gov.au/yX;H,]ą'cDyK yK ^mailto:paffairs@humanrights.gov.auyX;H,]ą'c~DyK _Toc148943359~DyK _Toc148943360~DyK _Toc148943361~DyK _Toc148943362~DyK _Toc148943363~DyK _Toc148943364~DyK _Toc148943365~DyK _Toc148943366~DyK _Toc148943367~DyK _Toc148943368~DyK _Toc148943369~DyK _Toc148943370~DyK _Toc148943371~DyK _Toc148943372~DyK _Toc148943373~DyK _Toc148943374~DyK _Toc148943375~DyK _Toc148943376~DyK _Toc148943377~DyK _Toc148943378~DyK _Toc148943379~DyK _Toc148943380~DyK _Toc148943381~DyK _Toc148943382~DyK _Toc148943383~DyK _Toc148943384~DyK _Toc148943385~DyK _Toc148943386~DyK _Toc148943387~DyK _Toc148943388~DyK _Toc148943389~DyK _Toc148943390~DyK _Toc148943391~DyK _Toc148943392~DyK _Toc148943393~DyK _Toc148943394~DyK _Toc148943395~DyK _Toc148943396~DyK _Toc148943397~DyK _Toc148943398~DyK _Toc148943399~DyK _Toc148943400$$If!vh5^7#v^7:V l t 6@8065^7T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / T$$If!vh5 5 5 5 #v #v :V l t 6@8065 5 /  / Tu$$If!vh5^7#v^7:V l t065^7$$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5^7#v^7:V l t065^7/  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l` t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  $$If!vh5 5 5 5 #v #v :V l t065 5 /  u$$If!vh5^7#v^7:V l t065^7$$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / $$If!vh5 5 5 5 #v #v :V l t065 5 /  / / Dd ^93uV-?xj { l<9krS=2Oe/9Pc&3朁Z^]ϹGqc^qo|{2}D?9x39zt̫Fk1TGoWXD5OvPu *湾س>N+Ǒ=K]V V֓=/3ɈGcձz!|ޟuh9<ޟc'T>/﫚O:=ȵ9=☊89x<ٱZ}dmTZ٪AO({|'&(or[fAWlk%jy{c|9Ukuf$3ۭV]"}{r3-+T37;3G?T΋>sn2W&㼳<۽Gt[e vsFy猜>F1}9X.wɌdG3:[#g?moޝWGk{4+Y ]9O6dǣtD vHy-]g >ӝ3꿏{yu\+zvڎ]4{NfC$Ygtӓ]'W݋ZϠ-X#ddwZ}6j]zW Tfq3j<Ǒs=wM4RVf5Z<`̟Tܓ3!gohWIt-P+/ge3*㘽qk4sq3Ȉ3ѿwN4'}:>nd_ǚ7p絫'+:O=y=>s{cU_m3Y=fI3S{ChUyLUv{_>jL68>f&3=wg V3wUt1zG^&}{Tݲc9O?Y}_ jYi9B:^<:s7 FMmmgIQݶA36Y-]Tĝ⚍Vg<?s;0W?T[f?5gid1F9kPq=+:Wsl{g`\~SN׶P3t ]g_HYPFvD#˜;g<(#4Ѳy>ުd gGE,뜻:1ZY# V ^Ǜr'g\Vo38=? wzC}:o_a-ѱHvvKϸB9sf@o:AYx37Y7z N;]Ή>__M' UӲ)sG@_gg;9w>;ڏx9 [~3b)Y @[5n_2-goN8cXj;RN~?Eӳׯo?}'ﷺ^mg♉~t0~2P5k @Ne-<}<-gpR%ӧlgnպ~@O?:?5g&od]敶A9>ɲ䲶;3<yB`vLrSGbl 9>u+Ϟ-Ϭ ggif hsNp[=ӿg]3i3,ߕ3٧D{_]gpz;ٮ3:ٿgL⚬s9&.>ɹJ:'3ݰ3fM4󽬹&ݲ~@!0FsџƎ<863x \Tpl38\-1ٺ!ZW\g `ogoff3GΚ7h3'Խ?c~2s:g_Q+Ye8s _}"s䍇qo\m|92Z beƜ33 zOUg|Kw ;~gNWgpDl3O)sݍ2y_uF ;kUǶR~W>]'d #98yfsq{;_?:)g0c99曞A̖[r{{-f!U1zAx 9'M]W~/[r﹜30^9wڹ̎{mx֜/Xw0WquN7g0stۑm+qVx hs$udjNߘ̴'w˪scx~>x hs*Έ󮌅V}]Ttݮ3}|wR'Mr6,ҟSE㔕s4L9辟vЧÞz o+Sxz{[GGS3=+1&Yݬ#{+gWOd1]{njoh5ɞ Oψug92ٿfƺ3!{d̑Uf>lC ԮAF;w9r*c9 QgAw/Gѿ|.'+}c/3rOωpg_>-}})h'gZzƖs3߻57Q*72sCt~1g˞WcΔy`NO=ܐ3xx"~D\~;mXvo ;|{v?ߙ3Xݟտj[i8}JЧOrr1zfbNqo<#gP53m#뜭ی7 f掚JЧo|ݖ?}sXo~6"g}9g0:ιVɭ96ql*Z.r9 ,gwoݘ3ȈWuէFc?9މƿj 9?=gmGiT;#DUˊ궜l|͊?~4k@mYd%;ڸw'gWvnh;s.+9=/?o@v6xzv9Kg`dɳbD#V=_YI1>;zজAF2ڷ>|Vgٍ۟>hg `ϸhv|q8er33bө1 uAU nӾ%g̹ poE^R88#IVsSsb:&)gPu?cߵjl$W^ME_d#9+pý_7[t5?W8ƌW|]W{V,}{P?W o~d?gjKkK+(c>+E'ѱ9*zw 2%3rw7Ә1'9DϋfY]sWgPZW7 %8@mh_?qGس3U 2b9;ȼ~.zuv:}VscT|qGw]g99c쯽1rx@<~X6F+T[:^9%޿;g1v;gԲ많 &tkk57Ws'˕o5wjnFr5 1̺\=BF;_EG/3/Z4Gh9q%gPZK֜AFyȞ{_>}& /b5_#sYn\/15uwyެjޔ3y>ɈEEʎzTn㽇Fߜ3Xþ9gc~2ێZFdsc|9.bܹ{qG>>-g1Og\Ε\sҎAe>i96}f^17ѝ9n}]&N֓+DcVcmxc~{ldz\7ؓǜOX;Yc8 e<{}H#֜笌>!gqުT)s(uhv9Zm;;sxv"* ua+X!g7O(՝@'옗%qw2׼:o5Zw *ޮOZT̙637H׵|?W)9b%'􉌇@=3e]`*T֨ϊCeϕs[_AF{뼭rvug0rϬ{B[Rv{7`VVP՟~6gEW3+V#2Ƭda:sVâwrweyBYm9g}rnek+e"ng*v ~^VۃB9G+&3&kҊ.3džѱ{FgwoD]OZgk&ߖ3ȈÝRVWˑg;-ZjJl47ZTߔ3~`}Zok{0lȁHUq9Hk=5gf\ɌT Od;w\K\L *sy"ڽrFc$k=:ssgÉqվ.OOXSlUE_;-dѲS4GPʼ9sdkU{wxKu;8S- 9H=[WZ=5_+O3/_bcrgK>C}mO5 dbU:dbq5<+]>xzIs4Wj=Fq/gWJzn}f؛s? +3p-`v#c5Ҟ3fv nUKWooFbNzk52&9/uH';s$>-Vyu99x;ư:ۜhvA /^H4k߳ދ^Hztѷ<'9\\ʺk '}5O߰A_W|j>>=/;߫:7rs'蜷ɻo3ݞ_ܰ#ڱ羫'=yάFsi1ͧ f;c~tgه\GGltu>b GmEuϬO"EŜ*g9#u;bO޼g8r׿m {2k-8PyXcg욛huw57Qd[ϺG85z*楯U9ߊgG>?oܸ|MwUoyӽ]xF| <U;g=r6_sHDj㲎9s?yuYZX8#gP57ѧ;{_W>s>u /gpoU}0xjP[X{ rU<37 W>Vy|">}"~Lܥzv{>f|ryu(@N(32& %ϤVOW9L=缳yd d}l7(?lmv!-;:^:k ^'M}dV#<>{UP\P{mxoxΧZ|јS39q+ϰ-7VxxB`fV';1 fϼﳟMX5\]9~=OxS1w3+hE]GԜjCl?ޖ3gpRy/zkU-\G0{=:Ї2Յ®ԟjȯڜ84.<DkyH-8/ƙ<}=43L`{qsZWG̷֛=OgS7\jy[v뾚3ѯyOUWG^W_os(YDt!rpG|)j{3wW[U6zi}5>qX;g}3g({kXW DO+gNJƻJ##o=7g\>lITuIf?V"e} |<{~w=3:q1CtM'g\W߉]k žXwK98N{k=6tdLv=^h}Ft,4?11_>3ە3~3m3D΋@_xܾO8*6Ȍ|3\;g=c?}9yc3| 2EX=53ԓU]Uݻe+gp{]xX9ɳC[,k\Egl+g}"׼:l72tG fb+쪜Af=R6~:?^v2֝}_֩hY3ww`xj xϸIZCu=s^>X 痙-E01gb3rwϝGT+gUV?'WFu֩ >ŕ<GxV;gcjѾa<YqhLy͌^ղqB`f?E7g]]<얜me=#ad62v=ynd=>́϶ɴeLҬsmܕ3|u}֜AV]@{vP=Gb.]6ܙ3nnS33A|V'ݖ3ٕ3(+mG DxZ`uuNd9kv߸A׳u|o༳~yuK{Y'oљ3x~~]>Y5oV(k)ޜ3dσY&VCkv2yی:6T Ust7-?336oS68éuiT`o9l\NKcs N=窳zoU߲պ%AvΠ=+Hͬ#2 :˞ ~ 1#ڟ[}U<9=ӎe\̶D땝397ѓssΫfy\7#eIeԜq|_;̘9bu+:)k1̍bzx~]'c,Ѧlwg`t "~{ R3\;⪹&2וr~zYulvY ?MWOۑXrt̳ƜA;nuœ+q;9BF:te#c~AtF*g0S62s.Q+|yRxJOn˕W|p~gϮѸIu,2̈7I3mcW]A{e\ݙ3#g0[ƻϠ|קn:\;[m3kWgc{Aq̘F|;ro}W8}ٟ vMg;|@UqstjSt`w޷t}5'zof Wƻ9`t3=?lgQw'"^֜O.gWdncud=k)틞3|}n93pC}n>皍kUϲ 9mDuʚ}u9W3X' fUw9!J;lW˘1w=luLzX߾nޱhwW ȎGפֿᷡ?3_5< h'sTuW=չC3wƼO8W+D56vΫ=:s>]93ȈOgM4z>NT39U W=o;o?9^iq>1]9>ྱ3(-353Y땻<7_Z[f}qu =c>ձG%qȴǜ3عqUҶ99g|ا V<̉Se fso`kEU.k"}Gz^ڪu]gW9e{3mz+e'3Ȩ3:7m[1F|0j2NVįW5] 6zE#gzβ˙FcU=;sU3pJ ;ۉS3gs6V}ͻpƬw+Ooܚ3y;'iuv ",3/~)xmdٹoX-dիTy#\Fݰ+똟f|VC߁6}<=2M nGΠ~zУǜn3ȸ^r WƿWmYe*R]]1ӘwvX+Y㭎 l*b~cu>vpgΠ{c4Ls̜n^X' xz ڧofl5AG`f-gIAwSSq|' >2SF?(3 9fjZ׵meogg㑿UK]5Fxrvm622^^; f:T M\-YdWO['{W+㹨cdWf:kUk9𔾍>Ϲɬ#}<Gu=1ʮAW*fҝF?YTgU h<=qΣ`{1_4s,5̱>nWj56GQշW+V'W47V' y:nv-i+c2ݘ3V"n:?Yۭώ#:#ߏ1b糔+e)W֔ Vgx؄grz^ v=>=e>gM{.'gН3|`<yԅmz|uz猝~O_~h2y?{kgg߅{~ϠG :b19;ǟVxuz؍soW3痩'F)t;ro(Vqt]]ܒ307@O# j7ej5/_l 91 ty_y8}nA1ƪ>GU?Mu,19W98{֧f1_)dףcw*3xKݝ\vr'gAtM^u3?eFu ^G~ʳY*GO׹!g9f}v kL63f50מ~OečgmNTgߙُ5fC33r}ΕFQ"n'տw79U焉":~<|b`O7 8߫3]sԬDOӟ/9[ F][>{-#oVyj`fv&Ɯ}Drv>_o|5?VB ͌EO3j?ޜ3y=)gpR3=kotX:{{+zau2'եU|g<+]lCvv쪞3#rrCt9a=99kF;b)D9?t\7 1o9=9qnV *댜֪&g)|v&H9c)+gwG=G 01=3v9gγvz5{mvn]d*c+O:q]+Ym9εU1 2AAuهrZT]T8}uSs{}k#g8_qWt7~ge\)9\4xSƇf~B Az3X}?#Z^gv7 N|`ld_fcX}fjU`19Xt ԕ1ZF|jo8~9LԜcVm9}zף9s[UOede_YY7xo}(cPg5]p9Θ]f cnc;9WrwWΠ˾v j|gVKT cI<^n<[gwl߻_Sf '_d whNȇݒmn(dn4?1YmANYO{5w+#^9ߐ3뷡w3ij5+#9̱\ɾg3:~3+|,+>)53>Թ<9]ϵW<ϸ3gUt>;w9W3Z953태AU5aV_I9H93z ^Xxv|y׼=븭Ƥ 998/Y'%gPh\2 FrqT 2>q8W(ձ|ʘ!2ɜg(Y\'+gP ]f,)3~q3nN\37}5DGNE+_9ۧ-sd V3q=x~gYA1nÝ3XstwE`W F \;\H?-{U9O~Ϡ-G죫1ghx~IllWdV5yC`UgST!3*7 >᳣ߚ/ʞ;1񽬰?<:1miT΍^ês~wsT *J׺c3T9?^Vus+r}"9{ lN X);Vۯ]V:֩]};{:.snیߍS'g g0ݎ 913@rs2-71P6&_9{LAm 9^u zVu|<:At\@9H<';dsn_:=Oj{eqMgn3o#qVGo|w=f`?V"qfg%ggnU9[ysYfUO`u-kJM^ӫvҫd0gRN6LU_ Ǫ ~7t3A{u67QtEQg­eyGF{N[g5}9R>SSɨ#O3X/eĠNi9*9Kwg`N#z$]fߕ91:sz5{ 1S8DϧJg}SAf%K|gݎAV;1z|1]stAt g+귬騧Giqj3{D|>W܋r@ǸRkn/OWsԊCgxKϏ:xKF}.Llwu;3.5#AF_~Ϡ"QgJݝ9~=yk o5O^I@| 7rw\u (Pq:#g]9od V⾬=)gYϜkqWYƚ''odmj=𔜁X>Y#9S2*3YdŌFg.ןEeĪڍrmDeĵi2S3=7Q3>sj }=ڗ.']: ?p;2 IMįڅ*핹?=dvN[!z_\WλQ=Gώ|-TEӕkU^X}c=7 VIgc0>YٷεOzc97e}3cL_2k}̸zVdwo;y.66T[y>Tl떜+m@F,3xر.vWwf=O4v5R^*滩\ivFƵbg@}WjΠjw̌;xoDt㔛r31s=Z4=ě&=uhYZ)]χw3_uNfVru@ռ5dϏoKp `_OV?<`1+:'oƻ⟞9gԎ;+5Nz};SSkG{BAF}xDg92[=G׮ܣ1_M5?+:ќe>X}=ODkq|^3Fu^)+}ոrz{cmފw 3.;P7ا~vv!#]9ȳs1\GU 9ܮ?#g0;@حʌ7AQ]3sgy0.sO:1qvs׺櫞S|ˈgFb_ڱn>[ّ333n$=z3' v]{B[z0[sOxf۹X"<:.طsVqWbUƷ3}Nws=sٿy_fkuL}峙s;S'ܼgqS6g[ƠӞ5gPۣqD:Ot]dGyntƎ3ǓcsmJ[dQr9}zCL^Π x1sf Y9q[sq̩+egPݧg';Ɯ93xZΠԜH%~zs|ޖ3*c߫\AvΧ vP:-qD3dS43vUQVvՁwo=WfFڶ&۳v=2mwUNT +TA"N3sN]tgp洹n?R?-gVh֚OT_ņVo?WU{imuv"1xvw9݇]Ϩw >2YsvS0o\j~ZΠjk\^uYs3z TmuZ}e`g_=4ze[U] 1J׼+ɚcZ5괜O)3Վ@<~hcmTgP5o sg?93bƣ߹yW>NV cNzwAG+ޏ{tNZfΠ26_euzDo29vw^<{.~t?{qNTGSpV;]3lsY:0^FdT=?>SlwVg)9r 3ؕXyg{z'c]mKg#FƐY9Wg2b3:k'J&짿4?vG`׳Ysvrgm8-OΊDǼUy+fŕ1&~ߵݎu4WsΤ7 VG+-9뵙{;0#Ϙxu<ϟ3K[GenwW m*6~जAF5Oώxs{yUKVZof_ܟnd ̜Aܯ_c9!g0UcU={=g 3Y}sO2V䨢 3g16po߷+GSsO񖺬Npv>1(>;.ʞ7r=9g=F#>%g03/y g}3bB@`o:)k,Ă7_>;5`18~{%99̱Ե.[rҪ9Yo1ψ4DZdzۑ7[ܶ#6ܱM+"y=ڳ8Ɍ"y@;:ڞg)[*>3̹7`sg;zS`fl;>g9xhso;>9g0;N{Bs}3h6Gld,ї|4ƳsHxgW[ms=-gosk9E~we:wx2z~vLY㤕p ]}ȕgZs=r#cyW9->=Ϊi9bI+1i\fɊz!lݒ3X)whWO_{5oY"u2k|㬵T f~;+6ѧ_d3box*~s|V83ϪBUk\5QV^O"ȸE٪gW1ȼcv4s{3̱/@wq55}CSH}~rJΠc ]5Uru}_ɷ˙m@U{2SU >;;_驓+%DW2i<5:.3<έ|c:XCDYkfAF:LGhy/߫X;*NϠ3~/`uי:Xr[I vgXJ;יW:6:'̸"ZVXC욗2(?7 Vl|leuM3X>oU}չ?)rN9?{ 93s%6vviIW'ZFR;ܫ dpW򙪸uN3~~G+ݙؕ3X-ڟu\6 0fǽ r Y5{t\xj`w3h\)O+c׌ΜAtԝ6w>;rjuΠsΞr+knܲTUgUʹʮ29k>Ou.8V짟z F..5GÊ|6;gd#qv2791Afg~y1SG;6OY 2Fz<'[F7Y99Sw}e :}eqϼ=Z1[o\[b@?'Þ~XNg?F\lo,,~DD :>!0ް찫 5? s}?׻sot߳Z~e'2hNS嘻_::6+c<b`=V}Ns3َ53\T@ v >2_?\k^8oziv`9gr8pFDy.Թޔ3ȌĕzoߪUV ݮ?ӻׯl7:zZ"~}{x{4l_ϯSS2C;BƦWqp wXw=O/r{^Q8M3hBγ;@i VdF_>eSTj3N޻|>o1¾7~>yyƼ e+{n VAa)WDucM 6 ^߄}u138y=yfW?r+L1hȮRs?,\W1E/:cs/b(UWs&f[-5g>nnќ]]~5wh٘ g)jy*p6f0.j(m3*dTe4nLpٱ =(lۤ+eyY 9c7~{s k'íM pϣHu>j?#yW{uPo cޛ6N9` ocP e\}~G3]_雮)uo &Ć e9C36]w+v'#ݭTe| v3Fv+Q.@_5}rRpZ۪fp>:$@rUfBn"|zsm >I-#M~79J;wTb'*lM[5EN7CٲoY[*4[3P{ߩӖN]&wD>+X3\'UYg}Sˤ T4Od5u>ښթ(.`bɍ|e焼;g|7Y3|sWnUֲeA|>xꋊs^*#ex{ nO#cael>a h(bӺJ+!ƗxJfv#Zo kȫ >+\f;3χUU+:d߰(o+߳߶į6מw?F@:贳Ԣoc*ܴܲԢJʍ=S̺uݚSf3l'-pX"ݵ-Jbʙ;uJ-~O "_ə;굎q/]cȻ9ί>ol0G9tj XPVŠԱgF`g]^{LA5J侻'k}%g d5甪~O'*:B3~w7e''ݬ(lszHs]}v|ծL]αw%Png8xf?6}T/DS.`%~B|(cis9yf/@9;M>ܤkUe&^b{o8~ߜ}Z7;ӻ ִWc|ړd_wW>{#w3syګmiz+'qϮ h;p'{p됲q:t`Wz9+gGc5`r9(ⷪruk2@3a8nG[G38ޜ(r;fŹυUhw\uOg2Rf77|ո||7Ǿi(ޭbf튫uz _W'9Tt:5ؗ-b=}ˑzֈo *v2;ߜ.-3eon)kߊ>Y i;V\γwV=Ivgٵ@&>sN@?w1]A;v7w3?nc)>̀ 'O>v{&Dp3QO \k'k׺jw>;tN͠@D4L>H MN%b^}os%ESs#UU] uY9+tebhs (+9ݚA|=]3ѧO TmE+tu˸gp4aܧ>ӹX[~:4J%b+߬LgCwHNIvy5KknN Tm׿yާ7I3 NrJ걯Nv\9xc lO>*f"S ZX4 ㇻ8Jy޳OA3Μ5o l}6ׯt0P՝j^RƴJ"p<˩(WTd՝p}Y'38Y3Pu;\cP+ό?ڗW]?=bG 3׆&0|`/E}LFWŅܱ$g)π wUu }r,7VMI5]3X1էN);:u ٱk'iضrOT~ȷM V;Db>)6qk8wQUww_9]c=whrӎ\;8u&gw߾?V54];g+idby=o+eX̀vp%7N+7W^{f ߫*v}VwR}W[R+#S39c%y){56vϿ;l8wh}ʘus߭T|KnݦTw\N 1|uוW@wispf ewjOsmN3gJDqҫe:7Z&4 k:@PgQ>o羓@\72Y3pOq塟wsRwC]r|t n'pNhy+cw_=._fБs洼'hںޟ4Szy +Osw}W>2_ܰ7w#Jڝ<> ı 4P5)1Lq457'չ~J]Dqo\1E3Pj ~nWwC3OK.J3N '3x[SWþhK m `V~a~L>_0dٞYkB٬9نp'e{#Λ{Y}ts62Ie |9qY<ٹa) ~khpVYϧ=:4;lVך Ž:}#cc.~P Ɯ7Ymo'o b;x}q{ 0rz{n6wX֜UwkH_?ߥ|@|;߮. 嬈G!N;T@\qd߹d6gz;alQ3P60N AOzSV #ώ w[ >=\(ߞQ>?3nV@5Jy6#c׸<hV/Vb3}GѸ}ٮ8dui\j7Rw& g%W{ʊbfm箵յi1#U*0b5w)ۺn>Y'5>RVW[9 ة: {m*w5Hٻ(ǡ4lTD56ӝۿE3|K%][z߹Juy gǛR`} 9nssxgS,nG2Vsf9}|[SE3|6vsmV3I^uЏ]^&v?9c}ݹmkZ_)ޒhg #':†ŕ{S8ϯqS3g߿}?#{NA_fHb*9;Vtڬ"fp|A>Ye&׻MDTǃUS':ϼW4$A3ϩG0>1Vo ͙Թ[3k|Kn;gmސ*|M2KEcv;;GDwD =4pO^aZda~||{7h9{/hބ<ÕD|j3EOrߕw9uն@LHeW }w̏*(!UU$r4;t?9řHW9Y3q} Y[mg? "g T~ v{ws} ?fօ3vkڧk?4V{zS_Jɗ%7<{ 4ieS A\:[_io̧:m$|x姼v׷s.~fV+֢o߸^QI3:>-7;-/fg&Y6VA3iةS72R~9յ[q goݎ5~3)t͘{ r}?26UQLߐrz9]6o}{?wĭVu$8^5> QNc=N {'į]1޲Ϡ:gΎ8:b]6Ί暳ެS~~s jt묭ݾOf0aWK9&Y f<`#-ι3s~3N);, q)s @t\w]yG:B4]O6bH5?Lw*}le|`W#7&z} V#?2m 䈕߮7m|^=DGw \{/ at/wCv9}#@%ۂkU~]3P傯\&_4if/:,ivgULv |eyug41]章@q62w0Ǻ`~QkgP:׽*_y;c~wt[Ne)_Y]h[xTٕ *cRLq͠boe*> >>4u[+3-]6i&7~%'L廻jLnz3fjy+93pP}L1RNSxC3͵8)¹y\ѥ> [sεT6N F?_v49cf~ʮ-{4-(֌g焷h]N;G?Oq_4wT^Wf̕= `wkW4mdZCt6]qJL=O 2uۮ63g^SUv9L ڇ+VfN ~Jw)c qsf#{:/źﮈMʩRw[)9sU[{?Ev]Y6W5~gVN#uHnYVvt;&Z&iͽfg-~2N_7͏FdΘr+}Suu:g̦Ď׭"f6!>Kb>T+Kf̏1xAGx̄r;wBt])]'@8 ]Wױl Lqf#~eNJUcih}v†v.`GkrMިM0e:ctr A+"~=ΠJզG3}yȏ;j?n/~rv}2sf-w^tӪ~ΘgZEf09Fotqw?\̪xfl.4_*/]}K N97l[_UJf- #%eۧӞ>}zUm]^#]>kv.ԍ{kuBq_{62Cs"07fP\7'#V˱Z'hg8l_h \ jt OU^84=9X tN`3~;CXuޝsOqf S Tqǎ*suŔWcʱDZ4O[7` mk~ϖ5;957oߠSo *m7Te廙49նU'h}J/(ʱe 7wZ _c$xW7z-i bep{L v`\PUv3:)9Pѯ'h~wƋ499;t1@8f9`M;mlqfğYPmg45|ӈkRǫ3mtWcf0aﾊmMWlV4vw>3*+u阋\Awn"gu&ʜ&nagF6@5&عI4{Į`U~׸N'Z{);7QY׊www.7klq7;cx}^ߟwwhq4kVchvK3x[:@uG|.qG۞0W(y|>R%]> O ;N9~+zf|CE.βRP74u8{\y^>Sfk._Ho:7]U`>L9v.ۦ}V e[gi ؙ:D+dFsVr(ܢ拭]$yU_sjWk>A5GZ?F3ȗɧ{b2NQ}߀9;>Zv9vfgb52=fw#x_\baTl; 2s}߮UEе+ލw6>@Yʛ7iia4fs"{.[=hx֤zU38eAnyC;{M.f+e8Wl W^ωfɫ~®|0g Zλs3|<թ|N=W;  XovCۡ/;ψWqeUubW2S4JQ\Kf9gtx/O2qOa[@|}qobSh܀f0u.f>>~v/UyʷWu82^fe>9õϠ R1ީkE3I2,_q8<|']},f?W]N\U@U&58Xd/+aQw|mR'v pf{O?4;['8NM3oKGs{Ѿ7Y{kd J*ڈZט'3P+֣?d 8.~\덈`KN|o&K|*>aA5xko eNϜHpwAd!ZV(۟s4?;翎qqZWeDZ vWێŁq>'ܾ+ʷ|w33&uܼWoY-߳<%N(@Ჭ:4TgfRv~]ށ]V&j͠:Fv>rXѕ:fZdS7|^q]9{.Լ&貗v_K6tքQNת:gO \{ jOG¹bfp>L쭺U3~[foB\k1J N | :Rӎrw];!_TQN:ړ2>>kճZ3蚳@'Ǹ+ڶzoǞƌ:{>#/1;ܶ[9ۯ(>4/ح1x8®qfx7hv2ܟAղɞonj+o0ܬr;Y92}-&3ʍlݢq~:vhѳUwgW`~xSf}A?>9gk">o kݚA5,2rviY9s(w:483~3ٶ`|8g\t%?O;08ߣv=5պ6u$jY `~儱f70#]絫fc+~3f663q E;Sٝ}ff>ն=o {PP3X=:@gƌ?>^wIn"6l}sf:o|;2`+ޯDW=7BQ/@M:>c!T1m>N0WPh} a f30U׺ZzS}I3v( n8V~"͚)1x4wD|OWwiOe(ll1ۛcܫ?PɊ3Fa. ηo)7oo?۟?Ob^)o gc_*[N|C\aRp7c~dn#kt 25+y. (ߎNx_ }K1:lf͠*ާ~hg+b])ʝ}Q3] GbfP]:@YkUPO6/vT1?[Z(r﷫(82_ rW 3v3Q^ w{;DT$Ӯ4'i+ﱣ5{Ǘf1v+7Q2'`;*f?rWęh2߲{\p+=:ƗqfOe7=9[W9g oV⑿cesO:4S~Gh9Ub5V]yFr]z [߭x͞q*bLx ?s^ZyyfP}};bڊ>E3,)j]ٹ m2ywٲ ]ٲ8OV렕m?=M3pUL~j mYʵEe^s]C3PU2aq^3sf/<3Gqu]WM 2yn 2Nv۫ <E!z_w,'f5^]z#+̳ﮨ1@_+嫘ԚZϨ̷+TicN [^de\,3'uja_[Va[+>۱tlS5J̾oO;!7Q}JnwwV5Wl^[dcC#;?;ʨc 17}A}U>g'k=IdmYu͊v]~n?3NG߁}U启|n]4`U'k# &ӟfN dGE<`%]usMb:ngTާczvLTϾ{%ʽ1N ږ9s,U\~+hGYum4.fw zþӓ5 ZWZ/haggpfP-՜q5k1]8oZo;&5v1qc0v>P}Y }};o~ |Fn;+[37]nd,wX*d(ī`/3I3`+?vU[RgEѝ?D eS;sM 1{k#ٮ5NrfhjwLYv}E3X6Ϣ{=3{+Ro6G'h\gvt]xqRy3|)A\lJԹ!vLGwrlgMɱbhgO8@Qr%.fNѾQ3ؽ@訃5lv^Z.w8#s̵yhG,ˣcO@O6iyFG4h>xE>j](^"kӟ1eM=6Lv4w,Shp^[{vߥDhW+mOϴL;P\f#46Lvr~A3O׬+uk;d3bG>E= E79^{|fv[ffp|25#HL"﫱jEN zӽTpfܜ-SGuc͠zή*sz3.LYEX={2M\W#8JܣWqQ+}~ow7Ƥjs} 6ӟK3yw=x}>?}ĕ|ߓxZSF{ogqe SRxہ>=8LG3)>)PF7 }z)$@O k>@3{'ƶO#7|<#6ĭmѡd0 WXJY]W!sth+Hw{fP{3&˲,RY#7d>߇+޹<qG3X)ߧzS=7`>e;=PO 2ey'̀}hpOqX7^ɵ>L՚|+Yxqhd>9x:M fqYOwŴߢn؟cݹP,'#w}x7dӵO._4m9>]{^=yV>8~Rn"f|L~_w̿45E>W 2KϘ֦:>}WzB8!= ov>|&hO[#uJ;u|[Go}u~ԏv؟-*O/ aN+ZlLړy⒮VOitM}siC/ޯp?JwV)'vjRVտ+hf0;7Q$??v}sLn#߰Ry>ofpfUcu˪|+G3V7Ýu͠贾 Ա7ܚAvNA3ݚS&'xfm"Ϲ2J?)ΉtEtDzOY`ft*C>e;;>yy먛Sc7#v Z&h> Tl}}O mGqV'SN koݚi+ڝro }:ХTKmd7Ju6r[4]2iuŔ:S&f}:KuĖT6u D[3PO=g˧ڤ{zgqb}]j*1| NjG4pe?7b>WhNyE597gСM*}mfiS7 {ϧG#Wzg3 zU14E<~gL.Lv媩ơO+NoS23]{Xg AL恟m9ߣq 232[ʪR.{ n r gi.|77^po-d+vgٷێ\?+AݩGGnfpf@\xz |o׬G`=+{/1r|{i{,3߬ N-k\m @`>ĉk,gھZ2>}۷ɼ-oAf=ڇsv8>'P"RՇVjo:Bb̀}]!^~Z4wڗ>LůR_W13vuO21>H:Gzv[=bӻߪvӫk:5|o9c+quFh5{ z`? }Lu(+Wwg8x|WQA1v4sUT׾joO?O1O_1H,{*r~S=@:4]A6nolZ ,k4oF3g(c8~ڧ?+WN03uZ3X1̽@F3b)8Z+wxe>Gf0}TcT JY+t\[S'oMǪqif A~c:Dǿ/  [d> gOw kwtkO:tCf%tcLh14SVڥO ga~>@vnƸen }_y/;<{љG=6+}-Txc\Ա >񒩹 }L!n`Jhs]9}]붕>]i+g*;bS_ Tev\_\tWfcoG?t=G3y'kxe˼Zg{M : V[2/c8Ae>͔c ROZ3\O585Tc uu淎3$ݚAuoHG}D@3ƼͰ u؈qh=ykuM{hٕ1<7{"=w`ĕrg D;b<7j(rE3ح=~o;}@;KuxqbmmU}̳N!:'OM~A z:@4YqvxQj:4= +~;lY8VVz9Rt쎣M)sǻLk}>w4x"a/kq)4Yg[[r'#nS:c߻-z AfLݚAyվ>$}oXoNG:߽Ze 0!2?I6z5ߍj. cw9OK qcұϠ{I_hu|`eVXoM&'#S4?8LDF5.rJN]};[3P 41`yhwg;֡{E{n_OɷXHlyZު5+M9Lߢ5>6:/6nXնĴ0RUm U;08s4(xc0m~Ƴuft45O5cWVMh2A3{\} [N7hlhO媬}rC$q@|=sҾ{c%sL~\O-'jRˣy\I:5X cޞ،:Fc`xG"7Q9ӴxfС 3a.V, tG3?{R @ߟ\מG3lG>:%)8*4}_EWS5>]>;/ЮDc`/?}m毣Ϫ`?gfۈcLE1yʞujݺ劫W;ˇwu~gL 8<{[4|ݛ4k:lb;Nvhw>xwhNs=_BGSN˙|F6ږTq~26]gf;X;~ܹ_D~UwhzvӫU[gr^vcc}/{>үZ5*HֵݠwQ>Z5Da?RA^hj53V:ij~uZ+Avὠ6Mz6fNU&cl"zU[C+f* 1\I1jg5N}qsrόt}10ZS[Eڟ2~빟8z/Ѝ)kΑu3'iWGOb5n%O 2V5Wvwdr|Ub'fXzWnYִ3Щ)c#9k9TGxW,ٵQQS5J eb<+ jDum41e8m1s|\ (kc ~cMxv +=i;Ui'ʳ ;ʧzN :ƘI ҇#{c@縊f.@6~]Eϫs|̀x[S~ XswՆqƛ+7hb{d|Ѥ}|Igw&B3PqJ=iΟ-i9nw-mS4|)gs<3. *y;5L(bbQؽϠ#\>ء,׎8 ~1gΓr/G֎kĎԶ#4St$7wi9>u&񟝹;|}FE߷C3 wis+NM4}\ihuRĹ#1: f^w+ 6uNh?o7w ]LJȮەS&bvW~W]#Mh]ki>i ׅ|q1^L *o*(O Vѕ1iRGsdJ^ߋf0˿q.{ݠ(v?q(NiTڿV͠37r̼U3X-n kSO47nIhYWLMs=rhrMa:tǂۄuh|r;(el sUraczc}n9N7b:|=V^}}rMU:rvrQW)R_íALlA3_@9٧tߺɳq42ɾǾݷɲ6ӡA3'۰([L)=W=6;}߬մfәQ r~{L;3S8#߇fP/տ;לdXJ87hvwjλWv[t`GٿT{@-?h٧9+:E38}o'ٻn[6=m=e7?;*ΪSW|fPOw{uk;OѾ\eyfPOߩ%V o{e߳trL?|糪ۡD頻AO*V5u}u&n`F}JW֭W1{I4>̷Vڐh˞K\gn4U\ݩ(_ԚjRtϞLÎh{O/9/D>QҎ^i&R_iʶP :4 U?QųwZrkT t=ܱM圶C3֟>>%25On.S/;{?]W]wv&|sgd{rd\y˕lGG_TUgW](f_1NܞHe;5'%s_u#fPYkjbzvǁ*9k~z6n\whjE}ɚA3;LY:a}s_ڜ?RW[7J\vU\='O*R3+~{w?:sߨOإd "{m4{94e۩M]{B:Wwj忲`EWvܩk+A>Ffc(hώƈuպ7;.(Gy }|x ;b`3O 16wf_.JҦWOn[>o~U67KORjN_tNq/eL3Z>9Y3WsWCMerM-jw_ra~i2ƽs_N VөFrW߽3^S3pI;;VC8}8 2e#Sq/}fz/ӎtfеzjy]3?=jyL`A5 >#vƅޮdr3ɔ NM\}jfБHvR}]sC~ v׷ŏ' ;Og߳N͠O:N'|f0=ƙ}^f_T Vǀc v7 oB3`̄3_ 9UOoWk"/؋XxUS뽪/ŸQ'LõnL]uf੷i| 3tjjνY3yMi+CwiJz] 3uCg ycA'ݚgagܷWR:mܮ>|fpxy]OȌj Κ"uĐ;y4Z犭vTG(FU]Y'oOɟXj-Wm.`O3Vfuv:ab$^2M3Q瞴`߸ϕՖJɸAuWY3_|v6~=o Eo^UƹyJ: ;ܪ6(oh9c} `O}O[/wqswjٵؔ{wQMC3sL(X53'˞Ua} ݨd׹O1TɱLosrnG3SߕjG,:3רք;vwy`2vl>ܟAܦ3贇ܹh"©;E۽ٱ9s즷~<ije+1e22^ᶎ҉4w}4w9k68#:ղ;yZ.{`W%//=briL?WNֲ{7Wg>\ZSt(kn'{jѽ`%OGsV~Kjlo_ǎ\;8scWSf׻D}3m9 A3\ʵ;3{ʲ^gY_ܑ͠Vfy{QE:·\{=v\oQiqYgyM%O B9g*rm;5zT~ MDkwgWԗg+-:>W]~ݚgF'qUth~ZN#o\יrnq#wn"4uA- 䮳;ƹ g j;8_ pVJ1wǥZ[.PB4ؑgWPQW58#4|t9ҕɕG&seRGPřgVfwN?18qu4ϜlٸCtܚA6wgUicܠʮ#7ѧ8r|+AW9O5Ʉ<3z~fP/ߩ յqDaӨʽKq1bWEY {b_}tħվnQ^jVv'tʎi2:}Rn͠%wӔR'&WqNnfOvOWV)7jߪ]519G+_N\堼v ~ݫ~Wb:פM Ll0cTVğ'3էo :rhL>5EiߨeO?kS)pHLkWOΑ~V`sY6N :LMTߴ,SGx(V_Rk۾:;f:־O`s9J`oRy͊qj(=a⸷hOywC3PƦ/uYM *}s?:n 2{*o}|7h4]vs슑( ͼCUwh8u|ޮLMT^ۺ5o:u5E_1͇++mcW|cސܒY+Z7rćvY7eiUS3"hk u1Y3ſrǞvu,)Z~f^x|ro 2v (} i'136y-]cyǺmE](c;u|Y[GRofWݦݚ<Lz48ot7E44[4oV|#ELwBn"Eg05.N=}gtq+31'i eG$J(n 3Vo40&kܼ +riH>`>1 3WA3;oc s2<5;ǦE39Ϡ6s)\fwL7>}GEq#m͚j{c%'4yp2Y>+9'ũ皿M3XN3z>c%~)sin vgОDۤW:k4`w)EޱSW:S׷ws~OrwMEFǘT)ϊ8 0ڕ?fu ߳rmu:>qAfoA~f6y; H{/[6NV5;4sw||ەS3pž:~`M1ctu"ϟ(c]{9עv;=HYj(ܠi٘;|L*;}>Y6+6Z}iA䛳vWiVh{4zߊ6>`e~= #5Eʼ꣫bwȎwjs@vLqPT|q̸8@i8;/ew_ 0!6ALs3uh9罭=w^\k :|*>վj'o } ^9%:s5lK9hsH~{fb=T`b[ 37SOqg\6 }ޔ6x#k懩Q'1ӦybkS:5W@1vVm3Tqj\OY3P7}-=&)č*13bKG۽j-ÊW|u=۷_{v[dW3+wέrjUĐQ(Jѯ&h=+D38Ӧoxz eTq[l'/؉]kuuR6rڙV}d4$k{)%]㤧3n :cwOo1Dj"bw3?HM zӳ3mC_]ͯ{GS4WHWNi}Wbb.4Oƪ9)vR3PE٥DXA2]ޒ,@8#PpO- (m)fyVՓv5R}G\Mcvżz-#^[2dJ &Ҟ3^Ѳ6T͠CS4[fN'k[''+O{ϾSȗsfKұ9q'3u)U4ި#ձ[9n}o8efP ǘo&uB3 ĕ(;kh?i8+|4>[4WryJky)2]g(S3j틙~:>M3X]2:Ki\4^8t fe(lX x3]w4-4m5B4>O swu磱HıGGtaNs/'tVoYY)N`nL:kcBGyƤi:Fv&^(?ZА}\gd[=vk]tOfzh52~OL3>;>Q3PיvCU۽ Vbٵt5<'CLMrn2fKcluO\J}eJmV/{`\ng%sOw۫iq$Es=*&;i'hYJ7[~󍲍*OQfoJUDYѶmD@Sfͽ66eOϼY3 :+Ff?gD~gMє|*+Eȵ6QmK59 Vm`3J_M9)j&VUW|LF`o:~׮ZkO in};ƯlYgRV5]-Ŕ6fbk3q8t6WC3pgzrUW}*]e^ShȻ)=Q3XN~O h6 Np-vS,YA38_X)3:57͒H7W@Ξf3'h*k1]=g͛5vϳGL/wq~-jwXo ԱlYT4zsi>'w_)oD3g؎߹X y_f#9 mqu5Wh[&X DY`};ty&&r=h3o@3 jٱ[}D9f@T̹JCnz fЫD}JWN}wjk1=i;`f0alWwoert" ~f!~̞sk7G3>S׺38!=>rԸt`9ҤkΔe&ʵƑn3lě|5,S}Э̀9ٰٜ͠&<]3P[` eRt 4t[gUEkRNzۙdOIn"O1u~xt2熫ݬ|[;̼k:]3~y}lw]5񊜺g!SN :O-86;];sD#tllu;b'j+Ў5?`ͮ5|yU~#Ho k?7[̞c4uۛ.̓<`=w5l4UDo>VU՝rLmkr8rLghĺ;h} A%͠c<4srxc;WƁnouO|Wy=gNvf>>E389&fgW>=9ws 90oGSww=)٭dGqr|[ýZ'IwcSڰt>'0otÕNJOZ3>o +1V]vTv}kkMAyID{-'uڣ1]^hp˜Q->_~񪹇VId׭Oo +~NMnߐ6qfԷs'oFbwm~%¸o%"+БO gVcP4җnM o@n,M0Nݎ1*s-+U-;D~$FW3!7^Č؉lەogh^_fgQ9 v!sڼZ3~߮.@7 c"_D/47٤Vl{f>? K-1V4s|  yoY&U4wQXM3PS9cV]cl 6igͭLgYxG)=ӺfXu̓w~CG=r4.@Վmݝ|;|ir̲nU[ielDZZ60ܩ#ݪ駴XEtʘ˞zf7{_&&c74ifz&xM8/gwhhs^W63C3kOe6}þsj+PQvuN VR >ucG3/g@}5h:u7Pf{yo *ߜfgܰK34]kyvj~]Kn"h.n9$y50M\ڑ?|yj]Z{o?-wOS35}6[6S>W_-oξv~ܿ\1ɰ΃؛'ڥ*lձݰ3W3ʷϱձfs6m3V慙!*1տWɳI<]g(W>NߴS%u#[4S|oS?v?X1w;2 b=s {EJL׵[3gR53P;߬<ql]L'h^sNf&c*>_woa1V5WN>ԿShA3||c6}f0a[4e }w)`*fn2yOgP-ד5 (W[T@]ߑzk^ ng]vWQCowyzӗqAu.>Y3ؙz\gQ=oBvW Y=/?wA;3h=Y3ȌQmlmһ4=s pմ3Jh:RWQ`%F(˸}4I= eX-{WGc3@Rׄ+5H9u+LYE}jg9QI3Ƭ6@%>}$ :!f0'C3`;dcՊn[v wsƴ=N_:oFϪZE::yUV2QA%οz^jJe7Ulh;Wxwh˫ڷQ}QN8]33igtV~1 v8ץ+YQ]ͻA9WSʵZ. 篝;#&Woؙ7Mr=<][3tHjnHz q$g=Gb$@/ur(Μqh0}`n#ߩ8ucWf2bv'h.ǝ@mTVPao˲;no8^폮Sɚqzv;"o +μ0y\OFW)73pfyrl#GqVQnn;h|/c~Go *3:r faGW[IkO >Oϼ+K舰+i4ǵꊾ~gƶɳ)λ]4Eo"{ϰ3ص{Z?~ۦim"݊.p3;`oķ͇'굹:ξ#}ߦ<ϠC3ȞgPo;TaיPqkcҷv)E8wTձ6]})$(u>uUUPN̴?ŞG>]L_ɥ p]c}Isp#5{D[ `١TrM &QzFfԾ*b:sSe,v/G\21~]ʧ4l^ 1jX{" {mΪfVur%͔zsW7z1v=xfq!Es*/evsF]禮|߹#OW~fOߴ6guQ[ue</յ)OO뿫)ϸ;3q7h+qn }n1m "|J /{hkgP+l䲥n 92תs?mL5'Oߔͱ;44a}T7|.깭L]*'Zٵ[1Iv}3;*r?bQߣFm87ޥ7c''O^4ѯ7tIZ}*z52꼬eǭ^w̺OA3hrS5m4Əs;ɚAfnܡ_tu=cA6O&~~4akmڡDZV[/TSY_&&^S4HWmLZST`Q̵@=?=UT{WEu f6J57(N V@ƹ(wvu^^ѳZck i^5<=L :E<~/T]V;a'YvnB(kfyFd ZrnMj,W\kÕU58b\fpO>N9wuShgTF%YvڕU>X|aE+cd7hxT{2ߩh91Fbٺs]̴e@T'QN).[{yw]z5O[hw8:Ȗk5E;ru`wk >0M3P"׊vբLޙoƪ5 s.eL; G2|WR8y;ưY|)g띚Dѱ(hftC3|⾊yWyPE|yfo v& 5ߙ5J?*sZ'g*&7u:rVTr~G m&`Ǚ;2›5\tM,L;B|N͠cA4>XcR3pwn1F4mS_{f:PWǙcD$7*RYgfo7||{o:NЖٷ+xfod1 >䒳ܳ%ʲ6ӵh5'K3ڋ3b<ݭ77ϭߟ ŵ8\=5gyQǻ~U F>;T!.}G fʗpRnh?Qy6:.ǯT;gcMui.{BY? M4>p[}Z8q蕼*wS4'OKtUS3xg7)7(a7.f@u6DPl_C3X0VO9_;gYY|2N/>]vf=>4 N>`GNt4G js}4zjtc[g%E+b{Ǣ魶q`W.s6wx;Dڋb=kǚ쩱=kh6 I6j,|b9;qIA>';LS0Ody4Urur_~8[Sb{{L ۫~ȷk\c^ٮ:l[u"1OH4+3"$QlHjsN v=gw}g@U s 8gk]wuvЩWyNtU_^Ԡfti f3P֓3ОAW2K3֙6}ng :_a~E{Sėae?mok9';yo^qݎ5{T-mV;5!WA۫x^^G-pg=ڲѳqͧzճջz;<}9HVkTjcUer=X {'3Ȯ'vgVUUTx3;y3bDЍ{P{d{\5ski<_g4&٪=ٗðʬ+653\LJ&<.M|FkÙ:o]}H3Ѯwgv}YG(_X1f30giv5hg#sou}ŜO+L皒sv+?{k~8gw|0wXX|kU 9ﮱnmOZSP+֎E7`Q';S?wƇQ>;S>31^^>iA}ܨϮ)?[,8.թȲ⳾ܿVѷ2/гߨ'v׻?W癿>rΗմʳղLM+n<UyW% +[YtlMV{\0Yeܾ3xhn3u>૞A;zskX:\;{s֞ sDs\e]{(N oOtVL2{TO j1qc12.;ψIfuf{nx߫/]LOk=g곻?']unNg =۝#\1TgߨN+5q*3O A(+@Xy6hT鞁Um YQnj3M,+̪wS8z?~~ՍCvԽ{_o~~^U>39dz⳹*ϴ;巢꜁ږ\hʰ<8,]+ӟTE=xkt*]F+{TUawϠ]3#Шk9bg)]<R8յȵv s/lVWxoTS>*ʤ̨ۜk3=lY1D<[;fʱ#c;]Wё2̔gYrΠo,=stow՞AF[ώe>۪v! T{^\2{:t՟D>;'A3rk1*35v̽w0w> yޯyY>:ղǓ?˙Π+ZS>;<3{X#yG`wsԷexgn7i={J 'lQnFYkﮬe:wTKT{WYvƮuFBV'=b7\XaٻuԣS栣>kNW=%6Z~՞Aź:N}3X`sU}SWy:3oz>032*05ie5Cw֙`g9Uh]|QY'ut^ie=NEΛumfg@}s]CA8Q~xo}sݕx6 fgbPgE} `f[t˪ªg+Uɩ+zp?Ns ]Vsf?)1Ϟp-uS|;T}:ef6S짺 cr,n:s_ |xkZO.3ʧLɞ(g4M$gprgp󼣣/vSkvW nk3J=XOsz"23ݲ֬gw. >bpo?ȃ @?hpR>P{{uw @ hpz>Ԁ n]ٱPZn7#X9F>Occ7|o]:u:{A8slcٯ1zn Y¬z/~~vxqxo^G۸~Ǿ1c{;kJ֣ԛ]سOٹ1L?aح̜gghN'wԝzn}M1j>_Z?;xp[AˏK9S4ޝΥu~/zpSC;b-zny{0ԇi:8+ f;2yfϙX :_;5Muힶ?vkx|gqN.*X~^qjQoc:g/m~38m0o8S9-=ׁv&_XzTx:}P7 vsg }gw}i LHNn3/{ؿ OdO(] qW!Wu޶.~E3^[⿜욯 u1;38[סgֈ7i=;wQѡ_3'[ubR~_ gp>YS :k}796ѩuVϠZ3sk3v[ יִUn=]vv -o</Զgée wc>՝_V?# 3ؿS7}B[xr\ wh_*Vkv3xxx4Agg9tջ:yNgpqױ^@#yԎ=[-\V?1 gRxNj'xg3XV8c3ygj`wr޻VqrbSX{G p̑V̑wo>w~ӼJ(5t5/轜33gpzgpֽp"R/̡C ;}N]g:0g]oknz(m75x+o:o}3^{x;:/38aO{vت{iWx3g0]vxx_z] rϜOWv9Nnw~Wpr?x fv33IUέO}1.9i  _K{{NJw{WgXxx+3ggx;/]:;_9}κgБ zf|;>܏.sj?4<<ؽ/X 3q]<N sox;EWΌUg'O2 X|3_n޵&`N~y. {o% [383/:o&N>g<'x7{U vD/ 9%9=xW76XVy+ :m}x'{3̓.,<rsʵ~ژgpgp?q[_ NgkvDK_|gL>478xxx̟g8óvk v~jg=R eFrFڕxy3!2 fI Mt&g_gp:{y٪g:[ݩwԝ~i~πsh xx38ްm V7{+u=9;??πsxxg<x>Nܱc=΀{|nƫ3߿E禰3U33q-<<U Ae;n u k  v|ί{8O3ؿofz_cV7WU|3M[#9xxx_ f3>ݩ}ޮIʼn⮞~ܼ3<<333]3٧}9OZOVnww<3'%E/fmxggggggpcn:;vg>YGIg33}23X6OGvB߶~u`vgpg>) wqKΈc|wyz `yxxy33gSY>3ϟ;۹Fǘ˸ܾp< k <}S'58mpnݞgOzϿCݝîx{iǗUco s&< dd]˾ 4_<=vo39 `gp;Uv1{Vv`=vgϡ \?7\V_?g0}_vJdj'\y :O Ϸ[x{9׵4yyʎLwחT~3rL`v38~t6h̹-kgsggp晃6Oߪ?/ˢ,P7x3Uoy> 밯x5mz+&>o3wOS3^̮g'к] -m\ϫ>ᛷi3:ߞv- p8٭]u͏8gNxK5sC?gцN[oW;0F șsh&sqrȔߞ`w?rgm|9q}=s|G_}h/xg'<Ibg='ͽnܛ_0}3ua=&sb^h)<3c$y Vן{_N+ӎos/;+~[ m9 pz#_|eܒ]|6:>䲵8zıg< Xyq|`ܹ={b֕ vsc(|19 qkm>-W&|{S}:73{l9qg#b9^g c2s`1xU͖2g}VgOc5vxd4_d7G> X_SMqqgu]vkuNe+/y?P瀲[o83]#얯y ֤,mxfȯ&b@5},.> $c9N}R_(K>3m Ч>v8.mz < pF}'Iuh Sq3yyon:syL:O3[k`- ̓v]od?g'y_CxऺMw `m9‰G?3[ |c93/ No/<# @{8gWp;}|]P(O}_n> .og`π;֧. op:NA=zԿ</P /Ө]F/@}'\d-pƀgy_;3; ?sc<@ |ou~T] }??es }3?oW>^*~ʵw(Oj y5刺]Oyݧɠ3_O;>zfw+?~ p| r>խۍqoVϿ5ʧ5+)Իz69+®MZѽƧRϰdz4]׳;ȏϼ\~׹%$8ݼ߳7um}w;ڐou2ܴڰw٭])(ﲢ?+Wq&~Ky/گ.%lws۱ճ=ݸ1;U*ͼק,}۾??NoLx +~cQY7G5wow^[]]{ouISqԥ_?*{hŢ}:}h(x.31Fw9D9 `rZIGʘwWV_"G=:+|skTUe=o͎R&wWnQE "m촆VuR_ dR޹ZW_vyHl*}_ݻo7Ȼ+{T|oKj_QPZ<-z_kQ\q%ϪP9%Azoy{U5Xؑg~Ͳ-^:ćl>'ܜO5/ݸewRwx:6qsN;^g`ukg|pe= I~*Grt7Cj<ϙ|ou+SV~r_U(޴_~R;tcVz+WurgcPUp=Q]x>}0qkt~ 1bdؙ,oۻʸ<_y7%>;"o;ų=ʰ)ɬ3JkA.uĭ橖lz;oyY%ۥøUGg3ܧlƾ<aE[r#UNfFsPڸSGܨ)kTQ_9eLQƺHY4&G=3+7P{*rCugX??B,?G'vԿϨ&VatoQbϛa~}V]=ett3j8eTԶOdsC?=S[V>ݷrq\FŨ=g$=oE3红Dݨ^٨\qwTW6r%Z왡h bkL='x U{O57G}hY(ѳG+jyUx"ߙCSllT#˲yw<(oD˪sPH3n,+uL>l/awL>9s0]x9ko3DFc"8Woƶ}&M;z+rQ_ѽmTۧo"ZSsTP }vWNC{2Z-l< `%ox({dc9$_/\HP?gb=}:Auz7/.gWcTǕ$Xz􃙺VW9;ѩ=3BJ]~C=늹 hݚͯNPcAq#1[*ګi£{+;1j:wKS[~NV ete'_9ޖzｽ]g`UGoE3ͫc3#2T;uO2w|<3Ɠ5o4o9̽ԿͨD4H(Z=U?p}^[33Fe ^RG8}kul.wY^(ub_T+>̳VӴg}MFըɅ=o㖇ZGԲ7G+s2wѱ +g9 t/=gҬ>ഥȽE˪읏zŻ,9Rۮ'ާ3=j#L◪82*I+\S#%(#~#!FyΫE[(gԵcԋűʲ6ɭj}GҺ#ܳ7+<Īv33Pio3ϣ{X#Mݗ>[e,ѻQ5Gԩʺ fOe~cuSG޹DHYWBunv4Ϯ斣D2G88[skk]W1evcg1.lg>H|%wo7 ]5h4;g7}"{Gc|&Wq.efblQ?!s]ѱ*r%geGP5vJ[W#]黜zփ>'9:ʻP45R:s껷Ꭓnzܗ{d55Ѷĵ.<nF﷢W{UgVg}E]=9sםI]Gt$GwU5;U:B$}$6Q##:֭KzV\K;#?A6[~Y\'z #1l/N݉A&˪RJ2:sA:I^NXJpSo׾8o½9şɞR?ϼU۰6vǯty&ѵ)ĩ[ա|URh΢8:;7ͨܫѳrٳ8[)?c-:oPܷ3~R>3XuΠ3Krmo]w[Wlk9sؑ>ڋU黮*QQ+t Ŝ|x35+tAw{ܵ̊\+{N8ePV NuЫ׎P;+*wpw#,G}39㈳q;`0g5;nO=ThVמr9F&6Qgh{Zzublt_DwWt'΍O)OOX#>M>8wz䵎ڲ=|#F;EYQ%(^.-y:?<:{DTުs( 3~=oo͸*"MPUPT\+'nDsR8չnn_uOD:ڳ3Gѽ쮶^DMy2ʴWPFV޷r}?~W|UĔ93jΊ{rb.Ϟ_@_;_Ϡ^guΕRvӨ.ߵopgv31Mxv7}0oMoi=э\"Sƃrusөck\6{_jL"R&߉Ȝ㈖mE #wx׌+YW/# Gg.މҷ;3P+AD߽=Ag;xw#}EG)gpgBkUf74MKKi*whwoCsV:gsͪ:/-gZ/K<5*\/N2e9/nVdž_uS{ݵgfT uQYUpB3pmJϠZ} ?;NdC։S=^~,!7$zN;]UEl\ UQDd`Es:_ynW\Sm/nݙO2xקzrOL}GV \x{/2ܣI3>zjCw]yQ8!{+j'=g 2_Ipt(5cDcuzFsfaD*{b#Jok:轑5\gsU-9˨iv'N㨧Δɞc$[#eWq_w7> 졿ecWhUzጸ,]ߛ̕ь: ] +nd&~}W녑UQ+lEUu&gpsFczNܗh˳ܸB/3ʹśt%*?>tL3:ʨjIwܼ=ٱ#M#ѹ??>˨IJưƸ=#:]F~g07nm'nyD}︹ꛢT?jT)}eϩ]?s5ͬ.ޏvT#n-g (}G\+8>oDp~f`Sxn_T>gϕ;[~L?| \}#֟SksurgseIhqz2֑Uܳ>GzRuΞ ?VU"Fc}owwvhltLl^L&:e3>XN"X5>8✠Νɨ|v\u/x./ p=yٲQbl3PI;wܙ 2yB>Mj41ҷ{۱GmUv5ݑVjoڟ/gGF6u1dxW3ދ*rʻm-RVDb@ԡkwiYg=WWU4?mTH>ce=?}x^EWx^inHW?mKٜe#8z/oE>G[W>t/?ZxS6sDr} +ߎw7/BoXկ/Zb#pGS'xzdFvʸ@JyeϠ}v\3-r_cM?JpEghN5I43Et!mN{quy#ܰjl_/{Fet?oebQig_r$G;:W:f&Rj.n7>Ϸҳcރ;+s4!=7ʪj<Gs{߉.v+N*`T:U}e'@>:Y1Ѷ#";e;tիq5L}7KQUϷN4=ח>ɓꓣ4(8,rʪ;꘤[ء-`ۡU+<~Ƨ.+1g{)AWT0ϴ{p|Gf :#|MDtGucƫVfDM]߉/oj_ˬWjnJyENd'_S#׭9Fr;gsCGG"6YVsVΪU{ɽ;m.'+E({giQMǍ=3PY ϠK?^} 5ٞAd?,ϠBǯz䦞;~57CiwYMmWuPd%Eٜ=N aDVpNYWˬĝ_s jReDǮ!:D)9F6XQUQ9U} ܣ;sxХ#Edbg0s?xs֞S=n̉^" =nѳOw8~C4w3n4LDw2wh\B9 ܜ\ye?eWd9Q"gmF[y/!cWǼ+:93dwb}%%uqy󮞁tĝ+Y2:w83]kljϠZ3 ´ݼ':ӣߊw^9ןј±<w93xJTx;p{XcQSd?{/{fƱ'jϠGcz ӭҰg|2|]<M<+7[Mi=/#(ZeDh6-jс+"+~=kT7ﯪ:bպ#J<9*!{~k'{7uUcpxQ:}׺{^?wkXyQFTGt4.){VąwI''KkpUSt.Wru6FȜ@'ZttSIxN?T{ޡՊQ)u^d #DDga;zugЭV>! ='x]^FgrVlgαi'QՓ;SCG }:GFM6FzVc֪v^oySN<:)ڟs:+]V_N^OGbGrGbsX̷ƷH|J;QT`k>SϊN:DW;juo46Qg܇>{3yގi*]tWX 7wU} g7w㛮3;;ƎXU1y6{f UW}Rry,Գ r⺩}V=ΙqZ"3}~ WT~ݽ̣z轕_H|"`8c,wmc?|~3Ȯ[z2]{Eڲרz(ƻ =Zz.8ZV3nljGUٮF^]$l&ڗT#?Μ w\GUWVqkջ"ܔs-{ X{ECGtX*W3ڪ4h*+]M]Dx3[-Eƪ9iU!wf4PlO=TU#6VWA$\M8{꽸9cHws*U6ELG _ D<Oynܵ/h:k쐏 nlʌ;GtU3t<L379PFz7*rVxV8Yz=Ǚ9>ս3*'7Ѱ;ʚ3":ɋѱ#A9S珪R㡭*P+>lۮ3yfyŝ 3hx-5VۯvmQ˲+Q權rs*OiΜʕ :gn>7>]e6._Q**r{=ãQ$#G#(6Sk흾W6fFf?Et6#Wݎ?r u'[u1s8eo׌.pĮ/=w͊ܣU>@U`E'g0{nҭ)qsQRɡFces(W\SFe)lٺG듷zu_ЉXwTghoϫ%^Onwg\xnG6^F| uOGgH"{9W3p˺5ѻ31s4scW;8mu+‸d$St/E{E??}Losߨ)m/i.=6f"ɲ31*UZ빹qwPߋxctU gޮR{K^uYC]"6tUN̑wo>:sTM'Ѽ95]7yJdMs1.ĹS[y[=Q/6NZk؉US?:/p>>*↩}!~g_0{Z}]lCG OR/Rޅz64zYiX+(r/oqѳ)D0ՇPڂW9>BYd}TE>}g+93bU;^dޅsΙkDW#h60C~_rk~e+cI2VG͌]hjE~N)_'VE)ze_ۉG?Ϫ}]g> G.<[_%x}S.Nى^u7Zggy g|UemPEr+Ҷy:".ܢo3I<ru>\߯ Ligm=s:h!N,SUWHoZKeEnՓџi2o8\9{lDԝQ+wOsVkte9ywDw~ܹH:|&^ZƋz{Oq:{\gyUq]S`7:?;6Q9vgݓM=4Vv ->U}т2q3 y>3Um=틲math⮼r|8Pf|͊xN1Z-﬷#>ۿm؍ 綍Il"YqeTe˸JCTaAERq*khLh}j?qFSQ9a"BWFtsuQw[9 ~}W}=7d|5rˢ⼔2S6*Te\GnTn}up b]^^w3__vx-3N$PN|3pjgp.W*W|Nk(ټ)Յ-TYV-'vMȕE^~H>L[R\lu4/D4Wg/tQUc]dr >*q9cٳ}}_*Lw75߉mW~gu {]SD4U'YGdﯢD_'(Sg#mw7ܾ>s"ʶǷ(9b8U%Ǩ<5϶SN^WD~1}:7kO9N|/9jnQ8'6h3t=7J9S>Fuv?t:[hP+%V3}@5"g"IFuܽn+3>@ GE;n~ֻܰV8k{&^wFwƾ v_+gQZru -}zOG<ޣoMW|"5צ_]#AՎ}>ϳĐՙ۰<ϴDD= 'YTU1[;)cDHWWjvl̜iϮC;N "{} =+Z~Y87F4`ou׬UtgPq_+_dw}`75HU WScw9V2oJk\NW>֮0ڻ<躮:'Cf-weTouGWhjSїgy" z{T3<9Ui]uŞs=~elH= n :AU VÊw7ds=nÎx0ĿW4;RTAS]fQͨ{rrbV;iWxJUu|Ym:;D֬֩j89;!d湎jEGs_e⌹2UU;ݛq>-Vhx{%Bߙ]'yJ6T\{DU;fzTq9ϣўvSjz֍;[IFW4V'OUPh=jz+Hܿj.7V|Ş S_9`G"簔Fui7 _ܐӷ(gΐ9.OsOl *#'Fq7-?&E-WUOu5u.?P=qڻ}&ȴcw~QA)L\2ek, /3.S<wv zӎ 86ch?xYϠ\}ǹ g{Y?gw3"1"gh~TGV?\-?|ԟpY(HCV(FD/V۠:"›q&),GSUzXu,Tu|_mΙh\TbE+}1XWv&XtVbeڻ&gPJ'o nX=sWe iQ+E*ɉAkT~+l̊Ϊ4ěˉ?͹*%/wtB33S9m) y9m'K$FuPܱX}=.TYϠBW(嘍}I]m?%5*z?AW gw;gp:5v:1ed_fb0Y5ebsJWqcm*=B!gKx3EtǟqϭE`[y_xz#==W=EΜgrVMn\ WwQ딻>@-W[nh^QA&GC$S~# ^=?yj[qn_9OX0:<:Y'[53E}̪>Yo+ԥ GJ=J7!_vM:wU[sw9K.*tBwǘ%x*Qu;0Q=8ږ:u k&NնQy)i֕kZO3ٲjN7tќ:xS/spԾg|}FU(ݱIZdu=Y+벎>ګʫg1ߔ5ݷ99"hʿBճك6z)9'rEΧ*⑹2xnڪhJt2g;#:qM*{kTĜwE9R#:w(Kyn76ϫr*: MuF~ב0z.Gʞq;ڐ{92E9eUcrڝëQuǧ3^r\^tcr϶~HnL牞wPQ'suOc3+0{sN4茮7>zU3Q}Wxj(oJf>S-+sk:WL] Ni?ObUOϤNJ|+qDc)cw͎n<UWp+/]V38N6Uc+5\Moqg4:v=g挅9uFN$6Q9^| =uEλD57*z=_w2=kM9:ktx\X_C]:i>"u,MpPa޲ُ=)܎3,DZ|*pzzܑű07ɇWŷ|ru웲0;ⱹԱ\D|D@Ҵ7ũ{ݳҗiרƆɳ&8'ʰ<)ʛᔟ^yMG/T=񭾪<2#kz_q˨oG?,qFOޡP]<za9kG꼌ձ9#$kgTf.k=N?CGfRCW9\TWDnƽЙ1ɍˣ\y3g#9Fu-n+ U>c,NþU}9sG?2C*bgGMU4zcw0҆{ָϯH[s~;zʼn GuFѨx1y ٱ6V)i(9z okx8gbnd㱨1 UJzFU;iSf4o/Z7"u[lѼ[]Տȹl 2!?߾OGqo&#}[]?e#sLJ]9jU5ɍ|?kw[FڋSfU7۽i;]q#T(rUo}S0D:~DCĒw}șl_~E ͡ߣqU/oRƋ|@m+eՙ୿>ʵ7"c="9ڲ췡Pwxgv+ӳUC߱аnԮ>孍GoGsR~7_ss+z\+ʉb썌 wcE{;rDyesύ [{}УjyE;i1o+sUf$pޔ4#m:hO}t_ek;m!hTǕv2ɿ~&2|myKF}R1"qgںs6I틞~2_AVN;⏸񶳚HKUU4oyN,Y31*o}gPՇ*r(V-'_r4R&v&Pީy$֘3D{4ޏ29}qc4ve_V| wADLM;ڂ9WﱚZޯ:n攍Ƥw⒫:ƍwU'p0=wu\ 7v[N"uqGe jH^"y]3Z3gJ1flMgd?][FrD[WＳY9 9bz{gn7gݭ-9X6^t.7.Sj섬2FJx Q[-۪=^V2CʶL_vorsz#Szm,9szF}Ybfw9V=8՟n/Cw/wdc2_Von w"1>ڿߙg&ʊJ\->ĝa睱<8ɩ'rbhW?Sf'Xf[2h};?o-|}Fj gU^CMuLln$r4nT&[=?~ն͋>~}WWkyOYv ={O3Wϩ-<{>*γ%'ֲ:9ɧp4+:΅~J=x9<9}}G=od(O39Q+ˎۙfƚpc@lj4ѝTz }U.MyGP's|չH:HsV5KUvb+c]-kE NfhqڢpUlwx_",[8(Dǣ;>fEwS|L~c"ڿ2EUuǜ_yə9i.C\Ț?s>UjmnFvֺuA=O b_׏iwу# 1JQ}'+gu W5g϶9u&Oˉ %|>|R9~ku.맪"B䬌[#1:Qv=ӪoB?.GTw}R[Îַ]gPt嚎]Sd`k$C\C▻ƫ?3qY2|mYM0Y.M9wΙ5^$gAF rq]ThV:F}{P֎kߦW=NϟIS9^ģU׎|ܾ"dtLF3U߾Mw:k'8{:lнz\rԟ:c:pǻf晑_Twy B,fu* oh4O/؋U--(gx Q;5W/tvGjj\і3shUߝSGgd|u*cP0*x~OfhT'ts(O8mG]8S')Wsho<bk4tP7/֮*b_2zfUXT]TuHwh17OE+rElwO3;ߛY[VQS\I}Uv6z4AE^È؟VWNQYķy2sIFΪu slNȸֿ`/h5uh_)>Ң{9ֻhϳҳҏ<[>۲ ^:cHEצ=#q:oE<UC\-};yT.G<= 9k|x3ѽ +8cN{g1kNMuIL07IJfReg5FƸxGGѝ~9Am?lIGt*'ɈF#UeApltY~qE{vAxKF NV>cIջrr, %iLCJNIYFו筸V=!y}c5fagpz'Dlc6xCeߘC͚u_R2 ,uGlwk/n'D!W+|[S>ueNrQ.p?} NbNh@Y ʑ-cg᧐zdwe1>)-)@=`O"u=E&ҙr9AsKN۪r11כ9?)ۂpl?:c֌8Ƈ 1^:Wf#2vig֬YYo}= [M}&*~ƹ;OzYɳsU{:&gh2&X|Y]fP6L\3>"@ݺJl:b]J[ ၓ|l$g(+؂z<]} p{~QۜY<~9){bmΘoMk,Q{>V΃ N'S#=/BbXLnκUr[ogG5ymI@>G 1 297D\_G Hl c.$7#Y#;IbMocmrqccPN/7=(DLQk1v"MӮ}C< 1T/A Si f @\) zNk悂88l}3(Ae(?bpֲ\yז4f98܍3F-G*!oVqMHMmk%46~F]bw72ʷ(SAQ==ZxZɺ $>ϓkﳦɟiڳѳڳ?1.5Ĵڍ񿮆]<۩gQ 8_B{Y2}'_yAz ۘq v/|m_u!:5UП:חԂ?d96ֽ)smnY('Pg|HjM]g(G!*lɾR$MǘH)%7fggBKim%9yMe@338s>C٥0 f`iur׿߆O}*o85_#l5>`]3\~ 4=L.E[KsH'7 ,{۵*zoL2LfʼnQh +:=KuF"u8AN95XվK'qF?É)8j_gH@7瞟pTc"9`sFפ1뇐m2 ̚;m vu -Ldx0Gwb?sbaw?3iNޤ/Tksvh[Hk9P3wrg^rge*{wbgnmM6 Qֿ!-:q.D&C_M3{9"9 ԾeR?Rz\f^X~靳*i=1hޝ5k4>[gnw}jlrO{> &ݶƸ*&YS5Z_k,Iꬳ4=Ÿ‰S+ᩱ<O|:H&eY,Wg ؠxپVqdW!VQEhդs?hmmnĭ'q$ 9ٳn>֎R̓{0Sf)`<=n}R*'ݯĈAoAݜxFf}3H5J8pROv\ɿ5)i]zwfޞuBzuv̯;LNs^Zt2O0qhڮ;$5cMk(&:-ܣ{tdMvM1nV{WL4gsp.7Өܑ"ZeV+[8|x3JpLS<}{%ޕOAkf͚q |#1RGJns1Yu݀Sx[mNμs~Q[Sx`zٞ]]CkH4#9toG$#ϜyVwOp*griHA?kw0׌bDQ@[nXQS9%{X͙#h vsDqؿUc١|;co֬Yc;}1ə3sZ8k, L[2ss̰+N+OeÙ=Rz鳃`l\B8N2Vx /gn/b)ݿEj]RprN_goQbjkzgy^G&4g $1Y_n$Sk.==m [9k,3HʭSB|]i}"f:(Xԉlm+;~:FgKKƵ~N&~5zy-/p[]lVy3»nN$4+Ժ +<זTň_:dc欨u$l݋3Vl2bpf=8Q;@쵨?;ퟨg퍓 ܆kZ5<F$y%Yf~uV,[ӑ͝\gy}VQ\}\ 4|zLbKh FȧAK\~ HdT\`wK \{ͭrL]1v?5ܖ64o㬦-w̱p ~ι>բg{9.MizFhލ>kZO[kTgM9+la9 Uè kNzFQYFwF_Bϩ;9'oО ,oTaa&votV9%p4@:>%ҹDJŀ1rYZ=mCxr$`k-|6)Nٷi9m'{~[q( @1z eSaag( +qjK$Q&ߧxtĚڍRjdK_G}LO0=({Bq>{z 'r*O{C9b|4u!mx֬Y~#w͸0W$9{77\ @yt r>Oߴϩ;:*"1`p|E$ҭrsj#?fۋ-L-)RۇUkU_n\0N|:K `&q<U5l=c;z@MEߙR󱶊n`XqTfq:, {r3 ?7((O<9xE8}m[SXw=%$Fo֬w5j;8~{Z]ߔIUlW> 2#dyPf)I+6Q8Rsֳ08  oZ_Ee|6Θs` $үWbgCR9VzukZy/p m1B ryV +Jyfep]~"`9S ><5>n^Zj/$א%JΌI8Î}p{lwfk&j9:)SՓHb u8>%x)Ӹ[$XM9E ;إPn:c-P'YoF4V]u&KUl.eOz+0;{qYt΀}UzzOԕ+|(߷tU N>{^Bki嚭rV8Kau_;=􌓵eLrUtIH:H^' )v#Y j7[ݏwSqp0BVɆ\uorΨ '/QگTdO3-b|ZƓ*pLŮRX#<2sk&kZ'!?ůdqBfgƠqS'ԛ`pQּ~K15.½6p%kf͚$7AoW ^T U| _mU;U/vSH{p,Ph]ML :T:y/=/L{"cY–>J frpuO5AIr7gɾ]FCOK\ jf_p*pf g˭ 5%fb>([3Ͳر֬ϲŝќ*jܢ.^&ϲVνmd+Ͱڲ6Nʊ5,s/:*&ҴǰPҲ_%'>Dл*#ꋜ3<or@vW:^vEzܕ(e\{գvsbyj{ohE&s~eR֦f$x\V:jzYfu9 P7~u&sM7̹.70yZmhBy6TW ո Dr<UT}krl:/T݂kWnH` ,FrnWZvC:i;M`һoQi&[UX4sF7@Q7ֽbYfʾ!5׿>Ap%ˉ!Od1[ yO6F-?'.Oz6 y~hJ-ѐH2h_+f.P(y6S TakbJ/0>4@?I=kaΨaYZ|Rr)>I* :Rb_WZlmf͚sniM0dҎmڵW,Ω2$bC&mE&z5Z.'ZKw!Fgեj[6G^Q99khĦk_ꢫg8)ԿW-V$zAy2WE8v՘iԓA cjژD,՜\S҇Sl|9wYfep}3@mĎNO7u:M~ tv57TfS4ss'VcFS~̇L5ZEGegz,` _NWl.m+jPg{(8?9A۳v3rgnu-(j)ks3XÉ]Zg/P\5XN@͉zTΑĦxVKpSh}# X28_Κ5rJ̍ESv8KT[M(-9+ĭP2N0ZWDnR?[ )n]ͭjuZcZf$OXZZӔGVTs֬Yf9R@xWù^4RpD-'{f.[#:'5qJv} M:}:l wOPlL#pcVp4F1=3@O8!!9} 8}(VohwE_ᕜXBh.Vw$tڌ?uhSɚufCy50W>F%={g&zYʼYfḾ/\msnS:v !4e1ԧ_e&ҕNAںb.N^pލoK.7(NN ע15߰:#|>Wz S+ (ޅ|Syt0y_.Ľ{$w$$VΦH2)1}SS*ښܣ˟8x]** 9jnEpD=' ~\Š_L*&L ('52| z^0q񍹳3W8ݮo.dfnG(+9qWc~a:O$;'ƆKcs5k5X[bk?lJ~{Qe6'0i(:Ijڮs,>9(8:ш3;E>; 囚>F},mU(Z_N?;i=4WTY:n{736TscW4 ک)|UN;1ɋz v&?;sR:zt<3cƳv֬Y/ɻ8܎9mm"CN_+qS {H $VLlr,֬>pl/}^H )K2 >{HbSlEH]>R_gGXü /AVwg~w.>p.&0 rln}mJD?6irMk\1W GasvnGP'N^bd|ϜdNڃl>ԙ(g#1wk,8ɔ|ztk/)^fV k#87j?ѧWJ@MjAl)݃ :wJ9l: u]vŶ955{иS~p(jP׸թB{n~o֬Yk\?inۛ[(58vP*7H񱫻8p<5(a=(8OV',?RB+:N>>˄ [*zal*y4|ncp&]pNbX\VEAukjՂ%9۴N]N*}:)5ۍg-~7C1۴*N'p290䶸qMoG>Vsz֬Y\7wlJ^r6Zu'8 $gAbԜlSAH'Qrowg:8HIXa3<#|;72ԸUg'̊fuZ/g3։ixUy TLVVzߐf 3w֬Y>$o@mi&&ќ |ڭbI&U]}{wI<Tqfzńfyɐ1!0^%G75 " &WFXX\V㦰_cxo1; ? ~ PCnXL~NĔ)^QìOB1K@xP461z4dY*<~36(g+jP^ꦹ[g$fY -#܀cA3wk+5Ag\wr9ƌ>Qx`SwHqU07rDnsU񈿰v¦DRstf"8/ID,,PjSsXW\A{U/ UץԙL z)nw@ib:Hy.Sx~GI|3H͚5;8t+fr`qޠ;x#״rOLtuZ{E`=jLg ů.C9\zp^004#K24znV ,1W9 Ef=OI$wUíg!?UtV]^@՟H-lX;J;`l wa>%a9V|[o.%Qw8wX\=9sqnspkފQ*=Yfg3B}X 7];kwq:6v永y!1>K/28.>A;jfW \UAIiŻ*6*jm㹽 -4m\05 Mn־t6~r5g՘ٿ|D.Ҩc޽6X%NK?eϾ'ZXhON7k8:4c܁Uacb;oJm}g|xV'1+S{b%V2P3>DGV܊?A8YZЁWx7+Ty:Ŏ•!6=OOş{~Am }k ̻F9k@1ūnW6U#b\?f;g0ѯH>ce,1\6튏>OaެYp;0\]UDօI_1w`u%]Y)Jղ8Aתe7S|g2rfơ-'r7srr-dp' 6g&k6I7Js4^wYcMك*RJ,4Yf:[ lyqĵ]Hm@YfAcrEZ\,TRގwsMgO: &sv_PlcwX KuUJ>b >3{L!չy꧱<Κ5 꽕$;ɏѭooN=6QЪN䡌?am*KW~L#X}#m-[V[5{;e _91|zX=Kyی <>ڬY^Ai| voY:yu_&oo'OgI8hr9lTh-S5edПr WRswrƇeseeFz6YږgOF2Zq*ge'oV|1;r4rj3}~bX9L=uQKpA{4Jk=Qk5kxI;9͚@__+۩T-;pE1ˁ `q%ʙDEBzXяeS} yvYW[x>(ש:= *v ۉ W1O)AvЬsʹ:3QRZʞcxhr弃YfyN kX_rۡ x&_%5jU9nJW}JQ +pGRPB,4 ym vHR_Ź̚e '11ӧ`;L;@;qσ+'ir?hmq%y jr*=nL%W4Qvĵ_o\k"nlpPu ]5> } p9-ywދg)87SLQ!AM⺐Sz8go} ΋bΜD]E gJ<  &Ngqwz bS}Cl(M37Oƙ<ٍ'X/\/Wv(=M nef }D̚<61KJhG[unRR3hs˺?o$ҫn7꿜IFLW<娌.XyGoaWS2%DyFY I4Mi'<S} ,7Yw1*60C#9g+?ic'abd~4n̜Z'2syOw-2| g Y2A߂!qM2W5Qp$/lj$1ԙOT+jC<:AiaRؚ0\ G_MecU\' |=;6t2 _y:g87)(#w=;uh۵TI@$o_{\C列#It P&6ZB4Abq:#և5k'OOLh!9 61%$錄[ {'uXK/QC? Y?R'ꅚP5ϻX}9Px%*!R @g$0 ll/Jp}ZYɘ_ZTn\^ xMO⏜>n33#{<13$*5fqIbn̷wNc \2Pz^@R?˽;g &)Ż<|*>O 7O2rFXAezPۢhҫ3lO|]Sy<i(Kdywײ1Chi< \Dlr~]_ X q#_Q144'|Wo[Ts$WL+3XE 3El!>zo{dnT~{qE]$ ylӫwQ'ӱU"8UrPYbIh̐Epo /b35+s&Ӷf7fM}_[UшʮZ8tm4P{!&IdH.6QLaU-# $VXSCWd.rmu Ƌrh>U8Rz: '?<3]7j11Z=*<\N))<r OSMT/L u>^>oY՝ڳ0,fIAK7Hg9˫cy"s xRO*U ⫳;D`5J<2%D̝EJczjZ5q7CoF.ݿo]}άY4l?ic2 xW/9߆ͷ%Og_7{) %rپ%@6?u) qvD}k+pg) ot]\m|fl(VAq6ՆF~UxWJam(]gCr׌Dlڈw9J=/#gQ1FS CC9#&5XMډrb4 m$VЮTg%1t_/Nl\b>;|k+U/|-`lhΤ&73l. *73?A}[e߮މKQyw/"u\j_N5?y^| ?UrS(7zμt-ש9; _R: <\A|CsYf#'WbKuZSSY{ %`|K'=~ut`(}[1*I]~f gX3b*owIbQfFAI"ލw'>[kQ_ /7tWw6oځS!d?g֬YwqIřvZ s[rRO397bVP8cbbtOJ|5\gThM ^GyWŨ ?(w^?GQ4:Ň;wjb^vư ?֤쌣o¤+sFS5Qb E馰]+X.L+"Jҗ>k,3Hc.뺴8D5ﳍզ]kg#|o7ٱ' Iep9K3RMލN+Fs ?[V4W80^g֋n850%e5ܛ czŲZz H4ɵd5Qin(A[yGMѭ }U>׾3cp]nm֬YZn-_$41"R`cdnZSSu瞺?y\.ef]̾[فWb(8`$Ni>W0j}]3bչ nΆw~Hi1R9\Q䀮}a멘Q"_%>)z$5=H{7`j {?v);k,3ީMt2~Pk zoڽO}ySTR,yopغ4Eω{.bk~1PSg }>(Ή,39)δǰk/<'kN6fDZTe~>v ]W*)."bvj5%s)M2DP\۳ƾahsڹQX}>̬۳ΰ-<͵7]ׯbj^gQGb~c f Ep7uh`:0n2BS Tj[P{3XM8K}2#0y~_{KbZz {Ń's6o9 z6iJ(s#w$*Wۿ1s;zf͚qC1Ԝ܍M?Yxh؉˳\3ה8+<ĉeWIZX5f TA?i6y@8t^9|Fv"r hI18 9g tXT<ӊ`l;di~CynΛUm!7uc=@4;35 pBcyfk@f͚m.6H*~j_}ap9ߦ=pVm3Z R6%|oXg|ޱi~ً)v1sP̂9+@rb+Pzop I03@S\`\ OVyuv}MzaB;X vVg&GZt2w手Rb'W=8NY37|xi·nv6٥҇Zb 7EY{I$[+zJc @^}Gar4w*O~y( @rz@3}BTOxn1MU"n7(:%3'$yIYF)upfeq6_5-T\mW KU~#OuNʛ:{Ǟl?ӳ:*)F5ёəv<95kG.D}s~j_ժQ|Z7AhLoțRw֬;u$nQv軧br֩5RH:=׶g0Ir:ox-&PwD|#!uQq`Fav!5c{ .dozwa r(r[7O4nسIKq+rlu59<p[϶:Og͚g$6tx[#%i,1Ӷɏwr7R7 '8"KÞ$`<'pZHc()}%E!s)Z++>G9_-8Su:]/q"?mgaXk!(zN>z,>` Op=l-cSn3e$3!U5k,3H~wr! <ح IY' ~~X=$.^) ĝg:{%'=x bgќ+WО>ϙ}J;١@|a5ׯ;깟.P-&MBp˝i]'Gox 쯕cuPLt!bn彩xg;8pfe8} qN[ޣƍ>a!t=6v9$?DŽͭu/2}L*ŸX"$':lC5e{p;P9 zм"ԟwZB9uϪL= }\Fm5}yEqOF73/8*D̈́Tl[Hr |NW{NhR4k,&%m.͑7j*|opzgaq} pG*7ypwqޓg`' ?~+\XN!ZŲ,Y(V?KAroStVgTdv11hgV3g߄o.>˧sڹavÓOAtw(~ ׭oԈS2|(4k,la ߾8MuB]T[᜽n}a.c]ŇmdV:g'$7Oib_M? mebs\UԀlߩ]qܪoڴՊQm 1[Ъ7H VԚ1ԡ &#Cz /N$1ѬY:4q"CVnqjMtqS%wRC kNj F8\_>72;6&;$l|F#1'ۜ7+r<}V5/(.K7-^́ݱxrv3SAŠ D}j&cRAvKEZ#rꟓ<ۻYfq`9_@{SgWrEũis)ml߭G8}]n3M3[s}ځnf>n5c !ub/o5Qll]O&:VRy %S_h=7oX" #}VK 53\?U EFh֬|^lKlakbgqv=s[_C ?gV' S2Eߍ5GmM$&_kt@ޫɼ|q㹹щ_Ljٰ>U(^0uO̹N &A"Ǽֿ#e7zMlgrqJpvf͚ɝ]ዛ1 m3濜_1U#rj8"|틷ׇ9x7Ue; ERXͩ`2G0SUS f6 v]fSi}Znx7~O]Ck<Mt Z|l|QcƖ>;axwᓬH_Yp5&˰1R ~N\']N3gԜG'sJU{Csp,8gU1Y ]&5Z۹D-B*7ݩ-|]%8ֹTk8sޛ60ҚyOyĎy1Ă\=c&ƒ(nES+$ܘ|;#n;8V=mn.7|I]d^W >6߽י|X?[;elgfԉXj֬Y:W+;}&Vu&Q_ ]/d-y띣cgxF-@f?ϵêB>I_C벵Մ>q>Ͽ>q=:$8уO᭸,24ҿv͝ˣAƐ*в!Zӂެ85ʱMc'$Ƈw<9j@P<3+/j=s7Hڠ_O`uL-CDV3:kb,pmn=Kq_R7։+ݾe-/ ?Gs8a֬Y<_cN%8Qrs?[7jZY·Tn=J8>}޲9YybV{F Į'4W^k[8j gMO>H?F|JdguyeD|[p+?u3d0H{WqUΜ'rem~tl~2fY 'r9v)Y4L?r]zcO&Y7?s8\++lFzS6x ڜ&1X%iWN|S7kuoEnӕT: VG;TaNIW~s_Zȭvgש! wi{h1>ɟ=.Ԭ4(5+2#~.ݯf<3P;"ޑޜ['y^gWR֒8:ٛJz/ bЎUg.]2++/߶>W۽ F7p)]?B*a 3}3Mt#c8;vD9Wx-;o@<4{ٙ _d4_!Ŧ]LɍW\(]cjfp-~0ފ1g"YfoFjVLEu%j> ߯%c[c)9M;x|̀<|uN%񉄿`l^)R+NBpE!enїU_6ְԾt%j_XOaD&R]ڼJ=z~,)USSk^^GL;0,Yfy~sw[$zDOq*;N_IlrbgV [NP&p5wo:{jͤ&pUL$ Ps`9t\r}}$`jӹg9Fԭ#h͑AOumubީzss8_,ػdb]՟jz/ʟYmH{۷"~Y3 |QQ+DK??J Rbhpg<0v)5fym)F?VH|ٳ,hǴjވɯ|''(ܼV6 [:i)a}gdv ;I_IƧ$q!.Q$byUvᓮ6̚9 IltGNi߶bcvVJǤ`.ϋ|9{NOssֳZә.7\\4C+Ifb}:@NpZ9fx5Apu k>Yf Ox;>wJ=QObkDjӇI\?g)1[SkG>ęLHٳs hLq;؅Cx;bqOXsQd pXM:{&QK{Vy30Ostrw&d_Q"/eu5U{E]b8֎'8tS_q#h[êRtv^N@1Y= uZZGuL,ڮdO#͉M꽱׉`"TE vhl'OclMά1l_a]ͼ syRuXٙŒn܃gٳS8%*sP| g=1,>ƿhMKO3K?8y:ޥR h%x5n`@ACMp,f o&R l%sְ{jΘ3H,/Ԙyjw%8wI)$ϙ|;snt,yk,h1!* ?Qo{qh6w{lLw}=huc'06{y+r؜s$_Or;v%_^1hzao2A tun߉řy$;WЬYnWvw1ExQGĵxU]J3O멨 ͳY, f?JqbT#\߫jѷ?WcD]!?)Ǜfq~3T1$>Hd~Y[c旻3?ve2SHV{9dsOJD6(Z&QȩI;IzGϚ;I1x] Cjm-2mkN@;=ٿ{8q܉q1U+n9ws`§7p_صLԜpVÑ<'fetCn5kO9X?tX3Jֹx333ܚwO#9 잉q3rɉYDf͚sM ЊU?WkFX(GȻ}s-\}S\+dZE_QM$ב Ckq_jEwlr ?1W4w}+yczə[hZ1 6g99Q-[|׸6e3ݚ >eԯ2=ڱɰd9/3ޕ*Ʈ䯾KJ~1س˲nn3$GqUxݸ?>->33NhZYxf)~yJ.6Rz6}S=.Vrlo[옭)d%B4S{x>{wj$u'PIr8ξ5nv!6Q(@l mE,AGޓ6MQ>ɝzF}{ RjؙN?i֬ Xm١MᡬIa'~Pojo~W%ݬbqe&q:,yf$M8FXѽK3+|jDz%cqӵ V5U!J]Hm\~y,O9A$ro)=L+)#X+ʧ(F9r&>7Q"LN~8pes?=kV3Hs ߅~5,xɳ\lP!lFf$ac4XSh} FYr_ư:Cnan񦚟. +Q|1Wv&Wݨoƣm~Va}NI|pJrZJ2EWXS)ݳIyǻ|Zⳕ3ms1OىܘKglEJQ$v^_0kV.O*iԄH8! Kn<`wN3.ƅ'6g׃[BM$F}1W*,9 C$D9 7Kf'Uxw|,ɗ3Ov_uy"YSlE)y1qe>+S\jOY@O9,ւ{W=Ysrv|rx;w{f͚% zx )=f1ÜWrD]9XtTV59|et КGԎVWpio`3T+.;t-$t{öprؑil\>evknÏCR7( 8||/vTdfzvpfe~2XYOd='*y;O84Z0O`/ckzS0?7WD1} ?̆kZH *PK،b {<\Ǻz ~(bגCg>R)F|VyV+`1}K%5URj/ (fC&=_Nm_R&SHʳݞdy\`f g0k$s݆&mbXL<軺1'poO?& \ƩG_X'r e稜P@yD4qg9:Zi>_yyj9)[w*j{Vl㤞ɓ_jic `Qóls+Qy r+w:$U̟䀓Bn;-̀i9[ZS~ƙEpf8ݺ۫'W~9+Pi4SfƢ1+˛X=;Hjz(F;5wje3eGOMK_ƶNkS~YnC/^g֐cfqJZ8k^q37"s8`t} ,f]ƢV'Qy IliI$ C3cf͚w@>+8NCcTʖ"Hˀb 곣U ~Z#^":%Fdf1$k6ԆT ~L}{ 16 J=Ar"(nvL~U{kr癞yG_rg+N2ZI7%Ar|;)_ ?p%O<\P99=IݰNavΚA+S֜;w6kjU]n~6˕$k:̿4j_Fۏ7TS5Ocn.i_W:ip+7yӺ ~r,W%i&,8;q=}]cדZR?zW*pemΚ@S8wgsιm?bF~/w¡wŸ*Ys|g?bpO;a uh(^+pg1q[33L]ؽ'r 5ON.԰L+(e]d-|)>J@{nf;f07Μ :N`\ok'kp63WWHFhM-f7Vsj09jbsS=;{!>XlX5k8}q8[/ƒ6;Jla.blP9K 9z )jd;bI(U~+SF٪ iS9!Ioކ;¦\y ?~/;8~wBl:7>)%mn+QCܼ԰ڌ>"U`֬!1ԭmϰĜϳׂϲ<69ةO)sb(v/e) Ǥ\oDKj͊SC#7C;pp-՗9׮oL7f$֛>jϪL b4$fcܒ' !l̯blM W1XlV{5@qdӻ@ҔFk枉LܞyAjY5YdwZhR6 ~+}l hq2z0A`H[2\ {Is?.j:Tcb1QK; ӻxg5yϔp:]UViU=.OEzstS{Ij8ʫ5Rhl`.&ഖ54#3u;5K? #uֱ;;q0+D0:W!1G`/h~^3l6vd)#6)w@3ٚECљqqX`wL,ۛggܩj "8~؝q.|toϢ`-L;yG5wRs P?r߬WꛙWbu6{?>f~V; 99 .'og讼HQlϬYܭOk(JȒ5 YRPНGp8swUPmcspFr73g 1ѤXwG)K$f1恊2ox.v\SE=zoBl 3hw@=} o㿿waWGTNwu-e:/T[T#^G~N0\.4UP@DbQ'8&&k~fuΠSLNٜbc ߮<'g~ )w%bcKů#1rbv:gNbf[srp]3= PqLF\]w3vb{>HA '0~?Y{#ߧbR6vnU1b_og]ٷ Iñ5^d\TNvh{){*%rOf?+߷Dn/ef8[FnMlHOP'O'uLy M=nMqv NOcJ` VjN!9#}b6)nm%(StG Ӻ‰Yu|{+:©ja~MVUMR˕Rߚ.>NҦĴ|;Ĭ'5+영騭:+'5#Ⱬϲ=I%01ڰԚ7ل(&7g>qN,F LgLs]M7j"!:2E/|1=T=+ؿ{rΉ~@߿>cMPA `5"6TvW+tF8k,>?j~; Qn٩fbF}oF3&v1VJG }܋{>\+pe}:٩z_  4 F{}P߿2w3=ZoEj[:Vq|ج>_SqR߬r ?9יr:q׌N 'f+3WA&L#|Sۉx{} T>3֯;ӕ<;bL^˯$m.T|An\wfytyo$Vv%XMfYcU1@Fٓcs(\2{TLycW98p/hfrH\{Ce?+fp 4Vg'Qu?xg6<+;NlUxO?LẙanZsg}*ݚ#pqi>$-#9FOi3a;z?`P&GQD Q"gW收g;\k9E=\W3n[Wp}iO1/rR<{\EeV:@ъag483h 6+Y<.-q;Sgl|p 5[kݳf4pfHWL`̸:=j]C=Rs;g=>ذ㰿⳧s1##< ;}R4g~`?#3}5+k_  Iǩ:ˉkLRC`/'?qwTgK ||8CSm)Rí wvz|V\gqG߱c!3KVԓ+S̾dpCrbfC"Vy֬Yg3PpՆ6l QU80;:) @fs'pl46RDo$;H;+*l)<;yvA3i'F{'ny A_'TT]5=s;9<<>mNnȜ|aWښZh 0y;Nm~2S GՏvz<l nHf͚qءwK,,<'Ֆ?r'uJ r' N\9;qUjzx-\&Oa\+`App4rb >8<S#y[l~Wp?jՙj;}9sXn5NϽIb fGGc6;(_5eS>Ps 4MsYfy)Zم¸Ovr`?&jwݿw&.3߁ nB}38oekRx{<ŴJ9}ÌJ|:o~k ogwWkVk'噮V@[ekGH+:Ĩv~'[զka,jZ)u;'Zq(QE?>9nrކҺl {Mn-Dbtknʕ̩XɊKzω}jѫvX}4R3[y=9x[6ѬYq~gF*Q&'VF:U/&|7;=i lp7~fxD_z[[fD{bc4/os rT͹I_nw5x ŗ=ʼn.Եu_nbOOv7pr'(Zlٺ'W{m'zTC'6`4Y#iw լY29f/IV~b]9cOՈTg8*ez%.tB;9I 1WC#,?6ZUgT?gd[zβ[g iבּP[ݯlm3?Kة؜W znCUj3zm{񕢙p$fPִHF%ٿ~NU`>tWRS>Ϧ7ѬYq xyMMZn2":$qkV9aJ3Ӎ4\$;WůYN͹3{ѩk `q8$il܌'_ߙwQ|wL|'`܏$5/NhW0./E9OǷZ,Obr6#[XϊBeTrFU͕αZb^o(f_lO!C=k]A>~#9U}fgjuҹt>L~;0sXqQ&G9Logyxtί/Pܲki;\Щ9C&o&4R3AZ%R5J-#2:ܒRڲNϨ=(1N|y' p ,Hh #5s֬Y|ޚjrJLҁ͹ij}+9*&w#vm3E/fԤN+{n`η$5]93~n~WHհF>K `o gLE`rw/7s^{gi&^F'˻j%vSLv;j s}Ysj\p]`N KkFϾV0ů9g>f+pR{ ) ,cgN͟\\-{?6bTgxc ڨkQά;lsJ*b';+w|6L;f3:BcT3^PH1z\$)Κ5kg83ZG)Mre^rmj>ʳ߼˯5Tg(OѲ.ʰ]6ĸf4+0'ŌNز>/u&>5-dz3ء:0we^3=qղ8/縿͚܎3-廩^.gܲž;48լ°+7E9ˈs0Y<ʁcM DhSbCl$_;Z҈PLŸ8 z/o| {fLJ_wRkGע,>'g16CѣAU1XΉc|IF}uB {}GE*ssY1\$@Л8$'tpᛰ=*x7zOh:>_^WcZӕej`gW'i^g~ YN/:O-GîG4ژ+jl'geNw g͚ŝg75e1f=R~yA6oG}ϩ 54q`s 4>&4gY9MI89>g>=j#9\ 0 '3>nԬʖΠ5kyΠW%uҳkv1N|Վ1 VKH?$Ǧ-/ZS8۬.VL7sߋ)Z v!FكN)?v! bw5|Ǿ) h9: -U+fJlΥcNŢ)̘mؾ!W{-.s"Y|ҹ'9k,3hk9(5 d?a9_E8T흻ܞqkإ"{Ps=1=+5}IcVF?ALRCok*zJV4f;fb9cUvk|hΫ|hn)a%1jO߉pQPwG'5\YfA;7+_LQ>5^؅Gu`@Yw!=hndw@SHDqf Wtol4:3ԾzNZq۳{]KX5ǙY6fⱙW)m'ʮ(? 4R$cTʉ0TITByH ;߳}|9/5kc㵔&Zkn&LlPx{,U.KiϠwju8ܝۖ Mġ.b&4h⁌~pS/1&Qgt!][{:3y>?Srb,}h>ڝű\ RiQ"WC8T*c,~oqyd1k,-jJ*zW\ܝQ J\dNhqs'|f;,jx4عxۮC ;@_w+Ak1ۡ]Ёt~1{rֽ*RƎ#]S03f0]JnqG+3[D4.ܠ;YtΠ= ly={;JȞQ|tc Ç!s 9oQoD}N -0˭ff37bwkmT3d%*W?8}Y]Pkv׌`r' ~%l8kڭs."ݰmG?|Ypʻ7K |8(SGU5}M.RCj%܀N& ԍھ$߰G?l^bIȞ`tfXث} !ysظя9|]ןQI@ffqfos=0aKѼ+cψ݋o᧕;jMuI1uxBj߭QZŇ35krV:3tcΖ[913`-0zɎ<$ǎ}k/8);nMU8M?p'^rwS >)nGL}(:ìAsv2?Q;O۩-y͙,7į:I^;Ű!Ń2@rVKicf oϝ:3y:M> ǚ/켯 w藤kN|nF $&k|1{gG)߶gg*{/E$Wn q_UO-e48rih,`7p yLsB 3kɽΧnZ0\fqHspeRݡ`O5 5=G6v|&I;>7܀m-:7:3BvC~9'd1%:,ަľ`;}_ċvԥ(/i~7j-^ZSjDu\2ܲn,ol.w*O1&(>5s9lWsd>3y֬{83ZFN`_i,/и7=ѩp΄ި;}n±uI1? Azohp2 {t`nR) ^d;f-&@Y,p7mj u4{+I,4*׫HQ߮3'IhLy F]3X/I oǮS,p[r[Dԝ6=(U߸+ii*qʆ3xrMS>KWvlu[&mu/sr.>=2{D8~p8ff Pݿ۰)%G<4L9wDb B`0PL:v= +'r epi&WTۚEO:Y7(N.]?0IS++?[܏RW+b,sXK3!޴ Y Kb+GPyG:q qn۸]1?"ynט|63?>qoSVfvr֩쌁Ɯה՘Q;u1|sMGRLUrvN[b *~+wمw \sS=%OL%fLYo+\yn7 W8Nzoy YcSsg,4Y vwLdz"P;Ѳ \aG',W#g˥̄m*TyJ*REKrC9ᩙc>g?bk3j/Yn߈1^ar5_a/n\?yƉ>E`9{]z\Wo ~*XE+{s--|ƴuץ%7׷9qRL't8i ]2S>$VrY$ws4NM*JzJ,? {~fOԬYyW|י15 Kqb9jZBΔXU]Q5$zW6sRWGo{~D*7gV1籏QnR%OP7v_Q(q8Gd,~'Hj|!5زx Y\iQ0~5cq'9!W8fuo\ën W:iũ"ʾx>b{w[vf~(ӻް~v#Q ;'x' w #KvusC'w> O紑o*6}kAusK^WTDSi˲D `Sq^3f1]\^*6ۻ)+-SFV fSFM;QX܃k}oD);(Rv<@Rosz_bHne9CYOe{X.(xN.)9#$}p޵3>XJ~Pl\:x?58ϪƧ2=Ԝ=+OL县v&1 9{`YRbT/-eΘ8wqͧX|‰X6 K|o πq~~5g[KّڊUaߣx"1s]g3{*󹧵B7ŧBntX>)\av*Vxk#ggM^&ٛyƻv?Q|eSwUՍ9gթzf-%x>wKatrqcg0cƽAk{kٙO3I)as P֦s+˜ABGu&Gu+U|[Ԉ:o^gf[׉OXٸ=9Wkfk#=S9- 0إ˕Z8 v_ IygopG=:װ0{*Vld='1ܲonqƤjNѼ9Q?L/Μ–kqu sn\N7i:-m<. ^'|Z]Kr/g|L*?ƥ՚7rfπ{z4=.AH[Mg\_luͯy)u+.t\蟖 Ҹo aƌ>~W}ݳ@g롔ݞ*ħuH)ZEKmM=nպS}?|x/gc9`W1 wd8;S'1di`{΀,u5LFJ݃}3FvaɧPYwE_k[=IL{Wo9ws]]=1c8 Gj?<>p'0պSDش^'S-88/bۦg_$8'<&[Lct/GF_ qNZ{wʞ*t{Aӆ/1 ghO_y88R'XC>UX/dO`qk!Wz)5F/Ǎ^EBk/(G'V\=GS;=337Ÿ-}Ǐ;1|IIW$:ٗ@/]r磜'}vpz^ߒzo\N7aƌ>gb; ʅ^2N gs9[5gF=9{X:s~Sy?gy\#1/O_ D|LlW;Fv5oOZh/O .W"ܜ2AEK~W"3P9yw{X7h؃as7i{ƌ pnh؜fSzՖWG0s׻zk+=~*gۋ8mͷ"} `w:]^7r39O(gq(pLu)> ?^ḫ9yĐĄ:Eu1蓼m~]wʣ;W|`l,}=i>sc0Ȭ{gw栉UuX}^|i$X{rAr8i}D2tN6H;q1}D~+KXuoSg0c}9һwW"'8^nBN%gkg/'9u_'O=Mr'm;`b/IΠqM>/;1M>:h~X=-snޞqYa ޣǜ=٣RsޜzVκf-T&]ć+p̘q/gBrVl=;EѾ] F<= 4LT7+keos}G{skgԻ`q•/׬ ]G(h_%B,3xǚS ArKMïs7n/ cMR<Ū齱͇0g Ex'wQŀޛq|sxjΒlj\ƌ gdqc7GrzgprEqo'AY>űRWo{:˰u j)ڻ7e[PF`m@VrEz7*1*y/:qm|1K1g HqEL|G5bmW"q>CSu)S=c;8G_^P|]߫JQu%7[} O"8/ kypDԧ-sVoF3s!%>MtY9gv)L~'g&1n;߃|gk~CH\6]Dc_R [}oPѐ!ƛsadͻ`3f$҄W cak@GV) W@_S3J I@P _7B6C|]q]};GŠZ=e,O<Ϥ}Up+oLL芕>`*F'Dom\Ak~Q/þc9g5(+N_pS9qcj.[}Sƛhƌ;9ջJ_xFgz(z쮞RȾ@tZG;/CN۞ʼnʹtgeĨ 'UB$hn]3BN0iơ*[[sS0>𖳾ǾrOպ ԛ7++̘3Py$׭NaVPn+g4"H>Aʬ<3e\یzW&$6ucNbKZv.Nl9!gR`>ũG:_A$/.cPMS÷U7IO;cSu'9n>{? ר;kqƌWT.ݗQ"6{Ŧ\WX;Z0^aa|~=)MTO{$>M EhIowu\H]CTkT_;SދT~;9cW884z |\{voZcuΞ5ѳW]53~ aK\͌sj~8߽uɩLhZ#s5_!BNr&1D'sǙ)+q("yО5Os97`p;vN|,%DhD\3C1=wW?Zut;l:νu69 "3fc}/\ g*x=[3稗Uj@ٿY]/lO碧d|wj}nކW zPX'f*R0=&Q-nW\Ěi&v N͜}FnSvxx2U7:ɭ5|q`z~~3]efΠǩɧz[f` \R½(y,F#gS-q_]%j1$ķ6 ͧќe1*B,žYg;p/͘֍ے Nս CU^KzS>f-Ը;5WuO GZ#M `:g+|Ñ1Xp3fD՚Sg6FRfޒ6eT~w Z4fUoRN.ױWal:6ՙh\ 95;{>3u bZbSz/X:WgeO[!kٔ{9~Czz̘WD1w7UD/'|yW/pa=}/T|5@Y;qraN5 6KK{({$j#gʋ0gfBr QpnGh=ӹh*Jd'"s^ ^.i"߉0P]qk|gUf̘}w"|/&JeHƄ f߼&Olήޢ5mMn6[~9*G`7z#|;`ZR&é$]^hgԈY:Oe7;[=Ǐ81ݳbvݷ<{dȾ+>M]=Qz؋Wx=pfȳgxPe df[սmfP {#Ɣ`ע쿿Kp9wzK;OzA7z! o&(~ q3;szGòέx YV'[xM~ow_z ]fO` >u>-Ϙ_q5\P&'r'ޞ鳨1 & n_T{BK|AtO'[Ά@pfz㰘;3:1K:r+_bh_^/4ޗr1ᗱF_7%߅ru{Fm?p7ނN~J=t n¨Bb7d+}yQ=gt8 Q9ܜ{gi"]s wտ=ww/Cj}杘1N@9c͹/ά?lŤ+0Dm LN}r3m~'U:ހ;r̤ x'ρd4D'C17雸8%~z z)O?t#1'KŚMkE^Iy ??;[7|lm c}9U6'g`D4oX)6[v=vl,/@\1Ox |#t+oXTY *>&x ћφ7`cU{Ez j:nRZMߑ=پv⛰o3mu3~gڙ\:3 \7s} \/??T1tU Hbgppns뻕nF޷9$w$ݵV_KJ\.ڱn}Bg[0fWu(ʏP~.s~ƛ_D}a`3foaJB+:k\CG9|vyȨG9 {6%;@v3CسFx9oK+nT[x4mhw{n-s ehm!iB_72FתFz̾ݽ=SuӉzywfx RZvXPs6;ӻ5oŕvz3bM;hnꙓn_K;IntGOgiטVέ+fQf@0.h G2Z'2Xk/ʳNx-̘xW ۵%q<p/X1M3+^_Y'y4W=Ohs=371<◓4Oz3c71-系+= "^r)\I(]:>3`Y1p+?)ޅe̘q g"lҋ+~׭m(x8j ϼCM՜X̞=x7f`ؒqUy rKb[Np1|Bju$OBX,Sx7pη&@tPZ ٣޻?hRg;ڼ?3f95g dQ0_̣\)EKIi!STc k῞!XM\wמ?N&sES{&rcO<ڿeorN;i_כ0:_`Gt|=QV'`W!f/9J.H5q~ g%N`./|.r+ Vu"lUX5ߑbGi oEb86oeujLlz')5'ܥ8[@hǠ܋ d?٣~$cw|;δs~9*hb;b{#W+ 7WH ],ǣ(>M &qwyΘ1:nxzzϜ\Í(ilBoJo! TM%305N]O%{ܘѱ3;kӾ) SCu7wf ̃Ug`oN~VT"1 s({G:qō בw'pGO7=17y03dƌ/qh\_4o\Wi^ێƎղk4RV $b*b^GCڿ]?  z$C6'xO1gy[=o0鿊~둊겆31gb힒}ísKyu e~yRs8TT`pa{{qyLeS}jTGcK}/Kf8:%?OylF ?0x=_ 7Cɜ컖Dq}3F\5 %.FS5q[8띸=Ζ_a?y'bzt_x1ZeFE '̘ WbYCKL8=SQ,eUcz*8|KDqmOߡO855Oa\fK_6Wq{ebsIKןՍ}Jpu?3YKъkKƮkwn|וY3*&]Av=U7GS@RHޓ'p|]-/]}9ILAӟ=?Q#)'e$w5 kRG׿_9:9wtc~'R(ul̘3`Yogb5=JnPՑ0g#{&=#rj:["= O1rey^}a|Sލ˳;5Ϗg?E^^%!gc=ndzwi\o~`h/~(1*oO &W~Ľ6;P4ss`}9yiܝ㲼p3f$#3kSz| ~默7U '׏RjWZ܂2"aUL p6CRReHW)~ ˋnބ)' Z\W;y֩b7Grx//OX.ν:HSp-FkŃ1ʉ(%h]ZOϥ?a֬wXςYʻzZJx%ވ3[nN:σ/}DݏWz"as 1XYxȪh\j|]GjSe-/sJv:'1㝜/iZfzmg:oH*uU棨=bdmAq}6]~D99 ʵR%gKj~+lru7`>ht/q})m/h'ea IbxjZ9OZ}U'`llN~mΘ1,g%'|>_ȃߟi&usbb7.Q?}R?r}h=h_*~}_Xme&#S82rV?q^IyoS/֑*/oԛxőR^{L)M@J-lh&qgNQg{+bH|QkI;8}.nFJJw!f#1c8qGvWm>7*F ~ }v1qrm; #z%N 2biXR.ZbЉzנr_iԧylxR7M Cs7Ӻ_`7AD-iq}Un\EwcEbJ-SW1>Z~հx7չ=6e'ϴ̘3|omd޺#K?ϕߺs }~i=?Mi|KZC E>鉑=X#W4`H z WSF5?H=AX"3Sd:CXM;wn8:l\LٷSq%P06s5%.>b>±Ţ(ע@؃լ1=V#.ﰭg}0Ǧ;K#)Ĵw/գ͘1w[:yzT 0c}s2^v?/a]:>nNi,Ht/5cκOXrYd`#4'U^@wӊ&s>ʹ9Jܕ ߡ;)=RjskCO|9Zj}JT.ƷNW`Lhꑐ>Sf>8uL`ƌ;yݞ =m^7Mf.y@Ә%s3K\>ui0)$703X1S &hyv9kZ}NF\I̓vk,1۱uZF6Krt?dJSt)0&VF׎ )w ]b8wg;cY4F珉/Spӷ?Ӥ^ɐ-_ve({njt>ť&ϔ?/8Jσװ&)XḒ^.汷f8K2:jOʳzc֯q1꧃E\&Rָrί4SRCNi]s ̘'m~_Z8cBR2p0|&x H] 5?+%~$CZSDzƻRs7FLAKOU;K8 \ nhT;S|@pHf-3s{uac,jY/k`z,45QlqN*Yrr/kļۍVlƌp\|rN_Wcȭ1J_|j| i> 4{9DEwټNx9y+q4Gw44'^@xK4ECnxwPkz8Xn GNj*7lY\#Xa:ϋcpYrz$SR> ^!/{Itƌ 0&Mݔ%o$;IMov4nWkv4Ш4!I!hS"eKZ96ߏ 5 ]1)9Nh8Yg7@Occ,%dT~g [\XM6 G8p[WTL.բ$ptWg_!6q=kEcw崞֯ zŸh3w1b\w+i+9u0'QyW[dGOoXOwU|S-aWW'o WcU|wɼ:ʴc܎+5=35hQUw.'٣3{Lа|2ڴڳҵÜ<GW{A31NΠ%{0+>'b38坥ڰ䮏t1چ𫽓˩14"< 8yc ZXŗ8\\};-vyE|ڧ[ylBgpJ:%JrU =.{#}JOFS~?s/})ڪ侷/1zV[׊[X z ̘1: o%HhۓI~V3/FVS/39_9Ef4:|cfKWZ{> 037wǞ>oX'WRKWIXZ+X KW8UxLOhHQsA<|^բZTk^K+Θ1@R:D,ߦfb'bxON+7Wbc$fJh#O{f4D9hT/iQP㪛c (`ƨ&Op\,~<FW秢g'<}x/Gׅ{/phVμ,Ɠ9F.ǐuҹIBVhP.eTNMJ;cƌihlZ#lx)|Joy}s1քQQZΤVj:7XhOjuIe Ni/~:]0a1-WNy8'>Llj?ժ8 WG8HѢ(Un\H8(p:ϐQˉUQ\uƌ8ў>H?m᤮j\${!:fy>}~ VGX $sƟ3>|ގ!;γݾ9E9b<`Tx#xPT52+_'W%#6ť&}Fb8y?wM$D[HmN§2FPO2e9 9 7r&!ҫar>̘1,gpB ׿kKq.ۅ\ISdbG?rUgrm vn *Oy)ϫt=IJGė06gGDw|?4bŀ=,VCEH@D?T2G;?6cLz0VE ٬(j{.ˏ8sw}U_X9DǦ?컅3Wwg̘qgC7敿_K\JHpF'Xuz3WkJhK4ofc4Sпa+47u=oTk4'l;\47ʳE'/kpE}.OoURqEVʞ ?kU5"bC1Lmwq]3a1e[L_PP\ObV)fn&~d FX·~[@֗r)M! s&g̘q35GѫX ?h5h\Z̃f=Rkݧ}NO|'Yŏ\,B#vK4NVQ,j$neɱ4=n&uM';EZz)g*/)8bʓM.x7)Z{œ̺@k>j/0*FfSDBQ_Yq hܩ3~En5_X>&#s&S>EhOc*y.O~&HޣcI|G⸬~\-fR} Xq,֛?#§2bި`WI|)QkѳJњ!ketAYV1c8,gx|ߌ{.3F< Yn$>nTDD A15HzҶյ`<.۪55(9{|NM4<&> (<Ӟbe$AB皬pՃq[oCR6P:P]?&@DFPysZ={鳜 ˻|ƋKb631cF3@TURΊN %VG!a)m2^ ]*dsjv ss~1xHphhʾ.ǃ{#NmvN}:֞]lRsvHGyV}{nx&bKx:YBQLIX3Na1(8㫵h\58+x!ߔ$$Ju3f VS{O9(Ν3)|Q ?&a,d MBT܊d'«2 oypl~o&=}IV9pLn<*ƨX;D_zW `'+`OٳPL {Is%<պ7{ X:$ \ױR"2?㉔1cƌAoΑwoSsгYg^ ;A3l?C a뺼I{fr/m0-ibz^zU鵑qjk 9Vɜi(^@xwp-%Toƃ FBRq{+q0cg'mOIPOA Gۃj՘3-Yý̘1Xɯoܩ߅iQr>'Ky"8!Í rnqQq9*NBq7)\CIQ;Q]*ǭPE]!'[|^J71Mӯn&s Я 2g;u9©fpdgb3FC jx ǴRw佨pϒ{)8j y*y˯h:37ivװ<}i牂 7Vas8Ւ0`lF~VyqW ]LqȽ<_ܾ97Roד$b7B(r6ꓼ?{vKmCsS;j$CT̔&;j=~\?b y*WjY,ɀ< dJgsRH>=%wxƌ ~mkڕ'ͯwcꜳNO% A1Kţ6b.8>+Jx:#6XZ)e4܍cLgS_A1fܣk}]'cޓ5j1i9XZ/粚g`1 X5zOH^(h-b^o]u1!ó0V,z"1~ Yʝg̘qgp/CS`1DW/gMdOAt2K3g1$?MjD47BxsnڹyJ̳oBo]ڕ~Mc ޴ݳyO紂&׍e]5iV.rK籜KWaŨQGBbWk`)LB7 23P&'1cF3PTOO4<#'dw;1XALQCsT6WV}l GR^#BpU0&6FzkLt:`ی== IōW 4cIsjL,jP'5}_'9$QV)΃yr93¥9u3f8g5WJ> ־%>éKPr]6J`CaXN!uCu;UChBtɵxuH17u* f6kO0^KXgu %5np<+|ڻZw+>}~ ?&b5}Xah kB+ nJVol? Co6Uq@kW=f$b3f6`k|Vg1{@=]P.!鳂J;[z*1c;vuRȵbdoU7l%cauu5>'w:z}eݗ!:cƌ=\}\ټŰnooz)l'6p5Jj ^KiɩQZ׫Mٹ\CF{sY>7?'7hĐjNdz9̵*&ְ<؎x#FJ2GO|93ffv\xބ3fp&1v<+}H6 FsmFU+9~ +m/]\i~?*Ks=E /i; j;N{}RR#^>g!pM|?.4osTw:%?Q~7Gi.ZdvmU\oJWh#{2=Xoa@:g~Mm>']BEHYNDŽG`0z!(r-=Xs&YnJw[]n48|wLKZ1Q1JUsz9{nmQ#dH'Nub^CLlb$ fTCE|/Rzgջ&fr*v#+Ϟ yRy$$f̘T3wOp6z]闄?^hʵ$8N{l,hzUquK}hk]֩r,^1si͊ߜ"wٻl,TYUvʟ2X%<6^Nq!t9֋\N}wOu|+)uC pž},?3f$p8ܚ7&p׋c`[(9P@[Z@l, j&dpZ'jub;8u4!QOsp3*;]+grZha7Ɩx!߳+A;~L\by+lusUmNb(p5j^9P=~ 7-dXZkEU 1c {o}\=qZ$lb1 X܊ŜX ɇXUSpbvnѵΟ|}nt/T|}vk D֬[~X Bp;lTu^asPGY x~%|2m=;shA۠pch;`N,r(.r ?ze z@7ь}͛;3wT>As05rZDc|03DrǓ[#SaF>WO;o{gLqZٳǛnmwtwWIrI}+ڗNX|s:~})`Bo.c&o>G'̼LM ֧!\*0%YEghEgjf̘Ͻy %,nEcs?D⻆gYj澘`yUsvcvN Wsf<o_w}8|0Η8r.rz @Wu-%4%#l+7`U|lh0%,N)-3soz1btqkrxp]?G '\Tn1cF38;g7()쬑9S+g2uCn6>" טgQn&:)Jek~ܴ vM..ƦX~r7*#5(\ `D`O\GCgL-,[ {쿷TPjNyw8Wx;뇤P=_?p3fdgWO峉w.ufcu*5ySFms~cX(Ql,3AyH9ʻrWy;/ l>h_JF e_QiB}LXYZӺ4*O`*^>KFq\EW~`{ >z&2?<Zo`ƌ7y݊o4}lCBɝ՘8) 4pISߥ]px'*IY2c I$w5)ˍӵ,} 2z)$Md'6ǹ8s!}sXN%:W?+qIS$u$xn} l6&݈ka7E_pl-etIL'B.i~\>8(<@*9+}1)Tt3~3h|y-խ\Jݷ&ܑ8X—@sUV.]SĽHOη|w3{:1-Eleu,#klrO9s{OYigVyek> l\`h)nu'yGb‰pF3x>2 `k'uڜi0]q웷`^?\gi-[1D0CTߘס9w| #5Kp-L|8=S,2k882p'u9P&`-?0֣GMtV7\ڝwacsug̘9ZX[w C{KޟmV#rzء`>hߐC"WKvD=,TX$/{mX>6y'8T#'Ό=YX3}SgQXkB^}u ,~ md5 ^l^SBg55V|'˻ԉ8yapj` M4uHs%Vء,btIIX#boJa(x*X 2yUj hƒDO1v<#y:ͦO;= kaP|NPRT&QYO]NMDd&|Ţw$K1ߞ1WcD׻[[ZS+g/b8U3FjƌpORul9`*nԯT%1yOɿkE^z~8yz~{jse:u_}1qOl&hCb@J,\Ηv+uyI)M kSW3S>?u1x 8(2?MrP4oF~x 'rZ3f ik_B⻿E*?`k|o:KyOa/Chu6 &LXG:!OV!?AkTcuD Fj$]>'k{ki͓N>G]B}W_s9qmHlz_a0F%Kh\.FIS1A1;(J DFw0uTG`rU{x Ƣp5,Qx[D/ðy(3 9'4(I1cȓ.vS?qu%@s6J <0M7yfEf/O[ow'W\}y8q-Dq5ίg;ЄEr!G=>VGv^ZcVo۪R΁9~ Hr#{s?}R\ţC3bE)<&3#]~>g]̘10կTRmka 8v$QRT,c苐|ɵ;=lRJU?b D=P8r{4*+O`j| Z +Px wF.㹲 CB%D<5g/Wމ9c_3f O~IP1خ`{>ypujk7V3)CIHל5xPenv[}ZwT]z޲ϣqat ¶I=cйqtF}+;`Loz᤿͉D5 Y(ޘ/Uql殊 wVrpuH=cƌ=u$Ifm3؜R08\LԉT=\꽰8->C@r9Ja7 GOzvϝXkV 9On̪h $H@u^q8MمzzRGe0Fr+oe4ce=uYp?J77`ƌ{86u -эhN1finfO@E+eS9޷Ԛp]I*fƯ,5qu_;iHΘ1nٶLJ4ʽ99Ǟ*䌴ǰ83R*ϳ%9ʲf鲵H3FX &U8Ƙ*Cugw87!](Y53wqp.&b4+.,d6Kh!Y?mjJ{dJV1)S7է ]zs1N^^pD=R2f`ƌ NzpM}C_&wIٍo<'66sA$Q㻧Z y'9Ur_KI=l}'2 ^;. MW9X-$2!#[kݾ)ՠ:#U_ިճSxTq:k:7ޗ[ێ@=W3x ĕ>g/U:b!~>j|`LjgxkA=!gܞ rq UG>jH gj:f̘1jm]ɻ|cN3 lUϹv$s{*s^KEsJ`+tԣduM'Y?a똓[|XnCވ'ѝ)NzvUo[w.ޡW/ 0g'*wz%+L b+*'%jwKqҘKP] (.5ֶ{I=8E1|ƌwqok}vlL*?U#)9Uo[X]I<íH`+1!|GNrܯ7]N _N@=:BpZOvW)`Qxeer}_K.~gBBWX[Z Ob(gat1 4be+`ƌp,fzߍR7O:?ᕬNQGWc_>?S=塉{d0~U%)cG=qnYi}t>@>\_?݃`b +eY]ӺPxxw&pU:+@6QW3ML;1; 'UJq7p1'}^1RԙNB[t̘1.`~I,dzz O+}Bw:8>o9XyJ3»\%Pss)`\np9p;Φݸw U> v OV5suLSp Ma1g"=#z=4fC`K`ލx+\}~vJq/jb83 P͸ ׮k;|p[b_Bo{qbLjMSN$EhwL^,HܪZe= w竱\R#5쌩Xи9?w{8d~`1Z&.a"ś8V`-< u?+Tu>l~JO,)[v̙h=tp3f VpB"M#nFf v3<{]$BpW19x+PDmυ}7,$' :=]ÛHܼG`(֧`ta:=[N0+']V97].u2xmylNc݆[531-'a`;V-|R-ׯ9qgw?' 2W7nbZ'0Ud5g{d18k %=FTN@\Mu 7`a;?Q3ΜEJ__k ϶ f̸3X|hS>/+{֡vTd!%ec'=Gү}y)d`(/낭 Qj)57*|1ur^{ />{=z\F'BRrܟ~Ay*Neetͭ|PR1ۤF^7ZͽZӚs,1|bVVߌ~'ɑQ $߻f̘q7g0},aU>ºQ\kT1R4>apV9{R>sLF?g(D蓵INAņ{Mo]\x~rl6>ˬ=دX1R6yh/du + pZ(&#v5W8[H-2gh4sǺb p)ybZ[PbQ4@zϜ/rm,6&*칠AvkR)ܖ7,x 1\Dy&nO~3'sf̘qg0z8G L8w(5q`rU<9@cqd9Ǩō)SDSֳT=v87 ACrCS#q8w)B1d~4LseqG-ʓ0)ٞOxiƓM<54uW>M[sh̘;j =d.䞻s7`G_*gYJ^"sƨ;&jS&z$$ 6FX Z4ϩQ ׸gmɳ#Ƴ=qɳ.zǶ鐽";9Ǡ`)}|$ĂٜĶ<)F_]ymsNOgn:3KP1rb뀜W)~ rJBca~ƌ9]Q"_c{fP8gse1]GЯ#נjd%sz,$k^i]osawuqSVIv7k's9<ő g^Nw~x2{bp $~ClfѿX')P V1/+k#lqGq|te6ïNNyM4$kK<\2ό3rMo2} V'7NɜF=)}yBVmnsF>}0ߧjۜ}-/syuz Chj<ԜvAvj+{Nj\g|VA+>Z"4僤 IYSx{|#1RsiekGw3f̸3ًw~ X*p*v V۸dIa;=qC;ab:u>g26u$ϊk$⧰.>;8ԯ=y=d;;9Ұyp׫נ8,'Dgw W$ncT*8#:RעW\J-%i[| ^'޷"xv[7^ zvZ>xWgs8{x0Ul s"R WyTb*rnmT~X9d\ AGvƌg9$qGR.̻3QYh[~,\1>r (Xrj_HC,?w#;'tt{ sͿ2W^"/r#A/rGeq:T{ 85 r_sju䅭waqrW{v狾 3d|+d ,1c=B^bοS;*QLےsOs7=(Z~V:Fǩua(b֋_ $rob̷8P΅<ZL~)8|Pkjo/n s `)쯔tW3$1 G`kRgW${51.v&{:Dya /e~6E3f멐ĖF%InϻTWwW\i0> JNAw@g{w`Iٹd5$ ^՘uؿ,eE Rs>F%ֶ1_JcJ[ݳ҂KDʞ}<\ql yԦjU8š3 دC kPbZa(p8;1J[7XlYeQ^AueZ[Y9\}%D?U[įꥸ޾v՞XN078Xۋ i+_6q&Oa1x%nJxӻ׋ +LӅ?Zߠ:yV#wP?'/Qto;Θ1΀Ad lW+\VR83uNMvcS}aa='I5PՠĿO(9/q{<ʽ292G$׉c̘q/g0?3o I,>a ы{՜5|buJ'W F^JKl?pS|@@6u ^{^c`zX+܅ńvUsKM&P>qTp>6f_t@SN(7ԅ + DlM ߨߡ<$ݎ͜:Pp3fܖ$6G35NN|+bJ}=J' ]+XGyf a<<4MwM~~*}0 ?2sqmq-#x5F+{ja:P;MJAJs<]mYN*9Zgܡ!^7 eY@g{t q)W)bʭנu֧hܘ.Ee);7:<_3q*ǘ13<(vhsQv03Ѣ;7?WD4~QV.gݺCPpre?b#;p֏M0= Ⱥ`0y+`'SUe/dͬ U8a4&71c9 SN^sw13v)g[9X{n>]h (hNև't)vk.#V}W9#=z1UzSy?~).w5xU> s>_3P0ڴ?O2aO`4d1kuϦ87e"vk{uy.%el>ά`5w3f8|-8A2Cf칖83W8jӬ.9Wk:5zh kOi3!hmR{u~Vړtm??ܱzD'eOK(l;G"`U[OC8I\ۧ9wYE/0=VM tN]O?:,wipN3f ޖbܥSH\25oA/SnS1O⎒צOg!V / oIyBMk+q/y$%rgjmnyVz^G9bs*jGg5sl ٬ SO"f/2:h`)L$Y'au7 }SO'M|`b&&J[mkU=D/C2ңAι*-X3CaLGIs,7r.19dQ=3XL9`ƌ{8UgY0ӸW|NC󎟟k$v1_UÀ1CSwm]O뉉=߳\*.Oˮų<烙wz^8klF;GT'sO ǡSi\ax= ?r 1Haκp83U)SRuzjNDkUx3f8ܪrwߜw[` OK~n~;| \ʺU⧔az6~ S7ȍjzr`' kFS>\ '\,d-0|_w'$o2^kstNN& ,Sp{yVyf;cxv!M3f8p$(qp %TrC)6Fd?շ:h"V7V1:"4vLO&@י].|/_{f'cMZT>')#ZVk`Iͽ۾OPD5G0D=G >з1s_VSY89辣ԕ3s艡h}VTԼq޳תrƪNrƌ9їk5 tN;KzT́q$gH$6Uwy 6f}<¼o=XNG(v''&]z{xQW_a/a+kW$b>7W+>"=ϳ͵;M/<:g@9)9Qݾ>rT31.Vtr\4$.z(g b͊r<>q-+10}ސx/~g-5o_qgܹ#Nma89XH:zKcjPm I}{S;)־={R z]fM,Q c*fVs\Wz̘1AsSp5'oKX0c1|$_BGD*A5:)q*_X.x2RsMjxQYI|Z{,r\{P},qlBcT\ V*p oHE}O@\"Y#hF~/yǒC_קz f̸3|{FBɟץ kS9;}{PNECwYZ:Y$}5=쵟]v3~_贈Ru l/%N>ܛT|շɉ])8w np7 ]sJK ?<}Gӈ]_<*\C6A(<r-J뜉Jx͘q?g_S쫘ag2s߮i\Ax]}0'+S(=ھڝ멝ӹ>L'z'}{^9֓8|^}X}%UsvtBH h84oyƗ 9n_~H]7bSΙoBD@0 f̸3pt \ No VžF@ŃSPݮ3!Zxedΐ}~\~:X[+f/Cl:969Yg9P3aWִWTB|W|UN'H(Λ℔:&\]ՇH(x +gSr} Cf̘3３GnޫJOZ@eugiÇ duU&%>$&fжٱ笳P{&,EZF$뾓-~<ޢ9ߺ\%|K' н=AѺX7*8r->Yɾ+B)oSIGc4z߰ b(w'$O6l=eǧ3q;:?'vyk )s+VSl( @Vjd9 S[gZ+w~%}UShgCS8 XlVF_}wZ~5DȽ #x1'R]sjo٩G?+9}M,?aU?Ü1c`&`}) ظ8.ݮ1x#ڑnRêAI/3/'әg1X3f8 {ۗk'r)_v5JN~bW)yZ98'(<.s%U=R8!ws}nɿv[);񻫵F[c_L2: 5~hX+ײ㕪:\o`Okͽ \l;Qǁ>hٰ79˳5ּ!g(:31vUSCCEp iꑓ8*cըY8*k15迣}Qc<竓!zzژ e!g sz~6Vq׿pu/Qf>}n=UZ;-X h~:s~n{~+#`ZTj%ۻ8#Zot c Wi`M"5 [@GҐ|ˠ{ar(1؟fg0;rF~V`/}XI8ZsX 8.> 5(\ 6` -~ Գ vy*ؓҼٳS#X ?^oO sw=譽n{o8nS,⫎,M[b? ϾKH~Nπ$S`[-g $oGr&x9=^dBH^WWkN;\>$ihzB2 OUwl7%|YdbU|xzKp~;8O5 *`:cu1!z:{}$7 ) i|&ac_Q>-ܐWuTlc|s`[5w`ƌ9Z,zc~;\ 5?yY ]u J,V'O% w.>S%MZ}PN:J\&2ss˺ē PHiʻ,N!xlڝeb[qxW~Ͻ; uxgm#w}əz sygqDG;7cƌ8v\^?}=,Qꆕ}29B~cMb:JMCkDn;WAQNy*\KBs70ˍp-J{w]pX<͠y FטTau֝C]{w\bszR1jz|:>lAq\?"zV$kf^@?4wv~8@͏x+;5U4M|( Rg<nޑ>GX[tp t OwѻOŻ8iORgn' [!²S׵ܰ x*5%崳E$9?e܅9*MAv3ʯ?'+ގzԯ;$a/%Š<։ؚF1rnew$)`}InFVX}wo96cpU?7gp´5lbgnyѳUת\_&V\0;hoO ʟ'u ^-igˇ1Ql:9(!8کؽ.c(R~[~_v]sܜ565\9b|B}Fܺ3f ~MWU4G{~l OChU=4^qO_*6_]SgƊ;u?G!p+|ȩijx=~56Re꿥37šQuh]Y{8=31ϮHhz]ݚsmU@G5-+w?y5#*])㹦tf̘q3\#3)XIN_DIR8c0)u$kݜĹmbfOu^8g7ηG~+~rR1$}jbwb"8ױ< !By6FB5OFz~}X-1#3ϊGŭ[im>j#Wȹ).1n.a"$Yq'~ƌg8S9n4~X։^EQ#Rsn|ģqYY_vcxŞ.huoNO~l϶㒉{{c j wU#xiOpRiъP),`(\N髆ƜJ?\!4r#Ԝ۵+ ){\#dSbb3f(1N*owx}UXA@3)J!h~3`{T~Y[C6oyغiU~r;{!1&kR|#7`!83ճ(3a HN<_[bDXmzg7);^'&j[- ѪWlmsΠgpŌ3 NŘ_Nn#H,`xwKb*A|'~vbtODoU| )X/1jZ>3y//>OW9[?Z,}5mߍz87@_=SY/Qԡ0CU9S\ neZ:\IJ˹ Ȭ6{}׍3f̸3FU;7zk~8HT\_>^W{+>H,谪Գ8񬳧.ֱ%'j&נ|599+ͱ< {q96GyG}ٚD6OI[JboGR4/$֯ۻi\̻K؎7y0FJ>K Ssԍ̘1=nms +e x.+wө-g0in^됳1'1!ʏ$81xLVx3L<[;n>tۉe|uWއ~Tr3v}hV09{+5IqMEԉq '_Iiؘ'Rr<.}#ZV_??etO`ƌ8'?.o|%k\S0ZnTR{A9ݸ]+yEީ߁˳~yw58"%ܹ&?q8<ǒx|+P+}5nbt14eXxՅ#=1sUxw8)5gW< j-=Ѿ8O gy^,N왈]Eܗz[oZ^T|2RFv!{'hg=$f̘32+՘ĩmV ԯG^o% ~AMac/4wVh^>,Tn{V0ӈ+v];Ϫ_ }tiCի vus64I8F{ s#b5l\U0u ޻}~ Re%R8Sph5,oIdI+1cpo֚yym7!+KujBw+z&TVJG*`SgjKF&;|QTH4d~Ȫu>W9U|@0,0$v,K,jL~83q*ÈՉ(TO>7crdr#HSZ*ty4C\eN:6B I"O{31͌3 vK_ xsZ]+/!1wzoاun>L, Hs .unĸL/{ۄُa(ΚpuSpgľÉ8]v},m Y8d|_a-`?(.-X-i1^|ϪG8FѽHsQon9t f̸3hKOaK^RG:OX<wbE]>q)Ü2)xԛ`Yaޣ(.zw6Ug`[gZA5`8V,u}7yGp&Rϛ7y}>ȉœJb8-N x.V #ѱ(\$r&JNOa'OE$Ƴ@]]L>3cƌ8#K8[BF@Վ8CɹPU)*؀Zp/ ~ظgʟ*磼.O!>)m]&ތ7W+'}1뻩 T+y-$ޟ: ow`VtVg^h4v&RWjF'a g0c 른@h)05EXN Hy0ۮ YG=U s2k $[a'fEc>ܱF$ʴϛ{%!;ȶٟĽ6+ͳ쓽'=/܌9)L><˔:}sH,;}9a3f)`~'4&§]\/uPr*t^z/A>ðӱe3\6?x,u(<լֿ®>ʻ[sο%5Jw9w&8-6^CruڛH=[gFܾ>똼-W=q}=Y3~n.\;C9y5N`ƌ.;A!}׽QLk`p3E֯+>c+Eg}*>j#Q 9!"8<zlt/HtݍCҳ](rzS??@rߥ:ѻ}'X3 y'D,BqBN桿47?G}*/uT֋@s~j4SG(;wp^ow{9ܚ;?aTLrBg.}Er<eus\7] z)&_z 'հBS1%RKKiY]?,h,g|RBw=Y{vzOgRcgI_47sf(&uuqh tUkڸxsw㍻0[kmńcrcR!_[F1cU%?{~_N:ƽlvŇN&I >ƶى^ݩ<+HYNŚ]o s]}bٽ"1*EX4.dgp wom(f˷^7S휥̙:9&,vHr*?qWgkxLZT?W|uX#q佫|fƌy_1yG:lpHj\Tuz>܆Ҿ'߮?;=6!"'̚;<Ļm W*H'dWSE*WjN U蓗H=*=h\w=澊H\Sgbλ'w<5묷3Zc QP.T6cƌ NoѮy:?g{?dmΞ<%]`pl4`28 Õ8A8L]U-O.r1?mR%Q~/ճKzZsŒwa$<睵I?q-}ړ-؞-֮5@5J\`XNu~-|@[#N 4{ 7x#g3ONbDߡde&fY\aO3G(}13;YXoMg71uJO;I% ~p[^`Ш {d]O3S5/j>{%:Bz'hu:Ǽ?sr]Rm9-{كܛթㅶWk?ω3_]Ӽ&oB\'X7U}/w@w^#׫H$?Sƴ6scw}xm.;{̝WU5^Y zAusԼGmסɕWuUM㣭:{\h15/5?gb1$@(ҟH69w >/I|=Km޽ŹΚ@{5WOu%%zvts'x ZtE8M hb7H\ϸ?[<<{9g'8ѳzڬ k{WSnrԵ≤{5RkozTܡ%Z`$DrrUzNw徺\U+wYE^p֓Y'꾟Z>ƪOȉN/љou՜s&ޤiO򝯞}wǑ1࿪p9Kd6?L'mݛssua%w{WߠU>0qTڭ꼖Nro8WK7'ɿY5sl$D~h; ~Ǹ=H}Gw!On'FNmd]g,ћ-4GZzJ;w99m\7xn"᭵@U+|PIOw'`7uJ|OG'qmcy'~]$s1GO*sڋ7ݳWz18K7DVQ3נI1D\]7pc:ѓT_YwQ8Ӹ .VY? ﮉNAJR=ZN5_uuR7̍_4ߨ$j@Rѭfȝhr} ; Sqi{éWDupk9iFGFV+g/toNK,j5qhK7WX<^?+YywgU}$!ke+ڋ yDN|^IjnXV== gW;(oOJ{_ Xjͪ^|K/W;1˹M2_Z{<gзiKTp1eps넓k"O*VrKKo{hκsUWd-OECpuzI/*O {N1h}6>=멮|^㵻ew1ҚNJ}{֠mݡ4WJLT=YG~{R}r \Or1g) eq&^[sq{ޡ:O)17 .7@S<;jibJfe_Umt8']\ӢzSok;oi|P4ue]ͺҶO9Qݿ#>NNUT4DžX >]M>yOZO ʱ]y$Y5qb2e=su?,κuW5g t.cIzǝxe{[wU}9@?ϿZb͚anV9vZ ^u<"8ޕVrr>NckU%QkNxoʁNƮ4FN)QNט+D y{iulSYΕOup;w)k &.p֘TןOcov̮AO\E 3nlzkz'vY WcdfX|5MؾQWこy΋1NOO},4:N[JQۦFH}Z#}IKY/{՞je2(yzubvιVOs;kw_^wepb^X.TW_rB8k_.42IrwKOo{V[ euwͦ{S+YY/-nNy>oӿ8ްE$Y'ϸ4'.~n$ӭneᤧ\͉5z([n sgkSxB\H }ݸn4+^z4N|~P)}o]-kӟaO(Ij^Oj9NGeѮN꣉6I{q?>'}ΜǸzɰ⳦G'߶ⰿϹ5V5T?԰ڰէiƌIϲO1βTKy5ެk'uJtO@ճz N ӹhaWd/0'&ռs#]mNt*7>恴778Y??Ѿɲʛ75V,ݲ=OWv _30ci{\im_o}oZ\{:NE]Dwb<6Kqy3x:Vv㊻up[s~{bB5?e}WS{{dWYJO4O.Yú:r::qr'VZֽ_{'g)(S=9M[[iji\rrQqoZO'/w C^{֟˼uL Sc7O)O7Nތ:sR?4i7I\'_$Rx38oۼR1ku+WP~ hQkaìbŶ_m+FW;7N[k՜Z˭{usJosuS]9x ާXh` /ިĊ7zȍkskwtYϪ>==tE:՚-ç#I&Ƕ=-7Zޏ/ʲ7SS=;zߓtܰ+G89&Ο7=>Ҳ(C/WғO/(DWw⾱̳t5G°°α8_۰IĊιޫzUsh7%ZڳYw7ە\vNoЬ]sv:Zod#51rsUY+1:Z-{ttهj+^zw#L.iͪU^s'Nn5qd9ϕu9~pi)SX'qjQ>O9 M35=қʏI|4WqsRVﯪA&{l瞧rVSg6:W#T)ljBwϠhwkO~61ɱNtmGQM/ܞ N̩ù*vm}'nu֢Κ/Ф޲.ryvW>X任OzNͷ5pu̶Q:ƟNx9KO[Zj+[7s}vژ'oրwƧ6r.{ssQ&殎zƸ3^ .j(kqx3H4߮~B:Wn3;>ƺqzGsLE,-䣸s2n/4she-sQ|SB']|•WK@gOj+}k >\ꫨssK'=tZ9NSkMUuL4]']hn͕9K s<}_ğ|ӾIϊdL{u|gw:\H&qM+y\j:t\Z;OcWcL\圝*>]ix^پ{nIƻyVqi8:>'ƚ~/{sr zCn;]]|c 䦤z~ɮ>WUCe--NF_Z#_v'=5Uo='[OH}:3 ޒGߺ.[OsjI :շta𲞯(ҕ>āΚ)ꜰ=K#=]WZsޛi4ɫjĩJIWu_Vkb*'ÍqkPw;(s5ݾW ˟[IgCR+uY}*Ҽv^;1-{K)׸ziSGw}םWϓ%U?'yu5ZOhnI|?u^ IS6gz1\)2-{՘;<-Z*xrYч5x7q*߬|NSAr)N䶞/v2tW[IAY/ohUCzG}ʮj?;ii:uɋyݏԴ\}:AӟV}Hs:'b4khkUs=NN_\I߰*V?'=@i^Rosʅx MBX V5NhoSsr3;}y?ƺxN\xUj8WZ9@a~ܩ^'JSYzgO}S5wm(g?;ƫ1=CZ|ߦ^;\Oݨn9NI}ųrOWvrKf̓^:N &\ͭ <\!WW5xS飬1񥉏q oҰu,ܿKDkU5m?$:繨A Hu>CObl?%ϰs {zi<5%~fSCK=t=_QiؠÉ/1VWtg=~ZܫtjMu3+Pr9]oΩr2ozss[{L{!z>mjpi_3xg@;z N<1PCXhM.|)񮛷nđ}\QVi_qo2N.o9xFHE|Ăm:^#w7)YsÿcLI<6O*f[;OZֲvyR\ד+R˲gboY}wqig=VOu}gW:L/S}'NIL.ZN=$}Vu2(j'j><"Y]?9&+UE5׼}KT; %=M/f[RЪj8s(:lR+yw=y|zͿIjכ=;5;yNeUL4TU?{Y)o1se^KeyK!\z |1Wq c) Ռ!]5M͜yхC%߯ɫwE^\>;Ѫ8!/5TɳJ<+,}Z9S_=՜XT/Ou'5uj--<;N֟}YjsdQs5ĉǮ&trcsj/_=C>IS3j7zqŮ>;utOGO{WKr& gDԉeMb8'TնW9TLc^O9^Ut95ik7?OmwY/gyVnm's˫{\O8\2}[IW=u9Vz|zo]o45Қߓ12I3kRI=s|s'ݾGR^}}o}$u}9絚ӔZw{=DaxRj] O܄E}u[#槸}ywzێr-ttkxw{|rWy2;v6~s#jXO*r|HP4zw˕Nr2>5XԌRʽԞs܇(<ɾ uR#_ԭ{B2~I^]8e{ԷHꖥ&ӧOOz\>Οg7 Nrאm;.߿XZhoSkh+G꿷uޅ\:[>ߪo->8ӥ:f;s1]X'&뤰])it69Kⱶټ< UYcޞʳ= 'VwjmX5!MV=;ޒ_7|Z(kfmOߡhzͽH*Uv#S17 8)ڼgkw mU Tst˦JGo+=Nѹnj̛jΨ[ԙtu[}ٳgᷟx|muʷiU{{ϠYN.W5d?ȉigO}oMꈋƓṲ+OQN.RokrDW"됾Vfjl޷u>dK9U~W?e\\Nu!=Z-զ_ ^yMnjI}ɕԎs乯z?D7gǾ:5T)Ҭ}:.|v/;SW6^a4u]3 UYtxI޴VRj&WuVeg\ݺj~~ոzԢ/'*&jꣷ>).+2'غ~#%)1ܱհ;:3ڭ6$<9/USqݺqZ{ҭ?;NnN:v8GssNJ2)Ǧ+vګbC>#I l{g4-f˒]ԹjO2u~ iɧ<7F[^N _o=z1_^í˼wUw'js%{=ZJJmFҴ5?$y ιwΙN|rƪg]]hmO]~zaկĭA5w7.g&- >R=ѷڔ\PsߕtUy3VM2'>W M%uKߕVqkcF+z'}T}]W'AՁH+_)OKw"}OHcGxs}R*k}{|xW؎jϭW|/ǺӢ9~zv-1cQ gpb^Rx^Lw~mR^AG7kEWsӢg@G_g㾮tOw=$N}+J3Vo,(zaQ/c6>UsGs(a1,\ W:~^Vnm"^:y!N->';9zJsOWgL֢̏u2qӽ ]$ќkenO+9`u۽D/S7?q)~v<%u 3@;>*O8|-uֳȑSeL(pm}d~z.+DρbQF~7i_}4$hkn9ˊ'>gĹ'D^~2.:V5R陞.{hWI;cx.,ߴ8\JuФGW'R@=uvi}NNF~*#Rg哤F瞷y+I+xghZUR#}o[w~[nwE^̔#W$Z %v/ɮ\cqޙVWڎWkI.7J>$ʴ9ߵod9>긻OW'ލzΒ׮ۮWǾ:$(-ɲϳٳSU-5eђf>?Ӵ:՞ѕƳɻ<4[o+W [-7ݱWU_$ \WK4NZ7keb|Q>Fu{}P½~n$itT?v_p 'R7y/L=jk;Zb{s7z* ]ǒoWsZRçAnVcksUt_#TҺ bQ^ϸw(7,Mxj.7>X'sO~՚xګg?>~҇j*iħ%(<>iӜ?;}=ݍ8>앎+xN줷sγ=ʷtZy8zk,ܳY԰:ǭ֖i&SƳQɏ%ɛ}J(<yHbsG79OѴ\=7q5T;Y铺W뇫;+WJk65 >]}to Ѽ~>J̸ڎ=[1Mϩ=:;$'=eG^mog@xHz&ޏOĖ+͛S\g`7Vզщ^M x!WZ|N:1]9q𪖽)inw)ګjU_NZdz/5rMXiQ'Kՙ1.ݾ8uilI-M^KT?8*kk tH4$OjU*y7zHilgw[yƓ1w]ƿiăZPEpj1³k'<x]5oUֹtmTo9zWۻ;H׉?iB%(uCL'qD[l[y1$.Q]cowĩNOYMt_M:ڬNz/)^Z?Nhƌ֠<iA{}~L5o\V_9^ޙPKzdʗIeapmgi}7jjx{'5ܘFa|!(=:NOktTiG(:R^'k?4qbRɱZ嫯tѿ7,rOʼx|zzWQg7"+^,j&9x:Aښ M7ԬoZ{|Mn}Zz6VXgs}:/<4q2ά%c+swzmdWOD|PViXlS|:V7cB7'Z^nr]O'~NˉW,I%77>.z|7-}n>5hi;^[g>K^Exɋ|^>CSy\&c;:ªwBG^ua%K9i=UOUm%w /k~@Si\Q\QMw{,{E됬t3ut U 6]!Ů'N^y#~:$T<_^1+z}:Rl7d[/‰9d vwSk5]:*Y=lNO3NbR(=U,W'I2sI45[2ۉjtWٮGl{^rfh߅ofBgﬢ';-]=C= RղDe 5suO~Z9v[SY-uWHrZ|ezUmb+ϵ[ͱprQyTFOXp~ҕoyjmBWI. '̻vMWsnAGrj/jt;}]75Mٔy{e}+FDɩjtQ;u\/կ^@ܼ><]ۍ8)juDKL51m~ݘ|ճSJ+qJkv;)rq뷴X;sjݕɚ̚zM M񙛺i/V+q5`ǓtTvKs'sp7곤}uKorwYiwxka8>YZ~=Y_.M[#y =Ac/J&ֻұ׵\} 8)j.6~tH|qص>\]3MoV3J뾺\7ϵλRg,1P>gWY7j:EOR5nwwk腎"$y޺q3W'^SպOj6[}8Me[+V=gx.nNA:_3)Mw*83[NM?cVK}n5?ݼٕNj 4[E-{ 8n%rU}{)t/uLgu>Wm^4T˫mHu>pOW}E:$=޾.Wڴ^ }ҽ>v+[_'}8 ?h_/?}o9S^޸:~:?s#<j~{VNk#qc^nMmgM-t4%e}nׇp[pw3s%F~ζ=y?wW"_x5pI_8)輣^G|+OPg͟JrNxZz{m-OԥNκɏC;tM_v3)x&M{Tֱ^sOuOM7Gp:B?I:a'=>wJ䋷*s1 6ں2^){Z|sܿs5E/ e ozO&t/?ޣhw7!S=YoߟԪO׭~ϊV4v뀞 赥uI1}yO]+{׳N WM~sk3=10P<@sz}C-wg~^뉧zoѭ=h{9N9kykOmщk:_Aa][~iY&F5ECH?p>u]$vwbhEP*7%{$ϬK?D]{^k6gd6\n,gyLƋ4*] GE[S޸E.Uxi'futtSQ%WrڏWsɅKIu$S;ݼރ7ϙOq\4߽zoUx!z{o}b<B8}DwP|R!AѰ4T@ jMN GRuurS^ /8?i#ܳj/k*G m39g6ӟͷɧ:ʪ(JAz*퇴Z7ԺL9z;Բa%Y7鯫.5ܾWϒSv)'aORo:EZ[?'y.gϓ/zk(8?hCI59n梴9#i]yUp4 w\:^;hm>t=#'?Ծܲ'Q?39wղҒ9"ɳݗx5Ϫf]9'są'8/έPٰ5ʳ*ê·ɴǞ󨳦4ʩ;\ݷ2Wx~ܧjɘ;Ө<+jnM^OSl黴d?c'>sk4W3>ևufS֥IgpؓO[=M?jܵT_ɛw噫z\R3xh+ev~'H⫹Z֕v쵹cRgWcvS{81>jt?o1^5IzIsyXz*h׹=ɚɭ{:%}߰O}a+;9 SZGKY;(¹OיOk&|t[3I_g {ey79o1}u9z'mV1Nּ.r!GZ;FSwkaG?Cj8kcу.]Y=uSOnj=M@17kެO'u[9+ ƆeUsu&Vc$?OBOT4u<׏8Qgmj3NjN~Os»j<$j5@jIA(Jr%îGW/w>}kuڤFȝZj:~X6n WnS/lcgHޮ´H:nջ 7VԵyKE=lhw\YnϴFMjM^ѺGSC*'Իr] ~TMS̻'}PǕh;SD q0 ї}ŻcѕSQWnj85Ӻ5g<$N^Wz5T#lZj&pY+LilYkٿ掱'kSwj38ߜ[ԬgqG$ tVjt~:?ghΘjqN&։X_Gsu:5{jMb!u\RKkuu~uu~X/ZGDusO6aͫi/8㮪I-|N8'f[49hryY'rjNڻj NwNl<8g~ުމSR~F'?SjUMY]K*nt{6kW11%U{syUr{jOuVwRT7Y|쥶WS-vQPwkwܺpW-5ĉ:u'z'桅 Wc]OT;d\5'Ӧd)?uqj3ހssR@_}slɭ[nk/˙KOEX֎vne3ڼV鞋+%jTt&5ܾd/Vp&<˽+_ՠ} //C{ߜ>;?nmZ'+xπxqi~kVL'GJAU+\Xxk󎎗ji̪W6Oj&[j젬UѢ㨺fͯ)޽u9z9W}]=T:Gۚ}ξ' P$=JqlrZ@ޒcPM?s%s'NhOk}vs/z;k滜&SN&r,Jwܱtbv悮xgG'ԃ O̭̫Z|G*1*כIgt^3ɽYy{z힃DX0Վמ;fēn=Oǫ> I~i_d?zo}$v!&ߍv_NjoK7*k6wIͺ=[QgfU5ms,YjXoxnO]&xפ0O&js}y9Gա5O`jȿȧ{uO&=.Ͼ[uE6qSGLYj}:O+r͚kj;zQr}'w\S=V=EoW/GZͩm5qlgᬭq_ZIi̵Upu>71wFR},.h=';kSSq5O\JKO=ߍ˜~k6t]S{qwR7ƃMXRÍ;~jieptGWbt-=[a ״Ǖ~:]餏<#;h^GCVO/y=sDmj8c`<\cϧy+urkjj:C:K|⩵o|䓚7kHeU_#ɢ|?m_uMkiϔSiz c:dOB Z9ʚ;9DZxqOyFq Ծ_p?ߢ%TeL>d쌣;hխw*s,o_zFj.iҍSh^NU SKɬCj<z'1[ѡkhWJJћ2T=ըUO}pW͘$ҞOp|ħK!$`=sObgO!5#MfHpSw#;HẖO#Y(?hr5.bQt_cD1&^ϲv]z9'TQImIo Ohivi5R-g w:Zƫ8+Vs<+W80T+;sY8y_[}.] 4e7_=ɱJ뵤{uS{}Ygɷw(U__j@;;9Iz7'rؓqWq«gA6' S}\ qkνۗ!znM{XS~{-{ҞNVxyOxJio#gK!t޿-VkJbEO1,k-4kUXi?Ay/ڱH[>=%[ŝrNJ֮}"=Ѱs>kjo[TOVZ[BS ^#ҫI5ߕG^hOG)=4y3xoZ|⺼i]Οm},GmTpȻJ{ -N=265ܺƩސxXj'};WgrzXm9TSk&ztGI[>WcbNZq{ $>2&:sɢwc'Zm'EWt6;nz7}7hOjޛz cYxgWzFX3A,ל1?c'ߵ3p}f45[yN+G2n:BkWD#Lu=!O|kG3c.Ru]P>Ғ:)텐ԛSȤ;JTާV[l1&8jײԳٳ7³٬;/:RJ屷<uMҭif3jYi'o]zme{=Gۡoǒ6wxcoz׾ɺv먚ǯt@w5Z돬kUKsBxC9SS5F^J|,85wP'g@{;zxM8ǗsJ$h3ByN@?,FK\0w|SIvI ѾO3Zjڋ8>};=_ь-l>Չڜ~ԓܱ <է쫚.ݒ[ԙjzOsoqouLJD_'璌JOpoe.qM<6Bsukd5}rR?%u]_M= hSOגO7x$I<%hnXnh*VKi=d$ujDOkO\۴ߦks󲧃sߘ^CUwޏVLIWsqZ8} sI;Sq?7R> ɫzoz1\#-dFg:!jNM1GUѻ璌[֟Rs٫Y~VR;M~g/qz{qw8W\́u}'Fw*VXQߪ`~:'U3tީ7xqu9OI~W_ihn͸Oڿ΍{NoW߼S7T=E=rųZ뫧Z/lo=0; Ϡ[ߡ>-ڿO:~w]Nzb'u7I}'I:8r=ܹ@ѓqz^:&qRHyG|WJ/6sT=Йs&`N]_8{ty,ͱug18|QܪN5s'>Χ[j.^ |\]ѵ.Wz[\{rG^7\NVch4ݴwu[ulG_No^W|[k+uYweM4]Mva } wom]k6[k]/ϼ;' TSԴXլVT#V}Hwml=WoށڟՕzֱԮݸO4ߤ:Ʊ/ʰ߳dWҋ>[8ǎeJ^y(q̹W󱹴Ǭ}{4;[詎˓P5ރܱѻ<̅>pgyh|g{7.|+w4}V>;y?99]sWXU{_\~{:Aor^oxu?>?^?woy3܇\~O~f_ZwOO^q>WǮ{ƝR̦#^z}tߤ-:׫讚5z=:BQpǺ^׹Yh=2לW=U}Yy.k;uKo?߹?w*9詼sVckv{֫=NX&Rߨ+qR vz NGnsҗucq:d]O7}o{"uUK>w-w1tMğk2b:26qqG'ucZ1R{̺6>ߟToA'Rm]=6o8՝U=۩Cs]zW;ٟ9;3\mj9o?ԋWק/~m}!4x⮜}?OcWS}6;@Ox:EN]A'SOcZ &3UMeHj({+>k8Z}_=Uݭsӿ;?vui>9 |?WbR\N5?uy.?ZE?_/%fs$$If!vh55o55`55b 5 #v#vo#v#v`#v#vb #v :V l  tF0}55*5555~5R/  pFyt5VQkdS$$Ifl֞3 \g%/9*~R  tF0}44 lapFyt5V$$If!vh5:#v::V l  t 0}5/  p $$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V lM t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V lm t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh55o55`5 5x5 #v#vo#v#v`#v #vx#v :V l t0}55*555955R/  yto$$If!vh5:#v::V l  t 0}5/  p $$If!vh55o55`55b 5 #v#vo#v#v`#v#vb #v :V l t0}55*5555~5R/  yt5V$$If!vh55o5555! 5 #v#vo#v#v#v#v! #v :V l t0}55*5555h5Ryt5V$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V lI t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}55<5555Z5`/  ytL$$If!vh5:#v::V ld  t 0}5/  p $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V l" t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5:#v::V lq  t 0}5/  p $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  $$If!vh5555O55 5 #v#v#v#vO#v#v #v :V ld t0}5B55555Z5`/  C^@^ Normaldh(@CJOJQJ^J_HaJmH sH tH d@d  Heading 1$$@&#5B*CJOJQJ\^JaJph6_L@L  Heading 2 $<@&56CJ\]aJ\@\  Heading 3$$@&5B*OJQJ\^JphOR@RR  Heading 5dd@&[$\$5CJ\aJtH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No List hOh Heading 1 Char35@B*CJOJQJ\^JaJmHph6_sHtH dOd Heading 2 Char056@CJOJQJ\]^JaJmHsHtH hOh Heading 3 Char35@B*CJOJQJ\^JaJmHphOsHtH dO!d Heading 5 Char056@CJOJQJ\]^JaJmHsHtH bO2b $mDefault 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH 4 @B4 Footer  9r ROQR  Footer Char$@CJOJQJ^JaJmHsHtH 2)@a2  Page Number^JF^@rF  Normal (Web)dd[$\$tH >@>  Footnote TextCJaJLOL Footnote Text Char^JmHsHtH D&@D Footnote ReferenceH*^J.W@. Strong 5\^Jz@z  Table Grid7:V0_HmH sH tH 2X@2 Emphasis 6]^J4@4 Header  9r ROR  Header Char$@CJOJQJ^JaJmHsHtH DODRevision CJ_HaJmH sH tH H@H " Balloon Text!CJOJQJ^JaJZO!Z !Balloon Text Char CJOJQJ^JaJmHsHtH LO2L List Paragraph#^m$tH <+@B< % Endnote Text$CJaJJOQJ $Endnote Text Char^JmHsHtH B*@aB Endnote ReferenceH*^JF'@qF Comment Reference CJ^JaJ<@< ) Comment Text(CJaJJOJ (Comment Text Char^JmHsHtH @j@@ +Comment Subject*5\FOF *Comment Subject Char5\:U@:  Hyperlink>*B*^Jph,O, A12 B*CJph@O@ /head 1.h5CJaJmH sH ROR . head 1 Char#5CJOJQJ^JaJmH sH tH pOp 1bulleted quotes/0 & F hnnx]^n`CJaJdOd 0bulleted quotes Char$@CJOJQJ^JaJmHsHtH PO"P 3bullets$2 & F+ h^`CJ0O10 2 bullets Char>OB> 5head 2 4$h56CJaJXOQX 4 head 2 Char*56@CJOJQJ^JaJmHsHtH 0Ob0 7Head 36$6VOqV 6 Head 3 Char'6@CJOJQJ^JaJmHsHtH X"@X Caption"8d &#$/5CJ\aJXOX :quote indented9 & F x^ CJaJ>O> 9quote indented Char\O\ <Publication details;$dCJaJdOd ;Publication details Char@OJQJ^JmHsHtH HOH  TOC Heading =d@& @mH sH *@* TOC 1>d2@2 TOC 2?d^>@> TOC 3@ L" d^VY@V B Document MapAdCJOJQJ^JaJ^O!^ ADocument Map Char$@CJOJQJ^JaJmHsHtH }&<V1*8f?"Iiq I; % H KNI dvC&,.9yOF1Iiq;v$\χ E GtuT!"*9fgH I ; < N % & P t   + 7 8 A V W i ?mN ; I S !#&((a)t*+,.//// 000s000+1Z111262222E333#4a44 5J5556J667N7778R8889d999):c:::;;;-;<=X@XBBCqD^FFGHaI"KLrMuMMP%Q RRSVIY`YYYYZbZZZ;]/_Me|ehh%iihjJkllnppqq.rrrrs@s|ssw6|E|b|-k4Y~ō-rzޒ(Fؖ3xʜjnI}џ7 -ѡҡڡ 6ѢCԣEĤfop>GHIJKjklĦ =>ۨիԫȮٲܲɲвݲ޲+³#$"ڵ$-.Ҷ12ݽ׾:,<=RST{ -6+;<j./9`(89K2|fvwPQ7CNO-D11X>;Mj .;<OPQR0@Atu(@AQRE~7@AaY$%&J{2c~W+ N)e\B z  n!!0"""<##$%)*q*+,-/72 3M35789@999:M:::2;=X@CEFG%I/JJKLZPPSUVWX@YYZ]ZZ\]]___5```bVdghiizkl(mnnOpq/qrtNwdwQ{u{}ʀ ߇܉l.<UsgۛǞMMdLIBf+,.9RTxy,-VKLMNOPopqrstuvwxyz{|}~5%&^kt4Cu}  ^6\l kl6tuvw:X,-:stxeCHIN).U%4567LMNOPQRS{}0`MSTUV~m&'U%)>vwxYy&+XIstuvO         c         / 3 G  9:;[`"BikLPt8!"#$%=>?@- PTh:Z[\]]^_`nG   E!!"}"###:#l#o#P$$$%%&&&'4'9'M'':(;((((( ))))))))))))))))))) )!)")#)))*k** +|++t,-////80=0t0/1@2222*3v3{33344W6X6Y6Z6666B7F7^7_77[889:B;t;u;;;;;<H<s<=====> >(>>???????ݰABB89۰CCCEѹFFFFGGq?qKqLqMqVqWqXqeqfqgqjq00000000000;00000000000000000000000000000000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0>00>00>00?00?00@00@00@00>00?00@00@00?00@00@00?00@00@00?00@00@00>00@00@00@00@00?00@00@00@00@00@00>00?00?00?00?00>00?00?00>00>00.0000.0000000000+ 200+ 200+ 200+ 200200+ 200+ 200+ 20000000000.0000+ 200+ 200+ 20 0+ 20 00000+ 20 0+ 20 0+ 20 0+ 200+ 200+ 200+ 200+ 200000000.000000+ 200+ 200+ 200+ 200+ 200+ 200000040000+ 200+ 200+ 200+ 200+ 200+ 200+ 200+ 20 0+ 20!0000040060000600000000006000000900900.0000, #00, #00, #00, #000040000+ 20"0+ 20#0+ 20$0+ 20%0+ 20&0+ 20'0+ 20(0060000+ 20)0+ 20*0+ 20+0+ 20,0+ 20-0+ 20.06000009000090000009009009009000000 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00000000 00 000000 00 00 00 00 0000 00 00 00 00 00 00 00 00 00 00400060000+ 20/0+ 2000+ 2010+ 202000009006000090000000000000000 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 0040000+ 2030+ 2040+ 2050+ 2060+ 2070060000+ 2080+ 2090+ 20:000009000000000060000900009000090000900009000000 00 00 00 00 00 00 00 00 00 00 00 000000 00 00 00 00 0000 00 0000 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 000000 00 00 000000 00 00 00 00 00 00 00 00 00 00 00 00 00 00 0000 00 0000 00 00 00 00 00 00 00 00 00 0000 00 0000 00 00 00 00 0000 00 00 00 00 00 00 00 00 00 00 00 00 004000+ 20;0+ 20<0+ 20=00060000+ 20>0+ 20?0+ 20@0+ 20A0006000000 00 00 00 00 00 00 00000000 00 00 00 00 0000 00 0000 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 0000 00 00 00 00 00 00 00 00 00 00 00 00.0000006000090000000090000+ 20B0+ 20C0+ 20D000090000+ 20E0+ 20F0+ 20G0+ 20H000900000060000000000009000000+ 20I0+ 20J0+ 20K0+ 20L0+ 20M000+ 20N0+ 20O0+ 20P0+ 20Q0+ 20R000900000090000009000090000600000000+ 20S0+ 20T0+ 20U0+ 20V0+ 20W0+ 20X0+ 20Y0+ 20Z0+ 20[000000000009000000+ 20\0+ 20]0+ 20^00060000009000000+ 20_0+ 20`0+ 20a0+ 20b0+ 20c0000040000+ 20d0+ 20e0+ 20f0006000000000090060000009000090000006000000006000060000009000000.00090000900000000040000000000004000000004000000004000000000000000000.00.00400000040040000 00 00 00 00 00 00 00 00 00 00 0000 00 0000 00 0000 00 00 0000000000000000000000000000000000 0000 00 0000000000 0000 00 00 00 00 0000 00 00 0000000000 00 00 00 00 000000 00 0000 00 00 00 00 00 000000 00 0000 00 00 00 00 00 000000 0000 0000 00 00 00 00 0000000000000000 000000 00 0000 0000 00 00 00 0000 000000 00 000000 0000000000 00 00 00 00 00 00 000000 0000 000000 0000 00 00 00 00 000000 00 00 0000 00 00 00 00 0000 00 0000 00 00 00 00 00 0000 00 000000 00 00 00 00 0000000000000000 0000 00 00 00 00 00 00 0000000000000000000000 0000 0000 000000 000000 0000 00 00 00 0000 0000 00000000 0000 00 00 00 00 0000 00 00 00 00 00 00 00 0000 00 00 0000 00 00 00 00 0000 00 00000000 00000000 00 00 00 00 0000 00 000000 00 0000 00 00 00 0000 00 00 00 000000 00 00 00 0000 00 0000 00 00 0000 00 00000000 0000 00 00000000 00 00 00 00 00 0000 00 00 0000000000 00 00 00 00000000 00 00 0000 0000000000 00 00 00 00 00 00 0000 00 000000 00 00 00 00 00 0000 00 0000 00 00 00 00 00 0000 00 00 00 00 00 00 00 0000 00 000000 000000 00 00 00 00 0000 00 000000 00 00 00 00 00 0000 00 00 00 00 00 00 00 00 0000000000000000000000000000000000000000000000 0000 00 000000 00000000 00 00 00 00 0000 00 00 00 00 00 00 00 0000 00 000000 00 00 00 00 000000 0000 0000 00000000 00 00 00 00 0000 0000 00 0000 00 00 00 00 00 0000 00 0000 00 00 00 00 0000 0000 00 0000 00 00 00 00 00 0000 00 00 00 00 00 00 0000.0000000000000000000000000000000000000000000000.00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@0@0@0@0@0@0@0@0@0@0@0@0@0@00K@0X0@0X0@0X0@0X0@00@00@0@0@0@0@00@00@0@0@0@0X0 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%0???????????????????????????????????????B m$)1 ;[<=>@TABDiEIQ^emy܃)ޓAZ͸([^[_:- -&k42<|COJRX`j/rx~OXԴ  f vG[ $*.5:9BEMrR[V`pjqwwpt-zz=@CDEFHIKLMNOQRSUVWYZ[]^_`acdfjpsuz~ "%+/3467>@A W-<XCwOeߩY$dPn?}L|oy^0T\9)e +Cb{mE$TG#0m0:j4w" V  fgYRp!%!/%%e''* +^.{.0012V5{529E9::;[;B;B?EkEHHMMOOR;RyUUXX}[o szz>ABGJPTX\beghiklmnoqrtvwxy{|}     !#$&'()*,-.0125?Bz?lu0?0R0n0q0000000 1&1)191U1X1w11111111121242`2|22222222$3@3C3b3~3333344!4@4\4_4~44445 5)5E5H5g555555556)6E6H6666677-7I7L7m77777778818M8P8v8888888 99C9_9b9999999:$:':B:^:a::::::::;;;iqXXXXX %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% !%,07;B!!!!FuNXX8@0(  B S  ?iq* _Toc148943359 _Toc148943360 _Toc148943361 _Toc148943362 _Toc148943363 _Toc148943364 _Toc148943365 _Toc148943366 _Toc148943367 _Toc148943368 _Toc148943369 _Toc148943370 _Toc148943371 _Toc148943372 _Toc148943373 _Toc148943374 _Toc148943375 _Toc148943376 _Toc148943377 _Toc148943378 _Toc148943379 _Toc148943380 _Toc148943381 _Toc148943382 _Toc148943383 _Toc148943384 _Toc148943385 _Toc148943386 _Toc148943387 _Toc148943388 _Toc148943389 _Toc148943390 _Toc148943391 _Toc148943392 _Toc148943393 _Toc148943394 _Toc148943395 _Toc148943396 _Toc148943397 _Toc148943398 _Toc148943399 _Toc148943400;uMMep6|E|(xdHChyM&{ 3[P]`iqNwQ{߇UML.9yOF1Ijq  !"#$%&'(),;MzepC|a|$Dd,/iIL3P]`i.qcwt{q}8QiF;Ijq+#+#+#T+#+#+#+#+#T+#+#+#+#T+#+#+#+#T+#+# +#!+#T"+##+#$+#%+#T&+#'+#(+#)+#T*+#++#,+#-+#T.+#/+#0+#1+#T2+#3+#4+#5+#T6+#7+#8+#9+#T:+#;+#<+# =+#+>+#4,?+#t,@+#,A+#,B+#4-C+#t-D+#-E+#-F+#4.G+#t.H+#.I+#.J+#4/K+#t/L+#/M+#/N+#40O+#t0P+#0Q+#0R+#41S+#t1T+#1U+#1V+#42W+#t2X+#2Y+#2Z+#43[+#t3\+#3]+#3^+#44_+#t4`+#4a+#4b+#45c+#t5d+#5e+#5f+#46g+#t6h+#6i+#6j+#47k+#t7l+#7m+#7n+#48o+#t8p+#8q+#8r+#49s+#t9t+#9u+#9v+#4:w+#t:x+#:y+#:z+#4;{+#t;|+# }+#T ~+# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +# +#T +# +# +#T +# +# +#! +#T! +#! +#! +#" +#T" +#" +#" +## +#T# +## +## +#$ +#T$ +#$ +#$ +#% +#T% +#% +#% +#& +#T& +#& +#& +#' +#T' +#' +#' +#( +#T( +#( +#( +#) +#T) +#) +#) +#* +#T* +#* +#* +#+ +#T+ +#+ +#+ +#, +#T, +#, +#, +#- +#T- +#- +#- +#. +#T. +#. +#. +#/ +#T/ +#/ +#0 +#T0 +#0 +#0 +#1 +#T1 ,#1 ,#1 ,#2 ,#T2 ,#2 ,#2 ,#3 ,#T3 ,#3  ,#3  ,#4  ,#T4  ,#4  ,#4 ,#5 ,#T5 ,#5 ,#5 ,#6 ,#T6 ,#6 ,#6 ,#7 ,#T7 ,#7 ,#7 ,#8 ,#T8 ,#8 ,#8 ,#9 ,#T9  ,#9 !,#9 ",#: #,#T: $,#: %,#: &,#; ',#T; (,#; ),#; *,#< +,#T< ,,#< -,#< .,#= /,#T= 0,#= 1,#= 2,#> 3,#T> 4,#> 5,#> 6,#? 7,#T? 8,#? 9,#@ :,#T@ ;,#@ <,#@ =,#A >,#TA ?,#A @,#A A,#B B,#TB C,#B D,#B E,#C F,#TC G,#C H,#C I,#D J,#TD K,#D L,#D M,#E N,#TE O,#E P,#E Q,#F R,#TF S,#F T,#F U,#G V,#TG W,#G X,#G Y,#H Z,#TH [,#H \,#H ],#I ^,#TI _,#I `,#I a,#J b,#TJ c,#J d,#J e,#K f,#TK g,#K h,#K i,#L j,#TL k,#L l,#L m,#M n,#TM o,#M p,#M q,#N r,#TN s,#N t,#N u,#O v,#TO w,#O x,#P y,#TP z,#P {,#P |,#Q },#TQ ~,#Q ,#Q ,#R ,#TR ,#R ,#R ,#S ,#TS ,#S ,#S ,#T ,#TT ,#T ,#T ,#U ,#TU ,#U ,#U ,#V ,#TV ,#V ,#V ,#W ,#TW ,#W ,#W ,#X ,#TX ,#X ,#X ,#Y ,#TY ,#Y ,#Y ,#Z ,#TZ ,#Z ,#Z ,#[ ,#T[ ,#[ ,#[ ,#\ ,#T\ ,#\ ,#\ ,#] ,#T] ,#] ,#] ,#^ ,#T^ ,#^ ,#^ ,#_ ,#T_ ,#_ ,#` ,#T` ,#` ,#` ,#a ,#Ta ,#a ,#a ,#b ,#Tb ,#b ,#b ,#c ,#Tc ,#c ,#c ,#d ,#Td ,#d ,#d ,#e ,#Te ,#e ,#e ,#f ,#Tf ,#f ,#f ,#g ,#Tg ,#g ,#g ,#h ,#Th ,#h ,#h ,#i ,#Ti ,#i ,#i ,#j ,#Tj ,#j ,#j ,#k ,#Tk ,#k ,#k ,#l ,#Tl ,#l ,#l ,#m ,#Tm ,#m ,#m ,#n ,#Tn ,#n ,#n ,#o ,#To ,#o ,#p ,#Tp ,#p ,#p ,#q ,#Tq ,#q ,#q ,#r ,#Tr -#r -#r -#s -#Ts -#s -#s 22% % . v v SSmm]]{{0%0%(((((\<\< = =WW\\||}}`}`}g~g~~~~~(666:AGѢѢ+ԣԣ44SĤѤff>> Rc++ff{յյݵ$$juu11ϸϸZmm,,jj++ss>QQ ((##||ffCC00XXAAcc]]~~77YY!!q/q/00CCWLWLMMSS=f=f{{z55ϾϾ{{ZZTTVZag    iww:: &,19ccju77>IIii   CC==R}}( '..//33*3*3q6q6;;;;===>>h>h>CCCCoFoF`H`HHHIIIIMJZJZJKKKTLTLMMMNNN&N=N=NNNOOOpOpO|OOOOPPsP{P{PPPP Q QQQQRRSSTTcTcTmTTTVV VUWUWXX2X2X?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprqstuvwxyz{|}~      "!#$%&'()*+,-./0123456789?:;<=>@CABDGEFHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~;;- 8 8   \\vvff6%6%&(&((((e<e<==WW\\||}}j}j}p~p~~~ÁÁ1>>9@FM4==Y¤¤ʤ٤ nnFFakGG ""ppܵ,,t~~@@ʸ޸޸`vv;;ss ::||--GZZ''77**uuMM??ssPP~~gg??%%##hh!!z/z/00CC`L`LNNSSEfEf{{::ؾؾ  ``]]Y`fmu~~CC %+08??it=HTT Orr    LLDDZ7 '%.%.00)3)3333366;;;;==='>'>r>r>CCCCFFoHoHHH+I+IIIXJbJbJKLL]L]LMMMNNN0NCNCNNN OOOzOzOOOOO P PyPPPPPPQQQQQRRSSTTlTwTwT U U VVV\W\WXX;XFXFX4Y4YYYY|ZZZZZ[[]]][][]]]c^l^l^/_/___`aa%a%aaaaa*b5b5bbbggIiIijq   "!#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprqstuvwxyz{|}~      "!#$%&'()*+,-./0123456789;<=>?:@BCADFGEHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ (^urn:schemas:contacts middlename9*urn:schemas-microsoft-com:office:smarttagsState:*urn:schemas-microsoft-com:office:smarttagsStreetB*urn:schemas-microsoft-com:office:smarttagscountry-region=*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType;*urn:schemas-microsoft-com:office:smarttagsaddress8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace Lg ^^NSW\z X ^ ###((//;;w==WA`A/\5\eeefffuw{wx"xqyuyD{L{ rz{յܵ@FƾʾPU;@  ^eSZRYQW /5cjou7=ei>Cej,4jr''((k)p), ,c.g.<<<a=e=f=SCZCdFkFFFIIuQQQQTTTUXXbXgXZZ\\meqeKfSfifpf*g2g,m4m}~!~(~<B@DMRW] zotDO  %)#)*)j6p6&7/7M7S777J8P88899u;|;RIXIK%KnLyL NNN$N O'OQQgRmR'S/SSSSTTTUUXXHYMYYY_YZZZZ[[]]^^^ ^^^[_`___aa=bGbbbbHcQceeffffgg-l5lll(q(q*q*q+q+q-q.q0q1q3q4qgqjqqD|DFFGGHHl%l|s~s{ō͍ NQjmwHNlo>HNQ "    <#E#$$::KK]ZgZ__cckknnuuzz̀Ԁmp)LBC  2qiJ0WDsj]<z#!* b!nv +"\\jmn#. 85s#pڊ2$r':Xh&FbF3ol(.bQ>+N 4D9^>B"~R0?HY@JkA^6CBbA|B4=1E-naHd1pL4N_3dOҍZ+fPީ>Y FRB5,]#>󷡰}knHCl$E\m4zmJmNm@o6,G-oq#rXD`j\3r\@ܑT`v2j_aWxNn{Ԗ$ P+ b!2$ +"Y FR\3r^>5,k6<P@ol[ ~R0?s#4N~?dqz$>:>?>~p>w>}>?5k@v@/AE&BdCjC=CAQD{EE@-E$fEFGG uG>H HGIdKH9L'VL*mMpMFN'NU6N1fNjNS%OoOc5PuP QE~Q`'R7RYReSTAT5VfXY Z+7ZHZE\]$`acaz5b7Hbgb'tbkcc=Kc,dmmdsdle8*e fEf{g0iKvimj8_j@k)Yk[km$m*-m9mn+n9nsn7oDo IolZoHp&*pDq-iq rr)r*rZr8\rs#s @sBt~t} u BvGvxv`wyxy[FyBs]11+AK,NQ`xIU/h *F-i<s,R7%`FFH^a`hAq\@vN5X0t3 =F @:\ gWo3/$|//~8f] HTc (Mpn 6C)@_~ON CVNj|/hAl\ `f6[v~<3@m%1<+4iTi{!0Uf! }na= '508SV{&`;Q#Rl@Fap " > IblEMD)OS S1@MJrU#V\, gy{&4CI\07IG90jnJ`lP}ѡҡڡ 6ѢCԣEĤfop>JKlĦ >ۨɲвݲ޲+³#$"ڵ$-.Ҷ1,<=T{ 6+;<j./9`(89K2|fvwQ7CNO .;<R0@Au(AQRE~7@AaY$%,-VLNOP&t4  ^6\ l6tuvw,-:xN.U%4567SMTUV~'U)>vwxYy+XstuvO       c       3 G 9:;`kPt"#$%@-Th:Z[\]]^_`nG E!}"###:#o#P$%%&&&'9'M'':(;(((((#))* +-////=0t0/1@2222*3{334W6X6Y6Z66F7_79:B;t;u;;;<s<===== >(>f??????\@}@ABB8C9CYCCC{DEKFLFMFjqurn:schemas:contacts@QS\ QQ#$bceflmuvxy;<=UVfiqp@p$pL@p.p`@pnp@prp@pzp@pp @pp@pLpNp@php@p@Unknown Sz Times New RomanArialCSymbolSymbol?& z ArialArialW5   hMS Gothic l r SVbN7&{ @Calibri7K@CambriaU& zaTahomaTimes New RomanO WingdingsWingdingsW5  z Courier NewCourier New"hll& ,[8T,[8T!v4daa2HX ?$m2Police Services and Community groups were invited to form partnerships and propose projects that would improve the relationships between Australian Muslim communities and policeuserCassandra Dawes1                           ! " # $ % & ' ( ) * + , - . / 0 Oh+'08\hx      (0Police Services and Community groups were invited to form partnerships and propose projects that would improve the relationships between Australian Muslim communities and policeuser Normal.dotCassandra Dawes2Microsoft Office Word@d@dV@طL@طL,[՜.+,D՜.+, hp  Griffith UniversityT8a' Police Services and Community groups were invited to form partnerships and propose projects that would improve the relationships between Australian Muslim communities and police Title 8@ _PID_HLINKSA<*>H #mailto:paffairs@humanrights.gov.au?m http://www.humanrights.gov.au/-xhttp://www.amf.net.au/?mhttp://www.humanrights.gov.au/>H#mailto:paffairs@humanrights.gov.auPjhttp://www.treasurer.gov.au/DisplayDocs.aspx?doc=speeches/2009/025.htm&pageID=005&min=wms&Year=&DocType=12g[http://www.mccrindle.com.au/Default.aspx?SiteSearchID=726&ID=/mccrindle-search-results.htm  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F*]LData FN1TableWordDocument*SummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q