ࡱ> nc#1)]$[ރPNG  IHDRڭPPLTE!!!!!!!!)!!)!))))1))1)111)111911919999B99B9BBBBJBBJBJJJBJJJRJJRJRRRJRRRZRRZRZZZRZZZcZZcZcccZccckcckckkkkskkskssss{ss{s{{{s{{{{{{ƽƽƽƽƽ)119B9BJRJRZcZcksks{{ƄƌƔΌΔΜΥֵ֥֭֜ޭ޵޽O tRNS7 bKGDH cmPPJCmp0712HsIDATx^]moɖhq5ًeo]ERgk:B" ?غrI2x=Ŗ0Jϩn0CnzN:u_69G{P)p/(߳>x hɬ_s-=xWc=j3I=5yS k #lx-̹,$B/y&=H&Ť;Xҁ᫁AFUQe Me&/LۃC҄”W=vsm|a;]訥 R6$i͸K3r%"#?%Pn*z6mGz2 IJ|zǧa}xCSkE"Pq\j6`X(tI s.BGscIo_22}Yq`;:"VyQs̬$8<=??׎pfܮEe(X"A6l-oGu7u>66l2%d3&M#N.{ zM`Mۣz& @m LrMLI>0ri ф\9>Fv't?Dʢ\ #+\Ng C9H|kKȷ϶ġT[R̄$gP4a<Z%ullʛp?Z^kE őc1My$-F9[BSiylY@ ur9<0sy`5n v5t`x,WAGR +z upy6FgvA` qNFeZN@N96/aRb@% JүVa%'}e7e}'WE3o.3ɇؒD3lQ3UT3?=.)z <-bu~ə# =>MWcE_s"?&)JJ@<+$(WP%)ju)81`y /sYib)Ga??޹KzgDSfִ_.i'l!.^YV>:zizӎ#Hbh! B x惉H$^fd5<weN+^ ou'۰Y~4'$U=@f㚟g"ꓐq_$J^MI\{\bhlv@?I5E i=~$IOѤRy*< I?/QYTqx:'ɇa{,4 _g$|{TqdaJ m>)~l\&񇞅W(֟"Z:Wax@xm,ڡ_㑄4g| O<h|%Tӏ!9[G5ĄxXO('@/E@!_<17Iz<_B?+<9Qaz,zI {NsVBӧ:. Y?Y&ܨ~vKc_>{5=ӯ0o'Yp r $yLrEeuD2;Q$Xp~t"bJ9;ҠqeGWIٳ K?<\e;OC:<'0_>&SbxC/ጦΫ,l{,ZQ d;-ε2CHE:W9yJKL8Mۗ#p&)VO#4C8ov^R^DW\r]]Wg,NBt{<>B JĕO5 7}4hN4{7rTBN&lX|@jGQv' n8?wߢO籲#NT>RmQUs8 a, `joF/6D[.xUe.Of .`vUl۬0cڷ侨[XzA߿j^;8[g@8j;۵y۵,[d&d Gv/9n2hF .yt[$5\=xu+=:*^G8%J!nTpN^;t sM pޥE]ô/rZZYfҞڢ=-~JWt(ira} !'%}l_=m/Z ؠTЇړ<\*X$NȮnu BpA#8 ԍ^IM1_@ZLzzI,BcF(m/}|䴭:zKlOE ^cr!tI K4SR\ YeU%կX4JS3_ouبޠ:gdgl;&׽7FYӇݲ7IIsPNTE="t]g!Fg޾2u|ϱ.8`NF+w-k2ڤγ.`j~:|o]ZÃJ<2+Y?-IwZP6b[ty^W#~='7=IMYq~ݳ$'7ހfuzU߂V{guAzLJݍ oVփ<)U4f{\V__c쁥xD ?*W3;HYN+7=nX߾fo?B O8ȟ5\[-|nˬϙApL \4z"W# W6X= nUځyDf\z\oT+ Y5;IbU* z[a;ցY!fL0r6tI;q-Diyuq@5!o }y }X [˭nb)EKa(m9Y۸6kQRx`\ndq].aՙ +[.F&qӛt9:b66@Pv1"M2A߁V3451D_ƏuD;Wh%b~EѨs}&No{&q:׾7 5(MMzi ~u얬嫵jjxss Ɖu-bD^-@L7;j6+5%-Nv"^)LcES@ldF wh']{I.`!(8/o۬n)hr1PR *~Oh]2C[El=TBB#Q(a=.XA['(u$oRAQs$xbz:_{Khg*uKv ;8qn9 k5b:B7NJOpSP,SʽF?qNA j&*@KTNo5lN"Isym))a,zD; *zb5d$GYeurqVNVVv+oԌ/mz]KrW߮,+v7-3,8Xn{ ֢`rrz̀V!: ^͗0iS%5\E\ްQ^ce*fl&\ଡ଼"A.;ie6OpQJVL{I*Ke$~ŽM~\+6jY+HavL##M Bq+ oqit:^ێuwNשE '"'ЯKO?oE^rPy:o6n> ol7Ⱥ=78cY?0U3qͫdYV߁+,T:-1* ٬ٕ/(},jf!_ƪR餯mmsƖQ.m\% U}[:c =׋ɒ&s〱G>dg]͛@O@4VaV{[g^7TY+[]Z"tΧ]~,Aĵ5$&z;.#ZذC[Vv,F:3m׷8%,k掁qjo Wz E# ݤ*ؙ⮉KӰYp68_(<apr6oTUzج<5X#Y6x N7a8/VR%U\,*aQh%zaU6eBu=p-U+&O 7co6Q/an)U:~=f'}2`nBy*e@'\,9b5؍\l/\r LT>kwop nm!G9t>j&ܭ^1 g u%t9maY+ AۛMѱ2*îobN6{;q06~xB`fѾ~v}TT^kOn&;|o5GEЭcV?c ިE1y5Eq,An'6t",ԏ`}I#_ip W.Oi[tj4 /ŚGQ^OYԩ[%t8tlJ'lRn Yʂ8k7BsrHmgpWkX0;A+qSͭt87N9'Yd`h-KGsFyj2ǬF΀[VuǎmnPL'͎ S*ĊN;dNVˬ=٨8-Z"vohim;}xsZ5ӓ0gYHbqW[7+Cw^aps(X9Ȇawv*& l.#ľGoEZxǵ0:~fh2b-kh%rFCvmDas}s>q fm0k"y}Ll3bjn㴯c`gGvַt!!tKXׇzIЯ>MSs:ω͛bg)97 4.4KcVRiqlf^M$ɖL806iaj8!HLZżvhR@!,8M />s1 ] PO.S\Des.=4KJǼOf=Ah!8gfp].PZh^–p7aw3 K`iNS]: gnG1MB͹1Rs_g$_JT)g/K;yݳqSN^_?g:&9SwHMBBg0'.$QrGa@g;5/ r ELV*ֿdo_$I?=Ï=OO{?=ÏGW){\IENDB`F] Sx:N8毡JFIFHHAdobe_Photoshop2.5:HH8BIMxHH(EG(HH(d'h8BIMHH8BIM8BIMH/fflff/ff2Z5-8BIMpAdobed     "#()%$%%!'+,,-/4443.4444444444  #%(%#!*+00,+%4444444444444444444444444444A"   a!1AQa"q2B#$Rb34rC%Scs5&DTdE£t6UeuF'Vfv7GWgw(8HXhx )9IYiy *:JZjzg!1AQaq"2B#R3$brCScs4%񢲃&5DғTdEU6teuFVfv'7GWgw(8HXhx )9IYiy *:JZjz% ?U_:n^^SnٍZLN0@2 l]_Ec?JKͿG\ ˫> Ŝ/7R^m.?xK]_𗽏U,?񾒒ouW_ϣ?焽}g9 ˫>W}q<%c9_o]_/{Ym}%%ϣ?焿G\ {_sh)/6W}q<%.?xK*sGIIy/uW^>W?JKͿG\ ˫> Ŝ/7R^m.?xK]_𗽏U,?񾒒ouW_ϣ?焽}g9 ˫>W}q<%c9_o]_/{Ym}%%ϣ?焿G\ {_sh)/6W}q<%.?xK*sGIIy/uW^>W?JKͿG\ ˫> Ŝ/7R^m.?xK]_𗽏U,?񾒒ouW_ϣ?焽}g9 ˫>W}q<%c9_o]_/{Ym}%%ϣ?焿G\ {_sh)/6W}q<%.?xK*sGIIy/uW^>W?JKͿG\ ˫> Ŝ/7R^m.?xK]_𗽏U,?񾒒ouW_ϣ?焽}g9 ˫>W}q<%c9_o]_/{Ym}%%ϣ?焿G\ {_sh)/6W}q<%.?xK*sGIIy/uW^>W?JKͿG\ ˫> Ŝ/7RYUC7fyZ@ASPEKqjpƶ};}n8Ap۫ܜ 1oYS]H$F-/m~O8?/w/w3ۇ߹_?-|~w<\}rןceu 5k\ B^?t+i}kw5K[__Y~}pifW]ym ` 5_k]pRdÃjr_];wR_];wR_~K~dÃjW{'U}7j{?!d5k2'!{/?[.oOΩ=L`w'PgȔ~W߹]m~O8?kw5]I{pЯs_oW{'T?$~W߹^7[__]pW}eU]u^58<_V7֌O:޳~#2+7e-us𔽸~W߹_{dÃjW{'U؂:^?t+i}-/m~O8?~ҺlšA廬ݬs ~uyKۇ} /7[__]pT~oT׽'/7!9}}:/xO*۫ܜ 1oYS]_~Kmkw5K[_~uyK~uyKۇ} /7[__]pW_*?/y^z66WY˾r_]%BOW{'T?| }Veuי{ {pЯs_-/m~O8?/w/w/nk4m~O8?kw5^׾k^:9fCZ"~ktꛃEyA "R_~Ku?-vK]=݄lXhyn"cR_~Kzm~O8?kw5^->}kѱ][Ůt!}6 5_kkw5K[_w.zwS?ũpLKۇ} /?-|wuYw1]5xt ֟?\+S#/%Ƈ kKkJ^?t+i}kw5K[_>He/nk4וdÃjW{'U,hO^?t+i}+-/m~O8?櫣9su {pЯs_W{'T? {CL%B]pRdÃj$_~Kxm~O8?kw5]I{pЯs_oW{'T?$~W߹^7[__]pWd^?t+i}-/m~O8?櫲I/nk4׍dÃjW{'U$ 5_kkw5K[_Kۇ} /?-vI%B]pRdÃj$_~Kxm~O8?kw5]I{pЯs_btL^jsLZ $hґleKq%fW8.4~RF,o|w^[d47c}OCӗ"nƃ->#U.k}iF_ګMHS1*'c?{'9%>}YS_Ժe9WYghk`sm7ʹyz/NIO~ҽ2 >1U4̺5$;XIOk.w/HsZ)㾯a']5elsCZI' o!֫P>]߽w{,kےW y?$}d=Dy{Gp} *S ޛn7)|~Z]ѿn}{8np {_^qY9)7I0S[*?fU%ãOlXoGɚ?)IOkm7ʾG_U˻?g?JoopUcEsiQKWcAw^[d5}Zоu#/Um$Hm )_lWY?1Uu=Cj?SueNVA,`+/c}@ooC>@ecF@4jXy,׹im0ҹ+k!~`?WDgF^E-nHXGIy'_~em]!=J~ՙR$9v=ǔ-gUl<;׍1[:CĀFUkɏ eZe%40Ä{&OvE%)$(ς쒛x~QS4:JRI$g9LYz[Jm$hp%)3h`&{ZHnVi%.(ژ8b%͆))(o`JJoU{le]vƪ_h~S}%QnI,ǵzJm$)̚ϴ& `HIKI)Kq%?fW8.4~Rנ5si)sYWTW6^~}/Shm6_{׵c+IJ_lWY?1Uu=C?PVX9y< =w$/vEy'2+VO辐}V,熲y֏3 N|պGUynʵ8%> kt󉉛z4z] sBtKzWvݶuWW;םz־ͿdIRRAa P?u}eՙAnS\Yvqo0<{ m}[?hOZ6}1ϊJ~J*'cn~cz[6t㸟;֟~?[?UO r_[9}=4`/5?cl\fbY}᫵ .+v;JGw޼ek~==[^~O|Ψ6Ʊִ4~I?nuFT|9zK,߱>ݶ36oOG|WXeC#E?b]&h^_:7ŊywƽYWTW6^~IO˟}~ꢿ+OS}JCi^JRg_g/~ʫS&oz:3 R;2Z$6Cr/T K "t_J}l~[u`"sFSguNd^&<S_oDȏsb̎~ ]/oN̛}u ]p߾ }N LkfG$-Ќ dZ?:~+/e+މ&+ꄔz_C\ TEMѿq]>:Z:BSp>due?^h=W5f²_P\Ѫ,!O7#fՅҫ-Qh{Auts )?[?WtLW]֛6<8jk1$y/?'&Xv %f6KIVɭyF&ӴOJkя+4S\? U$IKhOVlk{D6}4IMB]`<'~ִXϘ=//; 7a!e<4/{eTRS"I&JnS$I$$I)I$JRI"R=@)JǨǷOdR`qp V1in牞IHk@hQI%)|8_$fW/V1>tGt̫X7URS_~ [IWe,տot?Jx~ [IVԯ}j3'e\+{ M~ _X/!V5к[tu -ŰXٳi>pВK_lWY?1}KG}_G+2Υek}8$IO}MH=;MvC].ldo_w3k)WSlo,տ K<~%>Zǖ2zmv  h>Au]godVzEO:z'񀽣i.;3 ?p]UML6Zֈ JZjƢi`4@k@$RI$cU]gOd/:ӿ?yRWQ̳f57YkN{ {|קav[kCD$oclƷmYNU5wmsUK>[?dW[}$k~3+/"{q5oA|U/ڛ}Tu\|cݲ\ 5G%=1h|wWXeC^]?@_;[sfed4RSto)3G+1_8־qM7s s;e]e5:Y-W jJ/`Ξw5KX/!RS jJn?{WM8 *[Uvl#Z}[<j~i:Sen-ƶ͛I󆄔Zg_g/+_;P9Yu,ƿ&-s[/q$oJ|K7`a[C^euhOs YN]O'?ot?vh?!R-aIO=k_zmvFx5jwW[:z'|`/g{?KX;3[PwW]Uֈ  )jjk 뭡cDc%܏K}w̛#6 %?8jlw]ZU3rZCxЏwf]] u>GP˲[m6 Oa}In3s32(qc).LJ~T}Sm_Q|3cܫ62N͛_oĔ&ਤF85ǐ;.@u#=_Pus6?w}z_=7mYv:'a~[>0}J}.X;>H$I$$I) KyVZ!Sv33ʳPkH1JsJe MsD$ h/ @I)I$JRI$I$Ԕ.=fR :Ckd IL\ƺ7 :,q4h)I$JRI$_qSl~}Yzr]c=f\n1#i>R[c.do\ T7z9?ڽZ:f56V]ȂHO.z]VoKdz#0;;~(!5!cjޣO|UzC{XݶGm x, Ժ7Lԯu=ax%>S\gվFV^VXݸ>4(]n~a=H^C0tfZiw1mh%f}T8cb "=-AkI2RSXq?0gVUec+!sh &`:pW|fFnms=Lb$sݤH<1:>tϭ[k$v⒟Nwuzm{qy\١xp, řy5c0sGH^.z?7>82aNJoQW_Ye=m8a֍5$IOmOſ+ik>֓\:vDpxH+6Ot1ik;k\I%>chWKX}6} "c$}[_JιG]._]_΀t\7;~`,ԋ {_e{JjNf]8kg!"Z˫wm?W?WR c]DC`cWT?Noվ{Eg{$|cJU[>&`)C˦Y;ƹLa|tu7GZƾ?z>7LXRӟCjK"H@qlۯi}^6 c NӓC_Jl,xTu<﫯c;- `:9`S[r_[ިp3 {o۱^bl3uxI՟ft0:>F bfEvNө`J'3?Xd5! 9LΚf31Khƶ~B3qs\6XmC} t0I[r*ekxxk/a~Iu7 ,y5 q3wX?RzUړhŹ4݌f{^G%?B-Y:+. ne5:s۳DF^q]gVcXjGN$$@v}FLk7R?JcO'cbNuO2Sc`&@m4chiyvˠL$Olͣwkg$#}.> kl5ڧLyod2=f6=3 f _SVl{c%cnkȀIIO;tcݟZv J.fu>.EyIxsdy` icZ˝x ~kMc~tJ.{:N5DܒI$;0dDSD)$A ԺL%;>!ZP@ezILq̓*-A4I$$I)HW\Nj`I$y))w2) 0S$-pIgGVI%3AYc RFaM$Z :I$$I)I$JRq}ƾIOUn/N¿3*V= 6X h蒟:؟ڤmbXEWYwDd8~lK::C:Pn p-5A'vIst_ݟU:Hdžܪahp ؄AwPw jψusdK޵gEnhfXq$uznV>Yя[}htT]s}a93%X5$zw;:WpXݡLi3h'wsܡ\}8s2g.$}BBnh2@kS<,εrMs]_\o`fKF봃zbI)?ڪދ uM>[N@Ay^ls{#sAճď4W힙nP9%p-!ǹ?\p&gT~v638 Bx溎]9?3$^N!NhQؕ3ڷ3dov΋n\ \dƢ<gT;,l0$'O WrJxo_ 勤u ng[mevyK}BlN6f6Ɗdn-.$R>]_/[nCz[k-53,dr΋W[@`_W0ٕ2C52 @{bSVE/UmpH?rJxO}WzUSek18h32b8Z꽟S(e9gIW>li3gׇÚ6'|B؝KKE>4IOjֲz^gFQqagMb1حK>ϩ_?/]D"ʡ Ljk}zKۚlub"b;IN_W? d՛Zݡs\ԯ[GB=k ~+ͅA$A ؅#?B=k+Pu! :))YN6D{UFΓձ ȬHxo$Lw͎=B_[~}l?S׫Ӱlqhi4'D}V3iR{F3* as!vi$/Y7g}VgEnY.?I:A ;Av+S5Cu[3IIĒSk/VH9Xvf70Ǵ> ՟WtOcs:nhVAgc_X.gu޹Ҿa Χ\rX{#qRS:ן"noP3V-pz }104I%)$IHEo!A;vVPLR䔅-.Rl> I)eSYA3)xI0!A%)R;+$;ҷ g5ZHw0YhINzIȃ R\Hks/xhVlmm@$S X,ai(kaEI%)R4!vsL-IK[klhxlS2Ӵt?s$x$I!]i=}^wMQqzc=#a]ڿ;[uWIfӒ 8$]醻q|w+moRW}8="<2eݷ㨐 "tW[4f׈K/}n 2>xUG՞skf3ێdL5IO.-_wϴoxːju_v1nYK't;uZZV~Mkn͂Nh y,_䞕r02.s4e4Oug`YG\z'T4: qXZ\KcVCx${7߮?XՌzwgf]k]+mooMe-Z 1AcjL+fl}"VڶCf y&[hW^'Jm>ߺ>m/5u.pzwOK N-tDh}[/Zzy4u4A *?RqrzQ[X$n4D`}\}S}Qrf7\X@<;{DLJm}q_kís_{n~kA#~|kuS u[,m;{o"\@릣h,uՓf5&9ڑIMGm^vN, {Ff Gt33~j2khp#F`kg1sH:GrYWXVc8O+& n2tltlY?ZD5zmKsdLz7m^7W蘍.gU{HػRؐ5t[+f;\-" _駬jӁ^?u#RZ}]M At?#7'b}Gkmlc mc{>yߩ]pllEβkn{6ǂJs?Kl_n=hoz]omв_YfC `O}VOXToca[ lJ6@4Xyln_CXi5 ?())캧.0>g^ƹ,}/ :^Mum8g6^)C룭n~zDYXEU M8۫NUwUmyB[7D82Jy?B߮/MW#t:vioOOQZ:ceT德WK[a,np\$I$R9 SuG JJRI#7v撓aOVXƆI)I$JRb`$LEȯ~BJdKʻ}ZY=Kxj7Avﲋ)u@QJ}%]>uu*2m9>X=ݬktIO~t>MY9ڱhsw48k[}pmW=Jf״pGI%_:~W\` ).o]^}ĸLiS,?#Nq:V-sh! @2OZU[S5XH~I)*KONb\^Gd:f}GO ssoij]f-!}s{ff;vIO$+q}L"fNEUk)೿֛n[2skoqi{ v<FԒ\[Oϩ#udbF\[K O2Jg}VR[˺=*,$H$kb{$Ir[?O_c}@:vnsvF3+_W~^/p!6CA>))R^s/_oz>Nɏ[;9]'^t,^m{kqs\ǓJJz$[>UcqnmD|O:y/q}G9VȪԃ#䒟@Y_Wt_t_WKmDOaguV<<,S+`lװ$c?5l49܊X&h%=K_^5tk]^X0OiV7.4細!%= K\'IɃв_`'++?j}NGaeeYUͰ9pl692~<*.[mY01-Ϧ܆m L 0Zl޷X]nGXӶJ{zMO.~^f&\YaƯsZȒ@1+W#~ˬ9zTY/{n: Jz~du:pmxV^ߕAcI=s=#33v5gP8אtF tK}j=]V_X:L1z5- "#^v[\+oS-T4JzDWeTӚ0_VS,!\u&&cw.:nnMdb d`G$IOamb;׌'r~mo?Xz};ȴmN'o[UMȲRjl$LH )RY_VzO*Xl:Z`TI%)$IJI$RodS]I{I$:ѴʻMbGs"I)J#{ IhS˝ϒJf4NI)Kq%?lAu#]":~/U89M/ɭH%u$??P~HdWl nֆiU:ՎKs}]Yz6 l8|}W1uJsQ=|y@[*ṱ0[BntzzxY.5y??4?unONEVco-Ժi>"c1çư~KF{I}_+$]}]B`.ei$"fW:/ռKI/>.q$J|wX ,_x8~osw$A8,ræaSYiwUﭡZ!:h?j_ynwL\kOA>W]_EMi3>%%8_Yz^LYUbPoL`d4OrNĮΞ??'՛{uv DV]eB08D YMVctGN}<:OMo:de}v]ahݹ[tk@\j=܌l ?-н hp/}?HaU8W[zcCx8uĐ{vIOuW}kϯXVtYCSl E ۇ'^|\ZŗZA`q*r;HsXoh#G.bH[-{'p %>EzL?V2+SkChӿ /(T~[f??VKzahP8Zvd4 tl}PYY19C4U`ُl䤧g?\>^e*_;i0AcAw++M߁~bߒr[eA޳e&$gP_k{[c$bOxkt]uޭ3w pqQ%:}VfeM̯֒~l:PiZtᤘclLv_L.+j[9wN]gcד-5/~ok((42M{$A`+ԑftn$zVcc %H=Ϋ )OLm̻?z=:6dn?+[}kë몪QsaG jaӅF--h00ֈ )a3zKp>Qi'V|./lA!«~[QSYiZum hZ!:c~g;%3{sEc 0>P}XЬ#YS,xvOw'J|kb6u6ݐ10g`dY^xtŦtmk\:^Kmt#.WԾѩYLáely2p09V'ES:'R?&Ϻð&RSR?O[G@ΰ<_r?m9Pr_,6 4[}C԰ݢ><"c+oXMsl3 $9SlCfKswg;Mxy{2ty/cf&}?Z͓L-G}`/7}&֖J|j􎙃~ُ]VQ~;=8|#`j?UրcΓq5]sBP0 f 7PdJ]sBP0 f 7PdJJ|_-9Z.Cwӑj# zOMw1keGƀӐ[-> >}\'6gYcS'X>(cB]ofP30 8?x:fq};m 2`h<|au N܊js\Υ$'^Cuճ(uKh |U/|pu$uֿ`̊_+p-.Rre~]mFcZ yn^~u n], \\ 2N|8 CP]+o[š<& )큇~}Pof-z@ 7XLw T~6nϭ q t2?SBXpU~~`h0uqKBɓר! Df%>Y]U'!5Nl?GIXٷ{$+!IH8ekc/g7+mȱ۬u69H$1'?>M<; ~߾L:g^J|kjϭϬ}RWa0`I:N+ohuW UGZhb.<|Iڳcz~>5c7?wI3pG,ꘆhs\L%>cmĻbY]i Erf/CζZ Xq_` 0H^wn7Jv](kg]e~}Qհ[Ӱ5 ǗI)~g:=m~Q7|HQ]O":ytC,$`V~}Sܘusx.'lVqt,o}`p!z C~$?n&.'zYI2[@~c7;u˾\T [1aV`yy#^=7}P]kulffa_oԾԮ/y}eI )Y*ce{n }yR+^VOn65@VɁ&NRIu%)$IJI$RI$I%)$IJI$RI$I%)|8_$[>Mݵ n5yw[>m ޑtkqmb<W}q<%.?xZ]pRdÃjn> _W}q<%.?xZ]pRdÃjf|+.?xK]_?-*+W)7#]_kkw5K[_UWRmnG/uWdÃjW{'T7ps_܏uW_ϣ?煯-/m~O8?Vn^¿Kϣ?焿G\ _[__]pR½υor?G\ ˫>W{'T?Y{ /˫>W}q<-m~O8?kw5Jw > _W}q<%.?xZ]pRdÃjf|+.?xK]_?-*+W)7#]_kkw5K[_UWRmnG/uWdÃjW{'T7ps_܏uW_ϣ?煯-/m~O8?Vn^¿Kϣ?焿G\ _[__]pR½υor?G\ ˫>W{'T?Y{ /˫>W}q<-m~O8?kw5Jw > _W}q<%.?xZ]pRdÃjf|+.?xK]_?-*+W)7#]_kkw5K[_UWRmnG/uWdÃjW{'T7ps_܏uW_ϣ?煯-/m~O8?Vn^¿Kϣ?焿G\ _[__]pR½υor?G\ ˫>W{'T?Y{ /˫>W}q<-m~O8?kw5Jw > _W}q<%.?xZ]pRdÃjf|+.?xK]_?-*+W)7#]_kkw5K[_UWRmnG/uWdÃjW{'T7ps_܏uW_ϣ?煯-/m~O8?Vn^¿Kϣ?焿G\ _[__]pR½υor?G\ ˫>W{'T?Y{ /˫>W}q<-m~O8?kw5Jw > _W}q<%.?xZ]pRdÃjf|+_->/svnǜH{̙? *kKq7É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$4É$5I$n  P$ Q| ;8PNG  IHDRFgPLTE&SsY7.te GzZV"|'V8w4ezthYg%c C阳%Eɨ! 7(&fqt-~F=| T)5m)w]yu]Lep*nMOdyZ${T#Q|EO"?OP!ʒ#ʍ6Z#"W6Roa-!:$#u@pZ_ π4fbKGDH cmPPJCmp0712HsIDAT(S%j0?I$&P At AA$a 2v}1\z}\y!ᵤCJ2/"cLӛ1G$+MHŔLM@ܱ[k&b- ;9qBHΎd'|Ƨ~\5G|IENDB`nhNYO`PNG  IHDRFgPLTEi QN=zEI*)A}i98E'#PpڬVgJ6LSME|bTij1CZA~Lh;̋IfglRnC~x6Uk ;4 ?h^D81,U[Cu6GHIv5wYzMTqn?zc}!!%@IL});9ZD=r.8AkT@{z qEdswG :3[{{{F]G7-LsFNN.\"^SHB{I˾fiZG(* ̈́IEоY%,i VR!TbKGDH cmPPJCmp0712HsIDAT(Sm1k0`f$ԳK) ˲{[%b& Clm44J#f@ka{VxOp5.dtIU"k }Eb!vn/ 墈ytM*sڸCmY HĘ:G{*}\^p &'8f]0/%A77 )~cp>\ sJ* 3s  ~U]mK3#YbIENDB`n(+DBz\VuPNG  IHDRFgPLTE,/ePƶݮWo/IF{LRaPx锰ܒYv UTɮ]4|JM*koTQ>C#<"\]V59wYd$'HIJ+E}Vrw| AVi360vrXV85[7S 4"8}()&bVPRXDIxolxT-2Q˻bXR9p@x]STSʠ{;K \LE]eܨBb`.g}Ta+u#6\Ȯ4GpbKGDH cmPPJCmp0712HsIDAT(SAk0@?%[Dp = !6G#^Vv׽{zt(ql ' ໋{y\8ꏸTS¸ύPXE>Sp?Ccyz_?[ A5.0x^Ds$e!6!"GHI.dg%4e"dxw'Cw{UUi("+T)-F2ӽ.Wr.ʲ6Zn'7P543IENDB`nc[Vb]3sPNG  IHDRFgPLTEpS*5#/VQֳ5Bu ˸3AXW`ۦ~?Lr-^oiܵM'SRn,9zt9v]es[pZ.є6eݑpװLPmZ/ x()>bڞ ղ;bPLeȮpdɦ6ȡ)b]ۃ|٫2tv~bժ+]ݨcgw:LU؍0 IKYުhC޷SE5/y^uj+ޗ,Ϩ-[ymU<.?v}[<r찉˦ 8!ڶgEAk,V@\H!"HGl=qu[i:56m/%IENDB`nK~43UTPNG  IHDRFgPLTEqorv#*tӆlti{xtڋ&)d*/YP;5/#fgb˰yrRԞ_WLz0Wgsy|qAFzنj~؁#x2GkoeF6EKY\jIMZΥp]\6?ZʅTv+KTEmdk7wx^ AFtZ|giM#8pN@kc aczss>W_hRrݗ "/@jUŞ.k"vofeƈ4Zq-qpM`J{OQX2;nob\i _RbVZn]G_hubf"2=_{2dm&llzebKGDH cmPPJCmp0712HsIDAT(S5MK0ECE7LYE@ԆiUJB~ PnF濛2ou88 cŠ\$~Y; /iSZ ({TUo.#([Td{c{ǦQz*$jFqՌlۺWIZDNSaPB%SfLy8pcFey҆j}Z ttiZ;B89WJ) \ QSR}~?ܷtJ#R6>.hIENDB`n@xrӍ ]LPNG  IHDR-H$sRGB@} pHYs+tEXtSoftwareMicrosoft Office5qIDATxXUgal)RTb +"vXQcG`CĆ QAQ,رEdfr2sscDzkx]qU{}5={!B!!ҹ4!BPZ!賴@SB(-B BxJ !`PZ!0"<%B!!)B! +)rN2yJ(-B(-e$j"RǺ[uB(-BHC */+[~rJ !B!=ŽJ'mcKiJ !RPAB%wPZ(-B!(,*L@( Rۭ.jnQZ(-B!(1}imPZB)`(o?6x[ knw]~ql_AEVm)ʺ݂aaB(-BKKaD?ttYm_A V}KQE0dz^-4Bi!Bii)l,uERSQD^JBZJwpBi!Bi^Zm)PDBi!Bi)a Ƌ[Z 1uc2X␗ɢ PZ!PZd$-]ZҢvj+ĸ J !B!YKIM(QwI[)L@i)H9RZB#i):]EZ r )-Bi!BBZ*,-5(1)XBi!B! /R|AyquK{cJ !B!z$-}tC?W.vh3CXъ#6em6YhY'J !"`$Z֡mO *.bPPk[/J B!: UwBRg)-PZ!Y0Dq!J B!(.Bi!B!DYX(-PZ!0YֿBi!Ғ C՟m3GQy[Zv{ry"B!(;p00?I]"M"CB!,eB"Q+0dh?JĪ"PZ!R*+D@ղrJ"R"G"\eGB!eEJx 9iJ^DDDˑBi!BHI Kh] r~ $2$"c_oYJ !BKV\DˊZ6\{!B{&-^{aB~ԟ !B!VV 5Ƥ%19oKZvB\Bߒ(!/a,oBB!ѕ+ƦOZgBtz?L۟BB! FJ>3]"JϢL-0v<J !B%BVb5Dt$k1p BB!$_TBTrEK7Lt2,V|n!Tg!B!跰h0|ۖ"!$HY&xB(-B~Ɋ|/@-G )1Rb5' PZ!*$ #ݽ E+G-yvB(-BQ'L}@w|?^=/ ibcv3BB!pJ^'E0Ң!.+C71!B!(WVkD#g*ߪnhuxB(-BQԭ+@-4bs !B!_XDE|AZD𯖆BH"")M̺@B!FRPa(,-ҕ?`!mL8@B!t%XJLAǢ߫e'P,xaaB~ S&J !B'Uجb0{FQǂ兊^vEXF~Sf!B!oP+rEîXE,303c9ޢ[Bi!BUqb9vBXi]Zr#%H,+:5BB!tO[ VV""#D8P#f$ǻBi!BH."Idjq̈%ZyKLZ[SX e=#B!"+Eży!Ke.n 9B(-B)X0oĢRBZ:Tb|KD ,*oBBUY1!mI̠['e--).]o}DqFB(-B.K~6|/oR*';!!%.3BBQ'ǂ>yDy@-Z!B!D ,k^n|)GJ[e]&Zv9ޅJ !Ob! eԬU"KFi( i@oWQE y g&B!躰j$74,uF0_"=L?(uݲJk!B!؉7$4%- 6B*Ji}SR~Bi!BtAXKkƤeqGDPF0B(-BHq.]Ja}q2Qee.-_”SڲHB!E d EHuFfKLPtي)u{(ͮyPZ!R5@cE)*}mQ q(Y/B!D`Pv,Ie9 \NҢ!.j +ú!KDY~Bi!BAj~Øl)yH￬EcJU s|bz;B!-+*!*9C=DK\_[Kx@ !<ˊƬL NE 9ʔ.K؏ ^C03W*J(-_rĠfYwAV'EK㢘c d<^ԝ@@rEW.SZqY :ٻS(J]>& )~!I}mSt݅Bt(ۥJ<'&-b{bž{kYO$U르d΂CVɅm˴8$(.vQZP.e"UɳlQj =LtҹbvT%lꓴ%eR$ix -vc+ i)ʺOJ `PU%B/*]u}+tt[buQtAZI^ZBiYZJ"/TVҢM7'azp|Ġ5Bheĩŵ{uLL^데듴ffTJK KacJCZ>c-H‡oLxgmx?2n+~"?DW X=9buc=[Dt͟hEҢPZJfXvVm+DAWQ1Xɢ2Q (1.v)-D!K4{]E'|8GZ_+oM췺1\{T9c`(-3BCĀ%XeH'IؓE\ڢ,Go!爖0rЋI]ByH!o:9A<5~WKz(h-j2,̿]z7EcZۏ-$ByH@MY޵H4[[e1?z5=] ;Rc\()xD (@h}i]@@sP{J}|ճrXbOYvhBC"$]]aD]2oO#le`hЫxo=iUoQ à60p2Q.@% t>xyJ_yر.+cq'B_qRZtPZb/B~,K&B!J )[Y!ܔ,xNyœXˎB!Bi!%)*bl!)9[]wU"+DB!J );YH#f=:o6JBck>%DTm~^(`rPf(om&=&`ȂxZtưySWؖAZ[ᜯ/R}@]'lf 9㐡4#FoJ8Z.`9pCqbc/[DŽ`]]ˍ\jy` *clSLfHcg,2F VVv[ á8ݶ;QHtGRp8ۦ+%7mMp=w2+;̨U UXYL?}ᬋeիcQ 춶qHu|1#1m.->ᛱ(Ĵ žoc= =}&c91d#|N?NyR ,k­mΓ|F̏Ř{0aMF K͐^i~8Nmc%m~0a6h8\ƍG j|?g&M ߇}pgK6*36v WM\Le&Έ^Rq~g?lqCE'/:G$HuUƸq&Q f`=N4h4?_\ۦw_͙nQ+5p*f߆#uF q~8ܱ .XMX׾ 9ckLc'6KH.qE|j* tڞd탔^b] ۧ5yJO+< h'MnH珫 십fviPc LwW7&ע5^Huex =maif`TFQunVY[[:;㨕$ߤ)r[kiC_lH4[et+\z[Gӗ7߰s4 aa#5MCh1)wC$/H= Bi!!!C5#1u=Ww]IJ#U'RK<RvlP\a8'M$_SO´1iY<–{Xs70}+7?U%ࠗ,ov!hl ۵--ۢ!H^67{/p#b.ΟSFagvX;=қ4@z/.Ƶ:遒6MF־dG7vWGd_MwZZyh]\Ez@ hAmѴcVնFIM,2Ra$2'ܽ.U&86u0jU,55ҡ ^[w}9OcHF惟&S~[q0&mђX^K8\}\#/H {aBi!U+p};~(7h) >,YPC t1FmZ=Yʻ9˚#"`:qOdJA59x1 iNi+1C +D1Je11R+yvs<f%jMȅ}qa8?s.&AH<>}c +5DVtw$qqEi},f3H(.7z n+|q-ƽ:6Ȋjǫ"{]V FTޕ+`اeⷙ?nE{0~wس;ܜ8y6zN NԫbI}l0RzyuKˮqV8GWzd.oǍ< M_Š/VS=^'??LVb27[q r.tCpmq:")-δi[!q=`GC[)pK--V:Zy7O\o{wԿu5L0]pO:ͼ3ZϿE.6zCϠBh==%OZ7ܓ%9#{?#ZS6$=Ŭw/I~8 9f BiSY-"ba|P>؂$wls !xZ7V@TssB9+ʙ7e5-K8L^qk_,%!METo0UeцϰHSkVZ( ؼ}Ƣkqo6AۘfEݱ]#[`$-XfR/OV[Z.-{#mqtU}_}+ֆK+p.G&@83w|W):3~ ~15HW$_oԙ toaONL[.PZKV5G|C|frn_ܮwD4dhӪC)8!`!ܝQ% $ylk/bȼ9ϙ"8Wõ7q0tXYa1Œj䵶 Z9ok:C-1t2ݝZ#Dl۞~®opm$-oD5Z7lRcx5]1--)ص 8qТ80Ƹ#!q]@‚}6ĵƫ ݾ!^.E;o7>י .H3.?+n_Y?#S#$<ō;ϸz"WԅG><Y8}6 IP&=է/9w$II̫uao!s:.h9 DׅjI׸ p$B5MƟG ,wsvܫPZDVLd C-~*\WjaZAޕEKI-A0B6AnУ  Límo {$d`s鿐c`K[07&y--*WDx*q^chd%ZM âXK&'w[$42᝱Wk,khIZ63cYf9 ŸRp{Ol ܰ}nNsA,I膵@bcWr<ފs?wmȌsŃFKj'~V?5;rӻ◴tә ퟐ+rpOgd_=O\_xw߱!)daHk/7^IbKiX>¨Z%}w`gXO?öO1w}t[Fì82IjZ ZN<saƬ?iA-(AVB@tb*: ;D$c] ;uė<Mgչ ,?oMb`{.hb\~WE5H.>5{bklkeqA3q.6WS>GI퐰6qv>EMtC0wv3{$qin?៏%%qOw< w[t&zWd=Ž_p/xW' V|I\jl.ND--Ma(!cbC6"'bZ1X}WͻH4 '=ㅓXRWCܳ_,_65:~ 1cvw,X>& \,{b'1v=ZaFUDL2%OZ%IniQwSj] O}&ؽ ;"l%asÌpo[lo%np1O눫& }[܈]qu+n v'~'~ do-͓ SK?p]ٹO^;?b﹧6Wn՛x,}~k}iyjOݑ˯#`%X;gkMLٖ;uq:{$RXToBPg"uM@$%@%:IRcdJex4%6{#(-JȊlXF-V?qߊ]bLLae ST5USTSZ)-A cƤ| t.ljqpIc\þ1R7ѯW!6z`Tp_ (+cV\C;,7y*kLݰ"Ih#{L^ךWlpu+ @ڞF]쁘. ۬ ouIlqNOnƕQxۇ=p-i;-F·`:֝ñaJKE)HH+PZ!*IՒ\j.-nI.2(ҬfYfFޚzFNJ)ʫ]Β8J8 XEј8&,; cp\caܚ UulۼԱru21 ՛QP; Qxà * JfghI`K&fe$,j&絴ap :ƥ8Ӵ>z9`t,T XX5`vcy]DV2AA%L7IF]15lqΦR}o䈣5lbS66~06kS`d6f}oT-a>Q,}Q{"lNSpo zCٰ}9+=D{u:o c4;0JF)4s'_WsS@7ie4yqxRôim)oW([V4g.ezw)+ .)iXGtahQΑ3ڵPީN8?ϮaujZʣy2h6S7c5*,6hj17:8hk%RæPjUzsIbZq5m7 6qp#[LKTu[q!cQ#%QR"戱 ni# iV&C 44Ô*IZT[&6o֒8z`-U3jXglhuHqpU;p)˺8[>͕tm,}&ñ$*gJ1 rf]P޴3XuGuUD&=y(́ky2úa8ey_f}9͌DT4s_κe`2,@P!`;*7ίPއAq&]>w>~d%`)x=ǐr.R<-%!'oCiؽ5ޮuB._*g؏b^Fn,CIBiy[ZU!-oI\-qaĒ*VU%i9 ~ڲ @ʹyj@l'j4iߢh>l>-Lq;.5Mf7vPHR3[yZ⪚aQm66H^$P9"5X^uKęaK'p \2A5H\3) TMgw:Z/[H8[RSIR*v'&d9L]þ ̈́t0v(}>*e8궈DӞ;zP˩$tVqp쓄YdETm zyR}*nC͖.|6B]&TFJKAb RAF(-1$?ûĻTE+XSZ~8*[Ɔq,忕R}cavJOF#l\pe1_DzœgY_BJ\p׷T]{ěBaQ>Zk{J E 'F䲾lXZl_^t[Y̶rzh7?|ҧH精J ?5="4Rdb,`)Xi^-$5R#)^fR&z}-6>)k2L<ـOEE#}gPZxڽ5^'hYdx/v*𸇉eW ]ڲD72!&vm?P!(-?,x`"4P9r)e+!iE&UٺsCElgH>"zvԺ/%hbM tXXB5r)~LҢK'gF Y=O:bS9Et'PA1t".!Bat(J؏xl'.dY3Xi:])3gU9*U )`"Z}uNJ.#!Ț1ePZdpbh4y)$\!ܗd]'Xy"|%g&c"{:JoEiQ-J<P?8C)O圕]S JO 8FbR6F!⼴PX)d{BiI?e'Y4{hR W/DSђɜ5ykQe=]c&@E$-J,"N<9PbiՇgQuBRjtcHR^C,9"Py+Ң1AbE#}J!cyy&<=Ԫz 񱋽>:76Ic4'K&蚠y kEI"eU%DEaM>!ue)-Su/CO7Xvhb\WZŵ%C(]Z",>?u.)"8VE=7BE(nd=z 3ߎ[`IJ4ѱ8Z\@(@qҢ-bOHYK8+rCIxd(qi1IfB;!uY #$-z,э7R u[%%G.}R*MZ.,bb4=IˇD'!{2TB7wC1Ի%R$q=4C[4'ʈЬ~b3(^s7C!DnO$i'Qq)+og\~N?jeЗ{`*Z߲E]/@|};8W5#{y ״ز2Y"Wa|3=!%--"kv%Iե.SvCςsB i\E ,&D,9eZCvi1VPRJIhRP 7wS6Z5_ʓ_ODm.Q!Dc\}8sN˲r| uTXŞ5Zz'0(}"ٲ]weV'{s%2چ'(GXD,$SxpQ"WM\('ҿBܔEpYO<2]Np ( `rz((Wi Y )Cix>tjx*;,1ĄMէ3~ڐňh!/=JyAE.’Ll }Rx[2Yao_X>DyY eGPZ',gBi!B(/"@-2jMuhLڐ,PZ!9Jt-b2LR"z0=!B!D1"eFiE-cAZJXjfOBJKZ6Ce?/wAf(go k3@0dAWPV)mi)og>NyR ,k­mΓ|F̏Ř{0aMF K͐^i~8Nmc%Ķw?xO߰p4.ƣXr 3&|þAj83Dl%M` Va+Vt&.X&2gDI/T)_Z8`6ٸ! x⢓R#MRgc h]egM񬙚 Y8`SkX`rE#D@zYmnJb?pX|e\ sr z8䊋n^g!/{!U'\ U˨3p]#0%6bg#qa=t| FghDi0~58bak:=OñW"(]\ Ep#J6,uN_EOĐv焔Tq ]QqCT:ũizNXa]0}+H7|3zN\wW)cbժ` 6:DHEoY 6"hltZ #Pmg466^mp)(?unwƺMKTXcZ<\Bzh恕D(\Z•:q+-pSSTY #.%k>S }Zi@{\bqʈ3 Ӫ8kkTggB$4En6x->m苗ɾ~+2CNYqO/x7y{fSS4,Y4{$Fv-&%c{Hd _bپ!BtE^,DUO e昊2 HK6MQl,P S|RM0$L[}#l׈5G1} íзRy|S Z k[b zy28Agcخh4Tm'A)sn~spql7 ; Xz+VtZSwl ߛrRtеk"-=qgqޤ҃|q7ōH$7nz5M&H%3]@!.%^I.BZJSX41=!r㎭aԦ*:ۣ*z> }0"rVMױDd\ÚW L0԰KtXT,g0ClL ޾]V\|3b$^z#=7ʮͰQCDauM7|g\OWDrI`;c+z{#]HMq2p^kn.jvx-uèx4)|!9^ _z8+p@W8x4QT1FVD?J#Ni,[i?v B0`fݾ֯[ `̛[ncu{;wvbX0ouncI3JiN{VwpF M?7zN׏ŤH?qHR~~v x0 g0q0baqexI\:A*ˉX=p*vDDpFe4q5_K_+9:Jc34ZIxD'<Y&γ.빩Xw+<xuz$}drry&z /)SŸ\h%i)iaYDn"si1Dզ~ iAru,a Ke[ 9C,6l] MfT#epʘg,1 ~~^at\mَaEd=&btl>vgn#owh} ?֚azK?dz,銹FoxiIntǁ[VŁ86 !~ǥa$mG7^]h?o_ot/N~Fʽq_qxy?qg !)nyW~k.<1q5NYHJ2vM9'>}͉ IJg^EЬx 9Şs/q5؅GYW0dM&.T N*]d& h23j~ -IZb7sz,,#A>Uj|M]}ϭi.%IݰHl_ǂ[q z.p?qxIꇿftGnzWUn:^R3spVn= w??йx v^} o\~;6$ec, q?pO+#VlI}?cGv^䵻ql; `gv)nKȵ74tug^F;IxZMKAˉ<z.LØw\riHv[Ryꄐ0=! Mgչ ,?oMb`{.z+^/'-wA$2~?$s%9+ iw~sOl6~ë7XƽH##_GKw #΢׊- 3wdtXH@&n?j&FDT뚀j_ItKJzufȔhKl8GQZoli̅7]{IHKq ;ػ^ ba UPj*JK]??!ca̒Ø`ޖ6Ŵ81}6༻4i ~W>XZ2z*~`ӫA5  늉R?yaju+5rzXjת L])6dui}E]Wij-ᒴH]; f\I>}<> 3m.WM _.։tt+\EƳX9?s*_rfN^Wxq^; !Vn>ذn= I/-,v?6a$zDĮ{yVǟuDWG`/ 潎K_`QT0*}~_-aQ]s_DL!(/".!>8ż),!Y!i)d.0FVI,I ?C1+0#[zD~SCp-1[-e66ң7j._84B`6Mp[683+5jP {l|I-+ 0MQFS>Ob\9w92fW^Usb 7>`y 7Dz0a>7Aִܜ]q8C'Rkq,Wۅ4MênoX;u[Oh2A#HD.Ь j>π877!y'2R' Qɰq SR+Y^.u7>2$IC%i6 ξ^{HOfa3 $$k#jCi!?qu,1ťˈa1lqߊEXD,1t !:(-[: yR.OZаu70IZF-> cƺ$LYR3!'g~gm03OchOeTo0i[YZFZR(Z7àʖ#IJ 56^(zSJ2Րgnmy5ăpi#$I0 ;ݱ 8Xc-`fb=]I.p01' Ilt" d=5[ܾ{8GyTi Rz0 HzvpDxT4OʾE{w4"/? ?+6%ec[0`iw0Vz70leKRi|&`i?Q`H2bÊ6scV @*5l uk*(PY7$&Q6q`G 7ODUb;fjլ1R*,b=ykukl2JC3L)Ekbf8n-I6bY5s,fuVXglw\ '#\ى7 f4)I4KS},*uAyΨb{Vph0cA0ޣ4-I˘ᰗ~}Ke43&}#St|9Շij0oB$V:Bzšw6`%OC¾tgK !Z! c7VY --uЪӷ`$.Öc8 0ÍkbIJX͒eMmY ܼPi jj[5A@ozb46_À`O[uj8Y[3`JEs `Ukc K$<-qUͰި6}Z$VJ/[(XU{mgnVXm,}%LథZ8∅. W$Tt^VpROT0OLQs} K)65{aZ.c((JXŞJ !B-. RXi)hd-XBB!1f%Cĸ܂ζUi)SY B!D%DBǂ}uѽ̻ ¢Y !B!DPTW|7?!F 2L#7#!@!臼X 1=K1#J¢Y#}!B!觼 )QyqywʆEmEtcv !B!%UMQc"*YHT !B!Buy[,XukL{D%1jhvŞBi!B %*e+B.6V+D"W{&$PZ!RPy B?E$#’_%^j FGg0#J !B>&.*1E-aWƲŞBi!BHȋDDBpF B(-B)1q)z}YJ !BJRZ"> $?ל|ˑBi!BHI ]3XJ !pɐQӟX៘y ``d 5`P ~7]YʂI(-BZZr )!B! !Gy Z?ާ7ba]!DAҢ>,~(Xp}l *l6ҧ-.\(kS1!+_70,kjS}-i; "2E ̋2V|x"Bi)隴hۢS\u(9~ {< )-BxB(-Z_Qk,tc`m')D}>yIaq S1!+_Gc.-liKKBJ QºBKq>Q/h+7i)w]V +AZ ROJ ) MJrXWa/ni)-^i)q>E(-Npm]/ qPZEi)@RR\΋2qIIKQO)Bi፸)-BT :@OJK uWIPZEOBnN[Mڞt*݅lGQGQN$|AʯFU$y"ވ)-7BJd[ C \ "4ݎ1S}.6hS/ާNZ>v)E0+ L-Ur̀y>|!zq.QZ]Z~Ag*F'wEi/kOq!ާU0i)zJb_(-(3J SBJ@Z 33T_R*}̀ 5aJ )Si)4.I6Ai!DSeP:u.SqJKQtiѶV8wA^3W] ˤ$x[ZJg^J RRcj(-wx#L\3_KHdH!JKJ ǴPZ!DD]vi'PJ!JKq|HXAZ8B u -[^!.j I!PZ(-ZAҥ(9m(-=!ꖓHּnj).ꖙp}uw2;)!Ң0i)4 Ƌ*:I YfY]6BSJi!蠬$DkI !Q Hη/qXZbQaB(- ºB!2aB:"!޳j7qXF( !@BHAe%@tKTw x_%fxz~|1"J QºB!u H~1-rdS\g.bKoA0%+򶐄q+!YǦϽc !@BZ%D {-d°(Ңi !@BOVĘ iDAq VF0%+C1G`graQJ\ukO #!@BtWXzYXˉ6[DHWyBi! D !Dwd[I&ST ?i@ǘJ a JXW!ʕDv1pSF\4M= * u0aJm y-:Q-YnB0%+Jm+Q݇a(J\4~#%B!,ºB)]YfUЮ]bzKTŰ{!lɐJ Qh h61Bzn(Zr J"f){K1SE,[L<ѩ ! PZ!v }&GDqC\rE+RB(- D$-Bi!EFꇲklŴ](,q A!"PZ!%sVid-Ⲇ !P=E,/T,Ou,J QJ Bz*d%!Zr;1cI[\2󧄎/hMBEvW岮BtHVD70uw0bX^ֽK`[QPb(%W̼f:GҢҢ}B)I\(-\- !f*T\ߣh&$BiQh6-}c7Cw]Bsm/h6=JpQ eS"!QB^J ER[~qu"krH[OEKBVI+)nIyBiHZwYއ #]+]ĀJ(,4#ƾBi艴o,6RRκB5X3}X -XMZJK\zE9yiB̥fBtDXz 8g/{JcXWRl#B(- De$-Em-){!D]od~%44u4E/Dt(!2uz:] !Df[*$g U}O)-Uq!֙\c!e,-|lBvF6{^W~ mW2.Ro|IB(-z%V@#'KQ`f]!6@t!J, S&U,kphSV @B,+"p*1peqM++qVr$ <'0%+9ɊF6/. qPZB`$ǖug!ܺ薵h!/B(- D !,R1f%fHeYZ".H4&BBWVTb60u@< ֟>ZFe"k\El8n9rh#@eAXW]af_fcD7xlir="zBx^Bia JXW!hn``ӥ #Jl}yئ/ * 0%+bڜ~*.f%ːn%ʒO \VBia J !0!+eݲ![YPJ_ضaŗUPB(- D a]!D9(CA4ɸsM Y%Bia JXW!e0ZQɒ1Tܟ+IZ..bT/?A,[H?)LSsY!D6h,.l(-J ʐA!D%DAfkԡ )GEcJ yRcB!N"fkJیMT Ɣ".*HyPZ!ݔnzp LE)\)I\zWi#J !]7Ly 1@!YeGPZ(-BHle^ۨ.? -JKa\f#J !] g!r]d}.1:CctEZ,.bCĶ'mPZ!BŸpF{\1%F y]PZ!yk)!۽>Ja,G8*QZB"ň69$\EEJt?3^)-B!DׂJC1:vQJ{}] y"(-B!Dׂ"RR.O EE싅.W0A%B!@-fGJVZ*;KIBFy iQ_Z뤴BQJ-lZlAI.Cx_(WZޖJ !}Y۝ELl_R=E;ʒ Ki BJT[Ns7J#A4yI6>(B!Tr#x#pUZwV[aF\Č\:"wRJ ! vSEw03+加T/ D{rB݆Q7e+D}{y B l]I\'$E3P׋Ai9/qՐl=oo1Ȼ̟OHYHKAāB!D5C@@XhLalאw슟ney|BQ?ۜhQMI*C{aHi)9i}J !}Ԣb +~}WKC(\}Ng吭KZZs=*hp0B!f魣Mգ5[[|1-fUZ>$ŅB!7LCA[+3V9'jf5,6RZJ^X>&EI0J y!RfGn=tl' z;իhme+o]>p]CDKj !6(1stx>,{+ J B!J A!BB!BPZ!P lP[ -Ф YQ`676u#X?Ra1qtVk+EoCM,!}v2yM G?},@Yð|u(Nl{kkk:` {cC-,T9aB%s`)liEu1Qʮc\bcpPba82vGb68HjζgtEqۣ nN ^feja ?5\3 7Go#uq̰zu08P8#ρ"fx$؅'"|3uvx'Wd:;̖}99u©w"ǝG;H|^`L|1*Ac zMŗSSfJ O^K#lm&ZH;j\m(]' B!)og>NyR ,k­mΓ|F̏Ř{0aMF K͐^i~8Nmc%m~0a6h8\ƍG j|?g&M ߇}pgK6*36v WM\Le&Έ^Rq~g?lqCE'/:G$HuUƸqS }Zi@{m &zw}>IdkĚƌ]v[< V-J !ĸcki(gmn(O,k«C܃U{Sul?)װU$!:!+; 5+*1K=a41oGUh6q8"Ņ1_y|#c<Gk3hnX] דѦ\X"Ժ=kc#}7#T4'$) yA"l-{ν@e`v-g]5P-8wNQD&]%cΎ;zt{6ݢJ !DŰjw]``&fZnm{cܽdF/܋m&!ӟO 8[b9&4kiW"«VuHZ@%+jZE_b78g'it0=Zc_DKҲ'y2!o<#{btl_s v fIB7b`Vspm{'܏wFf+$6_R;nݑuqWn\[~G?#,b8t16xW› IX}$ /hb\~WE5H.>5{bklkeqA3q.6WS>GI퐰6qv>EMtC0wv3{$qin?៏%%qOwrFA0&Ik]s16o^Sbܒ#pw-p ܾC`#6`%U+JvVg~6atMŬ17Mq<|i\'D Ҷ~4wrcat˓Sޠbdօq^-+$eiM0UcUr0bGspFJ/ĥ܈KPa(3ԣ"i.eOߐ^Rf$3?'-qi_{~~˜_ǿ" /K]Ftn]uDz1z-Δ] _b_ :D92/HG+h/I9T \vQ1gm &maiUB+>4eVsHReSwq'jim Fc·Q>Ӣa$wnEʤI8T/ƒږ\U5 tbRΝ ϰqKvhcA7iJe<y! 3`$'dQ&.y.1MuKR­nx~35%na+ f#}b{+7,qk|ZG\7ۺFL}\튫\q{%[=;=^#7~ːwmy<|k}l\|<Εx7{=ٸr; c^#VKS  \~.)8^+nbʶ,ܑa#Ģz=Qk}%-*IG#S*ã/DyDiPZ!CZ,L jSuװVMQOik!d2Yr0wr37Yv'A7wwÕ&qKKY@^ _?mPM±s|54ºble^nZ s ܨ;絪1u*SWDb$-1Yz]kZ_Axp4i{!vbbK$l#.=zN?{$59!H<WGan8O;L| ~rB˭u&Z86]-W,E'!"fΏ$ܟcg5l$^|׭΃7HHO!j}"6l?[O"jC˩+p ;ݏA>+3^^a;Ky{$~y??JW {XwcCiB);١ Q*Ez8Kbsg –,"_5p fV')`0:u3699a y#:"o#l=g~c 0.rGz'ƍo}5-74@xWЙ`}6wv!ͅC鰪Na|;hVa50!f +.B!.-(wIZ;K(r6(oc=Fc㘰F.܏;0rn]qkNbX3tVձnZS˥Y7.3To FA`*FmڣZ`k|>0jwkgP *9&U&.yWE b5_T:L8倍ұR&+ca%s֨}&vej=uY0ݠ*&av԰9HE#ְA NY(XMCLHL}ٰ Qv]&yt*lG&P5(դk/~8r];[Z $0Qm(-B -uЪӷ`$.Öc8 0ÍkbIJX͒eMmY ܼPi jj[5A@ozb46_À`O[uj8Y[3`JEs `Ukc K$<-qUͰި6}Z$VJ/[(XU{mgnVXm,}%LథZ8∅. W$T3b;n­U$-)S$)L;yTahlfg j@ y;>j2u[Diϝh=(^``l:I88IBh2"6g T=dނ nQFTTf*ITc#0~1Ç #]B!B(-m!?&!=BHo"Y!z9<*V-ͺ(J"W_C R\3QZ!5 ȐHpѓh&,E, "EY_-fe.-Em-){! FB%4JKE,P~+PZ>}v})C^T!w`˭"2䱦hQFvz߁z_$-|lB!DNJwQ?aנMOuˁb O(C(R9Y:3BEgukмỷ:eЃuB(-BdZv'nYL֗qbCEJ B!DW騸`WY\z1IYQx B!Do~d0[)-B!j@,JEoh$yJ !}E]1,}x Ң/I#5BFB!7?d̊~/uL8 Zk eBi!B3H С6NP]o{b'PZ!QQ"S+rޝg !)-B!T~\1]JɁ=htn5Bi!B./J g}/Z!bu%i$BRZ(-BH^ꙛ”$188_O%^2&,;7/&E!B/;xa E9C„D@!DQ?BGBJ !"@Paq+BJ !"`E"C|[-!O~=EϤńB!(#h!ń)$HVR01[k$O(-BBw-CqQ}/B(-Bnx9"ARmM(-BnJcrSvR"DV-JFњփ3B!//r &U@pi’bP}6BJ B~KL1.surHI7!w-ge|Ƭb*# #BBi!B0BYD(LNce}aBT#cJ !m"1rBHB"m `!B!Ad),ypECXd!„PZ!b 012(ىBE%LIB)Ӣ,k qmQh[ 5fBHB(-BH.HDi>׮DlGM&$B!z@j!%3w{E!Q`Xۑ? ! B!e//e^;GxDU fw4&$B!U`J3A;R"eѺBi!B".١2JۘԲ %ie`WF]KJ !B̪grуD?[ޚ ̅ ! B!ثǖtˋXO@)[DkL2J !?m|I AP`F`w&$B!蓸1%`}>^2!B!o}(8.S•)]At vWR ;"*fW>vwYvoHb{ΓR RpW# i B p@^tiQ M#M*YZR`yYi ËӠ\2LY4,^7k^Ulq~5-/ nfI^%'mq~~GCHZQM#5mP\F$nr5n5`$D<<>XRb!~Nh!$-\ˡk3Zrg~6B^z}L3ĬnXz*qo3_ȁkymf`ڡ45l+gMKj|opjv!$-<\\ΕBV)i B pDAq۬4 fve qtp{yXjy'fvKs)ںCpY8m~ԥidzBB ,4vݓk -ݮ[7)$jۥb˶՞ym\.qoKڏi7{<t MG;k_~KAej?+ӺOSCH@hBf\~V4RCH@h"CiZKZ@AEi20mTCH@hJfڟfWnYT=ZRA|g(ZH~mgZReufnFH@h`NEf1[mrl>%_5߿_u؋-/]Bh`ɡ20\0-- 00T-L4zx݌>q@h@hYH݅E14&ާ`Z|*̽>B B 0Bѭ(/ZЂ݂21B !ER0OZ Ut+@h@hY`hؙl<>إmky"]wοЂ?ws%b OAh`P% } LEhZZ^t撑=`%1Z@hنo DShYznM B K/W <Ĺ#CВBKB GP -S - %1 -u# p9l Eh )}G;âC)-LchpkiŶB B ,1u+}n'vni9E<@hfTQ;wE\99cXr<"`%!&Z\vdO+xD8B /ݝ*sl:|N1EF`f>gIENDB`g(im "-  ?t0,http://www.fpce.ul.pt/,http://www.fpce.ul.pt/t9,http://www.fpce.ul.pt/,http://www.fpce.ul.pt/L/ 0|DTimes New Romanll6T0DArialNew Romanll6T0" DWingdingsRomanll6T00DTahomagsRomanll6T0"@DUniverssRomanll6T0" C(.  @n?" dd@  @@`` :28 FqG       $$ 4; ?@  EFGHIJKPL PQRSVWX YZ[\ ]bcf gh ij   MG4/ b$1)]$[ރk#R$ Sx:N8毡]k#$$b$  P$ Q| ;8$b$NYO`pb$(+DBz\Vub$c[Vb]3s"b$K~43UTb$xrӍ ]LH;S      A@ A5%  8c8c     ?1 d0u0@Ty2 NP'p<'p@A)BCD|E? 3fff333f@3fT  g4KdKdTt T06ppp@ <4BdBd8!0l`6g4ddddu T0dp7 p5W ʚ;s8ʚ;<4!d!d8#08<4dddd8#080___PPT10 pp___PPT9r/ 00{}C:\Documents and Settings\fernando\My Documents\PROJECTO\IPETCCO\LisbonEcer2002.htm| E0T$ `bWcZYmnopqrs? -O =BWLKPrimary Teachers' Competence and Confidence Level regarding the Use of ICTLL*KOverviewIntentions of this paper Brief information about the context The Qualitative Study Aims Assumptions Research Questions Methodology Main Findings6S " > " S>     bPIntentions of this paper(lThe aim of this paper is to present a qualitative multiple case study research on primary school teachers competence and confidence level regarding the use of ICT in the teaching and learning practice Study carried out in five different European countries (Greece, Italy, Portugal, Spain and The Netherlands)776`#Brief information about the context$$$~  An European Project: IPETCCO Investigation in Primary Education Teachers Confidence and Competence. Supporting Innovation  " 2`   } a#Brief information about the context$$$~ 9The project's central concern is with teachers' skills, knowledge and attitudes (SKA) towards ICT and innovation with a focus on Southern European countries. To facilitate effectiveness in teacher professional development schemes and serve as a motivational factor for teachers to undertake innovatory practices.::9dQ#Brief information about the context$$$~ jUniversity of Rome "La Sapienza Universidade de Lisboa Universitat Pompeu Fabra (Barcelona) Universiteit van Amsterdam FOundation for Research and Technology  Hellas (coordinator),      3eR#Brief information about the context$$$~ Review into the curricular structures of four Southern European countries with the aim of identifying the  curricular space for ICT based innovation. In depth investigation into the current situation regarding the application of ICT in the learning/teaching practice (qualitative approach) In depth research into the competence and confidence levels of a sample group of primary school teachers and a group of young potential teachers (quantitative approach) Analysis, clustering and dissemination of project outputs.Z _#Brief information about the context$$$~  The investigation into the current situation regarding the application of ICT in the learning/teaching practice is carried out in a case study perspective. The line of approaching the proposed task is based on exploratory work, following a qualitative approach, supported by a set of focus group interviews and qualitative data analysis. The second phase was a quantitative study based on material organised and collected by means of a questionnaire. The data where then coded and submited to an analysis of variance (ANOVA).879 M&  % fS#Brief information about the context$$$~ nVThe Qualitative Study$J To make a comparative analysis of the teachers' competence and confidence on ICT use in their teaching practices. To identify and select the most important factors to be included in a questionnaire to map out teachers skills, knowledge and attitudes towards ICT based innovation P  lUThe Qualitative Study$J Generally, teachers don't use ICT in their educational practices. Even when they do, they are not pedagogically very consistent either with constructivist learning principles suggested by the European experts or by the state of the art in learning and teaching environments, or even by the examples of good and relevant learning practices. Teachers use of ICT is, according to the state of the art and the examples of good practice, a stimulating factor for curriculum innovation. bThe Qualitative Study$J Are there any meaningful differences among the various groups of teachers who take part in this project concerning their usage and integration of ICT in their educational practices?  "       oWThe Qualitative Study$J mAre these differences mainly determined by individual factors (personal context), by structural and organizational factors at school level (local context), or by structural and organizational factors, of a macro nature, at the level of educational politics and curricular structure of each one of the countries where the study takes place (regional/national level)?n " n n cThe Qualitative Study$J How far do pre-service and in-service teachers training systems in each country involved, influence teachers competence and confidence degree concerning the integration of ICT in their educational practices? " Z vZThe Qualitative Study$J How far are differences in ICT integration in educational practices among participating teachers influenced by their competence and degree of confidence in using ICT? How far is teachers confidence degree influenced by the effective ICT domain (competence degree)?  " Z   pXThe Qualitative Study$J PExploratory work based on focus group interviews and qualitative data analysis. QPQP qYThe Qualitative Study$J xDifferences and/or similarities among groups Sources of the differences Influence of education and training on teachers competence and confidence Relation of teachers competence and degree of confidence with ICT integration Dependence of teachers confidence level in using ICT from their effective ICT competence =nZ=<mThe Qualitative Study$J /i. Differences and/or similarities among groups0n0nThe Qualitative Study$J ii. Sources of differencesnoThe Qualitative Study$J 4iii. Influence of education and training on teachers5n5pThe Qualitative Study$J iv. Relation of teachers competence and degree of confidence with ICT integration in their practicesfnfqThe Qualitative Study$J v. Dependence of teachers confidence level in using ICT from their effective ICT competence ^nZ^rThe Qualitative Study$J v. Dependence of teachers confidence level in using ICT from their effective ICT competence ^nZ^sThe Qualitative Study$J v. Dependence of teachers confidence level in using ICT from their effective ICT competence ^nZ^{]The Qualitative Study$J fThe Qualitative Study$J gThe Qualitative Study$J iThe Qualitative Study$J hThe Qualitative Study$J jThe Qualitative Study$J dThe Qualitative Study$J $Technology is not an integrated resource within teaching activities Using ICT without a full understanding of learning principles Knowing how to use computers but not in the classroom with their pupils. ICT did not significantly change the attitudes, roles and ways of teaching and learning %%DC >  kl$ /[\cghi m r s tuw !"#$%&'()PA  0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> ;3`(  ` ` 6P  `}  ]%Clique para editar o estilo do ttulo&&6 ` 0H  `  nClique para editar os estilos de texto do modelo global Segundo nvel Terceiro nvel Quarto nvel Quinto nvel8  o ` 0X ^ `  R*  ` 0 ^   T*  ` 0 ^ `  T* H ` 0޽h ? 33D<___PPT10..P HModelo de apresentao personalizado6 0` 3Wo+ff3̙` 33f33̙3` ! <yxG`wglZff` yE[AQpff3k` 31m̙3f` 3333̙3` O~̙Zƺ` ffff̙` ǵfZƺ` fff3fZ̙>?" dd@*?nZd@`K `7@d` n?" dd@   @@``PR    @ ` `0p>> #   (  T `   "`   64B"  @  \ }`  "}`  64F"}` @  B  s *DjJ"`,$D 0  6Faa clique para editar o estilo do subttulo do modelo global??   0 #" `b?  ^* 0     0ܵ #" ``Aa   `*"0     0Ժ #" ```  `*"0   H  0޽h ? 3333̙380___PPT10. 3lj 0 @ (    <& ??9   `*  ^   S  ?Q  "   <* ?? 09  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   <0 ??L i9  b*(    B06 ??4m   `*     B: ??4L im  b*( B  s *e ? ̙3380___PPT10.)T'Z 0(    <l  ??9    D*    <  ??L i9   F*(   B  ??4m    D*    Bv  ??4L im   F*( B  s *e ? ̙3380___PPT10.)T@gɶ 0 %  (     Hʕ^/??S" ? D(   NX͕^/??S" ? D(   <Е??F C tMaria Helena Peralta hperalta@fpce.ul.pt Fernando Albuquerque Costa f.costa@fpce.ul.pt University of Lisbon PORTUGAL^u$8P<    s 2AfacF l 0J0  s 4ە0e0e ? ?#" 0eZT % <$0     C A2VNEW_edmedia_NO_YEAR-JPEGNEW_edmedia_NO_YEAR-JPEG.jpg (23806 bytes)I&B  s *3f޽h ? 33~v___PPT10V.+]%D' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +# 0 NFp(    0h0P @ 2̙   Hk??&\v D 2 x  c $\j     c $, Yf <$ 0  (hX\lB  s *޽h ? ̙33V N ___PPT10. .+QqD' = @B D' = @BA?%,( < +O%,( < +D?' =%(D' =%(D' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B%slide(fromBottom)*<3<*D?' =%(D' =%(D' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*=D' =1:Bvisible*o3>+B#style.visibility<*=%(D' =-6B%slide(fromBottom)*<3<*=D2' =%(D' =%(D' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*=SD' =1:Bvisible*o3>+B#style.visibility<*=S%(D' =-6B%slide(fromBottom)*<3<*=SD' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*SXD' =1:Bvisible*o3>+B#style.visibility<*SX%(D' =-6B%slide(fromBottom)*<3<*SXD' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*XdD' =1:Bvisible*o3>+B#style.visibility<*Xd%(D' =-6B%slide(fromBottom)*<3<*XdD' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*dwD' =1:Bvisible*o3>+B#style.visibility<*dw%(D' =-6B%slide(fromBottom)*<3<*dwD' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*wD' =1:Bvisible*o3>+B#style.visibility<*w%(D' =-6B%slide(fromBottom)*<3<*wD' =A@BB BB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B%slide(fromBottom)*<3<*+8+0+0 +  0 P6(     0ȝ#     c $ʝLI<$ff3 0    <˝??= L1. 2 B  s *޽h ? ̙33  ___PPT10 .+ 1Dp ' = @B D+ ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*7D' =1:Bvisible*o3>+B#style.visibility<*7%(D' =-o6Bbox(out)*<3<*7+8+0+0 +E 0 `X0 H(  H~ H s *#   x H c $    H < ??= L2. 2 B H s *޽h ? ̙33___PPT10e.+D=' = @B +  0 OG p(  p~ p s *4#    p c $<$ff3 0   p < ??= L2. 2  p <D8??B OIPETCCO 2  B p s *޽h ? ̙33  ___PPT10 .+ 1Dp ' = @B D+ ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*pD' =1:Bvisible*o3>+B#style.visibility<*p%(D' =-o6Bbox(out)*<3<*pD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*p:D' =1:Bvisible*o3>+B#style.visibility<*p:%(D' =-o6Bbox(out)*<3<*p:+8+0+p0 + 0 p (  ~  s *#     c $83V   *6(8q  <88??= L2. 2 T   C ,Aflag_ita  T   C ,Aflag_netX  T   C ,A flag_spaH T   C ,A flag_por T  C ,Aflag_greh    < 8?? ^Partners 2 B  s *޽h ? ̙33___PPT10e.+D=' = @B +* 0 ph(  ~  s * 18#     c $h78 <$ff3 0 8 *Lt  <98??= L2. 2   <8?? R Objectives 2  B  s *޽h ? ̙33bZ___PPT10:.+ 1D' = @B D' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*#D' =1:Bvisible*o3>+B#style.visibility<*#%(D' =-o6Bbox(out)*<3<*#D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*#D' =1:Bvisible*o3>+B#style.visibility<*#%(D' =-o6Bbox(out)*<3<*#D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*+8+0+0 +@ 0 `TQ(  T T c $tY8~kY<$ff3 0  "hX`PX T <PC??= L2. 2  T H^8 #    T <_8?? Overall research design 24B T s *޽h ? ̙33-%___PPT10.+ 1D ' = @B D` ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*TD' =1:Bvisible*o3>+B#style.visibility<*T%(D' =-o6Bbox(out)*<3<*TD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*TRD' =1:Bvisible*o3>+B#style.visibility<*TR%(D' =-o6Bbox(out)*<3<*TRD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*TRD' =1:Bvisible*o3>+B#style.visibility<*TR%(D' =-o6Bbox(out)*<3<*TR+8+0+T0 +0  0 KCO(    <x8??= L2. 2 B K # A  "`P] M H{8 #  8  O <~8?? Overall research design 24B  s *޽h ? ̙33___PPT10e.+D=' = @B +   0 tl  (  ~  s *L8#     s *T88 <$ff3 0 8  x  <8??= L3. 2   <8?? ZAims 2B  s *޽h ? ̙33  ___PPT10 .+ 1Dp ' = @B D+ ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*rD' =1:Bvisible*o3>+B#style.visibility<*r%(D' =-o6Bbox(out)*<3<*rD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*sD' =1:Bvisible*o3>+B#style.visibility<*s%(D' =-o6Bbox(out)*<3<*s+8+0+0 +  0 um (  ~  s *8#     c $8g<$ff3 0 8  x  <P8?? L3. 2   <ܺ8?? a Assumptions 2  B  s *޽h ? ̙33-%___PPT10.+ 1D ' = @B D` ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*BD' =1:Bvisible*o3>+B#style.visibility<*B%(D' =-o6Bbox(out)*<3<*BD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*BTD' =1:Bvisible*o3>+B#style.visibility<*BT%(D' =-o6Bbox(out)*<3<*BTD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*TD' =1:Bvisible*o3>+B#style.visibility<*T%(D' =-o6Bbox(out)*<3<*T+8+0+0 +  0 og x(  x~ x s *8#    x s *8>7 <$ff3 0 8  x x <l8??= L3. 2  x <8?? Research Questions 24  x H! ??s   S Diferences?   B x s *޽h ? ̙33___PPT10.+ 1D;' = @B D' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*xD' =1:Bvisible*o3>+B#style.visibility<*x%(D' =-o6Bbox(out)*<3<*x+8+0+x0 +   0 `2(  ~  s *#     s *87 <$ff3 0  "PXTPp  <8??= L3. 2   <?? Research Questions 24   H) ?? 3  ~Which factors? 4B  s *޽h ? ̙33___PPT10.+ 1D;' = @B D' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*nD' =1:Bvisible*o3>+B#style.visibility<*n%(D' =-o6Bbox(out)*<3<*n+8+0+0 +  0  x(  ~  s *#     s *87 <$ff3 0  "PXTPp  <??= L3. 2   <$?? Research Questions 24 <  H@& ??) 7  :Teachers training influence? N B  s *޽h ? ̙33___PPT10.+ 1D;' = @B D' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*+8+0+0 +. 0  ,t(  , , s *8a, <$ff3 0   x , <??? Research Questions 24   , H,D #     , <0E??= L3. 2   , H| ??f  Competence vs, Confidence? N  B , s *޽h ? ̙33  ___PPT10 .+ 1Dp ' = @B D+ ' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*,D' =1:Bvisible*o3>+B#style.visibility<*,%(D' =-o6Bbox(out)*<3<*,D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*, D' =1:Bvisible*o3>+B#style.visibility<*, %(D' =-o6Bbox(out)*<3<*, +8+0+,0 + 0 yq(  ~  s *\#     s *bm<$ff3 0   x  <8f??= L3. 2   <j3f3f ??S Y,$D0 .Group I: Five teachers randomly selected among the teachers of one "innovatory school" Group II: Five teachers randomly selected among the teachers of one current school ("mainstream teachers") Group III: Five future teachers randomly selected among the students of the last year of the School of Education they belong. Group IV: Five teachers being in their first year of teaching.t Qb t 8<^ >   <\u??2,$0 LN=80 teachers: four groups of five teachers each one in each country (4x5x4)M M  <n?? a Methodology 2  B  s *޽h ? ̙33  ___PPT10 .+HD# ' = @B D ' = @BA?%,( < +O%,( < +DM' =%(%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*QD' =1:Bvisible*o3>+B#style.visibility<*Q%(D' =-o6Bbox(out)*<3<*QD' =%(D' =%(Dp' =A@BB BB0B%()))D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*++0+0 ++0+0 ++0+0 +v 0 $'(  $~ $ s *#    $  6+"`    ,/@< $ <T??= L3. 2  $ <?? } Main findings 24B $ s *޽h ? ̙33___PPT10e.+D=' = @B +y #0 ` *(  ~  s *xd#      6Lr"` m  ,/@<  <s??= L3. 2   H(x??tI(  tThere are more similarities than differences between the primary teachers in the four target countries and even between the different categories of teachers& Teachers show positive attitude towards ICT and are aware of the potentialities of ICT to respond to social and to educational demands But at the same time are aware of their limitations, either at the institutional or at personal level.     QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +%  $0 @8 (  ~  s *#      6H"` m  ,/@<  < ??= L3. 2   H?? Time is one of the biggest challenges reported by all groups of teachers (time they haven t had in their training courses, time pressure to carry out the program, time they need to learn new skills, time to get acquainted with new software, time to  follow the program , etc.); Equipment is another set of difficulties, although differently perceived by the various groups of teachers The school organisation (large number of pupils per class, number of computers available for the pupils to use, lack of support& ) Curriculum doesn t take  teaching effectively with ICT as a priority K K< h F  QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +# %0 >6 (  ~  s *t#      6|Ɣ"` m  ,/@<  <x??= L3. 2   HD??`  The majority of experienced teachers (traditional and innovatory) in the four countries inform that ICT has never been object of their pre-service training Even beginning and student teachers admit that they were not properly prepared In spite of the lack of ICT training or of a not satisfactory one, the majority of the teachers give a great importance to training as way of developing their ICT confidence and positive attitude towards ICT   QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +E &0 `X (  ~  s *x#      6"` P  ,/@<  <H??= L3. 2   H*?? @All groups seem to be aware of the plurality of the needed competence to use ICT for educational purposes In general, teachers consider that ICT favours pupils motivation to learn All countries acknowledged that the formal curriculum opens windows for ICT integration But the majority of the teachers show a passive and obedient attitude towards curriculumf f&  QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +[ '0 vn   (   ~  s *#      6 ="`   ,/@<  <@??= L3. 2   HC??" VIn general, confidence in using ICT is still a challenging issue for primary teachers The Italian teachers privilege the technical competence as a factor to improve higher confidence towards ICT In Greece, experienced teachers (innovatory and traditional), and only these, stress pedagogical and personal factors as those which mostly contribute to their ICT confidence. Beginning teachers put the emphasis on the development of pedagogical and didactic competences as a way of gaining confidence.    QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +I (0 d\  (   ~  s *\#      6Lc"`   ,/@<  <f??= L3. 2   H k??PV DIn Portugal, the innovatory teachers associate the concept of confidence with the lost of fear of damaging the material or of making mistakes when using ICT The traditional teachers refer mainly to organisational factors, at school levels, as a factor facilitating confidence. The beginning teachers, although recognizing the value of the technical and the pedagogical components, state that the confidence in using ICT depends, above all, on personal factors.  &  QQB  s *޽h ? ̙33___PPT10e.+D=' = @B +u )0   &(   ~  s *#      6t"`   ,/@<  <А??= L3. 2   Hܔ??%  pIn Spain, the competence degree is recognised in all teachers groups as the most critical factor for creating a feeling of personal confidence on ICT. A minimum degree of technical competence seems to be critical for showing such a personal confidence. &#   QQB  s *޽h ? ̙33___PPT10e.+D=' = @B + 0  D[(  D~ D s *     D <??k L3. 2   D <??  Dimensions for the Questionnaire! 2!N    dYI D #""e3dYI   CD Bt ??  YI )what they have previously learned and how**) @` BD B$ ??d  I 3. Training factors@ @`' @D B\ ?? Y  Ceither of organisational (micro) or even of macro structural order DDB  @` ?D B ??d    2. Contextual factors& @` =D B\ ?? Y  ;Mainly cognitive effective mastering of a set of knowledge and skills considered necessary to the pedagogical use and exploitation of ICT,xL x  @`T :D B ?? Y (Mainly affective factors related, in general, with teachers perception of ICT, and, in particular, with its utility and effectiveness for learning ,L   @` 9D B ??d  1. Individual factors  . @`lB ED <o ??dYfB GD 61 ??d Y fB HD 61 ??d Y lB ID <o ??dIYIlB JD <o ??ddIfB KD 61 ??  IlB MD <o ??YYIfB QD 61 ?? YB D s *޽h ? ̙33___PPT10e.+D=' = @B + 0  @(  ~  s *4      <X??k L3. 2   <??  Dimensions for the Questionnaire! 2!N    Bp??u  )1.1) General attitude to ICT; 1.2) Expectations on its use in educational contexts; 1.3) Value attributed to the ICT for learning; 1.4) Satisfaction with the results; 1.5) Feeling well prepared( nZ  N%??  Affective factors 4 B  s *޽h ? ̙33___PPT10e.+D=' = @B + 0   (  ~  s *<5     <6??k L3. 2   <X;??  Dimensions for the Questionnaire! 2!N    B\@??BY  1.6) Knowledge of different technological solutions (programs, applications...) 1.7) Technical mastery of these technological solutions; 1.8) Knowledge of modes of scanning of the ICT for educative purposes; 1.9) Experience of use of ICT in educational settings; 1.10) Relation to professional development; 1.11) Capacity to work collaboratively and to take the initiative; 1.12) Awareness of the learning theory, the teaching philosophy and the didactical model underlying the pedagogical use of ICT in each context.( nZ 8oo  N@O??  Cognitive factors 4 B  s *޽h ? ̙33___PPT10e.+D=' = @B + 0  >(  ~  s *_     <h`??k L3. 2   < e??  Dimensions for the Questionnaire! 2!N    B$j??Yv ,2.1) Equipment and technological infrastructures; 2.2) Human resources for technical and pedagogical support; 2.3) Software tools (common software, pedagogical applications, etc.); 2.4) ICT integration in the curriculum; 2.5) Use of ICT in curricular projects; 2.6) Teachers level of initiative; 2.7) Leadership of the school board. (\ nZ\[8oo  NTy??  ~Contextual factors (micro) &  B  s *޽h ? ̙33___PPT10e.+D=' = @B +\ 0 wo  (  ~  s *l     <Ј??k L3. 2   <??  Dimensions for the Questionnaire! 2!N  m  B??-y 2.8) Network infrastructures; 2.9) Technical support; 2.10) Incentives to the development of projects; 2.11) Partnerships with industry; 2.12) System of continuous education and professional development of teachers; 2.13) Amount and quality of pedagogical contents and support; 2.14) Observatory of innovatory practices; 2.15) Vision of ICT in the national or regional curriculum.( nZ8oo  N??  ~Contextual factors (macro) &  B  s *޽h ? ̙33___PPT10e.+D=' = @B +   0  C(  ~  s *     <8??k L3. 2   <̱??  Dimensions for the Questionnaire! 2!N  H  B??- `3.1) Uses of ICT in teaching teachers; 3.2) Integration factor (developing the ability to integrate ICT in the teaching process); 3.3) Use of ICT by prospective teachers during their school activities (use of technology during field experience); 3.4) Supervisors advice on ICT uses; 3.5) Trainers and prospective teachers involvement in research projects concerning the use of ICT in real teaching and learning situation.( nZ8ooW  B\??PQ-j 3Factors related with teacher training and education4 4t  B  s *޽h ? ̙33___PPT10e.+D=' = @B + 0 0 (  ~  s *#     s * 7 <$ff3 0   x  <??= L3. 2 b  <?? .Conclusions (main issues for further research)"/ 2 # B  s *޽h ? ̙33bZ___PPT10:.+ 1D' = @B D' = @BA?%,( < +O%,( < +D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*DD' =1:Bvisible*o3>+B#style.visibility<*D%(D' =-o6Bbox(out)*<3<*DD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*DD' =1:Bvisible*o3>+B#style.visibility<*D%(D' =-o6Bbox(out)*<3<*DD-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*D-' =%(D' =%(D}' =A@BBB B0B%(E5' =1B B`BPB,54ff3*3>B ppt_c='`B@BPB<*%D' =1:Bvisible*o3>+B#style.visibility<*%%(D' =-o6Bbox(out)*<3<*%+8+0+0 + !0 "  (    N^/??S" ? D(   <??F C  {kMaria Helena Peralta hperalta@fpce.ul.pt Fernando Albuquerque Costa f.costa@fpce.ul.pt University of Lisbon^l$8P<   s 2AfacF l 9J0G  H ??ZT % ,$ 0 KPrimary Teachers' Competence and Confidence Level regarding the Use of ICTLL*K  C A2VNEW_edmedia_NO_YEAR-JPEGNEW_edmedia_NO_YEAR-JPEG.jpg (23806 bytes)I&   H,??" z Thank You!  4H  0޽h ? 3333̙3#___PPT10.0O+$lD' = @B DR' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?\CB#ppt_hBCB#ppt_hB*Y3>B ppt_h<*+8+0+0 + "0  @ (     0"     B<#??=8  kComments? Questions? $ B  s *޽h ? ̙33___PPT10e.+D=' = @B +W0 g(  ^  S  Q      c $  09   ]  Recent research stresses the modest use of ICT by primary teachers in their teaching practice, which seems to be related with their low levels of confidence in dealing with ICT in pedagogical contexts.. Various hypothesis can be raised to try to explain this situation, related either with individual circumstances (teacher's or learner's), with school or sociopolitical contexts (from curriculum to material dispositions) or even with teacher training forms and institutions. A qualitative research study on this matter was developed in 4 countries under coordination of a team from the Faculdade de Psicologia e de Cincias da Educao, Lisbon University. The study is part of an european Socrates/Minerva project (IPETCCO) and started from the following assumptions: a) generally, teachers don't use ICT in their educational practices; b) even when they do it, they are not pedagogically very consistent either with constructivist learning principles suggested by the National Curriculum or by the state of art in learning and teaching environments, or even by the examples of good and relevant learning practices; c) teachers' use of ICT is, according to the state of art and the examples of good practice, a stimulating factor for curriculum innovation. These assumptions gave rise to the following research issues: Issue 1: Are there any meaningful differences between the various groups of teachers who take part in this project concerning their usage and integration of ICT in their educational practices? Issue 2: Are these differences mainly determined by individual factors (personal context), by structural and organizational factors at the school's level (local context), or by structural and organizational factors, of a macro nature, at the level of educational politics and curricular structure of each one of the countries where the study takes place (regional/national level)? Issue 3: How far do pre-service and in-service teachers' training systems in each country involved, influence teachers competence and confidence degree concerning the integration of ICT in their educational practices? Issue 4: How far are differences in ICT integration in educational practices among participating teachers influenced by their competence and degree of confidence in using ICT? Issue 5: How far is teachers' confidence degree influenced by the effective ICT domain (competence degree)? In this paper we present just the results of the Portuguese case. The research methodology consisted mainly of the analysis of data gathered by a set of focus group interviews of 20 teachers organized in four groups of five teachers each one (4x5): 2 groups of 5 practicing primary teachers, five randomly selected among the teachers of one "innovatory school" and five from one mainstream school and 2 groups of prospective teachers, five randomly selected among the students of the last year of the School of Education they belong and five being in their first year of teaching. The reason why we chose this kind of methodological support has to do with the necessity of getting information from a significant number of teachers in different situations and with possible different perspectives towards the use of ICT in educational settings.  P  tM  - H  0e ? ̙3380___PPT10.VL0 ,(  ^  S  Q     c $M  09   "H  0e ? ̙3380___PPT10.V (P0 `8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(Q0 8(  d  c $ Q     s *-8  09   "H  0e ? ̙3380___PPT10.V&(R0 8(  d  c $ Q   8  s *Q8  09  8 "H  0e ? ̙3380___PPT10.V&(S0 8(  d  c $ Q   8  s *8  09  8 "H  0e ? ̙3380___PPT10.V&(U0 8(  d  c $ Q   8  s *8  09  8 "H  0e ? ̙3380___PPT10.V&(V0 08(  d  c $ Q   8  s *$8  09  8 "H  0e ? ̙3380___PPT10.V&(W0 p8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(X0  8(   d   c $ Q      s *  09   "H   0e ? ̙3380___PPT10.V&(Y0 (8(  (d ( c $ Q    ( s *е  09   "H ( 0e ? ̙3380___PPT10.V&(Z0 08(  0d 0 c $ Q    0 s *Y  09   "H 0 0e ? ̙3380___PPT10.V&(]0 0H8(  Hd H c $ Q    H s *  09   "H H 0e ? ̙3380___PPT10.V&(_0 pX8(  Xd X c $ Q   8 X s *t8  09  8 "H X 0e ? ̙3380___PPT10.V&(`0 @ L8(  Ld L c $ Q    L s *  09   "H L 0e ? ̙3380___PPT10.V&(a0  t8(  td t c $ Q    t s *P  09   "H t 0e ? ̙3380___PPT10.V&(b0  |8(  |d | c $ Q    | s *8  09  8 "H | 0e ? ̙3380___PPT10.V&(c0  8(  d  c $ Q     s *|6  09   "H  0e ? ̙3380___PPT10.V&(d0 @ 8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(f0  8(  d  c $ Q     s *(2  09   "H  0e ? ̙3380___PPT10.V&(g0  8(  d  c $ Q     s *[  09   "H  0e ? ̙3380___PPT10.V&(h0  8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(i0  8(  d  c $ Q     s *\  09   "H  0e ? ̙3380___PPT10.V&(j0  8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&k0 0  (  X  C  Q     S 4  09   "H  0e ? ̙3380___PPT10.'㤵(l0 P 8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(m0 p 8(  d  c $ Q     s *л  09   "H  0e ? ̙3380___PPT10.V&(n0  8(  d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(o0  8(  d  c $ Q     s *h  09   "H  0e ? ̙3380___PPT10.V&(p0  8(  d  c $ Q     s *3  09   "H  0e ? ̙3380___PPT10.V&(q0   8(   d  c $ Q     s * Z  09   "H  0e ? ̙3380___PPT10.V&(r0   8(   d  c $ Q     s *  09   "H  0e ? ̙3380___PPT10.V&(s0 0  8(   d  c $ Q     s *X  09   "H  0e ? ̙3380___PPT10.V&rP"Վ-GW[ #b&wI(y*,l'.2Di} 193i57VZ9{U;)>gr\Y@B:QODF'IIKyM)OQ T9VQXZ\^טa$جAcqeglXiOh+'0XU px0 DP p |  LisbonEcer2002Fernando Albuquerque CostatC:\Program Files\Microsoft Office\Templates\Presentations\Presentation Guidelines - Dale Carnegie Training (R).pot fernando111Microsoft PowerPoint@ @4@`ڲ-@P~? GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwÚýýýýýÚýýýýÚýÚÚýýÚÚÚýýzzzuzuuuzuzzzýzuzzzuzzuzuzzuzzuzuzuummmzzuzuzmmmuzuzzuzummmmSuuzmmzuzumuzSSCCCmzmmCCmmmmmmmmmmCCCCmmCmmCmmCCCmmCCmmmmmCmmmmmmCCCCmCmCmmCmCCCCmmmmmmmmmsmmDooo՜.+,D՜.+,@     }Apresentao no ecr.Ш!! (Times New RomanArial WingdingsTahomaUnivers%Modelo de apresentao personalizado%1_Modelo de apresentao predefinidoLPrimary Teachers' Competence and Confidence Level regarding the Use of ICT OverviewIntentions of this paper$Brief information about the context$Brief information about the context$Brief information about the context$Brief information about the context$Brief information about the context$Brief information about the contextThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyThe Qualitative StudyDiapositivo 32Diapositivo 33 Tipos de letra usadosModelo de apresentaoTtulos dos diapositivos! 8@ _PID_HLINKSA http://www.fpce.ul.pt/http://www.fpce.ul.pt/ _)kfernandofernando  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     Root EntrydO)Pictures=Current UserSummaryInformation(UPowerPoint Document(MkDocumentSummaryInformation8