ࡱ> KMFGHIJ] RF\bjbj\\;6i6iPK&&L8999MMM8Y$dM&''''()T=*,lnnnnnn$en9i*((i*i*99''4EEEi*J9'9'lEi*lEE ̜'0k>HX0Ӫ@Ӫ̜̜Ӫ9ԝi*i*Ei*i*i*i*i*oE@i*i*i*i*i*i*i*Ӫi*i*i*i*i*i*i*i*i*&U {: MADHABI CHATTERJI, Ph.D. E-mail:  HYPERLINK "mailto:mb1434@tc.columbia.edu" mb1434@tc.columbia.edu  HYPERLINK "mailto:chatterji@tc.edu" madhabi.chatterji@gmail.com EDUCATION 1990 Ph.D. University of South Florida, Tampa, Florida, USA Specializations: Educational Measurement, Evaluation and Research Methodology Dissertation: Validation and Psychometric Analysis of the Gesell School Readiness Screening Test under Local Conditions. 1980 M.Ed. St. Christopher's College, University of Madras, Madras, India Specializations: Science Education, Secondary/Higher Secondary Education 1975 B.Ed. University of Bombay, Bombay, India Specializations: Science Education, English Education 1973 B.Sc. (Honors) Lady Brabourne College, University of Calcutta, W.B., India Major: Botany Minors: Zoology, Chemistry 1969 Indian School Certificate (I.S.C.), University of Cambridge, Local Examinations Syndicate, from St. Joseph's Convent School, Chandernagore, W.B., India RESEARCH AND TEACHING INTERESTS Instrument design, validation, validity and test use issues Evidence standards, the evidence debate, methods/designs to support Evidence-Based Practices, evaluation research methodology Standards-based reforms Educational equity; proximal, diagnostic classroom assessment models to close students learning gaps Test-based policies in education EXPERIENCE 9/2022-present Professor Emerita of Measurement, Evaluation, and Education 911Թ College (TC), Columbia University Founding Director, Assessment and Evaluation Research Initiative (AERI) Website:  HYPERLINK "http://www.tc.edu/aeri" www.tc.edu/aeri 6/2015-8/2022 Professor of Measurement, Evaluation, and Education (tenured) 911Թ College (TC), Columbia University, Dept. of Organization and Leadership, Program of Social and Organizational Psychology Major responsibilities: Develop and teach graduate- and doctoral- level courses in areas of specialization; advise doctoral students on dissertations and theses Conduct research and engage in innovative scholarship in areas of specialization Provide leadership in scholarly fields Provide service to the college/university, profession, and larger national and global community in areas of specialization 5/2006-present Director, Assessment and Evaluation Research Initiative (AERI) 911Թ. Website:  HYPERLINK "http://www.tc.edu/aeri" www.tc.edu/aeri Major responsibilities: Establish and direct a self-sustaining center guided by its mission. AERIs mission is to promote meaningful use of assessment and evaluation information to improve equity and the quality of practices and policies in education, psychology and the health professions, with education as the primary field of action. Seek external funding and contracts to support AERIs activities and annual agenda. AERIs activities include sponsored or contracted research and evaluation projects, conferences, training institutes, academic publications and blogs/policy briefs. Build a long-term vision and strategic plan for continuing AERIs work Develop partnerships with leaders, scholars, policy-makers, practitioners, and organizations to pursue AERIs agenda. 8/2015-6/2018 Co-editor, Quality Assurance in Education (QAE, Term: 2015-2018) Emerald Group Publishing, UK. For QAEs Aims and Scope, see:  HYPERLINK "http://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=qae" http://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=qae Provide leadership in expanding the aims, scope, visibility, impact and standing of the journal Invite new thinking and publications by widening contributors, the reviewer database, and readership Add an assessment policy section, and create criteria for reviewing and accepting policy-relevant submissions. Invite prominent authors as guest-editors for producing special issues on innovative topics Uphold standards of rigor and originality of the journal Guest Editor: QAE, Vol. 22, No. 1 (2014) Guest Editor: QAE, Vol. 22, No. 4 (2014) 1/2006-5/2015 Associate Professor of Measurement, Evaluation, and Education (tenured) Dept. of Organization and Leadership, 911Թ College (TC), Columbia University 1/2001- Associate Professor of Measurement, Evaluation, and Education 12/2005 (Tenured in December, 2005; Reappointed in 2003) Dept. of Human Development, 911Թ. 1/1996- Assistant Professor 12/2000 Department of Educational Measurement and Research, College of Education, University of South Florida. 1/1988- Supervisor, Research and Evaluation Services 12/1995 District School Board of Pasco County Land O' Lakes, FL 34639. Accomplishments and Responsibilities: -Led district or state-sponsored assessment development and standards-based reform projects, such as, Pasco 2001 and Goals 2000 -Conducted program evaluations, needs assessments, and research studies to address school, district, and state needs -Provided training in assessment, evaluation, and research areas to department, district, and school-based staff -Supervised doctoral student interns (from the University of South Florida) and department staff on various projects. -Served on state and district-wide steering committees on testing, assessment, research, or evaluation issues -Participated in departmental and district-wide planning activities -Served on School Advisory Councils and assisted schools in using data for school improvement, planning and decision-making -Wrote grant proposals, as needed -Participated in district-wide and departmental budgeting activities. 1/1988- Adjunct Professor, University of South Florida (periodic) 12/1995 Department of Educational Measurement and Research, College of Education. Taught graduate-level courses: EDF 6432 - Foundations of Educational Measurement EDF 6481 - Foundations of Educational Research 6/1991- Adjunct Faculty, Center for Continuing Education, St. Leo College, Florida. 7/1991 Taught a teacher recertification course in educational measurement. 8/1987- Visiting Faculty Member (full-time, Fall semester), University of South Florida 12/1987 Department of Educational Measurement and Research, College of Education. Taught undergraduate and graduate-level courses in measurement. EDF 4430 - Measurement for 911Թ, 2 sections EDF 6432 - Foundations of Educational Measurement, 2 sections 6/1975- Secondary School Teacher in Chemistry 5/1977 Jamnabai Narsee School, Bombay 400056, India. 7/1974- Elementary School Teacher in English 5/1975 Maneckji Cooper Education Trust School, Bombay 400056, India. ACADEMIC AWARDS, HONORS, AND RECOGNITIONS Fulbright Research Scholar, 2007-08 Center for International Exchange of Scholars, Washington, D.C. Study title: A study of gender equity in primary education in Bengali-speaking regions of India and Bangladesh: Evaluating access, opportunities, and factors affecting school outcomes and completion rates. Outstanding Publication Award American Educational Research Association, 2004 Advances in Research Methodology-Division H Paper title: Evidence on what works: An argument for Extended-term Mixed Methods (ETMM) Evaluation Designs Note: This paper was published as a lead article in the Educational Researcher in 2004; reprinted in 2005. Fellow National Educational Policy Center (NEPC), 2006-present University of Colorado at Boulder Previously Fellow, Educational Policy Research Unit (EPRU), Arizona State University. Distinguished Paper Award Florida Educational Research Association, 1993 Paper title: Examining dimensionality of data generated from an early childhood scale using Rasch analysis and confirmatory factor analysis (wih R.F. Dedrick and R,M. Smith) Note: This paper was published as a lead article in the Journal of Outcome Measurement in 1997. Outstanding Reviewer American Educational Research Association, 2006. Publications Committee, Educational Researcher Reviewer Recognitions Journal of Graduate Medical Education- 2012, 2013 Studies in Educational Evaluation- 2019 Institutional Awards TC Global Investment Fund Award, 2014 911Թ Provosts Investment Fund Award, 2011 911Թ Creative Scholarship Award, University of South Florida, 1999. Instructional Technology Award, University of South Florida, 1997. Early Academic Recognitions Elected Member, Phi Kappa Phi (Academic Honor Society), University of South Florida. Deans List of Scholars, 1986-1989, University of South Florida. Elected Member, Delta Kappa Gamma (International Academic Honor Society for Educators),1987, University of South Florida. INVITATIONAL KEYNOTES, LECTURES, SEMINARS AND WORKSHOPS (National and International) 2018 Invited Lecture Columbia Global Center (CGC), Mumbai, India on February 12, 2018 Audience: International audience of education scholars/faculty, policy-makers, leaders from K-12 and higher education institutions in India and Bangladesh. Title: Evidence-based Approaches for Enhancing Educational Quality Sponsor: CGC 2018 Panel Presentation Educational Leaders Data Analytics Summit held on June 8, 2018 at 911Թ Audience: Education leaders, data analytics scholars, K-12 educators in New York and the US. Title: Test Scores, Evidence, and Educational Quality: Searching for the Best Indicators 2016 Keynote Address The XIIth National Forum on Educational Evaluation held on October 28-29, 2016 at the Universidad Autonma de San Luis Potosi (UASLP), Mexico, hosted by the Centro Nacional De Evaluacin Para La Educacin Superior (CENEVAL). Audience: University presidents, ministers of education, university program directors, faculty, researchers and the media. Title: Assuring Quality, Assessing Student Learning and Evaluating the Effects of Complex Programs in Higher Education: Issues, Contemporary Methodologies and New Directions Sponsor: CENEVAL, Mexico City. 2015 Invited Lectures Audience: Faculty of Education, Departamento de Metodos de Investigacion y Diagnostico en Educacion, and the Doctoral Program of Education at Universidad Nacional de Educacin a Distancia (UNED) in Madrid, Spain on January 12, 2015. Lecture 1 Title: Mixed Methods Evaluations Lecture 2 Title: Improving Learning with Classroom Assessment: The Proximal Assessment for Learner Diagnosis (PALD) Model Sponsor: UNED (Departamento de Metodos de Investigacion y Diagnostico en Educacion). 2014 Keynote Speech International Conference on Educational Assessment organized by the Ministry of Education and Culture and Yogyakarta State University, Indonesia on November 8, 2014. Title: Issues in Implementing Classroom Assessment with the Proximal Assessment for Learner Diagnosis (PALD) Model Audience: Academics, educators, teachers and administrators in higher education Sponsor: Yogyakarta State University, Indonesia 2014 Invited Seminar Calcutta Universitys Department of Education, Alipore Campus, Kolkata, India on February 5, 2014. Title: Measures and Correlates of Mathematics Self-efficacy, Mathematics Self-Concept and Mathematics-Anxiety in Elementary Students: An Instrument Design and Validation Study. Audience: Faculty and graduate students of Calcutta Universitys Department of Education Host: Calcutta University 2012 Invited Workshop Workshop series organized by Pearson and the World Bank for Indonesian education delegates, December 21, 2012. at New York City, U.S. Audience: Indonesian education delegates Title: Validity Considerations with Large Scale Assessments. Host/Sponsor: Pearson Education, New York, NY 2012 Plenary Lecture International Conference on Educational Measurement-Evaluation Needs in Manila, Philippines. August 10, 2012. Audience: Educators, university-based faculty, measurement researchers, PEMEA membership Title: Teacher Proficiency Indicators in Cognitively-based Diagnostic Classroom Assessment. Sponsor and Host: Phillipine Educational Measurement and Evaluation Association (PEMEA) 2011 Keynote Speech International Forum on Talent Cultivation in Higher and Vocational Education held at Ningbo City, China, sponsored by Ningbo Polytechnic Institute and Institute of Higher Education, Xiamen University, China, June 16, 2011. Audience: Educators, faculty and researchers Title: Talent and Expertise Development in Higher and Vocational Education: Utility of Diagnostic Classroom Assessments Sponsor: Xiamen University, China and Ningbo Polytechnic, China 2010 Invited Lecture At the Institute of Higher Education, Xiamen University, China on March 15, 2010. Title: Models of Quality Assessment and Evaluation in Higher Education Systems Sponsor: Institute of Higher Education, Xiamen University, China 2010 Fulbright Lecture United States-India Educational Foundation (USIEF), Kolkata, India60th Anniversary Seminar Series, on February 18, 2010. Title: Gender Equity in Primary Education in West Bengal and Bangladesh: Educational Opportunities, Achievement Outcomes, and School Completion Rates. Audience: Education scholars, university-based faculty, policy-makers, leaders from K-12 and higher education institutions, including local Fulbright alumni. Sponsor: USIEF, Fulbright Commission, Washington, D.C. 2009 Panelist - Panel Discussion Institute of Medicine, The National Academy of Sciences, now the National Academy of Science, Engineering and Medicine (NASEM), Washington, D.C. on January 8, 2009. Title: Alternatives and Tradeoffs in Generating and Evaluating Evidence: Perspectives from Education. Sponsor: Institute of Medicine, Washington, D.C. 2008 Invited Lecture At the BRAC-Research and Evaluation Division (RED), Dhaka, Bangladesh on March 10, 2008. Title: Assessing Student Learning: Building Assessment Capacity in Bangladeshs Schools and Education Systems. Audience: The Directorate of Primary Education, National Board of Textbook and Curriculum Development, Ministry of Secondary Education, BRAC University-Institute for Educational Development, BRAC Education Programs and BRAC-Research and Evaluation Division. Sponsor: BRAC-RED and BRAC Education Programs 2008 Invited Special Lecture At the 12th International and 43rd National Conference of the Indian Academy of Applied Psychology, National Library, Kolkata, India on February 7, 2008. Title: Mixed-method Designs for Studying Effects of Complex Field Interventions: Criteria for Screening the Type and Grade of Evidence. Audience: International audience of educational scholars/faculty and psychologists in India. Sponsor: Indian Statistical Institute, Kolkata, India 2007 Invited Lecture At BRAC University-Institute for Educational Development, Dhaka, Bangladesh on February 12, 2007. Title: Assessment and Evaluation in School Organizations. Audience: Bangladeshi educational scholars/faculty, policy-makers, leaders from K-12 and higher education institutions. Sponsor: BRAC University-Institute for Educational Development 2007 Invited Lecture, Psychometric Research Unit, Indian Statistical Institute (ISI), Kolkata, India on January 22, 2007 to ISI faculty and students. Title: Using Structural Equation Modeling to Study the Internal Structure of Attitudinal Measures: The Teacher Readiness for Education Reform (TRER) Scales. Audience: International audience of faculty and scholars from ISI. Sponsor: ISI, Kolkata, India 2006 Panelist Panel discussion at the Inaugural Session of the American Educational Research Association (AERA), Mixed Methods SIG, at the AERA annual meeting on April 7, 2006 Title: Grades of Evidence in Effectiveness Research and How Mixed-method Designs Help Audience: AERA members. 2006 Panelist Conference closing panel discussion with Director of the Institute for Education Sciences, U.S. Department of Education and others at the annual meeting of the Eastern Evaluation Research Society, an affiliate of the American Evaluation Association, on April 29, 2006. Title: Rigorous Evaluations: Is There a Gold Standard? Audience: Eastern Evaluation Research Society members. 2004 Colloquium Speaker At a colloquium held at Fordham University, Department of Clinical Psychology and Psychometrics, Colloquium Series. February 28, 2004. Title: Designing and Validating Construct Measures using a Unified Process Model. 2003 Panelist At the American Educational Research Association (AERA)/Institute for Education Sciences (IES), Postdoctoral Fellows' Summer Retreat, August 15, 2003. Lecture Title (1): Instrumentation and Validity of Indicators. Lecture Title (2): Knowledge Production through Documentation and Evaluation (with Edmund W. Gordon). Audience: Postdoctoral fellows and AERA/IES members Host/Sponsor: AERA 2003 Invited Lecture At the Eastern Evaluation Research Society-An Affiliate of the American Evaluation Association, April 28, 2003. Title: Models and Methods for Examining Standards-based Reforms This talk was based on a lead article published in the Review of Educational Research, 2002). Sponsor: Eastern Evaluation Research Society 1991 Invited Panelist At the American Association of University Womens meeting, University of South Florida, 1991. Title: Continuous progress: New directions in elementary education at Pasco County. 1989 Invited Presentation At the Florida Council on Elementary Education, April, 1989. Title: Results of the developmental kindergarten study. PUBLICATIONS NOTE: Citation profile on Google Scholar is available at:  HYPERLINK "http://scholar.google.com/citations?user=gmRK3mMAAAAJ&hl=en" \t "_blank" http://scholar.google.com/citations?user=gmRK3mMAAAAJ&hl=en BOOKS AND BOOK-LENGTH MANUSCRIPTS: PEER-REVIEWED Chatterji, M. (in press). User-Centered Assessment Design: An Integrated Methodology for Diverse Populations. Guilford Publications, Inc., New York. Chatterji, M. (2019). A Consumers Guide to Testing under the Every Student Succeeds Act (ESSA): What Can the Common Core and Other ESSA Assessments Tell Us? University of Colorado, Boulder: National Educational Policy Center. See:  HYPERLINK "https://nepc.colorado.edu/publication/rd-assessment-guide" \t "_blank" https://nepc.colorado.edu/publication/rd-assessment-guide Chatterji, M. (Ed.) (2013). Validity and test use: An international dialogue on educational assessment, accountability, and equity. Bingley, UK: Emerald Group Publishing Limited. Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon/Pearson. PRINCIPAL PUBLICATIONS BY THEME: PEER-REVIEWED ARTICLES Instrument Design, Validation, Validity and Test Use Issues Chatterji, M., & Lin, M. (2018). Designing non-cognitive construct measures that improve mathematics achievement in grade 5-6 learners. A user-centered approach.Quality Assurance in Education,26 (1), 70-100. Chatterji, M., Tripken, J., Johnson, S., Koh, N. J., Sabain, S., Allegrante, J.P., & Kukafka, R. (2017). Development and validation of a health information technology curriculum: Toward more meaningful use of electronic health records. Pedagogy in Health Promotion, 3(3) 154166. 2016 Society for Public Health Education Chatterji, M. (2013). Bad tests or bad test use? A case of SAT use to examine why we need stakeholder conversations on validity. 911Թ College Record, 115 (9), 1-7. Wyer, P.W. & Chatterji, M. (2013). Designing outcome measures for the accreditation of medical education programs as an iterative process combining classical test theory and Rasch measurement. The International Journal of Educational and Psychological Assessment, 13 (2), 35-61. Chatterji, M., Graham, M.J, & Wyer, P.W. (2009). Mapping cognitive overlaps between Practice-Based Learning and Improvement and Evidence-based Medicine: An operational definition for assessing resident physician competence. Journal of Graduate Medical Education, 1 (2), 287-298. Graham, M.J., Naqvi, N., Harding, K., Encandela, J.A., & Chatterji, M. (2009). Systems-Based Practice defined: Taxonomy development and role identification for competency assessment of residents. Journal of Graduate Medical Education, 1 (1), 49-60. Chatterji, M. (2002). Measuring leader perceptions of school readiness for standards-based reforms and accountability. Journal of Applied Measurement, 3 (4), 455-485. Chatterji, M., Sentovich, C, Ferron, J., & Rendina-Gobioff, G. (2002). Using an iterative validation model to conceptualize, pilot-test, and validate scores from an instrument measuring Teacher Readiness for Educational Reforms. Educational and Psychological Measurement, 62, 442-463. Banerji, M. (2000). Construct validity of scores/measures of a developmental assessment in mathematics using classical and many-facet Rasch analysis. Journal of Applied Measurement, 1 (2), 177-198. Banerji, M. (1999). Validation of scores/measures from a K-2 developmental assessment in mathematics. Educational and Psychological Measurement, 59 (4), 694-715. Banerji, M. & Ferron, J. (1998). Construct validity of a developmental assessment made up of mathematical patterns tasks. Educational and Psychological Measurement, 58 (4), 634-660. Chatterji, M. (2013). Global forces and educational assessment: A foreword on why we need an international dialogue on validity and test use. In M. Chatterji (Ed.), Validity and test use: An international dialogue on educational assessment, accountability, and equity (pp. 1-14). Bingley, UK: Emerald Group Publishing Limited. Chatterji, M. (2013). Insights, emerging taxonomies, and theories of action to improve validity. In M. Chatterji (Ed.), Validity and test use: An international dialogue on educational assessment, accountability, and equity (pp. 273-308). Bingley, UK: Emerald Group Publishing Limited. Banerji, M., Smith, R.M., & Dedrick, R. F. (1997). Dimensionality of an early childhood scale using Rasch analysis and confirmatory factor analysis. Journal of Outcome Measurement, 1 (1), 56-86. Banerji, M. (1992a). Factor structure of the Gesell School Readiness Screening Test. Journal of Psychoeducational Assessment, 10 (4), 342-354. Banerji, M. (1992b). An integrated study of the predictive properties of the Gesell School Readiness Screening Test. Journal of Psychoeducational Assessment, 10 (3), 240-256. Evidence-Based Practices, Evidence Standards, Program Evaluations and Evaluation Methodology Chatterji, M. (2004). Evidence on what works: An argument for extended-term mixed method (ETMM) evaluation designs. Educational Researcher, 33 (9), 3-13. (Reprinted in Educational Researcher, 34 (5), 14-24, 2005).  Chatterji, M. (2002). Models and methods for examining standards-based reforms: Have the tools of inquiry answered the pressing questions on improving schools? Review of Educational Research, 72 (3), 345-386. Chatterji, M. (2008). Synthesizing evidence from impact evaluations in education to inform action: Comments on Slavin. Educational Researcher, 37 (1) 23-26. Chatterji, M. (2007). Grades of Evidence: Variability in quality of findings in effectiveness research on complex field interventions. American Journal of Evaluation, 28 (3), 3-17. Chatterji, M. (2009). Enhancing impact evidence on how global educational initiatives work: Theory, epistemological foundations, and guidelines for applying multi-phase, mixed-method designs. In K.B. Ryan & J. B. Cousins (Eds.). The SAGE International Handbook of Educational Evaluation (92-111). Thousand Oaks, CA: Sage Publications. Chatterji, M. (2016). Causal inferences on the effectiveness of complex social programs: Navigating assumptions, sources of complexity and evaluation design challenges, Evaluation and Program Planning, 56 (6) 128140. Chatterji, M., Green, L.W., & Kumanyika, S. (2014). L.E.A.D.: A framework for evidence gathering and use for the prevention of obesity and other complex public health problems. Health Education & Behavior, 41 (1) 85-99. First released on June 19, 2013. Chatterji, M., Kwon, Y.A., Paczosa, L., & Sng, C. (2006). Gathering evidence on an after-school supplemental instruction program: Design challenges, lessons, and early findings in light of NCLB. Educational Policy Analysis Archives, 14 (12). Chatterji, M. (2005). Applying the Joint Committee's 1994 standards in international contexts: A case study of educational evaluations in Bangladesh. 911Թ College Record, 107 (10), 2373-2400. Special Issue on New Perspectives in Program Evaluation. Banerji, M. & Dailey, R.A. (1994). A study of the effects of an inclusion program on Elementary students with specific learning disabilities. Journal of Learning Disabilities, 28 (8), 511-522. Pearson, C.L. & Banerji, M. (1993). Effects of a ninth-grade dropout prevention program on student academic achievement, school attendance, and dropout rate. Journal of Experimental Education, 61 (3), 247-256.  Educational equity, Achievement Gaps, and Proximal Diagnostic Assessments for Closing Learning Gaps Chatterji, M. (2006). Reading achievement gaps, correlates and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98 (3), 489-507. Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K-first grade sample. Educational Policy Analysis Archives, 13 (46). Chatterji, M. (2012). Development and validation of indicators of teacher proficiency in diagnostic classroom assessment. The International Journal of Educational and Psychological Assessment, 9 (2), 4-25. Special Issue on Teacher Assessments. Chatterji, M., Koh, N., Choi, L., & Iyengar, R. (2009) Closing learner gaps proximally with teacher- mediated diagnostic assessment. Research in the Schools, 16 (2), 60-77. Banerji, M., Anderson, R.H., & Kerstyn, C. (2000). Designing assessment systems for non-graded environments: Pedagogical foundations and classroom applications. National Forum of Teacher Education Journal, 10 (2), 19-39. Miscellaneous Topics, Mentoring Author Roles and Collaborative Publications: Peer-reviewed Hastie M.J., Kim, M., Katz, D., Lin, M., Chatterji, M. (2023). Survey Validation for Measuring Perceptions of Work-Related Factors That Influence Career Paths of Men and Women in Academic Anesthesiology. Anesthesia & Analgesia. E-pub ahead of print. PMID: 37224067. Lee,A., Goodman, S., Bauer, M., Minehart, R., Banks, S., Chen, Y., Landau, R., & Chatterji, M. (in review). Validity and Reliability Evidence on Parallel-Forms Test Scores for Assessing Novice Anesthesia Resident Knowledge Regarding General Anesthesia for Emergency Cesarean Delivery. Journal of Medical Education and Curricular Development. Pre-publication status. Lee,A., Landau, R., Goodman, S., Chen, C. &; Chatterji, M. (in press). A randomized controlled trial to compare electronic feedback alone vs. electronic feedback plus in-person debriefing, for a serious game designed to teach novice anesthesiology residents to perform general anesthesia for cesarean delivery. Simulation & Gaming. Pre-publication status. Lee, A., Chen, C. Chatterji, M. , Landau, R. (2023). Learning outcomes of a serious video game among novice anesthesiology residents: A battle of the sexes. Anesthesiology and Perioperative Science. Epub, pre-publication status. Zheng X, Siddiqui Z, Anderson N, Chen CM, Chatterji M, Smiley R, Landau R, Meng M.L. (2020), Check the blood pressure! An educational tool for anesthesiology trainees converting epidural labor analgesia to caesarian delivery anesthesia. Anesthesia and Analgesia Practice. A journal of the International Anesthesia Research Society. Popham, W. J., Berliner, D.C., Kingston, N., Fuhrman, S.H., Ladd, S.M., Charbonneau, J. & Chatterji, M. (2014). Can today's standardized tests yield instructionally useful data? Challenges, promises and the state of the art.Quality Assurance in Education 22 (4), 300-315. Pizmony-Levy, O., Harvey, J., Schmidt, W., Noonan, R., Engel, L., Feuer, M.J., Santorno, C., Rotberg, I., Ash, P., Braun, H., Torney-Purta, J., & Chatterji, M. (2014). On the merits of, and myths about, international assessments.Quality Assurance in Education, 22 (4), 316-335. Gordon, E. W., McGill, M.V., Sands, D.I., Kalinich, K., Pellegrino, J.W. , & Chatterji, M. (2014). Bringing formative assessment to schools and making it count.Quality Assurance in Education, 22 (4), 336-350. Caines, J., Bridglall, B.L., & Chatterji, M. (2014). Understanding validity and fairness issues in high stakes individual testing situations. Quality Assurance in Education, 22 (1), 5-18.  Bridglall, B.L., Caines, J., & Chatterji, M. (2014). Understanding validity issues in test-based models of school and teacher evaluation. Quality Assurance in Education, 22 (1), 19-30.2 Lin, M., Bumgarner, E., & Chatterji, M. (2014). Understanding validity issues in international large scale assessments. Quality Assurance in Education, 22 (1), 31-41.2 Koh, N.J., Reddy, V., & Chatterji, M. (2014). Understanding validity issues surrounding test-based accountability measures in the US. Quality Assurance in Education, 22 (1), 42-51.2 Chatterji, M. (2013). Education for All in West Bengal: Towards context-relevant quality indicators and evaluation policies for primary schools. Indian Journal of Educational Research, II (2), 36-55. Chatterji, M. (2012). Validation of a community-based comprehensive index of school readiness for entering kindergartners. The International Journal of Educational and Psychological Assessment, 10 (1), 6-34. Special Issue on Early Childhood Assessments. Ganguly, R. & Banerji, M. (2000). Hepatitis B infection and vaccine acceptance in university students. American Journal of Health Behavior, 24 (2), 96-107. Ganguly, R. & Banerji, M. (1998). Factors affecting influenza vaccination practices in public clinics. Florida Journal of Public Health, 10 (1), 17-21. Rushton, T.C., Ganguly, R., Sinnott, J.T., & Banerji, M. (1994). Barriers to immunization: An examination of factors that influence the application of pneumococcal vaccine by house staff. Vaccine, 12 (13), 1173-1179. Banerji, M. & Malone, P. (1993). Effects of a multi-agency intervention program on at-risk middle school students. ERS Spectrum: Journal of School Research and Information, 11 (4), 3-12. Banerji, M., & Barbery, M. (1990). Moving from the academic to the developmental paradigm in kindergarten education. Florida Association of Supervision and Curriculum Development Journal, 6 (Spring/Summer), 34-38. Banerji, M. (1988). Longitudinal effects of retention and promotion in kindergarten on academic achievement. Florida Journal of Educational Research, 30 (1), 59-72. EDITOR ROLES/SPECIAL ISSUES OF PEER-REVIEWED JOURNALS, INVITED CHAPTERS, POLICY BRIEFS, FOREWORDS/EDITORIALS Chatterji, M. (Ed.) (2013). When education measures go public: Stakeholder perspectives on how and why validity breaks down. 911Թ College Record, 115 (9). Chatterji, M. & Welner, K. G. (2014) (Guest Eds.). Validity, assessment and accountability: Contemporary issues in primary, secondary, and higher education. Quality Assurance in Education, 22 (1). Special Issue. Chatterji, M. (2014) (Guest Ed.). Issues in assessment, accountability and quality. Quality Assurance in Education, 22 (4). Special Issue. Dalrymple, J.F. & Chatterji, M. (2014). (Eds.). Editorial: Issues in assessment, accountability and educational quality (Special Issue). Quality Assurance in Education, 22 (4), 1-2. Dalrymple, J.F. & Chatterji, M. (2014). (Eds.). Foreword: Validity, assessment and accountability issues in primary, secondary and higher education. Quality Assurance in Education, 22 (1), 1-4. Chatterji, M. (2010). Evaluation Methodology. In P. Peterson, E. Baker, and B. McGaw (Eds.). International Encyclopedia of Education. Volume 3 (735-745), Oxford: Elsevier.* Chatterji, M. (2010). Review of Closing the Racial Achievement gap: Learning from Floridas Reforms. Boulder, CO: National Education Policy Center. Available at  HYPERLINK "http://nepc.colorado.edu/thinktank/learnin-from-florida" http://nepc.colorado.edu/thinktank/learnin-from-florida. Chatterji, M., Koh, N., & Iyengar, R. (2009). Logic models to support the empirical study of comprehensive education constructs. In E. W. Gordon and H. Varenne (Eds.). Theoretical Perspectives in Comprehensive Education-Volume II. New York, NY: Mellen Press. Chatterji, M. & Gordon, E.W. (2008). Educational Equity. In Vincent N. Parrillo (Ed.). Encyclopedia of Social Problems, Vol. 1, (Pp. 293-4). Thousand Oaks, CA: Sage Publications. Chatterji, M. (2005, April). Closing Floridas achievement gaps: Florida Institute of Education (FIE) Policy Brief 4. Jacksonville, FL: Florida Institute of Education at the University of North Florida. Chatterji, M. (2004, April). Good and bad news about Florida student achievement: Performance trends on multiple indicators since passage of the A+ legislation. Educational Policy Research Unit, Doc No. EPSL-0401-105-EPRU, Tempe, AZ: Educational Policy Studies Laboratory. COMMENTARIES, OP-ED ARTICLES, BLOGS AND BOOK REVIEWS Chatterji, M. (2014). Validity Counts: Lets mend, not end, educational testing. Education Week, Issue 24. Op-ed published on March 12, 2014, and archived at:  HYPERLINK "http://www.edweek.org" www.edweek.org. Chatterji, M. (2014). Validity, test use, and consequences: Pre-empting a persistent problem. In Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century, blog posted at Education Weeks blog site on March 17, 2014: http://blogs.edweek.org/edweek/assessing_the_assessments . Chatterji, M. (2014). Formative classroom assessment and assessment for accountability: Finding a balance. In Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century, blog posted at Education Weeks blog site on May 16, 2014: http://blogs.edweek.org/edweek/assessing_the_assessments . Chatterji, M. & Harvey J. (2014). (Co-facilitators). Assessing the Assessments: K-12 Measurement and Accountability in the 21st Century. A blog featuring debate and dialogue between scholars and K-12 school officials/practitioners at Education Weeks blog site:  HYPERLINK "http://blogs.edweek.org/edweek/assessing_the_assessments" http://blogs.edweek.org/edweek/assessing_the_assessments  Chatterji, M. (2003). Instructor's Manual for Designing and Using Tools for Educational Assessment. Boston, MA: Allyn & Bacon/Pearson. (Supplement to 2003 book on assessment design). Chatterji, M. & Freda, P. (2003). Designing and Using Tools for Educational Assessment: A Computer Module. Available at:  HYPERLINK "http://www.columbia.edu/~mb1434/EdAssess.htm" http://www.columbia.edu/~mb1434/EdAssess.htm. (Supplement to 2003 book on assessment design). Chatterji, M. (2001). Review of Empowerment Evaluation by David Fetterman. Evaluation and Program Planning.  Banerji, M. & Hutinger, C.P. (1993). Managing classroom assessments: A computer-based solution for classroom teachers. Florida Educational Research Council: Research Bulletin, 25 (1), 31-43. TECHNICAL REPORTS, MANUALS, GUIDES (SELECTED): AERI reports/manuals (selected): Chatterji, M., Verdeli, H., & Cheng, B., Snyder, S., Neugebauer, R. & Tol, W. (2014). Psychometric quality of measures and instruments proposed for the evaluation of International Medical Corps Model on provision of comprehensive mental health services to displaced refugees in Jordan. New York, NY: Program of Clinical Psychology and AERI, 911Թ College, Columbia University. Lin, M., Liang, A., & Chatterji, M. (2014). A formative evaluation of the Howard Hughes Medical Institute (HHMI) urban health curriculum in two New York city schools. New York, NY: AERI, 911Թ. Chatterji, M., Tripken, J., Pao, L., Johnson, S., Koh, N., & Allegrante, J. P. (2012). Development and validation of a Health Information Technology (HIT) curriculum and assessments: Towards more meaningful use of patients electronic health records. New York, NY: AERI, 911Թ. Mata, J., Iyengar, R., & Chatterji, M. (2010). Evaluation protocol and tools manual: Chemung County School Readiness Project. New York, NY: AERI, 911Թ. Iyengar, R., & Chatterji, M. (2009). A psychometric analysis of the T-CRS and the COR scales/instruments: Chemung County School Readiness Project. New York, NY: AERI, 911Թ. Iyengar, R., & Chatterji, M. (2009). Supplementary predictive validity report: Baseline study of the Chemung County School Readiness Project. New York, NY: AERI, 911Թ. Mata, J., Iyengar, R., Bridglall, B., & Chatterji, M. (2009). Formative evaluation protocol and tools manual: The Global Educational Leadership Foundations (tGELF) programme. New York, NY: AERI, 911Թ. Chatterji, M., Bridglall, B., & Iyengar, R. (2010). A formative evaluation of the Global Educational Leadership Foundation (tGELF) programme in four pilot schools. New York, NY: AERI, 911Թ College, Columbia University. Chatterji, M., & Iyengar, R. (2009). Profiles of the 2007-08 kindergarten cohort at Chemung County: A baseline study using comprehensive indicators of school readiness. New York, NY: AERI, 911Թ. Chatterji, M., Mata, J. & Bowden, A.B. (2009). A case study of origins of the Chemung County School Readiness Project. New York: AERI, 911Թ. Chatterji, M. (2009). Quality and meaning of impact evidence on Read 180 Programs: An analysis of Institute of Education Sciences Striving Readers Year 2 Evaluation Reports. New York, NY: AERI, 911Թ.[Prepared for Scholastic Inc.) Chatterji, M. (2004). NCATE Standard 2 supplementary report: Design concepts and operation of the unit-level assessment system at 911Թ. New York: 911Թ. Chatterji, M., & Sng, C. (2004). Performance of teacher education candidates on 911Թ College standards and outcomes: Results for initial programs at decision point 1. New York: 911Թ. Chatterji, M., & Sng, C. (2004). Performance of teacher education candidates on 911Թ College standards and outcomes: Results for advanced programs at decision point 1. New York: 911Թ. Chatterji, M., Kwon, Y.A., & Cha, J. (2004). A preliminary study of outcomes of the Cognitive Tutor Mathematics Program in selected Brooklyn schools. Submitted to Carnegie Learning, Inc. New York: 911Թ. Chatterji, M., & Kwon, Y.A. (2002). A summative evaluation of the Kumon supplemental instructional program at P.S. 180. Submitted to Kumon, North America, Inc. New York: 911Թ. Chatterji, M. (2002). A formative evaluation of the Kumon supplemental instructional program at P.S. 180. Submitted to Kumon, North America, Inc. New York: 911Թ. Chatterji, M., & King, J.B. (2001). Data-based decision-making for the classroom. Submitted to Pinellas County Schools, Florida. New York: 911Թ. Prior technical reports, guides and manuals (selected): Banerji, M., & Design Team (Pasco County Schools). (1997). A guide for teaching and assessing Florida's Goal 3 standards: Level 1. Tallahassee, FL: Bureau of Curriculum, Instruction, and Assessment, Florida Department of Education. Banerji, M., & Design Team (Pasco County Schools). (1997). A guide for teaching and assessing Florida's Goal 3 standards: Level 2. Tallahassee, FL: Bureau of Curriculum, Instruction, and Assessment, Florida Department of Education. Banerji, M., & Design Team (Pasco County Schools). (1997). A guide for teaching and assessing Florida's Goal 3 standards: Level 3. Tallahassee, FL: Bureau of Curriculum, Instruction, and Assessment, Florida Department of Education. Banerji, M., & Design Team (Pasco County Schools). (1997). A guide for teaching and assessing Florida's Goal 3 standards: Level 4. Tallahassee, FL: Bureau of Curriculum, Instruction, and Assessment, Florida Department of Education. Banerji, M. (1995). Pasco 2001 assessment project: Pilot study 1. Teacher acceptance and perceived effectiveness of classroom assessment resources and Assessment Manager. Land O' Lakes, FL: District School Board of Pasco County.  Banerji, M. (1993). A study of the effects of an inclusion model on students with specific learning disabilities. Land O' Lakes, FL: District School Board of Pasco County. Pearson, C.L., & Banerji, M. (1990). Evaluation of the ninth grade program. Land O' Lakes, FL: District School Board of Pasco County. Banerji, M., (1989). Report of the five year needs assessment for in-service teacher education and staff development. Land O' Lakes, FL: District School Board of Pasco County. Banerji, M., (1989). Developmental kindergarten study. Land O' Lakes, FL: District School Board of Pasco County. GRANTS AND CONTRACTS RECEIVED: Funded Project and Sponsor/FunderProject Goals, Years, Grant Amount and RoleAERI Partnership with the Provosts Office and the Institute for Urban and Minority Education, 911Թ College for a centennial conference supported by the Spencer, Hewlett and William T. Grant foundations. Title: Learning and Thriving Across the Lifespan: A Centennial Celebration of the Intellectual Life and Legacy of Dr. Edmund W. Gordon The Minister of Education. Purpose: Co-host a virtual conference and publish proceedings for the E.W. Gordon centennial celebration. AERI Project, 2021-2022. The Spencer Foundation: $75,000, Principal Investigator The William T. Foundation: $25,000, Principal Investigator The Hewlett Foundation: $20,000, Co-Principal Investigator Contract with the Department of Anesthesiology at the Columbia University Medical Center Goals: Support the career development goals of Anesthesiology faculty by providing technical support/consultation in measurement, evaluation, statistics and research methods for preparing grant applications and publications. Annually renewable contract of $10,000-$15,000, AERI Project, 2018-2023. Foundation for Anesthesia Education Research (FAER). Sub-award. Title: A mixed-methods, randomized controlled trial comparing two methods of debriefing for a serious game designed to teach novice anesthesia residents to perform anesthesia for emergency caesarian delivery. Purpose: Serve as Primary Faculty Mentor to guide research proposed by Allison Lee, M.D., Department of Anesthesiology at the Columbia University Medical Center. $4918 (year 1); $7500 (year 2); $7500 (year 3); $7500 (year 4). Total=$27,418, 2017-23.911Թ College Global Investment Fund. Seed grant. Title: Addressing inequities through comprehensive, ecologically-based models of primary education: A capacity-building effort to support teacher education institutions in India. Goals: Deliver lectures/workshops and initiate possible multi-year partnership projects with the Columbia Global Center (CGC)-Mumbai to serve higher education institutions in India $8000, AERI Project, 2014-15. Principal Investigator Subcontract with the International Medical Corps (IMC). Title: Evaluating comprehensive mental health and psychosocial support services for vulnerable refugees. Goals: Select and validate outcome measures, and design a randomized field trial to evaluate the effectiveness of IMCs new health intervention model for displaced Syrian refugees at camps and urban centers in Amman, Jordan. $52,683. AERI Project, 2013-15. Co-Principal Investigator (with the Department of Clinical and Counseling Psychology, TC). Subcontract with Barnard College on the Howard Hughes Medical Institute project. Title: Hughes Science Pipeline Project for middle schools in New York City. Goals: Support the development and evaluation of the Hughes Science Pipeline Project. $31,998. AERI Project, 2013-17. Principal Investigator. National Science Foundation (NSF) REESE Program Award. Title: Improving validity at the nexus of assessment design and use: A proposal for an international conference and capacity-building institute in assessment and evaluation. Goals: Support the design/hosting of AERIs inaugural conference and publication of a volume with conference proceedings (with ETS as the co-sponsor). $124,747. AERI Project, 2011-12. Principal Investigator. Provosts Investment Fund Award, 911Թ. Title: Building capacity at home and abroad: A proposal for rotating institutes and conferences to disseminate cutting-edge knowledge in the assessment and evaluation sciences.Goals: To design and deliver AERIs inaugural training institute and publication of policy briefs $20,000. AERI Project, 2011-12 Principal Investigator. Educational Testing Service (ETS). Title: Educational assessment, accountability and equityConversations on validity around the world. Goals: Co-design/host AERIs inaugural conference with ETS at TC and publish proceedings. $52,200. AERI Project, 2011-12. Principal Investigator. Subcontract to TC and AERI from Office of the National Coordinator, United States Department of Health and Human Services, Washington, D.C. Curriculum Development Center award to the Department of Biomedical Informatics, Columbia University (Lead investigator). Goals: Co-lead the development and validation of curriculum goal frameworks and educational assessments in health information technology, and an evaluation protocol for future workforce training programs. $204,000, AERI Project, 2010-2012. Co-Principal Investigator (with the Department of Health and Behavior Studies, TC). The Nand and Jeet Khemka Foundation, India. Title: Design and Evaluation of a Curriculum for the Foundations Life Skills and Global Leadership Programme.Goals: Develop student outcome frameworks and curriculum-based assessments, perform a formative evaluation of pilot programs, and provide training/capacity-building in assessment and evaluation to staff. $754,000 (approx. half for the assessment and evaluation components). AERI Project. 2008-11. Co-Principal Investigator (with the Program of Social Studies and the Presidents office, TC). Fulbright Research Scholar - Award Competition #7410. Center for International Exchange of Scholars, Washington D.C. Title: Education for All (EFA) case studies on gender equity in selected primary schools in West Bengal, India and Bangladesh.Goals: Conduct case study research on gender equity issues in primary schools under the state/national governments EFA policy. $13,837. Fulbright Commission, 2007-08. Principal InvestigatorStemmler Fund of the National Board of Medical Examiners. Title: Designing cognitive measures of practice-based learning and improvement as an iterative process combining Rasch and classical measurement methods.Goals: Create and validate competency assessments for resident physicians in compliance with the Accreditation Council of Graduate Medical Associations standards. $145,000, AERI Project, 2006-09. Co-Principal Investigator (with the Center for Educational Research and Evaluation, Columbia University- College of Physicians and Surgeons). Community Foundation of Elmira/Corning/Finger Lakes areas. Title: The Chemung County School Readiness Studies. Goals: Conduct an evaluation of the county-wide school readiness project and support local instrument design/research efforts to examine inequities. $94,000, AERI Project, 2006-09. Principal InvestigatorNational Science Foundation-EREC Program Award 03-542. Title: Improving mathematics achievement in elementary/middle school students with systemic use of proximal assessment data. Goals: Conduct research, development and field-testing of the Proximal Assessment for Learner Diagnosis (PALD) model for closing learning gaps in Black/minority students, with classroom teachers in four schools in East Ramapo, NY. $501,925, 2005-2009. Principal Investigator. Sub-contract with the Family Services of Westchester, NY/U.S. Department of Education-funded program. Title: School-based mentoring program evaluation. Goals: Evaluate the long-term effects of the mentoring program on minority adolescents in the Peekskill School District, NY. $10,000 per year, 2004-07. Principal Investigator.Contract with the Carnegie Learning Corporation. Title: Cognitive Tutor program evaluation. Goals: Evaluate the effects of the Cognitive Tutor math program on student performance at 13 Brooklyn high schools. $20,155, 2003-2004. Principal Investigator.National Center for Educational Statistics (NCES). AERA Statistical Analysis and Policy Institute. April, 2002. Goals: Receive training with the ECLS database for conducting research on early childhood achievement gaps. $1500, Spring, 2002. Kumon North America, Inc. Title: Kumon program evaluations at Public School 180 in the Chancellor's District, Harlem, New York.Goals: Evaluate the effects of the Kumon supplementary math and reading programs. $28,750, 2001-2003. Principal Investigator. Pinellas County Schools, Florida, Goals 2000, district-level training grant. Title: Data-based decision-making in the classroom. Goals: Develop a training manual for teachers/leaders in basic statistical analysis and use of assessment data for educational decision-making. $29,000, 1999-2001. Principal Investigator Bureau of Teacher Education, Florida Department of Education. Title: Teacher Readiness for Statewide Assessment Reforms and its Influences on School Practices and OutcomesGoals: Conduct a large scale survey to evaluate needs related to state-initiated reforms in nine Florida school districts. $25,000, 1999-2001 Principal InvestigatorUniversity of South Florida, Division of Sponsored Research, Creative Scholarship Grants Competition for Faculty Title: Teacher and School Leader Readiness Levels for Statewide Assessment Reforms and its Influences on School Practices and OutcomesGoals: Conduct a large scale survey to evaluate needs related to state-initiated reforms in nine Florida school districts. $7500, 1999-2001 Principal InvestigatorUniversity of South Florida, Instructional Technology Grants Competition for Faculty. Center for Teaching Enhancement Title: Designing and Validating Educational Assessments: A Computer-based ModuleGoals: Design technology-based modules to teach courses in assessment/test design. $7500, 1997-1998 Principal InvestigatorBureau of Curriculum, Instruction, and Assessment, Florida Department of Education. Invitational grant awarded to the Pasco County School System Title: Developing Teacher-friendly Guides to teach with Floridas Goal 3 Standards and assess student achievement. Goals: To develop teacher guides at Levels 1-4, and deliver training to elementary and secondary school teachers. $67,000, 1995-1996. Project Leader and Primary Author. Florida Educational Research Council. Title: Evidence of Consequential Validity of Alternative Assessments Aligned to an Elementary Mathematics Curriculum: A Pilot Study. Goals: Conduct validation studies on the Pasco 2001 mathematics assessments for students. $2,060, 1994-95. Principal Investigator.  CONFERENCE PAPERS AND PRESENTATIONS NATIONAL AND INTERNATIONAL CONFERENCES (PEER-REVIEWED): Proximal, Diagnostic and Formative Assessments that Learners and 911Թ Can Use! Paper presented at an Invited Coordinated Session at the 2021 Annual Meeting of the National Council on Measurement in Education. A Virtual Event held on June 9, 2021. Knowing What Indigenous Students Know: Towards User-centered and Culturally Responsive Assessments Paper presented at an Invited Coordinated Session at the 2021 Annual Meeting of the National Council on Measurement in Education. A Virtual Event held on June 10, 2021. The Relative Effectiveness of Multilevel Interventions in Reducing Risks of Transmitting Lethal Viruses in Grade K-12 Communities and School-linked Populations: A Systematic Review and Best-Evidence Synthesis. (with Jamie Tracy and Gloria Willson) E-poster presentation at the Society for Public Health Education on April 9, 2021. Separate but (Un)Equal?Measurement Expertise vs. Policy Knowledgein Testing for Accountability (with Emily Forte, Susanne Lane, Martha Thurlow, Neal Kingston, Howard Everson and Aaron Pallas). 2020 Annual Meeting of the National Council on Measurement in Education. A Virtual Event held on September 11, 2020. Learning outcomes of a serious video game for anesthesia residents: a battle of the sexes. (with A. Lee, C, Chen, & R. Landau). 20th International Meeting on Simulation in Healthcare (IMSH 2019), held on January 18 - 22, 2020 at the San Diego Convention Center in San Diego, California, USA. Validity issues in large scale testing contexts: An analysis of stakeholder perspectives (with Meiko Lin and Emily Valente) at the annual meeting of the National Council on Measurement in Education (NCME) onApril 16, 2018in New York City, NY.3 Factoring in effects of Opportunity to Learn on students' mathematics achievement on the TIMSS using a unified framework (with Meiko Lin) at the annual meeting of the National Council on Measurement in Education (NCME) onApril15, 2018 in New York City, NY.3 Validating Relationships among Mathematics-related Self-Efficacy, Self Concept, Anxiety and Achievement in Young Learners. Paper presentation (with Meiko Lin) at the annual meeting of the National Council on Measurement in Education, April, 2016 at Washington, DC.3 Navigating Sources of Complexity and Assumptions Underlying Complex Social Programs: Methodological Notes on Making Generalizable, Causal Inferences. Paper presentation at an invited panel at the annual meeting of the American Evaluation Association, November, 2015 at Chicago, IL.3 A question of validity. Panel discussion at the annual meeting of the American Evaluation Association, October, 2013 at Washington, D.C.3 Development and validation of a Health Information Technology (HITECH) curriculum. Paper presentation at the annual meeting of the American Evaluation Association, October, 2013 at Washington, D.C.3** Measures and correlates of student- centered pedagogy: A construct validation study in Chinese secondary schools. Paper presented at the annual meeting of the American Education Research Association, April, 2013 held at San Francisco, CA.3 Cognitively based diagnostic classroom assessment model: A grounded theory analysis of teacher practices. Paper presented at the annual meeting of the American Education Research Association, April 28, 2013 at San Francisco, CA.3 Development of a cognitively based diagnostic classroom assessment model: A mixed method analysis. Paper presented at the annual meeting of the American Education Research Association, April 28, 2013 at San Francisco, CA.3 Development and validation of a health information technology (HIT) curriculum: Towards more meaningful use of electronic health records. A rapid poster presentation at the 34th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine on March 21, 2013.3 Survey-based non-cognitive measures for young respondents: Tackling errors using a multi-stage validation approach. Paper presented at the annual meeting of the National Council on Measurement in Education, April 16, 2012 at Vancouver, Canada.3 Bridging the evidence gap in obesity prevention: A framework for decision-making. Panel presentation with members of the Institute of Medicine, Expert Consensus Committee on Evidence Frameworks for Decision-making in Obesity Prevention, on November 11, 2010 at the annual conference of the American Evaluation Association, Health Evaluation TIG Business Meeting.3 Proximal Assessment for Learner Diagnosis (PALD): A study of teacher practices and early teacher and student outcomes. Paper presented at the annual meeting of the American Educational Research Association, March, 2008 at New York, NY.3 Cognitive pathways in mastering long division: A case study of grade 5-6 learners supported with the Proximal Assessment for Learner Diagnosis (PALD) approach. Paper presented at the annual meeting of the American Educational Research Association, March, 2008 at New York, NY.3 Proximal Assessment for Learner Diagnosis (PALD): Early teacher practices and outcomes of a classroom assessment intervention. Paper scheduled for presentation at the annual meeting of the American Evaluation Association, November, 2007 at Baltimore, Maryland.3 To what extent are mathematics achievement gaps in girls and boys closed with a teacher-delivered model of proximal diagnostic assessment? Paper presented at the national seminar on Gender Issues and the Empowerment of Women at the Indian Statistical Institute, India, Feb 1-3, 2007.3 Grades of evidence: Evaluating the quality of findings against methodological actions in effectiveness research. Paper presented at the annual meeting of the American Educational Research Association in April, 2006 at San Francisco, CA. Designing and validating measures of Teacher Attitudes towards Inclusive Education (TATIE) using an iterative process model. Paper presented at the annual meeting of the American Educational Research Association in April, 2005 at Montreal, Canada.3 Monitoring the effectiveness of New Yorks Written Composition Test in English (WCTE) using multi-facet Rasch measurement. Paper presented at the annual meeting of the American Educational Research Association in April, 2005 at Montreal, Canada.3 Documenting classroom processes and early effects of Dynamic Pedagogy: A study in selected elementary classrooms in New York. Paper presented at the annual meeting of the American Educational Research Association in April, 2005 at Montreal, Canada.3 Correlates of early school achievement: School- versus child-level factors that influence reading and mathematics achievement of ethnic minorities/non-minorities in first grade. Paper presented at the annual meeting of the American Educational Research Association in April, 2004 at San Diego, California.3 Evidence of what works in education: An argument for extended term mixed-method designs. Paper presented at the annual meeting of the American Evaluation Association, November, 2004 at Atlanta, Georgia.3 Gathering research-based evidence on a supplemental instruction program: A theory-driven quasi-experiment supported with classroom process data. Paper presented at the annual meeting of the American Educational Research Association in April, 2004 at San Diego, California.3 Applying the Joint Committee's evaluation standards to international, health, rehabilitation, and education programs. Paper presented at the annual meeting of the American Evaluation Association, November 9, 2002.3 Correlates of early childhood achievement: A comparison of different ethnic groups using the ECLS database. Paper presented at the annual meeting of the American Evaluation Association, November 9, 2002. Supported by the Institute for Urban and Minority Education, 911Թ.3 Examining the influences of readiness for state-initiated assessment reforms on school practices and outcomes. Paper presented at the annual meeting of the American Educational Research Association in April, 2001, at Seattle, Washington.3 Designing district-level assessment systems. Paper presented at the annual meeting of the American Educational Research Association, Classroom Assessment SIG, in April, 2000 at New Orleans.3 Examining construct validity of measures/scores using classical and many-facet Rasch approaches. Paper presented at the annual meeting of the American Educational Research Association in April, 1999 at Montreal, Canada.3 Outcomes of schooling accounting for population demographics, risk factors, and instructional program offerings: A path analysis. Paper presented at the annual meeting of the American Educational Research Association in April, 1999 at Montreal, Canada.3 Achievement in Grade K-2 classrooms implementing curriculum-based assessment reforms in mathematics. Paper presented at the annual meeting of the National Council on Measurement in Education in April, 1998 at San Diego, California.3 Achievement in grade 3-5 classrooms implementing curriculum-based assessment reforms in mathematics. Paper presented at the annual meeting of the American Educational Research Association in March, 1997 at Chicago, Illinois.3 Effects of an integrated classroom model on students with specific learning disabilities. Paper presented at the annual meeting of the American Educational Research Association in April, 1994 at New Orleans, Louisiana.3 Examining dimensionality of data from an early childhood scale using Rasch analysis and confirmatory factor analysis. Distinguished paper presentations of state educational research associations, at the annual meeting of the American Educational Research Association in April, 1994 at New Orleans, Louisiana.3 A program evaluation of a multi-agency intervention program for middle school at-risk students. Paper presented at the annual meeting of the American Educational Research Association in April, 1993 at Atlanta, Georgia.3 Predictive properties of the Gesell School Readiness Screening Test in samples from two treatment contexts. Paper presented at the annual meeting of the American Educational Research Association, Division D in April, 1991 at Chicago, Illinois.3 A study of the effects of a Ninth Grade Dropout Prevention Program: Trends on selected outcomes. Paper presented at the annual meeting of the American Educational Research Association, Division H, at Chicago, IL, April, 1991.3 A longitudinal study of the effects of a two year developmental kindergarten on academic achievement. Paper presented at the annual meeting of the American Educational Research Association, Division H, at Boston, MA, April, 1990.3 Profile of a developmental kindergarten. Presentation on the evaluation study of the Pasco County Developmental Kindergarten program, made at the annual conference of the National Association for the Education of Young Children in November, 1990 at Washington, DC.3 An assessment of the importance of Joseph Mayer Rice in American educational research. Paper presented at the annual meeting of the American Educational Research Association, SIG on Educational Research, its History, Philosophy and Ethics, at New Orleans, LA, April, 1988.3 REGIONAL/LOCAL CONFERENCES: Moderating effects of personal, school, and family protective factors on young childrens achievement. Paper presented at the Eastern Evaluation Research Societys annual conference, at Absecon, New Jersey in April, 2005.3 An application of multi-faceted Rasch measurement to monitor the effectiveness of the Written Composition Test of English (WCTE) in the New York City Department of Education. Paper presented at the annual conference of the Eastern Educational Research Association, in 2004 at Absecon, New Jersey. Teacher attitude towards inclusive education: An instrument design and construct validation study. Paper presented at the annual conference of the Eastern Educational Research Association, in 2004 at Absecon, New Jersey. Evaluating the effects of a middle school dropout prevention program. Paper presented at the annual conference of the Eastern Educational Research Association in February, 2001 at Hilton Head, North Carolina.3 Influences of readiness for state assessment reforms on school practices and outcomes Presenting Chair/Organizer. Papers presented at a symposium on State Assessment Reforms Studies, at the annual meeting of the Florida Educational Research Association, November, 2000 at Tallahassee, Florida.3 Explaining outcomes of schooling using a Context-Input-Process-Product framework: Empirical Validation of a Path Model. Paper presented at the annual meeting of the Florida Educational Research Association, November, 2000 at Tallahassee, Florida.3 Conceptualization, pilot-testing, and validation of an instrument to measure of Teacher Readiness for Educational Reforms. Paper presented at the annual conference of the Eastern Educational Research Association in February, 2000 at Clearwater, Florida.3 The development of an interactive, computerized module for teaching a graduate measurement course. Presented at the 21st Century Teaching Technologies Symposium in March 20, 1998 at the University of South Florida, Tampa, Florida. Designing instructionally useful assessment reports: A pilot study. Paper presented at the annual conference of the Eastern Educational Research Association in February, 1998 at Tampa, Florida.3 The development of a web-based, interactive module for teaching a graduate measurement course. Presented at a symposium on technology-based instruction at the annual meeting of the Florida Educational Research Association, November, 1997 at Orlando, Florida.3 Applying facets analysis to data from portfolio writing samples. Paper presented at a symposium on the Pasco County Language Arts Portfolio program, at the annual meeting of the Florida Educational Research Association, November, 1995 at St. Petersburg, Florida.3 Developing teacher-friendly guides for assessing Florida's Goal 3 standards. Presentation made at a symposium on Florida's Goal 3 assessment project, at the annual meeting of the Florida Educational Research Association, November, 1995 at St. Petersburg, Florida.3 Redesigning assessment programs to support classroom teaching: A conceptual model for school districts. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1994 at Tampa, Florida.3 Mapping writing development in primary children: Rasch applications on writing data from portfolios. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1994 at Tampa, Florida.3 Redesigning assessment programs in school districts: The Pasco 2001 assessment project. Symposium presentation the annual meeting of the Florida Educational Research Council, March, 1994 at Tampa, Florida.3 Examining dimensionality of data from an early childhood scale using Rasch analysis and confirmatory factor analysis. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1993 at Destin, Florida.3 Managing alternative assessments: A computer-based solution for classroom teachers. Presentation made at the annual meeting of the Florida Educational Research Council in March, 1993 at Gainesville, Florida.3 Meeting the assessment challenge in Project CHILD: An application in the Pasco County Schools. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991 at Clearwater, Florida.3 Factor structure of the School Work Culture Profile in elementary and secondary samples. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991 at Clearwater, Florida.3 A descriptive study of elementary and secondary school work cultures using the School Work Culture Profile. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1991 at Clearwater, Florida.3 A closer look at face validity. Paper presented at the annual meeting of the Florida Educational Research Association in November, 1986 at Tampa, Florida.3 COURSES Department of Organization and Leadership and Program of Social-Organizational Psychology, 911Թ College (2006-2022): ORL 5522 Evaluation methods I-Theory (Master's/Doctoral level) ORL 5523 Evaluation methods II-Seminar/Research Laboratory/Practicum (Doctoral level) ORL 5524 Instrument design and validation (Master's/Doctoral level) ORLJ 4009 Understanding behavioral research (Masters level, 2013, 2019 onwards) Departments of Clinical and Counseling Psychology and Human Development, 911Թ College (2001-2006): CCPJ 4066 Foundations of testing and accountability (2006-2012) HUDM 4050 Introduction to measurement (2001-2006) HUDM 5055 Evaluating institutions, programs, and curricula, I-Theory (2001-2006) HUDM 5056 Evaluating institutions, programs, and curricula, II-Research Practicum (2001-2006) HUDM 5053 Instrument design and validation seminar (2001-2006) Periodic: HUD 4120 Empirical methods of research (2001-2003) HUDM 6051 Psychometric theory I, classical test theory (2001-2002) New course development: HUDM 5564 Survey research methods SERVICE IN PROFESSION EDITORIAL ROLES Co-Editor and Guest Editor of Special Issues, Quality Assurance in Education (QAE, Term: 2014-2018) Emerald Group Publishing, UK. MEMBER- JOURNAL EDITORIAL BOARDS: Educational Researcher, a journal of the American Educational Research Association (AERA), 2006-09 Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education (NCME), 1995-97 Journal of Applied Measurement, a journal focusing on multi-disciplinary applications of Rasch measurement and classical test theory, 2001-2010 Research in the Schools, a journal of the Mid-South Educational Research Association, 2004-09 AD-HOC REVIEWER: Studies in Educational Evaluation (topical) 2015-present Comparative Education Review, a journal of the Comparative International Education Society (topical), 2011-present Journal of Educational Psychology, (topical) 2007-present Health Education & Behavior, (topical) 2009-present Journal of Graduate Medical Education, (topical) 2008-present 911Թ College Record, (topical) 2007-present Educational Evaluation and Policy Analysis, (topical) 2005-present, a journal of the AERA American Educational Research Journal, (topical) 2004-present, a journal of the AERA American Journal of Evaluation, a journal of the American Evaluation Association (AEA), (topical) 2004-present Educational Researcher, (topical) 2004-present , a journal of the AERA Evaluation and Program Planning (topical) 2001-present Educational Measurement: Issues and Practice, (topical) 1993-present Elementary School Guidance Journal, 1996-97 MEMBER OF GRANT PROPOSAL REVIEW PANELS: 2018 UK Research Institute- Medical Research Council Peer reviewer of grant proposals (Periodic-topical): Developing guidance for applying causal inference methods to longitudinal observational and experimental data with complex feedback loops 2005, 2010-present Grant Proposal Review Panel/Topical Reviewer, National Science Foundation, (Periodic-topical) 2010-present Discipline-based Proposal Review Panel, Center for International Exchange of Scholars (CIES), Fulbright Commission ADVISORY PANELS AND CONSULTING CONTRACTS (OUTSIDE AGENCIES) 2019 Technical Advisor/ Measurement-Evaluation Consultant Accenture Global HR , New York, US 2016 Technical Advisor/ Measurement-Evaluation Consultant Centro Nacional De Evaluacin Para La Educacin Superior (CENEVAL), Mexico City, Mexico, October 25-27, 2016. 2015-17 Member-Editorial Advisory Board for Publications National Education Policy Center (NEPC) at the University of Colorado, Boulder. 2015-16 Member- Technical Advisory Board, New York City Performance Series. Computer adaptive test development for bilingual populations for Scantron Inc., and NYC Board of Education 2006-12 Measurement and Evaluation Consultant, Scholastic Publishing, Inc., New York. Conduct critical reviews of national research reports and evaluations of Scholastics reading and mathematics programs (2008-10). Conduct psychometric reviews of the Scholastic Reading Inventory and Scholastic Phonics Inventory (2014) 2010-11 Member, Advisory Panel, Great Public School IndicatorsEducational Assessment Committee. National Education Association, Washington, D.C. 2008-10 Member, Expert Consensus Committee on Evidence Frameworks for Obesity Prevention Decision-making, Institute of Medicine, now The National Academies of Science, Engineering and Medicine, Washington, D.C. (Food and Nutrition Board) Report: Bridging the evidence gap in obesity prevention: A framework for decision-making. This report, published on April 23, 2010, was based on a two-year expert consensus study and co-authored by committee members. 2008-09 Member, National Advisory Panel (Research Methods Task Force) Robert Wood Johnson Foundations study on synthesizing evidence for policies on nutrition awareness and obesity prevention. 11/2007 Member, Planning Committee on Evidence Frameworks for Obesity Prevention Decision-making, Institute of Medicine, The National Academy of Sciences, Washington, D.C. (Food and Nutrition Board). 2006-10 Senior Research Advisor, Center for Social and Emotional Education, New York. Provide consultation on instrumentation and validation programs. 2005-08 Measurement/Evaluation Consultant, Bangladesh Rural Advancement Committee (BRAC). Provided lectures and workshops at BRAC University- Institute for Educational Development, BRAC Education Programs and BRACs Research and Evaluation Division. 2005-08 Measurement and Evaluation Consultant, Columbia University, School of Medicine-Center for Educational Research and Evaluation (CERE) Provide consultation on instrument design, validation and assessment system development for accreditation of resident preparation and undergraduate medical education programs. Provided support via graduate students. 2/2004-6/2005 Measurement Consultant, Survey Research Group at The Channing-Bete Co., MA. 4/2004 Evaluation Consultant, Mid-continental Regional Educational Laboratory (MCREL), Oregon Provide advice on conducting a research review on standards-based educational reforms in the United States. 9/2002-2006 Measurement Consultant, Ballard & Tighe Test Publishers, California Serve on technical advisory board (design of large scale language tests). 2002-03 Member of International Advisory Panel Support the launching of BRAC University- Institute for Educational Development (IED), Dhaka, Bangladesh. 8/2001-4/02 Evaluation Consultant, Columbia University, Asst. Provost's office and Metro Teaching and Learning Corp. Develop proposals for formative and summative studies of the Metro reading curriculum at selected schools in District 9, Bronx, New York. 4/2002 Measurement Consultant, Columbia University, School of Business Provide faculty development seminar in testing, assessment, and grading. 9/2001 Measurement Consultant, Ministry of Education, Jamaica Contact: Charmers Thompson Consultant for test development for GED (HEART) program. 1998-2001 Measurement Consultant, Department of Curriculum and Instruction Services, (Goals 2000: Student Achievement Grant), Pinellas County School System, Florida Conduct assessment design workshops for teachers and content experts (1998-2000). Develop training manual and deliver training to help teachers use data for classroom decision-making (2001). 7/2000 Measurement Consultant, Department of Staff Development, Hernando County School System, Florida Provide training in assessment design as a part of curriculum reform projects. Develop training manual and deliver training to help teachers use data for classroom decision-making. 6/1998-8/98 Measurement Consultant, IBM Corporation (Network Services and Skills Group), Tampa, Florida Provide training in assessment design to trainers in the Network Services and Skills Group. Review tests for content-validity. 4/1998 Measurement Consultant, Osceola County School System, Florida Provide training in assessment design as part of a local curriculum reforms. 1/1996-4/97 Measurement Consultant, Department of Curriculum and Instruction Services, Pasco County School System, Florida Author five studies on a district-initiated assessment reform project (Pasco 2001 Assessment Project). Each report presents validity and reliability data on mathematics assessments for K-5 levels. 5/1996-11/96 Evaluation Consultant, Manatee County School System, Florida Conduct a district-wide needs assessment study for Safe and Drug-free Schools programs. 5/1995-1/97 Project Leader and Primary Author, Bureau of Curriculum, Instruction and Assessment, Florida Department of Education (See also grants and technical manuals/reports.) Develop teacher-friendly guides for teaching and assessing with Florida's Goal 3 standards. 7/1992-7/96 Evaluation Consultant, Center for Excellence, Miami Museum of Science Conduct three state and national program evaluation studies of the Intech program. 11/1992-95 Research Consultant, Department of Internal Medicine, University of South Florida College of Medicine Assist with vaccine survey research, questionnaire development, and data analysis. 7/1990-12/91 Research Associate, School Management Institute led by Drs. K.J. Syder and R.H. Anderson, University of South Florida Write proposals for research grants; conduct applied research on the School Work Culture Profile and Managing Productive Schools Program. 2/1991-8/92 Evaluation Consultant, West Central Regional Management Development Network, University of South Florida Conduct formative and summative evaluation of the Hillsborough County Teacher Mentoring program. 8/1988-8/1992 Evaluation Consultant, Department of Health Education, Sarasota County Schools, Florida (1989, 1990, 1992) Assist with/conduct survey research on substance abuse prevention programs in middle and high schools. 5/1986-12/86 Measurement Consultant, Hillsborough County Sheriff's Office, Tampa, Florida. Developed competency tests for law enforcement officer promotion. SUPERVISORY EXPERIENCE AT THE DOCTORAL LEVEL Major Advisor/Sponsor at 911Թ: Meiko Lin (Ed.D., 2018) Interdisciplinary Studies in Education at 911Թ College Title: Examining the influences of Yutori Education in Japan on Opportunity to Learn (OTL) and student achievement on the TIMSS: A Mutiple Cohort Analysis Nancy Koh (Ph.D., 2012) Department of Organization and Leadership; Leadership, Policy and Politics concentration of the Educational Leadership program at 911Թ College Title: Validation of a theoretical model of diagnostic classroom assessment: A mixed-methods study. Mei Luo (Ph.D., 2012) Department of Organization and Leadership; Leadership, Policy and Politics concentration of the Educational Leadership program at 911Թ College Title: Reforming curriculum in China: Examining the relationship between teacher implementation of student centered pedagogy and a centralized performance evaluation system. Samantha Boris (Ph.D., 2008) Department of Clinical and Counseling Psychology, Program of Clinical Psychology Title: Measuring and examining correlates of attitudes towards mind-body connectivity in the pain experience. Young Ae Kwon (Ed.D., 2004) Department of Human Development, Measurement and Evaluation Program Title: Protective factors that moderate academic risk levels in young children: HLM applications with the Early Childhood Longitudinal Study (ECLS) K-First Grade data set. Clarice Sng (Ed.D., 2004) Department of Human Development, Measurement and Evaluation Program Title: Teacher Attitude Towards Inclusive Education (TATIE): An instrument design and construct validation study. Stephen Hetherman (Ed.D., 2004) Department of Human Development, Measurement and Evaluation Program Title: An application of multi-faceted Rasch measurement to monitor the effectiveness of the Written Composition Test of English (WCTE) in the New York City Department of Education. Dissertation advisement: Served as examiner, reader or second committee member on 60+ Ph.D., Ed.D., and other doctoral dissertation committees at 911Թ College and Columbia University-School of Social Work and College of Nursing. (2001-22). Directed research/independent studies offered at 911Թ College and Columbia University (2001-22): Worked with 35+ advanced graduate students and continuing. Masters Degree, Thesis Advisor, (2004): Quantitative Methods in the Social Sciences (QMSS) program, School of International and Public Affairs, Columbia University. Faculty Advisor to Milbank Fellows (2003) at TC: -Young Ae Kwon -Clare Sng Study Title: An assessment of needs and behaviors of Milbank Memorial Library users and patrons Submitted to Interim Director of Milbank Library, August, 2003. Graduate students supported by grant-funded or contracted projects at 911Թ College and AERI: 30+ assistantships/fellowships. Dissertation/thesis advisement experience at the University of South Florida: 10 students Directed research courses at the University of South Florida: 5 students. SERVICE IN THE UNIVERSITY COLUMBIA UNIVERSITY: Columbia Global Centers (CGC): Faculty Steering Committee, 2012-present Member, Search Committee for Research Fellows (Diabetes Research and Measurement), College of Physicians and Surgeons, Columbia University, 2012-13 TEACHERS COLLEGE, COLUMBIA UNIVERSITY: Ed.D. Doctoral Degree Programs -Oversight Committee, TC 2018 Reviewer/Member, Doctoral Student Applications/Admissions Committee, and Community Development Committee at the Program of Social-Organizational Psychology, TC 2012- 22 Member, Steering Committee for International Affairs, TC, 2014-2017 Elected member of the Faculty Salary Committee- 2012-15 Chair of the Faculty Salary Committee, 2012-13 Fulbright Research Fellowships- Student Proposal Review Committee at TC. 2011, 2012, 2013, 2014-22 Member of Selection Committee for Policy Research Fellows (Student award- application review committee, EPSA), 2010-15 Elected Member and Co-Chair of Sub-committee on Race, Culture and Diversity of the Faculty Executive Committee (FEC) 2001-2004; 2010-11; 2016-18 Chair, Research Advisory Sub-committee of the College-wide Task Force for Diversity and Anti-Discrimination Policies convened by the Provost and President, 2010-11. Member, Study Group on Centers and Institutes, convened by the Provost at 911Թ College, Fall, 2009-10 Member, International Advisory Committee, convened by the President of 911Թ College, Fall, 2008-10 Member of the College-wide Research Advisory Committee (RAC), 2004-10 Elected member of Committee for Community and Diversity, 2007-08 Elected member of Faculty Advisory Committee (FAC), 2004-06 Elected member of Committee for Community and Diversity, 2004-05 Informal member of policy studies curriculum development group and Policy Advisory Committee, Office of Policy and Research, 2003-05 911Թ College Accreditation Team- Faculty Consultant in Assessment. Led and provided consultation on designing an assessment system to meet accreditation requirements set by the National Council for Accreditation of Teacher Education, for TC's 22 teacher education and school-based professional preparation programs, 2002-04 Associate Research Scientist- Institute for Urban and Minority Education (IUME) Conducted/supported studies on minority and disadvantaged populations. Mentored junior colleagues, graduate students and post-doctoral fellows at IUME. Provided consultancy to IUME projects on measurement and evaluation issues, 2002-05 Curriculum development in Measurement, Evaluation, and Statistics program (MES): Developed course sequences for evaluation specialty tracks within the MES program in Human Development, 2002-06 Faculty Advisor, Milbank Library Fellows Program, 2002-03 Taught summer courses in program evaluation for the Inquiry in Educational Administration program in Educational Leadership, 2002-05 FEC Representative on College Safety Committee, 2001-02 Faculty Search (participant), Dept. of Human Development, Measurement Program, 2001-02 Faculty Search Committees-Member, Program of Counseling Psychology, 2001, 2003, 2004, 2005 Faculty Search Committee-Member, Program of Social-Organizational Psychology, 2005-06 PAST SERVICE WITH FLORIDAS ASSESSMENT REFORM PROJECTS STATE TASK FORCES/COMMITTEES: Member, Assessment Design Team, Blueprint 2000. Developing an Interpretive Guide for the Goal 3 Standards (Contract managed by Hillsborough County Schools, Florida), 1994 Member, Assessment Design Team, School Year 2000 (Led by Florida State University, 1993-1995) Member, Evaluation Design Team, School Year 2000 (Led by Florida State University, 1993-1995) STATE ASSESSMENT WORKSHOPS: School Enhancement Institutes (Centennial Academy) Developed and delivered assessment training for classroom teachers in continuous progress elementary programs. July, 1993 and July, 1994. Sponsored by the Bureau of Teacher Education, Florida Department of Education. Florida Educational Technology Conference: School Improvement through Technology. Pre-session sponsored by the Bureau of Teacher Education, Florida Department of Education. February, 1993 and February, 1994. MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS American Evaluation Association (AEA): 2000-present Played various service roles over time. American Educational Research Association (AERA): 1986-present Played various service roles at AERA over time. Most recent: Member, Robert L. Linn Distinguished Address Award Committee of Division D (2016-18). Eastern Evaluation Research Society (EERS), and affiliate of the American Evaluation Association: 2002-10 Member of the Board, 2004-06 Annual Conference Program Committee Member, 2005-06 National Council on Measurement in Education (NCME): 1987-present Florida Educational Research Association (FERA): 1986-2000 Chair of Researcher of the Year Committee, 1997 Member of Researcher of the Year Committee, 1996 Chair of Professional Development and Training Committee, 1993 Conference proposal reviewer and/or discussant 1991-1997, 1999 Nominated as candidate for FERA president, 1997 Florida Educational Research Council (FERC): 1990-95 Florida Public Health Association (FPHA): 1999-2000  Published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present 1 Published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present 1 Published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present  These are peer-reviewed versions of policy briefs produced from AERIs inaugural conference held in 2012 and moderated blogs hosted by AERI in 2014. 1 Published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present 1 Published as Madhabi Banerji from 1990-2000 and as Madhabi Chatterji from January, 2001-present 3Peer-reviewed papers and presentations 3Peer-reviewed papers and presentations 3Peer-reviewed papers and presentations 3Peer-reviewed papers and presentations 3Peer-reviewed papers and presentations      PAGE 14  "#=γhS9$)hM>Ih (B*CJOJPJQJaJph2jhM>Ih (B*CJOJPJQJUaJph)hM>IhwB*CJOJPJQJaJph,hMhw5B*CJOJPJQJaJph4hMhP(C5B*CJOJPJQJaJmH phsH 1hM>Ih+2B*CJOJPJQJaJmH phsH 4hM>IhJ25B*CJOJPJQJaJmH phsH 4hM>Iha75B*CJOJPJQJaJmH phsH ,hM>Ihw5B*CJOJPJQJaJph hH  e f " 2 M ^`gdJ2m$gdJ2m$@&gdJ2m$$^`a$gda7m$ $a$gda7m$$ P@&a$gdwm$=@NOVYefhiѷtV=V)V&hM0JCJOJPJQJaJmH sH 1hM>Ih=B*CJOJPJQJaJmH phsH :jhM>Ih=B*CJOJPJQJUaJmH phsH 1hM>IhP(CB*CJOJPJQJaJmH phsH ,hM>Ih (0JCJOJPJQJaJmH sH $hM>Ih (0JCJOJPJQJaJ2jhM>Ih (B*CJOJPJQJUaJph)hM>Ih (B*CJOJPJQJaJph1hM>Ih (B*CJOJPJQJaJmH phsH   H [    ѼqX@@/hM>IhJ26B*CJOJPJQJ]aJph1hM>IhoB*CJOJPJQJaJmH phsH 1hM>IhJ2B*CJOJPJQJaJmH phsH 4hM>IhJ25B*CJOJPJQJaJmH phsH ,hM>IhJ25B*CJOJPJQJaJph)hM>IhJ2B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>wB*CJOJPJQJaJmH phsH  , - e f l r s  ! " 2 M N S  H I [ 꺟꺟mmXX(hM>IhJ25B*CJOJQJaJph0hM>IhJ25B*CJOJQJaJmH phsH 1hM>IhJ2B*CJOJPJQJaJmH phsH 4hM>IhJ25B*CJOJPJQJaJmH phsH ,hM>IhJ25B*CJOJPJQJaJph1hM>IhP(CB*CJOJPJQJaJmH phsH )hM>IhJ2B*CJOJPJQJaJph"M N I J l m x y 9yzgdJm$^`gdm$gdm$@&gdwm$  & FgdMm$  & FgdJ2m$@&gdJ2m$`^``gdJ2m$gdJ2m$[ s t u  & : B I J U Z 缣u^ҼG,hM>IhJ25B*CJOJPJQJaJph,hMhM5B*CJOJPJQJaJph(hMhJ25B*CJOJQJaJph0hMhJ25B*CJOJQJaJmH phsH 0hM>Ih15B*CJOJQJaJmH phsH *hM5B*CJOJQJaJmH phsH (hM>IhJ25B*CJOJQJaJph0hM>IhJ25B*CJOJQJaJmH phsH Z ] ^ a k l m w x y ιιrYC+/hh56B*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH 1hM>IhJB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>J2B*CJOJPJQJaJmH phsH (hM>IhJ25B*CJOJQJaJph0hM>IhJ25B*CJOJQJaJmH phsH 0hM>Iha75B*CJOJQJaJmH phsH  12679Ϸ{bK21hM>IhB*CJOJPJQJaJmH phsH ,hM>Ih6B*CJOJPJQJaJph1h56B*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph)hM>IhB*CJOJPJQJaJph)h56B*CJOJPJQJaJph/hM>Ih56B*CJOJPJQJaJph/hh56B*CJOJPJQJaJph0hL, 56B*CJOJQJaJnHo(phtH9BCghwxyz~ԮfK3/hM>IhJ56B*CJOJPJQJaJph4hM>IhJ6B*CJOJPJQJaJmH phsH 1hM>Ih%8QB*CJOJPJQJaJmH phsH 1hM>IhJB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH )hhB*CJOJPJQJaJph hh0JCJOJQJaJ.jhhB*CJOJQJUaJph%hhB*CJOJQJaJph &+JʯhS>%S1hM>IhP(CB*CJOJPJQJaJmH phsH )hM>Iha7B*CJOJPJQJaJph)hM>IhJB*CJOJPJQJaJph1hM>Iha7B*CJOJPJQJaJmH phsH 1hM>IhfB*CJOJPJQJaJmH phsH )hM>IhfB*CJOJPJQJaJph4hM>IhJ6B*CJOJPJQJaJmH phsH 4hM>IhThE6B*CJOJPJQJaJmH phsH 4hM>IhZ#6B*CJOJPJQJaJmH phsH  Kc>f1-@ 1$7$8$H$^@ gd=om$ & Fgd6Um$^`gdJ2m$ @ ^@ gdJ2m$^`gdJ2m$gdJ2m$  & FgdV$m$ p^pgdV$m$ p^pgd~m$JKac>f)*./1Aؿx`Ix8!hM>IhBB*CJPJaJph,hM>IhJ26B*CJOJPJQJaJph/hM>IhJ256B*CJOJPJQJaJph1hM>IhJ2B*CJOJPJQJaJmH phsH )hM>IhJ2B*CJOJPJQJaJph1hM>Ih6UB*CJOJPJQJaJmH phsH 1hM>IhV$B*CJOJPJQJaJmH phsH )hM>IhV$B*CJOJPJQJaJph#hJB*CJOJPJQJaJphAYbc˾ߥ{j[L[@hmc^B*CJaJphhM>IhP(CB*CJaJphhM>IhJB*CJaJph!hM>IhJB*CJPJaJph)hM>IhJ2B*CJOJPJQJaJph)hM>IhJB*CJOJPJQJaJph1hM>IhJ2B*CJOJPJQJaJmH phsH hM>IhJ20JCJaJ&jhM>IhJ2B*CJUaJphhM>IhJ2B*CJaJph!hM>IhJ2B*CJPJaJphLWbpyz29@AλλλΘ΅vgXgvIvhM>IhP(CB*CJaJphhM>IhXJB*CJaJphhM>IhBB*CJaJphhM>IhB*CJaJph$hM>Ih=o6B*CJPJaJphhmc^6B*CJ_H aJph$hM>Ih"-^6B*CJ_H aJph$hM>Iha76B*CJ_H aJph$hM>Ih=o6B*CJ_H aJphhM>IhJB*CJaJphhM>IhfB*CJaJphAes !%,-ο΃jUj)hM>Ih6UB*CJOJPJQJaJph1hM>Ih6UB*CJOJPJQJaJmH phsH hM>IhJB*CJaJphhM>Ih=oB*CJaJphhM>Ih6UB*CJaJphhM>IhZ#B*CJaJphhM>IhP(CB*CJaJphhM>IhB*CJaJph!hM>IhP(CB*CJPJaJph!hM>Ih=oB*CJPJaJph8BrXgdwm$@ 1$7$8$H$^@ gd(Vm$^`gd6Um$p1$7$8$H$^pgdmc^m$  & Fgdmc^m$  & FgdBm$ ^`gd=o^`gdDdm$gdDdm$gd6Um$^`gdJm$Ѹќ~cJ1Jc11hM>Ih=oB*CJOJPJQJaJmH phsH 1hM>Ih6UB*CJOJPJQJaJmH phsH 4hM>Ih6U6B*CJOJPJQJaJmH phsH :hM>Ih6U56>*B*CJOJPJQJaJmH phsH 7hM>Ih6U56B*CJOJPJQJaJmH phsH 1hM>IhkB*CJOJPJQJaJmH phsH )hM>Ih6UB*CJOJPJQJaJph1hM>IhJ2B*CJOJPJQJaJmH phsH   "16789ͺ͔|k|\C-+hmc^B*CJOJPJQJaJmH phsH 1hM>IhBB*CJOJPJQJaJmH phsH hM>IhBr'B*CJaJph"""!jhM>Ih=o0JCJUaJhM>Ih=o0JCJaJhM>Ih=oCJaJjhM>Ih=oCJUaJ-hM>Ih=oB*CJOJQJaJmH ph"""sH %hM>Ih=oB*CJOJQJaJph"""1hM>Ih=oB*CJOJPJQJaJmH phsH 1hM>IhDdB*CJOJPJQJaJmH phsH @AB /@DN]qr͞ͅllllllS1hmc^hBB*CJOJPJQJaJmH phsH 1hM>IhP(CB*CJOJPJQJaJmH phsH 1hM>Ih7]B*CJOJPJQJaJmH phsH +hmc^B*CJOJPJQJaJmH phsH 1hM>Ihw;"B*CJOJPJQJaJmH phsH 1hM>IhBr'B*CJOJPJQJaJmH phsH 1hM>IhBB*CJOJPJQJaJmH phsH 浠tX?&1hM>Ih6UB*CJOJPJQJaJmH phsH 1hM>Ih=oB*CJOJPJQJaJmH phsH 7hmc^h=o56B*CJOJPJQJaJmH phsH )hmc^h6UB*CJOJPJQJaJph,hmc^h=o6B*CJOJQJ_H aJph)hmc^h=oB*CJOJPJQJaJph/hmc^h6U56B*CJOJPJQJaJph1hmc^hBB*CJOJPJQJaJmH phsH 1hmc^hmc^B*CJOJPJQJaJmH phsH   -LMVWX٨tY>#4hM>Ihw6B*CJOJPJQJaJmH phsH 4hM>Ih#6B*CJOJPJQJaJmH phsH 4hM>IhBr'6B*CJOJPJQJaJmH phsH 7hM>IhS"56B*CJOJPJQJaJmH phsH /hM>Ih#56B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>IhJB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph!hM>Ih(VB*CJPJaJph X]|}~ռu]FuFuF+4hM>IhP6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>#B*CJOJPJQJaJmH phsH 1hM>Ih3B*CJOJPJQJaJmH phsH 1hM>Ih6UB*CJOJPJQJaJmH phsH )hM>Ih6UB*CJOJPJQJaJph)hM>Ih#B*CJOJPJQJaJphX~-Lst=l2 p^pgdwm$^`gdwm$gdwm$gd#m$^`gd#m$ p^pgd3m$+-Lrst~<=lԾԍԍv]G+hbB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>IhM>IB*CJOJPJQJaJmH phsH +hwB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ,>P6B*䴳ʴϴ"'12:<ռաqXXB-)hM>IhAB*CJOJPJQJaJph+hbB*CJOJPJQJaJmH phsH 1hM>Ih3B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>IhFB*CJOJPJQJaJmH phsH 4hM>IhF6B*CJOJPJQJaJmH phsH 1hM>Ih'fB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph)hM>Ih3B*CJOJPJQJaJph"#x  AGHoq%&0^ѸџѸѸѸцѸmѸU/hM>Ihw56B*CJOJPJQJaJph1hM>Ih4*B*CJOJPJQJaJmH phsH 1hM>Ih74]B*CJOJPJQJaJmH phsH 1hM>Ih'fB*CJOJPJQJaJmH phsH 1hM>Ih3B*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>wB*CJOJPJQJaJmH phsH A%&j=>< =!>!n!!!!"gdwm$ p^pgdwm$^`gdwm$^ij=>H   ; < w ԻԢԊuԢԊYYԻ7hM>Ih =56B*CJOJPJQJaJmH phsH )hM>Ih3B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>Ih3B*CJOJPJQJaJmH phsH 1hM>Ih74]B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw5B*CJOJPJQJaJph =!>!H!m!n!!!!!!""""" "Ѽr[rIII#hbB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>IhW]>B*CJOJPJQJaJmH phsH 1hM>Ih3B*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>wB*CJOJPJQJaJmH phsH )hM>Ih74]B*CJOJPJQJaJph"""" "!"K"L"p""~#####e$$$$%3%%%gdwm$ @&^gd6Xm$ ^gdwm$ ^gdwm$@&^`gdwm$@&gdwm$ "!"2"8">"J"K"L"f"k"n"o"p""ư~fO7Of&!hM>IheB*CJPJaJph.hb5B*CJOJPJQJaJmH phsH ,hM>Ihw5B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>IhwB*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH +hbB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ#b*䴳ʴϴ#Ihw5B*CJOJPJQJaJph7hM>Ih+256B*CJOJPJQJaJmH phsH /hM>Ihw56B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph hM>Ihw6B*CJaJphhM>IhwB*CJaJph hM>Ihw>*B*CJaJph$hM>Ihw>*B*CJPJaJph!hM>IheB*CJPJaJph!hM>Ih#}B*CJPJaJph ####$$$Q$]$c$d$e$j$k$дppWp>#>4hbhI6B*CJOJPJQJaJmH phsH 1hM>IhIB*CJOJPJQJaJmH phsH 1hb6B*CJOJPJQJ]aJmH phsH /hM>Ihw6B*CJOJPJQJ]aJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph7hM>Ih+256B*CJOJPJQJaJmH phsH )hM>Ih+2B*CJOJPJQJaJph4hM>Ihw5B*CJOJPJQJaJmH phsH  k$z$$$$$$$$$$$%渡tXA*,hM>Ih+25B*CJOJPJQJaJph,hM>Ihw5B*CJOJPJQJaJph7hM>Ih+256B*CJOJPJQJaJmH phsH /hM>Ihw56B*CJOJPJQJaJph)hM>IhIB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>3B*CJOJPJQJaJmH phsH 1hM>IhW]>B*CJOJPJQJaJmH phsH  %%%%1%2%3%4%=%>%F%h%%%%幢nU:%)hM>Ih'fB*CJOJPJQJaJph4hM>Ih6X6B*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH 1hM>Ih+2B*CJOJPJQJaJmH phsH 4hM>Ih+26B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ih+25B*CJOJPJQJaJph4hM>Ih+25B*CJOJPJQJaJmH phsH %%%%%%%%&`&a&b&βmX@@+)hM>IhwB*CJOJPJQJaJph/hM>Ihw6B*CJOJPJQJ]aJph)hM>IhAB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph,hM>Ihw5B*CJOJPJQJaJph7hM>Ih+256B*CJOJPJQJaJmH phsH /hM>Ihw56B*CJOJPJQJaJph1hM>IheB*CJOJPJQJaJmH phsH  %%%&&&&,'\']'s'''''' (0(1(W(}(@&^`gdBr'm$^`gdwm$ @&^gd+2m$ @&^gdBr'm$ ^gdwm$^`gdem$b&q&&&&&&&&&&&&Ͳ͙gR;&)hM>Ih<B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>3B*CJOJPJQJaJmH phsH 1hM>Ih =B*CJOJPJQJaJmH phsH 1hM>IhW]>B*CJOJPJQJaJmH phsH 4hbhI6B*CJOJPJQJaJmH phsH 1hM>IhIB*CJOJPJQJaJmH phsH 1hM>IhThEB*CJOJPJQJaJmH phsH  &&&&&&&&''#')','ѸpU>#pUp4hM>Ih (5B*CJOJPJQJaJmH phsH ,hM>Ih (5B*CJOJPJQJaJph4hM>Ih+25B*CJOJPJQJaJmH phsH ,hM>IhBr'5B*CJOJPJQJaJph/hM>IhBr'56B*CJOJPJQJaJph1hM>IhBr'B*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1><B*CJOJPJQJaJmH phsH  ,'D'Z'['\']'e'f'r's''꺡rV; 4hM>Ih+26B*CJOJPJQJaJmH phsH 4hM>Ih+25B*CJOJPJQJaJmH phsH 7hM>Ih+256B*CJOJPJQJaJmH phsH ,hM>Ih+25B*CJOJPJQJaJph/hM>Ih+256B*CJOJPJQJaJph1hM>Ih+2B*CJOJPJQJaJmH phsH 1hM>IhBr'B*CJOJPJQJaJmH phsH ,hM>IhBr'6B*CJOJPJQJaJph)hM>IhBr'B*CJOJPJQJaJph ''''''''''ϹoT84hM>IhBr'6B*CJOJPJQJaJmH phsH 7hM>IhBr'6>*B*CJOJPJQJaJmH phsH 4hM>Ih+25B*CJOJPJQJaJmH phsH 1hM>IhbB*CJOJPJQJaJmH phsH +h{'B*CJOJPJQJaJmH phsH 4h{'h{'6B*CJOJPJQJaJmH phsH +h+2B*CJOJPJQJaJmH phsH 1hbhbB*CJOJPJQJaJmH phsH .hb6B*CJOJPJQJaJmH phsH  ' ((0(1(W(}(~((((((ʯʖ~gN9",hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>lB*CJOJPJQJaJmH phsH ,hM>Ihw5B*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH 4hM>IhBr'6B*CJOJPJQJaJmH phsH 1hM>IhBr'B*CJOJPJQJaJmH phsH 7hM>IhBr'56B*CJOJPJQJaJmH phsH  }(~((((()))")#)z)})))9*:*;* @&^gd6Xm$ @&^gdm$gdm$@&gdm$@&^`gdm$@&^`gdwm$gdwm$^`gdwm$@&^`gdBr'm$((((())))) )!)")#)5)ѼvvvZ?**)hM>IhB*CJOJPJQJaJph4hM>Ih>*B*CJOJPJQJaJmH phsH 7hM>Ih6>*B*CJOJPJQJaJmH phsH 1h6>*B*CJOJPJQJaJmH phsH &hw6B*CJOJPJQJaJph1hM>IhlB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph/hM>Ihw56B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph5)B)\)])y)z)})))))))))))**9*:*;*H*R*ԻԻԻԻԥԻԊu_I+hB*CJOJPJQJaJmH phsH +h6T B*CJOJPJQJaJmH phsH )h{'6>*B*CJOJPJQJaJph4hM>Ih6B*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph,hM>Ih6B*CJOJPJQJaJphR*Z*r*t************韆xj\jN?3hebB*CJaJphhM>Iha7B*CJaJphhM>IhI5CJ\aJhM>Iha75CJ\aJhM>Ihw;"5CJ\aJhM>Ih45CJ\aJ1hM>Ih6XB*CJOJPJQJaJmH phsH 1hM>Ih{'B*CJOJPJQJaJmH phsH 4h{'h{'6B*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH +h{'B*CJOJPJQJaJmH phsH ;******++++++X,,---%-...^gdr^gdv] 7$8$H$^gdI 7$8$H$^gdw;" 7$8$H$^gda7@&^`gd6Xm$@&gd{'m$******* ++k+l+n+t++++++++++++Ƶզ䦚ՉziXzJ<<hM>Ihw;"5CJ\aJhM>Ih'f5CJ\aJ hM>Ihw;"5B*CJaJph hM>Ih9q6B*CJaJphhM>Ih9qB*CJaJph hM>Ih9q5B*CJaJphhYB*CJaJphhM>IhpB*CJaJph hM>I5B*䴳>I*䴳>a7*䴳*䴳>*䴳+++,,,,.,,,,,,,,,,,,---ڴu<&hM>Iha75CJOJQJ\^JaJ hM>IhI6B*CJaJph&hM>Ih6B*CJ\]aJphheb6B*CJ\aJph#hM>Ih6B*CJ\aJphhM>IhIB*CJaJphhM>IhB*CJaJph hM>IhI5B*CJaJphhM>IhoCJ\aJhebCJ\aJhM>Ihw;"CJ\aJhM>IhICJ\aJhM>IhI5CJ\aJ----$-%-&-(-,-.------....IJ{iWiE#hM>Ihv]CJOJQJ\^JaJ#hM>IhPCJOJQJ\^JaJ#hM>Ih+2CJOJQJ\^JaJ&hM>Ih (CJH*OJQJ\^JaJ hM>Ih (CJOJQJ^JaJ#hM>Ih (CJOJQJ\^JaJ#hM>IhCJOJQJ\^JaJ&hM>Ih (5CJOJQJ\^JaJ&hM>;"5Cϴ^&>45Cϴ^.............2/3/:/Ih (6CJOJQJ]^JaJ&hM>Ihr6CJOJQJ]^JaJ hM>Ih6XCJOJQJ^JaJ&hM>Ih6X5>*CJOJQJ^JaJ hM>Ihv]CJOJQJ^JaJ&hM>Ihv]5CJOJQJ\^JaJ#hM>IhCJOJQJ\^JaJ#hM>Ihv]CJOJQJ\^JaJhebCJOJQJ\^JaJ#hM>IhCJOJQJ\^JaJ&hM>Ih5CJOJQJ\^JaJ.3/S/T/Z/k/T000Q1R1S1Y1h122233 33 ^gd6Xm$ @&^gdebm$ @&^gdrm$^gdr^gd6X@&gd6Xm$^gd6X^gdrC/P/R/S/T/Y/Z/c/h/i/j/k/t/u///ʱudUF7hM>IhrB*CJaJphhM>Ih6XB*CJaJphhM>IhB*CJaJph hM>Ih5B*CJaJphhM>Ih\d5CJaJhM>Ih5CJaJhM>Ih6X5CJaJhM>Ihw;"5CJaJhM>Ih45CJaJ1hM>Ih6XB*CJOJPJQJaJmH phsH  hM>Ih6XCJOJQJ^JaJ#hM>IhrCJOJQJ\^JaJ#hM>Ih (CJOJQJ\^JaJ////0T0]0^0c0d0f000000000·{m_SG6 hebhr6B*CJaJphhebheb6CJaJhebhr6CJaJhebhr56CJaJhM>Ihr5>*CJaJh5>*CJaJhM>Ih6X6CJaJhM>Ih6XCJaJhM>Ih6X5CJaJhM>Ih6X5>*CJaJheb5>*CJaJhM>Iheb5>*CJaJhM>Ih6XB*CJaJphhM>IhrB*CJaJph"""!hM>Ihr0JB*CJaJph"""0001 1C1D1Q1R1S1X1Y1b1g1{`EE*4hM>Ih6X5B*CJOJPJQJaJmH phsH 4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH .h5B*CJOJPJQJaJmH phsH hM>Ih6X0JCJaJhM>Ih6XB*CJaJph"""!hM>Ih6X0JB*CJaJph"""hM>Ih6XB*CJaJph#hM>Ih6X5>*B*CJaJph hM>Ihr6B*CJaJphheb6B*CJaJph g1h11111111122222+2,2϶ϝp]L99L$hM>Ih6X6B*CJPJaJph!hM>Ih6XB*CJPJaJph$hM>Ih6X5B*CJPJaJph'hM>Ih6X5>*B*CJPJaJph1hM>IhrB*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH +hebB*CJOJPJQJaJmH phsH 4hM>Ih5B*CJOJPJQJaJmH phsH ,2A2E2222222222333 333o\I6$hM>Ihr5B*CJPJaJph$hM>Ih6X5B*CJPJaJph$hM>Ihw;"5B*CJPJaJph$hM>Ih45B*CJPJaJphheb5B*CJPJaJph!hM>Ih6XB*CJPJaJph#hM>Ih6X5>*B*CJaJphhebB*CJaJphhM>IhB*CJaJph hM>Ih5B*CJaJphheb6B*CJaJph hM>Ih6X6B*CJaJph33}3334,4.4U4Y444444444ʹ~kZH6ި#hM>Ih6X56B*CJaJph#hM>Ih6X5>*B*CJaJph hM>Ih6B*CJaJph%hM>IhebB*CJaJmH phsH hebB*CJaJphhM>IhB*CJaJphhM>Ih6XB*CJaJph hM>Ih6X6B*CJaJph!hM>Ih6XB*CJPJaJph'hM>Ih6X5>*B*CJPJaJph%hM>Ih6XB*CJaJmH phsH hebB*CJPJaJph3}3.444444)5@5i555555Z666 ^gdXJm$ @&^gdm$@&gd6Xm$@&^`gd6Xm$ ^gdm$ @&^gdm$ @&^gd6Xm$gd6Xm$ ^gd6Xm$44444444(5)5?5@5ʳpWpW?$4hebheb5B*CJOJPJQJaJmH phsH .heb5B*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH .h5B*CJOJPJQJaJmH phsH ,hM>Ihr5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH  @5I5J5h5i5n5o5p555555|e|eI1/hebh5>*B*CJOJPJQJaJph7hebh5>*B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph hM>Ih6B*CJaJphhM>IhXJB*CJaJphhM>IhB*CJaJph hM>Ih5B*CJaJph 555555555555ηpU:4hM>Ihr5B*CJOJPJQJaJmH phsH 4hM>Ihw;"5B*CJOJPJQJaJmH phsH 1hh6XB*CJOJPJQJaJmH phsH 1hM>IhrB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph1h5>*B*CJOJPJQJaJmH phsH  5556)6/636Y6Z6c6o6666666оГsgsgV>/hM>Ih6X5>*B*CJOJPJQJaJph hM>IhXJ6B*CJaJphhB*CJaJphhM>IhXJB*CJaJph hM>IhXJ5B*CJaJph)hh6XB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph4hM>IhXJ5B*CJOJPJQJaJmH phsH 666667777 7"7f7g7h7i7t_I01hh6XB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph7hM>Ih6X5>*B*CJOJPJQJaJmH phsH /hM>Ih6X5>*B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph&h6B*CJOJPJQJaJph.h6B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJph67h7i7o7~77)8]889D9E9F9G9M9]99:A:B:G:Y: ^gdXJm$@&^`gdm$@&gd6Xm$ @&^gd6Xm$@&^`gd6Xm$i7n7o7v7w7x7}7~7778(8)8L8ʯgN<<#hB*CJOJPJQJaJph1hM>IhXJB*CJOJPJQJaJmH phsH 4hM>IhXJ5B*CJOJPJQJaJmH phsH .h5B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph4hM>Ihr5B*CJOJPJQJaJmH phsH 4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH  L8N8[8\8]8e888888Ѽv^G0,hM>Ih6X6B*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph hM>IhXJ6B*CJaJphhM>IhXJB*CJaJph hM>IhXJ5B*CJaJph)hh6XB*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph)hM>IhrB*CJOJPJQJaJph1hM>IhrB*CJOJPJQJaJmH phsH  8888999 9 9$9%919<9C9D9E9F9G9ѽu```ѤHH.h5B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH &hE6B*CJOJPJQJaJph,hM>Ih6X6B*CJOJPJQJaJph.hE6B*CJOJPJQJaJmH phsH G9L9M9\9]9c9d999999ʳmWm>#4hM>Ihr>*B*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH +hEB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph1hEhEB*CJOJPJQJaJmH phsH .hE5B*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH  999999::: ::&:(:@:A:B:F:˴t˴__F+4hM>Ih45B*CJOJPJQJaJmH phsH 1hM>IhbB*CJOJPJQJaJmH phsH )hM>IhbB*CJOJPJQJaJph&hE6B*CJOJPJQJaJph,hM>Ih6X6B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph7hM>Ihr5>*B*CJOJPJQJaJmH phsH F:G:Q:Y:::::::::h;i;ʲmU>',hM>Ih6X6B*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph,hM>Ih6XB*CJH*OJPJQJaJph1hM>IhXJB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph.hE5B*CJOJPJQJaJmH phsH 4hM>IhXJ5B*CJOJPJQJaJmH phsH 4hM>Ihw;"5B*CJOJPJQJaJmH phsH  Y::j;<?<@<E<a<=m=====>>?????)@@&^`gdEm$@&^`gdw;"m$gd6Xm$@&gd6Xm$ 7$8$H$^gd @&^gd6Xm$i;j;s;t;;;<<<<<<<,<><ƺƺƢv]DD.+h* B*CJOJPJQJaJmH phsH 1hM>IhbB*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJphhEB*CJaJphhM>IhB*CJaJph hM>Ih5B*CJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH ><?<@<E<M<`<a<v<x<<<<еmT?-T#hEB*CJOJPJQJaJph)hM>IhbB*CJOJPJQJaJph1hM>IhbB*CJOJPJQJaJmH phsH 1hEhEB*CJOJPJQJaJmH phsH .hE5B*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph4hM>Ih6X6B*CJOJPJQJaJmH phsH  <<<<== = ==k=l=m=t=u=====黢s\\s\A4hM>Ih45B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph1hM>Ihw;"B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph1hM>IhbB*CJOJPJQJaJmH phsH +hEB*CJOJPJQJaJmH phsH ========>>>>>>}>ζllW?W**(hM>Ih6X6B*CJOJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph+hEB*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH 4hM>Ih6X5B*CJOJPJQJaJmH phsH .hE5B*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH }>~>>>>??????????վxiN34hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH hM>Ih6XB*CJaJph/hM>Ih6X5>*B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph-hM>IhB*CJOJQJaJmH phsH %hM>Ih6XB*CJOJQJaJph??????????@@@(@)@5@κw`w`wGww5w#hEB*CJOJPJQJaJph1hM>Ih4B*CJOJPJQJaJmH phsH ,hM>Ih6XB*CJH*OJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph)hEh6XB*CJOJPJQJaJph1hEhEB*CJOJPJQJaJmH phsH &hE5B*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihb5B*CJOJPJQJaJmH phsH 5@G@k@l@p@r@s@@@@QAXAYAAAAԻuZI:uhM>IhB*CJaJph hM>Ih5B*CJaJph4hM>Ih6X6B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph1hEh6XB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph+hEB*CJOJPJQJaJmH phsH )@l@@QAAAAAB:BBBBBC%DhDDDDD7EEEE@&gd6Xm$ 7$8$H$^gd @&^gd6Xm$@&^`gdEm$AAAAAAAAABBBʳq[B*/hEh6X5>*B*CJOJPJQJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH +hEB*CJOJPJQJaJmH phsH #hEB*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph4hM>Ih6X5B*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH  BB:BCBBBBBBCC$CCCɱjQ>'-hM>Ih6XB*CJOJQJaJmH phsH %hM>Ih6XB*CJOJQJaJph1hM>IhbB*CJOJPJQJaJmH phsH ,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph/hEh6X5>*B*CJOJPJQJaJphhM>IhB*CJaJph hM>Ih5B*CJaJph,hM>Ih6X6B*CJOJPJQJaJph CCCCDDD#D%D.DhDoDqDDDDҺn]N;%hM>Ih6XB*CJOJQJaJphhM>IhB*CJaJph hM>Ih5B*CJaJph,hM>Ih6X6B*CJOJPJQJaJph1hE6B*CJOJPJQJ]aJmH phsH 7hM>Ih6X6B*CJOJPJQJ]aJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph)hM>Ih6XB*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJphDDDDDDDDDD E E7EEι|gN6ι/hM>Ih6X5>*B*CJOJPJQJaJph1hM>IhbB*CJOJPJQJaJmH phsH )hM>IhbB*CJOJPJQJaJph)hM>IhB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH >EEEEEEEEEEFNF˺ybM4)hM>Ih6XB*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH )hM>IhbB*CJOJPJQJaJph,hM>Ihb5B*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJphhM>IhB*CJaJph hM>Ih5B*CJaJph7hM>Ih6X6B*CJOJPJQJ]aJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph EEEFF0G1G6GIGG"H#H(H2HHInIIIIIgd6Xm$^`gd6Xm$ @&^gdm$@&gd6Xm$ ^gd6Xm$ 7$8$H$^gd @&^gd6Xm$NFUFFFFFFFFFFGGԭ~fJ9*hM>IhB*CJaJph hM>Ih5B*CJaJph7hM>Ih6X6B*CJOJPJQJ]aJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph#hB*CJOJPJQJaJph)hM>IhB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH  G.G0G1G5G6GHGIGOGXGèuZA(1hhbB*CJOJPJQJaJmH phsH 1hhB*CJOJPJQJaJmH phsH 4hh5B*CJOJPJQJaJmH phsH .h5B*CJOJPJQJaJmH phsH 4hM>Ihw;"5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH 7hM>Ih6B*CJOJPJQJ]aJmH phsH hM>IhB*CJaJph!hM>IhB*CJPJaJph XGYG^G`GGGGGGH H!H"H#H(H0H1H2H3HbH꿦w__Dw2Կ#hB*CJOJPJQJaJph4hM>Ihw;"5B*CJOJPJQJaJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph,hM>Ih6X5B*CJOJPJQJaJph/hM>Ih6X5>*B*CJOJPJQJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH )hh6XB*CJOJPJQJaJphbHiHHHHHHHHHHHHѻѢщmU9",hM>Ih6X5B*CJOJPJQJaJph7hM>Ihb5>*B*CJOJPJQJaJmH phsH /hM>Ih6X5>*B*CJOJPJQJaJph7hM>IhS"5>*B*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH 1hM>IhbB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph1hM>IhS"B*CJOJPJQJaJmH phsH  HIIIIIIIIUIlImInIҹiR;ҹ,hM>Ih6XB*CJOJPJQJ]aJph,hM>Ih6X5B*CJOJPJQJaJph7hM>Ihb5>*B*CJOJPJQJaJmH phsH /hM>Ih6X5>*B*CJOJPJQJaJph7hM>IhS"5>*B*CJOJPJQJaJmH phsH 1hM>Ih6XB*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph/hM>Ih6X6B*CJOJPJQJ]aJph nIvIIIIIIIII̶oVA&4hM>Ihw;"5B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH 1hhB*CJOJPJQJaJmH phsH .h5B*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH 4hM>Ih5B*CJOJPJQJaJmH phsH  IIIIIJ*B*CJOJPJQJaJmH phsH 1hhB*CJOJPJQJaJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph,hM>Ih6X>*B*CJOJPJQJaJph1hM>Ih6XB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X5B*CJOJPJQJaJphII=J~JJ K KK!KKKKKK,LdLeLfLtLuLL@&gdSm$gdwm$@&gdwm$^`gdm$@&^`gdwm$ @&^gd6Xm$gd6Xm$ ^gd6Xm$JJJJJJJ K KKKK KεttY>'t,hM>Ih6X5B*CJOJPJQJaJph4hM>Ih5B*CJOJPJQJaJmH phsH 4hM>Ih45B*CJOJPJQJaJmH phsH )hM>Ih6XB*CJOJPJQJaJph,hM>Ih6X>*B*CJOJPJQJaJph)hh6XB*CJOJPJQJaJph1hh6XB*CJOJPJQJaJmH phsH 4hM>Ih6X6B*CJOJPJQJaJmH phsH ,hM>Ih6X6B*CJOJPJQJaJph K!K"KKKKKKKKKKKKKL+L«“x]F]111)hM>IhB*CJOJPJQJaJph,hM>Ih5B*CJOJPJQJaJph4hM>Ih5B*CJOJPJQJaJmH phsH 4hM>Ihxq6B*CJOJPJQJaJmH phsH /hM>Ih6X6B*CJOJPJQJ]aJph,hM>Ih6X>*B*CJOJPJQJaJph)hM>Ih6XB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph+L,L1L2L3LbLcLdLeLfLrLsLtLηq\\@'1hM>IhwB*CJOJPJQJaJmH phsH 6jhM>Ihm{0J&B*CJOJPJQJUaJph)hM>IhwB*CJOJPJQJaJph1h6>*B*CJOJPJQJaJmH phsH /hM>Ih6B*CJOJPJQJ]aJph)hM>IhB*CJOJPJQJaJph,hM>Ih5B*CJOJPJQJaJph/hM>Ih5>*B*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH  tLuL{LLLLLLMMBMCMDMε΂jR67hM>IhS0J5B*CJOJQJ\aJmH ph"""sH /hM>IhS0J5B*CJOJQJ\aJphU/hM>IhS0J5B*CJOJQJ\aJph"""8jhM>IhS0J5B*CJOJQJU\aJph"""+h6T B*CJOJPJQJaJmH phsH 1hM>IhSB*CJOJPJQJaJmH phsH 4hM>IhS6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph LDMEMvMwM NOIh"-^CJaJhM>Ihd6CJaJhM>IhdCJaJ,hM>Ih#}6B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph,hM>IhW]>6B*CJOJPJQJaJph,hM>Ih66B*CJOJPJQJaJph.h6B*CJOJPJQJaJmH phsH 4hM>Ih~V6B*CJOJPJQJaJmH phsH ,hM>Ih~V6B*CJOJPJQJaJph&hS6B*CJOJPJQJaJph MMMMMMMMMMMMM NN#NNNNNLOMOOOллIJܧttZ<;jhM>IhXJ0JB*CJUaJfHphUq 2hM>IhXJ0JB*CJaJfHphUq jhM>IhXJCJUaJ.hM>IhXJB*CJaJfHph"""q hM>IhXJ6CJaJhM>IhXJCJaJh6CJaJh/6CJaJhM>Ih"-^6CJaJhM>Ihd6CJaJhM>IhdCJaJh hd>*CJaJh h'f>*CJaJOOOOOOO PP;PIhPiQ6B*CJOJPJQJaJmH phsH /hM>Ih~V6B*CJOJPJQJ]aJph)hM>Ih~VB*CJOJPJQJaJph,hM>Ih~V>*B*CJOJPJQJaJphh_ph~VB*CJaJph#h_ph~V6B*CJ]aJph#hM>Ih~V6B*CJ]aJphhM>Ihw-ZB*CJaJphhM>Ih~VB*CJaJph h5h~V>**䴳>X6CPPPPPP"#/ղQQѹԆn[Ih50J*B*CJaJph$h5h50J*>*B*CJaJph.hv_6B*CJOJPJQJaJmH phsH .h56B*CJOJPJQJaJmH phsH 4hShc<6B*CJOJPJQJaJmH phsH .hS6B*CJOJPJQJaJmH phsH ,hM>b6B*䴳ʴϴ.c<6B*CJOJPJQJaJmH phsH QQQQQQQQRVRRRRRSS;Sh$hv_B*CJaJph hM>Ihv_B*CJH*aJphhM>Ihv_B*CJaJph hM>Ihv_>*B*CJaJphhM>Ih$CJaJhM>Ih$6CJaJhM>Ih$CJ\aJhM>Ih$>*CJ\aJh|a@0J*B*CJaJphhJW0J+B*CJaJph!hM>Ih50J+B*CJaJph!hM>Ih50J*B*CJaJph$hM>Ih50J+6B*CJaJphSSSSTTTTTTT U`UUUUVVVVVMVZVcVyVzVVVVW W Wѯѯўooo^ooRh B*CJaJph hM>Ih 6B*CJaJph h|a@h 6B*CJaJphh|a@h B*CJaJphhM>Ih B*CJaJph hM>Ih >*B*CJaJph h|a@hv_6B*CJaJph h|a@hv_>*B*CJaJphh|a@hv_B*CJaJphh$hv_B*CJaJph h$hv_6B*CJaJph*B*CJOJPJQJaJph,hc7hc76B*CJOJPJQJaJph/hc7hc76B*CJOJPJQJ]aJph)hc7hc7B*CJOJPJQJaJph1hM>Ihc7B*CJOJPJQJaJmH phsH )hM>Ihc7B*CJOJPJQJaJph,hM>Ihc7>*B*CJOJPJQJaJphYYYZ&Z(Z*Z9ZDZZZZZZZZZM[[[\\.\Լԧ~m^^L^@@h_pB*CJaJph#hM>Ih_p6B*CJ]aJphhM>Ih_pB*CJaJph hM>Ih_p>*B*CJaJph#h_pB*CJOJPJQJaJph,h_ph_p6B*CJOJPJQJaJph)h_ph_pB*CJOJPJQJaJph/h_ph_p6B*CJOJPJQJ]aJph)hM>Ih_pB*CJOJPJQJaJph,hM>Ih_p>*B*CJOJPJQJaJph.\6\7\D\\]5]T]U]`]]]^ ^ ^^IJzeMe6e,h h 6B*CJOJPJQJaJph/h h 6B*CJOJPJQJ]aJph)h h B*CJOJPJQJaJph)hM>Ih B*CJOJPJQJaJph,hM>Ih >*B*CJOJPJQJaJphh_pB*CJaJph#h_ph_p6B*CJ]aJphh_ph_pB*CJaJph h_ph_p>*B*CJaJphhM>Ih_pB*CJaJphh B*CJaJph^^^#^m^y^^^^^^^__E_G_I_X_Y_Z_v]Nh_ph B*CJaJph1hM>IhHB*CJOJPJQJaJmH phsH 7hM>IhH6B*CJOJPJQJ]aJmH phsH ,hM>IhH6B*CJOJPJQJaJph/hM>IhH6B*CJOJPJQJ]aJph)hM>IhHB*CJOJPJQJaJph,hM>IhH>*B*CJOJPJQJaJph#h B*CJOJPJQJaJph^_Y_Z___`caabbdiddde@ffg ^gd$m$ `gd$m$ @&`gd m$  & F@&gd$m$  & Fgd$m$@&gd5m$7$8$H$^gd m$ ^gdHm$  & FgdHm$Z_[_c________`.`H`T`_`b`|```͵͵t]t]t]tF-h$h$0J&B*CJOJPJQJaJph,h$h$6B*CJOJPJQJaJph)h$h$B*CJOJPJQJaJph)hM>Ih$B*CJOJPJQJaJph,hM>Ih$>*B*CJOJPJQJaJph.h$6B*CJOJPJQJaJmH phsH .h56B*CJOJPJQJaJmH phsH 4h5h56B*CJOJPJQJaJmH phsH ````2aPaRaTabacapaqaaaabbbϸϠωϸr[FF[F-r1hM>Ih B*CJOJPJQJaJmH phsH )hM>Ih B*CJOJPJQJaJph,hM>Ih 6B*CJOJPJQJaJph,hM>Ih >*B*CJOJPJQJaJph,h$h$6B*CJOJPJQJaJph/h$h$6B*CJOJPJQJ]aJph,h$h$>*B*CJOJPJQJaJph)h$h$B*CJOJPJQJaJph6jhM>Ih$0J&B*CJOJPJQJUaJphbbbkbbbbbbbbbcucvcxcycccccddԿ|e|e|e|e|N,hM>Ihv_>*B*CJOJPJQJaJph,h$h 6B*CJOJPJQJaJph)h$h B*CJOJPJQJaJph,hM>Ih >*B*CJOJPJQJaJph,h|a@h 6B*CJOJPJQJaJph)h|a@h B*CJOJPJQJaJph)hM>Ih B*CJOJPJQJaJph,hM>Ih 6B*CJOJPJQJaJphddhdidddddddddddd꺦rcP>)(hM>Ihv_>*B*CJOJQJaJph#h$B*CJOJPJQJaJph$hM>Ihv_CJOJQJaJmH sH hM>Ihv_CJOJQJaJ1hM>Ihv_B*CJOJPJQJaJmH phsH 4hM>Ihv_6B*CJOJPJQJaJmH phsH &h$6B*CJOJPJQJaJph,hM>Ihv_6B*CJOJPJQJaJph1h$hv_B*CJOJPJQJaJmH phsH )hM>Ihv_B*CJOJPJQJaJphdGeeeeeeeeff?f@fffffٲss`K4K,hM>Ih$6B*CJOJPJQJaJph)hM>Ih$B*CJOJPJQJaJph%hM>Ih$B*CJOJQJaJph%h$h$B*CJOJQJaJph)h$h$B*CJOJPJQJaJph,h$h$>*B*CJOJPJQJaJph#h$B*CJOJPJQJaJph(h$hv_6B*CJOJQJaJph%h$hv_B*CJOJQJaJph%hM>Ihv_B*CJOJQJaJphfff>ghggggggggh!hԿ{fO8##)hM>Ih B*CJOJPJQJaJph,hM>Ih >*B*CJOJPJQJaJph-h h$B*CJOJQJaJmH phsH )hbkh$B*CJOJPJQJaJph,h$h$B*CJOJPJQJ]aJph/h$h$6B*CJOJPJQJ]aJph)h$h$B*CJOJPJQJaJph)hM>Ih$B*CJOJPJQJaJph,hM>Ih$>*B*CJOJPJQJaJph'h$B*CJOJQJaJmH phsH  !h#h8h]h}hhhhhhh/i9i:iPiRiTibiciԿyaaJ3-hM>Ih 0J&B*CJOJPJQJaJph,hM>Ih 6B*CJOJPJQJaJph/hM>Ih 6B*CJOJPJQJ]aJph,hM>Ih >*B*CJOJPJQJaJph,h h 6B*CJOJPJQJaJph/h h 6B*CJOJPJQJ]aJph)h h B*CJOJPJQJaJph)hM>Ih B*CJOJPJQJaJph+hJWB*CJOJPJQJaJmH phsH ghheifiiij|kkqllm~mmmXnYncop & FgdBx@&gdwm$ `gdm$  & Fgd* m$ ^gdm$  & Fgd* m$gdwm$ ^gd m$  & Fgd m$cidieifigiiiiiiij4jj˶nWBB-)hh* B*CJOJPJQJaJph)hM>Ih* B*CJOJPJQJaJph,hM>Ih* >*B*CJOJPJQJaJph.hJW6B*CJOJPJQJaJmH phsH .h 6B*CJOJPJQJaJmH phsH .h6B*CJOJPJQJaJmH phsH )hM>Ih B*CJOJPJQJaJph1hM>Ih B*CJOJPJQJaJmH phsH 6jhM>Ih 0J&B*CJOJPJQJUaJph jjjj.kMkuk|kkkkll?lKlplql~lllԽԑ||ee|e||TEEhM>IhB*CJaJph hM>Ih>*B*CJaJph,hM>Ih6B*CJOJPJQJaJph)hM>IhB*CJOJPJQJaJph,hM>Ih>*B*CJOJPJQJaJph)hM>Ih* B*CJOJPJQJaJph,hM>Ih* >*B*CJOJPJQJaJph)hh* B*CJOJPJQJaJph,hh* 6B*CJOJPJQJaJphl mmmm)mSmsmumvm~mmmmmmmmnɴt]K3.hbu6B*CJOJPJQJaJmH phsH #h B*CJOJPJQJaJph,hM>Ih6B*CJOJPJQJaJph/hM>Ih6B*CJOJPJQJ]aJph+hJWB*CJOJPJQJaJmH phsH #hB*CJOJPJQJaJph)hM>IhB*CJOJPJQJaJph,hM>Ih>*B*CJOJPJQJaJphhM>IhB*CJaJph hM>Ih6B*CJaJphnnn9nWnXnYnnn%o;o>o?ocoиmTm;m&m(hJWB*CJaJfHph!!!q 1h^OhBx6B*CJaJfHph!!!q 1hJWhBx>*B*CJaJfHph!!!q .h^OhBxB*CJaJfHph!!!q 4hM>Ih6T 6B*CJOJPJQJaJmH phsH .hB56B*CJOJPJQJaJmH phsH .hBx6B*CJOJPJQJaJmH phsH .hbu6B*CJOJPJQJaJmH phsH .h6T 6B*CJOJPJQJaJmH phsH  cohokoooooppppppq q rrr8rJrWrfrn臇U:U4hJWhBx>*B*CJOJPJQJaJmH phsH 1hM>IhBxB*CJOJPJQJaJmH phsH 1hJWhBx>*B*CJaJfHph"""q 1h^OhBx6B*CJaJfHph"""q 1h^OhBx>*B*CJaJfHph"""q (hBxB*CJaJfHph"""q 2h^OhBx0J'B*CJaJfHph"""q .h^OhBxB*CJaJfHph"""q p8rrs{ssDtpttuvv]wnw,xxyyEz `gdbum$ & Fgd* m$`gd \gd \^gdbu & Fgd* @&gdB5m$  & F@&gd* m$ ^gdBxm$  & FgdBxm$ & FgdBxfrjrkrlrmrvrwrrrrrrrrrrrrrrrrrбtV:hBx0J.56B*CJOJQJaJfHph"""q 3hBxhBx0J.5B*CJOJPJQJ\aJphEhBxhBx0J.5B*CJOJQJaJfHmH ph"""q sH =hBxhBx0J.5B*CJOJQJaJfHph"""q 1hM>IhBxB*CJOJPJQJaJmH phsH +hBxB*CJOJPJQJaJmH phsH rrrrssssHsSstsⳖzaH-H4hM>IhB5>*B*CJOJPJQJaJmH phsH 1hM>IhB5B*CJOJPJQJaJmH phsH 1hBxhBxB*CJOJPJQJaJmH phsH 6h^OhBxB*CJOJQJaJfHph"""q 8hBxB*CJOJQJaJfHmH ph"""q sH 3hBx6B*CJOJQJaJfHph"""q (hBxhBx6B*CJOJQJaJph"""9hBxhBx6B*CJOJQJaJfHph"""q tsxs{s|ssttt0tDtotpttttttIh \6CJ]aJhM>IhCJaJhM>Ih' CJaJhM>Ih \>*CJaJhbuCJaJhM>Ih \CJaJ1hM>Ih5B*CJOJPJQJaJmH phsH 4hM>Ih{6B*CJOJPJQJaJmH phsH 1hM>Ih{B*CJOJPJQJaJmH phsH 1hM>IhB5B*CJOJPJQJaJmH phsH 1hM>Ih\dB*CJOJPJQJaJmH phsH quwuuuuuuuvv v#v'vKvgvhvvvvvvvvvvw;wIhCJaJhM>Ih' CJaJhM>Ih \>*CJaJhbuh' CJ]aJhbuh \CJ]aJhbuh \6CJ]aJhbuhCJaJhbuh' CJaJhbuh \>*CJaJhbuh \CJaJhbuCJaJhM>Ih~VCJaJhM>Ih \CJaJhM>Ih' CJ]aJhM>Ih \CJ]aJIhg20J&B*CJUaJph!hbuhg20J&B*CJaJph(hbuhw6B*CJaJmH phsH hbuhwB*CJaJph%hbuhwB*CJaJmH phsH (hM>Ihw>*B*CJaJmH phsH %hM>IhwB*CJaJmH phsH hM>Ih \CJaJhM>IhCJ]aJhM>Ih' CJ]aJhM>Ih \CJ]aJhM>Ih \6CJ]aJxxxxxxy y^y|y~yyyyyyyyzz3z5z²숲u`uM88M(hM>Ih(6B*CJaJmH phsH %hM>Ih(B*CJaJmH phsH (hbuh(>*B*CJaJmH phsH %hbuh(B*CJaJmH phsH (hbuhcB*CJH*aJmH phsH (hbuhw>*B*CJaJmH phsH hbuB*CJaJmH phsH (hbuh B*CJH*aJmH phsH (hbuhw6B*CJaJmH phsH %hbuhwB*CJaJmH phsH 5z7zCzDzEzRz[zlzzz { {{p{{{{óoXCC,C,hM>Ihw6B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph%hbuhwB*CJaJmH phsH hM>Ihw6B*CJaJphhM>IhwB*CJaJph hM>Ihw>*B*CJaJphhbuB*CJaJmH phsH (hM>Ih(B*CJH*aJmH phsH %hM>Ih(B*CJaJmH phsH (hM>Ih(6B*CJaJmH phsH Ez {p{ ||@}~~2UVÀĀd9ǂgdbum$ & Fgd* @&gdSm$gdHm$ `gd om$ `gdSm$gd` m$ ^gdwm$  & Fgd* m$ & Fgd* m${{{ | ||$|s||||||||}/}1}3}?}@}m}x}}}~~~~~$~U~ԽԽԥydԽԥydԽԐy)hbuhFfB*CJOJPJQJaJph,hbuhw6B*CJOJPJQJaJph)hbuhwB*CJOJPJQJaJph/hbuhw6B*CJOJPJQJ]aJph,hM>Ihw>*B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJphU~t~u~~~~~~~~~~~ѼxcL31hM>Ih]UB*CJOJPJQJaJmH phsH ,hM>Ih o>*B*CJOJPJQJaJph)hbuhFfB*CJOJPJQJaJph,hbuhw6B*CJOJPJQJaJph/hbuhw6B*CJOJPJQJ]aJph)hbuhwB*CJOJPJQJaJph)hM>w*䴳ʴϴ1>v]B*CJOJPJQJaJmH phsH )hM>Ihv]B*CJOJPJQJaJph ~~~~2K길길mQ:,hM>Ih o>*B*CJOJPJQJaJph7hM>Ih o6B*CJOJPJQJ]aJmH phsH )hM>Ih` B*CJOJPJQJaJph4hM>Ih0J6B*CJOJPJQJaJmH phsH 4hM>Ih` 6B*CJOJPJQJaJmH phsH 1hM>Ih` B*CJOJPJQJaJmH phsH 1hM>Ih]UB*CJOJPJQJaJmH phsH )hM>Ih oB*CJOJPJQJaJph$/CEFGIJMRTUVѶѶkY@1hM>IhPiQB*CJOJPJQJaJmH phsH #hSB*CJOJPJQJaJph,hM>Ih o6B*CJOJPJQJaJph7hM>Ih o6B*CJOJPJQJ]aJmH phsH /hM>Ih o6B*CJOJPJQJ]aJph4hM>Ih o6B*CJOJPJQJaJmH phsH )hM>Ih oB*CJOJPJQJaJph1hM>Ih oB*CJOJPJQJaJmH phsH Vcu€ÀĀр߀Ͷ蛄iN=."hbuB*CJaJphhM>IhbuB*CJaJph hM>Ihbu>*B*CJaJph4hM>IhBx6B*CJOJPJQJaJmH phsH 4hHhS6B*CJOJPJQJaJmH phsH ,hM>IhS6B*CJOJPJQJaJph4hM>IhS6B*CJOJPJQJaJmH phsH ,hM>IhH6B*CJOJPJQJaJph4hM>IhH6B*CJOJPJQJaJmH phsH .hH6B*CJOJPJQJaJmH phsH  +AXZ]dq́79FłǂԂՂق᪪oZAZ1hM>IhB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph%hM>IhbuB*CJaJmH phsH (hM>Ihbu6B*CJaJmH phsH %hShbuB*CJaJmH phsH (hShbu6B*CJaJmH phsH hM>Ihbu>*B*CJaJph hShbu6B*CJaJphhShbuB*CJaJphhM>IhbuB*CJaJphق '+7?NPnprtuz{|}ԻԻԻw`w`wwwKK)hM>IheB*CJOJPJQJaJph,hSh6B*CJOJPJQJaJph)hShB*CJOJPJQJaJph1hShB*CJOJPJQJaJmH phsH +hDAB*CJOJPJQJaJmH phsH 1hM>IhB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph,hM>Ih>*B*CJOJPJQJaJphǂ}?ȇۉ܉ދWlƐgdbugd6T m$@&gdcm$  & Fgd* m$ & Fgd* m$  & F@&gdJWm$`gdw & F7$8$H$gd* m$  & F@&gd* m$024?LmopĄ΄Єׄ؄ԿtataPAtAtAthM>IhwB*CJaJph hM>Ihw6B*CJaJph$hM>Ihw6B*CJPJaJph!hM>IhwB*CJPJaJph hM>IhwB*CJ\aJph#hM>Ihw>*B*CJ\aJph,hShe6B*CJOJPJQJaJph)hSheB*CJOJPJQJaJph)hM>IheB*CJOJPJQJaJph,hM>Ihe>*B*CJOJPJQJaJph3QRSTօׅ؅ƱnTn7T8jhM>IhwB*CJOJPJQJUaJph2jhShwB*CJOJPJQJUaJph)hShwB*CJOJPJQJaJph1hM>Ih5TB*CJOJPJQJaJmH phsH )hM>Ih5TB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph!hM>IhwB*CJPJaJph!hM>IhSB*CJPJaJph ؅ }"deιxaxPA0!h6T h'0JB*CJaJphh6T h'B*CJaJph h6T h'>*B*CJaJph,hJWhw6B*CJOJPJQJaJph)hJWhwB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph)hShwB*CJOJPJQJaJph2jhShwB*CJOJPJQJUaJph-hShw0JB*CJOJPJQJaJph el|LJȇՇ54T˼~~i~TIhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph#h6T h'6B*CJ]aJphh6T h'B*CJaJph!h6T h'0JB*CJaJph!hM>Ih'0JB*CJaJph$h6T h'0JB*CJ]aJphÉȉɉ̉ىډۉ܉һpaJ5)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJphhM>IhbuB*CJaJph4h6T h6T 6B*CJOJPJQJaJmH phsH .hH6B*CJOJPJQJaJmH phsH .h6T 6B*CJOJPJQJaJmH phsH ,hM>Ih6T 6B*CJOJPJQJaJph&h6T 6B*CJOJPJQJaJph1hM>IhcB*CJOJPJQJaJmH phsH  -;GMVYZ`hy{|Ѻѡv]vHv.v.2jh6T hwB*CJOJPJQJUaJph)h6T hl=B*CJOJPJQJaJph1h6T hYvB*CJOJPJQJaJmH phsH )h6T hwB*CJOJPJQJaJph+h6T B*CJOJPJQJaJmH phsH 1h6T hl=B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>YvB*CJOJPJQJaJmH phsH Z\dιt]F.F/h6T hw6B*CJH*OJPJQJaJph,h6T hw6B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph1h6T hwB*CJOJPJQJaJmH phsH )h6T hwB*CJOJPJQJaJph2jh6T hwB*CJOJPJQJUaJph-h6T hw0JB*CJOJPJQJaJph dfjkr܋ދ46GHϺxxaL33L3L1hM>Ih: B*CJOJPJQJaJmH phsH )hM>Ih: B*CJOJPJQJaJph,hM>Ih: >*B*CJOJPJQJaJph,h6T hw6B*CJOJPJQJaJph-h6T hwB*CJOJQJaJmH phsH 'hHB*CJOJQJaJmH phsH )hHhwB*CJOJPJQJaJph1hHhHB*CJOJPJQJaJmH phsH .hH6B*CJOJPJQJaJmH phsH HIL͌ΌԽzeQ:&:'h6T B*CJOJQJaJmH phsH -h6T h: B*CJOJQJaJmH phsH 'hHB*CJOJQJaJmH phsH )hHhHB*CJOJPJQJaJph1hHhHB*CJOJPJQJaJmH phsH #hHB*CJOJPJQJaJph/h6T h: 6B*CJH*OJPJQJaJph,h6T h: 6B*CJOJPJQJaJph)h6T h: B*CJOJPJQJaJph+h6T B*CJOJPJQJaJmH phsH  ΌҌԌ݌$LѺv_J3/h6T hw6B*CJH*OJPJQJaJph,h6T hw6B*CJOJPJQJaJph)h6T hwB*CJOJPJQJaJph,h6T hw>*B*CJOJPJQJaJph+h6T B*CJOJPJQJaJmH phsH ,h6T h: 6B*CJOJPJQJaJph-h6T h: B*CJOJQJaJmH phsH -h6T hl=B*CJOJQJaJmH phsH -h6T h|LB*CJOJQJaJmH phsH -h6T he):B*CJOJQJaJmH phsH deԽoXC*C1hM>Ih#TB*CJOJPJQJaJmH phsH )hM>Ih#TB*CJOJPJQJaJph,hM>Ih#T>*B*CJOJPJQJaJph1h6T h#TB*CJOJPJQJaJmH phsH 1h6T hw0JB*CJOJQJaJmH phsH 6jh6T hwB*CJOJQJUaJmH phsH -h6T hwB*CJOJQJaJmH phsH )h6T hwB*CJOJPJQJaJph,h6T hw6B*CJOJPJQJaJph'VWdyЏя ҽu[>[8jmhM>Ih#TB*CJOJPJQJUaJph2jh6T h#TB*CJOJPJQJUaJph/h6T h#T6B*CJOJPJQJ]aJph,hM>Ih#T>*B*CJOJPJQJaJph1h6T h#TB*CJOJPJQJaJmH phsH )h6T h#TB*CJOJPJQJaJph)hM>Ih#TB*CJOJPJQJaJph/hM>Ih#T6B*CJOJPJQJ]aJph 9:<klyƐאِιq\E\--\/hM>Ih#T6B*CJOJPJQJ]aJph,hM>Ih#T6B*CJOJPJQJaJph)hM>Ih#TB*CJOJPJQJaJph,hM>Ih#T>*B*CJOJPJQJaJph/h6T h#T6B*CJOJPJQJ]aJph1h6T h#TB*CJOJPJQJaJmH phsH )h6T h#TB*CJOJPJQJaJph2jh6T h#TB*CJOJPJQJUaJph-h6T h#T0JB*CJOJPJQJaJph ِڐې2Sˑ˴p^G/G/G.h6T 6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph#h6T B*CJOJPJQJaJph,hM>Ih#T6B*CJOJPJQJaJph/hM>Ih#T6B*CJOJPJQJ]aJph)hM>Ih#TB*CJOJPJQJaJph,hM>Ih#T>*B*CJOJPJQJaJph1hM>Ih#TB*CJOJPJQJaJmH phsH 6jhM>Ih#T0J&B*CJOJPJQJUaJphƐې2̑͑S\qғ.V ^gdwm$ `gdQm$gdQm$ `gdvm$gdvm$ & Fgd* m$@&gdwm$  & Fgd* m$ `gd#Tm$ˑ̑͑ESTU[\\pqxʳ嘇xxmmbmbmmmxQQx@ hM>IhQ>*B*CJaJph!hM>IhvB*CJPJaJphhM>Ih > CJaJhM>IhvCJaJhM>IhvB*CJaJph hM>Ihv>*B*CJaJph4hM>Ihv6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph4hM>IhQ6B*CJOJPJQJaJmH phsH 4hM>Ihw6B*CJOJPJQJaJmH phsH xғ.UVcΔR𰡒p[D[[,hM>Ihw>*B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph!hM>IhwB*CJPJaJph hM>Ihw6B*CJaJphhM>IhB*CJaJphhM>IhwB*CJaJph hM>Ihw>*B*CJaJph!hM>IhQB*CJPJaJphhM>Ih B*CJaJphhM>IhvB*CJaJphhM>IhQB*CJaJph GRSVcklږòßÎpapP=P$h* hw6B*CJPJaJph!h* hwB*CJPJaJphhM>Ih!$B*CJaJphhM>IhKB*CJaJphhM>IhwB*CJaJph hM>Ihw5B*CJaJph$hM>Ihw>*B*CJPJaJph!hM>Ih B*CJPJaJph!hM>IhwB*CJPJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJphG{ߗ@Θ4AI#ܞȟɟ]  & Fgd*Lm$gdwm$ ^gdwm$  & Fgd* m$ & Fgd* m$ `gdwm$ !$1{ߗ@N{}Θۘ4۫۔۫f۫۫K4hM>Ih >*B*CJOJPJQJaJmH phsH 1hM>Ih!$B*CJOJPJQJaJmH phsH )hM>IhSIB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph1hM>Ih B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJphh* hwB*CJaJph?A›Ûě՛*HIVϺucNN9NϺ)h*Lh* B*CJOJPJQJaJph)h*Lhw-ZB*CJOJPJQJaJph"h*Lhw-Z6CJOJQJ]aJh*LhSCJOJQJaJh*Lhw-ZCJOJQJaJ#h*LB*CJOJPJQJaJph)h* hwB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph1hM>IhwB*CJOJPJQJaJmH phsH #01 ܞ@ȟɟ֟Ӹw`E00ӣӣ)h* h5TB*CJOJPJQJaJph4h* h >*B*CJOJPJQJaJmH phsH ,h* hw>*B*CJOJPJQJaJph,h* hw6B*CJOJPJQJaJph)h* hwB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph4hM>Ih >*B*CJOJPJQJaJmH phsH ,hM>Ihw>*B*CJOJPJQJaJph)h*LhwB*CJOJPJQJaJph,s]jš'/GHITթթ՗llTl94hM>Ih* 6B*CJOJPJQJaJmH phsH .h/6B*CJOJPJQJaJmH phsH ,hM>Ih* 6B*CJOJPJQJaJph&h* >*B*CJOJPJQJaJph#hwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph)h* h* B*CJOJPJQJaJph)h* hwB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJphHI1Ц|f$%&'(>?Igdv@m$gdwm$  & Fgd/m$ `gdwm$  & FgdDAm$  & Fgd Jm$  & F@&gd Jm$@&gd* m$ ^gd* m$TUz{Ȣ1<=bc$%JKзТv[F-Fvv[F-1hM>IhSB*CJOJPJQJaJmH phsH )hM>IhSB*CJOJPJQJaJph4hM>IhS>*B*CJOJPJQJaJmH phsH ,hM>IhS>*B*CJOJPJQJaJph)h JhwB*CJOJPJQJaJph)h JhSB*CJOJPJQJaJph1hM>IhgB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph4hM>Ih >*B*CJOJPJQJaJmH phsH K 23iBL]ͦվs^^H^3)h JhwB*CJOJPJQJaJph+h/B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph1hM>IhSB*CJOJPJQJaJmH phsH 4hM>IhS>*B*CJOJPJQJaJmH phsH ,hM>IhS>*B*CJOJPJQJaJph)h JhSB*CJOJPJQJaJph)hM>IhSB*CJOJPJQJaJphͦΦϦЦۦB| ιw^L5,hDAhw>*B*CJOJPJQJaJph#hDAB*CJOJPJQJaJph1hM>Ih B*CJOJPJQJaJmH phsH +h/B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph)h JhwB*CJOJPJQJaJph6jhM>Ih+;0J&B*CJOJPJQJUaJph)h Jh+;B*CJOJPJQJaJph f$%&'()лt[GG5#hv@B*CJOJPJQJaJph&h"#6B*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH )h/hwB*CJOJPJQJaJph4hM>Ih >*B*CJOJPJQJaJmH phsH ,hM>Ihw>*B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph)hDAhwB*CJOJPJQJaJph4hDAh >*B*CJOJPJQJaJmH phsH  )=>?HIJKmjѽ~gT=5$$!hdh"#B*CJPJaJphh"#CJaJ,hdh"#6B*OJPJQJmH phsH $hdh"#6B*CJPJaJph,h"#h"#6B*OJPJQJmH phsH )h"#h"#B*OJPJQJmH phsH $h"#hw6B*OJPJQJph,hM>Ihw6B*CJOJPJQJaJph&h"#6B*CJOJPJQJaJph1hM>Ihv@B*CJOJPJQJaJmH phsH )hM>Ihv@B*CJOJPJQJaJph IJKmjL>1 & F!$@&Ifgddkd$$Ifl0'V t0i(644 lapytd $Ifgddm$ 1$@&Ifgddgdwm$gd"#lm$jop LxzܲubO8uO,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph$hdh"#5B*OJPJQJph,hdh"#6B*OJPJQJmH phsH )hdh"#B*OJPJQJmH phsH !hdh"#B*OJPJQJph,hdh"#>*B*OJPJQJmH phsH $hdh"#6B*CJPJaJph!hdh"#B*CJPJaJph$hdh"#>*B*CJPJaJphjz˫AB $Ifgdd $Ifgddm$ 1$@&Ifgdd $@&Ifgddʫ˫'*@ABCƭǴǴؐwdQwwd>wd$hdh"#5B*CJPJaJph$hdh"#>*B*CJPJaJph$hdh"#5B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#CJPJaJ,hdh"#6B*OJPJQJmH phsH $hdh"#5B*OJPJQJph!hdh"#B*OJPJQJph)hdh"#B*OJPJQJmH phsH $hdh"#6B*OJPJQJphBCʭxgUG> $Ifgdd $7$8$H$Ifgdd$7$8$H$If^gdd1 & F!$7$8$H$Ifgddkd0$$Ifl0'V t0i(644 lapytdƭɭʭ˭ ܮޮίЯدٯگ°İŰʰ̰IJzȵ|ii|VVVi$hdh"#5B*CJPJaJph$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph$hdh"#5B*CJPJaJph$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#CJPJaJ!hdh"#B*CJPJaJphʭ˭ ޮٯxgYYY $7$8$H$Ifgdd1 & F!$7$8$H$Ifgddkd$$Ifl0'V t0i(644 lapytdٯگİŰzveWNWWWW $Ifgdd $7$8$H$Ifgdd1 & F!$7$8$H$Ifgddkdd$$Ifl0'V t0i(644 lapytdRTUV[9;<@COXZ̵xgT=TT=T,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph!hdh"#B*CJPJaJph$hdh"#>*B*CJPJaJph(hdh"#0J6B*OJPJQJph)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH !hdh"#B*OJPJQJphh"#CJaJhdh"#CJPJaJh"#6B*CJaJphTUV9Zxj__VV__V $Ifgdd $Ifgddm$ & F!$Ifgddm$kd$$Ifl0'V t0i(644 lapytd Ztس۳ BETW\fjĴǶ{{d{{QQ$hdh"#5B*OJPJQJph,hdh"#6B*OJPJQJmH phsH $hdh"#6B*OJPJQJph$hdh"#>*B*OJPJQJph)hdh"#B*OJPJQJmH phsH !hdh"#B*OJPJQJphh"#CJaJhdh"#CJPJaJ!hdh"#B*OJPJQJph$hdh"#6B*OJPJQJph WѴxj____ $Ifgddm$ & F!$Ifgddm$kd$$Ifl0'V t0i(644 lapytdĴƴδдѴ"#(*ϵѵҵ׵Ųwo\I6$hdh"#>*B*OJPJQJph$hdh"#6B*OJPJQJph$hdh"#>*B*OJPJQJphh"#OJQJ)hdh"#B*OJPJQJmH phsH h"#CJaJhdh"#OJPJQJ!hdh"#B*OJPJQJph$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph$hdh"#5B*OJPJQJph,hdh"#5B*OJPJQJmH phsH #ҵjxj____ $Ifgddm$ & F!$Ifgddm$kd6$$Ifl0'V t0i(644 lapytdhjlnruƯƞtaTL@h"#OJQJmH sH h"#CJaJhdh"#OJPJQJ$hdh"#6B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph!hdh"#B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph!hdh"#B*OJPJQJph)hdh"#B*OJPJQJmH phsH ":;xh\\\QH $Ifgdd $Ifgddm$ $@&Ifgddm$ & F!$@&Ifgddm$kd$$Ifl0'V t0i(644 lapytd !"89:ɸ{hU>>h+ܸ$hdh"#6B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph$hdh"#5B*OJPJQJph)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH  hdh"#OJPJQJmH sH !hdh"#B*OJPJQJph$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph$hdh"#>**ʴϴ:;<_`egŸƸʸ۸  ')57ҿڬsss``M6,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph$hdh"#5B*OJPJQJph)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH hdh"#OJPJQJ$hdh"#6B*OJPJQJph$hdh"#>**ʴϴ"#ϴ!d"#*ʴϴ"#䴳d"#䴳ʴ;<`Ƹ @Yxj[PPP $Ifgddm$Z$If^Zgddm$ & F!$Ifgddm$kdj$$Ifl0'V t0i(644 lapytd7?@VWXYZ`aefghu{.68Dƹs`M$hdh"#5B*OJPJQJph$hdh"#5B*OJPJQJph#hdh"#>*OJPJQJmH sH hdh"#>*OJPJQJhdh"#CJPJaJ!hdh"#B*CJPJaJphh"#CJaJhdh"#OJPJQJ)hdh"#B*OJPJQJmH phsH $hdh"#6B*OJPJQJph!hdh"#B*OJPJQJphYZa.xk`` $Ifgddm$ 1 & F!$Ifgddkd$$Ifl0'V t0i(644 lapytdDFRlԻڻۻBCIJWcdٹzzm_mL9L$hdh"#5B*OJPJQJph$hdh"#5B*OJPJQJphhdh"#>*CJPJaJhdh"#CJPJaJ$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#OJPJQJ$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph)hdh"#B*OJPJQJmH phsH CnνxkbWW $Ifgddm$ $Ifgdd 1 & F!$Ifgddkd$$Ifl0'V t0i(644 lapytddmn̽νϽDIK¾þľʾEmҿubUuBbU$hdh"#5B*CJPJaJphhdh"#CJPJaJ$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#OJPJQJ!hdh"#B*OJPJQJph$hdh"#6B*OJPJQJph,hdh"#5B*OJPJQJmH phsH ,hdh"#5B*OJPJQJmH phsH νϽľEmxkbbb $Ifgdd 1 & F!$Ifgddkd8 $$Ifl0'V t0i(644 lapytdYxjaVVa $Ifgddm$ $Ifgdd & F!$Ifgddm$kd $$Ifl0'V t0i(644 lapytdĿƿWXY^9?ƳƠr[HHƅ@h"#CJaJ$hdh"#6B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJphhdh"#CJPJaJhdh"#>*CJPJaJ$hdh"#5B*OJPJQJph$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph$hdh"#>*B*OJPJQJph)hdh"#B*OJPJQJmH phsH  xjaaaa $Ifgdd & F!$Ifgddm$kdl $$Ifl0'V t0i(644 lapytd %'¯p]pJBh"#CJaJ$hdh"#6B*CJPJaJph$hdh"#5B*CJPJaJph!hdh"#B*CJPJaJph$hdh"#5B*CJPJaJphhdh"#>*CJPJaJhdh"#CJPJaJ$hdh"#6B*OJPJQJph)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH !hdh"#B*OJPJQJph'xj____ $Ifgddm$ & F!$Ifgddm$kd $$Ifl0'V t0i(644 lapytd',.S^ Uɲɟܒ{fܟfS*B*OJPJQJmH phsH hdh"#OJPJQJ$hdh"#6B*OJPJQJph,hdh"#6B*OJPJQJmH phsH $hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph$hdh"#>*B*OJPJQJph"$%+,JVWY^Ž֓|iXEX$hdh"#5B*CJPJaJph!hdh"#B*CJPJaJph$hdh"#>*B*CJPJaJph,hdh"#6B*OJPJQJmH phsH $hdh"#6B*OJPJQJph,hdh"#>*B*OJPJQJmH phsH h"#OJQJ!hdh"#B*OJPJQJph)hdh"#B*OJPJQJmH phsH h"#CJaJhdh"#OJPJQJ%Y xj_VVV $Ifgdd $Ifgddm$ & F!$Ifgddm$kd $$Ifl0'V t0i(644 lapytd <=>DETU]gjkqr Dzw`wwR?$hdh"#5B*CJPJaJphhdh"#>*CJPJaJ,hdh"#>*B*OJPJQJmH phsH $hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph,hdh"#6B*OJPJQJmH phsH )hdh"#B*OJPJQJmH phsH h"#CJaJhdh"#CJPJaJ!hdh"#B*CJPJaJph$hdh"#6B*CJPJaJph jkxjaaaa $Ifgdd & F!$Ifgddm$kd: $$Ifl0'V t0i(644 lapytd @B~#%TUZ\.ڸ뙙s`s``󪙆$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph$hdh"#5B*CJPJaJph!hdh"#B*CJPJaJphhdh"#>*CJPJaJhdh"#OJPJQJ)hdh"#B*OJPJQJmH phsH !hdh"#B*OJPJQJphh"#CJaJhdh"#CJPJaJ%xjaa $Ifgdd & F!$Ifgddm$kd $$Ifl0'V t0i(644 lapytdvi\SSSS $Ifgdd Z$If^Zgdd 1 & F!$Ifgddkdn $$Ifl$0'V t0i(644 lapytdU.Fxkbbbb $Ifgdd 1 & F!$Ifgddkd $$Ifl0'V t0i(644 lapytd.DFGmop׳xxkT??)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH hdh"#OJPJQJ$hdh"#6B*OJPJQJph,hdh"#6B*OJPJQJmH phsH !hdh"#B*OJPJQJph$hdh"#>*B*OJPJQJph!hdh"#B*CJPJaJphh"#CJaJhdh"#>*CJPJaJ$hdh"#6B*CJPJaJphFGoxk```` $Ifgddm$ 1 & F!$Ifgddkd$$Ifl0'V t0i(644 lapytdpw ŲyffYB--)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH hdh"#CJPJaJ$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#OJPJQJ$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph$;xkbWWb $Ifgddm$ $Ifgdd 1 & F!$Ifgddkd@$$Ifl0'V t0i(644 lapytd!$:;< UWXYZ]hkxaLL)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH $hdh"#>*B*CJPJaJph!hdh"#B*CJPJaJphh"#CJaJhdh"#CJPJaJ$hdh"#6B*CJPJaJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph!hdh"#B*OJPJQJph;<WkxkbWWb $Ifgddm$ $Ifgdd 1 & F!$Ifgddkd$$Ifl0'V t0i(644 lapytd2xkbWWW $Ifgddm$ $Ifgdd 1 & F!$Ifgddkdt$$Ifl0'V t0i(644 lapytd /0t]t]tL99L$hdh"#6B*OJPJQJph!hdh"#B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph)hdh"#B*OJPJQJmH phsH ,hdh"#>*B*OJPJQJmH phsH hdh"#CJPJaJ$hdh"#6B*CJPJaJph$hdh"#>*B*CJPJaJphh"#CJaJ!hdh"#B*CJPJaJph023WY_`9?HLbcdefghŮśqdI=hHYB*CJaJph4hM>Ih"-^6B*CJOJPJQJaJmH phsH hdh"#CJPJaJ$hdh"#6B*OJPJQJph,hdh"#5B*OJPJQJmH phsH $hdh"#5B*OJPJQJph,hdh"#>*B*OJPJQJmH phsH )hdh"#B*OJPJQJmH phsH !hdh"#B*OJPJQJphh"#CJaJhdh"#OJPJQJ23Y9Ldexj____V $Ifgdd $Ifgddm$ & F!$Ifgddm$kd$$Ifl0'V t0i(644 lapytdefghijklmnxrii\rRrr ^gdhY:m$ 7$8$H$^gdDA 7$8$H$gd$Kgdwm$kd$$Ifl0'V t0i(644 lapytd hijklmnopqrstux̢̹̎u`G̢1hM>IhwB*CJOJPJQJaJmH phsH )hM>IhB*CJOJPJQJaJph1hM>Ihs3B*CJOJPJQJaJmH phsH &hH6B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph%hM>IhwB*CJOJQJaJph)hM>IhwB*CJOJPJQJaJphhDAhDAB*CJaJphhM>IhtsB*CJaJphnopqrst*,efgds3`gd$Kgd$KgdOgdM>Igds{@&gdwm$gdwm$%7V2EdѶddI1IddI1Id.hV$B*CJ\]aJfHph"""q 4hM>Ihs{B*CJ\]aJfHph"""q 7hM>Ihs{6B*CJ\]aJfHph"""q 4hM>Ih#}6B*CJOJPJQJaJmH phsH 4hM>Ihw6B*CJOJPJQJaJmH phsH 4hM>Ih6B*CJOJPJQJaJmH phsH .hzF%6B*CJOJPJQJaJmH phsH ,hM>Ih6B*CJOJPJQJaJph)*+,CDɺɨɖɃtbF*7hM>IhO6B*CJ\]aJfHph"""q 7hM>Ihs{6B*CJ\]aJfHph"""q #hM>IhO5B*CJ\aJphhM>IhM>IB*CJaJph$hM>IhM>ICJOJPJQJ^JaJ#hzF%hM>ICJOJQJ\^JaJ#hM>IhOCJOJQJ\^JaJhzF%CJOJQJ\^JaJ#hM>IhM>ICJOJQJ\^JaJ hzF%6CJOJQJ\^JaJ&hM>IhO6CJOJQJ\^JaJDef'(/ȭwZ=%.hM>Ih=3[B*CJaJfHph"""q 8hM>Ih=3[0J6B*CJ\aJfHph"""q 8hM>Ih:0J6B*CJ\aJfHph"""q 5hM>Ih:0JB*CJ\aJfHph"""q 5hM>Ih=3[0JB*CJ\aJfHph"""q 5hM>Ihs{0JB*CJ\aJfHph"""q 4hM>Ihs{B*CJ\]aJfHph"""q 7hM>Ihs{6B*CJ\]aJfHph"""q /2Kj Ĺĉzk`O hM>IhCC6B*CJaJph"""hM>Ihs3CJaJhM>Ihs3B*CJaJphhM>Ih$KB*CJaJph hM>Ih$K6B*CJaJphhM>Ihs3CJH*aJhV$CJaJhM>Ih:CJaJhM>Ih$KCJaJhM>Ih$K6CJaJ.hM>Ih=3[B*CJaJfHph"""q .hM>Ihs{B*CJaJfHph"""q $%)*+AUaПybGbG4hM>Ih]I6B*CJOJPJQJaJmH phsH ,hM>Ih]I6B*CJOJPJQJaJph,hM>IhU*6B*CJOJPJQJaJphhM>IhVB*CJaJph"""hM>IhU*B*CJaJph""" hM>IhU*6B*CJaJph""" hM>IhCC5B*CJaJph""" hM>s3*䴳*""">3*䴳""">*䴳"""<=45"#9:@ 7$8$H$gdwm$gdwm$@&gdwm$gdU*gdCC :;<=MNeԻԦr]D/]D/(hM>Ihw6B*CJOJQJaJph0hM>Ih]I6B*CJOJQJaJmH phsH (hM>Ih]I6B*CJOJQJaJph1hM>IhwB*CJOJPJQJaJmH phsH 4hM>Ihs3B*CJH*OJPJQJaJmH phsH )hM>Ih/B*CJOJPJQJaJph1hM>Ih!$B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph+KqxX`׼זtctPtP$hM>Ih6UB*CJH*PJaJph hM>Ih!6B*CJaJph hM>Ihw6B*CJaJph hM>Ih]I6B*CJaJphhM>IhwB*CJaJph-hM>Ihw0J&B*CJOJPJQJaJph4hM>Ih6UB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph%hM>IhwB*CJOJQJaJph:AHDF]2ȷȷ٤ٷ٤ْف٤jU)hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph!hM>IhwB*CJPJaJph#hM>Ihw6B*CJ\aJph$hM>Ih6UB*CJH*PJaJph hM>Ihw6B*CJaJph hM>Ih]I6B*CJaJphhM>IhwB*CJaJph.jhM>IhUWj0J&B*CJPJUaJph2345^g !"#6789:c=>?@A\]^_LMЪЗЗЗЗЗЗlЪ$hM>Ih6UB*CJH*PJaJph/hM>Ihw6>*B*CJOJPJQJaJph%hM>IhwB*CJOJQJaJph,hM>Ihw6B*CJOJPJQJaJphhM>IhwB*CJaJph)hM>IhwB*CJOJPJQJaJph4hM>Ih6UB*CJH*OJPJQJaJmH phsH '@A^_LMFG>?9:;<NO&'XYHI gdwm$gdwm$gdwm$@&gdwm$MDEFG<=>?t789:ϼϼ੔~iN7,hM>Ihw6B*CJOJPJQJaJph4hM>Ih6UB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph+hM>Ihw6B*CJOJQJ]aJph(hM>Ihw6B*CJOJQJaJph%hM>IhwB*CJOJQJaJph$hM>Ih6UB*CJH*PJaJph!hM>IhwB*CJPJaJphhM>IhwB*CJaJph hM>w6B*䴳9:;<LMNO$%&'VWXYFGHIu ϯd4hM>Ih/B*CJH*OJPJQJaJmH phsH 1hM>Ih/B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph>jhM>Ih|k0J&B*CJOJPJQJUaJmH phsH 4hM>Ih6UB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph' ihK4 &'(T'ԹԹԹԹԹԠԠԹԹԹ>jhM>Ih|k0J&B*CJOJPJQJUaJmH phsH 1hM>IhH7B*CJOJPJQJaJmH phsH 4hM>Ih6UB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph2ghrs@&gdwm$gdwm$}~efghpqrsηoX,hM>IhwB*CJOJPJQJ]aJph/hM>Ihw6>*B*CJOJPJQJaJph4hM>Ih6UB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph4hM>IhH76B*CJOJPJQJaJmH phsH ,hM>IhH76B*CJOJPJQJaJph"[\]^|}~}~gh)*+ҽgN1hM>IhwB*CJOJPJQJaJmH phsH >jhM>Ihy0J&B*CJOJPJQJUaJmH phsH 4hM>IhQB*CJH*OJPJQJaJmH phsH 4hM>IhC~jB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph,hM>IhwB*CJOJPJQJ]aJph]^gh+,019:C D ) *      @&gdwm$gdwm$+,./01789:A B C D  ' ( ) *                  \]^_JKLMϯ#hV$B*CJOJPJQJaJph>jhM>Ihy0J&B*CJOJPJQJUaJmH phsH 4hM>IhC~jB*CJH*OJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph8    ^_LMmF?q `^``gdwm$0^`0gdwm$@&gdwm$gdwm$!"O_jmu FO龣飾t_t_t__H_,hM>Ihw5B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph,hM>Ih3W5B*CJOJPJQJaJph.h`~6B*CJOJPJQJaJmH phsH 4hM>Ih16B*CJOJPJQJaJmH phsH ,hM>Ih16B*CJOJPJQJaJph&h`~6B*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph?Hqz )_iqѸѡr[[D[ѡ[[ѡ,hM>Ih3W5B*CJOJPJQJaJph,hM>Ihw5B*CJOJPJQJaJph,hM>Ihc{o5B*CJOJPJQJaJph.h`~6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>Ih1B*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>F B*CJOJPJQJaJmH phsH  _i12BCNO\]gdadm$gdc{om$gdm$@&gdwm$gdwm$"#012BCGԻԢt[@**+hB*CJOJPJQJaJmH phsH 4hh6B*CJOJPJQJaJmH phsH 1hM>IhRF:B*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH )hM>Ih5B*CJOJPJQJaJph1hM>Ih5B*CJOJPJQJaJmH phsH 1hM>IhiB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ih3W5B*CJOJPJQJaJph GLopеgP;)hM>Ihc{oB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph4hM>Ih%u6B*CJOJPJQJaJmH phsH 4hM>IhH76B*CJOJPJQJaJmH phsH .h`~6B*CJOJPJQJaJmH phsH 4hh6B*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH 1hhB*CJOJPJQJaJmH phsH IJKMNO{ԻԢt]tD+1hM>IhadB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>c{oB*CJOJPJQJaJmH phsH 1hM>Ih3\B*CJOJPJQJaJmH phsH 1hM>Ih%uB*CJOJPJQJaJmH phsH )hM>Ihc{oB*CJOJPJQJaJph,hM>Ihc{o6B*CJOJPJQJaJph \]tvԻԦt]B-)hM>IhF B*CJOJPJQJaJph4hM>IhF 6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph,hM>Ih56B*CJOJPJQJaJph4hM>Ih{6B*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>adB*CJOJPJQJaJmH phsH )hM>IhadB*CJOJPJQJaJph,hM>Ihad6B*CJOJPJQJaJph$z{|ѶqXA&4hM>Ih56B*CJOJPJQJaJmH phsH ,hM>Ih56B*CJOJPJQJaJph1hM>Ih5B*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph4hM>IhF 6B*CJOJPJQJaJmH phsH )hM>IhF B*CJOJPJQJaJph1hM>IhF B*CJOJPJQJaJmH phsH  {|*+[\  |}BCop@&gdwm$gdwm$*+B[\  +|})+Ѽꌼs1hM>Ih%uB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>5B*CJOJPJQJaJmH phsH )hM>Ih5B*CJOJPJQJaJph&+5:ABCeopԻԋԋpU:) hM>IhF B*CJ\aJph"""4hM>IhF 6B*CJOJPJQJaJmH phsH 4hM>Ihw6B*CJOJPJQJaJmH phsH 4hM>IhsK6B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>IhwB*CJOJPJQJaJmH phsH 1hM>IhRF:B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH 78cιnUIhwB*CJOJPJQJaJmH phsH 1hM>IhlB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>Ih3WB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJphhM>IhF B*CJaJph"""#hM>IhF 6B*CJ\aJph"""!hM>IhzF%B*CJPJaJph hM>IhF B*CJ\aJph"""h`~B*CJ\aJph"""8"$agd: -DM gd:^`gd:m$@&gd:m$@&gdwm$^`gdwm$gdwm$/p-DM [$\$^pgdF /-DM [$\$gdF c"#$+εqbWH5$hM>IhQLCJOJPJQJ^JaJhM>Ih:B*CJaJph"""hM>Ih:CJaJhM>Ih:CJOJQJaJ+hzF%B*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>:B*CJOJPJQJaJmH phsH 4hM>Ihw6B*CJOJPJQJaJmH phsH ,hM>Ih3W6B*CJOJPJQJaJph+=>U_`a  HI[\]bdڶڣybOO:OOy(hM>IhU*5B*CJOJQJaJph"""%hM>IhU*B*CJOJQJaJph"""-hM>IhlB*CJOJQJaJmH ph"""sH -hM>Ih:B*CJOJQJaJmH ph"""sH %hM>IhvqB*CJOJQJaJph"""$hM>Ih5CJOJPJQJ^JaJ hM>Ih;9lCJOJQJ^JaJ$hM>IhlCJOJPJQJ^JaJ$hM>IhQLCJOJPJQJ^JaJ$hM>Ih$SCJOJPJQJ^JaJa \]  G n  Y!Z!!! p@&^pgdwm$ p@&^pgdR`m$ p@&^pgd5m$@&^`gd5m$@&gd5m$@&^`gdvqm$@&gdwm$^gd;9lp^pgd;9ldfn     G n v  ի{ffMfff41hM>IhR`B*CJOJPJQJaJmH phsH 1hM>Ih:B*CJOJPJQJaJmH phsH )hM>Ih5B*CJOJPJQJaJph1hM>IhU*B*CJOJPJQJaJmH phsH -hM>IhQLB*CJOJQJaJmH ph"""sH -hM>IhvqB*CJOJQJaJmH ph"""sH %hM>IhU*B*CJOJQJaJph"""-hM>IhlB*CJOJQJaJmH ph"""sH %hM>IhvqB*CJOJQJaJph"""           !/!0!5!Q!R!X!Y!Z!y!{!!!!길ѸmX?mmm1hM>Ih%uB*CJOJPJQJaJmH phsH )hM>Ih%uB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph4hM>IhR`6B*CJOJPJQJaJmH phsH 4hM>Ih56B*CJOJPJQJaJmH phsH 1hM>Ih5B*CJOJPJQJaJmH phsH 1hM>IhR`B*CJOJPJQJaJmH phsH )hM>Ih5B*CJOJPJQJaJph!!!s"""6#####{$|$$$%E%F%h%%%%@&gdwm$ p@&^pgdwm$ p^p`gdw@&gdjm$@&^`gdwm$!!!""n"r"s""""""""""6#####${$|$ճ՞llU>,hM>Ihw6B*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph1hM>Ih%uB*CJOJPJQJaJmH phsH 1hM>Ih:B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph!hM>Ih%uB*CJPJaJph!hM>Ih:B*CJPJaJph!hM>IhwB*CJPJaJph1hM>IhwB*CJOJPJQJaJmH phsH |$$$%E%F%K%M%h%%%%%%&9&:&]&&&&& 'i'( (!(A(B((((g)h))***3****++v+길t1hM>IhwB*CJOJPJQJaJmH phsH )hM>Ih3WB*CJOJPJQJaJph+hB*CJOJPJQJaJmH phsH 1hM>Ih%uB*CJOJPJQJaJmH phsH 1hM>Ih:B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,%:&&& 'i'A(B((((g)h))**3***+++^`gdwm$gdwm$ p^pgdwm$ p@&^pgdwm$@&gdwm$ p^pgd%um$p^p`gdwm$v+++++++,1,2,r,,,,l-.+.,..H/I//00010x000A11222R222-33344e4f44*5+5g5o5껦1hM>Ih%uB*CJOJPJQJaJmH phsH )hM>w*䴳ʴϴ1>wB*CJOJPJQJaJmH phsH +hB*CJOJPJQJaJmH phsH )hM>Ih!QB*CJOJPJQJaJph/++1,2,r,,,,l-+.,..H/I//0010x000A1122R2p^p`gdwm$ p^pgdwm$^`gdwm$gdwm$R222-3334e4f44*5+558696~6677`777788^`gdwm$p^p`gdwm$gdwm$ p^pgdwm$o5t55568696~6677`77778888888899лiP1hM>IhwB*CJOJPJQJaJmH phsH 1hM>Ih (B*CJOJPJQJaJmH phsH )hM>IhzF%B*CJOJPJQJaJph#hzF%B*CJOJPJQJaJph#hwB*CJOJPJQJaJph)hM>w*䴳ʴϴ1>%uB*CJOJPJQJaJmH phsH +h`~B*CJOJPJQJaJmH phsH 88888999U999 ::;;;;X<Y<v<<5=6=R==B>C>]>gds3m$@&gdwm$gdwm$9999 9 9 999999@9U9\99˴˝iiN9)hM>Ihs3B*CJOJPJQJaJph4hM>IhRF:B*CJOJPJQJ]aJmH phsH 7hM>IhRF:6B*CJOJPJQJ]aJmH phsH /hM>Ihs36B*CJOJPJQJ]aJph,hM>Ihs3B*CJOJPJQJ]aJph,hM>Ihs36B*CJOJPJQJaJph4hM>IhRF:6B*CJOJPJQJaJmH phsH 1hM>Ihs3B*CJOJPJQJaJmH phsH 99999: ::::::;;; ;;;;;<V<W<X<Y<v<<<3=4=5=6=Q=R===>@>A>B>C>\>]>ηηΈηηΠmΠΈ4hM>Ih#'"6B*CJOJPJQJaJmH phsH /hM>Ihw6B*CJOJPJQJ]aJph,hM>IhwB*CJOJPJQJ]aJph,hM>Ihw6B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph7hM>Ihs36B*CJOJPJQJ]aJmH phsH *]>>>????4?x??@,@-@.@/@H@O@~@@@@@@@AAAԼԼԼԣԈqVqԣ4hM>Ih5B*CJOJPJQJaJmH phsH ,hM>Ihw5B*CJOJPJQJaJph4hM>Ih#'"5B*CJOJPJQJaJmH phsH 1hM>IhlB*CJOJPJQJaJmH phsH /hM>Ihw6B*CJOJPJQJ]aJph)hM>IhwB*CJOJPJQJaJph,hM>IhwB*CJOJPJQJ]aJph]>>??4?x?.@/@H@#A$AAAAAlBmBBBBCXCYCCC5DDDD@&gdwm$gdwm$A A#A$AAAAAAAAAAAAAB!B)BUBWBjBkBlBԹԍt[ttB[1hM>Ih*lB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH 1hM>IhH7B*CJOJPJQJaJmH phsH )hM>IhH7B*CJOJPJQJaJph,hM>Ihw5B*CJOJPJQJaJph4hM>Ih5B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph+hzF%B*CJOJPJQJaJmH phsH lBmBBBBBBBCXCYCCCCCCCCѹѹu_D-,hM>Ihw5B*CJOJPJQJaJph4hM>IhRF:5B*CJOJPJQJaJmH phsH +hAB*CJOJPJQJaJmH phsH )hM>IhlB*CJOJPJQJaJph,hM>Ihw>*B*CJOJPJQJaJph/hM>Ihf6B*CJOJPJQJ]aJph/hM>Ihw6B*CJOJPJQJ]aJph)hM>w*䴳ʴϴ1>lB*CJOJPJQJaJmH phsH CCCD5DDDDDDDDDDDDE'EMEEEEEռꥥw^ꥥM!hM>IhwB*CJPJaJph1hM>IhH7B*CJOJPJQJaJmH phsH )hM>IhH7B*CJOJPJQJaJph1hM>IhgB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>IhwB*CJOJPJQJaJmH phsH )hM>Ih B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJphDDDDDDEEEEEEFFFFGGMGNGGG)H*HHHbIgdAm$gdwm$ 1$7$8$H$gdwm$@&gdwm$EEEEEEEEE FF)F8FpFFFFFFFFFFGGMGNGmG洴͞pWFF!hM>IhwB*CJPJaJph1hM>IhwB*CJOJPJQJaJmH phsH 1hM>IhBB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph+hAB*CJOJPJQJaJmH phsH 1hM>Ihm B*CJOJPJQJaJmH phsH 1hM>Ih}B*CJOJPJQJaJmH phsH 1hM>Ih'fB*CJOJPJQJaJmH phsH mGvGGGGGGH&H(H)H*H2H3H8HHHHHH̾ݩ{bbI01hM>IhwB*CJOJPJQJaJmH phsH 1hM>Ih:B*CJOJPJQJaJmH phsH 1hM>Ih}B*CJOJPJQJaJmH phsH )hM>Ih}B*CJOJPJQJaJph1hM>IhB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJphhAB*CJPJaJph!hM>IhRF:B*CJPJaJph!hM>IhwB*CJPJaJph!hM>IhgB*CJPJaJphHHaIbIcIIIIIIIIJJ&J'J6J7J}J~JJJJJ>K?KKKKKꮕ|ꮮeLL1hM>Ih}B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>Ih7ToB*CJOJPJQJaJmH phsH 1hM>Ih (B*CJOJPJQJaJmH phsH )hM>Ih (B*CJOJPJQJaJph)hM>IhAB*CJOJPJQJaJph#hwB*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJphbIcIIII6J7J}J~JJJJJ>K?KKK L MM^MJNKN O OGOHOOgdwm$@&gdwm$gdAm$KKK L LLLLLLL MMMM!M"M*M+M?M]M^MeMgMoMqMMMѼѣюuuu`Gѣѣѣ1hM>IhwB*CJOJPJQJaJmH phsH )hM>IhVB*CJOJPJQJaJph1hM>IhBB*CJOJPJQJaJmH phsH )hM>IhBB*CJOJPJQJaJph1hM>Ih#'"B*CJOJPJQJaJmH phsH )hM>Ih#'"B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>B*CJOJPJQJaJmH phsH MMMNJNKNNN O OGOHOIONOOOPPP^P_PxPPPPPPPPQQQ#Q?QIQJQPQfQ꟟m,hM>Ihg6B*CJOJPJQJaJph4hM>IhR`6B*CJOJPJQJaJmH phsH 1hM>IhgB*CJOJPJQJaJmH phsH 1hM>Ih#'"B*CJOJPJQJaJmH phsH 1hM>Ihk B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph%OOPP^P_PPPQQIQJQiQjQRRtRuRRRRR%SSSTTgd%Nm$@&gd%Nm$@&gdwm$gdwm$fQgQiQjQQQRRRtRuRRRRRRR$SιpUp@)hM>Ih `B*CJOJPJQJaJph4hM>Ihi6B*CJOJPJQJaJmH phsH ,hM>Ih%N6B*CJOJPJQJaJph1hM>IhiB*CJOJPJQJaJmH phsH 1hM>Ih#'"B*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJph,hM>Ihw6B*CJOJPJQJaJph4hM>Ihg6B*CJOJPJQJaJmH phsH $S%SSSSSSTTTTTU-U.UVUWUUUUUUU漣юw^w^EE1hM>IhQLB*CJOJPJQJaJmH phsH 1hM>IhwB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>w*䴳ʴϴ1>%NB*CJOJPJQJaJmH phsH )hM>Ih `B*CJOJPJQJaJph)hM>Ih%NB*CJOJPJQJaJph1hM>Ih `B*CJOJPJQJaJmH phsH TTT.UVUWUUU*V+VVVVV)W*WeWWWXDXtXuX `gd?@m$ ^gdwm$ `gdQLm$ `gdwm$gdwm$@&gdwm$UUUUVVVV(V)V*V+VNVlVVVVVVVVW)W*WRWeWW޺ޥyy`Eyy4hM>Ihw6B*CJOJPJQJaJmH phsH 1hM>Ih `B*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph)hM>IhwB*CJOJPJQJaJph)hM>IhQLB*CJOJPJQJaJph$hM>IhtsCJOJQJaJmH sH  hM>IhQL0J'CJOJQJaJhM>IhQLCJOJQJaJ$hM>Ih `CJOJQJaJmH sH WWXXDX_XdXtXuXXXXXXXXXXꡌu`G6!jhKeh6T 0J&CJUaJ1hM>IhM>IB*CJOJPJQJaJmH phsH )hM>Ih(OB*CJOJPJQJaJph,hM>Ih(O6B*CJOJPJQJaJph(hM>Ih(OCJOJPJQJaJmH sH 1hM>IhwB*CJOJPJQJaJmH phsH ,hM>Ihw6B*CJOJPJQJaJph1hM>Ih(OB*CJOJPJQJaJmH phsH )hM>IhwB*CJOJPJQJaJphuXXXXXBYYZZZa[[[[[\*\+\-\.\0\1\3\4\$gd+;$gd#T$gdg2$gd $gd$$`m$ `gdR`m$ ^gd3Wm$XXAYBYCYDYYYYYZZZZZ Z4Z:ZCZHZOZcZZZZZZZZ[[`[a[b[[[[[[[[[[[\\\)\*\+\hh6T 6CJaJ$hh6T 6B*CJPJaJphhh6T 6CJH*aJh6T hKeh6T 6CJaJh6T 6CJaJ!jhKeh6T 0J&CJUaJh6T 0J&CJaJ$hKeh6T 6B*CJPJaJphhKeh6T CJaJ1+\,\-\.\/\0\1\2\3\4\5\6\7\8\>\?\A\B\C\D\E\F\⻷1hM>IhM>IB*CJOJPJQJaJmH phsH h6T hRh6T CJaJh*L0JCJaJmHnHuhRh6T 0JCJaJ!jhRh6T 0JCJUaJh*.jh*.U4\6\7\C\D\E\F\`m$$a$gdw9 0&P1h:p*./ =!-"-#$% mDyK 8http://nepc.colorado.edu/thinktank/learnin-from-floridayK http://nepc.colorado.edu/thinktank/learnin-from-floridayX;H,]ą'c)DyK -http://www.columbia.edu/~mb1434/EdAssess.htmyK Zhttp://www.columbia.edu/~mb1434/EdAssess.htm$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l$ t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd$$If!vh#v#vV:V l t0i(655Vpytd2x0000hH0p2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666PJ_HmH nHsH tH8`8 \CJ_HaJmH sH tH (A`( 0 } 4Fi@F \ \ :V 44 la $k $] L >Z@> ̹CJOJQJaJmHsHtH.U`. 0Xt|l >*B*ph6V 6 Ŵ Xt|l >*B* ph.@". (08  !. @2.   !LYBL 118 lp-D M CJOJQJ^JaJDRD %i ijй MѤ¸CJOJQJ^JaJ$)@a$ yt 8"X`q" m@p6].. CM11$7$8$H$$B@$ 8xfof ?BDefault 7$8$H$1B*CJOJPJQJ^J_HaJmH phsH tH :: ?B0Pa0dB*PJ^JphB/B ?Bapple-converted-space8o8 S{apple-style-span4/4 p\/̹ Char OJQJ^J*' * 2o0T 8pCJaJ00 !2o0T MѤ¸ CJaJ.. 2o0 T MѤ¸ Char8j8 #2oT "5\mHsHtH2/12 "2o T  Char5\(@B( %}b MѤ¸$6/Q6 $}b  MѤ¸ CharCJaJ&&`a& }b 8pH*oq \il0/0 b08 CharCJaJZOZ 4m_-5535007832323333022p1)dd[$\$HoH 4m_-5535007832323333022s1HoH 4m_-5535007832323333022s2xx RF:APA Level 1 Header%,$d1$7$8$H$`a$m$5B*nHphtH> > RF: L-CJ_HaJmH sH tH *W`* s`u@ MѤ¸5\6^@6 F 0| ()/dd[$\$xx "#p\ l 7:V000CJOJPJQJ^JaJ2@2 "# ] } 1^m$PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V}gO iL#id˹\xi?|z|&8ׯ~毟{ج 8m쒓O>@\N%HB zxp T:[(x?N ^ۃ4o.6ouH/7}̱ԧr=&}D?"sǔ:vݡ%1 @&i'&B[4A }ߎmv | . `m3ޅħ *l E5BOG%Rdr}u&.R(zӹ ~Ca[4mC}|>!\w?q!f9$@.NėjD5ADNho?0hc {1f- {ƪN$inf6NȶHN%! yw͛F9XRl1^Fٓ Zcp x yΈVɑH}.qtd5 FfT*5Y/,)[qhQ3sUkFf:&e/C%!Q/CBOϮEâՏ]5c {_|YKe[Sw3Dt>tѲ<},.iqJV. c_GѩW/B㲾M\Ӧ0a|OhTcqU_tn`)X2Lc1v~Rm3'Ѥn`![ %WôCN&(֊tv>޻F`-V= @< JQK%~A(fR$'IMQIցcU;gpSOr:*u5:32ɨDFui^2sBrVҜL'b20e˫yĘ [纩>!h~W+f5x6 =ZukPH~yvnynW(7yb.w4ď+k$OFt?PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!vRotheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] rDXca*pوΞl}FT b&"JMFT_ = [ Z 9JAAX^ ""#k$%%b&&,'''(5)R**+-.C//0g1,234@5556i7L88G99F:i;><<=}>?5@ABCD>ENFGXGbHHnIIJ K+LtLDMMOPQS WY.\^Z_`bddf!hcijlncofrrtsquAlBCEmGHKMfQ$SUWX+\F\     !"#$%'()*+-./012356789:;=>?@ABCDEFGHIJLMNPQRSUVWXY[]_bdfhjkmoqtvxy{}M X"%}(;*.36Y:)@EILDbIOTuX4\F\ &,4<KOTZ\^`acegilnprsuwz|~"NehBgwb 8 DEBEFLGG}}~{dЇ 9FTXXXXXXXXXXX !@ @ 0(  B S  ?H0(   _Hlt153214783 _Hlt153214784 _Hlt461198033 _Hlt461198034 _Hlt109836765 _Hlt109836766 _Hlt12622516 _Hlt261278597 _Hlt74218446 _Hlt74218447oo WGWG}G##GT@@@@@@@@@ @pp XGXG~G$$GT %&3;<S=>]cbe )%.%%%%%%%''''''''''''(((&( )))!)%)2)5)@)A)C)D)M)--"/,/1166KHHHHJ J*J0J6J@JJJQJ:NCNOOOO ^ ^wj~jjjjjjjjjjjjjkkmmmmyoooooppp p)p,p5pHpXpZppppp qq7q^qsqqqq*rsospsssss tt$t'tsttttttttu(u)u[uxuzuuuvvv vv'v2v3vavuvzvvvzzzz{{{{{{|0|2|4|6|>||2}s}}}~!~*~,~8~9~f~~~~~=v4]};=G=Q܃'ge'g‡Ї 9{ƈLj׈  F$13ߏ@ANO{ΐݐ Xʔ#4s jnܖ,_ȗڗ @i]nݙXz}̚+͞ݞBT|П u8A =MN #&:ce"156L:o <2O'0Y)I r}MhYsjjqr;<?^fag,1#:-D* >_.M     F      _ i    r{}'Q*+BE[\  +-cf{CegnY]t~  HI[:vZc  hi 6 @ n   g!h!""""##}##1$2$$$$$k%l%*&,&&&G'I'''/(1(9(:(w(x(((@)A)))))**Q*R***,+.+++,,d,f,,,)-y-~----7.9.}.~...//_/`/////b0c000000x1~1111112 222233 33333V4o4u4v4443565Q5R555@6C6\6]666773747w7x7,88889$9~99999 : ::::::::X;Y;;;t<u<<<<<<< =b====>>>??L?D EE E"E*E?E@EEEEEFIFqFFF G GFG`GGGHH]HHHHHjIIIJJsJuJJLMWMlM+NNNPNlNNNNOO)O*OROTO_PuPPPQQXQwQ~QQQQQQQQQRR*T+T-T.T0T1T3T4T6T7TDTGTgGJdfrs!$12LN BHIajmw89xJKb}/=^d0 ( , i | PGT3333333333g JyKc>f E F HB b=FުkIҏaJ02M^ 7zSn#u`~07]d02kDy7:l~.?s<}s`t4a*6_Z;wvJBnyMbT~  ^`OJQJo( 8^8`OJQJo( ^`OJQJo(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo( H^H`OJQJo(o ^`OJ QJ o( ^`OJ QJ o(h@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh!^!`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@^`@o(@^`@o(-@^`@o(-.@^`@o(-.. 8^8`o( -... 8^8`o( -.... `^``o( -..... `^``o(-...... ^`o(-.......^`6o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.DD^D`o( pp^p`o(-  ^ `o(-.  ^ `o(-..   ^ `o( -...   ^ `o( -.... LL^L`o( -..... xx^x`o(-...... ^`o(-.......8^8`6o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.pp^p`o(pp^p`o(-pp^p`o(-.pp^p`o(-.. pp^p`o( -... pp^p`o( -.... pp^p`o( -..... pp^p`o(-...... pp^p`o(-.......^`o(- ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.pp^p`o(pp^p`o(-pp^p`o(-.pp^p`o(-.. pp^p`o( -... pp^p`o( -.... pp^p`o( -..... pp^p`o(-...... pp^p`o(-.......0^`0o(.^`o(. pLp^p`LhH. @ @ ^@ `hH. p ^p`o(hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.++^+`o(- 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.@^`@o(@^`@o(-@^`@o(-.@^`@o(-.. 8^8`o( -... 8^8`o( -.... `^``o( -..... `^``o(-...... ^`o(-.......^`o( ^`o(-^`o(-.^`o(-.. 8^8`o( -... 8^8`o( -.... `^``o( -..... `^``o(-...... ^`o(-.......^`o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.pp^p`o( ((^(`hH. L^`LhH.   ^ `hH.   ^ `hH. hLh^h`LhH. 88^8`hH. ^`hH. L^`LhH.^`6o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hH^`o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.  ^ `o(- ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^h`5o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.h@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh!^!`OJ QJ o(hH^`o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.^`o( ^`o(-^`o(-.^`o(-.. 8^8`o( -... 8^8`o( -.... `^``o( -..... `^``o(-...... ^`o(-.......h^`OJQJo(hHh  ^ `OJQJ^Jo(hHoh  ^ `OJ QJ o(hHhxx^x`OJQJo(hHhHH^H`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH^`o(- ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.8^8`>*o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.h@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh!^!`OJ QJ o(hH^`6o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.!.kIRh3}s+%D*%  4%#MtIpS >B.?s #:,CCZ#sKu[uCXWl= `6.}Ajp \M !#'"w;""#^#$zF%Q[&Br'{' (B((4*H*W,7Y,1}.lO/+0./0t1g2+3=3s3s3^48=5)6H7a77"898I9e):RF:hY:+;e.<c< =W]>?@|a@h@v@DAB8BuxBP(C)CThE AGZYGuG_HrlH8IM>I J0JXJ$K,ZK|L*LuL>M(O%8QPiQROST5TU 1U6U~V3WJWXYYHYw-Z=3[{[3\74]7]v]"-^K4^I^mc^k^S_v_a..bsb c[cDdeKef gLgV|hijuiUWjxjC~jbk;9l$Rlp^mtmNnKNn o o=o?o7Tonoc{o9qvqxqtbuYvvWw6`wyFyWJy`y{m{#}\}&T)5f<8/!b26:~|k (DsRV(/]I l\dgh'Fo{ /[} \c7atXDmc]Uebf{4 HbKa}yAr1uI|]n;: J2P#Tt v M'fj !{F5Nw/d&mAJy!Q 4~gS"V$w~SnN6U5OBx#k2e.bF A]j%u6FfQmy1`R`i dh*.}$tsJMjp(c:FU*V ` a`~= U%N(+2(VpZm 'awHhBQPQLkE]rcqbU[H"w-a{  j_ps{v$SDUqU=HI:SIyW1 T_ pV* "3gPP@FT@Unknown G.[x Times New Roman5Symbol3. .[x ArialG=  jMS Mincho-3 fg7..{$ Calibri3> /|)ѹ@ ?= .Cx Courier New5. .[`)Tahomac Gill Sans StdTimes New Roman;WingdingsA$BCambria Math"h+ć+ćP%G2 cG2 c!-04P4P 2q@P ?32! xxJm + MADHABI CHATTERJI*CIS Jooyoung Jeon!                           Oh+'0|   , 8 D P\dltMADHABI CHATTERJI*CISNormalJooyoung Jeon2Microsoft Office Word@@q@B]@B] G2 ՜.+,D՜.+,|8 hp  911Թ Collegec4P MADHABI CHATTERJI*MADHABI CHATTERJI* Title P$,8d _PID_HLINKS_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_PreviousAdHocReviewCycleID_ReviewingToolsShownOnceAB-http://www.columbia.edu/~mb1434/EdAssess.htmT9http://blogs.edweek.org/edweek/assessing_the_assessments2/http://www.edweek.org/l*8http://nepc.colorado.edu/thinktank/learnin-from-floridaV:https://nepc.colorado.edu/publication/rd-assessment-guide/q<http://scholar.google.com/citations?user=gmRK3mMAAAAJ&hl=enb1 Lhttp://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=qae06 http://www.tc.edu/aeri06http://www.tc.edu/aeri1mailto:chatterji@tc.eduomailto:mb1434@tc.columbia.eduШV$Chatterji@exchange.tc.columbia.eduChatterji, Madhabi  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012345789:;<=?@ABCDELRoot Entry FlNData B1TablecWordDocument;SummaryInformation(6DocumentSummaryInformation8>CompObjn  FMicrosoft Word 97-2003 MSWordDocWord.Document.89q