ࡱ> {( % \ B http://www.homeoffice.gov.uk/docs/piuspeech.html accessed 6/12/04http://www.homeoffice.gov.uk/docs/piuspeech.html accessed 6/12/04Zhttp://www.homeoffice.gov.uk/comrace/cohesionZhttp://www.homeoffice.gov.uk/comrace/cohesionx.http://www/renewal.net/.http://www/renewal.net/Vhttp://www.statistics.gov.uk/socialcapital/Vhttp://www.statistics.gov.uk/socialcapital// 0DArialngsRomantt~ 0DTimes New Romantt~ 0 DWingdingsRomantt~ 0@ .  @n?" dd@  @@``  C.   / /#"$'+,-./0123456789:;<=>?@ 0AA@8L ʚ;'u%ʚ;g4(d(dt 0ppp@ <4dddd@k 0t~ <4!d!d@l 0t0___PPT10 pp___PPT9vn3n)/ypf}I[ePNG  IHDR asRGB`PLTEkjjjUU@@@??@??+++**+**#g cmPPJCmp07128I tRNS@fAIDAT 0 ~{[8([Pz2S82(\dXP< zIENDB`0n&WvlHMU+vnPNG  IHDR asRGB`PLTEkjjkjjUUTU@@@??@++*+**M#A cmPPJCmp07128I tRNS@f>IDAT1W}{{J %s4!u61QJuRW&x&vxIENDB` ne!(mPɈPNG  IHDRysRGBPLTEffffffff̙̙O) cmPPJCmp0712 jtRNS ADIDATcP, SVA%6AC!P.iuD!".l`)SbPbL@]KIENDB`?  %k4 We get played for fools :, Promises and pitfalls of community and institutional participation for children and young people Ginny Morrow, Institute of Education, University of London v.morrow@ioe.ac.ukP&     Outline of talk  Background of recent policy focus on community cohesion, social capital, and citizenship Definitions of participation Data from discussions with children from two research projects and a recent  consultation Conclusions  'hThe meteoric rise of the concept of  social capital 55(4 jMany definitions: most based on Putnam (1993, 2000 - eg NRU 2002)  Social glue between people, organisations and communities that enable them to work together to pursue shared objectives; social networks characterised by norms of trust and reciprocity; civic engagement; neighbourliness, shared values& (ONS)6Z6.   - And links to citizenship \ We must think about building social capital in the wider context of citizenship. The two weave together. Those who volunteer in their communities tend to be more likely to vote. Conversely, those who have a sense of citizenship tend to work with others to improve their communities (Blunkett, 2002) //!A cohesive community is one where""$m There is a common vision and sense of belonging for all communities Diversity of backgrounds/circumstances is appreciated and valued Those from different backgrounds have similar life opportunities Strong and positive relationships are being developed between people from different backgrounds in workplaces, schools, and within neighbourhoods. (Home Office 2002) PPmPZBJ      d Building cohesive communities (Home Office 2002)33(2 Disengagement of young people from the local decision-making process Inadequate provision of youth facilities and services  Young people must be enabled to contribute fully to the development of cohesive communities and to have their own, distinctive voice  /Indicators of cc for children and young people?00(/ Percentage of pupils achieving 5 or more GCSEs at A*-C in an area. But also :  We must listen to and involve local people in developing policies& young people of all communities must be included&  (Home Office, 2002),C  RChildren and young people s participation**() UN CRC Article 12; DfES/CYPU Kirby et al (2003) Building a culture of participation; But what is meant by  participation ? Hart s (1992) Ladder based on Arnstein s (1969) but this can lose sight of hierarchical structures in which children s lives are conducted.  &    Definitions   1.  taking part in , or being present (??latent/passive participation) 2.  knowing that one s actions are taken note of and may be acted upon (Boyden & Ennew 1997) (Active participation?) To what extent do children feel they participate in their communities (are part of, by default) and how does this link to active participation, having a say in decisions in their communities? V~)o  3 projects   Understanding families  (1996-7)  (8-14 year olds) children discussed children s rights and participation Social capital  (1999-2000)  (12-16 year olds) Liverpool Children s Fund  meaning of community cohesion indicators for children (2005) 8-16 year olds   Active Participation in schools!!  FSchool councils:  that s all hype, it s not very good  it s like they re trying to make it look as though we ve got some power, but we haven t (Study 1)  the favourites get picked  the boffins ;  We get played for fools& they don t listen to me& what s the point of asking us? (Study 2) $$# 8 Being there : participation What does school mean to children? Qualifications:  People do moan about school, but & they know they will learn stuff& They will have a bit of fun, and they do meet their friends But non-democratic nature of school and High expectations of teachers  Awareness of position in  hierarchy of attainment  none of the teachers really build up our confidence (Study 2) sZsr Civic participation "Awareness of non-participation  they ask your parents&   oh yeah, mum s gonna play on the swings, in t she?! (Study 1);  they don t ask the kids  since we can t vote& they don t think we re that smart, they think parents have got all the experience  we should get a say in it  what happens does affect us as well as adults and they don t seem to think about that when they re making decisions 4ZZZ   I remember, I was living in my old house, and it was & the woods, and they knocked it down to build more houses, and we didn t [want that] we used to play there and have our & tree houses, dens and things, but they didn t ask us. We tried slashing their tyres and things like that, nicking keys, and stuff but it din t work. We was young then, so... Mike (age 15) (Study 2)&xw Youth forum   Gemma: No one knows about it, if there is one Tamisha: I think there should be one, but Miranda: but they d chose the people who do all the best in school, and & they re not average people, are they?  9!Suggestions for improvement Activities for their age group, and for older and younger children Paths, shortcuts and roads Security, safety, and fear  I ve only seen policemen in cars, I ve never seen a bobby on the beat Resourceful, reflective commentators Liverpool consultation There had been some involvement about improvements to local area BUT Often found about things too late Some negative experiences of promises not being fulfilled New facilities will be  posh and they won t fit in  (sense of belonging)   Discussion   A range of experiences  gender, age, ethnicity, location -  no single voice of childhood (Roche 1996) Young children could engage meaningfully with notions of rights and being listened to Cyp would like to have a say in decisions and to be heard, not necessarily have ultimate control Can see decision making from other s points of view VVU  Cyp (Project 2 & Liverpool) did not share in community life  Participation  being actively involved in decisions  was virtually non-existent Implications for democratic structures later on  a  healthy skepticism Need a holistic approach  link their experiences of  being there to willingness/capacity to  actively participate Link to adults in disempowered/deprived communities P  yParticipation and decision-making need to be seen as context specific: (a) depend on the question (b) characteristics of the children concerned: gender, location, social class, ethnicity, religion, experience. (c) children would like to 'have a say' (d) social model of citizenship - emphasising interconnectedness rather than autonomous rights of individuals (Cockburn 1998)zZzJudith Ennew (2000) d It is not fair to expect the powerless to assume responsibility for transforming the hierarchical structures in which their lack of power is inscribed. Indeed, to do this, is to blame them for their situation, and reproduces the same inequalities in political and economic structures, while reinforcing the economic structures that produce and maintain inequalities. In this respect, participation is a kind of conjuring trick (p5).  Conclusions   TConstructing children as simultaneously  the problem to be solved and the solution to the problem is contradictory Translation into practice and policy What blocks effective participation? Adult practices; models of childhood  how to challenge these? How to change structures and organisations? &*ZZ+Vs L>      References   b Alderson, P. (1993) Children s consent to surgery. Buckingham: Open University Press. Alderson, P. (1999) Civil rights in schools. ESRC Children 5-16 Research Briefing No 1, ESRC, Swindon. Arnstein, S. (1969) Eight rungs on the latter of Citizen participation. Journal of American Institute of Planners, Vol. 35, No. 4, pp. 216-224. Blunkett, D. (2002) How Government can help build social capital Speech to the Performance and Innovation Unit Seminar on Social Capital 26th March 2002 by Rt. Hon. David Blunkett, Home Secretary http://www.homeoffice.gov.uk/docs/piuspeech.html accessed 6/12/04 Boyden, J. and Ennew, J. (1997) Children in focus - a manual for participatory research with children. (Stockholm, Sweden: Radda Barnen). Cockburn, T. (1998) Children and citizenship in Britain. Childhood, 5, 1, 99-117. Donnelly, E. (2003) Consulting children and young people in Liverpool. Liverpool City Council. Ennew, J. (2000) How can we define citizenship in childhood? Working Paper Series, Vol 109, 12, Harvard Centre for Population and Development Studies, Harvard School of Public Health. Fitzpatrick, S., Hastings, A., and Kintrea, K. (1998) Including young people in urban regeneration: A lot to learn? Area Regeneration Series, JRF/Policy Press, Bristol. Freeman, M. (1996)  The Convention, an English perspective in M.Freeman (Ed) Children s rights. A comparative perspective Dartmouth, Aldershot. Hart, R. (1992) Children's participation: from tokensim to citizenship. Florence: International Child Development Centre, UNICEF. Hart, R. (1997) Children's participation. The theory and practice of involving young citizens in community development and environmental care. EarthScan/UNICEF London *PdY,2-F^ $1,+>,'6L}l A gN x  0U   Home Office (2002) Building cohesive communities: a report of the ministerial group on public order and community cohesion London TSO www.homeoffice.gov.uk/comrace/cohesion Hylton, C. (1995) Coping with change. Family transitions in multi-cultural communities. London, National Stepfamily Association. Kirby P, Lanyon, C., Cronin, K., and Sinclair, R. (2003) Building a culture of participation: involving children and young people in policy, service planning, delivery and evaluation. Research Report. DfES, London Lansdown, G., & Newell, P. (Eds) (1994) UK Agenda for Children. Children s Rights Development Unit, London. Matthews, H., Limb, M., Harrison, L., & Taylor, M. (1998)  Local places and the political engagement of young people: youth councils as participatory structures in Youth & Policy, 62, p16-30. Morrow V (1998a) Understanding families: children's perspectives JRF/National Children's Bureau, London Morrow, V. (1998b)  If you were a teacher, it would be harder to talk to you : reflections on qualitative research with children in school. International Journal of Social Research Methodology: Theory and Practice 1, 4, 297-313. Morrow, V. (1999a)  Conceptualising social capital in relation to the well-being of children and young people: a critical review In The Sociological Review Vol. 47, No 4, pp. 744 765. Morrow, V. (1999b)  We are people too . Children s perspectives on rights and decision-making in England. International Journal of Children s Rights 7, 3, 149 170. Morrow V (2001a) Networks and neighbourhoods: children's and young people's perspectives. Health Development Agency, London. _Ph 9Dd5/J*!H%t& ; 0$ rMorrow, V. (2001b) Using qualitative methods to elicit young people s perspectives on their environments: some ideas for community health initiatives. Health Education Research: Theory and Practice, Vol 16, No 3, 255-268. Neighbourhood Renewal Unit (?2003) Renewal.net Toolkit: How to build social capital. http://www/renewal.net/ Office of National Statistics, (n.d.) http://www.statistics.gov.uk/socialcapital/ website, accessed 6/12/04. Putnam, R.D. (1993) Making democracy work. Civic traditions in modern Italy Princeton, NJ: Princeton University Press. Roche, J. (1996) The politics of children s rights, in J.Brannen & M.O Brien (eds) Children in families. Research and policy. London: Falmer Press. Zakus, J.D.L. & Lysack, C.L. (1998) Revisiting community participation. 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33___PPT10..j+ˠD' !O= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*B%(D' =-g6B fade*<3<*BD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*BD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*BD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*B6%(D' =-g6B fade*<3<*B6D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*B6D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*B6+p+0+0 ++0+0 +  0L0 @(    s *HO*| `<$ 0  O   s *O+| `<$ 0 O H  0޽h ? 33  ___PPT10c ..j` ^+ˠD ' O= @B Dv ' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*/%(D' =-g6B fade*<3<*/D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*/D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*/+p+0+0 ++0+0 +q  0L0 0 (     c $HpO*| `<$ 0  O   c $pO+| `<$ 0 O H  0޽h ? 33 ___PPT10..j*+ˠD9' O= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<* D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<* D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<* D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<* E%(D' =-g6B fade*<3<* ED' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* ED' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<* ED"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<* E%(D' =-g6B fade*<3<* ED' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* ED' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<* ED"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<* D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<* m%(D' =-g6B fade*<3<* mD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* mD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<* m+p+0+ 0 ++0+ 0 +G  0L0 ,(  , , c $VO*| `<$ 0  O  , c $WO+| `<$ 0 O H , 0޽h ? 33___PPT10..j0+ˠD' ZO= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*,%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*,D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*,D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*,D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*,E%(D' =-g6B fade*<3<*,ED' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*,ED' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*,ED"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*,E{%(D' =-g6B fade*<3<*,E{D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*,E{D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*,E{D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*,{%(D' =-g6B fade*<3<*,{D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*,{D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*,{+p+0+,0 ++0+,0 +)  0L0 P(    s *O*| `<$ 0  O   s *O+| `<$ 0 O H  0޽h ? 3f3ff___PPT10..6+ˠD' O= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*C%(D' =-g6B fade*<3<*CD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*CD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*CD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*D%(D' =-g6B fade*<3<*DD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*DD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*D+p+0+0 ++0+0 +q  0L0 @(  @ @ c $8?O*| `<$ 0  O  @ c $8@O+| `<$ 0 O H @ 0޽h ? 33 ___PPT10..j`؞+ˠD9' BO= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*@%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*@D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*@D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*@D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*@%(D' =-g6B fade*<3<*@D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*@D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*@D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*@W%(D' =-g6B fade*<3<*@WD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*@WD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*@WD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*@W~%(D' =-g6B fade*<3<*@W~D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*@W~D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*@W~D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*@~ %(D' =-g6B fade*<3<*@~ D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*@~ D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*@~ +p+0+@0 ++0+@0 +G  0L0 `(    c $PO*| `<$ 0  O   c $PO+| `<$ 0 O H  0޽h ? 33___PPT10..jhEc+ˠD' O= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*G%(D' =-g6B fade*<3<*GD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*GD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*GD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*G%(D' =-g6B fade*<3<*GD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*GD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*GD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*}%(D' =-g6B fade*<3<*}D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*}D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*}+p+0+0 ++0+0 +G   0L0  H(  H H c $+B#style.visibility<*H%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*HD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*HD' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*HD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*Hm%(D' =-g6B fade*<3<*HmD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*HmD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*HmD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*Hm%(D' =-g6B fade*<3<*HmD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*HmD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*HmD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*H%(D' =-g6B fade*<3<*HD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*HD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*H+p+0+H0 ++0+H0 +   0L0 0L(  L L c $O*| `<$ 0  O  L c $O+| `<$ 0 O H L 0޽h ? 33___PPT10..j++ˠD' O= @B D' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*L%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*LD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*LD' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*LD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*L%(D' =-g6B fade*<3<*LD' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*LD' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*LD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*L#%(D' =-g6B fade*<3<*L#D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*L#D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*L#+p+0+L0 ++0+L0 +-   0L0 @P(  P P c $O*| `<$ 0  O  P c $kO+|'g(<$ 0 O H P 0޽h ? 33++___PPT10_+..j +ˠD*' lO= @B Dr*' = @BA?%,( < +O%,( < +D' =%(%(D ' =%(D' =ABBB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*P%(D' =+4 8?bCB#ppt_x-.2BCB#ppt_xB*Y3>B ppt_x<*PD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*PD' =-6Bwipe(right)*q3=-B%gradientSize: 0.1<*PD"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*P$%(D' =-g6B fade*<3<*P$D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*P$D' =+4 8?dCB#ppt_y+.05BCB#ppt_yB*Y3>B ppt_y<*P$D"' =%(D' =%(Dr' =AB,BB@B0B%(D' =1:Bvisible*o3>+B#style.visibility<*P$y%(D' =-g6B fade*<3<*P$