邢唷��>� `b���_������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������欹�e� ���#bjbj�� 8Px漥\x漥\���������@@������������8 <�@ |��4�� � � � � """B4D4D4D4D4D4D4$c7�:�h4�"""""h4��� � 4}42#2#2#"R�� �� B42#"B42#2#��/|1� ����坤泞�?�����X"RB0.4�40�4T0��:�"��:$1�:�1""2#"""""h4h42#"""�4""""���������������������������������������������������������������������:"""""""""@> ~: Supporting school issues through a whole-school approach Travelling Safely Police district School nameSchool demographicsSubmitted byEasternHavelock North High School8Senior Constable Chris Leppien SummaryHigh number of students leaving school with no driver licence. IssueA number of at-risk students and others who planned to leave school to go straight into employment or apprenticeships were not aware of the importance of having a driver抯 license. There is limited public transport in Hawkes Bay for workers, and so having no driver抯 license is a huge barrier to employment.Identification and prioritisationIssue identified though data from: Students: Reported difficulty of the learner test and high fail rates. They were scared to sit the test as they did not want to fail. Fear of failure. Parents: Expressed difficulty in coming up with the $93.90 to pay for the test. School Careers Centre: Lack of parental/caregiver support, help and encouragement to learn the Road Code. Parents without transport. Learning difficulties of some students � the way they learn. English was not the first language of some students. NZ Transport Agency: Since the implementation and use of the learner licence programme in 2014 at numerous schools, businesses and agencies in Hastings, there had already been a steady increase in the pass rate of people sitting their learner licence at the Hastings VTNZ site (up from 72% in 2013 to 84% in 2016, which was 8% above the national average of 76%). Police data: National policy for crime and crash reduction. Hawkes Bay Police in particular had identified licensing as a problem, and had a working group committed to addressing this. Hawkes Bay statistics for unlicensed drivers being forbidden to drive had significantly decreased since the implementation of the learner licence programme in 2014 (from 928 in 2013 down to 188 in 2016). The same intervention was put in place at Hastings Girls High in 2014, with a 100% pass rate for students on their first attempt at sitting their learner licence. The issue was prioritised in the Police/School Annual Partnership Plan, to contribute towards the school抯 planning and reporting for: an increase in students obtaining their learner licence an increase of students being placed into employment and apprenticeships through Career Centre and Gateway Programme initiatives. Short-term goalTo assist students to gain their learner licence. Long-term goalStudents to leave school with at least their restricted driver抯 license. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Skilled staff: The school was given the driver licencing programme, and an administrator trained in its delivery. Teaching techniques and memory aides allowed for easy retention of information. Community connections (consultation; collaboration; model parents) Police: Police assisted for one week in Term 1 and one week in Term 3, helping students with learning and transport. STAR funding was sought to pay learner licence fees for a small percentage of students with genuine financial hardship issues. Parents were able to pay fees via instalments over a set time. This meant they did not have to come up with a lump-sum payment. Curriculum teaching and learning (taking action for: myself; my friends; my community) The Careers Administrator was put in charge of the licence resource, and identified unlicensed students. She was trained in the delivery of the driver licensing programme. She printed copies of the driver licensing resource for use in the school. She worked with students to teach the resource in the Careers Centre and transported students to VTNZ to sit their learner licence once she was confident they had gained a good all-round knowledge and would pass the test. She was responsible for the collection of money from parents or caregivers to pay the licence fee, and also collected all identity documents the student would need for their test. ImpactThis intervention has maintained a successful rate of students passing their learner driver license, with 38 students in 2017 using the school resource and teaching aides to help pass their test on their first attempt. There were also many other students who sat and passed their learner licence without using the resource. A number of the students who passed their licence using the resource were students seen as at risk of leaving school early without their licence, and with lack of support to gain their licence. Some came from low socio-economic backgrounds. They generally struggled with tests and exams. Therefore, their feelings of self-worth through gaining their licence increased. The encouragement to gain a restricted and full licence after completing the initial learners licence programme has also helped some students into employment and apprenticeships. Trade industries see a driver抯 licence as a must when interviewing students for apprenticeships or employment. In addition the students gained two Level 1 NCEA credits for their learner licence. The time spent in school by Police helped break down the perception that Police were only there if someone was in trouble. Key driving safety messages were emphasised through the delivery of this programme to help students become more aware and safer drivers. Next stepsNext year the school will look into using a buddy system and Year 13 students with their full licences to assist in the teaching process, providing a mentor-based system in addition to the coordinator teaching. They will also look to find volunteers from the community to assist with the transportation of students to and from the VTNZ, as this is extremely time consuming. They plan to upload the driving resource to the students� drives, so all students can access the resource. More students bringing their own devices next year will allow the resource to be more readily available for all. It will also allow use at home for other family members. ObstaclesMoney is still an ongoing issue for many families on low incomes. Funding is being sought to help families in need. ImprovementsOne student wanted to sit their motorbike learner licence. This is not part of the resource. Police are looking at adding this to the resource. The school is also going to look at the possibility of running night classes for family members of the students. ConclusionThrough this intervention the school has partnered with Police and made a measurable impact on the number of unlicensed students. This intervention has started 38 students on their way to being fully licensed drivers. Many of them would still have no licence had this intervention not been implemented.      School narrative Travelling Safely 2017 乐竞体育  PAGE \* MERGEFORMAT 3  89:;KL]h�������������     " ( H S d i � � � �     聃牾牾孢骢圻孢踉哦夣詟w€w€w€w€n€w€wh�)h�^Jh�)h`|�^Jh�)h%�^Jh�)h�;CCJOJQJaJh�)hG#CJOJQJaJh�)h=�CJOJQJaJh�)h� �CJOJQJaJh�)h%�CJOJQJaJ h塩�h >�h� � h +�h >�hG# h�3�h >�hI_�h >� h遆nh >�+:L]i}��������I�kd$$If杔�擯謀*�KGoq#!�(  t��0�������G$6���������������������4�4� la��yt烶� $Ifgdj${gd蕂�gd蕂������������C>gd���kd�$$If杔�謀*�KGoq#!�(  t��0�������G$6���������������������4�4� la��yt烶� $Ifgd穣 $IfgdW � $Ifgdj${��   U ���r�i $Ifgd`|�{kdL$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� +$Ifgd�;C $Ifgd�) ) + T U V x � � � � � � � � � �  # & 4 5 = F H � � � � � � 黝麇嶷思澦幩幩藀p爽藥薫Q嶲�h�)h%�CJOJQJaJh�)h%�5丆JOJQJaJh�)h�;CCJOJQJaJh�)h銂�CJOJQJaJh�)h`|�CJOJQJaJh�)h硁�CJOJQJaJh�)hin�5丆JOJQJaJh�)h >�CJOJQJaJh�)hin�CJOJQJaJ h塩�h >�h >�h�)h�;C^Jh�)h�^Jh�)h%�^JU V x � 5 � � � #�{reeXKK + & F$Ifgd`|� + & F$Ifgd%� + & F$Ifgd�� +$Ifgdin� $Ifgd�){kd�$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶�� V Y p � � � � � - 5 � ��{|#$).2������fghiy}�����疋疋裼拇猊獯猊猊庥怦怦怦怦怦枏媱ync媱nh�)hG#OJQJh�)h�;COJQJh�)h�OJQJ h塩�h >�h >� h�)h銂�h�)h�;CCJOJQJaJh�)h�CJOJQJaJh�)h`|�5丆JOJQJaJh�)h`WCJOJQJaJh�)h硁�CJOJQJaJh�)h`|�CJOJQJaJh�)h%�CJOJQJaJ&#$��ghiy�����OF $Ifgd�){kd\$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� $Ifgdi� + & F$Ifgdi� + & F$Ifgd%� +$Ifgd%� +$Ifgd硁�y����  ��{r�� $Ifgd�){kd�$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� $Ifgd�;C�������    "e����������!"MOwx���� 4@����89Z��蹶哧蹶哧躁猩鲁3敵敵敵敵敵敵敵叧3敵敵33敵z常�h�)h`|�OJQJh�)h`|�OJQJmH sH h�)h�CJOJQJaJh�)h`|�5丆JOJQJaJh�)h`|�CJOJQJaJ h�)h`|� h蕂�h >�h >�h�)hG#OJQJh�)h銂�OJQJh�)h�;COJQJh�)h�OJQJ0  "e�wx�4�{ri\Si\ $Ifgd`|� + & F$Ifgd`|� $Ifgd`|� $Ifgd`|� $Ifgd�){kdl$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶�4�89��@�m#$���������� 劋$If^劋gd慓� $Ifgd`|� $Ifgd`|� + & F$Ifgd`|� & F$Ifgd`|� �����:<?@��ABlm������#$%,������  TUx~��PQde�������疋疋裼疋疋裼疋疋疋疋衲拦獩獙�h�)h鰂�CJOJQJaJh�)hc@�CJOJQJaJh�)h闝 CJOJQJaJ h蕂�h >�h >�h�)h慓�CJOJQJaJh�)h�CJOJQJaJh�)h`|�CJOJQJaJh�)h臟%CJOJQJaJ7$%,  uv��ij�{rrrrrirrrr +$Ifgdc@� +$Ifgd闝 $Ifgd�){kd�$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� ���3D8=rs~������028;��    � � � 6!7!8!E!J!�!�!�!�!�"疋疋疋疋疋酉瓤犊犊犊犊犊犊犊犊蠠樝弳}唥唙先� h�)h�,?h�)h�^Jh�)h�,?^Jh�)h玁�^J h�)h�h�)h�^J h�)hG# h�)h闝 h�)h鰂�^Jh�)h闝 ^J h蕂�h >�h >�h�)h玁�CJOJQJaJh�)h闝 CJOJQJaJh�)h鰂�CJOJQJaJ.j��rstT� ����ri``W $Ifgd� $Ifgd闝 $Ifgd�){kd|$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� +$Ifgd玁� +$Ifgd闝    � �{r $Ifgd鰂� $Ifgd�){kd$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶�� � � 7!�!�{ri $Ifgd� $Ifgd(� $Ifgd�){kd�$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶��!�!�!�"�{r $Ifgd鰂� $Ifgd�){kd$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶��"�"�"�"�"�"�"�"�"�"�"�"�"�"�"�"�"�"#####$#%#&#*#+#G#o#�#�#�#�#�#�#�#�#�#�#�#黝黝玢呶栏锤锤锤喘悱┉ァ┿々悱檿檶櫗ゴ�h�mHnHuh��jh��Uh��hC(#hI_� hC�h >�h�)jh�)Uh2#CJOJQJ^JaJ h2#h2#CJOJQJ^JaJh2#h >� h�)hG#h�)h玁�^Jh�)h鰂�^J'�"�"�"�"�"�"�"�"�"�"�"�"�"�"�zxgd遆ngd��{kd�$$If杔��0*�:q#W1 t��0��������6�������������4�4� la��yt烶� �"�"�"�"�"�"�"$#%#�#�#�#�#������������gd��gdC�gdC�gd遆n 6&P 1恏:p:�皟. 叭A!皧"皧#恘$恘%�芭芭 惸�$$If枛�!vh#v!#v�#v( #v :V 杔擯 t��0�������G$65�!5��5�( 5� a��yt烶��$$If枛�!vh#v!#v�#v( #v :V 杔 t��0�������G$65�!5��5�( 5� a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��$$If枛�!vh#v#v7:V 杔 t��0��������65�W5�1a��yt烶��,s8888�����666666666vvvvvvvvv662226>666226666666622666666666666�66266666666�666666666626hH66666666666666666266666666666666666666666666666666666666666666662062���� 0@P`p€�����2(�� 0@P`p€����� 0@P`p€����� 0@P`p€����� 0@P`p€����� 0@P`p€����� 0@P`p€�8X�V~�����€�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@�� 0@_HmH nHsH tHL`�L i�Normal$CJOJQJ^J_HaJmH sH tH j@j 蕂�0 Heading 1$�z#@&a$"5CJOJQJ\^JaJmH sH X@X �0 Heading 2d1$@&5CJOJQJ\^JaJ2@A2 �0 Heading 3@&V@V �0 Heading 41$@&5CJOJQJ\^JaJDA ��D Default Paragraph FontRi@��R 0 Table Normal�4� l4�a� (k ��( 0No List V�/��V ��0Heading 1 Char"5丆J KH OJQJ\乛JaJ tH X�/�X ��0Heading 2 Char$5�6丆JOJQJ\乚乛JaJtH R�/�R ��0Heading 3 Char5丆JOJQJ\乛JaJtH R�/�!R �0Heading 4 Char5丆JOJQJ\乛JaJtH j�2j �$�0Red para.N�€O�€P�€Q�€B*CJaJph�R�2R �$�0Roly 1� �x6B* OJQJ]^Jph€H�1RH �.�0Style2�eCJaJmH sH tH ~��c~ `y0 Table Grid7:V�0������CJOJQJ^JaJH@rH C�0Header ��B#CJOJQJ^JaJF�/��F C�0 Header CharCJOJQJ^JaJtH Z @�Z C�0Footer�H|#N��CJOJQJ^JaJmH sH J�/��J C�0 Footer CharCJOJQJ^JaJmH sH z﨩�z �0 Body text'd�*$1$7$8$9DH$%B*CJOJQJ^JaJmH phsH .﨩�. 蕂�0ThemeCJ aJ 8﨩��8 �0 Table textCJaJ*﨩1�* 塩�0Subhead`0@�` �;C0 List Bullet刪剺�d1$^刪`剺�CJaJmH sH F' �F C�0Comment Reference CJ^JaJ<�<� "C�0 Comment Text!CJaJJ�/�!J !C�0Comment Text CharOJQJ^JtH @j@ $C�0Comment Subject#5\V�/�AV #C�0Comment Subject Char5丱JQJ\乛JtH H�RH &C�0 Balloon Text%CJOJQJ^JaJR�/�aR %C�0Balloon Text CharCJOJQJ^JaJtH €1r€ C�0 List Number*' & F ��凩劶�d^凩`劶�%B*CJOJQJ^JaJmH phsH :U ��: 郙|0 Hyperlink>*B*^Jph�D& ��D  +�0Footnote ReferenceH*^J���� @M0JChar Char Char Char Char Char Char Char Char Char Char Char Char Char Char *d�CJOJQJ^JaJmH sH T漙��T in� No Spacing+$CJOJQJ^J_HaJmH sH tH PK!檗�[Content_Types].xml瑧薔�0E鱄鼉�-J湶@%閭菐洽|廊�$韶钵UL襎B� l,�3鳛;鉹�得槣B+$�G]ミ7O侪V墎vn�`2莾漤,�!"篍3瀙#9嬇G�Qd恋��; H� xuv� � 摍 徸氯0F[,盕釟淜 sO鞊'3w �#圮妽黺fS蠽bs勜爕摙X� 幈p�5v埍euw 1鈠@� 鉲,溁膇!b I� 宩Z響�2�剕�9搞�淡簫廘$�圸洒15聏�妉.�(厉�m${骴ㄣ:\@�'𩔗聹踠n$癪-樽@^靑?狊菵&�趞�#苩d�!姦6l從龍B�"�&6�3�yy@裰t�!豀鏖jp擴Т*ye朮ry3{s:FXI 俊�塐�5Y�[Y!}蹴S霜.獱7b剑鲋d|n]�枌扰最6毰71�.� 旖t織n�/蒇铉w/�+�鶘[舤6钛謢麡P�s婘冠簊鐻�. J;跆姵绺i囼N� �$A势I橒剤��)祜嫯t2� �頛噈�耳杧:��(}\-澹i*壵x料漆QCよJu�柟Wl'闝yI@诰 m2揇貰⒑擜R�4 挡w垄naQ擃棭赻圆稚� W悯=0#x廳炓T/倡掶.3�-楩�>bY獿�%篆藫獽K� �6Hh錰扨慟=寚h��)G螧鉳s]_ピ�'C℃円Z穴筑嵟ys v脍@c])h�7躂賴��胏?FS�.芳圢噍貾$� e�&\�觻+袸� "'%Q脮讼褸c�!奫�俻a烧AV.9H簷d<恪杏畭菻Ё狆¬X�*篌儱%汚簕徼�衁r A夰闸 鄨px鸖L�9"�:3睻5礻�U ャ圢C磋(簶%�u柵@;[�獏d�賎鯛�4�)嚟]鱰#9M4W=覲�5�*f贪lk�<_撟X-C 殾w鳷鹤%肪院祡B�% 郰�,]� A6毺�&o拾造浓�;� <呞Y殑暐鄣竐=�: 灚髢輟章衳汞T慥�=鬙lp模 /乬Tp旿� �踉�$� 窫顙怒G�,! 鰽羙zA�r厷呱ye瘣蛂b�/诃褻h,"寠~� 鑭皴E峯|}墫o�. Y攇觌J^W__姤韄_Ⅲ燫曛缩V%W/7�9闍kW俲慧黌禁衭�豮�╁*� 葃晜猑┰舄蚙莐>\lc`濠|,b酻紇���PK! 褠煻'theme/theme/_rels/themeManager.xml.rels剰M �0匃倃oo雍�&輬协�勪5 6?$Q祉 �,.嘺緳i粭澤c2�1h�:闀q毩m胳嶡RN壻;d癭値o7�g慘(M&$R(.1榬'J摐袏T鶂�8V�"&A然蠬鱱}狇�|�$絙{�朠�除8塯/]As賲(⑵锑#洩L蔥汉倪��PK-!檗�[Content_Types].xmlPK-!ブх�6 0_rels/.relsPK-!ky���theme/theme/themeManager.xmlPK-!猂%咂��theme/theme/theme1.xmlPK-! 褠煻'� theme/theme/_rels/themeManager.xml.relsPK]� �P���� 22���� � ����"�# %��U #y 4$j � �!�"�"�#!"#$&'����!�晙餈� @����€€€�餒 ��0�( � �饞��0�( � �養 �S ���� ?���������������������������3:�N�%,8h���������#%���€���VGz'��������'� 皥���������p鬑汝@����������L槇T����������#檊�*v����������yx歊瘦���������勗剺���^勗`剺﨩JQJ^Jo(佛h � 剺⺗� `剺䥽h圚.�h 勡剺⺗勡`剺䥽h圚.�h 劕凩�^劕`凩�噃圚.�h 剕 剺⺗剕 `剺䥽h圚.�h 凩剺⺗凩`剺䥽h圚.�h �凩�^�`凩�噃圚.�h 勳剺⺗勳`剺䥽h圚.�h 劶剺⺗劶`剺䥽h圚.�h 剬凩�^剬`凩�噃圚.h刪剺⺗刪`剺﨩JQJo(噃圚佛�h�8剺⺗�8`剺﨩JQJ^Jo(噃圚o�h�剺⺗�`剺﨩J QJ o(噃圚ю�h勜 剺⺗勜 `剺﨩JQJo(噃圚佛�h劏 剺⺗劏 `剺﨩JQJ^Jo(噃圚o�h剎剺⺗剎`剺﨩J QJ o(噃圚ю�h凥剺⺗凥`剺﨩JQJo(噃圚佛�h�剺⺗�`剺﨩JQJ^Jo(噃圚o�h勮剺⺗勮`剺﨩J QJ o(噃圚юh刪剺⺗刪`剺﨩JQJo(噃圚佛�h�8剺⺗�8`剺﨩JQJ^Jo(噃圚o�h�剺⺗�`剺﨩J QJ o(噃圚ю�h勜 剺⺗勜 `剺﨩JQJo(噃圚佛�h劏 剺⺗劏 `剺﨩JQJ^Jo(噃圚o�h剎剺⺗剎`剺﨩J QJ o(噃圚ю�h凥剺⺗凥`剺﨩JQJo(噃圚佛�h�剺⺗�`剺﨩JQJ^Jo(噃圚o�h勮剺⺗勮`剺﨩J QJ o(噃圚юh刪剺⺗刪`剺﨩JQJo(噃圚佛�h�8剺⺗�8`剺﨩JQJ^Jo(噃圚o�h�剺⺗�`剺﨩J QJ o(噃圚ю�h勜 剺⺗勜 `剺﨩JQJo(噃圚佛�h劏 剺⺗劏 `剺﨩JQJ^Jo(噃圚o�h剎剺⺗剎`剺﨩J QJ o(噃圚ю�h凥剺⺗凥`剺﨩JQJo(噃圚佛�h�剺⺗�`剺﨩JQJ^Jo(噃圚o�h勮剺⺗勮`剺﨩J QJ o(噃圚юh � 剺⺗� `剺䥽h圚.�h 勡剺⺗勡`剺䥽h圚.�h 劕凩�^劕`凩�噃圚.�h 剕 剺⺗剕 `剺䥽h圚.�h 凩剺⺗凩`剺䥽h圚.�h �凩�^�`凩�噃圚.�h 勳剺⺗勳`剺䥽h圚.�h 劶剺⺗劶`剺䥽h圚.�h 剬凩�^剬`凩�噃圚.€����#檊p鬑�yx'� ^�L����������������������������                                             ��=0E�@M`WG#蹽 �: 襼 �' xZ 闝 穣 �? �{��2#K�-�)耹R�Qh" #C(#R=$臟%�(�)�)F4*CB-�)/2纒3r&5�7�07�(8梠8�";_>>�,?飖蔼�;颁&3贰苍3尝缚笔驰$笔�z ��#�4����@€����:q#��@��Unknown������������ G��.郈x� �Times New Roman5�€Symbol3.� �*郈x� �Arial7.����@�Calibri;.� �*郈x� �Helvetica7���@�CambriaIN��Monotype Corsiva5.� �.醄`�)�Tahoma?=� �*郈x� �Courier New;�€WingdingsA���$B�Cambria Math"q�鹦hzkg�騢�歕G� 0� 0!��nx�倐20�� 3僸���H� (����������������������7e�2! xx� ���5Suggested layout as discussed (but feel free to adaptrhce42HERMANS, Roland (Roly)$      �鄥燆鵒h珣+'迟0������ 0< \ h t €�����8Suggested layout as discussed (but feel free to adaptrhce42NormalHERMANS, Roland (Roly)4Microsoft Office Word@0@騊4;x�@�3鞮�@既�?���胀諟.摋+,0, hp���� ���� � �乐竞体育0 � 6Suggested layout as discussed (but feel free to adapt Title  !"#$%&'(���*+,-./0���23456789:;<�=>?@ABCDEFGHIJKLMN���PQRSTUV���XYZ[\]^������a�������������������������������������������������������������������������������������������������������������������������Root Entry�������� �F�尧�?�c€Data ������������)1Table����1 ;WordDocument����8PSummaryInformation(������������ODocumentSummaryInformation8��������WCompObj������������r���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� ���� �F Microsoft Word 97-2003 Document MSWordDocWord.Document.8�9瞦