ÐÏà¡±á>þÿ =þÿÿÿþÿÿÿ<ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ òÌá°Áâ\pJava Excel API v2.6 Bäa=œ¯¼=h\:¾#8X@"·Ú1ÈÿArial1ÈÿArial1ÈÿArial1ÈÿArialàõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À àõÿ À à À à+õÿ À à)õÿ À à,õÿ À à*õÿ À à õÿ À à “€ÿ“€ÿ“€ÿ“€ÿ“€ÿ“€ÿ`…†SDCŒ,ü 4$titletitle[alternative]title[translated]author[google(nobreakline)] contributor[author(nobreakline)]"contributor[scopusid(nobreakline)]date[issued]relation[journaltitle]identifier[issn] citationsidentifier[major]subject(nobreakline) publisheridentifier[thesisdegree]contributor[advisor]relation[ispartofseries]relation[index(nobreakline)]typeabstractidentifier[govdoc]identifier[uri]identifier[doi(doi)]identifier[isbn]identifier[ismn]
identifier#iÕ=ÌLÇEÅP!ÇtÇ Íñ´YÕÝÀXÇ ³xÇÄ¬@Æ YÕPÝÀ\ÖÌ¹qÈÄ³ÐÅ ø»XÎ”² Æ¥ÕºEffect of Choral Music Education on Elementary School Students' Interpersonal Relations and Satisfaction Level with School Life : Focusing on 5th and 6th grade elementary school students2015P!Ç³YÕÐÆ LÇEÅP!ÇÈõ¬
tÇTÖìÅÇ³YÕP P!Ç³YÕÐÆMasterüÅÖ½¬Master's Thesisµ#tÇ ðÅlXÇ ©ºÈ@Ç ÈÁÈ, ìÂ¬¹È<Ç\¸ ˆ½HÅÈ\Õ YÕÝÀä´tÇ ˜²´Å˜°à¬ ˆÇ”² ÀÉÝÂÉìÂP!ÇXÇ ¬ÀŒÖ·8»TÖ Ô ÑÐÅÁ iÕ=ÌLÇEÅP!ÇDÇ µÑ\Õ Íñ´YÕÝÀä´XÇ ³xÇÄ¬ ¼ YÕPÝÀ\ÖÌ¹qÈÄ³XÇ Ä¬|¹ Ü…ºhÕ<Ç\¸hÃ P´ ”ÆxÇÐÅ ³\Õ (¸1ÁDÇ ÓEÅXÕà¬, l´ÌÈtÇà¬ ¬Ä¼TÖ´ Èô¼@Æ ÇÌ¸|¹ Èõ¬XÕìÅ iÕ=ÌLÇEÅP!ÇÐÅ ³\Õ Õ\¸ø¨· ¬¼ ¼ ÈEÌÈ ÀÉÐÆÐÅ ÜÂ¬ÀÈDÇ Èõ¬XÕ”² ƒ¬tÇä². tÇ|¹ ÇXÕìÅ Íñ´YÕP 5, 6YÕD± YÕÝÀä´XÇ iÕ=Ì\ÖÙ³ 8ÌìÅ ìÅ€½ÐÅ 0µx¹ ³xÇÄ¬@Æ YÕPÝÀ\ÖÌ¹qÈÄ³ ÂÉXÇ (ÌtÇ|¹ ´À´Óô¼à¬, ä²LÇ<Ç\¸ iÕ=Ì\ÖÙ³ÐÅ 8ÌìÅXÕ”² YÕÝÀä´XÇ |Ç¼È ¹Ò1ÁÐÅ 0µx¹ ¬ ”ÆxÇä´XÇ (ÌtÇ|¹ LÅDÅô¼à¬Ç XÕÆä². ¶\Õ ³xÇÄ¬@Æ YÕPÝÀ\ÖÌ¹qÈÄ³XÇ ÁÀÄ¬|¹ µÑXÕìÅ tÇä´XÇ ³xÇÄ¬¬ YÕPÌ¹qÈÄ³ÐÅ ø»XÎ”² Æ¥Õ@Ç ´Å µ\ÕÀÉÐÅ ³XÕìÅ ´À´Óô¼à¬Ç XÕÆä².
tÇ ðÅl”² Á¸Æ, ½¬0® ŒÁ¬ÇXÇ Íñ´YÕPÐÅ ¬ÇYÕ ÉxÇ 5, 6YÕD± YÕÝÀä´DÇ ³ÁÀ<Ç\¸ äÂÜÂXÕÆä². $Á8» pÈ¬ÀÐÅ 8ÌìÅ\Õ YÕÝÀ@Ç Í 308…ºtÇpº, tÇ ÉÐÅÁ iÕ=ÌLÇEÅP!ÇDÇ ¼@Ç YÕÝÀ@Ç 160…º, iÕ=ÌLÇEÅP!ÇDÇ ¼ÀÉ JÅ@Ç YÕÝÀ@Ç 148…ºtÇÈÅä². ø¼ €¬¬À|¹ äÂÜÂXÕ0®ÐÅ ^ÅÁ ðÅl³ÁÀ<Ç\¸ ÁÈ´ÀÉ JÅ@Ç Íñ´YÕPXÇ 5, 6YÕD± 20…ºXÇ YÕÝÀÐÅŒ¬ ÆD¾€¬¬À|¹ äÂÜÂXÕÆ<Çpº, $Á8»ÀÉXÇ ´°©Æ@Ç lÐŒ¬ |Ç¼È ¹Ò1ÁDÇ ;»”² 0®Í$Á8»pÈ¬À, ³xÇÄ¬, YÕPÝÀ\ÖÌ¹qÈÄ³ÐÅ ³\Õ 8Á ¬ÀÉ ÆíÅ<Ç\¸ l1ÁXÕÆä².
ðÅl Ä³l\¸ ¬À©Æ´ ³xÇÄ¬ ™ÌÄ³”² Schlein, Guerney@Æ Stover(1971)ÐÅ XÇtÕ È‘Ç´ ³xÇÄ¬ À¼TÖ™ÌÄ³(Relationship Change Scale : RCS)|¹ 8» Á¨º(1980)¬ \Õm äÂÈÐÅ Þ¹Œ¬ ˆ¼HÅ\Õ ƒ¬<Ç\¸, XÕÇ”ÆxÇ<Ç\¸ Ì¹qÈ¬, XÇ¬ÀŒÁµÑ, àÂ°¸¬, \Îü¬, ü»¬1Á, ¬)¼1Á, tÇtÕ1ÁDÇ ìÓhÕXÕà¬ ˆÇ<Çpº, tÇ ðÅlÐÅÁ”² ìÂ½¬%Æ(2006)XÇ ³xÇÄ¬ ™ÌÄ³|¹ ø¼ ðÅlXÇ ³ÁÀÇÐÅ Þ¹Œ¬ ¬Çl1ÁXÕìÅ ¬À©ÆXÕÆä². YÕPÝÀ\Ö È¼ÐÅ ³\Õ Ì¹qÈ, Pü¬ ÂÅÅÐÅ ³\Õ Ì¹qÈ, P¬ÀÐÅ ³\Õ Ì¹qÈ, YÕPXÇ <»¬¹È XÖ½¬ÐÅ ³\Õ Ì¹qÈ, YÕP ‰Õ¬À ¼ Ù³DÅ¬¹ \ÖÙ³ÐÅ ³\Õ Ì¹qÈXÇ XÕÇ”ÆxÇDÇ ìÓhÕ\Õ YÕPÝÀ\ÖÌ¹qÈÄ³ ™ÌÄ³”² ÁÂÇ(1993), ÈÈl×(2008)¬ ¬À©Æ\Õ ™ÌÄ³|¹ tÇ ðÅlXÇ ³ÁÀÇÐÅ Þ¹Œ¬ ÂÈ·ô¼DÆXÕìÅ ¬À©ÆXÕÆä². ¶\Õ ðÅl 8ÌìÅÇXÇ 1ÁÄ¼, YÕD±, iÕ=Ì\ÖÙ³ 8ÌìÅ Ç4», iÕ=ÌLÇEÅP!ÇXÇ 8ÌìÅ 0®¬, LÇEÅü¬©º Á8ÖÄ³ ñ´ YÕÝÀä´XÇ |Ç¼È ¹Ò1ÁDÇ LÅDÅô¼0® ÇXÕìÅ ðÅlÇ¬ ‘Ç1Á\Õ 0®ÍpÈ¬À $Á8»ÀÉ|¹ \Ö©ÆXÕÆä². tÇ ðÅlÐÅ ¬À©Æ´ €¬¬ÀÄ³l ¼ ÂÑÉ´ ÇÌ¸XÇ ˜Ì¬¹|¹ ÇtÕÁ”² SPSS(Statistical Package for Social Science) Ver 21.0 µÑÄ¬(Ó¤ÐÀÉ Õ\¸ø¨·tÇ ¬À©Æ´ÈÅ<Çpº, ðÅl ©ºÈÐÅ 0µ|· H¾Ä³„½Á, 0® ÂµÑÄ¬, àÂ°¸Ä³„½Á, Å³½¹\Ôø¼ t-test, |ÇÐÆ„½°À„½Á(One-way ANOVA), ÁÀ„½ÁtÇ äÂÜÂ´ÈÅä².
tÇ ðÅl È(Ì@Æ )¼•¼DÇ µÑtÕ Ä³œÍ\Õ ðÅl °¬ü¬”² ä²LÇü¬ ¬ä².
«ÌøÉ, iÕ=ÌLÇEÅP!ÇtÇ Íñ´YÕÝÀXÇ ³xÇÄ¬ÐÅ ø»XÎ”² Æ¥ÕDÇ €¬É\Õ °¬ü¬ iÕ=ÌLÇEÅP!ÇÐÅ 8ÌìÅ\Õ Íñ´YÕÝÀ ÑÉè²tÇ 8ÌìÅXÕÀÉ JÅ@Ç ÑÉè²ô¼ä² ’±@Ç ³xÇÄ¬ ¥²%¸DÇ ¬ÀÉà¬ ˆÇ”² ƒ¬<Ç\¸ ˜°ÀÐ¬°ä².
X´øÉ, iÕ=ÌLÇEÅP!ÇtÇ Íñ´YÕÝÀXÇ YÕPÝÀ\ÖÌ¹qÈÄ³ÐÅ ø»XÎ”² Æ¥ÕDÇ €¬É\Õ °¬ü¬ iÕ=ÌLÇEÅP!ÇÐÅ 8ÌìÅ\Õ Íñ´YÕÝÀ ÑÉè²tÇ 8ÌìÅXÕÀÉ JÅ@Ç ÑÉè²ô¼ä² ’±@Ç YÕPÝÀ\ÖÌ¹qÈÄ³ ÂÉDÇ ô¼tÇ”² ƒ¬<Ç\¸ ˜°ÀÐ¬°ä².
KÁøÉ, iÕ=ÌLÇEÅP!ÇÐÅ 8ÌìÅXÕ”² Íñ´YÕÝÀXÇ |Ç¼È ¹Ò1ÁÐÅ 0µx¹ ³xÇÄ¬XÇ (ÌtÇ|¹ D¾P\Õ °¬ü¬ LÇEÅü¬©º Á8ÖÄ³, x±˜· €½t¹0®ÐÅ ³\Õ 8Ö¬Ä³, iÕ=ÌLÇEÅ P!Ç0®¬ÐÅ 0µ|·Á ³xÇÄ¬XÇ XÕÇ”ÆxÇÐÅÁ ÇXÇø»\Õ (ÌtÇ¬ ˆÇÈÅ<Ç˜°, ³xÇÄ¬ È´ÌÈ<Ç\¸”² ÑÉè² ¬ µÑÄ¬È<Ç\¸ ÇXÇø»\Õ (ÌtÇ¬ ÆÅ”² ƒ¬<Ç\¸ ˜°ÀÐ¬°ä².
7±øÉ, iÕ=ÌLÇEÅP!ÇÐÅ 8ÌìÅXÕ”² Íñ´YÕÝÀXÇ |Ç¼È ¹Ò1ÁÐÅ 0µx¹ YÕPÝÀ\ÖÌ¹qÈÄ³XÇ (ÌtÇ|¹ D¾P\Õ °¬ü¬ LÇEÅü¬©º Á8ÖÄ³, x±˜· €½t¹0®ÐÅ ³\Õ 8Ö¬Ä³, iÕ=ÌLÇEÅ P!Ç0®¬ÐÅ 0µ|·Á YÕPÝÀ\ÖÌ¹qÈÄ³XÇ XÕÇ”ÆxÇÐÅÁ ÇXÇø»\Õ (ÌtÇ¬ ˆÇÈÅ<Ç˜°, YÕPÝÀ\ÖÌ¹qÈÄ³ È´ÌÈ<Ç\¸”² ÑÉè² ¬ µÑÄ¬È<Ç\¸ ÇXÇø»\Õ (ÌtÇ¬ ÆÅ”² ƒ¬<Ç\¸ ˜°ÀÐ¬°ä².
ä²/ÁøÉ, iÕ=ÌLÇEÅP!ÇÐÅ 8ÌìÅXÕ”² Íñ´YÕÝÀXÇ ³xÇÄ¬”² YÕPÝÀ\ÖÌ¹qÈÄ³@Æ ÈÈxÇ ÁÀÄ¬¬ ˆÇ”² ƒ¬<Ç\¸ ˜°ÀÐ˜° ³xÇÄ¬ ÂÉtÇ ’±@Ç YÕÝÀ|ÇÂ]¸ YÕPÝÀ\ÖÌ¹qÈÄ³¬ ’±@Ç ƒ¬<Ç\¸ ˜°ÀÐ¬°ä².
tÇ@Æ ¬@Ç °¬ü¬|¹ ¼ÕÐ<Ç\¸ iÕ=ÌLÇEÅP!ÇtÇ Íñ´YÕP 5, 6YÕD± YÕÝÀÐÅŒ¬ ³xÇÄ¬@Æ YÕPÝÀ\ÖÌ¹qÈÄ³ÐÅ
®ÈÈxÇ Æ¥ÕDÇ |°\Îä²”² ƒ¬DÇ …ÇÉ`Õ Â ˆÇ<Çpº, iÕ=ÌLÇEÅP!ÇÐÅ ³\Õ ÈÀ\¸´Æ ¨Öü¬ÐÅ ÑÉÉ\Õä²tº ô¼ä² XÇø» ˆÇ”² P!Ç ¨Öü¬|¹ 0®³`Õ Â ˆÇDÇ ƒ¬tÇä². ¶\Õ …ÇÜÂÇüÈXÇ P!ÇÈÄ³ )¼ÝÂDÇ —¼´Å˜° iÕ=Ì\ÖÙ³XÇ P!ÇÈxÇ ¬XÎ@Æ \Ö%¸ ¼ ÈÁÈ HÅÈXÇ ¨Öü¬|¹ Èõ¬XÕ”² ìÂ¬¹ÈxÇ ¬XÎ|¹ xÇÝÂXÕìÅ àÂ´ÌÈ·ìÂ¬¹È<Ç\¸ <Ö€·DÇ ª¬”² YÕÝÀä´tÇ iÕ=ÌLÇEÅ P!ÇDÇ µÑtÕ ¤Â¸Ò¸¤Â ÁÀiÖDÇ ¨Ö(ÇÈ<Ç\¸ pÈÈXÕìÅ ³xÇÄ¬ ¥²%¸DÇ àÂ¥ÇXÕìÅ ô¼ä² ÐÆ\ÖXÕŒ¬ YÕPÝÀ\ÖÐÅ ÈQÇ`Õ Â ˆÇDÇ ƒ¬tÇä². ˜°DÅ¬ tÇ ðÅl °¬ü¬¬ iÕ=ÌLÇEÅP!ÇXÇ \Ö1ÁTÖ|¹ Ä³¨º`Õ Ð¿Ì¹ DÅÈ²|· ¨Ö(ÇÈxÇ iÕ=ÌÀÉÄ³ ´ÆÆDÇ Ç\Õ È8»ÈxÇ Õ\¸ø¨· ¼ PÂ•¼ ¬¼ü¬ ¨ºÉÀtÇ hÕØ® tÇè¸´Å ÈÉ Â ˆÇ”² tÇ`¸È ¼ÕÐtÇ ´ Â ˆÇ0®|¹ 0®³\Õä².;The purpose of this research is to discover the correlation between elementary school students' interpersonal relations and satisfaction level with school life through choral music education, since the number of students who are emotionally and mentally unstable have increased due to the social and cultural climate of knowledge-based education, and to provide implication on program development for choral music education by offering detailed and individualized information along with the support on policy level. This can be done by investigating the relationship between elementary school students' interpersonal relations and satisfaction level with school life through choral music education when social and cultural atmosphere of knowledge-centered education induces increasing number of students to experience emotional, psychological instability. We first observed < 5th and 6th grade students in their difference in interpersonal relations and satisfaction level with school life depending on whether the students were participating in choral music education or not. Afterwards, we examined the difference in interpersonal relations and satisfaction level with school life of 5th and 6th grade students depending on their general characteristics. Moreover, we aim to uncover the effect of interpersonal relations on satisfaction level with school life along with revealing the correlation of interpersonal relations and satisfaction level with school life among the subjects.
The subjects of this research were 5th and 6th grade students who attend elementary schools in Seoul, Gyeong-gi area. Of 308 students participated in the survey, 160 students received choral music education, and 148 students didn't receive choral music education. The preliminary inspection was executed on 20 students who were not selected as subjects prior to the actual inspection. The contents of questionnaire were largely consisted into three parts which are general survey that asks common characteristics, interpersonal relations, and satisfaction level with school life.
Interpersonal relations scale used as research tool was originally adopted from the Relationship Change Scale(RCS) made my Schlein, Guerney and Stover(1971). This was later adapted by Seon-Mo Mun(1989) to fit Korean situation, which includes satisfaction level, communication, credibility, closeness, sensibility, openness and understandability as sub factors. I reconstructed interpersonal relations scale by Gyeong-ok Shim(2006) so that it would suit the subjects of this research. produced modified version of with supplementary data. I reconstructed this relationship scale to best serve the subjects of this research. Moreover, school life satisfaction scale used by Sun-ja son(1993) and Jeong-hee Jeong(2008) with the sub factors of satisfaction level on general school life, satisfaction level on subject lessons, satisfaction level on the teachers, satisfaction level on physical environment of the school, and satisfaction level on school events and extracurricular activities was used after modification and supplementing to tailor the subjects of this research. Additionally, basic data inspection questionnaire was used to investigate general characteristics such as gender, grade, whether the students have participated in choral music education or not, and how long if the students have participated, and preferred subjects of participants. For the processing of inspection tool and collected data, SPSS(Statistical Package for Social Science) ver. 21 statistics package program was used, and frequency analysis, technological statistics, credibility analysis, independent sample t-test, one-way ANOVA analysis, correlation analysis depending on research objectives.
The conclusion of the research drawn from aforementioned procedure and method are as follows.
Firstly, inspection on the effects of choral music education on elementary school students' interpersonal relations showed that those who participated in choral music education possess higher level of interpersonal skills than those who didn't participate.
Secondly, inspection on the effects of choral music education on elementary school students' interpersonal relations showed that those who participated in choral music education possess higher level of satisfaction with school life than those who didn't participate.
Thirdly, the comparison on the interpersonal relations based on general characteristics of the students who participated in choral music education showed no statistically significant difference between groups on overall interpersonal relations, while significant difference was depicted for the sub factors of interpersonal relations depending on the preference for music subject and the act of singing, and the length of choral music education.
Fourth, the comparison on the satisfaction level with school life based on general characteristics of the students who participate in choral music education showed no s<4tatistically significant difference between groups on overall school life satisfaction level, while significant difference was depicted for the sub factors of school life satisfaction level depending on the preference for music subject and the act of singing, and the length of choral music education.
Fifth, the direct correlation between interpersonal relations of elementary school students who participate in choral music education and satisfaction level with school life revealed that the higher interpersonal skill is, the higher the satisfaction level is.
Based on this result, we can prove that choral music education positively influences on interpersonal relations and satisfaction level with school life for 5th and 6th grade students of elementary school. This will further demonstrate more meaningful educational effect if we concentrate on the new effectiveness of education on choral music. Moreover, escaping from educational system which has its priority on college entrance, more students are encouraged to participate in choral activity with the acknowledgement of its educational and psychological value that affects vitality and emotional stability of the students. The choral music education should be promoted for the students who are going through physical and psychological confusion as a means to effectively control stressful situations and increase interpersonal capacity to better adapt to school life. Furthermore, I hope this research not only promote the activation of choral music education, but also serve as a theoretical basis that can allow development of professional program and teaching method for efficient management of choral music instruction.~http://dspace.ewha.ac.kr/handle/2015.oak/212574;
http://dcollection.ewha.ac.kr/jsp/common/DcLoOrgPer.jsp?sItemId=000000111364;ÿ"ê÷@Ce|ž¿á(!CPrs•ˆªÏØúí BKm~ ¹ÛÄæ×ùþ AJlm²§Éðój Œu — ² Ï¼ ÞÅ çæ ]Q9
òÌBTZW
dü©ñÒMbP?_*+‚€%ÿÁƒ„¡" ,,à?à?Uÿÿý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
ý
!ý
"ý
ý
ý
#ý
ý
ý
ý
×l>¶@
!"#$%&'()*+þÿÿÿ-./0123þÿÿÿ56789:;þÿÿÿýÿÿÿþÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿRoot EntryÿÿÿÿÿÿÿÿþÿÿÿWorkbookÿÿÿÿÿÿÿÿXSummaryInformation(ÿÿÿÿ,DocumentSummaryInformation8ÿÿÿÿÿÿÿÿÿÿÿÿ4