LANGUAGE FUNCTIONS IN STUDENT TEACHERS’ UTTERANCE: AN ANALYSIS OF STUDENT TEACHERS’ UTTERANCE IN PRE-SERVICE TEACHING : PPL 1 CLASSROOMS AT ENGLISH TEACHER EDUCATION DEPARTMENT OF STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL SURABAYA ACADEMIC YEAR 2014-2015.

Language Functions in Student Teachers Utterance

An Analysis of Student Teachers Utterance in Pre-Service Teaching (PPL) 1

Classrooms at English Teacher Education Department of State Islamic

University of Sunan Ampel Surabaya Academic Year 2014-2015

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Chabibatul Chasanah

NIM D75211066

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

Language Functions in Student Teachers Utterance

An Analysis of Student Teachers Utterance in Pre-Service Teaching (PPL) 1

Classrooms at English Teacher Education Department of State Islamic

University of Sunan Ampel Surabaya Academic Year 2014-2015

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Chabibatul Chasanah

NIM D75211066

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

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ix

ABSTRACT

Chasanah, C. (2015).

Language Functions in Student Teachers Utterance: An Analysis of

Student Teachers Utterance in Pre-Service Teaching (PPL) 1 Classrooms at English

Teacher Education Department of State Islamic University of Sunan Ampel Surabaya

Academic Year 2014-2015.

A thesis. English Teacher Education Department, Faculty

of Education and Teacher Training, State Islamic University of Sunan Ampel

Surabaya. Advisor: Rizka Safriyani, M.Pd.

Key words: Language functions, student teachers (STs), PPL 1, students

Teachers including student teachers (STs) who teach language should understand the

functions of language which they use. In fact, there is a problem in their language or

communication when they teach in classrooms. Because of the problem in the STs language,

it is the reason why the research is done. This research has two objectives: 1) to know the

language functions used by the STs in PPL 1 at ETED of UINSA Surabaya; and 2) to find out

the difficulties experienced by the STs in performing the language functions. The theory used

to analyze the STs utterance is from the Halliday s theory about seven language functions.

The method used to gather and analyze the data is qualitative method. There are two

techniques to elicit the data. The first technique, observation, is used to analyze the language

functions used by the STs. The STs are observed using observation checklist and

video-recording when they teach in the classes. The second technique, interview, is done to find out

the difficulties experienced by the STs in performing the language functions. Finally, the

findings show that: 1) From the seven language functions, four functions are used by all of the

STs. They are interactional, instrumental, personal, and representational. Heuristic function is

used by eight STs. Regulatory function is used by five STs. Imaginative function is the only

one function which is not used by all of the STs. 2) Then, the are variety of difficulties

experienced by the STs in performing the language functions. In interactional function are the

limited students ability in English, the limited STs ability in English, and ST s voice. In

heuristic function the STs difficulties are the students which keep silent, the limited student s

understanding of English, the limited ST s understanding of English, and the ST s question.

The problems of STs language in instrumental function are pronunciation, the unclear

instruction, ST s voice, the complicated ST s instruction, the students feeling in receiving

instruction, and the missing ST s instruction. When the STs use the language in personal

function, the problems faced by them are pronunciation and vocabulary. The problems

happened in representational function are ST s pronunciation, students less concentration, the

limited student s understanding of English, vocabulary, less preparation by the ST, and

uninteresting in delivering the knowledge. In regulatory functions the difficulties are ST s

confused, the students are not excited, and the students are too noisy.

✁✂ ✄☎

K

✆ ✝✞✟ ✞✠✞ ✝✡ ✆ ☛ ☞ ✌✍ ✎✏ ✑☛ ✒✓ ✔✕ ✖✓✕ ✗ ✘ ✖✔✙✚✛✜ ✔✢ ✛ ✔ ✣✚ ✖ ✤✗✔✚ ✥✗✓✙ ✦✗✧✢ ★✚✚✗✧✓✔✙✗ ✩ ✪ ✔✪✔✓ ✫

y

✢ ✛✢ ✜ ✬ ✣✚ ✖✤✗ ✔✚✥✗✓ ✙ ✦✗✧ ✢ ★✚✚✗✧ ✓✔✙✗✛ ✔✭✧ ✗

-

✣ ✗✧ ✮✛✙ ✗✥✗✓✙ ✦✛ ✔✕✯✭✭✒

)

✰✱ ✫✓✢ ✢ ✧✜ ✜ ✲✢✓ ✚✳ ✔✕✫✛✢✦ ✥✗✓ ✙ ✦✗✧✳✤✖✙✓ ✚✛✜ ✔✴✗✵✓✧ ✚ ✲✗ ✔✚✜ ✬✣ ✚✓✚✗✶✢ ✫✓✲✛✙★ ✔✛ ✮✗✧✢ ✛✚

y

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-

✺✻✰✽

.

✾✿❀❁ ✿✞❂ ❃❄❅ ❆❇ ✾❈✠❆❇ ❆❇❉✞✠ ❊✞ ✝✞✟✞ ❋✠❁❁✿❇✟ ✡ ●✞❉❅ ❍❄✞✟ ■✞✿❏❇❑✞ ✝ ❆✞✠ ▲❈❁❅✿❅✞✠ ✡ ▼✠❇◆❈✿✟❇❄✞✟ ❋✟❍✞❂ ❖❈❁ ❈✿❇ ❃❅✠ ✞✠ P❂◗❈❍ ❃❅ ✿✞❏✞❑✞☛

✾❈❂❏❇❂❏❇✠❁❘❙❇❚❉✞❃✞ ❯✿❇❑✞✠❇✡❱☛✾❆☛

▲✞❄✞▲❅✠❲❇❘❳✞✠❁❅✞❁❈❯❅✠❲❄❇ ❀✠✟✡✟❄❅ ❆ ❈✠❄❄ ❈✞❲✝❈✿✟☞❃■ ✟✑ ✡✾✾❳✎✡✟❇✟❨✞

G

❅ ✿❅ ❄ ❈✿❂✞✟❅ ❉ ❂✞ ✝✞✟❇✟❨✞ ❑✞✠❁ ✟❈❆✞✠❁ ◗✿✞❉ ❄❇❉ ❂❈✠❁✞ ❩✞✿ ☞❆✞❍✞❂ ❏✞ ✝✞✟ ✞ ❋✠❁❁ ✿❇✟ ❆❇✟❈❏❅❄ ✢✚ ✖ ✤✗ ✔✚ ✚✗✓ ✙ ✦✗✧ ✢❬✣✥✢✑ ✟❈✝✞✿❅✟ ✠ ❑✞ ❂ ❈✠❁ ❈❄✞ ✝❅❇ ❯❅✠❁✟❇ ❏ ✞ ✝✞✟ ✞ ❑✞✠❁ ❂ ❈✿ ❈❉✞ ❁ ❅✠✞❉✞✠ ✟ ✞✞❄

❂ ❈✠❁✞ ❩✞✿☛ P❉✞✠❄ ❈❄✞ ◗❇✡❄ ❈✿ ❆✞ ◗✞❄❂✞✟ ✞❍✞ ✝❆✞❍✞❂ ❯❅✠❁✟❇❏✞ ✝✞✟ ✞❑✞✠❁❆❇❁ ❅✠ ✞❉✞✠❀❍ ❈✝❂✞ ✝✞✟❇✟❨✞

✞❄✞❅✢ ✚ ✖✤✗ ✔✚ ✚✗✓✙ ✦✗✧ ✢ ☞❃■✟ ✑❉ ❈❄❇❉✞❂❈✿❈❉✞❂❈✠❁✞ ❩✞✿ ❆❇ ❉ ❈❍✞✟ ✾✾❳ ✎☛ ❱✞✟ ✞❍✞ ✝ ❄❈✿✟❈❏❅❄✞❆✞❍✞ ✝

✞❍✞✟✞✠ ❂ ❈✠❁✞ ◗✞ ◗❈✠❈❍❇❄❇✞✠❇✠❇❆❇❍✞❉ ❅❉✞✠ ☛P❆✞ ❆❅✞✝✞❍❑✞ ✠❁ ❂ ❈✠ ❩✞❆❇❄❅❩❅✞✠ ❆✞✿❇ ◗❈✠❈❍❇❄❇✞✠❇✠❇❘

✎✑ ▼✠❄❅ ❉ ❂ ❈✠❁ ❈❄✞ ✝❅❇ ❯❅✠❁✟❇ ❏ ✞ ✝✞✟✞ ❑✞ ✠❁ ❆❇ ❁❅✠ ✞❉✞✠ ❀❍ ❈✝ ❂✞ ✝✞✟❇✟❨✞ ◗✿ ❀❁✿✞❂ ✟❄❅ ❆❇

✾❈✠❆❇ ❆❇❉✞✠ ❊✞ ✝✞✟✞ ❋✠❁❁✿❇✟ ❆❇ ❉ ❈❍✞✟ ✾✾❳ ✎❭ ❆✞✠ ✌✑ ▼✠❄❅❉ ❂ ❈✠❁ ❈❄✞ ✝❅ ❇ ❂✞✟ ✞❍✞ ✝❑✞✠❁ ❆❇❄ ❈❂ ❅❇

❂✞ ✝✞✟❇✟❨✞ ◗✿ ❀❁ ✿✞❂ ✟❄❅ ❆❇ ✾❈✠❆❇ ❆❇❉✞✠ ❊✞ ✝✞✟ ✞ ❋✠❁❁ ✿❇✟ ✟ ✞✞❄ ❂❈✠❁❁❅✠ ✞❉✞✠ ❯❅✠❁✟❇ ❏ ✞ ✝✞✟ ✞ ❆❇

❉ ❈❍✞✟ ✾✾❳ ✎☛ ■❈❀✿❇ ❑✞✠❁ ❆❇❁❅✠ ✞❉✞✠ ❆✞❍✞❂ ◗❈✠❈❍❇❄❇✞✠ ❇✠❇ ✞❆✞❍✞✝ ❄ ❈❀✿❇ ❪✞❍❍❇ ❆✞❑ ❄ ❈✠❄✞✠❁ ❄❅❩❅✝

❯❅✠❁✟❇ ❆✞❍✞❂ ❏✞ ✝✞✟ ✞☛ ❱❈❄ ❀❆ ❈ ❑✞ ✠❁ ❆❇❁❅✠ ✞❉✞ ✠ ✞❆✞❍✞ ✝ ❫❅✞❍❇❄✞❄❇❯☛ P❆✞ ❆❅✞ ❄ ❈❉✠❇❉ ❅✠❄❅❉

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❄✞ ✝❅ ◗❀❇✠ ◗❈✿❄✞❂✞ ◗❈✠❈❍❇❄❇✞✠ ❇✠❇☛ ❃ ❈❆✞✠❁❉✞✠ ❄ ❈❉✠❇ ❉ ❇✠❄ ❈✿◆❇ ❈❨ ❆❇❁❅✠✞❉✞✠ ❅✠❄❅❉ ❂❈✠❲✞✿❇ ❄✞ ✝❅

◗❀❇✠ ❉ ❈❆❅✞ ◗❈✠❈❍❇❄❇✞✠ ❇✠❇☛ ■❈✿❆✞ ◗✞❄ ✟❈❂❏❇❍✞✠ ❃■✟ ❑✞✠❁ ❆❇ ❀❏ ✟❈✿◆✞✟❇ ❆✞✠ ❆❇❇✠❄ ❈✿◆❇ ❈❨ ❆✞❍✞❂

◗❈✠❈❍❇❄❇✞✠ ❇✠❇☛ ❊❈✿ ❆✞✟ ✞✿❉✞✠ ❆✞❄✞❑✞✠❁ ❆❇◗❈✿❀❍ ❈✝✡ ❄ ❈✿❆✞ ◗✞❄ ❆❅✞ ✝✞✟❇❍ ◗❈✠❈❍ ❇❄❇✞✠✟❈❏✞❁✞❇ ❏❈✿❇❉❅ ❄❘

✎✑ ❴✞✿❇ ❄❅❩❅✝ ❯❅✠❁✟❇ ❏✞ ✝✞✟ ✞✡ ❈❂◗✞❄ ❯❅✠❁✟❇ ❆❇❁ ❅✠ ✞❉✞✠ ❀❍ ❈✝ ✟❈❂❅✞ ❃■✟ ✡ ❑✞❇❄❅ ❯❅✠❁✟❇

❇✠❄ ❈✿✞❲❄❇ ❀✠✞❍✡ ❇✠ ✟❄✿❅❂❈✠❄✞❍✡ ◗❈✿✟❀✠ ✞❍✡ ❆✞✠ ✿❈◗✿❈✟❈✠❄✞❄❇ ❀✠✞❍☛ ●❅✠❁✟❇ ✝❈❅✿❇✟❄❇❲ ❆❇❁ ❅✠ ✞❉✞✠ ❀❍ ❈✝

❆❈❍✞ ◗✞✠❃■✟ ☛●❅✠❁✟❇ ✿❈❁❅ ❍✞❄ ❀ ✿❑❆❇ ❁❅✠ ✞❉✞✠❀❍ ❈✝❍❇❂✞❃■✟ ☛❃ ❈❆✞✠❁❉✞✠ ❯❅✠❁✟❇❇❂✞❁❇✠✞❄❇◆❈❄❇ ❆✞❉

❆❇❁❅✠✞❉✞✠ ❀❍ ❈✝✟✞❄❅ ◗❅✠❃■✟✡ ✌✑ ❱✞✟✞❍✞ ✝❑✞✠❁ ❆❇❄ ❈❂❅ ❇ ❆✞✠ ❆❇❂❇❍❇❉❇❃■✟✟✞✠❁✞❄❍✞ ✝❏❈✿✞❁✞❂☛

❱✞✟ ✞❍✞ ✝✟ ✞✞❄❂ ❈✠❁❁ ❅✠ ✞❉✞✠ ❯❅✠❁✟❇ ❇✠❄ ❈✿✞❲❄❇ ❀✠✞❍ ✞❆✞❍✞ ✝❉❅✿✞✠❁✠ ❑✞❉❈❂✞❂◗❅✞✠❃■✟ ❆✞✠✟❇✟❨✞

❆✞❍✞❂❏ ✞ ✝✞✟ ✞ ❋✠❁ ❁ ✿❇✟ ✡ ❆✞✠✟❅✞✿✞❃■ ✟ ☛❃✞✞❄❂❈✠❁ ❁❅✠✞❉✠ ❯❅✠❁✟❇✝❈❅✿❇✟❄❇❲❂✞✟ ✞❍✞ ✝❑✞✠❁❂❅✠❲❅ ❍

✞❆✞❍✞ ✝✟❇✟❨✞ ❲ ❈✠❆❈✿❅✠❁ ❆❇✞❂✡ ❉ ❅ ✿✞✠❁✠ ❑✞ ❉❈❂✞❂◗❅✞✠ ❃■ ✟ ❆✞✠ ✟❇✟❨✞ ❆✞❍✞❂ ❏✞ ✝✞✟✞ ❋✠❁ ❁ ✿❇✟ ✡

❆✞✠ ◗❈✿❄✞✠ ❑✞✞✠ ❆✞✿❇ ❃■✟ ☛ ❱✞✟ ✞❍✞ ✝ ❆✞❍✞❂ ◗❈✠❁❁❅✠ ✞✞✠ ❯❅✠❁✟❇ ❇✠ ✟❄ ✿❅❂❈✠❄✞❍ ✞❆✞❍✞ ✝

◗✿❀✠❅✠❲❇✞❄❇ ❀✠✡❇✠ ✟❄ ✿❅❉✟❇❑✞✠❁❉ ❅✿✞✠❁❩❈❍✞✟ ✡✟❅✞✿✞ ❆✞✿❇❃■✟ ✡ ✿❅❂ ❇❄✠❑✞❇✠✟❄ ✿❅ ❉✟❇✡❉ ❈❄✞❉❅ ❄✞✠✟❇✟❨✞

❂ ❈✠❈✿❇❂✞ ❇✠✟❄ ✿❅ ❉✟❇✡ ❆✞✠ ❇✠✟❄ ✿❅ ❉✟❇ ❑✞✠❁ ❄❇❆✞❉ ❍ ❈✠❁❉✞ ◗☛ ❱✞✟ ✞❍✞ ✝ ❑✞✠❁ ❆❇❄ ❈❂❅ ❉✞✠ ❉ ❈❄❇❉✞ ❃■✟

❂ ❈✠❁❁❅✠ ✞❉✞✠ ❯❅✠❁✟❇ ◗❈✿✟❀✠ ✞❍ ✞❆✞❍✞ ✝ ◗✿❀✠❅✠❲❇✞❄❇ ❀✠ ❆✞✠ ◆❀❲✞❏❅❍✞✿❑☛ ❱✞✟ ✞❍✞ ✝ ✟ ✞✞❄

❂ ❈✠❁❁❅✠ ✞❉✞✠ ❯❅✠❁✟❇ ✿❈◗✿❈✟❈✠❄✞❄❇ ❀✠ ✞❍ ✞❆✞❍✞ ✝ ◗✿ ❀✠❅✠❲❇✞❄❇ ❀✠ ✡ ❉ ❅ ✿✞✠❁✠ ❑✞ ❉ ❀✠✟❈✠❄ ✿✞✟❇ ✟❇✟❨✞ ✡

◆❀❲✞❏❅ ❍✞✿❑✡ ❉❅ ✿✞✠❁✠ ❑✞ ◗❈✿✟❇✞ ◗✞✠ ❆✞✿❇ ❃■✟ ✡ ❉ ❅ ✿✞✠❁✠ ❑✞ ❉❈❂✞❂◗❅✞✠ ✟❇✟❨✞ ❆✞❍✞❂ ❂❈❂✞ ✝✞❂❇

❏✞ ✝✞✟✞ ❋✠❁❁✿❇✟✡ ❆✞✠ ❉❅✿✞✠❁ ❂❈✠✞✿❇❉ ❲✞✿✞ ❂❈✠ ❑✞❂◗✞❇❉✞✠ ❂✞❄ ❈✿❇ ❀❍ ❈✝ ❃■✟ ☛ ❴✞❍✞❂ ❯❅✠❁✟❇

✿❈❁❅ ❍✞❄ ❀✿❑ ❂✞✟ ✞❍✞ ✝ ❑✞ ✠❁ ❆❇✝✞❆✞ ◗❇ ❃■ ✟ ✞❆✞❍✞ ✝ ❂❈✿❈❉✞ ✟❈✠❆❇ ✿❇ ❏❇✠❁❅✠❁ ❏ ✞❁✞❇❂✞✠✞ ❂ ❈✠❁✞❄❅✿

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ABLE OF CONTENTS

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APPROVAL SHEETS ADVISOR ...

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APPROVAL SHEETS EXAMINERS

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PERNYATAAN KEASLIAN TULISAN

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MOTTO

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DEDICATION SHEET

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ACKNOWLED

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ABSTRACT .

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TABLE OF CONTENTS .

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LIST OF TABLE

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xii

LIST OF APPENDICES

xiii

LIST OF ABBREVIATIONS

xiv

CHAPTER I: INTRODUCTION

A. Research background

. 1

B. Research questions

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7

C. Objectives of the research

..

7

D. Significance of the research

...

❝

E. Scope and limitation of the research

.. 9

F. Definition of key terms

.. 10

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Review of related literature

13

1. The nature of discourse analysis

13

2. Types of discourse

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15

3. The nature of classroom discourse

15

xi

5. Recording and transcribing classroom interaction

22

6. Discourse in teaching

25

B. Review of previous study

.. 26

CHAPTER III: RESEARCH METHOD

A. Approach and research design

..

32

B. Research presence

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33

C. Research location

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33

D. Data and source of data

. 34

E. Data collection technique

.. 37

1. Non-participant Observation

3

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2. Semi-Structured Interview

. 39

F. Research Instrument

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. 39

1. The Researcher

. 39

2. Observation checklist

...

40

3. Video-Recording

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41

4. Interview guide

. 41

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Data Analysis Technique

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42

H. Checking Validity of Findings

.. 47

I. Research stages

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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

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.. 52

1. The language functions used by the student teachers

. 53

2. The difficulties experienced in performing the language functions... 94

B. Discussion

.. 99

1. The language functions used by the student teachers

99

2. The difficulties experienced in performing the language functions... 124

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion

. 131

B. Suggestion

.. 133

REFERENCES

APPENDICES

❤✐❥❦❧ ♠♥♦

♦♣❧♥qrs❤❧ ♦q♣

❥t ♥✉

s

✉ ✈✇ ①②③ ✈ ①

k

④✇

oun

⑤

⑥ ⑦⑧⑨ ⑨ ⑩❶❶ ❷ ❸⑧⑦❹ ❺⑨ ❸⑧❸❻❼ ❽❾ ❿❷ ⑧ ⑩❸ ⑧➀❼ ➁⑧ ⑩⑨➂⑧ ⑦⑦❺ ➃⑨ ➄⑧ ⑩❸ ❶ ➅ ❼ ➃⑨➆❶ ➇ ⑩⑨ ❻ ➈ ➉

➊❸ ➃⑨

❶➀ ❻ ❶ ➅ ❸ ➂❻ ➃❷ ➄❶ ⑩❸⑧➀ ❸ ❻ ⑦❻❷❻➀ ❸⑨ ➃➀ ➆⑦⑧⑨⑨⑩❶ ❶❷ ❼ ➃⑨➆❶ ➇ ⑩⑨ ❻ ➈ ⑥ ⑦⑧⑨⑨⑩❶ ❶❷ ❸⑧ ⑦❹ ➃⑨

➃❷ ➄❶ ⑩❸⑧➀ ❸ ❽❻ ➆⑧➇⑨ ❻ ❸ ➂➃⑨ ➃⑨ ❸ ➂❻ ➆➂⑧➀➆❻ ❸❶ ❻➋ ➄❶⑨ ❻ ⑧ ❸⑧ ⑩➌❻❸ ⑦⑧➀➌ ➇⑧➌ ❻ ➅❶ ⑩ ⑦❻ ⑧ ⑩➀❻ ⑩⑨ ➈

➍➂❻➀ ⑧ ❸❻⑧ ➆➂❻ ⑩ ❸❻⑧ ➆➂❻⑨ ❸ ➂❻ ➅❶ ⑩❻ ➃➌ ➀ ⑦⑧➀➌ ➇⑧➌❻ ❺ ➂❻➎⑨ ➂❻ ➀❶❸ ❶➀⑦❾ ❸❻⑧ ➆➂❻⑨ ❸ ➂❻

⑦⑧➀➌➇ ⑧➌ ❻❽ ➇❸⑧ ⑦⑨ ❶➇ ⑨❻⑨➃❸⑧⑨⑧❷ ❻❼ ➃⑧❸❶❸❻⑧ ➆➂ ➈➏❻⑨➃❼ ❻⑨ ❺➃❸ ➆⑧➀❼❻ ⑦➃➐❻ ⑩➑➂⑧❸ ⑧⑦❻⑨ ⑨❶ ➀

➃⑨⑧ ➃❷ ❻❼ ➈➏❶ ❸ ➂❸❻⑧ ➆➂❻ ⑩⑧➀❼⑨ ❸➇❼ ❻➀❸⑨ ➆⑧➀➇ ➀❼ ❻ ⑩⑨ ❸⑧➀❼ ➑➂⑧❸❸ ➂❻ ➄➇⑩➄❶ ⑨ ❻❶ ➅ ⑦❻⑨ ⑨❶ ➀➃⑨

⑧➀❼ ➑➂⑧❸ ❸ ➂❻ ⑦❻⑨⑨ ❶ ➀ ➃⑨ ⑧❽ ❶➇ ❸ ➈ ➊➀ ❶ ❸ ➂❻ ⑩ ➑❶ ⑩❼ ⑨❺ ❸❻⑧➆➂❻ ⑩⑨ ➆⑧➀ ⑧ ➆➂➃❻➐ ❻ ➄❻❼ ⑧➌ ❶➌ ➃➆⑧ ⑦

➌❶⑧ ⑦⑨❸ ➂ ⑩❶➇ ➌ ➂ ➆⑦⑧⑨⑨⑩❶ ❶❷❸⑧ ⑦❹➈➒➂➇⑨❺ ➆ ⑦⑧⑨ ⑨⑩❶ ❶❷ ❸⑧⑦❹➃⑨ ➆⑩➇ ➆➃⑧ ⑦❽ ❻ ➆⑧➇⑨ ❻➃❸❼➃⑨ ➆➇ ⑨⑨ ❻⑨

➑➂❻ ⑩❻❸❻⑧ ➆➂❻ ⑩⑧➀❼⑨ ❸➇❼ ❻➀ ❸⑨❽ ➇ ➃⑦❼❸ ➂❻➃➀ ❸❻ ⑩⑧ ➆❸ ➃❶➀⑧➀ ❼ ➆❶❷ ❷➇ ➀ ➃➆⑧❸ ➃❶➀➃➀⑧➆⑦⑧⑨ ⑨➈

➓➆➆❶⑩❼ ➃➀ ➌ ❸❶ ➁ ➆⑥⑩❶ ⑨ ❹❻❾ ⑧➀❼ ➔➃➆➂❷ ❶➀ ❼ ❺ ❸ ➂❻ ➆❶❷ ❷➇ ➀ ➃➆⑧❸ ➃❶ ➀ ➃➀ ⑧

➆⑦⑧⑨⑨⑩❶ ❶❷ ➃⑨ ➂⑧ ➄➄❻➀❻❼ ❽❻ ➆⑧➇⑨ ❻ ❸ ➂❻ ⑩❻ ➃⑨ ⑧ ⑩❻ →➇➃⑩❻❷❻➀ ❸ ➅❶ ⑩ ➃➀➅❶⑩❷ ⑧❸ ➃❶➀ ⑧➀❼

➇➀ ❼❻ ⑩⑨ ❸⑧➀ ❼ ➃➀ ➌ ➈ ➣

➊➀ ⑧ ➆⑦⑧⑨ ⑨ ⑩❶❶ ❷ ⑧ ❸❻⑧ ➆➂❻ ⑩ ➃➀➃❸ ➃⑧❸❻⑨ ❸ ➂❻ ➆❶❷❷ ➇➀➃➆⑧❸ ➃❶➀ ⑧➀ ❼

➅⑧ ➆➃⑦➃❸⑧❸❻⑨❸ ➂❻⑦❻ ⑧⑩➀ ➃➀ ➌ ➈ ➊➀⑧❼❼➃❸ ➃❶➀❺⑨❸➇ ❼❻➀ ❸⑨➀ ❻❻❼ ➃➀ ➅❶ ⑩❷ ⑧❸ ➃❶➀⑧➀ ❼ ⑦⑧➀➌ ➇⑧➌ ❻ ➃➀ ➄➇ ❸

➅⑩❶ ❷ ⑧ ❸❻⑧ ➆➂❻ ⑩⑧⑨ ➑❻ ⑦⑦➈ ➊➀ ➆⑦⑧⑨ ⑨ ⑩❶❶ ❷ ❼➃⑨ ➆❶ ➇ ⑩⑨❻ ⑧ ❸❻⑧ ➆➂❻ ⑩ ➆⑩❻⑧❸❻⑨ ➆❶ ❷❷➇ ➀ ➃➆⑧❸ ➃❶ ➀

➑➃❸ ➂ ⑨ ❸➇ ❼❻➀❸⑨ ❸❶ ❼ ❻ ⑦➃➐❻ ⑩ ❸ ➂❻ ⑦⑧➀ ➌➇⑧➌ ❻ ➃❸⑨ ❻ ⑦➅ ⑧➀❼ ⑧➀ ❾ ➃➀➅❶⑩❷ ⑧❸ ➃❶➀ ❼❻⑧ ⑦➃➀ ➌ ➑➃❸ ➂

↔

↕➙➛ ➜ ➝➞ ➟➠➡➢➤➥ ➦

&

↕➝➧➧➨➟➩➢ ➤➫➭➢➛ ➛ ➦➯ ➲➳➥ ➝➤➢ ➵➥ ➜ ➸➳➺ ➝➥ ➻ ➝➝➳➨ ➛ ➢➫➫➤ ➸➸➡➼➜ ➫➵ ➸ ➙➤➫ ➝➦➽➝➢➵➭ ➝➤➾ ➙➝➫➥ ➜ ➸➳➜ ➳➚➦ ➢➳➪➠➥ ➙➪➝➳➥➨ ➸➚➳➜ ➥ ➜ ➶ ➝➹➳➚ ➢➚ ➝➡ ➝➳➥➜ ➳➩➜➪➪➛ ➝➠➵➭ ➸ ➸➛➠➵➜ ➝➳➵➝ ➘ ➴➷➟ ➬➮➮➱ ✃❐ ❒❮ ❐➱ ❰Ï➱ÐÑ✃❐ ➷❰✃➷➘➷❒ ✃➴➷Ð➮ ÒÓ Ô✃❒❮ ❐➱ ❰➟ÕÖ ×Õ➦Õ➟

Ø

↕➢ ➡➝➫➨ ➟➩ ➟➦Ù➜➤➚ ➜ ➳➜ ➢Ú➟Û➟➦

&

Ü➜➳➪➢Ü➟➩ ➦➬❰Ý❰❮Ð➱ÓÔ✃❮ ❐➱❰❮ ➱Þ➱ßß Ô❰❐✃❒❮ ❐➱ ❰❐❰❮ ➴➷Þà❒➮➮Ð➱ ➱ßá ➘➴➷â➱à➷➱ÏÞ➱ßß Ô❰❐✃ ❒❮ ❐➱❰❐❰➘ ➷❒ ✃➴ ❐❰ã ❒❰Ó➘Ð❒❐❰ ❐❰ãäÕ å➟

æ

çèééêëé ì í îè ïðñèò óé ïðêë ôõ ðîêò êö ðê÷÷ õëóðïîóêë êò óëîèòïðîóêë ì ø ñóé ðêë ðè ù î

óé ô óé ðõ é éè ô ïé úèçç û ü ýóçþèò ïëô ÿê õî îñïî îè ï ðñèò óé îñè ðêë ôõðîêò êò

ðêëîò êççèò êö îñè óë îèò ïðîóêë ✁ ñè✂é ñè é è îé îñè îêùóð✄èç óðóî é îñè òèéùêëé èé ✄ ôè ðóôèé

úñê ùïòîóðóùïîèé ✄ ïë ô óþèé öè èôûïð☎ì ✆

✝û þóêõé çü✄ ï îè ï ðñèò öò è✞õèëîçü óëó îóïîèé

îñè ðç ïé é ò ê ê÷ ôóéðêõòé è ✄ òè ùïóò é é îõôèëîé ✥ òèéù êë éè êò ÷ óéîï☎è✄ ïëô óþèé

öèè ôûïð☎ì ø ñè ðç ïéé òêê÷ óé îñè ùç ïðè úñèòè îñèðê÷÷ õëóðïîóêë û ü ïîè ïðñèò ïë ô

é îõôèëîé ñïù ùèë é ì

ýóçþèò ïë ô ÿê õî éîïîè ô îñ ïî îñè ðêë îòêççèò êö óë îèòïðîóêë óë ï ðç ïé é óé ï

îè ïðñèò ì ✟

✠è î✄úñïîñ ïùùèëé óö ïîè ïðñèò ðïë ë ê îôèç óþèò úèçç ïç ïë õï èêò ñ óé ✂ ñèò

óôè ï óë ï ðç ïé é ò ê ê÷✡ ø ñè ïë éúèòéö êò îñ óé ✞õ èéîóêë ïòè é îõôèëîé ÷ ïüûè ðêëöõ é è ô

úñïî îñè îè ïðñèò éïóôì ☛ë ïô ôóîóêë✄ îñè îè ïðñèò ïçéê ÷ ïü ûè ùò êûïûçü ðêë öõ éè ô

úñïî ñè✂é ñè óé éõùù êé è ô îê ôêì ø ñóé éóîõïîóêë ûè ðê÷èé ûòè ï☎ô êúë

ðê÷ ÷õ ë óðïîóêë ì ☞òèï☎ô êúë ðê÷÷ õë óðïîóêë óé úñèë éùè ï☎èòé ðïë ëêî ôèç óþèò

úèççîñè óòçïë õï è êò úñèëç óéîèëèò é ðïë ë ê îõ ë ôèòéîïëô îñèé ùè ï☎èò ✥éç ïë õï èì

ø ñè ðïé è êöûò è ï☎ôêúë ðê÷ ÷õ ë óðïîóêë ñïùùèëé óë ðç ïé é ò ê ê÷ é úñèëéîõ ôèë îé êö

✌ë ç óé ñ øè ïðñèò ✌ôõðïîó êë ✍è ùïò î÷ èë î

(

✌ø✌✍✎ êö ýîïîè ☛é ç ï÷ óð ✏ëóþèòéóîü êö

ýõëïë í÷ùèç

(

✏☛✑ýí✎ ùò ïðîóðè îèïðñóë óë ✒òè ✓ýèòþóðè ø è ïðñóë ✔ êò ✒✒✕ ✔

ðêõ òé èìø ñèùò êûçè÷ðïõ é èé îñèéîõ ôèë îéðïëë ê î÷ï✖ó÷ó✗èîñè óò îè ïðñóë ì

✘✙✚ ✛✜✢✙ ✣✜✤ ✦✧✜★ ✩

(

ýøé

)

✄ é îõôèëîé úñêùò ïðîó ðè îè ïðñóë ✄ óë✒✒✕ ✔ ðêõ òé è

ïòè ðêëö õé è ô óë ðê÷ ÷õ ë óðïîóë úóîñ îñè óò éîõôèë îé ✥

(

îñè ýø é✥ öòóèë ôé úñê

✪

✫✬ ✭ ✮✯✬ ✰ ✱✲✳✴

&

✵✮ ✰✶✷ ✮✸✹ ✺✻✭ ✼✽✾ ✲ ✮✿ ❀✲✳✾✮✰❁✴❂ ✲❃ ✮✺✹✺✬ ✿✾✮ ✰❁✮✷ ❃❄ ✰✮❅❅✳✹✹❆❇✿✭ ✬ ✱✬ ✭ ✬ ✲❅❈❇✷✹ ✭ ❀✲✳ ❉✹✹ ❁ ❊ ❋ ❋●✴✼ ❍✼

4

■

❏ ❑▲▼▲◆❖ P◗ ◗ ▼❘❖ ▲◆ ▼◗

)

❙ ❚ ▼ ❯P ❱ ❲P ❘◗ ▲ ▼❳P ▼ ▼❳▲❱ ❏❑❨❩P❩ ❬❱ P ❑▲ ◆ ❨▼ ❑▲P❖ ❱ ▼❨ ▼▲P❲ ❳❙

❭❘ ❑▼❳ ▲❑❯ ❨ ❑▲❪ ▼❳▲❱ ❯P ❱ ◆❨ ▼ ❏ ❑ ❨❩ P❩❬❱ ❫◆❨❴ ▼❳ ▲ ❵❘ ◆❲ ▼❛❨◆◗ ❨❵ ❬P ◆❜❘P❜▲ P ◆❖ ❳ ❨❴

▼❳▲❱ P ❑▲ ❘◗▲❖ ❛◆ ▼▲P❲ ❳❛◆❜❙ ❝ ❳❘◗❪ ▼❳❛◗ ❏❑❨❩❬ ▲❯ ❲P ❘◗ ▲◗ ▼❳ ▲ ◗▼❘❖▲◆▼◗ ❲ ❨◆❵❘◗▲❖ P◗

❴▲❬❬❙ ❝ ❳ ▲❱ ▼▲◆❖ ▼❨ P❬❴P❱◗P◗❫ ▼❳ ▲❛❑❵❑❛▲◆❖ ◗ ❴❳P ▼ ▼❳▲ ▼▲P❲ ❳ ▲❑◗ P❛❖ ❙❝ ❳❛◗ ◗❛▼❘P ▼❛❨◆

❲ ❨❯ ❯ ❨ ◆❬❱P❏ ❏ ▲P ❑◗❴❳❛❬ ▲▼❳▲❞❝◗❏ ❑P❲ ▼❛❲ ▲▼▲P❲ ❳❛◆❜❡ ◆❜❬❛◗❳ ❛◆❢❢❣❤❪❖❨▼▲P❲ ❳ ▲❑◗

❴ ❛▼❳ ❬❛❯❛▼▲❖ ▲✐❏▲❑❛▲◆❲ ▲ ❛◆ ▼▲P❲ ❳❛◆❜ ❡◆❜❬❛◗ ❳❙ ❝ ❳ ❘◗❪ ▼❳❛◗ ❏ ❑❨❩❬ ▲❯ ❛◗ P ❑❛◗▲◆ P◗ ▼❳▲

❑▲P◗❨◆❵❨ ❑ ▼❳❛◗ ❑▲◗▲P ❑❲ ❳❙ ❝ ❳❛◗ ❑▲◗▲P ❑❲ ❳ ❛◗ ❖❨◆ ▲▼❨ P ◆P❬ ❱❥ ▲ ▼❳ ▲❞❝◗ ❦ ❘▼▼▲❑P ◆❲ ▲◗ ❨❑

❧▲❑❩ P❬❬P ◆❜❘P❜▲❙

❣P ◆❜❘P❜▲ ❴❳❛❲ ❳ ❛◗ ❏ ❑ ❨❖❘❲ ▲❖ ❳P◗ ◗ ❨❯ ▲ ❵❘◆❲ ▼❛❨◆◗ ❙ ❝ ❳ ▲ ❵❘ ◆❲ ▼❛❨◆◗ ❨❵

❬P ◆❜❘P❜▲ P ❑▲ ◆❨ ▼❛❲ ▲❖ P◗ ▼❳▲ ❬P ◆❜❘P❜▲ ❵❘ ◆❲ ▼❛❨ ◆◗ ❙ ♠▲❑❑▲❬ P ◆❖ ♥❨❑❖P ◆ ❖ ▲◗ ❲ ❑❛❩▲ ▼ ❳▲

❬P ◆❜❘P❜▲ ❵❘◆❲▼❛❨ ◆◗ ❴❳❛❲ ❳ P ❑▲ ❖ ▲◗❛❜◆ ▲❖ ❩ ❱ ♠P❬❬❛❖ P❱❙ ❝ ❳ ▲ ❵❘ ◆❲ ▼❛❨ ◆◗ P ❑▲

❛◆◗▼❑❘❯ ▲◆ ▼P❬❪ ❑▲❜❘❬P ▼❨❑❱❪ ❛◆ ▼▲❑P❲ ▼❛❨◆P❬❪ ❏▲❑◗❨◆P❬❪ ❳ ▲❘❑❛◗▼❛❲❪ ❛❯P❜ ❛◆P ▼❛❧▲❪ P ◆❖

❑▲❏ ❑ ▲◗▲◆▼P ▼❛❨◆P❬ ❵❘◆❲ ▼❛❨◆◗ ❙ ♦

❚ ◆◗▼❑❘❯ ▲◆ ▼P❬ ❵❘◆❲ ▼❛❨◆ ❛◗ ❘◗▲❖ ❴❳ ▲◆ P ▼▲P❲ ❳▲❑ P◗❫◗

◗ ▼❘❖ ▲◆ ▼◗ ▼❨ ❖ ❨ ◗❨❯▲▼❳❛◆❜ P◗ P ❲ ❨❯❯ P ◆❖❪ ❵❨ ❑ ▲✐P❯ ❏❬ ▲ ♣ q❏ ▲◆ ❱ ❨ ❘❑ ❩❨❨❫ r ❙

s ▲❜❘❬P ▼❨ ❑❱❵❘ ◆❲ ▼❛❨ ◆❳P◗P❵❘ ◆❲ ▼❛❨◆▼❨❲ ❨◆ ▼❑❨❬◗▼❘❖▲◆▼◗ ❦❩ ▲❳P❧ ❛❨ ❑❙❚ ▼❖ ▲P❬◗❴ ❛▼❳ ▼❳ ▲

❑❘❬ ▲◗ ❨❑ P❜❑▲▲❯ ▲◆ ▼◗ ❴❳❛❲ ❳ P ❑ ▲ ❯ P❖ ▲ ❩ ❱ P ▼▲P❲ ❳ ▲❑ P ◆❖ ◗ ▼❘❖▲◆▼◗ ❛◆ P ❲❬P◗ ◗❪ ❵❨ ❑

❛◆◗▼P ◆❲ ▲ ♣❢❬ ▲P◗▲ ◗❘❩❯❛▼ ❱ ❨❘ ❑ P◗ ◗❛❜◆❯▲◆▼ ◆▲✐▼ ❴▲▲❫

!

❚❵ ❱ ❨ ❘❖ ❨ ◆❦▼❪ ❴▲ ❴ ❛❬❬ ◆ ❨▼

◆▲❲ ▲◗ ◗ P ❑❛❬❱ ❳P❧▲P❯ ▲ ▲▼❛◆❜ P❜P❛◆❙ ❙ ❚ ◆▼▲❑P ❲ ▼❛❨◆P❬ ❵❘ ◆❲ ▼❛❨ ◆❳P◗ P❏ ❘ ❑❏ ❨◗▲▼❨❲ ❑▲P ▼▲

❛◆▼▲❑P❲ ▼❛❨ ◆◗ ❘❲ ❳P◗ ♣♠ ❛

!

❪♣♠▲❬❬ ❨

!

❪ ♣t ❨❨❖❯❨❑◆❛◆❜

!

❪ ❨❑♣♠❨❴P ❑▲❱ ❨❘✉❙ ❝ ❳▲◆❪

❏ ▲❑◗❨ ◆P❬ ❵❘ ◆❲ ▼❛❨ ◆ ❛◗ ❘◗ ▲❖ ▼❨ ▲✐❏ ❑ ▲◗◗ P❩❨❘ ▼ ▲❛▼❳▲❑ ❏ ▲❑◗❨◆P❬ ❨❏❛◆❛❨ ◆❪ ❑ ▲◗❏❨◆◗▲❪ ❨❑

✈

✇①②③ ④⑤⑤ ④⑥ ⑦⑧ ④②②④⑨⑩

&

❶ ③❷ ❸❹ ④⑨❺❻ ②①❹⑤ ⑩❼ ❽❾ ❿ ➀➁❿ ➂➃❿ ➄➅ ❽ ➄➆❾ ➇ ➂➈ ➄➃➉ ➊ ❽➋➅➌ ➋➅ ➍ ❽➆ ➊➎ ➃➋➅ ➏➃➅ ➄➎➄➃ ➂➋➄➂➆

➙

➛ ➜➜➝➞➟ ➠➡➛ ➢ ➤➜➥ ➦➧➨➝ ➜➩➫➢➢ ➭ ➯ ➡➩ ➲➦➠➤➜➜➯ ➡ ➢➤➩➲➭➢ ➟ ➳➵➵➸➞➟ ➺➻➢➯ ➯ ➼ ➜➽ ➤➞ ➻➵➞ ➾➛ ➽➟➾➵➞➢➟

➾➦➟ ➚➜➽ ➻ ➜➭ ➵➢➭➞ ➻ ➾➢➪➜➤➢➤➜➥ ➨➝➢➤➜➞➟➛ ➢ ➤➧ ➦➵➞➢➟ ➻➽➾➸ ➦➻➩➶➸ ➦➵➞ ➻➵➸ ➜ ➨ ➦➻➵➛➢➤➧➢ ➛

➤➜➦➭ ➹ ➯ ➲➟ ➦➭➭ ➞➵➞➢➟➡➞ ➧ ➦➠➞➟ ➦➵➞➪➜➛➽ ➟ ➾➵➞➢ ➟ ➸➦➻➦➨➽➤➨➢➻➜➞➛➢ ➟ ➜➽ ➻ ➜➻ ➦➝ ➦➟➠ ➽ ➦➠➜➵➢

➵ ➜➝➝ ➦ ➵➢➤➘ ➢➤ ➵➢ ➾➤➜➦➵ ➜ ➞ ➧ ➦➠➞➟ ➦➵➞➪➜ ➴➢ ➤➝➭ ➚ ➘ ➨➝ ➦➘➞➟ ➠➯ ➷➦➻➵➡ ➤ ➜➨ ➤➜➻ ➜➟ ➵ ➦➵➞➢➟➦➝

➛➽➟➾➵➞➢➟➸➦➻➦➛➽➟➾➵➞➢➟➵➢ ➾➢ ➧➧➽➟ ➞ ➾➦➵ ➜➢ ➤ ➭➜➝➞➪➜➤➞➟ ➛➢➤➧➦➵➞➢ ➟ ➻➽ ➾➸ ➦➻➩➬➸ ➜➨ ➦➻➵

➛➢ ➤ ➧➢ ➛ ➮ ➱✃❐➞ ➻➮➱✃❐➯ ➯❒➢ ➧ ➜➢ ➤ ➦➝➝➢ ➛➵➸➜➛➽ ➟➾➵➞➢➟➻➢➛ ➝ ➦➟ ➠➽➦➠ ➜➧ ➦➘➦➨➨➜➦➤➞➟ ➦

➾➝ ➦➻➻➯ ❮➢➤➜➢➪➜➤➡ ➢➟➜ ➽ ➵➵ ➜➤➦➟ ➾ ➜ ➧ ➦➘ ➸➦➪➜ ➢➟➜ ➛ ➽➟➾➵➞➢➟ ➢➤ ➧➽ ➝➵➞➨➝ ➜ ➛➽➟➾➵➞➢➟➻➯

➬➸➽➻➡➦➵➜➦➾➸➜➤➞➟➾➝➽➭ ➞➟➠➦❒➬ ➾➦➟➽ ➻ ➜➵➸➢ ➻ ➜➻ ➜➪➜➟➛➽ ➟ ➾➵➞➢➟➻➢➛➝ ➦➟ ➠➽➦➠ ➜➞➟➢➤➭ ➜➤

➵➢➾➤ ➜➦➵ ➜➾➝ ➦➻ ➻ ➤➢➢➧➭➞ ➻ ➾➢➽➤➻ ➜➯

❒➾➸ ➞➛➛ ➤➞➟ ➡ ➬➦➟➟➜➟➡ ➦➟ ➭ ➼ ➦➧➞➝➵➢ ➟ ➻ ➵ ➦➵ ➜ ➵➸ ➦➵ ➵➸ ➜ ➻➵➽ ➭➘ ➦➚➢ ➽➵ ➭ ➞ ➻➾➢ ➽ ➤ ➻➜

➦➟ ➦➝➘➻➞ ➻ ➞ ➻ ❰➽➞ ➾➺ ➝➘ ➠ ➤➢➴➞➟➠ ➽ ➨➯ Ï

➬➸ ➜ ➤➜➻ ➜➦➤ ➾➸ ➜➤ ➻ ➛ ➤➢➧ ➦➚➤➢ ➦➭ ➴➸ ➢ ➭➞ ➻ ➾➽➻➻ ➜➭

➦➚➢ ➽➵ ➾➝ ➦➻➻ ➤➢ ➢ ➧ ➞➟➵ ➜➤➦➾➵➞➢➟ ➦➤➜ Ð➞➢➢ ➺ Ð➜➸➟➦➧ ➦➟ ➭ Ñ➦➻ ➻➦➧➞➟ Ò➢➽➤➞ ➤➦➟➡ ➦➟ ➭

❮➞ ➾➸ ➦➜➝ Ó➯ ❒➸ ➜➨ ➸ ➜➤➭➯ ➲➟ ➦➭➭ ➞➵➞➢➟ ➡ ➵➸➜➤➜ ➦➤➜ ➵➸➜ ➢ ➵➸ ➜➤ ➤ ➜➻➜➦➤ ➾➸ ➜➤ ➻ ➴➸➢ ➻➵➽➭➞ ➜➭

➦➚➢ ➽➵ ➾➝ ➦➻ ➻ ➤➢ ➢ ➧➭➞ ➻ ➾➢ ➽ ➤➻ ➜➛ ➤➢ ➧➲➟ ➭➢ ➟ ➜➻➞ ➦➯ ➬➸ ➜➘➦➤➜Ô➦➺ ➸ ➧ ➦➴➦➵➞➡ Õ➝➝➞ ➻➘Ó ➞➻➘➦➸ ➡

➦➟➭Ö➽ ➤× ➦➟ ➟ ➦➸ ➯ Ø

Ð➜➻➞➭ ➜➻➡ ➵➸ ➜➵➸➜➜➥ ➦➧➨➝ ➜➻➢➛ ➟ ➦➧➜➻➢➛ ➻➾➸ ➢➝ ➦➤ ➻➦➟ ➭ ➤➜➻ ➜➦➤ ➾➸ ➜➤ ➻

➞➟➵➸➜➛➞ ➜➝➭➢➛➵ ➜➦➾➸➜➤➵ ➦➝➺ ➻➵ ➦➵ ➜➭➚ ➘Ñ➦➟ ➛ ➜➟➦➟ ➭Ñ➽ ❰➞➟➦➤➜➷➞➟ ➭➸ ➢➝ ➧Ù ➷➜ ➦➤➘➡Õ➝➝➞ ➻➡

➦➟➭➶➤➞➠➸ ➵➯ Ú

➬➸ ➜➢➵➸➜➤➤➜➻ ➜➦➤➾➸➜➤➻➴➸➢➭➞ ➻ ➾➽ ➻ ➻ ➜➭ ➦➚➢ ➽➵➵ ➜➦➾➸ ➜➤➵ ➦➝➺➛ ➤➢ ➧➦➚➤➢➦➭

➦➤➜ ❮➦Û➞➢Ù ➘➦➟➡ ➼ ➻➞➟ÙÑ➞➟ ➷➞➟➡ Ñ➦➟ ➛ ➜➟ ➦➟ ➭ Ñ➽ ❰➞➟➡ × ➜➟➞ ➦ Ò➯ ➲➪➦➟ ➢➪➦➡ ❒➞➝➪➜➤ ➦➟➭

Ü

ÝÞßà áâãäåã æ ççáæ èéÝÞßà áâãê âèè Þèé

&

ë Þæ ì æí îë âïæð ñàèéò óôõö ÷ø ùúú ûú üýþÿ ú ✁ ✂ÿ ô✄ ÷ö ☎ ✆ÿ þÿ

(

✝✞çàáì✟✠ð âå ✡☛ Þð ðé☞✌ ✌✍

)

é✍î

7

✎✏ á✑â èèâãé✒è✓✏ßð æ✔ã Þìêã Þ✔æ✔ ✟✥✄ ÷✄÷ö☎ ✆ÿ þÿú ü✕☎öÿÿ ✂ú ú✖ýþÿ ú✁✂ÿ ôþ ÷✗✘ôöû þ ÷✙✕☎öÿÿúü✚÷✙☎þ ÿ ó ýô✘ö ✂✛✖ô÷ ✛✗✛✁øô÷ ✛ÿö ✛✜÷ þ✢ ô✂ÿ þ ✛✆ú ü✣✁ óö✖✖öøþ ✆ö ó✤✂ôÿ þû ✦

(

ä✏ áâß â✧â✟★✩★✎ä✏ èâè✩ ï✓Þð ä✏ áâß â✧â✪ áÞ✔✔é☞ ✌✍☞

)

é☞✫ ✬✭ ✌î

8

✮ æ✏✯ âèçÞ èé

&

✰ã âà✯✏ ✱ æèé✥✩äñ✏ ì ✧àçê Þâåã Þáê âð ✡æ è★ èñ Þáâåñæàè✔æ èíè✲ð æ✔ã✳ð â✔✔Þ✔ ✴✕ó þ÷ ôÿ ô ✵ú ✁ ✂÷ö ☎úü✄✘ ✘☎ þ ôø✶þ ÷✙✁ þÿ ✛ þ ÿ î✷àð î✭✭✎à î☞é✩✓áæð☞ ✌✍ ✌é✸✸î

✹

✺✻ ✼✽✾✿❀❁❂ ❃❄❅❆❇✻❂❅✾✿❁❈ ❉❀❁❂ ✾❁❊❁❈✾ ❄❁ ✼✻ ❋●❂ ✻ ❍✾ ■❆❆❁❂ ❃❏❅✾ ✽❉ ❄❆ ❅❑ ❏✾ ■❆▲❂❆ ▼ ❄✻ ✽ ❅

❅◆■✻ ❃❁❂❅❁❈ ❉ ❂❆ ❅❆❁❂◆■❆❂❅✿ ✾ ■❆ ❉ ❄❖❖❆❂❆❈◆❆ ❅ ❑❆✾P❆❆❈ ✾ ■❄❅ ❂ ❆❅❆❁❂◆■ P❄✾ ■ ✾■✻ ❅❆ ❆❁❂ ❃ ❏

❂❆ ❅❆❁❂◆■❆ ❅ ❁❂❆ ✾ ■❆ ✾✻ ▲ ❄◆ ❁❈❉ ✾ ■❆ ✾ ■❆✻ ❂❏❋ ◗ ■❄❅ ❂ ❆ ❅❆❁❂◆■ ❖✻◆✽ ❅❆❅ ✻❈ ✾ ■❆ ❊ ◗❅❘

✽✾✾❆❂❁❈◆❆ ❅❁❈❉✾ ■❆ ✾ ■❆✻ ❂❏❖❂ ✻ ❍❇❁ ❃❃❄❉❁ ❏❁ ❑✻✽✾❅❆ ▼❆❈ ❃❁❈✼✽❁ ✼❆ ❖✽❈◆✾ ❄✻ ❈ ❅❋ ❇❆❈◆❆✿

✾ ■❆❂❆ ❅❆❁❂◆■❆❂❉✻ ❆ ❅❈✻ ✾❖✻◆✽ ❅✻ ❈❁❈✻ ✾ ■❆❂❁ ❅ ▲❆◆✾✻❖◆❃❁ ❅ ❅❂✻✻❍❉ ❄❅◆✻✽❂ ❅❆✻ ❂✾❆❁◆■❆❂

✾❁ ❃❙❋ ❀✻ ❂❆✻▼❆❂✿ ✾ ■❆ ❁❈ ❁ ❃❏❅ ❄❅ ❖✻◆✽❅❆ ❅ ✻❈ ❃ ❏ ✻ ❈ ❅ ▲✻❙❆❈ ❉ ❄❅◆✻ ✽❂ ❅❆ ✻ ❂ ❅ ▲✻❙❆❈

❃❁❈ ✼✽❁ ✼❆❄❈✾ ■❆ ◆❃❁ ❅ ❅❂ ✻✻❍ ❅❑ ❏✾ ■❆ ❊◗ ❅❋ ◗■❆❂❆❖✻ ❂❆✿✾ ■❄❅❂❆ ❅❆❁❂◆■◆❁❈ ❑❆ ❑❆❈ ❆❖❄◆❄❁ ❃

❖✻❂ ❖✽❂ ✾ ■❆❂ ❅✾ ✽❉❏ ❁❑✻✽✾ ❃❄❈✼✽❄❅✾ ❄◆❅✿ ❉ ❄❅◆✻ ✽❂ ❅❆✿ ◆✻ ❍ ❍✽❈ ❄◆❁✾ ❄✻ ❈✿ ❁❈ ❉ ✻✾ ■❆❂

❉ ❄❅◆❄▲❃❄❈ ❆ ❅❋

◗■❆ ❅✽ ❑❚❆◆✾ ❅ ✻❂ ▲❁❂✾ ❄◆❄▲❁❈✾ ❅ ◆■✻ ✻ ❅❆❈ ❖✻❂ ✾ ■❄❅ ❂❆ ❅❆❁❂◆■ ❁❂❆ ❖❂ ✻ ❍ ✾ ■❆

❅✾ ✽❉❆❈ ✾ ❅P■✻ ✾❁❙❆ ❯❯❱ ❲ ◆✻✽❂❅❆ ❄❈ ❳◗ ❳❨ ✻❖ ❩❬ ❭❊ ❪❋ ◗■❆❂❆ ❄❅ ✻❈ ❆ ❂❆❁ ❅✻ ❈ P■ ❏

◆■✻ ✻ ❅ ❄❈ ✼ ✾■❆ ▲❁❂ ✾ ❄◆❄▲❁❈✾❅ ❁❈ ❉ ✾ ■❆ ▲❃❁◆❆ ✾✻ ❉✻ ✾ ■❆ ❂❆ ❅❆❁❂◆■ ❋ ●❄❂❅✾✿ ✾■❆❂ ❆ ❄❅ ❁

▲❂✻❑❃❆ ❍❄❈✾ ■❆❊ ◗❅❘❃❁❈✼✽❁ ✼❆✻❂ ✽✾✾❆❂❁❈◆❆ ❅❋ ❫ ■❆❈ ✾ ■❆❏✾❆❁◆■ ❄❈ ◆❃❁ ❅ ❅❂✻✻❍ ❅✿✾ ■❆ ❏

▲❃❁ ❏ ❂✻ ❃❆ ❁ ❅ ✾❆❁◆■❆❂❅❋ ◗ ■✽ ❅✿ ✾ ■❆ ❄❂ ❃❁❈ ✼ ✽❁✼❆ ❄❅ ❄❍▲✻❂ ✾❁❈✾ ✾✻ ❑❆ ✽❈❉ ❆❂ ❅✾✻✻ ❉ ❄❈

✾❆❁◆■❄❈✼ ❁❈❉ ❃❆❁❂❈ ❄❈✼ ▲❂✻◆❆ ❅ ❅❋ ◗■❆ ❏✿ ❖✽❂✾ ■❆❂ ❍✻ ❂❆ ✿ ❁❂❆ ✾ ■❆ ◆❁❈❉❄❉❁✾❆ ❅ ✻❖ ❳❈✼❃❄❅ ■

✾❆❁◆■❆❂❅❋ ◗ ■❆❂❆❖✻❂ ❆✿ ❄✾ ❑❆◆✻ ❍❆ ❅❄❈✾❆❂❆❅✾ ❄❈✼ ✾✻ ❁❈ ❁ ❃❏❴❆ ✾ ■❆ ❖✽❈◆✾ ❄✻ ❈ ❅✻❖ ❃❁❈✼✽❁✼❆

❄❈✾ ■❆ ❄❂✽✾✾❆❂❁❈◆❆ ❅❁❈❉✾ ■❆▲❂✻❑❃❆ ❍ ❅❖❁◆❆❉P■❆❈✾ ■❆ ❏▲❆❂❖✻ ❂ ❍✾ ■❆ ❄❂❃❁❈ ✼ ✽❁ ✼❆❋

◗■❆❂❆ ❁❂❆ ✾P✻ ❂❆❁ ❅✻❈❅ P■ ❏ ✾ ■ ❄❅ ❂❆ ❅❆❁❂◆■ ❄❅ ❄❍ ▲✻ ❂✾❁❈ ✾❋ ◗■❆ ❏ ❁❂❆ ✾ ■❆

▲❂✻❑❃❆ ❍✻❖❑❂❆❁❙❉ ✻P❈ ◆✻ ❍ ❍✽❈❄◆❁✾ ❄✻❈❁❈ ❉✾ ■❆✾ ■❆✻ ❂❏✽ ❅❆❉ ❄❈✾ ■❄❅❂❆ ❅❆ ❁❂◆■❋● ❄❂ ❅✾✿

❉ ✽❆ ✾✻ ✾ ■❆ ▲❂✻❑❃❆ ❍ ✻❖ ❑❂ ❆❁❙❉✻P❈ ◆✻ ❍ ❍✽❈ ❄◆❁✾ ❄✻ ❈ ❄❈ ❯❯❱ ❲✿ ✾ ■❆ ❂❆ ❅❆❁❂◆■❆❂

❁✾✾❆ ❍▲✾ ❅✾✻❁❈ ❁ ❃❏❴❆ ✾ ■❆ ❃❁❈ ✼ ✽❁ ✼❆ ❖✽❈◆✾ ❄✻❈❅✽ ❅❆❉ ❑❏✾ ■❆ ❊◗ ❅❁❈ ❉✾ ■❆ ❄❂❉❄❖❖❄◆✽ ❃✾ ❄❆ ❅

❵

❛ ❜❝❞❡❢❣ ❝❤✐❥❣ ✐❣ ❤ ❦❧ ♠ ♥♦♣qq❢ ❧♣♥❢❤ ❥ ♣❥ ❦q♥ ❡♣ r ❦❝♣❤ ❡s ❦ ♠♣❤ ❢❤❛❣ ❥ t♣ ❝♥❥ ❦❤❦♣❥ ❞s ❦❥❤

❤❢ ❝❞ ❦ ❡s ❦♥ ❡❦❝❧ ❡❣ ❜❤❦ ❡s❦ ❡s ❦❣❥ ❢ ❦❤ ❛ ❥❣t ✉❢ ❝❞q♣❢❥✈ ✇❣❜q❡s ♣❥ ❧✈ ①❥♣②❢q✈ ♣ ❝❧ t♣ ❝♥

❣❡s❦❥❤ ③ ④❡ t ♣♥ ♠ ❦ ❞♣ ❜❤❦❧ ❡s♣❡ ❡s ❢❤ ❡s ❦❣❥ ♥ ❧ ❦♣q❤ ⑤❢❡s ❡s❦ ❛ ❜ ❝❞❡❢❣❝❤ ❣❛ q♣ ❝⑥❜♣ ⑥ ❦

⑤s❢❞s♣❥ ❦ ❜❤❦❧♠ ♥ ❞s❢q ❧❥❦❝③ ⑦s ❦❥❦❤❦♣❥❞s❦❥ ❧ ❦❞❢ ❧❦❤ ❡❣ ❜❤❦❡s❢❤ ❡s❦❣❥ ♥ ❤ ❢ ❝❞ ❦ ❢❡ ❢❤

❥♣❥ ❦q ♥ ❜❤❦❧ ♠ ♥ ❣ ❡s ❦❥ ❥❦❤❦♣❥ ❞s ❦❥ ❤③ ①❦❤ ❢ ❧❦❤✈ ❢❡ ❢❤ ❞s ❣❤❦❝ ❤ ❢ ❝❞ ❦ ❡s ❢❤ ❡s ❦❣ ❥ ♥ ❢❤

♠❣ ❥❥❣ ⑤ ❦❧❛ ❥❣t q❢ ❝⑥ ❜❢❤ ❡❢❞❤ ❡❣ ❧❢❤ ❞❣ ❜❥❤❦♣ ❝♣q♥❤ ❢❤ ♠ ♥ ❡s❦ ❥ ❦❤❦♣❥❞s❦❥③ ⑧⑨❦❝❡s ❣ ❜ ⑥s

❡s❢❤ ❡s ❦❣ ❥♥ ❢❤ ❛❥❣ t q❢ ❝⑥ ❜❢❤ ❡❢❞❤ ❧❢❤ ❞❢✐q❢ ❝❦✈ ❢❡ ❞♣ ❝ ♠❦ ❜❤❦❧ ❡❣ ♣ ❝♣q♥②❦ ❞q♣❤ ❤ ❥❣❣ t

❧❢❤ ❞❣ ❜❥❤❦♠ ❦❞♣ ❜❤❦❞q♣❤❤ ❥ ❣❣ t ❧❢❤❞❣❜❥ ❤ ❦❢❤ ❡s ❦ ♠❥♣❝❞s ❣❛ q❢ ❝ ⑥❜❢❤❡❢❞❤ ③⑦s❦✐ ❥❣ ♠q ❦t

❢ ❝ ✉⑦❤ ⑩ ❜❡❡ ❦❥♣ ❝❞ ❦ ♣ ❝ ❧ ❡s ❦ ♦♣qq❢ ❧♣♥ ⑩❤ ❡s❦❣ ❥♥ ⑤s❢❞s ❢❤ ❥♣❥ ❦q ♥ ❡♣ r ❦❝ ❢ ❝ t ♣ ❝♥

❥ ❦❤❦♣❥❞s❦❤ ♣❥❦ ❡s❦ ❥ ❦♣❤ ❣❝❤ ⑤s♥ ❡s ❢❤ ❥❦❤❦♣❥ ❞s ❢❤ ❢t✐ ❣❥❡♣ ❝❡ ❡❣ ♠ ❦ ❧❣❝❦ ♠ ♥ ❡s❦

❥ ❦❤❦♣❥❞s❦❥③

⑦s❦❥ ❦ ♣❥ ❦ ❡⑤❣ ❡❦❞s ❝❢❶❜ ❦❤ ❡❣ ⑥♣❡s❦❥ ❡s❦ ❧♣❡♣③ ⑦s ❦♥ ♣❥❦ ❣ ♠❤❦❥⑨♣❡❢❣ ❝ ♣ ❝ ❧

❢ ❝❡ ❦❥⑨❢ ❦⑤ ❡❦❞s❝❢❶❜ ❦③ ⑦s❦❥ ❦♣❥ ❦ ❝❢ ❝❦✉⑦❤ ⑤s❣♣❥❦❣♠ ❤ ❦❥⑨❦❧♣ ❝❧❢ ❝❡ ❦❥⑨❢ ❦⑤ ❦ ❧③ ⑦s❦

❣♠ ❤ ❦❥⑨♣❡❢❣❝ ❢❤ ❧❣❝❦❡❣ r ❝❣ ⑤ ❡s ❦ q♣ ❝ ⑥❜♣ ⑥❦ ❛ ❜❝❞❡❢❣ ❝❤ ❜❤❦❧♠ ♥ ❡s❦ ✉⑦❤ ③ ⑦s❦ ❝❢ ❝ ❦

✉⑦❤ ♣❥❦ ❣ ♠ ❤ ❦❥⑨❦❧ ❜❤ ❢ ❝⑥ ❣ ♠❤❦❥⑨♣❡❢❣ ❝ ❞s ❦❞ rq❢❤❡ ♣ ❝ ❧ ⑨❢ ❧ ❦❣❷❥ ❦❞❣ ❥ ❧❢ ❝ ⑥③ ❸❢ ❧❦❣ ❷

❥ ❦❞❣❥❧❢ ❝ ⑥❢❤❜❤❦❧❡❣♣⑨❣❢ ❧❡s❦❧♣❡♣t ❢❤❤ ❢ ❝⑥❛ ❥❣t❡s❦✉⑦❤ ③⑦s❦✉⑦❤⑩❜❡❡ ❦❥ ♣ ❝❞ ❦❤♣ ❥ ❦

❞q♣❤❤ ❢❛❢ ❦❧♠ ♣❤❦❧ ❣ ❝❡s❦❛❜❝❞❡❢❣❝❤ ❣❛ q♣ ❝ ⑥❜♣⑥❦③ ⑦s❦❣ ❥♣q ❧♣❡♣ ♣❥ ❦❡❥ ♣ ❝❤ ❞❥❢♠❦❧♣ ❝❧

❡s ❦❝ ✐♣❥❡❤ ❣❛ ❡❥♣ ❝❤❞❥ ❢✐❡❢❣❝♣❥ ❦ ❧❢❤ ✐q♣ ♥ ❦❧♣❤ ❦❹❡❥♣❞ ❡❤ ❢ ❝ ❡s❦❛ ❢ ❝❧❢ ❝ ⑥❤ ❤ ❦❤ ❤ ❢❣ ❝③ ⑦s ❦

❢ ❝❡ ❦❥⑨❢ ❦⑤ ❢❤ ❧❣ ❝ ❦ ❡❣ ❛❢ ❝❧ ❣❜❡ ❡s ❦ ✉⑦❤⑩ ❧❢❛❛❢❞ ❜q❡❢ ❦❤ ❢ ❝ ✐❦❥❛❣ ❥t ❢❝ ⑥ ❡s ❦ q♣ ❝ ⑥❜♣⑥❦

❛ ❜❝❞❡❢❣ ❝❤ ③ ④ ❝ ❞❣❝❞q ❜❤ ❢❣❝✈ ❣ ♠❤❦❥⑨♣❡❢❣ ❝ ♣ ❝❧ ❢ ❝❡ ❦❥⑨❢❦⑤ ♣❥❦❡s❦ ❡ ❦❞s ❝❢❶❜ ❦❤ ❡❣ ❦q❢❞❢❡

❺

❻❼ ❽ ❾❿➀ ➁ ❾➂ ➃➄ ❼❾➅ ❾➂❼➃➄ ➆ ❼➀ ➇➀ ➈ ➅❾➂❾➈➅❿ ➉ ➈❽ ➀ ➊ ❼ ❼➉ ❾ ➋ ➈➄ ➆➊ ➈➆ ❾ ➌➊➄❿ ❼➃➀ ➄➂ ➀ ➌

➂ ❼➊ ➇❾➄❼➍❼❾➈❿ ➉ ❾➅➂➎ ➊❼❼❾ ➅➈➄❿ ❾➂➃➄➏➏➐❻➈❼➑➒ ➑➓➀ ➌➔❻→➣↔➣➊➅➈❽➈↕➈❽❾❿ ➈➊➂❾❼➉ ❾➅❾

➃➂ ❼➉❾ ➙ ➅➀ ❽➋ ❾➁ ➀ ➌ ❼❾➈❿ ➉➃➄ ➆ ➑➄➆➋➃➂➉ ➃➄ ➏➏➐ ➛ ❿➀ ➊ ➅➂❾➜ ➒➉➃➂ ➅❾➂ ❾ ➈➅❿ ➉ ➉ ➈➂ ❼➝➀

➙ ➊ ➅➙➀ ➂❾➂➜ ➒➉❾↕ ➈➅❾ ❼➀ ➈➄➈➋↕➞❾ ❼➉ ❾ ➋ ➈➄ ➆ ➊➈➆ ❾ ➌➊➄ ❿ ❼➃➀ ➄➂ ➀ ➌ ➣ ➒➂➎ ➊ ❼❼❾➅➈➄ ❿ ❾➂ ➈➄➇ ❼➀

➟➄ ➀➝❼➉ ❾➇➃ ➌➌➃❿ ➊➋ ❼➃ ❾➂ ➌➈❿ ❾➇❽↕❼➉❾➣ ➒➂➃➄ ➙ ❾➅➌➀ ➅ ➁➃➄➆❼➉❾➋ ➈➄➆➊ ➈➆❾➌ ➊➄❿ ❼➃➀ ➄ ➂ ➜ ➒➉ ❾

➅❾➂❾➈➅❿ ➉ ❾➅ ➉➀➙❾➂ ❼➉➈❼ ➃ ❼ ❿ ➈➄ ➃➄ ➌➀➅➁ ➈➄ ➇ ➉❾➋➙ ❼❾➈❿ ➉ ❾➅➂➠ ❾➂ ➙❾❿➃ ➈➋➋↕ ❼➉ ❾ ➣ ➒➂ ➀ ➌

➑➒➑ ➓➀ ➌ ➔❻→➣↔ ➣➊➅ ➈❽ ➈↕➈➠ ❼➀ ➊➄➇❾➅➂ ❼➈➄➇ ❼➉ ❾➃ ➁➙➀➅❼➈➄❿ ❾ ➀➌➋➈➄➆➊ ➈➆ ❾ ➌➊➄❿ ❼➃➀ ➄➂

➃➄❿➋ ➈➂ ➂➅➀ ➀ ➁➂ ➜

➡

.

➢➤

s

➤ ➥➦ ➧➨➩

u

➤

st

➫

ons

➒➉❾➅❾➂❾➈➅❿ ➉➭ ➊❾➂❼➃➀ ➄ ➂❽ ❾➋➀➝❿➀ ➁ ❾➊➙ ➌ ➅➀ ➁❼➉ ❾➙➅➀❽ ➋ ❾➁➂ ➇➃➂ ❿ ➊➂ ➂❾➇➃➄❼➉ ❾

➅❾➂❾➈➅❿ ➉❽ ➈❿➟ ➆ ➅➀ ➊➄ ➇➯

➛➜ ➲ ➉➈❼ ➈➅ ❾ ❼➉❾ ➋ ➈➄ ➆➊ ➈➆ ❾ ➌➊➄❿ ❼➃➀ ➄➂ ➝ ➉➃❿ ➉ ➈➅❾ ➊➂❾➇ ❽↕ ❼➉❾ ➂ ❼➊ ➇❾➄❼ ❼❾ ➈❿ ➉ ❾➅➂ ➃➄

➏➏➐➛➈❼➑ ➒➑➓➀➌➔❻→➣↔➣➊ ➅➈❽ ➈↕➈➳

➵➜ ➲ ➉➈❼➈➅❾❼➉ ❾➇➃ ➌➌➃❿ ➊➋ ❼➃ ❾➂❾➸➙ ❾➅➃ ❾➄ ❿ ❾➇❽↕❼➉ ❾➂❼➊➇ ❾➄ ❼❼❾➈❿ ➉❾➅➂➃➄➙❾➅➌➀➅➁➃➄ ➆❼➉❾

➋ ➈➄ ➆ ➊➈ ➆❾➌➊➄ ❿❼➃➀ ➄➂ ➃➄➏➏➐➛➈❼➑➒ ➑➓➀➌➔❻→➣↔➣➊ ➅➈❽➈↕➈➳

➺➻ ➼ ➽➾➤ ➧

t

➫

v

➤

s o

➚➪ ➨➤➢➤

s

➤ ➥➦ ➧➨

➒➉ ❾➀ ❽ ➶❾❿ ❼➃➹ ❾➂➀ ➌❼➉➃➂ ➅ ❾➂❾➈➅❿ ➉➈➅❾➯

➛➜ ➒➀ ➌➃➄➇➀➊❼ ❼➉❾➋ ➈➄➆➊ ➈➆❾ ➌➊➄❿ ❼➃➀ ➄➂ ➝ ➉➃❿ ➉ ➈➅❾➊➂❾➇❽↕❼➉ ❾ ➂ ❼➊ ➇❾➄❼❼❾➈❿ ➉ ❾➅➂ ➃➄

➘

➴ ➷ ➬➮➱✃ ➮❐❒❮ ❰Ï ÐÑ ÑÐÒÓ Ô❒ Ð❰Õ❰Ö × ❰Ø Ð❰✃Ò ❰ÏÙ Ú❒❮ ❰ Õ❒Ó Ï ❰✃❒ ❒ ❰ÛÒ❮ ❰ØÕÐ✃ × ❰Ø Ñ➮Ø Ü Ð✃ Ý❒❮ ❰

ÔÛ✃ ÝÓÛÝ❰ÑÓ ✃ Ò❒ Ð➮✃ ÕÐ✃ÞÞßàÛ❒á➬áâ➮ ÑãäåæçæÓØÛ ÙÛ ÚÛ➷

èé êëì íëîë ïð íïñ

o

î òóñôñ

s

ñ ðõïó

➬❮❰ Ø ❰Õ ❰ÛØÒ❮ ÒÛ✃ Ù ❰ Ù❰✃ ❰ÑÐÒ ÐÛ Ô Ñ➮Ø ❒❮ ❰ Õ❒Ó Ï ❰✃ ❒ ❒ ❰ÛÒ❮❰Ø Õ

(

æ➬ Õ

)

ö ❒❮❰ á✃ÝÔÐÕ❮

➬❰ÛÒ❮❰ØáÏ ÓÒ Û❒ Ð➮✃â❰×ÛØ ❒ Ü❰✃ ❒

(

á➬á â

)

öÛ✃ ÏØ ❰ÛÏ❰Ø Õ ➷

÷é ø

or t

óñ

stu

ùñ

nt t

ñ ð ïóñ

rs

➬❮ ÐÕØ ❰Õ ❰ÛØÒ❮ ÜÛ ÚÙ❰Ó Õ ❰ÑÓ Ô Ñ➮ØÛ ÔÔ ➮Ñæ➬Õ Ð✃ ❒❮❰Õ ÐÖ❒❮ Õ ❰Ü❰Õ❒ ❰Ø ➮Ñá➬áâ

❐❮ ➮ ❒Û ➱ ❰ ÞÞß à Ò ➮Ó Ø Õ ❰ö Û Õ ❒❮ ❰ Ú ÛØ ❰ ❒❮ ❰ ×ÛØ❒ ÐÒ Ð×Û✃❒ Õ ➮ Ñ ❒❮ÐÕ Ø❰Õ ❰ÛØ Ò❮ ➷ úÚ

Ø ❰ÛÏÐ✃ Ý ❒❮ ÐÕØ ❰Õ ❰ÛØ Ò❮ö ❒❮❰Ø❰Õ ❰ÛØ Ò❮ ❰Ø❮ ➮ ×❰Õ❒❮ Û❒ Ð❒ÒÛ✃ Ð✃ÑÔÓ❰✃Ò ❰ ÜÓ Ò❮ Ù ❰❒❒ ❰Ø❒ ➮

❒ ❰ÛÒ❮ Ð✃ÝÛ✃ Ï Ô❰ÛØ✃Ð✃ Ý×Ø➮Ò ❰Õ ÕÐ✃❒❮❰Ò ÔÛ Õ ÕØ ➮➮ ÜÕ ➷ ➬❮ ❰æ➬ÕÒÛ✃ Ó✃ Ï ❰ØÕ❒Û✃ Ï ❮ ➮❐

❒ ➮Ó Õ ❰❒❮❰ÔÛ✃ÝÓÛÝ❰Ð✃❒❮❰ÐØÒ ÔÛ ÕÕ ❰Õ ➷û➮Ø❰➮ü❰Øö Ð❒ÒÛ✃❮❰Ô×❒❮❰Ü❒ ➮Ñ➮Õ❒ ❰ØÛ✃Ï❒ ➮

Ï ❰ü❰Ô➮× ❒❮ ❰ÐØ ❒ ❰ÛÒ❮ Ð✃Ý Û Ù ÐÔÐ❒ Ú Ð✃ ❒❮❰ Õ ❰Ò ➮✃ Ï ÞØ ❰ýæ❰ØüÐÒ ❰ ➬❰ÛÒ❮Ð✃ Ý ➮Ø ÞÞß ➴

×Ø➮ÝØÛ ÜÛ❒Ø ❰Û ÔÕÒ❮➮➮ ÔÕ ➷

2.

ø

or t

óñþ

n

ìÿë

s

óò ñ ð ïóñ

r

þù

u

ïðë

on

èñ

p

ðõ

tm

ñ

nt

➬❮ÐÕØ❰Õ❰ÛØ Ò❮ ÜÛÚ Ù❰Ó Õ ❰ÏÛ Õ Ð✃ Ñ ➮Ø ÜÛ❒ Ð➮✃Û✃ Ï Û Ò ➮✃ÕÐÏ❰ØÛ❒ Ð➮✃ Ñ➮Ø ÑÛÒÓ Ô❒ Ú

❰Õ ×❰Ò ÐÛ ÔÔÚ Ñ➮Ø á➬áâ➷ ä❒ ÜÛÚ Ð✃Ñ➮ØÜ ❒❮Û❒ Õ❒ÓÏ❰✃❒ Õ ❐❮➮ ×ØÛÒ❒ ÐÒ ❰ ❒ ❰ÛÒ❮Ð✃ Ý

á✃ÝÔÐÕ❮ Ð✃ ÞÞßà❮Ûü❰ÏÐÑÑÐÒÓÔ❒ Ð❰ÕÐ✃Ó ✃Ï❰Ø Õ❒Û✃Ï Ð✃Ý❒❮❰ ÑÓ ✃Ò❒ Ð➮✃ Õ➮ÑÔÛ✃ÝÓÛÝ❰ ➷

➬❮❰✃ö❒❮❰Ï❰×ÛØ❒ Ü ❰✃❒ÒÛ✃❒Û ➱❰ÛÕ ➮ ÔÓ❒ Ð➮✃ Ñ➮Ø ❒❮❰Ü❒ ➮Ø❰Ò ➮Ý✃ Ð✁❰❒❮ ❰ÐÜ ×➮Ø ❒Û✃Ò ❰

✂

3.

✄

or r

☎✆ ✝☎

rs

✞✟✠ ✡✠☛✠ ☞ ✡✌ ✟ ✌☞ ✍ ✎✠ ✟✠✏✑ ✒✓✏ ✒✔✡ ✡✠☞ ✕✠ ✡☛ ✖ ✟✔ ☞ ✡✠ ✗✍✘✠ ✡✠☛ ✘✠ ✕ ✗✍ ☛ ✘✓✕✙ ✗✍✚

✏☞ ✍✚✓☞✚✠ ✠☛ ✑✠✌ ✗☞✏✏ ✙ ✕✗☛ ✌ ✔✓✡☛ ✠ ✔✡ ☞✑ ✑✏ ✗✠ ✕ ✏ ✗✍✚✓ ✗☛ ✘ ✗✌ ☛✛ ✞✟✠✙ ✌☞ ✍ ✚✠✘ ✘✟✠

✗✍✒ ✔✡✜☞✘ ✗✔✍✖ ✟☞✘ ✘ ✟✠ ✒✓ ✍✌✘ ✗✔✍☛ ✔✒✏☞ ✍✚✓ ☞ ✚✠☞ ✡✠✛ ✢✠☛✗✕✠☛ ✣✘ ✟✗☛ ✡✠☛✠☞✡✌ ✟✜☞ ✙✎✠

✟✠✏✑✒✓ ✏ ✒✔ ✡✘✠☞✌ ✟✠ ✡☛ ✔✡✤✠ ✡✙✥✎✠✚✗✍✍ ✗✍ ✚✥✘✠☞✌ ✟✠ ✡☛✘ ✔✓☛ ✠☞✏☞ ✍✚✓☞✚✠ ✒ ✔✡✘✠☞✌ ✟ ✗✍✚

✠☛ ✑✠✌ ✗☞✏✏✙✘✠☞✌ ✟ ✗✍✚✦ ✍ ✚✏ ✗☛✟✛

✧

.

★✩

op

☎✆✪✝✫✬

m

✬

t

✆✭✬

on o

✮✯ ✰☎✱☎

s

☎✆✲✩ ✰

✞✟ ✗☛ ✡✠☛ ✠☞ ✡✌✟ ✟☞☛ ✒✔✓ ✡ ☛✌ ✔✑✠☛✛ ✳✗✡☛ ✘ ✣ ✗✘ ✗☛ ✓☛ ✠ ✕ ✘✔ ☞ ✍☞✏✙✴✠ ✘✟✠ ✏☞ ✍✚✓☞ ✚✠

✒✓ ✍✌✘ ✗✔✍☛ ✔✒ ☛✘✓✕✠ ✍✘ ✘✠☞✌ ✟✠ ✡☛

(

✵ ✞☛

)

✶ ✓✘✘✠ ✡☞ ✍✌✠☛✛ ✞✟✠ ✡✠ ✒✔ ✡✠ ✣ ✘ ✟✠ ✘✙✑ ✠ ✔ ✒ ✕✗☛ ✌ ✔✓✡☛ ✠

✖ ✟✗✌ ✟ ✗☛ ☞ ✍☞✏✙✴✠ ✕ ✗☛ ☛ ✑ ✔✷✠ ✍ ✕ ✗☛✌ ✔✓ ✡☛ ✠✛ ✵✠✌ ✔ ✍ ✕✣ ✘ ✟✠ ☞ ✍☞✏✙☛✗☛ ✔ ✒ ✤✠ ✡✎☞✏

✌ ✔✜ ✜✓✍✗✌☞✘ ✗✔✍ ✗☛ ✘✟✠ ✠ ✜✑✟☞☛✗☛ ✗✍✘ ✟ ✗☛ ✡✠☛ ✠☞ ✡✌ ✟✛ ✞✟✗✡ ✕✣✘ ✟✠ ✕☞✘☞✗☛ ✚☞✘ ✟✠✡✠ ✕✒✡✔ ✜

✘ ✟✠☛ ✠✌ ✔✍ ✕✘✠☞✌ ✟ ✗✍ ✚✑ ✡☞✌✘ ✗✌✠ ✔✒✸✸✹✺ ✎✠✌ ☞✓☛ ✠ ✘ ✟✠ ✡✠☛✠ ☞ ✡✌ ✟✠ ✡✌☞ ✍✌ ✔✏✏✠✌✘✘ ✟✠ ✕☞✘☞

✒✡✔ ✜ ✘ ✟✠ ☛✠✌ ✔ ✍✕ ✘✠☞✌ ✟✗ ✍✚ ✑✡☞✌✘ ✗✌✠✛ ✳✔✓✡✘ ✟✣ ✘ ✟✠ ✡✠☛ ✠☞ ✡✌ ✟✠ ✡ ☞ ✍☞✏✙✴✠☛ ✔✍✏✙ ✍✗✍✠

☛✓✎✻✠✌✘☛ ✔ ✡ ✑☞ ✡✘ ✗✌ ✗✑☞ ✍✘☛✛ ✼✔✡✠ ✔✤✠ ✡✣ ✘ ✟✠✙ ☞ ✡✠ ✌ ✟✔☛ ✠ ✍ ✎✠✌☞✓ ☛ ✠ ✘ ✟✠✙ ✟☞ ✕ ✘ ✟✠ ✢✽✶

✜☞ ✡✷ ✗✍ ✵✑ ✠☞✷✗✍✚ ✾✶ ✌ ✔✓ ✡☛ ✠✛ ✢✠☛✗✕✠☛✣ ✘ ✟✠ ✙✘☞✷✠ ✿✗☛ ✌ ✔✓✡☛ ✠ ❀✍☞✏✙☛✗☛ ✶ ✌ ✔✓✡☛ ✠ ✗✍

✘ ✟✗☛☛ ✠ ✜✠☛ ✘✠ ✡✔ ✡✗✍✘ ✟✠☛ ✗❁✘ ✟☛✠ ✜✠☛✘✠ ✡✛

✞✟✠ ✡✠☞ ✡✠ ✒ ✔✓✡✑✔✗✍✘☛✖ ✟✗✌ ✟✎✠ ✌ ✔✜✠✘ ✟✠✏ ✗✜✗✘☞✘ ✗✔✍ ☛✔✒✘ ✟✠ ✡✠☛ ✠☞ ✡✌ ✟✛✳✗✡☛ ✘ ✣✘✟ ✗☛

✡✠☛ ✠☞ ✡✌ ✟ ✕✔✠☛ ✍✔✘ ☛✘✓✕✠ ✍✘✶☛ ✓✘✘✠ ✡☞ ✍✌✠☛✛ ✵✠✌ ✔✍ ✕✣✗✘ ✕ ✔✠☛ ✍✔✘ ✕ ✗☛ ✌✓☛ ☛ ☞ ✎ ✔✓ ✘ ✖ ✡✗✘✘✠ ✍

✕✗☛ ✌ ✔✓✡☛ ✠☞ ✍ ✕✍ ✔✍✥✤✠ ✡✎☞✏✌ ✔ ✜✜✓ ✍ ✗✌☞✘ ✗✔✍✛✳✔✓ ✡✘ ✟ ✣✘ ✟✠✡✠☛✠ ☞ ✡✌ ✟✠✡✕✔✠☛ ✍ ✔✘☞✍☞✏✙✴✠

✘ ✟✠ ✍✔ ✍✥✤✠ ✡✎☞✏ ✌ ✔ ✜✜✓✍✗✌☞✘ ✗✔✍ ✒✡✔ ✜ ✵✞☛ ✶ ✓ ✘✘✠ ✡☞ ✍✌✠✛ ✞✟ ✗✡✕ ✣✘✟✠ ✕☞✘☞ ✗☛ ✍✔✘ ✘☞✷✠ ✍

❂ ❃

❄ ❅❆❇❈❉❉ ❅❊ ❉❋ ●❋ ❍❍❅●❉ ❉■ ❅ ❊ ❏❉ ❏ ❑❆❋ ❇ ❉■❅ ❑❈❆▲❉ ❉ ❅❏●■ ❈▼ ◆ ❄❆❏●❉❈ ●❅❖ P❋ ◗ ❆❉■ ❘ ❉■ ❅

❆❅▲❅❏❆●■❅❆ ❊ ❋ ❅▲ ▼❋ ❉ ❉ ❏❙❅ ❉■❅ ❄ ❏❆❉❈ ●❈❄❏▼❉▲ ❚■❋ ■ ❏❊ ❉■ ❅ ❇ ❏❆❙ ❈▼ ▲❉ ❅❏❊ ❋ ❑ ❯ ❱❲ ❈▼

❳❄ ❅❏❙❈▼◆❨❲ ●❋ ◗ ❆▲❅❍❏▲ ❉ ❑❋◗❆❉■ ▲❅❇❅▲ ❉ ❅❆❖ ❩■❅▲◗❬❭ ❅●❉▲ ❘ ❑◗ ❆❉■ ❅ ❆❇❋❆❅❘ ❚■❋ ❊❋ ▼❋ ❉

❉ ❏❙❅ ❪❈▲ ●❋◗❆▲ ❅ ❫▼❏❍❴▲ ❈▲❲ ●❋ ◗❆▲ ❅ ❈▼ ❉■ ❈▲ ▲❅❇❅▲ ❉ ❅❆ ❏❆❅ ▼❋ ❉ ●■ ❋▲❅▼ ❉❋ ❬ ❅

❄ ❏❆❉❈ ●❈❄❏▼❉▲ ❈▼ ❉■ ❈▲ ❆❅▲❅❏❆●■ ❖ ❩■❅❆❅❬❴❘ ❉■ ❅ ❆❅▲◗ ❍❉ ❋ ❑ ❉■ ❈▲ ❆❅▲❅❏❆●■ ●❏▼ ▼❋ ❉ ❬❅

◆❅▼❅❆❏❍❈❵❅❊ ❉❋ ❏❍❍ ❄❋ ❄ ◗ ❍❏❉❈❋▼ ❋❑ ▲❈❛❉■ ▲❅❇❅▲ ❉ ❅❆ ▲❉ ◗❊ ❅▼ ❉▲ ▲ ❈▼ ●❅ ❉■❅ ❆❅▲❅❏❆ ●■ ❅❆

❏▼ ❏❍❴❵❅▲❋▼ ❍❴▲ ❋ ❇ ❅❆ ❅❄ ❆❅▲ ❅▼ ❉ ❏❉❈❜ ❅▲◗ ❬❭ ❅●❉▲ ❖

❝

.

❞❡❢ ❣

n

❣

t

❣

on o

❢❤❡

y

✐ ❡

rms

❩■❅❆ ❅▲❅❏❆●■❅❆❚❏▼❉▲❉❋❏❜❋ ❈❊ ❇❈▲◗▼ ❊ ❅❆▲❉ ❏▼ ❊❈▼◆❬❴❊ ❅❑❈▼ ❈▼ ◆▲ ❋ ❇ ❅❙❅❴❉ ❅ ❆❇▲

❋ ❑❉■❈▲❆ ❅▲❅❏❆ ●■ ❬❅❍❋❚❥

❂❖ ❦❍❏▲▲❆❋ ❋ ❇❪❈▲●❋ ◗ ❆▲❅

❯❅▼■❏❇❏▼❊❧❋◗❆❈ ❆❏▼❊❈▲● ◗▲ ▲ ●❍❏▲ ▲ ❆❋❋❇❊❈▲●❋ ◗ ❆▲❅❏▲❏❉❴❄❅❋❑❊ ❈▲●❋ ◗ ❆▲❅

❉■ ❏❉ ❋●●◗❆▲ ❈▼ ●❍❏▲ ▲ ❆❋❋❇▲ ❖ ♠

♥▼ ❏❊❊ ❈❉❈❋▼ ❘ ♦◗❆ ♣❏▼▼❏■ ▲❉ ❏❉ ❅▲ ❉■ ❏❉ ●❍❏▲▲❆❋ ❋❇

❊❈▲●❋◗❆▲❅ ❈▲ ❉■ ❅ ❍❏▼◆◗ ❏◆❅ ❚■❈ ●■ ❈▲ ◗▲❅❊ ❬❴ ❏ ❉ ❅❏●■ ❅❆ ❏▼ ❊ ▲ ❉ ◗❊ ❅▼ ❉▲ ❉❋

●❋ ❇ ❇◗▼❈ ●❏❉ ❅ ❈▼ ❉■❅ ●❍❏▲ ▲❆❋❋❇❖ qr

❩■ ❅ ❉❚❋ ❊ ❅❑❈▼❈❉❈❋▼ ▲ ❏❬❋ ◗❉ ●❍❏▲▲❆❋ ❋ ❇

❊❈▲●❋◗❆▲❅ ■ ❏❜❅ ❉■ ❅ ▲❏❇ ❅ ❄ ❋❈▼ ❉ ❉■❏❉ ●❍❏▲▲❆❋ ❋ ❇ ❊❈▲●❋ ◗ ❆▲❅ ❈▲ ❏▼❴ ❉❴❄ ❅ ❋ ❑

❍❏▼ ◆ ◗❏ ◆❅◗▲ ❅❊ ❬❴❏❉ ❅❏●■ ❅❆❏▼❊▲ ❉ ◗❊❅▼❉▲❈▼❉■ ❅●❍❏▲▲❆❋ ❋ ❇❖

s

t ✉✈✈ ✇t ①②③ ④⑤⑥

&

⑦④⑧⑧ ④⑤ ✉②⑨ ✈ ⑩❶✉ ❶④② ⑥❷❸❹ ④⑧⑧ ❶✈ ✈⑤❺✉⑧ ❻✈ ⑩❶⑧ ①❼❽② ④❹ ❾❿ ✉② ➀➁①④❻③①❶➂ ➃ ①④❶②①❶ ➄②➅①❶④ ❻➅✉✈ ②✉②➄❶④② ✉ ④②➆ ➇➃➁④⑧✇➈t ④⑧ ①➉❸❹ ④⑧⑧ ❶✈ ✈⑤⑧ ➋ ➌ ➍➎➏➊ ➐ ➑ ➒➓ ➔➏ ➍➔→ ➊➣✈ ❹ ➊↔ ↕⑥↕➙ ➙➛⑥↔↔➜➊ ➝➞

➟⑩❶➠ ④②② ④③⑥➡②➢⑩➤❹ ✉⑧③ ①➉➁③①⑧ ✉⑧ ❼❷➥ ➒➥ ➒➏➦➧ ➨➑ ➨➌➩➫ ➦➏➨ ➨➍➌➌→➭➑ ➨➯➌➔➍➨➲➑➒➳➵ ➲➏➸ ➑ ➒➓➫ ➦➏➨➨➌➩➺ ➒➓ ➦ ➑ ➨➻ ➭➲➵➏ ➍➎→ ➲➒➎➳➎➔➼ ➲➒➎➨➏ ➎➽➒ ➑➾ ➲➍➨➑➎➧➌➩➚ ➔➻➏→→➏➼➑➧➏➻➪➍➲➨➑➸ ➶

(

➹ ⑩❶④➤④❾④ ❼➄❽➄➟➹ ⑩② ④②❽⑤➢①❹

➘➘

➴ ➷ ➬➮ ➱✃ ❐❒❮❰ÏÐ ➱ÑÒ Ï ❐

➬➮➱✃❐❒Ó❰ÏÐ ➱ÑÒ Ï ❐Ô ÕÐÐ ➱ÒÓ❰❒Ö ×➱ØÒ ➱Ù❒Õ❒ÓÚÑÛ❐Ô ❰Ï×Ü❐Ý❐ÒÞ ÕÛÒ ❐Ð ➱ÒÓ ➱ß

Ð ➱à àÑ ❒❰ÐÕ×❰➱ ❒ ➷ áá

â×Ó❐ÕÛÏÙ❰×ÜÐ ➱ ❒Ý❐Ò ÏÕ×❰➱❒ ÏÔ Ó❰ÕÛ➱ÖÑ❐ÏÔ Ï➮ ➱✃❐❒ à ➱❒ ➱Û➱ÖÑ❐ ÏÔ

Õ❒Ó àÕ❒ã ➱×Ü❐Ò Ï ➷ â ❒ ➱×Ü❐Ò Ù➱ÒÓÏÔ ❰× ❰Ï ×Ü❐ ÛÕ❒ÖÑÕÖ❐ Ñ××❐Ò ❐Ó Þ ã Ï ➱ à❐➱❒ ❐ ❰❒ Õ

à➱ ❒➱Û➱ÖÑ❐➱ÒÐ ➱ ❒Ý❐Ò ÏÕ×❰➱❒ ➷

ä➷ åÕ❒ÖÑÕÖ❐æÑ ❒Ð×❰➱ ❒

ç❐Ò Ò ❐ÛÕ❒Óè➱ÒÓ Õ❒❐é➮ÛÕ❰❒ ×Ü❐ÛÕ❒ÖÑÕÖ❐ßÑ❒Ð×❰➱❒ ÏÙÜ❰ÐÜ ÕÒ ❐Ó❐Ï ❰Ö❒ ❐Ó Þ ã

çÕÛÛ❰Ó Õ ã➷ê Ü❐ßÑ❒Ð×❰➱ ❒Ï➱ßÛÕ❒ÖÑÕÖ❐ÕÒ❐×Ü❐➮ ÑÒ➮➱Ï ❐Ï➱ßÛÕ❒ÖÑÕÖ❐➮Ò➱ÓÑÐ ❐Ó Þã

ÐÜ❰ÛÓÒ ❐❒ Õ❒Ó ÕÓÑÛ×Ï ➷ á ë

â ❒ ➱×Ü❐Ò Ù➱ÒÓÏÔ ÛÕ❒ÖÑÕÖ❐ ßÑ❒Ð×❰➱ ❒ ❰Ï ×Ü❐ ➮ ÑÒ➮➱Ï ❐ ➱ß

ÑÏ ❰❒Ö ×Ü❐ ÛÕ❒ÖÑÕÖ❐ ❰❒ Ð ➱ àà Ñ❒ ❰ÐÕ×❰➱ ❒➷ ê Ü❐ ×❐Ò à ÛÕ❒ÖÑÕÖ❐ ßÑ❒Ð×❰➱❒ Ïì ❰Ï

Ï ❰à❰ÛÕÒ Ù❰×Ü ßÑ❒Ð×❰➱ ❒Ï ➱ß ÛÕ❒ÖÑÕ Ö❐ì Õ❒Ó ÛÕ❒ÖÑÕÖ❐ Ñ Ï ❐ì➷ ê Ü❐Ò❐Ï❐ÕÒÐÜ❐Ò ÑÏ ❐Ï

×Ü❐×❐Ò à Ï ÛÕ❒ÖÑÕÖ❐ßÑ ❒Ð×❰➱ ❒ìÕ❒Óí ßÑ❒Ð×❰➱❒➱ßÛÕ❒ÖÑÕÖ❐ì ❰❒×Ü❰ÏÒ ❐Ï ❐ÕÒÐÜ➷

î ➷ ➬×ÑÓ❐❒×ê❐ÕÐÜ❐ÒÏ

ê Ü❐ ×❐Òà Ï×ÑÓ❐❒× ×❐ÕÐÜ❐Òì ❰Ï Þ➱ÒÒ➱Ù❐Ó ßÒ➱à ❮❐Ù❰➷ áï

➬Ü❐ Ó❐ß❰❒ ❐Ï ×Ü❰Ï

×❐Ò à ÕÏ ×Ü❐Ï ❰é×Ü Ï ❐à❐Ï×❐Ò Ï×ÑÓ❐❒×Ï➱ß ðêð❮ ➱ß ñâò ➬ó ➬ÑÒÕÞ ÕãÕ ÙÜ➱ ×Õ✃❐ Õ

Ð ➱ÑÒ Ï ❐➱ß×❐ÕÐÜ❐Ò ×ÒÕ❰❒❰❒Ö

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Õ❒Ó➮ ÒÕÐ×❰Ð ❐×❐ÕÐÜ❰❒Ö❰❒ôôåÐÛÕÏ ÏÒ ➱➱ àÏ➷

õ õ

ö÷øø ÷ù úû üý þúÿ

&

ö ýü ✁ ✂✄ø ÿ☎✆ ✝✞✟ ✠✡✝☛☞ ✌✍ ✎✏✝✆ ✝ ✑✑✑✑✑✑✑✑✑ÿ✒ ✑ õ✓

✔✕ü ÷ ú ú ✖ ✑✗ üü ø ÿ

&

✘ ÷✙ ✚ù ø✛ý ü✕ù úÿ✜✆ ✢ ✣✏✤ ✣✡✍ ✣☛ ✥✆☛ ✝✢ ✟✡✦☛✍ ✞✧✆ ✌ ✥★ ✌✥ ✎✆ ✝✧✩✍✌✥ ✠✍✥☛✩ ☛✍✡ ✌☛✡✝

(

✪ ✚÷ü✕ ✕ ÷ ✪ ÷ý ú

) (

✫ ùü✬ý ú✘ üü ÷ø✫ ü ú✪ü ÷✙ ✗ù øø ÿ✭ ✮ ✮✯

)

ÿ✰ ✱✲ ✑

13

✳ü ÷✳✄ ü✴ù✵ þ÷ÿ✶ú✷✄ ✸ø ÷✬✚ ✕✹✚ ✬ ÷✬ ✺✻ ✦✧☛✼ ☛✽✍✥✟✥✆ ✞✍✎✾✟ ✿❀☛ ✣☛ ✌✞☛✟ ✢✤ ✣ ✠✽ ☛ ✌ ✣✦☛✍ ✞✧☛ ✡✝✍ ✣★ ✌✥ ✎✆ ✝✧ ★✽ ✠✞✍✣✆ ✟✌☎☛❀ ✍✡ ✣✿☛ ✌ ✣✟✢✤✣✍ ✣☛❁✌✝ ✣✆ ✣✠ ✣☛✢✟ ✡❁✝ ✎✍✿✆ ✞✤ ✣ ✠✽ ✆☛ ✝✤ ✠ ✌✍✌☞✿❀ ☛ ✎❂✤ ✠✡✍❃✍✏✍

(

✳✄ üù✸ù✴ù✺❄✔❄❅ ✳ ✄ úùú✔❆✷ ø✳ ✄üù ✸ù✴ù✫ü ✬✬ÿ✭✮❇✰

)

ÿ❇✮ ✑

❈ ❉

❊ ❋ ●❍■ ❏❑▲❍

▼◆❑ ❍❑❖P ◗❍■❏❑▲❍❘ ❖❑❙❑❖◗❍❚❍◆❑ ◗❍■ ❏❑▲❍◗❯▲ ❱❱❲❈ ❳❨❩◗ ◗❖❚❚P ◗❋ ▼◆❑❬ ❩❖❑

❍◆❑ ◗❍■❏❑▲ ❍◗ ❭◆❚ ❍❩❪❑ ❱❱ ❲ ❳❚■❖ ◗❑ ❋ ▼◆❑❬❫ P ❚❖❑❚❴❑❖❫ ❵❨❩❬ ❖❚❨❑ ❩◗ ◗❍■❏❑▲ ❍◗ ❩◗

❭❑❨❨❭◆❑▲❍◆❑●▼◗❵❖ ❩❳❍❯ ❳❑❍❑❩ ❳◆❯▲❛❯▲❩❳❨❩◗ ◗❋

❜ ❋ ❱❱❲

▼◆❑ ❳❚■❖ ◗❑ ❱❖❑❝●❑❖❴❯ ❳❑ ▼❑❩❳◆❯▲❛ ❚❖ ❱❱❲ ❯ ◗ ❚▲ ❑ ❚❙ ❍◆❑ ❳❚P❵■❨◗ ❚❖❬

❳❚■❖ ◗❑◗ ❯▲ ❞▼❞ ❡❋ ▼◆❯ ◗ ❳❚■❖ ◗❑ ◆ ❩◗ ❵■❖❵❚◗❑ ❍❚ ❍❖ ❩❯▲ ◗❍■ ❏❑▲❍◗ ❚❙ ❞▼❞ ❡ ❍❚ ❢❑

❍❑❩❳◆❑❖ ◗❋ ❱❱❲❯◗ ◆❑❨❏❯▲ ❍❭❚ ❵❖❚❛❖❩P ◗❣ ❱❱❲❈ ❩▲❏❱❱❲ ❉❋ ▼◆❑ ●▼◗P■◗❍ ❵❩◗ ◗

❍◆❑ ❱❱❲ ❈ ❢❑❙ ❚❖❑ ❍◆❑❬ ❍❩❪❑ ❱❱ ❲ ❉❋ ❱❱❲ ❈ ❯ ◗ ◆❑❨❏ ❯▲ P❯ ❳❖ ❚❍❑❩❳◆❯▲❛ ❖ ❚ ❚P◗❫

❭◆❑❖❑❩◗❱❱❲❉❯ ◗◆❑❨❏❩❍❖❑❩❨◗ ❳◆❚ ❚❨◗❋ ❤ ✐

14

❥ ❦❧♠♥ ♦ ❦♣q❦rst ✉❦✈✇ ❦①②③④♠ r♠ ❦① ⑤⑥⑦⑧⑨ ♠① ❦①⑩❶❷ ③♥ ❸ ⑤❹ ③✇❺ ❶❦①❹ r❦❧♦ t ❧❹ ③① ④ ❦♥ ❦❶❦①❻ ❦❷❦①④ ❦①

➅➆➇➈➉ ➊➋➌ ➌

➋ ➊➍➌➊➎➏➐➋ ➊➑➇➉➊➒➑➌ ➉➊➋ ➇➉➓➋ ➊

➇➔ ➋→➣ ↔→

w

↕ ➙➋→➛➜ ➝→➞➑

i

➝→➟➜ ➝➠➟→

➡➔ ➉➢→➤➜ ➝➠➟→↕ ➙ ➒↔➥ ➦↕➠➟➥→➇➧➜ ➛➨➥

i

➥

The terms

➩

discourse

➫

and

➩

discourse analysis

➫

have varieties of

definitions. The definition of discourse itself really depends on the linguists

who discuss about discourse.

➭➯

cording to Rymes, discourse is

➩

language in

use

➫

.

➲

This means that language deals both in forms and functions.

➳

n some

linguistics books discourse is

➩

language beyond the sentence

➫

. The definition

of the term discourse as

➩

language beyond the sentence

➫

similarly appears like

➩

language above the sentence

➫

in other textbooks of linguistics.

➭➵

guably, that

discourse is

➩

language beyond the sentence

➫

or

➩

language above the sentence

➫

is not appropriate to describe the term discourse.

➳

f discourse is only about the

forms, organization, or structure of the language, it may ignore the social

context and the functions of the language itself.

➸

or example, there is a word

➩➺➻➼ ➽➾➚➫

on the door of public lavatory.

➪

an anyone understand even though

this is just a word

➶

What does this word mean

➶ ➹➘➴

n though this word

➩➺➻➼ ➽➾➚➫

is just one word, but it has a function where this word exists and

people can understand it.

➳

t is obvious from the example that language has a

➷

➬

etsy Rymes,

➮ ➱✃ ❐ ❐❒❮❮ ❰ÏÐ ❐Ñ❮ Ò❒ ❐ÓÔ Õ✃ ➱Ö ❐Ð ❐×ÔØ❮❮➱Ù❮❒➮ ❒ ÐØ Ð Ñ✃➱ÚÓÛ ➱ÓÑØ Ð❮Õ

(

Ü

resskill,

ÝÞ ßà

ampton

á

ress,

â ã ãä

),

åâ

.

æ ç

form and a function. Thus, the meaning of discourse is close to

è

language in

use

é

than the others.

The term

è

discourse

é

comes to a question what discourse analysis is.

êë

re are some definitions related to discourse analysis.

ì

irst,

í

rown and Yule

discuss that analysis of discourse is

è

the analysis of language in use

é

and an

investigation of what language is used for.

î

They explain that discourse

analysis cannot be restricted to the independent description of linguitic forms

from the functions of the language. Second,

ï

c

ð

harty defines discourse

analysis as the study of relationship between the language and contexts in

which it is used.

ñ

These two previous definitions have the same point that

discourse analysis refers to the study of the language and its use. Then, Van

òó

jk states that discourse analysis is the form of language which refers to

public speech or more commonly to spoken language.

ô

Van

òó

jk makes a

distinction that discourse analysis frequently deals with spoken language.

õ

n

fact, discourse is language produced in oral and in written communication.

While according to Steve Walsh, discourse analysis focuses on words and

utterances above the level of sentence.

õ

ts main aim is to look at the ways in

which words and phrases function in context as well.

ö

õ

t is clear that the

÷

ø

illian

ù

rown, &

ø

eorge Yule,

úûüý þÿü ✁✂ ✄☎ ✆✝ü ûü

(

✞

ew York

✟✠

ambridge University

✡

ress,

☛☞ ✌✍

),

☛

.

✎

✏

ichael

✏

c

✠

harty,

úûüýþÿ ü ✁✂ ✄☎ ✆✝ü ûü✑þ ✒☎✄✓ÿ☎✓✁✔✁☎ý✕✁

(Shanghai

✟

Shanghai

✖

ducation

✡

ress,

✗✘✘✗

),

✙

.

✚

Teun van

✛

ijk,

úûüý þÿ ü ✁✂ü✜ ✢ÿý✢ÿ ✁✂ ✄✣✤ þý ✁üü

(

✥

ondon

✟

S

✦ø✖✡

ublications,

☛☞ ☞✧

),

☛

.

★

Steve Walsh,

✩ ✪✫ ✆þ û✄✓ ✬ ✆☎üü þþ✭ úûüýþÿ ü ✁✮ ✒ ☎ ✄✓ÿ☎ ✓✁ û✄ ✂ý✢û þ✄

(pdf version) (

✞

ew York

✟

✯ ✰

analysis of discourse attempts to figure out the forms of the language and its

context being used as natural data than in made up examples.

2.

✱✲ ✳✴✵✶✷✸✹✵ ✺✶✻✼✵ ✴

✽

ased on the channel or medium used in discourse, there are two types

of discourse

✾

written discourse and spoken discourse.

✿

✽

rown and Yule

describe those types of discourse in the following.

❀❁ ❂✼

i

❃❃✴❄ ✸✹✵✺✶ ✻✼✵✴✾

written discourse is one of types of discourse.

❅

t

studies written texts such as essays, newspaper, magazines, and many

others.

❆

.

❇ ✳✶❈✴❄ ✸✹✵ ✺✶✻✼✵ ✴✾ ✽

rown and Yule said that spoken discourse is verbal

record of communication.

❉

❅

t studies conversations, dialogues, spoken

monologues, and many others.

❊❋

scourse analysts usually work with a

tape-recording of an event, they then makes a written transcription.

3.

✱●✴❍ ❀❃✻✼✴✶✷ ■❏❀✵✵ ✼✶✶❑✸✹✵ ✺✶✻✼✵ ✴

❊❋

scourse is communication in general which is always found in any

social interaction including in a classroom.

❊❋

scourse occurred in a classroom

is usually called as classroom discourse.

❅

t has the interaction between a

teacher and students in a class, and vice versa.

▲▼

re are some arguments about

the term

◆

classroom discourse

❖

.

P◗

cording to

❘❙❚❯

annah, classroom discourse

refers to the language which is used by a teacher and students to communicate

❱

❲

illian

❳

rown, &

❲

eorge Yule,

❨❩❬❭ ❪❫ ❴❬ ❵❛ ❜❝ ❞❡❬ ❩❬

(

❢

ew York

❣❤

ambridge University

✐

ress,

❥❦ ❧♠

),

❥♥

.

♦

♣ q

in the classroom.

r

s

t is obvious that classroom discourse is where language

takes place in a classroom. While Rymes identified that classroom discourse

refers to

t

language in use

✉

in classroom context.

s

t is also to understand how

context and talk are influencing each other.

✈

s

t means that the language is used

to communicate in relation to lesson and communication in a classroom.

✇①

cording to

②③

een cited in Rakhmawati as quoted by

④

annah, classroom

discourse is formed by two components. Those are social context and

academic context.

⑤⑥

Social context deals with the involvement of participants,

and the process of interaction.

⑦

esides, academic context deals with the

content of a lesson. To summarize, classroom discourse is the language used

in the classroom or in the context of teaching.

⑧

lassroom discourse has many features. Walsh describes that one of

the features is the structure of classroom discourse.

⑤⑤

s

t is important to know

the structures.

⑨

irst, it is common and predictable within classroom

interaction. This exchange structure of classroom discourse enables us to

understand the kinds of interaction in a classroom. Second, it is very

frequently used by teachers to see the progress of interaction in

teaching-⑩

❶

ur

❷

annah, Unpublished Thesis

❸❹❺ ❻❺ ❻❼ ❽ ❾❿➀ ❿➁ ➂➃ ❽❼❿❿➄➁➁➅➆ ➀ ❿➇➁ ➈➄ ❿➉➀ ❻➊➋ ➉❼ ➌ ➀ ❻➍➃ ❽❼ ❿❿➁➂➎ ❻➍ ❽➀ ❿➏ ➆ ➉➋ ❼➄➐➅➉❻➐ ➊➐➈➑➉ ❻➐❿ ❼➐ ➒ ❻➀➓➉➄ ❿➀➐❾ ➁ ➂ ➔➈➏❼ ➅➅❼➑➀ ❾❼➏ →➄ ➉❿➀➌➣

(Surabaya

❸ ↔↕↔❶

Sunan

↕

mpel

Surabaya

➙

ress,

➛➜ ➝➛

),

➝➛

.

➞

➟

etsy Rymes,

➃ ❽❼ ❿ ❿➄➁➁➅➆ ➀ ❿➇ ➁➈ ➄ ❿➉❺ ❻❼ ❽ ❾❿➀ ❿➠❺➐➁➁❽➡➁➄➃ ➄ ➀➐➀➇❼❽➢ ➉➂ ❽➉➇➐➀➁❻

(

➤

resskill,

❶❷❸➥

ampton

➙

ress,

➛➜ ➜➦

),

➝➧

.

➨➩

❶

ur

❷

annah, Unpublished Thesis

❸❹❺❻❺❻❼ ❽ ❾❿➀ ❿➁➂➃ ❽❼ ❿ ❿➄➁➁➅➫➫ ➫➫➫ ➫➫➫➫

,

➝➛

.

➨ ➨

Steve Walsh,

➎➭➋ ❽➁ ➄ ➀❻ ➍ ➃ ❽❼❿❿➄➁➁➅ ➆ ➀ ❿➇➁ ➈➄❿➉➠ ➯❼ ❻ ➍➈ ❼ ➍➉ ➀ ❻ ❺➇➐➀➁❻

(pdf version) (

❶

ew York

❸

➲ ➳

learning process.

➵

ast, it can be used to evaluate the teacher

➸

s role in

classroom discourse as well.

➺

or example, a teacher frequently initiates the

interaction first, and he

➻

she evaluates the students

➸

utterance. The structure of

classroom discourse is beneficial for teachers to analyze their utterances in

teaching.

The structure of classroom discourse typically has the pattern which is

called as an exchange structure. Some writers and practitioners refer to

➼ ➽

R

➺

exchange structure

➸

. The

➼ ➽

R

➺➸

stands for

➽

nitiation, Response, and

➺

eedback.

This structure was first put forward by Sinclair and

➾

oulthard.

➚➪

➼➽

nitiation

➸

means that a teacher usually initiates the classroom discourse.

➽

t can be

opening and closing the stage of lessons, eliciting (gathering information from

students), or checking student

➸

s understanding about the lesson.

➼

Response

➸

is

defined as student

➸

s answers or teacher

➸

s questions.

➼➺

eedback

➸

means the

evaluation or the way a teacher assesses students

➸

response. This exchange

structure typically occurs in teacher-learner interaction in classrooms all

around the world.

There is the other features of classroom discourse stated by Walsh.

There are four features in classroom discourse

➶

control of interaction, speech

modification, elicitation, and repair.

➾

ontrol of interaction means that there is

a control from a teacher or students during interaction in a class, even though

➹➘

Steve Walsh,

➴ ➷➬➮ ➱ ✃❐❒ ❮

❰➮ Ï ÐÐ✃➱ ➱ Ñ Ò❐ ÐÓ➱ Ô ✃ÐÕÖ ×Ï❒❮Ô Ï ❮Õ ❐ ❒ Ø ÓÙ ❐➱ ❒

(pdf version) (

Ú

ew York

Û

➓➔ →

➣ ↔ ↕➙ ➛➜ ➝ ➛➞➟➠ ➛➛➠➡➠ ➢➛➤ ➟➠ ➛➡

➥➟➠ ➛➠ ➢➛➠ ➡ ➙➦➢➧➨➢➡➩➠➤ ➞➡ ➫ ➧➤➭➢➡ ➡ ➛➙➙➦ ➯➫➡ ➤➙ ➝ ➛➡ ➠ ➲➟➫➤ ➟➫➡➫ ➧➞➠ ➛➠➡➞➫ ➧➳

➞➙ ➜➫ ➧➯ ➙➝➞ ➡ ➝➤ ➟ ➢➡ ➞➟➠ ➞➠ ➢➤ ➟➠➛ ➞➢➭➵➸ ➡➞➝➯➠➧➞ ➞➢➭➵➸ ➞➠ ➢➤ ➟➠ ➛ ➺➡➞➝➯➠➧➞ ➞➢➭➵➸ ➢➧➯

➦➢➧➨ ➙➞➟➠ ➛➡↔ ➻➨ ➛➠ ➢➯➫ ➧➳ ➞➟➫➡ ➛➠➡➠ ➢ ➛➤ ➟➸ ➞➟➠ ➛➠➡ ➠ ➢➛➤ ➟➠ ➛ ➟➙➩➠➡ ➞➟➢➞ ➞➟➠ ➧➠➼➞

➛➠➡ ➠ ➢➛➤ ➟➠ ➛ ➤ ➢➧ ➯➙ ➛➠➡ ➠ ➢➛➤ ➟ ➢➽➙ ➝ ➞ ➤➭➢➡ ➡ ➛➙➙➦ ➯➫➡ ➤➙➝➛➡ ➠ ➝➡➫ ➧➳ ➙➞➟➠ ➛ ➞➟➠➙➛➫➠➡ ➸

➪ ➶➹ ➶➘ ➶➴➷ ➶➬

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