ࡱ> SP^_TVn˺SE<(R%lPNG  IHDRm PLTE9)B1J9J9R9RBZBZJcJcJ!cR!kR!sZ!{Z!{Z){c)c)k)k)s)s)s1s1{1{1191999B9B9BBƔ9ƔBƜBƜJΜBΜJΥBΥJΥR֥B֥J֥R֭J֭RޭJޭRޭZ޵J޵R޵ZJRZZcRRZcckRZckkZcckscks{ks{ބ{{CbKGDH cmPPJCmp0712HsIDATx^[ sX͖(dee؄єc̘7U68*22e`/pokgbUǽysG?f8??yowU|-i0皙7z&q9!&>BIc }rU|+ZVjghPE{B}FIPEq dq9 |T&t)H u{~·p#܇8DI4r?7S )V'U۴,/ ȝiW:IA#l+OjO2nkZVoO[r{b״)J/a]KfoK.urFS=LMHƟWn%]3X?Oo2}-5v+vmK< +yR 5oO3|'_&fPE= A ;&Sj2M)Fgֻ~^f0U˫YVtqDk)!2 =kRs֮ !e.l0m_'{DR[m VM`̙i} cr6Tv;vrZ>cQ0k OL<|2}vnGۇcN7iOwR<O8l #Qy0EW ,Uןbf6ӧw"*dW4JT7C|Vr;<=~0iCf E(|m?NRߊ>a+xQ2Z sPi;;Q01S柩Th2R' ?KL9w=rFv$T+&=0e۲ GA:Ej6]Q4sF}=r!NqU2v%[Ӛ`\ci~\cSTcEo2ml fg9]IԞ$bn?# =Cn}w4_ڋCS\B5 ՞ ''Ts&fi#=nЭSG)>#D0D ؞"UO7#k ;wm8g7v5>7M(3WψlnjwKhuhAoϡϠu|In(iSr'S29* +3h0<՜cnG@~n$Y~r-]xX7vs2;#ߵƁCM~fmPL?e?9|+f(#[zs%6)nry4 {ʬg>Jc^BrI>ye]^ڹdݱgO)ĺد-d= ii}(>EJRbOE%.#!SnfQ\a~{>{6ZOŻOBFm׬ -ɲBq#o RM9ۭ x:5i9?T&S.,B&I=S˘hQs6].^?!'uazjwc5 R0li4owmdORȑᡋҨ?[Ffl.-q(wR-;7~Y# S/Rs:Fw?ɣ]?gYV_[aqJOŷCJơ \FUٷrdxsvsz,4ٻw۲Y0c#JB-$p>+ y?Qlw?Q%^ƻܢ埪өc`-;T5wj5!ܞ&Fַ=$ݰg2~XKA%Rjp8۸cU],l՜Np:~Dj'=ʗT|K!CH,_q@0eMi3 <;ŌX-(s)gğ(D8m9gTDOOɠCJJ1 'h.Bjx/(uf-'Q,c F3zqV (RtIBSAdai;l㑜ٌ]v1}&ix6cݿ*x`p(uzp.& Nl,s 6;I߱痒Px))ݲb =W*#`eyd5@lylMhF'K?Y}/UyaW5)BbĎjÃ`~5/R#cnoF"*b" G2>%>A˛,XČΟŎFE.pe7F~wt!^wͲ88vY75=/*d|vW/)4'ŎvfgH%I,o-)a3OuѯNθ\ƨf`մN,b3IXTÇ&?S49?V Zw^瘙uҞwmvu1Dh`el<UP9; YdyeY'ҳhu8M`)J2R=#s:"t p_Qfy?~4sN2`̫?up 'g(dDɷuZcmn wxCv'3H6lV=!Oz^T蓥EcWK1}ٝJ^zĠt89lo) !/&4I/f? 5 dwd Qi{U:Zv:$IzGGعE#1>Oy&埬ۯ?>U.J:19 gxhi}_# hᄉ4ƈߍ ;!augܡѴYoħOOK3Ywr3O;,02)kϳuğ<K0`9 -7? #|rgIfZ`0X.(=&zY\!`ou{fp }a#M*>9Q!8Xٕ1.;|[ G8S!eˋ9J)#0BIZV)W}3>#qsІx}fyVR@(xgbfo^Dl9}uk?9#+ͦ 9;(u#+y#^]#GqԡM3?ߓ7ʌ'N4Jo3er&Va}?;y,W`PNsz f&V+-~2"gq'_Nc`O͏C$޾[inS/1LA֠ii]/u[0flDBccvu5#@MPVrNGJ @zS O*Zbr"Nn4$ZTz52}UCZ s=\bN킎vjL,@)Z,r=\gZ}a w׏k(Sv\'}5eճⴑ󚡕~*׼hGA6(! :]A>eWzZg'JptK޷Mfuyj5_2z`cLg`*aOU͗Yna}Nb ni:t 2aS@SxUw i=>=fK!Z4[Sx˳5_RsŽy@1t<a[%9wY-N}-ׁۣIqo(~_\#QBrJOud;Hhℿ:HD =evj.}ǮvX:^tl8鴇v޶XIS;`K7m5E1+&_6 0VLb:[\/D;&7O?M;cTLoO~|a"XЛRÑQjGs-ڼX^I:sshRw/vZ^ n l7R97?GiL. 7(f0t@4MlܪfNWP+7[3wKz1mZ}tc>$?K˽.xDi%S|1>M?ϐZ‹-hБ[c>|VP_r3?~;‡ n߱AƂ#@>G *oG;g=F8blpC2ut!WH$U {sߨCB~*Q5%)I_!y?CdAy#O?RSWz0U< U ( (?7%SKi8H<\sGO{j!Ή$%|]^e3~b'~(lr"Lg"}^ئgwBR`4T3zk9A^_z??&m uIENDB` $!LD"XL $"D!!P$#LD$q $$D!#$%TD%h $&LD' | $'D!&$(TD( $)TD)  $*TD*8 $+TD+P $,TD,hП $-LD. Xv $.D!-$/LD/xr $0LD0X $1LD1 $2LD3Xs $3D!2P$4LD5 v $5D!4$6LD6P  deeffghijklmmnoopqqsstuuvwxyz{{|}~st4Hh̝ 4H tt tt 8u8u<LLqqh||  ПXvXvrssvv$<Tx 8(Lp$Hl Dh@d<`8\$$LDs $(LDP r 0,d D 4s$s $0LDps 04T @PT84 <4 0@T PT$DT D  $ HD  ̜$ LD  $ PD  $ TD  $ XT D  \4 $`T D d4 Hh| P1Hl| P1$pD  t4 $xT D 4 $|D (\$TD@ $LDPt $D!H$LD` $D!X$TDx $LDP $LDX $TD $ TD  $!TD! $"LD# t $#D!"$$LD$X $%LD& 8u $&D!%$'TD'< $(LD)XL $)D!(P$*LD+q $+D!*$,TD,h $-LD. | $.D!-$/TD/ $0TD0  $1TD18 $2TD2P $3TD3hП $4LD5 Xv $5D!4$6LD6xr $7LD7X $8LD8 $9LD:Xs $: D!9P$;LD< v $<D!;$=LD=P  deeffghijklmmnoopqqsstuuvwxyz{{|}~s r$ss,tl4Hh̝ 4H tt tt 8u8u<LLqqh||  ПXvXvrssvv$Hx,Pt@X $Hl Dh@d<`8\4X|$$LDs $(LDP r 0,d D 4s$s $0LDps `4 Dxr8uXvvt `8 Dr  0 0<d D Tt `@ D8uXvvt TD D  0< x H D PP 8uXvvt 0 Ld D  TT ` P D Hr8uXvvt T D {ȢPܢP8uXv ` X D 8uXvvt H\ D`Ęܘ 0`d D 4s P d4 $hTD $lTD|  des r$ssȠ@ȡܡ<h|4Pd |$Hx\@H,t$$LDs (4 $,LD $0D!$4LDXܢ $8D!P$<LDX $@D!P$DLD  $ HD!$ LLD  Ȣ $ PD! $ TLD Xȣ $ XD! P$\LDX $`D!P$dLD $hD!$lLD $pD!$tLDX( $xD!P$|LD{ $D!$LD @ $D! ddeeffgghhiijjkkllmmnnoosܢܢȢȢȣȣ(({{@@$<`8\4X| 0Tx$$LDs $(LD T $,D!$0LD l $4D!$8LD  $<D!$@LD  $DD!$ HLD  $ LD! ddeeffgghhsTTll$Hl Dh$$LDs $(D $,D 04 $4D ,$8D p$<LD  $@D!$DTD $ HLD ĥ $ LD! $ PLD X $ TD! P$ XLD p $\LD $`D!$dLD( $hD! $lLD8D $pD!0$tLD@, $xLD ` $|D!$LD x $D!$LDXs $D!P ddeffgghiijjkklmmnnoosԤLĥĥp DD,``xxss$Hl8\4X| 0Tx8($LDA $q 4(T B pp(,D!C (0LDC Pp (4D!D (8LDD Pp <4 E @ D F  Ȧܦ   Xv 8u  4H @Dd G t  @ Hd  H tH  L4  I ( PLD J $q ( TLD K X ( XLDL Xv (\D! L  (`LDM h$ (dD!M `(hLDN XH (lD!N  (pD!O  (tLDO X| (xD!P  (|LDP X (D!Q  (LDQ X (D!R  (LDR X< (D!S  (LDS Xh (D!T  (LDT X (D! U  ( LDU X̩ (!D!"V  ("LD!V X (#D!$W  ($LD#W XD (%D!&X  (&LD%X X| ('D!(Y  ((LD'Y X ()D!*Z  (*LD)Z X (+LD+[ \u (,LD-\  (-D!,\ (.LD.] \u (/D!0^  (0LD/^ X$ ````````` ` ` ` ` ` ```````````````````!`!`#`#`%`%`'`'`)`)`,`,`.`/`/`s@xXvXv8u8u\̧ss44`` TT((hh̪̪$sq(\,Hp8`(Px@h0X Hp($LD)$q ((LD*$q (,LD+$q (0D!,p(4LD,x| (8D!-(<LD- (@D!.(DLD. ( HD! /( LLD / ( PD! 0( TLD 0Ы ( XD!1`(\LD 1h$ (`D!2(dLD2 (hD!3(lLD3 (pD!4(tLD4 Lxt 58uXv4 (|LD6\u (L D7` 4 8````````` ` ` ` ` ` ```````````s8Pdd{{ȦȦ0qPt(Px@h0X H($LD\u ((LD$q 4,\D4s$q (0LDP (4D!(8LDps ````qs$s r rs(P($LD\u ((LD\u (,LD$q (0D! (4LDX (8D!(<LD ``````$sqs{{(Px($LD\u ((LD$q 4,\D4s$q (0LDPȬ (4D!k \o08LDjps ````qs$s r rs(P($LD \u ((LD \u (,LD $q (0D! (4LD  ````$sqs{{(Px` 4 4 4$\ج 4(T!Dج4,\ج 40T!Dج 44\fGx  ,Times New Roman .)'')xmyn, Symbol)=+k l0k tion.DSMT4 ࡱ> RF?=DOle CompObjiObjInfo  FMathType 4.0 Equation DS EquationEquation.DSMT49qEquation.DSMT4rhe x"2x= xy  y2 y"2y()Ole10FmtProgID Equation Native Equation.DSMT4 A A  A g 88   ~, Symbol .U~U~( (( ),Times New Roman ( y(y(bx(Lx (,y(xy (-(z=(<-,Times New Roman ( 2 (s({sHLk\] 0ijk`\]0+<Xj( PLD!,<ع ( TLD"-< ( XLD#.< (\LD$/<T (`LD%0< (dLD&1< (hLD'2< (lLD(3<  (pLD)4<P< (tTD5<8X (@xL D6<Pl (|D!!<(D!"<(D!#< (D!$<(D!%<(D!&<(D!'<(D!(<(D!)< (D! *<( D! +< (!D! ,< ("D! -< (#D! .<($D!/< (%D!0< (&D!1<('D!2<((D!3<()D!4<(*L D*7<P (+D +8<(,D ,9<(-D -:<(.LD/;<H (/D!.;<@```````` ` ` ` ` ````````````````` ` ` ` ` ```````*`+`,`-`.`.`ȸ$8L`{$8p̺$0 Pȸ$8L`{$8p̺$wt̻̻(Px@h0X Hp8`(Px@h0X($LDC ((LDCX (,LDC (0LDCD (4LDCh\ q,(Px @$tG4sج ((LDGȭ l, GqP  ,`1(0D G4s$4LDpح $s rqts@hH($LDKX ((D!K (,LDKXȼ (0D!K (4LDKX (8D!K (<LDK( (@D!K(DLD KHD ( HD!K@( LLD Kx ( PD! K( TLD K ( XD! K(\LDKȽ (`D!K\d TK̺11 1P h4 K(lTDK8, (pTDKH  ̻̻``w0 t (Px@h0X caa`6חX6x8<6x ,њ x,LX96tWPhgx,WThg^ WXhgx,Ak{?W?^?G{vw}g^՟tϿsg\&:oWgw~77m߿usw;Z߿Zo~zÕj{M;Ziirsx{bÈۢdvggD3S 2#D[C"eeX]`bZ[fXWVZbWWaZ^_Xc`WYX\Y^X\bb_WW`_ZX\YVXX`XUWUY`QTZYQRVWZVQZ\SS[^[`b_Z^Z_cc^WY\_gdeicede_bdcedfkikialjjgahsxtzvlrxrwvuslv{xttvzy{}|y}~wICs~x}tfV\^WOKC?B=:C?O\X]otvuxw~}x}sghieecZU[adY[jnrzj6_d`]bY`cadc_fhdYgӾ׭`dڳdHKHHINXTMWT5%7ILQSdkfcdcfc]]UX`\ZdolR7Psÿ98I_Dr+I1_ł`0½. $&'! %!#$ %&%'!$&"%%"%),((&&./+'&*,%(('*+,1+*../0),**'(,)*,+..+.2.,+D/,,1-(.,*2-*''+//-,))-)(*)$)+),)**+',.&(,(&(,*,36*)+)1*15141)1*.)-1++182.24.-+,40./-..22-12105FszwgV^`TJH>32))/$',*-/383.)*.#.<,/:9;LHD@<E50'%0BQ0EDH]grzy{̲h9\qoCWDElM{/R05gޑk4ٙ(rggormonfhkbmnmqjjgnfsxpohgnsrinqeejej_^_a[VWNSVHOXSMGMIEKOMRRUch[[YZ[]aek&njnlpfcilfepnfqkmc`dplmqruwxzvw}{wtx~~}~0~J$2;?B CA@B?@>?<::@<67530-/5.29DZeaciryM_qr~Ru{Ԫybld`dlokqgJ6>Q[_ck{}z{yoa][abfq'wnbayE8]hhmqwz^۪ۮgE2d#3Oz#DKA"gL _WY_a]bd\__Xbdfgbb]b\cpkec\]`ab_ad^[a[_ZZYX\ZVPRLNSEJTPOMRNKNQWUQT\\RSSUWXY]`cac_cbfbbdd`_hf_dbf_[\hefikppuuot|wxutz{xvx}z|~} {tqJ=h~y{y~umkp`]QIRO8;BEQYSQX]]mu{}{~zDD\_cgkoorrnijloo]l8}UƯfJTQMPZYRRL9-6FQTYZfcbfhnrcSYUTS[cxAz`_UKXjngL/O} ejYWY_.݃@HH0 r rpP 4oo @ppHH0p m0 nDp0n4pp!(pUUUU` HH0`p@ @ |`F1BF1BF1BBF1BF1BF1BF1F1BF1BF1BF1BF1F1BF1BF1BF1F1BF1BF1BF1BBF1BF1BF1BF1F1BF1BF1BF1BBF1BF1F1F1BF1!@(`@@UUUU݃Ѐ@HH@0@@p@ @@ |@0||||||@||||||||||||||||||||||||||||||||||||||||||||||||||||||||@0@@HH 0@ )   @   P@@ o @@!Wg@( PȐUUUU݃ ȐHH0pp 0Ȑ |ȐpȐ0n0ȐȐ 3Nz n 9G  @ 9G  `  3Nz p[ ̙ p àHH00à0 0 00j, 4oo  p pà` pHH0pЫ Ы nff33ffff Đp oPŠ33p 0P 333333pȐ@n,T,TŠ ȐȐ  ȐpHHP0ȐpP P pP0j, Ȑ !@Ȑ( @UUUU@ЀHH@0@p@ @@@ |@0`@@`@@!@(`UUUU݃0ˀHH0p̠p ̠@ ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| ̠P̠̀p b[̠P̠00̠ x̠̠̙̀@00̠y0 yX Macintosh HDBD>2003_Budget_Overview_-_FINA.doc)|dWDBNMSWDEmail Attachments>MMacintosh HD:Desktop Folder:Email Attachments:2003_Budget_Overview_-_FINA.doc afpm9Yu SCCS_Ether_P2Christine Reading's G4 Macintosh HDcreading `Ӡ 7)_P@0@00y00@ pP@А0@p @p7_@pHH0@p r r3333̠0r PӠ,i8Li 8LiӠ8hh@Ӡ .@P0 @00 @ @Ӡ hww  Ӡ h @P|ؖX HUHDZP Ӡ,}~@Ӡ?@}}~@ӠPLiӠ0Ӡ Pְ@ ְ7_pְ HHԠ0ְ Ԡ rԠ q33@Ԡ0r  Ր HH0ְ  n` M@ր wְPנ 0נ ְ؀ Liְ ؀ְ@؀ְ`P؀`@ְא0؀ְְ 0ְ iְ ffffffְpְP@ְ݃؀`נHHذ0٠נذ Pذ g,33ff33 ذP`ذp `ذְ Pְ݃ `P Liְ p؀ p؀0 p؀` p`؀؀HH0؀ P L2K؀0`` t (6؀`p,i`8Li 8Li`@p`p`p0` P E `P  ppHH00p0 r0 q m`00r0PHH P,(6(Mj~6=Mj~p`P wp@Pp݃0pHH00p P `0LЫ X (6pp@P,ip8Li 8LipPppPP`0p00 P0 g,00@dޜ"pPӠ̙ ְְHH 0ְ i  L"Aְ 0` @@ְ @X@] ݃P,݃HH0 i L@r\0,|J   ) `HH0  0n@HH0 i LPp P" |""`HH 0     ! !p34 d U!@1'72(6@F݄T$=L?@   m p0HUHD `p0pHH0 ` 0mTp ppppHH0pp Mt j*0xp pp0ppHH0pp nP q`0pXpOp j 0p j p` p@ 2 get nup p@p ct`@ pT$  (26 p H ݆dl d \ mHRamSize get 0PppjPއxsipݭމL0@*@  @` \ \HH0 l l@ at*0 00HH@00@ \@ /HoldType 1 0@0mHP0 HH`0P` i` L )100``` 0`/TypP P pPHH 0P r  r>> >> setpag0 0r P P PHH0P  Ledevice0  $(6j(Mj6=MjP` w@݃pHH@0p@ P@  /CollateDetP@0m ` (6<<p LiPPp0  HH0 r q  Tu'n&'o%&p$%q#$r"#s!"t !u  0 if HH0 r r CollateDetai T.=p   )&p`u6~pr2`pppHH0p m 0,| ()  )&aip@O Peq not { f)F݃%HH0 M nPve you met GP% %Mar /$ /HH$00% $0 r$0 r ance{ul 0}.$0 /$0$ /$(~6($06~$%q% `( Li% %`@(% ݃%&% HH%0&% % M% oll?Commo%0nP% 8 (~6% % @(@ Li%% & (@ (~6% % `) Li%% '@)% ݃' (% HH'P0(% 'P 'P M'r$% 'P0nP' (~6% % `+ Li$0% (`@+% ݃()% HH(0)% ( ( 8The concierg' (0( j (~6% % @+@ Li"% ) +@ (~6% % `*$LX% CXLiCX~6(% * *r"P% % -@ LiH% *`-@$(~6(% u6~ur"P% * , **, *HH*0, ** x* je are rearra*@*08* M (~6*% @- Li % , - (~6% % @- Li P% ,@ - (~6% % @. Li % , . (~6% % @.@ Li% , .@ (~6% % @. Li% - . (~6% % @. LiP% -@ . (~6% % `0 w% -@0 % ݃-/% HH-0/% -Ы M-Ы 8.Pr % -Ы0j- (6er% F(o `] `HH 0  ` -!  s8ldes ` ] P] av i"4  g hL j8  ! b" b# b$ b% c & h' ,( f) f4* b ,  S/ a1  E2  5 J6 K37 k8 l9 m : m;  < n@= o> j@ gHA q6B nC p~E IF J=J  L  oM  O  j&c @  #; gH 3 t v r> u x,4 8g v z x W Wg0 wg Wd xd 8XT xlX+ S @ y5 L Q Q R R R S}! S" S# S$ :% 9& 9' u( y) y* 7+ 7=, 7^- :. RR/ R}0 B1 B42 B`3 B4 V5 V6 V7 V8 Vh9 :U: :p; Dg= >4 > ?&? ?@ PhA PB LC Q#D 6E __F G @QH @nI  Qh U 7 [/  ! c" c# d$ e:% e& h'>dD( f) fF* b+ ^,  e-b `@.& _z/ a1  W2  15 J6 KE7 k8 l,9 m: m;  < nR= o> j? F@ gZA qHB o C pD >/E IF JOG FaH DI XJ  K ]GL  M  N DO   r  T  4 `f O6+ ^-P `$.; `G FEK ]+N E  V  B     4N !  # '   !   tv1rYu3xO 96 v z) W-WxXx8xA AyPP>@V8s  $HdH @ f #B  d8 0ށ~ >_?^@]A\ B[ C` De Ej W X? X VS V Y ZD [s \ ] _ gI j m p tw x `/ a^ b c! d" f# {$ ~% /& Q' ( ) Q* R+ Fo, I]- T. U6/ Lc0 O1 %2 Tf #gB 2d ^gDy   c + Id\ 9 Kb c V  kd 8 t k~  1  = 1 _* r3  !4   N >B '  X c (L n u }    ?g G    dg$ }M  zcf |1 wA sf) t\ ] ^ X_ ` a b c vd e f g h #i j k l Zm ,n o p tq :r is u suv w x y z b{ | Ä} ~ 9 ԑ V \ H A r % EE  ,  t r "  5 !#  ! !E "D!  h"  y#  $  %  & !' "(  )  *  W, "U/  F1 ""2 "5  6  $7 !g8 !x9 !: !; "3< != !> !V@  A !B !C !F "fJ "wL "M " !426*P ~c q    '    ,G - - /9 0/ 1 < ud bd@ '+w6++ - z. n 4T 4` 4l 4x        <  w     G 2I - & H g@  X  , d    ;  ? G >H TI ?N   b g  + - . G N      O# " ' 0g +c /[ %y & -3 ) 1} /! $W 2 * - . .+ .e # 3 6)D 0G ,)I 7[K 8a 4 3 5 >G ; : < ;# < 9 <' => :3 !K %S 'W #O        A  + o        )[ ) *c *  ; ? C GF & " l6+^/E # $) PRFSPref Status Dialog Status DialogUpdate Status DialogUpdate Status DialogCreate DTP DialogCreate DTP DialogosmnPrefs DefaultsdesCppdAppdTMainMainMainMainMainMainMainMainMainMainMainMainMainommonl 3 J station.  @0nDG&TTasktoTamworthul}Its{ul 0} a @ ` H @ p ` it @ P ` fu @ 0 ` # P@ @ @2 J  @  2 J @ @2` J  ` !@dVdV dVdYdVdWdWdVdVdW ` !@ dWpdWxdWdWdWdWdWdWdWdW  !@ dTpdTdTdTdTdTdTxdTdTdT 0 !@ dVXdV`dVh @ !@ dX`dXpdXhdXXdXxdXdX  !@ dUpdUhdU`dUxdUdU P !@ dYdYdYdY  !@ dUdUdUdUdUdU  !@ d[d[d[d[d[ p` !@ d[Xd[`  !@ dYdYdYdYdY 0 !@ dYdYdZdZdZdZ dZ @ !@ dUdUdUdUdUdUdU  !@ dVdVdVdVdVdVdVdV P !@ dWdWdWdXdWdXdX dXdXdW  !@ d[d[d[d[  !@ d[d[d\d[d[d[d\d\ p` !@ d[@d[H  !@ dZ0dZ@dZHdZ8dZPdZXdZhdZpdZ` 0 !@ P dX(dX0dYdYdYdX8dX@ @ !@ 6 dX(dX0dYdYdYdX8dX@  !@ l dX(dX0dYdYdYdX8dX@ P !@ < dX(dX0dYdYdYdX8dX@  !@  `) J ` 0( J 8 -P@ ` @ !  !  !U & MP h !`& MPd{ul 0} l !& MP a voice-act !@ ! (0d !@ T6JTM  8 - !P (0 need a hyph !@ "@0-TTT-\TPT-jT-\ !% MP -  !/| Print "%P MP  7 Ll ! "% MP # ! #$ MP 7 - N !/| <Canceli #@$ MP l Ll ! #$p MP N  ! #$0 MP - !/| 9 Save Settings once with ## MP d ldLl ! $@# MP  ! $p#p MP ld - !4 LPrinter: a mile is an o $# MP 8< `Ll ! %" MP ! "<" %0" MP ` -4 !4 X Destination:o one word. %"0 MP l Ll ! %" MP !4"X4" & ! MP  -* !4 stomac &!P MP 7l Ll ! &! MP ) !* = ) = ' MP  - !/ 7s red h 'p p MP | Ll ! ' @ MPE ! h '  MPZ1-8.7.1 the ! ( MP1test. Eve ! (0 MP  -G@ (0/ 8x1s, as (P MP 8$ #Ll (0 (` MP (0 d (0 MP1ne.**The (0 ( MP # -l@ (0/| Allk qu ) MP 6Ll (0 )P MPl| (0 )` MP 6 -@ (0/| 8From: c ) MP  Ll (0 * MP (0 *0 MPre.J&The s (0 *p nxof treasure.  *pp MP  -3 *p3he baby *0 MP 60 6Ll *p * MPd\3 *p +  MP 6 -3 *p3e chang +` MP @Ll *p +P MPd\3 *p + MP @ - *p3ve Use , MP l Ll *p ,P MPd\3 *p ,` MP  -3 *p3add -er , MP 9H Ll *p - MPd\3 *p -0 MPv u *p 8RZPRVRBSTR#NcjobZcstPfpinf rppdsprfL&prfS2jGqCBW *THQ uH<'+CH2X[45# #50kITaLqd#Ih joNwh h"Bullwinkle:LaserWriter:Education_0-LITTLE RED ROBYN HOOD:LaserWriter:Education_1REDMOND:LaserWriter:Education_2"YhurtWerks:LaserWriter:Education_2#Rm 218 PRINTER:LaserWriter:Milton_0/HP 4050 Milton Rm 20:LaserWriter:SCCS_Ether_P20Dean's Office 371:LaserWriter:Education_Ether_P2)YhurtWerks:LaserWriter:Education_Ether_P2+Room 217 printer:LaserWriter:Education_Labs+Room 218 printer:LaserWriter:Education_Labs#Fred Rm26:LaserWriter:SCCS_Ether_P2Bert:LaserWriter:SCCS_Ether_P2/Appletalk Imagewriter:LaserWriter:SCCS_Ether_P2,MiltonRm24HP2200dn:LaserWriter:SCCS_Ether_P2n adjective -p ?@ @cold@ dtit@feat@:fgpf@ frvm@isse@papa@papa@ppd @pppd@prod@pslv@fpsrs@psvr@nptdk@rams@spol@time@uaml@reL`HP LaserJet 4050 SeriesI [떻 2014.116rXXDHP LaserJet 4050 Series sHP 4050 Milton Rm 20 LaserWriter SCCS_Ether_P2WTAGSTYPEPAP 0HP 4050 Milton Rm 20 LaserWriter SCCS_Ether_P2Chooser^rHP LaserJet 4050 SeriesuOption1TrueOption2FalseOption3FalseOption4RAMDiskOption5False HPPaperPolicy PromptUserInstalledMemory12MB 1  ?est.K3It i  80^ore busier{u  8P0^@  l ll 8pksP\mparative Us Some words work together in pairs, such as both/and, either/or, and neither/nor. It is incorrect to interchange the parts of these different pairs.i0You may have {ul}both candy or{ul 0} ice 8Pq ^ay have both dy and ice cream.k(You may have either candy or ice cream.l0The winter was {ul}neither cold or{ul 0} snowy.m'The winter was neither cold nor snowy.n%The winter was either cold or snowy.xConjunction Use}Some words work together in pairs. Use but also with the conjunction not only. But by itself is incorrect when paired with  not only.:The child lost not only his coat {ul}but{ul 0} his boots.5The child lost not only his coat but also his boots.DIce hockey is not only an exciting {ul}but{ul 0} a dangerous sport.?Ice hockey is not only an exciting but also a dangerous sport.Conjunction UseWhen using word pairs such as either/or, or both/and, place each part of the pair in similar positions within your sentence. For example, if either comes 6just before a noun, or should come just before a noun.-He competed {ul}both in 1990 and 1994{ul 0}.#He competed in both 1990 and 1994.&He competed both in 1990 and in 1994.6She called me {ul}either on Friday or Saturday{ul 0}.,She called me on either Friday or Saturday./ -pP ?bnok@ -p =0 ?dtit@ -pfeat@:fgpf@ frvm@isse@papa@papa@ppd @pppd@prod@pslv@fpsrs@psvr@nptdk@rams@spol@time@uaml@ -p MP Fred Rm26 F -pRm26 LaserWriter SCCS_Ether_P2HP 4050 Milton Rm 20HP 4050 Milton Rm 20 LaserWriter SCCS_Ether_P2oner gott ?@@ MPBkpr@ -p ?@ HDgok@ -pJval@:NTnt@VSnam@Ucpy@,covr@Jcusg@Pdprf@^ehnd@ feat@feat@feat@fkan@Dflog@,ftpf@>igpf@2igtt@8isse@4nupd@dplpr@ ptdk@&TU @ HediumHPwmBr -pnessMedium HPHalftonePrinterDefault Resolution 600x600x2dpi EconoModePrinterDefaultDuplexNone SmoothingPrinterDefaultCollateTrue a5 H -p ? MPr ? B@ MPHP LaserJ ?050 SeriesI [떻 2014.116rXXDHP LaserJet 4050 Series sHP 4050 Milton Rm 20 LaserWriter SCCS_Ether_P2WTAGSTYPEPAP 0HP 4050 Milton Rm 20 LaserWriter SCCS_Ether_P2Chooser^rHP LaserJet 4050 SeriesuOption1TrueOption2FalseOption3FalseOption4RAMDiskOption5False HPPaperPolicy PromptUserInstalledMemory12MB B` MP ? PHH  MP ther Hp MP  Hp MP H H@ MPey heard a { H I MP H Pl,HH 04ght. - A2B0`A2B1`A2B2`B2A0\SB2A1\SB2A2\SgamtkPawtptcprt3descoP4G I ^ I Jp MP J J@ MPs a self-mad J J MP J J U  JPrint N Cancel   Save Settings"4"* =    DG@W@G@W@Ll@|@All@@From:@@AA:35=3==3=-6Print:-A-AGJ^GRange...L\Print Selection Onlys Default range-qAWord Options...`p{Collate Copies K  U=8>i@l JDsFtGvIJKELbcePfQ MPP-HH MP U MPdocu N U MP N0 N ar MP N0 U N0 N` Uith the lost N0 N@ U N0 N U  N0 J U J2y2y O U JHH O@0 U J O@ x O@ x|:c]:S[qR W0 W _P l -` W0/| nhCollate Copies -8 X0 _P l 7Ll W0 X` _Pq{ W0 X _P 7 -- W04  @ X _P  8HLl W0 YP _P- W0>R>R Y@ _P`NX W0DocumentDocument propertiesCommentsStylesAutoText entriesKey assignments P YP _P 8H -- W04 Z@ _P  9Ll W0 Z _P- W0G>RG>RG Zp _P0NX W0All pages in range Odd pages Even pages ] P U l,, O @ wg{,,(d'` \ P ހ-hacesacsp 8+Generic CMYK Profile = bLpwpc>Ldd@ 0\>H>" >0" H>[乨9>?8de>deD 0>94p> bL .@p>94>, 0>6 0f86? /^de?8?<?B Hlappl prtrCMYKLab  acspAPPLappl-appl \ 2  J ^ g@ ^ e g@ ^HH e00 g@ ^ e0 x e0 xame HPJobNam U e00x| ^ h ^,T f  h ^HH fP0 g@ ^ fP -l fP -" fE U fP h fP g h fPWg g@ h( U ^  s ^UUUU\ h s hЀ ^HH h@0 i ^ h@p i h@ h i h@ h@ s | h@ i0 s h@ i` 0 s h@ i s iHH j 0 k i j l( j  -  i j @ s j j s j  k s k q0 s kHH q`0 rP k q` x q` xcusg@ i q` s q` r  s q`Wg rP s( i ^ 0 ~ ^UUUU] s  ~ s ^HH sP0 t ^ sPp u sP s u sP sP  ~ | sP t@ ~ sP tp P ~ 3N sP u n@ 9G t up y 9G u u@P y 3N6 u u`0 y u u w  t HH u0 w  t  u - u - ff t u0-^R(  b 2iddo@research.haifa.ac.il@mailto:iddo@research.haifa.ac.il"Slide 2 2iddo@research.haifa.ac.il@mailto:iddo@research.haifa.ac.il`/ 0DArialNew b b_qbb0bz[ 0bDTimes New Romanbb0bz[ 0b@ .  @n?" dd@  @@`` @G,  #$)+-./0123456789:;<=>BCDEFG,b$˺SE<(R%l  0AA@ʚ;ʚ;g42d2dbz[ 0bppp@ <4ddddb 0 b_qb <4BdBdb< 0 bb0___PPT10 pp___PPT9tL2@2@V@2@?X% DSERJ www.stat.auckland.ac.nz/serjO  =kFXPromoting research and research reporting in statistics education: The SERJ experience0Y (D$$   About SERJ  SERJ is the journal of the International Association for Statistical Association (IASE). A peer-reviewed electronic journal. The first to focus on advancing research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal and informal contexts. Access is free at www.stat.auckland.ac.nz/serjFqCb0                Some history of SERJ SERJ grew out of the Statistics Education Research Newsletter (SERN) Initial discussions re changing SERN to SERJ in Summer 2001 First issue published May 2002. Fairly similar to SERN as contained material planned for publication in SERN. History continued December 2002 Became a joint publication of ISI and IASE. Second issue published, included four refereed papers. May 2003 First paper in Spanish published. November 2003 Sections more appropriate to a newsletter droppedzd "2d "2 Key paper types ,f b V      qReports of original research - Quantitative / qualitative (up to 8000-10,000 words) - Brief papers (2500 words) Conceptual papers, e.g., - Integrative & critical reviews of research literature - Research-oriented theoretical models or epistemological analyses - Methodological issues in research & assessment (0P##0P(&pP !0P0PA20P0P00P!0P+0P0PPbbbhbbb B $                                         Statistics education researchf J      O Might examine, e.g. cognitive, motivational, attitudinal, curricular, teaching-related, technology-based, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. Might also focus on how people use or apply statistical and probabilistic information and ideas. P0_a0_2Pg 8bbbB                                                                              8Special issues of SERJ November 2004 on research on reasoning about variation and variability. November 2006 on research on learning and reasoning about distributions. Deadline for submissions: November 1, 2005. Send letter of intent or queries to Iddo Gal, iddo@research.haifa.ac.il(uu(H   U 04Papers in latest issue May 2005  Linda Collins and Kathleen Mittag Effect of Calculator Technology on Student Achievement in an Introductory Statistics Course Elena C. Papanastasiou Factor Structure of the  Attitudes Toward Research Scale "` (?!c`cc?cc,j A5EMay 2005 issue (cont.): Special section - reasoning about variation:FF Katie Makar and Jere Confrey  Variation Talks : Articulating Meaning in Statistics Bob delMas and Yan Liu Exploring Students Conceptions of the Standard Deviation Dani Ben-Zvi and Joan Garfield (invited paper) A Framework for Teaching and Assessing Reasoning about Variability Maxine Pfannkuch (invited paper) Thinking Tools and Variation P;P0P(>P00P(GP"0P(!PPc:cc=c0cGc"c"c@Cr 4 Refereeing process of SERJ 8Papers are submitted to a named co-editor. The paper is given an initial screening, possibly in consultation with the other co-editor. If suitable to be refereed it is sent to an associate editor. The associate editor sends it in a blinded form to two or more external referees. The co-editor collates the associate editor s and the referees reports and sends the decision to the author with further comments. Z #Submissions which are not refereed $$ SPapers which do not contain any statistics education research, e.g. papers suggesting methods for teaching a topic but with no description of relevant (classroom) research, papers on mathematical statistics. >> Author is reminded of the types of paper which SERJ publishes. A more suitable journal for publication might be suggested. b5  #Initial problems with submissions 1$$ `Papers with some potential for publication in SERJ but clearly needing substantial revision, e.g. contain insufficient details of the research, discussion too weak, style is poor. >> Authors sent detailed comments and suggestions for improving the paper, and are encouraged to resubmit (if paper salvageable). (We see part of SERJ s role as training less experienced researchers both in doing and in writing up research.)$ZZQZ #Initial problems with submissions 2$$ Technical issues: Papers which appear to be in line with aims of SERJ, but are not in the required format, e.g., 2-column layout. >> Author is asked to resubmit in the required format and pointed to the template and guides for authors on the SERJ web page. . 2 #Initial problems with submissions 3$$ The paper is in line with the aims of SERJ, but it is thought that it might have been published elsewhere. >> Authors are asked to confirm that the paper has not already been published if they have not stated this on submission. SERJ policy is that papers which have been published in any form, including on the Internet or in conference proceedings are not accepted for consideration. This restriction does not apply to expanded conference papers. :lZZZ, Refereeing decisions Accept (at most simple or editorial changes) Accept with minor revisions (revised paper seen by editorial team only) Rewrite and resubmit (major revision required, further stages of refereeing) Reject A.p_0_40_ J0_`&b%`,b`Bb`.   Papers acceptable for SERJ Relevant to SERJ aims, and of high quality: 1. Original & worthy contribution to knowledge/ literature 2. Rational flow of information & ideas, justifications: Scientific background > goals/ questions/ hypotheses > method > results > discussion, limitations, implications 3. Writing: clear, concise, logical, responsible balance, relevant references (APA guidelines) 4. Presentation / organization (author guidelines)g0P20P_0P#30P,btbvFMMMFMMM b ,                                        $Typical problems: research reports 0%"f f  "  Goals/questions: - known or none - too broad, too narrow Lit review: too broad/unfocused/brief, inadequate Method: - poor research design - too little/too much/confusing details about: : approach & context : respondents : instruments/tasks : procedure : analysis h#0P#80PT0P-C0P0P ]0_Pbbb b8bb b&bbbbbC b b]bB         '     Typical problems 2f   Results: - wrong analysis - data without purpose, irrelevant Discussion: - poor link back to goals/questions, literature - doesn t explain its contribution - no  limitations - no  implications (to literature & known models, teaching, assessment, future research,& ) Bibliography: - missing, incorrect form, does not match references in text <0P#30P0P#3P0P O0P#Pbbb4b bbbbWbbb?bbB Tips for authors 1 Df f f    8Planning the paper: Reflect on: Storyline, contribution, research goals/questions. Summarize: Research questions, key findings, key conclusions. Check: Author guidelines, SERJ template, prior issues of SERJ. Write: Results, method, implications, scientific background,& & C 0Z`bbbbbf6b b7bbf;bb9b Tips for authors 2Df f f    BBefore submitting: Review- refine- get feedback- check fit to guidelines (template!)- blind text- letter to editor. Managing the revision & re-submission cycle: Evaluate editorial comments--Think--Revise. Re-submit with detailed letter to editor (what/how revised, justify cases where comments not accepted). 0P(e0P.P00_k0ZPbebbbbbb  (  /L !"#$%&'( ) * + , -./0679  b` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> RJ(    6ܝq  `} q T Click to edit Master title style! !  0tq  ` q RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0 q ^ ` q >*  0@q ^  q @*4  0|q ^ `` qH@___PPT9"@ l*$"H  0޽h ? www3PP80___PPT10._QY Default Designf 0 4v(  4 4 0|Zs P   s P*   4 0_s    s R*  d 4 c $ ?  s 4 0Zs  0 s RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S 4 6Dfs _P  s P*  < 4 6,gs _ ` sH@___PPT9"@ n*$"  H 4 0޽h ? 3380___PPT10.bӤHb  H(  r  S Ts> s   HA " M 7  sH  0޽h ? 3380___PPT10._hb ]U0 (     c $HEA s ISERJ: Statistics Education Research Journal Co-editors: Iddo Gal, University of Haifa, Israel (iddo@research.haifa.ac.il) and Flavia Jolliffe, University of Kent, UK (F.Jolliffe@kent.ac.uk) Z9 94^t   "U 0tU 0H  0޽h ? 3380___PPT10._`$ b PL$(  Lr L S s `}  s r L S s ` s H L 0޽h ? 3380___PPT10.bP} b ($(  (r ( S xs `}  s r ( S s ` s H ( 0޽h ? 33___PPT10i.b@D+D=' b= @B +$ b $(  r  S s `}  s r  S s ` s H  0޽h ? 3380___PPT10.e fB$  b l$(  lr l S s `}  s r l S Ts'g s H l 0޽h ? 3380___PPT10.Vdt0 b 0(  x  c $s `}  s x  c $s'g s H  0޽h ? 3380___PPT10.bcF b `0(  x  c $s `}  s x  c $sz'g s H  0޽h ? 33___PPT10i.d+D=' b= @B +0 b  0(  x  c $ u `}  u x  c $ u ` u H  0޽h ? 3380___PPT10.dO̩0 b @ 0(   x   c $s `}  s x   c $s ` s H   0޽h ? 3380___PPT10.e a} b pT$(  Tr T S 8]u `}  u r T S u ` u H T 0޽h ? 33___PPT10i.=dT+D=' b= @B +$ b X$(  Xr X S u `}  u r X S u ` u H X 0޽h ? 3380___PPT10.?d<}  b `$(  `r ` S Դu `}  u r ` S xu ` u H ` 0޽h ? 33___PPT10i.Bd6b+D=' b= @B +} b \$(  \r \ S Xq `}  q r \ S \q ` q H \ 0޽h ? 33___PPT10i.Ad Ak+D=' b= @B +$  b d$(  dr d S u `}  u r d S 4Ju ` u H d 0޽h ? 3380___PPT10.Dd%U$  b h$(  hr h S 4u `}  u r h S u ` u H h 0޽h ? 3380___PPT10.EdKg$  b p$(  pr p S u `}  u r p S u ` u H p 0޽h ? 3380___PPT10.Xd ;$ b t$(  tr t S  s `  s r t S x sz'g s H t 0޽h ? 3380___PPT10.Yd@v4$ b x$(  xr x S u `}  u r x S u ` u H x 0޽h ? 3380___PPT10.Yd=} b 0$(  r  S   `}   r  S  M'gp  H  0޽h ? 33___PPT10i.[d+D=' b= @B +} b @$(  r  S < `}   r  S z'g  H  0޽h ? 33___PPT10i.[d g+D=' b= @B + 0  (  X  C 4   s  S zs4 0  s " H  0޽h ? 3380___PPT10.gpӅ 0  (  X  C 4     S 0,4 0   " H  0޽h ? 3380___PPT10.g`܅ 0  (  X  C 4     S r4 0  r " H  0޽h ? 3380___PPT10.g`܅ 0  (  X  C 4     S t44 0   " H  0޽h ? 3380___PPT10.g`)߅ 0  (  X  C 4     S :4 0   " H  0޽h ? 3380___PPT10.g`)߅ 0   (  X  C 4     S ?4 0   " H  0޽h ? 3380___PPT10.gPs 0 0 (  X  C 4     S E4 0   " H  0޽h ? 3380___PPT10.gP  0 @ (  X  C 4     S J4 0   " H  0޽h ? 3380___PPT10.gP  0 P (  X  C 4     S O4 0   " H  0޽h ? 3380___PPT10.g@.  0 ` (  X  C 4     S jp‹Jrm $<Tḷ,D\t4`wKyԺt ? @9R(  b 2iddo@research.haifa.ac.il@mailto:iddo@research.haifa.ac.il"Slide 2 2iddo@research.haifa.ac.il@mailto:iddo@research.haifa.ac.il`/ 0 Oh+'0U `h  $ 0 <HPWPromoting research and research reporting in statistics education: the SERJ experienceFlavia JolliffeFlavia Jolliffe39vMicrosoft PowerPointd r@p}Q@ _@Qz,GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwRsRsttttRRRRttRtRstRRsRtsRtQXtuzXySytytzyzyXyuuyztyyyytRzzyuyuyzuzzyuzzuyzzyzzyuzyXyuXtsYttXytRytytztsXtytyyzttzytXRRtXstRRQtRQsRtsRQRRuzyRzuzttsRtQRytRsXtRstXttstyzztzyXtXttQtRXRstXtRttyzXRutszzzttytztXQttRyztQRttsLyzyXtyzzytRtRttLSyRytytRytXstzzysuztRsRRXtsXRRuRRttRtzRtyztRzyzuSytttXttttyytRQtRtsyzzyRzzzyyuzyRytSyRRtttyRttRtzzztzuzzzztsRtRtQttyRRuyzyzyutRzyyzyzyzttyRtQRtyttuyzyuzztRyzzzzuyzzzyytRXRyzzzzzzyytzzzyzyyzzuyStRstRtzuyzzztRzyyzzzzzyzzyytuyyyzyzuzzytzzzzyzuzyzuyzyzzzyzzzyzyYRRoot EntrydO)0ʨPictures Current User)SummaryInformation(#0U      !"c$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMbdefghijklmnopqrstuvwxyz|}~ R:iddo@research.haifa.ac.il_wsuwsufeFlavia JolliffeRoot EntrydO)`TxC`UPictures Current User)SummaryInformation(#0U      !"c$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMbWXYdefghijklmnopqrstuvwxyz|}~ ՜.+,D՜.+,t    On-screen Shown-sA ArialTimes New RomanDefault DesignYPromoting research and research reporting in statistics education: The SERJ experienceSlide 2 About SERJSome history of SERJHistory continuedKey paper types Statistics education researchSpecial issues of SERJ Papers in latest issue May 2005FMay 2005 issue (cont.): Special section - reasoning about variation:Refereeing process of SERJ$Submissions which are not refereed $Initial problems with submissions 1$Initial problems with submissions 2$Initial problems with submissions 3Refereeing decisionsPapers acceptable for SERJ%Typical problems: research reports Typical problems 2Tips for authors 1 Tips for authors 2  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAD!mailto:iddo@research.haifa.ac.il257,2,Slide 2!mailto:iddo@research.haifa.ac.il_wsuwsufeFlavia Jolliffe  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"c$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMbdefghijklmnopqrstuvwxyz|}~Root EntrydO)rkz,Pictures Current UserMSummaryInformation(#0UPowerPoint Document(DocumentSummaryInformation8DDArialNew bb_qbhb0bz[ 0xb"DTimes New Romanbhb0bz[ 0xb@ .  @n?" dd@  @@`` @G,  #$)+-./0123456789:;<=>BCDEFG,b$˺SE<(R%l  0AA@ʚ;ʚ;g42d2dbz[ 0bppp@ <4ddddĶb 0b_qb <4BdBdĶb< 0bb0___PPT10 pp___PPT9tL2@2@V@2@?X% DSERJ www.stat.auckland.ac.nz/serjO  =FXPromoting research and research reporting in statistics education: The SERJ experience0Y (D$$   About SERJ  SERJ is the journal of the International Association for Statistical Association (IASE). A peer-reviewed electronic journal. The first to focus on advancing research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal and informal contexts. Access is free at www.stat.auckland.ac.nz/serjFqCb0                Some history of SERJ SERJ grew out of the Statistics Education Research Newsletter (SERN) Initial discussions re changing SERN to SERJ in Summer 2001 First issue published May 2002. Fairly similar to SERN as contained material planned for publication in SERN. History continued December 2002 Became a joint publication of ISI and IASE. Second issue published, included four refereed papers. May 2003 First paper in Spanish published. November 2003 Sections more appropriate to a newsletter droppedzd "2d "2 Key paper types ,f b V      qReports of original research - Quantitative / qualitative (up to 8000-10,000 words) - Brief papers (2500 words) Conceptual papers, e.g., - Integrative & critical reviews of research literature - Research-oriented theoretical models or epistemological analyses - Methodological issues in research & assessment (0P##0P(&pP !0P0PA20P0P00P!0P+0P0PPbbbhbbb B $                                         Statistics education researchf J      O Might examine, e.g. cognitive, motivational, attitudinal, curricular, teaching-related, technology-based, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. Might also focus on how people use or apply statistical and probabilistic information and ideas. P0_a0_2Pg 8bbbB                                                                              8Special issues of SERJ November 2004 on research on reasoning about variation and variability. November 2006 on research on learning and reasoning about distributions. Deadline for submissions: November 1, 2005. Send letter of intent or queries to Iddo Gal, iddo@research.haifa.ac.il(uu(H   U 04Papers in latest issue May 2005   Effect of Calculator Technology on Student Achievement in an Introductory Statistics Course (Linda Collins and Kathleen Mittag) Factor Structure of the  Attitudes Toward Research Scale (Elena C. Papanastasiou) ^%; ( (c\bc$c;bccc,{J  5EMay 2005 issue (cont.): Special section - reasoning about variation:FF   Variation Talks : Articulating Meaning in Statistics (Katie Makar and Jere Confrey) Exploring Students Conceptions of the Standard Deviation (Bob delMas and Yan Liu) A Framework for Teaching and Assessing Reasoning about Variability (invited paper) (Dani Ben-Zvi and Joan Garfield) Thinking Tools and Variation (invited paper) (Maxine Pfannkuch) 8Z Z;0Z(0Z(S0Z("Z-0Z(ZZc5bcc9bccRbbc cb,bbcc@C[J  Refereeing process of SERJ 8Papers are submitted to a named co-editor. The paper is given an initial screening, possibly in consultation with the other co-editor. If suitable to be refereed it is sent to an associate editor. The associate editor sends it in a blinded form to two or more external referees. The co-editor collates the associate editor s and the referees reports and sends the decision to the author with further comments. Z #Submissions which are not refereed $$ SPapers which do not contain any statistics education research, e.g. papers suggesting methods for teaching a topic but with no description of relevant (classroom) research, papers on mathematical statistics. >> Author is reminded of the types of paper which SERJ publishes. A more suitable journal for publication might be suggested. b5  #Initial problems with submissions 1$$ `Papers with some potential for publication in SERJ but clearly needing substantial revision, e.g. contain insufficient details of the research, discussion too weak, style is poor. >> Authors sent detailed comments and suggestions for improving the paper, and are encouraged to resubmit (if paper salvageable). (We see part of SERJ s role as training less experienced researchers both in doing and in writing up research.)$ZZQZ #Initial problems with submissions 2$$ Technical issues: Papers which appear to be in line with aims of SERJ, but are not in the required format, e.g., 2-column layout. >> Author is asked to resubmit in the required format and pointed to the template and guides for authors on the SERJ web page. . 2 #Initial problems with submissions 3$$ The paper is in line with the aims of SERJ, but it is thought that it might have been published elsewhere. >> Authors are asked to confirm that the paper has not already been published if they have not stated this on submission. SERJ policy is that papers which have been published in any form, including on the Internet or in conference proceedings are not accepted for consideration. This restriction does not apply to expanded conference papers. :lZZZ Refereeing decisions Accept (at most simple or editorial changes) Accept with minor revisions (revised paper seen by editorial team only) Rewrite and resubmit (major revision required, further stages of refereeing) Reject A.p_0_40_ J0_`&b%`,b`Bb`.   Papers acceptable for SERJ Relevant to SERJ aims, and of high quality: 1. Original & worthy contribution to knowledge/ literature 2. Rational flow of information & ideas, justifications: Scientific background > goals/ questions/ hypotheses > method > results > discussion, limitations, implications 3. Writing: clear, concise, logical, responsible balance, relevant references (APA guidelines) 4. Presentation / organization (author guidelines)g0P20P_0P#30P,btbvFMMMFMMM b ,                                        $Typical problems: research reports 0%"f f  "  Goals/questions: - known or none - too broad, too narrow Lit review: too broad/unfocused/brief, inadequate Method: - poor research design - too little/too much/confusing details about: : approach & context : respondents : instruments/tasks : procedure : analysis h#0P#80PT0P-C0P0P ]0_Pbbb b8bb b&bbbbbC b b]bB         '     Typical problems 2f   Results: - wrong analysis - data without purpose, irrelevant Discussion: - poor link back to goals/questions, literature - doesn t explain its contribution - no  limitations - no  implications (to literature & known models, teaching, assessment, future research,& ) Bibliography: - missing, incorrect form, does not match references in text <0P#30P0P#3P0P O0P#Pbbb4b bbbbWbbb?bbB Tips for authors 1 Df f f    8Planning the paper: Reflect on: Storyline, contribution, research goals/questions. Summarize: Research questions, key findings, key conclusions. Check: Author guidelines, SERJ template, prior issues of SERJ. Write: Results, method, implications, scientific background,& & C 0Z`bbbbbf6b b7bbf;bb9b Tips for authors 2Df f f    BBefore submitting: Review- refine- get feedback- check fit to guidelines (template!)- blind text- letter to editor. Managing the revision & re-submission cycle: Evaluate editorial comments--Think--Revise. Re-submit with detailed letter to editor (what/how revised, justify cases where comments not accepted). 0P(e0P.P00_k0ZPbebbbbbb  (  /L !"#$%&'( ) * + , -./06790 b  0(  x  c $ u `}  u x  c $ u ` u H  0޽h ? 3380___PPT10.dO̩0 b @ 0(   x   c $s `}  s x   c $s ` s H   0޽h ? 3380___PPT10.e ar@4 2j? 9