Executive Program Practical Connection Assignment
This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Executive Program Practical Connection Assignment Rubrics
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is ...
Executive Program Practical Connection AssignmentThis assignment.docx
1. Executive Program Practical Connection Assignment
This assignment is a written assignment where students will
demonstrate how this course research has connected and put
into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double
spaced) of how the knowledge, skills, or theories of this course
have been applied, or could be applied, in a practical manner to
your current work environment. If you are not currently
working, share times when you have or could observe these
theories and knowledge could be applied to an employment
opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum
reflection.
Use of proper APA formatting and citations. If
supporting evidence from outside resources is used those must
be properly cited.
Share a personal connection that identifies specific knowledge
and theories from this course.
Demonstrate a connection to your current work environment. If
you are not employed, demonstrate a connection to your desired
work environment.
You should NOT, provide an overview of the assignments
assigned in the course. The assignment asks that you reflect
how the knowledge and skills obtained through meeting course
objectives were applied or could be applied in the workplace.
2. Executive Program Practical Connection Assignment Rubrics
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas are well developed and
explained. Demonstrates strong writing skills. Student paid
close attention to spelling and punctuation. Sentences and
paragraphs are grammatically correct.
3. Proper use of APA formatting. Properly and explicitly cited
outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in
organization, grammar, and style.
Assignment is effectively communicated, but some sections
lacking clarity. Student paid some attention to spelling and
punctuation, but there are errors within the writing. Needs
attention to proper writing skills.
Use of APA formatting and citations of outside resources, but
has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not
communicated effectively. Student paid no attention to spelling
and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not
provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus
that is integrated throughout the document
Submissions has an organizational structure and the focus is
clear throughout.
4. Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and
knowledge.
Student demonstrates some understanding of course content and
knowledge.
Student does not demonstrate understanding of course content
and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or
ability to apply, of course objectives within a work
environment.
Student demonstrates some practical application, or ability to
apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or
ability to apply, of course objectives within a work
environment.
5. Can Personality Be Changed?
The Role of Beliefs in Personality and Change
Carol S. Dweck
Stanford University
ABSTRACT—Using recent research, Iargue that beliefs lie at
the heart of personality and adaptive functioning and that
they give us unique insight into how personality and
functioning can be changed. I focus on two classes of be-
liefs—beliefs about the malleability of self-attributes and
expectations of social acceptance versus rejection—and
show how modest interventions have brought about im-
portant real-world changes. I conclude by suggesting that
beliefs are central to the way in which people package their
experiences and carry them forward, and that beliefs
should play a more central role in the study of personality.
KEYWORDS—personality; personality theories; change;
self-beliefs; interventions
James Springer and James Lewis were identical twins separated
shortly after birth and reared apart. Yet both married and
divorced
6. women names Linda, and then married women named Betty.
They
had similar interests. James #1 enjoyed carpentry and James #2
enjoyed mechanical drawing, and both showed similar levels of
sociability, flexibility, and self-control on personality tests.
When Barbara Herbert and Daphne Goodship, also identical
twins, were reunited at age 39, each arrived wearing a beige
dress
andabrownvelvetjacket.Eachhadtheeccentrichabitofpushing
up her nose and each giggled more than anyone else she knew.
These dramatic examples might lead people to believe that
personality is encoded in our genes and impossible to change. If
such specific things as the velvet jacket or such broad things as
sociability are programmed in, it might imply that everything in
between is too. However, more and more research is suggesting
that this is not the case. Far from being simply encoded in the
genes, much of personality is a flexible and dynamic thing
(Mischel & Shoda, 1995) that changes over the life span and is
shaped by experience (Roberts, Walton, & Viechtbauer, 2006).
7. What is more, we are beginning to understand how to change it.
Studies of twins often highlight (a) specific preferences and
habits and (b) broad traits of personality and temperament (but
see Roberts et al., 2006, for data on how much even these broad
aspects of personality change over time). However, they often
neglect the levels in between, and yet these are arguably the
most important part of who we are.
What is this ‘‘in-between’’ part of personality? Several
prominent theorists of personality propose that all (Mischel &
Shoda, 1995) or much (McAdams, 1995) of the action takes
place below the level of broad traits. Mischel and Shoda place
such things as goals and construals at this level, and McAdams
places such things as personal strivings and coping strategies
there. In this paper, I focus on core beliefs or belief systems
that,
I will show, can organize and shape people’s goals and
strivings,
as well as their construals of and reactions to the environment,
to
8. create consistent patterns of experience and actions. Indeed,
Allport (1964) defined personality in terms of consistent
patterns
of experience and action that are evident across multiple situ-
ations or life contexts. As such, beliefs, with their power to
mold
experience and action, are central to this definition of person-
ality. Moreover, showing that belief interventions do, in fact,
change such consistent patterns of experience and action will
be central to the case that personality can be changed.
People’s beliefs include their mental representations of the
nature and workings of the self, of their relationships, and of
their
world. From infancy, humans develop these beliefs and repre-
sentations, and many prominent personality theorists of
different
persuasions acknowledge that they are a fundamental part of
personality. For example, Mary Rothbart, the eminent temper-
ament researcher, argues that personality contains much more
than temperament and patterns of habitual behavior; impor-
9. tantly, it also includes the way one perceives self, others, and
events (Rothbart & Ahadi, 1994). Jack Block, often seen as a
trait theorist, proposes that models of the self and the self’s re-
lationship to the world create the ‘‘organizing, motivating, and
life-defining contexts within which the individual acts,’’ and
suggests that a central part of personality development is the
encoding of internal models, schemas, and premise systems
from
socialization experiences (Block, 1993).
Address correspondence to Carol Dweck, Department of
Psychology,
Jordan Hall, Stanford University, Stanford, CA 94305; e-mail:
[email protected]
CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
Volume 17—Number 6 391Copyright r 2008 Association for
Psychological Science
Focusing on people’s beliefs, as opposed to their simple
preferences and habits or broad personality traits, helps us an-
swer in more precise ways questions like: What personality
factors allow people to function well in their lives—that is, to
10. grow and learn, sustain satisfying relationships, achieve well in
school and careers, be caring toward others, or recover from
setbacks? This is because beliefs can typically be defined very
precisely, measured very simply, and altered through interven-
tions to reveal their direct impact. In contrast, broad personality
traits can be assessed, but they contain no implications for how
you might change them. Beliefs are not necessarily easy to
change, but they tell you where to begin.
To illustrate these points, I will use recent research that ex-
amines two very basic beliefs: people’s beliefs about whether
their attributes can be developed or not and people’s beliefs
about whether others will accept them or not. In describing this
research, I will underscore the idea that beliefs and their impact
are part of personality, that they underlie important aspects of
adaptive functioning, and that they have unique implications for
interventions.
SELF-THEORIES: BELIEFS ABOUT THE
MALLEABILITY OF PERSONAL ATTRIBUTES
11. My research shows that acquired beliefs play a critical role in
how
well people function. These are people’s self-theories. Some
people have a fixed (or ‘‘entity’’) theory, believing that their
qualities, such as their intelligence, are simply fixed traits.
Others
have a malleable (or incremental) theory, believing that their
most
basic qualities can be developed through their efforts and edu-
cation. Research shows that people with a malleable theory are
more open to learning, willing to confront challenges, able to
stick
to difficult tasks, and capable of bouncing back from failures
(Dweck, 1999). These qualities lead to better performance in the
face of challenges such as difficult school transitions
(Blackwell,
Trzesniewski, & Dweck, 2007), demanding business tasks (e.g.,
negotiations; Kray, 2007), and difficulties in relationships (e.g.,
dealing with conflict; Kammrath & Dweck, 2006). All of us
would
agree that these are a key part of how people function.
12. However, a malleable theory can be taught. When it is, people
show increased motivation to learn and they perform better on
challenging tasks. How is the malleable theory taught? In a
study
by Aronson, Fried, and Good (2002) with college students at a
rigorous university, students in the experimental group were
shown a film that highlighted how the brain is capable of
making
new connections throughout life and how it grows in response to
intellectual challenge. They also wrote a letter to a struggling
younger student emphasizing that the brain is malleable and that
intelligence expands with hard work. At the end of that
semester,
the college students who had learned about malleable intelli-
gence (compared to two control groups that did not) showed
greater valuing of academics, enhanced enjoyment of their
academic work, and higher grade-point averages.
Blackwell, Trzesniewski, and Dweck (2007) conducted a
malleable-intelligence intervention with students making the
difficult transition to junior high school (see also Good,
13. Aronson,
& Inzlicht, 2003). Both the experimental and control groups
received an 8-session workshop built around study skills, but
the
malleable-intelligence group also learned that the brain is like a
muscle that gets stronger with use and that the brain forms new
connections every time learning occurs. The students in the
control group, despite the excellent tutoring in study skills,
showed little improvement in motivation and no improvement in
grades. Those in the malleable-intelligence group, however,
showed significant improvement in grades and significantly
greater changes in their motivation (e.g., showing greater con-
scientiousness in their homework and studying, and putting
more effort into their classroom learning).
More recently, we have been developing and testing a com-
puter-based version of this workshop (called ‘‘Brainology’’).
After a pilot study in 20 New York City schools, virtually every
student (anonymously) reported important changes in such
things as their study habits and persistence in the face of
14. obstacles. Many reported picturing their neurons forming new
connections as they studied and learned.
People can also learn these self-theories from the kind of
praise they receive (Mueller & Dweck, 1998). Ironically, when
students are praised for their intelligence, they move toward a
fixed theory. Far from raising their self-esteem, this praise
makes
them challenge-avoidant and vulnerable, such that when they
hit obstacles their confidence, enjoyment, and performance
decline. When students are praised for their effort or strategies
(their process), they instead take on a more malleable theory—
they are eager to learn and highly resilient in the face of diffi-
culty.
Thus self-theories play an important (and causal role) in
challenge seeking, self-regulation, and resilience, and changing
self-theories appears to result in important real-world changes
in
how people function.
RELATIONSHIP BELIEFS: EXPECTATIONS OF
15. ACCEPTANCE OR REJECTION
Fifty years ago, John Bowlby proposed that infants form
internal
working models of how relationships work and that these
internal
working models serve as prototypes for subsequent relation-
ships. An important implication was that ‘‘insecure’’ models
might not allow children to recognize consistent, available, and
affectionate caretakers should they come on the scene.
Infant-attachment researchers have long been able to measure
the quality of parent–infant relationships and have assumed
that internal working models accompany them, but they had
not measured working models in infants. In new research,
Susan Johnson, Frances Chen, and I (Johnson, Dweck, & Chen,
2007) have provided the first evidence for internal working
models of relationships in infants. We began by assessing 12- to
392 Volume 17—Number 6
Personality Change
16. 16-month-old infants’ relationships with their mothers. That is,
using the standard ‘‘strange situation’’ paradigm (in which the
infant and mother are separated and reunited to see whether the
infant uses the mother as a secure base in times of stress),
infants
were classified as securely or insecurely attached. Later, in an
infant-habituation paradigm, these same infants were shown a
film in which a large ‘‘mother’’ ball and a small ‘‘baby’’ ball
were
headed up a series of steps. Although the mother climbed easily,
the baby was unable to follow her and began to cry. Infants
were
shown this film repeatedly until their interest waned. On the
test
trials, they were then shown two different endings, one in which
the mother returns to the crying baby and another in which she
continues up the steps on her own leaving the baby at the
bottom.
Which ending ‘‘surprised’’ them and caused them to look
longer? Infant-cognition researchers have long used recovery of
17. looking time as evidence that infants see the new stimulus as a
violation of their expectations. In this study, the securely at-
tached infants looked longer when the mother kept going, but
the
insecurely attached infants made no such discrimination and, if
anything, were slightly more ‘‘surprised’’ when the mother
came
back. Thus infants with secure and insecure attachment rela-
tionships had formed different expectations about whether a
caretaker would be responsive to a child’s needs.
These expectations of positive or negative responses from
others have been shown to lie at the heart of adult relationships
as well. Geraldine Downey and her colleagues, for example,
have
demonstrated that people who anxiously expect negative re-
sponses from others have more fragile relationships, perceive
rejection in ordinary behavior, respond to conflict and rejection
in ways that undermine their relationships, and become less
engaged with and do less well in their academic institutions
over
18. time (e.g, Pietrzak, Downey, & Ayduk, 2005). Adult-
relationship
researchers have shown not only that these expectations con-
sistently predict how well people function in relationships and
interpersonal settings, but also that these beliefs are malleable
(Baldwin & Dandeneau, 2005; Mikulincer & Shaver, 2007).
Expectations of rejection can be particularly harmful for
minority students as they try to fit into historically White
institutions. Thus, Walton and Cohen (2007) developed an
experimental intervention aimed at African American students
and designed to increase their expectations of acceptance.
Participants, first-year college students, were taught that doubts
about belonging in college are common at first but short-lived.
They were presented with survey statistics, as well as personal
testimonies from upperclassmen, and they wrote a speech (de-
livered to a video camera) explaining why people’s perceptions
of acceptance might change over time. Students in the control
group engaged in similar activities but with respect to their
political beliefs.
19. Changing Black students’ expectations of acceptance had
dramatic effects. First, compared to the control group, Black
students in the experimental group took many more challenging
courses (57% vs. 36%). Second, students in the experimental
group were more resilient. On days of high adversity, they
showed no change in their motivation, compared to those in the
control group, who showed a substantial drop. Next, students in
the experimental group were much more likely to reach out to
professors (sending 3 times as many e-mails to them and going
to
office hours more often), and they studied significantly more
hours per day. Finally, students in the experimental group
showed an increase in grades in the semester following the
intervention, whereas students in the control group showed a
decrease.
SMALL INTERVENTION, LARGE IMPACT
The self-theories interventions and the expectation-of-accep-
tance intervention both yielded surprisingly large changes with
20. seemingly modest input, and contrast with many large, costly
interventions that yielded little or nothing. They follow in the
footsteps of earlier attribution interventions, which changed
people’s explanations for events and by doing so changed their
reactions to them. These interventions all speak to the effec-
tiveness of targeting beliefs that lie at the heart of important
motivational, self-regulatory, and interpersonal patterns.
What’s more, in these interventions, the changes cut across
many of the broad traits that are often thought to be relatively
stable: openness to experience (e.g., challenge-seeking), con-
scientiousness (e.g., hours studied), sociability (e.g., reaching
out to others), and negative affectivity (e.g., resilient vs.
negative
reactions to setbacks). Indeed, feeding up from the in-between
level, this may be one of the mechanisms for change in these
broader traits (Roberts et al., 2006).
IMPACT OF SOCIALIZATION AND EXPERIENCE
Beliefs also have unique implications for understanding the
impact of experience on personality and functioning. As re-
21. search has shown, experience plays a key role in shaping self-
theories and expectations of positive responsiveness, as well as
attributions. Indeed, many of our experiences may be packaged
and carried forward in the form of these kinds of beliefs or
mental
representations.
Several striking examples have emerged from developmental
research on attributions. The effect of domestic violence, abuse,
or maternal depression on the development of subsequent de-
pression in children is significantly influenced by the attribu-
tions children make for those events (e.g., Garber, Keiley, &
Martin, 2002; Grych, Fincham, Jouriles, & McDonald, 2000).
When those events are packaged with negative self-attributions
or self-blame, children later show a greater vulnerability to
depression. Children who are faced with similar negative life
events but who understand or explain them in different ways are
not as vulnerable.
Volume 17—Number 6 393
22. Carol S. Dweck
CONCLUSION
We have looked at the in-between part of personality by exam-
ining acquired—and changeable—beliefs. We have seen that
they underlie many patterns of adaptive functioning, and that
they have unique implications for understanding personality
development and personality change. The most important next
step for personality researchers is to identify other core beliefs
or
belief systems that can vary across individuals (or cultures)—
beliefs about the self, others, relationships, and the world—and
that are responsible for important, consistent patterns of expe-
rience and action. Another key step is to continue to show how
these beliefs feed into broader personality ‘‘traits’’ and con-
tribute to their malleability.
Perhaps it was inevitable that James Springer and James Le-
wis would love carpentry and mechanical drawing or that Bar-
bara Herbert and Daphne Goodship would giggle. It is possible
23. that some consistent patterns, such as these, are less reliant on
experience. However, it is not inevitable that people will func-
tion poorly in important areas of their lives. Beliefs matter, be-
liefs can be changed, and when they are, so too is personality.
Recommended Reading
Aronson, J., Fried, C., & Good, C. (2002). (See References). An
ex-
cellent example of research showing how short, targeted inter-
ventions can yield striking changes in patterns of cognition,
affect,
and behavior.
Mikulincer, M., & Shaver, P.R. (2007). (See References). A
compre-
hensive overview of theory, methods, and findings in the area of
adult attachment, showing the widespread effects of relationship
schemas.
Molden, D.C., & Dweck, C.S. (2006). Finding ‘‘meaning’’ in
psychology:
A lay theories approach to self-regulation, social perception,
and
social development. American Psychologist, 61, 192–203. A re-
24. view of research on the ways in which implicit theories create
patterns of goals, construals, emotions, and behavior across a
variety of domains.
Pietrzak, J., Downey, G., & Ayduk, O. (2005). (See
References). A fine
review of theory and research on how learned expectations of
re-
jection lead people to process and react to interpersonal cues in
ways that undermine their interpersonal relationships.
Walton, G.M., & Cohen, G.L. (2007). (See References). A
compelling
researcharticleshowinghowinducingexpectationsofinterpersonal
acceptance promotes marked changes in motivation and
behavior.
Acknowledgments—This paper is based on a keynote address
delivered at the 2007 Annual Convention of the Association for
Psychological Science, Washington, DC.
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theories of intelligence. Journal of Experimental Social
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Baldwin, M.W., & Dandeneau, S.D. (2005). Understanding and
modi-
fying the relational schemas underlying insecurity. In M.
Baldwin
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Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit
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Block, J. (1993). Studying personality the long way. In D.C.
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Pietrzak, J., Downey, G., & Ayduk, O. (2005). Rejection
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Roberts, B.W., Walton, K.E., & Viechtbauer, W. (2006).
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