ࡱ> 3 fHjbjb^^ .^h<h<W>sl    8  4 y" 8 N N N OPOPOPxxxxxxx,z | y OPO^OPOPOP yUN N D" UUUOPHN  N xU" 6X 6OPxUU[6uf xx Oo ASvxxdyyv}U}xxUBridging future needs to todays companies capabilities. competences of the new (human) engineer. Hay Geraedts, Cees Blokhuizen, Peter Leijten, Mathieu Rutten Fontys University of Professional Education; Dept. Mechanical Engineering; P.O Box 347; 5600 AH; Eindhoven; Holland, Mail:  HYPERLINK "mailto:HGM.Geraedts@fontys.nl" HGM.Geraedts@fontys.nl KEYWORDS: Competence learning, Human Technology, Career Expectations, Participating Companies, Courses with ICT, Innovative projects, working interdisciplinary, Acting international. Abstract The Fontys University of professional Education, department of Mechanical Engineering, has started development of a new curriculum during the year 2000-2001, Human Mechanical Engineering (HME). Next to immersion of our students in actual technology practices, we aim to include for our students new topics in the field of Mechanical Engineering. We aim to include methods and an approach towards a career as an intermediary between the market and the company. We also include a well developed valuesystem, compatible with the working of Society, a sense of responsibility and a capacity for independent thought. Skills such as entrepeneurship and following market developments are combined with management of product-creation processes and some depth in selected mechanical engineering topics. The curriculum will be designed with 14 so-called competences as educational targets (See also Dick van Schenk Brill & Peter Boots 2001). Knowledge as well as skills and attitudes are combined in a competence in such a way that it meets a standard of behaviour for an excellent engineer. Also the individual career expectations will be used to arrive at optimal choices for papers, assignments and traineeships for every given student. At this moment recruitment is at full speed. During the season 2001-2002 further developments will be undertaken from a general baseline within the department of Mechanical Engineering. Furthermore work will be done on implementing interdisciplinary (Hans van Zonneveld & Hay Geraedts 1997) as well as international collaboration and communication (Peter van Kollenburg & Hay Geraedts 2001) and further developments into topics like sustainability and ethics. Reasons for development of a curriculum Human Mechanical Engineering During the last ten years students in the Netherlands have given less attention to studies of a technological nature. Curricula such as Economy and Industrial Management are more popular. To remedy this situation somewhat the Dutch Government has started a project, called AXIS, which has the intention to stimulate the interest of a broader category of aspiring students towards technical studies. Four Dutch Universities of professional Education have been selected to design new curricula for a new engineer that would attract more potential students and that could function as examples for other Universities. The Fontys University of professional Education, department of Mechanical Engineering, has started this development in Feb. 2000. We have chosen Human Mechanical Engineering as a topic. We hope thereby to gain the interest of a broader category of potential students, as well as to anticipate on future requirements in Industry. Our Department has regular contact with companies within the relevant sectors of industry and society, in order to determine the quality of our curriculum. There is a board of advice, which is compiled of representatives of these sectors in the region of Eindhoven that employ mechanical engineers and where students might find their first job after graduation. The teaching staff has contact with more of these companies on a regular basis. From such contacts an insight is gained in the quality of our curriculum as perceived within industry, and new technological developments are spotted that need to be implemented within the curriculum. By means of such contacts it has become clear that a development in the direction of Human Mechanical Engineering is an advisable enhancement of the field. On one hand more emphasis might be given to the human-machine interface, and on the other hand such an Engineer might fulfil an exploratory role between human needs, the market and the capabilities of the company. This last role would require more or less, a combination of a commercial engineering curriculum and training as a product manager. Determining the content of the curriculum First, the content of the curriculum is based on the premise that technology is an integral part of society and culture. The technological practice in which an engineer is working is a technological-cultural-social reality (Blokhuizen, Van Montfort, 1998). This insight means that the curriculum for the new engineer reflects explicitly those aspects (see TCS-model in Picture 2). Second, mechanical engineers are working for organizations within the Value-Chain, the chain from human need market - product design specification - etc. to disposal. He can be working (value-adding) in a specific phase or as interface (translator) between different phases. (Figure 1 gives an example). Typical Human items in the field of Technology are: interaction between Human and product, Ergonomics, User friendliness, Ethics, Market Research, Medical Technology and Knowledge and Skills of sustainable design. These Human subjects in Technology will be taught to the students in such a way that the students will collaborate with each other and with companies. Typical mechanical engineering topics such as design, mechanics, energy, production processes and controlling processes are still essential for the curriculum of the Human Mechanical Engineer.  Picture 1: Example of work area of the Human Mechanical engineer. The Philosophy behind the range of the course is life long learning of competences for the Engineer as an intermediary between the (future) market and the capabilities of the company to realize products. On the one hand, the student will explore the market, where trend-watching and marketing are main topics, and, on the other hand, the student will explore knowledge and skills of the total product creation process, where innovation and knowledge-watching are very important. Supervising the internal production process, where new products are realised, is the third main topic of the curriculum. Using competences, as a guiding and directing principle will enable the student to develop the necessary knowledge, skills and attitude. In this type of curriculum competences are a dominant feature. Development of competences for the new curriculum In the past, curricula are developed from a perspective of building up the needed knowledge, which the aspiring engineer needs to know for his future profession. These items of knowledge are still relevant but they are not adequately compiled in order to do specific engineering tasks. Knowledge alone is not enough anymore. With competences one can have more eyes for the specific tasks, which makes an engineer competent in his profession. These competences are descriptions of excellent behaviour of a Mechanical engineer, which will lead to a successful performing of ones job. So, designing a new curriculum with the aid of competences provides the possibility of creating education for a practical setting. The quality of the competences a student has obtained, will be kept up in a so-called portfolio. This portfolio is a report of ones capabilities in the field of his future profession. It is very important that the education will contribute to the realisation of the career expectations of the student. These career expectations will be instrumental in advising the students personal trainingsplan (PTP), making the route to travel more adequate. Perspective towards implementation: HOT-aspects While composing and formulating the competences it is very important to make a good match between vocational training and job market. The teaching staff of the institute searched for the best descriptions of these competences. As a first stage descriptions were made from personal background and vision of the lecturers. The results were 70 suggestions for descriptions of competences. After arranging and clustering, this resulted in 14 usable competence descriptions. The question now was: will these descriptions cover the total working area of the human mechanical engineer? To find out these competences were projected in the HOT - model of the technological practices. With the HOT aspects a broader band of perspective is provided to assess the number and quality of competences in the working field of the engineer. Picture 2: Competences situated in the HOT-model of the Technological Practice In our conventional curriculum there exists some experience with this HOT model. Students need to address these three fields to have a practically oriented perspective. A triangle is drawn with each of the three key perceptions placed at the corners. The chosen 14 competences were located in this triangle in such a way that the position gives an indication of the relevance of each competence in relation to the three key perceptions. For each competence the objectives, which the student needs to achieve in order to show excellent behaviour, are specified. Also the criteria that determine the bachelor and master level attained (levels 1 to 5) are described. The set up chosen. Practically every student has gained some competence at some level in his past. These are acknowledged within the curriculum, with the restriction that a so-called certificate of evidence needs to be shown, evaluated and acknowledged. In a normal situation it is not customary that a student will attain every competence at the highest level. Every person has his particular qualifications and he has his own vision about the career he wants to fulfil. So, it is evident that every student has a different starting point and a different end of the education. It is not necessary that the student will have capabilities in the highest level at the end of the education because he has also different career expectations. With every student there will be an intake-session, which makes clear in which competences on which level the student needs to do some work as a trainee. In these intake-sessions with the student it has to become clear with what career expectations the student has come to the institute. Often it is very difficult for the students to indicate this, but anyhow confronting the student with this question it is hoped that the student will be more aware of his or her implicit goals in choosing this type of education so it should result in looking at the educational activities more as an impulse to achieve a wanted career. At the moment this awareness about the students career and the already owned knowledge about the competencies is present, it is possible to write down a personal trainee plan (PTP) of the student and a plan to formulate a personal activity plan (PAP). Picture 3: Scale of competence development of a bachelor course student. Todays state of the art At the Fontys University of Professional Education, last year, a new curriculum was developed in the following disciplines: Electro technical Engineering and Mechanical Engineering. Both institutes worked together using Human Technology as a linking pin. For Mechanical engineering, the actual start of the course is in September of this year, 2001. Within the institute this topic is relatively new. The Fontys University organises twice a year open house where incoming students will have the opportunity of being informed about the education. During the open house it appears that the visiting students were interested in this new education. For the educational year 2001-2002 20-30 students are expected. Pilot-project: competence learning in the practical year Designing a curriculum with competence learning as a guiding principle is a complex and work-intensive process. Furthermore, teachers need to change their attitude from just transferring knowledge to assessing and advising students towards building competent behaviour as an engineer. It is very important that there is already some experience with competence learning before the actual curriculum starts. Therefore a pilot-project on competence learning is set up for the practical year of the existing curriculum. Twelve students are instructed and guided to work with competence learning. The first results are quite good; students and company appreciate this as a better approach. Students act more professionally. Some other points to be mentioned are, the role of the teacher and financing the new curriculum. Teachers have a crucial role in the new education. They need to interpret the problems that the students are dealing with and they need to guide or advise the students, not only in the technological arena, but also in the area of communication and taking responsibility. It is strongly advised that teachers will be helped by a training-project on competence guiding. It is very easy to design a curriculum with a very high standard of quality if there is enough money. But, it is a challenge to achieve high quality with present days financing possibilities. One thing is clear, the teachers, company and the students who work with this new approach are enthusiastic. Future In the department of Mechanical Engineering of Fontys, there are three different main subjects: design and development, production engineering and Human Mechanical Engineering. HME wants to design their curriculum in such a way that the incoming students will have a recognizable and achievable study programme. But, it is also of importance that students can chose a definite main study during the first year. So it is of importance that in the first year a combined curriculum for the three main routes is available. These two limiting condition are contra dictionary. HME will start a pilot-programme in 2001 and in that same year further progress is needed in collaboration with the other two main routes. So in the autumn of 2002 there should be a consensus about these developments. It is of great importance that HME will design a curriculum that will meet the standards of the incoming students as well as the group of professionals in Society. The coming year will be of importance where every demand will be tested on its effectiveness. In addition to developments in curriculum content, the next items will be discovered and implemented in the training. Collaboration with: Different disciplines so interdisciplinary behaviour will be built up, International institutes in order to confront students with people abroad, Companies so a pragmatic input in the traineeship is implemented. Literature * Hans van Zonneveld & Hay Geraedts, Rethinking Engineering by Working Interdisciplinary in Groups 1997, presented on conference: Teaching Science for Technology at Tertiary Level Conference, Stockholm. * Cees Blokhuizen en Frans van Montfort: Ingenieurs, Scholing en Onderwijscultuur (Engineers, Scholing and Educational Culture),Tilburg University Press, 1998 * Dick van Schenk Brill & Peter Boots 2001: Innovative Experiences with Industrial Co-education, presented on SEFI 2001 Kopenhagen. * Peter van Kollenburg & Hay Geraedts: Collaborative Experiences, presented on SEFI 2001 Kopenhagen. Curriculum Vitae Hay Geraedts holds a M.Sc. degree in Mechanical Engineering. He is a lecturer in heat flow control, fluid mechanics, sustainable design and low noise design at the Fontys University of professional Education, Department of Mechanical Engineering. He is concerned with developments and innovation on education, competence learning, distance based learning, Interdisciplinary graduation projects and development of HME. The co-autors Cees Blokhuizen (Phd, M.Sc.), Peter Leijten (M.Sc.,) and Mathieu Rutten (M.Sc.) are also lectures in the same department. Fontys University of professional Education, Eindhoven, Dept. of Mechanical Engineering: Hay Geraedts  PAGE 5 Human Mechanical Engineer Facilitating in reaching company targets Targets of the company Finding trends and selling products in the future Consumer Industrial consumer Management Realization Feedback on the progress Feedback on the quality of the products Intermediairy: Translating practical value for consumers to realistic company targets Intermediairy : Translating company targets to realistic company activities targets Company Communicating Self-development Problematizing Examining Interdisciplinary work attitude International operating Justifying Translating Organizing Enterprising Co-operating Applying Technological processes Competences 1 2 3 4 Personal Activity Plan (PAP) Competency target line Personal Tranee Plan (PTP) Entree Level Competences Designing Innovating Technological Aspects Social Aspect Organizational aspects Cultural Aspect Human aspects 9bcHIJ`ab$} Py5_@AN#o$'')(***,,پ淲|sCJOJQJmH jUmH CJOJQJ6>*CJOJQJmH jCJOJQJUmHCJOJQJmH  5OJQJOJQJ OJQJmH 0JCJOJQJmH jCJOJQJUmH jCJOJQJUmH CJOJQJmH 5CJOJQJ5CJOJQJ-9bcbc$5_@BCDEFGHIJKLMN$a$$a$$a$9bcbc$5_@BCDEFGHIJKLMNp$$')(**1[1t194r4?:F:>0?{???@2AAB,BCWDDDDDeHfH =Np$$')(**1[1t194r4?:F:>0?{???@2AAB,B$ & F 0`0a$ $a$$a$,,h///0011[1t194r45?:F:???*@@@@1A^AAAAB,BCVDWDDDDDDDDDDDDE(EZE[EwEꘕ|yyyCJ5CJ 0JCJmH0JCJj0JCJUCJCJB*OJQJmH phmH 6>*CJOJQJ CJOJQJ OJQJmH 6>*CJOJQJmH j6>*CJOJQJUmHB*CJOJQJmH phB*CJOJQJmH phCJOJQJmH /,BCWDDDDDDEE'E(EZE[EdExEyEEEEEEEEE+F,F 9r  $dN$a$wEEEEEE+F,FFFFFFFFFFFFFFFGGGGGG)G+G7G9GEGGGgGiGuGGGGHHH,H-HEHUHVHcHeHfHB*CJOJQJmH ph5B*CJ$ph5CJ B*CJ$phOJQJCJCJ2,F*B@B Heading 5$$@&a$CJOJQJmH BB Heading 6$$@&a$CJOJQJmH H@H Heading 7$$@&a$6>*CJOJQJmH <A@<Default Paragraph FontDCDBody Text Indent ^CJmH 4B@4 Body Text$a$OJQJHTH Block Text]^CJOJQJmH,",Header  9r (U@1( Hyperlink>*B*4P@B4 Body Text 2$a$CJ, @R,Footer  9r &)@a& Page Number2Q@r2 Body Text 35CJF^ b#<HUao} %0<S{fB(!$#&%*,-./1  WVTSRQPONMLKhJIEDCF^ b#<HUao} %0<S{    !"#$%&'(fB^!"&!"&!"&!"&!"&$0fBerrru,,wEfH%)+N,B,FGHfH&(*,-.fH'I`fBXfmou!TTZPu\@>DYPT B(   T "#&S0 >#" r / s * /g "#&S01  Z2  S ̙g G %)7Z2  S g u %}@)@Z2  S g %6)DZ2  S g G%O$j)?Z  S g  'j'A`  c $Lg 'f(=Z   S 3fg a'1'6`   c $L3fg ]'-(6`  c $9g w({,5`  c $Ag @(,8Z2  S g o+we/6B ! S ~!GgHHIkJKkL MYN g  )5+B 2 # S ~#GHIYJKLM@Nng  #%%1  $ B$g i&(2  % B%g  &$(0  & B&g '$(5  ( B(g N,L/4 2 * S ~*GlHIbJKcYLMNg  #%( B , S ~,GpH`I~JK~L MN g  )%%+; 2 - S ~ -G1HI\JLKTLLM1NBg  ,b&/&  2 .B S ~ .GH IPJKKLKM N g  -,6/(   1 H 1g k#%&  $   !D') Y# :. ``TT`TTN  3   !D')LfB g s *Dg f(_(Mr h s *h\g ':)M ~  6g fa&'K ~  6g f>%a&O ~  6 g f$A%N  ~  6!g f"$O !Z  S g d&$ 'IZ  S g A%$ d&LZ  S g $$ A%LN  3 g "$ $MZ  S g $ d& 'IZ  S g $ A% d&LZ  S g $ $ A%LZ  S g $ " $MZ  S g  d& 'IZ  S g  A% d&LZ  S g  $ A%LN  3 g  " $MZ  S g  d&A'IZ  S g  A%Ad&LZ  S g  $AA%LZ  S g  "A$MZ  S g Ad&'IZ  S g AA%d&LZ  S g A$A%LZ  S g A"$MZ  S g d&'IZ  S g A%d&LZ  S g $A%LN  3 g "$MZ  S g d&_'IZ  S g A%_d&LZ  S g $_A%LN  3 g "_$MZ  S g _d&'IZ  S g _A%d&LZ  S g _$A%LZ  S g _"$MZ  S g d&'IZ  S g A%d&LZ  S g $A%LZ  S g "$MZ  S g d&|'IZ  S g A%|d&LZ  S g $|A%LZ  S g "|$MZ  S g |d&'IZ  S g |A%d&LZ  S g |$A%LN  3 g |"$MZ  S g d&:'IZ  S g A%:d&LZ  S g $:A%LZ  S g ":$MZ  S g :d&'IZ  S g :A%d&LZ  S g :$A%LN  3 g :"$M`B  c $Do$$ $K`B  c $Do$ "$ $M`B  c $Do$ " "M`B  c $Do " $M`B  c $Do $ $K`B  c $Do " $M`B  c $Do ""M`B  c $Do"$M`B  c $Do_""M`B  c $Do"|"M`B  c $Do|"|$M`B  c $Do|$$K`B  c $Do"$M`B  c $Do":"M2  S ~$G^HlIJE)K LE)MNX\g   %&&L $N  3 g  $B%ON  3 g  $_B%HN  3 g $?%HN  3 g "& $IN  3 g @$7%J`B  c $Do$A%L`B  c $DoA%_A%H`B  c $Do_"_A%L`B  c $Do"A%L`B  c $DoA%A%H`B  c $Do"A%L`B  c $Do:":A%L`B  c $Do:A%A%H2  S ~#GH9IJ9K L9MN9\g  &!&#R #2  S ~"GHȂIJ%KL%MN\g  l#&$S "@ & X# :. ` `TT`TT  #" N A 3 X&NR B 3 zr C s *)C% r  )r D s *(D^&k  (r E s *'E3f '2 F  DUBSC&MENGMHJ&MQo `T("S>`T("S>&M("S>&M 2 G  9B9TCMENGHȔJMQdo y`T9 9THy`T9 9THM 9THM2 W2 H  8CBSCjLENGzH>JjLQydo  `Tʠ#S= `Tʠ#S=jL#S=jL " IB C x&PFPFIGHqI=\J@K+Lh$MN#Du @G# &" J C x%PFPFJG H0I"J@KbLrM`kN"u @XG#C %" KB C xPFPFKGHIU\J:KLMɮNu @8# " LB C xPFPFLGߤHI"J=KBLMKN;u  } " MB C xPFPFMG:H*SI=\J==KLjMMTN[ku D- K#% " NB C xPFPFNG~H+I=\J==KyLMNu D K#  " OB C xPFPFOGQHI=\J==KdLIxM{mN9u @G# " PB C xPFPFPG HjI"JIKQL5{M Nu  P @  " QB C xPFPFQGH.I=\J9%KJL*MBSN].u D K#  " RB C xPFPFRG H IJ&KLhMNx{u  X " SB C xPFPFSGJ|H}I"JIK13L M;N0u  tW " TB C xPFPFTGz" VB C xPFPFVGHIJYEKELu)MN]Ku   " WB C xPFPFWGHfI"JIKQL5{M Nu    B S  ?!#*,!-".&'(@!+fB> ` t XYr /@Ya? @*+b$~Pzo$$$,&r./:::::,;-;1;======W>>>>>>>??&?(?Y?[?c?d?w?y???????????*@,@;@<@@@@@@@@@@@@@@@AAAAAA)A+A7A9AEAGAgAiAuAvAxAyA{A|A~AAAAAAAAAAAABBBBDBEBcBdBgB89a$~o$$$,&r./:1;#==W>>>>>>??&?(?Y?[?c?d?w?y???????????*@,@;@<@@@@@@@@@@@@@@@@@AAAAAA)A+A7A9AEAGAgAiAtAvAxAyA{A|A~AAAAAAAAAAAAAABBBBCBEBTBUBbBdBgB Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts;Macintosh HD:Desktop Folder:paper_kopenha_sep2001_engels/v6 Hay Geraedts8Macintosh HD:Desktop Folder:SEFI2001_Fontys_Geraedts.doc Hay Geraedts8Macintosh HD:Desktop Folder:SEFI2001_Fontys_Geraedts.doc Hay geraedts;Macintosh HD:Fontys werk 2:HME:SEFI2001_Fontys_Geraedts.doc AD Vf~8ܹa <6 ,Q&tVCx/<6 U-^~5Jvxo pJ5S[f_#_Ljch ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(oh ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( ~8 pJ5SAD ,Q&5JU-<#_x/a &8>                                                                                                    [+9.r:V>W>>>>AEBcBgB@L(tfB@ @GTimes New Roman5Symbol3 ArialCComic Sans MS3Times;Wingdings? Courier New 1h˓Uee  g3m0d ? | @)Bepalen van de inhoud van het curriculum Hay Geraedts Hay geraedts Oh+'0  $0 L X d p|'*Bepalen van de inhoud van het curriculum rdepa Hay Geraedtse iay Normala Hay geraedtse i4y Microsoft Word 9.0u@vA@((A@ʒ@nLA g3 ՜.+,D՜.+,X hp  'ThuisHm ? *Bepalen van de inhoud van het curriculum Title 8@ _PID_HLINKS'At%#mailto:HGM.Geraedts@fontys.nl  !"#$%&'()*+,-./12345679:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvxyz{|}~Root Entry FRData 01Table8}WordDocument.^SummaryInformation(wDocumentSummaryInformation8CompObjX FMicrosoft Word DocumentNB6WWord.Document.8