. ., y i . 1 ”L111” .rnH-wu h.\hfl«w4hlh1ltflhfluVL\rlHWU?'ll1J Wily 169,1qu _ .825 3 Ba .__ ... _ c... _I_I_I ‘ I I =I lI-I'I a . w “Irv." L4H u . s» . ‘. . yuuv .g :w.:‘. A “and? . .. LIBRARIES _ MICHIGAN STATE UNIVERSITY 5831 LANSING. MICH. 48823 4 u.-_._7‘.._. ‘M This is to certify that the thesis entitled Role Expectations for Chief Administrators of Community Services Program in Selected Community Colleges in the United States i‘ tf€"‘ - -~ v . 4:4 presented by Ronald J. Crossland has been accepted towards fulfillment of the requirements for Eh D degreein AD. 8 HIGHER ED. I “W Eldon gufiaogaamfiker I)ate__Jlu1£L_2£L,_;L91Ll_____ 0-7639 ABSTRACT ROLE EXPECTATIONS FOR CHIEF ADMINISTRATORS OF COMMUNITY SERVICES PROGRAMS IN SELECTED COMMUNITY COLLEGES IN THE UNITED STATES By Ronald J. Crossland Statement of the Problem The purpose of this study was to describe and analyze the role expectations for chief administrators of community service programs in selected community col— leges in the United States regarding their role. These expectations were analyzed according to the following variables: size of institution; age of institution; geographical location; highest degree held; type of academic training; recency of academic training; previous job experience; and the person to whom the chief community service administrator reports. The study was further delineated to the following factors considered by the Michigan State University Research Department to be important in studying role expectations: ideal personality qualities of an administrator; appropriate community part- cipations for an administrator; and appropriate job per— formances for an administrator. Ronald J. Crossland Hypothesis It was the general hypothesis of this study that there exists a divergence of expectations among chief community service administrators concerning the role of the chief community service administrator in selected community colleges in the United States. Eight sub— hypotheses were also tested, examining each of the eight variables listed in the Statement of the Problem above. Procedures All chief community service administrators in public community colleges, with community service pro— grams, located in the states of Illinois, Ohio, Indiana, Michigan, Minnesota, and Wisconsin were included in the study. A total of 89 administrators were polled. A questionnaire based on a model of Gross, Mason, and McEachernl was refined and adopted for this study. Ques- tionnaires were mailed in the Spring of 1970 and 75 or 84% of the sample were found usable. The results were tabulated and statistically analyzed. lNeal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis (New York: John Wyley and Sons, Inc., 1958). Ronald J. Crossland Conclusions It was the conclusion of this study that there is a consensus of expectation in six of the eight variables concerning the role of the chief community service admin- istrator in the selected community colleges of the study. Two of the variables analyzed reported significant differ- ences. The analysis of the sample according to the selected characteristics of size, age, and location of institution; recency of training; previous experience; and to whom the administrator reports failed to yield significant differ- ences and confirmed the major hypothesis. Significant divergence of role expectations were found in the variables of: degree held by the chief community services adminis— trator (Ph.D., B.A. or M.A.); and type of academic train— ing (in the professional area——not within the professional area.) Both variables indicated a strong difference of opinion concerning role expectations for the chief commun- ity services administrator. Through consensus of the sample, a role model is established for the Chief Community Services Administrator concerning role expectations in the areas of personal qualities, community participations, and job performances. The findings of the study have implications for professors of community services and adult education, presi— dents and boards of control of community colleges, community organizations and chief administrators of community service programs. ROLE EXPECTATIONS FOR CHIEF ADMINISTRATORS OF COMMUNITY SERVICES PROGRAMS IN SELECTED COMMUNITY COLLEGES IN THE UNITED STATES BY Ronald J. Crossland A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1971 P __.... ‘ .tIGHTED i] . m .n CROSSLAND ACKNOWLEDGMENTS Many persons assisted in the planning, developing, and completing of this study. To all who-contributed, the writer extends a full measure of gratitude. Special appreciation must be given to Dr. Eldon Nonnamaker, Chairman of the Guidance Committee for his per- ceptive assistance and encouragement throughout the prepara- tion of this thesis. Appreciation is also extended to Dr. John Suehr, Dr. Floyd Parker, and Dr. Duane Gibson, who, as members of the Guidance Committee willingly gave of their time, professional advice, and personal encourage— ment. The writer is also indebted to Professor Russell. Kleis, Dr. Gunder Myran and Dr. Max Raines for their pro- fessional insights, and to Robert Wilson and Michael Gordon for their research knowledge and expertise. Finally, the writer is especially indebted to his parents, sister, and his wife, Barbara, for their encourage- ment, understanding, and tolerance, and to his son, Joseph, who sacrificed much fatherly companionship, in order that the study could be completed. ii TABLE OF CONTENTS Chapter Page I. THE PROBLEM . . . . . . . . . . . . . . . . . . 1 Introduction . . . . . . . . . . . . . . . . 1 Statement of Purpose . . . . . . . . . . . . . 5 Importance of the Study . . . . . . . . . . . . 6 Definition of Terms . ._. . . .y. . . . . . . 9 Chief Community Services Administrator . . . 9 Community Services . . . . . . . . . . . . . 10 Continuing Education . . . . . . . . . . . . 10 Adult Education . . . . . . . . . . . . . . 10 Professional Training . . . . . . . . . . . lO Non-Professional Training . . . . . . . . . 11 Professional Experience . . . . . . . . . . ll Non—Professional Experience . . . . . . . . ll ROle O O O O O O O O 0 O I O O O I O O O O 0 ll Expectations . . . . . . . . . . . . . . . . 11 Role Consensus . . . . . . . . . . . . . . . ll Position 0 O O O O O O O O O O O O O O O I O 12 Design of the Study . . . . . . . . . . . . . . 12 Sources of Data . . . . . . . . . . . . . . 12 Procedures for Collection of Data . . . . . l2 Hypotheses . . . . . . . . . . . . . . . . . . l3 Scope and Limitations of the Study . . . . . . 14 Organization of the Study . . . . . . . . . . . 15 II. REVIEW OF RELATED LITERATURE . . . . . . . . . 17 Introduction . . . . . . . . . . . . . . . . . 17 Literature Related to Social Role Theory . . . 17 Literature Related to the Application of Role Theory to Education . . . . . . . . . . 24 Literature Related to Community Services, Continuing Education or Adult Education At the Community College Level . . . . . . . 29 Summary of the Review of the Literature . . . . 43 iii Chapter III. IV. DESIGN AND METHODOLOGY . . . . . . . . . . Development of the Questionnaire . . . . . Selection of the Sample . . . . . . . . . . Administration of the Questionnaire . . . . Hypotheses . . . . . . . . . . . . . . . . Tabulation of Responses . . . . . . . . . . PRESENTATION OF THE DATA . . . . . . . . . Demographic Characteristics of the Sample . Analysis of Data Relating to Ideal Role Personal Qualities--Section I . . . . . Analysis of Data Relating to Ideal Role Participations--Section II . . . . . Analysis of Data Relating to Ideal Role Performances—-Section III . . . . . . CCSA's Performances Concerned with Community Services Staff and Programs CCSA's Performances Concerned with Communication with Other Areas within The College (Internalerticulation) . CCSA's Performances Concerned with Communication with the Community At Large (External Articulation) . . CCSA's Performances As Concerned with Research and Evaluation . . . . . CCSA's Performances as Concerned with Professional Responsibilities . . . . Analysis of Variance Findings . . . . . . . Hypothesis I-—Size of Institution . . . Hypothesis II—-Age of Institution . . . Hypothesis III—-Location of Institution Hypothesis IV——Degree Held by CCSA . . . Hypothesis V--Type of Academic Training of CCSA . . . . . . . . . . . . . . . Hypothesis VI--Recency of Academin Training of CCSA . . . . . . . . . . Hypothesis VII-—Previous Job Experience of CCSA . . . . . ... . . . . . . . . Hypothesis VIII--To Wh m t e CCS Report iv Page 45 46 48 49 51 53 56 56 61 69 72 80 93 99 104 105 108 108 109 110 111 111 113 113 114 Chapter Page Summary of Major Findings . . . . . . . . . . . 115 Personal Qualities . . . . . . . . . . . . . 115 Participations . . . . . . . . . . . . . . . 119 Performances . . . . . . . . . . . . . . . . 119 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 136 Statement of the Problem . . . . . . . . . . . 136 Methodology . . . . . . . . . . . . . . . . . . 137 Hypotheses . . . . . . . . . . . . . . . . . . 137 Conclusion and Discussion of Significant Findings . . . . . . . . . . . . . . . . . . 138 Implications . . . . . . . . . . . . . . . . . 149 Suggestions for Further Research . . . . . . . 153 Concluding Statement . . . . . . . . . . . . . 155 BIBLIOGRAPHY O O O O O O O O O O O O O D O O O O O O 156 APPENDICES . . . . . . . . . . . . . . . . . . . . . 161 A. Questionnaire . . . . . . . . . . . . . . . 161 B. List of Selected Community Colleges . . . . 167 C. Letters of Correspondence . . . . . . . . . 169 D. Responses to Questionnaire Items . . . . . 171 LIST OF TABLES Table Page 1. 10. ll. 12. Designated titles of community college chief community services administrators participating in the study . . . . . . . . . . . . . . . . . . 57 Ages of community college chief community services administrators participating in the study . . . . . . . . . . . . . . . . . . . 58 Real characteristics of community college chief community services administrators participating in the study . . . . . . . . . . . 60 Ideal age for a chief community services administrator . . . . . . . . . . . . . . . . . 63 Ideal sex for a chief community services administrator . . . . . . . . . . . . . . . . . 63 Ideal marital status for a chief community services administrator . . . . . . . . . . . . . 64 Ideal experience for a chief community serviCes administrator . . . ._. . . . . . . . . 65 Ideal educational level~for a chief com- munity services administrator . . . . . . . . . 66 Ideal academic training for a chief com- munity services administrator . . . . . . . . . 67 Ideal religion for a chief community services administrator . . . . . . . . . . . . . 68 Ideal experience with the hiring institution for a chief community services administrator . . 69 Responses of chief community services ad- ministrators pertaining to participations for a chief community services adminis- trator . . . . . . . . . . . . . . . . . . . . . 71 vi Table Page 13. 14. 15. 16. 17. 18. 19. 20. Responses of chief community services administrators pertaining to performances for a chief community services administrator . . 73 Significant differences in responses of chief community services administrators in insti— tutions with an enrollment under 2500 students, and those in.institutions with enrollments of 2500 or more students regarding performances . . . . . . . . . . . . . . . . . . 82 Significant differences in responses of chief community services administrators in institu- tions under 10 years of age and those in institutions 10 years and older regarding performances . . . . . . . . . . . . . . . . . . 85 Significant differences in responses of chief community services administrators in institu- tions with one or more campus located within a city of 100,000 or more population and those in institutions not located in a city of» 100,000 or more regarding performances . . . . . 87 Significant differences in responses of chief community services administrators with doctoral degrees and those without such degrees regarding performances . . . . . . . . . 90 Significant differences in responses of chief community services administrators with acade- mic training in the professional area of adult, continuing education or community ser- vices and those without academic training in the professional area regarding performances . . 91 Significant differences in responses of chief community services administrators with acade- mic training within the past ten years and those having their academic-training more than ten years ago regarding performances . . . . . . 96 Significant differences in reSponses of chief community services administrators with pre- vious job experience in the professional area of adult, continuing education, or community services prior to achieving their present position and those with job experience not within the professional field regarding per— formances . . . . . . . . . . . . . . . . . . . 98 vii Table 21. 22. 23. 24. 25. 26. 27. 28. 29. Significant differences in responses of chief community services administrators who report directly to the president and those who-report‘ to persons other than the president regarding performances . . . . Analysis of variance tution;. Analysis of variance institution . . . . Analysis of variance institution~ . . . . Analysis Analysis academic: Analysis academic. Analysis of variance of variance training . of variance training . of variance job experience . . . Analysis of variance table--size of insti— table-—age of O O O O I O O O 0 O table--location of table--degree held table--type of O O O O Q I 0 O O table-—recency of ‘table-—previous table--person-torwhom the chief community services administrator reports 0 O 0 O O O I I O O 0 viii Page 101 109 110 111 112 112 113 114 115 CHAPTER I THE PROBLEM Introduction Recent years have brought about many questions concerning the administration of the continuing education and community services programsin our American community colleges. The increasing numbers, varieties, and levels of continuing education programs and the rapid growth rate and recent appearance on the scene of community services at the community college level has brought about an in- creased complexity and diversity of this professiOnal area. The exact definition of the role of these services has been largely defined by each individual institution and, in turn, by each individual director or chief adminis— trator. Thus, the one person who has the greatest influ- ence on the nature of these services is the chief administrator of the continuing education or community service program. This person is usually titled Director of Continuing Education, Director of Adult Education, Director of Community Services, or Dean of Community Ser- vices. This study attempts to describe and analyze the administrative role of this position. A review of the literature concerning the role of continuing education and community services reveals that there are two clear and distinct methods by which we can analyze the role of continuing education or community services. 1. One of these methods has been applied to con- tinuing education or community services and has provided an in—depth study on the basis of empirical data. In 1966, Adams conducted a study to synthesize the program roles of the community college in continuing education in conjunction with other organizations which provide education for adults. The primary emphasis of the study was the institutional role and its main purpose was to facilitate better coordination among agencies providing adult education. 2. The second method used in role studies, that of individual, personal analysis of role, has produced many studies, but none have come in the areas of the administration of continuing education or community services of the com- munity college. This method is different from the above study in that it focuses upon the role of the individual administrator rather than on the role of the program. This study is concerned with the role of the chief administrator of community service programs in community colleges in the United States and is based on the second method of investigation discussed above. It is concerned primarily with the role as related to individual behavior of the administrator in the position of chief administra- tor of community services or continuing education and is based on the basic proposition that human behavior is in part a function of the position a person occupies and the expectations held by others for the incumbent of this position. A clear definition of this role will have con- siderable meaning for: 1. teachers of chief administrators of continuing education and community services; 2. public school and community college boards; 3. superintendents and presidents who hire con— tinuing education and community service ad— ministrators; 4. members of the faculty who seek to more readily understand the roles of the continuing education and community service director in the academic community; 5. interested people from the community who are in liaison positions with directors of con- tinuing education and community service; 6. and most importantly, those chief administra- tors who currently hold these positions. One of the most perplexing problems faced by con— tinuing education and community services as well as our educational institutions in general is that of initiating and adjusting to change.1 Individuals and groups alike must face the fact that today's world is one of rapid change. We only need point to the various innovations and technology in education and elsewhere such as space travel, the moon walk, and the use of nuclear power to substantiate our needs for the acceptance of change. These changes create a new environment for peOple, thus requiring changes in programs, group, and individual behavior. These facts continually compel us to reexamine all of the familiar things in work and life and to accept the unknown when stability is the natural tendency. We must plan for change and accept the unknown. "In respond- ing to the rapid technological changes taking place in society, the adult education movement has become a myriad of patternless organizations and programs. It would ap— pear from cursory observation that there is a limited consensus of effort by organizations to provide education lFred Harvy Harrington, "The Role of Adult Educa— tion in the University," (in preparation), Published in Implications for Education of Prospective Changes in Society, Chapter 8, p. 129. Project Office 1362, Lincoln Street, Denver, Colorado. ~ for adults. Lack of consensus has impeded efforts toward communication, agreement on common philosophy and social issues, and concurrence on how roles of different organiza- tions shall be delineated." For the above reasons stated so well by Adams,2 this study has been undertaken to in- vestigate the administrative role of this professional area. Statement of Purpose The purpose of this study is to describe and analyze the role expectations for chief administrators of community service programs in selected community colleges. The Chief or Community Services Administrators in the sample will be polled utilizing a uniform question— naire concerning their role expectations for persons filling the role of chief continuing education——community service administrators. These role expectations will be analyzed according to the following variables: size of institution, age of institution, geographical location, highest degree held, type of academic training, recency of academic training, previous job experience, and the person to whom the chief community service administrator reports. 2Dewey Adams, "An Analysis of Roles of the Community College in Continuing Education in Conjunction in the Other Organizations which Provide Education for Adults," Disser- tation, University of Florida, EdD., 1966, p. 5. The above variables were selected largely as a result of the review of the literature pertaining to goals of this study. Size of institution, degree held, type of academic training, recency of training, previous job ex- perience, and the person to whom the administrator re; ports are variables that were used in the research of the originators of the study of role concept, Neal Gross, Ward S. Mason, and Alexander W. McEachern, in their book entitled, Explorations in RoleAAnalysis (New York: John Wiley and Sons, Inc., 1958). These same variables, with others added such as age of institution have been used in other scientific studies of role since the original con- cept was tested. Geographical location was selected be— cause of the philosophical and practical program differences which have been documented by the studies of Andrew L. Goodrich,3 Wallace S. Hamrick,4 and in their subsequent writings. Importance of the Study An in—depth view of the literature including the utilization of Datix of the University Microfilms, 3Andrew L. Goodrich, "A Survey of Selected Community Services Programs for the Disadvantaged at Inner-City Com— munity Colleges.“ Ph.D. Dissertation, Michigan State University, 1969. 4Wallace S. Hamrick, "Community Services Dimen— sions of the Non—Urban Community College." Ph.D. Disser— tation, Michigan State University, 1970. dissertation abstracts, and various other research publi- cations has revealed that there has been no major empirical study which was concerned primarily with the role of the continuing education or community service director, in public community colleges, as related to his individual behavior. The major study which most closely approached , the role of the community college community service pro- gram placed its primary emphasis on the development of the institutional program role. From the dissertation by Adams, he asserts, "The total role in continuing education arises from the interaction of the administrators percep- tion of (his) role in conjunction with the structure of the community." Results of a study of this type will have implica— tions for all members of the academic community. First, this study will have implications for the training of con- tinuing education and community service administrators. A clear definition of this role in the community college can assist those people who are responsible for the plan— ning and carrying out of graduate and in-service training programs for conginuing education and community service administrators. Second, the chief administrators of continuing education and community service programs themselves can use the results of this study as a professional reference point for the interpretation of their own role. The findings should help them become more aware of how other continuing education and community service administrators across the country interpret their roles and this knowledge in turn can affect the way in which each administrator de- fines and interprets his own role. Third, the results of this study should have im- plications for administrators, presidents, and boards of control who are assigned the task of selecting personnel and evaluating programs administered by the chief continu- ing education or community service administrator. The study will include the recommendations for chief continu- ing education and community service administrators con- cerning the professional qualifications and personal qualities that are deemed essential for those who hold the position of continuing education director or community service administrator. It should also point up the dif— ferent qualities that are needed to meet the needs of our various urban and non—urban types of communities. Fourth, the results of this study should have im— plications for members of the faculty and staff of the institution in which the continuing education or community service program is located. Faculty perceptions of the continuing education and community services program are quite often quite limited and in some cases naive. This may be due to a number of facts, including the lack of direct communication between the continuing education community service administrator and the faculty members concerning the role of continuing education or community service program in the acadmic community. It may be also due to the significant growth and expansion of the areas of continuing education and community services. This study should help to provide a basis for building the communication that is needed with these faculty. Finally, there seems ample evidence to suggest that many of the students in both the day and evening schools do not fully understand either the continuing education and community service program and/or the role of the chief administrator of such a program. Data from this study would help to bridge this communications gap and perhaps result in a better understanding between students and administrators. Definition of Terms The following definitions are important terms re— lated to continuing education and/or community service administration which are used in this study. Chief Continuing Education or Community Service Administrator.~—§Refers to the administrator in the public school or community college whose primary responsibility 5Throughout the remainder of this study, the ab- breviation CCSA refers to the chief community services administrator. 10 is to administer the continuing education or community service program of that institution. Community Services.-—Those efforts of the com— munity college, often undertaken in cooperation with other community groups or agencies, which are directed toward providing educational solutions to localized social, economic, cultural and civic problems which are not met by formal collegiate degree or certificate programs.6 Continuing_§ducation.--"Continuing Education may be defined as any deliberate effort of a person, whose principal occupation has ceased to be that of a student to seek learning as a means of developing potential or resolving problems within himself, his institution, or his community or the deliberate effort of another person or institution to produce such learning in him."7 Adult Education.——Adult Education programs are defined as those programs or classes offered for adults who have passed the compulsory school attendance age and have left formal schooling. Professional Training.--Formal education at the graduate level in the fields of adult education, continuing 6Gunder A. Myran, The Structure and Development of Community Service Programs in Selected Community Col- leges in the United States. Doctoral Diggertgfion, Michigan state University, 1969, p. 12. 7Russell J. Kleis, Continuing Education Defined, unpublished paper, Michigan State University, 1969. 11 education community services education, psychology, socio— 10gy, or administration of higher education. Non-Professional Training.——Forma1 education at the graduate level in other than the professional fields. Professional Experience.——Job experience in the field of continuing education or community service adminis- tration. Non-Professional Experience.--Job experience which deals with other than continuing education administration or community services administration. Role Analysis Definitions The concept of a role analysis makes it necessary to define the important terms which are related to this method of study. The following are those important de— finitions: Rglg.—-A set of expectations applied to an incum- bent of a particular position.8 Expectations.--An evaluative standard applied to an incumbent of a position.9 Role Concensus.——A concensus of the expectations applied to the incumbents of a particular social position. 8Neal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis (New York: Wiley and Sons, Inc., 1958). 9Ibid. lOIbid. 10 12 Position.—-The location of a person or class of persons in this system of social relationships.11 Design of the Study Sources of Data The sample of this study consists of: 1. All public Community colleges12 2. With community services programs13 3. located in the states of Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin.14 The sample consists of 89 public community col— leges. A list of the Schools will be found in-the appendix. Procedures for Collecting Data The chief community services administrators of the 89 community colleges in the sample were polled through the utilization of a uniform questionnaire. The original mailing was accompanied by a cover letter llIbid. 12 branches. l3As listed in Directory of Community Services Programs, American Association of Juni6FPColleges, One DuPont Circle, N. W., Washington, D.C. 20036. 14Designated as Region V by the United States Office of Education for purposes of funding adult educa- tion programs. Excludes technical institutes and university fire 1 11-; it‘rLfl 13 from Doctor E. Nonnamaker, Dean of Students, Michigan State University. A follow-up letter was sent to the sample colleges that did not return the questionnaire after a period of 2 weeks. A third mailing was made approximately 2 weeks following the second letter. After the initial gathering of data, it was analyzed and described according to the following hypotheses. Hypotheses It is the general hypothesis of this study that there exists a divergence of expectations among chief continuing education and community service administrators concerning the role of the chief continuing education and community services administrators in the sample of this study. The sample was broken down and analyzed ac- cording to the following characteristics: 1. Size of Institution (under 2500 enrollment or 2500 and over)15 2. Age of Institution (under 10 years or ten years and over) 3. Geographical location (one or more campus' located within the legal limits of a city of 100,000 population or more; or not located within a city of 100,000 population or more) 15Total Enrollment. 14 4. Highest degree held (Doctorate; B.A. or M.A. only) 5. Type of academic training (in the professional area of adult continuing education or community service or not within the professional area of adult continuing education or community ser— vices) 6. Recency of academic training (within the past ten years; more than 10 years ago) 7. Previous job experience (in the professional area of adult continuing education or community services; or not within the professional area of adult continuing education or community ser— vices) 8. The person to whom the administrator reports (to the president; or to person other than the president) Scope and Limitations of the Study This study was confined to those factors scientifically tested by Gross, Mason, and McEachern who operationally defined the concept of role and who formu— lated the basic questionnaire. The following factors were considered in studying the role expectations of com- munity college chief community services administrators: 1. Ideal personal qualities of CCSA 15 2. Appropriate ideal community participations for a CCSA 3. Appropriate ideal job performances for a CCSA This study was based on a uniform questionnaire. Utilization of this method is based upon the assumptions that the respondent understands the intent of each ques- tion; that he gives an honest answer; that the intent re- sponses reflect the intent of the respondent; and that the researcher can correctly interpret the responses. Organization of the Study Chapter I will introduce the study, state the prob- lem, define the terms of the study and state the hypothe- sis. Chapter II will summarize the literature pertinent to this study and will be divided into three separate but related areas. A. Literature related to the study of role theory B. Literature related to application of role theory to education C. Literature related to community services or continuing education at the community college level. Chapter III will describe in detail the design of the study; the procedures that will be utilized in the gathering of the data. Chapter IV will present, analyze, l6 and discuss the interpretation of the data. Chapter V will contain a summary of the findings, along with con- clusions and recommendations for further research. CHAPTER I I REVIEW OF THE RELATED LITERATURE Introduction This chapter summarizes the wide field of litera— ture which pertains to the areas of inquiry in this study. In carrying out the investigation of literature relating to the role of the chief community service administrator, it was necessary to review the literature in three dis- tinct parts: literature related to social role theory, literature related to application of role theory to edu- cation, and literature related to continuing education and community services programs in the community college. These three areas comprise the review of the literature and are presented in the following narratives. Literature Related to Social Role Theory In the past two decades, a wide variety of authors from such varied fields as psychology, anthropology, sociology and education have shared in a developmental role to explain the personal and behavioral characteris— tics of individual persons in various institutional and societal positions. 17 18 The pioneer in role theory was Dr. Ralph Linton who introduced the concept of role in 1936 in his book, The Study of Man. At that time Linton listed three sepa- rate elements that are requisites for the existence of society: 1. An aggregate of individuals 2. An organized system of patterns by which inter- relations and activities of these individuals are controlled, and 3. The esprit de corps, which provides motive power for the expression of these patterns. For Linton, a social system is a cultural phenomenon, a set of blue prints for behavior. It is, "the sum total of the ideal patterns which control the reciprocal be— havior between individuals and between the individual and society."1 Status and role, by Linton’s definition, represent a conceptual elaboration of the ideal patterns which con- trol reciprocal behavior. Statuses of the polar positions in patterns of reciprocal behavior are, more simply a col- lection of rights and duties. A role represents the dynamic aspect of status, and when the individual puts these rights and duties which constitute the status into effect, he is performing a role. lRalph Linton, The Study of Man (New York: D. Appleton Century Company, 1936), p. 105. 19 It is through the occupancy of statuses by indi- viduals in the performances of roles that the "busi— ness" of the society is accomplished. It is carried out in a pattern and organized way through the members of society occupying statuses and performing roles. From the viewpoint of the individual the combined status and role serve as guides for his conduct, spe— cifying the minimum of attitudes and behavior which he must assume if he is to participate in the overt expression of the pattern.2 For Linton, then, status refers to the ideal pat- tern, and role refers to behavior which expresses the pattern. Linton says the distinction between the two is "of only academic interest."3 Linton strengthens this interpretation in a later publication, The Cultural Background of Personality. In the latter work he describes role as being the “sum total of cultural patterns associated with the particular sta— tus." Role is viewed as the dynamic aspect of status and the above phrase refers to the behavior of an individual in which he must engage "to validate" his incumbency of the status. In short, role apparently has reference not to actual behavior of an occupant of a position, but only to behavioral standards. It consists of "attitudes, values, and behavior ascribed by the society to any and all per— sons occupying this status."4 2Ibid., p. 114. 3Ibid., p. 114. 4Linton, Cultural Background, p. 77. 20 This definition is followed by other authors who could be described as defining role in a similar “norma- tive cultural pattern category." Newcomb says that "the ways of behaving, which are expected of any individual who occupies a certain position, constitute the role associated with that position."5 Bennett and Tumin define role as "what the society expects of an individual occupying a given status. This implies that any status is functionally defined by the role attached to it."6 A second concept of role is defined by another group of authors. In this group a role is treated as an individual‘s definition of the situation with reference to his and other's social positions. Sargent, for example, says, "A person's role is a pattern or type of social be- havior which seems situationally appropriate to him-in terms of the demands and expectations of those in his group."7 Sargent goes on to point out that by his defi— nition, roles have ingredients of cultural, personal and 5Theodore M. Newcomb, Social Pscyhology (New York: The Dryden Press, 1951), p. 280. 6John W. Bennett and Melvin M. Tumin, Social Life, Structure and Function (New York: Alford A. Knopf, 1948 , p. 96. 7Stansfeld Sargent,'Concepts of Role and Ego in Contemporary Psychology," in John H. Rohrer and Muzafer Sherif (eds.), Social Psychology at the Crossroads (New York: Harper and Brothers, 1951), p. 360. 21 situational determination but never is a role wholly cul- tural, wholly personal or wholly situational. In Sargent's statement that "a person's role is a pattern or type of social behavior which seems situation— ally appropriate to him in terms of the demands and ex— pectations of those in his group,"8 he stresses role as an individual's definition of his situation with reference to his and others' social position. "Behavior is actiSn which is oriented to the attainment of goals or other an- ticipated states of affairs, takes place in situations, is normatively regulated, and involves expenditure of energy or effort.“9 Talcot Parsons and Edward A. Shils, in their book, Values, Motives, and Systems of Action, espose a defini— tion of role which revolves around an action frame of reference. For Parsons and Shils, Action is behavior which is oriented to the attain— ment of ends or goals or other anticipated states of affairs, takes place in situations, is normatively regulated, and involves expenditure of energy or ef— fort. 8Ibid., p. 360. 9Ibid., p. 360. loTalcot Parsons and Edward A. Shils with assist— ance of James Olds, "Values, Motives, and Systems of Action," in Talcot Parsons and Edward A. Shils (eds.), Toward a General Theory of Action (Cambridge: Harvard University Press, 1951), p. 53. i 22 A third category of authors actually deal with role as the behavior of actors occupying social positions. This definition of role does not refer to normative pat- terms, or what actors should do, nor an actor's orienta— tion to his situation, but to what he actually does as a position occupant. Davis' definition falls in this cate- gory. How an individual actually performs in a given position, as distinct from how he is supposed to per— form, we call his role. The role, then, is the manner in which a person actually carries out the require- ments of his position. It is the dynamic aspect of status or office and as such is always influenced by factors other than the stipulations of the position itself. The meaning that Davis imputes to the phrase, "the dynamic aspect of status," is at the opposite end of the continuum from Linton's usage, "what the individual has to do in order to validate the occupation of the status."12 A theoretical description of role would not be complete without including the most comprehensive study of role as done by Gross, Mason and McEachern in their 13 study of role expectations of school superintendents. Their study was an attempt to combine the llKingsley Davis, Human Society (New York: The MacMillan Company, 1948 & 49), p. 90. 12Linton, Cultural Background, p. 77. l3Neal Gross, Ward S. Mason and Alexander W. McEachern, Explorations in Role Analysis (New York: John Wyley and Sons, Inc., 1958), p. 12. 23 essential elements of each of the previously described role definitions, and the following hypothesis was formu- lated: Individuals, (1) in social situations, (2) behave, (3) with reference to expectations. Their assumptions were that people do not behave in a random manner; their behavior is influenced to some extent by their own expec- tations and those of others in the group or society in which they are presumed by most role theorists to be an essential ingredient in any formula predicting social be- havior. Thus, human conduct is in a large part a function of expectations. Some expectations apply to certain individuals and not to others. Whether a particular expectation is assigned to an individual depends upon his identity. Whether a person is identified as male or female, as a policeman or a teacher, a sales clerk or a janitor, a member of one social system or of another, makes a difference in the expectations others hold for him or that he holds for himself. It is necessary to specify an individual's location in social relationship sys- tems or his 'relational identities' in order to deter— mine what expectations are held for him. This component is also involved in almost, although not all, role conceptualizations. Expectations are assigned to in— dividuals on the basis of their locations or positions in social systems. Gross, et a1., concludes that most formulations of role conception in the social science literature include the assumption that the concensus exists concerning the expec— tations applied to the incumbents of a particular social position.15 Therefore, it is important and necessary to 14 15 Ibid., pp. 17—18. Ibid., p. 18. 24 explore the usefulness of the concept of concensus and the effect of the knowledge of concensus upon the behavior of each individual performing his role at a particular social position. In conclusion, it would seem from the wide variety of definitions of role that we now have, that many differ— ent variables, to a great extent effect the behavior of an incumbent of a particular social position. He is influenced by the expectations of others and he is inevitably influ— enced by these expectations and either adjusts to or is chastised for not adjusting to their expectations. Literature Related to the Application of Role Theory to Education This section attempts to describe the application of role theory to the educational element of our society. There are many, many studies in the field of education which describe and analyze the encumbents of social posi— tions, including university presidents, superintendents, principals, teachers, and the conflicts of role which come among people at different status positions. The following studies are those found to be most relevant to this dissertation. The most comprehensive study of role theory as applied to education was conducted by Gross, Mason, and McEachern, in their study of the role of the public school superintendent. Through a method of interviews and 25 questionnaires, they approached 105 school superintendents and 508 school board members in order to describe the role of the public school superintendent. Conclusions of the study found that: (1) An incumbent (superintendent) of a focal position may define what most of his rights and ob- ligations are and an incumbent (school board member) of a counter position may accept his definition. (2) Incumbents (school board members) of counter positions may define most expectations (as incumbent superintendent) of the focal position may accept them. (3) Neither the incumbent (superintendent) of the focal or of the counter position (school board member) may have well-defined expectations for each other's behavior in their initial interaction and they may be eventually worked out through a process of trial and error. (4) Some expectations may be learned prior to and others during position of incumbency.l6 In a study of the role of the elementary school principal in curriculum development in 1968, Groulx, through a questionnaire method, sampled 531 K-12 school districts in the state of Michigan. He found that the availability of special curriculum personnel should not influence the extent of involvement by an elementary principal in the curriculum development process. It was also found that the majority of respondents perceived the l6Gross, Mason, and McEachern, op. cit., pp. 248- 249. 26 principal as being cooperative with others in developing the curriculum in the curriculum development process. He should cooperate with the teachers, special personnel in curriculum, as well as principals and coordinators. The overall perceptions of the elementary teachers and prin— cipals in this study agreed with the educational theory that elementary principals' role in curriculum development should be one where he cooperatively develops curriculum.l7 Getzels and Guba studied role conflict among pub— lic school teachers. Using an instrument based upon inter— view data, they sought to measure the social, economic, citizen participation, and professional roles of the teacher. They concluded that in addition to a common core of expectations, the teachers role in local school and community relationships are defined by varying expecta- tions. The study pointed out that there was role conflict as indicated by inconsistent expectations connected with other roles that the teacher occupies. This role conflict indicated that the teacher role does not integrate ade- quately with other roles that he must assume.18 l7Harry Joseph Groulx, A Study of the Influence of Selected Factors on the Elementary School Principals' Role in Curriculum Development as Perceived by Elementary School Teachers and Principals, Ph.D. dissertation, Michigan State University, 1968. l8Jacob W. Getzels and Egon G. Guba, "The Structure of Role and Role Conflict in a Teaching Situation," Journal of Educational Sociology, Vol. XXIX, 1955, pp. 30—40. 27 Another study by the same authors, Getzels and Guba, concluded that an individual brings certain personal characteristics to a role situation which influence the way in which others perceive his role. "An individual stamps the particular role he fills with the unique style of his own characteristic pattern of expressive behavior."19 In a 1943 Brookover studied pupil achievement in relationship to the role of the classroom teacher. He found that the traditional teacher-pupil relationship is one of conflict and struggle. Students expect a teacher to assume and maintain the dominant role in the classroom if the interaction is to continue in an orderly fashion. The study pointed out that the student expects the teacher to force him to learn. If the teacher fails to meet this expectation and assumes a permissive role, the pupil may be led to the assumption that learning is not desired or necessary. Brookover further concluded that helpfulness, friendliness, and other evidence of congeniality were not associated with good teaching, as perceived by the stu- dents.20 19Jacob W. Getzels and Egon G. Guba, "Social Be- havior and the Administrative Process," School Review, Vol. VL, Winter, 1967, pp. 423—441. 20Wilbur Brookover, "The Social Roles of Teachers and Pupil Achievement," American Sociological Review, Vol. VII, 1943, pp. 389—393. *1 28 The field of higher education has also provided J many role studies. One of the foremost was done by Nelson ( when he studied the role expectations of college and uni- ( versity presidents. By questionnaire he surveyed 26 pre- sidents and 104 board of control members. He developed a converging number of expectations for the presidents of colleges and universities. Nelson concluded the following: 1. It is desirable for prospective presidents to be familiar with the expectations which the appointing board of control members hold for k the role of college or university presidents. If they feel unable to accept or modify these (I. expectations, they should consider declining (l appointment to the office of the president. 2. It is desirable for board members to be aware ‘W of the expectations uponvflfixflithey and their i incumbent president hold differing points of view, and to seek to narrow the gap between 1 their thinking and that of the incumbent under their jurisdiction. 3. It is desirable for the incumbent presidents to familiarize themselves with the expecta— l tions of divergence which the study provided in order to better understand the board member position and thereby reduce the possibility of friction between themselves and the board. 29 4. That all presidents and board of control mem- bers recognize that there are hidden areas of conflict in expectation for the role of college or university president, and that they should discover these areas and to resolve their dif- ferences of opinion by open recognition of the fact rather than waiting for a more serious repercussion.21 Role theory has been a useful tool for many levels of education for many years. It has been used to more clearly define roles, to delineate role conflict, and to assist in role performance, at levels from student to teacher to administrator to superintendent or president. It has helped to scientifically develop roles of individ- uals and make them more congruent with the expectations of their social environments. Literature Related to Community Service, Continuing Education or Adult Education at the Communipyggollggg Level A review of literature in the area of community service, continuing education or adult education programs at the community college level reveals a dearth of research 21Lawrence 0. Nelson, Role Expectations for Selected College and University Presidents, Ph.D. Disser— tation, Michigan State University, East Lansing, Michigan, 1960, pp. 132—40. 30 material. Studies were found on some specific phases of programs for adults in higher education and on a variety of matters in the junior college field, but only a few were identified as being community service, continuing education programs as related to the community college. There were no studies in this field that were specifically designed to research the administrative structure through the role of the chief administrator of community services or adult education programs. This writer found that the first dissertation in this field was written by McDowell in 1918 on "The Junior College."22 The earliest article found on the topic of adult education in the junior col— lege field was written by Bradley in 1942 titled, "Junior "23 College Provisions for Adult Education. The first doctoral dissertation on the topic of the adult education in the community college was done by Bradley in 1942. He observed that private and public junior colleges have definitely entered the field of adult education and that this field was a significant service to the community by the junior and community colleges as 22F. M. McDowell, "The Junior College" (Unpublished Ph.D. Dissertation, State University of Iowa, 1918 . 23B. W. Bradley, "Junior College Provisions for Adult Education" (Unpublished Ph.D. Dissertation, Uni— versity of Missouri, 1942). 31 measured by the scope of activities and numbers of people enrolled.24 F. Parker in December, 1961, summarized two- hundred and twenty—five doctoral dissertations in the com~ munity junior college field. He summarizes these writings by describing three stages of the junior college movement: (1) the birth, development, and acceptance of the junior college as a separate higher education institution dur— ing the years up to 1920, (2) the acceptance of an emerging trend in providing terminal and semi—professional functions during the years 1920 to 1945 and, (3) the emphasis of a community junior college with a strong community adult service,since 1945. He concludes that in the third stage, "junior colleges found that they developed a tap root, one that promised to keep them in business."25 A study which has significant bearing on the ad— ministration of adult and continuing education in community service programs was written by George Frederick Aker, in 1962. The study focused upon two major questions that serve to give direction to study at the graduate level: 24B. W. Bradley, "Junior College Provisions for Adult Education" (Unpublished Ph.D. Dissertation, Univer— sity of Missouri, Columbia, 1942). 25F. Parker, "The Community Junior College—Enfant Teri of American Higher Education: A Bibliography of 225 doctoral research dissertations," Junior College Journal, Vol. XXXII, No. 4, December, 1961, pp. 193—204. 32 (1) What are the criteria that would be most useful for evaluating graduate programs in adult education? (2) How can these criteria be identified? Aker identified twenty— three significant behaviors which carry the essentially behavioral descriptions of what makes a good adult educa— tor. The following are samples of his behavioral descrip- tions: (1) Helps people control and adjust to change rather than to maintain the status. (2) He has clearly defined his unique role as an adult educator. (3) He identifies, critically evaluates, and discusses scholarly work by investigators in adult education and related fields. (4) He is aware of the forces and factors that give rise to technological, cultural, social, and economic change and uses this knowledge in identifying needs and determining goals and objectives. (5) Helps communities, groups, and individuals to identify their educational needs. (6) Identifies and interprets trends that have implications for adult education. (7) Uses evaluation to help clarify and change objectives. (8) Helps individuals and groups to formulate objectives that serve as an effec— tive base for planning, conducting, and evaluating their educational activities. (9) Helps learners to set their own goals which are realistic and capable of some degree of achievement. (10) Understands the role of adult edu- cation in society and is aware of the factors and forces 33 that give rise to and affect this function. (11) Recog— nizes his professional role as an adult educator.26 W. Victor Bielinski, in 1963, surveyed the 16 exist- ing community colleges in Michigan concerning their practices in providing programs for adults. Data for the study were based on college catalogues, other college lit— erature, questionnaires, and interviews with faculty and staff of all of the institutions. Significant conclusions of the study found that: 1. Increase in kinds of programs, institutional age and number of adults enrolled are directly related to the use of advisory groups. 2. Increase in kinds of programs, institutional age and numbers of adults are directly related to the level of responsibility of position and person conducting programs for adults. 3. Kinds of programs and institutional size are directly related to numbers of adults enrolled. 4. Kinds of programs, age of institution and num- bers of adults enrolled are directly related to a merger trend of previous adult education and new community col— lege programs. 5. Counseling programs for adults, though avail- able, generally are inadequate in practice. 26G. F. Aker, "The Identification of Criteria for Evaluating Graduate Programs in Adult Education," Ph.D. Dissertation, University of Wisconsin, 1962. 34 6. Improvement and changes seen necessary by ad— ministrators in programs for adults include (a) organiza— tional changes to centralize responsibility (b) more appropriate facilities, staff, and faculty; and (c) lestablishment of more adequate financial support.27 Community ServiCes as a general topic was first scientifically researched by Roland L. Lanser in 1959 in his dissertation entitled, "The Community Services of Selected Public Junior Colleges." By using data obtained from college and community records, faculty questionnaires, faculty community service diaries, and 393 interviews, in three junior colleges, Lanser came to the following con- clusions: l. The extent and_type of community services functions have little relationship to the source of financial support or the type of administrative organiza- tion among the three selected community colleges. 2. In general, there is little difference in the major community services provided by Midwest junior col- leges. 3. The citizens and faculty members of the com- munities in which junior colleges are located favor the community services rendered by the junior colleges. 27W. V. Bielinski, "Practices of Michigan Community Colleges in Providing Programs for Adults," Ph.D. Disser- tation, Michigan State University, 1963. 35 4. Most of the community services offered by the Midwest junior colleges are activitiesgprimarily associated with the day time program rather than planned to meet specific needs. 5. Junior colleges exercise little direct control over individual community services.28 A number of subsequent studies have been made on the community service aspect of the community college. Reynolds' studied 12 junior colleges in the United States . in an attempt to analyze community service programs in ; terms of their comprehensiveness and an analyzation of ‘ their administrative machinery used to supervise the pro- grams. Reynolds concluded that (1) the college adminis- V‘ trator's personality structure appears to have greatest. , importance in the development of a community service pro— gram and (2) that while in general community college community service programs are comprehensive, the needs of lower socioeconomic classes are not being met.2 Vine's study in 1960 analyzed community service programs in five selected junior colleges to determine the nature, the function, and the effectiveness of 28R. L. Lanser, The Community Service of Selected 1 Community Colleges, Ed.D. Dissertation, University of 1 Missouri, 1959. (f 2 . 9James W. Reynolds, "An Analysis of Community Service Programs of Junior Colleges" (Austin, Texas; University of Texas, 1960), p. 2. 36 community service activities. He concluded from the study that: (1) Community education service demands a complete departure from the traditional ideas of education; (2) The ideal of community services does not seem to have been achieved but it is in the process of development; (3) The community service concept does not seem to be fully comprehended by presidents, deans, or faculty members; (4) Community service does not appear to be administered as a major function; (5) There appears to be little coordina- tion between the different college departments in consider— ation of community service; (6) No common techniques for developing a community service program were found: (7) Some important factors in the development of a community service program in a junior college are: continuity of leadership, viewpoint of administrators, ability of admin- istrators to organize resources, type of community, and willingness of the faculty to participate; (8) Some of the techniques used in developing community service pro— grams were: use of citizens advisory committees, surveys of community needs, in—service training for instructors, getting information to the public and a continuous evalu— V ation of the program; (9) A good program of community services must grow; it cannot be set up; and (10) Community service programs are being curtailed because of other edu- cational demands upon the college.30 30 . . . . Eugene F. Vines, "Community SerVice Programs in Selected Junior Colleges" (Unpublished Ph.D. Dissertation, Peabody, Nashville, 1960), pp. 241-246. 37 ”H In one of the few studies relating to the adminis— ‘h tration of evening divisions, Thomas F. Harrison in 1961 surveyed 215 evening colleges to study the organization M and administration of the evening divisions of public sup- ported community colleges. The sample of this study repre— sented 74% of all of the evening programs in the public junior colleges of the United States. The following recommendations of this study were felt to be important ‘, to this study; (1) The chief evening administrator was ,flp directly responsible to the president of the college in l g 74% of the evening institutions. (2) Sixty-three per cent £j ' l of the chief evening administrators reported evening col- I lege experience prior to assuming the position of chief m evening administrators. (3) Eighty-four per cent of the ‘i‘ chief evening administrators reported administrative experience prior to assuming the position of chief evening if“ administrator. (4) Ninety-three per cent of the chief ‘ evening administrators held some graduate degree and 2% of the chief evening administrators reported no academic It degree. (5) Forty—seven per cent of the chief evening : administrators considered the evening student personnel program as poor when compared to the corresponding day services. (6) Instructional supervision was reported by . 3 88% of the evening colleges. 31Thomas Felton Harrison, "A Study of the Organiza- tion Administration of the Evening Divisions of Public Sup— ported Junior Colleges in the United States," Ph.D. Disser— tation, the University of Mississippi, Edd, 1961. 38 In one of the most comprehensive studies of com- munity service programs in the United States to date, G. A. Myran, in 1969, interviewed 14 community college admin— istrators of community service programs with the purpose of the study to: (1) Define the elements of community services, (2) To identify the organizational, staffing, and financing patterns through which community service programs are carried out, and (3) Identify the factors within the college and in the community which, as per- ceived by community college administrators, contribute to the effectiveness of the community service programs as they develop. As a major part of this study, Dr. Myran, in his conclusions, pointed up the major issues that con- front community colleges and the community service programs. Issue #1.——Should community services focus upon (a) cultural programs, short courses and seminars for business or industry, and lectures and conferences on subjects of general interest, or (b v the tougher, less revenerative, and less dramatic problems of the underemployed, minority groups, and the disadvantaged groups. Issue #2.-—Should community services be (a) on a pay as you go basis, (b) supported through tax structure. 39 Issue #3.-—The proper role of the community college in addressing the major problems of our society is: (a) leadership in seeking solutions to all as- pects of the problems faced by the community. (b) extension and expansion of the educational resources of a community college to all sectors of the community. Issue #4.-—Seven of the colleges in the sample use the term "community services" to describe their efforts to provide educational opportunities to the community beyond their degree and certi— ficate programs; five use "continuing educa- tion" where some variation of this term, and one uses "community education." The best term is (a) "community services," (b) "continuing education." Myran continued under his conclusions and recommen- dations that it is important to draw implications from the study for leadership training in the field of community services at the community college level. Under this sec- tion he has recommendations concerning the selection and recruitment of potential administrators, recommendations for the development of a body of knowledge relating theory and research to the community services field and finally, 40 summarizes his recommendations in terms of (a) conceptualiza— tion of a leadership program for community services.32 Andrew L. Goodrich in 1969 used an integrated re- search technique in describing essential components of community service programs for the disadvantaged. By researching six programs at seven inner-city community colleges, Goodrich came to conclusions that (l) the urban community colleges in this study have evidenced a visible concern for disadvantaged citizens in their communities by implementing programs of direct intervention to im- prove the quality of life for all. (2) While the inner— city community services programs of this study are less comprehensive in their current efforts to meet the educa- tional and economic needs of inner—city disadvantaged citizens, their exploratory efforts to develop problem- oriented programs are paving the way for more intensive involvement in the near future. (3) Inner—city community services programs in this study have recognized the need to intensify recruitment and supportive services in order to bridge the educational and economic gap of disadvan- taged citizens. He recommends: a more stable source of funding, the recruitment of faculty who are known to be responsive to the problems of the disadvantaged, an 32G. A. Myran, "The Structure and Development of Community Service Programs in Selected Community Colleges in the United States," Ph.D. Dissertation, Michigan State University, 1969. 41 orientation for college staff members which will help them in encouraging a climate that fosters positive self con- cepts, and a positive struggle for identity, that teaching and consulting responsibilities in inner—city community projects be considered a normal part of the contractual commitment of the faculty.33 During this period of time when the concept of community services was being developed, much of the na- tion's interest in resources were being directed toward the problems of the inner city. A significant recognition was made in the field of community services when Wallace S. Hamrick devoted his dissertation entitled, "Community Services Dimension of the Non—Urban Community College," to the 60% of our nation's community colleges which can be classified as non—urban. As he quoted from the American Association of Junior Colleges publication entitled, "100,000 and Under," "Estimates reveal that 1/3 of all rural Americans live in poverty, and this accounts nearly for one-half of all impoverished Americans." As a result of his research, Hamrick provided the following recommenda- tions for establishment of the community services dimension of the community college in the non—urban setting: 33Andrew L. Goodrich," A Survey of Selected Com— munity Services Programs for the Disadvantaged at Inner City Community Colleges." Ph.D. Dissertation, Michigan State University, 1969. 42 It is recommended that each community college establish a full time community service admin- istration position. It is recommended that faculty involvement in the planning, programming, and evaluation of community services activities be encouraged and expanded in each college. i It is recommended that community services pro- grams be coordinated with related areas of the community college curriculum. It is recommended that cooperative planning, programming, and evaluation with community groups and agencies be expanded. It is recommended that the community college provide coordinative leadership in "community action" activities which strive to solve com— munity problems. It is recommended that the college develop programs for and promote awareness of the unique problems of the rural disadvantaged. It is recommended that the college capitalize on the unique characteristics of the non—urban setting. It is recommended that the community counseling service be developed. 43 9. It is recommended that the community services dimension not become isolated from the col- lege community. 10. It is recommended that off-campus extension centers be developed throughout the college district. 11. It is recommended that course sequences with the community service dimension be developed. 12. It is recommended that the college communi- cate with and involve students in community service activities. The Hamrick study was one of the first to bring the com- munity service concept to the non-urban community college, setting.34 Summary of the Review of the Literature In summary, the review of the literature has pro- vided a review of the three major fields which most directly relate to the topic of this research: (1) litera- ture related to social role theory from its inception and development from a theoretical view point; (2) the appli- cation of role theory to the professional area of 34Wallace S. Hamrick, "Community Services Dimen— sions of the Non-Urban Community College." Ph.D. Disser- tation, Michigan State University, 1970. 44 education; and 3) the development of the community services concept, mainly as an outgrowth from continuing and adult education. It has indicated a lack of research specific to the administrative function of community services of the community college. It has also shown that there are no role studies which indicate the extent and scope of the personal role perceptions of the chief community services administrator and the subsequent effect on resource alloca— tion, and resource development. The total role in continuing education arises from the interaction of the administrators' perception of the role of the organization in conjunction with the structure of the community. For these reasons this study is intended to re— search and encourage further investigation into the role of the chief community service administrator. 35Adams, op. cit., p. 67. CHAPTER III DESIGN AND METHODOLOGY The main purpose of this investigation was to analyze-and describe the role of the chief community ser— vices administrator of selected public community colleges. The chief community services administrators themselves were polled through the utilization of a standardized questionnaire with regard to the role expectations of those who fill these positions. Questionnaires were sent to 89 public, community colleges in the states of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. This sample constitutes 100% of the public community colleges in these states, which have community services programs as listed in the 1970 Community Services Directory, pub— lished by the American Association of Junior Colleges. Following the return of the questionnaires, the data was analyzed according to the following characteris— tics of the respondents: size of institution, age of. institution, geographical location, highest degree held, type of academic training, recency of academic training, previous experience, and the person to whom the adminis- trator reports. Each of the subgroups in the sample, 45 46 based on these characteristics, were analyzed to determine divergence or concensus in their expectations, and to dis— cover, if present, areas of statistically significant divergence which might lead to a difference in the way in which the CCSA's perceive their role as the Chief Community Service Administrator. Development of the Questionnaire The main questionnaire which was utilized in the study was developed by the examination of literature in the areas of social science research methodology, techni- ques of questionnaire construction, and various conferences with professors in the field of continuing education and community services. Two models for the questionnaire have been used and tested in previous research concerning role expectations. In 1960, Lawrence 0. Nelson utilized the questionnaire in defining role expectations for College and University Presidents and M. Lee Upcraft, in 1967, examined role expectations for chief student personnel administrators in large universities. Although these studies had pre- viously tested the instrument, it was further refined and adapted for use with chief administrators of community service programs. After the initial adaptation, the ques— tionnaire was reviewed by the Department of Educational Research of Michigan State University, where it received 47 additional modification and final review before being sent to the sample. The major sections of the questionnaire are de- scribed as follows: 1. The Personal Qualities and Backgrgund Instru— mgpp contains 8 items, each of which is an ideal quality or characteristic that a chief administrator of community services should ~”\ have. The items include the characteristics of age, sex, marital status, experience, edu- cational level, training, academic prepara- tion, religion, and experience with hiring institution. The Participation‘s Instrument contains 8 items, each of which specifies a type of par— ticipation in community groups or activities. All of the items in this section are community activities and are peripheral to the adminis- trator's main function of administering the community service program. They included relationships with other social organizations in the community in which the community col- lege exists. These items include political activities, church affairs, community service or adult education professional organizations, 48 veteran's organizations, civic and welfare* committees, faculty organizations, and ser- vice clubs. 3. The Performances Instrument contains 52 items, each of which describe a behavior in which the chief administrator of the com~ munity service program may or may not be expected to engage while administering the community college community service program. These questions are designed to cover the major types of activities in which a com— munity service administrator engages while carrying out his position. They include faculty relations, research and evaluation, public relations, student involvement, professional relations, staff relations, and college and board of control relations. A complete copy of the questionnaire will be found in the appendix. Selection of Sample In order to delimit the scope of the investiga— tion and thereby increase the relevancy of the results obtained, the study has been limited to: 49 1. All public community colleges1 2. with community services programs2 3. located in the states of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin.3 The sample consists of 89 public community col— leges. A list of the schools will be found in the appen- dix. Although strictly speaking, generalizations from this study cannot be made to CCSA's in geographical areas other than that of this sample, the findings may well be of significance to the profession as a totality and may have inferences for all chief community service adminis- trators regardless of geographic location. Administration of the Questionnaire Each community college CCSA was sent a personal letter, over the signature of Dr. Eldon Nonnamaker, Dean of Students, Michigan State University, explaining the purpose and importance of the study and requestion coopera— tion in completing the questionnaire. The administrators were asked to respond within 2 weeks. lExcludes technical institutes and university branches. 2A5 listed in Directory of Community Services Programs, American Association of Junior Colleges, One DuPont Circle, N.W., Washington, D.C. 20036. 3Region V, U.S. Office of Education, Adult Educa- tion Division. 50 Materials were sent to 89 community colleges. Two weeks following the original mailing, a reminder mail- ing was made. A third mailing, including a second ques- tionnaire was made to those still not responding. There were 48 responses from the first mailing. Approximately 2 weeks following the original mailing, a follow-up post card was sent to each of the administrators who had not responded. This second mailing produced 16 more responses. A third mailing was made to the remaining administrators who had not responded after a further 2 week period which included a second questionnaire. Of the 89 community colleges sampled, responses were received from 81 administrators. This was 91 percent of the total number of the sample. Four administrators refused to fill out the questionnaire, and two question- naires arrived too late for inclusion in the study. Thus, 75 administrators or 84% of the total sample was included in the final analysis. On the basis of this unusually high rate of return, the Research Department of Michigan State University ad— vised that statistically sound generalizations can be made concerning the sample population. 51 Hypotheses The purpose of this study is to describe and analyze the expectations of chief continuing education or community service administrators in selected community col— leges in the United States regarding their role. For pur— poses of this study, divergence exists if less than 50.0% of the sample choose one of the responses. Limited con— sensus exists if between 50.0% and 66.4% of the sample choose one of the possible responses. Strong consensus exists if between 66.5% and 74.9% choose one of the pos- sible responses and significant consensus exists if over 75.0% of the sample choose one of the possible responses. It is the general hypothesis of this study that there are statistically significant differences among chief community service administrators concerning the role of the chief community services administrator in the sam— ple of this study. Analysis of the data was based on the following null hypotheses, which were tested by an analy- sis of variance to test significance. These variables were selected because of their relevance to the goals of this study as explained in Chapter I. H 1. There is no significant difference in ex— pectations between those CCSAs in large community colleges and those in small in— stitutions concerning the role of the chief 52 community service administrators in the selected community colleges. There is no significant difference in ex- pectations between those CCSAS in old com— munity colleges and those in new community colleges concerning the role of the CCSA in the selected community colleges. There is no significant difference in expec- tations between those CCSAS in urban community colleges and those in non—urban community colleges concerning the role of the CCSA in the selected community colleges. There is no significant difference in expec— tations between those CCSAS with earned doctoral degrees and those without such de- grees concerning the role of the CCSA in the selected community colleges. There is no significant difference in expec— tations between those CCSAS with professional academic training and those without profes- sional academic training concerning the role of the CCSA in the selected community col- leges. There is no significant difference in expec— tations between those CCSAS academically trained within the last ten years and those 53 academically trained more than ten years ago concerning the role of the CCSA in the selected community colleges. H 7. There is no significant difference in expec- tations between those CCSAS who have previous experience in the professional area and those who have not had previous experience in the professional area concerning the role of the CCSA in the selected community colleges. H 8. There is no significant difference in expec- tations between those CCSAS who report directly to the President of their institu— tions and those who report to a person other than the president. Tabulation of Responses Following the return of the questionnaires, all of the 68 items were coded by response according to the fol- lowing method. In Section One possible responses were multiple and therefore each reSponse was counted to record the percentages of responses for each item. For Section Two the possible responses were: should be, may or may not be, and should not be. For Section Three the possible responses were: should do, may or may not do, and should not do. The 68 total answers were transferred by key punch to cards for computer tabulation. In addition, each 54 of the respondents were coded according to the following characteristics: size of institution, age of institution, geographical location, highest degree held, type of acade— mic training, recency of academic training, previous job experience and person to whom the CCSA reports. The cards were then-processed by the computer which produced a mas— ter sheet of responses on each item for each characteristic and the frequency of specific answers. The data was run 4 ways to gain as much information from the sample as would be relevant. A percount was used to give numbers and percentages of responses for each item. A Basstat routine was used to give standard devia- tion and mean for each item, and to provide correlations between variables. Analysis of variance was used to test the eight hypotheses and to show if there were statistic- ally significant differences between the dichotomus vari— ables (i.e., Ph.D.--Non-Ph.D., etc.) for the total of 68 items. A chi square test of significance was used to test significant differences between dichotomus variables for individual questions. A rank order of standard deviations was used to show those questions which received the highest degree of consensus. With each item listed, the responses of the CCSAS were reported in percentages for the total sample. Analysis 55 of the 68 items of the questionnaire appears in Chapter IV. Details of statistical data are included in the Appendix. CHAPTER 4 PRESENTATION OF THE DATA Each of the chief community service administrators who responded to the questionnaire were asked to provide basic information concerning their institution along with their personal biographical background and experience. This chapter summarizes this information and analyzes the 68 role expectation items used in the questionnaire itself. Each question is analyzed according to the response of the? total sample. Questions have been subdivided according to the three parts of the questionnaire, beginning with the Personal Qualities Instrument, followed by the Parti- cipations Instrument, and finally the Performances Instru- ment. Demographic Characteristics of the Sample Table I indicates the wide variety of titles held by Chief Community Services Administrators. Of the 75 administrators surveyed, 29 or 38.67% retained the title of Dean. The second most popular title was Director with 25 or 33.33% of the sample claiming that title. Other popular titles were Vice President, Administrative Assis- tant, Assistant Dean, and Coordinator. 56 57 Table l. Designated title of Community College Chief Community Services Administrators Participating in the Study. Title Number Percent Dean of Community Services, Continuing 29 38.67 Education, etc. Director of Community Services, Con— 25 33.33 tinuing Education, etc. Vice President for Community Services 4 5.33 Administrative Assistant for Instruction 4 5.33 Assistant Dean for Community Services, 3 4.00 Continuing Education, etc. President 2 2.67 Coordinator for Continuing or Adult 2 2.67 Education Administrative Dean 2 2.67 Administrative Assistant 1 1.33 Assistant to the President 1 1.33 Administrative Assistant 1 1.33 Associate Dean of Faculty _l 1.34 Totals 75 100.00 The ages of the respondents varied from 27 to 64 years of age, with two respondents being 27 and 2 being 64, as can be seen in Table 2. Eighteen or 24% of these administrators were 35 years of age or younger and 16 or 58 21% were 50 years of age and older. The mean age for the sample is 42.81 years. The mode age is 45, with the standard deviation being 8.74. Sixty—eight percent of all the CCSA's surveyed fall in the age range of 34.1 to 51.5. In the subgroups, 76.9% of the CCSA's reporting to per— sons other than the President selected the 30 to 39 years of age, while only 37.0% of those reporting to the Presi- dent selected the 30 to 39 year age. Table 2. Ages of Community College Chief Community Ser— vices Administrators Participating in the Study. Age Number Percent 27 2 2.67 29 1 1.33 30 3 4.00 31 2 2.67 32 2 2.67 33 3 4.00 35 5 6.67 37 4 5.33 38 4 5.33 39 2 2.67 40 2 2.67 41 3 4.00 42 4 5.33 43 2 2.67 44 2 2.67 45 6 8.00 46 5 6.67 47 3 4.00 48 2 2.67 49 2 2.67 50 4 5.33 51 2 2.67 52 l 1.33 53 2 2.67 55 2 2.67 59 Table 2. (Cont.) Age Number Percent 56 1 1.33 63 2 2.67 64 2 2.67 Totals 75 100.00 Mean = 42.8133 Standard Deviation = 8.7436 Table 3 indicates the breakdown of the sample in the eight dichotomous categories which were used to test the hypotheses. Of the 75 CCSA's reporting, 41 or 54.67% were from institutions of 2500 student enrollments or more and 34 or 45.33% were from institutions with less than 2500 enrollments. A large majority of 57 or 76.0% were from institutions which did not have a campus located within the legal boundaries of a city of 100,000 or more population and were defined as rural. Eighteen or 24.0% were located within the city limits as stated and were considered urban colleges. On the question of age of in— stitution, the sample was fairly evenly split with 41 institutions being under 10 years of age (54.67%) and 34 institutions being 10 years or older (45.33%). The following biographical information received from the 75 CCSA's surveyed shows the cumulative status and personal characteristics of the administrators cur— rently practicing in the field of Community Services in 60 Table 3. Real Characteristics of Community College Chief Community Services Administrators Participating in the Study. Characteristic Type Number Percent Size of Institution Under 2500 34 45.33 2500 and over 41 54.67 Age of Institution Under 10 years 41 54.67 10 years and over 34 45.33 Location of Institution Urban 18 24.00 Rural 57 76.00 Highest Degree Held Ph.D. 20 26.67 Non-Ph.D. 55 73.33 Type 9f.AcademiC Professional 8 10.67 Training Non-professional 67 89.33 Recency of Training Within last 10 46 61.33 years 10 Years or more 29 38.67 ago Previous Job Experience Professional 19 25.33 Non—professional 56 74.67 Person to Whom the CCSA President 46 61.33 Reports Other 29 38.67 the colleges surveyed. These statistics are also contained in Table 3. On the question of degree held, 20 CCSA's had achieved the Ph.D. (26.67%) and 55 (73.33%) had not. A 61 significant number (46) of the CCSA's had finished their academic work in the last 10 years, and this accounted for 61.33% of the sample, while 29 or 38.67% of the sample had finished their academic training more than 10 years ago. The largest disparity in personal characteristics shows that only 8 or 10.67% had received their academic training in the professional field of community services, adult or continuing education. Sixty-seven or 89.33% of the CCSA's reporting had received their degrees in other academic and professional areas. In addition to the above facts, only 19 or 25.33% of the sample administrators had any professional experience in the field of community ser— vice, adult or continuing education prior to assuming their current position-of chief community service adminis— trator. This left 56 or 74.67% who had no previous pro- fessional job experience. Finally, 46 or 61.33% of the sample report directly to the president of their institu- tion.‘ Twenty-nine or 38.67% report to someone other than the president of their institution. Analysis of Data Relating to Ideal Role Personal Qualities Eight items were concerned with the personal quali— ties of the CCSA and were grouped into the following categories: age, sex, marital status, previous job ex- perience, formal~education level, major academic field, 62 religious preference, and experience with hiring institu— tion. The following narrative reports consensus or disen- sus for between groups." duction each item and then reports any significant difference the eight dichotomus variables referred to as "sub Only significant differences are reported. 1. Significant Consensus - 75% or more answering in one category 2. Strong Consensus - 66.6% to 74.9% answering in one category 3. Limited Consensus - 50.0% to 66.5% answering in one category 4. Divergence - less than 50.0% answering in one category The following instructions appeared in the intro— of the questionnaire instrument, Section I — Personal Qualities. (See appendix for copy of the instru- ment.) Instructions: Imagine that you have accepted another position. Your president asks you to recommend someone for consideration as your suc— cessor. What are the personal qualities that you would ideally look for in the person you would recommend? Please check the one best answer for each item. As Table 4 indicates, a limited consensus of the sample preferred a CCSA between 30—39 years of age (52.0%). In the sub—group, CCSA's in small institutions were divergent in reporting the desired age of the CCSA. Forty— seven percent reported that he should be between 30—39 63 Table 4. Ideal age for a chief community services adminis- trator. Item Responses Percent Consensus Under 30 l 1.33 —- 30-39 39 52.00 Limited 40-49 9 12.00 —— Over 50 l 1.33 -- Not Important 25 33.33 -- years, and 29.4% said age was not of significant importance. A limited consensus (56.1%) of the CCSA's in large insitu— tions reported that the age of 30—39 years was most desirable, and 36.6% reported that age was not of signifi— cant importance.2 Table 5. Ideal sex for a chief community services administrator. Item Responses Percent Consensus Male 51 68.00 Strong Female 0 0.00 —— Not Important 24 32.00 —— 2Significant at the .05 level of chi square. 64 As Table 5 indicates, there is a strong consensus that the community college CCSA should be a male. It is interesting to note that there were no responses favoring a female CCSA, although at the same time, no women were surveyed. Thirty-two of the sample did not feel that sex was of significant importance to the role performances of the position of the CCSA. In the sub—groups, CCSAS in small institutions more strongly preferred a male, and CCSA's who achieved their training more than 10 years ago more strongly pre— ferred a male.3 Table 6. Ideal marital status for a cheif community services administrator. Item Responses Percent Consensus Single 0 00.00 -- Married 15 20.00 —— Married with 20 26.67 __ Children Divorced 0 00.00 -— Not Important 40 53.33 Limited Table 6 shows that on the question of marital status, a limited consensus (53.33%) felt that marital status is not of significant importance to the 3Chi square value at the .10 level of significance. 65 performance of the CCSA. 26.67% felt that the CCSA should be married and have children. In the sub-groups, CCSAS who received their acade— mic training more than 10 years ago were divergent in their choice, while those trained within the last 10 years re— ported marital status not of significant importance. Table 7. Ideal experience for a chief community services administrator. Item Responses Percent Consensus Community College 6 8.00 __ Teaching Educational . 5 6.67 __ Administration Community Services/ 46 61.33 Limited Adult Education Business or 8 10.67 __ Industry Not Important 10 13.33 —- Table 7 shows that a limited consensus believe the CCSA should have experience in community services or adult education activities prior to becoming the chief community services administrator. This finding seems to be of signi- ficance because only 19 or 25.33% of the CCSAS surveyed have had experience in these areas prior to assuming their positions. 66 In the sub—groups, larger institution CCSAs (68.3%) wanted a person with professional experience while CCSAS in smaller institutions reported 52.9% wanting an experi- enced person. Table 8. Educational level. Item Responses Percent Consensus Bachelor's Degree 3 4.00 __ minimum Master's Degree 51 68.00 Strong minimum Specialist Degree 3 4.00 __ minimum Doctorate Degree 8 10.67 __ minimum Not Important 10 13°33 '— There was a strong consensus that the CCSA should have a minimum educational level of a master's degree. It is interesting to note that although 20 of the administra— tors surveyed had achieved their doctoral degree, that only 8 felt that it was of significant importance to hold such a degree as an ideal quality for the CCSA. A total of 82.67% felt that it was important to hold a master's degree or better prior to entering the position of CCSA. In the sub—groups, 50% or those CCSAS with pro— fessional training desired the CCSA to have a doctorate 67 degree, while 76.4% of the non-professionals reported that a M.A. was sufficient. Forty—five percent of the CCSAS holding doctorates thought a master's degree was a sufficient minimum, while 76.4% of the CCSAs reporting with a bachelor's or master's degree reported that a master's degree was a minimum educational level. Table 9. Academic training speciality. Item Responses Percent Consensus Education 3 4.00 __ Administration Community Services/ 51 68.00 Strong Adult Education Liberal Arts/ 3 4.00 __ Academic Area Business/ 8 10.67 ' __ Management Not Important 10 13.33 -- As Table 9 indicates, there was a strong consensus that the ideal CCSA should be academically trained in the areas of community service, adult or continuing education: sixty—eight percent of the sample indicated a strong need for preparation in these fields as a prerequisite for as— Suming the position of chief community services administra— tor. Academic training in the professional field of community services is an apparent recognized need on the 68 part of the sample population. Whereas 51 respondents recognized the need, only 8 have had an academic degree directly related to community services, adult or continu- ing education. In the sub-groups, 62.8% of the CCSAS trained more than 10 years ago preferred training in the area of adult continuing education or community services. This compared to 47.8% of those trained in the last 10 years. Table 10. Religion. Item Responses Percent Consensus Strong Religious 3 6 67 __ Preference ' Of a Religious l3 17 33 __ Preference ' Not 01‘:- Particular 4 5.33 __ Religion Not of Importance 53 70.67 Strong Religion was not considered an important personal characteristic for the ideal CCSA. As Table 10 indicates, 53 respondents or 70.57% felt that it was not important whether the ideal CCSA was or was not of a particular religion. In the sub-groups, 35.0% of the CCSAS with doc— torates reported a CCSA should be of a religious 69 preference while only 10.9% of the B.A. or M.A. people reported this as important. Table 11 Experience with hiring institution. Item Responses Percent Consensus Promoted from within 15 20.00 —- Hired from outside 15 20.00 —— Not of Importance 45 60.00 Limited Forty—five or 60% of the respondents indicated that promotion from within or hiring from outside for a new CCSA was not a significant characteristic. The other 30 respondents were split equally on whether the CCSA should be promoted from within the hiring institution or be hired from outside. In the sub-groups, 37.9% of the CCSAs who received their academic training more than 10 years ago reported promotion from within as important. This compared to only 8.7% of those trained in the last 10 years reporting the same way. Analysis of Section II The following instructions appeared in the intro— duction of Section II - Participations: 70 Instructions: Which of the following kinds of or— ganizational memberships do you feel are appropriate for a chief community services administrator? Please circle in the column your response to each item. Response Key SB = Should be MMNB = May or may not SNB = Should not be be Eight items were concerned with the role expecta— tions regarding participations and were grouped into the following categories: local politics, church affiars, professional organizations, veterans organizations, civic and welfare committees, service clubs, professional or— ganizations in community service, adult or continuing education and faculty organizations. Table 12 indicates an indifferent attitude toward the CCSA's participation in church affiars, local politics, and veterans organizations. One administrator commented that outside participations had little to do with his job and do not affect the way he sees his role. However, 4 participations were of importance to the role of the CCSA according to the respondents. Most important is the participation in professional organiza— tions in community service--adult or continuing education, with a significant consensus (88.00%), of the sample re— porting importance of such involvement. A strong con— sensus (69.33%) also supported involvement in related professional organizations. A limited consensus (58.67%) felt activity in a service club such as Rotary was 71 humpom mm £05m QSHU mmlcouHEflq mm.H oo.ov hm.wm mon>nmm m an m>flpo¢ coeu monomno>flm oo.mH mm.mw hw.mm ImNHcmmno Mpadomm map mo mnflmmwm EH m>Hpo¢ . . . mwoupHEEoo mnmwacz mmlpmpHEHq oo 00 mm me no om new 0H>flo an m>Hpo¢ . . . mcoflpmNHQcmHO mzzsbnmoflacmnm S N 8 mm mm m 833$ an $33. mcoflp mmlmconum oo.oo hm.om mm.mm Inuflcmmuo HMGOHmmwwonm pmumaom Hocpo ca o>flpo< .opm .w®OH>me hpflcsfi mmIHQMOAMHcmHm oo.oo oo.mH oo.mm IEOU ca mEOflpmNHcmmno HMQOHmmowonm CH m>flpom I . . . mnflmwmm mzzs mqonum S m S S. 3 pm nonsao fi minor I . . . mOHDHHOQ mzzz pwuflfiflq 00 mm mm «m mm SH Hoooq ca o>flpo< mcmcmmcoo mZm mzzz mm EwuH pcwonom pcoonom pomonwm .HOpmnpchHEpm mmofl>nmm mpHGDEEoo mmflao c How chHummfloHuHmm 0p mGAQAMpHoQ mHOpmechfiecm hues:EEoo mwflco mo momcoemom .NH manna 72 important, and a limited consensus (50.67%) felt the CCSA should be active in civic and welfare committees. The question concerning active participation in affairs of the faculty organization stirred up a good deal of disagreement. This was the only participation on which there was not some degree of consensus (50.00% or more in— dicating the same answer). 38.67% felt the CCSA should be active in faculty affairs, 45.33% felt that he may or may not be involved and 16.00% felt that the CCSA should not participate in faculty affairs. Analysis of Section III - Performances The following instructions appeared in the intro— duction of Section III — Performances: Instructions: What obligations_do you feel a chief community services administrator has to do or not to do the following things? Please circle your reSponse to each item. Response key: SD — Should do MMND - May or may not do SND - Should not do Fifty—two items were concerned with the role ex— pectation performances for the CCSA. It was decided to rank order all performance items according to consensus, with the highest consensus item listed first and the greatest dicensus item listed last, in order to give a clearer picture of the analysis of the CCSA's performance expectations. In addition to the rank order listing, each individual item is analyzed to show: number of 73 responses in each category of SD, MMND, or SND; percent of total population in each answer group; and mean and standard deviation (with should do equal to 3; MMND equal to 2; and should not do equal to 1). After careful analysis, it was decided to rank order list the performance items according to the standard deviation and as well as indicate the consensus criterion code.l Table 13 lists the performance questions as listed on the questionnaire which was sent to the 75 administrators in the sample. Each item is listed with the percentage breakdown on each item, accord— ing to the answers SD, MMND, SND given by the 75 respon- dents. Table 13. Responses of all community college chief com- munity service administrators pertaining to performances. , Should May or May should Not Item Do Not Do Do Percent Percent Percent l7. Accept full responsi- bility for decisions of his 85.33 14.67 -— subordinates. 18. Make use of a faculty committee for purpose of advising the CCSA in major 68'00 25'33 6'67 policy formation lCriterion code; 1 = 75% + (significant consen— sus): 2 = 66.6% to 74.9% (strong consensus); 3 = 50.0% to 66.5% (limited consensus); and 4 = less than 50.0% (di— census). Table 13. (Cont.) 74 Item ShOuld DO Percent May or May Not Do Percent Should Not Do Percent l9. Periodically speak to major civic groups. 20. Deligate the primary responsibility for the pro- fessional in—service train— ing of staff members to his immediate subordinates. 21. Conduct research studies of the Community Services Office. 22. Keep a watchful eye on the personal lives of subordinates. 23. Attempt to communicate the purpose and functions of the Community Services Office to the faculty. 24. Establish a regular channel of communication with the press. 25. Make recommendations for appointment, promotion, or dismissal on the basis of merit. 26. Work on committees sponsored by state or national community ser- vices or community college organizations. 27. Consult with staff members about filling teaching vacancies. 28. Work closely with the academic dean in areas of mutual concern. 94.67 18.67 73.33 94.67 96.00 88.00 81.33 68.00 96.00 4.00 50.67 22.67 30.67 12.00 18.67 28.00 1.33 30.67 65.33 75 Table 13. (Cont.) Should May or May Item Do Not Do Percent Percent Should Not Do Percent 29. Set aside time for individual students or community members to dis- 89.33 10.67 cuss anything of importance to those people. 30. Eliminate from his staff any persons with 16.00 52.00 "extreme" political views. 31. Read most of the pro- fessional journals in the 66.67 32.00 professional field. 32. Have on paper a long 80 00 20.00 range programming plan. ° 33. Hold faculty rank in 2 00 53 33 an academic department. 3 ' 34. Attempt-to communicate policies and issues direct- ly to the community through 81.33 16.00 mass meetings, newspaper articles, special news- letters, etc. 35. Implement a program of guidance and counseling activities for the personal 82.67 16.00 development of an adult clientele. 36. Write articles for . professional journals which 42.67 54.67 Will be of benefit to the profession. 37. Seek able people for open positions rather than 92.00 8.00 just conSidering those who apply. 32.00 14.67 76 Table 13. (Cont.) Should May or May Should Not Item Do Not Do Do Percent Percent Percent 38. Participate in policy 96 00 4 00 __ formation of the college. 39. Be a central agent for bringing about 82.67 17.33 —- community development. 40. Establish instruc— tional standards which 1 maintained and appropri— 88.00 5.33 6.67 ately adapted for an adult clientele. 41. Actively promote staff participation in profes— 69.33 30.67 —— sional organizations. 42. Help his staff to get 66 67 30.67 2.67 higher salaries. ' 43. Justify budget expen- ditures to the president 93.33 4.00 2.67 or governing board. 44. Be a central agent for bringing about a consortium of agencies concerned with 88.00 12.00 __ continuing education and community service in the immediate community. 45. Establish a parapro- fessional program for personal self development 57.33 41.33 1.33 within the various cultural and ethnic sub-cultures. 46. Cooperate willingly with researchers who are 85.33 14.67 __ attempting to advance knowledge in the field. 77 Table 13. (Cont.) Should May or May Should Not Item Do Not Do Do Percent Percent Percent 47. Compile thorough job descriptions of all posi- 86 67 13 33 —— tions under his super- . . vision. 48. Allow subordinates to administer their budget allotments with complete 25'33 4'267 32'00 autonomy. 49. Evaluate community needs, attitudes and 96.00 4.00 __ opinions concerning the community service program. 50. Develop leadership training programs for 72.00 26.67 1.33 volunteer workers. 51. Give greater consid- eration to cost factors 4.00 28.00 68.00 than to educational need in drawing up the budget. 52. Attend major college 77.33 22.67 __ functions. 53. Seek out university resources and assistance in developing needed elements 84.00 16.00 —— in community service pro- grams. 54. Facilitate opportuni- ties for establishment of 94.67 5.33 —— cultural programs. 55. Avoid being publicly critical of all major col- 61.33 30.67 8.00 lege policies. 78 Table 13. (Cont.) Should Do Percent Item May or May Not Do Percent Should Not Do Percent 56. Identify all community resources available in de— velopment of the community services program. 57. Develop effective cross- cultural programs which seek to build bridges of com- 86. munication among all sub- sultures of the community. 58. Confer on a fairly regular basis with the president concerning the 93. community services pro— grams. 59. Give consideration to local values or feelings regarding race, religion, 54. national origin, in filling staff vacancies. 60. Establish programs in cooperation with business and industry to meet spe- 93. cific problems of manage- ment and labor groups. 61. erning board meetings. 62. Compromise with local pressure groups in order to 18. meet their special needs. 63. Establish necessary conditions for management of public forums which deal with the crucial issues of the community. Sit in on college gov— 62. 72. 67 67 00 13.33 28.00 36.00 70.67 26.67 17.33 10.67 79 Table 13. (Cont.) Should May or May Should Not Item Do Not Do Do Percent Percent Percent 64. Demand a reasonable amount of autonomy from the president in policy formulation within the 64'00 26'67 9'33 community services pro— grams. 65. Take a neutral stand on issues where the com— 16.00 72.00 12.00 munity is split. 66. Defend programs from attack when the pros and 52.00 42.67 5_33 cons of controverSial is— sues are presented. 67. Provide leadership away from formal admis— 53.33 37.33 9.33 sion requirements. 68. Avoid involvement with factional groups in 29.33 53.33 17.33 the community. The 52 items concerned with the role expectations of performances were then grouped into the following cate— gories: 1. Performances concerning community services staff and programs. 2. Performances concerning communication with the other areas within the college (internal articulation). 80 3. Performances concerning communication with the community at large (external articula- tion). 4. Performances concerning research and evalua— tion. 5. Performances concerning professional activi— ties. Each of the five groupings is reported in order. The items making up each group are listed according to their rank in consensus with highest consensus items listed first. Each individual item is then discussed to show any significance according to the eight dichotomous variables referred to as "sub-groups." Only significant differences are reported. A. A CCSA's Performances Con— cerning Communicy Services Staff and Programs4 Table 14 indicates there was at least a limited consensus or higher on all items concerning the CCSA's performances with the community services staff and pro- gramming, with the exception of Item 46. "Allow subor— dinates to administer their budget with complete autonomy." Nearly half (42.7%) indicated may or may not do, with 32.0% indicating should not do and 25.3% report— ing should do. In the sub-group, professional/ 4Items numbered 17, 20, 22, 25, 27, 30, 32, 35, 37, 40, 42, 45, 47, 48, 50, 51, 54, 57, 59, 66. 81 non-professional academic training (Table 19), there was a significant difference at the .10 level with 100.0% of those CCSAS with a degree in the professional area of com- munity services, adult or continuing education reporting either should do, or may or may not do, while 35.8 of those CCSAS without professional training reported should not do. This would seem to indicate that professionally trained CCSAS recommend the delegation of complete budget autonomy to subordinates more often than those CCSAs not professionally prepared. A significant consensus of the sample (75%+) felt that a CCSA: \ 54. 37. should facilitate opportunities for cultural programs (84.7%). In the sub—groups there was a significant difference5 between size of institutions. The CCSAs in large insti— tutions (2500 and over) reported (100%) that the CCSA should delegate complete autonomy of budgets to subordinates. Only 88.2% of the CCSAs in small institutions (under 2500) reported in favor, while 11.8% reported "may or may not do." (Table 14.) should seek able persons for open positions rather than just considering those who apply (92%). There were no significant differences among the sub—groups. 5Significant at the .10 level of significance. 82 Table 14. Size of institution. Significant differences in responses of chief community services ad— ministrators in institutions with an enrollment under 2500 students, and those in institutions with enrollments of 2500 or more students re— garding performances. 2 . . . Should May or May Should Degree ItemstéfSignificant Do Not Do Not Do of erences Percent Percent Percent Signifi- cance 29. Set aside time for individual students or community members to dis- cuss anything of impor— tance to those people Total Sample 89.3 10.7 0 Under 2500 95.1 4.9 0 2500 and over 82.4 17.6 0 p < -10 30. Eliminate from his staff any persons with "extreme" political views Total sample 16.0 52.0 32.0 Under 2500 7.3 53.7 39.0 p < .10 2500 and over 26.5 50.0 23.5 36. Write articles for professional journals which will be of benefit to the profession Total sample 42.7 54.7 2.7 Under 2500 51.2 43.9 4.9 p < .10 2500 and over 32.4 67.6 0 41. Actively promote Staff participation in professional organizations Total sample 69.3 30.7 0 Under 2500 82.9 17.1 0 p < .05 2500 and over 52.9 47.1 0 83 Table 14. (Cont.) 2 Should May or May Should Degree Items of Significant Do Not Do Not D0 of Differences Percent Percent Percent Signifi— cance 54. Facilitate oppor- tunities for establish- ment of cultural programs. Total sample 94.7 5.3 0 Under 2500 88.7 11.8 0 p < .05 2500 and over 100.0 0 0 62. Compromise with local pressure groups in order to meet their. special needs. Total sample 18.7 70.7 10.7 Under 2500 24.4 58.5 17.1 p < .05 2500 and over 11.8 85.3 2.9 40. should establish instructional standards which 25. are maintained and appropriately adapted to an adult clientele (88.0%). There were no signi- ficant differences among the sub-groups. should make recommendations for appointments, promotion, or dismissal on the basis of merit (88.0%). In the sub—groups, those CCSAS with doctorates reported (100%) that a person should be recommended for appointments, promotions or dismissal on the basis of merit. 16.4% of those without doctorates reported "may or may 84 not do," and thereby indicated other methods may be used (Table 17). 57. should develop effective cross—cultural pro— grams which seek to build bridges of communi— cation among all sub-cultures of the community (86.7%). Among the sub-groups, CCSAS in urban colleges supported this concept 100% while 17.5% of the CCSAS in rural colleges said 6 (Table 16.) Also, "may or may not do." 96.6% of those CCSAS receiving their acade- mic training since 1960 thought it was im— portant to establish cross-cultural programs while only 80.4% of those trained before 1960 thought it was important to do so (Table 19). 47. should compile thorough job descriptions of all positions under his supervision (86.7%). In the sub—groups, 92.7% of CCSAS in young (under 10 years) institutions thought this was unimportant while only 79.4% of those CCSAS in institutions 10 years and over thought it was important7 (Table 20). “M 6 . . , 2 Significant at the .10 level of x . 7 . . . 2 Significant at the .05 level of x . 85 Table 15. Age of institution. Significant differences in responses of chief community services ad— ministrators in institutions under 10 years of age and those in institutions 10 years and older regarding performances. 2 X . . . Should May or May Should Level Itemgigg Significant Do Not Do Not D0 of erences Percent Percent Percent Signi— ficance 18. Make use of a faculty committee for the purpose of advising the CCSA in major policy formulation Total sample 68.0 25.3 6.7 Under 10 years 80.5 17.1 2.4 p < .05 10 years and over 52.9 35.3 11.8 29. Set aside time for individual students or community members to discuss anything of importance to these people. Total sample 89.3 10.7 0 Under 10 years 95.1 4.9 0 p < .10 10 years and over 82.4 17.6 0 41. Actively promote staff participation in professional organiza- tions Total sample 69.3 30.7 0 Under 10 years 61.0 39.0 0 p <.10 10 years and over 79.4 20.6 0 Table 15. (Cont.) 86 Items of Significant 2 Should May or May Should Leéel . Do Not Do Not D0 of Differences Percent Percent Percent Signi- ficance 43. Justify budget expen- ditures to the President or the governing board. Total sample 69.3 30.7 0 Under 10 years 61.0 39.0 0 p < .10 10 years and over 79.4 20.6 0 47. Compile thorough de- scriptions of all positions under his supervision. Total sample 86.7 13.3 0 Under 10 years 92.7 7.3 0 p < .10 10 years and over 79.4 20.6 0 56. Identify all com— munity resources available in development of the com— munity services program. Total sample 94.7 5.3 0 Under 10 years 92.2 9.8 0 p < 10 10 years and over 100.0 0 0 64. Demand a reasonable amount of autonomy from the President in policy formulation within the community services pro- gram. Total sample 64.0 26.7 9.3 Under 2500 68.3 29.3 2.4 p< -10 2500 and over 58.8 23.5 17.6 M 87 Table 16. Location of institution. Significant differences in responses of chief community services adminis— trators in institutions with one or more campus located within a city of 100,000 or more popula— tion and those in institutions not located in a city of 100,000 or more population regarding performances. 2 X . . . Should May or May Should Degree Itemgiggeiéggéglcant Do Not Do Not Do of Percent Percent Percent Signifi~ cance 18. Make use of a faculty committee for the purpose of advising the CCSA in major policy formulation Total sample 68.0 25.3 6.7 Urban 88.9 5.6 5.6 p < .10 Rural 61.4 31.6 7.0 55. Avoid being publicly critical of all major college policies. Total sample 61.3 30.6 8.0 Urban 27.8 61.1 11.1 p < .05 Rural 71.9 21.1 7.0 57. Develop effective cross cultural programs which seek to build bridges of communication among all subcultures of the com— munity. Total sample 86.7 13.3 0 Urban 100.0 0 0 p < .10 Rural 82.5 17.5 0 17. should accept full responsibility for decisions of his subordinates (85.33%). There were no significant differences among the sub-groups. 35. 32. 88 should implement a program of guidance and counseling activities for the personal de— velopment of an adult clientele (82.7%). should have on paper a long—range program- ming plan (80.0%). There were no significant differences in the sub—groups on the above two items. A high consensus of the sample, (66.5% to 74.9%) felt that a CCSA: 50. 27. 51. 42. should develop leadership training programs for volunteer workers (72.0%). There were no significant differences among the sub—groups. should consult with staff members about fill- ing teacher vacancies (68.0%). No differences were found among the sub-groups. should not give greater consideration to cost factors than to educational need in drawing up the budget (68.0%). No differences in sub- groups were reported. should help his staff to get higher salaries (66.7%). Among the sub-groups, those CCSAS reporting to persons other than the President felt more strongly toward the item (82.8% should do) than those reporting as indicated in Table 21.8 8Significant at the .10 level of x . 2 89 A limited consensus of the sample (50.1% to 66.5%) felt that a CCSA: 22. 45. 59. should not keep a watchful eye on the personal lives of subordinates (65.3%). No significant differences were noted in the sub—groups. should establish a paraprofessional program for self—development within the various cul- tural and ethnic subcultures (57.3%). In the sub—groups 100% of the CCSAS academically pre— pared in the professional area of community service felt this was important to do, while only 52.2% of those prepared in other academic areas thought it was important. One person reported "should not do." (Table 18.) should give consideration to local values or feelings regarding race, religion, or national origin in filling staff vacancies (54.7%). In the sub-groups, 72.4% of the CCSAs educated in 1960 or before felt it was important to give consideration to local values regarding race, religion, and national origin when filling vacancies. Of those CCSAS educated since 1960, only 43.5% felt it was important to do 50.9 (Table 19.) 9Significant at the .10 level of x 2 Table 17. 90 Educational level. Significant differences in responses of chief community services adminis— trators with doctoral degrees and those without such degrees regarding performances. 2 X Items of Significant Shggld MayoprDMay Egiuég Lgyel Differences Percent Percent Percent Signi- ficance 21. Conduct research studies of the community services office. Total sample 73.3 22.7 4.0 Doctoral 95.0 5.0 0 p <.05 BA-MA only 65.5 29.1 5.5 25. Make recommendations for appointments, promo- tions, or dismissal on the basis of merit. Total sample 88.0 12.0 0 Doctoral 100.0 0 0 p <.10 BA-MA only 83.6 16.4 0 66. Should defend programs from attack when the pros and cons of controversial issues are pre- sented (52.0%). In the sub—groups, 15.8% of those CCSAS with previous professional experi— ence reported "should not do," while only 1.8% of those without previous professional "10 experience reported "should not do. (Table 20.) 10Significant at the .10 level of significance of x2 91 Table 18. Type of academic training. professional area of adult, performances. Significant differ- ences in responses of chief community services administrators with academic training in the continuing education or community services and those without academic training in the professional area, regarding Items of Significant Differences DO x2 Should May or May Should Level Not Do Percent Percent Not D0 of Percent Signi— ficance 23. Attempt to communicate the purpose and functions of the community services office to the faculty. Total sample 94.7 Professional 87.5 Non-Professional 95.5 33. Hold faculty rank in an academic department. Total sample 32.0 Professional 75.0 Non—Professional 26.9 34. Attempt to communicate policies and issues directly to the community through mass meetings, newspaper articles, Special letters, etc. Total sample 81.3 Professional 87.5 Non-Professional 80.6 45. Establish a paraprofes- sonal program for personal self—develOpment within the various cultural and ethnic Sub-cultures. Total sample 57.3 Professional 100.0 Non-Professional 52.2 lit-Orb 53.3 12.5 58.2 16.0 17.9 41.3 0 46.3 3 12.5 p<.05 14.7 12.5 p<.05 14.9 2.7 12.5 p<.10 1.5 1.4 0 p<.05 1.5 92 Table 18. (Cont.) 2 . . . Should May or May Should Level Itemgiggeiégpégicant Do Not Do Not D0 of Percent Percent Percent Signi- ficance 48. Allow subordinates to administer their budget with complete autonomy. Total sample 25.3 42.7 32.0 Professional 25.0 75.0 0 p<.lO Non-professional 25.4 38.8 35.8 60. Establish programs in cooperation with business and industry to meet spe- cific problems of manage- ment and labor groups. Total sample 93.3 6.7 0 Professional 75.0 25.0 0 p<.05 Non-Professional 95.5 4 5 0 30. May or May not eliminate from his staff any persons with "extreme" political views (52.0%). Thirty—two percent answered "should not do," and 16% answered "should do." In the sub— groups, 26.5% of the CCSAS in smaller institu— tions felt the CCSA should eliminate such people, while only 7.3% of the CCSAS in large institu— tions felt the same (Table 14). Also, 21.4% of the CCSAS not professionally trained felt the CCSA should eliminate such people, while 93 no CCSAS professionally trained felt that he should (Table 20). 20. May or May not delegate the prime responsi— bility for the professional in—service train- ing of staff members to his immediate subordinates (50.7%). 30.7% said "should not do," and 18.7% said "should do." There were no significant differences among the sub— groups. 48. The one divergent item "allow subordinates to administer their budget with complete autonomy," was previously reported. B. CCSAS Performances Concerned with Communication with Other Areas Within the College (In- ternal Articulation).ll As Table 13 indicates, there was at least a limited or higher consensus on all items concerning the CCSA's ideal performances in articulation with other areas within the college as reported by the sample population. A significant consensus (75.0%+) of the sample felt that a CCSA: 28. should work closely with the academic dean in areas of mutual concern (96.0%). There were no differences among the sub-groups. M llItems numbered 18, 23, 28, 33, 38, 43, 52, 58, 61. 64, 67. 94 38. should participate in policy formation of the college (94.7%). There were no differ— ences among the sub—groups. 23. should attempt to communicate the purpose and functions of the community services of— fice to the faculty (94.7%). In the sub— groups, 12.5% of those CCSAS with professional academic training reported "should not do." This compared to 95.5% of the non—professionals reporting "should do" and 4.5% reporting "may or may not do" (Table 18). 43. should justify budget expenditures to the President or governing board (93.3%). In the sub-groups there was a significant dif- ference12 with CCSA's in old institutions feeling less inclined to justify budget ex— penditures to the President or the governing board than CCSAS in young institutions as reported in Table 15. 58. should confer on a fairly regular basis with the President concerning the community ser— vices program (93.3%). 52. should attend major college functions (77.3%). There were no differences among the sub-groups on the above two items. ___~________________ 12Chi square value at the .10 level of significance. 95 A high consensus (66.6% to 74.9%) of the sample felt the CCSA: 18. should make use of a faculty committee for the purpose of advising the CCSA on major policy formulation (68.0%). In the sub- groups, CCSAs in institutions under 10 years of age were much more inclined to use a faculty committee (80.5%) than were CCSAS' in institutions 10 years and over (52.9%).13 Also, 88.9% of the CCSAS in urban colleges felt the CCSA should use a faculty committee as compared to only 61.4% of the CCSAS in rural colleges. (Table 16.) A limited consensus (50.1% to 66.5%) of the sam— ple felt that a CCSA: 64. should demand a reasonable amount of autonomy from the President in policy formulation within the community services program (64.0%). In the sub-groups, CCSAS in institutions 10 years of age and older were less inclined to demand a reasonable degree of autonomy than were the CCSA's in institutions under 10 years of age. 17.6% of the CCSAS in older institu— tions reported "should not do" as compared 13chi square value at the .10 level of significance. 96 Table 19. Recency of academic training. Significant dif- ferences in responses of chief community ser— vices administrators with academic training within the past ten years and those having their academic training more than 10 years ago regard- ing performances. 2 X . . . Should May or May Should Level- Itemgi‘égeiéggéglcant Do Not Do Not Do of Percent Percent Percent Signi- ficance 31. Read most of the pro— fessional journals in the professional field. Total sample 66.7 32.0 1.3 Since 1960 76.1 21.7 2.2 p<.05 1960 or before 51.7 48.3 0 46. Cooperate willingly with researchers who are attempting to advance knowledge in the field. Total sample 85.3 14.7 0 Since 1960 91.3 8.7 0 p<.10 1960 or before 75.9 24.1 0 57. Develop effective cross— cultural programs which seek to build bridges of communi- cation among all sub—cultures of the community. Total sample 86.7 13.3 0 Since 1960 96.6 3.4 O p<.05 1960 or before 80.4 19.0 0 59. Give consideration to local values or feelings re— garding race, religion, or national origin in filling staff positions. Total sample 54.7 28.0 17.3 Since 1960 43.5 37.0 19.6 p<.05 1960 and before 72.4 13.8 13.8 97 Table 19. (Cont.) 2 X . . . Should May or May Should Level Itemgiggeiéggégicant Do Not Do Not Do of Percent Percent Percent Signi- ficance 65. Take a neutral stand on issues where the com- munity is split. Total sample 16.0 72.0 12.0 Since 1960 8.7 73.9 17.4 p<.05 1960 and before 27.6 69.0 3.4 61. 67. 33. to only 2.4% of the CCSAS in younger institu- tions (Table 15). should sit in on governing board meetings (62.7%). There were no differences in the sub—groups. should provide leadership away from formal admission requirements (53.3%). In the sub— groups, those CCSAs reporting directly to the President were less inclined to support the item than were those who reported to someone other than the President.14 (Table 21.) may or may not hold faculty rank in an acade- mic department (53.3%). In the sub—groups, CCSAS with professional academic training l4Chi square value at the .10 level of significance. 98 Previous job experience. Significant differ— Table 20. ences in responses of chief community services administrators with previous job experience in in the professional area of adult, continuing education or community services prior to achiev— ing their present position and those with job experience not within the professional field, regarding performances. X2 Items of significant Should May or May Should Level Differences Do Not Do Not Do lof_ Percent Percent Percent Signi— ficance 26. Work on committees sponsored by state or na- tional community services or community colleges organizations. Total sample 81.3 18.7 0 Professional 100.0 0 O p<.05 Non—Professional 75.0 25.0 0 30. Eliminate from his staff any persons with 'extreme" political views. Total sample 16.0 52.0 32.0 Professional 0 57.9 41.2 p<.10 Non-Professional 21.4 50.0 28.6 53. Seek out university resources and assistance in developing needed ele— ments in community ser- vices programs. Total sample 84.0 16.0 0 Professional 100.0 0 0 p<.05 Non-Professional 78.6 21-4 0 66. Defend programs from attack when the pros and cons of controversial issues are presented. Total sample 52.0 42.6 5.3 Professional 52.6 31.6 15.8 p<.lO 51.8 46.4 1.8 Non-Professional 99 felt very strongly that the CCSA should hold faculty rank in an academic department (75.0%). Non—professionally trained CCSAS were less inclined to desire faculty rank (26.9%) re— porting "should do"), as reported in Table 18. C. CCSA Performances Concerned with Communication with the Community at Large (External Articulation)lb As Table 14 indicates, all items concerned with the CCSA‘s.ideal role performances in external articulation, received at least a limited consensus or higher as reported by the sample population. A significant consensus (75.0%+) of the sample felt that the CCSA: 24. should establish a regular channel of communi— cation with the press (96.0%). There were no differences between sub-groups. 56. should identify all community resources avail— able in development of the community services program (94.7%). There were no significant differences in the sub—groups. 19. should periodically speak to major civic groups (94.7%). There were no differences in the sub—groups. 15Items numbered 19, 24, 29, 34, 39, 44, 53, 55, 56, 6o, 62, 63, 65, 68. 60. 29. 44. 100 should establish programs in cooperation with business and industry to meet specific problems of management and labor groups (93.3%). In the sub—groups, those CCSAS with professional academic training reported this as more important than those without academic training in the professional field of community services16 (Table 18). should set aside time for individual Stu— dents or community members to discuss any— thing of importance to those people (89.3%). In the sub-groups, CCSAS in institutions under 2500 enrollment thought this item more important-than did those CCSAS in large institutionsl7 (Table 14). Similarly, CCSAs in institutions under 10 years of age thought this item more important than those CCSAS in- older institutions18 as reported in Table 15. should be a central agent for bringing about a consortium of agencies concerned with con- tinuing education and community services in the immediate community (88.0%). There were no differences in the sub-groups. l6Chi square value at the .05 level of significance. l7Chi square value at the .05 level of significance. 18Chi square value at the .05 level of significance. Table 21. To whom the CCSA reports. ences in responses of chief community services 101 Significant differ- administrators who report directly to the Pre— sident and those who report to persons other than the President regarding performances. X2 Items of significant Should May or May Should Levgl Differences- Do Not Do Not Do .0 . Percent Percent Percent Signi- ficance 42. Help his staff get higher salaries. Total sample 66.7 30.7 2.7 To President 56.5 39.1 4.3 p<.10 To Other 82.8 17.2 0 65.. Take a neutral stand on issues where the com- munity is split. Total sample 16.0 72.0 12.0 To President 8.7 80.4 10.9 p<.10 To Other 27.6 58.6 13.8 67. Provide leadership away from formal admis- Sion requirements. Total sample 53.3 37.3 9.3 To President 54.3 30.4 15.2 p<.10 To Other 51.7 48.3 0 53. should seek out university resources and assist- ance in develop service program ing deeded elements in community 5 (84.0%). In the sub—groups, 100% of the CCSAS who had previous professional experience felt this item was important, while only 78.6% of those CCSAS without prior 102 professional experience thought it was impor— tant19 as reported in Table 20. 39. should be a central agent for bringing about community development (82.7%). There were no differences in the sub-groups. 34. should attempt to communicate policies and issues directly to the community through mass meetings, newspaper articles, special letters, etc. (81.3%). There were no differences be- tween sub-groups. A high consensus (65.6% to 74.9%) of the sample re- Porting felt that the CCSA: 63. should establish necessary conditions for management of public forums which deal with the crucial issues of the community (72.0%). There were no differences among the sub- groups. 65. may or may not take a neutral stand on issues where the community is split (72.0%). 16.0% said "should do" and 12.0% said "should not do." Among the sub-groups, 27% of those CCSAS with academic training before 1960 felt that it was important to take a neutral stand on contro- versial issues, while 8.7% of those academically l9Chi square value at the .05 level of significance. 62. 55. 103 trained since 1960 felt the CCSA should not take a neutral stand as reported in Table 19. Also, 27.6% of the CCSAS reporting to a per— son other than the President thought a neu— tral stand on controversial issues was important, while only 8.7% of the CCSAS re— porting to the President thought it was necessary.20 (Table 16.) may or may not compromise with local pressure groups in order to meet their special needs (70.7%). 18.7% said "should do" and 10.7% said "should not do." In the sub-groups 24.4% of the CCSAS in institutions under 2500 felt it was important to meet the needs of local pressure groups, while only 11.8% of those CCSAS in large institutions felt the CCSA should do so21 as reported in Table 14. should avoid being publicly critical of all major college policies (61.3%). In the sub— groups there was a sharp difference of opinion between CCSAS in urban-and rural colleges (Table 16). Nearly seventy-two 20Chi square value at the .05 level of significance. 21Chi square value at the .05 level of significance. 68. 104 percent of the CCSAS in rural colleges re- ported that a CCSA should avoid being publicly critical of all college policies. Only 27.8% of the CCSAS in urban settings thought this was important.22 may or may not avoid involvement with fac— tional groups in the community (53.3%). 29.3% said "should do," and 17.4% said "should not do." There were no differences among the sub-groups. D. CCSA's Performances as Con- cerned with Research and EvaluationZJ As Table 13 indicates a significant consensus (75%+) of the sample felt that the CCSA: 49. 46. should evaluate community needs, attitudes and opinions concerning the community service program (96.0%). There were no differences among the sub—groups. should cooperate willingly with researchers who are attempting to advance knowledge in the field (85.33%). Ninety-six percent of those CCSAS with academic training since 1960 felt a CCSA should cooperate with re— searchers, while only 75.9% of those educated 22 Chi square value at the .01 level of significance. 3Items numbered 21, 46, 49. 105 before 1960 reported "should do"24 as reported in Table 19. A high consensus of the sample felt that the CCSA: 21. should conduct research studies of the com- munity services office (73.3%). In the sub- groups, 95.0% of the CCSAS with doctorates reported the CCSA should conduct research studies of the community services office, while 65.5% of those without doctorates re— 25 ported "should do" as reported in Table 17. E. CCSA's Performances as Con— cerned with Professional Res onsibilities‘b As Table 13 indicates, a significant consensus (75%+) of the sample felt the CCSA: 26. should work on committees sponsored by state or national community services or community college organizations (81.3%). In the sub— groups, 100% of the CCSAS with previous pro— fessional experience reported it was important to work on such committees, while only 75.0% of the CCSAS without prior professional ex— perience reported that the CCSA "should do"27 as reported in Table 20. 24 26 27 Chi square value at the .10 level of significance. Chi square value at the .05 level of significance. Items numbered 26, 31, 36, 41. Chi square value at the .05 level of significance. 106 A high consensus (66.6% to 74.9%) of the sample reporting felt that a CCSA: 41. should actively promote staff participation in professional organizations (69.3%). In the sub-groups, 82.9% of the CCSAS in insti- tutions 2500 and over reported the CCSA should promote staff participation in pro- fessional organizations, while 52.9% of the CCSAS in institutions under 2500 felt this was important28 (Table 14). 31. should read most of the professional journals in the professional field (66.7%). In the sub-group, 76.1% of the CCSAs receiving their degrees since 1960 reported that the CCSA should read most of the professional journals, While only 51.7% of those CCSAS receiving their academic training in 1960 or before re— 29 ported this important to do as reported in Table 19. A limited consensus (50.1% to 66.5%) of the sample felt the CCSA: 36. may or may not write articles for professional journals which will be of benefit to the 28Chi square value at the .05 level of significance. 29Chi square value at the .05 level of significance. 107 profession. In the sub-groups, there was significant difference between CCSAS in large and small colleges (Table 14). 51.2% of the CCSAS in large colleges reported the CCSA should write articles, while only 32.4% of those CCSAs in small colleges reported "should do."30 Analysis of Variance Findings An analysis of variance procedure was used in order to test each of the eight following dichotomous variables over all of the 68 items on the questionnaire. 1. Size of Institution — (under 2500 enrollment or 2500 or over enrollment) 2. Age of Institution - (under 10 years of age or 10 years of age and older) 3. Geographical Location — (one or more campus located within the legal limits of a city of 100,000 population or more or one or more cam— pus not located within the legal limits of a city of 100,000 population or more.) 4. Highest degree held - (Doctorate or B.A. or M.A. only.) 30Chi square value at the .10 level of significance. 108 5. Type of Academic Training - (in the profes— sional area of adult, continuing education or community service or not within the profes— sional area of adult, continuing education or community service.) 6. Recency of Academic Training — (within past 10 years or more than 10 years ago.) 7. Previous Job Experience — (in the professional area of adult, continuing education or com- munity services, or not within the professional area of adult, continuing education or com- munity services.) 8. The person to whom the administrator reports — (to the President or to a person other than the President.) Analysis Hypothesis I - Size of Institution As can be seen in Table 22, there was no signifi— cant difference in role expectations between CCSAS in large institutions (2500 enrollment and over) as compared to CCSAS in small institutions (under 2500 enrollment) concerning the overall role of the chief community ser- vices administrators in the 74 colleges of the sample. There were significant differences on individual items, 109 as previously reported, and as indicated in Table 14, but no significant differences are reported in the role ex- pectation over all 68 items. Table 22. Analysis of variance table: size of institution. Signi— ficance Sum Degrees Mean F _ Source Squares Freedom Square Ratio SMon. igni— ficance Groups (Under 2500- 1.238 1. 1.238 1.400 p>.05 N.S. 2500 and over) N.S. = Not significant. The value of the F ratio at the .05 level of significance is equal to 3.93 or greater. Hypothesis II - Age of Institution As can be seen in Table 23, there was no signifi— cant difference in overall role expectations between CCSAS in older institutions (10 years of age and over) and young institutions (under 10 years of age) concerning the role of the chief community services administrator in the 75 colleges of the sample. There were significant differ— ences on individual items, as previously reported, and as indicated in Table 15, but no significant differences are reported in the role expectations over all 68 items. 110 Table 23. Analysis of variance table: age of institution. Signi— So rce Sum Degrees Mean F ficance u Squares Freedom Square Ratio Non— Signi— ficance Groups (under 10 Years —.191561 1 .191561 .2122 p>.05 N.S. 10 years and over) N.S. = Not significant. The value of the F ratio at the .05 level of significance is 3.93. Hypothesis III — Location of Institution Table 24 indicates that there are no significant differences in the overall role expectations between CCSAS in urban institutions (one or more campus located within the legal limits of a city of 100,000 population or more) as compared to rural institutions (campus not located within the legal limits of a city of 100,000 population or more) concerning the overall role of the chief com- munity service administrator in the 75 colleges of the sample. There were significant differences on individual items, as previously reported, and as indicated in Table 16, but no significant differences are reported in the role expectations over all 68 items. 111 Table 24. Analysis of variance table. Location of Insti- tution. Signi- Sum Degrees Mean F ficance Source Squares Freedom Square Ratio ,N09' Signi— ficance Groups (Urban ‘ 2.069 1. 2.069847 2.486 p>.05 N.S. Non—urban) N.S. = Not significant. The value of the F ratio at the .05 level of significance is 3.93. Hypothesis IV - Degree Held By CCSA As indicated by Table 25, there is a significant difference in the overall role expectations between CCSAS who hold doctorate degrees as compared to CCSAS who hold B.A. or M.A. degrees concerning the overall role of the chief community service administrator in the 75 colleges of the sample. There were also significant differences on individual items as previously reported, and an indi— cated in Table 17. Hypothesis V — Type of Academic Training of CCSA Table 26 indicates there is a significant differ- ence in the role expectations between CCSAS who have been professionally prepared in the professional academic field of adult, continuing education and community services as compared to those CCSAs who have not been academically 112 Table 25. Analysis of variance table: degree held. Signi- Sum Degrees Mean F ficance Source Squares Freedom Square Ratio Non- Signi- ficance Groups (Ph.D. — 3.514 1 3.51410 4.1207 p<.05 S Non—Ph.D.) S = significant. The value of the F ratio at the .05 level of significance is 3.93. ' prepared in the professional area concerning the overall role of the chief community services administrator in the 75 colleges of the sample. There were also significant differences on individual items as previously reported and as indicated by Table 18. Table 26. Analysis of variance table: type of academic training. Signi- Sum Degrees Mean F ficance Source S 5 Freedom S uare Ratio P Non— quare q Signi— ficance Groups (Pro — Non— 5.411 1 5.411075 6.544773 p<.05 5 Pro) S = significant. The value of the F ratio at the .05 level of significance is 3.93. 113 Hypothesis VI — Recency of Academic Training of CCSA As indicated by Table 27, there is no significant difference in the responses of CCSAS who have received their academic training within the past ten years as com- pared to those CCSAS who received their academic training more than ten years ago concerning the overall role of the chief community services administrator in the 75 colleges of the sample. There were significant differences on individual items as previously reported and as indicated in Table 19, but no significant differences are reported in the role expectations over all 68 items. Table 27. Analysis of variance table: recency of academic training. Signi- Source Sum Degrees Mean F. P figggpe Squares Freedom Square Ratio Signi— ficance Groups (Since 1960 - > 1960 and 3.1129 1 .5454 .0175 p .05 N.S. before) N.S. = Not significant. The value of the F ratio at the .05 level of significance is 3.93. Hypothesis VII — Previous Job Experience of CCSA Table 28 indicates there is no significant differ- ence in the responses of CCSAs who have had previous job 114 experience in the professional area of adult, continuing education or community services when compared to CCSAS who have not had previous professional experience con- cerning the overall role of the chief community services administrator in the 75 colleges of the sample. There were significant differences on individual items as was previously reported, and is indicated by Table 20, but no significant differences are reported in the role ex— pectations over all 68 items. Table 28. Analysis of variance table: previous job experience. Signi- Source Sum Degrees Mean F P flfigflfe Squares Freedom Square Ratio . . Signi- ficance Groups (Pro — .2345 1 .5454 2.325 p < .05 N.S. Non-Pro) N.S. = Not significant. The value of the F ratio at the .05 level of significance is 3.93. Hypothesis XIII — To Whom the CCSA Reports As Table 29 indicates, there is no significant difference in the responses of CCSAS who report directly to the President as compared to those who report to per- sons other than the President concerning the overall role of the chief community services administrator in m 115 the 75 colleges of the sample. There were significant differences on individual items as previously reported, and as indicated in Table 21, but no significant dif— ferences were found in role expectations over all 68 items. Table 29. Analysis of variance table: person to whom the CCSA reports. Signi— Source Sum Degrees Mean F P flfiggpe Squares Freedom Square Ratio . . Signi— ficance Groups (President - .3772 l .3772 .4211 p > .05 N.S. Other) N.S. = Not significant. The value of the F ratio at the .05 level of significance is 3.93. Summary of Major Findings Personal Qualities The findings of this study relating to the personal qualities of the chief community services administrator are summarized according to those factors which were selected for the role analysis. Only significant differences are reported. 1. Age: A limited consensus (52.0%) felt the CCSA should be 30 to 39 years of age. 116 A. 37.0% of those CCSAS reporting to the President felt the CCSA should be 30 to 39 years of age, compared to 75.9% of those reporting to a person other than the President. ngz A high consensus (68.0%) felt the CCSA should be a male. A. CCSAS in smaller institutions (under 2500) felt more strongly for a male CCSA (79.4%) than those in larger institutions (58.5%). B. CCSAS trained more than 10 years ago more strongly preferred a male CCSA (79.3%) than those trained in the last ten years (60.9%). Marital Status: A limited consensus (53.3%) felt that marital status was not of significant importance. A. 87.5% of the CCSAS with professional train— ing felt that marital status was not of significant importance, while CCSAS without professional training were divergent in their responses (49.3% reporting "not of significant importance). B. 63.0% of the CCSAS trained within the last ten years felt marital status was not of significant importance while the CCSAS 117 trained more than ten years ago were di— vergent in their responses (37.9% wanting a married person with children and 37.9% reporting "not of significant importance"). Experience: A limited consensus (61.3%) felt the CCSA should have professional experience in the field of adult, continuing education or community services prior to assuming a position of chief community services adminis- trator. A. 68.3% of the CCSAS in larger institutions preferred a person with prior professional experience as compared to 52.9% of those in smaller institutions. Educational Level: A high consensus of the sample (68.0%) felt that a CCSA should have a minimum education level of a master's degree. A. 35.0% of those CCSAS with‘doctorates felt a CCSA should have a doctorate as a mini— mum educational level, as compared to 1.8% of those with a B.A. or M.A. degree desir- ing a CCSA to have a doctorate. B. 50.0% of the CCSAS with professional aca— demic training felt a CCSA should have a doctorate as a minimum educational level, 118 as compared to 6.0% of those without pro— fessional academic training. Area of Academic Training: A limited consen— EEE (53.3%) of the sample felt the CCSA should be academically trained in the professional area of adult, continuing education or com— munity services. A. 62.1% of those CCSAS trained more than ten years ago thought professional acade- mic training in the professional area was important as compared to 47.8% of those CCSAS who received their training in the past ten years. Religion: A high consensus of the sample (70.7%) felt religion was not a significant personal characteristic for the CCSA. A. 35.0% of the sample with doctorates re- ported the CCSA should be a particular religious preference. This compared to 10.9% of those CCSAS with a B.A. or M.A. Experience with Hiring Institution: A limited consensus (60.0%) of the sample felt that experience with the hiring institution was not of significant importance. A. 37.9% of those CCSAs who received their training more than ten years ago reported Participations 119 the CCSA should be promoted from within the hiring institution. This compared to 8.7% of the sample trained in the last ten years saying the CCSA should be pro- moted from within the hiring institution. The findings of this study relating to the parti— Cipations of the chief community services administrator are summarized according to the factors selected for the role analysis. Only significant differences are reported for the sub-groups. 9. A limited consensus (54.7%) felt the CCSA may or may not be active in local politics. A. 50% of the CCSAS with professional acade- mic training reported the CCSA should be active in politics as compared to 13.4% of those without professional academic training. 48.3% of the CCSAS receiving their acade- mic training more than ten years ago felt the CCSA should not be active in politics compared to 15.2% of the sample educated in the last ten years. 10. A high consensus (70.7%) of the sample felt the CCSA may or may not be active in church affairs. 120 A. 31.6% of the CCSAS in rural colleges felt that the CCSA should be active in church affairs as compared to 11.1% of the sam— ple from urban colleges. 11. A significant consensus (88.0%) felt the CCSA should be active in professional organizations in community services, adult or continuing education. 12. A high consensus (69.3%) felt the CCSA should be active in other related professional or— ganizations. 13. A significant consensus (92.0%) felt the CCSA may or may not be active in veterans organi— zations. 14. A limited consensus (50.7%) felt the CCSA should be active in civic and welfare commit- tees such as Red Cross. 15. A limited consensus (58.7%) felt the CCSA should be active in a service club such as Rotary. Performances .____________ The findings of the study relating to the job per— fOrmances of the chief community services administrator are summarized according to the factors selected for role analysis. 121 Only significant differences in the sub-groups are reported. Performances concerning com- munity services staff and programs . 17. 20. 22. 25. 27. A significant consensus (85.3%) felt the CCSA should accept full responsibility for deci- sions of his subordinates. A limited consensus (50.7%) felt the CCSA may or may not delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates. A limited consensus (65.3%) felt the CCSA should not keep a watchful eye on the personal lives of his subordinates. A significant consensus (88.0%) felt the CCSA should make recommendations for appointments, promotions, or dismissal on the basis of merit. A. 100% of the sample who had doctorates felt the CCSA should make recommendations based on merit compared to 83.6% of those with a B.A. or M.A. degree. A high consensus (68.0%) felt the CCSA should consult with staff members about filling teach— ing vacancies. 30. 32. 35. 37. 40. 122 A limited consensus (57.0%) felt the CCSA may or may not eliminate from his staff per— sons with "extreme" political views. A. 26.5% of the CCSAs in smaller institutions felt the CCSA should eliminate such peo— ple, compared to 7.3% of the CCSAs in larger institutions. B. 21.4% of the CCSAs not professionally trained felt the CCSA should eliminate such peOple while no CCSAs professionally trained reported "should do." A significant consensus (80.0%) reported a CCSA should have on paper a long range pro— gramming plan. A significant consensus (82.7%) felt the CCSA should implement a program of guidance and counseling activities for the personal develop- ment of an adult clientele. A significant consensus (92.0%) felt the CCSA should seek out able people for open positions rather than considering just those who apply. A significant consensus (88.0%) felt the CCSA should establish instructional standards which are established and maintained for an adult clientele. 42. 45. 47. 50. A high consensus (66.7%) felt the CCSA should help his staff get higher salaries. A. 56.5% of the CCSAs reporting to the Pre— sident felt the CCSA should help his staff get higher salaries as compared to 82.8% of the CCSAs reporting to someone other than the President. A limited consensus (57.3%) felt the CCSA should establish a para—professional program for personal self—development within the vari— ous cultural and ethnic sub-cultures. A. 100% of the CCSAS with professional acade— mic training felt the CCSA should estab— lish para-professional programs, compared to 52.2% of those CCSAS not professionally prepared. A significant consensus (86.7%) felt the CCSA should compile thorough job descriptions of all positions under his supervision. A. 92.7% of those CCSAS in younger colleges felt the CCSA should prepare thorough job descriptions, compared to 79.4% of those CCSAS in older colleges. A high consensus (72.0%) felt the CCSA should develop leadership training programs for volunteer workers. 51. 54. 57. 124 A high consensus (68.0%) felt the CCSA should not give greater consideration to cost factors than to educational need in drawing up the budget. A significant consensus (94.7%) felt the CCSA should facilitate opportunities for establish- ment of cultural programs. A. 100% of the CCSAS in large colleges felt the CCSA should establish cultural pro- grams, while 88.2% of the smaller colleges felt it was important. A significant consensus (86.7%) felt the CCSA should develop effective cross-cultural pro- grams which seek to build bridges of communi— cation among all sub—cultures of the community. A. 100% of the CCSAS in urban colleges felt the CCSA should establish cross-cultural programs compared to 82.5% of the CCSAS in rural colleges. B. 96.6% of the CCSAs who received their academic training in the last ten years felt the CCSA should establish cross- cultural programs compared to 80.4% of the CCSAS trained more than ten years ago. 59. 66. 125 A limited consensus (54.7%) felt the CCSA should give consideration to local values or feelings regarding race, religion or na— tional origin in filling staff vacancies. A. 72.4% of the CCSAS trained more than ten years ago felt the CCSA should give con— sideration to local values or feelings compared to 43.5% of the CCSAS trained within the last ten years. A limited consensus (52.0%) felt the CCSA should defend programs from attack when the pros and cons of controversial issues are presented. A. 15.8% of the CCSAS with professional academic training felt the CCSA should not defend programs, as compared to 1.8% of those CCSAS without professional aca- demic training. Performances concerned with communication with other areas within the college (internal articulation) 18. A high consensus (68.0%) felt the CCSA should make use of a faculty committee for the purpose of advising the CCSA in major policy formula— tion. 23. 28. 33. 126 A. 80.5% of the CCSAs in young institutions felt a CCSA should use a faculty commit- tee in policy formulation as compared to 52.9% of the CCSAs in older institutions. B. 88.9% of the CCSAS in urban colleges felt the CCSA should use a faculty committee in policy formulation compared to 61.4% of those CCSAS in rural colleges. A significant consensus (94.7%) felt the CCSA should attempt to communicate the purpose and functions of the community services office to the faculty. A. 12.5% of the CCSAS with professional academic training reported that the CCSA should not attempt to communicate the purposes and functions of his office to the faculty. No non—professionals said “should not do." A significant consensus (96.0%) felt the CCSA should work closely with the academic dean in- areas of mutual concern. A limited consensus (53.3%) felt the CCSA may or may not hold faculty rank in an academic department. A. 75.0% of the CCSAS with professional academic training felt the CCSA should 38. 43. 52. 58. 61. 64. 127 hold faculty rank compared to 26.9% of the CCSAS without professional academic training. A significant consensus (94.7%) felt the CCSA should participate in the policy formulation of the college. A significant consensus (93.3%) felt the CCSA should justify budget expenditures to the President or governing board. A. 5.9% of the CCSAS in older institutions felt the CCSA should not justify his budget expenditures to the President or governing board, compared to no CCSAS in younger colleges. A significant consensus (77.3%) felt the CCSA should attend major college functions. A significant consensus (93.3%) felt the CCSA should confer on a regular basis with the President concerning the community services program. A high consensus (62.7%) felt the CCSA should sit in on college governing board meetings. A limited consensus (64.0%) felt the CCSA should demand a reasonable amount of autonomy from the President in policy formulation within the community services office. 67. 128 A. 17.6% of the CCSAS in older institutions felt the CCSA should not demand autonomy as compared to 2.4% of the CCSAS in younger institutions. A limited consensus (53.3%) felt the CCSA should provide leadership away from formal admission requirements. A. 15.2% of the CCSAS reporting to the Pre- sident felt the CCSA should not provide leadership away from formal admission requirements, compared to no CCSAS who report to persons other than the Presi— dent. Performances concerned with communication with the community at large (External Communication) 19. 24C 29. A significant consensus (94.7%) felt the CCSA should periodically speak to major civic groups. A significant consensus (96.0%) felt the CCSA should establish a regular channel of communi- cation with the press. A significant consensus (89.3%) felt the CCSA should set aside time for individual students or community citizens to discuss anything of importance to these people. 34. 39. 44. 129 A. 95.1% of CCSAS in small colleges thought the CCSA should set aside time compared to 82.4% of the CCSAS in large colleges reporting the same. B. 95.1% of the CCSAS in young colleges felt the CCSA should set aside time compared to 82.4% of those CCSAS in older colleges. A significant consensus (81.3%) felt the CCSA should attempt to communicate policies, and issues to the community through mass meetings, newspaper articles, special letters, etc. A. 12.5% of the CCSAS with professional academic training felt the CCSA should not attempt to communicate policies and. issues to the community, compared to 1.5% of the non—professionally trained CCSAS . A significant consensus (82.7%) felt the CCSA should be a central agent for bringing about community development. A significant consensus (88.0%) felt the CCSA should be a central agent for bringing about a consortium of agencies concerned with con— tinuing education and community services in the immediate community. 53. 55. 56. 60. 130 A significant consensus (84.0%) felt the CCSA should seek out university resources and as- sistance in developing needed elements in community services programs. A. 100% of the CCSA with prior professional experience felt the CCSA should seek out university resources compared to 78.6% of the CCSA without prior professional experience. A limited consensus (61.3%) felt the CCSA should avoid being publicly critical of all major college policies. A. 71.9% of the CCSAS in rural colleges felt the CCSA should avoid public cri- ticism of college policies compared to only 27.8% of those CCSAS in urban colleges. A significant consensus (94.7%) felt the CCSA should identify all community resources available in development of the community services program. A significant consensus (93.3%) felt the CCSA should establish programs in cooperation with business and industry to meet specific prob— lems of management and labor groups. 131 A. 95.0% of the CCSAs with professional academic training felt the CCSA should establish such programs compared to 75.5% of the CCSAS without professional academic training. 62. A high consensus (70.7%) felt the CCSA may or may not compromise with local pressure groups in order to meet their special needs. A. 24.4% of the CCSAS in small colleges felt the CCSA should compromise, while 11.8% of the CCSAs in large insitutitons felt the CCSA should compromise. 63. A high consensus (72.0%) felt the CCSA should establish necessary conditions for management of public forums which deal with the crucial issues of the community. 65. A high consensus (72.0%) felt the CCSA may or may not take a neutral stand on issues where the community is split. A. 17.4% of the CCSAS academically trained in the last ten years felt the CCSA should not take a neutral stand, com- pared to 3.4% of those academically trained ten years or longer ago. 67. A limited consensus (53.3%) felt the CCSA 132 may or may not avoid involvement with fac— tional groups in the community. Performances concerned with research and evaluation 21. 46. 49. A high consensus (73.3%) felt the CCSA should conduct research studies of the community services office. A. 95.0% of the CCSAs with doctoral degrees felt the CCSA should conduct such studies compared to 65.5% of the CCSAS with B.A. or M.A. degrees. A significant consensus (85.3%) felt the CCSA should cooperate willingly with researchers who are attempting to advance knowledge in the field. A. 91.3% of the sample academically trained in the last 10 years felt the CCSA should cooperate with researchers, compared to 75.9% of the CCSAS educated more than 10 years ago. A significant-consensus (96.0%) felt the CCSA should evaluate community needs, attitudes and opinions concerning the community service pro- gram. 133 Performances concerned with professional responsibilities 26. 31. 36. A significant consensus (81.3%) felt the CCSA should work on committees sponsored by state. or national community services or community college organizations. A. 100% of the CCSAS with previous profes- sional experience reported it was impor- tant to work on professional committees as compared to 75.0% of those CCSAS with- out professional experience. A high consensus (66.7%) felt the CCSA should read most of the professional journals in the professional field. A. 76.1% of the CCSAS academically trained in the last ten years felt this was im- portant, compared to 51.7% of the CCSAS educated more than ten years ago. A limited consensus (54.7%) felt the CCSA may or may not write articles for professional journals which will be of benefit to the pro- fessions. A. 51.2% of the CCSAS in large colleges felt this was important, while only 32.4% of the CCSAS in small institutions flet it was important. 134 41. A high consensus (69.3%) felt the CCSA should actively promote staff participation in pro- fessional organizations. A. 82.9% of the CCSAS in large institutions felt the CCSA should promote staff par— ticipation in professional organizations, compared to 52.9% of the CCSAS in small colleges. B. 79.4% of the CCSAS in older institutions felt the CCSA should promote such parti- cipation, while 61.0% of the CCSAS in young institutions felt that the CCSA should. Hypotheses The following hypotheses are those concerned with this study. Only significant differences are reported. Hypothesis IV — Degree held by CCSAS in the Sample There is a significant difference between CCSAS Who hold doctorate degrees as compared to those CCSAS who hold bachelor's or master's degrees concerning the role eXPeCtations for the chief community services administra- tor over all 68 items of the questionnaire. 135 Hypothesis V — Type of Academic Training of the CCSAs of the Sample There is a significant difference between CCSAS who have been professionally prepared in the field of community service, adult or continuing education as com— pared to those CCSAS who have not been trained in the professional academic area concerning the role expecta- tions for the chief community services administrator on all 68 items of the questionnaire. All other hypotheses were not significant. This chapter has shown the detail analysis of the findings of this study. Although there were individual items which produced a divergence of role expectations between CCSAS in the eight dichotomus variables, overall it can be reported that a wide consensus of agreement and a model for chief community services administrators has been reached. The conclusions from the study and a description of the model will be found in Chapter V. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Statement of the Problem The purpose of this study was to describe and anav lyze the role expectations for chief community services administrators in selected community colleges. Expecta— tions for their role were analyzed according to the following characteristics of the respondents: size of institution, age of institution, location of institution, highest degree held, type of academic training, recency of academic training, previous job experience, and the person to whom the chief community services administrator reports. The study was further delineated to the follow— ing selected factors which were considered by the Michi— gan State University Research Department to be important in studying role expectations: ideal personal qualities Of an administrator; appropriate community participations _for an administrator, and appropriate job performances for an administrator. 136 137 Methodology A questionnaire was developed through the review of the literature relating to role studies, consultation with the Michigan State University Educational Research Center, and professionals in the field of community ser— vices. The questionnaire was mailed to 89 chief community service administrators in public community colleges in the states of Illinois, Indiana, Minnesota, Ohio, and Wisconsin. Seventy—five or 83.6% of the administrators returned questionnaires which were used in the study. The responses were transferred to computer cards for tabulation. Hypotheses This study was built upon the general hypothesis that a divergence of role expectations existed among chief community services administrators concerning the role of the community college chief community services administrator. Divergence existed if less than 50.0% of the sample chose one of the responses; limited consensus existed if between 50.1% and 66.5% of the sample chose :one of the responses; high consensus existed if 66.7% and 75.0% of the sample chose one answer and significant con— sensus existed if more than 75.0% of the sample selected one of the possible answers. 138 An analysis of variance test of significance was used for the purpose of testing the hypotheses. Each hypothesis was confirmed if the value of the analysis of variance F ratio was 3.93 or greater, over all 68 items of the questionnaire. In order to be more specific in analysis,individual items on the questionnaire were tested with a chi square test of significance at both the .05 and .10 levels. Individual questions were considered significant if the value of chi square was significant according to the tables of chi square significance levels. Conclusion and Discussion of Significant Findings Hypotheses It was the general hypothesis of this study that a divergence of expectations existed among chief community services administrators concerning the role of the chief community service administrator in community colleges. On the basis of the evidence of this study, this hypothe— sis must be rejected. Further, it is the conclusion of the study that there is a general consensus of expecta- tions concerning the role of the chief community services administrator, as only two items on the questionnaire yielded a divergence of answers (less than 50.0% answer— ing in one category)- 139 The following is a summary of the findings of the sub—hypotheses: Hypothesis I. There is no significant difference in expectations between those CCSAS in large com— munity colleges and those in small institutions concerning the role of the chief community ser- vice administrators in the selected community colleges. On the basis of the evidence of this study, this hypothesis must be confirmed. Although there were signi— ficant differences on individual items, no overall divergence of expectations exists between those CCSAS in large community colleges and those in small institu- tions concerning the role of the chief community ser— vices administration. Hypothesis II. There is no significant difference in expectations between those CCSAS in old com— munity colleges and those in new community col— leges concerning the role of the CCSA in the selected community colleges. On the basis of the evidence of this study, this hypothesis must be confirmed. Although there were signi- ficant differences on individual items, no overall diver— gence of expectations exists between those CCSAS in older community colleges, and those in younger institutions, concerning the role of the chief community services ad— ministrators. Hypothesis III. There is no significant difference in expectations between those CCSAS in urban com— munity colleges and those in non-urban community colleges concerning the role of the CCSA in the selected community colleges. 140 On the basis of the evidence of this study, this hypothesis must be confirmed. Although there were signi— ficant differences on individual items, no overall diver- gence of expectations exists between those CCSAS in urban community colleges and those in non—urban community col— leges concerning the role of the chief community services administrator. Hypothesis IV. There is no significant difference in expectation between those CCSAs with earned doctoral degrees and those with master's or bachelor's degrees concerning the role of the CCSA in the selected community colleges. On the basis of the evidence of this study, this hypothesis is rejected. There is a significant overall divergence of expectations between those CCSAs with earned doctorates and those with bachelor's or master's degrees concerning the role of the chief community ser- vices administrator. Hypothesis V. There is no significant difference in expectation between those CCSAS with profes— sional academic training and those without pro— fessional academic training concerning the role of the CCSA in the selected community colleges. On the basis of the evidence of this study, this hypothesis must be rejected. There is a significant overall divergence of expectations between those CCSAS with professional training and those without professional academic training concerning the role of the chief com— munity services administrator. 141 Hypothesis VI. There is no significant difference in expectations between those CCSAs academically trained within the last ten years and those aca— demically trained more than ten years ago concern- ing the role of the CCSA in the selected community colleges. On the basis of the evidence of this study, this hypothesis must be confirmed. Although there were signi— ficant differences on individual items, no overall di— vergence of expectations exists between those CCSAs academically trained more than ten years ago concerning the role of the chief community services administrator. Hypothesis VII. There is no significant difference in expectations between those CCSAS who have pre— vious experience in the professional area and those who have not had previous experience in the professional area concerning the role of the CCSA in the selected community colleges. On the basis of the evidence of this study, this hypothesis must be confirmed. Although there were signi— ficant differences on individual items, no overall divergence of expectations exists between those CCSAS who had previous experience in the professional field and those who did not have previous experience in the professional area concerning the role of the chief com- munity services administrator. Hypothesis VIII. There is no significant differ— ence in expectations between those CCSAS who re- port directly to the President of their institution and those who report to a person other than the President concerning the role of the CCSA in the selected community colleges. 142 On the basis of the evidence of this study, this hypothesis must also be confirmed. Although there were significant differences on individual items, no overall divergence of expectations exists between those CCSAS who report directly to the President of their institution and those who report to a person other than the President concerning the role of the chief community services ad— ministrator. Listed below is a discussion of the significant findings of sub—groups relating to personal qualities, participations, and performances of the CCSA, as well as the findings relating to the characteristics studied. Personal Qualities l. The CCSA should be between the ages of 30 and 49 years of age. Persons under 30 and over 50 years of age should not hold the positionv of CCSA, according to the sample. Over 50% of the sample felt he should be between 30 and 39 years of age. 2. The CCSA should be male, although nearly one third of the sample felt that the sex of the CCSA was not of significant importance. 3. The CCSA's marital status is not of significant importance, although almost 47% felt he should be married or married with children. 4. The CCSA should have prior experience in the field of community services or adult educa— tion administration. 5. The CCSA should have a minimum educational level of a master's degree. 11% felt that the minimum should be a doctorate. 143 6. The CCSA should have academic training in the professional field of adult education or com- munity services. 20% reported this was not of Significant importance. 7. The CCSA's feelings about religion are not of significant importance, although 4% preferred a person with some religious preference. 8. The CCSA's experience with the hiring institu- tion is not of significant importance. Participations 9. Participation in professional organizations, service clubs, and civic committees are con- sidered important for the CCSA. 10. Participation in church affairs, local politics, veterans organizations, and faculty organiza— tions, are not considered important for the CCSA. Performances A. Performances related to the community services staff and programs 11. 12. 13. The CCSA should have a clear conception of the communify services program. He should have, on paper, a long range programming plan; he should compile thorough job descriptions of all positions under his supervision; he should es— tablish instructional standards which are maintained and appropriately adapted to an adult clientele; and he should seek able peo— ple for Open positions rather than just consid- ering those that apply. The CCSA should notggive greater consideration to cost factors than to educational need in drawing up the budge et. The CCSA should work closely with his immediate staff. He should consult with staff members about filling teaching vacancies; he should make recommendations for appointments, promotions, 144 or dismissals, on the basis of merit; he should accept full responsibility for decisions made by his subordinates; and he should help his staff get higher salaries. 14. The CCSA may or may not eliminate any persons with "extreme" political views from his staff; and he may or may not delegate the responsi- bility of staff in—service training to his sub- ordinates. 15. The CCSA should not keep a watchful eye on the personal lives of his subordinates. 16. The CCSA should implement programs and services to meet the needs of the service community. He should implement a program of guidance and counseling for the personal development of an adult clientele; he should establish a para- professional program; he should develop leader- ship training programs; he should develop cross- cultural programs to build communication among sub-cultures of the community; and he should establish cultural programs.- 17. The CCSA should give consideration to local. values or feelings regarding race, religion, or national origin in filling staff vacancies. B. Performances concerned with Communication with other areas Within the college (Internal Articulation) 19. The CCSA should work closely with the academic division-to insure solid communication. He should work closely with the academic dean in mutual areas of concern; he should communicate the purposes and functions of the community services office to the faculty, and he should use a faculty committee for the purpose of advising him on major policy formation. 20. The CCSA may or may not hold rank in an acade- mic department. 21. The CCSA should be in constant communication with the President and the governing board. He should confer on a regular basis with the President concerning the community services 22. 23. 24. 145 program; he should justify budget expenditures to the President or the governing board; he should participate in the policy formulation of the college; and he should sit in on col- lege governing board meetings. The CCSA should demand a reasonable amount of autonomy from the President in policy formula- tion within the community services program. The CCSA should provide leadership away from formal admission requirements. The CCSA should attend major college functions. C. Performances concerned with communication with the community at large (External Articulation). 25. 26. 27. The CCSA should utilize all opportunities to work with community groups or organizations. He should periodically speak to major civic groups; he should communicate policies and issues directly to the community through meet- ings, and the mass media; and he should coop— erate with business and industry to meet the specific needs of management and labor groups. He may or may not avoid involvement with factional groups in the community and he may or may not take a neutral stand where the community is split. The CCSA should provide a thrust for the im— provement of the community. He should provide public forums which deal with the crucial issues of the community; he should be a central agent for bringing about community development and he should provide leadership in bringing about a consortium of agencies concerned with continuing, adult education and community ser— vices in the immediate community. The CCSA should seek out and involve all com- munity resources available to him. He should seek out university resources and assistance in developing the community services program. 146 28. The CCSA should set aside time to meet with individual students and community members to discuss anything of importance to these pegple. 29. The CCSA should avoid being publicly critical of all major college policies. D. Performances concerned with research and evaluation 30. The CCSA should have a planned program of re— search and evaluation. He should evaluate community needs, attitudes and opinions con— cerning the community services program; he should conduct research studies of his office and programs; and he should willingly cooper- ate with researchers who are attempting to advance knowledge in the field. E. Performances concerned with professional responsibilities 31. The CCSA should be active in the professional organizations relating to the area of community services. He should work on committees of state and national organizations; he should read most of the professional journals relat— ing to the professional field; and he should actively promote staff participation in the professional organizations. He may or may not write articles for the professional journals. Selected Characteristics 32. Although there is a consensus of expectations between CCSAS in large community colleges and small community colleges, the size of the in— stitution in which the CCSA works, to some ex— tent, effects the way in which the CCSA perceives his role. CCSAs in large institu- tions appear to want a more professionally active person as the CCSA; are less inclined to eliminate persons with "extreme" political views from his staff; and are less willing to compromise with local pressure groups in pro- grams and policy decisions. CCSAS in smaller 33. 34. 35. 147 institutions are willing to spend more time with individual students and community members in discussion. On the whole, there is little divergence between the groups. Although there is consensus of expectations among CCSAS in institutions under 10 years of age, and those in institutions leyears and older, the age of the institution in which the CCSA works, to some degree effects the way in which the CCSA performs his role. CCSAS-in- ydunger institutions tend to favor a person with a higher degree of involvement of the faculty in policy formulation of the community services office; tend to favor spending time with individual students or community members; favor complete job descriptions for all posi- tions supervised by the CCSA and are more in- clined to demand autonomy from the President in policy formulation. CCSAS in older instit tutions are more professionally inclined; are. more likely to expect to justify expenditures. to the President or board and are more inclined to seek out community resources in development of the community services prOgram. But on the whole, there is little difference between the two groups. Although there is a consensus of expectations. between CCSAs in urban institutions and those in rural institutions, the location of the in- stitution, to some degree, effects the way inv which the CCSA perceives his role- CCSAS in urban institutions appear to favor a person; who will utilize a faculty committee for ad— vising the CCSA on-major policy formulation and who will develop effective cross—cultural programs than do those CCSAS in rural institu- tions. CCSAS in rural institutions prefer a person who will avoid being publicly critical of all major college policies than those in urban institutions. Butjon the whole, there is little divergence-between the two groups. There is a significant difference in expecta- tions between CCSAs who hold doctoral degrees and those who hold bachelor‘s or mastefTs de-’ rees, concerning the role of the chief com— munity services administrator. CCSAS with doctorates more strongly favor a person who will conduct research studies of the community 36. 37. 38. 148 services office, and a person who will make staff recommendations for appointments, pro- motion, or dismissal on the basis of merit, than those with a bachelor or master's degree. There is a significant difference in expecta— tions between those CCSAs professionally academically trained in the field of community services and those who are not, concerning the role of the chief community services adminis— trator. CCSAs with professional academic training tend to more strongly favor a person who holds faculty rank in an academic depart— ment, who will attempt to communicate policies and issues directly to the public, who will establish a para-professional program, and who believes in allowing subordinates to administer their budgets with complete autonomy, than those CCSAS without professional academic train- ing. CCSAS without professional academic train- ing more strongly prefer a person who attempts to communicate with the faculty, and who es— tablishes programs in cooperation with business and industry. Although there is a consensus of expectations between CCSAS who have had their academic train- ing in the last ten years, and those who have had their training more than ten years agg, recency of training, to some extent, affects the way in which the CCSA perceives his role. The CCSAS trained within the last ten years more strongly preferred a person who was more professionally inclined, who would cooperate more with researchers in the professional field, who would develop cross—culture pro— grams than those CCSAs trained more than ten years ago. The CCSAs trained more than ten years ago more strongly preferred a person who would give consideration to local values or feelings regarding race, religion, and na— tional religion when filling staff vacancies, and who will take a neutral stand on issues where the community is split. But on the whole, there is little divergence between the two groups. Although there is a consensus of expectations among CCSAS who have had prior profeSSionaI" experience, and those who have not, professional experience, to some extent affects the way in- 149 which the CCSA perceives his role. CCSAS with professional experience appear to favor a per- son who is more professionally active in na- tional and state organizations, and who will seek out university resources in developing the community resources program, that those CCSAs without professional experience. The CCSAs without professional experience more strongly favored a person who would eliminate persons with "extreme" political views from his staff and who may or may not defend programs from attack when the pros and cons of contro- versial issues are presented. But on the whole, there is little divergence between the two groups. 39. Although there is consensus of expectations among the CCSAS who report directly to the President and those who report to persons other than the President, to whom the CCSA reports, to some dggree affects the way in which the CCSA performs his job. CCSAS re- porting to the President appear to favor a person who would not provide leadership away from formal admission requirements. CCSAS who report to a person other than the President seemed to favor a person who was 30-39 years of age, who would help his staff get higher salaries and would more often take a neutral stand on issues where the community is split than those CCSAs who report directly to the President. But on the whole, there is little difference between the two groups. Implications The conclusions of this study have implications for the many various components and people concerned with the future of community colleges and community services pro— grams. These include professors of community services and adult education graduate students, community college boards, superintendents and Presidents who hire chief Community services administrators, academic and community 150 services faculty members, interested community members who often work in liaison positions with the chief com- munity services administrator and most importantly, to those chief community services administrators who cur— rently hold these positions. For the many chief community services administra- tors, this study has shown there is substantial agreement among the professionals now practicing in.the field, con- cerning this role. A model has been reached through the accumulated professional agreement of CCSA'S colleagues concerning the way in which the role of the chief com- munity services administrator is interpreted. This includes personal characteristics, community participa— tions and the job performances of the CCSA. Similarly, the study has isolated the unresolved issues which CCSAS need to investigate, discuss, and re— solve, if only on a personal basis, in order to perform inva more professional and consistent manner. The issues to be resolved are~those in which a divergence of profes- sional opinion has been shown; including questions revolv— ing around the professional pre—service and in—service training of chief community services administrators, relations with the academic faculty, and questions.con- cerning the degree of involvement of the community in influencing program and staff decisions. 151 For the scholars who are responsible for the training of community services professionals, the above. mentioned professional reference points should aid them in-the planning, development and implementation of train— ing graduate professionals and teachers. In addition to the above, the study has shown that practicing profes- sionals strongly believe in the professional preparation for better performance for people in their positions and yet only eight actually received training in the profes- sional field. This strongly points to a need for a strong in-service training program for practicing CCSAS. There is a strong need for educators.at the graduate level to initiate renewed discussions with the practioners of the profession to give a further degree of relevancy to their graduate preparation. For the faculties of community colleges, this study has revealed several areas which provide expecta— tions for faculty involvement. For instance, the CCSA should utilize a faculty committee for the purpose of advising the CCSA on major policy formulation. He should attempt to communicate the purposes and functions of his office to the faculty, and he should work closely with the academic dean in areas of mutual concern. Hopefully, this study will encourage more faculty members to become involved in the community services program and thereby assist the community college in fulfilling its 152 obligation to the community. It should also aid in re- ducing the limited and often naive conceptions of faculty, that community services programs are "second—rate" to academic concerns. For community college boards of control and pre- sidents who have the task of selecting the chief community services administrator, this study has shown there is significant agreement among professionals in the field. A model for the CCSA has been established, based on the collectivity of experienced professionals expressing their desired personal characteristics, community parti- cipations, and role performances for the chief community services administrator. Also, specific involvements of the CCSA have been shown including: the ideal relation— ship between the CCSA and the President including regular conferences, a reasonable amount of autonomy, and parti— cipation in policy formulation of the college. In addition, the CCSA should sit in on board meetings. Overall, the study should aid Presidents and boards of control in improving communication with the chief com— munity services administrator. For persons in the community who often act in liaison positions with the chief community services ad— ministrator, the study has shOWn that the CCSA should seek out all community resources in the development of the community services program, including university 153 resources and assistance. Further, he should establish programs in cooperation with business and industry. He should be a central agent for community development and he should be a leading proponent of a consortium of agencies concerned with adult education and community services. These conclusions Show that the CCSA should be sensitive to the needs of any individual or community group. He should be sought out and involved in the solving of community problems. Suggestions for Further Research l. The relationship between the CCSA and his subordinates should be fully explored. Items of this study indicated a thorough examination of the role expectations between the CCSA and his staff is needed. 2. The financing of the community services program should be carefully_examined. The various avenues for revenue production should be outlined and explored for their effectiveness. 3. The budgetary function of the CCSA should be examined. The formulation of budget as well as the delegation of responsibility for budgetary expenditures to subor- dinates were indicated as subjects of divergent opinions in this study. 4. The training of community service administrators should be examined. This study has revealed that although the CCSAs of the sample strongly indicated a need for such preparation, that only a small minority had availed themselves to preparation for the profession. 5. The process of selection of the CCSA should be examined. Items of the study indicated a lack of knowledge of direction and preparation for performance of the role of the CCSA. A large majority of the CCSAS had been prepared for other professions. A study focusing on the selection process and motivation of potential CCSAS to enter the field, could be of significant value to those people who hire CCSAS. 10. 11. 154 The role of involvement of the faculty in critical decisions of the community serviCes office should provide conclusive results. There were significant differences of opinion concerning this issue and it is of continuing concern among practitioners. The role of the CCSA in policy formulation of the college should be researched. To what degree does the philosophy of the community services office provide leadership for the overall policies of the community college? This study could provide impor- tant results to those colleges interested in the community services concept. The public relations aspect of the role of the CCSA should be more conclusively studied. Planning, im; plementation and evaluation of publicity and public relations strategies would be invaluable to the professional practitioner. The effect of decisions made by budgetary officers on programs and services should provide interesting research. This study indicated that budgetary de- ClSlonS are often beyond the control of the CCSA and often are detremental to the overall community services program. A study of role conflict between community services and academic programs and the subsequent effect on policy decisions is an important future study. The extent and nature of the autonomy of the CCSA should be examined, to compare success and effi- ciency of performance in the community_§ervices office. This study indicated a difference of pro— fessional opinion and practice in this area. Concluding Statement This study was undertaken to provide a more clear understanding of the role of the chief community services administrator. Through the collective professional aca— demic and practical knowledge of those professionals who are currently in these positions and who have contributed to this study, a consensus role model has been devised 155 which should assist community services and related per- sonnel. It is anticipated that use of this scientifically developed role model will assist in role performance; will reduce role conflict; and will more clearly define the role of chief community services administrators. This should make the CCSA position more congruent with the expectations of their social environments; and pro— vide improved programs and services to a larger audience of community people. Although, strictly speaking, generalizations from this study cannot be made to CCSAS in geographical loca- tions other than that of this sample, the findings may well be of significance to the profession as a totality and may have inferences for all chief community services administrators regardless of geographic location. BIBLIOGRAPHY BIBLIOGRAPHY A.A.J.C. 100,000 and Under: Occupational Education in the Rural Community Junior College. Washington, D.C.: A.A.J.C., 1968. Abbott, Frank C. Faculty-Administration Relationships. Washington, D.C.: American Council on Educa— tion, 1968. Adams, Dewey Allen. An Analysis of Roles of the Com— munity College in Continuing Education in Con- junction with other Organizations which Provide Education for Adults. Unpublished doctoral dis- sertation, University of Florida, 1966. Aker, G. F. The Identification of Criteria for Evaluat- ing Graduate Programs in Adult Education. Ph.D. Dissertation, University of Wisconsin, 1962. Bennett, John W., and Tumin, Melvin H. Social Life Structure and Definition. New York: Alford A. Knopf, 1948, p. 96. Biddle, William W. The Community Development Process: The Rediscovery of Local Initiative. New York: Holt, Rinehart & Winston, Inc., 1965. Bielinski, W. V. Practices of Michigan Community Col- leges in Providing Programs for Adults. Ph.D. Dissertation, Michigan State University, 1963. Blocker, Clyde E., et al. The Two—Year College: A Social Synthesis. Englewood Cliffs, N. J.: Prentice Hall, Inc., 1965. Bradley, B. W. Junior College Provisions for Adult Education. Unpublished Ph.D. Dissertation, UniverSity of Missouri, 1942. / Brookover, Wilbur. "The Social Roles of Teachers and Pupil Achievement." American Sociological Re- view. Vol. VII, 1943, pp. 389—393. 156 :< 157 California Junior College Association, Committee on Com— munity Services. A Survay of Community Services in California Junior Colleges, 1966—67. Norwalk, California: Cerritos College, 1967. Dakin, William R. A Plan for Implementing a Program of Continuing Adult Educational Services. Tempe, Arizona: Arizona State University, 1967. Davis, Kingsley. Human Society. New York: The Mac- Millan Company, 1948—49, p. 90. Devall, W. B. "Community Colleges: A Dissenting View." Educational Record. Spring, 1968, p. 168. Directory of Community Services Programs. Washington, D.C.: American Association of Junior Colleges, 1970. Erbstein, George B. Informal Non—Credit Adult Education in the Public Community Junior College: Current Trends and Future Prospects. Unpublished doctoral dissertation, Columbia University, 1962. Getzels, Jacob W. and Gubs, Egon G. "Social Behavior and the Administrative Process." School Review. Vol. VL, Winter, 1967, pp. 423-441. "The Structure of Role and Role Conflict in a Teaching Situation." Journal of Educational Sociology. Vol. XXIX, 1955, pp. 30-40. Goodrich, Andrew L. A Survey of Selected Community Services Programs for the Disadvantaged at Inner City Community Colleges. Ph.D. Dissertation, Michigan State University, 1969. Gross, Neal; Mason, Ward 8.; and McEachern, Alexander W. Explorations in Role Analysis. New York: Wiley and Sons, Inc., 1968. Groulx, Harry Joseph. A Study of the Influences of selected Factors on the Elementary School Princi— pals Role in Curriculum Development as Perceived by Elementary School Teachers and Principals. Ph.D. Dissertation, Michigan State Universify, 1968. Hamrick, Wallace S. Community Service Dimensions of the Non—Urban Community College. Ph.D. Dissertation, Michigan State University, 1970. 158 Harlacher, Ervin L. “California's Community Renaissance." Junior College Journal. April, 1964, p. 18. . Critical Requirements for the Establishment of Effective Junior College Programs of Cqmmunity Services. Unpublished doctoral diesertation, University of California, 1965. . The Community Dimension of the Community Col- lege. Report to the American Association of Junior Colleges, November, 1967. . What's Past is Prologue, The Community Dimen- sions of the Community College. Report to the American Association of Junior Colleges, November, 1967. Harrington, Fred Harvey. "The Role of Adult Education in the University." Implications for Education of Perspective Changes in Society. Lincoln Street, Denver, Colorado: Project Office 1362, Chapter 8, p. 129. Harrison, Thomas Felton. A Study of the Organization Administration of the Evening Divisions of Public Supported Junior Colleges in the United States. Ph.D. Dissertation, University of Mississippi, 1961. Havinghurst, Robert J. "Social and Cultural Changes Molding the Future of the American People." Administering the Community College in a Changing World. The University Council for Educational Administration and the School of Education, State, University of New York, 1967. Houle, Cyril 0. Community Education Service as an Emerg- ing Function of Higher Education. Proceedings of the Institute for Administrative Offices of Higher Education, 1948. Kleis, Russell J. An Area Approach to Continuing Educa— tion. East Lansing: Educational Publication Service, College of Education, Michigan State University, August, 1967. . Continuing Education Defined. Unpublished paper, Michigan State University, 1969. Knowles, Malcolm S. Handbook of Adult Education in the United States. Chicago: Adult Education Associ— ation of the U.S.A., 1960. Lenser, (Linton, 159 . The Modern Practice of Adult Education. New York: Association Press, 1970. Roland L. The Community Services of Selected Public Junior Colleges. Unpublished doctoral dissertation. University of Missouri, 1959. Ralph. The Cultural Backgpound of Personality. New York: D. Appleton Century Company, 1939, p. 105. The Study of Man. New York: D. Appleton- Century Company, 1936, p. 105. Martorana, S. V. "Problems in Adult Education in the Junior Colleges." Junior College Journal. November, 1947, pp. 115—123. McConnell, Thomas R. A General Pattern for American Public Higher Education. New York: McGraw Hill Book Co., Inc., 1962. McDowell, F. M. The Junior College. Unpublished doctoral dissertation, State University of Iowa, 1918. Medsker, Leland L. "Implications of Social and Cultural Myran, Nelson, Newcomb Change for Community College Administration." In Administering the Community College in a Changing World. Ed. 8. V. Martorana and Pauline F. Hunter. The University Council for Education Administra- tion and the School of Education, State University of New York at Buffalo, 1967. Gunder A. The Structure and Development of Com- munity Service Programs in Selected Communit Colleges in the United States. Doctoral Disser— tation, Michigan State University, 1969. Lawrence 0. Role Expectations for Selected College and University Presidents. Doctoral Dissertation, Michigan State University, East Lansing, Michigan, 1960, pp. 132-40. , Theodore M. Social Psychology. New York: The Dryden Press, 1951, p. 280. O'Connell, Thomas E. Community Colleges-—A President's View. Urbana: University of Illinois Press, 160 Parker, Floyd. "The Community Junior College—-Enfant Tarr of American Higher Education: A Biblio- graphy of 225 Doctoral Research Dissertations." Junior College Journal. Vol. XXXII, No. 4, December, 1961, pp. 193-204. “ Parsons, Talcot, and Shils, Olds, James. Action." Edward A. with assistance of "Values, Motives, and Systems of In Talcot Parsons and Edward A. Shils (eds.) Toward a General Theory of Action. Cambridge: Harvard University Press, 1951, p. 53. Raines, Max R. A Taxonomy of Community Services Func- tions. Unpublished paper, East Lansing: Michi- gan.State University, 1969. Rawlinson, Howard Edmonds. Public Junior College and Community Needs: Development and Application of Evaluative Criteria. Unpublished doctoral dissertation, Southern Illinois University, 1963. Reynolds, James W. Analysis of Community Services Pro— grams of Junior Colleges. Doctoral dissertation, University of Texas, 1960, p. 2. XSargent, Stansfeld. "Concepts of Role and Ego in Con- temporary Psychology." In Social Psychology at the Crossroads, Ed. by John H. Rohrer and Muzafer Sherif. New York: Harper and Brothers, 1951, p. 360. Vines, Eugene F. Community Services Programs in Selected Junior Colleges. Unpublished doctoral disserta- tion. Peabody College, Nashville, Tennessee, 1960, pp. 241—246. APPENDIX A QUESTIONNAIRE / é / CHIEF COMMUNITY SERVICE ADMINISTRATIVE QUESTIONNAIRE PURPOSE AND INTRODUCTION The purpose Of this study is to analyze and describe the role expec- atations Of chief administrators of community service programs in selected community colleges in the United States. Through obtaining your percep— tions, this study will attempt to more clearly define the role of the chief community service administrator and give further insight into the . personal qualities and administrative competencies needed to fulfill that position. COMMUNITY COLLEGE INFORMATION: NAME OF INSTITUTION.AT WHICH YOU ARE PRESENTLY EMPLOYED: ' SIZE OF INSTITUTION (TOTAL ENROLLMENT 1969-70): AGE OF INSTITUTION (TO NEAREST YEAR): VIOCATION: ONE OR MORE CAMPUS' LOCATED WITHIN THE LEGAL LIMITS OF A CITY OF 100,000 POPULATION OR MORE -wTN0T LOCATED WITHIN THE LEGAL LIMETS OF A CITY OF 100,000 POPULATION OR MORE ' ."TITLE OF PRESENT POSITION: LTITLE 0F PERSON TO WHOM YOU DIRECTLY REPORT: “PERSONAL BACKGROUND INFORMATION: “YOUR PRESENT AGE: T.DEGREES HELD (PLEASE INDICATE IF EARNED 0R HONORARY): INSTITUTION 2.491232 M k JOB EXPERIENCE (LIST MOST RECENT FIRST): INSTITUTION I . TITLE 0R POSITION YEAR GRADUATED TEAMS) LUBE /L.2_ CTION I - PERSONAL QUALITIES structions: Imagine you have accepted another position. Your president asks you recommend someone for consideration as your suOCessor. What are the personal aLflfies that you would ideally look for in the person that you would recommend ease check the one best answer to each item. . ‘ figs: 2. §g§: Under 30 CI Male 1:] 30 - 39 El Female [:| 40 «-- 49 CI Not of Significant Importance [:I Over 50 [:l NOt of Significant Importance Marital Status: Single I Married married with Children Divorced NOt of Significant Importance Egggational Level: ~Bachelors Degree Minimum MaSters Degree Minimum Specialist Degree Minimum -Doctorate Degree Minimum NOt of Significant Importance -u. [II [:| ,1:| Cl [:1 [:l 1:: "1:: 1:1 . [:1- [:1 ‘ Business or Industry A Education Administration Experienced Primarily Lg: Community College Teaching Education Administration Community Services or Adult Education Administration [IE] DUI] NOt of Significant Importance Academica11y_Trained Primarily lg: [1U Community Services or Adult Education Liberal Arts or Other Academic [::] ‘Area Business Management [::] Not of Significant Importance [::] Efilifiiflfii 8. Experience With Hiring_Institution: Str°n8 Religious Preference I I Promoted From.Within YOur [::] College Of a Religious Preference I I _ Hired From Outside Your [::] Not of Particular Religious I I College Preference th of Significant Importance ”*v‘-. “._. . . ~_. _4_ .- V A “__. _ ..- 1.. ..., 'N-__~_ -...._.._..__ _r - . ..-.——-- 1:! Not of Significant Importance I I \ nun. KIWI. N, IM .Id In .n in n. In 2. ng .35an HQ .iw .iw .5”. “NI ‘ n n.“ ’—_—~_~—-—E- /s:3 :CTION II - PARTICIPATION stunnions: Which of the following kinds of organizational memberships or activities myou feel are appropriate for a chief Community Services Administrator? Please circle .the column your response to each item. synwe Key: SB - Should be; MMNB - May or may not be; SNB - Should not be . Active in local politics . . . . . . . . . . . . . . . . . . . . . . SB MMNB SNB . Active in church affairs O O C O O O O C O O C O O O O O O C O O O O S B MB SNB . Active in professional organizations in Community Service, ‘ Adult or Continuing Education . . . . . . . . . . . . . . . . . . SB MMNB SNB . Active in other related professional organizations . . . . . . . . . SB MMNB SNB . Active in veteran's organizations . . . . . . . . . . . . . . . . . SB MMNB SNB . Active in civic and welfare committees such as the Red Cross . . . . SB MMNB SNB . Active in affairs of the faculty organization . . . . . . . . . . . SB MMNB SNB . Active in a service club such as Rotary . . . . . . . . . . . . , , SB MMNB SNB HION III - PERFORMANCES mructions: What obligations do you feel a chief Community Services Administrator has do or not to do the following things? Please circle your response to each item. EEE§E_§EX3 SD - Should do; MMND - May or may not do; SND - Should not do Accept full responsibility for decisions of his subordinates . . . . SD MMND SND Mer use of a faculty committee for the purpose of advising the . chief Community Service Administrator in major policy formulation. SD MMND SND Peri°dically speak to major civic groups .,. . . . . . . . . . . . . SD MMND SND Delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates . . . .1. SD IMMND SND Conduct research studies of the Community Services office . . . . . SD MMND SND Keep a watchful eye on the personal lives of subordinates . . . ._. SD MMND SND Attempt to communicate the purpose and functions of the Community Services office to the faculty . . . . . °.' . . . . . . . . . . . SD MMND SND Establish a regular channel of communication with the press . . . . SD MMND SND Make recommendations for appointment, promotion, or dismissal of subordinates on the basis of merit . . . . . . . . . . . . . . SD MMND SND /é‘1 WOrk on committees sponsored by state or national Community Services or Community College organizations . . . . . . . . Consult with staff members about filling teaching vacancies . . . Work closely with academic deans in areas of mutual concern . . . Set aside time for appointments with individual students or -community members to discuss anything of importance to those people . . . . . . . . .V. . . . . . . . . . . . . . . . . . . . Eliminate from his staff any persons with "extreme political views" Read most of the professional journals in the professional field . Have on paper a long range programming plan . . . . . . . . . .7. Hold faculty rank in an academic department . . . . . . . . . . . Attempt to communicate policies and issues directly to the com- munity through mass meetings, newspaper articles, special news- 1etters,etcocooooooccooooooooooccccoc ImPlement a program of guidance and counseling activities for the personal development of an adult clientele . . . . . .fl. f . write articles for professional journals which will be of . "benefit to the prefeSSion o o o .c o c o o o .. o ~o c c o c o o 0 Seek able people for open positions rather than just considering those Who apply . o o o 0 o o -o o o o o o o o o c o o o o o o o Participate in policy formulation of the college . . . . . . . . . Be a central agent for bringing about community development . . .1 Establish instructional standards which are maintained and 4 faPPrOPIiately adapted to an adult clientele . . . . . . . ... . Actively promote staff participation in professional organizations. Help his staff to get higher salaries . . . . . . . . . . . . . . Justify budget expenditures to the president or governing board . Be a central agent for bringing about a consortium of agencies concerned with continuing education and community servrce 1n .the immediate community . . . . . . . . o . . . . . . . . ._. . . Establish a paraprofessional program for personal self-development Within the various cultural and ethnic.sub-cultures . . . . . . cooperate willingly with researchers who are attempting to advance knowledge in the field . . . . . . . . . . . . . . . . . SD SD SD SD SD SD SD ‘SD 'SD SD SD SD SD SD ’SD {SD SD SD SD SD SD SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND I’QJT Compile thorough job descriptions of all positions under his supervision . . . . . . . . . . . . . . . . . Allow subordinates to administer their budget allotments with complete autonomy . . . . . . . . . . . . . . . . . . C C O O 0 Evaluate community needs, attitudes, and opinions concerning the Community Service program . . . . . . . . . . . . . . . . . Develop leadership training programs for volunteer workers . . . . Give greater consideration to cost factors than to educational need in drawing up the budget . . . . . . . . . . . . . . . . . Attend major college functions . . . . . . . . . . . . . . . . . . Seek out university resources and assistance in developing needed elements in Community Service programs . . . . . . . . . . . . . Facilitate opportunities for establishment of cultural programs . Avoid being publicly critical of all major college policies . . . Identify all community resources available in development of the comunity serViceS program 0 o o o o o o o o o o 0 o I 0 0 0 0 0 Develop effective cross-cultural programs which seek to build bridges of communication among all sub-cultures of the community Confer on a fairly regular basis with the president concerning the comunity SerViceS program o o o o c o c o o o o o o o o o 0 Give consideration to local values or feelings regarding race, religion, national origin, in filling staff vacanc1es . . . . . Establish programs in cooperation with business and industry to meet specific problems of management and labor groups . . . . . Sit in on college governing board meetings . .‘. . . . . . . . . . Compromise with local pressure groups in order to meet their SPECial needs 0 o c o o o c o o o o ,0 o o o c o o o o o o o o 0 Establish necessary Conditions for management of public forums which deal with the crucial issues of the community . . . . . . Demand a reasonable amount of autonomy from the president in Palicy formulation within the Community Services Program ._. . . Take a neutral stand on issues where the community is split . . . SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD- SD SD SD SD SND SND SND SND SND SND SND SND SND SND SND SND ‘ SND SND SND SND SND SND SND /66 66. Defend programs from attack when the pros and cons of controversial issues are presented 0 O O O O O O O O O O 0 O O O I O O O O O O 0 SD WND SND 67. Provide leadership in a movement away from formal admission requirement 8 O O O O O O O O O O O O O O O O O O 0 O O O O O O I O S D m0 S ND 68. Avoid involvement with factional groups in the community . . . . . . SD MMND SND APPENDIX B LIST OF SELECTED COMMUNITY COLLEGES LIST OF SELECTED COMMUNITY COLLEGES Alpena Community College Anoka Ramsey State Junior College Bay de Noc Community College Belleville Area College Black Hawk College Bogan.College Brainerd State Junior College Carl Sandburg College Central YMCA Community College Chicago City College, Amundsen-Mayfair Campus~ Chicago City College, Fenger Campus Chicago City College, Loop Campus- Chicago City College, Wilson Campus Cuyahoga Community College Danville Junior Colleges Delta College.‘ College of Dupage Elgianommunity College- Flint Community Junior College Glen Oaks Community College Grand Rapids Junior College Gogebic-Community College Harper.Community College Hibbing State Junior College Highland Community College Highland Park College . ' Illinois Eastern Junior College, Lincoln Train Campus Illinois Eastern Junior College, Olney Campus Illinois Eastern Junior College, Wabash Campus. Illinois Valley Community College. Jackson Community College Joliet Junior College~ Kankakee-Community College Kalkaska College College of Lake County Lake Michigan College . Lakeland Community College: Ohlo Lakeland College, Illinois Lansing Community College Lincoln-College Lincolanand Community College Lorain County Community College McHenry County College; Macomb County Community College 167d 168 Metropolitan State Junior College Monroe Community College Montcalm Community College Moraine Valley Community College Muskegon Community College Normandale State Junior College North Hennepin State Junior College Northwest Michigan College Northland State Junior College Olney Community College Otasca State Junior College Parkland College Prairie State College Rainey River State Junior College Rend Lake College Rock Valley College St. Clair County Community College Sauk Valley College Schoolcraft College. Sinclair Community Colleges Southwestern Michigan College Spoon River College. Springfield College Thornton Community College Triton,College vermillion State Junior College Wabash Valley College Waubonsee Community College West Shore Community College, Willmar State Junior College Wright College APPENDIX C LETTERS OF CORRESPONDENCE MICHIGAN STATE UNIVERSITY East Lansing, Michigan: 48823 College of Education - Department of Administration and Erickson Hall Higher Education, May 20, 1970 Chief Community Services Administrator Title Community College Location‘ Dear : I-wish to enlist your cooperation in a doctoral research project conducted by Mr. Ronald J. Crossland, a Senior Research Assist- ant-in the Department of Administration and Higher Education of Michigan State University. The rapid rate of growth of the Community College and of com- munity services programs in the United States-in recent-years has produced a strong need for the re-evaluation of the role of community services within-our community colleges. A major part of this re-evaluation must necessarily focus on the_role of the community services administrator since he determines, to a great extent, the direction and scope.of these services. Mr. Crossland is attempting to analyze this role for community colleges in the midwest region of the United States. He hopes to construct a role consensus which will be of value to admin- istrators in comparing their roles, in defining those roles in relation-to their programs, and in preparing future community services administrators. I feel personally that this study has much to offer-those of us who-are engaged in the administration of community services programs. WonTt you please assist us by completing the en- closed questionnaire by May 29 and return it in the self— addressed envelope. Thank you for your consideration. Very.truly yours, Dr. Eldon Nonnamaker Dean of Students Michigan State University EN:sl Enclosure 169 170 MICHIGAN STATE UNIVERSITY East Lansing, Michigan 48823 College of Education - Department of Administration and Erickson Hall Higher Education June 9, 1970 Chief Community Services Administrator Title Community College Location Dear : A few weeks ago you received a questionnaire for chief administrators of community services programs. I would appreciate your returning the questionnaire at your earliest possible convenience. I have enclosed another questionnaire in case you may have miSplaced the one, previously mailed. I hope you will take the time to fill out the questionnaire, as your answers will have significant bearing on the outcome of the study. I would be happy to send you a copy of the results if you would so indicate on your returned ques- tionnaire.‘ Thank you for your consideration. Sincerely, Ronald J. Crossland 420 Erickson Hall East Lansing, Michigan 48823 RJC:sl APPENDIX D RESPONSES TO QUESTIONNAIRE ITEMS l7l H¢>¢H mo. may no wumnom H30 m0 msao>.ona .DSMOHMHcch #02 u mz upcMOflMHcmHm u m m.maw o m.oa m.ms o nmnuo munoomm . -d :. amoo 20:3 m m mom Ha s.me m.~ o.mH o.em m.m ucmoflmmum on comumm . . m.mm. m.H m.¢a m.mw m.a Hocoflmmomoumlcoz wocmfiuomxm m2 m2 «hm m m.Hm o m.m N.mm o Hmcofimmmmoum QOmeDOH>mHm . o.Hm o N.AH m.me e.m mnOan no coma masseuse m2 m2 oom m m.em m.m s.m m.em o coma moaem no socmomm . m.mm m.a m.HH m.mm m.H Hmaoammmmonmucoz maaqflmns m2 m2 emm m.sm o m.mH o.om o Hmcofimmmuonm no mass . m.om m.H s.~H e.mm m.H .¢.z no .4.m same m2 m2 ‘mom H o.oe o o.oa o.om o .o.om no .o.smw mmummo . m.mm m.H m.mH s.em - m.a amuse ,conpsnaumcH m2 m2 ems a e.ee o H.HH e.e¢ 0 can“: no nonsmooq . ~.Hv m.m m.m H.se m.~ um>o a mum oa.conpsnflpmcH m2 m2 mmm e m.m~ ow m.va m.mm o mamas OH “mono Mo was . m.mm o .m.s H.0m o uo>o cam comm gcoflusueumaH m2 m2 was e s.mm m.~ m.sa H.5e m.m comm Moons mo_munm m.mm m.H o.~a , o.mm m.H mmmcoommu Ham mo ncmoumm . . oocmu OH mo msHo> IHOQEH w w w w mumsqm #coOHm om me mm om noncommmm x ago Inseam nm>o on ow on om some: N no noz zmon Houmnumflcfificm moofl>nom muwcsfifioo mmflco map pasocm omm Dona: .Emufl may cu mnommnpmflcflfipm moofl>uom hpflcsfifioo moflco mo noncommmm .H.¢ GHQMB 172 ‘oo.am>ma mo.¢mnn pm mx mo msHo>_m£B .pcMOHMHcmHm “oz." mz “DcMUAMHcme u.m m.hm 0 «.mn Hmcmo mmuomom . ¢mUU SO 3 m2 m2 mmv m.em o m.mm quoemmnm on acmnmm . H.mm o m.hm HocOHmmomonmlcoz mocoHHomxm m2 m2 moo m.Hm 0 «.mm Hmcoflmmmmoum now msoa>onm . h.om o m.mh mnemmm Ho omma mcflcflmue . m.mm o H.Hs Hmcoflmmomoumucoz ocncnmus . h.Nm o m.>m .¢.2 Ho .<.m . paom mz WZ omO 0.0m O 0.05. onus-Um” .HO onoflm mmHmma . m.mm o m.on Hmnsm .GOHDSDADmcH mz mz FHm mowm O HoHQ CMQHD MO COH¥MUO1H . m.mm o >.vm HHo>o can muoom oa coausuflpmcH . m.Hw o m.mm Hm>o Ugo oomm coausnflumcH o.mm o o.mm mmmcommou Ham mo ucouuom mossy IHOQEH 0H. mo. osHm> pcooam onEom mam: momcommom mumsvm Iacmwm Hnu mm #02 =mon Mononumwcflfipo mo0H>Hmm muflcsfifioo mmfico can oasoam xom pong: ramps may on mHoumHuchflfiom mm0H>Hom muHcSEEoo mowso mo noncommom .N.¢ GHQMB 173 mpnomom m.v¢ o m.wm h.om o Hocpo m2 m2 mmn.a . . . , . «moo Eons n mm o 5 am m ma 0 pcooflmonm op cOmHom . H.>m o m.mm H.ma o ,HMQOHmmomonlcoz oocofinomxm m2 m2 mom N H.Nv o m.wm m.Hm o HMGOHmmmmOHm QOb mDOH>mHm m mz mmb.v 0.5m o m.hm H.¢N o mHOMmm Ho omma mcHsHoHE o.mm o m.mH e.nH o ommH moaHm Ho mocmomm m mz mm¢.w m.mw o v.mm «.mm o Hmcoemmomosmlcoz mcflcfloufi m.em o m.mH o o HmaonmmHonm Ho moms . m.om o H.mN o.om o .¢.E HO .¢.m Uamm . m.om o H.wm H.HN o Hondm SOHDSDflDmCH m2 m2 mum H.Ho o N.mm s.mH o canes Ho aoHumOOH mz mz mam. 0.0m o m.mm m.mm o Ho>o cam whom» OH soapsuflpmcH H.em o m.mm H.sH o mumms OH Hoes: H0 was . H.mm o o.NN o.NN o Hm>o was comm COHDSDHDmGH m2 m2 mmo H 0.0m o e.mm e.nH o comm “mono Ho mNHm m.mm o n.om 0.0m o mmmcoommu HHm Ho Hcmonom . . mocop com 0H mo osam> IHOQEH oooso>lpaflcu was ouosvm DGMOAM a ADHB cum mamcflm momcommom x Hno -HcmHm n.o emHH . 2 m mo #02 Inc: 174 NO OHo>oH mO. man no mx no. osHo>Ao£B .nqoonnnaonmnoz n mz “nooonmnoonm n m O.OO O m.om n.om O nonno mnnooom . . «moo sons m2 m2 mmn H w.mm o. b.Hm m.ma o ucopflmonm 0p.comuom . H.OH e.OH O.mm O.O s.OH Hooonmmononouooz oooonnooxm m2 m2 AOH O m.m m.OH N.OO O O Hooonmmonono ooO moon>onm . O.O O.mH O.Om s.O O.mH ononoo no OOOH monnnona m2 m2 FOO m O.sH e.O O.mo O.O m.e .OOOH moonm no sooooom . O.HH 0.0H m.HO m.e -O.O Hooonmmononmnnoz ooHoHone mz mz Omm m m.mm m.NH m.mo O O Hononmmonono no moss . m.eH 0.0H 0.0m m.m 0.0H .¢.2 no .m.m oHom m2 m2 OON m O.OH O.OH O.Os O.OH O .o.om no .o.no oonooo . m.mH O.OH O.OH H.Om O.O Honom connonnnmnH m2 m2 va m b.0H O m.hb O m.m GMQHD m0 COHpMOOQ m2 m2 eOO. A.OH O.O s.eo O.m O.m no>o ono mnoo» OH nonnonnnmon N.NH N.NH m.Om m.» O.O mnoom OH noon: no mom m mz NOO.O H.OH O.m m.mo m.O O.O no>o ooo Oomm connonnnmon 0.0 O.ON O.mm O.m O.HH OOmm noon: no onnm m.mH s.OH m.HO >.O O.O momooomon HHo no nnoonom X .X A3 ISN I 8 V83 lumen. I33 H 7o 7o BHH mltn. "u n m.efiu Tami? a Ono e I? d51.nv 8 1m“: n ET® s _ _ H OH nOI. T.A 3T.O OT d SS ITO SIU uTn True U..en O . . .b 1.swa .+ a Iiunu o_Fq+ _ksuu u T. 0 n 2.? I S SAuTr uHOTr nue_E S O .b E and rA S .Hqu _O ,b aw e «7% “WW .A u _A S =mUHmHm DMSS CH 175 0 mpnommm O.OH 0.0H O O O.OO 0.0 nonno . O2 O2 ONO. . . . . . nOoo song O OH O O O O O OO O O nnoonoono on nomnoo . O.OH O.OH O.m m.hm o.m HMQOHmmomonmlcoz mocoflnomxm O2 O2 OOH O H.HO 0.0H O 0.00 O HonoHOOononm noo Onon>onm . 0.0 O.O 0.0 0.00 O.O ononon no OOOH onnnnonn O2 O2 OOO O O.OH O.OH O.O O.OO O.O OOOH oonHO no monooom O O OO.OH O.HH O.O O.O H.OO O.O HonoHOOononmlnoz onnnnnne O O.OO O.OO O O.OO O HonoHOOonono no oome O O OOO.OH O.OH O.H 0.0 O.OO O.O .n.2 no .n.m oHom O.OH O.OO O.O O.OO O.O .:.om no .:.no oonoo: . 0.0H O.O O.O O.OO O.O Honnm nonnnanOnH m2 m2 0mm m m.m N.NN o N.Nb o GMQHD m0 COHfiMOOQ m2 m2 mmm. 0.0H m.HH m.m 0.0m m.m Ho>o Ugo mnoom 0H GOHDDDHpmcH O.OH 0.0 0.0 0.00 O.O ,OnnoO OH noon: no oon . 0.0 O.OH O.O 0.00 O.O no>o onn OOOO nonnnnnnOnH O Oz . . . , 2 OOO O O.OH O.O O.O O.HO O.O OOOO noon: no oNHO 0.0H 0.0H O.O 0.00 O.O ooOnooOon HHo no nnoonoo no no mMmgmmmw mam mam mm mo w InTIubl ufio une uv. uv. s _ _ nHe 4O+u Iiqu 1. so Hk. Tl d 81 E T.O meO m _L. m m 0 . . 8 UIIHI. ROI 9 n.. u T. no now I. m, p. m. HL m m S 0 S 8.. 1. _ e O by HP 176 .munommm o 0.00 m.OH O2 O2 OO0.0 . . . . «moo 80:3 O O O OH O OO O OH nnooHOonn on noOnoo . O.m m.mH o.wo H.mH HMQOHmmomonlcoz mocoHHomxm m2 m2 mmm m o o h.mh m.m HMGOHmmomonm 90b m50H>onm O Oz OOH.O 0.0 0.0H H.OO O.OH ononom no OOOH oanHnna O.O 0.0 0.00 0.0H OOOH_oonHO no Oonooom . 0.0 O.OH O.OO O.OH HonoHOOononounoz onnnnona m2 m2 com m m.m o m.mm o HoGOHmmomonm mo mama . m.m :.mH n.mm m.OH .¢.2 no .¢.m UHom m2 m2 Hom O o o o.mm 0.0m .Q.Um no oonmmm . O.O O.OH O.OO O.OH .nonnnanOnH O2 O2 OOO O 0.0 0.0 O.OO O.O no nonnoooH m2 m2 omw. m.m 0.0 m.mm O.HH Ho>o oco mnoom OH coHusuHumcH O.O O.O O.OO 0.0H OnooO OH noon: no oon . 0.0 0.0 m.mm 0.0 no>o oco comm coapopHnmcH mz _ . . Oz OOO O O.O O.OH H.OO O.OH OOOO noon: no oNHO 0.0 m.m m.mm m.mH noncommon HHo mo pcoonom X X Asa doSN We VVO so 1V3 ml 7. 7o O:b"H oleT:o en“ 1 oH+ 9.0 xmwnr 9 Int. rub: us sou. 1m 2 n s _ . nae .+qOu O.T.O.D;O A JOeo d e: e To 5 u a: In Tue 0 . . a u_lTOI. one m _ onu o_$qO u T. 0 ommT: was 1. Oct. nus_¥ s 0 .5 e _ _ sis o s.+ ,_o e W , _A u s 177 no HonoH OO. onn no Ox no oan>,one .nnmonnnnoHO.noz u Oz .nnoonnnnoHO n O . mpuomom 0.00 0.0 0.0H 0.0 ‘nonno O2 O2 OOO.H . ., . . nOoo sons O OO O O O HO O O nnoonoonm on noonon . 0.00 O.O O.OH O.O .HnnoHOOononnnnoz .oonoHnooxm Oz Oz HOO O O.OO O.OH O.OH O HonoHOOononn noo Onon>onn . 0.00 0.0 O.OH 0.0 ononom no OOOH onnnnnna O2 O2 HOO O O.OO O.OH 0.0H O OOOH oonHO no Oonwwom . 0.00 0.0- 0.0H m.h Hoconmmwonmlcoz mchHOHB m2 m2 vmm H m.hm O m.NH O HMCOHmmmeHm MO OQWE O O OOO.O O.OO 0.0 O.OH H.O .O.s no .<.m oHom O.mo O O.mm O .Q.Um HO .Q.£m _mmummo . 0.00 0.0 H.HN 0.0 Honnm {nonnoanOnH O2 O2 OOO O O.OO O.O O.O O .nnon: no nonnoooH O2 O2 OOO. 0.00 0.0 O.OH O.O no>owono OnnoO OH nonnnnnnOnH m.mn 0.0 H.5H 0.0 mnoom OH HoUcD mo mmfi . 0.00 m.n N.mH O.m Ho>o oco comm COHprHumcH O2 O2 OOH O O.HO O.O O.OO O.HH OOOO noon: no oNHO 0.00 m.m m.hH .0.0 momcommou HHm mo pcoonom X. X z z mmmwmmmmwmm mam. O.H... O Inr.1u5n:ol14 at eTi: a _ _ n9 1.3.u lit? 1......2 1.11. _d 81 E T.095T.O 85 951 O . . ‘e uIJJITOI. II. 11.0 u T. no OmmTr anon Gnu OOO u S O S 8.. unTE un unro a 389 OS OS S 1 P I a a _ 178 nonno manommm . O.MH H.ON m2 m2 mom H . . . «moo 80:3 h mm m mm O OH pcmOHmmHm Op coonmm m2 m2 . 0.00 0.0H O.OH ,HMGOHmmomonmlcoz , mocoHHomxm .OOO 0.0m .H.Hm ;H.HN HOQOHmmwmonm non m50H>on Mm mu OOO.HH O.OO H.ON O.OO ononon.no OOOH onnnnonn 0.00 0.0H 0.0 OOOH oonHO no Oonooom . m.mm O.OH O.mm JHOGOHmmomonmlcoz mchHOHB O2 O2 OON N 0.00 0.0N O HonoHOOonono no oome . . 0.0m 0.0N O.mm .«.2 no .4.m; oHom m 2 Oz OHO H 0.00 O.ON O.OH .:.om no .:.nm oonoo: . 0.0m H.Hm 0.0N Honsm .coHpsuHumcH m2 m2 omm m w.hh h.mH m.m .GMQHD m0 COHHMOOH m2 m2 mHN. O.HO 0.0H 0.0N Ho>o Uco mnomm OH soHuSDHpmcH m.mm O.Nm m.OH whom» OH HmUcD mo omfl . m.mO 0.0H .H.bH _Ho>o oco oomm cOHDSHHpmcH m2 m2 . . ONO N 0.00 O.ON O.ON OOON noon: no oOHO 0.00 0.0N 0.0N noncommon.HHo mo pcoonom oocon OH. OO. osHo> snomeH ooHOnso anan oHMSWm ucoon Eonm Eonm .momcommom m Hco IHcmHm UoHHm oouofionm no noz 179 mo Hw>oH mo. map no Nx mo osHo> one .DCMOHMHGUHmJDOZ u mz “DGMOHMHcon n m O.ON O.OO O.OH .nonno Onnooon O2 O2 OOO. . . . . nOoo song O ON N NO O OH nnooHOonn on noOnoO . 0.0N O.Hm 0.0H HMGOHmmowonmlcoz mocoHHomxm O2 O2 NOO H O.ON N.OO 0.0H HonoHOOononO non Onon>ono O O NOO.O. O.OO O.HO .0.0H ononom no OoOH onnnnone N.OH 0.0m ,O.HN OOOH oonHO no Oonooom O; O OOO.O 0.0N 0.00 O.OH HonoHOOonononnoz Onnnnone . O.NH O.OO O.OO HonoHOOoOonm no oome . O.OO O.OO wO.NH .n.z no .n.m oHoo . 0.0N O.NO O.OH Honnm nonnnanOnH O2 O2 OOO N.NN H.HO O.OH noon: .nonnonnoooH . O.ON O.HO 0.0H no>o ono OnooO OH .nonnnnnnmnn mz mz mmN H Fon mow? MomH mHmm% OH HQUGD MO mmfi O2 O2 OOO. OHON OHOO OHOH no>o ono OOON nonnnanOnH O ON O OO O OH OOON noon: no oOHO 0.0N 0.0m -m.hH noncommon HHo mo ucoonom OH. mo. 05Ho> .pcoonom ucoonom ncoonom a, x . onoooO on n02 on n02 on OoOnooOom N Hno oHnonO no: no so: oHnonO 180 .muHomom O.m 0.00 0.0N Hocpo m2 m2 mOH. . .7 . mmuo 80:3 m m O HO H ON ucoononm on sownom m2 m2 ,. O.m O.OO- O.ON HMGOHmmomonmlcoz oocoHnomxm MHO O Th.mn O.ON HocOHmmomonm QOO msoH>onm . 0.0 O.OO O.ON ononom no OOOH onnnnone O2 O2 OOH N.N O.HO H.ON OOOH oonHO no Oonooom . m.H O.HO O.ON HMQOHmmmmonmrcoz mchHona O2 O2 HOO O O.NH O.NO O.ON HonoHOOoOonn noooma . O.H 0.00 O.ON .O.z no .O.m oHom m m mmm.m O 0.00 O.Hm Honsm .cOHpsuHumcH . . H.HH 0.00 H.HH canD mo COHHOUOH . O.N 0.00 O.Nm -no>o Ugo whoow OH .coapspapmcH m2 mz ‘ . . OOO H O.m O.mh O.Nm whomm OH Hops: mo omfi m2 m2 Omm.H 0.0 OHOO OHON no>o oco oomm QOHDSDHpmcH O m or O mm OOmm noocpw mo oNHm O.N 0.00 0.0N noncommonHHo mo pcoonom OH. mO. osHo> ucoonom ucoonom pcoonom ononom on n02 on n02 o: OoOnooOom Hno oHnonO On: no mo: oHnonO 181 mpHomom . O 0.0 H.mm nospo m2 m2 OOH H . . «moo 80:3 O m OH O OO Oncoononm OOQOOHom mz_ mz OOO.m O H.OH m.mm HocOHmmmmonmlcoz. oocmHnomxm O O 0.00H Hoconmomonm QOO m50H>onm m2 m2 Ohm.m O Onm 0.00 oHOMmQ Ho OOOH mchHmnB O O OH O.NO OOOH moch Mo hocooom m2 m2 mmO.H O 0.0H 0.00 Hoconmomonmlcoz mchHOHB O 0.0N 0.00 HocOHmmomonm Mo mama O2 O2 OOH. O _OHOH 0.00 .«.2 no .o.mw oHom O O OH 0.00 .:.om no .:.nm oonoo: m2 m2 OHO. O mHmH 0.00 Honsm cOHHDuHumcH O H HH 0.00 connD mo cOHDOOOH m2 m2 mOO. O O.HH N.Om no>o Ugo whom» OH COHudqumcH O N.NH 0.00 OnooO OH noon: no oOo OZ Oz mnm.H O _mnh O.NO Ho>o Uco OOON .GOHHSDHumcH O 0.0H O.NO OOO~,HoocD mo oNHm O O.NH 0.00 noncommon HHo mo pcoonom OH. mO. osHo> ,ucoonom ucmonom ucoonom ohmsvm 0Q #02 on #02 0o momcommom Hno oHnonO On: no mo: oHnonO . un..§J-T.JU)31JD “Ian-1344,11) 182 (r‘ manommm .. O O.Hm 0.00 Hocuo . m2 m2 .mOO . . 4moo 80:3 O O om O OO pcoononm 0p sownom m2. m2 ONN. O H.mm 0.00 xHocOHmmomonmlcoz mocoHHmmxm O m.Om O.MO HMQOHmmomonm non msoH>onm . O 0.00 0.00 ononon no OOOH onnnnnne OZ mz . . va O Tm.mN h.Hb OmmH OOGHm MO hOfiOOOm . O m.Hm O.OO Hocoammomonmlcoz ochaonB mz . . . Oz OOH O 0.0N 0.00 HonoHOOononm no_oOOB mz . mz AHON. O Hnmm 0.00 .¢.E no .¢.m . UHom O O OO 0.00 .:.om no .:.nm oonOo: O2 O2 OOO. O _OHHO 0.00 Honnm ‘noHnnanOnH O m hm N.Nn connb mo cOHHOOOH O2 O2 OOO. O. OHNO 0.00 no>o ono Onoom OH nonnnnnnOnH O m ON 0.00 mnoom OH HoUcD m0 omfi m2 m2 OOO.H O OHON 0.00 Ho>o oco OOON GOHHSDHnmcH O m mm O.HO OOON noocD mo oNHm O 0.0M m.mO momcommon HHm m0 usoonom OH. mO. .oDHo> pcoonom .ucoosom ncoonom ononoO o: noz on noz 0: OoOnooOom Hno oHnonO On: no mo: oHnonO =mmcoHumNHcoOHo HmconmoHosm UOUMfiGH HGCHO 183 T rt .l 1111 cl ( ._. if! I: (F‘ O.O N.OO_ 0.0H nonno Onnooom Oz Oz OOO.N . . 7 . . HOmoo sons N.N O mm m m ncoononm .on-c0mnom . O.O O.OO .H.O HOQOHmmowonmrcoz oocoHnomxm m2 m2 mHN N O O.OOH O HOGOHmmomonm 30b msOH>onm _ . 0.0, O.OO O.O ononon no OOOH onnnnona O2 O2 OHO O O O.OO O.O OOOH oonHO no Oonooom . O.m O.NO O.O Hoconmomonmrcoz mchHOHB O2 O2 HNH H O O.OO O.NH ,HonoHOOonono no ooma . 0.0 0.00 0.0 .¢.2_no .«.m oHom mZ Oz OOO O 0.00 0.0 .:.om no .ownm oonooo . O.H 0.00 0.0 Honnm nonnnanOnH mZ . . Oz OHO N 0.0 O.OO H.HH .nonn: no nonnoooH . 0.0 N.OO 0.0 Ho>o oco mnoom OH _coapspaumcH m2 m2 . . MOO N O H.Om m.O mnooh OH HoocD mo omfl . 0.0 0.00 0.0 no>o ono OOON nonnnnnnOnH m2 m2 . . mmw N O .H.bm m.N oomN HOUCD MO ONHm O.m O.NO 0.0 ,momcommon HHo mo ucoonom OH. mO. osHm> .ucoonom ucoonmm ucooHom oumsvm 0Q #02 on #02 on momcommom Nx nno oHnonO Onz.no Om: oHnonO I II 7 ‘ mo.Hm>mH mo. man no Nx mo msHm> woe. .DmmoHWHmmHm #02 u wz mchOHMHcmww u m 184 . mpnommm . O O mm O.HO Hm£po O2 O2 NOO H ., . «Ooo sons O m MO O OO ucmonmnm on comumm . O N.OO O.HO HocOHmmmmonmlcoz mocmanmmxw O2 O2 HHH . O O.Nm 0.00 HMQOHmwmmonm QOO m50H>mnm O2 O2 OOH. O OHHO O.OO -ononoo no OOOH oanHonn O O OO N.NO OOOH moch mo mocmomm m2 m2 HNO. O 0.00 «.mm .Hoconmmwonmlcoz ochHMHB O O.NO 0.0m HocOHmmmwonm «0 mama m2 m2 moo. o HHmO m.om OOOH HO .4.m UHmm O O OO 0.00 .:.om no .:.nm oonoo: m2, m2. ONO.N O OHOm 0.00 Honsm GOHDSHHumcH O m mm 0.00 connb mo cOHDMOOH m2 m2 HHO. O Onom 0.0m _Hm>o ocm whom» OH. .coHpsyHumcH O O OO O.HO ,OnooO OH noon: no mom m2 m2 OOO. O Onmm m.OO -nm>o.oco OOON cOHuanpmcH O m.OO 0.0m mmmcommmn.HHm mo ucmoumm OH. mo. msHo> .ucmonmm ucmonmm ncmonmm mumsvm 0o #02 on #02 0Q mmmcommmm Nx Hno _oHsocm mm: no mo: oHsosm mun)4) 5”4 :5 ‘i’31 })”-IIDID"’ 185 mnnoamm . 0.0H 0.00 O.HO Hmsuo . OZ OZ OON . .7 . ‘ OOUU 8033 O OH O mv 0 5m #SOUHmem Ofi GOOHOQ OZ OZ OOO. 0.0H 0.00 0.0m HOGOHmmmOOHaIcOZ mocmHHmaxm 0.0H 0.00 H.NO HMQOHmmmOHma 20b msoH>mHa OZ OZ OOO.H OHON 0.00 O.HO mHome Ho OOOH mcHCHoHa O OH O.OO O.OO OOOH oonHO no Oonooom OZ . 0.0H 0.00 0.00 HchHOmmOOHaICOZ mchamma Oz OOO . . . O NH O Om 0.00 .Hmc0Hmmmm0Ha mo mama O2 O2 .HOO. OHOH OHOO O.OO .o.z no .<.m oHon O OH O OO 0.00 .o.om no .O.nm oonOo: OZ OZ OOO.O mUmH mnom 0.00 Honda .coHpSpHumcH O OH O ON 0.00 COQHD mo cOHDMUOH OZ OZ ,HHO.H OHON N.Om m.HO Hm>o Ugo mummm OH GOHDDDHHOQH N NH N.Hm 0.0m mammm OH HmUcD mo mod O2 O2 OOO. HHOH OHHO O.HO no>o ono OOON .nonnnanOnH O OH O OO 0.00 OOON HmUcD O0 mNHO 0.0H. 0.00 0.00 mmmcoammn HHm Oo.pcmonma OH. mO. mDHm> pamonma ucmonma ncmonma N mHmHHHOO 0a HOZ 0a uOZ 0a Ommcoammm N Hno oHnonO On: no mo: oHnonO OHHNJdJUQquUWJJp) NJ41)34 )3.) ._..) 1111111 186 wuHoamm .. .. .n 0.0 NO O.OO O.OOH”... .2 .2 ..... ..W WHOM WHOM ....HMMMWMMMOMWM .ow.mmwmwmmw .2 .2 ..... ..m WHOM mum“ ....Mm.m..wwmw _...MWHWMMO .2 .2 ..... ..m WHOM WHOM ....MMMMWMMMOMWM .MW.WMMH O2 O2 HNO. O.“ mnmw wnmw .QHsznmo.mOOm oowwwm .2 .2 ..... ..M MUN” WHOM OMOHM ,MM.OMHMOMMO .. ._. .H NO 0.0 EON“... O.OOH, .....O.Mn .. .. OM mm mm -O.......OO O.H O.OO O.OO mmmcoammn HHo mo ucmonma OH. OO. msHo> nnmonmm unmonom nnmonma mnosom oa.uoz oa HOZ oa mmmcoammm H30 oHsocO mmZ no moZ oHsocO L rqlcr .uc (4... 4a N? .u+C.Q:._.m>,w£.H. .UGMOHHHQUHw #02 H mZ “#QMOHHHSUHW H.:m . . mpuoamm . O O ON O OO .Hmnuo OZ OZ OOm . . OOUU 5033 O m OH H mm #fiOUHmOHm O#.QOmHOm OZ; OZ ONO. O .m.NH 0.00 HOCOHmmmmonalcOZ mocmHnmaxw O H.HN O.OO HocOHmmmwona QOO msoH>mna . O 0.0H N.OO -ononon no OOOH onnnnono OZ OZ . . . ONO O N.OH O.OO OOOH oonnO no Oonooom . O 0.0H 0.00 Hmcoammmmonalcoz mcacamua OZ . . . Oz OOO O O.ON O.OO HonoHOOonono no oomn . O 0.0H H.OO .O.z no .o.m oHom OZ OZ 7 ONO N O 0.0N 0.00 .o.om no .:.nm oonoo: m“ OZ OZ OON. O _0.0H N.OO Honsm cOHDSHHumcH O H.HH 0.00 noon: mo noHnoooH O2 O2 OOO. O 0.0H 0.00. gno>o ono Ono?H OH ,noHnnanOnH O O.OH O.OO OnooO OH noon: no oOO OZ OZ OOO. O 0.0H 0.00 Hm>o oco OOON cOHuonHuwcH O 0.0H 0.00 OOON Hmoco mo mNHO O 0.0H 0.00 mmmcoammH,HHo mo ucmonma OH. mo. msHo> ucmonma pcmouma uamonma N mnost oa DOZ 0Q HOZ oa mmmcoammm N Hno oHnonO mos no.Oos oHoonO 188 OHHCCwm . 0.0 0.0N 0.00 noono , O2 O2 OOO . . . . «Ooo sons O m m MN O 50 #GOUHOOHQ OH GOmHmm , 9 .H.O O.HN O.HO HocOHmmmmonalcOZ .mocmHHmaxm Oz: Oz OOO H 0.0 0.00 0.00 HonoHOOononm ooo OnoH>ono . O.O O.ON O.OO wononoo no OOOH onnnnono mz a O Oz OOO H O.O O.ON O.OO OOOH oonHO no Oonooom . , . O.O O.ON O.OO HmcoOmmmmonalcoz mchHona O2 O2; OOO H O O.NH O.OO HonoHOOonono no ooma . 0.0 0.0N 0.00 .4.2 no .O.m oHom Oz. Oz: _ OHO- 0.0 0.0N 0.00 .:.om no .o.oo oonooo . 0.0 O.HO O.HO Honnm .nonnoanOnH O Oz . . HNN O 0.0 O.O O.OO noon: wnononnoooo O O OOO.O O.HH O.OO O.NO no>o ono OnooO OH nonnnanOnH O.N H.OH 0.00 OnooO OH noon: no ooo OZ OZ OOO. OHO OHNN 0.00 Hm>o oco OOON cOHusqumcH O O O ON 0.00 OOON noon: mo oNHO 0.0 0.0N 0.00 mmmcoammn HHm mo Dcmona OH. mo. moHo> . ucmonmm Homonma yomonma mnost noz. 00 “OZ .oo mmmcoammm Hoo oHnooO mo: no mo: oHoooO :MGOHUMEHOH mooqoa 189 mpHoamm . 0.0 0.0 H.OO “mayo OZ OZ OOO H . . 4OUU 5053 O O O O mm pchHmmna on cOOHma . .O.H 0.0 O.NO HmconmmmonalcOZ mocmHHmaxm OZ OZ OOO H O , O O.OOH Hmconmmmona QOO mooH>mna . O O.O 0.00 ononoo no OOOH oanHono O2 O2 OOO N.N O.O O.OO OOOH oonHO Oo Oonooom OZ OZ mom. O.H 0.0 0.00 .HMQOHmmmmonalcOZ mchHona O O 0.00H HocOHmmmmona mo mama . o 0.0 0.00 .¢.2 HO .¢.m UHmm OZ OZ HOO m O.O O O.OO .Q.Um Ho .Q-£a mmuoma OZ OZ Omm.H O.H 0.0 0.00 Honda cOHDopHpOcH O O 0.00H coon: mo QOHHOOOH . O 0.0 N.HO Hm>o ocm mummm OH coapspapmcH OZ OZ . . ONO O O.N O 0.00 OnooO OH noon: no oOm OZ OZ NOO.H OHN OHN H.OO Hm>o Uco OOON cOHDDqumcH O O O m H.OO OomN HmocD mo mNHO O.H 0.0 0.00 mmmcoammn HHo mo pcmonma OH. mO. msHo> pcmonma ucmonma ucmonma mumswm oa “OZ 0o noz oa mmmcoammm Nx Hno oHnooO Oos.no Ooz oHnonO mpHoamm . O.Hm 0.00 H.ON Hmspo OZ OZ OOO H . . . OOUU 8033 O OO O OO N OH nnooHOonO on.noOnom OZ, OZ OO. O.ON O.OO H.OH HMGOHmmmmonaLQOZ mocmHHmaxm . O N 0.00 0.0m O.ON HonoHOOonono ooo Onon>onm . H.ON O.OO O.ON onoOoo no OOOH oanHonn O2 O2 ONO N O.OO N.NO O.OH OOOH oonHO no Oonooom . O.ON O.OO O.ON HonoHOOonononnoz onnnnonH m O2 O2 OOO N O.OO O.OO O Hononomooono no oOOa . 0.0N 0.00 0.0N .¢.Z Ho .¢.m UHmm OZ OZ OOO N O.OO O.OO O.OH .a.om Ho .a.£a mmummo O o o o . o. Oz O . O ON O OO O OH Honnm noHnnanOnH 1 z OOH N 0.00 0.00 0.0H .noon: mo noHnoooH . 0.00 H.OO O.ON Hm>o ocm mnomm OH coauspapmcH OZ OZ - . . . OOO H O.ON H.OO _H.OH _mHmmm OH nmocD mo mom . 0.0N O.NO 0.0N Hm>o woo OOON coamspHpOcH OZ OZ . . OOO H.Om O.OO H.OH OOON noon: O0 mNHO 0.0m 0.00 0.0H mmmcoammnHHo Mo ucmonma OH. mo. msHo> ncmonma. nnmonma ucmonma mnost oa poz oQ uoz on mmmcoammm Nx Hoo oHnonO Ooz no Oos oHnonO =NmmumcHonoosm mHMHUmEEH OH: on mHmQEmE amoum 0p mchHmuu.m0H>Hmmch HmcoHOmmuona mcu HoH mpaoaoamcoammn mnoEHHa- _ _ f.__.___ _ 191 mpnoamm . 0.0 0.0N O.NO nmouo OZ OZ OOO H . . . OOUU 80:3 N N O MN O MO ucmonmna ou comnma OZ OZ HmH. O.M N.MN N.MO HocOHmmmmonalcoz .mocmHnmaxm M.m H.HN O.MO HocOHmmmmona QOO,OSOH>mna - O N.OH O.NO mnommo no OOOH ochHona OZ O . . 2 OOO O NO.O H.ON 0.00 OOOH oonnO no Oonooom . 0.0 O.ON O.HO HonoHOOononOunoz OanHonn. O2 O2 NOO O O.N O O.OO Hononmoonono no oOOn . 0.0 H.ON 0.00 .m.Z no .¢.m ‘onO O O NOO O O O.O O.OO .onm no .a.£a mmnOmQ O2 O2 HOO.H 0.0 0.0N N.OO Honnm nonnnanOnH 0.0 H.HH 0.00 noon: mo nonnoooq OZ OZ OOH. O.N O.MN O.MO nm>o ocomnomm OH cOHpsanmcH 0.0 O.NN N.OO OnooO OH noon: oo oOn OZ OZ OOM.M O.N O.NM 0.00 nm>o oco OOON QOHnsqumcH 0.0 0.0H 0.00 OOON nmocD mo mNOO 0.0 O.NN M.MO mmmcoammnHHo mo ncmonma OH. OO. msHo> ncmonma pcmonma ncmonma ononoO 0: noz 0: noz 0: OoonooOom Nx Hoo onnooO mo: no mo: oHnonO 192 .WC FGPGF UC 05+ +fl NV WC QSFK>.Q£E 4¥CNCTWHCUHW #02 " WZ "#CMUHMHGUHm H m Ounoamm . 0.00 0.0M 0.0 .nmono OZ OZ OMM - . . dOUU 50:3 v 50 m mN m V “gmUHmmHQ 0U...AHOW.HmnH OZ ,OZ ONH. H.OO O.OM O.M HmconOmmonaIGOZ mocmHnmaxm . N.OO O.HO O.O HonoHOOononO ooo Ononoono . H.NO 0.00 O.O ononoo no OOOH onnnnonn O , - . . 2 Oz OOO 0.00 0.0N 0.0 OOOH oonHO no.Oonooom . 0.00 M.HM O.O Hmcoammmmonalcoz madcaona O . . . . 2 Oz NNO H O.NO O.ON O.NH HonoHOOononO no oOOn . 0.00 H.ON 0.0 .¢.Z no .4.m onm OZ , . . N.MO O.HM M.m Honsm cOHHSHHumGH Oz 2 . . Oz Omw,H N.NO 0.0N O noon: .no.noHnoooH O2 O2 OOO. 0.00 0.0N 0.0 no>o ono OnooO OH nonnnnnnOnH 0.00 O.HM O.N mnomm OH nmocb mo mofi OZ OZ OMO. OHHO MHOM O.N nm>o oco OOON cOHnannmcH M OO O ON 0.0 OOON nmUcD mo mNHO M.MO. 0.0M 0.0 mmmcoammn HHm mo ucmonma OH. OO. msHo> pcmonma ncmonma ncmonma ,x mnoSOO oa ubZ oa DOZ oa mmmcoammm N Ono oHnooO Ooz no Ooz oHnooO =OmmnocHonOQSO mo mm>HH Hmc0mnma map so mmm 193 mpnoamm . O O O H.OO noono O2 O2 OOO H . . . _ oOoo sons N N N N O OO nnooHOonm on noOnoo . OaH 0.0 O.NO HMGOHmmmmonaIQOZ mocmHnmaxm OZ OZ, Omw H o o 0.00H HMQOHOOOMOHm 30b OSOH>0Hm . O 0.0 0.00 ononoo no OOOH onnnnonn O2 O2 OOO N.N 0.0 0.00 OOOH oonnO no Oonooom O O . O 0.0 0.00 HonoHOOononOunoz onnnnonn NOO O O.NH O ,m.OO .HMGOHOmmmona momama . O.H 0.0 O.NO .¢.z no .o.m oHom O2 O2 OOO H O O O.OOH .:.om no .:.oo oonooo . O.H O.H 0.00 Honom .noHnnnnnOnH O2 O2 OOO O O H.H O.OO noon: Ano_nonnoooH . O 0.0 H.OO no>o ono OnooO OH nonnnanOnH O2 O2 NOO H O.N O.N H.OO Onoon OH noon: no oOn . O.N O.N H.OO no>o ono OOON nonnnanOnH O2 O2 . . NOO H O O.O H.OO OOON noon: no oNHO M.H 0.0 0.00 mmmcoammn HHm mo pcmonma OH. OO. mDHo> ucmonma ucmonma ucmonma mnmsOO oa noz. on HOZ oa mmmcoammm Hoo oHnooO On: no Ooz oHnooO :mmuasomH 194 munoamm . O 0.0 0.00 .nm:no OZ OZ OMO . . . OOUU 80:3 O M O O OO ucmonmna ou.c0mnma . O 0.0 O.¢O Hmconmmmonalcoz mocmHnmaxm OZ OZ OOO H O O O.OOH Hm:0memmona :0b msoH>mna . O O O.OOH ononoo no OOOH onnnnonn mZ mZ Ohm H O m.m momm ommH OUGHW m0 MOSOUOM . O 0.0 O.OO HonoHOOononounoz OanHonn. O2 O2 OOO H O O.N O.OO HonoHOOonono no oomn . O O.M 0.00 .¢.Z.n0 .¢.m UHmm OZ OZ H50 0 Com Comm oQoUm,.Ho omen—Hm mmm-”mmm O O 0.00H :m:nD mo :oHnoooq OZ OZ NOH. O O.N H.OO nm>0 ocm mnmmm OH :OHHSHHHOGH O 0.0 H.OO mnomm OH nmocb m0 mmfi OZ OZ OOO. O OHO H.OO nm>o Uco OOON .:0Hp:nH:m:H O O N 0.00 OOON nmosb m0 mNHO O 0.0 0.00 mmmooammn HHm mo Homonma OH. OO. msHm> ucmonma ncmonma ,ncmonma mnoovm oa noZ on “OZ 0a mmmcoammm no: oHnooO Oo2.no Ooz oHnooO 195 mpnoamm . O N.OH O.NO .nonno OZ OZ OON H . . «OOO 80:3 O O O M HO Homonmna 0p :omnma OZ. OZ. O M. O ,0.0H M.OO Hmc0HmmmOonalsoz mocmHnmawm O O 0.0H N.OO HMGOHmmmOona :OO m50H>mna . O N.OH O.NO mnoOm: no OOOH O:Hcamna OZ . . m2 OMN H 0 how M.Hm 0mmH mUGHm MO NUCmUmm , . O O.HH H.OO HOGOHmmmOonalcoz mcHoHona O2 O2 NOO O O.NH O.OO HonoHOOononO no oOOn . O 0.0H 0.00 .¢.Z no .¢.m onO O OZ OHO O O O 0.00H .:.om no .:.om oonoo: O O m 0.00 co:nD O0 :OHnoooq . O 0.0H M.Ow nm>0 woo mnomm OH coausudpmca OZ O , . . Z HOO O O.O N.OO mnomm OH nmocb O0 mofl OZ OZ MOO. O OHHH N.OO nm>o ocm OOON :0HODOHOOGH O N NH 0.00 OOON nmo:D O0 mNHO O O.NH 0.00 mmmcoammn.HHm O0 Oomonma OH. OO. mSHo> Ocmonma Oomonma .ucmonma mnoovm 0a OOZ , 0a OOZ oa mmmcoammm Ho: oHnooO Ooz.no Ooz.oH:ooO w J I—I JDHHH 196 mnnoamm . O O.MH N.OO ,nm:u0 OZ OZ OOO . . O OOUU 80:3 O O HN M OO .ucmonmna ou.c0mnma O O r O O.ON O.OO Ho:0HmmmOona|:0Z mocmHnmaxm OOO O O O O.OOH HoconmmOona :OO m90H>mna w w . O O.OH O.OO ononoo.no OOOH onnnnonn O2 O2 OOH N O O.mN H.OO oOOH oonHO OoOonoooo . O O.OH H.NO HoconmmOonaI:0Z OCHGHona OZ OZ OMN O O.ON O.OO HocOHmmmOona O0 mama . O N.OH O.HO .¢.Z n0 .¢.m onm mz mZ NMO O O.ON 0.0m .QoUm HO .Doflm mmHOQQ . O 0.0H O.NO Honnm nonooanOnH O2 O2 OOH O N.NN 0.00 noon: ‘Oo nonnoooH O2 O2 OOO. O OHOH OHNO no>o ono OnooO OH nonnnanOnH O O OH O OO OnooO OH noon: no oOo . O 0.0N 0.00 nm>0 oco OOON conpsuapmcH OZ OZ 1 . . HOH O H.OH O.NO OOON nmocb O0 mNHO O 0.0H M.HO mmmcoammn HHo O0 pcmonma OH. OO. msHo> Osmonma Osmonma pomonma mnoswm oa OOZ oa OOZ 0a mmmcoammm H:U oHnooO mos no mo: oHnooO =OO:OHOONHcoOno mOmHHoo muo::88oo no mm0H>nmm.muH:988oo HOQOHnoc no muoum m: omnomcoam mmmunHE 197 munoamm . . O O-HO 0.00 noono O2 O2 OOO N . . . «Ooo son: . O.M H.NM M.OO HoconmmOonalcoz _mocmHnmaxm OZ OZ OOO H M.O OOOH O.OO Hm:0HmmmOona :OO m50H>mna . 0.0 O.ON O.NO ononoo.no OOOH onOnnonn O2 O2 OOO N N.N O.NO N.OO OOOH oonHO no Oonooom . 0.0 0.0N N.OO HonoHOOoOonOInoz onnnnonn O2 O2 OOO N O.NH O.NH O.OO HononOOoOono no oonn . 0.0 0.00 0.00 .o.2 no .o.m_ oHo: O2 O2 . NON N O O.ON O.OO .o.om no .:.no oonoo: . 0.0 O.HO 0.00 Honom nonnnnnnonn mz . . Oz OOO H 0.0 O.OH O.OO noon: .Oo nonnoooH Oz Oz OOO. 0.0 0.0N 0.00 no>o ono.OnooO OH nonnnnOnOnH O.N 0.0N 0.00 OnooO OH noon: Oo oOo O2 O2 OOO.H OHN OHHO 0.00 no>o ono OOON nonnnanOnH O O O ON 0.00 OOON noon: Oo oNHO 0.0 0.0N 0.00 mmm:oammn.HHo O0 Osmonma OH. OO. msHo> ncmonma ncmonma ncmonma mnoswm 0a OOZ 0a OOZ oa mmmsoammm no: oHnooO Ooz.no mos oHnooO . ,,l""-l.' I 198 no Ho>oH OO. oon no N MO GDHOOV GENE .nnooOOHnOHO.noz n Oz innooOOOnOnm n O O 0.0 0.00 noono Onnoooo O2 O2 OOO. . . A . Omoo nHons O M.O O OO ucmonmna on :0mnma . O O.O O.OO Ho:0HmmmOonalc0Z mocmHnmaxm OZ OZ OOO H O O O.OOH Hoc0HmmmOona :OO m:0H>mna . O O.O H.OO ononoo no OOOH onnnnonn O2 O2 OOO H O N.N 0.00 OOOH oonHO Oo_Oonooom . O O.M O.OO .HOCOHOOmOonaIGOZ OGHGHmna O2 O2 OOO H O O.N O.OO HononOOonono no oonn . o 0.0 0.00 .4.2 no .4.m UHmm OZ - - Oz OOH H O O O.OOH .:.om.no .:.no oonOo: . o O.M 0.00 Honda GOHufipHOOGH O2 O2 OOH O O.O .O.OO noon: no nonnoooo . O 0.0 H.OO nm>o woo mnomm OH COHOSOHHO:H OZ . - . . OZ OOO O O.N O.OO mnmmm OH nmocb O0 mom OZ OZ OOO. O OHO HHOO nm>0 oao OOON :OHODOHOOQH O O N 0.00 OOON nmocb O0 mNHO O 0.0 0.00 mmmcoammn HHo O0 Osmonma OH. OO. msHm> Osmonma :cmonma ncmonma mnoDOO oa 0.0Z .oa OOZ oo mmmcoammm x N H:U oHnooO Oos no mo: oHoooO 199 monoamm O 0.0 H.OO nm:no . OZ OZ OOO. .2 . «O00 80:3 . O O.OH M.OO- HmconmmOonaIGOZ mocmHnmaxm OZ OZ HOO O O.OH O.OO Ho:0HmmmO0na ,QOO m50H>mna . O 0.0 .H.OO ononoo no OOOH oanHonn O2 O2 OOO O O.OH 0.00 OOOH oonHO wno Oonooom . O O.OH O.OO Ho:0HmmmO0nalc0Z OchHona O2 O2 NOO o O.NH 0.00 Hononooonono Oo oomn . O H.O 0.00 .¢.Z no .«.m onm OZ OZ OMO O O.OH O.OO .Q.©m no .a.:a mmnOma . O 0.0H 0.00 Honom coHnoanmcH OZ OZ OOO O H.HH O.OO :o:nD ,Oo :oHno00H O Oz OOH.O O O.OH O.NO no>o ono OnooO OH noHnoanOnH O 0.0 .H.OO ‘OnooO OH noon: Oo ooo . . O 0.0H O.NO nm>0.oco OOON cOHnannmcH O OZ . . OOH O O 0.0 H.OO OOON noon: no oNHO O 0.0H M.OO mmmooammn HHm O0 O:monma OH. OO. msHm> pcmonma Ocmonma ucmonma mnosom oa OOZ. on O.OZ on mmmcoammm Nx Ho: oHnooO no: no no: oHnooO =OmHaoma mm0:n on moconnoa8H O0 OGH:Om:o.mmsomHo 0:.mnm:8m8.mpflco8800 no mncmosum HosoH>HooH nOO 200 O0 Hm>mH OO..m:O no Nx O0 mSHo>m:a .ucoOHOHGOHm OOZ n OZ OpooOHOHCOHO n O . . OOnoamm . O OO O HO O.MH nm:po OZ OZ OmN . . . I OOUO 80:3 OZ- OZ MOO.O O.ON O.OO O.HN HocOHmmmOonaI:0Z moomHnmaxm H.NO 0.00 o HoCOHmmeona :OO m50H>mna OZ OZ ONO. 0.0N N.OO N.OH mnoOm: no OOOH moHcHomw 0.0M 0.00 N.OH OOOH mooHO O0 mocmomm O2 O2 OOH. O.HO N.NO 0.0H HonoHOOoOonmunoz oanHonO 0.0M 0.00 O.NH Ho:0HmmmOona O0 mama . H.ON 0.00 0.0H .¢.Z no .¢.m OHmm OZ OZ OOO H O.OO O.OO O.ON .:.om no .:.nO oonooo . .H.ON O.NO M.OH Honsm :OHusnapmca OZ OZ . . OOO N O.OO O.OO O.O. :anD Oo_:0Hpo00H . N.HO N.HO 0.0H nm>0 ocomnomm OH :oandnanmoa OZ OZ . . MOH M 0.0N O.HO 0.0H mnomm OH nmooo O0 mOO O Oz OOO.O 0.00 0.00 0.0 no>o ono OOON .noHnnanOnH O.MN 0.00. 0.0N OOON nmocb O0 mNHO O.NO O.NO 0.0H mmmcoammn HHo O0 ucmonma OH. OO. msHo> Ocmonma Ocmonma ucmonma mnosvm 0Q OOZ on OOZ oa mmmooammm no: oHnooOOoz no Ooz oHnonO 201‘ O t O O '\ Il‘ Ounoamm O.M O.HM 0.00 nm:n0 . OZ OZ OOO.H . . «OOO 80:3 O O NO O OO nnoonoono on.noonoo . . O.H 0.0M 0.00 Ho:0HmmmO0naIc0Z moomHnmaxm OZ OZ MOO O 0.00 N.MO Hoc0HmmmO0na :OO m50H>mna O O ONH.O O O.OO O.HO ononoo no OOOH oanHonn N.N O.HN H.OO OOOH oonHO no Oonooom OZ OZ OOO.H O.H M.OM N.OO Ho:0HmmmOonaI:0Z OGHoHona O O.NH 0.00 HooonmmOona O0 mama . O 0.00 0.00 .4.2 no .o.m oHoo . O.H H.OM N.MO Honom :0HnanumcH O2 O2 NOO H O N.NN O.OO .noon: no noHnoooH . O.N O.NO 0.00 no>o ono OnooO OH nonnnanOnH O2 O2 OON H O O.HO 0.00 OnooO OH noon: no oOo . O N.OM O.HO nm>0 ooo OOON coapspanmcH OZ OZ . . . OOO H O.N O.ON O.OO OOON noon: no oNHO M.H O.NM 0.00 mmmooammn HHo O0 Oomonma OH. OO. msHo> Osmonma ncmonma ucmonma mnoSOO oa OOZ 0a OOZ oo mmmooammm .Hoo OHnooO Ooz no mo: oHnonO :OonHO HoGOHmmmOona m:O.:H mHocnsoOHo:0HmmmO0na,m:u 202 '1‘ r r f o I! O O O0.Hm>mH OO. m:n no Nx O0 moHo> mma ..n:wonOw:WHm n0Z n OZ macooHOHcmnm n O , no .Onnoamm . O 0.0N O.NO nm: OOUU 80:3 . O O.HN O.OO HoooHOmmOonalcoz moomHnmaxm OZ OZ NON O O.OH N.Om HoGOHmmmOona :0O m50H>mna . O H.ON O.OO ononoo no OOOH oanHonn O2 O2 OOO O O.OH O.NO OOOH.oonHO Oo monooom . O O.NN O.OO HoconmmOonalcoz OGHGHona m2 m2 .mmm N O O O.OOH HMZOHOOOMOHQ MO OQ%B . . O O.HN N.OO .¢.Z.no .4.m UHmZ . O M.OH 0.00 Honsm :onnonnnmoH OZ OZ MOO O N.NN 0.00 canD O0 :0Hno00H O2 O2 OOO. O O.ON O.OO no>o ono OnooO OH nonnonnoonn O H.OH O.NO OnooO OH noon: no ooo . O 0.0H O.NO nm>0 oco OOON :OHnSanO:H OZ OZ . . mHN o O.NN O.OO 00mm HGUGD MO ONHO O 0.0N 0.00 mmmcoammn HHo O0 ncmonma OH. OO. .msHo> ,ncmonma ncmonma ncmonma mnoovm oa n0Z 0a n0Z 0a mmmcoammm no: oHnooO mos no Ooz oHnonO 203 no Ho>oH OO. onn no Nx no onHo> one .nnooHanO O noz u Oz .nnooHanOHO n O mnnoamm . N.OH O.HO O.HO .nm:no OZ OZ OOO N - . . OOUU 80:3 O MH O OO H ON ncmonmna on c0mnma OZ OZ OOM. M.OH O.OO O.OM HooonmmmOonalcoz mocmHnmaxm O-OH O.OO O.OM HoconmmOona .:0O.m:0n>mna . O.ON O.HO O.ON ononoo no OOOH onnnnonn O2 O2 OOO H O.OH O.OO O.OO OOOH oonHO _noOonooom O O MO0.0 O.OH N.OO 0.0N .HoconmmmOonalcoz OGchona ,O.NH O.NH O.OO HoGOHmmmOona _Oo mama . N.OH O.NO H.ON .¢.Z no .¢.m onm OZ OZ OON N O.O 0.00 O.OO .:.om no .o.no ,oonooo , . 0.0H 0.00 0.0N Honsm nonnnanOnH Oz Oz OOO O O H.HO O.OO noon: no noHnoooH OZ OZ OOO. 0.0H O.NO 0.0N nm>o oco Onomm OH :0HnannOGH N.NH O.OO H.OO OnooO OH noon: no oOo . 0.0H 0.00 O.NM nm>o Ugo OOON connsnnnmoH OZ OZ . . Oom N.NH H.Om O.HM oomN nmUQD O0 mNHO 0.0H O.MO O.NM mmmcoammn HHo O0 ncmonma OH. OO. mDHo> ncmonma ncmonma .nomonma mnoSOO on n0Z oa n0Z oa mmmcoammm no: oHnooO nos no nos oHnonO 204 O0 Hm>mH-Oo. x O0 msHo> m:a .ncooHOH:mHm n0Z u OZ uncooHOHcOHO n O . . . . mnnoamm O M N OH M OO nm:no OZ OZ OOH. . .. . OOUU 80:3 N N N OH O NO nomonmna on :OOnma OZ OZ . O.H ,H.OH H.NO HoGOHmmmOonalcoz moomHnmaxm NOO . . . . M O O OH O.OO HoconmmOona :OO m50H>mna w . 0.0 0.0H O.NO ononoo no OOOH onnnnonn OZ . . OZ OON N.N O.OH O.OO OOOH_wUGHO MO mocmomm O O: NNO.O OHH O.OH OHOO HonoHOOoOonnunoz. oanHonn O N O O OO Ho:0HmmmO0na O0 mama . O.H 0.0H O.MO .¢.Z no .4.m onm OZ OZ OOO 0.0 O.ON O.OO .:.om_no .:.oo oonoo: OZ OZ OOO.N O.M MHOH N.OO Honsm :0Hn5anmoH O O O 0.00 :o:nD .O0;:0Hno00H . O.N 0.0N 0.00 nm>o ooo mnomm OH :OHnannmcH OZ OZ . . OHO H O.N, N.NH 0.00 mnomm OH nmocb O0 mod OZ OZ OOO. OHN OHHH M.OO .nm>0 oco OOON :0Hnannmoa O N O OH 0.00 OOON nmocb O0 mNHO .O.N 0.0H M.HO. mmmooammn HHo O0 ncmonma OH. OO. msHo> nomonma nomonma nomonma mnoSOO o: n0Z oa n0Z 0a mmmooammm ,Hoo oHoooO no: no no: oHnooO )IJ =o .onm .Onmnan HoHomam It), 5 I1, )l‘III-laail, ‘1 llllti uulvl I ! .mmHoHnno nmaoaw3mc .mOQHnmm8 mmo8 :Oson:n mnH::88oo m:n on mHnomnHo mmSOOH woo mmHoHHoa mnooH::8800 J Lidi)’ ’ S O t C O t t O O.MH N.OO Hmnpo mHHommm OZ OZ OOO. . ., . . ¢OUU 80:3 N N O OH O OO uamUHmem 0p Gomumm OZ OZ me. O.H H.OH H.NO HMCOHmmmOOHmIGOZ GUGmHmexm O 0.0H N.OO HMQOHmmmOOHm QOO m50H>mHm OZ OZ OOO.H O.M NHOH MHOO mHOOmQ H0 OOOH mchHMHB o m OH O HO ommH moch wOo Ooqmomm OZ OZ OOO.H O.H 0.0H 0.00 HmaOHmmmOOHmIGOZ OCHQHOHB O O 0.00H HMGOHmmmOOHm O0 maze OZ OZ OOM. O.H «MOH OHHO . ”4.: Ho .¢.m A UHmm o o OH 0 mm 9 am Ho .m.sm .mmummo H: . O 0.0H N.OO Hmusm cOHOSOHumcH OZ OZ . . OZ OZ HOM.H O.N OHOH 0.00 Hm>0 Una mnmmm OH COHOSOHOOCH o m HH H.mm- .mHmmO OH ”muss Oo mmO OZ OZ ONO.H .O OHON 0.00 Hm>o Ucm OOON GOHUSOHOOQH O N N NH 0.00 OOON HchD O0 wNHO O.H 0.0H O.NO mmmcommmu HHm O0 Osmonmm OH. OO. mSHm> unmoumm Osmonmm pcmOHmm x mnmsvm OD.O0Z on OOZ on mmmcommmm m Hao OHnogm Om: Ho Om: OHsosm H =memOcmHHo OHSUM an O0 usmEQOHm>m© HMGOOHmm may H0O mmHuH>Huom mcHHmmcsoo mam mocmesm O0 Emumoum 206 .OOO.v OH OH Hm>mH OH. may “O .Hmm.O OH EovmmHO O0 mmmnmmw N SOH3 mocmoHOHcmHm .Oo Hm>mH OO. msu #0 Nx O0 mSHARK m:a .ucMOHOHcmHm OOZ n OZ NOcMOHOHcmHO n O . w . mpnommm . O O O OO 0.00 Hmnuo OZ OZ OOO m .. . g . «OOO 8033 O O mm M HO OchHmmnm op somumm OZ OZ ONO. O.M 0.00 O.NO quonmmOoumIGOZ mocmHHmmxm O 0.00 H.NO HMCOHmmmOOHm QOO m50H>mHm . m.m O.Om m.Hm mHoOmg Ho ommH mchHmua OZ OZ . . omo H o N.Nm O.OH ommH.mqum Oo Oocmomm . . O.M N.OO 0.00 .quOHmmmOOHOIaOZ OGHQHMMB OZ . . . mz mOm m o o.mm o.mO HmconmmOonm Oo mama ‘ . O.M 0-00 H.Om .4.2 Ho .4.m Ome OZ OZ 0 . O.H 0.00 0.0m HmHsm coHpsuHumcH OZ OZ . . NHO N O.m m.mm O.mm can“: ,Oo coHpmooH OZ OZ OOO.N 0.0 O.NO N.HO .Hm>0 can mummm OH QOHOSOHOOCH o H.OO m.mH mHmmO OH “was: Oo‘mOO O OZ ONH.O 0.0 0.00 N.HO Hm>o cam OOON coszpHpmcH O 0.00 O.NO OOON Hmwab Oo mNHO O.N 0.00 O.NO mmmaommeHHm O0 unmonmm OH. OO. msHm> uzmommm Osmonmm pamonmm x _mHMSWO 0Q.O0Z on OOZ 0Q mmmqommmm m .Hso OHsonm Om: no Om: OHsogm =mc0HmmmOonm may on OHOmcmn O0 03 HHH3.£0H£3 mHmaHDOO HmconmmOonm H0O mmHOHuHMAwOHH3 HOOMMumHaHEOm mmoH>Hmm,mqusEEoo OmHao may UHSOGO: mpuommm . O 0.0 H.MO nmnuo OZ OZ OOO . . O , OOUU 5033 O O O O HO uchHmmnm on gownmm OZ OZ HN . O H.O O.NO HmconmmOonmanZ moanHmmxm N O 0.0H 0.00 HmconmmOOHm QOO msoH>mHm . O O.O H.OO muommn no OOOH OOHOHOOO OZ OZ. who 0 O.O M.Hm OOOH mofiHO ,OO.ZOC®0mm . O O.O O.HO quonOmOouOuaoz OOHOHOOO m2 m2. OOO O O O.OOH HOOOHmmmOoum Oo mama . o H.O 0.00 .4.2 H0 .4-m UHmm OZ O , Z mmm O O.O O.OO .Q.Um H0 .Q.£O mmnmmo 7 . O O.O N.HO Hansm coHuspHpmcH m OZ OZ NOH O 0.0 0.00 GMQHD O0 COHOMUOQ . O 0.0 H.OO Hm>o Ucm mummm OH GOHOSOHpmcH Z . . m Oz OOO O O.O N.OO OHOOO OH HOOOO Oo OOO Oz Oz OOH.H O OHHH «HOO um>o OOO OOON OoHusOHumcH O O O H OO OOON Hmvcb Oo_mNHO O 0.0 O.NO mmmcommmn HHm O0 Osmommm OH. OO. msHm> Osmonmm Osmonmm Osmonmm mnmsvm 00 OOZ on OOZ on mmmqommmm Ox HOO [OHOOOO Om: go Om: OHOoOO =OOHOOO 0:3 wwosp OcHHmUHmaoo Omsm cmgu Hmzumn OcOHuHmom ammo H0O mcom I4”; D412.“ (””0 4.35.641. 0:11—11:35 DD):1 > J-DD Nu). I1~13....1.....\l) 11’4-14) ’1...) I‘ll-ls>“\ll 208 IHGUHO Oo Hm>mH OO. map an «x Oo.msHm> m:a .OGMUHOHCOHO_OOZ n OZ «OSMOHOHGOHO n O O O O.OOH “mayo apnommm m2 m2 OOO.N . . . .\ «moo son: wm m O O O HO ucmOHmmnm op_aomnmm OZ O A. O.H 0.0 O.OO HmconmmOoumIGOZ moamHHmmxm Z HOO O m . m v O. . Om HMHHOHOOOOOHAH QOH. O50H>¢Hm . O O O.OOH muomwn no OOOH OOHOHOOO Oz Oz OOO m N.N 0.0 O.HO OOOH moch Oo Oocmomm . O.H O.O O.OO HmconmmOoumuaoz OOHOHOHO OZ OZ OOO H O O.N O.OO HMGOHmmmOOHm O0 mmme . O.H 0.0 0.00 .<.z Ho .m.m OHmm m2 m2 NOO O 0.0 0.00 .0.0m uo .O.sm mmnmmo . O.H 0.0 0.00 Hmnsm coHusuHuqu m2 m2 Omm H O O 0.00H Oman: Oo coHpmooq . O.N 0.0 N.HO Hm>0 qu mummm OH COHOSOHOOCH Z . . O OZ OOO H O O.N O.OO mummm OH HmUQD O0 mad . O.N O.N H.OO um>o OOO OOON qupsuHOmaH m2 m2 . . NOO H O O.O H.OO OOON ”muss Oo ONHO O.H 0.0 0.00 mmmcommmu HHm O0 unmonmm OH. OO. wsHm> unmoumm pcmoumm unmonmm mumswm on Ooz oa.uoz on mmmqommmm m HOO OHsoOm Om: go Om: OHsonm _ =OmOmHHoo map O0 GOHOOEHOO OOHHOQ O O0.Hm>mH OO. may #0 x O0 msHm>-m£B .OSMOHOHCUHO OOZ u OZ “OSMOHOHGUHO n O i O H.ON O.OO “mgpo muuommm Oz Oz NOO. ._ . w A «moo aogz O O OH O OO unmemmgO op.aommmm OZ OZ . O 0.0H O.OO] HchHmmmOOHmICOZ mocmHummxm ONO O 0.0H O.OO HmaOHmmmOOHm QOO m50H>mHm . O O.OH N.OO _mHoOmg no OOOH OOHOHOMB Oz Oz OHO O O.OH 0.00 OOOH monHm Oo Oocmomm . O .O.OH O.OO HMGOHmmmOOHmlcoz OGHCHOHB Oz Oz OOO O O.ON 0.00 HmconmmOonO Oo OOOH . O 0.0H O.OO .O.z Ho .O.m OHmm MW Oz Oz OHH H O O.ON 0.00 .O.Om Ho .O.OO ;omHOmO 2 _ . O 0.0H N.OO ngsm .coHpspHpmcH OZ OZ OOO O N.NN O.OO .cmnHD O0 GOHOMUOA m2 m2 OOO. O O.OH O.NO gm>owcgm mgmmm OH coHOOOHumcH O H.OH O.NO mgmmm OH Oman: Oo OOO . . O O.OH O.OO Hm>o 0cm OOON QOHOSOHOOSH Oz Oz . . OOO O O.OH O.OO OOON HOOOO Oo ONHO O 0.0H O.NO mmmaommmH_HHm O0 Osmoumm 0.... . mo . mfiamxw prOHmm “GmOHwnH OZOOme mnmsvm on OOZ on OOZ ‘ 0Q mmwcommmm Ox HOO OHsoam Om: uo Om: OHsonm =Oucm8mon>m© muHcsEEoousonm OGHOQHHQ H0O ucmOm ._..UHUHHvyJ U ”a -HDUUHJDHIHHIWZBU DD34>4DD NJnfiHszdfiwaJ 4.0.1.1..) DO...) 3.133443 FOO ”— awful—”\aqaxru. WC Uqatrtafik 0 (FL. .rO4y,q'LC.flurLTL.m.-ctWU O0 Hm>wH OO. m£u_um NNOO mDHm> m:a .OcmoHOHcOHm.u0Z u,OZ “unmoHOHcOHO n O O.H O.O H.OO ”mayo mpuommm Oz Oz OOH.H . . . . . «moo 80:3 N. m m 0 m Vm #SmUHmmHm Oggomhnmm . H.O .H.O O.OO HMQOHmmmOOHmtcOZ moamHgmmxm OZ, OZ OOO.H O.O O O.OO HchHmmmOonm QOO m50H>mHm . O.OH O O.OO! .muommn uo OOOH OOHOHOOO m2 m2 OOO m O.O O.O O.OO OOOH moch Oo Oocmomm . O.O O.O .H.OO Hm:0HmmmO0Hmlc0Z OdHchHB OZ OZ OOO H O O.NH O.OO .HMSOHOOGOOHO O0 mmhfi . . H.O 0.0 0.00 .4.2 no .m.m OHmm OZ OZ OOO H O O.O O.OO .Q.Um H0 .Q.£m mwnmmo 0_ , l . 0.0 0.0 0.00 .Hmusm GOHODOHOOQH 2 OZ OZ mmm H O.O H.HH M.MO GMQHD O0 QOHOOOOH . 0.0 O.m N.OO um>o OOO OHOOO OH coHpOquwcH Oz Oz OOO} 0.0 O.O O.OO mummm OH “OOO: Oo OOO . 0.0 0.0 0.00 Om>o cam OOON cOHpsuHOmaH OZ OZ , . . HOO 0.0 O.O N.OO OOON OOOOO Oo ONHO 0.0 0.0 0.00 mmmcomme.HHm O0 pqmommm OH. OO. msHm> Ocmuymm quoumm unmoumm , mumsvm on OOZ on OOZ on mmmcommmm Ox HOO OHOOOO Om: mo Om: OHOOOO , . =OmHmOcmHH0 OHSUM GO GO Umummwm hHmOMHOmonmmm cam wqumuchE mmm £0H£3 OOHMUCMOO HMQOHOOSHOO IGH SmHHQmumm HOOMHOOHQHEUM mm0H>Hmm MOHcsfifioo OmHso map UHSOQO: .OOO.m-mH “H.Ho>mH OH. man u« .HOO.m mH EowmmnO Oo.mmnumO.H OOH; mocmoHOHquHm O0 Hm>mH OO. map um NN O0 05Hm> 0:9 .ucm0HOHcmHm OOZ n OZ “pamoHOHcOHO n O O O.ON 0.00 nmnpo .mpnommm m2 m2 OHN.N 1 .w . Omou 50:3 O 0.0M O OO uchHmmHm ou acmumm . O O.MM H.OO HMGOHmmmOOHmraOZ mocmHHmmxm OZ- OZ OOH H O H.HN O.OO HMCOHmmmOOHm QOOmdoH>mHm . O H.ON O.OO mnoumn no OOOH OOHaHmne Oz Oz OOO O mwOm O.OO OOOH mocHO Oo moamomm . O O.Hm O.OO HacOHmmmOOHmrzOZ OGHGHMHB O2 O2 mmH O O.OO O.OO ‘HmconmmOonO Oo OOOO . O 0.00 0.00 .¢.2 no .¢.m . OHmm 1 m2 m2 OOO Hw O O.ON 0.00 .O.Om no .O.OO wmmnOmo l 2 ; . O .H.Om 0.00 ,Hwnsm quuOuHOmcH Oz Oz OOH N O O.OH H.OO Oman: Oo coHumooq m Oz HOO.N O O.OO 0.00 nm>o OOO OHOONH OH coHpanpmcH O 0.0m O.HO mnmmm OH nmwap Oo OOO m m OOO.O O ~H.OH O.NO nm>o can OOON :oHuspHpmcH O H.OO O.NO OOON anOO O0 mNHm O 0.0m M.OO mmmcommmu HHm O0 Osmoumm OH. OO. -msHm3 .unmoumm unmoumm gucmonmm mesUO on OOZ 0Q OOZ on mmmaommmm Ox HOO OHsoOm am: no Om: OHsoOm :quOHOmNHGMOHO HMGOHmmmOOHm_cH.GOHOmmHoHuumm OOMOw,mOoEOHm N49>4DDU 43.4.0.4). 04.3.1535 ‘ DD,)J.> 4Dn NJ 4.13.533) 4Dn144) 9.44, 5113);.4) Ho HOOOH.OO.-OOO um Ox we OOHOO OOO. .OOOonHmOHm Ooz w Oz OOOOoHOHqOHO u.O . . O N.OH O.OO nmguo .Ounommm O Oz OOO.O . . . . . «OOO aogz O O H mm O OO pamuHmmnm on comnmm . . 0.0 0.0M 0.00 HOQOHmmmOOHmlcoz ,moamHHmmxm Oz Oz OOO O O OO.H 0.00 ngoHOOmOonO noO OOoH>mnO . 0.0 O.OO O.OO mnoOmn no OOOH OOHchne O2 O2 OOO O O O.OO O.OO OOOH mocHO Oo Ooamomm . 0.0 O.HO 0.00 HOcoHOOmOonOucoz OOHchna O2 O2 OOO O O.OO 0.00 HOOOHmmmOonO Oommme . 0.0 0.00 O.HO ‘ .O.z no .O.m OHOO l . . 2 . O H H ON 0.00 Hmnsm aoHusuHumcH Oz Oz OOO H 0.0 O.OO O.OO Oman: Oo coHpmooq O2 O2 OHO. OHO OHOO. OHOO nm>o OOO Onmmm OH .coHnOuHOOOH O m H OO O OO Onmmm OH anOO O0 OOO . 0.0 O.NO 0.00 nm>o OOO OOON .coHuspHpmcH O2 O2 . . HHH O.O O.OO O.OO OOON OOOOO Oo ONHO O.N 0.0M 0.00 mmmaommmu HHm.Oo pamonmm OH. OO. msHm> Osmonmm unmoumm psmoumm mumsvm on OOZ on OOZ on mmmcommmm HOO OHsoOO Om: no Om: OHsoOO :OmmHHMHmw HmSOHg Omm 0O OOMOO OHC. QHGG HOHMHHOHCHEUM OMUH>an NDOHHESSDD ._.DOJHD D2) 3.1.3330 213 .OOOxO OH OH-Hm>mH OH. OOO “O .HO0.0 OH EowmmH0.00 OmmHUmU N SOHB muchHOHCUHO O0 Hm>mH OO. map Om .x O0 msHO> mna .ucOOHOHnOHO OOZ.u OZ OucOOHOHGOHO n O N O 0.0 H.OO nmnpo wmuuommm OZ OZ OON.N . . . . OOUU 8033 O O N N O OO pamUHOmHm 0O comumm . O.H O.O O.NO HOGOHOOmOOHmIcOZ mocmHHmmxm OZ OZ OOO H 0.0 O O.OO HOGOHOOmOOHm QOO O90H>mum . O.O O O.OO mnoOmn no OOOH OOHchnB O2 O2 OOO O O.O 0.0 O.HO OOOH moOHO Oo Oocmomm 1a . . O.H O.O O.OO HOQOHOOmOOHOIGOZ OchHmnB O2 O2 OOO m O.OH O 0.00 HmconmmOonm Oo OOOH . O.H 0.0 O.NO .¢.Z O0 .¢.m . OHmm . OOH 0.0 0.00 ;HOH5m cdHOSOHanH O OZ OOO.O 0.0 O H.OO Hm>0 qu OHOmm OH GOHODOHOOcH O O.O O.OO .OHOOO OH ancO Oo mmm . O 0.0 H.OO Hm>o UGO OOON GOHOSOHOOcH mZ mz fiHN N mofi wom N.Nm oomN HmUCD MO mNHm O.N 0.0 0.00 OmanmOmH HHO O0 Osmonmm OH. OO. msHO> Ocmohmm Osmoumm unmoumm mMOSOO on OOZ on OOZ on Ommcommmm Ox HOO OHsoOO Om: no Om: OHOoOO =OOHOOQ OQqum>0O may no ucmeOmHm.m£O 0O Omusqucmmxm meUsn OOHOOSOHOOOHOOHcHEOO Om0H>HmO MOHnsEEom OmHno map UHSOSO: .EmuH map on OHOpOHuOHcHEUO OmmH>HmO mqusfiEoo,Hcho Ho Ommcommmn .fi¢.£ mfiQMH O O 0.0 H.OO nmgpo mpnommm OZ OZ OOH.H - . . . OOUU 8033 O N OH O OO pamUHOmHm ou :oOHmm . O O.OH O.OO. HOGOHOOmOOHOISOZ moamHHmmxm OZ OZ OOO H O O.O O.OO HmaOHOOmOOHm QOO,O50H>mHm » O 0.0 H.OO mnoOmg no OOOH OOHOHOna O2 O2 OOH H O O.OH O.OO OOOHomocHO Oo Oocmomm . O O.OH O.OO HOcOHOOmOOHmchZ mchHOHB OZ OZ HNN H O o O.OOH HOGOHOOmOOHm O0 mmme . O H.O 0.00 .¢.Z Ho .¢.m UHmm A. . O O.OH O.OO HmnOO coHnanumOH n Oz Oz OHO O H.HH 0.00 Oman: O0 8333 Oz Oz OOO. O OHHH OHOO nm>o OOO Onmmm OH .OoHpsOHOOOH O O OH 0,00 OnOm:n OH anOO O0 OOO . O 0.0H 0.00 Hm>0 UGO OOON nOHuspHOOcH OZ OZ HMO o O.O N.OO comm HGUCD O0 wNHO o O.NH 0.00 OmOcomOmH HHO O0 Osmoumm OH. OO. msHm> Osmoumm .quohmm qumnmm mHODOO on OOZ on uoz .00 OmOGomOmm Ox HOO OHsoOO Om: no Om: OHOoOO =ONOHGDE I500 mOOHOmEEH mnp qH OmoH>an OOHGSEEOO cam GOHOOOSUm OcHscHuaoo QOH3 Umcumocoo OmHocmOO O0 ESHOHoOnoo m ODOQO OCHOGHHQ H0O OcmOO Hmuuqmo O mg “OOOHOOHchUO OmoH>HmO muchafioo OmHgo may OHDOAO = ~lfl‘), 1 "., ), 1 J), 5 4, )1...il i; ))’| D I), H- 'I". IIII-,- I’l’l’ u.( FGsVGF UC 06—4 1..“ N7 WC arr—.“sr arr—._.. -+Cnuc.rn_._.Ct.rU .+C.Z. " Umz. “Ir—.CmaWwCCTU. " U. Opuommm . O.M 0.00, Ih.Hm Hmnpo OZ ,OZ mmm H . . OOUU 50:3 O H OO O OO ucmOHmmum op acmumm OZ OZ . O.H m.mm O.OO HmcoHOOmmonmIcOZ moamHHmmxm NOO O wunv O.NO IHMQOHmmmmoum QOO m50H>mHm . O O.Hm m.mw mgomma H0 OOOH OQHCHMHB m2 m2 «HO O N.N OOOH 0.00 OOOH moch 00 mocmomm O O OOO.O O.H m.mw N.NO HMfiOHOOmHOHmIcOZ mcHGHMHB I O O 0.00H HMGOHOOmmonm m0 mmhe . O.H man 0.00 .¢.Z H0 .4.m mem OZ OZ .5 . O.H 0.00 O.mw Hmyam cOHHSHHpmaH n m2 m2 NOO H O 0.00 0.00 swan: mo aoHumoOH . O O.NO H.OO Hm>0 Ucm mHmmw OH COHHSHHHOQH OZ OZ , . .I NOO H O.N O.HO O.OO mHmmm OH Hqup mo mmH OZ OZ OOO.H O.N mumm OHHO Hm>0 cam OOON aOHHSHHpmcH O m Ow n.mm OOONIHmmcD m0 mNHO O.H m.Hv M.OO Ommcommmn HHm mo‘ucmonmm OH. mO. .msHm> unmonmm. Humoumm pcmoumm mumsvm on #02 on #02 on mmmcommmm Ox ng OHsonm am: no mm: OHsogm =mmmH5uH50I 05m UHGQHm mmm HMHSHHSO OSOHHm> mzu GHZHHS ucmfimon>mUI IMHmm Hm:0mumm Mom Emnmomm HmCOHmmmwoummumm m gmHHnmumm HOHMHHchHficm m00H>HmO muHasfifioo Hquo map UHsocn: mo Hm> H mm. mmu pm .w.m <.- tfl E‘q(($q “c defitqq H £++E QLCKwa+ccwm m 0 05Hm>,m£B, .ucmonHamHO HOZ u OZ «HQMOHHHCOHO n O . Opuomwm O O.MH .m.Om HmaHo OZ OZ mNo. . . . , 0Hm . . O H.ON .O.OH muommn Ho OOOH maHaHmna m mz OOO O O O.O .m.HO OOOH much Ho moamomm . O O.OH O.OO AHOOOHmmmmoumIcoz OOHOHOHO OZ OZ mmm H O O 0.00H HMSOHOOOOOHO m0 mmmfi . O N.OH O.HO .H.z Ho .H.m OHmm mz m2 WMO N 0 Com Comm omowm HO oQod—nm mmHme 6 I 1 . O 0.0H 0.00 Hansm GOHusqumcH 2 m2 m2 OOO O 0.0H 0.00 swan: mo.coHpmoOH . O 0.0N 0.00 Hw>0 cam mummm OH QOHHSHHHOCH m2 m2 OOO H O 0.0 N.OO mgmm» OH “was: mo mmH . O b.vH .0.00 Hm>0 Una OOON COHHSHHHOGH m2 m2 OOO O O.OH O.OO OOON Hmcco Ho mNHm O 0.0H M.OO OmmqomOmH,HHm m0 pamoumm OH. mO. msHm> ucmonmm pcwonmm unmoumm mnmswm on Ooz on uoz on mmmaommmm mx HOO .OHsoOm mm: Ho mm: OHsoam . =OOHmHH map OH OOOmH ISOQM moqm>wm 0p OGHHQEOHHM mum 0:3 mnwsonmmwmu SHHB OHOGHHHHB mpmymmooo HoumnpchHEUm m00H>Hmm ZuHcsfifioo mmHzo map UHSOQO: OEmUH w£# OH OHOHMHHOHZHEUM O00H>H®m huafijiabb 4D43) 4) DDDi)LI)$ _mc.Hw>mH mO._m£u um x m0 msHm> 0:9 .HGMOHOHGOHO #00 n OZ upnmonHcmHm n O I . , mmm . O .O OH O.OO Hmspo mpHo OZ OZ mmm . . 4OUU 80:3 O m OH O vm uchHmmHm ouwcomumm . O O.NH .0.00 HMGOHmmmmoumIaOZ mocmHHmmxm OZ OZ MHH I O 0.0H IN.OO HMGOHOOOOOHO QOO O50H>mnm OZ OZ OOO. O OHMH N.OO OHOOOQ H0_OOmH qucHMHB O O OH 0.00 OOOH moch momoamowm OZ. OZ moO. O meH 0.00 HMcOHOOmmonmISOZ mGHcHMHB O O NH 0.00 HMCOHmmmmonm m0 mama . OZ Oz mmm. O .mHOH 0.00 .¢.z no .¢.m OHmm N t O O OH 0.00 .Q.Um.H0 99.nm mmumma 2 m2 m2 ONO. O mHNH 0.00 IHmHsm coHusqumnH O O OH m.mm swam: m0 GOHHMUOH O OZ mmO.m O .OHON 0.00 Hm>0 6cm mHmmZ OH COHHDHHHOZH O m h .h.mm mummw OH Hmwab m0 mmfi OZI OZ NMH. O OHHH N.OO Hm>0 6cm OOON COHHSHHpmaH O O OH 0.00 OOON Hmwcb m0 mNHO O O.MH 0.00 OmmcommmH.HHm m0 “GOOHmm OH. mO. msHm> pcmoumm pcmommm unmonmm I mnmsvm OD HOZ 00 HOZ on mmmcommmm Nx Haw OHsosm mm: H0 mm: OHsosm ..oc0HOH>HmmsO OH: Hmwss mQOHHHmom HHm m0 OcOHumHnommO non Hfimjaqade Dil—ILaud)’ Inn-\JJ311IJ uddfliuags 3.))...- b I." Nu’IIIID-II I," IIbl 218 .Oon.m OH HH Hm>mH OH. mgH HO .Hmm.m OH Eowmmum H0 Ommnmmw N ZHHB ooqmoHHHcmHO H0 Hm>mH mO. msHIHm x m0 msHm> OOH .HcmoHOHcOHO HOZ u OZ «HcmonHcmHO n O m OHnommm . 0.0m O.HO 0.0N HOHHO O2 O2 OOO . . . . OOOO 50:: v om m Hfi m mm #fiGUHOGHm OH GOOHmm OZ OZ . w.om O.NO O.ON HOCOHOOOHOHmIzOZ mocmHHmmxm mmm 0.0M H.NO H.HN HmcoHOOmHOHm QOO O50H>mHm I . O.Hm M.OO 0.0N muommn H0 OOOH mcHQHMHB O2 O2 OOH O.NO H.Om O.ON OOOH mucHO mo mocmomm O Oz OOI. O.OO 0.00 O.ON .HmconmmHonIqoz OOHOHOHO O O O O.OO O.ON Hmaonmmmoum mo mama . . O.OO N.OO O.ON .O.z no .4.m OHmm . 0.0N 0.00 0.0N Hmusm aoHHsHHHmaH mz mz Hmm mowm Momm wohN ngQHD MO GOHpmooq O2 O2 OOO. O.NO N.OO O.ON Hm>o mam mmmmm OH coHHsHHHmcH O.Hm M.OO O.NN IOHmmm OH HOUQD H0 OOO . 0.00 N.HO 0.0N Hm>o cam OOON coHHsHHquH OZ . . Oz mmm O.ON O.OO O.ON OOON amass Ho ONHO O.Nm, .h.mv m.mm OmOcomOOH HHm H0-Hcmoumm OH. mO. msHm> Hcmvumm .Hcmoumm Hcmoumm I N mumsvm 00_H0Z on H0Z 00 Ommaommmm N HQU 6H50£m_hmz HO ZOE UHDOQO zmhfionHsm-mHmHmfioo SHH3HOOUSH HHOHH HmHOHcHfivm 0H OmHmcHUHO IQSO 30HHm HOHOMHmficHEUm Om0H>HmO ZHHQSEEOUIHOHHO OZH UHSOHO: n I : I: .I. .I I . . OHuommm . O O O H mm HOQHO OZ OZ. mmo H . . I ¢OUU 5033 O N N O OO quUHOmHm _0H.c0OHmm OZ OZ OOO.H O 0.0. O.OO HOSOHOOmmonmIGOZ wocmHHmmxm O O O.OOH quOHOOmHOHm HOO O90H>mmm . O O 0.00H onoHoO no OOOH ochHmna OZ . . OZ Ohm H O O.O O.OO OOOH OUZHO m0 mocmomm m2 m2 OOO.H O 0.0 O.OO HmconOoOonmIcoz OchHmna O O.NH 0.00 HchHOOmHOHm HOIOQOB . . O 0.0 0.00 .¢.Z H0 .4.m UHmm OZ OZ OH H O O O 0.00H .0.0m no .O.Om omnmoo w O2 O2 OOH. O mum 0.00 .Hmnnm aoHHSHHHOsH 2 O O O 0.00 swan: Ho coHHmooH OZ OZ NOH. O mum H.OO Hm>0 van OHmmm OH GOHHSHHHOQH O O O H.OO mnmom.OH nouns Ho mmO OZ OZ Ohm. O mum H.OO Hm>0 UGO OOON GOHHDHHHOGH O O N 0.00 OOON Hmwab H0 ONHO O 0.0 0.00 .Ommcommmu HHm H0 Hcmonmm OH. OO. OSHO> Hcmoumm .Hcmonmm quonmm .mest 0QIH0Z on H0Z 0Q OmOcomOmm HOO OHsoOO was no Om: OHsogm NIJ I111, ailifl)’ =meHm0Hm 00H>HOO OHHGDEEOO msH maHnmmoaoo OQOHnHmo UQOOOUSHHHHO .Ovmmc mHHGSE IEOU mUfidflfi>D ,HDJflvflJDfiHHflzHJU DD)...>.nDD . 4)“" )‘l.’ "‘ "ltll 220 .OOh.N,OH HH H0>0H OH. OZH Hm .HOO.m OH Eocmmnm.mo OmmHmmO m SHHB OUGMOHHHGOHO HoIHm>mH mo..m£H Hm Ox m0 msHm>_m£B OHGOOHHHGOHO H0Z u OZ «HQOUHOHGOHO n O 0.0 O.ONI 0.00 HwaHo OHHommm . ¢OUU E053 . O.H O.ON O.OO HOQOHOOOHOHOIQOZ ,mocmHHmmxm O2 O2 HHO O H.HN O.OO HmaonmmHonm Ooh OsoH>mnm . o. IH.O~ OOOH mnomon no OOOH OquHmnH O2 O2 NOO N.N 0.0N O.OO OOOH oogHO ,Oo Oocooom w. O.H O.ON O.OO HmconmmoOonmIooz OaHaHmna O2 O2 OOO O O O O.OOH Hmconmomonm Oo.omma . O.H H.OO H.OO .¢.Z H0 .4.m UHmm mz mz H00 H O O.ON 0.0m .Qoflm HO .Qoflm @QHOQQ . O.H H.ON O.OO Hmnsm coHnsanmcH mz mz H00 0 N.NN mofib gMQHD .MO,cOHpmooq . O O.NO O.OO Hm>0 Ocm OHOOO OH GOHHSHHHOGH O2 O2 OOO H 0.0 O.NN O.OO mnmmO OH ancO mo omO . O 0.0N 0.00 Hm>0 mam OOON HH0HH5HHHOGH O2 O2 ONO H O.O H.HN N.OH OOOOWnOOOO mo oNHO O.H .0.0m O.NO -OmOcomOmH HHO H0 HSOOHmm OH. OO. msHm> Hcmonmm Hcmonmm Hcmonmm I mumsvm OQIHOZ 0Q HOZ on OmOcomme Ox HOO OHsogO Oszno OO2_OHsosO . =mOmeH03 Hmch5H0> H0O Oawnmonm OQHQHOHH QHSO IHmUmmH 90Hm>m©.H0HmHHOflzHEOm Om0H>HmO OHHQSEEOO HOHSO 03H UHSOSO: nEmHH OQH 0H OHOHOHHOHQHEUO Om0H>HmO OHHGDEEOU HmHao H0 OmOcomOmm .On.¢ mHnma OHnommm . 0.00 0.0N 0.0 HOHHO OZ .OZ OOO. . I . . I OOUU EOQB O NO m mm m ¢ HGGUHOmHm OH comumm OZ OZ OOO.O O.HO O.ON O.O HmcoHOOmOOHmInOZ .mocmHHmmxm . 0.00 H.NO O HOGOHOOOHOHO QOO O50H>mum O2 O2 OOO. 0.00 O.ON O.O wonomonIno OOOH OchHmna 0.00 0.0N Im.v OOOH mocHO H0 hocmomm . N.OO 0.0N 0.0 HOCOHOOOHOHmICOZ OGHGHOHB OZ OZ . . . . OOO m 0.0H O.NH O.NH ngonmomonm Oo mama OZ OZ OOH. mHhO HHON 0.0 .¢.Z n0 .¢.m UHmm O OH O Om 0.0 .0.0m no .O.Om monmoa 1 2 . 0.00 0.0N O.H Hmnsm coHHsHHHOaH O2 O2 mmm m . . . 2 O OO N.OO H.HH .cmgnp Oo aoHnmooH OZ OZ ONO.H OHHO «NNO 0.0 Hm>0 Ocm Onmmm OH qOHHSHHHOcH O OH O HO O.O Onmom OH noOaO mo OOO OZ OZ NHO.H OHHO OHOO O.N Hm>0 Ocm OOON GOHHSHHHOzH N.OO O NO 0.0 OOON HOOGD H0 mNHO 0.00 0.0N 0.0 OmOcomOmH HHm H0 choumm OH. OO. dem> Hcmonwm Hcmonwm Hcmonmm x OHOSOO 0n-H0Z IOQ.H0Z on OmOcomOmm m HOO .OHsonO Om: no Om: OHsonm O . =OHoOOsO man as :HBMHO.GH OOO: HOCOHHOOSOO 0H cmsH OHOHOOO HO00 0H.C0HHmHmOHOc00 HmHmmnmm>HOIH0HmHHOHCHEOO Om0H>HmO mHHcsfifioo HmHao msH UHDOHO: sgmgfl mg”. OD. mgopmem-figflgm mmOHNVh—umm NpfiHH3Z_=.fiDD.4D4-Hq.) J.) DDDOODLDDIJ. 04!) 044 )I—IISJ. H0 Hm>mH OO. OSH Hm x H0,®5Hm> 0:5 .HcmonHcmHO.H0Z n OZ “HcOOHHHcOHO H-O _ . OHnommm . O 5 ON m.m> HmnHo OZ. IOZ OOH . .I OOUU E033 O O ON H Oh HGOOHOmHm 0H GOOHmm OZ OZ OOO. O N.ON 0.00 HOGOHOOOHOHOIQOZ mocmHHmmxm ‘ O H.HN 0.00 HmcoHOOmHOHm QOO O50H>mHm . O O.OO O-NO onomog no OOOH Ocnanmna OZ . . . Oz OOO O 0.0H O.OO OOOH mooHO mo Oocoomm . . O O.ON H.OO HmconmoOonOIgoz OquHona OZ OZ ONO O O.NH 0.00 AHOQOHOOOOOHA IHO OOOH . O .0.0N O.NO .¢.Z H0 .O.m OHmm OZ OZ I Mu OOO N O 0.0H 0.00 .0.0m no .O.Om monmmo 2 OZ OZ OOO. O OHON 0.00 Hausm GOHHDHHHOQH O O OH 0.00 aways Imo HH0HHm00H . O 0.0N 0.00 .Hm>0 Una mummm OH ICOHHSHHHOQH OZ OZ II . . OOH O O.ON O.OO mnmom OH anOO Oo OOO OZ OZ OHO. O OHON 0.00 Ho>0IOcm OOON :OHHSHHHOCH O O OH 0.00 OOON Hmocb H0 ONHO O O.NN 0.00 OmOnomOmH HHm H0 quoumm OH. OO. msHm> Hcmouwm HcmunmmI,Hcm0me OHOSOO 00 H0Z OQIHOZ 0Q OmOnomOmm Ox HOO OHsoOO mas. o Om: OHsoOO szGOHHUQSHmmmHHoo .HOHME. UGGUUMIHOUMHUOHHHHEUM $33.1?an INJ4HH3::=DD JDJJHI) D3) 3423):.) .Ooth mH “H.Hm>mH OH. mgu HO ,.wm.m OH EOUGmHm Ho mmnmmw H SpH3.moam0HmHsmHm mo.Hm>mH mo. may pm Nx mo 05Hm>.m£B .HGMOHMquHm HOZ u OZ “HGMUHMHGOHO n O O . . , Ovuommm . O 0.0H 0.00 Hague OZ OZ mNH H .. . dmooofiosz O O OH O OO Hoomeon op acmgom O O O- a O O.HN 0.00 , .HMGOHmmmmonrcoz mocmHHmmxw OOO O O O O.OOH AHMGOHmmmmonm QOOom50H>mHm . O H.ON O.OH moomoo Ho OOOH moHoHoua m2 m2 OHO O O.OH O.HO OOOH ooon mo mooooom .. O O.OH O.OO HooonmoHonuooz moHoHoua Oz OZ NOO O m.NH m.OO chOHmmmwoum mo mama . O N.OH O.HO .4.Z Ho .<.m mem m2 m2 HMB o O.OH 0.0m .Q.Um HO .Qwflm ,meme O 3 . O 0.0H 0.00 Honsm coHuspHpmaH n 2 Oz Oz NOO O N.NN O.HH .oooup mo ooHpoooH m2 m2 OOH. O O.HH O.NO Ho>o oao momma OH ooHuspHpmcH O 0.0H O.mO muoom OH nouns Ho mmm . O H.OH 0.00 Ho>o oco OOON ooHHouHumoH OZ OZ _ . . OOO O OH.OH O.NO OOON HmUQD mo mNHO O 0.0H 0.00 memqommmu HHm mo usmonmm OH. mo. msHm> pcmonmm ucmonmm usmoumm mumsvm onapoz Hon HOZ on mmmcommmm Nx HOO OHsoOm was no mo: OHsogm :mmfimnmoum moH>Hmm hqusEEoo CH mucmfimHm wmwmmc maHmon>mw EH moqmumHmmm mam mmousOOmH muHmHm>Hcs p50 xmmmoHOHMHpquHsflm mmUH>Mwm mpHszfifioo mmHno map UHSOQO: .EmuH.m£p 0p wuoumnpmflcHsfim wm0H>nwm muHcDEEoo MMHQO mo mmmzommmm .mm.4 mHQMB .OOH.N OH OH Ho>oH OH. mg» pH .HOO.m mH aoooogw Ho oonoO H OOH: oooooHHHomHm Ho Ho>oH mO. ogp.uo x mo ooHo> oga .oqooHHHcOHm poz u mz “poooHHHomHm I m N I . mpuommm . O O O OOH nggo OZ OZ OOO N . . «O00 80:3 O h m O HO pchHmmHm ou cemumm m2 m2 OOO. O Hum O.OO quonmomonuooz oocoHHomxm O m m 0.00 Hmnonmmmonm 30b OSOH>mHm . O 0.0 H.mm mHOOwQ Ho OOOH mchHMHB mz . . mz OON O 0.0 H.mm OOOH oqum mo mooooom . O O.O m.mO HmoonmoHonuooz moHoHona m2 m2 HHO O O.NH 0.00 HooonmoHon Ho moms . o m.h O.NO .4.Z HO .¢.m UHmm OZ OZ M mmm H o o 0.00H .D.Um HO .Q.Sm wwhmom 2 m2 m2 «mm.H O 0.0 0.00 Hoysm :oHHsHHuqu O O 0.00H can“: mo H.HOHHHWUQH OZ OZ mow. O OHN H.OO Hw>o 0cm OHmmh OH GOHHSHHHOQH O m O O.NO mummw OH HmUQD mo mmm O O 0.00H H®>o 6cm OOON GOHHDHHHOGH O O OOO m . O O HH N.OO OOON Hmvcb mo wNHO O m.m 0.00 mmmcommmu HHm mo HamOme OH. mO. mSHm> pcmonmm unmonmm Hcmouwm IIIIIMNIIII mnmsvm on HOZ OD HOZ on mmmcommwm N HOO OHsoOm mm: Ho mm: OHsoOm =mmEmHO0Hm Hmuanso mo pcmfigmHHQmumm How mmHHHcsuHommo mpmuHHHomm OHOHMHHOHQHEUM mon>Hmm muHcsfifioo moHno map UHDO£O= :nmu... ”:3 DJ DHDJUHJ0434336 0D)...>40n. NJiiS:::.)) 4):...) I )))))) up)- .OOO.O OH “H Ho>oH OH. onn.n¢ mo Ho>oH OO. man um .Hmm.m OH Eovmmnm mo mwmummw N SHHB mocmonHcmHm M.OO msHm> $39 .HGMOHMHcmHO_u0Z n OZ “HGOUHmHamHO n O M.OH H.ON 0.00 H0390 munommm Oz, Oz OHH.H . . . wnm . O.OH H.ON O.OO ononoo no OOOH mquHmna m2 m2 OOO m 0.0 O.HO 0.00 OOOH ooon. -Oo mooooom Oz Oz HOO. 0.0 O.ON O.NO HmoonmoOonnuooz moHonne O.NH 0.00 O.OO HmaonmoOonm mo ooma . H.ON O.HO, .¢.z no .4.m OHom 5 m2 mz NmW Oom Comm O.Om .Qomum .HO oflrofim .mmHUGQ 2 . O.O H.HN O.HO Honsm .aonnonnumoH 2 . . m m OOH HH H.HH H.HO O.ON goons Oo aoHnmooH . O.N N.HO O.OO no>o Ono mnoo» OH _ooHnoanmaH m2 m2 Hmm O N.NH O.NN 0.00 mnmom OH noOop mo mmm . . 0.0 0.0N 0.00 no>o Ono OOON connsnnnmaH Oz Oz . . OHH H O.O H.OO H.OO OOON noOaO Oo oNHm 0.0 0.0m O.HO mmmcommmn HHm mo pcmonmm OH. mO. msHm> pqwonmm pcmoumm pqmonmm .mnmst on MOZ on HOZ on mmmcommwm Ox HOO OHsosm am: no mo: OHooOm . =mmmH0HHom mmmHHoo momma HHm mo HmoHano OHHOOHHQSQ mchn ©H0>momHoumHuquHEOm mm0H>Hmm kHHSSEEOU meno map UHDOQO: .OOO.N mH nH Ho>oH OH. ogn nO .HOO.m mH aoOoonO Oo oonmoO H nnHz oooooHOHomHm mo Hw>wH mo. mg» pm x mo msHm> oga .pqmoHMHcmHm HOZ n OZ upcmonHcmHO I O N I O O.O H.OO nogno mnnomom Oz Oz OON. . . «moo Son: O O O O OO ncoOHmonm on oomnom . O H.O O.NO HmconmmmoumIGOZ mocmHmexm OZ OZ OOO H o O O.OOH HmconmmMOHm Don ODOH>me . O O.O H.OO onomon no OOOH mquHmne Oz Oz OON O O.O H.OO OOOH ooon Oo mooooom . O O.O O.OO HMQOHmmwmoumIGOZ OQHQHMHB m2. mZ mom 0 o O.OOH HMGOHOWMMOHQ MO QQWE . o M.H. N.NO $4.72 .HO .¢.m wamm 6 . O O.O O.OO Hmnsm aoHnannmoH n m2 m2 Omm H O O O.OOH gonna Oo noHnmooq . O O O.OOH Hw>o UGO memm oH COHprHpmcH mz mz OOO N O O.O N.OO mnmom OH noOcO mo om< . O , 0.0 N.HO no>o Ono OOON ooHnoanmoH Oz Oz HOO H O O.N 0.00 OOON noOqO Oo oNHm O m.m 0.00 mmmcomwmn HHm mo pcmoumm OH. mo. msHm> HQOOHmm pcmonmm unmoumm IIIIIIIIIII mumst on HOZ OD HOZ on mmmcommmm Ox HOO OHsogm am: no mo: OHoogm =mfimnmonm mm0H>nmm huHcsfifioo wsu mo ucmfimon>ww SH wHQmHHm>m monDOOmn OHHGDEEOU HHm >MHquUH HoumnpquHfiwm mw0H>nmm thqDEEoo mmHSU map UHDOZO: HEOUH 05.“ OD. mHOHMHPmHCHEHuM m®0H>H®w \wHHGDEOO HOHCO HO mmmcommmfi. .DnJ.‘ ®4QMH 227' .OOO.N mH nH Ho>oH OH. man n< .HOO.m mH EoOoonO Oo oonmoO H Oan oooooHOHomHm mo H®>mH mO. m:a pm x mo msHm> mna .MGMOHMHcmHm HOZ n OZ “HGMOHMHQOHO n O N O 0.0H H.OO noano mnnomom Oz Oz OOO. . . «moo Eon: O N OH O OO ngoOHmonm op Oomnom . O M.OH O.OO HmconmmmonmanZ moqumexm Oz Oz OHH O O.OH 0.00 HmoonmoOonm non msoH>onm m m OOO.O O O.OH O.OO onomon no OOOH moHnHmnB O O.O O.OO OOOH oogHm Oo mooooom . o O.OH H.OO HmconmmMOHmIGOZ OGHGHMHB OZ OZ Ohm H O O O.OOH HMGOHmmwmonm mo GQMB . O O.OH H.OO .<.z no .m.m OHom . O OOOH O.NO Hmusm QOHHDHHHOcH m Oz OOO O O O 0.00H swans Oo qunmooH . O O.OH 0.00 Hm>o Una mHmm% OH GOHHDHHHOGH Oz Oz HOH O N.NH O.HO mnmom OH nous: Oo OOO . O O.OH O.OO no>o Ono OOON aoHnannmgH Oz Oz HOH O N.NH O.NO OOON nouns mo oNHm O O.MH 0.00 mmmaomwmu HHm mo HGGOme OH. mO. msHm> ucmonwm unwonmm pamoumm IIIIIIIIII mumst 00 #OZ on HOZ on mwmcommwm Nx HOO OHsoOm mm: no mm: OHooOm =m>uHG5EEoo may mo mmHSHHSOIQSO HHm mqofim GOHHOOHGSEEOO mo mmOUHHQ UHHSQ OH xmmm £0H£3 mEmHOOHm HOHDuHSOImmono m>Hpommmm QOHm>o© HOHMHHOHQHEUM mm0H>nwm MHHQDEEOU mmHgo map UHSOQO: 228 .mO0.0 OH uHon>mH OH. msy pd .Hmm.m OH Eowwmum mo Ommhmmc N.SHH3.QOUGOUHMHCOHO .uaOOHOHcmHO.uoz u Oz “ucOoHOHcmHO.n O mo Ho>mH OO. msu nm Nx Oo msHm>.mna . . . . . . . Ounomwm .2{ .2 ..... . M N.W2 M.OM ....HMMOM MM.O.MWMO .2 .2 .2... ..O ..m OHOM2‘ ....Omwwwmmmmmmm ..H.MHMHMMMW .2 .2 .... ..m MUN “mmm ...2MM.H..WWMM 2..MMMWMMH .2 .2 .... ..W ..W M MMH 2...Mwmwwmmmmmwm .MW.WMMH .2 .2 .... ..W mum ”HNN ..HMO22M..OO.M ..WWMM .2 .2 w.... ..M MUM WHOM .WMMMM WM.HMHMMMMM .2 .. L m O.M -O.OMMOWOO gnfim .. .2 L OM. OM -O.OOOO O.H m.m 0.00 OmOcomOwH HHO mo pamonwm OH. mO. ODHO> .quoumm unwoumm unmonmm NX OHOSOO on HOZ oo.p0Z HOO , OHsoOO mm: no as: OHsonO 0Q mecommmm =nEOHm0Hm Om0H>HmO muHcsfisoo mzu quaHmocoo uszHOmHm may QHHB OHOOQ HOHsmmu mHHHOm O co ummcoo HouOHHOHqHEOO O00H>HOO muHQSEEoo meso 03p OHSOQO: .mO0.0 OH pH Hm>mH OH. 0£# #4 .Hmm.m OH Sovmmnm m0 OmmHOmO N SHH3.wocOoHOHanO mo.Hm>mHomO. may HO x m0 OSHO> One .ucOoHMHGmHO HOZ u OZ “#QOUHMHGOHO H O N . OuHommm 0.0H H.ON H.NO nmnno O2 O2 OOO.H . . . - Omuu aogz O OH ,O om O OO pcmOHmmnm op_comnmm 2 . .H.OH 0.0N _H.bm HOzOHOOmmoumIGOZ .mocmHHmmxm OZ OZ 5mm H.HN O.HM ¢.h¢ HMGOHmmmmOHm ,QOb O50H>mum O O OOO.O O.OH O.OH O.NO .mnoumn no OOOH mchHmne OOOH 0.00 0.00 OOOH oquO mo mocmomm . 0.0H O.ON N.OO HmaonmmOonmuqoz OchHmna O2 .O2 OOO N O.HO O.NH O.OO HmconmmOonm Oo mama . 0.0H H.ON O.OO .O.z no .O.m OHmm o2 . 0.0H m.mm H.OO Hmnsm coHpspHpqu 3 O2 O2 OOH m .0.0H H.HH N.NH .qmnnm Oo aoHnmooH OZ OZ NOO. O.NH 0.0N O.Nm Mm>o UGO OHOmm OH COHuSHHuOGH H.OH O.ON H.OO mnmmm OH ancO Oo,omO . O.HH O.ON O.NO no>o OOO OOON -quuanpmaH mz mz Nmo HohH momN Hawm oomN HGUQD W0 mNHm 0.0H 0.0N 0.00 OmOcomOmH HHO mo usmoumm OH . mo . GDHM> . #GmUHmnH ”+£00me uflmOHmm x _mHOst on OOZ.V on pOZ on OquomOmm N HOO . OHsoOO am: no mm: OHsoOO =mOmHoaOoO>.mmOpO mmHHHHw4qH .chHHo HOcOHuOc Ho .conHHmH .momn,onHOHOmmH OmcHHmmm.Ho.OmsHO>.HO00H 0p QOHHOHOO IHOcoo m>Hm OnoumMpOHaHEOO OOUH>HOO hqussaoo.mmH£o map OHSOQO: .EmpH msu OH.OHOHOH#mHCHEOO Om0H>HmO mquSEEoo Hquo.Ho Ommcommmn .nn.£ DHQOH 230 .OOO.N OH HH Hm>mH OH. maH HO .HOO.m OH EOUmmHm Ho mmHmmU H aHHB mvaOonHcmHO Ho HO>mH mO. maH HO N m0 mDHO> maB .HCOUHMHCOHO HOZ n OZ nHGOOHHHQOHO I O N I O O.O H.OO nonpo manommm O2 O2 OOO. . . Omoo Eons O O O O OO quOHmmnm oH somnom . O 0.0 H.HO HanHOOmHOHmIQOZ mocmHHmmxm OZ OZ OHO H o O O.OOH HOGOHOOmMOHm QOU O50H>mHm . O O.O H.OO onoOmn no OOOH mchHmne O2 O2 OOO O O.O O.OO OOOH oocHO Oo Ooqooom . O 0.0 0.00 HOQOHOOmMOHmIQOZ mGHQHOHB O O mmm O O O.ON 0.00 HOQOHOOmHOHm HO mmhfi . O O.H O.NO .O.z no .O.m OHmm O2 O2 NNH O O.O O.OO .O.Om no .O.Om omnmmo . O O.O H.OO Hmnsm soHHsHHHmaH O2 O2 NOO O H.HH O.OO gmnnp Oo qunmooq . O 0.0 H.OO HO>0 UGO OHOmm OH aoHHDHHHOaH O2 O2 HOO O O.H H.NO mnmmm oH angO Oo OOO . O 0.0 N.HO nm>o OOO OOON coHnsHHHmaH O2 O2 OOO O O.O H.OO OOON anOO O0 oNHO O 0.0 M.MO OmOQOQOmH HHO Ho Hcmonmm OH. mo. deO> Hnmonm. HQmOHOm Hamoumm mHODvO 0Q HOZ on HOZ on OmOQomOmm Nx HOO OHsoOO was no mm: OHsoOO =NOQSOHO HoaOH UaO HamEmmOQOE mo OEmHQOHm OHHHommO HmmE OH OHHOSUGH USO OOmnHmsa aHHB QOHHOHmmooo CH OEOHm IOHQ aOHHaOHOm HOHOHHOHQHEUO Om0H>HmO mHHQSEEoo HmHao maH UHsoaO= OEmHH maH OH OHOHOHHOHGHEUO Om0H>HmO OHHQDEEOO meao mo OmOQomOmm .OO.¢ mHaOB .OOO.O OH pH Ho>OH OH. map pO .HOO.O OH aoOmonO Oo mmmnmmO N Osz ooamoHOHqOHm Oo Ho>mH OO. map pm NM mo mDHO> maH .HGOUHHHGOHO HOZ H OZ “HGOOHHHGOHO n O 0.0 O.HO N.OO nmgpo Opnommm O2 O2 OOO . N . . «moo a2: O O NO O HO pcmOHmmnm op somnmm o m c H m - PM” N. o 00 HGQOHmmGMOHmlCOZ mvgmflunmnmvnm mz mz NHW O O.HM flomm HMQOmeQMHOHm 30H; WSOHNVHQHH . O.O O.HO O.OO mnomog no OOOH mchHmna O2 O2 HHO H H H.OO O.OO OOOH ooaHO Oo Ooamoom . O.H 0.00 H.OO quonmmOonmIcoz mchHmnH O2 O2 OHO N O O.NH O.HO HmconmmOonm Oo OOOH . O.H N.OO O.OO .O.z no .<.m OHmm 1 O2 O2 OHO O 0.00 0.00 .0.0m no .O.Om wwnmmo 3 2 . O.H O.OO O.HO Hansm coHpspHpmcH O2 O2 ONO O O.OO O.OO guano Oo soHpmooq . O O.NM 0.00 Hm>o UGO OHOmm OH GOHHDHHHOGH O2 O2 OOO H O.N 0.00 O.OO mnmom OH ancO Oo mmO . O H.OO O.NO nm>o OOO OOON QoHpspHpmaH O2 O2 HOO O O.N 0.0N O.OO OOON angO Oo oNHO M.H 0.0M N.Nw mmmgommmhfl HHM MO #vameH OH o m0 . QSHMNV “QwUme #GQOHQQ D.C..wUme—n mHOGwO OD HOZ 0Q HOZ om OOOGomOmm Nx HOO OHsoOO an: no Om: OHsoOO =NOOGHHmmE UHOoa mGHGHm>om mmmHHoo Go GH HHO HOHOHHOHGHEUO Om0H>HmO mHHGDEEoo HmHao maH UHsoaO: ~E®HH wflfl O“ OHOHMHHOHQHEUM mwOH>wa mfldflflfifioo HOHEU HO nDnSDLDDG 0:13 on )4234 232 .OOO.O OH pH Hm>mH OH. map pO .HOO.O OH EoOmonO Oo mmmnmmO N OpH3 mocmoHOHcOHm Ho Hm>wH OO. map pm Nx Oo osHm> OOO .pcmoHOHgOHm poz u Oz upcmoHOHcOHO n O O.OH 0.00 O.ON nmgpo mpnomom . 4WUU EC 3 O2 O2 OHO O O.O O.OO O.OH pcmOHOmnm 0p comnmm . N.OH O.HO 0.0H HOGOHOOOHOHAIGOZ monHHmmxm O2 O2 HOO 0.0H 0.00 0.0H HmconmmOonO OoO msoH>mnm . 0.0H 0.0H O.OH mnoOon no OOOH mchHmnH O2 O2 OOO N H.O O.HO O.ON OOOH mocHO Oo mocoomm . 0.0H O.HH O.HH HmsonmmOonmIaoz mquHmnH OZ OZ mom O.NH O.NO 0.0N HOGOHOOmHOHm Ho mmmE . O.OH O.OO O.OH .<.z no .O.m OHOO O2 O2 ONO N 0.0H 0.00 O.OO .O.OO no .O.Om monmmo . 0.0 O.OO O.HH Hmnsm qupspHpqu O2 O2 OON H H.OH H.HO N.NN Oman: Oo coHpmooH . O.HH O.HO O.ON nm>o Ocm mnmm» OH coHpspHpmaH O2 O2 OON 0.0 N.OH H.OH mnmom OH ancO Oo OOO O O OOO.O O.N 0.00 O.HH no>o Ocm OOON coHpspHpmcH H.HH 0.00 O.ON OOON nOOQO Oo oNHO 0.0H 0.00 0.0H OmOGOQOmH HHO mo HGmonm OH. mo. mGHO> HGmOHmm HGmOHmm HGmonm mHOGwO OD HOZ 0Q HOZ OD OmOGomOmm Nx HaU UHsoaO >OZ Ho hOZ UHsoaO =NOUmmG HOHommO HHmaH HmmE 0H Hm UHO GH OQDOHO mHsOOmHm HOOOH aHHB UO Om0H>HmO hHHGSEEoo HmHao maH UHsoaO= O Om0H>HOO mHHGDEEoo HmHGo Ho Ovnzamnvfi 0 JD on D423... .OO0.0 OH HH Hm>wH OH. maH H< .Hmm.m OH EOUmmHH HO OmmHmmU N aHH3 OOGOOHHHGOHO mo Hm>mH mo. maH HO x mo mSHO> maH .HGOOHHHGOHO HOZ n OZ “HGOOHHHGOHO I O N I O O.ON O.NH nmgpo mpnomom OZ OZ OOO. . . . OHm . O.M O.Hm 0.00 mHomOa Ho OOOH OGHGHOHB O2 O2 OON N O O.ON H.OO OOOH oocHO Oo mocmoom . O.H O.ON H.OO HOGOHOOOHOHOIGOZ OGHGHOHB O2 O2 NOO H O O.NH O.HO quoHOmmOonm Ho OOOH . o H.ON 0.00 .4.2 HO .¢.m UHmm mZ mz mMN m O.M O.ON O.mh .Q.Um .HO .Djpmm mmHWQD 3 . O.H H.ON N.OO HOHsm GOHHDHHHOGH B OZ OZ HOO o N.NN 0.00 GOQMD mo GOHHOUOH . O.N 0.0N 0.0H nm>o OOO mnmmm OH coHpspHpqu O2 O2 ONN H O 0.0N N.OH mnmmm OH ancO Oo OOO . O.N 0.0N 0.00 Hm>o UGO OOON GoHHGHHHOGH OZ OZ OOO H o 0.0N 0.00 oomm HmUGD mo mNHO M.H 0.0N O.NO OOOGOQOOH HHO Ho HGmOHmm OH. mO. mOHO> HGOOHmm HGmOHmm HGmOHmm mHODWO OD HOZ 0Q HOZ 0Q OmOGomOmm Nx HOO OHsoOO Om: no Om: OHsoOO =mmHHG5EEOO maH mo OmDOOH HOHOOHO OaH aHHB HOmU aOHaB OESHOO OHHaDm mo HGOEmmOGOE How OGOHHHUGOO OHOOOmomG aOHHaOHOm HOHOHHOHGHEUO OOOH>HmO OHHGSEEOO mmHao maH UHsoaO: .EmHH maH OH OHOHOHHOHGHEUO OmOH>HOO >HHGDEEOO HmHaO mo OOOGomOmm .mm.< mHaOB .OO0.0 OH “H HO>OH OH. map #4 .Hmm.m OH EOUOOHO mo Ommnmww N SHHB OUCOOHMHQOHO mo H®>OH OO. map pm NN mo OSHO> OSB .HnOOHMHQOHO “OZ n OZ “HQOOHMHGOHO H O O.O O.ON O.OO umguo mpgommm m2 m2 mmm. . . . «moo Eon: W O OH H ON O OO uanHmmHm op comumm . Hob 0 .WN M-VW HMGOHWMGWOHQIQOZ QOCQflHmme OZ OZ ovv H O.OH H.HN N.MO HOQOHOOOMOHQ QOO OSOH>®Hm . N.OH O.ON H.NO muommg Ho OOOH OOHOHOOB Oz Oz ONO O 0.0 O.OO N.OO OOOH wocHO Oo Ooamomm . O om m-QN Novm HMGOHWWGNOHQIGOZ mQHQHMHB Oz Oz OOH O.NH O.ON O.NO HOconmmOon Oo OOOH . H.O O.ON O.OO .<.2 Ho .O.m OHmm Oz Oz OOO O.OH O.ON O.OO .O.Om Ho .O.Om mmummo 4 3 . 0.0 H.ON N.OO Hausm OoHpsuHuqu 2 Oz Oz NON H.HH N.NN 0.00 gangs mo coHumooH . 0.0H O.ON O.OO Hw>o OOO mummm OH quOSOHpmnH O Oz OOO O O.N O.ON O.OO mHmmO OH Hausa Oo OOO . 0.0 O.ON O.OO Hm>o OOO OOON qupspHpmcH Oz Oz OOO N.NH O.ON 0.00 OOON umOcD Oo ONHO m.m PomN O.¢® mwmqommmwufi HHM MO U.SQUHQAH OH. mO. O5HO> uswoumm unmonmm #QOOHOm OHOSOO OD HOZ on HOZ 0Q OOOQOQOOM Nx HOO OHsoOm Om: Ho Om: OHsogm ~EOpH =mEmHm0Hm OOOH>HOO mpHQSEEoo Ogu QHZHHB coHpmHSEHom ZUHHOQ SH ucOUHOOHm mg» ECHO hfiocousm mo HQSOEO OHQOQOOOOH m OQOEOO HOHOHHOHQHEUO OO0H>HOO OHHQDEEOU OOHQO Onp UHSOQO: may on OHouOHuOHcHEOm O00H>MOO OHHGSEEOO OOHSU mo OOOcomme .VO.< OHQOB 235 .mom.v OH “H H®>mH OH. map Hm .Hmm.m OH EOUOOHO mo OOOHOOU N ZHHB OoqmonHcmHO mo HO>OH mO. OQH #6 NZ mo OSHO> m:a .HQOOHMHGOHO #OZ H OZ quOOHMHfimHO H O O.OH O.OO O.ON ngpo mugomwm . . «moo 50:: . h.OH 0.0h M.OH HOGOHOOOOOHmIQOZ OOQOHHOQNM O2 O2 OOO O.OH N.OO H.HN HmconmmOon goO msoH>mHm . O.O O.OO O.ON muommn Ho OOOH OOHOHOHB O m OOO O O.OH O.OO O.O OOOH moch Oo Oonmomm . O.OH H.OO O.OH HmconmmOoumlqoz OOHOHOHB mZ mz NVW H O.MN mon moNH HMCOHWWQWOHQ who QQ%H_ . H.O O.NO O.OH .O.z go .<.m Ome Oz Oz OOO H 0.0N 0.00 0.0H .O.Om no .o.nm mogmmo . O.NH N.OO O.OH Hausm qupsuHOmcH Oz Oz OOH N O.OH O.OO O.O cmnuo Oo quumooH m . O.OH O.OO O.OH Hm>o OOO OHOOO OH coHpspHpqu Oz 2 NOO O.O N.OO H.OH mHmmO OH HmOcD Oo OOO . O.O O.OO O.HH Hm>o OOO OOON qupspHpmcH Oz Oz OOO H 0.0H 0.00 O.OH OOON HOOOD Oo ONHO O.NH O.Nn 0.0H OOOGOQOOH HHO wo pQOUHOm OH a mo . ®5Hm> “QmUme H.HHQUHQAH “QmUHwnfi OHOSOO OD HOZ OD HOZ OQ OOOcomme Nx HOO OHsogO Om: Ho Om: OHsoOm =muHHmO OH MHHQSEEOO may OHOSB OOSOOH no UQmuO HOHHSOQ w Oxmp HoumeOHQHEOO OO0H>HOO mpHnsfifioo MOHQU OAH UHSOZO: OEOHH map op OHOOOHHOHQHEUO OO0H>HOO thcsfifioo OOHQO mo OOOqomOOm .mm.¢ mHQOB 236 .OO0.0 OH pH Hm>mH OH. O£#.u< .Hmm.m OH Sowmmhm mo Ommnmmv m £pH3 mocmoHMHcmHO mo Hm>wH mo. man pm Nx Mo mnHm> m:a .ucmonHcmHO,uOZ.n OZ “pqOOHchOHO I O O.OH O.HO O.OO Hoguo munommm Oz Oz HOO.N . . . I Omoo sogz N N O OO O OO ucmOHmmum op acmumm . O.H 0.00 O.HO HMGOHOOmmoumIGOZ mocwHHmmxm O OZ mmm m O.OH O.Hm O.NO HmaOHOOmmon QOO OSOH>OHm . 0.0 0.00 N.OO mnommg no OOOH mchHmna O2 O2 OOO O.O 0.00 O.OO OOOH oqum Oo Oocmomm . 0.0 O.HO N.NO HmsonmmOonmuqoz maHaHOHB OZ OZ ham O O.Om 0.0m HOGOHOOOMOHm mo mama . 0.0 0.00 0.00 .m.z no_.«.m OHmm O2 O2 OOO. 0.0 0.00 0.00 .0.0m Ho .O.OO mmumoo . . 0.0 0.00 0.00 Hmusm coHOSOHpmcH OZ OZ HOO O.O O.Om O.OO nOnHD mo GOHHOOOH . O.N O.Nm 0.00 M96 OOO mgmwm OH coHusqumcH Oz Oz OOH O O.O N.HO O.HO OHOOO OH_HmOOD mo OOO . 0.0 H.OO H.OO Ho>o Ocm OOON coHpouHumcH Oz Oz OOO 0.0 0.00 H.OO OOON HmOcp mo mNHm m.m O.MO O.NO OmOcomOmH HHO mo.pcmoumm OH. mo. OSHO> pcwohmm pcwommm unmoumm OHODOO 0Q “OZ ,om HOZ on OquomOmm Nx Han szsosO Om: no Om: OHsogm =mvmuqmwmum OHO OOSOOH HmHOMmboupcoo mo Ocoo UGO Ooum may cwzs xompum ECHO Ofimumoum UGOOOU HoumnpOHcHEUm OUH>HOO mpHnSEEoo mmHso may UHSOZO: .EwuH m:a 0p OHOOMHuOHQHEUm OOOH>HOO OHHGSESOO mmHno mo OquomOmm .OO.¢ OHQOB 237 J .OO0.0 OH OH Ho>mH OH. may uO .HOO.O OH aoOmmHO Oo OOOHOOO N OOHB mocmoHOHaOHm Oo Ho>OH OO. may um Nx Oo msHm> m:a .ucmoHOHaOHm uoz u Oz “unmoHOHqOHm u O O O.OO O.HO ngpo mpgomom . «moo gong m Oz NOO O N.OH O.OO O.OO unwOHmon op comgmm . 0.0 0.0M O.HO HOGOHOOOMOHmIGOZ OOQOHHOme OZ OZ OOO 0.0H O.HM O.OO HOGOHOOOOOHm QOO OSOH>OHm . O.NH O.HO O.OO ouomon “o OOOH OoHoHOHB m2 m2 OOO H O.O O.OO O.OO OOOH oocHO Oo Oocoomm . 0.0 O.OO N.NO ngonmoOoMmuooz OOHOHOHO Oz Oz NOO O.NH 0.0N O.NO quonmmOonm Oo OOOH . O.OH N.OO O.OO .<.2 Ho .<.m OHom O2 O2 OHO 0.0 0.00 0.00 .0.0m Mo .O.OO OOHOOQ . O.OH 0.00 O.NO Hmuom OoHuouHOmoH O2 O2 OOO 0.0 O.OO O.OO Omaha Oo coHuOooH . O.HH N.HO H.OO gm>o OOO OHOOO OH coHpoqumcH O2 O2 OOO H 0.0 H.OO O.OO mnmom OH HOOOD Oo OOO . O.HH O.ON O.OO Hm>o OOO OOON quOOOHquH m2. mz Hmh H m.m. m.m¢ woman 00mm HMUGD MO mNflm 0.0 M.OM M.MO OOOcomOOH HHO mo #cwoumm OH. mo. ODHO> pqwogmm #GOOHOm uGOOHOm OHOSWO 00 “oz OD “OZ on OOOQOQOOm Nx HOO OHsozm Om: no Om: OHoogm =mOucOEOyH5wOH QOHOOHEOO HOEHOM ECHO hmzw QHQOHOUOOH ®©H>ona HoumeOHcHEOO OOOH>HOO OHHQSEEOO wano OZ“ UHSOQO: KEOHH map 0p OHOOOHHOHQHEOO OO0H>HOO OHHGDEEOO OOHSU mo Oomcommwm .hm.< wHQOB 238 .OO0.0 OH #H H®>wH OH. mg u #fl .HO0.0 OH Eowomum mo OOOHOOU N QuHB OUQOOHMHGOHO mo HO>OH mO. mflp um NN mo ODHO> m:a .uGOOHMHCOHO HOZ H OZ “unmonHcmHO n O H.ON O.HO H.ON “mauo mpgogmm m2 m2 HNO.H . . . Omuo Eon: O OH O OO O NO “OOOHOOOO op acmumm . O.NH O.OO H.Nm HOQOHOOOMOHmIGOZ OOGOHmexm O2 O2 OOO O O.HO O.OO H.HN HOOonmmOoHO non mnoH>mHO . N.OH O.OO O.OO mHoOmn go OOOH OchHOOO m2 m2 OOO H O.OH O.OO O.ON OOOH mocHO Oo Ooomomm . 0.0H N.NO O.ON quonmomonuqoz OOHOHOHB Oz Oz OHO O.NH O.NO O.ON HmaonmmOoum Oo OOOH . N.OH O.OO O.OO .<.z Oo .<.m Ome mz m2 mww OomH O.Ow O.mN .D..©m .HO oatflna GGHUOQ . 0.0H O.NO O.HO HOHsm qupsququ Oz Oz OOO N.NN 0.00 N.NN swamp Oo ooHumooq . 0.0N H.OO 0.0N Om>o OOO OHOOO OH coHuspHpmcH O2 O2 OOO H N.NH 0.00 0.0N OMOOO OH HmOcD mo OOO . O.HH 0.00 O.NO Om>o OOO OOON qupspHpqu O2 O2 NOO H O.NN N.HO O.ON OOON HOOOD Oo ONHO 0.0H M.MO M.ON OOOsomOOA HHO mo pcmonmm OH. mO. OSHO> uaOOHmm Humouwm HGOOHOA OHOSOO om.p0Z on OOZ 0Q OOOGOQOOM Nx HOO OHsogm Om: go Om: OHsoOO =m>pHQSEEoo mau QH OQDOHO I>Ho>cH UHO>O HovauOHaHE OEOpH Onp Op OHOuOHpOHSHEU HOQOHOUOO QOHB puma Um OO0H>HOO mqusfifioo OOHEO map UHSOQO: m OO0H>HOO mvHssEEoo OOHZU mo OOOqomOOm .mw.4 OHQOB “17'?ELIIIIIIIEJIIIIIIII