A STUDY DEFINIHG EIGHT OBJECTIVES OF BUSENESS PROGRAMS
1N PBBUC CBHHUNITY COLLEGES AND DETERMINING
THE IHPGRMNCE 0F “ESE OBJECTIVES

“can {or “0 Dean. of “MD.

MICHIGAN STATE UNIVERSITY

Hone. Fun“!- Grim“-

1967

  
  
 

    

LIBRAR Y1

Michigan State
University

       

This is to certify that the -

thesis entitled
A STUDY DEFINING EIGHT OBJECTIVES OF BUSINESS PROGRAMS

IN PUBLIC COMMUNITY COLLEGES AND DETERMINING

THE IMPORTANCE OF THESE OBJECTIVES
presented by

Horace Franklin Griffitts

has been accepted towards fulfillment
of the requirements for

Ph. D. degree inJiugaLiDn

 

 

Major professor

Date June 26, 1967

 

 

A STUDY DEFINING EIGHT OBJECTIVES OF BUSINESS PROGRAMS
IN PUBLIC COMMUNITY COLLEGES AND DETERMINING

THE IMPORTANCE OF THESE OBJECTIVES

By

Horace Franklin Griffitts

AN ABSTRACT OF A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1967

ABSTRACT

A STUDY DEFINING EIGHT OBJECTIVES OF BUSINESS PROGRAMS
IN PUBLIC COMMUNITY COLLEGES AND DETERMINING
THE IMPORTANCE OF THESE OBJECTIVES

by Horace Franklin Griffitts

Statement of the Problem

 

The general problem was to define and validate eight curriculum
objectives of public community college business programs and to deter—
mine the importance of these objectives today and their desired future
importance.

A second problem was to closely evaluate seventeen Texas public
community colleges to determine the implications of implementing these

objectives.

Research Methods

 

Eight curriculum objectives were defined by the researcher and
validated by a jury of prominent American educators.

A questionnaire listing the eight objectives was mailed to the
presidents and the business department heads of 376 public community
colleges; respondents marked the present degree of importance placed
on each objective and the desired future importance of the objective
in their institutions. Seventy-nine per cent of the personnel
returned the questionnaire. The data was analyzed based on four vari-

ables: (1) the position of the respondent, (2) size of the college,

(3) geographic region, and (4) present importance compared to future
importance. Four null hypotheses were stated based on the four variables;
the t test was used to determine if significant differences existed and
the level of significance was set at .05.

Seventeen Texas public community colleges were randomly selected
for in-depth interviews with the presidents and business department heads

on the implications in implementing the curriculum objectives.

Findings and Conclusions

 

The most important objective today is transfer education; in the
future, the semi-professional and technical objectives will be of equal
importance with the transfer objective.

There is close agreement nationwide on the increasing importance
of the supplemental objective; the retraining objective will be of
increasing importance, but there is a reaction against it among personnel
in different geographic regions.

Substantial disagreement exists on the importance of the develop-
mental objective, which provides training for initial employability, now
and in the future. Opportunity curricula, which provide basic remedial
training, are considered of little importance, as is the avocational
objective.

Each of the objectives will become increasingly important; in
general, the presidents and business department heads agree on the impor-
tance of the objectives, and the size of the institution does not affect

the importance placed on the objectives. Substantial differences do exist

among personnel from different geographic regions on the importance of
some of the objectives.

Texas public community college educators support the concept of
the comprehensive community college; primary emphasis, however, is given
the transfer objective. Small enrollments and limited fiscal resources
limit the extent of occupational education offerings; traditional educa-
tional and conservative political philosophies pervading some institu-
tions curtail seriously the comprehensiveness of the business curricula.

In general, Texas public community college educators do not have
up-to-date information on community training needs, changing job patterns,
and follow-up studies on graduates; there is, however, a pervading spirit
of optimism among business department heads regarding the expanding scope

of their programs.

A STUDY DEFINING EIGHH OBJECTIVES OF BUSINESS PROGRAMS
IN PUBLIC COMMUNITY COLLEGES AND DETERMINING

THE IMPORTANCE OF THESE OBJECTIVES

By

Horace Franklin Griffitts

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1967

C; Copyright by
Horace Franklin Griffitts

1968

ACCEPTANCE

This thesis has been accepted in partial fulfillment of the
requirements for the Degree of Doctor of Philosophy in the Graduate
School of Michigan State University.

“"

Date (I- I; 7" :‘ x' / g»: I .x _/

 

 

Dean, Graduate School

 

 

 

 

h/ _, //"' I“ /..

»I;z ' g» 3
Chairman
/

K /7 ’/// '\\) “w/

/7V/ // . //

/' '1 / /" -— y» /
I; /J_a(caz ,/: ,/’ {{L{“Lkl
Member /

gflJ flan/VS
Member

_/ , 1 ;

/ .'. 7- / .

.’ 4 ,.‘ / I

/ /7‘ r / W 5, ,,
Member 73/;

iii

ACKNOWLEDGMENTS

Before the completion of a dissertation, many friends and colleagues
have assisted--both directly and indirectly-—the researcher in his work; it
is impossible to recognize all of these individuals.

Certainly the research director, Dr. Helen H. Green, supported the
researcher with suggestions and encouragement throughout the study. Dr.
Mary Virginia Moore, Dr. Robert Poland, Dr. Max Raines, and Dr. Karl
Hereford contributed valuable suggestions for the improvement of the study.
Each of these individuals and Dr. Peter G. Haines, who conceived the basis
for the study, merit my sincere thanks.

Many of my colleagues at Texas Technological College assisted me
with the final preparation of the manuscript. My student assistants, Mrs.
Glynell Petrosky and Miss Donna Adrian, patiently typed the preliminary
drafts; the quality of their work and their cheerfulness materially aided
the researcher.

I want to also thank the individuals who contributed the data for
the study—-the jurors, the public community college presidents and business
department heads included in the nationwide survey, and the Texas public
community college educators interviewed as a part of the study.

For her counsel and encouragement, Professor Marjorie Keaton of
Texas Christian University, my undergraduate advisor, deserves my sincere
thanks.

Finally, I thank my parents for their encouragement--tempered with

concern--and support.

iv

TABLE OF CONTENTS

Chapter

I. INTRODUCTION AND STATEMENT OF THE PROBLEM . . . . . .
Introduction . . . . . . . . . . . . . . . . . . .

Statement of the Problem . . . . . . . . . . . .
Purposes of the Study . . . . . . . . . . . . . .
Need for the Study . . . . . . . . . . . . . . .
Delimitations of the Study . . . . . . . . . . .
Definitions of Terms . . . . . . . . . . . . . .
Basic Assumptions . . . . . . . . . . . . . . . .
Organization of the Study . . . . . . . . . . . . .
II. REVIEW OF RELATED LITERATURE AND RESEARCH . . . . . .

Literature and Research on the Transfer Function

Literature and Research on the Occupational Education

Function . . . . . . . . . . . . . . . . . . . .

Literature and Research on the Adult Education Function

Summary . . . . . . . . . . . . . . . . . . . . .

III. RESEARCH PROCEDURES . . . . . . . . . . . . . . . .
Defining and Validating the Objectives . . . . . .
Sources of the Data . . . . . . . . . . . . . . .

Analysis of the Jurors' Responses . . . . . . . .

Determining the Importance and Extent of Agreement on

the Curriculum Objectives of Public Community College

Business Programs . . . . . . . . . . . . . . . .

Page

10
12

13

16
24
27
28
28
28

29

32

Chapter
Preparation of the Questionnaire
Sources of the Data . . . . . . . . . . . . . . . . .
Analysis of the Data . . . . . . . . . . . . . . . .
Determining the Implications for Implementing the

Curriculum Objectives in Selected Texas Public

Community Colleges . . . . . . . . . . . . . . . . .
Sources of Data . . . . . . .
Preparation of the Interview Guides . . . . . . . . .
Analysis of the Data . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . .

IV. RANK OF IMPORTANCE OF THE CURRICULUM OBJECTIVES BASED
ON THE DATA FROM THE NATIONWIDE SURVEY
Rank of the Curriculum Objectives Based on their
Present Degree of Importance . . . . . . . . . . . .
Rank of the Curriculum Objectives Based on their
Desired Importance in the Future . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . . . .

V. STATISTICAL ANALYSIS OF THE CURRICULUM OBJECTIVES BASED

ON DATA FROM THE NATIONWIDE SURVEY . . . . . .

The Transfer Objective . . . . . . . . . . . . . . . . . .
Present—Future Importance . . . . . . . . . . . . . . . .
Respondent's Position . . . . . . . . . . . . . . . . .
Institutional Size . . . . . . . . . . . . . . . . . . .

Geographic Region . . . . . . . . . . . . . . . . . . .

vi

Page

32

34

4O

41

41

42

43

43

44

44

5O

55

56

57

57

58

58

60

vii
Chapter Page
The Technical Objective . . . . . . . . . . . . . . . . . . . 61
Present-Future Importance . . . . . . . . . . . . . . . . . 61
Respondent's Position . . . . . . . . . . . . . . . . . . . 61
Institutional Size . . . . . . . . . . . . . . . . . . . . 63
Geographic Region . . . . . . . . . . . . . . . . . . . . . 63
The Semi-professional Objective . . . . . . . . . . . . . . . 64
Present—Future Importance . . . . . . . . . . . . . . . . . 66
Respondent's Position . . . . . . . . . . . . . . . . . . . 66
Institutional Size . . . . . . . . . . . . . . . . . . . . 66
Geographic Region . . . . . . . . . . . . . . . . . . . . . 67
The Supplemental Objective . . . . . . . . . . . . . . . . . 68
Present-Future Importance . . . . . . . . . . . . . . . . . 68
Respondent's Position . . . . . . . . . . . . . . . . . . . 68
Institutional Size . . . . . . . . . . . . . . . . . . . . 70
Geographic Region . . . . . . . . . . . . . . . . . . . . . 70
The Developmental Objective . . . . . . . . . . . . . . . . . 71
Present-Future Importance . . . . . . . . . . . . . . . . . 71
Respondent's Position . . . . . . . . . . . . . . . . . . . 73
Institutional Size . . . . . . . . . . . . . . . . . . . . 73
Geographic Region . . . . . . . . . . . . . . . . . . . . . 73
The Retraining Objective . . . . . . . . . . . . . . . . . . 74
Present-Future Importance . . . . . . . . . . . . . . . . . 74
Respondent's Position . . . . . . . . . . . . . . . . . . - 74

Institutional Size 0 I o u o o o o o o o o o o o o 0 ° . 0 76

Chapter
Geographic Region . . . . . . . . . . . . . . . . . .
The Avocational Objective . . . . . . . . . . . . . . .
Present-Future Importance . . . . . . . . . . . .
Respondent's Position . . . . . . . . . . . . . . .
Institutional Size . . . . . . . . . . . . . . . . .
Geographic Region . . . . . . . . . . . . . . . . .
The Opportunity Objective . . . . . . . . . . . . . . .
Present-Future Importance . . . . . . . . . . . . . .
Respondent's Position . . . . . . . . . . . . . . . .
Institutional Size . . . . . . . . . . . . . . . . .
Geographic Region . . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . . . . . .
VI. ANALYSIS OF THE INTERVIEWS CONDUCTED WITH THE PRESIDENTS
AND BUSINESS DEPARTMENT HEADS OF SELECTED TEXAS PUBLIC
JUNIOR COLLEGES . . . . . . . . . . . . . . . . . . . .
General Characteristics of Texas Public Junior Colleges
Philosophy . . . . . . . . . . . . . . . . . . . .
Financial Structure and Sources of Income . . . . . .
Enrollment Increases . . . . . . . . . . . . . . . .
Service Areas of the Colleges . . . . . . . . . . . .
Relationship of the Business Departments to the

Colleges . . . . . . . . . . . . . . . . . . . . .

Interviewees' Opinions on the Importance of the Curriculum

Objectives of Business Programs . . . . . . . . . . .

viii
Page
76
77
77
77
79
79
80
80
8O
80
82

82

85
85
86
88
90

91

94

96

Chapter
Opinions on the Transfer Objective . . . . .
Opinions on the Semi-professional Objective .
Opinions on the Technical Objective . . . . .
Opinions on the Developmental Objective . . . .
Opinions on the Supplemental Objective . . . .
Opinions on the Retraining Objective . . . . .
Opinions on the Opportunity Objective . . . . .

Opinions on the Avocational Objective . . . . .

VII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . .

Summary of the Study . . . . . . . . . . . . . .
Findings and Conclusions . . . . . . . . . . . .
Recommendations . . . . . . . . . . . . . . . . .
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . .
APPENDICES . . . . . . . . . . . . . . . . . . . . .
A. Jury to Evaluate the Objectives of Public Community
Business Programs . . . . . . . . . . . . . . . .
B. Letter of Transmittal to Jurors . . . . . . . . . .
C. Work Sheet for Juror's Evaluation . . . . . . . . .
D. Public Community Colleges Included in First Mailing
E. Letter of Transmittal to Presidents and Business
Department Heads Included in the First Mailing .
F. Questionnaire Used in the Study . . . . . . . . .

G. Follow-up Letter to Non-Respondents . . . . . . . .

ix

Page
98
99
100
101
102
103
105
106
107
107
108
113
116

120

121
124
125

129

140

141

144

Summary of Responses--Presidents . . . . . . . . . . . .
Summary of Responses——Business Department Chairmen . . .
Summary of Responses—-Presidents and Business

Department Heads . . . . . . . . . . . . . . . .
Computer Program for Data Analysis . . . . . . . . . . .
Analysis of Data-—Comparison of Responses of Present

to Future Importance . . . . . . . . . . . . . . . . .
Analysis of Data-~Comparison of Responses of Presidents

to the Responses of Business Department Heads . . . . .
Analysis of Data--Comparison of Responses from Personnel

in Large Institutions with Responses from Personnel

in Other Size Institutions . . . . . . . . . . . . . ..

Analysis of Data—-Comparison of the Responses from the
Personnel in the Western Region to the Responses from
the Personnel in Other Geographic Regions . . . . . .

Descriptive Data on Texas Public Junior Colleges . . . .

Personnel Interviewed in Texas Public Junior Colleges

Interview Guide--Community College Presidents . . . . . .

Interview Guide--Business Department Heads . . . . . . .

Page
145

146

147

148

149

157

159

161
165
168
169

173

Table

II.

III.

IV.

VI.

VII.

VIII.

IX.

LIST OF TABLES

Jurors Selected for the Study (by state and
professional interest) . . . . . . . . . . . . .
Public Community Junior Colleges by Region, State
and Size Included in the Study . . . . . . . . .
Number of Institutions Compared with Number of
Responses Based on Size Classification . . . . .
Number of Institutions Compared with Number of
Responses Based on Geographic Region . . .
Present Importance of the Curriculum Objective
Based on Data from all Respondents . . . . . .
Present Importance of the Curriculum Objectives--
Comparison of the Responses of the Presidents
to the Responses of the Business Department Heads
Present Importance of the Curriculum Objectives--
Comparison of the Responses by Institutional Size
Present Importance of the Curriculum Objectives--
Comparison by Geographic Region . . . . . . . . .
Desired Importance in the Future of the Curriculum
Objectives Based on Data from All Respondents
Desired Importance in the Future of the Curriculum

0bjectives--Comparison of the Responses of the

Presidents to the Responses of the Business Depart-

ment Heads 0 O 0 O 0 O O O O O O O O O 0 O O C

Page

30

37

39

39

45

46

47

49

51

51

xii
Table Page

XI. Desired Importance in the Future of the Curriculum
Objectives-~Comparison by Institutional Size . . . . . 52

XII. Desired Importance in the Future of the Curriculum
Objectives-—Comparison by Geographic Region . . . . . . 54

XIII. Analysis of Data from the Nationwide Survey on the
Transfer Objective Based on Four Variables . . . . . . 58

XIV. Analysis of Data from the Nationwide Survey on the
Technical Objective Based on Four Variables . . . . . . 62

XV. Analysis of Data from the Nationwide Survey on the
Semi-professional Objective Based on Four Variables . . 65

XVI. Analysis of Data from the Nationwide Survey on the
Supplemental Objective Based on Four Variables. . . . . 69

XVII. Analysis of Data from the Nationwide Survey on the
Developmental Objective Based on Four Variables . . . . 72

XVIII. Analysis of Data from the Nationwide Survey on the
Retraining Objective Based on Four Variables . . . . . 75

XIX. Analysis of Data from the Nationwide Survey on the
Avocational Objective Based on Four Variables . . . . . 78

XX. Analysis of Data from the Nationwide Survey on the
Opportunity Objective Based on Four Variables . . . . . 81

XXI. Responses of Seventeen Texas Junior College Presidents

on Five Questions on Fiscal Problems . . . . . . . . . 89

XXII. Per Cent Increases in Enrollment by Size Classifications
of Texas Public Junior Colleges (October, 1964-

October, 1965) . . . . . . . . . . . . . . . . . . . . 91

CHAPTER I

INTRODUCTION AND STATEMENT OF THE PROBLEM

I. INTRODUCTION

The public community college is a twentieth-century phenomenon;

1
in 1965, 502 publicly controlled two-year colleges were in operation.

Thirty—five of these institutions began Operation in 1965.2

Of the community college movement, Dr. Leland Medsker has said:

. . the two-year college in America is focused more
on the transfer than the terminal function. If, then, the
institution is adjudged unique solely on the basis of special
services to students who do not transfer, it fails to
measure up.3

Some indications are evident that the public community college is
moving-~though slowly--to meet the crucial occupational training needs
of our society for both young people and adults.

Dr. Grant Venn has written:

The two-year colleges in America, if they are to assume

their proper and effective role in the educational system of

the nation, should make vocational and technical education

programs a major part Of their mission and a fundamental
institutional objective.4

 

11965 Junior College Directory (Washington: American Association
of Junior Colleges, 1966), p. 59.

2
Ibid., pp. 8-53.

3Leland L. Medsker, The Junior College: Progress and Prospect
(New York: McGraw-Hill Book Company, 1960), p. 112.

 

 

4Grant Venn, Men, Education, and Work (Washington: American Coun-
cil on Education, 1964), p. 165.

 

The community college offers a unique opportunity to provide
curricula appropriate to the different levels of student ability and
appropriate to the varying needs of the business community. Likewise,
the community college has a responsibility to society-~a complex society
increasingly dependent upon the maximization of human resources—-to
provide curricula which will foster the maximum development of the
abilities of young people and adults.

A comprehensive program can contribute to the fulfillment of the
public community college's societal responsibilities; therefore, those
individuals who construct the business curricula in the public community
colleges have a challenging task. Curriculum builders must be cognizant
of the roles which the public community college can fulfill in providing
curricula basic to the nation's manpower needs and the occupational
needs of young people and adults; this is a major challenge of business

education in the public community college today.

II. STATEMENT OF THE PROBLEM

There is an absence of well-defined statements on the curriculum
objectives of business education in public community colleges. The
general problem of this study was to define and validate certain
curriculum objectives of business education programs in public community
colleges and to determine the importance placed on these objectives today
as well as to determine the desired importance of these objectives in

the future.

To determine if certain variables affect the extent of agreement
on each of the objectives, the following null hypotheses were tested:

1. There is no difference in the opinions held by public com-
munity college personnel on the present importance of each of the
curriculum objectives and their opinions on the desired future impor-
tance of each curriculum objective.

2. There is no difference in the opinions held by public com-
munity college personnel from the Western region and those opinions
held by public community college personnel in other geographic regions
on the present and desired future importance of each of the curriculum
objectives.

3. There is no difference in the opinions held by public com-
munity college personnel from large institutions and those opinions held
by public community college personnel from other size institutions on
the present and desired future importance of each of the curriculum
objectives.

4. There is no difference in the opinions held by public com-
munity college chief administrators and those opinions held by public
community college business department heads on the present and desired
future importance of each of the curriculum objectives.

A second problem of this study was to closely evaluate seventeen
Texas public community colleges to determine the implications in imple-
menting the curriculum objectives to meet the educational needs of

communities which have widely differing economic and social bases.

Purposes of the Study

 

The purposes of this study were:

1. To define the objectives of business programs in public
community colleges; and, by submitting these objectives to a jury of
prominent educators--higher education authorities, deans of collegiate
schools of business, and business education specialists--validate the
objectives.

2. To determine the importance of the objectives of the business
programs in public community colleges--today and in the future--based on
the findings of a national survey of public community college presidents
and business department heads.

3. To determine the extent of agreement on the objectives of
public community college business programs based on the variables of
(a) the academic position of the respondent, (b) the geographic region
in which the college is located, (0) the size of the institution on the
present and desired future importance of each of the objectives.

4. To determine those factors which are pertinent in developing
a comprehensive business program encompassing the objectives defined in
this study by intensively studying seventeen Texas public community
colleges.

It is hoped that this study may provide information for community
college boards, administrators, and faculty members which will enable
them to provide a more realistic and comprehensive business program,
encompassing the needs of the students as well as the varying needs of

the business community served by the institution.

Need for the Study

 

Dr. Irene Place, writing in the 1966 NBEA Yearbook, "Business

 

'

Education Meets the Challenges of Change,’ recommends that community

colleges:

. . . develop a variety of business curriculums other

than the traditional stereotypes. Meet the immediate needs

of the community but also look ahead for needed training

opportunities and emphases not offered elsewhere.

Although this study was already in progress when Dr. Place's
comments were published, her words summarize the need for new and
expanded approaches to public community college business programs.

A "variety of (community college) business curricula," as sug-
gested by Dr. Place, is inherent in the provisions of the 1963 Vocational
Education Act; this study has been completed in the spirit of the Act--
a people-oriented Act rather than a program-oriented Act. The Act, in
Section 4, provides for:

1. Vocational education for persons who have completed or left
high school and who are available for full-time study in
preparation for entering the labor market.

2. Vocational education for persons . . . who have already
entered the labor market and who need training or retrain—
ing to achieve stability or advancement in employment.

3. Vocational education for persons who have academic, socio-

economic or other handicaps that prevent them from
succeeding in the regular vocational education program.

 

5Irene Place, "Community Junior Colleges," National Business

Education Yearbook, No. 4 (Washington: National Business Education
Association, 1966), p. 160.

 

 

6U. S. Statutes at Large (Eighty-eighth Congress) (Washington:

Government Printing Office, 1964), p. 405.

Obviously, occupational programs in business education at the
community college level can contribute in large measure to the success
of this legislation. As an institution in higher education, the commun—
ity college is uniquely qualified to provide relevant training programs
for the business community because of its proximity to the peOple and the
business community in its service area.

There is an all-too-distant gap between what educators think and
what they are able to do. To cite but one example: President Truman's
Commission on Higher Education, in 1947, proposed that the community
college reduce its emphasis on the transfer function and increase its
emphasis on "terminal" functions. Of the terminal function, the Commis-
sion said:

These terminal programs should include both general educa-

tion and vocational training. They should be designed for
both young people who want to secure as good a general educa-
tion as possible by the end of the fourteenth grade and for
those who wish to fit themselves for semi-professional
occupations.

Semi-professional training, properly conceived and or-

ganized, can make a significant contribution to education
for society's occupational requirements.
The roles of the community college have been defined by many

8
writers; simply, the roles can be listed as transfer, vocational, adult

and guidance. Within the context of these roles, a need exists to

 

7Higher Education for American Democracy, cited by Tyrus Hillway,
The American Two-Year College (New York: Harper & Brothers, 1958),

pp. 69-70.

 

 

 

For a complete, well-documented discussion of the evolution of
the roles of the community college, see James W. Thornton, The Community
Junior College (New York: John Wiley and Sons, 1960), Chap. V.

 

specifically define objectives of business programs in public community
colleges. The need for the study is not new, but the rapidly increasing
societal demands placed upon the community college today add a dimension

of timeliness to the study.

Delimitations of the Study

 

The following delimitations were imposed in this study:

Type of Institution. This study was concerned only with the

 

two-year institutions which are publicly controlled at either the state
or local level, which provide for the transfer function and offer at
least one occupational business curriculum, and which were in operation
in October, 1964, and in October, 1965.

Curriculum Objectives. This study was concerned only with eight

 

curriculum objectives of community college business programs; the study
excluded such auxiliary areas as counseling, placement, and guidance.

Personnel. The curriculum objectives included in this study were
validated by a selected group of prominent American educators; all other
data in the study were limited to the responses of public community

college chief administrators and business department heads.

Definitions of Terms

 

The following terms and concepts were used throughout the study:

Public Community College: a two—year post-high school institution,

 

which offers both transfer and occupational education programs and which
is controlled by a state-appointed or locally elected board; no differ-
entiation is intended between a public "community" college and a public

"junior college."

8

Business Education: "that area of education which develops skills,

 

attitudes, and understanding essential for successful direction of busi-
. "9
ness relationships.

Chief Administrator: The president, dean, director, or other

 

similarly titled person who is responsible for the over-all administra-
tion of a public community college, hereafter referred to as "president."

Business Department Head: the person who has the responsibility

 

for administration of the business program in a public community college.

Transfer Objective: provision for a two-year curriculum for

 

students who plan to transfer to a senior college to complete the bacca-
laureate degree in some field of business.

Semi-professional Objective: provision for two-year curricula

 

for students who seek semi-professional positions at the supervisory or
mid-management levels upon completion of the program.

Technical Objective: provision for two-year curricula for

 

students who seek positions which are best defined as technical; i.e.,
accounting, data processing, secretarial administration.

Developmental Objective: provision for one-year curricula for

 

students who have left high school or have graduated but who need
developmental-type training for an "entry-level" position.

Supplemental Objective: provision for regular or special courses

 

for persons who are presently employed but who need supplemental train-

ing for advancement in their present occupational field.

 

9Carter V. Good, Dictionary of Education (Second Edition) (New

York: McGraw-Hill Book Company, 195), p. 70.

 

9

_Retraining Objective: provision for special courses or curricula,

 

of varying lengths, for persons who must have retraining in order to
enter a new occupational field.

Opportunity Objective: provision for special courses or curricula

 

for persons who, because of inadequate background, do not have the oppor-
tunity to benefit from regular occupational training.

Avocational Objective: provision for the opportunity for individ-

 

uals to take presently offered or special courses for their avocational
interests rather than for vocational use.

Small Public Community College: a public community college

 

enrolling less than 1,000 full-time and part-time students.

Medium—size Public Community College: a public community college

 

enrolling at least 1,000--but fewer than 3,000--full-time and part-time
students.

Large Public Community College: a public community college

 

 

enrolling 3,000 or more full-time and part-time students.

Basic Assumptions

 

The assumptions upon which this study was predicated were:

1. that a need exists to define the curriculum objectives of
public community college business programs as they relate to the specific
training needs of people—-rather than as they relate to the broad,
traditional "transfer, occupational, and adult" roles of public community
college programs.

2. that these curriculum objectives can be defined by the

researcher and validated by a jury of prominent educators, comprising

'l

 

10
higher education authorities, deans of collegiate schools of business,
and business education specialists.

3. that the knowledge of the present importance of each of the
objectives and the desired future importance of the objective may provide
useful guidelines for curriculum development in public community college
business programs.

4. that the present and desired future importance placed on each
objective can be determined by a nationwide survey of public community
college presidents and business department heads.

5. that certain implications may be inherent in implementing
these curriculum objectives in institutions which serve communities with
varying sizes, economic bases, and manpower needs.

6. that seventeen Texas public community colleges can be se-
lected which are representative of public community colleges throughout
the state; by using the depth-interview technique, the presidents and
business department heads can identify the implications of implementing
the objectives of a comprehensive business program which are relevant to

representative institutions.
III. ORGANIZATION OF THE STUDY

An analysis of the literature and research in the general area of
community college functions was made and is reported in Chapter II.

The content of Chapter III describes the research procedures
employed in the three phases of the study.

A discussion of the rank of importance of each of the eight

curriculum objectives is presented in Chapter IV. The content of

Chapter V discusses the extent of agreement on each objective based on
the opinions of public community college personnel; four variables are
considered for each objective.

Seventeen Texas public community colleges were selected for in—
tensive study to identify the implications in implementing the defined
curriculum objectives; the results of these interviews form the basis
for Chapter VI.

The study closes with several recommendations based on the con-
clusions drawn from the research. Chapter VII is composed of the sum—

mary, conclusions, and recommendations.

11

CHAPTER II

REVIEW OF RELATED LITERATURE AND RESEARCH

In recent years, there has been a substantial increase in the
number of research studies completed in the broad area of community
college education.

Many of these studies have been normative-type, follow-up
studies relating to a certain college, a certain instructional area,
or a certain time period. Another large body of research has been
concerned with the criteria for establishing community colleges in
specific states, the financial structure and organization procedures,
and the need for community colleges in a specific geographic area.
Relatively few comprehensive studies have been completed in the area
of community college business education.

This study was concerned with eight objectives of public com-
munity colleges which evolve from three of the traditional roles of
community college education. Consequently, the review of related
literature and research is divided into sections based on the three
traditional roles of the community college: transfer education,
occupational education and adult education.

In the review of literature, the primary purpose was to trace
the evolution of these three functions and to summarize contemporary

thought in each of the three functions.

13

I. LITERATURE ON TRANSFER EDUCATION

Early thought on the functions of the junior college was largely
based on the educational opportunities inherent in the transfer function.
On the evolution of the transfer function, Hillway wrote:

By (the) preparing function, (Frank W.) Thomas meant
that of preparing students for advanced work in the upper
divisions of universities. This implies a close resemblance,
if not an actual duplication, between subjects offered in
the junior college and those found in the freshman and
sophomore years of the four-year program. This function,
in fact, was apparently what Folwell, Tappan, Harper, and
other university presidents had chiefly in mind when they
proposed the transfer of their lower divisions to the
secondary schools.1 (Author's brackets)

One of the great pioneers in the junior college movement, Leonard
V. Koos, wrote, in 1931:

. . offering two years of work acceptable to colleges
and universities is one of the (functions) most commonly
put forward in the catalogs, but not in the remaining
literature. . . . From this emphasis we may anticipate
that this function will be more nearly certain of per-
formance than any of those following it in the list.2

Another pioneer, Seashore, wrote, in 1940:

The areas between the high school and the college
is the newest frontier in American education. Its
program is still in the process of formation. The
institution is struggling to establish its identity and
the definition of its area.

 

1
Tyrus Hillway, The American Two-Year College (New York: Harper

————————-———-—————

and Brothers, 1958), p. 62.

Leonard V. Koos, The Junior-College Movement (Boston: Ginn and
Company, 1925), p. 19.

3Carl E. Seashore, The Junior College Movement (New York: Henry

Holt and Company, 1940), p. 13.

 

 

l4
Thornton, in discussing transfer education, wrote:
Preparation for further study at the four-year college
or university is the traditional task of the junior college.
It was the primary purpose envisaged by Tappan and Folwell,
Harper, Lange, and Jordon. This was the objective adopted
by the earliest established junior colleges, both public
and private. It is the goal which the junior colleges
have accomplished most extensively and most successfully
and for the greatest numbers of students.4
The transfer function has been the subject of extensive research;
most of the studies have been normative-type research and limited to the
status of the transfer function in one college, or in one academic area.
Some of the more comprehensive studies related to the transfer function
are summarized in the following pages.

5 was based on a check list of 51 items which

Morrison's Study
represented current issues in community college education in California.
Morrison found that the respondents generally favored a comprehensive
program and an open-door admission policy. The respondents ranked the
purposes of the community college in the following order: (1) transfer
education; (2) technical-vocational education; (3) guidance; (4) general
education; (5) community oriented programs; (6) institutional research;

(7) remedial instruction; (8) special community services; and (9) adult

education.

 

4James W. Thornton, The Community Junior College (New York: John
Wiley and Sons, Inc., 1960), p. 63.

 

5Archie McKim Morrison, "The Views of California Junior College
Administrators, Instructors, and Boards of Trustees on Selected Issues
in Junior College Education" (unpublished Doctoral dissertation, The
University of California, Los Angeles, 1963).

15

Ford's Study6 was concerned with identifying the purposes of com-
munity colleges in the State of Washington. Ford surveyed instructors,
administrators, and board members in the state's ten oldest community
colleges. The personnel included in the survey considered the community
college to be a comprehensive-type institution; its most important
function, however, was that of transfer education.

These preceding research studies give an indication of the status
of transfer education as one of the functions of the community junior
college.

Certainly the most comprehensive study of the transfer function
and transfer students was recently completed at the Center for the Study
of Higher Education, University of California, Berkeley. The compre-
hensiveness of the study, completed by Knoell and Medsker,7 is illustrated

by the following objectives:

1. To obtain normative information about the characteristics
of junior college students who transfer to four—year colleges . . .

2. To obtain normative information about the performance
of junior college students after transfer to four-year colleges,

 

6Thornton M. Ford, "An Analysis of the Comprehensive Purposes of
the Junior College as Appraised by Personnel and Directors in Ten Junior
Colleges in the State of Washington" (unpublished Doctoral dissertation,
Washington State University, 1965).

7Dorothy M. Knoell and Leland L. Medsker, Factors Affecting PEE-
formance of Transfer Students from IEE‘ to Four-Year Colleges: With
ImplicatiEHs for Coordination 229 Articulation (Berkeley: Center for
the Study of Higher Education, 1964). (This research is also the sub-
ject of another publication by these authors, From Junior College 32
Senior Colleggf-A National Study 2£_thg Transfer Student (Washington:
American Council on Education, 1965).

 

 

 

 

 

 

 

 

 

 

 

16

in comparison with native students who completed all their
work at one college and in relation to their own junior
college records.

3. To assess the relative contribution of the following
types of factors to variability in performance after transfer
to the four-year colleges:

a. Personal characteristics such as family background,
decision—making about college attendance and
careers, and educational goals.

b. Prior educational experience and achievement.

c. College and program characteristics.

4. To gain a better understanding of attrition among
junior college students after transfer to four—year colleges.

5. To appraise the various possible reasons for the
failure of junior college students to graduate two years
after transfer in terms of curricular requirements, junior
college preparation, and enrollment patterns after transfer.

These research studies verify the emphasis placed upon the transfer

function in community colleges.
II. LITERATURE ON OCCUPATIONAL EDUCATION

The American Association of Junior Colleges issued this policy

statement in 1925:

The junior college is an institution offering two years of
instruction of strictly collegiate grade. Its curriculum may
include those courses usually offered in the first two years
of the four—year college, in which case these courses must be
identical, in scope and thoroughness, with corresponding
courses of the standard four-year college. The junior college
may, and is likely to, develop a different type of curriculum
suited to the larger and ever—changing civic, social, religious,
and vocational needs of the entire community in which the col-
lege is located. It is understood that in this case also the
work offered shall be on a level appropriate for high school
graduates.9

 

8Loc. cit.

9Thornton, op. cit., p. 51.

17
Koos, in 1932, said:

Much remains to be done before there is a generous
recognition of this semi-professional service in the
junior college. First, we shall need extended investi—
gation to identify the semi-professions, and, second,
we shall need development of and experimentation with
courses aiming to prepare for them.10

Earlier, H. G. Noffsinger, at the 1920 Junior College Conference
in St. Louis, succinctly said:

To my mind the most important question before us is
the function of the junior college. Is its function to
prepare boys and girls for life or to prepare them for the
junior year in the A. B. college? I want to know whether
I must build courses in the junior college for the 90
per cent or say 75 per cent who are going no further, or for
the 25 per cent who are going to the junior year of the
standard four-year college. Shall we take care particu-
larly of those who are going out into life or those who are
going on into college?11

Seashore, in 1949, said:

. . . we are now facing a new awakening to the effect
that below the strictly professional, we have the semi-
professional and skilled occupations which demand education
adapted to that large mass of our American people who are
not going to be the scholars but rather the workers in
their respective fields in the countless avenues of indus—
trial, governmental, social, artistic, and religious
movements.

Almost a decade later, Starrak and Hughes wrote:

 

oLeonard V. Koos, "Business Education: The Present Status,"

Junior College Journal, 11 (January, 1932), p. 196.

 

11Walter C. Eells, Present Status 23 Junior College Terminal
Education (Washington: American Association of Junior Colleges,194l),
pp. 16—17.

 

 

Seashore, 92. cit., pp. 5-6.

18

Changing conditions and technological advances in the
fields of production and service have increased sharply the
need for subprofessional and semitechnical workers. Between
the learned professions at the top and the nontechnical
trades and services at the bottom, there lies a large and
rapidly increasing number of occupations which call for a
high degree of intelligence, some scientific understanding
and judgment and, in some cases, a considerable amount of
manipulative skill.

Suggesting improved curricula in terminal education, Starrak and
Hughes said:

The failure of our higher educational institutions to
serve the educational needs of all youth who knock at their
doors should not be regarded as a wholesale indictment of
them. The point we wish to make is . . . that the current
curricula of these institutions are not designed to serve
the educational needs and interests of this large group of
young people.1

Dressel, writing in the National Society for the Study of Education
Yearbook, said:

Meeting the needs of large numbers of youth and adults
who want education beyond the high school level requires the
development of a program of post-high school education
which (a) offers a wide variety of curriculums and services
carefully coordinated with a program of testing and counseling
designed to identify the particular aptitudes of the individual
and to help find a curriculum and a vocation to which he is
reasonably well suited; (b) demonstrates a continual alertness
to changing individual and community needs; (c) provides for
flexibility and individualization within curriculums and
within courses; (d) emphasizes good instruction and varied
instructional techniques involving an awareness of heterogeneity
in the purposes and backgrounds of students and a persistent
effort to give each day's work meaning related to the experience

 

1
3James A. Starrak and Raymond M. Hughes, The Community College
33 the United States (Ames: Iowa State College Press, 1954), pp. 13-14.

14Ibid., p. 13.

 

 

19

of each student; and (e) is inexpensive and in reasonably
close proximity to the prospective student population.

Thornton cites the philosophical differences held by administrators
in fulfilling the occupational education function in community colleges.
One group of administrators feels "that a college, by the inherent mean-
ing of the term, is committed to training the mind in abstract and
theoretical disciplines. . . ." A second group "accepts without regret
the fact that certain worthy students will attend college for only two
years or less and that modern industry and businesses have need of
workers with more than a high school education but less than a bachelor's
degree." A third group of administrators emphasizes the "community role
of their institutions and seek to adapt their practices to emerging edu-
cation needs as rapidly as they are able to discern such needs and de—
vise programs to meet them."1

Blocker, Plummer, and Richardson, with a view to the future, wrote:

The community college must remain fluid in its educational

objectives, programs, and administrative organization in order
to respond effectively to new conditions and demands as they
arise. This does not mean that the college must be a porpourri
of responses to real or imagined needs; there must be reason

and logic behind changes and additions to college programs lest
the stability and integrity of the institution be eroded.17

 

15Paul L. Dressel, "Individual Needs and Purposes," The Public

Junior College (Fifty-fifth Yearbook, National Society for the Study of
Education, 1956), pp. 62-63.

16
Thornton, ep. cit., pp. 187-188.

 

 

17Clyde E. Blocker, Robert H. Plummer, and Richard G. Richardson,

Jr., The Two-Year College: A Social Synthesis (Edgewood Cliffs:
Prentice-Hall, Inc., 1965), p. 69.

 

 

20

There are few administrators who dispute the importance of
occupational education in the public community college today. While
this function has developed somewhat more slowly than the transfer
function, the following research studies indicate its increasing impor-
tance in the public community college.

In his study of Iowa public junior colleges, Bowman18 found
that more than one-third of Iowa's 1963 high school seniors planned
to attend a post-high school institution to seek less-than-baccalaureate-
degree skills and more than 10 per cent of the seniors hoped to pursue
technical-vocational courses. In a survey of potential employers, the
employers indicated that Iowa public junior colleges were not providing
training opportunities appropriate to the needs of technical, skilled,
and semi-skilled employees.

Rippey's Study19 evaluated the effectiveness of New Mexico's
community colleges. The basic purpose was to determine if the university
branch system of junior colleges is capable of meeting the diverse educa-
tional needs of the state.

Rippey found that the state's community colleges were providing
no terminal credit courses; adult education and community service pro—

grams were virtually non-existent. The researcher concluded that there

 

8 H n 0

George W. Bowman, An Investigation of Public Junior Colleges
in Iowa" (unpublished Doctoral dissertation, The University of Nebraska,
Lincoln, 1963).

19 v0 .
Donald T. Rippey, An Evaluation of the Effectiveness of New
Mexico's Community Colleges" (unpublished Doctoral dissertation, Colorado
State College, Greeley, 1963).

=~_

21
was little hope for university extension programs in developing compre-
hensive community college programs.

The basic purpose of Bessire's Study20 was to determine the
extent to which vocational training at Shasta College (California) is
responsive to community needs and student vocational interests.

Bessire found that while certain vocational programs were
operating successfully, major local employers were not familiar with
the college's training programs and that curriculum development proce-
dures did not insure curricula appropriate to student and employer needs.

Horton's Study21 was concerned with the terminal curricula in
four Texas public community colleges. The purpose of this study was to
evaluate the effectiveness of the terminal curricula. Two student sub-
populations were studied: one group included those students who entered
the labor market directly after graduation from high school and one group
included students who completed a two-year terminal curriculum in a
community college.

Horton found a highly significant difference between the two
groups in the degree of skill required in their jobs, the rapidity of

their promotions, annual income, and the satisfaction of their rate

 

0Jack DeWitt Bessire, "The Development of Occupational Education
in a Junior College with Reference to Certain Community Needs and Student
Interests" (unpublished Doctoral dissertation, University of California,
Berkeley, 1965).

21 .
Henry A. Horton, Jr., 'An Evaluation of the Effectiveness of
Junior College Terminal Curricula" (unpublished Doctoral dissertation,
The University of Texas, Austin, 1962).

22
of progress in life. Based on these findings, Horton concluded that
great values are inherent in the community college occupational curricula.

Schenz22 completed a nation-wide study to determine the prevalence
of curricula for low-ability students in community colleges.

Of the community colleges included in his study, 91 per cent
had an open-door admission policy for all high school graduates or for
all persons eighteen or older who could profit from instruction. Only
about 20 per cent of the colleges offered special courses or curricula
for low-ability students; yet there is an increasing number of full-
time low—ability students entering the community college.

Berg's Study23 was concerned with the persistence and academic
performance of low-ability students in California community colleges.
In surveying 600 students whose test scores fell between the 16 and 30
percentile of a scholastic ability test, Berg found that one of four
low-ability students would drop out by the end of the first semester,
and half would drop out by the end of the second semester. Three-
fourths of the low-ability students would not complete four semesters.

The students were well satisfied with the community college as an

 

22
Robert F. Schenz, "An Investigation of Junior College Courses

and Curricula for Students with Low Ability" (unpublished Doctoral
dissertation, The University of California, Los Angeles, 1963).

3Ernest H. Berg, "Selected Factors Bearing on the Persistence
and Academic Performance of Low-Ability Students in Four California
Junior Colleges" (unpublished Doctoral dissertation, The University of
California, Berkeley, 1965).

23
educational institution and with the quality of its instruction. The
students, however, were very dissatisfied with the counseling program.

Speaking at the Legislative Work Conference of the Southern
Regional Education Board in August, 1964, Dr. Maurice Seay cited eight
problems in junior college education. One of the problems of community
college education cited by Dr. Seay was:

To give semi-professional and technical curriculum a
prestige similar to that now accorded to the College
Transfer Program.

This need is revealed by the fact that about two-thirds
of the freshman classes in community colleges take the
College Transfer Program, while only 33 per cent of those
who take this transfer program actually transfer to four—
year institutions. It seems obvious that many of these
students taking the College Transfer Program should be
guided into other curriculums. From the testimony of
many college administrators and counselors we learn that
the lack of prestige given the vocationally oriented
curriculums is a major factor making it difficult to
recruit students for any curriculum other than the college
transfer one.24

In studying the literature of occupational education, one can
only conclude that occupational education is a major education issue
today. Perhaps Grant Venn best summarizes the dilemma of occupational
education:

Vocational and technical education cannot achieve status

automatically. Education, government, and society as a
whole will have to gain a better understanding of the nature
of occupational education and of its value to the individual

and the nation before this branch of learning can acquire
the prestige to enroll the kind and number of students who

 

24Maurice F. Seay, "Technical and Vocational Education Within

the Community College--The Problems and How to Solve Them," Technical-
Vocational Education and the Community College, Proceedings of the
Thirteenth Annual Legislative Work Conference of the Southern Regional
Education Board, p. 30.

 

24

need it. The lead will have to be taken by education itself,
and the first step must be the recognition by educators that
occupational education is legitimate and necessary education
for our time.25

Writing in the Junior College Journal, Basil Peterson says:

 

Although the several functions of the junior college .
are important to sound patterns of junior college education,
unless a college provides a good program of occupational
education, it has no real basis for existing. Any junior
college which provides merely the first two years of a
four-year college program of instruction fails to fulfill
its most important responsibility.26

III. LITERATURE ON ADULT EDUCATION

Of the three traditional community college functions, adult
education is the most recent of the three functions. Koos and
Bennett28 do not specifically mention adult education. It was not
until the early 1930's that adult education even began to be recognized
as a possible function of the junior college; Eells, referring to adult
education, said: "The junior college can give additional cultural

"29
training to adults who are prepared to profit by it.

 

25Grant Venn, Men, Education and Work (Washington: American Council
on Education, 1964), p. 140.
26 "
Basil Peterson, The Vocational and Technical Functions of
California Junior Colleges," Junior College Journal XXXIII (December,
1962), p. 198.

27
Koos, ep. cit.

28
B. Vernon Bennett, Vocational Education ef Junior College Grade

(Baltimore: Warwick and York, Inc., 1928).

 

 

 

 

 

2
9Walter C. Eells, The Junior College (Boston: Houghton—Mifflin
Company, 1931), p. 195.

 

25
In 1940, Seashore expressed optimism about the future of adult
education:

Things have moved so fast educationally in the present
century that we are now thoroughly aroused over the possi—
bility of making up for the "lost" privileges of education
in our present generation of adults. Disregarding age and
school days of the conventional sort, the intelligent
American people as a class are rushing for privileges of
adult education both public and private, both institu-
tionally and in general ways of self-help. The most
logical unit for the sponsoring of this development as
a community interest is now largely in the junior college.

Perhaps a major reason for the development of adult education was
the Great Depression; its real growth may be related to World War II.31

Of today's adult education program, Blocker, Plummer, and Richard-
son point out that about 50 per cent of the students in two—year colleges
are adult and two-thirds of them see a significant relationship between
their college course work and their current occupations.32

Adult students perceive the community college as a means
to an end.

A strong vocational orientation is evident: 75 per cent
stated their objectives to be professional or vocational,
and 85 per cent indicated that they were attending college
in order to obtain a better job. In addition, 43 per cent
implied dissatisfaction with their current employment.33

 

Seashore, 22. cit., p. 9.

31
Blocker, Plummer, and Richardson, ep. cit., p. 30.

32
Ibid., pp. 123-124.

33
Ibid., p. 125.

26
Armstrong's Study34 was based on a survey of 3,900 students
enrolled in adult education classes (not necessarily in community col-
leges) in the State of Washington. Among Armstrong's findings were:

1. Adult education is of more interest to the young adult
than to the older one.

2. There was no difference in the number of men and women
participating in adult education courses.

3. There was a definite interest in the opportunities for
job advancement among adult education students.

4. Male adult education students were more interested in
industrial-type courses; women, in cultural-type
courses.

5. Younger adult students were highly interested in
industrial-type courses; persons in the older age
classifications were more interested in business,
academic, and avocational courses.

6. Adults gave these reasons for continuing their educa—
tion: (a) to improve education generally; (b) to pre-
pare for a better job; and (c) to increase present
job skill.

Erbstein's Study35 was based on the acceptance of informal, non-
credit adult education courses in public junior colleges; 224 institu-
tions were included in the study.

Erbstein found that 63 per cent of the colleges offered non-credit

courses. However, adult, non-credit courses have not kept pace with

 

34Leslie H. Armstrong, "A Survey of Adult Education Classes in the
State of Washington" (unpublished Doctoral dissertation, Washington State
University, Pullman, 1965).

35George B. Erbstein, "Informal Non-Credit Adult Education in the
Public Junior College: Current Trends and Future Prospects" (unpublished
Doctoral dissertation, Columbia University, New York City, 1962).

27
degree credit programs since 1955. Non-credit education will likely
continue but with less status than degree-credit courses; Erbstein
identified three factors which will contribute to the decrease of non-
credit courses: (I) desire of students for course credit; (2) inadequate
legislative action, and (3) pressures from increasing full~time

enrollment.

IV. SUMMARY

While the community college, as an institution, has become the
subject of increased research, relatively little research has been
done in the area of community college business programs.

The transfer function formed the original purpose of community
colleges; research studies show that the transfer function continues to
hold a position of paramount importance.

Occupational education became an area of interest of the community
colleges in the 1920's; a review of the statements of some of the com-
munity college leaders in that era reveals that occupational education
is still attempting to find its rightful place in the community college
today.

The adult education objective emerged in the depression days of
the 1930's but became more fully accepted during the Post-World War II
period. Nevertheless, the adult education potential has not yet been

fully accepted in most community colleges.

CHAPTER III

RESEARCH PROCEDURES

The study consists of three parts: (1) defining and validating
the curriculum objectives of public community college business programs;
(2) determining the importance and the extent of agreement on each of the
curriculum objectives based on the opinions of public community college
personnel; and, (3) determining the implications of implementing these
curriculum objectives in seventeen selected Texas public community
colleges.

Consequently, this chapter is divided into three sections in order

to define more clearly the research procedures employed in the study.

I. DEFINING AND VALIDATING THE OBJECTIVES

The researcher defined eight curriculum objectives of public
community college business programs. The eight curriculum objectives
encompass the three traditional roles of community colleges: transfer

education, occupational education, and adult education.

Sources of the Data

 

A jury of thirty prominent educators was selected to validate the
eight curriculum objectives of public community college business programs;
this jury was composed of higher education authorities, deans of collegi-
ate schools of business, and business education specialists. (See

Appendix A for the names of the jury personnel.)

29

No attempt was made to achieve an exact regional balance or a
balance within the three professional areas from which the jury was
selected. Two factors were used in selecting the jury: the professional
reputation of the individual jury member and the prevalence of public
community colleges in the juror's state. Fifteen states and the District
of Columbia were represented on the jury; in these states are located
73 percent of the nation's public community colleges which meet the pro—
visions stated in the delimitations of this study.

Table I, on the following page, summarizes the composition of the
jury by state and professional interest area.

In early October, 1965, a letter explaining the purpose of the
study (Appendix B) and a "work sheet" were mailed to each of the jurors.
Each juror was asked to evaluate each of the curriculum objectives using
these criteria.

1. Is the objective a prOper function of the public community
college?

2. Is each objective properly titled?
3. Is each objective clearly defined?
In addition, each juror was asked to make any corrections or

changes in the copy submitted to them.

Analysis of the Jurors' Responses

 

As the jurors' responses were received, they were analyzed care-
fully. A summary of all the jurors' evaluations was made for each
curriculum objective. By October 29, 1965, the responses of twenty-two

of the thirty jurors had been received.

30

 

 

 

 

 

 

on p m vH mom mHauoe

H o o H mH :ouwcHnmaz
N o H H Hm maxme
H H o o v «H:m>H%m:aom
H o H o s :ommbo
H o o H m asHHouao nuaoz
n H H H on snow 3oz
H o H 0 HH auommccH:
v o o v wH namHnon
H o H o HH equHaau:
H o H o m axoaanox
H o H o vH mamaum
H H o o em mHoaHHHH
m H H H mm auHaon
H o o H o aHnsaHoo Ho aoHaamHa
s N H v as «HatoHHHao
H H o o w aconHa<

ammo macaw aH
acuaosom omoHHoo acuaosum momeHoo
HmHOH mmmGHmzm mmochsm uosmHz huwssaaoo oumum
oHHnsa
«o .oz

 

 

 

AumOHOusw Hmsonmouoaa can madam any
wnabm was mom ombomqmm mmomah

u m4m<9

31

Only one major change was necessary. Three jurors suggested that
the title of the "leisure" objective be changed to "avocational"; some
minor changes--limited only to a few words to provide increased clarity
but which did not change the meaning or intent of the statements on the
purpose of any objective--were also made.

Because of the number and the unanimity of the responses, it was
not deemed necessary to submit the objectives to the jury for a review.
Three additional responses were received later; they did not reflect
any general disagreement with the earlier responses.

Consequently, the following eight objectives and their purposes
were considered valid based on the opinions of the jury.

Transfer Objective: provision for a two-year curriculum for

 

students who plan to transfer to a senior college to complete the
baccalaureate degree in some field of business.

Semi-professional Objective: provision for two-year curricula

 

for students who seek semi-professional positions at the supervisory
or mid-management levels upon completion of the program.

Technical Objective: provision for two-year curricula for

 

students who seek positions which are best defined as technical; i.e.,
accounting, data processing, secretarial administration.

Developmental Objective: provision for one-year curricula for

 

students who have left school or have graduated but who need develOp—

mental training for an "entry-level" position.

32

Supplemental Objective: provision for regular or special courses

 

for persons who are presently employed but who need supplementary train-
ing for advancement in their present occupational field.

Retraining Objective: provision for special courses or curricula,

 

of varying lengths, for persons who must have retraining in order to
enter a new occupational field.

Opportunity Objective: provision for special courses or curricula

 

for persons who, because of inadequate background, do not have the
opportunity to benefit from occupational training.

Avocational Objective: provision for the opportunity for

 

individuals to take presently offered or special courses for their

avocational interests rather than for vocational use.

II. DETERMINING THE IMPORTANCE AND EXTENT OF AGREEMENT
ON THE CURRICULUM OBJECTIVES OF PUBLIC

COMMUNITY COLLEGE BUSINESS PROGRAMS

Preparation of the Questionnaire

 

One phase of this study was concerned with determining the
importance and the extent of agreement on the eight defined curriculum
objectives of public community college business programs.

To test the null hypotheses, a rating scale was devised. Of
rating scales, Good and Scates have written:

The rating scale is probably the most commonly used

instrument for making appraisals, and is found in a wide
variety of forms and uses. The rating typically directs

attention to different parts or aspects of the thing to
be evaluated. . . . The problems of constructing rating

33

scales are primarily the difficulty of securing satisfactory
categories and of providing criteria by which the satis—
factoriness of the scale may be carefully determined. The
investigator must have categories that possess approximately
the same significance for all who will use the rating scale,
and the categories must fit together into a satisfactory
pattern, so that, when taken together, they will provide an
adequate picture.1
Descriptive statements for each objective and the rating
scales were prepared by the researcher using several different formats.
The researcher's thesis director, after evaluating the formats, ap-
proved the format used in the study.
The format of the questionnaire required that the personnel

included in the survey mark their responses to each objective on the

following Likert-type scale:

 

5 4 3 2 l
L__ 1 I l __1
Very Somewhat Not
Important Important Important

Two such scales were listed with each of the eight curriculum

objectives; one scale was used to indicate the "degree of importance

9'

presently placed on each of the objectives . . . ; the second was

used to indicate "ideally what degree of importance would you place

H

on each objective in the future . .

 

Also included in the questionnaire was a series of statements

on the curriculum content for each of the objectives. These statements

 

1Carter V. Good and Douglas E. Scates, Methods of Research
(New York: Appleton-Century—Crofts, 1954), pp. 681-682.

34
were to be rated by each of the public community college presidents and
business department heads based on the extent to which they agree with
the stated curriculum content. After a preliminary analysis of the data,
the research director and the researcher agreed that this analysis
should be omitted from the study, primarily because of the likelihood
of misinterpretation of certain of the curriculum content statements

by the respondents.

Sources of the Data

 

Using the 1965 Junior College Directory, a list of all public

 

community colleges was prepared; some public community colleges were
deleted from the list because they did not meet the provisions as stated

2
in the Delimitations of the Study.

Three hundred ninety-three public community colleges were se-
lected for the study (See Appendix D). On November 8, 1965, identical
letters of transmittal (Appendix E) and questionnaires (Appendix F) were
mailed to the president and the business department head of each of the
393 public community colleges. Forty-one per cent of the questionnaires
were returned by November 28, 1965.

A follow-up mailing was made on November 29, 1965, to all public
community college personnel who had not responded to the first mailing.
The mailing included a personally typed letter (Appendix G) and another

copy of the questionnaire.

 

2Two sources were used: Seymour Eskow, Guide to the Two-Year
Colleges (Great Neck, New York: Barron's Educational Series, Inc., 1960)
and Gene R. Hawes, The New American Guide to Colleges (New York:
Columbia University Press, 1962).

 

 

 

35
As the questionnaires were returned, they were analyzed; the
following institutions were deleted for the following stated reasons:

Closed or merged with another institution

 

Hershey Junior College; Hershey, Pennsylvania

Gibbs Junior College; St. Petersburg, Florida

Johnson Junior College, Leesburg, Florida

Lincoln Junior College; Fort Pierce, Florida

Roosevelt Junior College; West Palm Beach, Florida
Volusia County Community College; Daytona Beach, Florida
Tyler District College; Tyler, Texas

Offered no more than one occupational curricula

 

Trenton Junior College; Trenton, New Jersey
Allentown Center-PSU; Allentown, Pennsylvania
Hazelton Campus-PSU; Hazelton, Pennsylvania
McKeesport Campus-PSU; McKeesport, Pennsylvania
Mont Alto Campus-PSU; Mont Alto, Pennsylvania
Ogontz Campus—PSU; Abington, Pennsylvania
Schuylkill Campus-PSU; Pottsville, Pennsylvania
Ketchikan Community College; Ketchikan, Alaska

Became a senior college

 

Augusta College; Augusta, Georgia
San Angelo College; San Angelo, Texas

After excluding these seventeen institutions, 376 public community
colleges remained for inclusion in the study.

One of the hypotheses involved the analysis of the data based on
geographic region; for this analysis, the regional classification plan
of the National Business Education Association was used. Under this
plan, the nation is divided into five regions: Eastern, North-Central,
Southern, Mountain—Plains, and Western.

Another hypothesis involved the analysis of data based on institu-

tional size; using October, 1965, enrollments, published in the 1966

36

Junior College Directory, all institutions were placed in the appropriate

 

size classification, as follows:
Small--tota1 enrollment of fewer than 1,000 students
Nedium--tota1 enrollment of 1,000 to 2,999 students
Large-—total enrollment of 3,000 or more students

On the following page, Table II lists the states in each region,
the number of institutions in each state included in this study, and
the number of institutions in each of the size classifications.

Public community colleges in thirty—eight states were included
in this study. Twelve states had no colleges which meet the requirements
imposed in the study.

At least one response was received from 93 per cent of the 376
public community colleges included in the study. Sixty-one per cent of
the 376 institutions are represented by the responses of both the insti-
tution's president and business department chairman.

Of the 376 public community college presidents who received the
questionnaire, 308 (82 per cent) returned the questionnaire. (See
Appendix H for a summary of the rate of response of the presidents.)

In analyzing the total responses of the public community college
presidents by region, the presidents of colleges in the Southern region

had the highest "per cent of return," while the presidents in the

Western region had the lowest rate of return.

Eighty—nine per cent of the presidents of "small" institutions
returned the questionnaires, while 80 per cent of the presidents of
"medium-sized" institutions responded. 0f the 104 "large" institutions,

the responses of 77 presidents (74 per cent) were received.

37

TABLE II

PUBLIC COMMUNITY COLLEGES INCLUDED IN THE STUDY
BY REGION, STATE, AND SIZE

 

 

Size Classifications

 

Region State Small Medium Large Total Totals

 

N

Eastern Connecticut
Maryland'
Massachusetts
New York
Pennsylvania
Rhode Island
North-Central Illinois
Indiana
Iowa
Michigan
Minnesota
Missouri
Ohio
Southern Alabama
Arkansas
Florida
Georgia
Kentucky
Mississippi 1
North Carolina
Virginia
West Virginia
Mountain-Plains Colorado
Kansas 1
Nebraska
New Mexico
North Dakota
Oklahoma
Texas 1
Wyoming
Western Alaska
Arizona
California
Idaho
Montana
Oregon
Utah
Washington

m H H
H m.m o H

53

 

H H
i—lNfiNHQHHfiNQHfiANQHQD—‘wmwflHNOUIOQHOCDOHOJUICDH
H H H N
@HWNHQ

:5

79

 

N

63

 

H

(A)
mmummwammHmmamamewqmmmHm

75

 

m O’H‘Oldlwid<3<DCOCDCDC>C>C>C>C>C>F‘C>C>C>G)C>C>H'NDO 4 Ovo m o H N'O N<D
u H

QDONOOANHHmeOONwOOF-‘ANQQOOOONH«IHHCDHNOUth—I

H

106

 

376

 

 

38

Statistics on the Western region were strongly influenced by the
number of public community colleges in California; 68 per cent of all the
institutions in the Western region are California colleges.

The responses of 288 (77 per cent) business department heads were
received. The highest rate (86 per cent) came from the North-Central re-
gion; the lowest rate of response (66 per cent) came from the Western
region.

Business department heads in institutions defined as "small" re-
turned 78 per cent of the questionnaires from that size classification;
77 per cent of the business department heads in "medium—size" institu-
tions responded. The rate of return for business department heads in
"large" institutions was 73 per cent. (See Appendix I for a summary of
the rate of response of the business department heads.)

0f the questionnaires mailed to the president and business de-
partment head in 376 public community colleges, 596 (79 per cent) re-
sponses were received before the data was analyzed. (For a summary, see
Appendix J.) Eleven additional responses were received later.

A close relationship should exist between the number of public
community colleges and the rate of response in both the variables of
institutional size and geographic region. Small institutions are slightly
over-represented, while large institutions are slightly under-
represented. Table III summarizes this relationship based on institu-

tional size:

39

TABLE III

NUMBER OF INSTITUTIONS COMPARED WITH NUMBER OF RESPONSES

BASED ON SIZE CLASSIFICATIONS

 

 

 

 

Per cent Per cent
Size No. of of Total No. of of Total Per cent
Institutions Institutions Responses Responses Difference
Small 152 40.4 254 42.6 02.2
Medium 120 31.9 189 31.7 00.2
Large 104 27.7 153 25.7 -02.0
TOTAL 376 100.0 596 100.0

 

 

A very close relationship exists between the number of public com-

munity colleges by region and the rate of responses by region, as shown

in Table IV:

TABLE IV

NUMBER OF INSTITUTIONS COMPARED WITH NUMBER OF RESPONSES

 

BASED ON GEOGRAPHIC REGION

 

 

Per cent Per cent
Region No. of of Total No. of of Total Per cent
Insts. Insts. Responses Responses Difference
Eastern 53 14.09 86 14.43 00.34
North-Central 79 21.01 131 21.98 00.97
Southern 63 16.75 104 17.45 00.70
Mountain-Plains 75 19.95 123 20.64 00.69
Western 106 28.20 152 25.50 -02.70
TOTAL 376 100.00 596 100.00

 

40

The Western region is under-represented in excess of two per cent;

all other regions are very slightly over-represented. While some varia-
tions exist, none is considered to be large enough to affect the statis-

tical analyses.

Analysis of Data

 

All responses received before March 1, 1966, were included in the
study. The data provided by each of the respondents were key punched
and a program was written for analysis on the IBM 7040 computer; facili-
ties of the Computer Center at Texas Technological College, Lubbock, were
made available to the researcher.

The statistical method employed to test the null hypotheses was
the t test; this research method lends itself particularly well to the
analysis of means.

The concept of null hypothesis holds that there is no difference
between two sample means; for the purpose of this study, if the 3 score
exceeded the .05 level of significance, the null hypothesis was rejected.

3
Hays' formula was used for all computations:

(M1 ‘ M2) - E(M1 - M2)

 

est. O'diff

where

2

est. O'diff _ N151 + N2822 , N1 + N2

‘ N1+N2-2 14er

 

 

3William L. Hays, Statistics for Psychologists. (New York: Holt,
Rinehart and Winston, 1965), pp. 320—321.

 

41

Using the above formula, the 3 scores were computed for each of
the objectives based on present importance and desired future importance.
(See Appendix K for the program). Using the means and variances ob-
tained through this analysis, other analyses were computed by using a

rotary calculator. (See Appendices L, M, N, and 0.)

III. DETERMINING THE IMPLICATIONS OF IMPLEMENTING THE
CURRICULUM OBJECTIVES IN SELECTED TEXAS PUBLIC

COMMUNITY COLLEGES

Sources of Data

 

Seventeen of Texas' 31 public community colleges were selected for
in-depth study to determine the implications for implementing the cur-
riculum objectives of public community college business prOgrams.

0f the 31 colleges, twelve were small institutions and sixteen

were medium-size institutions. There were three large public community
colleges in Texas.

Six of the small institutions and eight of the medium-size insti-
tutions were randomly selected for in—depth study; all of the large in-
stitutions were selected for in-depth study. The following Texas insti-
tutions, by size classifications, were included in this part of the
study.

Small Public Community Colleges

 

Cisco Junior College, Cisco

Frank Phillips College, Borger

Hill Junior College, Hillsboro

Panola College, Carthage

Southwest Texas Junior College, Uvalde
Weatherford College, Weatherford

42

Medium Size Public Community Colleges

 

Alvin Junior College, Alvin

Amarillo College, Amarillo

Cooke County Junior College, Gainesville
Henderson County Junior College, Athens
Odessa College, Odessa

South Plains College, Levelland
Texarkana College, Texarkana

Wharton County Junior College, Wharton

Large Public Community Colleges

 

Del Mar College, Corpus Christi
San Antonio College, San Antonio
San Jacinto College, Pasadena
In the summer of 1966, interviews were conducted with the presi—

dents and business department heads of each of the institutions listed

above. (See Appendix Q for the names of the individuals interviewed.)

Preparation 2f the Interview Guides

 

 

The interview guides were prepared for the purpose of determining
the implications of implementing the objectives defined in the study.

The purpose of the interviews was to identify appropriate factors
in developing curricula appropriate to the objectives defined in the study.

A separate interview form was prepared for the president and the
business department head. After tentative approval by the researcher's
committee, the interview form was tested with personnel at South Plains
College, Levelland, Texas. Some minor revisions were necessary.

The interview form prepared for public community college presidents
is shown in Appendix R; the form for business department heads is shown

in Appendix S.

43

Analysis of Data

 

Because of the qualitative nature of the data secured in the inter—
views, statistical analysis was inappropriate. Therefore, the data was

analyzed and is presented in descriptive terms.

IV. SUMMARY

Eight curriculum objectives were defined by the researcher and
validated by a jury of prominent educators, including higher education
authorities, deans of collegiate schools of business, and business edu-
cation specialists.

The eight objectives were submitted to the presidents and business
department heads of 376 public community colleges; 79 per cent of the
questionnaires were returned and useable for the analyses. At least one
response was received from 93 per cent of the 376 public community
colleges.

The responses were analyzed on the present and desired future im—
portance for each of the objectives using three variables: (1) position
of the respondent, (2) size of the institution, and (3) geographic
region.

Seventeen Texas public junior colleges were randomly selected for
intensive study. The presidents and business department heads of the
institutions were interviewed by the researcher to determine the prob-
lems in implementing curricula or courses designed to accomplish the

objectives defined in the study.

CHAPTER IV

RANK OF IMPORTANCE OF THE CURRICULUM OBJECTIVES

BASED ON THE DATA FROM THE NATIONWIDE SURVEY

The analysis of the data collected from public community college
presidents and business departments heads lends itself to the ranking
of the eight curriculum objectives of public community college busi—
ness programs based on their importance.

The questionnaire contained two scales, using a one-to-five
continuum. One scale was marked by the respondent to indicate the
present degree of importance placed on each objective in his institu-
tion; a second scale was marked indicating the desired future importance
for each objective.

The content of this chapter is a discussion of the importance of
each of the eight curriculum objectives; the objectives are ranked on

their present importance and on their desired importance in the future.

I. RANK OF THE CURRICULUM OBJECTIVES BASED ON

THEIR PRESENT DEGREE OF IMPORTANCE

By using the mean computed for each objective, it was possible
to rank the eight defined curriculum objectives of public community
college business programs based on their present importance in the

public community colleges.

45
Table V shows the rank of each of the objectives based on their
present importance; the ranking is the mean for each objective based on

the total responses, using a l - 5 continuum.

TABLE V

PRESENT IMPORTANCE OF CURRICULUM OBJECTIVES
(Total Responses: 588)

 

 

Rank Objective Mean
(1-5 scale)
1 Transfer 4.56
2 Technical 4.11
3 Semi-professional 3.97
4 Supplemental 3.37
5 Developmental 2.95
6 Retraining 2.75
7 Avocational 2.65
8 Opportunity 2.44

 

 

The transfer objective is considered to be the most important
objective of public community college business programs today. Two
types of two-year terminal curricula were defined; the technical objec-
tive (accounting, data processing, and secretarial administration) ranks
second, but it was closely followed by the semi-professional objective
(management and marketing) which ranked third. The supplemental objec-
tive ranked fourth in importance. Each of these four objectives had an
arithmetic mean exceeding 3.0.

The developmental objective ranked fifth, followed by the re—
training objective, avocational objective and the opportunity objective;

the means of these four objectives range from 2.95 to 2.44.

46
A comparison of the responses of the presidents to the business
department heads showed that the presidents rated each objective more
important than did the business department heads. However, there was
a close agreement on the relative importance of each of the objectives.
Table VI compares the responses of the presidents to the responses of

the business department heads.

TABLE VI

PRESENT IMPORTANCE OF THE CURRICULUM OBJECTIVES--
COMPARISON OF THE RESPONSES OF PRESIDENTS TO BUSINESS DEPARTMENT HEADS

 

 

 

 

 

 

Rank Objective Mean Difference
*Pres. BDH *Pres. BDH Between “earls
(1-5 scale)

1 1 Transfer 4.63 4.48 .15
2 3 Semi-professional 4.18 3.76 .42
3 2 Technical 4.16 4.05 .11
4 4 Supplemental 3.53 3.20 .33
5 5 Developmental 3.07 2.83 .20
6 6 Retraining 2.98 2.51 .47
7 7 Avocational 2.72 2.57 .15
8 8 Opportunity 2.57 2.32 .25

 

*Pres.——Presidents; BDH—-Business Department Heads

 

 

Each of the two sub—populations agreed on the relative rank of
importance for each of the objectives, except that the presidents rated
the semi—professional objective slightly higher than the technical
objective; the business department heads rated the technical objective

higher than the semi-professional objective.

47
An analysis of the differences between the means of the two sub-
populations for each objective revealed the widest divergence of agreement
between the means was on the importance of the semi-professional and the
retraining objectives.
The data was further analyzed by size classifications; Table VII

shows the rank of the objectives using the variable of institutional size:

TABLE VII

PRESENT IMPORTANCE OF THE CURRICULUM OBJECTIVES--
COMPARISON BY INSTITUTION SIZE

 

 

 

 

 

Rank Objective Means Range of
*s u L *s u L Means
(1-5 scale)
1 l 1 Transfer 4.59 4.52 4.55 .07
2 2 2 Technical 3.84 4.23 4.40 .56
3 3 3 Semi-professional 3.76 4.14 4.14 .38
4 4 4 Supplemental 3.18 3.46 3.60 .42
5 5 5 Developmental 2.90 2.96 3.02 .12
6 6 8 Avocational 2.60 2.85 2.47 .38
7 7 6 Retraining 2.58 2.84 2.95 .37
8 8 7 Opportunity 2.38 2.44 2.58 .20

 

*S--Small institution (fewer than 1,000 students)
M—-Medium institution (at least 1,000 students, but fewer than 3,000)
L--Large institution (3,000 or more students)

 

 

Respondents in large institutions placed a higher degree of impor-
tance on each of the objectives except that of transfer. While the means
differ somewhat, the rank of each objective was identical regardless of
the size classification of the colleges except in the case where large
schools considered the opportunity objective more important than the

avocational objective.

48

The respondents from small institutions rated all of the objec-
tives lower than did their counterparts in medium-size and large public
junior colleges--except for the transfer objective which the respondents
in small public junior colleges considered most important.

The range of the means for each of the curriculum objectives did
not vary widely; of the three size classifications, respondents in small
public community colleges tended to rate each of the objectives lowest
and respondents from the large public community colleges tended to rate
each objective highest.

A final analysis of the present importance of each objective was
made using the variable of geographic region. Means were computed for
all of the respondents (regardless of their position or size of institu-
tion) in each of the five geographic regions.

With the exception of the transfer objective, which ranked highest
in the Southern region, the means for each objective were highest in the
Western region. There was complete unanimity on the transfer objective's
paramount position. The technical objective ranked second in the South-
ern, Mountain-Plains, and Western regions, while the semi-professional
objective held second position in the Eastern and North-Central regions.
The supplemental objective held fourth position in all regions.

The developmental objective was fifth in importance in all of the
regions except the East, where it was ranked least important. Occupying
sixth position was the retraining objective, closely followed by the
avocational objective and the opportunity objective. Table VII, on the
following page, shows the rank of each objective using the five geographic

regions as a variable.

49

 

.:0ummfinmm3 can

.nm»: .momoHO .mcmusos .onmoH .mfimaomHHmo .mcoufia< .mxmma< Ho mopmpm on» wcaoSHocH .donom samumoalla
.wsaaoms can .mmxma .mEoanxo .mpoxmn

nuuoz .oonmz Bmz .mxmmhnoz .mmmcmx .oomhofloo mo moumum map wcHoSHocfi .cofiwom mcfimamlafimpnsoslnms
.mHsHmHH> amok can .mHusaH> .maHHoamo npaoz

.HamfimmHmmHs .HHOSHHoM .mawaooc .mvaalo .mmmsmxa< .msaan< no mopmum on» msHoDHoaH .sonom anonymomllm
.ofino mam .HasommHE

.muomocdHE .cmenowz .aaoH .mamHosH .mHocHHHH mo mopmum on» MQHGSHosH .aonwm Hwausoonguaoznluz
.ocaHmH oponm use .chm>Hmmsaom

.xao» amz .muummsnommmmz .pcmamamz .psoHuomssou no mopmpm may mevSHomH .monom saopmwmulmr

 

 

 

 

mm. mm.“ am.m Hv.m om.m am.H HHHaspaoaao a m w w a
«N. mn.m mm.m an.m nn.m sm.m HmcoHpaoo>< w a o a n
mo.H om.m mb.m Hm.m um.m am.m wchHaHuom m m s m o
mo.H mv.m HH.m mo.m mm.m ow.H Haaameaon>mo m m m m m
an. mm.m om.m mm.m mm.m NH.m HauamemHaasm v v a a w
an. vH.v om.m mH.v mm.m mo.v HmaonmmmouauHsom m m m m N
mm. mv.v ww.m uH.v om.m no.4 HaoHnaome m m m m m
on. mm.v mm.v ms.v no.4 om.v teammate H H H H H
mng2 a as HmHaomanHH, oz m a a: m oz m
omsmm *Aconoa any names m>Hpoonno *cofiwom an xcam

 

 

 

ZOHUmm OHmm<mUOm0 Hm ZOmHm<mSOU
Ilmm>HBUMhmO SDADUHmmDU mmh m0 muz<HmOASH BZMmMfiA

HHH> mdmgfl

50
The range of means among the five regions gave a rough index of
the extent of agreement on each objective. The developmental objective
had the widest range (l.66)--from a low of 1.80 in the Eastern region

to a high of 3.46 in the Western region.

II. RANK OF THE CURRICULUM OBJECTIVES BASED ON

DESIRED IMPORTANCE IN THE FUTURE

The opinions of the public community college presidents and busi-
ness department heads indicated that business programs in public com-
munity colleges may go through a period of transition.

The technical objective replaced the transfer objective as the
most important of all the objectives. Closely following the second-place
transfer objective was the semi—professional objective. The supplemental
objective retained its fourth-place position. The retraining objective
was considered more important in the future than was the developmental
objective; these two objectives ranked fifth and sixth. The opportunity
objective held seventh position and the avocational objective was con-
sidered the least important of the objectives in the future.

Not only was there a reshuffling of the objectives based on desired
importance in the future, but the means computed for each of the objec-
tives were substantially higher than they were for the present degree of
importance. (See Table V for comparative data.)

Based on the same methods of analysis as in Section I of this
chapter, Table IX shows the rank of the curriculum objectives based on

the opinions of all respondents.

51
TABLE IX

DESIRED FUTURE IMPORTANCE OF THE CURRICULUM OBJECTIVES
BASED ON DATA FROM ALL RESPONDENTS

 

 

Rank Objective Mean
(1-5 scale)
1 Technical 4.70
2 Transfer 4.62
3 Semi-professional 4.56
4 Supplemental 4.15
5 Retraining 3.88
6 Developmental 3.77
7 Opportunity 3.43
8 Avocational 3.23

 

 

To determine if the rankings differed between the two sub-populations
(presidents and business department heads), the data shown in Table X was

prepared.

TABLE X

DESIRED FUTURE IMPORTANCE OF THE CURRICULUM OBJECTIVES--
COMPARISON OF THE RESPONSES OF PRESIDENTS TO BUSINESS DEPARTMENT HEADS

 

 

 

 

Rank Objective Mean Difference
*Pres. BDH *Pres. BDH Between Means
(1-5 scale)
1 1 Technical 4.74 4.65 .09
3 2 Transfer 4.65 4.59 .06
2 3 Semi~professiona1 4.69 4.43 .26
4 4 Supplemental 4.24 4.05 .19
5 5 Retraining 4.07 3.68 .39
6 6 Developmental 3.89 3.64 .25
7 7 Opportunity 3.55 3.30 .25
8 8 Avocational 3.30 3.15 .15

 

*Pres.—-Presidents; BDH~~Business Department Heads

 

 

52
While both sub-populations rated the technical objective most impor-
tant in the future, the business department heads rated the transfer objec-
tive second and the semi—professional objective third; the order was re-
versed, based on the opinions of the public community college presidents.
There was complete agreement on the position of each of the remaining

objectives.

The difference between the means of the responses of the presidents
and the business departments on each of the objectives was considerably
smaller than in the similar analysis based on present importance. (See

Table VI for comparative data.)

The data was again analyzed using the three size classifications
as variables. Table XI, below, shows the ranking of the objectives based

on the institutional size classifications.

TABLE XI

DESIRED FUTURE IMPORTANCE OF THE CURRICULUM OBJECTIVES--
COMPARISON BY INSTITUTIONAL SIZE

 

 

 

 

 

 

Rank by Size Objective Means Range of
*s u L *s u 1. means
(1—5 scale)

2 l 1 Technical 4.60 4.79 4.74 .19
l 3 2 Transfer 4.66 4.62 4.57 .09
3 2 3 Semi-professional 4 49 4.69 4.53 .20
4 4 4 Supplemental 4.06 4.22 4.21 .16
5 5 5 Retraining 3 80 4.02 3.86 .22
6 6 6 Developmental 3 75 3.79 3.76 .04
7 7 7 Opportunity 3.48 3.42 3.37 .11
8 8 8 Avocational 3.29 3.34 2.99 .35

 

*S--Small institution (fewer than 1,000 students)
M--Medium institution (at least 1,000 students, but fewer than 3,000)
L--Large institution (3,000 or more students)

 

 

53

Except for the first three places, there was complete unanimity
on the position of importance of each of the objectives. Respondents from
medium and large public community colleges rated the technical objective
as most important; personnel from small public community colleges continued
to rate the transfer objective as most important. In general, respondents
tended to rate the semi-professional objective slightly below both the
technical and transfer objectives.

The range of the means for each of the objectives indicated a con-
siderably closer agreement on the importance of the objectives in the
future than that which existed at the present. (For comparative data,
see Table VII.)

A final analysis of the data was made based on the geographic re-
gion. The Southern and Mountain-Plains regions continued to rate the
transfer objective as the most important of all the objectives for the
future; the other three regions rated the technical objective as most
important. The Eastern and North-Central regions ranked the semi-
professional objective in the second position, while the remaining regions
rated it third in importance--after either the transfer or the technical
objectives.

There was unanimity on the supplemental objective among all the
regions; this objective ranked fourth. The retraining objective ranked
fifth in three regions; the Southern and Mountain-Plains regions rated it
sixth. The developmental objective was rated fifth in importance by two
regions (Southern and Mountain-Plains), sixth by two regions (North-
Central and Western) and eighth in the Eastern region.

The final analysis is shown in Table XII on the following page:

54

 

 

.nmoo .comoao .asmpsoz .onaoH .mHaaomHHmo .N:ONHH< .mxmma< no mouapm map wcHUSHOGH .sonom muoumoslnz
nuaoz .OOHKoE Boz .mxmmanoz .mamcaM .ooaaoHoo no mooaum on» wsao5Hocfi .sonom msfimamIGHNHGSOSuImE
.HmafimmHmmHs .mxoaudox .mHmaooo .moHaon .mmmcmxa< .msmnaH< mo moumum on» wsHozaosH

.mpomoscHE .cmwanofiz .aBoH

.mstUnH

.QOchHnmms can

.w:H30%3 can .mmxee .maonmaxo .muoxma

.NHGHMHH> poo; can .mHusuH> .msHHoamo nuaoz

.aonmm saunasomllm

.oHno can .HHSOmmHE

.mHOGHHHH no moomum on» msHUSHosH .zofiwom Hagucmo QHHOZIIOZ
.osNHmH oconm can .maca>

IHmmacom .xao» 3oz .mopmmsnommmaz .ommHmamz .usofipoossoo Ho moomum on» wcHusHo:H .conom saopmamtnma

 

 

 

 

5N. NH.N mH.N NN.N NN.N NN.N quoHoaoo>< m N N w o
no. mo.N m4.N N4.N N4.N mm.N NHHasoaooao a s a a N
wo.H 40.4 mo.m m>.m mo.m om.N HaucmsaoHo>on o m m o m
Hm. NH.4 NN.N 4>.N mm.m No.m wchHaaomz o o o m m
NN. NH.4 no.4 NH.4 No.4 oo.4 HaonmamHaasm 4 4 4 4 4
N4. oo.4 NN.4 no.4 os.4 oo.4 HaaonmoNoaauHEom N N N N N
no. Ho.4 H>.4 on.4 om.4 N4.4 Hommcmue N H H m m
4N. ow.4 No.4 mu.4 NN.4 no.4 Hmochooe H N N H H
ammo: AmHaom mIHv
Ho 2 a: m oz m o>Hooomno 3 as m oz m
owsmm *Acofiwoa may name: *cofiwom an xqmm

'1'.
MIA

 

HHx m4m<9

 

ZOHOmm OHEH<MUOMU Hm ZOmHm<mSOU
Ilmm>HBOWHmO EDADOHmmDU WEB ho moz<emomEH mmDBDh DmmHme

I|» n

55
Unanimity was reached on the opportunity objective's seventh
position. The avocational objective ranked eighth in each of the regions,
except the Eastern region, which ranked it sixth.
The range of means for each of the objectives is smaller on this
analysis than on the similar analysis based on present degree of

importance. (See Table VIII for comparative data.)

III. SUMMARY

The responses from the presidents and the business department
heads who participated in the nationwide survey were analyzed and the
objectives ranked in importance, based on the present importance of
each of the objectives and their desired importance for the future.

Based on the data analysis of all the respondents, the technical,
transfer, and semi-professional objectives were ranked in this order as
those which will be of greatest importance in public community college
business programs in the future.

The order of importance of some of the objectives will change
in the future from the position they presently occupy. The data analysis
indicated that all of the objectives will increase considerably in
importance, with the exception of the transfer objective. A more

detailed analysis of the data is presented in the following chapter.

CHAPTER V

STATISTICAL ANALYSIS OF THE CURRICULUM OBJECTIVES

BASED ON DATA FROM THE NATIONWIDE SURVEY

The content of this chapter is a presentation and discussion of
the statistical analyses of the data received from public community
college presidents and business department heads included in the
nationwide survey.

The means and variances were computed for each of the eight de-
fined curriculum objectives of public community college business pro-
grams. To determine if significant differences exist, the 3 test was
used; the standard for rejecting a null hypothesis was set at the .05
level of significance.

For each of the eight curriculum objectives, four null hypotheses
were tested as follows:

1. There is no difference in the opinions held by public community
college personnel on the present importance of each objective and their
opinions on the desired future importance of each objective.

2. There is no difference in the opinions held by public com—
munity college personnel in the Western region and those Opinions held
by public community college personnel in other geographic regions on the
present and desired future importance of each of the curriculum
objectives.

3. There is no difference in the opinions held by public community

college personnel from large institutions and those opinions held by

57
public community college personnel from institutions in other size
classifications on the present and desired future importance of each of
the curriculum objectives.

4. There is no difference in the opinions held by public community
college chief administrators and those opinions held by the business de-
partment heads on the present and desired importance of each of the
curriculum objectives.

On the following pages, each of the eight curriculum objectives
is discussed based on the data appropriate to that objective. The order
of presentation is based on the present rank of importance of the ob-

jective as stated in Section I of the preceding chapter.

I. THE TRANSFER OBJECTIVE

The transfer objective is defined as a two-year curriculum for
students who plan to transfer to a senior college to complete the bacca-
laureate degree in some field of business.

Table XIII, on the following page, shows the analysis of the data

for each of the null hypotheses on the transfer objective's importance.

Present-Future Importance

 

One of the null hypotheses stated that there is no difference in
the opinions held by public community college personnel on the present
importance (of the transfer objective) and the desired future importance

(of the transfer objective).

 

 

58

momcoamou ago 0» poaaasoo one? momoHHoo mpaasasoo oHHnsa oNHmIsdeoa can Hanan Scam momsoamom

.mzam .H saHHHHz

.QOHwoa caoumoz on» scam momaoamoa on» cu commasoo who; :onoa some scum momcoamom

.454 .a HmomH
"OOHSOW

.:0umcH3 paw panamaHm .uHom
.oamoHHHamHm oozuumz can .oN.Huumo.
A.H.uv Eonooam no common ouHsHm:H :o comma m« use venues .mmmm an coawaaouoc mu Ho>oq momm0HmH=wam

m

.mowonaoo zuficssaoo ouanzq owned Bony

N

 

.wn.NunHo.

«Mao» 302v momHmoHonommm pom moHumHumum
.NN.NuuNo.

HmBOHHou mm

H

 

 

 

 

 

 

 

 

mz 0N.H| hon.v mz hm. Hmv.v Hum «NH msHmHmlafimucsoz

mo. No.ml h>>.4 mz b>.HI wa.v Han moH saunasom

mz no. wmm.w mz mm. hNn.4 Bum mNH Hmauaoounuaoz

mz mm.H nmm.4 Ho. mo.m NON.4 mmm 4w maoummm

II III: HHm.v In nun: 4mm.4 III mvH . smegma;
mcowmmm oanmaawooo

mz mm. I mHm.v mz Hm. vum.4 mmm mmH asaoos

mz N¢.HI bmo.4 mz Hm. I mmm.4 New Haw HHmEm

I: III: th.v II III: mmm.v III mmH owned
NouHm HmcoHuszpmsu

mz wH.H mmm.4 no. mm.m mwv.4 nwm 4mm one: .uaoa .mom

nu null mmm.4 II III: wmo.4 In: 40m paoonon
coHpHmom .mucouaoanom

mz Hm.H «No.4 II III: wmm.4 bwn awn Hmuoe
oazusmaucomoam

o>o Queen I saw o>o oaoom I cum
HH A p 2 HH H p 2 .m.m .oz oHanaa>
maspsh pdomoam

 

mmqm<Hm<> finch zo Qmm<m m>HBOMHmO mmhmz<mh WEB zo Hm>mDm WQHBZOHB<Z WEB scum <H<fi ho mHm>A<z<

HHHN mAm<B

59
The analysis yielded a 3 score of 1.56, which is not sufficient

1
to reject the null hypothesis at the .05 level of significance (1.96).

Respondent's Position

 

Another of the null hypotheses stated that no significant differ-
ence exists between the opinions held by public community college presi—
dents and the opinions held by the business department heads on the
importance of the transfer objective.

There was a significant difference, based on a 3 score of 2.25,
to reject the null hypothesis at the .05 level (1.96) in the opinions
held by public community college presidents and the opinions held by the
business department heads on the present importance of the transfer ob-
jective; when the data was analyzed to determine if a significant dif—
ference existed between the opinions of the two sub-populations on the
desired future importance of the transfer objective, the 3 score of 1.18
was not sufficient to reject the null hypothesis at the .05 level of

significance (1.96).

Institutional Size

 

Three size classifications were selected and have been defined
earlier in the study. The data was tested to determine if significant

differences existed between the opinions held by respondents from large

 

1Throughout this chapter, the figures enclosed in parentheses
denote the minimum 3 values at the respective level of significance;
all t values are from William L. Hayes, Statistics for Psychologists
(NewFYork: Holt, Rinehart and Winston, 1963), p. 674.

 

60
institutions and those opinions held by respondents from small and medium—
size institutions based on the present and desired future importance of
the transfer objective.

No significant differences were evident among personnel representing
institutions of different sizes. None of the null hypotheses is re-
jected on the transfer objective's importance using institutional size

as a variable.

Geographic Region

 

The opinions of the respondents in the Western region were used
as a base to determine if significant differences existed between that
region and the opinions of respondents from each of the other four regions.

There was a significant difference in the opinions held by public
community college personnel in the Western region and the opinions held
by personnel in the Eastern region on the present importance of the
transfer objective; the null hypothesis was rejected at the .01 level
(2.58) based on a 3 score of 3.09. There were no significant differ-
ences in the opinions held by personnel in the Western region and the
opinions held by personnel in the North-Central, Southern, Mountain-
Plains regions on the present importance of the transfer objective.

There was a significant difference on the desired future impor-
tance of the transfer objective between the opinions of personnel in the
Western region and those of personnel in the Southern region; this dif—
ference was significant at the .05 level (1.96), based on a 3 score

of 2.02, and was sufficient to reject the null hypothesis. No other

61
significant differences existed on the desired future importance of the
transfer objective between the opinions of Western region respondents

and the opinions held by respondents in other regions.

II. THE TECHNICAL OBJECTIVE

The technical objective was ranked second in importance; the pur—
pose of this objective is to provide two-year curricula for students
who week positions which are best defined as technical; £;E;' account-
ing, data processing, secretarial administration. The data on the
importance of the technical objective was analyzed using each of the
four variables.

Specific values are listed in Table XIV on the following page for

each of the variables.

Present-Future Importance

 

There was a highly significant difference in the opinions held
on the importance of the technical objective today and its desired
future importance. The analysis yielded a t score of 11.11 and the null

hypothesis was rejected at the .01 level (2.58).

Respondent's Position

 

No significant differences were observed when a comparison was
made of the opinions of the presidents with the opinions of the business
department heads either on the present importance or the desired future

importance of the technical objective. Neither of the null hypotheses

 

 

62

 

A.uHo .ooq .mxmmv

 

.usmoamficmfim uOZuumz use mm.auumo.

.Nm.NuuNo.

.wm.NuuHo.

someway Ho moouwop ouaswmsfi do comma m« can venues .mmmm an oo:HSHopoo

.conoH campus: on» Bonn momconmoa map 0p poamdeoo who? conoa some Bonn mmmcommom

m

.moonHoo moansaeoo oaanza owaaa scam Housemaon mo
momaoamoa on» o» coamqsoo mama momoHHoo mpfisnasoo oHann oufimussfiooa can Hanan scam momsoamom

N
“maoaaom mm A.m.ov

ma Ho>oq oocmofimasmHm

 

 

 

 

 

 

 

 

H

Ho. Hm.m Hmm.4 Ho. om.v omm.m Hum mNH musHmucHapcsoz

mz No.H NNN.4 mo. Hm.N msH.4 HmN moH :Honosom

mz No.H NNN.4 Ho. 54.4 omm.m NNN NNH Hmaoaoounpaoz

no. Ho.N aNo.4 Ho. Hw.N w4o.4 NmN 4w camomam

uu uuuu NNN.4 uu uuuu om4.4 uuu N4H aaoommz
mcofiwom oHnmmawooo

no. m>.ou wwu.4 mz m4.H 4mm.4 mmm 4wH sszoE

mo. mo.m mom.4 Ho. 4m.4 nmw.m N04 Ham HHNsm

uu uuuu m4s.4 uu uuuu HO4.4 uuu NmH omHmH
NouHm HmaoHosoHumaH

mz 4N.H s4o.4 mz HN.H o4o.4 own NNN omoz .paoo .mzm

uu uuuu N4s.4 uu uuuu HoH.4 uuu 4cm HameHmmam
cofiuamom .mpsoosoamom

Ho. HH.HH smo.4 uu uuuu NQH.4 own now Haooe
oasHSHupcomoam

HHo>wq spoon.“ cam: Ho>mq sheen.“ cams
ouapsm snowman H.m.o .oz mHnaHHm>

 

 

mmAm<Hm<> mach zo Qmm<m m>HBDMHmO A<UHszMH Huh zo Hm>mbm MQHSZOHB<Z Mme

>HN m4m<8

20mm <B<d ho mHmHH<z<

63
was rejected based on 3 scores of 1.21 and 1.84 respectively; a 3
score in excess of 1.96 would have been necessary to reject the null

hypothesis at the .05 level.

Institutional Size

 

A significant difference, at the .01 level (2.58), existed be—
tween the opinions of personnel from large institutions and the opin-
ions of personnel from small institutions on the present importance of
the technical objective; the 3 score was 4.94.

There was also disagreement on the future importance of this ob-
jective; a significant difference, at the .05 level (1.96), existed be—
tween the opinions of personnel from large institutions and the opinions
of personnel from small institutions on the future importance of the
technical objective. The null hypothesis was rejected, based on a 3
score of 2.03.

No significant differences existed in the opinions of personnel
from large institutions when compared to the Opinions of personnel in
medium-size schools on the present or desired future importance of the

technical objective.

Geographic Region

 

A significant difference existed between the opinions held by
personnel from the Western region and the opinions of personnel from
each of the other regions on the present importance of the technical

objective. The opinions of the respondents from the Western region

64

differed from the opinions of Southern region respondents at the .05
level (1.96) based on a t score of 2.31. The opinions of the respond-
ents from each of the other regions differed from the opinions held

by Western regions respondents at the .01 level (2.58); tests on the
data yielded 3 scores of 2.81, 4.47, and 4.60, Eastern region, North
Central region, and Mountain-Plains region respectively compared to the
Western region.

There was some disagreement on the desired future importance of
the technical objective. A significant difference existed between the
opinions of personnel from the Eastern region and the opinions of the
personnel from Mountain-Plains region when compared to the opinions of
personnel from the Western region. Based on a 3 score of 2.01, the
null hypothesis was rejected when the responses of the Eastern region
personnel were compared to the opinions of Western region personnel at
the .05 level (1.96). The opinions of Mountain—Plains respondents dif-
fered significantly from those of the Western region at the .01 level

(2.58), based on a 3 score of 3.21.

III. THE SEMI-PROFESSIONAL OBJECTIVE

The semi-professional objective was rated third in importance by
the respondents in the nationwide survey; it is defined as two—year
curricula for students who seek semiwprofessional positions at the
supervisory or mid-management levels upon completion of the program.
The analysis of the data on the semi-professional objective is shown in

Table XV on the following page.

65

 

 

.nofimoa campus; any scum momaoanoh on» o» Umamneoo one? uoamma Home scum momuoamoMm

 

 

A.pHo .OOH .mmmmv

.oaaoHHchHm Hozuumz can .om.Huumo.
Socooau no moohwmc ouHuHHGH no comma mH one venues .mmam an vodHEHouoo mH Ho>oH oOGNOHchme

.moonHoo huaasaaoo oHann mwaaH scam Hocqomaon
mo memuommoa may 09 ooaaqsoo who; moonHoo mpHssano UHHnsa oNHmussHpos vac HHaam Bonn momaoamomu

.NN.NuuNo.

.wo.NuuHo.

"maoHHoH ma H.N.ev
H

 

 

 

 

 

 

 

 

Ho. mm.m mmm.v Ho. mo.v moo.m HEN mNH mafiaHmuaHmpaao:
mz mm. omw.v mz HH. mNH.v Hmm MOH camnpsom
mz mN.H mmm.v mz mm. Hmm.m hum mNH Hmapnoounuaoz
mz mo. nmn.v mz mm. omo.v Nam vw showmam
uu uuuu 40m.v uu uuuu H4H.4 uuu mvH campus;
mconom oHnamamooo
mo. mN.N «mm.v mz No. mmH.v mmm mmH EsHUoS
m2 m4. vmv.v Ho. mm.m >mu.m Nov HmN HHaSm
uu uuuu mum.v uu uuuu mmH.v uuu NmH omamq
NoNHm HmsoHHSHHumsH
Ho. HH.m mmm.v Ho. mm.4 bm>.m hmm emu comm .umon .msm
uu uuuu mw®.v uu uuuu th.v uuu 40m usooneam
:oHpHmom .nucoocoammm
Ho. mh.oH mmm.v uu uuuu vnm.m 5mm wwm Haves
ohsusmuusomoum
Ho>mH oaoom u use: Ho>oH, ouoom u use:
H H . . . o a an
enough ucomoam H U oz HQ H >

 

 

mmHm<Hm<> MDDH zo Qmm<m m>HBUmth A<20HmmmmoxmlHSMm WEB zo >m>mbm MQHEZOHB<Z mm? 20mm <H¢G m0 mnmbq<z<

>N m4m<9

66

Present-Future Importance

 

There was a highly significant difference in the importance placed
on the semi—professional objective today compared to the desired impor-
tance of the objective in the future. The data analysis yielded a 3 score
of 10.78, far in excess of the 3 score required to reject the null hy-

pothesis at the .01 level (2.58).

Respondent's Position

 

The presidents considered the semi-professional objective as far
more important than did the business department chairman at the present
time. The 1 score of 4.62 is adequate to reject the null hypothesis at
the .01 level (2.58).

There was also a significant difference on the desired importance
of the semi-professional objective in the future as viewed by the presi-
dents and the business department heads. The 3 score of 3.11 exceeds the

.01 level (2.58), and the null hypothesis was rejected.

Institutional Size

 

The data from the respondents from large institutions was compared
to the responses from personnel in small institutions; the opinions on
the present importance of semi—professional objective existed between the
two groups. The 3 score of 3.35 rejected the null hypothesis at the .01
level (2.58).

There was no significant difference in the opinions of respondents
from large institutions and those opinions from personnel in medium-size

institutions.

67

To determine if a significant difference existed on the desired
future importance of the semi—professional objective, a 3 score of .49
existed between the opinions Of the respondents from large institutions
and the opinions of the respondents from small institutions; consequently
the null hypothesis was not rejected, since a 5 score of 1.96 was re-
quired to reject it at the .05 level.

A significant difference did exist between the opinion of the re-
spondents from large institutions and the opinions Of respondents from
medium-size institutions on the desired future importance of the semi—
professional objective. The E score of-2.23 is sufficient to reject the

null hypothesis at the .05 level (1.96).

Geogfaphic Region

 

NO significant differences appeared between the Opinions Of the
respondents from the Western region and the opinions of the respondents
from the other regions with exception of the Mountain—Plains region.

On the present importance of the semi—professional Objective, a
t score Of 4.09 existed between the Opinions of the respondents Of the
Western region and the Mountain-Plains region; consequently, the null
hypothesis was rejected at the .01 level (2.58). There was also a
significant difference on the desired future importance of the semi-
professional objective between the respondents Of these two regions;
this analysis yielded a 3 score of 3.55. The null hypotheses were re-
jected at the .01 level (2.58) based on the Opinions of the respondents
from the Western region compared to those of the respondents from the

Mountain-Plains region.

68

IV. THE SUPPLEMENTAL OBJECTIVE

The purpose of the supplemental Objective is to provide regular
or special courses for persons who are presently employed but who need
supplemental training for advancement in their present occupational field.
This objective was ranked fourth in importance by the public community
college personnel included in the survey.

Table XVI, on the following page, shows the analysis of the data

on the importance of the supplemental objective.

Present—Future Importance

 

A highly significant difference existed between the present opin—
ions On the importance of the supplemental objective and the Opinions on
its desired future importance in public community college business pro-
grams. The analysis of the data yielded a 3 score of 12.08, which far
exceeds the .01 level of significance necessary to reject the null

hypothesis.

Respondent's Position

 

The comparison of the opinions of the presidents to those of the
business department heads on the present importance of the supplemental
Objective yielded a 3 score of 3.23, which rejects the null hypothesis
at the .01 level (2.58).

Similarly, a significant difference, at the .02 level (2.33),
existed between the opinions of the presidents and the Opinions Of the
business department heads on the desired importance of the supplemental

Objective in the future. Consequently, the null hypotheses are rejected

 

69

H.9HO .OOH .mmmmv

 

.nonOA caeumos one Bonn mmmsoamou on» On OOHOQEOO who? OOHMOA some Bonn noncommomm

 

.HzaoHHHcmHm Hozuumz new .om.Huumo.
EOOOOHH HO mooawou OuHunsH no woman mH can panama .mmmm Ha OOGHEHOHOO mH HO>OH mocmOHmstHmH

.momOHHOO zuHasasoo OHHQSQ omawH anm Housemaoa
no momqoamoa on» On Ooammeoo Ohms mOwOHHOo mpHssssoo OHHQOQ ONHmusdHOOE one HHmam scam nonconmomm

.mm.NuuNo.

.on.NuuHo.

”2.38.... mm H.H.ev

 

 

 

 

 

 

 

 

mz mm.H mvo.v No. mm.N Hom.m HEN MNH maHmHmuaHmussOE

mz mm. hNH.v Ho. Nm.N mvN.m omN NoH samnusom

mz wv.Hu mmm.v mz mw.H mmm.m mbm bmH Hmaucoouapaoz

mz mm.H ooo.v Ho. No.m ONH.m Hmm mm samummm

uu uuuu HwH.v uu uuuu www.m uuu mvH cumumoz
chHwom OHnamawomU

mz NH. u bHN.4 mz oo.H hmv.m 4mm 4mH azHooz

mz mo.H emo.v Ho. hm.m HwH.m mam mew HHmEm

uu uuuu mom.v uu uuuu mmm.m uuu HnH OMHNH
NONHm HasoHpspHpmcH

no. mv.N mmo.v Ho. mm.m mom.m mwm me Omen .uamo .msm

uu uuuu mmm.4 uu uuuu mmm.m uuu mom unoonoam
:OHpHmom .mpsovsonmom

Ho. mo.NH mvH.4 uu uuuu mnm.m mwm 4mm HNHOH
manusmuucmmOHm

HHO>OH OHOOm a cam: HHO>OH Opoom a new:
museum ocomoam H.H.e .oz mHnaHua>

 

 

mmqm<Hm<> mach zo Qmm<m m>HHDMHmG H<Hzm2mqmmbm Nah 20 Mm>mbm mQHSZOHfidz Huh

H>N mam<9

20mm <H<G m0 mHm>H<z<

70
on the present and future importance of the supplemental Objective based
on the differences in the opinions Of the presidents and the business
department heads.

The analysis of the present importance yielded a 3 score of 3.23,
which rejected the null hypothesis at the .01 level (2.58); the analysis
of the desired future importance yielded a 3 score of 2.46, rejecting

the hypothesis at the .02 level (2.33).

Institutional Size

 

There was a significant difference on the present importance of the
supplemental Objective between the Opinions of the respondents from small
institutions and the Opinions of respondents from large institutions.

The null hypothesis was rejected at the .02 level (2.58) based on a 3
score of 3.27. NO significant difference existed between the opinions of
personnel from medium-size institutions and those of large institutions
on the present importance of the supplemental objective.

There was complete agreement on the desired importance Of the sup—
plemental objective in the future among the Opinions expressed by the
respondents from each Of the size classifications. The null hypotheses

were accepted.

Geographic Region

 

There was no significant difference in the opinions Of the re-
spondents from the North-Central region compared with the Opinions of
the respondents from the Western region on the present importance of the

supplemental objective. Significant differences did exist, however, on

71
the present importance of the supplemental Objective between the respond-
ents' opinions of the Western region and those Of the Eastern, Southern,
and Mountain-Plains regions. The null hypotheses were rejected for each
of these three regions: at the .01 level (2.58) for Eastern (t score,
3.02) and Southern (3 score, 2.82) regions and at the .02 level (2.33)
for the Mountain—Plains (3 score, 2.58) region.

In tests made to determine if significant differences existed on
the desired future importance of the supplemental objective, there was
close agreement and none of the null hypotheses were rejected. (Specific

values are shown in Table XVI on a preceding page.)
V. THE DEVELOPMENTAL OBJECTIVE

The purpose of the developmental objective, ranked fourth in im-
portance today, was to provide one-year curricula for students who have
left school or have graduated but who need developmental training for an
"entry-level" position.

The analysis Of the data on the importance of the developmental

Objective is shown in Table XVII on the following page.

Present-Future Importance

The developmental objective will become increasingly important in
public community college business programs. A comparison of the present
importance of this Objective to the desired future importance yields a
E score of 11.37 which was far in excess of that required to reject the

null hypothesis at the .01 level (2.58).

 

72

HO mOmGOQmOH emu OH OOHNQEOO OHOB mOMOHHOO zuHsseeoo OHHnsm ONHmuasHmOa can HHmam Bonn momsoamom

H.9Ho .OOH .mmmmv

 

 

.nOHwoa samumos an» 30am noncommOH OH» O» emanasoo mama :OHMOH Home scum noncommom

m

.momoHHoo muHasaEOo OHana OwamH EOHH Housemaon

.HaaoHNHamHm oozuumz can .mm.Huuno.

.Nm.NuuNo.

.Nn.NuuHo.

N
HmBOHHOH ma H.H.Ov

SOOOOHH no uOOHMOO OanHmcH so momma mH use OonuOE .mmmm ma pocHEHOuOO mH HO>OH cosmonchHm

 

 

 

 

 

 

 

 

H
mz on.H oew.m No. ee.N eHH.m Hum mNH msHmHmuuHaucsos
mz em.H Nah.m No. oe.N muo.m mew HoH muonusom
mz mm.H mmm.m Ho. Hm.e «mm.m ohm wNH Hmuuaoounuaoz
Ho. we.> ewm.N Ho. mm.oH wmb.H «mm em aneumam
uu uuuu oeo.e uu uuuu mme.m uuu meH smegma;

:onOm OHnmmamoou
m
mz um. mm>.m mz me. bmm.m mmm me aanOs
mz mo. Hm>.m mz mm. eom.m mmm men HHOEm
uu uuuu Nos.m uu uuuu oNo.N uuu HmH owamH
NONHm HNGOHOSHHHmsH
Ho. hm.m oem.m no. mH.N bmw.w ewm mmm Omen .umon .msm
uu uuuu www.m uu uuuu wwo.m uuu mom ucOOHmoam
coHpHmom .mOCOOsoamOm
Ho. hm.HH ww>.m uu uuuu omm.m ewm awn HNHOH
manapmuusomoam
HHO>mH OHOOm m. mum: HHO>oH Oyoom N one:
- ousosh ucomoam H H p oz OHQNHHN>

 

mmHm<Hm<> mDOh zo Qmm<m >m>mbm H<Hzm2moqm>mn mm& 20 Hm>mbm mQHBZOHB<z

HH>x mHm<B

Nib 20mm <B<G ho mHm>H<z<

73

Respondent's Position

 

There was a significant difference concerning the present impor-
tance of the developmental Objective when the Opinions of the presidents
were compared to the Opinions of the business department heads; the analy—
sis yielded a 3 score of 2.19, which rejected the null hypothesis at the
.05 level (1.96).

The null hypothesis was also rejected on the future importance of
the developmental Objective based on the opinions of the two sub-
populations; this analysis yielded a 1 score of 2.67, and the null hy-

pothesis was rejected at the .01 level (2.58).

Institutional Size

 

The size of the institution had no effect on the importance of the
present or desired future emphasis on the developmental Objective. None
Of the null hypotheses was rejected when institutional size was used as

a variable on the developmental objective.

Geographic Region

 

When the Western region was used as the base for the analysis, the
opinions of the personnel from the other four regions differ significantly
on the present importance of the developmental Objective. The Eastern
and North-Central regions differed from the Western region at the .01
level (2.58), based on t scores Of 10.95 and 4.31 respectively. Respond-
ents' opinions from the Southern and Mountain-Plains regions differed
from the Opinions Of the respondents from the Western region at the .02

level (2.33) based on 3 scores Of 2.40 and 2.44 respectively.

74
Only the Eastern region differed significantly from the Western
region on the desired future importance Of the developmental objective;
the 3 score of 7.48 was far in excess Of that required to reject the
hypothesis at the .01 level (2.58). Null hypotheses for the North—Central,

Southern, and Mountain-Plains regions were not rejected.

VI. THE RETRAINING OBJECTIVE

The retraining Objective was ranked fifth in importance today in
public community college business programs. In this study, the retraining
Objective was defined as special courses or curricula, Of varying lengths,
for persons who must have retraining in order to enter a new occupational
field.

Table XVIII, on the following page, shows the results of the data

analysis on the retraining Objective.

Present—Future Importance

 

A comparison Of the present importance to the desired future im—
portance Of the retraining Objective yielded a 3 score of 15.61. The
null hypothesis stating that no difference exists in the present im-
portance and desired future importance on the retraining Objective was

rejected at the .01 level (2.58).

Respondent's Position

 

Significant differences existed between the Opinions of the presi-
dents and the Opinions Of the business department heads on both the

present and desired future importance of the retraining objective. With

 

75

H.oHo .OOH .mmmmv

 

 

.sonoa shoumos one scam mommoamoa on» O» Oohmnaoo oaoa :onoa noao scam momsommom

m

.moonHOO muHcsasoo OHHQOQ omeH 80am Housemuom
mo momsonmoh one Op uoumnaoo oaoa moonHOo muHssaaoo OHHnsa oNHmuanHOos use HHmam scam momcoamomm

.ocaoHHHaon ooz oz use .oN.Huuno.

.NN.NuuNo.

.om.NuuHo.

HoBOHHOH no H.m.ov

aouooam Ho moohmoo ouHchsH no momma mH use Oonuoe .mmmm ma OoaHshopoO mH Ho>oH oeso0HHstHmH

 

 

 

 

 

 

 

 

Ho. Hm.m mw>.m Ho. on.m hNh.N mom HNH mcHonusHmussoz

.Ho. ow.N bm>.m Ho. ou.e mom.N Fem mm saonusom

mz mN.H Ohm.m Ho. ow.m mum.N euN wNH Hmausoounpaoz

Ho. mm.m me.m Ho. em.m wMN.N «an em showman

uu uuuu mNH.e uu uuuu Nom.m uuu meH saoumos
monwom OHnQanooo

mz mm.Hu oHo.e mz mu. mmw.m mmm mmH asHooz

mz mm. oom.m Ho. mu.m mnm.m mam new HHmEm

uu uuuu Hom.m uu uuuu bem.u uuu HmH owaoq
NoNHm HmcoHpspHumcH

Ho. om.e mwo.m Ho. hm.e HHn.N ppm mum poo: .uaon .msm

uu uuuu mmo.e uu uuuu omm.m uuu Hom oaoOHonA
soHpHmom .mpsousoamom

Ho. Hw.mH mmw.m uu uuuu mm>.m mum mum Hence
manpsmupsomoam

Ho>oH oaoom_m coo: HHo>oH oaoom m. coo:
museum oaomoam H.N.e .oz oHnaHaa>

 

mmqm<Hm<> mach zo

HHH>N mqmih

QMm¢m m>HBUMHmO UZHZH<umm HEB ZO >m>mDm MQHEZOHB<Z

mm? SOmH <B<Q HO mHm>H<z<

76
3 scores of 4.27 (present importance) and 4.20 (future importance), both

null hypotheses were rejected at the .01 level (2.58).

Institutional Size

 

NO significant differences existed between the opinions held by
personnel from large institutions and those Opinions of personnel from
small and medium-size institutions on either the present or desired future
importance of the retraining Objective except for the present degree Of
importance placed on the Objective in small institutions. The Opinions
of personnel from small institutions differed at the .01 level (2.58) on
the present importance of the retraining Objective based on a 3 score of

2.73; the null hypothesis in this instance was rejected.

Geographic Region

 

The Opinions of the respondents from all of the regions differed
significantly from the opinions of the respondents from the Western re-
gion on the present importance of the retraining Objective at the .01
level (2.58). Each of the null hypotheses based on the present impor—
tance of the retraining Objective was rejected. The 3 scores for each
region were: Eastern, 5.84; North-Central, 3.86; Southern, 4.70;
Mountain-Plains, 3.70.

These regions, except for the North-Central region, also differed
with the opinions of the respondents from the Western region on the de-
sired future importance Of the retraining Objective. The null hypotheses,
based on the desired future importance Of the retraining Objective, were

rejected at the .01 level (2.58) for the Eastern (3 score, 3.35),

77
Southern (3 score, 2.80), and Mountain-Plains (3 score, 2.91) regions.
There was no significant difference in the opinions of the respondents
from the North—Central region and the opinions Of the respondents from

the Western region on the future importance of the retraining Objective.
VII. THE AVOCATIONAL OBJECTIVE

The avocational objective was ranked seventh in importance of the
eight curriculum Objectives based on the opinions of the public community
college personnel included in the study.

The purpose of the avocational objective is to provide the Oppor-
tunity for individuals to take presently Offered or special courses for
their avocational interests rather than for vocational use.

Table XIX shows the analysis of the data on the avocational Ob-

jective.

Present-Future Importance

 

There was a significant difference existing between the present
importance of a curriculum Objective and the desired future importance
of the avocational Objective. The data analysis Yielded a 5 score of
8.65, far in excess of that required to reject the null hypothesis at

the .01 level (2.58).

Respondent's Position

 

There was no difference on the importance of the avocational ob-

jective when a comparison of the opinions of the presidents to those of

 

78

 

H.5Ho .ooH .mzmzv

 

.pcmoHHHcmHm pozuumz on“

.conoa snowmoz on» EOHH momcoawou on“ O» poaoasoo ouoa aOHwoa Homo seam momaoamomm

.moonHOO thssaEOO OHHQSQ omeH EOHH HoscOmaon
HO momsoamoa one Op poaomeoo oaoa moonHOO aqusssoo OHsza oNHmussHpoE mam HHoem soam momsoamomm

.om.Huumo.

.mm.NuuNo.

.on.NuuHo.

"mBOHHOH mm A.H.Ov

EOOooHH HO mooamoo OHHOHHOH so momma mH paw Oospoa .mmmm he oocHEHouop mH Ho>oH oesoOHstmeH

 

H

 

 

 

 

 

 

 

mz Hm. I meH.m mz om.H «mm.N mum HNH msHaHmusHapczoE

mz mm.Hu wmm.m mz mo. u umb.m HmN moH muonuaom

mz HH.Hu wmm.m mz en.H Hmm.m mum bNH Hmhecoounpaoz

mz mm. u enm.m mz OH.H Hum.N Nmm em :aoummm

uu uuuu HNH.m uu uuuu wnb.m uuu meH snowmoa
mconom OHnameooo

mo. oo.mu Nem.m Ho. mm.mu wew.m mmm emH EdHooS

mo. mm.mu omm.m mz OH.H mom.m moe mew HHoEm

uu uuuu NNN.N uu uuuu 4N4.N uuu NmH moaaH
NoNHm HosoHosuHumsH

mz hw.H oeH.m mz om.H mpm.N mwm me Omom .paoa .mzm

uu uuuu eom.m uu uuuu th.N uuu mom usoonon
:OHuHmom .muaoccoamom

Ho. ew.w wNN.m uu uuuu bem.m mmm ewn Hmuoe
enousmupcomoam

Ho>oH oaoom a zoo: uHo>oH oaoom a coo:
—: O O O
oasusm psomoam m 0 Oz oHanHm>

 

mmHm<Hm¢> mach zo Qmm<m m>HHDmHmC H<ZOHB<UO>< mm? 20 >m>mbm HQHBZOHB<Z Mae 20mm <H<Q ho mHm>H<Z<

NHN mqm<fi

79
the business department heads was made--either on the present degree of

importance or on the desired future importance of the Objective.

Institutional Size

 

There was no significant difference in the present importance of
the avocational Objective when a comparison was made of Opinions of the
respondents from large institutions to the Opinions Of the respondents
from small institutions. The Opinions of the respondents from medium-
size schools differed significantly from the Opinions of the respondents
from the large institutions, however; the null hypothesis was rejected
in this instance based on a 3 score of -2.99 at the .01 level Of
significance.

When the data was analyzed to determine if differences existed on
the desired future importance Of the avocational objective, both the
Opinions Of the respondents from the small and medium-size institutions
differed significantly from the Opinions of the respondents from the
large institutions. The respective 3 scores were -2.53 and -2.00. The
null hypotheses were rejected at the .02 and .05 levels of significance

for the small and medium-size institutions respectively.

Geographic Region

 

NO significant differences existed between any of the regions
either on the present or future importance of the avocational Objective.
None Of the null hypotheses were rejected when the geographic region

was used as a variable.

80

VIII. THE OPPORTUNITY OBJECTIVE

The Opportunity objective was presently considered to be the least
important Of the eight objectives of public community college business
programs. The purpose of the opportunity objective is to provide special
courses or curricula for persons who, because of inadequate background,
do not have the opportunity tO benefit from regular occupational training.

A summary Of the data analysis on the Opportunity Objective is

shown on the following page in Table XX.

Present-Future Importance

 

There was a significant difference in the opinions Of the respond-
ents on the present importance of the Opportunity Objective and the de-
sired future importance of the objective. The analysis revealed a 3
score of 13.12, far in excess of that required to reject the null hypothe-

sis at the .01 level (2.58).

Respondent's Position

 

There were significant differences at the .02 level (2.33) in
the opinions of the presidents and the opinions Of the business depart-
ment heads on the present or desired future importance of the opportunity
Objective based on 3 scores of 2.43 and 2.38 respectively; consequently

the null hypotheses were not accepted.

Institutional Sizg

 

NO significant differences existed between the opinions Of the

respondents from large public community colleges and the opinions from

 

 

81

.qOHon aaoumoa on» scam mommoamoa one Op monomsoo oHoB cOHmoa sumo EOHH momsoamom

 

H.pHO .OOH .mmomv

 

.ucaOHmHsmHm pozuumz mam .mm.Huumo.

m

.momoHHOo huHsaeaoo OHann owuoH EOHH Hossomaoa
mo momsoamoh one Op Oouansoo oaos momoHHOo mpHsssaoo OHana oNHmuasHOoa Odo HHaEm Bonn momdoamom

.NN.NuuNo.

.oo.NuuHo.

N

HmBOHHOH mo

H.H.ev sooooaw mo mooawoe opHsHmsH so Oomon mH use pompos .mzmm an eonHEHoooO mH Ho>oH oocmOHmHame

 

 

 

 

 

 

 

 

H
mz mo.H NN4.N mo. oH.N amm.N moN HNH maHaHmuaHaoasoz
mz 4m. ns4.m Ho. so.N oO4.N o4N HoH agonusom
mz oN.H 4N4.N Ho. mm.m 4oN.N NNN mNH Haaocoounoaoz
Ho. NN.N oam.N Ho. oo.m soo.H omN no :aopmmm
uu uuuu oNo.N uu uuuu NNN.N uuu w4H snowmoz
:OHwom OHnamumooc
oz mo.u NN4.N oz so. mm4.N NNN oNH .ssHooz
mz oa.u os4.m mz mm.H NNN.N Nam o4N HHmam
uu uuuu me.m uu uuuu omm.N uuu omH owaaH
mNHm HacoHosoHomcH

No. wN.N o4H.N No. N4.N NHN.N sum NAN emom .oaoa .mzm

uu uuuu 4on.m uu uuuu man.a uuu oom occonoam
:oHuHmOm .mucopaoamom

Ho. NH.NH NN4.N uu uuuu om4.N ham man Hmooe
ou=u=huusomoam

HH0>OA OHOOM Wu dams HHQ>0A OHOOm M. dam:
OHSUPH ufimmwhnm H.H.U .OZ 0HDGHHN>

 

 

mmHm<Hm<> NECK zo Qmm<m H>H90mhm0 HBHZDBmOmmO NIB zo Hm>mDm mQHBZOHB<z flab 20mm <P<G ho mHm>H<z<

xx mHm<B

82
respondents in small public community colleges or medium-size public
community colleges on the present importance or the desired future im-

portance of the opportunity objective. The null hypotheses were accepted.

Geographic Region

 

Significant differences on the present importance Of the opportun-
ity objective existed when the responses Of personnel from the Western
region were compared to the responses Of personnel from the other re-
gions. Based on 3 scores of 5.90, 3.59, and 2.67, the hypothesis was
rejected at the .01 level (2.58) for the Eastern, North-Central, and
Southern regions respectively. The responses from the Mountain-Plains
region differed from those of the Western region at the .05 level (1.96);
the 3 score was 2.10.

When the data was analyzed based on desired future importance,
only the Eastern region differed significantly from the Western region.
The null hypothesis was rejected at the .01 level based on the t score

Of 3.72.

IX. SUMMARY

The statistical device, 3 test, was used to determine if signifi-
cant differences existed based On the four defined variables.

Significant differences existed between the Opinions of the
respondents on the present importance and the desired future importance

of each of the curriculum Objectives, except the transfer objective.

83

Significant differences existed between the Opinions Of public
community college presidents and the Opinions of the business department
heads on the present importance Of the transfer, semi-professional, sup-
plemental, developmental, and retraining Objectives. Based on future
importance, significant differences existed between the two groups on
the importance Of the semi-professional, supplemental, developmental,
and retraining Objectives. Null hypotheses were rejected if the level
of significance exceeded the .05 level.

Significant differences existed between the means of the respond—
ents from large public community colleges and the means of the respond-
ents from small community colleges on the present importance of the tech—
nical, semi-professional, supplemental, and retraining Objectives. Sig-
nificant differences existed on the future importance Of these two size
classification on the technical, avocational, and opportunity objectives.

The Opinions Of the respondents from the large institutions dif-
fered from the opinions of the respondents from medium-size institutions
on the present importance of the avocational and Opportunity objectives.
Based on desired future importance significant differences existed be-
tween the two size classifications of the semi-professional objective,
the avocational Objective, and the opportunity Objective.

The Opinions of the respondents from the Western region were used
as a base in determining if significant differences existed between the
regions. The opinions of the respondents from the Western region dif-

fered from those Of the Eastern region on the present importance of the

84
transfer, technical, supplemental, developmental, and retraining Objec-
tives; on the desired future importance, significant differences existed
on the technical, developmental, and retraining objectives.

The Opinions of the respondents of the North-Central region agreed
most closely with the Opinions of the respondents from the Western re—
gion. Only on the present importance of the technical, developmental,
and retraining Objectives were significant differences noted. There was
complete agreement on the future importance of each of the objectives
between the two regions.

The Southern region differed from the Western region on the present
importance Of the technical, supplemental, developmental, and retraining
Objectives. On the future importance, significant differences existed
on the transfer and retraining Objectives.

The Mountain-Plains region's respondents differed from those of
the Western region on the present importance of the technical, semi-
professional, supplemental, developmental, and retraining objectives.

On the future importance of the objectives, significant differences
existed on the importance of the technical objective, semi-professional

Objective, and retraining Objective.

CHAPTER VI

ANALYSIS OF THE INTERVIEWS CONDUCTED WITH THE PRESIDENTS AND

BUSINESS DEPARTMENT HEADS OF SELECTED TEXAS PUBLIC JUNIOR COLLEGES

Seventeen Texas public junior colleges were selected for intensive
in-depth study to determine the implications of implementing the curricu-
lum Objectives of public junior college business programs which form the
content of this study.

Six of Texas' 12 small public junior colleges and eight of the six-
teen medium-size junior colleges were randomly selected for the inter-
views. Since there are but three large junior colleges, interviews were
conducted in each of these schools.

Descriptive data on Texas' 31 public junior colleges is given in
Appendix P, and the personnel with whom the interviews were conducted are

listed in Appendix Q.

I. GENERAL CHARACTERISTICS OF TEXAS PUBLIC JUNIOR COLLEGES

If one word were to be selected to describe Texas public junior
colleges, that word would have to be "diversity." Texas public junior
colleges differ widely in enrollment, in philosophy, in fiscal resources,
in locale.

The purpose of this section is to describe some of the general
characteristics of Texas public junior colleges. Most Of the information

on which the content of this section is based comes from the interviews.

86
However, some information comes from the 1966 Junior College Directory

when the content is based on all the public junior colleges in the state.

Philosophy

 

All of the personnel interviewed supported the concept of the com-
prehensive community college, though only one person actually defined
his philosophy by using this specific term. The most common response,
when interviewees were asked their philosophy of the functions of their
colleges, was phrased in the terms Of "providing transfer, terminal, and
adult education based on community needs."

While the presidents of the public junior colleges supported the
concept of the comprehensive community college, more than two-thirds Of
them listed the transfer function as the most important activity in which
their college was engaged. Five Of the six small college presidents in-
terviewed listed the transfer function as most important; three Of the
eight medium-size junior college presidents and all three of the large
public junior college presidents listed the transfer Objective as most
important.

Of the seventeen presidents interviewed, eleven foresaw a relative
decrease in the importance of the transfer function in their institu-
tions. Common factors listed by the presidents which will contribute to
this relative decrease were:

1. increased emphasis on vocational, terminal programs;

2. availability of jobs for less-than-baccalaureate—degree

trained people; and,

87

3. the availability of facilities and money to train terminal
students.

Public junior college presidents differed widely on their opinions
of Federal aid to education. Two colleges have only in recent months re—
luctantly agreed to seek Federal funds. There is a rather widespread
reaction against using Federal monies except for loans for facilities,
even though they may be administered by the state, in about one—fourth
of the public junior colleges.

There was, however, a large group of the 17 presidents who view
Federal aid as essential to the development of their colleges and "seek
to get their fair share" without reluctance or apology. Paradoxically,
those colleges which needed added facilities or funds to improve or up—
grade curricula and equipment, generally located in rural areas, were
those colleges most strongly opposed to seeking Federal funds.

Business department heads hold a more liberal view toward accept-
ing Federal monies, though some said "Don't quote me on this." When
asked if recent Federal legislation has changed the philosophy of their
departments and/or curricula, they responded in three different ways.
Nine business department heads said that their philosophy had changed.
One department head used the expression, "Think Vocational." Others cited
the existence of new curricula, new equipment and facilities, larger
faculties, and vocational counselors as evidence of their change in
philosophy.

Another group of business department heads, five in number, said

that their departments have not changed in philosophy because of recent

88
Federal legislation. As one business department head in a small college
said, "Our philosophy has not changed; we now have the money to do what
we have wanted to do in our department for a long timeJ'
The third group, three in number, also said that there had been
no change in philosophy. One school received no funds for vocational
business education from the recent legislation and another received "so

' One business department head was not

little, it makes no difference.'
aware of Federal legislation affecting vocational training.

All but three of the business department heads believed that their

departments will become increasingly dependent on Federal legislation.

Financial Structure and Sources Of Income

Eight of the seventeen presidents believed that their institutions
did not have adequate financial resources to meet their needs for the
next five years.

Ten presidents considered their instructional programs limited by
lack of financial resources. Fifteen presidents answered "yes" when asked
if they had long—range plans to secure increased financial resources.

’The primary potential source for this increase is from state appropria-
tions. The presidents were Optimistic that the state legislature will

not only increase its appropriations formula for public junior college
support, but will provide appropriations on a current enrollment basis.
Several presidents indicated that their budgets for 1966—67 were seriously
liJnited because state appropriations for the last year of the biennium
(66-67) are based on the enrollments Of the college two years earlier; in

‘this two-year period, a majority Of the seventeen colleges interviewed

wiJJl have doubled in enrollments.

89
Table XXI shows the responses of the seventeen presidents to five

questions posed them on the fiscal problems of their institutions.

TABLE XXI

RESPONSES OF SEVENTEEN TEXAS JUNIOR COLLEGE PRESIDENTS
ON FIVE QUESTIONS ON FISCAL PROBLEMS
(by size classifications)

 

 

Size Classification

Question Small Medium Large Total
Yes NO Yes No Yes NO Yes No

 

Does your institution have:

1. adequate financial resources

to meet its needs for the

next five years? . . . . . . 3 3 4 4 l 2 8 9
2. limitations placed on its

instructional program

because of limited fiscal

resources? . . . . . . . . . 5 l 4 4 l 2 10 7
3. long-range plans to secure

increased fiscal resources?. 5 l 7 1 3 0 15 2
4. programs which are Federally

reimbursed? . . . . . . . . 5 l 7 l 3 0 l5 2
5. plans to increase the use

Of Federal funds? . . . . . 5 l 7 1 3 O 15 2

 

 

The most substantial part of the Operating budgets for the colleges
comes from state appropriations. On the average, about 40 per cent of
the total budgets for 1965-66 came from state appropriations. The range
of state support ran from a low of 24 per cent to a high of 50 per cent.

There was a wide range in the extent of income derived from local
taxation. Small public junior colleges tended to receive a lower per
cent of their operating income from local support than did medium-sized
and large institutions; the range of local support was from a low of 10

per cent to a high of 44 per cent Of the total budgets.

90

Students attending small and medium-size schools paid a dispro-
portionately larger amount in tuition than did students enrolled in the
large institutions. The range of per cents of income from students tui—
tion and fees was from a low of 10 per cent to a high of 36 per cent.
Appendix P reveals much about the economic and demographic characteristics
of Texas public junior colleges. Five Of the twelve small colleges are
located in counties which have decreased in population since 1960 and
three others are in counties which have remained relatively stable since
1960.

Funds made available by Federal legislation amounted to no more

than 5 per cent of any college's operating budget.

Enrollment Increases

 

Texas' thirty-one public junior colleges increased 22 per cent
in enrollments from October, 1964, to October, 1965, which was also the
national average.1

The small public junior colleges tended to be increasing in enroll-
ment either very slowly or very rapidly; four of the twelve small public
junior colleges increased at rates of 40 per cent or more, while seven
increased less than 20 per cent.

Medium-size junior colleges are growing more rapidly than those

in other size classifications; all of these schools increased at no less

than 16 per cent in 1965 over the 1964 figures.

 

l
1966 Junior Collegg Directory (Washington: American Association
of Junior Colleges, 1966), p. 5.

 

91

Large public junior colleges, percentage—wise, are not growing
rapidly; with rather large bases, large per cent increases do not reflect
the true growth picture. Head-count increases of the three large public
junior colleges were 401, 1,191, and 1,498 students in October, 1965,
over the October, 1964, figures.

Medium-size schools had the largest per cent increase—-24 per cent;
small and large public junior colleges each increased at the rate of 20
per cent.

Table XXII summarizes the growth rates Of public junior colleges

by size classifications.

TABLE XXII

PER CENT INCREASES IN ENROLLMENT BY SIZE CLASSIFICATIONS OF
TEXAS PUBLIC JUNIOR COLLEGES

(October, 1964—October, 1965)

 

 

Per Cent Increase

 

Size Classification 0-9 10-19 20-29 30-39 40-49 50 or
more
Small (N a 12) 2 5 1 0 l 3
Medium (N - 16) 0 4 8 2 1 1
Large (N - 3) O 2 0 O l 0
TOTAL 2 11 9 2 3 4

 

 

Service Areas of the Colleges

 

The presidents of the seventeen colleges in which the interviews

were conducted reported that their colleges generally serve an area

92
within about a 50-mile radius of the college; the primary service area,
obviously, is a somewhat smaller area. At least 85 per cent Of the
students come from the area within a 50-mile radius Of the colleges. It
is common for public junior colleges in rural areas to provide daily bus
service for students living in surrounding towns--even as far as 40 miles
from the college.

Those colleges in rural areas where large business and industry do
not exist actually train students for employment in the major cities.
Eleven Of the fourteen presidents of small and medium-size public junior
colleges reported that no more than one-half Of their full-time students
secure permanent employment within the service area of the college.

The map on the following page shows the existing public junior
colleges in the state. Each circle represents the area within a 50-mile
radius Of the college. Also shown on the map are the newly created pub-
lic junior college districts which were not included as a part of this
study.

Many areas Of the state do not have a public junior college within
a reasonable commuting distance. Many Of these areas lack the necessary
local tax base to support a college. Recently the Texas Coordinating
Board for Higher Education has rejected one county's request to establish
a public junior college district; the justification for the rejection
of the request was the lack of an adequate tax base. When the state al-
ready has several colleges which lack adequate tax bases, the decision of
the Board is reassuring. The Board is urging multi-county junior college

districts in order to provide a more stable and adequate tax base.

 

 

LUCA {1014'

01“

 

"JEXAS PUBLIC JUNIOR COLLEGES

Ref.
NO.

.

\lmUlHHOJ

o;

 

/

 

_ ‘ Circle 4% Clad
"\,/) "pproxi: g~, ,/
1
.

 

93

Name of College

Alvin Junior College
lum 1'11] ) In): I, ‘51:}
.lngol 11m. 001 1 ago

Roe (7mm 1; y I m 3 Coll

 

Blinn College :1?!
Central Texas College T'u
Cisco Junior College 1910
Clarendon College EOV’
C”i13$0 of the ficinland {WHY
“woke County Junior Coll ~12: V"
UlllRS County JuthF Cullfigu 363
Oil 17.11" Coll-:5.) '
Frank Phillips College 13M
Galveston Counzruni ty (‘01 1.5;; ‘ /
Graysson County Jr 1101' College l.

Mrndfirson County IHHlUl iml'.; 3 J
Hill Junior Collvge 1862
Howard Coanty Juvlor Coi‘.;n l;,:
Kilgorc College 393$
Larrmh) JuniOu'(hfl-L3gc 15
Lee r‘ollege v93;
Ychnnnn Cup. MIL] College «3%
Navarro Junior Cr‘lego 'O‘,
Odessa College {315
Pmuol :1 Col 1 age

Paris Jun‘.. Col’ ge

Ranger Juu‘uiam Cu} huge
St. Phillip College
San Antonio College
Fan Jacinto College
outh Plain:

 

5.7/1 11330 1'3,
WILD’V'US’C '11“'!,"1‘ Jzzuxiou‘ Cull <- .
JURIOI' CUE ‘: ‘77 11,, l
{Huxplc Jum': " College at; .
”riarkana College

(3)11050

.Imu luv Owl loge

Cut/1 11 4.:-

ll:“.’* WU")

 

..u‘r;1nt CO?

 

   

 

s Sout'ré' >1.
1v)“

‘1 rurla‘t
lzt horford L’r

\‘J‘W‘u ton County in n‘m‘ College 2 u

 

   

A.
u

10 college

 

94

Harry Provence, a member of the Texas Coordinating Board for Higher

Education and chairman of the committee on junior college education, fore-
sees the time when every county in the state (254 in number) will be a

part Of a public junior college district.

Relationship of the Business Departments tO the Colleges

 

Nine of the seventeen department heads interviewed reported that
their department's enrollments are increasing at a more rapid rate than
are their respective institutions. Cited as factors for this rapid
growth were:

1. New programs with vocational emphasis;

2. Students recognize the need for specialized training in order
to take advantage Of better job opportunities; and,

3. Expanded college facilities.

Three business department heads reported their enrollment increases
were about the same as the increases for their respective colleges. Two
department heads reported their enrollments increasing at rates less
than the college as a whole; it is perhaps significant that these two
departments are located in colleges where there is a strong reaction
against accepting Federal monies; occupational training programs are
seriously limited in each Of the colleges.

When asked which area is increasing more rapidly, transfer or

terminal, eight of the business department heads reported that terminal

 

2
Lubbock Avalanche—Journal, August 13, 1966, p. 1.

 

95
enrollments were increasing more rapidly; another eight department heads
reported that transfer enrollments were increasing more rapidly. One
business department reported that the increases were about the same for
the two areas. Of those department heads who reported greater increases
in terminal curricula, the existence Of new programs, equipment, facili-
ties, and increased faculty were cited as the reasons for more rapid
growth.

The business department heads were asked what courses or curricula
they would like to add to their business program. Of the seventeen de-
partment heads, three would like to add computer equipment and courses in
data processing; these were the only three schools which do not presently
have these Offerings. Two other business department heads said they would
like to add management and marketing courses, but saw no need for curricula
in these areas. Other courses, cited only once, were advanced accounting
courses, statistics, business law, and business correspondence. Perhaps
most significant, seven department heads saw no need for new curricula or
courses within these departments.

The general area Of personnel, including qualified teachers, ade-
quate salaries, and reasonable teaching load, was cited as the greatest
problem facing business departments because of limited finances; six busi-
ness departments considered personnel to be their biggest problem today.
Three business department heads cited space limitations as the major prob-
lem in their departments. Of the seventeen business department heads,

eight stated that their departments were not limited because of funds.

96
II. INTERVIEWEES' OPINIONS ON THE IMPORTANCE OF THE

CURRICULUM OBJECTIVES OF BUSINESS PROGRAMS

The prepared interview guides listed several questions on each of
the curriculum Objectives of public junior college business programs.
(See Appendix R for the president's interview guide and Appendix S for the
business department head's interview guide.)

Section II is concerned with identifying factors which are basic

to implementing the curriculum objectives.

Opinions on the Transfer Objective

 

Earlier reference has been made of the importance placed on the
transfer function in Texas public junior colleges. Some of the personnel
hinted that terminal programs were an "educational albatross." The follow-
ing statements reflect the Opinions of some public junior college
presidents:

1. Vocational education attracts a lower class of people and
degrades the community's respect for the college.

2. "You can't give transfer credit for vocational courses."

3. "It's a headache--some people want it, but it takes money; if
you ask for more local money or Federal funds, you alienate another group
of people."

4. "Faculty members don't want to teach terminal courses; they
want to be considered college professors."

5. Few jobs exist for the people in the community after they com-

plete the terminal curricula.

97

6. "Transfer--that's what this college was founded to do."

Other public junior college presidents supported terminal programs
philosophically and financially; and they considered terminal programs
to be a "unique function this college can provide," as one president
stated it.

Eleven of the seventeen presidents foresaw a relative decrease in
the importance of the transfer function for their colleges; these presi-
dents cited these factors contributing to the decrease (frequency of the
factor in parentheses):

1. rapid expansion Of vocational curricula (8)

2. increased need for technically trained people (7)

3. new vocational-technical facilities and equipment (6)

4. availability of money (2)

While eleven of the presidents foresaw a decrease in the importance
of the transfer function, only four business department heads foresaw such
a change. Seven business department heads foresaw no change in emphasis
at all.

Because of the transfer function's importance, the business depart-
ment heads were asked what per cent of their students in transfer business
curricula actually complete a baccalaureate degree. Six of the business
department heads would not make any estimate; Of those department heads
who would make an estimate, the range was from 10 per cent to 75 per cent.
In only three cases did the department heads estimate that 50 per cent

or more of their students enrolled in transfer business curricula actually

98
complete the degree. In no case did any of the business department heads
have specific knowledge of the per cent (or number) of students who com-
plete a degree.

When asked which is more important, transfer or terminal, five
business department heads considered transfer education more important;
four departments rated terminal programs more important and eight depart—

ment heads considered them Of equal importance.

Opinions on the Semi-professional Objective

 

The semi—professional Objective is defined as two-year curricula
in management or marketing which lead to careers at the supervisory or
mid-management levels.

Thirteen of the seventeen junior college presidents interviewed
considered the semi—professional Objective a legitimate function of the
public junior college. However, not one curriculum in management or
marketing exists in any of the schools in which interviews were conducted.

When asked to identify the problems Of developing semi—professional
curricula, the following factors were most frequently mentioned by the
presidents of the Texas public junior colleges who were interviewed
(frequency in parentheses):

1. lack of qualified teaching personnel (8)

2. curriculum planning and development (7)

3. lack Of money (5)

4. identifying students for the program (3)

5. selling it to students and employers (2)

99

Of the presidents who do not consider the semi-professional objec-
tive a function of the junior college, they cite the need for a degree in
order to secure such a position in management or marketing areas.

The interviews with the business department heads on the importance
Of the semi-professional Objective were revealing. 0f the seventeen busi—
ness department heads, thirteen reported that no need existed for semi-
professional training in the community, which would be the justification
for Offering such curricula. One or more management or marketing courses
are Offered on a continuing basis in fewer than one—half of the seventeen
colleges.

Both the president and business department heads cited "community
need" as the most common justification for Offering a curriculum or a
course regardless of the Objective sought. Yet, in only two instances
did either a president or business department head refer specifically to
studies completed or being planned to determine the training needs Of
the community. Further, there was a definite migration of students from
the public junior colleges in rural and small towns to the major cities.
The junior colleges--seven in rural areas--offered programs to train data
processors and computer programmers for jobs that did not exist in the
colleges' service area; the semi-professional Objective is ignored, how-

ever, because "no jobs exist locally."

Opinions on the Technical Objective

 

The technical Objective is defined as two-year curricula leading
to employment in the more highly specialized areas Of business such as

accounting, data processing, and secretarial administration.

100

All Of the seventeen junior colleges in which interviews were con-
ducted offered two-year secretarial programs, and fourteen colleges of-
fered two—year curricula in data processing. Eight of the colleges Of—
fered two-year accounting curricula, and one college offered a general
business curriculum designed for two years of study.

Thirteen of the presidents considered their technical—type curri-
cula as successful; three presidents considered their technical curricula
as unsuccessful, and one president was undecided. The lack of success
of these curricula was attributed to the lack Of interest of the faculty
in terminal programs and the over-all qualifications of the faculty.

Lack of adequate facilities was cited by one president.

The presidents considered these factors as basic to the success of
technical-type curricula (frequency in parentheses):

l. appropriate curricula (9)

2. cooperation of the business community (7)

3. capable and interested teachers (6)

4. effective counseling program (3)

The business department heads considered their curricula in the
technical areas as most successful; the programs are "successful" because
the students are able to get jobs. NO business department head cited

any follow—up studies on the success of their terminal graduates.

Opinions on the Developmental Objective

 

The developmental objective is defined as one—year, intensive

curricula to prepare persons, who have left school or have graduated, for

"entry-level" positions.

101

There was close agreement on the developmental objective between
the presidents and business department heads in the colleges in which the
interviews were conducted; all agree that the developmental Objective was
a legitimate function of the public junior college, and all Of the inter-
viewees, except one president, believed that the need exists for such
training in their communities.

In most of the communities, no other agency performs this function,
with the exception of private business colleges. In four of the com-
munities, the evening programs of the high schools provide some
developmental-type curricula.

While the developmental-type curriculum is a legitimate objective
and the need exists in most communities, only nine Of the seventeen col-
leges listed any one—year business curricula in their catalogs.

Factors identified by the presidents (frequency in the first par-
enthesis) and the business department heads (frequency in the second
parenthesis) as basic to establishing successful developmental curricula
were:

1. curriculum planning and development (7) (9)

2. availability of jobs (6) (l)

3. finance (6) (2)

4. faculty accepting vocational role (2) (4)

5. informing the public about the programs (2) (4)

Other factors were identified by the presidents, but none with a

greater frequency than one.

102

Opinions on the Supplemental Objective

 

The supplemental Objective is designed to provide regular or spe-
cial courses for persons who are presently employed but who need supple-
mental training for advancement in their present occupational fields.

All Of the presidents and business department heads interviewed
considered the supplemental Objective a proper function of the public
junior college. The extent to which the colleges provide for supple-
mental training varied widely, however. In the colleges located in the
rural areas, supplemental Offerings were limited to regular courses which
were Offered at night; there was very limited demand for supplemental
training in these schools because Of the lack of business activity in
the community.

Public junior colleges located near or in the larger cities had
large enrollments in their night schools and Offered extensive supplemental-
type courses. While most of the supplemental courses were taught on a
semester basis, some Of the colleges were Offering many short courses based
specifically on the needs of a local industry or major occupational field.

Most of the supplemental business courses offered in the medium-
size and large junior colleges were equivalent to those courses normally
found in the last two years Of the undergraduate business degree, but the
content, when possible, was specifically related to local needs.

All of the business department heads expected to see an increase

in the number of supplemental business courses offered, though the

103
increase will not be as significant in the rural colleges as in the col-
leges located near the population centers.

The factors cited by the presidents and business department heads
(respective frequency in parentheses) which determine the number of sup-
plemental courses Offered were:

1. enough students (generally 10 or more) (15) (15)

2. qualified instructors (8) (9)

3. space and equipment (4) (2)

4. sincerity of the students (4) (0)

Other factors were identified, but with a frequency of not more
than one.

Ten Of the presidents indicated that there were no factors which
prevent them from encouraging supplemental courses; six presidents indi-
cated that space could become a problem and two reported that the short-
age of teaching personnel prevented their encouraging the supplemental

objective.

Opinions on the Retraining Objective

 

The retraining objective is defined as special courses or curricula,
of varying lengths, for persons who must have retraining in order to en-
ter a new occupational field.

The presidents considered the retraining Objective a proper func-
tion of the public junior college. However, the presidents believed that
a person may take existing courses which are not specifically designed
for retraining to gain a new employable skill. Obviously, this can be

done. For the purpose Of this study, however, retraining is considered

104

as special courses designed specifically for those who must be retrained.
Using the researcher's definition, six of the seventeen public junior
colleges have Offered in the past and/or are presently Offering curricula
specifically designed for the retraining of people. These retraining
programs were found in three of the eight medium-size colleges and in

the three large colleges; all of these programs have been Offered under
the provisions Of the Manpower Development and Training Act.

The presidents of these schools in which retraining programs are
offered considered all of their retraining programs to have been success-
ful. One president reported that a farm labor training program did not
meet with "complete success."

In retraining for business occupations, programs have been offered
in two areas: Office occupations and data processing.

The following are factors which the presidents (frequency in first
parenthesis) and business department heads (frequency in second parenthe-
sis) cited as justification for Offering retraining programs:

1. to meet the community's need for retraining (9) (l4)

2. to fill jobs available for retrainees (4) (3)

3. to improve standard Of living in the community (3) (0)

4. tO make individuals productive citizens (3) (0)

While other factors were cited, none was cited more than once.

Sixteen Of the presidents expected to see an increase in the im-
portance and extent of retraining programs in their colleges in the com-

ing years.

105

Opinions on the Opportunity Objective

 

Fifteen Of the seventeen public junior college presidents who were
interviewed considered the Opportunity Objective a legitimate function of
the public junior college; all of the presidents believed that a need
existed in their communities for Opportunity-type programs. Only two of
the presidents reported that other agencies in their communities pro-
vided Opportunity-type training.

When the business department heads were asked if the Opportunity
objective can be accomplished in the junior college, thirteen answered
"yes"; three business department heads did not believe the Objective could
be accomplished, and one did not know. Disagreeing with the presidents
somewhat, four of the business department heads did not consider the Op-
portunity Objective a legitimate function of the public junior college.
All of the business department heads, except one, believed that business
curricula could be developed to make those people employable who are
marginally trainable.

The presidents and business department heads (respective frequency
in parenthesis) cited these factors as justification for providing oppor-
tunity-type training:

1. need Of individuals in the community (12) (14)

2. finance (7) (1)

Several other factors were cited, but they generally fell within
areas of developing the potential of individuals and providing for human

dignity.

106

Opinions on the Avocational Objective

 

The avocational Objective is defined as providing the Opportunity
for individuals to take presently Offered or special courses for their
avocational interests rather than for vocational use.

All of the presidents considered the avocational Objective a legiti-
mate function Of the public junior college, and it is a part of the insti-
tutional philosophy to encourage avocational courses. All of the colleges
had Offered special adult non-vocational courses.

The presidents (frequency in first parenthesis) and business depart-
ment heads (frequency in second parenthesis) cited the following factors
as justification for offering avocational courses:

1. number of students (13) (13)

2. availability of faculty (4) (3)

3. availability of facilities (4) (l)

4. community involvement (3) (2)

Other factors were cited, but none with a frequency greater than
one.

Only four of the business department heads reported that special
avocational courses had been offered in their institutions in recent

years.

CHAPTER VII

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

I. SUMMARY OF THE STUDY

The rapid increase in the number of public community colleges and
the expansion of enrollments in all of the public community colleges
represents an increasingly important part of the nation's stake in higher
education.

Business programs attract large enrollments in public community
colleges, and recent legislation illustrates the importance of the public
community college in the nation's desire to increase the availability
Of skilled manpower.

The purposes of this study were threefold: (l) to define and
validate certain curriculum objectives of public community college busi-
ness programs; (2) to determine the extent to which public community
college presidents and business department heads agree on the importance
of each Of the Objectives based on a nationwide survey; and, (3) to
determine the implications of implementing these Objectives in Texas pub-
lic junior colleges by studying in-depth selected Texas public junior
colleges.

The curriculum objectives were defined by the researcher and
validated by a jury of prominent American educators; these Objectives

were then submitted to the presidents and business department heads of

108

376 public community colleges in the United States; 79 per cent of the
questionnaires returned were usable.

The data on each Objective was analyzed using four variables:
(1) comparison of the present importance to the desired importance Of
the objective in the future; (2) position of the respondent; (3) insti-
tutional size; and, (4) geographic region.

Null hypotheses based on these four variables were tested using
t tests; the standard for rejecting a null hypothesis was set at the .05
level Of significance.

Seventeen Texas public junior colleges were selected at random
for in-depth study using the interview technique; the purpose of the in-
terviews was to determine the problems of implementing curricula or

courses related to the defined curriculum Objectives.

II. FINDINGS AND CONCLUSIONS

The following findings and conclusions are based on the analysis

Of the responses from the nationwide survey:

Findings

1. The most important Objective in public community college busi-
ness programs today is to provide transfer education.

2. The transfer objective is not expected to increase in impor-
tance in the future; in fact, a relative decrease may be expected.

3. The data suggests that two terminal curricula-~the technical

and semi-professional—-will increase significantly in the future.

109

Conclusion. Based on these findings, it appears that the techni-

 

cal and semi-professional Objectives will become as important--if not
more important-~than the transfer objective in public community college

business programs in the future.

Findings

4. Public community college personnel desire increased emphasis
in the area of supplemental training; there is close agreement on this
objective's importance based on the geographic region and institutional
size variables.

5. Retraining will become increasingly important as an Objective
of the public community college business program, though there is re-
action against this objective among personnel in different geographic
regions.

Conclusion. The business programs in public community colleges

 

will increasingly provide appropriate occupational training for adults.

Findings

6. Substantial disagreement exists on the future importance of
the Developmental objective which provides training for initial em—
ployability.

7. Opportunity-type programs are given little importance as an
objective Of public community college business curricula.

8. Courses offered for the avocational use of adults are not
considered to be a major Objective of public community college business

programs.

110

Conclusion. Public community colleges will not likely provide

 

adequate occupational training programs for low-ability adults or courses
for adults' avocational use, based on the opinions Of the presidents and

business department heads.

Findings

9. The presidents Of public community colleges rate each Objec-
tive slightly more important than do business department heads, though
there is agreement on the rank of each objective's importance between
the two groups and both groups foresee an increasing importance for each
objective.

10. When the size of the institution is used as a variable, there
is close agreement on the importance of each Objective at the present
time and in the future.

11. Using the geographic region as a variable, there is evidence
of rather widespread disagreement among personnel from different regions
on the importance of some of the objectives, particularly concerning the
retraining Objective.

Conclusion. Each Of the Objectives will become increasingly im-

 

portant; in general, the presidents and business department heads agree
on the importance of the Objectives, and the size of the institution
does not affect the importance placed on the objectives. There is, how-
ever, substantial disagreement on the relative importance Of some of the

objectives among personnel from different geographic regions.

111
The following findings and conclusions are based on the interviews

conducted with personnel of Texas public community colleges:

Findings

12. Texas public community college personnel support the concept
of the comprehensive community college; the primary Objective of virtually
all of the institutions is transfer education.

13. Many Texas public community colleges, particularly those in
rural areas, do not have adequate tax bases or populations to provide
adequate instructional facilities and an adequate variety of curricula to
be a truly comprehensive community college.

Conclusion. The Texas public community colleges, in general, are

 

successful in their transfer programs; the small colleges do not have
adequate fiscal resources and/or enrollments to offer extensive occupa-

tional and adult-type curricula.

Findings

14. There is a wide range of educational philosophies—-from the
very traditional and conservative to the more libera1--among board mem—
bers and public community college presidents, which are sometimes in con-
flict, particularly on the issue of Federal aid to education.

15. The business department heads in Texas public community col-
leges tend to be unanimous in their philosophies regarding the importance

Of providing appropriate, realistic curricula to meet the training needs

112
of the community, though their philosophies may be contrary to the phi—
losophy of the administration and/or board members.

Conclusion. Business programs in Texas public community colleges

 

reflect the philosophy of the board members and/or the college president;
business department heads are unable to effect appropriate programs when

the pervading institutional philosophy is traditional and conservative.

Findings

16. There is a definite absence Of follow-up studies on graduates
of transfer or terminal curricula in Texas public community college busi-
ness programs.

17. "Community need" is frequently cited as justification for not
Offering a certain type of curriculum; yet, there is no evidence of re-
cent studies made by Texas public community colleges to determine the
training needs of the college's service area.

18. Personnel in Texas public community colleges, in general, are
not presently concerned with training those students who have socio-
economic Or academic handicaps nor does there appear to be any genuine
interest in increasing the colleges' efforts in this area.

Conclusion. Texas public community college administrators do not

 

have evidence--only opinions--on the success of the graduates of their
colleges or on the appropriateness Of existing curriculum patterns re-
lated to "community need." Except for isolated examples, no real efforts
are being made by Texas public community colleges to develop curricula ap-

propriate to the socio-economically and academically deprived students.

113

Findings

19. None Of the business departments makes use of business ad-
visory boards in curriculum planning and development on a formal or con-
tinuing basis.

20. Public community college presidents and business departments
heads are aware of the difficulty in planning curricula appropriate to
the varied needs of their communities.

Conclusion. One of the real problems affecting the scope of the

 

public community college business program is the inability Of the colleges
to use advisory boards effectively and/or to employ consultants in cur-

riculum development.

III. GENERAL RECOMMENDATIONS

The following recommendations are suggested based on the findings
of the nationwide survey and the in—depth study Of selected Texas public
junior colleges; it is recommended that:

1. The curriculum Objectives defined in this study be used by
public community college boards, administrators, and business teachers
in evaluating the breadth of their institution's business program.

2. Curriculum studies should be undertaken on a broad scale;
there is evidence that curricula in business are not being periodically
updated to meet the changing job patterns in our economy.

3. A national research center for community college business edu-

cation be established; activities Of such a center should include:

114

a. the establishment Of curriculum guidelines appropriate
to the general needs Of community colleges of certain sizes and
in certain geographic regions;

b. the direction of research studies in program and curri-
culum development in business education;

0. the establishment and direction of experimental pilot
programs in different curricula, new methods of teaching, or in
the utilization Of instructional media;

d. the preparation, testing, and distribution of instructional
materials;

e. the development of standardized survey tools and methods
for the use of individual community colleges in determining the
training needs of their community;

f. the development of standardized survey tools and methods
for the use Of individual community colleges in "following—up"
their graduates Of transfer and terminal programs, perhaps on a
longitudinal basis;

g. the function Of clearing house and distribution center
for research studies in community college business education;

h. the publication of a periodical directed to business
educators and administrators in community colleges.

4. Business teacher education departments in senior colleges
should consider the advisability Of establishing Master's—level programs

specifically oriented to business education in the community college; if

115
specific curricula are not advisable, then at least one or two special
courses should be offered specifically for junior college teachers.
Business department heads and faculty members are probably the key to
developing the comprehensive-type programs which the public community

college must afford the peOple.

BI BLIOGRAPHY

BIBLIOGRAPHY

A. BOOKS

 

 

Bennett, B. Vernon. Vocational Education 2: Junior College Grade.
Baltimore: Warwich and York, Inc., 1928.

Blocker, Clyde E., Robert H. Plummer, and Richard G. Richardson, Jr.
The Two-Year Collegg: A Social Synthesis. Edgewood Cliffs:
Prentice-Hall, Inc., 1965.

 

 

Dressell, Paul L. "Individual Needs and Purposes," The Junior Collegg
(Fifty-fifth Yearbook, National Society for the Study of Education,
1956).

 

Eells, Walter C. The Junior Collegg. Boston: Houghton-Mifflin
Company, 1931.

 

Present Status 2f Junior College Terminal Education.
Washington: American Association Of Junior College, 1941.

 

 

 

Eskew, Seymour. Guide 39 Two-Year Colleges. Great Neck: Barron's
Educational Series, Inc., 1960.

 

 

Good, Carter V. Dictionary 2: Education. New York: McGraw-Hill Book
Company, 1959.

 

, and Douglas E. Scates. Methods 2: Research. New York:
Appleton-Century-Crofts, 1954.

Hawes, Gene R. The New American Guide £2 Colleges. New York: Columbia
University Press, 1962.

 

Hays, William L. Statistics for Psychologists. New York: Holt, Rinehart
and Winston, 1965.

 

Hillway, Tyrus. The American Two-Year College. New York: Harper and
Brothers, 1958.

 

Knoell, Dorothy M. and Leland Medsker. Factors Affecting Performance Of
Transfer Students from Two- £3 Four-Year Colleges: With ImplicatiOHs
for Coordination and Articulation. Berkeley: Center for the Study
of Higher Education, 1964.

 

 

 

 

 

Koos, Leonard V. The Junior-Collegg Movement. Boston: Ginn and
Company, 1925.

 

Medsker, Leland L. The Junior College: Prggress and Prospect. New York:
McGraw-Hill Book Company, 1960.

 

 

118

1965 Junior College Directory. Washington: American Association of
Junior Colleges.

 

1966 Junior Collegg Directory. Washington: American Association of
Junior Colleges.

 

Place, Irene. "Community Junior Colleges," National Business Education

Association Yearbook (N2. 4). Washington: National Business
Education Association, 1966.

 

 

Seashore, Carl E. The Junior College Movement. New York: Henry Holt
and Company, 1940.

 

Starrack, James A. and Raymond M. Hughes. The Community College $2 the
United States. Ames: Iowa State College Press, 1954.

 

 

Thornton, James W. The Community Junior College. New York: John Wiley
and Sons, 1960.

 

Venn, Grant. Men, Education, and Work. Washington: American Council
on Education, 1964.

 

B. UNPUBLISHED MATERIALS

Armstrong, Leslie H. "A Survey of Adult Education Classes in the State
of Washington." Unpublished Doctoral dissertation, Washington State
University, Pullman, 1965.

Berg, Ernest H. "Selected Factors Bearing on the Persistence and
Adequate Performance Of Low-Ability Students in Four California
Junior Colleges." Unpublished Doctoral dissertation, The University
Of California, Berkeley, 1965.

Bessire, Jack W. "The Development of Occupational Education in a Junior
College with Reference to Certain Community Needs and Student
Interests." Unpublished Doctoral dissertation, The University of
California, Berkeley, 1965.

Bowman, George W. "An Investigation of Public Junior Colleges in Iowa."
Unpublished Doctoral dissertation, The University of Nebraska,
Lincoln, 1963.

Erbstein, George B. "Informal Non-Credit Adult Education in the Public
Junior College: Current Trends and Future Prospects." Unpublished
Doctoral dissertation, Columbia University, New York, 1962.

119

Ford, Thornton M. "An Analysis of the Comprehensive Purposes Of the
Junior College as Appraised by Personnel and Directors in Ten Junior
Colleges in the State of Washington." Unpublished Doctoral disser-
tation, Washington State University, Pullman, 1965.

Horton, Jr., Henry A. "An Evaluation of the Effectiveness of Junior
College Terminal Curricula." Unpublished Doctoral dissertation,
The University Of Texas, Austin, 1962.

Morrison, Archie M. "The Views Of California Junior College Admini-
strators, Instructors, and Boards Of Trustees on Selected Issues in
Junior College Education." Unpublished Doctoral dissertation, The
University of California, Los Angeles, 1963.

Rippey, Donald T. "An Evaluation Of the Effectiveness Of New Mexico's
Community Colleges." Unpublished Doctoral dissertation, Colorado
State College, Greeley, 1963.

Schenz, Robert F. "An Investigation Of Junior College Courses and

Curricula for Students with Low Ability." Unpublished Doctoral
dissertation, The University of California, Los Angeles, 1963.

C. PERIODICALS

Koos, Leonard V. "Business Education: The Present Status," Junior
College Journal, 11 (January, 1932).

Peterson, Basil. "The Vocational and Technical Function of California
Junior Colleges," Junior Collgge Journal, XXXIII (December, 1962).

 

D. OTHER SOURCES

Seay, Maurice F. "Technical and Vocational Education Within the
Community College--The Problems and How to Solve Them," Technical-
Vocational Education and the Community College (Undated proceedings
of the Thirteenth Annual Legislative Work Conference of the Southern
Regional Education Board.)

 

United States Statutes SE Large (Eighty—eighth Congress). Washington:
Government Printing Office, 1964.

 

APPEN DI CES

APPENDIX A

JURY SELECTED TO EVALUATE THE OBJECTIVES OF
PUBLIC COMMUNITY COLLEGE BUSINESS PROGRAMS

Higher Education Authorities

 

Dr. Haward Boozer, Asst. Director
North Carolina Board

of Higher Education
Raleigh, North Carolina

Dr. C. C. COlvert, Consultant
Junior College Education
College of Education

The University Of Texas
Austin, Texas

Dr. W. H. Crawford

Junior College Consultant
Washington State University
Pullman, Washington

Dr. Norman Harris

Professor of Technical Education
The University of Michigan

Ann Arbor, Michigan

Dr. Leonard V. Koos
Neweygo
Michigan

Dr. S. V. Martorana, Director
Office of Higher Education Planning
State University of New York
Albany, New York

Dr. Lewis B. Mayhew, Professor
School Of Education

Stanford University

Palo Alto, California

Dr. Leland L. Medsker, Director
Center for the Study

of Higher Education
The University Of California
Berkeley, California

Dr. D. Grant Morrison, Specialist

Community and Junior College
Education

U. S. Office of Education

Washington, D. C.

Dr. Maurice F. Seay, Professor
Higher Education and Administration
College Of Education

Michigan State University

East Lansing, Michigan

Dr. Max Smith, Professor

Higher Education and Administration
College Of Education

Michigan State University

East Lansing, Michigan

Dr. James W. Thornton, Jr.
College Of Education

San Jose State College
San Jose, California

Dr. James L. Wattenberger

Director, Community JUnior Colleges
State Department of Education
Tallahassee, Florida

Dr. Leslie Wilbur, Professor
Higher Education

University Of Southern California
Los Angeles, California

122

APPENDIX A (continued)

Deans g; Collegiate Schools 9f Business

 

Dr. Cecil C. Carpenter, Dean
College of Business Administration
The University Of Kentucky
Lexington, Kentucky

Dr. John Cowee, Dean

College Of Business Administration
The University of California
Berkeley, California

Dr. Paul B. Gronbsch, Dean

College Of Business Administration
The University of Minnesota
Minneapolis, Minnesota

Dr. Donald J. Hart, Dean

School of Business Administration
The University Of Florida
Gainesville, Florida

Dr. Richard W. Lindholm, Dean
School Of Business Administration
The University Of Oregon

Eugene, Oregon

Dr. Wiley Mitchell, Dean

School of Business Administration
The University of Kansas
Lawrence, Kansas

Dr. Donald W. O'Connell, Dean
College of Business Administration
University of Maryland

College Park, Maryland

Dr. Milton V. Olsen, Dean

College Of Business Administration
The State University Of New York
Albany, New York

Dr. John Arch White, Dean
College Of Business

The University of Texas
Austin, Texas

Business Education Specialists

 

Mr. Eugene L. Dorr, Supervisor
Business and Distributive Education
State Department of

Vocational Education
Phoenix, Arizona

Dr. William Himstreet
College of Education

The University Of Southern California

Los Angeles, California

Mr. Robert F. Kozelka, Chief
Business and Distributive

Education Services
State Board for Vocational Education
Springfield, Illinois

Dr. William H. Seldon, Jr., Chief
Business Education Services

State Department of Education
Harrisburg, Pennsylvania

Mr. Rex Toothman, Supervisor
Business and Distributive Education
State Department of Education
Tallahassee, Florida

Dr. Leonard West

Education Research Department
Division Of Teacher Education
City University Of New York
New York, New York

123
APPENDIX A (continued)

Dr. Mary Alice Wittenberg

Supervisor of Business Education
Division of College and Adult Education
Los Angeles Public School System

Los Angeles, California

124
APPENDIX B

LETTER OF TRANSMITTAL TO JURORS

October 11, 1965

As a part Of my dissertation research, I am attempting to define the
roles of business curricula in public community colleges in terms of
occupational outcomes.

You are one Of thirty educators selected as a jury to evaluate the
propriety of these curriculum roles; the jury is primarily composed Of
higher education authorities, deans Of collegiate schools of business,
and state directors Of business education. After receiving the evalu-
ations of the jury, a list of the roles will be submitted to public
community college educators to determine the extent to which these
educators support each role.

I hope you will assist me by marking your responses on the enclosed

outline. An envelope is enclosed for your convenience and I look
forward to receiving your evaluation.

Horace Griffitts

Enclosures

125

 

Hsoocommom Ho oEoz

.OoHHHEO
coon o>ms o>oHHon so» :OHnB moHOH E:HSOHHH:O
mum HOH omen HmmH onp :o pooH>oaa mH ooomm .N

.GOHHOom oHHuso onp :wsoanH osHH a soup
.oonHOo mHHGDEEOO OHHDSQ osp HO :OHHOGSH
HoQOHQEH so on OH oHOH onw o>oHHon 50> HH .0

.pooH>OHa oooam onH :H owcono

one oxos one xsoHn oHoHHQOHaam onH xoono
.Oowsmso on pHsonm HQOO onu o>oHHon 30% HH .9

.xcoHn onHHaOHan on» xoomo

.omoHHoo HHHcsseoo OHHQSQ on» HO :OHHOCSH
aoooaa a on OH oHOH on» o>oHHon so» HH .o

.mowom msHBOHHOH one so
oonHH moHOH SSHSOHpuzo oSH HO sumo oumsHo>m .H

HchHuospumsH

momoHHOo HHHszaEOO OHHnsm HOH
moHom EOHSOHHHSO :OHHNHHmHsHEp< moosHmsm "mzHHHDo

U xHszmm<

. u vim.

It‘s!!-

   

APPENDIX C (continued)

_1

 

 

 

 

 

 

"econ cu eowuwsu on vHaono uaouaoo H v
.vouuuu no unouaoo on» auHa ooum< A v

 

.quouo oonHOO manna nonu:OO.HHa Humane
HaOHasoou Ono Ho one OH vouauucoo:Oo nonaHquu

"noon 0» commune on uHsono oummmam A v
.eounuo an oooumnm osu nuHs ooume H v

.aoHuauuoHdHavm
HuHumuouoou .waHomoooua auov .wcHucsoooo ..o.H

HHSzzoua on 433% on :3 as. 523 3338...

”cu uHuHa
355 H O
oHuHH

:uHa oouw< A v

 

 

 

 

 

 

 

usoHunoavo Houoaow qusuuono Ou gunpoHuouo soon as: auuoosuo HOH oH=OHuuao uwohuoau oeH>oua as HuOHanooH
”on oHuHH

owaoso H v
«voou Ou commune on vHsosa uuouuoo A v "neon Ou commune on vaona omommam H V oHuHH

 

.vouauo on uaouaou use suHa oouw< H v

.quouu oonHOu huuno nonuaoo

HHq “HnHaasaao uaoaownaqa no waHuoxuuev aoHu
nausea naouHusn one HoHnoHaao oonoHOo HouOH>anonu

.eouauo on ouommam sud: ooume A v

.aoumoum,

one HO aOHuonaOO can: NHo>OH uaofiowmaoauvHB
no huOoH>uoasm onu um maOHuHmom Heonmmmhommumem

nuHB ooum< A v

 

 

 

 

 

noHunuaeo Hauoaow HO «unease Haavo hHouuaonuam< Home on: monounum HOH «HauHuuao uuohuoau oeH>oum OH HonoHanoHouauHsom
A

”cu oHuHa
. «mouse A O

”econ Ou vowausu on vHaona uuouaou H v “econ o» commune on vHaoso udmmmam A v oHuHH

.vououa an mmmmmmm onu suHa ooum< H v

.quouo oonHou huueo

ao-uaou HHO «anumoum oouwov nuoaHonn ouasvuuwuuouaa
onu Ho munch osu uuuHH onu ouauuuaaoo hHHnaan
IUHnB .aoHucoavo Hnuoaom hHHuuaHua .ooaunoO omega

.eououa on mdmummM oau suHa oouw< A v

.uooaHnnn Ho noun osoa uH ooumov oucoppaHaoocn one
ouoHasOu o» oonHou uOHOOo a On mahmzema ou :aHa
one auuoeauo uOH ssH90Huu=o uuohuoau o oeH>oua on

.3: ocean H O

 

nounauu

 

 

 

0H0! onu no uaoufloo asHaoauuso

oHom on» He onoahsm

 

 

.10 «fruitinrxlv u'u. I

4
«Hon Ho 0.3:. L

in

 

APPENDIX C (Continued)

      

 

 

 

 

 

”coon ou oowoono om oHooso ucouooo A v
.vououw no unoucoo on» :uHs oouw< A v

.uHoouu
oonHoo uuHomou house no: co moouooo noon Huoxums
nonoH HuOOH ozu Ho memo: onuono may one nuooooum
on» we Ho>oH huHHHna osu ha oocHsuouoo wH uoooooo

«coon Ou vowooSO on oHooso omomuom A V
.eououm mo oaommsm onu soup oouw< A v

.vHoHH Hocowumaaooo
Boo a ooaH muuoo HOH nmzH<msmm on ones on:

uou oHuHa
omnoso A v

oHuHH
:uHa oouwm A v

 

 

 

 

 

 

mucouom uoH NHDOHuuoo no moouooo HmHoomm owH>Oum OH meaHouuom
"on oHuHH
owoogu H v
"moon ou commune op vHoono uoooaoo A v "econ ou eomoono on vHoono ooommam A v oHuHH

 

.vououa on uooucoo osu :uHa oouw< H v

.uHoouu oonHoo uoHowou

amuse you has ooauooo.HoHoona “mono HwGOHuwaoooo
OHHHOOAo o no uohoHan OHHHoooo o Ho memo:

may no moon; on oHoosn ooauooO HoHoooo Ho unouooo

.voumuw on ooomuom oau nuHs ooum< A v

.oHOHH HQOOHumnouoo uaonoum

uHonu 9H unoaoooo>oo you moHoHouu HeHszMHmmam
oooo 0:3 non vohonEo hHuoomoua one 0:3

oncouoo new ooouooO HmHuooo uo uoHomou owH>ouu OH

 

SuHa ooume H v

HouooaoHnmom

 

 

 

 

 

 

"voou ou condone on vHooaa uoouooo A v
.oououu no unouooo osu :uHa oouw< A v

 

.uHoouo oonHoo huuoo has

oo-uooo on» Ho HHo no 05o. .HuHHHHu one unouounH
women». no ocean oHoHH HuooHuunaooo so OH moHnHouu
.. mowouooa «pH-oouuH .ooHuoosoo Houuoom HuaHon

«moon Ou vowooso on oHoonn omomnom H v
.eououo ow onomuom may nuHa ooum< H v

.ooHuHuom HopoHuhpuOo on now

uOHuuuoaouo no onaHouu H<HZu2mOHm>ua .eoNHHoHuoau
woo: 0;: up; eouaovouw coon no Hoonoo uHuH

o>os on: aunocoun HOH uH=OHuu=o uuomuooo ooH>oua on

Hou oHuHH
35.6 H O

oHuHH
:uHa ooum< A v

 

oHom on» we .o-oauom

 

 

 

ilku.‘ I

HouoosooH;

.ek

 

‘4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

«econ Ou vowoamo on vHoonu unuuqau.H V
.vououn on mmmummm.onu :uHs oouw< A v

APPENDIX C (continued‘

    

Homo“ on eowdono on eHoosm ooommom H v
.eououo no oooumom onu auHa oouw4 H v

.momomuoo HN=OHuouo>

.uHoouu oonHou uuHowou uoH uoo one moouooO “muoHOOo uoH coco nosuou one unamHHH uHoau uoH HooosHHoaoo

"ou oHoHa
owamso A v

oHuHH
muHa ooumd H v

 

 

 

 

 

 

 

        

 

“Bu-u. on g 23 5H: 083 H O

.quouo omOHHoo uoHomou
.uou no: .uuooHooo Ho ooua HnoOHuoooouo no oH meson uH
uuu-H you uOHu-uoooH o nouu.uuo .uaOHuoHou ones: ov
» oooauuooaloo .noueuouuuoOHuooovo Huuooou anon

 

.eououa on «mmmHmM on» sun: oouwd A v

.onaHauu Honouumnoooo aouH
Hoson hHuooooua ou HHszhmommo onu o>o£ you
.vcoouwxoon oouHEHH H0 oooooon .053 oncouoa
uoH uHouHuuoo no ooouooo HoHuomn ueHoono on

:ounoHoH: ago On uoououaH Ho oOHaOH no woman no eooonv nomuooo HoHuono no eouoHHOuHHuaoooua
,JH50Huuou nonuo :woousu oouoHHo uoa .ooouaoo HoHooom oxwu cu onooH>HooH you huHaouuooao onu ooH>ouo on oaooHoH
"cu OHuHa
«woman A v
"moon 0» monouno on vHoona uouuooo H v ”coon ou condone on vHoonu ommumwm A v oHuHH

5H: «2.3 H O

  

 

ouowuooo loHoouuuoo

 

 

oHom on» H0 ouchuom

 

 

III I u ll'luf'o FA > .ul.‘ V. F

 

 

 

V/nlyuerf‘.‘ .IH’D.‘ 0...qu fl.\ 0)...

....., Home] $5»... «3.3 3... Jam. «. .14.... We 4.... ... ..

.71.: Ivy. au

 

 

.
H
L

 

 

.uquI» l1 .9! I. «(1:73:11 . .. . .u

 

flgau {dowwo a)... . uni—z... "Hafiz... emu”. .. , . . .muHatud..1on ... .t .5333... oflq
.Wh! £8 0. 1.31—0.42.» .Hp .. Fuji . . . . _. . : . ..nkvhoa ...... m..._..m...u.dl.....u..5 ltd

H

...: 35 ... .. ... . .. _ . . .. : 5,me r :31? ...w on...
1.5.7... b... ....NO.<_

.1. I p H
L ..t..& .v..... .

_. .H
c va ....T 91... hammouw‘un. .4 w
H

 

 

 

 

 

.37. so. ,

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX D

PUBLIC COMMUNITY COLLEGES INCLUDED IN FIRST MAILING

 

 

** No occupational business curricula

/29

State and College City Size
Eastern Region
Connecticut (2)
Manchester Community College Manchester Small
Norwalk Community College Norwalk Medium
Maryland (11)
Allegany Community College Cumberland Small
Ann Arundel Community College Severna Park Small
Baltimore Junior College Baltimore Large
Catonsville Community College Catonsville Medium
Essex Community College Essex Small
Frederick Community College Frederick Small
Hagerstown Community College Hagerstown Small
Harford Junior College Bel Air Medium
Montgomery Junior College Takoma Park Large
Prince George's Community College Suitland Medium
St. Mary's College of Maryland St. Mary's City Small
Massachusetts (10)
Berkshire Community College Pittsfield Medium
Cape Cod Community College Hyannis Small
Greenfield Community College Greenfield Small
Holyoke Community College Holyoke Medium
Massachusetts Bay Community College Boston Medium
Mount Wachusett Community College Gardner Small
Newton Junior College Newtonville Small
Northern Essex Community College Haverhill Small
Quincy Junior College Quincy Medium
Quinsigamond Community College Worcester Medium
New Jersey (1)
**Trenton Junior College Trenton
New York (25)
Adirondack Community College Hudson Falls Medium
Auburn Community College Auburn Medium
Manhattan Community College New York City Medium
Bronx Community College Bronx Large

APPENDIX D (continued)

Broome Tech Community College
Corning Community College
Dutchess Community College

Fulton-Montgomery Community College

Hudson Valley Community College
Jamestown Community College
Jefferson Community College
Kingsborough Community College
Mohawk Valley Community College
Monroe Community College

Nassau Community College

New York City Community College
Niagara County Community College
Orange County Community College
Queensborough Community College
Rockland Community College
Staten Island Community College
Suffolk County Community College
Sullivan County Community College
Ulster County Community College
Westchester Community College

Pennsylvania (11)

Harrisburg Area Community College
*Hershey Junior College

**Penn
Penn
Penn
Penn

**Penn

**Penn

**Penn

**Penn

**Penn

State--A11entown Center
State-—A1toona Campus
State--Behrend Campus
State-~Dubois Campus
State--Hazelton Campus
State-~McKeesport Campus
State--Mont Alto Campus
State-~Ogontz Campus
State--Schuykill Campus

Rhode Island (1)

Rhode Island Junior College

Binghampton
Corning
Poughkeepsie
Johnstown
Troy
Jamestown
Watertown
Brooklyn
Utica
Rochester
Garden City
Brooklyn
Niagara Falls
Middletown
Bayside
Suffern
Staten Island
Selden

South Fallsburg
Kingston
Valhalla

Harrisburg
Hershey
Allentown
Altoona
Erie
Dubois
Hazelton
McKeesport
Mont Alto
Abington
Pottsville

Providence

North-Central Region

 

Illinois (24)
Belleville Township Junior College

Black Hawk College

 

Belleville
Moline

*Closed or merged with another institution

**NO occupational business curricula

130

Large
Medium
Large
Medium
Large
Medium
Small
Small
Large
Large
Large
Large
Medium
Large
Large
Medium
Medium
Large
Small
Medium
Large

Large

Medium
Medium
Small

Medium

Large
Medium

APPENDIX D (continued)

Bloom Township Community College
Canton Community College
Centralia Junior College
Chicago City College District

Amundsen Branch

Bogan Branch

Crane Branch

Fenger Branch

Loop Branch

Southeast Branch

Wilson Branch

Wright Branch
Danville Junior College
Elgin Community College
Freeport Community College
Joliet Junior College
LaSalle-Peru-Oglesby Junior College
Lyons Township Junior College
Morton Junior College
Mt. Vernon Community College
Olney Community College
Thornton Junior College
Wabash Valley College

Indiana (1)

Vincennes University

Iowa (12)

Burlington Community College
Clinton Junior College
Creston Community C llege
Eagle Grove Junior College
Ellsworth College

Emmetsburg Community College
Fort Dodge Community College
Keokuk Community College
Marshalltown Community College
Mason City Junior College
Muscatine Community College
Webster City Junior College

Michigan (18)

Alpena Community College

Bay de Noc Community College
Delta College

Flint Community Junior College
Gogebic Community College
Grand Rapids Junior College
Henry Ford Community College

Chicago Heights
Canton
Centralia
Chicago

Danville
Elgin
Freeport
Joliet
LaSalle
LaGrange
Cicero

Mt. Vernon
Olney
Harvey

Mt. Carmel

Vincennes

Burlington
Clinton
Creston
Eagle Grove
Iowa Falls
Emmetsburg
Fort Dodge
Keokuk
Marshalltown
Mason City
Muscatine
Webster City

Alpena

Escanaba
University Center
Flint

Ironwood

Grand Rapids
Dearborn

131

Medium
Small
Small

Large
Large
Medium
Medium
Large
Large
Large
Large
Medium
Large
Small
Large
Medium
Medium
Medium
Small
Small
Medium
Small

Medium

Small
Small
Small
Small
Small
Small
Small
Small
Small
Medium
Small
Small

Small
Small
Large
Large
Small
Large
Large

APPENDIX D (continued)

Highland Park College

Jackson Junior College

Kellogg Community College

Lake Michigan College

Lansing Community College
Macomb County Community College
Muskegon County Community College
North Central Michigan College
Northwestern Michigan College
Port Huron Junior College
Schoolcraft College

Minnesota (11)

Austin Junior College
Brainerd Junior College
Ely Junior College

Eveleth Junior College
Fergus Falls State Junior College
Hibbing Junior College
Itasca Junior College
Rochester Junior College
Virginia Junior College
Willmar Community College
Worthington Junior College

Missouri (9)

Crowder College

Jasper County Junior College
Jefferson County Junior College
Junior College Of Flat River
Metropolitan Junior College
Moberly Junior College

St. Joseph Junior College

St. Louis Junior College District
Trenton Junior College

Ohio (4)

Cuyahoga Community College
Lorain County Community College
University College of University
of Cincinnati
University Commercial and Technical
College

Highland Park
Jackson
Battle Creek
Benton Harbor
Lansing
Warren
Muskegon
Petoskey
Traverse City
Port Huron
Livonia

Austin
Brainerd
Ely

Eveleth
Fergus Falls
Hibbing
Coleraine
Rochester
Virginia
Willmar
Worthington

Neosho
Joplin
Hillsboro
Flat River
Kansas City
Moberly

St. Joseph
St. Louis
Trenton

Cleveland
Lorain
Cincinnati

Toledo

132

Medium
Medium
Medium
Medium
Large
Large
Large
Small
Medium
Medium
Medium

Small
Small
Small
Small
Small
Small
Small
Medium
Small
Small
Small

Small
Medium
Small
Small
Large
Small
Medium
Large
Small

Large
Medium
Medium

Medium

APPENDIX D (continued)

Southern Region

 

Alabama (2)
Northwest Alabama Junior College
Southern Union College

Arkansas (1)
Arkansas State College--Beebe

Florida (27)

Brevard Junior College

Central Florida Junior College
Chipola Junior College

Daytona Beach Junior College
Edison Junior College
*Gibbs Junior College

Gulf Coast Junior College
Hampton Junior College

Indian River Junior College
*JOhnson Junior College

Junior College Of Broward County
Lake City Junior College
Lake-Sumter Junior College
*Lincoln Junior College

Manatee Junior College
Miami-Bade Junior College
North Florida Junior College
Okaloosa-Walton Junior College
Palm Beach Junior College
Pensacola Junior College

Polk Junior College
*Roosevelt Junior College

Rosenwald Community Junior College

St. Johns River Junior College
St. Petersburg Junior College
Suwannee River Junior College
*Volusia County Community College

Georgia (7)

Abraham Baldwin Agricultural College

***Augusta College

 

***Became a senior college

Phil Campbell
Wadley

Beebe

Cocoa

Ocala

Marianna
Daytona Beach
Fort Myers

St. Petersburg
Panama City
Ocala

Port Pierce
Leesburg

Fort Lauderdale
Lake City
Leesburg

Fort Pierce
Bradenton
Miami

Madison
Valparaiso
Lake Worth
Pensacola
Bartow

West Palm Beach
Panama City
Palatka

St. Petersburg
Madison
Daytona Beach

Tifton
Augusta

*Closed or merged with another institution.

133

Small
Small

Small

Large
Medium
Medium
Medium
Small

Medium
Small
Small

Large
Small
Small

Medium
Large
Medium
Medium
Large
Large
Medium

Small
Medium
Large
Small

Medium

APPENDIX D (continued)

Brunswick College
Columbus College
DeKalb College

Middle Goergia College
South Georgia College

Kentucky (8)

Paducah Junior College

Ashland Community College
Elizabethtown Collunity College
Fort Knox Community College
Henderson Community College
Northern Community College
Prestonsburg Community College
Southeast Community College

Mississippi (17)

Coahoma Junior College .
Copiah-Lincoln Junior College

East Central Junior College

East Mississippi Junior College
Hinds Junior College

Holmes Junior College

Itawamba Junior College

Jones County Junior College

Meredian Junior College

Mississippi Delta Junior College
Northeast Mississippi Junior College
Northwest Mississippi Junior College
Pearl River Junior College
Perkinston College

Southwest Mississippi Junior College
T. J. Harris Junior College

Utica Junior College

North Carolina (3)

Central Piedmont Community College
College of Albermarle
Gaston College

Virginia (3)

Clinch Valley College
Patrick Henry College
Richard Bland College

West Virginia (1)

Potomac State College

Brunswick
Columbus
Clarkston
Cochran
Douglas

Paducah
Ashland
Elizabethtown
Fort Knox
Henderson
Covington
Prestonsburg
Cumberland

Clarksdale
Wesson
Decatur
Scooba
Raymond
Goodman
Fulton
Ellisville
Meredian
Moorhead
Booneville
Senatobia
Poplarville
Perkinston
Summit
Meredian
Utica

Charlotte
Elizabeth City
Gastonia

Wise
Martinsville
Petersburg

Keyser

134

Small
Medium
Medium
Medium
Small

Medium
Small
Small
Small
Small
Medium
Small
Small

Small
Small
Small
Small
Medium
Small
Small
Medium
Medium
Small
Small
Medium
Small
Small
Small
Small
Small

Large
Small
Medium

Small
Small
Small

Small

APPENDIX D (continued)

Mountain-Plains Region

 

Colorado (6)

Lamar Junior College

Mesa College

Northeastern Junior College
Otero Junior College

Rangely College

Trinidad State Junior College

Kansas (14)

Arkansas City Junior College
Butler County Junior College
Chanute Junior College
Coffeyville College

Dodge City College

Fort Scott Junior College
Garden City Junior College
Highland Junior College
Hutchinson Junior College
Independence Community College
Parsons Junior College

Pratt County College

Nebraska (4)

New

Fairbury Junior College
McCOOk College

Norfolk Junior College
Scottsbluff College

Mexico (4)

Alamogordo Community College
Clovis Community College

New Mexico State-—Carlsbad Branch
Roswell Junior College

North Dakota (2)

Bismarck Junior College
Lake Region Junior College

Oklahoma (9)

Altus Junior College

Cameron State Agricultural College
Connors State Agricultural College
Eastern Oklahoma A&M College

El Reno Junior College

Murray State Agricultural College

Northeastern Oklahoma A&M College

Lamar

Grand Junction
Sterling
LaJunta
Rangely
Trinidad

Arkansas City
El Dorado
Chanute
Coffeyville
Dodge City
Fort Scott
Garden City
Highland
Hutchinson
Independence
Parsons
Pratt

Fairbury
McCOOk
Norfolk
Scottsbluff

Alamogordo
Clovis
Carlsbad
Roswell

Bismarck
Devils Lake

Altus
Lawton
Warner
Wilburton
El Reno
Tishomingo
Miami

Small

135

Medium
Medium

Small
Small

Medium

Small
Small
Small
Small
Small
Small
Small
Small

Medium

Small
Small
Small

Small
Small
Small
Small

Small
Small
Small
Small

Medium

Small

Small

Medium

Small

Medium

Small
Small

Medium

APPENDIX D (continued)

Northern Oklahoma Junior College
Poteau Community College

Texas (33)

Alvin Junior College

Amarillo College

Blinn College

Cisco Junior College
Clarendon Junior College
Cooke County Junior College
Del Mar College

Frank Phillips Junior College
Henderson County Junior College
Hill Junior College

Howard County Junior College
Kilgore College

Laredo JUnior College

Lee College .
Navarro Jpnior College

Odessa College

Panola College

Paris JUnior College

Ranger Junior College

***San Angelo College

San Antonio College

San Jacinto College

South Plains College
Southwest Texas Junior College
St. Phillip's College

Temple JUnior College
Texarkana College

Texas Southmost College
*Tyler District College

Tyler Junior College

Victoria College

Weatherford College

Wharton County Junior College

Wyoming (5)

Casper College
Goshen County Community College

Northern Wyoming Community College

Northwest Community College
Western Wyoming Junior College

 

Tonkawa
Poteau

Alvin
Amarillo
Brenham
Cisco
Clarendon
Gainesville
Corpus Christi
Borger
Athens
Hillsboro
Big Spring
Kilgore
Laredo
Baytown
Corsicana
Odessa
Carthage
Paris
Ranger

San Angelo
San Antonio
Pasadena
Levelland
UValde

San Antonio
Temple
Texarkana
Brownsville
Tyler

Tyler
Victoria
Weatherford
Wharton

Casper
Torrington
Sheridan
Powell
Reliance

*Closed or merged with another institution

***Became a senior college

Small
Small

Medium
Medium
Medium
Small
Small
Medium
Large
Small
Medium
Small
Medium
Medium
Small
Medium
Medium
Medium
Small
Small
Small

Large
Large
Medium
Small
Small
Medium
Medium
Small

Medium
Medium
Small

Medium

Medium
Small
Small
Small
Small

136

137

APPENDIX D (continued)

Western Region

 

**No occupational business curricula

Alaska (3)
Anchorage Community College Anchorage Medium
Juneau-Douglas Community College Juneau Small

**Ketchikan Community College Ketchikan

Arizona (4)
Arizona Western College Yuma Medium
Cochise College Douglas Medium
Eastern Arizona Junior College Thatcher Small
Phoenix College Phoenix Large

California (72)
Allan Hancock Santa Maria Medium
American River Junior College Sacramento Large
Antelope Valley College Lancaster Medium
Bakersfield College Bakersfield Large
Barstow College Barstow Small
Cabrillo College Aptos Large
Cerritos College Norwalk Large
Chabot College San Leandro Large
Chaffey College Alta Loma Large
Citrus College Azusa Large
City College of San Francisco San Francisco Large
Coalinga Junior College Coalinga Medium
College of the Desert Palm Desert Large
College of Marin Kentfield Large
College of San Mateo San Mateo Large
College Of the Sequoias Visalia Medium
College of the Siskiyous Weed Small
Compton College Compton Large
Contra Costa College San Pablo Large
Diablo Valley College Concord Large
East Los Angeles College Los Angeles Large
El Camino College El Camino Large
Foothill College Los Altos Hills Large
Fresno City College Fresno Large
Fullerton College Fullerton Large
Gavilan College Gilroy Small
Glendale College Glendale Large
Grossmont College El Cajon Large
Hartnell College Salinas Medium
Imperial Valley College Imperial Medium
Laney College Oakland Large

APPENDIX D (continued)

Lassen College
Long Beach City College

Los
Los
Los
Los
Los

Angeles City College

Angeles Harbor College
Angeles Metropolitan College
Angeles Pierce College
Angeles Valley College

Merced College

Merritt College

Modesto Junior College
Monterey Peninsula College

Mt.
Mt.

San Antonio College
San Jacinto College

Napa Junior College
Oceanside-Carlsbad Junior College
Orange Coast College

Pal

Verde College

Palomar College
Pasadena City College
Porterville College
Reedley College

Rio

Hondo Junior College

Sacramento City College

San
San
San
San
San

Bernardino Valley College

Diego Junior College

Joaquin Delta Junior College

Jose City College

Luis Obispo County Junior College

Santa Ana College

Santa Barbara City College
Santa Monica City College
Santa Rosa Junior College
Shasta Junior College
Sierra College
Southwestern College

Taft College

Vallejo Junior College
Ventura College

Victor Valley Junior College
West Valley Junior College
Yuba College

Idaho (2)
Boise Junior College
North Idaho Junior College

Susanville
Long Beach
Los Angeles
Wilmington
Los Angeles
Woodland Hills
Van Nuys
Merced
Oakland
Modesto
Monterey
Walnut
Beaumont

Napa
Oceanside
Costa Mesa
Blythe

San Marcos
Pasadena
Porterville
Reedley

Santa Fe Springs
Sacramento
San Bernardino
San Diego
Stockton

San Jose

San Luis Obispo
Santa Ana
Santa Barbara
Santa Monica
Santa Rosa
Redding
Rocklin

Chula Vista
Taft

Vallejo
Ventura
Victorville
Campbell
Marysville

Boise
Coeur d'Alene

138

Small
Large
Large
Large
Large
Large
Large
Medium
Large
Large
Large
Large
Large
Large
Medium
Large
Small
Large
Large
Small
Medium
Medium
Large
Large
Large
Large
Large
Medium
Large
Large
Large
Large
Large
Medium
Large
Medium
Large
Large
Medium
Large
Large

Large
Small

APPENDIX D (continued)

Montana (2)

Custer County Junior College
Dawson County Junior College

Oregon (7)

Blue Mountain Community College
Central Oregon College

Clatsop College

Portland Community College
Southwestern Oregon College
Treasure Valley Community College
Umpqua College

Utah (2)

Carbon College
Dixie College

Washington (15)

Big Bend Community College
Centralia College

Clark College

Columbia Basin College
Everett Junior College
Grays Harbor College
Highline College

Lower Columbia College
Olympia College

Peninsula College
Shoreline Community College
Skagit Valley College
Spokane Community College
Wenatchee Valley College
Yakima Valley College

Miles City
Glendive

Pendleton
Bend
Astoria
Portland
North Bend
Ontario
Roseburg

Price
St. George

Moses Lake
Centralia
Vancouver
Pasco
Everett
Aberdeen
Seattle
Longview
Bremerton
Port Angeles
Seattle
Mount Vernon
Spokane
Wenatchee
Yakima

139

Small
Small

Small
Small
Small
Large
Medium
Medium
Small

Small
Small

Medium
Medium
Large
Medium
Large
Medium
Large
Medium
Large
Small
Medium
Medium
Medium
Medium
Large

140

APPENDIX E
MICHIGAN STATE UNIVERSITY mumsme

 

COLLEGE OF BUSINESS

DEPAB‘I'MEN’I‘ or mass Law, mason, AND omcs summon November 9, 1965

Dear Educator:

The field of business is rapidly becoming one of our most significant
programs at the community college level; yet, we are probably less informed
.about the Objectives and curriculum content of this important area of study
than of other areas of community college programs.

In an effort to identify present practices, I am conducting a nationwide
study Of the-opinions of public community college presidents and business
department chairmen. Perhaps more important, I am attempting to identify
possible future orientations of business programs based on the present
judgment and ideals of community college educators. Your responses can
provide useful guidelines for program.development and curriculum building.

To participate in the study, please complete the enclosed “quick-check"
questionnaire; full instructions are given on the first page.

Your cooperation is appreciated. I look forward to receiving your early
reply. A.summary of the study will be provided you, if you so request.

Sincci::y yours,
Horace Griffégts

Enclosures

141

.mmo~m>:o concaoao onu :H ouwmacOHummou onu ausumm

A.vmeaumcaa

mum 50% mg :o: oaouwo no .Huunmnonm ”Hones: oco oaoufiov
Nucmuooo abaoowuuao co ucoaoumum o>wunwuomoo onu HoHHmumn ou
masowuuso ousuam use? 50% vasoa ucouxo awn? ou .m>«uoomno
am you Edfiaowuuao m Homuo hauaomoua sex uoo no nonuozz

 

A.wouowmo hauammoun ow o>wuoonno umnu you asasowuuso on me
:o: odoufio Ho .o>onm mm Romano oao odouwov wao>wuoomno some
powv ucouaoo aafisowuuso co uaoaoumum o>wuawuomoo onu HoHHmumm
Ao>wuoonno some HomV maaowuuso MHMMMMN.H:O% ow ucouxo owns 0H

"maoHumosw omega mo some cu voonmou ommoam mo>wuoonno some you
acoucoo Enfisofiuuso ofinfimmon monwuommv ouwmaco«umo:v oSu mo owma vaooom one

A.H|NuMu¢um ”hopes: oco oaoufiov NAmooH=Omou

Hmomwm cam mmmum mummmmoo: onu o>mn so» mafiasamwv manuam
www.mw_o>wuoonno come no woman so» vaso3 oocmuuoaaw mo omuwov
um:3.Nmflmmmw .ooawuuonE« mo oouwov aqueous onu mo mmoavumwom

 

APPENDIX F

A.Huuumu¢un "Humans moo oHouaov ~o>auoonno Sumo no woman
Naucomoum 50% ow oocmuuoaag mo mouwov um£3 .aowusuaumcw uso> cH

"mo>wuuonno «nu mo gone now mcowumosv omonu mo some ou vacancy
ommoaa mo>wuoonno some moawauso ouwmc:o«umoau vosomuum may we ammo umuwm any

.mvnum owsu
wow vocwwmo coon o>m£ oo>wuoonno some unwwo “mo>wuoonno Homemauzaamwucmuom
Hmuo>ow cumsou wouoouwv on coo moonHoo zuwnsaaoo owansm cw mamuwoua mmocfimsm

Egan mmmZHmDm mumqhoo VHHZBSU UHAmDm mo
HZMHZOQ ZDADUHMMDU nz< mm>HHUMHmo mmH OZHZMMQZOU
mA<HUHmmo MUNAAOU NHHZDZZUU mo monZHmo

meme .uonao>oz
amwfisowz .wofimomg ummm
mufimum>woa oumum cowanowz

u
I

{I‘ll
-4.

4‘4111
.t. ‘

I

A

.I‘l

.l‘tl

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ucouuomEH unmunomEH ucmuuomaH ucmuuogaH unmuuomBH unnuuonEH .om: Hm:OHumoo> pow cos» nonumu

uoz umssoeom zuo> uoz umszoaom %um> mumououaH H¢ZOHH<UO>< HHosu mom momunoo

HmHoomm no monommoanuaomoum oxmu ou
H N m o m H N m o m nHmovH>chH How huHcsuuommo onu ouH>oum 0H .m

ucmuuomaH uomuuomaH ucmuuomEH unnuuomaH uamuuomaH unmuuomaH .wchHmuu HmooHummsooo scum unoomn

uoz ummemeomr Num> Hmzx amasmamm» Num> ou NHHZbemommo we» m>mn uos ow .easouwxomp

H N m c m H N m o m mumsvowmaH mo omsmoon .053 moomuom mom
mHsoHuuoo no momusoo HmHomam me>oum OH .N

usmuuomEH unmuuomaH ucmunomaH uamuuomaH unmuuomEH unnunomEH .vaHm HmaOHummnooo

uoz umssoEom muo> uoz um£3Eom muo> Boa m house on umvuo nH wszH<MHmm o>ma

n

H N m o m H N m d m wane 0:3 mcomuom How mauwaoH onhum> mo
mHooHuuoo no mmmusoo HmHoomm mvH>oun OH .0

udmuuomBH uamuuoaeH ucmuuomEH uamuuomaH ucmuuomeH uamunomaH .vHon HchHummoooo usommum “Heap :H

uoz um£3oaom muo> Mmz, amazoaom muo> unmamucm>vm Mow wchHmuu HmHzmzmHmmDm woo:

H N m o m H N m o m 053 use wo%0Han %Huaomoum one 053 moOmuoa
pom womanoo HmHomam Ho umszou ovH>oua OH .m

uomuuanH unmuuoaaH ucmupoaaH udmuuomaH uomuuomaH uamuuomEH .GOHuHmom :Ho>oHumuudm:

uoz um£3oEom >uo> uoz udfiSoEom huo> so now wcHaHmHu H<Hzmzm0Hm>mn wood 053

H N m o m H N m o m won mmumswmuw o>ms no HOOSOm umoH o>ms 053
mucownum mom MHaoHuuoo umomroao owH>oum 0H .q

unmuuoaaH ucmuuomeH ucmuuomEH unmuuomfiH ucmuuoaaH uamuuomEH .coHumuuchHEwm HmHumuouoom .wchmoooun

uoz umssoEom >H¢> uoz umssoaom hum> mumv .onucsooom ..o.H MH¢UHszMH mm

H N .m o m H N m o m wochov umon mum sown3 maOHuHmom xoom 0&3
muaovsum How mHsoHuuso umoNaoSu ooH>oua OH .m

ucmuuomaH uamuuanH uamuuomEH womuuogEH uamuuomaH uaouuomaH .Emuwoum onu mo COHuoneoo coma

ooz‘ ummBmEom muo> MmZLJ, umm3oaom‘ huo> mHo>oH unmaowmamaIvHE no huomH>uomsm ozu

H N m e m H N m e m um maoeuamoa gaonmmmmomm-qum xmmm on:
muaownum pom mHsoHuuno umoNno3u ovH>oua 0H .N

ucmuuomawli.ucmuuome um uanH ucmuuoaaH momuuomeH ucmuuomEH .mmochsn mo oHon 080m aH oouwmv

uoz amazoEOm Mwo> uwz , umLJmaom huo> mucousmHmoomn oau ouonaoo ou oonHoo

H N m o m H N m o m uoHaom m on awhmzmma ou :on 0:3 mucovaum
you abHooHuuso Hmowrosu m ovH>oun OH .H

 

 

 

Anonaso moo Mflmmwmv
NammOHSOmmu %ummmmoma m5u o>m£ Dom
wcH85mmmV manuaw osu mfl m>HuomH£o
50mm do momHa so» vHsoz mocmuHOQEH
mo mwuwwo UMSS Nflflflflflfl .moamuuanH
mo mwuwwfi uflmmMMQ map No mmmHUHmme

 

 

 

Anonabc moo oHUHHov

eummfi onu

um woumum mo>wuoomno onu mo some do
mUMHQ Nflmmmmmmm.do% 0v mocwuhomfifi
Ho wmhwmv UdflB .fiOHuDUHUmfiH H50% d4

 

mm>HHUMHmO

 

 

 

A.’

C

\I“i

HHA so...

i.\.\ AN V 5%! o

,I

s<‘~n~.~. u~ ---lv \

J

143

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

vmeoon HH< u< mHomOHu omuommo HH¢ u< hHomOHo .wchooxnvuooou Homemuon
so: uoz umnsoeom huo> uoz uoz amazoaom muo> .moHaocooo Hoaomcoo .mucoaumo>aH ..o.H
”NuHosaBoo can ou ummuoucH mo monou

o H m m o H N m m do women moaunoo HmHoomm nH¢ZOHH¢UO><
covHomw HH< u< mHomOHo qmoaommo HH< ad mHomOHu .mmochan mo vHon HocOHummaooo no cH
tom uoz uo£3oaom Nuo> uoz uoz unsaoeom mum> hvsum umuMH pom SOHumvaaom m mmsa.ouo
.maOHumHou amass .COHuHmoaaoo .wavaou

o H m m o H N m m uadOHumoooo Hmumcow onmm NwHHZDHMOmmo_
movHomo HH< u< mHomOHo vmummmo HH< u< hHomOHo .umxuma HonoH HmaOwap
no: uoz umnsmsom zuo> uoz uoz amazoeom muo> no Hmu0H on» mo ammo: wawumeo oMu mm
Illliltlll HHo3 mm omchpumu ms» mo Hm>oH huHHHnm

o H m m o H N m m x was so usage mH ucmuaoo "oszH<mamm
emeHume HH< u< NHmmoHo emummeo HH« u< NHmmoHu .NuumseaH UHmHomau
to: uoz ums3meom mum> uoz uoz umszofiom mnm> m mo momma man go mono Hm50HummUooo
QHMHooau m mo momma man do momma

o H m m o H N m m on vHsonm mongooo HmHoomm ”AdemZMHmmbm
omeoom HH¢ H< hHomOHu wouomwo HH< u< mHouOHu -umououcH mam zuHHHnm m.uaousum may 0»
so: uoz umfi3osom Num> uoz uoz um£3maom hum> mumHumonmmm wHon HmaOHemasooo cm aH
II. wchHmuu HuCOHumasooo o>HmcouaH HGOHu

o H m m o H N m m umonwo Hmumdow HmaHaHz_ NH¢Hzmzm0Hm>mn
vwcHoov HH< u¢ NHmmOHo monommo HH< u< mHomoHu .mmoum
no: uoz umnzoaom %uo> uoz uoz um53maom huo> Hmochoou mSu mo moo aH mousuuaoocoo
NHHumEHuQ uooaHmamH ”coHuMoavo Hmuocww

o H m n o H N m m euHeu-mco on euusom-m=o "Heonmome
vooHomv HH< u< mHomOHo_ omummmo HH¢.u< mHmmOHu .AmHmmnmam wcHumxume Ho unwEmmmomfiv
no: uoz uwssoeom Nuo> uoz uoz amazoeom mum> mmoaHmsn vow amHmmSQSo moaoHom HQNOH
o H m m o H .rl u>m£mnv uoHumosmm Hmumcmw mo mucsoam

N m m Hausa NHsuuaonuaaa "Heonmmmmomm-Hzmm
H5386 HH< ”SN mHomOHo moummmo HH< u< mHomOHo .owuwow mmmaHmsn mumsumuwuowco
gas. umzl, monsoEom huo> uoz Hoz musseaom huo> man mo momma o3u uauHm man ou:UHum:oo
o H m m o H N .m m NHHmauoc noHns .ooHumoaoo Hmuooow

NHHnmaHun .mmmunoo mmosa “NNMmz<MH

Auonsoc_mmm _. muoneoc.mmm.Mflwmme
Nuon one u uamswumuw

onu HmHHmumm ou Ao>Huuofino some Howv
mHnoHHHno musudm ucm3 Dom UH903 ucouxm
um£3 ou .m>Huoonno some HON EDHDoHuHDo
w RmHHo hqucmmwua 30% no: #0 HGCUQGZ

 

 

 

Nmume osu umv ucoucoo anHaoHnuao co uCoE

,Ioucua osu HmHHuumm Au>Huoofino some Homv
wHDoHHHSO dflrzuu H30% 0v mamuxm exfi3 Ou
.uouuo 30% SUH£3 mw>auawnno muonu fiah

 

 

uawkwmhmc mo<m mom Hzmfizoo ZDHDUHMKDU

 

144
APPENDIX G

FOLLOW-UP LETTER TO COMMUNITY COLLEGE EDUCATORS

November 29, 1965

Recently you were mailed a questionnaire which asked your opinion on eight
objectives of public community college business programs.

Since I have not yet received your response, another copy of the question-
naire is enclosed. I hope you will take the few minutes required to check

your response to each of the objectives.

Your cooperation will be appreciated. If you desire, a summary of the
study will be provided you.

Horace Griffitts
ab

Enclosures

145

 

 

AmaoHHSHHumsH «o Noses: ma cocH>Ho momnommoh mo nonescv eunuch mo usoouonnnfi
:oHumOHuHmmmHo use» :Hnuwa momconmou Ho Nonasculm
:oHumoHHHmmaHo some :H mcoHusuHHmcH Ho honesccuz "ccmmoa

 

 

 

 

Nw mom ohm oh up voH ow mm ONH mm mNH NmH Hmuoe
up Nw moH Nb ov ow mu NN mN mm mH NH epoumo;
mm om mu mm N m mm NN mN hm ov me mchHmasHmueso:
hm mm mm ooH h b an mH ON Nm mm mm snonusom
ow mm m» mm NH mH mm ON vN mm on on Hmsuco0|nauoz
mm ov mm mu HH mH be NH NN ooH mH oH snowman
e m z e m z e m z e m 2

:onmm

Hooch owns: echoa HHmEm

 

:oHpaoHHHmmmHo oNHm

 

AoNHm cam :onou may
mBZNQHmmmmnnmmmzommmm ho >m<zzbm

m NHszmm<

146

 

 

AmsoHPSHHumsH mo genes: an cocH>Ho momsoamou mo nonascv eunuch mo poochonlufl
:oHumoHuHmmoHo page :HsuHa mom:0Qmou mo Nonessunm
GOHpmoHHHmmaHo some cH msoHpsuHumcH no nonazaanz "ocmwoq

 

 

 

 

NN mwN mNN NN oN voH NN mm oNH wN mHH NmH Hauoa
mm ON moH mm mm om we mH mN NN NH NH esopmos
mN mm mN ooH N m NN mH mN om Nm we meHaHmnnHauesos
mN av mm ooH N N mm NH oN mm mN on esoeszom
mm mm mN mN mH mH Nm HN vN mm NN om Hassemonepuoz
mN Ne mm Nm NH nH NN NH NN mN NH mH esosmam
N m z e e z a m z N m z

:onom

Hasoa omen; esHemz HHaEm

:oHNaoHNHmmaHo mNHm

 

 

AoNHm cam :onoN Nov

szmH<=U fizmxfimdmmn mmWZHmDmllmmmzommmm mo >m<ESDm

H NHDzmmm<

147

ANxz he cocH>Hc xv succumbs Ho pcoouomuufi
coHpoonHmmmHo was» :HnuHB momsoammu Ho honsscunm
HoonHoo some Scum mmmcoamou oHnHmmoa oauv 03» ha coHHQHaHsa mcoHNSHHumGH «o honassnuNxz "snowed

 

 

 

 

mN mam NmN vN mmH moN mN mmH ovN «m emN eon Hapoe
NN NmH NHN we Nw ONH NN Hv mm Hm mN mm esmumma
Nm «NH omH mm m m mN Hv Nn em NN Nm maHaHn-cHauesos
mm voH mNH ooH vH vH ow Nm ow Hm mm NN cuonusom
mm HNH mmH VN wN mm mm Hv we mm No NN Hausamo'epuoz
Hm we moH ow em on NN «N «v Nw mN Nm snowman
N m Nxz N m Nxz N e Nxz N m mxz
Hasoe swung asHuo: HHaam

:oHaaoHNHmmaHo muHm

 

HoNHm one conou may

zmzmH<=U 82m29m<mmn mmMZHmDm 92¢ mhzmQHmmmmllmmmzommmm ho Vm<22Dm

H xHszmm<

APPENDIX K

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2160I86RIFFITTS, H.F. IT TVTW Ti FIT-{T.IAN'TSTLTUKCFTTITSTw— I 77777
ISN SOURCE STATEMENT
0 $IBFTC
I T "DIMENSION TX (7600 {327 TS I 327I7T97NT7T32I ;S?‘-'{I32I IoTI32I iSDI 3ZT E4”
2 99 FORMAIII3)
3 F 98 It FORMAT (i-32F2.0)— ___ IT ____. — V —_ -.__, _ _ _W— __________,_ A
4 6 READ 95
M“ 5 _,..,._-. '“R‘EAD ..... (Pg.99I N
7 READ (5998) (IXIIvJIyJ3193ZI9I319N)
20 7 7 TTTTTUUHI TJ=IIT32HTT PM -.. _ U_-__ _._. M I _ I T _ U -.- T—méi
21 SMIJ)=0.0
22 T ETHNIIJI=OT H A Tiff i—Tiiiiii _ T TT—T‘ T
23 DO I I=IvN
I in TN” '24 ..___ _-_qu-FTX (‘m'T-T‘STO'r‘BY. I '37
25 37 IFIXIIvJI‘OoOI 3811938
7 '2677T38 TCCNTINUE— T W—M:_Tw——TTTWHJUW TTTTTTTTTV' __—_-
27 SMIJI=SMIJT+XII9JI
30 - «NITTJI=NIIJI*II “777777774777 7 TNT—777T 77 WTTiiiT" _ _——HT
31 I CONTINUE
--.. 34y — m—m—T’UU—Y "IF-FIT}?
35 B: NII I I
36 2 "SM’fI)=SM'(I)/t5 _ T TT - —_ b T ____———T
‘90 DO 3 I=Io32
’91 T —_B=NIIITT-“‘ _ ____ TTJ ____-_____-_ TA T T — —— — —— —_—_ _
‘92 SUI I )‘30-0
“ _1'-_-“ 713*“ CUT—TBUUTTIO 7:17.51“..-
‘94 IFIXIJ.I)‘6.0) 358,47385
45W 388__TWIF— IXIJ_;IT:0—.0) ‘38994T389 . HIT—T“ “Ii—TTTW'M- ”WT—W HT”
‘96 389 CONTINUE
T 47“" ”Mn—SDI] I=SDT I IrI‘XIJp‘T )‘SNTUII “Vi-*2} —“M_— — TF— _ _
50 4 CONTINUE
-.." __,--_.. 52T3MTH—TSUT'I T=SDTI T IE
54 CO 5 [2193292
_ 55‘ 7 AMBI=NIIITTT w TIT, ,#___# WT, ”7T7 WA‘T —_—““—_‘—_— TJ—T—
56 IFIBI.LE.30.) 81:61’1.
T bl ' _ TBZ:NITI+ITT .1______ H IT”? 7 ET 7777“ IT A A i TTTTT T
62 SIII=N"NI(II
______ 7 63 I, A-._.....S TTTIEI—TEN‘NI II4’IT
64 IFIBZ.LE.30.) 82:82‘1.
67 ATB=TI BLESDIIWBFSDIHD)*('61'¥'82)/(l’81¥52:’2‘.)*’*’Bli'82)‘ _ 7'
70 TII+II=0.0
771* 5 A “TI I): I SMI I FSM ITI+ITI IS'QRTI BI)? TTT I ________.___._ ”if EHT— _ TITVWW ”T
73 WRITE (6'96)
.719“ I T-HTTTURTTEMI6995T
75 WRITE (6997) (NIIIIoSMIIIvSUIII9TIII,I=’-193ZI
1024 — ”WRITE (699747ITISI ITTI3'19321T it _ i U" _ THU—T _ H—_ T —~T Th—
107 9‘9 FURNATI IHUv32I4)
110 95,—HWWTFURMAITIIX47H ”T“ _—_ ._~.__.__ _— _" —~ _‘ "I ____ ..._ '— — — ————— — —
III 96 FURNATI IHI)
T ”I IZWWWWMMTCU; T5“ 6
113 97 FURNATIIH 9I413E20.8I
so, a- .117, , _ENU“ _ _. ____ m- ,_7_ __ "New; _ _,.._ N, I _ __ _ 1 IE _ _l_

 

149

 

mumfiwoflonommm you moaumfipapm .mmmm .4 saflaaas

"oohsom

.vuo .g .Ammma .coumcaa uuu unanoafim .pHom
A.mam>oa omwna mo haw «a pqwofimfiawfim

"xuow Buzv

 

 

 

 

 

*

poann=mzzv .wm.~uuflo. .mm.munmo. .mm.Hu-mo. “mafiaoaaow map so comma ma monaoHMHnmfim mo Hm>mq*
mz hm. mauv. Ham.v mvfi «Hausa
muun. won.v ova “gunman anopmm; Haves
mz Hm. mmwm. >o>.v mud manuSh 6
vmmm. Hmm.v mmfl pammmum muflmfimuzflmpasos Haves
mz mu. vmom. uuu.v med ouspsm
whom. mau.v moH “comoum :nmapsom Hapoe
mz mm. mean. mmn.v mmH waspsm
ammo. hum.v mud uammoum Hmupzwounuuoz Hapoe
mz nn.H mama. mmv.v «m museum
oouo.H mom.v vm “ammoum upmumam Hayes
mz mm.H moflv. umm.v Ham cuspsm
mmmv. mmm.v Ham pammonm Hamsm Hayes
mz mo.H ¢mmn. o~m.¢ mma muspsm
wvmm. van.v an pammoam guano: Hmpoe
mz mm. vmmv. mum.v and magnum
undo. mmn.v «ma uaomoum own“; Hmpoe
mz om.H mean. mmm.v vmm ousgsm
mvHF. mmv.v vwm pcmmmum .mnm .ummn .msm Haves
mz wv. moflv. mom.v won waspsm
amen. mum.v «on Hammonm muamcfimmum Hmuoe
mz Hm.a momv. mmo.v mam eunuch
ovam. wmm.v wwm ucommhm mpcwuconmmm Hauoe nmmmdmhe
Hw>wq whoomxm. mocmfihm> cam: .02 wEHB cofiumOHmHmmaHU m>auoonno

 

HOZ<BmOQEH mmDBDm OB BZMmMflQ 20 mmwzommmm m0 ZOmHm<mEOOII<H<Q ho mHmWA<z<

A xHszmm<

150

 

.vuo .q .Amoma .uoumafla can pumaocfim .ufiom "xnow amzv mpmflmofioaozmm now mofipmfiumpm
.mmam .A Emfiaafiz "monsom A.maw>ma mmmnu no mam um unavamfiawflm poallzmz:v .Eocomnm mo mmopwmc
mufiqfimcfi anus mm.NIIHo. .mm.mulmo. .mm.Hulmo. "mafiaoHHow ma» no cmmmn ma oOGNOfimfizmfim yo Hm>oq*

 

 

 

 

 

Ho. mm.v hmav. voo.v mvH wnsazh

Nbvo.H HvH.v mva unommhm aumummz Hmuoe
Ho. mm.m vamm. mmN.v mNH manpsm

mme.H aco.m mmH pcmmmum mcflmamacfimpcsoz fiance
Ho. mo.v Hmov. omm.v moa mucunm

mmmm.~ m~H.v moH uqmmmum :uwnusom Haves
Ho. mw.m mmam. wam.v mma wuzpsm

mmnH.H Hmm.m mNH pqmmmum Hanucmonnpuoz Hmuoe
Ho. mw.m mamm. mom.v vw manusm

mmom.a omo.v vw ucomoum nhmumwm Hapoe
Ho. mo.w wwmm. vmv.v Hmm mungsm

mumm.a >m>.m Ham ucwmmum Hawam HmuOH
Ho. mm.m mvmm. Nmm.v mma mususm .

NH¢N.H mma.v mma acmmonm Esauws Hmpoe
Ho. mm.m mwum. mmn.v «ma ennusm

NNmH.H wma.v mmH pammwnm mwaaq Haves
Ho. mm.m comm. mmv.v vmm manpsh

muvm.a >m~.m wmm pcmmmam .mvm .uamn .mzm Hopes
Ho. mo.» mmmm. bwm.v vom mususm

mmmH.H w>H.¢ «om paomoum macmuwmmam Hmuoe
Ho. wn.oH moon. mmm.v wmm wpspsh

mmmm.H vum.m wwm ucmmoum maqovaOQmom Havoe HmcofimmmHOHQstmm

*Hm>oq macaw.“ moamwum> cam: .02 mafia :oHmefimHmmmHo m>fiuoonno

 

moz<9m0mEH mmDBDm OB Ezmmmmm ZO mmmzommmm ho ZOmHm<mEQOII<B<Q ho mHmWA<Z<

AUmSGfiHGOOV A NHszmm<

151

.mhmm .4 smHHHHs

who .a .Amomfi
"moasom

.aoum=H; van uumnmcflm .uHom
A.mao>ma mmoau no %:a pa pcmofimwawfim uocll:mz:v

 

"xuow Bmzv mumawoflonommm you moapmfiuaam

.Eocmmum no mwmhwou

 

 

 

 

 

*

 

mpficfiucfi spas wn.muuflo. .mm.mun~o. .mm.auumo. ”wcflaoaaom map so ummmn mfi moqmofimflqwfim no Hm>m44
Ho. oo.v mvmm. mmu.v mvfl mususm
vamp. mmv.v mvd pcmmmum numpmma Hauoe
Ho. vm.n vmom. Hmn.w «NH ounasm
HVOM.H wwm.m ”NH Hfiwmmhnm mcfimdmlflfimufifloz HawOF
Ho. v>.v mmmm. mun.v mod musupm
vhmo.H mua.v mod acomoum cumnusom Hauoe
Ho. oH.u ufimm. mmu.¢ mma mususm
vhum.a mmw.m mud uaommum HmuacoonAQuoz Haves
Ho. mv.m mmflm. mum.v mm museum
vvmm.a mvo.v mm pammoum :uopmmm Hayes
Ho. mh.m mwflm. mom.v Ham wasppm
uumm.a §mm.m Ham pcmmmum Haaam Hmpoe
Ho. mm.m ovmm. mmn.v va magnum
pva.H vmm.v «ma pammopm agave: Hayes
Ho. mm.m mmvm. mvn.v «ma ousupm
womm. Hov.v «ma pcomoum omumq dupes
Ho. we.» bfiov. pvm.v mmm waspsm
mHvN.H mvo.v mmm pcmmmum .mcm .uawa .msm fiance
Ho. vo.m mmmm. mvb.« won waspsm
mmmm.~ Hmfl.v «on ucmmmum muaonfimmum Hmuoe
Ho. HH.HH bmmm. umo.v umm museum
momm.fi noH.v pan pcwmmum mpamucoamom Hayes Haofiaaome
Hm>mq whoom M. mocmfiua> cam: .02 mafia newumofiwwmmaao m>auownno

 

moz<HmOQEH mmDBDm 09 92mmme 20 mmmzommmm ho ZOmHm¢m200II<E<Q ho mHm>A<z<

AUGSCHHEOOV A xHszmm<

152

.mmmm .4 amfiflfifiz

.vuo .a .AmomH .coumnflz uuu “magmafim .pao:
"mousom

 

A.mHm>mH ommnp «0 haw an unmoamfiamfim nonun:mz:v

"xuow Bozv mpmfiononohmm how mOfipmemum

.Eocmmuw Ho mmmuwmc

 

 

 

 

 

mafiafiwafi an“; mm.mnnao. .mm.m--~o. .mm.~uumo. "mcflaoaaom map no woman ma ooaafiwflcmflm mo Hm>mq*
Ho. mo.m mmob. ovo.v mvH waspsm
mHVN.H mmv.m mva unmmmum apopmmz Hayes
Ho. mo.m vmho.a mvm.m ”NH museum
mmHm.H vHH.m «NH pcomoum mcHaHmnafiauasos Hayes
Ho. am.m mmum.a mmn.m HoH muzusm
anm.H mno.m Hod pqmmmum agonusom Haves
Ho. «H.h pvma.fl mmm.m mad museum
pamn.~ «mm.u wmfl “commum Hauuamounpuoz Hauoe
Ho. m~.o mom».a vmm.m vw museum
omom.~ mm>.~ vm geomoum auopmmm Hmuoa
Ho. no.5 vuwm.fi Hau.m awn museum
ovflm.fl vom.u mvu pcmmoum Haaam Hauoa
Ho. om.m um»m.~ mmu.m mma magnum
mHm5.H umm.m mmfl «commum esflums Hapoe
Ho. mv.n uv~m.~ ump.m and waspsm
mmmm.H omo.m HnH “gououm magma Hauoe
Ho. mm.u mmom.H ovm.m mmm museum
mmmm.H ham.“ mmm pammoum .mum .uamn .msm Hayes
Ho. om.m mmmH.H 5mm.m mom waspsm
mo~w.~ omo.m mom gammmnm muamnfimmum Hayes
Ho. pm.HH mmmm.~ mm>.m own ouspzm
umvu.fl omm.m nmn ucmmoum mpaooaoamom Hauoe Hmuamsaoflm>ma
*Hw>ma whoom H. mocaauu> cam: .02 mafia acauaOHHHmmmHo 0>Huownno

\'
III

moz<fim0m2H WMDHDK OB FZMmMfiQ zo mmmzommmm m0 ZOmHm<mEOOII<H<Q m0 mHmWA<z<

Acmscfiaaoov A xHazmmm<

153

 

.vuw .a .Ammma .aopmcfiz uuu phanmcfim .uflom ”xuow amzv mpmfimofloaommm you moflumfiuagm
.mmmm .4 Smaaafia "mousom A.mao>ma mmmna no man an uGQOfimacme uo:II:mz:v .aovooum no mmmuwmu
wuwcumcfi nuaB mm.NIIHo. .mm.mllmo. .mm.allmo. "mcaaoHHom map no cmmun ma mocmoamflcwfim mo ao>mq*

 

 

 

 

 

Ho. Nm.v hmmw. Hma.v mva cuspsm

mmmN.H mmm.m ova pammwhm . chogmoz HapOB
Ho. mm.h Hmmm. mwh.m HNH ouzpsm

vwwm.H >N>.N ama pammoum mcamamlnaaunsoz fiance
Ho. Ho.o mmhm. bNH.v NOH chausm

hmom.a nvm.m NoH ucommum ahmnuzom Hmpoe
Ho. mm.m memo. mum.v baa mhzuSh

wmwm.H omm.m baa ucmmmhm Hmhuzwolnpuoz fiance
Ho. Nu.v mmum.a ooo.v mm wasush

lom.N oma.m mm pammmum :uoummm Hmuoe
Ho. m~.m Nmmm. vmo.v mvm manusm

mnmv.H HwH.m mvu pammmum Hamsm HmHOB
do. m>.m Hump. bam.v vma okaysm

amwm.a hmv.m «ma usmmmum Enfiooz Hauos
Ho. mh.v kuw. mom.v and manusm

mflmm.d omn.m HmH unmmmnm omuaq Hmpoe
Ho. mm.m vomm. mmo.v me muSasm

mmvv.H mom.m awn ucmmwum .mcm .pqmn .msm fiance
Ho. mm.h vmmb. mmm.v mom okaysm

hamw.a mmm.m mcm ucwmmum muamvfimmam Haves
Ho. mo.NH mwmm. mv~.v vmm «pagan

Hmmm.H mnm.m vmm ucmmmum mucmocoamwm Haves Haucmamaaasm

*Hw>mq whoom m. mocafiua> cam: .02 mefls acauaofiwammaao m>auomnno

 

m0z<9m0msm mmDBDm OB HZHmMMQ zo mmmzommmm ho ZOmHM¢mSOUII<E<Q ho mHm>A<z<

AcmzcaucooV A xH92mmm<

154

.vpm .n .Amoaa .soumnfis can phanmcfim .pflom

 

“xuow smzv mumfiononommm you mofipmwpmpm

 

 

 

 

 

.mmam .A Eafiaans “mouaom n.mam>ma mmmaH no man an unmoauficwfim poaul:mz:v .Eonownw mo mmmhwoc
muficfiuafi spas mn.muuflo. .mm.mnu~o. .mmauumo. "mafiaoflaom on» no woman a. mocaofiwficmfim no Hm>wq*
Ho. ma.m vwbm. mma.v mvfl mgsusm
mflwn.a mom.m mwa “nomoum :umpmma dupes
Ho. mm.> Hmom. mwu.m HNH ouspsm
vmmm.a pmh.m HNH pammmum mcfimflmuafiaucaoz Haves
Ho. mm.m oumn.fl nm>.m wm unsusm
ommm.a mom.m mm “nomoum :umapzom Haves
Ho. om.m omno.H oum.m mad ousuzm
mmow.a muo.m and paommum Hmuuamounuuoz dupes
Ho. mm.m mvmm.~ mHm.m vm mususm
wvmn.a mm~.m «w pummopm snowman dupes
Ho. mm.HH mmmH.H omp.m mwm manusm
mvun.a cum.m own pnmmmum Hamsm Hupos
Ho. ¢m.m ammo.a mflo.v mmH magnum
waw.H mmw.m mma ucmmoum suave: Hmpoe
Ho. no.w vnmv.a Hmw.m Hmfi oususm
mvwm.fl uvm.m and pammmum mmumq Haves
Ho. an.HH mmom.H mmo.m mum ouspsm
wmom.a Han.u mum pcommum .mom .uama .mzm Hopes
Ho. Hm.oH mmno.fl mmo.v Hon waspsm
mmmm.H omm.m Hon pqomoum mpcwcfimmum Hayes
Ho. Hm.mH mmmm.~ mmm.m mum vacuum
mamn.a mmb.u who pzommum muamunonmwm Haves wcficfimupmm
*Ho>mq whoom m. mocwfium> cam: .oz mafia cofipmowmfimmmao m>auomnno

 

mOZ<HMOQEH wMDBDm OB Bzmmmmm zo mMmzommmm ho ZOmHm<mSOOII<H<Q ho meVA<Z<

Auosaaunoov A anzmmm<

155

 

”xuow Bmzv mumfiononczmm how mowpmfipmum
.Eovmmum mo mmouwmv

.vpm .q .AmmmH .aopmcfis can phanmqfim .uHom
.mmm: .q amaaaas "mousom A.mam>ma ommnu no man pa pcmofiaficwam uoall:mz:v

 

 

 

 

 

mafiafimafi nu“; mm.munao. .mm.munmo. .om.Huumo. "mcaaoaflow on“ no umman m“ oocaofimflawflm mo Hm>oq*
Ho. mm.m ammv.H mmm.m wvH mnsusm
mmmm.a wmm.m wva unmmmnm cumpmwa Hmuoe
Ho. vm.m wvmw.H muv.m HNH museum
«mmv.H umm.m HNH «somoum mafiaamunaapcsoz Hayes
Ho. mm.m umHm.H mnv.m HoH cuspsm
mnom.a oov.~ HoH pzommum cuonpsom Haves
Ho. mm.m comm.H vmv.m mad cuspsm
omum.fl vom.m mad uaommum Haupcmounpnoz Hmuoe
Ho. nn.m «Hmm.H mum.m mm waspsm
wmuo.a >ow.~ mw «commpm :uoumam Hayes
Ho. mm.m wouv.a mnv.m mvm oususm
nHo0.H mnm.m wvm pcommum Hamsm Hapoe
Ho. mm.u mppm.d mmv.m omH cuspsm
mmvo.~ mmv.n omH pcmmoum suave: Hmpoe
Ho. uo.m ovum.a mpm.m omH unsung
ovnn.~ owm.m omH gammmum omuaq Hmpoe
Ho. >v.m bmvm.fl mom.m mum mgspsm
ommm.H uHm.m mum usomoum .mum .uaoa .msm Hmuoe
Ho. om.m muvn.a mmm.m com mucusm
ovwm.a mpn.m com unmmoum mucmuflmoum Hapoe
Ho. NH.mH omflm.a mmw.m mum museum
ommm.H omw.m mun uqomoum mpcmucoammm Haves muflasugoaao
*H0>0.H OHOOm m. OOcNHHm> Gave: .02 QEHB GOHHQUHHHmmeO 6>Huomfl90

 

 

moz<HmOQEH mmDBDh 09 92mmme 20 mmmzommmm m0 ZOmHm<QEOOII<B<Q m0 mHm>A<z<

Acmscwucoov A xmnzmmm<

156

.mmmm

.vum .n .AmomA .aopmnAz can pumnoaAm .qum

.A EmeHHS

”mousom

 

A.mHo>oH omwnu mo Ada um psaOHHHGMAm poaln:mz:v

"xuow amzv mpmfimvonozmm how moapmfipmum

.Eovoouw mo mmOAwmv

 

 

 

 

 

muAaAch npAa an.msqu. .mm.~uumo. .mm.Annmo. "wnAaoAAom mg» no umman m“ mogmofiwAawAm no Ao>mA*
Ao. mm.m «mmA.A ANA.m va magnum
wmmA.A wmu.m va paommum :awumms Aauoe
Ao. mm.v vAnA.A uvA.m ANA magnum
hmmA.A mmn.~ ANA pammoum mafiaAmuaAapqsoz Annoy
Ao. mh.m ommv.A mmm.m moA unsupm
mmmm.A umu.w moA pammmpm aumapsom Amgoe
Ao. ~o.m hmAN.A mm~.m ”NA muapsm
hmvm.A Ann.m FNA uaommum Amnuamousunoz Ampoe
Ao. Av.m omum.A vb~.m «m onsusm
onw.A Aun.m vw pammmum anoummm Annoy
Ao. wn.m ommA.A cam.m mwm musuzm
nuum.A moo.m mvm pcmmoum AAmsm Aapoe
Ao. mm.v ammA.A mvm.m wmA waspsm
momm.A wvm.m va acmmmum szfiumz Amuoe
Ao. mm.m mmum.A 5mm.m «DA eunuch
vva.H vnv.m and paomoum mmumA Haves
Ao. mm.m mumm.A va.m Awm muspsm
Ammm.A mnm.m Amm pcmmmum .mum .pama .msm Aagoe
Ao. mm.m momm.A vom.m mom mucusm
wAmm.A oAn.m mom Hammoum mucoufimmum Ampoe
Ao. vm.m mmmN.A mum.m vmm ohspsm
AAmm.A pvm.m vmm pcommum mpcmcconmom Aapoa AaaoAumoo><
*Hm>oA whoom.m moqmwum> cam: .02 wEHB QOAHQOAHHmmaHO o>Huotho

 

moz<HmOAEH mmbfibh OB BZHmem zo mmmzommmm m0 ZOmHm<NSOOII<H<G ho mHm>A<z<

AvoscAucooV A xnazmmm<

157

.mmum .A saAAAA;

.vuo .a .AmomA .copchs can pumnmafim .pAom
A.mam>oa omonp mo haw pa pcwoamwamam uocll:mz:v

"mouzom

 

“xuow 302v mumfiononommm Mom mowumfiumum

.Eovmmuw mo mmmnwmv

 

 

 

 

 

 

 

 

 

 

 

mpAcAHcA nufia mm.mn-Ao. .mm.mnumo. .mm.Auuno. "wnAaoAAou mg» no woman mA ooaaoAHAcmAm Ho Ao>oA*
Ao. vm.m vomm. mno.v Awm mummm .uaoo .mzm
«an». wmm.v mom mucouflmoum muspsm
Ao. mm.m wmvv.A mcm.m Amm mcaom .aamo .msm
bamw.a nmm.m mom mpchHmohm unmmmum kucmsmaaasm
Ac. hm.m mwom.A umm.m mmm acme: .uaoo .msm
ommA.A umm.m mom mucocAmmum manpam
no. aA.N mmmm.A umm.m mmm mumm: .uaon .msm
moAm.A mmo.m mom mucouAmonm unmmmnm AmazosaoAm>oQ
mz vw.A hamv. hvm.v mwm mUmmm .uamo .mam
mnmm. mvu.v vom mucmuAmoum mgspam
mz AN.A «Avm.A avo.v mam muse: .uaon .msm
mmmm.A A¢A.¢ won maaouAmoum unomoum AmoAcnome
Ao. AA.m comm. omv.v vmm mumm: .uamm .msm
mmmm. 5mm.v «on mucouAmonm magnum
Ao. mm.v mnvm.A >m>.m ¢mm muamm .pnma .msm
mmwA.A mnA.v vom mpqchmoum pammoum AaaofimmmwougnAsom
mz mA.A moAm. mmm.v vmm mummm .uaoo .msm
mmAv. mmm.v won mucmuAmmum enough
no. mm.~ vau. mmv.v «mm acmmm .uqoo .msm
amen. mam.v vom mucouAmogm ucmmoum youmqaue
Ho>oA whoom W. moamfihm> cam: .02 nofipflmom mefls 0>Hpomhno

 

mn<mm Bzm29m<mmn mmflZHmDm OB mfizmnHmmmm

m0 mmmzommmm m0 ZOmHm<mEOOII<H<Q m0 mHm>A<z<

E XHszmm<

158

.mmwm

.A ENHHHfiS

"ochaom

.vhm .Q .Amoma .GOHmnws cca panamaam .uHom
A.mHo>mH 0mmnu no man an pcmowmfinwam uocll:mz:v

 

"xuow awzv mumfiononozmm new mofiumapmpm
.Eoumouw Mo momhwmu

 

 

 

 

 

 

 

 

mpAzAmnA mafia mm.~uqu. .mm.muumo. .om.Auumo. "mafiaoAAom onp no woman mA oocmoAmficmAm no Am>oA*
mz pm.A mnmm.A va.m Amm mamom .pnma .msm
momm.A vom.m mom mucouAmoum augusm
mz om.A Ammm.A mum.m Awm mummm .pawa .msm
mAmm.A mAu.m mom mpachmmum pcommnm Aacofipmoo><
mo. mm.m pmwm.A mom.m mum mUmom .pgmn .msm
Ahvm.A mmm.m com mpqqummym eunuch
no. mv.m omnm.A uAm.m mum momma .unwo .msm
mvww.A mbm.m oom mpqoofimonm pammoum upqupuoaqo
Ao. om.v mmom.A mwm.m mum mummm .uamo .msm
mmuo.A mmo.¢ Aom mucouflmoum waspsm
Ao. um.w vmmn.A AAm.m mhm mummm .unmn .msm
mmmw.A omm.m Aom mpcchmwum pcomoum wnficAauuom
*Hm>oA whoom_m wosmwhm> cam: .02 coHuHmom mafia m>Huomnno

 

mn<mm Bzm29m<mmn mmMZHmDm OB mhzmnummmfl

m0 MMmzommmm ho ZOmHm<mEOOII<B<G ho mHm>A<z<

Aumszfluzoov 2 xHazmmm<

.vnm .q .AmmmA .couqus can unanmnAm .qum

 

"xnow 302v mumflmoHonommm Mom mofiumfiumum

 

 

 

 

 

 

 

 

 

.mzw: .A Eaaaauz "mousom A.mao>mfl mmmzu no has an unmeamflawam aocll:mz:v .Eoumoum mo momuwou
mafiafimcfi mafia mm.NIIAo. .mm.NIINo. .mm.~nnmo. "wcflaoAHom mg» no umman ma wocwoamwawfiw mo Ho>oA*
mz um. I bo>N.A mm>.m mwa suave:
mz mo. vumN.H Hmh.m mvm Hausa
vaN.A Nmb.m Ana mmumA manusm
mz mv. mawb.a 5mm.N mwA endow:
mz mm. ovam.a vom.m mvm Haasm
ommm.A omo.m AmA mmuaA pzmmmum AmpsmsaoAm>wa
mz mu. ovmm. mwb.v va Esfiums
mo. mo.m mmAm. Nom.v Amm Hanan
mwvm. mvu.v mmA mmuaA mucusm
mz mv.A bvma.a vmm.v vwa Esfiumz
Ho. vm.vn bumm.a >mm.m Ana AAasm
mama. on.v mnA mwumA unmmmgm Amoficnooe
no. mm.m| mvmm. mmm.v mmA asAcmE
mz Nv. mmmn. vmv.v Ann Haasm
mwhm. omn.v Nma mmumA annusm
mz No. NAvN.A mmH.v mmA suave:
Ao. mm.m muom.a hmo.v Ann Hamam
mmma.a wma.v mma omumA unmmwnm quoflmmmmouauHEom
mz mm. I vwmm. vo.v mma asflumz
mz No.H| moAv. unm.v Ann AAmEm
vwov. mum.v mna owgmA waspsm
mz Am. wvmm. vmm.v mmH Esfiumz
mz Am. I ommv. mmn.¢ Ana Hawam
swam. mmn.v Non omumA paomoum hommamue
*Hm>oA whoom M oocmanm> cams .oz mufim mafia w>Apomnn0

 

 

 

mZOHHDBHBmzH MNHm mmmBO 2H AWZZOmmmm 20mm mmmzommmm EBHB

mZOHBDEHBmzH mcm<d 2H AWZZOmmmm 20mm mmmzommmm ho ZOmHm<mEOOII<E<Q m0 mHm>A<z<

a xHQ2mmm<

160

.mmmm .A amAAAAa

.vnm .q .AmmmA .nopmcfia can unanwcfim .pAom
“GOHDOm

 

uxuow amzv mumfimoHosommm you moaumfiumum
A.mao>mfl mmmnv No man an paaofimfiamHm uocII:mz:v

.socomum Ho muonwmu

 

 

 

 

 

 

 

 

 

muAaAmaA nuAa mm.quAo. .mm.mnu~o. .mm.Auuno. "mnAaoAAoa msu no ummmn mA mocaoAuAawfim Ho Ao>oA*
no. oo.NI Nme.H Nvm.m va Esfivoz
No. mm.NI ommH.H omN.m wvm HHmEm
wwhm.H hwm.N Nod mwhma mHSHDh
Ho. mm.NI mmmm.H www.N ¢QH Edficms
mz 0H.HI humm.a mom.N va Haaam
vavm.a wbv.m «ma omuaq uqmmmhm Hmaoapaoo><
mz no. I mbbm.a mmv.m owH ssficos
mz mu. I thv.H ohv.m wvm HHaEm
owhm.d mnm.m omH mwhma ohnpsm
mz hm. mmvw.fl mmv.N owH Ezwvmz
mz mn.H maom.a mum.N wvm HHaEm
o>u5.A omn.m omA owuaA unmmoum szaspuonno
mz mN.HI ammo.a ®H0.v me ssfivms
mz an. vmmH.H oom.m mvN Hamam
mbmv.a How.m Ana mwuaA wASusm
m2 m5. mvbw.a mmw.m mwa szwumz
Ho. mu.N mvhm.a mum.m mvN Hamfim
mvvm.A >vm.m AmA owumA unwmoum waAaAmuumm
mz NH. I Hunk. bam.¢ va Edwqu
mz mo.H Nmmw. vmo.v mvN HHmEm
vwbw. mom.¢ and mmumA oudusm
mz OO.H Hmmm.H bmv.m va ESHU02
Ho. hm.m mumv.a HmH.m mvN Hamsm
mAmm.A omn.m AmA mwnaA «commam AmpamEoAaasm
*Hm>mA onoom N ooamfium> cam: .02 mNAm mafia m>HpoanO

 

 

mZOHBDBHEmZH NNHm mmmho zH AflZZOmmmm 20mm mmmzommmm 38H?

mZOHFDBHEmZH mwm<A 2H AMZZOmmmm 20mm mmmzommmm m0 ZOmHm<mEOOII<B<Q ho mHm>n<z<

AumsaAucoov z anzmmm<

161

 

.vuo .n .nmmmfl .:0umcH3 cam uumnmcam .paom uxhow Bozv mumfiwvonommm you
moaummumpm .mzmm .A amHHAAB "mousom A.mam>ma man an ucmoamflcmfim pocllzmz:v .Eovmmaw mo mwmuwoc
mumcamqm an“; mm.NIIHo. .mm.NIINo. .mm.AIIno. "wcHBOHHom asp :0 cmmmn ma mocaofimficwflm no Hm>mA*

 

 

 

 

 

 

Ac. aa.m mAma. amm.v mmA mnfimAmqumacsos
az aa. I Amov. oaa.m moA cumaasoa
mz am.A- amAm. ama.m . mmA AmmucoOIAAmoz
mz mo. mAma. ama.m mm :umaamm
mmAv. moa.m mmA aumaama eunuch
Ao. mo.v aamm.A moa.m mmA chaAmucmmacsos
mz AA. ammm.A amA.v aoA smmaasom
mz mm. amaA.A Aam.m mmA Ammacmonapmoz
mz aa. aaam.A oao.v ma snowman
mmmo.A AVA.¢ mmA smegma; anommmm AacofimmomonmuAemm
mz om.Au amam. mom.v mmA mamaAmucmmacsoz
ao. mo.mu mmom. mam.m aoA amenasoa
mz ma. moAa. maa.v mmA Ammaamounpuoz
mz mm.A mama. mmm.v mm :uoammm
mmhv. HHh.v mva chmpmos mASusm
mz ma. vmmm. Amv.v mmA mcfimAmuamapasos
mz mm.Au amam. aAm.v moA gymnasom
az mm. I mama. mma.m mmA Ammacmouapmoz
Ao. mo.m- oomo.A mom.m mm ammammm
mama. mam.v mmA auoamms pgmaaum mammaame
*Hm>mA macaw.“ wocafium> cam: .02 cofimom mafia m>fipomhno

 

 

mZOHomm UHmm<m00mU mmmeo ZH AMZZOmmmm SOEh mmmzommmm HEB OF
ZOmem 2mmfimm3 WEB 2H AWZZOmmmm 20mm mmmzommmm HEB ho ZOmHm<mEOOII<B<Q ho mHm>A<z<

O XHQZWQQ<

162

.mmmm .A EGAAAma
oaAammca mama aa.m-qu. .ma.mnumo. .am.Anuao.

 

.vaa .m .AmamA .aoamaAs can puaamqfim .qum ammo» amzv mammavonommm mom moAummamam
"mousom A.mam>wa ommnu no mam pm pamoammawfim poclI:mz:v .Eoumwum no mmmuwmu
“mamaoflaow mnp no vmmmn ma mommOHmwawflm Ho Am>oA*

 

 

 

 

 

mz om.A ammo.A www.m mNA chmAmucmmuzzoz
mz vm.A mmmm.a mmb.m AoA aumnazom
mz am.A bva.H mwm.m mNA Amupcmonnuuoz
Ao. mv.> mamb.A, vmm.m vw numpmmm
much. ovo.v va cumummz manusm
mo. vv.m aaaa.A vAA.m mNA mammAmIGAmpaaos
no. ov.m Avmm.A mmo.m moA camnpaom
Ho. Am.v bmma.A mam.m wNA Amupcmolnauoz
Ho. am.oA omou.A wm>.A vw :umummm
mAv~.A mmv.m va :uoumwa unmmmum HmucmEQvo>mQ
Ho. Aw.m «mom. Aaa.v mNA mammamncmmpcso:
mz No.A mmam. mm>.¢ moA numnusom
mz mo.A bAmm. m~>.v mNA AmupcmoIApuoz
mo. Ao.m amAa. mmo.v mm :umummm
wvam. mmu.v va cumummz oususm
Am. oa.m Avom.A amm.m mmA mnAaAmuammuasoz
no. Am.m vmmo.a amA.v moA anmnusom
Ao. mv.v vbnm.A mmw.m mmA Aauuumounpuoz
Ao. Aw.m vvma.A mov.v mm numpmmm
«was. aav.v va anmpmma ucmmoum Amomcnooe
*Ao>mA muoom m. mocmfiam> cam: .02 :koom osflh o>Auomnno

 

 

 

 

monUmm OHmm<m00m0 mmmeo ZH AMZZOmmmm 20mm mmmzommmm WEB OB
ZOmem zmmfimmg WEB ZH AWZZOmmmm 50mm mmmzommmm mmh m0 ZOmHm<flEOOII<B¢Q m0 mHm>A<z<

AcmscAacoov o anzmmm<

163

.mmmm

.4 EaHHHHB

”mousom

.vaa .m .AmamA .aopmaAs cam phagocfim .pAom
A.mao>ofl mmonp no man an ucaoammamfim ponlI:mz:v

 

“xuow amzv mummmoHonozmm you mofiumfiuaum

.aouoonm no mmmuwmu

 

 

 

 

 

mpficmmam nafis ma.muqu. .mm.muumo. .am.Auaao. “quaoAAom an» no mamas mm monaoAmmammm no Ao>mA*
Ho. Am.N Awmm. mmh.m AmH mafiaamlcampnaos
Ho. ow.m mnmm.a hm>.m mm :uonpsom
mz wN.H ommo.H mum.m wNH HmnpamoInpuoz
Ho. mm.m mvmm.a. mam.m vw ahwummm
vmmw. mma.v mva qumummz manusm
Ho. ou.m vmwm.a bNh.N Ama mqflmAmIchuazos
Ho. on.v Ammm.H non.N mm dumnusom
Ho. ow.N wmom.H mhw.m mNH HmhuamUInuhoz
Ho. vm.m wmmh.a wmm.m vm auwummm
mAmm.A momwm va cmmamm; aqmmmmm aamafiauamm
mz mN.H Hwbh. mvo.v mud mcfimHmIawmucsos
mz mm. mmhw. >NH.¢ NOH aumnusom
mz mv.AI mowm. mmm.v baa Hmnpcmolnpnoz
mz om.a omhm.a ooo.v mm dumpmmm
bwmo. Awa.¢ mva qumumms manusm
mo. wa.m ammm.A Aom.m mmA mcfimAmnnAmpasos
Ho. mw.m hmom.a mvN.m NOH ahmnusom
mz nm.a wmwm.A mmm.m baa AmhpamOInpuoz
Ho. om.m o~>m.m ONH.m mm cumpmmm
aamm.A aaa.m va smegma; acommmm AaaamsaAmmsm
*Aw>oA whoom.M‘ mocmmum> cam: .02 acmmmm came 0>Auoohno

 

mZOHUmm OHmm<mOOmw mmmho ZH AHZZOmmmm 20mm mmmzommmm mm& 09
ZOHomm Zflflhmmz mmh zH AHZZOmmmm 20mm mMmzommmm mmh ho ZOmHm<m200II<B<Q m0 mHm>A<z<

Avmscfiu:00v

O NHQZMAQ<

164

.mmmm .A amAAAAz

"mousow

.vma .m .AmamA .aoamams can unanchm .aAom
A.mao>ma wmonu no has an pcmoflmmcmAm uoaII:mz:v

 

”xaow Bozv mummononommm you mouumauapm

.socmohm no mmoumoc

 

 

 

 

 

mpAaAmcm ApAa aa.muqu. .mm.mn-mo. .am.Auuao. “aaAaoAAom on» no woman mm ooaaommmammm mo Am>mA*
mz Am. I mAaA.A va.m AmA chmAmucAmpasoz
mz mm.Au ommv.A maa.m moA ammAuzom
az AA.A- mmAm.A mam.a mmA Ammaaoounauoz
mz am. I mama.A vmm.m mm aumamam
NmmA.H ANA.m mva auoumms musuzm
mz oa.A mmmA.A maa.m AmA mqmuAmuaAapaso:
mz am. a mmam.A maa.m aoA gymnasoa
mz ma.A mmmm.A Aaa.m mmA Ammaamunnpmoz
mz aA.A ona.A Ama.m «a auaamam
wNNA.H maa.m mva .1l.:nmumm3 ucmmmum Anaempaoo><
mz ao.A ammm.A maa.m AmA chmAmucmmucsoz
mz mm. mmAa.A amv.m AoA amonasom
mz am.A moma.A mmm.m amA Ammpaoounumoz
Ao. mm.m mAam.A amm.m mm cuoammm
mamv.A ama.m avA auoamas mmsasm
am. mA.m mmmv.A maa.m AmA acAaAmucAaaazoz
Ao. ma.m aaom.A aov.m AoA cmmnpsom
Ao. ma.m aAma.A maa.m amA Aauaamounpnoz
Ao. om.a ammo.A maa.A ma cuoaaam
mama.A maa.m avA :umaaaa anamomm maAasuuommo
*Hw>mA 0h00m.“ accumua> cam: .02 acummm QEaB 0>Huomhno

 

mZOHOmm UHmm<mUOm0 mmmho 2H AMZZOmmmm 20mm mmmzommmm H38 09
onwmm zmmemmg m:& 2H AWZZOmmmm 20mm mmmzommmm mm? mo ZOmHm<m200II<B<d mo mHm>A<z<

Auwzaaucoov O XHszmm<

165

.mv .hv .an .Aomma .mmmmaaoo acmash mo acaumfioomm< amomume<

 

 

 

 

 

 

 

 

 

 

"neuwGAAmmzv mHOpomnan mmmafloo MOHGSh mmma "mouzom .Amwma .quOuoov v:05HHOAGm Hmuoem

.aao .004 "oonsom .muazoo any «0 xmcam oasouoomv

.ufio .ooA noonzom .wmamuomcllzlz .mmmmhoauII:+: unmmfilooma "mpwaanmpm acupmflsnomm

.afio .OOA "mousom .cofiumasaoq mucsoo mama umpmaapmmm
.ammImmm .mm .AaamA .aomaamommoo

onm .m .< "mmaamov hwlwwmfl .oacmE~< mmxme "mousom .kuczoo way you macauasam> Km» vmmmwmm<n
.mmmeHOO GmOAH an U¢HOSGQOO m3¢a>h0udrw
AmmA mam AaA. + oom.vm moA.mm Ammanamv amomumaamaa amommmaaams.
mama vwm bwm. + oom.mma mom.oHH Aqoumsmov maau>m:30Am pmosnpsom maxme
mmmA mam omm.m + maa.mam mam.ama Aumxamv oAuopq< cam mmAAAAam .am
ammA aom mmo. + ooa.aA oam.aA AoaAa>bv oaAa>s mamas unmanaaomI
ammA amm AmA. I maa.mA vaA.mm AacaAamamv momcmm maanam
vmmA aAa aom. + maa.mm mmA.om AuaaaAv mmmam mAmam
mva aAa «Am. + ooa.aA mmm.Av Aonaama oamaamao «AccumI
mva aAm Aam. + moo.aa mom.vu Anamzv oaomaA oaouaA
mamA mam amA. I oam.mm maa.mm AAAAmV amonmAAAm AAAm*
mva Amp mAa. + ooa.vm amm.ma Aaoquaopzmv uammom amAAAAnm gamma.
mmmA mmm avo. I oam.v mam.a AmmAconv coacmuaAo accumuon
ova ama AmA. I maa.mA vaA.mm a AacmAammma comma ooon*
AAmam

vmuczommucosaaoucm Koan .nmum :ofiumasaom :oAuMSHa> Ahpasoov mufio mwmAHoo
v.00m m.nom N H

 

Ammma

.cofiumhwno cw mowmaaoov

mmumAAOO mOHZDh UHAmDm m<xm9 zo <E<Q m>HBmHmOme

m NHQmem<

166

 

.mv .mm .mm .AaamA .momoAAoo quqsa mo :oAaonomm<

 

 

 

 

 

 

 

 

 

cmofiuoe< "acuwcfiammzv mQOpowuHQ mmmaaoo uoHGSH mead "mousom .Amowa .umnOuoov ucosafloncm Hmpoem

.uHo .OOA "mousom .zpcsoo may no Kmuam caaocoomv

.pAo .oOA "mousom .mmmouomnIlzI: .mmmwuoqall:+: mnmeIomma uzpaamnmum acapmasnomm

.ufio .OOA "monaom .coHuaflsaoq mpcaoo moma couaaaummm
.ammImmm .mm .AaamA .aomaamomaoo

oAmm .m .< "mmflawav hmImmmH .omcmEH< mmxme "monsow .mucsoo onu how magpasaa> Km» Ummmomm<H
.mmmeHoo ommnu an cwaozucoo mamfi>hmu:H*
ammA mam.A omm. + ooa.aAA mam.am aAAmma oAmsms mAmaoa
mamA vAA.A mow. + amm.mm Ama.mv AmmAxoomv acaAAm>mA mzAmAm apnea.
ammA maa.m maa.A + moo.am mam.mmA Amouomv mammao mammaQI
ammA mmA.A AAm. + ooa.va maa.mm Aomum>azv acaoAmmoo ouua>az
vamA maa.m oaa.vA + ooa.Aav.A mom.v>o.m Ramayana aaoamam moA
ammA maa.m mam. + oom.vm mom.mmA Aammmcv mmomAAu omomAmx
ammA Ham.A amv. + ooa.Av mmm.oa Anyaaomv mcfimmm mmm macsoo amuse:
ammA moo.A maA. + amm.mm amm.mm Acomuaasmmv mamaam .oo commaaam=I
vmma ono.a «on. + omm.mw www.mv onooov oHHH>mmcmmo hucsoo oxooo*
mmmA mmA.A moA. + maa.mA mvv.aA Acopchammzv aaagmum aaAAm
mmmA amm.m mmm. + oom.amA aAm.va Ammaaomv oAAAuma< oAAAuaE<I
mmmA ava.A amm.m + amm.mm Aaa.Aam a Amfiaomaumv aA>A< uA>A<*
_ saAaaz

. a
amuasom Imwmwum vmwme m.mowm m.mom AnomaasAa> Amaasoov maAo owaAAoo

II
I[

Anmma .noaumumao :H mmwwaaoov

mmUmAAOO mOHZDh UHAmDm m<XM8 ZO <H<Q W>Hbmmmomma

AamscAaaoov m anzmmmm

167

 

.mm .mv.mm .AaamA .momoAAoo moAqam mo compamoomm<

 

 

 

 

 

 

 

 

 

:momums< "acuwcmnmmzv mucuomufla omeHoo quash mama "mouzom .Ammma .uwDOuoov ucwEHthcm Hauoam
.ufio .OOA "oohsom .zuasoo wnu no xouaH oasoaoom
v
.umo "monsom .mmmonoocII:I: .mmaouoaull:+: mommalomma "muaaanmpm scaumasuomm
.ufio .OOA "monsom .coAumH3a09 hunsoo mama Umpmafiummm
.ammImmm .mm .AaamA .comaauomuou
oAmm .m .< "mmaamov mwummmA .omcmEA< mmxme "mousom .mucsoo mnp now acuumsAm> Km» ummmwmm<A
.momoaaoo omwnu an concavcoo m30a>hmu:H*
AamA maa.m oaa.vA .. ooa.Aav.A mam.vmo.m AmAmuamv acmammmm oacmoma cam.
ammA ama.oA amm.m .. amm.mam mam.ama Amaxomv ofizoaa< cam omcoaa< cam.
ammA AAm.m on.m .. amm.mbm omA.mmm Amaomszv ApmAuau mammoo an: Ama*
0wumA
aamA Amm.A moa. + moo.am maa.mm Acoaumazv commas; macsoo :oamaasI
ammA mmv.A omm. + maa.Aa mAm.mm Ammuouom>v «Amouofi> «Amoaom>
ammA mma.m oaa. .+ amm.mm mmo.oAA Anamsav umAma mmAme
mmmA moa.A mam. + maa.ma amm.mm a Ammaomv «gammaxme mamxuaxmBI
A.uaoov Esfivmz
vmvasom I wwwmm «MMWMH mnmwwm «.mom AaowumsHa> omoaaoov zufio mwmaaoo

 

Ammma .coAumhmno cm momeAoOV
mmumAAoo moHZDH UHAmDm m<xme zo <H<a m>HemHmommn

AuoscAacoov m onzmmm<

168

momnmsm amahoz***
zooa>on ca>hms

hmxozfi .U .h*

:AAAmx ammuwumz
uquOpmm odoumm*

moooz .u chanomm

howoumoahm muuom
moosamm .m .n**

ma05A maOA

umeHHAM cannon
mama ozmah<*

uo>onooumo3 ccoao
howoamhmm mooH
upoAHAo m>ocoo*
Amm> oAmc<
Amn< .h .0*
Non ooo*

 

one: .uoon mmoqfimsm

umuumammm Bo: Homo: unoEpuaaon mmocamom uoah0h***
coauaooum AmOAGAUoH can HanoAumoo> no u0uooumo**
o>fipmucomounou ucospumqoa mmoowm=m*

 

 

damn .Eooums .3 .o omoaaoo ouaaomh cam
zcoos .m vacuums ouoHAoo oAa0uo< cam
anon .moqum .0 .< omoHAoo an: Hon
mwhmq
.uh .xOmeouz cos owmaaoo Aofiosh huozoo nounaag
homo .3 .5 owoaaoo mamxumxoe
noxmm cfi>um2 owoAAoo mommam nusom
anowcom xoma omoAHoo ammovo
mauufim Hm>uo owoaaoo hvosn hpozoo coauoonom
uoxumm .m snow owoaaoo u0mash mpnsoo oxooo
:aom .naam .m aaAAAAs mmmAAoo oAAmmas<
noon .muomoz .: .3 mmoaaoo 90H:3h oa>a<
soauoz
.maonowz .U .h owoaaoo ouounonumoz
maonpum: mamas owoAAoo noHooh mauve umoanpsom
noxmm .m .2 owoaaoo maoomm
mAm mmaaA .3 mmoAAoo moAcsa AAA:
ammAAAo .3 .m ommAAoo mmAAAAnm xnamm
mfiaaas vaonA oonHoo acaosh oommo
Hamam

pcocfimoum oonHoo

mmumqqoo mOHZDH UHAmDm m<xmh 2H Qmsmm>mmBZH AmZZOmmmm

O XHszmm<

169

 

 

 

 

 

 

 

 

 

 

.owoaaoo may an nos on one
scans momma oom>hmm muaosaaoo on»
mcauummou mAQOmoHfinn usom mmsoman .Q

momma ammaon whuacsasoo mafia

scum oEoo mucoUSum nsom no ucoo

you was; :.mu«:=EEoo: moo» ocfimon

.uouoomno :mpansaaoo: mamcfimmouoca
momaooon mu ommAAoo hoA::n one .0

«anOmoHHna was» ad HammmmOOSm
. omoafloo hsom ma mmuwou aanB oe .m

wwmoaaoo Aofioon
oAHnsn one no Amoaouv anoauonsu
. on» no manomoHaan Adam ma pan; .<

 

manomoAAnm AaaoAasamaman .HH

 

 

 

 

 

 

 

 

moumon uohms

 

 

 

 

 

 

 

 

 

magma comammom

 

pooofimmua m.oofiu:pfiumca mm muaoz «0 .oz
acaaSHAumafi sum? ooumauommm mumom 90 .oz

 

 

GOAHSuuumaH “vouchwxoam :oHpmosum

:ofiumuacmwuo "mocofiuomxm HmcoAmmoHOHQ

 

 

 

HOHHGOU UNUGSOK

m2<m00mm mmmszDm mwmqqoo NBHZDESOO OHAmDm ho
Hzmfizoo SDADUHmmDO Qz< mm>HfiomhmO fine 62Hzmmozoo
mA<HUHmmO momAAOO VBHZDEEOO m0 monZHmO

ooBoA>houcn

 

maAo

m NHDZMAQ<

aoAaspAam=A

 

mama AmcofiusuApqu .H

mnemofimohm mmoflaoo qu::hIIoU«:u 3ow>hmucH

170

 

 

«mmmohoon many ow wasnauuaoo HHHB «an; .omwouoou a oomohou so» «H .m

 

 

momeHoo p30» mo oHou “couponau umoa onu on op coauo:5u noumcduu on“ hoowmaoo so» on .N
mo>Auoonno umwmnduu one Ho mocauuooaa on» :A ommouooo o>ApmAmu a oomopom no» on .A

.mmozmmsn mo ammo meow cm common ouaousaaaooan on» ouoaoaoo op
oonAoo acacom a Cu pommcaup o» swan on? mucmozum you azasoauuso uaomIoau a mow>oua OB um>fiuoofimm hmmmcmuh

 

 

 

 

 

 

 

 

msmpIpamm asApIpmam

 

 

maausaasm ”Homooom maaplaasm “Am2AEuoe

mmUCSM Haywooh mo om: mum mmoouocw o» mcaHo

«mocmummmmm Hmwozmcfiw oommouoaa ousoom op woman owcmulwcoa
wummuznawou zaAduocom who scan; memumoua

wmoouzommu Ammonmnwm nouAsAA

mo omsaoon Emumoua HonoAHUSMHmcw mud no coodaa mquHMHAeAA
.Ilm.muz m pxo: any pow momma pH Home 0p amouSOmou Ammocchm ouasooum

 

EDHSQAuASU

A<FOB
moouzom ponuo

ucoscuo>ow Hmuoomh
moon pooUSHm
mcoaudauoouoad madam

 

\ 0pmu\ooaua:Aa>
:oHpaxap Hmooq "oeoocH
naaIaamA .Aaommmv amaasm

oawglvhdm
mafiglaasm uuowmcmub

 

AaamA .AAamv acaEAAoacm

um>mn

cofipzpfiumCH poo» moon .mcadhum

Hafiocmcaw ouo>mm hawzammohocfi
oomw momoAAoo quzsh oHAnsQ mamz .m

.>H

.HHH

 

171

 

 

HNOO'G‘IO

«mmoHAoo sso» sq «AsoHpuso mQ»uIHupsoeavo>oQ umo»no:o mcfiooao>mo op oammn ops whosoam was;
mmeanwosa Adm»Ion Ho musclaouo Ho popes: may ommouoov «Asoasuso nosm unwaz
woodwossm mmsp Snowmen momosowa »uA:sEEoo umnuo was; .

wmswsmaup no oo»o mAnp pom »pmssesoo use» am coo: a ouon» mu .

wowoaaoo sodasn owansa one mo compass“ opasfipawoa a o>Hu00mno many ma .

 

 

)

«cofluwmoa :H0>0HI»uu:o: so ousoom ou hooho :« wowsaduu om»vnawu:oeooao>oo com: on? psn
nouascauw o>mn no Hoosom pmma m>ms 0:3 mwsousum sow Mascauuso Huo»noso onfi>oun ow uw>Huoohno Hausoeavo>®Q

 

 

 

 

wmo>upomfino omo2u mCAxsas pso» mucosamcfi mpouomw was; .v

 

 

 

 

 

 

on on
.N .N wmuswsm on» :A m»moou aonu moaAo
.A .A so» on moomumoosw Ho mango was; :«IIHmoAscoow cam

.AmaommmmaommIAsmm .moamauapIIam>Apommao mamas an“ mo .m

Ill!

 

ammooosm saws“ cu ommmn who o>oAAon so» oc muouoaw was; .N
mAsmmmooosm mum stoHuuso on»uIAmoA:noop pso» o>oAAon so» on acouxo was? 09 .H
.sowpaaumwsmaod Aamuououoom .mzwmmoooso «was .wsfipssOUOd ..o.a “Haomsnoou
ma oocwmon «mop who Sofia; macauwmon xoom 0:3 mwsoosum you stoasuso Aao»Ioaw oUH>ouq op um>Au00nno Hmoacnooe

 

 

 

wmasofiuuso :osm chooHo>mo ca maoanoua 0:“ A02 UAsoB uov ohm was; .m
mmadumosa adsonmoHOAoIafimm Ho mono on» :H mammnaam oomdoposm so oomouoH so» :30 .N
«Ao>mA ommaaoo qussn on» as manaswayuo o>wuomnno mans mu .A

.EdHMOAQ 0:»

mo cofluoHQEoo :oos mHm>oH acmsowmamaIcHE so »somfl>uoosm on» so wcauoxuaa can pcosowdsas Ho woman may ca
mooAuAmoo HmsoammowouoIAEom zoom 0:3 musoosum sow mascasuso smo»losu ooH>osQ oe no>Apooflno AsconmowosaIAEom
A.usoov EsHsoAuuso

 

 

172

 

wnmuoumo who mmmusoo pasom Amaomom A»saE Bo: sov yogumaa 0:H8uouon muouoaw was?
mucmpcoo ca HmsoHuooo>Isos who sown? .mompsoo pasta Hmfiooom omuommo so» o>mm
«scammu smmnp mo mmoavuamou .momusoo woapmmxo oxau ow muasoo owossooso so» on
wmonHoo gowns» OAHQsQ on» no cofiuossw mawaapamoa a many mu .

HNCQV‘

.oms Aasofiudoo> no“ case gonads mpmosmuca AmmoHpmoo>a yams» how momusoo
Hmaooom so couomwo »ap:omosa oxmu o» desuH>HosH now »uA:swpoooo one moH>0pQ ow uo>wpomnno Hasowuaoo><

 

 

 

HNCO'U‘

mowmaaoo uso» :A msmsmdup mm»pl»uacspsoooo Ho acouxo on» ocmsuwuon casos muouomu pan?
mwcaswauw »umssuuoooo uommo momosowa nonpo pans .
w»uH:sEEoo hso» :H wcHsHauu Ho ma»u was“ how vow: d oumnu mu .
wowoAHoo uoHssn Omansm on» no sofipossm oumEHummmH a m>fiuoohno was» mu .

.mcfiafiauu HwSOHummsooo uostou Echm uflmmson o» »uA=suuooao on» 0>a: so: on .nssoumxomn nopflefla mo omsmomn
.053 mcomuma you .mnuwsoH msfi»sa> mo .aasofiuuso no momusoo Humooqm oofl>ouo o» uo>AuoonoOANumssuuoooo

 

 

 

wmeahmoun msasfimsuou Ho wsfiuowwo msu »kumsfi mucuomw was; .v
wmsaumoua mcasfiaupou Ho Hones: may :H omdouosa :a oomosom so» on .m
«Asymmooosm soon maauwoug omens o>mm .N

 

 

<EDE
<9D2 wwasofiuuso wsmswmupou nmsouwo so» m>an mmmpa «an? an .H

 

.onAH Hanoflpmasooo 30: a umpso ow hooso s“ mowswduuou o>an
pass on? mcomsoa sow .mnpwsma msfi»sm> Ho .mHsoAuuso so momusoo AmmoQO mofi>oum 0w uo>HuomnnO mcmcwmupom

 

 

«momhsoo on»unamu:oaoaausm wsawdusoosm Eosw so» usm>mps mucuoam was; .v
momhsoo one wowsommo usond sonAoon sso» mama so» UHsoB

muouoam was? :0 .wswswmsu :osm now mcflxmm so» 0» memo asoum a HH .m

wmAwam mcflnauons pom omcmfimob »AHquHAQ momssoo Ammooam noummuo so» o>mm .m

wowoafloo uoflssn 0AAnsn 0:» mo :oAuocsm oumEAuaon a 0>Auoohno was» mm .H

 

 

 

.voAH Hmsoauoasooo pcmmohq ufionw cm psoEooca>oa how wsasamuu Hausosoaoosm com: on;

ps9 cm»oHoEo »Aucwmmso mum on; acomhoo uoH momssoo Ammooom so umstms oom>ouo op uo>Apomhmm.mmwsoEmHoosm
A.usoov EsAsoAsuso

173

 

 

 

 

 

 

 

 

 

 

 

wasoauuaaoc uso» mo «Asomuuso no
\oca »na0moHA:a one moauommmd coaudefime
Hmsosoh uzoomu nmA uov mm: m»m3 was; on

«whom» m>fim axo: was
now momohom so» oo momsmno Hmsosow was?

amuse» o>Hm paw» mnu :A psoEvumaoc uso»
mo mooom 029 :A wounsooo o>an mmwsmno was;

w»uA:sEEoo uso» mo
momma may woodman «AsoAsuso mmoswmsn sso»
o>owaon so» on .sofismoo uso» :H .HHmB 30m

wmaaow m.:ofluspmumaa map 09 ouonu »o:u
ma mamswouo mmoCHmsn owmAAoo »ua:sEEoo
Omansn «o msoauossw one ommaasuomosoo

.<

 

NmmomoHficm AdsoAuspmvmsHIHMusoEupaoma

 

 

 

 

 

ooswoa sohms

 

omoaaoo "ccsouwxowm skomosom

 

 

 

 

 

ovum scaufimom
coo: psoapuaomo mm muao» Ho .oz
cowusumumcu wasp spa? oopaaoommm mpmo» Ho .02

m2<xuomm mmMZHmDm MOMAAOU VBHZDEEOU UHAmDm m0
EZMEZOU EDADDHmmDO Qz< mm>HBDmHmO mmh UZHZmMOZOU
mA<HUHth moquoo >BHZDEEOU ho mZOHZHmO

Hoonom "ossouwxomm Amsonmmmoum

 

mmaoa>uousu

 

mama Amcomaspmsacm

.HH

memo: somEuumeQ mmosfimsmIIooHso Boa>smucH

m xHszmm<

174

 

cmumwusn ucsoeo Houoe
AaaIaamA .Aaommmv mamasm Amaamssmamma

 

 

moosouusooo mas» o» couaaou who muouomm was;

 

maaGHEuou no sommsmhuII»HuHQau whoa wsammouosa ma scan;

 

 

oosoussooo mASa ow copmaou mpOuomH ma» »HAp:ocH

«cofiusuapmaw on» soap mums canon ouos a «a msammouosa usoauuaomo uso» om psoEHHossm mH

 

 

A<BOB maduwoum HmaAshoB cm msaulpuam summon» sommcaue sA maapnuumm
A<eoe msoswoum Aaswasoa cm oEHwIAAsm Easmoum umumsoue GA oEHaIHHsh

 

 

Ammmfl .Hwomflhv usoaaaoncm acoEwthmn mmosflmsm

 

mmHsoAuhso mmosflmsn Asmmmsmupnsosv Hmcoaudoo>

 

:o mammznsm one mommamuosfi you mooHpaoamaumsn
ma smsfimsoo so» sown; mHOpomm macs» »mfia:onn .M

 

wsoAumosco Hasoupooo> so mamanoao ommaouosa
so msAooHo>oo »n »pAssssoo mas o» mow>uom

 

mum o>ososfi usoSAuwaoo so» one m»o3 was; cH .H

 

wdasomusso opmapoouooa mcmooao>oc om com
muoo: »um:sesoo mow»mmusmoa :A o>ApooHuo chaos

 

was» ma m»m3 was? on mosmon »uomA>cm mmosmmsn
a Mo was oxma so» on .masomusso uso» Ho »:a :H .m

 

mum :H samaoh AHA; w»vassaaoo
many scum maoo musoospm Hso» Ho «coo poo won:

 

:.»¢H:sEEoo: hso» osawmn .oopsowuo »ua:sfisoo
»chAmmouosw msHSOOon ma monHoo sowssn mph .0

 

wmmflsoa Haywoom sons paw
lucoomc »Am:Hmowso:H mEooon AHA; usGEuhaomo can

 

:oApspHpmcfi pso» m>oHAon so» on unopxm was; 09 .m

.>H

.HHH

175

 

 

wacoEuuaaou hso» :A masofissso
HmsofimmowounIHEom »kumsn mucuomm can;

 

 

 

 

 

 

 

 

mmooosm mo mosmmn mAOnmE Ho .02 EsHsoHusso
"moss mH£p :fl somwo so» on aHsoHnsso was:
.EsHsoAuuso may mo

coflquoEoo zoos on>oA someomwsmfiloAE no »s0mm>uoosm may as Awsauoxsms s0\c:m pcmaowdcme :Hv msoHuamoa
HmsofimmomouaIHEom xoom 0:3 mucousum how masoausso smo»uoap ocw>0pa o» um>Huomnno AmcofimmmmosQIAEmm

 

wcoficfloo away Oman so» on mpovoaw was: so

 

wamswasou so sommcdupIIpswunooEA whoa mm scan:

 

momuwoo <mm a ouoaoaoo »HAosp:o>o Esasowuuso
nommcmsp a :H vmaaosso masocsum uso» Ho usoo Mom was;

 

wpsmEpumaoo use» :A sowpmosoo sowmsauu «0
«mum on“ :H oomouow so» 0U mfimdnafim :H owsdco pans

.mmosmmsn mo voAH oaom cm mmswou ouomusdAmoomn a mpoaoSOU os oonAoo
soAcom m 09 nmwmcmsu ou :on on? mpsoospm you EsAsoAuuso smw»loap a ocfl>oso on “m>mpoonno sommcmpe

 

Esasowpuso

 

w»msoE Ho omsaoon souHEHH Emumosm sso» mm usmpxm pass 08

 

«com o» oxAA so» cAsoa wAsoAssso
mmocamsn was; .moossOmos Amomfiu HanoAuwoca can so» HH

AHCOOV umwusm Hassoeusmooo

ocnwwocwca Aoosmwscoov

amnsswosw Oogmomw<mu mo cwo<wom msouwosn oswwwocps Hon mmcomsmm £30 moox somwmwosm typos sum comm
mewsmo sm «mosswoswm M.m.. sooocsmwsm. osms unoommmwsm. mmowomsuwsw soawswmmnsmwos.

 

ass» ocHHHocHs no mo: oHHmH ws nswm swosw

osnnwocwsa 20. oh BsQOdm Dmmwmm ow manommm

 

 

 

 

 

 

 

 

 

 

Om «so msnom ocumomH<0mIImwssmmmw. mmawnvwommmmwossp. sso H. H.
moosswosHIst assm canon 0m pscondssom so wos Upsom nsma M. N.
noosww ommwflmo Ms «so Acmsnmw w. w.

 

 

£ssm msomowm Msmwcmsom woca Hsswwsmw

 

 

 

 

Um<mwooamsnsw Commonw<mu mo ofio<wom osonwmsn ocHHwosHs Hon mncomsmm tso ss<o Howm mosooH on sscm mason:
smog can are soon om<m~odsmsmsw mdswswsm Ms onaou mo mooswm ss :osmwwIHm<mH: UOmHmHos.

 

co <0: oosmwomw mswm commomfl<m ss svuowunwsno mcsomwos om firm vcowwo gsswow ooHHmmow
Hm msmdm s smog vs moan ooaacswmw now use: answswsmw
zmen man: s oswnwoswca amosmsmm ”so onoulosm Hsmm on «solwmsa mmcomsmmw
25s» saw «so uuoowmam Ms om<mHOUHsm ocawwocHs
mo Emma msHm oogoomw<mw

 

 

 

 

 

 

 

mcuowmamsnsw ooumomw<mu no uwo<woo Hmmcwsa ow momowsw oocwmmm Hon umumosm £50 sum Unmmosmww mavwowmo cam
£30 smog manowmsmsmsp «sswswsm mow so<ssomamsn Ms «sown vummmsm ooosnsmwossw mwmwo.

 

Hm nswm s mcsompos ow mam scopuo gsswon ooHHmmmw
issm manowoamsmsw% oocdmmm ss<m mo: Omamnoow

 

 

 

 

 

H» s macaw o» omoUHm smwmo Hoa s muoowsw oocwmm. issm
msoHOHm socwa won oosmwaon Ms astsm moss omonwosA

 

 

60 V0: Honmmmm ss Hsowmsmm Hs «so sums om msbowmamsmsww
osmwsmmm nonsmom mo soooaowwm: mswm oogmonH<mw

9L1

 

177

 

 

wsmssmmo ssd momssoo sass“ Aawoosm
A»sss 30s sov ssspmss msfissssoo msOsoaH was;

 

wusousoo sH Assospsoo>lsos osu sows; .mmmssoo pasts Aasoosm sosommo so» s>sm

 

«somdos ssmsa Ho mamassawss .momssoo wsaumsxs mssp ow muasss mmsssooss so» on

 

wmwsaaoo sowssn oHHsss msp mo soApossH a mans mH

.wms Assodeoo> sow sass smspds mammssuss Amsospsoo>a ssosp sou msmssoo
Ausomsm so smsmmmo »apsmmoss oxau o» mamsss>ssss sow »ussspsosso ssp oss>oss op ns>suomnno AssoHpmoo><

 

 

 

wowoaaoo sso» ss msssssss
ms»pl»usssusosso mo usmsxo msp oswasmpms msouosm was;

 

 

wwswsssss »wsssusosso smmwo mmwossma sospo was;

 

w»psssesoo sso» sH wssssssw Ho ms»w mwsu sow ssss a osmsu mH

 

wmwoaaoo sowssn osanss msu Ho soHpossm a s>spomfiso mass mm

.wsssflssp
HmsoHudssooo swaswos Boss uswossn o» »asssssosso one s>ms Hos on .sssosmxoss smuwaaa mo mmsmomn
.osB msomsss so“ .msuwsma wss»sa> Ho .sasowssso so msmssoo Assoosm sss>oss ow um>apommno Nmssspsosso

 

 

mmsmm» msssoo ass ss masswoss mssssssuos mo sosess on» ss omsmsoss ss spsswowuss so» on

 

mssmEpsssos sso» su Edsmoss wswsassuos

 

a wsssoam>os o» ofimss sss msOsosw was;

 

 

 

 

 

 

wasmmmmoosm ussEHHossm <99: Esswosm
«mmsswmsn sA smssmmo so» o>ss madswoss wssswasuos was;

 

wmwsAHoo sosssn osanss ms» Ho soHpossH smsoss a we on wssssmsuos ssssmsoo so» on

.saosm AssoHusssooo 30s a sopsm ow sssso sfl wsssssspos m>as
umsa on; msomsos sou .msswsmH mss»ss> so .sAsoHssso so msmssoo assomsm oss>oss ow um>suoonso wwsssmsumm

 

Asmssfivsoov Esasowssso

         

S

"TITI'I‘RLWILEJMIJflflfllflffl'flufiflflfliflflflfilfl“