‘ “first.

    
 

will lllll Llll ll 31 nil l lllllllllllljlfl II

IRES

LIB a :.
Midligan State
University

This is to certify that the

thesis entitled
FOREIGN TEEN-AGED EXCHANGE STUDENTS
IN AMERICA: RELATIONSHIPS WITH

FAMILIES, PEERS, AND SCHOOLS
presented by

Eleonore Maria Evers

has been accepted towards fulfillment
of the requirements for

Ph.D. Secondary Education

degree in
(Comparative and International

Education)

 

dag, WM

Major professor

Date 15 March 1979

 

0-7639

OVERDUE FINES ARE 2
PER ITEM

Return to book drop
this checkout from

 

SL/f/fl7/ Hg

 

 

 

 

© Copyright by
Eleonore Maria Evers
19 79

FOREIGN TEEN-AGED EXCHANGE STUDENTS
IN AMERICA: RELATIONSHIPS WITH

FAMILIES, PEERS, AND SCHOOLS

By

Eleonore Maria Evers

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Department of Secondary Education
(Comparative and International Education)

1979

GIOCISMS

 

ABSTRACT

FOREIGN TEEN—AGED EXCHANGE STUDENTS
IN AMERICA: RELATIONSHIPS WITH
FAMILIES, PEERS, AND SCHOOLS.

By

Eleonore Maria Evers

The increase of direct interpersonal international
contacts have increased after World War II, especially the
contacts in the form of students crossing their respective
border lines. This study is concerned with foreign high
school students who are spending one year in the United
States while being part of an exchange student program.

The students are of an adolescent age group and are living
during their sojourn with an American family.

The general purpose of this study was to examine
the behavior of 52 foreign high school students from Europe,
South America, and Asia through their perceptions and char-
acterizations of the home and host environments so that in—
sight could be gained about the way they see themselves in
two countries. The specific objectives of the study were:
(1) to gain information about the student in the home and
host country through the following categories: (a) demo-

graphic, (b) family, (c) community, (d) peers, and (e) forms

Eleonore Maria Evers

of stress; (2) to examine the differences in perception and
characteristics between the two environments; (3) to examine
differences in responses from students of different home
continents (Europe, South America, and Asia), ages (15
through 19 year old), and gender (male and female); and

(4) to test the relationships proposed in the hypotheses.

The data for this study were collected by means
of a questionnaire that was administered toward the end of
the one-year sojourn. The information was processed in such
a way that descriptive analyses would probe further into the
findings, beyond the outcomes of hypotheses.

The main findings of the study were: (1) No sig-
nificant relationship existed between stress and continent
of origin; (2) Language differences were not related to
communication problems with host parents, teachers, and
peers; (3) Stress and family bonding were inversely re-
lated; (4) Older students were less bonded to the family
than younger students; (5) Family bonding and drug use in
the country of origin were inversely related, but not in the
host country; (6) Family bonding and alcohol use in the host
country were inversely related, but not in the home country;
(7) Students were more often sexually active during the so-
journ yet higher levels of sexual behavior were reached in
the home country; (8) Stress was inversely related to satis-
faction with the family back home, the host family, and the

exchange program.

Eleonore Maria Evers

The findings of the study suggest that ties to
the natural family were strong and important; when con—
trasted with an "adopted" host family, one can almost
note a protective attitude toward the natural family.
Family bonding as well as school satisfaction decreased
with age, which carries implications for the exchange
programs that involve high school students. While pri—
orities of university level foreign students are mostly
directed toward academic achievement, high school exchange
programs have put the emphasize on the interactions with
the host family. It is important that the contacts with
the host family are favorable so adjustment in the new
environment will be positive.

Overall, it was found that the teenagers of this
study were following along the lines of conformity, even
when times were stressful. A large percentage of the stu-
dents changed families during their sojourn, yet no pre—
dominant deviant behavior followed out of this. Although
the majority of the students felt positive toward their
host parents, host brother/sister, and new friends, moving
from one environment to another involves risk, often ac—
companied by stressful experiences. Stress, however, was
not concluded to be a negative experience; in fact, it may
have even enhanced learning in the new country.

In general, the present study was limited by not
having collected data at several points in time during and

after the sojourn. A follow-up study after the visiting

Eleonore Maria Evers

students have returned home may add to the understanding
about readjustment; only after returning home is the cycle

of the sojourn completed.

ACKNOWLEDGMENTS

My gratitude is expressed to many persons who
have contributed to the completion of this study.

I would like to thank Dr. Cole Brembeck, Dr. Ruth
Hill Useem, Dr. Beatrice Paolucci, and Dr. Marvin Grandstaff
for their willingness to serve on my doctoral committee.

All along the road of completing this dissertation
I have felt the encouragement and support of pappie and
tante Gusta Evers, tante Bep and oom Frans ten sythoff,
Henske and Arne Visser, Vera and John Maxwell, Anneliese
Bowlby, Art Vener, Fleur Bedford, Kathy Jordan, Jerry
Hager, Lisa Hudnutt, and Sylvia Gregus. Particular thanks
goes to my father, Henk Evers, who not only initiated the
desire for a doctoral degree at a very early age, but who
also gave his financial support to make it all possible.

Special appreciation goes to Dr. Cole Brembeck
and Dr. Ruth Hill Useem. At all times I have felt the
positive and encouraging backing of Dr. Brembeck who in-
variably stood behind me. Greatly appreciated by me is
the work, time, and guidance that Dr. Ruth Hill Useem has
shown me. It was an unique opportunity to work with her.

A pledge of anomity precludes naming those stu-

dents who were willing to be part of this study. My

ii

thanks to these people who made my study possible.

The two people who not only had to endure me
during "dissertation blues" but who also showed their
day-to-day support are Sasha and Paul. Thank you, Sasha,
for giving up time when I needed it.

I cannot adequately express my gratitude to Paul
Weikert. His love and understanding kept me going; his
professional knowledge made this work complete. I think
of him as Voltaire said: "Aimer et penser: c'est la

veritable vie des esprits."

iii

TABLE OF CONTENTS

LIST OF TABLES . . . . . . . . . . . . . . . . .

LIST OF APPENDICES . . . . . . . . . . . . . . .

Chapter

I.

II.

THE PROBLEM . . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .
Focus and Justification of the Study .
Purpose of the Study . . . . . . . . .
The Subjects . . . . . . . . . . . .
Contributions and Implication . . . .
Overview of the Thesis . . . . . . . .

LITERATURE REVIEW AND HYPOTHESES
DEVELOPMENT . . . . . . . . . . . . . .

Introduction . . . . . . . .
Introduction to Cross-Cultural
Experiences . . . . . . . . . . . . .
Research on Cross-Cultural Experiences
Type of Sojourn Experience . . . . .
Cultural Differences . . . . . .
Attitude Change through Time . . . .
Personality Factors . . . . . . . .
Summary . . . . . . . . . . . . . . .
Introduction to Adolescence . . . . .
Family and School . . . . . . . . . .
Family Size . . . . . . . . . . . .
Ordinal Position . . . . . . . . . .
School . . . . . . . . . . . . . . .
Grades . . . . . . . . . . . . . . .
Religiosity . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . .
Peers . . . . . . . . . . . . . . . .
Dating and Sexual Behavior . . . . .
Alcohol Use . . . . . . . . . . . .
Drug Use and Availability . . . . .
Summary . . . . . . . . . . . . . . .
Stress . . . . . . . . . . . . . . . .
Depression . . . . . . . . . . . . .
Self Esteem . . . . . . . . . . . .

iv

,4

COOOCWUIWFA

Chapter Page

Family Crisis . . . . . . . . . . . . . . 56
Faith in People . . . . . . . . . . . . . 57
Summary . . . . . . . . . . . . . . . . . . 57
Implications of the Literature for the
Thesis . . . . . . . . . . . . . . . . . . 58
Hypotheses Development . . . . . . . . . . 63

Hypotheses for the Demographic and

Family Variables . . . . . . . . . . . . 66
Hypotheses of the Community Variables . . 68
Hypotheses for the Peer Variables . . . . 69
Hypotheses for the Stress Variables . . . 70
III. METHODOLOGY . . . . . . . . . . . . . . . . . 72
Groundwork . . . . . . . . . . . . . . . . 72
Instrumentation . . . . . . . . . . . . . 73
Validity and Reliability . . . . . . . . . 74
Validity . . . . . . . . . . . . . . . . 74
Reliability . . . . . . . . . . . . . . . 75
Summary of Validity and Re liability . . . 77
Index and Item Construction . . . . . . . . 77
Collection of the Data . . . . . . . . . . 78
Limitations . . . . . . . . . . . . . . . . 79
Design of the Analysis . . . . . . . . . . 81
Summary . . . . . . . . . . . . . . . . . . 82
IV. ANALYSIS OF THE DATA . . . . . . . . . . . . 83
Introduction . . . . . . . . . . . . . . . 83
Hypotheses Concerning the Demographic
Data Set . . . . . . . . . . . . . . . . . 84
Descriptive Analysis of the Demographic
Data Set . . . . . . . . . . . . . . . . . 86
Summary . . . . . . . . . . . . . . . . . 89

Hypotheses Concerning the Family . .

Descriptive Analysis of the Family . . . . 92
Summary . . . . . . . . . . . . . . .
Hypotheses Concerning the Community .

Descriptive Analysis of the Community . . . 99
Summary . . . . . . . . . . . . . . . . . . 104
Hypotheses Concerning the Peers . . . . . . 106
Descriptive Analysis of Peers . . . . . . . 109
Summary . . . . . . . . . . . . . . . . . . 111
Hypotheses Concerning the Stress

Factors . . . . . . . . . . . . . . . . . . 112
Descriptive Analysis of the Stress

Factors . . . . . . . . . . . . . . . . . . 113
Summary . . . . . . . . . . . . . . . . . . 115

Chapter Page

V. SUMMARY, DISCUSSION, AND IMPLICATIONS . . . . 117

Summary . . . . . . . . . . . . . . . . . . 117
Discussion and Implications . . . . . . . . 118
Discussion . . . . . . . . . . . . . . . 118
Implications for Exchange Program
Personnel . . . . . . . . . . . . . . . . 123
Implications for School Personnel . . . . 126
Future Research . . . . . . . . . . . . . 128

APPENDICES O O O O O O O O O O O O O O O O O O O O O 130

BIBLIOGRAPHY O O O O O O O O O O O O I O O O O O O O 284

vi

LIST OF TABLES

Table Page
III.1 Reliability coefficients and F values for
computed indexes . . . . . . . . . . . . . . 76
F.1 Background characteristics of foreign high

school students in Michigan 1977-1978 . . . 193

F.2a Perceptions of home and Michigan families by
foreign high school students in Michigan 99
1977-19 78 o o o o o o o o o o o o o o o o o 1 .

F.2b Perceptions of home and Michigan families by
foreign high school students in Michigan
1977-1978; multiple response table . . . . . 207

F.3a Indexes of home and Michigan family perceptions
by age of foreign high school students in
MiChiga-n 1977‘1978 o o o o o o o o o t o o o 208

F.3b Indexes of home and Michigan family perceptions
by sex of foreign high school students in -
MiChigan 1977-19 78 O O O O O O O O O O O O O 211

F.3c Indexes of home and Michigan family perceptions
by continent of foreign high school students
in MiChigan 1977-19 78 o o o o o o o o a o o 213

F.4a Perceptions of home and Michigan communities
regarding school and religion by foreign
high school students in Michigan 1977-1978 . 215

F.4b Perceptions of home and Michigan communities
regarding school and religion by foreign
high school students in Michigan 1977-1978;
multiple response table . . . . . . . . . . 222

F.5a Indexes of home and Michigan community
perceptions regarding school and religion
by age of foreign high school students in
Michigan 1977-1978 . . . . . . . . . . . . . 224

vii

Table

FOSb

Indexes of home and Michigan community
perceptions regarding school and religion
by sex of foreign high school students in
Michigan 1977-1978 . . . . . . . . . . . .

Indexes of home and Michigan community
perceptions regarding school and religion
by continent of foreign high school
students in Michigan 1977-1978 . . . . . .

Characteristics and perceptions of home and
Michigan peers regarding drugs, alcohol,
friendship, and sexual behavior by foreign
high school students in Michigan 1977-1978

Characteristics and perceptions of home and
Michigan peers regarding drugs, alcohol,
friendship, and sexual behavior by foreign
high school students in Michigan 1977-1978;
multiple response table . . . . . . . . .

Items and indexes of home and Michigan peer
perceptions and characteristics regarding
drug usage and availability, alcohol use,
dating behavior, sexual behavior, peer
involvement, and money by age of foreign
high school students in Michigan 1977—
1978 . . . . . . . . . . . . . . . . . . .

Items and indexes of home and Michigan peer
perceptions and characteristics regarding
drug usage and availability, alcohol use,
dating behavior, sexual behavior, peer
involvement, and money by sex of foreign
high school students in Michigan 1977—
1978 . . . . . . . . . . . . . . . . . . .

Items and indexes of home and Michigan peer
perceptions and characteristics regarding
drug usage and availability, alcohol use,
dating behavior, sexual behavior, peer
involvement, and money by continent of
foreign high school students in Michigan
1977-1978 . . . . . . . . . . . . . . . .

Physical and emotional stress factors as
perceived at home and in Michigan by
foreign high school students in Michigan
1977-1978 . . . . . . . . . . . . . . . .

viii

Page

228

231

234

237

244

249

253

258

Table Page

F.8b Physical and emotional stress factors as
perceived at home and in Michigan by
foreign high school students in Michigan
1977-1978 . . . . . . . . . . . . . . . . . 267

F.9a Indexes of physical and emotional stress'
factors as perceived at home and in
Michigan by age of foreign high school
students in Michigan 1977-1978 . . . . . . 268

F.9b Indexes of physical and emotional stress
factors as perceived at home and in
Michigan by sex of foreign high school
students in Michigan 1977—1978 . . . . . . 274~

F.9c Indexes of physical and emotional stress
factors as perceived at home and in
Michigan by continent of foreign high
school students in Michigan 1977-1978 . . . 279

ix

LIST OF APPENDICES

Appendix Page
A. Letters to Representatives . . . . . . . . . . 130
B. Questionnaire with Instructions . . . . . . . 132
C. Complete Set of Indexes and Items . . . . . . 145
D. Item and Index Construction . . . . . . . . . 148
E. Glossary of Index Terms and Abbreviations . . 184
F. Tables of All Data Sets . . . . . . . . . . . 193

CHAPTER I

THE PROBLEM

Introduction

 

Along with the increasing international tensions
that have characterized the years since the end of World
War II, there has also been a striking increase in direct
interpersonal and international contacts. Ever increasing
numbers of people are crossing their respective national
borders for various periods of time and for various reasons.
Not only have cross-cultural contacts increased but they
are qualitatively different from what they were in pre-
vious times.

Examining the situation in the last part of 1970,
we can note that the present situation is unique in several
ways. Not only are there large numbers of people who find
working and living space outside their own country, but
also the number and variety of the forms of sojourns are
increasingly available for different segments of the popu-
lation. The veritable array of students and scholars who
travel to another country to pursue their studies, while
being exposed to new social interactions, introduces a

specific type of c ass-cultural contact. Although most

nation states view educational exchange programs as part of
their foreign policy activities, the goals of sojourners
can be defined in individual terms and the contacts devel—
oped can be viewed as ends in themselves.

A Although students have traveled for many centuries
to centers of learning in other lands, the character of the
population that participates in foreign study has changed
since increasing varieties of sojourns have become avail-
able. Exchange students do not yet represent all the
strata of their respective society, nor all the levels of
education, but they do come from a broader spectrum than
was the case before World War II.

This study is concerned with foreign high school
students who are spending a year in the United States while
being part of an exchange student program. The exchange
program to which the students of this study belong, in-
volves an adolescent age group. Consequently, besides
educational ideals, the program has an emphasis on cross-
cultural socialization. The teenagers are placed in a
family setting and they are enrolled in a local high school.

Although foreign university students have often
been studied in the American environment, few investigators
have been concerned with the dynamics of adolescent foreign
high school students who are adapting their behavior to a
new environment. Research on cross-national encounters
dates back two decades and is mainly centered around the

type of sojourn experience, attitude change through time,

and personality factors. Unlike the university student
studying abroad, the foreign high school student is living
with an American host family, and the change to this new
environment of family, community, and peers is likely to
have an important bearing upon the development of the ado-
lescent. While the university-level foreign student may
absorb more knowledge of the academic learning processes,
the foreign high school students may be more affected by
the non-academic aspects of life because the sojourn is
experienced in a family setting during a life stage of
rapid growth.

Focus and Justification of the Study

Several factors have been especially influential
in determining the direction for this study. First, the
rapid increase of adolescents participating in foreign
sojourns calls for information regarding the profile of
the cross—cultural experience. Background information of
the exchange student may reveal various cultural percep-
tions that may have implications for the sojourn. Second,
the importance of socialization rather than academic per-
formance in the adolescent exchange program during the
cross-cultural contact has brought the focus of this study
on the differences that are perceived in the two environ-
ments--home and host environment. Third, the differences
between environments, namely, the idea that change may
cause an arousal in stress factors during the socializa-

tion processes, led to the focus of comparing home and host

4

environments. For developing young adults, the perception
of the new environment may be of vital importance for their
feelings about the self (Selltiz et al., 1963). It has
been postulated that the culture which surrounds individu-
als from the moment of birth has a great effect on the
total personality (Fry, 1973). When individuals step into
another society, they tend to interpret the events they
observe, at least at first, in terms of their own back—
grounds. A change to a new environment may complicate

the life of an adolescent in unique ways. How the three
socializing agencies of family, community, and peers oper-
ate and interact varies in each setting. Change in the
personnel of the agencies of socialization in the new
environment add new dimensions to the development of the
adolescent. The new environment poses a different set of
"recipes" for socialization with which the foreign student
has to cope (Schuetz, 1944). From the knowledge of the
perceptions and characteristics of adolescents who have
made a move into a new culture, a great stride towards
better understanding and effective dealing with foreign
students can be made.

The term "adolescent" that is used in this study
needs clarification in that it is used here for the specif-
ic age grades of the foreign students. Underlying assump-
tions of the term adolescent, which often brings about an
examination of specific delinquent or deviant behaviors,

is not the focus of this study. Adolescence is seen as

an age-~between 14 and 19--of change in the physical as well
as the mental image of the teenager, which may make the
foreign sojourn an even more dynamic experience.

Another term used in this study which often
carries various assumptions is the word "stress." Although
stress frequently is assumed to be harmful for individuals,
it is believed that stress may also enhance areas of learn-
ing. Individuals who are being socialized in various en-
vironments may, through stressful experiences, increase
their capacity to cope by successfully developing mechanisms
for dealing with stress which leads to growth and develop-
ment.

Purpose of the Study

The purpose of the study is to examine foreign
high school students through their perceptions and charac-
terizations of their home environments and their percep-
tions and characterizations of the new environments in the
United States. An analysis of the foreign high school
student in relation to family, community, peers, and other
factors will provide one level of analysis of the profile
of the student. The objective of the study is to secure,
analyze, interpret, and appraise information about the way
foreign high school students see themselves in two environ—
ments. This study is made with a five-fold purpose in mind:
1) To obtain information about the foreign high school

students in the home environment through the following

categories:

a) demographic

b) family

c) community

d) peers

e) forms of stress

2) To obtain information about the foreign high school
student in the foreign environment through the above
mentioned categories.

3) To examine differences in perception and characteristics
between the home environment and the foreign environ—
ment.

4) To examine the responses of students by continental
origin (Europe, South America, Asia), by ages (15
through 19 year old), and by gender (male, female).

5) To examine relationships that emerge from the analyses
between the categories as guided by the hypotheses.

The Subjects

Fifty—two foreign high school students made up the
subjects for this study, all of whom were exchange students
for one year to the United States, l'ving with an American
host family. Three continents of national origin were re-
presented by the subjects; 73% of the subjects came from
Europe, 17% from South America, and 9% from Asia.

Within the continent of Europe, West Germany ac—
counted for the largest proportion of representatives,
Brasil for South America, and the Philippines for Asia.
Persons from 10 European countries participated in the
study, while four South American and two Asian countries

were included.

The students ranged in age from 15 to 19 year old
and clustered in two groups; 36% fell in the 17 year old
age group and 28% in the 18 year old age group. There were
somewhat more females than males among the subjects; 58%
were females as compared to 42% males. Approximately two—
third of the group came from families of medium—high social
standing. No subject perceived their parents' social
standing below medium.

The educational attainmnent of the students'
fathers was somewhat higher than that of the students'
mothers. Fifty—six per cent of the fathers were college
graduates or had done work beyond that level; 23% of the
mothers were college graduates or had done work beyond that.
All fathers had at least an elementary education; one
mother had no educational attainment. Ten per cent of the
students' fathers had received a doctorate degree, while
4% of the mothers had reached this level.

Half of the total group of students resided in
a city of about 140,000 or larger; only two students were
living on a farm in their country of origin.

The subjects of this study generally came from a
small family; 77% of the students had between one and three
siblings in their family. Most students were first born
children and came from an intact family.

Almost one-third of the students were in grade 12
in their school and half of the group were average B

students. For most students (79%) this sojourn was a first

8

time living experience in another country, although many
of them (56%) had had the experience of living with an
American exchange student in their own home.

All students spoke English in addition to their
mother tongue; 81% of the group was able to speak up to
three additional languages besides the mother tongue.

Detailed background characteristics of the sub—
jects are discussed in Chapter IV in the descriptive ana—
lysis and Table F.1. of background characteristics can be
found in Appendix F.

Contributions and Implications

Four contributions are seen as being made by this
study: (1) a contribution to the literature on the foreign
student; (2) added information concerning the behavior of
the adolescent in the home country as well as in the foreign
country; (3) an understanding of how the adolescent relates
to the sojourn as a foreign student; and (4) the differences
between cultural settings as perceived by the foreign high
school students.

The implications of this study involve the further
exploration of the adolescent in comparative cultural re—
search and hopefully the impetus for others to carry on and
build cumulatively towards a greater understanding of the
adolescent in different cultural settings.

Overview of Thesis

 

This chapter includes a presentation of the gen—

eral problem, with delineation of the focus, purpose,

9

subjects, contributions and implications of the present
study.

Chapter II is divided in two main areas: first
a review of literature relevant to the purpose of the study
and second, the development of the hypotheses.

Chapter III consists of the methodology used in
the study, including the instrumentation, data collection,
and the design of the analysis.

Chapter IV contains analyses of the data and
Chapter V presents a discussion of the results, a summary

and a conclusion.

CHAPTER II

LITERATURE REVIEW AND HYPOTHESES

DEVELOPMENT

Introduction

Although youth is an universal phenomena, the
interest in children and culture, as part of the culture
and personality field, and in the socialization processes
is to some extent a newcomer in the social sciences. In
the past few decades has an emphasis been placed on the
study of adolescent behavior within social institutions.
The two major institutions which have received most atten-
tion are the family and the school.

This study is concerned with young people and
their behavior in two environments: home environment and
host environment. The review of literature is therefore
divided in two main sections: (a) a review of the litera—
ture and research on cross-cultural experiences, and (b)

a review of the literature and research regarding adoles-
cence.
Introduction to Cross—Cultural
I Experiences

Kelman (1966) has presented us with a review of

the contributions that are made in the past in the area

10

11
that might loosely be called the "social psychology of
international relations" (Kelman, 1966z3). The efforts
to which social-psychological approaches have contributed
during the past few decades can be described in terms of
several categories: (1) the study of the "international
behavior" of individuals; (2) the study of international
politics and foreign policy; (3) the developemnt of theory
and methodology in international relations; and (4) the
formulation of policy recommendations. This study is con-
cerned with the first category and involves what Klineberg
(1964) calls, "the human dimension in international rela-
tions" in the title of his book. It concerns the ways in
which individuals relate themselves to their own nation and
other nations and actual interactions between individuals
across national boundaries.

In recent years there have been numerous studies
of cross-cultural contact, dealing with the processes of
interactions between nationals of different countries, the
problems of adjustment in a foreign culture and the effect
of personal contacts on images and attitudes. Most of the
studies have dealt with foreign students in the United
States (Coelho, 1962; Lundstedt, 1963; Smith, 1956).
Danckwortt (1959) has studied students and scholars in
countries other than the United States. Other studies
focused on various groups of Americans traveling abroad,
including students participating in special programs

(Isaacs, 1961; Smith, 1955), Fulbright grantees (Gullahorn

 

 

12
and Gullahorn, 1963), Peace Corps volunteers (Smith et al.,
1963), and businessmen (Pool et al., 1956). Various applied
problems in this area have also been investigated, such as
the evaluation of international exchange programs (Kelman,
1963) and the selection of personnel for overseas work
(Torre, 1963).

The focus and basic unit of analysis of this study
is the social interaction of individuals. The term "inter—
action" is meant to encompass a whole array of processes.

It is not simply the behavior of individuals in one another's
presence, but also their mutual attempts to assess and affect
one another's goals, images, expectations and evaluations, as
they act and react vised—vie each other (Swanson, 1963).
Therefore, the study of social interaction requires, on the
one hand, attention to what the individual brings to the in-
teraction situation and, on the other hand, attention to the
larger societal context within which the interaction occurs
--both the general cultural framework and the specific or—
ganizational setting that defines the purpose of the inter—
action, the roles of the participants, the normative expec-
tations, and the rules that govern the interaction, and the
action choices that are available (Kelman, 1966).

Thus, the processes of interaction in international
relations refer to the social interactions for which the
national and international systems serve, at least in part,
as the defining context. An international relations context

would characterize almost any situation in which nationals

13
of different countries interact with each other—~certainly
when they interact as representatives of their respective
countries, or when they interact within the framework of an
international organization, but also when they interact as
private individuals (Kelman, 1966).

Although we are, in this study, mainly dealing
with the interactions between individuals rather than nation-
states, the situations of interaction themselves can be seen
—-to varying degrees-—as aspects of the behavior of states
and the interaction between them; the international exchange
represents one component of the foreign policies of most
states and can therefore be seen as manifestations of the
interactions between nations.

Research on Cross-Cultural

 

Experiences

In surveying the research and literature on cross-
cultural experiences, four main issues emerge: (1) the type
of sojourn experience; (2) cultural differences; (3) atti—
tude change through time; and (4) personality factors.
Type of Sojourn Experigpgg

From a general social-learning point of view, the
sojourn is a new type of learning process (French and Zajonc,
1957; Herman and Schild, 1960a, 1960b; Schild, 1962), and
this experience usually involves observation and partici—
pation. What form this learning will take is dependent on
a number of factors, among which interpersonal relations

and living conditions assume significance. The fact that

14

having close interpersonal relations with the hosts in a
foreign country contributes to the development of positive
attitudes toward that country has been speculated upon by
many researchers (Antler, 1970; Becker, 1967; Gezi, 1965;
Hofman and Zak, 1969; Hylson—Smith, 1968; Selltiz and Cook,
1962; Taft and Johnston, 1967). However, as this finding
is often based on correlations, the causal relation that
it implies is suspect. It may be claimed, for example, that
liking for a country predisposes the person toward forming
close interpersonal relations. Only studies assessing at-
titudes and behavior through time can resolve this problem
of interpretation (Davis, 1971).

Living conditions are also regarded as significant
(Selltiz et al., 1963) as they involve more or less close
interpersonal contacts. For example, anonymity of a single
room or apartment in a large university can be contrasted
with dormitory living at a small college in terms of provi—
ding chances for interaction with members of the host
culture.

Cultural Differences

 

Significant cultural differences between the so—
journer's own country and host country may produce "culture
shock" (Becker, 1968; Pool, 1966; Seth, 1961) and the so—
journer's perception of these differences (Bennett et al.,
1958; Chu, 1971; Coelho, 1958; DaVis, 1963; Gezi, 1965;
Gullahorn and Gullahorn, 1963; Kelman, 1966; Lambert and

Bressler, 1956; Morris, 1960; Pool, 1966; Selltiz et al.,

 

 

1963; Watson and Lippitt, 1955) have been studied in detail.
The greater the similarity between the home and the host
culture, the greater the likelihood of feelings of accep-
tance, positive attitudes and close interpersonal relations
with people of the host country. The opposite situation
may involve ”status deprivation" (Kelman, 1966) for the so—
journer, often resulting in defensive and maladaptive be-
havior.

Cohen (1977) analyzes expatriates in their living
situation overseas; lthough foreign students are not in-
cluded in his study, the concepts used for analyzing a
cross-cultural experience are relevant for any voluntary
temporary migrant. Cohen delineates between three dimen—
sions of "strangeness” encountered in a cross-cultural ex—

perience

3 (1) cognitive-—definition of situation; (2)
normative——norms of the new culture are or are not accept-
able; and (3) social-~the amount of interaction in the new
living environment.

Another interesting concept that Cohen (1977)
introduces is called the ”environmental bubble"; that is,
the institutional system for personal, social, and cultural
needs that is formed by the sojourners in their community
abroad. The fOreign student, who lives alone in the host
country, is not shielded from the strangeness in the new
environment by an environmental bubble and has to under—
take the coping in the new land alone.

The concept of "strangeness" is sometimes called

 

16

"culture shock" and is important when examining cross—cul-
tural behavior. Meintel (1973) challenges the utility of
culture shock for providing an understanding of the ex—
periences of those who enter unfamiliar cultural settings.
She argues against being guarded and protected from the
strangeness because the most significant shocks potential
in strangerhood are those of self-discovery. According
to Meintel, personal and individual growth can result from
effective dealing with the culture shock as a process of
self-d'scovery that challenges previous conceptions of self
and the social world that sponsored them.

Schuetz (1944) explains the phenomenon of the
"stranger" who, in an unknown, new environment, does not

share the basic assumptions of the foreign social group and

as usual" does not seem relevant anymore and needs to be

mooified while interpreting the new socialization scheme

Attitude Chance through Time

The findings of tne effects of visiting on favor-

.1»
f- l
I..J

k<
0
O
:3
rt
'1
n
O,
l_|
0
d.
O
"S

L<
I?!
O
m
( 1

ableness toward a country are actu.
measures at most times show an increased favorableness to—
ward the host country by the visitor, but some studies do
show decreased favorebleness (Langley and Basu, 1953; Riegel,

1953; Selltiz and Cook, 1962; Watson and Liopitt, 1955).

The differences between studies cannot be explained by the

 

 

17

national origin of the student. Although there are great
differences in favorableness toward the United States by
students from different countries, these differences do not
follow a simple pattern nor are the findings of different
studies always the same for particular countries.

Morris' study (1960) of the "two—way mirror" shows
how complex the variables involved are. He found that a
foreign student's favorableness toward the United States
is not significantly related to the average status actually
accorded to the visitor's country by American students; that
is, how the foreign student evaluates the United States is
not related to how American students evaluate the foreign
country. On the other hand, the foreign students' evaluation
of the United States is inversely related to how they rank
their own country. If they think of their own country as
negative, they think in positive terms of the United States.
These findings, although too weak to be documented, are con—
gruent with the findings of Sewell and Davidsen (1961).

Relevant to how the student's image changes during
the sojourn is the extent to which close and friendly perso-
nal contacts are established. Selltiz and Cook (1962:18)
found "an association between having one or more close
American friends and liking American life." As mentioned
before, time sequence and causal relationships bring problems
to interpreting such results. In contrast to other studies

(such as Morris, 1960) where data were gathered at only one

point in time, at the end of a sojourn, Selltiz and Cook

 

 

18

(1962) measured attitudes toward the United States both
early and toward the end of the sojourn and concluded that
"perhaps those who were initially most favorable were the
most likely to make friends with Americans, rather than
vice versa" (Selltiz and Cook, 1962:19).

It becomes apparent from many studies that adjust-
ment correlates highly with the number and intensity of
social contacts made by the foreign student in the United
States (Morris, 1960; Scott, 1974; Selltiz and Cook, 1962;
Sewell and Davidsen, 1961). Many of the diverse data on
favorableness of attitudes toward the United States con-
gealed in the U-shaped curve hypothesis of changing atti-
tudes. This hypothesis states that the visiting student
typically started with very positive attitudes toward the
United States; then, during the first year, problems of
adjustment and disillusionment are encountered; however,
beyond a certain time deeper and more sophisticated insight
is gained and the sojourner becomes increasingly favorable
toward the host country. This finding is replicated in
many studies, highly general in its application to ex-
change and student programs and of great practical impor-
tance for the design of such programs (Coelho, 1958;
Lysgaard, 1955; Morris, 1960; Selltiz and Cook, 1962).
Unrealistic expectations, the individual's personality,
the extent of culture shock and strangeness and other hard
facts of reality all affect the detailed shape of the U-

curve 0

19

Gullahorn and Gullahorn (1963) extended this hypo—
thesis to a W—curve; they found that the total cross—cultur—
al experience can only be viewed after the process of read-
justment has ended and the total experience is crystallized.
Personality Factors

How the person is affected by cross-cultural con-
tacts, is to a great extent a function of who s/he is to
start out. The sojourner's prior motives and expectations
affect what s/he finds in the foreign country; sometimes
resulting in a selffulfilling prophecy through the process
of selective perception (Bailyn and Kelman, 1962; Cussler,
1971; Scheiner, 1969). Personality variables such as psycho-
social modernity (Perlman, 1970) and social adaptability
(Cussler, 1971) have been studied in relation to adjustment
in the foreign country. However, as Brain and David (1971)
note, interpersonal relations, background and situational
variables have been found to contribute to an understanding
of adjustment problems more than personality factors. In
fact, more meaningful relations are found between sojourn
experience and personality factors when changes in the latter
are studied as dependent rather than independent variables
(Blickenstaff, 1960; Coelho, 1962; Day, 1969; Dimarco, 1971).

Gullahorn and Gullahorn reported in 1966 on the
differences of impact of the cross—cultural experience be-
tween older and younger students. The younger, unmarried
students in their study reported more maturation through

social interaction with the hosts, while the older students,

20

more settled in adult roles and more committed to academic
goals, reported a greater professional development and ad-
vancement.

Selltiz et al. (1963) point out that, in American
universities, European students engage in more extensive
social relations with their hosts than do the Asian students.
This may be influenced by the amount of language competence
that is esential for extensive communication. Morris (1960)
as well as Sewell and Davidsen (1961) found that those
foreign students who rate higher in English language facil—
ity scored higher on the amount of participation with the
host nationals.

Some other interesting and relevant conclusions
can be found in the Gullahorns' study (1966); they found
that failure to cope with the frustration of acculturation
seemed to occur particularly among the younger students
who had never been away psychologically from home. It was
also found that those students who had a definite purpose
and on—going pursuit in mind during their stay abroad, were
less likely to withdraw into self—defeating behaviors. The
students of Gullahorns' study noted as the prime reason for
participating in the exchange program not only educational
advancement but "getting away from it all."

Pool (1966) supplies us with a handy schema for
studying cross-cultural experiences and other dimensions of
the sojourn: (1) the purpose of the sojourn-—the effect of

the trip is apt to differ depending upon the main purpose

21

behind it; (2) temporal and spatial facts—-is it a first—
time-out (Pool et al., 1956); (3) sojourner's relation to
host nationals-—traveling in a group or alone; does the so—
journer know the host's language (Deutsch and Won, 1963);
satisfaction'with the living arrangement (Lambert and
Bressler, 1956); (4) the relation of the culture visited
to the traveler's own culture--is it like home; various
studies have dealt with the problem of inferiority feelings
by Asian and African students in America and Europe and the
resulting forms of defensive behavior (Bennett et al., 1958;
Isaacs, 1958; Lambert and Bressler, 1956; Morris, 1960;
Selltiz et al., 1963); attention has also been given to the
problems of the foreign students who wish never to return
home because they find in the host country the land of
professional and personal dreams (Coelho, 1958; Mayntz,
1960); (5) the ease or hardship of the sojourn—-pleasure or
pain; well or poorly financed; enjoyable or unhappy activi—
ties; home living better or worse (Cleveland et al., 1960);
physically comfortable (Isaacs, 1958); and (6) who was the
sojourner as a person before the trip started—-expectations;
family and peer attachments.

It is often noted that a cross—cultural experience

is a profound psychological experience; contact with another

'_I

culture is a way to discover one's own identity. Trave can
create all sorts of opportunities for people to act out their
self-images and, in doing so, to confirm or modify them

(Pool, 1966:124).

22

Davis (1971) found the most significant outcome
of cross—cultural contacts to be an increased degree of
world—mindedness while a decrease took place in authori-
tarianism and religious ideology. It was concluded that
cross-cultural encounters during adolescence can produce
significant and continuous attitude change and may be
viewed as an important process of secondary socialization.

Summary

The review of literature on cross-cultural expe—
riences has focused upon four main factors: (1) the type
of sojourn experience; (2) cultural differences; (3) at-
titude change through time; and (4) personality factors.

In regard to the present study, these four factors play
an integral part in the framework of analysis.

First, the type of sojourn experienced by the
subjects of this study involves a certain kind of partici—
pation and observation. The adolescent foreign student
under study lived during the sojourn with an American host
family, during which time it can be assumed that more or
less close relationships were formed with the individual
members of the family. The living situation provided thus
chances for interactions with members of the family as well
as with individuals outside the family.

Second, the question regarding the amount of dif—
ferences between the two environments propels the under—
lying theme of the present study. The differences and sim—

ilarities between the home and host environment will guide

23

the propositions regarding the likelihood of feelings of
acceptance, attitudes, and interpersonal contacts and re-
lations with people of the host country. The similarities
and differences may occur in all three agencies of sociali—
zation; that is, the family, the community, and the peers.
The magnitude of differences and similarities will be
studied therefore in relation to the amount of stress
experienced when a change in environment takes place.

Third, as has been speculated in the literature,
a favorable adjustment to the host environment correlates
with the quality and quantity of the social contacts made
during the sojourn.

Fourth, the personality factors of the sojourner
are important in viewing the total living experience in
the country. Age, gender, and place of origin may have
an important function in the perceptions of the environ-
ment.

Introduction to Adolesgengg

Existing literature in the area of adolescence
ranges from highly speculative discussion to narrow empir—
ical investigations, from the newspaper commentary on ado-
lescent behavior to refined investigations in specific
areas. There have been psychological, sociological, phy-
siological, anthropological, and philosophical investiga-
tions into the phenomena of adolescence. Considering the
purpose of this study and the volume of existing literature,

it is necessary to limit the scope of survey to the areas

24

of concern: (1) the first section deals with adolescent
behavior within the context of social institutions such as
family and school; this part will include areas such as
family size, ordinal position, grades in school, and re-
ligiosity; (2) the next section is on adolescents and peers;
the emphasis here is on dating, sexual behavior, and drug
use; (3) the last section deals with research on adolescent
stress; the areas included here are depression, self esteem,
family crisis, and faith in people.
Family and School

The family is especially important in the child-
hood development of the adolescent since it is the first
agency in the social structure which the child contacts and
it has the responsibility of the initial socialization and
preparation of the child for future contact with the exter-
nal world. By the time the child reaches high school, s/he
has entered the period of life and development which has
been characterized as transitional or interstitial (Davis,
1944), the period of rapidly increasing physical and mental
maturity between childhood and adulthood——adolescence.

While research on the development of the child
can profitably focus on the physiological, psychological,
and sociological implications of various child—rearing
practices, the relationship between the adolescent and the
family, in terms of the research examined, appears to em—
phasize the attitudes, conflicts, and relationships which

characteristically arise between adolescents and their

25

parents. Several studies examine the relationship between
the adolescent's personality development and social accepta-
bility in comparison with the particular family environment
(Barlett and Horrocks, 1958; Cavan, 1934; Landis, 1954, 1955;
Peck, 1958; Rausch et al., 1973; Straus, 1962; Warnath, 1955)
but the major interest seems to be the description of various
aspects of the parent—child relationship and the examination
of attitudes held by the parents and the child (Berg, 1956;
Bernard, 1939; Boehm, 1957; Butler, 1956; Davis, 1940; Elkin
and Westley, 1955; Johannis, 1958; Johnson, 1952; Liccione,
1955; Mc Cord et al., 1960; Nye, 1951; Rosen, 1955).

In the investigation of the relationship between
family environment and personality formation and social
acceptability, one notion seems to run through all the
examined research. Hollingshead (1949) finds that the in-
fluence of the social class culture permeates the behavior
of the adolescent in the relation to the family, the school,
the church, and the peer group. While social class undoubt—
edly plays an important role in the value system and perso-
nal relations of the adolescent, the type of family rela-
tionship enjoyed by the adolescent has repeatedly been shown
to influence personality and social acceptability. Cavan
(1934), Landis (1954, 1955), Peck (1958), and Warnath (1955)
all note that the adolescent who comes from a democratic
family, as opposed to an authoritarian family, has a better
chance to adjust favorable to life situations. Cavan, in-

vestigating problem and non—problem children, reports that

26

socially well—adjusted children are a product of good home
environments. Peck (1958) shows that adolescents who come
from warm, democratic homes reveal more positive personali—
ty traits than those who come from disapproving authoritar-
ian homes. Analysis of 142 interviews leads Warnath (1955)
to conclude that adolescents coming from affectionate, de—
mographic type families are better able to adjust to the
social structure of the adolescent peer group. Going beyond
the demographic—authoritarian dichotomy, Landis (1955), in
an analysis of data from questionnaires applied to 5,500
high school seniors, finds not only that adolescents from
demographic families are better adjusted and have fewer
problems, but also that only children reveal more problems
than children from larger families. The only children also
had fewer friends, were more introspective, and were more
active outside the home.

These above mentioned studies reflect the social-
cultural period in which they were done; this is in contrast
to recent literature of the counter—cultural movement of
late 1970.

The number of parents in the home has in recent
years been given some attention. Herzog and Sadia (1968)
conclude that the absence of the father does not produce
consistent predictable effects on the children; however,
Hetherington (1972) finds that father absence produces sex-
uality differences in teenage females.

Bahr et a1. (1974) studied conjugal power of

27
parents as perceived by adolescents and found that adoles—
cents perceived the parent with whom they identified mostly
as relatively more powerful; the suggestion was made that
the perception of power may vary with other structural di-
mensions of the family, such as sex and age of the children.

With regard to affection seeking, Barlett and
Horrocks (1958) find that children from broken homes re—
flect a greater need for affection in their approval seeking
behavior toward the opposite sex.

Some aspects of adolescents' attitudes toward
their parents are reported by Johannis and Rollin (1959) in
their investigation of 1,400 tenth graders. They find that
80 per cent of the students rated their parents' marriage
as happy, 82 per cent were happy with their home life;
there was no difference between boys and girls in the way
parents' marriages were rated. They also found that the
students had more positive attitudes toward their mother
than their father. Lurie (1974), in a study of sex and
stage differences in the perception of parental relation—
ships, found that for high school seniors, describing their
parents' marriage as good, the ratio is as follows: 61 per
cent for boys and 55 per cent for girls. Generally, it is
found that girls tend to report their parents' marriage
more negatively.

Among adolescents who do not live with their
parents, Johnson (1952) finds significantly more positive

feelings towards parents, father, and family in general

28

than among adolescents who live with their parents. This
finding is somewhat in agreement with Useem's (1973) finding
that children who attend a boarding school seem to direct
their rebellious feelings towards the school authority,
which leaves the emotional ties between parents and child
undisturbed.

Liccione (1955) proposes that, during the puber-
tal period, the relationship between daughter and mother
exhibits more conflict than between the girls and their
fathers in the same period. He found that, at all ages,
there was a greater amount of both conflict and non—conflict
between the girls and their mothers. This is explained in
terms of the greater interaction of mothers and daughters
during this time. The study by Russell and Seaman (1976)
of foreign high school students living with a family in the
United States points out that problems with host mothers
were fairly critical in accounting for many of the diffi-
culties students experienced during their sojourn. Con-
flicts with the host mother and/or host sister were far
more frequent than conflicts with the host father and/or
host brother.

In the specific relationship between the adoles-
cent boy and his father, Payne and Mussen (1956) find that
boys who identify strongly with their fathers feel that
their parental relationships in general were warm and re—
warding. These boys also felt that their fathers were

warm, friendly, and more rewarding than their mothers and

 

29
the boys themselves were rated as more calm and friendly
than those boys who did not identify strongly with their
fathers. Cava and Rausch (1952) report similar results.

Larson (1974), in a study of the influence of the
family variables and attitudes in the salience hierarchy
during adolescence, as to who is considered important and
influential, found that the variables parent-adolescent
and communication have limited direct effect upon the
reference set preferences of youth. Family attributes such
as a positive marital relationship was instrumental in
promoting parent-adolescent affect and the adolescent's
perception that parents were willing to help the adoles-
cents achieve their goals.

Following Hollingshead's notion (1949) that the
social class culture influences the behavior and adjust-
ment of the adolescent, Nye (1951), in a study of 1,472
high school students in Michigan, found that socio-economic
level does influence parent-child adjustment although not
with the same degree of influence at all levels.

Johannis (1958) found a great deal of family
participation in several selected social activities when
he investigated a sample of 1,027 high school sophomores
in Florida. In fact, in eight of the ten activities se-
lected, it was found that over 78 per cent of the family
participated as a group.

In an article on the problems of parent-child

conflict, Davis (1940) contends that the conflict found

 

30
in Western societies arises from the interaction of certain
universals in the parent-child relationship and certain
cultural variables. These universals include: the dif-
ferences in age between the parent and the child, the factor
of decreasing socialization with increasing age, and the
psychological, physiological, and sociological differences
between age groups. These universals interact with the
following variables: the rate of social change, the com—
plexity of the social structure, and the force of vertical
mobility.

One of the important functions of the American
middle and lower class adolescent period is to develop in
the individual increasing independence from the family.

It is possible that one measure of increasing independence
may be found in the individual's attachment to and attitude
toward the neighborhood (community). In a study of 420
adolescents, Bernard (1939) notes the influence of age

and socio-economic level in the child's emancipation from
the neighborhood. She finds that the greatest relative
decline in attachment to the neighborhood comes at age 17
for the middle—class child and at age 15 for the lower-
class child. It was found that the lower—class child was
more attached to the neighborhood than was the middle-
class child.

In a comparison of American and Swiss children
between the ages of six and sixteen, it has been shown

that the American child develops independence from the

 

31

family at an earlier age than the Swiss children. Americans
also develop independence of thought at an earlier age
(Boehm, 1957). Kandell and Lesser (1969) compared adoles-
cents from Denmark and the United States on the dimension

of independence. They report that parents from the United
States tend to treat their adolescents longer as children
and maintain generally authoritarian patterns of decision-
making between the parent and the child. In Denmark, deci-
sion-making was found to be more democratic between parent
and child while discipline was speculated to be more intense
at an earlier age for the Danes, thus fostering more control
of self and earlier independence.

One possible explanation to the rapid evolution
of independent attitudes on the part of the adolescent may
be seen in the influence of the attitude and support of the
peer group. A study by Kinch and Bowerman (1951) shows that
increasing age leads to increased activity and contact with
the peer group. As the peer group contact expands, there
will be a shift from family orientation to peer orientation
if the family is unable to maintain a satisfactory adjust-
ment.

Munns (1972) postulates that, due to the relativ-
ely less communication with parents by adolescents, the ado—
lescent males are more influenced by the value of the peer
group than the values of the parents. Utech and Hoving
(1969) support the notion that conformity to the advice

of parents is negatively related to age when conflicting

 

32
advice is offered by peers; that is, the parent's influence
decreases with the increasing age of the youth.

Wakefield (1970) found that an adolescent's per—
ception of parental awareness of the adolescent's feelings
is not related to the degree the adolescent likes the parent.
In affect, parental and adolescent perceptions of each other
do not agree.

Family Size

A key aspect of family structure is family size
yet no comprehensive theory of socialization based on family
size exists. However, when used as a mediating variable,
the volume of data indicates its prevalence. While the
literature generally indicates an overall negative relation
between social status (SES) and family size, we must keep
in mind that this relation~does not hold for all groups.

For instance, Catholics generally have positive relations
between SES and family size (Gecas, 1976).

Straus and Libby (1965:55) note that two assump—
tions can be made regarding family size: (1) "the number
of persons in a group affects the nature of the interaction
within that group" and (2) "differences in the interactional
environment of the growing child should, in turn, result in
differences in the personality of children reared in large
and small families."

Bossard and Boll (1954) note a relationship be—

tween adjustment scores for children and large family size.

They propose that the large family is an advantageous

 

 

33

environment for socialization. Other research that supports
this notion comes from Elder (1962) and Henry (1957); yet
Hawkes et al. (1958) and Smart (1963) report that children
from smaller families are better adjusted than those from
larger families. Damkin (1949) and Swanson et al. (1972)
found no relationship between family size and adjustment;
however, Swanson et al. (1972) report that maladjustment
varies in relation.to ordinal position with larger families;
that is, first born males from larger families are better
adjusted than later—born males. Marjoribanks and Walber
(1975) found that as the amount of parent—sibling inter—
action decreases, the family size increases. However, in
high social class families the family interaction always
surpasses that of the lower socio—economic families.

In a large study of the total population of the
Netherlands for males born in 1944 through 1945, Belmont
and Maralla (1973) found that as family size increases,
ability level decreases. Poole and Kuhn (1973) found,
while using a sample of every woman and every other man
who graduated from a British university in 1960, that a
large family does not hinder the educational achievement
of middle-class children; however, for lower socio-economic
families, a small family is an important ingredient in aca—
demic succes.

Due to the decrease in family size in the United
States, this specific topic has received less attention in

recent years. Interest has lessened as size of family

34

decreased and while the importance of having male children
has become less important.

Ordinal Position

 

The literature on ordinal position is extensive
and often contradictory as is the literature dealing with
family size and sex of siblings. Chen and Cobb (1960) have
even found that a child's ordinal position affects rates of
schizophrenia, duodenal ulcers, and alcoholism. However,
Adams (1972), in a critical review of birth order research,
concludes that the most consistent findings have been (1)
greater educational attainment among first—horns than later-
borns, and (2) that first-horns are more affiliative and de—
pendent than later-borns.

Vockell et al. (1973) have compiled a bibliography
and index on birth order which is useful for surveying lit—
erature and variables used in research.

MacDonald (1967, 1969) suggests that birth order
differences in research literature may be largely due to
differential levels of socialization; for instance, the
proposition that first-borns are more highly socialized
than later-horns. The sense of obligation and expectation
to conform to adult normative standards is thought to be
stronger among first-borns (Adler, 1920, 1927, 1945, 1956).
Adler's contention is supported by research of Ehrlich
(1958), Hall and Barger (1964), and Altus (1959) who found
firstéborns to be more conservative, conforming, serious,

and better at organizing alternatives.

35

Zimbardo and Formica (1963) note from their re—
search that first-borns perceive their parents to be more
strict than later—borns.

In relating birth order to adjustment, Reddy
(1967) studied 620 males, ages 14-20, and found that first-
born subjects were more maladjusted and they were closely
followed by middle-born subjects-~all ordinal positions
after the second and before the last. Second—born subjects
showed the least amount of maladjustment of all age groups.

Dimond and Munz (1967) report that later-borns
are more socially adept than first—horns, and Jorrard (1958)
found that later-borns have more meaningful social inter—
actions.

School

Because of the great amount of time that the ado—
lescent spends in the school situation, the question arises
as to the source of adolescent status in the school envi-
ronment. The school would naturally like to feel that aca-
demic achievement and competence play an important role in
the peer group structure, for education of the young is the
avowed goal of the school. Several studies indicate that
the role of academic performance in the adolescent status
system can be understood only in terms of the values of the
adolescent groups in a given school environment.

Gordon (1957) investigated the behavior of ado—
lescents in relation to their position in the general so-

cial structure of the school and found that the individual

36
adolescent is likely to seek roles in the school environ—
ment which can afford him or her prestige in the informal
peer group structure. Specifically, Gordon states that
successful participation in student activities is more in-
dicative of the general status of an individual than is
success in academic pursuits.
Grades

Grades may, in a given environment, earn the ado-
lescent a certain amount of prestige. This finding is noted
by Ryon and Davie (1953) in their investigation of 326 stu-
dents in a suburban high school. They were able to esta-
blish a significant positive relationship between grades
and social acceptance. Two—thirds of the students tested,
however, were taking college preparatory courses and it
would be expected that such a group would reflect greater
interest in the academic area.

In an attempt to isolate the factors which influ-
ence an individual's participation in the social life of
school, Jones (1958) compared two groups of students on ten
points, including: behavior ratings, intelligence, reputa—
tion, physical abilities, socio-economic status, attitudes,
and self—concept. While she was able to establish signi-
ficant differences in the areas of behavior ratings, repu—
tation, and socio-economic status, they were not felt to be
conclusive in determining who would be most active in the

social life of school.

37

Religiosity

Although it has been assumed by many that reli-
giosity has a declining influence on contemporary American
beliefs (Baker, 1965; Hernberg, 1960), there is, on the
other hand, a sudden rise in importance of the cognitive
dimensions concerning religiosity. Recently, many adoles-
cents are showing interest in Eastern religions, medita-
tion, and the participation in alternative forms of orga-
nized religious activity, such as the Jesus Movement, has
been widely noted (Weikert, 1978).

While Kuhlen and Arnold (1944) suggest a rejec-
tion of conventional moral beliefs during adolescence,
Vener et al. (1977), Remmens and Radler (1957) and others
find that traditional religious orthodoxy items do not
show a consistent decline with increasing age.

There have been many discussions as to what com—
prises an adequate measure of religious commitment (Vernon,
1962). Historically, religious commitment has meant what—
ever it means "to be religious" (Weikert, 19782110). Vernon
(1962:69) states "...such criteria as church membership,
church attendance or acceptance of specific beliefs are
often considered to measure religiosity... There would
seem to be a valid distinction between 'being religious'
and being a church member 'attending church' or accepting
a specific belief." In this study, religiosity is measured
by an eight item scale; five of the eight items were adapted

from Putney and Middleton's scale (1961), that has two

38

dimensions: (1) denomination or church specific and (2)
philosophical or general non—denominational components.

Jessor et al. (1968) speculate that participation
in religious rituals and observance can provide the indivi—
dual with social controls, which in turn can reinforce per—
sonal controls.

James (1902) states that emotional religious ex-
periences can generate a devoutness of reverence, resulting
in an obedience orientation or "harmonious adjustment" to
the world.

Russell and Seaman (1976) note that those foreign
high school students, living for one year with an American
family, who experienced problems with the religious beliefs
and activities of their host families were much more likely
to require a change in host family placement than were those
students who did not experience this problem. This suggests
that being devoted to one religion makes it hard to be ac-
ceptable and tolerant towards another religion and the ac—
tivities involved.

Summary

The relationship between family and adolescent
has been conceptualized in many different ways by various
scholars. The research in this area emphasizes the atti—
tudes, conflicts, and relationships that arise between the
parents and the teenagers. Aspects of the parent—child
relationship have been investigated through the examination

of the perceptions of parent and child. The present study

39

draws data from the perceptions of the high school student
toward parents to determine the family relationships.
Social class, the type of family relations, participations,
family size, and ordinal position have been regarded as
main variables in the study of the behavior of the foreign
adolescent.

The school is, next to the family, considered
important when studying adolescent behavior, since the
student spends a great amount of time in this institution.
Grades that are achieved in school may earn the student
prestige, yet success in academic achievement is not neces—
sarily viewed as indicative of acceptance in various student
activities.

The amount of conformity to certain religious
beliefs may be expected to influence the adolescent's be-
havior. Norms and values based on specific religious be—
liefs can provide social controls which, in turn, can pro—
vide conformance.

The investigation into various aspects of family,
school, and religion have formed a base for the areas of
investigation for the present study.

Peers

The amount of work done on various aspects of
adolescent peer relationships is second in importance to
the body of work on the adolescent in social institutions.
Granting that the adolescent is involved in several of the

institutions of the community, such as the family, school,

40
and church, it is important to remember that s/he quite
often relates to these institutions as a member of a group
of age—mates, a peer group. This group can take the form
of a social club or the apparently non-structured group of
friends. In family contact, the behavior can hardly be
understood solely in terms of the family environment but
must be tempered by an understanding of the influences of
the attitudes and norms of the peers. Likewise, the leisure
pursuit and interest are influenced by the associations with
the age—mates or peers.

Research in this area has ranged from discussions
of the structure and function of the adolescent peer group
(Ausubel, 1954; Bossard, 1948; Mohr and Despres, 1958;
Phelps and Horrocks, 1958; Tyron, 1944) through investiga—
tions of dating behavior and the development of sex appro-
priate roles (Christensen, 1952; Crist, 1953; Goslin, 1971;
Hill, 1955; Hobart, 1958; Jessor and Jessor, 1975; Kanin,
1957; Kinsey et al., 1948, 1953; Kirkendall and Libby,
1966; Komarovsky, 1946; Miller and Simon, 1974; Panos,
1958; Schofield, 1965; Sorensen, 1973; Vener et al., 1972;
Vener and Stewart, 1974; Wallin, 1950; Weikert, 1978;
Whyte, 1943; Zelnick and Kantner, 1972a, 1972b) to exten~
sive work on peer acceptance, popularity, and status
(Anastasi and Miller, 1949; Ausubel et al., 1952; Ausubel,
1955; Bretsch, 1952; Coleman, 1960; Davis, 1960; Hartley,
1946; Hussman and Levine, 1960; Keislar, 1955; Marshall

and Mc Candless, 1957; Mc Guire and White, 1953; Partridge,

41

1933; Scandrette, 1958).

Discussion of the functions of the peer group
in the life of the adolescent characteristically note the
role of the peer group as an aide in the adolescent's eman—
cipation from the family (Ausubel, 1954; Mohr and Despres,
1958; Phelps and Horrocks, 1958; Tyron, 1944). The support
gained by the adolescent from the peer group encourages
him or her in the "struggle" against parental authority
and adult control.

Phelps and Horrocks (1958) have shown in an inten-
sive study of 200 adolescent boys and girls that the most
important overall reason for the formation of informal
groups among adolescents is the desire to achieve freedom
from adult control.

Outside the specific support in the struggle with
adult authority, the peer group is seen as an insulator
against the frustrations and anxieties in the shift from
adolescence to adulthood (Ausubel, 1954; Phelps and
Horrocks, 1958). It acts to support the adolescents by
offering them a source of status (Ausubel, 1954) and a
training ground where they can experiment with personal
relations, gain heterosexual experience, and develop
social contacts.

Bossard (1948) notes that the experience of in-
volvement in a peer group is a basic influence in the
shaping of the adult personality but that contact with

a peer group depends on length of membership and the

individual's need for peer group activities.

Cameron (1968), in a study of 200 early adoles-
cents, has characterized the ”in—group" as being concerned
with acceptance by their peers, approval from the opposite
sex, and social activities. The desired image involved a
combination of physical and social maturity, friendliness,
good looks, and high popularity. In spite of this charac-
terization, one would expect the peer group values and be-
havior to vary with the social class and age of members.

Despite the variations in peer group behavior,
Tyron (1944) feels that the adolescent peer groups reflect
the form and purposes of their adult counterparts. She
sees a definite similarity of general characteristics be-
tween the adult peer groups and the adolescent groups.
Dating and Sexual Behavior

Dating and sex role behavior are two areas of
adolescent peer relations which have received appreciable
attention in the literature. The work on dating is mainly
descriptive of dating practices, attitudes toward dating,
and selection of dating partners. The investigation of
sex roles has been concerned with the development of ap-
propriate behavior patterns and the problems of adjustment
to contradictory situations.

Contrary to popular opinion, boys and girls
begin to date and go steady at approximately the same age
(Broderick, 1968a, 1968b; Feinstein et al., 1973). Median

a es for initial datin amon the hi h school males and
g

43

females in Lowrie's (1952) sample ranges between 14.1 and
14.9 years. The average ages reported by Bardis (1958),
Cameron and Kenkel (1960), and Bock and Burchinal (1962)

are toward the lower end of the ranges reported by Lowrie.
The first date a boy or girl arranges may be looked upon

as the first serious socio-sexual activity and the more
mature development of the activity is when the boy or girl
decide "to go steady" or become "engaged" (Schofield, 1965).

Poffenberger (1964) found that 42 per cent of
males and 25 per cent of the females of his high school
sample had never gone steady. This is consistent with
Kephart’s (1967) research where females were found to have
somewhat more extensive romantic experiences than do males
of high school and college age. Schofield (1965) and
Collins (1974) express in their findings that many adolesn
cents perceive their peers as more sexually experienced
than they are themselves; therefore, the amount of pres-
sure of the peer group on the adolescent may be considerable
since it is so important for them to behave in a similar
manner (Weikert, 1978).

An important attribute in fostering interpersonal
attraction in the dating situation is the perceived physi—
cal attractiveness of the dating partner (Brislin and Lewis,
1958; Byrne et al.,1970; Coombs, 1966; Curran, 1973; Curran
et al., 1973; Kirkendall, 1967; Miller and Rivenback, 1970;
Stroebe et al., 1971; Walster et al., 1966).

Heterosexual activity is an important part of

44

adolescence since it is the period when the individual is
becoming more aware of the opposite sex, is experimenting
with personal relations, and is rapidly gaining physical
maturity. Dating patterns and behavior also reveal sig—
nificant norms and values operating within and between
adolescents and adults.

Reiss (1967) states that two determinants of
premarital sexual permissiveness are the courtship system
and the family. For Schofield (1965) the predominant char-
acteristics of his sexually active sample are high ethno-
centrism and low restrictiveness from the home; that is,

a high value is placed on the peer group and a low value
on parental restraint. Weikert (1978:57) found dating

and sexual permissiveness significantly related and states
"...the adolescent is a sexual being, and to deny the ex—
istence of sexuality limits the growth and understanding
of adolescents concerning the process of love, intimacy,
sexuality, and marriage."

The influences of the peer group in the develop—
ment of dating behavior is seen in the choice of dating
partners and preferred activities. The peer group is also
important in the development of interest in dating. Crist
(1953), reporting on the dating behavior of high school
students, notes that the dating of the investigated students
was generally controlled by their parents but activities
and date partners were approved by peers. Crist also finds

that early dating is usually a result of group expectations

45

and that, in fact, many students date solely because they
wish to be accepted by their groups and not because they
are particularly interested in dating as such.

The selection of dating partners is not a random
process. Not all adolescents are judged equally in terms
of their acceptability as dates. Adolescents from different
social strata behave differently and have different criteria
for the selection of acceptable dates. In general, these
criteria are similar to those used in the evaluation of
peers in general and friends in particular.

The influence of class position on dating patterns
is discussed in a study by Hill (1955). He found that the
majority of students dated within their own social and
school classes. Students in the upper social class had more
dating partners while the lower classes tend to date outside
of their own social and school class. Christensen (1952)
supports the idea of distinct dating patterns for boys and
girls.

In the area of sexual activity, the male is usual—
ly seen as the aggressor (Christensen, 1952), but an in—
creasing aggression is noted in females toward assuming a
more egalitarian position (Feinstein and Ardon, 1973); yet
the prevalence of sexual activity is often associated with
socio—economic class levels, with the lower classes being
considered as the most lax and the middle and upper classes
having more restrictive codes.

Vener et al. (1972) report on the sexual activities

46
of females and males from three different communities: A
(professional—managerial); B (mixed); and C (blue collar).
Large differences in coital behavior appear between commu—
nity A and communities B and C, with community A (high
social class) males and females reporting less coital ex—
perience than their counterparts. However, Reiss (1965,
1967) found no relationship between social class and sexual
permissiveness. In follow-up studies of Reiss' (1967) work,
Staples (1971), Maranell et al. (1970), and Middendorp et
al. (1970) sought to test Reiss' (1965:750) hypothesis that
”among conservative people those of higher status would be
less permissive than those of lower status, while among more
liberal individuals the relationship would be in the opposite
direction." The hypothesis was not supported by the data
(Maranell et al., 1970; Middendorp et al., 1970). Midden—
dorp et al. used a large sample (1704) of subjects ages 17
to 70 from the Netherlands and found no relationship between
social class and permissiveness.

A considerable amount of research on adolescents
has been concerned with popularity, status, social accepta-
bility, and friendship patterns. Only a cursory examination
of newspaper articles and books by popular authors is needed
to be impressed with the apparent preoccupation of the ado—
lescent with the maintenance of a socially acceptable pat—
tern of behavior. Considering the function of the adoles-
cent period as a training ground for interpersonal relation—

ships and a period of experimentation with various self-images

47

the adolescent's concern with acceptance and popularity
seems not unnatural.

In the development of friendship ties, the ado-
lescent who is judged by peers to manifest socially accept—
able personality traits is in an excellent position to form
acquaintances with a variety of other adolescents. The
degree of the acquaintanceship then influences the poten-
tial number of friends or choices as a friend obtainable
to him or her (Scandrette, 1958). In some cases, it can
be shown that an experience in social living such as a camp
experience can positively affect the number of friendship
choices obtained by a given adolescent on a sociometric
test (Davis, 1960).

As with other focuses of study, literature review
on dating reflects the trends of time. Most research on
dating was conducted in the 1950's and 1960's, while sexual
behavior became of interest to researchers in the 1970's.
Alcohol Use

Although the use of alcohol is often engaged in
by adolescents, it is regarded in the American literature
as an illegal offense. Most of the literature has examined
drinking behavior in relation to other variables in order
to make meaning out of the interrelationship of the vari—
ables.

Gould et al. (1977) found that drinking alcohol
is a prevalent activity among adolescents. Sorosiak et al.

(1976), while obtaing data on 3,348 students in grades 8

48
through 12, found 73 per cent of the seniors reporting al-
cohol use.
DrugyUse andAvailability

A large volume of literature has recently been
devoted to the use of marijuana and other drugs. Hager
et al. (1971) found that, overall, males reported higher
drug usage than females, higher use was reported in higher
socio-economic schools, and the greatest percentage of
increase in "soft" drug use (marijuana, hallucinogens,
and amphetamines) was for youth between the ages of 15
and 16. Stewart et al. (1977) found that an increase in
soft drugs has taken place, some convergence between the
sexes, and that the drug usage is more reflective of a
deviant career pattern——conformity to the peer group than
a personal reaction to social forces.

Kandel (1973) found that 29 per cent of his New
York high school sample had used marijuana; 16 per cent for
freshman to 41 per cent for seniors.

Efforts to relate marijuana use to personality
have been made by numerous researchers (Goldstein et al.,
1970; Haagen, 1970; Hogan et al., 1970; McAree et al.,
1969; Wexler, 1975).

Streit and Oliver (1972) found that a child's
perception of closeness to the family is significantly
correlated with drug usage. Sorosiak et al. (1976) report
that, in their study, the use of marijuana increases with

age from 8 per cent to 42 per cent for the 8th through 12th

49

graders. Other than alcohol, marijuana was found to be the
most frequently used illicit drug; adequacy of family com—
munication was inversely related to drug usage, peer advice,
and seeking help when involved with drugs.

Hager (1970) found that the ability to obtain
drugs is related to the use of drugs.

Thomas et al. (1975) notes that social background
factors are usually weak predictors of drug use; the degree
however to which the individual accepts the tenets of the
subculture is found to be indicative of probable drug use.

Summary

Through the review of literature on adolescents
in family contact, the behavior can hardly be understood
solely in terms of family environment, but must be tempered
by an understanding of the influences of the peers. The
function of the adolescent peer group has often been char—
acterized as an aide in the adolescent's emancipation from
the family. Therefore, postulations around family bonding
and peer involvement usually concern an inverse relation-
ship; that is, a decrease in family bonding tends to show
an increase in the areas of peer involvement.

The acceptance of a peer group often involves
the desired image of the combination of physical and social
maturity and popularity.

Being part of structures such as the family and
community guide the adolescent along the lines dictated

by adult normative expectations, while the peer group

 

 

50

frequently represents a countervailing force leading to
new behavior. The social institutions of adolescents vary
according to social class and geographic region-—the main
street hang-out versus the coffee-house. An adolescent who
is, for whatever reason, actively involved in activities
outside the family structure, is more likely to become in—
volved in activities like dating, alcohol and drug use.
Over time, the involved heterosexual activity of dating will
in turn frequently lead to progressive involvement in higher
levels of sexual activity.

Stress

In this study, two forms of stress are meaSured:
(1) the physical and (2) the emotional stress. The physical
stress is divided into: (a) physical well being and (b)
attractiveness. The emotional kinds of stress are (a) af-
fectional deprivation, (b) depression, (c) self esteem, (d)
family crisis, and (e) faith in people.

The most common types of stress derive from the
tensions of every day living; they tend to arise between
incompatible needs or goals of the individual, when a de-
cision needs to be taken in order to resolve the tension
(Weikert, 1978). There are more serious tensions that arise
when a need is not met or an effort is frustrated, which
call for further effort, change, or readjustment (Moore,
1969). Moore (1969) describes the processes as everyday
tensions and relaxations that are built up within the orga—

nism, built up, and resolved again.

 

 

 

51

Adolescence is that period of one's life during
which stress seems to be dominant; the dynamic changes of
the physical as well as the psychological structure of an
adolescent is subject to many changes. How well an indi-
vidual is able to c0pe with stresses seems a quality of re-
silience that varies from birth; it may be fostered or re-
duced by environmental conditions, especially in early
childhood years (Moore, 1969). If there is a lack of un-
derstanding or sympathy in the individual's environment,
the indecision concerning the stresses may add and bring
the individual to a breaking point (Moore, 1969).

Some researchers point out that the adolescent of
today lives in a period of time that seems increasingly
stressful (Keniston, 1962; Sandler and Joffe, 1965); they
feel that, especially, anxieties concerning the future seem
to increase because of the relative insecurities of a fu—
ture, compared with the security of yesteryear. Matza
(1964) focuses on the status ambiguity that is generated
by developmental discontinuities between the contradictory
demands of autonomy and dependence in the area of sexuality,
peer relations, occupational orientation, and Weltanschauung.

The rate of physical maturation will affect the
personality development of a person. MuSsen and Jones (1957)
found that late maturing adolescent boys are more likely
than their early maturing peers to develop negative self-
concepts, e.g. feelings of inadequacy, isolation, domination,

dependence, and rejection. Jones (1974) points out that

sé
one—third of the vulnerable adolescents continue their
pathology into adulthood. Affective disorders, some of
the results of stress found in adolescents, have become
popular subjects of psychiatric research because of their
prevalence (Hudgens, 1974).

Mechanic (1957) conceptualizes stress as a per-
ceptual condition of discrepancy between demands imposed
on ego by the self and others, and ego's potential to ful-
fill these demands.

Depression

Depressive phenomena should demand careful atten-
tion because of the relationship to suicidal behavior. The
available literature on suicide and attempted suicide reveals
that, of all mental disturbances, depressive disorder—-with
sadness, pessimism, feelings of futility and worthlessness,
and tendencies to excessive guilt feelings and self re—
proach-—is the one that poses the greatest suicidal risk
(Stengel, 1964).

The underlying theme in adolescence, as well as
with adults, is that depression is the experience of loss:
loss of a personal relationship, loss of self esteem, and
loss of bodily integrity. All such losses may result into
a depressive reaction. Weiner (1970) speculates that these
losses may be actual events but can also be unconscious or
unrealistic fantasies.

A number of studies suggest that the propensity

for depression in the face of loss is directly related to

 

 

 

53

childhood experiences of parental deprivation that sensi—
tizes the individual to such losses (Bowlby, 1961). Brown
(1961) found that 41 per cent of a sample of depressed
adults had experienced loss of a parent prior to age 16.
Masterson et al. (1963) note a prominent incidence of pa—
rental death, separation, or divorce in depressed 16 to 18
year old youngsters they studied. Kiev (1976) found three
salient factors present in his sample of 300 patients who
attempted suicide: (1) interpersonal conflict, (2) social
setting of the attempt, and (3) attitudes of significant
others.
Self Esteem

An increasing amount of attention\has been paid
to the area of self esteem and the concept has played an
important role in the study of behavior during adolescence.

Adolescence is regarded by many as the time when
there is a focussing on many questions regarding the self
since this time brings a period of unusual status of am-
biguity. In some ways the individual is treated as a child,
in other ways like an adult (Rosenberg, 1965). The regard
for the self is constantly changing through experiences;
the comparison of the self to others, in the perception to
others' View, and in the evaluation of one's own communi—
cative behavior (Shubert, 1974).

Shubert (1974) and Schimel (1974) note that self
esteem is primarily vauired through interpersonal communi-

cation. Self esteem and interpersonal communication are

 

 

54

related (1) through selectively perceiving and distorting
information to support the existing self esteem, and (2)
through the communication to others so as to get them to
behave towards the individual in a manner consistent with
his or her self esteem. Low self esteem implies self-
rejection, self-contempt, and self-dissatisfaction (Rosen-
berg, 1965). A familiar clinical observation is that de-
pression often accompanies low self esteem. High self
esteem often seems related to an individual's social power
(Hastorf, 1970). Rosenberg (1965) found high self esteem
to be related to parental interest in the child, interest
in friends, academic performances, and the contribution

to meal-time conversations. Similarly, Bachman (1970)
found high self esteem to be positively associated with
"good" family relations. "Good" family relations were
characterized by such things as affection between family
members, common activities, and fairness and inclusion of
the child in making decisions.

The available research suggests that sex, race,
religion, and social class of the individual affect the
patterns of parent-child interaction and the individual's
self esteem. The fact that parents act differently toward
children, depending on the sex of the child, is a common
observation (Becker, 1964; Douvan and Gold, 1966; Droppleman
and Schaefer, 1963; Sears et al., 1957). Also commonly ob-
served is that patterns of socialization differ according

to social class. Middle-class parents are usually reported

. 1|I||II 1! III (Ill ,
(will \IJI'II .

 

 

55

as being more supportive and affectionate toward their
children, while lower—class parents place greater stress
on obedience and rely more heavily on physical punishment
(Brofenbrenner, 1958; Kohn and Schooler, 1969). Social
class differences have a greater bearing upon boys than
girls, in developing self esteem. Rosenberg (1965) found
that high social class boys are more likely (19 per cent)
to have high self esteem compared to low social class bOys;
but only 6 per cent of the high social class girls had

a higher self esteem compared to lower social class girls.
Rosenberg (1965) speculates that, with an adolescent, the
neighborhood, family, and peer group rather than prestige
in the broader society may predominantly influence the
individual's feelings of self worth. He found that it is
generally difficult to detect a clear and consistent as-
sociation between the father's occupation and the adoles-
cent's self esteem.

People tend to be attracted to those who evaluate
them positively and to dislike those who appraise them
negatively. Research done by Jones et al. (1962) supports
this proposition. If, however, evaluations of others to«
ward the self exceed the self's own evaluations, they may
seem inaccurate and the evaluator is often disliked (Gergen,
1971).

In reviewing the literature regarding self esteem,
it appears that the adolescent can develop concepts of the

self by comparing the self to others and then labelling the

 

 

56

dominant behavior patterns. Second, the appraisals that
one receives from others is important in the shaping of the
self conception. The third process is that of social com—
parison, when the individual sees the self in relation to
others.

Family Crisis

 

Howells (1971) suggests that adolescence is a
time when the understanding judgment of parents about clear
rules for many aspects of living is needed. Many studies
reveal that adolescents who experience or report marked
conflict with or alienation from their parents and families
tend also to demonstrate impaired psychological adjustment
(Marcus et al., 1966; Partridge, 1944; Peck, 1958; Scott,
1940). Taken these studies together, it appears to justify
the conclusion that (a) adolescents' actual or perceived
relationship to the parents is significantly related to
personality style in general and to the adjustment level
in particular, and (b) that actual or perceived conflict,
disharmony, and mutual dissatisfaction in relation to the
parents tend, in adolescents, to be associated with deviant
rather than adaptive adjustment (Weiner, 1970).

Any crisis, tragic or unfortunate event in the
family, even in the sense that they are in no way directly
related to the adolescent's problems, causes additional
stress. Death or serious illness in the family, economic
difficulties, social disorders, or any form of interparen-

tal turmoil are some of the family difficulties that, in a

57

given instance, may be contributing stress (Howells, 1971).
Nye et al. (1970) studied family size in relation to person-
ality development and found that by present criteria—-
affect, stress, and interaction patterns——the small family
(one or two children) is constantly superior to either
medium sized or large families.
Faith in People

The extent to which an adolescent thinks s/he
can trust or depend on other people is thought of as a
possible form of stress for the individual. The adoles-
cent's relationship with parents, teachers, ministers,
peers, and others are indicative of whom the adolescents
trust. When no basic trust toward others is present,
feelings of mistrust may give rise to tension and stress
during social interaction.

Summarr

Stress, in this study, is a composite measure of
the variables involving physical and emotional stress. Es—
sentialy, stress is not feeling good about one's life due
to a variety of circumstances. Possible sources are not
feeling physical well, affectional deprivation, depression,
not feeling good about one's self, having little or no
faith in other people, and experiencing some type of crisis
in the family. It is thought that experiencing stress of
some form will divert the individual to alternate sources
of emotional gratification.

Although no individual has exactly the same

58

constitutional make-up and role relationships, all adoles-
cents will go through a period of physical and mental
changes and are subject therefore to some form of stress.
The subjects of the present study have the added respon—
sibility of adjusting and coping in two environments, which
may cause additional tensions. It is thought that the
magnitude of change between the two environments is related
to the magnitude of stress.

Implications of the Literature for the Study

When reviewing the literature and research on
cross-cultural experiences and on adolescence, the most
relevant studies have been discussed in order to focus on
areas of importance for this study.

The specific type of sojourn to which the student
of this study is exposed calls for attention to the inter-
personal contacts that are formed during the foreign visit.
The new living situation of the foreign student provides
chances for close interaction with members of the host
country, since the students resided with an American host
family. Favorable adjustment to the new country demands,
to a degree, favorable adjustment to the members of the
host family. In turn, how the students interact with
members of the host family can depend to a great extent
on the nature of interaction with members of their own
natural family. It is therefore important that not only
the processes involving a cross-cultural change be studied,

but also the interactions among the individuals in the

59

home family, as well as the interactions in the host family.

Besides living with a host family, this specific
sojourn also implies the attendance at a local high school
in the host country. The school environment is thus an-
other area for close attention as a new environment of
socialization and interaction. How the new academic insti—
tution is experienced, as contrasted to the institution in
the country of origin, can provide further insight to the
behavior of the foreign student.

Next to family and school contacts, the foreign
student's visit is experienced through peer contacts; new
friendships and peer activities must be examined in order

to form a complete picture of the student and interactions.

It is apparent from the review of studies on foreign ado-
lescents that few attempts have been made to interrelate

the behavior of the students in a multidimensional model
to adolescent perceptions, feelings, and behavior in two
societies. The cross-cultural research which has developed
testable propositions has mostly been done around college
students viewing the foreign environment, while research
on adolescent foreign students of the 15 through 19 year
old age group is quite limited with respect to development
and testing of hypotheses.

With this in mind, two qualifications need to be
made regarding the literature review: (1) little of the

data reporting on cross-cultural experiences are from

studies on an adolescent age group, and (2) the paucity of

 

 

60

the data extant does not develop a corresponding theory to
predict or explain the behavior. It was therefore neces—
sary to explore the literature on adolescence as such, in
order to come to some understanding of the important vari-
ables concerning this age group in regard to family, commu—
nity, and peers.

Several studies in the review of literature have
influenced the design and analysis of this study. The
living situation specific of this type of sojourn as a
family setting, has received attention in the cross-
cultural research as well as in the research on adoles-
cence. Selltiz et al. (1963) focused on the living space
where personal contacts are established. From inter—
personal contacts a positive or negative development of
attitude toward the host environment has been hypothesized
by several researchers; adjustment has been found to corre-
late highly with the number and intensity of social con-
tacts made during the sojourn (Morris, 1960; Scott, 1974;
Selltiz and Cook, 1962; Sewell and Davidsen, 1961). Re—
garding this specific point of study, social contacts, with
respect to their quality and quantity, became the focus of
investigation for this study when examining family, peer,
and community interactions.

Literature review on adolescence reveals the
importance of the family variables such as parental re-
lationship, communication, and'affective deprivation.

Because of this input, these specific areas have been

61
selected as points of study for this research.

Similarities and differences in environment have
been related to the ease and hardship during the adjustment
processes of a foreign student (Kelman, 1963). This study
utilizes the concept of change (differences-similarities)
when relating positive and/or negative changes to the amount
of stress experienced during the sojourn. National origin
of the student has been found in some research as a pre-
dicting variable for the outcome of a sojourn; continent
of origin has become a focus in the design and analysis of
this study.

Variables such as age, gender, and social class
received attention in the cross-cultural research as well
as in the research on adolescence. Relations between per-
ceptions of environment and these variables were examined
in this research through several hypotheses and traced
through the descriptive analyses of the data.

Pool's scheme (1966) for studying cross—cultural
experiences provided the researcher with a frame for ana-
lyzing the sojourn and other dimensions of the foreign
high school student. Her outline also has been used when
discussing cross-cultural research and literature, which
includes: (1) purpose of the sojourn; (2) temporal and
spatial factors; (3) relations to host nationals; (4)
cultural differences; (5) ease and hardship; and (6) ex-
pectations and attachments.

The area of religiosity has assumed significance

for this study through the research of Vener et al. (1977)
whose findings did not show a consistent decline of tra-
ditional religious orthodoxy with increasing age. Also,
when tracing adjustment problems for foreign high school
students, religious beliefs and activities were noted as
areas of concern in the evaluation report of an exchange
program by Russell and Seaman (1976).

Various aspects of peer relations had ranged in
the research review from discussions of the structure and
function of the adolescent peer group through investiga-
tions of dating behavior, sexual behavior, and drug and
alcohol use. Here again, previous research pointed the
direction for the design of the study as to what questions
were pertinent. Research on dating and sex role behavior
(Hill, 1955; Poffenberger, 1964; Vener et al., 1972;
Weikert, 1978) determined the direction of the inquiry of
this area of adolescence. Alcohol and drug use, as the
two areas regarded in the American adolescence literature
as status offenses, assumed importance because of the
nature of being outside normative standards in this society
but not necessarily being a status offense in other cultur-
es. Activities with peers often involve activities outside
the adult normative standards, yet favorable adjustment
during the sojourn requires the conforming to adult rules
and regulations.

Stress experienced by the sojourner has received

attention in the cross-cultural research. Findings around

63

variables such as self esteem, depression, faith in people,
and affectional deprivation reveal their importance for
adolescent behavior and the need to assess these variables.

Hypotheses Development

 

The various points that have been focused upon
in the review of literature have guided the questions and
analyses for the present study.

The areas of concern in the review of literature
on adolescence, be it in the areas of family, community,
peers, and stress, have formed the framework for investi-
gations when studying the foreign student in the two en-
vironments. The main issues that were exhibited in the
cross-cultural research review have guided the analyses;
that is, what type of sojourn, what are the differences
between-environments, attitudes, and personality factors.

There have been a number of attempts made by
social psychologists to formulate certain limited aspects
of international behavior in terms of concepts derived
from the study of small groups, social attitudes, role
behavior, or intergroup relations. But, more than that,
social-psychological processes-—such as those relating to
motivation, perception, trust and suspicion, definition of
the situation, stress, communication-~enter importantly
into various general conceptualizations of the interaction
between nations (Kelman, 1966). Typically, these conceptu-
alizations focus on the behavior of individuals and their

interactions for two interrelated reasons: (1) this focus

.5», z is; .3! Z

64
gives investigators some leverage for analyzing the behavior
of a certain national background, and (2) the conceptualiza-
tion of theoretical variables into operational terms and
hence the empirical testing of propositions.

This study rests on a broad theoretical base in
terms of the attempts which have been made to identify
relevant variables in the two environments, which may
reasonably be expected to have a bearing upon the ado-
lescent crossing cultural boundary lines. The developing
self with its need patterns interact with significant others
within the social structure of the environment (Kluckholm
and Strodtbeck, 1961). The family, community, and peers
are regarded as the three primary agencies through which
socialization is taking place and which establish norms
that guide the person toward certain kinds of behavior.
Thus, explanations for adolescent behavior must include
both psychological and sociological theoretical formula-
tions.

The foreign high school student is assumed to be
situated within and between two cultural systems. The
individual who moves from one culture to another may be
expected to bring with him/her a set of more or less well
est lished characteristics, expectations, habits, norms,
and values. These include personality characteristics,
such as perception of self, dependency on others—-where
needs may be fulfilled-~educational and religious prac-

tices, manner in which friendships are established, habits

65

relating to social interaction, and expectations about the
new environment and its people. This set of factors is
manifested at both the personal and social-cultural level.
In part it determines differential adjustment, perceptions,
and affect in the process of acculturation. Once situated
in the new environment, the foreign high school adoles-
cent meets with different sets of expectations about the
self, and different customs, norms, and values (Sewell and
Davidsen, 1961).

The theoretical foundation thus rests on the as-
sumption that the personality of the foreign student is
viewed as the product of the interactions within the basic
socializing structure of family, community, and peers.
These social interactions provide a base for the individual
to fulfill psychological needs. When a move to another
environment is made, the adolescent has to seek through
social interactions the bases where the needs now can be
met. Stress may develop if the differences between envi-
ronments are large and if inconsistency exists for the
habits and norms of the social institutions. On the other
hand, the greater the similarity between the home and the
new environment, the greater the likelihood of feelings
of acceptance, positive attitudes and close interpersonal

relations.

66

Hypotheses for the Demographic

Hypothesis I.1.

Hypothesis I.2.

Hypothesis I.3.

Hypothesis I.4.

Hypothesis I.5.

Hypothesis I.6.

Hypothesis I.7.

and the Family Variables

The greater the difference between the
education level of own parents and host
parents, the greater the degree of stress
that will be experienced by the subjects
during the sojourn.

The greater the difference between the
size of community resided in at home and
resided in during the American sojourn,
the greater the degree of stress that will
be experienced by the subjects during the
sojourn.

A higher degree of stress will be experi-
enced by students who are placed in the
American school in a grade level below
that completed in their home school than
will be felt by students who are placed
in either the same or higher grade level
in the American school.

There is no significant relationship
between continent of origin of the ex-
change student and the degree of stress
experienced at home.

There is no significant relationship
between the continent of origin of the
exchange student and the degree of stress
experienced during the American sojourn.

Those students who had a foreign experi-
ence prior to the American sojourn will
experience less stress during the sojourn
than will those students for whom the
American sojourn is the first foreign
experience.

Those students who had a foreign student
in their home of origin prior to their
American sojourn will experience less
stress during the sojourn than will those
who have not had a foreign exchange
student in their home of origin.

Demographic variables believed to be positively

related to the amount of stress experienced in the United

67

States are tested in Hypotheses I.1., I.2., and I.3. Stress
is not believed to be significantly related to the continent
of origin while it is hypothesized that experiences in other
countries and exchange experiences are negatively related to

stress.

Hypothesis II.1. Degree of stress experienced in the home
of origin is inversely related to degree
of family bonding.

Hypothesis II.2. Degree of stress experienced in the Amer-
ican host home is inversely related to
degree of bonding with the host family.

Hypothesis II.3. Those students whose bonding to the host
family is below the bonding to the family
of origin will experience greater stress
than those sojourners whose degree of
bonding to the host family is the same
or higher than that to their family of
origin.

Hypothesis II.4. The more the sojourners perceive difficul-
ties in speaking the language of the host
family, the less they will affectively
communicate with their host parents.

The theoretical framework is based on the notion
that the foreign students will orient themselves toward
those elements in the social system which satisfy needs
and avoid situations which are ineffective in tension re-
duction. If the adolescent perceives family bonding back
home to be high but low in Michigan-~negative change—-a
higher score on stress will result. Language differences

are postulated as a barrier in affective communication

between the foreign high school student and the host parents.

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypotheses of the Community Variables

III.1.

III.3.

III.7.

The greater the degree of positive affect
expressed about the home school, the
lower the degree of stress experienced

at home.

The greater the degree of positive affect
expressed about the American host school,
the lower the degree of stress experi-
enced during the sojourn.

Those students who express a lower degree
of positive affect toward their host
school than they do toward their home
school will experience a greater degree
of stress than those who perceive the
American school more favorably than their
home school.

There is no significant relationship
between degree of religiosity and degree
of stress experienced by the students in
the country of origin.

There is no significant relationship
between degree of religiosity and degree
of stress experienced by the students in
Michigan.

There is no significant relationship
between degree of positive affect ex-
pressed toward church and minister and
degree of stress experienced by the
students in the country of origin.

There is no significant relationship
between degree of positive affect ex-
pressed toward church and minister and
degree of stress experienced by the
students in Michigan.

It is hypothesized that a negative orientation

toward school is reflected through the amount of stress ex-

perienced.

Yet, the degree to which an individual feels

bonded to religion and church and minister will not be sig-

nificantly related to stress. If the foreign student has

69

a positive feeling toward the school back home but has a

negative feeling toward the school in Michigan—-negative

change-~stress is expected to be experienced.

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypotheses for the Peer Variables

 

IV.1.

IV.2.

IV.3.

IV.4.

IV.5.

IVO6.

IV.7.

IV.8.

Those students whose drug use is less in
Michigan than in their country of origin
will experience a greater degree of
stress during the sojourn than will those
students whose drug use was the same or
higher in Michigan than at home.

Those students whose alcohol use is less
in Michigan than in their country of
origin will experience a greater degree
of stress during the sojourn than will
those students whose alcohol use was the
same or higher in Michigan than at home.

Those students whose degree of sexual in—
volvement is lower in Michigan than at
home will experience a greater degree of
stress during the sojourn.

The greater the degree of bonding to the
family of origin, the less drug use in
the home country.

The greater the degree of bonding to the
host family, the less drug use in the
host country.

The greater the degree of bonding to the
family of origin, the less alcohol use
in the home country.

The greater the degree of bonding to the
host family, the less alcohol use in the
host country.

The greater the degree of bonding to the
family of origin, the lower the degree of
sexual involvement in the country of
origin.

The greater the degree of bonding to the
host family, the lower the degree of
sexual involvement in the host country.

 

7O

Hypothesis IV.10. Those students who are engaged or going
steady with someone in the home country
will experience more stress during the
sojourn than will those not so involved
with someone at home.

Hypothesis IV.11. Those students who are engaged or going
steady with someone in the host country
will experience less stress during the
sojourn than those not so involved with
someone in the host country.

It is postulated that a change in drug use, alco-
hol usage, and sexual behavior between the two environments
is related to stress experienced by the foreign high school
student. Family bonding is hypothesized to be inversely
related to drug use, alcohol use, and sexual behavior——the
less interaction with the family, the more interaction with
the peer group. The degree to which the foreign student is
committed to another person back home-—going steady or
being engaged—-is thought to be positively related to
stress. Yet, an inverse relationship is expected between
high commitment in Michigan and stress experienced there.

vaotheses for the Stress Variables

Hypothesis v.1. The greater the degree of overall satis-
faction with the family of origin felt by
the students, the lower the degree of
stress experienced at home.

Hypothesis v.2. The greater the degree of overall satis-
faction with the host family felt by the
students, the lower the degree of stress
experienced during the sojourn.

Hypothesis V.3. The greater the degree of overall satis—
faction with the exchange program felt by
the students, the lower the degree of

stress experienced during the sojourn.

It is expected that the degree to which the

 

71

foreign student feels satisfied with the family back home,
the host family, and the exchange program is inversely re—
lated to stress; that is, when satisfaction increases,

stress decreases.

 

CHAPTER III

METHODOLOGY

This chapter describes the groundwork of the
study, the instrumentation, the validity and reliability,
item and index construction, the collection of the data,
and the design of the analysis.

Groundwork

 

The data presented in this study came from a
group of foreign high school students-~Europeans, South
Americans, and Asians-—who spent one year in Michigan with
an American host family and under the auspices of the ex-
change program.

In the early part of 1978 the support of the
program officials was secured and understanding and cooper-
ation were established between the program director and the
researcher. Procedures were designed to maintain confi-
dentiality so that the foreign student would not be ap-
proached by the researcher. Instead, a questionnaire was
to be sent through the regional supervisors to gather the
data for this study. The next step was to obtain the co—
operation of the various regional supervisors (113 in
total) in Michigan. They were asked to supply the re-

seacher with information pertaining to the number of

72

73

foreign students who were under their supervision (Appendix
A). After this information had been gathered, a roster was
developed which supplied the supervisors and the foreign
students with a number. The appropriate number of ques—
tionnaires were then sent to each supervisor with the
request that they be handed to the foreign students under
their supervision (Appendix A).

Instrumentation

The instrument used to obtain the data was a
questionnaire consisting of a series of items and indexes
(see Appendix B for complete questionnaire). The indexes
were originally used and developed for studies by Hager
(1970) and Vener et al. (1972). Two dissertations dealing
with index construction, validity, and reliability are from
Hager (1970) and Weikert (1978). The present study is con-
cerned primarily with five types of information derived
from the instrument: (1) student background information——
demographic; (2) perceptions and characteristics of the
students' own and host family; (3) perceptions and charac—
teristics of their community of origin and host community;
(4) peers in the two environments; and (5) experiences of
stress.

The various measures were put in a comparative
way, so that information from the environment back home as
well as information of the new environment in Michigan
emerged. This presents a new use of the items and indexes

previously used by Hager (1970) and Weikert (1978), and

74

new items had to be added that would tap the desired in—
formation of both environments. The items that were adapt-
ed, deleted, and added to the original instrument of Hager
(1970) and Weikert (1978) for the purpose of this study
were evaluated by several social scientistsl.

Validity and Reliability

 

Validity

Face validity was the initial criterion for the
construction and retention of index items. That is, only
items that appeared to measure the desired dimension were
included.

The items derived from the study of Vener et al.
(1972) and Vener and Stewart (1974) had been subjected to
intensive interviews with over 50 American students from
ages 12 through 17 who were employed as aides in the quali-
tative evaluation and revision of the wording, understand-
ing, and intended meaning of each item (Hager, 1970). Only
those items that elicited rich responses were included in
the final instrument for the study by Hager (1970) and
Weikert (1978).

Content validity for the items is reported in
Hager (1970) and was concurrently established by subjecting
each potential item from the 1970 questionnaire to a panel
of judges composed of three professional behavioral scien—

tists, Hager, Vener, and Stewart. To be included in an

1 . . . . . .
‘Soc1al sc1entists evaluating and adjusting the
new items were Paolucci, Useem, Vener, and Weikert.

 

75

index, all three judges had to agree that the item measured
the dimension stated. In this manner five to 10 potential
items were constructed for each index desired (Weikert,
1978).

Reliability

The final and most stringent reliability check
for the indexes of Hager's (1970) and Weikert's (1978)
studies was gained from the process of index correlation
based respectively on the consistency of responses by the
4,230 American students in the study of 1970 and by the
2,143 students in the 1973 study. The process of assessing
reliability by Hager (1970) was that of using product-
moment correlation between .20 and .80. This process of
index correlation assures that the items are measuring in
the same direction along a dimension, and at the same time,
gives an indication of the strength of the index.

Weikert (1978) went beyond Hager's method by
employing factor analysis and alpha reliability coefficients
to assess the reliability of the indexes. Factor loadings
range of inter-item correlations, and item—total correla—
tions for the indexes can be found in Table A.3. in Weikert
(1978:154—157). Reliabilities as measured by Chronback's
alpha for the indexes used in this study and assessed by
Weikert (1978:70) are found in Table III. . All indexes
in their between measures F were significant at the .001

level.

 

 

76

Table III.1.--Reliability Coefficients and F values for
computed indexes.

 

 

F FOR BETWEEN

INDEXES ALPHA MEASURES
Family Bonding .91 349
Parent-Child Communication .83 213
Parental Acceptance .83 405
Parental Congeniality .91 102
Church Perception .78 33
Minister Perception .71 58
School Perception .67 340
Teacher Perception .75 128
Religiosity .86 156
Faith in People .54 767
College Orientation .76 314
Alcohol Consumption .77 195
Drug Usage .84 401
Drug Availability .93 632
Stress .85 857
Physical Stress .62 1177
Physical Well Being .53 819
Emotional Stress .84 794
Family Crisis .72 33
Depression .77 212
Affect Deprivation .72 270
Self Esteem .68 247

This Table is adapted from Weikert (1978) by
permission.

77

§gflmary of Validityyapd Reliabilitv

The validity and reliability rested upon three
methods of insuring that the instrument measured what it
purported to measure. First, the items were constructed
or selected on the basis of face validity. That is, did
the item appear to measure the dimension stated? The
indexes that were constructed in the studies of Vener
et al. (1972) had been subjected to pre-tests and indepth
interviews with students who assisted in this process.
Second, content validity was established by professional
behavioral scientists who had to agree that the item
measured the factor considered. Third, these indexes
were then subjected to the process of item—total index
correlation, which required all items in an index to
measure along the same dimension.

Index and Item Construction

 

The indexes used in this study combine the
values of several items into a composite measure. In
general, indexes are used to predict or gauge an under-
lying continuum which can only partially be measured by
any single item (Nie et al., 1970); most indexes contain
between three and eight items.

Certain other variables consist of single items,
which, along with the various indexes, are described in
the specific item and index construction (see Appendix D)
under five broad categories: (1) demographic; (2) family;

(3) community; (4) peers; and (5) physical and emotional

78

stress factors.

Indexes required the respondent to select an
answer from the following responses (abbreviations as in-
dicated):

0. not applicable or no difference (NA or ND)

1. strongly disagree (SD)

2. moderately disagree (MD)

3. disagree (D)

4. agree (A)

5. moderately agree (MA)

6. strongly agree (SA)

The number to the left of the response represents
a respondent's score for that item. Scores for each item
in any given index are summed to give a total score for
that index and are divided by the number of items used in
the index to give an average index score.

The letter (A, B, and C) preceding each item
refers to the three answer sheets which were used. The
number preceding each item refers to the number of this
item as it was somewhat randomly dispersed in the actual
questionnaire (Appendix B shows the complete questionnaire).

The direction of several items had to be reversed
in the final analysis so that, in regard to stress indexes,
high scores measured high stress. All items were unweighted.
A detailed description of all items and indexes can be found
in Appendix D.

Collection of Data
Two hundred questionnaires were sent out to the

area representatives in order to reach the foreign high

school students. Each representative received a package

79

containing the adequate number of questionnaire~packets

for the foreign students under supervision. Each packet
for the student contained a questionnaire with instructions,
three optical scan answer sheets and a return—addressed and
stamped envelope. The students were asked to return the
questionnaire with the answer sheets directly to the re—
searcher after completion.

Fifty—six foreign students returned questionnaires
to the researcher by the end of August, 1978. Four of the
returned questionnaires were incomplete and were dropped
from the final analysis. Forty-one questionnaires were
returned directly by five area representatives, informing
the researcher that they did not find the questionnaire
appropriate and did not wish to hand it to their students.

Questionnaires sent to representatives . . . . . . 200
Representatives receiving questionnaires . . . . . 46
Unused questionnaires returned by representatives. 41
Representatives returning unused questionnaires. . 5
Questionnaires returned by respondents . . . . . 56
Completed questionnaires used in final analysis. . 52
Questionnaires not returned. . . . . . . . . . . . 103
Limitations

The present study has several limitations and
these are identified in this section.

First, the exchange program to which the foreign
student of this study belongs, has confidentiality rules
which made it impossible to approach the students per—
sonally; area representatives had to be contacted to act
as a "go-between" for researcher and subjects. It was not

always possible to establish cooperation with the area

80

representatives, which limited the number of students who
could be reached.

The second limitation was imposed by a low return
rate of the questionnaires by the students (34%). The
analyses of the data were, consequently, limited because
of the small N. Chi-Squares could not be used because of
insufficient numbers in cells.

The third limitation of this study deals with
the fact that the subjects were volunteers; that is, those
students who returned the questionnaire from which the data
for this study were gathered, did so voluntarily. This
imposes certain biases, since these volunteer subjects may
differ at least in motivation level from non-volunteers.

Fourth, validity and reliability had previously
been established for the indexes by two other researchers
(Hager, 1970; Weikert, 1978) for a large group of American
adolescents. However, it had not specifically been estab-
lished for the foreign students who were the subjects of
this study.

The fifth limitation concerns generalizations
made from this study. It should be noted that the present
research is descriptive of a small group of foreign
students from three continents sojourning in Michigan;
the study is unique in the sense that 52 adolescents from
all over the world, who spent one year in Michigan, were
studied. The exploratory nature of the study requires

that findings should be considered as suggestive rather

 

81

than definitive. Caution should be taken in generalizing
findings to other groups of foreign students.

Finally, it should be noted that the data are
cross—sectional rather than being developmental. We,
therefore, are able to get only a restrictive time per—
spective from the data rather than an overview of a de—
velopmental process over time. Ideally, data should be
collected at several points in time before, during, and
after the sojourn. Variables such as attitude change
through time can then be studied and supply information
about other important aspects of a sojourn.

Design of the Analysis

 

This study is made with a five—fold purpose in
mind:

1) To obtain information about the foreign high school
student in the home environment through the following
categories
a) demographic
b) family
c) community
d) peers
e) various forms of stress

2) To obtain information about the foreign student in the
foreign environment through the above mentioned cate—
gories.

3) To examine the differences in their perception of the
home environment and the new environment.

4) To examine the different responses by continental

backgrounds (Europe, South America, and Asia), by

 

82

age (15 through 19 year old), and by gender (male,

female).
5) To examine relationships that emerge from the analyses

between the variables as guided by the hypotheses.

Taking each category—-family, community, peers,
and stress factors——the analysis of the data will be di—
vided into two parts. First, the hypotheses will be tested
using Pearson correlation analysis. Second, the descrip—
tive analyses, with the use of contingency tables, will
provide a general picture of the perceptions and charac—
teristics as reported by the respondents while each indi—
vidual index and sub-index will be presented by age, sex,
and continent.
Summary
Chapter III has presented the arrangement of the

methodology of the study. First, the groundwork was dis—
cussed as to what the first steps were leading to the
research of the study. The instrumentation that was used
to gather data was then explained, with validity and re-
liability. How this instrument was used was described in
the collection of data, followed by an assessment of the
limitations of the study. Finally, a design of the analyses
was introduced as to how the data will be examined in the

following chapter.

CHAPTER IV

ANALYSIS OF THE DATA

Introduction

The analysis of the data will be presented in
three parts for each category of (1) demographic data, (2)
family, (3) community, (4) peers, and (5) stress factors.
The first part deals with the testing of the individual
hypotheses, using Pearson correlations. For acceptance,
the hypothesis must be significant at the .05 level or
better and always be in the predicted direction. The
second part, the descriptive analysis, offers a general
picture through the contingency tables of the perceptions
and characteristics of the specific data set. From this
presentation it is hoped that the reader will become fa-
miliar with the data set, especially where similarities
and differences exist between the two environments. In—
cluded in this second part is a presentation of the in—
dexes by age, sex, and continent. The third part, a
summary, will give a short recounting of the main findings
of the total report on the data and presents a profile of
the students through the medial response of perceptions

and characteristics for the specific category.

83

 

Hypotheses Concerning the

 

Demographic Data Set

 

Hypothesis I.1. The greater the difference between the
education level of own parents and host
parents, the greater the degree of stress
that will be experienced by the subjects
during the sojourn.

Hypothesis I.2. The greater the difference between the
size of community resided in at home and
resided in during the American sojourn,

the greater the degree of stress that will

be experienced by the subjects during the
sojourn.

Hypothesis I.3. A higher degree of stress will be experi-
enced by students who are placed in the
American school in a grade level below
that completed in their home school than
will be felt by students who are placed
in either the same or higher grade level
in the American school.

Hypothesis I.4. There is no significant relationship
between continent of origin of the ex—
change student and the degree of stress
experienced at home.

Hypothesis I.5. There is no significant relationship
between the continent of origin of the
exchange student and the degree of stress
experienced during the American sojourn.

Hypothesis I.6. Those students who had a foreign experi—
ence prior to the American sojourn will
experience less stress during the sojourn
than will those students for whom the
American sojourn is the first foreign
experience.

a
\1
o

Those students who had a foreign student
in their home of origin prior to their
American sojourn will experience less
stress during the sojourn than will those
who have not had a foreign student in
their home of origin.

Hypothesis I

It was hypothesized (I.1.) that stress would be

positively related to the differences in education between

85

parents back home and the host parents; that is, the

larger the discrepancy between the educational level of

the parents back home and the host parents, the more stress
would be experienced in Michigan. This relationship was in
the predicted direction but was not found to be significant,
(r = .130) (S = .18), and the hypothesis was therefore not
accepted.

Hypothesis I.2. states that those students who
found a large difference between the place where they lived
back home and the place where they lived in Michigan (for
example a large city versus a small town or farm) would
experience more stress than those students who had not
found a large difference in residence. The opposite re-
lationship was found (r = -.O11) and was not significant
(S = .47) and the hypothesis was not accepted.

Hypothesis I.3. posits that those students who
are placed in a lower grade level in the American school
than they were in their school back home, would experi-
ence more stress than those students who are in the same
grade or higher in Michigan than back home. This hypoth—
esis was not accepted (r = -.061) (S = .33).

Hypotheses I.4. and I.5. tested the relationship
between stress and continent of origin. It was found that,
in the home environment (I.4.), Europeans were most likely
to experience stress, (r = .090) (S = .26), but the rela—
tionship was not significant. When examining stress ex-

perienced during the sojourn (I.5.), Europeans were again

found to be most likely to experience stress, (r = .039)
(S = .39), but again, this relationship was not found to
be significant.

Hypotheses I.6. and I.7. state that those students
who have had a foreign experience or have had a foreign ex-
change student in their home prior to the American sojourn
would score lower on stress in Michigan than the students
who had not had these experiences. The hypotheses were
not accepted, (r = .074) (S = .30) and (r = .125) (S = .19),
as no significant relationships were found. This means
that those students who already had various foreign experi—
ences are just as prone to feel stressed in the new environ-
ment as the students who never had a prior foreign experi—
ence.

Reviewing the hypotheses of the demographic data
set, hypotheses I.4. and I.5. were accepted; that is, there
is no significant relationship between continent of origin
and stress.

Descriptive Analysis of the

Demographic Data Set

 

Table F.1. presents the total background charac-
teristics of the foreign high school students and can be
found in Appendix F. Highlights of these data will be
reported on below as they may alert us to important findings
for the study.

The total number of subjects of the study was 52;

38 students came from Europe, nine from South America, and

87

five from Asia. Twenty—two students were female, 30 male.
The 17 year old age group was the largest (19 students) and
the 15 year old age group the smallest (three students).

No student perceived the parental social standing
in the country of origin as below medium; the majority of
the students rated it as medium-high. The social standing
of the American host family was perceived as being more
diverse, with the majority rating it as medium.

The educational attainment of the father back
home was reported as somewhat higher than the educational
attainment of the host father. The same overall picture
was true for the educational attainment of the mothers;
their own mothers had received somewhat more education than
the host mothers. The educational level of the father in
general was higher than the educational level of the mother
for both their own and their host parents.

The residential background of the subjects was
diverse. The largest percentage of the students seemed to
be raised in a small town (30%) but 19% came from a metro—
politan area of over one million. This was contrasted with
the residential area where the students lived during their
stay in Michigan. None of the students lived during the
sojourn in a city larger than 140,000; 1 % stayed on a
farm and 73% lived in a small town.

The size of the family back home was found to be
somewhat smaller than the size of the host family; 78% of

the students had up to three siblings in their family of

88

origin and 57% had up to three siblings in the host family.

The majority of the subjects were first born
children; 25% were third born and 21% second born.

Looking at the family of the students back home,
90% of their parents were living together, with 5% divor-
ced and 3% of the students had a father who was deceased.

Of all students, 92% spent this sojourn in
Michigan with a family where a mother, father, and chil-
dren were present. Three per cent stayed with a host family
where there were no other siblings, and 3% had either only
a host mother or only a host father.

Most of the students, 63%, had either finished
the 11th or 12th grade previous to the sojourn; 22% had
already graduated from their school back home.

The academic records of the students before
coming to the United States were usually good. Fifty per
cent reported B's as their average grade back home with
28% reporting C—averages and 21% as A—averages. The aver—
age grade that the students received during the sojourn was
slightly higher than their past academic record. Forty-
six per cent reported all A's, 36% received B's and 17%
C's. There were no students who received lower than a C
as an average grade, either in the country of origin or
in Michigan.

The majority of the students (55%) had had one
or more American exchange students living at their home

before they started their own foreign visit.

89

During the time that the foreign high school
student lived in Michigan, 30% of them changed families
once or twice.

Seventy—eight per cent of the subjects had not
lived in any other country prior to the foreign visit, so
for most of the group this sojourn was a ”first-time—out."

The largest percentage of the group, 17%, re—
ported German as their mother tongue or language of family
interaction. Close after that came Dutch and Finnish, both
with %. Danish, Portuguese, Spanish, and Swedish followed
all with 7%. Swiss-German, Pilipino, and Norwegian scored
5% as the mother tongue. Three per cent reported French
and Greek as language of family interaction, while the re—
maining mother tongues were Chinese, Flemish, Japanese, and
Turkish. While examining the ability to speak another
language, all students spoke one additional language be—
sides their mother tongue; it was found that 85% of the
students spoke between two and seven additional languages.

Summary

The descriptive analysis of the demographic data

set has as main findings:

1) Social standing back home was perceived as higher than
that of the host family.

2) Educational attainment of the original parents at home
was higher than that of the host parents.

3) The size of community was found to be larger for the
residence of origin than that in the host country.

4) The family size back home was somewhat smaller than
that of the host family.

90
5) The majority of the students were first born and lived
in an "intact" family.

6) Grade point average in the American school was higher
than that in the school back home.

7) The majority of the students had had other exchange ex—
periences, like living with an American exchange student,
yet the sojourn was for most a "first-time-out" as far
as living in another country.

8) Almost one-third of the students had changed families
once or twice during the sojourn.

9) The majority of the students spoke between three and
seven additional languages.

To give a profile of the "average" student of
this study is meant to give shape to the overwhelming in—
formation that was gathered around a small group of foreign
high school students. The medial responses of characteris—
tics and perceptions are used to make a description of the
subjects.

The average foreign high school student of this
study can be pictured as a 17 year old European with medium
high social standing and parents who had some college edu—
cation. The "medium" student lived in a city (less than
140,000) with mother, father, and three siblings. The
student was the oldest of the siblings; s/he was a B—
student in school. Prior to the sojourn, an American ex—
change student has lived in the home. The student was
able to speak three languages besides the mother tongue.
The host family was of somewhat lower social standing than
the family back home, and they lived in a smaller town.

The host parents were, on the average, not as well educated

91

as the original parents. In the American school, the
student received mostly A's, which is somewhat higher than
the grades received at home.

Hypotheses Concerning the Family

 

Hypothesis II.1. Degree of stress experienced in the home
of origin is inversely related to degree
of family bonding.

Hypothesis II.2. Degree of stress experienced in the Amer—
ican host home is inversely related to
degree of bonding to the host family.

Hypothesis II.3. Those students whose bonding to the host
family is below the bonding to the family
of origin will experience greater stress
than those sojourners whose degree of
bonding to the host family is the same
or higher than that to their family of
origin.

Hypothesis II.4. The more the sojourners perceive diffi—
culties in speaking the language of the
host family, the less they will affec-
tively communicate with their host
parents.

The first two hypotheses, (II.1. and II.2.) re-
garding family bonding, posit that there is an inverse
relationship between family bonding and stress, back home
as well as in Michigan. These hypotheses were accepted;
family bonding and stress in the country of origin were
inversely related (r = -.367) and significant (S = .004).
Family bonding and stress in Michigan (I.2.) were also
inversely related (r = —.308) and significant (S = .01).
This means that when family bonding increases, stress
decreases, back home as well as during the sojourn.

Hypothesis II.3. states that if family bonding

back home was high but it is found to be lower in Michigan

92

(a negative change), stress in Michigan will increase.
Thirty-six cases fell in this category; the hypothesis
was accepted (r = .362) (S = .01).

The last hypothesis of the Family category, II.4.,
examined the relationship between language differences and
parent—child communication. Although the relationship
was found to be in the predicted direction (r = .102),
it was not significant (S = .24). This means that language
differences and difficulties do not necessarily stand in
the way of positive parent—child communication.

The hypotheses of the family variables were not
all accepted; hypothesis II.4. postulated a positive re-
lationship between language differences and parent-child
communication and was found to be in the predicted direc—
tion but not significant. Hypotheses II.1. and II.2. con—
firmed the notion that family bonding is closely related to
various stress factors; positive relationships with the
family seem to help in reducing stress for the adolescent.

Descriptive Analysis of the Family

Tables F.2a and F.2b show the total responses of
the perceptions regarding family by the foreign high school
students; Tables F.3a, F.3b, and F.3c use the specific in-
dexes of the family in an analysis by age, sex, and conti—
nent.

Several types of family relationships emerge
through three measures of perceptions of the parents:

(1) parental congeniality—-that is, how the students view

93

the marital relationship of their parents; (2) parent—child
communication-—how the students feel about communication
with their parents; and (3) parental acceptance—~do the
students feel liked, enjoyed and cared for by their parents?

The index on Parental Congeniality indicated that
the marital relationship of the host parents was perceived
as slightly better than the relationship of the parents back
home. The 17 year old European females viewed parental
relationships as least positive, whereas the 15 year old
Asian males tended to view the parental relationships as
most positive, in both environments. The single item "My
parents show affection for each other" in this index re-
ceived most disagreements when referring to the situation
back home.

The Parent—Child Communication index demonstrated
that, overall, the majority of students felt good about the
way they could communicate with their parents; communication
was found to be slightly better with the parents back home
than with the host parents. The communication with parents
in the home country was best for the males in the 15 through
17 year old age group from South America and Asia. The
communication with the American host parents was best for
the 15 year old Asian males. Examining the individual items
that made up the index, the single item "It is easy for me
to talk to my parents about things that bother me” elicited
most negative responses; 30% of the students disagreed with

this item when referring to their parents back home and 50%

94

disagreed when referring to the host parents. When asked

if the respondents can share feelings better with the family
back home than with the host family, 75% agreed. The 17
year old females from Europe saw communication with parents
in both environments as most negative.

Overall, the students scored high on th index
of Parental Acceptance, with scores somewhat higher for the
acceptance by parents back home than in Michigan. The
oldest group of European females felt least satisfied with
parental acceptance, feeling less accepted in Michigan by
the host parents than by their own parents.

In this index, the item "My parents praise and en—
courage me for what I do" received most negative responses.
This item also elicited the largest difference between back
home and in Michigan. The items "My parents like me", "My
parents enjoy having me around", and "My parents are
happy with me" received most positive responses; that is,
referring to the situation in the country of origin no
students disagreed with these items and only 1% disagreed
with these statements describing the situation with parents
in Michigan.

The index Family Bonding combined the three sub-
indexes of (1) Parental Congeniality, (2) Parent—Child Com—
munication, and (3) Parental Acceptance. It was found that
family bonding declined with age. Family bonding in Michi-
gan was viewed negatively only by the 17 year old age group.

No relationship seemed to exist between family bonding and

95

gender; the majority of the females as well as the males
fell in the "agree” foils and no difference was found
between male and female responses. The analysis by conti-
nent of origin showed that, as a group, the Europeans were
least satisfied with family bonding; the Asians, on the
other hand, tended to be most satisfied with their bonding
to the family.

When examining some other facets of the family
through single items, it was found that the majority of the
students spend more time on activities with their host
family than with their own parents, but most of the students
liked the hobbies and interests of their own families better
than those of the host family. The majority of the students
felt obligated to spend time with their host parents.

The responses to the items of Power revealed
that the family members back home were perceived as being
equal in power and influence. The American host father, on
the other hand, was perceived as the most powerful and in—
fluential member in the host family. The majority of the
students felt that their host parents were more strict than
were parents in the country of origin. All respondents felt
satisfied with their siblings back home; 86% felt that way
toward their American siblings. The responses were simi—
larly divided in answer to questions about satisfaction with
the family: 9 % felt satisfied with the total family back
home, compared to 84% who felt satisfied with the host

family. The majority of the students liked living with

96

their own family better than with the host family.

A small percentage of the students indicated
problems because of language differences. Although 32%
of the respondents felt frustrated when they could not
communicate with their host family because of language
differences, only 7% of the respondents attributed to
language differences low involvement with the American
family.

Summary

The main findings of the analysis of the family

were:

1) Host parental relations were perceived as better than
those of own parents.

2) Communication was perceived as better with parents
back home.

3) Respondents felt more accepted by their own parents
than by their host parents.

4) Family bonding declined with age.

5) The 17 year old Europeans felt least satisfied with
family bonding; the 15 year old Asians felt most
satisfied with family bonding.

6) More time was spent on activites with the host family
and the students felt obligated to spend time with
the host family.

7) Family members tended to be perceived as equal in the
family back home; host fathers were found to be per-
ceived as the most powerful and influential family
member in the United States.

8) Host parents were more strict than own parents.

9) Satisfaction was higher with the family of origin than
with the host family

10) Language differences did not result in major difficul—
ties.

97

The typical student of this study had a generally
high bonding to the family. Although the parental rela-
tionship was perceived by the students as being better
between the host parents than between the natural parents,
students felt more accepted and better toward communication
with the parents back home. The older the student was, the
more s/he was emancipated from the family. The students
spent more time on activities with the host families, yet
this may not necessarily have been because of interest but
rather due to feelings of obligation. The members of the
family in the country of origin were perceived as being
equal in power and influence whereas the American host
family was seen as being "reigned" by the father. The
host parents tended to be more strict about the students'
behavior than the parents at home.

Although the students did not speak their mother
tongue with the host family, few difficulties were encoun-
tered because of language differences. Overall, the
students felt highly satisfied with both families, though
satisfaction was higher with their own family than with
the host family.

Hypotheses Concerning to the Community
Hypothesis III.1. The greater the degree of positive

affect expressed about the home school,

the lower the degree of stress experi-
enced at home.

Hypothesis III.2. The greater the degree of positive
affect expressed about the American
host school, the lower the degree of
stress experienced during the sojourn.

98

Hypothesis III.3. Those students who express a lower
degree of positive affect toward their
host school than they do toward their
home school will experience a greater
degree of stress than will those who
perceive the American school more favor—
ably than their home school.

Hypothesis III.4. There is no significant relationship
between degree of religiosity and degree
of stress experienced by the students in
the country of origin.

Hypothesis III.5. There is no significant relationship
between degree of religiosity and degree
of stress experienced by the students in
Michigan.

Hypothesis III.6. There is no significant relationship
between degree of positive affect ex—
pressed toward church and minister and
degree of stress experienced by the
students in the country of origin.

Hypothesis III.7. There is no significant relationship
between degree of positive affect ex—
pressed toward church and minister and

'degree of stress experienced by the
students in Michigan.

School perception and stress were found to be
inversely related in both environments, but the relation—
ships were not found to be significant; back home (r =
—.050) (S = .36); in Michigan (r = —.104) (S = .23). This
means that hypotheses III.1. and III.2. were not accepted.

Hypothesis III.3. states that if the students
scored high on school perception in their country of origin
but they scored low on school perception in Michigan——a
negative change--stress will increase. This hypothesis
was accepted (r = .457) (S = .03) and 18 cases were in this

category.

When testing hypotheses III.4. and III.5.,

99

religiosity was not found to be significantly related to
stress, either in the home environment or in the new en—
vironment; (r = .009) (S = .47) for back home; (r = .089)
(S = .26) for in Michigan.

Church and minister perception, III.6., was not
found to be related to stress in the home environment (r =
.143) (S = .15); in Michigan, III.7., the relationship was,
again, not significant (r = .027) (S = .42).

The hypotheses accepted were III.4. and III.5.;
that is, no significant relationship betWeen religiosity
and stress was found in either environment. Also accepted
were III.6. and III.7.; that is, no significant relation—
ship was found between church and minister perception and
stress experienced in either environment.

Descriptive Analysis of the Community

This category has been given the general name of
Community so it could include aspects of the student's life
that take place outside the family setting; that is, school
and teacher perception, college orientation, church and
minister perception, and religiosity.

Tables F.4a and F.4b display the responses by
percentage of the perceptions of home and Michigan communi—
ties. Tables F.5a, F.5b, and F.5c include the analyses by
age, sex, and continent of origin and these Tables can be
found in Appendix F. The description below highlights
those findings that are found to be important for this

study.

100

The items of School Perception examined the
feelings students have toward their school in the country
of origin and in the host country. Overall, 21% of the
students felt no difference in being comfortable with their
school back home or in Michigan. The remaining subjects
were closely divided in two groups; 38% felt more comfort-
able with their school in Michigan and 40% felt more com-
fortable with their school back home. The majority of the
respondents disagreed with the item "I would rather be in
school than most other places"; 76% disagreed with this
item when referring to their own school and 59% for their
school in Michigan. A larger percentage (86%) of the sub-
jects found material taught in the American school inter-
esting and useful compared with 67% of the students who
found material taught in school back home interesting and
useful. Congruently, more students enjoyed going to school
in Michigan than to their school back home.

The School Perception index by age, sex, and conti—
nent of origin showed the 15 year old female student of Europe
as the least satisfied group; the 16 year old Asian males
scored, on the other hand, highest as a group on the school
perception index.

The items of the index, Teacher Perception, re-
vealed that, of the total group of respondents, the ma-
jority indicated a higher level of satisfaction with teach—
ers in Michigan. The single item on which the subjects

rated the teachers in the country of origin higher was

 

101
"Most teachers should be respected for the work they do."

The index of Teacher Perception by age, sex, and
continent of origin showed that, as a group, the 15 year
old Asian females felt most satisfied with teachers back
home and the 15 and 16 year old Asian males felt best about
teachers in Michigan. The least satisfied groups were the
South Americans of whom the 18 year old males felt least
good about the teachers back home and the 17 year old
females who felt least good about teachers in Michigan.

The Overall School index combined the School and
Teacher Perception. Examining the data, the 15 year old
Asian males scored highest on this index while the 19 year
old European females seemed least satisfied in their per—
ception of school and teachers. The overall differences
in liking of the two schools were found to be minimal.

Language differences did not constitute problems
for the students in school.

The first item under Classes revealed that the
subjects tended to like classes slightly more in Michigan
than in their school back home. Almost all students (98%)
found that classes back home required more studying than
classes in Michigan, and they also agreed that, in Michigan,
there were more classes that taught relevant material.

Just over half of the exchangees (51%) indicated
that they expected school in Michigan to be better than it
turned out to be. Overall, 86% of the respondents felt

satisfied with school back home while 82% felt this way

 

102

about school in the new country.

School Activities indicated that the percentage
of students that had never been involved in any school club
or organization was higher for back home than in Michigan.
Those students who were involved in activities, tended to
be affiliated to one or two clubs or organizations.

When assessing the probability of college at—
tendance through the College Orientation index, it was
found that most students planned to go to a college or
university. The majority of them felt that their parents
either liked or expected them to go to college. The index
of College Orientation by age, sex, and continent of origin
was divided into none, low, medium, and high orientation.
It was found that only one 19 year old European student
had no college orientation, and only two 18 year old
European females had low orientation. Being young, male,
and Asian was found to be most related to College Orienta-
tion.

The second part of the category Community dealt
with perceptions and characteristics of the religious life
of the students. Since not all the subjects were affiliated
with a cnurch or synagogue either back home or in Michigan,
the N varied for this set of responses from 27 to 40. A
larger number of subjects responded to the church and minis-
ter perception items when referring to Michigan than back
home; that is, a larger number of students were affiliated

with a church or synagogue in Michigan than they were in

103

their country of origin. When examining the individual
items, it was found that most students (62%) felt, overall,
more comfortable with the church/synagogue in Michigan than
with the one in the home environment. The items that as—
sessed the perception of the minister/priest/rabbi received
higher scores for the host country than for the home
country. Sixty-eight per cent of the students agreed to

the item "The church/synagogue in Michigan is better than

I expected it to be.” The tables by age, sex, and continent
of origin revealed that the 16 year old Asian females scored
highest on Church and Minister Perception for the situation
in the home country, while the 16 year old Asian males
scored highest on these items for the situation in the host
country. The lowest scores for Church and Minister Per—
ception for the home country came from the group of 15 year
old European males, and the 19 year old South American
females scored lowest on these items for the host country.

It was found that over half of the students (57%)
had never been involved in a church/synagogue activity
back home, while in the host country 25% had never been
involved in church activities.

The index concerning Religiosity measured the
traditional religious orthodoxy by an eight item index of
orthodox religious beliefs. Included in the index were
attitudes toward a life after death, conception of Heaven
and Hell, the nature of the Bible, the place of the church

in salvation, and the role attributed to God and the Devil.

104

On the average, approximately 50% of the respondents agreed
with the orthodox items. A majority of the students (69%)
accepted the notion of life after death, and over 50%
believed that the Bible is God's word and that there is a
Divine plan. The item concerning the work of the church
had the lowest level of agreement while almost three-
fourth of the students agreed that "God is a heavenly
father." The tables by age, sex, and continent demonstrated
that, although orthodoxy declines with age, this decline is
not consistent. For example, one-third of the 15 year old
students fell in the "disagreement" foils, two-thirds of
the 17 year old students, and half of the 19 year old sub-
jects fell again in these "disagreement" foils. It was
also found that females tended to score higher on the
items. As for continent, Asians felt strongest about the
orthodox items, and Europeans scored lowest.
Summary
The main findings in the analysis of the Community

were:
1) There was only a very slight difference in the liking

of school between the two environments, it being higher

for the home environment.

2) Material taught in school in Michigan was found to be
more relevant than at home.

3) Teachers were better liked in Michigan, but more re-
spected for what they do in the home country.

4) Most satisfied with school were the 15 year old Asian
males. Least satisfied with school were the 19 year
old European females.

5) School satisfaction decreases with age.

105

6) No language problems were encountered in school because
of language differences.

7) Classes were better liked, and perceived as easier in
Michigan.

8) tudents tended to be more involved in school activi-
ties in the host country.

9) The students were almost all very highly college
oriented.

10) Students were more often affiliated with a church or
synagogue in Michigan than in the home country; they
also felt better about the church/synagogue in the
host country.

11) The majority of the students agreed with traditional
religious orthodoxy.

The average subjects of this study like the
school in the two environments almost equally well, though
scores were slightly higher when referring to the country
of origin. Classes and material taught in classes were
found to be easier and more useful in the United States.
Teachers in the host country seemed easier to talk to and
more helpful; no language problems were encountered. The
average student had a much higher level of involvement in
school activities during the sojourn than at any other
time. Similar to involvement with school activities, in-
volvement in church activities was higher in Michigan than
in the country of origin. The average student did not
decrease in traditional beliefs over time and in general

scored high on the religiosity items.

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypothesis

Hypotheses Concerning to Peers

IV.1.

IV.2.

I‘I.3.

IV.4.

IV.5.

IV.8.

IV.9.

IV.10.

Those students whose drug use is less in
Michigan than in their country of origin
will experience a greater degree of
stress during the sojourn than will
those students whose drug use was the
same or higher in Michigan than at home.

Those students whose alcohol use is less
in Michigan than in their country of
origin will experience a greater degree
of stress during the sojourn than those
students whose alcohol use was the same
or higher in Michigan than at home.

Those students whose degree of sexual
involvement is lower in Michigan than at
home will experience a geater degree of
stress during the sojourn.

The greater the degree of bonding to the
family of origin, the less drug use in
the home country.

The greater the degree of bonding to the
host family, the less drug use in the
host country.

The greater the degree of bonding to the
family of origin, the less alcohol use
in the home country.

The greater the degree of bonding to the
host family, the less alcohol use in the
host country.

The greater the degree of bonding to the
family of origin, the lower the degree
of sexual involvement in the country of
origin.

The greater the degree of bonding to the
host family, the lower the degree of
sexual involvement in the host country.

Those students who are engaged or going
steady with someone in the home country
will experience more stress during the

sojourn than will those not so involved
Iith someone at home.

107

Hypothesis IV.11. Those students who are engaged or going
steady with someone in the host country
will experience less stress during the
sojourn than those not so involved with
someone in the host country.

Hypotheses IV.1., IV.2., and IV.3. postulate that
when a negative change takes place between environments
with regard to drug use, alcohol use, and sexual behavior
stress will increase. Examining the first hypothesis, IV.1,
with regard to drug use, no relationship of significance
was found and only four cases fell in this category (r =
.073) (S = .46). The second hypothesis, IV.2., examined
the relationship between stress and alcohol use when a
negative change had taken place. No significant relation-
ship was found (r = .249) (S = .09) and 30 cases fell in
this category; the hypothesis was not accepted. Hypothesis
IV.3. tested the relationship between a negative change
in sexual behavior and stress during the sojourn. Thirty-
eight cases experienced a negative change between environ-
ments; that is, students were more sexually active in the
country of origin than during the sojourn. The relation-
ship to stress was found to be significant (r = .365) (S =
.01) and this hypothesis was accepted.

Hypotheses IV.4. and IV.5. postulate an inverse
relationship in both environments between family bonding
and drug use. It was found that family bonding back home
is inversely related to drug use back home (r = -.304)
and significant (5 = .01). Family bonding to the host

family (IV.5.) was, however, not significantly related

108

to drug use in Michigan (r = -.149) (S = .14).

Hypotheses IV.6. and IV.7. examine the relation-
ship between family bonding and alcohol use in the two
countries. The hypotheses could only be accepted when
referring to the foreign environment (IV.7.) where it
was found that a decrease in family bonding is signifi-
cantly related to an increase in alcohol use (r = -.260)
(S = .03). Family bonding back home was not related to
alcohol use (r = .026) (S = .43).

Hypotheses IV.8. and IV.9. postulate that when
a decrease in family bonding takes place, an increase in
sexual behavior can be noted. Although the relationship
was found to be in the predicted direction, it was not
found to be significant (r = -.052) (S = .36) for the home
country; (r = -.096) (S = .25) for the host country.

To summarize the findings of the hypotheses IV.4.
through IV.9. of Family Bonding, it was found that family
bonding and drug use back home are related as is family
bonding and alcohol use in Michigan.

Hypothesis IV.10. proposes that those subjects
who are engaged or going steady with someone back home
tend to experience more stress in Michigan than those sub—
jects who are not engaged or going steady with someone
back home. This hypothesis was not accepted (r = .141)

(S = .16).
The last hypothesis of this category of Peers,

IV.11., holds that those subjects who are engaged or going

109

steady with someone in Michigan tend to experience less
stress during the sojourn than the subjects not so involved.
The relationship was found to be in the predicted direction,
(r = -.183), but not significant (S = .10).

Descriptive Analysis of Peers

The activities that usually involve a peer or
peer group are included under the general topic of Peers;
that is, drug use and availability, alcohol usage, sexual
behavior, dating behavior, and friendship. Tables F.6a and
F.6b show the total responses by_percentage of the percep-
tions and characteristics of the various topics under Peers;
Tables F.7a, F.7b, and F.7c present the items and indexes
in an analysis by age, sex, and continent and these Tables
can be found in Appendix F. The description below reports
on the findings of the data that are found to highlight
the study.

The majority of the students reported no use of
drugs; the remaining students found it easier to get drugs
in Michigan than in the country of origin. Overall, mari-
juana was found to be more used in the United States than
in the home environment. The 15 year old South American
females responded with the highest scores on marijuana and
the 16 year old South American males scored the lowest use
in both environments. Other drugs were scarcely used; yet
the usage of drugs other than marijuana was higher in the
country of origin than in Michigan. The respondents tended

to perceive a higher drug use by their peers and more

110

attention paid to drugs in the United States.

More alcohol was used in the home environment;
the 17 year old South American males tended to engage most
often in alcohol usage back home and the 15 year old South
American males scored, as a group, highest on alcohol use
in Michigan. The majority of the subjects perceived a
higher use of alcohol by young people at parties in Michigan
than in the home environment.

The majority of the respondents felt more comfort-
able with the way in which they behaved sexually back home
than in Michigan. The sexual activity most engaged in was
found to be petting; a larger percentage of the students
engaged in sexual activities during the sojourn yet higher
levels of sexual activity were more frequent in the home
environment than in Michigan. Sexual activity did not
necessarily increase with age. In the country of origin,
the 16 year old Asian female was least sexually active and
the 15 year old South American males tended to be most
sexually active. In Michigan, the 19 year old Asian fe-
males were found to be least sexually active, while the
15 year old South American males scored highest on the
sexual behavior index.

More students were involved in dating in their
home country than during the sojourn.

A large percentage of the subjects agreed with
the statement that friendship is more superficial in the

foreign country than it is at home and fewer students were

 

111

satisfied with their friendships in the host country than
in the country from which they came. No language diffi-
culties were encountered in making friends in Michigan.

Concerning peer involvement, a larger percentage
of the subjects perceived themselves closer to the center
of social activities in the home environment than in the
host country. The students seemed, overall, to be more
involved in activities with friends back home than during
the sojourn.

The majority of the students had more money to
spend in the host country as compared to other peers; at
home, the students had usually the same as others.

Summary

The main findings of the data in the Peer cate-

gory were:

1) The students tended to use marijuana more frequently
in Michigan than in the country of origin.

2) Other drugs besides marijuana were more often used
in the home country, but the incidence was very low.

3) The average level of sexual activity was found to be
petting; the students were more often involved in
sexual activities in the foreign environment, yet
higher levels of sexual behavior were reached in the
home environment.

4) In both environments, the males tended to be more
sexually active than the females.

5) Sexual involvement did not necessarily increase with
age.

6) Dating was found to be more frequent in the home en-
vironment.

7) The students were more often involved in peer activities
at home than during the sojourn.

 

 

 

8) No language problems were encountered when making
friends in the host country.

From the profile of the average student of the
study one can conclude that the students were more often
engaged in drug use during the sojourn than they were at
home; yet the majority of the students did not use drugs
in either country. Alcohol was used by most students, it
being higher usage in the home country than in the host
environment. The highest level of sexual activity most
often engaged in by the students was petting; the students
were more often involved in sexual activities in the host
country yet higher levels of sexual activities were reached
in the country of origin. The male students tended to be
more sexually active than the females. Satisfaction with
other peers and friends was found to be higher in the
country from which they came; friendships in Michigan were
often found to be superficial. The students tended to be
more frequently involved in activities with friends in
their own country than during the sojourn.
Hypotheses Concerning to
Stress Factors

Hypothesis V.1. The greater the degree of overall satis—
faction with the family of origin felt by
the students, the lower the degree of
stress experienced at home.

Hypothesis V.2. The greater the degree of overall satis-
faction with the host family felt by the
students, the lower the degree of stress

experienced during the sojourn.

Hypothesis V.3. The greater the degree of overall satis-
faction with the exchange program felt by

113

the students, the lower the degree of
stress experienced during the sojourn.

The first hypothesis, V.1., proposes that when
an increase in stress occurs, a decrease can be noted with
regard to satisfaction with the family in the country of
origin. Stress experienced back home was found to be sig—
nificantly related to family satisfaction (r = -.408) (S =
.001).

The second hypothesis, V.2., was found to be in
the predicted direction (r = -.541) and significant (S =
.001); that means that an increase in stress in Michigan
is significantly related to a decrease in satisfaction
with the host family.

The last hypothesis, V.3., examines the relation-
ship between stress and satisfaction with the exchange
program. The relationship was found to be in the predicted
direction (r = -.558) and significant (5 = .001). There-
fore, all hypotheses of this category concerning Stress
were accepted; that is, when stress increases, satisfaction
with the family back home, the host family, and the ex-
change program decreases.

Descriptive Analysis of the Stress Factors

 

Tables F.8a and F.8b present the total responses
by percentage of stress variables; Tables F.9a, F.9b, and
F.9c include the analyses by age, sex, and continent and
these Tables can be found in Appendix F. The stress

factors were divided in two main sections: (1) physical

 

 

and (2) emotional stress.

When examining the first part of the physical
stress factors, it was found, through the Physical Well-
being index, that the students tended to feel better phy-
sically in the home environment than during the sojourn.
The single item "I seldom get tired" received most dis-
agreements when referring to the home country as well as
to the host country.

Being and feeling attractive, with regard to
clothes, looks, and popularity as compared to others was
perceived to be higher back home than in the host country.

The total Physical Stress index, made up by the
sub—indexes of Physical Wellbeing and Attractiveness, by
age, sex, and continent revealed that in the home environ-
ment the 16 year old South American females felt least
physically stressed while the 16 year old European females
scored highest on physical stress at home. During the
sojourn, the 15 year old South American male felt least
physically stressed, and the 19 year old group of European
males felt most physically stressed in Michigan.

The single item regarding Weight, disclosed that
the majority of the students had gained 15 pounds or more
during the foreign visit.

The first sub—index of Emotional Stress, Affec—
tional Deprivation, showed that more students experienced
this kind of stress in Michigan than they did back home.

As for the next sub-index Depression, less students

115

encountered depression back home as compared to the new
environment. The sub—index Self Esteem indicated that
students perceived themselves as having higher self

esteem in the country of origin than in the host country.
Although the differences were small, more family crises
were encountered in the host family than in the family

of origin. Also, a higher level of faith in other people
was found in the home environment tlan in the new environ-
ment.

Overall, the Emotional Stress index by age, sex,
and continent of origin revealed that in the country of
origin the 19 year old Asian female scored lowest on
emotional stress, while the 17 year old South American
males scored highest on this index. In Michigan, the 15
year old Asian male felt least emotionally stressed and the
19 year old South American females felt, as a group, most
emotionally stressed.

The total Stress index which include physics
as well as emotional stress sub-indexes indicated that the
subjects felt more stressed in the new environment, yet
the majority of the respondents did not feel stressed in
either place.

Summary

The main findings of the Stress variables were:

1) Students felt in better physical health back home.

2) Students felt more attractive back home.

 

116

3) At home, the 16 year old European females felt most
physically stressed.
During the sojourn, the 19 year old European males
felt most physically stressed.

4) The majority of the students had an increase of weight
during the foreign visit.

5) Students felt more affectionally deprived in Michigan.
6) Students felt more depressed in Michigan.

7) Students perceived a higher self esteem in the country
of origin.

8) Students tended to encounter more family crises in the
host family.

9) Students had a higher level of faith in other people
in the home country.

10) At home, the 17 year old South American males felt most
emotionally stressed; during the sojourn, the 19 year
old South American females felt most emotionally
stressed.

11) tudents tended to feel more stressed during the
sojourn than in the home environment.
Back home, the 17 year old South American females felt
least stressed; the 15 year old European males felt
most stressed.
In Michigan, the 15 and 18 year old Asian females felt
least stressed; the 19 year old South American females
felt most stressed.

One may conclude from the average responses of the
stress variables, that overall the students experienced more
stress during the sojourn than they did at home. Physical
and emotional stress factors produced a higher level of
stress in the new environment. Stress was not found to be

related to age, gender, or continent of origin; students

tended to be equally prone to encounter forms of stress.

CHAPTER V

SUMMARY, DISCUSSION, AND

IMPLICATIONS

Summary
This research has investigated the behavior of
52 foreign high school students during one-year sojourn in
the United States. The general purpose was to explore the
foreign students' perceptions and characterizations of
their home and host environments so that insight could be

ained about the way they see themselves in the two coun—

(Q

(’1‘

ries. The specific objectives of the study were: (1) to
gain information about the foreign high school student in
the home and host country through the following catego—
ries: (a) demographic, (b) family, (c) community, (d)
peers, and (e) emotional and physical stress; (2) to ex-
amine the differences in the students' perceptions and
characteristics of the home and host environment; (3) to
examine differences in responses from students from dif-
ferent (a) home continents (Europe, South America, and
Asia), (b) ages (15 through 19 year old), and (c) gender
(male and female); and (4) to test the relationships pro-
posed in the hypotheses.

The data for this study were collected by means

47

f.)

118

of a questionnaire that was administered toward the end of
the one-year sojourn. The information was processed in such
a way that descriptive analyses would probe further into
findings, beyond the outcomes of hypotheses. The explora-
tory nature of the study requires that the findings should
be considered as suggestive rather than proven relation-
ships; the implications involve the further exploration of
the adolescent in comparative cultural research as a re-
latively new field of inquiry.

The main findings of the study were:

1) No significant relationship exists between stress and
continent of origin.

2) Language differences are not related to communication
problems with host parents, teachers, and peers.

3) Stress and family bonding are inversely related.

4) Older students are less bonded to the family than
younger students.

5) Family bonding and drug use in the country of origin
are inversely related, but not in the host country.

6) Family bonding and alcohol use in the host country
are inversely related, but not in the home country.

7) Students are more often sexually active during the
sojourn yet higher levels of sexual behavior are
reached in the home country.

8) Stress is inversely related to satisfaction with (1)
the family back home, (2) the host family, and (3) the
exchange program.

Discussion and Implications

 

Discussion

 

Although it is hardly possible to trace every

influence on each concept used in a study, we can take one

119

step back and attempt to identify the conceptual framework
of the research. Conceptual frameworks are usually elusive
and abstract. The procedure used here has been one of iden—
tifying the scope and focus and a listing of the most fre-
quently used concepts. The assumption is then that the
family is seen as the most important unity of interacting
personalities, each occupying positions within the family
to which a number of roles are assigned, i.e. the individ-
ual perceives norms or role expectations held individually
or collectively by other family members for attributes and
behavior. Most immediately the family is studied through
analysis of overt interactions.

Substantively, in addition to role analysis, the
framework has focused on such problems as status and inter-
status relations; processes of communication, conflict,
affective needs, and stress reactions; and other aspects of
family interaction and interactive processes from dating
to divorce.

The findings of the study suggest that ties to
the natural family are strong and important. When con-
trasted with an adopted host family, we can note an almost
prOtective a titude toward the natural family. This carries
through in life outside the family circle; less interactions
were taking place in the host environment in regard to peer
involvements. For instance, the decision to be involved in
sexual contact with other peers was found to be postponed

in the hos: environment. The atmosphere within the family

 

120

was found to be the most salient and important one for the
socialization processes. Congruent with other studies,
family bonding as well as school satisfaction decreased
with age. Interesting to note here is that while most
subjects felt better toward their natural family than to-
ward their host family, they engaged more frequently in
activities with peers in the home country. The peer group
in the host country did not always substitute when inter-
actions with the family became troublesome. We can con—
clude then that, bad or good, interpersonal relations
within the family are most important compared to the com-
munity and peer contacts, and socialization and learning
experiences occur first of all in the family environment.
The finding that continent of origin and stress
were not related brings the focus on other variables, like
socio—economic class. The segments of the different
countries from which the student population was drawn had
less cultural differences; most subjects perceived their
social class to be somewhat the same: medium to medium—
high. Social class appears then as a more important
variable than continent of origin. A
Although the literature on ordinal position is
somewhat divided in propositions and findings, congruent
with Adler (1920; 1927; 1945; 1956), Ehrlich (1958), Hall
and Barger (1964), and Altus (1959) first borns—-who con—

stituted the majority of the subjects—-are conformers to

121

adult normative standards, while having a sense of obliga-
tion and expectations.

It was found that teenagers of this study were
following along the lines of conformity, even during times
of stress. Although a large percentage of the students
changed family settings during their sojourn, no predomi—
nant deviant behavior followed out of this. This brings
us to the conclusion that adolescence does not necessarily
mean deviancy or delinquency even when norms and laws
change during a sojourn. In this study we observed closely
the behavior of 52 teenagers from all over the world, who,
even when not completely satisfied with living conditions
and under stress, do not readily fall into nonconforming
patterns of behavior. Stress experienced by them may
therefore also enhance learning situations and does not
necessarily result in "falling apart." Adelson (1979:34)
is among the few researchers on adolescence who readily
points out that "the scholar of adolescence has to struggle
not merely against a single, stubborn, fixed set of false—
hoods, but against ideas of the young which are themselves
mercurial." The most important limitation of current ado-
lescent research is that there is little of it, although
a great many forms of social and personal pathology usual—
ly make their first appearance during adolescence and one
would therefore imagine that there would be some urgency
on the part of both the research—funding bureaucracies

and social scientists to see what role the typical stresses

122

of adolescence play in the origins of those problems
(Adelson, 1979).

Secondly, besides the fact that we know far less
than we should about adolescence, this limitation is com-
pounded by the unevenness of what we know. The scientific
literature has merely focused at certain specific categories
of the young while remaining indifferent to others; we tend
to take as subjects those we find exotic or interesting for
some reason. This skewing of our attention has had as un-
fortunate consequence that "informal opinion" about ado-
lescence is also skewed. Consider the images that so often
come to mind in response to the word "adolescence": rebel—
lious toward parents, peer oriented, restless, high drug
users, impulsive. The implicit picture of the young offered
in these adjectives are essentially untrue, though it may,
of course, apply to some teenagers. If we examine the
studies that have looked fairly closely at ordinary ado—
lescents, we get a different picture. Overall, adolescents
are not mixed up and in turmoil, not deeply disturbed, not
at the mercy of their impulses, not resistant to parental
values, and not rebellious. It is the conclusion of this
study that, overall, adolescents are healthy, normal, and
often sophisticated young people who can endure changes and
stresses during the experiences of growing up and coping
with their environments. With this in mind, the illusion
that there is one single adolescent psychology, timeless

and universal, will hopefully be thrown out of the window.

 

 

123

We should, for instance, become aware that age distinctions
during adolescence are important and vast differences can
be found among early, middle, and late adolescence.

Implications for exchange program personnel

 

The specific type of sojourn to which the students
of this study were exposed involved close personal contacts.
Favorable adjustment during the sojourn demands, to a cer-
tain degree, a favorable adjustment to the members of the
host family. Findings of this study suggest that positive
relations with the host family help in reducing stress for
the adolescent. This means that the way foreign students
feel toward their host family predicts to a large extent
the outcome of the sojourn. This finding, together with
the fact that family bonding declines with age, has impli-
cations that can alert personnel of exchange programs to
the importance of a satisfactory placement.

According to the findings most of the characteris-
tics and perceptions of the family of origin differed from
those of the host family and, congruently, the subjects felt
that living in a new environment was more stressful when
compare with the "home" situation. The finding that eman-
cipation from the family increases with age, even during a
sojourn, implies that older students of foreign exchange
programs are more likely to engage in activities outside
the family setting, which in turn may lead to involvement
in acts that are not in line with family norms and values.

This finding carries implications for the selection of age

124

groups; the older age group, being less tied to family
settings, may encounter more difficulties when conforming
to the normative standards.

Students from a particular continental background
were found to be just as likely to experience stress as
students from other continental groups. Yet, going beyond
broad "cultural" differences, more specific personal dif-
ferences did show relationships to stress. When students
perceived the differences between environments to be nega-
tive, they were more likely to feel stressed during their
sojourn. Therefore, the implications of the findings that

individual differences are as important as broad cultural

O.

ifferences should alert the exchange program personnel.
That is, the administrators and counselors of the programs
should be as much concerned with personality types in re-
lations to family interaction as they are with culture spe-
cific background and family setting. For instance, when
selecting a family setting for a student, the pairing by
activities and hobbies of the host family and student
should carry the same weight as pairing by cultural back-
grounds.

The profound differences that were found in the
area of alcohol use indicates the importance for clarifi-
cation by exchange program personnel of norms and laws
around this issue. Not only do norms and values differ
from family to family, they also differ from country to

country. It should be implicit in the training programs

125

for host parents that this area produces difficulties for
some students; students do not necessarily disobey laws in
a home country when alcohol is part of their use.

Another implication for exchange program personnel
is in regard to the relative large number of students who
change families during the sojourn. At the time when data
were collected almost one-third of the students had already
changed families once or twice. Although specific reasons
for "changing families" are not known for the subjects, one
may assume that positive adjustment in a new environment is
not always instantly acquired. Considering this fact, to-
gether with the finding that the majority of the students
felt less accepted, more emotionally deprived, and more
often depressed during the sojourn than they usually were
at home, implications for exchange program personnel reveals
the importance of assessment of stress during the sojourn.
Services could be provided to insure personal contacts with
the students. These contacts could be arranged in the form
of meetings, visits, writing, and other ways to keep emo-
tionally in touch with the foreign student to prevent
feelings of depression and homesickness. -

Although the majority of the students felt posi-
tive toward their host parents, host brother/sister, and
new friends, moving from one environment to another in-
volves risk, which often is accompanied by stressful ex-

periences.

126

Implications for School Personnel

The type of exchange programs that involve
students of an adolescent age group have thus as specific
areas of concern the family relations and age of the
students. Other implications of this kind of sojourn focus
on the academic environment. Findings revealed that when
students are placed in a lower grade level than their grade
level in school back home, dissatisfaction did not relate
to stress. Yet it was found that school satisfaction did
decrease with stress. The oldest group of exchange students
have often already graduated from their school back home;
the new environment is then often not found to be stimu-
lating and/or interesting. For the younger age groups,
however, any adjustment problems the students encountered
during the sojourn did not prevent them from being highly
successfel in their academic achievements. The students
earned a higher grade point average in the new school than
they had earned in their school at home. The informality
of relations between students and teachers and the quality
of many aspects of instruction and classes were rated very
favorably by the foreign high school students.

Overall, the school environment was seen as a
pleasant and non-threatening place to be. Implications
to the educator may follow out of this observation; that
is, school personnel such as teachers and counselors may
be able to respond more easily to the foreign student when

tensions in the other socialization settings, such as the

127

family, arise. Exchange program personnel could establish
contacts with the school personnel, in addition to the con-
tacts with the host family parents, which are often more
sensitive because of their personal nature.

While priorities of university level foreign
students are mostly directed toward academic achievement,
high school exchange programs have put priorities on inter—
action with host families rather than school achievement.
It is apparent that living with a host family is more like-
ly to involve tensions than enrolling in a foreign school.
Foreign high school students are assumed to be "adopted" in
their host family, which calls for positive and favorable
adjustment on the part of the host family members as well as
the foreign student.

The present study was not designed as an evalua-
tion of the practices and procedures of the foreign ex-
change program. Rather, it was an exploration into the
nature of the processes involved in foreign student beha-
vior and interactions. Nevertheless, findings emerged
which may have practical implications for administrators
and others concerned with foreign students. The findings
are, as mentioned above, suggestive rather than final and
particular caution needs to be taken in generalizing them
to other groups of students. The observations that are
presented here may be directed to people who are concerned
about the foreign students' welfare for evaluation of their

own experiences or to the foreign students themselves. It

128

is often found that exchange students themselves have not
been supplied with enough information about the oncoming
sojourn. Few if any studies explore the areas of differ—
ence between home country and foreign country with regard
to family ties, school, religion, and peers. Yet a favor-
able adjustment is a priority for a successful outcome.

It is for this reason that this study is above all directed
toward exchange students in order to provide insight and
understanding about the forthcoming sojourn.

Future Research

In regard to future research, the implications of
this study involve the further exploration of the adolescent
who crosses cultural boundary lines.

In general, the present study was limited by not
having collected data at several points in time during and
after the sojourn. Possible collection of data at various
times during the sojourn can form a more comprehensive
understanding of the total sequences of sojourn experiences.
Attitude change through time is an area of concern where
further research is needed. A follow—up study after the
visiting students have returned home may add information
and understanding about the readjustment; only after re-
turning home is the cycle of the sojourn completed.

Finally, one area of importance which has not
been included in the present study as well as other studies
has to do with the influence of the visiting students on

the members of the host society. There is good reason to

 

FA
l\)
\O

believe that the presence of foreign students has direct and
indirect effects on the attitudes of individuals with whom
personal contact has been established during the sojourn.
Much more thought and research should be devoted to the
reciprocal aspects of foreign study to learn about the in-
fluence of foreign students on the attitudes and behavior

of Americans.

AP PEND ICE S

 

APPENDIX A

APPENDIX A

April 4, 1978
LETTERS TO REPRESENTATIVES

Greetings:

With the permission and help of Mrs. Diana J. Follebout
I am conducting a survey regarding adolescents that are
involved in the foreign exchange program. Having been

a Youth for Understanding student myself, I am excited
about my study and ask hereby your willingness to be of
assistance.

Because of the confidentiality rules, I cannot personally
contact the students; it is therefore that I am asking your
help and information about the following:
1. How many foreign students are under your supervision and
from what specific country are these male and/or female
students? For example: I have 2_foreign students under my
supervision. Country: Germany Male 2 Female 0

Japan Male 0 Female 4

Brazil Male 2 Female 2
Please fill out the enclosed card regarding this information
and mail this as soon as possible.
2. After having received this information from you, I will
then send you the adequate amount of questionnaires and ask
your help in handing these questionnaires to the foreign
students that are under your supervision.

The questionnaire is specifically designed for the foreign
exchange student in order to gain information about their
perception of their environment back home and their new,
American environment. The questionnaire will be in a stamped
and addressed envelope so these can, after being filled out
by the foreign student, be directly send to the researcher

of this study. .

Your help is of utmost importance for the success of this
study. With the gained information we will be able to
increase our understanding about the foreign student and
may use this data in strengthening the Youth for Under-
standing Program. I value your cooperation muchly; if you
have any questions, please feel free to contact me at the
number mentioned below.

5 ncerely yours,
MM we? '

E. M. Evers

Department of Comparative Education
Michigan State University
(517)349-5179

130

131

May 2, 1978

Greetings:

First of all I would like to thank you for your cooperation in
sending me the information of how many students you have under
your supervision. I am sending you hereby the adequate amount
of questionnaires for your students. Thev are ind'vi‘ually with
instructions in an envelOpe, stamped and with the return address.
I am asking your help in handing these envelopes to your students
as early as possible so they can fill out the questionnaire and
mail them back to the researcher.

Because of confidentialitv rules, I cannot personally contact the
students and have therefore coded them. Attached vou 2i 1 find a
list where you can fill out the names of your students for your
information. In this way I can assure a follow.up if the ques-
tionnaire is not received by the researcher after some time.
(Ezairope; Ila-Asia; S=South America and Mexico)

It may be necessary to explain that the exchange student has no
oblization of sharinz the questionnaire or any infernation re-
garding this with anyone else. Phey are asked to enclose the
questionnaire and answer sheets innediately after completion in
the envelope so they can mail them.

I want to ensure you that the return of the questionnaire and
answer sheets is of great imoortance for the success of this
study. The students are at the end of their stay here and tine
is running short. It is therefore important that the students
receive the questionnaire as early as possible.

The results of this study will be known after October. If you
are personally interested in these results, please feel free to
contact me at the address mentioned below.

8 ncerelv yours,
,4

' .1501;
E. LI. mars
Department of Cenparative Education
535 Haslett Rd..
Willianston, fiI 38895
(517) 3159-5179

 

APPENDIX B

Hichiean State Universitv

East Lansing, itichizan _ APPENDIX B

QUESTIONNAIRE WITH INSTRUCTIONS
Dear Student, .
WHA? THIS IS ALL AEOUT

Michigan State Universitv is doing an important stuflv of the opim ons
exchange students in Hichizan have about themselves, their homes, and
their new homes here. You can help us best bv answering the follo~_n-
questions as clearlv and carefullv as vou can. NO O"3, "07 EV““ “"“
YOUTH FOR UNDPPST\“DIXG F2CSQAH .iILL 313° ("CI i?27 ”CU ""? ”3177““
because you are n t askefi to fill out your name on an'.hinz. .he suc-
ces of this study Repends entirelv upon vour truthfulness. 'Jith .he
results we mav be able to understanfl exchange students better and
learn how thev feel about their home, community, and friends.

FIEflB?’
This is fig: a test. There are no right or wrong answers (except for a
few questions about vour are, grade, etc). We value vour ideas ani
want to know what vour Opinions are. n order to help and unnerstand
youne people tofiay, we need YOUR honest opinion. The questionnaire is
long because it asks vou to tell us about many things back home and many
thines here. Be sure that YOU FILL OUT ALL THE “UESTIOXS. You no not
have to show the Questions an4 answers to anvbo4v.

 

ITISWUCTIO‘IS

The first paee of the questionnaire is TPE O“I? P‘GEV "“ 3'. Ci‘ ’0? "‘Y
HPI.E. After that, go to the other side oz the page—:paqe 2) an" read
the question. Then .\?K .?E A“SW€° 7 T32? QUTo“ICEC ."E ANnJE? 3”???.
Start with answer sheet *1. After vou have filled out the answer Sheet
41 (133 questions), start with answer sheet #2. The last answer sheet #3
has onlv 23 answers. Be sure to answer each and everv question. Emcept
for the first page, be sure to mark your answer in the appropriate Space
on the "“3W‘9 S~3?T. Because the ans er sheet can be computerized, g;
SURE TO 333 A PPVCIL *2 otherwise the sheet is not valid. If there is

a response to a questi n that does not exactlv fit you, mark the answer
as the one you feel closest to.

 

After You have finished wit h all the questions out the ouestionraire
arfl the answer sheets in the envelope. Then mail this envelope; it is
stampen and afifiressefi—for you so alI‘vou have to do is flrop it in the mail.

The results of this laroe studv will be known after October. If you are
personallv interested in these results or have any other reaction, feel
free to contact me at the address mentioned below.

I value your cooperation very much and want to thank you for helpinz in
this study.

Dep. of Comparative Education

535 Haslett 34..
Willianston, HI #8895

132

1.
2.
3.
4.

6.
7.
8.
9.

133

THIS IS THE ONLY PAGE OF THE QUESTIONNAIRE ON WHICH YOU CAN WRITE.

 

READ THE FOLLOWING QUESTIONS AND WRITE YOUR ANSWER IN THE SPACE PROVIDED.

What country are you from?

My family's religion back home is
My American family's religion is
What is the language you speak with your family back home?
What other languages do you speak?

what is the language of instruction in your school back home?

What language(s) does your
“hat is your citizenship?

 

 

 

 

 

 

American family speak?

 

 

Before you came to the United States, in what other countries have you

traveled in extensively?

 

NOW TURN TO THE NEXT PAGE AND START USING THE ANSWER SHEET

WHEN MARKING THE ANSWERS FOR THE FOLLOWING QUESTIONS.
START WITH ANSWER SHEET 1.

TOR THE FOLLOWING QUESTIONS, MARK THE AN

QUESTIONS ON THIS QUESTIONNAIRE.

ANSNER

1. fly

2. "Y

0.
1.

‘30 “w

SHEET IN THIS HAY

age is

10 or younger
l

19 or older
sex is

nale
female

far did your father back home

 

9° 0“ in schooling?

0.
1.

2.
3.
l.
S.
6.
7.
8.
9.

4. How far

none

some elementary (i-B years or
the equivalent)

some high school (1-3 years or
the equivalent)
graduated from high school (or
the equivalent)

some college (1-2 years or the
equivalent)

two year associate degree or
trade school (or the equivalent)
graduated from college (or the
equivalent)

some graduate work (or the equi-
valent)

raduate degree—masters level

r the equivalent)
graduate degree-doctoral level
or the equivalent)

did your imerican father

here go on in schooling?

none

some elementary (1-8 years)
some high school (1-3 years)
graduated from high school
some college (l-Z years)

two year associate degree

or trade school

graduated from college

some graduate work

graduate degree-masters level
graduate degree-doctoral level-

5. Back home, I live

0.
1.

2.

3.
. ‘.

5.

6.

on a farm

in a small town

in a city smaller than Lansing
(about 140,000)

in a city the size of Lansing

in a city larger than Lansing

in a verv large city like Detroit
(about 1.512.000)

in a subu:b of a city

SHER‘S NUMBER ON THE ANSWERING SHEET.

1. 0123453739

6.

7.

8.

134

Here. I live

 

a farm

1. in a small town

2. in a city smaller than
Lansing (about 140,000)

3. in a city the size of
Lansing

4. in a city larger
Lansing

5. in a very large city
like Detroit ( 1’51 .000)

6. in a suburb of,a city

0. on

than

How far did your mother back
home go on in schooling?

0. none

1. some elementary (1-8 years
or the equivalent)

2. some high school (1-3
years of‘the equivalent}

3. graduated from high school
(or the equivalent)

4. some college (1—2 years or
the equivalent)

5. two year associate degree
or trade school (or the
equivalent)

6. graduated from college

or the equivalent)

7. some graduate work (or
the equivalent)

8. graduate degree-masters
level (or the equivalent)

9. graduate degree-doctoral
level (or the equivalent)

.flow far did your American
mother here go on in schooling?

0. none

1. sone elementary (1-8 years)

2. some high school (1-3
years)

3. graduated from high school

4. some college (1—2 years)

5. two year associate degree
or trade school

6. graduated from college

7. some graduate work

8. graduate degree-masters
level

9. graduate degree-doctoral
level ‘

Hhat would you say your parentis)
social standing is :13} have
compared with others in the
community?

 

0. low

1. medium-low
2. medium

3. medium-high
4. high

10.

11.

DO NOT MARK THE ANVERS FOR THE FOLLCTING
FOR INSTANCE FOR THE FIRST QUESTION: Hy age is, IF YOU ARE 16. MARK THE NUMBER 6 ON THE

BE SURE TO USE A PENCIL No. 2.

What would you say your American
garentis) social standing as neze
in Hichigan compared with Others
in the community?

0. 10'

i. medium—low
2. medium

3. nedium-high
4. high

How many brother‘s) and/or sisteris)
do you have back home?

 

0. none (I an only child)
1. one

2. two

3. three

4. four

5 o {ive

6. six

7. seven

8. eight

9. nine or more

How many American hrotherxs) and/or
sister‘s) do you have here?

0. none

1. one

20 two

3. three

‘0 {out

So five

6. six

7. seven

8. eight

9. nine or more

13. Which of the following describes you

14.

best in your family back hr‘e?

0. only.child

1. first born

2. second born

3. third born

4. fourth born

5. fifth born

6. sixth born

7. seventh born

8. eighth born

9. ninth or later born

Which of the following applies to
your parents back home?

0. both are dead

1. both are living together

2. father is dead

3. mother is dead

(. both are living but have
divorced

5. both are living but have
separated

been

been

GO TO NEXT PAGE

15. Hhich of the following applies
best to your American family?

It contains:

0. a mother. father. and children
.1. a mother and father

2. nother only

3. father only

_16. At home. I an

O. in grade 10 or equivalent

' 1. in grade 11 or equivalent
2. in grade 12 or equivalent
3. in grade 13 or equivalent
4. graduated

17. Here in Michigan, I an

-0. in grade 10
1. in grade 11
2. in grade 12
3. in grade 13
4. graduated

10. In how nany other countries
.besides your own have you lived
before you came here?

0. no other countries
1. one
2e t”
- 3. three
4. (our
.5. five or nore

19. Did you have an American exchange
student living at your home before
you cane over here?

Go I.
1. yes, one
2. yes, more than one

20.-Do you live now with the family
go! the exchange student that
lived in your house back hone?

0o no
1. yes

21. Have you ever lived in a
boarding school?

0. never

1. yes. up to one year

2. yes, up to two years

3. yes. up to three years

4. yes. up to four years

5. yes. up to five years

6. yes. up to six years

1. yes. up to seven years

0. yes, up to eight years

9. yes. up to nine years or more

22. Back home, most of my grades were:
0. t's (or 4's) or lower
1. D's (or 5's)
2. C's (or 6's or 7's)
3. B's (or 8's)
4. A's (or 9's or 10's)

23.

24.

25.

2‘.

27

20.

29.

135

Here in Michigan. most of 30.
ny grades have been:

0. 7's
1. D's
2. C's
3. 3's
4. A's

Back hame. were you in-

volved in school clubs or 31.
organizations during your

last year of school?

6. six or more

Here in Michigan. are you 32.
involved in any school
clubs or organizations?

0. never

1. one

2. two

3. three

‘0 ‘0“:

5e ‘1'.

6. six or more

Do you plan to graduate
tron your school back home?

0. no 33.
1. I an not sure
2e yes
3. I have already
graduated

flow nany of your friends
back home plan to go to
a college or university?

 

0. none
1. a few
2.smu
3. nost
‘e .11
34.
how many of your friends
here in Michigan plan to go
to a college or university?

0. none
10 ‘ (CV
2e ‘0’.
3e .03:
‘o .11

Are you planning to go to a
college or university? 35.

o. no

1. yes, right after high school

2. yes, after I have worked or
traveled for awhile

Do you think you have the ability to
complete a college or university
education?

0. no

1. probably not

2. uncertain

3. yes. probably
4. yes. definitely

My parents back home

 

0. don’t want me to go to a college
or university

1. would prefer that I got a job

2. would not care if I went to a

, college or university

3. would like me to go to a college
or university

4. would expect ne to go to a college
or university

Back home. how many times during a
typical month are you involved in
church/synagogue activities?

0. never

1. once

2e tViC.

3. three times

4. four tines

5. five tines

6. six times

7. seven times

8. eight times

9. nine tines or nore

here in Michigan. how many times during
a typical month are you involved in
church/synagogue activities?

0. never

1. once

2. CV16.

3. three tines

4. four times

5. five times

6. six tines

1. seven times

a. eight times

9. nine tines or more

Concerning your ability to obtain drugs
which of the following most closely
applies to you:

0. I do not use drugs

1. it is easier to get drugs back hose

2. it is easier to get drugs here

3. it is equally easy to get drugs
here as it is back home

4. I have difficulty in getting the
drugs I want to use here

Back home. during a typical month. how

often do you use marijuana?

0. never

1. once

(a CUiC.

3. three tines

4. {our times

5. five times

6. six times

1. seven times

8. eight times

9. nine times or more

60 70 NEXT PAGE

hack have. during a typical nonth.
how often do you use any other drugs
besides marijuana?

0. never

1. once

20 ‘H‘C.

3. three times

4. four times

5. five times

6. six tines

1. seven times

0. eight times

9. nine times or more

Here in Michigan. how often during
a typical nonth do you use narijuana?

 

0. never

1. once

2. twice

3. three times

4. four times

5. five times

6. six times

1. seven tires

0. eight times

9. nine tines or more

38.Here in Hichigen. how often during a

typical month do you use any other
drugs besides marijuana?

0. never

1. once

2. twice

3. three times

4. four times

5. five times

6. six times

1. seven times

8. eight times

9. nine tines or more

Back home. during a typical month.
how often do you drink alcohol?

0. never

1. once

2e tV1CC

3. three times

4. four times

5. five times

6. six times

1. seven times

8. eight tines

9. nine times or more

Here in hichigan, how often during
a typical nonth do you drink alconol?

0. never

1e one:

2o ‘Vice

3. three times

4. four times

5. five times

6. six times

1. seven times

8. eight times

9. nine times or more

136

Back homeI how often have vou

 

41. held hands with someone of

H

G

8

er

".. 3m°

a N m : § 3

x g u H H x

B H x k a H

k k H a

x a u a x a
u u u a a u g z u
as"8:§.”=
z o 3 E a. n n m 3 §
(0 (1) (2) (2) (4) (S) (6) (7) (8) (9)
the opposite sex (not in-

2 3 4 S 1 8 9

Cladiflq tel.th€3)7eeeeoeeeeo

42. held your arm around or been
held by someone of the oppo-
site sex (not including re-
l‘tiv.s)7000000OOOIOOOOOOOOOO

43. kissed or been kissed by
someone of the opposite sex
(not including relatives)?..o

44. necked (prolonged kissing
and hugging) with someone
of the opposite sex?........0

45. been involved in light pet-
ting (feeling above the
waist) with someone of the
°Pp°51=e scx7...............0

46. been involVed in heavy pet-
ting (feeling below the
waist) with someone of the
opmsite sex?OOCOOOOIOOOCOQCo

41. had intercourse (had sex)
with someone of the op-
POSitC $¢X2eeeaeeeeeeeeeeeee°

been in love with someone
of the opposite sex.........0

48

 

Here in Hichigan. how often
have you

49. held hands with someone of
the opposite sex (not in-
cludinq relative3)?.........0

50. held your arm around or been
held by someone of the oppo-
site sex (not including re-
1.‘£VC3)?eeeeeeeeeeeeeeeeeeeo

Si. kissed or been kissed by
someone of the opposite sex
(not including relatives)?..0

52 necked (prolonged kissing

and hugging) with someone

of the opposite sex?........0

53. been involved in light pet-
ting (feeling above the
waist) with someone of the
opposite sex?...............0

54. been involved in heavy pet-
ting (feclino below the
waist) with someone of the
Opposite SCX?eeeeeeeeeeeeeee°

GO TO NEXT PAGE

(0) (1)

(P) (3) (4) (S) (6) (7) (8) (9)

 

55. here in Hichioan. how often have
you had intercourse (had sex) with
so-eone of the opposite sex?

 

0. never

1. once

2. twice

3. three times

4. four times

5. five tines

6. six times

1. seven times

6. eight tines

9. nine times or core

56. Here in Michigan. how often have
you been in love with someone of
the opposite sex?

0. never

is one.

2. twice

3. three tines

4. four tines

5. five times

6. six times

1. seven times

8. eight tines

9. nine tines or acre

51. Back home, with how many people
of the opposite sex have you had
- intercourse (had sex) with?

0e “”8

1. one person

2. two persons

3. three persons

4. four persons

5. fiva persons

6. six persons

1. seven persons

8. eight persons

9. nine persons or more

58. Here in Michigan. with how many
people of the opposite sex have
you had intercourse (had sex) with?

0. none

1. one person

2. two persons

3. three persons

4. four persons

5. five persons

6. six persons

1. seven persons

8. eight persons

9. nine persons or more

59. Vho was the first person you ever
had intercourse (had sex) with?

O. I never had intercourse (had sex)
1. a steady date '
2. my fiance'

3. someone I had known for a while
4. a relative

S. a stranger

137

 

I"
'2
3 .. .. 5:
§ 3 g a
a e s e
E < 3 < fi
g g s t a
3 ” g 3 3
Back home, compared to others a <
o my ace1 my (0) (1) (2) (3) (4)
so. ”pu1.t1ty is...............0 1 2 3 ‘
61. looks ”Qeeeeeeoeeeeeeeeoeoeo 1 2 3 ‘
‘2e Cloth.‘ Ire.................0 1 2 3 ‘

 

Here in Hichigan. compared to
ethers of mv aceL nv (

‘3. ”puxuity is...............0
6‘. 100k: ”eeeoeeeeeeeeeeeeeeeeo

65o clothes are.................0

O) (1) (2) (3) (4)

 

66. Suppose the circle above
represents social activities
with others of your age.

How far from the center (9)
of things do you find your-
self back here? Choose the

number closest to where you
think you are.

0. 0

0.
O
OOQOMLUNH

61. Suppose the circle above recre-
sents social activities wit:
others of your age. How far
from the center (9) of thin:
do you find yourself here in
Nichigan? Choose the nuzscr
closest to where you think you
are.

 

GO TO NEXT PAGE

 

68.

69.

‘0.

71.

72.

7).

P~rt homo, compared to others of
my age, the honey I have to spend

. 13

O. a lot less

1. somewhat less than others
2. same as other kids

3. somewhat more

4. a lot more

Here in Hichigan. compared to others
3: my age, the ooney I have to spend 7‘.
is

O. a lot less

1. somewhat less than others 75
2. same as others ‘
3. somewhat more

4. a lot more

Back home, I an 76'

0. not dating yet .
1. not currently dat-ng 17
2. dating. but not going steady '
3. going steady

4. engaged

Here in hichigan. I an 78'

0. not dating yet

1. not currently dating

2. dating, but not going steady
3. going steady

4. engaged

How old were you when you had
intercourse (had sex) with sono-
one of the opposite sex for the
first time?

0. never had intercourse (had sex) ,9
1. 11 or younger °

9. 19 or older

How many times have you chanced
Samilies since your arrival here?

0. never. stayed with the same
family all this time

1. once

{a :V‘uce

.. three times

{our tines

5. five times or more

Is
a

138

Back hone, during a typical 3555.
how often are you involved in

x
g
u
z
.Ct1V1‘ics With your friends?......0

u ONCE
N TWICE

Back home. during a typical yeekend.
ow often are you involved in
activities with your friends7......0 1 2

Here in hichigan. during a typical
week. how often are you involved
in activities with your friends?...0 1 2

 

Here in Michigan. during a typical
weekend, how often are you involved
in activities with your friends7...0 1 2

Regarding my weight. I have

0. not changed during my stay here
1. gained 5-9 lbs. during my stay here
2. gained 10-14 lbs. during my stay here
3. gained 15 lbs. or more during my stay here
4. lost 5-9 lbs. during «y stay here
5. lost 10-14 lbs. during my stay here
6. lost 15 lbs. or more during my stay here
7. gained weight but lost
it again during my stay here
6. lost weight but regained
it again during my stay here

Back home, the most powerful and influential
person in my family is

0. all equal

1. my father

2. my mother

3. one of the children

4. my grandfather of father's side
5. my grandmother offather's side
6. my grandfather of mother‘s side
7. my grandmother of morher's side
8. aunt

9. uncle

person in my American family is

 

0. all equal

1. father

2. mother

3. one of the children

4. grandfather of father's side
5. grandmother of father's side
6. grandfather of mather's Side
7. grandmother of mother's side
8. aunt

9. uncle

GO TO NEXT PAGE

U THREE TIMES

80. Here in Michigan. the most powerful and influential

‘ FOUR TI ’5

‘" FIVE TIMES

,. 51x rmrs

q SEVEN TIRES

m EIGHT 71kt:

MW)?

7‘ l N) '3 on

W Ill‘a":

 

FOR THE FOLLOWING QUESTIONS CHOOSE A RESPOHSS ON THE SCALE 0? 0 THROUGH GvSHOKN BELOW.

on 1H8 Axbwsfl sussr, nor on THIS QUESTIONNAIRE.

139

REHEKEER, “RITE YOUR ANSHER

 

c>
zU S 5 For instance. if your response to a
912 >au Law a u y question is “moderately agree” than
H: 39‘; I2: 2 f; 3 mark the S on your answer sheet.
mu :0 no 0 u an zu
mu o< u< e u mm on
”h :53 3.": 3 3 83 £53
En no no a < x4 m<
O 1 2 3 4 S 6
81. I think that people use more drugs here in Michigan 99. I like the classes I have in my school back home better
than they do back home where I live. than the classes I have here in my school in Michigan.
82. Overall, I feel more comfortable with the drug scene 100. I feel more comfortable with my use of alcohol back home
back home. than I do here in Michigan. than here in Michigan.
63. I find that at parties I go to here in Michigan. kids 101. I feel more comfortable with the way in which I behave
use more drugs than the kids do back home at parties. sexually back home than here in Michigan.
84. I find that at parties I go to here in Michigan, kids 102. I feel more comfortable with my friends back home than
drink more alcohol than the kids do back home at I do here in Michigan.
parties. .
103. I feel more comfortable with the religion of my fazily
85. Back home, I can do more whatever I please than here back home than with the religion of my American family here.
in Michigan.
104. I feel more comfortable with the social standing of my
86. Back home, I find it easier to make friends in school family back home than here with the social standing of
than I do here in Michigan. my American family.
85. I think that I am usually in better physical health 105. I feel more comfortable with the place (geographic location)
back home than I am here in Michigan. where I live back home than the place where I live here 1:
Michigan.
88. Overall I feel more attractive back home than I do
here in Michigan. 106. I feel more comfortable with the way I an accepted by my
parent(s) back home than here by my American parents.
89. I feel that my needs for affection are better met
back home than here in Michigan. 107. I spend more time on activities with my family back home
than I do here with my American family.
90. Overall, I feel less depressed back home than I do
here in Michigan. 108. I feel more comfortable with the relationship my parents
back home have with each other than I am with the rela-
91. Overall, I think that my American parent(s) are more tionship my American parents have here with each other.
strict about my behavior than my parents back home.
109. I feel more comfortable with the communication between my
92. I feel better about myself in general back home than parents back home and me. than with my American parents
I do here in Michigan. here with me.
93. There seems to be less crisis in my family back home
than here in my American family.
94. Everall I feel more stressed here in Michigan than
feel b"k h°”°' so so NEXT PAGE AND READ THE INSTRUCTIONS r123:
95. I like the hobbies and interests of my family back
home better than those of my American family here.
96. Living with my family back home is better than .
living with my American family here.
97. I feel more comfortable with my school back home
than with my school here in Michigan.
98. I feel more comfortable with my teachers back home

than here with my teachers in Michigan.

GO TO NEXT COLUMN

 

 

 

 

 

 

 

'-. the more they do.

00 T0 NEXT COLUMN

 

 

 

 

 

 

 

ych IMF l‘OLLC‘ING QUESTIGHS CHOOSE A RESPONSE OF THE SCALE FROM 1 THROUGH 6. THERE IS E2 0 FOR THE FOLLOWING QUESTICHS.
trngxnsx. RITE yous Anzura on THE lxzxty 5255?. DO nor unit: on tax: QULSTIONNAIAE.
fl
5 .. a ,.
233 :33 u k 4
t’ z (a “- g 0
2t) 2t: 0 u u zzu
(3‘ u‘ ( Id ”‘1‘ Old
in an In K on: are:
,.H 0.4 H 0 0‘: law
no In a < :< m<
1 2 3 4 5 6
110. It is easy for me to thlk 50 BY parentis) Péch “0‘6 132. Language differences make it hard to communicate my
about things that bother me. feelings to my American perent(s) here.
ill. It is easy for me to talk to my Americaa parent(s) 133. My parent(s) back home enjoy having me around.
here about things tha: bother me.
'”' ' 134. My American parent(s} here enjoy having me around.
:12. V30“ I tell my parcnt(s) Eggg_hggg the truth, they
believe as. 135. I can share my feelings better with my family back htt-
than here with my Ann:1c:.1 fa amily.
113. when I tell my 5:25;;31 paren- (3) re re the truth, “"
they believe me. 136. Back home, I would rather be in school than most other
places.
:14. I can talk to my parent<s> back heme about anything.
137. Here in Michigan, I would rather be in school than in
115. I can talk to my Arerican parent(s) EELE about any- most other places.
‘h‘nge
138. Here in Michigan, material taught in school is interesting
‘15. I can talk to my parent(s) b-rk hr-e any time I like. and useful.
11?. I can talk to my American parent(s) here any time I
like. BEGIN ON A N2” AHSJZR sass? (NTHEER 2l
119. Py parent(s) rack here listen to what I have to say. 1. Back home, material taught in school is interesting and
useful.
'19. My American parent(s) here listen to what I have to
say. 2. My parent(s) back home are interested in what I do.
:30. My parent(s) back here care what happens to me. 3. My American parent(s) here are interested in what I do.
121. My Arerican parcnt(s) here care what happens to me. 4. Back home, I enjoy going to school.
'.2. I don't get involved much with my Arericgg familv 5. Here in Michigan, I enjoy going to school.
because of difficulties from language differences.
‘~ 6. My parent(s) back home are happy with me.
..3. My partnt(s) back here praise and encourage me for
VTOt 1 do. 7. My American parent(s) here are happy with me.
{3‘- :Y “"r‘finn par entis) here encourage and praise me 8. Back home, most teachers are easy to talk to.
.:r h:-.a_ I ~d3,
.,. . 9. Here in Michigan, cost teachers are easy to talk to.
»-:~ :.g. horn. most teachers treat students the same.
,_ to. My parent(s) £335_h3:g think I'm as good as anyone.
'~" 2:}: in Michigan, most teachers treat students the
“ ll. My American parentis) h_r e think I'm as good as anyone
:1‘- "Y parent(s) back ho-e like me. 12. I believe there is a Hell where men are punisned for their
... . sins.
-, ° 7 11211511 parent(s) here like me.
.9 - . . . 13. Language differences make it difficult to communicate with
I-.. :-.':‘a frustrated khan I can't COf-a‘W'JniC‘lto with my the :rachers 1.1 SChOOl m.
—._J.;;21 family because of language Ciffere nce
,7“ . 14. flack home, most teachers are helpful.
~“ --_:._:“". Post teacners should be respected for the
' ‘“ ~‘TY 00- 15. Here in Michigan, most teachers are helpful.
‘4' '33: t“ V CI14‘n. most teachers should be respected 16. Pack hon", most teachers are interested in their students

as individuals.

GO TO NEXT PAGE

17.

13.

19.

20.
21.

22-

23.

24.

25.

26.

27.
28.

29.

30.
31.

32.

33.

34.

35.

36.

37.

M HODERATELY
DISAGREI

u STRONGLY
DISAGRES
” DISAGREE

141

2‘: ..

P A

fi 0
u an ace
m BIA oxa
a cam m:¢
o 00 he
4 $24 Ul<
4 S 6

 

Here in Michigan, most teachers are interested
in their students as individuals.

God is a Heavenly Father who watches over and
protects us. 1

I thought I knew a 1.: of English but I find that
American_slang is much different than I learned.

Back home, most teachers are interesting people.

 

Here in Michigan, most teachers are interesting
people.

Back home, I have more classes in school that
teach no relevant material than I do here.

I believe there is a divine plan and purpose for
every living person and thing.

Back home, I desperately need someone to talk to
but no one will listen.

Here in Michigan, I desperately need someone to
talk to but no one will listen.

I believe there is a Devil who tries to lead men
into sin.

I like the classes I have in my school back home.

I like the classes I_have in my school here in
Michigan.

I feel obligated to spend time with my American
family here.

Back home, I do not get as much affection as'I like.

 

Here in Michigan, I do not get as much affection as
I like.

With the second coming of Christ, the dead will
live again.

Here in Michigan, I have to take courses in school
in which I have no interest.

 

Classes 255k here require much more studying than
classes here in fiichlgan.

gggk home, it is unusual for me to have aches and
pains. .

Here in Michigan, it is unusual for me to have
acne: and pains.

The Bible is God's word and what it says is true.

GO TO NEXT COLUHI

38.

39.

40.

41.
42.
43.

44.
45.
46.
47.

48.

49.

SO.
51.
52.
S3.

54.
55.
56.
S7.
58.
S9.
60.

‘
d.

62.

I feel more comfortable with drug use and availability
back home than I do here in fiichigan.

I find that friendship here is more superficial than it
is back hone where I live.

 

I have difficulty using the different symbols that people
use here for things like dollars, miles, etc.

Back home, I seldom have an upset stomach.
Here in Michigan, I seldom have an upset stomach.

Language differences make it hard for me to make friends
here in Michigan.

Back home, I have no problem sleeping at night.
Here in Michigan, I have no problem sleeping at night.
I believe there is a life after death.

Overall, people pay more attention to drugs here in flicki-
gan than they do back home where I live.

Language differences make it very difficult for me to co
the studying for my school here.

To me, the most important work of the church is saving
sinners.

I expected school here to be better than it turns out to be

I find classes to be really easy here in school in Michigan

 

Back home, up to now my life has been rather discouragi:;.

Here in Richigsn, up to now my life has been rather dis~
couraging.

 

Back home, I have a good appetite.

Eggs in Michigan, I have a good appetite.

Back home, I have frequently felt unloved.

Eggs in Michigan, I have frequently felt unloved.
Back hone, I seldom get tired.

flggg in nichigan, I seldom get tired.

Back home, I am bored most of the time.
£553 in Michigan, I am bored most of the time.

Back home,

 

I feel healthy most of the time.

60 TO NEXT PAGE

6).
(9.

(5.

£5.

67.

69.

s9.

70.

7!.

72.
:3.

7%
7L

76.

77-

142

 

 

” h
.m a}... u d >-
qn: e‘u u k A
com fi“ m < o
20 o o u an zu
o< u< < a mm on
$52 82 3‘. S 85 $3
an to a < t< m4
1 2 3 4 S 6
Here in Michigan, I feel healthy most ofrthe time. 85. I feel satisfied with my friendships beck hose.
page hone. I need to find someone who will really 86. Beck home. I am inclined to feel I am a failure.
love me. ‘_—‘-“"
87. Here in Hichigan, I am inclined to feel I am a failure.
Harfi in Hichigan. I need to find someone who will
really love me. 88. Back home. sometimes I don’t care what happens to me.
na:t hone, serious illness is a problem in my family. 89. Here in Hichigan. sometimes I don't care what happens
"' ‘0 “90
Here in Michigan. serious illness is a problem in my
i=7?ican family. 90. Back home. divorce or the likelihood of divorce is
causing trouble for my family.
92:! home. I am able to do things as well as most
other people. 91. Here in Hichigan. divorce or the likelihood of divor—
ce is causing trouble for my American family.
53;: in Kichigan, I am able to do things as well as
east other people. 92. Back home, I feel I do not have much to be proud of.
9~et heee. sometimes I feel like crying out for 93. Here in Hichigan. I feel I do not have much to be proud
love and understanding. of.
y-r- in Hichigan, sometimes I feel like crying out 94. Back home, I feel my life is empty.
:or love and understanding.
95. Here in Michigan. I feel my life is empty.
r.:t tome, drinking is a problem in my family.
96. Back home, I take a positive attitude toward myself.
53;; in Michigan. drinking is a problem in my
I-nricsn family. 97. Here in Michigan. I take a positive attitude toward
'---—' . myself.
fszt hone. few people care how I feel about things.
, 98. Back home, I feel I'm not worth very much.
fie'e in flichigan. few people care how I feel about
zuings. 99. Here in Hichigan, I feel I'm not worth very much.
{‘7’ ho-e. I feel that I'm a person of worth. at 100. Back home, on the whole, I am satisfied with ayself.
lexs: tn an equal plane with others. V
101. Here in Hichigan. on the whole. I am satisfied with
V-re in Michigan. I feel that I'm a person of “7591‘-
-.:th, at least on an equal plane with others.
‘ 102. Back home, mental illness is causing problems for my
.stflL;::::. I wish people would pay more attention family.
t: 1:.
I 103. Here in chhigan. mental illness is causing problems
‘rre in Hichigan. I wish people would pay more at- for NY 52253511 5‘N11Y‘
{cation to me. _
_ 104. Back here, a person usually knows what s/he can count on.
_;:f ‘*1:, I feel that I have a number of good
1““5‘3¢30 105. here in flichigan. a person usually knows what s/he can
" count on.
.;L: in Hichiean, I feel that I have a number of
7"’ Qualities. 106. Back home. I wish I could have more respect for myself.
23;} “rte. I often feel depressed. 167. Here in Michigan. I wish I could have more respect for
myself.
:;L; in Fichigan, I often feel depressed.
, 108. Back home, I have faith in people.
;.:e:l satisfied with my friendships here in
"“°'"- ‘ 109. Here in Hichigan. I have faith in people.

60 To urxr COLUMN

 

 

 

 

 

 

GO TO NEXT PAGE

5
wza gnu u
.:u ecu u
on: (K ¢
2t: Ki: 0
o«< u1< 4
as as a
van 1:9 0
1 2 3

143

r

.1

u a

H A

g o
u u Zia
u bin C):
m cam m
0 0t: Eso
< t‘< v3<
a S 6

 

 

 

 

 

 

 

110. Back home, I certainly feel useless at times. 121. Overall. I feel satisfied with my American family
"_ ' here in Michigan.
111. Here in Michigan. I certainly feel useless
at times. 122. Back home, it is easy to figure out who can be trusted.
112. Overall. I feel satisfied with my parents 123. Here in Hichigan. it is easy to figure out who can be
back home. trusted.
113; Back home. when dealing with people. you can 124. I feel satisfied being part of this exchange experience.
rely on their honesty.
125. Back home. overall I feel satisfied with my school.
114. Here in hichiqan. when dealing with people,
you can rely on their honesty. 126. Here in Michigan, overall I feel satisfied with my
school here.
115. Violence (people hitting each other) is a
problem in my family back home. 127. Back home. people will seldom take advantage of you.
116. fiolence (people hitting each other) is a 128. Here in Michigan. people will seldom take advantage
problem in my Americrn family here. of you.
117. Back home, at times I think I am no good at all. 129. This exchange experience is better than I expected.
118. Here in Michigan, at times I think I an no 130. The exchange program has given me adequate preparation
good at all. and information for this exchange experience.
119. Back home. few people are really selfish.
READ THE INSTRUCTIOHS BELOH
120. Here in Michigan. few people are really selfish.
GO TO NEXT COLUKN
FOR THE LAST SE? OF QUESTIONS, USE THE SCALE YOU SEE HEPE LOW. REMEMBER. ONLY MARK YOUR ANSWER ON THE ANSWER SHEET
a H fi
.3 . .3 n-J
“J S 8 t3 {:3 B #3 S
U U“ :5 g u gm gm
5 $3 m< < u an on
“a “2 an a s 25 as
g: So to a < :< m<
0 1 2 3 4 5 6
131. I enjoyed to have an exchange student in my 137. Back home. I admire my minister/priest/rabbi for the
house back home. work s/ne does.
132. Back home. you can count on my church/synagogue 133, Here in Michigan. I admire the minister/priest/rabbi
to be of help in times of need. for the work s/he does.
l33. Here in Michigan. you can count on the church/
synagogue to be of help in times_of need.
134. At the time of my first sexual intercourse. I
was in love with that person.
135. My parent(s) back home enjoy being with each other.
136. My American parent(s) here enjoy being with each GO TO THE NEXT PAGE AND START A NEW AVSKER SHEET

 

other.

60 TO NEXT COLUMN

(number 3)

l.

2.

3.

4.

5.

9.

10.

ll.

12.

13.

144

 

 

 

 

 

 

 

 

 

 

 

a x Eu: u a u
.a o u< < 8 53 5%}

s: :2 as x: a; as m

24 n to a < :< 53

O 1 2 3 4 S 6
My parents back home show affection for each 14. I feel more comfortable with my church/synagogue beck
other. home. than with the churcn/synagogue here in Michigan.
My American parents here show affection for is. The general relationship of my parents back home is
each other. very happy.
Back home. my minister/priest/rabbi gives up 16. The general relationship of my American parents here
many things for the good of others. is very happy.
Here in Michigan. the minister/priest/rabbi 17. The church/synagogue here in Michigan is better than
gives up many things for the good of others. I expected it to be.
I feel that I have to share my friends with 18. Back home. my minister/priest/rabbi is understanding
my American brotherisl and/or sister(s). and easy to talk to.
My parents back home agree on important 19. Here in Hichigan. the minister/priest/rabbi is under-
matters. . standing and easy to talk to.
My American parents here agree on important 20. Language differences make it hard to communicate my
matters. . feelings to my American brother(s) and/or sister(s).
back home. my church/synagogue helps you live 21. I feel accepted by my American brother(sl and/or
a happier life. sister(s) here.
Here in Michigan. the church/synagogue helps 22. Back home, my church/synagogue has something to offer
you live a happier life. to everyone.
My parents bazk home are considerate of each 23. Here in Mithlgan. the church/synagogue has something
other's feelings. to offer to everyone.
My American parents here are considerate of 24. Back home. overall I feel satisfied with my brother(s)
each other's feelings. and/or sister(s).
It is easy for my parents back home to talk 25. Here in Michigan, overall I feel satisfied with my
to each other. American brother(s) and/or sister(s).
I: is easy for my fi‘qericas‘ patents here to 26. BaCk hox‘e. I f£n1 it CBSier to make friend, in ChurCh/
talk to each other. synagogue than I do here in Michigan.

27. My parents Eggg_hgg: do nice things for each other.
28. My 55353533 parents aggg'do nice things for each other.

APPENDIX C

APPENDIX C

COMPLETE SET OF INDEXES AND ITEMS

Items and Indexes

Demographic Items

age

sex

religion

education parents and
social standing
geographic location
ordinal position
language

 

citizenship

general family

boarding school

position in school
experiences in other
countries

other exchange experiences
family changed

Family Items and Indexes

Family Bonding Index

a. Parental Congeniality
Sub-Index

 

Parent-Child Com-
munication Sub-Index

b.

C. Parental Acceptance
Sub-Index

Items:

family activities
language family
sibling acceptance
expectations family
power

satisfaction

Numbers as they appear in
the questionnaire

A1

A2

C30, C31

A3, A4, A7, A8, A9, A10,
A104

A5, A6, A105, C29

A11, A12, A13

B19, B40, C32, C33, C34,
C35

C36

A14, A15

A21

A16, A17

A18, C37

A19, A20, 8131

A73

A108, 8135, 8136, C1, C2,

C6, C7,<:un C11, C12,<:13,
C15, C16, C27, C28

A109, A110, A111, A112,
A113, A114, A115, A116,
A117, A118, A119, A135
A106, A120, A121, A123,
A124, A127, A128, A133,
A134, 82, 83, 86, 87, 810
A95, A107. 829

A122, A129, A132, C20
C5, C21, C24, C25

A96

A79, A80, A85, A91
8112, 8121

III.

IV.

146

Community Items and Indexes
a. School Index
1. School Perception A97, A136, A137, A138, B1,

 

Sub-Index B4, B5
2. Teacher Perception A125, A126, A130, A131,
Sub-Index A98, B8, B9, B14, B15, B16,

B17, B20, B21
College Orientation Index A26, A27, A28, A29, A30,

A31

Items:

grades A22, A23

school activities- A24, A25

classes A99, B22, B27, B28, B33,
B34, BS1

expectation School B50

language school 813, B48

b. Religion
1. Church and Minis— B132, B133, B137, B138, C3,

ter Perception C4, C8, C9, C14, C18, C19,
Index C22, C23
Religiosity Index B12, B18, B23, B26, B32,
B37, B46, B49
Items:
church activities A32, A33
expectations church C17

Peer Items and Indexes
Drug Use and Availability A34, A35, A36, A37, A38,

Items A81, A82, A83, B47
Alcohol Use Items A39, A40, A84, A100
Sexual Behavior Index A41, A42, A43, A44, A45,

A46, A47, A48, A49, A50,
A51, A52, A53, A54, A55,
A56, A57, A58, A72, A101,

B134

Items:

dating behavior A70, A71

friendship A86, A102, B39, B84, BBS,
C26

language peers B43 —

peer activities A74, A75, A76, A77

peer involvement A66, A67

money A68, A69

Stress Factors

 

Stress Index
a. Physical Stress Index
1. Physical Wellbeing A87, B35, B36, B41, B42,

Sub-Index B44, B45, B54, B55, B58,
B59, B62, B63
2. Attractiveness A60, A61, A62, A63, A64,
Sub-Index A65, A88

weight A78

b. Emotional Stress Index
1. Affectional De—
privation Sub- -
Index
2. Depression Sub-
Index
3. Self Esteem Sub—

Index

4. Family Crisis
Sub-Index

Faith in People
Sub—Index

Exchange Program Items
satisfaction

 

A89, B24, B25, 830, B31,
856, B57, B64, 865, B70,
B71, 874, B75, B78, 879
A90, A94, B52, B53, B60,
B61, B83, 883, 888, 889,
894, 895, B98, B99

876, B77, B80, 881, 886,
887, B68, 869, 892, B93,
896, 897, 8100, B101, 8106,

8107, 8110, 8111, 8117,
8118, A92

A93, 866, 867, 872, 873,
890, 891, B102, 8115, 8116
8104, 8105, 8108, 8109,
8113, 8114, 8122, 8123,
B119, 8120, 8127, 8128

8124, 8129, B130

AP PEND IX D

APPENDIX D

ITEM AND INDEX CONSTRUCTION

I. Items Related to Demographic Variables
The following items were used to obtain the
demographic data for this study.

Item related to Age.--This item was used to

 

assess the age of the respondent.

A1.’l My age is: (0) 10 or younger; (1) 11;
(2) 12; (3) 13; (4) 14; (5) 15; (6) 16; (7) 17; (8) 18;
(9) 19 or older.

Item related to Sex.--This item was used to

 

obtain the gender of the respondent.
A2. My sex is: (0) male; (1) female.

Items related to Religion.--The answers to these

 

items indicate the religion of the host family, and the
religion of the respondent's family back home.

C30. My family's religion back home is

C31. My American family's religion is

Items related to the Education of the Parents.--

 

These items were used to measure the amount of education of

 

1The letter (A, B, or C) preceding each item
refers to the three answer sheets which were used. The
number preceding each item refers to the number of this
item as it was somewhat randomly dispersed in the actual
questionnaire (see Appendix B).

148

149

their own as well as their host parents.

A3. How far did your father back home go on in
schooling?

A4. How far did your American father go on in
schooling?

A7. How far did your mother back home go on in
schooling?

A8. How far did your American mother here go on
in schooling?

The responses for the above mentioned items were:
(0) none; (1) some elementary (1-8 years); (2) some high
school (1-3 years); (3) graduated from high school; (4)
some college (1-2 years); (5) two year associate degree or
trade school; (6) graduated from college; (7) some graduate
work; (8) graduate degree-—masters level; (9) graduate
degree--doctoral level.

Items related to Size of Family and Ordinal
Position.-—In these items the respondents indicated the
number of brother(s) and/or sister(s) in their own and host
families and their ordinal position in their family of
origin.

A11. How many brother(s) and/or sister(s) do you
have back home?

A12. How many American brother(s) and/or sister(s)
do you have here?

The responses possible for the above mentioned
items were: (0) none; (1) one; (2) two; (3) three; (4)
four; (5) five; (6) six; (7) seven; (8) eight; (9) nine or
more.

A13. Which of the following describes you best
in your family back home? (0) only child;
(1) first born; (2) second born; (3) third born; (4) fourth
born; (5) fifth born; (6) sixth born; (7) seventh born; (8)
eighth born; (9) ninth or later born.

Items related to Language in the Family.——In

these items the respondents noted the languages they spoke

150

with their family back home, the additional language(s)
spoken, and the language spoken with the host family; the
items also assessed if the respondents had difficulties
with the English language and symbols.

C32. What is the language you speak with your
family back home?

C33. What other languages do you speak?

C35. What language(s) does your American family
speak?

Thezresponses possible for the following items
were: (1) SD ; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

B19. I thought I knew a lot of English but I
find that American slang is much different
than I learned.

B40. I have difficulty using the different
symbols that people use here for things
like dollars, miles, etc.

tems related to Social Class.—-Three items were
used to measure the respondent's perception of the social
class standing of their own and host family and to what
degree the respondent felt comfortable with these social
class standings.

The responses possible for the following items
were: (0) low; (1) medium-low; (2) medium; (3) medium-
high; (4) high.

A9. What would you say your parent(s) social

standing is back home compared with others
in the community?

 

2Abbreviations used here and throughout this

item and index description represent the following: NA =
not applicable; ND = no difference; SD = strongly disagree;
MD = moderately disagree; D = disagree; A = agree; MA =
moderately agree; and SA 2 strongly agree (see also Chapter
III .

151

A10. What would you say your American parent(s)
social standing is here in Michigan com-
pared with others in the community?

The responses possible for the following item
were: (0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6)
SA.

A104. I feel more comfortable with the social
standing of my family back home than here
with the social standing of my American
family.

Items related to Type of Community.-—These items
assessed the type of community in which the respondents
resided and the degree respondents were comfortable with
their residence back home compared to the United States.

C29. What country are you from?

The responses possible for the following items
were: (0) on a farm; (1) in a small town; (2) in a city
smaller than Lansing (about 140,000); (3) in a city the
size of Lansing; (4) in a city larger than Lansing; (5)
in a very large city like Detroit (about 1,512,000); (6)
in a suburb of a city.

A5. Back home, I live

A6. Here, I live

The responses possible for the following item
were: (0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6)
SA.

A105. I feel more comfortable with the place
(geographic location) where I live back
home than the place where I live here in
Michigan.

tem related to Citizenship.-—This item discloses
the citizenship of the respondent.

C38. What is your citizenship?

Items related to the Familv.-—The first item in-

 

dicates if the parents back home are living together,

 

152

separated, divorced, or deceased. The second item indica—
tes if the host family has either a mother, father, and
children, parents only, or one parent.

A14. Which of the following applies to your

parents back home? (0) both are dead; (1)
both are living together; (2) father is dead; (3) mother
is dead; (4) both are living but have been divorced; (5)
both are living but have been separated.

A15. Which of the following applies to your

American family? It contains (0) a mother,

father, and children; (1) a mother and
father; (2) mother only; (3) father only.

Item related to Boarding School.--This single
item elicits the information concerning boarding school
experiences.

A21. Have you ever lived in a boarding school?
(0) never; (1) yes, up to one year; (2) yes, up to two
years; (3) yes, up to three years; (4) yes, up to four
years; (5) yes, up to five years; (6) yes, up to six years;
(7) yes, up to seven years; (8) yes, up to eight years; (9)
yes, up to nine years or more.

Items related to Grade in School.--These two
items reveal the grade in school to which the respondents
belong back home and in Michigan.

The responses possible for the following items
were: (0) in grade 10; (1) in grade 11; (2) in grade 12;
(3) in grade 13; (4) graduated.

A16. At home, I am

A17. Here in Michigan, I am

Items related to Experiences in Other Countries.
——The following items assessed if the respondent had lived

or traveled extensively in other countries, prior to the

sojourn.

 

153

A18. In how many other countries besides your

own have you lived before you came here?
(0) no other countries; (1) one; (2) two; (3) three; (4)
four; (5) five or more.

C37. Before you came to the United States, in
what other countries have you traveled
extensively?

Items related to Exchange Experiences.--These
three items indicate if the respondents have lived with an
American exchange student and/or if they live now with the
family of that exchange student; the last item measures, if
applicable, if the respondents enjoyed having lived with an
exchange student.

A19. Did you have an American exchange student
living at your home before you came over
here? (0) no; (1) yes, one; (2) yes, more

than one.

A20. Do you live now with the family of the
exchange student that lived in your house
back home? (0) no; (1) yes.

B131. I enjoyed having an exchange student in my
house back home. (0) NA; (1) SD; (2) MD;
(3) D; (4) A; (5) MA; (6) SA.

Item related to Host Family Changed.-—This single
item indicates if the respondents have changed families
during their visit in Michigan.

A73. How many times have you changed families

since your arrival here? (0) never, stayed

with the same family all this time; (1) once; (2) twice;
(3) three times; (4) four times; (5) five times or more.

II. Items and Indexes Related to the Family,
Besides several single items, the category Family

has an overall index of Family Bonding, which is made up of

 

 

154

three sub-indexes measuring Parental Congeniality, Parent-
Child Communication, and Parental Acceptance. In order to
obtain an index for the situation back home as well as for
the situation in the host country, most items are repeated
in the questionnaire, once referring to the country of
origin, once to the visited country. This explains the two

numbers in front of an item in the description below.

Parental Congeniality Sub-Index.—-This index
measures the respondent's perception of the home parents'
and the host parents' marital relationship. The index has
among the possible responses of one through six a zero for
"not applicable." This can be used in case the parents of
the respondent are deceased or divorced. The possible
score range for those respondents to whom the items are
applicable, is between 7 and 42, with higher scores indi-
cating greater parental warmth, consideration, and affec-
tion for each other as perceived by the subjects and assess-
ed by their responses to the following items comprising
the index. When the item was marked zero, in case one or
both parents were absent from the home, the item was not
included in the final analysis.

the following items

The possible responses r
( D; (4) A; (5) MA; (6) SA.

fo
were: (O) NA; (1) SD; (2) MD; )

’1

J

C1; C2. My parents (back home; here) show affec-
tion for each other.

C6; C7. My parents (back home; here) agree on
important matters.

155

C10; C11. My parents (back home; here) are consi-
derate of each other's feelings.

C12; C13. It is easy for my parents (back home;
here) to talk to each other.

C15; C16. The general relationship of my parents
(back home; here) is very happy.

C27; C28. My parents (back home; here) do nice
things for each other.

B135; B136. My parents (back home; here) enjoy
being with each other.

An additional question, not included in the index,
assesses the degree to which the respondents are comfortable
with the relationship of parents back home compared to the
host parents.

A108. I feel more comfortable with the re-
lationship my parents back home have
with each other than with the relation-
ship my American parents have here with
each other. (0) ND; (1) SD; (2) MD; (3)

D; (4) A; (5) MA; (6) SA.

Parent-Child Communication Sub-Index.-—This index
measures the respondent's perception of the communication
between parent and respondent. The index is comprised of
five items, each with a possible score range from one
through six. The index score ranges from 5 to 30, with
higher scores indicating more satisfaction with communica-
tion between parent and respondent. The following items
make up the index:

A110; A111. It is easy for me to talk to my parent(s)
(back home; here) about things that

bother me.

A112; A113. When I tell my parent(s) (back home;here)
the truth, they believe me.

156

A114; A115. I can talk to my parent(s) (back home;
here) about anything.

A116; A117. I can talk to my parent(s) (back home;
here) any time I like.

A118; A119. My parent(s) (back home; here) listen to
what I have to say.

Possible responses for the above mentioned items
were: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Two additional items, not part of the sub—index
of Parent-Child Communication, ask the degree to which the
respondent is more comfortable with the communication be-
tween their parents and respondents back home, or between
the host parents and respondents. The second item is con-
cerned with the degree to which the respondents share their
feelings more with their family back home than with the
host family.

A109. I feel more comfortable with the communi-
cation between my parents back home and
me, than with the communication between
my American parents and me. (0) ND; (1)

SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

A135. I can share my feelings better with my
family back home than here with my Ameri-
can family. (1) SD; (2) MD; (3) D; (4)

A; (5) MA; (6) SA.

Parental Acceptance Sub—Index.--This index, com-
prised of seven items, is measuring the respondent's per-
ception of the caring, encouragement, liking, interest, and
happiness the parent(s) display(s) toward their child. The
possible item score ranges from one through six, and the

possible index score ranges between 7 and 42, with higher

scores indicating that the respondents feel greater parental

1‘

 

 

157

caring, liking, etc. toward them.

index are:

The items comprising the

here) care what

here)

here)

here)

here)

here)

A120; A121. My parent(s) (back home;
happens to me.
A127; A128. My parent(s) (back home;
me.
A133; A134. My parent(s) (back home;
having me around.
B2; B3. My parent(s) (back home;
terested in what I do.
B6; B7. My parent(s) (back home;
with me.
B10; B11. My parent(s) (back home;
as good as anyone.
A123; A124. My parent(s) (back home; here)

and encourage me for what I do.

like(s)

enjoy

are in—

are happy

think I'm

praise

Possible responses for the above mentioned items

were:

(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Not part of the sub-index Parental Acceptance is

a single item pertaining to the degree to which the respon-

dents are more comfortable with the way they are accepted

by their parent(s) back home as compared to their host

parents in Michigan.

A106.

I feel more comfortable with the way I

am accepted by my parent(s) back home

than here by my American parent(s).
; (5) MA;

ND; (1) SD; (2) MD; (3) D; (4) A

These three sub-indexes,
Parent-Child Communication,

then added and divided by three,

(6) SA.

(0)

Parental Congeniality,
and Parental Acceptance, were

to give an overall index

of Family Bonding, with scores ranging from one through

six and with higher scores indicating greater bonding to

the family.

Other facets of the family structure are

158

explored through single items, and are discussed below.

Items related to Family Activities.--The three
items under this heading indicate the liking the respon—
dents have for the hobbies and interests of their family
back home compared to those of the host family; if the
respondents spend more time on activities with their family
back home compared with the American family, and if the
respondents feel obligated to spend time with their host
family.

Possible responses for items A95 and A107 were:
(0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

A95. I like the hobbies and interests of my
family back home better than those of my
American family.

A107. I spend more time on activities with my
family back home than I do here with my
American family.
B29. I feel obligated to spend time with my
American family here. (1) SD; (2) MD; (3)
D; (4)A; (5) MA; (6) SA.
Items related to Language in the American Family.
—-These four items explore the degree to which language
differences make for difficulties during involvement and

communication with the host family.

Possible responses for items A122, A129, and A132
were: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

A122. I don't get involved much with my American
family because of difficulties stemming
from language differences.

A129. I feel frustrated when I can't communicate
with my American family because of language
differences.

159

A132. Language differences make it hard to
communicate my feelings to my American
parent(s) here.

C20. Language differences make it hard for me
to communicate my feelings to my American
brother(s) and/or sister(s). (0) NA; (1)
SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Items related to Sibling Acceptance.--The four

 

items under this heading indicate the degree to which the
respondents feel they have to share friends with their
American brother(s) and/or sister(s), if the respondents
feel accepted, and if they feel satisfied with their sib-
lings.

Possible responses for the following items were:
(0) NA; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

C5. I feel that I have to share my friends
with my American brother(s) and/or
sister(s).

C21. I feel accepted by my American brother(s)
and/or sister(s).

C24. Back home, overall, I feel satisfied with
my brother(s) and/or sister(s).

C25. Here in Michigan, overall, I feel satis-
fied with my American brother(s) and/or
sister(s).

Item related to Expectations of the Family.——This
single item indicates if the respondents perceive’living
with their family back home as better than living with
their host family.

A96. Living with my family back home is better
than living with my American family here.

(0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

tems related to Power in the Family.--Power in

the family is assessed through four items, indicating who

 

160

the most powerful and influential person in the respondent's
family is perceived to be, the degree to which the respon-
dents feel they are more able to do whatever they please,
and if the respondents feel that their American parent(s)
are stricter about their behavior than parent(s) back home.
A79; A80. (Back home; Here in Michigan), the most
powerful and influential person in my
family is: (0) all equal; (1) my father;
(2) my mother; (3) one of the children; (4) my grandfather
on my father's side; (5) my grandmother on my father's
side; (6) my grandfather on my mother's side; (7) my grand-

mother on my mother's side; (8) aunt; (9) uncle.

Possible responses to items A85 and A91 were:
(0) ND; (1) DS; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

A85. Back home, I can do more whatever I please
than here in Michigan.

A91. Overall, I think that my American parent(s)
are more strict about my behavior than my
parent(s) back home.

Items related to Satisfaction with the Familv.—-

Two items indicated the degree to which the respondents
feel overall satisfied with their families.
B112; B121. Overall, I feel satisfied with my family

(back home; over here). (1) DS; (2) MD;
(3) D; (4) A; (5) MA; (6) SA.

III. Items and Indexes Related to the Cgmmunitv
The category of Community has two main sections,
namely School and Religion. Starting with School, the
overall index of School is comprised of the sub-indexes,
School Perception and Teacher Perception. As in other in—
dexes that were mentioned before, the perception of these

indexes is measured in relation to the situation back home

 

 

161

and the situation in Michigan.

School Perception Sub-Index.—-This index measures
the respondent's perception of the school environment in
two places. The items have a possible score range of one
through six and the index score ranges, since there are
three items, between 3 and 18 with higher scores indicating
a stronger liking for the school. The following items made
up this index:

A136; A137. I would rather be in school than most other
places (back home; in Michigan).

A138; B1. Material taught in school (back home; in
Michigan) is interesting and useful.

B4; BS. I enjoy going to school (back home; in
Michigan).

Possible responses for above mentioned items were:
(1) SD; (2) MD; (3) 0;(4) A; (5) MA; (6) SA.

An additional question, not included in the sub-
index School Perception, assesses the degree to which the
student feels more comfortable with the school back home
compared to the school in Michigan.

A97. I feel more comfortable with my school back

home than with my school in Michigan. (0)
ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Teacher Perception Sub-Index.——The second sub-
index of the total index School, measured the respondents'
perception of teachers. Six items made up this sub-index
with the possible score ranging from one through six. The
possible index score ranges from 6 to 36, with higher
scores indicating a greater liking for teachers.

Possible responses for the following items were:

 

162

(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

A125; A126. (Back home; In Michigan) most teachers treat
students the same.

A130; A131. (Back home; In Michigan) most teachers should
be respected for the work they do.

BB; B9. (Back home; In Michigan) most teachers are
easy to talk to.

B14; B15. (Back home; In Michigan) most teachers are
helpful.

B16; B17. (Back home; In Michigan) most teachers are
interested in their students as individuals.

B20; B21. (Back home; In Michigan) most teachers are
interesting people.

The additional question, not added in the index,
indicates if the student feels more comfortable with teachers
back home than in the host country.

A98. I feel more comfortable with my teachers

back home than here with my teachers in
Michigan. (0) ND; (1) SD; (2) MD; (3) D;
(4) A; (5) MA; (6) SA.

The above mentioned sub-indexes, School Percep-
tion and Teacher Perception, were added and divided by two,
to give an overall index called School, with a score range
of one through six and higher scores indicating a greater
liking of the total school situation.

College Orientation Index.--This index is based
on items assessing the probability of college attendance,
as measured by four items described below. Because of the
possibility of various answers, the index range was, for
final analysis, computed into one through four, with the
higher numbers indicating a stronger orientation toward

college assessed by the following items.

 

164

in the questionnaire are based on the number of school
activities in the form of clubs or organizations to which
the student belonged at home and in the host country.
Possible responses to A24 and A25 were: (0) never;
(1) one; (2) two; (3) three; (4) four; (5) five; (6) six or
more.
A24. Back home, were you involved in school clubs
or organizations during your last year in

school?

A25. Here in Michigan, are you involved in any
school clubs or organizations?

Items related to Classes.--The items relating to
classes are used to measure if the student likes classes
back home more than in Michigan, if the respondent thinks
classes back home to be more relevant, the actual liking
and interest for classes, and if classes are perceived to
be harder or easier in Michigan.

A99. I like classes I have in my school back
home better than the classes I have here
in my school in Michigan. (0) ND; (1) SD;

(2) MD; (3) D; (4) A; (5) MA; (6) SA.

Possible responses for the following items were:
(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

B22. Back home, I have more classes in school
that teach me relevant material than I do
here.

B27. like the classes I have in my school back

om .

D‘H

B28. I like the classes I have in my school here
in Michigan.

B33. Here in Michigan, I have to take courses in
school in which I have no interest.

B34. Classes back home require more studying
than classes here in Michigan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

165

B51. I find classes to be really easy here in
school in Michigan.

Item related to School Expectations.--This single
item estimates the degree of expectation the respondent had
of the school.

B50. I expected school here to be better than it

turns out to be. (1) SD; (2) MD; (3) D;
(4) A; (5) MA; (6) SA.

Items related to Language in School.--The two
items for the area of language look into the difficulties
the student encounters in school in regard to language

differences.

The following responses were possible for B13 and
B48: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

B13. Language differences make it difficult to
communicate with the teachers in school
here.

B48. Language differences make it very difficult
for me to do the studying for my school
here.

The second part of Community is called Religion
and looks into the various aspects of this area through two
indexes and several single items.

Church and Minister Perception Index.--The re-
spondent's perceptions of the church and minister are
measured in this index, the possible responses for an item
ranges from one to six with a zero for "not applicable"
in case the respondents had no church affiliation. The
possible index score ranges, for those respondents to whom

the index is applicable, between 6 and 36, with higher

scores indicating a greater liking and greater bonding to

 

166

the church and its minister. Those cases in which the re—
spondent scored "not applicable" were not included in the
final analysis.

Possible responses for the following items were:
(0) NA; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

B132; B133. (Back home; Here in Michigan) you can count
on the church/synagogue to be of help in
times of need.

B137; B138. (Back home; Here in Michigan) I admire the
minister/priest/rabbi for the work s/he
does.

C3; C4. (Back home; Here in Michigan) my minister/
priest/rabbi gives up many things for the
good of others.

C8; C9. (Back home; Here in Michigan) the church/
synagogue helps you live a happier live.

C18; C19. (Back home; Here in Michigan) my minister/
priest/rabbi is understanding and easy to
talk to.

C22; C23. (Back home; Here in Michigan) my church/
synagogue has something to offer to every-
one.

An additional question, not included in the index
of Church and Minister Perception, examines the degree to
which the student feels comfortable with the church back
home in contrast to the church in Michigan.

C14. feel more comfortable with the church/

synagogue back home, than with the church/
synagogue here in Michigan. (0) NA; (1)
SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Religiosity Index.—-This index assesses the

 

extent of beliefs in fundamental religious dogma. The
possible score for the items ranges from one to six; the
possible score range for the index extends from 8 to 48,

with higher scores indicating greater agreement with the

 

 

167

following items comprising the index:

B12. I believe there is a Hell where men are
punished for their sins.

B18. God is a Heavenly Father who watches over
and protects us.

B23. I believe there is a divine plan and purpose
for every living person and thing.

B26. I believe there is a Devil who tries to
lead men into sin.

B32. With the second coming of Christ, the dead
will live again.

B37. The Bible is God's word and what it says is
true.

B46. I believe there is a life after death.

B49. To me, the most important work of the
church is saving sinners.

Possible responses for the above mentioned items
were: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Two other aspects of Religion are studied through
single items and are described below.

Items related to Church Activities.-—These items
examine the involvement of the respondent in church/synago—
gue activities for the two environments.

For items A32 and A33, the following responses
were possible: (0) never; (1) once; (2) twice; (3) three
times; (4) four times; (5) five times; (6) six times; (7)
seven times; (8) eight times; (9) nine times or more.

A32. Back home, how many times during a typical
month are you involved in church/synagogue
activities?

A33. Here in Michigan, how many times during a
typical month are you involved in church/

synagogue activities?

Item related to Expectations of the Church.--This

 

168
single item looks into the expectations the respondent held
for the church/synagogue in Michigan.
C17. The church/synagogue here in Michigan is

better than I expected it to be. (0) NA;
(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

IV. tems and Indexes Related to Peers

The category of Peers has three sections, namely
Drug Use and Availability, Alcohol Use, and Sexual Behavior
in addition to several other items used to peruse the areas
of Peers.

tems related to Drug Use and Availability.--

Several items appraised the respondent's drug use. The
first item looks into the availability of drugs; the fol-
lowing items examine the frequency of drug use back home
and in Michigan. The last four questions estimate some
feelings toward drugs; that is, are drugs used more in
Michigan, is the respondent more comfortable with the drug
scene at home, do kids in Michigan use more drugs at parties
and do people in Michigan pay more attention to drugs than
they do in the country of origin.

A34. Concerning your ability to obtain-drugs,
which of the following applies most close-

ly to you? (0) I do not use drugs; (1)
it is easier to get drugs back home; (2) it is easier to
get drugs here; (3) it is equally easy to get drugs here

as it is back home; (4) I have difficulty in getting the
drugs I want to use here.

For items A35, A36, A37, and A38 the possible
answers were: (0) never; (1) once--low usage; (2) (3) (4)
2, 3, 4 times-—medium usage; (5) (6) (7) (8) (9) 5 through
9 times—-high usage.

 

 

169

A35. Back home, during a typical month, how
often do you use marijuana?

A36. Back home, during a typical month, how
often do you use any other drugs besides
marijuana?

A37. Here in Michigan, how often during a typical
month do you use marijuana?

A38. Here in Michigan, how often during a typical
month do you use any other drugs besides
marijuana?

For items A81, A82, and A83 the following respons-
es were possible: (0) ND; (1) SD; (2) MD; (3) D; (4) A;
(5) MA; (6) SA.

A81. I think that people use more drugs here in
Michigan than they do back home where I
live.

A82. Overall, I feel more comfortable with the
drug scene back home, than I do here in
Michigan.

A83. I find that at parties I go to here in
Michigan, kids use more drugs than kids do
back home at parties.

B47. Overall, people pay more attention to drugs
here in Michigan than they do back home
where I live. (1) SD; (2) MD; (3) D; (4)
(5) MA; (6) SA.

A;
Items related to Alcohol Use.--The first two
items under this heading assess the use of alcohol in the
two environments. The last two questions examine the per-
ception of the respondent toward alcohol use at parties in
Michigan compared to parties back home and the extent to
which the respondent is comfortable with alcohol use.
Items A39 and A40 have the following possible

responses: (0) never; (1) once——low usage; (2) (3) (4) 2,

3, 4 times—~medium usage; (5) (6) (7) (8) (9) 5 through 9
times--high usage.

 

 

A39.

A.4O O

170

Back home, during a typical month, how
often do you drink alcohol?

Here in Michigan, how often during a typi-
cal month do you drink alcohol?

The following responses were possible for items

A84 and A100:

A84.

A100 0

(0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA;

I find that at parties I go to here in
Michigan, kids drink more alcohol than the
kids do back home at parties.

I feel more comfortable with my use of al—
cohol back home than here in Michigan.

Sexual Behavior Index.--This index is based on

the respondent's reported frequency of various behaviors

with the opposite sex. The eight items of this index have

a possible score range from 0 through 72, with higher

scores indicating greater involvement in heterosexual ac-

tivities. The

sponses to the

A41; A49.
A42; A50.
A43; A51.
A44; A52.
A45; A53.
A46; A54.

sexual behavior index was made from the re—

following items:

(Back home; In Michigan) have you held
hands with someone of the opposite sex
(not including relatives)?

(Back home; In Michigan) have you held
your arm around or been held by someone
of the opposite sex (not including rela-
tives)?

(Back home; In Michigan) have you-kissed
or been kissed by someone of the opposite
sex (not including relatives)?

(Back home; In Michigan) have you necked
(prolonged kissing and hugging) with some-
one of the opposite sex?

(Back home; In Michigan) have you been in-
volved in light petting (feeling above the
waist) with someone of the opposite sex?

(Back home; In Michigan) have you been in-
volved in heavy petting (feeling below the

 

171

waist) with someone of the opposite sex?

; A55. (Back home; In Michigan) have you had in-
tercourse (had sex) with someone of the op-
posite sex?

Possible responses for the above mentioned items
were: (0) never; (1) once; (2) twice; (3) three times; (4)
four times; (5) five times; (6) six times; (7) seven times;
(8) eight times; (9) nine times or more.

A57; A58. With how many people of the opposite sex
have you had intercourse (had sex) with?

(0) none; (1) one person; (2) two persons; (3) three persons;

(4) four persons; (5) five persons; (6) six persons; (7)

seven persons; (8) eight persons; (9) nine persons or more.

A categorical variable of sexual behavior with
mutually exclusive categories corresponding with five levels
of conformity (Cavan, 1962; Weikert, 1978) is used as an-
other measure of sexual behavior. The nature of this meas-
urement was to create a measure that would place individuals
within the parameters of the five levels of conformity. It
is thought that, in order to make the results of the analy—
sis comparable, an individual must consistently be catego-
rized at one level of behavior versus two levels. Based on
the five levels of conformity it was decided that the con-

formity levels would be equated to the following types Of

sexual behavior.

 

 

 

 

 

 

 

 

 

Level Conformity Label Type of Sexual EEEEE
Behavior
1 High Over- No sex
conformity
2 ' Overconformity Kissing, hug- A41, A42,
ging, holding
hands
3 Conformity Light and A44, A45,
heavy petting A46, A52,
A53, A54.
4 Underconformity Intercourse A57, A58.
1 partner
5 High under- Intercourse 2 A57; A58.
conformity or more partners

 

 

 

 

 

 

Several single items, not included in the Sexual
Behavior Index, inquire about other aspects of sexual be—
havior and are described below.

A48. Back home, how often have you been in love
with someone of the opposite sex?

A56. Here in Michigan, how often have you been
in love with someone of the opposite sex?

Possible responses for the above mentioned items
were: (0) never; (1) once; (2) twice; (3) three times; (4)
four times; (5) five times; (6) six times; (7) seven times;
(8) eight times; (9) nine times or more.

A59. Who was the first person you ever had sexual
intercourse (had sex) with? (0) I had never
intercourse; (1) a steady date; (2) my fiancé; (3) someone
I had known for awhile; (4) a relative: (5) a stranger.

A72. How old were you when you had intercourse
(had sex) with someone of the opposite sex

for the first time? (0) never had inter-

course; (1) 11 or younger; (2) 12; (3) 13; (4) 14; (5) 15;

 

 

 

173
(6) 16; (7) 17; (8) 18; (9) 19 or older;
A101. I feel more comfortable with the way in
which I behave sexually back home than here
in Michigan. (0) ND; (1) SD; (2) MD; (3) D;
(4) A; (5) MA; (6) SA.
B134. At the time of my first sexual intercourse,
I was in love with that person. (0) NA; (1)
SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Various single items pertain to other areas of
Peers and are, under their appropriate heading, discussed
below.

Items related to Dating.—-The two items of Dating
inquire about the nature of commitment the respondent may
have toward another person.

The following responses were possible for items
A70 and A71: (0) not dating yet; (1) not currently dating;

(2) dating but not going steady; (3) going steady; (4) en-
gaged.

A70. Back home, I am

A71. Here in Michigan, I am

Items related to Friendship.-—Six single items
examine the perception of the respondent in regard to making
friends, being comfortable with friends, perceiving friend-
ship in Michigan as superficial, being satisfied with friends
in the two environments, and the place where friendships are
formed.

For items A86 and A102, the following responses
were possible: (0) ND; (1) SD; (2) MD; (3) D; (4) A; (5)
MA; (6) SA.

A86. Back home, I find it easier to make friends
in school than I do here in Michigan.

A102. feel more comfortable with my friends back
home than I do here in Michigan.

 

174

The following responses were possible for items
B39, B84, and B85: (1) SD; (2) MD; (3) D; (4) A; (5) MA;
(6) SA.

B39. I find that friendship here is more super-
ficial than it is back home where I live.

B84. I feel satisfied with my friendships here in
Michigan.

B85. I feel satisfied with my frienships back
home.

C26. Back home, I find it easier to make friends
in Church/synagogue than I do here in

Michigan. (0) NA; (1) SD; (2) MD; (3) D;
(4) A; (5) MA; (6) SA.

Item related to Language with Peers.-—The single
item under this heading estimates the difficulties the re-
spondent encounters because of language differences when
making friends.

B43. Language differences make it hard for me

to make friends here in Michigan. (1) SD;
(2) MD; (3) D; (4) A; (5) MA; (6) SA.

Items related to Peer Activities.-—How often the
respondents engage in social activities with friends is
estimated in the following items:

A74. Back home, during a typical week, how
often are you involved in activities with
your friends?

A75. Back home, during a typical weekend, how
often are you involved in activities with
your friends?

A76. Here in Michigan, during a typical week,
how often are you involved in activities
with your friends?

A77. Here in Michigan, during a typical weekend,
how often are you involved in activities

with your friends?

For the above mentioned items, the following re-
sponses were possible: (0) never; (1) once; (2) twice; (3)

 

175

three times; (4) four times; (5) five times; (6) six times;

(7) seven times;

(8) eight times; (9) nine times or more.

Items related to Peer Involvement.-—These items

 

are included as a measure of peer involvement in that it is

posited that status within one's peer group is an element

in emotional health.

A66.

A67.

 

Suppose the circle below represents social
activities with others of your age. How
far from the center (9) of things do you
find yourself back home? Choose the number
closest to where you think you are.

Suppose the circle below represents social
activities with others of your age. How
far from the center (9) of things do you
find yourself here in Michigan? Choose the
number closest to where you think you are.

, (
, (4) 4; (5)
; (8) 8; (9)

OWN”
wouom

spons
(3)
(7)

awn)

Items related to Money.--The two items of this

group measure the money the respondents have to spend in

comparison with others.

Items A68 and A69 have the following possible
responses: (0) a lot less; (1) somewhat less than others;
(2) same as others; (3) somewhat more; (4) a lot more.

Back home, compared to others of my age, the
money I have to spend is

Here in Michigan, compared to others of my
age, the money I have to spend is

 

V. Items and

176

Indexes Related to Stress

The category of Stress is divided into Physical

Stress and Emotional Stress. The category has one overall

index called Stress,

and is made up of the Physical and

Emotional Stress Sub—Indexes.

Physical Wellbeing Sub-Index.—-The items of this

sub-index measure the

extent to which the respondent feels

well. The answer score ranges from one though six and the

total scores on items
scores indicating the

of the respondent.

ranges from 6 through 36, with higher

greater overall physical wellbeing

The following responses were possible for the
items of this sub-index: (1) SD; (2) MD; (3) D; (4) A; (5)

MA; (6) SA.

B35; B36. (Back
me to

B41; B42. (Back
upset

B44; B45. (Back

home; In Michigan) it is unusual for
have aches and pains.

home; In Michigan) I seldom have an
stomach.

home; In Michigan).I have no problem

sleeping at night.

B54; 855. (Back
tite.

B58; B59. (Back

B62; B63. (Back

home; In Michigan) I have a good appe-

home; In Michigan) I seldom get tired.

home; In Michigan) I feel healthy most

of the time.

An additional question, not included in the sub-

index, examines the perception of the physical health of the

respondent back home as compared to in the host country.

A87. I think that I am in better physical health
back home than I am here in Michigan. (0)
ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

 

177

Attractiveness Sub-Index.—-This index measured the
degree of stress involved in the unfavorable comparison of
oneself with one's peers in terms of popularity, looks, and
clothes. The possible score range of an item is from zero
through four with the possible index score range between 0
and 12. Higher scores indicate a greater satisfaction and
perception of these personal qualities in comparison to
others. For the final analysis, the answer scale was re—
coded into low, medium, and high, so the measurement scale
would be the same as the other sub-indexes and could be add-
ed for an overall index.

A60; A63. (Back home; In Michigan) compared to others
of my age, my popularity is:

A61; A64. (Back home; In Michigan) compared to others
of my age, my looks are:

A62; A65. (Back home; In Michigan) compared to others
of my age, my clothes are:

Possible responses for these items were: (0)
among the poorest; (1) below average; (2) average; (3) above
average; (4) among the best.

Not included in the Attractiveness Sub-Index but
in relation to it is one single item that examines the over-
all comparison of one's attractiveness in the two environ-
ments.

A88. Overall, I feel more attractive back home

than I do here in Michigan. (0) ND; (1)
SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.
Another facet of Physical Wellbeing is called

Weight and assesses the weight gain or loss of the respon-

dent during the sojourn through the following single item.

 

 

178

Item related to Weight.-—This single item esti-

 

mates the possible weight gain or loss during the sojourn.

A78. Regarding my weight, I have (0) not changed
during my stay here; (1) gained 5-9 lbs. during my stay here;
(2) gained 10-14 lbs. during my stay here; (3) gained 15 lbs.
or more during my stay here; (4) lost 5-9 lbs. during my stay
here; (5) lost 10-14 lbs. during my stay here; (6) lost 15
lbs. or more during my stay here; (7) gained weight but lost
it again during my stay here; (8) lost weight but regained
it again during my stay here.

The second part of Stress is called Emotional
Stress and has five sub-indexes: Affectional Deprivation,
Depression, Self Esteem, Family Crisis, and Faith in People.

Affectional Deprivation.--This index is comprised

 

of seven items and assesses perceived feelings relating to

love, caring, affection, understanding, and attention. The
item score ranges from one through six and the index score

ranges from 6 to 36, with higher scores indicating greater

agreement with the following items comprising the index:

B24; B25. (Back home; In Michigan) I desperately need
someone to talk to but no one will listen.

B30; B31. (Back home; In Michigan) I do not get as
uUCh affection as I like.

B56; B57. (Back home; In Michigan) I have frequently
felt unloved.

B64; B65. (Back home; In Michigan) I need to find some—
one who will really love me.

B70; B71. (Back home; In Michigan) sometimes I feel
like crying out for love and understanding.

B74; B75. (Back home; In Michigan) few people care
how I feel about things.

B78; B79. (Back home; In Michigan) I wish people would
pay more attention to me.

Possible responses for the above mentioned items

 

179

were: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

An additional item, not included in the Affectional
Deprivation Sub—Index, examines the question if the respon—
dent feels that needs for affection are met better in the
home environment than in the host environment.

A89. I feel that my needs for affection are better

met back home than here in Michigan. (0) ND;
(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Depression Sub-Index.-—This index assesses stress
related to feelings of boredom, hopelessness, emptiness, and
aimlessness. The six items have an answer score range from
one through six and the possible index score extends from
6 through 36, with higher scores indicating greater agree-
ment with the following items comprising the index:

B52; BS3. (Back home; In Michigan) up to now my life
has been rather discouraging.

B60; B61. (Back home; In Michigan) I am bored most of
the time.

B82; B83. (Back home; In Michigan) I often feel de-
pressed.

B88; B89. (Back home; In Michigan) sometimes I don't
care what happens to me.

B94; B95. (Back home; In Michigan) I feel my life is
elnpty 0

B98; B99. (Back home; In Michigan) I feel I'm not
worth very much. Responses: (1) SD; (2) MD;
(3) D; (4) A; (5) MA; (6) SA.

In conjunction with Depression, but not included
in the sub-index, are two single items that probe into the
overall state of depression and stress of the respondent.

Items A90 and A94 require the following possible

responses: (0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA;
(6) SA.

 

 

 

A90.

A94.

180
Overall, I feel less depressed back home
than I do here in Michigan.

Overall, I feel more stressed here in Mich—
igan than I do back home.

Self Esteem Sub-Index.-—Ten items in this index

 

explore the area of the self; that is, how good or how bad

does the respondent feel about the self. The score range

is from one through six and the possible index score ranges

from 10 through 60, wigh higher scores showing greater

agreement with the following items.

B68; B69.
B76; B77.
B80; B81.
B86; B87.
B92; B93.
B96; B97.
B100; B101.

B106; 8107.

B110; B111.

8117; 8118.

(Back home; In Michigan) I am able to do
things as well as most other people.

(Back home; In Michigan) I feel that I am
a person of worth, at least on an equal
plane with others.

Back home; In Michigan) I feel that I have
a number of good qualities.

(Back home; In Michigan) I am inclined to
feel I am a failure.

(Back home; In Michigan) I feel I do not
have much to be proud of.

(Back home; In Michigan) I take a positive
attitude toward myself.

(Back home; In Michigan) on the whole, I am
satisfied with myself.

(Back home; In Michigan) I wish I could have
more respect for myself.

(Back home; In Michigan) I certainly feel
useless at times.

(Back home; In Michigan) at times I think
I am no good at all.

The above mentioned items require the following
ble responses: (1) SD; (2) MD; (3) D; (4)

A; (5) MA;

 

 

 

181

One additional item, not included in the sub-
index, measures the way in which the respondent generally

feels about the self.

A92. I feel better about myself in general back
home than I do here in Michigan. (0) ND;
(1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

Family Crisis Sub-Index.--Five items in this index
look into crises that may occur in the family and that bring

stress to the respondent. The item score ranges from one

,—

through six and the possible index score range from 0 through
30, with higher scores indicating more crisis situations in

the family.

The following responses were possible for the items
of this sub-index: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6)
SA.

B66; B67. (Back home;In Michigan) serious illness is
a problem in my family.

B72; B73. (Back home; In Michigan) drinking is a prob-
lem in my family.

B90; B91. (Back home; In Michigan) divorce or the like-
lihood of divorce is causing trouble for my

family.

B102; B103. (Back home; In Michigan) mental illness is
causing problems for my family.

B115; B116. (Back home; In Michigan) violence (people
hitting each other) is a problem in my
family.

One single additional item, not included in the
sub-index of Family Crisis, estimates the crisis situation
in the family back home as compared to the host family.

A93. There seems to be less crisis in my family

back home than here in my American family.
(0) ND; (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

 

182

Faith in People Sub-Index.--This index measures
the stress related to hostile social distance toward people
in general. Six items, with each a possible score range
from one through six, comprise the index. The index score
range is from 6 through 36, with higher scores indicating
a higher level of trust and faith in people.

The possible responses for the following items
were: (1) SD; (2) MD; (3) D; (4) A; (5) MA; (6) SA.

B104; B105. (Back home; In Michigan) a person usually
knows what s/he can count on.

B108; 3109. (Back home; In Michigan) I have faith in
people.

B113; B114. (Back home; In Michigan) when dealing with
peOple, you can rely on their honesty.

B119; B120. (Back home; In Michigan) few people are
really selfish.

B122; B123. (Back home; In Michigan) it is easy to fig-
ure out who can be trusted.

B127; B128. (Back home; In Michigan) people will seldom
take advantage of you.

The five sub-indexes, Affectional Deprivation,
Depression, Self Esteem, Family Crisis, and Faith in People,
comprise the overall index of Emotional Stress when added
together and divided by five, with the scores ranging from
one through six and higher scores indicating the respondent
to be less emotional stressed compared to lower scores where
the respondent would tend to be more emotionally stressed.

Items related to Exchange Program.--Three single
items inquire about the satisfaction felt toward the ex—

change program of which the respondents are part.

 

 

l
S

A.

183

Items B124, B129, and B130 have the following

8 ole responses: (1) SD; (2) MD; (3) D; (4) A; (5) MA;

B124. I feel satisfied being part of this ex—
change experience.

B129. This exchange experience is better than I
expected.

B130. The exchange program has given me adequate
preparation and information for this ex-
change experience.

 

 

APPENDIX E

 

 

APPENDIX E
GLOSSARY OF INDEX TERMS AND ABBREVIATIONS

I
0 8 8 0
o 5 5 1
1 0 «U I
6 0 1. 5 1 5 1
O 9 0 O a
2 8 .5 AC 3 ?
T R O 0 0
I 0 4| IV 1 IN 1. S
0 3 S s 5 8 1 I
o 8 \l \l 0 0 I 6 \l
al. N N CI 8 4| 8 \l \l + 4|
5. R . . 0 )0 )1 7 0 P
3 O 7 7 1. S 71 S 0: S O H
1 I ( 8.4 18 k =4 7 0 7 1 T
9 7 I I 0 : 0 71 I \I .A I B Y.
0 . \l \l 0 a 00 B . 4|( .1 .N O \I § A
62 R S 6 0 (0 ( a: . 7 8 0 I.
19'! O 3 3 181* 18‘ \I 2 .0 1V 7 o +
0/ 1 1 824 )526 )2 1 .C (. 0 6 061 61
C0 6 )3)3 10 6 10 6: A I I A I BIB IS
a) 0.90.? 798 1799 :3 .9 \l \I + \l +\I+ )1.
01/ R (7(8 9 :9 11 0 Au 8 6 S 1926 R_R
vaFI 0 2 2 072 6072 1‘ 1 2 0 I» 3 7SQSOC
00 5060 321» (824 (s 50 .U 0 O 0 08/1"
16 o 5 3C3C 10 10 \1 I53 8 C .A B 898)PA 3
o 1 2 101+ 039 ’05:: )5 \lfI +. 9 + O ¢§§S§F I
0 OF. R z 8586 9 S9 5 o 8.0) s 3 5 1 085513+ \l
€06 o N 4| 1| 031 1031. :3 101 2 0 I» 4 9(99111 4|
2:» I 7080. 324 : 321» 2: 13C 1 O 0 0 000915 C
'vl IQ T .chCC 10 S 10 12 AHDC A )C A ,5 66.5.9. SE C
8/ 9 N 0+C+ 188 8(198 8(1 ++A + 0+ + + . +++2+E A
. 300 R 0 CBC.) 3 0 8 0 ( 62R 0 (7 4 2 244807L2R
0 4|. .2 o C 4| 1 o 026 4|)026 4|) 10A 3 . 3 lb 6 [696125,‘22
0 81.... \l 5060. 0 823 814 823 86) 109. 1.1 81 0 9 )808153PII
o or, 3 6 1C1C 0 1C 1 10¢ :511‘P.+ IA. OE A» BI 1888§ 8+1+)\1
1U 01UIU .30 9L? .U .Ue—b 1a:UU.D 37J= .. 8 Q91 \I? 5.9 ? O) {.99 +.U+q| C111
.1 T6 0) R R :C0C12 1 8 11.8 111144410...» 10 C2 ’3 82 Aguéqqspcpp
.. 19 0 ON 4| 1N .. 00.) 113005 1(1HH1.J° 01 3 In 504$? 5.0 C.U1.CTD HN
E )1 'F9 IZO-bnto E 823 B 823 8 (0011C 00 31. 0 . 2 OOITHOAUB1P SCCI
C 8X.O= 2 5T1C1CC C 10 \J 10 ) CCAAR .65 CE 7. A I 8A).: 888+ .oPMRKN
A 1621K 4| NO+06R A 788 7.3788 73)IIQ+A .v.’ 0+ I. O \) ++0A§+42+EE6EH
P (a N RanKOCOCIA D. 7 217 2:0HH.€7P [‘6 C3 \I Z s 41°+020720+Pv|c
s s D 9 9A ONOC 3 09. S 007 1:007 11%: 12+ 0.1 1.. 6 I4 7 56011880q6+1+ 6‘
N .5600 .L) I )0010. N 8T8 339115 317))111 00 20 3 0 O 00A380311E111
A L3.2891T320C1C1 A 0 ( 0 (1LLAAN 88 3C 0 A A 9A+BBBE+BDRNPT
R A11T(9 N 0+0+N R 67A39 67A39 ( +90 ++ 1+ A + + ++2$+++6+CT000
T "AF (RORRCIICQI—o T 71 .01)./1 61) RRODC band 82 § 4’ I“ ‘06Y4066‘C.Sc00
I E Ibbocoo 0 0C8 I 01501201 0125812R430245 2259043570400H2.0703FYRHH
0 F0 .044 0070R0 0 89688188 BB :6 11.52102228033370430600A9.00031...HACC
0 T7.000)101C0CA1«U 0 : 5033AAPOA50011C0000A00A08A+(853(BAPPSS
0 ) 11cc 1» 0(.U(PA 0 94.8.2229!» 221A (((C((AA50(AA A.A(AB(.~((1= (((= ((1511)..
Z .17.... 0 00C .2... = z .. Z 61 62(61 62!. 00 : = : z ._ = : = .. C: ..( .. .. ._ .. .. .. = .. =61:: ..1== ._ = = ..
2 SIAUOOEQEE 1 2.1.6 2 01001 01 01 0EE111111111- 1.7=111111111n..t111$111111
: (0 6TT E 1N2NNN z BBTBBJBS 83)T CCNTPPSTAZPT1SHHEDTVBCARDSSIPESNTN
.E SAD 9 CCOOCOOO E 1 1 C10C0A0HECSZNCSUEEVNChBA/sTCEERHRSOOU
c E E 011201150 C.UCCC c ~03091~183 91h : OIICASSOCOAOOIAG05..OOEAISR .. SEENFCTTEEOM
A LXXOOOOZOOCRCRRR A 161650.761 5066CORRM8HAAHHCM UUGvrvALIEEYTnlYFPLHISRMHHP

PFAEIZOOCOCC: A: AAA PFF01001101 0110AAAAAICERCC..HHRLAENREEHTTHFEEAAMTACO
SMMSFTAA(C(I\NPNPPP $3MBBASB<55 58(A((PPFSSTGSSNCCDADSIFPPP‘APADSFFESFSE

S
T E
TST U
51A L
IL" A
EL R V E
EH E0 EEM
YAELF G E EEE TLA EEEEEEEEE EEEEEEEEEEEEEEEEEEEEEEEE
ANLB EN . T TTT AINE E E TTTTTTTTT TTTTTTTTTTTITTTTTTTTTTTT
C IA... 0.... TUTUUU CF 0 D D UUUUUUUUUTUUUUUUUUUUUUUUUUbUUUUUUU
OEFIU OS NPNPPP 0 E0 0 O PPFFPPPPF.nPPPPPPPFPFPPFFPPPPFPPPPP
LLbRP CS UMUAFN LTLC C C wunwrhihwwMUFhfim.mv.MruM.wfisnhfiv.hwhvnhu.vnu.
LIUAN EIF FFOOOOOO LEIE E EFF0000OOOOOOOOOOOOOOOO00000000000000
SHE-5V1... AK"... IICC.&CC..L ,A..UF«K IN R.AICCCCCC.LC~&CCCC.LCC»SCCCcccccccccccccc

184

’185

7.
l \I

\I N

1* _

2 6

1 6 I\

A I I

+ ) \I

1 .1 9

1 2 o

50 0 0
I53 8 )C
)O/ .0 0+
97) 6 (I.
102 2 0
10C 1 03
AABC A CC
/+ + A + 0+
)7;er 1 C5.
110A 3 3
31C? 31 41
Zn AB+ /A CE
/A 9 § 7. ) V C.
)+<.LC 87 C3
1811.0 141 3
H311C 10 :1
EIUAAR ALU 1.8
BA 9 4 A + + 1+
X+3bP 55 89
E~G11~+ O1 1
$2112 00 3Q
fiOAAN 88 3C
1A 9 + 0 + 4 1+
5‘ 11C 79 81.4

DA(((C((AAEC(

PCPP FSSTGSCQNC

.E—EEpEE_EEEEEE E

NVIFMMMFMHWMUM

C2)/c

01+8107+B111¢5118)/1G

+FAITHPZ)/5

)O.U‘UHD1S\IPII 2
2:.0.n+842+))2 S
. . Y.
G5 A797OOSRCPPVZEZ. 5:.
563R58 QUEETDHNZSNPCCTPPAPT 5 NH :DTV DCDSSCZ
OD.ITOOOB1RSCCJ1PSOODCAOHS“C U:.EV.NCNHAC=E.A P

8063+8042+8036)/é
/3

7

9

9

1

1

2

ACC2)/3

V
)
C
Y
+
f
1
Y
c
c
‘-
L
c
/

(C) '
9*C020)/(4-N)

 

7
S
O
5
C
C
ONZvPARCDC1#PARCOCZ‘PARACC1+PAQAC

)-(ACO~*A008)
AMBON;

7
O
7
F

+ + 45 o .7 +7 +CTOOOZS NPCCTPP APT _ S HHEDVHVBCDSSR1COAAOAN
536YS1765ESCOOSS OODCAOHSNC1UEEVNCNdACEECPQ0+ . A . 0
370146‘774605267JOFYRHHGEBOCASOCGI.A508305.AI$RERFMHAA39.6556754 0127039029....7 2
33/.70530603AP00091F HA CCUR u HRQBHAHM UGCTXLIEEYTFD. LAT. . 003.15.30.00 127008930. 90R 07......
OUOnuAOOAOBA. +( 88 31.. BAPPSSRT ACAAIC...CH HULA... HREEHTFFF:F13750~QOA110033611n5 .UOAUA A121
AA AA(A B(A((3: (((._ ((((((DSFSPPSS.ISCCF ADSIFPPPAADS = AOOAAOAFAAAACCAAAAA AAA: PA1A
=( = = = .. = : ._ : = 162: = :2: ._ = = .. ..(: .. : = = = = ._ : .. :D : = : = = = : = = = = = $9.50!... A: = = = : = = A: = = := = : =4((A(
2: ...: :1: .... 1......AA..3:1:\.44.a1~4..444444445:= =
TZSHHEDTVdCLHDSSIPESNT\2$NPCCTPPA9135HN...DTV.UCDSSI3: _. 3 N30\.. CCPPP‘SHDBCDSSINTZM
CS UEEVN CN hA(TCEERHRSOOUSSOODCAOHSNCSUEE.VN.LN..«ACEE;.H33RA0PCDCOHNSUEN hACEEFOCSA

9+1050+A051*A0529A053+AOSA‘A055+AOS8)IS

*A038)/2
69A377)/2
5
6
3
2
1
.j.
3
9
2
+
O
+
E
S
F
S
p
p
S
S
T
S
C
C
U
A
f)
S
I
F
p
p
p
A
A
D
S
1
A

 

CDADSXFPPPAAPADSFFESFSCPSFSPPeas—ISCCDFDSIFPPPAADSFFEEESGSFPPSTCCASF PA ADSFFFNL

 

TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

v..Hv.PM.-..M.v.r.m.~.\PPPNWPFthN\A.M.M.¥P~ #3.... ... bx F...» \uflhbrrsufv .F.v\r..~rfPMVIM.N~vN-.FFMAHV\+M...~.MM

 

I\
cccccccccccruc .

00 .1431

UT
PPPPPPPPFPPPPPPPPPPPPPFFFPPPPFPPPFPPPPPPPPFFPFPFPPFPPFPPPPPPPPPPPPPPPPPPPPN
MU
cc C.‘CCC.L.LCCCCCC :LCCCFLCCCC.L.|.CCCFUCC. :L Fury LC. bCCC-LC LC L. :VCCCLCCCCCCCCCCCCCC CCCCCCCCC

LFES1*SELFESZ*FAVCRIS1+

+8037)/8

ZIE

AOTRO 0.
§8TP1 20
01AEI IA
30+D) 2)+
UC.¢+.‘ Ita.“
A+82P )20
QBHOHtaEnUO-
92$CT/RAA #55
~‘ZOYEI)TI\I\ IaOE
I08HFACS+. PPR
)A+PFF3M)) A07.
390+A+1p=076PES
18191018 +1805.
02081P+EC005C1
BOBUDH;RnAA(TS
+A+SCTZT)+.TRS

tuEOP053))

DPAR3))
2

E
3
S

8097EI1523.>RQE
LYIWHFABYZOOQSR
OZAUPFF.’ HUD/«USCT.
505(A+4PAAA(:S
(A(:(2).(r\(= .. A:
:(:E=S1= = ..1JA33
H=TREIESSSSSSS
C01TRR‘SERORCS
SLG$1C=EDAPAPEC

In 2
1 E
I\ 8 R
N3 1
\I IN S
vs. 10.6 V.
: NEH H
9 ONE D.
9 )CAB
o 3 5.x 1
3 :A E E
1 .....st R
HIN 3 T.
U TO1 D. S
R UNSH V V.
H ROME Y. H
T HCAB M P
T FX H 2
2 s E C 2?:
1 1H1.) PA
o 5 N 2 H
8 0A0} 9. T1
( 9.385 N IT
(SHG .... AA
) 0AU M F
2 )PFR H
: 20 D C 1
1 :5 PS
1 5612 1288
o o 25 PMTE
1 8 2A1G NOIR
:1 33“ ICAT.
s: U UR R MIFQv
HS R RAZD HH
)H H HP1 C 22
0) T 7.011 135
2 £55 TMES
rd 2 1 G 10.5.5
ET :2 SH1U GCLR
L o oTIR Liar—1
7 L 1I00 EH55
17 ( (.5 R
01 1.. 1.11
A0111) )SOP 2555
A: : :1. 1570 CUES
ABC: ..F..U.U CCFE

DONNNAI SRAH CCLR
NNIIIS QT C RLET.
AATTT. 159$ AASS
NNUHIN 1
14coo U202 222
CCCU RSAP "$8.:
RR)\I\IR HS 0 AUWR
0012..) H T630 FOST
T R18. NCYS
03000 )OTOC ALHH

EEEOIQCSAS LAPE

00 L:
$.EVNNCI21C13U11
III1HTSNPHFSBE
06.67.10 ASIOETUCR
11NNNLU ETD...» CST

NLLTSMURAPOPOF :OnVOCOLaK1RNHx CYSL
AOEH"AFTROEOETSAACCCOHTTOCE LHHL
LCRPEFYSGE.|OEGSHI\(I\I\(CT¢ASCSS APEA

EEEEE EEEEEEEEE
TTTTT TTTTTTTTT
UUUUU UUUUUUUUU
PPPPP PPPPPPPPP
HHMMH HNMPMfihRH
00000 000000000
CCCCC CCCCCCCCC

R
R
C
C
N
EEO
DDS
OCR
C CA

FFFF‘E 3::
I.A.I.AI.B RP

CE
IL
TI.
SFH
To 5
TEI
AVA
IA:
5.3:.

VAR LABELS

S GVS
8 5 ....IE
U H LTI
E L O NLCT D
M C H OOAI E
0 3 IC V S
N H .LBKE T HI 3
IE OUCM ARCT I
MK OLAO CORC K
DOC HCBH UFUA D
Y EHAL C D H NN
L V 80 SLLKE ENCH UE 66
I IT 0 OOCR 0 C 0E MN
M LAMH NCOAE EINR RE II
E E EA 0C IHHBH GTIU SA TT
M M E NF STRS CC EA H. D R TT
0 O.M 0 ENF DSSSS LTDC E NMO EE
H H OS EHN IE.G E 00 LCE SES E AR PP
HT H A RDTN VNHNh OEVNGSUES HADD
K K N OYC TUNI LIOEE CPLIUU SUE EETY
C C SE HLI NTED 0 R11 X0 R GU SEDDSKHV
AR ARTR IR USDR VDFPP EEVDDAU GUSLLSCGA
8E EENA AME 0 0A th FF T h: NkAU UEEIEIE
H HEP CAM NCETO AIVE ESIVNADNRL HHKNLH
RT RTR AFA A 65856 LTFF LT LIU ADOL .
EA EOAME B GRN EISOAOO PNSOAJRU HOSSSSSS
hF HMPAM FF.IEAXNDHEVU MEEVTIEJRCHEEEEEE
T T OSROOEHHHEIACMNUSSSORMNBRHIECOMMMMMM
AM OHGGHGE MCTC RIIIANNNCAIIOATRHLCIIIIII
FAEEMANN NDNNOIOXHDGMT RAAA PT MOATALTTTTTT
VV IISIROOHM ETE SGLLLO 50 M0 A
GGIIGGDDGLOII F IVENEE PPPTEEETEE E EEEEEE
NNLLNNNNNB TTTNONHIMIMMO MMM MMNNFNUMMMMM
.II IIAAIIGIIAI A L0 OITEEEYOOIYOOAAOAOOOOOO
LLIILLTTLSNSS RC6 HSHT GGGTHHTTHHGGHGHHHHHH
00 00558 IOOEEEINS E SEEEI I II I
OOEEOO IHLPPDDBRIRKDKENLLLLKKELKKflHKHKKKKKK
EXHHMRHHCCSABMMAAMEVACACRALLLICCRICCCCCCCCCCCC
GECCOECCOO IOORRUMIEARAELOOOBAAEEAAIIAIAAAAAA

ASSSHHSSSSuqu~SCCGGN ALYBGSH PCCC A98HA38 “V... 8“ 888888
P

1234567.C90123456789..u123 A56789040236567-6010121.45 6

00000000011111.11 1119.22227.2222?.374314§1.747 251a In“ Inln 4

000000000000000 00 00 00 00000000000000 00000000 0
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

187

.L EE E
O EWHE ME Y
0 E MOON E ON A
H S H W R E OHHO M H0 5
T SD C 0 ER M H H E0 H E
I DN 5 H TEEO PK EN HEP u 0
N NE vlTVIH EOCMMO MIN EOET
EI Y N K ETO SIAAOHEOHO RHR
EH IR 3 .L I C BEHK UVBFH CHSI c. EE
3TH PFSD IY A B C A EN NTE HKHV
D RIT R F DN ML 5 SE B E E KA LHSFMCAIOAM. H C A
E UNI CL HNF. AI ESPC DM. ME MSCB OEDOAATVICOE TSASH
S 0 .d T HTEI prM MEI NOET 0M OIA HEN FLPITIHR UTBT.
5 CE N TIIR A OIT- ptHMEE H0 H BSOxO EN PETAN EH9” NI
I RSE E E INRF NF HTREI OMH .n E RECXIOG CCLUKHTTESE
E K ERS CR 5 W F I RASRKH 0 K KM LETLERINGCAEMC U RTRT.
S D TUR F. R I H ME.CAPAFC RH CK COOHTASFGINA RMASRYANAA
9 MN NOU YT. P U IVHT. NAPNP E AKE AC AHOCE IDI V. OBTTMPEPH
U UE 66 ICC TND 0 0 VITI 0 EE TLEBCTK 8A a HABNNNLNVLLLC N R H
0E CE NN RC IEN I C ITIH SNHCTAPK ATC BE KCE HWHEAIAIA SEYEMAM
CV RB IIE DER VCE V R TCI RI SA AhSEATF RYCSTEOOORTLTMTTTRMVAPAO
ROSA TTS ATE I D. A E CA I S EIMT BBCLYELA M S NANNNA E T
ELD R TTR HNTY TYS HRTYA IV PNGGER LE IELHIBHHOHHHH HEFEEEPEIOOO
T Nuro EEU INT CT DEOHL DVI OUU95T05VN DPSI M TTHTTTTCTR QRP. VLTTTN
LEAR FPCE: I... .AIUALI...IY.”IT ....)rnhtnATEIUET MDAYII IIIIUIANAAANE:
IIHADD CVLD R S VTE V MLETC URDDH H HTISSTAEFLWHKWHWHSWPOPPPAIBGEET
EETYROFADA E LI PGALAKKCA FE E.wR CTS UFS I C L NMMS
SSDDSKHVELOHALSHY ATYSNHAFEEA RPEHDS ELACEEO SFM YYAYYYYHYHEHHOOEEIIII
EELLSCGA.T E HUKTT. ICE .IEU EE C E RTEUOIARERREAEOAFFEFFFFTFTWITTTBRHTTL
MVEEIEIENNPE PCOI CANOTEXDWWYN WLOIcc DSCTFPOAIR ....qu MMMMIMHIIII ET
ITLHHKNLHII LNOOLR SO rUTA ...—C If: OUMWUL ATLYIFEM TS OOSOOOONOUTWNKKEHY-YYE
TT EPODLCA ESLm DGSGfiaKK PF .0IESAA.) RSSEHCCECCCC C LLVJ NNNM
35333535 05 L3H A Y N N EE REYSH v. SEI IT 3 v. YEYYAAOSAAAO
EEEEEEEEEEEEQEEEUKTEIEEEITAEEEE EESFGOEEHEonSTTSEBIEESEEEEFEFRFFTTHT
MVWMWINWMM4WPEMNMPOOsCMJVTSdWANW MWUVHUCM(PROSNTIRBHRRARRRRMRMOMM: NKKKH
OOIIIIIIIIO DOOOOOLOOOOOAQCOO 00 ORLCO OFEEEROO OOLOOOOOOOHOOOOSELLLS
HHTTTTTTTTHH HHHPLCHSHMHDI HHVMHTHPECDAHHRM LRD.CMHGMMCM.I.MMCMCD CCTTTRAAAT
T FS . H L S A N NATTTH
KKEEEEEEEEKESKKK::CEKEK.: Kr: EKKEEGK CPEEEKKTLDLPLSLEI LLELLL LELEnNuEEYYED.
CCFRRERRRFCRRCCCERRCRCRCSEFCCRRICROERDCCTEEE ESEKVEEKEEEE :KEREKRSSR NHNR

AA.::_:,:.:EEEEAEIAAAEEEAEAEAEGIAAEEEAF. E000 A AEEEEM. EEEIIEEIEEEEOEOP.UOAAAMAAAA
«ZEN HHH HHHHBHFQ.Q.QVHHH8HQ.H~UHATEEHHNDJHPManJ Guanirrwrrfi FLFLLFFLFFFF v1.5. MSMME—tp ACCCP

7..¢r7..L1..Lt..~:.C7 CC;U1LCS$<TO-(.Or1. 7-.Li.é5072...}01_¢1.4567.59nU123LCJO7AOAV04127J 45 C7.c0901..d?1>.¢7.0
I~£4(1:13:22:E13:;D005......0600557777777.7.77c.c._c.ir_ao9.occ..7:CC0,990,08voCflJnUn.HCAUCCCFJAUTTTTIAITT
1T.AJ..J«U.Ufl._JordDZUOnun.n.,nvoon.OOflZUAJFJ1UF,_.Dru..:H:UO_U.UOOCHAUAUUOOAUnunUO—UCO00041. 1 4 4 A. 4 . . A 4 4 4 4 414 4
.FAAAAAA AAAAA;AAAAAAAAAAAAAAAAAAAAA AAAAAAAFAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

 

 

188

PARENTS L

PARENTS BACK

AM

90123
1.1.222
11111
AAAA A

Y A E s
L F M R
I SS 5 O E E
C. M M 0 TT E H 0.. C.EN
M AD A E 66 D NN Y. S E RRN
EE FE M Nuv E EE L R TL H EEI
.EMM T S 0 1101 R DD T. U 55 AA HHS
.GA‘ MC 6 H TTD E UU M 0 NN I 5
“Ass AE N 35 T H TIT A C II LC 0 SGE
“R PDI V. EEIA SS . F AA II N GNVR
_UEE NSEL L RR H L NN G PP AF E UIAE
OHH OETE Ev... CFCTW D O NN MOO NY VR I pYST
CTT IRCE MM TTA E o , 0 II AII IDDD AF. HHR 00 T
_n\ T 5:. AL NNHN Mr. 3500 H. 66 TT TUNN D. CCF UOE
MESS .AED. E5510 IIdI ERRGO C DD VN HCC STAA DUEAA OTTB
_ TT. CSSM.MN 0 HMFF: O S EE IT. EFDTEE ES NSRV ME HTS
ON“ I EH IHH SSND T HHSG TT TTS MRIFF R SS A EOOK T KE
”NEE NDROGVTC IIIC. IHCCA NLLSS SSE OEWFF EEEE EHTTA ANORB
ADD UL CNAISL T NTAA S IUUEE ...—ES HH AA TRHH ER SSMMMEODO
UU EMU—t IHW OLLDS IEEMA FFPR RRS KN F. NOCC 505 5501 HO
ETT MMObOV NOOOEE YNTTA MPPEER EEA Er: LLMHH IMAA UMLTTOLL T0 T
555 OH TAYRIHOOTR D. “M MLLTTCLTTTL TT OOIGG OEETBBRNTH
T. EECSD H0.t CHHSF. PYOOY.A OECLNNHNNNC SS OOTUUNOE—tFCDGEBSS 003...: CE
ATTMK LD JTESCCET APTT CHHIITEII NII HH COINPVVOURMPPDRPTTDRR
BAA IUKVUKVIIATC 55““ ha». KT. .hzn TALL CCUNNA iAAbk.HTUU.kD-PFTRLE
PEEELNROACEE N EILL fiKKN OEEEEFEEENL SSNEEGEUHH D S A AA‘HH
7n AK EHHJ BRINNT 00.:HLLVLK TRRRR FRRAPLLL CL AKQ F E EEHG..U HC
CLTTT._:\HS NE E vLINEOOR AquNL AAAAYFAAFV LLINNPTT AEOOOHRHVV NNEE L
LREC EERSHE IRHHAETTTILE L1 EEIIVIISEEETRTT TETAAEIIFRETO
ESS EHASF EGTnCLL ECC R HEFSSSSNDSSLNWNE GGV DIHIHHFPPIOFNO
HR.KEN%..C.KFEH aA AAAEHSvD.CAOO_tTfiFRRRRE RRET; DSSO IOSLLRH W FFE—ELMFAH
Er; TEIH. TquQIIu. M TTm. IIZLEEVSEERVEE EETTTLTEAAO S “VIE-.... ITC
SHHOSD HDOSL ERROSYYOS OSNDHHHHAIHH INNNSS 00 SUUUYPYCODLLNYDRS
TCCHTEEC HTEEHEEHTOOHTYYHTI CCCCE CCEDOOISSDNNLESSS FITDD SSIA 0
NAA VTMAE NEMTTT NJJ N35 N EAA.A.AHGAAR AAE LVAUUSMHLLLE PEPD
EEESEAOFFUSEFOAAASENN.SEAA.S:::G::.::E N:5.0EOOELLTOOIFLNNIOSUEEGOOE GMF.
RTTTRRHTATR HRMMTREETREETPVATTTTSATTHVNNVCCADDwHCUU CDCSSANNVEAIT.
nu NAT UNAE NA 5A NAEU IL E E G E NI. U ELU C
P.c:.::D.SKEGEPR KEEE. cP..:EEPE:::D IGEEEE SEEEIEEIEEIEEDEEEELEEFEEGEEIPGTE
MRR UCRNP ACDPFR mRR .cnR LIMRMLRD kRMLPRLKKLs.KAKFNIRERIFMRNFRLONSP
..\ 3.:A1RAEAAfl flAEEOANOEA .WUEA w... ...ADEOEOM OEOEOL. .CIIBOEEEOOEIORICEAOEEEAOX

AH. HPAFBHLPQSBHHHPAHHPNHHP5.0LHHHHGAHH. HBHH CHLLOHHDHHHHDuMFDHHLHHB—VL‘C.

_L .3‘V7119rb4laé1723 C~{c:i.(_1.1~cJ Cwlér7_u1.ét. [~54 C7..Cr7ru1‘t_ a/Z: Cw(,5 VFUTZEJ 4:, 07.09aU1JCIa/T: .07:OCLL
mzalacfiL-L«537.7u1.fi3?;‘_v\_7.nd nUOOCGfiLfiVOaITTA. 1..1:11.14!«(.227z/EC7:12,]...(2337131 7.7.7474IQL/a [MALL/NINA LC)
111.11an.l4|114ITTTC.UaUOCOOOO~U nvgoaUOOOOOODOODC_UnU01 .Z‘UCCOOOOOOOOOOOOnUfiZUOOO
Tn «r «A .5 (n A A... .M .n A .r 1P A». AC: .b n: FELH EE.D...C~C 3.9.5 ,yC'U rDrUnb F:C.:.D .C i... L. U .TEL. Cr: CiCRZE EZ..C .CE ~C»CBECZUEE.UHCE

189

L

I
YM
LA
66 IF
NN Y , M E
Y. II L AM... Fer R
L 00 I EE FA LL E
I NNYM E MMYY NNEE EH
YM AALA. M LL NNOCSS YYM
LASSTTIF 0 0011 II ETTOY
IFRRSSM EH TTMM TTRR MSSHL
M EERRAM R AA MMNNOC GEE I
AMHHEEFA ET. SSFF EEUUFF HNNYM E
FATTDD HHNN HA NM .LLOO COLA RD
EE OONNNN TTOO EERRFF EE SBCCTT SHHIF EE
MM NN UUII RRII SS PPOOOO DD 00 CC T M HT
II EEIISS OOTT PP PPFF UU RROOEEEE NSSAM 5
TT VV AADDMMLwaNNSS II AA DD TTHHFFPPTTPPLL EvtFA YU
OOMM NNEEEE EEEE HH HHHMUU IICCLL SSPP REE LR
EEE EE LLEELLAALLEEFFTTII SSEE EEOC TTUUEESSTTEEOO APLNN IT
RFF HH LLLL BBFFOOTTTT DDRRTTLLRR TTMMSSIIAARREE PLPII M
£11 TT OOBSEEEEOO AAIIDDNNUUAABBPP AA HH PP 00 HHAE
HLL TTOOLWVVRQIINN LLEEEELLHHOC HHHHSSWHEE HEEMM SSFB
EE FF RR DUFF UUEtAASSlIilhhRRELYYEETTTTSS KERN TPFEL II
YGGTTDDDDOOYYEEPPSSLL WUSSRRUUSSRRAA PPBBTTVVRRIIEESSOOIISSI LLDDFFMN
SNNIIEEEE HHNN AA SSOORROOQQEEFFFFEE PPIIOOWWNNWWMM SSWNNBBOOLLAA
IIITTVVRRTTTTOOSS .RRIIHHEEMM RR RRSSOOVMTTHN LL00 HHEE OOOOOOEE C
EGGEEOOIISSLLEEIISSOO PP DDPPHHEEfiAIITTEEII DDLLNNEETTLLD RRGGSSH
AAPPLLTTOOAKMV GGFFGGEE RROOEETTKKCC SSTTEEIIKKVVIIEEEYYPP T0
SRRPPNN HMEEOOSSNN NNRRSSOOOODDIIII 556633000011 AAAASSILL OOEEIH
EUUAAUUMM HHSSSSIIG.GT.IAAAAFFGG .WWLLTTCCNNIIPPNNFFLLNNHHFFUUFEESSNNRRWW
$00 0000 EEHHNNKKCC NN OORRII SSAAOO SRRII AA
SCCDDTTDDEELLDDNNTTIINN LLHHEEEEDDLLNNOOHHEEEELLIITTSSHHEELLI MM DY
ASSOOLLLLRREEEELL YYIIHNEESSVVTTEEEE VVTTFFKKEETTNNRRSSVVEETNNEEAAHWES
LIIOOEEEEOOEEEELLOORRRREEEEIIAAFFIIEEOOIIOOIIAAEEAAEEEEIIAAEEAAACC EEIA
CDDGGFFSSBBFFNNIIDDCCDDFFFFWHHHOOFFFFDDDDNNLLTTFFSS”WPPWWHHFFSCCNNIIFFFE
. 55 EE 5

DEE§LEEEEEEIL
INMRMRMIRMRMR
IOCLOEOEOEOE
FHHHHHHHHHH

12345678901

.....CEE E5563;E.tE:.:cE:.EEcLEEEII...EE.CE EEEEEEEEEEEEECZ:EEEEEELEELLEEEEIE
VTRMQK WP.HN.'KM. Dunn... “KERN“; NRNHR MHRTTVH RU RMRMRNR Nah Mafier vnRumunflvwakuWRMrflptNROCMhRMARTM
OEOZ.0250.20pt..U.:«J.tOEOC.OEO—ZAAO..COEOEO.LO:_O:.0.....Ur: 0.C.uEOpC~U.EO;:COEIIO .....OC.AO
HHHHHHHHHHHHHHHHHHHHHHSSHHHHHHHHHHHHHHHHHHHHHHHHHHFHHVVHHHHSH

.43 .u 5 67595123 45675901234 567.80.01.23... 567.80.01.23 1» 56769012345 67890.02

13555555,).366 .5666666677o77777777.92580.u_bQLR..Q.,N.QuC»Q 0,9990 Q,90.nUP.OH~OO¢ODJ001111111111 «C27.
SOAUOOOOOOOO FUNURUOAUNKUOHVOPUQCOOOOOOO0000C.0\.U00OOOOnUOnU 001.1. 14.114011111111111 1.11.1.1

.EBEEEEEBBBE

88,0.CE.5.C.CnCn—. D”.CBEACPC.C.DBE8.3rcmbentp:Ff: Q...D—CE.G.D..DBMU.CB CHERDLUBBBBBQHGLBBB.DBHOFUBwCB

 

190

T6

CN

EA

PH

XC

EX

E S
E N U
C EEAR T
N GGHO I R
E AATF O E
I TT C H
R NNRN RT
DE AAEO TED
ED. VVTIE SH
TXLLDDTTM RTH
SEOOAAEAO IOC
U 00 . BMHHHF A

TGCC KKSOYREnFC R
NSSAAIFMUUOAYE
EA TT N HH EOT
BHHH Elk. CCN JS
CTTNAHC 7.. .0th
NXIIOONE NNSOEN
AEINWDDETTOORJ I
C LLIAN ENEM
HDDEERUETTPER
OTEESSEGDNN EE
H111 PEUUUHEHR

SETTOOEDXNN NA
AIAAEEGEEAAESE
EFSSD..PNV CCVTRI
S AIY ONA
EIEEEEHEOEELEPE
RTflRMRCCJRM R M
EAOEOEXEN.CONAMO
HSHHHHEREHHIPAH

.3.“ 507.80.01.234567
,22 2?. 22233333333

cial 11111111111111.
8.6 56 83988858 8888

S R
R G E
E N Hun
R H 1.. TE
E S R T L 0H
HR 6 E 0 Y B H T
TE N HRR D. T. CHO / /
OH I TEEH PD 3 RC L N
T L OHHC YAE UAH 0 /.A
H0 8 TTA PHT M. HEC 0 EG
C I S HOOE D. C A. C A H v.71
AH S R C ASP. 5 RE C/OH
EC E AHHO HIPGGO FEE 6N0 SNHC
ASS“ ST. ECCT VANNT NN NIFR I I/
REGGARTEE AA SEEII SOOST. 0 N KMN
O NN EAFFOEEKETR DDMGYYGLSSF IDC A,
FRIIHTMIIT LM ENNNMNRRNEDG I EANG
OHHTT LL OOAOEHAAAOIEEIINNS NNLEII
LFTTIAN ETTTHM HTTCLVVLSEIG EEE H/
A HMOYYT OSTSS BEES IHN KKVYYCF
RNLPD. PPAEKOHHT RROI IMRTI OOATTIF
FOAUUSNEPDRTLTC NREETSOOSAF H DPRIIMI
TIN DCEAAEAA RSEEDD TT .ET SSTLL D
STOSSM... PHHDRTSUTRTNNDM HHEC AAS

lLlCLEEb it ThkhTLLCKHDSTTKI: 5.DSIIL.N
NETVVIEASSSDENCEPE A RRIIANC .EEEanNO
IFCIIR~R PPNIMLE R .DSSHYEF—WHM T. FUGl—rZCIC
MFELFQGFGELLOSORHAM II BE...- ON AARGGMR
AF AREECNHATPAS E FFDDOD UUTN\ A.
E FRD.E EHH 0 PI IRRFDOOEET Q GGNOCED.
M...»...nE:.REH EC.) 49.9. EEFE T... EDYNNUCCM
TTQM HRH Tu v.v..ETTv..Tu.HFFRM RAAQ OD
HOSSSHOSCCOSHAYHHRSSDPCCSSEOSTLLCLLHE
DHTIISHTP.RHTE_ TSSPEV.T_ ERRT;IT.HTN AA V
A NNN NUU NRRM“ NNHNNECUUTTS NUFFFTTNT.
SEIIOSEHHSEAOOCO IIGCHHAAASEOOOONNOE
ITRMHTW RCCTRPFCIIHHNAACCSSETRC EECC
NA NA TTC U NA. RRRRRRR
EEPEEE.NEPEEEPYYEAAREEGLEEEEEEPEEEEAAAE
RR MRVR MRR SSRLLUNRNEMRWRRF MBEEPPPF
E.AVHO_CAAM. 0:..AWAAOE_CHOEA.:OE0:_OAMOM.MM
HPAHHHPAHHPAr—IZWRRCHHLFHHHHHRAHUUU417.3L
NNNNNNN
COCO
8.172545.C750.U1277~sow/QqulYllcre/«cdCaliCAVCnYCCCCC
.30 who flab 00 0.0.11.1. 1.1- 111a01.6222?_2222.c31.7» R R R D.
TAU Gad n5 OOWufiUOOOfluO 000005.10 nCO OOOnUQOOOOA A A A
.DCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCPPPD.

191

LABELS

V ALUE

V. 9V: p 0 S V) \l

L T v. RL 0 U T.) {.152 4| D

78E E E I T02 H4 )EN H45 2F3R(L(.L
10M“... HEV C 11.1.N TalDSHo TSN !SP()(U 0 IU
)006 THE CODE)XOA(T )EOSRU 0 SHOOYO
7ASI CL A AAVZIAE AR ZY EA 5‘0 EHNLH
( H RS FE. E($/DDFE ()OYEoz UTFC)E)
7) 0)SENOG91S )N E H 2T)Y$53T0 SOT‘

602ME 7RHI R01)N6R$C9T Rec 4 E 2)NA (I(
10(0HL(ET)EA007R(OIRRAR0N P(XYR02 )H N
)A RTO T 22LAA<0 9 OEFO OEU I)OA(W1GOIY
6 TF OT$R(I.// BN RVH) 3)N $59 I A(I3FT
(LN RHNAO SYYHX RREIT311109R (SSE HOEI
OEDOCEM N RTGITOEHDO(1 ( 5A0
SULE SL LHEEIISSSTT M E oEETSDDO)NR/ R
1AATS AEEOHVCH)R AAN YEDSSYY R)1)10EEIE
) VAREVEVTT )6IHLFEALDAEE) PA1 1(NTLSV
S3IUADIRE
(OUUEAUGLLY
OQAYRQE LTNF 5110‘. (K G
CAER TEDLAIIOHV<F E R NN(RHSTESE) TA4
1., 62 AMC) 61 )HRVSENIU ETEHU 9V08H (R
)EE).FEERS SBIFDSTEA1HI)OOV YGO9E(ZGR 0
4LH310HT0 A(RH)L(NHH0T)3CNEO)IL N OIOY
(AT( TATA
M EE UC NGBM(HNNET/M( R0) ( R002
3ERTGERDONINUU CR)GUD)TTE(0P 00 (0790AE
1F0NEROADI)ISIR 09OBEZNNH (UST S AZSEBL
)) ELG R )33 DUYB(T T(EET9 R SvS/OELOL
31SLLEEGE1<NAEOL GA LL0119APZAZEAYERO
((RAODG)E( A FFNHNGNRRAA 02$EU6)0R/)VPC
AVC 58R 0LN))OTRNIAEVVOAOEY RAODQOA
ZEEI EL(GMO I34)ROIVPHIIN/AY vR( ME(R9R
1LYUETL ERON)((OUBVIETUU)E/)ESO 6 T T3
)A QMAOTDAvAé (O ILSAQQORS3VE SZRAO EC
ZMSEOICN FOH(ME FHL
(). SC 55 4T U53)T EN MY F398A D)O)
C1E)CMLTA1 CIR1:hEREDRRd )5 BF IXAO 30
O( HQSOAA R00H0<GRAEN001R1R0()RSIR(D(G
1 YT($RVUNTEOETA IA 8A 00(AT 00.56 5
)2R fiFIDOUGOM)/NE H 02A E S( A) 9KNO
4|..UART. bA).UR_L\I.J.CR)hT.rchalal/EGYPR S).OY..LRIT.
(CTONSDQROBA12(R08T0VE DVN UA294(DOCA
AN
R/ESLAT ) 9 OM

FEE(OE(IYS VOOUNRVIT

B)HTDDTFQH9Y0) 55 RM
F.ahM..RAC.AC.9é.bY¢IHfl 0N)Iu CAAA)(T¢S AIJSVR/EE
GEEAVYUH<CNT OTRRR1CTMRRU5 EN/(oILLVCT
NDLEI 0T UIITL)0I0( U 660(00YEE BFALANN
ULEYUOA TASCU 2 H8 DBA A 2T)VRS)) AHUA
00 QfiRRN N OMI\ET. DA )NNRRO 5.60 91456) )H
Y E3ETGOESAABU N)HAEG1IIGUAP(SM7((V4IZ

RM. )) LOL AIEI3TEDN()))0/U

o. ’NIE ADS.

AAR‘FT )E)NARIY1EUE(R( )FIEIJ
( \lF RZBnuORGR)(E Y o OOAHYN“
T3 R! R RN‘ H)U.

...U SI IT. A01< \INTIOE.R\I6ARF.LEW
BG.

EREEG(ALS( 08(OBAHEEEIJO EZBC AAHTE.

,

...
fl

A( (T.

R001556KA0 N DNM(ND I 024FE SORRSRH R O.

o S HI\(RVANITEO) E SVN((I\\IN
9)LT CI/A)IM)9NVEIIE
01.1.0 TT..w.UTH;~O).I(RER
1)I\ORN.\M QNT<R1I\ OSAR DAINN NYYUR IC)24M.A D
)9 HOEéazis TC 7.3) EEIVUEEEA)
0(EC LLT LRGE EH 7HHRIALLEH2RVE .( 31LO
(\ NSLARA.C.R.L»WO..NNGD(T.TA.H ..nART-(USYRS S(SB(
80 CVVUHVLI COIN 00 CCVVh CE 0955 EA
11RHOIICTILSEL~RCCNEMH 1IITERFYE DEYEYB1
0))GHUUA UAR»: K)))CR\J\ITDOUU\)C\.A )NS)R\IM\I03
OSOICQQRRQMAIOOBEOOSONAQQSOEO7I'1H202R0
ahr\!\HSEEGOESLL(((S.€((BA/EEI\MI.YTI\NCI\T.(SI\PA

408A COISTO

..RTOO 9U TETRH

LR7TT( EEPSS)F)0FNOW

A6(IV() VI)”

E) 4Y
E \l 7.) ) G75 \1 11A
GY. 2 7.4.x 8 A(R 0 .T
ET! I.\ C(17)l\ 15R E1 t\ VIOS
LII» GA 55/» 6E6H7 \IMAI
L535 N R)C($ ECV)TCT 555 Y
ORnUMITIO—téar N NAAéOI.O 1H<GDHP
CEAOETTV(/SO O ( N \IT NF.

V HGT. E
NCQNSROnfl A‘TVS A7TAI\HERIN

A175

C.NSDEOE N0 05 SING

N3K0f07)EOSEHC O) HDUH TH URI.

OU.UCT.
T AA
R/BYI

CT 1V3
ER A3
TOGETHO

JLOSDD.U
UTG
A0.UTSO
dEREIT
T)MDAU
Ow) TYI
6(TEOIN
CST. A
IYEU SN
TD. RA
TIXTE I
A..J.:OI.C
ban hsrhs
T320 REG
VL«U:.HU
RT.U«.V .n
...th .5ka
PU $1....r0
E )) UPC
R R I» 7.4.... R H
POI\I\ICT.

......u UV... ”RD. SUBSTAID «IIDGR
NAM/kl E

R)CA( / R1HT U
TRPNE30) SE96) D)D
0 EV<A~3I+SRGVIQDEEZ
E EVE /()EONE(EEGI\E
VSEENER QLMIN YRN R
IERS CEE< T)3AHAEO
FHH)INGG TTAD‘TTHRW
)IT7)ANA3AOD(\IS)CE
(IT)(OIRR)HL) 3 3 HR
( 3 (FRESH 27.( 91.x... 0
5(5 TV(EA(7 R OY
SN .N9VISA M) Bacch—CANA o
EISOPDMH )2046A1VC)T.\~
MNNSO)A«L)$(N/\IEIOSS
I)0RA2)(2) IDZNW( L
T95E/(5 (1ETE()T Y
(RPE (E (RAG 0)3M5
R E R5 CVI ODARrkZ? 1v
USPXOTEA)SM GE (06
AVE IMAVRIS YNGIa AND
FPOS DIE(ETLEN7E/IE
)IH)R TV LAT)UGCERN
4TT60YAAC HN4OANRUI
I\ )( 0L \JT.W»C(VI/OODAH
T2 SAEWOOER R)M G
SH(S.NE"K~UI\L.NRVIR.C4I 0)
56 NOT L 0UDOD(R$3
MINOSSAE7A$CA L 08(
IEOSD. 355)) 5.1.0:; L
T)5RLA§)LL3TT1 VS c
8R5P)(1P((OS)RIE§R
E(EP 1 ( N 10TM.E
C.— p. Efxr: 409$)Grk ISH

CAcJ ..EN LT..CCD1..N 98?}
PEEVIXISCDI(IX1I DY
TMNINILHELAAK OE)HEEA
)IOF)SWR/ TGSqTVNT
3T)sl...7 OTSRF.) !\ v1.1.5
( 15(05056EY30 LFA.
N(I\ «A PrCrUH (A.,.5L\l..qu
EC. SHR BATG H1..Ar;)M-
CVPCSN 0p: IONVI ) (1..
IEV NNOEFHEQ, IDESY (G
N.D\VOSS TH)S?-ASI\LS .‘H
T.)\.SRR.N TriAAER IEEI
)73REUHG ( DTUzMMR?
7.(flqC.POOM..N E SOIAIC.U
( (P CNOOSNT C)FTHD
S TRKH..M.).AOGR..I

CZC QRH... A.A.CSNL~.:(ERY o
CunxtuUGTD)\/(\l)vlvl MURS
NIOOINAOL ZOONGAOTS
.....T$.Fp..I.n((ql(/\GI.~ISFQ.L

192

A .N..b

)\_IVI \l ESL N
E 68L )5) ON A
RT) ((6 1(0) ET. M
550 N ( (3 UPI H R
0H0r\ EEO E ( SPR <v E
S .L DDR 058 )10 I_,.E G
BY.)0 IIT SRZE 4L0 N a S )
LA88 555 1.605 (IA 135 3
T(O) ))BACR HUT T FPS (
45 A4554...) ) GIDPCN 5 x) U
1. E ( 9t((040.AE.N)EA I 3ST. H
.YR9 RR T(TSE.A0)TEH (TR/C
.UME7NEEEE IRL(6SNS LOEN

1.. HOEHHCE1E1DGN (EOI—CNGPSE
G ARTTNROEO A10 TNDNAN)ER
TNY/DAOEGGRCY F7.LC)UIM_.EZNF.
SIAELFMRABGCLY)OIROBRR)(I)
ORTRI F.) A ELIJCZP()A58 Hz
LUSEHFFF4.6$8TN(/A) 426(EC(
)0 HCOOF<~JI3A0 c.932(l\) S)
5 Y. I 1D1RRYCBC3 N2HE7H
(EMYERRDEA)BETNE) nu.T\1(SN(S
R AHEE E 3 DSAESNCNS IA 1
EOGTTHHORO(OO)N.R(AIA(HNPHL
RMNS TTNGT TM,ORG RNT CAASG
F. I F00 A E )(E)E:A_ESTNDJIN
HRRYOMMSSOE12 68CHLESE))ME
OUM 0017.19.3(5 (NTSTIR71E)
Y D ENN D161 E. AUOOTF((L1
A .- GNAAE)AABERUORLMRP) Fr.»
TSNNORRR3/S/EG)NF))PA10H0)
SBII)GGE(EIERA2A\I26\I8(SN6N
LAR3))H EDEG (L4CC3) IICA
Y GU(<;7:TER PAY. R( (7HNP I
“SAD ((xlEPDVIGSLMSb CX (CAPHS
1. R CRALAIEUZAION TPISE
6 TNEEE<G E DTITILDATUSLIT.
NTIIHDD AYTVI AGIBOORSD)IKR
IS ATIIgsLALYRLWMHHEI).OHRF
ROTGOSSCIND‘NLEESUTTHGnu/\PU
LLSAM 1.0LCO bDC)LkhT.OI\ )TAH
D)O )SSA RDRNO)7OC0UH HO)A
6L.l?.91 YTOTOHW.1II\C LYLDAD/KSI
o( I(RROLSM..SR)( )NK)E?.I (G
S T EETF.)))TS KzaAEZMChv/W E
BEUDRHH T626$I\S.NI\M.E()CE3GW
LRBEETIT1IA((I\\I DA 0R 6/ HOUR

um
XK A A
IE I I
SE [L V
N)R HI A
1106 C5 L 0
R() NA 5 CL

A 14 ER 0 CE
DE(HRBS GAGA
NV SF)DGUNRR
SH/AIHI)4NRYIRS
)5HMFCN9‘AU)TOI
71C))NY7\ LBONM)
(LN/~55... ORM(E)4
I GE<I\R)KNEE GOI\
NXNR F351HXI~R<

EVEN/

VE (6)81X

13))0U3 RPEb)SDoF
L)‘9L0(NGIN)CSI~I‘A)
A6((0F A)L)S/(0N .5
T( G)NM.QLIHUI\D CASI\
I HHAIMAR(H( NY/Co
)ESST(ME D. NAAD)UR
9VII) RGH)3ILWN3)U
(INN3EE)S34ARRA(90
FIA<EGZItsOPEOL (F.
E)FD R)I\N CSZNNN \)
S§)KHQC AE/)T)IEAI~
E(38ET(NDSHI~II~FLN(
N ((E) A)ESI\W(\ILI
ID. R3HI7NI S QIHE
HUNHG<SG<AKE)NI\TCE
COAS) IL PRCQE N)R
)FMIZONEHAUN(DYA;OH
3)RN(HABSJTA EA (T.
(..VEA TP)I\I\IRANU0 )lR
(GPE)S1DZ7FISGHN14EE
H )SSZ)I\E(()R)ATA(RM
SEZ)E(1 Ha 93T3REP 0A
15(76 (HSNN(S(.ANAOM..

ICA (3)ASIA I

. DR (Ur: C)AAP. U P JPN H

.chh ThhTOllYAv-)+)TRT
HTSHQOSU(LBN)N8 7)0U
S)ISO)ID IMA8A(0(~690
)TJMIP1L)NHUM(M. A ()5
7(ED)(GGLACLR RYCA 9)
( LE1. N(T.\IOEYEAAP.IE(2
0F-w(.d£ G1CGLGURAN (

E NHAOSR 1ENMNRGC(XSCLO NH)S 3)1E() A GUNOT
9HTITFMOEEE.C(.CANA))I 0)]0N Iva-1..)Efiuoad burl oUCA)HE
. HAA ADEEE RLEPTSLNDSNG T)(6SC(CRE(WIER)P1GP
.DYGGFFF/ORRREGRDA((OACIxAAH A2 (E/ COS )))U2)(IO
AIE)OOEMGGGLAE)J HIH HTS L(H NOD/NEN272)(6 ER
TTER1 L)AAA3)H6)ETTRTNR)I ) CNAN45)NA(((7 (E)U
55% (RRC2 S ALTerNSAERAEAN 6ETAPIOSSII (A N85
0 Tu C..Epi.(\VuT.Y.C/\..: (OICTOT.G(AH(NUIAPC.C(HRMKD IR0I\\J
LYDULHHU LOLI NY NH Y 6. DS ODGJP/G COURNLBON 1

)M.CU.ATT\IE.C .COrc)A.C)Su.¥8K_CSK)IK)\IE)INUS)DIAAIM.D\INI\
.u N. UAAQET.YTD.E~UNL.UIASENSEONEalOWDLETSOAGMLZUAOE
(GITQFszRALAprxRI/xDMc__tOnIc_/\AE((R(IVRI(ULNGALUrkVN
kAkEDD GRNRAG 0H UORRORR PR 0 HEOH CEENROC ET.

EIGG NNT A EOE #0. N C‘IER PG NSGSSGC7 NSPSPSZE ED .cECEéST
RnB)Il—AA \d 5090 TSAC))~3\I\J 21)))3\I\I?.~3\I7.)))\IIQ )))))\I)IQ)N
EU~(E LRRU IOT0010510415940,30450050575405161615070

-nC!\ fiA Grunn Duulsv... NDC< (C((I\I\(((C(I\CC(C(((I\C(I\(I\(((CI\C

APPENDIX F

APPENDIX F

ammumamav masovcmu unnzoEOm mmz pH mm Emu“ osu mo umflesc mzu oq mumwwu umnssc mLB

.muflmccoHpmmsv Hmsuum mzp ca

 

TABLES OF ALL DATA SETS

 

 

 

 

a
«.ma 0 MW
0.0N ma ha
m.0m ma ow
mnmfi m 0H0 new» Wfi
m m Amocxv mc<
5.5m 0m , Mamemm
. J. mam:
m Nv on Am00¢v xmm
. mmcfiagflfiflca
n.b v cmamb
W.W W mHm<
. uonmsum
m.w w mHQEDHOU
m.m m mHHLU
m.m v Hamwum
N.MH m mofiumsa Luzom
. >CmEumD #mQB
m.mw We wcmaucN¢H3m
v.5 m ccsm3m
m.m m >w3uoz
m.m v mUCMHuwzumz
N.w m cukuw
M.M fl mucoum
o. m ncmHCHm
-.m 0 zucECQQ
N .h N Esmflmamm
w.m5 mm amouzm
HANOUV CHUwuo mo >uucsou 02m LCQCwucou
0.006 mm Hmuoe
* .oz
whownupmfi cmoflzoflz
ca muconsum Hoonum gown cmamuom wo mUHumHumuumumcu ocsoumxumm.w.m mam¢a

1933

COCOC‘JQ'G)

1941

m m.HH m 30H:
Hm m.fi0 mm £0H£ Esflcms
0.0m vw ESflva
m 0 0 30a ESHUwE
m 0 o ~>OH

AQfio< .moomw
cmmflnoflz CH mSOI Xumm mwcoumm mo WCHUcmLm Hmfiuom ©m>amuumm

o
mmvom
W?
m
N

Hm>ma amuouuonllmoumvs mymsumum
HQ>mH .d.zllmmumwo mumsvmum
Xhoz mumsomuo wEOw
mumsnmum vowaaoo

HOQLUm mvmuu
mo wwummo muaHUOmmm mu> m
omofificu mu» mlw
m mpmsncuo %uoccoumm
>umtcoumm mu> mlw
>MMucmE®Ho mu> mlw
mcoc

Amoo< .noo<0
H 0801 xumm umnuoz we ucchflmuu< Hmcoflumusnm

o
.m
.m
.00
.m

MKONNO
51.00030)
[\r'lfimm
Q‘QHMN

ommmm
HMI‘O'J)

C
(O
0‘
'r-4
.6
U
...;
S
C

Hm>ma amuOuuoollmwummo mumsvmum
Hm>mH .<.lemmu000 Qumscmum
xuos v+m3cmum 050m
6 owmsvmua momaaou
Hoozum ouwuu
no mmuomv mumfiuommm mum N
wmmfifloo mu» NIH
mpmsnmuo >nmvcoomm
>umccoumm mu mnfi
>umpcwE®H® mu» wlfi
Aveo< .moo<0
cmmHSUflz :H 080m 20mm uwzum; mo ucwazamLu< Hmcoflumusnm

O
momma
r‘l

MONCDV"
(\l
mvmmm

57>ka (DC‘CDVKD
O O
[\bmm
r‘

d‘d‘hm

$ .02 fl .oz

 

 

. COHumeCHuCOU . w o L msHfldafi

‘195

0000 umcumw
Umuuo>fl0 pan 0Cw>wa mum mucwuma
v uwnummou 0CH>HH mum mnguma

ACfiO<V 080m xumm m3¥0um Hmucwumm

VCOCD
0

0mm

FMN

 

 

 

 

0.w a CMOQ CuC0>mm
m.fi a cuoa cymflm
m.b~ 0 Chop Cuu00m
0.mm ma C009 cuHCu
m.wm 0w cuon 0Coumm
0.0m 0w Cuoa umuflm
0.6 H UHHCU >HC0
Ama0<v 050m xumm C0wuwmom HmCHUuO
m.m N 0 0 mMOE no 0CHC
0.H H 0 0 ufimflw
o o 0.0 a C0>mm
0.m m 0.m m me
m.bd 0 m.m m 0>H0
m.mfi b 0.0 m 050%
H.mm NH w.mm Na mmufip
d.mm Na 0.0m 00 03%
5.5 w 0.0m «a 0C0
0.m m 0.w a 0C0C
Cmmwnuaz CH 0503 20mm Amao< .waodv m0CHHnflm 00 000502
0 0 0.0 m nuDQSm
0 0 m.0fi 06 COflHHHE H um>o mwum meflaoqouume
o o m.m m ooo.oqa um>o >000
0 o m.fia o ooo.ova usonm Mo >000
p.> q «.mw m 000.00“ umncs xuflu
H.m> 0m 0.0m 0H CEOu HamEm
N.0fi Ow m.m m Eumm
cmmflnuaz CH 080m 20mm A0004 .m0040 CCSOmeUmm Hmwucwnwmmm
x .02 .0. .oz

 

 

.cofiymscflucou.fl.m.mqm<e

 

1965

.uHmH> C0ku0m 0:0 ou MOHMQ 0000HQEOU woman may 00 mu000u 060$ xomm Hoosum CH 030000

.CmmHCUHZ CH Hoozum £0HC Eouw omumswmum umsn 00C
0cm umm» UHEmomom 0>0H 0:» mo 0C0 mfiu um muHmCCoHCHQO mnu ou nmwcoammu mqunspm 0800

m
H

 

N.0v 0m
m.0m 0H
m.bH 0
0.0m 0H
0.H H
m.mm mm
0.H H
0.H H
NcmmHCUHZ CH
x .02

0.0 v
H.mv mm
N.v¢ mm
N.HN HH
0.0m mm
m.mm mH
N.Hm HH
0.H H
b.mm 0H
0.0m 0H
m.mH 0
050m xumm
H
0.H H
H.m0 Hm
0.H H
0.H H
m.m m
m.m0 0v
x .02

0C0 CMfig whoa
0C0
0C
A0m0<~ QEOI m000050m CUHmMom
um 00>HA uC®USpm Mmdmnuxm CmUHHmE<

 

 

m.<

m.m

m.U
Ammo< .Nmo<v moomuw wUmHm>¢

 

Umumscmum

mH @0000

NH 000nm

HH mcmuo

oH mwmum
AHHo< .mHoav Hoozum CH msgmum

 

mummx m on a:
0C0:
AHmodv mqumflumme Hoogum OCHvumom

 

>HC0 umcumm
>HCO uwzuOE
umzumm 0cm hangoe
CMCUHHCU 0cm umcumm .umnuos
AmHodv CmUHLUHE CH CoHpHmOQEOU NHHEmm umom

 

 

 

.COHpmSCHuCoU.H.mqum<B

19'7-

O to...
HbmmHMbMHmmt‘L‘hmfi

mt‘wwmmmmmbhl‘bbbm
O

0.HH
N.0H
m.0w

qumHmmmHmmq'Q‘C'MH

0m

.02

Cmeuze
cmeumwlmmHzm
anomzm
CmHCQO
mmmsosuuom
ocflaflfiflm
cmHmmsuoz
mmmCQOh
xmmuo
CmEuww
Cucwum
CmHEmHm
CmHCCHm
£0u50
CmHCmD
mmmCHCU

Ammouv Ammmcoe umnuozv
COHuomumuCH >HHEmm mo wmmamcmq

 

whoa no 0>Hm
. 0C0
020C
“Hmou0 uHmH> cmflmuom ow uoaum
CH 00>Hq mmHuquou 00:00 mo umnssz

 

mquu

00:0

>HHEmm 0C0 CuH3 nmxmpm .um>mC
tbm>0<v uHmH> cmeuom UCHCSQ
meHHEmL 000C050 m¢EHB we uwQEDz

 

 

 

.coflpmscflucou.fi..0mqm<e

 

 

1983

0003030000 0C0 CmEu0o .LmHzoam 0.H H.
50:000 0C0 CmHCmmm 0.H H

30000 00 Cchmmm .CmEu0o 0.0 w
m.00 0v

00HCO
030
0C0
0COC
Ammouv 0000000 00 c000000< C0 >00Emm
000$ C00H00€< N9 £02000 mummnocwq

 

 

 

.Cmeuwo .Cucoum .CmHHOCm

.>C0€0m .Cflpmq .CmHHmuH .30000 .CmEu00 .COC0um .CwHHmcm
.Cchmmm .Cmeu0o .Sucoum .SmHfimCm

.C0C0um .cmafimCm

. mHCmam .CnC0um .CmHaocm

.Cchmam .CmHamcm .0m0CHCU

.20H003m .C05000 .C0C0um .CmHfimcm .Cuwcmo
nm000:0

.20000 0C0H0C0 .fimHamcm

.CHqu .LUC000 .LmHmmCm

.CmELoo .CmHHOCm

.Cmeu0w “Cucmum .CmHflmcm

.CmHnmzm .CmHCmmm .C05000 .Cucvum .CmHHocm
.CmHCmqm .hmamz

.Cwumq .30000 .CmEu00 .CmHm0Hum .Cuc000 .Cmflflmcm
.CmH003m .C0H003uoz .CmEu0o .Cucogm .Cmaamcm
.monmme .CHumUCMZ .LmHamCm .>OE<

HMCCHpHUtd mo 09>? C20 hwnEDZ
mexuse 0:0:00 00L0OE
C0500Oaumezm 0:0C00 00C0OE
CmHUOBm osocou 00:00E
Ichmam 050C00 00:00E
0003030000 0:0Cou 00500E
0003HHH0 020C00 00L0OE
:0H003002 0:0C00 002008
000C0000 030C00 00:00E
£0000 030C00 005005
Casuoo 000Cou 00:008
fiucmuh 0:0:00 00£00E
CmHamam 050Cou 005005
CmHCCH; 030:00 002006
C005: 0:0C00 00:005
CmHCmo 030C00 00C0OE
000C050 030C00 00:005

Ammouv ozmcoe 000002

 

 

00 C000H00< CH C0xoam 0000:0C0A

C0>0m
«>00
0:00

000C0

030
0C0

 

0.H H
0.0 m
0.0 v
0.0m 0H
0.0m mH
v.0H m
R .02

Ammouv 030C09 00:00: m0CHm0Q C0xoqm
0000:0Cmq H0C0H0H00¢ mo 00QESZ

 

 

 

.CoHpmSCH0COU.H.0 04048

.z Haney on» scum
UM#MCHEHHM mumz :mHQMUHHQQm COC: mm mEmuH 00u03mCm was» mproCOQmmu wo quEDC mCBN

.muHmCCOmewzm Hmsuum 030 CH
Dmmumamflo >HEOUCMH umn3mEom mmz uw mm Emufi mCu m0 uOQEDC 05¢ ou mumwmu HmQECC 0C9

 

‘199

 

 

w
am m.mm m.mm N.mm m.m m.m o x cmmflzuflz CH
mv 0.Hw p.06 m.fim m.@ «.m o x meo: Comm
Afifiou .Ofiouv .mocflawmm m.umguo
£000 m0 wumumnflmcoo mum mquCmm >2
fim 0.56 «.mm fi.m¢ m.m o o x cmmflzuflz CH
mv m.mm o.mm m.mm q.@ o o x meom xumm
Anoou .woouv .mumppwe
.uCCCMOQEH C0 mmumm mpcmuma >2
em m.mm >.mw v.mm m.a 0.5 0.6 x CmmHCUHE CH
mmq m.qm m.m o.mm N.q N.q m.q g mac: Comm
fiAm u .fioouv .umcyo
Comm Cow Coauowkwm 30£m mewqu >2
>uHHmHC0mCOU HmCC0umm
44909 m m v m m H o
pvs e m e D. nvm 0.3 p
z ,b.+ .b o ,D I. Tro T.4 T
11 ID. 1 3 SD. SJ I.
80 88 8 E 98 90 73
EU 81 8 5 5: Su au
5 P J 19 35 IO
T. 3. a 81. at a
..A a a 88 SK u
T. .L D
A K a

 

 

.mpmauunmfi cmmflnUCz
CH mucmozum Cofiouom >9 moflHHEmm Cmmwzuflz ocm 0&0: wo mCOHumouummllmN.m mqmde

 

 

20C)

mm o.mm w.m 0.

Ln
OJ

m.m« 0.H m.a «.mm Amow<v .u0Cpo
C000 cuHB 000C 0>0C mpC0C0Q C0UHM0E<

>8 QHC0C0H00H0C 050 £0H3 E0 H C020 H0Cuo

£000 CuH3 0>0£ 080C 2009 mpC0u0m >8 QHCm

ICoHu0H0H 0C0 £0H3 0HQ00000500 0HOE H000 H

m o o x cmchon 2H

.v o m.v & 0502 £00m
AmmHm .mmHmv .umzuo

C000 CuHS OCH0Q >0mC0 mpC0u00 >2

Hm fi.m¢ m.m H.m¢ m.
m0 H.mm m.©fi m.mm m

om o.vm o.vm
50 5.00 N.mfi m.mm

x cmmHLUHz CH

o m.v x 050: xumm
Ammou .Hmouv .umzpo

C000 How mmCHCu 00HC 00 mpC0u0q 22

O

o

N
(‘7
HO
0
Nm
0

o

N
O

 

Om o.mm 0.HH o.m¢ o.q o.m 0.0 x cmmHnqu cH
>0 m.mm m.mw w.mm m.v o m.¢ & 050: #000
AmHou .mHouv .Haam: Hum> 0H
muC0000 >6 mo QHCmC0H00H0u H0C0C0o 0:9
0m 0.0m o.mm 0.00 o.m 0.0 o R C00HC0H2 CH
00 b.mv v.ow «.mm m.v o m.m $ 090: x000
AmHou .mHouV .00:00 5000 on
Mama Cu mpC0u00 >5 mom >000 0H 0H
qdeoe w m w m m r c
z o. 3 p.0 9 P 0.0 0;: p
,0 w¢ ago ,0 t. 1.0 1.2 I.
.4 J 7‘0. J S S P 3.4 J
.u o a.o a 9 p.0 9 o J
a "u 9.0 a 6 aux 800 a u
.o e J 3 e 1.0 J 0
I a a a 4 a I a
,A a a a a erA u
I I 0
A A a

 

 

453095080 {mm . C 00049

20f1

mm H.mm 0.0m 0.0m m.m 0.H 0 fi C0mH£UH2 CH
mm «.00 ¢.mH h.mm m.m o o 2 060m #000
. AmHHC .mHHCV .Hmm
00 0>0C H 00:3 00 C000HH 00C0u00 >2

mm m.HH m.>H v.00 N.mH w.m b.m fi C0mH£UH2 CH
mm 0.0m m.mH 0.00 m.m o o R 0802 £00m

ACHHC .mHHCV .mxHH
H 0EH0 >C0 m0C0H00 >8 o0 0H00 C00 H

mm m.m H.mm m.mm m.mm m.m m.m $ C0©H£UH2 CH
mm b.mm m.mH m.mm o.mm m H o R 060: 000m
AmHHC .CHH40 .mCHC0HCm
00000 m0C0u0Q >E o0 MH00 C00 H

 

 

mm 0.0m N.HN N.CC 0.H 0.H o x CCCHCUHC CH
mm m.mm 0.0 0.0m o o 0 fi 080: £00m
AmHHm .NHHCV .00 0>0HH00
>050 .00000 000 m0C0000 >8 HH00 H C003
mm m.m H.H m.0m >.Nm C.mH m.H x CmmHCUHz CH
Nm o.mm w.m o.mm m.mH m.mH m.m & 0602 000m
AHHHC .OHH4V .05 000000 00:0 mmCHS0 0:000
00C000Q >E 00 0H00 00 0E 000 >000 0H 0H
C0H000HCCEEOU DHHCUu0C0umm
44908 0 m 0 m m H o
z e s 0.0 e P 0.0 0;: D
,0.+ ,b o ,0 Ts 1.0 1.4. I.
~41 Jay 3 S Snv C01 J
a o a a a 0 0 a 0 o I.
e u a 1 a ,0 .b 1 5.0 a u
.0 e 1 I e 1C0 J 0
.L 1. a 31. 9T. 8
A a e a a SFA u
I I 0
A A a

 

 

.C0H00CCH0COUnI0N.m.mqm<e

 
 

2C32

mm
mm

mm
mm

mm
mm

mm

Nm

44808

 

v.mm N.mH v.00 m.H o o
H.H0 m.m H.mm o o o
N.vv m.HH m.mv 0.H o o
H.H0 0.0 N.Hm o o o
0.0m m.m 0.0m o m.H m.H
o.m0 m.m N.Hm o o o
0.0m m.0H 0.0m m.mH m.m o m.H
o.mm m.m o.mm m.mH 0.H m.H H.m
m m 0 m m H o
e s E w E D. 0.0 0;: D
,0.+ .0 o ,0 1. 1.0 14+ 1.
I J J P J S s P 3.4 J
30 98 a 0. Ba 80 7:
au 81 a 5 5: Eu au
,0 B 1 I e 100 700
I 4 a a 4 a I a
K a a 88 SK u
I I 0
K .A a

x CmmHCUHZ CH
8 080m 000m
AmeC .mmH40
.0C0000 08 mCH>05 >0nC0 m0C000C >2

0 CmmHCUHz CH

0 0802 £00m
AmmH< .HNH<V .me 00HH m0Co0mC 0:

& CmmHCUHz CH

0 080m xumm
AHNH< .ONHCV
.08 O0 mCOQQ05 0053 0000 0050000 >2
00C0JQ000< H00C000m

 

0mmH<v .000500 CmoHCmEC
>8 50H3 0005 C050 0805 x000 >HHE00
>8 50H3 000000 moCHH000 >8 00050 C00 H

AmoH<V .08 0C0 0005

m0C000Q C00H008< >8 50H3 C050 .08 0C0
0805 £000 m0C000Q >8 C00300Q C0H000HC08
:800 050 50H3 0H000000800 0008 H000 H

. COH000CH0C00 113.0 0.0040.

 

 

 

 

 

2C)3

mm «.mm 0.8 «.0m 8.8 8.0. m.m 8.Nm 0008<0 .mucmuma cm000024 >5 >0
c050 0805 5000 00:0000 >8 >0 00000000 80
H >03 050 5003 00000000800 0008 0000 H

mm m.m0 ~.mfi 0.0v m.08 m.m 8.0 8 cmm0000: 00
mm 0.0m m.ma 0.0V 8.8 o 0.0 8 0200 00mm
A¢N0< .mm040 .o0 0 0mm: 000
08 000090050 050 000000 0000000 >2
mm 8.mm m.0m 0.0m m.88 o o 8 cm00800z c0
mm m.vv ¢.mfi 0.8m m.m o o 8 ago: 00mm
00800 .00000 .mco
I>50 00 0000 00 8.H 30050 0050000 >2
mm 0.0m 0.0m 8.00 8.8 o o 8 cm008002 80
mm m.00 0.m 0.08 o o o . 8 0508 0000

08000 .moomv
.08 5083 >QQ05 000 0000000 >2

mm m.0m o.mm 8.Nm m.m o 8 cm00800: CH
Nm m.m0 m.80 m.80 8.0 o o 8 0508 00mm
“moom .Noomv .00
H 0053 :0 0000000uCH 000 0000000 >2

 

04809 0 m w m m a o
z e s e m e “V 880 n89 p
.b 4. .0 0 ,0 1. 7:0 14+ I
1 1 J P .0 s c.0. s.4 ;
a o a e a e p.9 p.0 ;
a u a 1 a ,0 .b 1 auu «au
6 e .4 782 Jay 700
I 4 a a 1 a I e
K e a a a arA u
I I 0
K A a

 

 

.500009000500I10N.mn04049

204:

.Qm.m manna CH 0004 cam 0504 omHm wmmm

 

mm

mm

mm

mm

mm

A4808

m.ma

m.mfi

b.b

N.dm

N.mfi

m.mfi

0.0m

m.md

m.fi

5.5 «.m6 Aamo¢v
.meoc 20mm mucmumm >5 can» uoa>mzmn

>5 usonm uufiupm muoe mum mucmuwa

CMUfiumE4 >5 umnp yawn“ H .Hamuo>o

0 h.» Ammo<v .cmmH30Hz CH mums cmnp wmmmaa
H uw>mum£3 wuoa OU cmu H .mEo: xumm

NMNMI
m m

0.0 Ammomv .muwn >Hflemm CMUfiumE< >E
cud: mEHp Unmam 0» nmumoaaao Hmmw H

>.> m.mm A>Ofi<0 .>Hflsmm chHums< >5
spa: on H Cmsw 0E0: #009 >HHEmm >5
Sufi: mmHuH>kum so meu muoe Ucmam H

o v.mfi Ammo<v .mum; >Hflemm cmu>umg< >5
we mmonp cmnu umuumn 0&0: xomn >HHEmm

>5 we ammumucfi cam mmfinnoc «Lu mafia H

mmflufi>fluu< >Hfleam

 

 

33:69
Ktbuoxqsw

aaxfieu1

Ktagexapom

aaxfiev

anBQSIpm

(\l

aexbes:p
Kraqexapom

H
O

eezfiesrp

Ktbuoxqs

eouaxeggrp
ou

 

 

. cowpmacfiucou ....mm . .m mama;

2053

mm b.b m.H m.HH «.mm m.m 0.0m Ammw<v .wumn mucmuma
cmoHqu¢ >8 0p mmCHHmmm >E mHMUHCSE
IEoo on Unmn pH mxme mmucmummmfln momsmcmq

mm 0 b.h 0.mm 0.mm m.m m.mm AmNH<V .mmucwummwflc
moodmcmH Ho mmsmumn >HHEMH chHumE< >E Lqu
mpmoHCSEEou p.cmo H cmzz Umymupmsum Hwow H

mm m.m o m.H m.>fi m.m «.mm ANNH<V .mmucmumw%fin momsmcma
Eouw mOHuHSUHHmHU mo wmsmumfl >HHEmm

CMUHuwsd >E nqu LUBE UU>HO>CH #00 p.200 H

>HHEmh mmmsccmq

 

Om o.vm o.mm o.ov o.ow o.m o.N x cmofl50Hz :H
cm o.v> o.¢a o.ma o o o x @502 20mm
Ammou .vmouv .Amvumumflm uo\mcm Amvumcuoun
>2 npflz omflmmflgmm Homw H .Hfimum>o

0m 0.v 0.0 0.0m 0.vm 0.v o.vm Amoouv .AmvuwumHm
u0\bcm Amvumcpoun cmuHumE< >E suflz
mncwHuH >E mum3m o» m>mn H wasp Hmwm H

0m 0.0v 0.0H 0.vm 0.0 0.m 0 AHNOUV .AmvumymHm u0\ocm
Amvuwnuoun cmoHumE< >6 >3 wmpamuom Hmom H
mucmucmuu< deHQHm

 

 

Adeoa o m ¢ m m H o
2 ea; p.m e P nvm “vs P
.b.+ ago ,b .& .&o 1.3 I
1 J J P 3 s sfiy 3.4 ;
a o a a a e e.¢ eau J
anu 3*“ a 6 Au; 5 u a u
,b 2 J 1 9 1,0 1 o
I 4 a a 3 a I a
..A a a as at“ u
_L ..L 3
K K a

 

 

. COHuMSCHpCOU. ....mm . m mam<9

2063

mm
mm

mm

0?

Q4808

 

 

 

m.¢m H.mm m.wm m.m m.m m.fi x cmmflnofiz :H
m.w> m.HH m.m 0.H 0 0 $ $80: xumm
Afimfim “mafimv .mucmumm
>8 suwz omHHmHMMm Hmmm H .HHmum>O
NEE; coflomwmflmm
m.hfi m.HH 0.0m m.HH 0 m.m 0.mm Ammo¢v .mumn >HHEMH
CMUHu08< >8 suflz OCH>HH cmsp uwuumn
mH m80: 20mg >HHEmH >8 an3 02H>Hq
>HH8mm mCOHamyuwmxm
H.N N.v m.m 0.mm m.m H.0m Aomoov .AmvuwumHm uo\Ucm Amvumcuoun
CMUHum8< >8 ou mmcHHmww >8 mumUHcs8800
o» Cumz “H mme mwucwuwwwHU mmmzocmd
0 m v m m H 0
9.3 e m e P D.m 0.5 P
6.3. .b o ,b I. Tro 1.4 T.
3.4 J P 1 3 SAP 8 I r:
a o a a a 9 9.8 e o J
a u a J a .b Ru; 6 u a u
,D e 1 1 a spa 1 o
I 1 e a 4 s I a
A a a 8A8 .cK u
I I «~
K ..A a

 

 

.coHumscHucou unmN . L mug;

2C)7

$00Hnmmuz

 

m
ROOHuNmHZN
.mN.m mHnme CH Hmoé new mwod HGBOQ omHm mmmH
o m.H mHoc:
o o uczm
0 0 mUHm m.um£p08 mo umnuOEUcmum
o 0 mon m.umcy08 Ho umcummncmum
0 o wUHm m.um£pmw Ho umzuOEUcmum
0 0 mva m.um£umm H0 umnumwncmuo
m.H 0 cwuvHHno 03» mo mco
0.0m m.mH uwguOE
¢.0¢ >.mm umzymm
m.mm m.fim Hmscm HHm
>m>o< .m>o<v mfl >HHEmm >2 CH
comuma HMHpcmuscH cam Hamumsoa pmoe 0:8
mm. coming: CH Na. 0803 30mm I Hg

 

 

.manmu mmcoammu ofiqfluflse mmbmfin>>mfi cmmflcoflz .
CH masonspm cmHouow >9 mmHHHEMH cmonUHz cam @803 m0 mcoHuamoummnlgm.m mqm<e

2063

.Nm n z u * 0.00HN

.v u H: cmsoucu m.v mm H 000v.¢ zmsouna m.m mm H 000v.m canons» m.N

 

 

 

 

 

 

 

“H 0000.0 canons» 30H ”v nosounu H oucH nmeMHHou mum 0 Losounu H mo mHHom mcaH
0.00H m.m0 N.Hm 0.m 0.0 q<eoe
¢.mH m.>0 0 m.mH 0 nmUHo uo 0H
0.00 0.0V 0.0V 0 m.mH 0H
0.0m 0.0m m.0m m.m m.0H 0H
m.mH v.H0 0 m.¢H m.¢H 0H
0.0 0.00H 0 0 0 0H 004
0803 xumm
. .>uHHMHcmchU Houcmumm .m.H
0.00H 0.Hm N.vv 0.m 0 40808
¢.mH m.0m m.m0 0 0 quHo uo 0H
0.0m 0.00 0.0V 0 0 0H
m.0m v.00 H.N¢ m.0H 0 0H
m.mH H.0m 0.00 0 0 0H
0.0 >.00 m.mm 0 0 0H 00<
cmmHZUHZ CH
N0.00H 0.00 m.mH 0.H 0.H A4908
«.mH m.>0 0 m.NH 0 umUHo no 0H
0.0m 0.00 0.0 0.0 0.0 0H
m.0m m.m0 0.Hm m.m 0 0H
0.mH 0.m0 0 m.VH 0 0H
0.0 0.00H 0 0 0 0H 00¢
m80: #000
v m m H .Awucmuamoom Hmucmumm new .COHu
44908 mmumm woumm mwummmHU .mmummmHo l00HC588ou 0HH£UIpcwqu .>0HHchmmcou
>H0couum >Hmcouum Hmucmuma mMUSHUCHV mchcom >HHEmm .H

 

 

.000H1000H cm0H20Hz :H mucmvsum

Hoocum 50H: :0Hmu00 00 000 >n mcoHuamouma >HH800 cmmflcuflz 0cm 080: 00 mQXQUCthmm.b mqn<e

2099

 

 

 

 

 

0.009 9.00 0.00 9.00 0 40909
0.09 0.00 0.90 0.90 0 0000o go 09
0.00 0.00 9.00 0.09 0 09
0.00 0.00 0.00 0.00 0 99
0.09 9.90 0.09 0.00 0 09
0.0 0.00 9.00 0 0 09 000
00095002 :9
0.009 0.00 0.00 0.0 0 00909
0.09 0.09 0.09 0.09 0 00000 00 09
0.00 0.00 0.00 9.0 0 09
0.00 0.90 0.00 0 0 99
0.09 0.99 0.00 0 0 09
0.0 9.00 0.00 0 0 09 000
@802 Xqu
.COHQMUHCDEEOU UHHLUIUCMHMQ .Q.H
0.009 0.00 0.00 0.0 0.0 0<909
0.09 0.00 0.00 0.09 0 00000 0o 09
0.00 0.00 0.00 0 0 09
0.00 0.90 0.90 0.09 0.09 99
0.09 9.90 0.00 0 0 09
0.0 9.00 0.00 0 0 091000
0 0 0 9 c0000002 :9
04808 @0000 mmuom omummmfio mmuowmqv
>Hmcouam >Hmcouum

 

 

.COHJmSCHusou:Imm.m 04048

2210

 

0.00H 0.00 0.0m 0 0
0.mH 0.00 0.00 0 0
0.0m 0.00 0.00 0 0
0.00 0.00 0.Hm 0 0
m.mH 0.H9 0.00 0 0
0.0 0.009 0 0 0
0.00H 9.00 m.9H 0 0
0.0H 0.90 m.NH 0 0
0.00 m.M9 9.00 0 0
0.0m 9.00 0.0H 0 0
m.mH 9.00 m.0H 0 0
0.0 0.00H 0 0 0
w m m H

4<EOB 00900 mwuom mmummmHU 00900090

>Hmcouum >Hmcouum

A4808

uoUHo mo 0H

09 004
cmmwco9z :9

 

44909

nmoHo no 0H

 

0802 x000
.mucmume04 Hmucoumm .U.H

 

 

 

.COHuMDCHpCOUIImm.m 04048.

Zill

 

0.000 m.mm 0.0m m.m m.m
0.0m m.mm 0.0m m.m 0.0
m.mv 0.0m 0.0m 0.0 0
0.000 . m.m0 0.00 0.0 0.0
0.0m m.m0 0.00 0.0 m.mw
m.m0 0.m0 m.0m m.0 m.0
0.000 0.0m m.vv m.m 0
0.0m 0.0m 0.00 m.m o
m.m0 0.m0 0.0m m.v 0
0.000 0.00 m.m0 0.0 0.0
0.0m m.m0 0.00 m.mH m.m
m.mv 0.0m m.00 0 0
0 m m a
qdeoa ‘mmumm @0000 mmummmflo mmummmfic
>Hmcouum >Hmcouum

A4908

mamemm

000:
0000000: 0H

@4808

wamemm
mam:
0&0: Xumm
«NJHHchmmccu Hmacmumm .m.H

 

 

A<EOB

mamewm
mamz
00000002 0H

 

AdBOB

mamemw
0H0:

mEoz xumm

.Amocmuamuum Hmpcmuma 0cm .coHu

ImUHQSEEco UHH£UIucmqu .>aaamflcomcou

Hmucmuma mmosauc v mdflccom waflemm .H

 

 

 

 

ombmfllhfimw CQOHSUHZ CH m#2033#m
Hoozum Ema: 0000000 00 x00 >2 0:000000000 >H0500 Cdoqcuaz 0:0 use: we mmxoccHunnm.m mqm<e

4!.
Q.

 

0.000 v.m0 0.0m 0 0
0.0m 0.00 m.mm 0 0
m.mv 0.m0 0.0m 0 0
0.000 0.m0 m.00 0 0
0.0m 0.00 0.0m 0 0
m.m0 0.0m 0.m0 0 0
0.000 0.0m m.vv 0.mm 0
0.0m 0.0m 0.00 0.00 0
m.mv v.0m «.mm m.0m 0
0.000 0.0m 0.0m m.m 0
0.0m m.mm 0.00 0.0 0
m.mv N.00 0.0m 0 0
v m m 0

44900 mouom momma monommH mmummmflo

>Hmcouum >Hmcouum

A4808

mamemm

mam:
0000000: cm

 

A4808

mamsmm
@002
@502 £000
.mucmuflmuu4 HMucmumm .U.H

 

 

A4808

mHmem
000:
00000002 cH

 

A4808

mamewm
mam:

 

050m xumm
.COHumUHCDEEOU 000:01ucmumm .Q.H

 

 

 

.coflumscfluc00|unm.m 00048

21L3

 

 

 

 

 

 

0.000 m.mm 0.0m m.m 0.m Q4808
0.0 0.00 0.0m 0 0 mam4
m.80 0.mm 0.00 0 0 muaume4 30:00
0.? 0.00 0.00 0.0 m.m 000.30
CmUHLUHZ cH
0.000 m.m0 m.0m 0.0 0.0 04808
0.0 0.000 0 0 0 00m4
m.80 w.mm m.mm 0 0.00 moflume4 Luzom
0.? m.00 0.00 0.0 0.00 000.30
0E0: #000
.0u00m0cw0c00 Hmucwumm .m.H
0.000 0.0m N.vv 0.m 0 A4808
0.0 0.00 0.0m 0 0 00m4
m.00 0.00 m.mm 0 0 muflume4 cpzom
0.2. 0.00. 0.00 m.m 0 . 008:0
20005002 CH
0.000 0.00 m.m0 0.0 0.0 44808
0.0 0.000 0 0 0 mflm4
m.00 8.00 m.mm 0.00 0 MUHumE4 nusom
0.? M00 «.2 0.0 0.0 008:0
mEOI xumm
0 m m 0 .AmUCMuQmuum Hmucmuma 0cm .COHp
A4808 mmuom mmuom mmummm00 mmummmao IMUHCDEEOU UHHLUIucwqu .quHmflcwocou
>00couuw >Hmcouum Hmucmuma mmUSHUCHV 0:0ocom >Hfismm .H

 

 

.080010800 amoWSUHZ CH mucmcsgm 000500

:00: c00muom mo ucwz0ucou >3 mc00uaouuoa >H0Emw camazoflz 0cm 0E0: mo mwXMUCHIIUm.m 04048

 

 

 

2111

 

0.000 «.mo 0.0m 0 o
0.0 0.00 0.0m 0 0
m.80 8.00 m.mm 0 0
0.m8 m.m0 0.0m 0 o
0.000 8.mm m.80 0 0
0.0 0.000 0 0 0
m.80 0.00 0.00 0 0
0.m8 0.00 0.00 0 0
0.000 8.mm 0.00 0.mm 0
0.0 0.00 0.04 0 0
m.00 m.mm v.00 ~.NN 0
0.M8 0.0m 0.00 m.0m 0
0.000 0.0m m.0m m.m 0
0.0 0.00 0.00 0 0
m.80 v.00 m.mm 0 0
0.M8 N.m0 0.0m m.m 0
v m m 0

44808. mmumm maumm omuOMmHU manommHU

hamcouum >Hmcouum

A4808

m0m4

MUHumE4 cusom
waousm

 

cmwfismw: 0H

A4808

00m4
000u084 nusom
maousm

 

mEo: xumm

 

.GUCMummUU4 Hmucmumm

A4808

MAm4

m00u®E4 Lusom
. onusm

.U.H

 

0000500: 0H

A4808

0004
MUHumE4 nuzom
maousm

050: xomm

.coquUACDEEOU CHASUtucoumm

.Q.H

 

 

.coA¢QSCAucoquUm.m 04:48

21£3

x 00000002 0H

X. 080m xumm
_ 00004 .00040
.0500 any mucmosum #0000 00020009 #002
COHymmuuwm 00:0008

mm m.
0

v.m0 8.Nm 8.Nm m.m0 0.
mm 0

mm m.m0 8.0 m.m0 N.0m «.m0 0.0 N.0N A8004v .c000000:
C0 0003 Hoonom >8 £003 £000 060: #009
000500 >8 £003 manmuuoweoo muoE 000% H

 

 

mm 0.00 0.mm m.mq 0.0 0.0 0 0 00000002 0H
mm 0.0 0.00 «.00 m.00 0.m 0.0 x 0000 0000
00000 .00000 .000000 00 00000 >o000 H
mm 0.00 0.00 0.0m 0.0 0 0.0 x 00000002 0H
mm 0.0 m.00 0.00 0.00 0.0 0.0 0 0000 0000
00000 .0m000 .000000 000
ma0ummumuCH 00 000:00 :0 050300 HMHumumz
mm 0.0 0.0 0.00 0.00 0.00 0.00 0 00000002 0H
mm 0.0 0.0 0.00 0.0m 0.00 0.00 0 0000 0000
00m0< .0m040 .000000 0000c
umOE cmnu 000:0m CH 0n 000000 UAso3 H
COHumwoumm Hoosum
00009 0 m 0 m N 0 0
z e s e w e o. nvm “V0. p
.b 1. 600 ,b I. 1.0 IL+ I
11 ID. 1 8 SD. SJ T:
80 ea 8 9 98 BO 3
au 3: a 5 5: Eu au
5 P 1 IE J5 10
T. 1. 8 31. ET. 8
K a 8 38 SK u
T. ..L D
..A K a

 

 

.000020000 00000002 00 00000000 0000000 20
COAmHAmu 0cm Hoonum 000000000 00000::6800 cmOHLUHZ new 050; m0 mcofluamuuwmlm¢.m mqm48

2216

0 00000002 00
fl 050m 300m

00000 .omomv
.mHQomQ mcaummMMUCH 000 00030000 umoz

mm m.m o.mm m.fim 0.0 m.
mm d.mH «.mfi N.v¢ N.mfi m

0
mm
00

 

mm 0.0 0.00 0.00 0.00 0.0 0.0 x 00000002 00
mm 0.00 0.00 0.00 0.00 0.0 0.0 0 0000 0000
00000 .00omv .000:00>0000 00 00000000
.Hflmfiu CH DmvmmHOUCH mum mhwflumwu HmOZ
mm 0.00 0.00 0.00 0.0 o o 0 00000002 00
mm 0.00 0.00 0.00 0.00 o o 0 000: 0000
00000 .00omv .0000000 000 00000000 0002
mm 0.00 0.00 0.00 0.0 0.0 0.0 x 00000002 00
mm 0.00 0.00 0.00 0.00 0.0 0.0 . 0 000: 0000
00000 .moomv
.0» £000 0» >000 000 00050000 0002
mm 0.0 0.00 0.00 0.00 0.m 0.0 0 00000002 00
mm 0.00 0.00 0.00 0.0 0.0 0.0 0 000: 0000
00004 .00000 .00 2000 0003 000
now Umpqummu mg Uflsocm muwzummu #00:
00000 0 0 0 m m 0 0
Z 9 S B m 9 D. D. w 0.5 D.
5 4 0000 .b I. 1.0 IL+ I
.0 J J D. J S S P S I I.
a O 8 a a Q 2 e B O I.
8 U 8 I a 5 5 J 5 u 8 u
5 E .0 I 9 J5 J o
T. 1. a 8 1. 8 TL 8
.A a 8 a 8 30A u
I I 3
0A K a

 

 

. COH¥MSCHU~COU IIMV o rm Mdmxxh.

 

2137

mm

mm

mm

mm

mm
mm

mm

AdBOB

 

¢.mm N.HN b.mm m.m o 0.H Afimomv .cmmHnoHE CH HOO£Um CH
yum: mmmm >HHmmu mg on mmmmMHu UCHH H
m.mo m.m «.mm m.m o o Avmomv .cmmHSUHz CH who: mmmmMHU cmnw
mCH>USum oHOE muHDUmn 0E0: flown mammMHU
m.m m.m m.>H m.mv m.Hfi H.HN Ammomv
.ummumch oc m>ms H £0H£3 CH Hoocum CH
mmmusou mxmp on m>m£ H CmmHLUHE :H mumm
m.mv v.mH b.mm m.m o m.m Ammomv .mumc 0U
H cmzu HMHumumE pcm>meu as Scam» pmnu
Hoonum CH.mwmmmHu whoa w>mn H .mEom Mumm
m.HH H.mm m.mm m.m b.» 0 fl cmma:uaz CH
«.mfi H.mm m.vv m.mw m.m o x wee: xumm
Ammom .pmomv
.H0020m %E CH m>m£ H mmmmmHu wsu waH H
mammmHU
o m.HH m.afi H.mm m.m ¢.ma m.mm “mao<v .cmmH20flz
CH mum: muwcommp %E nuH3 cmcu mEon gown
muwcummu >8 :uH3 wHQmuHOHEoo muos mem H
m m w m m H 0
p.8 9 w e “H “Um 0.8 P
,b.+ ,b o ,b I. 1.0 1.4 I.
11 10.. J S SD. 31 T7
3 o a a a e e a e o 1,
.cu a 1 a ,0 6 J 5 u a u
,0 e 1 1 9 1,0 1 o
I 4 a a 1 a I a
A a a a a a,A u
I I 3
,A A 8

 

 

.coHumscHucouuxmv.mnmqm<9

 

 

21f3

x cmmHCUHz CH

x mEom Mumm
CmmHm .mmHmv
.HOOCUm >8 CuHs UmHHmHHMm Hmmm H .HHmum>O
Hoocum COHuummmHumm

mm m.bfi N.Hm N.¢¢ v.mH o m.
mm N.mfi m.bH 0.0m m.m 5.5 m

 

mm m.m m.m m.¢v ¢.oq m.m m.m homomv .mn 0» use mcuzu pH CmCu
umuuon mg on mum: Hoosum nwuummxm H
Hoosum mCOHHmuUmme

 

mm m.m m.m m.m m.0m m.m m.mm Amvomv .mum: Hoonom >5 How
mCH>csym mCu ow on we Cow pHsuHCmHv
>u®> pH mme mmucwummen momsmCmq

Nm mom 0.H flomfi O.mN mom momv AMHomV .mhmfi HOOSUm
CH mumcummu 0C9 Cqu mumUHCCEEOU on

HHCUHHHHU CH 0208 mmUCmuwwwHU wmmsmcmq

HOOSUW QUGSUCmQ

 

mm m.m 0.0 m.oH m.om m.mw o.m b.> A0004V
.CmmHLUHz CH HOOCUm >8 CH mum: w>m£

H mmmmmHu mnp Cmnp uwupmn mEOC gown

HOOSUm >8 CH w>m£ H mmmmmHu mCu mXHH H

 

H4809 m m C m m H o
2 an; e m e D. nrm 0.3 o.
.b 3 .b o ,D 1. 7:0 I.1V t.
74: 7,0. 1 s snv 3.4 J
a o a a a e o.a e o J
a u a J a ,0 6.3 .b u a u
Cu 9 1 7,2 .43“ 1 o
I 1. a a.+ a_L a
A a a a.o erA u
T. T. D
A K a

 

 

. COHumsCHuCOU 112V . m mamCB

 

 

2219

mm

mm

mn
am

mm
mm

mm

0v
hm

Q¢BOB

 

v.0 H.mm m.mv m.NH o N.@
H.b m.>H m.0m m.Hm H.> H.>
m.HH v.mH 0.Hv m.mm o m.m
H.m v.m c.0m m.ww H.m @.mw
o.m m.vw C.Hm 0.0m o v.HH
m.m v.0 ¢.mv m.mm m.m 5.0
H.@ H.mH m.mm m.0m H.m v.0
¢.: m.vH m.CC 0.0m b.m >.m
>.> ¢.mH o.mv m.hH ©.m m.mH
H.m H.NH ¢.m< m.vm o m.mH
0.0H o.mH m.mm m.>H m.m m.m
v.m ¢.m m.©n m.mH m.OH b.m
m m C m m w o
e S e m e P D.m 01> D
5 4 .b O ,D T. 1.0 1.4 T.
J I I P I S S p 5.4 g
a O a a a G E a 9 O I
a U 8 I 3 HO 5 I .0. U a, U
5 e J T. 2 1.0 t. O
I 1 a a 1 9.L 3
I,“ a a e e a .A u
_w “w m

& cmeCqu CH

H @503 gumm
AmHoU fimwouv .ou 2Hdu ou >mmw UCm
OCHUCmpmHvUCJ mH Hflflmu\pv0HL&\uoumHCHE >2

8 CMSHCUHE CH

x u on gum:
Ammou .mmouv .o:o>uo>w QC

uwwmo ow OCqumEon mm: osmoomc>m\zuu::0 >2

H _:rCCqu :H

Wm. O _ _ u 0 I. V” U m. NH

Aoooo .moouv .mCCH CQHCCmC
m m>HH 30> mQHOC mzooamc>u\:ugssu 0:8

8 cmaHCUHE CH

X 9E0: #033
Avoou .moouv .mumfiuo H0 @003 3:; How mQCHsu
>CdE a: mm>H® HQHCC\CmQHuC\uoCmHCHE >2

H ccngon :H
& Oc?:+ Mona
AmmHm .HHHCV .nooc u;\m xuos me
mom HQQwu\umeuQ\HmumHC~E >5 OCHEUC H

x ccmCCuH: CH

H @502 gumm
AmmHm
.mmHmv .wac «O nmEHH CH QHQC we on cu
vzmomac>m\cuuzcu >E CO CCJOU CCU 30>
CQHCQwoCcm CvuuHCHE ECG CUCCCU

 

 

 

. C
.

CoHpmscHuCOUllm¢.nHMHm<B

 
 

22C)

mm

mm

mm

mm

mm

mm

mm

44908

 

m.5H o m.mm H.mm 0.H m.0m
m.mH 5.5 N.Hm m.mH m.m m.vm
m.mm 5.5 m.mm m.5H m.m m.mfi
m.om m.m m.om m.m m.m N.0H
m.m m.m H.mm H.mm 5.5 m.mm
0.5 ¢.mH H.mv m.mH m.m m.mH
5.0m o N.5H m.mv ¢.m v.0H
m m C m m H 0
p.3 b.w e D. nrm 0;» D
.D.+ ago ,D 1. 7:0 1:4 I
1.4 JHV 1 s q.P 3.4 J
a 0 saw a e o.e 9.0 ;
a u a”; a ,0 ,0.“ Run a u
5 e 1 1C: .46 1 o
I 4 e e_+ aCL s
K a a sac .cfl u
I I 3
K K a

Awmomv .chmm m>HH HHHz
cmmn on» .umHuCu Ho mCHeou ocoumm any Cqu

Awmomv .CHm OHCH C08 CmmH
ou mmHuH 0C3 HH>wo m mH mHmCC ®>mHHmQ H

Ammomv
.mCch UCm Comuma mCH>HH >Hm>m HOH mmoausa

UCm CmHQ MCH>HC m mH mumzw m>wHHmQ H

Amwomv .m: muumyoum OCm
um>o mmcuumz 0:3 Hmnumh >HCm>mmm m mH vow

AmHomv .wCHm HHoCu How omCmHCSQ
mum awe mums: HHo: m mH maCH m>mHHoC H
>uHm0HmHHmm

 

A5Houv .mn OH CH omuuwmxm H cmcu Cmpgmn mH
. CmmHCUHz CH mum: msooomc>m\CUHDCu 0C8
LUHSCU mCOHumuumaxm

 

Avaouv
.CmoHCUHE CH mum: wsmommC>m\CUHS£o

mCH CuHs Cmnu mEOC gown wsmomMC>m
\CUHCCU >8 Cqu MHQMCHOHEOU mHOE Hmmm H

 

 

.COHHCCCHHCOUinmv.m.mAQCB

 

221

mm

A4908

 

m.m m.H v.mH ¢.o¢ m.m m.om
m.mm m.mH m.mm m.HH m.m ¢.mw
m.dm m.HH m.5H m.5H m.MH m.mH
w m w m m H 0
p.8 9 m E P DLm PH; P
51- 60 ..D T... T70 Tran? T.-
J.4 JHV J S SCH SH; J
80 88 3 E 28 90 I.
an a: a 5 51 bu au
5 E 1 18 15 10
TL 1. 8 81. 87L 8
.A a a 88 BK u
I I 3
.A ..A a

Amflomv .mHmCCHm mCH>mm mH CUHSCU
mCu Ho Muoz HCMHHOQEH umoe 0C“ .mE OB

Amfiomv
.CHmmv Hapwm MHHH m mH,mHm:p m>mHHmn H

A5momv .msuu mH m>Mm
pH umCz UCm CHOB m.noo mH mHQHm 0C8

 

 

.coflmscflcouxmqé 33H

 

2222

ficowummuz

 

 

 

m
xOOHuNmnzH
m.m m.wm HHm
m.mm m.mv umOE
m.mm m.5H . 050m
m.HH 0.H . 30H m
o m.H 0C0C

AQNOC .5mo<v 5>HHmH0>HCS Ho momHHou

C 0p 00 OH CmHQ mUCmHHH uso> Ho >CmE 30m
o.mm vmumsnmum >0m0HHm 0>mC H
0.mm mm>
5.5 0H3m uOC Em H
5.5 0C

Ammo<v 5080C 30mg

HOOCUm HSO> EOHH mpmznmum Op CmHQ 50> on

COHumpcmHHo 0m0HHOU
o m.H muoe Ho me
5.5 0.H 0>HH
m.HH w.m Csom
m.5H m.mH woun»
N.mH m.mm 03»
o.mm «.mH 0C0
m.mH 5.mm Hm>0C

Ammo< .Hmo<v mmcoHumNHcmmuo

H0 szH0 Hoogvm >Cm CH 00>H0>CH 30> mu<

ma CmmHCUHz CH Hx mac: xumm mmHuH>HHo< Hoonum

 

 

.mHnmu mmCommmu mHQHuHCE ”m5afil55mfi CmmHCUHZ CH wucmnsym CUHMCOH >3

COHmHku UCm Hoonum mCHUHmmmH mmHuHCCEEou cmmHCUHz 0:0 0605 H0 mCOHuamuummunnv.m mquB

 

£223

mbMFQmmfiOM

N

T4

ot‘ml‘CNkOQDON CD
0

N

x CmmHCon CH

0 o o
[\bbmhfiofifib

555(1300 mmt‘
O

m.mm
5.5m
w.m

x 050m xumm

muoe no moaHu MCHC

moeHu ucme

mmEHu C0>0m

mmEHH XHm

mmeHH 0>HH

mcEHH H3OH

mmeHu meCu

00H3u

00C0

H0>0C
Ammo< .Nmo<v mmmHHH>Huum 03mommc>m\CUH3CU CH 00>H0>
:CH 30> mum CHCOE H00H0>0 m OCHH30 m®EHH >CCE 30:
mmHHH>HH0< C0H3CU

 

>uHmH0>HC3\0mmHH00 m 0H om 0H 06 Humaxm 0H303

>uHmum>HC3\mmeH00 m on om 0H 06 QXHH 0H303

>pHmHm>HC3\0mmHH00 m 00 pCmB H HH mumu u0C 0H303
AHmodv 080C 3009 mquCmm >2

>H0HHCHH00 .m0>

>HQmQOHQ .m0>

CHmuumuCz
AOmo<v 5C0Hpmu300 >pHm00>HC3 H0 mowHHoo m
wamHQEOU Op >0HHHQm 0£H 0>0C 30> XCHSH 30> on

00H0>0H0 no meuoz 0>m£ H Hwymm .m0>
H00C0m CmHC Hmuwm quHH .m0>
0C

AmNQCV «HuHmCo>HCs

H0 momHHou m on om 0p mCHCCmHQ 30> 0H<

 

 

o COHHODCHflCOU IIQV . am Edam—H.

ZEPQ

0.00H N.mfi 5.5m N.mfi m.m H<BOB

«.mH m.mH 0.0m m.5m o CmCHo no mH
m.mm H.o m.m5 o.om o mH
m.om 0.Hm H.m¢ m.mH m.oH 5H
m.mH m.qH C.HH m.qH 0 0H
m.m m.mm 5.00 o o we mm<

 

050$ 30mm
.ACoHuamuumm Hmnummu 0C0 COHuqmuumm
H00C0m 0003H0CHV Hoozum HHmHm>o .m.H

 

c.00H m.MH m.mm m.MH m.oH CCHOH
«.mH o.mm 0.0m m.mH m.mH CmnHo Co 0H
m.mm o.om o.oq o o.ov mH
m.0m m.m 0.Hm H.HN m.mH CH
m.mH m.CH C.HH m.vH 0 0H
m.m o H.00 m.mm o mH moC

 

CCCHCUHC CH

 

0.00H m.m o.wv m.mm m.mH 34909
v.mH o 0.0m m.5m m.mH H00H0 Ho mH
m.wm 5.0 «.mm m.mm 5.0m mH
m.wm o 5.wm «.mm H.Hm 5H
m.mH m.vH 0.H5 o m.¢H _ 0H
m.m o m.mm 0.00 o mH moC
0&0: xumm
v m m H .ACOHuaouuma HQHmHCHE 0C0
q<eoa mmumm mwumm mmummmHo mmHoCmHU C0H3C0 .C0H0000H00 Hmcomop .CoHuaou
>HOC0uum >H0Couum luoa Hoocum m003HOCHV >0HC3EEOU .H

 

 

.m5mHI55mH CCUHCUHE CH mucmc3um Hoocum COHC CmHouom m0 000 >2 COHOHHmu
0C0 Hoocom mCHUHCmmu mCoHuamuuoa >uHC3EE00 CCmHCUHz 0C0 0E0C H0 mOXODCHIICm.m mqm<8

 

 

 

225

o.ooa 0.0m 0.00 0.0 0.H AdBOB

 

 

 

 

 

 

¢.mH 0.00 0.5m m.mH 0 000H0 H0 0H
0.0m 0.0m 5.00 m.mH 0 0H
0.0m H.mv v.50 m.m m.m 5H
m.MH m.mv m.mv m.vH 0 0H
0.0 5.00 0.0m o 0 0H mmC
meOI v—Cwm
.CoHuomuumm chumoe .m.0.H
0.00H m.mH N.0v H.mm 0.HH 44909
v.mH m.mH _ 0.00 0.0m m.mH uwvHo Ho 0H
0.0m m.mH 5.0V m.mm 5.0 0H
0.0m m.0m H.mv H.Hm 0.0H 5H
m.mH 0.0m H.5m o m.qH 0H
0.0 o m.mm 0.00 0.00 0H mmC
CCmHCqu CH
0.00H m.mH m.vv v.0v 0.H adeoe
v.0H m.mH 0.0m m.m0 0 000H0 00 0H
0.0m 5.0 m.mm o.ov 0 0H
0.0m 0.0H 0.mm m.0m m.m 5H
m.mH m.vH o.mv m.mv 0 0H
0.0 m.mm o H.00 0 0H 004
050: £000
.CoHuawouwm Hoozum .H.m.H
0.00H N.HN 0.00 H.mm o ACECB
v.0H m.mH m.m0 0.0m o HmoHo H0 mH
0.0m 0.0m m.mm 5.0m 0 0H
0.0m m.0m 0.mm H.HN 0 5H
m.MH 0.0m H.50 m.vH 0 0H
0.0 o 5.00 0.0m 0 0H mm<
v m m H
44909 mwumm mmCom mmummmHU mmummmHU
>Hmcouum >HmC0Hum CmUHCUHz CH

 

 

o COHumSCHHCOUIIGm . ...H 9404.8.

 

 

2263

 

 

A4909

H00H0 H0 0H

0H 004
CmmHCUHz CH

H4909

H00H0 H0 mH

0E0: x00m

 

 

0.00H m.5H «.00 0.09 H.mm
v.0H 0.0m 0.0m 0.5m m.mH
0.0m 0.00 0.0m 0 0.00
0.0m 0.0H 0.54 H.Hm H.HN
m.mH m.vH 0.H5 m.¢H o
0.0 m.mm m.mm 0 m.mm
0.00H 0.HH o.mm 0.0m 0.0m
v.0H m.NH 0.5m m.mH 0.5m
0.0m m.mH . m.mH m.mm 0.00
0.0m o 0.9m H.9N v.5H
m.MH o.m¢ m.qH 0.0m m.CH
0.0 o m.mm m.mm m.mm
0 m m H

H4909 00000 00000 00H000H0 000000H0

>H0C0HHm >Hocoupm
0.009 5.00 m.0m 0.m 0.H
v.0H 0.50 0.00 0 m.mH
0.0m 5.00 H.0v v.m9 0
0.0m v.00 0.9m o 0
m.mH m.H5 0.0m 0 0
0.0 m.mm 5.00 0 0
04909 CCH: ECHooz 300 0C02
0.00H 0.0m 0.Hm 0.HH o
v.0H 0.00 0.5m m.NH o
0.0m 0.0N 5.00 m.m9 o
0.0m 0.0m 0.5V 0.0H 0
m.MH m.mv H.5m 0 0
0.0 5.00 m.mm 0 o

C m m 9

04909 00000 00000 000000H0 00H000H0

>H0C0000 >HOC0Hum

.COH0000000 CmumHCHz 0C0 £003LU .Q.H

A4909

C00H0 Ho ma

0H 004
.CoHumucmHuo wmmHHou .m.m.H

H4909

H00H0 no 09
09
59
0H
0H 004
CamHCUHz CH

 

 

 

.C0H003CH0C001100.0 00049

 

2227

 

0.000 0.0m «.mm N.HN 0.0m
0.00 0.0m 0 0.5m m.mw
0.0m m.ma 5.0m 0.0m 0.00
0.0m 0.6m 0.0m m.0m 0.0N
m.ma 0.50 m.0H 0 0.0m
0.0 m.mm m.mm 0 m.mm
0 m m H

A4908. 00u00. 00u00 .00u00mao 00u00mfln

>H0couum >H0couum

4.4.909

u0UHo Ho 00

 

.wUflmOHmHHom .fi.n.H

 

 

.coHumzsfiucoulumm.m mqm<9.

 

 

 

 

 

 

 

 

 

228

 

0.000 N.HN 0.00 H.mm 0
5.50 0.0m m.m0 5.00 0
m.m0 5.NN 0.00 0.00 0
0.000 m.00 5.5m m.00 m.m
5.5m m.mfi 0.00 5.0m 0
m.m0 m.5m 0.00 0.0 0.0
0.000 m.mw 0.mm m.ma m.0fi
5.5m m.mfi 0.00 5.0 m.mm
m.m0 0.m0 0.0m 5.NN 0.mw
0.000 0.m 0.00 0.0m m.0a
5.5m .m.m 0.00 m.mm m.mm
m.m0 0.0 0.00 5.mm 0.mw
0 m m 0
$4809 00000 00000 00000000 00000000
>HOC0000 >H0couum

A4909

0H050m
0H0:
:0Ufizoaz CH

 

A4909

0H0E0m
0H0:
300
.ACOHuQ0000Q 00:0000 0cm 0000000000

 

H00£Um 0003HUCHV Hoonum HH000>0 .0.H

Q4909

0H0E0m
0H0:
CmafiLUHZ CH

 

Q4909

0H0500
0002

0300100010

.ACOH000U00Q 00000006 000

co0snu .c00000o00m 0050000 .coaum0o

I000 Hoosom 0003HUCflV.NMMHmaHmw .H

 

 

.050015500 C00HSUAZ CH 00000500 HOOSUm 50H: C0H0000 mo X00 >2 COH0HH00
000 HOO£Um 0:0000000 0:000100000 >00CSEEOU 20005002 0C0 050: 00 mOX0VCHtILm.L mqm<a

 

Z229

 

 

0.000 5.00 0.0m 0.m 0.H
5.5m 0.m0 0.0m 0.0 0
m.m0 0.00 6.00 0 0.0
00009 000: 2:000: 300 0coz
0.000 0.0m 0.00 0.00 o
5.50 5.0m 0.00 m.mfi 0
m.m0 0.0m 0.00 0.0 0
0.000 0.0m 0.00 0.0 0.H
5.5m 5.0m m.m0 0.00 0
m.m0 0.0m 0.0m 0.0 0.0
0.000 m.0w m.00 a.mw 0.00
5.50 0.0m 5.00 5.0m 5.0
m.w0 m.0H 0.00 N.0fi «.00
0.000 m.m0 m.00 0.00 0.H
5.5m m.m m.m0 m.mm 0
m.m0 m.5m 0.00 5.mm 0.0
0 m m H
A<BOB 00000 00000 00000000 00000000
>H0500um >H0co0um

A4909

000600

000:
.50H00050H0O 000HHOU .m.0.H

44909
000800

000:
cmmHLUHz c0

 

A4909

000600
000:
0E0: 2000

.5000500000 0050008 .m.0.H

 

 

44909

0H0E0m

00m:
cmmHLUH: c0

 

44909

000800
0002
003
.5000000000 000500 .0.0.H

 

 

 

.coflu0scwucouulnm.h 00048

 

23C)

 

0.000 m.mm 0.mm N.0N 0.0m
b.0m 0.0m m.mm 0.0m 0.00
m.mv m.>m n.mm 0.0 0.00
0.000 m.00 m.v¢ v.m0 0.mw
b.0m m.m0 5.00 0.00 m.mm
m.mv >.mm 0.00 0.m0 >.mm
0.000 m.00 o.mm o.mm m.mm
b.0m 0.00 0.0m 0.00 m.m0
m.mv 0.m0 N.mfi v.0m 0.0m
0 m m 0

0<Boe 00000 000009 00000000 00000000

>00couum >00couwm

0<909
000600

000:
.>00m00000mm .0.n.H

00900

000600
0002

cmmHnuflz :0

0<909

000600
0002

 

0602 x000
.0000000000 00000002 0:0 £00350 .Q.0

 

 

 

.000003000000nugm.; mam<a

2331

 

0.006 N.6N 0.mm 6.mN o
0.0 0.0m 0.00 0.0m 0
m.h6 6.66 0.00 N.mm 0
6.m> >.mm 0.mm 0.mm 0
0.006 m.06 b.0m N.06 0.m
0.0 0 0.006 0 0
m.b6 m.mm 0.00 N.NN 0
6.m> 0.06 m.mm 6.6m m.m
0.006 m.m6 0.mm m.m6 m.06
0.0 0.00 0.00 0 0
m.>6 0 0.mm 6.66 m.mm
6.m> N.m6 0.mm m.m6 0.06
0.006 0.m 0.00 0.0m m.06
0.0 0 0.006 0 0
m.>6 6.66 0.00 m.mm 6.66
6.m> 0.m 6.Nv 0.6m >.mm
0 m m 6
0<609 00000 00000 00000000 00000000
>000o000 >0000000

0<BOB

000<

0000064 00:00
00003m
0000000: 00

 

0<BOB

000<
0000064 Spsom
00003m
0600 2000
.00000000000 0000000 000 0000000000
000000 000300000 000000 00000>0 .0.H

 

 

04808

0000

0000064 cusom
0000sm
0000000: :0

 

0<EOE

0004
0U0006< 00:00
0000 :m
060: £000
.00000000000 00000006 000 000500
.0000000000 0050000 .0000000000
000000 000500000 >00csaemw .H

 

 

 

 

.000610006 00000002 00 00000000 000000 0000 0000000 00 000000000 >0 00000000
000 000000 000000000 00000000000 >00006000 00000002 000 0600 00 00X0000:IUm.0 000<&

 

2232

 

 

0.006 >.mm m.mm m.m m.w
m.m 0.0m 0.0m o o
m.>fi m.mm v.v¢ o o
H.m> m.mm m.mm m.m m.m
q<eoe :mH: agave: 30a 0:02
0.00H m.om m.am m.ww o
w.m 0.0m 0.0m o o
m.>fi N.Nm o.mm m.mm o
fi.Mb N.vm m.mm m.0fi o
o.oow m.mm 0.0m m.m m.~
o.m o o.oow o o
m.bd ¢.vv w.¢v H.aa o
H.m> fi.mv n.¢< m.ow w.m
o.oow N.mH N.mv H.mm m.wfi
©.m o 0.0m o 0.0m
m.ba N.mm o.mm H.aw H.Hw
H.mb 6.6m m.om m.mm m.o«
0.006 m.ma m.vv v.0v m.w
m.m .o 0.8 0.3 o
m.bw m.mm q.vv m.mm o
H.mb m.ow b.mv >.vv m.m
v m m e
A4909 .wmumm woumm mmuommflo mmummmflo
>Hmcouum xamcouum

£4809

mHm<
moaums< Lusom
maoujm

.cOapmpcmwuo ommaaou .m.m.H

 

A<BOB

mHm<

mUHuQE< Luzom
mmousm
ammw:UHz CH

 

Q4809

mfiw<
moauos< :usom
mzousm

0&0: 30mm

.cofiummuumm umzomce .m.m.H

 

 

A4808

mam<

mufluwfi< cusom
mmousm
cada50wz CH

 

ddBOB

mflm<
mowume< cusom
waouzm

wEOI gumm

.cowummoumm Hoocum .H.m.H

 

 

 

 

.coflumacflucou.EIUm.mmqm<9.

 

 

2233

 

o.oow m.mm a.mm N.fim m.mm
v.0 0.0m 0.0m o o
m.>w m.mm m.mm a.afi v.¢w
a.mn >.mm >.mm m.om m.om
o.oofi m.na m.vv q.mw H.mm
0.0 0.00 o.o¢ o o
m.>a o m.mm o v.¢v
«.mn m.mw H.mv H.6m H.HN
0.00fi m.wfi o.mm o.mm m.mm
©.o 0.0m 0.0m o o
m.bw m.mm m.mm H.6H v.¢v
«.mb m.> q.mw 0.6m «.mv
¢ m m H

44906 momma mmumm wmumwmflo mouomwfln

xaocouum >Hmcouum

A4808

mfim<

muaqud nuzom

maousm
xuwmofiaflflmm .fi.a.H

 

ddEOB

mam<
mUHqu< zusom
. waousm

chH£Uflz CH

 

A4909

mHm<
wuflums< spsom
maousm
meoz xumm
.COHumwuumm LmuchHz 0cm nuuszu .n.H

 

 

 

 

. cofl msgucou In Um . m “Sofia.

 

2234

.nm.m magma CH apfiaaanHm>< cam mms asuo omam mom

H

 

mm

mm

mm

mm

A4808

 

 

N.HN v.mH m.mm N.Hm m.H m.m Ab¢omv .®>HH H mumnz 080:
20mg on >me swap CmmHCUHz CH mumn mmsun
0# Cowpcwyum muos Ham mHQomm .HHmuw>o
w.vv m.mH o.mm m.m o m.H m.m Ammodv .mmHuumq um mac: gown on mUHx
map Cmnp mmsuv muos mm: mnwx .CmmHCUHz
CH mum: 0p om H mmHuumm um away UCHH H
m.m~ m.m a.m~ m.m m.m m.m q.mfi Ammo<v .cmmficuflz
CH mum: 0v H cmcu .mEo: gown mCoom msun
mfip Lqu mHnmuuoHEoo muos mew H .HHmuw>o
0.Hm m.ma N.Hm m.m m.H m.H m.m AHwo<V .0>HH
H mums: meon 30mg on >m£u :mcu cmmHSUHZ
CH mum: mmsuc mHOE mm: wHQowQ umCu xCHCu H
HmuHHHQmHHm>< UCM mm: msua
w m v m m H c
an: e m e D. nrm DLs D
,D.+ .b o ,n I. 7:0 I.1. t.
74: 1 P *4 s «.9 3.4 J
a o a a e e 9.3 e o J
enu a J a ,b a”: Ruu a u
.0 e 1 7‘9 1,0 3 o
I 1 a a 47 a I a
..A a 8 ea 3K u
.L T. 3
K ..A a

 

 

.mbmfitbbmfi

cmmHCUHz CH mqunzum COHmuom >3 uoa>mzma Hmsxmm ncm QHCmocmHuH .HOCOUHm

.mmsuo OCHoumoou mummm CmmHCUHz UCm wee: mo mcowummuuoa va mUHpmHuouomudCUniaximmmqm<e

.nw.m mHnt CH HOH>MCmm Hmsxwm OmHm wmmm

.nm.m mHnme CH mm: Honoofi< omHm mmmm

 

235

Nm

mm

mm

A<BOB

w.NH

w.m

m.m

ACMHQV
.COmqu umCu Csz m>oH CH mw3 H .mmusou
luwHCH Hmsxmm umuHm HE Ho mEHu any ad

n.mm AHOH<V .cmchqu cH mum:
Ems» mEoc gown >HHMSme w>mswn H CUHSS

CH >m3 wsu CHHB mHQmuuomEOU mHOE Hmom H
muOH>m£mm Hmsxmm

o.mm AOQH<V
.CmmHCUHz CH mum: CCCu wEOC xumn HOCOUHm
mo mm: >5 Cqu wHQMHuowEou mHOE Homw H

N.mH A¢m0<v .meuuma pm mac: gown on mon msp
CCCH HOCOUHm ouoe XCHMU mon .CmmHCUHz
CH mum: op om H meuqu um HCCH UCHH H

New: Honoufi<

 

 

BBJSE
Ktéuoxqsw

99:69
Kraqexapomm

pN

Ktquqapow

aexfiev
aaxfiesgpm
991695:
SQJBESIP
K136110343r1

T.

sauexagg
ou

 

 

.COHHCDCHHCOUIImo.L QOCH

 

 

2365

mm

8N

mm
mm

mm

mm

mm

44808

Amvomv .CmmHCUHz CH mum: mncmHuH mme CH
we now Cum: pH mst mwoCmummmHU momsmcmq
mummm mUmeCmH

 

Ammouv .cmmHonz CH mum: oc
H szu msoommc>m\cuuscu CH mucmHum
mme 0H umHmmm HH UCHH H .050: Mumm

x cmmHCUH: :H
R 680: 20mm
Ammom .qwomv
.mQHnmocmHuH >5 Cqu cmHHmHuwm Hmmw H

Ammomv .m>HH H
mum£3 0E0: Moan mH HH Cmsu HmHUHmquSm
mHOE mH muwC QHCmUCmHuH umcu UCHH H

8.Nm ANOHCV
.CmOHCUHz CH mum: 00 H CCCu mEoc 20mg
mUCmHuH he Cqu mHQmuuoweou mHOE mem H

N.mH Ammo<v .cmochHz
CH mum: on H CmCu Hoocom CH mUCmHum

mme Op umemm pH UCHH H .wEOC xumm
CHCmUCoHum

 

 

m.H m.m m.HH m.vm m.m ¢.ov
8.m H.HH m.vH m.ov H.HH m.mH
m.8H N.mH o.mm N.©H 0.0 0.0
m.m¢ N.mfi m.mN w.m O m.m
H.mm N.Hm m.wm m.mH 8.8 8.8
m.wm m.m N.HN m.m 0.H m.m
m.8H m.m N.HN H.mm m.HH 0.8
w m v m N H o
9.3 e m e P o.m 0;: D
,o.+ .b o ,D t. Tro 1.3 t.
J J J P 3 s s P 3.4 J
a o e.a a e 9.3 p.o J
a u a 1 a ,o .b 1 .b u e u
6 e 3 1,9 .1b 1 o
I 4 a a 4 a I a
.A a .q a a erA u
I I 3
K K a

 

 

.COHHMSCHHCOUInmo.mflmqm<e

 

2237

$00Hummuz

 

 

m
ROOHHNmHZN
.mwxmmHnma CH >HHHHQCHHM>< UCm mm: mama omHm momH
o m.H mmEHp uzow
o m.H wUHSH
m.H w.m wuco
H.mm m.mm uo>wC
Ammo< .omo<v Hmcmanums mmchmn woman Congo
>Cm mm: 30% on Cmumo 30C .CHCOE HmUmea w OCHHDQ
o m.H muoe no mQEHu wCHC
o 0.H mmEHu m>Hm
m.m o mmeHu usom
0.H o . meHu wmuCu
m.H m.H mUHBH
m.MH m.m QUCO
m.m8 v.0m um>vC
AHmo< .mmo<v HmcmsHHCme
mm: 50» on Cmuwo 30C .CuCOE CUHCHH m mCHHCQ
m.m mEOC xumn mH HH mm
mums mmsuv #00 on Hmmm >HHm3Cm mH pH
v.mH oumC mmsuu H00 0» Hmemm mH HH
0.H wEOC xomn mmsun umo cu umemo mH pH
m.w8 mmsun on: #0: cu H
Avmo<v 50> on meHaqm >HamoHu umoe OCHZOHHOH wCH
mo CUHC3 .mosub CHmqu ow >HHHHQC uzo> mCHCumUCOU
m8 CmmHCon CH NR @803 Momm HHMHHHCaHHw>< UCm mmD USHQ

 

 

.mHnmw mmcoammu wHCHuHss mmHmHuHHoH
CmoHCUHz CH mquvzum cmHmuoH >n uoH>mcoQ Hmzxom UCm CHCmUCwHCm .HozooHc
.wosun mCHUummmu mumma CmmHCUHz CCm 050: m0 mCoHquuqu UCm mUHumHuoHucumCu:lnm.m,Qum<a

 

 

2238

.monmmanma CH mm: HonouH< cmHm mmm¢

 

o
N

o
\‘4

O O
v.4

Ml‘kal‘mmCDO
00
88Hm8mmmm

fl

mmmbm
0

(\NObx-i

fivm

ONOCDQDONCDI‘Q
O
moxkoanx-‘Lnbm

NHN

a cmmHLUHz cH

O O
m

CDCDPONONQCfiCOm
mmhx—‘fimx—‘mr‘

m.H

N.mH
0.0m
m.8H
m.HH

o. 0000
HT" N

(“LOCDQNLOODONN
O
DHLDLOCDMMHH

fifi

x 0502 20mm

muoe Co moEHu CCHC

mmer pcmHo

meHu Cw>mm

mOEHu m>HH

moEHH usow

mMEHH mmucp

mUHBH

QUCO

uw>mC
Amvod .Hv040 «Amw>HumHmu OCHCCHUCH HOCV xmm muHmoamo
mcu mo mComEOm Cqu mncmC CH0: 30> m>mc Cwumo 30$
ucH>m£®m Hmzxmm

 

UmmmmCm

Hommpm mCHom

mommum OCHoo HOC H32 .OCHumU
mCHumo >HHCOHHCU no:

um» OCHumU 90C

“HH04 .o>o<v em H
uoH>m202 UCHqu

whoa Co moeHu mCHC
moEHu C®>®m
moEHu XHm
mmEHu m>HH
mmEHu unow
mmEHu mmnCH
mUHBH
muco
H®>OC
Covo< .mmoav mHozoon
xCHuU 30> on Cmumo 30C .CuCoe HmuHQHH m mCHuCQ

vme HO£00H<

 

 

 

. COHHCSCHu :00 I15 . L M1548

 

   

2239

O
mommol‘fififib

qwa

t‘owoxoxb
I

NNkDm
o

O O
H

VLDFLDONCDQCOM
o<~r~mxfiwunv18
V'r‘

o a
m

H

O

NtouvbcDGDmCDO\m
O O
me<4b~andnnvdo

c-i

x cmoflcqu cH

o o
m

0 O 0 D

owonoommcnoom

O
mmcbeV-ivfifimco
N

o
l‘

O
(\MMmoHHMfi

J\O\Q)N
o o

O

[\COCDQD

CNN
to
U)

0
ONLDOLnx—‘LDOOT‘O

LOG) (1)00)
O

x 050: 30mm

ouos no mmEHu mCHC

mweHu panm

moEHu Cm>vn

mmEHu XHn

mmeHH m>HH

mweHH CCOH

meHH mwuzy

mqup

moco

Cm>mC
Ammo< .m¢o<v mxmm muHmoC
3&0 039 m0 mComEOm CHHB AHmHmz me o>onm mCHHmmHV
oCHunQ HCGHH CH ©w>Ho>CH Cmmn 30> ®>mC CmuHo 30m

mHOE HO CQEHH OCH:

mOEHH HCOHQ

mmEHH Cw>mm

mmEHu 0>HH

mmEHH CCOH

mmEHp wouzp

muHBH

wuso

uw>wc
Ammo<
.mvo<v mxwm mpHmOQQo any Ho QCOQEom CHHz AoCHmmsC
UCm DCHmme CmmCOHouav nmxumC 50> m>wC cmumo 30$

once we meHH mCHC
mmeHH CLOHm
meHu Cm>0m
moEHH me
meHp m>HH
meHH usom
meHu mmusu
wUHBH
QUCO
Cv>wC
Como< .Nvo<v «Amm>Hpmeu
OCHUCHUCH HOCV xmm muHmoamo 0:“ mo CCOOEom >9 UHmC
cwmn Ho UCCoum Eum use» 0H0: 50> m>m£ Cmumo 30:

 

 

.COHHmDCHuCOUIIQQ.L MHQ¢8

 

 

24C)

0
KOananLDOO

Q‘Nr“

NHC‘COQDCO
o

owm
O O
®t\v*fi<4flfio<4r4

ml‘ONONONCD
o

O
uufi<4u58rnru301H

LOV"

@LanONwm com
0

a cmoHCUH: CH

m.HH
m.m

m.MH
m.8H
H.mm
m.HH
m.8H

Locomoooombcwt‘
mrfiwnnCWMC\v48

Ln

0
‘H

O 0
NE\P~bcpd1fit\v*m

mmbom
O

Mt‘l‘fi
I

V‘

x 050: gown

muoe no mmEHu mCHC
mmEHu me

mmEHu 0>Hm

mmEHH CCOH

meHu mmucu

mUqu

ouco

um>mC

Ammom .mvo40 mem myHmogao msp
mo mComEOm CHHB m>oH CH Cwmn 90> m>mz cwHwo 30$

GHOE no meHH mCHC

mmEHH Cw>wm

mmEHu me

mmEHH O>HH

mmEHH HCOH

meHH mmnfiu

mUH3u

ouco

Cm>oC
Ammo< .8vodv wxmm mUHmoaao mCu Ho QCOQEOm CpH3
Axom CCCV amusooumuCH CmC 50> w>mC cmumo 30m

muoE no mmEHH mCHC
mGEHH HCDHw
meHu cm>mm
mmEHu KHm
meHH m>HH
meHu usom
mmEHH wmucu
mUHBH
mUCo
uo>mC
AHmo< .mvo40 mem mpHmoaao mnu Ho 0:0
ImEOm CHH3 ApmHmz on“ BoHoQ mCHHmmHV OCHuuwQ
>>mmC CH om>Ho>CH cmmn 30> m>CC Coumo 30m

 

 

. COHumsCHuCou nine . a mqm<8

 

241L

0
0.H

o
0.H

o
m.m‘
m.H
0.0
m.m8

a cmmHCUHz :H

mmcn<r8
O

m8mm8

mr‘ r‘

wmommmm (D
I
mfimfimfimom

H
m

x 050: xumm

mmH3OUH0uCH 00: Hw>0C
Am8o<v
mmEHu umHHH as» How xmm mHHmomao mCH mo mCOCEOm Cqu
Axmm 00:0 mmHSOUHwHCH 00: 30> C0C3 30> mumB 0H0 30m

Comcmuuw C
mHHCB m How C30C¥ 00: H 0C0®EOm
wUCCHH >E
mumv >000Hm m
0mH3CUC0uCH 00: H0>0C H
AmmOCV 8CHH3 Axom CCCV
me3OUH0uCH 0m: Hm>m 30> COmeQ umCHH wCH m03 0:3

mHoe H0 wComuma mCHC

mCOmuma C0>wm

mCOmeQ me

mCOmHmQ ®>HH

mCOmHmQ H3OH

mCOmuwa mmqu

mCOmeQ 03H

COmeQ 0C0

0:0C
Ammo< .8mo<v «CHHS Axmm 00:0 0mu300H00CH 00: 30>
0>mn x00 muHmoaao 0:» H0 0Haoma >CCE 30C CHHz

 

 

.C0H003CHHCOU.iamiaHmqm<8

 

2422

‘4

moommmmcnmm
O
Hfifir"

O O O
t‘kOOanOHOm

I‘mme 0 (D
o

(nuamcuoawxoaamcn
O
fimhwmmmmmw

a CCOHCUHz CH

0
fiofimhbmmmm

fiNrfi-i

Ch m‘ot‘t‘momm
O

r4

.0.
HMV‘H

mmbvmmmmm
O
fifimmfimfifim

o
N

o o
fififi

mmd‘mmt‘mfi
o

O
x—‘Ox—‘mmMMme
H

0‘

a 0502 gumm

ofimmvmwbwn

“H004 .000CV
«HH00H30> 0CHH 30> 00 mmCHCp Ho A00 H0HC00 0C0 Eoum

Hmw 30m .AmuHmCCOHCHQo 0000 0mm H30> Ho mH0Cuo Cqu
m0HuH>Huum HCHUOm muC000H00H 0>onm 0H0HHU 0C0 000003m
HC0E0>H0>CH H000

 

0HOE Ho m0EHH 0CHC

mmCHu CCCHm

m0EHH me

00EHH 0>HH

m0EHH H3OH

m0EHH 00HC0

00qu

00:0

H0>0C
A88o¢ .m8o<v mmoCmHHH u3o> Cqu m0HuH>Huum CH 00>H0>
ICH 30> 0H0 CO0Ho 30: .UCOx003 H00HQ>0 m mCHHDO

0H0E H0 m0EH0 0CHC

m0EHH quH0

m0EHu C0>0m

m0EHu me

00EHH 0>Hw

m0EHH H30H

mweHH 000:0

0UH3H

00Co

H0>0C
Awbo< .CH040 mmCCmHuH uso» Cqu meuH>Huum CH
00>H0>CH 30> 0mm C00H0 SOC .X003 H00H0>0 m 0CHH3Q
m0H0H>H00< H000

 

 

 

.C0H003CH0COU.:AIICHmamCH

 

2413

m.HH
m.mv
o.mm
m.m
8.8

a CmoHCUHz CH

8 080m 300m

muoe 00H 0
0HOE 00:30800
mCHM H0Cuo mm 0600
mH0Cuo CCCH mm0H 00:30600
mm0H 00H m.
Ammo< .mwoCV mH CCmCm ou
0>0C H >0COE 0C» .000 >8 H0 mH0C00 00 00HmQEOU
Nmmmm

 

 

.C0H003CHHCOUIICc.m QHCCH

 

A.

 

 

 

 

0.00H o 8.8 m.mH 0.08 44808
C.mH o. - m.NH 0 0.Hm CCCHo C0 CH0 umm» 0H
0.0m o o HHCN m.mb CH0 000» CH
0.0m o m.m m.oH N.Cm CHO C00» 0H
m.mH o o H.0H H.mm CH0 000» 0H
m.m 0 p.00 0 m.mm CH0 C00» mH

2.85

00C03HHHCE 003 30> 00 CHCOE H00H0>u 0

OCHHCD C0000 30C .CCmHCUHz CH 0H0m
0.00H m.m 0.H m.m 0.00 44808
0.HH m.mH o o m.Hm 00CH0 C0 CH0 C00» 0H
0.0N H.C 0 H.C p.00 CH0 C00» CH
m.0m o o m.m H.C0 CH0 CmmH CH
m.mH o o o 0.00H CH0 C00» 0H
0.H o m.mm o 5.00 CH0 C00» mH

Ammo<v

00C03HHCCE 003 30> 00 C0000 30:

H<808 0C0E Ho m0EHH m m0EHH vim 00:0 H0>0C .CHCOE HmUHQ>u 0 mCHH30 .050: xumm
0.00H m.m C.mH 0.H 0.08 H<Hoe
0.HH o m.NH o m.Hm umCHo C0 CH0 C00» H0
0.0N 5.0 0.0N o m.mH CH0 C00» CH
m.0m o m.oH m.m N.CC CH0 C00» CH
m.mH o H.0H o 0.00 CH0 C00H CH
w.m m.mm m.mm o m.mm 0H0 Hm0> mH

Avmo<v m30> 00 >H000HU umOE 00HHQ

lam 0CH30HH0H 0:0 00 CUHCB .mm3u0

CHCHQO 00 >HHHH00 H30> mCHCH00C00

NHHHHCCHHC><

0H0z‘ .060: #003 0:0 000 0302 HO 0E0HH

>000 mm3H0 00m mm3H0 00m mOCHU 003
>HHC3U0 00 H0Hmm0 00 H0Hmm0 00C 00 H
H<808 m N H O

 

 

.mpmHqumH CCCHCCHC CH

00C003um Hoonum COHC mCH0H00 00 000 >0 >0COE 0C0 .0C0E0>H0>CH H000 .u0H>CC0C
H03x0m .H0H>CC0Q OCH000 .003 HOCouHm .>0HHH00HH0>0 0C0 00003 m3C0 0CH00000H
muHumHH0uumCCC0 0C0 0C0H0000u00 C000 CmoHCUHZ 0:0 0502 H0 00x00CH 0C0 0E00HIIC8.m mqm<8

 

 

245

 

d<808

H00H0 H0 0H0 H00> m8

0H0 H00> w8

0H0 H00> 88

0H0 H00> 08

0H0 H00> m8
Ammo<v
8H0C00Hm XCHHC 30> 00 C00Hc 30C
.CHCOE H00H0>u C OCHH30 .080: 200m
00: HOCCUHC C0 mE0HH

 

J<808

0H0 H00> 08

0H0 H00> w8

0H0 H00> 88

0H0 H00> 08

0H0 H00> m8
. HmeCV
80C03HHHCE m00Hm0Q 00300 Hoz+0 >C0
.CHCOE H00H0>0 0 OCHH31 .003 30>
00 C0HH0 30: .CCGHCUH: CH 0H0:

 

A4808

H00Ho 0C0 0H0 H00> m8
0H0 H00> we
0H0 Hm0> 88
0H0 HC0> 08
0H0 Hm0> mH
Ammo<v 80:038HHCE 000H00Q

 

 

0.008 «.00 0.0m m.88 m.88
¢.m8 m.C8 m.m8 m.N8 m.N8
w.mm 8.00 o.om 8.0 8.0m
m.©m 0.8m 8.Nv m.m8 m.08
m.m8 m.m¢ m.mN m.v8 m.V8
w.m 8.00 o o m.mm
Q<HOB GHOE .HO WQEH.“ m mmEHU “VIN TUUC .HO>®C
0.008 o o 0.8 8.mm
v.m8 o o o 0.008
m.mm o o o 0.008
m.wm o o o 0.008
m.M8 O o o 0.008
m.m o o m.mm 8.00
0.008 0.8 m.8 m.m m.Nm
v.m8 o m.m8 o m.8m
0.0m 8.0 o 8.0 8.00
m.wm o o m.m 8.<m
m.m8 o o o 0.008
m.m o o o 0.008
MflHOH m0EHH H300 00H3H 00:0 H0>0C

.W03H0 H0Cuo >C0 003 30> 00 C00H0 30C

.CHCOE H00H0>H C mCHH30 .050: x000

 

 

o COHHQDCHUCOUIIMF . rm ”gum/5H.

 

2465

 

 

 

0.008 m.« 8.8 0.0m m.~v m.88 44808
«.m8 0 o m.8m 0.0m m.m8 umoflo no oHo 0mm» m8
m.mm o o m.mm 8.00 o.om oHo 0mm» m8
m.0m o m.m8 m.mm 0.0m 8.8m uHo new» 88
m.m8 o _ o m.mv m.mv m.¢8 oao 0mm» 08
m.m m.m m.mm o m.mm 0 0H0 0mm» m8

“88040 an H .cmmflzuflz ca mum:
0.008 m.8 N.ma 0.0m m.8fi m.88 q<eoe
«.m8 0 m.m8 m.8m m.8m m.N8 umnflo uo oHo 0mm» ma
m.mm 8.0 0.0m 0.00 m.M8 0 0H0 0mm» m8
m.mm o m.om 0.Nm m.m m.m8 vac umm> 88
m.ma o m.¢8 0.0m a.mv m.v~ ado now» 08
m.m o o 8.00 o m.mm 0H0 0mm» m8

v m m 8 o A08o<0

>00000 mawc0uusu 50 H .060: 3000

q<eoe 0000020 0:000..02H000 mCHumv uoc 00H000 uoc uoH>mg0m ccfiuma
0.008 «.mfi m.om m.m8 o.mm 44809
¢.m8 m.m« o.mm m.8m o.mm Macao no oHo 0mm» m8
m.mm 8.0m 8.o¢ 8.0 o.om nHo 0mm» 08
m.0m 8.8m 8.mq m.o« m.mm 0H0 umm» 8H
m.m8 o m.¢8 m.mv m.mq oHo uao> 08
m.m m.mm m.mm m.mm 0 0H0 um0> m8

Acqo<v 8H0;

Ioon xcwuo 30> 00 £0008 Hmuwa>u 0

44908 muOE .uO mOEHH m meHu .le OUCO uw>mc OCHHSU cmnwmo 305 .CGOHSUHE CH 09.03

 

 

.coflumscHuCOUIIm8.m 04049

2417

 

 

 

 

 

 

 

 

0.009 9.99 9.09 0.99 9.99 8.8 8.8 0.0 0.9 0 0.9 0<909
0.99 0 0.99 0.09 0 0 9 9.99 9.89 0 0 0 00090 go 090 0009 09
0.09 9.99 0.09 0.09 9.99 8 8.0 0 0 0 0 090 0009 09
0.09 9.99 9.09 9.99 9.09 9.09 9.9 9.9 0 0 090 0009 89
0.99 9.99 9.09 0 9.99 9.09 0 0 0 0 9.09 090 0009 09
0.0 0 0 9.99 0 9.99 0 9.99 0 0 0 090 0009 99

A000<0 0900 0000

04909 0 0 8 0 0 9 N 9 0 909009009 0c90 :09 00 000920

00 Amy 000000 0E0 500% 000

30m .000 030% 90 090:00 £0H3

00909>9000 909000 0000009000

90090020900030 0000 090090 059

0:0E0>90>CH 000m 00 0500H
0.009 9.99 0.9 9.00 0.09 8.8 04909
0.09 0 0.99 9.99 0.09 9.99 00090 no 090 0009 99
0.09 9.99 9.99 8.09 0.00 8.0 090 0009 09
9.09 0.99 9.0 0.80 9.09 9.09 090 0009 89
9.99 0 0 0.98 0.09 0 090 0009 09
0.0 9.99 0 8.00 0 0 090 0009 99

00090092 :9

9000< .9900 .9904 .9004

.9904 .9904 .090< .99040

KGUCH MOHPMCQQ Hmsxmm
0.009 0.09 9099 9.09 9.89 0.9 0<909
0.99 9.99 0.99 9.89 9.89 0 90090 no 090 0009 09
0.09 0.09 0.09 8.09 8.0 8.0 090 0009 09
9.09 0.99 9.9 0.90 9.09. 0 090 0909 89
0.99 9.99 9.99 0.09 0.09 9.99 090 0009 09
0.9 9.99 0 9.99 9.99 0 090 0009 99

00000000 080: 3000

0002 00 9 0000000 9 A8904 .8004 .0004 .990<

A4909 00030000009 00030090000 0090000 mCH009x X00 oc .dvo< .m0o4 .m¢c< .80040

9 0 9 9 9 x0009 009>0000 900x00

 

 

.COH#03£9000UII08.L 04048

 

 

A

 

 

 

 

 

0.009 0.99 9.00 0.09 0.0 8.8 04000
0.09 0.09 0.00 0.09 0 0.99 00000 00 090 000.9 09
0.00 0 9.90 8.00 9.99 8.0 090 0000 09
0.09 0.09 0.09 0.09 9.0 0.09 090 000» 89
0.99 9.09 0.98 0 9.09 0 090 000» 09
0.0 9.99 0 9.99 9.99 0 090 000.9 09

000040 0009009: 09
0.009 8.0 8.99 0.90 8.8 0.9 04000
0.09 0.09 0.89 0.89 0.09 0 00090 00 090 000» 09
0.00 8.0 8.09 8.00 9.99 8.0 090 000» 09
0.09 0 9.00 0.00 9.0 0 000 000» 89
0.99 0 9.80 0.00 0 0 090 0000 09
0.0 9.99 9.99 9.99 0 0 090 000» 09

0005 0008 000£uo 0009 0009 mec0Qm ou 0>m£ H >0COE 0:0

009 m 00:30500 .00 0500 00330500 009 0 .000 >8 mo 000300 00 D000QEOU

04000 0 9 N 9 0 000040 0000 000m

. N0coz
0.009 0.0 9.89 0.0 0.99 0.99 0.09 9.89 0.0 0.9 0 04000
0.00 0.99 0.09 0 0.99 0.99 0.09 0.99 0 0.99 0 00090 0o 090 000» 09
0.09 0 0.00 8 0 9.99 9.99 0.09 8.09 0 0 0 090 0000 09
0.09 0.09 9.99 0 0 0.09 0.09 9.99 0.09 0 0 0 090 000» 89
0.99 0 9.09 0 0 9.09 9.09 0.09 0.09 0 0 000 000» 09
0.0 0 0 0 8.00 0 0 0 9.99 0 0 090 000.9 09

A8004~,00090092 09

04000 0 0 8 0 0 0 9 m 9 0 00000>00>09 0000

 

 

.c09u0309u20U3|00.0 mqm<e

 

 

 

 

 

 

0.009 o 0.0 m.m9 0.00
8.00 o m.m o.om 0.00
m.m¢ o 0.m9 0.0 0.90
0.009 m.m .m.9 m.m 0.00
FOR-m won O \300 000m
m.mv m.¢ 0.0 o 0.00
04909 0008 00 00890 0 00890 vim 0000 00>0c
0.009 m.m 0.09 0.9 0.09
0.80 m.m 0.0m m.m m.m0
m.mv 0.0 9.0 o 0.00
0005 0805 0000

>000 00:00 000 00:00 000 00:00 00:
04909 >990s00 00 009000 00 009000 00: 00 H

m m 9 0

94908

090800
0902
Abmo<v 0050399008 00:

50> 00 50008 90U9Q>u 0 059030

00000 305 .00095092 :9 000m

9<BOB

090800

0902
Ammo<v 0000399008
00: 30> 00 00000 305 .50508
9009Q>0 0 009030 .0805 #000

 

déBOB

090800

0902
90mo<v «50> 00 >900900
0008 0099000 009309900
050 00 50953 .00300 090000
00 >0999Q0 030% 0095000000
>099000990><
000 00: 0:00 00 08009

 

 

 

.0809u8809 0009000: 00
00:00:00 900500 5095 0090000 00 x00 >0 >0008 0:0 .u:080>90>09 0000 .009>0500
905x00 .009>050Q 059000 .003 9050090 .>099900990>0 000 0000: 0300 059000000
009009000000050 0:0 00090000000 0000 00095092 000 0805 00 00X0009 0:0 080091100.L mqm<9

 

 

25C)

 

 

0.009 N.0fi momm N.0H o.mm
b.0m 9.09 0.00 m.m9 0.0m
m.N¢ 0.NN m.Hm m.9N N.®9
0.009 0.00 0.0m m.99 m.b9
9.9m 0.0m b.0m m.m9 0.0m
m.mv m.¢m 9.NN 9.0 w.mfi
04909 0006 00 00690 m 00690 VIN 0000 00>00
0.009 0 o 0.9 9.00
b.9m o 0 m.m 0.00
m.m0 O 0 o 0.009
0.009 0.9 0.9 m.m m.m0
9.9m m.m 0 9.0 0.00
m.mv O m.¢ o m.m0
00909 00690 0300 00930 0000 00>00

94909

090600

090:
9000<v «9050090 00900
30> 00 50006 90090>0 0 009030
00000 30; .00095092 09 000:

04909

090600

090:
Amm0<v m9050090
x0900 30> 00 00000 305 .50006
90090>0 0 009030 .0605 £000
000 9050094 00 06009

 

04909

090600

0902
hmmo<v 0000399006 00090
I00 00300 00500 >00 00: 30>
00 .50006 90090>0 0 009030
.00000 305 .00095092 09 0000

 

94909

090600

0002
Ammo<v mmcmsfi
I9006 0009000 00300 00500 >00
003 30> 00 00000 305 .50006
90090>0 0 009030 .0600 0000

 

 

 

.009003090COUII20.L m09<9

 

2591

 

 

0.009 0.99 0 N.vv 0.0m 9.9
9.90 m.m m.mv m.mm m.m9
m.mv 9.mm 0.00 m.mw o
0.009 m.mm 0.0m m.99 m.m
9.90 0.09 9.00 o.om 9.0
m.mv 0.00 m.9m 0.m9 o
m m m 9
00000000
0006 00 N 0000000 9

00909 00030000009 00030000009 0090000 0090090 X00 00
0.009 0.9 9.9 0.0m m.mv m.99
9.90 o m.m 0.0m m.m¢ m.mm
m.m¢ 0.0 0.m9 0.9m 0.00 9.0
0.009 0.9 N.09 0.00 m.99 0.99
9.90 o o.om 9.0m 9.0m 9.09
m.m¢ 0.0 «.09 N.mo 0.0 0.0

v m m 9 0

900000 >90000030

04909 0000000 00900 009000 009000 000 009000 000

44909

090600
0042
00095092 09
00004 .0004 .4004 .9004

.Nmo4 .9004 .0004 .04040
x000H 009>050m 903X00

9(909

090600
0902

060: 0000

09004 .9404 .0404 .0404

.4404 .m404 .m404 .94009
x000H 009>050m 903x00

44909

090600
090:

999o<0
60 H .00095092 09 0000

9<909

090600
090:

009040

60 H .0605 0000

009>050m 009000

 

 

 

.009003090000:I09.0 00049

 

2522

 

 

0.009 m.HH N.@0 o.mm 9.9
9.9m 0.09 0.00 9.0m 0.09
m.N0 ©.m9 m.0m 9.Nm m.0
0.009 9.m 9.Nm 0.9m 0.H
9.9m m.m 9.0m 9.0m m.m
m.mv 0.0 0.00 m.m0 0
04609 0006 0006 000000 0009
009 0 00030600 00 0600 009 0
0 m N o
0.009 w.m m.9fi m.m m.m9 0.H
9.9m m.m 9.09 0.09 9.09 o m.m
m.N0 9.0 m.m9 9.0 w.mfi.o.m9 o
0.009 m.m9 m.09 o.mm 9.9 o 0.
9.9m m.mH 0.0m m.mm 0.09 o m.
m.mv o.m9 m.mfi m.9N m.0 o
AdBOB m m a

94809

090600
094:
000040 00090090 :9

94809

090600

090:
09 00000 00 0>00 H >0006 000
.000 >6 00 000000 00 00000600

Am©o<v 060: xumm
9000:

94908

090600
090:
090040 00090090 :9

 

A<BOB

090600
0902

Ammo0v 060$ 0000

90>900000> 0090 30> 00 000900

00 900 000000 000 6000 00m

30: .000 0:0» 00 000000 0093

00909>9000 909000 0000000000

90090000900030 000V 090090 009

 

00060>9o>09 0000 00 06009

 

 

.009005090000|IQ9.0 mqm<e

25:3

 

 

0.009 o 9.9 m.m9 0.09
0.0 o o 0.0m 0.00
m.99 o 9.99 9.99 0.99
9.M9 o 0.9 m.m9 0.09
0.009 m.m 0.9 m.m 0.00
0.0 o o o 0.009
m.99 o 9.99 o 0.00
fich Mlm 0 Mom momm
04008 0006 00 00690 m 00690 vim 0000 00>00
0.009 m.m v.m9 0.9 0.09
0.0 o o o 0.009
m.99 9.99 9.99 o 0.99
9.M9 m.m 0.09 0.N m.©9
0000 0600 0000
04909 >000 00300 000 00500 000. 00300 003
>990300 00 009000 00 009000 000 00 9
m m 9 0

94909

0904

0090064 00500

000030
A9mo<v Mmmmmflwmmfi 003
50> 00 00006 90090>0 0 009050
00000 300 .00090092 09 0000

94909

090<
0090064 00300
000030
009040 90000499000
005 50> 00 00090 300 .00006
90090>0 0 009030 .0600 0000

94909

090<
0090064 00300
000030
Avmo4v 9:00 00
>900090 0006 0099000 009309900
000 00 00903 .00300 090000
00 >099900 030> 0090000000
>099900990><
000 003 0300 00 06009

 

 

 

 

.mpm9lppm9 cmchU0z :0 m0c0050m

900000 0090 0090000 00 000090000 >0 >0006 000 .00060>90>09 0000 .009>0000
903x00 .009>0000 009000 .003 9000090 .>099900990>0 000 00003 0300 009000000
009009000000000 000 00090000000 0000 00090092 000 0600 00 00x0009 000 06009::nfi.n9mqm<0

2541

 

 

 

 

 

o.oow v.0v m.0m m.ww m.nw A<BOB
m.m o.om 0.0m o 0.00 mwm<
m.bw $.55 H.ww o a.wa muwums< nusom
w.m> ~.«m m.mm m.mw m.me maousm

Ammo<v NHOSOUHm

A4908 whoa no mmeflu m mmeu vim muco um>oc Mcfluc 50> on cmumo 30: .nucoe

Havaaxu m mcfluso .080: xumm

mm: Hosou~< co meuH
0.006 c o m.H H.mm Q<BOB
w.m o o o 0.006 mHm<
m.he o o o 0.006 muauoe< zpsom
«.mb 0 o m.m v.5m ma0uzm

%mmo¢v

madmanfiume mmUHmmn mczuc umzuo xcm

nucoe Hmuwa>u m mcflusn .Mm: 30>

0U cmumo 30L .cmOHLUHZ CH mumm
o.oow m.w m.w m.m m.mm A4909
m.m o o o o.oow mflm<
m.>w o o o 0.006 moauoE< Lusom
w.m> w.m o.m m.m m.mm mmousm

Ammo¢~ mmcmsmflume

mmnflmmn mrjuc ungo >cm

mm: 30> 00 cmumo 3o: .Sucoe

Q<BOB mafia» usom muflzu muco um>mc HMUHQ>p m ocflzzn .meo: xumm

 

 

.coflgmscHQCOUIIU>.; mqm<B

 

2555

 

 

0.006 m.w b.m m.0m m.m¢ m.bfi
m.m o o o.om 0.0m o
m.bfi H.6H a.HH m.mm m.mm H.6H
fi.m> o m.> o.wm m.mm H.am
o.oow m.a N.mw 0.0m m.bfi m.Hfi
m.m o.om o.om o 0.0% o.om
m.>fi o m.mm m.mm H.ae w.ww
«.mb 0 ¢.ww m.mm m.mw m.ow
v m m a o
xommum >Hucmuusu
£4609 Dmmmmcm mcflom mcflumo oCfluMU uoc mafiumo uoc
0.00H m.mw m.mm m.ofi o.mm
w.m o 0.0m o.ov o.ov
m.bw v.vv v.vv a.ww o
fi.mb m.mw m.om v.mw m.mm
44909 muoe uo mmEHu m mmEHu vim mono uw>mc

A4809

mflm<
MUfiqu< Susom
maousm

AH>0¢V Ed H .cmmflcuflz ca mum:

A4808

MHm<
MUflumE< nuzom
maousm

Aouo<v
Em H .mEOL xumm
L0fl>mzmm mcfiuwo

 

44908

mflm<
moaume< Luzom
mmousm
ono<v maocouHm xcwuc
30> on npcoe Hmvwa>u m ocfluso
cmumo 30: .cmOHSUHz ca mum:

 

 

. coaumscficou 1.. UN. . a mam/E.

.-_r

 

2563

 

 

 

 

 

 

 

0.00fi m.ma N.ma o.mm m.mfi 5.5 b.» m.m m.w o 0.H A<Boe
w.m o o 0.00 o.ov o o o o o o maw<
m.>H H.6a ¢.¢v o N.NN o o w.fid H.Hfi o o mowume< Lusom
a.m> m.mfi m.ma m.m~ m.b m.oa m.ow m.0fi o o m.m oaousm

Ammo<v wEom zomm

q<eoe m m p m m ¢ m N a o «Mammusox scam so» on magazu

mo Amvumucmu msu Eouw umm

30$ .mmm Mao» mo mumzuo cuflz

mmfiufl>fluum HmHUOm mucmmwuamu

Amuwmccoaummsc mmmv wauuflu 0:9

‘UCQEQPHAKVCH h®¢m MO mEmwuH
o.oo« m.HH w.m m.vv m.wm b.> Q<Hoe
m.m o o.om o.om 0.0m o.ov mflm<
m.>fi v.vv fi.ww m.mm v.6fi o . MUfiumE< zusom
«.mb m.m m.b 0.0m 0.6m m.m muonsm

cmmfizqu CH

Ammo< .mmo< .vmo< .mmo<

.Nmo< .Hmo< .omo< .mvo<v

meUCH HOH>M£®Q stxwm
0.006 m.mm m.aw m.mm m.>fi m.m 44909
m.m 0.0m o 0.0m o.o¢ 0.0m mflm<
m.bw m.mm m.mm N.NN o o MUfiumE< zusom
fi.m> b.mm m.ofi b.qq ¢.mfi o.m maousm

mumCuumm mammflwmmm.

muoe no N uMCuuma a Ahmo< .bqo< .mqo4 .m¢o<

A4909 mmusouuoucfl mmusoouwucfi mcfluuma mcflmmax xmm 0c .vvo< .m¢o< .mqo4 .Hvo<~

m v m N a xmocH uofi>m£mm Hmsxmm

 

 

.coflymzcfiucou--u>.m mqm<e

25'7

 

A4808

MHm<
moauwsd nuzom
maousm

Amwo<v C0085082 CH

 

#4808

m8m<

muwuws< Luzom

mucuzm
m8 UCQQm ou w>m£ H >mcoe wnu
.mmm >5 mo mumnuo on vmummsou

“@0040 $50: xumm

 

 

 

 

0.008 m.88 N.mv 0.mm
0.0 0.0N 0.00 0.0¢
m.b8 m.mm v.qv N.NN
8.m8 m.m v.80 8.mm
0.008 8.m 8.Nm 0.8m
0.0 0.08 0.0V 0.0m
m.88 8.88 m.mm 0.mm
8.M8 0 0.8m m.mm
mHOE whoa mumzuo
uoH m unfiszOm mm oEmm
A<808 v m N
0.008 m.88 m m.m8
0.0 0.08 0 0.0m
m.88 8.88 0 8.88
8.m> m.m8 8 N.m8
d¢808 m 8 m

 

>mcoz
0.8 0 A<808
o 0 m8m<
8.88 0 muaumE< cusom
0 0 mucusm

Abmom0 cmmM:Uwz CH

8 0 ucm8w>8c>cH umcm

 

 

.coflumscAuCOUsuun.L mqn<e

 

2583

mm m.8m m.88 0.0m 0.0 o 0.8 fl cmmquaz CH
mm 0.0m N.8N m.¢v 0 8 0.8 0 fi 050: xumm
Ammom
.mmomv .meflg may we “mos HauHmm; Hmmm H

 

 

mm m.m m.m m.mm 8.Nm m.88 8.8 & CMUHSUH: CH
mm 8.8 m.m 8.m¢ 0.0m m.m . m.m x 950: xumm
Ammom .mmomv .omuflp umm EooHom H
mm m.om m.m 0.0m m.m 0.H m.m x cmmH:UHz cH
mm 0.0m 8.8 b.8m 0.8 0 8.0 x 080: xumm
Ammom .vmomv .ouflummam coco m m>mn H
mm 8.8 H.8H «.mv m.mH m.m m.m x cmmfl:UHz :H
mm m.mH v.m8 m.Hm m.H8 m.m m.m x m.éo: gumm
Amvom
.8v0mv .numeowm pawns cm m>mz EOUHmm H
mm v.m8 m.bfi H.mv 8.8 m.m m.m x cmmH:UHz :H
mm H.mm m.m8 8.mv 0.0 o o 8 050: gumm
Amwom .vvomv
.usch um mcHamem EmHflouQ 0c o>mz H
mm 0.8 v.mH m.mm m.om m.m m.m x cmmflcuflz cH
mm m.m8 m.88 m.qv 8.mm m.m m.8 & mac: xumm
Ammom .mmomv .mcflma
USN WMSUM ®>0£ 0U 08 HOW HMSWDCS m8 9H
mmflogHsz Hmufimwnm
q<soe m m v m m 8 o
z 9.8 em 9 D. pm 0.3 D.
61. 60 ..D T. T:O 8&3. .L.
:1 JD. 1 S SD. S: I.
30 88 a 9 ea 90 7:
au 83 a 5 (DJ 5U Bu
5 E 1 JD. 15 10
T. 1. 8 81. 8T. a
K a a 89 SK u
T. T. D
A A a

 

 

..mumeubbmfi cmmfinufiz ca mucwospm Hoozum now: cmflmqu Hp
cmmanoaz CH 0cm mEo: um nm>H®uuma mm muoyumw mnougm HMCOHuOEQ 0cm Hmonxzmzzmm m mqm<8

.nm.m.mHQma CH mmmcm>Huomupu< OmHm mmm

 

2259

H
mm m.m w.m m.HH m.mm m.mH N.mH x cmmH;UHz cH
mm o 0.H H.> ¢.ov m.mH m.om x meom Home
“Hmom
.mmomv .Um>oH:D uHmm >HucmSUmHH w>m£ H
mm m.H «.mH m.mH o.¢m m.HH m.HH _ a cmoHnon cH
mm o m.H m.m m.qm H.5H m.oq H meom 20mm
HHmom .0mom0_
.mXHH H mm COHuommHm nose mm ~00 go: on H
mm w.m m.H m.HH m.0m m.HH ¢.mm x cmchqu cH
mm m.H o o m.0m m.mH m.mm x meow xumm

Ammom .Hmomv .cmpmHH HHHz mco on non
0p MHmu on maomEom 0mm: HkumeQmmU H

COHDHMKVHHQQQ HMCOHuvUQMm}...

 

mm m.m m.m m.mH v.mH m.m m.m m.om Ammo¢v .cmoH:UHz cH mum: on H gas“ mac:
xumn m>HuomHupm muoe Hmmw H .HHmuo>O

8mmmcm>HpUmHuu<

 

mm m.m m.H o.mm o.mN m.H 5.5 H.mm Hbmo<v .cmmHHUHz CH mum:
an H cmcu mEo: 20mm :uHmmn HmonHLQ
umuumn cH HHHmsms em H gasp xcng H

 

A¢808 0 m c m N 8 0
z 9.3 n.m E D. nvm nvs Hv
5.4 ,Dflu 5 I. T:o t£+ T

:1 10. J 5 SD. SJ 1.

30 83 a E 28 90 7:

eu SJ 8 5 5.4 HDU au

5 e 1 IE 15 30

T. 3. a 31. 8T. 8

.A 8 a 88 BK U

_,L .L 3

K K a

 

 

. COHumscHucou 11mm . m mqmfiw

 

26C)

mm
Nm

mm

mm
mm

mm
mm

mm
mm

mm
mm

A4808

 

m.m m.HH m.CH 0.8m «.mH m.HH x CmmHCUHz CH
0 0.8 0.0 0.0m 0.0 m.mm fl 0803 20mm
AHmom .omomv .meHu mCu Ho umos omuon am H
conmmHmwo
w.m m.m m.0m m.o m.m H.H m.mm Ammo<v .CmoHCUHz
:H mum: cmzu 080: xva 005 Hmuumn
mum COkumem mom wnomc >E umnu Hmom H
m.m v.5 o.mm o.Om m.m 5.5 x CCmHCUHz CH
m.m m.m m.8~ 8.00 m.m ¢.m8 fl 050: xumm
Amsom .mnomv .me
on coHucmpum mHOE >ma nHzoz wHQomQ :mHz H
m.m o H.mm m.wm C.mH «.mH x CmoHCon CH
m.m o m.m8 0.0m m.88 m.mv 8 050: xumm
Ampom .vbomv
.mmcHSD Dzonm Hmmm H 30: meU mHQomQ 300
m.m 5.5 m.mm m.0m m.m 5.5 x CmmHCUHz CH
0.8 m.m 0.0m 0.0m 8.8 m.88 x 060: Xumm
A880m .obomv .mchcmumumcc: 00m
®>0H How #30 0CH>HU mxHH meH H mweHuweom
m.m m.m m.mm H.mq H.“ m.m x CmmHCUHz CH
8.8 0.0 0.08 b.mm 0.8 8.8 x 080$ #000
Hmoom .Coomv .me m>oH
>HHmmH HHHB 053 mcomEOm CCHH Cu cam: H
0 m 8 m m 8 0
e S pCm e P D.m DL» P
,o.+ C00 .b I. 1.0 I;+ I
11 JD. 1 S SD. SJ 3
a o a.a a e e a e 0 I.
a u 3,0 9 .b 5 3 ,bnu ch
6 e 1 1 2 1H” .00
I 4 a a 4 a I a
A a a a a ern u
I I 3
A K a

 

 

.coHumscHDCOUiuwm.h mqm<8

 

261L

mm 8.8 0.0 0.0m N.8N 8.8 m.m 8.mm AC00¢0 .mEOC xomg Hmmm H CCCu cmmHCUHz
CH mum: 00mmmuum whoa Hmmw H .HHCH®>O

mm m.88 m.m m.88 m.8m 0.0 m.m 0.0m A000<v .CmenoHE CH mum: 00 H CCC» 080:
Moan 00mmmuamn mmmH Hmwm H .HHme>o

 

mm m.m C.C m.m C.mm C.mH m.Cm w CCmHCUH: CH
mm m.H m.H m.H C.Nm m.a a.Hm x msom Comm
Ammom .Nmomv .mCHmmusou
:mHU HmewH Cmmn mm: mHHH >8 30C 0» CD
mm o 0.H Cqu m.om m.m m.~C C CmmHCon CH
mm o o m.HH m.mm m.m m.Hm x wee: Comm
Ammom
.m0mv .CUCE >um> Cpuoz DOC E.H Hmmm H
mm m.H m.m m.m m.mm m.MH m.~C H CCCHCUH: CH
mm o m.H w.m N.HN m.HH 0.Hm H ego: Comm
Ammom .Cmomv .Huaem CH mHHH He HmmH H
mm m.m m.H m.CH C.oC m.mH N.Hm x CmoHCon CH
mm m.m m.m N.mH m.mm C.mH m.mH x meom Comm
Ammom .mmomv .ms
Ou. mCMQQM£ #MS3 mumu ”TCOU H mOEHumEom
mm m.m m.m H.m~ m.mC m.mH m.HH a CCCHCUHC CH
mm m.H m.H m.m 0.0m m.mH H.mm a mac: Comm
Ammom .mmomv .Cwmmouamo cmumo Howw H
C4909 m m C m m H o
2 ES em 9 D. Pm PS D.
6.17 50 5 T... 1.0 1.1-. T...
11 JD. 1 S SD. SJ 1.
so 88 8 9 ea 90 I.
au 31 a 5 51 EU Bu
5 e 1 39 15 30
.L 1. a 81. 3T. 9
.A a a 88 BK u
T. T. 3
..A .A a

 

 

. COHumsCHuCou Ilmm . L 04048

 

 

262

mm

mm
mm

mm
mm

mm
mm

mm
mm

mm
mm

A4808

8.mm Am00<v
.CCOHCUHZ CH mums 00 H szu 060: gown
Hmumcmm CH HHmmHE vsonm Hmpumn Hmmm H

H CmmHCUHz.CH
H 0503 30mm

AmHHm .HHHmv
.HHm pm 0000 0C an H xCHCu H mmEHD pd

H cmmHCUHz CH
x 0803 xumm

AHHHm .OHHmV
.mmEHw um mmmHmm: Hmmw >HCHmuHmU H

H cmoHCUHz CH
H 05o: Comm
A8080 .00800 .mem>E
HOH pumammu mHOE m>mC anou H CmHz H

fl CCOH£UHZ CH
8 mEOI gumm
HHoHC .OOHCV .HHmm
1H5 Cqu CCHHmHumm CC H .mHoCC mCC Co

H CCmHCon CH
& 0E0: xUCm

Aboom .Cmomv .Hme
IHE UHMBOD QUSHHuum m>HuHmoa m wxm» H

 

m.m8 8.8 N.8m m.m8 8.8 0.0
m.88 m.88 C.mm m.8m 0.0 0.8
0.mm m.m8 0.0m N.8m 8.8 m.m
0.0 m.m 0.vm o.mm 0.0 m.88
0.8 0.m 8.mm 0.0m m.M8 0.0m
w.m 0.0 m.8m m.vv 8.8 m.M8
0.8 8.8 m.8m m.0v 8.8 «.m8
0 0.m 8.mm m.mm 0.8m m.m8
0.8 0 N.08 0.0m m.88 0.mm
0 0 m.m 0.8m m.08 o.mN
0 0 m.m m.m¢ 8.mm 0.0m
m m C m m 8 o
CCS e m 9 av va 0.8 P .
,D.+ .b 0 ,0 .E 1.0 1.3. T.
1.4 J P J S Snv 5.4 J
90 99 a 9 ea 90 I.
an a: a 5 5i .bu au
5 E J 19 36 10
T. 1. a 31. 8T. 8
K a a 83 SK U
T. I D
.A R a

 

 

.CoHCmCCHCCou--Cm.C CCCCH

 

2633

mm

mm
mm

mm
mm

mm
mm

mm
mm

Q<808

ONO)
Vim

ONON
Hr‘

mm
film

m.88

OO

>.Nm
0.0m

 

eere
Arbuoxqs‘o
39159

Ataqexapomln

88159 <r

GGJEQSIprfi

O

Ktbuoxqs 6
cu

93159310
39159310

Ateqexepom
aauaxa;;:p

H CCCHCUHC CH
R 080: 2000

Ammom .mmomv .Ho
CCOHQ 09 0» CUCE m>m£ 00C 00 H mem H

H CmmHCUHz CH
fl 080$ £00m

“Hmom .omomv
.musHHmm 0 Ed H Hmmm ow UmCHHUCH Em H

H CCmHCUHz CH
H 050: Comm
AHmom .omomv .mmHuHHva
0000 H0 H0063: m 0>CC H 00:0 Hmmm H

H CCCHCUHE CH
3 0E0: 200m

ACHom .mnomv
.mumzuo CDHB 0CCH0 H0500 C0 C0 DmmmH

um .Cuuoz mo Comuma m E.H 00:0 Hmmw H

H CmmHCUHz CH
fi 080: 200m
ACCCC .moomv .wHComC umCuo
umoe mm HHmz mm moCHCu on on mHnm Em H

EooumMImem

 

 

 

. COHuCCCHuCOU ....mw . 0 ”50.4.8

 

 

264i

mm 0.0 m.m o.mm o.mm m.H m.H m.m~ Ammva .HHHCCH CmoHumeC
HE CH 0H0: Can» 060C 3009 hHHECH
HE CH mHmHHU mmmH 09 0» mEmmm muwna

 

 

mm m.H o m.H H.mm m.mH m.mm H CmmHCon CH
mm m.m o m.H H.mm m.m m.mm H seem Comm
ACHHm .mHHmv .HHHCCH HE CH CmHCOHC C
mHAHOCuo C000 0CHHHHC mHmowmv 00C0H0H>
mm m.m m.H m.m o.mm m.m m.mm H CmmHCUHz CH
mm m.H o m.H H.mm m.m m.mm H 020: Comm
AHOHC .monv .HHHCCH HE
HOH mEmHQOHQ 0CHmsmu mH mmmcHHH Hmpcm:
mm m.m o m.m H.HH H.H m.mm H CmmHCUHz CH
mm m.m m.H m.m C.mH m.m m.m0 H 050m Comm
A800m .0000 .hHHEmw HE How manouu 0CHmsmU
m8 00HO>HU ..HO DOOSHHmv—HH 03¢ .HO MUHO>HQ
mm m.m o m.m N.HN m.mH m.mm . H CCCHCUHC CH
mm o o m.mH H.mH C.mH m.mm H ago: Comm
. Amuom .NHomV
.>HHE0H >E CH EwHDOHQ 0 0H 0CH2CHCQ
mm m.m o m.m N.CH m.m m.mm H CmmHCon CH
mm m.H m.H m.m m.mC m.m m.NC H 060: Humm
AHmom .wmom .HHHECH
HE CH EmHQOHQ m mH mmeHHH mJOHumm
mHmHCu HHHECC
04909 C m C m m H 0
Z 2 S p. m B D. .Pw 0.3 D.
.0.+ C00 .0 I. T:0 1:4 I.
I 3 JD. 1 S SD. SJ 7:
a O 88 a Q 98 90 I.
a u a I a 5 5 J 5 u a u
5 o. J I E 15 J O
..L 1. 8 a 1. a T. a
..A a a a 8 8K u
I I 0
.A .A a

 

 

. COHHCCCHHCOU .300 . C ”504.8

 

 

2655

 

 

mm >.8 0.8 0.0m m.m¢ 0.88 0 fl Cw0HCUHE CH
mm 0.8 0.m 0.0m 0.00 v.m8 0.8 & mEom gumm
AmmHm .HNHmv .90»
H0 w0mqu>om mxmu Eoonm HHHB 0H0000
mm 8.8 0.0 8.Nm 0.0m N.8N 0.8 R CO0H£UHE CH
mm 0 0.8 8.mm 0.0m 8.mm m.8m H 0E0$ xumm
AmmHm .mmHmv .Cmpmsuu
09 C00 0C3 use 0H50HH 0H >000 mH DH
mm 8.8 m.88 0.0m 0.0m m.>8 0.8 * CC0HCUHE CH
mm m.m m.88 0.mm ¢.0v 0.08 0.8 g 050m #000
. HomHm
088mv .CmHHHmm HHHmmu 0C0 onowQ 300
mm m.m H.H m.HH N.HH m.wm m.m H CmoHCoH: CH
mm 0 0.8 0.0 ¢.0v 0.0m 8.mm fl 0E0m x000
ACHHm .mHHmv .HpmmCoC CHme Co
>H0H C00 30% .mHQOmQ CuHB 0CHH000 C053
mm H.H m.H 0.H 0.Hm N.HN H.H H CmmHCUHz CH
mm 0.8 0.8 8.8 8.0V 0.88 0.0N * 0E0: x000
ACOHC .COHmv .oHCooC CH CHHCH o>mC H
mm m.m N.CH H.mm m.mH m.H m.m H CCCHCUHC CH
mm 0.mm N.HN 0.0m w.m o 0 R 0E0$ x000
AHCHm .HonV .Co CCCoo
CCU oz\m umsz mzocx >HHCCWD comuma 4
oHComC CH CHHCC
A4808 0 m C m m 8 0
2 p.3 2 m C. 0. nvm 0.8 P
.0.+ .b 0 ,0 1. 7:0 1.4. I.
J J J D. J S S D. S J I.
Hoo GCH .H e C.a e 0 §
«Hu 3 J a .0 ,b.C CCU a u
5 o. J I C. :5 I O
T. 2. a 8 1. a T. 8
.A a a a a a.A u
T. _L 0
In K a

 

 

. CoHumzCHDCO 01100. C ”.3058

 

«In.

 

2665

mm m.8m 0.0 m.mm m.m 0.8 m.88 A0m8mv .mquHummxm 00C0C0x0 chu How
COHumEHOHCH 0C0 COHumHmamum 0u050000

mE C0>H0 mm: Emu00u0 00C0Cux0 0:8

mm 0.0m v.m8 0.0m m.08 0.0 m.m . A0m8mv .vmuummxm H CCCu
Hmuumn mH 00C0HH00x0 00C0£UX0 mHCH

mm m.H0 0.m m.0m m.H o o CHNHCV .CUCmHCmCxo mmCmCuxm
mHCu Ho CCCC mchC CCHHmHCCm HmoH H
ECC0OH0 mmcmfioxm

 

 

A4808 0 m w m N 8 o
z C.s e m e P 0.m 0.3 0.
.0.+ ,0 0 .0 I. 1.0 1:4 I.
am my. a w W; mm 0.

anu 3.. e .0 0 J 0 u anu

,0 e 1 1 e 1.0 J o
I 4 e a 4 a I a
A W a a W 0.A w
K K a

 

 

. CoHumCCHuCou 5mm . C 000.2.

2637

$008ummuz

m
$008nmmnzN

.00.m.0H908 CH 000C0>H000000< 00H0 0008

 

0(0me
0
8008010
mm

0.mm
0.0m
m.0m
8.0

mH CCmHCUHz CH

m.m8
m.mm
m.00
0.8

m.88

0.0N

0.0m
0

8.mm
0.00
0.0m

NR 0E0m #000

000: >000 >E 0CHHC0 CH000 0H 000H 000 0C0H03 00CH00
000: >000 >E 0CH030 0008 Ho .00H 08 000H
000C >000 >E 0CH030 000E no .mnH m8 00CH00
000C >000 >E 0CH050 .mnH 08:08 00CH00
000: >000 >E 0CH050 .00H 0Im 00CH00
000: >000 >E 0CH030 000C050 00C
A080<0 0>0C H .0C0H03 >E 0CH00000m
0:0H03

0000 000 0COE0
00000>0 0>000
00000>0

00000>0 30H0Q
0000000 020 0C0E0

00004 .m0040
000 00C00HU >E .000 >E mo 000C00 00 00000600

0000 0:0 0:050
00000>0 0>000
00mu0>0
00000>0 30H00
ACooC .HmoCV
000 0xo0H >E .000 >E 00 000000 00 00000E00

0000 0:0 0C0Em

00000>0 0>000

00000>0

00000>0 30H00
Ammo< .omoCV
0H >0H00H3000 >E .000 >E mo 000C00 00 00000800
8000C0>H000000<

 

 

 

.0H000 00C0000H 0HQH0HCE "0808:8808 C00HCUH2 CH 00C00300 H00CU0 C0HC C0H0COH
>0 C00HCUH2 CH 0C0 0E0: 00 00>H00000 00 0000000 000000 H0C0H00E0 0C0 HmuH0>:C.:Axfigwmqm<8

   

26E3

30H u H .0H 0000 .coH0u00H0 0600 000 CH 0CH03000E 000 0H000 0H£0 CH 00X00CH HH<

.000000 00H: u 0 2050000 000000

 

 

 

 

 

H
0.00H o 0.0 N.mo H.mm 04909
v.mH o m.>m 0.0m m.mw 00000 0o 0H
m.mm o o 0.00 m.mm 0H
m.mm o o 0.00 H.Hm 5H
m.MH o m.0H 0.H0 m.¢H 0H
0.0 o o 5.00 m.mm 0H 004
2000:002 CH
0.00H o o m.mm m.ov 04909
«.mH o o 0.00 0.0m 000H0 00 0H
0.0m o o 0.00 0.00 0H
m.om o o 0.50 o.Nm pH
m.mH o o H.0m 0.Nv 0H
0.0 o o ...00 m.mm 3 03
0500 0000
A00x000H 000000 H000H00E0
0C0 H0UH0>£Q 0003HUCHV 000000
0.00H o 0.00 v.0m 0 04909
¢.mH o m.mm m.>m 0 000H0 00 0H
0.0m o o.bw m.mm 0 0H
m.om o 0.00 0.Hm 0 5H
m.mH o m.mm m.qH 0 0H
06 o 0.00 m.mm o 2 03
v m m H A000HLUHZ 0H 000000 00
0<Boe 00000 00000 000000H0 000000H0 HH03 00 050: 0000 000000 00 00X00CH
>H0co000 >H0CO000 0:0 HHO 0003HUCHV 000000 HH000>O .H

 

 

H.000HIFn0H c00H£UHz cH 00:00:00 000000 00H: c0H00ow no 000 >0 :00H00Hz CH
000 050: 00 00>H00000 00 0000000 000000 0000H0050 000 H00H0>00 00 00x000H 1100.0 mqm<9

 

 

 

26S)

00000 00

00000 00

0<808

m0
00
00
00
00 00<

 

:0000002 :0

04808

00 mo<
0&0: 000m

 

 

 

0.000 m.m «.00 m.mm w.mm
v.m0 o.mm m.m0 m.m0 o
m.mm o v.0 p.00 b.0m
m.0m o m.om 0.Nv 0.0m
m.m0 o m.mc 0.m0 m.vd
.m o o 0.00 m.mm
0.000 0.0 m.00 p.50 0.0m
0.00 o o m.>m m.m0
0.0m v.0 m.m0 5.00 m.mm
m.0m o 0.00 0.00 0.0m
m.m0 o m.¢0 v.00 m.00
m.m o o 0.00 m.mm
0.000 0.0 0.0 m.00 m.00
v.m0 m.m0 m.>m m.nm m.m0
0.0m o o 0.00 m.m0
m.0m o o b.mn m.0m
m.m0 o 0.0N 0.0m m.00
0.0 o o 0.00 m.mm
0.000 0 m.m b.0m m.om
«.m0 0 o o.mw o.mm
0.0m o 5.0 0.00 m.mm
0.0m o m.m o.mm 0.mv
m.mw o m.¢w 0.mv 0.mq
m.m o o 0.00 m.mm
v m m 0
0<SOB 00000 00000 00000000 00000000
>00co000 >0000000

00000 0003 00000

00000 00

00000 00

>50 .0.0.H

04808

00

00 00<
0000500: :0

0<808

m0
00
00
00
m0 mm<
GEOI 30mm
. Ammmcwxrflw

 

1000000 000 00000 0003 00000>00

 

000000000 000000 00000050 .0.0

 

 

.00000::00cou 1100.0 m00<9

 

 

 

27C)

 

 

 

 

 

 

 

 

0.008 0 m.88 m.mm 8.Nm . 04808
«.m8 0 o.mm m.mm m.m8 00000 00 m8
0.0m o o m.mm 8.00 08
m.mm o m.m8 0.8m m.mm 88
m.m8 o m.08 8.8m 0.0m 08
0.0 o o 0.00 8.00 00 00¢
c000000z :0
0.008 o o m.mm m.mw 04808
v.m8 o o m.m8 m.8w .00000 00 m8
0.0m o o 0.00 0.00 08
m.©m o o 0.80 w.mm 88
m.m8 o o 0.0m 0.88 08
0.0 o o 0.00 0.00 00 004
050m 0000
v m m 8 0000000 C0 £0000
04808 00000 00000 .00000000 00000000 000 .000000 800800 .500000 0000
>0mco000 >0mco000 .0000000000 .000u0>00000 00000000000
00030000v 000000 000000050 .0.8
0.008 o 0.0m 0.00 04808
«.m8 0 m.8m m.m8 00000 00 m8
0.0m o 0.00 0.00 08
0.0m o 0.80 o.mm 88
m.m8 o 8.mm m.v8 08
0.0 o o 0.008 m8 004
C0m0£U0Z CH
0.008 o m.mv 8.8m 04808
¢.m8 o 0.0m 0.0m 00000 00 m8
0.0m o 0.00 o.oo m8
m.0m o «.80 @.Nm 88
m.m8 o 0.0m 0.88 08
0.0 o 0.00 . 8.00 m0 mm<
04808 m m 8 0E0: #00m
:00: 830005 300 000c0>00000004 .m.0.H

 

 

. .c00um:C00:ou 1138.0 00a<8

2'71

0.008

v.m8
m.mm
m.©m
m.M8
m.m

0.008

v.m8
m.mm
m.mm
m.m8
m.m

0.008

0.m8
m.wm
m.om
m.m8
w.m

0.008

0.m8
m.mm
m.@m
m.m8
m.m

04808

 

0.8 m.m8 m.mv m.~v
m.m 0.0m 0.8m 0.0m
o 0 m.mm 8.00
o m.m8 0.80 0.0m
o 0.0m 0.mv 0.0m
0 0 8.00 m.mm
0.8 0.8 0.0m m.80
o o 0.0m 0.m8
0 0 m.mm 8.00
m.m . o m.0m 0.00
o m.08 0.0m 8.80
0 o m.mm 8.00
m.m 8.mm 8.8m 0.m8
o 0.00 0.8m m.m8
o 8.0 8.00 8.0m
0.0 0.8m 0.mm m.m
o m.08 v.88 m.08
0 o 8.00 m.mm
o m.m 0.00 m.0m
0 o m.8m m.m0
o o 8.00 m.mm
o m.m 0.00 m.0m
o m.v8 8.8m 0.0m
0 0 m.mm 8.00
v m m 8
00000 00000 00000000 00000000
>00co000 >00co0u0

00000 00

00000 00

04808

00
00
00
00
00 004

 

2000:002 CH

04808

 

060: 000m

.c000000m00.N.Q.H

00000 00

00000 00

0<808

08

m0 084

 

cam0;002 :0

04808

 

050$ x000

 

 

 

.000003000000 1:00.; 00048

 

2272

 

 

 

 

 

 

 

0.009 9.9 9.9 0.99 9.99 44909
4.m9 0 0 m.9m m.mm 40040 40 09
0.04 0 0 9.09 9.99 _ m9
m.0m 0 0 9.94 0.09 99
9.99 9.49 0 0.09 9.9m 09
4.9 0 9.99 0 9.00 99 m04
sm09409z :9
0.009 0 0.9 9.99 0.00 44909
4.99 0 0 m.m9 m.9m 40090 40 09
0.09 0 0 9.09 9.99 09
m.0m 0 0 m.m9 N.4m 99
m.m9 0 0 9.49 9.mm 09
0.9 0 9.99 0 9.00 m9 004
mac: gumm
.m9m9uu 949549.4.4.H
0.009 0.9 m.m9 0.9m 9.99 44909
4.m9 0 m.9m 0.0m m.~9 40040 40 09
0.09 0 0 9.99 9.04 09
9.09 0 9.9m 9.m4 0.0m . . 99
m.m9 9.49 0 4.99 9.49 09
m.m 0 0 9.00 9.99 99 004
cm04409z :9
0.009 0 9.9 9.04 9.04 44909
4.m9 0 9.99 0.0m m.9m 40090 00 09
0.09 0 9.0 0.04 9.9m 09
m.0m 0 m.09 9.m4 4.94 99
9.99 0 0 9.99 m.mv 09
0.m 0 0 9.00 9.99 99 004
@803 20mm
4 9 m 9 5004mm 94mm .m.4.9
A4909 , omuom mmumm mmuocmac mmummmwn
yamcouum >Hocouum

 

 

.COHumsC9ucou unco.m @4049

- 9.74

 

2'73

 

 

 

 

0.009 9.9 0.04 0.9m 0 @4909
¢.m9 0.mm m.9m m.9m 0 90090 no 09
0.0m 0 m.mm 9.00 0 09
m.0m m.m 9.Nv 0.0m 0 99
m.m9 0 9.9m m.m¢ 0 09
06 9.99 9.99 9.99 0 m9 004
CmmHLUHE CH
0.009 0 m.m9 m.mm 0.0m @4909
«.m9 0 0 m.m0 m.9m 90090 no 09
0.0m 0 m.m9 9.00 0.0m we
m.0m 0 m.09 0.Nm 0.0m 99
m.m9 0 m.¢9 0.mv 0.m¢ 09
05 0 9.00 9.99 0 m9 004
v m N a 050m 200m
44908. mmumm wmuom mmuommwc ovummm90 m9mowm C9 £0909 .m.n.H

>Hmcouum

>Hocouum

 

 

.009003290cou almo.m m40<9

2274

 

0.009 0.9 0.0 N.00 m.09
9.90 0 m.m9 0.09 9.09
m.m¢ 0.0 0.0 9.00 9.NN
0.009 0 0.0 9.9m m.0m
9.9m 0 0.09 m.mm 9.0m
m.mv 0 0 0.m0 v.0m
0.009 0 9.9 ~.00 9.mm
9.9m 0 0.09 9.00 m.mm
m.m0 0 m.v 9.N9 9.Nm
0.009 0 0 0.mm N.0v
9.90 0 0 m.mm 9.00
m.m0 0 0 0.0m 0.00
0.009 0 0.00 0.0m 0
9.90 0 m.00 9.0m 0
m.mv 0 0.90 0.9m 0
v m N 9

90909 00900 0.00900 00900090 00900090

99000990 >9000990

A<BOB

090809
0902
0009009: 09

 

A<BOB

090809
0902
090019000

.900000>99009uu0 000 00909 9903 90090

I900 000090090 000990 90090900 .0.H

 

9<BOB

090609
0902
0009409: :9

 

94909

090809
0902
.mammimwmm
.900X0009 000990 900099000
000 90090>£Q 000090090 000990

 

9<BOB

090009
0902

.900090092 09 000990 00

9903 00 000: 9009 000990 90 00x0009

0:9 990 000390090 000990 99090>o .H

 

 

 

.090919909 00090092 09 09000090 900000 :09: 0090909 90 x00 >0 00090092 09
000 050: 90 00>900900 00 0909009 000990 900099000 000 90090200 00 00x0009 :x00.9 mam<e

2275

 

 

0.009 0 0.0m v.00
9.9m 0 0.00 0.00
m.w0 0 9.0m 0.00
0.009 0 m.m¢ 9.9m
9.9m 0 m.m0 9.0m
m.m0 0 0.00 9.0m
m N 9
44909 0090 039000 309
0.009 m.m N.09 m.mm 9.mm
9.9m m.m 0.0m 0.00 9.09
m.mv m.0 m.09 m.mv 0.9m
0.009 0.9 m.99 9.9m 0.0m
9.9m m.m 0.09 m.m0 m.mm
m.m0 0 0.m9 0.0m v.0m
v m m 9
9<BOB 00900 .00900 00900090 00900090
99000990 99000990

9<BOB

090009

0902
00090092 09

9¢BOB

090809

0902
080: £000
00000>9900999< .m.0.H

 

 

A<EOB

090E0h
0902

 

00090092 :9

9<BOB

090509
0902

0E0: £00m

 

0:9004403 90090900 .9.0.9

 

 

.009900099000 n:00.9 mqm<9

.W_’T-._?_.'_‘T'..T—"_V " ’ ..

~—

2276

 

0.000 0.H 0.H 0.0N 0.00
0.00 o o m.mm .b.00
m.Nv m.v m.v b.NN N.mm
0.000 m.m «.mm 0.00 0.00
n.0m 0.0 m.mm m.mm 0.00
m.mv o h.mm m.mw m.mfi
0.000 o m.m 0.00 0.0m
5.00 o 0.0 p.00 p.00
m.mv o o m.nn >.mm
0.00" o 0.HH 0.00 b.mm
0.00 o b.0fi m.mm 0.0m
m.mv o m.v H.0m m.©m
0.000 o o 0.0m m.m0
n.0m o o 0.0m 0.00
.N¢ o o m.mv m.¢m
v m m a
#4909 00u00 00000 00000000 00000000
>H0couum >H0couu0

A4909

0H0E0h
0H0:
0502 #00m

.cofl000um0D.N.Q.H

 

ddBOB

0H050m

0H0:
chHsUHz CH

A4908

QHMEML
0H0:
0E0: Momm
.cowum>wuqmo H000000000<.«.Q.H

 

A4808

0H0E0m

0002
cmchUHz cH

44908

0H0E0m
0H0:
050: x00m
.AOHQO0Q CH suw0w Dc0
.0fl0fimu MHHE0M .500000 wa00 .con
I00uQ0U .COHu0>aua0o H0COH000000
0005HUQHV 000000 H0C0H00Em .Q.H

 

 

 

.cofigcflcou {no.0 Se:

..t‘,1— .—.—~v v~~ '

,-_..." .-

‘37-‘33!

277

o.oow

o.oo«

 

0.H 0.H o.mm N.Hh

m.m o m.mm m.mn

o 0.0 m.>m «.00

o 0.H m.nw 0.00

o o m.mm 0.00

o 0.0 H.m 0.00

0.0 m.ma 0.Hm b.mm

m.m b.0fi 0.00 m.mm

o «.0 0.00 0.6m

o 0.0 m.mv m.0v

o 0.00 0.00 0.00

o 0.0 0.00 0.00

0.H m.mw m.mv m.mv

m.m m.ma 0.00 n.0m

o m.m0 v.0m 0.00

v m m a

00u00 00u00 00u000H0 000000H0
>H000000 >H0couu0

A4809

0H050m

0H0:
c00H£UHE :H

A<BOB

0H0E0m
0H0:
060$ 2000
.000000 >H0500.v.n.H

 

A<EOE

0H0€0h
0H0:
C00H£UHZ CH

A4808

QHMEQE
0H0:
0E0: £00m
E00000 0H00 .m.n.H

 

04809
0H050m

0H0:
0000200: cH

 

.coflumscwucou _|:Qo.mmam<9

r--

r-

.. 1. .V ..r,.“‘

.‘r .

 

 

278

 

0.00H >.> 0.00 0.0m o
0.00 h 0 0.00 0.00 o
m.mv H m 0.0m H.0m o
0.000 0 m.mw m.mm 0.0m
0.00 o 0.0 0.00 m.mm
m.mv o w.mm v.0m 0.00
v m m a

44909 00000 00000 00000000 00000000

>H00000 >H0co000

A4908

0H060m
0H0:
00000002 00

A<BOB

0H050m
0H0:

so: 0000
000000 :0 00000 .0.0.H

 

 

 

 

.comwmscflucou I:20.0 mqm<a

2279

 

 

 

 

 

 

 

0.00H o 0.0 0.00 0.0m 04908
0.0 o o.om 0.0m 0.00 0004
m.bw o H.Hfi m.mm 0.00 0000054 £0000
0.m> o 0.m 0.00 0.00 000020
060: £000
.0000:0>00000uu0 0:0 0:000 0003 H00
IH0>£Q 000SHUCHV 000000 H0000>£m .0.H
0.000 0 0.0 N.mm «.mm 0<Boe
0.0 o o 0.00 0.00 000<
m.>fi o H.aa 0.00 m.mm 00000E< £0500
0.00 o 0.0 5.00 0.00 000020
:000£002 :H
o.oow o o m.mm m.wv 04909
0.0 o o 0.00 0.00 0004
m.>fi o o m.mm 0.00 0000064 00:00
0.00 o o 0.00 0.0m 000020
080: x00m
000x00:0 000000 00:000080
0:0 00000>£Q 000300:HV 000000
0.000 o 0.00 v.0m o 0<Boe
0.0 o 0.00 0.00 o 0004
m.bfi o 0.00 m.mm o 00000E< £0300
«.mb 0 0.mb 0.mm o 00000m
0 m _ m 0 .0c0003002 :0 mm 0003 mm
0<eoe 00000 .00000 00000000 00000000 0505 x009 000000 mo 00x00:0 0:0
>00:o000 >00:0000 000 000500cflv 000000 00000>o .H
.mhmalbbmfi

c000000z :0 00:00:00 000:00 :00: :000000 00 0:0:00:00 >9 :0002002 :0
0:0 050: 00 00>000000 00 0000000 000000 00:000050 0:0 00000>£0 mo 00x00cH I|00.L mqm<e

 

28C)

 

 

 

 

 

 

 

 

0.006 o m.mm v.0v A4609
m.m o 0.0m o.ov mHm<
m.>a o m.mm v.¢v moaumE< cpsom
a.mb o m.om m.am amousm
cmmHSUHZ CH
0.006 0 m.m¢ b.5m q<eoe
0.0 o c.om 0.0m mflm<
m.nd o m.mm m.bh modume< Lusom
“.m5 0 0.0m 0.0m maousm
m N a wee: 20mm
1H<BOH.. .SOHS ESflUme 30H wm®C®>H¥Umuun~4 .NomoH
o.oo« m.m «.mw m.mm «.mm Adeoe
m.m o o.ow o.ov o.ov mflm<
m.>a o m.mm q.¢v m.mm mufiumsd cusom
H.mb m.m m.ma m.>m a.am maousm
cmvwzuwz CH
‘o.ooa m.H m.aw n.5m m.mm . q<eoe
m.m o o.ov o.oN o.o¢ mHm<
m.nfi o m.mm v.vv m.mm nuaume< nusom
«.mb m.m m.m m.mm m.mm . maousm
meom Mumm
mcfimm Ham: Hmuflmmcm .H.m.H
o.ooa m.w o.m m.mm N.mw A4909
m.m o 0.0m 0.00 o.om mwm<
m.ha 0 «.6w >.mm m.mm mowume< zusom
«.mb w.m m.h H.fib v.mw muonsm
w m m w cmmflzufiz CH
A4906 owumm. owuoa monommwo , mmummwao
>Hmcouum >Hocouum

 

 

.cofiumzcfiucou auuo.L mqm<e

 

 

 

281

 

0.006 m.m H.mm n.bm $.ma
m.m o o 0.00 o.o¢
m.>w o v.6w m.>b H.6H
«.mn m.m m.mm m.mm «.mw
0.006 o m.m 0.0m m.om
w.m o o o.ov 0.09
m.>w o o >.mw m.mm
«.m5 0 m.m m.oo N.vm
0.006 0 m.Hfi m.mm h.mm
m.m o o o.ow o.ov
m.ha o m.mm v.vv m.mm
«.mb 0 m.ow m.bm 0.6m
0.00H o o m.wm m.mw
m.m o o 0.0m 0.0m
m.bH o o v.¢v ©.mm
H.m> o o m.wm m.mm
v m N H
44908. mmumm .mmumm :mmummmwn mmummmfln
>Hmcouum >Hmcouum

Q<BOB

mwm<

mofiqu< nusom

maouzm
CmUH£UHZ CH

 

A4908

mHm<
moaume< nusom
maouzm
mEom xumm
.COflum>HuQMQ Hmcoapommm<.a.n.H

 

 

£4808

mflm<

muflumE< nusom
mucusm
chHLUHz CH

 

Q<BOB

mflm<
mUHumE< zusom
maousm
mac: xumm
.Awamowa CH zuwmm
0cm .mflmwuu maflemM .Emwumm mama
.Cmemmummo .cowum>fluamc HmCOfluumm
nmm mOUDHUCHV wmmuum Hmcofluosm .Q.H

 

 

 

.coquSCH;CCU :1CC.L mqm<é

 

2822

 

0.009 m.9 m.m9 m.«m 9.mm
m.m o o.om 0.0m 0.0m
m.99 9.99 m.mm m.mm m.mm
H.m9 o m.OH m.mm N.vm
0.009 o 9.9 N.w¢ «.mC
o.m o o 0.00 o.ov
m.9H o m.mm m.mm m.mm
H.m9 o m.m 0.0m 9.vv
o.OOH m.9 m.m9 m.mv m.m¢
w.m 0.0m o o.o¢ o.ov
m.99 o m.mm v.v¢ «.mm
H.m> o m.ow H.Nv ¢.9v
0.009 m.9 m.H m.mm m.9m
o.m o o o.ow 0.00
m.9H o 9.99 m.mm m.mm
«.mb m.m o m.wm 9.99
v m m 9
44909 moumm. momma mmummmHo mmummmHU
Hamcouum >Hocougm

A<BOB

mHm<

MUHumEC cusom
maoqu
cmmHCUHz CH

 

A<BOB

mHm<
moHu®E< Cpsom
oaouzm

wEo: xumm

Ewmumm Mme .m.Q.H

 

 

44908

MHm<

MUHumE¢ Lusom
maouzm
cmmHCmH: CH

 

A4909

MHm<
MUHumE< Lusom
wmouzm

 

oEo: xumm

.CchmouumG.m.n.H

 

 

.CoHumscHucoQ 5.00.9 mam/H9

 

   

2833

 

0.00H 9.9 v.0C 0.Hm o
m.m o o.om 0.0m o
m.>H H.HH C.¢C v.vv o
H.mh 0.9 H.mv 0.0m O
0.00H o m.mH m.mm m.0m
0.0 o o 0.0m 0.0m
n.9H o m.mm v.vv m.mm
H.m9 o m.mH m.mm m.Hm
o.ooH m.H m.H o.mm N.H9
o.o o 0.0m o 0.0m
n.9H H.HH o ¢.vv v.vv
H.mn o o 9.mm m.w9
0.00H o m.9 m.9H m.om
o.m o o.om o 0.0m
m.9H o o m.mm 9.00
H.m9 o o m.mH m.¢m
v m m H
A<9O9 mmumm mmumm mmummmHn mmummmHC
>HmCouum HHOCouum

A<BOB

MHmd

MUHumE< nusom

maousm
cmmflcuflz CH

 

J<EOE

mHm<
CUHuoE< Cusom
amousm

.mEo: xomm

mHaowm CH CuHmm .m.Q.H

 

 

44909

MHm<

mUHumE< szom

waouam
CCUHCUHZ CH

 

A4909

mHm<
MUHumE< Cusom
maousm

 

080: 20mm
.mHmHuu HHHemm.¢.n.H

 

 

 

.COHuCCCHJCoU :Iom.mflmqm<9

BIBLIOGRAPHY

BIBLIOGRAPHY

Adams, B. N. Birth order: A critical review. Sociometry,
1972, 353 411-439.

 

Adelson, J. Adolescence and the generation gap. Psycholo—
gy Today, 1979, ggfi9), 33-37.

Adler, A. The practice and theory of individual psychology.
Paterson, N.J.: Littlefield, Adams, 1920.

Adler, A. The practice and theory of individual psychology.
New York: Harcourt, 1927.

Adler, A. Social interest: A challenge to mankind. London:
Faber & Faber, 1945.

Adler, A. The individual psychology of Alfred Adler. New
York: Basic Book, 1956.

Altus, W. D. Birth order, intelligence, and adjustment.
Psychological Reports, 1959, 53 502.

Anastasi, A. & Miller, S. Adolescent "prestige factors" in
relation to scholastic and socioeconomic variables.
Journal of Social Psychology, 1949, 223 43—50.

Antler, L. Correlates of home and host country acquaintance—
ship among foreign medical residents in the United
States. Journal of Social Psyghology, 1970, §QJ
49-570

Ausubel, D. P. The theory and problems of adolescent devel-
opment. New York: Grune and Stratton, 1954.

Ausubel, D. P. Sociempathy as a function of sociometric
status in an adolescent group. Human Relations,
1955, lg, 75-84.

Ausubel, D. P., Schiff, H. M., & Gasser, E. B. A preliminary
study of developmental trends in sociempathy: Ac-
curacy of perception of own and others' sociometric
status. Child Development, 1952, 2;, 111-118.

284

285

Bachman, J. G. Youth in transition, Vol. II. Institute for
Social Research, University of Michigan, 1970.

Bahr, S. J., Bowerman, C. E. R., & Gecas, V. Adolescent
perceptions of conjugal power. Social Forces,
1974, 52(3), 357-367.

Bailyn, L. & Kelman, H. C. The effects of a year's experi-
ence in America on the self-image of Scandinavians.
Journal of Social Issues, 1962, 1§fl1), 30-40.

Baker, L. 6., Jr. Changing religious norms and family
values. Journal of Marriage and the Family, 1965,
.2—7’ 6-12.

Bardis, P. D. Attitudes toward dating among students of a
Michigan high school. Social and Social Science
Research, 1958, 42) 274-277.

Barlett, C. J. & Horrocks, J. E. A study of the needs
status of adolescents from broken homes. Journal
of Genetic Psychology, 1958, 433 153-159.

Becker, T. Perceptions and attitudal changes among foreign
students on the UCLA campus. Dissertation Abstracts,
1967, 223 (10-A), 3519—3520.

Becker, T. Patterns of attitudinal changes among foreign
students. American Journal of Sociology, 1968,
.13, 431-442.

Becker, W. C. Consequences of different kinds of parental
discipline. In M. L. Hoffman & L. W. Hoffman (Eds.),
Review of child develonment research, Vol. I. New
York: Russell Sage Foundation, 1964.

Belmont, L. & Marolla, F. A. Birth order, family size, and
intelligence. Science, 1973, 182, 1096-1101.

Bennett, J. W., Passin, H., & McKnight, R. K. In search of
identity: The Japanese scholar in America and
Japan. Minneapolis: University of Minnesota Press,
1958. '

Berg, I. A. Expressed standards of high school students,
teachers, and parents. Personnel and Guidance
Journal, 1956, 34, 261-267.

Bernard, J. The neighborhood behavior of school children
in relation to age and socioeconomic status.
American Sociological Review, 1939) flu 652-662.

286

Blickenstaff, S. Application of American training in India:
Evaluation Seminar. Indian Steel training and edu-
cational program in the United States. Carnegie
Institute of Technology, 1960.

Bock, E. E.-& Burchinal, L. G. Social status, heterosexual
relations, and expected ages of marriage. Journal
of Genetic Psychology, 1962, 101, 43-51.

Boehm, L. The development of independence: A comparative
study. Child Development, 1957, 283 85-92.

Bossard, J. H. S. The sociology of child development. New
York: Harper and Brothers, 1948.

Bossard, J. H. S. & Boll, E. S. Security in the large
family. Mental Hygiene, 1954, 38, 529-544.

Bowlby, J. Childhood mourning and its implications for
psychiatry. American Journal of Psychiatry, 1961,
118, 481-498. '

Brein, M. & David, K. H. Intercultural communication and
the adjustment of the sojourner. Psychological
Bulletin, 1971, 215-230.

Brembeck, C. S. & Hill, W. H. Cultural challenges to edu-
cation. Lexington: Lexington Books, 1973.

Bretsch, H. S. Social skills and activities of socially
accepted and unaccepted adolescents. Journal of
Educational Psychology, 1952, 43, 449-458.

Brislin, R. W. & Lewis, S. A. Dating and physical attrac-
tiveness: Replication. Psychological Reports,
1968, 22, 976.

Broderick, C. B. Dating and mating among teenagers.
Medical Aspects of Human Sexuality, 1968, 2

Broderick, C. B. The perceptual context of boy-girl
communication. Journal of Marriage and the
Family, 1968, 30” 618-627. (b)

Bronfenbrenner, U. Socialization and social class through
time and space. In E. E. Maccoby, T. M. Newcomb,
& E. L. Hartley (Eds.), Readings in social psycho-
logy. New York: Holt, 1958.

Brown, F. DepreSsion and childhood bereavement. Journal
of Mental Science, 1961, 107, 754-777.

287

Butler, R. M. Mothers' attitudes toward the social devel—
opment of their adolescents. Social Casework,
part II, 1956, 313 280-288.

Byrne, D., Erwin, C., & Lambeth, J. Continuity between
the experimental study of attraction and real
life computer dating. Journal of Personality
and Social Psychology, 1970, 16, 157-165.

Cameron, W. J. A study of early adolescent personality.
Progressive Education, 1938, 15” 553-563.

 

Cameron, W. J. & Kenkel, W. K. High school dating: A
study in variation. Marriage and Family Living,
1960, 22, 74-76.

Cava, E. L. & Rausch, H. L. Identification and the ado-
lescent boy's perception of his father. Journal
of Abnormal and Social Psychology, 19527.l§§:
855-856. ‘

Cavan, R. S. The relation of home background and social
relations to personality adjustment. American
Journal of Sociology, 1934, 493 143-154.

Chen, E. & Cobb, S. Family structure in relation to health
and disease. Journal of Chronic Diseases, 1960,
12, 544-567.

Christensen, H. T. Dating behavior evaluated by high school
students. American Journal of Sociology, 1952,.11,
580-586.

Chu, H. M. A study of Chinese students' adjustment in the
U.S.A. Acta Psychologica Taiwanica, 1971, 1;,

Cleveland, H., Magone, G. J., & Adams, J. C. The overseas
Americans. New York: McGraw-Hill, 1960.

 

Coelho, G. V. Changing images of America: A study of
Indian students' perception. New York: Free
Press, 1958.

Coelho, G. V. Personal growth and educational development
through working and studying abroad. Journal of
Social Issues, 1962, gg, 55-67.

Cohen, E. Expatriate communities. Current Sociology, 1977,
ggfi3), 5-129.

Coleman, J. S. The adolescent subculture and academic
achievement. American Journal of Sociology,
1960, 62, 337-347.

288

Collins, J. K. Dating intimacy as a function of age, sex,
and religion. The Australian Journal of Social
Issues, 1974,2_(17, 35-44.

Coombs, R. Value consenses and partner satisfaction among
dating couples. Journal of Marriage and the Family,
1966, 28, 166-173.

 

Crist, J. R. High school dating as a behavior system.
Marriage and Family Living, 1953, 12» 23-28.

Curran, J. P. Correlates of physical attractiveness and
interpersonal attraction in the dating situation.
Social Behavior and Personality, 1973, gfiz), 153-
157.

Curran, J. P., Neff, S., & Lippold, S. Correlates of
sexual experience among university students.
Journal of Sex Research, 1973, 2K2), 124-131.

Cussler, M. The foreign student: Innovator of the future.
Revue Internationale de Sociologie, 1971,.Z(1),
651-663.

Damkin, D. H. Family size and sibling age, sex, and posi-
tion as related to certain aspects of adjustment.
Journal of Social Psychology, 1949, 223 93-102.

Danckwortt, D. Probleme der Anpassung an eine fremde
Kultur. Kbln: Carl Duisberg Gesellschaft fflr
Nachwuchsfbrderung, 1959.

Davis, F. J. Perspectives of Turkish students in the
United States. Sociolggy and Social Research,
1963, 48, 47-57.

Davis, F. J. The two-way mirror and the U—curve: America
as seen by Turkish students returned home. Socio-
logy and Social Research, 1971, §§f1), 29-43.

Davis, K. Sociology of parent-youth conflict. American
Sociological Review, 1940, 5, 523-535.

Davis, K. Adolescence and the social structure. The
Annals of the American Academy of Political and
Social Science, 1944, 236, 8-16.

Davis, 0. L., Jr. The effect of a school camp experience
on friendship choices. Journal of Educational
Sociology, 1960, 3;, 305-313.

289

Day, J. A study of differential effects of length of time
in the United States on foreign graduate and under-
graduate students with regard to the number, severi-
ty and category_groupings of problems of experiences.
Dissertation Abstracts, 1969, ggfi3A), 981-982.

Deutsch, S. E. & Won, G. Y. M. Some factors in the ad-
justment of foreign nationals in the United States.
Journal of Social Issues, 1963, 12fl3), 115-122.

Dimarco, N. J. Stress and adaption in cross-cultural
transition. Dissertation Abstracts International,
1971, 31K9A), 4330.

Dimond, R. E. & Munz, D. C. Ordinal position of birth and
self-disclosure in high school students. Psycho-
logical Reports, 1967, 21: 829-833.

Douvan, E. & Gold, M. Modal patterns in American adoles-
cents. In M. L. Hoffman & L. W. Hoffman (Eds.),
Review of child development research, Vol. II.
New York: Russell Sage Foundation, 1966.

Droppelman, L. F. & Schaefer, E. S. Boys' and girls' re-
ports of maternal and paternal behavior. Journal
of Abnormal Social Behavior, 1963, 629 648-654.

Ehrlich, D. Determinants of verbal communality and influ-
encibility. Unpublished doctoral dissertation,
University of Minnesota, 1958.

Elder, G. H., Jr. Adolescent achievement and mobility,
aspirations. Institute for Research in Social
Science, Chapel Hill, North Carolina, 1962, 59-72.

 

 

Elkin, F. & Westley, W. A. The myth of adolescent culture.
American Sociological Review, 1955, 20” 680-684.

Feinstein, S. C. & Ardon, M. S. Trends in dating patterns
and adolescent developments. Journal of Youth and
Adolescence, 1973, gfiz), 157-166.

French, J. R. P. & Zajonc, R. A. An experimental study of
cross-cultural norm conflict. Journal of Abnormal
and Social Psychology, 1957, 54” 218-224.

Fry, M. B. The extent of adjustment problems of foreign
students in four selected schools in the Philippines.
Unpublished master thesis, Michigan State University,
1973.

290

Gecas, V. Assessing theories of social class and socializa-
tion: Where do we go from here? Paper presented
at the Theory Methodology Workshop, National
Council on Family Relations, New York, October,
1976.

Gergen, K. J. The concept of self. New York: Holt,
Rinehart, and Winston, 1971.

Gezi, K. I. Factors associated with student adjustment
in cross-cultural contact. California Journal of
Educational Research, 1965, 363 129-136.

Goldstein, J. W., Korn, J. H., Abel, W. H., & Morgan, R. M.
The social psychology and epidemiology of student
drug use: Report on phase one. Carnegie-Mellon
University, 1970.

Gordon, C. W. The social system and the high school.
Glencoe, Ill.: The Free Press, 1957.

Goslin, D. A. (Ed.). Handbook of socialization theoryyand
research. Chicago: Rand McNally & Company, 1971.

Gould, L. C., Berberian, R. M., Kasl, S. V., Thompson, W. D.,
& Kleber, H. D. Sequential patterns of multiple
drug use among high school students. Archives of
General Psychiatry, 1977, 34, 216-222.

Gullahorn, J. T. & Gullahorn, J. E. An extension of the
U-curve hypothesis. Journal of Social Issues,

1963, 3_9_, 33-47.

Gullahorn, J. E. & Gullahorn, J. T. American students
abroad: Professional versus personal development.
The Annals of the American Academy of Political
and Social Sciences, 1966, 368, 43-59.

Haagen, C. H. Social and psychological characteristics
associated with the use of marijuana by college
meg, Wesleyan University, Conn.: Office of
Psychological Services, 1970.

Hager, D. L. Correlates of adolescent drug usage in Middle
America. Unpublished doctoral dissertation, Michi-
gan State University, 1970.

Hager, D. L., Vener, A. M., & Stewart, C. S. Patterns of
adolescent drug use in Middle America. Journal of
Counselipg Psychology, 1971,‘l§, 292-297.

 

291

Hall, E. & Bargen, B. Attitudinal structure of older and
younger siblings. Journal of Individual Psycholo-
an 1964, 2Q) 59-68.

Hartley, R. E. Sociality in pre-adolescent boys. Teachers
College, Columbia University, N.Y.: Bureau of
Publications, 1946.

Hastorf, A. The creator of group leaders. In K. J. Gergen
& D. Marlowe (Eds.), Personality and Social Behavior.
Reading, Mass.: Addison Wesley, 1970.

Hawkes, G. R., Burchinal, L., & Gardner, B. Size of family
and adjustment of children. Marriage and Family
Living, 1958, 29, 65-68.

Heider, G. M. Vulnerability in infants and young children:
A pilot study. Genetic Psychological Monographs,
1966, 13, 1-216.

Henry, A. F. Sibling structure and perception of discipli—
nary roles of parents. Sociometpy, 1957, 293 67-
74.

Herman, S. N. & Schild, E. Ethnic role conflict in a cross-
cultural situation. Human Relations, 1960, 13, 215-
228. (a)

Herman, S. N. & Schild, E. .Contexts for the study of cross-
cultural education.. Journal of Social Psychology,

Hernberg, W. ProtestantL Catholic, Jew. New York: Anchor
Book, 1960.

Herzog, E. & Sardia, C. E. Fatherless homes: A review of
research. Children, 1968, 15(5), 177-182.

Hetherington, E. M. Effects of father absence on personal-
ity development in adolescent daughters. Develop-
mental Psychology, 1972, Zn 313- 326.

Hill, T. J. Dating patterns and family position. Clearing
House, 1955, 22” 552-554.

Hobart, C. W. Some effects of romanticism during courtship
on marriage role opinions. Sociological and Social
Research, 1958, 6;, 336-343.

Hofman, J. E. & Zak, I. Interpersonal contact and attitude
change in a cross-cultural situation. Journal of
Social Psychology, 1969, 28; 165—171.

292

Hogan, R., Mankin, D., Conway, J., & Fox, S. Personality
correlates of undergraduate marijuana use. Journal
of Consulting_and Clinical Psychology, 1970, 66,
58-630

Hollingshead, A. B. Elmtown's youth: The impact of social
classeg on adolescents. New York: John Wiley &
Sons, Inc., 1949.

Howells, J. G. (Ed.). Modern perspectives in adolescent
psychiatry, New York: Brunner-Mazel, 1971.

Hudgens, R. W. Psychiatric disorders in adolescents.
Baltimore: Williams & Wilkins Company, 1974.

Hunter, H. R. Father absence and aggressive behavior.

Hussman, L. A. & Levine, G. Social class and sociability
in fraternity pledging. American Journal of Socio-
logy, 1960, 66, 391-399.

Hylson-Smith, K. A study of immigrant group relations in
North London. Race, 1968, 2, 467-476.

Isaacs, H. R. Scratches on our mind. New York: John Day,
1958.

Isaacs, H. R. Emergent Americans: A report on "Cross-
roads Africa." New York: John Day, 1961.

James, W. Varieties of religious experience. New York:
Longmans, 1902.

Jessor, R., Graves, T. D., Hanson, R. C., & Jessor, S. L.
Society, personality, and deviant behavior: A
study of a tri-ethnic community. New York: Holt,
& Winston, 1968.

Jessor, S. L. & Jessor, R. The transition from virginity
to nonvirginity among youth: A social psychologi—
cal study over time. Developmental Psychology,
1975,.11, 473-484.

Johannis, T. B., Jr. Participation by fathers, mothers,
and teenage sons and daughters in selected social
activity. The Coordinator, 1958, 1, 24-25.

Johannis, T. B., Jr., & Rollin, J. Attitudes of teenagers
toward family relationships and characteristics

of their parents. Sociology and Social Research,
1959, 66, 415-420.

 

 

293

Johnson, T. F. Conceptions of parents held by adolescents.
Journal of Abnormal and Social Psychology, 1952,
41, 783-789. '

Jones, E. E., Gergen, K. J., & Jones, R. G. Some reactions
to being approved or disapproved as a person.
Psychological Monographs, 1962, Z6f52), whole
issue.

Jones, F.Pi. A four year follow up of vulnerable adoles-
cents: The prediction of outcomes in early adult-
hood from measures of social competence, coping
style, and overall level of psychopathology.
Journal of Nervous and Mental Disease, 1974, 169
(1), 20-39.

Jones, M. C. A study of socialization patterns at the high
school level. Journal of Genetic Psychology, 1958,
26, 87-111.

Jorrard, S. M. A study of self-disclosure. Scientific
American, 1958, 198, 77-87.

 

Kandel, D. Adolescent marijuana use: Role of parents and
peers. Science, 1973, 181(4104), 1067-1070.

Kandel, D. & Lesser, G. S. Parent-adolescent relationships
and adolescent independence in the United States

and Denmark. Journal of Marriage and the Family,

Kanin, E. J. Male aggression in dating-courtship relations.
American Journal of Sociology, 1957, 66, 197—204;

Keislar, E. R. Peer group ratings of high school pupils
with high and low grades. Journal of Experimental
Education, 1955, gg, 375-378.

Kelman, H. C. Social-psychological approaches to the
study of international relations: Definition
of scope. In H. C. Kelman (Ed.), International
Behavior. New York: Holt, Rinehart & Winston,1966.

 

Kelman, H. C. & Steinman, V. The reactions of participants
in a foreign specialists seminar to their American
experience. Journal of Social Issues, 1963, 19(3),
61-114.

Keniston, K. Social change and youth in America. Daedalus,
1962, 2;, 145-171.

 

294

Kephart, W. M. Some correlates of romantic love. Journal
of Marriage and the Family, 1967, 26, 470-474.

Kiev, A. Cluster analysis profiles of suicide attempters.
American Journal of Psychiatry, 1976, 133(2),
150-153.

Kinch, J. W. & Bowerman, C. E. Changes in family and peer
orientation of children between fourth and tenth
grades. Social Forces, 1951, 61, 206-211.

Kinsey, A. C., Pomeroy, W. B., & Martin, C. E. The sexual
behavior in the human male. Philadelphia: W. B.
Saunders, 1948.

 

Kinsey, A. C., Pomeroy, W. B., Martin, C. E., & Gebhard, P.
H. The sexual behavior in the human female. Phila-
delphia: W. B. Saunders, 1953.

Kirkendall, L. A. Characteristics of sexual decision-making.
Journal of Sex Research, 1967, 6, 201-211.

Kirkendall, L. A. & Libby, R. W. Interpersonal relation-
ships: Crux of the sexual renaissance. Journal
of Social Issues, 1966, 22, 45-59.

Klineberg, O. The human dimension in international re-
lations.v New York: Holt, Rinehart & Winston, 1964.

 

Kluckholm, F. & Strodtbeck, F. Variations in value orien-
tation. Evanston, Ill.: Row, Peterson, & Company,
1961.

Kohn, M. & Schooler, C. Class, occupation, and orientation.
American Sociological Review, 1969, 63, 659-678.

Komarovsky, M. Cultural contradictions and sex roles.
American Journal of Sociology, 1946, 62, 184-189.

Kuhlen, R. & Arnold, M. Age differences in religious
beliefs and problems during adolescence. Journal
of Genetic Psychology, 1944, 66, 291-300.

Lambert, R. D. & Bressler, M. Indian studentscmuan Amer-
ican campus. Minneapolis: University of Minnesota
Press, 1956.

Landis, P. H. The ordering and forbidding technique and
teenage adjustment. School and Society, 1954,
_8_—O__’ 105-106.

295

Landis, P. H. The families that produce adjusted ado-
lescents. Clearing House, 1955, 26, 537-540.

Lanfley, G. & Basu, S. Exchange of persons: An evaluation
of the experience and training of Indian grantees
under Fulbright and TCM programs. A study prepared
for the Evaluation Section of USIA, India, 1953.

Larson, L. E. An examination of the salience hierarchy
during adolescence: The influence of the family.
Adolescence, 1974, 6(35), 317-332.

Leitch, M. & Escalona, S. K. The reaction of infants to
stress: A report on clinical findings. Psycho-
analytic Study of the Child, 1949, 3-4, 121-140.

Liccione, J. V. The changing family relationships of ado-
lescent girls. Journal of Abnormal and Social
Psychology, 1955, 66, 421-426.

Lowrie, S. H. Sex differences and age of initial dating.
Social Forces, 1952, 66, 456-461.

Lundstedt, S. Human factors in cross-cultural adjustment.
Journal of Social Issues, 1963, 66(3), 157-168.

Lurie, E. E. Sex and stage differences in perception of
marital and family relationships. Journal of
Marriage and the Family, 1974, 66(2), 260-269.

Lysgaard, S. Adjustment in a foreign society: Norwegian
Fulbright grantees visiting the United States.
International Social Sciences, 1955, 1, 45-51.

 

MacDonald, A.Eh, Jr. Birth-order effects in marriage and
parenthood: Affiliation and socialization. Journal
of Marriage and the Family, 1967, 26, 656-661.-

MacDonald, A.En, Jr. Manifestations of differential
levels of socialization by birth order. Develog-
mental Psychology, 1969, 6(5), 485-492.

Maranell, G. M., Doddler, R. A., & Mitchell, D. F. Social
class and premarital sexual permissiveness: A
subsequent test. Journal of Marriage and the
Family, 1970, 62, 85-88.

 

296

Marcus, D., Offer, D., Blatt, S., & Gratch, G. A clinical
approach to the understanding of normal and patho-
logic adolescence. Archives of General Psychiatry,
1966, 66, 569-576.

Marjoribanks, K. & Walberg, H. J. Family environment:
sibling constellation and social class correlates.
Journal of Biosocial Science, 1975, 1, 15-25.

Marshall, H. R. & McCandless, B. R. Relationships between
dependence on adults and social acceptance by
peers. Child Development, 1957, 26, 413-419.

Masterson, J. F., Tucker, K., & Berk, G. Psychopathology
in adolescence: IV. Clinical and dynamic charac-
teristics. American Journal of Psychiatry, 1963,
626, 357-366.

Matza, D. Position and behavior patterns of youth. In R.
E. L. Faris (Ed.), Handbook of modern sociology.
Chicago: Rand McNally, 1964.

Mayntz, R. The visiting fellow: An analysis of an aca-
demic role. American Sociological Review, 1960,
66, 735-741.

McAree, C. R., Steffenhagen, R. A., & Zheutlin, F. S. Per-
sonality factors in college drug use. International
Journal of Social Psychiatry, 1969:.l;(2): 572-574.

McCord, W., McCord, J., & Howard, A. Early familial ex-
periences and bigotry. American Sociological
Review, 1960, 26, 717-722.

McGuire, L. M. & White, G. Adolescent peer acceptance and
valuations of role behavior. American Psychologist,
1953, 6, 397.

Mechanic, D. Invited commentary. In M. H. Appley & R.
Trumball (Eds.), Psychological stress: Issues in
research. New York: Appleton-Century-Crofts, 1957.

Meintel, D. A. Strangers, homecomers, and ordinary men.
Anthropological Quarterly, 1973, 66(1), 47-58.

Middendorp, C. P., Brinkman, W., & Koomen, W. Determinants
of premarital sexual permissiveneSs: A secondary
analysis. Journal of Marriage and the Family, 1970,
62, 369-379.

 

297

Miller, H. L. & Rivenback, W. H. III. Sexual differences
in physical attractiveness as a determinant of
heterosexual liking. Psychological Reports, 1970,
‘21, 701-702.

Miller, P. A. & Simon, W. Adolescent sexual behavior:
Context and change. Social Problems, 1974, 22,
58-76.

Mohr, G. J. & Despres, M. A. The strong_decade: Adoles—
cence. New York: Random House, 1958.

Moriarty, A. Coping patterns of preschool children in
response to intelligence test demands. Genetic
Psychological Monographs, 1961, 66, 3-127.

Moore, T. Stress in normal childhood. Human Relations,
1969, 22, 235-250.

 

 

Morris, R. T. The two-way mirror. Minneapolis: University
of Minnesota Press, 1960.

Munns, M., Jr. The values of adolescents compared with
parents and peers. Adolescence, 1972, 1(28),
519-524.

Murphy, L. B. The widening world of childhood. New York:
Basic Books, 1962.

Mussen, P. & Jones, M. Self conceptions, motivations and
attitudes of late and early maturing boys. Child
Development. 1957,‘26, 243-256.

Nie, N. H., Hull, C. H., Jenkins, J. G., Steinberger, K.,
& Bent, D. H. tatistical package for the social
sciences. New York: McGraw-Hill Book Company,
1975.

Nye, F. I., Carlson, J., & Garrett, G. Family size, inter-
action, affect, and stress. Journal of Marriage
and the Family, 1970, 62, 216-226.

Nye, I. Adolescent-parent adjustment: Socio-economic level
as a variable. American Sociological Review, 1951,
66, 341-349.

Panos, D. B. Attitudes toward dating among students of a

Michigan high school. Sociology and Social ResearCh,
1958, 62, 274-277.

298

Partridge, E. D. A. A study of friendships among adoles-
cent boys. Journal of Genetic PsycholOQY, 1933,
42-43, 472-476.

Partridge, E. D. A. Social psychology of adolescence. In
J. M. Hunt (Ed.), Personality and the behavior dis-
orders, Vol. II. New York: Ronald, 1944.

 

Payne, D. E. & Mussen, P. H. Parent-child relations and
father identification among adolescent boys.
Journal of Abnormal and Social Psychology, 1956,
62, 358-362.

Peck, R. F. Family patterns correlated with adolescent
personality structure. Journal of Abnormal and
Social Psychology, 1958, 61, 347-350.

Perlman, K. P. R. Psychosocial modernity and the initial
accomodation of foreigners visiting the United
States. Journal of Social Psychology, 1970, 66,
121-123.

Phelps, H. & Horrocks, J. E. Factors influencing informal
groups of adolescents. Child Development, 1958,
26, 69-86.

Pool, I. D. 5. Effects of cross-national contact on na-
tional and international images. In H. C. Kelman
(Ed.), International behavior: A social psycho-
logical analysis. New York: Holt, Rinehart &
Winston, 1966.

Pool, I. D. 3., Keller, 5., & Bauer, R. A. The influence
of foreign travel on political attitudes of Ameri-
can businessmen. Public Opinion Quarterly, 1956,
26, 151-175.

Poole, A. & Kuhn, A. Family size and ordinal position:
Correlates of academic success. Journal of Bio-
social Science, 1973, 6, 51-59.

Poffenberger, T. Three papers on going steady. The Family
Life Coordinator, 1964, 66, 7-13.

 

Putney, S. & Middleton, R. Rebellion, conformity and pa-

rental religious ideology. Sociometry, 1961, 26,
125-135.

Rauh, J. L., Jackson, L. B., & Burket, R. L. The reproduc-
tive adolescent. Pediatric Clinic of North America,
1973, 26(4), 1005-1020.

 

299

Reddy, N. Y. A study of the relationship between ordinal
position of adolescents and their adjustment.
Psychological Studies, 1967, 62, 91-100.

Reiss, I. L. Social class and campus dating. Social
Problems, 1965, 66, 193-205.

Reiss, I. L. The social context of premarital sexual per-
missiveness. New York: Holt, Rinehart & Winston,
1967.

 

Remmers, H. H. & Radler, D. H. The American teenager.
Indianapolis: Bobbs-Merrill, 1957.

Riegel, O. W. Residual effects of exchange of per— -
sons. Public Opinion Quarterly, 1953, 61, 319-327.

Rosen, B. C. Conflicting group membership: A study of
parent-peer group cross pressures. American
Sociological Review, 1955, 26, 155-161.

 

Rosenberg, M. Society and the adolescent self image.
Princeton: Princeton University Press, 1965.

Russell, H. C. & Seaman, J. F._ Lilly Evaluation: Pre-
liminary report on an evaluation of Youth for
Understanding's 1975-1976 foreign student ex-
change program, 1976.

Ryon, F. J. & Davie, J. S. Social acceptance, academic
achievements and academic aptitude among high
school students. Journal of Educational Research,
1953, 62, 101-106.

Sandler, J. & Joffe, W. Notes on childhood depression.
International Journal of Psychoanalysis, 1965,
66, 88-96.

Scandrette, O. C. Social distance and degree of aquaint-
ance. Journal of Educational Research, 1958, 66,
367—372.

Scheiner, S. F. Differential perceptions of personality
characteristics in cross-cultural interactions.
Dissertation Abstracts International, 1969, 66,
(28), 477-478.

Schild, E. O. The foreign student as stranger learning
the norms of the host culture. Journal of Social
Issues, 1962, 66, 41-54.

 

 

, f-:fffxf ' , ,.. %

 

300

Schimel, J. L. Self esteem and sex. .In L. Gross (Ed.),
Sexual behavior: Current issues. New York:
Spectrum Publications, 1974.

Schofield, M. The sexual behavior of young people. Boston:
Little Brown, 1965.

Scott, L. H. Adolescents' dislikes regarding parental be-
havior and their significance. Journal of Genetic
Psychology, 1940, 61, 393-414.

 

Scott, W. A. Cognitive correlates of maladjustment among
college students in three cultures. Journal of
Consulting and Clinical Psychology, 1974, 2(42),
184-195.

Schuetz, A. The stranger: An essay in social psychology.
American Journal of Sociology, 1944, 66(6), 499-
507.

 

Sears, R. R., Maccoby, E. E., & Levin, H. Patterns of child
rearing. Evanston, Ill.: Row, Peterson, 1957.

Selltiz, C. & Cook, S. W. Factors influencing attitudes
of foreign students toward the host country.
Journal of Social Issues, 1962, 66, 7-23.

Selltiz, C., Christ, J. R., Havee, J., & Cook, 5. w.
Attitudes and social relations of foreign stu-
dents in the United States. Minneapolis:
University of Minnesota Press, 1963.

Seth, M. G. A study of attitudinal change of Indian students
in the United States. Dissertation Abstracts, 26
(10), 3160, 1961.

Sewell, W. H. & Davidsen, O. M. Scandinavian students on
an American campus. Minneapolis: University of
Minnesota, 1961.

Shubert, J. Human communication: Concepts, principles,
and skills. Michigan State University, Depart-
ment of Communication, 1974.

Smart, R. G. Alcoholism, birth order, and family size.
Journal of Abnormal and Social Psychology, 1963,
66, 17-23.

Smith, H._P. Do intercultural experiences affect attitudes?
Journal of Abnormal and Social Psychology, 1955, 66,
469-477.

301

Smith, M. B. (Ed.). Attitudes and adjustment in cross-
cultural contact: Recent studies of foreign
students. Journal of Social Issues, 1956, 62(1).

 

Smith, M. B., Fawcett, J. T., Ezekiel, R., & Roth, S.
A factorial study of morale among Peace Corps
teachers in Ghana. Journal of Social Issues,
1963, 66(3), 10-32.

Sorensen, R. C. Adolescent sexuality in contemporary
America: Personal values and sexual behavior,
ages 13-19. New York: World Publishing Company,
1973.

Sorosiak, F. M., Thomas, L. E., & Balet, F. N. Adolescent
drug use: An analysis. Psychological Reports,
1976, 66(1), 211-221.

Staples, R. E. A study of the influence of liberal con-
servative attitudes on the premarital sexual stan-
dards of different racial, sex-role and social
class groupings. Unpublished doctoral disserta-
tion, University of Minnesota, 1971.

tengel, E. Suicide and attempted suicide. Baltimore:
Penguin Books, 1964.

Stewart, C. S., Vener, A. M., & Zaenglein-Senger, M. M.
Adolescent drug use, nonconformity, and psycho-
logical stress. Paper presented at the Annual
Meeting of the American Sociological Association,
1977.

Straus, M. A. Conjugal power structure and adolescent
personality. Marriage and Familnyiving, 1962,
‘26, 17-24.

Straus, M. & Libby, D. J. Sibling group size and ado-
lescent personality. Population Review, 1965,
6, 55-64.

Streit, F. & Oliver, H. G. The child's perception of his
family and its relationship to drug use. Drug

Stroebe, W., Insko, C. A., Thompson, V. D., & Layton, B. D.
Effects of physical attractiveness, attitude simi-
larity and sex on various aspects of interpersonal
attraction. Journal of Personality and Social
Psychology, 1971, 66(1), 79-91.

 

302'

Swanson, B., Massey, R. M., & Payne, I. R. Ordinal posi-
tion, family size, and personal adjustment. The
Journal of Psychology, 1972, 66, 53-58.

Swanson, G. E. The structure of a social psychology.
University of Michigan, 1963.

Taft, R. & Johnston, R. The assimilation of adolescent
Polish immigrants and parent-child interaction.
Merrill Palmer Quarterly, 1967, 66, 111-120.

Thomas, C. W., Peterson, D. M., & Zingraff, M. T. Stu-
dent drug use: A reexamination of the "hang-
loose ethic" hypothesis. Journal of Health and
Social Behavior, 1975,.19: 63-73.

Torre, M. (Ed.). The selection of personnel for inter-
national service. New York: World Federation for
Mental Health, 1963.

Tyron, C. M. The adolescent peer culture. Forty-third
yearbook of the national society for the study of
education, Part 1, 1944, 217-239.

 

Useem, R. H. Third culture factors in educational change.
In C. S. Brembeck and E. H. Hill (Eds.), Cultural
challenges to education. Lexington, Mass.:
Lexington Books, 1973.

Utech, D. A. & Hoving, K. L. Parents and peers as com-
peting influences in the decisions of children
of differing ages. Journal of Social Psychology,
1969, 16, 267-274.

Vener, A. M., Stewart, C. S., & Hager, D. L. The sexual
behavior of adolescents in middle America: Gener-
ational and American-British comparisons. Journal
of Marriage and the Family, 1972, 62, 696-705.

 

Vener, A. M. & Stewart, C. S. Adolescent sexual behavior
in middle America revisited: 1970-1973. Journal
of Marriage and the Family, 1974, 66, 728-735.

Vener, A. M., Zaenglein, M. M., & Stewart, C. S. Tra-
ditional religious orthodoxy, respect for au-
thority and nonconformity in adolescence. 666-
lescence, 1977, 12(45), 655-666.

Vernon, G. M. The sociology of religion. New York:
McGraw-Hill, 1962.

 

303

Vockell, E. L., Felker, D. W., & Miley, C. H. Birth-
order literature 1967—1971: Bibliography and
index. Journal of Individual Psychology, 1973,
26(1), 39-53.

Wakefield, W. M. Awareness, affection, and perceived
similarity in the parent-child relationship.
Journal of Genetic Psychology, 1970, 117(1),
91-970

Wallin, P. Cultural contradictions and sex roles: A
repeat study. American Sociological Review,
1950, 66, 288-293.

Walster, B., Aronson, V., Abrahams, D., & Rottman, L.
Importance of physical attractiveness in dating
behavior. Journal of Personality and Social
Psychology, 1966, 6, 508-516.

 

Warnath, C. F. The relation of family cohesiveness and
adolescent independence to social effectiveness.
Marriage and Family_Living, 1955, 61, 346-348.

Watson, J. D. & Lippitt, R. Learningyacrossc:ultures:
A study of Germans visiting America. Ann Arbor:
Institute for Social Research, University of
Michigan, 1955.

Weikert, P. S. The social and psychological determinants
of adolescent sexual behavior. Unpublished doc-
toral dissertation, Michigan State University,
1978.

Weiner, I. B. Psychological disturbance in adolescence.
New York: John Wiley, 1970.

Wexler, M. Personality characteristics of marijuana
users and non-users in a suburban high school.
Cornell Journal of Social Relations, 1975, 66,
267-282.

Whyte, W. F. A slum sex code. American Journal of
Sociology, 1943:.82: 24-31.

Zelnik, M. & Kanter, J. F. The probability of premarital
intercourse. Social Science Research, 1972, 6,
335-341. (a)

304

Zelnik, M. & Kanter, J. F. Sexuality, contraception and
pregnancy among unwed females in the United States.
In c. F. Westoff & R. Parke, Jr. (Eds.), Demo-
graphic and social aspects of population growth.

Washington, D.C.: U.S. Government Printing Office,
1972, 359-374. (b)

Zimbardo, P. & Formica, R. Emotional comparison and
self esteem as determinants of affiliation.
Journal of Personality, 1963, 66, 141-162.

1|1llWW("WWIHHIWIWIHIIHIIVHIWIWI