. .. :2 .p . .. . . 7 7 . > s .32... Z 31...... Tamers... 2.4. w... an}... «a... . .gfi .. .3531... .5: a“... :5. .23.. :2... 2...... s .. . .33.... .. 2L... Himnn, have... . 3. . . . . QhuuuWHWW-g r in; mummy-hikexwu F.§.:.uus......”3€. .........w.,..am2.3....w . .. ..v.....u...n_. 1......u..........z..i. .. . .. .. Ifi .97... '3. .luxfitu... 3.513.215 1:: Q I. :0 “EL. .flfi?hr!_efi!3§¥£m . #1.... L. . ‘ t 911 if; .3 33...!13"... 0.... 1.... fix”. “I... infirm-”1.5 11M?! 2n. 3:. fins....fifiiflwwonsx1h.§z .21.... .. . . .2. z .2. .... i. a . . . T H .1... .1. .. xfihm ,.mwm- .1 . .7‘ 7... .7... . . .\ . 2s... .51... a, . I.» .. fur n... z . 1 \J‘l. :3 - .. 1.. saw t., . .. 2§§§§§2§§§m¢w§x§§32 . figéfl Liaisia‘ISiQQ). aligoQ-A. 3A 4. . 3 Rmfifsfiffiiggm.3§33,.£§§.§ _ .g. .. .a 0 3.}.5133‘5 k... 3‘): ! .J?.c§§u.r§ 30$}:hnvumlhu . a 2 Nina? g2? 3.. . . . .2 22.22252. g mfimmwflfiifiq .am.%m.mm_§h _, W5. $3222.... 2.... . 223w, . . aYLWA.WMH%LW-1L “A“!!! f: 2. .... u _ ‘\‘| ‘N"! V I . 3V; . . .1. 5.1.9:... 2. J. z. N .. : . .z .afififinwhufivifias.«3433.3.312 tum... 3.3.... . . . . a , .23 . .3... _ ., ,2. .2. w. 2:2“... .. _. . . .2 3:. ...txuamd.huufi§§ 2231?. .13.....k;;.8§1 ‘ . .. .: ~ SflV . .. . . . . . I 1. .Sv (’3‘ 3.3553 0.. 0.3.3.1.: . .2. . . . : . it. t, 2 a .; $.29 330...; .5... 1 can”; .15 V .. . . z. . 3.2.5.}... 2. Italy‘s. I; . 5.. . . . . . .. 2.: z. . 33.9.1313}; . l . 9.59.1.4: z. .. . .. . 2 . _ . . . $318.2... Enuuflflflit ,xxau-....4!o...zsi a. I ,. £211.”: .,. .....“ .7... .3 l 4 . n. 0. 2.1.2 2. z 1.. . - - .v , fistiVfifihhspi 32:3§f 12 'l . . Y. liog'ug‘i“ ’- . fi...h§mul.%§u§iz7i3 Is)...» .. . .. .. .5. .2 . 1.21.2 ha): in... in... , tan...“ 3.3:. 913.33... . . a w . 3.5.153: «it! . J!!! 915’...” .. n... §. . . a . . .13. unfit-lat log y. 1 ,. x . {1110; I4 .. . . .33 « liali ,: . inmmwszua.3_ .vhfi; :11. . f $.41. 31...... . . .w. r, 3.. 1.2 .332... .v 11 3 . . 1333:... .7... 1 3 v. .i 7 C, , 3“, a g f... S. .I nuanmww. .1. Ma . 1 434 .q 2 (13:49:15 2.62.... : ,.dsi§.....fluufl. Aunt... .1. .. .2. .C .. 3+ _ x... 1...». mun. 1 713. .2 .1 2.54m: umxumw. .. I... .94.? .. . .- - 413mg... 11...?! " 21...)!Iiwsauxanv. I .3. 3 i 11 t3“. .. Pm?! x . 12:1. 5 .67.. . :3"... . . .. t . 331......fiti .1}. . ,. . a , . 313(féilsinsgz :fihi‘zfi. 2!: 2331.13.13: ciliauh. o 12.13-31.13: 7 1 t t . Fur”): kw}... ha. I WA... . .115: . J“. : .uuflplsfi Humanlfifie. 1.1.3. . .. . it}: A ‘5! l. ._ 1.11 3 I i . iv, . z 2.5: . . t :4 . . 3 I. X: 683......3355 9.2.5.. 3 zfinxlvbn. nan“? .3... . 3. . 3.2% 221.33 . . I 3 .5. “M03: .4. . r . . . . . 3.32:...1515. 32.4.... hamufivhmsiiiz; 33...". Lgaflhix...._..a..4,....;. .. 12...»... «Wmfimmmmnfi 3 w .2 a $.35. .u. .1 . 3x. ,1 . . . . “fivfiuii. 3.9-3. uric... 3.2.3.»... 3.. . .422“ x i. x... . h. .. 722.223.23.222. 2 .3: . grail... 5.551."... v.3?! 1|.u..H.lO9 . .v x. 1 fig.» . {2...} 13.. 111.54..b...:¥.u.wu.xn% V 2LT. 5 .. 7.! 1 3.6513“: “hark. - ’f’;1il‘ ‘9 a t n . 1. $¢qulr “I? '71 €9¥q.5lfl.§9¢2§.,§flmai 2.5%... 3!. 1-2 3?! 1198. . h . :1)’:....I§~LO)DEH§OV# “gag; 1.. . firrfir...§zavzgl0vi I \ .fSI tr 33... 2. .. 3...... h¥2hm3i . .. 1:51... x . . v a ...Ln..u,.1..8?flfl;zuukiu.13? inns...» I. 3. .fium..§ .. , . « um .:..vr..x¢.7l.9| it351i33$237 to. I.) 1...... 2. 13 r .1. f3!!! I‘ili’:...1lw’233gl;:ltr Oaglx}. 504...? if! 7 3? 1 ..i., .3.....3§21.........3.23.19.2.}... Z.z§z&t§2§3h23£iz3u§ 3.5": A... , .. 7 . . . . “P. (Lil-v3.5“..iikftlr.’ if)?! Vic-‘39.. '11,... z .0"??? ..... 21' ...... u.) I " 1 4 --:II 3" ‘u’gnl if: 1.;g'vhu-iiahuité I It: ...D..5..:..€....}JWH 2.0416. 00."; I. 23.1. xi .dsufiflfici 0.3;... le «a... , I . .. .. .332:3§1...$232&3 sz§.iia..!.mm..mfid§nuf v.3. . .. . z... . .5! i... .. .. “mam? .. . . . u}..233..uw 3.........3&!..m3£333i.d§§23§flfimis x3, 3 . 3.2.3:) iii-cgghruflx. .4515... 4..Xl2.£i.$.5 .31 7a.. . 12:35:13.... 3.2.2.1.... 6.30))... pix £:Lr....l)u..lt.....f.rlz£! 5n .3 a 1 n!‘Lla(§I~“1lI’“Z-,\~ 1‘ {.32 3%.... 1o ‘3. . V L I S! It . I 3).. .sflnmamnf . a. . . .. at... 1 .. \ z .1 n. . I: i 3.5. 1 his. Jun. .Xcggsmfirfi 4.1 . 1.43%....‘25; . x. 1.... hi2u1. 3?. . . i g i. l . r r v . .3: av 0.” .. L52 . .. hum... . , ..I...3.a§.m.§ 2.3.. Yul. \1 T . .Iw . 1 a. .wmfi} . cw. 1.3.... if}; . .z .. . . 2 ”ill. .6“: 3.. E“... , 7 a: 1 11.137... .1 . . 11.1). 1 . . I, . . .u 21.1.1951! inn-“Wm. J 3E 3 .1523... .. .3 1.63m. , . R nu, um... . .1 e. . . . . ’§«’ll. It 22.x. 1.31.5.1): .. .3 l 3 fix... \éfi \ 2533!..i 321-1 x 33.... x 0...... rilgggtét .5 ail.“ 0": 2.32‘l.5r¢bx5||.\3t3§: an; tfcll~4§i§ . ithfifigzari. .hr’t $3. is . .X «gfliaxflgrigii . K§ul~§§fl.§1i \l‘l 25.2 lagoi .. . 5| .1 v7. 1...)..15. . . .31.... :1; .l. .12. :1! 31.1.1.3..JZ:I {L358 ll! 2.. la... . 3325...). :5... IZerAl§inzth 33.2701: 13.312.12.21. . . 37.53.21 ..| 14.29.35,... 3.. 73.4.. i 3355;...élkzztthlathfliifll .. 2 , 5:72..) $..§.3§..17.5a..32§.5§2$ . 3:33:31! . . . 2.1..l!§:3~ixlnvlz.1| . lzxxxxiii§ 1252;3135... 2 .z:gxg.it\.&fll.\‘§¢(l.5g x (l.....~££)....|xlx..w§.9ut.} .31! 2 IV; .tL‘az. . ...... L5;.X.\ xxx lifl i ‘3... . \\\:\,l\\\\\\1\\\l\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\1’32:c 78 1667 _ This is to certify that the thesis entitled Development of a Survey Method To Be Used For The Identification Of A Community's Lifelong Education Activities presented by Wendy Lowe Co 1es has been accepted towards fulfillment of the requirements for Ph . D. degree in Educat ion Major professor Date 1-4-78 0-7639 DEVELOPMENT OF A SURVEY METHOD TO BE USED FOR THE IDENTIFICATION OF A COMMUNITY'S LIFELONG EDUCATION ACTIVITIES By Wendy Lowe Coles A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1978 ABSTRACT DEVELOPMENT OF A SURVEY METHOD TO BE USED FOR THE IDENTIFICATION OF A COMMUNITY'S LIFELONG EDUCATION ACTIVITIES By Wendy Lowe Coles The purpose of this study was to develop a survey method that can be used to tabulate accurately all the existing adult education activities and sponsoring organi— zations that exist within a community. A comprehensive listing of a community's educational activities can be of significance to many individuals and groups, as well as to the community as a whole. Such a listing can assist potential learners in selecting the community program that best meets their educational needs. A listing of a commu- nity's educational activities can facilitate organizations in their determining how best to plan and finance their own educational activities. Increasing organizations' aware— ness of other organizations' educational activities may also increase the likelihood of their working together to provide complementary programs for the greatest possible audience. The study developed a methodology for inventorying a community's educational activities by testing and revis- ing the methodology developed in 1976 by a team of Wendy Lowe Coles researchers at the Institute for Community Development at Michigan State University. The method, described in A Method of Inventory for the Lifelong Education Activities in a Community, provides communities with a procedure by which non—formal and non-credit educational activities, as well as the formally accredited post—secondary educa— tional programs, can be identified and described. Basically the method focused on interviewing Chief administrators from various community organizations and asking them to provide information about what their organization, and simi- ; lar organizations, were doing in regard to lifelong edu- cation. The methodology was tested by its full—scale imple- mentation in Jackson County, Michigan. An inventory of the community's lifelong education activities was compiled from the collected data and was distributed in a booklet entitled What's What in Jackson County: Jackson County Lifelong Edu— cation Activities and Needs. The survey methodology was then evaluated, based on notes of the researcher, as well as from written evaluations that were completed by the interviewers and by the representatives of the participat— ing organizations. The evaluation noted the following limitations in the survey methodology: 1. The all—inclusive nature of the definition given for lifelong education activities left the Wendy Lowe Coles interviewers and respondents unclear regarding what they were attempting to identify and tabulate. 2. Limitations in the survey data-collection forms were noted. 3. The assumption that organizations would pro- vide information regarding the educational activities of other organizations was inaccurate. 4. The methodology described too many responsi- bilities for the interviewers. 5. Leaving the decision on how to disseminate the survey information until after it is collected was not effective. 6. The methodology did not deal with the process of assigning the responsibility of regularly updating the inventory of lifelong education activities. 7. The methodology did not succeed in testing the effectiveness of the survey methodology in fostering cooperation between organizations. The limitations are discussed and, where possible, recommended refinements in the methodology are suggested. fNue study concludes by supporting the effectiveness of the methodology, given the suggested revisions, for suc- cessfully identifying a community's lifelong education activities. Dedicated to two very special men: to my father, who has inspired me with his zest a for learning——lifelong; and to my husband, whose love and spiritual support have given me the encouragement to complete this study. ii ACKNOWLEDGMENTS The completion of this study provides me with an appropriate opportunity to relate my appreciation to some of the many people who have provided assistance, advice, mn‘gfiag - and encouragement during this study. The guidance and friendship of Dr. Howard Hickey, who served as chairman of 15:? my graduate committee, weredeeply appreciated. I also wish to express my appreciation to my other committee members, Dr. Walter Scott, Dr. Keith Anderson, and Dr. Daniel Kruger, for their contributions to the completion of this work. I would be remiss without thanking several other individuals for their special contributions to my studies: Dr. Robert Anderson, Director of the Institute for Community Development, Michigan State University, and his staff, who have provided me with food, shelter, and sanity throughout my studies; Robert Snyder andlDr. Charles Campbell, who served as my liaisons with Jackson Community College and Spring Arbor College; and my son, Jonathon Lowe Coles, who chose to arrive during this study (to impart some mer— riment to a rather serious endeavour). TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . vii Chapter I. NEED FOR THE STUDY . . . . . . . . . . . . . 1 General Overview . . . . . . . . . . . . . 1 Purpose of Study . . . . . . . . . . . . . 4 Statement of Problem . . . . . . . . . . . 10 Research Design . . . . . . . . . . . ll Significance of Study . . . . . . . . . . 12 Overview . . . . . . . . . . . . . . . . . 15 II. REVIEW OF RELATED LITERATURE . . . . . . . . 17 Introduction . . . . l7 Characteristics of Lifelong Education . . 18 Lifelong Education and the Sponsoring Organizations . . . 22 Rationale for Research Design Used in A Method of Inventory for the Lifelong— Education Activities in a Community . . 38 Summary . . . . . . . . . . . . . . . . . 46 III. SURVEY METHOD . . . . . . . . . . . . . . . 49 Introduction . . . . . . . . . . . . . . . 49 Research Design . . . . . . . . . . . . . 50 Definitions . . . . . . . . . . . . . . . 52 Methodology . . . . . . . . . . . . . . . 54 Summary . . . . . . . . . . . . . . . . . 60 IV. IMPLEMENTATION OF SURVEY METHOD . . . . . . 61 Introduction . . . . . . . . . . . 61 Selection of a Community . . . . . . . . . 61 Jackson County . . . . . . 63 Schedule of Survey Implementation . . . . 64 Summary . . . . . . . . . . . . . . . . . 72 iv Chapter Page V. EVALUATION OF SURVEY PROCESS AND PRODUCT BY THE INTERVIEWERS, ORGANIZATIONAL REPRESENTATIVES, AND THE RESEARCHER . . . 73 Introduction . . . . . . . . . . . 73 Evaluation by Interviewers . . . . 73 Evaluation by Responding Organizations . . 76 Researcher' 5 Reactions . . . . . . . . . . 82 Summary . . . . . . . . . . . . . . . . . 89 VI. SUMMARY OF STUDY, REFLECTIONS, AND RECOMMENDATIONS . . . . . . . . 91 Introduction . . . . . . . . . . . . . . . 91 Summary . . . . . . . . . . . 91 Purpose of the Study . . . . 91 Limitations Resulting From the Means of Implementing the Survey Method . . 92 Limitations in the Survey Methodology and Recommended Refinements . . . . . 94 Reflections . . . . 101 Recommendations for Future Research . . . 104 Concluding Statement . . . . . . . . . . . 106 APPENDICES A. ORIGINAL METHODOLOGY . . . . . . . . . . . . 108 B. LETTERS 0F SUPPORT . . . . . . . . . . . . . 123 C. LETTER FROM THE JACKSON FOUNDATION . . . . . 127 D. ORIGINAL LIST OF INTEREST SECTORS . . . . . 128 E. SURVEY FORMS AND INTRODUCTORY LETTER . . . . 129 F. TEAM OF INTERVIEWERS . . . . . . . . . . . . 132 G. INTERVIEWERS' TRAINING WORKSHOP: AGENDA AND NOTES . . . . . . . . . . . 133 H. SAMPLE OF LETTER SENT TO ORGANIZATIONS WHOSE SURVEY INFORMATION WAS NOT COMPLETE. 142 I. WHAT'S WHAT IN JACKSON COUNTY: JACKSON COUNTY LIFELONG EDUCATION ACTIVITIES AND NEEDS . . . . . . . . . 143 Chapter J. LETTER OF THANKS TO SURVEY PARTICIPANTS K. EVALUATION FORM USED BY REPRESENTATIVES OF PARTICIPATING ORGANIZATIONS L. EVALUATION FORM USED BY INTERVIEWERS M. FOLLOW—UP POSTCARD BIBLIOGRAPHY . Vi Page 198 199 200 201 202 LIST OF TABLES Table Page 1. Estimated and Projected Number of Program Enrollments Beyond Regular Elementary and Secondary Education, by Source, 1970-80 . . . . . . . . . . ... . . . . . 27 vii CHAPTER I NEED FOR THE STUDY General Overview The history of the United States is the record of a changing human environment in which Americans have striven to develop their nation to its fullest potential. The future history of the United States will also mean a changing human environment in which contin- uous learning throughout the life span will represent an essential ingredient for personal survival, effec— tiveness, and human authenticity. This forecast was made in a report of the Third Interna- tional Conference on Adult Education which was sponsored by the United Nations in August, 1972. Lifelong education-- people's continuous learning throughout their life span--is clearly perceived as an essential component of our American future. A definition of lifelong education can be found in R. H. Dave's book, Foundations of Lifelong Education: Lifelong education is a process of accomplishing personal, social and professional development through— out the life span of individuals in order to enhance the quality of life of both individuals and their col- lectives. It is a comprehensive and unifying idea lU.S. Department of Health, Education, and Welfare, Office of Education, Perspectives of Adult Education in the United States and a Projection for the Future (Washington, D.C.: Government Printing Office, 1972), p. 55. l which includes formal, non—formal and informal learn— ing for acquiring and enhancing enlightenment so as to attain the fullest possible development in differ- ent stages and domains of life. It is connected with both individual growth and social progress. The inclusion of the lifelong education process in American history will require a revamping of the American lifestyle and of Americans' perception of education. Henri Janne describes how the adoption of lifelong education will result in this cultural Change: "11;- In lifelong education, learning and development of . the personality become a normal, constant dimension T of man's entire life, a component——varying in explicit- g ness and importance with each person and each period in an individual's existence——of the "time budget" of every man and woman, at every age of their lives. It becomes an essential part of culture.3 The existing educational system would also undergo change with the full implementation of lifelong education. Our educational program would no longer attempt to jam all the education that people will need into their initial years of schooling. Sir Richard Livingstone expressed the absurdity of this in a speech in Britain: What lovers of paradox we British are! Youth studies but cannot act; the adult must act but has no oppor— tunity of study; and we accept the divorce compla— cently. . . . We behave like people who should try to give their children in a week all the food they require for a year; a method which might seem to 2R. H. Dave, ed., Foundations of Lifelong Learning (Elmsford, N.Y.: UNESCO Institute for Education, Pergamon Press, InC., 1976), p. 34. 31bid., p. 29. save time and trouble, but would not improve diges- tion, efficiency or health.4 Therefore the most essential component of the education of youth would not be the stuffing them as full as possible with facts, but would be the instilling within youth an appreciation and zest for learning. Such an appreciation and desire to learn would set the stage for their contin— uous involvement in education throughout their lifetime. Change would also occur in adults' participation in learning activities. Recent studies by the National Center for Educational Statistics indicate that these changes have already begun: With formal instruction being sought by individuals throughout their adult lifetime, a major change in perception of the role and place of education may be observed in both this country and abroad. . . . As the size of the school—age population (ages 3-24) declines and an increasing proportion of the popula- tion is concentrated in adult age groups, the grow- ing acceptance of the principles of continuing education suggests that educational activities for adults hold the potential for considerable and imme- diate growth.5 This potential for growth can only be fostered through a clear and thorough understanding of the phenomenon of adult education. 4F. W. Jessup, ed., Lifelong Learning: A Symposium on Continuing Education (Elmsford, N.Y.: Pergamon Press, 1969), p. 17. 5 Mary Golladay, The Condition of Education: A Statistical Report on the Condition of Education in the United States (Washington, D.C.: National Center for Edu- cation Statistics, Government Printing Office, 1976), pu 100. The National Center for Educational Statistics provides some insight into adult education through its Trimester Survey of Adult Education. The Center has reported that: * * * These adult By 1975, 13.3% of the eligible American adult population was participating in educational pro- grams. The traditional elementary, secondary and college educational program is no longer sufficient to equip persons to function in jobs for the remainder of their lives; 42.7% of the adult participants in 1972 indicated that the major reason for their present involvement in educational activities was for job improvement or advancement. The majority of these participants had previous college experi- ence. Adult education is becoming perceived as a leisure time pursuit; the second most popular reason for adult participation (as indicated by 23.5% of the participating adults) is for personal or family reasons. By 1975, the four year higher education institu- tions were most often the program sponsors, and employers ranked second. Other adult education sponsors included two year higher education insti— tutions, the public school system, labor or profes- sional organizations, Churches libraries, and other community organizations.6 survey results indicate the growing popularity of education activities that are sponsored by a variety of community organizations. Purpose of Study The variety of sponsors providing adult education activities complicates the study and understanding of the adult education phenomenon. The report of the 1972 Third 6Ibid., p. 100. International Conference of Adult Education indicates the problem arising from this multiple sponsorship: We possess only partial and suggestive data about the specific dimensions and character of these organi- zational responses to adult learning needs. Moreover, there are important differences among these formal learning environments which are established primarily for instructional purposes. Some of these environ- ments are organized within the core system of schools and colleges, offering adults instruction for credit, leading to certificates of level of educational attain- ment like high school diplomas (or their equivalents) as well as baccalaureates and professional degrees. Adult participation in for-credit instruction consti- tutes, however, a small category of adult learning behavior.7 Although some information is available concerning the for- mal academic pursuits of adults, little is known about the characteristics of the adult education programs that are offered outside the regular system of schools and colleges. SOI‘S stoo Lack of data regarding these other education spon— leaves a major segment Of adult education not under- d. Included in the list of sponsors outside the system of schools and colleges are: H Churches and synagogues Business and industry Labor unions Private schools Arts councils Business and civic associations Charitable foundations Non-charitable foundations . Professional societies Communications media OCDWQQUQCONH Pers 7U.S. Department of Health, Education, and Welfare, pectives of Adult Education, p. 50. 11. Community organizations Voluntary associations Political parties Service clubs Charitable groups Fraternal organizations Special interest groups 1. Farm organizations 2. Veterans groups 3. Ethnic and racial groups 4. Cause groups (conservation, equal rights, etc.) g. Trade associations8 HOQOO‘W The Third International Conference report concluded that this proliferation of adult education sponsors has direct implications for further research: This profusion of adult education agencies with the resultant diffusion of professional responsibility has had significant impact on the types of agencies and the range of programs offered by those agencies. A high priority for further research is structure and administration of adult education agencies. Among the major concerns in this area are: . . . comparisons of programs and practices which are centrally adult education agencies and agencies which are marginally adult education. The problem of inadequate information regarding the community agencies involved in adult education was not solved with the publication of the 1972 report. An article in the 1975 September issue of Saturday Review echoes the problem cited in the 1972 report: Programs for adults who want to continue to learn have been developed by an astonishing number of agencies and organizations, and the programs themselves are almost endless in their number and variety. Information about 8Ibid., p. 24. 91bid., p. 33. adult education agencies in a particular geographic area is often hard to come by. 10 People's lack of awareness of information about organizations offering adult education activities was indi- cated in a national study reported in Johnstone and Rivera's Volunteers for Learning. The study found that one in four persons who indicated an interest in taking a class did not have any knowledge of the educational resources for adults in his community.11 This indicates a large segment of adults, interested in learning, who do not know where their educational needs can be met. Among those adults who have some awareness of the available educational programs, their knowledge is often limited to programs available through the regular school system. The national study described in Volunteers for Learning found that Americans, when asked about facilities for adult learning, thought either of a high school or of a col— lege or university. . . . The only other facilities mentioned by more than one respondent in twenty were vocational or business schools and community insti- tutions such as the YMCA, libraries, or museums. . . For the most part, then, people think of the regular school system when they think of instructional 10”Selected Major Adult Education Agencies," Saturday Review 2 (September 20, 1975): 29. 11John Johnstone and Ramon Rivera, Volunteers for Learning: A Study of the Educational Pursuits of American Adults, National Opinion Research Center, Monographs in Social Research (Chicago: Aldine Publishing Company, 1965), p. 202. facilities for adults. This is interesting since in the first phase of this study it was found that approximately two adults in three who had received instruction during the previous year had received it outside of the regular school system. . . . The bulk of that instruction was in institutions such as businesses or churches, however, where individuals would have had to establish prior connections in order to come into contact with their instructional offerings. In some cases these prior connections are necessary prerequisites for participating in the educational pro— grams. For example, it is indeed mandatory to be an employee of Bell Telephone prior to taking the company- sponsored course in public relations. However, a parent- hood course offered by the Episcopalean Church could be of interest and available to many people who had not the connection of membership within the church. It is there— fore apparent that interested people within a community are missing the opportunity to participate in educational programs due to their not being aware of the existence of these activities. Therefore, the educational opportunities available to persons Without prior connections are often limited to the educational offerings of the regular school system. The Third International Conference has indicated the lack of research regarding organizations' responses to adult education. Saturday Review, further illustrating the 121bid., pp. 200—201. fact, has pointed out the difficulty of obtaining infor- mation regarding adult education within certain geographic boundaries. Johnstone and Rivera have reinforced this lack of information by indicating the large number of potential learners who are unaware, or have limited information, regarding their community's educational offer- ings. There is Clearly a need for a more systematized inventory of what exists in adult education. Kleis and Butcher, in Administration of Continuing Education, stress the value of developing order in adult education: If maximum progress is to be made, if resources are to be used efficiently, if service is to be made avail— able to all who need it, and if institutions within the community are to work effectively with institutions at state, regional, and national levels, some scheme for systematizing these multiple continuing education rela- tions is clearly required. Such a scheme should serve to regularize communication, build awareness of shared purposes, promote communitywide planning, facilitate cooperation, avoid needless overlapping and overlook- ing, and make most effective use of limited professional leadership. This study dealt with the need for systematizing adult education, by developing a method for obtaining a comprehensive listing of a community's adult education activities and sponsors. Such a listing will facilitate potential learners in their selection of those educational 13Russell J. Kleis and Donald G. Butcher, ”Roles and Interrelationships of Continuing Education Institutions,” in Administration of Continuing Education: A Guide for Administrators, ed. Nathan C. Shaw (Washington, D.C.: National Association for Public Continuing and Adult Educa- tion, 1969), p. 70. 10 activities that are available and appropriate to their educational needs. Such a listing will also facilitate organizations in their systematically planning and financ- ing educational activities. Statement of Problem The study focused upon developing a survey method that can be used to tabulate accurately all the adult edu— cation activities and sponsoring organizations that exist within a community. Some preliminary investigations into developing a Survey method were conducted by the Institute for Community Development, Michigan State University, in 1976. The Institute developed "a survey method by which a community's lifelong educational activities and needs can be identi— 14 fied, recorded, and published." This method is described in their publication, A Method of Inventory for the Lifelong Education Activities in a Community. The method—-although already developed and described in the publication--was never actually implemented beyond the brief pilot project that was used to develop the original methodology. The effectiveness of the survey method that was developed by the Institute for Community Development, for accurately identifying and recording a community's lifelong 14Wendy Coles et al., A Method of Inventory for the Lifelong Education Activities in a Community (East Lansing: Michigan State University, Institute for Community Develop- ment, 1976), p. 2. 11 education activities, was never tested by its full-scale implementation within a community. Research Design The design focused upon testing and refining the survey method developed by the Institute for Community Development, Michigan State University, as it is described in A Method of Inventory for the LifelonggEducation Activi- ties in a Community. Preliminary identification of the complete research design was somewhat restricted by the developmental nature of the project. The purpose of the project was to deter— mine the effectiveness of the Institute for Community Development's survey methodology, and refine it if neces- sary. The steps to achieving that purpose were flexible enough to deal with the process of refining the method- ology. Therefore the research design provided structure for the project, while providing freedom for research flexibility. The first step was to implement the survey method as it is described in A Method of Inventory for the Life- long Education Activities in a Community. The second step dealt with the effectiveness of the method. This was done with the aid of the researcher and the survey participants. The researcher recorded her reactions to the survey process throughout the period of 12 implementing the survey method. The reactions of the survey participants were collected through a questionnaire ‘ that was filled out after the survey had been completed. The questionnaire results, together with the recordings of the researcher, formed the basis for recommended refine— ments to the original survey methodology. The final step of the study involved combining the recommended refinements with the original methodology, thereby establishing a survey method that can be used to tabulate accurately all the existing adult education activi- ties within a community. Significance of Study This study contributes to the further understanding and development of the adult education component of life- long education by developing a survey method that can be used to determine what educational activities exist within a community. A comprehensive listing of a community's educational activities has significance to many individuals and groups. Such a listing will assist potential learners in selecting the educational program that best meets their educational needs. Such a listing will also facilitate organizations in their determining how best to plan and finance their educational activities. The method of compilation of this listing also has special significance to the development of adult education. 13 The methodology, by encouraging organizations to work together to collect the survey information, may serve as an impetus for additional cooperative projects among organizations involved in adult education. Cooperation and planning among organizations is a prerequisite to achieving maximum educational progress within a community.15 The study contributes to the field of research by developing a survey method that can be used to obtain accu— rate and complete data on adult education activities and the sponsoring organizations. No longer will there be "only partial and suggestive data”16 regarding adult edu- cation activities and the organizations that sponsor these activities. Having such complete data is a prerequisite to meeting the goal of the Third International Conference of Adult Education——a comparison of centrally and marginally adult education agencies. The study may have special significance to the state of Michigan. Richard Smith, State Coordinator of Community Service, Continuing Education, has applied for a federal grant to study how a community would be affected by its having access to complete and accurate information regarding all its adult education activities. The project l5Kleis and Butcher, ”Roles and Interrelationships of Continuing Education Institutions,” p. 16U. S. Department of Health, Education, and Welfare, Perspectives of Adult Education, p. 0. H 14 would involve numerous communities throughout Michigan. Identification of an efficient survey method could facili— tate this proposed project. On the community level the study will help answer the problem identified in the Saturday Review whereby it is difficult to obtain "information about adult education agencies in a particular geographic area” due to the large variety of organizations sponsoring educational activities. At‘ .3 Development of a method to obtain such information, which >‘* is the purpose of this study, will facilitate the tabula— tion of information about adult education activities within a particular geographic area. This information will contribute to fostering adult education on the commu- nity level by serving as: 1. An information tool. Having a list of all the existing community activi— ties will enhance the opportunities of organiza— tions and individuals to participate in the host of educational activities that were previously unknown to them. 2. A planning tool. Identification of existing activities and needs provides organizations, particularly those whose formal function is education, with the data neces— sary to fill unmet needs. 3. An impartial ”collaboration” mechanism. No single organization within a community is ever granted the social right to coordinate adult life— long activities, in the sense of ”determining" and ”dictating.” However, coordination in the sense of harmonizing in a common action or effort,” will be much more likely to occur naturally if organi— zations from many interest sectors share common 15 information, and thereby arrive at a common understanding of how to best serve the commu— nity.17 Therefore, the study appears to have significance, not only for the field of research in adult education, but also for the development of adult education on a state and local level. Overview Chapter I has included a general overview of the study. The original survey methodology, developed by the Institute for Community Development, was discussed in rela- tionship to the purpose of the study, the research design, and the significance of the study. Chapter IIprovidesa.review of the literature related to lifelong education, with particular emphasis on adult education. The chapter is divided into three main sections: lifelong education, assessment of lifelong edu- cation, and survey methodology. Chapter III describes the original survey method— ology that was developed by the Institute for Community Development for inventorying a community's lifelong educa- tion activities. How the method came to be developed and the rationale for the design of the survey method are out- lined. The chapter then describes the survey method. l7Coles et al., Method of Inventory, p. 2. 16 Chapter IV identifies the community in which the survey method was tested. The reason for its selection, and a description of the community, are included. A record of the procedures of implementing the survey method, and a description of the information gathered, are pro— vided. Chapter V identifies problems with the original methodology. Problems encountered by the researcher during the implementation of the method are noted. The question- naire for the survey participants is described, and the results of its distribution are noted. Chapter VI presents the conclusions, and recommended refinements of the survey method, based on the study's find- ings. H CHAPTER II REVIEW OF RELATED LITERATURE Introduction The quantity of literature dealing with lifelong education has increased significantly during the 1970's. An attempt has been made to limit this review to studies which are particularly relevant to this investigation. What is lifelong education? Important to this study is an understanding of people's perception of adult education and what may come to their minds when asked to inventory adults' lifelong education activities. The first section of this Chapter notes seven concept— characteristics of lifelong education that were identified by the UNESCO Institute through an extensive review through literature and surveys. Several of these characteristics are then further explained by other researchers. What has been done to tabulate and coordinate life— long education activities? In particular, what has been done to investigate adult education in noncollegiate organizations——those organizations that are not part of the regular school system? These noncollegiate organiza— tions include such a variety of organizations as hospitals, Churches, banks, factories, and supermarkets. Reports of 17 ll 18 studies regarding adult education in education institu— tions will be discussed. This will be followed by reports of studies dealing with lifelong education in other organi— zations within the community. Attempts to coordinate life- long education activities will also be mentioned. The final section of the review discusses litera— ture dealing with the survey method used in this study. The method can be described as participatory exploratory research, using open-ended questions in an interviewing situation. What does this description mean, and what are the conditions conducive to the design's greatest effec- tiveness? Characteristics of Lifelong Education The difficulty for an individual to give a compre— hensive response to "What is lifelong education?” is indi- cated by R. H. Dave in his book, Foundations of Lifelong Learning: It is often difficult to conceptualize lifelong edu- cation in its entirety on account of its comprehen— siveness and multiple modalities. Consequently, different scholars have highlighted different facets of the same idea, as is evident from the existing literature. Therefore a variety of characteristics can be associated with the term, lifelong education. 1R. H. Dave, ed., Foundations of Lifelong Learning (Elmsford, N.Y.: UNESCO Institute for Education, 1976), p. 35. l8 19 In order to tabulate some of the characteristics of lifelong education, the UNESCO Institute conducted an exploratory study through literature and interviews. The Institute arrived at 20 concept-characteristics of life- long education. Several of these Characteristics have particular relevance to this study: 2. ll. 14. 16. Education does not terminate at the end of formal schooling but is a lifelong process. Lifelong education covers the entire life—span of an indi- vidual. Lifelong education is not confined to adult edu- cation but it encompasses and unifies all stages of education—-pre-primary, primary, secondary and so forth. Thus it seeks to View education in its entirety. Lifelong education includes formal, non—formal and informal patterns of education. Institutions of education such as schools, univer- sities and training centres are important, but only as one of the agencies for lifelong educa— tion. They no longer enjoy the monopoly of edu- cating the people and can no longer exist in iso— isolation from other educative agencies in their society. Lifelong education is characterized by its flexi- bility and diversity in content, learning tools and techniques, and time of learning. Lifelong education has two broad components: general and professional. These components are not completely different from each other but are inter—related and interactive in nature. Lifelong education carries out a corrective func— tion: to take care of the shortcomings of the existing system of education.2 The 13 concept-characteristics that are not listed also describe lifelong education, but they do not deal with the emphasis of this study——adult education activities sponsored by community organizations. 2Ibid., pp. 51-52. 20 Each of the characteristics identified by the UNESCO Institute contains terms that have been further described by other researchers. A look at some of their findings may further explain the meaning of lifelong education. The meaning of the term, education, is discussed by F. W. Jessup in his book, Lifelong Learning. Jessup explains the distinction between education and learning. Education refers to: opportunities deliberately contrived with the purpose (not necessarily the only, but certainly a main pur— pose) of creating situations favourable to the process of learning. Therefore activities may be identified as educational on the basis of whether they provide the opportunity for learning, regardless of whether learning actually occurs. The meaning of the term, adult education, is dealt with by Russell Kleis in his article, "Continuing Educa- tion Defined.” Kleis' definition of adult education des- cribes it as the learning activities of one stage of education and life: Adult (continuing) education is the planned and purposeful effort of one who has assumed the roles of maturity, with intent to alter his appreciations, attitudes, beliefs, knowledge, sensitivities, skills, or values, and hence his performance in any of his 3 F. W. Jessup, ed., Lifelong Learning: A Symposium on Continuing Education (Elmsford, N.Y.: Pergamon Press, 1969), p. 25. ll 21 roles as worker, citizen, advocate, family member, self-actualizing person, or any other significant role, . . .4 The characteristics of informal education, a type of lifelong education, are explained by Malcolm Knowles in his book, Informal Adult Education: When a group of people come together in a number of meetings for the purpose of learning something simply because they want to know about it, they are partici— pating in what we would call an informal course. It would not be an informal course if the purpose was to grant credits toward a diploma or a degree; it would then be an academic course. At the other extreme, it would not be an informal course if it had no educa— tional objective at all; it would then be a recrea— tional activity. Informal courses are distinguished from forums, lecture series, Clubs, and other forms of adult edu- cation principally by the unity of organization and continuity of membership and leadership found in courses. An informal course has a definite enroll— ment, with the same people attending through the entire series of meetings. It usually will have the same leader throughout, although there may be guest lecturers. There is an inherent unity in an informal course, since a%l the meetings will be related to the same objective. While explaining informal education, Knowles has indirectly provided a definition of formal and nonformal education. Formal programs are organized for credit, while nonformal programs include such activities as lecture series, forums, and clubs. 4Russell Kleis, ”Continuing Education Defined” (unpublished paper distributed by the Adult and Continuing Education division of the Department of Higher Education, Michigan State University), p. 1. 5Malcolm Knowles, Informal Adult Education (New York: Association Press, 1951), p. 84. 22 Dave described the institution of education as one of many agencies sponsoring lifelong education activities. The U.S. Office of Education report, Perspectives of Adult Education in the United States and a Projection for the Future, describes some other agencies: . A wide variety of agencies provide adult educa— tion. These include employers, churches, unions, military service schools, colleges, public libraries, correspondence schools, community agencies, and a wide variety of professional, proprietary, and volun- tary institutions. The research of Dave, the UNESCO Institute, Knowles, Jessup, and Kleis, while Clarifying the concept of lifelong education, has indicated the multiplicity of activities that can be identified within the meaning of this term. The U.S. Office of Education has pointed out, as indi- cated immediately above, further complications in tabulat- ing lifelong education, by indicating the enormous number of organizations providing lifelong education activities. Lifelong Education and the Sponsoring Organizations The preceding section has described the numerous organizations involved in lifelong education. Butcher and Kleis, in Administration of Continuing Education, make some comments regarding the problems that may arise 6U.S. Department of Health, Education, and Welfare, Perspectives of Adult Education, p. 6 23 when many organizations are involved in sponsoring lifelong education activities: Pluralism may also have its drawbacks in that it may tend to dissipate resources: it may create or magnify divisions among institutions and groups; it may accentuate inequities and inequality of access to educational opportunity; it may result in overlook- ing and overlapping in education services; and it may result in gross inefficiency in the employment of edu— cational resources. However, in a free and complex society, pluralism's potential benefits outweigh its drawbacks, and a major task of continuing education leaders is to maximize the one and minimize the other. This can be accomp— lished through a systematic and voluntary effort toward communication and7reconciliation among contin— uing education agencies. Communication and reconciliation between organiza— tions may be encouraged by their understanding what each organization is doing regarding lifelong education. This section will briefly mention some research into lifelong education that has been conducted by education institutions. This will be followed by a discussion of other studies that assist in responding to the question, ”What has been done to tabulate and coordinate the lifelong education activi— ties that are sponsored by noncollegiate organizations?” Universities, independently and jointly, have con— ducted studies of lifelong education. An example is Michigan State University. The university appointed a 7Russell J. Kleis and Donald G. Butcher, ”Roles and Interrelationships of Continuing Education Institutions,” in Administration of Continuing Education: A Guide for Administrators, ed. Nathan C. Shaw (Washington, D.C.: National Association for Public Continuing and Adult Educa- tion, 1969), p. 49. 24 task force in 1972 to investigate the institution's adult education programs and resources. Their analysis and recommendations were reported in The Lifelong University.8 Meanwhile the university was also cooperating with other universities in an effort to analyze lifelong education. The culmination of this effort is the book, Patterns for Lifelong Learningf2 The book, jointly written by three university presidents——Clifton Wharton, Theodore Hesburgh, and Paul Miller--describes how higher education institu— tions can accommodate, within the university setting, students who are interested in pursuing lifelong education. Both studies emphasize the need for universities to become centers of lifelong learning, with better facilities and resources for meeting the needs of adult learners. The American University and the Ford Foundation supported the research of Herbert Striner in 1971. Striner studied the organizations of continuous professional train- ing in Denmark, France, and Germany. His research mainly focused upon the administration of continuing professional education. Upon conclusion of his investigation he returned to the United States with warnings that an advanced 8Task Force on Lifelong Education, The Lifelong University: A Report to the President (East Lansing: Michigan State University, 1973). 9Clifton Wharton, Theodore Hesburgh, and Paul Miller, Patterns for Lifelong Learning: A Report of Explorations Supported by the W. K. Kellogg Foundation (San Francisco: Jossey—Bass, 1973). 25 industrialized society, like the United States, ”must see the continuing education, training and retraining of its labor force as a national capital investment"10 and that if such was not done, the United States cannot hope to maintain the economic rate of progress experienced in the 1960's. The relationship between universities and the labor force has also been studied by the National Insti- tute of Labor Education. Their study describes the state of labor education in the United States during 1965-66 by looking at the labor education structure within the unions and universities. Their conclusions, described in Survey of Adult Education Opportunities for Labor, focus upon the need for greater financial support of labor education in order to increase its general availability to all workers.11 The Carnegie Commission on Higher Education also conducted a study in the 1970's into lifelong education. Their findings, reported in Toward a Learning Society, repeat the conclusion that higher education institutions must revamp their programs for adults. The report also points out that lifelong education occurs ”in many noncampus 10Herbert Striner, Continuing Education as a National Capital Investment (Kalamazoo, Mich.: W. E. Upjohn Institute for Employment Research, 1972), p. viii. 11Lawrence Rogin and Marjorie Rachlin, Survey of Adult Education Opportunities for Labor (Washington, D.C.: National Institute of Labor Education at the American Uni— versity, 1968). H 26 environments——industry, trade unions, the military, pro- prietary vocational schools, among others.”12 The Commis- sion predicts that it is these noncampus environments that will show the most significant increases in enrollment from 1970 to 1980. (See Table 1.) Researchers have begun to turn their attention to the education activities occurring in the noncampus envi— ronments. Adult Education in Community Organizationsy 1972 was "the first national survey of adult education sponsored. by community organizations.”13 The study, undertaken by the National Center for Educational Statis- tics, used a sample of 4,650 organizations to develop national estimates on the scope and Characteristics of adult education activities offered by community organiza— tions. The organizations contacted included churches, religious organizations other than churches, YMCA's and YWCA's, Red Cross chapters, social services organizations, and cultural and social organizations. A questionnaire was mailed to these organizations, asking them to tabulate lZCarnegie Commission on Higher Education, Toward a Learning Society: Alternative Channels to Life, Work and Service, A Report and Recommendations by the Carnegie Commission on Higher Education (New York: McGraw—Hill, 1973), p. 3. 13Evelyn R. Kay, Adult Education in Community Organizations, 1972, Report No. 75—161 (Washington, D.C.: U.S. Department of Health, Education, and Welfare, National Center for Educational Statistics, 1972), p. iii. 27 0 com com wnomfinm .w hm 00¢.H OOH.H qoflposnpmnfl cowflemmno monpo .o o oom.a oom.H monopsomwOHaoo .9 wt com 0mm mqflcfldyp HNHDHCH .m macho“ Umea¢ .m mu ooc.va oo~.w :ofiposgpmefl CONHCSMEO ponpo .o mm ooo.m ooe.s eofipapaoapo now .5 m ooo.sa oos.mH nonposppwefl spmeam .0 on com com Apmhoumfiwmgaocv mmflanOqumnmg< .n om com com AoopOpmHmonv mQHQmOOHpCOHQQ< .m AmOOHOwU®EhduQ®oxovmsofipcfloommmoqmmno>oamem .w m5 oom.m ooo.m mHoonom woocpcommonnoo .n HHH ooo.w oow.m Amococqoqmosaoo pmooxov zhdpofinaonm .d mHoonom >pfiwfiooam .m omH oom.m ooo.H mEdEMOpQ hamocooompmom Deanna Honuo .N HmH ooo.m oom.m mHoosom hpdpcoomw pad >hdpnosoam .H coflpaosoo Hosppsm on oom.m oom.o Apflempo monmweleoc pea pfleopo ooywmc oElepdev mmflpflmgw>fic= can mommaaoo .N on oom.HH oom.w Anaempo menace meflplfifisev mOHpHmHO>Hoa can mowmfiaoo .H :Odeospo nonwflm he oomuwofi oowums nmufisca use spasmou .Hapoe owIOSQH .omaaso owmfi osmfi mopsom Owdpqoonom Amvddmdoau Ga mHmQEdqv c.0mI0bmH .Oogsom >9 .coHpROSUm hhdpnooom pow mampa®EmHo Hcfiswom Unozon waspEHHOHco ESAwOHQ 90 Homes: Umpoohonm one pepxefipmmll.fi OHQSB 28 .selme .55 .Amsmfi .HHHm [Bdhvoz ”xhow 302v aoflpdodcm poswfim no qOHmmHEEOO OHwoaado one an macaw lacnoEEooom pad waomom ¢ .OOH>now new Mhos .owflq Op mam:QMdo O>decgoua< “mPOHoom mzfiqpmoq d UHHBOB .coflpdozcm Honwflm no :onmHEEoo mflwmnsdo ”condom .MNOS map wcfimsv mummEHHOHcm Seymoum mamflpade mo mmddoon m.H hampcsfixOngm mo MOpomm a up mnownoa mudhdqow mo gonads cap Opdpmno>o Sass .mpomaomcdhhd auspmlwamm >HO>Hm3Hoxo was .mhmnsomao Ho .90m map no .mEo: we wqflcndmfi AUONHGSmHOQS ..O.Hv HdE90mcfl mopsfioxm mhdo> map mqfig36 mSHp oEom pm UOHHQHOHpHdQ 0:3 mnompom 90 genes: UOpdEHpmmd ms oom.m ooo.m mpopse .oH on ooo.mH ooo.oH A.opm .mESOmse pea mmflpannflfi .wcoflpSNqumho zpflqseeoo .mmswowdahw new mesonsso .>B ..w.ov mEmeOHQ pmNficawno scape .m on oma OOH wCOHGD .w 0 com com anpo pad aofim:0pxo HSHSuHBOHym< .n 0% 0mm 0mm AHoonomIMOIpsov wagoo :pdow pooahonnwfloz .mmnoo now .EdthHm m>fipooqu £903 .5 mEaawonm enmesho>ow Hmnpo .S owuouma .owqcno ommH Obmfi condom omapooogmm .uosqapeooul.fi mamas 29 the number of adult education activities that they offered. The words course and activity were used inter- changeably, based upon the following guidelines: In determining the number of courses . . . count each organized curriculum or related learning experience presented on a regular basis as a single course. For example, Beginning French is a single course even though you may have 2 or 3 sections. A program on drug education would be a single course, even though it may be repeated many times. If however, programs cover different topics (e.g., a program designed for physicians and another program designed for laymez), then they should be counted as separate courses.1 The study concluded that churches comprise the largest group of organizations offering adult education activities: As already noted, there were 66,770 community organi- zations in the United States offering adult education programs during 1972. Almost 11 million persons took part in these programs--an average of 164 participants per organization. Averages varied from a low of 72 for for Churches and synagogues to a high of over 900 for Y's and Red Cross chapters. Although churches made up more than 75 percent of the organizations offering adult education activities, they had only 33 percent of total participants. In contrast, Y's and Red Cross Chapters, which comprised 5 percent of total organiza— tions, had nearly 28 percent of participants.15 Churches, like the majority of other community organiza- tions, sponsor adult education activities with small enrollments: Over 25 percent of all organizations had adult edu- cation programs involving fewer than 25 persons, and over 70 percent had programs with fewer than 100 14Ibid., p. 72. 151bid., p. 6. 30 total participants. Churches and other religious organizations tended to have smaller numbers of par— ticipants, with nearly 80 percent sponsoring programs involving fewer than 100 participants. The Y's and Red Cross chapters, on the other hand, reported that over 75 percent of their programs involved more than 100 participants.1 National studies have also been conducted to establish systems for equating credit toward formal educa- tion degrees for noncampus educational activities. An example of this is the project of the American Council on Education and the University of the State of New York. The outcome of this project, completed in January, 1976, is the publication, A Guide to Educational Programs in Noncollegiate Organizations.17 The project, described in the publication, evaluated and described appropriate credit for educational programs and courses sponsored by business, government, and labor unions. No systematized method seems to have been used to determine which organi- zationswerelisted. The Postsecondary Education Convening Authority's (PECA) Task Force on Lifelong Learning also conducted a national investigation into lifelong learning in 1976. The Task Force contacted 150 organizations, associations, 16Ibid., p. 7. 17American Council on Education, A Guide to Educa— tional Programs in Noncollegiate Organizations: Project on Noncollegiate Sponsored Instruction (Albany: University of the State of New York, 1976). 31 institutions, and agencies throughout the United States. During this investigation, the definition of lifelong learning was intentionally left quite general: For our purposes, we let the definition of ”lifelong learning” remain sufficiently general so that we could develop responses from as wide a variety of groups as possible. Some of the conclusions of the investigation, described in Report of the P.E.C.A. Task Force on Lifelong Learning, are especially significant to this study: In the course of our investigation we discovered a paradox——many organizations, agencies and institu- tions are engaged in the same or similar activities, yet there is an incredible amount of effort and opportunity which falls between the cracks. In addi— tion to the similarities between group efforts, we found similarities between what groups are n92 doing. The same populations are consistently underserved. What we found, what we want to emphasize, is the need for more resource sharing, the need for mounting of joint programs to serve those presently not served, and the need to pioneer new services. This can only be the product of inter—group cooperation and a raised consciousness on the part of all these groups, of the need for linkages. Clearly, there are many forms of learning required by our general population. We found that most of this ideal, comprehensive learning is related to an over- riding need for local groups to know what other groups are doing, for a sharing of skills and resources for mutually beneficial cooperation. Yet grougs generally do not interact——they do not communicate.1 18Barbara Hodgkinson, Peg Kaplin, Ian McNett, and George Nolfi, Report of the P.E.C.A. Task Force on Lifelong Learning (Washington, D.C.: Postsecondary Education Con— vening Authority, Institute for Educational Leadership, George Washington University, October 1976), p. iii. 19Ibid., p. 14. 32 Intergroup coordination of organizations involved in adult education activities was also stressed in Patterns for Lifelong Learning. Wharton, Hesburgh, and Miller emphasized the need for cooperation between institutions within the state: Although the Task Force undertook its mission as a response by a single university, perhaps the most crucial point in the report is that lifelong educa- tion must be a cooperative endeavor. Michigan State University cannot provide all of the learning experi- ences needed by the people of the state. All insti— tutions--corporations, government and civil service units, primary and secondary schools, community col— leges, vocational and technical schools, and univer— sities—-must seek appropriate places within a statewide lifelong education network. Each institu- tion must respect the capacities and prerogatives of its fellows, implementing complementary programs for the greatest educational service to the widest pos- sible audience. The scope of needs, demands, and problems is of such magnitude that interinstitutional cooperation and joint arrangement are essential to any effective response. In The Lifelong University, it is pointed out that efforts in Michigan of coordinating the organizations involved in lifelong education have not been fully suc— cessful: Thus, while there is currently no mandatory system for coordinating postsecondary lifelong education programs and services, voluntary systems are making a significant effort to provide the necessary resources. Nonetheless, these systems sometimes compete, sometimes duplicate, and sometimes fail to 20Wharton, Hesburgh, and Miller, Patterns for Lifelong Learning, pp. 112, 117. 33 provide the full range of opportunities needed by those who seek lifelong learning. Patterns for Lifelong Learning and The Lifelong University, while indicating the value of organizations working coop— eratively, have warned of interorganizational.conflictsthat may arise. On the community level, attempts have been made to bring order to lifelong education through the leadership of community school directors. Community school directors, or public school directors, are generally hired by a local public school system to implement community education within the community. Through the funding of the Mott Foundation, community education has been enhanced. LeTarte and Minzey provide an explanation of community education in their book, Community Education: From Program to Process: Community Education is a philosophical concept which serves the entire community by providing for all of the educational needs of all of its community members. It uses the local school to serve as the catalyst for bringing community resources to bear on community problems in an effort to develop a positive sense of community, improve community living, and develop the community process toward the end of self— actualization. A community school director, while working to bring together a community's resources and problems, is involved 21Task Force on Lifelong Education, The Lifelong University, p. 59. 22Clyde E. LeTarte and Jack D. Minzey, Community Education: From Program to Process (Midland, Mich.: Pendell Publishing Company, 1972), p. 19. 34 in efforts to get various organizations working together. However, a community school director, most often housed within a public school facility, is not a neutral organ- izer. Like many other administrators involved in educa— tion, a community school director's success is dependent on the number of educational activities offered and the monies generated from these activities. This results in community school directors being perceived as threatening to, or competitive with, other organizations that are offering educational activities. Therefore community school directors are hampered in their attempts to coordi— nate the educational activities offered by all the organi— zations within the community. Educational brokerages have also been developed to work with the multitude of community organizations offering adult education activities. Educational brokerage agen— cies "serve as middlemen between adult learners and educa— tional institutions and resources. They offer counseling, instructional, referral and advocacy services in varying ”23 An example of an educational brokerage combinations. is the Regional Learning Service, which provides counseling to Central New Yorkers who want to Change careers or 23James M. Hefferman, Francis U. Macy, and Donn F. Vickers, Educational Brokering: A New Service for Adult Learners (Syracuse, N.Y.: National Center for Educational Brokering, January 1976), p. 2. 35 continue their education. Hefferman, Macy, and Vickers, in their book Educational Brokering: A New Service for Adult Learners, point out some of the factors that must be considered in any attempt to get organizations to work together: 1. The needs of each institution must be considered. All of the institutions--colleges, businesses, social agencies——have their own needs, anxieties, agendas, position and link-ups in the power struc— ture, and their own programs, personnel and roles, clientele and constituents. It is critical to be mindful of each of these elements. 2. Each organization will want to know how it will benefit from working with other organizations. The demonstration of the mutuality of benefits and the positive multiplier effects arising from such relationships is critical in establishing linkages. If institutions are approached in terms of their own needs and desires, and can see that the rendering of service-—instructional, counseling, training——is beneficial to their own interests, usually the only remaining problems are logistical. 3. The autonomy of each individual organization must be protected. Likewise, one must guard against being perceived as threatening or competitive to existing insti— tutions. 4. Efforts at coordination of institutions should not be accompanied by a need for immediate changes within 24Ibid., p. 41. 25Ibid., p. 42. 26Ibid., p. 43. 36 the organizations. There should not be an "attempt to promote immediately any large-scale or extreme changes in institutional operating practices as they relate to adult learners."27 This literature review has identified some of the adult education studies that have been conducted dur- ing the past 12 years. Many of these studies deal with the formal components of adult education——those activities undertaken for academic credit. The studies by Michigan State University, Striner, the National Labor Education Institute, and the American Council on Education all deal, at least in part, with formal programs. A description of some activities sponsored by noncollegiate organizations that are not for credit is provided by the National Center for Educational Statistics' investigation. However, the project failed to mention the educational activities that are sponsored by government, business, and labor. The P.E.C.A. Task Force report completed this review of studies into the tabulation of lifelong education activities, con— cluding that there are many organizations involved in life— long education activities—-with many of the organizations sponsoring similar programs. The Task Force emphasized the need for cooperation between organizations for the coordination of education activities. This can be 271pm. 37 accomplished by an increased awareness by all organizations of what other groups are doing. The literature review, indicative of the condition of research, has described investigations into lifelong education either on an organizational level or on a national level. Little research has been done on the com- munity level. Little has been done to coordinate success- fully the educational activities of the various organi— zations. There has been little success in increasing the awareness and coordination of community organizations regarding local lifelong education activities. The P.E.C.A. Task Force Report, The Lifelong University, and Patterns for Lifelong Learning have stressed the overriding need for organizations to work together for the most effective plan— ning and financing of lifelong education. Community educa- tion and educational brokerages were mentioned as two systems that have made some attempt, but not completely successfully, to systematize adult education. Hopefully this study, by testing and developing a method for inven— torying the lifelong education activities of a community's organizations, can assist in increasing the communication between organizations regarding lifelong education activi- ties, therein moving one step closer to attaining a scheme for systematizing adult education. 38 Rationale for Research Design Used in A Method of Inventory for the Lifelong Education Activities in a Community A review of the literature that deals with the type of research design used by the Institute for Commu- nity Development--participatory exploratory research using the open-ended questions in the interviewing process—- will provide the researcher with an insight into the reason for its selection and the conditions conducive to the design's greatest effectiveness. Developing and evaluating methodologies is a func- tion of social research described by Selltiz, Wrightsman, and Cook in their book, Research Methods in Social Rela- tions: One of the functions of social research is to develop and evaluate practices, concepts, and theories of social relations and to develop and evaluate method- ologies that test these practices, concepts, and theories--in short, to know the limits of one's knowledge and keep pressing against them. Yet social research may be entirely practical in its function: the desire may be to know for the sake of being able to do something better or more efficiently.28 Evaluating methodologies falls within the formu- lative or exploratory function of social research, wherein a researcher's general goal is to obtain a greater under- standing of a phenomenon. Other functions of social research include descriptive studies for accurately 2 . . . 8Claire Selltiz, Lawrence Wrightsman, and Stuart Cook, Research Methods in Social Relations, 3rd ed. (Toronto: Holt, Reinhart, and Winston, Inc., 1976), p. 7. 39 describing the characteristics of a specific individual, situation, or group; descriptive studies for determining the frequency with which something occurs; and causal hypotheses studies for testing a hypothesis of a causal relationship between variables.29 Descriptive studies are sometimes conducted through participatory research. Margaret Mead, in her article, ”Research With Human Beings: An Anthropological Model,” emphasizes the value of participatory research by pointing out that research with people is most successful when the participants are involved in the research process. Mead arrived at this conclusion by comparing social science research with her anthropological research. Throughout the article she emphasizes the importance of human respect. She points out that a ”principal imperative is the enjoined respect for the people among whom we work, as members of the human race comparable in abilities and dignity with our own. .“30 Several key points in her message are: l. The researcher must convince the subjects that his intentions are friendly, and the difficulties he may 31 cause are in some way compensated for by benefits. The 29Ibid., p. 90. 30Margaret Mead, ”Research With Human Beings: An Anthropological Model,” Daedalus 98 (Spring 1969): 363. 31Ibid., p. 362. 4O researcher must be sure that the subjects share the researcher's belief in the value of the outcome of the study. 2. Subjects are much more likely to provide accu— rate reports on information that is specifically related to themselves: The ability to give introspective reports on one‘s own state might be found to be greatly in advance of the ability to deal with the descriptive materials that lack personal relevance. 3. Researchers have a responsibility for the effects of publication of any of the data they collect.33 How the research findings are interpreted and how they are used must be considered. 4. Participation in the research method may be educational: We can begin to think of participation in scientific research as a form of education for students and a form of responsible citizenship activity for adults. If all participation is voluntary and treated as a privilege, if participants in the research are given adequate information on the purposes for which the experiment is made, and the results which come from their participation, this can have profound repercus— sions in the whole public understanding of science. Bud Hall, Research Officer with the International Council for Adult Education, echoes Mead's support of 321bid., p. 363. 331bid., p. 364. 34 Ibid., p. 373. 41 participatory research in his article, "Participatory Research: An Approach for Change.” Hall warns adult edu— cators that: the dominant research methods in use and the ones being picked up as adult educators begin to do more and more research are alienating, inaccurate as a means of identifying needs, and see some adults as marginal or incapable of articulating their own needs. Research in adult education is at an early stage of development. Within this specialization we still have time to select research approaches that suit us uniquely and thereby keep us one step ahead of other social sciences now going through the throes of discarding an antiquarian pursuit. In giving this warning, Hall points out some of the shortcomings of the traditional research methods, and concludes, like Mead, by recommending and describing the principles of participatory research. Some of the short- comings that researchers should evade: 1. The survey research approach often oversimpli— fies social reality and therefore becomes inaccurate. For example, the responses to forced choice survey questions are often quite inaccurate due to respondents being forced to select an answer when none is appropriate. Oversimpli- fication of reality is also often obtained by presenting a static picture of reality with neither a past or future. ”The very fact that the survey is ahistorical is a severe . . . . . . 36 limitation; s001a1 change is a continuous process." 35 . . Budd Hall, ”Partialpatory Research: An Approach for Change," Convergence 8,2 (1975): 28. 36Ibid., p. 26. 42 2. Survey research is often alienating and oppresses the subjects. Researchers assume an omniscient image wherein they perform the experiment "on" the subjects. 3. Survey research, through this process of alien- ating the subjects, "has little likelihood of creating the active and supportive environment essential for change.”37 4. Survey research methods are not consistent with the principles of adult education wherein there is an inherent respect for adults and their ability to express their needs and to learn. Hall claims that "the development of participatory methods are at an early stage,"38 making it impossible to provide a step—by—step description. However, some of its principles may be identified: 1. There is a hidden curriculum in the way a research process is carried out and one needs to be con— scious of that fact. 2. A research process should be of some immediate and direct benefit to a community and not merely the basis for an academic paper. . 3. A research process should involve the community or population in the entire research project from the formulation of the problem to the discussion of how to seek solutions and the interpretation of the findings. . 4. If the goal of the research is Change, then the research team should be composed of representa— tives of all elements in the situation that have a bearing on the change. . 5. The research process should be seen as part of a total educational experience which serves to 37Ibid., p. 27. 381bid., p. 28. 43 establish community needs, and increase awareness and commitment within the community. . 6. The research process should be viewed as a dia— lectic process, a dialogue over time and not as a static picture from one point in time. 7. The object of the research process, like the object of the educational process, should be the liberation of human creative potential and the mobilization of human resources for the solution of social problems.39 Selltiz, Wrightsman, and Cook support the messages of Mead and Hall when they point out that it is often simplest and most economical to obtain facts by going directly to the people who know them.40 A large propor— tion of questionnaires and interviews are used for obtain— ing such facts. While questionnaires and interviews may both be used, several advantages to the interviewing process are cited: 1. A large proportion of the population is illit— erate, thereby inhibiting their response to a written questionnaire. For those who are literate, ”the burden of writing or of maintaining interest is great enough to limit the number of questions that may be asked and the fullness of the responses.”41 391bid., pp. 28-30. Selltiz, Wrightsman, and Cook, Research Methods in Social Relations, p. 300 41 Ibid., p. 296. 44 2. Interviews generally yield a higher rate of response as many more people are willing to participate when all they have to do is talk. 3. The interview process provides greater sensi- tivity to misunderstandings by respondents. An interview can ensure that the respondent understands the questions clearly before responding. The flexibility of an inter— view is a superior method for exploring areas where there is little basis for knowing what questions to ask or how to formulate them. 4. Interviews are a useful method for revealing emotional sentiments that may not be perceived in the respondent's written response.42 While recognizing the advantages of the interview process, researchers must keep in mind that reported facts may possess certain degrees of error. A study by Parry and Crossley in 1950 indicated that ”memory is fallible for nonrecurring events, for events in the distant past, for events of little interest, for events difficult to comprehend.”43 Errors may also encroach upon facts for reasons other than the respondent's memory. The respon- dent's motivation must also be considered. Studies by Cannel and Kahn in 1968 pointed out that information that 42Ibid., pp. 296—298. 43ibid., p. 301. 45 is not readily accessible to the respondent may not be reported as the respondent may not put forth the effort to gather the facts.44 Borg and Gall also provide some words of caution for researchers using the interview process: Eagerness of the respondent to please the interviewer, a vague antagonism that sometimes arises between the interviewer and the respondent, or the tendency of the interviewer to seek out answers that support his preconceived notions are but a few of the factors that may contribute to biasing of data obtained from the interview. Another problem of the interview method . . . is that considerable training is required before the individual can successfully carry out an interview study. Possible biases and the need for interview training are clearly two conditions of which researchers must be aware. Caution must also be taken with interview studies in regard to uniformity. Selltiz, Wrightsman, and Cook warn that the personalities of different interviewers may affect the measurement situation. Individual inter- viewers may also vary in their performance from one inter— view to the next.46 Within the interview process, the amount of struc— turing of questions can vary. Interviewers may present 44Ibid., p. 301. 4Walter Borg and Meredith Gall, Educational Research: An Introduction, 2nd ed. (New York: David McKay Company, Inc., 1971), p. 213. 46Selltiz, Wrightsman, and Cook, Research Methods in Social Relations, p. 298. 46 fixed—alternative answers or they may leave the respon- dents free to answer in their own words. Selltiz, Wrights- man, and Cook caution that respondents are more likely to understand the meaning of the question when alternative replies are provided. They point out that, with open- ended questions, it may be necessary to clarify words whose meaning may not be known to all respondents, and it may be necessary to clarify concepts that the respondents are not familiar with. Therefore, open-ended questions are called for when the issue is complex, when the relevant dimensions are not known, or when the interest of the research lies in the exploration of a process or of the indie vidual's formulation of an issue. Mead and Hall have emphasized the value of par— ticipatory research when dealing with people. Interview— ing with open—ended questions can be effectively used in this type of research, according to Selltiz, Wrightsman, and Cook,andBorg and Gall. The conditions for the most effective use of this design have been described in this section. Summary A selected review of literature pertinent to this study was conducted. The review was directed at three topics: the characteristics of lifelong education, 47Ibid., p. 316. 47 studies of noncollegiate lifelong education activities, and research describing participatory exploratory research. The following propositions were drawn from this review: 1. Lifelong education emphasizes the education of people throughout their life-span. One component of lifelong education is adult education. Formal, nonformal, and informal patterns of education are used in lifelong education. 2. The preponderance of recent studies analyzing adults' lifelong education activities has centered upon investigations into individual organizations and the national scene. Little attention has been given to the tabulation of activities sponsored by the host of organi— zations on the community level. 3. Organizations are working independently of one another in their efforts to provide educational activities for adults. This seems to be due, in part, to a lack of awareness of what other organizations are doing, coupled with a fear of losing organizational autonomy. 4. Little research has been done to develop a process for efficiently gathering information about life- long education activitiesrwithina.community. Identification of a survey process for tabulating local adult education activities could assist a community by providing: 48 a. a complete inventory of lifelong education activities to interested adult learners. b. a tabulation of all the community's adult edu- cation activities which could assist organizations in better planning and financing of educational activities. 0. a community project involving a variety of organizations. Having organizations cooperatively partici— pate in this activity may serve as an example of the bene— fits arising out of cooperation between organizations. Such an example may act as an impetus for further coopera— tion to maximize the educational opportunities of the com- munity. Chapter II has described various reports dealing with lifelong education and the host of organizations that sponsor lifelong education. The Chapter has also included a section describing survey methodology. Combining the reports dealt with in the survey methodology section with the reports describing lifelong education provides the background for the purpose of this study——the development of a survey method to tabulate the lifelong education activities of a community. CHAPTER III SURVEY METHOD Introduction The primary purpose of this study was to test and refine the survey method described in A Method of Inven- tory for the Lifelong Education Activities in a Community. A Method of Inventory for the Lifelong Education Activities in a Community is a 12—page monograph describ— ing a procedure by which the lifelong education activi- ties and needs of a community can be periodically identi— fied and described. Although the monograph describes the procedures for inventorying needs as well as activities, this study concentrated mainly on the method of dealing with a community's existing lifelong education activities. The method was developed in 1976 by a team of researchers at the Institute for Community Development at Michigan State University. The method provides communi- ties with a procedure by which non—formal and non—credit educational activities, as well as the formally accredited post-secondary educational programs, can be identified and described. Basically the method focuses on interviewing representatives from various community organizations and asking them to provide information about what their 49 5O organization, and similar organizations, are doing in regard to lifelong education. This chapter briefly describes the research design, definitions, and survey methodology that was developed by the Institute for Community Development. For a more detailed description see Appendix A. Research Design The research design emphasizes collecting infor- mation from the organizations that sponsor lifelong edu- cation activities, rather than from individuals who have participated in educational programs. The reasons cited for selecting the organizational approach were: 1. In adult education, there are more partici- pants than there are sponsoring organizations. Data col- lection can therefore be simplified by interviewing representatives of the sponsoring organizations rather than attempting to interview the infinite number of par- ticipants. 2. Organizations' existence within a community is more stable than that of participants. Community residents tend to participate in programs sporadically, thereby moving in and out of the role of participants. This could provide researchers with difficulty in obtain— ing a stable reading regarding who are participants. People also tend to be more mobile today-—moving in and 51 out of communities quite regularly. Information col- lected from these people would provide researchers with a picture of today's educational program-—but would have little stability for indicating the past or future of the community. 3. It is organizations that develop, sponsor, and conduct educational activities. A study conducted by Brent Poulton in 1975 indicated that 72.6 percent of the adult education activities were under the auspices of community organizations.1 Therefore these organizations should be able to provide accurate and complete informa— tion regarding their adult education activities. It is for these reasons that the research design focuses upon gathering information from a community's organizations. There are many organizations in a community. Organizations can be grouped into clusters, with the organizations within each cluster having a common focus of interest. The research design is based on the assump— tion that organizations with similar functions are aware of each other's educational activities. In order to obtain a comprehensive inventory of educational activities, lBrent Poulton, ”The Relationship of Adults' Par— ticipation in Continuing Education Activities to Certain Demographic Characteristics, Orientation Toward Learning and Orientation Toward Continuing Education Institutions” (Ph.D. dissertation, Michigan State University, 1975), p.85. 52 it is not necessary to collect information from every organization within a community. Collection of informa- tion from several representatives from each cluster should be sufficient to describe the activities within each focus of interest. Definitions The meanings of some terms are specified in A Method of Inventory for the Lifelong Education Activi- ties in a Community: Lifelong educational activity--"a planned and regularly scheduled--usually non-credit--curriculum, course, workshop, class, conference, or program for par- ticipants 18 years or older."2 Interest sector-—a cluster of organizations within a community that have a common focus of interest. Other words that may need clarification include: Community—-Samuel Hand in his article, ”Identi— fication of Needs and Resources," provides some insight into the meaning and purpose of a community: . It would seem that a community would involve enough people to enable it to function as a unit; that it would have a geographic locus and a historic past that involve a sufficient number and variety of want- satisfying agencies to enable its members to live a large part of their routine existence within the 2Wendy Coles et al., A Method of Inventory for the Lifelong Education Activities in a Community (East Lansing: Michigan State University, Institute for Community Develop- ment, 1976), p. 1. 53 locality if they so desire. The community itself would be an object of thought and feeling on the part of its members, and it would possess the abil— ity to act in a corporate capacity to preserve its existence. Thus it would seem that a community has a life of its own, that it is in fact more than the sum of the people who make it up. It may have needs, the same as people have needs. And adult education can be the instrumentality by which many community as well as individual needs can be served. Sponsoring group--a body of organizations that collectively agree to be responsible for the planning, implementation, and completion of the survey to identify the lifelong education activities of their community. Professional association——an organized body of persons engaged in a similar activity as a source of their livelihood. Examples of professional associations include the Michigan Education Association, Manufacturers Associa— tion and the Jackson Association of Life Underwriters. Organization——a number of persons or groups having specific responsibilities and united for some purpose or work. Broom and Selznick, in Sociology: A Text With Adapted Readings, discuss some further Characteristics of an organization: Whatever its special purpose, every organization attempts to coordinate the activities of human beings. 3Samuel Hand, ”Identification of Needs and Resources,” in Administration of Continuing Education: A Guide for Administrators, ed. Nathan C. Shaw (Washington, D.C.: National Association for Public Continuing and Adult Education, 1969), p. 142. 54 Therefore, organizations have a number of common characteristics. . . 1. Provide incentives to its members so as to win and sustain their participation; 2. Set up an effective system of internal communi- cation; 3. Exercise control so that activities will be directed toward achieving the aims of the organi— zation; 4. Adapt itself to external conditions that may threaten the existence of the organization or its policies, that is, maintain security. Examples of organizations include the Consumers Power Company, Foote Hospital, Ella Sharp Museum, and the Dodge Pharmacy. Methodology A Method of Inventory for the Lifelong Education Activities in a Community divides the survey method into seven major steps. Step 1 is establishing a sponsoring group. It is recommended that this group include organizations whose major function is education as well as organizations that may be involved in educational programs but that do not perceive it as their primary function. It is also recom— mended that the sponsoring group include organizations that assume a coordinating role within the community, such as the local newspapers, chambers of commerce, and professional associations. 4Leonard Broom and Philip Selznick, Sociology: A Text With Adapted Readings, 4th ed. (New York: Harper and Row, Publishers, Inc., 1968), p. 194. 55 Step 2 requires that the sponsoring group identify what kind of information they wish to collect about their community's lifelong education activities. _The method— ology, while indicating that this should be geared to each sponsoring group's specific needs, suggests that the following type of information could be collected for each identified lifelong education activities: the title of the activity, a program description, the location and time of the activity, the level of training provided, the length of each session and the length of the program, the provider of the program, and the costs and admission requirements. It is also suggested in Step 2 that the sponsor— ing group give the study certain boundaries. A time boun— dary is recommended, whereby only those activities that are held at least once a year are tabulated. A geographic boundary is also recommended. This specifies that only those activities conducted within certain geographic boundaries are listed. Step 3 is identifying the community's interest sectors and the organizations within each interest sector. The sponsoring group should identify a list of interest sectors and community organizations with the aid of such local directories as the yellow pages in the telephone book, and compiled lists of community organizations that are found in the library. Professional associations may 56 also be helpful as they often keep records of member organizations and support organizations. The sponsoring group is encouraged to use their own initiative and insight into their community at this step, as many organi- zations——although important to the community and this study-—may not be identified in the most common directories. For example, the Chamber of Commerce, Jaycees, and Kiwanis are often not cited in the telephone white pages. Having completed the list of interest sectors and the major organizations within each interest sector, a key person within each organization is identified. It is recommended that these people be the Chief executive officers of the organizations——thereby having the authority to speak for the organization, as well as having a general understanding of the whole organization and its operation. Step 4 describes the mechanics of gathering the data. Two schedule forms are used: Schedule I—-is used by the respondents to record the lifelong education activities that are provided by their organization. Schedule II——is used by the respondent to record the lifelong education activities that are provided by other organizations within the interest sector to which the respondent's organization belongs. A cover letter, explaining the survey, should accompany the schedules that are given to the respondents. 57 Rather than having to include printed instructions on how to fill in the schedules, it is recommended that the interviewers complete the schedules with the respondents. The team of interviewers should include the rep— resentatives of the sponsoring group. If more interview- ers are needed, other persons who would provide credi— bility to the study may be included. A training session should be provided for the team of interviewers. During this session, the interviewers can practice the interview— ing process as well as receive their assigned interest sectors. It is recommended that persons be assigned to interest sectors with which they are familiar. Step 5 describes the activities of the interview— ers. Each interviewer, equipped with a list of organi- zations for a particular interest sector, should begin meeting with the key people in each organization. Upon first meeting with each respondent, the interviewer should explain the purpose of the study, the sponsors, the means by which the respondents were selected, and the method to follow in filling out the schedules. The interviewers should assure the respondents that a final draft of the collected data will be sent to them for verification, and that none of the information will be released to the general public without the consent of the related organi- zation. 58 The interviewers should then, together with the respondent, fill in the survey schedules. If it is neces- sary to leave the forms to be completed by the respon- dent, arrangements should be made to pick them up the following day. The interviewers should continue identifying and meeting with organizational representatives until no new activities are mentioned and respondents are merely repeating activities that have already been recorded. Upon completion of all the interviews within their interest sector, the interviewers should consoli- date the information that they have received into a mas- ter listing, wherein the most concise and accurate data for each activity are recorded. The organizations and their activities should then be arranged in alphabetical order. The master list for each interest sector should, upon its completion, be submitted to the central collec- tion center. Step 6 is the activity of the central collection center where all the master lists are compiled into their final form--a community—wide inventory of lifelong educa- tion activities. When the inventory appears somewhat completed, relative to the information that has been col— lected, copies of this tentative inventory should be. printed and distributed to the responding organizations. A letter should accompany the tentative schedule, asking 59 each organization to verify the accuracy of the informa— tion pertaining to their organization and to provide any corrections if necessary. A request form for publication of the data should also accompany the material. (See page 8 of Appendix A.) Upon return of the letters from the respondents, corrections can be made on the tentative inventory. Activities should be deleted if consent for publication was denied. The inventory is then ready for publication and public use. Step 7 is the dissemination of the collected information to the members of the community. Several suggestions are given as means of publicizing the infor- mation: l. A weekend supplement to the local newspaper could list and describe all the lifelong education activi- ties. 2. Additional COpies of the supplement could be available to the public through such local organizations as churches, banks, chambers of commerce, etc. 3. Radio, television, and other communication media should also be considered. In a final note, the monograph points out that consideration should be given to updating the material on a regular basis. If this were done on a yearly basis, little effort would be required. It would merely involve 60 providing the organizations with an opportunity to update their information, revising and/or deleting from the basic information. This could be handled with little manpower through a mailing process. Summary This chapter provided an overview of the research design, definitions, and survey methodology that is detailed in A Method of Inventory for the Lifelong Educa- tion Activities in a Community. The research was designed to collect information about lifelong education activities from representatives of community organizations. Members of the community par- ticipate as collectors and providers of the desired infor- mation. The seven major steps of the methodology were outlined: members ofthe community are identified to sponsor and conduct the survey, the desired information and the responding organizations are identified, the method of data collection is agreed upon, and then the data are collected, tabulated, and disseminated. CHAPTER IV IMPLEMENTATION OF SURVEY METHOD Introduction The primary purpose of this study was to test and refine the survey method described in A Method of Inven— tory for the Lifelong Education Activities in a Community. This chapter provides a description of the commu- nity where the survey method was tested and how it came to be selected. This is followed by a description of how the methodology, as described in Chapter II, was applied to the community. Selection of a Community A variety of factors led to Jackson County being selected as the community where the study was conducted. Of prime importance was the community's interest in the study. Two community organizations-—Jackson Com- munity College and Spring Arbor College--took the initia— tive to approach the researcher and indicate that they were interested in having the study conducted in their community. The organizations were already somewhat famil- iar with the methodology as the Institute for Community Development, while developing the methodology, had 61 62 conducted their pilot project in Jackson County. The organizations confirmed their commitment to the study by offering financial support to the researcher as well as the manpower to serve as the team of researchers. Extended community support was confirmed through letters from the Greater Jackson Chamber of Commerce and the Jackson Intermediate School District. (See Appendix13.) Possible financial support was indicated by the Jackson Foundation. (See Appendix C.) At the commencement of the study the Foundation was unwilling to commit itself to a particular sum, however indicated that it would consider providing funds for distribution of the information once it was collected. The easy accessibility of Jackson County to East Lansing, the home of Michigan State University, also influenced the researcher's decision to conduct the study there. Jackson is 37 miles south of the Michigan State campus. Therefore it was decided that Jackson County would be the community used to test the method developed by the Institute for Community Development. The Institute for Community Development, having originally develOped the methodology through a small pilot project in Jackson County, expressed interest in support- ing the testing and revision of the method in the Jackson community. Therefore the Institute for Community 63 Development supported the researcher by providing her with a graduate assistantship, an office, secretarial assis- tance, and professional consultation. Jackson County Jackson County has an area of 698 square miles and a population of 143,274. Adults, 18 years and older, make up 63.7 percent of the population. The median level of educational attainment for persons 25 years of age and older is 12.1. Of those persons 25 years and older, 2.7 percent have completed less than 5 years of school, 52.2 percent have completed at least 4 years of high school, and 7.6 percent have completed 4 or more years of college. Jackson County has 296 manufacturing establish- ments, with 111 of them having 20 or more employees. Manufacturing establishments employ 35.7 percent of the work force, wholesale and trade employ 19.4 percent, indus— trial services 5.3 percent, industrial educational services 7 percent, construction 4.3 percent, government 12.3 per— cent, professional and managerial 20.9 percent, sales and clerical 22.8 percent, and 14.4 percent as craftsmen, foremen, and kindred workers.2 1U.S. Bureau of the Census, County and City Data Book 1972 (A Statistical Abstract Supplement) (Washington, D.C.: Government Printing Office, 1973), p. 235. 2U.S. Bureau of the Census, 1972 Census of Manufac— turers, Vol. 4, Area Series, Part 1 (Washington, D.C.: Government Document Publishing Service, 1973). 64 Schedule of Survgy Implementation The following procedures were applied to Jackson County. Step 1: establishing a sponsoring group, was completed in August, 1976. Having Jackson County serve as the community in the Institute for Community Development's original pilot project influenced this step. The sponsoring group for the pilot project had been Jackson Community College, Spring Arbor College, Jackson Intermediate School District, and Michigan State University. The representatives from the organizations of the original pilot project were convened. They indi— cated their desire to continue the sponsoring group as it had been in the pilot project. The group members varied in their reactions to the recommendations outlined in A Method of Inventory for the Lifelong Education Activities in a Community: The sponsoring group should include the wide range of organizations that deliver educational programs-— including local educational institutions-—and/or use educational programs. In addition, the sponsoring group should also include representatives from commu— nity coordinating organizations, such as the local newspaper, chambers of commerce, professional associa— tions, etc. 3Wendy Coles et al., A Method of Inventory for the Lifelong Education Activities in a Community (East Lansing: Michigan State University, Institute for Community Develop— ment, 1976), p. 1. 65 Several persons indicated that a large number of repre- sentatives in the sponsoring group would serve as an obstacle to completing the project. Opinion on how small the group should be varied. Several indicated that they believed the study should be sponsored solely by the edu- cational institutions, whereas some others expressed the desire to have some industrial representatives in the sponsoring group. The diverging opinions were reconciled and the sponsoring group was established as it had been for the original pilot project. It would continue to be called the Jackson County Education Consortium, consisting of Jackson Community College, Spring Arbor College, Jackson Intermediate School District, and Michigan State University. It was agreed to continue to identify Jackson Intermediate School District as a member of the sponsor— ing group, although no representatives took an active part in the sponsoring group. Step 2: identifying the information desired, aroused little discussion in the sponsoring group. The group appeared willing to conduct the survey based on the suggestions given in‘A Method of Inventory for the Lifelong Education Activities in a Community. A time boundary and geographic boundary were established. It was agreed to include only those life- long education activities.that were held within Jackson County, and that were offered at least once a year. 66 Jackson Community College appointed the Vice- President of Academic Affairs as their representative in the sponsoring group, while the Assistant Dean of Academic Affairs represented Spring Arbor College. Step 3: identifying the respondent organizations, was conducted by the sponsoring group during several work- ing sessions in September. Several interest sector list- ings were first presented to the group by the researcher. This original list of interest sectors was identified through the use of the Jackson County telephone directory's yellow pages. (See Appendix D.) The group began identify- ing organizations that could be grouped within these categories. Through this process, the sponsoring group began to identify and add interest sectors that had been omitted. Materials used to assist in this process included Jackson County: Social Resources Directory and Jackson, Michigan: Manufacturers. The group eventually agreed upon 17 interest sectors, with the business sector further divided into 7 subsectors. Although it was not outlined in A Method of Inven— tory for the Lifelong Education Activities in a Community, the Consortium found it necessary to provide some restric— tions or guidelines for identifying the organizations within each sector. To identify all the organizations in the community would be a never—ending job. Therefore it was agreed to attempt to select those organizations that 67 the group speculated would be most likely to offer life— long education activities, and would tend to know some— thing about the activities of the other organizations in their interest sector. These organizations were identi- fied as the ”key organizations" within the interest sector. The group characterized key organizations as often tending to be the larger organizations within the interest sector. Included within their definition of key organizations were i associations of organizations where there is a collec— tivity of several organizations into one organizational a unit (for example, the Manufacturer's Association consists of many manufacturing organizations). Step 4: identifying the survey method, included preparing the printed materials to be used in the collec— tion of the data, and training the interviewers. In both cases, the group closely followed the recommendations out— lined in A Method of Inventory for the Lifelong Education Activities in a Community. Two types of schedule forms, which were to be used for collecting information regarding lifelong education activities, were printed on legal—size paper. Both forms differed in color. The forms were stapled together in order to facilitate their distribution. A cover letter was written by the researcher to accompany the schedule forms. (See Appendix E for copies<3fthe forms and letter.) 68 A team of 20 interviewers was obtained from Jackson Community College and Spring Arbor College. The presi— dents of each college assigned the interviewing task to 10 of their administrators. A Method of Inventory for the Lifelong Education Activities in a Community was given to each prospective interviewer. (SeeAppendix F for a list of the interviewers and their positions within their col— leges.) .--.. ::—ri>.v if A training session was held on October 26 for all .45“: interviewers. The agenda for the session was prepared by the researcher with the support of the Consortium members. (See Appendix G for a copy of the agenda and the materials distributed to the interviewers.) Included in the agenda were some general comments regarding the study by one of the Consortium members. This was followed by a short explanation of the theory underlying the methodology by Dr. Robert Anderson, Acting Director of the Institute for Community Development. The researcher then reviewed with the interviewers the steps they would follow in gathering the information. This process included reviewing the significance of the study, defini— tions of terms in the study, the study's time schedule, and the types of activities included in lifelong education. Discussion and role playing were used to clarify the pro- cess. At the close of the session, the interviewers were 69 given their assigned interest sectors and the names of the organizations to begin contacting. Step 5: collecting the data, was the interviewers' activities in the community. Each interviewer was to follow the process described as Step 5 in A Method of Inygntory for the Lifelong Education Activities in a Community. It was found that each interview lasted approxi— mately one hour in length. On the basis of representatives from 112 organizations being contacted and interviewed, three weeks of interviewing or 120 man—hours should have been sufficient time to complete Step 5 of the survey. The interviewers agreed with the suggestion made at the train— ing session that each college's representative to the survey's sponsoring group would collect the material from the interviewers. The collected material would then be picked up by the researcher on November 24, 1976. Step 6: the process of tabulating the information into one master listing, was assigned to the researcher. In spite of the time line set, the researcher received the first package of completed schedules from Jackson Community College on December 14. The last schedule forms to be submitted to the researcher came from Spring Arbor College on April 18, 1977. The researcher followed the process outlined in A Method of Inventory for the Lifelong Education Activities in a Community in order to tabulate the information that .«i; 1“ 4m; 70 had been gathered on the schedule forms. All the col— lected material on the survey forms required editing in order to make the style of terminology consistent in the descriptions of all activities. Any information that was missing for an activity was found in printed brochures that had been submitted, or by correspondence through the mail or by telephone with the sponsoring organization. Approximately 30 percent of the survey forms were sub— .1 mitted with information missing. (See Appendix H for a :y sample of the letter that was sent to organizations whose g information was not complete.) The completed data were then arranged alphabetically according to interest sec- tors, organizations, and activities. With the editing, mailing, and re—editing (based on revisions received in the mail), Step 6 required approximately three weeks of work by the researcher. At this point in the study, the procedure slightly varied from the process described in A Method of Inventory for the Lifelong Education Activities in a Community. The collected material was printed in a spiral—bound book entitled What's What in Jackson County: Jackson County Lifelong Education Activities and Needs. Included in the book is a note by the researcher acknowledging the work of the interviewers, the sponsoring group, and the partici- pating organizations. This is followed by an introduction that gives the background and purpose of the study, while 71 explaining that the book is an unrevised draft copy of the collected information. The main section of the book then follows, with 44 pages listing 284 lifelong educa— tion activities. The pages are the same size, and follow the same format, as the original schedule forms used during the interviewing process. Keeping the pages simi- lar to the schedule forms eases the process of making revisions. An appendix to the book provides an alpha— betical listing of the 112 participating organizations, and where the information that each organization provided can be found in the book. (See Appendix I for a copy of the book.) What's What in Jackson County was distributed through the mail to all the participating organizations. The mailing included a letter thanking the organizations for participating in the survey and asking them to assess the survey process and the book. (See Appendix J for a copy of the letter and Appendix K for a sample evaluation form.) A copy of the letter and survey material was also sent to each interviewer. An evaluation form for the interviewers was included in their mailing. (See Appendix L for a copy of this form.) In order to make the survey more personal and to encourage people to respond, a per— sonal note was hand—written in red ink on each letter mailed. All mailings included a self-addressed stamped envelope to be used for returning the evaluation forms. 5:221 ' LI 72 Four weeks later a follow—up postcard was sent to all organizations and interviewers who had not returned their evaluation forms. (See Appendix M for a sample of the postcard.) Summary This chapter described how A Method of Inventory for the Lifelong Education Activities in a Community, as it was outlined in Chapter III, was implemented within the community of Jackson County. The sponsoring group, the Jackson County Education Consortium, used a team of 20 interviewers to collect information regarding lifelong education activities from the organizations within the community. The data were then compiled and printed in What's What in Jackson County: Jackson County Lifelong Education Activities and Needs. A copy of the book was then sent to all partici— pating organizations and interviewers. This was accom— panied by a form to be used by the participants to evaluate the survey process and the survey product, What's What in Jackson County. a ‘ ‘ .2‘“ 555-711.: CHAPTER V EVALUATION OF SURVEY PROCESS AND PRODUCT BY THE INTERVIEWERS, ORGANIZATIONAL REPRESENTATIVES, AND THE RESEARCHER Introduction The primary purpose of this study was to test the survey method described in A Method of Inventory for the Lifelong Education Activities in a Community. This chapter describes the reactions of the survey participants to the survey process and to the data that were compiled through the survey process. All partici— pants received a copy of the compiled data as they were printed in What's What in Jackson County: Jackson County Lifelong Education Activities and Needs. Included in the Chapter are the reactions of the researcher, the interviewers, and the representatives of the participating community organizations. The reactions of the interviewers and the organizations' representa- tives were collected through mailed evaluation forms. Evaluation by Interviewers The team of interviewers consisted of 10 adminis— trators from Jackson Community College and 10 administrators 73 74 from Spring Arbor College. Responses were received from all of the interviewers from Jackson Community College. At Spring Arbor College, 8 of the 10 responded; I had moved on to another job and 1 did not return his evalua— tion form to the researcher. Therefore a 90 percent response was received from the interviewers. The follow— ing will describe the types of reactions to the survey :' “i-ézie given by the interviewers on the evaluation forms. (See Appendix L for a copy of the evaluation form for the inter- viewers.) All of the responding interviewers indicated that the compiled data in What's What in Jackson County were the type of information they had expected to result from the survey process. Some of the comments that accompanied the ”Yes" were: Since your instructions were so clear, the finished project looks as I had anticipated. Well organized for easy retrieval. It gives the information we started out to get. Since all of the responding interviewers indicated a positive response to No. l of the evaluation form, there were no responses to No. 2. The process of interviewing was indicated to be of value to 80 percent of the interviewers. Of those responding, 50 percent indicated that the process was good public relations for the college, 33 percent indi— cated that it was helpful in getting to know people, and 75 33 percent indicated that it provided them with a better understanding of the community. Those who responded nega- tively indicated that it was not of value because the interest sector that they interviewed was already an area with which they were familiar. All responding interviewers indicated that their institution would have a use for this kind of information. The "Yes” was tempered slightly by one interviewer, the Dean of the Evening College at Jackson Community College, who responded ”Perhaps.” Use of the information as a reference guide was expressed by 27 percent of the inter— viewers. Other values of the information that were men— tioned included use for curricular development, program evaluation for adults, increased understanding of the community, increased awareness of duplication of efforts, and use for developing cooperative programs with other groups. The space on the evaluation forms for additional comments was used by 43 percent of the interviewers to congratulate and praise the researcher. Two examples of these responses are: I enjoyed participating in the survey very much. It was well organized and conducted; a real tribute to you, Wendy. — Lee Howser, Assistant to the President, Jackson Community College 76 You are to be congratulated for undertaking such a challenging task and have accomplished an important first step in aggregating the non-traditional educa- tional opportunities available in this area. - John Newby, Vice-President for Academic Affairs, Spring Arbor College Another response pointed out the need for a method for keeping the compiled information updated. This response was given by Jackson Community College's Dean of the Evening College. The interviewers indicated that the survey process was a useful opportunity for them to get to know their community, while it was also good for the colleges' public relations. Their comments on the survey product, What's What in Jackson County, have indicated that it will be useful to the colleges, particularly as a reference guide that can be used to refer clients to various educational programs and to identify gaps in existing educational programs. Evaluation by Responding Organizations Reactions were received from 58 percent of the participating organizations. All representatives of the participating organizations responded on the written evalua- tion forms sent through the mail, except for two who gave their responses by telephone. Forty—eight percent of the responding organiza- tions indicated that the information regarding their organization was complete and accurate. The information 77 was not perceived as correct by 17 percent of the respon- dents due to such things as changes in the person to contact, discontinued programs, and lack of sufficient details. Fifteen percent of the responding organizations indicated that this question (Question No. l on the survey form) was not appropriate due to their not sponsoring any lifelong education activities. Use for this type of information was expressed by E 72 percent of the responding organizations. Lack of use for the information was expressed by 20 percent of the responding organizations, while the remaining 8 percent indicated both "yes” and ”no.” Of those organizations that indicated a use for the information, 67 percent indi— cated use for it as a reference guide-—for inservice training (police), for counseling clients, and for refer- rals. Use of the information to avoid duplication of efforts was indicated by 13 percent of the organizations, and use of the information as a guide to possible speakers was indicated by another 13 percent. Use of the informa— tion for contacting organizations for cooperative activi— ties was indicated by 6 percent of the respondents. One organization indicated use of the information for veri- fication of meeting government standards: Pending legislation recently introduced in the State Legislature is requiring an upgrading in the training of security personnel. By our participating in this survey, your objective interviewer will indicate in 78 the report that ROLLINS already complies with and even surpasses the minimum standards which are pro- posed. We're proud of this fact. — Rollins Guard Service, Inc. The reasons that the information was not useful to some organizations varied. The Institute of Financial Education indicated that it was of no use "since we con— duct our own classes and have our own instructors.” One organization indicated that they were ”aware of the infor— mation prior to the assemblage of this booklet," while another indicated that "our officers change each year and 9-5.. .2: A" -35. '. there seems to be no way to establish good continuity." The organizations that indicated both ”yes" and ”no" mentioned some use for the information as a reference guide, but indicated that this usefulness would be quali- fied by the costs of the guide. The responses to the value of meeting with the interviewer varied. Value in participating in the survey process was expressed by 35 percent of the organizations responding, while 30 percent indicated the process was of no value to them. The remaining 35 percent of the respon— dents indicated that the question was not appropriate. In all three of these categories the comments were varied: 1. Eleven percent indicated that they did not meet with an interviewer personally, but were contacted by phone, through a secretary, and other indirect methods. 79 2. Nine percent indicated that the representa- tive who responded was no longer with the organization. 3. Four percent indicated that there had not been a clear understanding of the purpose of the study. 4. Four percent indicated that the process was time consuming when there were other pressing problems. Several constructive criticisms given by organi— zations included: At time of interview, understanding was that only services in classes to general public be listed. This needs some Clarification. - Jackson Red Cross This information would be useful and should be dis- tributed when made more readable and attention hold— ing. I mean this as constructive criticism. Try to lighten up theverbiage. Add illustrations and graph- ics. You might want to try a handier size. This would be feasible judging from all the white space. I make these suggestions based on my graphics and com— munications classes. Tailor this to your audience and it will prove to be a much needed, much used tool. How about a brief description of the nature of each agency. — Jackson County Cooperative Extension Belief that the information would be useful to the general public was expressed by 77 percent of the respon— dents. A "no" was indicated by 16 percent, while 7 per- cent indicated a "perhaps.” Belief that the information should be distributed to the general public was expressed by 67 percent of the responding organizations, while 24 percent indicated ”no," and 9 percent indicated "perhaps.” -;£me ... ss- 80 The "no" and "perhaps" responses to usefulness of the information to the general public and distribution of the information involved mainly costs and inability to keep the information updated. Other responses indicated that the information should be made available to selected audiences: Itshouldprobably be used by agencies which need to know of educational resources in Jackson County. The information on courses available to the general public is regularly published by the providers. a Information for sources with limited audiences is ? easily available to qualified individuals or organi- zations. I think the money required for publication could be better spent. — Grooms Jewelry The space on the evaluation forms for additional comments was used by many of the respondents. Samples of their comments, grouped according to common themes, follow: 1. General comments of praise were expressed: Comprehensive; well-done; informative and helpful. — Bethel Baptist Church 2. Usefulness of the information to newcomers was mentioned by two organizations: It is especially helpful in my opinion for newcomers to Jackson and general area. Perhaps, if it cannot be distributed for everyone, a copy should be dis- tributed for every ”Welcome Wagon" or ”Newcomers Club” Representative who could then pass all pertinent information along to those they call upon. — St. Johns Religious Education Program 3. Usefulness of the information for attracting industry to the community was mentioned: 81 I feel that this survey can have even greater impact in attracting new people and industries to this area. We have an impressive educational opportunity range to choose from and people charged with the respon- sibility of attracting new industry and top people to the area should be made aware of this survey. — Rollins Guard Service, Inc. 4. The awkwardness of the size and shape of What's What in Jackson County was referred to by three organizations: Physical size and shape of draft too large——should be reduced to 8% x 11. Suggest double side copying to reduce number of pages required by half. Other— wise, very good. - Jackson County Airport 5. Theaccumulationofzimultitudeofinterestsec— tors brought reactions from one organization: You might like to consider publishing smaller book— lets of separate categories of educational activities. — League of Women Voters 6. Dissemination of the information was commented upon by many organizations. Comments focused upon dis— tributing the information to specific organizations rather than to the general public: Information should be distributed to: High Schools Speakers Bureaus Chamber of Commerce Middle Schools Counselors at high schools and Jackson Community College, hospitals, libraries, etc. — Jackson District Dental Association (Ebb-CONH A book like this should be available at all schools, libraries, and career centers. This booklet would be ideal for distribution to libraries, high schools, service clubs, industries, etc. — Jackson Business University 82 Not sure that the general public really wants to know! Perhaps the information could be distributed to counselors and others who work with people on a one to one basis or small groups. — WSAE Radio 7. A final comment by one respondent offered the researcher new areas to investigate: . If you ever have the enthusiasm to do another I' d like to recommend Recreational and Cultural activities in Jackson County. — Jackson Jaycees The reactions of the organizational representa- tives have provided some corrections for the inventory of lifelong education activities. A use for the inventory was indicated by 80 percent of the organizations, with a small proportion of this percentage indicating that its usefulness would depend on the cost. The majority of organizations supported the idea of making the informa— tion available to the community. It was suggested by many organizations that distribution of the information through selected organizations, rather than to all indi- viduals, would be most effective. Researcher's Reactions This section describes the reactions of the researcher to A Method of Inventory for the Lifelong Edu- cation Activities in a Community, as it was applied in Jackson County. The reactions are presented according to how they deal with central components of the survey methodology. 83 1. Sponsoring Group Establishing a sponsoring group that was composed entirely of institutions sponsoring formal postsecondary education programs influenced the survey process. In some cases respondents were reluctant to share information about their organizations. This may have resulted from their assuming that the data were being collected solely for use by the educational institutions. The selection of the college representatives to $4-..." 7 the sponsoring group also influenced the survey process. The representatives' personalities and positions within their institutions affected their performance. Jackson Community College's representative, the Vice—President for Instruction, worked most effectively throughout the study. This could not always be said for Spring Arbor College's representative, the Assistant to the Academic Dean. This representative mentioned, on several occa- sions, the awkwardness of his having to supervise adminis- trators who were his superiors within the college setting. 2. Lifelong Education Activities The survey methodology did not provide a concise definition of lifelong education activities. This resulted in respondents and interviewers making their own decisions ——and not always similar--regarding whether to include activities that may be described as recreation, worship, 84 training, therapy, and enrichment. The definition also left interviewers uncertain as to whether they should record such activities as speaker forums, Sunday School classes, individual tutoring, and church sermons. Politi- cal parties' annual distribution of materials at the county fair could also be included within the present definition of lifelong education activities. The survey methodology assumes that all lifelong education activities can be tabulated by contacting their sponsors--community organizations: We have selected an organizational approach in this monograph because it is through organized systems that both formal and informal educational activities are developed, sponsored, and conducted. The findings of Poulton were used in the monograph to sup— port this assumption. Poulton reported that 72.6 percent of the adult education activities were sponsored by com— munity organizations.2 What about the other 27.4 percent of education activities? Possibly this percentage would include the nonformal education activities that are not sponsored by organizations. Research by Allen Tough has lWendy Coles et al., A Method of Inventory for the Lifelong Education Activities in a Community (East Lansing: Michigan State University, Institute for Community Develop- ment, 1976), p. l. ZBrent Poulton, ”The Relationship of Adults' Par— ticipation in Continuing Education Activities to Certain Demographic Characteristics, Orientation Toward Learning. and Orientation Toward Continuing Education Institutions" (Ph.D.dissertation,MichiganStateUniversity,l975),p. 85. 85 indicated that "about 70 percent of all learning projects are planned by the learner himself, who seeks help and subject matter from a variety of acquaintances, experts, "3 The methodology implemented in and printed resources. Jackson County' fails to identify this type of activity, although the activity falls within the study's definition of lifelong education activity. The establishment of a geographic boundary for the sponsors of lifelong education activities hindered the process of collecting all the lifelong education activities offered within the county. The boundary assisted in making the number of organizations interviewed manageable, but it eliminated the opportunity to investi- gate educational activities held within Jackson County that were sponsored by organizations from outside the county. Dale Carnegie Courses are an example of an activity that is provided within the county, but is not listed in the survey as it is sponsored by a Detroit-based organization. 3. Schedule Forms The interpretation of the category, Length and When Offered, varied among respondents. Some responded 3Allen Tough, The Adult's Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning, Research in Education Series, No. 1 (Toronto: Ontario Institute for Studies in Education, 1971), p. l. 86 with information pertaining to each individual session (i.e., 7-9 p.m., Mondays), while others provided informa- tion regarding each packet of sessions (i.e., 10 weeks, twice a year). The types of responses were not consis- tent throughout the survey. The process of compiling the final master listing was complicated by not having the name of the interviewer on the schedule forms. This would have facilitated the researcher in contacting interviewers for clarification of some forms. 4. Key Organizations The survey method whereby key organizations pro— vide information regarding their own organizations and other organizations within their interest sector was not effective. Rarely did respondents provide any informa— tion regarding other organizations. Several factors appeared to contribute to this: a. Respondents' lack of awareness of what other organizations were doing educationally. b. Respondents' lack of commitment to other organizations. Perhaps the message of Margaret Mead in Chapter II should be heeded: 87 The ability to give introspective reports on one's own state might be found to be greatly in advance of the ability to deal with the descriptive mate- rials that lack personal relevance.4 0. Interviewers failing to ask the respondents to give information regarding other organizations in the interest sector. Identifying and interviewing the key organizations assumed that these organizations were the organizations E m I. most likely to sponsor educational activities. Although L 1 this assumption may be correct, lifelong education activi— W ties sometimes may be sponsored by the smaller community organizations. The methodology failed to provide a system for these smaller organizations to have an opportunity to submit their activities for the inventory. 5. Interviewers The selection of top administrators from the colleges, while giving the survey prestige and legitimacy in the community, created some difficulties. Busy time schedules had to be worked around, resulting in some interviews not being completed until five months beyond the original deadline. Administrators' rankings within the colleges provided some awkwardness for the Assistant to the Academic Dean when he had to remind the College President to complete his interviewing. Administrators' 4Margaret Mead, "Research With Human Beings: An Anthropological Model,” Daedalus 98 (Spring 1969): 363. 88 easy access to secretarial assistance resulted in Spring Arbor College's Vice-President for Academic Affairs tell- ing his secretary to collect the data by telephone. Assigning interviewers to interest sectors with which they were somewhat familiar may have been detri- mental to the survey. It appeared that in those cases where the interviewers believed they were familiar with the organizations and their activities, they failed to conduct a thorough investigation of the sector. The responsibilities assigned to the interviewers appear to have been too large. The survey process, of having the interviewers use their own initiative to identify and contact organizations until no new activi- ties are mentioned,‘wasineffective. Only in two cases did the interviewers identify additional organizations to interview. The survey process of interviewers consoli- dating all the information they have collected into one master listing for the interest sector was not effective. In most cases the interviewers merely forwarded their original survey forms to the researcher. 6. Dissemination of Information The responsibility for dissemination of the col- lected information was not shared by all members of the sponsoring group. Michigan State University financed and mailed copies of the inventory, What's What in Jackson 89 County, to all the participating organizations. The uni— versity, represented by the researcher and the Institute for Community Development, also offered to assist the colleges in whatever other activities and processes of dissemination they wished to conduct. The colleges, while using the inventory themselves, did not assume any respon- sibility for distribution of the information because they did not perceive its distribution as to their advantage. It appears that the education institutions are interested in only promoting themselves. Summary The interviewers and the organizational repre— sentatives have indicated usefulness for the collected information. The interviewers expressed value in partici— pating in the survey process, while the respondents' reac— tions were varied. The negative reactions to participating in the survey seemed to result from the improper implemen— tation of the methodology. The researcher's comments dealt with improper implementation of the survey process in Jackson County, as well as inadequacies in the original methodology. The error in the survey implementation was the improper selec- tion of members for the sponsoring group and for the interview team. The inadequacies that were found in 90 A Method of Inventory for the Lifelong Education Activi— ties in a Community are: l. The meaning of lifelong education activities is too ambiguous. 2. The schedule forms need clarification. 3. The concept of collecting information through key organizations is not effective. 4. The interviewers are assigned too many responsibilities. 5. Determining the steps for dissemination of the survey information should not be left to the last step of the methodology. CHAPTER VI SUMMARY OF STUDY, REFLECTIONS, AND RECOMMENDATIONS Introduction This chapter includes a summary of the study, some recommended refinements to the methodology, a few reflections upon completion of the study, and some recom— mendations for further research. Summary Purpose of the Study An increasing number and variety of community organizations are sponsoring adult education activities. Yet organizations and individuals are often unaware of the many adult education activities sponsored by the noncol— legiate organizations in the community. Effective coor— dination and development of a community's lifelong educa— tion activities arerenhanced by the community's access to information regarding the existing lifelong education activities. The purpose of this study was to develop a survey method that can be used to tabulate accurately all the existing adult education activities within a community. 91 92 Specifically, the study tested the survey method described in A Method of Inventory for the Lifelong Education Activi— ties in a Community by its full—scale implementation within Jackson County. Upon completion of the survey, the limi— tations of the survey method were collected from the researcher's notes and from an evaluation by the partici- pants. The limitations that were noted resulted from the improper implementation of the survey method, as well as from limitations in the survey methodology itself. Follow— ing are the limitations that were identified, and the recommended revisions for the original survey methodology. Limitations Resulting From the Means of Implementing the Survey Method The limitations that resulted from the improper implementation of the survey method include: 1. The sponsoring group did not include the variety of organizations that were recommended in the methodology. The sponsoring group consisted of Jackson Community College, Spring Arbor College, Jackson Inter— mediate School District, and Michigan State University. The methodology recommended that the sponsoring group ”should include the wide range of organizations that deliver educational programs . . . and/or use educational 93 programs."1 Participation in the sponsoring group, limited to education institutions, hindered the commu- nity's acceptance of the project. 2. The selection of an interview team composed of education administrators with busy time schedules delayed the completion of the survey. Increasing the time for completion of the study limited the impact of the study. As the time taken to complete the study increased, the sponsoring group's enthusiasm for the project decreased. This resulted in members of the group no longer giving the time and commitment to the study that were necessary for the study to be most effective. Increasing the time between the initial collection of the information and the final printing of all the activities increased the opportunities for organizations to make changes in their educational activities. This resulted in the final printing of the inventory describing some educational activities that were no longer being offered as they were described in the inventory. 3. The researcher was not familiar with the com- munity, Jackson County, prior to the implementation of the lWendy Coles et al., A Method of Inventory for the Lifelong Education Activities in a Community (East Lansing: Michigan State University, Institute for Community Develop- ment, 1976), p. 2. 94 survey. Establishing a sponsoring group and identifying organizations to be interviewed were hampered by her lack of knowledge regarding the community. Limitations in the Survey Methodology and Recommended Refinements These limitations and recommended refinements include: 1. The all-inclusive nature of the definition given for lifelong education activities left the inter- viewers and respondents unclear regarding what they were attempting to identify and tabulate. Putting more restric- tions on the definition of lifelong education activities should increase the likelihood of participants understand- ing the type of educational activity to be included. It is recommended that Step 2, identifying the information desired, should include directions to spon- sors to identify the limits for the types of activities to be included within their particular study's understand- ing of lifelong education activities. 2. The column on the schedule form entitled, ”Length of Program and When Offered” did not bring a con- sistent type of response. Some respondents answered with information regarding each individual class session, while others responded with information pertaining to the whole program (including several sessions). 95 It is recommended that the category on the schedule forms be entitled ”Length of Program and Length of Each Session” in order to emphasize that information is desired regarding both individual sessions and packets of sessions. 3. Nowhere on the schedule forms does it request the name of the interviewer who filled in the form. This resulted in the researcher spending extra time in deter— mining whom to contact for clarification of some of the survey responses. 75 It is recommended that a place for the interviewer's “g name and telephone number be printed on each schedule form. 4. The assumption that information regarding all organizations could be collected by interviewing key organizations was inaccurate. Organizations merely pro- vided information regarding their own lifelong education activities. It is recommended that the methodology be rewritten to indicate that organizations will be asked only to pro- vide information regarding their own lifelong education activities. No longer would key organizations be asked to describe the educational activities of other organizations within their interest sector. This would result in Schedule 11 being discarded, as it was the form used by respondents to describe the activities of other organiza— tions in their interest sector. 96 This recommendation would necessitate some revi- sions in the survey instructions. The sponsoring group should attempt to compile a listing of all organizations within the community that they speculate may sponsor adult educational activities. All the organizations listed should be interviewed. Other measures should be used to attempt to identify any other educational activities that may be sponsored by organizations that are overlooked and not interviewed. Possible methods of collecting informa- tion from those organizations that sponsor lifelong edu- cation activities but are not interviewed include: a. Putting information in newspapers, on the radio, and on television, describing the project and inviting organizations that are interested to contact the sponsoring group. b. Mailing a questionnaire to all the community organizations that are not interviewed, asking them to provide information regarding their lifelong education activities. 5. The methodology describes too many responsi— bilities for the interviewers. This resulted in many tasks not being done well. The methodology indicates that the interviewers: a. Interview the representatives of the organi- zations that they are assigned. 97 h. Then identify other organizations in the interest sector and interview their representatives. c. Continue identifying new organizations and interviewing their representatives until every activity in the interest sector has been recorded. d. Record all the information that has been col- lected into one master listing for the interest sector. It is recommended that each interviewer be assigned specific organizations to interview, and only be respon- sible for submitting the information collected from these interviews to the central data-collection center. Simpli- fication of the interviewers' task may result in their conducting more thorough interviews. 6. Leaving the decision on how to disseminate the survey information to the last step of the methodology resulted in the sponsoring group not effectively dissemi— nating the information. Having access to the completed inventory for their own use, the organizations in the sponsoring group may not put forth a full-fledged effort to share the information with the whole community. It is recommended that a commitment be received from the sponsoring organizations during Step 1, regarding how the information should be disseminated, by whom, and how it will be financed. 7. The methodology indicates that the inventory should be disseminated to all individuals throughout the 98 community through a newspaper supplement. Costs of printing may prohibit the newspaper supplement. It is recommended that, if expenses must be limited, first priority should be given to distributing copies of the inventory to certain organizations rather than to individual community residents. Organizations that should particularly receive copies include chambers of commerce, "Welcome Wagon" groups, high schools, col- leges, and Speakers Bureaus. 8. The original methodology did not deal with the process of assigning the responsibility of updating the inventory of lifelong education activities. Failure to do this may result in the inventory not being regularly revised and thereby the information regarding activities and sponsors becoming outdated. It is recommended that Step 1 should include, not only guidelines to establishing a group to sponsor the inventory, but also guidelines for assigning the respon- sibility of the yearly revision of the inventory. The Chamber of Commerce--an organization without strong affilia- tion to any particular educational program, yet whose func— tion is community betterment—~may be a suitable organization to be considered for this responsibility. 9. The methdology, at no point, assigns the responsibility of coordinating the community's lifelong education activities to any one organization. This is 99 done to encourage all organizations to participate as equals, therein evading control and domination by any one organization. It was assumed that by having organizations participate cooperatively as equals in the collection of information for this inventory, the study could serve as an example and impetus for further cooperative ventures for the community's educational development. Broom and Selznick, in Sociology: A Text With Adapted Readings, address one of the factors possibly inhibiting cooperation between organizations involved in sponsoring lifelong education activities: Educators continuously strive to protect the inde— pendence of their institutions. They face encroach- ment from many forces in society, especially those that want to change educational policies. In resisting pressure, educational leaders feel they are protecting important public interests that have been entrusted to them. As experts and profes— sionals, educators claim to have the training and devotion to standards that justify their autonomy.2 This description of educational leaders can refer to leaders not only in universities and colleges, but also to the educational leaders in the multitude of other organizations involved in sponsoring lifelong education. This desire for autonomy and fear of change may partially explain organizations' tendency not to join with other organizations in their planning and financing=o< II I ”CO—La II liiI III Q_N .. IIIII i i . I II 892: .563 :0:_m0m 590E. 50> ESE 95:22.35 .050 _0 move: on. .o: :05 0:5 WOWWZ J _o moose _oco=oo:0o 35:: £535 05 .m... IliIi ii. II.II ...Iii I I |l.IiIIIli.iII ”LO—00w “0050—... I =_ wJDDNIOm Egg/EEK; .m A 3:93 .20 £23.55! 63.8 .92 33:0 :ecozoEEE .80 .283 .:00 .3053 22:5 Eu 5 0552. :33 69533 .20 .320 2:050:33! 35.2.: :55 8:30.; Eeaoi 5200:... .o ocEcBoe 9:53... E2005 .o 508 JESEOUV .358 .3559.“ .o 0...: :0_no_Eu< out .0 50391 000:2... .0 £95.. .0 c0:ou0.. _o 00>... oco .02... 5:28.30 Eocuoi 2:... >:>:u< >=>=u< 0:93 EN 8053 mw_._._>_h0< ._ 52:3 . co=o~Eo90 E25030: _o oEez acetone-90 55o 22:! S no: zoo _acozouspo 9.0.0:. 0.: .2.- IOuOOW 3050—:— kahOmm hmwzwhz. I = waamzom EESEEESQE 3:020 .90 £2350! 00900 .02 35:0 5:25.535 .80 .838 .cou .3223 :23 ecu .0 05:3: :2» neoco>po .20 doe—o 2.552.351 25.2.: EEO ooc0.p=< £909.... EEOOE .0 .o @5263. 5:55: Emacs... .0 Soon E0508 .3500 .anoa .o 2:: co.oo_Eo< .9“. .o .8391 80:2... .0 593 3:30;. .0 out. use .33 5.3.830 EEuoi a...» 33:2 >:>=o< .IIII. Accocn. i1 :IiE—NVIII i . I. . ii . 323: mu_h_>_.—.O< ._ 22:3 _... cozozcaoco II _cooconnoz .o 0:32 3 Eon 35:33.0 9.0.2: 2: 51 J II III .,III , £0.08 7.050.:- m.20:.<~.2<0¢0 I _ wisowrow JACKSON COUNTY LIFELONG EDUCATIONAL ACTIVITIES INVENTORY 119 Topic I Activity T'Itlo Program Description Level I Type of Training Check Fraud Seminar Methods of detecting Iraduiont checks Informational for all levels SECTOR. BUSINESS FINANCE Shoplifting Seminar Methods of preventing and detecting shoplifting Informational for all levels General Real Estate 10 sessions on various real estate-related topics All Jackson Board of Realtors— Basic rules and regulations of the JBR. detailed description Beginning Orientation Session of code of ethics. correct filing of forms. etc REAL ESTATE Ray Smith Institute Pyschoiogy of selling. Real estate methods. including listing informational for all and organizing. levels 983": Interviewing Shuf— Covers basic skills involving planning. preparing. strategy Beginning lnterwewmg for Facts questioning. listening feedback. documenting. nd reporting of medical facts. Cardiology Basic principles of EKG. anatomy and physiology. basic ar- Advance plus skill SECTOR: rhythmia recognition. applications of CCU HEALTH Catheter Care Principles of caring for patient with catheter to minimize hos- Beginner to advanced pital- acquired infection hospital procedure and policy for same and for doing catherizations. Labor in the Public Sector Management seminar on labor relations in the public sector General SECTOR: LABOR Union Education includes basic bargaining. arbitration. steward and guide Beginning through programs. parliamentary procedure and public speaking R. Stuan Soper Defense Seminar Corporate/insurance Attorneys on trial tactics for defense on Advanced aWorkmen' s Compensation SECTOR: LAW How to Try an Arbitration Case Labor seminar for unions and management Advanced Board Members Duties and responsibilities of board members informational Foster Parent Training Agency expectations. rules. and regulations; human growth Beginning SECTORS and development. child development; physiological and SOCIAL social implications of placement from viewpoint of (1) child. SERVICES (2) parent. and (3) professional Volunteer Social Work Assistants Review agency structure. agency services. child develop- Beginning ment. and recordkeeping 120 Location of Program Length of Program: When Offered Intended Audience Program Provider Admission Requirements Various locations in s One 3-hour session Primarily for business pe Chamber of Commerce Advance registration Jack on held annually ople ‘01 S. Jackson Jackson. MI Various locations in One 3»hour session Limited to retail Chamberc also commerce Retail employee ckson held annually 401 SJ Jackson. MI Jackson 10 weeks Real estate licensees University of Michigan 53500 (30 hrs.) Extension Service Jackson Board of hrs. New licensees (sales Dorothy Peterson Limited to persons Realtors bi-monthly associates an Jackson Board of Realtors intending to work on the for 5 days brokers) 111 E. Michigan Ave Board of Review Jackson. MI Jackson 3 days Persons interested in Dorothy Peterson $125.00 (25 hrs.) real Jackson Board of Realtors (Wm. Booth-Instructor) Foote Hospital 5 weeks. 3 hrs. r Professional staff Foote Hospital/Director oi Foote Hospital as East at W week; 15 hrs. total Staff Development mploy 205 N East Ave. Jackson. MI Classroom—Foote 8 weekly sessions R.N.‘s W.A. Foote Working in area where Hospital-East lasting 2 hrs. each iCU Foote Hospital patients are monitored ER. 4N. and RR 205 N. East Ave. Jackson. MI Classroom—Foote hr. session offered All levels of nursing w,A. Foot Working in area where Hospital-East yearly to all nursing staff Foote Hospital patients are monitored staff. monthly to nurs- 205 N. East Ave. ing orientation Jackson. Mi Jackson Community College 1 day Company and union personnel rorn 6-county area Jackson Comsmunity college 2111 Emmon Jackson. MI 320 with lunch Jackson Labor 3 hrs. per knight Union members United Labor Education Committee Temp for em Pederson. Chairpers 325 Falcon St. Ja . i Jackson Community 1 day Company and union Jackson Comsmunity College 520 with lunch liege personnel from 2111 Em 6—county area Jack son .MI"3 1 day Company and union $20 with lunch Jackson Community College personne 6-county area Jack son Community College 2111 Em sRoad Jackson. Mln Family Service and Children's Aid Society . October of each year Elected board mem- bers of Family Serv an no Childrens Aid Executives and Staff of Family S rvi 729 W. Michigan Ave. Elected to board ociety Jackson. MI Family Service and Ongoing Foster parents who Family Services Staff Required for foster Children's Aid Society have been licensed to Jean Tro homes who are boarding board children 729 W. Michigan Ave. for the agency Jackson. MI Family Service and Varies Persons interested in Family Services Staff Limited to persons ac- Children's Aid Society volunteering services Regina nso 729 w. Michigan Ave. Jac an Work Assistant 121 EDUCATIONAL NEEDS OF JACKSON COUNTY Educational Need Intended Audience Proposed Sponsor Other Identifier of Need Advanced study in labor relations. including arbitration process for both private and pub- lic Labor and management: cor- porate line and bargaining com- mittee and s tseward Jackson Commu- nity College Suskind a Hed- r m . Similar programs dealing with unemploy- ment and workmen's compensation Management. corporate. insur- ance representatives and attor- neys (Emphasis on defense only) Jackson Commu- nity College Suskind A Hed- strom. PC. GRI Ill Those desiring GRI designa- Jackson Board of Held at least :5 Board of Real— tors tlo n: twhose wanting advanced Realtors; Oakland every yrs real estate knowledge niversity days duration Educational programs to assist RN‘s from 2- Professional nursing staff Michigan State Foote Hospital -year programs to secure added niversity courses to receive a BSN degree Nursing Process Course Foote nursing staff Foote Hospital Chartered-Property-Casualty Underwriters Non-life insurance sales agents Jackson Commu- insurance Association course. 5—year program in 2 seg- nity College Group ments/year (CPCU) Pensions and insurance program Labor union members Labor Educa- tion Committee . UAW Teacher training ypeople interested in teach- Churches Evangelical inflgy Sunday Schoo Ministers Association Social and community problems Ministers Evangelical Evangelical Association ’ 'sters ‘ Association Family life education General public (parents. etc.) Family Ser- Family Services vices will fur- nish instruc- tors and Children's 5 122 Support for this project was provided by a grant of federal funds under Project IMPACT of the Higher Education Act of 1965. Title i: Community Service and Continu- ing Education administered by the Michigan Department of Education. APPENDIX B LETTERS OF SUPPORT APPENDIX B LETTERS OF SUPPORT GREATER JACKS SON CHAMBE [ROI COMME RC September 30, 1976 (i-lrs.) Wendy Coles Director of Jackson County Project Institute for Oatmunity Development Kellogg Center, Michigan State University East Lansing, Michigan M8823 Dear Mrs. Coles: The Jackscn County Lifelong Education Inventory Project is an excellent undertaking and certainly is of interest to the Greater Jacksm Chamber of Carmerce. This cooperative project between one of the State's leading universities and the educational institutions of our county will be significant to the understanding and development of meaningful lifelong educational opportunities. We heartily cannend all concerned for the design and imple- mentation of this important addition to the learning and developmental activities of our community. Sincerely, Greater Jackson GiAMBER OF CO’lMERCEZ Kenneth H. Walz, Ué Executive Vice President 123 124 Spring Arbor College® Spring Arbor. Michigan .928. .(517) 750-1200 an SAC can-I '°3haping @thcr chtury‘” Office of the President September 30, 1976 Mrs. Wendy Coles Director of Jackson County Project Institute for Community Development Kellogg Center, Michigan State University East Lansing, Michigan 48823 Dear Mrs. Coles: I take special pleasure in adding the endorsement of Spring Arbor College to the Jackson County Lifelong Education Inventory Project being coordi- nated by the Institute for Community Development at Michigan State University. Lifelong education is becoming a vital part of individual and community development activities. The inventory will provide our county with a much needed overview of present offerings and an information base for future planning. We at Spring Arbor College look forward to cooperating in this important county development activity. Sincerely, oo . 01 e President EAV :bd 125 Jackson community College leI EMMONS ROAD . PHONE 517-787-0800 JACKSON. MICHIGAN 4920! September 23, 1976 Mrs. Wendy Coles, Director Jackson County Project Institute for Community Development V Kellogg Center ) Michigan State University K East Lansing, Michigan 48823 Dear Mrs. Coles: This letter is to advise you that the Administrative Cabinet and the Board of Trustees of Jackson Community College have unanimously endorsed the Jackson County Lifelong Education Inventory Project. On August 31, 1976, the Administrative Cabinet agreed to recommend the Inventory Project to the Board of Trustees on September 13. Mr. Robert Snyder reported the progress to date on the consortium efforts to conduct the inventory, and the Board unanimously agreed to incorporate the college's portion of the cost in the 1976—77 college operating budget. The Inventory should be of great interest and service to our constituents, thus, we are most happy to participate by pro- viding financial and manpower resources to the extent that we are able. I wish you much success in securing additional assistance from interested foundations. Sincerely, MW Harold V. Sheffe President HVS:jh 126 STATE OF MICHIGAN DEPARTMENT OF EDUCATION SYA‘I'I BOARD OF .UCA'I’ION Adult and Continuing Education Services mum JEAN my Po. Box 420 "“4"“ Lansing, Michigan 48902 DR' GelggNJ‘mI EDMUNDF.VANDEHE Secretary A Tram"! BARBARA A. DUMOUCHELLB DR. PAUL B. HENRY BARBARA J. ROBERTS NORMAN OTTO STOCKMEYER. SR. GOV. WILLIAM G. MILLIKIEN Bx—Offlclo November 30, l976 Hrs. Wendy Coles Institute for COmmunity Development Director of Jackson County Project Kellogg Center Michigan State University East Lansing, Michigan “8824‘ Dear Hrs. Coles: l have followed with interest the development of the Jackson County Lifelong Education Inventory. The inventorying of educational activities and needs is a most valuable step in developing a community's lifelong education program. The Jackson County Project provides an innovative approach to inventorying lifelong education and demonstrates considerable value as a model for replication. l heartily endorse the undertaking of this project by any community group. Sincerely, «7‘“> fl (“3 ' /IZ£_“(// m Richard J. Smith, Coordinator Community Service, Continuing Education mnk APPENDIX C LETTER FROM THE JACKSON FOUNDATION APPENDIX C LETTER FROM THE JACKSON FOUNDATION December 9, 1976 Elwood Voller, President Spring Arbor College Spring Arbor, Michigan 49283 Lifelong Education Inventory Dear Woody: The proposal for the Jackson County Lifelong Education Inventory pre- sented to our request committee by you and Wendy Coles was in turn considered by the trustees of this Foundation at its meeting last Monday, December 6, I976. The request was denied without prejudice to a possible reconsidera- tion at some later date. As was indicated at the meeting with the committee, there were a number of unanswered questions. The cost of nearly $2l,000 was more than the Foundation felt able to handle at this time. There was a particular question as to the cost of making the Inventory available to interested individuals. This cost amounted to approximately $12,000. Sincerely, F. w. Corwin Executive Secretary FWC:kal cc Wendy Coles Continuing Education Service Michigan State University Kellogg Center East Lansing, MI 48823 127 APPENDIX D ORIGINAL LIST OF INTEREST SECTORS APPENDIX D ORIGINAL LIST OF INTEREST SECTORS Agriculture Labor Automotive Law Business Manufacturing Communications (Mass Media) Politics Construction Protective Agencies Corrections Education Real Estate Finance Recreation h Fine Arts Religion Food Services Retirement Government Transportation Health Urban Planning Human Relations Other Human Services (Public & Private) 128 APPENDIX E SURVEY FORMS AND INTRODUCTORY LETTER APPENDIX E SURVEY FORMS AND INTRODUCTORY LETTER MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 48824 CONTINUING EDUCATION SERVICE - KELLOGG CENTER MEMORANDUM TO: Respondents to the Jackson Lifelong Education Activities Inventory RE: Schedules I, II & III FROM: Jackson County Education Consortium--Jackson Community College, Spring Arbor College, Jackson Intermediate School District, Michigan State University Most of the adults in our community are participating in lifelong education programs sponsored and conducted by hundreds of local groups and organizations. While we know adults continue to learn throughout their lifetime and that they are continually exposed to new learning situations, a thorough inventory of these programs does not exist. This survey is an attempt to identify, by sponsoring organization, those existing educational programs beyond the formal postsecondary training-- programs in which a group of adults are brought together for a scheduled organized presentation. We hope to catalog the programs for possible publica- tion and thereby promote wider participation of groups and organization members in the programmed activities of the'area. You have been selected as a respondent because your organization plays a significant role in special interest education programs in our community, and because, as a key member of your organization, you have specialized and personal knowledge of the adult education activities of your organization and other organizations within your interest sector. \5 as. Wendy Col Staff Member Institute r Community Development/MSU for the Jackson County Education Consortium 129 130 «0:93 :23qu ~=0nhum uuau lacuna no .uhu «$.56 cmwuwuflagh I200 ‘nmmhu ~4wa «Sb». no.3 .munouy Inn 0350:: 095qu :25 so 9.223%: «Shanna «.Uuo tmmmwu touhaou mucofiougmfim Hammond 095.351 u Ecumena fiaanum uo mag—Swank. we we Show «acme—coo» \Emumowq Mo 03.3» aoHnmaflo< uo uwpa>oum Bunny—5 No 5055 coflmooq on: a ~o>3 nodumahumwo 5.50.5 oauah >uu>auu¢ >ua>auu¢ mHN uconm .pu>ao>ca ma cowumuasmuo H50» nods) :a mass mauuffiuua anneaumusuu oonuwwa 93 ans acquanom coMumuwan—o acmuconmui mo Quiz "Moaoom umouuucu mmHEH>HhU< éZOHHiUDn—m m.ZOH.H. 554! masqumuflcmmuo uofio £01..) :4 no.3 mama—62 lab—Dom uncofiumusoo moodwuda 65 ans conuamom :ofioudcamuo ucflpoomnuz no Em: WHHBH>H§ QZOHFGDDN m.fl2hxwm hwEEH ll HH Mush—gm “MSOOW UmUHOUr—H APPENDIX F TEAM OF INTERVIEWERS Jackson Community College: Robert Snyder--Consortium Representative—-Vice—President for Instruction Robert Hanlin ——Director of Apprenticeship and Related Training Instruction Russell Hanson —-Dean of Arts and Science Lee Howser —-Assistant to the President Nancy Johnson -—Director of Public Relations Harold Matthews-—Dean of the Evening College Wally Ollila ——Dean of Occupational Education Charles Sayer ——Dean of Community Services James Tennant —-Director of Community Development Henry Zavislak ——Director of Criminal Justice Programs Spring Arbor College: Charles Campbell--Consortium Representative——Assistant to the Academic Dean Paul Baker ——Director of Public Relations David Gines ——Vice—President for Development David Gyertson —-Assistant to the Vice—President for Development Pauline Hoffman--Assistant to the Assistant Academic Dean Alton Kurtz -—Dean of Academic Affairs Richard LaFave —-Professor of Business John Newby ——Vice—President for Academic Affairs Edwin Stevens —-Professor of Economics and Business Leon Winslow ——Director of Teacher Education 132 APPENDIX G INTERVIEWERS' TRAINING WORKSHOP: AGENDA AND NOTES APPENDIX G INTERVIEWERS' TRAINING WORKSHOP: AGENDA AND NOTES Workshop Schedule for The Jackson County Education Consortium Interviewers Tues., Oct. 26 1:00 Opening Remarks and Introductions --Robert Snyder, Jackson Community College 1:10 Overview of Project Its Importance Major Procedural Steps —-Institute for Community Development Staff 1:45 The Interviewer Why Me? What am I to do and how? Schedules, Deadlines 2:00 The Interviewer in Action! 2:30 Questions and Discussion 3:00 Adjournment 133 134 NOTES TO INTERVIEWERS Jackson County Education Consortium Inventory of Lifelong Education Activities This project is an attempt to inventory the lifelong education activities and needs of Jackson County. The inventory will serve both organizations and individuals by increasing their awareness and understanding of the educational opportunities presently available. It will particularly serve organizations by increasing their understanding of the activities and needs of the other organizations within Jackson County. Important terms that you should be prepared to explain to the respondents are: Lifelong education activity--a planned and regularly scheduled curriculum, course, workshop, class, conference or program for participants 18 years or older. (Many of these activities are non-credit, however, credit courses should be included.) Such activities may be described as voca- tional enrichment, inservice training, recreational, etc. ‘ Interest sector--a cluster of organizations with a common focus of com- munity interest. (See the list of interest sectors identified by the Consortium.) It is possible that an organization may overlap into two interest sectors. It is wiser for the interviewers to record this organi- zation in both interest sectors, rather than to risk the possibility of its omission. Key organizations-—often tend to be the larger organizations within each interest sector. These are the organizations who are most likely to be involved in lifelong education, and who may be aware of what other organi- zations in the interest sector are doing with regards to lifelong educa- tion. Included within this definition of key organizations is association of organizations which is a collectivity of several organizations into one organizational unit (i.e., Manufacturer's Association). Importance of Survey (See pages 3-4 in publication) To individuals: Having a list of all the existing activities will enhance the opportunities of individuals to participate in the host of educational activities that are presently unknown to them. To organizations: This data will provide all organizations with the oppor- tunity to gain a greater understanding of the other organizations within the community. The data will provide organizations with names of organiza- tions that they may wish to contact in order to receive assistance in developing their own inservice programs. The data may also provide organi- zations with ideas regarding possible lifelong education activities they may wish to implement. 135 RECORDING ACTIVITIES ON THE SCHEDULE FORMS Include activities: -—sponsored by Jackson County organizations —-inservice training for organizational members --for clients --for the general public --activities should be recorded regardless of prerequisites established for participation (merely indicate prerequisites in the appropriate sdw¢flecdmm) --do not attempt to prejudge the value of including or excluding certain activities--RECORD ALL ACTIVITIES MENTIONED --credit and non-credit classes should be included --that may be described as vocational, enrichment, inservice training, recreational, etc. do not include activities: --held in locations outside of Jackson County--even if they are sponsored by Jackson organizations --that are not offered at least once each year 136 Major Procedural Steps 1. A Sponsoring group has been established--Jackson County Education Con- sortium made up of Jackson Community College, Spring Arbor College, Jackson Intermediate School District and Michigan State University. Endorsement has also been received from Greater Jackson Chamber of Commerce. 2. The specific lifelong education information desired has been iden- tified (see the column headings on Schedules I, II & III). 3. Respondent organizations have begun to be identified, however, this is an ongoing process. In choosing respondent organizations, we are looking for those key Organizations that we speculate may have some lifelong education activities and may know something about the other organizations within their interest sector. Interviewers will continue to identify additional respondent organizations until the data collected from these interviews becomes repetitious of previously gathered data and no new activities are being reported. 4. The Survey Method involves collecting data on three survey forms (see Schedules I, II & III) and then collating this data into master listings. You will note that there is an accompanying letter to be given to the respondents. However, please note that the cover letter has little detail--it is the interviewer's responsibility to explain the survey and how to fill out the forms. 5. After all the data has been collected and tabulated, we intend to publish the Activities Inventory in the Jackson Citizen Patriot. A separate publication of the reported educational needs will be available to organizations upon request. Interviewers should be prepared to reassure respondents that no data will be published without their consent. The data, in its final form, will be sent to the sponsoring organization with an accompanying letter asking for verification of the data as well as consent for publication. 137 THE INTERVIEWER It is the Interviewer's responsibility to conduct an exhaustive inventory of his/her assigned interest sector. 1. Beginning with your initial listing of organizations, schedule appointments of approximately 30-45 minutes duration with the chief executive officer of each organization. Do not go into a great deal of detail regarding the survey when making the appointment. 2. Upon meeting with each respondent: a. explain the purpose and outcome of the study. b. indicate who's sponsoring the study. c. point out the value of the study--particularly with respect to the organization being interviewed. d. indicate why the respondent was selected (i.e., key organization) 1% and explain the other important survey terms. e. fill in the schedules. (See p. ll-l3 of the publication for greater detail of the Interviewer's role.) Upon completion of the interview, the Interviewer should be sure to: A. Collect any brochures or pamphlets regarding the organization's recorded lifelong education activities. B. Ask: "Are there any particular persons or organizations within the Interest Sector that you recommend that I interview?" 3. Upon completing the interviews of the names on the original listing, continue making appointments and interviewing organizations that have been mentioned in the schedules,and/or organizations that respondents have recommended you interview. Continue expanding your list of interviewed organizations until no new organiza— tions are mentioned and the data is becoming repetitious. 4. Upon completing your thorough examination of your assigned Interest Sector, data from all the schedule forms should be compiled into two major listings (see page 13) under the titles: 1. Activities Inventory for Interest Sector 2. Needs Inventory for Interest Sector Unused Schedule Forms should be used to compile these listings. 5. The completed Interest Sector listings, all original schedule forms,and collected pamphlets and publications are then forwarded to the MSU staff. 138 TIME SCHEDULE October 27-29 Set up appointments October 28-November 2 Conduct initial interviews November 3-5 Conduct interviews with additional organizations November 8-11 Complete interviews and tabulation November 12 Materials will be picked up by MSU staff 139 INTEREST SECTORS Agriculture: Agricultural Extension Services - Harold Spink Business: Finance American Institute of Banking First Federal Savings and Loans - John Guy Food Ser- vices McDonalds - Mike Brown Jackson Vending Sheraton Gilberts Restaurant - Bill Cohen Insurance Certified Life Underwriters - LaVerne Bierke (of Metropolitan Life Insurance Company) Real Estate Board of Realtors Retailing Jacobsen's Meijers Jackson Auto Glass Grooms Jewelers - Paul DePuis Furniture - Lyn Vermulen Weatherwax Pharmacy Transpor- tation Jackson Public Transit Company North Central Airways Allied Van Lines United Parcel Utilities Consumers Bell Telephone Communications: WILX - Bill Hart WIBM - Ed Hughes Citizen Patriot Community Services: Lions Jaycees Rotary American Assoc. of University Women Business and Professional Women Inter-Service Organization - Mike Noose Construction: Jayda Construction - Jack Hurla Building Trades Council - Bob Weider (of Brown & Weider) Corrections: Education: Fine Arts: Government: Health: Labor: Law: Manufacturing: 14C) SPSM - Charles Utess Region 2 Law Enforcement — Frank Krusca Hope Activity Center - Mary Saunders Spring Arbor College Intermediate School District New Tribes Jackson Business University County Library City Library Ella Sharpe Museum - Milly Hadwin Susan Vaughn's School of Dance Post Office County Personnel Director - Smith City Personnel Director Township Clerks Association Region 2 Planning Office -_Chuck Manchurian Foote Hospital — Director of Staff Development County Mental Health - Dr. Triby Osteopathic Hospital J.C. Medical Association Dental Association - Jerry Booth Nursing Home - Dr. Bob Cotton Veterinarian Beth Mosier Mental Health Clinic AFL (Building Trades) CIO (Mfg. Trades & Services) MBA AFSCME Bar Association - Jerry Suskind Mfg. Association - Roger Wilson Allied Chucker and Engineering Co. Camshaft Machine Co. Clark Equipment Co. Crankshaft Machine Co. John Crowley Boiler Works, Inc. Diecast Corporation General Products Corporation Goodyear Tire and Rubber Co. Hayes-Albion Corporation Jackson Crankshaft Co. Kelsey Hayes Co. Kent-Moore Corporation LuPaul Tool and Die Mechanical Products Miller Tool and Die Co. Walker Manufacturing Protective Agencies: Recreation: Religion: Retirement: Social Services: Special Interests and Political Groups: 141 Police, Sheriff (City, County & Township) Animal Control Fire Pinkerton Security City Recreation Department Country Club Raquet Club Sportsmen's Club Y Center Sports Arena Michigan School of Driving Jackson Ministerial Association Evangelical Association Independent Baptists Association i American Assoc. of Retired People - Orlo Abbott Senior Citizen Council S.C. Residences - Walter Norris Girl Scouts - Claudia Dugens Boy Scouts — Ken Jarko Y Center - Dick Hall or Jon Throne Red Cross - Elma Leslie Catholic Social Services - Cathy Walsh (Big Brothers, RSOP) Salvation Army - Captain Dolberg Life Consultation — Karen Lawrence Good Will Training Center — Phil Freidenger NAACP League of Women Voters Jackson County Soldiers and Sailors - Dick Sheid Political Parties APPENDIX H SAMPLE OF LETTER SENT TO ORGANIZATIONS WHOSE SURVEY INFORMATION WAS NOT COMPLETE APPENDIX H SAMPLE OF LETTER SENT TO ORGANIZATIONS WHOSE SURVEY INFORMATION WAS NOT COMPLETE MICHIGAN STATE UNIVERSITY EAST LANerG- MICHIGAN 4am CONTINUING EDUCATION SERVICE 0 INSTITUTE FOR COMMUNITY DEVELOPMENT AND SERVICES — KELLOGG CENTER April 4, 1977 ‘ Dear Ms. Postma, Edwin Stevens met with you concerning the Jackson Lifelong Education Activities Inventory. As you may recall, he col- lected information regarding the adult educational programs and needs in which your organization is involved. In order to make sure that our coverage of your organization is complete and accurate, we need to clarify a few things with you. We would appreciate your responding to the attached questions and returning them in the enclosed enve— lope as soon as possible. If you have any questions please contact me at 355-0100. Many thanks for your assistance. Sincerely yours, Wendy Coles for the Jackson County Education Consortium Institute for Community Development Michigan State University 142 APPENDIX I WHAT'S WHAT IN JACKSON COUNTY: JACKSON COUNTY LIFELONG EDUCATION ACTIVITIES AND NEEDS APPENDIX I WHAT'S WHAT IN JACKSON COUNTY: JACKSON COUNTY LIFELONG EDUCATION ACTIVITIES AND NEEDS ESE—SE ms 2035253 88mm: 9:. «0 m3 x... :EEszou mm... to”... 20525.2 295;: .5023: 23.5032: HE. no 22.58.. .24 .5 2953055 Damage: 33m coward“: outflow 538:3 mama—.550 ace—5238 ELSE-coo so.“ 33:9: 23 an vacuuzsm Eaficomaou coma—wuss 5:38 89.22. o5 so swim—coo H28 .3353 an coca?) mpooz can mon—tbfiiw domaoospfl wcogofiq .3550 demxooh ">._.ZDOO ZOw¥O<_.. Z_ ._.> m.._.<_._>> 143 144 N‘IAOOOONODON'O HHHH . . . . . . . . . . . mcoaanN.CuuLo wczanuu~tna Co wcsmam _auzuangn; . . . . . . . . . . . . . . . . . .xaucuan< . . . . . . . . mvouz _ncoauausuu "H_ «can unaocu _nu~«z_oa u C a namocuuc_ _nauuam .nuua>tum _aauom . . . . . . . . . . . . . . «cue-Laos: . . . . . . . . . . . . . . . ceuwa_o¢ . . . . . . . . . . . . . . 5233:. .28 35:: n . u . . . . u o .w04uCUU< U>~vuvucum . . . . . . . . . . . - . .szboo 2.35325: zomxofi. z— .52: 92:: Elana: Ea EEESEH--333 ac... 2:8 . . . . . . . . . . . . . . . . Conn; on.» :m pushy can a: you con—am: 0...! dog 54: >unuouumm 6va was . . . . . . . . . . . . . . . . czau: copied 0:: 5m: Jaguar—yawn Sac—EEOC new wusuaumcu 0.5 we gowns—3.2 . . . . . . . . . . . . . . acusccoscu .u Dunno: .ua xcmru on Dan: M .umme uoc >Lcamuuuu uan .umua oc< . . . at; at“... Emcononacmmno . . . . . . . . . . . . . . .Codaausuu meaumaauauuam we mos—ac 05 you wood :0 madam: Hmuwuonazdao or... now. . . . . . . . . . . . . . . n: outta owe u unecua: $1,531.. 0m toughen—coo mw>3mucumwunou omen: >u§ou :Omxuan . . . . . . . . . . nun—«Clem >v~c=EEou no macauauacaouo 9: no Luau Ou wan ma sou—uoauonnma uo muoc Andaman < o 3 o ataaa-uEL EE 0 .Udm sou.“ Sam—:3 :03 . . . . . . . . . noa~a_«u= can .mcw>oum cuzpm $3152 anon .0>m.ma.._ cum—Lu:— Juusx c934 .anuuoz . . . . . . .c0aanuuoamcoeh mezzan— .:0munu>0 Ua>ao 59:0 6189 .uoxmm mama pan uDun. E0: Euaa>flu . . . . . . . . . mtg-”nuvx >55: Ocm .ucmccoa mafia“. .M0>mm wont—ms .MASHO >~Ho3 .mlmfiuuz nacho: . u . . . . . . museum _nwm Shown—con. >ozmz .uwmIO: WW.— .EOmcM: Aaommsz Jinan: uuunox Annals?» . . . . . . . . . wucousmcu iuuucm 05 Cu us—u cm: on». assoc... .mouZOU Donut mcaumm scum Hanna—Emu . . . . . . . .~u«)..uw vac... «0325 «En $mean >uacafifiou cemxomn EON.“ nunicm guano". uo has: on... . o . . . . . . . . aucaCau .mmoCAm3m new >a~flauomwo ucm .caaqumcou codumusnu >uc30U :Omxumn oz.» «0 macaumu . . . . . . u . . . n . . .v..:~.:u«uu< . . . . . . nona~>a~u< _acnzuuuscm __ «Lad . . . . . . . .couuusuatac_ masosumuu _ )o:._u< r, _ z. .55 m92m22032420220< 145 dunno—Lo: .Ezasuzuau .omn:0ulu...puuu::0c >:m=m3lpuu=po:um >12 ismun can coco—ma a ma panama ma) >ua>quum coaumuspw meadow: < .3550 acmxomo 554,3 mcoaumficmono 50.5 muaugwuuo ceauouapu meg you: usona :035585 madnocumm po>~o>ch >u0ucu>5 no 005w... wE. .nu:«>quum Hocoauouzuw on... no coda—Jana.» Us... 5 mac: sons...» «:00 you 0.2.539: 92 5a: poocota Sachem—Lou of. $003.5 ufi :oquauavm 3:500 camxumo on”. no 565‘ no: 9.5.3 unencucomm urn. .xmflu usfi saunas—cu o... maneuuu .305 we uaauun on... 3 coaumuzgd 38F .mpooc Hoseaunuspu no: mo noduuon— uooo a can nuauq>auua Haze: inuapo m.>u:=00 on» no .aanaumg on runs as .40 .«aa >uwucug ou unencun ucu viscous". uo 3:3, 05 uouqcocuou 35.—co a...» casual mcoauufiamuuo 05 .«o Maegan so: .0953» we .uaflun 05 :wsohfi 00.33.33 can: awauaséuum Aacoduuus—uu 935.00 scaxuan no :u no: .Eoficui: uo U053. 93 ouonumsaaa cu consonan— 05 5 00350—5 mo: >uc=ou cows—ooh. 5 uous—Dam mono: pan magpie 1 Zn wdHFH>aE< ZOE—2030m— OZQAHEHA NIL. I2 >¢OFZH>2~ ho DOE < .uuguuna ngum wagon-uous 5:300 coho-ooh on» can .ovoquoo nonhz acquam 3.59:8 >uaa=§aoo 50.: vino a 20:05.5. .35» Pages”. ca noun.- nusn :93 ha: LOSE: coaum c1323: as uni-sodo‘hn EASE-DU new 3.532.: 05. .ucalnodw>uv sisal—cu van aavgqpca v5 :oflouspo .5352. 3.:- Icniumuon as... we mauflcaumuoug nso unannuca vase—Ln .uonaOm Doc: m>a1~c fees or £023 2.5 udu museum .2. Eco “I On 0:1 .mmoc lama—n 25:00 a mo :ojuusvo cannon o» pascauaucou coon o>oz o3 goal—2.56 ice—no.3 we 3: Vacuum a...» no .cofinz >oniczon Ou Uncommon vac: 0.30% .mcoaumavmam Agnew we wanna: 550 can ago 05 ouamoo 20H HUDaO¢Hz~ 146 .ZOHHZUHJEE mu: m0 mUz< 9—. was: zen. um Ema: zOHmeZKMA mwucflumfiflniau £01m Emmy—5 nucofiuausvo can mcofifiufiumuno 05 :m uoz .coummfl: 5.5 we uwsvonm amcc 05 an: an mazu uufi 30> 9.2:: On gnu: u: 50> cu icy—.02.: mafi ocuucwmwnm :n .cowuuu«~n=m 05 :« gamma» >23 when: mug—=5: ovum a Human .m:O«U00m Cuflfi Ola 09...: fiflfia>dfl Ma EZDOU 20904:. Zn E<=3 m.. 91:3 53:35:00 as Pram cu yawn :0: N0 unwwfiumuuuts 29.-=00 u an 932.; new to: canuuwavw Quorum: own—um :m. muuuug Mo acahoumu 3 £3: «Seem m wcu uwucm~m ~95 m1 mu 33.—Eon m :.23,«: :oEancmmuo mam-Fun oz .Emacmguwfi ..:owunuonm:oo: annuafifin can: .nvmw: “3.55 :3 cu wwwugwuum wmcowuwuswo 5:95“. hcm 52d cu mummmmuw: Mama 0.3 cu; MEOCMNENPE. mmngonm mumm: ucm mmwugwunfi 022250 No :onmucwucovw Joey mECEMAQ 5!. £55 Du 53:55 mamaogmum mum: uMCu mmwugfizu «acozmusum E.» Wuauu :3th on n: we 05 $0:me 1:.) “WIS—Hum. mmuwcafiov mtwunwxu NV um: a 9.2m: .HOOU GOA—“Enigma Cflll mm acquuuacmwuo 25> 0» 1.53.0: on 3a: moo»: "Eu noaugquua no :0500300 mwzu umfi one: u: .cofivaowaflam ma...» uo cosh—0m Honi- 05 a: wxdfi >0>u=n wand mo mud—amok GE. .nOuown umOpOu—Z Mao—U .35.; woken macauuuqcaouo :10 nawzu 5:: uwumuxw «an... mku: anteaumusuw wcu Uwuo: muzwucomwmu 05 >93 Jan: and c» .nEhOu uaufi mumeEoo o» “5me who: muffin—59.3. «F— .>u:un U5 5. acquuuflmgu .305 new 505 voxnd van madadauuo onus... wouusu Eco 303333.: 9:. >933. 95 new mucuucommwn rain. 05 an o» :04» Lou who: >a>u=n 05 new amt—account“ umwn 05 “.65 yawn whoa-Eu... issuancou .wo>«uqu:oawumou conunzamno 05 :35 u»! 5:: >05 whom—on nanny—~03 055.: m coucwuua nuwloqzuucq :4 .oooaaoo non“; acqumm can omoaaou his—Eco acmxuan lo: uncuuuumdcflavu .51 was: muoiow>uouca we. .w30a>uvu:« new muoflu «A 3 2.5331330 vauooamn Esauuomcou :ofluosou 3560 comxumn 0;... >558 :Ouxuan we modulus—on oz... :afiw: uouusucou cum: >05 «A vchAu—Z a: .ccuuunqofluuam qu mouamazvohwum no mmoaowuoou moauuxiuun agaucq vcm m>qmcozoumi00 ”A 359?. >noucw>cw aacofluuzuo :4 036009 .uugo .3 go mudo> mu muzumaoflnnm new E2093 .3 £333.50 .nmmau 147 mu:_>:U< ._oum Hmumcoo macaw 9.355 mg a 5:". an»: Ins—~85 mo moan» m 353:4 gunman; wax—audio: 9:0: .uuu Eaton—V93 m9; acnsuazufluo: Hmwuuwfiuou :5: Iain: ~wm: «Em» .52.me «Ea Touw c3335: x00um0>2 5030.605.“ £31qu :0: 39;: :m >500 .osumxumé can. coauusvoflm Icvuxu .mwmaaaou .355 3qu :«muv Jena—.00 umwm cud nww: 0:83 .mucuuamumwu 73:03 .mcflmuumucz .wnuu “Ewan 330: #9555 m3u~> ‘maoozomv mwim> [5.585 .mcwcocnno oqfiuwvflr E mwmmmau mEaannm Amuzuggnot \l»ll.iyyil 31,1‘1I411-‘ ,Ilrll ! 1.1 :o_umEu0g:~ wucodv=< copowuo cos: :o_umuo; m:.:_nhh :omummhumwn EquOhg UMQOb honuo van ”zumcwg oa>h\_o>uq hvvfl>0hm Emuuoum szHADU_¢U<‘.mOHUmw 149 .x we .n 5 9: Lie) :0 050.50.: “300.91 a .uommu madam. moo... m>~0 n no» 35:0... mug #3.. .35 .958 we a...“ |:u.w uuwnuou .muficuw me 0000 ac :OMUQAMUmwfl 00:0qu .150 93 :0. mmww COAUMUCOANOIIMMCO. 2.09.; 0... 005.5..— ucwu: 302 v.3 .5: N no 0nnon :Omxuan .vwn we 2033500.. 0cm mud: “imam namum uo 0.50m .5332. an» .353;qu la _..-00 .HIHKU UuMumw anon Tm»: m: 000:0“ whawchmh acmmv cemxoun “nuam4300uonm 009.501. 3.00... 2305.550 .593: .>0< 33mm 30: 0wucu>0< ~7qu .m>< :uoqnuax .m a: camuouwm 2.5008 O\u 0.3:... Ta... 3; 32.8 33.3.. an» nu uuou Huuocuo 3.00: 25:55:00 .553: .vom 33mm :0: no momma 755 we 0.30m .5336», 2.5.3 .52 .ouzuuzmi a: we won... nuo: Adugou namsn 5:. mama“. : uumm .095 .95.! n~uu€>uo0=D :usumamm uao>\mx001 3 £15.... 3: we won... Aacoflua :0 : a n muumm and 4:3 030qu wucunsmza ..umow :4 0:1.— mcuoa 0.: o... mamaue u unan— Jio: 33¢ 05 1:05.00 mcafinuk .una ham Ohm cm: :0: Icmmx ..mu> N m05>~m >uan=oom|§unu dad—w 10.10.: 9.5.595 00ucwauo nuanm muwuquluocho wwfi: ”FDA :Omxumn 0003.00 >ua§fi :Omxonn .w mow naou cog—nan. 5M: Ha: uuo> DAU .oxuuflm :uo>md 0\o o.._>.r:o>o._ 0wu0uuo .omunouLamnom coca non mnemmwn 009:0“ .uuo $045000”; .15.. :50. 00.3 muoufuimfica new mumou conga. Exams“ 0:.— N 5w: .mu> mhuqcsfiuou :OmeMn 50¢ fnoiguua ocqno>00 mzowwua 0a IhsmcH cud.— vwnwuuofi mud..— uo .00mm< cemxuan. 3255sz .WUCN lCUUr-«N: AW. .AMwUEq—OUV 300=a3 a. £2... .3 .u... 2:. 3.. .2 2.3.. 5035525 a 33% .2 £25. .372: ~83 comxuun . . cumin—UM: .m oom~ 9 how 30W, HNUEWU GENE. fl OQHKEfla HAMMU AAV .mwh—JUQUOHQ acaflmflhfi .NUU DCHEHMHH G WUdMHO . I .m . . . $5.6“; :wz \nwnau n: n 00..qu $35.80: on :0 main 0cm mania—u mwguowg uofiiomCN m0uucoou: 9.3595. MOu HOmfl> lawman .EOMm 3:: O}. .30: co uao> ~3ch .055. a #00: 3005.85: 01.000 0a04uum muco .u>a0 v uoquuo m0~mcgux .>0< :0 oamocm 0mu~ new 95:45.... uwuaoo scauuuwao Ugnam Ecun>m m0~mcoouz 22-3» 83.. .5862. 00:: “Edwin”. 6:308 «9.0.35 069. :oucnu munm uuaum .52 an .nonuonulco law: rummflwu .>0~lm0> ~o~¢0 :0mxoan HO XCMN ”NM—35W COMXUHH. d Amcofliz .mwmnaon. unnuu. 0:5 xcan >050 .335 no mow>0am 000300 >u. 0003 .3...» >umu0uoom w>qusuuxu madame—On sum uquu IE» umwuxa wxoul o... Isa-=00 :Omxumn L55. 0:» 12:05....” 0mun~uunx=un .350 0.3 cue—>3 gauum: 0\o 31.33. .3500 5030.3 new xwo:\.u: niunszu #0000..QO 6:5 33?. 0.50:3: .«0 30:05.5 50030 9.3.55 hem 93:2.» 3 umoowfiu xcmn :< m.. omusoo Luau mlsmmdm .mxznm ..>0 n muuauush0zn..mu> w >4000§ax mou°um .mum.00§00cm 00000 0.>0n 0\0 "00.32.000qu ~0.0:0uo: I009... >3ng may: 0.0050500; .05; :35 0:00.53 you 00:0.u0mx0 .0030000 0.:m:n0u:. 00.005005... >00E0nm x0305003 :Omkum 0000L 0:»:«05. nofl n00.0m :0: 0.00: A 0.:0000000 .00.. .05»:0uu...0uoo...m maoumxm :00000 0000.... .o:.:.0uu Im0a0m 302 0.003 A 0.:0mnoona .m0n nano05u:o 0:0 :0.00u:0quo 500000... cos—320.30, :Omnua ouOum Im0a0m 30: :00: A 0.:000000u .000 .5000000 00.~m 00.00 0» :0.uus0onu:H ceammou oownuhah dowmv 5000.000 I000 .«000: :0o«:00: .3 mmN 0 v:.=mu=0 .>:0msoo 0:0 no m00u0 00000:.0 ~0::Omu0m 003.0000 0000m .30 :« 00.5000 0:0 00:05.0«000 E000 00.00000 0:>03 O\0 000.400 9:00.803. .>0< 20m .0400...” 51.. 00:.000 mc .20: :000 0:530...» 0>qusu0xm 0.:000000n 000>OHQEO >:0a::0 mag/0. .H0 .3000: 0.0: 50.0 new 3:0: 40:50:00.5 E... 0... 00013.... nmom (EA 0:0 00.9.02 ‘58.: b00000 0:0 m:.u:0>0nm no 00050: 00516.5 u:.uu:mo:m 00M 00% >50::...0 50.5000 >Huuaaauoumm<.0.mo0m 000: 0:0 .mm:.:0>0 u~0>0H ..0 5000000 :0...» lama... new 0>.u=00m:oo N .30 .050.» .00n0 u:0..w0>o.a.... u:050>0..a..: .0:0m»00 10.30.30: 00:0>0< >..:0......u: .:0.mm0m _....-n 00.002 Inshoucu .0:0mu0m 05.000 m0..0> 0:00:00 0:0 0:05:00 :05... 03 E >H0u0fluxo§a< >155! 00.000 000:3...» 050000.. 0:0 :0.» 0.0000 .....0 00.0 00:05 muouflnsm w>.um.n.a0a :o 00:500.: n0uuu.00u 00:0..0‘ 000.5030 Ian; 0000: 00.002 :53... 0000x0000 Egan-.030 0:0 05.000... 0:500: 00.6». 0:0 namu 00m 0.» Lu.» 03025809: 0.300m mm0: >A~0:::0 20.5. :0 HNNEINS. :00x000 :0... 1.0.5 new 0.0: :0.0 :00 .0:o.u .mx00zo :omxuun .m .2. nuuun.oou 00:050.. .32500 I000 .2...“ 0:0 00.00.. IEOu:. 0:01.00: 05000000 00 00050: n0:..-.0m 0:00: 1006 0000.500 uo M0535 3 0000:00: 70.... en. 00.900 0000.0:10000m0 outflow :0.n:0uxu mm» a. umou 000000 .00.: 9.00... 0. 0.303050 0000m .1. .00.. m...0.:0> :o m:o.mm0m 0. 000000 .00: .0u0c0u :0m.:0§ uo >0.nu0>«:3, mZeunmh acumv :Omx00n .0>< :0m.:o.z .m ... .m.~0>0. :0 .m:«n«:0o:o 0:0 0:... :0000000 2.5008 O\U 0.10:0 70:: mm. :00 1:03 lam... 0500.0:0 £0050... 0u0um0 0000.03. mm.» m. 0000 «000:00 m>00 n .000... rifles ~03. #5200 we 30.050»: 0050.00...» 5.5m >0: NO 00000 :Omx00n .0.ucou mw0‘_ 000:0...“— 50:00.... . 0 . 0:00 mmmzmwam. J.C.—bum 151 1||l mxuo: m .:o«uu=uwm new xuol\:oqm mcficuumaa m :« vcaumdxo mwau atom 0:0 4:: Leaf—9:0 Us awanoum an» we «5.25:0 acme—wanna. mou>o~msu acoammwm .u: ~ w=q0~wam mo>m= mao>wa aA< mmwcwnmxm ca mo~w>ou cu uwcvumoo mancuumaa w>du0360um .coquuauum 3.00: m HOU :60) mad—.003: 6 cm mcwummxw m3.» Eqnmaa 0:0 4:: 0:139: chaunommo v.3 miodnoym 0:... we Gwyn—muno Museum-.3 noaaoaulo an: mcommmom .u: N unawaasm nv>m= aanxm mmoconaiw :m noao>wv Cu v0:Uumoo wad:0um«q o>guu500nm muOmu> :oocnouum 1nua=m kuos huvaum wand ou .maoOu acoEuomcuE can :ofiumEMOu :OAm nonn— >A102alucoz .E.m anm unavawsm mu>u= .mam 1.: 1.50m: wvu>0um Du 09.01qu un>uom=m uo nuanwucaum .uoaom nuolsn:ou . 5a: anon n«ufi .>:~naou new omvaalocx £05m m9; quOm mug—3550 o... waflmma mm m8 900: oz: moo>0ansm muo>oAmaa -uoofi .uzuw .oA ocmuaasn mo>m= .>u< mum Hauauuc no madmaucaum udmmm Hauauaz wo mauucwamv:=m .uvIOn unalflu:00 51. 3% Sufi 3555 hey omvwalocx :25 new» 0:32:03?“ n: >010 woo: 0:: noo>o~mafl noo>o~mem .auz an acavaasm mw>m= .>u< lusuunzm unava>av:g nan n ‘1 ‘ .n «o . .uuxcm muoESucou gun: uaofl uaogu .>cum .nwgm new oovua30:x zuzu 1:00 nylon muuasmcoo cu vegaaam naUCanm uumunv "n >u«u vwo: oz: uwo>oAQafl moo>o~msm .mnz on 0:4UHusn nu>a= .oom ma . . 4 .n . A .n we .mcquOH Eran—Sync .31.ku mnofl anon: nou>o~m mcq:«unu .uvwmm anuvuon no ~w>aa use new vaca>oum muo>o~mlfl .mu: m acauausa nu>a= ~H«xm venous a u>wazuu oa cocoanua mnavaud w>auuouum mangancou nun: anofi ndonu new concaxonx :oan m=acqanu .nOEvl can cmmOAowb :Onxuuh 100: 0:: muu>o~9§ noggma .3: ON aiggn no>s= :«xm anon—nu .mnuuuoa uuuuvn 9.30:: 33.»: o>quuouum .u>< .3023: .3 SN ocwczam nu>n= acoflm .nnua nematomsm up: Inna n .cOamuom mzw:aanu novasu Add: muoauzou Ado no >um acqcnnuk::«uuh.uu0uu«£3 ouuz 0\u noo>oaaam \.n: N .n0umm4 ocwuuasn nu>u: anqu uuonas 0:0 o>o~n§g ou oucownua u:o«u-oz uofiOumso >=umfiou manna nuu§=ncoo . mu—H_J_b= .uuqnu oudm qum uczoa :dsxoqan Lu“: conuuuo .:ofiflnau quucgu\>u«o «Ea uuouw uuomuqn new nnwuzouu :Onxoan use» .uu-uo uuomuau nouau can woman: .o>< nooscual wown now >13 aha c..—duo nou>o~mao 000: an >.:uu .um: $0.:qu 5.54m O\u lenm mcazuouv uaom uuoauatiquo«nom >uu «\H uuomhad >uc=ou .>U0hm Enumoum nozuo vcn usuuzog em>k\_o>oq a .v_u:ou mmmz_m=m..xOHUmm 152 obve-hmh :omxuan «330 9:535 53cm: .3 EH n0o>oam Inuuonu 59:05 00a>30m m:au03 Aflaxm 6:» .moaumu 0Ua>u0m m:qu0>m:< uum>~0m mcauwxmq< IE0 3.02 A no Susana: Im:< >0fluualm :o..—u§F.—ow:H n0u00m 0:93:00 new 95:40.5... 0:930:09 >0Huuolm 05:50.39 >0~ukulm "50:54.30 Son )0: 0:39:45“; nan—3.535 ducofiu o n00>oflmfiw V0000: IEOu:« .m00>o~ml0 an u0n0wu00uumyo 0:0:m0a0a a 0:“:«unu .:o«u o0>auuucowonmo¢ Haom )0: Banach: 2003Io ~«0n :Omxuun aaixn ..m0m..flflum:« Hookumuau 0:0 nonnozun:o 004>u0m new ocwcduub u:05n«=v0 -0m :0: 6:53.50: n0mmocam=n~ mommlmmh .5335. no aao>ofinao . so“: .3 ham .m00>o~mfio 0onuuo 0:0:m0H0k m:::«unu .mvuaonnuunln, on: uo:an 0\u .20: I02 fimnqun x003|m :3 :Omxuun and? ..m0m 05 ad 9.1.2:th £070:ng 0:0»:ng you 0:15.95. 0:0:m0a09 .20n :00??? ommoumfi canxuan .82 53:3: .3 SN :cmxuun 5:32—15 :50: .umunaum .:0aunu:0muum no ubmfl>u0m=m m:« Eavaum m:«:4.uuu 00:0E0uu0m EOauusmxvum 000v ud:fl:0m hamu96u0uua§ 0u~z 0\U 000>0amsfl .uu: m .xoumn4 onuu00vw> aauxm Ioooa> :« uo>ao>cu nw=c«:£00k 0:4:quua cumuoouw> >:mnsou uclom unwasn:oo . .v.u:ou mu_pA4—h= coma—2:85 3:332 “920:0 :05: 53:3; 925?; coco—Como: Egmo; 030:. uuugo; Emumohm v:a mauuceq ma>k\_m>m4 uozuo .u.u:oo mmmz—wzmu.¢OHumm 153 .lunvaim 0030053 can: v.30: :Onxuan 5 00-: .03 £3qu x003 Oddit— ul:oqvoz 0:95 x00:\nl0~uoh_m 1:0 04.00» 05:400.» 00:» 0005 no» :m«:0&m 0:00:25 51. 000500.:— Auuocoo 00:5..- 219 E 05 :0 «100 300.0 0:0: .3000 :05 000...... 00.0 51050 00.35 0 aoflanu 0O £0.50:— :owu0u=00 0:00 0.30: :003000 3 can: .302 a: 0:4:— A0coquuz 0:0 A0>0~ 0001\9—000009 #03 3.00» ~0:o«u0Eo.u 030.5 0004:: 05 51.. 00050000 00000 50 355:. SIN :h 05 :o n60 L: 0000: 0:0 0:03am :0 m0w0=um :00 50:00 0000 0- .33 ~0870.: 33.. 032 050% >300 mcm .muo0.n 5:00... >0aAom 000:00 non: mcakmm 50000000: #0503. 038...: :00: A000 00000 «0:3.» :90 >~05... :0 0000:0550 51. 028.5 00.: 0030.50:— .03 $093000 :00 0\0 503 000200: 120:8 \5000000 .0: a x..: 05 :0 ~60 Ins—Cows 91030 0.3230 00 5:09.003 000000005: :00102: muom «>00 £000 mafia ceamcuuxu 0.5» to»: £00032": 0.000000 :003000 0:93 x00:\m>00 m #0.; 04000 ~0:Owu .wcafiuuu 51; 0003000 000:8 7...: omumumvnm :4 0:0 :0 0:. INF—8:: Ou 055.3000 0303 0504.000; 300: E0: 0330M 300 5000 2:000 :owuc0uxu 03y #93 0:000:00. 5::va Smog :omxu0n nub—00000 5000.000 0.38:0 x003\m>00 m >u§ou :Omxo00 H0503 $3.35 0>qkn 0.3,:m:0au 00:. :u; 000.300: «000:00 .s.0o~"0~um10~ use—3:00;... -0585 05 00 0:120:00 muaou m20400> 300... 33:0,. 300: :55 .3015 0:: :0354: 0:0 :3000300 0533.0 Au:0.uno~0>09 :0?an 003.000 :30: magnum #0300 :3: 0x00: 0 a0:o«u0030m 4000:000 umwu on own x0: 030:: 0000—000 0 magma: ham x00:\m>00 m 130 >5 05 H0>0~ 0:... .30 :030000000 :0 00:0;0fl 00:00: ungum 0\0 :0“; 00.00qu 0:09—00 .50 oonhlomw :0 2 «0500.6 «00:00 La:— A0C0umfi H8500 :04; #000506 00:06 0:000m :odu0n0mo 3101:: 000>~0m :3m:0uxu 03» 000008 003.00». 03E;— ~0H0 0:00» 00:30 5:: 00016.: 300:8 :4 05 so am: -0585. 33:0 .3008 :33 33:0 30055 :30 2.000 :28: .3032. 00‘ 4:: 000w>Oum d000:00 1000 .Ed 000A :4 05 :0 0m: INEOwE vain—a :0 50.0000.“ éu:)0~.>u0u:w 00030.2 0:0 00:02 Ax003 0:95: :00 ass—SE H000 300.. A003» 0.10:0 300:00 03 CE N) :m 05 :o 0.; I553: 0:03“ :0 2000000 om>uuz0q>u0ucfi 0:033: cm x: 03.730 :oaxuun 0:02.. .00 000::2. 0d A000 3000 1:0: 0:030 009: >003. :3 #00200 new x00:\m>00 m :4 05 :0 cm: 10.585 039:: :o E00000: 0&u1300>000=u 00040 :030muo>:ou 305. x..—titan: 5030.53:— 00:0:.0:< 0000.30 :05. :3:qu wigs... coca—Comm: 50.30»: 3:: 00320»: Enuuoun 00:00 0:0 ”face; 09:230..— ca mzo~h\mfi0umou: H0a0 0:00: ”0:03 .m.: 0:» no 0005016 0:000u 5.; 0005000: ~0n0:00 005:1: mavm z: 05 :0 m.mm IEOu:~ Iu...0 uo 0040000 00:0«00 H0000m «0:00:90: 05 00: 0:3 .aduUOM: :0au0050m 0.30m ":52 :00x00n. :« 00m: .0w00m :5 vain—a: #0504002 0:0 A0>0~ x00>\nfi0umo.u: H03. OM00: 009040950: U00 50> 5.; 000500.; 000mm :00 005:1: ma-v x: 05 :0 n6» Icu Two: .:0«u00500 nan—5055 U05: 2 00m 50> “.021 :5 .fi0u000: :0wu 0:0 H0>0a -8500 303 0:6: 32% x09. :30 302 3:03 :Omxuuu :a 00m: _..qu hogan—5n. \000552. ma S: 0:» :0 Tam IE0w:H 0559303 0:30: we 0:..3‘00mm .32 30338.5 u0 >000: :u5oncu 0.30333 “5.00:0 .0000u6 .ouau Luna: 320 >08: 33...: fioxxig m 11.0 200.. 2:03 350 :3: 000.600: 100:8 30892-3": z: 05 :0 Tom 058:: ion-.58 03.3 05 00 30:00 300: .56.. $0953me us >000: 5:35 033:5 £030 .0000q5 .0u5u Luna: «3: >08: 33:: xooiwiu m :20 303 3:30 :04) 000500»: ~0u0:0o ..E.: mvno-Onuo :: 0:» :o n.mm I0500u:fi .0000500 0:0«0 0m0-00 0:040 0000: . Uganzm x00:\ms0anu: H000 0:00: dazed» .0H0>0: on: 5:: 0005005: ~000:8 005:4:— om-n I: 05 :0 m6: IEOu:H :001554 u00um uo :0wu0ng0fi000 0M000Ffl 5:000:35; unz .E0umou: 538:3 Sun: 02 .86 sown-om» 01.53 5000.000 :« mmnmv hon: w:«u:m 000: ..:o«000:0m 0o0~a00 0000: m:flu:m :0 0:00: u:«A:. 04H05: x00:\0E0uVOu: H000 0000M .mua500 0:0 :5 0:0 000nm 0am .umn .:000000n ~u0u 0\u mmzz 5.; 000509;: ~0uw:0u 0.05:0: oauv :: 05 :0 m.mm #303 -009 mu:005um Mow 0005000.: 05.000: :5: 093000;...— film: :oCan-«E 00:30.2 03030 :05; :03003 “3:50.; :oC:C0002 5030.5 030:. :0E>o:n_ 5050:: .350 0:0 ”5mg: 003.330.: dd .0 . ucou monHo mazmuwvuoq oUuuuo .mcnp n.u~u:oaut monvlmmh coaxuuu .wmsoz Elma—EM: .3 ONA 05.8 noduunnu Mani—5 wooo 0\0 .UVUAAOU .mom Sue—0w... Mung—E00 oo.~m ca unou noou>uu .mu: ~H|o nonu< acuumm auEuOucn moafiuz>b ceauuu«::aaou we uonsuzu uoucsn maumuvwh uuucuu savanna: Unlum .z 05H .noum Jams»: Um 0\u >huuox uuucuo :aoazoq: ho “.350 5023: 050-2: 8N3 :ouxuun .oamlua .musmm« a~:o«u1: :Omxoan .m ~\a-vo~ .mu=:F ou:0nu:\:0mxuun, uncomu Inuuca can nacoauuuo> .>ufi:=: .muua.:bquoum How 0\u mnoflw: \.u03 £002 .5: >nva0= Ids—MON”: vEOU wo >UOMMN> a :0 mug—60mm wonamn innafiwuzoo any bayou :Ouxuun Houmv :onxoun . aaoccmuw .m nap xuu: nonuo .oum.m:«v:dnn Ana: 0\u >u:=ou :Onxoun >uw>u go ~xww: Dado Hmcoau .ouv .mcoauuuumcoaou mango annual unsau co>om nuo£aaz \nouacas On Aug: avaum> lushOucn _ma~qu .mnuxawnu no auufluu> noduaEHOucw >uaqsfiaoo ace“; >ucaou :Omxuun .aquuxqomm “occauuc can ouauu now scauuuamonm .25 0.300 650.393 6:1 nun—:ncozlawu uo :o«u0amfiou «:00: a new msoum cu 0:: nwavuczuwu :0qnnsu 0:9 onuaou “cuum Hmnvlmwn nemmv coaxuon 5333.30: 335: xou:\.£ {TA <02» :64 -3“. 3 nucufluflunm 326935 293233 15339: 3.5 303303 mop mafia-co BE: ocuunomnflm .muuolxvumm «Good name: no :Omuwmuaufi luduu m4 ”undoo nOu CBUGNNQOHA .mmrSUUOE :a Jigsaw: u>aa0 0\U uazu nuance cu axe»: a new u:«unm«o«uuaa can ocmuusucou 0:0 onusoo ":dam naau m.:uaox vozqsuuuav nunou nuunfiu: xua>\.u: «\HIN .oom .mc«xawmn udansa ca wucwanumxu ucoaao~o>un auzuw>nvcn accoanqunn a unocqmnm .:o«uuu«umua:v :ouu Iaunvu on» u:0;u«: accouon not:~u:« Annudu azuuolv unufio>0umauuu~om muonfio: >u«:=EIOU: >u: .muuauu .mucuaunw>:~ .ocaxoou >nooauau undo |.umom .sucos uwausoo .c0quaoavm .oc«u«u: lama < .auuoavuno \m:o«nmon N'a u>quuouu .>vsum unanu .:o«u 2.3.300 Man i» .cOammwm\.mun Iauuunnn: 04mg: .coquuflooumnz mmmmlmmb nemmv cemxuah $3 3 3:335: 333: ~\T~ .xonmg mason .335: .22- .wum a: :38 :08 339: 329.6 3.65 $3..“ 333»: me: ucovwmanm .3: 332 Sign oxu n.ummm .nuzoa .muuxuumu umozm case: >uamnu>qna uo muwnaw: \mcquwwa A mafia: .mnunsfiz .>u<| .mom >5 macaumuCOmona uo >uoquu> < um:«uow: :ucuum cofluadocmm¢ :auquofi< :OMHNEuoucn uucwwaz< vuhouuo :ozz :o_uau04 acchugh cofluawuumoa Emhmoun UMQOH hovfl>oum EnuMOhm nozuo was “zumcuq umxb\~o>e4 NH mmum>mmm >hazzizou-ym0Humm 156 0“:qu .ocnk n.0amzonu: mmnvlmmh :Omxuun .wmaoz Gama—hoax .3 ONA ASHU moaaummu uwc>cm wooo 0\u .uowHHOU .uum .umco: cones-=00 oo.~» a“ unoo auau>un .mu: Nana nonut wadumm IuEh0u:~ moaadc>o Anaemuom uo uwaadzu Modcan codumE»0m:_ oucowu=< uohumwo cos: cowumuog ucdc_:hh :oflunfihumoo EmhuOBm UMQOh uwvw>oha Emumoum hoguo van usuwcoq oq>h\_o>uq .w.ucou mmu~>zmm >h~ZDIIOU..mOHumm 157 Uni-van >uau0uxav «gnu: 691505. 000.300 gen 5*) nun—amino door—Um now: "uuwmwsvfluoum nanny 953 _El uuaua 53:0“: .mcdflumumgm Ina Aoozum out: :uafisom 3:55 was 93:33 we :0: .33.: :o-xuun we conch can. nauwmo .cofimiomcuuu 033.3 5.3: :ojucsn gnaw uo $.53: cuwfiaom F33 .31.:qu 3353 cadumiu ncou 5‘ 030qu unuvwmum .u> .— uo :Omanm wumum :64: .umm uo ceduuunmunm on.» 5 05:45... manna. 3.335 534.53: :0» cum Lam uuuum we vac: flcguwnmu Laud. F5538 .uo>Ao>cq “2:: “En unguumov :3: yawn—>395 ungummoo mowuu> mo :03: 335 qunm> mo mouu: ES: 3:: 5500:. 05.53... 03:09: .:o«u ounoaummxu .3» moo>onso :00300 Sun 5:3qu uuomwu m 54: umwacaogm umfifluwmm caucusfim .mumwuzou Emwu .9: EOwuuouHOU c031. mac: >50“. Iaumcaou Ana—043:2...— vcu uncum Hoozum Loo Nina—329.5 Ivonuou 930: v nuo< meaning. vuadxm {ago—En :55; mo 5330:ng um«1«o&m mcofiuwmuou .uogusmn :35: .ucgommzms umvoo: no 320:0..an .muua 0:20qu mu .3qu 635—50 Hogan!“ .953»: mwo>odm an 093qu 00:3. :50 Saw“. unau» QEOnojzm Hmcoavuwuuou mcmcqmub law :02 .9303 o In“; mcacumuh .mom 0... m0u>o~9=o 3w: wo cognacogo mahoamfiu macauuwuuou .uauonu 000300 we .3: co no acumen mounqooamd " 331.033“. .335? >uuuuo> FuafiDOm [.25 ouuum 0.50: we cemanm cam ~03; mama 5;”: coins: 33m .«0 120a: 505:0m Lou acchm .mufiium 3&0ch muauaum L50 ca 695qu 3:3»:3. acqum> no .535 aumum can “35:. cw mwmusoo “c..—cam can undid aquacoo no neamzumm dam on» con—3m ho ouanvuum Hoozom :3: “ougngvuuoum casino? avg OVOHHOU cuofiflam luou >ua§Eou auqnsiaoo .3333... no :03: :Omxoun ucu cum 5»: .5305...” ouaum us :33: :uwfisom wuwnmoo mo .mommzu 00:30.“ 95 ance: Hana 1:00 ca 095qu 3:33QO quum> mo :Omaum 355 .mu» m umuqmiumzuuo 30m :3: 509500 muu< :93 0303 £53032 . .90.” 02?qu Emumma :1 531:0 cuaavaum Aoonom Hemonnmh :Omxouh :3: .cfiflavfloum 2: avian—65 ouaum :aouzufl. 5.353.: :uwfisnvm :aoqnuaz a ”50:00 :uofisom no :03; 356 >3§Bnou :ouxuan we :03: :mo :quqin 5...: ”5:05;” vumum uo 123.: 53.32% .mcuu 33m .wugnmm :33 05:05.. Emumoum mcwfimuh .nwnm .z 0\u acou 5 uououuo mucwwamwx .mu: ooo.oA uo cumin oumum 83.53%: can «mutuugw £35965 dink... mfizmuuficwuanz mcofloouuoo uo .umwn :oMumEhowg 95:03:; vohchO :05: :oquwuoq 9:42.29 coduamhumoo Eat—moun— uwaoh. 5233:.“— 59503. $50 2; ”59:: 3:223 in mzo_ hummmou- -moyumm 158 . aitflfi mcsm >humu acmouwmh cemxomn 3 2.3.9 2:. Ion muuzuo mouoom :mmqnuwz cuozusom uza mnwu,s:E«:«s mmum cu uo :Omaum wumum nauuo m:o«u mafia mo zumcwa ozdcamnu :smuocm .nuo .mmwu: mwanmzu :uwuuou H~< ho .mxwwz m wocmu :50 Hfiflxm .waufiu .caoucm; ca >ucwfiuwu0um ceduMOunHmsuox commwz mwoq>uwm cemflum mcchuuu 000300 Mann 5“: auusvmum aoonom :3: "unamwav0n0um Gama—.0”: .:0Munn00mm¢ :uw:u=0m nan cmodnma< uo cam can Lad: :oquucsn |flnm muuum Iq:Uq: chucuaom .JmH any we wovwazocx ncoo :4 uouwwuo we uzwuqmwx haw» a Mo :Omunn wumum .wun vcdum>oua zuuuomon shim 3mg Hmowaaumm 655.85 88$? :omxomn Hmcofluwuvu NOU flaw: mam mwom uomd>uwa=m .chAumamn nonmA .m:0auma=muu :mmdzonz :nozuaom anon: ucwsuomcus no :Omnnm wumum Ivaa am ucm>num :oqmw>uo afi>qu vofimaunwu ucuawmmcmz mcazwmus .amnm .z 0\o . "enam«=WououA wAucM: mxmo: v >Ewumu< mcqcflmub .>UA .muwmmcns ma maaqu :wmumnm ucwswmmcmz wanna: macauowuuoo mo .umon :oquaehowcH ou:w_c:< flohoayo cos: :omumuoq m:_:_ahk :cdumflhomoo EmhMOLa uMQOH h01a>oum EmuMOhm honuo mam uzwmcog oa>H\.u>oq .c.u:ou monhummmou--10humm 159 0500:.“ Du we; luuouom .aauun 05 00:00 can “sumac; og>H\wu>mq luuum :0 comma m..— nuuao umOU .000 50.3 can was 2.5350“: mum»: Pucov [Mum Sou—no: adv—00m no mnnu> 0050 can <0...» usum Luau .>0:uma 00:005. >2 mm .3160 0950:» >2: 2.5 00 van—00000» .ucawuxcxfia 00.540093 H6150 vwnuwuou >255: "5003...: 0:50» uuo> .00.»ch >UM>UO< mwia.» Aw>warucmw .mcquimm £100”. wamfimm we a: mucuvaum >235: 60:”-on >23 0%: 335.2; 20:5 21m um: 6:33:08: 5 53339: mogmfio: 200:4. o... 0:» vvuouum .OaMOm 0:» Alan :0 uwmun 3. navao umoo .000 50:0 was 00: mnemumuoH muww: 90:00 .nmanu 303 yuan ~uoxuo: HmMUOm uo mumw> 00500 new 40:» usum zomw _quxdz .mCAUcuv _oamai .mmfiuu .>0com~ 00505 >n mm .muasua 0950:» >9: 0:5 00 mcwuuouun Moo—0:.“ Jan—mm Uumu .AAMAwmmn 09:30» >395: vacuMuuu “Esau yaw» {00:00 >uq>30< moqnm> Hw>3.:unuoxmon .muamnumZmu .055. wum mycmflsum >H~mu:0:,.oo"~|0mum >130 umo: >awumEanm I655 =qu 1.5.5 5.31.62 :4 noduoanufl: cowunwuomfi 0500:» 00 on: I—vhouum .oauum ma» Inna no woman m» 0030 umou .ouu .mucm van was macaumuoa mama: 90:01 yuan £8.00) alUOm no muuo> 0050 “En <02» naum :UML .>0:oma nofiocu >3 m~ .mugvm 0950c» >2: 55 cu and—vuooom uwuuwuwu >-u=m= uwuuwuon 0:500 nmu> .uoucuu >uM>0u0< muqum> ~0>Qa.wmom30006 .m:«uuw:x .ucq00500n0 mun macaw—Jam >:uu:w:;oo"~|0mum >33 mac: 1:29:15 -65» :35 55095000: 5. noduuqruumcm muumuo vzm muu< .0509: on 933000» Sudan 0:303» :0 vumun nonao .mcaumwn Huang—.00 ma. umoo .000 50:0 “Ea emu m:0«ud00.~ mvuu: 90:00 .mucausmumou :0 magnum .ocamozm Lam £00.00: Huauom uo 9.30» ma 0050 “En <02» nsum nun» >309; .cozmuuommcmuu 0: :vonmmh :Omxomn .>ocumu 0050.3 60.25% 09.50:» >mE 0:2 Cu 9.36.0001 Inna we on: 55:80 .co».§.uu:c 00.45.: 0mm: 0.3 E noun—vac“ >255: 00000000 “:30... uao> 03:00 >uu>4u0< mwaun.» ~26.» «auwcwu .muixm «unemuwm n30: muwcgmm >05: 0\0 00¢ macaw-Em >Mamuzuzéon~10nnm >Hquo one: >3~mfimun [mzuu AHMvawmwm cw moucoduvmxw 0:6 mwmusoo Emquum uawvanz uwucnu >u«>a..uu< one: . .mnwuuma vaunAon Uri xaaulxoon ~m30M>on soon m» ucuu :Omxoan CF 3.74.3 0301\025 ~95: 1.50 5.7.1:: 0» 10::sz :0 :3 $3»: 5? uououwo 13:00 £355... 2 >013; .585 85.. 5 xuwiwuos no 3:5: 3 :5553 0295 56?. 0.393 .0: a 00 wmqawfio 3:0,“... .35: umoo Oz Hmuwcmu .54: n .mwaums no 3931— :9585 no Kahuna.» um :39? an 00 95E 594000; SHE rucv war Aommv .5333. 03 is 62 53:3: .3 3N Iwcdu a o... 9:50: 60 woummscwu ance: .mmsoum uo mwa>u can xcmzm wound: O\0 Ecuu mug!» umou lummsku m< 000mm: m4 000:: no >093: -9503; mun”; :m 00 ummsvwn can: Egan. mzqzwfam xoom >093»... .5333. we >uflv =0>u5200u=~ oucowvs< copuwwo cox: :ofiunuo; m:_:~u0b zodundhumoc Emhm00m UMQOH uuufi>oum Emumohm onHo:wHI>.—:Vo and mfiuou v ion—ma: no 3.01:0 doc—«um 3.35m .muflvouu >uqmnw>fi5 Lad: Guangvfluaum Hmuucuu 5402:5qu ow mmwcqm:m camxoun .32.. .awm .Emumohm u .Lfiu .uso: cavuuu mom 3.» 3 £80 7.; C .>u:oa¢>w:wo emu mEuou v .XOummd no 2.01:0 noonum uaaam .muqvwnu >u>mu0>u25 cad: "wuqn«:U0uuun nanwcmo u:o:|5hau ow mmwcum:m :Omxumn .>cu:u«u>u:va emu Eon o Janna: no gunman. #00:"; 0:93 .mufikuu >uumnw>15 :04: "auwnaanonobu Huuwcuo u:orTEou vm mmoc...m:m 55:03; {61' .mvn .Eaumoua «SQ—man 0:12.500“; 00:.qu .u:o: Havana non mm» 2 :8 .>u:u.—u>«:uw nmu mfihau o Janna: no cacamqv «cocoa uaan:m .muquwuu >Uquuo>aca Ava: “ouamu:vonuunq Amuocoo usozuahuu vm mmacan:n :Omxuun .>u<| .mom .Euumo~m macamaa >nauouoom Meadow: .u:o: uauono n3 3» ma :8 .>u:0nn>qsvo emu mfluou w .x0umm< no cacamav uaozom wwan:a .muaflOnu >uamnw>«c: cow: "vuan«:vuuoum Amuvcuu u:onushou «a muocum:n :omxomn .>ouououuom Human .u:o: unuuuu “on 2» E :8 .>oco~a>«:vo auU mahuu w .:onam< no «Seaman doozum u«~n:n .muauvnu >uqmnw>wca sud: ”quanw:vouunn umuvcuo u:ozuahau cm mmw:«n:n :Omxumn .>vuuuouuom o>«u:ooxm mcwco>o no >~v .u:o: aquouo mcauzu mammmflu non m3 3 :8 TE; 3 .>o:oau>«:vu Gnu menu» a .x0umm4 . no usofimfiw Aoozon UMHn:m .muwcono >uumnw>qca Ava: “auuna:wunoum auuwzuu u:on‘fiheu mma mmazan:n :Onxoan .>u<| .wun .sduoOnn macaufia uzmauoncu: mmwc«n:m wrico>w no >mv .n:o: uavmnu ocMn:u mwmmmuo nmawrmmh domov :omxumn non m3 3 :8 Tu; 2 .3 3:200: .m «.2 .>u:0aa>a:ww emu mauuu m .xOunn< 00::m x01: 0\u no 5.51:“. Hoop—0m 0:8,.“ .mufiuwuu >u4mno>€5 >9amu0> cvaz "wean“:vouonn Aauocou uaocnihuu m~a nmucam:m :Omxumn .>u0hn ENLNOkm 5220 van “593‘.— va::v>u‘_ .v.u:ou zo~Hu::ouLw .:o«u~m:va=_ou luau—EOm 9:05:03 .uOuuam 0.22:; 05 :4 >50 uwm £0.54 than :01: .3: 5.0323. Honda— .0mmu cemumuu 5M: 03 m..— unou v.3 >=nmfiou m>mu n acmxuun ~35ch 11.2 cm >3. 0» :0: :o magmmum Emuooum 33 .mpiuq»: «:xm vacuum .coaucw>oum mayo .umon mu«:uumn who... “Em 3:03 .wauawm can zuumwm .wufi>umm uuauuzm can .unwn “Em mnou Imoawm n35: Influenza >ucwm~wsm .mviumccuwa aouuam 00:0“. :Ouxuan name new... 9.5 :6... 5. omwzou >3: “(it .Foaocwfizu .coflmudumoifi numb—:00 fig: uwuwuuoflungco :3 mamn:ou x00: 2 Iii—.00 camxomn u .ouucH can In: Anni—Jung r; mummwao 15:00 uzuswuunvucm :3 monumo mom Inna—595m Havana cum whack .03 3300 «0 3A: >=~mfioo :« maniac—.4 no: Imuo w« 0:) uzofingwm xuMAU uamauwuufi uo uuou uucao ho .w... ~5:28 :Om .uovao no mnuo> .mu> ma can .930: 2. L32. :a mwuuam ow macaqunu hogan than >cu no 3. 09300 :umu 35:5: n13 o» uouw 3:0..— mwumiuaum .vgou uma> wmozou >94: .32 .mEMHOOMQ Masada momu:ou :owmcouxm “Ivan—“(wan ma unou Aoonum nu:— Uwuouwo momu:ou .3250 .5553. I .935 Imu:ow mo >uoia> n muniaucn can moufauum >ua§Eoo quuugocfl Hmuo~ noun—Juana» .NUhu c.." mnw>odm50 .mu> o a amwaaou >0“: .mwvmuk wuflium .mmumu... oat—:13.“ cuuuuflm cum 5? 333.: In 3°C 3:9 -5558 comxumn 65:. 22m :33!65 £386. 9:31;. 93 «233053.? . 30.359425: .mmo: lar. Am04m>fim £3.32: :Owuau gauuuu 00m L6H :oqmifi £03.24 oucfimgm Inmucovsum immeaofivow .gvo:u>mn .vuzowom ~30me ioCZOm .3934: .>;mgm and 305. I000 .mofinocoou .moufrhum 0:6 .Ecaomnifics wocowum Hmfluow .oou 2:500 wo $13000 304mb: .MUaufinofio: .mcfuooca. 5 @3572: no: ma on: 195 .>ao~ooo .ouzwauw nuufimaou admins: no unou Macao no .. .rumflfiufi .QOHOAE uucaaom .uuv~o no nuao> .mu> QM can .330) 3 :>5m0mo:5_ 6:5: .ou:u comelhwn dommv camxuon. ow acuuuuwu heap—ow luau >:m no 3 omu:0u comm uauwua... .uocmn 55: mmauacgr 2535 .3: o... aunu 3:0: amumauuum .950: nuw> $09200 3H: .>u< :numwmm .ozwulvz ‘omm:mcmq Banach“ ou~u€quuou 000.200 3630\ko aw unou Hoonum film: @93qu mmmn:ou tea—.00 cemxuan I 65:: Toawuonu .zmfiucuv mcowua0u§§=ou u0\u:u wwumwn wuwauOmmd >uw::§nou cons—02.. .55: uuuouu MNHoImmh .2.va cog—own. hum mu» m« unou Tu> C .um uacmcuo: .m vnw .>o:o~n>¢:vo emu Ea... 0. 5.0534 00.50 xuun 0\u Mo 25:30 Acozum 01.3“ .mUMvwnu >uqmnw>15 >u«muu> :3: "3:15:03“: Auuocoo ”Bo—Tans ow mum—5mg— :Omxunn SET .35 .Eunmnim uumuCauuwu oazmnumocoum lac: mmocagm :ouxuau cadumEhowcfi vucown3< uohwwwo cop—2 cowumuo; 93:31:... :OCQCUmuo Enuwofm was. hov«>o._n_ awkwar— honuo «Ea ”5mg; 093K130.— Qd . u . ucou 20Hh no“ acoHu gawxm we m:«:uuu:0u msuAQOun can :OAu muunfiv: ouuom noozum auco ..mu: muv IQUOA macanm> m~w>wH Ha< .mshOucH no mawua msofiun> muu>ou Hoozum new monmxuos wowuuo cedumnuchaau< oomwlnmn mommv :omxumn 33 ”.3538 «3:3 1:03 .muzua .02 5623: ummu 82 luuumacwsu< chqm ounauuauwucm:mau0ucm can ufiuauumm >2 :mmozu :ofiumnumq mucuouumwcasu< avauumqo Hoozum «oogum Imam .unln .ma >ucsoo :Onxomn flaaxm .>u< IcaEUu «occum uo muuvmmm mnw>ou uoonum new uncwfiwm wandefiuoucn comxuan nonunnawc unauuun human :ou«u«U comxuwh uaansm uomummzw: :q umxw: newuumm HmcoMu .>Eo:oou 050: sud: vwva>0um auuwcau :Esaoo xuxwox :wuquau cowxomn :mEMOucu cud: onwaawo ciaaou nwmnnmzwz >so:oom ofioz .ouo .wucacou 3 «0::66IIZIXAH3 "Janna OH Macon; nan—NE war—~39; .95530 501» no“: vouu>0um Hmuucoo muomm wuacafi a Amccazonz>kuxaHx 1mEu0uc~ ua>uomcoo >vuocw wuaao:w muMQOH mcw>aa >AaEam d a Tuuw _.>ov >uu§E=OU 79.13 wuuu o ~mquuo acqm mau>ma flan .>ono:o .qunmiaucou .codum>nom azvuxw .mwmwAdou .mcuu Haqu Iona uOOu .ucwEomuan wou30mou “3.25.3 .mucuusuummu Macon vac mcfiuwqufi .mcwucwnmm €3.30: Hmnazwo quum> .mHOOLUm. moduu> nuEhOMCH vcm >u0uum .cofiuauusn :« mummnau mommaao aa:o«unu=vm vavnmmn ~83 :omxuan «3:8 .mEfi 33m .mosmfl >fi§§=ou ecu .um «In N: >uucsfizou camxoun uwansm omoaaoo >uac .Hu:0au mEanOHQ :4 mom: on Ca maaaxm coflmcuuxm m>au cu“: cuta>oua amuwcuo EduoOum .u>|~ Izaaoo :Omxumn ImELOucH mazmnoucofl moav>wc cu EdumOum nwzmuwuqu >u4c=EEoo Imuwmoou >uzsoo :omxumn cemumEuow:_ vucvmv3< vaOQHO cwcz :o_umuo; wcdcdmuh :owuamuume: Eapmohm o_90h Lovw>0ua ENumOhm hwzuo can ”sauce; oth\~w>og .u.u:ou zomhoummu 0:. Eda-Q uo gnu—acumen .3013: . xuo: caduwmunu an“. menmlwmp Ho~mv :ooxuun .um moccaum NOA unwaunnn cu0> O\0 ”conu- :3: “o... wu=ov=um fun: we. 333m...“ .3: Iquusna «Em .Znuwcuxuo: manic 333mg youngm :Oanng Dozen—E muoumwfimm M vii: manage :02 HMCOauuuo> .mwmusonv 0H£QIIEMnmoum 30:95 Aoozum 0.3.3 3”an aways :0: 3:02:00» oucuumammm, mania: ~0>UH .mumflu acuEOHv>g Hmzoflfiuza 0:95 95 nso—acducoo :6: 09300 :zon door—on 20...: Hmuocou 0;» new :ocnummwum Emuoobw Zn: 9.1.3.35 n0\fi:¢ HAM: 09:08 .uuu 5232303 0:95 >0: Hmong—mu :zon «Eu magnum hon—houcn .muucouUUUAu .mocm mummaao «duos—U0 magnum can. Add... 0395 :Omxuan .00: 0.2.2 ~weigh—.50”; :« mwmmuau nodufluag Ann—OqamonS use?» H0\v:a .Uuo 0:93 >40 young—0n door—um .mimuoxuuouou .9555 .93: Anna—.00 Ocanmw “Ed 3d..— zod: :waoun .omm vuhonm .mucoznuuuav :a mama-Jo moawaau xqun 03.qu mucaamauuu auuqn 0:25.“. auuuzov ouccumammn xmo: 300m 95 .9...» new "95:05.3 m 3.3:: 6:150: :0 3n: «3000 5:2. :36 3mm: 6: monks: new 9:594“. 95.5.0.5. U: mumnsz HN>° v5. .3» 3 :3: .953 33» n .a a HOME; umuofinoz «Ea «ace: Hannah: adaduzflz 0.25.3.7: “Ea Agnum no.3: IMEOuca 6.3.33 acosmznua "imam UmQQNqucm: Elma—.0: awn—o... .305 0.30.— 0.» 63000 door—on :3... wanna: out 153 oz _ouamqswonanm oz) gomuwm canaanm «so: abcuflsum Hoocum 53.: .mummMHu floor—on noun: uni—aw: acumen: *flsum “5.3050: dudvm xuafiu ad 00 o:=n|.umom Ham: uuuowu c..—0h .uuu .ucwfl uwuuo 0n: .ounuuv c..—Anna ocmco>w 0:0 mfioozum Hu>wH I:uw>00 .oUcoqum .30a0£u>mm mammnau Hoozun :3: 02 13.30 n0\v:u >3 0385 £05.03. floor—um :3: 315 Shaun; 5 mommaau guano Hoozom :3: magnum uing :93an 95:25 »0\v:a .9533: Aw... oououv uaansm >uu uoumofiva ncomuwm Mmo>vooo ~95." mumak unio~o>on ancowu goose» .34: oz H5950 55.2mm «E: and: Jam: @3000 ccon Aces—um :3: nso—Em :53an now caduuuamuun mmmnqau zeauuuuaunm one hocom¢ :o«uu< 3135 I500 .mwzouazu .1»: 388 23-2: .5962 Adam .9: anon $5 :03 .o>< 00030.33 Nam .uun: .9561»: m5. “Janna Im>-m .maoozum Ho>w~ 023— :8 O\U £03056 H0>o~ JO: Hana—.00 agatunuam 0.395 .5332. >umucofiwam .mgaxm Ezequausco ufimam :ojnusom “imam v.16: mace—Um “Jan—.5 cemxunh :omumEhoucH 09:23; vuuuwwo cuc: :oCmuo: MEETS. :oCmCUmmn Emumohm uaoh uovgoum E930:— uofio :5... “59:3 3.3:??— ON . v . acou zo:.ONQ .Euuumsu Icwfioaw 5. coca Ina «Ea Ramona ago new cocoa: uanwmxw mcwnumuu noduaoaflw no:uao.—. mu.— VNH mo Have... nam«>non~=m, $425.— >uuflcouom n0\v:u ou oofluuuwfig nucugvm .6594 .30» van wkuaoo Ho>wa caucoawuu uzu an :owuuu: "ovaaaavouor. voHHOH—fi vvuwwwc mwnusoo ~09: mzqumm omvaaoo Iauuuu sion—cow: new zeauuuawnh :o«uuusum nozuua. .mu» 9 Juana“: . .COdUln—U :53 new cacao: PE v: u0 #309 .33 inc: Auduom mucouaum flea—cu =6> 35:00 Ao>u~ «c..—cane: .iumaucwn .Soaouzuuk I93 .335: In afium nodaoucm venouuo mumudou nonu‘ acqnmm omflzou Havana: c... vonwuuo Enuwohm loam agnowunuuofimuwnm .m.~> v ion—ma: .>u:wuuu 8.0.326 Havana... Iauo Maw wovww: ”HEP—man cu EVNA no “ouch. a: magma—hound .nonua our—”flu- nucomiuo .vgou um: van amazon. ~95: IqquOm no “can... marina—Aqua: flaumoun .o>onu no alum floaaoucu £0.5qu monk—.50 hon: ocwnmm 000300 rocouw Oucw counuomugca skmoum newuunuoacg 5:10: .ucgoaoa alga N no :000 new .u: uuuonokxb .3933»; m we :oao =3 .03: no .3: h 2:1» .9; v Roman: I35: tonaaoucoudwucoauM ua nso; 3030\3» £03m...” gluon Sacaozu>nm .>:m0m03£m Tan: 3 E1035 nuum uOu umvooc £03323 139:3 $033553; . n33 muounafioa N a»: v: we ~30“. £3.33“. .iumfiuozu .323: new MOUm§u\.ak: nucovsum .ugou nao> wmo-8 Ha>wa Jinn: .zchuam .nocohfi in: Sum :13 new u>\09n~» cwHHouzm 030qu $2500 nonut 93.2mm «00300 Imam .muiuocoom Jud 5 nwmmma noun @9309 3503.04 093:0 a 3.5.. .090 .u:ufio>ofl oflouca on 00 saw: on: v>wuaouu .mnacaauu muocu>quu0mma 950.5000: .oauum muaava an: Human x00: ou5uaumzm .ocuu luaon mung—:2: .mawanoku mm~h|mmn nowmv :Omxuah .ni uonu< 95.1mm Hoou Ufinnuaawz uocnoam O\o 05.3: :0 3 unou Inflammg I: :o mauuuono zuxonw Aucoflom—flfifi Hafiuom AucOmug 0>Aom o... to: 533 £03353 guano: Anaco: .umcH 530.5 3.533 532235 3:322 coyote :25 5330.. 935m; 5:35me 5530.5 Ego... hwg>opm 59.on uofio can “cameo.— 09:230.. «a .vlcou zo: wgu uwucwu can nun .mxosn Ezu>nu u505020h£u «En maov Nada: .muuzau won—maven 335m ”33:: 3:3 «0 393m .33» NE 235 .0353 Sunni—{wan mu uuou Hananao manimmom xuoxvm ::m=m> :nmsm .>v<| .mum .UAUCqm 93.31% 0.51500... has an“. umw> onu usozm=0uzu .voucoauo vaunsm canda«u>w uuuao no Hoozum omwuuoxo 0:0 wucau unmfi Lucoa\waw ma uuou Hmuocoo uncanmam xwallm ::U=~> :umnm .>v4| .amm :nu«uwfi< mo >uaum w>amCOUCn numn an“; 32-2: .6332. azu u505m=0nnu cwxaz camwzow: .3 moo~ auansm annuaum>m uocmn uo acesom Iauuouooo ccm cusouh .:m«mm=m uuzao .ficoa\wuw ma unou Huhucwu n:o«mm0m sway—um :2m.:¢> 525 $04: .oaa .osvuczuou aunaun uammuao uuaaun we Hoop—um 55:5, :flgm .ouo .ousuunaum onauuwxu .ouduauouwa n.:wucaw£o om» 00 GA» 0383 3.00: m >uojdm Quay—Jam .9535; 20.: mowhu> uuou dang—00 Iv EOnw moauu> no Oagum Hamma— .>Qaoa .hzuuumxuuonm >uw-um .ouu .mcfl: cu .ofiv:um Inamm _nuutoflu wofinc ad» 3 00km 2.495 .91.. on Janna wuzumc .huuoxman .uzaaaaav scum noqno> unoo umuocwo w|~ Eouu quum> Eouu mwaun> .>u<| .mwm mmozmxuoz .o=«>u H00: aauauaz 59:2. .533. 82-55 .3233. nozuon: :0 9: duo .mfianmocm .um 40¢ .33 Ivconov mm 00 ovum owansn .mu; wua nficflOuU no AccoHu .nunwo:00 van mnuzqfium mmmnm .mzqnmuam wanna mauuoa c>q O\o scum moaun> uuou nonocwo Scum maqua> >uwa~mo sauna: ImaMOucH .m:o«uuuumcoEou .mwusuqu ihouuom .>n0um«£ .uamsz sauna: mumsm naau camum2u0wc~ oocofiu3< wouwuwo cog: :OMumUOJ m:d:Mmuh :ouumdhumm: EnumOua owaoh uevfl>oum EmhmOhA p930 v5“. ”zumcmg 2.32:3 mhx< mz~m..m0homm 166 .:mam o>qmcwzmumsoo :OmeMn on» “~50 caduzcucm: x0350 o\u codmmeEou m:«:cmflm H» :ofivmm Uaansm mam sud: moqucumm AMUOA .u:mE:uw>oo manaofluuo nmw> anneau HMUOH ~mummaao Hoonum .masouw .u>ow Hmuoa mzu u505030uck >uc=ou cemxumn ImEhOu:H oq>qo AmuoH wuduaqaaEMu 09 m:0quau:wmuum mzazcm~m >urr 3.. r<‘ arr .uuw . .ucmawquHCw Jud .zoflumuuom, mauquuuuo Macaw“ -mcmuu .mxnmm .wm: ncmH mcacumo mmocm .u>om Amuoq Hm=::Mn«Eom >ucsoo cemxomn IMEMONCH |:0u vmowflzo:x mcaccmHm u«mmm Ixuoz mauzcmAm uMmum :oCmEl—BE 3:332 630:0 cog: c0580.. 9.222% :oCLCumoa Empmo: Ugo.— vza ”Lance; ogxh\_o>mq qugo; Emumo; Hzmzz¢m>ool-mOHUmw coduuucoauo 5:: can: .uuuumuo: now >02?” 55 0000 55 Cu 0:49.000: nodnu> c..-mon and». two .025ng :0 mflauusc undo—Shaw c..—can are: 60.5.3015 4:4 Du mcathUuu . IHgOA Hat Inca .H: v Op n Us unnfl quOh :62: .mon zoo no nunscnuu vocaNOuuom v tho woo» 1:0«uo 9:95: .354... :0 a» 35:05 Ianuuouofinu 2:00 how can alum v:- uoo>2mao ham >020“ vac oguouoflu Haydn unlun Finns: :u 3 loo: .zo—Uuounq congvuu #3an 9:93: no .3ng vauOuuo uman Imoz an??? 0... noun—3:0 £3! 30>: :4 .5325 .n: H 309— 500.333 504: .mon "Enigma nOu mcqnuu no moamqoium 9:0 uouozvmu 693.910! :00 no 2.03:0 on: oucoaua anon: 5. v.3 1.:an £03158: oafiazuz no: 5 9.1.33 :3 in 3.00: a :5 :1.» 33m .>u£3§:m 2:. "Saga—vouch? no“ :a uzx HOu x0u1\.mnn a Scam aboummonu 91d .32 5.6qu can we awamwusnm van-n goaoaunuu .05 HEN-nan :Onxoun lunacy 0:1 ounce-Boon 3.052 2522 and” .z mow nugoHnlo nuovu 65:33: .oficonusm. _.uuu-L new acuEmOAo>oo Ago: 9.063 m an»: 93 umam LSuumuum ~m5uamonm .9353:— ocaxuifioucux miwxm uuuum we Heuucua 7 Inwuoum new xoa:\.mn£ n “flame: wuoom .mon m5>ao>5 mgin Emma 3360 ucwggnoucn ”imam auuwmmoz wash 6 1 «52534 no: 0.: £23 .1qu .coUnuunuou .vckh Obat moans: mooring .2: use: unfla— .u1§o:o .ouflmnoum 000.3 .nuuu Twas MO .5303 uuuun m5 305. noku me 105:3 930 ucuquam “50:56: 1:50 "ouwnasvouOHm Imus: AA< .u> A vac: Maccauausvm .32 Una—gunman 9.15am» wofifiunfiu 3&4 anus: neacum con—.50: no: 2.514.: and “.15 033 ox!» anouu moo>o~d mtg—5:. n uu>o .05 020: .302 .A‘uua .mmc...‘ .ua :05 “5000 Eng nfiw 0.: mccuuxu gang H.35— umcuu no IflflOu .nvun .3365 0.30 ucaauum .u:H Imus: :é . J . . n .mwm acavuauwu mcchnuu outiwnr; mcchuuk omit numusz mac: umflz :05— usuo . haw> awn mace—m no? bio: Tm go: lawmu *3: .5» Htmfico... 13.,qu uwzuo 0 new >333. .uuoo guano... quucao< nofio no uuavm muwNE mon—3203 mmnozomm msoqua> $31 .95 HMflVOm 51.. 95:5“. maocmxuoa new mad—59:. ovu>uumzu mamouqmw mowmv 5.33:. 35.3 330: .2 com mcuomchxou: finau: Huucw: oar—«Au zuauoz :3...“ \.n£ H Janna: szmo: 50m 464: .oom .uzflfiawuu MO muofioa :0 unauswm Masqsom 001E092 Ana—ho: nozno: fion noduuahowzn aucumvsc. neummwo =05: :owumuoq mcwzmmkb :OMHQCUmwo Empmohm winch. hmvfi>0hm Emumohm .350 can Stacy‘— maxtgwifi QN 18,—4d: - -xo._.umm 168 \ uh!" acauufiaumm .Hmfiamo; 05 no mucofiuuumwu .ovoHaoo >uacnlnoo :« msuuuoum maouofisc m:«>uom mfianmoua :onxosn :ua) :0wu vauaouuucfl uuo>|~ 0» A :0 Houammo: «muwcwsauum mango mafia Moccum runsfl:oo :« cauouuo accumum uzuv:a~ macaua> wagon 0:: won .>:uuzx .:Oquauaua zm :oauaozum auUwcofiuunm oavomozuno 000:00 Hu:o«u Hu:0qu .wuau u:m mwmunz n:00mmom oa Inu=uu uuoom ulEhOw:H uqvomonuno cud: mcwauov moamoF u«:wao vacwmo:Uuo .ou:o«u0mxo .501, .nucquso.~ “5:: 0.395: .nuuu Adam Auk Iona wanna: momma: nqannaocomuon v:n n:0qum«uumov O» In aouu no uunuo:n . 3.5km0hn— vu>0ua new . 3015;00:— >n5n Jag—Ewan; ,0» :ofluqmoa no 3:: 0:0 In: no ouuzucum .wwauaauoou .wuau acqu5Hucuw aouu ‘.c.«v nnuum:uuu van:UUaH no Hoonum :flsaoo :ouuo one: .>uuwmm .mmu .>u«~om\wnszuoum ..m:uok Add .mOwauwono w:«mu=z uo vuusuuuu unaa ho >chcoz um»: d~:o«u oud>uou m:«mu:: .mwauwaon .:omv .ou«< onus: .zmn .zm "ou«m«=UUuonm nov:= mom mxwo: nlm no umam wuoou udfikOucn ucuwcamuo .u:afi:ouq>:o Huuamuoz lawman: :o«uuu:u«no .naausuu .uxou undgu Ununo:0auv ”:4 nuanv vuuaaou Inna ans: .nuou: o:~>«wuou nu:a«uan mo ouao 0:05 3 «.0935: u:m«u& Havanaaousuc 05 mo noun :1 :4 she: .au: a naaqu ucasmnwnnu .EUum>u 00:0: on» no ans: "ouun«:vonoum zmd\z¢ u>av n aduaauo: ocean .>finm ucu >E0uucd kuu>oo m:qnu=z Hooauo~ousuz .u: uawauu Hon nu» ma uaou .uu:ol .n0=v«::uou :04u05uamcq louaavou uwfiovauq non w>wuuouuo v:u “asuanouu uon mafia 5100 u:aa Eduv cu:ufih0unom m:~n>u-:a _u:«>aon Au«vouu .uu: a Iowans. «luwmnoz u:olumu:ul axon: 0a an»: vcu uuuu c..—0:. Banana m=0hv v.3 manuuucuua now maum 09500 003 ouoom uo noon»: wanna: nan xoo:\.mu: n uaufimuoz oucom;awn:nfi .>u¢ ado» .mmw:ou:>a uaau gag: namwn acufiuo~o>oa u:0flumu:¢: .:OquaHo-« Human «0 Evan». undo cu b:o Aonu:oo mcanusc no u:o«u unuu ceauuouzq cu u:0:uau«amm¢ vs: m~o>o~ AA: noun .ucua .v 0000: Bookmuuau .>u4n .oom nwamau:«um auo~o«nouuwa ounmn achu:ou :Oau00ucu x00) umwzoo :odu lanm Havammc: ouOOh vauuuuvg non: I:«.LI a . n IOHQ .ETv ca «Em wmofinou 000300 uo .fidumcum :ojauuuacg :0“: nonuuuo Huuamnom unuocoa macauu> uonn< m:«umm n~u>wu Ha: anuamuoz :« ouuvou nuo>iusom,:o«uuuuu«:«au< Huuamuoz . 320 cauuuusuu 0:0 guano: :« Tzcducou >u«anu>a:: nuoOnao :« manum0um Hoozum :amq:u«: :uuu uoumeOu uuo>nv cu a :« saw: ucoaun .nofivsum :uauu: In»: nu»: Vuuouuo n:u m:0muua unumcoa macaum> aauuauoz ouooh aaw>ea dad :« annmoum uunuou noozuuzom noauaum guano: thmnmmh :omxomn .o>< :1... .2 m8 noo>0am .mmwnmcouuaaau ~6:0muom u:ufi&0~o>wa «Eu no nxuo: m umo: Iuwuca 6:: mmu:wum:a uaom :00: acaduaoq:=a uuaum uo uouuuuan m~o>o~ ~H< uou x0u1\.mu: n ucn umuu ouOOm .>vfiuomuo auvamno: «000: :oCuEuowE 3:393 “6.3.30 5;: :3:qu «55:... :ofiuntumwo :2on finch house; Emumoum hozuo u:m ”sumac; onxh\fiu>uq mu .v.u:ou =948 cut: 1.: In 3.00... v Hand-o: 300m .03 00.838 [3093 :Ouuau:o«uo, E0958 and: noauuind .uugumum Anon—:30 «Ea 0:“...qu v:- m:« unannouuo 133m minus: 032:»: “Juan :w -33 "Juan .oul. v5 n13: runuouo: van: 0:: yuan 0:45am» 8: 0:: Esununau >n .3108 .234 anus: Icahn floccu- :02. 32.: In: an 3.00: v Haydn—3: 300m 53 “.9538 .Eauuoum coduuucoano E9395 ascaaub . :0:an noxa:o 0:5 con—umwsu 00:39... E» 30:2. «Eu noo>0umlo :03mu:omuum u 3.!- 0u 0&3 1:0,: Iowan; a; 0033.: 2.3 mu: $2.5 931$ Inwwonm ucu 3.03.. m new um»! «Eu umuu 2. «En .Raufluum £039.25»: :oauuu:ommum 0:... acme—051:6: 300352: n Ann—ammo: uoom .oon $553.3 5.352393 39.50 {5:95 :8 n03.2509— no¢>01u .m:0wuo=uum:« $5. .50 1:03 «>3 new no=v«::uou aaummwuuam madxm lmwwOum v.5 3.00: n how umo: «Eu umom «Eu «uuauunum 3.3 9:...533 anEOuuuaumE 0:“ . n xuo:\.wu: m «333: 300m .uom uo 3.33:3: c..—nun muv>ou 15:9!— uOu mosaizuua. .uunumvo:£oou unimag— ouOOm >uuux an u>~on cu rummouo: mun—HEAD: B» 005.53 «4 flouuauom .1. a $04 0:153... “Em :anuauu 13:30 «£009 iii :8 Aoozum «Insane: marina??? .unumoHofitou «goon 3.3 >uum wuufiaou amo: “Em umum awning mm o>uvw Ou >nummcuo: auuumvoczuok nuo>15 :0 amazon. .mu> v S; A Auuqamo: 300... .>u< 05:3: ecu :oflmgvo 33:20 1030: now Aoonum 6595.3 E.» 9:83 :53 [€30an 5:040»: Amconom .wamu mooring-o 3.003 a new umo: u:u umam .1550 .530: SE»: .33 :a HH unumuuauuummo: 300m :4 xoolxfiz 9\n Aquamo: 300m m~w>o~ .2 navauuuum 33 30.50:: yuan um «.552... >uouum 434.an5 5.001 a :« n:o«umu«:5=loU 0» v3.49; wou>oamfio 0 now :09: uuuz ucu umuu mwumfiuzaun .2. .maqzmcnlumavh H uuumulauuummo: 0&8..— .:< \.mu: N}; uuuammox ouoom 20>: :< 1:039:35 :4, 330$; yum: an ufiuub 3383 00:03:03 mun 5:036“ anon: 5. .nu50n noun :4 mfixuo: «Ed .29 am zone .3: m uwau canon: .mumuu an." no .5333: nouamaavououm 50H :4 3:. no“ xmo>\.m:: N 300m agnmmgu 50.7 .03 L35 .aoAcagzm 0:5 >Eouuc< 0:35.: Coauuamng .I.Q Oouh anaconda 6.3!. m now No.50“. .Uuu .>uo>:ov 0:: Honda 0:550me— xvol\u£m....: H Hacoduausvm uOOm .oum .moo:o£u 3.5a .cOAuUDOOHQNx nmoau Anya:onm $2.950qu marina—o H3230... «0 30>: .350 no :2:an 53:03. 323350 .30) an wwnum 05.95: 1:233 .u>4 v36 .2 men au:o«a noun Hmuqmmo: 05 no uoamuocaum .8": 9.13 u:0im0ao>oo Iago“: v.3 9.00: m umo: 0:: umum :wo>4uu~nno >2 acy—Emma: Low :8 .3525 .23: umflum uo uouuouun 0:05mucflx new xou:\.nh: n auuammo: Ougm $3 89: ac :ogaudamma 05 9.9.00 |w>auuouum oofimflMOwuom «sauna: nuoorm :onasuoufi 3:033... “53:0 :05. :3;qu 3:59;. :oCQCUmon afimo; “Zach hevgo; 5930; .350 :5. “59.3 2.3.233 . v . u:ou :Ha—(mm- .mOHumw 170 . magnum Anion: 6:0 used-now v 1:01. .mlna :uocwu v.5 ouaun ~303 new £00352: A "5:: Ascofiuauauu Ins—hem: nuaou acacia-o Junnu:ou :015 a . #0::Onnom 13:500.. , 6393 E9330 6:: manna: Enouugu .u: a 3:: «gogauavm 30>: 1: .350 no Ewan—5 :0 0.25004 momma. ~36on .uulzmaon cu nausvonn In: :0: out.» now—in 3:0..3 .3262: no: 1500 and) 030qu moans: .. \ i . a 15585 no :ozmzwfiflou no :oMuufiumxm voguoucn yon—mo; 405:0". :ofluuus .muuuu acamwwvcum SEQ—Joann monks: HER—<6»: w 3:: ~1:0«uao=uu :64 «053:2. .3»: A: mo 3230: 9-9503» geaozuon .ouuu 0594:: v55350l new nouns: uuo>\>av A :5. 3:03:30? .>v< mcuam «Em wuzgmmumnu minus: manna—~03 moans: uu>uH :0 m:qv:0mou muu>o~mio .330: ~ 0... .u: :01. In: 3: a £03 mutu> 01.5 3:038:03 .aun cauuaucoT—o :3:o:o oo>o~mfio :0: 230.8 0001 .v «03: .n in: :5. 32 .n nuanq>uom=u 5:1 nouns: 0.3: in :3: 39.80 villas anameOausu vauuwmaus 5:05:50 05 >A 0:0 nu:gh¢mou uuuuw 5:OS\.uz .— 055. au:oa.uau=wm nao>3 :t uwuum hoax o» moamoa maofuu> >3 2.9.3008 >uficot HUEOaMuQ 10:53 23:09 N :OMu-Jau E; menus: .335 in: H 3:: auconaosum Egg :4 :cauunum:oaon unsoun— iu:oa?m 03:0 ovzlhmh neamv $93.03. .32 310m A: uouuouqn oufiionfi 0\u 5:0! 650:5: qua—u 0:0 undone: nouns: \uuco >00 1: :5. 1:03.033. .>v< amusuououm 0:352". no wagon nvuuvfifim “Ea :92 unfiamouuao :omxoun Ao~av :oaxonn 1:0: 53555:: .3 can 5:9: lax—EOE: >uumuu:ou uo mbmusn 500.. .n >uuon O\U 303:8 \o:«:u>o\.u: a unansuumun :03 .>u< $04,533 26:9, :0 mwnuuwmm rumaucoa damn: 1...ch :Omxuan cedumEh0wc~ ”35:54.. vuuvuwo can: :ojmuo; mcwcdmuh coCnCumuo awkwar— UHQOH hwy—:39; 55.50.:— konuo “Em ”sauce; om>h>o>3 hN .v . uzou :Hgfimz. .mOHumw 171 J; .mcuu .uuo .wuuu Moo:au \mwafl N :30 A 26:; 3qu £35330 5033:323— mozuxno: 2,3 055 anuamo: nimum .4205 eqfiamowumo :uuw uo xuvmwa :Omxomn 605mg amnion: nzma "Eoooo 3:: H .503. wou>nom:m .>v< we >uoia> a :0 mumxoumm unwau :0aUflE0u:n 2m... mwnvummh nowmv .5533. .um conxuan .m we: ungvuu .uua “203:9; :09; 3.2333 mason—v RISE—=00 1.on ~«cow—.000: uaauosu O\U nunw:om 0... 59.—ohm 595:0 IEOw:~ .nniuu...> mcmnmsou 51.. 954:3“ :ofiuuuafiuuo mzanuaz 0.31332 035:4: ma “Juan . :0 was ouuammuu find mofllm yea—0:1: sou—dun: fiscauoaum concean :Owuwfiuou=~ 00:04.3; vvhewwo :05; :OH‘umuoa 9.3—:th :oduaflhufwo Eskuo.:_ unnaoh. novm>0hm EahMP—m .550 E; ”59.0.— 33:33 8 6.2.8 =S~q 0\u when .33 w new uamswfi Iona 3.15 0:: minimum iguana owuud—EOU .oou v» m.“ umoo IE9: :owcb 33.1.52: m hog :Omxucn $3: .95 ADE... .mcdcmnoumn Daman mwczaucu :Oqumufluu :02: :owumos—uu Mons wand—5 5.: we :03 muouuauomw: uflwUOmM‘ :03 ,mqaaxm quzo monmxuoz >acn~ nausvm :omxunn .>u< wanna .3MH yonda .maaaxm Hanuw> mozmxuoz :OAuMquomoz 2.5.33.0 nvmvnnmh Nowmv coaxomn lOmml (m: .EOfiUQHr—Umflhmflk “Ogflfifiz CAN .«0 amid M4Mu .uzvnznouu mEm mflofiwfi nauusu xkafi 0\U INUCOMUNQDN jWCOdUfiAWM Cg; ~mEOAUMUr—OU m2..— .DCHHVCMI 00cm>0dNU NO COMUMflUOflfl‘ UOUUUHH m>MmV NIH MHWUE .>EI .mwn IXMOI .COWUNhuMMr—«gm UUNMUCOU mU—JUMCZOOP ”5 mfiOfiWI :O«UQOSUH smwfinvfi: :oCaEOHE 8:332 "030:0 5E: :2;qu 3252+ :oCnCumoo Esme; was. K615; Emumopm uoguo van ”sumac; waxh\_o>wa ON «9:... - -mokbmm 173 amannmoh :Omxuan .353: .z Nam nas>0Hmao Maccau mun:msam :oHunm> can 0\0 u:afiaou:ut :u:oe a 00:0 mo>u=1>uuaax IaEMOuc~ .:0wmw>hun:m :« um:«E0m :0qma>uumsm u>fiuumuum mo>0=|>onucz avoid: nommv :owxuun .uo 093:“: n2. :o«m«>nam=m mxuox uvaaom Mawxm mxuoz uou>0amfim “E: .n: H >0H30MU .34. .00: .o:....:._nnu nofluwfinfiu :ofluuu:0:o no». nuaaon >016nu .14. umamlwmh :o-xuan .3 5:15 2: «nona>uom=n u:o~m vnonxoz .3.: 0\0 u:uEUmn:uE .OU manna: cc: .m:._:«muu u0mw> >:0QEOU none—m 0:«a umnqm nude nmw>uooo .>utu .mon unamsm unwEuvucmE 0:“: umuwm u:fi:qmua :ouvmzvm cc» vnqh nmw>woou enamlnmh :Onxoan u»0u0::qr .a>: has: -m uo nouMMUOmm¢ wau>0HmEo Aacoau .mazn nocom uuonoa O\o min: 4:: wonouuo u:0:uou:¢: 5:03 a 00:0 ::H :OUMer—m Igow:~ 4:0“.me 0:: 0.5::06» 9:230:52 vidumuu. “Ems—.0053: ceauuuomuou umauowo ERIE 83v comxuun 313m .um 5332. .2 In :owmw>uom=m .00 acqnun: Hau::mzuwa uu:uao >n:u= 0\u moo>oAmEfl uo unw> 0:0 uwuzmx:~uu .>vuumum .:o«uou:oquo mcacmnua nonnwzhlco .ou acazua: uumnmx:muu whamw>numsm >:nmaou maaaxm .:0:mw> 3uz m>mv N ucvamqavm xuano .>v< vuwmsm cu ceauuszuucw Ummmm ceauuuwna> >uomw>nwm=m muse: muouu> .u:w:ou:m>um 0:: u:us 9:030: 0:716 lucmnfi 0:: >:wm:oo $3: .mwm ~0>0uafid :uxw now :owuu:uum:u, muw>0Hmau uwuflwpum mwm>oamfim maonnaucoo u:uen:=vu xumfiv 3,55 ugnoOum flanzmsgfiucca EmnwOum m:a.:..~unk H.335 :33 mid.“ mumou Hum m>mm mom>0amad .mx: ~ Dy :0 >:mmEou .>u¢ n 0:: muuoaun xuwao u:wEwmm:u: mzmv ~ muaum> ucwemqsvm xuMaU_aowowanwu:H .mnawxm ucwawvacaa o>00msm 0:4:qauk u:uawoa:mt .uuo .>u0u~m mow>o~mfio .93 N Ou >:~mfioo :33 .0”: umuqu $253 9:... 6:04» AA: .3.) ea .mflang’ ucufinwzvui xMMAU .omm luau.“ :55: Jun—nag: .ucaumwsam m:a.:«mnu. comicmcm cow 3» 83v .5332. 3:2,.» .3. 3:12 co: moo>oame >:am=_ou IMEOM:~ .:o«uuu 0>qunfiuwuum 6:0 >uuwum Udaofihum :OHU 0\u 102 .05. v acme—mania xumao .mvm >:MQEOU cu :0wuusuonucq ”Juan :0wuuu:w«no oo>oamfim .ou u:8&«=vu xnmau annalhwh Honv :Omxomw Hmcofi. .hn ”Ava—Um mmmm >Hn20: >=mmfiou u:E:0u:a .m:u «aza::~> :cwann 0\u a quumAmw mcauuucumcm cc: «E: #135 n>0u95 mam: ca :0: Uri non 05 .00 mcaumocamcm nvmuo>oHaEm ocwouco uuxuznu Umdfia¢ .>u<- .mum on o» :0: .:o«uam0a £000 :0: m:«:«uub nanuwnkl:o 0:: uwxuszu cwwaa¢ :owumauowc— uo:o«::< Umuowuo :mzz :OwuNUOA M:_:dwpb :owuafihumoo EmthLQ UMaOH hocm>0km EMMMOHQ :vcuo vcm ”zumcmg waxh\_u>uq UZ~¢DHU 00m 00:0 nNEhOuca :03 H0::0m.~0m 0 Tan: 5 >:0 A H000: 504 .954 we :Owu:::.nmxm 1:0:0930 u:0fi>oA9—_0:D ,muOma>u0m=m u:0> :0“ 00:0 aaaxm huvu:m ~ Tmu: C >:0 H H003: .mom .mm0:m:o—..un:ou >00umm 00053 gonna—~03 auou:m 0:900:09; um0> uom 00:0 0:0H 0:000: .m0:o«: v Haw u::u::unmm Hudxm .nHOmw> 0:: umuam unmq:\.u: ~\~n~ m.u0~=:0m .00: «Human uo 00:00::000 ucas0mucoz :qu:>u0msm no 00000:»: Huzoqu whomfi>u0m=m k:0> u0m 00:0 u:Eh0u:H r:=mon >u0u:m .A.mu: hv >:0 a awuo: .mom .mu:0flouw300u 0:: m::~ m:«:fimxm :00: >0: <= <=mon mnemw>hom=m M:0> 00m 00:0 0:0H 0:000m .muzma: 0 new Hufixm .m00::>0«no 0H0::: 00 10: 0:: umnqm 0:04:55: «\HIN #003: .00: :« muOmCruwmsm HON 0:“:w:uh 9:305: 00::>0:o mnemq>u0n=m :0:0 .u: ~ a::o«u mwzmuw0:0q 0:: 00>0~Q=fl .m0mm:~0 plw ::~ >:0a.ao= IEOM:H 30.60qu...“ 005.3655 .>moHO£0>mm midcuuuk sewnom wan Nun. Momma. £00032. u:0> .0m :Omxu:n .m «ow #0::0muom : 00:0 00n0umo ~::o«u :Omaa: u0mox 0\o m:Oqu:a0¢ .muzmfi: ~ :00 I:E00u:a .u:0a0oum: uob:~ :04» ~:fi§m=0:~ 0£m«:\.nn «\AIN A000: .>0< : 0:3:00000: new «0:300:30 m:o«u:«uomwz 00:00:00 I:H00mm¢ m0N500:u=::: :o:~:E:ow:~ 00:0«03< 00:0ugo :05: :ofiunuog m:::«n:h :ofiuafi:um0c E::m0:m 0:005 ~000>o~: E::mo:: hocuo 0:: ”zumcwg 0g>h\~0>00 .0.u:ou quxDHU< :000:.:m:3 .m 0: 50.02.0005 0.2.230... :fllxuzn 050050 .:00:00 0:0... 300:0 :0: >325: 3:0» n .0m0: 0030.. .m:C.m 0:05:00 nofl|0fiuco 00:00.00: 2:002: 000:0 009.00 00.30: 503.01. _Eo.0:n.::0uo .0>00 Sim 03:00:): 30:25.00 0:: €00.05 .50: 00000: n: 0:950:00: 3:000 $000.30: 020:... £8 .0... 00000... -0059 :00: 00.00qu m00>0am=fl .0540 .0: ma. 000m :0mx0:n IEOu:. w: m0:1..0 £0:n 004:0:0 001.0... 0005000000: 0:009; 0:000 11.0: 0004:... £000: .000000F. :30 .m000>u0m 50:: Souguum 0.1.. .000... 00:00.1: 550005.. 3:: .34. 032 .0553; 030 100000: a 0>00mwz .:o:0::0:0> .m:0:0:mn.< 000.. .20000m 0...... 60:00:00 0:0: 00.00:: 0000:: .mu0;m..30:«0xm .modmom .>..0:u :30 030000... 5000234200m00 0.30:0: 0:950:00: .30.... 6:303:00: 0:: :040:u«::0no -00.... 1:309:09. .9... ov~ 0.3.. 5.5.0:: 15550:. .0000 00305 00.000 000.502.. 00 moan... 0:303:03 02700.. 83: :05?!» .0m c8033. .2 3m :1m 3:... E330: 0\0 mo0>o~mfi0 0:950:95 ~::000 :000:0:0ano 0:0... :02 9.003 m 000... cog—0:... IEOuc. 4.0000302. 00:30:00: 0:950:00: 000.. 1002.0: 0.3.. 5.9.0:: 00:3. 2003.0 0:40... 0030.... 00:0... 050:0 >000 5.0.3:: 3.0.0. >0:040..Go.m 95:00: 3:00.... .~m~-~nn 052:... 00:... 50300:: .0m 0... .0030: =qu 00:00 ::00:0.: 30.00% 00000: 3:0 3:000 0:305... :00: 0001500 3:00: m: 3.00: o. :30... :3202: 15:08:. 00:00:09.0 0.0:. 0:: .3005... 0:: 0:000:30 00:00.5. oomvlmmh :Omxuun >030: .3 a: .::o.0 00:00:...000 _.000000000: 0:: m:wx0:3 .0530: O\0 9.000qu 00:» 19:02:. 0:000:30: 6000: we 0.2.3:: 00:0 0:050:00: 00:9... 0.0.00: 0. I55... ::Ex0:.m :33 .>0< 20000:. 003005.300 .0009. $5.00... .0000: 00::>0< uumuozm >0§ou :Omxuuh :o.0m:0o..:. 00:053.. 0000...... :05. 5:30.. 2:33.... :o.0:.,_0m0: snag: 07.0.. 000:9... Ems—mo»: mm: UZmU< m>.kum..0¢m. .mOHUm—m 176 .000 .m0000m< «:00.— .m000300 5005000000 1.0.5003. .m:000:.:u0¢ 00:00 0:: ”:0mcoq .ommv :omxomn :mm.:0.: .3 mow m:«..om 0:: 0\u 001,00: >0.0:00m maniac". o:.+\.0>o: m00>o.0a0 000:0 000>00m 0::03 .m:0.0:000o 00 0000m 05030:. :000:0:000o :02 f0000: m: .0: m 0040:00m m:.:Q: inc—000:. 5:0m000 :00000:0000 000>00m000 000.700m >0.0:00m hm... .>::0=.00 m00>30E0 0:030 .00 m:0...0:..=m00 0:: m0..:0 >::0...00 0.000qu m:0...mwom v :00] 150.0 0005000000 500.0300 >::0=_00 :030 50.3 0000000 >000500m :00mm0m\.0: v >::0:_00 0:00AU .9585 05000000 0:05:00 00n|0:0::o H::::: >000500m :0..ma.o.:. 00:0.1:< 00000.0 cog: :o_:auo; m:_:.a0h :o..0.00m0: 500000: 0.000 000.>000 Em0m000 .0_u:0u mm.uzmu< m>.bumhom0--mOhUmm 1’7'7 3.0») o confining 5.24 .2333 :a wuunm .uucwvacoo, New 0am mu uaoo aanucwn Aqumwa 1: mzaon>mo :0 m0m500w EmumOMA nsau wuaxm OM Zuni- wwwmunmh nonv .5333. I95 39.0w .umwm Savanna mcuu< uwuuum cuuoz awe: co: xuol\Nw ma umoo Hmuwcfiéé mvuzloonoH munam cemxuan ~m>oa >c< .coflozuums, vcm coaummewu EFL wumxm mmwuuq mcwu< muuomm cemxumn 3E0 muuflnmfi 631.52: nwfififi 33a 9:56 E; 3:78» 33v .5363. 0230 on :mmn hays“: main—n 950 39.3 6.x :52".in .m mnmm new 08 03:09» mus moi—:0 mud—.30 xwwavm uwzvonx :Omxumw 3qu :< .uamm wzu >MHQ “Ea >993 3 )0: 9.5me macaw... 35.8 uwsuomm cememn hmzuo vcm “guano; op;._.\_o>o.. uuaum 31w: woCuo heuuwuwa gaunuug :OamnOM\.mhz m :OMumouuuz wnlmnuxm Noun .mfioanofim wamoom can mad—Edam ~3ch mcoufiiu “Oucmm muuuzwu acouzoo van uumun :oflumuuowu H254... mamomusmlmflfiam ijm .mmzoum c..—«unuuoh ecummom\.mu: N “Eu hmfim Ha< 13:03.; wmw mnoduflw uOu mwsgczuwu >mfiu mwzmnowms Amcoflowuowm 9.5:. umwnwuc... ~30 museum museum luau Cu cuaqun annuau .mwswmcnuuu umwuoucn muuomm hop Evan—Jinan :cfimmum\.mu: A Layman :Owuwuoq -5585 mcquufluauo 5035585 gnu mumcqfiwm «want—ugnumg 33.53 1:03 uwaum naucuo 19.58.: :onmonumm ofiuuuuum :04mm0m\.muc n meow no 9%! SET .vwn .mosv...::oou MVP—«unmodmo “indium vinuuou 9.3 mxumm :Omxunn umosvmi .>u< >um> muou @393 no await—L camxumn 7.533: .mqnuuwnfiua 910 934.35 9.18 Luca :Omaomcn uo n58 >uuc=ou .umm £55me @593 no Husgflmvcu mcommuq macaw“. “39..un .>v< is, mowu mzoum no Has—v1. :owxuun . .SHchH .mwzmuofinfl: 9:0 muunaws 9.3 :22: :Ommomca no as“. >uuczou ..mwm .mc0mm3. 95:. no Acacia—".5 mnemqu 9555.6 :Omxomn mo 2.30 Eugou umozuou 95:. {i4 >un> 33 no 150:3 23.0 >nuc=ou . :5qu . .manmuanema 9:0 muons—us £38 :5. um cemmwmzH 2:: non“; . .03 .933me msoum no 1.61.5.9: accumw... macaw“. ummzvou mzoum .>u< >nm> mwuw no Hmscfiéu 9.50 >uu§ou _.EuucH .nazmuwniw... Asau nude—9.. £58 :5 um :Ommme. 3:: ~03; . .95 .chmme mach—m no #633365 mnemms vcwfiawmfi CESIOmH .8va :Omxumn unwaku 95km .>u< vmom mafia: wank: mm: 36> mmww no 3:33“. 818 >nu§ou 7:535 £30 .qumnwnfioa 9.15 muoaaa... 2:3 L: um :Ommwmcn mad: “092 Town .mCOmmwfi m30um ho Hwaugsg uaoo >uu§oo 2:: uonu< EOMHNELOMF: 0U:v_13< UOhQHBO c053 :OmufiUC; w::.:.:.~,—. C0_uawpumoc ESHMOLL Umn—OF LOUM>05L EwLthh 20H Hgum 9“:qu ouaumauom 9.50.. 013.5 nun» .55.... 3:0: .003qu we AMhU¢90 \COwammm 0:0 9:0: Launch. .uw 19.—hemp.“ msoanoku 0cm muaEMC>v $5 >Uaum uougoocm vagina: 3359 .30.. non £0.56 owaofimu Hunucuu mcoimmm n no N Manon .am .03 .wciuoov 01054.6 no wuuu~:o5_ wommmau i255" :Omxoun .mum cemcmo van uwaooo 0:83 £9320 0:058 £3.26 ~93ch 9.30:0 Page». .um .mom .smqumnn we ozauuoov 0:04.30 mmoHU amquaam c..—Honumu P.EOn .um owvwlhmh cemxoan. :moqnufi. .3 m2. 6...» £95.. .593an guano: 0\u 0:95 nag comm yaw... zuuszu 31650: 3:03 3an .EOumw: £030.93 :33 £05.20 #3950 :4 $3056 v «.32: awn: umEoucH nozu>mm 5. momuzou uo >uonum> 83 no 54.9332: unavofiw: wands: umu: mm:m -:m>o 60: :0 60m: 3.3.40»!- Eo; 2.3mm!" $97 .oum Eviani Aucofluumcaua .2939... ua>oo 0» com o..n=m x..: . .uqaou zuuszu camuou .Haco.u .m.uom can >u.:=§aoo .o.n.n Amino: no 09C #3250 .au .8 mxwv: h Lamoum an“: 5585 :COumE nuns—G 30305 H.309 51$ uo Hoozum muuwc Pucwv cemxuan. camwzoa: .3 m: dam... mam—quanta... amnscu naw>x~ num> ~w>3 Cami: .mu: 0\u ko>ou cu wow 323.3 Too 3303 Lon—:0 .3130 $2.0: £0.35 Anni—.0: no ouuh Hmuwcwu N. we mahou w n>nmwnm umuah 155:8...” igum 0.3:— moauam 01“.; Hufivn nuanoufumwnm umuqm nhmm-vm> zomxoan ocannfiavm :09.qu .z o~.— £0: .33.. .s.u 19.—>1 anonOm .na 0\o .>av::m .m:o~.m nunszo acne: 3:03 guns—5 Imam x003 mic Imouuocou unuf. IEOucH .mwmuaou acmew>cumfialwawg >u=um M162 anneauumunmcou umuwh mammnvmh :Omxumn. .3. coacwau mmmm 20.5.5 :unfioum uou.== undamanuoo 3:05 .95395 31.3... 5.35 unannoz 46¢ 0\u nmu> mnoumucqe IMEOuE lieu 0cm .30: Anon; ozacnwucou, macauuw: con—undooWg \omu mwzmuonaua rm . nu=05\.n... wco masons—.0 50¢ muoumacm... no 9.55:» 00:..me Hmiouchu: «00:09:26 9.335: Auowaoucakm u.an= o:5n-.uawm zuuazu 3.3ch .Ed .63.... vmaumum Aufian 464T .mom .9595 c... :OauuqiumcH muuuuuwunmz anew-var :Omxoon .uz uuo¢mcwumm .mw. 039.6. w:=7.unom 295:0 uwuuz Sam 0}. ~93.ch _.....n Tums... unwumom Awnuwm .mom .mwuusum 324m 3 :ojusvohucw quusum manqm £935 umwummm Hmfiwm 5.32:3..— ou:w..t:< «5.3.0 :05: cozmuo. “c....nhh :o_ua_.umoa _..:mo... wag. hvugoum Egan...» .wzuo nan ”sauce; maxh\.o>wq I .I!|:|.f||. y I. Ivlll‘lv. . < E..1\ If... ZOHUqu—m. $5...“me 179 mama: m.u:ouSun 5.8 3 9: 33-3.. .8332. uniofiau OvHOUUU 004 Goduuuus .z hfih any _.i nm0> hum 33> Aw>va yum—Euwd wuum:aon 0\0 kumunou:« moi...» v uvuwuuo Lona—U Unaozumo 31:03 mmuau nuns—U «cemuwm .mxwu: mlv :mumon. .um Ins—neg .:0:N..E0u:w Macaulauz :cqug0u:~ v.33 vuaofimo Panama». .um :ocmEuOuE 3:025... “5.33.0 :05; c0330.. mfgsh :osguumuo 20.305 0.00... :wvgo; Efmo; hop—no E... ”553.. 09:20.5.— .v . u:ou zomoaamm. .¢OHumm 180 {If vwovlmmh vouav cemxumh oon Non uuwnaau OHN .UQOD .Uflm :omxuan Aoewuum mount 0\U 5:53.50 >wa03 >35 :1 muuucou amp—Ody mcoonucsq man :19; wean; :0 no«:om mcfluuui cooz :04umwuumm -NENOuzu .uuo .mfiaqu .muoxdomm >uqcsasou m:un«uwu neacom :omxuun Aqozsou >ucsou coaxuun 23qu ENS :omxomn .uz >chcoo acnv yondo :cumsoz .n.o o\u no nnca> m>mu v .qu0 «Amoom nunmumm mm m:0muwm “cu >mu\.mu: N uwcqshwuuv on Oh musuuwa ou a: muwx Ou mccmnom nmuao vna>qua o>fimcowwo we ceauMMUOmmd :mu«umfl< cedumshowc~ oucowv3< vmhumuo :wzz cofiumuog mcficqaph cemunfihumun anyway; u¢a0h houfl>oum Eahmo»a uuzuo can _zuwcmA oaxp\~m>oq hm hzmzmmHhmm..m0humm wucwwnumxu mzchauu m=o«>anm muwcwunu uo caduudmfioo myocauub .u>\m>mv m sax:0uwus meau .>u< uo :Owum=~u>w uca madcmmuk nucwmue wzu :qmuk mnucoqm uni—Eco u~=v< nuuuaua ud:fia noncanxm .nuuvuwa moo: i=9. .muouawa nuvwwc cwvuu: .mu00nn=m nso yuan: mu .m»: NIA mm moinn> .>v< woaUHuoam cw mzucamuu menm m:«=«nnh >uaucwaummm=m uouwma ~0:0qu mock» mncwxawx n ANOOVuao uzu Idahowcq .oaanau>u nd mac: when: ucoa unsu< can macacw>w n ucovcuv mwaum> ..mwm can Ednmoum no zvu>uo>o vacun Im0a0>oa nausea uaoom wuovmoH H~=0au uuzuu uvvuo: ufiEhOuca .wanw~a¢>m ma may: choc: ucmfiaoao>uo noncanxu mm . .mu: m mumun> :35 can EuumOnm no Ioa>uw>o Omenm nwunoq nwhoamxm H~:o«u muocmwa umo> luauOucd .oanm~wu>m mu mac: uuwzz Benelwmh Hemmv :Omxuan 1L nso uaaut \mufiau v ..n: v Auooncav mwaum> ..mam ucm EmumOHQ uo ava>uo>o vmoum oumum wanna; uaoum n50 com“:u«z .3 mm» 8 3258 moire “ES 1; mHOCquuwa cocoa: .mannaau>m ma mam: uuuzx :ozunun cox 0\U lieu uasc< no .mu: w nuana> .mum can adamanm wo qu>uo>o vacum oammn uu:0qmuwsaoo muMnmsd uo museum >om nunlua mmzm mucuu cum .uauao: mnouosuumcd cum doom .m.= .mmnao E«:m uummau uumu ucwunsu Eazm muse: NH uoucwo :muq:0¢= .>v< Ifiucd: new maucflmuu “Ouuauumcn >uuumm noun: nawan muOOu:=Ao> Imam MO\U:m muxwu nus cwanaa .vchu occhmuu “Ow umoo wa>~= Hmuozou >Hnwuna=0 awaum> «Hfixm .mwn namxozuuco uca monmxno: oammn :Oaumuszuo mmOMU on: madam Imam u0\u:n nuxou owansm . new umou on>nz Huuwcou muse: wa .u>ond mm 05mm m~u>wa AA: .0nau use: uqmmm Ucwmusz wfio: 20.723 Ico .>uum=vca ..u0mwm maun=u nonuscafi .mwmw~ unou .m:0«»@n wmvmummw Howmv camxuun madam uqcamuo .mHoozom .:o«umu :mvacu«: umw: mmh 'asm u0\u:m muxmu Unanzm .m:0m«ua..w.fi +umzmwn >umcqsasmoMuumo mcqcaau waaqu MEHm 0\o new umou on>mx Hunwcwu muzo: ow cu m .kuww: uumz: m~m>w~ H~< ‘ lam .me umhqu mo muuwmmm Ha< v“: umuflm mmOno no: :mowuwa< ceaquh0wcfi oocow33< uohugyo :wzz :owumuo4 _n:_:_:C,_,|A :o__L_Lumoc Enhwohg udzoh umUM>0um ENLthm :55 EB ”FEES 8:223 mmum>mwm ‘3: UCUE .mOkumm 182 .533... .3952.» Lou uwwmm Jun—E: uua>nom In; 3:6 323. :6 3.36000 :« flounun nag—E can .no: sumo .uon moan» uOu-Iamco: Jay—539:0 97333500 new Sagas :<.m:0wmmwm xuuilv Innis“ 31608 Ina—hens.— wmnzuuom nicogo we unoEmmOmmx acqunsamfi. .303 m:0m coauaau xovl\00w lawn ”mafia rmaaaxm memxwwm 30..” can New>n£un 43:1: oufliuw no.2. >A~nu .5.) w." >.:l=m= xuo: mafiaumofiaa Sumab .ucmE A3508 5.. v.30...» rumba can .300: .3533". main» .momuu.w=.~u $0.350 Erasmus—cu 0... 23.530 9: aauuuquu yams unsxifiauzua .34 L; 5»: moia> 12.65 #3358 «muogmnwm Aunogmnwn onfiqnmum no 3:5: Liana. uzgumsnu< xuoz mnemuom .u:wE>oAme o>quau0:550u suwx acaugu xoo>\mvw caaaamuv ocean mmwuaxfiuum ofiawvmuu ~36. Jase—a: uoffiom >Hdmuc9= 1053 5035950.. 4325 mw3> #33008 5. 035m « u . 1 .. 9.0a .fimum moi.» Iowa “chmuam 001330 >awuu>wm nanoaauu uaufi uual >Houo>am leum maozcuucoo Inau:H «kuboou .ocuu Hawxm new EnumOHQ >QMMuzu xuoz >u«>auu¢ xnox wow 0: mcomnmm Eodugu x0013; uoaaumflv 42,3 ohmOIhmh ~o~mv :Omxumn .Hazcmx ouH>uwm >~Anomm>£m . . ‘ . a UN ‘ . u .um cacmnuw: .2 haw 216000 :« kuuum a >ZMu=ma “Esau um?» mouuu «maugach zuzouuso uo: mnemuwm "Edna sunnim EC. 0\o maneuauu uuufi umflz >Awhmfiaum “ouwcauwvcn Insucu Adaivooo .mHm>0a HH< .mufl nOu ucua>o~mfifl u>wunuwcafio¢ uzwa>0HmEm fimuuuawzm mmquumzvcm Hafilnooo >Ucwma Ou mwofruom .mwu«>u0m now... mcwnwwu 1559. >n coaguuuo L559. 5 $2qu >uoauom .mcanwuxduoouu “En umououfi kumwnoun: u: m.:wnw::o ucm ucgmo~o>ou 3:20 .mwuffiom mucuumwmn< "mauumazvuuwum mucunum mawuu> u wow>nwm >AdE¢m .vwn >Ucmmm .wusuosnum >ucama 3wm>wm xuox Haauom uwwu:5ao> .3ch :omxumn luau: .3935 use; ace 31:5 uuuum ~cuuuc< .uonu< .>00aono>mnuomw .nufiuwmuucwo«n amp—cam 5.4 5:423.“ Hu>3 .unuumoo 8:323 Hucosom 9:592. Immunin :4 mcaowco :wuquun< mUumaz umoa umcmuu .muquwamwo... yawn—yuan... uuaum aacowmmquum .aucgwmwuonm An. quunm conuaazu .5 .320 2. mo £5,093; "icon ca 596 acne—003m uo mcojnonmfia .>u:vmu flam:00«a HMAUOm ucm afloavoHOMw>£m can on» new acacuuon noun o>mn «Dawuo >u0w00m .ucwfimo~0>wo cdqzu .ucuamo~u>ou ans 0:1 «050: Hwy 0:: nuco vfl< m.:wuu~«:U 0:0 :uJOMw cuaaz .chAUmAsmwu umOu new uwuwauum than umumOL @5095 a ooguum 3:3... .39 can 31: .mcozuuowmxw 5:31 9.5—:th acouum kwuuom 8:8 3:7th Smmv .8383 3308 3: 53:3: .3 a? 308.5: haw» 3:93:50 a «ace: .muwnEaE wuoon .uom via 9:93.320 in uouoomm some uo uuAOuuo woffiww 33m IE8...» uo ma~u«:£m:ommmn MEN mango muons»: uuoom vca oufium >Zdnm homouumh AOva :OnxUlfi .mww Savanna! .3 mmh ma uuoo .nwmuaonu Haocaou mwxuab v53 “Juan «>03 ans—5» 5a.: 30:35. :3. 0\u we 9.0 339.50 muwumoq mam“. m Coouuaov mmCmS 50¢ .mnwcqm: MOu median» vac—33.2 9.15.92. wmcmm\uooz voice—4 no museum >8 53958.: 3:332 uvuoto :95 :3;qu 325.9; :oCmCumoa Esme; 5&0.— umE>05 Emumo; “~50 cc... ”cum—.64 09:23?— on .u . acou mmu~>mmm 4o~msfl w>uu n muqum> Aaaxm .>v< >uwzsasou now zumwnuzo aaauw>o monmxuo: uzacuuub ~m:0uu >~=o Inoou IaEhOuau .:o«uou«mq> amen was Howmv :onxuun u:=~o> unnoumumux muouu::ao> >Mfi A :Omemn can aaaxm use: mcumusc can auuwmmo: umcwswm uoucou mzqc«aua numom .u woo muwnann mnwmsnn 9.08va 5an c\u «anon mcmvwan new umansm cucofi\m:0qm Anneau .mEuH u04>mnom mnounmsvomu: acam«> :0 uvman can Aauocuu Imum .u: vim >Eh< cauuu>amm u~En0wcu nnOHQ Monou~u sun: >Aumoe mgnun nuamm: um=a< oucmumnsm iummsm >En< ceaum>~um SET 6% .730 «mzofiu .mUwufllIMv w>aumuuo mumuuzs~o> wcquam canons» woauuo unencuc~ .uouaoH mocha any new mcoduosu .nufidm ucm macaw. mucum usouw gnaw Hauw .mnaoc nu~ uncum Auao vcu Afidxm nOnu:« >ua>duuu Ecumena macauu> nmwm Edum0um macaum> 9.39.30 Dawn—mm an :0: can ”any 0:4 woauuo «acoflunEMOu .&00uu uaoon Hugo nuouucsdo> luau muaoz mpm uaoom dude lam..mwm a nu«: o:«nEMU cu :04u0300uucn mcacanup menu moons unaum u~u> LG...» .ucgumucfln 0i“: .9: w>wuzuuxu wnu usonmSOHLu uuauuo Maccau |uwu1 ~>dumwuuy wucmEMOuuom aofl u=OUm «uic .muso: nla u=Oum _uqu luauOucn wuzuzco umzu moaua>quou msoauu> mcqzquuh unaum n00u:5~o> nuw> Hu:0wu .MUOu amc0wuucau 05 unecm30h£u 0“:qu 13:02.; uczao> uDOUm .730 93 mo wxmuu u=ouu dude .muso: nun usoum gnaw _qfifixm nofl macauu> :o uneqmmaummn mmozmxuoz Each ou«>nwm mcoquamom vcamcazu omozu no nuouu ocaunm 5Ao> yacum cum AHMN mcu anauuo anneaquMOu .mcwuaoum undo no maa>ua Edum «uum :uz than muao: mun uncom Huau new ..oom lama know 0:0 0» ceauoavOMuzw unanmxuo: ~o>ag aduooum Hmcoqu unoaufiauo> ocaumm £9.91? 35qu nun—no.1: .m.~0>0a uaoum 7:0 u50u no nmanmu u300n ~uau Hflnw .muso: nna usoum Auao .>w< muuwmma msonum> =0 codmmsumwn uvcsoz Au>w4 anyway“ 3300 5250 cu 9:an at 531093 .337 .mum fiuuu .mucou 59:: @3qu 95.0 vuanago oau amaam muoauc=~o> :uuo\>uu was mad“: onk.o nfinu .mcnu quxm ou coumeu mwwua>uuua acacumoq >uo maqqu Moocu:o uuuum mEdu ,mcuu aauxm vacuumou H: .:>Hx00um can Anneau .quumnum«c«fivu mum ucu >un nuaasm madman maauz w:9.0 menu unsuOucu vca nsdu cu uwumHuu nodua>wuu< acqcacuk uuuum menu .HaOcsou mvmmnvmh Howmv :Omxuun museum 3.3 33: fir: 2: can 59:3: .3 a: mummy chumm ~u:0wu ocausoum Huau ou ceauosoo»u=« macaw muccmm 0\u -c5Ho> usoom can damn v:« uoquuo ImEMOucw 04mmn m nu“: mcaaawc coammwm mzauaoom anqu Hfiucnoo auum sz luau muse: mn~ uzoom anqo .mom uwzncn can cedumwsvnmusuuwa < o» :Owuuucouno ofimmm usoum Huwo mHHM: :mMnH :ogumEkoHc_ muco~w3< cohobuo :ozz :o_uuuo; m:~:_u;~ :o_un~»ummc Emumohz ud;CH you¢>ohm Empwoum hozuo vcm “sauce; uQxH\—o>m4 ov .v.u:ou mmu_>¢mw 4<~U0m-.¢0humm 184 Hollaau uouu«u-:a .:0quuu«uauuou can ~ounua550noum .ucuu >uuuam .naaaxm now meacmauu duo .mh» .4 unoo nuanfiut axoua ca umucou > ~60qzzuw9 udzzuou :« :o«uu=uum:m mwuq>0nm o=a>ao NADUm mu» Ia unaD unusual usual m uo»:oo r .oom .ucaomoauou: cm coauosnuacu undemouvouz ooouaou haufilou .56qu6 :0a3 concuuo Duansm .muw ea uoou Aunocoo uxuu: n neucuu > .mon .much mcq>u cw noduosnumca weaken: .quo: uawcnuum can 3.qu “Eden nso uoucu>um unaon unaaummul ocquaucq .moav >wuvw nu v.00 muons—.0: -,==qu:8|>azu:ct uoucwo w «Em “imam $5.00.“ madammunm c.." cemuofluumcH 035 6:: ON» aw unou muunfio: mxow: m uoucwu > .wwm luuoowv noduou:u :a :OMuuauuncH mcfiuauouua nowuwucn umoaaoo huwSE-uou coaxed» 5? @8330 0:23 .ma» mu unoo Huuocau msuo: ca uwucmu > .mon .mucunm vase: :« :oquuanuuzn nucoam muse: .95.»:an Unclm uo 0a>um gu:0I\w» nu unou unoneu: xwo:\.u: ~\AIH nuucmo r .oan :u0m0ksu and :« ceauosnumcm mcwu:um nucoa\nm nu uuoo muons»: xoox\m>mu n uwucou > .owm waun> omaoumxu zucas xv»: .ouu .umuHan .wucau :uouos \mmlmw nu umou mums-=0: \.u: .— .x0nnm¢ naucou > .uom .mfi‘ocuv Blue .5 mammmuu woe—Ma ovaaHOU 5:53-00 :Omxoan 5? 2:38 333 .muw an unoo «muocou mxuw: w uuucou > .mon .nuamzo maucuo :« :0«uu:uum:~ acaccu uaasu wuu =oaumu§Uu quqmmom can map Udansm -c04u .umwnwucfi wo maggot uuzuo uca new cow unificax Huuwcuo no«ua> acqua> umEuOuC~ mouam «uo«~oumqn Ou m:0«u¢u«mw> mmaua man uuonEuiuco: new N» .muonfiufi 04.23.“ ~u:0au .wusuunwuwa > new A» mq umou Huumcao >Azu:ox huucou > Inshoucm no ceamm50mao uco cofiunucumwnm mzua>u¢ xOOn .maaaxm 0.; ma. aucu 9.08:0: 93¢: a hwucwu > .mom :0wufl0wgfiaou :a segue-mums“ 0556:. mmuco>auuonm< .m0>:oonno mi. uume cu mcofiuoe medicau uMOm “aneummh Ao~mv :onxuun uzw mxuo~ and») mmm: oodxa< >wano: .3 Fwd .>.§mum>oo :m ocfizouucou 092:... :on. O\u :u:05\o~m ma uuoo muons": x00:\.nn ~\~IA noucuu > .mun 0cm unfiloucu we Shaw amucamwn < ouqxq< vaucuu > :odumEhOw:~ ou:o_v:< wouuuwo :wzz codunuog m:_:dmgk cowuawuumo: Emum0»; uwaok houd>oum EaumOhm .550 v: ”Em—:5 2:5)ng XII> [r .v.u:ou mmu~>¢mm 4uq::fisoo comeMn pnmoI~mh Hanmv :Onxuan >930: .3 had occufik :on 0\u uvucoo » cud: uwuuuuo uqansm .maw ma unou Auuucuo mxuw: 0A uoucuu > .mom .mzmuwumHozms :q :ouuuanumcu >u0uw~onmb xww: \mzoammow MIN .uwwu wuaa uncodmmum .u: N vvucu>um new mflcnz >umao cud: acquzmwu mmwnON» ma vmou muunfiu: |~\~|H "moaum> uoucou > vcm Unmmn no o~>um :munox m :« ceauosuumcu conclxoaa .ocwEEAZm 33:3 .2332 .2352? .33 mnuneo: I:OU->Hnu:o: uuunwu > .oum quxmnn ca >w~m Una ceauosuumcn mwwuu>quut manomm ON» ma umou mnunfiu: mxwu: ca nwucmo > Ummmm . .HOHucoo uzmdmz mca>ag swam :omunELOu:_ oucmfivz< vopowuo :02: :owuwuo; m:.:«nhh :oduaqhumwo Emkmohm winch vcu ”sumqu oa>h\_o>m4 uoguo Nv hev_>oum Emumoum .v.u:ou mmu~>mmm 4<~uow--¢OHumm 186 >ucsou .u:0:_o>os mung: mcwuo> wmmuuwam vaumwuua 20402.50 0:83 nqmmn umosv 58:01. :a mcofl. Aug...» 9:93: we u:afimko>wu HMUCOu ”can ovum—.0 oz dauo:00 Ian :0 in: A laced nflofum> «Eoucu Ina: .:o...uuu:omwum can» wuaam 9:050: new wawmzuum . aoomnom .ucgdsnueu umo>> .mozm .owuuflsaou Finance 7a.: .05 mop—mic) muons! Lin: @5313: mowuu> .>v< EMF—u mmnmuwumg Hu:0auu§:mouo m:::wmuu munmuwuuma muo:u . Danna—m ulna 0.395 ~m:owumz 093:: .0:A:ON Joanna. I:wu 3 cont .mq» Hun0:um v.3 :Omxuan :« 30.3 Macon inn .muusoo duos .m00:.>nwm wan-v ans—unwound: 9:04:01 5330.72. .u: N ImuoH macauu> I958: Hanan £33 :oquumaw :mownufl. mmcaumuz uuunwfluo wsmmu «AH—VINE. :Omxuon 3353 an: new»: $93 .nqnmuocuwa 0:: :5 nuumficusa uouamun: 0\u whoa-.0: Lie: m:o.7>mn auaua> £6: Siam—.530 9.5:: we maavqczuuk-:uuue noon} ceammnumuo muwuo> :25: mo 030:3 :oauounmucw 9:95 mamas .5500 :OMXUMH Au:ouu :04”. r nvwil: lax—Ecu: luumawa~\mmw00um uau:w:_:nu>8 :awnsn muoxmwmm mauvmm; >uu> :no 3.5m uan 5503:: 3:03 .>uuam 30330: n :owugumwcwav: amfiufiauom :u:oE\.n: N 5:500 :Onxuun -5585 no mzofiumuumc Ou:« ucmqmcq :«G “E: mnwuoun >93: 5035:.»85 "Jan—am Mama muscumnwmm qucofiu wuugécuu .:o«u..~moa >uumnlnfioon Huho:oo uo :Ouuwnsn >ucsou :omxuan uEiOwcu :oUEOwcw was: >u::oo :Omxuan 5530:: has: hmwwrnmh :Omxuan .um uma OON wheel: 6:: 5.00.3.— uuuuw>m 0\u mouamwawu 0:46.32: Am:o..—u .>uumm :53“an a his: :uu >941: Huaccnlwsom, 3550 5.9.0:: IEOuE mo mcaaucnomo RE: 0510.: 5:0 :0«u:a>:ou 3.550 Luna—max 35.8 :Omxoun henna dun—o: .nwsmmu no uwumouuucu muauu> mwauc> INEOu:n acuEQ0au>ovulaauuan :39.»me :ofluuuauu «moduwwg .:o«.ua=r._0u:w mum: 0:95 M¢Uw muEOuvuamh H254.» 1.10ch .:Oqu4m0m >unnmluzuoon ~53ch no :0355: 3:25 5033:: 19502.; :035585. in: 3:500 :Omxunw Emumo: numb . u>uonno 0: cu u:uaon«=w :83 :33 L: 02 .ouumqo tuwuca. 0:: quuua 3 common»: mouumuaau 9.33:3: 1.50.3 .:o«uuuawm mungvcmo .mmwu uucuuona on awn: uucwuwum uuo>\.u: A 3:500 :Omxuun tax—Ceca :93 1.6330: 5 ucwEw>Ho>cH :Ouu:a>:ou .3550 :Omxuun mnwu u:m._.uuoo .H mm." 1:290:02 Sum: .mwumc nonomohfi. Hammad: 0\u Bumbag—5o Hmco: Lucmo mmOUOML .mcguuczu >923 0:: >53: Uquuuu 0:24.: 50:23:: A 3:500 :Omxumn I958”: . ~e::ou:« .mosmmq mo commwsoma Low... wwuudiuoo 5:500 I053 >ucsou :Omxuan :oaua5:0u:~ ouceqss< su:0u_o cog: :o_unuo: u:_:_a:h coauam:umoo En:wo:: UMQOB hoow>ohm Emhwo:m uuzuo :cm "cum:og ogxh\~o>oq | [:11 1 I l manomu AHanmsaum Imam\.mu£ nl~.:o«umuoa m20qum> cofiun::o::_ vu:o_1:< uuhuhgo cog: :o_~muoq yoguo van ”cam:oq rillxtttw Ill vv am:o:u pushow:H ou aqua ..a.« Udansm .wmmAaaE ..w.q .mmamm: Hmu unvauom ucwunao aauoa we mowmofi .ouzuuammooH wuaum .mmau:AHUMu uo mMJOu ~mmu:wuuxm u:m£:nu>Om, .moumtuccao new mESMOw mu:qumu: ovu>uum uwuo> :Oquan umcanxdo mn> ,Mwun.m:u:o uvummuu: 0\u mumuo> :NEOS no osouaa naavuumh m=_:_::h o:>k\_u>m4 :ofiuadhumuo Emhmou: 0::0h :ovd>o:m Emuuchm .v.u:ou mnzomu 4uwmuo>wca mum: twnzm :waunh .ooodao auw:=lloo :omxoo .oooaaoo uonu: mcwumm ..=x:an sons. mucumououm mo ovcuzuxm auwwuu>uca uno:uuzn :omxoun, mucousuw muocanan ucd mummocwmsm muwuwaau¢u “Amman o>uu050u=< ovoaaoo menu: ocuumm1 .mwoumwv vuuca>v< muaavu wouuuuou >H~uucoz .uflO: advcawuh no Han: oouooo czon ozu oxaa mofioz ucusmoHo>uo unqucouom o:u uo oowmuso uoucuo Auuucocamu: mwaouaon momwv :0nxoob uoouum cacasoo: .m vna 00:5: xunn 0\o >uwmuo>acn ouocqmsm :Omxoon :omxoan woucst .3 can mucosacm >h:: O\u umucwu >uw>wu0< who: zomhuamum>dca .auam uuo>w:: ououm :aownofiz;:uum 00 0:3 maaavu>aucm .a .mfiaOau vouunou nonuaoa :« ocwuwaaauoma :4 counuuoucw «Hmoom .U .ucaauuummv «canon 0» van ovu>oum 0:3 wnozb .o .u:o&uuamov vufiaoa Q» nu:¢u~:m:oo :a«~«>«u .n .lwum>u vowu Imam Hucwaauo :« xuoa 0:“: .Eoumam unaumsn aocwaauu ou LUMOHQQa o:«::mHQ mEmum>m Hauou :o wmuaoo Howmv :ouxoan confined: .3 o- uo::oum unwzu .dxnmaux xcoum 0\u ucoeuou0u:u 1:4 .nn cowoum mzo_hummzou--¢0bumm oNVVImmh .ouo>«uo Hoozou oaansn :ua: lauOOum a use xuo: ou canaaaom on uzowz muo>auu aficwq pancaue :Omxuun .muo>«uo man may m:a:«uuu auouom .:o«uousv ahav m .nuoo> m >uo>o yucca an vac: unamuo>a:: ucaaxuo .quuaufl: no case: :onxuan .ouvoazocx ouuuno Anon vouca>cm mcuucdt onozu .coaum: nuance Haw ocuuamac anonh .HHH HdU .uuo>\nu:¢iuon N :« adquMQ nachom Aaduuoum DAU uouuo 30: 0:3. omouaou >ua§Eoo :Omxoun Cgmfldflm OUCMHSmp—MICOZ .ADUAU. Eduuoum muouau>uuucs auaosmoo 0:: >uuvmoum cououuano new amusoo «owav :oaxuon .>>= xofiuo .3 wad ceauauuoawcaua no uouuouao .:¢:a:usn nuao O\o mw:wq uwmcous :Omxoan zo_h¢ comanoax .m Add :Omuouom >£uouoo 0\U ououauuz we canon :omxuau whw:usn :oo O\o nacho oo:uusm:n muzaocw muouuul can flawmmcs>o .uoucou hua::laoo .nommauo wound now 000mm oucmo Ho~mv camxuan snowsuaz .3 moom uwmmca: .cnm:s> camsm 0\u cocoa uo Hoozom anoau> canam mhm< mzum--mOPUmm Omaalnwh ouoaaou nonud ocfiumm uuozoaou ofiauquuou .co«uao=vo cu oouoov m.uuummt vn .OONHnomh nmwmv nonu¢ ocaumm nucoflaum uooaaoo no nouns: vououmauom .ocfinuac :« wouuov m.uo~onoon umuunsdo> 4 ousufiuncn canam manque ’02 ufl BCUGQUW “UHHOHCH .xoo3 hum ocfico>o vacuoonuaoo mcwvaou 600mm >haunqa aucsou conxuan 31.35.00 x058 .>u«::aloo xoaun 0:» ca madcawu ouQEOum on owmuaao mcwoauu xuaunaq >ucaou :Onxomn mcwuauwo newcom .oamovm uouao uOu ocwvmwu ouoaoum Ou mwmmaau wcfivmam .oonduuamua coda sauna” no unoauuumoo savanna: nu“) uoucuu aculmoHo>0a “accun cannon» a :aaufiduno ou .uoauumao goocom uuawvuauoucu >ucsou :Ouxoon cw maoosun Nana oval ocaon can maneuum u=Owua> Has :« unaum guacammwuoum .COMuauavfl madam «you» unannoua «oozom ouuwv escauu> tOEuoucu >ucsoo cOmxuun .co«uaoscu 00a>uoncu .xcan uduauomu unzu ~09 cognaooo nu innocum coco nan siduOOum :30 Hausa u>on nxcun haucouuso ..uxcon onu ou oca Iao>auu namnououm ozu sud) .mxcan macauo> no flaw: wn fiasco many amazuom. hudmu0>aca unusumsn comxoan .muoauou .mHOALQMU new EQMOOum omuadou Fang-sou comxoun mucwvnum mmGCAmsn van mwmmeamsn .EMHoOuQ ocwc«ouu ucuflumucofl acaca was wanna nuns: cou~¢ 0\o omoaaoo uonut ocwumm oOMmumoh Heaov :Ooxoon .um moucoum ~oa uuoauuan cuo> 0\o ousudumcn vanan nonwua 302 :omxoan osco>< uno: .z oova uOuomuwo .cmauuaux coaum 0\o >uaunqq >ucsoo cemxoun oovvumoh IIIIIIIIIIIIIIIIII 4 oow~->m~ «owmv couxoan osco>< camwguflz .u donm uoauumwn Hoosum ouoauofiuoucn >»CSOU :Omxuan nmawlomh NOva couxuuh uoouum owcncuo: .m vn~ oucdm xuun 0\u >uwnuo>wcn mmUCMmam conxomn .v.u:ou zo~hucumumsm Havavue maluw>0u acnmxnoz .UUw.oN:mmoum vooAA .mcoqm ~mu«> .mwzvqczumu m30=w>MMucq ~¢AU "m:«fl=A0:u meMuuo Hm» amazemnom wuquuo Amucwo .mwnzo Iwuoum unquuo .mEhOu mucMusmcq .mEuOu xMu .acdmowxxOOnuummozmxuos uzmumamm< mamuuo mwau Iquonufla a=oaommcmfi .mucmucsouum .muo>:ma mummucwo .UEUEQDQCQ: WUMUUMML HMUCUQ .uvumua muwum Huaowmm 0:» :3 muoxmwmm monwcmouoz .mwu«uoaum aquacum usonu lecx Ou uwo: on: Amumwmmauwmm vcm mandamuo ucwm :uonv mumqucwc A~< .mmofluumum use :0 uuwuuo nanny van muownuuu huuma Chan? Amy. .nEOuu tuneumou aways ou woman :«oaouuom :« mucus vacav>uu ucwuwm Away .orma :« macaumuomuoo accommmwuoum we ouch on? “may moauwumqu and donucou wsvmfin :« mumwucou ucmnusu Away _uu«u=ovo:uuo Huuwmnam Add. .>bo~oucnam :EH Amv_.ucwswmmcua at? no mwauowzu ucuuuso Amy wamcoAum» uflwzu uca mwuzucov wmcn «Now: An. .meUmczumu mzuvcan vauc0uO£uuo 302 |u< Any _mzqmwu auwmomfiou Am. .m:o«ua0aammn :3» 32 E "31.3 953:8 23 33m Inca o» nsau >v=uw >um«u°m Hmuzwo coaxomn uumum Ucwmnsc Nuoom .wmnsoo mmwuonm unamusz wumun wcfimuaz HucoammquHm .oaumoo 2mm 5 w>aouwn cu monksou uovum chauom cu mamumOHQ umu>tn can IN Ecuw mzx umammm cu mEmumOnm anc0wuuo=um uumum wEo: mammusz .mcflmuS: w>au~u°uuwu vcu coauuu«awnu:0m .uvun >nm~ogu Havam>sm caduaufivufi 30w quuwunmo uo: mzmq .mzmg HOW ”MM—48 GOfiUMUfiVN: muuwm mzamuaz .xuo: undamou :u«> mcoAm cwxuu on can uunu Ednmoum 2mg mmao: mcamnflc :« xuo: oz: mamas: .DUWHDC how UWH—JOU WUdNUUdNOU umqum «so: mzqmuaz .nfiaumoun anaemu Imwuown van nuuauu .mwwuw>«uou >hm:o«mum>ao Hoamv cemxucu 33:23: .3 con :uoom >nuuh 0\u :0wuflqumm< Hmu:wn :omxumn :2-an coaxuan macw>< umum .2 man ucwfimon>uD uuwum uo neuuuuqo 0\u 1333: 333 g H5QQI-m ovamv wxuq mmmuu .uo uaozi unvou OMNM .U:H nso: umuz flaccx NQUOU .v.u=ou :Hqo~mam .m:a«0wuuuoaw .oav 0cm woo» “moumuu uuuawxm :ofiuuuoauou muusvoum Hmuwcoo .I omo~nno> :Omxoon macu>< Qua: «mm .Idquum voanQIHOU ucwcamoum .uo:o: uuunom O\o :« coumouuuca uoz oamoom ucoswomcma ~H< .ocdc«uuu ucwEoomcme Houwcoo coqumuomuou umaoo«o amnnnbmn acumv :Omxuun uowuvm :Omedn .2 van ummmcux aaumcmo ~uocqco >uco= 0\u 192 uovwauoo was maoozom moo>o~mao wNSusm .mucovsum Hoozom 5m“: no mafiaomcsou xcmmfioo ocwnuu: uumzmxcuuo IIIIIIIIIIIIIIIIII L ooooavwh moamv :omxonh .vm cannaam coma ucoEouca>uu :oMuou .00 acuanusam xuoau .couuuaaa>0 evacumsm .uoucuu usuamoHo>ov uooumu Idcsfifioo a acacanue no uomw>uom=m oadozuumn :oao oxo >camsoo ucwfinwavm xuaao llllllllllllllllll .J 33 30 2.34.3 83v .5332. >u«::IIOU canxuon .uo «Moozum mama vcu ..OU meauuwnuocm Huaucouom ucovamoum .oazd::a> cowann O\0 can uoxoszu vauaat can acouu50nnmuo>ommsm .Amvmuu. mcwcaauu ocunoue Acuucou Hmofluwafiz .ou mcauoocwwcm can uoxosnu uuaaa< ozmashuaco uncuuov mmwaaoo mo>uuaucououaou oucduanA c3 mammzmso. cowuamcwmsoo m.:0axuoa van >uwcsafioo camxoan .ouauoauoo .ucuaooacu: u:ofl>o~&5u:: nu“) onwauov mfiouooum uaaaaam «vaunmh nowmv acuxoan m0um3flun can ouuuaaaou ocu .uoooom owansm one: nonut mcaumm cmmm oooqaoolcuumuan van ucwu ouauomuou van uua>uum :uon now mooooum :ouuauuanua 0:» ncwxmam «Iowan 0\o >uqcaaaoo :owxoan .ucofiuoocal vco henna mcavaaoca macaum~0u Henna ca >vsuu voucn>v< um .EOuumvo: a ocuxmnm :owxoan .um :Oodmm mfln nonhumuwuno .cOuuovom cuo>ud 0\o muons»: :o«:= nondq .Eduooum mucousmCA can macamcom 343 .owuufissoo noduaoscm uonda m0m¢ usosxum ANA neuuwuwo aou>uomcn 0\u #0::0muwm ma< .mUafidc>v Maccauo>au02 Hauflmmoz ofinummouumo acmxoan .v.ucou :H49 mmmnuunsl nuaoummm conficmauo :£ .xuoz >u« nunuwm :« woummumucfi omega .UCauuommm .meanoum >uqu=oom .mEoum>m huwusuom .>uwu:uwm ou cOauUQUOuucm "ma scam coduoauumcfi uo mwua mcavsuocw .u:u§>0amso anavoumum coaum590ucfl auquauom o» concummu wouwcmwuo|nchcfiuuu ood>uomvum ceauuuoH vouqanuucuo .mamfluwumfi mcchmus oowuuo m.u0u=uououm hucsou muaofiuuo ucuauoHOucw 3mg .uuo .mcoHuuasoou oaanam 30: .mIMH 3w: .mconuooc uuaoo ucwouu uo uummfiw ocwcuou taco :ONquMONCMaImowo: Hm:o«umuwno unwouco Ho>0H omouaoo Hm::0muom OcuEEoo .m4030a vanaaoo ado haw wcacwauu ucoaomucut Aw>aa oouaaoo Hmccomuwm QGMEEOU .xuO) wowaom o» wwwaamm maamwo:«un mmucaman 6:0 newswomcus :3 coHuosuumcu >uwcsfifloo .>~:o macaw >u0ma>om :a on oaaoa mane .mvocc ocflcwauu can Hmcodumosvo Add sud: Hmov ou aaoczou ucoaoouowcm zaA >uczoo ~m>oa owoaaou chc0muwm unmeaoo .co«uosuum:a 0:“:flmaumn o>auoouaoo Hu>oa omoHaoo mwfiucumm wouaom Hamfim .mucvfiuummov oowaom Hanan new megawnuu anneaumuwmo voucm>om 0cm Damon >uwuonunm Houucoo cmaoufiw Hag .nuozuo >CME mafia .mousvooon vouuHou 0:0 usuouumma uufiu .w03mou ovumaou can mamumam umua: .muuoamm Hmowa .moaoaczoou 0:40:0«u wuwu "no £03m muons Ha:o«uauumo :« omwuuzocx ~mo«:£uou Aa:o«uuvvn new 000: a aaozu< 000.38 >uwcafiuou :owxomn can Aqucsoo muoowuuo onwcqnua "mcu uvsaocw auasoo Canada quuuo o>fluauomoou >ucsoo cam xuao mewcaao Ina muwowuuo mouaoa H~< .>mouu:oo ooaaom can anewuaamu udansm .nuumwm wcoum ”Baku can mcaavcun oocwfiw>w .mowuumu omcuwoo .3m~ w~0fl£u> .JMH Hmcaswuo .mouavoOOuQ meaunomwu aw momusoo Hemmv :Omxusn confined: .3 moo mafiaaox uam oxo muw>uwm >uqu=oom mcwaaom mmvmnhmh ooHvammh cOmxuab wsco>< :ouocunmas .m wHN .anmchoe :maxonam ucoauummoo womaom :Omxumn Omavnmmh acmmv :onxuau ukuum :Omxoun .2 «Am Adam fiuaaawz 0\0 usuauuamwo ouwh :Ouxoan oomvumoh :Onxoan aoamw3 .3 Nam newxuos Hangout 0\u ucofiuuamoo uuauozm aucsou acmxowu mm_UZmo< m>HhUmhomm--m0humm cod» tawuomm< mwuquMuscmz mHOUMHUwfiCfiEUfl HOCCOWHNQ .mzwa 3w: no :OMUMuwumuwucH .aammsm mmmuumuso ccmswu «mum womuu Hmufluuooam mononmoh Homwv coaxuan uoouum :Omxoon .m How uomMCMI .ooxu .COmHHS uvmoa 0\o COMUQHUOWW‘ mflH§UUOHQGGI Awamlwmh :Omxoon camanu mHNN >cmmaoo wanna: a mug? unu>vooo .v.u:ou ozH¢DHUuwm Hoauom uo .umua .cuanu: Auucuz .moanumzucu AHdIUOOU .ouummwu no unnu naumOU uazuu :« mucwugmwu uawuuuwmm ucm mzomuoa vmuddmc0_u Isaqumcmmu 1m: >~aumequm .OCAE lacquMQ w>wmcmzwum500 Lug: mwucovamon macho .v:4>fifl ucwvchNVCM :3 madcqmnu Qaumswum>m o:~u«>0um mwmaoc >m: 9\n van v\~ .>alluda= .m:«>«~ acwuchwUCMI¢E0m no ucuvcomwucu amazou Moanao uou< _awuauou 3 135.00 can xoun .quuumauc~ aaqzcooo ufiuocon uaaou 0;: ~H< .ouu .mu«>uwm voou .HmAMOuucun mo mafl>0~ aauxm uNIOH :« ocucfimuu Haaxm wumqnmonmm< .mowu naawoNu accuumon you vane! 04‘ m.:0uv~u:5 a uu«>hum >~ufiam Udan=n Hunwcuo .vmmmm0302m: >Aam04m>za no auscuu nosw on» acuuconmm .ucchmnu mmwcv>quuommm .wmmzonmxm w.:o£ .couUHazouww«>lucmnmaz cu acqcmma m.uuuo>au .cwEOJ mew Eooumw uuflom mcmvaqsn .>u«~m=xwm cues: _ucwficomucw womduhaa .maucwumnuucowuuuauu Nada >~ufiah nvcoxuo: no mocwcw>o 02 00 0>6£ Ugo: >hum=vnm 6:5 mmucmmsn uo momufiaoo ance; WMNUUOH Ufloum UHIM< .muzwwcnoau UCUEOOflr—E :4 MHflEdEUm MO MOMMA—00 Hung—m ~o~mv comxoun uficmnow: .2 33¢ ohmOIhmh no uOuuwuqo .Nuumzm wa 0\u mmfluumsucH Afiqzuooo .uuo u>wu=uwxm .zmaaou: cw: O\o ufl< m.:wuuAficu a uufl>uwm >Hfiaum Hoflmv :omxumn :uuflguq: .3 m~> .uqo w>wu=oaxu .zozuumn cox 0\u Aflocsou mmxmq.o van; nu-u§< uo museum >on mu~>¢mw 4<~UOm..¢0humw homcnmmh maao< :o Haonnou >unaou :onxuun nzanauwu heacow .mnoHumzaou xuu uzo aumwa :Hauu Ou souvenm w:«:«m»b .EuumOnm madcanuk vOva comxomn oon xom uuwnaqu cam unusuuamun .uux cemxuun ~QEouum «mun: 0\u ucam1 :o aau:=co >ucsoo :omxuun h2m2m:~kmm..¢0humw voOVImmh ceduaquomm< muwumacw: Huufiaumcm>u muwumacqz .mfiquOMQ >qu=EEOU can fluqoow noduuwu0mm< . .u:«:amuu >hun=uc« nuoumacwt ~m04aovcu>m nuounwzu: .ucoao>0unamuuaum new n5duUOnm codOMHwn one: :Omxomn @602 coynddu mNNm nuuflzu :auzuuun uuuwca 0:15mwzuou >uuuzu uumnuo: .>w¢ 0\u mmnmlvmh mwnouszu mnmzuuuu ~00£Um >mv:=m .ocucgauu :oahua zeauuaUOmn< mumummcq: aauwauocn>m zomu_gmz--¢OHumm mucouaum oamflom .mwmnmau sewumosuo Auowm>£m vwoulmmh NOva GOmxoaD uouuum nuuoz .3 coma azout nuuoam comxoan nsao uvavuau camxuun Uwansm Hanacoo .cosadmxomnllmwadm uoHuam veamv :0mxuah van: caucauo: .m mnnm Dado uu=w0nm :Omxuan ZO~How no acuuumm confluao Owanam Hauocoo .ucufi rcua>om a” noduUQAUauuum Udansm woausouco 09 .nmocwo< .ouu .OCauwme acaumflfifioo .nocfi uuoon oHHnsm no oaavonom .c0au0a Hmwouuuo osmcoooum mcomuua Hnucuficuo>oa ou m0 uwunsm 0u~0300\3u0ucw 0v voocaaco«uu0500 «dowuwaom >uumsvcfi nauoom ouu>fium ncauouo> .mEUuooum «vane .auw: 155500 uasca auuucmu no mcwoc mcwuoo: ooo-ou 335.3300 . 3:03 InsaCMOuo uauOumucoc .mwduunm uncuuwaom ofiandm Hauocoo .Eoum>m HaucwE:um>om .mmooOum Havauaaom :w :oHuaoavo Hoowuuoum cemxoun mokuxao amp ucwufimoum .ocnso uuuamunx 0\0 muou0> case: no ozone; NHHVIth Ho~mv cooxuun savanna: .3 oNH uouuoufio .oumnm cacao“: oxo ocuwuo mccuuuo> >ucsou comxuah mNVVImmh llllll'lll'||l||lnll| comxuun canauuoo .m «ma uwnonvua Haaocuz 0\0 >uumm Ouumuooaoo >ucsoo comxonb whwmmmHZH 4<~Ummw--¢OHumm .vovcouua duo: 0000 no: o>az owuo acoma uoaaoln so=0usu vououuo oldumoum m0aoaaoo no unavanmo: .ucaa nuuomoc guano: >uzaou muoxuoxommo 6:0 Auauom .uuo .noustUOHQ 0>auoodumo>ca .ocwaomcsou cw mosvficzoou muwcuuma cu coo: muoxuoaonoo can Hawoom acauu¢ >uacaaaoo no £05m acqucamu ouu>aum nucoamwuou can muovw>0um cou:uom .u:o«mn0n acquonm .ooocounaa uwuwoomn ou vuuuouuo naoguxuoa no mouusoo 03» Shannon you 0002 oquaoo xuacdfiaou cOmxomn uouoom unwE>0amEm ouo>aum Uganda Houwcwo .ucoufivau o>wuoaooum ma nonmao uavcmn >~Huucal 0:» uo moauaaanu o>«u«nOQ on» we muuaoAmao u0\v:a owansm «ouocoo ozu BuOuc« cu maozmxuoy uo momunou .onuaoo .oommuufivcm: >Haaucoa on» mauucuunuoccs uozom muoaaacov ado: savanna: .omoHHou >uacdlfioo cOmxoan unwoucsao> use uumum .muawxm >u0ma>uomsm can ucmswvacms uo awum ozu a“ meauq>muuu who: Ho~¢v :0mxoon «anon .m mow uouuouun o>wuaooxm .ouonaoo ouovouzh .umuu 0\0 >EN¢ acuuo>aom amonnwmh mHHonmmh Noamv canxuan uoouum 04am adv uouUOuwo ‘0ucwuzaq swung 0\0 cowuouaamcoo on“; acmmv :onxuon :mo«:u«: .3 mu» .uwn .ooxu .uCMOOauo cansaau 0\0 ”Monaco usoom Hume mafia: nmquu nvmolvmh .v.u:ou mo~>¢mm 4 .525:me wu—uuo ...m0m mukfipm nut—z: wu_>¢um 4mg“. fink—z: nu< 209.0!- uz_m30: 0—48.! 209.0(0 .00 t530 9.60:0 h0~xhuum :_<—u0m 0305.5. 4.02200 mUQ d .Quulgaz 3m) 31.0271 :55 31-2.15; 310—3 :‘QIEB 01l>u§11 x<3xuzkmum zougwhxw 23:20.! no CLmzw>uz= 0v .ouuualfi‘: wE—ieu 205—(0:3 :03 8.23 oinwougum 025.”)? ”Exam-ah >m.:k<3m ovnn.u.m .xomhwfiz nz< 0229.5 hi .NNIINUZE L0 400:“; 2x03<> z._¢um #583 0:32. maisz2§8 3.225; : 2283 oviEwmaguzu 35 : 228: «~lEECw: E326 £285.. 3 .8--w:::mz_ 35m $53» 3m: ow--.8mm< 22:85 52:2: $02254“: jun 52:22 on .an--za::uomw< $333324: oimauuzagx .998. 845.83. 3:22:52sz E: maize—22233 2:952 .2283: Bmzmu: «n .3. avian»? 2!? no 53%. omimmifcmdx 8:33: «3:; >38 .3... fl .fi--2u.!...8 .9 .355 :3 $33. 7-93885. 3:325 :93: 235:. an .3129: E35 235:. films: :32. 233:, an .313: E583 23.8% 819838 ”.392 235:, ow .R-L<:382 2.533% 235% S 5736.353 48:2... whigflz. 2:96: 3 .51689 .528 285:. Rigfig E28 236:, 9-15: 25:95: E38 2306:. R .323: 35.32“. .- ofltom :23. 92>me 418m 9... .~m--EUE.§ua tiuxm 57-5333 .3 EnoYzowxfla «7-2.5 £33 :38 235:. «m .915: 2:38qu C238 3955. an finicza< «E 452:8 C238 2906:. a“ 6:29:55.” “2:538 E58 235:. .o--EEE< >538 235% 9:93.59 E2318 286:. On .lenhzgfimun mug—40.. vmlnhzgfimun 20~hz<¢m3 Om .NMIIPZUPSLNQ mm: ma CLUIzowxufi. hi .3 .3” .sdnltwmxgga mmmz—ma 209.05. 0* .N .¢||m¢0._..._~hu< 20: On .Rlléu «mama: Rz< uaah ¢9000 Hm .omlmm—Ean—z— 4425000 o::hz<¢:<._.mu¢ vamumJuu ovnnzghgommou whoa-00E 4(6qu 0v .ON .mN .QN|IJamukm #9.: mM|uzu~Szu Jiouhgmxgau Ema—u Hm .nmln.u0wm< map—.22“: Ju NNucvSuwa. has; jaw 01 .Ruuzo~._.<¢0mzou kguw—Q 9‘ .8150”. “2:03. t0n mnuuxugzu hmF—lé 4w: vuuuouzju 2.5;: 1.55! 61mg En 3:13.30 >z._.z_.50 mJJ—z m0; unnummomu nu: 53¢! cuuwz~xz