ABSTRACT ROLE EXPECTATIONS FOR CHIEF STUDENT PERSONNEL ADMINISTRATORS IN LARGE UNIVERSITIES by M. Lee Upcraft Statement of the Problem The purpose of this study was to describe and analyze the expectations of chief student personnel administrators in institutions of higher education with more than 10,000 students regarding their role. These expectations were analyzed according to the following variables: type and size of institution in which the participants work, degree held. type of training, recency of training, previous work experience, and the person in the university structure to whom the chief student personnel administrator reports. Hypothesis It was the general hypothesis of this study that there existed a divergence of expectations among university chief student personnel administrators concerning the role of the chief student personnel administrator in a university with 10,000 or more students. Procedures All chief student personnel administrators in uni- versities with 10,000 or more students in the Uhited States M. Lee Upcraft were included in the population studied, or a total of 93 administrators. A questionnaire based upon the model of Nelson1 was refined and adapted for use in this study. Questionnaires were mailed to this population in the Spring of 1966. Eighty—three usable questionnaires were returned, or 89.3% of the total number of chief student personnel administrators sampled. The results were subjected to computer tabulation and statistical analysis. Conclusion It was the conclusion of this study that there is a consensus of expectations concerning the role of the chief student personnel administrator in the large university. Only four of the eighty—one items of the questionnaire yielded significant divergence. The analysis of the sample according to the selected characteristics of type and size of institution, degree held, type of training, recency of training, previous experience, and the person to whom the administrator reports failed to yield significant differences. The greatest differences were found between those respondents with previous professional experience and those without such experience, but those differences represented less than 18% ’ I ,f '1‘, :V.‘,l!’rf of the items. 1Lawrence 0. Nelson, Role Expectations for Selected College and University Presidents, Ph.D. Thesis, Michigan State University, East Lansing, Michigan, 1960. ROLE EXPECTATIONS FOR CHIEF STUDENT PERSONNEL ADMINISTRATORS IN LARGE UNIVERSITIES BY M. Lee Upcraft A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1967 ACKNOWLEDGEMENTS IThe writer wishes to express his sincere appreciation to Dr. James Costar, Chairman of the Guidance Committee for his dedicated and perceptive assistance during the preparation of this thesis. Appreciation is also extended to Dr. Eldon Nonnamaker, Dr. Walter Johnson, and Dr. Allan Beegle, who, as members of the Guidance Committee willingly gave of their time and professional advice. The writer is also indebted to Dr. John Fuzak, Vice-President for Student Affairs of Michigan State Uni- versity for his assistance in the development of this thesis, and to Dr. Donald Adams, Director of Residence Hall Programs, Michigan State University for his professional advice and personal encouragement. For his parents and his wife Lillian and his daughter Kirsten, the writer reserves a special expression of appreciation for their encouragement, understanding, and tolerance during the years of doctoral study. ii TABLE OF CONTENTS Chapter Page I. THE PROBLEM . . . . . . . . . . . . . . . . . |.—J Introduction Statement of the Problem Importance of the Study Definition of Terms UlebJH Chief Student Personnel Administrator University Public Institution Private Institution Professional Training Non-Professional Training Professional Experience Non-Professional Experience Role Position Expectations Role Consensus mmmmmuunmmmmm Hypothesis Scope and Limitations Organization of the Study II. REVIEW OF RELATED LITERATURE . KO \0 CD\lO\ Literature Related to Social Role Theory Literature Related to Application of Role Theory to Education Literature Related to Role Theory in Student Personnel Administration 19 |._a U1 III. DESIGN AND METHODOLOGY . . . . . . . . . . . . 29 Development of the Questionnaire 29 Selection of the Sample 32 Administration of the Questionnaire 32 Hypotheses 34 Tabulation of Responses 36 iii Chapter IV. PRESENTATION OF THE DATA . . . . . . Characteristics of the Sample Analysis of Data Related to Personnel Qualities Analysis of the Data Related to Participations Analysis of the Data Related to Friendships Analysis of the Data Related to Performances Summary of Major Findings V. SUMMARY, CONCLUSIONS. AND RECOMMENDATIONS Statement of the Problem Methodology Hypotheses Conclusion and Discussion of Significant Findings Implications Suggestions for Further Research BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . APPENDICES iv Page 37 37 39 51 53 55 81 96 96 96 97 98 107 110 113 118 Table 1. LIST OF TABLES Designated titles of university chief student personnel administrators participating in the study . . . . . . . . . . . . . . . . . Characteristics of university student personnel administrators participating in the study . Responses of all university chief student person- nel administrators pertaining to personal qualities . . . . . . . . . . . . . . . . . Significant differences in responses of uni- versity chief student personnel administra— tors in public and private institutions regarding personal qualities . . . . . . . . Significant differences in responses of university chief student personnel adminis- trators with doctoral degrees and those without such degrees regarding personal qualities . . . . . . . . . . . . . . . . . Significant differences in responses of uni- versity chief student personnel administra- tors with professional training and those without such training regarding personal qualities . . . . . . . . . . . . . . . . . Significant differences in responses of uni— versity chief student personnel administra- tors trained within the last 10 years and those trained 10 or more years ago regarding personal qualities . . . . . . . . . . . . . Significant differences in reSponses of uni- versity chief student personnel administra- tors with professional experience and those without such experience regarding personal qualities . . . . . . . . . . . ... . . . . Significant differences in responses of uni- versity chief student personnel administra- tors who report directly to the president and those who report elsewhere regarding personal qualities . . . . . . . . . . . . . Page 38 39 41 43 44 45 46 47 48 Table Page 10. Significant differences in responses of university chief student personnel adminis- trators in institutions with 10,000 to 20,000 students and those with 20,000 or more students regarding personal qualities . . . . . . . . . . . . . . . . 49 11. Responses of university chief student personnel administrators pertaining to participation for those who hold that position . . . . . . 53 12. Responses of university chief student personnel administrators pertaining to intimate friendships for those who hold that position 55 13. ReSponses of all university chief student per- sonnel administrators pertaining to performances . . . . . . . . . . . . . . . . 57 14. Significant differencest1responses of uni- versity chief student personnel administra- tors in public and private institutions regarding performances . . . . . . . . . . . 64 15. Significant differences in reSponses of uni- versity chief student personnel administra- ‘tors with. doctoral degrees and those with— out such degrees regarding performances . . 67 16. Significant differences in responses of uni- versity chief student personnel administra- tors with. professional training and those without such training regarding performance . 70 17. Significant differences in responses of uni- versity chief student personnel administra- tors trained within the last ten years and those trained more than ten years ago re- garding performances . . . . . . . . . . . . 72 18. Significant differences in responses of uni- versity chief student personnel administra- tors with previous professional experience and those without such experience regarding performances . . . . . . . . . . . . . . . . 74 19. Significant differences in responses of univer- sity chief student personnel administrators who report directly to the president and those who report elsewhere regarding per- formances . . . . . . . . . . . . . . . . . 77 vi Table Page 20. Significant differences in responses of uni- versity chief student personnel administra- tors in institutions with 10,000 to 20,000 students and those with more than 20,000 students regarding performances . . . . . . 79 vii LIST OF APPENDICES Appendix Page A. QUESTIONNAIRE . . . . . . . . . . . . . . . 118 B. LIST OF SELECTED UNIVERSITIES . . . . . . . 123 C. LETTERS OF CORRESPONDENCE . . . . . . . . . 128 D. RESPONSES TO QUESTIONNAIRE ITEMS . . . . . . 131 viii CHAPTER I THE PROBLEM Introduction During recent years many questions have been raised concerning the role of student personnel services in American colleges and universities. Because of the increasing com- plexity and diversity of American higher education and the rapid rate of growth of colleges and universities during the post war period, the exact definition of the role of these services has been largely determined by each individual institution. Thus, one person who has a great influence on the nature of these services is the chief student personnel administrator, usually titled the dean of students or vice- president for student affairs, and it is his role that this study attempts to describe and analyze. A review of the literature concerning the role of the chief student personnel administrator reveals that, with two exceptions, his role has never been studied in depth. There are many definitions of his role derived from general philosophies of student personnel administrators and educators, but in only two instances has his role been examined on the basis of empirical data. In 1963, Rodgers conducted a study of the critical V1 aspects of the function of the student personnel dean for institutions 2,000 to 10,000 students in size.1 In 1961, v/ Reynolds surveyed all liberal arts colleges with enrollments below 2,000 full time students in an effort to discover the current practices of the chief student personnel officer.2 For the large institutions that educate a vast majority of the college graduates today, there is no empirical evidence reported in the literature regarding the role of the chief student personnel administrator. This study is concerned with the role of the chief student personnel administrator in institutions with 10,000 or more full time students. A clear definition of this role will have considerable meaning for teachers of future student personnel administrators, university boards of control and university presidents who hire student personnel administrators, members of the faculty who seek to understand the—role of the student personnel administrator in the academic community, and most importantly, chief student personnel administrators who currently hold such positions. lAllan W. Rodgers, An Investigation of the Critical Aspects of the Function of the Student Personnel Dean as Seen by his Professional Peers Using the Critical Incident Technique, Ph.D. Thesis, Michigan State University, East Lansing, Michigan, 1963. 2William M. Reynolds, The Role of the Chief Student Personnel Officer in the Small Liberal Arts College, Ed.D. Thesis, Michigan State University, East Lansing, Michigan, 1961. Statement of the Problem The purpose of this study is to describe and analyze the expectations of chief student personnel administrators in institutions of higher education with more than 10,000 students regarding their role. These expectations will be analyzed according to the following variables: type and size of institution in which the participants work, degree held, type of training, recency of training, previous work experience, and the person in the university structure to whom the chief student personnel administrator reports. Importance of the Study Although the role of the university chief student personnel administrator has been investigated previously, his role has never been empirically examined in institutions with 10,000 or more students. Results of a study of this type have implications for all members of the academic community. First of all, the university chief student personnel administrators themselves can use the results of this study as a professional reference point for the interpretation of their own role. The findings can help them become more aware of how student personnel administrators across the country in similar positions interpret their roles. This knowledge can, in turn, affect the way in which administra- tors define and interpret their own roles. Second, this study can have implications for the training of university student personnel administrators. A clear definition of the role of the chief student personnel administrator in large universities can assist those respon- sible for graduate and in-service training programs for student personnel administrators. Third, the results of this study can have implications for members of the teaching faculties of institutions with 10,000 or more students. Studies by Fitzgerald3 and others have indicated that faculty perception of university student personnel programs and services is often limited and, in some cases, naive. This is due, in part, to the lack of communication between student personnel administrators and faculty members concerning the role of student personnel services in the academic community. This study can help provide a basis for more beneficial discussions. Fourth, the results of this study can have implica- tions for boards of control and presidents who are assigned the task of selecting and evaluating the work of chief student personnel administrators. The study will include the recommendations of chief student personnel administrators concerning the personal qualities and professional qualifi- cations essential for those who hold the position of chief student personnel administrator in a university with 10,000 or more students. 3L. E. Fitzgerald, A Study of Faculty Perceptions of Student Personnel Functions, Ph.D. Thesis, Michigan State University, East Lansing, Michigan, 1959. Finally, there is ample evidence to suggest that students in many instances do not fully understand either the role of the student personnel program or the role of the chief student personnel administrator. Data from this study can help students understand both. Definition of Terms The following definitions are important terms related to student personnel administration which are used in this study: Chief student personnel administrator: Refers to the administrator in a university of 10,000 or more students whose primary responsibility is to administer the student personnel program of that institution. University: An institution of higher education having a four year curriculum leading to a Bachelor's degree which was established for the purpose of offering education beyond the twelfth grade. Public institution: A university whose primary financial support originates from tax supported sources. Private institution: A university whose primary financial support originates from sources other than taxes. Professional training: Formal education at the graduatejz’ level in fields of student personnel administration, ~ guidance and counseling, psychology, sociology, or administration of higher education. NOn-professional training: Formal education at thel/” graduate level in other than professional fields. Professional experience: Job experience in the field of student personnel administration or guidance and counseling. Non-professional experience: Job experience in fields other than student personnel administration or guidance and counseling. The following definitions are important terms related to the concept of role analysis which are used in this study: Role: A set of expectations applied to an incumbent of a particular position. Position: (Sometimes referred to as Status): The location of a person or class of persons in a system of social relationships. Expectations: An evaluative standard applied to an incumbent of a position. Role consensus: A consensus of the expectations applied to the incumbents of a particular social position. Hypothesis It is the general hypothesis of this study that there exists a divergence of expectations among university chief student personnel administrators concerning the role of the chief student personnel administrator in a university with 10,000 or more students. The sample will be broken down and analyzed according to the following characteristics: (1) type of institution (public or private) (2) highest degree held (doctorate or non-doctorate) (3) type of training (professional or non-professional) (4) recency of training (within the last 10 years or more than 10 years ago) (5) type of job experience (professional or non- professional) (6) person to whom the CSPA*reports (president or other) (7) size of institution (10,000 to 20,000 students or greater than 20,000 students) *Throughout the remainder of the study the abbreviation CSPA refers to chief student personnel administrator. Scope and Limitations Because of the dearth of literature related to the role of the chief student personnel administrator in large universities, this study is confined to an examination of that role in universities in the United States with 10,000 or more students. In addition, this study is confined to the following selected factors which, according to Gross, Mason, and McEachern4 who first operationally defined the concept of role, are to be considered in studying the role expectations of university chief student personnel administrators: (1) Ideal personal qualities of a CSPA. (2) Appropriate community participations for a CSPA. (3) Appropriate friendships for a CSPA. (4) Appropriate job performances by a CSPA. This study is based upon a mailed questionnaire. Use of this procedure is always based upon the assumptions that there was honesty on the part of the respondent: that the original intent of each question was understood by the respondent: that the responses reflect the intent of the respondent; and that the researcher can correctly interpret the reSponses. Yet, each is not always true. 4Neal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis (New York: John Wiley and Sons, Inc., 1958), p. 12. Organization of the Study Chapter I has introduced the study and stated the problem, described the importance of the study, defined the terms of the study, and stated the general hypothesis of the study. Chapter II summarizes the pertinent information found in the literature related to role theory, application of role theory to education, and application of role theory to college student personnel administration. Chapter III includes the design of the study and the procedures followed in using the questionnaire. Chapter IV consists of an analysis and interpretation of the data. Chapter V contains a summary of the findings as well as conclusions and recommendations for further research. CHAPTER II REVIEW OF RELATED LITERATURE Literature Related to Social Role Theory Over the past thirty years, writers in sociology, social psychology, and cultural anthropology have developed the concept of‘role to explain the personal and behavioral characteristics of persons in various institutional positions of society. The pioneer work in this area was done by Ralph Linton, who introduced the concept of role in 1936 in his book. The Study of Man. Linton listed three separate elements that are pre-requisites for the existence of society: (1) an aggregate of individuals, (2) an organized system of patterns by which interrelations and activities of these individuals are controlled and (3) the e5prit de corps which provides motive power for the expression of these patterns. For Linton a social system is a cultural phenomenon or a set of blueprints for behavior. It is the ”sum total of the ideal patterns which control the reciprocal behavior between individuals and between the individual and society."1 Thus status and role represent a conceptual elabora- tion of the ”ideal" patterns which control reciprocal lRalph Linton, The Study of Man (New York: D. Appleton- Century Company, 1936), p. 105. 9 lO behavior. Statuses are polar positions in patterns of reciprocal behavior, or a collection of rights and duties.2 A role represents the dynamic aspect of status. When an individual puts the rights and duties which constitute the status into effect, he is performing a role.3 "It is through the occupancy of statuses by individuals and their performance of roles that the 'business' of society is accomplished. It is carried out in a patterned and organized way through the members of society occupying statuses and performing roles. From the vieWpoint of the individual, the combined status and role serve as guides for his conduct, specifying the minimum of attitudes and behavior which he must assume if he is to participate in the overt expression of the pattern."4 For Linton, therefore, role does not refer to the actual behavior of an occupant of a position but to behavior standards. It consists of ". . . attitudes, values and behavior ascribed by the society to any and all persons occupying this status."5 It is essentially a cultural phenomenon. Davis deals with role as the actual behavior of persons occupying a social position. "How an individual 2Ibid., p. 113. 3Ibid., p. 114. 4Gross, Mason and McEachern, op. cit. 5Ralph Linton, The Cultural Background of Personality (New York: D. Appleton-Century Company, 1945), p. 77. 11 actually performs in a given position, as distinct from how he is supposed to perform, we call his role. The role, then, is the manner in which a person actually carries out the requirements of his position. It is the dynamic aspect of status or office and as such is always influenced by factors other than the stipulations of the position itself."6 Thus, for Davis role is essentially a personal phenomenon. The theories of Sargent and Parsons lie between the above mentioned theories. Sargent stated that "a person's role is a pattern or type of social behavior which seems situationally appropriate to him in terms of the demands and expectations of those in his group."7 In this sense, roles "have ingredients of cultural, of personal, and of situational determination. But never is a role wholly cultural, wholly personal, or wholly situational."8 Thus for Sargent role is essentially a cultural, personal and situational phenomena. Parsons stresses role as an individual's definition of his situation with reference to his and others' social position. Behavior is action which is oriented to the attainment of goals or other anticipated states of affairs, 6KingsleyDavis, Human Society (New Ybrk: The MacMillan Company, 1948 and 1949): p. 90. 7Stansfelt Sargent, ”Concepts of Role and Ego in Contemporary Psychology," in John H. Rohrer and Muzafer Sherif (Editors), Social Psychology at the Crossroads (New York: Harper and Brothers, 1951), p. 360. 81bid., p. 369. 12 takes place in situations, is normatively regulated, and involves expenditure of energy or effort.9 In this context, therefore, role is a mode of organization of the actor's orientation to the situation.10 By far the most recent and comprehensive study of role was done by Gross, Mason and McEachern in their study of role expectations of school superintendents.ll In an attempt to combine the essential elements of each of the previously described definitions of role, the following hypothesis was formulated: Individuals, (1) in social situations, (2) behave (3) with reference to expectations. People do not behave in a random manner; their behavior is influenced to some extent by their own expectations and those of others in the group or society in which they are participants. Regardless of their derivation, expectations are presumed to be an essential ingredient in any formula for predicting social behavior. Human conduct is in part a function of expectations.12 "But some expectations apply to certain individuals and not to others, whether a particular expectation is assigned to an individual depends upon his identity. Whether 9Talcott Parsons and Edward A. Shils, Toward a General Theory of Action (Cambridge: Harvard University Press, 1951), p. 53. 0Gross, op. cit., p. 13. llIbid., p. 17. 12Ibid., pp. 17-18. 13 a person is identified as a male or female, as a policeman or teacher, a sales clerk or a janitor, a member of one social system or of another makes a difference in the expectations others hold for him or that he holds for him- self. It is necessary to specify an individual's locations in social relationship systems or his ”rational identities" in order to determine what expectations are held for him. . This component is also involved in most, although not all role conceptualizations. Expectations are assigned to individuals on the basis of their locations or positions in social systems.”13 Gross, et. a1. conclude that most formulations of role conception in the social science literature include the assumption that consensus exists concerning the expec- tations applied to the incumbents of a particular social position.14 It is therefore necessary to explore the usefulness of this concept of consensus and the effect of the knowledge of consensus upon the behavior of the individual performing his role in a particular social position. wacomb stated that an individual's behavior in a given social position is influenced by the demands and expectations of his associates. He learns to anticipate what kinds of role behavior are "rewarded” and what kinds 13Gross, et. a1., op. cit., p. 18. l4Ibid-l p. 18. 14 are “punished."ls People interact by communicating with one another.16 Perceptions are made only in some sort of role context,17 and groups provide the framework of reference for these self-perceptions.18 Brookover feels that the expectations which various persons and groups hold for the occupants of a position , / determine to some extent the behavior of the person in that position.19 The influence of role expectations on the behavior of a specific actor in a particular role is affected by the degree of involvement in the group whose expectations are being considered. The impact of any group's role expectations on the behavior of a particular person occupying Vthe role depends upon his perception of those expectations.20 Powell and LaFave expand upon Brookover's explanation and explore the situational factors which bear an important relationship to role taking accuracy. First, the type of circumstance of interaction is important. The size of the group, the formality of its organization, and the intimacy of the group all influence the extent to which the expectations 15Theodore M. Newcomb, Social Psychology (New York: Dryden Press, 1951). p. 447. 16Ibid., p. 331. l7Ibid., p. 333. 18Ibid., p. 323. 19Wilbur B. Brookover, A Sociology of Education (New York: American Book Company, 1955), p. 323. ZOIbid., p. 325. 15 of the group will affect the role of a particular incumbent. Second, the motivation relevance which the situation holds for the incumbent is important. Therefore, the incumbent is likely to change his behavior to meet the expectations of the group only if acceptance of him by that group is important to him. Third, the acting ability of others in the group is an important factor. If others in the group are able to define their roles, the incumbent is better able to define his particular role. Finally, the attitudinal consistency of others is an important factor. Is there a consensus among the group concerning the role to be taken by the incumbent? Is this consensus a clear and concise one which the incumbent can clearly understand?21 In conclusion, many different variables affect the extent to which an incumbent of a particular social position is influenced by the expectations of others. But he is inevitably influenced by these expectations, and adjusts his behavior accordingly. Literature Related to Application of Role Theory to Education There are many studies in the field of education which describe and analyze the incumbents of social positions, including teachers, principals, superintendents, university presidents and many others. This section describes some 21Reed M. Powell and Lawrence LaFave, ”Some Determinents of Role Taking Accuracy,” Sociology and Social Research, 42: 319-326, May-June, 1958. 16 of the operational extentions of social role theory. Brookover studied the role of the classroom teacher as a factor in pupil achievement. In terms of teacher roles, the traditional teacher-pupil relationship is one of conflict or struggle. Thus students expect a teacher to assume and maintain the dominant role if interaction is to continue in an orderly fashion. In reality, the student expects the teacher to force him to learn. If the teacher fails to meet this expectation and assumes a permissive role, the pupil may be led to the assumption that learning is not desired or necessary in the latter situation. Brookover further con- cluded that friendliness, helpfulness, and other evidence of congeniality were not associated with good teaching.22 Getzels and Guba studied role conflict among public school teachers. They sought to measure the socio—economic, citizen and professional roles of the teacher. Using an instrument based upon interview data, they concluded that in addition to a common core of expectations, the teacher's role is defined by varying expectations which are a function of local school and community conditions. Some expectations for the teacher's role are inconsistent with expectations connected with other roles the teacher occupies. This role conflict indicated that the teacher role does not integrate adequately with other roles that the teacher must assume.23 . 22Wilbur Brookover, ”The Social Roles of Teachers and Pupil Achievement,” American Sociological Review, Vol. 8, PP- 389-393, 1943. 23Jacob W. Getzels and Egon G. Guba, "The Structure of Role and Role Conflict in a Teaching Situation," Journal of Educational Sociology, vol. 29, 1955, pp. 30-40. ‘ag. 17 In another study, Getzels and Guba concluded that an individual brings to a role certain personal character- istics which influence the way in which others perceive his role, in a given situation. "An individual stamps the particular role he fills with the unique style of his own characteristic pattern of expressive behavior."24 Bass studied the role of the public school principal. Using a checklist of the 102 typical duties performed by high school principals, he surveyed 76 Tennessee high school principals and 25 authorities in the field of high school administration. He found that principals spend most of their time in the administration and supervision of the high school, with guidance, public relations, clerical, research and teaching responsibilities comprising the rest of their time. Several critical problems confronting high school principals were isolated, including encouraging acceptable student performance, leading the teaching staff, recruiting new teachers, and funding the budget.25 The most comprehensive study of role theory was con- ducted by Gross, Mason, and McEachern in their study of the role of the public school superintendent. Using interviews and questionnaires, they asked 105 school superintendents 24Jacob W. Getzels and Egon G. Guba, "Social Behavior and the Administrative Process,” School Review, V01. 45. Winter; 1957’ pp. 423-441. 25 Floyd L. Bass, ”Duties of Tennessee High School Principals," National Association of Secondary School Principals Bulletin, 45: Oct., 1961, pp. 79-88. 18 and 508 school board members to describe the role of the public school superintendent. They concluded the following: (1) An incumbent of a focal position may define (2) (3) (4) what most of his rights and obligations are and an incumbent of a counter position may accept his definition. Incumbents of counter positions may define most expectations and an incumbent of the focal position may accept them. Neither the incumbent of the focal or of the counter position may have well—defined eXpectations for each others' behavior in their initial interaction and they may be eventually worked out through a trial and error process. Some expectations may be learned prior to, and others during, position incumbency. In the field of higher education, Nelson studied the role expectations of college and university presidents. Twenty-six presidents and 104 board of control members held converging expectations for the role of the president. (1) (2) (3) More specifically, Nelson concluded the following: It is desirable for prOSpective presidents to be familiar with the expectations which appoint- ing board of control members hold for the role of college or university presidents. If they feel unable to accept or modify these expecta- tions they should consider declining appointment to the office of president. It is desirable for board members to be aware of the expectations upon which they and their in- cumbent president hold differing points of view, and to seek to narrow the gap between their thinking and that of the incumbent president under their jurisdiction. It is desirable for the incumbent presidents to familiarize themselves with the expectations of 26Gross, Mason, and McEachern, op. cit., pp. 248-249. l9 divergence which the study provided, in order to better understand the board member position and thereby reduce the possibility of friction between themselves and the board. (4) That all presidents and board of control members recognize that there are hidden areas of con- flict in expectation for the role of college or university president, and that they should dis- cover these areas and to resolve their differences of opinion by open recognition of the fact rather than waiting for more serious repercussions. 27 The concept of role has been a useful one for many levels of education. For teachers and administrators, role studies have helped to clarify and define behavior in a social environment. Literature Related to Role Theory in Student Personnel Administration Much has been written about the "role" of the student personnel administrator, but most of such literature is based upon opinion rather than empirical evidence. In the colonial college, much of what was later to become "student personnel work” was done by the faculty and the college president. "The first personnel officers in an American college were the colony overseers at Harvard and members of the boards of trustees in other colleges. Later presidents and members of the faculties shared the responsibilities and were assisted by tutors, ushers, stewards, and student monitors. They acted in loco paren— tis and were required to patrol the dormitories frequently 27Lawrence 0. Nelson, Role Expectations for Selected College and University Presidents, Ph.D. Thesis, Michigan State University, East Lansing, Michigan, 1960, pp. 132-40. 20 and report all absences and misdemeanors to the board of trustees, which determined punishments. There is evidence that these officers were concerned also with the health, recreation, and general welfare of the students.28 During the 19th century, these functions were delegated from the board of trustees and the president to specialized personnel (usually the faculty) who handled surveillance of classrooms, study halls, dormitories, and dining halls. The president, however, remained the chief disciplinary officer.29 Although the first full-time position in student personnel administration was created around the turn of the b//' century at the University of Illinois,30 it is the opinion of Long that the development of an office to perform, direct. or coordinate student personnel services headed by a chief student personnel officer was essentially a post-World War II phenomenon.31 In 1955, the Dictionary of Occupational Titles con- tained. for the first time, a detailed description of the student personnel dean. It read as follows: 28Eugenie A. Leonard, Origins of Personnel Services in American Higher Education (University of Minnesota Press: 1959). P. 106. 291bid.. p. 112. 3ORoy DeFarrari, Collpge Organization and Administra- tion (Washington: The Catholic University of America Press, 1959). p. 76. 31Lawrence W. Long, "Evolution of the Dean of Students." Journal of Higher Education, V01. 15 (Oct., 1944), pp. 383-84. 21 Directs and coordinatesppersonnel program: con— fers with faculty members and personnel staff regarding problems and procedures and budget. to assure coordina- tion between the personnel and academic programs. Serves on committees concerned with formulating student personnel policies; and acts as consultant to adminis- trative officials on problems related to policy, pro- gram, and administration. Assists in preadmission evaluation of student's qualifications, and in curricu- lum planning. Promotes extension of student facilities. Supervises and assists in planning university social, recreational and cultural programs. Sponsors and ad- vises student organizations. Interprets university policies and regulations governing student groups. and adjudicates appeals from decisions of student govern- ment organizations. Schedules and arranges for social and recreational events, and maintains a calendar of events to minimize conflicts. Promotes good public relations by participating in community programs and giving talks relative to college activities. Main— tains close working relationships with community groups. Acts as adviser on problems related to social and recreational activities, counseling, part-time employ- ment, and student welfare. Represents the college at conferences and professional gatherings. Promotes donations of scholarships. May supervise operations of dormitory, food service, financial aid, housing, placement program, and counseling and guidance center. Provides counseling services: Interviews and coun— sels individual students or groups relative to personal problems. educational and vocational objectives, housing, loans, scholarships, and social and recreational activi- ties. or refers student to specialized personnel office when need for such referral is indicated during inter- view. Assists students to make better adjustment to campus and community life, and to make suitable educa- tional and vocational plans. Refers students requesting full or part-time employment to prospective employers on the basis of the individual's qualifications for job opening, or refers student to placement office. Con- fers with parents and instructors on individual student problems. Plans and conducts orientation meetings for entering students. May interview all failing students or students with low scholastic standing to determine and resolve causes of difficulty. Interviews students guilty of infractions of university rules, and takes necessary disciplinary or remedial actions. Approves selection of students for positions of responsibility in extracurricular activities based on a review of student's scholastic ability and achievement. Maintains a cumulative record of individual student scholastic ability and progress. May administer and supervise 22 the counseling program in dormitories and direct activities of faculty advisers. Performs administrative duties: Prepares budget and administers appropriations of department. Periodi- cally inspects buildings and premises concerned with housing and food service and recommends replacement and repair of furniture and equipment. Interviews house- mothers, dormitory counselors, and kitchen help and approves their qualifications for employment by the university. Education: The Master's degree in education, psychology. or sociology is essential, and some colleges and universities require the Doctorate. Courses in personnel administration are considered desirable. Experience: Experience in teaching, school adminis- tration, and student personnel work is considered essential for a given number of years as determined by pertinent administrative official. Experience in social work, business or industrial personnel work is considered desirable. Training (On the job): Participates in periodic staff conferences. and attends meetings of student and faculty organizations. Training (Professional): Performs research in related fields, and is encouraged to take formal courses leading to advanced degrees.32 A later publication of the same document included this revised description. Directs and coordinates student personnel programs of college or university: Participates in formulation of student personnel policies and advises staff members such as president, educational institution; registrar; and director of admissions on problems relating to policy, program, and administration. Directs and as— sists in planning social, recreational and cocurricular programs. Provides individual or group counseling or advising services relative to personal problems, edu- cational and vocational objectives, social and recrea- tional activities, and financial assistance. Respon- sible for supervision of student discipline regarding 32United States Department of Labor, Dictionary of Occupational Titles, Second Edition, Supplement 1 (Washington: Government Printing Office, 1955). 23 adherence to university rules and in instances con- cerning responsibility to public for student actions. Sponsors and supervises student organizations. Pre— pares budget and directs appropriations of student services unit. Represents university in community on matters pertaining to student personnel program and activities. May teach. May direct admissions, foreign student services, health services, student union and testing services. May be in charge of women's activities and be designated dean of women; or of men's activities and be designated dean of men. In large colleges or universities may delegate duties to staff members designated as dean of men and dean of women. In the final publication of the American Council on Education series on student personnel work, published in 1958, the following summary was included: With the development of centralized organization of student personnel services. confusion has arisen concerning titles for those holding administrative responsibilities. . . . The usage of the title Dean of Students to designate a chief administrative officer in a coordinate student personnel service program has become very common. In many institutions the title carries with it essential responsibility for staff coordination and supervision. To the student clientele, however, the title carries an implication of direct contact and service. Since such student contact is often difficult because of administrative load, the title of vice-president has been adopted in many institutions that have coordinated programs. The administrative officer who works closely with other administrative officers and directly with a staff serves a function quite different from that of the dean whose major time and effort is spent , in direct contact with students. The characteristics of the person employed for a position are, therefore. to be considered along with his training and the definition of the job he is expected to do. 33United States Department of Labor, Dictionary of Occupational Titles, Third Edition, Vol. 1, (Washington: Government Printing Office, 1965). 4Daniel Feder, et.al., The Administration of Student Personnel Programs in American Colleges and Uni- versities, American Council on Education Studies, Series VI, No. 19 (Washington: American Council on Education, 1958). 24 An extensive search of the literature revealed only three studies which empirically defined the role of the chief student personnel administrator. In 1961 Reynolds surveyed all liberal arts colleges below 2,000 students in an effort to review the current practices of the chief student personnel officer. The following conclusions were stated: 1. In the size and type of group of institutions studied, there has been a steady growth in the establishment of offices headed by chief student personnel officers since World War II. There has been some tendency for the establishment of these offices to be associated with size. 2. Most of the respondents are male and married. They have a median of twenty semester hours of graduate student personnel work. The median of the reported amount of time devoted to student personnel work is seventy—five percent. Most of the chief student personnel officers report to the president of the institution. 3. Each of the nineteen student personnel functions studied is performed by some of the respondents. The respondents generally consider most appropriate their relationship to the functions to the degree that they perform or supervise the functions. 4. The student recruiting function is the only one not supervised by some of the respondents. The respondents generally consider most appropriate their relationship to the functions to the degree that they perform or supervise the functions. 5. Policy relationship to student personnel functions as well as final administrative authority for functions follow closely the pattern of performance and supervision. 6. Personal and institutional characteristics studied seemed to be somewhat related to the degree of performance, supervision and policy relationships of the reSpondents to the student personnel functions. More study of individual functions needs to be done in this area. The amount of graduate student per- sonnel work and the amount of time devoted to student personnel work by the respondents seem to be 25 related to the degree to which they consider their relationships to functions appropriate. The expectation that the role of the chief stu— dent personnel officer in the size group studied would be different from that of such officers in larger institutions seems to have been justified. It would seem important to be concerned with experience and training for such officers in the student personnel areas where they perspnally perform or supervise to a high degree. 5 A second study completed by Rodgers was concerned with the function of the student personnel dean in institu— tions with 2,000 to 10,000 students. Using a critical incident technique, specific behaviors which were critical to the work of the dean were identified. The findings were summarized as follows: 1. Student Personnel Deans in smaller institutions do more counseling with students than their counter- parts in larger institutions. Student Personnel Deans in smaller institutions are comparatively ineffective in developing cooperative relationships. Student Personnel Deans in larger institutions are more ineffective in conducting investigations of reports of student misconduct than their counterparts in smaller institutions. Student Personnel Deans do not consistently take the initiative to provide leadership and informa- tion, particularly to students and student groups. Student Personnel Deans do not consistently take the initiative in communicating the reasons for their decisions to all parties concerned. 35William M. Reynolds, The Role of the Chief Student Personnel Officer in the Small Liberal Arts College, Ed.D. Thesis, Michigan State University, East Lansing, Michigan, 1961, Abstract, pp. v-vii. 26 6. Student Personnel Deans are consistently success- ful when working with individual students in disciplinary situations. 7. A majority of the Student Personnel Dean's con- tacts are with individual male students and he is generally successful with these individuals. 8. Student Personnel Deans are not consistently success— ful in their dealings with student groups. eSpecially with fraternity and sorority disciplinary problems. 9. Public Relations is the category in which the Student Personnel Dean is involved with a wide variety of people. particularly the press. Therefore, every contact he makes has implica- tions for his effectiveness in public relations. 10. Student Personnel Deans do not consistently analyze and evaluate all areas of their responsibility to develop policies that will give direction and support to help reach the objectives of their program. 11. Student Personnel Deans are not consistently aware that any action in which they participate P// exerts great influence on all considerations of their effectiveness as judged by their professional peers. 12. When policies or rules and regulations are either introduced or altered by the Student Personnel Dean,-they are not always fully explained to all parties concerned. 13. Student Personnel Deans are more effective when dealing with fraternities through an inter- fraternity council or the fraternity advisers than with the fraternity groups themselves. 14. Student Personnel Deans are most effective when working personally with all phases of in- service training. 6 l/ In conclusion a most recent study published by the U.S. Department of Health, Education, and Welfare in 36Allan W. Rodgers, An Investigation of the Critical Aspects of the Function of the Student Personnel Dean as Seen by his Professional Peers Using the Critical Incident Technique, Ph.D. Thesis. Michigan State University, East Lansing, Michigan, 1963, Abstract, pp. ii-iii. 27 behalf of the Office of Education studied the chief student services officer. This study was based upon a question- naire which was completed and returned by approximately 95%,of a 50% sample of universities, liberal arts colleges. teachers colleges. and junior colleges of the Nation. The findings may be summarized as follows: 1. Exactly half of the sample report the title dean of students or dean of student affairs or services. Over half of the sample report that they carry responsibilities for other areas of administration and/or teaching. A little less than half (45%) of the total sample group indicate they are spending at least a portion of their time in the classroom. Public institutions have more fully embraced the concept of a Specially designated administrator of student personnel services. and who Spends larger amounts of time in this work than does his counter- part in the private college. Most chief student personnel officers are male and between the ages of 30 and 50. The master's degree is the typical one held by chief student services officers. However. approxi- mately two-thirds of those executives in institu- tions enrolling 10,000 students or more have their doctorate. About 50% of those engaged in student services work have obtained their preparation in the pro- fessional field of education. Fifty—seven percent of the chief student services officers have been in their present assignments for under five years, and thirty-two percent under two years. 28 9. Nearly seventy percent of the sample population are persons with previous experience in higher education.37 In conclusion, the literature review indicates a void in role studies in the large institution. Undoubtedly. the rapid rate of growth of such institutions contributes to this dearth of research. For example, in 1950 there were 38 universities in the United States with 10.000 or more students.38 By 1958, that number had increased to 39 but in the next 8 years increased to nearly only 46. double that amount, or 88 institutions.40 This study is intended to initiate the recent role research for the uni- versity chief student personnel administrator in the large institution. 37Archie R. Ayers, Philip A. Trip and John H. Russel. Student Services Administration in Higher Education (Washington: U.S. Government Printing Office. 1966), pp. 9—16. 38Harry Hansen (ed.), The World Almanac and Book of Facts (New York: New York World Telegram and Sun, 1950), pp. 545-562.' 39Harry Hansen (ed.). The World Almanac and Book of Facts (New York: New York World Telegram and Sun. 1958), pp. 461—475. 4OHarry Hansen (ed.). The World Almanac and Book of Facts (New YOrk: New York World Telegram and Sun, 1966), pp. 705-723. CHAPTER III DESIGN AND METHODOLOGY The main purpose of this investigation was to analyze and describe the role of the chief student personnel adminis— trator in universities with 10,000 or more students. The university chief student personnel administrators themselves were polled in regard to their expectations of those who fill this position. The data were analyzed according to the following characteristics of the reSpondents: type and size of institution in which they work, degree held, type of training, recency of training, type of job experience. and the person to whom the administrator reports. Each of the sub—groups in the sample based upon these character- istics was analyzed to determine divergence or consensus in their expectations, and to discover, if present, areas of statistically significant divergence which might lead to a difference in the way in which they perceive their role as a chief student personnel administrator. Develgpment of the Questionnaire Development of the main instrument used in this study first involved an examination of the literature in ‘1 the area of social science research methodology as well as techniques of questionnaire construction. y 29 30 The model for the questionnaire used is contained in a study of role expectations of college and university presidents by Lawrence 0. Nelson in 1960.1 Since that study had previously tested the instrument, it was refined and adapted for use with university chief student personnel administrators. After this initial adaptation, the question- naire wasreviewed by two professors in the Department of Counseling, Personnel Services, and Educational Psychology, Michigan State University, whose responsibilities include the training of student personnel administrators at the graduate level. In addition, the Associate Dean of Students and the Vice-President for Student Affairs of Michigan State University also suggested modifications which were incorpor— ated into the questionnaire. From these reviews, a final copy emerged and was printed for use in this study. The major sections of the questionnaire are described as follows: Section 1: The Personal Qpplities Instrument contains 23 items, each of which is an ideal quality or characteristic that a university chief student personnel administrator should have. The items include the characteristics of age, sex, marital status, religious preference. previous job experience, education, and training. Section 2: The Participations Instrument contains eight items, each of which specifies some type of participation in community groups or activities. Most of the items in lNelson, op. cit. 31 this section are peripheral to the administrator's main function of administering the university student personnel program. They include his relationships with other social organizations in the environment in which a university exists. These items include political activities, church affairs, student personnel professional organizations, related professional organizations, veteran's organiza- tions, civic and welfare communities, faculty organiza- tions, and service clubs. Section 3: The Friendships Instrument contains seven items, each of which describesauiindividual highly visible in the community. The instrument attempts to determine to what extent a university chief student personnel administrator's initimate friendships are influenced by his public position. The items include friendships with faculty members, community leaders, academic deans, members of the student personnel staff, the university president, and ordinary citizens. Section 4: The Performances Instrument contains 43 items, each of which describe a behavior in which the chief student personnel administrator may or may not be expected to engage while administering a university student personnel program. They are designed to cover the major type of activities in which a chief student personnel administrator engages while carrying out his position. Some of the items are general statements about his behavior, whereas others are quite specific. They include faculty relations, research and evaluation, public relations, student government, student 32 discipline, professional relations, staff relations, student relations, and university president and board of control relations. A complete copy of the questionnaire is found in Appendix A. Selection of the Sample In order to delimit the scope of the investigation and thereby increase the relevance of the results obtained, the study was limited to the expectations of: (l) chief student personnel administrators located in the United States (2) Chief student personnel administrators in univer- sities with a minimum enrollment of 10,000 students. All the universities in the United States were screened on the basis of the above criteria to determine whether they met the conditions for consideration in the study. Eighty-eight universities were finally selected. This is 100% of the universities meeting the above criteria. A list of institutions which participated in the study is included in Appendix B. Administration of the Questionnaire Each university chief student personnel administrator was sent a personal letter, over the signature of Dr. Eldon Nonnamaker, Associate Dean of Students at Michigan State University, explaining the purpose and importance of the 33 study and requesting cooperation in completing the question- naire. A copy of the letter can be found in Appendix C. Before mailing, each questionnaire was numbered in order to maintain a record of the respondents. The administrators were asked to respond within three weeks from the initial mailing. Materials were sent to 93 chief student personnel administrators in 88 institutions. (Five universities divided the administration of the student personnel program between two individuals, usually a male and a female.) There were 42 responses from the first mailing. Approxi— mately one month after the initial mailing follow—up post cards were sent to those who had not returned the question- naire. This second mailing yielded 26 more responses, but there were still not enough to provide meaningful generalizations about the total population. A second mailing of the questionnaire was sent to the remaining 35 administrators. From the 88 institutions sampled, responses were received from 85. This was 96.6% of the total number of institutions. Two institutions refused to fill out the questionnaire, two questionnaires were filled out by a person other than the chief student personnel administrator, and one reSponse arrived too late for inclusion in the study. Thus, 80 institutions (90.9%) were included in the final analysis. 34 Of the 93 administrators sampled, reSponses were received from 89 or 95.7%. Three administrators refused to respond to the questionnaire, two questionnaires were not completed by the chief student personnel administrator. and one arrived too late for inclusion in the study, leaving a total of 83 usable questionnaires cm: 89.3% of the total number of administrators sampled. Hypotheses The purpose of this study was to describe and analyze the expectations of university chief student personnel adminis- trators in large universities regarding their role. Analysis of the data was based upon the general hypothesis that there exists a divergence of expectations among these administra- tors concerning their role. For purposes of this study, divergence exists if less than 50.0% of the sample chose one of the three possible responses. Limited consensus was present if between 50.0% and 66.6% of the sample chose one of the three possible responses. Significant consensus was present if more than 66.6% of the sample chose one of the three possible responses. A second hypothesis of this study is that there exists differences of expectations among chief student personnel administrators in large institutions according to the following characteristics: type and size of institution. degree held, type of training, recency of training, previous experience. and the person to whom the CSPA reports. A 35 chi square test of significance was used for the purpose of testing the following null hypotheses: (1) No differences of expectations exist between those CSPA's in public institutions and those in private institutions concerning the role of the chief student personnel administrator in a univer- sity with 10,000 or more students. (2) No differences of expectations exist between those CSPA's with earned doctoral degrees and those without such degrees concerning the role of the chief student personnel administrator in a uni- versity with 10,000 or more students. (3) No differences of expectations exist between those CSPA's with professional training and those without such training concerning the role of the chief student personnel administrator in a uni- u“ versity with 10.000 or more students. (4) No differences of expectations exist between those CSPA's trained within the last ten years and those trained more than ten years ago con4 cerning the role of the chief student personnell/” administrator in a university with 10.000 or more students. (5) No differences of expectations exist between those CSPA's with professional experience prior to assuming their present positions and those without such experience concerning the role of the chief student personnel administrator in a university with 10,000 or more students. J"’l (6) No differences of expectations exist between those CSPA's who report directly to the presi- dent of their institution and those who report elsewhere concerning the role of the chief student personnel administrator in a university with 10,000 or more students. (7) No differences of expectations exist between those CSPA's in universities with 10,000 to 20,000 students and those with over 20.000 students concerning the role of the chief student personnel administrator in a university with 10,000 or more students. The null hypothesis was rejected if the value of chi square was greater than 4.605 with two degrees of 36 freedom and 2.706 with one degree of freedom, at the .10 level of significance or beyond. That level of significance will provide for an extensive examination of possible differences. Tabulation of Responses Following the return of the questionnaires, all of the items were coded by reSponse according to one of the three possible responses. For the first three sections, the possible responses were should be,nmy'or may not be, or should not be. For the fourth section, the possible responses were should do, may or may not do, or should not do. The 81 answers of each respondent were transferred by key punch to two decks of cards for computer tabulation. In addition, each of the respondents were coded according to the follow- ing characteristics: type and size of institution, highest degree held, type of training, type of experience, recency of training, and the person to whom the CSPA reports. The cards were then processed by the computer which produced a master sheet of responses on each item for each character- istic and frequency of specific answers. With each item listed, the responses of the chief student personnel administrators were reported in percentages for the total sample as well as the sub-groups under the above-mentioned characteristics. Analysis of the 81 items of the questionnaire appears in the Chapter IV. Detailed descriptions of the statistical data are included in Appendix D. CHAPTER IV PRESENTATION OF THE DATA Each of the university chief student personnel administrators who reSponded to the questionnaire were asked to provide basic biographical information concerning their institution along with their own background and experience. This chapter summarizes this information and analyzes the 83 role expectation items used in the questionnaire. Each question is analyzed according to the response of the total sample, as well as the sample sub-groups. The questions are sub-divided according to the four parts of the question- naire, beginning with the Personal Qualities Instrument, followed by the Participations Instrument, the Friendships Instrument, and the Performances Instrument. Finally, the questions are summarized according to the seven sample characteristics. Characteristics of the Sample As indicated in Table l, a little less than half of the chief student personnel administrators (48.2%) retain the traditional title of Dean of Students. Vice- President for Student Affairs is the second most popular title, followed by Dean of Student Affairs, Dean of Student Services, and Dean of Men. 37 38 Table 1. Designated titles of university chief student personnel administrators participating in the study. Title NUmber Per Cent Dean of Students 40 48.2 Vice-President for Student Affairs 12 14.5 Dean of Student Affairs 7 8.5 Dean of Student Services 5 6.0 Dean of Men 5 6.0 Dean of Women 3 3.6 Dean of the University 3 3.6 Assistant to the President for Student Affairs 1 1.2 Vice-Provost for Student Affairs 1 1.2 Executive Dean--Educational and Student Services 1 1.2 Executive Dean for Student Life 1 1.2 Executive Dean for Student Relations 1 1.2 Vice-Chancellor and Dean of Student Affairs 1 1.2 Director of Student Educational Services 1 1.2 Director of Student Personnel 1 1.2 83 100.0 A vast majority (73.5%) of the sample were from publicly supported institutions, as indicated in Table 2. Nearly that many (71.1%) held an earned doctorate. either the Ed.D. or Ph.D., with a smaller majority (62.9%) trained in the field of student personnel or a related discipline 39 such as psychology or higher education administration. Most of the incumbent administrators (71.1%) received their; formal education more than ten years ago. Only a small’,3j minority of the sample (26.5%) assumed the duties of the chief student personnel administrator with no prior experience in the field. 61.4% of the sample reported directly to the president, with the remainder reporting to some other university administrator, usually the chief academic admin- istrator. And finally, 32.5% of the administrators sampled represented a university with 20,000 or more students. Table 2. Characteristics of university student personnel administrators participating in the study. Characteristic Type Number Per Cent Type of Public 61 73.5 Institution Private 22 26.5 Degree Ph.D. or Ed.D. 59 71.1 Held NOn-Ph.D. 24 28.9 Type of Professional 52 62.9 Training Non-Professional 31 37.1 Recency of Since 1956 24 28.9 Training 1956 and Before 59 71.1 Previous Professional 61 73.5 Experience Non-Professional 22 26.5 Person to President 51 61.4 whom CSPA* Other 32 38.6 'Reports Size of 10,000 - 20.000 56 67.5 Institution Over 20,000 27 32.5 *Chief Student Personnel Administrator. Analysis of Data Related to Personal Qualities The following instructions appeared in the introduction to Section I of the questionnaire: 40 Instructions: Imagine that you have accepted another position. Your president asks you to recommend someone for consideration as your successor. What kind of person would you recom- mend? Please circle in the column your response to each item. Re§ponse Key: SB - Should be; MMNB - May or may not be; SNB - Should not be. Twenty-three items were concerned with the personal qualities of role expectations and were grouped into the following categories: age, sex, marital status, religious preference. previous job experience, and formal education. Tables 3 - 10 contain summaries of the important findings. Age - Table 3 indicates that there is a limited con- census (60.3%) that the ideal age for a university CSPAl should not be ,under 30 years of age, and a significant consensus (83.1%) that he should not be over 60 years of age. The preferred age was between 30 and 59. No significant differences existed among the sub-groups according to type of institution, training, recency of train- ing, experience, or size of institution. But as noted in Table 9, administrators who report directly to the president preferred a man in the age group 30 - 59, whereas those who report elsewhere responded may or may not be. As reported in Table 5, more administrators holding a doctoral degree preferred the age group 40 — 49 than those without a doc- torate. Sex — As indicated in Table 3, there was significant consensus (69.9%) among the sample that the university CSPA 41 Table 3. Responses of all university chief student personnel administrators pertaining to personal qualities. Should May or May Should Item Be NOt be NOt Be Per Cent Per Cent Per Cent 1. Under 30 years of age 3.6 36.1 60.3 2. 30 - 39 years of age 19.3 77.1 3.6 3. 40 - 49 years of age 24.1 74.1 1.2 4. 50 - 59 years of age 2.4 59.1 38.5 5. Over 60 years of age 0.0 16.9 83.1 6. Male 69.9 27.7 1.2 7. Female 3.6 61.5 34.9 8. Married 59.0 41.0 0.0 9. Married with children 15.7 84.3 0.0 10. Divorced 0.0 72.3 27.7 11. Single 0.0 60.2 39.8 12. Of a particular reli- gious preference 4.8 57.8 37.4 13. Previous experience as an educational adminis- trator 79.5 20.5 0.0 14. Previous experience as a university teacher 54.2 45.8 0.0 15. Previous experience as a student personnel administrator . 63.9 36.1 0.0 ,-l6. Promoted from the local university staff 3.6 96.4 0.0 17. Holder of doctoral degree 66.3 33.7 18. Liberal arts background 25.3 73.5 . 19. Holder only of a Master's degree 3.6 43.4 53.0 20. Trained primarily in edu— cational administration 3.6 74.7 21.7 21. Trained primarily in stu- dent personnel adminis- tration 15.7 71.1 13.2 22. Trained primarily in counseling 1.2 78.3 20.5 23. Trained in a field other than student personnel 3.6 80.7 15.7 42 should be a male, although a majority felt the CSPA could be a female. It is interesting to note that of the six females responding to the questionnaire, two felt the posi- tion should not be held by a male and should be held by a female. Three responded may or may not be either a male or a female, while the remaining female respondent felt the position should be held by a male. Differences among the sub-groups was minimal. There was significant differences according to degree held, and size of institution. Those respondents with doctoral degrees preferred a man in the position of CSPA when compared with those without doctoral degrees, as reported in Table 5. Those CSPA's in universities with 10,000 to 20,000 students reacted against a woman in the chief student personnel position when compared with those in larger institutions, as indicated in Table 10. Marital Status - As reported in Table 3, although a limited consensus (59.0%) of the sample felt the university CSPA should be married, a significant consensus (84.0%) felt it did not matter whether the CSPA was married with children. There was limited consensus (60.2%) that it did not matter whether the administrator was single, with 39.8% responding that he should not be single. There were no differences among the sub-groups on all three items. The question of a divorced person holding the .position of university CSPA created quite a bit of disagree- ment among several of the sub-groups. although a significant 43 Table 4. Significant differences in responses of university chief student personnel administrators in public and private institutions regarding personal qualities. Should May or May Should Items of Significant Be Not be NOt be Differences* Per Cent Per Cent Per Cent 10. Divorced Total Sample 0.0 72.3 27.7 Public 0.0 78.7 21.3 Private 0.0 54.6 45.4 12. Of a particular reli- gious preference Total Sample 4.8 57.8 37.4 Public 1.6 54.7 41.0 Private 13.6 59.1 27.3 17. Helder of a doctoral degree Total Sample 66.3 33.7 0.0 Public 73.8 26.2 0.0 Private 45.5 54.5 0.0 22. Trained primarily in counseling Total Sample 1.2 78.3 20.5 Public 1.6 85.3 13.1 Private 0.0 59.1 40.9 *Chi square values significant at the .10 level or beyond. consensus (72.3%) of the total sample, as reported in Table 3, felt it did not matter. CSPA's in public institutions were less concerned about divorce than those in private institutions. Nearly half (45.0%) of the private institu- tions did not want a divorced CSPA, as indicated in Table 4. Although church related private institutions comprised only 32% of the private institutions included in the sample, they accounted for nearly 50% of the negative responses to the question of divorce. 44 Table 5. Significant differences in responses of university chief student personnel administrators with doctoral degrees and those without such degrees regarding personal qualities. Items of Significant Should May or May Should Differences* Be NOt Be Not Be Per Cent Per Cent Per Cent 3. 40 - 49 years of age Total Sample 24.1 74.1 1.2 Ph.D. or Ed.D. 30.5 69.5 0.0 BA or MA only 8.3 87.5 4.2 6. Male Total Sample 69.9 27.7 1.2 Ph.D. or Ed.D. 74.6 25.4 0.0 BA or MA only 58.3 33.3 8.4 14. Previous experience as a university teacher Total Sample 54.2 45.8 0.0 Ph.D. or Ed.D. 61.0 39.0 0.0 BA or MA only 37.5 62.5 0.0 17. Holder of a doctoral degree Total Sample 66.3 33.7 0.0 Ph.D. or Ed.D. 84.8 15.2 0.0 BA or MA only 20.8 79.2 0.0 19. Holder only of a Master's degree Total Sample 3.6 43.4 53.0 Ph.D. or Ed.D. 1.7 27.1 71.2 BA or MA only 8.3 83.3 8.4 *Chi square values significant at the .10 level or beyond. to recency of training and size of institution concerning the matter of divorce. Further significant differences were found according As indicated in Table 7. those of the sample trained within the last ten years were more against divorce than those trained more than ten years ago. 10 indicates that those administrators in smaller institutions Table 45 (35.7%) were more inclined to reject a divorced person than those in larger institutions. Table 6. Significant differences in responses of university chief student personnel administrators with pro- fessional training and those without such training regarding personal qualities. Should May or May Should Items of Significant Be Not Be Not Be Differences* Per Cent Per Cent Per Cent 14. Previous experience as a university teacher Total Sample 54.2 45.8 0.0 Professional 44.2 55.8 0.0 NOn-Professional 71.0 29.0 0.0 17. Holder of a doctoral degree Total Sample 66.3 33.7 0.0 Professional 76.9 23.1 0.0 Non-Professional 48.4 51.6 0.0 19. Holder only of a Master's degree Total Sample 3.6 43.4 53.0 Professional 3.9 30.8 65.3 Non-Professional 3.2 64.5 32.2 21. Trained primarily in student personnel administration Total Sample 15.7 71.1 13.2 Professional 23.1 65.4 11.5 Non—Professional 3.2 80.7 16.1 *Chi square value significant at the .10 level or beyond. Religious Preference - One item of the questionnaire dealt with the matter of the religious preference of the CSPA. Only 4.8% of the sample felt that he should be of a particular religious preference. to this item came from private. The entire positive response church related institutions. 46 It is interesting to note that three of the seven institutions in this group reSponded may or may not be to this item. There were no differences among the sub-groups. Table 7. Significant differences in responses of university chief student personnel administrators trained within the last 10 years and those trained 10 or more years ago regarding personal qualities. Should May or May Should Items of Significant Be Not Be NOt Be Differences* Per Cent Per Cent Per Cent 10. Divorced Total Sample 0.0 72.3 27.7 Since 1956 0.0 54.2 45.8 1956 and before 0.0 79.7 20.3 14. Previous experience as a university teacher Total Sample 54.2 45.8 0.0 Since 1956 37.5 62.5 0.0 1956 and before 61.0 39.0 0.0 *Chi square value significant at the .10 level or beyond. Previous Experience - As reported in Table 3, a significant consensus of the sample (79.5%) felt that pre- vious experience as an educational administrator was important. There were no differences among the sub-groups. On the question of whether the CSPA should have previous experience as a university teacher, there was limited consensus (54.2%) in favor of such experience. However, 45.8% responded may or may not be, as indicated in Table 3. Significant differences were found among the sub-groups according to highest degree held, recency of training, and type of training. Those respondents without a doctoral degree felt that teaching experience was more 47 important than those with a Ph.D. or Ed.D. Those CSPA's trained in the last ten years felt that teaching experience was more important than those trained more than ten years ago. Likewise, those CSPA's with professional training sup- ported the idea of university teaching experience to a much greater extent than those without professional training. Of all the items pertaining to previous experience, the question of teaching experience drew the greatest number of differences among the sample. Table 8. Significant differences in responses of university chief student personnel administrators with pro- fessional experience and those without such experience regarding personal qualities. Should May or May Should Items of Significant Be Not Be Not Be Differences* Per Cent Per Cent Per Cent 15. Previous experience as a student per— sonnel administrator Total Sample 63.9 36.1 0.0 Professional 75.4 24.6 0.0 Non-Professional 31.8 68.2 0.0 *Chi square value significant at the .10 level or beyond. Previous experience as a student personnel adminis- trator, as indicated in Table 3, seemed to be less important than general administrative experience. Only 63.8% felt that the former was necessary as compared with 79.5% of the latter. Table 8 indicates that those administrators with previous professional experience felt that previous experience as a CSPA was more important than those without such experience. Yet nearly one-third (31.8%) of those 48 without professional experience felt it was necessary. Table 9. Significant differences in responses of university chief student personnel administrators who report directly to the president and those who report elsewhere regarding personal qualities. Should May or May Should Items of Significant Be Not Be Not Be Differences* Per Cent Per Cent Per Cent 2. 30-39 years of age Total Sample 19.3 77.1 3.6 President 27.5 70.6 1.9 Other 6.3 87.5 6.2 19. Holder only of a Master's degree Total Sample 3.6 43.4 53.0 President 0.0 43.1 56.9 Other 9.4 43.8 46.8 *Chi square value significant at the .10 level or beyond. Whether or not the university CSPA should be promoted from within the local university staff was not at all impor- tant for a significant consensus of the respondents (96.4%). There were no differences among the sub-groups. Education - Seven items of the questionnaire dealt with the ideal educational background of the university chief student personnel administrator. As reported in Table 3, there was limited consensus among the sample (66.2%) that the CSPA should have a doctoral degree. Significant differences existed among the sub-groups according to type of institution, highest degree held, and type of training. As reported in Table 4, those respondents from public institutions insisted upon a doctoral degree for the CSPA to a greater extent than those from private institutions. 49 Table 5 indicates that those respondents with a doctoral degree felt that the doctorate was more important than those without the doctorate. Those CSPA's with professional training were more apt to feel that the CSPA should have a doctorate than those trained primarily in other fields. Table 10. Significant differences in responses of university chief student personnel administrators in institutions with 10,000 to 20,000 students and those with 20,000 or more students regarding personal qualities. Should May or May Should Items of Significant Be Not Be NOt Be Differences* Per Cent Per Cent Per Cent 7. Female Total Sample 3.6 61.5 34.9 10,000 - 20.000 1.8 51.8 46.4 Over 20,000 7.4 81.5 11.1 10. Divorced Total Sample 0.0 72.3 27.7 10.000 - 20.000 0.0 64.3 35.7 Over 20,000 0.0 88.9 11.1 11. Single Total Sample 0.0 60.2 39.8 10.000 - 20,000 0.0 53.6 46.4 Over 20,000 0.0 74.1 25.9 19. Holder only of a Master's degree Total Sample 3.6 73.5 1.2 10.000 - 20,000 0.0 44.6 55.4 Over 20,000 11.1 40.7 48.2 22. Trained primarily in counseling Total Sample 1.2 78.3 20.5 10.000 - 20.000 1.8 71.4 26.8 Over 20,000 0.0 92.6 7.4 *Chi Square value significant at the .10 level or beyond. When the respondents were asked if the CSPA should hold only a Master's degree, as reported in Table 3, 53.0% 50 replied should not be, indicating limited consensus. Signifi- cant differences were noted among several sub-groups. Holders of doctoral degrees, professionally trained administrators, and CSPA's in institutions with 10,000 — 20,000 students all responded more negatively to this item than their counterparts, as reported in Tables 5, 6, and 10. Differences were also present according to where the reSpondents report. with those reporting directly to the president more likely to react against holding only a Master's degree than those who report elsewhere. As reported in Table 3, the respondents reacted with indifference to the question of whether or not the administrator should have a liberal arts background. A significant consensus of the sample (73.5%) answered may or may not be. There were no differences among the sub-groups. Nearly one-fourth (21.7%) of the sample, as reported in Table 3, reacted against the training of CSPA's primarily in student personnel administration, with a significant con- sensus responding may or may not be. Among the sub-groups, there were significant differences according to type of training, with those CSPA's with professional training supporting professional training to a greater extent than those without such training, as indicated in Table 6. But even among the professionally trained administrators. only 3 23.1% favored training in student personnel administration./A Should the CSPA be trained primarily in counseling? Significant consensus was present among the sample. with ML 5 51 78.3% responding may or may not be. Twenty percent felt the CSPA should not be trained primarily in counseling. Among the sub-groups, significant differences were present accord- ing to type and size of institution, as indicated in Tables 4 and 10. Those CSPA's in private institutions reacted much more strongly against training in counseling than those in public institutions. Table 10 indicates that those administrators in institutions of 20,000 or more students reacted more negatively to this type of training than those in smaller institutions. As reported in Table 3, there was significant con— sensus among the sample that training chief student personnel administrators in a field other than student personnel did not matter. There were no differences among the sub-groups. NOne of the suggested methods of training chief student personnel administrators received the support of even a large minority of the sample. Analysis of the Data Related to Participations The following instructions appeared in the introduction to Section II of the questionnaire: Instructions: Which of the following kinds of organi- zational memberships or activities do you feel are appropriate for a university chief student personnel administrator? Please circle in the column your response to each item. Reeponse Key: SB - Should be; MMNB - May or may not be: SNB — Should not be. Eight items were concerned with the role expectations regarding participations and were grouped into the following categories: 52 local politics, church affairs, professional organizations, veteran's organizations, civic and welfare committees, service clubs, professional organizations in student per- sonnel, and faculty organizations. As is evident in Table 11, most of the sample res- ponded indifferently to all but three items. Several respondents noted at the margin of the questionnaire that the personnel administrator's activities outside the responsi- bilities of his position do not really affect the way in which he perceives his role. Whether the CSPA is active in local politics, church affairs, veteran's organizations. civic and welfare committees, or service clubs does not really matter to a significant consensus of the sample. In fact, 25.3% recommended non-involvement in local politics. However, three participations are important to the role of the CSPA, according to the respondents. Most important is activity in professional organizations in stu- dent personnel, with a significant consensus (85.5%) of the sample supporting such involvement. A significant consensus 71.1% also supported participation in the affairs of the faculty organization. A limited consensus (60.2%) felt activity in related professional organizations was important. In only one instance were differences discovered among the sub-groups. Those administrators in public insti- tutions were much more likely to recommend involvement in the activity of the faculty organization (77.1%) than those in private institutions. 53 Table 11. Responses of university chief student personnel administrators pertaining to participations for those who hold that position. Should May or May Should Number and Item Be Not Be Not Be Per Cent Per Cent Per Cent 1. Active in local politics 2.4 72.3 25.3 2. Active in church affairs 14.5 85.5 0.0 3. Active in professional organizations in student personnel 85.5 14.5 0.0 4. Active in other related professional organiza- tions 60.2 39.8 0.0 5. Active in veteran's organizations 0.0 97.6 2.4 6. Active in civic and wel— fare committees such as the Red Cross 26.5 73.5 0.0 7. Active in affairs of the faculty organi— zation 71.1 28.9 0.0 8. Active in a service club such as Rotary 13.3 86.7 0.0 Ag Analysis of the Data Related to Friendships The following instructions appeared in the intro- duction to Section III of the questionnaire: Instructions: With whom of the following persons do you feel it would be appropriate for a university chief student personnel administrator to have an intimate friendship? Please circle in the column on the right your response to each item. Response Key: SB - Should be; MMNB - May or may not be; SNB - Should not be. 54 Seven items were concerned with the friendships of role expectations and were grouped into the following categories: a faculty member, a student, a community leader, an academic dean. a member of the student personnel staff, the univer- sity president, an ordinary citizen (Table 27). As is evident in Tablep27, only one item created any controversy .among the respondents. Whether the university chief student personnel administrator should have an intimate friendship with a student completely divided the sample. With this one exception, most of the sample reacted indif- ferently to this section. Once again several respondents noted at the margin of the questionnaire that the personnel administrator's friendships do not really affect the way in which he perceives his role. Several other respondents circled the word "intimate" in the instructions and wrote question marks after that word. Among the other items, an academic dean, a faculty member, and an ordinary citizen are considered appropriate friends by nearly half the sample, followed by a community leader, the university president, a member of the student personnel staff, and a student. It is interesting to note that a friendship with a student received the least support among the sample, and the strongest negative reSponse (29.1% Should not be). /Among the sub—groups, few differences were noted. Those administrators who report directly to the president were much less inclined to have an intimate friendship with 55 a student than those who report elsewhere. Those CSPA's with professional experience were more likely to consider a friendship with a student, a member of the student personnel staff, and the university president than those without such experience. Sub-group totals are reported in Appendix D. Table 12. Responses of university chief student personnel administrators pertaining to intimate friendships for those who hold that position. Should May or May Should Number and Item Be Not Be Not Be Per Cent Per Cent Per Cent 1. With a faculty member 43.4 55.4 1.2 2. With a student 22.9 48.2 28.9 3. With a community leader 36.1 62.7 1.2 4. With an academic dean 45.8 53.0 1.2 5. With a member of the student personnel staff 26.5 65.1 8.4 6. With the university president 28.9 76.5 3.6 7. With an ordinary citizen 43.4 55.4 1.2 Analysis of the Data Related to Performances The following instructions appeared in the intro- duction to Section IV of the questionnaire: Instructions: What obligations do you feel a uni- versity chief student personnel administrator has to do or not to do the following things? Please circle in the column your response to each item. Response Key: SD - Should Do; MMND - May or may not do; SND - Should not do. 56 Forty-three items were concerned with the performances of role expectations and were grouped according to the follow- ing categories: faculty relations, research and evaluation, public relations, student government, discipline, professional responsibilities, staff relations, student relations, and university relations. Faculty Relations - Table 13 indicates that with the exception of seeking out faculty opinion in new staff selection, the sample was strongly committed to a close relationship with the faculty. As reported in Table 13, only 32.5% of the respondents would seek out faculty opinion and advice in new staff selec- tion for the student personnel office, with a limited con- sensus (62.7%) responding may or may not do. There were no differences among the sub-groups. A significant consensus (69.9%) of the sample favored making use of a faculty committee for the purpose of advising the CSPA in major policy formulation, as reported in Table 13. None of the sample reacted against this proposal. There were no differences among the sub-groups. There was significant consensus among the sample (94.0%) that the CSPA should attempt to communicate the purposes and functions of the student personnel office to the faculty by appearing before faculty meetings, etc. As reported in Table 14, those CSPA's in public institutions supported this practice to a greater extent than those in private institutions. Likewise, as indicated in Table 18. 57 Table 13. Responses of all university chief student personnel administrators pertaining to performances. Should May or May Should Item Do Not Do NOt Do Per Cent Per Cent Per Cent 1. Seek out faculty opinion and advice in new staff selection for the stu— dent personnel office 32.5 62.7 4.8 2. Make use of a faculty committee for the pur- pose of advising the CSPA in major policy _ formulation 69.8 30.2 0.0 3. Attempt to communi- cate the purposes and functions of the stu— dent personnel office to the faculty by appearing before faculty meetings, etc. 94.0, 6.0 0.0 4. Work‘closely with - academic deans in areas of mutual con- cern 100.0 . 0.0 0.0 5. Hold faculty rank in 2 an academic depart- _ ment 63.9 36.1 5 0.0 6. Conduct research studies which would contribute to the field of student ' . personnel 77.1 ’ 22.9 0.0 7. Conduct evaluation studies of the stu- dent personnel of— . fice 92.8 . 7.2 - 0.0 8. Periodically speak to major civic groups 73.5 26.5 0.0 9. Make it possible for' any student or citizen to schedule an appoint- ment with the CSPA 85.5 13.3 1.2 Table 13. Continued. 58 Item Should Do Per Cent May or May Not Do Per Cent Should Not Do Per Cent 10. 11. 12. 13. 14. 15. l6. 17. 18. Establish a regular channel of communi- cation with the press Attend major uni— versity functions Avoid being publicly critical of all major university policies Prevent student government leaders from being publicly critical of university policies and/or officials Involve student government in univer— sity policy formula- tion Become acquainted with major student government leaders on a personal basis Allow student govern- ment groups to invite >"controversial” speakers to campus without re— striction Prevent the student newspaper from publish- ing articles detrimental to the best interests of the university Allow student government complete autonomy in the expenditures of student revenues 56.6 92.8 66.3 77.1 80.7 71.1 22.9 38.6 26.5 26.5 22.9 18.1 24.1 20.5 48.2 71.1 74.7 28.9 Table 13. Continued. 59 Item Should Do Per Cent May or May Not Do Per Cent Should NOt Do Per Cent 19. 20. 21. 22. 23. 24. 25. 26. Serve as the desig— nated university advisor to the all- university student government Consider the ”best interests of the university" as the primary criterion in handling a disciplin- ary situation Consider the "best interests of the student" as the primary criterion in handling a disci— plinary situation ”kae an example" of a student in a disci- plinary situation Deal personally with students in violation of major university regulations Make use of a student judiciary for handling selected disciplinary situations Take disciplinary action against stu— dents convicted of offenses by civil authorities Work on committees sponsored by state or national student personnel organiza- tions 27.7 60.2 13.3 75.9 72.3 49.4 44.6 32.5 13.3 57.8 20.5 77.1 27.7 22.9 48.2 86.7 28.9 13.3 60 Table 13. Continued. Should Item Do Per Cent May or May NOt Do Per Cent Should NOt Do Per Cent 27. 28. 29. 30. 31. 32. 33. 34. 35. Read most of the professional journals in the field of edu- cation 47.0 Write articles for professional journals which will be of bene— fit to the profession 55.4 Delegate the primary reSponsibility for the professional in-service training of staff mem- bers to his immediate subordinates 16.9 Make recommendations for appointment. pro- motion, or dismissal of subordinates on the basis of merit alone 68.7 Accept full responsi- bility for the decisions of his subordinates 75.9 Avoid involvement with factional or clique groups on his staff 89.2 Eliminate from his staff any persons with "extreme" political views 2.4 Hold weekly staff meet- ings with those people who report directly to the CSPA 66.3 Allow subordinates to administer their budget allotments with complete autonomy 30.1 49.4 45.6 72.3 24.1 21.7 54.2 33.7 45.8 10.8 43.4 24.1 Table 13. Continued. 61 Item Should Do Per Cent May or May Not Do Per Cent Should NOt Do Per Cent 36. Set aside time for appointments with individual students to discuss anything of importance to those students 37. Deal personally with parents who are con- cerned about problem areas 38. Attempt to communicate policies and issues directly to students through mass meetings, newspaper articles, special newsletters, etc. 39. Confer on a fairly regular basis with the president concerning the student personnel program 40. Sit in on university governing board meetings 41. Demand a reasonable amount of autonomy from the president in policy formulation within the student personnel pro- gram 42. Participate in policy formulation of the university 43. Justify budget expendi- tures to the president or governing board 88.0 51.8 69.9 92.8 59.0 73.5 98.8 91.6 12.0 47.0 28.9 34.9 21.7 8.4 62 those CSPA's with professional experience were more concerned about communication with the faculty than those without such experience. No other significant differences were noted among the sub-groups. Table 13 indicates that there was unanimous agreement among the sample (the only question that yielded 100% consensus) that the CSPA administrator should work closely with academic deans in areas of mutual concern. There were no differences among the sub-groups. A limited consensus (63.9%) of the sample, as reported in Table 13, felt the CSPA should hold faculty rank in an academic department. Table 18 indicates that those CSPA's with professional experience supported the idea of faculty rank for the CSPA more than those without such experience. Research and Evaluation - A significant consensus (77.1%) of the CSPA's felt that the CSPA should conduct research studies which would contribute to the field of student personnel, as reported in Table 13. As indicated in Table 16, those CSPA's with professional training supported such research to a greater extent than those without professional training. No other differences were apparent among the sub-groups. Evaluation studies of the student personnel office received the support of a significant consensus (92.8%) of the sample, as indicated in Table 13. Among the sub- groups, those administrators with professional experience 63 supported such evaluation to a greater extent than those without professional experience. Public Relations — Five items of the questionnaire dealt with the public relations role of the administrator. A significant consensus (73.5%) felt the CSPA should per- iodically Speak to major civic groups, as reported in Table 13. Among the sub-groups, those administrators in institutions with more than 20,000 students felt such speaking engagements were more important than those in the smaller institutions, as indicated in Table 20. Table 13 indicates that a significant consensus (85.5%) of the sample felt that the CSPA should make it possible for any student or citizen to schedule an appoint- ment with the chief student personnel administrator. Significant differences were found according to training, with those CSPA's without doctorates supporting this matter to a greater extent than those with doctoral degrees, as indicated in Table 16. As reported in Table 13, a limited consensus (56.6%) of the sample felt the CSPA should establish a regular channel of communication with the press. Among the sub- groups, as reported in Table 20, the larger institutions (20,000 or more students) were less inclined to support this procedure than those institutions with 10,000 to 20,000 students. 92.8% of the sample felt the university CSPA should attend major university functions, as indicated in Table 13. No differences were found among the sub-groups. 64 Table 14. Significant differences in responses of university chief student personnel administrators in public and private institutions regarding performances. ‘Should May or May Should Items of Significant Do Not Do th Do Differences* Per Cent Per Cent Per Cent 3. Attempt to communi- cate the purposes and functions of the student personnel office to the faculty by appearing before faculty meetings, etc. Total Sample 94.0 6.0 0.0 Public 96.7 3.3 0.0 Private 86.4 13.6 0.0 7. Justify budget expendi- tures to the president or governing board Total Sample 91.6 8.4 0.0 Public 88.5 11.5 0.0 Private 100.0 0.0 0.0 22. Serve as the designated university advisor to the all-university student government Total Sample 27.7 49.4 22.9 Public 21.3 54.1 24.6 Private 45.5 36.6 18.2 26. Deal personally with students in violation of major university regulations Total Sample 13.3 57.8 28.9 Public 8.2 60.7 31.1 Private 27.3 50.0 22.7 30. Read most of the pro- fessional journals in the field of education Total Sample 47.0 49.4 3.6 Public 50.8 49.2 0.0 Private 36.4 50.0 13.6 65 Table 14. Continued. Should May or May Should Items of Significant Do Not Do Not Do Differences* Per Cent Per Cent Per Cent 38. Set aside time for appointments with individual students to discuss anything of importance to those students Total Sample 88.0 12.0 0.0 Public 83.6 16.4 0.0 Private 100.0 0.0 0.0 39. Deal personally with parents who are con- cerned about problem areas Total Sample 51.8 47.0 1.2 Public 47.5 52.5 0.0 Private 63.6 31.8 4.6 43. Demand a reasonable amount of autonomy from the president in policy formulation with— in the student personnel program Total Sample 73.5 21.7 4.8 Public 68.9 27.9 3.2 Private 86.4 4.6 9.0 *Chi square values significant at the .10 level or beyond. Finally, as reported in Table 13, a limited con- sensus (66.3%) of the respondents felt the CSPA should avoid being publicly critical of all major university policies, with only 7.2% disagreeing. found among the sub-groups. concerned the role expectations of university CSPA's No differences were Student Government - Seven items of the questionnaire regarding student government. Table 13 indicates that a significant consensus (71.1%) felt the CSPA should not 66 prevent student government leaders from being publicly critical of university policies and/or officials. Those CSPA's with professional training, as indicated in Table 16, were much less apt to support such prevention than those without professional training. The CSPA should involve student government in univer- sity policy formulation, according to a significant consensus (77.1%) of the sample, as indicated in Table 13. Among the sub-groups, those CSPA's with previous professional exper- ience supported such involvement to a greater extent than those without previous professional experience, as indicated in Table 18. Likewise, those CSPA's in large institutions (20,000 or more students) felt such involvement was more important than those CSPA's in smaller institutions, as reported in Table 20. Table 13 indicates that a Significant consensus (80.7%) of the respondents felt the CSPA should become acquainted with the major student government leaders on a personal basis. Among the sub-groups, those CSPA's without (ioctorates felt this acquaintanceship was more important than those with doctorates, as reported in Table 15. The CSPA should allow student government groups to invite "controversial" speakers to campus without restriction, according to a significant consensus (71.1%) of the respon- dents. No differences were reported among the sub-groups. As indicated in Table 13, a significant consensus (74.7%) of the sample felt the CSPA Should not prevent the 67 Table 15. Significant differences in responses of university chief student personnel administrators with doctoral degrees and those without such degrees regarding performances. Should May or May Should Items of Significant Do Not Do Not Do Differences* Per Cent Per Cent Per Cent 7. Justify budget ex- penditures to the president or govern- ing board Total Sample 91.6 8.4 0.0 Ph.D. or Ed.D. 88.1 11.9 0.0 BA or MA only 100.0 0.0 0.0 12. kae it possible for any student or citizen to schedule an appointment with the CSPA Total Sample 85.5 13.3 1.2 Ph.D. or Ed.D. 79.7 18.6 1.7 BA or MA only 100.0 0.0 0.0 18. Become acquainted with major student government leaders on a personal basis Total Sample 80.7 18.1 1.2 Ph.D. or Ed.D. 76.3 23.7 0.0 BA or MA only 91.6 4.2 4.2 22. Serve as the designated university advisor to the all-university student government Total Sample 27.7 49.4 22.9 Ph.D. or Ed.D. 20.3 57.6 22.1 BA or MA only 45.8 29.2 25.0 26. Deal personally with students in violation of major university regulations Total Sample 13.3 57.8 28.9 Ph.D. or Ed.D. 10.2 66.1 23.7 BA or MA only 20.8 37.5 41.7 68 Table 15. Continued. Should May or May Should Items of Significant DO NOt Do Not Do Differences* Per Cent Per Cent Per Cent 37. Hold weekly staff meet- ings with those people who report directly to the CSPA Total Sample 66.3 33.7 0.0 Ph.D. or Ed.D. 59.3 40.7 0.0 BA or MA only 83.3 16.7 0.0 38. Set aside time for appointments with individual students to discuss anything of importance to those students Total Sample 88.0 12.0 0.0 Ph.D. or Ed.D. 83.1 16.9 0.0 BA or MA only 100.0 0.0 0.0 *Chi square values significant at the .10 level or beyond. student neWSpaper from publishing articles detrimental to the best interests of the university. Among the Sub-groups there were no differences. Whether the CSPA should allow student government complete autonomy in the expenditure of student revenues created significant divergence among the sample, as reported in Table 13. Nearly half (48.2%) responded may or may not do, with the remainder about evenly divided either supporting or rejecting such autonomy of expenditure. No differences were apparent among the sub—groups. As indicated in Table 13, there is Significant divergence among the respondents on the question of whether the CSPA should serve as the designated university advisor 69 to the all-university student government. Nearly half (49.4%) responded may or may not do, with the remainder about evenly divided either supporting or rejecting such advisement. Among the sub-groups, CSPA's in private insti- tutions were more likely to personally advise the student government than those in public institutions, as reported in Table 14. Likewise, those CSPA's without doctoral degrees supported personal advisement to a greater extent than those with such degrees, as indicated in Table 15. Discipline - Six items of the questionnaire dealt with the role expectations of the CSPA regarding discipline. Table 13 indicates that there is significant divergence among the sample concerning the primary criterion that Should be used in handling a disciplinary situation. 48.2% of the sample felt the CSPA should not consider the ”best interests of the university" as the primary criterion, with 44.6% responding may or may not do. There were no differences among the sub-groups. There was limited consensus (60.2%) that the primary criterion in handling a disciplinary situation should be the "best interests of the student." as indicated in Table 13. Table 17 indicates that those CSPA's trained within the last ten years support this criterion to a greater extent than those trained more than ten years ago. Similarly, those CSPA's with professional experience support the "best interests of the student” to a greater extent than those without such previous experience, as indicated in Table 18. 70 Table 16. Significant differences in responses of university chief student personnel administrators with professional training and those without such training regarding performances. Should May or May Should Items of Significant DO th Do Not Do Differences* Per Cent Per Cent Per Cent 9. Conduct research studies which would contribute to the field of student personnel Total Sample 77.1 22.9 0.0 Professional 88.5 11.5 0.0 Non-Professional 58.1 41.9 0.0 16. Prevent student govern-- ment leaders from being publicly critical of uni— versity policies or offi- cials Total Sample 2.4 26.5 71.1 Professional 0.0 21.2 78.8 Non-Professional 6.5 35.5 58.0 26. Deal personally with students in violation of major university regulations Total Sample 13.3 57.8 28.9 Professional 5.8 67.3 26.9 Non-Professional 25.8 41.9 32.3 30. 31. Read most of the pro- fessional journals in the field of education Total Sample 47.0 Professional 51.9 Non-Professional 38.7 Write articles for professional journals which will be of benefit to the profession Total Sample 55.4 Professional 63.5 Non-Professional 41.9 49.4 48.1 51.6 44.6 36.5 58.1 L000) \100 GOO GOO *Chi square values significant at the .10 level or beyond. 71 The CSPA should never "make an example" of a student in a disciplinary situation, according to a Significant consensus (86.7%) of the respondents, as reported in Table 13. No differences were found among the sub—groups. As indicated in Table 13, there was limited consensus (57.8%) that the CSPA may or may not deal personally with students in violation of major university regulations, with 28.9% feeling he should not do so. Several differences were noted among the sub-groups. Those CSPA's in private institutions felt the CSPA should deal personally with such students to a greater extent than those in public institutions, as revealed in Table 14. Likewise, those CSPA's without doctorates supported dealing personally with student offenders to a greater extent than those with doctorates. And finally, as reported in Table 16, those CSPA's without professional training were more likely to deal personally with disciplinary Situations than those with professional training. Table 13 indicates that a Significant consensus (75.9%) of the sample felt the CSPA Should make use of a student judiciary system for handling selected disciplinary Situations. 77.1% of the sample felt the CSPA may or may not take disciplinary action against students convicted of of- fenses by civil authorities, as reported in Table 13. There were no differences among the sub-groups. Professional Relations - Three items of the question- naire dealt with the professional responsibilities of the 72 Table 17. Significant differences in responses of university chief student personnel administrators trained within the last ten years and those trained more than ten years ago regarding performances. Should Not Do Per Cent -§hould Items of Significant ‘Do Differences* Per Cent May or May Not Do Per Cent 24. Consider the "best interests of the student as primary criterion in handling a disciplinary situa— tion 33. 38. Total Sample Since 1956 1956 and Before kae recommendations for appointment. promotion, and dis- missal of subordinates on the basis of merit alone Total Sample Since 1956 1956 and Before Set aside time for appointments with individual students to discuss anything of importance to those students Total Sample 60.2 75.0 54.2 68.7 58.3 72.9 88.0 32.5 12.5 40.7 24.1 25.0 23.7 12.0 Since 1956 100.0 0.0 1956 and Before 83.1 16.9 GOO GOO *Chi square values significant at the .10 level or beyond university chief student personnel administrators. As revealed in Table 13, 72.3% of the CSPA's felt that the CSPA should work on committees sponsored by state or national student personnel organizations. There were no differences among the sub—groups. Table 13 indicates that there is significant di- vergence among the sample concerning whether or not the CSPA 73 Should read most of the professional journals in the field of education, with 47.0% feeling he should read most of these journals, and 49.4% feeling he may or may not do so. Among the sub—groups, 50.8% of those CSPA's in public institutions felt the CSPA Should read most of the professional journals, compared with 36.4% of those in private institutions, as reported in Table 14. Likewise, 51.9% of the sample with professional training felt the CSPA should read most of these journals, compared with 38.7% of those without pro— fessional training, as revealed in Table 16. .There was limited consensus 55.4% felt the CSPA should write articles for professional journals which would be of benefit to the profession, as reported in Table 13. Table 16 indicates that 63.5% of those CSPA's trained professionally supported such professional contributions, compared with 41.5% of those without professional training. Likewise, as reported in Table 18, 62.3% of the CSPA's with previous professional experience felt the CSPA should write such articles, compared with 36.4% of those without such experience. Staff Relations - Seven items of the questionnaire dealt with the staff relations of the chief student personnel administrator. As indicated in Table 13, a significant consensus (72.3%) felt the CSPA may or may not delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates. No differences were found among the sub-groups. 74 Table 18. Significant differences in reSponses of university chief student personnel administrators with pre- vious professional experience and those without such experience regarding performances. Should May or May Should Items of Significant Do Not Do Not Do Differences* Per Cent Per Cent Per Cent 3. Attempt to communicate the purposes and func- tions of the student personnel office to the faculty by appearing before faculty meetings, etc. Total Sample 94.0 6.0 0.0 Professional 96.7 3.3 0.0 Non-professional 86.4 13.6 0.0 5. Hold faculty rank in an academic department Total Sample '63.9 36.1 0.0 Professional 70.5 29.5 0.0 Non-professional 45.5 54.5 0.0 7. Justify budget expendi- tures to the president or governing board Total Sample 91.6 8.4 0.0 Professional 96.7 3.3 0.0 Non-professional 77.3 22.7 0.0 10. Conduct evaluation studies of the student personnel office Total Sample 92.8 7.2 0.0 Professional 96.7 3.3 0.0 Non-professional 81.8 18.2 0.0 17. Involve student govern— ment in university policy formulation Total Sample 77.1 22.9 0.0 Professional 85.3 14.7 0.0 Non-professional 54.6 45.4 0.0 24. Consider the "best interests of the student" as the primary criterion in handling a disciplinary Situation Total Sample 60.3 32.5 7.2 Professional 68.9 26.2 4.9 Non-professional 36.4 50.0 13.6 75 Table 18. Continued. Should May or May Should Items of Significant Do Not Do Not Do Differences* Per Cent Per Cent Per Cent 31. Write articles for professional journals which will be of bene- fit to the profession Total Sample 55.4 44.6 0.0 Professional 62.3 37.7 0.0 Non-professional 36.4 63.6 0.0 36. Eliminate from his staff any persons with "extreme” political views Total Sample 2.4 54.2 43.4 Professional 0.0 57.4 42.6 Non-professional 9.1 45.5 45.4 37. Hold weekly staff meetings with those people who re- port directly to the CSPA Total Sample 66.3 33.7 0.0 Professional 73.8 26.2 0.0 Non-professional 45.5 54.5 0.0 *Chi square values significant at the .10 level or beyond. A significant consensus of the sample (68.7%) felt the CSPA should make recommendations for appointments, promotion, or dismissal, of subordinates on the basis of merit alone, as revealed in Table 13. Table 17 indicates that 72.8% of the CSPA's trained more than ten years ago felt the CSPA should make such recommendations on that basis, compared with.58.3% of those trained in the last ten years. There was significant consensus (75.9%) felt the CSPa should accept the full responsibility for the decisions of his subordinates, as reported in Table 13. No differences 76 were apparent among the sub-groups. Likewise, a signifi- cant consensus (89.2%) felt the CSPA should avoid involve- ment with factional or clique groups on his staff. Table 13 indicates that a limited consensus (54.2%) felt the CSPA may or may not eliminate from his staff any persons with "extreme" political views, but 43.4% felt he should not do so. Table 18 reveals that 9.1% of those CSPA's without previous professional experience supported the elimination of such staff members, while none of those with previous professional experience favored such a policy. As indicated in Table 13, although a significant consensus (66.2%) felt the CSPA should hold weekly staff meetings with those people who report directly to the CSPA, there were several differences among the sub-groups. 83.3% of those CSPA's without doctoral degrees felt the need for such meetings, compared with 59.3% of those with doctorates, as reported in Table 15. 73.8% of the CSPA's with previous professional experience felt the CSPA should hold weekly meetings with his staff, compared with 45.5% of those with— out such experience, as reported in Table 18. And finally. Table 20 indicates that 73.2%.of the CSPA's in institutions with 10,000 ixf 20,000 students favored such meetings. compared with 51.9% of those in institutions with 20,000 or more students. Table 13 indicates that there was significant divergence among the CSPA's regarding whether or not the CSPA should allow subordinates to administer their budget 77 Table 19. Significant differences in responses of univer- sity chief student personnel administrators who report directly to the president and those who report elsewhere regarding performances. Should May or May Should Items of Significant Do Not Do NOt Do Differences* Per Cent Per Cent Per Cent 41. Confer on a fairly regu- lar basis with the president concerning the student personnel pro— gram Total Sample 92.8 7.2 0.0 President 100.0 0.0 0.0 Other 81.2 18.8 0.0 *Chi square values Significant at the .10 level or beyond. allotments with complete autonomy, although there were no differences among the sub-groups. 30.1% agreed that subor- dinates should have such autonomy, 45.8% felt they may or may not have that autonomy, and 24.1% responded they should not be allowed such autonomy. University Relations - Five items of the question- naire concerned the university relations of the chief student personnel administrator. .As revealed in Table 13. a significant consensus (92.8%) felt the CSPA should confer on a fairly regular basis with the president concerning the student personnel program. One hundred per cent of those administrators who report directly to the president felt such conferences were necessary, compared with 81.2% of those who report elsewhere, as indicated in Table 19. A limited consensus (59.0%) felt the CSPA should sit in on university governing board meetings, with 35.0% responding may or may not do. There were no differences 78 among the sub-groups. Table 13 indicates that a significant consensus (73.4%) felt the CSPA should demand a reasonable amount of autonomy from the president in policy formulation within the student personnel program. Several respondents noted that "demand” was not an appropriate term, and that "expect” would better describe the nature of such delegation of authority. One respondent noted that the president, not the chief student personnel administrator is the primary determiner of the amount of delegated authority. Among the sub-groups, 86.3% of the CSPA's in private institutions felt the CSPA Should demand such autonomy, compared with 68.5% of those in public institutions, as revealed in Table 14. There was near unanimous agreement among the CSPA's that the CSPA should participate in policy formulation of the university, as revealed in Table 13. Finally, although a significant consensus (91.6%) of the respondents felt the CSPA should justify budget expenditures to the president or governing board, several differences were reported among the sub-groups. One hundred per cent of the CSPA's in private institutions felt such expenditures should be justified, compared with 88.5% in public institutions, as reported in Table 14. Likewise. 100% of the respondents without doctoral degrees agreed that such justification was necessary, compared with 83.1% of those with doctorates, as indicated in Table 15. Finally, as indicated in Table 18, 96.7% of the CSPA's with previous 79 professional experience felt the CSPA Should justify such expenditures, experience. Table 20. compared with 77.3% of those withous such Significant differences in responses of university chief student personnel administrators in institu- tions with 10,000 to 20,000 students and those with more than 20,000 students regarding per— formances. Items of Significant Should May or May Should Differences* Do NOt Do Not Do Per Cent Per Cent Per Cent 9. Conduct research studies which would contribute to the field of student personnel Total Sample 77.1 22.9 0.0 10,000 - 20,000 71.4 28.6 0.0 Over 20,000 88.9 11.1 0.0 11. Periodically speak to major civic groups Total Sample 73.5 26.5 0.0 10,000 - 20,000 66.1 33.9 0.0 Over 20.000 88.9 11.1 0.0 13. Establish a regular channel of communica- tion with the press Total Sample 56.6 38.6 4.8 10.000 — 20.000 62.5 30.4 7.1 Over 20.000 44.4 55.6 0.0 17. Involve student govern— ment in university policy formulation Total Sample 77.1 22.9 0.0 10.000 - 20,000 67.9 32.1 0.0 Over 20.000 96.3 3.7 0.0 37. Hold weekly staff meet— ings with those people who report directly to the CSPA Total Sample 66.3 33.7 0.0 10,000 - 20.000 73.2 26.8 0.0 Over 20,000 51.8 48.2 0.0 *Chi square values significant at the .10 level or beyond. 80 Student Relations - Three items of the questionnaire concerned the relationship of the CSPA to the general stu- dent body. Table 13 indicates that a significant consensus (88.0%) felt the CSPA should set aside time for appointments with individual students to discuss anything of importance to those students. Among the sub-groups, as revealed in Table 14, 100% of the CSPA's in private institutions felt the CSPA should allot time for such appointments, compared with 83.6% of those in public institutions. Likewise, 100% of those respondents without doctoral degrees felt such time should be set aside, compared with 83.1% of those with doctorates, as reported in Table 15. Finally, all of the CSPA's trained within the last ten years felt the CSPA should set aside time for such appointments, compared with 83.1% of those trained more than ten years ago. A limited consensus (51.8%) felt the CSPA should deal personally with parents who are concerned about problem areas, with 47.5% responding that the CSPA may or may not deal personally with these parents, as reported in Table 13. Among the sub-groups, as indicated in Table 14, 63.6% of the respondents in private institutions felt the CSPA should deal personally with parents, compared with 47.5% in public institutions. A significant consensus (69.9%) felt the CSPA should attempt to communicate policies and issues directly to students through mass meetings, neWSpaper articles, special newsletters, etc. Among the sub—groups there were no differences 81 Summapy of Mejor Findings The findings of the study relating to personal qualities of the chief student personnel administrators are summarized according to the factors selected for the role analysis. Only significant differences among the sub-groups are reported. Age A limited consensus (60.2%) felt the CSPA should not be under 30 years of age. A significant consensus (77.1%) felt the CSPA may or may not be between 30-39 years of age. a. 27.5% of the CSPA's who report directly to the president felt the CSPA should be 30-39 years of age, compared with 12.5% of those who report elsewhere. A significant consensus (74.1%) felt the CSPA may or may not be between 40—49 years of age. a. 30.5%.of the CSPA's with doctoral degrees felt the CSPA should be between the ages of 40-49, compared with 8.3% of those without doctorates. A limited consensus (59.0%) felt the CSPA may or may not be between 50-59 years of age. A significant consensus (83.1%) felt the CSPA should not be over 60 years of age. 4 A significant consensus (69.9%) felt the CSPA should be male. a. 74.6% of the CSPA's with doctoral degrees felt the CSPA should be male, compared with 58.3% of those without doctorates. A limited consensus (61.5%) felt the CSPA may or may not be female. 82 a. 46.4% of the CSPA's in institutions with 10,000 to 20,000 students felt the CSPA Should not be a female, compared with 11.1% of those with 20,000 or more students. Marital Status l. 2. 3. 4. A limited consensus (59.0%) felt the CSPA should be married. A significant consensus (84.3%) felt the CSPA may or may not be married with children. A significant consensus (72.3%) felt the CSPA may or may not be divorced. a. 45.5% of CSPA's in private institutions felt the CSPA should not be divorced, compared with 21.3% in public institutions. b. 45.8% of the CSPA's trained in the last ten years felt the CSPA should not be divorced. compared with 20.3% of those trained more than ten years ago. c. 35.7%.of the CSPA's in institutions with 10,000 to 20,000 students felt the CSPA should not be divorced, compared with 11.1% of those with 20,000 or more students. A limited consensus (60.2%) felt the CSPA may or may not be single, with 39.8% feeling the CSPA should not be single. a. 46.4% of the CSPA's in institutions with 10,000 to 20,000 students felt the CSPA should not be single, compared with 25.9% of those with 20,000 or more students. Religious Preference 1. A limited consensus (60.2%) felt the CSPA may or may not be of a particular religious preference. with 37.4% feeling the CSPA should not be of a particular religious preference. a. 13.6% of the CSPA's in private institutions felt the CSPA should be of a particular religious preference, compared with 1.6% in public institutions. 2. a. b. c. 3. a. 4. Training 1. a. b. c. 2. 83 A limited consensus (54.2%) felt the CSPA should have previous experience as a university teacher. 61.0% of the CSPA's with doctoral degrees felt the CSPA should have previous experience as a university teacher, compared with 37.5% of those without doctorates. 71.0% of the CSPA's without professional train- ing felt the CSPA should have previous experience as a university teacher, compared with 44.2% of those with professional training. 63.6% of the CSPA's trained more than ten years ago felt the CSPA should have previous experience as a university teacher, compared with 50.8% of those trained within the last ten years. A limited consensus (63.0%) felt the CSPA should have previous experience as a student personnel administrator. 75.4%.of the CSPA's with previous professional experience felt the CSPA should have previous experience as a student personnel administrator, compared with 31.9% of those without such experience. A significant consensus (96.4%) felt the CSPA may or may not be promoted from the local university staff. A limited consensus (66.3%) felt the CSPA should hold a doctoral degree. 73.8% of CSPA's in public institutions felt the CSPA Should hold a doctoral degree, compared with 45.5% in private institutions. 84.4% of the CSPA's with doctoral degrees felt the CSPA should hold a doctoral degree com- pared with 20.8% of those without doctorates. 76.9% of the CSPA's with professional training felt the CSPA should hold a doctoral degree, compared with 48.4%,of those without professional training. A Significant consensus (73.5%) felt the CSPA may or may not have a liberal arts background. 84 3. A limited consensus (53.0%) felt the CSPA should not have only a Master's degree. a. 71.2% of the CSPA's with doctoral degrees felt the CSPA should not hold only a Master's degree. compared with 8.3% of those without doctorates. b. 65.4% of the CSPA's with professional training felt the CSPA should not hold only a Master's degree, compared with 32.3% of those without professional training. c. 56.8% of the CSPA's who report directly to the president felt the CSPA should not hold only a Master's degree, compared with 46.9% of those who report elsewhere. d. 11.1% of the CSPA's in institutions with over 20,000 students felt the CSPA should hora only a Master's degree, compared with 0.0% of those with 10,000 to 20,000 students. 4- A significant consensus (74.7%) felt the CSPA may or may not be trained primarily in educational L» administration. 5. A significant consensus (71.1%) felt the CSPA may or may not be trained primarily in student personnel»~ administration. a. 23.1% of the CSPA's with professional training felt the CSPA Should be trained primarily in student personnel administration, compared with 3.2% of those without professional training. 6. A significant consensus (78.3%) felt the CSPA mayL/, or may not be trained primarily in counseling. a. 40.9% of CSPA's in private institutions felt the CSPA should not be trained primarily in counseling, compared with 13.1% in public institutions. b. 26.7% of the CSPA's in institutions with 10,000 to 20,000 students felt the CSPA should not be trained primarily in counseling, compared with 7.4% of those with 20,000 or more students. 7. A significant consensus (80.7%) felt the CSPA may or may not be trained in a field other than studentu/’ personnel. The findings of the study relating to the participations of the chief student personnel administrator are summarized 85 according to the factors selected for the role analysis. Only significant differences among the sub—groups are re- ported. 1. 6. A significant consensus (72.3%) felt the CSPA may or may not be active in local politics. a. 7.4% of the CSPA's in institutions with 20,000 or more students felt the CSPA should be active in local politics, compared with 0.0% of those with 10,000 to 20,000 students. A significant consensus (85.5%) felt the CSPA may or may not be active in church affairs. A significant consensus (85.5%) felt the CSPA should be active in professional organizations in student personnel. A limited consensus (60.2%) felt the CSPA should be active in other related professional organizations. a. 74.1% of the CSPA's in institutions with 20,000 or more students felt the CSPA should be active in other related professional organizations, compared with 53.6% of those with 10,000 to 20,000 students. A significant consensus (97.6%) felt the CSPA may or may not be active in veteran's organizations. a. 100% of the CSPA's who report directly to the president felt the CSPA may or may not be active in veteran's organizations, compared with 93.8% of those who report elsewhere. A significant consensus (73.5%) felt the CSPA may or may not be active in civic and welfare committees such as the Red Cross. a. 49.9% of the CSPA's without previous professional experience felt the CSPA should be active in civic and welfare committees such as the Red Cross, compared with 21.3% of those with such experience. A significant consensus (71.1%) felt the CSPA should be active in affairs of the faculty organi- zation. a. 47.5% of the CSPA's in public institutions felt the CSPA should be active in affairs of the faculty organizations, compared with 31.8% in private institutions. 8. 86 A significant consensus (86.8%) felt the CSPA may or may not be active in a service club such as Rotary. a. 22.6% of the CSPA's without professional train- ing felt the CSPA should be active in a service club such as Rotary, compared with 7.7% of those with professional training. The findings of the study relating to the friendships of the chief student personnel administrator are summarized according to the factors selected for role analysis. Only significant differences among the sub-groups are reported. 1. A limited consensus (55.4%) felt the CSPA may or may not have an intimate friendship with a faculty member. a. 59.4%,of the CSPA's who report to an office other than the president felt the CSPA should have an intimate friendship with a faculty member, compared with 33.3% of those who report directly to the president. The sample diverged significantly concerning the CSPA having an intimate friendship with a student with 22.9% responding should be, 48.2% responding may or may not be, and 28.9%.responding should not be. a. 45.8% of the CSPA's trained in the last ten years felt the CSPA should not have a student as an intimate friend, compared with 22.0% of those trained more than ten years ago. b. 29.5% of the CSPA's with previous professional experience felt the CSPA should have an intimate friendship with a student, compared with 4.6% of those without such experience. c. 43.8% of the CSPA's who report directly to the president felt the CSPA should have an intimate friendship with a student, compared with 9.8% of those who report elsewhere. A limited consensus (62.7%) felt the CSPA may or may not have an intimate friendship with a community leader. 4. 7. 87 A limited consensus (53.0%) felt the CSPA may or may not have an intimate friendship with an academic dean, with 45.8% feeling the CSPA Should have such a friendship. A limited consensus (65.1%) felt the CSPA may or may not have an intimate friendship with a member of the student personnel staff. Va. 32.8% of the CSPA's with previous professional experience felt the CSPA should have an intimate friendship with a member of the student personnel staff, compared with 9.1% of those without such experience. A significant consensus (67.5%) felt the CSPA may or may not have an intimate friendship with the university president. a. 34.4% of the CSPA's with previous professional experience felt the CSPA should have an intimate friendship with the university president, com— pared with 13.6% of those without such experience. A limited consensus (55.4%) felt the CSPA may or may not have an intimate friendship with an ordinary citizen, with 43.3% feeling the CSPA should have such a friendship. A§,The findings of the study relating to the job performances of the chief student personnel administrator are summarized according to the factors selected for role analysis. Only significant differences among the sub-groups were reported. Faculty7Relations 1. A limited consensus (62.7%) felt the CSPA may or may not seek out faculty opinion and advice in new staff selection for the student personnel office with 32.5% feeling he should do so. A Significant consensus (69.9%) felt the CSPA should make use of a faculty committee for the purpose of advising the chief student personnel administrator in major policy formulation. 3. 88 A significant consensus (94.0%) felt the CSPA should attempt to communicate the purposes and functions of the student personnel office to the faculty by appearing before faculty meetings, etc. a. 96.7% of the CSPA's in public institutions felt the CSPA should attempt to communicate the purposes and functions of the student personnel office to the faculty, compared with 86.4% in private institutions. b. 96.8% of the CSPA's with previous professional experience felt the CSPA should communicate such information to the faculty, compared with 86.4% of those without such experience. A significant consensus (100%) felt the CSPA should work closely with academic deans in areas of mutual concern. A limited consensus (63.9%) felt the CSPA should hold faculty rank in an academic department. a. 70.5% of the CSPA's with previous professional experience felt the CSPA should hold faculty rank in an academic department, compared with 45.5% of those without such experience. Research and Evaluation 1. A significant consensus (77.1%) felt the CSPA should conduct research studies which would contribute to the field of student personnel. a. 88.5%,of the CSPA's with professional training felt the CSPA Should conduct such research. compared with 58.1% of those without professional training. b. 88.9% of the CSPA's with 20,000 or more students felt the CSPA should conduct such research. compared with 71.4% of those with 10,000 to 20,000 students. A Significant consensus (92.8%) felt the CSPA Should conduct evaluation studies of the student personnel office. a. 96.7% of the CSPA's with previous professional experience felt the CSPA should conduct such studies compared with 81.8% of those without such experience. 89 Public Relations A significant consensus (73.5%) felt the CSPA should Speak periodically to major civic groups. a. 88.9% of the CSPA's in institutions with over 20,000 students felt the CSPA Should speak to such groups, compared with 66.1% of those with 10,000 to 20,000 students. A significant consensus (85.5%) felt the CSPA should make it possible for any student or citizen to schedule an appointment with the chief student personnel administrator. a. 100% of the CSPA's without doctorates felt the CSPA should make it possible for such an appointment, compared with 79.7% of those with doctorates. A limited consensus (56.6%) felt the CSPA should establish a regular channel of communication with a. 62.5% of the CSPA's in institutions with 10,000 to 20,000 students felt the CSPA should establish such communication, compared with 44.4% of those with 20,000 students or A significant consensus (92.8%) felt the CSPA should attend major university functions. A limited consensus (66.2%) felt the CSPA should avoid being publicly critical of all major uni- A significant consensus felt the CSPA should not prevent student government leaders from being publicly critical of university policies and/or a. 78.9% of the CSPA's with professional training felt the CSPA should not prevent such criticism, compared with 58.1% of those without professional A significant consensus (77.1%) felt the CSPA l. 2. 3. the press. more. 4. 5. versity policies. Student Government 1. officials. training. ‘2. should involve student government in university policy formulation. 3. 4. 5. 90 a. 85.5% of the CSPA's with previous professional experience felt the CSPA should encourage such involvement, compared with 54.6% of those without such experience. b. 96.3% of the CSPA's in institutions with over 20,000 students felt the CSPA should encourage student involvement in policy formulation, compared with 67.7% of those with 10,000 to 20,000 students. A significant consensus (80.7%) felt the CSPA should become acquainted with major student government leaders on a personal basis. a. 91.6% of the CSPA's without doctoral degrees felt the CSPA should become acquainted with these leaders on a personal basis, compared with 76.3% of those with doctorates. A significant consensus (71.1%) felt the CSPA Should allow student government groups to invite "controversial" Speakers to campus without re- striction. A significant consensus (74.7%) felt the CSPA should not prevent the student newspaper from publishing articles detrimental to the best interests of the university. There was significant divergence among the CSPA's regarding allowing student government complete autonomy in the expenditures of student revenues. 22.9% responded should do, 48.2% responded may or may not do, and 28.9% responded should not do. There was significant divergence among the CSPA's regarding whether or not the CSPA should serve as the designated university advisor to the all— university student government. 27.7% responded should do, 49.4% responded may or may not do, and 22.9% responded should not do. a. 45.5% of the CSPA's in private institutions felt the CSPA should serve as that designated advisor, compared with 21.3% in public institutions. b. 45.8% of the CSPA's without doctoral degrees felt the CSPA should serve as that designated advisor, compared with 20.4% of those with doctorates. 91 Discipline 1. 4. There was significant divergence among the CSPA's regarding whether or not the CSPA should consider the ”best interests of the university" as the primary criterion in handling a disciplinary situation. 7.2% reSponded should do, 44.6% responded may or may not do, and 48.2% reSponded should not do. A limited consensus (60.2%) felt the CSPA should consider the "best interests of the student" as the primary criterion in handling a disciplinary Situation. a. 75.0% of the CSPA's trained in the last ten years felt the CSPA should employ this criterion. compared with 54.2% of those trained more than ten years ago. b. 68.8% of the CSPA's with previous professional experience felt the CSPA should employ this criterion, compared with 36.4% of those with- out such experience. A significant consensus (86.8%) felt the CSPA should not "make an example" of a student in a disciplinary situation. A limited consensus (57.8%) felt the CSPA may or may not deal personally with students in violation of major university regulations, with 28.9% feeling that he should do so. a. 27.3% of the CSPA's in private institutions felt the CSPA should deal personally with such students, compared with 8.2% in public institutions. b. 20.8% of the CSPA's without doctoral degrees felt the CSPA should deal personally with such students, compared with 10.2%.of those with doctorates. However, 41.7% of the CSPA's without doctorates felt the CSPA should not deal personally with such students. compared with 23.8% of those with doctorates. c. 25.8% of the CSPA's without professional train- ing felt the CSPA should deal personally with these students, compared with 5.8% of those with professional training. waever, 32.3% of the CSPA's without professional training felt the CSPA should not deal personally with these students, compared with 26.9% of those with professional training. 5. 6. 92 A significant consensus (79.5%) felt the CSPA should make use of a Student judiciary system for handling selected disciplinary situations. A Significant consensus (77.1%) felt the CSPA may or may not take disciplinary action against students convicted of offenses by civil authorities. Professional Relations A significant consensus (72.3%) felt the CSPA should work on committees sponsored by state or national student personnel organizations. There was significant divergence among the CSPA's regarding whether or not the CSPA should read most of the professional journals in the field of education, with 47.0% responding should do, 49.4% responding may or may not do, and 3.6% responding should not do. 9 a. 50.8% of the CSPA's in public institutions felt the CSPA's should read such journals,’ compared with 36.4% in private institutions. b. 51.9% of the CSPA's with professional training felt the CSPA should read such journals, com- pared with 38.7% of those without professional training. ' A limited consensus (55.4%) felt the CSPA should write articles for professional journals which would be of benefit to the profession. a. 63.5% of the CSPA's with professional training felt the CSPA should write such articles, com- pared with 41.5% of those without professional training. b. 62.3% of the CSPA's with previous professional experience felt the CSPA should write such articles, compared with 36.4% of those without such experience. Staff Relations l. A significant consensus (72.3%) felt the CSPA may or may not delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates. 2. 6. 93 A significant consensus (68.7%) felt the CSPA should make recommendations for appointment, pro— motion, or dismissal of subordinates on the basis of merit alone. a. 72.8% of the CSPA's trained more than ten years ago felt the CSPA should make recommendations on that basis alone, compared with 58.3% of those trained in the last ten years. A significant consensus (75.9%) felt the CSPA should accept the full responsibility for the decisions of his subordinates. A significant consensus (89.2%) felt the CSPA should avoid involvement with factional or clique groups on his staff. A limited consensus (54.2%) felt the CSPA may or may not eliminate from his staff any person with ”extreme" political views, with 43.4% feeling the CSPA should not do so. a. 9.1% of the CSPA's without previous professional experience felt the CSPA should eliminate such persons, compared with 0.0% of those with professional experience. A significant consensus (66.2%) felt the CSPA should hold weekly staff meetings with those people who report directly to the chief student personnel administrator. a. 83.3% of the CSPA's without doctoral degrees felt the CSPA should hold such meetings compared with 59.3% of those with doctorates. b. 73.8% of the CSPA's with previous professional experience felt the CSPA should hold such meetings, compared with 45.5% of those without such experience. c. 51.9% of the CSPA's in institutions with 20,000 or more students felt the CSPA should hold such weekly meetings, compared with 73.2% of those with 10,000 to 20,000 students. There was Significant divergence among the CSPA's regarding whether or not the CSPA should allow subordinates to administer their budget allotments with complete autonomy. 30.1% responded should do, 45.8% responded may or may not do, and 24.1% responded should not do. 94 University Relations 1. 2. 3. 4. 5. Student 1. A significant consensus (92.8%) felt the CSPA should confer on a fairly regular basis with the president concerning the student personnel program. a. 100% of the CSPA's who report directly to the president felt the CSPA should confer with the president, compared with 46.9% of those who report elsewhere. A limited consensus (59.0%) felt the CSPA should sit in on university governing board meetings. A significant consensus (73.4%) felt the CSPA should demand a reasonable amount of autonomy from the president in policy formulation within the student personnel program. a. 86.3% of the CSPA's in private institutions felt the CSPA should demand such autonomy, compared with 68.5% in public institutions. A significant consensus (98.9%) felt the CSPA should participate in policy formulation of the university. A significant consensus (91.6%) felt the CSPA should justify budget expenditures to the president or governing board. a. 100% of the CSPA's in private institutions felt the CSPA should justify these expenditures, compared with 88.5% in public institutions. b. 100% of the CSPA's without doctoral degrees felt the CSPA should justify such expenditures, compared with 83.1% of those with doctorates. c. 96.7% of the CSPA's with previous professional eXperience felt the CSPA should justify such expenditures, compared with 77.3% of those without such eXperience. Relations A significant consensus (88.0%) felt the CSPA should set aside time for appointments with individual students to discuss anything of importance to those students. 2. 3., 95 100% of the CSPA's in private institutions felt the CSPA should set aside time for such appoint- ments, compared with 83.6% in public institutions. 100% of the CSPA's without doctoral degrees felt the CSPA should set aside time for such appointments, compared with 83.1% of those with doctorates. 100% of the CSPA's felt the CSPA should set aside time for such appointments, compared with 83.1% of those trained more than ten years ago. A limited consensus (51.8%) felt the CSPA should deal personally with parents who are concerned about problem areas, with 47.0% responding may or may not do. a. 63.6% of the CSPA's in private institutions felt the CSPA Should deal personally with parents, compared with 47.5% in public institutions. A significant consensus (69.9%) felt the CSPA should attempt to communicate policies and issues directly to students through mass meetings, newspaper articles, special newsletters, etc. CHAPTER V SUMMARY, CONCLUSIONS. AND RECOMMENDATIONS Statement of the Problem The purpose of this study was to describe and analyze the expectations of chief student personnel administrators in universities with 10,000 or more students regarding their role. Their expectations were analyzed according to the following selected characteristics of the respondents: type and size of institution, degree held, type of training, recency of training, previous experience, and the person to whom the administrator reports. The study was confined to the following selected factors which were considered to be important in studying role expectations: ideal personal qualities of an administrator, appropriate community par- ticipations for an administrator, appropriate friendships for an administrator, and appropriate job performances for an administrator. Methodology A questionnaire was developed which was sent to 93 schief student personnel administrators in 88 institutions. 89.3% of the total number of administrators sampled returned questionnaires which were used in the study. The responses were transferred to two decks of cards for computer tabulation 96 97 The computer produced a master sheet of responses on each item for each characteristic and frequency of specific answers . Hypotheses The study was built upon the general hypothesis that there existed a divergence of expectations among university chief student personnel administrators concerning the role of the chief student personnel administrator in a university with 10,000 or more students. Divergence existed if less than 50.0% of the sample chose one of the three possible reSponses. Limited consensus was present if between 50.0% and 66.6% of the sample chose one of the three possible responses. Significant consensus was present if more than 66.6% of the sample chose one of the three pos- sible responses. A second hypothesis of this study was that there existed differences of expectations among chief student personnel administrators in universities with 10,000 or more students according to the following characteristics: type and Size of institution, degree held, type of training, recency of training, previous experience, and the person to whom the CSPA reports. A chi square test of significance was used for the purpose of testing the following null hypotheses: (1) No differences of expectations exist between those CSPA's in public institutions and those in private institutions concerning the role of the chief student personnel administrator in a university with 10,000 or more students. (2) (3.) (4) (5) (6) (7) 98 No differences of expectations exist between those CSPA's with earned doctoral degrees and those without such degrees concerning the role of the chief student personnel administrator in a university with 10,000 or more students. No differences of expectations exist between those CSPA's with professional training and those without such training concerning the role of the chief student personnel administrator in a uni- versity with 10,000 or more students. No differences of expectations exist between those CSPA's trained within the last ten years and those trained more than ten years ago concerning the role of the chief student personnel administrator in a university with 10,000 or more students. No differences of expectations exist between those CSPA's with professional experience prior to assuming their present positions and those without such experience concerning the role of the chief student personnel administrator in a university with 10,000 or more students. No differences of expectations exist between those CSPA's who report directly to the president of their institution and those who report elsewhere concerning the role of the chief student personnel administrator in a university with 10,000 or more students. No differences of expectations exist between those CSPA's in universities with 10,000 to 20,000 students and those with over 20,000 students concerning the role of the chief student personnel administrator in a university with 10,000 or more students. The null hypothesis was rejected if the value of chi square was greater than 4.605 with two degrees of freedom and 2.706 with one degree of freedom, at the .10 level of Significance. Conclusion and Discussion of Sigpificant Findings \ It was the general hypothesis of this study that a (Sivergence of expectations existed among university chief Student personnel administrators concerning the role of the 99 chief student personnel administrator in a university with 10,000 or more students. On the basis of the evidence, this hypothesis must be rejected. It is the conclusion of this study that there is a consensus of expectations concerning the role of the chief student personnel administrator in the large university. Only four of the eighty—one items of the questionnaire yielded significant divergence. The analysis of the sample according to the selected characteristics of type and size of institution, degree held, type of training, recency of training, previous experience, and the person to whom the CSPA reports failed to yield significant divergence. The greatest differences were found between those CSPA's with previous professional experience and those without such experience, but those differences represented less than 18% of the items. Listed below is a discussion of the Significant findings relating to personal qualities, participations, friendships, and performances of the CSPA, as well as those findings relating to the selected characteristics studied. Personal Qualities 1. ~The CSPA should be between the ages of 30 and 59. Persons under 30 and over 60 years of age should not hold the position of CSPA. 2. The CSPA should be male, although nearly two-thirds of the sample felt the CSPA may or may not be female. 100 3. The CSPA should be married, although whether he xvas divorced or had children were not important factors. 4. The CSPA may or may not be of a particular religious 1517-ted from within the institution was not an important factor. 6. No method of training CSPA's received substantial SL1 pport from amorngthe salmble, although there was agreement ILtIEBt the CSPA should hold a doctoral degree. Training in titles liberal arts. educational administration, student per- E3<>rine1 administration, or any other field received minimal SquEpport. This evidence suggests that there is no clear Consensus concerning the training of CSPA's. ia-‘I‘tic ipations 7. Participation in non-university associated community EE:EE;§;ivities are not considered importantpparticipations for tllilee CSPA. Participation in local politics, church affairs, "1:‘ not the CSPA Should have an intimate friendshippwith a S't214dent. About one-fourth of the sample supported such a i51:;iendship, and another one—fourth rejected such a friendship. _P_e rformances 11. The CSPA should establish close relationships with ;E£3:§e faculty. He should have a faculty advisory committee. t<3» advise him concerning the student personnel program, work C33L casely with academic deans, communicate the purposes and ELII—actions of his office to the faculty as a whole, and h1<2>ZLd faculty rank in an academic department. 12. Research and evaluation are considered important SELESLIEiVitieS for the student personnel office. He should c3‘:>Iiduct research studies which would contribute to the field <>f3 student personnel, as well as conduct evaluation studies of his student personnel office. 13. The CSPA shou1d_p1ay_an important role in public relations, both within his office and for the university as a whole. He should communicate the functions of his office 102 to faculty and students, and speak to civic groups, estab- lish a regular channel of communication with the press, attend major university functions, be available to talk to citizens on an individual basis, and avoid being publicly critical of all major university policies. 14. The CSPA should allow student government a great deal of freedom in exercising its responsibilities. He should not prevent student government leaders from being publicly critical of university policies and/or officials, he should allow student government groups to invite contro- versial Speakers to campus without restriction, and he should not prevent the student newspaper from publishing articles detrimental to the best interests of the university. 15. There was divergent gpinion as to whether or not student government should be allowed complete autonomy in the expenditures of student revenues. About one fourth of the sample felt the student government should have complete autonomy, while another one-fourth felt they should not. 16. The CSPA should involve student government in university policy formulation. Nearly four-fifths of the sample supported this involvement, with none of the sample prohibiting this kind of activity. 17. The CSPA should become acquainted with mejor student gpvernment leaders on a personal basis, but he mey or may not serve as the designated university adviser to the all-univer— sity student government. There was divergent opinion on the latter matter, with about one—fourth of the sample 103 stating that he should be the designated adviser, and one- fourth stating that he should not. 18. The "best interests of the student" Should be the primary criterion in handling a disciplinary situation. The CSPA should never ”make an example" of a student in a disci- plinary situation, and he should make use of a student judiciary system for handling selected disciplinary situations. 19. The CSPA may or may not take disciplinary action against students convicted of offenses by civil authorities. The evidence suggests that such action would depend upon the circumstances. 20. The CSPA should be involved in the activities of his profession. He Should work on committees Sponsored by state or national student personnel organizations, and should write articles for professional journals in the field of student personnel. He may or may not delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates. 21. The CSPA should make recommendations for appoint- ment, promotion, or dismissal of subordinates on the basis of merit alone, although he may consider eliminating from his staff any persons with extreme political views. 22. The CSPA should accept the full responsibility for the decisions of his subordinates. 23. The CSPA should avoid involvement with factional or clique groups on his staff. 24. The CSPA should establish a direct line of communi- cation with ordinary students. He should set aside time for 104 appointments with individual students, and attempt to communi- cate student personnel policies and issues directly to stu- dents through mass meetings, newspaper articles, special newsletters, etc. 25. The CSPA should be directly involved in the decision— making_process of the university. He should confer on a fairly regular basis with the president, and sit in on uni- versity governing board meetings. 26. The CSPA should demand a reasonable amount of autonomy from the president in policy formulation within the student personnel program. This does not imply complete independence from the president, however, for he should confer with the president concerning the student personnel program and justify budget expenditures to that office. Selected Characteristics 27. Although there is a consensus of expectations be- tween CSPA'S in public institutions and those in private institutions, the type of institution in which the CSPA is employed affects to some extent the way in which the CSPA perceives his role. CSPA's in public institutions appear to be more professionally oriented, and more active among the faculty than those in private institutions. On the other hand, CSPA's in private institutions appear to have more direct student contact, and more direct parent contact. than those in public institutions. But on the whole there is little divergence between the two groups. 105 28. Although there is a consensus of expectations between CSPA's with doctoral degrees and those without such degrees, the degree held affects to some extent the way in which the CSPA perceives his role. CSPA's with doctoral degrees appear to favor an older man with a doctoral degree, and previous experience as a university teacher more than the CSPA without a doctoral degree. The CSPA's without doctoral degrees appear to have more direct student contact, than those with the doctoral degree. But on the whole there is little divergence between the two groups. 29. Althoggh there is a consensus of expectations between CSPA's with professional training and those without such training, the type of training affects to some extent the way in which the CSPA perceives his role. CSPA's with professional training appear to favor a person with a doc- toral degree, previous experience as a university teacher, and training primarily in student personnel administration more than those without professional training. Professionally trained CSPA's also are more professionally oriented, and more willing to allow student government freedom than those without such training. CSPA's without professional training appear more active in non—university related community activities than those with professional training. But on the whole, there is little divergence between the two groups. 30. Recency of trainingyis not a significant influence in determining the way in which the CSPA perceives his role. Generally speaking, CSPA's trained in the last ten years 106 appear to be more student oriented than those trained more than ten years ago, but on the whole, there is almost no divergence between the two groups. 31. Although there is a consensus of expectations between CSPA's with previousyprofessional experience and those without such experience, the type ofgprevious experience of the CSPA affects the way in which the CSPA perceives his role to a greater extent than any of the selected character- istics studied. CSPA's with previous professional experience appear to favor a person with previous experience as a uni— versity teacher and faculty rank in an academic department more than those without such experience. Further, the CSPA's with previous professional experience are more professionally oriented, more student oriented, more likely to have intimate friendships with students, student personnel staff and the university president than those without pro- fessional experience. Those CSPA's without professional experience appear more active in non-university related community activities than those with professional training. But on the whole, once again, there was little divergence. 32. The person to whom the CSPA reports is not a signifi— cant influence in determining the wey_in which the CSPA per- ceives his role. The CSPA who reports directly to the president appears more likely to confer on a fairly regular basis with the president concerning the student personnel program than those who report elsewhere, but on the whole, there is almost no divergence between the two groups. 107 33. Although there is a consensus of expectations between CSPA's in universities with 10,000 to 20,000 students and those with more than 20,000 students, the size of the institution in which the CSPA is employed affects to some extent the way in which the CSPA perceives his role. The CSPA's in institutions with over 20,000 students were more professionally oriented and more supportive of student involvement in university policy formulation than those in smaller institutions. But on the whole, there was little divergence between the two groups. Implications The conclusions reached in this study have implica- tions for several components of the university community, including chief student personnel administrators, student personnel educators, faculties, boards of control and uni- versity presidents, and students. For the university chief student personnel administra- tor, several professional reference points were established which can help him in interpreting his role. Substantial agreement was reached concerning the personal qualities, previous experience, community participations, friendships, and job performances of the CSPA. The CSPA therefore has the accumulated professional agreement of his colleagues concerning the way in which the role of the chief student personnel administrator is interpreted. Likewise, the unresolved issues which this study isolated has implications for the CSPA. For example, such 108 issues as the training, student relations, staff relations, Z// and university relations created divergence of expectations among the sample. This study points up the need for CSPA's to investigate, discuss, and hopefully resolve these dif- ferences. For the scholars responsible for training student L/fi personnel administrators, the above mentioned professional reference points should aid them in developing, interpreting and implementing a program of graduate preparation for student personnel administrators. Further, since this study revealed that none of the suggested methods of training (counseling, student personnel administration, educational administration) received the substantial support of the sample, there is a need for student personnel educators to initiate renewed discussions with student personnel administrators concerning appropriate graduate preparation. For the faculties of large institutions, this study has revealed several areas in which the faculty should be involved in the student personnel program. For example, there was consensus that the CSPA should make use of a faculty committee for the purpose of advising the CSPA in major policy formulation. He should attempt to communicate the purposes and functions of his office to the faculty, and he should work closely with academic deans in areas of mutual concern. This open invitation for active involvement in the student personnel program should be noted by faculties in large universities. Further, since this study represents 109 the most recent interpretation of the role of the student personnel administrator, it should aid in reducing the limited and naive conception that many faculty possess concerning the intentions and purposes of the student personnel program. For university boards of control and presidents who have the task of selecting chief student personnel administra- tors, this study has revealed several important considerations. For example, the personal qualities of the ideal chief student personnel administrator were isolated, including age, sex, marital status, religious preference, and type of experience. In addition, the ideal relationship between the CSPA and the president was described, including fairly regular conferences, a reasonable amount of autonomy, and participation in university policy formulation. For the boards of control, the CSPA felt he should sit in on their meetings. Overall, the reference points established should aid both the boards of control and the president in under- standing the student personnel program. Finally, for the student, who must inevitably test the worth of any student personnel program, this study offers a renewed statement of the crux of how chief student personnel administrators view the role of students in a university. For example, it is evident that most CSPA's feel that students should be allowed a great deal of freedom in govern- ing their own affairs. The student should expect that the chief student personnel administrator will be available to llO discuss matters of importance. And the student should get an overall feel for what the CSPA is trying to accomplish through his student personnel program. Suggestions for Further Research 1. The training of chief student personnel administra- ;//”V tors should be investigated more thoroughly. None of the methods suggested in this study received substantial support from the sample. Therefore, further investigation is needed to determine appropriate graduate training for chief student personnel administrators in universities with 10,000 or more students. 2. The pudgetary_function of the chief student personnel administrator should be explored more thoroughly. The one item of the questionnaire that dealt with this area yielded divergent expectations; therefore, greater study is needed to determine the role of the CSPA in budget administration. 3. The nature of the relationshipbetween the CSPA L/// and his subordinates should be examined. The evidence con- cerning the CSPA's staff relations suggests an ambivalence regarding this role. Specifically, the extent of delegation of responsibility by the CSPA to his subordinates needs further investigation. 4. The freedom of student government to expend student revenues should be examined. This study revealed divergence of expectations among the CSPA's regarding this question, and therefore further investigation is needed. 111 5. The role of the CSPA in taking disciplinary action against students convicted of offenses by civil authorities should be examined. Mbst of the sample responded may or may not do to this question, revealing uncertainty among the CSPA's. More study is needed in this area, particularly the legal implications of such action. 6. The role of the faculty advisory committee should be examined. Mbst of the sample agreed that the CSPA should make use of such a committee for the purpose of advising the CSPA in major policy formulation, but the exact nature of this committee is unclear. A study of the current practices as well as recommendations for future use should be under- taken. 7. The role of the CSPA with the academic deans should be examined. Mbst of the sample agreed that the CSPA should work closely with academic deans in areas of mutual concern, but these areas should be spelled out in greater detail. 8. The public relations role of the CSPA should be examined more thoroughly. This study suggested that the CSPA has a definite public relations role, therefore this role should be defined in greater detail. 9. The role of the CSPA in university poliey formula- tion should be examined in greater detail. Mbst of the sample agreed that the CSPA should have this involvement, but the nature of such involvement is unclear. 10. The role of the studentyjudiciary in handling disciplinary situations should be examined. Most of the 112 sample agreed that for selected cases, a student judiciary should be used. But questions regarding the extent of its authority and autonomy need to be answered. 11. The role of studentggovernment in university policy formulation should be examined. Again, most of the sample agreed that such involvement was appropriate, but the exact nature and extent of such involvement needs to be defined and analyzed. 12. The extent and nature of the autonomy extended to the CSPA bears further investigetion. Most of the sample agreed that the CSPA should demand a reasonable amount of autonomy from the president, but obviously further definition is needed to determine what constitutes "reasonable" autonomy. BIBLIOGRAPHY BIBLIOGRAPHY Anastasi, Anne. Psychological Testing. New York: The NBcNullan Company, 1961. Ayers, Archie R., Trip, Philip A., and Russel, John. Student Services Administration in Higher Education. Washington: U.S. Government Printing Office, 1966. Barry, Ruth and Wolf, Beverly. Modern Issues in Guidance- Personnel Work. New York: Teachers College, Columbia University, 1957. Bass, Floyd L. "Duties of Tennessee High School Principals," National Association of Secondary School Principals Bulletin, 45: Oct. 1961, pp. 79-88. 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APPENDIX A QUESTIONNAIRE UNIVERSITY CHIEF STUDENT PERSONNEL ADMINISTRATOR ROLE EXPECTATION QUESTIONNAIRE Title of Present Position Title of Person to Whom You Report Directly Type of Institution at Which You are Presently Employed: CJPublic CJPrivate (Non—Sectarian) EJPrivate (Church Related) CJOther, Describe Degrees Held (Please indicate if Earned or Honorary) Institution Degree Major Year(s) Job Experience (List most recent first): Institution Title or Position Year(s) Your Present Age Please check in Column 1 the university services which are under the administration of the student personnel office. In Column 2 please check those services whose administra- tive head reports directly to you. Service Column 1 Column 2 (Part of Student Personnel Office) (Report Directly to You) Academic Advising...... ..... ... Admissions................................ Alumni Relations.......................... Campus Police........ ..... ................ Counseling Center...... ...... ............. Financial Aids............................ Foreign Student Advising,................. Fraternities & Sororities................. Freshmen Orientation....... ..... .......... Health Service............................ Intercollegiate Athletics................. Off-Campus Housing........................ Placement Service... ......... ............. Psychiatric Services...................... Registrar............... Residence Halls Business Operation......... I'Hl'l I'll'lllllllilll'l Personnel Programs.OOOOOOOOOOOOOOOOOOOO ......OOOOOO... ......... O SCh01arshipS.00.0.0000.........OOOOCOOOOOO .....OOOOIOOOO ..... 0...... StUdent ActiViti-es.......OCOOIOOOCCOOOCCOO StUdent unionoooooooooooo0.000000000000000 Intramural Athletics ....... ............. 'llll SECTION 1 - PERSONAL QUALITIES Instructions: recommend someone for consideration as your successor. mend? Please circle in the column you response to each item. Response Key: SB - Should be; MMNB - May or may not be; Imagine that you have accepted another position. SNB - Should not be Your president asks you to What kind of person would you recom- 1. Under 30 years of age..SB MMNB SNB 14. Previous experience as a uni- verSity teacherOOOIOOOOOOOOOOOCO.SB bflmB SI‘IB 2. 30-39 years of age.....SB MMNB SNB 15. Previous experience as a student 3. 40-49 years of age.....SB MMNB SNB personnel administrator..........SB MMNB mm 4. 50-59 years of age.....SB MMNB SNB l6. Promoted from the local univer- Sity StaffOCOOOOOCCCOOO ....... ...SB WINE SNB 5. Over 60 years of age...SB MMNB SNB 17. Holder of a doctoral degree......SB MMNB SNB 6. Male.......OCCOOOOOOOOOSB WINE SNB 18. Liberal arts background .......... SB MMNB SEE 7O Fémale...’......COOOOOOSB WINE SNB 19. Holder only of a Master's 80 b1arried00000000000OOOOOSB MB SNB degreeOOOIOOOOOOCOOOO...OOOOOOOOOSB PEI-NB SNB 9. Married with children..SB MMNB SNB 20. Trained primarily in educational administration............. ...... SB MMNB SNB 10. Divorced...........OOOOSB WINE SNB 21. Trained primarily in student 11. Single.......... ....... SB MMNB SNB personnel administration.. ....... SB MMNB SNB 12. Of a particular reli- 22. Trained primarily in counseling..SB ‘MMNB SN- gious preference.......SB MMNB SNB 23. Trained in a field other than 13. Previous experience as student personnel................SB iMMNB SNB an educational adminis- trator..............OOOSB WNB SNB SECTION II - PARTICIPATIONS Instructions: Which of the following kinds of organizational memberships or activities do you feel are appropriate for a university chief student personnel administrator? Please circle in the column your response to each item. Response Key: SB - Should be; MMNB - May or may not be; SNB - Should not be 1. ACti—Ve in local pOIitiCSOOOOOOOOOO0..........0.......0O.......OOOOOOOOOOOOOOOSB PDINB SN3 2. Active in ChurCh affairSOOOOOOOOCOOCOOOOI...O.....OOOOOOOOCCOO......OOOOOOOOOSB WINE SNB 3. Active in professional organizations in student personnel....................SB bflflflB SNF 4. Active in other related professional organizations................... ..... ...SB PDflWB SNB 5. Aetive in veteran's organizations.......O...’......COOOOO......OOOOOOOOCOOOOOSB mmB St{: 6. Active in civic and welfare committees such as the Red Cross.................SB bflflflB SNB 7. Active in affairs of the faculty organization................................SB PDflWB SNB 8. Active in a service club such as Rotary......................................SB bflflWB SNB SECTION III - FRIENDSHIPS Instructions: circle in the column on the right your response to each item. Response Key: SB - Should be; MMNB - May or may not be; SNB - Should not be 1. A faculty member.........SB MMNB SNB 5. A member of the student per- sonnel staff......... ......... SB 2. A student......... ....... SB MMNB SNB 6. The university president......SB 3. A community leader.......SB MMNB SNB 7. An ordinary citizen...........SB 4. An academic dean.... ..... SB MMNB SNB With whom of the following persons do you feel it would be appropriate for a university chief student personnel administrator to have an intimate friendship? Please MMNB SNB MMNB SNB MMNB SNB SECTION IV - PERFORMANCES Instructions: has to do or not to do the following things? each item. Response Key: 1. 10. ll. 12. 17. 18. '19. SD - Should do; SND - Should not do Seek out faculty opinion and advice in new staff selection for the student personnel OffiCCOUOOO ......... O ....... O ..... 00............OOOOOCOOCOOOOO...SD MMND - May or may not do; Make use of a faculty committee for the purpose of advising the chief student personnel administrator in major policy formulation........................SD Attempt to communicate the purposes and functions of the student personnel office to the faculty by appearing before faculty meetings, etc............SD Work closely with academic deans in areas of mutual concern........ ..... ...SD Hold faculty rank in an academic department................................SD Participate in policy formulation of the university... ...........SD Justify budget expenditures to the president or governing board............SD Allow subordinates to administer their budget allotments with complete autonomy00000000......OOOCC......OOOOOIOOOOOOOCOCOO O......OOOOOOCO......OOOSD Conduct research studies which would contribute to the field of student personnel-....OOCOI...00...... .0... ..... O ...... SD Conduct evaluation studies of the student personnel office....... .......... SD PeriOdically Speak to major CiVi-c grOUPSoono...00000000000000...-ooooooooooSD Make it possible for any student or citizen to schedule an appointment with the chief student personnel administrator..................................SD Establish a regular channel of communication with the press................SD Attend major university functions..........................................SD Avoid being publicly critical of all major university policies.. ...... .....SD Prevent student government leaders from being publicly critical of university policies and/or officials................................ ....... SD Involve student government in university policy formulation.... .......SD Become acquainted with major student government leaders on a personal baSiSOOOOOOOCI0.00.00.00.00.......OOCOOOOOOOOOOOOO......OOOOOOOOOIOOOOOOOOOSD Allow student government groups to invite "controversial” speakers to campus WithOUt restriCtion.0.0000000000000000.....00...... ..... ... ......... SD MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND What obligations do you feel a university chief student personnel administrator Please circle in the column you response to SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. Prevent the student newspaper from publishing articles detrimental to the best interests of the university.....................................SD Allow student government complete autonomy in the expenditures of student revenues.’........00.0.0000.........OCOOOOOO......OOOOOOOOOOOOOOOOO.....OSD Serve as the designated university advisor to the all-university student govermrlentOOOOOOOOIO0.0..........OCOCOOOOOOO.........OCCCOOOOCOCOOCCOO...SD Consider the "best interests of the university" as the primary criterion in handling a disciplinary situation.....................................SD Consider the "best interests of the student" as the primary criterion in handling a disciplinary situation.....................................SD “Make an example" of a student in a disciplinary situation...............SD Dea1_persona11y with students in violation of major university regUIati-ons.00.0.0.0...OOOOOOCOCOOOIOOOOOOOO00.000.000.000...0.0.0.0...IOSD Make use of a student judiciary system for handling selected diSCj-plinary Situations.......OOOOOOOCOOOOO......OOOOOOOOOOIOOIOOOO....OOSD Take disciplinary action against students convicted of offenses by civil authoritieSOOOCOOOOO.........OOOOOCOOOOOIOOIOO......COOCOOOOOOOOOOOO....OSD Work on committees sponsored by state or national student personnel organizationSOO....O......0.0.000.000.0000......OOOOOOOCOOOO0.0.0.0.....OSD Read most of the professional journals in the field of education.........SD Write articles for professional journals which will be of benefit to the prOfeSSion.O.......OOI......OOOOOCOOOOOOOOO.......OOOOOOOOOOOOOOOOO......SD Delegate the primary responsibility for the professional in-service training of staff members to his immediate subordinates..................SD Make recommendations for appointment, promotion, or dismissal of subor- dinates on the basis of merit alone......................................SD Accept full responsibility for the decisions of his subordinates.........SD Avoid involvement with factional or clique groups on his staff...........SD Eliminate from his staff any persons with "extreme" political views......SD Hold weekly staff meetings with those peOple who report directly to the chief student personnel administrator....................................SD Set aside time for appointments with individual students to discuss anything of importance to those students.................................SD Deal personally with parents who are concerned about problem areas.......SD Attempt to communicate policies and issues directly to students through mass meetings, newspaper articles, special newsletters, etc...... ........ SD Confer on a fairly regular basis with the president concerning the student personnel program..................................... ....... ....SD ......OOOOOCOOOO ...... ....SD Sit in on university governing board meetings.. Demand a reasonable amount of autonomy from the president in policy formulation within the student personnel program............... .......... SD MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND MMND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND SND APPENDIX B LIST OF SELECTED UNIVERSITIES LIST OF SELECTED UNIVERSITIES University of Alabama American University Arizona university Arizona State University Boston University Brigham YOung University Brodklyn College University of California, Berkeley University of California, Los Angeles University of Cincinnati City College of New York Columbia University University of Connecticut Cornell University Fairleigh Dickinson University University of Florida Florida State University Fordham University George Washington University University of Georgia Harvard University University of Hawaii University of Houston Hunter College in the Bronx 124 125 University of Illinois Indiana University Iowa State University University of Iowa University of Kansas Kent State University University of Kentucky Louisiana State University Loyola University, Chicago Marquette University University of Maryland University of Massachusetts Memphis State University University of Miami, Coral Gables Michigan State University University of Michigan University of Minnesota University of Missouri University of Nebraska University of New Mexico University of North Carolina, Chapel Hill Northeastern University Northern Illinois University North Texas State University Northwestern University Ohio University Ohio State University 126 Oklahoma State University University of Oklahoma University of Oregon Pennsylvania State University University of Pennsylvania Queens College, New York University of Pittsburgh Purdue University State University of Rutgers San Diego State University San Fernando valley State College San Jose State College University of Southern California Southern Illinois University Stanford University SUNY at Buffalo St. Louis University St. John's University, New York Syracuse*University Temple University University of Tennessee Texas A & M University University of Texas University of Utah University of Virginia Washington University, St. Louis University of Washington Wayne State University Western Michigan University University of Wisconsin 127 '1 APPENDIX C LETTERS OF CORRESPONDENCE June 7, 1966 Student Personnel Administrator Title University Location Dear : I wish to enlist your cooperation in a doctoral research ' thesis conducted by one of our staff members, Mr. M. Lee #- Upcraft, a head resident advisor in our residence halls. The rapid rate of growth of higher education and student personnel services in the United States in recent years has produced a need for the constant re-evaluation of the role of the student personnel services in higher education. Part of this re-evaluation must necessarily focus upon the role of the chief student personnel administrator, because he determines to a great extent the direction and scope of these services. Mr. Upcraft is attempting to analyze this role for the larger institutions, hoping to construct a role consensus which will be of value to administrators in comparing their roles, in defining these roles in relation to their pro- grams, and in preparing and education future student person- nel administrators. I feel personally that this study has much to offer those of us who are engaged in the administration of student per- sonnel programs. Won't you please assist us by completing the enclosed questionnaire by June 20? Thank you for your consideration. Very truly yours, Eldon R. annamaker Associate Dean of Students Michigan State University 129 130 Follow-up Post Card Dear : I have not yet received your response to the university chief student personnel administra- tor role expectation questionnaire, which was mailed to you a few weeks ago. Won't you please return that questionnaire at your earliest possible convenience? M. Lee Upcraft ' Follow-up Letter , August 1, 1966 Student Personnel Administrator Title University Location Dear : A few weeks ago you received a university chief student personnel role expectation questionnaire. I would appre— ciate your returning that questionnaire at your earliest possible convenience. I have enclosed another question- naire in case the one mailed previously has been misplaced. If you respond to this questionnaire, I will forward to you a summary of the findings. Thank you for your considera- tion. Sincerely, M. Lee Upcraft Head Resident Advisor East Holmes Hall APPENDIX D RESPONSES TO QUESTIONNAIRE ITEMS 132 Ff .ucmoHMHsmHm uoz u m2 .mom.¢ ma Eocwmnw mo moonmop N Spas oocmoHMHsmHm mo Ho>ma 0H. may umlmx mo msam> one .uamoauacmam u m mz mma.o o.mm m.mm s.m ooo.om Hm>o coausuaumcH m.mm m.nm o.m ooo.o~nooo.oa mo oNHm monomom mz ema.o m.mw ¢.¢m H.m Hmsuo mHm m2 dom.m n.m© N.Nm H.m onomom can mmma mCHCHmuB «.mm m.m¢ o.o omma mosflm mo wocoomm mz mom.a m.¢o m.mm o.o Hmsoflmmmmoumlsoz msflsfimus b.5m m.mm m.m Hmsofimmomonm mo some mz mse.m n.6o o.m~ m.m sane as so am o.hm n.0v h.H .Q.pm Ho .Q.£m paom moumon mz Ham.a 0.0m m.m¢ m.¢ oum>flum soflusuflumsH m.mo w.mm m.m Deanna mo maze m.oo H.0m m.m momsomnmm Ham mo ucmu mom usoo mom ucmo Mom ucmu mom «x mm #02 mm #02 mm noncommmm casoam smz so an: nasoam =momm mo mumm> om noon: on Houmuumflsflapm Hocsomumm ucopsum moflno >uamnm>flcs on» panonm= coflumosv wnu ou mnoumsumasflacm HmGCOmuom ucmpoum moflno >uamuo>ass mo noncommom .H wanna 133 .usmoflwflcmflm uoz u mz .moo.¢ ma Eocomum mo mooumop N zuHB mosmUHMHsmHm mo am>ma OH. on» um mx mo o5am> one .ucmoamacmam u m mz mma.m oo.o ma.mm Hm.ea ooo.o~ um>o coausuapmcH om.m H~.ms me.am ooo.o~uooo.oa no muam m mam.o mm.o om.sm m~.o “mayo munoamm om.a mm.os me.s~ unmoammum ammo eons ou somuom mz Hmo.o mm.a sm.ss ma.ma Hmcoammmwoumueoz mocmHnmaxm m~.m mo.ss so.ma Hmcoammmmonm msoa>mnm mz moo.a mm.m mm.es mo.mm mnommm 6cm omma mascamne ma.e mm.mm om.~a omma macaw no socmomm mz Hos.m me.o sm.mm mo.m Hmcoammmmonmucoz mcacamus mm.a mo.ms oo.mm Hmcoammmmonm no mass mz moa.o RH.¢ sa.ms no.6H sane a: so am mm.m sm.os am.om .o.6m so .o.am cams wmummo mz ssm.m mo.m ms.ms ma.ma mum>aum coausuaomaH em.a mo.ms nm.ma undead no mass Ho.m Ha.ss mm.ma mmm:0dmmm Ham no news new ucmo mom usmo Hum ucmo Hum «x mm #02 mm uoz om noncommom casoam an: so an: canoam .mmm new om mo momm may coozumn on Houmnumflcflapm Hmccomnmm ucocsum moans >uamnm>flcs mnu paoonm= coflumwsv map ou muoumuumflcflapm awesomumm ucopsum moano 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Hossomumm pampzum woflno >uamnm>flss mo noncommmm .m magma 135 .uchHMHsmHm uoz u mz .mo0.¢ we Sooooum mo mooummc N nufl3 oocmoflmacmflm mnoao>oa OH. on» on X 00 osam> one .ucmoflmacmam u m N 02 oom.a 0.mN 5.00 h.m ooo.oN Hm>o coHHSUHumsH m.N¢ ¢.mm m.a ooo.omlooo.oa mo oNHm mz anm.a e.am 0.m0 o.o Hoaoo muuooom N.H¢ m.vm m.m unopwmoum demo 80:3 on somuom mz 0No.a m.Hm 0.m0 m.v HmGOHmmomonmlcoz mocofiuomxm o.Hv v.hm 0.H HmGOHmmomoum msofl>onm mz mao.m m.mm e.ao e.m moooom new omoa ooacamus ~.am m.me o.o omoa oooam no socooom mz oom.o m.mm m.a0 m.m Hmooammmmonmucoz moaoaoue v.0v h.hm m.H accosmmomoum mo om>e m2 mmo.o s.aa ~.am N.e saoo a: so am m.>m o.H0 h.a .Q.0m Ho .n.£m camm common mz NmH.N 0.00 0.00 0.0 mum>flum soHDSUHumsH e.em m.mo m.m oaaaom mo moss 0.mm 0.0m ¢.N noncommmm Ham mo ucoo mom ucoo Mom ucmo mom ucmo mom NX om uoz mm uoz om momGOQmom paoozm am: no mm: panonm .mom oom om no moon on» som3umfl on HoumuumHCHapm HmCGOmHoQ poopsum mofinu wuflmum>fls5 may 0H50£m= coapmosw gnu ou mnoumnumflsflapm Hoscomnom “cocoon moflno muflmum>flss ou noncommom .w OHQMB 136 .usmoHMAsmHm uoz n mz .005.N ma Eonooum mo ooumop a nufl3 ooamoflmflsmflm mo Hm>oa OH. map um Nx mo moam> one .usmOHMHcmflm n m mz mam.o m.55 N.NN o.o ooo.om uo>o cofluouflumcH 5.0m m.¢a 0.0 ooo.omlooo.oa mo oNHm m2 0m¢.N 0.05 o.mN 0.0 Hoswo monomom N.mm w.HH o.o pcopflmmum «mmo 80:3 on somuom mz 5mo.o w.Hm N.mH o.o HoCOHmmomoumlsoz ousoflnomxm 0.mm ¢.0H o.o Hocoammomoum m50fl>mum mz Hoo.o o.mm 0.5: 0.0 ouowom coo 0mm: moaoaous m.mm 5.0a 0.0 0mma mosflm mo hocooom m2 mHN.o 0.0m «.ma 0.0 Hoseammowonmlsoz massfloua 0.vm «.ma o.o Hmsoflmmomonm mo muse mz osm.o m.ms m.om o.o saoo a: so am m.¢m N.mH 0.0 .Q.0m Ho .Q.£m paom moumma mz mNN.o v.0m 0.MH 0.0 oum>flum soflusuflumcH o.Nm o.ma 0.0 oaanom mo mass H.mm m.0a o.o noncommom Ham mo ucoo now 9:00 mom usoo Mom usmo Mom Nx om uoz om uoz mm noncommom 0:50am so: so so: oaooam :momm mo mums» o0 uo>o on Houmnpmflsflapm Hoscomnom pompoum suflmuo>flso on» UHDOSm: soapmosv on» on mnoumuumflsflapm Hoccomnom usopsuw moflno suflmuo>flcs mo noncommom .m magma 137 mo nooumop N nufl3 oucmoHMHsmHm mo Ho>ma 0H. may um .UCMUflmwsmflm uoz u mz .moo.o ma sooooou x no moam> one .UCMUAMHcmwm n m mz m5o.e «.5 0.m~ o.m0 ooo.om Hoso coauouaumoa o.o m.0~ «.ms ooo.omuooo.oa mo ouam mz mmm.m m.0 o.m~ m.mo “mayo muuooom o.o v.mN 0.05 ucmcamonm «emu 80:3 ou somuom m2 0am.o o.o m.am N.m0 HoCOAmmmmonmnsoz ousofluomxm m.m n.0m m.05 Hoooammomonm mooa>oum mz omo.a a.m m.mm m.s0 ooomom coo omoa mongoose 0.0 o.mN o.m5 0mma mocflm mo susoomm oz o:~.o m.m m.m~ o.as Hoooaomomououcoz mongoose m.a m.mN N.m0 Hosoflmmomoum mo mass m oam.m m.m v.mm m.mm saoo a: so «m 0.0 e.mm 0.a5 .o.om no .o.ao cam: ooumoo m: amm.a o.o 5.mm m.55 ouo>aom coauouaumoH m.m- m.om ~.so oases: no moss v.~ s.5m o.o0 oomooooom Ham mo oooo moo ucoo mom ucoo mom ucoo mom Nx mm #02 mm #02 mm noncommom oaooam so: no so: oaooam ..NwHME 03. HOHMHumHCHEUM HNCCOmeQ UCOQDHW MQHSU >HHmH0>HC5 UHDOSW: coaummsq may on muoumuumHCHECM Hossomuom ucwpsum woflso suflmuo>fico mo noncommmm .0 oHQmB 138 Eocowum mo mooumop N nufl3 mucoUMMHcmflm mo ao>oa 0H. onu no x no moam> one .ucmoamacmfim uoz u m2 .mo0.¢ ma .UCMUAMHsmHm n m N m 0H5.oa H.HH m.am «.5 ooo.ON Ho>o coausuflumCH v.0v m.Nm m.a ooo.ONIooo.oa mo ouflm mz moo.m o.o¢ H.mm m.0 uoauo muuooom v.Hm 5.00 m.a unopflmoum «mmo 8033 Go somnom mz 0mm.a m.am N.m0 0.0 HosONmmomoumIcoz oocofluomxm H.0m o.mm m.v Hoseammomoum m50a>onm mz HH5.H m.~m 5.~o H.m ouomom coo 0mm: moaoaous s.ae m.mm o.o omm: oooam no socooom mz m0o.a o.Nv m.¢m N.m Hosoammomoumlsoz moasfloua m.om v.m0 m.m HMCOHmmomonm no mass m: sm~.m s.ae 0.0m m.m saoo a: so am «.mm H.00 5.: .o.om no .o.ao oaom ooumoo mz m00.m o.om 0.0m o.o ouo>HHm sofiusuflumCH m.mN 0.00 m.¢ Uflansm no mass m.¢m m.H0 H0.m noncommom Ham mo ucoo Mom ucou mom ucoo mom usmo mom Nx om uoz mm #02 mm noncommom pasonm so: no smz paoonm :moaoaom on Honouumwcflaco Hoccomuom usopoum moans suflmuo>flco on» pasosm: Godumoov on» on muoumuumNCHECm Hmssomnom pompoum moflno suflmuo>flcs mo noncommom .5 magma lulnl‘llfll‘ I Ill II I Ill“ 1 l ‘JI‘. - 1 ”I‘FICAI\JVO - n , Q n a u ”N m .9 139 .HCMUAMHCmHm #02 u 02 .005.N ma Eooooum mo ooumop a nufl3 oucooHMHcmHm mo Ho>ma OH. onu no Nx mo osHm> one .usooHMHcmHm u m m: vmm.o o.o H.0v m.H0 ooo.ON Ho>o coflusuflumcH o.o 0.5m 0.N0 ooo.ONlooo.oa mo oNHm m: «00.0 o.o 0.0a «.mm nonuo muuooom o.o N.Hv 0.00 usopflmoum mmmo 80:3 ou comuom 02 000.0 0.0 o.ov H.m0 HMGOHmmomoumlsoz oocofluomxm o.o o.H¢ o.m0 HmGOAmmomonm m50a>onm mz mom.a o.o 0.0v N.¢0 ouowom 0cm 00mH msflsflmue o.o N.mN 0.05 00ma oocam mo socoomm oz oao.o o.o o.aa H.mm HoooaomomouoIooz mcaoaous o.o v.o¢ 0.00 HmGOMmmomoum mo mesa m: oma.m o.o ~.om m.mo saoo a: so am o.o 0.mm «.ao .o.om no .o.ao cam: ooumoo mz NON.o o.o ¢.0m 0.m0 ouo>flnm cofluouflumcH o.o 0.Nv ¢.50 UHHnom 00 mass o.o o.a¢ o.m0 noncommom Ham mo usoo mom usoo Mom ucoo Mom ucoo mom Nx mm #02 mm #02 mm noncommom oaooam so: no so: oaooam zmpoflnuoa on Houmuumflcfiapm Hossomnom pompoum moflzo suflmno>wsd on» pasonm: coflumosv on“ on muououumflcflapm Hocsomuom ucopsum «menu suflmuo>flso mo noncommom .m oHQoB 140 .ucmoflmwsmflm #02 u 02 .005.N ma sonooum mo monmop a nufl3 oucooflmacmflm mo Ho>oa 0H. onu uo Nx mo ooHo> on? .usoUAMAamflm n m 02 5¢N.0 0.0 0.Hm 0.0a 000.0N Ho>o coflusuflumCH 0.0 5.00 m.va 000.0NI000.0H mo oNHm mz 000.H 0.0 0.00 0.0 Hosuo munomom 0.0 «.00 0.0a ucopflmoum «000 80:3 ou somuom mz Hma.a 0.0 0.55 5.NN Hmsoflmmomoumlsoz mosofluomxm 0.0 0.00 a.ma HoQOAmmomonm moos>oum mz 00N.0 0.0 0.00 0.5a onowom 0cm 000a mascaoua 0.0 0.50 0.NH 000a mocflm mo socooom mz HH0.0 0.0 0.00 v.0a Hoaofimmomoumusoz mascfloua 0.0 0.00 0.mH HMQOHmmomoum no mass oz omo.o o.o m.mm s.oa saoo a: so am o.o 5.em m.m: .o.om no .o.ao cam: ooomoo mz v¢H.0 0.0 0.Hm N.ma oum>HHm coausuflumsH o.o «.mm o.o: oaaooo mo moss 0.0 m.¢m 5.0a noncommom Ham mo usou mom usou mom ucoo mom usoo mom x mm #02 mm #02 mm noncommom m oaooam so: no so: oaooam zmsoupaflso £pw3 pofluuoa on uououumflsfiapm Hocsomuom pompoum mowno suflmuo>flss on» panosmz coflumoow on» on muoumuumflsflapm Hoscomuom usopsum moflno suflmuo>flso mo noncommom .0 oHQoB 141 .ucmoflmasmflm #02 n 02 .005.N ma soommum mo mmnmmp a nufl3 mosmoHMHcmwm mo Hm>ma 0H. may um Nx mo moao> mas .ucmoHMAcmflm n m 0 000.0 H.HH 0.00 0.0 000.0N Hm>o coauouflumCH 5.00 0.00 0.0 000.0NI000.0H mo mnam mz HOH.0 0.0N 0.05 0.0 Hmnuo manommm 0.0N 0.05 0.0 ucmpflmmum 0000 8053 on comumm mz 500.H N.0H 0.H0 0.0 Hoseammmmonmlcoz mosmflummxm N.H0 0.00 0.0 HMGOHmmmmoum mDOH>mHm 0 000.0 0.0N 5.05 0.0 muommm 020 000A 0CHCHMHE 0.00 N.00 0.0 000a mocfim mo socmomm mz 000.0 0.mm e.ss o.o Hoooammomououooz mascaoos 0.00 N.00 0.0 HMGOfimmmmoum 00 mass m: o~:.o o.mm o.ms o.o saoo a: so am 0.0m «.as o.o .o.om no .o.ao cams oonmoo 0 005.0 0.00 0.00 0.0 mum>flum GOHDDUHumCH 0.HN 5.05 0.0 owanom mo muse 5.5N 0.N5 0.0 mmmcommmm Ham mo usmo Hmm ucmo Hmm ucmo Hmm ucmo Hmm Nx mm #02 mm #02 mm noncommmm oaooam so: no so: 0:50am :mpmouo>H0 mp Houmuumflsflapm Hmssomnmm pampsum mmflno >uamum>flc5 may paoozmz coaummow map on muoumuumflcflapm Hmssomnmm usmpsum mmflnu suflmum>wss mo mmncommmm .OH mHQmB 142 .usmUNMHcmHm #02 H 02 .005.N ma Eoommnm 00 mmummn H ##03 mocooHMHcmflm mo am>ma 00. may um Nx mo moao> msa .usoUAMHsmflm n 0 0 500.0 0.0N H.v5 0.0 000.0N Hm>o GQNuDUHumCH v.00 0.00 0.0 000.0NI000.0H mo mufim 02 HHH.0 0.50 0.N0 0.0 Hmnuo monommm N.H¢ 0.00 0.0 usmnflwmum €000 80:3 ou comumm 02 500.0 0.00 H.00 0.0 Homosmmmmoumusoz mocmfiummxm 0.00 5.00 0.0 Hoseammmmoum moofl>mum m: mse.a 0.0m e.eo o.o ooomom coo 00m: ooHcHona 0.00 0.00 0.0 000a mo:flm mo sosmomm oz mmm.a «.me 0.Hm o.o Hoooamoomoumuooz moaoaoos 0.00 0.00 0.0 Hocoflmmmmoum 00 mass m: mom.o m.mm s.oo o.o ssoo a: so am «.mo 0.5m o.o .o.om no .o.ao oaom oonooo mz HHO.H 0.00 0.00 0.0 muo>flnm coflusuaumcH H.00 0.00 0.0 oaansm mo muse 0.00 N.00 0.0 mmmsommmm Ham mo usmo Hmm usmu Mom usmu Hmm usmo umm NN .mm #02 mm #02 mm noncommmm oasosm so: so so: paooam :Nmamcfim m9 nonwhumHCHapm Hmssomumm pampsum mmaso spwmum>fls5 msu 0H50£0= coauwmow mzu ou mnoumnumHCHamm Hmscomumm pampopm mmflso suamnm>flss mo mmmsommmm .HH mHQmB 143 .uamoflmwamam #02 u 02 .000.¢ ma Eonmmum mo mmmummc N aufl3 moamoflmaamflm mo Hm>mH 0H. map on Nx mo moam> mas .uamoflwfiamwm n 0 000.0N Hm>o aoflusuaumaH mz 000.N 0.00 0.00 H.5 000.0NI000.0H mo muwm 02 00H.0 0.00 0.00 0u0 Hmauo monommm 0.0m 0.N0 0.5 pampfimmsm «000 80a3 0» aomumm 02 0N0.N 0.00 0.00 0.0 Hoaoflmnmmoumnaoz moamflummxm 0.00 0.00 0.0 HMCOHmmmmoum msoa>mum mz «Ho.: o.om o.sm a.m ouomom woo woo: moaoaoos v.00 0.00 0.0 000a mocflm mo soamomm oz omm.o s.mm H.mm m.m Hoooammoooumncoz ooaoaooe 0.0m 5.sm 0.0 Hoooaooomonm no mass oz aeo.o m.sm ~.am m.m saoo a: so am 0.50 0.00 0.0 .n.om Ho .a.am 0Hmm mmumma 0 000.0 0.5N H.00 0.0a muo>flum aoausuaumaH o.ae «.50 0.: oaaooo no mass 0.50 0.50 0.0 noncommmm Ham mo pamu 9mm pamo Hmm usmo Hmm pamu nmm Nx mm #02 m0 uoz mm mmmaommmm oaooam so: no so: 0:90am =mmoamummmhm msoflmflamu Hoaoofluuom 0 mo ma uoumnumaaflavo Hmaaomumm usmooum mmflao suamnm>was map oasoam= aofluwmow may on muoumuumflaflaco Hmaaomumm pampsum mmflao sufimum>flao mo mmmaommmm .NH maaoe 144 .uao0H000mflm no: u 0: .005.N ma EOUmmHm mo mmummn a auHS mo0ooamaamflm mo Hm>ma 0H. may no N: 00 moao> mas .u0o00000000 u m 02 000.0 0.0 0.0a 0.H0 000.0N Hm>o aoflusuflumaH 0.0 «.aN 0.05 000.0NI000.0H mo muam 0: 000.0 0.0 0.0N 0.05 umauo muuommm 0.0 0.5: 0.N0 pamoflmmnm 4000 aoa3 on 000000 02 000.0 0.0 0.5N 5.N5 Hoaoflmmmmonmlaoz moamaummxm 0.0 0.0a 0.N0 Hoaoflmmmmoum mooH>mum mz moo.o o.o m.o~ s.os ooooom ooo 00o: mcacHoHe 0.0 0.0N N.05 0000 00000 00 s00momm mz 00H.0 0.0 0.NN v.55 Hoaoammmmouml0oz 0000Houe 0.0 N.00 0.00 Ho000mmmwoum mo moss oz mme.o o.o o.m~ o.os saoo a: no mm 0.0 0.0a v.00 .D.0m no .Q.am 0am: mmummm 02 500.0 0.0 N.00 0.:0 muo>aum 000usuflum0H 0.0 0.HN 5.05 UHHaom 00 mass 0.0 0.0N 0.05 000000000 ado mo pamo Hmm pamo Hmm 00mm 0mm pamu 0mm N: m0 902 mm 00: mm 000000000 oasoam so: so so: masoam =muououumfl0fiaoo Hocofluoooom 0o mo 000mHHmmxm msofl>mum m>oa Hououumflcflaoo Hm00omumm u0m00um wmaao suflmhm>000 map 0H00a0= 0oaummsv map on muouonumflaflapo Hmaaomumm #000000 mmaao suamnm>fl0s mo mmmaommmm .00 mHQoB 145 .u0o00000000 no: u 0: .005.N 0: Eo0mmnw mo 00n000 H aufis 000o0H0H0000 mo H0>0H 0H. may no N: 00 moao> mas .uaoonmflamflm u m 0: 0N0.0 0.0 0.00 0.00 000.0N n0>o aofluouflumaH 0.0 0.00 0.00 000.0N1000.0H «0 0000 02 00N.N 0.0 N.00 0.0v nmauo monommm 0.0 N.00 0.00 u000flmmum «000 an3 on 000nmm mz 050.H 0.0 0.00 0.00 Hoaoflmmmmoumlaoz moamflnmmxm 0.0 N.00 0.00 Hosoflmmmwonm mooH>0nm 0 0H0.0 0.0 0.00 0.H0 0nommm 000 000a maflaaone o.o m.mo m.sm omon moonm no sooooom m mom.m o.o o.om o.ns noconmoononouooz mononons 0.0 0.00 N.00 Ho0oammmmonm mo mass m nom.m o.o 0.No m.sm snoo a: no «0 0.0 0.00 0.H0 .Q.0m no .n.am 0H0: mmnmmn 02 00N.0 0.0 0.00 H.00 muo>flnm aofluouflumaH 0.0 0.50 0.N0 oflaaom 00 mass o.o 0.0a m.em monsoomom nno no noon noo 0000 H00 0000 H00 0000 nmm N: 00 up: 00 00: 00 000000000 oaooam so: no so: onooam :mnmaoomu suflmnm>n0o o no 000mfln00x0 0000>0nm m>oa nouonuoflafla0o H000omnmm 0000000 mmflao suamnm>fl0o map 0H00a0= 0oHu0000 may on muouonumflafla0o H00000nmm #000000 mmflao suflmnm>fl0o 00 000000000 .00 maaoe 146 .00000000000 002 n 02 .0o>.m 00 8000000 00 000000 0 0003 000000000000 00 00>00 00. 000 00 m0 00 0000> 009 .00000000000 n m 02 000.0 o.o 0.0m o.m0 ooo.om 00>o 00000000000 o.o b.mm m.¢0 ooo.omlooo.00 00 0000 02 000.0 o.o m.hm m.~0 00000 0000000 o.o m.mm 0.00 000000000 0000 E003 00 000000 0 m0m.m0 o.o N.00 0.0m 000000000000|0oz 00000000x0 o.o 0.0N 0.00 000000000000 0000>000 02 000.0 o.o m.0m 0.N0 000000 000 0mm0 00000000 o.o m.mm 0.00 0000 00000 00 0000000 02 005.0 0.0 0.00 0.0m 000000000000I0oz 00000009 0.0 0.Nm m.00 000000000000 00 0009 02 000.0 o.o m.mm 0.00 0000 «0 no 00 o.o m.>m 0.N0 .0.00 00 .0.00 0000 000000 02 m¢m.o o.o 0.0m N.00 000>000 00000000000 o.o b.0m m.m0 000000 00 0009 o.o 0.0m 0.m0 000000000 000 00 0000 000 0000 000 0000 000 0000 000 N0 00 002 00 002 00 000000000 005000 000 0o 000 005000 :00000000000800 000000000 0000000 0 00 0000000000 0000>000 0>00 0000000000500 000000000 0000000 00000 >00000>000 000 000000= 00000000 000 00 00000000000800 000000000 0000000 00000 >00000>000 00 000000000 .m0 00009 147 .uchfimflcmflm uoz u mz .005.N ma Eovmmum mo wmuwmv H zuHB wucmoHMficmHm mo Hw>ma 0H. may um .N no msam> 0:9 .HCMUHMHcmHm n m N mz Hoo.o o.o m.om n.m ooo.o~ Hm>o coausufiumCH o.o v.0m m.m ooo.omlooo.oa mo mNHm m2 mmm.a o.o o.ooa o.o stuo muuommm o.o H.¢m m.m ucmnflmmnm fimmu 80:3 ou comumm mz nhm.m o.o o.om H.m HMCOfimmmmonlcoz mucmflnmmxm o.o «.mw ©.H HMGOHmmmmonm m50a>mum mz omm.a o.o H.vm H.m mnemmm 0cm omma mcflcflmue o.o c.00H o.o omma macaw mo mocmomm mz Hmo.o o.o m.om m.m Hmcoammmmoumucoz mcflcflmua o.o H.0m m.m Hmcoflmmmmoum no make m2 oom.a o.o o.ooa o.o wage as uo mm o.o m.vm H.m .n.om no .o.nm mama mmummn mz vho.o o.o, m.mm m.v mum>HHm COHHSUHumCH 0.0 5.00 m.m uaansm mo mmas o.o ¢.©m ©.m mmmcommmm Ham mo ucmo Hmm ucmo Hmm ucwu umm ucwu me NN mm uoz mm #02 mm mmmcommmm mazonm am: no an: casosm =mmmmum >uamum>flcs Hmooa ms» scum nmuoeoum ma HoumuumHaHEOm awesomumm pawnsum wmflno xuflmnm>flcs may casonm= :ofiumwsv ms» ou muoumuumflcflaom chcomnmm ucmcsum mmano >uamum>flcs mo mmmcommmm .ma magma 148 .uGMUHMfiGm flm uoz n m2 .005.N ma Eoomwum mo wmummn H nufl3 mUQMUHMficmHm mo Hm>ma 0H. may um NX mo msam> was .ucmoHMHcmfim u m mz mma.o o.o 0.5m o.mo ooo.om Hm>o coausuflumcH o.o H.Nm m.hm ooo.o~uooo.oa mo mNHm mz ooa.a o.o m.o¢ «.mm Hmnuo muuommm o.o ¢.mN o.o» unmoflmmnm £mm0 50:3 op comnmm mz mvo.o o.o m.Hm N.m© Hmcoflmmmmoumlcoz mucmflnwmxm o.o v.¢m m.mm HMGOHmmmmoum msow>mnm m2 wam.o o.o «.mm m.no muommm cam mmma mcficflmne o.o m.hm m.mo mmma mosam mo mocmomm m mho.n o.o m.Hm «.mv HMGOHmmmmonmlcoz mcflcflmue o.o H.mm m.mh Hmcoflmmmmonm mo mama m ¢na.am o.o «.mh m.om wage ¢z Ho gm o.o «.ma m.¢m .n.om no .n.:m namm mmumwn m mmh.m o.o m.¢m m.m¢ mum>HHm coHusuHumaH o.o N.0m m.mh UHHQsm mo mama o.o h.mm m.w© mmmcommmm Ham mo ucmo Ham ucmu Hmm ucmo me ucmo Hmm Nx mm #02 mm uoz wm mmmcommmm Dasonm >mz Ho am: vasonm =mmoumm© HMHOHUOU m UHOS HODMHUflHCHEUm Hmflfiomhmnm UCQUDHW HmflflU \wUflMHmuwHCD 0S“ UHDOQW: coaummsv map on mnoumuumflcflacm Hmccomuwm ucmcsum mmflno >uamum>flcs mo mmmcommmm .NH magma 149 .ucmoHMHcm Hm uoz I mz .mom.¢ mH Eocmmum mo mwmummo N nuH3 mocmoHMHcmHm mo Hm>mH OH. mnu um «x no msHm> mne .ucmoHMHcmHm u m mz «mm.o o.o «.Oh m.m~ ooo.o~ Hm>o coHusuHumcH m.H o.mb N.MN ooo.o~uooo.OH mo mNHm m2 Hmm.H H.m o.mn m.Hm nmnuo muuommm o.o m.mh m.bm ucwchmHm fimmu 50:3 0» commwm mz m¢©.m o.o ¢.om m.mH Hmconmmmoumlcoz mucmHummxm h.H m.mm m.mm HMGOHmmmmoum m50H>mHm m2 mmm.o n.H m.¢> n.mm mnommm cam ommH mchHmue o.o m.on H.m~ omma mocflm mo mocmomm mz mna.~ m.m p.50 o.mm Hmcoflmmmmoumucoz mcflcflmua o.o m.mb H.mm HmGOHmmmmoum mo maze mz mH¢.o o.o o.mh o.mN >Hco £2 Ho dm >.H m.~n «.mm .a.om no .n.nm namm mmummn mz who.o o.o N.mm m.Hm wum>Hnm coHusuHumcH h.H ¢.m> 0.NN UHHnsm mo mm>9 N.H m.mn m.mm mmmcommmm HHm mo ucwo me ammo Hmm ucmo Hmm pamo Hmm Nx mm #02 mm #02 mm mmmcommmm anonm an: no mm: uHsosm :mucsonmxomn muum HmquHH m m>m£ HoumnuquHEUm Hmccomumm ucmosum mmHnu huHmum>Hcs may UHsonm= .coHummSU ms» 0» mnoumnuchHEGM Hmccomumm ucmosum meno muHmHm>Hcs mo mmmcommmm .mH mHQmB 150 .ucmoHMHcmHm uoz n mz .moo.¢ mH Eonmmum mo mwmumwc N nuHs wocmoHMHcmHm mo Hm>mH OH. wsu um «x no 09Hm> one .ucmoHMHcmHm n m m mov.o «.mv h.o¢ H.HH ooo.o~ H0>0 GOHusuHumcH ¢.mm o.¢¢ o.o ooo.omnooo.oH mo mNHm m mmH.m o.oe >.m¢ o.o uosuo munooom o.om H.mv o.o ucmnHmmum fimmo 80:3 on comumm mz mmH.o o.om m.m¢ m.¢ Hmconmmmoumlcoz mocmHummxm H.¢m o.m¢ m.m Hmconmmmoum m50H>mHm m2 ohm.a m.mm «.mo H.m moomom com omoa moflcflmue m.¢m m.m¢ o.o omoa oocflm mo mooooom m HwH.m m.mm m.vm N.m Hmconmomoumlcoz mchHmue v.mo m.om m.m Hmconmmmoum yo mama m mmm.n~ v.m m.mm m.m aaoo ¢z no 4m N.Hn H.5m n.H .n.om no .n.sm oHom ooumoo mz va.m m.o¢ H.mm o.o wum>Hum coHpSUHumCH v.5m h.hm m.¢ UHHQsm mo mm>9 o.mm v.mv o.m mmmcommwm HHm mo ucmu umm ucmo Hmm ucmu Hmm ucmo uwm Nx mm #02 mm #02 mm mmmcommmm UHsosm >mz Ho mm: cHsonm zmmmnmmv m.uwummz m >Hco 6H0: HoumuumHCHenm Hmccomumm ucmnzum mmHQo auHmHm>Hcs map 0H50£m= QOHummsv may on muoumuuchHEUm Hmacomumm ucmvsum meno muHme>Hcs mo mwmcommmm .mH mHQwB 151 .HCMUHMHcmHm #02 n mz .moo.¢ mH Eonmmum mo mmmummo N suHs mUQmUHMHcmHm mo Hw>mH 0H. mnu um Nx mo msHm> was .uchHMHcmHm u m mz mm¢.o m.mN v.o> h.m ooo.ON Hm>0 COHusuHumCH w.mH m.mh m.m ooo.ONIooo.0H mo mNHm mz mNm.o m.mH H.m> H.m Hmsuo muuommm m.MN 0.Nh m.m ucwnHmmHm «mmo 8033 on comumm mz mNm.v H.m o.om o.o HmGOHmmmmoumlcoz mocwHmexm m.mN m.mo m.v HMCOHmmwmonm msoH>me mz mom.N m.ON o.m> >.H muommm flaw ommH mCHchHB o.mN n.mm m.m ommH ouch mo mucmomm m2 an.N ¢.mH 0.0m o.o HMGOHmmmmoumlcoz mcHCHmne H.mN H.Hh m.m HMCOHmmmmoum yo mama mz mmm.a m.o~ ~.mn o.o 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0mm.O O. 0.22 N.00 OO0.0N n0>o C0H»C»H»0CH m.H m.NH 5.00 OOO.ONIOOO.OH no 0NH0 02 500.2 0.0 0.02 0.20 nonuo mnno00m O.N 0.0 N.00 »C0©Hm0nm «mmo 80:3 o» C00n0m m 00H.m 0.2 H.m 2.0m 20C0Hmm0nonmnCoz 00C0Hn0mxm 0.0 5.22 m.mm H0C0Hmm0nonm mCOH>0nm 02 002.0 5.2 0.02 5.20 0non0m 0:0 0002 mcncnmne 0.0 0.0H 0.5m 000H 00CHm no >0C000m 02 000.2 0.0 5.0 0.00 200o2000non0ucoz 002:20nn 0.2 2.02 5.00 200o2000non0 no 0009 m 0O5.m 0.0 0.0 0.00H >HCO 22 no 2m 5.2 0.02 5.05 .0.00 no .0.20 0202 00n000 mz 00H.m 0.2 H.0 2.0m 0»0>Hnm C0H»C»H»0CH 0.0 5.2H m.mm UHHQCm no 0m>9 0.2 0.02 0.00 00mco0000 220 no 0000 n00 »C0o n02 »C0U n00 »C0U n00 N2 00 »oz on »02 on m0mComm0m OHCo:m >02 no >02 UHso:m =mn0»0n»0HCH8©0 H0CComn0m »C0©C»m n0H:0 0:» :»H3 »C08»CH0000 C0 0H000C00 o» C0NH»H0 no »C00:»m >C0 non 0HQH0000 »H 0208 no»0n»mHCH800 H0CComn0m »C002»m n0H:0 >»Hmn0>HCC 0:» UHCo:m= CoH»w0Cv 0:» o» mno»0n»mHCH8©0 H0CComn0m »C0©C»m n0H:0 >»Hmn0>HCC no m0mComm0m .00 02:09 182 .»C00HnHCmHm »02 u 02 .mO0.2 0H 80000nn no 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mnnommm m.m m.HN m.vh yCmUHmmnm ammo an3 0y Comnmm mz Hmh.m H.m m.hN o.mo HMCOHmmmmonmlcoz moCmHnmmxm 5.H o.mH m.om HMCOHmmmmonm mCoH>mnm m2 OFN.H H.m m.ON m.¢b mnommm @Cm wmmH mCHCHmnB o.o m.ON N.05 ommH moCHm mo NUCmomm mz mmn.n o.o «.mn ~.¢H nmoonmmononmucoz mcncnmne m.H N.HN m.mn HMCOHmmmmonm mo mm>B m2 omn.m m.m m.om m.on anco ¢z no Cm n.n m.o~ o.mn .n.om no .C.am oHom oonmon mz Hmh.m H.m m.nm m.mm onm>Hnm conysnnnmcn >.H o.mn m.om onnnsm no moms @.m m.ON m.mn mmmCommmm HHm mo yCmU Hmm yCmU nmm yCmU nmm yCmo nmm Nx on yoz on yoz on mmmCommmm CHCoam >mz no mm: deoam :mmCoHymsyHm NHMCHHmHomHU @myomHmm mCHHvaa now Emymmm hanUHosn yCmcsym m mo mm: mme n0ymnymHCHEUm HmCComan yCmUCym mmHao myHmnm>HCC may CHCoam: CoHymmsv may 0y mnoymnymHCHacm HmCComan yCmvsym mmHao >yHmnm>HCC m0 mmmCOQmmm .mo mHQmB 197 m0 mmmnmmc N ayH3 moCmoHMHCmHm mo Hm>mH 0H. may ym .yCmUHMHCmHm yoz n mz .mom.¢ mH Eocmmum X mo msHm> maB .yCmUHMHCmHm u m mz HHN.o m.vH H.¢h H.HH ooo.ON nm>o COHyCyHymCH m.NH m.mh m.m ooo~0Nnooo.OH mo mNHm m2 ooo.H o.o H.m> m.~H nmano mnnoomm >.mH m.oh m.n ycmvamnm Cmmv an3 0y Comnmm m2 MHo.o h.MH N.55 H.m HMConmmmonmICDz moCmHnmmxm H.mH H.bn m.m HmCOHmmmmonm msoH>mnm m2 oom.o ~.mn o.on m.on ononom ocm ommn mcncnmna v.m m.mm m.m wmmH mUCHm mo NUCmomm mz mo¢.N m.NH o.Hn H.0H HmCOHmmmmonmlCoz mCHCHmnB ¢.mH m.om m.m Hmconmmononm no moms m2 m-.m n.om m.oo m.mn nnco oz no «m H.0H v.Hm m.w .C.om no .a.am onmm mmnmoa mz mHo.o o.mH m.>> H.m mym>Hnm CoHyCyHymCH H.mn n.hn m.m onnnsm no wows m.mH H.55 o.m mmmCommmm HHm mo yCmU Hmm yCmU Hmm yCmO Hmm yCmU Hmm Nx on yoz on yoz 0Q mmmCommmm onsonm Cm: no no: onsonm =mmmHyHnoayCm HH>Ho ma mmmCmmwo mo nmyoH>Coo myCmUCym ymCHmmm CoHyom mnmCHHQHUmHU mamy noymnymHCHECm HmCComnmm yCmcsym mmHao >yHmnm>HCs may oHsoam= CoHymva may 0y mnoymnymHCHEUm HmCComnmm yCmUCym mmHao myHmnm>HCC mo mmmCommmm .mm mHamB 198 .yCmoHMHCm .005.N mH Eoomm mo mmnmmc H ayH3 moCmoHMHCmHm mo Hm>mH 0H. may yo no noz u mz Hm x no mCHm> maB .yCmoHMHCmHm u m N rLL mz Noo.o o.o N.NN m.hh ooo.ON nm>o CoHysyHymCH o.o ¢.om m.mo ooo.ON:ooo.oH mo mNHm mz mmH.H o.o v.vm m.mm nmayo mynommm o.o m.mN m.on yCmnHmmnm ammo Eoa3 oy Comnmm mz NmN.o o.o m.Hm N.mm HMCOHmmmmonlCoz mmCmHnmmxm o.o N.mN m.mn HMCOHmmmmonm mCoH>mnm mz ¢NH.o o.o m.mN N.Hh mnommm ccm mmmH mCHCHmnB o.o o.mN o.m> ommH moCHm mo MUCmomm mz Hnm.o o.o m.~m p.50 nmconmmononmucoz mcncnmna o.o o.mN o.mh HMCOHmmmmonm yo mama mz omo.o o.o ~.m~ m.on anao «2 no «m o.o H.5m m.mn .C.om no .C.:m onom oonmoo mz nmm.H o.o N.mH m.Hm mym>Hnm CoHysyHymCH o.o H.Hm m.mo onnnsm no moan o.o o.n~ m.mh momcoommm Hnm mo ucmo nmm yCmU nmm yCmo nmm yCmU nmm Nx on yoz on yoz on mmmCommmm vHsoam hm: no >m2 QHCoam :mmCOHymNHCmmno HmCComnmm yCm©Cym HmCOHyMC no mymym >9 cmHOmComm mmmyyHEEoo Co xn03 noymnymHCHE©m HmCComnmm yCmUCym mmHao >yHmnm>HCC may cHsoam: CoHymmsU may oy mnoymnymHCHEOm HmCComnmm yCmcsym mmHao myHmnm>HCC mo mmmCommmm .ho mHQmE I. 199 m0 mmmymmo N ayH3 moCmoHMHmCHm mo Hm>mH 0H. °yCmoHMHCmHm yoz u m2 .moo.¢ MH Eovmmhm x mo mCHm> maB .nomonnncmnm n m mz mMN.H h.m b.0v o.mm ooo.ON nm>o CoHyCyHymCH m.m m.mm m.N¢ ooo.ON|ooo.0H mo mNHm m2 omN.N m.o m.o¢ H.mm nmayo mynommm o.N m.¢m H.m¢ yCmCHmmnm ammo an3 oy Comnmm mz omo.m o.o o.mm ¢.om HMCOHmmmmonmlCoz moCmHnmmxm m.¢ m.¢¢ m.om HMCOHmmmmonm mCoH>mnm mz 5mm.o o.m m.n¢ H.m¢ ononom ocm ommn mchHmnB H.¢ ~.¢m >.n¢ ommn mocnm no Cocooom m mom.m v.0 ©.Hm h.mm HMCOHmmmmonmlCOZ mCHCHmuB o.o H.m¢ m.Hm HMConmmmonm mo mm>a m2 nmm.n ~.¢ m.nm m.mm anco «2 no «m v.m m.vm «.mw .C.om no .C.nm onmm oonmma m mmo.m o.mH 0.0m «.0m mym>Hnm CoHyCyHymCH o.o N.m¢ m.om UHHaCm mo mmha o.m ¢.m¢ o.h¢ mmmCommmm HHm mo yCmU Hmm yCmo Hmm yCmU nmm yCmo nmm Nx on yoz on yoz on mmmCommmm onsonm no: no no: onooam :mCOHymosom mo onHw may CH mHMCHCon HMConmmmonm may mo ymOE vmmy HOymnymHCHEUm HmCComymm yCmosym mmHaU hyHmHm>HCC may UHCoam: COHymmCU may oy mnoymnymHCHEUM HmCComnmm yCmosym mmHao >yHmnmnHC5 mo mmmCommmm .m0 man9 200 .yCmoHMHCmHm yoz u m2 .005.N mH Eocmmnm mo mmnmmo H ayH3,moCmoHMHCmHm mo Hm>mH 0H. may ym NN mo mCHm> mae .yCmoHMHCmHm u m m2 mMN.o o.o b.0v m.mm ooo.ON nm>o COHysyHymCH o.o ¢.©v o.mm ooo.ONlooo.OH mo mNHm mz ono.o o.o >.mv m.om noano mynooom o.o H.mv m.vm yCmUHmmnm ammu an3 oy COmnmm m Ho¢.v o.o o.mm v.0m HmCOHmmmmonmlCoz moCmHnmmxm o.o 5.5m m.Nm HMCOHmmmmonm mCOH>mnm mz mNh.H o.o N.mv m.om mnOMmm DCm ommH mCHCHmnB o.o m.mm o.oo ommn moonm no mocooom m moo.m o.o n.mm m.n¢ nmoonmmononmuooz mcncnmns o.o m.wm m.mm HMCOHmmmmonm yo mama m2 mov.o o.o o.om o.om anco c: no on o.o v.~v o.>m .C.om no .o.am onom oonmon mz moo.o o.o m.m¢ m.vm mym>Hnm COHyCyHymCH o.o m.¢v h.mm UHHaCm mo mama o.o ©.vv ¢.mm mmmCommmm HHm mo yCmU nmm yCmU nmm yCmU nmm yCmo nmm NX on yoz on yoz on mmmCommmm oHsoam >m2 no has OHCoam :NCOHmmmmonQ may oy yHmmCma no my HHH3 aUHa3 mHan90n HMConmmmonm now mmHoHynm myHn3 noymnymHCHaom HmCComan yCmUCym mmHao >yHmnm>HCC may UHCoam: COHymva may oy mnoymnymHCHEUM HmCComan yCmosym mmHao >yHmnm>HCC mo mmmCommmm .mw mHQmB 201 .yCmonHCmHm yoz n mz .moo.¢ on soooonn mo mmmnmmc N ayH3 moCmoHMHCmHm mo Hm>mH 0H. may ym Nx mo mCHm> maB .ncmonnnamnw u m mz m¢¢.N m.mH h.mo m.vH ooo.ON nm>o CoHyCyHymCH H.5 o.mh m.>H ooo~0N|ooo.0H mo mNHm m2 omm.m o.mH o.mn o.o nmano mynomom m.h o.ow o.HN yCmnHmmnm 4mmo an3 oy Comnmm mz mMH.H h.MH m.mw n.NN HMCOHmmmmonmlCoz moCmHnmmxm m.m «.mh b.¢H HmConmmmonm mCOH>mnm m2 Hm~.o m.HH m.n> o.on mnonmm cam mmmn mananmna m.m o.mb 5.0H ommH moCHm mo moCmomm mz mym.m o.o m.mm o.o Hmconmmmonmucoz mCHCHmna ¢.MH v.mo N.HN HmCOHmmmmonm mo mm>a mz HmN.o m.m o.mh 5.0H mHCo a: no am m.HH N.Hn m.oH .n.©m no .Q.am UHmm mmnmma mz Hmm.H ©.mH m.hb H.m mym>Hnm CoHyCyHymCH m.m m.o> b.mH UHHQCC mo mmwe m.0H m.Nb o.oH mmmCommmm HHm mo yCmo nmm yCmo nmm yCmU nmm yCmU nmm Nx on yoz on yoz on mmmCommmm onsonm nmz no nmz onsonm =mmmwaH©noaCm myMHomEEH mHa oy manEmE mmmym mo mCHCHmny moH>nmmuCH HMConmmmonm may now myHHHQHmCommmn hnmEHnQ may mymmmHmv nOymnymHCHEUm HmCComnmm yCmnsym mmHau myHmnm>HCC may vHCoam= CoHymmsw may oy mnoymnymHCHE©m HmCComnmm yCmosyw mmHao myHmnm>HCC mo mmmCommmm .0h mHQmB 202 mo mmmnmmn N ayH3 moCmoHMHCmHm mo Hm>mH 0H. .yCmoHMHCmHm yoz u mz .moo.¢ mH Boommnm man no mx no osnm> one .yCmoHMHCmHm n m mz mnn.m o.o m.m~ H.vn ooo.om no>o connsynnmcn >.on ~.mm n.mo ooo.omxooo~on no munm mz omo.o o.o o.mm o.mo noano mynoomm m.m m.m~ o.on ncoonmonm ammo 20:3 oy Comnmm mz mmm.n H.m o.mn m.>> Hmconmmomonmucoz moconnooxm m.m m.nN m.mo HmCOHmmmmonm mCoH>mnm m nmo.o v.m >.mm o.NB ononom com ommn mononmne H.on o.mm m.mm ommn oocnm no nocooom mz mmn.n m.m m.m~ o.nn nmconmmononmucoz mcncnmne m.m H.MN m.hm HmCOHmmmmonm mo maze m2 moo.o m.m ~.m~ m.mo anco n: no ¢m m.o 0.NN m.n> .C.om no .o.am anon monmoa m2 omo.o H.m «.mn n.mh onm>Hnm connsnnnmcn o.o m.om ~.>m unansm no many «.5 n.¢m n.mo momcommom Hnm no ncoo nom yCmo nmm yCmU nmm yCmU nmm x on yoz on yoz on mmmCommmm N UHsoam >m2 no mm: anoaw =mmCon yHnmE mo mHme may Co mmyMCchoaCm mo CoHyOEonm no mCOHymoCmEEoomn mama nOymnymHCHEOM HmCComnmm yCmvsym mmHao myHmnm>HCC may vHsoam: CoHywmsv may oy mnoymnymHCHEUM HmCCOmnmm yCmcsym meaU xyHmnm>HCC mo mmmCommmm .HmmmHEmHU .yCmEyCHommm now .Hh mHQmE 203 .ncmonnncmnm noz u mz .moo.¢ on Cocoonn mo mmmnmmc N ayH3 moCmoHMHCmHm wosz>mH OH. may ym NN mo mCHm> mas .yCmoHMHCmHm n m mz «Hm.H o.o m.mH m.Hm ooo.ON nm>o CoHysyHymCH m.m N.MN N.Mh ooo.ONIooo.0H mo mNHm mz mmo.n o.o m.mn N.Hm nmayo mynommm m.m m.MN o.Nh yCmchmnm ammo an3 oy Comnmm mz NmH.H o.o m.hN h.Nh HMConmmmonmlCoz mUCmHnmmxm N.m n.mH H.hh HmCOHmmmwonm m50H>mnm m2 mmm.o v.m m.ON m.oh mnommm CCm ommH mCHCHmnE o.o o.mN o.mh mmmH moCHm mo NUCmomm mz moo.n o.o «.mn o.om nmconmmononmucoz mananmna m.m H.mN H.Mb HmCOHmmmmonm mo maze mz m¢¢.o N.¢ m.0N o.mb kHCo «2 no am 5.H 0.NN m.mn .C.om no .C.am onom omnmoo m2 MMN.H m.¢ m.hN N.m© mym>Hnm COHySyHymCH ©.H n.mH b.mb UHHQCm mo mmxa v.N h.HN m.mn mmmCommmm HHm mo yCmo nmm yCmo nmm yCmU nmm yCmU nmm Nx on yoz on yoz on mmmCommmm cHsoam has no mm: UHCoam =mmmyMCH©noaCm mHa mo mConHomv may now >yHHHQHmCommmn HHCM ymmoom noymnymHCHEcm HmCCOmnmm ymesym mmHao >yHmnm>HCC may @HCoam= CoHymva may oy mnoymnymHCHEQM HmCComan yCmvsym mmHaU myHmnm>HCC mo mmmCommmm .Nh mHQma 204 m0 mmmnmmn N ayH3 mUCmUHMHCmHm mo Hm>mH 0H. .yCmUHMHCmHm yoz n mz .moo.¢ mH 800mmnm man no an no osnm> one .yCmUHMHCmHm n m 0.N0 m.bm h.mm m.®m m.Hm m.Hm H.mm 5.H0 m.om m.mm 0.00H m.vm m.om m.mm ooonON nm>O ooo.ONlooo.OH noano yCmUHmmnm HMCOHmmmmonmlCoz HMConmmmonm mnommm cam ommH mmmH mUCHm HmCOHmmmmonmICoz HMConmmmonm >HCO a: no am .Q.Um no .Q.am mym>Hnm UHHaCm COHyCyHymCH mo mNHw mynommm mnm mCHCHmnB mo moCmomm mCHCHmnB mo maze Gama mmnmmn CoHyCyHymCH mo mQ>B N.mm mmmCommmm HHm mo yCmU nmm m2 hoo.H m2 m>©.H m2 th.¢ wz mmH.H m2 HmN.H m2 00H.v mZ hvh.o Nx yCmU nmm yCmU nmm an: no mm: yCmU nmm 0Q onsonm mmmCommmm =mmmmym mHa Co masonm maHHo no HMCoHyomw ayH3 yCmEm>Ho>CH mHo>m noymnymHCHEGm HmCComnmm yCmosym mmHao xyHmnm>HCC may oHsoam= CoHymva may oy mnOymnymHCHE©m HmCComan yCmUCym mmHao myHmnm>HCC mo mmmCommmm .mn mHQmB 205 .yCmonHCmHm yoz u mz .mow.¢ mH eoommnm mo mmmnmmc N ayH3 moCmoHMHCmHm mo Hm>mH 0H. may ym Nx mo msHm> maB .yCmoHMHCmHm n m m2 mmm.o h.o¢ m.mm h.m ooo.oN nm>o COHyCyHymCH m.¢¢ o.mm m.H ooo.ONIooo.0H mo mNHm mz mmv.o o.ow o.om H.m noano mnnomom N.Hw m.@m o.N yCmnHmmnm «mmu an3 oy Comnmm m mmm.m o.mv v.mv H.m HmCOHmmmmonmnCoz moCmHnmmxm 0.N¢ ¢.bm o.o HmCOHmmmmonm mCoH>mnm mz Hom.o m.m¢ m.~m H.H ononom ocm ommn mcncnmnn m.hm m.mm N.¢ mmma.moCHm mo >0Cmomm mz Hoo.m m.mm m.¢m o.o nmoonmmononmucoz mananmne N.m¢ m.mm o.o HMCOHmmmmonm mo mama m2 mm¢.o o.no m.vm m.¢ anco m2 no «m n.¢o m.¢m 5.H .o.om no .C.am onom omnmoo mz mmn.o m.m¢ m.¢m o.o onw>nnm conysynnmCH o.Nw H.¢m m.m UHHaCm mo mmha «.mv N.vm ¢.N mmmCommmm HHm mo yCmo nmm yCmU nmm yCmU nmm yCmU nmm Nx 0Q yoz on yoz on mmmCommmm oHsoam am: no >mz @HCoam :mm3mH> HmoHyHHom =mEmnyxm= ayH3 mComnmm >Cm mmmym mHa Eonm mymCHEHHm noymnymHCHE©m HmCComnmm yCmcsym mmHao myHmnm>HCC may GHCoam= COHymma may oy mnoymnymHCHEQm HmCComnmm yCmcsym mmHaU myHmnm>HCC mo mmmCommmm .wh mHQmB 206 .yCmoHnHCmHm yoz n mz .005.N mH Eoommnn no mmnmmo H ayH3 moCmoHMHCmHm no Hm>mH 0H. may ym NN no mCHm> mas .yCmoHnHCmHm n m m mnn.m o.o «.mv m.Hm ooo.om no>o connsnnnmcn o.o m.o~ m.mn ooo.omuooo.on no ounm m2 mun.n o.o o.m~ o.m> noano mnnooom o.o «.mm m.oo naoonmonm Cmmo Eons oy Comnmm m mob.m o.o m.¢m m.mv HmCOHmmmmonmnCoz moCmHnmmxm o.o m.om m.m> nmconmmononm moon>mnn mz mnm.o o.o o.mm o.oo ononom oam ommn moncnmne o.o m.m~ m.o> ommn mocnm no nocooom m2 moo.o o.o m.~m b.no nmaonmmononnucoz mananmne o.o o.vm «.mo Hmoonmmononm no mane m oov.w o.o n.on m.mm nnoo as no «m o.o >.o¢ m.mm .n.om no .n.am onom oonmoo mz moo.o o.o o.om o.mo onm>nnm connsnnnmon o.o m.~m N.5o onnnsm no mane o.o b.mm m.mm mmmCommmm HHm no yCmU nmm yCmU nmm yCmU nmm yCmU nmm Nx on yoz on yoz on mmmCommmm cHsoam was no >mz UHCoam =mnoymnymHCHEUm HmCComnmm ycmcsym anao may oy >HyomnHU ynommn oa3 mHmomm mmoay ayH3 mmCHymmE nnmym >mem3 UHoa noymnymHCHaom HmCComan yCmUCym anao xyHmnm>HCC may UHCoam: CoHymva may oy mnoymnymHCHE©m HmCComnmm yCmosym anao >yHmnm>HCC no mmmCommmm .mh mHQmB 207 .yCmoHnHCm .005.N mH Eocm no mmnmmo H ayH3 moCMUHMHCmHm no Hm>mH 0H. may ym x no msHm> maB .yCmo Hm noz u mz mnn nnncmnm u m N mz Hmm.H o.o m.mH m.Hm ooo.ON nm>o CoHyCyHymCH o.o m.m H.Hm ooo.ONlooo.0H mo mNHm mz 0Ho.o o.o m.NH m.hm nmano mnnommm o.o m.HH N.mm yCmUHmmnm mmmu an3 _ oy COmnmm m2 Hho.o o.o m.MH «.mm HMConmmmonmlCoz moCmHnmmxm o.o m.HH m.mm HMConmmnonm msoH>mnm m mmo.v o.o o.>H o.mm ononom ocm ommH mononmne 0.0 0.0 0.00H mmmH moCHm no woCmomm mz moo.n o.o m.o m.mm nmconmmononmucoz manonmne o.o «.mH m.¢m HMConmmnonm no mama m mmo.v o.o o.o o.oon anco a: no mm 0.0 m.©H H.mm .Q.Um no .Q.am onm mmnmmm m HOH.¢ 0.0 0.0 0.00H mym>Hnm CoHysyHymCH o.o ¢.mH w.mm UHHaCm no mm>a o.o o.NH o.mm momcoCmom HHm no ncoo non yCmU nmm yCmU nmm yCmU nmm NX on yoz on yoz on mmmCommmm onsoam no: no no: oHsonm :mmyCmvsym mmoay oy moCmynOQEH no mCHay>Cm mmsoch oy myCmUCym HmCUH>HUCH ayH3 myCmEyCHommm non mEHy mvam ymm noymnymHCHE©m HmCComnmm yCmnsym anao myHmnm>HCC may UHCoam: COHymva may oy mnOymnymHCHEUm HmCComnmm yCmosym anao ayHmnm>HCC no mmmCoammm .oh mHQmB 208 .yCmoHMHCmHm yoz n m2 .mom.¢ mH Eocmmnn no mmmnmmo N ayH3 moCmUHMHCmHm no Hm>mH OH. may ym Nx no mCHm> mas .yCmoHMHCmHm n m m2 mvN.H o. b.o¢ m.mm ooo.ON nm>o CoHysyHymCH m.H o.om N.mv ooo.ONIooo.0H no mNHm mz «no.0 o.o m.mv «.mm nmauo mnnomom o.N o.ov o.mv yCmonmnm ammo an3 oy Comnmm m2 mno.o o.o v.mo o.om noconmmononnucoz ooconnooxm h.H m.h¢ m.om HMCOHmmmmonm mCoH>mnm m2 omn.m o.o m.mv ~.vm ononom ocm ommn mcncnmna m.¢ o.om m.mo ommn moonm no nocooom mz bHo.o o.o v.mv m.Hm HMConmmnonmlCoz mCHCHmnB m.H N.0v m.Hm HMConmmmonm no mm>9 mz mmm.o o.o 5.Hv m.mm ano C: no Cm ©.H N.mv N.mv .Q.©m no .Q.am onm mmnmmn m b¢0.m m.¢ m.Hm m.mm mym>Hnm COHyDyHymCH o.o m.~m m.n¢ onnnsm no mane N.H o.h¢ m.Hm mmMCommmm HHm no yCmo nmm yCmU nmm yCmo nmm yCmo nmm Nx on yoz on yoz on mmmCommmm vHCoam was no was OHCoam :mmmmnm EmHQonm ysonm oanmoCoo mnm oa3 myCman ayH3 mHHmComnmm Hmmo noymnymHCHECm HmCComnmm yCmcsym anao myHmnm>HCs may UHCoamz COHymva may oy mnoymnymHCHEUm HmCCOmnmm yCmUCym anao hyHmnm>HCC no mmmCommmm .hh mHQMB 209 no mmmnmmc N ayH3 moCooHnHCmHm no Hm>mH 0H. .ncoonnnomno no: u m: .mom.¢ mH Eoommnn may ym Nx no msHm> maB .nooonnnomnm u m mz mm¢.H o.o N.NN m.hh ooo.ON nm>o CoHyCyHymCH m.H H.Nm H.m® ooo.ONIooo.0H no mNHm m2 mmN.H o.o v.¢m o.mo nmayo mynommm o.N m.mN m.Nh yCmnHmmnm ammo an3 oy Comnmm m2 CON.v o.o m.mv m.vm HMCOHmmmnonmlCoz mUCmHnmmxm b.H o.NN v.mb HmConmmnonm mCoH>mnm mz «no.0 n.H m.mm m.mo ononom oco ommH mcncnone o.o m.m~ o.o» ommn ooonm no nooooom m: oon.m o.o n.om m.no noconooononmuooz mononona m.H H.mN o.m> HoConmmnonm no mane m: nom.m n.¢ «.mm n.oo nHoo o: no mo o.o m.m~ N.Hn .o.om no .C.:m ono: oonmoo m2 hNo.m ©.¢ w.Hm m.mo mym>Hnm CoHyCyHymCH o.o m.hN H.Nh UHHasm no mane N.H m.mm m.mo mooooooom HHo no nooo non yCmU nmm yCmU nmm yCmU nmm Nx on yoz on yoz on mmmCommmm onsoam no: no no: oHsoam :m.oym .mnmyymHm3mC HMHummm .mmHoHynm nmmmmm3mC .mmCHymmE mmoE amsonay myCmUCym oy mHyoman mmsmmH UCm mmHoHHom mymoHCCE IEoo oy yQEmyym noymnymHCHEUm HmCComnmm yCmmsym anao nyHmnm>HCC may GHCoam= COHymva may 0y mnoymnymHCHEUm HmCComnmm yCmUCym anaU wamnm>HCC no mmmCommmm .mh mHama 210 .yCmoHnHCmHm yoz n mz .005.N mH 800mmnn no mmnmmc H ayH3 moCmoHnHCmHm no Hm>mH 0H. may ym N no mCHm> maB .yCmoHnHCmHm n m N mz mmm.o o.o H.HH m.wm ooo.ON nm>o COHyCyHymCH o.o ¢.m m.¢m ooo.ON|ooo.OH no mNHw m mom.oH o.o w.mH N.Hm nmayo mynommm o.o o.o 0.00H yCmUHmmnm Cmmu Soa3 oy Comnmm mz mmH.o o.o H.m 0.0m HMConmmnonmICoz moCmHnmmxm 0.0 @.0 «.mm HMCOHmmmnonm mCOH>mnm m: mno.o o.o o.o m.nm ononom ooo ommn mononona o.o ~.o m.mm ommn ooonm no nooooom m: -o.o o.o n.m m.om nooonooononnuooz mononone o.o m.m N.¢m HmCOHmmmnonm no mane oz noo.o o.o o.o n.nm nnoo o: no on o.o o.o «.mm .C.om no .o.am oHo: oonmoo mz mmH.o o.o H.m m.om mym>Hnm COHysyHymCH o.o ®.m ¢.mm UHHaCm no mama o.o N.b m.Nm mmmCommmm HHm no yCmU nmm yCmU nmm yCmo nmm yCmU nmm NX 0Q yoz on yoz on mmmCommmm oHsoam no: no no: oHooam =mEmnmonm HmCComnmm yCmnsym may mCHCnmoCoo yCmnHmmnm may ayH3 mHmma nMHCmmn anHmn m Co nmnCou noymnymHCHEUM HmCComnmm yCmUCym anao nyHmnm>HCC may CHCoam: CoHymva may oy mnOymnymHCHficm HmCComnmm yCmvsym anao nyHmnm>HCC no mmmCommmm .mh mHame 211 no mmmnmmn N ayH3 mUCmoHnHCmHm no Hm>mH 0H. may ym .yCmoHnHCmHm yoz u mz .moo.¢ mH Eoommnn N no mCHm> maE .ncoonnnomnm u m m2 mHH.N H.HH H.hm m.Hm ooo.ON nm>o CoHyCyHymCH m.m m.mm m.Nm ooo.ON|ooo.0H no mNHm m: mnH.~ o.o o.ow o.om nmayo mynomom m.m «.Hm h.vm yCmonmnm ammo aoa3 oy COmnmm mz 5mm.o o.m ¢.om m.¢m HoConmmnonmlCoz moCmHnmmxm m.¢ ¢.¢m 5.00 HmCOHmmmnonm msoH>mnm m: nmm.o o.o o.mm o.nm ononom oco ommH moHcHonB ~.o m.mm o.No ommn oocnm no nooooom m2 Nmm.H m.o m.mN n.5m HMCOHmmmnonmlCoz mCHCHmnB m.m ¢.o¢ m.mm HMCOHmmmnonm no mmna oz oom.n m.¢ o.mm o.on nnco o: no mm m.o o.mm N.¢m .Q.©m no .Q.am mHmm mmnmma mz mmo.H m.¢o m.nN N.mo mym>Hnm COHyCyHymCH o.o 5.5m n.mm UHHaCm no mans H.© m.¢m o.om mmmCommmm HHm no yCmU nmm yCmU nmm yCmU nmm yCmo nmm Nx on yoz on yoz on mmmCommmm oHsoam no: no no: oHsoam =mmmCHymmE unmoa mCHCnm>om nyHmnm>HCC Co CH yHm noymnymHCHECo HmCComnmm yCmnCym anao nyHmnm>HCC may GHCoam= CoHymmCU may oy mnoymnymHCHE©m HmCCOmnmm yCmcsym anaU >yHmnm>HCC no mmmCommmm .om mHQmB 212 .yCooHnHCmHm yoz n mz .moo. ¢ mH Eonmmnn no mmmnmmn N ayH3 moCmoHnHCmHm no Hm>mH OH. may ym NX no mCHm> maB .yCmoHnHCmHm n m mz Hm¢.N o.o m.mH m.Hm ooo.ON nm>o CoHysyHymCH N.h N.NN m.mm ooo.o~nooo.0H no mNHm m: moo.n m.m H.mN n.mo nmayo onnooom m.m h.nH m.oh yCmUHmmnm ammo an3 oy Comnmm mz HmH.H o.¢ o.MH w.Hm HmConmmnonmICoz moCmHnmmxm m.¢ m.vN m.on HoCOHmmmnonm mCoH>mnm m: nmm.m o.m o.mm N.Hn ononom ooo ommH moncnonn m.m m.NH N.mh ommH moCHm no noCmomm oz omm.~ o.o o.mn o.Hn nooonooononmuooz mononone m.H H.NN o.mh HoCOHmmmnonm no mane oz nmm.~ m.m m.mn ~.mn nnoo o: no om o.m «.mm N.Hn .n.om no .o.am oHo: oonmoo m wom.m H.m m.¢ ¢.©m mym>Hnm COHysyHymCH m.m m.hN m.mm UHHasm no mane m.¢ 5.HN m.mh mmmaommmm HHm no yCmo nmm yCmo nmm yCmo nmm yCmo nmm NX on yoz on yoz 0Q mmmCommmm UHsoam no: no no: CHCoam =mEmnmonm HmCComnmm yCmUCym may CHayH3 COHymHCEnon noHHom CH yCmvaan may Eonn nEOCoyCm no yCCOEm mHQMCommmn m oCmEmo noymnymHCHaom HmCCowan yCmcsym anao nyHmnm>HCC may UHCoam: CoHymva may 0y mnoymnymHCHE©m HmCComnmm yCmUCym anaU nyHmnm>HCC no mmmCommmm .Hm mHQmB "I7'1111111111111111“