.x.|la|.. I!" - Lll‘ .K‘i. ‘" I. .I. 3| ”:7 Tina. ("$0.va Illrlr bIIJ ABSTRACT A STUDY OF THE EXPECTATIONS OF SECONDARY SCHOOL PRINCIPALS, SIGNIFICANT OTHERS, AND SCHOOL¢LIAISON OFFICERS FOR THE ROLE OF SCHOOL-LIAISON OFFICER By Frederick John Walsh Problem The study sought to determine what secondary school principals, significant others (i.e. secondary school teachers and secondary school guidance counselors), and School-Liaison Officers in Flint, Michigan, thought the role of the School-Liaison Officer should be. It identified issues where secondary school principals, significant others, and School—Liaison Officers held convergent and divergent expectations for the involvement of School—Liaison Officers in an educational setting. Procedure Questionnaires recorded the expectations which the four major respondent groups held for the four areas of School-Liaison Officer involvement: performance of selected law enforcement functions; performance of selected community relations functions; performance of selected education—related functions; and continuation of the School— Liaison Officer Program. The analysis of variance statistic (signifi— cant at the level of .05) was applied to determine inter-group Frederick J. Walsh differences, with a post hoc analysis of those areas where a signifi— cant difference was noted. More than 78% of the secondary school academic personnel in Flint submitted usable study responses. Findings 1 - The secondary school principals, significant others, and School-Liaison Officers as a group agreed on the performance of law enforcement functions, on the performance of community relations functions, on the performance of education-related functions, and for the continuation of the School—Liaison Officer Program. 2 - Among the secondary school principals there was majority agreement for all the areas of School-Liaison Officer involvement. However, there was a minority divergence of expectations for the School—Liaison Officer performing certain selected education-related functions in the secondary schools. 3 - The significant others held a majority agreement for the School-Liaison Officer performing the functions in the four involve— ment areas. There was a minority divergence of expectations for the School—Liaison Officer performing certain selected education-related functions in the secondary schools. 4 - The School—Liaison Officers held a majority agreement for the School-Liaison Officer performance of functions in the four involvement areas. Among the School-Liaison Officers there was a minority divergence of expectations for the School-Liaison Officer performing certain selected education-related functions in the secondary schools. 5’- There was a convergence of expectations among the major groups in this study for the School-Liaison Officer's role in Frederick J. Walsh performing selected law enforcement functions, selected community relations functions, and for Program continuation. This agreement for those three areas of School-Liaison Officer involvement in the secondary school setting offers avenues to follow in the utilization of School- Liaison Officers in the secondary schools. 6 - There was a divergence of expectations, albeit in the minority, among the groups for the School-Liaison Officer's role in performing selected education-related functions in the secondary schools. Although this was a minority group, the actual presence of this number and the personnel involved (four School-Liaison Officers, seven principals, ten counselors, and eighty-four teachers) may present areas of conflict which, in turn, could cause role conflicts among the secondary school personnel. A STUDY OF THE EXPECTATIONS OF SECONDARY SCHOOL PRINCIPALS, SIGNIFICANT OTHERS, AND SCHOOL—LIAISON OFFICERS FOR THE ROLE OF SCHOOL—LIAISON OFFICER By Frederick John Walsh A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1969 ‘) 64/ 75:6 //- 2. 7" 7’9 ACKNOWLEDGEMENT The author gratefully acknowledges the many contributions that others have made to this project. Specifically, expressions of appre- ciation and thanks are extended to: My wife, Mary Ann, for her invaluable understanding and labors that sustained, encouraged, and aided this graduate program. My children, Fred Jr., Bill, Tom, Kathleen, and Maureen for their forebearance and tolerance for my occasional shortnesses with them. My parents, Mr. and Mrs. Miles Walsh, for their assistance and patience throughout this graduate program. Dr. Richard Featherstone, as committee chairman, for his advice, suggestions, and interest during the research. Dr. J. Allan Beegle, Dr. Standley Hecker, and Dr. George Meyers for their valuable suggestions and recommendations for this research. Lt. James Mills of the Flint Police Department; Dr. Jack Mobley, Director of Secondary Education of the Flint Public Schools; Mrs. Harriet Lattimer, Director of Testing and Research for the Flint Board of Education; and Mr. Lou Beer, Executive Director of the Flint Edu- cation Association for their assistance in this research project. The many other individuals whose cooperation and participation made this study a reality. Chapter I II III IV TABLE OF CONTENTS Page INTRODUCTIONOOOOOOOOOOOOOOOOOOOOOO0.0......0.00.00.00.00. 1 Introduction to the Problem............................ 1 Statement of the Problem...............................10 Definition of TermS....................................11 Importance of the Study................................ll Study AssumptionS......................................12 Data Collection........................................14 Study Objectives.......................................15 Research Questions.....................................l6 Data AnalysiS..........................................17 Overview of the Study..................................17 REVIEW OF LITERATUREOOOOOOOOOOOO.00.0.0000...00.0.000000019 Introduction...........................................19 Role Theory............................................19 Role Expectations......................................20 Role Conflict..........................................28 Role Interdependency...................................31 Related Role Research..................................34 Police in Schools - Uniform and Non-Uniform............39 PRmEDURE AND mTHODOLmYOOOOOOOOOOO0.0.0.00000000000000041 Introduction...........................................41 General Methods of the Study...........................41 Development of the Instrument..........................42 The Sample.............................................45 Statistical Hypotheses.................................46 Analysis Procedure.....................................48 suerOOCOOOOO.COOCOOOOOOOOOOOOO0.0.0.000000000000000049 DATA PRESENTATION AND ANAI-JYSISOOOO0.000000000000000000.0.50 Introduction...........................................50 The Instrument.‘OOOOOOOOOOOOOOOOOOOOOOOO0.0.0.0....00.050 Participation Summary..................................52 Inter-Group Analysis...................................53 Intra-Group Analysis: Senior High School-Liaison OfficerBOCOOOOOOCCOOOIOOOOOOOOOOOOOO0.00.00.00.00.0..O.56 iii Chapter Page Intra—Croup Analysis: Senior High School Principals... 62 Intra-Group Analysis: Senior High School Counselors... 67 Intra-Group Analysis: Senior High School Teachers..... 73 Intra'Group Analysis: Junior High School—Liaison Officers. ...................... ....... ....... ......... 79 Intra—Group Analysis: Junior High School Principals... 85 Intra—Group Analysis: Junior High School Counselors... 9O Intra-Group Analysis: Junior High School Teachers..... 96 Summary: Intra—Group Relationships....................102 Senior High School-Liaison Officers.. ....... ..........102 Senior High School Principals.........................103 Senior High School Counselors.........................104 Senior High School Teachers............. ...... ........105 Junior High School—Liaison Officers...................107 Junior High School Principals.......... ........ .......108 Junior High School Counselors............... ..... .....109 Junior High School Teachers...........................llO Summary: Inter'Group Analysis.........................lll Individual Comments...................................ll6 Constructive Suggestions...........................ll6 Negative Comments.................... ..... .........121 Favorable Comments......... ..................... ...123 Unclassifiable Statements..... ..................... 128 Summary.......................... ..................... 129 V SUMMARY AND CONCLUSIONS ........... ..... ...... ..... ....... 130 Introduction........ .................................130 serOOOOOOOOOOOOOOOOOOOOOOOO0......0.0.0.0000000000130 conCIUSionSIOOIO......OOOOOOOOOOOOOOOOOOO.0.0.00.00000139 Recommendations...... APPENDICES......... AppendixAOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 141 143 Appendix Booooooooococo-000000000000.0.000000000000000160 BIBLIOGRAPIIY....OOOOOOOOOOOOO...OOOOOOOOOOOOOOOOOOOOO00.0.00000173 iv Table 10 ll 12 13 14 LIST OF TABLES Juvenile ArrestSOOOOOOOOOOOOOOOOOOOOOOOOOOOO00.0.0000... PartiCipatiOIl sumaryOO0.0.0.0......OOOOOOOIOOOOO0...... Intra-Group Analysis: Senior High School-Liaison Officers..OCCOOCOOOOOOOOOOOOOOO...OOOOOOOOOOOO0.0... Senior High School—Liaison Officers' Responses Correlated with Educational Preparation................. Senior High School-Liaison Officers' Responses correlated With AgeOOOOOOOOOOOOOO....OOOOOOOOOOOOOOOOOOO Senior High School-Liaison Officers' Responses Correlated with Years as a Police Officer............... Senior High School-Liaison Officers' Responses Correlated with Years as a School-Liaison Officer....... Intra-Group Analysis: Senior High School Principals..... Senior High School Principals' Responses Correlated with Educational Preparation................. Senior High School Principals' Responses correlated With AgeCOOOOOOOOOOO0.00.00...00.00.000.00... Senior High School Principals' Responses Correlated with Years as an Educator.................... Senior High School Principals' Responses Correlated with Years as a Principal in Flint........... Intra-Group Analysis: Senior High School Counselors..... Senior High School Counselors' Responses Correlated with Educational Preparation................. Senior High School Counselors' Responses correlated With AgeOOO0.0.0000IOOOOOOOOOOOOOOOOOOO0.0.0. Page 9 53 57 58 59 61 62 63 66 67 68 Table Page 15 Senior High School Counselors' Responses correlated With seXIOOOOC...OOOOOOOOOOOOOO000.00.00.00. 70 16 Senior High School Counselors' ReSponses Correlated with Years as an Educator................... 71 17 Senior High School Counselors' Responses Correlated with Years as a Counselor in Flint..... ..... 72 18 Intra—Group Analysis: Senior High School Teachers...... 73 19 Senior High School Teachers' Responses Correlated with Educational Preparation ................ 74 20 Senior High School Teachers' Responses correlatedWithAgeOOOOOIOOOOOOOOOOO...0...0...00...... 75 21 Senior High School Teachers' Responses Correlated With seXOOOOOC...OOOCOOOCOOOOOO...COOOOOOOOO 76 22 Senior High School Teachers' Responses Correlated with Years as an Educator................... 77 23 Senior High School Teachers' Responses Correlated with Years of Experience in Flint........... 78 24 Intra—Group Analysis: Junior High School-Liaison Officers.....O...I...OOOOOOOOOOOOOOOO0.0...00......0.00 79 25 Junior High School—Liaison Officers' Responses Correlated with Educational Preparation................ 81 26 Junior High School-Liaison Officers' Responses correlated With AgeIOOOOOIOICOOOO ...... I. ........ O ..... 82 27 Junior High SchooleLiaison Officers' Responses Correlated with Years as a Police Officer..... ........ . 83 28 Junior High School—Liaison Officers' Responses Correlated with Years as a School—Liaison Officer...... 84 29 Intra—Group Analysis: Junior High School Principals.... 85 30 Junior High School Principals' Responses Correlated with Educational Preparation................ 86 31 Junior High School Principals' Responses correlated WithAge......OOOIOOOOOOOOOOOOOOOOOOOOOOOOO. 87 vi .. Jv ‘ I 44 :5 tap ~4‘-\ Table 32 33 34 35 36 37 38 39 4O 41 42 43 44 45 46 47 Page Junior High School Principals' ReSponses Correlated with Years as an Educator.................... 88 Junior High School Principals' Responses Correlated with Years as a Principal in Flint........... 89 Intra-Group Analysis: Junior High School Counselors..... 90 Junior High School Counselors' RCSponses Correlated with Educational Preparation................. 91 Junior High School Counselors' Responses CorrelatedWithAge.....................0.00.00.00.00... 92 Junior High School Counselors' Responses correlated With SeXOOCOOOOO...OOOOOOOCOOOU...OOOOOOOOOOO 93 Junior High School Counselors' ReSponses Correlated with Years as an Educator.................... 94 Junior High School Counselors' ReSponses Correlated with Years as a Counselor in Flint........... 95 Intra-Group Analysis: Junior High School Teachers....... 96 Junior High School Teachers' Responses Correlated with Educational Preparation................. 97 Junior High School Teachers' Responses correlated With AgCOCOO...IOOOOOOOOOOOOOOO...OOOOOOOOOOO 98 Junior High School Teachers' Responses correlated With sex...................0......OOOCCOCOOOC 99 Junior High School Teachers' Responses Correlated with Years as an Educator....................lOO Junior High School Teachers' Responses Correlated with Years as a Teacher in Flint.............101 Should the School-Liaison Officer Perform Certain Law Enforcement Functions in the Senior High Schools....112 Should the School-Liaison Officer Perform Certain Community Relations Functions in the Senior High SChOOISCOCCQOOCOOOOOOOOO0.....OOOOOOOOOOOOOOOOOO.0.0.0.0112 vii x... a . Table 48 49 50 51 52 53 Page Should the School-Liaison Officer Perform Certain Education-Related Functions in the Senior High SChOOISOOOOOOOOO0....0....I...OOCOOOOOOOOOOOOOOIOOOOO00.113 Should the School-Liaison Officer Program Continue to Function in the Secondary Schools....................ll3 Should the School-Liaison Officer Perform Certain Law Enforcement Functions in the Junior High Schools....ll4 Should the School-Liaison Officer Perform Certain Community Relations Functions in the Junior High SCI-1001500000000...0.....OOIOOOOOOOOOOOOOOOO.000000000000114 Should the School-Liaison Officer Perform Certain Education-Related Functions in the Junior High SChOOlSOOOOOOIOOOOOOOOOOOOOOOOOOOOOOOOOO.0.0.0.000000000115 Should the School-Liaison Officer Program Continue to Function in the Secondary Schools....................115 viii CHAPTER I INTRODUCTION Police departments throughout the United States are being faced with many similar problems: there is more juvenile crime with its concomitant problems of vandalism in schools and other public places; and young people seem to be involved in other forms of criminal activity, such as car-theft, larceny, breaking and enterings, as well as violations of existing drug laws. "The problem: juvenile crime--a forty-seven per cent increase in the past five years, while the under-18 population has risen only seventeen per cent."1 Law enforcement agencies are looked upon as defenders of the status quo and with the young peoples' ideas of "we want our freedom now", there is seeming growing disreSpect for all police agencies. With this apparent growing disrespect, juvenile crime is an increasing problem, as noted above, and various solutions have been offered. "One solution: station a policeman in the school. Give him an office. Build a school-liaison program around him. Involve him, full—time, in activities calculated to prevent juvenile delinquency and enhance children's understanding of, and respect for, law enforcement."2 There is an ever increasing movement within our social milieu on the Part of police departments and of law enforcement agencies in the United States to form better liaison with the public schools. 1Joseph Stocker, "Cops in the Schoolhouse", School Management, May! 1968, p. 460 21bid, p. 46. 2 "The school-liaison policeman's purpose is five-fold: l) to establish collaboration between the police and school in preventing crime and delinquency; 2) to en- courage understanding between police and young people; 3) to improve police teamwork with teachers in handling problem youth; 4) to improve the attitudes of students toward police; and 5) to build better police-community relations by improving the police image."3 In a 1966 survey undertaken by the School of Police Administration and Public Safety at Michigan State University, it was pointed out that: "While liaison with public schools was found to be a fairly common activity among the departments surveyed (92 per cent of the departments engaged in some type of this activity), only two departments have police officers assigned full-time to the schools in what has become known as a School-Liaison Program."4 In the three year interval since the above survey was made, a number of other communities and their respective school systems have become in- volved in this kind of a program. According to authors in recent Phi Delta Kappan, School Management, and in Police: Ann Arbor, Grand Blanc Township, Grand Traverse County, Jackson, Pontiac, Saginaw, Three Rivers, Flint, and Birmingham, Michigan; Arlington Heights, Elk Grove, Mt. Prospect and Wheeling, Illinois; Minneapolis and Edina, Minnesota; Tuseon, Arizona; Cincinnatti, Ohio; Oxnard, California; Winston-Salem, North Carolina; and Toronto Township, Ontario, have added or will add the School-Liaison Officer program to their school system. The Police Department of Pasedena, California, is in the process of departmental reorganization and will assign the School-Liaison Officers to the Pasedena Public Schools. Atlanta, Georgia, has had detectives 3George H. Shepard and Jesse James, "Police—Do They Belong in the Schools?" American Education, September, 1967, p. 2. 4National Center on Police and Community Relations, A National Survey of Police and Community Relations, (United States Government Printing Office, Washington, D. C., 1967), p. 77. 3 assigned to the schools for over thirty-five years. Since September, 1966, there has been a large—scale increase in those systems of public education which have had the School-Liaison Officer introduced within them by their communities' respective police departments. The Michigan State Police also have a Police-School-Liaison Officer Program in operation in certain school systems in the state. These programs function in those communities which do not have their own police agencies. The Police-School—Liaison Program began in 1966 in the Beecher School District, north of Flint. By 1969, the program was extant in the following districts: Beecher School District (grades kindergarten through twelfth); Hull School District of Benton Harbor (grades kindergarten through ninth); Willow Run School District near Ypsilanti (grades kindergarten through twelfth); Bridgeport School District near Saginaw (grades kindergarten through twelfth); and Reeths-Puffer School District near Muskegon (grades kindergarten through twelfth). The State Police-School-Liaison Officers' basic reSponsibility is educational and informational. The police officers who are assigned to the schools bear a variety of titles, such as: School-Liaison Officer; School Resource Officer; School-Police Counselor; School-Police Officer; or School-Police-Liaison Officer. Regardless of the title of the officer concerned, their function is basically the same, reduction of the incidence of juvenile delinquency. "Of the many attacks on juvenile delinquency, few are more successful--or more controversial--than the plan adopted in Tuscon, Flint, Atlanta, and Minneapolis of assigning police officers to schools in a four-fold 4 program of education, prevention, investigation, and rehabilitation." Each police department operates their own program as the chief police executive official and administrative policy dictates. Therefore, there are many different approaches to the School-Liaison Officer program. "The team approach is the key to the success of the Flint program of policeman-in-the-school, which features a regional counseling team....The police counselor is the unique member of this team, for he is a member of the city police department, assigned full-time to one of the secondary schools."6 Again, in the same vein, the Michigan State University survey previously mentioned makes the following observation: "Each secondary school in the city has a juvenile officer assigned in plain clothes but with standard equipment (gun, handcuffs, etc.). The officer has no academic responsibility and the department char- acterized his work as detecting and preventing crime at the onset. He tours the building, Speaks to the students, and in many cases, questions them about possible trouble they have been in."7 There are apparently at least two major schools of thought con- cerning the advisability of placing police officers within a given school system. Within the city of Flint, Michigan, there are two major organizations which Oppose the School-Liaison Officer Program. The Greater Flint Branch of the American Civil Liberties Union has examined the program and has made three major objections: (l) the confidentiality of school records is being violated; (2) protection of juvenile rights is not safeguarded; and (3) subsidization of a public law enforcement 5Donald W. Robinson, "Police in the Schools", Phi Delta Kappan, February, 1967, p. 278. 61bid, p. 280. 7National Center on Police and Community Relations, A National Surve , p. 78. 5 agency on an annual basis by a private organization. They made the following recommendations: (1) that the Flint Board of Education withdraw the School-Police Liaison Program; (2) that the Flint Board of Education issue a statement to all personnel reaffirming the con- fidentiality of records and communications; and (3) that the Flint Police Department cease its dependency on a private foundation for annual apprOpriations; and (4) that the Flint Police Department develop specific and stringent guidelines to govern the police in their dealings with juveniles consistent with recent Supreme Court decisions. According to Mr. Edgar Holt, chapter president, the Flint Chapter of the National Association for the Advancement of Colored People has also made a number of similar objections to the program. These objections were as follows: (1) it is an intrusion of the rights of students; (2) the confidentiality of student records is being violated; (3) the police do not work aggressively in crime prevention; and (4) it is a hindrance to good police-community relations. The Flint Chapter of the NAACP has made three major recommendations: (1) The School-Police Liaison program should be dropped; (2) the confidentiality of student records should be. maintained; and (3) the Flint Police Department should follow recent Supreme Court decisions concerning the treatment of juveniles. The police administration personnel are in favor of placing police officers in a given school system, while some lay-citizens and organizations, as noted above, are adamantly opposed. "Although Flint has reported a 52 per cent decrease in complaints about juvenile misbehavior since adoption of the plan, and Tuscon claimed a 25 per cent reduction in criminal referrals from the schools served, there has been violent opposition in the latter city to the extension of SRO, the School Resource Officer program."8 8Robinson, "Police", Phi Delta Kappan, p. 278. 6 In discussing the School-Liaison Officer program with officials in the School of Police Administration and Public Safety at Michigan State University, they seemed to be highly in favor of the program and in- dicated that more and more police departments in the United States should develop a program somewhat similar to that extant in Flint, depending, of course, on local police department policies and manpower needs. The Flint Program was started under a grant from the Charles S. Mott Foundation for a pilot study which began in the summer of 1958 in Bryant Junior High School, as a project in developing better communi- cation between police and the young clientele of that particular junior high school. The first "Police Counselor" was Sergeant Frank Rutherford of the Juvenile Bureau of the Flint Police Department. Since that time, additional "police counselors" have been added and in 1968 there were a total of 12 officers: four Detective-Sergeants, one in each of the four Senior High Schools; and eight Detectives, one in each of the eight Junior High Schools. In an interview with Sergeant Frank Rutherford, now the assistant director of the School-Liaison Officer program, held on December 6, 1968, he stated that the school personnel "couldn't get along without them (Liaison Officers)", and also that "they (Liaison Officers) are accepted 100 per cent by the administration." He stressed that their main objectives is prevention. Today (1969) the Mott Program of the Flint Board of Education sub- sidizes one-half of each detective's salary and car, and provides him with office space in the school building. The Flint Police Department Provides the other one-half of the salary and car. The School-Liaison PIOgram is coordinated and supervised by Detective-Lieutenant James A. 7 Idills with offices in the Flint Police Department and whose salary is paid by the Police Department. Vital to the success of the program is the detectives' relationship with faculty, students, administration and parents. He must earn acceptance from them. This is accomplished in great part by his attending many school functions, by knowing countless people in the school neighborhood, including merchants and members of civic and church organizations, and by ultimately becoming an integral part of the school community. The detectives have their offices in the secondary schools, not only for convenience, but also because they find the bulk of their teen programs and student contacts at this level. Before classes begin in the morning, each officer attends roll call at the police station and then makes a regular patrol of the elementary schools in the area. On the average, five elementary schools feed each junior high school, and two junior high schools feed each senior high school. He makes a patrol of the area again during the noon hour and after school in order to observe and correct infractions of the safety rules or loitering by suspicious adults and older children. He checks on the complaints that come in from the department's Juvenile Bureau, which relate to his area and follows them up during the day. This may involve conferences with the student or contact with the parents. According to Sergeant Rutherford, there are three major benefits which accrue from having a plain-clothes detective in the school: (1) good communication is deve10ped between the schools and the police department, and a c00perative program for the guidance of young people is available; (2) when the detective becomes a friend of the youth of the 8 community, a greater respect for law enforcement is created; and (3) preventive work tends to develop a partial solution to the problems of juvenile anti-social behavior. From the School of Police Administration and Public Safety of Michigan State University police department survey, the following quotation is cited: "The Flint program has, however, had a number of worth- while results. The officers, getting to know both the regular students at the school and those who have dropped out, is in a good position to recognize students after school hours. He attends all dances and events of the school, and has frequently been able to prevent instances of 'gate-crashing' by uninvited guests as he knows most of the youths in the area. The Flint School-Liaison officers are well accepted by most of the youth and it seemed clear that the reSpect of them increased as the amount of non-criminal contact increased."9 The Flint Police Department seems to be very enthused about the program and has held three Institutes for the Training of School-Liaison Officers. The first was held in April of 1967, the second was held in September of 1968, and the third was held in March of 1969. The Insti- tutes are limited to seventeen enrollees and draw applicants from all over the United States and Canada. The enrollment has been over- subscribed for all three Institutes, which in a small way indicates a definite interest in such a program on behalf of other police departments and law enforcement agencies. The Flint Police Department has noticed a marked decrease in the incidence of juvenile arrests during the period of time following the installation of School-Liaison Officers in the Flint Public Schools. See Table A. 9National Center on Police and Community Relations, A National Survey, pp. 78-79. smousm cowumowwquocH use mpuoomm .ucoeuumaoo moHHom uawfim “momDOm Na.m + ems.kk©.a sa.a + mama News sm.mm + amm.mmm.H ss.N . coma coma sN.HH + Hom.mao.a sq.m + ooaa moss sm.mm + mma.moa sm.m + ASNH some -- Hao.mmo .. seas moms owsmsu mo N mummwu< Hmcowumz owcmsu mo N mumouu< ucwam “mow asumoma Hmcoaumz a sense mHmmmm< MAHZm>Dh < mqmo m\z a o.H H H news: no mummx muuom 9ZMHUHmmmoo ZOH9¢HMMMOO mm o D 4 dm NmHoosow 9umwcoomm One CH coHuOcsm Ou wscHucoo Emuwoum MOOHHHO COmHmHHuHoofiom ecu pHsofim m\z mq.u m meme» muuow um>o m\z u o.H H H Hews: no meme» huuom HZMHUHmmMOU ZOHH¢HMMMOO om O D 4 dm NwHoosom :mHm uoHcom ecu OH mGOHuOcsm pmumHmuusoHumosco :Hmuumo EuoHumm HOOHHHO somHmHHuHoosom 0:0 stosm mo. um .mHm mm.u H N meme» muuow u0>o mu m\z I o.H H H Hews: no mummz %uuom HZmHUHMMMOD ZOH9¢HMMMOU om O D ¢ 4w NmHooxom Lme HOHcOm OH» CH mCOHuocsw mCOHumHOH huHcaEEoo chuuwo Ehompmmlp00HwHo GOmHmHHuHOOLom ecu pHsofim m\z mm.u H N mummh xuuom u0>o m\z u o.H N news: no mHMO% 9uuom HZmHUHhmMOU ZOH9o 0:0 meme» >udm39 H meme» 9u003u nech o 00m memo» 900039 m\z I o.Hl H H memo» muce3u pmpCD 9zmHonmmoo on9o 0cm mumm% 905039 w m\z .. o.H.. H H mums.» 135030 .395 9ZmHonmmou on9¢Hmmmoo mm D D 4 o 00m mummm >u0039 m\z n o.Hs N meme» mucw3u umpCD 9zmHonmmoo on9HHI9uu0m COCCD m\z I 0.0 m C0>0 pCm memo» m>HHImuuom 9zmHUHmmmoo ZOH9¢HMMMOU mm D D 4 4m NmHOOHOm mumvCoomw Ozu CH COHOOCCH ou OCCHuCOO Emuwoum COOHHHO COmHMHHIHOODOm mzu CHCOCm mo. um .mHm I Ho.I m o N mums» m>HHImuC0H HOUCD m\z I on. m N Co>0 0C0 mummh O>HHI90COD 9zmHUHmmmou ZOH9HHI9uu0H CmpCD “m m\z I no. m N C0>0 va mama» m>HHI9uuom 92mHonmmoo on9¢Hmmmoo mm D D 4 4m NmHOOCOm HwHD COHCOm One CH mCoHuoCCH mCOHumHOC meCCEEOO CHmuCOO Ehomumm CeOHHHo ComeHHIHoofiom 0C0 UHCOCm m\z I NN. m o N mummh 0>HHIzuu0H COCCD m\z I HN.I q H um>o ow mums» O>HHImuuoh 9zmHUHmmmOo ZOH9qu3u COCCD m\z I mm. m N OHOE C0 mumom 9uCo39 HZMHUHMDDOU ZOH9¢HMMMOU Dm D D 4 4m NmHoonom CNHD COHCom use CH mCOHuoCCH emumHmHICOHumosmw CHmuuoo Snowmen COOHHHO ComHmHHIHooxom CDC wHCODm m\z I Nq.I 9 q mums» >uC03u HOCCD m\z I mo. m N OCoE Ho mums» %uCo39 HZMHUHmhMOU ZOH9¢JDMMOO Dm D D 4 4m mmHoogom CmHD COHCom ecu CH mCOHuoCCH mCOHumHmu NwHCCEEOO CHmuCOo Snowmen CmOHHHo COmHmHHIHoocom ODu CHCoCm m\z I ON. m o N mummx mqu3u COCCD m\z I 9¢.I d H OCOE CO mummh huCO39 HZmHUHmmmOU ZOH94HmmMOU om D D 4 4m NmHoosom CMHD HOHCOm use CH mCOHuOCCH uConOCOHCO 3mH CHmuumo BuomumHIHOOHHHO ComHMHHIHOOCOm ecu stofim um094UDDm Z4 m4 mmHm m\z I 0.0 o mums» O>HH CO>0 HZMHUHDDMOO ZOHHdemmOO Qm D D 4 4m NmHOODOm 9C00C000m ODu CH COHuoCCH ou mCCHuCOO Emmwoum COOHHHO COmHmHHIHOOCom use stosm m\z I 00. N 0 N CeCCC 0C0 mums» e>Hm m\z I m0. H m N mums» 0>HH H0>0 HZMHUHDDDOU ZOH9¢HMMDOU Dm D D 4 4m NmHoosom CNHD COHCom OCu CH mCOHuoCsH pmumHeuICoHumoswo CHmuumo EHOHCODICOOHHHO ComHmHHIHoosom oHu CHCODm m\z I 0N. N m COCCC 0C0 mummh 0>HD m\z I wN.I N 0 muse» 0>HH u0>0 HZMHOHDDMOU ZOH94HMMMOU Dm D D 4 4m NwHoosom DwHD COHCom OCH CH mCOHuoan mCOHumHOC DCHCCEEOO CHmuCOO EHOHCODIHOOHHHO COmHmHHIHOODOm ODu CHCocm m\z I 0H.I N o N meCC 0C0 meme» 0>Hm m\z I 90. H q H mummh 0>HH CO>0 9ZDHUHmDmOU ZOH9¢JDMDOU Dm D D 4 4m NmHoosom DMHD HOHCOm Ofiu CH mCOHuoCCH uCOEOOCOHCO 30H CHmuumo EhomummleOHmHo COmHMHHIHoosom One stosm ”HZHHD zH Ho Co mumoh 9uH0h HZDHUHDDMOU 20994Hmmmoo Dm D D 4 4m NmHOOHom mumeoomm use CH COHuoCCH ou OCCHuCoo ECHMOCD COOHHHO COmHmHHIHoocom mCu CHCOHm m\z I 0N. 4 NH m mp00% xuuom HOUCD m\z I HH.I H m N CO>0 Co wumoh kuuom HZDHUHDDMOO 20994Hmmmoo Dm D D 4 dd NmHoosom HMHD HOHCom 050 CH mCOHUOCCH emumHOCICOHumOCCO CHmuueo EHOHHQD HOOHHHO ComHmHHIHOOCom mCu CHCOCm $2 I 3. H S 2 38s 38% .325 m\z I 04.I m 0 C0>0 no mumm% 9uuom 9zmHonmm00 20H94Hmmmoo 0m 0 D 4 4m NmHOOCOm wam HOHCOm Ozu CH mCoHOOCCH mCOHumHOC meCCEEOO CHmuCOO ECOHHODICOOHHHO ComHmHHIHoocom use 0H00£m m\z I 0N.I m NH 0 mums» huuow umvCD m\z I 0m.I H N m um>o Co mumom 9uuom 9ZM909DDDOU 20994Hmmmoo Dm D D 4 4m mmHooncm DMHD COHCOm 050 CH mCOHuoCsH uCOEOOCOHCO 30H CHMuHOO EhowuumluonHHD ComeHHIHOOCOm 0C0 CHsonm "D04 D993 Dm94Hmmmoo mmmzommmm .mmOHmmZDOU Hoomum DUHD DOHme 4H DHD49 $2 I 8. H NH 23mm m\z I 00. m 9H OHM: 9zmHOHmmm00 20990 no mess» CemuHHm 92m909mhm00 20H90 C0 mumm9 CeOuHHm 9zm909mmmoo ZOH94HDDDOO Dm D D 4 4m NmHOOCOm DwHD COHCmm mHu CH mCOHuoCCH woumHOCICOHumosmm CHmoumo EHOHHOD COOHHHO COmHmHHIHoogom 0:0 UHCOCm m\z I MN. H OH 9 mums» CmmuwHH HOCCD 1. m\z I m4.I m 0H C0>o Co muse» COOuHHm ./ 9Zm909hhmoo ZOH94HDDDOU Dm D D 4 4m NmHOOLom :wHD COHCom 030 CH mCOHuoCCH mCOHumHOH wuHCCEEOO CHmuCOO EHOHCODICOOHHHO COmHmHHIHoofiom wDu 0Hsosm m\z I so. m\z I 0H.I N NH 4 mummk CowumHH HOCCD N w m u0>0 Co 0C009 COOCHHD 9ZDHDHDDD00 20H94Hmmmoo Dm D D 4 4m NmHOOHom DwHD HOHCum usu CH mCOHCOCCH uCOEOOCOHCm 30H CHmuHmo EHOHCODIHOOHHHO COmeHHIHOOHOm 0Cu stozm HDO94UDDD Z4 m4 mm4D9 D993 DD94HDDDOD mmmzommmm .mDOHmmZDOD HOODDm DDHD DOHZDm 0H DHm49 72 m\z I 0N. N 0H meme» Cmu HOCCD m\z I 0N. N 0H mCoE Co mums» C09 9zm909hmmoo 20994HDDDOU Dm D D 4 4m NmH00£Om mumeoomm esu CH COHuoCCH ou OCCHuCoo EmaoCD COOHHHO ComHMHHIHoocom oxu DHCODm m\z I NH.I H 4 HH m muse» Cmu HOCCD m\z I 4N.I 0H N muse» OCOE H0 CO9 9ZDHUHDDDOU ZOH9¢JDDDOU Dm D D .4 4m NmHoofiom CmHD HOHCOm 0:0 CH mCOHOOCCH emumHOHICOHumosvm CHmuCOO ECOHCODICOOHHHO COmHmHHIHoozom CDC UHsofim m\z I no. N 0H m mumeh Cmu meCD m\z I 0m.I m 9 mumoh OHOE no CO9 9ZMHUHDDDOD ZOHHQJDDDOO Dm D D .4 4m NmHOOHOm DwHD COHCew 030 CH mCOHuOCCH mCOHumHOCINuHCsEEOO CHmuuwo EHOHHODICOOHHHO COmHmHHIHoosom 0C0 0H00Dm m\z I HN.I 4 NH m mummz Cmu HmeD m\z I 00. w 4 mums» wuoE no C09 9ZDHUHDDDOU 20994HDDDOU Dm D D 4 4w NmHoosom szD COHCOm 050 CH mCOHuoCCH uCOEOOHOHCO 30H CHmuCOO ECOHCODIHOOHHHO ComHmHHIHoofiom mDu CHCOHm U929.; 29 DOHDmZDOo 4 m4 mm4mw D993 Dm94Hmmmoo mmmzommmm .mDOHDmZDOU HOODUm DUHD DOHme 9H DHD49 73 INTRA-GROUP ANALYSIS: SENIOR HIGH SCHOOL TEACHERS The fourth of the groups involved in this study are the two hundred and seventy-six Senior High School teachers who are employed full-time in the Flint Public School system and who have one or more years of teaching experience in the four Flint Senior High Schools. Twenty- one per cent or more agreement in each choice category among the respondents will constitute majority agreement for that category in this particular study. Table 18 shows the reSponses of the Senior High School teacher respondents to the four general areas of Liaison Officer involvement. As indicated in the table, it was concluded that the teachers held an agreement position for the role of School—Liaison Officer. TABLE 18 INTRA-GROUP ANALYSIS: SENIOR HIGH SCHOOL TEACHERS SHOULD THE SCHOOL—LIAISON OFFICER BE INVOLVED IN: SA A U D SD I-LAW ENFORCEMENT FUNCTIONS? 45% 35% 9% 9% 2% II-COMMUNITY RELATIONS FUNCTIONS? 40% 44% 9% 6% 1% III'EDUCATION-RELATED FUNCTIONS? 36% 39% 12% 9% 4% IV—PROGRAM CONTINUATION? 68% 28% 1% — 3% Tables 19 through 23 summarize the data pertaining to the inlernal consistencies among Senior High School teachers for the role of School- Liaison Officer. The variables selected are: educational preparation; age; sex; years in education; and years in Flint. Three of the teacher questionnaires were not classifiable because the page containing the demographic data was not returned to the author. l4 7 mHz I 4H.I mHz I No. m\z I HH.I HzMHuHHHuoo zOHaaammmoo a (DI—1N4 D m 9N mm H 0H D 4 40 we mN 4m Omuwmv mCOHmsomD Omuwwv mumummz .mCD .Ewm 0m msHD mmuwmw mumummz NmHOOCOm DvaCoomm ODu CH COHuoCCH ou OCCHuCOO Emmwoum HOOHHHD ComHmHHIHooDom ODu 0HCODm m\z I 0H.I 4 m\z I Ho. 4 m\z I HN.I H HzmHOHmmmoo 20HH¢Hmmmoo am a mN mm 0N mm 0 MN D 4 04 4N mH 4m Omuwmv muonsomD omumew mumummz .mCD .Eem 0m mCHD oeuwmv mueummz NmHOODom DMHD HOHCOm wDu CH mCOHuOCCH COumHOHICOHumoswm m\z I H0. m\z I 90.I N m\z I 90.I N 9ZMHUHDDDOU 20994HDDDOU Dm D mH 09 w 49 m 0N D 4 9m 0H 0H 4m CHmuCOO EHOHCODICCOHHHO COmHmHHIHOODom ecu stoDm emuwmv muoHODOmD mmuwmv mumummz .mCD .Emm 0m mCHD omuwmv muoummz NmHOODOm DwHD HOHCOm uDu CH mCOHuoCCH mCOHumHeH DMHCCEEOO m\z I m0.I m m\z I 00. 4 m\z I HN.I 9zm90 EDDOU 20 99459200 Dm D 4N H9 9 00 m 0H D .4 0m 0N NN 4w CHmuumo Euomummlumonmo COmHmHHIHOODOm ODu CHCODm mwuwmv mCOHmsomD mmuwww muoummz .mCD .Emw 0m msHD Omuwmv mpmummz NmHOODom DmHD COHCOm ODu CH mCOHuoCCH uCOEOOCOHCm 3mH CHmuueo ECOHCODIuonHHO ComHmHHIHoosom mDu stonm "20994D4DDDD H4ZDH94UDDD D993 0H DHD49 DD9¢HDDDOO mmmzommmm .mDmDU4D9 HOODUm DUHD DOHZDm m\z I 0H.I H HN mm mums» 0>HHI9HCOH Cm>0 m\z I 0H. 4 wN Nw mums» 0>HHI90C0H OH 90CHC9 m\z I N0.I N 4 NN we mums» NHHHHH amass 9ZDHUHDDDOU 20994HDDDOO Dm D D 4 4m NwHOODomINHmCCOOOm 0:» CH COHuoCCH 0u msCHuCoo Emuwoum COOHHHO COmHmHHIHOOCOm OCH CHOOCm m\z I No. H N Hm oN memos m>HHINHHoH Hm>o no. at .NHI I NN. 4 NH Hm on mass» o>HHINHCoH oH NHHHHH no. as .NHm I HN.I q mN Ne SN mutt» NHCHHH “was: HZHHUHHHHOU onHaHHHNou Hm a a a «m NmHoonom DwHD COHCmm One CH mCoHuoCCH COHCHOHICoHumoswo CHmuCOO EHOHHOD HOOHHHO COmHmHHIHooCOm mCu CHCODm m\z I mH. N m mm 0N mp009 O>HHI9HC0H C0>o NHZ I NH. NH No SN spams m>HHINHCoH oH NHHHHH ,3 m\z I No.I N NH so NH mutt» NHHHHH “was: 4/ HzmHoHammou oneaHmamoo Hm a p a 4m NmHoosom DmHD COHCmm 050 CH mCOHuoCCH mCoHumHmH 9uHCSEEoO CHmuCoo EHOHCOD COOHHHO COmHmHHIHooDom eCu 0Haonm m\z I N0.I N mm 0N mumm% O>HHI90C0H H0>0 H0. 0C090H .mHm I Hm. 4 0H no em muse» O>HHI90C0H 00 9uCHD9 m\z I 00.I m 4N mm 0H mumw9 9HHHCO COCCD 9ZDHUHDDDOU 20994HDDDOU Dm D D 4 4m NmHooDom DMHD HoHCmm OCH CH mCOHuoCCH HCOEOOHOHCO 3mH CHmuHmO EHOHCODIHOOHHHO COmHmHHIHoofiom use vHsonm ”mo4 D993 DD94HDDDOU mmmzommmm .mDDDU4m9 HOODUm DUHD DOHZDm 0N DHD49 76 N\z I «H. H NN NH NHNENH N\z I No.I N 4 es NoH m.HsH EHHOHHNHS zoEfiHNNB S N H 4 Ha NmHOODOm Numeoomm 050 CH COHuoCCH ou OCCHuCOO Emmwoum COOHHHO COmHmHHIHoofiom wDu stonm N\z I N0.I H 4N Nm 4N mHNENH N\z I No. N NN NH Hm onz HzNHoHHHNoo ZOHHHHNNNOO NN a N < 4N NmHoonom DwHD HOHCOm wDu CH mCOHuoCCH wmumHmuICOHumosvm CHmuuoo EHOHCNDICOOHHHO CONHMHHIHooDom 0&0 CHCODm N\z I No. HH as «N meeNH NHz I HN.I N N NH 40H NN mHmz HzmHOHHHNoo ZOHHNHHNNoo am a a 4 am NwHoonom DMHD COHCOm uDu CH mCOHuOCCH mCOHumHOH muHCCEEOO CHmuCoo EhomummlCOOHHHo ComHmHHIHooDom ODu wHaoDm N\z I NH.I N HN NN NN mHash N\z I No. 4 NH HN Nm mHm: HzmHoHNHNoo zOHHHHNHNoo am a a .4 Hm NwHooDOw DDHD HOHCmm mnu CH mCOHuoCCH uCOEOOHOHCm 3mH CHmuumo EHOHCleHOOHHHO COmHmHHIHOODOm OSu CHCODm "New NHHz HHHNHHNNoo NHNzommmN .NNHHONHH Hoomum muH: NOHsz HN DHD49 7 7 H0. um .wHw I 4m.I MN mm Hm>0 0C4 munch CwouNHm N\z I OH. 4 H HN ON News» amoHHHH OH xHN N\z I NH.I N N NN NO mHmON me HoOaO HZHHOHHHHOO ZOHHNHNNNOO ON O O _< am NmHoocom huwaooum 030 CH COHuOCsH 00 OCCHuCOO ammwoum COOHHHO ComHmHHIHOODOm use 0Hsosm w\z I 00. 0 4m NN um>o 0C4 madam meume NO. on .NHN I ON. O NN NN NN mums» aoOOHHH OH xHN N\z I HO.- N NN H4 ON mama» me Hues: HEBEEBZSSHHS 8 O O a a NmHOODOm DwHD COHCom use CH mCOHHOCCH weumHOHICOHumonvo CHmuHOO m\z I HN.I N m\z I 90. N N NH m\z I 0H. NH 9ZDHUHDDDOU zo 99419300 Dm D D mm 99 mm 4 BCOHHeD,COOHHH0 CONHmHHIHooaom 0:0 CHCODm mN Hm>0 000 mume9 Cmoume MN mumm9 CemuHHH Ou me 4N wummh me HmeD 4m NwHOODom DwHD HOHCom oDu CH mCOHuoCCH mCOHumHmu thCsEEoo CHmuHoo N\z I HH.I N HO. Ocosmn .NHN I ON. 4 NH N\z I NO. N NN 9ZD909DDDOU z0994HDDDQO Dm D D Nm 09 Hm .4 ECOHCODICCOHHHD CONHmHHIHOODom use 0HCODm wN um>o 0Cm awash Cmoume 0m mC409 CemuHHH ou me 0N muwo9 NHm meCD 4m NmHoonom DwHD HOHCOm oDu CH NCOHOOCCH uCoSOOHOHCO 34H Ckuuoo ECOHHOD Honmmo ComHmHHIHoosom one vHsonm NDO940DDD Z4 m4IDD4M9 D993 DD94HDDDDO mmmzommmm .mDDDU4M9 HOODUm DQHD DDHZDm NN DHDNH 78 m0. um .MHm I 4N.I H NN m4 ue>0 H0 mume9 C0>0HD N\z I HH.I N NN NN NumuN Emu OH O>HH m\z I H0.I 0 N Hm 09 mumoh 0>HH umvCD HZMHU HDDMOO 20994938 Dm D D 4 4m NmHOODOm humeooom one CH COHuOCCH ou OCCHuCOO Emuwoum HOOHHHO COmHmHHIHoosom use 0Hsosm m\z I H0. H 0 04 HN um>0 no munch CO>OHD m\z I N0. N 0H N4 Hm munch Cou Ou e>Hh NHz I NH. N NN N4 NN Nana» o>HH NINE: 9zm909mhm00 z099¢Hmmmoo 0m 0 D .4 4w NmHOODom HwHD HOHCOm 050 CH mCOHuOCCH woumHOCICOHHCOCCO CHmuuou EHOHHUD COOHHHO ComeHHIHOODOm man UHCODm m\z I 0H. N 4 H4 HN u0>o HO awash C0>0Hm m\z I m0. N 0H mm 0N 0H009 Cou ou O>Hh m\z I 0H. NH 99 mN munch O>Hm HOUCD 9zm909hmmoo z0994Hmmmoo mm D D .4 4m NmHoonom HMHD HOHCOm oDu CH mCOHuOCCH mCOHumHOH NuHCCBEOO CHmuuoo BHOHuwqumoHHmo COmHsHHIHOODOm ODu wHaoam m\z I 0H.I mm mN uo>0 no awash Cu>0Hm m\z I H0.I N 0 mm mN «use» Cou Ou 0>Hh N\z I 4O.I N ON NN HN NHNIN «pHH uses: .9sz ”FEDS zen—”944538 Dm D D 4 4m NmHoosom HMHD HOHCum mnu CH mCOHuoCCH uCOEOOHOHCelme Ckuumo BHOHCODIMOOHHHD CowmmHHIHoosom man UHCODM N9ZHHD 29 DUZDHDDDND ho mD4M9 D993 DD94HMMDDO mmmzommmm .mmmDU4M9 HOODUD DUHD.DOHZDM mN DHD49 79 INTRA-GROUP ANALYSIS: JUNIOR HIGH SCHOOL-LIAISON OFFICERS As mentioned previously, the School—Liaison Officers are the focal group of this study, and their expectations for their own role in the secondary schools constitute one of the primary group positions in— volved in this research. The position that the Junior High School- Liaison Officers adopt must be identified for use in the analysis. The study made the assumption that the responses of those Liaison Officers who participated in this study could be generalized to provide valid data on the role of School—Liaison Officers in an educational setting, despite the variety of individuals involved. Twenty-one per cent or more agreement in each choice category among respondents will constitute majority agreement for that category in this particular study. Table 24 shows the responses of the Junior High School-Liaison Officers for the four general areas of Liaison Officer involvement, and it was concluded that the Junior High School- Liaison Officers held an agreement position for their role in the Junior High Schools. There is some divergence of opinion, however, on the Liaison Officer performing education-related functions. Collec— tively, twenty-eight per cent disagree on these functions. TABLE 24 INTRA-GROUP ANALYSIS: JUNIOR HIGH SCHOOL-LIAISON OFFICERS SHOULD THE SCHOOL-LIAISON OFFICER BE INVOLVED IN: SA A U D SD I-LAW ENFORCEMENT FUNCTIONS? 49% 35% 5% 10% 1% II-COMMUNITY RELATIONS FUNCTIONS? 59% 35% 1% 3% - III-EDUCATION-RELATED FUNCTIONS? 29% 35% 8% 14% 14% IV-PROGRAM CONTINUATION? 63% 37% - - - 80 Tables 25 through 28 summarize the data which pertain to the internal consistencies of the agreement among Junior High School- Liaison Officers for their role of School-Liaison Officer. These include the following selected variables: educational preparation; age; years as a police Officer; and years as a School-Liaison Officer. 81 m\z I mN. N N Hoonum DmHD H0 mumw9 Once no 039 m\z I N4II H m omeHoo HO munch Ouoa H0 039 9ZDHUHDDD00 z099¢Hmmm00 Dm D D .4 4m NNHOOCON mumeOOON one CH COHuOCCH ou OCCHuCOO Emuwwum COOHHHD ComHmHHIHOOCOm 0:0 NHCOCm m\z I 9mII H m Hoonom DwHD HO ammo» uuoE C0 039 m\z I N9.I m H mwOHHoo H0 mumem whoa C0 039 9zm9099mmoo 20994Hmmmoo 0m 0 D 4 4m NmHoosom CMHD COHCCH OCH CH mCOHuoCCH kumHeuICOHumoswm CHmuuwo ECOHHOD.C00HHH0 CONHmHHIHoocom OCH NHCODm m\z I H4.I N N HOODom DwHC HO muwom OCOE no 039 m\z I mm.I m H mwOHHOO Ho mummh whoa C0 039 9ZMH09DDDOU z0994HDDM00 Dm D D 4 4m NmHooscm DwHD COHCCD OCH CH mCOHuoCCH mCOHumeu NHHCCEEOO CHNHCOO EHOHCUDIHOOHHHO CONHmHHIHOODOm oCu NHCOCm m\z I mm. H m Hoonom CwHC H0 muwo9 uses no 039 m\z I NNII m H OwOHHOO H0 mumm9 Once C0 039 9zmHonmm00 20994Hmmmoo Dm D D 4 .4m NmHoosom :wHD COHCCH 050 CH mCOHuoCCH quEOOCOHCo 3mH CHmuumo ECOHHODICmOHHHO ComeHHIHoosom ODH NHCOCm “20994D4DDDD H4ZOH9¢UDDD D993 DD94HDDD00 mmmzommmm,.mDDUHDho ZOMH4HHIHOODUD mN DHD4H 82 m\z I 0H. N N mum09 Duuow C0>0 m\z I m4. H m HONCC no mummh huuom 9ZDHDHDDDOU 2099419928 Dm D D 4 4m . NmHOODOm MumvCooom ODu CH COHuOCCH cu OCCHuCOO Emuwoum COOHHHO CONHmHHIHoonom use stozm m\z I N9.I H m mumuh huuom um>o m\z I Hm.I m H meC0 C0 mum09 xenon 9ZD909DDDQO 20994HDDDOU Dm D D 4 4m NmHoosom HMHD COHCCH ODu CH mCoHHOCCH wvuwHOHICoHumosvm CkuCOO EHOHHODICUOHHHO CONHNHHIHOODom 05a CHCODm m\z I 0N. N N mumoh Duuom Cm>0 m\z I HH.I m H COCCC H0 mume9 muuom 9ZDHUHIHDDOO 20 994.958 Dm D D 4 4m NmHOODOm DwHD COHCCh 050 CH mCOHuuCCH mCOHumHOH muHCCEEOO CHmuumo ECOHHODICOOHHHO CONHmHHIHoonom one NHCODm m\z I mm. H m mumoh muuom um>0 m\z I 0m.I m H umst CO mum09 Nuuom 9ZD90 HEDOU 2099500 Dm D D 4 4m NmHOODom DMHD HOHCCD ODu CH mCOHuoCCH uCOsOOHOHCe 34H CHmupmo BCOHHODlMOOHHHO ComHmHHIHooaom QDu wHaosm uDU4WD993 DD94HDMDOO mmmzommmm PDDDUHDDO zomH499IHOODUm 0N DHD49 m\z I mm. N N mums» COOume Cm>o m\z I mm. H m CONCC 0Cm mp409 Cemume 9ZD90 9.9mmoo 20 995300 Dm D D 4 4m NmHoonom humeooom mDu CH COHuoCCH cu OCCHCCOO Emuwoum COOHHHO COmHmHHIHOOCom ODu vHsoDm m\z I mH. H m mumom COOONHm u0>o m\z I 4mII m H CONCC ow mumm9 Cmeume 9ZD909DDDOU ZOH9¢HDDDOO Dm D D 4 4m NmHOODom Cme HOHCCD 050 CH mCOHuOCCm vmumHOHICOHumOCCO CHmuHOO Euomuom HOOHHHO COmHmHHIHOODom mDu DHCODm Mo. m\z I N0. N N mus?» COOuNHm u0>0 m\z I mH.I m H CONCC ch mummz COOume HZDHUHDNHDOO 20994qHDDD8 Dm D D 4 4m NmHOODOm meD COHCCD ODu CH mCOHuoCCH mCOHumHOC NOHCCEEOO CHmuCoo ECOHCODICOOHHHO ComHmHHIHoosom ODH CHCoDm m\z I Nm. H m mummm Coeume um>0 m\z I H0II m H meCC 0C4 muse» COOuNHm 9ZD90 HDDDOU zo 99.35550 Dm D D 4 4m 9mHOOCOm DMND COHCCN 050 CH NCOHuoCCH quEOOCOHCO 34H CHmOuoo EHOHCODIHOOHHHO CONHmHHIHoosom ODu 0H00Dm NDDU9DDO DDHHOD 4Jw4 mD4D9 D993 DD94HDDDOO mmmzommmm .mDmU9DDD zom94HHIHOOD0m 9N DHD49 84 m\z I QNII N N mums» emunu um>o m\z I mm. H m mmOH no mume% OmuD9 9zm90 9.9mm8 20 993538 Dm D D 4 4m NmHOODON Numeoomm 050 CH COHOOCCH ou esCHuCOO Emuwoum COOHHHO ComHmHHIHoosom use 0H00Cm m\z I 0N. N N mumo9 amuse Hm>0 m\z I N9. N N mmeH HO mums» OOCC9 9zm90 9DDD8 209941HDDDOU Dm D D 4 4m. NmHOODom DwHD HOHCCH mDu CH mCoHuOCCH wmumeuICOHumoswe CHmuCOO EHOHHOD COOHHHO ComHmHHIHOODom ODD NHCODm m\z I wN. m H . mummm amuse Cm>0 m\z I Nm. N N mmOH C0 mpNOD 00CD9 9ZDH09DDDOO 2099§8 Dm D D 4 4m NmHOODom DNHD COHCCD ODu CH mCOHuOCCH mCoHumHOH muHCsEEOO CHmuHOO EHOHCODIHNOHHHO ComHmHHIHoozom ODu cHsosm H0. 0C4 m0. COO3OOH .me I 90. H m mumw9 Ounce C0>0 m\z I 94.I m H mmoH CO mumuh OOCC9 9zm9099mm00 z099¢HDDmoo 0m 0 D 4. 4m NmHOODom DwHD HOHCCH oDu CH mCOHuOCCH uCOEOOHOHCm 3mH CHmuCoo BCOHCODIHOOHHHO ComHmHHIHooflom ODu vHCODm NDDDHDDO ZOmH4HHIHODDUm 4 m4 mD4D9 D993 DD94HDDDOD mmmzommmm .mDDUHDDO zom94HHIHOODUm wN DHD49 85 INTRA-GROUP ANALYSIS: JUNIOR HIGH SCHOOL PRINCIPALS The intra-group analysis of the Junior High School principals involves twenty-three principals from the eight Junior High Schools. The titles held by these administrators may be: principal; deputy principal; or assistant principal. These Junior High School admin— istrators, although not the focal group, are one of the major groups involved in this study. Table 29 shows the responses of the Junior High School principal respondents to the four general areas of School— Liaison Officer involvement. Twenty-one per cent or more agreement per category constitutes majority agreement. On the basis of the data shown in the table, it was concluded that the principals of the Flint Junior High Schools held agreement on all four of the School—Liaison Officer involvement areas. TABLE 29 INTRA—GROUP ANALYSIS: JUNIOR HIGH SCHOOL PRINCIPALS SHOULD THE SCHOOL-LIAISON OFFICER BE INVOLVED IN: SA A U D SD I-LAW ENFORCEMENT FUNCTIONS? 42% 34% 9% 12% 3% II-COMMUNITY RELATIONS FUNCTIONS? 58% 33% 7% 2% - III-EDUCATION—RELATED FUNCTIONS? 39% 38% 7% 11% 5% IV-PROGRAM CONTINUATION? 87% 13% - — — Tables 30 through 33 summarize the data which pertain to the in— ternal consistencies of the agreement among Junior High principals for the role Of School—Liaison Officer. These include the following selected variables: educational preparation; age; years as an educator; and years as a Junior High principal in Flint. 86 m\z I 0H. m 0H 00uw00 000000: H0. 0C090D .me I 0.HI H 0 .00: .600 on 00HD 00Hm00 0u0ummz 9ZDHUHDDD00 2099¢Hmmmoo 0m 0 D .4 4m 90H00D00IN000C0000 050 CH COHuoCCH ou 00CHuC00 Emuwoum C00HHH0 C00H0HHIHOOCOm 0:0 vHsosm m\z I 4H.I H OH N 00Cw00 0C0ummz m\z I mm.I 9 m .00: .800 on msHD 00Hw00 0u0u0mz 9ZD909DDDOO z099¢HDDDOU Dm D D .4 4m 90H00D0m DwHD HOHCCH 050 CH 0C0HuoCCH 00u0H0HICOHu00500 CHmuuoo EHOHHOD C00HHH0 C00H0HHIHOODom 0:0 CHCODm m\z I NN.I 9 0 00Cw00 0H0u0mz m\z I mH. m m .muD .800 on 0CHD oouwev 0C0ummz 9ZD9U9DDDOU ZOH9¢HDDDOO Dm D D 4 4w 90Hoosom CwHD COHCCH 050 CH 0C0HHOCCH 0C0H00H0u muHCCEEOO CH00H00 EH0HC0DIH0OHHHO C00H0HHIHOODom ODD DHCODD m\z I HN.I m m N 00um00 0u0u0mz m\z I Hm. N w .0CC .500 0m 0CHD 0uw00 0u0u0mz 9zm909mhmoo z0994HDDDQU Dm D D .4 4m N0Hoonom DwHD COHCsh 0:0 CH 0C0HHOCCH uC0E0OHOHC0 30H CHmuuoo ECOHCOD H0OHHH0 CemHmHHIHoonom 0:0 0H00Dm "ZOH94D4DDDD H4ZOH95DDD D993 DD94HDMHDOO mszommmD .mH4D90.ZHdD ...HOOHUm DUHD MOHZDH 0m DHD49 m\z I 00. 0 NH 0>HHI90COH C04CD w\z I NN. H 9 H0>0 0C0 0u009 0>HHI90C09 9zmHU Emmoo 209935900 Dm D D 4 4w 90H00D00INu00C0000 030 CH COHuOCCH ou 0CCHuC00 Emuwoum H00HHH0 C00H0HHIHOODOm 0:0 stozm m\z I m0.I NH m 0>HHI90H0H H00CD m\z I H0.I H m N C0>o 0C0 0u009 0>HHI90H0D 97590 9.9.358 30 9939580 Dm D D 4 4m 90H0050m DwHD COHCCN 050 CH 0C0HuOCCH 00u0H0HICOH000000 CH00H00 EHOHC0DIC0OHHH0 C00H0HHIHOODom 050 stonm m\z I 0H.I 9 0 0>HHI90u0H umeD OHM $2 I 40. m m 00.0 0C0 0.4009 0>HHI90HOIH 9ZD90HDDD00 20994HDDDOO mm D D 4 4w 90H00D0m DwHD HOHCsh 050 CH 0C0HuoCsH 0C0H00H0H NuHCCEEOO CHmuC0O EH0H00DIH0OHHH0 C00H0HHIH0050m 0:0 0H00Dm H0. 0C0 m0. somzuon .NHN I NN.I 4 OH H 0>HHINHHOH 004:: m\z I wN. H 0 H C0>0 0C0 0u009 0>HHI90H09 9ZD90 Emoo 2099459200 Dm D D 4 4m 90Hoonum DwHD COHCCH 050 CH 0C0HuOC=H uC0800H0HC0 30H CHNHHOO ECOHC0DIH0OHHH0 C00H0HHIHooaom 0C» DHCODm NDU4 D993 DD944DDDDU mumzommmm .mH4DHUZHD9 HDODUm DQHD DDHZDH H m. DHD49 88 m\z I 4HNI m . 0H 00009 C0uuan0 u0vCD m\z I mN. H m u0>0 0C0 0u009 Cuoustm 9Zm90 HEB 759949528 Dm D D 4 4m NmHoosom mmuwCooum 030 CH COHuOCCH ou 0CCHuC00 ewmmoum HUOHHHD C00H0HHIHOOHOm one DHCODm m\z I 44.I m 4 0u009 C00quH0 HowCD m\z I 00. H w H u0>0 0C0 00009 C00quHD 9ZDHUED8 20 993538 Dm D D 4 4m NMHOODOm DMHD HOHCCH OCH CH 0COHuoC=m 0000H0HICOHOMO000 CHmuuoo BCOHH0DIC00HHH0 C00H0HHIHOODOD 0:0 CHaonm m\z I 0H.I 0 9 mumeh C00quH0 H00CD m\z I m0.I 0 4 u0>0 0C0 0u009 C000DwHD 9ZDHU 9999.50 Z0958 Dm D D 4 4m 90H00D0m CwHD HOHCCh 050 CH 0COH00C0H 0C0H00H0u huHCCEEOO CHmuu0O BCOHH0DIC0OHHH0 C00H0HHIHOODOm ODu UHCODm m\z I 0m.I N m N 0u009 C00quHo novCD m\z I on. m 9 u0>0 0C0 0u009 CuoquHu 9ZDHU HDDDOO 209944538 Dm D D 4 4m 90H00C00 DMHD COHCCh 0Du CH 0C0HuoCCH uC0800u0HC0 30H Ckuu0O Euomuma C00HHHO ComHmquHOODOm 0:0 CHsosm NDO96DDD Z4 m4 g9 D993 994.9538 mDmZonHmmD .mH4nHHUZHHHnH Hooam DUHD DDHZDH Nm DHD49 89 m\z I NN.I m HH 000C: 0C0 00009 0>Hm m\z I 9H. H 0 00009 0>HH 00>o 9ZD90999D00 z0994HmDDOO Dm D D 4 4w 90HOODO0 9M00C0000 0:0 CH COHuoCCH 00 0CCH0COO B0mwo0m 000HHHO C00H0HHIH00£00 0:0 stoDm m\z I 4N. H m 4 000C: 0C0 00009 0>HD m\z I 0N. w H 00009 0>HH 00>D 9Zm 90 ED8 zo 9935300 Dm D D 4 4m 90H00D0m CwHD 00HC00 0D0 CH 0C0H00CCH 0000H00IC0H000000 CH00000 E00H00DI000HHH0 C00H0HHIH0050m 0Du 0H00Dm m\z I mH. m m 000C: 0C0 00009 0>H9 m\z I MN. m 0 00009 0>HH 00>o 9ZDHUHEOU Z0 994.HmDHDOU Dm D D 4 4m 90Hoonom :wHD 00HCCH 050 CH 0C0H00CCH 0C0H00H00 9uHCCEEOO CH00000 E0OH0ODI000HHHO C00H0HHIH00Dom 0:0 0H00Dm m\z I 0H.I 4 m N 000C: 0C0 00009 0>H9 m\z I 9H. H 0 00009 0>HH 00>0 9Zm90 HDDDOU zo 994HDDDOO Dm D D 4 4m 90Hoonom DMHD 00HC00 0:0 CH 0COH00CCH 0C0E0O0OHC0 30H CH0000O a00H00D 000HH00 C00H0HHIHOOCUm 0:0 0H00£m N9ZHHD Z9 H4D9029D9.4 m4.mD4D9 D993 DD94HDDDOO mmmzommmm .mH4DHUZ9DD HOODUm DUHD DOHZDD mm DHD49 90 INTRA—GROUP ANALYSIS: JUNIOR HIGH SCHOOL COUNSELORS The intra—group analysis of the seventh of the eight groups which make up the population of this study is the Junior High School coun— selors. This group is made up of the twenty—three counselors who have Masters degrees and who are employed full—time in the Counseling and Guidance Departments in the eight Flint Junior High Schools. Table 34 diSplays the responses of these respondents to the four general areas of School-Liaison Officer involvement. Twenty-one per cent or more agreement in each choice category among respondents will constitute majority agreement for that category in this particular study. The conclusion reached is that the Junior High School counselors are in agreement for the role of School—Liaison Officer. TABLE 34 INTRA-GROUP ANALYSIS: JUNIOR HIGH SCHOOL COUNSELORS SHOULD THE SCHOOL-LIAISON OFFICER BE INVOLVED IN: SA A U D SD I-LAW ENFORCEMENT FUNCTIONS? 41% 34% 10% 8% 7% II-COMMUNITY RELATIONS FUNCTIONS? 44% 41% 8% 5% 2% III-EDUCATION-RELATED FUNCTIONS? 35% 38% 6% 8% 13% IV—PROGRAM CONTINUATION? 61% 39% - - — g Tables 35 through 39 present the summaries of the data which Pertain to the internal consistencies of the agreement among Junior Iugh School counselors for the role of School—Liaison Officer. These include the following selected variables: educational preparation; age; 59):; years as an educator; and years as a counselor in Flint. 91 m\z I 0H. 4 0 000000 0000002 m\z I 0H.I 4 0 .00: .500 on 0=Hm 000w00 0000002 9zmHOHDDm00 on90 0C0 00009 90009 9299099998 ZOH90 0C0 00009 90009 HZDHOHDDDQO ZOH94HDDDOU Dm D D 4 4m 90H00:0m :wHD 00HC00 0:0 CH 0C0H0OCCH 0000H00IC0H000000 CH00000 5009009 000HHHO C00H0HHIH00:Om 0:0 0H00:m m\z I H0. N 0 N 00009 90000 000CD m\z I H0. H m N 00>o 00 00009 90009 992990999900 209941999900 Dm D D 4 4w 90Hoo:ow :mHD 00HC00 0:0 CH 0C0H00CCH 0C0H00H00 90HC05500 CH0000O 5009009 000HHHO C00H0HHIH00:0m 0:0 0H00:m m\z I 0N.I m 0 00009 90000 000CD m\z I 00.I N m m 00>0 0C0 00009 90009 92990 9.99900 Z099§8 Dm D D 4 4m N0Hoo:om :wHD 00HC00 0:0 CH 0C0H00CCH 0C050O0OHC0 30H CH0000O 500900ml000HHHO C00H0HHIH00:om 0:0 0H00:m HDU4D993 DD94HDDDOU mmmzommmm .mDOHDmZDOU HOODUm DUHD DOHZDD 0m DHD49 93 m\z I H00 m m 0H0509 M\ Z .. m0. m OH 0H0: 9399099998 20994999900 Dm D D 4 4m 90H00:00 9HMWC0000 0:0 CH C0H00CCH 00 0CCH0C00 50mwo09 000HHHO C00H0HHIHoo:om 0:0 0H00:m 092 I m0. N m H 0H0509 D\ Z I OH. H m w H 0H02 9ZDHUEDOO 759959998 Dm D D 4 4m 90H00:Om :MHD 00HC00 0:0 CH 0C0H00CCH 0000H00IC0H000000 CH00000 500000al000HHHO C00H0HHIH00:om 0:0 0Hso:m 092 I NH. 0 N 0H0509 092 I mN. m m m 0H02 HZDHDHDDDOU Z0990 0C0 00009 C0009H9 92990999900 20994992900 Dm D D 4 4m N0Hoo:00 9000Coo00 0:0 CH CoHuoCCH 00 0CCH0COO 500wd09 000HHH0 C00H0HHIH00:Om 0:0 0H00:m 092 I NN.I 0 0 00009 C0009HH 000CD m92 I 0H.I H , m N 00>0 0C0 00009 C0009H9 9ZDHUH99DOU 20994HDDDOD Dm D D 4 4a 90H00:om :wHD 00HCCD 0:0 CH 0C0H00CCH 0000H00IC0H000000 CH00000 5009009I000HHHO C00H0HHIHoo:om 0:0 0H00:m 092 I NN.I N m N 00009 C000HHH 000CD ,4 m92 I 4O.I H 9 m 00>o 0C0 00009 C0009H9 9 .0sz 00008 20330008 ON a HH .4 <0 90Hoo:0m :wHD 00HC00 0:0 CH 0C0H00CCH 0C0H00H00 90HC05500 CH00000 500H00DI00OHHH0 C00H0HHIH00:Om 0:0 0H00:m H0. 0C0 m0. C00300: .wH0 I N0. m 9 00009 C000HHH 000CD m92 I N0. N 4 m 00>o 0C0 00009 C0009H9 92990 999900 2099439900 00 D D 4 4m 90H00:om :wHD 00HC30 0:0 CH 0C0H00CCH 0C05000OHC0 30H CH00000 500900DJ000HHHO C00H0HHIHoo:om 0:0 0H00:m 380.680 5 04 00400 0003 OEHHNNOO 000780000 0000,5058 .8050 0000 0025. mm DHD49 95 092 I m0. m 0 00009 C09 000C: m92 I Nm. m m . 00009 0008 00 C09 9256 H.958 2099455200 00 0 D 4 <0 ~0H00£00 9000C0000 020 CH COHuoCSM 00 00CH0C00 800w00m 000HH00 000WMHHIHoosum 0:0 0H00£m 092 I MN. m 0 00009 C00 000C: 092 I m0. H H 0 N 00009 0008 00 C09 .9sz EMS ZO H9358 mm D D 4 a 90H00£0m £wH2 00HC00 0:0 CH 0C0HuoC0m 0000H00ICOH000000 CH0u00o 80om0um,000HwH0 C00H0HHIHooaom 0:0 0Hsonm 092 I H0. H m N 00009 C00 000C: 092 I 0N. N 0 0 00009 0008 00 C09 HZMHUHhmmOO ZOHHfimMmOU Dm D D < H0I900om 00>0 N 9 cm 00 00009 0>H0I90000 00 900H£9 0 0 0 00 _ 00 00009 900H20 000C: 00 0 0 < <0 ~0H00000 9000C0000 020 CH C0H00Csm 00 00CH0C00 800000m 000H000 C00H0HHIH00200 0L0 0H0020 0\2 I o~.I 0\2 I 00. 092 I 00.I 0.2000 00008 2000000008 N N 00 9N 00009 0>H0I90000 00>0 H H 0H 00 0N 00009 0>H0I900ow 00 900H29 N N mm 09 00 00009 900H20 000CD 00 0 0 < <0 90H00200 20H: 00HC00 020 CH 0C0H00CCm 0000H00IC0H000000 CH00000 80000wm,000H000 C00H0HDIH00200 0:0 0H0020 092 I 0H.I 092 I 00.I 092 I 00.I 920.999.0908 200952228 N 0N 90 00009 0>HHI90000 00>0 0 m9 mq 00009 0>Hw19000M 00 900H£H H H 0H N0 00 00009 900H20 000CD D0 D D d <0 90H00200 2002 00HC00 020 CH 0C0H00C00 0C0H00H00 90HC08800 CH00000 800000QI000H000 C00H0HHIH00200 020 0H0020 0\2 I 00.I 092 I 0o.I 0\2 I «0. 02000000000 20000000000 0 mm 0N 00009 0>Hmt900om 00>0 0H N0 mm 00009 0>HMI900om 00 900H29 H N 9N . Hm 0N 00009 900H£0 000CD 00 0 0 < <0 0.0.00.0 0000 0.0::0 .00 :0 0C0H00C00 0C080o0omC0 30H CH00000 800000QI000H000 C00H0HDIH00£00 0:0 0H5020 "000.0002 0000000000 000200000 .00000000 000000 0000 000000 N0 00049 99 m\z I «H. H w 00 mm 0H0800 0\2 I 00. 0 m 0 00 000 000: 02000000000 20000000000 00 0 0 0 <0 NmHoono0 9000Coo00 050 CH COHuoCCw ou 0CCHuCou B00wo0m 000Hmmo C00H0HHIHoonom 050 0Hsosm 000. 0 00. 0003000 .000 I 00. 0 00 00 00 000500 0\2 I 00. m 0 00 000 00 0002 02000000000 20000000000 00 0 0 0 <0 NHOOCUm anm 00HCCH 050 CH 0CoHuoCCH c000H00ICoH000900 CH00000 8000000 000meo C00H0HHIHoonom 050 UHConm 00. 0 00. 0003000 .000 I 00. 00 00 00 000000 0\2 I 00. 0 0 00 000 00 0000 02000000000 2000<000000 00 0 0 < 00 NHoonom Cme 0oHC=n 030 CH 0CoH00CSH 0C0Hu0H00 90HCCEEoo CH00000 B00000QI000HMHO C00H0HHIHoosom 050 0Hsonm 00. um .000 I 00. 00 Na 00. 0 00. 0003000 .000 I 00.I 0 N 00 000 02000000000 2000<000000 00 0 0 < mm on o vcm mumwh cumume q H¢ mm mummh ammuwHH ou me o q HH mm Hm mummz me “mus: am a D ‘4 o van mummm comume «H «w Nm mummm ammuMHm ou me m m mm we on mummm me umvcb am a D 4 dm meoonum smHm uoHcsh wau CH chHuocsw wmumHmuncoHumoswm chuumo Ehomuom uonmmo COmHmHHIHoonom mfiu stoxm m\z . Ho.- m\z . oH. m\z : mo. azmHonmmoo 20He¢qmmmoo m Hm #m um>o mam mumm% ammume m mm wq mumwh cumumHm ou me H H NH mm mm mummh me umvab Om O D .4 dw meoosom swam powcsh mnu CH mCOHuocsm mGOHumHmu %UHGSEEoo :Hmuuoo Epomumm umonmo cemHmHHIHoosow wcu uHsofim m\z . mH. m\z . Ho. m\z : mo.- 2H0 FEB @3328 5 mm om um>o vcw mummh somume mH «m mm mummh :oouMHm ou me H N mm mm mm muwoh me Hows: Om O D < dm “moa¢upam z< m<.mm¢mw maH: ama¢ammmoo mmmzommmm .mmmmu¢ua aoomum monlmmmmmm. qd Mdm¢H 101 m\z - N0.I N H m\z I Ho.- H m m\z I «H. n q NH aszENB 7555.528. am a a Na Hm uo>o vs“ mumm% am>me mH mo mama» cmu ou 0>Hm um HHH mumwm o>Hw umwcb < 4w NmHoogom mumwcooom unu :H COHuoc5m ou wscHucoo Emuwmum umonwo acmHMHHIHoosom mnu wH50£m mo. um .mHm : «N. N m m\z : «o. H N m\z I NH. N m Nq azmHonmmoo onHHHmmxoo am a : wq mm uu>o wan muwmz am>mHm om NH mummm sou ou o>Hm «m Hm mummm u>Hm yucca d 4m NwHoosum anm HOHcsh ozu :H meHuuasm wuumeuICOfiMmUsvw m\z I no. N w\z I «H. 0 mo. um .mHm I NH. H H HN HzmHoEmoo zoflfimmmou am a : chuumo Euomuomlwameo comHmHHIHoofium msu stozm Hq mm uo>o vcw mumw% cw>me mq «m mummm amu ou w>Hh oHH Hm mumwh w>Hw umwap 4 4m NwHoonum swwm uoHcsw ecu CH mCOHuocsm mGOHumHmu muHGDEEoo m\z I HH. m m\z I mH. oH m\z I HH. H N mm HZMHUHMMMOU ZOHHSMMMHOU Om a D ckuumo ShowmeIHMQHmwo comeHHIHoosom mfiu cHsofim nm on um>o cam mummm cm>mHm om mH mama» cum on m>Hm qHH mm mummx w>Hw nova: d 4m meooxow stm MOHcdh msu CH mCOHuocnm ucmeouowcw BMH chuuwo Ehomumm umonwo cemHmHAIHoonom mnu stoam "HzHHm zH ammoflwa < m< mm