ABSTRACT PROFESSIONAL INCOMES AND RETURNS TO HIGHER EDUCATION IN BRAZIL By Augustus James Rogers lll Educational planning requires decisions involving allocation of resources at several different levels. These decisions can be guided by at least three different and mutually supporting approaches, one of which is the rate of return on investment method. The objective is to measure the intensity of market forces for the "products" of higher education to determine the relative rates of return resulting from specialization in various curricula. Rates of return are expressed as per- centages of total investment in education in much the same way as a return to non-human capital. Important by-products are also Obtained including approximation of expected life- time earnings for university graduates; the relationship between income differences and twelve classes of variables such as religion, race, environment, and family composition; and comparative cost data for several university curricula. The arrays of rates of return are a first approximation in estimating "returns" to society from investing in various Augustus James Rogers lll kinds of education and provide starting points for determining educational resource allocation. Further, they suggest policy decisions required to reach those goals of the society con- cerned with human capital formation. Data are obtained from the I960 Brazilian census sample containing twenty-five percent of all households enumerated. Persons who had completed secondary school training or any higher educational level are included in the sample. Calculations of lifetime income flows are made for the graduates of the several curricula. Taking into account the costs of education, net income flows are converted into rates of return on educational investment. These are then compared between states and professions. The results indicate that aggregate investment in university education by society is yielding a social rate of return comparable to that received from non-human capital investment. Private rates of return, however, are consider- ably higher and hence, substantial divergences exist between social and private rates. If these divergences are not the result of social benefits external to the markets studied, then university graduates are receiving an unreimbursed sub- sidy from society as a whole. Such rate differentials can 3150 be expected to produce a private demand for university education greater than that which is optimal from society's viewpoint. Augustus James Rogers Ill Both private and social returns vary considerably between the curricula studied. Law and Economic Sciences produce significantly larger social and private returns than those received from non-human capital investment. In addition, small divergences plus inexpensive costs per student in these curricula suggest additional investment might be in order. Medicine and Engineering show high divergences between social and private rates of return. These divergences plus comparatively high costs per student indicate a need to examine the efficiency with which current levels of invest- ment are being utilized. The possible existence of external social benefits should also be investigated. Returns to graduates of certain curricula such as Philosophy are so low as to suggest the need of government intervention to raise salaries if current levels of these graduates is to be maintained or increased. PROFESSIONAL INCOMES AND RATES OF RETURN TO HIGHER EDUCATION IN BRAZIL VOLUME I By Augustus James Rogers III A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Economics I969 ©Copyright by AUGUSTUS JAMES ROGERS III 1969 To my patient wife and children ACKNOWLEDGMENTS Many organizations have made financial contributions for the completion of this research including the Midwest- ern Universities Consortium for International Activities, the Latin American Studies Center and International Programs Center of the University of Wisconsin-Milwaukee, the United States Agency for International Development, The Brazilian Ministry of Education and Culture, and the Catholic Univer- sity of Rio de Janeiro. Of equal importance has been the personal support of a veritable army of colleagues. Any listing of this group would have to begin with my friend and advisor, Dr. John M. Hunter. Dr. Rubens D'Almada Horta P6rto arranged for much of the data needed in this study and also obtained the con- tinuing interest of the Getfilio Vargas Foundation. All of the members of the United States Team on Brazilian Higher Education patiently assisted in the solution of many aca- demic and personal problems during our stay in Brazil. To the tens of cariocas, capixabas, paraenses, amazonenses, catarinenses, and peulistas who became lifelong friends in the short period of our residence, my thanks and abragos. Finally my thanks to my alma mater where the creation of human capital is encouraged in students of all ages. TABLE OF CONTENTS LIST OF TABLES . . . . . LIST OF ILLUSTRATIONS. . . . . . . . . . . . . . . . Chapter I. INTRODUCTION . . . . . . . . . . . Educational Planning Tools Background Notes on Brazilian Education THEORETICAL EXPECTATIONS AND METHOD OF ANALYSIS. . . . . . . . . . . Age-Income Profiles Educational Quality Rates of Return Other Expectations Method of Analysis DATA . . . . . . . . . . . The I960 Decennial Census of Brazil Census Data Selection Census Data Verification Educational Costs Other Data Sources RESULTS. . . . . . . . . . . . . . . Educational Specialty Sensitivity of Results Summary Page vi xviii 3O 6] 97 Chapter Page V. POLICY IMPLICATIONS. . . . . . . . . . . . . . l58 Should More or Less Be Invested in Higher Education Relative to Non-Human Capital Alternatives? How Should the Existing Levels of Investment Among Curricula Be Modified to Increase the Efficiency of University Investments? Information from Income-Related Variables Other Uses of the Census Data Further Recommendations BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . I75 APPENDICES I. REGRESSION RESULTS BY AREA . . ll. RATE OF RETURN CALCULATIONS. . Ill. INTERVIEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I8l 526 623 LIST OF TABLES Income Distribution Calculations. . . . . . . University Cost Calculations - Brazil, I960 . Area per Student, Different Faculties - Brazil, I965. . . . . . . . . . . . . . Investment per Student by Faculty, I960 Curzeiros, Brazil, I960. . . . . . . . Student Age/Earnings, I Sept. I959 - 3l August I960 . Mortality Calculations. . . . . . . . . . . . . Income Reported and Income Taxes Paid Brazil - I960 . . . . . . . . . . . . . . . Page 75 85 88 90 92 95 96 Private Rate of Return Calculations North Region, All University Graduates. . I38 Private Rate of Return Calculations, North Region, All University Graduates, Direct University Costs Halved . . . . . . . . . I39 IO. Private Rate of Return Calculations, North Region, All University Graduates, Direct University Costs Doubled. . . . . . . . . . IhO II. Private Rate of Return Calculations, North Region, All University Graduates, Direct University Costs Tripled. . . . . . . . . . . Ihl I2. Private Rate of Return Calculations, North Region, All University Graduates, Alternate Tax Rates . . . . . . . . . . . . Ih3 l3. Private Rate of Return Calculations, North Region, All University Graduates, Over/Under Income Reporting . . . . . . . 14h IA. Percentage Racial Composition, Total Population, Secondary Graduates, and University Graduates, Brazil - I960. . . . . . . . . . l5. Rates Of Return. 0 O O O O O O 0 O O O O O 0 vi l48 I5I Table Page I6. EspFrito Santo, Population and Sample Composition . . . . . . . . . . . I7. Variable Key and Sample Composition, EspITito Santo - I960 Data. . . . . . . l8. State of EspITito Santo, Regressions of Log Income from Total Sample. . . . . . . . I9. State of Espilito Santo Regressions of Log Income from Sample of All University Graduates I I O O O O O O Q I O I O 0 20. State of Espfrito Santo, Regressions of Log Income from Sample of Secondary Graduates 2I. State of EspYrito Santo, Regressions of Log Income from Sample of Philosophy. . . . . 22. State of EspYrito Santo, Regressions of Log Income from Sample of Medicine. . . . . . l82 l83 l86 I92 206 ZIA 2l8 23. State of EspFrito Santo, Regressions of Log Income from Sample of Pharmacy. . . . . 222 2h. State of EspiTito Santo, Regressions of Log Income from Sample of Dentistry. . . . . 25. State of EspIYito Santo, Regressions of Log Income from Sample of Engineering. . . 26. State of Eserito Santo, Regressions of Log Income from Sample of Law. . . . . . . . 27. State of EspYrito Santo, Regressions of Log Income from Sample of Agronomy . . . . . 28. State of EspiTito Santo, Regressions of Log Income from Sample of Economic and Political Sciences. . . . . . . . . . . 29. State of EspITIto Santo, Regressions of Log Income from Sample of All Other Courses Completed . . . . . . . . . . . . . . . . 30. State of EspiTito Santo, Regressions of Log Income from Sample of One Year University completed 0 O O O O O O O O O O O O C O 0 3I. State of EspFrito Santo, Regressions of Log Income from Sample of 2 Years University Completed . . . . . . . . . . . . . . . . vii 225 229 234 237 2h] 244 250 252 Table Page 32. State of EspiTIto Santo, Regressions of Log Income from Sample of 3 Years University completed . . . O . . . . O . . O . . . 33. State of Eserito Santo, Regressions of Log Income from Sample of 4 Years University Completed . . . . . . . . . . . . . . . . 34. State of EspYrito Santo, Regressions of Log Income from Sample of 5 Years University Completed . . . . . . . . . . 35. State of EspFrito Santo, Regressions of Log Income from Sample of 6 Years University completed . . . C . . O . . . . . . . 36. Brazil, North Region, Population and Sample Composition. . . . . . . . . . 37. Variable Key and Sample Composition, Brazil North Region - I960 Census Data . . 38. Brazil, North Region, Regression of Log Income from Total Sample. . . . . . . . .39. Brazil, North Region, Regression of Log Income from Sample of All University Graduates . . . . . . . . . . . . . 254 256 258 260 263 264 266 273 1+0 Brazil, North Region, Regression of Log Income from Sample of All Secondary Graduates . .*. . . . . . . . . . . . 286 l+l Brazil, North Region, Regression of Log Income from Sample of Philosophy Graduates . . . . . . . . . . . . . . 294 42 Brazil, North Region, Regression of Log Income from Sample of Medicine Graduates . . . . . . . . . . . . . . . . 298 Brazil, North Region, Regression of Log Income from Sample of Pharmacy Graduates. 30l Brazil, North Region, Regression of Log Income from Sample of Dentistry Graduates . 305 Brazil, North Region, Regression of Log Income from Sample of Engineering Graduates . . . . . . . . . . . . . . . . 309 viii Table 46. Brazil, North Region, Regression of Log Income from Sample of Law Graduates . 47. Brazil, North Region, Regression of Log Income from Sample of Agronomy Graduates 48. Brazil, North Region, Regression of Log Income from Sample of Economic and Political Science Graduates 49. Brazil, North Region, Regression of Log Income from Sample of All Other Courses 50. Brazil, North Region, Regression of Log Income from Sample of I Year University Completed . Page 3l3 3I6 320 324 327 SI. Brazil, North Region, Regression of Log Income from Sample of 2 Years University Completed . 0 329 52. Brazil, North Region, Regression of Log Income from Sample of 3 Years University Completed . 53. Brazil, North Region, Re :gl": ession of Log Income from Sample of Years University Completed . S4“ Brazil, North Region, Regression of Log Income from Sample of 5 Years University Completed . 555. Brazil, North Region, Re 2F” ession of Log Income from Sample of YearsUniversity Completed . £56. 57. Guanabara, Population and Sanple Composition. Variable Key and Sample Composition, State of Guanabara. £58. State of Guanabara, Regression of Log Income from Total Sample. 59 State of Guanabara, Regression of Log Income 'from Sample of All University Graduates . . State of Guanabara, Regression of Log Income from Sample of All Secondary Graduates. 33l 334 336 338 342 343 345 362 38] Table Page 6I. State of Guanabara, Regression of Log Income from Sample of Graduates of Philosophy. . . 397 62. 63. 64. 65. 66. 67. 68. State of Guanabara, Regression of Log Income from Sample of Graduates of Medicine. . . 40I State of Guanabara, Regression of Log Income from Sample of Graduates of Pharmacy. . . . State of Guanabara, Regression of Log Income from Sample of Graduates of Dentistry . . State of Guanabara, Regression of Log Income from Sample of Graduates of Engineering . . . 404 408 4I2 State of Guanabara, Regression of Log Income from Sample of Graduates of Law . . . . . . 4l6 State of Guanabara, Regression of Log Income from Sample of Graduates of Agronomy. . . . . 4I9 State of Guanabara, Regression of Log Income from Sample of Graduates of Economy . . . 423 69. State of Guanabara, Regression of Log Income from Sample of Graduates in ”Other Courses“ . 426 70. 7I . 72. 73. 7L. State of Guanabara, Regression of Log Income from Sample of I Year University Completed. 430 State of Guanabara, Regression of Log Income from Sample of 2 Years University Completed . 432 State of Guanabara, Regression of Log Income from Sample of 3 Years University Completed . 434 State of Guanabara Regression of Log Income from Sample of 4 Years University Completed. 437 State of Guanabara Regression of Log Income from Sample of 5 Years University Completed . 439 75. Santa Catarina, P0pulation and Sample Composition . . . . . . . . . . . . . . . 76 Variable Key and Sample Composition, State of Santa Catarina - I960 Census Data . Santa Catarina, Regressions of Log Income from Total Sample . . . . . . . . . . . . . . 443 444 446 Table Page 78. Santa Catarina, Regressions of Log Income from Sample of All University Graduates . . 462 79. Santa Catarina, Regressions of Log Income from Sample of All Secondary Graduates. 48I 80. Santa Catarina, Regressions of Log Income from Sample of Graduates of Philosophy. 496 8I. Santa Catarina, Regressions of Log Income from Sample of Graduates of Medicine. . . . . 500 82. Santa Catarina, Regressions of Log Income from Sample of Graduates of Pharmacy. . . . . 503 83. Santa Catarina, Regressions of Log Income from Sample of Graduates of Dentistry . . . 506 84a Santa Catarina, Regressions of Log Income from Sample of Graduates of Engineering . 5I0 535. Santa Catarina, Regressions of Log Income from Sample of Graduates of Law . . . . . . . 5l3 863. Santa Catarina, Regressions of Log Income from Sample of Graduates of Agronomy. . 5I6 537 E38 Santa Catarina, Regressions of Log Income from Sample of Graduates of Economy . . . . . 5I9 Santa Catarina, Regressions of Log Income from Sample of Graduates of ”Other Courses” . 523 E39. Private Rate of Return Calculations, Espilito Santo, All University Graduates . . . . . . . 526 590. Private Rate of Return Calculations, Espiiito Santo, Philosophy Graduates . . . . . . . . . 527 SH. Private Rate of Return Calculations, Espiiito Santo, Medicine Graduates . . . . . . . . . . 528 532. Private Rate of Return Calculations, Espilito Santo, Pharmacy Graduates . . . . . . . . . . 533. Private Rate of Return Calculations, EspITito Santo, Dentistry Graduates. . . . . . . . . . 534. Private Rate of Return Calculations, EspIIito Santo, Engineering Graduates. . . . . . . . . 529 530 53I Table Page 95. Private Rate of Return Calculations, EspIYIto Santo, Law Graduates. . . . . . . . . . . 96. Private Rate of Return Calculations, EspiTito Santo, Agronomy Graduates . . . . . 97. Private Rate of Return Calculations, Eserito Santo, Econ./Political Science Graduates. . 98. Private Rate of Return Calculations, EspFrito Santo, Other Courses Completed Graduates. 99. Private Rate of Return Calculations, EspITIto Santo, One Year University Completed Graduates . . . . . . . . . . . . . . IOO. Private Rate of Return Calculations, EspiTito Santo, Two Years University Completed Graduates O O O O O O O O O O I O O O O 0 IOI . Private Rate of Return Calculations, ESpiTito Santo, Three Years University Completed Graduates . . . . . . . . . . . . . . . . I022. Private Rate of Return Calculations, EspFrito Santo, Four Years University Completed Graduates . . . . . . . . . . . . . . I()3 Private Rate of Return Calculations, EspFrito Santo, Five Years University Completed Graduates O O O O O O O O O O O O O O O O 0 532 533 534 535 536 537 538 539 540 ICN+ Private Rate of Return Calculations, EspFrito Santo, Six Years University Completed Graduates . . . . . . . . . . . . . . . . . 54l 105, Social Rate of Return Calculations, ESerito Santo, All University Graduates . . . . . . '|()6 Social Rate of Return Calculations, EspiIito Santo, Philosophy Graduates . . . . . . . . I ()7 I ()8 Social Rate of Return Calculations, EspiTito Santo, Medicine Graduates . . . . . . . . . Social Rate of Return Calculations, EspITito Santo, Pharmacy Graduates . . . . . . . . . 542 543 544 545 Social Rate of Return Calculations, ESerito Santo, Dentistry Graduates. . . . . . . . . 546 Table Page IIO. Social Rate of Return Calculations, EspiYito Santo, Engineering Graduates. . . . . . . III. Social Rate of Return Calculations, EspFrito Santo, Law Graduates. . . . . . . . . . . ll2. Social Rate of Return Calculations, EspiYito Santo, Agronomy Graduates . . . . . . . . . II3. Social Rate of Return Calculations, Espirito Santo, Economic/Political Science Graduates II4. Social Rate of Return Calculations, Eserito Santo, Graduates of Other Courses . . . . . ll5. Private Rate of Return Calculations, North Region, All University Graduates. . . . . II6. Private Rate of Return Calculations, North Region, PhiIOSOphy Graduates. . . . . . . . 117. Private Rate of Return Calculations, North Region, Medicine Graduates. . . . . . . . . 118. Private Rate of Return Calculations, North Region, Pharmacy Graduates. . . . . . . . . 1159. Private Rate of Return Calculations, North Region, Dentistry Graduates . . . . . . . . I20. IZI. Private Rate of Return Calculations, North Region, Engineering Graduates . . . . . Private Rate of Return Calculations, North Region, Law Graduates . . . . . . . . . . 1122. Private Rate of Return Calculations, North Region, Agronomy Graduates. . . . . . . . . 547 548 549 550 55l 552 553 554 555 556 557 558 559 Private Rate of Return Calculations, North Region, Econ./Political Sciences Graduates. 560 Private Rate of Return Calculations, North Region, Other Courses Completed . . . . . . 56] Private Rate of Return Calculations, North Region, I Yr. University Graduates. . . . . 562 Private Rate of Return Calculations, North Region, 2 Yrs. University Graduates . . . . 563 Private Rate of Return Calculations, North Region, 3 Yrs. University Graduates . . . 564 xiii Table 128. Private Rate of Return Calculations, North Region, 4 Yrs. University Graduates . . Page 565 l29. Private Rate of Return Calculations, North Region, 5 Yrs. University Graduates . . . . 566 I30. Private Rate of Return Calculations, North Region, 6 Yrs. University Graduates . . . . . 567 I3I. Social Rate of Return Calculations, North Region, All University Graduates. . . . . . . 568 I32. Social Rate of Return Calculations, North Region, Philosophy Graduates. . . . . . . . . 569 I33. Social Rate of Return Calculations, North Region, Medicine Graduates. . . . . . . . . . 570 I34» Social Rate of Return Calculations, North Region, Pharmacy Graduates. . . . . . . . . . 57I L35. Social Rate of Return Calculations, North Region, Dentistry Graduates . . . . . . . . . 572 I36. Social Rate of Return Calculations, North Region, Engineering Graduates . . . . . . . 573 137. Social Rate of Return Calculations, North Region, Law Graduates . . . . . . . . . . . . 574 I38. Social Rate of Return Calculations, North Region, Agronomy Graduates. . . . . . . . 575 1.39. Social Rate of Return Calculations, North Region, Econ./PoI. Sciences Graduates . . . . I40 Social Rate of Return Calculations, North Region, Graduates of Other Courses. . . . . PriVate Rate of Return Calculations, Guanabara, All University Graduates. . . . . . . . . . . Private Rate of Return Calculations, Guanabara, Philosophy Graduates. . . . . . . . . . . . . 576 577 578 579 Private Rate of Return Calculations, Guanabara, Medicine Graduates. . . . . . . . . . . . . . 580 Private Rate of Return Calculations, Guanabara, Pharmacy Graduates. . . . . . . . . . . . . . 58] xiv Table It‘s. Private Rate of Return Calculations, Guanabara, Dentistry Graduates . . . . . . . . . . . . . Page 582 I46. I47. I48. I49. I50. ISI . 152. 153. 154. Private Rate of Return Calculations, Guanabara, Engineering Graduates . . . . . . . . . . . 583 Private Rate of Return Calculations, Guanabara, Law Graduates O O O O O O O O O O O O O O O 0 584 Private Rate of Return Calculations, Guanabara, Agronomy Graduates. . . . . . . . . . . . . . 585 Private Rate of Return Calculations, Guanabara, Econ./Pol. Sciences Graduates . . . . . . . . 586 Private Rate of Return Calculations, Guanabara, "Other Courses” Completed . . . . . . . . . . Private Rate of Return Calculations, Guanabara, I Yrs. University Completed . . . . . . . . . Private Rate of Return Calculations, Guanabara, 2 Yrs. University Completed . . . . . . . . . 587 588 589 Private Rate of Return Calculations, Guanabara, 3 Yrs. University Completed . . . . . . . . . 590 Private Rate of Return Calculations, Guanabara, 4 Yrs. University Completed . . . . . . . . . 59I I55. Private Rate of Return Calculations, Guanabara, 5 Yrs. University Completed . . . . . . . . . 592 156. Social Rate of Return Calculations, Guanabara, All University Graduates. . . . . . . . . . 593 Social Rate of Return Calculations, Guanabara, Philosophy. . . . . . . . . . . . . . . . . . 594 Social Rate of Return Calculations, Guanabara, MediCine. O O O O O O I O O O O O O O O O O 0 595 Social Rate of Return Calculations, Guanabara, Pharmacy. . . . . . . . . . . . . . . . . . . 596 Social Rate of Return Calculations, Guanabara, DentiStS. C O O O O O O O O O O O O O O O D 597 Social Rate of Return Calculations, Guanabara, Engineering . . . . . . . . . . . . . . . . 598 Social Rate of Return Calculations, Guanabara, Law 0 O O O O O O O O O O O O O O O O O O O 599 XV Table Page I63. Social Rate of Return Calculations, Guanabara, Agronomy. . . . . . . . . . . . . . . . . . I64. Social Rate of Return Calculations, Guanabara, Economic and Political Sciences . . . . . . I65. Social Rate of Return Calculations, Guanabara, Other Courses Completed . . . . . . . . . . I66, Private Rate of Return Calculations, Santa Catarina, All University Graduates. . . . . I67. Private Rate of Return Calculations, Santa Catarina, Philosophy Graduates. . . . 168. Private Rate of Return Calculations, Santa Catarina, Medicine Graduates. . . . . . . . I69. Private Rate of Return Calculations, Santa Catarina, Pharmacy Graduates. . . . . . . . I70. Private Rate of Return Calculations, Santa Catarina, Dentistry Graduates . . . . . . I71. Private Rate of Return Calculations, Santa Catarina, Engineering Graduates . . . . 600 60I 602 603 604 605 606 607 608 I72. Private Rate of Return Calculations, Santa Catarina, Law Graduates . . . . . . . . . . 609 1173. Private Rate of Return Calculations, Santa Catarina, Agronomy Graduates. . . . . . . . 6IO 174. Private Rate of Return Calculations, Santa Catarina, Economic and Political Sciences Graduates . . . . . . . . . . . . . 6ll Private Rate of Return Calculations, Santa Catarina, ”Other'Courses Completed. . . . . 6I2 Social Rate of Return Calculations, Santa Catarina, All University Graduates. . . . . 6l3 Social Rate of Return Calculations, Santa Catarina, Philosophy Graduates. . . . . . . 6l4 Social Rate of Return Calculations, Santa Catarina, Medicine Graduates. . . . . . . . 6l5 Social lkate of Return Calculations, Santa Catarina, Pharmacy Graduates. . . . . . . . 6l6 xvi Table I80. Social Rate of Return Calculations, Santa Catarina, Dentistry Graduates . . . . . I81. Social Rate of Return Calculations, Santa Catarina, Engineering Graduates . . . . Page 6I7 6l8 I82. Social Rate of Return Calculations, Santa Catarina, Law Graduates . . . . . . . . 6I9 l83. Social Rate of Return Calculations, Santa Catarina, Agronomy . . . . . . . . . . 620 l84. Social Rate of Return Calculations, Santa Catarina, Economic and Political Sciences Gradautes l85. Social Rate of Return Calculations, Santa Catarina, "Other” Courses Completed . 62I 622 xvii LIST OF FIGURES Fixed and Variable Factor Production Functions Age-Income Profiles. . . . . . . . . Changes in Quality of Education. . Areas Included . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Philosophy . . . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Medicine . . . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Pharmacy . . . . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Dentistry. . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Engineering. . . . . . . . . . Comparative Age-Income Profiles, Graduates of Law. . . . . . . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Agronomy . . . . . . . . . . . . . . Comparative Age-Income Profiles, Graduates of Economic and Political Sciences. Comparative Age-Income Profiles, Graduates of Other Courses. . . . . . . . . . . . Comparative Age-Income Profiles, All University IO. II. 12. ‘13. I4. Page 3] 37 76 98 I03 III II5 II8 I22 I25 l29 I32 I35 I52 I53 Graduates . . . . . . . . . . . TEL Rates of Return, EspITIto Santo. . I65, 1'7. Rates of Return, North Region. . Rates of Return, Guanabara . . . . . xviii . . . . . I54' Figure 18. Rates of Return, Santa Catarina. . . . . . . . . I9. Comparative Rates of Return. 20. Espirito Santo - Age/Income Profiles - I960 University Graduates and Secondary Graduates . . . . . . . . . . . . . . . 2l. Espilito Santo - Age/Income Profiles - I960 Philosophy Graduates + Secondary. . . . Page I55 I56 204 216 22. Eserito Santo - Age/Income Profiles - I960 Medicine Graduates + Secondary . . . . . . . 220 23. Eserito Santo - Age/Income Profiles 1960 Pharmacy Graduates + Secondary. . . . . . . 224 24. EspIIIto Santo - Age/Income Profiles I960 Dentistry Graduates + Secondary. . . . . . 227 25. Eserito Santo - Age/Income Profiles 1960 Engineering Graduates + Secondary . . . . . . 23I 26. Espirito Santo - Age/Income Profiles I960 Law Graduates + Secondary. . . . . . . . . . 236 27. EspFrito Santo - Age/Income Profiles - I960 Agronomy Graduates + Secondary. . . . . . 239 28. EspiIito Santo - Age/Income Profiles - I960 Economic and Political Sciences + Secondary . . . . . . . . . . 243 29. Eserito Santo - Age/Income Profiles - 1960 Other University Graduates + Secondary . . . . . . . . . . . . . . . . . . 246 BCL Eserito Santo - Age/Income Profiles 1960 I, 2, and 3 Years University + Secondary . . . . . . . . . . . . . . . . . 248 .3I. Eserito Santo - Age/Income Profiles 1960 4, 5, and 6 Years of University + Secondary . . . . . . . . . . . . . . . . . . 249 332. Brazil, North Region - Age/Income Profiles-I960 Total Sample, Univ.. and Second. . . . . . . 284 £33. Brazil, North Region - Age-Income Profiles-I960 Espirito Santo Comparisons. . . . . . . . . . 285 3L4 Brazil, North Region - Age-Income Profiles-I960 Graduates in Philosophy . . . . . . . . . . . 296 xix Figure Page 35. Brazil, North Region - Age-Income Profiles-I960 Graduates in Medicine . . . . . . . . . . . . 300 36. Brazil, North Region - Age-Income Profiles-I960 Graduates in Pharmacy . . . . . . . . . . . . 303 37. Brazil, North Region - Age-Income Profiles-I960 Graduates in Dentistry. . . . . . . . . . . . 307 38. Brazil, North Region - Age-Income Profiles-I960 Graduates in Engineering. . . . . . . . . . . 3Il 39. Brazil, North Region - Age-Income Profiles-I960 Graduates in Law. . . . . . . . . . . . . . . 315 40. Brazil, North Region - Age-Income Profiles -I960 Graduates in Agronomy . . . . . . . . . . . . 318 41. Brazil, North Region - Age-Income Profiles-I960 Graduates in Economic and Political Sciences. . . . . . . . . . . . . . . . . . . 322 42. Brazil, North Region - Age-Income Profiles-I960 Graduates in ”Other Courses”. . . . . . . . . 326 43. Brazil, North Region - Age-Income Profiles-I960 Years of University Completed . . . . . . . . 333 44. Brazil, North Region - Age-Income Profiles-I960 Years of University Completed . . . . . . . . 340 45. Guanabara - Age/Income Profiles - 1960, All University and All Second. Graduates. . . . . 380 46. Guanabara - Age/Income Profiles - I960 Graduates of PhiIOSOphy . . . . . . . . . . . 399 47. Guanabara - Age/Income Profiles - 1960 Graduates in Medicine . . . . . . . . . . . . 403 48. Guanabara - Age/Income Profiles - 1960 Graduates in Pharmacy . . . . . . . . . . . . 406 49. Guanabara - Age/Income Profiles - 1960 Graduates in Dentistry. . . . . . . . . . . . 4I0 50. Guanabara - Age/Income Profiles - 1960 Graduates in Engineering. . . . . . . . . . . 414 5l. Guanabara - Age/Income Profiles - I960 Graduates in Law. . . . . . . . . . . . . . . 418 XX Figure Page 52. Guanabara - Age/Income Profiles - 1960 Graduates in Agronomy . . . . . . . . . . . . 42] 53. Guanabara - Age/Income Profiles - 1960 Graduates in Economic and Political Sciences. . . . . . . . . . . . . . . . . . . 425 54. Guanabara - Age/Income Profiles - 1960 Graduates in "Other Courses”. . . . . . . . . 428 55. Guanabara - Age/Income Profiles - I960 Secondary Graduates, I Year Completed, 2 Years Completed, 3 Years Completed. . . . . 436 56. Guanabara - Age/Income Profiles - I960 Secondary Graduates, 4 Years Completed, 5 Years Completed, 6 Years Completed. . . . . 441 57. Santa Catarina - Age/Income Profiles I960 Total Sample, Univ. and Second. 478 58. Santa Catarina - Age/Income Profiles - I960 Philosophy Graduates. . . . . . . . . . 498 59. Santa Catarina - Age/Income Profiles - 1960 Graduates in Medicine . . . . . . . . . . . . 502 60. Santa Catarina - Age/Income Profiles - 1960 Graduates in Pharmacy . . . . . . . 505 61. Santa Catarina - Age/Income Profiles - 1960 Graduates in Dentistry. . . . . . . . . . . . 508 62. Santa Catarina - Age/Income Profiles - 1960 Graduates in Engineering. . . . . . . . . . . 5I2 63. Santa Catarina - Age/Income Profiles - 1960 Graduates in Law. . . . . . . . . . . . . . . 515 64. Santa Catarina - Age/Income Profiles - I960 Graduates in Agronomy . . . . . . . . . . . . 518 65. Santa Catarina - Age/Income Profiles - I960 Graduates in Economic and Political Sciences. . . . . . . . . . . . . . . . . . . 52] 66. Santa Catarina - Age/Income Profiles - 1960 Graduates in "Other Courses". . . . . . . . . 525 xxi CHAPTER I INTRODUCTION Educational Planning Tools Formal education is becoming the subject of increased conscious planning throughout the world. Such planning must include more or less explicit decisions concerning several types of resource allocation. One involves the portion of national product that is to be devoted to education in gen- eral. A second concerns allocation between various levels of training such as primary, secondary, and university. A third deals with allocation between curricula within univer- sities such as law, medicine, agronomy, etc., and at the secondary level a choice between academic and vocational training. Several techniques can be used in this planning process among which are the following: I. Manpower requirements can be estimated and from them necessary educational facilities may be deduced. 2. A percentage of national product can be set aside for educational use based on goals set by national planners. These goals and percentages can be esti- mated by reference to the experience of other 2 countries or by other criteria including simple political expediency. 3. Estimates of present and historical returns from educational investment in terms of individual in- comes and/or ”social income" can be made. These estimates, deducting educational costs, are used to measure the market's evaluation of educational levels and fields of specialization. Each of these techniques has its advantages and draw- backs, widely discussed in the economics and education literature of the past decade. The major points are summar- ized below. The Manpower Approach.--This technique involves the estimation of future requirements for skilled manpower. Given the goals for productive activities in the economy, the manpower planner estimates both the quantity and com- position of labor skills necessary to fulfill production targets. Calculations of necessary changes in existing stocks of skills are then prepared using estimates of mor- tality, attrition through withdrawal from the labor force, emigration, etc. These net changes are translated into re- quired changes in the educational facilities to attain the manpower estimates.I The use of the Manpower Approach has several advan- tages. If a society is to ”plan" its educational structure, IFor a summary of the general techniques involved, see Herbert S. Parnes, "Assessing the Educational Needs of a Nation'| in Educational Planning, ed. Don Adams (Syracuse: Syracuse University Press, 1964), pp. 47-66. 3 that is, if direct intervention in the economic processes that develop educational facilities is desired, some esti- mate of future output goals must be made. Unlike many alternative investments (although certainly not all), many decades may be necessary to recoup educational investment as well as the resultant increased productivity. It can be argued that current markets do not adequately reflect these long range benefits and that estimates of future skill re- quirements that explicitly consider the gestation periods provide an improved basis for current investment. The approach also has the advantage that, given its assumptions, it uses quantifiable variables in equating skills and numbers of qualified people. It is these assumptions, however, that the critics of the Manpower Approach attack.2 It is assumed that the quantity and composition of future requirements can be determined. To do this, either technology must be assumed to be constant in the future or a specifically changing technology postulated. Changes that have occurred in the last two decades provide evidence of the difficulties involved in estimating such changes and the folly of maintaining the fixed technology assumption. A second assumption, usually implicit, involves price and technical substitution elasticities between skills as well as non-labor factors of production. Assuming future technology is known, the determination of a unique 2See, for example, C. Arnold Anderson and Mary Jean Bowman, "Theoretical Considerationsin Educational Planning,II IbId.,pp. 1-46. 1+ requirement for a factor or skill must involve knowledge of relative factor prices or the assumption of fixed factor proportions. Figure 1 illustrates a simplified two factor example. The fixed factor proportions of the production function shown in Figure la require a unique set of inputs v. Q Q’ 3 ”I. B a A" e o - cnfi/ZQLI '1;,g7 3' ‘ : a IO . o Figure I.--Fixed and Variable Factor Production Functions once desired output has been determined--for output isoquant V2, OE of labor and OF of capital. Absolute factor prices do affect output, but since the relative marginal physical products of the two inputs are indeterminate, relative factor prices do not influence the proportions of factors used. The production function in Figure lb allows for tech- nical substitution between factors. The determination of output no longer fixes the quantity and composition of the inputs. Output V2 can be achieved with OE of labor and OF of capital or with 00 of labor and 0G of capital. Relative 5 factor prices as represented by the slope of lines AB and A'B' will be equated with relative marginal physical products (the slope of isoquant V2) at the point of tangency. In this case, it is essential to estimate future factor market conditions as well as output and technology to determine input requirements. The same reasoning is applicable when considering substitution between skills. The lack of sub- stitutability between doctors and engineers is sometimes cited as an example of near zero elasticity of technical substitution between professionals. While this example is clear, it is less obvious that similar inelasticities exist between such groups as lawyers and business administrators or between mechanical and civil engineers in certain appli- cations. Countries with a relatively low level of economic development such as Brazil provide excellent examples of technical skill substitution by the multiple (and often varied) job holdings of its university graduates. Another criticism of the Manpower Approach is its neglect of benefits from education beyond the development of productive skills. At the university level, many profes- sional curricula include courses not directly concerned with the major field of interest but which nevertheless contrib- ute to the future I'quality of life" of the student. For example, an engineering student may take elective courses having little to do with his future competence as an engi- neer. These courses can, however, contribute knowledge of the culture in which he lives, which cannot only increase his future ”happiness” but also benefit society through increased ability to participate in affairs of the community beyond the scope of his professional skills. Similarly, the education of housewives may not lead to the production of goods and services as measured by national accounts, but it can have an impact on society in various ways such as in- creased education of children in the home. Another indirect benefit of certain courses may be the development of in- creased adaptability or flexibility in terms of future employment. For example, mathematics may be studied by an engineering student for later use in his profession as an engineer. The reasoning ability that can also be developed by studying mathematics may also assist this student should he later wish to go into a non-engineering field. This element of flexibility as a part of educational output is discussed further in Chapter IV. The Manpower Approach usually overlooks the ”costs of production" of estimated skill requirements. If the zero elasticity of substitution assumption is correct, the only relevant cost is that of producing the total unique combi- nation of predicted requirements. The size of the output can be varied but not elements within the package. The resource allocation question becomes one of deciding between the educational package and non-educational alternatives. If, however, some substitution is possible, the alternatives expand to include investment patterns between various curricula within educational levels or between the levels themselves. For example, if it is possible to substitute two semi-skilled workers with a secondary education for one university trained professional, then the decision must be made as to which type of education will be provided. Ex- plicit consideration of alternative costs helps answer questions of this type. Since future time periods are being considered, the economic growth rate of the country becomes a parameter of major importance. If constant technology and a specific ag- gregate production function are assumed, input requirements at the end of several decades, with small differences in an- nual growth rates, would vary considerably. For example, the difference between a three percent growth rate and a four per- cent growth rate, compounded annually, for twenty years would produce a twenty percent difference in output at the end of the period. Hence, assuming linear homogeneity, there would be a twenty percent difference in required inputs. This problem has particular significance when applying the Man- power Approach to a country such as Brazil. Actual growth rates have been erratic in the past twenty years and the future course of the economy Is particularly difficult to estimate.3 This is not to say that such estimations should not be made. Different possible growth rates can be postulated for different sets of conditions,by which a range of useful results may be obtained. In spite of its limitations, the Manpower Approach has a place as one tool for educational planning. When plans developed from its use allow for corrections or ”feedbacks'I based on actual events, many of the criticisms are reduced in importance. If used to estimate broad categories of educational requirements such as primary, secondary, and university, more useful results are likely than if it is used to estimate specific and highly specialized needs such as numbers of electrical engineers or orthopedic surgeons. 3Annual variation of Gross National Product per capita in I949 prices has been as follows for the past twenty years: I947 I948 1949 1950 I95l I952 I953 I954 1955 I956 . - I957 . . 3.8% . 8.7% I958 . . 2.5 . l.9 . 2.0 . 2.6 . 0.7 . . 4.7 . 3.7 I959 . I960 . l96l I962 . I963 . I964 . I965 . .-U.l) I966 . . . . . . . . . . . . . . . . . . . . 3.5 . 4.2 . 3.5 . 4.1 . . 2.2 . :(l.6) . . 0.0 . 0.8 . l.2 Source: I947-55 data from Brazil, Instituto Brasileiro de Geografia e Estatfstica, Anuario Estatfstico do Brasil I961 (Rio de Janeiro: I961), p. 267. I956-66 data_from Brazil, Instituto Brasileiro de Geografia e EstatIstica, Anuario Estatrstico do Brasil 1967 (Rio de Janeiro: I967), p. 422. The Percentage_Approach.--This method consists of establishing some percentage of national product to be allocated to education in general and/or to Specific sectors within the educational structure. A common criterion for selection of this figure is to look at the experience of some other country. Thus, for example, if the educational output of the U.S. were appealing in quality and composition to Brazil, then Brazil might devote a similar percentage of resources to her educational system. Another version would be to look back to a ”comparable” point in U.S. history from the standpoint of current Brazilian development and use the percentage of resources devoted to education by the U.S. at that time as a guide for current action. These “magic numbers"Ll have the appeal of simplicity, but for that same reason, their usefulness is limited. Given historical and current differences between most developed and developing countries, there is no a priori reason to believe that such a comparison has great utility for educational planning. For example, assume there were a marginal increase in educational investment on the parts of the federal govern- ments of the U.S. and Brazil. Assume further that these increased investments were paid by increasing the personal uAs used by J. S. Chipman in "A Proposal for Extract- ing a Sample from the I960 Census for the Purpose of Estimat- ing the Rate of Return to Investment in Education in Brazil,II unpublished paper from Ekazil, Ministério do Planejamento e Coordenacao EconOmica, Escrit6rio de Pesquisa Economica Aplicada(EPEA), (Rio de Janeiro: I965). IO income taxes in both countries using the existing tax sys- tems. The increased tax burden would not be distributed in a similar manner between persons of different income classes in the two countries. The magnitude of this difference is suggested by a report which divided the taxpayers of each country into ”high,” l'middle," and ”low” income groups.5 The high income group in Brazil paid twenty-four percent of the total taxes collected versus fifty percent in the U.S. The low income group in Brazil paid thirty-three percent of the total compared with thirteen percent in the U.S. These distributive effects are ignored by the Percentage Approach as are other differences such as per capita income, educa- tional needs and priorities, etc. Nevertheless, the approach continues to be used particularly by countries in which data for other types of planning are not available.6 As with the Manpower Approach, these criticisms do not necessarily imply that intercountry comparisons should not be made. They do suggest that the approach must be used with caution and careful attention to the limiting assumptions. The Rate of Return Approach.--A third tool for edu- cational planning has capital investment theory as its basis. 5Brazil, Comissao de Reforma do Ministerio da Fazenda, Estudos de Administracao Fiscal (Por Técnicos Americanos) (Rio de Janeiro: Fundacao GetGlio Vargas, I967) p. 73. 6Both the Punta del Este Charter and the Declaration of Santiago stipulated four percent of national income as a "desirable'I criterion for investment by Latin American countries in their educational systems. (Quoted in Chipman, op. cit.) 11 Education is viewed as investment in human resource develop- ment, the returns from which are calculated and compared with returns from alternative resource use. Before discussing the mechanics of this approach, several frequently used terms need definition. Social benefit describes any utility to society, whether in material or psychic gains, derived from the investment or expenditure of resources. Social income describes that portion of social benefits that can be measured monetarily. Social cost is the market value of resources used or foregone by the economy in producing a good or in making an investment from which future goods will be received. Social return is the difference between social income and social cost. The substitution of ”private" for "social“ above results in terms which are used to describe benefits, incomes, costs, and returns to individuals or groups of individuals within the economy such as ”an engineer” or ”engineers in Brazil.‘I ‘ I I The Rate of Return Approach is used to measure social and/or private returns to educational investment. Estimates are made of the earnings attributable to the educational level or specialty being investigated over the working life of the persons concerned. This is normally done by comparing the lifetime earnings of the given group, say, university 12 graduates, with the lifetime earnings of another group, members of which are comparable in all respect except edu- cational attainment (e.g., secondary graduates with ability equal to the university group as well as background, Oppor- tunity for university training, etc.). Subtracting the two income flows produces a return to the additional educational expenditures (investment) made by the individual or society. With the assumption that the market rewards the individual in an amount equal to the value of his service to society, this gross difference in returns will represent the social income attributable to investment in the higher level of education. The comparable private income increment is determined by subtracting from social income any payments made by the individual back to society resulting from higher earnings such as increased income taxes. Social costs of additional education are estimated by determining the total resources society uses in producing the given proficiency. Included are such direct costs as professors' salaries, physical plant maintenance and de— preciation, textbooks, etc. Imputed costs include interest on capital invested in educational facilities and the value of output that could be produced by students were they not attending school. Private costs consist of direct items paid by the student or his family such as tuition, books, and subsistence expenses over and above subsistence costs were the student not in school. The foregone income of the student in alternative employment makes up the imputed com- ponent of private costs. I3 Social returns are calculated by subtracting the incremental social cost of the educational level being studied from the incremental social income to that level. To calculate the social LQEE of return, incremental social incomes and costs are viewed as flows over the earning lifetime of the individual. The question asked is what interest rate on investment in education would yield the same lifetime earnings as the actual earnings attributable to the educational level being studied. Put another way, if an individual made an alternative non-educational invest- ment at the times and in the amounts equal to that made in the educational investment, he would have to receive an interest rate equal to the calculated rate of return to obtain a comparable lifetime income. After appropriate con- sideration of differing risks, marketability, and non-market cost/benefits, theory suggests that investment in the pro- duction of human capital should continue until marginal increments yield incremental returns comparable to those received from non-human capital investment. In addition to providing information on the "profitability" of investment in human relative to non-human capital, rates of return pro- vide a measure of the relative gains received by investment in different levels of education such as primary, secondary and university, or as in this study, the relative returns to various professions requiring university training. I4 This method has also been extensively discussed in the literature of the past ten years. The major arguments are discussed below.7 The Rate of Return Approach does not attempt to measure the total social benefits resulting from educational investment. Only those benefits reflected in the labor market (estimates of social income as described above) are used in the calculations. Some non-market benefits were discussed earlier when criticizing the Manpower Approach. This deficiency limits the usefulness of both techniques in Comprehensive educational planning but does not invalidate their utility as planning tools for that large portion of education which is primarily concerned with the development of productive skills. Specialized university curricula, the major subject of this study, are so oriented. When social income is estimated from personal income data, the resulting rates of return do not reflect those economic benefits that are external to the immediate labor market. In the case of medicine, for example, the long run benefits of good health in a society might not be totally reflected in the current returns to individual physicians. These benefits might still fit within the concept of social income in that their effect could still be expressed in money terms. The problem, however, is that these effects might not be completely measured by the labor 7Anderson and Bowman, 0 . cit., pp. 27-30 summarize many of those arguments. 15 market for doctors. To the extent that such externalities exist, the criticism is valid and social returns will be understated. The direct benefits of education as approxi- mated are juxtaposed with their costs, which is a consider- able advantage over the Manpower Approach. A criticism of the Rate of Return Approach is that it requires an assumption of perfect competition in the labor markets to obtain meaningful results. This is not generally correct; in fact, comparisons between rates of return for different professions and between social and private rates can assist in identifying market imperfections. A restric- tion of the supply of certain skilled workers would normally raise the wages paid to the holders of the skills and, as- suming some elasticity of demand, would reduce the quantity taken.8 This higher price and lower quantity would not be socially optimal as compared with the results of a ceteris paribus competitive model, but the price (wage) received would still represent society's value of the service in the market. One type of imperfection that could distort social revenue, as expressed by the wages received by labor, is the establishment of a monopsonistic buyer of the workers' ser- vices. Assuming the monopsonist did not provide some service at a cost to the consumer less than that which could'be 8The imposition of restrictive qualifications for licensing by a professional association is an example. 16 charged by the individual worker, the price charged society could be larger than Iabor's wages.9 This criticism is clearly unwarranted when discussing the measurement of private returns in imperfect markets. Although the labor income might be higher or lower in the absence of imperfections, rate of return calculations meas- ure returns in the labor markets as they exist. From a planner's standpoint this could be more useful than an idealized competitive optimum. The objection has been raised that rates of return do not allow for the income effect of ability and family back- ground. At least one study in the U.S. has attempted measurement of the influence of ability. 10 Another study estimates the influence of family background. These II studies show that while these two factors do influence in- come, and hence, rates of return, the effect is minor when 9One can envision a market area with one medical clinic through which all the doctors in the area funneled their services. Even if this clinic were selling its services under perfectly competitive conditions, it could materially affect the labor wages of doctors in its area by varying the quantity hired. Were it a profit maximizer, it would thus generate a “monopsonist profit” and the price paid by the public would be greater than that received in wages by the doctor employees. For this to be the case, however, it must be assumed that the clinic's production function was linearly homogeneous in the relevant range (no returns to scale) and similar to the production functions of the individual doctors in the absence of the clinic. loGary S. Becker, Human Capital, A Theoretical and Empir- ical Analysis with Special Reference to Education (New York: National Bureau of Economic Research, I964), pp. 79-82. IIJames Morgan and Martin David, ”Education and Income,’I anrterly Journal of Economics, LXXVII (August I963). 17 compared to the influence of educational level received. My study will not attempt to evaluate the influence of ability or family background on rates of return. There is no known research on the intellectual capacity of either students or graduates at the university level that might pro- vide data for such an evaluation. Even granting a high correlation between education received and innate ability, this fact would have little importance to the planner unless the availability of persons with ”ability” were a limiting factor in the potential inputs of the country. In Brazil, this seems unlikely in the foreseeable future. The highly selective nature of Brazilian higher education is shown by the comparative “educational pyramids'' of Brazil, France and the U.S.]2 For every l,000 pupils enrolled in the first year of primary school in the respective countries, there were eight students completing a four-year university course in Brazil, ninety in France, and 150 in the United States. The shortage of student capacity in many faculdades has led to a very selective system of entrance examinations for admission into those curricula. 13 IZAmérico Barbosa de Oliveira and José Zacarias Sa Carvalho, A Formacao de Pessoal de Nivel Superior eso Desenvolvimento EconOmico (Rio de Janeiro: Campanha Nacional de Aperfeicoamento de Pessoal de Nivel Superior, I964), p. 30. There is little evidence of change in the I957 data quoted for the higher education level in Brazil. lBThe Brazilian university faculdade is very roughly the counterpart of an American university "college." Thus, there are faculdades of medicine, law, engineering,.etc. that generally Operate within a loose university adminis- trative framework. 18 This situation, plus a secondary preparatory system that is substantially private and expensive to the individual or his family, imposes selectivity not necessarily related to innate ability. Therefore, the absence of ability studies does not seriously impair the validity or usefulness of the results. Family background will not be considered nor analyzed in this study as there are insufficient data available. This is an unfortunate omission for casual observation indicates that this factor could be an important consideration in analyzing the variance of professional incomes in Brazil and in determining rates of return. There is no question that wealth and position are important factors in obtaining the requisites for university admission. It is less obvious just how much importance they play once a student has gradu- ated from the university. The assumption of “no influence'l is restrictive and questionable but unavoidable. Rate of return studies usually use cross-section data from a given moment in time. This gives a representative result for the aggregate group being studied at the time the data was collected. The age-earning profiles describe income flows of different people at different ages and not necessarily the expected earnings of a given individual for the rest of his working life. Similarly, educational costs based on a current period do not necessarily represent the costs incurred by a member of the group who completed his training twenty years previously. The problems created 19 by using cross-section data are similar in many respects to those of the Manpower Approach. Both techniques require an estimation of future parameters that are then used to adjust current data. To convert a current aggregate age-earning profile for a group into the expected income flow for a comparable group in the future, an estimate of mortality probabilities must be applied. As data are available for this estimate, my study makes such an adjustment. Other factors can also have a major influence on future income/ cost relationships. Changes in the quality of education over time can affect earnings profiles. No attempt will be made to estimate this factor although evidence of its existence will be discussed in connection with certain of the cross- section age-income profiles. Changes in relative costs between educational specialties, as well as changes in costs of educational investment versus non-educational investment, can have an influence on supply and on future returns. The economic growth rate of the country can affect both future earnings and costs, and technological changes may affect the relative prices of skills through changes in the composition of demand for trained personnel. These effects will not be estimated in this study but should be borne in mind. These factors are likely to have a greater impact on earnings and costs some years from the current period than in the immediate future. For example, a com- pound economic growth rate has a much greater potential influence on wages forty years from now than ten years 20 hence. Similarly, the impact of technological change is much less predictable thirty years In the future as compared to five or ten years. Since rates of return use compound in- terest calculations to relate earnings and costs, the influ- ence of events in the immediate future is many times greater than events occurring toward the end of the period. Some arithmetic examples of this relationship are given in Chapter IV when the sensitivity of the results is discussed. A further criticism of rates of return is their lack of ability to prescribe quantitative changes in educational investment. At best, the returns only indicate what will happen with small incremental changes in investment.M For a single study the criticism is valid. Periodic estimates of rates of return, however, would give comparative results showing ex post reactions to investment changes. These could give substantial clues as to the influence of known quantita- tive investment changes. Not all expenditures for schooling can be considered as investments in increased productive capacity. Schultz divides educational expenditures into three categories:15 I. Education can be purchased for present consumption. Utility derived per se from studying or from the l4 This study actually calculates average returns. With the assumption of perfect competition, they would be marginal as well. If a downward sloping demand curve for the skill exists and there are also imperfections in the market, mar- ginal returns will be lower than average returns. 15T. W. Schultz, The Economic Value of Education (New York: Columbia University Press, I963), PP. 55-58. 2I social contacts of university life falls into this category. 2. Education can be purchased for future consumption. This can be considered as an investment from which consumption will be gained in the future such as the developed ability to appreciate literature. 3. Education can be procured which will directly increase the future productivity of the individual. This is analytically equivalent to investment in a producer good. He points out that the relative size of each of these categories is unknown but that, at least in the United States, the last two (both Investments) are probably very large when compared with the immediate consumption component. At the present time, there is no clear-cut method for accurately determining the separation of these components. A student may, for example, gain immediate utility from studying Shakespeare (present consumption). This same act may increase his ability to derive future utility from reading literature (investment for future consumption). It is also possible that having this future leisure-time activity available, the individual's subsequent productivity may also be increased (hence, investment for improved future income flows). A further difficulty arises in that consumption for one indi- vidual ( e.g., the Shakespeare lover) may be investment for future income for another (e.g., a future professor of English literature). 22 This problem will be minimized in my research by study- ing primarily graduates of specialized university courses oriented toward the development of professional skills. While curricula such as medicine and engineering may contain a consumption component for some students, it is likely to be small in relation to the investment made for increased future productivity. The study of Law in Brazil may be an exception to highly specialized university training and the possible impact of this exception is discussed in Chapter IV. The Rate of Return Approach was selected to provide a complementary technique for educational planning. Despite its limitations, the technique can provide some insights into the problems of alternative resource use that the exclusive use of the Manpower Approach does not. The recent avail- ability of the 1960 Census data provided a unique opportunity to begin a study, the value of which should increase as more data become available in future time periods. Others have conducted rate of return studies in other developing coun- tries of the world.16 These studies have been primarily concerned with rates of return to various educational levels or years of education completed. 16For example, Martin Carnoy, "The Cost and Return to Schooling in Mexico: A Case Study," unpublished Ph.D. dis- sertation, University of Chicago, 1964, also Carl S. Shoup, 23. al. "The Fiscal System of Venezuela," A Report of the ngngsion to Stugygthe Fiscal System of Venezuela—(Baltimore: The Johns Hopkins Press, I959) and "The Falk Project for Economic Research in Israel; Fifth Report; I959 and I960,” (Jerusalem: 1961), pp. 138-46 and 146-50, as cited in T. W. Schultz, op. cit., p. 29 and pp. 61-2. 23 This study is limited to returns to educational in- vestment at the university level and factors related to differences in professional incomes. The following steps are carried out: I. The income of various categories of university graduates in different areas of Brazil is deter- mined as well as income received by secondary school graduates only. The influence on income of such factors as years of university completed, family composition, sex, race, occupation, and rural/urban environment is analyzed. Income differentials between groups of persons completing various curricula at the university level are studied. Costs of university education by curricula from the standpoint of the individual and society are estimated. The internal rates of return to investment in higher education by individuals and society are calculated. 24 Background Notes on Brazilian Education It is useful to describe briefly some background of the contemporary Brazilian educational system.‘7 Prior to the nineteenth century, the function of education remained largely within the family. University level training was obtained only by travel abroad. During the nineteenth century, scattered faculdades, or schools, began to spring up in the several urban areas of the country. These jaggl- gages concentrated on a single curriculum such as medicine, philosophy, or law, and the quality of instruction was generally inferior to that obtainable in Europe or North America. Instruction was performed by professional men (doctors, lawyers, etc.) who accepted the task on a part- time basis for motives of prestige and social advancement as opposed to an income-producing activity. The functions - of these courses were ”. . . to train practitioners of the liberal professions, especially law and medicine; and to en- able sons of high-status families to maintain their status."]8 The late nineteenth and early twentieth centuries saw the development of faculdades with technical curricula in the fields of engineering, agriculture and economics. 17The following discussion relies heavily on Robert J. Havighurst and J. Roberto Moreira, Society and Education in Brazil (Pittsburgh: University of Pittsburgh Press, 1965), Chapters VII, IX, and X. ”316qu p. 199. 25 The ”university” is a relatively new development in Brazil. The first was organized in Rio de Janeiro during the early l920's by combining existing faculdades of medicine, law, and engineering. The primary reason for integrating the independent faculdades into a university framework was to increase educational efficiency. Course duplication, particularly at the lower levels, could be reduced; in- creased utilization of facilities and personnel could be attained; and more uniform intercurricular quality standards could be established. Universities developed slowly in the period l920-40. As late as l96l, only thirty-two out of 1093 institutions of higher learning were recognized as universities by the federal government. In most cases, the formation of a university structure merely added another level of bureaucracy to the system without accomplishing the goals mentioned above.‘9 The traditional rights, privileges, and powers of the “chaired professors” (catedraticos) in the separate faculdades are not easily changed nor shared. These persons, once appointed or elected to their posts, are virtually immune to pressures for change and progress. Originally, this autonomy was granted to prevent undue interference on the part of the government in the affairs of academia. 'While initially justified, the 19This statement does not apply as generajly to certain of the p ivate universities such as the PontifIcia Universi- dade Catolica in Rio de Janeiro. 26 result of the system today is to inhibit meaningful reform in either the structure or content of higher education. In the Spring of I968, it was still impossible for a basic chemistry course taken by a first-year pharmacy student to be accepted for credit in the medical school of the Federal University of Rio de Janeiro should the pharmacy student transfer into medicine. This was true in spite of the fact that faculty members in both schools agreed that the basic chemistry courses offered by the two schools were essentially the same. Similar examples of duplication in both facili- ties and personnel can be found in many (if not most) universities today. The tradition of tempo parcial (part time) for faculty members continues to be the rule, with low salaries that discourage university teaching as a pro- fession.20 The selective nature of the Brazilian educational system is another element of importance in interpreting and evaluating the results of this study. An educational “pyramid” based on a cross-section of student population in 1962 indicates two points at which major attrition occurs in school attendance. The first of these follows the first year of primary school. For every l0,000 students in the first year of primary, there are only 4,053 enrolled in the 20For example, the following table of salaries applied in October I966 for faculties of federal universities: CrS/Mo. U.S.$/Mo. Full professor (Catedratico) 438,000 $199.00 Associate professor (Adjunto) 409,000 186.00 Assistant Professor (Assistente) 336,000 I53.00 Instructor (Instrutor) 307,000 140.00 27 second year. The second major drop occurs between primary and secondary school where the ”per 10,000 first-year stu- dents" rate drops from 2,673 in the last year of primary to 952 in the first year of secondary.21 This occurs for two major reasons. When calculated as a percentage of total enrollment, public (”free”) primary schools represent 87.5 percent of the total primary school population (1962 data). Secondary schools are 52.0 percent private and hence require payment of tuition (1965 data). 22 The second reason for the large attrition at this pointis the use of an entrance examination to gain admittance to secondary school. For example, only 272,841 students passed the entrance examina- tion for secondary school in 1963 out of 515,116 candi- dates. 23 This does not mean that all those who failed the entrance examination did not eventually gain admission. The following year they could have tried the examination again, often after attending ”cram courses” aimed only at passing the entrance requirement. There are no data available on the number of repeaters included in the candidates. An additional severe reduction in the student popula- tion profile occurs between the secondary and university levels. For every 10,000 students enrolled in the first year of 2lData are taken from Brazil, Ministério do Planejamento e Coordenacao Econ8mica, Escritdrio de Pesquisa Ecoanica Aplicada (EPEA), Educagao (I): Diagndstico Preliminar (Rio de Janeiro: Ministerio do Planejamento e Coordenapab Econ8- mica, 1966), p. 124. 221bid., p. 69. 231bid., p. 40. 28 primary, 188 are enrolled in the final year of secondary and only seventy-six are entered in the first year of higher education courses. The primary rationing device used to accomplish this reduction is the college entrance examination or vestibular. The aggregate number of persons passing all entrance examinations as a percentage of those who took the examinations ranged from 33.4 percent to 46.5 percent in the period of 1954 through 1964. Unfortunately, these aggregate figures mask even more serious reductions in the popular (and profitable) fields of engineering and medicine where passing percentages ranged from 12.4 percent to 20.9 percent for medicine and 16.3 to 34.8 percent for engineering in the same period.2u Since 1960, even the vestibular has failed to limit qualified candidates sufficiently for certain disciplines in certain universities. For example, in 1964, 24 The complete figures for each major curriculum are listed below: Percentage of Candidates Passing University Entrance Examinations Engineering 22.7 19.9 22.7 23.6 19.5 16.3 26.1 30.5 34.8 I954 I957 I958 1959 1960 1961 I962 1963 1964 Medicine Agronomy 19.8 13.2 16.2 15.9 12.4 14.0 20.9 16.2 19.4 42.5 39.1 36.3 40.3 33.4 39.4 41.9 35.4 47.4 Architecture 27.3 23.8 29.5 27.0 27.7 24.2 28.9 35.5 40.4 Economics 67.0 60.8 61.1 58.5 57.0 49.8 53.0 58.8 61.3 Law 52.7 47.5 46.0 42.5 48.0 47.0 52.1 52.8 57.8 Pharmacy 55.6 55.8 51.7 49.9 51.0 46.2 64.7 71.3 70.4 Philosophy 68.0 61.8 62.2 60.4 58.9 56.8 65.8 71.5 74.3 42.2 47.5 42.1 45.5 42.8 46.9 58.1 58.9 67.3 41.6 36.7 37.5 36.5 35.0 33.4 40.3 41.2 46.5 Dentistry Total Source: Ministério do Planejamento e Coordenacao Econ6mica, Escritdrio de Pesquisa Econ6mica Aplicada (EPEA), Educagao (II): Qjagndstico Preliminar (Rio de Janeiro: Ministério do Planejamento e Coordenapao Econ8mica, I966). 29 113,074 candidates took entrance examinations. Of this num- ber, 46,820 passed and hence were qualified to fill the 56,446 vacancies (gages) available in all Brazilian institutions of higher learning--no apparent problem. Within these figures, however, are the figures for Guanabara (the city of Rio de Janeiro) indicating that 6,919 students from 20,020 candi- dates passed the examinations to fill 6,192 vacancies.25 The situation was even worse when viewed from the stand- point of different curricula. Schools of Medicine, for example, had vacancies for 2,805 entering students in 1964. That year, 4,120 students passed the entrance examinations for the study of medicine and were thus historically quali- fled for admission. All university graduates completing 26 their courses in the period 1956-63 increased from 13,871 in 1956 to 19,687 in 1963. Again, however, the graduates of the more popular curricula of medicine and engineering did not increase to the same degree.27 All of the characteristics discussed above tend to limit both inputs and outputs of Brazilian higher education. The differences in the availability of vacancies between the several curricula can be expected to affect markedly the supply of personnel from those curricula, and therefore, the returns to the different professions. 251bid., p. 140 261mm, p. 143 27IbIcI., p. 169. CHAPTER II THEORETICAL EXPECTATIONS AND METHOD OF ANALYSIS Age-Income Profiles A large portion of this study is concerned with the lifetime earning patterns of persons completing different levels of formal education (secondary and university) and differences in the age-income profiles of persons completing different curricula at the university level. Economic theory suggests several hypotheses concerning the shapes and levels of these profiles. These can be at least partially tested using the available data. The hypotheses are set forth in this chapter.I Assume that a group of completely untrained persons finds employment in which its marginal product (and by as- sumption, wages) remains constant throughout the working lifetime of the group. In Figure 2, this is represented by line AB with wage 0A and working lifetime 0E. Consider this wage (0A) as the alternative wage of any other group of per- sons which is able to obtain training in some form. In this case it is possible to consider line AB as a base of zero IThe theory presented here draws heavily on Gary S. Becker, Human Capital, A Theoretical and Empirical Analysis with Special Reference to Education (New York: National Bu- reau 0f Economic Research, 1964). 30 )o e I H I U . ! 2 4 4 4 / 4 7 70 31 c I ’ " G;//1 r5 I ' I I I I 1 L As” H <0 Ah§éf Figure 2.--Age-Income Profiles difference in alternative income. On a comparative basis, consider another group of persons such as secondary school graduates. If these persons are unable to work during their educational training, they will incur an imputed cost at a rate equal to their alternative wage (0A). In addition, they will generally pay an explicit cost in the form of tuition, books, travel, more expensive subsistence, etc.--in this example, initially equal to CL. Assuming that some portion of their education is increasing their productive capabilities, the foregone income component of educational costs will in- crease during training to some maximum point (F).2 On Discontinuities can exist in this portion of the cost- earnings curve. As an example, a Ph.D. candidate on the day before he completes his dissertation may have an alternative income considerably below that which he has the next day. This difference is not necessarily proportional to the difference 32 completion of training, wages for the group would be ex- pected to rise above those of the untrained group. The rapidity of this increase will depend on several factors. If a large amount of on-the-job training is involved beyond formal education, the apparent slope of the profile will be decreased. 1 say l'apparent” slope since reported earnings would be net of training costs borne by the individual in obtaining this on-the-job training. As pointed out by Becker, the proportion of total on-the-job training costs paid by the individual vis-a-vis his employer will depend on the degree of ”generality” of the training.3 The more applica- tion the skill has to positions outside that of the firm providing the training, the larger will be the portion paid for by the trainee. A second determinant of the profile slope in the period following formal education is the accumulated cost of acquiring the productive skill. One would expect the increase in income to be more rapid in those cases involving high levels of educational investment than would be the case in professions requiring less expen- sive education. These points can be illustrated by adding curve LHJD to Figure 2 as the expected profile for a graduate of a higher educational level, such as university. Assuming the university student follows the same secondary preparation in in his potential marginal product produced during the inter- vening night. 3Becker, op. cit., Chapter II. 33 terms of cost, the profiles are coincident through this period of time. Beyond the secondary level, the foregone income portion of costs continues to increase for the uni- versity student, thus increasing his ”negative income” to point H. From this point, his profile rises more steeply and reaches a higher point (J) than the profile of the secondary graduate~-these increased earnings reflecting the returns on additional investment in training. The ages at which the earnings of the several groups begin to decrease are indeterminate due to the interaction of different forces. One would expect an increased level of health to be associ- ated with increased education, hence, a longer working lifetime. On the other hand, higher incomes attributable to increased education may produce increased non-human wealth which could increase the amount of leisure taken in later years as compared to persons of lower income. By the same token, educational differences could produce different ter- mination points in the earning lifetimes of various groups. Educational Quality Several problems involved in the use of cross-section data have been mentioned briefly in Chapter 1. One of these that can be expected to have a particularly important influ- ence on the shape and level of age-income profiles is the result of changes in the quality of a given educational cur- riculum over time. ”Educational quality” in this instance refers to aspects of content or instruction of a given cur- riculum reflected in productivity differentials during the 34 subsequent working lifetime of the graduate. Only differ- ences measured in money incomes are considered. Thus, educational quality--the quality of the course completed by a student-~becomes an argument in descriptive or predictive formulae explaining income variance between graduates with a common educational specialty. Cross-Sectional Quality.--Quality differences can be separated analytically into two categories--cross-sectional and secular. The former would include differences in the quality of a given curriculum offered by different institu- tions.l+ The earnings potential of a graduate of medicine from the Federal University of Esprrito Santo might be different than that of a graduate of medicine from the Federal University of Rio de Janeiro. This difference in expected lifetime earnings could reflect both quality dif- ferences in the curriculum offered as well as differences in the abilities of the respective student inputs. It could also result from differences in the amount of effort ex- pended by students during their university training. Cross- sectional differences of these types are averaged in my study of professional incomes and rates of return. There are no available data relating specific graduates to the institution from which they received their degrees. There are no data on the ”ability“ or intellectual capacity of “Ernest Haveman and Patricia Salter West, They Went to College (New York: 1952), p. 178, quoted in Edward F. Ren- shaw, ”Estimating the Returns to Education,” Review of Economic Statistics (August 1960). 319. 35 either students or graduates which might be used to isolate this influence. Cross-section data from the 1960 Brazilian Census have been used to estimate incomes and returns to the ”stock" or educational capital embodied in the graduates of the several educational specialties at the university level. Cross-sectional quality differences are not identified and thus become a specification error within the unexplained residual of income variance in regressions on log income. There is no reason to assume that cross-sectional quality differences bias the predictive value of rate of return calculations. If older age groups in the sample under con- sideration contain a larger portion of graduates from "poor” quality institutions as compared to current graduating classes, predicted future returns will be understated. The converse would be true as well. My assumption of neutral change in the relative cross-sectional quality composition between age groups is necessary due to lack of data relating respondents in the 1960 Census to the institutions from which they grad- uated. Secular Changes in Educational Quality.--Changes in educational quality over time are also a major concern. "Quality“ in this instance is described by differences in the earnings potential of graduates resulting from changes in the content or caliber of instruction within a given cur- riculum. Profiles calculated from cross-section age and income data for a specified sample yield the earnings of persons at different points on their individual age-income 36 profiles. For example, representative earnings of graduates in Agronomy are calculated from the actual earnings of agrono- mists of different ages. After deducting the ”opportunity cost” of alternative employment without the university train- ing, the resultant gross return (now expressed as a llflow”) is capitalized at a rate which will equate the return to the capitalized value of the training costs involved. As a measure of returns to the existing stock of capital invest- ment in agronomists, no bias is imparted to the results from secular influences. However, if the rate is used as a pre- dictive device for future rates of return, secular shifts of profiles, both past and future, become important. Cross-section calculations of this type calculate the func- tional relationship Y=f(A, Ci) (I) where Y equals lifetime earnings, A equals age, and Ci is an earnings coefficient for the ith course completed. Secu- lar changes in the quality of the given curriculum imply that the argument Ci changes over time or Ci = Ci[qi(t). I], (2) a functional (function of a function) which includes changing quality over time in the ith curriculum, qi(t)’ and the actual time of graduation,'}, as arguments. Thus formula (I) will not measure a unique age—income profile for graduates of Ci unless dci (3) 37 and unless other potential secular influences are neutral (technological change, changing relative training costs, etc.). Instead, it will measure the incomes reported at the time of data collection for persons of different ages whose individual age-income profiles will depend on qi(t) and )3 as shown in Figure 3. {1 O i’ \ *4: M‘ M” ~— 17» W” I”, W” ~17“ W” : n» m“ 4 j I I ' I I l I : I I g 1 I ll .16 .¢( JKV (( Amfif' Figure 3.--Changes in Quality of Education Assuming dci at > 0 (4) the expected future earnings of younger graduates will be underestimated by (1). Measurement Problems.--The problem of estimating the quality change function, qi(t), for each ith curriculum is twofold. First, the influence of secular quality change must be isolated from other secular influences on incomes. This problem is not unlike that faced by investigators in 38 estimating statistical demand functions. 5 Cross-section price and quantity data are resultant figures not only re- flecting the influence of the arguments of the demand function (price of the given good, prices of related goods, income, and tastes), but also the influence of hypothetically unre- lated arguments contained in the supply function for that good. The use of time—series data introduces further com- plications of price level differentials, secular changes in the arguments of both supply and demand functions, and product identification. There is an analogy to educational quality changes found in demand estimation. If the demand for Chevrolet automobiles were to be estimated from time-series data, one would obtain price and quantity information for Chevrolets purchased in different years. Assuming all other influences could be statistically removed from the data, the problem would remain that a 1940 Chevrolet is a different product than a 1960 Chevrolet. The importance of this secular quality difference would depend on the comparable quality changes that had taken place in the production of competing products such as Ford or Plymouth automobiles. If the rela- tive change in quality had been small, the comparative demand functions would be less affected than would be the case if 5The following discussion is based on Henry Schultz, The Theory and Measurement of Demand (Chicago: University of Chicago Press, 1938); Lawrence R. Klein, An Introduction to Econometrics (Englewood Cliffs, N.J.: PrentTce-Hall, 1962); and Milton Friedman, Price Theory, A Provisional Text (2d ed.. rev.; Chicago: Aldine Publishing Co., 1966): 39 quality differentials had become large. If the calculated demand function were to be used to predict future sales, and the relative quality of Chevrolets had increased substan- tially during the latter portion of the data period; esti- mates of future demand would be understated. If data can be obtained, the several influences can be separated using multiple regression techniques. In the case of demand, for example, changes in income can be included along with price as an independent variable and a regression coefficient calculated estimating its independent rela- tionship to quantity demanded. If income and product price are themselves related, the problem becomes more difficult but still capable of solution with more sophisticated statis- tical techniques. If observations of price and quantity can be found that are consistent with different (and known) conditions of supply, the shifting supply function will de- scribe points along the price-quantity demand function. Finally, some arguments in the demand function, such as tastes, are not directly measurable. In this case, it is necessary to find a measurable proxy which will describe the market influence of the actual variables. The influence on income of Ci[qi(t),)J is included in total income variance and its identification and quantifica- tion could be accomplished in two general ways. If all major secular influences on income change such as demand changes for skills brought about by technological change, changing relative costs of acquiring different types of 40 human and non-human capital, and changes in the cost of preparatory training could be identified and measured; then residual variance could be said to be primarily the result of the quality factor. In this case, qi(t) and the value of the functional Ci[qi(t),}l would descriptively "fit“ historical data. This would assume, however, that the function qi(t) had not changed. An alternative method would be to determine the major arguments of the generalized qi(t) function. This function merely indicates that the quality of the i th curriculum does change over time. If the causes of that change could be determined one might develop a formulation that would allow predictive estimates of the way qi(t) changes. For example, assume that wage rates in the profession(s) re- quiring completion of the 1th curriculum were positively correlated to an increase in quality within the curriculum on a lagged basis. 1. qi(t) _____T_ o :> w)- i In this instance, estimation of the value of this first partial derivative would permit the use of current estimates of income to predict a portion of the component of future income attributable to quality change. The circular influ- ence of 1-1 4 1+1 wi .==%§_ qi(t) =;§>1Ni would cause difficult but not insurmountable statistical problems. 41 Three types of data could be used in estimating age- income profiles--time-series, comparative cross-section, and cross-section. With time-series data, it would be possible to trace the earnings of either separate individuals or graduates of a given curriculum at a given time over their working lifetime. From these data, profiles and shifting profiles could be determined. If the characteristics of the courses completed by students in each time period could be determined, proxies for educational quality might be estab- lished. For example, increases in the average number of physical and natural science courses required for agronomists might yield a partial proxy. This might be combined with decreasing student/teacher ratios, increased plant invest- ment per student, and increased length of required course. Corrections for other secular influences would have to be made. One of the most difficult would be monetary cor- rections. With high rates of general inflation combined with substantial rate differences between sectors, the choice of appropriate index bases is difficult. Secular changes in all of the arguments of the labor market supply and demand functions would have to be estimated and iso- lated as described above. Comparative cross-section data would probably not give continuous time-change information obtainable from time- series. Nevertheless, the same approaches could be utilized. Cross-section data give observations from only one point in time. While the potential measurability of secular change is limited, it is not eliminated. Were it possible to 42 identify graduates of different time periods with the content of the courses they completed, some evidence of potential quality change might be gathered. From a single observation of age and income, it is impossible to construct separate profiles for graduates of different time periods. However, if data were available from which proxies of quality could be constructed, income variance versus changing proxies might produce some meaningful hypotheses. Educational Quality in Other Studies.--The problem dis- cussed here has been recognized by other researchers in the field of human capital measurement. A review of their work with respect to educational quality follows. Becker discusses cross-sectional quality and suggests that such differences may be reflected in different educa- tional costs, thus tending to leave the rate of return relatively unaffected.6 He does not specifically consider secular quality changes. Theodore Schultz does not refer to quality changes in either his ”Investment in Human Capital” or I'Capital Forma- tion by Education. n7 In his later book, he refers only to changes in the quality of educational inputs as affecting 6 op. cit., p. 158. 7Theodore w. Schultz, ”Investment in Human Capital,” American Economic Review, LI (March 1961); and “Capital Formation by Education,“ Journal of Political Economy, LXIX (December 1960). 43 costs and adds that good data to estimate this parameter are not available.8 Martin Carnoy's study of returns to education in Mexico uses a method of analysis similar to the one I have employed. He acknowledges the probable existence of cross-sectional quality differences and notes that some of the variables he uses may include these differences. ”At the same time, father's occupation, industry, city, and attendance [variables] may explain income differences which are due to quality of schooling differences.H9 Later in the study, he notes the problem of secular quality changes. “In addition, quality of schooling changes over time probably bias the slopes of these [age-income] profiles downward at all schooling levels. With existing data it is not possible to correct for any such changes over time; this study has to be satis- fied with current income ifferences in estimating the return to schooling.‘I Burton Weisbrod uses cross-section data to estimate the discounted present values of various lifetime income flows. On the general problems of using cross-section data he says, IIIt should be noted that the use of cross-section data for earnings, survival probabilities, and other variables in our calculations leaves any changes in their age-specific values over time unconsidered. As a result, our computations are of human-capital values under static age-specific conditions. Of course, one can make predictions of temporal changes 8Theodore W. Schultz, The Economic Value of Education (New York: Columbia University Press, 1963), p. 35. 9Martin Carnoy, ”The Cost and Return to Schooling in Mexico: A Case Studyll (Unpublished Ph.D. dissertation, University of Chicago, 196 ), p. 37. Ibid., p. 61 44 in these variables if he wishes. Since such temporal changes are likely to be in the direction of increasing the capital value of a man at most ages (rising earnings, falling mortality rates), the estimates of human-capi- tal values presented here will tend to be on the low side.” Edward Renshaw's survey article of several attempts to estimate human capital mentions problems of using cross- section data to estimate lifetime incomes, but secular change in educational quality is not among the limitations discussed. He does specifically note the cross-section quality compo- rwent in his citation of the Havemann and West study cited above. 12 Campbell and Siegel attempt demand estimates for higher eacjucation in the United States and point out the different (jeemand that exists for “lower quality” higher education such ass; junior colleges and other two-year institutions. They LJESe: time-series data in deriving their functions and do not FhEBrItion secular quality change as an argument. 13 Swift and Weisbrod study additional returns to educa- ti c>nal investment accruing to a given generation based on the ir"Vestment in education made by the previous generation. TIWEEy use cross-section data and do not specifically mention SeCular quality changes. They do say, however, \ IIBurton A. Weisbrod, ”The Valuation of Human Capital,II eBELLLnaI of Political Economy, LXIX (October 1961), 428. . ledward F. Renshaw, “Estimatin the Returns to Educa- tICDn,” Review of Economic Statistics gAugust I960), 319. . l3Robert Campbell and Barry N. Siegel, ”The Demand for H‘gher Education in the United States,” American Economic W, LVII (June 1967), 491-2. 45 “We have assumed implicitly no change over time in the level or structure of education-income rela- tionships. If the growing demand for well-educated labor increases the earnings differentials between persons at different educational levels (or growing supply decreases them), our estimates of intergenera- tion returnE to education will tend to have a down- ward bias.1 The Williams College study of educational productivity in Chile discusses the implications of cross-sectional quality on earnings profiles.15 At another point, the study acknowledges the potential existence of secular qual— ity change and suggests that evidence such as changing sstudent/teacher ratios, availability of teaching materials, 53nd educational levels of faculties might be used as proxies Flor secular quality change. It then states that since this irfiformation is not available, quality change must be ig- r1<>red. 16 Hansen's study of rates of return to educational in- \/e:stnent makes no explicit mention of the secular quality clhasmge problem. Since he uses cross-section data, he makes ttfiee following qualification of the study. “Fifth, all estimates rest on cross-section cost-income relationships and thereby ignore future shifts in the relationships of the cost-income streams. And finally, any number of other factors lLIWilliam J. Swift and Burton A. Weisbrod, IIOn the MC"netary Value of Education's Intergeneration Effects,” :isaernaI of Political Economy, LXLII (December 1965), 648. 'SThe Productivity of Education in Chile (Williams- tCMNn Mass.: Williams College, Center for Development EKlonomics, Research Memorandum No. 12, 1967), p. 6 16Ibid., p. 19. 46 may impinge on the observed income differentials, in the form of education at home, on-the-job training, and so forth. ”While some would suggest that the presence of such problems seriously limits any conclusions con- cerning empirical relationships between income and schooling, it nevertheless seems worthwhile to set forth the rate of return estimates in their crude form. From them some preliminary7conclusions about resource allocation can be drawn.” The Morgan-David study of education and income also IJESGES cross-section data. In qualifying their earnings data t hey state, “The measure of education is years completed, without any indication of quality.“1 l_aai:er, in qualifying their results, they say, ”Thirdly, the quality of education differs between schools, and over time. Had our measure of education been a more precise measure of the quality of education absorbed rather than years completed, the estimated effects would almost certainly have been larger. People of different ages received different kinds of education. Whether the differences between levels now represent greater differences in real education or smaller differences than a generation ago is difficult to say.” Houthaker's study of education and income uses cross- Se(ltion data from the 1950 U.S. Census. He does not expli- CZI t3] y mention the quality problem.20 \ I (RVestment in Schooling," 17W. Lee Hansen, I'Total and Private Rates of Return to Journal of Political Economy, LXXI DriI 1963), 133. £2$££§11terly Journal of Economics, LXXCII (August 1963), 424. 18James Morgan and Martin David, “Education and Income,” I91616., p.436. E: .NKSESfllpmic Studies, XLI (February 1959). 20H. S. Houthaker, “Education and Income,” Review of 47 Blaug's study of rates of return to education in Great Britain makes note of the secular problems caused by using cross-section data. One of the six major objections noted is that ”. . .(3) the calculations depend on the pro- jection of future trends from cross-section evidence, thus neglecting historical improvements in the quality of education as well as the effect of secular growth of education on prospective earnings differentials; II Later in the same article, he presents a summary of the Iaroblem quoted below. ”Thus it seems that cross-section data do not neces— sarily yield irrelevant results. But this conclusion is subject to one qualification. To the extent that the quality of education is improving all the time, so that each new cohort of school leavers is better educated than the last, estimates of lifetime earn- ings from current earnings do understate the expected rate of return on education. Balogh and Streeten seem to have this in mind when they say: 'Since the time-flow over a lifetime of the earnings of the edu- cated is quite different from that of the uneducated, lifetime earnings now must be calculated as returns on education in the nineteen-twenties. To conclude from those returns anything about today's returns is like identifying a crystal radio set with Telstar.I Un- fortunately, we know very little about secular changes in the quality of educational output. We cannot even agree on the meaning of 'quality' in education, and so far there have been few serious efforts to measure it. Still, the best guess is that it has been im- proving at all levels. But to compare it with improve- ments in the output of the radio industry over the last generation is to grossly exaggerate a well-taken point. "The possibility of error in the projection of lifetime earnings can be built directly into the cal- culated rates of return, in the form of an upper and lower limit for each stated error-factor. Suppose we had over or underestimated next year's earnings 21M. Blaug, ”The Rate of Return on Investment in Edu- fiertion in Great Britain,” Manchester School, XXXIII (September 965), 213. 48 differentials associated with extra education by one per cent., and the following year‘s differentials by another one per cent., compounding the error each year by a further one per cent.; this mistake would mean that earnings differentials fifty years hence would in fact be more than 50 per cent. greater, or about 35 per cent. less, than what we had assumed. Nevertheless, as is shown in the appendix below, this would only reduce the rate of return on invest- ment in education by about one per cent., for the simple reason that the early years get a much heavier weight. The rate of return is not sensitive to the entire age-earnings profiles of educated people; pro- vided we correctly project the next five or ten years' earnings, significant shifts in earning patterns in three or four decades do not substantially affect the results.'| Finally, the Bowman article on concepts and measure- nkants of human capital discusses alternative measures of echJcational quality including number of years of schooling ccnnpleted, I'efficiency-equivalence'I of graduates in different tirne periods, and the use of I'base-year lifetime earned lncxomes.” 23 It does not discuss how cross-section data mlgght be used to perform the alternative calculations. Summary.--Secular change in educational quality has nOt: been measured by my study in its present form. Some eVidence of its existence appears in the age-income profiles TOT‘ graduates of certain specialties and is supported by interviews with persons familiar with the composition of the CUt‘riculum over the past years. Measurement of the impact \ zzibid,, pp, 223-4. Footnotes in the original article hévve been omitted, also appendix referred to. 23Mary Jean Bowman, "Human Capital: Concepts and ”kiasures,“ Economics of Higher Education, ed. Selma J. lekin (Washington, D.C.: U.S. Department of Health, Edu- CE3tion, and Welfare, U.S. Government Printing Office, 1962), PD . 69-92 . 49 of such change on professional incomes appears to require additional historical data on the content of the several courses and/or income data from other time periods. Capitalizing income flows reduces the potential impact of specification errors caused by ignoring secular quality change. On-the-job training also tends to “level” differ- ences in the quality of formal education received. To improve the predictive value of calculated rates (3f return, any quality change function (or functional) estflneted from historical data must be assumed to remain ccnwstant or its future change postulated. 50 Rates of Return This study calculates the internal rate of return to estimated investment in education for various curricula at the university level. An alternative calculation could have been performed to estimate the discounted or capitalized cost- benefit ratios from these investments. Cost-benefit ratios require the use of a £e§l_cost of capital figure (real in- terest rate).24 0n the other hand, the internal rate of return calculates the real ”interest rate” on educational I 1 investment, which can then be compared with alternative hmvestment rates of return that may differ depending on Inqaes of risks, differing capital markets, etc. The use of a net present value also requires the assumption of a market rate: of interest and therefore has the same disadvantages as fine cost-benefit calculations. Returns to human capital investment would be expected tO eexceed returns to investment in most forms of non-human 3aPl‘tal.25 Human income includes depreciation on human capi- :aI investment as well as return to that investment. Non- ”"nari income does not generally include depreciation. Once Unfian capital has been acquired, it is inseparable from its WENEr and requires work by its holder to be valuable. This -\ ZAG. David Quirin, The Capital Expenditure Decision 4cnnewood, Illinois: Richard D. IrWIn, Inc., I967)pp. 35-49. 253. P. Pesek and T. R. Saving, Money, Wealth, and Eco- flEflLc Theory (New York: Macmillan, 1967) contains an excel- i'Wt: discussion of the implications of investment in human ’rsus non-human capital. 51 'nseparability also means that it disappears upon the death IF the holder. It cannot be sold (barring slavery) nor raded for an alternative asset. This lack of liquidity and enerally high risk element should produce rates of return n excess of rates associated with most alternative invest- ents. How much higher will depend on conditions in all of we capital markets within the economy. Other Expectations In addition to Age and Course Completed, ten other lasses of variables are investigated for possible statis- ical relationships with income. The expected influence of 1ese classes is presented below. Years of University Completed.--To the extent that ears of university completed is consistent with increased IUCational investment, higher average incomes would be Pected, although not necessarily higher rates of return. §_e_>_<_.--The social structure of Brazil would lead one to t i cipate that women at a given level of educational train- 3 would be subject to a certain degree of wage discrimina- 3n. The possible part-time employment of women would :0 produce lower average incomes. Head of Family.--Persons with a family to support I Id be expected to earn more than those without, both from standpoint of motivation after the fact and from the ndpoint that those with higher incomes could afford to 'e Families. 52 Religion.--Brazil is basically a Roman Catholic ountry, although much of the population is not actively ngaged in church participation. Income comparisons of rotestants, Jews, Roman Catholics, and "Others" may give Dme evidence of the existence or lack thereof of a "Prot- stant work ethic." The existence of economic discrimination ased on religion might also be identified. fl§g§.--The racial composition of Brazil consists of Irge numbers of mulattoes resulting from the intermixing the original Portuguese settlers, indigenous natives, and :rican slaves. The non-white population varies greatly, th the North Region containing large numbers, while in the IUth the non-whites are relatively small in number. The ’Untry and its people have prided themselves on the lack of Ciel problems or discrimination. Earnings differentials e investigated to determine if the labor markets reflect Onomic discrimination within the educational specialties Udied. Children.--It is to be expected that this variable 4 Id produce results consistent with the variable "Head of hi 1y" for the same reasons of motivation and/or necessity. Class of Activity.--Differences in incomes between ‘Sons of similar educational background will be studied as 3 measure of labor market homogeneity. Small earnings :‘Ferentials would provide evidence of competitive markets administered wages). Large differences are investigated 53 :0 see if they represent market imperfections, non-money ncome elements, or differences in the productive quality of .ersons employed. Position.--Income differences between the public and r i vate sectors are determined, and within the private sector, he differences between the employed and self-employed. Migration and Environment.--It is expected that in the ggyregate, those with a history of migration would have isgfwer incomes than those without, since migration would WCIicmte a willingness to respond to incentives for change. “Hosse with urban environments would be expected to have Igher incomes than those in suburban or rural areas. An lrnc>st universal comment heard in the interviews was the "F131culty of obtaining professionals for employment in rural 63635. Significant income differences would explain a por- <>r1 of this problem. Method of Analysis Regressions of log income on several groups of varia- Ess aare performed using the following general linear model: k Y = a + Z a.x.. + u. i=1 ' 'J J Ere i = (1,2,...,1<) independent variables. 1' = (42.-Mn) »€er\uations in the sample, and uj is the unobserved error n1 ch the jth observation. There is no a priori reason to 1act: a specific form of the function relating log income true independent variables, and many of the variables used 54 at’e qualitative rather than quantitative, such as sex and nacze. Binary variables that take the value of zero or one tree used, therefore, to represent all of the independent 'a r iables. 26 One "dummy” in each class (e.g., “Age”) is n13 tted to avoid matrix singularity}Z7 The intercept term sst:inetes the log income of persons having the character- S‘t ic(s) omitted from the regression. The regression coef- icziewms express the difference between the geometric mean "f 'trm cell of observations of the variable in question and rue geometric mean of the cell of observations omitted in heat: class. Thus, for example, in a regression of log ncxanm on eight different age variables, one age group is mi trted--in the studies that follow, "Age 39.“ The inter- eF>tl term gives the mean of log income for the cell of bsearvations of persons with mid-point age of thirty-nine ears. The regression coefficient for the variable ”Age 49” >r1 be incorrect, no bias is imparted to the results--only 6Efficiency in the form of increased variance. Additivity “Erma influences of the different classes of variables is \_ 26J. Johnston, Econometric Methods (New York: McGraw- 1 l, l963), PP. 226-27. 27lbid., pp. 221-22. l 1 l ‘ 3 ‘ 55 also assumed. The validity of this assumption is, however, specifically discussed later in this chapter. The correlation coefficients measure the degree of ‘ncome variance ”explained” by the variable in relation to :he intercept term. Likewise, the "t" value for each regres- ion coefficient permits determination of the significance evel of the regression coefficient in explaining income ar iance around the omitted class. These "t" values do not ndicate the significance of a coefficient in explaining bsolute income variance, but rather the significance of the EFerence between the mean value of that cell and the mean Blue of the intercept cell. 28 The "R2 value for the total regression measures the >le(s), all other factors variable (mutatis mutandis). POtential interdependence among classes of variables is in- VeStigated by comparing fiz's. For example, using Espi’rito Sarito University Graduates as a sample, a regression on Age alone produces an 7:2 of .0706, and on Years of University Com- P‘eted alone an R‘Z of .0991. Summing these two gives an fiz of . I697; however, when a single regression is made on both Classes an 152 of .l77l results. Hence, only slight inter- dependence is present between these two variable classes. Regressions using income and log income as the dependent Va I‘iables were performed on data from several different sam- p] es. Log income results were consistently of greater signi- 1:icance than those using income. For this reason, log income ' 3 used throughout the study. The tables of regression results ' '1 Appendix I show a column entitled I'Antilog Log Income." 57 This was computed by adding the regression coefficient (a logarithm) to the intercept term and taking the antilog of the sum. The intercept results in the tables are also the ant ilog of actual intercepts. The following classes of independent variables are included in studying income variance: Years of University Completed, Age, Course Completed, Sex, Head of Family, Reli- gion, Race, Children in Family, Class of Activity, Position in Occupation, Migration, and Rural/Urban Environment. Sepa rate series of regressions are performed for the total Samp le as well as the following sub-samples for each region: Al 1 University Graduates, All Secondary Graduates, Graduates 01: Philosophy, Medicine, Dentistry, Pharmacy, Engineering, Law, Agronomy, Economic and Political Sciences, and "All Other Courses Completed." In addition, sub-samples con- tai n ing persons completing each year of university training (0'18 year through six) are studied. The assumption is made that all income differences betvveen university graduates and secondary graduates are the reisult of increased education. This is clearly questionable 5‘ rice, as shown by the regressions, other factors have signif- iczant correlations with professional income. The problem is to separate those factors which themselves are unrelated to eC-lk-Icational attainment. For example, Class of Activity and Years of University Completed may have interdependent rela- tionships, While this interdependence will be discussed, the 58 age-income profiles used in rate of return calculations will reflect the mutatis mutandis operation of all variables rather than a ceteris paribus assumption. Within the popu- lation, women may (and usually do) earn significantly less than men. Thus, there are different rates of return for women and men, which could be separately computed. The pur- pose of this study, however, is to derive a rate of return to va r’ ious educational backgrounds for the average of all per- sons in each sub-sample studied. Variations from these averages are discussed but not explicitly converted into di F‘Ferent rates of return. The significance of the cell means used to prepare age- income profiles is not necessarily reflected by the standard er ror or computed "t" value of the coefficient. In this case, the "t" value measures the significance of the regression COe1=ficient in explaining differences between the mean of the given cell and the mean of the cell of omitted observa- tions. If, for example, the mean log income of Age 39 (the Omi tted class) is 2.50000 and the mean for Age 59 IS also 2- 50000, assuming no interaction between the variables Age 39 and Age 59, the regression coefficient of the cell Age 59 Wi 1 I be zero, thus producing a computed "t" value of zero as we] 1. Age 59 could still be correctly estimated with a high degree of precision if the income variance within the cell is ‘Ow. The regression techniques used do not permit evaluation 59 of this situation. Conversely, however, a high computed "t” value would indicate a significant mean, computed from the regression coefficient. The age-income profiles described above yield my esti- ma te of social income as previously defined. Private income is measured by subtracting income taxes paid by the indi— vi dual from his gross income. The costs used in calculating social and private returns have been described and discussed ea r‘l ier. Social costs include all tangible costs of the un i versity training to society. In the computations that F0] 1 ow, they will be considered with and without capital Cos ts. Private costs are those borne by the student and/or hi 8 family, including income foregone. The rates of return are computed by capitalizing and equating the expected costs and income flows to the end of the working life horizon-~in this study arbitrarily set at Age 69. m Z: t=l8 (69-t) 69 (69-W) (I + r) Ct = Z (l + r) w=m+l R W t = (18,...,m); w = (m+l,...,69) Where Ct equals the cost in the tth period during university attendance; RW equals the income flow attributable to the edL.Icational level in the wth period following university attendance; and r the internal rate of return. The root r ‘3 calculated using the Newton-Raphson method of successive 60 tangential approximation to a neighborhood estimate. These neighborhoods were variously chosen in a range of from five to sixty percent with no variations in the results which indicates that in the expected range only one positive root exists. CHAPTER III DATA The I960 Decennial Census of Brazil.--A major portion of the data used in this study is based upon information coritained in the I960 Census, a brief review of which is presented below. The organization charged with the responsibility of plaufining, collecting, processing, and publishing the Bra- zil ian demographic and economic statistics is the Servico Naczional de Recenseamento (SNR) of the Instituto Brasileiro de (Seografia e Estatfstica (IBGE). In I960, this organiza- ticnfi operated under the Ministério do Planejamento of the fecleral government. A change in its status was made in OCtKDber I967 to that of a quasi-independent Funda 50, with maj<3r financial support from the federal government but VVith less political control over policies and operations. Tifiare is general agreement among persons familiar with the c>i3eration of the SNR and IBGE that prior to 1960 the quality (3f census Operations and results was comparable to that of many developed nations in the Western world.I The I960 \ For example, interviews with Dr. Isaac Kerstenetsky, Instituto Brasileiro de Economia of Funda 50 Getdlio Vargas, lo de Janeiro, July I961 and Mr. Merton 6. Lindquist, U.S. BUreau of the Census, then working with IBGE under USAID Contract, August I967. 61 62 Census was beset by many problems, some of which remained unresolved in mid-I968. For the first time, two types of questionnaires were used. One contained the usual demo- graphic questions and was used to collect information for all households in the population. Every fourth household enumerated answered additional questions regarding income and economic activity, thus producing a systematic sample consisting of twenty-five percent of the total domiciles. Questions were administered primarily by enumerators hired on a short-term basis specifically for this task. They were chosen by the IBGE Inspector in each municu’pio from persons who had passed a general information type of exami- nation prepared by IBGE for the selection process.2 Fol- lowing this, the enumerators were given several training sessions conducted by the local Inspector and at least one Session conducted in the State capital by the Regional (State) Inspector. In both planning and execution, the col- 1eCtion phase of the Census has not been seriously criticized. From that point on, however, serious problems arose. Among these was the fact that, in many cases, pay for the enumera- t01‘s was delayed for periods up to a year or more. In addition to waiting for their money, these people also found that inflation had seriously reduced its purchasing power. This resulted in a broadly based group of people ready to x. The Brazilian municfpio is a political unit roughly eQuivalent to a U.S. county. 63 criticize any and all aspects of the SNR. Concurrently, UNIVAC computers had been purchased to process the data contained in the questionnaires. Without discussing the merits of these machines, it is sufficient to say that they fai led to perform the necessary work within the estimated time required. Lack of parts, technical support, and funds all contributed to the situation in I968 which found only fifteen percent of the total Census completed, verified, and published. Numerous political factors in the management of both the SNR and its parent, IBGE, further inhibited effici- ent data processing. As an example, after the questionnaires had been returned to Rio, the work of transcribing the in- formation on computer punch cards was begun. A substantial error in estimating the time required for this operation had been made, and the work dragged out over several years. As the cards were punched, they were stored in common storage With no humidity or temperature control. Rio's weather suc- Ceeded in reducing much of this work into soggy pulp before the cards were utilized. Following the revolution in March l96h, many reforms Were carried out within IBGE and SNR. Several problems re- mained including a shortage of funds, a computer that func- tioned only sporadically, and a large portion of work that had to be completely redone (the punch cards). Considering these problems, remarkable progress in processing the Census Was made following the Revolution. Using a complex system of 61+ irwtearnal consistency controls, often going back to the origi- nal questionnaires, the twenty-five percent sample and the uni‘verse were processed and verified in a parallel Operation. At tlmatflne of this writing, results for the following states arud territories have been completed: Amazonas, Para, Acre, chficfldnia,'Roraima, Amapa, Espfrito Santo, Guanabara, and Sarita Catarina. Results for the balance of the country are expected by June or July of I969. Numerous persons have been interviewed concerning the quaality of the Census and the history above is a resume of mosrt of their thinking.3 One criticism remains unanswered. lri states with vast land areas and poor means of communica- ticnw, the accuracy of the rural census is questionable. In terwns of this study, the criticism is most applicable to the rurtal areas of the North Region. Since persons who had com- Plerted secondary school or more were scarce in rural regions, it is doubtful that my results are seriously affected by tfliis potential omission in sampling. The other critics of tffie Census confine their comments to matters of timing, nlenagement, and efficiency, particularly during the period (JF I960-64. Some preliminary results based on a 1.27 percent ianmle were published in I965. Punch cards prepared from the original questionnaires were selected, supposedly at random, 'From the total population and results computed. The results \ d 3See the list of interviews contained in the Appen- ix III. ) l ( 65 ha\/e since shown that the selection process was decidedly ruarr-random and that many of the cards used were erroneously [areuaared. The final processing of the SNR on which this sthcjy relies has overcome the defects of the preliminary estimates. The Twenty-Five Percent Sample.--The responses to the detaailed questionnaire used for every fourth household are corrtained on separate magnetic computer tapes in the SNR. Agaain, a series of internal consistency controls were imposed on (each individual's record during the verification process. TIqu, such cross-checks as age versus possible education and inccnne were established to signal a record which might contain grcnss errors. Such records were then rechecked for punching errt>rs, if necessary, with the original questionnaire. ,In arexas where comparison of the sample with the total Census irldicated an actual sampling different from the one-in-four Starudard, weights were calculated and applied to obtain CCH‘rected results. There was no attempt to obtain a one-in- ikNJr relationship within each sub-group (such as doctors, 1aWyers, etc.) as is shown in the Tables of Sample Composi- tion in Appendix I. For example, in Esprrito Santo the enlployed sample used in the study ranges from a low of eigh- teenpercent of total graduates (for Pharmacy) to a high of f:OI‘ty percent (for Geography and History graduates). The aVerage for the combined university and secondary popula- tIon is twenty-six percent-~close to the twenty-five percent 0f the total population that was the target. 66 It is from this twenty-five percent sample that much of the. data for the studyaNtztaken. For each state or region covered, a computer tape was prepared containing the full Censsus record for each person who had completed the segundo cic:l<3 medio level of education or more. Segundo ciclo medio (sen:<>ndary school) is the minimum level of formal education reqLJired for university admittance. Thus, Census responses are included for all persons in the sample who had completed secc>ndary school, any part of a university course, or any conm3lete university course. The additional criteria used irisselecting the regression sub-samples used in the analysis of iiwcome variance and rates of return are (a) that the per- son \~as employed with an income and (b) that he was not a senfiiwary graduate. Seminarians were eliminated because it is Choubtful if the market wage reflects a significant part Of tflfie benefits they receive. Responses to the following questions are used in the StLHiy of income variance. The meaning of the relevant CWeStions is discussed briefly. ,Questions M and N. Level of Education Completed.-- Elsflwt levels of education and attainment may be reported in "Esponse to this question, namely, a secondary graduate with r“) university training, an enrollee in the first year of uni- 'Versity at the time of the Census, or persons having completed Setisfactorily one through six years of university. There is nO'way of identifying completion of post-graduate work and anyone completing more than the six-year level was included 67 in the six-year group. The total years of university at- tendance are not necessarily reflected in this response. To the extent that "repeaters" occurred, the estimated costs of education are understated. Among first—year students particularly, this can be a problem. For example, if a student is attempting to enter a medical school, he may take entrance examinations for both medicine and pharmacy. If he fails entry into the medical school, yet passes the sim- pler pharmacy examination, he can then enter pharmacy for one year, continue to study for the medicine examination the following year, pass same, and enter first year of medical school. At the completion of his first year of medical training, the Census would report him as having completed only one year of university (the highest level attained with approval in the current curriculum). The magnitude of this problem does not appear to be large. Table 5 shows the average age of first-year university students to be approxi- mately twenty-two years and that of fourth-year students, slightly over twenty-six years. The age distribution of the student population in I960, at least, does not reflect a large number of repeaters. Question D. Age.--For all persons over one year old, the response is supposed to be the age at the birthday pre- vious to the Census. Hence there exists a small degree of downward bias. The small sample population of each age group, partic- ularly when broken into sub-samples, tends to introduce wide I " ( 1 ‘ ( W ( D ( 68 i r1<:ome fluctuations if the data are presented for one-year c:l eass intervals. In addition, one-year intervals result in aar1 unmanageable number of variables in regressions using dummy variables. After trying several different methods of g;r'<>uping ages, the following selection was made: Age Group Midpoint l8 - l9 20 - 24 25 - 29 30 - 3h 35 - 44 1+5 - 51+ 55 - 64 65 and over I9 22 27 32 39 #9 59 68 This grouping also facilitates later intercountry COmparisons since several other studies of returns to edu- Céition have used these age classes. (Question 0. Course Completed.--The educational spe- Clialty of the person is reported in this response. Although Secondary graduates also reported specialties, they are not LHSed in this study. The responses of university graduates indicate the faculdade from which they graduated or were enrolled. Several ”Courses Completed” need further description. Graduates in ”Philosophy" as reported in the Census completed Courses in one of the following specialties: Geography; 69 Natural History; Languages and Literature; Mathematics, Sciences, and Descriptive Geometry; “Other Courses'I in Phi- losophy. Graduates either prepare for work in these fields and obtain a bacharelado degree, or more generally, they pre- pare for teaching at the secondary level and receive a l i cenciado degree which allows them to teach. By far the larger number of PhiIOSOphy students is graduated as teachers. "Economic Sciences“ is generally a combination of accounting, business administration, and a little economics. The I‘Law" curriculum generally includes a large ”liberal arts" Content, and the significance of this is discussed in Chapter IV. ,Question B. Sex and Presence.--In addition to indi- Cating the sex of the person concerned, his physical pres- ence or absence from the domicile at the time of the Census 3 3 reported . (Question C. Relationshipgwith Head of Family.--The reasponse to this question is used to determine whether the Person was or was not a head of family at the time of the enumeration. Question E. Religion.--Nine possible responses are Provided by the questionnaire: Roman Catholic, Protestant, Spiritualist, Buddhist, Jew, Orthodox, Mohammedan, Other Religion, and No Religion. In establishing my variables, these categories are combined into Protestant, Jew, Roman Catholic, and Other. 70 Question F. Color.--Permitted answers include only Vltli te, Black, Yellow, Mixed and Indian. The last category vvaass to be used only to describe those persons living in I rrcjian reservations or preserves. Unfortunately, there were r1c> objective standards to determine who waSINhite, black, etc. T’riee judgement of the census taker was used exclusively and i t; is certain that wide differences in opinion existed. For tf1€3 purpose of the study, the categories include only White, l3] sack, and Other. At least a rough measure of the relation- $11 ip between race and income can be gotten in this way. lr11:erviews also indicate a probable "whitening“ of the popu- Ieat2ion with higher incomes and educational levels in terms CIF the subjective opinion of the enumerator. Question S. Number of Living Children.--The question Eisl<3rt their average monthly money income for the previous tvvee Ive months (I September 1959 - 31 August 1960) in what al'ee: now referred to as l'old cruzeiros."1+ Persons with ir- reeggtglar income flows were asked to average such flows for the pi‘eaxuious year to allow reporting of a monthly figure. Only tfwee following were supposed to be omitted from the reported ir1<:<3me: loan receipts, inheritances, annuities or other ceap>ital receipts, costs of capital assets sold, gambling vvilfirwings (except in the case ofa professional gambler), arwci income in kind.5 The income classes reported and the representative 'Fisgures for each class were chosen as follows: Shejjsus Class Monthly Income Representative Monthly Income (cruzeiros) (cruzeiros) ‘7 Less than 2,100 2,101 - 3,300 3,301 - 4,500 h,501 - 6,000 6,001 -10,000 10,001 -20,000 20,001 '50,000 1,500 2,700 3,900 5,250 8,000 15,000 35,000 50,001 and more 100,000 to 200,000 ‘7777 A On 7 February 1967, the ”new cruzeiro” was created. It represents the old cruzeiro divided by 1,000. The rate of eXchange in 1960 averaged 188 old cruzeiros to the U.S. dollar. 5Brazil, Instituto Brasileiro de Geografia e Estatfstica Servico National de Resenceamento, Instrucées ao Resenceador. C.d. 9 (Rio de Janeiro: I960). 71+ The representative figure for the open-end class ”Over C r$S0,000” per month was estimated by calculating a Pareto d i stribution for the total employed population of each state or region. Research in other countries indicates the Pareto d i stribution accurately describes income distribution in the upper tail but is less descriptive of the lower income groups. I therefore calculated the distribution using all seven c] osed classes and again with only the upper five closed classes. The results of these calculations are shown in Table 1 together with the actual figure chosen to represent the open-ended class in each area. In all cases, very high coefficients of determination (r2) indicate excellent "Fits" for the Pareto regression estimates. The value of the "Less than Cr$2,100” per month class was arbitrarily Set at Cr$l,500. For this study, it is of little importance Since few persons in either the secondary or university groups reported this level of income. Census Data Selection.--Figure 4 shows the areas Studied. The choice of states was based solely on the availability of the 1960 data and represents about thirteen Percent of the country's population. The data probably con- tain a larger pr0portion of secondary and university gradu- ates than existed in the country as a whole due to the large and atypical pOpuIation of Guanabara. While there is a risk in extrapolating the results to represent ”Brazil,” 1 E L B A T “ S N O I T A L U C L A C N O I T U B I R T S I D E M O C N I a t n a S o i g e R l a t o T e l p m a S h t r o N o t i r i p s E n 0 5 3 , 8 0 1 2 1 8 , 8 9 2 0 2 3 , 7 0 1 5 3 9 , 6 1 1 3 5 9 , 8 7 1 s e s s a l c e m o c n d e s o l c l l a " r e v O " 0 0 0 1 0 5 : r C h t i w n g e m s s a l c 75 7 9 8 9 . : 1 2 6 9 . 0 1 0 2 . l - 7 7 8 3 . l - 0 7 h 7 . 1 - 3 2 7 8 . l - P o t e r a t n e i c i f f e o C 6 5 8 . 1 - 9 r 2 1 1 1 , 7 9 ; . 1 5 1 , 8 9 7 u 8 , 7 0 1 8 5 3 , 2 5 1 2 8 9 , 1 3 1 1 b s e s s a I c " 0 0 0 , 0 5 r e p p u s s a l c r e v O " h t i w n a e m S r C 5 6 7 9 9 . 6 8 9 9 . 8 9 9 9 . 6 5 9 9 . 2 r 3 h 6 8 . l - 9 9 0 6 . 1 - 3 8 3 0 . 2 - 5 8 8 8 h . l - h 5 0 . 2 - 6 t n e i c i f f e o C o t e r a P , a c i t s i t a t s E e d o r i e l i s a r B o t u t i t s n I , - 0 0 . 0 0 1 0 8 d e t a l u c l a C : m o r f , l i z a r B E G B I o i g a d n u F a e r a r o f n e s o h c n a e M , 9 § 2 1 _ g fl _ g g i x a z g g m g 2 _ g § g g Q , , o t n e m a e s n e c e R e d l a n o i c a N e c i v r e S s c i r t e m o n o c E o t n o i t c u d o r t n I n A n i e l K . R e c n e r w a L n o d e s a b s n o i t a l u c l a C b . h S - O S I . p p 2 6 9 1 , l l a H - e c i t n e r P : . J . N , s f f i l C d o o w e l g n E ( 76 Figure 4 Areas Included an s- I \II , \ I ( ( ( ( ( ( ( ( ( 1 . Z 5 6 7 8 9 ) ) ) ) ) ) ) ) ) m e n o p a u s e z m m m m m m m m 0 m e . 0 1 : 8 r a a “ m m . a « T D a n “ a t m m u m1 77 the areas included do represent much of the diversity found in the country. Some basic information on the four regions studied is provided in the following paragraphs. 1. State of Espirito Santo.--Of the twenty-six states and territorities that make up the Republic of Brazil, Espir- ito Santo ranks twenty-first in land area (45,597 square kilometers). Its 1960 population of 1,169,000 ranked seven- teenth in number of inhabitants. The Census classified 352,500 or thirty percent of the population as ”economically active" and of this group, approximately sixty-eight percent was in agriculture or extractive enterprises, six percent in industrial activities, and twenty-six percent in ”other activities" (services, government, commerce, etc.). Approxi- mately one percent of the total population had completed secondary schooling or higher levels, and two-tenths of one percent had completed the university level. The state has characteristics found in many other parts of Brazil. Its aagriculture is based primarily on the traditional crops of Coffee and cocoa . Its industry is generally of small scale 63nd supports extractive enterprises. As with all of the areas studied, the professional population is concentrated 5r) urban areas. 2. The States of Acre, Amazonas, and Para plus the / Tearritories of Rond8nia, Roraima, and Amapa.--These units (3(3nprise the Northern Region of Brazil. Their combined areas 78 of 3,581,180 square kilometers make up forty-two percent of the total area of the country while the 1960 pOpulation of 2,579,000 represented only 3.7 percent of the inhabitants. The economically active group was thirty percent of which sixty-six percent was in agriculture, six percent in industry, and twenty-eight percent in “other activities.” Only seven-tenths of one percent had completed the secondary level or more but, as with Santa Catarina and Espfrito Santo, two-tenths of one percent had completed a university curri- culum. The region represents a large portion of Brazil's ”frontier” with economic activity based almost solely on traditional agriculture and extractive industry. The data for this group of states and territories have been processed together because of the small size of some of the units as \Nell as the similarities of the societies and economies. 'The area is integrated in many ways by the transportation F3rovided by the Amazon River system. 3. The State of Guanabara.--At the time of the 1960 Céansus, the State of Guanabara had just lost its position as tJTe seat of the federal government. The loss at that time Was in name only since most of the governmental functions WEY‘e still carried out in the city of Rio de Janeiro, the urtDan limits of which form the boundaries of the state it- 553] f. The area is only 1,356 square kilometers, but the 1960 p<>F>ulation was 3,307,000 people. Those persons with secondary 0" higher education made up 6.18 percent of the population 79 with 2.26 percent having university degrees. A higher percentage of the population was economically active (35.84 percent) than in the other areas studied. Of this group, 1.78 percent was in agriculture, 20.17 percent in industry, and 78.05 percent in ”other activities.“ Govern- ment employment made up approximately twenty-five percent of "other activities.Il h. The State of Santa Catarina.--This state ranks eighteenth in area with 95,985 square kilometers and eleventh in 1960 population with 2,147,000 inhabitants. Its economy is somewhat more diversified than the other regions in the study. Thirty percent of the population was econom- ically active within which sixty-three percent was in agri- culture, eleven percent in industry, and twenty-six percent in "other activities.” Only six-tenths of one percent of the population had completed secondary schooling but one- third of these (two-tenths of one percent) had finished a UrIiversity course. Census Data Verification.--Inaccuracies in the Census déita could be produced by a poorly executed census or by r'elborting errors. Interviews referred to earlier in this Cflfiéapter indicate that the quality of the final results of the Cer'isus is probably good. Income overstatement or understate- ”“Erlt on the part of peOple reporting their earnings to the CerIsus takers is very difficult to evaluate. There are allTkost no income studies available for the 1960 period which 80 might be used to cross check the Census information as it is broken down by professions for use in this study. From an aggregate viewpoint, a recent paper compares the 1960 Census data on incomes for the state of Espfrito Santo with income data for the same state from the National Accounts of the same period.6 It tentatively concludes that the order of magnitude of income, as published from the two sources, is consistent. This does not necessarily imply that the income reporting of persons contained in my sub-samples is correct since they represent such a small portion of the total popu- lation. Major under or overstatements would affect only slightly the aggregate results of the study cited. Interviews were held in each of the areas covered by the study. Attempts were made to contact men in each of the inajor professions requiring a university degree. In general, these men were leaders in their fields and had been active 1-7‘.i.000 718.870 5.1162 131.600 5.31h.900 .131: 901 -1050 mom—87.500 521.1168 was 1051 - 1500 87.501-125.000 1.395.273 5,160 178.300 8.381.599 .1112 273,000 7,369,909 .189 1.396.58h 3.293 3701 - 8500 250,001-375,000 1501 - 3000 125.001-250.000 ,3h7,900 2,086,065 358.2112 [ 576.000 7.h08.513 .256 1112.47.85.96 .252,900 2.313.786 .281 11,658,3118 Over h500 Over 375,000 8h0,322 Q routs 919 251 650,231: .h03 moon/Ho. InooIe/Yr. Cenaue Grouping Midpoint Tax Tax Paid taxpayere larninge Rate I Gros- 3288' Cr8xl,000 Cr881,000 6001 - '0 ‘u D D O .0- MI - 10,000 8,000 91‘135 ”2,562 89,911 1.8,ng e01“ 10,000. 20,000 15 .000 {3:32 935.821: 125.h99 311,197,600 .0273 20,000- 50,000 35,000 . 3,392,609 111,975 52,557,591, .05“, 236- 3013);, 051-600 Balance 50,000 110,000 7,027,313 27,851 37.015.9Zh .1898 .1 ”1"“ 11.658.308 358,212 182,285,996 'Calculated from Brazil, Hiniete'rio a. Fazenda- -W (310 de Janeiro: 1963). CHAPTER IV RESULTS This chapter summarizes the results of the study by educational specialty and class of variable. Detailed sta- tistical analyses by region and curriculum are contained in Appendix I. The calculations of rates of return are found in Appendix II. Educational Specialty Philosophy Graduates.--In each of the areas studied, graduates in Philosophy have the lowest average incomes of all university graduates, except in Esprrito Santo, where the income of Pharmacy graduates is inghtIy lower. The general trends of the age-income profiles approximate those of the secondary graduates in each region. Reference to Figure 5 provides a comparison of the age-income profiles for this group in each of the four locations. Graphs for the separate areas are shown in Figures 2l, 3%, A6, and 58 in Appendix I, which contain the appropriate secondary graduate profiles as well. Peak incomes are reached in the Age 49 groups, except for persons in Santa Catarina, where they occur in the Age 59 group. Interview results in the respective states are con- sistent with the levels and general shapes of these profiles. In Guanabara and Santa Catarina, it was possible to obtain 97 98 COMPARATIVE ACE-INCOME PROFILES Graduates of Ph11080phy 80 D 75 o — Espirito Santo e - North Region 7O ,x - Santa Catarina v - Guanabara 65 P 60 55 .50 95 p no 35 30 h. 0 6 - 9 5 9 1 ) 0 0 0 . 1 x 8 r O ( e e o o n I y l h t n o M 25 20 15 . 10 51 l J 1 ‘L a J 10 20 30 ‘50 ‘50 60 Age 99 the wage scales of secondary teachers prevailing in I959-60 as set by the state governments for public schools. These scales are consistent with incomes reported in the Census. Wages paid by private schools were said to be lower than those paid by public institutions. The occupation of the graduates is not determined in the study, but over three fourths reported their primary Class of Activity as Social Services--the category that includes teaching. In Guanabara, 859 out of 1239 graduates in the sample are reported in Social Services. The geometric means of income in all other Classes of Activity reported are slightly higher than that of Social Services, although the levels of significance of the income differences are low. In the other areas, persons reporting Classes of Activity other than Social Services are too few in number to provide a dependable estimate of income opportunities for PhiIOSOphy graduates outside the teaching profession. One of the few exceptions to the usual pattern of higher Male incomes compared to Female incomes is found among graduates of this curriculum. In both Esprrito Santo and the North Region, women report higher average incomes than their male counterparts. In Guanabara and Santa Cata- rina, the opposite is true. Heads of Family earn more than Non-Heads of Family in all areas and, except in Espfrito isanto, those with children have higher incomes than those vvithout. Incomes of Protestants, Whites, and Jews are IOO generally higher than those of Roman Catholics, non-Whites and Other Religions. Public Employees and Employers or Self-Employed persons have higher incomes than do Private Employees. The relatively low level of earnings among non- government employees substantiates the private school wage lag mentioned above. There is no consistent trend in in- comes between persons with different migration histories, but the normal pattern of higher urban incomes is apparent. Rates of return to investment in the curriculum of Philosophy are negative in the North Region and Santa Cata- rina (see Table l5). In Esprrito Santo, the private rate of 23.90 percent ranks sixth out of the nine curricula stud- ied. The social rate without capital costs of l5.58 percent ranks fifth, and the social rate with estimated capital costs of S.l9 percent ranks sixth. In Guanabara, the private rate of only 7.28 percent ranks eighth in the state, while the two social rates of 6.50 and 4.02 percent both rank seventh. The relatively high rates of return in Esprrito Santo almost exclusively are the result of the high earnings of this group relative to their secondary counterparts in the early earning years. This is an excellent example of the arithmetic of investment from which returns are received over the earning lifetime of the individual. Compound interest on such in- ‘Vestments makes early earnings of much greater importance than those received later in life in determining the total rate of return. IOI There are several factors that contribute to the low rates of return and average income of this group. The costs detailed in Table 2 (Chapter II) show Philosophy to be the second cheapest curriculum offered (after Law) from the stand- point of explicit costs per student. The addition of capital costs changes its ranking to the third cheapest curriculum. Therefore, the basic problem is probably to be found in the level of earnings received by the group. In I960, the largest university student population was found in Philosophy schools. The capacity of the educational system to produce teachers was large relative to many other courses, particularly those from which higher incomes could be expected. Entrance examinations for Philosophy are generally conceded to be less difficult and require less preparation than most other edu- cational specialties. While there is certainly a large de- gree of administered wages set by state governments, there is no evidence from the data that Philosophy graduates moved away from teaching in substantial numbers because of low \Nages or any other reason. There is evidence that continued low relative wages do not attract as many students to Phi- losophy as is desired by most educators and planners. FUrthermore, it is probable that the quality of students Cloming into the field is substantially lower than that Sioing into Law, Medicine, and Engineering. Specialty Cmburses taken by students in Philosophy tend to follow l02 classical lines.I Only recently has much attention been given to pedagogical training. Even today general informa- tion courses that might increase the flexibility of employ- ment opportunities are rare. I do not expect this situation to change without a substantial increase in the wages of teachers relative to those of other university graduates. Medicine Graduates.--The average earnings of graduates in Medicine rank consistently in the upper income groups. In Santa Catarina and the North Region, this group has the high- est average income. In Esprrito Santo, it ranks second after the very small sample (ten persons) of Economic and Political Science graduates. In Guanabara, it ranks fifth but remains among professions with relatively high earnings. Figure 6 shows the comparative profiles for Medicine in the several areas. Interviews tend to confirm both levels and shapes in all areas except Santa Catarina. Unfortunately, it was necessary to interview in this state prior to having its data available or calculated. Questions regarding income levels and profile shapes were presented in terms of expected comparisons with the North Region and Esprrito Santo, results for which were available at the time. The president of the Medical Association of Santa Catarina felt that the shape of the earnings profiles \would be similar to those found in Esprrito Santo and the ‘ ISpecialties within Philosophy include Mathematics, Iiistory, Geography, Languages, and the Physical Sciences. IO3 COMPARATIVE AGE-INCOME PROFILES Graduates of Medicine 80 75 o - Espirito Santo e - Rorth Region 7O 1 - Santa Catarina v - Guanabara 65 6O 55 50 95 no 35 30 25 0 6 . 9 5 9 1 ) 0 0 0 . 1 x O r O ( e e o o n I y l h t n o M I ..K W 20 P 15 10 10 20 30 90 50 60 70 Pig. 6 of it th North Region, but that the level of earnings would be some- what higher for Santa Catarina doctors. Average earnings are in fact greater in Santa Catarina than the other two areas. The profile, however, is most irregular and does not exhibit the same characteristics of low early earnings and early re- tirement as do the other non-Guanabara areas. The only explanations I can suggest for the higher early earnings are two. The inhabitant/doctor ratio in Santa Catarina is higher than in any of the other areas, and this relative shortage of doctors may encourage higher beginning incomes.3 Another possibility came out of the interview mentioned above. The opinion was expressed that earnings of doctors in the smaller urban centers would exceed thafiaof the metro- politan centers due to "less competition” in the smaller towns. The regression results support this position by showing that the average income of suburban doctors is greater than that of urban residents. Typically, the non- urban doctor population consists of young people, and migra- tion to the urban centers often follows the initial years of non-urban practice. The income profiles for doctors in Espfrito Santo and the North Region are very similar. Both start with an 2Santa Catarina, Cr$40,23I/mo.; Esprrito Santo, Cr$32,498/mo.; and North Region, Cr$37,68#/mo. 3Inhabitant/doctor ratio for the/areas studied are: Guanabara 322, North Region 3809, Espirito Santo 3926 and Santa Catarina 5057. l05 initial wage of about twice their secondary graduate counter- parts. The profiles then rise to a peak earning point within the group, Age 39. Beyond this point, reported (by assump- tion professional) incomes fall until the end of the earnings lifetime. While this phenomenon could be attributed to underreporting on the part of the older doctors, interview information suggests two alternative explanations. Working conditions for doctors outside the two main metropolitan centers of Rio de Janeiro and 55o Paulo are reputedly dif- ficult. Support facilities such as hospitals and clinics are understaffed, overworked, or in many areas, non-existent. Working under these conditions, many doctors are physically unable to maintain a “full-time“ practice beyond a relatively young age. A second factor involves both the background of many graduates in Medicine and their position in the commu- nity, once graduated. There are no reliable studies avail- able concerning the family or economic background of the university graduates, and specifically Medicine graduates. Nevertheless, it is probably safe to say that a large portion of Medicine graduates comes from families whose economic, social, and/or political position puts them in a favorable position to obtain incomes not directly related to their university training. Similarly, prestige of doctors, partic- ularly in smaller urban environments, opens doors to economic activities beyond the scope of their medical training. Hence, there exists a llpushll factor caused by the nature of doctors' lO6 work in these areas and a I'pull" factor in the form of economic opportunities outside their profession. Both of these would stimulate the early reduction of professional income indicated in the profile. The profile for Medicine graduates in Guanabara dis- plays the same general form for earning years up to Age 39 as do the profiles for Esprrito Santo and the North Region. In contrast, earnings beyond this age continue to rise until the Age 59 group, beyond which they decline slightly. The higher level of income is consistent with the higher levels of all secondary and university graduates' incomes in the state of Guanabara. The later retirement age, however, indicates an "area” difference within the profession which can be explained in several ways. Working conditions for the doctor in Guana- bara are vastly superior to the general conditions found in other areas of Brazil (with the probable exception of $50 Paulo) thus encouraging professional practice of the older age groups. A great many more specialists are found in Rio than is the case in the other regions studied. The rela- tively high incomes of this group occur at older ages and tend to offset what might be lower earnings of general prac- titioners. As mentioned in Chapter III, the maximum Years Of University reportable in the Census was six. Persons with more than six Years of University are included in the six- Year category, hence, it is not possible to determine the de- gree of formal specialized training that might account for ) “ f l07 increased earnings. Also, even though the density of doc- tors in the Guanabara area is over ten times (per capita of population) as great as in the other areas, the ability to support higher priced medical service (demand) is probably even greater. Finally, the greater availability of “educated" personnel in Rio probably reduces the alternative economic opportunities outside the medical profession which reduces the "pull“ factor encountered in the other areas. Among the variables studied, Sex yields the usual pattern of higher nele earnings, except in Espfrito Santo, where the two women reporting show higher incomes than their male counterparts. Santa Catarina had no women graduates in the sample. Heads of Family have higher incomes than Non- Heads of Family, and those with children have higher incomes than those without, except in Santa Catarina. The non-white samples are small in all cases, but Whites earn more than non-whites except in the North Region where non-whites (no Blacks were reported) earn more than Whites. Non-Roman Catholics earn more than Roman Catholics outside of Guanabara, but in Rio, "Other" religions report higher incomes than either Protestants or Jews. Even in the large population of Guanabara, no significant differences in income exist between the several Classes of Activity. The same is true in the other areas although, again, small populations limit signifi- cant results. A consistent trend exists within the Position Variables with Employers or Self-Employed persons leading in- g 3 . 3 s < - POTJad I u: sqquow ‘V‘ I KIIIBIJOR‘ ‘OW/SQSOQ 'AIUQ'JId .OW/.°u 'PRQS 39, II 9193 re; GAIQOGJJH I ‘ow Jed °0u1 ssosg 'idptw 93v - - 9 1 - - 1 2 S E T A U D A R G Y T I S R E V I N U L L A , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P D E L P I R T S T S O C Y T I S R E V I N U T C E R I D 1 1 E L B A T KQTTPQJON 'ow/sqsod ’AIUQ'JIG 'ow/°0u1 ‘ans new °0w/°0u1 '089 zen -pua 0: ) Q ' : 2 6 l F « 0 . . 4 eqsg re; aAIioaJJT "5.1; 0 000‘I2t10 POTJGd J85 A013 _ 6 4 ) 2 4 . 5 8 1 ( - _ g 4 4 ) 2 0 . 0 0 1 ( - B A ) 9 7 . 2 0 1 ( - parsed uI suiuow R'I‘fil \O on 8 1 1 7 9 9 9 . - - - - 0 0 6 , 4 4 8 8 , 7 m m - - - - - - I I I I 0 5 3 . 3 3 7 5 . 5 I I I I I I I I I 1 7 9 9 9 . 8 8 1 , 1 0 2 9 , 3 % 3 6 , 7 - - - - . . - m ; _ 2 _ 9 1 9 9 9 . 1 1 8 2 . 1 7 7 1 6 : 1 5 0 . 0 1 - - - - - - 5 2 0 1 I ) 0 3 1 . 0‘ PI 1 2 _ 8 4 3 7 - 9 1 : n r u t e R f o e t a R e t a v i r P 2 2 4 4 9 A 9 4 8 4 Z A L _ 9 1 9 9 9 . - - - - , 2 4 5 4 , 0 1 9 9 9 1 1 2 , A A 6 0 . 3 1 5 , 3 2 7 2 _ 1 1 , _ 4 9 . 1 6 8 0 6 8 3 8 9 9 . — - - - - - 0 4 0 , ; 1 9 2 4 , 7 2 , 4 4 6 0 . 7 1 ; , 9 2 2 3 0 3 , 4 7 . 2 7 6 , 1 0 2 1 3 4 6 9 9 . - - - - - - 9 0 ; , 6 1 8 9 2 . 9 ; _ _ h h 6 0 . _ 4 8 ; , § ; _ _ _ 2 § _ 0 2 6 1 . 9 6 1 , 1 0 2 1 5 8 0 9 9 . - - - - - - , “ ; 6 2 . 8 1 6 0 0 , 8 2 » 4 4 6 0 . 6 7 9 . 9 2 9 4 0 1 6 6 . 2 1 9 , 0 2 1 , ; 2 7 7 9 . - - - - - _ ; 2 8 , 2 1 2 0 6 , 9 2 _ 4 4 6 0 . , 4 6 ; , 2 2 9 5 1 1 7 . 5 9 5 2 7 1 1 5 9 0 9 . - - - - 9 7 8 . 6 1 2 9 5 . 3 2 0 4 6 0 . I I § ; . _ 7 2 8 6 I42 shown by a comparison of Table 8 and Table l2. The private rate of return was only reduced .73 percent by this operation. If the sample of All University Graduates in Guanabara had been chosen, the influence would have been greater due to the higher level of earnings in that state. Nevertheless, substantial changes would be needed to affect rates materially. Many of the interviews indicated that were there any bias in the reported income, it would take the form of over- reporting by young respondents and under-reporting by older persons. The potential effect of this on rates of return is demonstrated with the hypothetical example in Table I3. Using the actual figures for All University Graduates in the North Region, the income of the Age 27 group was reduced ten percent; the income of the Age 32 group was left unchanged; and the income of all succeeding age groups was increased twenty percent. The change in the rate of return is only .05 percent. Based on these tests, I conclude that the most likely sources of data errors would not affect rates of return appreciably within a fairly broad range. Summary Age-Income Profiles.--Each region studied exhibits the expected shapes and levels of age-income profiles when the aggregate samples of All University Graduates and All Second- ary Graduates are compared. In all areas, university I43 8 A ) 1 7 . 6 8 ( - 2 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P a S E T A R X A T E T A N R E T L A , S E T A U D A R G Y T I S R E V I N U L L A , N O I G E R H T R O N 000‘ DIS-TO ) 5 3 . 3 5 ( - 3 7 5 , 5 'on/sqsoo 'ATUR°JTO POTJad VT ENQUOH RI IKQTIEQJON PUB 'SJx 04 POTJOJ Jed 501; ’adpm 83v S: 9198 XVI sAtqoaggm '0u1 88019 'ON/‘OUI 'oas nan °ou Jag °°uI 49M OOH/Coal 'PUQS SON °ow Jag 3% :33 AI 5: O 3 0 2 0 1 ) 0 8 . 2 3 1 ( - ) 2 9 . 8 6 ( - 3 3 . 5 5 h #3 i3 53 1 7 9 9 9 . 1 7 9 9 9 9 1 9 9 9 . 9 1 9 9 9 . 6 1 2 , 7 u 1 2 , 7 6 3 1 , 9 6 3 1 4 9 6 8 9 , 9 1 5 1 . 3 1 5 . 3 2 3 1 . 0 1 8 8 3 8 9 9 . 5 9 3 , 1 1 9 1 9 , 1 2 5 1 . 9 1 3 . 9 2 1 6 . 3 9 3 , 1 0 2 1 3 h 5 9 9 o 2 5 2 , h 1 7 0 9 , 9 2 0 2 . “ ? % 1 6 3 5 9 - 1 3 1 9 1 0 2 1 5 8 0 9 9 . 0 6 9 , 5 1 o 8 u , 5 2 5 1 . 5 7 9 , 9 2 5 5 . 1 0 9 0 2 1 3 7 7 7 9 . 5 7 5 . 5 1 9 5 2 . 3 2 5 1 . u 6 3 . 7 2 9 1 . 1 8 5 2 7 u s 9 u 9 . 0 5 7 , h l 1 5 2 , 3 2 5 1 . u 5 3 , 7 2 NI MMBNO\0\O\ 8 NNNmm-din 6 0 0 . 0 2 : n r u t e R f o 9 t a R e t a v i r P , % 0 2 = ’ 0 0 0 , 0 5 - fl ’ g g é u = p u 0 0 0 , 0 5 $ 0 0 0 , 0 3 - 0 1 3 @ , 9 0 1 0 0 0 2 , 0 1 - . 6 3 6 0 : =0 0 0 0 , 6 8 2 ( - s e t a R x a T a poraed ut sqquow a a :91 2 g S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y T I S R E V I N U L L A , N O I G E R H T R O N G N I T R O P E R E M O C N I R E D N U / R E V O 3 1 E L B A T KRIIPIJON °ow/°ou1 'PnQS QaN °oN/sisog 'ATufl'JTU DOIJad Jed MOIJ OOO‘IXTID °3dPIN efiv pua Ol'SJL aAIioaJJE -ouI SSOJQ ~0w Jed 'OUI 49M 0193 KB; 00w Jed I44 (3 U\ 23335.38 C) PI ) 5 3 . 3 5 ( - ) 9 7 . 2 0 1 ( - ) 1 9 . 6 5 1 ( - ) 2 6 . u 8 ( - 7 1 . 2 9 3 1 7 9 9 9 . - - - 0 0 6 , 3 h 8 8 , 7 1 7 9 9 9 . 6 9 3 0 2 9 . 3 4 8 8 , 7 - - 0 5 3 . 3 3 7 5 . 5 9 1 9 9 9 . s a h 7 7 1 , 6 u 5 4 . 0 1 9 1 9 9 9 . m m m m u u 6 0 . ) % 0 1 - ( 3 1 5 , 3 2 u 9 . 1 6 8 C \O 8 3 8 9 9 . - - - - - - o u 0 , 3 1 u u 6 o . ) % 0 : ( 7 1 3 , 9 2 9 2 . 7 9 3 , 2 0 2 1 3 4 5 9 9 . - - - - - 9 0 3 , 6 1 u u 6 0 . ) % 0 2 + ( u 8 3 , 2 3 u 1 . 0 3 8 , 1 0 2 1 5 8 0 9 9 . - - - - - - 3 6 2 , 8 1 u u 6 0 . ) % 0 2 + ( 6 7 9 , 9 2 l h . 3 1 5 , 1 0 2 1 3 7 7 7 9 . - - - - - - 3 2 8 , 7 1 u u 6 0 . ) % 0 2 + ( u 6 3 , 7 2 9 9 7 6 . 0 2 : n r u t e R f o e t a R e t a v i r P :4 5 6 - 5 & 9 2 7 4 5 9 4 9 . _ - - - - - 9 7 8 , 6 1 u h 6 0 . ) % 0 2 + ( h 5 3 , 7 2 0‘ PI 5 2 7 2 2 3 9 3 9 4 9 5 8 6 I45 graduates' incomes begin at a higher level than their secondary graduate counterparts. This is followed by in- come increases within the university group at a higher rate than the secondary graduates' incomes. The recovery of the additional educational investment is thus accomplished. Between educational specialties, many significant differences in age-income profiles are found. Incomes of Law and Medicine graduates increase at a slower rate than in the case of Engineering graduates. This is at least in part attributable to the higher degree of “general” on-the- job training received by the former groups compared to the more “specific" nature of training received by engineers.7 Interviews indicate that several of these cross—section pro- files actually represent a locus of points on profiles of age groups with differing qualities of educational investment. This is particularly true in Agronomy, Dentistry, and Pharmacy. There is evidence that in less urbanized and industri- alized areas away from Guanabara, income opportunities not directly related to the university education of many graduates cause an abandonment of their primary profession at an early age. This is particularly true for dentists and doctors. Income Related Variables.--In general, Males earn more than Females, Heads of Family more than Nondieads of Family, 7See Gary S. Becker, Human Capital, A Theoretical and Empirical Analysis with Special Reference to Education (New York: National Bureau of Economic Research, I964), pp. 11-290 I46 and persons with children more than those without children. If Years of University Completed are grouped into one to three years and four to six years, the latter group has consistently higher incomes than the first. More detailed breakdown leads to uneven results between the regions. The relationship between Religion and Income varies considerably between areas. In Guanabara and the North Region, Protestants have a clear earnings superiority com- pared to the Roman Catholics. However, in Espfrito Santo, there are no significant differences. It is interesting to note that the percentage of Protestants in the total sample of each area varies inversely with the ratio of Protestant/ Roman Catholic income. Thus, Guanabara and the North Region have the lowest percentage of Protestants (4.l percent and 4.2 percent respectively) and Protestants have higher incomes than Roman Catholics. In Espfrito Santo, this percentage is 5.7 and no income differences are reported. In Santa Cata- rina, the percentage is l3.4 and Roman Catholic incomes exceed Protestant. This suggests that, as the minority group becomes larger, discrimination by the majority increases. More study would be necessary to substantiate this hypoth- esis, however. White earnings exceed non—white earnings in all aggre- gated samples and in almost all of the sub-samples as well. This tends to support the hypothesis that economic discrimin- ation does exist on a racial basis. This is further supported I47 by comparing the percentage of Whites, Blacks, and ”Others” in the total population of each area with similar percentages within the Secondary and University Graduate populations of the regions. Table I4 shows a radical ”whitening“ of the populations as the educational level increases. A portion of this difference might be attributed to a tendency on the part of the census enumerators to report as "whiter” persons of higher economic or social levels. It is unlikely, however, that the entire difference could be thus explained. Generalizing the influence of Class of Activity vari- ables indicates that within the several educational special- ties, there is very little importance attributable to the occupational class. Even in the aggregate samples of All University Graduates, only the state of Guanabara exhibits large income differentials between these variables. This supports a hypothesis that the various labor markets for uni- versity trained personnel are competitive. It could also support the contention that wages are for the most part ad- ministered. Both hypotheses probably contribute to the com- paratively uniform earnings patterns. Government employment, either full time or as a portion of income, is a significant portion of most professional occupations. This does not necessarily suggest that government sets the wages inde- pendently of the free market. On the contrary, in Brazil at the time of the I960 Census, it is probable that professional job opportunities in the expanding private sector tended to I48 TABLE I4 PERCENTAGE RACIAL COMPOSITION TOTAL POPULATION, SECONDARY GRADUATES, AND UNIVERSITY GRADUATES BRAZIL - I960 Population Secondary University Area Over Age l9 , Graduates Graduates North Region White Black Other Espirito Santo White Black Other Guanabara White Black Other Santa Catarina White Black Other 24.6 4.5 70.9 61.3 12.1 26.6 72.5 10.4 17.1 94.1 3.0 2.9 F E I I I I I : 1 I I I I I I I I I I I I I E E I I i 64.3 75.8 l.l 34.6 88.8 1.4 9.8 94.3 1.0 4.7 99.0 .7 .3 0.I 24.1 93.5 0.3 6.2 97.5 .4 2.1 99.8 .1 .I P ' F I , I I i Source: Brazil, Fundacéo IBGE, Instituto Brasileiro de Estatrstica, Servico Nacional de Recenseamento, Censo Demographico dg I960. I49 force the government to follow rather than lead the market for university created skills. In Guanabara with its com- paratively large labor markets and greater proportional university graduate population, incomes between Classes of Activity vary considerably, but in the outlying areas, all types of industry compete for the comparatively small number of graduates available. The large number of all types of university graduates with a history of migration indicates the existence of a necessary condition for competitive labor markets--mobility. Position, Migration, and Environment.--|ncomes of the Self-Employed or Employers Iead those of Private Employees, and Public Employees'incomes are the lowest. An unreported factor that must be considered in this ranking is the exis- uyme of major fringe benefits for Public Employees not re- flected in their current money income. The same would apply to a lesser extent among Private Employees. A trend exists toward higher incomes for those persons having a history of migration from an urban area compared with incomes of persons with no migration history. Lowest in the income ranking are persons with a history of migration from a rural area. A large portion of this latter phenomenon may well be attribut- able to poorer pre-university training among rural residents. Urban and suburban incomes are consistently greater than those of rural residents. The difficulties in obtaining university trained people in rural areas is often cited as l50 a major problem. At least one reason for this difficulty is apparent in this differential income structure. Comparative Results with Secondary Graduates.--The ability of the classes of variables used in this study to explain income variance statistically is considerably greater among secondary graduates than among university graduates. This condition gives considerable support to the hypothesis that increased education decreases the influence of social and economic factors normally affecting earnings. 0f partic- ular interest is the relative influence of Class of Activity. In all areas except Guanabara, the difference in explained income variance between University and Secondary graduates is considerable.8 The comparatively small difference in Guanabara is probably attributable to the relatively better quality of secondary education in Guanabara as well as a greater demand in the state for skills produced at the second- ary level as compared to the other regions in the study. Rates of Return.--Table l5 summarizes the various rate of return calculations for all regions studied. Figures IS through l8 present the results graphically for each state. Figure l9 shows comparative results among the areas. With notable exceptions, university education generally returns to the individual a rate in excess of the market rate of 8TheR2 for Secondary and University Graduate samples respectively for each area are as follows for regressions of Class of Activity variables on log income: ES, .204 and .Ol3; NR, .l26 and .059; GB, .057 and .039; and SC, .l68 and .046. l5l ' 5 [ I L B A T N R U T L R F O S E T A R — _ . A T N A S N I R A T A C A R A B A N A U G A O T I R I P S E N O I G L R O T N A S H T R O N e C O B e C O S e P ‘ C / u . p o C O / H . v i r P . o o B / H e p . C e C O S O / H . p s C . p a C e p ‘ C . p s C . p a C e C O S e C O S / w O / W . v i r P . c o S / u . c o S O / H e ' 1 r P S E S R U O C D E T L L P H O C 3 0 . 5 1 0 0 . 1 2 3 0 . 9 0 0 . 4 1 5 . 7 3 2 . 0 1 0 7 . 3 1 2 y t i s r e v i n U . s d a r G 5 9 . 4 2 l l A 8 8 . h 1 3 7 . 0 2 2 2 . 8 0 ‘ 0 ( 0 ( ( 0 < 2 0 . 4 0 5 . 6 0 y h p o s o l i h P 0 9 . 3 2 8 5 . 5 1 9 1 - 5 0 ‘ 4 6 . 5 6 1 . 7 2 6 9 . 0 0 9 . 3 1 7 . 6 3 0 . 5 3 e n i c i d e M 5 3 . 4 7 8 . 1 1 7 4 . 1 2 5 8 . 0 1 6 2 . 5 2 0 < 0 ( 0 . 1 0 4 . 4 1 5 . 1 1 0 y c s m r s n P 0 < 0 ‘ 0 ‘ 6 3 . 3 6 6 . 1 1 + fi 0 < 4 6 . 3 1 0 . 8 3 h . 3 1 0 . 4 2 4 . 0 5 1 . 4 1 4 9 . 4 3 0 . 1 0 y r t s i t n e D 4 0 - 9 5 6 . 3 7 2 . 8 1 1 . 0 1 4 . 4 2 7 2 . 4 1 0 2 . 5 1 2 9 . 9 1 4 s n i r e e n i c n i 8 5 . 0 1 0 3 . 7 1 2 1 . 4 2 7 2 . 8 0 7 . 6 1 6 0 . 8 2 3 9 . 1 2 7 3 . 0 2 3 . 6 1 5 7 . 6 1 3 0 . 3 1 0 w o L 3 7 . 4 1 9 3 . 7 1 3 0 . 8 1 8 3 . 7 1 8 8 . 4 2 6 9 . 1 2 0 7 . 1 6 1 . 5 6 7 . 1 1 0 7 ‘ . 7 . 6 9 0 . 4 3 6 . 0 4 2 2 . 6 1 4 y m o n o r g A h 1 . 6 1 6 8 . 5 3 7 5 . 7 O ‘ C 2 1 0 . 0 1 2 0 . 6 1 3 0 . 6 1 6 0 . 0 1 6 . l o P / . n o c £ s e c n e i c S 9 5 . 6 3 7 0 . 5 4 3 8 . 0 1 3 1 . 6 1 5 4 . 6 1 2 2 . 1 3 6 2 . 3 1 0 0 . 2 1 9 3 . 6 2 0 1 . 6 1 6 3 . 6 1 0 . 0 5 4 . 1 2 6 s r e h t O 4 4 . 0 2 2 1 l e 8 2 4 5 . 6 9 8 . 1 1 7 d e t e l p m o C . r Y 0 ‘ 6 . 2 1 1 9 6 7 0 3 d e t e l p m o C d e t e l p m o C d e t e l p m o C d e t e l p m o C d e t e l p m o C 7 1 . 4 2 2 8 . 9 1 2 5 . 9 1 u 0 . 6 2 5 . 4 2 0 5 . 1 2 7 2 . 5 2 h . 0 2 0 . 2 1 . s r Y 0 . 0 1 . s r Y . s r Y . s r Y . s r Y h 2 3 5 - fi ’ r “ - . l52 u fi fi u u u u u fi J R L K K K Q K E K E U W U N J I f fi fi fi fl fi x I K K W W H F J , 1 1 \ \ \ \ \ \ \ \ \ \ \ \ \ \ fl 1 \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ 1 x x x x x f fi h fi 0 0 3 ’ 1 ' 6 ' fi l d fi " fi fl fi fi fl R R R E E F Q K E R T U H U Q B Q E H J R E K F . . 2 3 3 3 0 3 . 1 ‘ “ ’ ” l \ 9 \ \ § 0 6 0 0 \ Figure 15.-- Rates of Return, Espirito Santo [I] - Private Rate 32 — Social Rate W/O Cap. Costs ' ‘ ( \ N I n 0 0 p . I I H . ; " 5 ( 0 w/Cap.Costs l l l 1 . v n U . r Y b . v n 0 . r Y 5 . v n U . r Y 6 e V D U e r Y 3 1 <0 . v n . r Y 1 .— . v n U . r Y 2 . l i h P . d e M . t n e D . g m . . . g A . n o c E r e h t O 35{ 30 ) t n e c r e P ( n r u t e R f o e t a R 8A r 3 1 » . 5 p \ as» __ 7 , . 1 \ \ \ \ \ \ \ \ \ \ \ . 1 <0 1 1 \ \ \ “ \ \ \ 1 \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ 3ST 30 I ) t n e c r e P ( n r u t e R f o e t a R 25- 8 ' 0 n r 6 * . . 4} l53 Figure 16.-- Rates of Return, North Region [:3 - Private Rate 22:1 - Social Rate W/O Cap.Costs - Social Rate w/Cap.Costs I Q C \ K C \ \ D \ \ C \ ' <0 I \ N \ \ D \ \ O \ \ § \ \ j I \ \ W \ 5 I \ \ \ \ \ F K d f b \ \ D \ \ § \ \ \ \ O \ \ D A X X / X I I X % J X X X 2 1 X X I I X X { f l Z r e h t O _ _ _ 7 7 . v n U . r Y 1 H \ C § \ \ C \ \ C C \ \ € X { f X 1 2 I I E R N E R 3 2 7 3 2 3 2 2 7 2 2 1 2 1 2 2 0 3 1 2 2 3 2 9 2 3 5 J j 7 7 — 7 7 d \ \ C § \ C \ . r g A R I E I E E I E I H 3 2 3 2 3 M E E Q N F R E E R R E H h 5 E 3 5 ' - . n o c E 7 — 7 7 7 . v n U . r Y Z . v n U . r Y 3 . v n U . r Y h . v n U . r Y 5 . v n U . r Y 6 l54 Figure 17,-- Rates of Return. Guanabara U - Private Hate [/12 - Social Bate w/o Cap. Costs - Social Hate W/Cap. Costs = a s l l l I . - t . - 6 2 9 8 2 a t c 5 2 : 5 5 1 3 . ; 3 3 5 3 5 2 « v . < v v v v v v : w ' v v ‘ v ' 9 . t n e D . g n E w a L , . 3 . n o r a A . n o c E “ ‘ . . 4 s " - é " m w . v g - a o ‘ a r e . . . 2 - r e h t O ] 4 4 . U . s r Y 3 J _ 4 . U . s r Y 4 J Z I I Z Z Z 7 ’ 7 . 0 . s r Y 2 . U . r Y 1 . e V n U l l A ' . m r a h P . l i h P . d e M l J . 0 . s r Y 5 . U . s r Y 6 25v 30’ 357 m H H ) t n e c r e P ( n r u t e R f o e t a R l55 Figure 18.-— Rates of Return, Santa-Catarina BEF [:J- Private Rate 7 - Social Bate ll Id/O Cap. Costs - Social Rate " ‘ W/Cap. Costs 30‘ L l fl f \ \ \ a \ ‘ f ; : ] 7 fl ‘ ) t n e c r e P ( n r u t e R f o e t a R N P ‘ H V H 9 ‘ . v n U 1 1 A > > § C $ 2 > S 2 § < 2 § < 2 5 < i : § ~ “ . . l i h P . d e M . m a h P . t n e D . g n E w a L e n o r g A . n o c E r e h t O 3 . 8 3 . 8 a 3 . - D 3 . 2 - fl 8 8 2 . . . . 2 8 o x . - 8 2 1 2 2 t . 1 8 } - 3 1 5 . 3 8 8 0 . - 3 0 3 2 6 . 0 . . - 0 0 0 3 0 . . . - 2 1 2 - 0 . . u . n a 6 . 1 . 9 3 5 0 h e e 3 0 0 3 9 0 0 0 a t . 0 : l56 (0m) 0.. fl 00‘ O‘m0n , “NHL 5 0“.“ ‘ no all t '4‘”! 2 ‘W'Jl t "I O.“ H ’TT‘I °4Q m l57 interest on non-human capital (estimated in Chapter III to be twelve percent at the time of the Census). If educational capital costs are ignored, the social rate is equal to or slightly above the non-human capital rate of return. With the inclusion of my estimate of capital costs, the social rate drops well below the non-human rate in most cases. Divergences between private and social rates are considerable with a few exceptions. The Law curriculum consistently yields the lowest divergences in all areas. Economic and Political Sciences also produces comparatively low levels of divergence. Curricula of a more specialized nature such as Medicine and Engineering yield the greatest differences in private and social rates. Comparing regions, Esprrito Santo and Santa Catarina have the largest differences in private and social rates followed by the North Region. Guanabara consistently displays the lowest levels of divergence in all of the edu- cational specialties studied. This is due in large measure to the greater income taxes paid on the higher money incomes generally found in the state. CHAPTER V POLICY IMPLICATIONS This study estimates that portion of social and private returns to investment in higher education reflected by incomes earned in the labor markets. It does not attempt to evaluate or measure additional benefits to society that may not be adequately expressed in the reported incomes of uni- versity graduates. Such ”external” benefits potentially exist but are beyond the immediate scope of this research. Educational planners should base their resource alloca- tion decisions on the evaluation of tgtal benefits, costs, and available resources existent now and expected in the future. Hence, this study alone cannot provide definitive answers to resource allocation problems. It can and does approximate market-produced benefits and costs connected with university education, thus reducing the plannersI problem to the estimation of external benefits only. Investment effi- ciency questions of resource use are partially answered by comparing rates of return between university curricula as well as non-human capital alternatives. The implications of equity decisions such as who should pay for university education are brought into focus by comparing social and private rates of return. Finally, a study of income-related variables provides insights on the Operation of the labor markets and potential l58 l59 income determinants other than educational attainment. Spe- cific policy questions are treated in the following sections. Should More or Less Be Invested in Higher Education Relative to Non-Human Capital Alternatives? Results.--Table IS shows a range of social rates of return (including capital costs) of 7.5 to l0.2 percent for the sample of All University Graduates. If all capital costs are eliminated from the calculations, the resulting social rates range from l3.7 to l5.0 percent. Private rates of return vary by region from l6.7 to 25.0 percent. It is difficult to establish a meaningful aggregate real rate of return for non-human capital in Brazil due to the variety of investments involved and the complications introduced by inflation. In making comparisons, it is more useful to choose Specific categories of non-human capital for which specific return estimates can be made. For example, twelve percent per annum was chosen in Chapter III as repre- sentative of real interest paid on general consumer and building loans in I960. The conclusions that follow use this figure to represent returns to non-human capital. To the extent that other types of non-human capital yield other interest rates, the conclusions regarding resource allocation would have to be modified. Comparing the twelve percent non-human capital return with returns from investment in university education indicates that society is receiving approximately the same or slightly lower relative returns from the educational investment. l6O Investment by the individual in higher learning yields sub- stantially greater returns than the non-human capital alternative. Conclusions.-‘lncreased relative investment in univer- sity education is not justified on the basis of this study alone. The existence of external benefits could provide such justification, but market benefits alone do not. Policy Implications.--Private rates of return to invest— ment in a university education exceed returns to non-human capital alternatives as well as social investment in higher education. This means that there is market pressure for individuals to increase demand for university training beyond the quantity demanded by society. Three courses of action are Open to the government to reduce this divergence. First, to the extent that current investment efficiency can be improved--that is, costs per student decreased--social rates of return will be improved. Second, a larger portion of the total costs could be shifted from society to the individual student through some form of tuition payment. This is a politically explosive issue against which a portion of the student body has recently demonstrated as being a further barrier to students of limited financial means. This criticism would not necessarily be valid if a tuition requirement were instituted concurrently with a program of grants and/or loans. In this case, it would mean only that those capable of paying a greater share of their university costs would do so while those unable to pay would be subsidized or allowed to finance their education from future earnings. l6l Finally, society could recover a greater portion of its cost by taxing income derived from the university training. This might take the form of an educational surtax on post- university earnings with separate rates for graduates of different curricula. In this way, differential rate adjust- ments could also be used to encourage the development of specialties most desired by society and its planners. Stu- dents could also be given the choice of paying for their education at the time or paying such a tax on future earnings. Again, it must be emphasized that these recommendations are made in the absence of non-market benefit estimates. The existence of such benefits would raise social rates of return without affecting private rates, thus reducing the difference between the two. How Should the Existing Levels of Investment Among Curricula Be Modified to Increase the Efficiency of7University,Investments? Results.--Some of the intercurricular rate of return differentials contained in Table l5 are too small to permit meaningful evaluation. In addition, some of the samples come from professional populations of insufficient size to obtain statistically significant results. Comparison of the results between major curricula is useful for planning purposes. These results are summarized below. A. Law and Economic Sciences.--University graduates in law produce the highest social rates of return of all curricula I62 studied.l Including capital costs, the rates range from l3.8 to l7.4 percent--generally higher than the non-human capital interest rate. Private rates of return are substantial as well, ranging from l5.9 to 24.9 percent. The resulting di- vergences are the smallest of any curriculum studied due primarily to the comparatively low cost per student of the university training. As pointed out in Chapter IV, the content of most law curricula consists of a large number of ”liberal arts" and business administration courses and the job holdings of the graduates show a wide dispersion among the several classes of activity. The same rate of return patterns exist for graduates in Economic Sciences. This curriculum is also comparatively low in social costs per student. As with Law, the name "Eco- nomic Sciences" is misleading since the courses included are more heavily business and accounting oriented than would be the case in an undergraduate economics program in the United States. B. Medicine and Engineering.--Medicine is the curricu- lum with the highest cost per student of any of the disci- plines studied. As shown in Table IS, the social rates of return from graduates of medical schools are the lowest among the three major professions of Law, Medicine, and Engineering. On the other hand, private rates of return are among the /' IGraduates of economic and political sciences in Esplrito Santo produce a higher return than the law gradu- ates in the state. However, only ten graduates were in the economic and political science sub-sample. Guanabara‘s engineers also lead law graduates by .4 percent. I63 highest encountered. The resulting divergences are larger than in any other curriculum studied. The primary reasons for the low social rates are the high costs and comparatively low early lifetime earnings of the graduates. The private rate of return to engineers is consistently high, ranging from 22.7 to 28.I percent. Divergences, while lower than Medicine, are still substantial. ln Guanabara, the social rate of l4.3 percent exceeds the estimated return to non-human capital. The other areas studied have much lower social returns. C. Philosophy.--Both private and social rates of return for graduates of Philosophy are among the lowest calculated in this study. As noted in Chapter IV, the wages for a large portion of this group are set by state government (secondary teachers' salaries). This portion is probably large enough to set patterns of alternative earnings for graduates of Philosophy not engaged in teaching. The cost per student in this curriculum is comparatively low (only Law is lower); and the earnings pattern of the early earning years, impor- tant to high rates of return, is not unusually low. The general level of earnings at all points in the age-income profiles is not enough greater than the alternative earnings of secondary graduates to produce substantial returns. 0. Other Curricula.--The results for other curricula studied are contained in Chapter IV. Their immediate useful- ness in planning is limited. For example, the largest portion of the pharmaceutical industry of Brazil is concentrated in I64 the states of Rio de Janeiro and $30 Paulo. Meaningful results for graduates of Pharmacy must await data from those states. Similarly, the large industrial-agricultural areas of Rio Grande do Sul, Sgo Paulo, and Minas Gerais should be included before returns to agronomists are used in policy formation. Conclusions.--From the standpoint of economic effi- ciency, society's investment in schools of Medicine and Philosophy is excessive compared to investment in Law and Engineering. This conclusion is certainly contrary to opinions held by many persons concerned with Brazilian higher education and requires careful qualification as follows: A. As stated before, the results do not consider potential external benefits which may be of particular im- portance in the fields of medicine and teaching. For example, increased productivity in the community through higher levels of general health, lower rates of communicable disease, etc. may not be reflected in the present wages of doctors. B. Since most secondary teachers are state employees, some of their wages are received as fringe benefits not re- ported in the income data used for the study. In addition, it is doubtful that the productive impact of secondary edu- cation is fully captured by teacher‘s wages. C. High social cost per student and long internship are primarily responsible for the low social returns to in- vestment in medical education. Increasing the efficiency of current investments thus reducing the cost per student would dramatically increase the social return as would shorter periods of internship. I65 0. Low private and social returns to graduates in Philosophy are largely the result of the low wages received by secondary school teachers. E. High social rates of return accrue from engineers in Guanabara but are low in the other less developed areas studied where markets for engineers are smaller and levels of money income lower than in Guanabara. Policy Implications.--The following implications are drawn from these results: A. Expansion of the type of training provided by schools of Law and Economic Sciences should be expanded due to the high social and private returns, comparatively low costs per student, and flexibility in choice of employment accruing to graduates of these curricula. This should not be interpreted to mean that schools of Law and Economic Sciences should be expanded in precisely their current form. It is entirely possible that greater resource efficiency could be gained by modifying the existing curricula or establishing new curricula embodying and specializing in the courses most responsible for high productivity. For example, if a large portion of lawyers are becoming business administrators, it is likely that specialized training in business administration would be more useful than the general law course. The low cost per student in these curricula also means that society can produce several graduates for the same price as educating one person in many of the other disciplines. For example, Table 2 in Chapter III indicates the cost of I66 one graduate in Medicine is over eight times that of a graduate in Law. Even if the social rate of return were similar for the two (it is actually about three to one in favor of Law), substantial benefits might accrue to society from eight university graduates compared to one. B. Expansion of engineering education is justified by the results from the state of Guanabara but not from other areas. Before a correct policy can be recommended, it is necessary to secure data from other industrialized states, particularly $50 Paulo and Rio de Janeiro. The implications of the large divergences between social and private rates of return are discussed in section E below. C. Market-generated results alone do not justify greater relative investment in medical education. Such justification must come from evaluation of external benefits, lower social costs per student, or increased productivity during the early earning years of doctors. Any one of these factors could raise the social rate of return from the com- paratively low rate found to exist in this study. 0. If increasing the quality and quantity of secondary education is a national goal, wages of secondary teachers (graduates in Philosophy) must be improved. In I960, Bra- zilian secondary schools were enrolling about eleven percent of the persons in secondary school age groups.2 Educators, 2Brazil, Ministério do Planejamento e Coordenacgo EconO- mica, Escritério de Pesquisa Econ6mica Aplicada (EPEA), Plano Decenal de Desenvolvimento Econ6mico e Social, "Educacgo (l) Diagn6stico Preliminar” (Rio de Janeiro: I966), p.74l. I67 educational planners, and politicians interviewed during the course of this research universally agreed that expansion of the secondary system was and is a highly ranked goal of national policy. Yet the relative salaries paid to a major input in the secondary system, university-educated teachers, did not reflect this desire. It is true that fringe benefits are an important component of many teachers' salaries and these benefits are not included in the results of this study. Nevertheless, even a substantial allowance for such benefits would not raise rates of return to teachers to the levels of graduates of most of the other curricula. The relationship between available openings (gages) in schools of Philosophy and applicants for those openings in I965 shows the expected market reaction to these low incomes and rates of return. 3 While many schools were experiencing serious shortages of openings for students compared to appli- cants, schools of Philosophy reported available openings of 2l,363 with approved applicants of 2l,733 but actual admis- sions of only ll,529. This situation is an excellent example of the way in which a rate of return study can be used in conjunction with others using the Manpower Approach. Desired numbers of teachers can be estimated for future periods. Facilities can be developed to provide the necessary training. However, 3Data are from J. D. Ryder, “Study of Enrollments,‘I Appendix C of Final Report of the United States Team on Brazilian Higher Education to the Midwestern Universities Consortium for International Activities, (Milwaukee: I968). I68 unless the factors of costs and market incentives are included in the planning equation, the entire program may fail. E. Unreimbursed subsidies to students are indicated by the divergences between social and private rates of re- turn, particularly in Engineering and Medicine. These explain part of the current crisis involving larger numbers of applicants than can be handled by existing facilities. The returns to the individual based on his investment in a university education are substantially greater than those to the society which is providing the training facilities. These divergences also raise the equity question of who should pay for university education. If this question is answered by saying those who receive the benefits should pay a larger portion of the total cost, a system of tuition or a surtax on professional income would be in order. Information from Income-Related Variables A. Operation of the Labor Markets.--The preceding discussions imply that intentional intervention in the labor markets may be a desirable way to implement educational policy. For example, the low wages of graduates in Philos- Ophy might be raised to encourage entry into the field of secondary teaching. Some insight into the workings of the labor markets is gained by examining incomes and variables which would be expected to relate to earnings. One category of these variables is the Class of Activity in which graduates from a given curriculum are employed. The lack of large wage differentials between different occupational classes can I69 indicate a type of market in which wages in different occupations reach a common level through competition. It is also true that similar wages could be indicative of ad- ministered wages either on the part of the employers or the university graduates concerned. The entire Rate of Return Approach is critically de- pendent on the hypothesis that increasing relative invest- ment in a given field will decrease the rate of return. In other words, if the rate of return is high for one investment compared to an alternative, increasing investment in the first or decreasing the investment in the alternative will tend to equate the two rates of return. This hypothesis is supported by an interregional comparison of private rates of return to graduates of Medicine. As stated in Chapter IV, there is a perfect correlation between the number of in- habitants per doctor and the private rate of return to doctors between the four areas studied. Thus, the greater relative scarcity of doctors, the greater is the return to those doctors. Other factors, such as interregional income dif- ferences, could also explain this correlation, but the results are at least consistent with the given hypothesis. Analysis of the migration records of university gradu- ates shows substantial numbers have migrated and that gener- ally, those persons have larger incomes than persons with the same educational background who have remained in the place of their birth. This demonstrates the existence of labor mobil- ity which is a necessary condition for the operation of a competitive labor market. I70 Finally, a study of income differences among graduates Of a given discipline by Position in Occupation displays substantial differentials between Private Employees, Public Employees, and the Self Employed. These differentials do not, however, necessarily indicate imperfect markets. The frequent multiple job holdings and fringe benefits of public employees tend to increase the real wages of this group over reported money incomes. For the Self-Employed group, it is reasonable to assume that their reported salaries include a return for entrepreneurial efforts and should be expected to exceed salaries of Private Employees. The discussion above is not intended to prove the existence Of perfectly competitive markets for professional skills. It does offer, however, some evidence that these markets operate with enough efficiency to permit their use in implementing educational policy. B. Discrimination.--A review Of the relationships between income and variables contained in the Sex, Race, and Religion classes indicates substantial income differences related to these characteristics.u Among university gradu- ates, Whites and Males generally report larger incomes than non-Whites and Females. Differences in incomes between Roman Catholics and non-Roman Catholics vary between regions and occupations. If these results are caused by discrimina- tion, Optimal use Of human capital investment is not taking place. Wage discrimination for a similar product implies hSee Chapter IV l7l either the favored group is receiving excessive returns or those discriminated against are not receiving the value of their products.5 Lower female earnings may be the result Of part-time employment rather than discrimination. This reduces the rate Of return to the educational investment in the part- time worker as compared to persons with similar training who continue full-time participation in the labor market. This loss of market return may be partially recovered through improved education of the succeeding generation by mothers in the home. Other Uses of the Census Data The magnetic computer tapes from the Census Bureau contain data in addition to those discussed in Chapter III. Included is information concerning place Of birth, nation- ality, length of residence in present municfpio, marital status, number Of children both total and living, reason for unemployment (if applicable), and detailed occupation as Opposed to the general Class Of Activity used in this study. Many more studies can be done profitably using this additional data as well as those already described. Some examples are given below. A. Some additional work already underway involves the relationship between size Of family, educational attainment, 5Gary S. Becker, Human Capital, A Theoretical and Empir- ical Analysis with SpeciaTTReference to Education (New YOrk: NationalTBureau Of Economic Research, I964), Chapter IV. I72 and income. The hypothesis to be tested is that increased levels of education and income result in lower birth rates and smaller families. B. A detailed study Of incomes and specific occupa- tions can be made to determine the extent to which graduates are working in occupations directly related to their formal education. This would be particularly useful in evaluating course changes in existing university programs. C. The educational specialties and occupations Of the secondary graduates in the samples can be correlated with income to determine the relative values Of vocational and classical secondary curricula. 0. Patterns Of unemployment can be studied in relation to cause, education, family composition, etc. E. Family composition, race and religious character- istics can provide other social scientists with extensive data for studies in their field which previously have been impossible. In all cases, the availability Of data from other states in Brazil will improve the quality and usefulness of such studies. Further Recommendations Data from Other Areas.--The research completed thus far is based on data covering approximately thirteen percent of the population Of Brazil. Continuing the study for the balance Of the country can result in comparative information on rates Of return and professional incomes for such important I73 and diverse areas as $36 Paulo, Rio Grande do Sul, and the Northeast. The results for all curricula studied would be made more reliable by the expanded data; and for the profes- sions of Engineering, Agronomy, and Pharnecy data from areas not now included are essential for accurate policy conclu- sions. Tentative arrangements have been made with FundacSO GetOliO Vargas to Obtain data for the rest of Brazil. Returns to Other Levels of Education.--NO attempt has been made to determine the comparative returns to investment in primary, secondary, and university education. Such a comparison would aid planners in determining resource allo- cation between these levels. Income data for secondary graduates is already available in the computer tapes used in this study. Additional data on incomes Of persons with and without primary education would be required as well as in- formation on the costs of primary and secondary schools. Comparative Results Using the I970 Census.--If the existing cross-section data can be augmented by data from the forthcoming I970 Census, time-series analysis can supplement and probably improve the present results. This is particu- larly true in evaluating the impact of secular changes which of necessity were assumed to be constant in this study. Two changes by IBGE in the format and procedures of the I960 Census would be useful in making the I970 Census more valuable for this type of research. First, there are nO broadly based data available on the phenomenon Of multiple job holdings in the country, nor the incomes associated with the several jobs. A provision to ask for this information I74 in the I970 Census is desirable. Second, it would be useful to have a carefully prepared random sample from the Census available at an early date from which tentative but timely results could be derived. Improved University Cost Data.--In the past, the lack of uniform accounting systems has made university cost estimation and comparison difficult and imprecise. Continued efforts by the Ministry of Education and Culture to remedy this situation will improve the accuracy and usefulness Of all types of university cost/benefit analyses. Studies of External Benefits.--It has been stated several times that this study measures only benefits of university education reflected by the labor markets. Effec- tive use of rate Of return results to plan university re- source allocation requires identification and quantification of potential external benefits. BIBLIOGRAPHY BIBLIOGRAPHY Public Documents Brazil, ComissEo de Reforma do Ministério da Fazenda. Estu- dos de Administrapao Fiscal (Eor Técnicos Americanos). Rio de Janeiro: Funda;ao Getulio Vargas, I967. Brazil, ERGO - Consultdria EconOmica e EstatYstica (Socie- dade Civil). Analise EconOmica das Universidades Brasileiras. Rio de Janeiro: I966. Vols. I and II. Brazil, Fundacéo Getdlio Vargas, O TrabalhO de Engenheiros e Tecnicos na Industria e a sua Formagao. Rio de Janeiro: Fundapao Getulio Vargas, I963/I964. Brazil, IBGE, Anuario EstatYstico dO Brasil l96l. Rio de Janeiro: IBGE, l96l. . Brazil, IBGE, Anuario Estatfstico do Brasil I963. Rio de Janeiro: IBGE, I963. Brazil, IBGE, Anuario_§statrstico dO Brasil I967. Rio de Janeiro: IBGE, I967. Brazil, IBGE - Servico Nacional de Recenseamento, Censo Dem- ogréfico de I960. Acre-Amazonas-Paré. Rio de Janeiro: IBGE, I960. Brazil, IBGE - Servipo Nacional de Recenseamento. Censo Dem- Ogréfico de I960,3Espi?ito SantO. Rio de Janeiro: IBGE,‘l960. Brazil, IBGE - Servico Nacionalnde Recenseamento. Censo Demogréfico de I960, Rondonia, Roraima, Amapac RIO de Janeiro: IBGE, I960. Brazil, IBGE - Servico Nacional de Recenseamento. Censo Demogréfico de I960, Santa Catarina. Rio de JaneIrO: IBGE, I960. Brazil, IBGE - Servipo Nacional de Recenseamento. Censo Demogréfico: Resultados Preliminares. Rio de Janeiro: IBGE, I960. Brazil, Servico Nacional de Recenseamento. InstrupOes aO Recenseador. Rio de Janeiro: IBGE, I960. I75 I76 Brazil. Ministerio da Fazenda. RelatOriO das Atividades do ano de I960. Rio de Janeiro: Departamento de Imprensa Nacional, I963. Brazil. Ministério do Planejamento e Coordenacao EconOmica. Plano Decenal de Desegvolvimento EconOmicO e Social. VOls. l il and II). Rio de Janeiro: Departamento de Imprensa Nacional I967. Brazil. Servico Estatigtica de Educapao e Cultura - Minis- tério de Educacfio e Cultura. Sindpse: Despesas com O Ensino, l96l. Rio de Janeiro, MEC, I964. Brazil. Servico de Estatistica da Saude. Médicos. Rio de Janeiro: Ministerio da Saude, I96 . U.S. Department of Commerce. Brazil, Information for United States Businessmen. Washington,D.C.: U.S. Government Printing Office, l96l. Books Adams, Don. Educational Planning. Syracuse: Syracuse University Press, i964. Ashby, Eric. Investment in Education: The Report Of the Commission on Post SChOOi Certification andiHigher Education in Nigeria. Nigeria: *Federal Ministry Of Education, I960. Becker, Gary S. Human Capjtal: A Theoretical and Empiri- cal Analysis, with Special REference tO Education. New York: National Bureau of Economic Research, I964. Benjamin, Harold R. W. Higherggducationéjn the American Republics. New York: McGraw-Hill BOOk Co., Inc. I965. Correa, H. The Economics Of Human Resources. Amsterdam: North Holland Publishing Co., I963. Friedman, M. and Kuznets, S. Income from Independent Pro- jessionalrfiractices. New York: National Bureau Of Economic Research, I945. Haavelmo, Trygve. A Study in the Theoryof Investment. Chicago: University Of Chicago Press, I960. Harbison, F. and Myers, C. EducationLLManpower and Economic Growth. New York: McGraw-Hill Book Co., Inc. I964. Havighurst, Robert J. and Moreira, J. Roberto. Society_and EducatLgn in Brazil. Pittsburgh: University Of_Pitts- burgh Press, I965. I77 Hirschman, A. O. The Strategy of Economic Develgpment. New Haven: Yale University Press, I958} Johnston, J. Econometric Methods. New York: McGraw-Hill, I963. Klein, Lawrence R. An Introduction to Econometrics. Engle- wood Cliffs, N. J.: Prentice-Hali, i962. Marshall, Alfred. Principles of Economics - 8th Edition. London: Macmillan Co., I946. Mushkin, Selma J. Economics of Higher Education. Washin ton, D.C.: United States Government Printing Office, l9 2. Oliveira, A. B., and Carvalho, J. Z. S. A Formacfib de Pessoal de Nivel Sgperior e O Desenvolvimento EconOmico. Rio de Janeiro: Campanha Nacional de Aperfeicoamento de Pessoal de Nivel Superior (CAPES), I960. Pesek, Boris P. and Saving, Thomas R. Money,.Wealth and Economic Theory. New York: Macmillan Co., I967. Quirin, G. David. The Capital Expenditure Decision. Homewood, Illinois: Richard D. Irwin, Inc., I967. Schultz, Henry. The Theory and Measurement of Demand. Chi- cago: University of Chicago Press, I938. Schultz: Theodore W. The Economic Value ofrEducation. New York and London: Columbia University Press, I964. Smith, Adam. Wealth Of Nations. New York: Modern Library, I937. Wesibrod, Burton A. External Benefits of Public Education: An Economic Analysis. Princeton: Industrial Rela- tions Section, Princeton University, I964. Articles and Periodicals Becker, Gary S. "Investment in Human Capital: A Theoretical Analysis," Journal of Political Economy, Supplement LXX, (October I962). . "Underinvestment in Education?” American Economic Review, L, (May I960), 346-354. Blaug, Mark. “The Rate Of Return on Investment in Education in Great Britain," Manchester School Of Economic and Social Studies, XXXIII (September I965), 205-26l. I78 Bridgeman, D. 3. “Problems in Estimating the Monetary Value Of College Education,” Review of Economic Studies, XLII, (August I960). Campbell, Robert and Siegel, Barry N. ”The Demand for Higher Education in the United States,” American Economic Review, LVII (June I968). Carnoy, Martin. “Education in Latin America: An Empirical Approach," as contained in Viewpoints on Education and Social Changes in Latin America, Center for Latin American Studies, University of Kansas, BCC Paper #5, December I965. Clark, H. F. "The Return on Educational Investment,” in Yearbook Of Education. London: Evans Brothers, I956. Fisher, A. G. B. ”Education and Relative Wage Rates,” Inter- national Labor Review, VOl. 25, (June I932) 742-64. Glick, Paul C. and Miller, Herman P. ”Educational Level and Potential lncome,’l American Sociolggical Review, XXI, (June I956), 307-l2. Hansen, W. Lee. ”Total and Private Rates of Return to In- vestment in Schooling ” LXXI (April 1963), 128-140. Journal Of Political Economy, Houthakker, H. S. "Educational and Income,‘l Review Of Eco- nomics and Statistics, XLI (February I959), 24-28. Miller, H. P. ”Annual and Lifetime Income in Relation tO Education,” American Economic Review, (December I960). Mincer, Jacob. “Investment in Human Capital and Personal Distribution Of Income,“ Journal Of Political Economy, LXVI (August I958), 28I-302. . “On-the-Job Training: Costs, Returns, and Some Implications," Journal Of Political Economy Supplement, LXX, (October I962). Morgan, James and David, Martin. "Education and Income," (Quarterly Journal Of Economics, LXXVII (August I963). Renshaw, E. F. “Estimatin the Returns to Education," Review of Economic Studies (August I960). Shaffer, H. G. "Investment in Human Capital: Comment,“ American Economic Review (December l96l). Schultz, T. W. "Capital Formation by Education," Journal Of Political Economy, LXVIII (December I960). 57l-83. I79 ‘Review (March l96l). . ”Investment in Human Capital,’I American Economic "Investment in Human Capital: Reply,” American Economic Review (December l96l). Scitovsky, Tibor. I'An International Comparison of the Trend Of Professional Earnings,” American Econo i Re i , LVI (March I966), 25-42. Swift, William J. and Weisbrod, Burton A. “On the Monetary Value Of Education's Intergeneration Effects,“ Journal of Political Economy, LXIII (December I965), 643-49. Weisbrod, Burton A. "Education and the Investment in Human Capital,” Journal Of Political Economy Supplement, LXX (October I962). . I'The Valuation of Human Capital," Journal Of Political Economy, LXIX (October I96l), 425-43l. Reports Center Of Latin American Studies. Viewpoints Of Education and Social Chanqe in Latin America. Kansas: The University Of Kansas, I965. Denison, E. F. The Sources Of Economic Growth in the United States and the Alternatives BefOie Us. washington D.C.: CED l96l. Filho, Joaquim Faria Gdes. Mao-de-Obra Industrial. Rio de Janeiro: Servico Nacional de Aprendizagem Industrial, SENAI, I966. Montavon, Paul. Some Questions on Education and Economic Development. Viewpoints on education and social change in Latin America, occasional publications number five, Center Of Latin American Studies, Univer- sity Of Kansas, I965. Williams College. The Productivity of Education in Chile. Research Memorandum NO. l2, Center for Development Economics, Williams College, Williamston, Mass. I967. Unpublished Material, Carnoy, Martin. "The Cost and Return to Schooling in Mexico: A Case Study." Unpublished Ph.D. dissertation, Univer- sity of Chicago, I964. I80 Chipman J. S. “A Proposal for Extracting a Sample from the 960 Census for the Purpose of Estimating the Rate of Return to Investment in Education in Brazil.” Un- published paper from Ministerio do Planejamento e CoordenacEO EconOmica, EscritOriO de Pesquisa EconOmica Aplicada. Klotsche, J. Martin; Hunter, John M.; Hoge, Henry; and Ryder, J. D. ”The Final Report Of the United States Team on Brazilian Higher Education,” unpublished report to the Midwestern Universities Consortium for International Activities. Milwaukee: I968. O'Brien, F. A. ”A Preliminary Study of Income Distribution in Brazil,u unpublished paper for Brazil, Ministerio dO Planejamento e Coordenapao EconOmica, Instituto de Pesquisa EconOmico-Social Aplicada. Rio de Janeiro: I968. “11111111111107 Evelina“; FROFESS 1 ORAL NC WES _ T0 H‘GHER E3;Ci VCL'.‘ PROFESSIONAL INCOMES AND RATES OF RETURN TO HIGHER EDUCATION IN BRAZIL VOLUME II By Augustus James Rogers III A THESIS Submitted to Idichigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Economics l969 APPENDIX l REGRESSION RESULTS BY AREAS I “ ’4 \— . ( I 1 ' " . ‘ E - " 7 ' . ‘ ( I ,, - J ( ‘ ' l ( ’ I ( x a T ; i 4 — . u n ( ( ' v ‘ . 1 ( ' . r D ‘( A ( h ( . v < v ( ) ‘ ( . i C . n u ‘ \ n b ".- ) I ’ ( ,.. u - n ’ H . , , k ' — n ‘ )u c I " 1 1 ‘ _ — - ’ 1 ( ‘ . _ < ‘ " - — m - 1 — ( . U ( ” - l 1 : r ( / THE ESPIRITO SANTO STUDY Table I6 contains the number of persons in the total population of Espfrito Santo at the time of the I960 Census who had completed university courses and those that had com- pleted the secondary level. These figures are taken from the total census enumeration, not the twenty-five percent sample. Column (4) shows the number of employed persons in my sample. Column (5) gives the percentage of the total population represented by the sample for each university group as well as the secondary graduates. In the aggregate, the sample is close to the twenty-five percent it is supposed u)represent. Within the groups, it varies from eighteen to fiwty percent which is to be expected with the small sub- [xmulations.involved. The sampling technique was to obtain (we in every fiour households, but not necessarily one of every four university graduates. TableI7 lists the sub- Samples on which regressions are performed, the variable k'ey,and the size of each cell of observations. The criteria Used in selecting the regression sub-samples were that the FNNson was employed with an income and was not a seminary Sfladuate. Seminarians were eliminated because it is doubt- 'fiH that the market wages reflect a significant part of their 'Tmeived benefits. The more important results of each series 0f:I'egressions are discussed below: l8l I82 TABLh [6 ESPIRITO sauro PCPULATICN AND SAMPLE COMPOSITION Cégsus CK de m l Course , <2) Tote; bmployedb (h) as Per- Pop. <3) Sam le cent of (3) mi (5) $0 lGeography end History (Philosophy) 25 51 52 53 Sh 57 60 61 62 63 Natural History (Philosophy) Letters (Philosophy) (Mathematics (Philosophy) Other (Philosophy) Fine Arts Medicine Pharmacy Dentistry Veterinary Hedicine 6h Engineering 65 66 67 68 Arquitecture Industrial Chemistry LIV Agronomy 71 73 Statistics Sanitary Services 7“ Military 76 Physical Lducation Seminary Public Services Other Course Completed 78 79 - no 70 Economic and Political Sciences 37 791 222 3 91 10 Z 1h 5 16 ' 88 25 89 ‘ 61 ‘ ‘ 28 10 ' ' t r 37 t 3b 9 69 25 58 8 298 1&2 316 3U 223 12 8 1 8 62 2 106 0 - no 33 20 20 18 ‘ 3o 18 28 ’ 2? ' ‘ 28 31 ' 27 ‘ ' t t 35 t - 26 26 Total University Graduate: Employed Secondary Graduate: 2325 7891 60b 2023 ‘Brazii, Pundaqao IBGE - Instituto,Brasileiro de Estatistica, Servico Nacional de necenseamento, anag bgggrzgfiigg dc 1259. (nio de Janeiro: 1967) bBrazil, Fundaqio IBGh - Institute Brasileiro de Estatistica, Serviqo Nucional do flecenseamento, VII Recenseamento Geral do Brasil 1960, 25 Per- cent Sample. mm— ozflfloo 00936910 000000000 5 . t0“z‘00 floooooooo 0'5”“‘0 aflooooooo 69HUUG10 00u000.000 . _ _ ‘R0 mu tOSfluflto o..n.oooo H30 ooflfioo t'flaaflfio oeoouoooo OOIROO It’tizoo .ooooaooo dnflufltto ooooo.uoo oefinoo Otfi6flflto 0000000a0 :ucmuoxo cocoa...» ‘5 as we ”2 9neaaowo .omuoooo: Wm» 00n000 vacuum“. «couscouu Wm: 000m00 suauuam. .ooonaona Mun 0000“0 ooo‘tflto oooo..oou Ma... a m m n n n m n u n m u A l u m s . m n m m n n n n a l n n n u n a n n o u - u m m m m - 0 ‘ ” “ u m " g u m m w . m m m m ~ m l m l u n m u n u n u r m 0-..."0fit 00000000“ 0 3 . . . . Otnhdfi luammmuu M “ " ' t - u ¢ 1 IQM“OO nammmmao «canaana. unmmau aunmamma namuuaaam .WE mm m _ .“flsaaaa 32322“2.23;” "a: mm 1. an mm mm .2 «a 4a nu "a." l u a u - e : - 0 0 " ; O O O O O o O o o c o v . I . - r ‘ . a o o o o u o o o o o m J F - o o o a o o o o - " r m ~ - “ . e o o e o e e - " ' w . - J ( - n/ I u I :m. '6‘00'0‘ ‘6. ‘tfl O 22t0£000 0“ ’6‘ 00“ (.609000 usn {In .!“0 an: 'IO nu um. um ”Salado! cum zflfl0flntt nun ‘30 ”8 6.606016 iuu 1'0 i“ 'ztoflt0! inn ztfi it“ tea 930 RE “$601000 aha ta“ I“! an “0.00.500..- nth me ansoxooo zna ta“ “ fl u fl fl fl d n : 6 a I M m I an: um am: an A m m m n m m courses: unuouaxn ” 8 “ ” ! «am mum saw as”. an“ num 5m. as canxayzz Run “La iwm 2:. zu. mmn .um: mwa 0 . 0 0 . 0 . 0 . . . " £ 9 0 0 . 0 0 ” " - OOOOOO zzuosqto urn “in fit fl0ltfl200 at“ «9“ mm mm mm o o o o e e o o m q ) ‘ ; 0 0 0 . 0 . . . m . “ mmmnnuua mum «mm MMMtfiwfifl mam mum mmmKMmu. mm“ mum ° ° " ” ' o w m n n w u J " ; 0 ° u m w u u u a w m l 1 % O O H N O u h fi ' w q u K '\ 0 m m , I 1 ..,..qo - u '7' ‘ vfi '\ va’ A I u 4 -... .‘ .. “2"! "" \ A A‘p I 3 J...) kw I. ‘ . u¢-. ‘ A u... I t H Vu- O , * 1 ( ‘ / ( ) I ( . < 0 v 1 . 1 ( n ( l85 Table l8 contains the regression results for the total ample containing both university and secondary graduates. Ofparticular interest is the fact that each year of com- ;fleted university beyond the secondary level is consistent wifl1increased earnings (Table l8, Regression 2). The in- tercept group in this case includes all secondary graduates plus those completing one year of university training. The other influences are discussed for the sub-samples sepa- rately. All the variables together account for fifty-three percent of income variance, which is higher than either the secondary group or university group taken alone. This is Probably attributable to the fact that this sample permits examination of income variance between secondary and univer- Sity graduates while the stratified samples consider only incOme variances within each educational level. Table I9 contains the results of fourteen regressions 0f log income on various combinations of variables for the All University Graduates sub-sample. Age alone accounts for approximately seven percent of income variance; Years Com- pleted alone, ten percent; but the two classes together aCCOunt for eighteen percent. Hence, there is very little interdependence between the Age and Years Completed classes. CoUrse Completed explains twelve percent of variance, and this amount, plus the seven percent explained by Age, pro- dUCes the expected joint'R'2 of nineteen percent. No re- greSsion is performed which includes both Course Completed aDd Years Completed since there is a strong interdependence 186 53 33 fififiififi. mum Saigon e-rz azé 35 3 ” h. a: $33.3. i4°az 553%; 5.3% new? ~1v “S its; §§§§§ §§ 2“ aegis. iéiiéé‘é n? . is; i : i . - il. i: 53 mm mama. “fenfisan 3 isdnéi ~ is 3 r Egiii 4 5:5 3:352 iii: #§$w§~7é ~ 'fi ”3.323%? “a §. as isiazés: m 5-” i g; mg; pigs 3 gang-ass; gig ‘ a 3; a E ’ .. 5" aaag§e 43: l 3’? is mugs ‘ ave? " iiiilsgg gang; iiihbfihh khhkblslhr eeeeee annuasce agggggcu . gsencdgas a eeeeeee ...... eeoeop cccccc ...... oooooo oooooo eeeeee eeeeee eeeeee m u M - c a m 3 / l i m “ t n a d n a m m o C “ 332‘ II 53 I :'I . . . a ‘ 0 . . . 0 . 0 - 0 - ) t I . C . I “ I . O I J I is c I 4.. , '4» a 2. 3‘. ,4; w 52?... i! . . . 0 0 0 0 . I m . I ~ I ' - - ';-\-.‘\. ”s 7:? lil at til 353 ll 2 2%!!! l87 _‘- . N 0 3 3 3 ‘ 9 5 . 0 8 8 5 ‘ o fl u g ‘ 0 ‘ ” i ‘ 0 : g ‘ 0 : g ‘ 0 ‘ " g 3 3 . 1 3 g e n R . 0 % : 8 . 8 . 9 . 2 8 . ? ‘ 0 : : 0 0 ' S o , £ 3 £ 0 6 3 0 0 9 . 0 . . . . I t “ . . . 3 3 6 3 8 3 6 8 0 6 R a n . . . g 3 8 . 0 i n d - O £ 1 6 £ 0 0 . - § O O g 5 4 S a n d g o n I . ” g o d x 3 3 3 . . 1 2 5 6 . . . . . . . 3 1 0 8 g l l . u n u o o o o o o o o o o o o 3 0 - h ? . . . . . . . . . . . . o o o o o o o o o o o o o o o a n . e c o e o o e o e e e ' d ' fl n a l o o o o o o o o o o 3 . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 3 . 3 0 0 . 0 0 0 0 0 0 0 B i 0 . ” ? ‘ 3 i 0 3 ' g l a n d 0 0 0 0 0 0 0 . . 5 . ; 0 0 0 0 0 0 0 0 0 g o ' - 0 0 0 0 0 0 0 0 fi g s } a n o o o o o o o o b a r d s : 0 1 8 I ” ; a a . fl u a 8 ‘ 3 4 ‘ a s “ a 8 . 8 . 3 . 1 . - . 0 . . 8 0 . 1 . 5 t a n 5 l . . . . k - 0 " “ . « 9 9 8 0 5 E é . ” - g e ? £ 0 0 . E e : g o d . 8 0 0 0 3 . . a n d E i g t a a . 3 . 3 6 . . 3 0 0 0 0 0 0 3 5 3 ? ‘ n a . o . . . § fl o ' § 5 u 9 u c o . o c l u e - o z 2 3 0 5 ' 1 : 1 . 1 3 8 3 5 1 8 8 5 - I 3 3 . . . 8 9 . 3 E a ; ‘ 2 . » £ 3 6 £ 6 : . 8 5 9 E . . . : 5 6 . 8 3 6 . . 0 . : . . . . . . . 8 9 3 0 - 3 2 1 3 . . 3 O o o . l l a u u § i 3 n . . . . . . 8 3 . . - 8 8 3 . 3 . . 0 9 3 5 3 a . : 3 5 . . . . 3 8 . . . 8 3 " . ? 3 8 3 . 9 % . . . - 8 8 9 ? g o fl fl g s . a u p : . . . . . . . . . 3 ! & . R u l a n a i - T a r a 0 0 0 0 0 0 0 0 0 § £ l fl r 5 . 3 . 5 : . - a . ” g 3 - 3 — 8 2 6 8 8 . 6 i s ” . . . R a fi : “ $ 0 0 5 0 ° s g d l 3 d . . . . . . . . . . . . a l o h a . a 0 0 0 0 0 0 0 0 0 0 1 3 . 3 3 0 0 0 0 0 0 0 0 0 0 0 0 3 0 “ ! g a b u o a n g A “ ? l m . b s z é n A G g o w n A M U s a g a . . . . . . . . . . L a w I ‘ l l ) I r l l l : I ’ I l * 4 » . 8 8 n d h f v g fl n w M Q F 3 6 . . . 3 . 5 3 8 . 1 8 \ § 0 I " . N s a A u 8 & 0 0 0 0 0 0 0 0 0 0 0 g I88 6 I I - e t a u t c u fl 3 5 . 3 2 3 9 3 , 8 2 ? 0 3 . $ 2 8 1 . 2 1 5 0 0 , 6 1 m m 7 5 9 . 7 1 7 3 0 9 ’ M ‘ 5 . I . “ s n o c I 0 m m h m o m O O “ t n u o C ” a n n a D t a 3 9 1 1 7 5 . 0 4 0 9 1 7 0 . 4 3 0 7 1 . 4 , m 0 4 ” . 0 ' m : m 5 . 4 0 : 7 3 . 4 “ 0 0 . 0 ! 0 3 7 9 . 5 4 : “ s d A m “ 0 7 0 . 3 ? 1 9 9 1 . 0 : 7 0 3 1 . 0 6 7 5 6 . 0 7 0 6 0 0 . 0 7 5 0 3 1 . 0 W 3 3 7 2 0 . 3 4 ” M 0 . 0 m m o g A m u - c a m a 0 ! u - h t o M . m m : e h :'- “an: in -. : :::::: 222222 3mm 322322”; ’ """"_ ...... guann‘ ”3;! 3:53: ”WHIP”? gunman: a muggy“ M‘ 33 §§ 13 z: as £222: :::::::: :: as gi: 4w: 1: ”~51: m 3’18."\\‘ ‘ F» ii :33 77*: 13::5 {3312” Hihéfi'? .‘rfrfréék ‘ H' T311 1:;-. * I] _' :, ‘ ~ ‘ 0 1 ( . i ‘ 0 {\Q 1; i ' Eja‘fg "\éé E: 189 . . . m ¢_ — 1 0 1 ‘ . 8 . 9 . 8 . . . . 8 8 6 . 9 3 6 g 8 3 6 . 8 8 6 . 5 8 6 3 . 8 6 . 3 0 8 . 3 . . 8 . 8 6 . a . . . . l é . 3 2 . . . . 8 . . . 8 3 . 6 . 3 . . . R 3 . . . 3 0 ° . £ 0 0 . £ 5 g d o ‘ l 0 5 6 . E R A . 8 3 8 8 . 3 1 . 8 3 . . . . . . . . 8 8 . 8 2 1 0 5 0 0 0 0 0 0 0 0 0 0 0 0 3 0 3 O O O O O O O O O O O O O 3 1 . 3 £ 5 5 9 . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 a r g u e ; 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 ‘ 3 3 . 0 " . . 8 8 6 . 5 : 6 . « c o l - . 3 . . . . . . . . a l s o a . £ 0 0 . ” £ 0 0 . 0 5 6 . . 8 . 8 6 . 8 . . . . E 6 3 . . £ 8 0 ? 5 3 3 3 2 . 3 " . 8 . . . 3 . 3 6 . 8 . . . . 8 8 6 3 . 8 6 . 9 3 6 3 . 8 6 a s ; . 3 3 6 3 . 8 6 R 8 . . . 3 . . . ? 5 " 8 . 0 3 ‘ 3 ' 3 a 9 . i n 3 . 8 6 a . . . ” 3 3 . 6 a 2 8 . . a 3 a ? a g A 3 . . . . a . . . " g a l ; 5 ‘ I B Q I ' 8 3 0 0 0 0 0 0 . n . . 4 . 0 . . . 8 . 3 . - 8 2 . 6 . . 6 . 3 3 6 . 3 . . £ 6 1 8 . 8 6 . 6 . 3 3 6 . i n . . . . . . . 8 . 0 8 . 3 1 5 . . 3 3 . : 8 3 . . . » ! ’ 0 : . g 3 . 6 . 3 0 . . . 3 8 . 6 . 0 8 . 6 . 8 . . . . g . . . $ 3 . 6 . 8 8 . 6 . . . 5 . . . . . . . . 1 2 5 1 . . . . . . a . . . . . . . . . d i n - £ 5 . . . a 0 0 0 0 0 0 0 0 0 g z t a fl 3 . 1 . 2 . 5 . s o o o o o o o 0 0 . 3 . 3 ! ! ! I . i . . . . . . § 3 l u l a 3 u s i l l - 1 . 8 % . . . . . a 0 0 0 0 0 0 0 0 0 0 0 0 g a l a 0 0 0 0 0 0 0 0 0 0 i l k “ a 0 0 0 0 0 0 0 0 0 0 0 0 3 | , “ Q o h m o w ” a ” . 3 & 3 a ? 0 9 . 5 . 0 « m 4 3 . $ . fl 3 8 ” . . . . . . 8 2 . . . . 3 3 0 % . . . . t h . | I I I . ‘ | | I I . I ~ ‘ I ‘ H ‘ I l l u ‘ n u l l . . - l u l I ; ; ‘ - 6 1 - - - t i l : i I . ! i T a ‘ . . . . . . . i l l - “ n u , a 0 0 0 0 0 0 0 0 0 ' 0 0 : " O a 0 0 0 0 0 0 0 0 0 0 0 0 1 8 0 3 0 0 0 0 0 0 0 0 0 0 0 . i t a l . . y g g A é g a s fi s ‘ i u E . . . . 2 3 . - n a i n a r I I90 rrrrrr "llll E B 0 3 . 3 5 . 9 5 rrr§fifibfi 0 . . . . . . 0 3 ?§?”§'“? n - n a w E 3 « : I . . . n a l c n o . . . “ 9 6 T . . . 5 < 5 1 : c . . . w n g fi u _ . fi fi _ » m g a 4 $ _ . fi fi . E . g . . . . 2 . 3 5 ! g . l i a n - s ‘ n a f _ — i . I n u n - s n u o n l9] . e h m a m ! t n u h . o t t a n a c M - u 0 9 1 I d n a ) L I I S O . ( 3 1 3 1 . s a w 7 5 1 1 1 . 0 I ” " 2 9 1 1 , 0 1 “ 4 I m “ . a m 3 0 . 3 m : n a m % 1 . 0 , ” . . . 4 . n a m » a 5 £ ! =23 {igl‘ f 55 sg' 35“; H ’H 3% E5? 3% 5 .93: #33 HR. M1353}??? PP? NIB I .33 55 was»; :56 w W £53 MB? a??? 553 $3? __ 192 i a §§§§ fig? 3§§§§§§ 5 33% $3 ‘0 a? 5% 553M: g i? " ya on 333 0 a . R 3’ a 5: 3*5 5 . £23, é=‘ ii § 3;?- was 3 ' 3 " ' 3m §§§ 33% i: 3'3? , m m v m m c m m n m m w m m 9 / n n I o m u m m u n u m m a g E § Si-fi-nggi-E- $35 gag g 33 9 ER 5&3 o ? 33,3 4%4“ 4% 333 33% §§§ass§ ‘ HHHHHH i555;fig .;;§g::3 "83” ”3.3353: hkhhkbhfififi wanngaaa SflhflSSRQ ....... ........ ...... ........ ...... ........ ...... ...... ...... OOOOOOOOO ..... ...... ...... ...... ........ rarer}. Ra ...... ........ I93 ‘ ) 9 1 7 / h c ( u m . . ! 1 “ 6 . 0 . » I m h t : 0 £ f o n a c n o l m M M ) 3 1 9 9 0 6 m m . . 2 2 . 0 m u Y f o 3 - s ’ M ) 6 O T O I . ( u n . ' n m . 0 m u m ~93- ” ”was! ea: 1m an v-a ' £52,. ’3; m m ,. m; =ss in“; 222 3's; . 0 0 0 W m 3333434.??? ”#333 I??? 3}- - n m o . n a c 0 0 0 0 . - m u m W - b e W 0 0 . ” “ 0 ' 1 " ' 3 ' “ 0 1 ‘ ’ 6 ‘ - u e 5:: M" 1 5 ' . 0 0 0 0 0 0 0 . 0 . . . 0 0 0 . 0 0 0 ( ‘ R . , . . ) o o c u - a l l i W “ ah #395? . . u .9 8 . 5 $ 3 3 . 3 . ? . 3 8 . ? 3 . . . : 2 5 5 . 3 a . ? 3 5 . . . 8 & 8 3 % . . . . ~ 5 3 . 3 3 . ? 3 . 8 { . 8 8 3 3 5 . 8 8 6 2 8 . 3 g 1 . 3 . 8 5 5 . 1 3 9 . ? 5 . . 8 3 . . . 8 S 1 ? 8 5 . ? 8 . 8 . ? 8 a . » . 3 . 3 . . . . a : 8 . 8 . ? 8 . . . . . . . 8 % . : 5 a . ? 3 a . ? 3 9 n d . ‘ a . . . . . . . a 1 : 3 5 . ? a n . . . 5 3 . ? . 9 . . . . . . . a n . . . " « 8 8 8 . : 5 2 . 3 8 . 3 6 . . 3 . 8 . ? g a s 3 . 3 « a n d . 8 3 3 . R 3 . . . o n . . . ” £ 6 3 . E 3 4 . . 8 8 . ? i : o n 8 a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . « a a a n . 7 ? 3 . 3 . S o d a 9 3 3 . . R h : 8 . 5 . o o u o d n l o u o - u u o o 0 0 0 0 0 0 0 “ I i 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 s o : . 3 ' 3 3 R d . 3 3 0 % : « 3 3 9 . 0 3 ; g k 3 9 3 . 8 5 3 5 ’ 3 . 3 0 0 0 0 0 n o n w o c a n g l a m ! I ‘ d “ a “ A “ ' 9 " s a l b g 3 ‘ a a n a O s . a . . . " g “ 3 3 . — 5 3 . ? « 9 3 . 0 : g R a . . . . . . . . . . . . 3 t h a n O o o O o 0 0 O O O o O . . 3 l u g “ 3 3 : n o 3 _ , 4 a _ o o o “ c o o h o n 3 . ” i n a o a a u o u n o u c a m n o u n - c a n o n . m u m A W . 5 3 . " M R “ S w a n : 2 3 3 . 8 3 2 . 3 5 8 « a w . . . . . . . . . . . a t : o o o o o o o o o o o a ! 0 0 0 0 0 0 0 0 0 0 0 . 2 " I N “ . . . . . . . . . . . fi w fi fi 0 0 0 0 0 0 0 0 0 0 0 i ‘ o o o o o o o o o o o d a m s . a t . . . 2 w 3 : 3 . 5 4 6 . 3 1 % . . a ; . 3 5 . . . 8 9 . ? 3 . 3 . 3 . . g . . . : 8 3 E R . “ . 3 . g i 5 . 3 a n . . . " 0 0 0 0 0 0 3 . 3 0 3 0 . 8 h i c k s a ! » L . 3 H 0 . n I m a a d ; O H I t g 6 a o n 3 1 b 5 0 “ " 0 3 c o 3 “ a . I r a n o r 0 9 ' O , . d " 0 a n a g e E g g ! 3 M 4 3 » . a m t 3 8 g g a ; 8 3 . 8 3 3 3 3 8 2 . 3 3 ‘ , a 5 3 3 . ? a . . . » 5 . ? 3 . . . . . . . . . . 3 3 7 % . " 9 8 . 3 ¢ a 1 . . . O O O O O O O O O O O O 3 I fi 195‘ l l l l - g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 . 3 2 . 3 0 0 0 0 0 0 0 0 0 0 0 . 3 1 0 6 3 8 3 6 . . . 8 6 . 6 . . 8 8 6 . . . . . . . . 0 0 0 0 0 0 0 0 0 . 9 3 8 6 . 8 . 6 — a n o d - 3 6 . 3 . 8 3 8 3 5 . 0 . 6 . 8 6 . £ 3 . . 8 8 6 a b a n d o n . a n d 6 3 . 3 5 3 3 . 0 § 3 £ « 3 8 i E 5 “ 3 3 ‘ . g e l 3 6 . ~ 3 8 k m » w o n ” 8 . . “ a . “ a . ” a s " I M M N u a . 0 3 a R 3 . 3 “ I a n “ a n c “ u a d U . . _ _ — 9 : 3 3 n o : 4 8 a s £ 8 . 3 3 8 . . . : 3 5 . . . . 3 3 6 . $ . 5 6 . 8 . 3 n _ _ . . . . . . . . 9 . 3 3 8 I n n o » . . . . . . . . g o u t » 3 ‘ 5 2 3 ” « 8 . 3 3 . 5 2 8 . 3 fl o J u 3 . » . . . a s 5 . 3 3 . 3 a n d . . . 8 3 . 0 8 . . . . . . 3 4 8 . 0 E 6 g 6 0 3 8 0 . 0 $ 5 . 0 R a i n m g . . . I t . ” . 8 8 4 i n c h » 3 5 . 0 0 9 . “ 3 . 9 8 . 0 3 8 6 9 3 8 6 5 6 N 3 8 6 . E d e n - 0 3 8 . 0 . 9 9 3 6 3 3 0 . 0 0 3 8 . 0 . . £ 5 . 0 0 3 . 8 8 a . ! 0 3 8 3 : . — g E 8 6 . . 8 8 6 . 5 6 . $ 6 . E 8 6 . 8 5 6 . . 5 3 6 . 8 . 3 . 6 . « 3 3 6 . 8 3 6 . 6 8 3 6 . . 6 8 6 . 8 8 . 6 . 3 . 5 6 . 9 3 6 . 3 . 3 6 . . 3 9 6 . R E A . 9 & 3 . . 3 2 6 . . 3 a u g fl u q ‘ o o u o n a o u -. 0 0 0 0 0 0 0 . 0 3 0 % 8 8 . 3 3 . 9 “ . 2 3 8 3 } . . . . . . . . . . . . . . . . . . . . . . . . . a d o - H . 3 3 0 -o n r w . . . . . s o . . . . . . 8 . . 3 . 3- 8 5 9 . 2 » . 3 3 . 6 . 3 3 6 . ~ 3 3 . 3 . 3 3 3 . 5 3 3 3 3 3 8 . 3 . — : 3 5 . £ 8 6 . 8 5 5 . 3 8 6 3 : 8 6 . 9 8 6 . . . . . 9 3 3 8 . . 8 3 - 3 2 5 0 3 . 3 3 5 6 . 8 3 1 ? E 8 6 . 6 8 8 6 . 1 . 3 9 . 3 a ; “ 8 5 6 3 . 5 . . . 8 6 6 6 $ 5 8 3 : fl o o d o o o o o 5 . : 3 3 . 0 . . 3 . 3 8 8 0 . 0 ! “ 3 . 0 . . 3 H 6 $ 6 3 6 " 3 . 6 6 . 3 1 - 1 . 3 8 8 3 3 8 9 6 1 8 a . : 3 5 6 . E 5 3 . 9 3 8 . 6 9 3 . 8 a fl a a u fl “ . 8 3 6 8 1 3 . 0 g o n a a “ 3 . 3 0 3 . 3 0 3 . 8 . 0 . 9 . . m m n 1 . . u “ J " . 3 . " . . 5 6 S u r e . — 3 fl 3 . 1 3 " Q Q fl . m . . . “ . 3 s o 3 . 3 0 9 8 3 3 9 . 8 5 & 6 8 3 . 6 . 3 8 6 . 5 . : « n a n - o : 3 . 0 . 0 8 9 . 0 . 3 “ a 3 n . . . . . . . . 8 3 . 5 6 . . . -. 3 " o o o o o o o o o 1 . 3 a s c u m I o n a . . . . . . . . . : 3 5 I n . L u n a L : 3 5 . . . . . . . . . . . . 5 3 . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 3 . 3 8 3 3 6 . . 3 3 . 6 . 8 3 6 8 . . . " 9 % . “ 8 . 3 7 0 8 5 3 . 0 g £ 3 0 Q O Q H m . . . 3 N . . . a . M H a a . 9 3 2 6 » n o 3 . 5 1 9 . . a . “ 5 ‘ . B m u g : v . 8 2 . 9 8 . 6 m e t r o d : 8 . . 2 . . . . . e r u . 8 8 . 3 5 8 6 5 5 6 g . “ 0 0 0 0 0 0 0 0 0 0 3 * I “ . . . . . . « 4 . 6 % . . . J a n a - u m o . u 8 . . n 2 3 ¢ - ‘ I u i i l l ‘ l l ! I 196 . “ I 0 ‘ “ b u t “ ' 2 ' . “ 1 : 7 . n o n e W 3 3 . “ 0 U . R O C . 2 : 1 8 . “ I . ‘ h ‘ 0 1 ‘ 3 “ " 1 ' " ! 1 8 ' . o n . 5 0 : ( O u - n o n d e n n a C “ : 1 l p ‘ o C : n a C . ) n a h t a N ) m ( m m m m m w u m m m m m w m x m " * — - — — — - . . _ — _ _ . . _ ” 3 1 3 2 . 1 . : 0 0 5 1 1 . " 0 6 . » n a m h c t a w . : 3 1 . 3 a L o l “ m 8 ” y n a - n h a H r o s a h t i a B 3! - : I . n i " 7 n a n o n « - o o l ”13335:: 33° "a“: Managua; ‘ka 3“...“ gig; @3323: iiiéaisfiiz. Human :rmsyba .bbkkkblswia §;;;:...;,;;- ii «3’1“ 3; ma W n i : » n I . n a m I97 I . . . » « 9 3 4 £ 3 3 . 8 R 2 . 0 0 . 3 n 3 8 . 9 - h d o d . 9 . 3 . ? R a n 8 E . » “ B a n d 8 R 3 . 8 1 2 3 . ? a n } . . . 3 3 1 . . . . . . — . 0 8 8 3 a { . 8 8 3 8 . 1 3 . “ M P W d O Q 3 . 8 . 3 9 0 . 0 0 . V a s . « 2 . m e v 8 5 8 . n o a n d h i . 3 . . . 5 3 . G 8 3 . C d u i 5 . 0 u s - o n . 8 8 6 ' l l l l l ‘ l l . ‘ l ” 3 .3 t. §~ a r g u e 3! Q 't I I ! 3 . 8 . ? 3 R 1 ? 8 . 8 . ? a n d . ” 9 3 . . . ? 3 9 : 6 . 0 8 9 . 9 . ‘ 1 3 B i n g . 3 8 . ? 3 3 . 6 . w a n d 9 8 . ? . 8 3 . . . 3 9 3 : . 8 . t o . ” a t ; n . . . ” « I ! ! ! i l - 9 3 5 d a a if" “K" V i' I . . . 9 8 n o s u E g g ; M o . 3 3 « B a h " . 8 8 8 A . fl a g _ . . . . u n o n d — N u L . . . . 9 . 8 3 . 5 5 . 3 8 t o o 3 1 ” 3 8 ” 3 6 2 . 6 3 1 » . 3 3 3 e c u - . 3 3 0 n o w - 3 . 5 3 n o u n - = 5 3 . 3 5 — a n ? » . 3 9 - . 8 1 . : 8 : 3 3 . 3 . . . . 8 2 8 5 I 3 . » 0 0 0 0 0 0 0 0 0 0 0 I ! ‘ 0 0 0 0 0 0 0 0 0 0 0 I ! 0 0 0 0 0 0 0 0 0 0 0 I ! I I I I I I I I I I I 0 0 0 0 0 0 0 0 0 0 0 : a 5 3 . . 3 5 8 u h m o m fl u s o u - 3 . 3 0 : 3 . 3 . 3 5 . 5 . 3 ? » ” 3 . 3 9 ” 3 8 I ! “ N B o . . . a n . » a ” d L . I r s a ” I ” I “ I g 3 a n a n “ I . . M I I . n I o C I , « a g 0 0 0 0 0 0 0 0 0 0 0 C i ‘ I . N 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 R I n . ‘ I : O H ! O H a I ? g h I a B I N N “ I r a a I O : a ' N D H s 9 a . I 8 I I I 0 I I I I . fl o . y o u - a n o n 3 . 3 8 . . . v E . “ a . “ g o ‘ d E O N " C a b a n a g “ g ‘ g o d g o . i t . g o ” : 0 0 “ 5 0 0 “ 3 0 0 R o s s o ? i n “ ! a n d - g o d ! 3 N 0 ? U g ‘ I g 3 3 . 8 3 1 2 3 . 3 I t . . . 5 3 3 : 3 3 8 % . . . g 2 6 ¢ . » 3 8 . . . . . . « 8 3 : ? 3 8 1 0 . . . . . . . . . . . 5 3 8 8 c a n . . . . . . . . . 3 8 . 5 8 - o fl u 0 0 0 0 0 0 0 0 0 0 0 4 . 5 . 8 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . 0 0 0 0 0 0 0 0 0 B a ! . 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 8 3 8 « . 3 3 3 8 3 b . 9 . — 3 9 : 8 . 5 I s i s 3 ~ 0 5 . g l a w 8 8 i I ‘ d “ 6 “ N H I : a I “ : a a n n 3 . a 0 O . . . ' - R 0 0 0 0 0 0 0 0 0 0 0 i I n “ a 0 0 0 0 0 0 0 0 0 0 0 0 i I a n . . 7 t 5 3 a n d . a . . a . z r a I 3 ~ * 3 0 0 0 0 0 0 0 0 0 0 I O . I n . S 0 0 0 0 0 0 0 0 0 0 0 0 3 I ’ J I / J I f x I ! I99 E i H g a 0 0 0 0 0 0 0 0 0 0 0 0 0 f - ‘ 9 ' n o ” ‘ 3 ’ 2 . 3 . 9 g u h t . h _ 0 0 0 0 0 0 0 0 0 0 0 0 E l s I ‘ 9 : e h % 0 0 . 9 8 . 9 . H o o o o o o o o o o o o o o o t I . M % 0 3 £ 8 “ . . . 5 3 8 . 8 3 . 9 u m m w o o a . . . . . . . . . . “ w e N . . . 3 9 3 8 5 . 3 . . . . . . . . . . n o . 0 0 0 5 8 . . . . 8 . 9 3 3 9 . , . . . 5 5 R M I J 200 . 8 3 3 8 8 . 3 8 . 3 5 “ 8 8 . 1 a n u s . 8 8 1 ? 3 . . . : : 8 3 . . 3 8 . ? 2 . 3 . ? . 8 . . . . . . 8 5 5 « 9 8 3 3 R a fi E 9 8 : : 3 5 3 . ? . 1 3 8 6 : 0 . 8 0 . ? 0 3 . 3 “ 3 8 . ? g s u S e n d - 8 5 5 i d . 2 8 . ? “ 3 2 6 . . $ 5 ~ 8 3 ? 9 8 ? ? 3 . 3 . ? 3 1 8 S E N . . . 8 8 o . . . E u . . . R a fi . . . w h o m . . . @ 8 8 6 9 & 3 . S u fi u 8 8 ? ? “ t o ? R 9 9 6 9 . . ” 3 8 “ . ? « # 8 . ? R 3 6 a 5 « 8 3 . ? $ 3 1 ? 8 8 9 . ? 3 . . . " 6 a . ? 8 3 . ? 8 . 8 . ? 3 — 9 . — i n o n S u . — . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . u . n . . . a ? ! a n ? 3 . 3 . . 8 - : — 8 . 3 m R u n - u U n fi — O . . . . . . 3 i 0 H I F I ' - 8 5 . . . — ; 5 8 . 3 n a k e d . 5 . ? a n d . R a . . . . . . . . . . . i g u a n a . . . . . . . . . . . . i h u u G o “ 8 8 “ . . . : 3 8 . . . $ . 8 1 ? S u n 5 8 d 3 8 2 8 9 1 . . 3 . . . : 3 R ; 3 3 . ? 3 3 . . . ? S u fi 4 2 $ ? “ 8 8 . ? . 0 3 . ? o n a « 8 8 6 a s . . . 3 3 3 - 2 c o a x } . 8 a . ? . 3 9 . ? 8 m : 8 8 ? ? 3 3 4 . ? g 6 : n 8 “ s 8 8 ? 0 8 8 . 0 . ” 3 6 : a n “ 3 n . » a n o n E 6 a r m “ a n d 3 5 3 6 E 6 . O 3 I a n 8 . 6 0 0 0 0 0 0 0 0 0 i P . . . . . . . . . 5 : 3 : . . . . . . . . . . l a t - k g . . . . . . . . . . . g n a w . . . . . . . . . . h u g - a n o o o o o o o o o g n a w . 3 5 Q u a d R u n s 2 2 . . . . » o 8 . ~ n fl a u d S t u . . . 9 8 2 6 H . . . . . . . . . . . . S h u n E o . — a h 5 “ a . ” a . . . 5 8 . “ . . . c a n s ; 9 3 $ . . . 9 0 8 6 3 5 £ 3 5 8 3 3 $ 8 6 5 3 : 3 3 3 1 m R 3 2 . 3 . 8 . 6 R 1 3 3 5 4 R a m . . . . 8 8 . . 8 a a n . . . . . . . . . . ' 5 . c h . . . . . : 8 3 g i t - . 9 : c o c c i I o n a — S o h a . a I ' - g O O O O O O O “ a ! a s h u l l u . 3 8 3 3 . 2 8 . » . 3 1 ? # 9 7 ? _ ” M u n 8 5 . 9 . i f ! 1 : I o o 3 ~ . . n o u . a s ” : . t o o . 3 3 » ! L . I ? » L . . 5 4 » . 3 6 8 a n d » . . . . 3 6 5 - . 8 1 3 . . 5 . - . 3 8 d o c - . 3 a : 3 3 3 9 . “ . . . a . 4 . 3 - 3 . 5 ! - 1 3 3 . 8 a o o o o o o o o o o o i n l n u o o o o o o o o o o o i N I f 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . . o o o o o o o o o o o . . . . . . . . . . . " I l i u m - 2 3 1 3 » a t ! » n o : 3 u fl fl o u o u a o - . . 3 8 5 - " 8 8 B . - a . 3 3 2 . 8 1 . : . 3 . . . » c 3 ! - 3 . i w I 0 . . . i ‘ l ‘ l a a £ ' n . — L . . _ h a u I . i u u f I i n l n l n o i s y a d s - G E E ; B a g 3 8 3 5 ' g a g s e a s - u h : E u l a 201 0 3 3 I 0 0 ‘ 3 1 s . — I u k o o a 2 : 3 6 : . 3 8 6 - I . . . " g 1 . 3 . ‘ 9 3 ! z o h fl g o a l £ 0 0 . 8 3 0 0 Q . . . . . . . . . a : t a n O O O O O O I O O O O ' E N S P . . . . . . . . . . . . . . 8 5 0 I a n a 0 0 0 0 0 0 0 . 3 8 3 I n “ . l o . ‘ t o . ‘ t o . ‘ 5 ‘ g i i . 3 9 8 6 3 . 3 . 0 ‘ 0 ; I ‘ d R 0 . . . — 5 . ! # 5 3 m t . . . — 5 . 9 8 . 0 : g o o R a n . . . 8 . 5 4 ~ 3 8 . . . 3 8 . 0 a . . . : 6 3 3 . 9 . 3 R 4 . . 3 8 . ? a n ) ? « 0 R fi n ? a n d . « 0 . 8 8 5 . . . . . . . § . u i . . 3 u . . . . . . . . . . . . . 3 . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 3 8 I “ ? g i n - 9 n . I . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 c a n t o n s 3 5 3 6 o o h - l o o : 3 3 3 . 1 8 - . 3 3 . 3 . k m » . n n u 0 . 1 8 O m a n C u l a 3 . 3 D O M " “ M N I ‘ . - a I l - o n a k . 7 3 0 3 I 0 l o . ‘ 0 " ! g s : 3 0 0 . g a l 8 5 0 ° ! “ 0 “ 5 0 H 3 0 ? - g o o n u d 0 0 0 0 0 g 8 E 8 O u r a . . . . . ‘ 8 8 ' i t s 0 3 5 c o c o o g i z g a t s l a 0 0 0 0 0 0 0 ‘ i a : b ” . O t o n o n o . 2 I n a t ” 0 6 8 . 0 ! a fl n é 0 8 8 - ? a n » . g ‘ 2 “ 3 . 8 # 3 . . . . 8 3 . . . a t ; R 8 ” ? 4 3 8 . ? 5 8 . ? g . . . . . . . 8 3 1 3 . 3 . . . . . . . . . 9 5 3 . 5 . : 8 3 . 3 ! . - 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . 8 3 - 5 2 g u n - u I : g g 3 g B a n l 6 a O n a S n t 3 3 l b “ ! n o a a ” B g 2 0 0 d : 0 0 “ g o o O R H J a g o “ ‘ 3 8 1 8 8 . 8 6 “ 8 : . . . S a n d . . . . . . . . . . . o o o o o o o o o o o o 0 0 0 0 0 0 0 0 0 0 0 0 n 1 3 . 3 - . 3 " g 3 I “ ! I a n 3 a a 3 5 > « 0 c a n ; A m 5 3 . 5 i s . ” o o o o o o o o o o t h I h t h 1 T I “ \ . s . ‘ 0 ‘ s E 0 0 0 0 0 0 0 0 0 0 0 . V 8 . 6 A “ 0 u : 8 6 3 ' 3 . - u - “ b u t W o n g . “ i , “t“ r’r . .'.u.v C‘ ,- ..-. o..-‘ .n. (‘45! 202 between these two classes. For example, in ESpl/I’ltO Santo, Medicine and Six Years Completed are the same sample. A maximum explained variance of 21+.9 percent is obtained when al'l other variables and Course Completed are used. A maxi- mum of 24.5 percent results when the class "Years Completed'I is; substituted for Course Completed. It is interesting to rKDte that, in general, persons who completed courses requir- ing the most years of university earn the most income. Class 01: Activity alone explains only l.3 percent of income vari- auu:e and Age 7.l percent for a total of 8.4 percent. 'When reagressed jointly, ll.9 percent is explained; hence, there 355 some interdependence, but the interesting point is the lCMN level of explanation provided by the Class of Activity Variables. Within the class, only the income from Social Set‘vices is significantly different from the others in the Cléass. This suggests that the markets for university gradu- atlas within the state may be competitive. The relatively 10M! income of the Social Services group could reflect ps)“:hic income in the field plus the fact that over one- third of this category consists of teachers (Philosophy 9'13duates), whose level of income is low compared to most otl"Der university graduates. Significant income differences appear within the classes of \variables. Using Regressions A and lh, which include the ma>le of Philosophy graduates, as shown in Table 2l. The regression on Age alone has an E value of only .7989, which indicates almost no significance for the overall regression. iAs pointed out previously, this does not mean that the age- income profile (Figure 2l) prepared from these results is not significant. Graduation from a course in Philosophy was possible after either three or four years of study, depending On the school attended and specific course taken. When Years (Runpleted is added to the regression a significant increase in income is shown to exist for those completing the fourth Yffiar compared to those completing only three. The signifi- CEHch of this regression exceeds the seventy-five percent le\Iel. When all variables are added to the regression, the SiQnificance barely remains at the seventy-five percent level, ancj none of the regression coefficients has significance leiVels in excess of eighty percent. Variables with signifi- CarWee between fifty and eighty percent are as follows: Four Yea rs Completed have higher income than Three Years Completed, Females have higher income than Males, Heads of Family more tkfian non-Heads of Family, Jew more than Protestant or Roman Certholic, Government and Commerce/Transportation more than soCial Services, and Urban more than Suburban. ‘ o a m i . . . ” B a h a m a — 5 5 3 3 7 . “ . u o _ fi s h e r s . . . “ a . a a . a . e a . . _ § e e . . . _ . a . . 1 3 3 3 1 . 5 3 R a n . E a c h - « I l l a - E B : 6 3 . - g 3 8 H 3 . 3 a : M u n i s - n o u n ! - _ N o i l - : 3 5 . - _ . - I g g o - _ . 3 . : “ 3 . 3 . . . . £ 8 8 . : 5 R 8 . . . $ 3 3 : 3 » . . . c a n . . . 8 3 . . . 8 2 . . . o i l - I . 3 . 8 5 3 4 . . . . . . . . . . . . . . 1 » . . . . . . . . i c i f o o o o o o o o o o o o { V i o l . . . . . . . . . . . i n c h . . . . . . . . . . . . i fl v n u v . u n l o c k - h o b s : 3 . . . . . . . . . . . O 0 fl a n o O . . . . i i i - I " i n n 1 . 2l’+ . 8 . . . . . . 5 a . ? 3 3 : . 5 9 . ? R . - 8 ~ n 1 1 S E Q ? E 0 6 . fi n . ” m g . 3 3 6 . 5 . 1 “ 8 . : a n d . . . 9 8 8 6 « 3 9 . . . ~ 9 5 8 . 3 . ? 2 . 2 . 3 . . 2 4 9 6 3 . . . : R 5 6 . 5 8 . ? S J « a n d » c a n . . . a s . . . $ 8 6 . d e n 5 . 3 1 9 3 8 . ? . 3 8 . ? 3 . 3 8 2 . 1 ? 5 8 . 1 8 8 . . . ? 3 . : { : 8 3 “ 9 . 3 £ 8 3 3 8 3 ‘ £ 8 8 . ! fl n s u 8 8 3 8 8 3 fi g . . . 8 a . : « 3 8 6 " S a n . . . 8 . 8 6 1 5 . 3 g . . . 9 3 3 . R 8 0 6 § . 3 9 8 8 6 3 9 6 5 . 8 . ? 9 : . . . . 9 9 . ? 3 : 3 6 . > 8 8 6 . 8 9 . 2 £ 8 . 1 0 - g d n r 8 8 6 - o s 3 3 . , 4 . » o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L . . . . . . . . . . . h u t n a h — n 8 . 3 8 . 3 - R 1 9 . - I . . . - . . . . . . g i S n f . . . . . . . . 8 . ! . . 3 3 3 8 : 3 i I 8 : g 5 : : 8 9 : . . . R 3 i s a a . . . . . . . . . . . i n ! — o o o o o o o o o o o o . 3 3 h a u l s — « o i E . 9 . : i t s : . 8 2 6 . o n " . . . i s . n a . . . . . . . . . . I l l i n - . . . . . . . . . . . . 1 . . . . . 0 o o o o o o o o o i ? 3 o o o o o o o o o 3 ‘ s . 0 0 0 o o e o . o o o o o o o o o o g o o o o o o o o o o ' 3 1 } o o o o o o o o o o 5 3 3 0 . 1 . ” u u u u u u u u u i n : . . . . . . . . . . . . I . " o o o o o o o o o o g h — . r 3 3 . w h i n g i n g . . . “ . l . . . . . . 0 0 6 0 3 0 3 ! " - I 215 ~ A ’ 5 1 . . . . 8 3 3 . 0 5 . . . ' 0 ” t o . £ 0 0 5 . 0 0 . . . ’ 0 ' 3 0 0 0 ' £ 0 0 . . . i d e a l _ . . . 0 0 0 0 0 0 0 . 0 § 0 I § | 3 fl u . . . . . . . . . 5 3 3 . 0 1 8 . . 0 0 0 0 0 0 0 0 0 0 ” g O fi u 0 u 0 o g g a i u d f . . . . . i g u a n a . . . . . 3 . 3 0 8 0 0 ; — . . . . . I - fi i z g u fi . a : g . ‘ 0 0 0 0 0 0 0 § § n § l 6 3 0 : : . / / ’ 3 _ . g g 3 . 0 . . . 8 8 . . . . . 3 8 . ? “ 3 8 . 0 . 3 0 ‘ “ : 0 . . - g 3 0 ? i . . . . . . . . I D a I - 3 . fl £ . 3 n . d 0 0 0 3 ! . . 3 ’ b l fi 0 . 0 0 0 0 0 é s d b s l ‘ u l — . r 9 3 « a ! ’ 0 : 3 ‘ 0 £ 8 0 0 . . 5 0 ° ! s o : 5 0 ° 3 9 0 0 g a s . g . g . . . 0 . a 0 0 0 0 0 0 0 0 0 § £ I fl l 3 0 0 3 0 0 0 0 0 . ” ; ‘ 0 9 ' I 0 0 0 0 0 0 0 0 0 3 3 3 3 0 5 5 . . g g g u m . " S E 0 0 £ 2 0 0 £ 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 } n 0 0 0 0 0 0 . 0 0 0 0 £ 0 3 . . 0 0 0 0 0 0 0 0 0 0 0 0 M E I R “ , } 0 8 3 . 3 8 3 . ? . . ‘ . 9 3 . q u 0 3 . 0 2 3 . 0 . 5 3 @ 9 2 6 9 3 : . . . 8 3 4 . 9 3 6 3 0 . 8 3 5 0 . . . . - R d 8 . 0 . 0 3 1 : 3 3 3 . . . . . . . . . . . . . . $ 6 . ! . . . 3 1 3 3 8 8 . 3 4 . - . . I n l f l l h l l u fl r fi a . i : 3 . . . I . . , 0 0 . : a t ! ! ! : 3 . . ' 0 : : 3 5 . . g a . . . 5 . 0 9 . 3 . 0 ~ 5 3 . 3 . . . 5 ‘ g ' 4 - R fl o d s o . g o “ . : 3 6 . a d ‘ I ‘ 6 ‘ a n d . . . . . . . g ‘ 5 ‘ . £ 0 . . . . . . . . . . . . . . . . i n . . . . . . . . . . . . 3 . 3 , 0 0 0 0 0 0 0 0 0 0 0 0 5 . 3 . . . . . . . . . . . 0 0 0 0 0 0 0 0 5 3 3 . 3 8 1 ? 0 0 0 0 0 0 0 0 0 0 0 0 a ? a v n a u d n l a a 0 0 0 0 0 0 0 0 0 . ' 0 0 0 0 0 0 0 0 1 0 . 8 . 8 . " a 0 0 . 0 0 0 0 0 5 3 ‘ ; n fl 3 . . ” g a s ‘ 5 ‘ . . h i t “ . . u . 216 Fig. 21 ESPIRITU SANTU - ABE/INCOME PROFILES - 1950 PHILOSOPHY ERAELIATES + SECO‘OARY x - 131111030th Graduates . - Secondary 0 6 - 9 5 9 1 ) 0 0 0 0 . 1 X 8 9 7 [ ( M C N I V L f T m N . 3 3 ‘ 4 X ‘ ) , f ' t ‘ > : I ‘ b a L r . ‘ l : " ! ( 1 ‘ ; \ . . , . . . O 3 : : : h 4 a . ¢ K I ‘ ( D r ' : : ‘ I l ’ L O r ) . ' H " ‘ ‘ ' I ' E . l 0 " . : “ J ( - x ( \ J L t m ‘ H ( ‘ c ' ( h ‘ u ) . J - ( r J I - - u - . 0 = r ) . L ) ( 7 ( u t ) « 1 ) . 0 . 1 " : ‘ » q ) a k . ) r ‘ H ( I ) ; ‘ . ) A 1 ‘ ) . u ~ u ( — 1 ) L ( 1 ) l 5 ‘ i . H 1 . - . - > \ l . r . ) k V . ( 1 ) $ 4 : l , ‘ ' u ( I . 1 I n , c . ) m ‘ n x ( ) ‘ o , . , . — r ; 1 ‘ . ) l . m r ' f - ( : 1 ) ' ' ' 1 ' . ‘ ’ ' ’ 1 ' T ) P t - ( 1 ) . 4 L u ) ‘ . r : P ' a ) { 2 ' > - — - ‘ _ ( ) ‘ I . F ‘ 1 1 . ? I U ) - ‘ ( o ( L ( 1 ) a ) - ‘ H : 7 . " ' ° L . ) l — Q ‘ ) T ) _ ‘ 4 c ) - : h ) , " J 9 I ' U I > ‘ o ' n ‘ ( ‘ v ’ : 3 - “ : ' L — ‘ C Q & - J x r 1 ) l 4 - 1 ( - u ) — - ‘ c . 0 : . ‘ J n E l . 1 ) ‘ 4 - — r - C h u . ( ' . " ' 7 ° " H + 4 . ~ E : ) U ' : J 1 5 F m U ’ L L t o i ‘ ) 3 N ‘ 1 . ' , . ‘ - ; ‘ a : “ x _ : 5 . 0 ( l ) * 4 0 1 . ( 1 ) L - ( U r 0 H E 3 0 ' ~ * ~ J ; 2l7 Medicine.--Both of the regressions performed on the gaduates of Medicine sample have overall significance CM: sweater than ninety percent. The results and the age- imxmm profile for this group are presented in Table 22 and Fkuwe 22 respectively. Heads of families and those who had nonfigration history earn more than their counterparts at asfignificance level over ninety-five percent. In the sig- nHWcance range of fifty to eighty percent, the following Hmome differences occur: women earn more than men, Heads ofFamily more than non—Heads of Family, Protestants more ‘Umn Roman Catholics and more than “Other Religions,” those wiUIchildren more than those without, those who are Self- Bmfloyed more than Public or Private Employees, and those thrban environment more than suburban or rural. The shape of the age-income profile for Medicine indi- cates a trend toward reduced earnings at an early age rela- tive to many other professions. Interviews in Esprrito fiwmo confirm this as being typical of medical graduates. After completing their training, many doctors practice for aShort time before becoming involved in more lucrative ven- tmres such as real estate, banking, or farming. The Director (W the Faculty of Medicine of the Federal University of ESPflWtD Santo indicated this phenomenon is a serious problem ‘ ”‘the area, 2 k It was hIS opInIon that there was no serious . . . . LMiv Interview with the Diretor da Faculdade de Medicina, ersidade Federal do EspIrito Santo, January 24, l968. F N I - i n u 3 1 3 3 . 3 1 - n i g l g a a k — E B - 1 8 8 8 r ‘ i E . o s . I u E - s n u o n _ n . I 3 n - e c n u o p . . . e f kfi fl £ — _ . 3 T" .N “ - 4 ” m - n u o n . fl m m fl n - fi .n n E o — r n F _ . . “ n L . . . r - n n o n i e r T o n o w i n fl n u s : a c u o u E II‘IT‘II'Hf-I"? 5 . i I I I I I I 2l8 o S . . . . . : 8 1 5 . m 5 . 5 : } a 3 . o n 3 . 5 . 8 n a . 0 : 0 8 . 5 g 5 8 . 0 1 0 . 3 . 5 3 2 : » 8 & 9 % 9 “ N E P ” 5 3 n . . . a m r I : “ 5 . o n 5 . 8 o 8 9 : a n a L “ 5 9 . . : 5 3 . 8 8 9 . 8 5 0 5 1 . 6 5 . 5 E . . . 5 5 3 3 : 9 . 3 9 . 9 % 5 0 9 3 : 2 3 5 9 . 8 8 5 L 8 5 . 9 . 8 3 : $ 5 9 5 3 8 . 0 E P . . . 3 . 3 3 0 8 9 . 3 8 0 9 . 5 3 — 9 . . . . . . 9 3 2 . 8 3 9 I . . . 2 8 9 . R E P 9 8 . $ S S E L 5 8 . 5 R E P o o o o o o Sflhflfifik. ‘IIIIIIII‘ 3 . 2 1 9 1 n - : n o ! » F g . 0 . 3 E V . . . ! 9 . 9 3 . 0 E . 5 F . . . l E 5 5 8 8 3 L : 9 9 . ! 5 . 8 g n a g 2l9 g 1 d a t g . . . 3 . 3 6 . 8 9 . . . ? o ; a s . . 1 . : a t . . . 3 . . . . t 1 g S 1 0 a a n d i d ’ 3 : 3 x d o d d ‘ 0 ; 3 . 5 ‘ l 3 3 ‘ ” 3 . 7 t h u o o E 3 6 g o o A g 8 0 8 . ? . 8 9 . ? 5 . 3 . 3 6 . E g a n g o d g u é o g o a — g ‘ 3 . 0 0 3 « . 8 8 . : 0 ‘ 3 . . . . . . . 8 3 : 8 3 . 8 ? . . . . . . g z g n n a u o o o o o o o o o o o o o o o a n ! . . . . . . . . . . . . 3 : 3 . 8 3 . 3 5 % ” o o o o o o o o o o 3 % . 3 3 3 3 : 0 0 0 0 0 0 0 0 0 g a i n - 3 N . . . - C g ' g i fl a fl s a i l o r 0 0 0 0 0 0 0 0 0 0 0 0 o o o o o o o o ” r a v a g e - Q 1 8 g a i n “ : 0 0 0 0 0 0 0 0 . . . . . i s } ? 0 0 0 0 0 0 0 0 o . a i n n l c a n 3 0 “ . : ‘ 0 { . 0 ‘ 1 ‘ . — 5 n d C a s t ” g o d 3 . 0 . 0 3 . 1 0 ! 3 0 3 . 0 g . g l a u o g k h u g o o fi n g - n a n . 3 3 0 3 ? . . . . . . . 3 3 9 3 ! . . g ‘ 5 g “ a a g n o fl 3 3 . 0 a n . . . g o n g - 1 3 5 . 0 0 3 3 . . . . . . . . I 3 § ‘ o o o o o o o o o g g a fl n u o o o o o o o o o g g u a u I . 8 3 3 » i . 3 5 . 9 8 3 5 E . ” 8 9 9 . 9 8 8 . 0 n u a g o g o n d a 6 3 0 0 0 8 8 . 0 0 o o o o o o o o o o o o o o o n u n o o o o o o o o o o i t “ ! . . . . . . . . . . . . i . . . “ - A fi i u t o l fl . n e w . . . i d « 5 3 3 3 : . 3 : 8 6 a ; o o o o o o o o o o s fi ‘ I . . . 3 5 3 8 ; 4 0 - . . . . . . . . . . 9 6 % . 220 Fig. 22 . so. ESPIRITD SANTD - AGE/INCOME PROFILES - 1980 :64 LEDICII‘E GRAELJATES + SEEDflARY 53+; 8 % “ 36+ x- Medicine Graduates .- Secondary § x I I I01 E R O C N E Y L F T W w — - . . * - _ _ _ . _ . . _ _ . _ _ _ + - . . U 8 all a0+ i 51 I l l 10+} 5,, 4» 1° ad 33 43 so 70 ASE ) . O f); C . F.” I twp: t)“ y A I 1 an. a .5) V) vl‘\JV| l. t I o. , m Q ( a J ) 1’ . .(C 7“ u: vl I 9| (C any" . a. . w x 01m , . a. n . 22l shortage of doctors in the state but that there was, rather, a shortage ofpracticing doctors, as well as a shortage in the rural areas. The age-income profile gives support to 1 his first point and the environmental income difference in Regnession 2 points out one possible cause for his second observation. Pharmacy.--The significance levels of the regressions Fmrforwned on the sample of Pharmacy graduates is so low that neanirqgful interpretation of the results is not possible. lhe lan income levels were confirmed by interview as being typhus] of the period, but beyond this, the population and samihe are too small to examine the variables using the nmltnole regression technique. The regressions and age- incmme profile for this sample are given in Table 23 and Figure 23, _Jentistry.--The regressions computed for the sample 0f WTMMJateS of Dentistry are all significant above the 'finetY‘Five percent level (See Table 24 and Figure 2h). The Population contains graduates with both three and four Years Completed, and the four-year graduates earn higher levels Ofinconma at a level of significance of ninety-eight per- uwm. 'The following characteristics are consistent with dif- ferent levels of income at a ninety percent significance 16"“ 0" more: "Other Religions" has higher earnings than Pnnestant or Roman Catholic, White higher than non-white, Hume with children higher than those without, and those with ur . , . . . hm” envuronments higher than suburban or rural. Slgnlflcant 8 5 - 8 3 - ! ! ! u u a l i . a 5 . 2 : a ! n o u n . 3 3 B a l l s - 9 ' fi g t . H . _ a a n s _ . c . . . . m . . _ ¥ fl _ o u a n . o . 3 a # . § . m . . _ _ ¥ n . u n _ n M c l 6 3 n o u n - l a u n c h : G o a - = 5 0 - u : . n . . H . o 7 % o T a n : s . . . . # 3 . . . . ” = 3 . — fl u t e 8 . . . : $ 1 9 . 3 8 . ? 3 2 . . . ? 2 5 . ? 3 8 . ? 8 9 . . . 3 8 6 . « 9 8 8 3 a n ! ! ! 3 : 8 8 3 . . . . . . . . . . . i n t “ ! o o o o o o o o o o o i l l " ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o o o o o o o o o o o o E T P . 3 3 . . . a i n ‘ t ? i d t d l 5 . 3 . : 1 » 2 0 o u . . o o v a : . 222 3 - . » - 8 8 . . . . . . S u n . — 3 5 6 3 . 3 5 8 . . . 8 8 9 6 . 8 5 . . . 3 . : g 6 g 6 . 2 8 . . 5 . 3 « 9 8 2 3 3 % . : £ 3 8 3 8 . . . “ . — u t a i 3 4 . 3 3 0 8 6 3 5 . . . 8 : 8 6 3 . . . : n a m e . . . 5 3 ° . . . 3 5 ° 5 . : . 5 8 6 « 3 8 6 3 9 . 9 3 . 2 8 : 8 6 5 8 6 3 9 8 6 - 2 . 3 3 9 . 3 . . . . « $ 9 6 3 9 . . . ? 5 . 3 8 9 8 6 5 . . . 3 8 . ? B o d ~ 3 8 . . . “ ~ 8 3 . 3 : 8 6 8 1 5 0 3 9 6 8 9 : . . . B 3 8 6 8 3 . . . 8 & 3 . 5 2 . 9 . 3 8 6 5 . 3 . 5 8 6 3 4 3 6 8 2 4 . ? a n d " . 8 8 1 ? S E 6 . . 8 2 . ? 3 9 . 3 4 8 3 6 . “ 5 . . . ? 8 8 1 ° - o G u m . — n s : l l l l l l “ I . . . . . . « u r i n a t e — I s l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . u . . . . D . " n a h - u 8 h f 3 h . . . G i a n I i i . 3 : 1 2 6 : 3 8 u . - 8 . . . : R e i d . n 8 8 . . . 3 5 6 . s o ! “ a t ! . n a . . . . . . . . . . . i n , . . . . . . . . . . . . i i i - l ° O Q I I I I I I I I I I i ? . . . . . . . . . 5 3 c c c c c c c c c c . 3 1 0 3 a o o o o o o o o o o g o o 0 o o o o o o o o o o o o u n i - I I I ” . . . . . . . . . g ) u u u u u u u u u u u u S I ‘ I o o o o o o o o o o i i “ . . . . . . . . . - . 3 i n - . . . r r i . . . r fi ! § : fl . . . i s . S u n « a 5 . 3 ‘ 8 8 : : 3 3 . . 8 3 . 6 . 3 5 . 1 8 % . . . . - o 2 . . . . . . . . . . . . . 1 . . q u . . . . . . . . . . u s u a l - b u 223 . ” : 1 . 1 . . . . 5 3 8 8 3 1 3 3 “ 0 . . . ! 8 . . . 9 . . . . . . . . . o o o o a . 8 ‘ V V O fi A . . 8 5 . . . » . . . . . . . . 3 8 3 : V V 0 A . . . l l g U V O H . 3 . 5 3 8 : . 3 8 . ? 3 0 5 5 . 3 3 . 0 0 o . . . . . . u a k é t g ! . . . ; g fi 0 0 0 0 0 0 0 a . a . i n g 3 . 6 8 . 3 . 6 9 : 3 3 — n o I 6 . 9 $ 7 . 0 $ 3 b o R ? . 5 5 0 0 0 0 0 0 0 0 . u . ! 6 0 5 “ " ! a . 0 £ i ’ . A d - 8 3 3 0 . . . . . . . . ‘ g o d - n u s l ‘ s 3 . 9I 2 . 1 5 . 8 n o 3 5 u — Q o a b p S U o fl l u o o c o c 8 . 0 - . . . I I 3 3 0 0 . o o o o o o o o o A O a H 3 3 1 2 3 3 8 . . . . . u . . . . . . . . . u . . d g g i t . } g ‘ 5 . . 0 . 3 . d o g 3 ‘ 3 ‘ 0 0 0 8 £ ! 0 0 £ . 0 0 : ‘ 0 ' - 6 . 3 8 . 3 3 8 . 6 8 J S ‘ 3 5 0 0 0 0 0 0 0 0 b 3 5 0 0 0 0 0 0 0 0 3 , i 5 . 0 0 £ g a g i . H O u 3 . O d 3 . 8 4 8 0 0 0 0 0 0 0 i 8 3 : . . . . . . . . . . . . n u o a g g o o o o o o o o o . n a m n u g 6 3 2 . 6 g . . . 8 2 . 0 . 5 9 6 . 3 9 . [ - . 3 3 8 l l l ' l l ' l l ! “ “ 3 0 0 0 0 0 0 0 0 0 . 0 0 0 . n . . 0 0 8 £ 0 0 £ . 0 : g : 0 8 . 8 £ 8 . 5 221+ Fig. 23 an ESPIR’ITU SANTO - AGE/INCOME PROFILES - 1950 55 WWACY GRAUJATES + QECU‘UAFZY 50 $ El . x — Pharmacy Graduates " .5 - .— Secondary 3. x g 04» 2 In» ). .1.’ g 34» a.» 3N» 15 l m0 54+ 4\ 15 an 30% ‘0. 50; ASE 2 2 5 ~ h H a s . . . “ 6 . : a n . . . . 8 . . . — 9 3 . . “ i n . . . “ 8 . 3 6 . . . . — fi t : o n } : 5 . 8 8 a . . . 5 . 8 . . . . n 6 . 2 . . 3 . 8 . . 8 3 . . . . 8 8 . . . 0 5 . . 8 . 3 . . . 8 . 8 . ? 9 8 . 3 . 1 8 . 8 . ? ~ 3 8 . . . E 4 . 3 3 . . . ? 8 9 . . . ? “ . 3 3 . ? 8 . 8 . ? . 8 8 . ? ~ 3 5 ? 3 8 . ? u n a d . g ? . 2 3 . . . 3 3 . ? 8 3 . . . . 5 . 3 . ? . 3 8 . . 8 . 8 . ? 8 . 8 . ? . 8 8 . ? . 3 8 . ? . 8 8 . ? . 8 3 . ? 8 . 8 . ? . 9 8 3 3 2 8 8 8 5 . 5 3 . ? 2 . 5 . ? 8 . 3 . ? 5 8 a . . . g i a n t X a d . g ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a ; 0 . 8 . ? . 8 8 . . . . 8 8 . . . . 8 . 8 . ? . 8 0 . ? 8 . 8 . ? . 8 . . - . 8 3 . ? 8 3 . . . . 8 . . . . . . 3 3 . . . 3 5 . . . 3 8 . . 8 a . . . . 6 9 . . . 5 3 . . 2 . 3 . . O . 1 . 8 . . . . . . a . . . . . . . . . l . . . . . . . . . a . ” a s . . . 9 . . . . 8 . . . . . . 9 . . . . 0 5 ' . 3 . 8 8 fl a . o n . a u . — q n o . . . _ . . . . . . . 3 3 3 8 . 3 8 . 0 0 0 0 0 0 0 0 0 0 3 . 3 “ 0 0 0 0 0 0 0 0 0 0 0 0 r fi I J ’ 0 0 0 0 0 0 0 0 0 0 : 3 0 3 0 5 . 3 o o o o o o o o o 0 0 0 0 0 0 0 0 0 3 0 " 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 3 " i ? g : ' 3 1 ” 3 0 0 0 0 0 0 0 0 0 0 0 s s g O 0 0 o ° o o u . - . 8 . . . . 8 0 . ? . 8 3 . ? a . . . £ 0 . H g , . u ‘ . . . . . . . . . . . 3 | : 0 0 0 0 0 0 0 0 0 0 0 0 a i u o z . £ 0 0 d i 8 . . . . 3 3 . ? 3 . 5 . ? g . . . o n s . . . . . . . . . . 1 . . . . - 0 0 0 0 0 0 0 0 0 0 0 0 I v . 4 5 . . . 8 2 . 8 3 . 8 8 . 3 - g u n ‘ s - 3 8 8 8 a " ; , _ 0 0 0 n N a : o n 0 . S B D Q H E . “ “ £ 3 g 3 0 . 8 0 - a n . . . a m . . . 8 a . . . 3 3 . . 5 . 8 . . a s . . . . 5 3 3 . . . . . . 3 3 . 3 5 0 - . . . . . . ” . 0 . . . . . . . . n . a n . . . . " 0 . . . h s o . . . 5 % . . 8 . . 0 . ” , « fi g . 3 3 3 8 5 3 . 8 5 5 8 8 ! » a . . . 0 0 0 0 0 0 0 0 0 0 0 I ! a . . . ” . . . m . . . . . u . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . 0 8 . 8 . 3 . - . . . . . . . . . i i 8 i I f I r 0 " o n g “ I u . . . . . . 0 . 0 0 o I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . _ , 0 0 1 o 0 0 0 0 0 0 0 0 0 0 0 I ! I . " 226 A. . . . n o ; . a . I l l . a o fi d o . 0 3 . . . . . S t n . . . 5 a { . 3 . 8 9 5 . 8 8 . . . « R 2 6 a . . . ‘ r : ‘ u : 3 a n d £ 0 . : 0 1 g o ? S O ? a . ‘ a 4 . . . - a £ ‘ O H 8 a . ? 3 8 “ . ? i s . 3 9 . ? 2 . 0 . 3 . 9 3 . ? 3 . ? c a n ? a s a . . . ( 5 ? . 8 . 3 4 . . . . . . . . . . . . . S ? 9 8 . 6 . 1 . 8 . . . 1 5 . . . . . . ” u n m a n n fl u fi . . . . . . . . . . . 3 : 5 3 - ” H u n n u n n g h » . . O . 3 3 5 1 9 8 . P 3 . 9 0 . 3 . 3 } 0 0 0 0 0 0 0 0 0 0 0 0 3 ' 3 i t ; . . . . . . . . . . . . a h u l a i l k i n ” ‘ u n u u 0 0 0 0 0 0 0 0 0 . . . . . . . g i g - “ I 0 0 0 0 0 0 0 0 o o o o o o o 3 8 . 3 8 a ! “ . . . . . . “ . . . . . . I l a a n u n n . . . _ A O u . n . - 8 . 3 3 \ . t o . . . ' R 0 a u 1 . . . : . H u n n g x g . “ u - 3 n 9 3 8 8 . . “ n u n . 8 8 8 3 8 1 3 8 . 8 . ? . 8 3 . ? 3 9 3 . ? £ 6 £ 8 . . . 8 4 3 . 0 . s . . . . . . I i i - 3 8 3 . 9 B a “ a a ‘ . . . . . . . g l a d - 2 . 3 . . 1 . 9 3 % 3 3 . 6 2 5 . . 3 8 . : 8 s . . . — 8 5 8 6 6 9 8 . ? 3 3 . 0 . ‘ 5 6 . S S n ? s o o n £ 8 . 8 5 . . . . . I a . n — . I E . ” u n u n n u u o ' u i ’ u w n u u : 3 . . . R u . . 3 9 n 3 . 3 . 5 . 5 . : 3 3 . 3 3 5 . . . . . . . £ . ‘ . . . . ‘ . a . . . . ‘ 9 3 . 6 9 . . 8 . R . . ; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 3 0 ’ - M . . . u . H fi . 3 1 : « n 3 « 9 m m d u Q . 9 3 . ‘ 6 3 3 . 2 3 . 8 3 . “ o s “ 3 . 8 . 0 a g o 0 % . v a n d . 4 2 2 2 2 2 1 0 0 0 5 0 0 . 0 0 0 . 0 0 . « fl . a t . 3 6 . . . i l e u m - a l . 3 - 227 Fig. 2b ESPIR’ITD SANTD - AGE/INCOME PROFILES - 1960 CENT ISTRY GRADJATES ‘ SECWY .- Dentistry Graduates .- Secondary 61+ 0 5 - 9 6 8 1 ) 0 0 0 . 1 X 5 R C ( M Z N I Y L - I N O N , q AGE 228 at levels between fifty and eighty percent are the following: Heads of Family higher than non-Heads of Family, those work- ing in government higher than those not in government, and those migrating from an urban area higher than those that nfigrated from a rural area. Interviews with three members of the Faculdade de Odontologia at the Universidade Federal do Esprrito Santo produce the following opinions: (l) At present, dentists earn as much as doctors. (2) ln l960, doctors earned much [more than dentists. (3) After assuring me that dentistry is a "profession" and as such, dentists were not motivated by money, they unanimously agreed that dentists were and are leaving the profession because they are unable to earn enough Inoney. (h) The three-year dentistry course has been elimi- nated, and in many states the specialty courses extend up to six years. Younger and more highly trained dentists are able to command much higher fees than was the case ten years ago. All agreed that there would be a tendency to under- state incomes in a census report, but largely income from non-labor sources. There was general agreement that the l960 age-income profile was reasonable, but that the current situation would produce a profile very similar to that of doctors, both in shape and level. Engineering.--The regression of log income on all variables for the sub-sample of Engineering graduates is Significant at the ninety percent level. Table 25 and Figure 25 give the results for this group. Very few of the 229 agagsaz finannnn iii Eli aggggsg . ’7E t M ” , ” 4 1 2 2 1 0 . 4 2 g S E g g a g . a i l i I r g Q5; 3§§ $.i ‘53 i . ' aatasaa ° :niafiin § ! ! ! 0 . 0 ,__‘§___ ‘ 3 ! “ : 3 - ” . u W m 1 4 [ ” . I ‘ ) m ‘ ’ C ‘ ” . . - . : ” n a 2 I l 5 ~-‘ g 3 §§§ §§§ 13¢‘é21 i355??? §§§ 3% 1“ “é iii-2955' “HM” Pbfli‘l'l'l‘fl i“==='==l l"'."" 222523 0900‘. "333“”‘ :::::::: :::::: ...-.... ggiiig gauasncu MilW;I?3' ii ' as ' =2 l' 11 '1'! N ' __ \ ooooo dose 0 °¢ =1" / "'2 . :::"::::::' _'—'_ ;;\.\ . _ 1. \ - i 3:2 .2: "y {53' l” Q” ' iii. . 33 230 8 3 . . . . — l . ‘ 5 g 3 “ E 3 : 1 6 g o . - I . ” 3 0 . E 8 3 ‘ O a o n u t o . . . g i n ! “ . . . . . . . . — 8 . 3 3 . 8 . 3 9 n . . . . . g g g u i r 0 0 0 0 0 0 0 g i g “ g i n 3 0 a 0 : ! £ 6 8 . 3 . 0 3 . 0 0 3 . 0 a . " 3 6 3 0 ° 3 " a N i n . . . . . . . . . . . . g u n 0 0 0 0 0 0 0 0 0 0 i l k “ 0 0 0 0 . . 0 0 0 0 0 0 0 M E I R " g > % . « . § _ 9 . 5 . 3 3 . 3 . g 3 . 3 3 0 : 3 . 0 . . 0 0 . . 0 . 0 . 0 . 0 . 0 . 0 . 0 . 0 . 0 . 3 9 . ’ 8 L . I » . . 9 8 . 2 . « . . . - . . . : 8 . . ” 8 . 3 . ? “ p a u s i n g . . . . a . 3 2 2 . 2 . . - 8 . 5 1 . 7 3 . 0 0 0 0 0 0 0 0 0 H i g h “ . . . . . . . . . a l t a r . g o . a . . . . . I a u fl t g i n . . . E . . . 5 . 9 a s 3 8 . . . 8 . 8 . . 1 8 . . . R 3 . . . 3 0 . ? . 8 8 . ? i 5 . 3 8 3 . . . . . . } n a t t k z a h r . . . . . . . 8 9 3 3 3 . 3 ? 8 5 1 3 8 3 . ! “ . . . . . . . n 3 fl . 3 3 3 1 “ . o n 8 3 3 . . . 5 . 3 ‘ g 3 . 0 0 . 8 ‘ . ‘ 3 4 g ‘ 1 2 I R » . . . « I n . . . . 2 8 . ? \ q \ . . . . . . . . . . . “ 5 . 3 . 0 0 0 0 0 0 0 0 0 0 0 3 3 h . . . . . . . 3 3 1 . 3 . _ T l ‘ 0 2 g 3 . 8 i n n S E 0 6 ‘ 3 ‘ £ 8 6 E 6 : 6 g o o 3 8 » . . . 1 3 . ? I . . . . 3 3 8 . 3 . . B E . . . 8 8 3 3 . . . . « 3 . 3 . 3 9 . . . . g g . 0 . 0 0 . 0 . 0 . 0 . 0 . 0 . 0 . 0 . 0 . 0 . . a . 2 . 2 2 1 3 3 3 » . . . . . . . . . . . . 5 . 8 . 7 8 . 0 0 0 0 0 0 0 0 0 0 a ; 5 . 1 3 . . . . . . . . . . . . . . . . . . . . . . . . 9 9 . 3 3 . 9 3 4 8 5 3 ‘ ? 0 0 0 . 0 0 . . . 3 3 . . . - 3 3 a ? 3 a u n a a . . - 3 . 0 0 . 0 " . _ . : 4 ! a . 23] Fig. 2 5 an. ESPIRITD SANTD - ACE/INCUVE 93233155 ~ 1863 35., MIBEERING GRADJATES . SECOND/U?" . - Engineering Graduates . - Secondary 0 8 - 9 3 9 1 ) 0 0 0 9 1 X 5 R C ( m 1 Y L - N W A 34, 3.» . . 3 ' 4 u.nl._hull O : ..nfi;< .303”. ‘ I! ' 1 ( ) I lJl)‘. \ ...; s 8.1.. C J2 j - Tn $4.384. ”...; Th 9. \ u ..mr_‘!m 9.) ...fl .... 1. 3m fin ‘ - .u.mmnan. .... .... :o ..(finm up“) 0 fly». J)... )1 (a: _mmm ”T; a ;a. (fiwofi_:m UD‘I‘) (.(mJfi 232 variables explain significant portions of income variance, and the standard error of estimate for this regression is lower than for any other sub-sample. This would indicate a fairly homogeneous market for engineers that is less af- fected by non-income factors than is the case in markets for other professionals. One engineer in agriculture earns significantly more than engineers in all other fields, and the two non-white engineers earn substantially less than their white cohorts. With these two exceptions, earnings are nearly uniform. The age-income profile indicates a longer high income working lifetime for engineers than is the case for all other graduates except lawyers. An interview with the en— gineering representative on the Comissao de Planejamento of the Universidade Federal de Esprrito Santo supported this Characteristic. This individual also had earnings data for engineers in the state going back to I960 which agreed very C10$er with the Census data. L2y.--The level of significance for the regression “Sing Law graduates as a sample is greater than 99.9 percent. Wmmen earn less than men at a level of significance of nirlety-nine percent. Whites earn more than non-whites, but atifl significance level of between fifty to eighty percent, as iS the case for the following: Heads of Family have more i“Comethan non-Heads of Family, persons in Services Indus- tries and Liberal Professions more than those in other EL...“*0mm.” 3.3-0:man. $.35a?a. .4L(r..u . . ...: r.. .; \(LLWm _ _. 233 Classes of Activity, migrants from urban areas more than nfigrants from urual areas, and persons in urban environments nwre than suburbanites. Table 26 details these results. The age-income profile of lawyers shows a continuous rise, with the exception of Age 22 to Age 27. The Age 22 cell represents only one person, which is probably either a reporting error or a most exceptional case. A discussion with the Vice-President of the State Bar Association (Ordem dos Advogados do Brasil - Esprrito Santo) indicates that the profile was and is typical for the area. Aqronomy.--The small size of the Agronomy graduates sub-sample reduces the level of significance of the all- variable regression to the seventy-five percent level (see Table 27). Regression coefficients in the significance range of eighty to ninety percent give the following re- sults: Heads of Family earn more than non-Heads of Family, those without children more than those with (an exception to Other samples), Liberal Professions more than those in Government, and one person in a suburban environment more than those in rural areas. Discussions with various members Of the Comissao de Planejamento of the Universidade Federal de Espfiiito Santo indicate that the age-income profile (Figurt227) for this group may be a good example of a "change in quaflity" of education reflected in cross-section data. The agronomists in the younger age groups generally repre- Sent post World War II graduates. Prior to that time Agron- Omy is reputed to have been little more than a vocational 234 I Q§EQ§E€ afinnsse l e e h w 4 C l 7 fi fl ” fl ” & u q - m U & - . . - I 0 6 3 , 0 1 u 3 m . z - % 5 . 4 ” 6 . 5 3 m 2 2 5 3 . 4 - n u n u b l n : a n u c a l 2 l l m 1 - n a o l d e t a l p - c i t 1 : : " v i n U t a n n I . 1 l a n o i t a c o l ; . 2 - n n i n u u m u n - w a n g m a u m m n m m m w u m . “ I o t l l o C uuuuuuuu ...... oooooo yyyyyy oooooo oooooo ...... khhhbfihhbi ...... rarer: oooooooo ' iiihbkhk ilés‘iiili. aunaanao oooooooooo oooooo ...... oooooo ....... ...... IIIIIII 235 . . . . 8 . 3 v . . » b e w « ‘ 3 k ” . c 1 6 $ : . 6 3 - 6 9 5 n i o C 1 6 3 R . 6 9 6 8 . 6 9 8 « n i a l ! ' . 5 3 6 £ 6 3 . 0 4 . 6 . 1 3 . 1 6 8 3 « 6 £ . . % 6 3 . 6 0 . S : a d o . . 6 3 8 “ . 6 8 6 R . . 6 9 0 8 . 6 2 . 6 6 3 . . 6 . 8 8 . . . e h t » . . . n a 5 3 . 8 £ n i s . 6 8 4 8 6 R 1 6 8 3 . : 6 8 . 6 8 . 3 . . 6 8 £ . 6 5 . 8 3 . 3 6 . 3 3 6 8 : « 6 8 . 3 8 . o n . 6 3 6 . 6 3 8 . 6 3 0 . n i a I g ” . s 6 3 6 £ 6 £ » . . . 3 . . 6 8 . 9 . 6 . 3 8 . 6 . 2 5 » 6 . 6 c n u S n n a a 8 M 3 ‘ g 1 - d o g n o o s fl . 6 0 3 . u n g ‘ « . 6 8 3 . 6 . 3 . 8 6 $ 6 . 3 6 . 0 3 0 . 3 8 3 4 ‘ 0 0 8 . 8 ! . . . 3 - . 4 _ , \ .‘Ortl. ¢~ ‘kfihu HQ.33...6 .muuommIq 236 Fig. 26 an»Y ESPIRITU SANTD - AGE/INCOME PROFILES - 1980 an, LAW MATES ‘ W x - Law Graduates . - Secondary $4} 64, 8 a ” .3 X g a. g 30. 50 abv 131 to” 5» 1\ A A 4 L A 10' a; air or so mr AGE 70' _- 237 0 . n a m u h u q : 4 ” g n i v a c t a ' 7 3 7 1 9 1 0 6 7 . 4 : W n i % m & - m m 4 . w w w m m a 8 8 8 , 6 7 8 2 6 0 . 1 . 0 2 0 9 1 . 0 m m 4 . 0 2 6 0 8 W 6 1 2 3 3 3 9 2 0 5 . 4 m 4 m . o - “ I 7 2 “ o d ‘ 3 1 h 8 . 0 - 0 1 8 3 . 3 4 0 : ” . a n m “ 3 1 9 . 2 2 9 0 0 . 3 1 2 2 0 3 . 4 m 9 . 4 m m a 9 m m a p w a a . m m « » 1 3 . 5 m 4 » : 3 3 . 4 m a d e t a l p - o d a r n o C fl w Q % 1 : 3 4 0 . 4 1 1 3 3 . 4 3 3 0 0 - 0 m 1 0 “ 7 . 1 3 . 2 o t - a m h t s a ” 0 6 5 9 0 . 4 : d d A m a : M m 1 l l a M W W “ ! D A W ...... #36353??? rrrrrrJ nuns" NNNNNN 32222232333 imiiifih ; kkhtkbbhbb ........ , 238_ o n ; 0 0 0 0 0 0 0 0 0 fi s t u l a “ « 0 0 - 3 0 . 0 0 . 0 3 S o a g o d £ 0 0 5 0 9 0 a . . . . . . . . 0 3 - 0 t h o o o o o o o o o o o o . 4 8 . . ” 8 0 . 0 I “ . ’ 6 g ’ 0 ‘ 0 1 . 3 ‘ 9 9 — 3 3 6 8 0 . ! 0 0 0 0 . 3 8 i d R 0 2 6 5 . 2 6 2 8 1 0 . . 2 6 . 0 3 3 6 . { I l i a 3 0 3 6 . E i u g o d E § § J £ 6 0 5 . ? E 6 1 0 § 6 u $ 8 . 0‘ s a é l g s fl o o n . . . . . . . . . . . . 3 . 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 E a s i n g ” I s a - l u a u i g u a n a . . . . . . . . . . . . . . . . . . . . . . . . . 3 : 3 0 4 : 0 5 ' 3 3 “ , 3 0 : 8 . 0 0 0 0 0 0 0 0 . 3 0 0 0 : . . . . . . . . . . 8 3 . . . . - 3 . . . . 9 . — « 0 0 0 0 3 3 n 3 . fi . ” . 0 E . 1 : 3 6 : 3 3 : 3 8 . 0 0 : . . — a R A . 5 n d . 8 9 6 0 3 3 0 8 . . . . . . . 0 0 3 3 0 3 2 l o a n . . . g l a t g i h n . . . . . . 8 ' 1 . - 8 3 3 . B u . « 8 8 9 : . . . - 8 3 : 0 2 . ! 0 0 ’ 0 : g ‘ l a 6 . - a d o ? E i n n - 3 6 . 5 3 6 . 8 0 . 4 6 . . . . . . . . . I n . h u . l . 3 u o o o o o o o o o g g i a l 0 0 0 0 0 0 0 0 0 H 5 z ‘ 3 ' ’ 0 0 a 6 » . 5 d 5 . 0 i n . . . " 1 5 . 0 3 g g ” 3 3 . 0 3 ‘ . . . . . . . . . . . . . . . 0 1 3 h a . . . . . . . . . . . . . . . . . . . . . . 0 0 0 9 0 0 0 a l l o n n u u fl u 8 0 3 . 3 » n o 3 : 1 5 fi l m m w : 9 ” “ C V £ 0 . 0 O O O O O O O O O 3 ' t . ‘ ~ 0 ” t o v 8 3 9 0 . \ d o V w o o 0 0 0 0 0 0 0 0 0 0 ” I A 5 u ! --.“. I'. LT.‘ I . seCo 239 Fig. 27 ESPIRITD SANTD - AGE/INCOME PROFILES - 1.960 W CFADJATES + SECONDARY x - Agronomy Graduates . - Secondary 0 6 - 9 5 9 1 ) 0 0 0 ' 1 X 3 9 C ( M C ‘ I I Y L - l T W P 25+, 240 agriculture course. Since that time, it has increasingly baumne a scientifically based curriculum of greatly improved qual ity. Economic and Political Sciences.--The small pOpulation of trfis group does not permit any significant study beyond PreFHaration of an age-income profile. The single regression and [orofile are contained in Table 28 and Figure 28. Other Courses Completed.--The regression of log income on éall variables using the sample of ”Other Courses Completedll (sews Table 29) has an overall level of significance over ”lruety percent. The small population and varied makeup of the: sample probably account for the anomaly found in the Yeéirs Completed variables. Those persons completing four GDCi five years have smaller incomes than those completing thrflee years. All other differences are significant only in the: fifty to eighty percent range and include the following: CO'mmerce/Transportation and Liberal Professions have higher i”CiOmes than the other Classes of Activities, Public Em- plo'yees higher than Self-Employed, No Migration higher than miSJration From Urban, which in turn is higher than migration FFCNn Rural. The earnings profile (Figure 29) is generally I°then compared to the secondary counterpart. Studies by Years of University Completed.--Regressions on Eill variables are performed for sub-samples consisting 0F FHersons (not necessarily university graduates) who had ComPlated each year of university training from one through S‘xo The minimum complete university course required three y a m : o t 2M . I - : m a o l m m m c m o c l u m m m m w m m 3 . 3 m m m ” m u a n a c — . . . . . . a m u c - p o l ' : s a “ t n u o C : n a m n u G : o n o h c n I 0 1 1 : ’ 5 3 1 . a n o w o l “ e l p u o C a o c o C 3 5 5 9 3 3 “ 6 1 . 0 7 1 9 9 0 . 0 7 0 3 1 1 . 0 ” , : 6 ] 0 0 6 8 . 0 6 3 2 7 5 . 0 . m 3 . 0 “ 0 5 3 W ” . , 3 » : 0 0 0 4 0 0 0 0 0 . 4 9 1 8 1 0 . 0 0 5 2 . 5 W 1 1 7 9 0 . 4 m 4 m 3: .008 OOOOOOOO ’00-. 000000003 0 v4. '0. 2' 32222! iiililgliii , ii iii Likiviin 'klfihhkhifli‘i’? - M" lull E;;;;;;:. #333633}??? I - 2l+2 ( S g fi t h ’ ) m y a ; : 0 m s u m “ 4 0 0 ' ? ' 2h3 Fig. 28 a. ESPIRITD SANTU - AGE/INCD. PROFILES - 1960 35¢ ECDNENIC MD PCLITICAL SZIENZES * $4} x- Graduates 6} .- Secondary 40.. 5% 3M 25., m4» 154$ ' o s a a s a ) 0 0 0 9 1 X 5 R C ( m I Y L - I T V D A ‘0. 5. lg; 4 ‘0' ED: 33 2 . u . I . . . w , o _ , H a . a , U V . 8 . . . : 8 9 . 3 3 . 8 3 . 9 5 5 m a i n S m i u 3 2 a . . . 9 8 . 3 8 3 . . . . 8 . 3 6 3 3 6 3 0 8 6 S R . . . $ 8 . 3 3 % : 8 . 5 3 . . 8 3 . 6 . 3 8 . . . ? $ 8 . ? 8 8 “ . . . . 3 & 6 . 5 3 . ? 5 3 . ? 3 3 6 . 8 . 8 . ? « 2 5 . ? 2 5 3 6 . « a s . 3 8 3 1 £ 3 6 . 8 8 ? ? $ 3 . 6 . 0 3 3 . ? { . 8 8 3 « 9 8 3 3 . . . . . . . . . . . . . . . . . . { . 8 8 5 . . . . . . . . . . . . « 8 9 6 . 3 3 . 0 . . E A . a s . 3 : 3 . « a n d . S u n - n 3 . 3 . ? 0 3 8 6 . . $ 3 0 . 0 . g « n . 3 - ” c a n 0 0 0 0 0 0 i n . . . c a n ? 5 8 4 0 8 . : N u n - " . 3 : 2 3 : 0 0 0 0 0 0 9 8 . » . . . . . 5 . 3 . u 0 o . . . . 0 0 0 0 0 0 0 o C a n . H ‘ fl " . g i a i r . 2 3 3 8 8 . 3 8 3 . . . . . . . . . . . “ u r g e “ . . . 3 0 3 0 ! ? 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 [ 5 * I d e a l - h ” i i ? g 1 ” g g o o o o o g 5 ” a . o o O o 9 ° o n o . . . , i . . 3 0 . 3 0 R 5 s o ! E o n $ 8 . ? “ “ 5 0 ? g . h 0 0 0 0 0 0 0 0 0 0 0 3 ’ . o n . . . . . . , . . . . . . i t s , . 3 . “ : ‘ fl . - . l . 5 . : 5 8 . . . 3 8 . 1 3 5 . ? . . . . . . . . . . . . . . . . - 1 . 3 . . i ‘ I . 0 0 0 0 0 0 0 0 0 0 0 1 ’ o n . n 3 8 . . . . . . - t l fi g . — 1 2 . 8 . 8 . 5 . - . . r L . . . 3 . - h . - u o o u 8 8 I ? . 8 8 “ . 1 8 I d - : 3 1 . 3 3 3 . . . — " . 3 3 8 3 - . c o u i a - 8 8 6 9 8 H u e - l g 8 8 5 - 2 3 ! 3 1 h . . - 3 1 » . 8 " . 3 8 8 8 3 . . . u . 8 g u g b u i u a t i . “ R o d " 0 ’ : 5 . 3 3 5 . » . . 3 2 . . . 3 . 9 . . . 3 . . 5 8 : 4 3 . 1 3 : V . g i n . a n . . . : 2 3 . E R . . . 3 9 . . . . 3 3 % ; . . . 8 9 . . . . . . . o O a a u o C o c o o o o o o o o z d r o o o o o o o o o o o i fl l ’ o o o o o o o c o o o i n l fl fl . . . . . . . . . . . . 5 . 3 . . . . . . . . . . . . . . . : l n . . r 0 0 0 0 0 0 0 0 1 0 0 0 ! . . r . , 245 . , . " . ' o . 6 : 3 . 3 8 8 . 9 . e h t 3 i ? a ! . . . a g u r u - b o r . 6 . 3 ! ! ! n I ‘ . 5 ; . 0 5 . 0 g ! " 5 ; o n g u r . 5 E 9 . 8 . o n . ’ 3 9 ; 8 . 9 ! . 8 9 . H 3 9 1 8 . 8 . 0 1 ! 3 9 : i ; i - 3 . c 5 9 3 9 . » 8 3 . $ . 3 5 9 . u u r u . ! 8 8 5 n i 5 r 5 8 . o u g P 8 3 . 0 g 3 . o n 0 9 8 9 . . . d a P “ . 8 8 9 . 5 § . . . 6 . 5 5 . . 3 8 9 . 8 3 9 ! 8 3 3 p n r u : v m U “ 3 : A . . n 9 ! o t « g 9 . n r u “ . 3 H 9 “ . I H P ! ? a 5 9 8 . ! 8 8 5 . p . a r u a « . 8 3 8 8 c u m u N E 3 3 . 0 € o o o g ‘ g g . . . 5 . : o n o o b — n o c < . 246 Fig. 29 anT ESPIR’ITD SANTO - AGE/INCOME PROFILES - 1960 0N£RLNRERHFIGUDMHS‘*S$ODNW x - Other University Graduates . - Secondary 5+ 0 6 - 9 5 9 1 ) O O O v 1 X 5 9 C ( E N O C h I Y L - i T N l C h 6 l b ’ P o :IV'IA-O 'h‘ ‘v s V"3 ) f ( ‘n-J - ‘« g - fin. 247 yeaars; hence, those with one or two years did not have diF>lomas. Twenty-five of the IIS persons in the three- year“ sample did not have degrees; eleven out of l52 in the four'-year group were not graduates; only one of 286 in the fiver-year sample had not graduated; and at the six—year levee], all were degree holders. The six-year level for Espf1'ito Santo is equal to graduates in Medicine. Age- inconue profiles for the six samples are plotted in Figures 30 and 3] and the relevant regressions summarized in Tables 30 thrOngh 35. The influences discussed when considering the other' sub-samples are not changed significantly by this aerrnative selection. The general trend toward higher in- come prtfifiles with increased years of education is evident frmn the graph. Those completing one, two, and three years of university do not fare much better than their secondary graduate cohorts, while four, five and six-year graduates Show considerably improved profiles relative to the secondary group. D“. L 13-4 1' 3- W c\ 248 Fig. 30 an, ESF’IRITU SANTD - AGE/INCOME PROFILES - 1960 1’ 3! NC) 3 YEARS LNIVERSITY 0 SEW x — 1 yr. University Completed . .. 2 yrs. University Completed . .. 3 yrs. University Completed v .. Secondary 554+ 1 ? 0 3 ‘ ( - 3 3 ‘ 9 1 ) 0 0 0 . 1 . X 5 3 F C ( E N O C N I Y L - t T I N O N s4; 249 rig. 31 ESPIRITCJ SANTU - AGE/INCOME PROFILES - 1960 4! SoAMBYEARSEFUNIIVERSITYOSECDflARY - 4 yr; Graduates 5 yrs. Graduates - 6 yrS. Graduates (Medicine) Secondary 0 5 — 9 5 9 1 ) 0 0 0 0 . J X S R C ( g g g Q 250 ' 52 3,3 2+2 3 _ is 5” "23 s .. 332 2 a " :2 52 7 fi ' m “ g; is: §§§§ 2266 2 R $25” 32???? g i ii 5 l i a ‘ ii ‘i 2% 2'22 225.222 ‘3 3 353 i 222 . 2222 2 iii? 2 jg a ..... ..., ...... a ........ 3? iii a; 3 5i """" 1‘ "==’='2= '5 as 2:52;; .ilfiiigliir 22 222522 222222 ””3333”? - NI it; ri'H-r} 33-5.???” =2; 22s .. a, 33' i‘ 2 251 C _ , g i d E 0 0 3 . : . 0 . 0 . 3 3 0 ° . a ; 3 4 R a fi . » g m . . . \ fl \ 0 0 0 0 0 0 0 0 0 0 0 0 a l fi ‘ 0 0 0 0 0 0 0 0 3 8 1 N a n H . 0 0 0 0 0 0 0 0 0 1 % . ! 0 0 0 0 0 0 0 0 0 0 0 § N | 3 o u l d - I 0 0 ‘ : 3 . 0 0 0 0 0 3 3 3 . 3 « 8 8 8 3 “ a . " g 5 . 0 n o : 2 2 8 & 0 g o d . s o : g o ? - 0 1 3 4 ” £ 0 6 g ‘ d a d . 3 3 . 0 . . g a l 9 9 “ . ? g o o n 3 3 . 0 : ‘ 5 8 R 9 ? 0 3 0 . 1 3 . 9 2 3 . 8 6 . a n d ? ? ? . . . . . g g g u i n . . . . . I i i h a u . . . . . £ 8 1 3 . 2 3 . . . . . . . . . . . . . . . . c a n . . o o o o o o é a h n n o i l - 0 0 . 8 . 3 0 0 . 0 0 0 0 0 0 % ? 5 ' 0 0 0 0 0 0 0 0 0 0 3 ‘ I 3 0 0 0 0 0 0 0 0 0 0 0 0 3 0 3 . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 5 0 I ‘ I S I ‘ 0 0 0 0 0 0 0 0 a v a s t ; 0 . N n s 0 0 0 0 0 0 0 0 0 5 % . , t a c k n u . . u a n « a a g ‘ h l h . U L ! I l l I I ' O I I l l l ' l ‘ I I 5 6 3 8 3 : 8 : i s ) : « 6 . 3 . . . - 8 8 5 “ d o . “ : 3 . a . “ 3 2 . 0 . 6 5 8 6 5 3 . 0 1 a o o o o o o o o g s a a s u . 0 0 0 0 0 0 0 0 0 3 : 0 3 " a . . . . . . . . . l u a u - t o u r . 3 . : { . 8 8 3 3 . 3 1 3 . 3 3 8 . . . : 3 6 n a . . . . . . . t i g h t . . . ! ! ! I S I E . . . a n : 5 0 . " “ E d N a s a l a 0 0 0 0 0 0 3 . 3 . 3 8 1 ! “ g b k o n n u i E A 5 3 0 0 0 0 0 0 0 0 0 0 3 " . a 0 0 0 0 0 0 0 0 0 0 0 0 1 8 . “ . . . . . . . . . . . . i . $ . . 0 0 0 0 0 0 0 0 0 0 0 0 3 0 ! : 3 d a h C m w E . A 0 8 . 8 3 R 3 . s 0 0 o n o . ” v Z S 7 0 0 . 0 0 0 0 0 . 0 . 0 0 0 : “ I 3222! J - . . . 0 0 0 . 0 . 0 . 0 . . . . . . . . . . . 5 . 6 ! E R 8 . « . 5 . 0 5 9 0 . 5 n i K 8 3 9 3 . 9 8 n i a P 5 3 9 “ 8 8 . p . . . 3 8 9 8 5 2 9 3 . 8 9 8 . 3 9 . 8 8 9 3 3 0 9 . 5 2 3 9 . 5 8 . $ . . . 0 8 9 . 3 . 3 . 6 : e g r u 4 9 8 . 5 . 3 . 5 9 2 ! g g E ! f f E c t E g u r 22222222 i.$f...$ 3 3 . «2 3 2 5 3 ’ 2 3 . 3 . 8 : 2 8 . $ % 9 w 8 3 . § £ u 2 § . 6 . 5 i RIhSSIRI E P ; o G 5 0 3 H 3 g d e w o w “ % 9 9 E g u o D [ u h a g o fi 5 9 3 9 a a i g g z P . . “ . . . . . . . . . . . l l . l . l - . _ o o o o o o o o o o o ! t I F U H 53 H I *5 3.§ 0 o g . a % 4 2 : 1 I 4 o 3 g " . 0 5 0 0 0 £ . “ n i \ % . . . I « 5 3 3 8 . 8 5 3 ! 2 : 253 . 0 0 ‘ g « m 2 . . 3 8 . ? 3 . 8 . ? 8 & 4 . 5 . 8 5 8 . . 3 8 . ? . 2 8 . ? ? a . . . . . . . . . 1 3 . . . . . . . l . 8 1 3 . t o ! ! ! 3 . 1 « 8 8 . ? 2 . 8 . ? 8 3 . ? 5 . ! « £ 8 3 5 8 . . . g o n n a ? 8 8 . ? . 0 0 0 0 0 0 0 0 0 0 0 a u a o o o o a o u i I ! . . . . . . . . . . . . I a u . . n N M a n L . : 1 ! g o o 5 . : . 1 3 5 . 3 R o s e ' 1 ' 3 i . . : 3 a n . . . 8 3 . . . 5 . . . . . . — . 8 . 8 8 6 « 8 . 3 8 8 ? ? 8 3 ? ? ~ 8 8 . . . E A « R E . . . i s . 2 3 6 £ 3 6 3 . ! a d d . . . E . . . : 5 . . . 8 . . . ? 8 8 3 0 3 . 2 8 5 6 « n o o n - « I d 5 . 3 3 0 ° 8 8 0 0 S u fi . » 0 . 9 . 3 3 H . “ “ 3 0 . " 5 a . . . a s “ . . . 3 0 . - . g 6 « 5 . ? s u n . . . £ 0 8 3 . : 8 9 . . . ? £ 8 . 8 3 3 . 8 . ? . . . . . . . . . . 3 . 5 . . - o o o o o o o o o o o o o o o a n : . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 l a d s I 8 3 8 . . 5 i n . . . S u ‘ 1 3 I 8 2 . . . . . 3 . 0 0 0 0 0 0 0 0 ” : 3 3 n o o n e . I v a - t i l ! “ I . i . . . . . . C u a . . - . . . B u . . ~ . a o n 3 l a a I “ , . 3 . a . . . g E - W d E 3 . : g a s 3 0 0 ” a t ? a n 0 8 “ . ? g o ? 8 8 0 0 0 a s : 8 3 3 . ? g ? 3 5 . ? g a s 8 3 3 R 3 6 . 3 5 . ? . O o o o o o i 3 5 n ! “ a 0 0 0 0 0 ; . 1 5 0 3 d u o o o o o i g I ? . . . . . . . 8 8 : 8 3 8 - h r g u n - c a . 1 3 0 . 0 3 R o o m » « t o ; . 3 . . . . . . . 3 i 3 . 2 - 5 B a n l . ‘ g 3 3 . 0 2 . 0 Q u a : 9 8 . 3 . 0 £ 2 3 0 o g d . 8 5 . 9 8 6 8 . 8 . . . h a s . . . U n i a n y “ . . . 6 8 3 2 3 . 6 , u c o o o 3 I 6 u . ’ 5 3 : t h a n . . . . . . c o l — l a 8 . 5 : h r 8 . 3 9 3 9 . s k i n 3 8 . ? 5 % . ? « 8 8 . ? 5 . 3 2 . 8 . 3 . : s i n 3 8 ? » . . . “ 8 8 6 . 5 8 3 . ? £ 5 a fi fl é u s g a s a . u a n . . . . . . . . I 3 § l u 9 u . . . . . . . . . 1 . . - I : . 3 . . 1 3 $ 0 8 3 $ 6 . — . 0 5 5 a o o o o o o o o o 1 h - ! l u a u « 8 - 8 3 5 Q 9 . ” \ « w . v i n . . . £ 0 “ h a g “ m g m v a o d q T h v g d o o o o o o o o o o m q fi t fl v l t ‘ 3 6 3 . 9 6 Q s E 0 “ M b . g . 0 O O O 0 o O O O 0 W V . . 8 3 3 » « 9 3 . 5 . 1 5 3 - : . E ; O n : 8 3 6 . ? 3 . 3 . ? 2 8 . ? R . . . 3 8 . . . ? 8 . 9 . ? : 3 1 ? u H h . . . . . . . . . . . . . 1 5 h r . . . . . . . . . . l i s t . 3 . 0 0 0 0 0 0 0 0 0 0 0 0 3 I a n 251} a . . . . . . . . . . . i . - r . 8 . 8 . 8 . 8 3 . . . . 5 8 . . . . 8 8 3 . 3 . : 8 3 ; - § fl . ? . § . o . o n } . . . 3 . 3 . ? 5 . 8 . 9 . . 3 8 6 n o ; 8 . 8 . 9 . “ 8 8 4 . 8 8 3 . 8 3 : 8 3 3 . 8 2 3 . ? . 8 5 6 . . 8 5 5 & 6 . fl i e s . . 3 8 . . . a . ” 0 . 0 3 3 3 3 g i n fi c a n . . . : 5 . . . 5 8 6 u S . 8 t o g a . 8 8 1 ? 9 8 9 6 . 6 5 . 3 8 4 8 . ? 8 3 6 . 5 . 8 6 8 3 . 8 8 3 . . . . . . 5 3 6 5 8 6 8 8 . 3 9 3 . 6 . 8 3 . . . . . . 5 3 . 6 . « 8 . 3 8 5 . 3 . . 3 3 . 9 . > 8 8 6 a n : 8 3 3 . 1 . 2 3 . 8 8 3 . . 8 . . . : 3 8 3 . 2 . 9 . 8 . 3 3 6 . 8 8 3 3 8 3 - 8 : 8 6 . 3 8 8 “ a n . “ 0 : ! E fi . 8 8 . . 3 8 . . 5 8 . . 8 3 : 8 8 . . . ? 3 - 3 . 0 . 4 8 9 . ? 8 8 . 9 fl s o d c . 3 3 6 . 5 8 8 8 O a n d « N s 3 n 0 0 . 0 0 0 0 3 i a I t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . u o . . . , . l . . . 8 . ! 3 1 3 ' “ I d — u 8 . 3 . . n . 2 - . . . ! - - 8 8 2 - 8 . . 3 8 A . 4 8 . 8 . 3 8 . o . R S a . 0 . 8 « o n . . . n u n £ 8 . A a s » . . . . 5 8 . . . 8 9 ” 8 . 5 . 3 8 6 . g 9 8 8 6 . . 3 3 . ’ 0 " . 8 5 . g a n d . 8 . 8 . . . . 3 3 4 . . ~ 8 5 8 3 3 - 3 . 3 . 9 . 8 2 8 8 8 5 . . . . fi a fl a . 8 8 . ? 3 . 8 . 9 . 1 3 . 2 « 8 8 . 0 . 8 . 3 8 . 8 8 . 8 8 . 8 . 2 3 & 8 . 8 . 2 8 . . 3 8 8 . . n a 3 3 C ° O O 3 0 0 0 0 0 0 0 0 0 0 i 8 ? . . . . . . . . . 8 . 8 5 1 . 3 - Q o O . 0 0 0 0 0 0 0 . 3 ! k . . . . . . . . . . . 8 | . . . - . . . — u . . . . . . . . . . . 8 8 8 . ! — . 3 : 0 0 0 0 0 0 0 0 0 g ’ 0 0 0 0 0 0 0 0 0 0 0 0 3 " 0 0 0 0 0 : 3 C i . 0 0 0 0 0 0 0 0 0 0 i f ! . . . . . . . . n u l l - c a n d i d H " K 4 8 - a . “ g 3 . 2 8 3 3 . 8 8 3 . 8 5 . . . 8 a : . . . . . . . . . . . 8 . 8 . 8 . o o o . 0 0 0 0 0 0 0 0 0 i 3 3 5 . 8 8 . - V 8 . : 8 : 3 . 8 5 . . . 8 5 . . . a . . . . . . . . . . I I I - . 8 - ” o n g t o o o o o o o o o o o o o I n , N , . 8 8 . 8 8 n 3 . 3 ! c a n . . . L . . . I ? » 8 1 . u . . 8 8 3 . 5 8 8 o : 8 5 . o o 8 8 . 8 8 o 8 8 . 8 8 o 8 8 5 . a . . . - 8 8 8 8 8 8 8 8 8 8 o o o o o o o o o o o i n u n u 8 8 3 8 8 8 . 3 8 8 ! » 0 0 0 0 0 0 0 0 0 0 0 i ” 0 0 0 0 0 0 0 0 0 0 0 i ‘ 0 0 0 0 0 0 0 0 0 0 0 i n 3 5 1 ' H a l - 8 1 8 ! 0 0 0 0 0 0 0 0 0 0 0 « 1 . 8 8 8 8 . - . 3 8 3 , 8 8 . 5 - o 8 8 . 8 8 1 ‘ r . 3 8 8 - 8 . 3 8 5 . I r f L . . . 3 . 3 . 8 8 , . . 0 O o . 7 o h : g a g a n b g g g g fi t g . N h n l l O k l a - 5 . . . ! ” I i i } . . . n l ‘ l l ‘ 255 - . n 2 . 0 . 3 3 s o “ . — 3 0 . 0 . - o n g - 6 i E . . . ' 6 g : 1 . g 5 . 3 . 5 3 . . — 3 . 8 $ 6 $ . 0 1 3 6 . ‘ 3 - i o o n 9 8 3 8 1 3 8 . 0 . . g a g g . “ 3 0 ° ! 8 3 . 5 . . I n . ” 3 3 . 1 I . . . " 3 0 0 . 5 . 3 . 1 . 8 . . . . a a : 8 8 9 ° . 9 5 . 0 0 0 3 3 . 0 3 0 . 1 . § o ° l a ! “ a g . . . a . » § . 8 8 . . 3 3 . . a n . . . 5 . 3 5 0 . . $ 3 4 - 5 . . . 3 . 3 . 3 . 3 l 2 2 . 2 . 2 3 2 . 5 5 8 2 . . 1 . . 3 . . 2 2 . 3 3 3 3 3 5 » . . . . . . . . g i i i u fl f . . . . . . . g a n g - I a n . . . . . . t o g i u l h a u 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a ! o i l - o i 0 0 0 0 0 0 0 0 0 0 0 0 a k a - 3 . 3 . 8 . 1 . . . . 0 0 0 0 0 0 0 0 0 0 0 0 3 . 2 “ . . . . . . . . . 3 0 0 0 : g : E g o } . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 . 0 5 ” a r g u e 3 ‘ . 0 0 0 0 0 0 0 0 a a o n . . H 0 0 0 0 0 0 0 0 0 . . t C . a u d . . a l a n d 0 0 . . . 0 5 ! i t . 3 3 3 ' 8 ' 0 . 3 “ . n o - I f l l - - . . | . w l a . ” : 3 3 3 8 8 . ? g o o ! i n . ” 8 3 1 . . . £ 9 6 . 8 8 4 6 . ‘ s : . . . . . o o o g a g ‘ b u . . . . . . . . . 3 : 5 ? o o o o o o o o o g g l a l g a s S o fi d 8 : 1 0 0 £ 0 0 . 3 0 0 . ! R . . . » 8 . ” 3 8 n d 2 8 1 9 g « . 8 3 . : . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 . . . - a h a . 1 . . - g i n a i l s i n u . . I ' I l l l t | g m ” * 4 U c a n . ” N T M N . V 0 3 2 0 ‘ fl . a m m o “ o o o o o o o o o o F I D V I W I Q 0 . “ a . 8 2 . 3 . d A . O D I N . 3 3 6 ‘ 0 } m s w g R 8 3 9 o o o o o o o o o o . M l a u d H o n d a ? a n d ! ' 6 g 5 . 3 g o a l 5 . 0 . . 4 5 6 : E 1 3 5 . ? g a s . . 3 3 1 ? g R i 0 0 0 0 0 0 0 £ 3 . 3 3 ” . . . g fl a t g a b a u . . . . . . . . . - 3 1 3 8 5 . 3 . . 8 3 9 5 . . . « I I ) . . . I I ‘ I I ‘ - ‘ n ' \ \ 1 . - u 0 4 ‘ . “ - . n \ h 4 8 . 3 5 0 3 . . 3 3 . ? 1 . 8 . ? . . l a i d . “ . . . . 256 . n o ; 9 9 : : « o u r : R a fi . . . 5 . 8 8 . . . “ . — 3 9 . 3 a n d ? « 8 8 . ? « 8 8 . ? 9 . 8 6 5 1 ° 8 5 8 6 £ 9 3 6 3 . ? 8 1 “ . . 3 3 0 . 1 . 8 8 6 . « 3 3 . 0 : 5 9 ? ? 8 2 . ? £ 6 . « 8 3 6 . o S . 8 9 8 2 6 9 . 3 S e a n ? o w n . “ : 8 8 . . . 3 4 . 3 3 8 8 . ? n o v fi u 9 3 % . ? m g ? 8 5 8 . ? ~ 8 3 . — E b n h é n 2 . 3 8 . ? 8 8 4 . ? . 3 8 . ? 0 2 . 8 . ? 8 . 3 a n $ 8 . ? 3 3 0 . ? 5 . ? K G “ ? $ 8 . ? $ 9 3 . ? « 9 : 8 3 « 8 8 3 . : 8 3 5 . 1 % ? . . . . . . 3 . 8 1 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8 . 3 5 . . . . . . . . . . . . . . . . . . 6 8 . . . ? 3 5 . ? 3 ? ? 8 a . : - 9 2 . 8 . ? 3 . 3 . 7 a . . . . d 3 n n 8 . 2 « 8 3 . ? 0 3 3 3 3 5 2 7 8 . a n 2 . 5 . . £ 3 3 . ? R w fi ? a n d ? 3 5 . ? £ 8 . 0 3 3 3 . ? 3 8 ? ? . 5 8 6 £ 0 1 . . i a n n a R o u n d . ' 0 ' 3 . . . : R h . - . . . - R a fi . 3 : 9 . 3 8 . 3 : 3 - 3 s - 2 . 8 3 3 - 8 8 8 8 . . 5 . 8 { 8 . 8 . 3 5 5 2 . 8 . 8 8 3 . 8 3 8 3 . 8 9 . . 8 . . . . . . 8 3 . 3 8 . . . a n . . . s o . . . . . . » . . . 3 8 8 . . . ? 3 . 3 . ? 3 8 1 ? 3 . 3 a n ? 8 3 1 ? 3 3 . ? 8 1 3 8 3 . ? 8 8 1 ? S u i ? 3 . 0 8 3 5 . 8 3 6 a s ? 8 n 2 O a n ? o 8 2 4 . ? 8 8 1 ? 3 9 . 3 2 8 . ? 3 . 3 . ? g ? 5 . 8 $ 5 . . 5 . 3 . 8 8 . . n o . . . ” 8 8 3 « 8 3 . . a l l 3 0 . 3 a . » a 6 . 9 8 8 6 E g o n g . » : 8 3 g , 3 a O o 9 O 0 a o n 5 0 0 0 0 0 0 0 0 0 g : 0 0 0 0 0 0 0 0 0 0 0 0 s - . . . . . . . . . . I t ! ” . . . . . i n d - i c o n . . . 8 . 3 . . . . . . . . 8 . 1 5 8 8 0 1 3 ? . . . . . 2 . 1 8 . 3 8 . 3 - . . . . . . . . . 8 8 . 8 8 . ? 2 0 0 0 0 0 0 0 0 0 0 a i l } . . . . . . . . . . 5 . 3 . 8 . ! - . . . . . . . . . . 8 5 . 3 . . : U . fi n : 5 0 8 3 ‘ £ 0 0 . g o “ ! g 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 i i , i I , s a . b a l s a - l . - . ‘ . 0 0 0 0 0 0 0 0 0 0 0 0 1 ’ a . . . . . . . . . . . . . - 3 . 3 . . o n . m i c a ; N 3 0 3 0 3 : . H ‘ s ; . . . . . . n a . . . ” a . . . L a . . . fi r . . . 4 . . . . . . ” . . . . . . z . . . a . . . “ . . . m ” 3 . . . » . . . . . . ” . . . a f fi x . . . ” « 3 3 3 8 5 3 8 3 . 3 : n o . 3 . E g a n - p a : 8 3 3 . 3 3 8 . 3 8 . 8 3 ! p u n — I a g o o n - « 3 8 . 3 ° O o 0 a d , 0 . o 0 0 0 0 0 0 0 0 0 0 0 . i H I r 0 0 0 0 0 0 0 0 0 0 0 0 E U O f 0 0 0 0 0 0 0 0 0 0 0 o i n ' r 0 0 0 0 0 0 0 0 0 0 0 i ‘ i ’ o o o o o o o fl o o u i h fi r 0 0 0 0 0 0 0 0 0 0 0 I i . " 257 . . 5 ‘ g I n . . . a n . . . 3 . 3 E 6 5 5 7 0 8 . . . . . . a g 5 5 0 0 3 0 0 9 8 8 0 0 i d g o o . 8 8 6 c g fi g 5 1 0 . " 8 . 9 . ? 9 8 . 6 . 3 1 . . . ? 8 . 5 6 . 8 . 8 . ? 3 3 6 . 3 . 3 . . . t o ! ! ! . . . . . . . . . . 3 . . . » . - o g a z i o 0 0 0 0 0 0 0 0 0 0 0 0 3 0 3 0 0 . 0 0 0 0 0 u u 0 o 0 o u fl l a l 3 3 . 3 . . . . 0 0 0 0 0 § 0 I ‘ 0 3 l . . . . . . . . . . . . . . . . . . . . . . . . £ 8 . 0 5 » 0 0 0 0 0 0 0 0 . . . — . 3 0 . l . 3 . ” : 3 3 “ 0 4 . 8 a . a ~ u d ’ . . . 5 . 8 . 8 3 ! fl . . 0 0 . 0 0 c a n . 5 . 8 0 0 0 0 0 3 3 G a . . . 3 6 9 . ? 8 8 1 ? R 6 8 6 ‘ 5 B 5 0 9 . g fl é a g o o i 3 3 . . . . . . 8 3 . 8 . 8 . . 8 8 3 . 3 . 0 0 0 0 0 0 0 § § b ~ l 0 0 0 0 0 0 ' 3 3 “ : ' . . . . . . 3 8 . 3 3 3 . 3 8 . 9 0 . . fl . ‘ 3 " 5 3 0 1 g ‘ l . § ‘ | . ‘ 0 . " 3 0 " g o a l 3 0 0 . a 0 0 0 0 0 0 0 0 0 l i t 0 0 0 0 0 0 0 0 0 0 0 . i . 0 0 0 0 0 0 0 0 0 0 0 w i ” 3 0 0 0 0 0 0 0 i l l - N H . - - 8 3 . . . . . . . . a : E d 3 ‘ 0 3 “ 5 8 3 . 0 h 8 g 6 5 . . . 8 3 . 6 . 3 . 8 . ? R a fi ? . . . ’ 0 0 0 0 0 0 £ 3 3 3 0 3 “ R ‘ . . . . . . . 8 8 3 3 3 . 3 . o o o g l c t g i u fi f S n a g . g E a . . . . 3 8 6 3 8 . 6 . « . 3 8 . ? 8 R 1 ? 1 . 8 . ? 0 . 0 . 3 . 8 8 6 . . . . . . . . . 3 . § u l . 9 u . . . . . . . . . 1 3 3 . . . . . . 0 0 0 0 0 0 0 0 0 £ 2 5 0 3 R . a : . . A 8 g 5 . 8 9 8 . 6 . 1 5 8 6 S 6 k g “ 9 0 0 0 ' ’ H E O O I a R H O O I 5 . . . . . . . . . . . . . . 1 5 . » . . . a 0 0 0 0 0 0 0 0 0 0 £ 3 9 . 3 . 8 ‘ 0 3 . . a 0 0 0 . 0 0 0 0 0 0 0 0 0 3 1 a ! . 8 . . . . . . » 5 . 3 m . m u n ” N 0 V £ 0 “ £ 0 . . . . . . . A . I " . p ‘ ) V 3 § . . fl . . 0 . . « . 3 5 . \ v 3 . . . 0 g o d 0 . 0 . 0 . 0 . 0 0 0 0 0 a 0 . 4 % . ” . 0 0 0 0 0 0 0 0 0 0 3 ‘ F ‘ I . 258 3 6 5 . ? “ 8 2 . ? 3 3 0 . ? 8 4 . 9 8 3 ? ? 8 5 3 6 . . 8 8 . ? a . ” « 3 3 . ? c h u m s . 0 . 8 9 . ? 8 3 fi s s d . 3 3 6 . ” S S 6 . 3 . . 3 5 . » - ” s o m e . « 8 8 6 . 5 . 3 3 . 3 . ? 8 3 3 . . g 8 o fi . 3 5 . ? 8 5 . 0 . . $ . 5 6 . $ 8 . 3 Q u a n é . $ 3 3 1 . 3 2 . ? 3 . 0 « 2 . 2 . ? « 8 . 3 . ? 3 . ? u n a ; « 9 8 3 3 2 & 3 . — a n o g Q w fi n o n i o n - o n . — S n é . 3 ° 3 6 8 1 8 6 N 5 3 6 9 8 . 2 3 5 6 . 3 9 8 6 H R H . . . 4 1 . 3 3 . 3 . : “ R 9 . . . ” R u . . . 3 . 8 : 3 . . . E 6 ~ 3 8 . . . “ 3 . : 8 3 . 6 4 R 8 . . . « 3 2 6 3 1 % ~ 9 3 . . . a . . . « 3 : 6 a 0 U “ 4 “ 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 8 : : : 8 3 8 3 . 3 . 8 3 6 5 . : : 8 3 8 3 . . . 8 . 5 . . . R 5 ; ~ 8 3 . " 9 3 3 . S . . . . n . . . . . . u . . . . u . u . I o f h . . - 3 . 3 : 8 . 3 - 8 . ! - . . . 2 - 0 . 1 . . 1 3 3 8 8 . 3 8 v 3 . 2 . 8 a : t w m fl a - L . “ 3 8 ~ 9 8 L . 8 1 » ” 8 8 8 . - . . . . . . r . l a . » n . . . - 3 3 9 5 . - c ? - 2 5 3 8 3 . . . : 2 3 ! 6 3 . . . . . . . 8 3 ! N 1 . . - 3 3 0 3 0 - 0 0 0 0 0 0 0 0 0 0 0 i n . » 0 0 0 0 0 0 0 0 0 0 0 i ‘ . . r o o o o o o o o o o o i n l r o o o o o o o o o o o i fl . ’ 0 0 0 0 0 0 0 0 0 0 0 i ‘ . ’ 0 0 0 0 0 0 3 . 1 3 - : 5 : 8 5 . 5 8 2 ! » o o o o o o o o o o o . 8 1 3 , . 8 ? » " W I - 3 ? u n fl fl l . 3 8 1 . . . n $ 0 3 3 9 5 . - . . ” 8 8 3 . - o O ° a I . 1 ‘ 0 4 ! \ m g 8 - 1 5 5 3 ! ! ! g g a u l g g s fl u g l n fi a . - o ”~- _~—_¢—-— ____, . . - I I I A . . . " ‘ l ' l b l l l l l l ' l ' l . a . . g 5 g . . H O C 0 0 0 0 0 0 0 0 0 i k l ’ o o o o o o o . o o g l ‘ u l 0 0 0 0 0 0 0 0 0 0 g . 0 0 0 0 0 0 0 0 0 0 . 3 1 } 5 . ” £ 3 4 i n . . . £ 8 . . . « 8 . 2 8 . 3 . 4 8 8 . . . . a t . . . . . . . o d . . . . . . . . . . 5 3 . 5 . 3 . . . ” . . . . . . . . . I l l - B a . . . - 5 0 ‘ 8 5 H " “ 3 3 3 3 0 ? g a g : 0 . 5 . . . a 0 0 0 0 0 0 0 0 0 0 0 0 J 0 ’ . 0 0 0 0 0 0 0 0 0 0 i t “ . . . . . g g ! . 9 . 8 3 : 3 3 6 8 8 3 . a n . 0 ° . a . ” . 8 0 6 . 5 9 6 3 8 . 0 . n 0 0 0 0 0 0 0 k i t - “ l u a u u . - . . . a ! ! ! a n . i n { B A - n « E o n . 8 . 8 . 0 1 s a ‘ l s 0 0 0 0 0 0 0 0 0 0 0 0 i 3 a o o o o o o o o o o o i t ? . . a n . : 3 a a 1 . 1 : ! - i a i n . 0 8 . 0 . . 3 3 0 . 0 . g I 1 1 % | : 1 . : i s - I ! 3 . . . . . . . . . . . . . . I n , . 3 . g . . . . . . . . . . I , . . a n d ‘ 9 . E o ’ n o : g 5 8 8 3 ‘ “ 3 0 0 5 0 ° 3 0 ‘ g ’ 6 9 a . . . £ 8 0 0 E E H 0 0 . 0 6 a n . . . a s 3 3 0 0 ' £ 0 9 3 0 0 ' “ a n a l g o d l 3 3 0 6 0 8 8 . 0 3 8 6 1 8 0 6 £ 6 3 8 0 9 . 0 0 . 0 3 8 : 5 : 6 . . 0 3 6 . . 0 9 . . . . 3 E 6 . 0 8 8 : 0 9 6 ” t a g ; 3 8 6 . . 5 . 4 . 1 . 8 6 2 . 3 . 3 . 4 ! ” . . . . . . . . . . . . 1 8 . 3 . . . . . . . . . . 3 3 5 ! 0 0 0 0 0 0 0 0 0 0 0 0 s i n “ ! o i l - 0 . 3 " . . . 0 0 0 0 0 0 0 0 5 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 a 0 3 8 8 3 6 6 . 3 . " 0 . 0 5 n o ” ; . . . . . . . . 0 0 0 0 0 0 0 0 0 0 £ 3 5 0 3 0 0 0 0 0 0 0 0 i l fi . . . . . . . . . . . 3 : 3 0 1 : 0 0 . 0 0 0 0 : 3 . . . » u . 3 . . . 3 3 0 0 0 0 0 0 H n a ' a ‘ I ! E . 3 3 ! d a I a a " 259 “ . 2 . 8 8 6 8 E 6 9 8 6 . . . . . I - I I - u - d 3 . . E c o . £ 6 1 . 3 8 . ? : 1 . £ 0 0 . £ 0 0 . § fl 0 ° I u . . . . . I v n a l u g h a u 0 0 0 0 0 3 ‘ 3 5 l " A 6 0 . . . ! 0 0 0 3 3 ” ' 0 0 0 0 0 0 0 g a b " l a u d - O h . 5 E 0 . g a l a a é a . 8 5 0 0 . ! 3 3 0 ° ! ‘ 0 5 . ? E 0 ? . 0 1 3 « 9 . . 3 5 . . 3 8 6 . 8 6 6 8 8 4 g 8 8 6 6 R 5 6 3 8 4 $ 8 8 3 3 . 3 0 6 8 8 3 5 . " . . . . . . . 3 9 3 0 3 - 3 " 8 5 : 8 8 : 6 5 . . . . . . . . . . . n i b - R u h r . . 3 6 5 2 . . . . . . . 5 5 . 0 3 “ 0 0 0 0 0 0 0 0 i s } 0 0 0 0 0 5 a 8 R 3 0 0 O N 0 . 0 i s : 3 . . # 0 . : 8 . 3 . 0 : R 6 2 6 . a . . . 3 9 9 6 . £ 6 “ : 2 6 3 5 6 £ 8 . 3 5 . . . . . . . . . . I c a h n » . . . . . . . . . . . . . . . . . . . . . . 7 . 1 . x . l a g - n a n S n . . . 3 6 . . . g a p 3 fi m w h O d V : 0 “ . . 5 o . . . . . . 9 0 3 . 3 5 ‘ 0 “ ‘ . . 3 . . 1 . . fi n “ : m : 0 5 Q . « L . a S . . . . . 0 0 0 0 0 0 0 0 0 0 h M V F c c c c 3 c c . c 3 c c : c . . . » I ' l l g g n a n g fl E . ‘ E a s a w 8 F ‘ . 8 E , S Q E ‘ H E B . a . » h t i w . _ N n I n o p u - s o n — u ) a . 3 3 3 0 . _ - E E 1 0 . 8 n . s l v 0 < n “‘3' _ . 3 . 0 . 0 . - . . _ . n u B 1 . 0 - k l i o . » 9 . . . . . . . . . 9 . . L E . . . . . n . . u fi — . . m m 7 . . . . . . E _ 260 — ! a 0 3 0 9 fi n - . : 1 5 9 3 - E ..‘rrrn' . . . |ll I i o . I - . 5 . « E P . 2 . 3 . 6 . . 8 . 2 9 3 5 . 5 . 5 . » . . . . . . . 8 9 . 0 5 . 9 5 9 3 5 9 . § . & % 5 9 3 . 8 9 s n r u s g u P m a o F % 2 5 5 8 9 . m 3 3 . 5 5 2 3 9 . m 8 8 . . . . 8 8 3 8 5 . 5 8 . 5 . 5 r:$5§§?fi s 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8 9 . . 2 3 9 . S S E L . . . 3 8 9 . u q . 9 . 5 8 9 . 0 5 9 . 3 3 0 . . . a t 3 5 L 5 n 8 h 0 8 . 5 3 8 5 $ 8 8 5 . 5 3 9 . . 3 . 5 . 3 " 5 8 9 . » : 6 . 5 . . . . . . . . . . . . " . . 5 9 . . . 8 . 6 » . 3 . 8 8 3 . 2 . g E P 8 5 9 2 : 5 9 : u . n 3 0 9 3 E “ . 5 . 5 : 0 0 £ ggwaasag 5 . — . . . . 0 . 0 5 . 3 . « . “ 3 3 . $ . 9 3 9 . : 9 . . E F 3 8 - n a F 9 8 . 3 3 8 5 “ 3 3 . 0 . 9 3 9 “ . I g g E 6 . a . . . . . . . . . . l l o l 26] ‘ l u a u . - . ‘ . 3 g ’ 0 ‘ " H a 8 8 ‘ t o . £ 0 . g i D u a l . . . - g o o n 0 3 . 0 . . . 3 . 1 0 0 5 " ; 0 0 0 0 0 0 0 0 0 0 0 0 ! ” 0 0 0 0 0 0 0 H 0 0 0 0 0 O fi W C N 0 0 0 0 0 0 0 0 0 0 0 0 3 | ? o o o o o o o o o o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 8 1 3 . i . ’ 0 0 0 0 0 0 0 g ‘ . g 3 O ‘ . . . . . . : 3 5 . ‘ ‘ 0 ' g g ‘ S R 0 ? g o d . g 0 8 . . g w o u l d 3 3 6 5 3 . . 0 . 0 . ! 3 . 0 . . 0 3 9 6 . . 5 3 0 3 0 1 3 0 0 0 8 g i g . . . . . . . . . § 3 3 . l fl l l i h l a o a l l o E r . . . - . 3 0 0 3 . . . ” 0 0 0 0 0 § z § l § 0 0 0 0 0 0 0 o 0 § 0 £ § 3 9 . 8 3 8 9 8 . o o o o o o o o o o 5 8 ‘ ? i 3 0 0 0 0 0 0 0 0 0 . . . . . . . . . . . . . 3 d t r ‘ 3 a 0 m . . I . 5 . 3 0 2 . 8 . ? . 3 8 . ? 8 3 4 6 . . 3 . . . . . . . 8 8 : 8 3 8 . ? 3 3 0 0 . g g 3 % 6 3 . 0 Q M G N N o o . 0 1 . ? o d o n d g a s 3 0 3 . . . s ‘ u 0 0 0 0 0 0 0 : 3 3 ? o o o i g t g h u . . . . . . 8 3 ‘ 8 3 3 . h a s I 3 2 3 : 1 . 5 . 3 5 9 2 . . 0 . 0 0 0 3 3 : 3 . — g d 8 3 6 a s . . . 0 3 . 3 8 3 6 . 3 8 . ? 0 3 8 6 I u I . . . . . . . . l 3 5 ! l . 3 u . . . . . . . . . 3 0 8 0 . 8 . — o o o o o o o o o g l a n d “ : « 0 0 0 3 : 3 0 2 3 # 1 . : 0 9 8 3 3 3 . 3 . 5 . 8 6 R 9 5 6 3 3 . 6 £ 0 . ” g n a a n d 8 8 0 0 ' u n n o . . . . . . . . . . . . I a n — N u n 0 0 0 0 0 0 0 0 0 0 1 1 0 8 . . . . . . . . . . . . a t . . . " A m ‘ § U § P I N 0 a s 6 0 . g 0 a ; 0 3 . 0 A h m o v . 8 6 . . . S l a v i c - 0 M B : 0 0 0 0 0 0 0 0 0 0 . B " 0 0 0 0 0 0 0 0 0 0 ' M " ‘ I . . h ) 0 J axunoflfm flamjfiK _ .HQ wanonnrtc mguo mozw ' D D “kwnqam mug mmqm \ 3; 8w: 8? :,flle consists of university graduates whereas in Espfrito Santxa only twenty-three percent of the total were university Uwained. Adding Years Completed to the regression on Age variables adds approximately fourteen percent to themP:2 in the North versus ten percent in Esprrito Santo. The larger ralative size of the university population probably accounts forrnOst of this difference. Age alone accounts for only nineteem percent of income variance versus thirty-three per- Cent 3'1 Espfrito Santo. This lower level of explanation by the Age variables in the North is found in the sub-samples as we] 1. Each Year Completed is consistent with increased e O arn”“195 when compared to secondary graduates and those 262 A ...-“u.- “ J ‘AJ‘M‘QO- Course Qompleted Cen. Code ___. so 57 6o 61 62 63 6a 65 66 67 68 7o 71 73 7h 76 78 Philosophy Fine Arts medicine Pharmacy DEntistry Vet. Medicine Engineering Architeeture Ind. Chemistry Lav Agronomy Fion./Fol. 5C1. Statistics Sanitary Serv, Military Phys. Education Seminary 263 TABLE 36 BRAZIL, NORTH REGION POPULATION AND SAMPLE COMPOSITION 2AA A 4AA ‘A‘ ‘AA‘ A_- Gen. Course State or Territory _ 2,2 Total Empl. Per- COde Completed Pop.a Sample cent RON ROR AMA AC AM PA ’ 50 FUIilOSOphy 9 2 11 8 72 176 278 53 19.1 2 2 t - 6 1 5 3 18 21 106 507 677 1118 21.9 7 8 311 162 217 39 18.0 1b 18 101 32h 1470 121 25-7 h 9 117 55 “ - 6 35 13 113 1159 655 171 26-1 h u 5 10 10 20 21 36 t * .. - 22 20 1.06 805 1267 255 20.1 15 Ill 50 193 298 79 26-5 2 1 13 111 129 29 22.5 5' 9 19 5 2 19 2 2 9 7 2 57 Fine Arts 60 Medicine 61 Pharmacy 62 Dentistry 63 Vet. Medicine 611 Engineering 6‘5 Architecture 66 1nd. Chemistry 67 Law 68 Agronomy 7° Foon./Pol. Sci. 71 Statistics 73 Sanitary Serv. 76 Phys. Education 78 Seminary - Other Courses Total University Employed Sec. Group Grand Totals 7U. 1’11 1 1 tary 7 2 2 12 1h 2 30 118 328 399 h 6 8 . * t " ‘ t 192 1,087 - - - - - - 22.2 37-5 25.5 1 332 26 (4905 7937 l 2,139 12,812 3,276 11 26 15' 16 96 168 1 9 16 103 65 162 127 109h 33521 1'53 5h 2611 257 2110 5099 256 119 1.26 3811 32011 81153 aBrazfl, Fundagio IBGE - Instituto Brasileiro de Estatistica, Servigo Nacio- nal de fiecenseamento, C De 0 . (Rio de Janeiro: 1967). b Br 1 Panda ao IBGE - Institute Brasileiro de Estatistica ~ Serviqo Nacio- 1181 de decenseamentO, VII Recenseamento Geral do _a2.1 ’ 9 Brasil 1960, 25 fie rcent Sample. Jew. OMMMOO ooflooo oouooo tmoaoo omoooo imam—«fine 000000000 2 ‘ ! 0.0"!)"20 floooooooo toaflmtzo °“°°°000° unnuauto ..ooWoooooo flflflflflaéo ooomooooo . ‘ W n M 3 ' 0 0 : » ; 0 0 3 0 1 0 ‘ l u m e n 0 ' 0 0 . : 3 ' m m . “ 0 ” . 0 a m m o . 9 " . " 1 . m " I “ m 0 . “ 9 0 ' “ s 0 . “ f , 0 . “ ‘ , u ‘ ? . $ . m o ‘ “ E ’ A m ' 1 1 “ 0 ; m " m 0 ‘ o p ‘ l . ‘ l m a n m u m m ' 0 0 ..OAUOO atafiuflto oooomoooo floufioo 3"."‘° oooooflooo moloooo ......“mequ oooooomoo 90”,°t zflifliflzo ooooooouo moo... c.nnnuxo ootorum.. omega. uaummnuo com... auuaamuo ” t h o : 0 0 3 m commoozos uuoonuonw ooomoo humane». ....umoya ” 3 0 1 M “ w a n t o n : 0 o n e ; 0 ‘ oooouo ozwsyuuo 66......“ oooooa Olliinfli 0000000...” oswaua nummmmmu 00090000“ mmaMot aawmmmn. cummmamao mmmmuu ”mmmuuwu ..mmmumem ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... hfikfihh .......m .“fluuauu “Anna... : m u h u q 8 n m r i u a t a 2 2 t : c o n 1 6 ! “ ? ! " " w n i h u u ‘ “ ' ° ' ” ” " ~ O O O O O O " ~ & 0 . 0 0 0 0 0 0 0 0 0 m & 0 . 0 . 0 . 0 . . . . m “ " ‘ _ W _ _ . ‘ l - . - o ’ ' _ “ ~ — “ f . . . . J h , 1 ‘ : a n ” 1 3 1 9 0 0 0 9 u m I V 1 : : m 1 v m 0 0 9 1 1 1 0 0 9 6 1 - a x o n m “ m m - . , , , . _ . _ _ _ _ _ _ - — . mom Um. .“We fl’m'iiifl tfiztfltl0 Sfifltntffl uumoquz sauzuaax won fin! can «am was mos fl!“ at“ u.m a,“ '0" Gun «Ho ”“fl‘.:°t 9““ n09 lztohtto nun “on “uno‘cto Ina “I“ .OHo “3201.70‘00 “flflofiOto ammzmnno. “nosnuna Rflmfifl2£2 “ 7 3 3 ' “ t a t t t z - v s o I n t r o ISHIQZZI u w m m 9&0 .tnta‘to mma mm: mu ‘ 1 3 ! 0 0 0 0 0 0 0 0 0 0 0 m - t ‘ l . . . - 0 . . . . . . ” w . m mmmammax mmmomuan mmmammms 0 0 0 0 0 0 “ m m - u : 0 0 0 0 0 W 0 ' a m x 0 0 n 0 u o d m a ‘ 0 0 . : 0 - 0 3 J " : 0 0 - m w m u u w m l k ° ° ¢ n m n u u m m p m t “ ' fl w m w a n m n fi fi 0 0 0 0 ” m m & 0 0 0 0 0 0 0 0 m 3 m q - " ° “ " ° ’ M W ° ° ‘ I “ " ‘ ° " " N l n i fl q - t ‘ l . . . . . . O O O O O M ‘ o A 0 0 0 0 0 0 0 0 0 0 m m - 0 0 0 0 0 0 0 0 0 0 0 “ . 2 266 0 . . . 0 0 0 0 0 0 0 3 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 0 0 0 9 u » 0 . n i « . 0 8 3 0 3 0 . . . E I g g g g s ‘ ‘ H E . 3 0 . 0 8 H n E . " I . 0 0 : ” n u o n N 0 . 0 5 0 0 . F F E 1 ’ ? e g d E . " . 0 . 0 8 . . . . 2 « 0 0 0 3 0 . 9 0 « 3 0 0 0 0 0 . 5 9 0 . 0 0 0 n o 0 8 0 0 3 . 8 0 . I 0 C ” 0 § 0 O . m m 9 . n - e w E . “ 0 0 . 0 $ . . . . . . 4 : P 5 . 1 I 0 . I 0 § 0 . M 9 . » a r u a . - 3 0 5 . 0 0 0 0 0 0 8 0 5 8 . 0 . 0 " 0 0 0 0 0 0 8 0 . 0 5 . 5 0 0 0 5 . 8 3 0 8 . 0 . . 5 . 3 . 8 . 3 . 5 . . 9 3 9 . 2 5 0 9 . 3 5 . 0 . 9 5 0 . 5 5 0 9 0 3 3 . 3 0 8 0 . 0 . 5 0 5 2 9 0 . 5 0 9 3 3 0 9 0 3 8 9 3 0 8 9 - “ 3 8 9 o w w m u o o 8 3 . 0 0 3 . 0 0 3 3 0 . 5 » 3 3 . 0 , E “ . . 2 . 3 3 0 3 0 0 u o u fl n o c 8 3 . 0 0 5 . 5 0 8 5 . 0 3 . 0 3 0 8 9 . . 8 9 0 . 8 3 . 3 6 8 9 8 0 8 . 0 3 0 . 3 % 5 0 3 3 9 3 0 E u n a u R a . . 6 ‘ 0 . . . . . . . . . . . 5 . 0 0 . . . . . . . . . . . 0 0 0 0 0 a . . . . . . . . . . . ! u o . . 0 . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ; t I . . . . . . . . . . . g n a u H 0 0 0 8 0 . 0 0 8 0 . 5 0 8 . 8 fi g o O . . . 3 . “ : 8 . 8 : 3 . 0 0 8 . 0 . . . “ 5 9 . g n u L 3 8 0 . 0 g a g d . Z 3 0 . 5 3 5 5 . 0 0 8 0 8 9 a B — . . . . 0 5 8 . 0 ? " 8 . 0 5 5 9 - “ 3 0 0 . 8 9 8 . 0 . “ 5 0 0 0 0 3 0 6 8 N 0 M H % 0 0 0 u . S s u o a w 3 . 9 0 : 9 3 ? 0 3 . 0 3 0 . 3 “ 8 9 . 0 w u w n o O I 0 2 . 3 0 0 0 s fl o C u g o fl t t u 0 3 0 9 - 3 8 0 9 . 3 5 2 9 . o N — m o P : 3 . 5 3 9 9 I 9 5 8 . 0 0 3 3 0 . 0 8 0 8 9 . 0 0 0 3 0 0 . 0 n 3 0 3 0 3 0 8 9 - 0 8 8 5 - 6 8 9 9 - “ . 0 3 9 0 - 5 5 9 . : 3 3 9 - 3 0 8 . . . . . . . 8 0 0 9 . : 3 5 9 . 0 8 5 9 # 0 3 8 . 0 $ u o S L u L 8 0 0 0 9 # $343331”? aunassac ! ? " 8 I - n a c « . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 . . . . . . 8 0 . 8 9 £ » . 5 3 9 0 - . 3 8 9 . 0 0 0 0 0 0 g P » . 3 & 8 0 0 3 0 9 # g e M 0 3 5 0 9 . 5 5 9 . 0 3 8 . 3 1 a 0 0 0 8 0 “ 0 0 . “ 3 3 . 0 8 0 8 . 8 % 3 0 9 . . 8 . 8 5 0 8 . 0 g % 0 0 B Q P N O O I - ! $ 0 6 5 2 3 9 . 3 . 2 0 . 0 u a 0 u 0 0 % 0 0 . ” H 8 0 0 8 0 0 0 0 0 0 0 0 0 u p — Q - Q H 3 0 . 3 o . . a 0 3 . « 0 3 . 0 5 . 5 3 8 0 0 . 0 « 0 0 \ 267 - - . . L - . . i I u n m m ” t i r e ' ‘ D m ' t m r o 0 6 0 5 0 - 0 ” a “ ! m u “ : e u r o “ i t " ! t h a n r m r n a m - w r o - n u s - o - m o o ' o - u m - o - c i r r u - o m ‘ o - m a o - o - m u m " : - 9 6 1 m m - ” o f ? M ? 523-535 " n — - — — - . ) _ . _ _ — . . . . - . — - » — - ' 5 0 “ o u w M b ! m - o $ 3 2 6 ? ( 5 ‘ 1 “ ( 6 0 1 8 9 ” ) IlII , m 268 * 0 “ . . . . . . 0 . — r a E . 1 . . . . . . . . . . . 0 . . _ . m 9 . . _ . u . n fi _ . 1 . . . . _ . . . . . 0 . ; . . . . . . . “ . . . 7 . . m . . - . _ n a . 1 0 . 7 . . . . . . . . . . 0 0 0 0 : 3 fl n - . . 0 1 . 2 0 n o u E . . . 5 . . . . . . ! g L « - n o n A : E : » o n a s i E ‘ ! H E 0 - 0 - n n u c - n u o n fl . 0 0 . : 0 0 . 0 0 € — : n a n o n a - a u q { _ I . . . . . . . . . . . 0 8 2 . 5 n a F “ . u u - 3 ~ u n . . . . . . . : 0 . 5 8 . 5 . 0 3 0 8 9 - 3 0 8 9 . m . . . . . . . . . . . . » I « u - u n . 8 3 . 0 . 0 d v k é E - . . . 5 3 7 - : 3 3 9 . 0 5 . 5 : 0 3 8 5 . 3 6 0 9 . “ . . . % 9 0 0 8 . 5 0 8 8 . E - 8 5 9 . 5 5 9 . 0 8 . 5 5 3 0 9 - . . . : 5 . 0 . 5 . 3 . 0 é‘ E § 6 E J E a i? 5 _ §§ n 312 %§ 5?. ‘1’? §§ 36 g: § I I I I I I eevaa'*2 rrrhfikkfi . 3 — 8 . 9 0 o - n i P E R D { . . 3 . 3 0 3 . 3 3 0 8 9 0 3 8 . 8 0 5 . 8 . 3 3 . 0 £ . . 5 3 5 . . . . . . . . . . . . . I . . . . . . . . . . . . . . . . . I I 0 3 . 5 3 3 3 3 . $ 0 5 5 0 8 9 - 0 5 5 9 - 8 0 0 9 . 0 8 . . . . . . . . . . . . . . I I 269 F : » a . m W N . A 3-3}: - ‘ 3 5 é 5 B}- 5 é 3 E 5 a a n o . 0 9 . 5 8 § . - : : 5 . 8 8 . 8 . 5 8 3 . $ . 5 8 . $ g . g 5 i: § o S 4 p u J - n u M o O . s k n u h “ o u % W . « - O “ a r o L I “ m u m ” E a s o c u m w a a s u w u h g u h . s s a p a 9 u p . . . . 5 » 8 3 $ 3 8 9 - . 5 . 8 . 6 5 : « 8 3 9 - » 3 8 9 . 5 8 9 - n a ¢ » ! : 2 . 8 8 $ . . 8 5 . E P . : 3 8 8 3 3 . 8 8 : 9 % 9 . 8 . 8 . 2 9 8 . « a w . . . 9 E E P . 5 . . . . . . . . . g, 3% . 33' 3 0 . 3 3 3 E 8 9 . 5 3 3 . 8 £ e g a p E 3 9 o o o o o g c ‘ i d u o - . D J : » . 3 “ 8 3 . 9 . . 8 5 9 : b u P 8 L “ 3 3 5 “ 5 3 : 9 8 9 5 9 5 . 3 a 8 . 3 $ 8 ~ . o - » 5 2 . $ » 8 3 9 - » 8 2 . 5 3 3 9 L : n a b a L . 8 3 8 . E . . . . . . . . . - . . . » 8 3 3 e 3 5 3 9 - : 3 & 5 8 3 5 L . 8 8 . $ : . . . 5 9 g K . . 8 . 5 - u - . . . - fi u Q a 5 . . . . . 8 3 5 L 3 5 : — . 5 . 6 8 2 5 . » 8 8 9 . . 2 5 9 - 3 8 . . . . . . . . 8 8 3 5 1 - 8 ~ 6 3 . 3 6 . 9 0 3 3 - 8 ¢ $ | b £ 0 ~ ~ fl : g r o . 5 5 . 3 % 3 9 V - u W u n - w a J . A ” s u ; o n g P - o o o o o o o o o o ‘ 0 o o o o o o o o o o g k ” 0 O 0 g i ‘ o t - - . I I it ‘1, ‘7 - 270 .‘ —— F— 3 . 3;» s 3 5 5- . 3 1 . 3 4 1 . ¢ 1 1 - t n A - 1 ' - n u l n - o u u u o I ] . . . - V : ; 2 2 3 fl l n - a t n a c n I [ ' f : £ 1 ‘ " l . % fi [ - m v E ! | : . 3 g n i l u a h 5 - w n 7 I ) L I O C ( m u m M s a w m . . m I O I M m , u m gt ‘ 1—3 1%— . ’Rafi‘fififi “SIGN-‘39” yams-ME E? E; 22225225 22222252532 7" 55555335 i .. :: 222552 25!!!! .'-«.'-.'r.'-.'r.§o E;;;;;;'. ELI-$351??? Him-lia- is :- Pfibhhflbb ‘MI' MI 27] S a E 3 g 3 - n u p 3 s . 5 & 5 § 9 o “ 3 3 9 . : 3 3 9 . 3 3 . . . . . . . . . . 3 . 5 . l . 8 0 “ “ ? D N I “ g n ” $ 0 0 0 E 0 0 0 0 0 o o o o g ! 3 9 3 0 ‘ “ 3 ‘ 3 P 0 0 0 0 0 0 0 0 0 g i c — P I . 3 $ ” g o R . E . 0 5 . 5 “ 3 3 . 5 w u g L o o g o v w % 9 E P % 5 9 . A . 8 8 . s a 9 0 0 5 0 E g I R . . . . . . . . . . . . ! a . . . . . . . . . c c c c c c c c c c v o u A M H O O . . . . . . . . . . E E a - ' E . n I % 4 n o - » . . w a R . 3 8 . $ h u u a 8 8 . . . o o o d . . . u n 0 . 8 n n ! I g o D - % 0 0 V . menouwmmaum . \mfimm n04” 272 completing one year of university. There is an anomaly in the step-wise increases between each Year Completed at the four-year level. These individuals earn more than their two- year counterparts but less than the three-year graduates. The large portion of PhilOSOphy graduates in this sub-sample is the primary reason for the comparatively low income. In the North Region, Philosophy graduates have absolute lifetime earnings less than secondary graduates. Maximum explained variance with all variables is forty-six percent which is less than in EspI/rito Santo by about the difference in the variance explained by Age. lel University Graduates.--Table 39 contains the results of the regressions using the sample of All University Gradu- ates, Almost no interdependence exists between Age and Years Completed variables which together have an Tiz of .llO. Course Completed explains twelve percent of income variance-- the same as in EspI/rito Santo. Again, there is no interde- pendence between Age and Course Completed (.lh872 together Versus . “+855 separately). A maximum explained variance of twentY‘two percent results from the regression of all vari- ables tOgether. Although Class of Activity explains more than in ESPI/FitO Santo, it still accounts for less than six Percent of total variance. Unlike Esprrito Santo, income variance within Class of Activity is considerable. Manufac- turing and Extractive Industries show significantly higher i . . . . ”Comes than Government and Liberal Professnons Wthh, In 273 _ ~ h fi b g l n g a E “ 5 . . . 3 . . s . i . 5 s 5 ‘ ' u E w p a - o n g _ N . a n o n - o o g _ . u u n l c n I - c a a s I _ . _ 3 . . . . . . . . . . . “ k n u F . “ . 5 g i W " _ 4 . . W F - T . l a . § _ . a u . g 1 ' ! 9 < f . l l . m m 9 c 6 0 . n a n n o g ” ? f F — l i a E E . l n n ; ” o n o . I o g . — . » o c a T . . . . ! H E h t n - p i n u n - ; » n a n o E o — n r u . 3 3 . 2 3 9 5 0 . 0 " n i s n r u . 3 . - n a g E D E E N . } u n g . . . . . . u q 5 # . 3 2 . . 5 3 $ B E . . . . . . . . . 9 5 0 3 . 0 g u P . . . . . . . 3 . 8 : 5 . o n g P 3 5 9 3 . 3 8 5 : 9 g k 9 a m a R 3 9 3 - n a i L 5 3 9 - 3 0 . 5 . 3 3 5 L 0 5 3 9 r 3 3 9 . . . o . . . . . . . . . . . n i u | n I . a “ a . . . . . . . . . . . . . . . . . - w : 5 . n S 3 0 . 3 n a . 0 3 . 3 “ . . . B u a u u F . 3 . 2 8 . . . . 8 7 . » 5 3 9 . m o n k o n . . 8 . 8 . . . 2 . 5 8 8 5 L ? 9 3 9 . 5 2 3 9 . o c u fl r . : 2 3 9 - S E E S " 3 8 9 . 3 : 8 9 5 ! . 3 9 . . 3 6 9 . . fl d . . . - 5 3 3 # 5 5 9 . . . 2 8 9 8 rrr33§33 n ?¥?“?'$' 8 3 9 . h t $ 5 3 0 . 8 5 8 9 . . 8 8 . 8 8 5 : 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 5 9 . . . 5 5 - 3 6 . 1 . 5 2 3 9 . 9 o - s u o . . . 2 3 9 - . . 5 8 . 6 3 4 9 9 - “ . . 8 9 9 3 . $ . e k i L . . . . . . . 5 3 0 . . . . . . . : . . . 3 . » E L A . m a 8 . a r u a L 3 3 5 L . . 3 . 5 . . . 3 . 3 “ % 5 9 k o « u m s a : n u F 6 . 5 n u . n n 9 3 . 6 . n a . . n _——l ——4 3 0 o o o 0 v I o o o I II\\ 274 . I “ m o o ' m ” o o 0 ” m g ! ( 1 7 6 0 1 0 m - g u m - s t “ ‘ 0 ( 7 2 9 2 0 9 w W s e s w “ ( S H W ' ) ” W ° W 4 ‘ ’ a , “ o n 275 \ . ’ L g a g n u g E a : s a a s a E ' ! u E w w E - a u g n a l E . a - n - . . » 3 0 € _ u o n 3 9 - h c n u a l : g n i n n a c s . . . » H 1 . . . . . _ . . . . . . . r _ . 5 . 9 . . . J u . . . n fi _ 1 2 . . . 3 < . u n . “ o n . . . . . . _ . . . . . . . . . . . . . . . _ _ . . H . _ ” . . . . . . _ . . n . . . . . . . . . _ . . . H . u n 3 3 . 3 0 0 E 0 : } n a . n o . 5 . 5 n a - n a g E h u . . . . . . . . . . . . n i u . a 5 . 5 } . . . 3 5 . . . . . . . . . . . . . n i . u t . J OI. . . . . . . . . . . . . . . . . . . . . . . % 3 . 9 fi u m a . . . s n a F 3 . 5 9 5 6 . 9 . . 3 5 9 » a k a « 3 . 3 . . . I « : n o « . . 6 n a “ 3 5 9 . . 5 5 9 - » . 3 & 6 . . . . . . . . . . . . . . I « . . . 3 . 8 n a m ‘h‘ 3 3 = . 5 9 . 8 3 8 . . . . 5 9 . 8 5 9 9 . a 5 . 3 . n w o u . . . . . . . . . 2 ; » n a E P . 8 5 9 . “ 5 8 9 . 3 5 5 - 8 . 8 . 5 9 3 6 9 . . . . . 8 9 . . . . 3 3 . . . . 3 8 . 5 i' . rr533§3$ 9 §§a5§s$c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . » . . . 8 9 . 8 . 5 . 5 . . . . 3 9 - 3 5 . . . . . . 5 8 9 . t s 9 . . 3 3 9 . . 3 6 9 . 3 : 8 9 n a - n a g E : . . . 2 : 3 . 3 . 9 . . . . 1 . . . . . . 3 n u u n . n a b a L s k n i L . 8 9 2 9 . 0 3 . 6 . n n 5 5 . 5 3 2 $ n a o « 5 H . . 8 . . , 6 : . . . 3 . 3 5 9 . 8 3 9 . . . . “ . . . 5 : . P . . . . . - . . . . 3 * . 6 . 6 : 8 3 3 . 8 5 . . . . . . . . . . n o : 0 1 : . . . . 8 S E . . . . 8 8 3 . 8 . 3 . 5 : . 3 . 3 . . . . . . . . . . . . . - . . . . . . ! . 0 t ’ u N 276 . 8 . 8 5 8 9 . 3 E 9 . % 8 9 a 3 2 . o n ! » 3 9 . “ 3 5 9 . . 3 8 9 . 8 . . . . . . . . . . . . » F 9 . 6 . 5 E 9 . 8 : 9 g 9 a . . . . . . . . n u H ” : . . . 8 3 5 . . 2 5 9 - 3 . 8 9 : . 3 . 5 8 3 . . . . . . . . . . . . ‘ 0 0 0 0 0 0 0 0 : 0 0 8 0 E . 6 . 5 3 ‘ ‘ 9 . a E % 0 0 3 0 0 . g n ? I O U U o o o o o o o o : 3 8 . $ n o 3 3 . p » 8 . o n 3 . 5 9 6 2 3 9 - 5 2 3 9 - . . . 3 8 9 . 5 . 3 9 4 3 8 . - . . . 8 3 J . . . . . . . . ! g 5 2 5 9 - 6 8 u 9 . 3 3 3 0 . 3 9 : . o : - m u 5.3.3 . V H H o N N % 0 0 0 % 0 0 1 5 0 0 0 § o r ~ | “ 5 0 0 0 : 0 3 ' 3 . 5 . 3 » % 8 9 ! “ 9 9 0 3 8 9 8 0 8 9 3 5 9 3 8 ° 9 3 3 9 9 . 3 3 5 5 2 3 . 3 . 5 an g g . 8 3 8 . 8 3 3 8 3 . 3 2 . . . . . m 3 5 9 8 8 ° 9 » . 2 8 9 » . . 8 9 9 a 6 . 5 s r - R O G I O O O N U Q U I 8 0 5 0 0 0 8 3 : « 0 o o 0 . 0 0 o a o G “ . w e n 5 « o o w 8 H . 0 # “ - 3 8 2 9 . 5 3 8 9 - 8 5 9 - $ 3 5 3 3 9 . 8 8 0 9 - ! : 2 9 5 . 8 % 3 . 3 9 0 E 9 . 3 5 9 . o . . . . . 8 g ! » l l - . w e n g o H E 0 0 % 0 0 S O o V u 0 8 3 0 H 5 3 0 0 8 3 0 0 ” 3 ' 3 “ n a m o W g o G 8 & 9 . 6 3 . p 9 : 9 . . 8 8 9 5 9 . “ 3 5 . 9 n a 9 . 8 8 9 . 3 . 8 . 5 3 9 $ 8 9 . . 8 8 9 N R a “ 8 3 9 . 0 8 3 9 . 9 9 8 9 . » . 5 9 ~ 3 5 9 9 - “ . 8 3 9 - E ~ 8 9 - % 0 . 5 9 8 5 9 . “ 8 8 9 . " ? 3 9 - o 6 . 0 0 0 0 0 0 0 0 0 : g . 0 J . . . . . . . . d n E . . . 8 . s a - € 0 0 ¢ o h o o § E R Q O G - m O S fi . % 6 . 8 9 $ _ a v E g o b I 3 8 9 I 3 0 8 . 0 0 0 3 o o o o o o o o ' v fi g ’ l s I 3 3 $ 3 3 9 3 9 8 9 » 6 8 9 . » u . . . . . . . . . . . . " a fi a m m u - t u r . ; » o n u g o o o o o o o o o - o g I - l a u n n a g v a 3 0 ‘ O U E N O G I 3 3 0 0 . 3 9 o o o i t g g g i g o y - w o e m 3 5 9 9 . 5 9 . 3 3 0 9 . » B . . . . . . o o g - n i a v . s u . n . . . . . . . . . . . . 3 5 . - n u 8 E 9 » 9 5 9 » 8 3 9 — 3 6 9 » . . % 9 9 ¢ 8 8 - . . . : 3 8 E . . . . . . . . . . ; . 6 . . . . . . . . . . . . n I . . . n a 3 5 9 . o n - w a r d . H E . » u a v 0 0 # m ‘ 3 3 0 . H 0 0 0 0 0 0 0 0 0 0 0 ” V N m m m 0 . n 3 8 L “ % 3 9 O M - O \ % 0 . H V P Q g C 0 0 0 0 0 0 0 0 0 0 - . n o 9 3 9 “ . 3 . 5 0 5 . 5 . t a » . a 3 277 a l n : & : m S - u u o r c o l a - a n n a m ? I I - s t s u c o l ) o n e G ( m m u x s m m m U m m m m m C - u t a n n u m m m ‘ , n u n : t I m : 1 1 M ! a d e l ! t n e t n o C . s ' n i a C : s a “ t n u o C : t a m u H ! o - u h éééiié mm unis»: mam»: m: in 3:353:15: j; E;;;;;;; wa-saszmae °9§aa§8a ”am: 3;; =3 5.5] .“ 3!. 278 u n - v n m m : 0 a t . W u b ‘ t z e 6 t ' a z 6 9 7 0 0 ‘ 0 g u ‘ g z E m m o - m t ' t - 6 9 0 m m - 6 m m - u n v o - 8 2 ¢ ! O ‘ 0 - w a c ' o - 2 5 9 2 0 ' 0 - 6 9 ° 1 0 ‘ 0 - 9 2 1 2 2 ' 0 - m m a l u m m t ’ “ l ” u t a n a u t ' o w e r e w e r e o a w t 6 0 2 9 0 ' 0 m i m o - s l o w - m W “ c a r e . m e t - t m o r e “ a r e m n ' o I m a m W e ( . 2 0 6 : ” 6 ‘ 2 2 M a m ' ~ u n ; 3 0 w o w 9 m m s a s s - s ( 0 7 ) : 3 1 " W m ! ) ( m m ( 3 9 “ 0 ' ) “ W ' - W W 0 ' V ' _ . _ . . , _ . - a ’ . - > I1 '4‘ I" I w v Z l — 6 k._~‘_~_._, . - o 8 8 i i I J — a n I » u E y r a o h “ a g a u g a E ‘ : g a s a w 8 B ‘ g n E K . a 3 3 . 0 € . 5 . 3 s n o i t o n 0 . 3 9 3 3 3 . 9 3 . “ 3 . - . . . o g E i . . . 5 . . 3 . 3 3 « 5 5 1 . . “ o n . g o J . " s n e F : E « . : . ? § . « . § 5 . i . » n o « ? 8 J . " ? 9 8 . a « . E . m 9 ? b A . » 8 & 5 . - 3 8 3 . 3 8 8 - [ 8 3 - 9 « 8 n a n - s u n a . n I n o a‘vf‘ul'hf'l‘uPJ . . . . . . . . . . . d I - n u n o . g a i aee=¥=*s rrr§3§?3 : 3 3 - 0 0 “ . . . — n o n ‘ . I , ‘ . . . . . . . . . . . . . E “ . . . . . . . . . . . E - R R E . n a s a . { » 5 . 5 “ 8 9 3 L » 3 3 9 - » . . . 5 9 . 3 3 B 3 3 5 L : . 9 3 . 5 » 3 6 9 . § . . o 8 0 . U 2 ? 8 N 3 H S . o 9 O Q Q . H . 6 5 8 2 . 9 0 0 g K a 2 c 5 O 9 m 3 . 9 . . . 3 3 9 - 4 3 3 9 - u q . . 9 . : m 3 3 3 : 3 9 . . . 8 5 9 3 5 : 9 . K 0 3 L ' E “ 3 fl u . g 8 N o 3 N $ Q G 3 V 3 E o 5 O L l % 8 8 8 3 . 5 0 L 0 3 3 3 s a . ‘ , . u m E 3 . . . . . . . . . 8 8 8 . 8 3 n u J . . . . . . . . l E . a v I . . 1 3 . a H 0 0 0 0 0 0 0 0 0 g . i 3 w o w . o o o o o o o o o o . . 8 3 8 t w : n i 8 3 : 8 : o E 0 ‘ 280 . 2 3 E “ o n . E R A o O o : 3 : 5 5 0 3 8 . 9 . . 8 8 6 - 5 8 6 . « R 8 6 - fl w e a d u u d b o ; o w n 3 8 5 . 9 8 k . . . . . . . . “ g ‘ g i E 6 A N R L T V 8 5 . — Q N M O O Q 3 3 . . m h m 0 0 v a s . . . . . . . . . . . . . . 3 3 . . . . 8 3 m m d 3 0 0 d 0 . 0 0 0 0 0 0 0 0 0 ” d i s l i - | I | I l l ' l l ‘ l l ' , _ 28] Ken; u v . L 5 — a n A : » b E : ” E H — S P F “ — r E e l fi : i . E ‘ ! u E - 5 5 . ! n I : E K I . I - o n - n o S _ 5 . v 5 = - n u o n _ U I 3 : - e n a P n a v v a _ w w ; w g j T n m w y m ” u w fl r w a s w n w u w s u L fl u u _ w w n j w w u a _ i. 93$}ii 22222.: H 0 - ! F N “ “ N N u n n o n - n o i n o a « : } n a c n o - E . o B . o n 9 . 0 8 . . . 8 9 ~ 8 0 9 N : 2 9 ~ . . 3 . 8 0 3 7 3 . 8 8 9 3 5 9 . p u o S 9 . E E L 6 2 3 9 - 5 9 - 3 5 0 9 . 3 3 0 9 - 3 3 L L 8 2 : 9 « 5 2 3 9 . 8 3 5 . 3 . 3 - n u n . . ~ u . ~ m m n w M . . - ” w w w w . . - u n w M ” . . . i§3§3§b3 . .... w w w m n . m - m m ” w u . M . w w m m ” . “ ” m w w u m w . . . . . . . . . . . . . . . . . . . . . . . . 3 0 3 . 5 3 3 3 L : 8 8 9 . . “ 3 3 0 - 8 E 9 “ 3 5 9 - . 8 5 9 . . . . 9 C 9 h c 3 # u q . “ 9 : 3 5 9 . 3 3 5 L . % 8 9 . . . . . . : 3 9 ~ a m m o a u 0 8 . 5 m 8 9 ~ 3 3 K n . . . i aanafsao °a§aazaa 3 3 £ w q m o w r 8 8 . 9 0 3 5 9 . m i S 3 3 . p . . . 8 . 5 5 8 5 L 3 5 2 9 - 5 . 5 9 : 8 . 5 8 9 0 9 - : » m a i L u q » 9 . . . . u . . . . . . . . . E . . 5 . 5 N I P . . 8 . 6 . . . 2 9 ~ e s r o w % 3 3 9 - o E 9 . 5 8 9 1 . 5 . 2 » 3 2 9 - 8 2 6 9 . : 9 9 . ” . . . 9 L 3 9 8 9 . 3 3 5 $ 5 9 - 8 — 5 . 8 ? . 5 9 - n a 3 . 5 3 5 2 9 : 3 0 9 5 5 9 . 8 8 £ ? 1 ) - l a u n a m . . . . . . . . . . . . . . . . . . . . . g n i . . . . . . . . . . . . . . . . . . . . f i i E 3 0 5 9 » 8 5 9 g s o n t w i » 8 9 7 3 3 n - n u p . . . . . 0 8 3 9 . : 6 . 5 B o t 9 ; : 8 . 5 3 9 - w 3 8 9 0 3 5 9 . fi fi b o n S S E L 0 8 5 9 - 8 0 5 9 . 5 3 9 9 - - . . . l l 5 . 3 9 3 9 . 3 5 R 8 . . 3 . 2 9 9 . 3 9 3 3 - B I I I I S I F N S “ m m 5 o n 3 - n u h ” 3 . 5 “ 3 3 9 - » 5 5 9 . u q 9 - . 5 9 ~ . . . 8 8 . $ m m 8 9 9 [ . 5 5 9 . 3 . . . . . . . . . . ; n a 8 3 3 : 3 3 E : 5 6 2 u q S G u . . E 9 o g m u . . . . . . . . . . . E I C I . E : — . 5 9 ~ 8 3 5 . 5 8 9 . 8 5 5 . 5 — . . . . . . . . . . l l a - i n u o o o o o o o o o o I ‘ I 282 . n a g e v s p a s g ! . 8 . b e w : 0 0 . - i n U ” 3 0 6 8 E — ! e r a ! p a r . 8 8 9 . . 8 8 9 ~ 353 i 3 . l l ' . ‘ l ' l l ' l l ' l l ' l l i ‘ \ \ " . I I " ' A I . I ' I I I I [ t l I ' D ' I I I I \ ! o d " ‘ " o n s a h 0 8 0 3 E 6 . o n \ _ g p § O V I ; } n a : % 8 9 9 . ! e r a 8 8 0 9 . 5 3 9 u o g 9 - § 8 0 0 - % 8 . 9 5 2 . 9 g P 3 3 . 3 9 5 2 3 9 . 5 8 9 . 3 8 9 . 5 3 9 . 5 8 F 6 . 9 . 3 5 . 0 I £33 " : n . g . . . . . . . . . . . . - l g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : ! 8 2 R » 2 . 2 0 3 . « ‘ . K A 0 0 0 0 0 0 0 0 0 0 0 0 - . » M A J 8 5 . 5 o g 5 3 : n o : o g 9 o S S . g 0 . n a . m a N E . n u : w a r . . . . . _ . . 8 . 3 . : 2 . 2 8 . 2 3 ! . 3 g ‘ 9 5 9 3 8 9 . : 8 . 8 3 g g E 3 . 8 - 3 6 . 5 5 8 9 . . 3 8 9 . n a . » a 8 . . . . . . . . . . . - 8 8 8 3 . u n . . . . . . . . . . . . n a « . . . J . . . 3 . 3 ! . . . 8 5 I 8 p . . . n a 3 8 . v 8 3 3 9 - . 2 3 9 8 . . . . . . . . . . . . - : w . » J — . t u o “ 3 5 5 . 3 3 9 . - 2 6 5 . 5 l e g s fi : e r u g o o o o o o o o g . . o - b o n g 3 . . n o 3 . “ 3 3 5 9 . 9 3 2 9 . 5 2 5 . 0 0 3 . 3 . 5 “ 1 O u h b u 9 8 . 3 8 9 ‘ 0 “ ! 8 8 3 2 s i . . . b 5 3 8 . 8 . 3 8 . 3 : s a . e g a P - . 8 8 9 . . . 3 . 8 3 9 . 5 9 . » 3 8 9 - : » . 3 - 5 3 . p a 8 3 9 0 3 8 9 . 3 . 3 . 8 3 L 3 5 9 . 8 0 5 9 - asaa°aa§ 3 :5 1";9‘.’ I'Vv 283 turn, have significantly higher incomes than Agriculture, chmmerce/Transportation, Service Industries and Social Service. The following income differences are significant at true ninety percent level or more: in comparison to Engineer- ing}. Law, Economics, and All Other Courses Completed; -Pruarmacy, Dentistry, Agronomy, and Philosophy earn much Texas; and Medicine more. Females have less income than Maleas, non-Heads of Family less than Heads of Family, non- Prc>testants less than Protestants, non-white less than White, anci non-urban environment less than urban. Children, Position, anci Migration variables do not produce significant earnings differences. The age-income profile for All University Graduates is SlHvan in Figures 32 and 33. Comparison with the secondary graduates shows the expected higher level, earlier peak, anCi faster increases in early earnings. The comparison with ESFJErWto Santo in Figure 33 is interesting because of the Bernaral similarity of levels except for the considerably hiSflfier early income pattern). This faster recovery of edu- Caticonal investment could have significance in interregional distZribution of both resources and skilled manpower. .All Secondary Graduates.--Table #0 contains nine regres- Siorhs using the sample of All Secondary Graduates. As in Esp".”'I'Zito Santo, the college drop-outs in this group show gene"ally increased earnings compared with persons who had no Uriiversity training. Significantly higher incomes exist 5 ’ “ “ ' — - - — ” 1 H Y l l r T u r ' 1 4 ~ 50 28h Fig. 32 BRAZIL, NORTHERN REGION - AGE/INCOME PROFILES - 1960 E 9 J g 5 fl E 0 6 - 9 5 9 1 ) 0 0 0 9 i X 5 R C ( E I G N I Y L W N G N TOTAL SANFLEv LNIV-v MD ECII‘D- “ - Total Sample e - University Graduates ' - Secondary Graduates + 5 » . 8 L & . a . s . a 1 3 i t s V . . . . . 1 ‘ C l 285 Fig. 33 BRAZIL: NORTHERN REGION - AGE/INCOME PROFILES - 1960 mi ssh ESPIRITO SANTO CUMDARISUNS SEAL x - North Region University Graduates am e - ESpirito Santo University Graduates ' - North Region Secondary Graduates v - Espirito Santo Secondary Graduates “r as» In 3-51»- E» \\\\\ 0 5 - 3 5 8 1 ) 0 0 0 1 X S R C ( E N I N I Y L W N a u 154+ a 4L\ - - g L A - _4 16 ar‘ 5 a6 a as a AGE . a v g g g a ‘ é a a g g ‘ g n E . 5 5 ~ . 8 8 . E u . 9 9 9 . 2 3 € " . . . n a l o p - o o g i » . a : n . . n I g . “ 0 0 . . . . " A . “ m W . . . 5 4 - . . . H « . » 8 & 2 . “ b a a S gs : . 5 . 8 5 . » S E R r i m E . m m 9 . “ ! 8 6 . 3 5 . » 1 9 . . . . . 2 0 . B « . . . n a o n n a a . . . ! » a 3 . 2 8 . 8 . 9 l p v 8 9 7 - .. --‘9-v~O-u.-- ._ ,_ - ......” .-.—...”- 3 H E 0 3 . . . — 8 o . . . . . . e g a u g n a l I ’ I I I . I I . . . . . . . . . . . . 8 - . . . o o o o o o o » . 3 . 2 - 8 3 3 0 E n i . . . . . t “ 3 3 3 . 8 b g fi _ l o . . . . » o n a u g 3 3 . 2 2 . 9 n o . e w , n u m u h r 9 8 . 5 u m o r w " 1 0 0 1 9 5 3 & 2 g u r 8 3 9 3 2 8 9 8 . 3 . 0 3 3 9 5 0 . 5 3 9 . 8 3 9 8 5 . 9 % 8 8 9 » $ 6 9 5 8 9 9 . u m E o .....3. p 33:33! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o o o o o o o o o o . u 8 . a u n N “ u . a 5 . 5 3 3 . p . . . % 8 9 8 8 . 5 8 & 5 m a e r “ 3 8 9 3 5 9 3 3 5 “ 3 8 3 . . . . G E P : : 5 9 a 3 . 8 “ 8 8 . p . . . 5 9 » . : 5 . 9 3 . 5 " . 3 8 9 8 : 8 9 . . . 8 3 9 n u S “ 6 . 8 9 9 . 8 9 . . . 3 3 9 3 3 6 u u m o m H : 3 3 # » 2 8 9 - 8 3 0 9 . 3 . 1 5 5 3 . $ 9 8 9 . 0 8 8 . 0 0 3 0 . — o d n u 8 9 9 H s i 8 9 E » e w 8 . a g o b “ Q U O W O o O H l n m g o c I “ 0 8 0 { h c 0 . “ “ “ 8 0 . 0 0 E ” 2 0 0 ( a 3 . 3 « : 9 . « m m g . » . . - 5 2 8 7 - 8 2 5 . 3 . “ 3 3 3 5 - : B L L : . 5 9 . 5 2 . 2 . 3 8 5 5 L . 3 8 . 8 “ 8 . 9 . E — n o r p a 8 3 3 9 . 8 5 8 9 . o S . o 0 . o o . . . . . . . o o o o o o . . . . . . . . . . . . . . . . . . 3....... . . . . . . . I o o . i :uuaasac Rikki!” 287 A ’ 9 0 ‘ 6 “ “ ? ! I a " ! o n " t e n u r e M P G S W 4 a n : W m m a n t ' o - h u m a r e : W o - “ o w e - a t m o ' o - S t u r o - a m ' z - a u r o - m m ' o - s c a r a - g n a r o - W t . s o u t ' o - 4 . 3 . 4 3 2 3 5 5 5 : : m w ; . m . . . . . . . . . . . 0 0 0 0 0 n o a m u g m m - - - - - - - - m. p . 0 7 ; : 3 : t u n - 1 n - & m I I I - m m m . . . . . . . . . . . . . . . ° ° ° ° ° 0 0 0 0 0 0 0 0 ° ° ° ° ° o u t - I n m m 4 ‘ ! m m m . , u A g . A a t : 2 " , . 9 " , m G : H ! m t a t m u : 0 z ~ . m a m I n 8 m t : . . . . . . . . u m ” u m 0 " ! “ m o o o o o o o o 0 0 0 0 0 0 0 0 0 m m m h u m a n . . . . . . . . . . . . . . . 1 ’ ! ' 1 ‘ # 3 m m . 6 3 ; a t : J V ; m m m 1 2 “ fi g m “ m m : 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . . . m m ” 9 t . 5 : - 6 ! M “ t o n m o n ! ' a 0 0 0 0 0 0 0 0 0 0 0 0 m o n m 0 0 0 0 0 0 0 0 0 0 0 0 0 m . m , “ 0 0 0 0 0 0 0 0 0 0 0 0 m A m a ; 3 ° c u m < L h 9 t ! ) , m , ” , “ a r e ( 8 fi O B I ' > m m . m c u e - o ( 1 7 1 4 , 1 4 . 7 m “ 9 . “ . “ m m . . . . . . . . . . . ( . . . . . . . . . . 3 , , m " ' “ I W ) 1 ” . . . — m . _ . . . . , , _ _ - _ . — . _ ~ — _ - . _ . . _ _ . . . . _ . - _ _ _ _ - _ . . Z 8 8 . . M 9 . - . S B I B - r u E \ \ E . . 3 . 8 . . 5 8 . 8 5 . 8 8 8 5 8 R E ! . 3 n o H 8 « " a s l a B l l l l l . \ : i l l f l l I . l i l . 1 x l l l l v ‘ a l i 0 { ) a . 9 9 9 . 3 3 € u ‘ 8 3 8 £ a . a 8 3 . 0 £ . u m - n u n 1 . . . 5 « O . . . n I ” C O . m h o o d a - . r J - . . . i . . . E « O . g . u m h o O o d p u . “ n n a M “ . . . . “ . . . . C . a n l u ” O O . ” h a n . . . . . . 3 . 8 . 8 . 9 . I ; . . . 5 . 8 8 9 - . 5 8 0 9 . 8 8 0 9 a 2 5 0 8 3 9 m 3 8 9 a 3 8 9 . 3 . 5 8 . 3 9 . E 8 9 . 8 8 9 8 3 : s e g a r 9 3 3 . 9 . 8 8 9 a 3 . 8 S E R P 3 . 8 9 5 4 8 9 fl h S . E P » . 8 5 9 » 3 . 8 9 . . 5 . 8 . 8 K 9 . 3 8 9 3 . 9 . 8 9 » 3 5 E 9 8 . 8 9 3 8 ° 9 3 . 3 5 n a - o g E § . K 3 0 3 - n r u m u . 0 3 . 3 . 9 3 3 3 4 . 5 9 n o g . o s 8 3 9 N R E P . . 3 3 9 . . 3 3 9 - . . 8 . 5 m 8 8 9 5 . 5 9 . 8 3 9 . . . 8 . 5 » 3 . 5 3 2 . 8 . R L S » 3 . 5 . 3 8 9 - 8 . 2 5 “ 5 3 9 . 5 8 . 9 3 . 8 9 8 3 9 9 . k 3 9 , 8 8 2 9 . . 8 3 9 . “ . 2 5 9 . » 8 3 9 . . . 8 8 9 . 3 8 9 . 3 3 5 . [ 3 5 9 - . B 3 9 : 8 8 9 r Rik-##9## n - . n I « sunannao N E S 8 2 3 9 - . . . . . . ! s ‘ n o o m - n o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 8 a . 5 . ° 8 9 9 : 8 8 9 . . . . . . . 5 . w 8 8 9 . . m . . . . . . 5 . 5 8 . 3 9 . 5 . 5 . 5 3 . p . 5 9 ~ . “ 3 9 . 3 9 . 3 . 8 . 9 k u 5 9 . 8 3 9 9 - o n . s u R E . 5 . » . 5 9 . . . m 5 9 » 8 8 9 “ . . 8 9 . 8 5 9 8 8 . 9 » . . . 8 l 8 . 9 8 3 9 L 8 3 3 9 . . . . . 5 9 . . a a 8 8 9 8 . a . 2 3 5 . . . : 9 o S . . . . 3 0 9 H 3 ‘ g o c . g r O “ % 0 5 n a c “ % 0 0 1 E 5 0 5 9 5 0 0 1 w w w o fl fl s i o o o o o o o ; n i 0 0 0 0 0 0 0 . 0 0 0 0 0 . n i ‘ g g 0 o o 0 . 8 P M g fi 0 . 0 0 0 0 0 0 0 0 0 £ ! ¢ . . . . . . . . . 0 0 0 0 0 D O - O ‘ ~ 289 5 . 8 . 3 8 . v 8 . 8 9 . 8 8 9 8 0 ‘ “ . 8 S g P “ 3 8 0 0 8 . 8 . . . 5 . v 8 8 2 9 8 8 8 . . . 3 . 8 i p - . _ . . 3 8 9 - 5 2 8 9 . 0 3 . 5 E . . 8 . 5 . . 8 8 - . . . 3 6 9 . . . . . . . 3 0 3 . 5 . 5 3 9 . . 3 3 9 . 5 . 8 9 1 : 3 . 8 . 9 8 . $ 3 8 9 9 . . . 2 8 9 1 . . 8 . 5 . } 3 9 . 0 6 8 9 - . . . . 8 9 . e w . . . . . . . . 3 8 . 9 3 € . . , . u . 8 . 3 . . 8 6 9 . . . 3 9 . 8 5 9 3 . . . . . . . . . . . . 8 8 5 . . . m a 3 . 8 . 8 3 9 . . 3 8 9 . 5 8 . 9 9 . 5 . 3 3 0 . 3 9 8 9 . 5 3 8 9 . 5 2 8 9 . . . . . 8 9 . 8 . 8 6 . . . . . - . . . 8 9 - 3 8 . 9 fi Q ‘ F S O “ 8 8 0 0 3 8 . 0 ? “ H . 8 . 8 . u a x u F - 8 5 9 P 8 3 . 9 8 . u . . . . E s a . . . . o o o o o o . . 0 5 E o fl * ! b u H . I R E E V E S E - . e m . . . . . . . . 8 8 8 H . : 4 . 8 . w e n . . . . . E n o i a o a - 5 ~ . . . . . . . . 8 . 8 8 3 8 8 8 - . s u . . . . . . . . . . . 1 8 . » . . . 8 - 6 ~ . . . . . . . . 8 . 9 . . . . 5 . 3 8 . « I . . . . . . . . . . . : 8 . . . . . . . _ _ n o 3 3 . p 3 8 0 - 5 . 0 0 0 0 0 0 0 0 ' . l b o g a m o c ” g - a V a . 8 . 5 . 8 3 9 . . » . 8 9 - 8 8 8 9 . . . . a . . . k . . . . . . . . 8 . 8 3 . I 3 8 € 8 9 . 5 . . 8 3 9 % 2 8 9 8 . 8 9 8 . 8 ” ! 3 0 # 3 0 0 s N n o O . E O o O i 3 . n 0 ” ‘ 5 ' " ! 5 N » 5 9 ~ " . . 8 9 - . . . 6 9 . 5 8 0 9 r . g n u fl 3 . 5 3 . 5 % 8 . 0 N N O W H o c I ; “ 0 N 1 3 . 5 3 0 3 - n u p 3 . 3 - n a w 3 3 3 3 2 i . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . g — ! . . . 9 g . 3 I - m u N . a “ p . . 8 8 8 3 . 1 s . . » o L W W « - m u G . . . . . . 8 . 3 . 5 . x . e m . 0 0 0 @ 5 8 . 9 . 3 2 9 C P L P W H 5 . 8 3 . : 3 3 3 . . . . . . . . . . - . . 5 ‘ . 1 . . . . . . . . . . . . . v w w a r D l | . | " v . l l Q I I I I ‘ I A ‘ ) ! I . ' 5 ‘ a o fl F . . 8 9 v . . . R Y . . 5 8 9 . . . . . 8 . 3 3 9 . 3 8 9 . 8 . 8 9 y . . . u n g g 9 ; . 0 . . . . . . . . . . . . 5 O O O O O O O O O O r: » 53:3 m. . . . . . _ g 290 9 ! a - c u a - p o l m u c : a u t n a C d e t a l p - a t e n I y m t a “ . I 7 . 3 : 0 1 W : s a i: fiRQfiV‘O 522222232. ::::::::§§' v"===';=*§ 225222 :,:::':-: sagas: 25222522 an”... $323263: 2;;;;;;; khflkkhhkk -_ H! 222222 Mfr”??? 2; MI ” 1 . 1 . o m 1 . 0 . 3.0.0 ooooooo i3 i; 2' .. .. 12 H-Séirin agagggsa 8 ! I n u s - o c o l : m 8 d e t n u o C 1 : 1 n u r ) . % 5 0 0 ( m a m m u i n o m m a n o w t o n n a m o n 0 ' ! a m d / 4 m - : m m m . m m 0 M D . E , I I I o _ . 3 6 . 2 8 9 9 . . . 8 8 9 u d fi P . n a F ! 8 8 5 . p 3 . 5 2 5 b o F ; r o ; 9 . ” % 8 . 8 w o w p o o H I f l a o g — . 3 . 5 s e g r u 8 5 9 . » 3 8 9 - » 3 . 5 3 2 . 8 £ . 3 . o n 6 9 8 9 . . 8 5 9 . 3 3 5 L . a . N . . . a o . o . o . o . o . o . o . o . o . o . o . o . o f . 2 o . “ 0 0 0 . 0 0 0 0 0 0 0 0 0 e l u J 291 3 5 3 3 E ! » : 0 . 9 . — _ I . . » e t a n n 5 . 5 3 . o n - n u n 5 ‘ “ g o b “ g 0 8 § H O O I . 8 5 « 8 E . & » 8 3 9 - 6 8 3 $ 5 . 3 3 3 . 8 $ 5 - 5 a F 3 . 0 3 5 . . 3 3 . 9 H 3 8 . o I 8 & 3 . o ! U 0 s A % 0 . 5 . 3 5 » o - » . s a . o n . . 8 8 . V I H 0 ‘ 8 3 . 3 ; . 0 g a B v o . . w . £ s O \ A . . E v m h s o o D . 8 8 . . g P . . 8 3 9 I I I I I J ‘ . - . . ) ' 1 ’ . l l l l l l l l i l l l l l u n ( ' ) 1 I fi ‘ ¢ — r " L ) 1 ( n L D ( a h I . : 3 c A V Ih‘2.5::c ...: vVu E . ' 251.1“ .1 VCLV ‘a C()” A - U W 57 C E ‘I 2 V I - V fl J t ’JEi . \ u)" to; :‘n v» 3‘- ' 5.. ‘-. u «y, p. ‘Qr‘ >\. A J I 1 2 '+ ~ I & L. :3; ,- '6 ‘nx .14 ‘CL‘. vi- ‘u‘il tL‘O ; 1 I \ . , ' 1 ' , l ( U C J ‘ . 1 2 ( U ' C 1 - 4 , a l f ‘ . . . ) C - < < < « r D ¢ n ( 292 for those who finished three and four years without a degree. The low income of persons completing five years without a degree is not explained. There is no way of finding what courses these persons might have been taking which could indicate some reason for the low earnings. The following patterns are similar to those in Espfrito Santo. Age vari- ables alone explain more variance than is the case for All University Graduates. Class of Activity explains twice as much as with the university group. Some interdependence is found between the two classes (fi2 = .30] alone versus fi2 = .25h together). Other influences significant above the ninety percent level are as follows: women earn less than men, non-Heads of Family less than Heads of Family, Protes- tants more than Roman Catholics, non-whites less than Whites, those without children less than those with children, Pri- vate and Public Employees less than Self-Employed or Employers, those with no migration history less than those migrating from rural areas who in turn earn less than those who have migrated from urban areas. Rural environment is consistent with lower income than suburban or urban. Large income differences are also found within the Class of Activity variables. Extractive Industries show the best wages; Manufacturing, Commerce/Transportation, Government, and Liberal Professions show little significant differences; Social Services, Agriculture, and Service Industries are all significantly low compared with the upper and middle income activities. Em 32... H St .nmn . flmmm d 293 The age-income profile for this group as presented in Figure 33 shows the same higher early earnings pattern as exists for the university sample when both are compared to Esp I/rito Santo. The fact that both university and secondary groups have this pattern tends to offset what would other- wise be a higher rate of return to North Region university graduates compared to those in Espi/rito Santo. The separation of the university graduates into sub- Samp les of Course Completed and Years Completed causes fewer problems of low significance than is the case for ESPI/I'ltO San to. The cell sizes are generally bigger which potentially Permits results of greater meaning. Philosophy.--The three regressions for the sample of Phi 1 osophy graduates are presented in Table Ll] and the age- incCDme profile for the group is found in Figure 31+. It is Probable that a reporting error accounts for the one person Who indicates a completed university course with only one year of training. In the regressions, this observation is inc] uded with the three-year graduates. At the ninety per- cent or greater level of significance non-Heads of Family earn less than Heads of Family, those without children less than those with children, and non-whites less than Whites. SiSlhificant between fifty and eighty percent are the fol- lowi ng: Three Years Completed less than Four Years Completed, Males less than Females, Protestants less than Roman Catholics and less than the one Jew in the sample, and Employees less t hah Employers or Self-Employed. The cell sizes within . W v 6 . 7 8 3 “ 0 3 . 9 3 . « » 8 . 5 n a 8 . 0 5 . “ . . 5 9 g a F c a fi u O g c fi N g o fl 8 9 3 5 2 . 0 5 . 3 “ a w t a F “ m o h t a F g u o D O B Q H O O “ . 2 7 : “ . . . . . . 2 5 3 . 8 9 0 5 ~ 3 9 0 8 0 3 . 5 5 2 8 9 . 3 8 0 . 0 $ 9 5 9 5 : 2 9 e m 0 3 . » . 3 8 9 - § fi 3 9 8 3 . 8 L 2 . » 3 3 . 0 a 5 3 9 u q : 9 . 8 3 . . . . 6 . 9 . 3 5 . 5 » . 5 2 9 . : 9 3 3 L . . 3 . 8 . 6 5 3 8 9 . fi $ o r u 8 2 8 . p o n - y n n a n . . . : 8 9 3 8 . 5 5 3 8 9 . 8 8 . 2 . ¢ 8 9 : 3 8 9 . . . . 3 8 . 0 3 0 0 3 E 3 3 . 2 5 £ iéihbhbé' « n 3 3 5 L 8 3 5 £ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 0 3 0 9 5 . . . . . % 8 9 » 5 8 . p » 8 8 9 : 3 8 9 . 3 5 3 L : . 2 3 9 1 ; “ . 8 3 5 : 9 8 8 . 3 » $ 6 9 . 8 8 5 . O B Q P ’ I 5 3 8 9 . . 3 & 6 O o o 0 . o o o u « N g g k t H : ? 3 0 0 “ m a r P 3 5 : 9 B K “ - o . E m G O 5 » 3 5 . 0 g fi P 0 8 . « : n a c i . . RSDQRDRO “ . . . : 3 8 . 9 8 ~ § g F . . . : 9 . 8 - t n o ? » E O H S — a m o r a “ E a 8 8 8 F " M ‘ I 8 8 3 - 5 8 — . 5 E I 55' : C . . . “ . . . C . . . " : 9 . . . “ . . . a w ; . % 3 . ii g v fi “ . h s a w a . 1 . . . E . . k c a r . g C C O Q O . 4 . . . . 5 3 3 3 . [ a — . . 3 £ n a 3 3 . 5 9 « . n I n o . O H O n O “ 8 . 6 5 3 0 0 § H 9 » . e g a w % 0 0 3 8 H . 0 “ * 3 6 0 0 . . 3 . 9 g " 3 3 E 3 . 3 . 5 . 8 3 . 5 2 22 . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 g w O rél K . 32.222 ‘3 3 5 3 3 3 . 3 5 . 8 3 5 . 9 ! F : . 3 . 5 A . 2 “ 3 . 5 3 . 8 - n u p l i l l i l l I l t i t i n . 1 i t i l l u Y . I b i l n a F u o g r u : 8 5 . $ 3 9 . 2 . 5 S . 8 . e . . . . . . . . . . . . . . . . . . . . . . . 8 0 7 . 8 . » | B B 0 # . n I - 0 3 . 8 . . 3 0 CROOOOOOOO ii khkhkbkbh A 295 4 . _ . 8 $ « . 8 . 8 3 . 3 5 8 9 . a 3 3 9 . 8 . 8 . 9 o n . ‘ 6 3 0 3 3 9 . a 3 . 5 . 3 5 9 - _ 3 0 “ ” 9 8 0 . % 8 0 0 “ . “ 9 5 0 0 . w w fi N u . . . . . . . . . . “ . 3 . 5 . . . . . . . . . n i ” 3'5 ” . . . 8 0 0 O 0 0 0 a " 0 . I M ” . o . . . . ! a ‘ : s a . . s a . . . . 3 . . . s a w i i . b w u u L o a 8 3 . 0 ‘ F g S G U H ! ? U O I g n . 5 . 8 E . . . - . . . . . . K 9 . a r . . . . - - - - - n I . . n ! . A R 0 0 0 0 0 0 0 H “ . p . M 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . a M 0 * . 8 . . ‘ 0 ‘ ! 0 ‘ . E " I w ‘ - n o g O I . O I . . . O . 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . o . n a g 3933st » . . . I t u o b a 8 8 . p . % 8 9 x . u . . . . . . . . i é 3? 3 . 9 8 3 . 9 « . . . . 3 . 9 3 . 8 $ 0 8 9 n o 3 5 ‘ 3 ‘ 5 2 3 9 5 3 . p ‘ 9 « : p u , r . o n . . . 2 . 2 : 3 9 . ! F g 3 . fl . o : ¢ o o o . u § § € : 3 1 5 3 . - n a n i J c c c c c " . . 9 g 9 . 9 8 9 . 3 . 2 9 “ ! ? a . . 8 9 . . . . » . 3 9 . . . . . 2 9 . . 3 8 9 . } 3 3 3 p K . . . . . . . - . . . . s ' 8 8 - n a n . l o p « - a n n 3 . 5 . 9 . 5 8 8 . 9 8 . 3 9 8 . 8 9 . . . . . . 5 9 8 5 9 . . . 2 8 9 - . . . . . . . . . . . . 5 I : : 8 . 3 . . . . . . . . . » n a — g H " a “ p . . ” . . . a . 8 9 8 0 8 9 3 . 8 9 9 . 3 9 » . . . . . . 8 5 9 - . 3 6 9 - 6 8 5 . . . . 6 3 F . 8 . 8 . 5 n o . 8 0 9 . 8 « g - : ” ” 3 3 3 ” . 8 . 6 o N L O W M D A . 8 8 . V . . 3 . 9 v h t . » 0 $ . 8 6 . g o H 3 . 8 9 v 4 . r . A M N W P 0 H O . . g o H x — 0 0 0 0 0 0 0 0 0 0 : 4 i I I - l l i t l I I : u A . l l ' r l l I ' I I U ‘ 1 l l n l ' l n l l l I ' . . I l . . ‘ . . . I I I ' I 234‘ p C m . 4 x c — V o w l m W I L M d « 8 0 . 4 X E v w a g / 5 H > g § fi l m ? W W . W m W n 5+ 33% 296 anT BRAZIL, NORTHERN REGION - ABE/INCUVE PROFILES - 1950 Fig. 34 , fl PHRDQTHYERMLWWS a a r fi g i ) n x « 1 < ) S R ¢ E N I N I Y W B 9 g y 5 4 30-» X - Philosophy Graduates ‘ — Secondary Graduates a ? a » 2 2 T A & W 6 * 4 3 SW* ,_ *iw 297 Class of Activity are too small to be meaningful. Total lifetime earnings of Philosophy graduates are less than those of secondary graduates. Medicine.--Table 42 and Figure 35 contain the results of the study for graduates of Medicine. In spite of a relatively large sample, the level of significance of the regression on all variables is only slightly better than seventy-five percent. Variables significant between fifty and eighty percent include Roman Catholics that earn less than other religions, those working in private practice earn- ing less than those in government programs (not necessarily government employees), those who migrated from urban areas less than those from rural areas (an exception), and those IiVing in suburban or rural environments less than those in Urban areas. The age-income profile shows the same general shape as that of graduates in Medicine in Espftito Santo, and inter- Views in both Para’and Amazonas produced the same statements COnCerning early retirement and income levels. Pharmacy.--The regression on log income of all variables in the Pharmacy graduates sample is significant above the nihety percent level. The results are given in Table 43 and Figure 36. Individual variables with significance greater than ninety percent produce the following results: Six Years ComPleted earn more than Three Years Completed and government C0nnected activities earn more than Manufacturing Industries, Commerce/Transportation, Liberal Professions, or Social ‘ Z 6 8 fl “ M _ s a w n a c “ ” 3 . “ : 3 ‘ 8 3 8 0 3 . 5 : E R 3 : 5 9 3 . 8 . 8 3 . 3 . 3 8 5 9 . 3 3 9 . 5 6 9 . kbkékbhbhb . 3 . . . . . . . . . . . . . 3 2 . . . . . . . . . . . . . . . . . . . . . . . o o o o o o o o o o o o . . . - . . . l m . C M . . . ‘ I - » . H I u a G a 5 . a a w a n g w o l S - c o s » . s l o p - o o g fi w u h r H . 0 . M ” o 0 w u d a fi fi fi n s E 1 l . I . a “ O 0 : . 9 § 0 a . F % £ E _ . 1 n I a 0 . M " O m a w s o . . . 5 5 S 5 2 8 9 . i 6 6 . 2 . 9 3 - . 9 8 ~ 5 3 : u E . 3 . . . 8 - 8 8 . I - . . . ? E I 0 . v . l l 1 l l I I I . . . . . “ t k — t n a r o l o c 5 3 : 5 9 n o : n o « » 3 . 3 8 0 8 9 5 5 9 » 3 8 9 - “ . . . 6 % 2 8 9 g P » . . . 8 9 . w o R “ ‘ 0 3 - n u p 3 & 5 s i . u a E . . . . . . . . . . . 3 8 ~ « . u n o o o o o o o o o o o n i s I V a p . 3 5 0 9 a 8 . 8 . a n u a s 5 2 . 3 ! ) . 5 9 . fi w o m N & R & » 3 : 2 8 5 2 % 3 5 8 9 . 5 5 2 . 5 . 9 3 R ; . “ 8 9 . % 8 9 0 . 0 3 - n a K 0 3 . 8 8 5 : 2 5 8 3 : . e n i L : e n e g » 6 5 9 - n m q fi P - 3 5 ° 9 m 8 3 . 5 a u o o L o . 3 9 0 7 - o o S L o . 3 3 3 7 - » 3 3 9 . 8 3 2 9 - 5 5 9 . 6 2 8 9 . . . 5 8 . 5 3 5 5 - “ 3 8 9 - . . . m u S . . . - d a e h a “ 3 8 9 . e s u o r g 3 5 9 - ; s b L 3 3 5 L “ ? 3 9 . ? . . . 0 5 8 2 3 9 . 8 3 : 3 9 5 3 - u q . . . 9 . 3 3 9 . “ 3 8 9 . $3$hbkhh n 5 i annassao . . . . . . . . . . . . . . . . . . . . . . . . o o o o o o . . . . . . . . . . . . “ . 8 3 9 . 5 5 9 . g fi 3 . 8 . 5 “ 3 8 9 . : 2 3 9 . 8 8 L L u q . . . 0 . » . 3 8 9 . 3 5 9 . : - p a n . . . — n o 3 9 3 L . . . 5 9 9 . 8 0 . 5 3 5 3 L 8 & 8 3 3 3 9 . n u » . 9 . w 3 . 8 9 : » 8 9 - . 3 8 9 0 1 0 5 E p R R 8 E 5 u 6 2 . $ 2 5 . 2 “ 8 . 8 : » . . . 5 8 & 3 299 6 2 . ” % 9 . 5 9 . 5 8 9 “ n a § 9 § § 9 3 . 3 . 3 : 9 " 3 5 9 . . 5 8 9 - A . u o N . . a O O O O O O O O O ‘ a E ‘ u u n n u s u - n o n n a c " . . . E 9 . o “ . a ” " 9 g o D ; c c - 8 5 2 9 3 9 ~ ; “ n a . . . 3 5 9 - 8 5 9 . “ 5 8 9 . s: l 8 n i . . o . . . . o o o C . . . 6 5 9 . u c 5 1 . 4 n u o n ” ! » . a 3 : » s 8 : 8 9 . . 3 8 9 a 8 8 9 8 8 9 9 8 . 3 3 0 6 2 5 3 5 9 . . . . 8 9 8 : 8 1 9 0 9 5 - 0 5 0 5 5 9 . 9 ! . a 2 3! it! . . . . . . . . . . . . 3 & . . . . . 0 0 0 0 0 . n u g g 3 r 8 9 3 9 N O N a H a l $ 3 3 9 " . . . s n a v a t m p o o . . . . . . c $ u o . A . a § . ‘ . " . n ! l l d i l l l l ' l l . o . 3 . 0 9 . . . . . . . . . . . o e m o R . . . ; “ i o p ” - 3 . 8 5 3 . p 3 0 . 9 . 8 8 “ n o “ g u P 4 3 3 . 0 5 9 8 9 . 9 “ n o n 3 ‘ 3 . “ ; 3 . v 3 . 8 9 8 9 5 9 ! t a 3 3 . 2 3 £ » 8 . 8 . 8 8 . 9 . 2 8 9 . 9 3 8 9 . » 5 . 3 g 9 . 3 3 . 0 3 3 9 . . . . . . . . “ t a g 0 0 0 0 0 0 0 0 3 9 « 5 3 9 . . 8 3 9 3 3 9 ii . . . . . . , . . o u . * . E x I a l l l u l l z i ‘ l l t i a , 8 . E L A I U d . . f ‘ fi - - - 3 % . H Y A . . . ; ‘ k l u - u I u . : ‘ & L ' L H \ f . ' i L P z ‘ S Q . , P - : 4 , I I l l ‘ : 5 1 : , 300 Fig. 35 a? BRAZIL, NORTHERN REGION — ASE/INCOME PROFILES - 1950 25¢ GRADJATES IN MEDICINE x . Graduates in Medicine - .. Secondary Graduates :35 c 0 C _ » 8 . 0 8 3 0 9 . 0 0 0 0 0 9 3 5 0 9 . : 3 9 ~ 0 3 . 0 0 0 0 0 . 8 5 » 0 2 . 5 g 0 8 8 9 - 8 0 3 N 0 0 0 . 3 0 3 8 9 . » ? . b 9 8 0 . 5 8 0 3 9 . 3 0 9 . 0 0 . 0 0 0 3 8 9 . 0 3 . 3 3 3 0 9 . 3 0 9 0 0 3 . 2 9 5 9 . s k a y 0 8 8 9 - 0 0 0 . 5 3 3 0 9 . 0 . 3 . 3 0 0 3 9 . 0 3 . 0 » 0 3 . 0 9 m 8 8 . 0 0 3 5 9 - 0 3 8 9 . 3 0 8 9 . 0 0 9 0 9 5 5 0 9 . : 0 3 0 9 - 3 8 0 9 . . . . 0 5 9 - 0 5 0 9 . 3 0 5 9 . 0 3 3 9 . “ 9 0 3 9 . 3 5 2 9 . 0 3 3 9 . 0 0 8 9 . 3 0 8 9 . 0 8 3 9 . 0 8 8 9 . : 3 0 0 9 - 5 8 9 - 3 3 0 9 . 3 3 0 9 . 8 0003000000 ...-3.339??? n i :aaassac g . . . . . . . . . . 0HUBOO‘N ! n I ( $ 0 3 9 8 0 5 9 . 8 & 9 h t . 0 5 0 5 9 - . 3 3 0 . 3 3 0 9 - 8 0 . 3 3 8 0 9 - : 5 . 2 5 0 5 7 . 0 . 0 £ 0 0 . — n o . . 8 8 . 0 1 0 8 8 9 . 8 0 . 0 0 3 8 9 . 8 5 2 9 . 3 3 0 9 . 0 3 5 9 - 3 9 9 . 0 8 5 9 . 5 9 . 0 0 0 9 3 0 0 0 . . . . 5 0 5 . 0 . » . 2 . 8 d r i e w 0 0 0 0 0 0 0 5 . » p \ “ m . . . . e W “ 5 - 0 0 0 . - i l l E a > g § g i é g g g g i i E - I . | I ' I ' I | | | . . | ! . 1 1 . 1 l E ; . . . i i u 0 0 8 0 . 0 0 € N n I . n i u o n 3 3 0 0 . - n o I . E . s a “ I I O M I ‘ L ‘ 0 0 ‘ o g a 4 g 5 1 . o s . " ” 0 0 0 0 . b u fi E : . 1 I 0 I ” . ” ‘ 9 0 I : 2 t h g fi { . “ 0 0 o g . “ H C S ? 0 ‘ 0 £ . " a . “ H . I O P I P I ‘ . “ 0 0 o g i » o n a u g n a 3 : 5 9 » 0 - n u o N 0 3 . 3 0 0 0 0 0 0 0 0 0 I 3 0 1 5 E 0 0 m w w o u r 3 8 5 . 0 5 5 0 9 : 3 9 ~ , 0 3 5 . p % 9 E 8 9 . 0 . : 0 3 . 3 g 2 . 0 g o H “ ? w e n » . 3 . 0 3 0 . 2 . 0 “ 3 3 . p 0 3 3 3 . a . 0 Dogma-Q 302 . . 0 3 0 9 . 0 2 5 9 - 3 9 . — . 8 8 3 0 - 0 3 0 9 . 5 3 9 . 3 0 3 9 . 8 & 0 9 . ! . 3 . 5 0 0 ; a 9 8 9 8 . o ; a 8 0 4 5 - 8 0 9 . 0 . 0 3 0 . 0 - n u p 8 0 0 0 . 0 0 5 3 . 0 . . 2 3 . 0 0 8 . 0 0 . 0 . 33:1 0 3 . o n a § . o I 3 0 0 . 2 5 . . . . . . . . . n o 0 8 - n u d 0 . » u E 0 3 . v v w . & w £ N . A 3 3 0 . v . . u { £ . m 0 . . A 0 8 5 . . 9 9 8 . . . 8 0 . 0 0"“‘000‘5 £ H 9 I $ 8 9 0 : o n : w o n d n o H 3 8 9 a 0a. 3 3 9 . 3 0 0 9 . . g #3 ‘ ( H 1 *5 m u P . 9 5 | PQ ?E h o w l m m m d 5 0 0 . . . . x m x u u . m ‘ fi U Z H > I s z o i 31+ Jfi’ 303 car BQAZIL.’ NCRTHERN REGION - AGE/INCOME PROFILES - 1960 Fig. 36 GQADJATES IN PHARMACY i - Graduates in Pharmacy ‘ .— Secondary Graduates “ P 3 . 9 b 1 b s i 0 6 - 9 5 9 1 ) 0 0 0 . 1 x 8 9 2 [ ( : w o e m v m m » 5 + 3 v 3 » 8 » U » 8 ; 4 3 fl cwcf’”" u-‘Vv' V QQ’AA rd v‘v ... a ‘m‘ 304 Services. Between eighty and ninety percent, these variables are significant: Four Years Completed greater income than Three Years Completed, Extractive Industries less than Government, and Employer or Self-Employed greater than Public Employee. At the fifty to eighty percent signifi- cance level "Other Religions" (two observations) earn more than Roman Catholic or Protestants, non-whites earn more than Whites (an exception), those with children more than those without, Private Employees more than Public Employees, migration From Urban more than No Migration, and urban en- vironment more than suburban. Lentistryn-Table MA and Figure 37 contain the results Of the Study for Dentistry graduates, the regression for Wthh iS significant at the ninety-eight percent level. Individual variables significant at the ninety percent level Show greater income for those with children compared to those Without and much less income for those in Social Services CompaVEd to those in all other Classes of Activity. The fifty t0 eighty percent level contains the following influ- ences: Females earn more than Males, Heads of Family more than non~Heads of Family, Private Employees more than Public EmplOVeES, those migrating from urban areas more than those With ”0 migration history, and urban/suburban dwellers more than rural. The age-income profile for this group indicates another example of possible changes in educational quality. Interviews o 0 C . . . C . . . 3 £ 8 3 . 3 3 9 8 . n I « 8 3 5 . . . . . 3 . 5 2 : n a . 8 3 2 E : 3 . 5 » 3 & 9 “ $ 8 9 ~ $ 8 9 . . : 2 . 3 8 8 L L 5 9 . » 8 8 9 . 8 3 5 3 N 9 % 8 . 3 9 g g o o 3 0 . 3 " . ; 3 3 . 0 E % 9 . a 5 . . . . . . . . . . . ; r o . . . . . . . . . . . . . . I « u . J H o o o o o o o o o o o ; . 0 o p o “ 0 . o n 0 . 2 3 9 0 3 5 9 . 3 5 9 . 8 L 5 . 4 3 5 7 - 3 & 5 % 9 0 9 8 . 5 n o 9 7 . q u o u fi o o c % 9 0 u . . . . . . 9 L 5 3 5 3 0 . 5 3 9 . 8 2 3 9 - 8 0 . 5 8 8 9 - 5 3 9 - 8 8 3 . 3 3 5 : 3 5 9 . h t “ 9 . . 5 8 9 . 5 3 5 u k . . 3 5 3 5 8 3 . 9 5 3 9 9 . . 8 . 3 8 3 . 9 5 3 8 9 : . 5 . 9 a 8 . 8 . . 3 6 9 . » . 2 3 9 : . 5 9 : 0 0 . - s n u p N m u o w N a v o a w o E - k a o “ " . . . 0 . — a m u p 0 8 . 5 3 5 9 - 0 3 8 9 . a 5 8 9 “ 3 9 ~ % 9 . 2 9 9 . » 5 8 9 . . . R P 9 2 2 9 . 5 8 9 . 3 3 . 9 R B m u 8 . n a c : ¢ 8 9 9 5 9 . “ 8 8 9 . : B B “ 5 2 9 . . 5 8 9 . 2 . 3 9 . E 2 5 3 9 9 . 6 2 6 9 . . 8 8 9 . a . . . . . . . . . . . . o o o o o o . . . . . . . . . . . . 5 2 . 5 h c 9 - a m e m o - 3 9 8 9 . 3 3 $ 9 0 3 9 - : 8 8 9 - 3 9 8 9 . e m . . 3 u q % 9 0 3 3 0 . 0 0 : 8 8 9 1 . a . . . . . . i agnxfsec {...-3.5.13.9? » e v a l c n e - n u o n ! . “ u n e m “ . . . H - 4 I o 9 . — n o W o o d fl m o m u S . l a i r g 1 I . e b « 0 . g I o A E . 1 I . . . ” w o d n e . “ m a o r ! E « 0 . g O O _ u m m m o d R 8 8 - . 8 £ . I -m—‘fi... .- ? 3 . E . . . . 8 3 3 . 9 5 I u - s u o u s n e S ” . . . n u g g y c i l o p - o o . e c i n 4 5 . 5 - u o m u r : 3 3 . 0 : . 3 0 ‘ 3 5 9 . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 ; n i 3 # m p 8 : 5 3 5 L L . 3 5 9 . E , l l . 3 e s u " ; g ; v i 306 . 3 & 8 ; 9 g 9 8 0 8 9 3 . 5 3 9 . 5 3 9 3 9 ~ g . 5 5 . 5 . 8 » . . 3 . 5 . 2 5 8 8 9 9 8 . 8 9 2 8 9 8 5 . 5 n ‘ o o g . 5 . 8 % 3 8 . 0 5 0 . 9 9 9 h t 8 9 . 2 5 2 9 w 6 . 8 9 g m 6 9 % 9 . 1 3 3 n o - : . . 2 3 . 9 . : 8 9 . ! 9 : . . . 8 5 2 5 9 5 9 . 0 8 3 9 . : 8 3 9 . 0 5 8 9 . ! . . . ! 9 . 8 . 3 . 3 6 3 5 9 . . 8 3 9 . : 5 3 9 . 5 9 . . 3 9 . 8 3 9 . . 2 0 5 9 - 3 0 8 9 . § ? . 8 3 5 ~ n a 8 . 5 . 3 3 3 8 5 5 9 ~ . 3 5 . v 5 8 : 9 ! R B 9 8 . 5 0 3 3 . 0 . . 5 . 8 9 0 5 8 9 . o p « - a n n o I . . 1 . 6 . 1 5 5 . 5 3 0 6 - e n a p % 9 5 5 : 9 % 9 3 3 0 9 . 5 9 5 . 0 . » 3 5 9 . 3 . 3 5 . 5 ; n u n “ 9 0 5 . H ; w o n 3 8 . 0 u m N O O . g u r ; “ w 9 0 8 & 3 o n o b a r d g ! . n u b m p u . . . . . « . . . “ N L 5 3 . v V N o l u P ( « 3 4 5 . : B O N % 9 . V a O F O é fi 8 5 . a m m o c . . . . . . . . . . v . . . » . a o o o E i ‘ o t g L “ 0 0 0 0 0 0 0 0 0 0 E ‘ 0 . - . I I I ‘ I . - { l l l l ‘ l l V ‘ l ‘ l a a l u m s — W A 2 0 0 . 0 . d . 1 % q l l fl l u g j a l‘ X E U . ” 2 H \ P 1 " n g fi l l } ; u 1 m s l : ¥ l \ l \ L N N W ) . ) . U ) C J \ mT BRAZIL, NORTHERN REGION - AGE/INCOME PROFILES - 1980. Fig. 37 554» WTES IN EEN'TISTR'Y $ §1+ x - Graduates in Dentistry . — Secondary Graduates r j B . . C I . 4 . 4 . 1 . 3 u . ) 5m.2 $58... 33$; .)))3a A 308 with the head of the Dental Association in the State of Para and a Professor of Dentistry at the Universidade Federal do Amazonas give support to this view. Since World War II the profession of Dentistry has risen from a dominantly "prac- tical" occupation to one requiring increasing amounts of university training. As in EspI/rito Santo, the opinions exPressed indicate that the expected age-income profiles of the younger members of the profession will approach those Of the medical profession. _E_ngineerinq.--Many more factors are significant in explaining the income variance of the Engineering graduates than is the case in ESpI/rito Santo. The variance itself is also considerably greater as shown by the regressions in Table 1+5. At the ninety percent significance level, Heads 01: Family earn more than non-Heads of Family, and those working in Extractive and Manufacturing Industries earn more than those working in other Classes of Activity. The fifty to niI‘Iety percent range includes the following influences: Females (two) earn more than Males, Jews and “Other Reli- gionsu earn more than Roman Catholics and Protestants, Whites more than non-whites, those with children less than thOSe Without children (an exception), Liberal Professions more than Government, and migration From Urban more than No Migrati0n or migration From Rural. The age-income profile in Figure 38 shows the same e 9 nefa] lifetime earnlngs pattern as IS the case for Engl- - ' . . . ne ‘ 9“an graduates In EspI/rlto Santo. ' - 309 _ N . I n I n o p u - a n n a H . 2 3 . 0 € . n o . . . . 3 5 . a w . . E . : . N £ I D — 1 . . 3 3 < o . n . a a . ” 0 0 . . . . . 4 u . E . . . . y n n a D 1 : . . . a . . w . m e a 0 0 . n . s n u b . l — . . . . m a J . n a c . . . a _ “ e w _ . a . . fi . . _ . E _ . . . s c i t . H E E E I I ‘ 1 « ! 3 . 3 1 0 0 — . “ n a c : n o « n o 5 4 5 6 E O H H E u c E 8 : s a n a s a w g ‘ : “ E . 3 E L - S E - i r a B i . . d‘ul'uf‘d'ul"? I It 0 I I % 9 9 . 3 3 3 . . » x . 5 0 3 . 3 : ¢ 8 9 e g r u . 8 L S . : 5 . 2 u o B ~ . o . 3 8 5 L 3 3 0 . 0 s p e P 3 2 — 9 4 5 8 . 5 “ . : 8 . 5 m 8 3 . 5 % 0 . 5 . . . 3 8 9 . 3 8 0 9 - 3 3 3 0 - 3 3 5 L 8 8 : 5 S S E L : » S E L . g n i n a l P s v - a n n a w iii-Hail?! 0 — i sanafsae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : a n n o g ? 3 5 9 . . . . . . 3 5 9 - 8 3 € “ % 8 9 8 0 . 5 8 8 5 . 3 3 . $ 5 2 . 3 » ! % 3 8 0 3 . 8 3 3 3 L s m r a 8 3 0 9 . u m S o . . . c o 3 6 n a 0 9 . $ 3 9 » 3 5 9 . 5 . 8 0 . 8 3 . 1 2 . 5 ‘ . 5 6 9 . g P % 8 0 . 0 9 3 6 9 ; . “ 8 9 aEll III. . . » 3 . 5 » 3 . o n : . . . 3 3 . . ._— o h h q a : n a w - n u p ” 8 $ . 5 8 r . 2 . 5 . . . . 8 9 . . 5 . 3 » . 0 3 . 5 0 3 : 2 § . ~ n y g r u t i L 0 3 3 . 6 « N . . . . . . . . . . . r l r . R . . — H E . . . . . . . . . . h I - o ' n u I . . . . . . . . . . . . I “ I 310 g 0 3 § § : : 2 “ : 3 . 8 . 3 3 0 9 - e u g a e l - . . . t S . 9 8 9 . 2 5 : 9 5 2 8 9 . . 5 . 3 3 3 . 2 e v a 5 9 « — n u r c 8 . 8 0 9 8 8 2 9 . . 8 $ 9 3 5 . 8 9 . . . 5 . 9 . 3 8 9 - g l 5 i a 8 . 3 . . . 5 9 fl o 8 . 5 9 a n S a 8 . 3 3 9 8 9 a 5 8 9 a e r a . 8 3 9 8 5 9 » 5 6 9 . » 5 8 9 . . 8 3 9 . g ii- 0 - : H . . h t i w i 3 - n u p é l 3 9 2 3 £ . . 3 9 : 5 3 3 £ . . . . 8 5 8 9 8 5 9 . . 8 5 9 . 9 . n r o d a g . . . . . . . . 5 9 . . . . 2 9 . 3 £ 0 0 ' . . . “ l l I . 5 5 9 . 3 5 9 . 3 9 U . 8 5 9 . ‘ _ J — e w 3 . 3 8 . 8 9 . . 5 9 . : 5 9 - o i . E . 3 . 3 3 . 8 - a p u p 0 0 0 0 0 0 0 0 0 0 0 0 iii! 3 . 3 . 8 3 9 8 . 8 9 . . . . 2 5 9 5 . 3 . 3 5 9 . m 3 8 9 5 3 9 . — 3 3 U e g a c 8 0 8 9 « 3 8 . 0 0 5 . 3 3 3 . 8 5 c i r u 9 3 0 9 » 3 . 8 9 E 8 9 0 . 2 - n a p 3 & 3 0 9 9 # a 5 . 3 5 8 9 9 8 . 8 0 9 “ . 8 8 9 . S E 9 . “ 8 5 9 - 3 5 9 . 3 . .3 : 5 2 ! w . S s a n o h o o B - n a D « 5 3 . 9 p W P W W . g v w e 4 W 0 A . 8 8 9 3 8 9 3 8 . e n o l i l . | l ‘ « ' : I l l ‘ I - I I l l l l l l l . - a l m m v m . “ « 8 0 . 1 " . x E U . . . E H U Z H ) I V I A L I I I H : Q . a . 9 Q n 1 4 W 3]] Fig. 38 QAZIL. NIFTHERN REGICN - AGE/INCOME PREFILES - 1960 EJJATES IN DEINEERINS - Graduates in Engineering . Secondary Graduates Am 3l2 Law.--Table 46 contains the regressions for the sample of Law graduates. The influence of variables significant at the ninety percent level produce the following results: Females earn less than Males, non-Heads of Family less than Heads of Family, and rural/suburban residents less than urban. At the fifty to ninety percent level, Roman Catholics earn nwre than all other religious groups, those without children moms than those with children, those in Agriculture and Liberal Professions more than in Government or Manufacturing. i The Enualoyer or Own Account variable represents higher income than ckaes the Public Employee group, and those having migrated from EH1 urban area earn more than those with no migration history. 'The age-income profile in Figure 39 shows a similar Patharww to that of the Law graduates In Esplrlto Santo wuth . /'. . earnirugs generally increasing throughout the life span. An exceptzicniis found in the Age 59 group whose earnings are lower 'than those of the overall pattern. ligggflgmy.--The same phenomenon of relatively high earn- lngs if! the younger age groups of Agronomists exists as In the State of EspI/rito Santo. interviews in Para’ support the view! tlwat this probably represents differences in the quality Of the Agronomy curriculum completed by younger graduates Compéirfiid to their older colleagues. The regressions for this grouF, Eire contained in Table A7 and their age-income profile ‘n FiSNJre #0. The overall significance of the regression of all Variables is over seventy-five percent. Two individual 3l3 g t p - n r e t n i 8 h 3 5 3 1 1 . 1 6 2 6 6 0 . 1 1 9 1 1 0 1 . 0 m m 9 9 7 3 5 . 1 8 6 0 1 1 4 1 ! ” 1 - 0 OOOOE—I o o o o o o o o o o o 5 7 7 1 1 . 0 7 8 2 2 1 7 0 2 1 8 7 5 0 8 . 1 8 1 0 7 3 . 0 1 3 9 5 1 . 0 2 0 1 9 3 . 0 1 8 9 5 1 . 0 8 9 a 2 6 6 b 7 . 1 0 3 6 7 2 . 0 : 1 7 7 3 9 . 4 6 6 8 9 2 . 0 - ! . % 3 3 . 0 6 8 0 1 1 0 . 0 9 1 1 1 3 0 . 0 5 7 7 1 1 . 0 3 1 3 5 1 - 1 4 2 7 2 6 1 . Z - 1 3 6 9 o . o - 1 7 2 6 5 - 3 4 3 8 1 1 o . o - 2 7 8 6 3 . o - 1 $ 9 6 1 . 0 ~ 3 8 1 1 0 . 3 « 6 9 5 9 6 . 4 6 7 2 8 1 . 0 - 8 1 1 0 1 1 . 4 ° h ; ( 6 1 . 0 - % 1 1 . 3 4 o h h 6 1 . o - 6 7 2 8 1 . 3 4 0 5 9 3 7 . 4 3 1 fl 5 8 . o - 6 9 6 0 0 . 1 - 2 2 6 3 2 . 4 9 0 0 6 1 . 4 t p e c r e t n i “ . e r o m m 5 7 . 4 7 1 6 1 3 . o - 233823158?!‘ °"fi$838fi 5 7 7 1 1 . 0 5 6 9 3 1 . 4 9 6 8 1 1 3 . 4 1 3 1 2 0 . 0 “ 3 1 8 1 . O - 9 6 7 6 2 . 3 - 3 8 1 1 0 . 0 . 6 6 1 w . 1 - 7 1 8 7 3 . 0 1 0 9 5 1 . 0 0 1 1 2 7 1 . 0 9 9 Z M 7 . 1 o o o o o o irlhabrr a t - l p c d e u l a V - ! o o C . m 1 . g a l . n a J . r u c ‘ mM W 2 s 3 ! a ! n ; 0 1 1 l . t u B . r g c fl . " 1 2 6 . n o u n r u l n o S - s e r u l H . n o x a - u e i l : " 0 ' : o n t n A I I 1 d e t c i v n o C y t " n a h t t a n a I - 1 - [ M A W A R Q H H Q m “ n : t u c n u m a . n i m ! m m “ ! ) t I , n u n 2 1 1 $ 1 1 6 5 . 6 1 1 0 1 . 6 1 3 0 1 . 0 1 1 8 3 0 8 . 4 % 0 4 . 3 4 6 7 9 5 5 . 4 8 6 6 . 3 . 4 ” . n o “ ” . e r o M 2 8 3 5 2 . 1 4 m m 4 l | OOOOOOEOOO . . . . . . . . . . . . . . . . . . . . 8 . 8 5 5 L ) 9 3 9 . . 5 8 9 . 3H. . 8 . 5 . 3 3 9 . n u 5 1 : . 5 9 . . R L S g m 9 u q » 9 8 3 0 9 . 8 & 5 . s b i L 5 9 8 9 . » 3 8 9 . " . h u 3 0 6 2 0 . 2 3 . 3 . 3 8 9 5 5 9 “ 5 : 9 5 - 5 9 3 5 9 . 8 8 9 » 5 8 9 . o w fl o w fl 8 3 - 0 “ H E . 0 W Q N O H . o 9 3 . 5 3 . 5 9 3 . 4 . 8 . 0 . t u B . 0 . , . . » 3 3 3 . o n 3 3 3 ~ . E n o 9 8 ° 0 9 . 3 3 3 0 . - . 8 3 9 3 3 : 9 8 3 9 - : ; o h w . 3 6 3 5 l - l 1 . : t a ! 8 8 5 3 . 5 . 5 5 . 5 8 9 8 . 8 9 5 5 . . 3 F q d fl P . fi u u o f . 9 . . n i . ! t i . l l "‘i i ii l #333 0 & 3 3 8 . 2 5 3 . 8 § o ° I g o b s g Q O I . 3 3 0 - 3 . F “ . 3 5 9 » 3 3 7 - 3 9 5 9 - 3 . 3 . A 5 2 3 - 4 9 5 . 5 3 : 3 9 “ . . . . 5 9 8 . 5 9 » 3 . o n . 3 3 . p 8 . 3 9 u a L w 0 3 : 3 a 8 . o n . 5 2 . 3 3 8 5 ! 3 9 $ 3 1 2 E . 0 - » n a w . u o 237 315 Fig. 39 sq, n i f 5 1 9 g : 9 g m 4 1 ) n a a z x s m m E Q C N I Y H W BQAZILa NORTHERN REGION - AGE/INCOME PROFILES - 1960 GQAUJATES IN LAW x- Graduates in Law -- Secondary Graduates 5 . . 8 . + 3 . . 8 3 . . . . r 0 . 2 3 . 3 8 . . . 3 . 3 8 3 . 3 3 6 8 6 . 6 3 8 6 . 6 3 . 6 . a s . . . 3 8 . 3 . 8 . 3 3 . 8 . 2 6 . o n . . . “ 6 8 3 6 . « S R 6 . “ 8 . 1 6 . 3 . 9 3 8 . . . ? . 3 3 6 . ~ “ . 8 5 6 . 8 6 . 6 h a s . . - 3 6 : 6 . « . 8 8 6 . 6 8 . 2 8 5 4 - u ? ? ? 8 2 6 6 . 8 4 1 8 0 . 0 0 % a - O N 0 . 0 0 3 3 6 : . . . » 6 9 3 6 3 3 3 . . 6 6 8 6 ~ 2 5 . 8 4 3 . 0 . “ . 5 6 . . 6 6 8 6 « a . . . 3 3 6 . 9 8 . 6 . 3 3 6 6 . 6 8 . 8 8 3 3 . 8 9 4 6 . 8 3 6 . 5 . 3 8 8 3 6 . 8 2 6 3 8 6 . 5 . 8 6 . 8 6 . 3 2 6 . 3 8 6 . . . . a 3 s n a s . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 I . . . . . . . . . . . . . . . . . . . . u . I - f I - f a n . 3 . a I H H ' 3 h r R . 3 I . 1 . _ w “ . _ _ O O o O O O o 0 0 0 0 0 0 0 0 0 i b 0 0 0 0 0 0 0 0 0 3 “ d . 0 0 0 0 0 0 0 0 0 0 E . . . . . . . . . . 3 . . . . . . . 3 . 0 0 0 0 0 0 0 0 0 0 3 3 I . " o o o o o o o o o a } I ‘ I 0 0 0 0 0 0 0 0 0 0 0 0 J I ! a 0 0 0 0 0 0 0 0 0 0 i h . O o 0 0 0 0 0 g i I n “ 0 0 0 0 0 0 0 . g 3 . . . . . . s a u n a . a . . . . . n 8 i b e 3 a - I i . . 6 . . . - . . . . . . . . . . . . . . . - . . . - u 0 0 0 0 0 0 0 0 0 0 0 1 i 0 ’ . . . . . . . . . . . . . 2 6 s 9 3 3 . 0 . 4 . 3 3 . 0 . E 4 8 6 . _ . — a . fi n n n . . i i . . . u . O O . I ‘ I . . . . . _ O O O O : O O O O « 3 3 . 8 . m u . fi s h . a n . ~ . 1 a s ; c a I o n - c o u n c - " a . . . ” a . . . ” 5 % ” . . . 5 & 3 . . . " w a g 0 0 0 0 0 0 ' 3 ' i 0 0 0 0 0 0 0 0 0 0 0 I ! ‘ fi n e r : 0 0 0 0 0 0 0 0 0 0 0 I ! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ” H a n a 3 . . . “ . O O O O O O O O O O O a o n 8 : 0 0 3 5 3 8 2 . 3 9 i h I r . . . : i . I r i n I r « a . . . - o n . . . . o O O O 0 I 3 : . 3 O z n - r 2 I r O o t N I N " a , O a < § o g § 8 § a = 8 8 § . 8 § m u » 3 E w e n - 5 . 3 a . , '317 8 . 3 8 . 3 . 6 s s u P . . 8 8 9 e r a “ 8 8 9 5 4 8 . 0 0 3 5 . 0 8 9 5 g P 0 0 6 3 P 0 3 3 . 0 3 9 ! . 3 9 5 . 0 3 . 3 0 . 0 5 . « 3 8 3 L K u n a - » 3 5 9 . - ‘ 3 1 3 3 8 . 2 5 5 : 1 9 5 8 . p 3 . 3 . 0 5 8 9 ! 3 9 ~ » 8 : 9 3 . 3 . 9 “ . 3 8 9 5 i " O N 3 3 £ 8 6 . 5 3 . “ . 8 3 . 5 . 6 » 8 8 9 8 0 . ” : » . 8 9 3 5 2 9 a 5 6 9 0 3 3 0 $ 0 : o s 3 0 0 . 8 5 : » n a u g o o a m a K . 0 : g n a G b u s 5 2 5 . 5 s a w . D I 3 0 8 . 0 : i a 8 5 8 . 8 i c s g 3 . 3 3 0 P » . 8 3 . 0 » 3 5 . 0 1 _ . 3 8 3 . 5 3 5 3 5 9 . 5 9 . 8 5 9 . . 8 3 9 9 . 8 9 8 9 . 5 . 3 . . . . . . E . 9 , _ . 3 . 3 g 8 9 3 $ 3 . 8 8 5 9 9 . 3 3 9 . » g a l a 3 3 . p 8 3 : - n o . l l l y | . s o . u l l u l 1 . u : v | ’ . ’ i ’ I I I . A . I 5 . 3 . % 3 . 8 0 0 3 3 . 2 5 3 5 8 6 . 5 5 3 . 3 8 . 9 E 3 8 r 3 8 9 . 3 5 9 . g v A 6 3 8 9 . 3 0 . 3 0 i ” a g ! u m o £ w o . A 5 3 r . 3 8 . : E 9 r a p « n o . n u « 1 . i v ; B i m fl ‘ m w d “ 8 0 . 4 X E . 1 7 , , ‘ % 6 % m » 1 g U L H \ r J T r r s c n u ) . . « fi x l - | . . \ - g } - N W ‘ Q T 1 1 1 : 170 5|8 m” BRAZIL, NORTHERN REGION - AGE/INCOME PROFILES 7 1960 Fig. 40 a, EPAEUATES IN AWNZNV x - Graduates in Agronomy ‘ - Secondary Graduates ? f . _ _ _ _ _ _ . _ 0 6 - 9 5 9 1 i o x m 1 < > s p m E w I N I V U H w D M 3 4 g : 4 3 4 g ‘ r 5 % 9 r fi r 5 , & r E » & 3E5 F _ ._5 m Log... .wroghmm "rI.)mmmr; an;new 3I9 variables are significant above the ninety-five percent level-~non-whites earn less than Whites, and the one agronomist employed in Manufacturing Industry earns more than those in the other Classes of Activity. At the fifty to eighty percent significance level, the one woman graduate earns less than her male colleagues; Roman Catholics earn more than ”Other Religions“; those with children more than those without; and those in Agriculture, Extractive Industry, and Liberal Professions more than those in Government proj- ects. Migrants from rural areas earn more than persons with no migration history or migrants from urban areas. Economic and Political Sciences.--The regressions and age-income profile for this group are contained in Table 48 and Figure 4l. Heads of Family earn more than non-Heads of Family, Roman Catholics earn more than ”Other Religions,“ and the two persons in Extractive Industry earn more than those in Government or Commerce/Transportation at the ninety percent significance level or above. Between levels of fifty to ninety percent, non-whites earn more than Whites (an exception); persons in Manufacturing Industries, Commerce/ Transportation, Liberal Professions, and Social Services earn more than those in Government. Persons in the private sector have greater incomes than those who are Public Employees. Migrants from urban areas earn more than individuals without migration histories or those who had migrated from rural areas. Both urban and suburban residents' incomes exceed the income of the one rural inhabitant. % . - w + . a e - n u o B - n i s . . 3 . 1 I I ' I I I I I i . l l l i ‘ o i l l i l | . l l i l l i . a n a y u G « : 8 . 3 . 3 v 5 o g - o b I ‘ E a s a w 8 9 ‘ a E . a . . . » 3 3 8 . ; I n o n - o o g . p . a 3 3 3 . - n o n . 5 5 1 . e m o s ' P D ‘ . . . . . “ . . . 0 . . 3 9 . u . 8 8 5 1 . . n . . e b . . . n E . 1 . 3 9 . . . l E o g 0 5 0 £ g a fl o g " . N O J . “ 3 1 . $ P F ‘ ” m H " o . N O J : : a i l I - 3 3 1 : g i c Z 0 C » o n a u g 3 3 3 5 9 n o - . n o o n t o 3 5 : 9 3 8 0 9 3 0 . 3 a 3 . 3 8 0 . 8 8 5 . v $ 3 3 9 8 3 9 . “ m a o r 8 5 : 9 % 5 . 9 6 : 8 9 n i , 8 3 9 . $ 3 2 9 . 1 . 3 . 8 8 3 3 L » 8 8 . $ : a m E w 3 . 8 9 8 5 E “ 3 8 9 3 3 L L 8 5 3 0 . » 3 8 9 . e g a P ‘ 56-31331}??? n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3 0 o J - n o 8 8 5 . . . . 8 5 - . . . . . . . . . . . . 5 ~ & . o . 8 2 5 9 . 8 . 3 9 S K L o . 5 9 3 2 3 9 4 . . 8 $ . . . p g a a a a ; : 3 . 5 8 8 0 9 0 8 . 3 8 3 5 . 3 2 : 9 3 3 : 9 8 3 3 . » 8 3 9 . 6 3 N “ 3 3 9 . 9 3 . 3 8 § . L . . 8 . 9 “ 8 8 9 . ¢ 3 3 - n u n . . . 3 . 3 . . . 2 . o N sausages . 3 . 3 . 2 5 . 5 n a g E a . . . . . . . . . . ! ! ! “ o 32] ‘ .l ? 3 5 ' 3 t : o n i 0 ° “ P H . . . 0 . 1 0 0 0 0 0 0 0 0 0 0 P J 5 . 9 8 g o h g “ 3 8 . 0 8 3 8 . g . 0 r a . . . . . k . . . . . . . s a . w e n . . . . . . . : s p o - I I . K « . . 3 2 . 9 . 3 3 9 . 0 . 8 . 9 9 . 5 . g : . a g g a r . o n 6 5 3 G 8 9 % 8 . 5 3 8 - ! . 9 9 . - m a J . . . . . . . . - . b “ . o . . » 9 . 8 « 9 8 3 9 8 3 9 . p % 9 “ y a fl g o D g o D g o D s n i a p a g a r : 2 & 9 9 3 8 9 a o B g g p g u m o O I ; H 0 8 3 6 0 0 . . O u w B M . . . . . . . . . 8 3 8 . — n u p c o u u . . . 0 0 0 0 . 0 . . . . n i t I . } l l a . » p u 0 I o o o , ‘ I 0 o o o o o i g s i g f - fi ” . “ . . . n o 3 8 £ . A o n o o o o o o o o u q " 8 » n g o ‘ g o fl I g 0 0 0 N N S Q O T g P 3 9 . $ g m 9 3 . 3 0 8 - w a H 5 5 9 4 3 5 . 0 0 8 8 9 9 8 8 9 8 . 5 « 5 . 3 . 8 2 8 L L . » 8 L 6 3 . 3 . 5 i ; u . . . . . . . . . . . . . . ! . 8 8 3 . 2 . . . . . 8 £ . 5 8 5 r - . . n a l p . » 3 3 g H - n o o n : . 4 3 . ” u n - a n n o p I S ” p u . F H p r H o H o 0 o o . . | . . l l l | . I i l l ' l l l l n I . . A g o D - w a r d a n r $ 0 0 0 . 8 0 . 3 8 1 3 » . h a N 8 9 8 . 0 3 8 . 0 3 8 0 . 8 5 ? 8 & 5 0 8 3 5 $ 3 3 3 # a g r u g v a b w o o { . . « E . P ; a E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V W O F P H a v " . 3 ! ! ! n I » 8 3 9 3 ' 0 £ 8 & 9 E I H “ 3 ‘ 0 9 E . u l u l . » u . n I . t u n » n . A . R H O n o - . w . 0 0 o . . . 1,97 1 r m 322 Fig. #1 BRAZIL: NORTHERN REGION j AGE/INCOME PROFILES - 1960 ERAEIJATES IN ECO‘OAIC AN] RCLITICAL ‘IIEPCES I - Graduates in Econ. and P01. Sciences . - Secondary Graduates ' » 6 » E » a r & r & » 8 & * 3 5 i g b ” 3 } J m 4 9 £ u ) 0 0 0 0 1 X 5 R C ( E N I M I Y M ,3 L . Y." ”mnhmfig 0,-11) ; inn (4‘ (1.. la - 37:0 n I _-( ( J»)? f I .< « u r 3.. n) _r .5, 'IJD) .:xuu I! ) (97.1 ( m 323 All Other Courses Completed.--Table 49 and Figure 42 contain the results for this sub-sample. The same anomaly concerning Years Completed exists in this group as in the comparable Espfrito Santo sample. Each additional year of university completed is consistent with lower incomes at levels of significance between eighty and ninety percent. Among the other variables, Males earn less than Females and persons in Agriculture and Service Industries earn less than those in other Classes of Activity with levels of signifi- cance greater than ninety percent. Influences with signifi- cance levels between fifty and eighty percent are as follows: Heads of Family earn more than non-Heads of Family, Roman Catholics earn more than individuals with "Other Religions” but less than Protestants. The one Black earns more than Whites who, in turn, earn more than mulattoes. Persons in Liberal Professions earn more than those in Government, who earn more than those in Social Services. Urban environment incomes exceed non-urban and incomes of those with No Migra- tion exceed urban migrants whose incomes exceed migrants from rural areas. Studies by Years of University Completed.--Tables 50 through 55 and Figures 43 and AA contain the results of re- gressions on sub-samples of each year of university completed. As in Esprrito Santo, there is a tendency for the explained variance to decrease as educational levels increase. The in- fluence of other variables has been discussed in connection with the sub-samples by Course Completed and no major changes result from this alternative grouping. ‘3' , . , - S S - u a u l . . 3 . 8 . 1 - - , 1 : ; - : i - . - w w a fi E m r a - a c o c m t h fl o E a : g a g E ‘ . 8 H E u : I i n u - e c n u o p N o n a o n o o o n a o u w t a n o n a - e n o c s 33 A 0 . U 1 I 1 I . : 0 0 0 . : 5 . “ o n . . . a S E « ? 3 J 2 : . 5 9 9 .33 - . . . ? 9 9 9 - o m u S . » . 9 . M 9 3 4 5 5 . ” ” 0 0 0 . ” " 9 0 . " . 0 ” 1 l r . a 0 . 8 8 . . . 8 8 8 . 9 I . . n o n - y n n a n n n n o n o d u u a n o o w n s n . K . m u t u m a g 8 . . . . i N o o m a n u 0 0 . 3 0 . 0 0 ; . 0 0 : ” 9 . 0 0 g a r f % 0 0 1 m v s u o o I 5 5 9 . 3 4 8 9 . 6 5 9 . : 8 3 9 - “ . 5 8 9 . 0 8 5 9 - n ‘ o o n o g ; 0 8 E sag 8 i u 9.9.9.9.!” t o o o o o o o o o o o o n i . . . . . . . . . . . o o o o o o o o o o o 3 8 ~ r u . n I « . . . n o « o s o n o H a a 0 o I . 8 N U u m m u : n o m p o g 2 “ g o C $ 0 0 O U W U O O O I U G V N N Q O I P S H O O O O % 0 0 0 : 2 . 8 a 3 . 5 0 3 . 3 » e v a h . . . 8 9 ~ m 3 . 9 8 8 0 9 d n 2 9 “ . 8 . 8 . » . . . 3 8 . . 3 . 8 6 2 8 9 - 8 3 9 9 . 8 5 9 . 8 8 9 - 3 3 2 9 - 8 8 9 . 3 0 8 9 - » 8 8 9 - 8 9 L L 8 5 9 8 3 - . . . . . . 8 8 9 8 3 9 8 2 8 9 . 9 5 9 . 3 8 9 9 . 8 : 8 9 . 3 5 9 . : 0 6 . 2 8 2 : n o n - n a p 8 3 9 9 . 3 . 8 9 8 . 8 9 . . . : 5 9 9 8 : 9 8 8 0 9 . 8 5 2 9 . 5 5 8 9 . 3 8 3 L : ¢ 8 9 r9939??? 9 : i eeeaefis' new éaaaaaa a § 9 o 8 8 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : . 3 . 5 8 8 . 9 8 8 9 . “ . 3 8 9 . . 5 5 9 . 8 3 5 - . . 8 3 9 8 8 9 - 3 3 8 9 . : 8 8 9 - 8 8 9 . 3 8 9 . . . . . . . 3 8 9 8 : 8 9 5 0 0 0 % 0 6 1 s g o fi I . B 0 3 3 8 . a - . . . . . . 6 a 5 W . 9 3 5 3 5 2 9 - » 8 3 9 . . . . 9 5 9 . I . . . . . . . . . . . ! - R G : w o w “ 0 3 0 £ . . a P 0 0 0 0 0 0 0 0 0 0 0 0 E . t w o v n o n o w i - . . . . . . 8 . I U S E 0 , ” . l “ 8 . 8 8 5 9 . 8 5 9 . 8 5 9 - u . . . . . . . . . . u I - o l - l 8 ! n a ! ! ! » I . 8 n . . . . . . . . . . . . ! n i m l - t f i l t i : l l fi 32A l l ‘ I 325 . 3 . 4 . 9 8 5 9 . . 3 8 9 . 8 8 9 . . 8 . 5 % 9 ? n w a P a 8 8 9 3 6 2 . 9 0 2 9 . g n . 0 . » . 8 3 9 . “ . o t 8 5 9 “ 3 3 . 0 % 3 9 9 ! ? a g “ ! s a 3 5 . p 3 4 6 9 w 8 8 9 5 . 3 3 3 9 - 5 8 9 . 3 9 3 9 - . . u u o t g a B . S o o w - l a c - - - - - ! » g 8 . 3 [ : . 8 3 8 - n u p a 3 § § S § § § O . . . o n a . . . . . . . . . . . . 8 3 . o o fi o o o o u c o n n i . . 3 . 8 . . . 2 2 I 3 . 3 . 3 & 9 . 6 8 9 . 5 3 9 e b . . . . . . . . . . 3 . 3 9 . I 3 . . . . . . . . - . . . . 3 9 l 3 9 . 5 " 3 3 ‘ ! » 3 9 . 3 3 9 9 . . 3 3 9 . a ! n : n n o . V . 8 . 3 3 8 £ : . . . . . . . 8 £ . » 3 - F . ; . 3 3 3 9 9 . . 8 3 9 . 0 8 8 9 . ! i B a w u fl o H l . b a g : g l A B u o . . i | 9 . 8 g . 1 “ “ 0 0 0 0 0 0 a { . 0 . 4 3 I S ” . " a “ s i ” 9 . 0 3 . s w o H % 0 0 U N U O H P g % 0 5 § w o ° I . 0 8 8 . 0 0 . s o o o o o o o o o g O a 0 0 0 0 0 0 0 0 0 g 0 0 0 0 0 0 0 0 . u n g ' A . . . . . 0 . 8 8 . ” E 9 3 . 3 9 . . . . . . . . . . . . g u . 5 . 5 3 . 8 9 3 5 9 . p 0 3 3 . 9 J - - - - - - - - - . I I I « - s ‘ n o w . - 8 . o n » 8 3 9 . 3 0 3 9 . 8 5 9 . - O B - - - - - - - - - - - - - ! 8 . n u n ; o t . g s 0 0 0 0 0 0 0 : 2 ' I ‘ I 4 5 . 3 R 8 9 3 8 5 8 5 9 u . . . . . . . . . . . . - 8 9 E - u n . 3 : 2 : 3 . 8 3 8 . 2 3 . . 9 8 9 . 8 8 9 5 8 9 . 6 B . . . . . . . . . . . t i l - n u . . . . . . . . . . . . » . . . I . y n a n o o b - p u p « g o . n u I - l \ l i l u l ‘ v l . . . . . . v V . . l l ' I I . I I E { I I I - . . . ( - I - , ] l l ' t I - : % 6 4 1 2 3 . g V m : 2 3 9 V . . 8 8 9 0 3 . 8 0 5 3 3 . “ s w o fl u q o A % 9 0 . - é _ . . . . . o o l fi r n g a W [ - . . . . . . . . . . . . . - . . . w - g n i 0 0 0 0 0 0 0 0 0 0 4 A :fl. ' _ 326 GET BRAZIL, NORTHERN REGION - ABE/INCOME PROFILES - 1950 Fig. 42 55} GRADUATES IN 'UTHER COURSES' I - Graduates in “Other Courses“ . ‘ — Secondary Graduates 5.5 fl 5:. d - gfi d . X "4» ga% m" an. an» 1% m, . fir fi’ if i; 6' i; é; % AGE C C 0 7 . l . n a 0 E 0 II” 8 . 5 3 m 0 5 . 5 » 8 . 8 . . 0 9 . . s a 0 3 3 . “ 0 0 3 3 # 3 9 9 8 0 3 . 0 0 3 5 . 0 g a L 3 0 3 . 0 1 3 “ ” a é g n . § $ 0 5 “ 8 0 $ 5 5 0 9 5 . 3 0 3 3 . 0 u u u u b a . 5 5 p . 9 3 . . . - : o o w - n a n 8 5 5 . 3 8 9 9 . "was" . . . . . . ' 4 ‘ - O J « . . . . . . . . . . . . . . . . . . . 5 8 9 . 3 3 9 L . . . . . . . 3 2 0 . 5 . . . . . . 5 3 9 . 3 . 8 . 6 5 8 9 . 6 3 8 0 9 . : o d — a n l u 3 : 3 9 \ . o a p 0 8 . 3 3 9 3 . 0 . o u I I “ “ 9 " ” H g a o b u u fl u fl o u u 8 3 5 # . . . . . . . 3 0 3 . 0 m ; » b 0 0 3 5 . 0 “ * 3 0 6 : ‘ 8 0 5 u u » - . u . o 9 8 . 8 . 8 9 . 5 0 . 3 3 3 . 9 5 0 3 . u . Iridrké??? - . 3 . 9 . 9 0 . 6 - n o n 0 3 . a “ 3 0 $ n u a u o b 3 0 . 3 3 m u : . 3 0 ‘ . . P n a . . . . . . . . . E . . . . . . . . . i i . I 3 3 8 € h N . a 8 3 . 0 £ D - u p n o n - g o u / _ . 0 . “ E - 8 5 2 I I I . . . n a I 3 : 8 0 s g n i d n i w “ 5 g s a 8 6 ‘ i g : l l i l l l l l l y l k . v l l i E v - I I ' I J l r l l c u l l l l I ' . u n m fi _ . . . m u « O . . . 9 & 9 O O : “ o d a . “ m g 1 . . . . p u « 0 ” . u . . a 9 0 ~ ? £ 8 o 4 . ” . “ : F ” P E S . . 1 o I t « . 0 3 9 £ . g ? 0 8 & 2 4 8 3 - . g - l 0 3 . 3 8 0 E 0 1 : 6 — o d a d . n o i : } a F i i i 3 0 . “ 3 0 I 3 0 0 8 g a b . fl . F 0 0 0 0 0 0 0 0 1 0 0 0 ! g 0 0 0 0 0 0 0 . 0 0 0 0 g ‘ . E R O [ . » L K 5 3 5 9 » 8 . 1 9 : t s u M . . . : 5 . . 8 5 9 . . 8 . u N . . . . . . . . . . l l . I . “ a 0 0 0 0 0 0 0 0 0 0 0 0 I . ‘ u 328 q . T } I C . 8 . o n g o b 8 0 0 0 . 5 . : 3 0 . 0 :ii o o o o o o o o o u . i “ 8 0 H E O 0 § o O 8 3 0 . 0 . . . 5 9 3 3 9 . . 8 5 9 . 5 0 8 9 0 : k c u F } u E 3 ; . 5 u ' . 3%! 0 0 0 0 0 0 0 0 0 0 0 0 a o o o o o o o o c o c 0 0 0 0 0 0 0 i 0 ' u . . . . . . . . . . . . . u . g 0 5 . 5 3 . 3 - n u p . 5 . 5 ! » 8 9 . . 8 8 9 . 3 9 . 9 o n p u . . . . . . . . " n o . . . . . . . . g . n o 3 3 . p 8 3 i : b o 8 3 3 0 $ - 8 3 € 0 5 . 5 n a 3 . 0 3 3 0 : ; . 0 ” g o G g u g o O . 8 . “ 3 0 8 9 . . » 5 . 8 9 ° 3 5 9 _ . B G a . . . . . . . . . 0 £ E " . I o O O i g ‘ 0 ‘ 5 ‘ q " . . . . . . 8 £ : 3 3 . . 5 : . 8 . « . 5 5 9 . 3 4 3 9 . 0 5 5 9 . . . 5 . 5 . 8 . 2 5 ; 0 Q a c n I % 5 3 . 6 “ ? V 0 . 6 a V B 0 0 0 0 0 . 0 0 0 o g . . . . . . . . . - ! . 9 . . . . . . . . - . » n i a l ! 0 . 5 . 5 3 . 3 . 5 3 3 3 8 0 3 9 . 8 9 3 9 . 8 3 0 9 5 0 ' g o H . m a s o H . ~ § o & ! o g . “ 8 0 0 : ” 3 0 0 I g u n s 3 0 0 “ : 3 9 I “ % 9 1 8 8 0 . 0 ” n o 3 3 3 L 3 5 5 0 . 3 0 5 . 0 . Q u n H ” H O H 0 0 0 0 0 0 0 ‘ . . » n i I I . n i . . . . . i 3 " 3 5 E . . . : 2 . 8 8 . p 8 . 5 9 3 . 8 9 a . . . . . . . . . . . . - . . E . n w . g o H “ g o H O B P M O P 5 . 5 3 0 6 , 2 5 s g fl o b . u 0 ” 0 0 0 0 0 0 0 0 0 0 g . a ” . . . . . . . . . . . . a [ I { n o - n a 3 : E . » u é w o fl o m n n . . : O “ . h + x » . . . $ 9 6 m m “ . . . . . . . . . . . . % 9 . 3 . a 4 . 329 53: 33 H5 3. $.53 5- 58 3: 3.. 2?}! 5 3' 3'35 ..., . 3§§i§§ . 3°15: §§i§§§§ 3%,? g 31.55%: x i 9 ... 33:- Z 3} ~ £3:- "' E; ‘ g fig 55 .3 35": i was” c§§§i§ 3 3L 3 3 ‘33 E??? §§ {*5 j 7 Egg gag 33 ”'14... .33.”... 3 3 2%: '° 2:?§:~ $z§s§§ E . £555.43. Egg-4; nun. $3.39.??? gggggg :5 ”I c: ........ . .3 M' . 9999999999 1. H‘ ~, g I i i ! 1 * ' , 5 .. g 5 {v.93 ‘5 7 E g 5’5 2i ; ' , 3 ..E ...: J 330 i u 7 #333 i #3? #P9 . 8 8 . 0 8 8 0 9 A 0 3 5 u 0 0 5 % 0 0 § O & 8 0 . 2 . 0 : o g 0 5 . 0 . 0 3 ' 0 35! . . . . . . . E 3 0 . ; n I ” . : ' 0 0 » g o c g o c . n i o C . . . . . . . . 3 i 3b . . § O H I : ” 8 0 L “ % 0 0 1 3 . 0 3 8 0 . 0 8 9 3 . 0 0 8 8 . 0 3 0 5 . 0 ; » . . . 0 0 8 8 . 0 8 0 3 . 0 0 3 8 . 0 0 5 8 . 0 3 0 0 0 . 0 3 0 3 . 0 8 5 0 . 0 8 0 5 . 0 1 3 0 E 0 1 0 0 . 2 5 0 8 3 . 5 3 5 3 Esgaaaaz ‘ ii. i 3 $3§é§b§¥ 21¢ 3 0 3 - n u n 5 a » 3 . 3 . 0 » . 2 . 3 . 0 % 3 0 . 0 5 3 9 . . . . . . 8 9 . 5 5 9 1 l E g ‘ 0 3 5 : ' 0 « : m o o l : s w o b g o u o c i 8 5 5 B G “ “ 0 3 5 ” » 8 . 0 % 0 x a o c 3 . 3 0 . 0 ; t g 5 8 0 H % 0 0 8 § 0 ° 3 0 5 3 3 . 0 . 0 . 8 3 3 0 . 0 3 8 0 . 0 0 8 8 9 . . 3 3 . 3 3 . 0 0 3 3 0 £ 9 3 . 0 v w o m fi a . A E ! E n E b?# 5 6 . B M a 3 9 3 . 0 0 3 0 L « 3 . » u . A . . . » 0 32 H E 33? . —mm , t w a t m m : z s i ‘ s n 9 0 3 ‘ ? ! a u n ' o w o w u m m c a t ‘ s ! a s s o c - o u m ' o o e c ‘ t t 0 1 “ “ m m o u ‘ r t t s r ‘ s r t w o u o ' s t “ ‘ 1 : W W 0 “ 5 ‘ “ c a n : 0 3 “ “ m a c - o m ' o 9 m m 0 W ! ” o 8 9 w ? “ s w a - w a r t s o t w o - ( s o w o - m m r o - L O O S I ' o - o u e o ' o - m a c - o - m u ) - 9 m m - £ 5 6 9 t ' 0 0 m m a s e a r o - m o o . c a m - o m g r : o o y s o ' o W " M ‘ o - s u c r o - £ o a a o ' o - u n c ' t - m e t r o - « m o m m a m a - - - - - - o o o o o o - - - - - - . . . . . . . . . . . . - - - - - - « m o m . . . . . . m w o - 9 m m - s u n r o - . 3 ' . a J ' - “ o w e M ‘ O ' O m o o ' o L a m - r w o - s u e s - a - m a t - o - r m ' o - a u g m - a J " - u w r o m u m w e r e m a r o - w e : a u r o - 5 5 9 ‘ s : 9 9 % ! g . n . o o o o o o I “ a o m f o c “ 8 ‘ 8 a s s o c - o u c ‘ s t a - u , a - 6 . a t 4 " : a w n m . . . . . _ u a 1 , , a t n n n ' . ‘ 3 , . o h a r d - n o u m m . t A t : 9 6 6 “ 9 “ “ ‘ 9 ‘ M S “ 9 1 4 % m 0 m w o “ 5 . 0 “ ” 0 " “ 0 ‘ 9 : 8 6 6 ‘ ! ! ! “ ‘ 6 ‘ “ ! m y ; a w n W 0 6 9 6 9 " ! 8 5 0 ' “ m m W ' o - W 0 - “ 0 ‘ 6 : a n : m y ? “ a r t ‘ - m r o - m : - : — g u m - o . w o - m r o - o m r o - m y m u g - o . m t ' o - u m o - M m . . . . . . . . . . . . . . . . . . . m t . - n o u n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m m m A o o o o o o o o o o m 0 0 0 0 0 0 0 0 0 0 0 0 m b u s - u m o o o o o o o o o 0 0 0 0 0 “ m A m n 0 0 0 0 0 0 0 a . . . m A c ‘ : . 9 1 . . n . . 3 ; m . ‘ . 5 1 . m a u & “ m , o o o o o ' m u m : 0 m m “ t M “ ‘ 0 ! “ £ 9 6 1 - w a s - o - m e - 3 ° ° ° ° ° ° ° ° « I n J " . m 0 0 0 0 0 0 0 0 0 0 0 0 m & A l 9 0 ‘ “ s m a r t - W o - m a ° ° ° ° ° ° ° ° ° m a . n . ‘ “ I “ m . . m o o o o o o o o o o o o " . . - r " I r ” : a n ; ' 1 » : ° 0 ' - . . . ” " 3 " J - m o s - 5 3 1 : . w fl m ' 3 . " ' 5 3 8 : 3 3 - 3 9 # 3 3 3 ’ 2 ‘ . u n o t i o n ! " g t fi l o t n u l q a a m u m » : . . $ 3 3 - $ 3 1 " “ I m I n , ‘ 1 ‘ m u d - n o I m a m - n : - u w x ' M O B I M I V I K ‘ 0 u m m u m M D a m m u m “ u m _ _ _ - ‘ | ‘ . _ - — — — - . . - _ r - - o o m o o o 0 0 0 0 0 0 0 0 0 0 0 M ‘ o a 0 0 0 0 0 0 0 0 0 0 0 m z - h 0 0 0 0 0 0 0 0 0 0 0 m ‘ - E 0 0 0 0 0 0 0 0 0 0 0 N . - ‘ 0 0 0 0 0 0 0 0 0 0 0 w ‘ . a 0 0 0 0 0 0 0 0 0 0 0 0 I “ ’ - h 332 n a u S fl 8 - : . h O _ fl " 4 0 1 1 1 ‘ 1 ’ 1 . . j . 8 8 . 0 E . . . u - n u f “ 3 8 5 0 a ? 5 2 - 2 ; . 2 . . - ‘ _ 4 . g % 0 0 s i u 0 ‘ 0 0 0 0 0 0 0 0 " n i . B . . . : . 3 5 : a ! I . , ! e r a 8 8 . 9 E . 3 3 9 . . : n I u y . . ‘ < 3 . 8 g . . . . . 5 6 9 . 3 3 9 . 3 . 3 9 . . 8 . . . . . . . . . . . . . . . . . . . . . . f a B 3 5 . E S . . . . . . . . . . . n a “ . _ ! o n ‘ v n m o b i n “ W k w w i v p O n w o . C J M N O A o t a u o . ” H . . . . . . . . . v u N m n fi ; " " 6 ' 5 I I! . 1;“) 555 Fig. 43 BRAZIL: NORTHERN REGION - AGEIINCUME PROFILES - 1980 YEARS CF LNIVERSITY W m 5 : 0 8 - 5 % 1 x - Secondary Gpaduates 9 ¢ 1 Year Universlty m A - 2 Years University - 3 Years University » . 3 ) 0 n m 1 ' x s p m 1 Y L - H T O R y 5 3 o C o C . U L 3 0 . 3 u o a h o . 8 3 0 . 5 . . 8 8 . 6 3 3 5 3 3 3 L ” 3 3 9 . . . . 9 8 9 . 3 3 5 » 8 3 7 - » 8 3 9 . » 3 . « E L ? . 3 9 . . 8 3 . $ 8 3 £ u 8 & . u - 0 3 3 9 . 8 0 8 9 . » 8 . . . . . e m “ 9 . 2 9 . g n o b » n w o r F » ! . 0 . 3 5 3 . 3 8 a g a r u t a B ‘ 3 8 8 3 . 3 3 $ “ 3 8 9 . . . 3 8 . 6 8 5 0 9 » . 9 . 3 . » 3 3 9 . 8 3 0 . 5 0 . 8 9 . 0 R U E 3 9 . 8 . 5 . 5 . 3 8 9 . . . 1 . 3 3 3 9 . 8 2 3 9 . 9 8 0 . 0 » 3 . 3 “ 3 5 9 . : 8 8 9 . % 8 . 0 8 3 0 # . 3 5 0 I 8 3 0 . 0 1 3 9 8 9 » 3 3 ~ 3 9 : 8 . 3 0 . 5 » 5 . 8 9 ! ? p u : » 3 . 8 5 9 9 . ” : 0 0 0 » 5 . 8 ” 5 3 9 . 3 3 . 9 . 6 8 5 8 9 . » 3 9 ~ 3 2 . 8 s e c a r g . 2 8 0 . 8 5 . 5 » % 3 . 8 . 3 . 5 . 5 ” 5 0 0 0 . o t 8 . D P U . . . . . . . . . a . . . . . . 0 0 0 0 0 0 I - I U u I 3 € n 8 o - n u o n o “ 3 5 “ 3 9 ~ : o d — n a l p a b u r A % 3 5 3 3 ° 9 1 ! . 5 . 0 0 8 6 . 9 . 8 S N w o m . o » 3 8 9 . . . . 8 5 . 5 . 5 5 9 9 . . 2 0 . o N ; s g u l } n o o n ! 3 9 . o I . g o l 0 8 8 . 6 3 . v ” 3 . o n g n o t 0 8 8 9 . 3 0 8 9 m 8 . 3 m 3 3 . 5 ” ? r u o c s 3 3 9 9 “ 8 8 9 8 3 3 3 8 2 9 . . . . 3 8 9 I 5 3 . 0 o % 3 3 g P “ E 9 . 8 5 9 » . 3 3 . 0 . 8 8 9 . n n n - 5 8 = - o o g . a ! 0 3 3 3 . D u 5 . - o n n u . u n § § g € ‘ § a s g § . i E ” b E g n i g g u l ! i t 1 3 > . . . » . _ . 0 £ . ‘ 5 ‘ . n u o n 0 £ . n i . “ : F » 0 5 £ 1 I . ‘ b ‘ M H . N O J . h R . . . a : P . ‘ t i . “ g 0 . ? E . 1 I 0 “ r O ! 3 3 . 9 n — 1 5 3 3 3 9 - w n o n o . l rmrrrr; . E g . I O . . . . . . ' 1 ‘ l 3‘8 hlfilki $5333.12? h “@2239“??? 335 ; A . w “ m 1 0 0 ‘ s : W t m “ ( 0 ' 9 J _ _ _ — O - o m _ V x — — — - — . . . . _ _ _ _ ’ . n ' . “ I “ w . “ f “ ‘ 1 ! M M “ ‘ 1 ' ! “ ‘ u m 0 W ” ’ ° ” . 0 m 9 ? ” W 0 “ ' 0 ” ‘ 0 ' “ ' 0 “ “ 3 . m “ 6 " , ! W t ” 9 ‘ ! W “ ! a . “ W C “ ‘ 9 ! m ‘ k M m W “ ” 9 0 “ 5 ' ! « a r e I n " ! K S “ ! 0 ‘ 0 : m m m a r e ” a r e ” o r : “ 0 6 0 - : b i l l o ' o W m m : N W ' m o r o - m o o . . . . . . . . . . . j “ . , 2 . . . . . . . . . . . . . . . . . . . . . o o o o o o o o o o o o m m m . . . . . . . . . m 0 0 0 0 0 0 0 0 0 0 0 m m t . . . . . . . . . . . m m 2 o o o o o o o o 2 m A 0 0 0 0 0 0 . . . . . . . . 0 0 0 0 0 0 0 0 m & t u n - o n m m m . . . . . . . J : m & . . . . . m A o o o o o o . n u n " 3 ° m “ m m u a O 0 0 d - m A a , g a a . . . . . m . . . . _ . . . a ” a i . . . m 0 C ! s O O I O O m ” . 3 . “ “ t - - o o o o _ . ' I n . ‘ l I ‘ m “ . “ . ' M : ” a “ i n m ” ‘ 1 ' ! M O W m u m 0 6 m m “ 9 “ “ n o t “ 5 : 0 0 “ o r m . . . . . . . ” m m _ “ ' - ° m - o a a u n ~ £ ' a 0 0 0 0 0 0 “ m ” a t “ 1 : $ 3 M “ ; “ . W m u r n w o w ' 6 ‘ ” 9 ' ! 6 m m m o m a c - o W a r . ‘ n . . . . . . . . . . , , m . ‘ . a , n m ° ° ° ° ° ° ° ° ° m m fi x c o c o o n - c o m m . fi l m m . m . ‘ “ 0 3 3 ' ? W “ ? W t . u . “ a t “ ! m m o m m c a n - o . . . . . . . . . . . . n u n " " " ' ° ° ' ° ° t ‘ ~ £ . . . . . . . . . . m A “ t ‘ a M n ! “ ’ 0 . t I M ( fi / f ’ J ‘ I ' ) m a r m ( 2 9 6 . 9 0 9 n m u c " -I ( E T - U r o ' ) a m ?‘ 8 0 0 0 0 0 0 0 0 0 0 “ . . . - _ . — . . . . A ~ _ . _ _ _ . . . _ . . . . — - 7 . - 3 ‘ 0 S W ' O “ if" n a c 3 0 . 5 3 . 2 0 9 8 . 9 5 . 8 3 0 0 . 2 5 9 m g o fl U : 0 0 . — e n a p “ 9 3 9 . % 3 . 5 : . . . 5 . “ 8 3 9 . 8 0 3 9 8 . 8 0 . 0 ? 0 . 5 3 8 9 . o u 8 u 9 . . . . 2 8 9 . 3 5 0 . 0 3 0 0 0 9 1 ~ 8 B 9 S R « % 0 3 . 9 8 0 5 9 8 . 3 0 . 0 5 8 9 . 9 5 . 0 . 0 8 0 . 5 5 0 3 9 . 0 3 . 3 0 5 3 . 0 2 8 0 9 . 0 9 8 9 . ~ w ~ B . . 0 - 2 5 9 - 3 0 8 9 . 0 3 : 9 1 0 8 8 9 . 0 3 b 9 . 0 3 . 5 8 0 . “ & & : . 0 . 3 0 8 9 . 0 8 3 9 . 0 8 . 8 0 8 . 5 0 8 3 9 . . 5 3 9 . 3 5 9 . 8 8 9 - . 2 8 0 9 . 3 : 8 9 3 3 3 5 9 n o rrprrr. 0 0 auuasaac 0 232233 8 0 5 9 . 0 3 5 9 - 3 0 8 9 . 5 0 3 9 . 0 5 5 L 3 0 9 . 0 3 9 9 . 3 8 0 9 . 0 8 8 9 . OIIIII 0 5 8 9 . 5 0 0 9 - 0 2 5 9 . 5 3 0 . 0 0 5 0 . 0 3 « . : 9 0 8 0 : 5 g fl o g g n 0 0 0 % 0 0 0 % 0 0 $ 3 9 3 0 . 0 0 3 0 8 9 - 5 9 0 8 3 0 9 . 6 0 . 3 0 3 . 0 0 - E 0 . » . . . a . 8 . 2 . 9 8 3 . 9 . . . 2 8 . 0 H 6 — o o w 5 3 . 9 u u u o n P — : ! 8 . 0 » . . . a 3 F 5 . 3 : 0 0 . 2 5 £ “ 3 9 . 0 0 0 5 . 0 9 5 5 . 0 5 0 . 5 “ . 3 3 9 8 0 3 9 E P : ¢ 3 7 3 3 : 9 : 3 3 9 . 3 0 : 2 0 3 3 . p 3 . 3 9 5 3 0 9 . . 5 . 8 2 . 5 n o r f : 0 0 . — a n l : 0 0 . 2 £ t u n 0 0 . - n o o n 8 0 . 5 a 6 . 5 5 5 0 . e s o L 5 9 ~ 5 . 8 3 8 9 9 . 0 9 3 9 . . 2 0 . 3 9 5 8 . 0 E . 5 . 3 3 0 3 9 . . 3 0 0 9 . , . 0 9 . . . 8 8 . 5 n g . m u $9933.??? 336 ~ - : 0 : 9 0 : 0 6 — n o I u g 9 0 = - g n a f u i a g o a u u b n q a g u a : g a s a w E ‘ l E - 0 8 6 . - 3 8 : 3 0 I E . l l l l ‘ i ‘ l t ! . . . . . 5 - l l i r F ! 1 \ : | 1 - 1 . 1 1 1 I 0 . s a 4 . 0 : 5 2 . 1 . ‘ g ‘ o g o g . . . b o n s . s a h « . a . u . n u o n . . . . 2 0 . a 0 5 £ . 1 2 . n u o n . 3 0 0 . 4 . ? a ? ? 0 r 0 6 . 9 0 4 . » 0 0 0 ? . 0 4 . 2 3 . 5 9 . 8 9 : 3 5 9 . 3 8 9 . u . . . . . . . . . . . . : 8 8 . 3 . » p n a . 3 9 ~ 3 8 9 . p 3 5 9 8 3 9 5 . 5 : s a 0 8 5 9 . 3 8 9 9 . a “ a . . . . . . . . . . . | 3 « . g u m , s U c - . . . 3 8 . 9 : » 9 . 9 8 3 . . . . 3 3 8 3 £ . 3%: . . . . . . . . . . . °§§ . 8 : . a m R U ” » 3 . 5 5 9 8 9 . “ . 3 9 9 . ” ! 5 9 . . . . E B . 8 . 5 : o g . 3 8 9 5 5 9 . - 8 6 9 . 3 9 5 3 4 . éé E . . . . . . . . o o o o o o o o . . . . . . . . » u n o w w ! “ E I 5 . “ w ! g l 337 5 . 8 3 0 3 - n u n 5 . . . . . 5 e t i h w % 9 . 3 9 9 “ n u m “ . . . a ” . “ m u M ” g u h - 9 9 « “ ¢ 8 9 ! » 8 9 » 3 8 9 » 3 9 9 g fi E 9 » 8 8 9 . . . » . 5 3 5 9 . » 8 8 9 . ; . 3 9 . . . . . . . . . . . . . u 5 8 . B m F . . . . . . . . . 3 6 5 . 5 $ . . “ p u . . . . . ! » ; 8 9 3 - a fi a m ; i s . p u : I . w e n ii " . . 8 ! u n 3 8 3 2 3 — » g i i . fi u : 5 9 ~ 3 . 8 9 p 3 8 9 % 5 9 » 8 . 3 3 5 9 - 8 5 9 . . 8 8 9 . . . o G . . . 1 9 . - g i g o s " u o y . . . . . . 8 £ - : . 3 . s a : 5 . 8 8 5 9 - “ 3 8 9 . g m 8 9 0 8 . 5 8 8 9 9 . . . . 3 5 9 . % 0 8 9 G . . . . . . . . . ! l l a . o J . 8 . 5 . 8 3 . 3 2 $ _ _ — . m V m V . m W 3 0 ~ : 2 8 . o L 8 9 . 3 9 8 . 3 3 3 . 0 & 9 . s a h « “ 3 8 9 8 3 9 “ 2 8 . p 3 . v s o o L » . . . 3 3 : 8 8 . 9 " 3 8 . v 8 . 8 9 u q 8 . 9 . u m : m O . E 9 § 3 I W E W M g fi . . . . . . . . . . . . . . . . . . . : 5 . 9 n o . » u 3 8 . . . . 0 m - l E 8 8 0 “ v 4 . . . . 3 — . . u n ! u . u . u & . . “ a n o C o 8 C m a a a g q a s g e g s g s fi i E . . . y b k l E a a B - ! I . 9 5 I 53: ; A 3 : , 1 I ' 5 « . n o o n . : 0 9 o . E L - . . . : ¢ 8 3 1 . . u E . . » . . . - n o n . 3 9 . . A 4 . . » 8 J . “ n a m u H ” . . . M « . . . . _ . 9 . 9 . . . . — 2 3 . - n u o n » . 3 3 0 3 3 £ u g " . . . s 3 3 9 9 : m 8 9 n - p s a n o 3 3 5 8 1 . 3 : 8 5 9 . » 3 . 3 8 : 3 9 0 8 . $ 8 5 : 9 3 3 $ : » 3 : 9 ¢ 8 9 ” » 3 & 9 : » : 3 9 3 5 : 9 3 3 : 5 : 5 5 9 . 8 : 8 9 : 5 5 9 » 3 . 8 9 . 3 5 9 . 8 3 : 9 3 3 5 5 3 0 8 9 . 3 3 3 . 5 g 8 I ffffurfi t o sunaaaac o .70 n . : 3 . 5 n a » 3 . 5 9 : 5 3 9 . . 5 5 9 9 . : % 9 : 3 8 9 . u q } . . . 9 8 8 9 . 8 3 9 . 8 8 3 5 » ! 3 9 . 3 : 3 9 3 8 5 9 . § 9 8 8 5 6 » 3 3 9 . 3 3 0 . 0 3 3 ° 9 . 5 9 : : ! 8 9 : 3 . 3 : 8 . 6 8 3 8 » 3 . 5 5 3 : « u 8 8 9 . ...-533'??? 0 3 £ 0 0 £ 5 ? 3 . 5 9 0 8 3 . 0 o . 5 8 9 0 3 0 8 . 0 3 3 3 . 3 . 5 » 3 . 3 “ . 3 . 3 » 8 . 5 m 5 3 9 0 3 . 3 . 5 3 . 0 % 9 8 : 9 9 3 3 . 0 » 3 3 9 : “ n o 8 5 : 9 5 . 6 9 » 8 8 9 . 2 9 9 9 . 3 3 9 9 . 8 5 8 9 . : 5 8 9 . : 3 5 9 » 1 3 . 8 « — . . . . g . 8 . 3 8 5 9 . » 8 8 9 . . 339 i . _ - _ _ - . . - - — “ W ‘ - . * " . ' w “ M m A . . _ . , _ T . . . 3 1 . 9 » ! 1 3 . 1 ” . 0 . m ” . u ” . I ” 0 . m 0 0 ! I J “ 2:" 3: m W . 0 2 . 4 m a : 4 m o - m c g ' c c t a s n I n a h t i w m « W " , g ” ” 0 0 . “ , 0 0 ‘ “ . O ! 6 . “ t ' c o e - t i t . 8 . 5 1 “ 5 2 . 4 3 3 3 5 5 . 4 3 1 1 6 0 . 0 3 1 . 8 0 8 8 . 0 « a 3 6 4 4 n m . o - n a m a m a m 1 . 4 “ y b M 1 2 . 1 u m . o o n u J o : p u o c - t u t nzé__ iifi IR! 3‘8! 3; 0 1 2 5 1 0 . 0 o s l a « ! 7 5 9 3 . 0 1 0 7 1 1 4 0 . . . n r e t n i 3%; 3%; ! m 9 1 3 1 . . ) s a . 7 0 . C , . . . m . 1 , ” 0 . m 0 0 “ . 0 . m u m m I n I . n u m : a n a c fi m fi t u n - n o n ) 9 0 2 3 0 6 : 3 3 0 0 . 1 ‘ 5 9 3 5 . 0 f o : t a ) 9 5 7 3 0 ( ” “ 0 i o ' . 1 “a .3“ at ccccc 3": gno 3.1»: as“ :89? PM kw éé fish: 2:: 33$»??? 23: 35.: .33 3b git; 4'5 ~ 3 [fly 3h0 Fig. 44 BRAZIL9 NORTHERN REGION - AGEIINCOME PROFILES - 1980 YEAR’S CF UNIVERSITY CCNFLETED . - Secondary Graduates h Years University 5 Years University ' 6 Years University “ i 5 J 0 8 - 9 % 1 ) 0 0 0 : 1 X S P C ( E fl C b I v m m . n m ' . V . » B . . 8 » . 8 » . 5 » + 8 + 8 % 3 ! J ( J . _ . . I ( o ( THE GUANABARA STUDY Table 56 compares the several professional populations and employed sub-samples from the State of Guanabara used in the study. In contrast to other areas, the aggregate em- ployed sample is substantially less than twenty-five percent of total population. This is due to the relatively large number of persons with secondary and university education who are retired or otherwise not actively employed in the labor market. The total number of records contained in the sample is 52,347 or 26.] percent of the population with secondary schooling or more, while the employed sample is only 36,253 or l8.l percent. The general level of wages for secondary and university graduates in Guanabara is considerably higher than in the other areas. This may make it possible for graduates to take more leisure or spend more time in non- market activities, particularly such groups as housewives. This possibility is supported by the fact that two of the Professional groups with the smallest representation in the Sub-samples, Philosophy and Pharmacy graduates, have large Proportions of females in the graduating classes. Table 57 contains the variable key and observation cell sizes. Total Sample.--Table 58 contains the regressions of log income using the total sample of university and secondary graduates. As with the North Region, approximately one-third 3hl rm :5 GUANABARA POPULATION AND SAMPLE COMPOSITION Cbnsus COde (1) Course (2) Total Employed rT4) as Per- Pap.b Sample cent of (3) (3) (4) (5) 50-54 PhilosOphy 7,247 1,240 17.1 60 flbdicine 10,195 2,358 23.1 61 Pharlacy 1,755' 317 18.1 62 Dantistry 4,348- ' 999 23.0 64 Engineering ' 9,174 2,191 23.8 67 Law 14,216 3,227 22.7 so Agronany 628 145 23.2 70 Economic and Political Sciences 2,674 654 24.5 “Other Courses" Architecture 1,424 Donestic Arts Pine Ar ts Statistics I Suinary° Physical Education 12 240 160 488 160 Military 11,440 Industrial Chemistry Sanitary Services Veterinary 800 592 561 “Other Courses" Total Grand Totals Secondary Graduates 15,877 66,114 134,733 3,866 14,998 21,255 24.3 22.7 15.8 “Not included in study. bBrazil, Pundacao 1868 - Instituto Brasileiro de Estatistica, Service .3 / lacionol de Recenseanento, Censo Denogrdfico de 1960. (Rio de Janeiro: 1967) °stun, Fundac'd'o 1808 - Instituto Bro-ileiro de Estatistica, Sorvlco I lacional de Recenseanento, VII Recensea-ento Geral do Brasil 1960, 25 Percent Sanple. ‘ Tim (u: I 94.}: “KMWRI oomooo ooMooo oaoooo OWoooo oohflflo uwwmmmut “unflmuflo nfififlflflzo mmmmmmflo mammflmflo K‘flMMMHO H000000000 oW00000000 UOMOOOOOOO oOOMOOLOOO 0one“00000 oCooofloooo ” m m : 1 ! r u n ' L ” I “ : " m I " a I N m i m i m l - M M - m l - « I m a n 5 a n « u q « a t f m - m m M m - n h n u m m r u m l oomfloo Rflufiflflio oOOOOOMOOO mooooo mmmmfluflo o000000moo oowmlt Rfimmwmflo oooooooomo ...... ”..mmm... MooMWoooou m...“..m.m.....u m . .1 mmmoom—om— n. eeemoe ummmmmfle -eoeem-emm ..., . a eeeeme ouauummt eeeeeeeom eeeoem Ln-nnMMR eeeeeeeom a n I ..zmmu mammwmwm .........m gamma. mmmwwmmmm..mmmmwmm. mmwmnm mmmmmmm“ mammmammmm isE...... 33%..”...2.2: " “ 2 ' A M . ' 4 ° I m l m n I [ w a s [ m a c I ! “ * m zuu. mi “P - es "mm sas m an “ ‘ t..; “a: as “‘3395'3 aaa n=3 3f" .‘-~a§‘ .95 5: a~annca~ ass 9*; 5.. "a: w as "mm m sea 553a “an finssa ass: *tw fa: 5: sa anestnaa nag nag "*ns'asa . say at: gg_ ~-35~aaa gsg .gag a! " an“ i"‘ 53- aasg '3“ "a: '3' at 53 ~°=='§e3 gas :35 an“ “twat an “E a“ ’ m ‘ I “ " s a . e s u “ 1 8 “ . I _ . I “3% “i3 ii 5’ "3“”? §§§ 693 E“ ’ we. I ‘5' 5 3:3 WM; %' 3‘: glass. lls" stag :3: 35 5 ":n'§s: 3:: gt; 5:- aasa '5! as "'Isast' . :81- l'! 5a“ an; "E‘ 3i '“8§3¢I8 58' ‘3! ‘8‘ mg m 3; "mm sag as: g“ 35155 =3: :2 "again an m . g“ s m as §§ “3mm gas m g: r - . _ - — fi m — fl . - - . . . . e e e e e e e e ,; e e e e e e o 7 3 ' e e e e e e e m - O ‘ 3 8 ‘ :::: :z: 33 ' ' «is-i m i iii - 3:33.03 :33}: :3 :::- ' if” £235 m 00000000 ” I o u ‘ : 5 ' u ‘ ” I “ I ” 8 9 3 ‘ 335 ii 3:: - m . ” I - “ 3 1 1 e :z: -;; iii Egg 5.09:? as: in 345 *3 H: i 53' a: §§§§§§§§ 5 §§§§§§§§§ ' fiéfififioE w §§§§§§§§§§ gigs:mm .i ’ 3% as; g azaigs 35 3 fig; +5 3 $§a§§ ' .. g 3" , *§E a £3332: §§§§§ 3 g 3 ' \ - . _ ~ 2'2 i $532; §§§§§§ 333' is mam A amma #5??? I rrrrrr. . 33333333 age-'2; JEN 1.: margin: 3333333m 33 * 2g 34.6 . ) 3 5 ‘ é l 1 . ( m m m c m . ” N I O C “ M M ) 0 9 4 - 9 1 a ( ! ” 1 . 0 . ] 3 0 . 5 9 1 1 C35 55 ‘aaastss £§§ . ékh 333 _ #333 ' 3%! 333 ~513— . . . . . . . . . . ) 2 § ( ‘ k iii . . . . . . 0 0 0 m m . . o O - Q I I n o N :2! ggg . . . 0 0 . m c - a n I SI . 3b 11 3’+7 ; ” a - u - a n o I ! I I - n u m m w t fl m fl fl d M ‘ ooooooo ' 33:33:33.9: I SfiE'fi‘SfiWi 353553“? oooooo ....... oooooo 000000 000000 oooooo ...... oooooo 000000 'rrrrrr. 33333333 flflflflflfl ...... “ENS 75’0“-»-. “.“‘“..V - 3’48 : 1 ‘ n a m w . u m . “ n M ) I X I i ‘ fi 1 . ( u m : n a ” . l l a C a n n a V ! 0 - 1 W ) ' 5 9 7 - i i v ( m o “ . ” 5 m 1 9 . 0 ” “ 0 . 4 9 9 9 2 . 4 m 3 . 0 » . M m 2 ‘ : ” fl “ y a m t I “ s a 5% "sin :3 m m s a w 1 2 3 7 1 fisaaszss 1 kw gig Maia ‘ o . ' . . . o o c - O M I “ “ 3 “ m u h C w ’ o o o o o o o o o Q Z E C z R : ” o t n u - l a m m a M . . . 0 0 0 0 0 0 . ) “ ’ 1 ' . . . . 0 . 0 0 m m 0 0 0 0 . . o . O “ ‘ 2 . . 0 0 . m ' I . o o c - o o c ’ 0 5 ‘ 3 ' 7 3 ‘ . . 3h9 6 ' - n u m m y t t m m d M ' g f m 5 i ) n u m ( flflflflflflfl 43333»: r3333333_ 55555555} 555 555355; 333335933: 5 gfifififififii!i 55 i: 35593!!! 53Ei§§ 3% k.‘ '~—-——" « 350 5 m . 5 5 _ ! o s 8 3 3 $ 9 . 8 9 a s a h L 8 5 9 . s i { ! . . . 5 : . . . 5 . n u r ! . 3 . 3 3 8 . $ . 8 8 9 . . 3 9 . 3 2 9 . 3 8 9 , . 3 6 . . . . . 5 . . . . . . - . 9 o - w e n . I 3 i . . . . . . . . . . “ . n a . : u n w _ g n o : n a 3 5 ‘ 35] n o I “ t n u o C v u m u o f o 8 5 m m m m ) % 3 0 . 1 0 - u o m . m u m J m u m . n a C . g A T ‘ . I n u r ? " l l a W : ’ 2 3 3535325555 amass: mam”: a '5 5 ‘5 i5555555525 33333.93”: 5;;;;;;; "was: 5255555 uwn 5' i;- 53": '— '— 352 ' 3 ‘ " . n i I g 0 0 0 0 0 0 : a - g i g 3 ‘ 9 0 3 £ 5 1 9 U u O P n o . A . » 3 . 3 : t a g 0 % 3 3 3 . 2 . 0 3 8 9 3 . 0 353 , ' — — m _ _ . — - — . _ - w - ,5: n a I 9 I - n o W 53E§§§ .rrm'rr ...... rrrfi3333 3333333333: 1 la"; §§35£§§33 i ...... ...... ...... afifiéifléa ...... ...... ...... ...... ...... ...... ...... ...... 5% 0 . 1 l - n u m ! “ . 1 9 . 0 6 , “ n a “ t a 351+ ) 4 / 0 - 2 0 I ( m U ' ” “ 9 - . m : u - u a u l . o h , _ 5 . » n a ! “ n a l i M w a l 3 8 6 8 . 1 . 0 m 1 2 1 1 2 0 . 0 - u n n I - 1 t - a l I t I — u a u l J t a “ . B E ) 0 8 4 5 0 ( ( M G m . O W o 5 2:55 5 553555 5;? g“ g; “‘5 535] .25 i .1255. m5 ‘9§i§!§5 5mg. 35% 35.89.3533 gsg :3: «55‘ s; : 3 3 2 2 2 2 3 & 555 53:3 E 5 55 a; 3355' 392214} ~ A o. o o “ - u h “ . n o “ ' 355 ' 55 3 555555 unanas 55555555 °as°aaan 55555 "flack . 0 5555 553. 95:: as" 5555.5 3.555 55.5 000000000000 55 55 s .a I 2 1 I I " s m o t ” 1 1 0 . 0 5 0 6 . ..... » 0 6 . ” m 0 m 0 5 5 355555 3“ 5 5 .3 555555 n a m .55 555 55553555 ~ - 35555555 5 , 5 5 - 535 555 53” g I. I g 5 535 . 555 .. 33 55 5.5 5 g 55, 55559355: 5' 595;. 255:: 55555555! 5 55555555 333333333!. 555555 34-33333? i 3; I 5 ’39 ram-r: w g 5 5 356 0 0 0 0 0 0 0 0 E . - 0 0 0 0 0 0 0 0 0 0 0 ‘ 0 E ‘ I . 5 9 . 3 . 3 . 5 . 5 5 1 1 V D a 3 ' 0 " ; B i P . 3 3 . o l - p u p « . 8 : 5 . . : 3 . 9 : w o - n u n o ' - 0 0 0 0 0 0 0 0 0 0 0 g o F 3 8 . 8 . 9 g O ” » 8 8 9 . . u . . 0 6 3 6 9 8 3 9 E F 8 . 8 9 8 5 5 . 3 5 ° 9 " 3 & 9 . . 3 8 9 - 5 3 9 . ' 9 w . V 4 l U . m - 3 8 . mmm 0000000 w a s 1 6 0 9 6 w a s 1 0 9 2 2 6 2 9 1 2 ( a s ! ‘ ....... s h a m - z 00°0000 m " : 1 3 9 ‘ “ “ n o “ ‘ 6 2 1 2 0 2 6 m m 1 5 0 9 2 Z fl ‘ fi W 0 Z Z O ‘ O m m u z ' u m W 5 ! “ £ 2 ! - - 0000000 00000000 i n . a c a n n o n A . a n : N “ 3 0 1 !a m ' 0 a . . ‘ 3 ’ ” a ” . 8 0 8 8 ! c m ’ 3 0 . : m m o m t a u - n u n : 0 8 m “ . 1 1 3 “ 0 ‘ 1 0 . ” . 8 - “ W A _ ‘ ° m- m g ( t o ! t e r m n a n 1 m ; W ‘ W w m ’ 5 m ; 0 a . . ’ 3 . ” o m ' M K a w o - 2 1 . 9 6 2 5 ” w r o - m : “ t u ' o - 9 2 m OoOOIoouoo 0 o o 00000000 M I T a m 3%: m» haysyn «Managua mflmqmammnmm 3 ‘ ! . I 5 1 } - - - ; - - 5 a n d . . . 5 . ‘ . i . . . . . . . . . . . I 3 g . 0 0 0 0 0 0 0 0 0 3 3 0 3 0 0 ‘ o o o o o o o o o v u a g l a l 0 0 0 0 0 0 0 0 0 0 0 0 0 0 fi 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 . . . . 0 . 0 . 0 . 0 . . . 3 ! 0 0 0 0 0 0 0 a n i o n . 3 0 3 3 - 3 i g a P a ‘ § “ I s 0 0 0 0 0 0 0 0 0 0 0 . 0 8 0 3 358 5 g 0 0 0 0 0 0 0 0 £ 3 3 W fl l i 0 0 0 0 0 0 0 0 ' 3 “ : “ H I B r a d - q u a 3 . 8 . 8 3 » $ 5 . . 2 8 6 R 5 6 . 3 5 . ? 8 8 0 . 0 a c : 3 0 ‘ 3 ° 0 0 ' a o o 8 § 0 0 g n o 3 S . . . 3 3 . 6 . 2 8 . ? . 3 9 . ? ~ 8 8 . . . a . “ . 3 8 6 a n o n - 3 8 5 . 3 a n . . . . 3 3 . . . 8 3 . . . 3 . 3 . . . w a s . . . R u i n S a t i n . a 8 . . . 8 8 » . . . - 2 3 " . ? D u “ . . . R 1 6 R i c a . 8 8 6 8 5 a . . . u o w n o é “ . 3 8 6 E R R i 6 . 5 8 0 6 R 3 1 9 3 8 o . . . S n 8 . o . i a . . . . . . . , . . . . - 2 . 3 . 3 . 8 » . . . . . . . . . « a c - fl u - . o n n g 0 0 0 0 0 0 0 g 0 . ! I 3 “ a 8 8 I n . 5 n R 8 . . . . . 8 3 3 ! 8 F . . . I n f i l l - . 0 1 . . . . - I 8 - - 3 n a . » u . . . 1 8 3 % . ? . . . . 3 8 2 3 3 - 3 . . . . . . . 8 3 3 8 3 8 - . 2 “ 0 9 : 2 . 3 9 5 ! a 0 0 0 0 0 0 g a b : “ a “ ; g l o b - 3 3 3 3 : g 0 0 0 0 0 0 ‘ 3 3 : “ : fl - 3 3 5 2 8 - 9 d i g O a l 0 0 0 0 0 0 0 0 g ' g H 0 0 0 0 0 0 0 0 8 t . . . . g 8 " v a l - 9 : 5 — 0 0 0 0 0 0 0 0 0 0 0 0 0 0 “ I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 m i t a 1 t . o h m - W u h - o a u b n ! . . A - . l fl M . N \ V 8 0 3 . 0 A O N m \ m 0 § a ‘ g o o o o o o o o o o « " 8 “ ! 3 . 3 3 3 . 5 3 3 » . ‘ a é 5 g 3 . 0 0 0 0 0 0 0 0 0 8 " . 0 1 " a ; m t h e : “ u n d o ; 0 ' c a n m i d - e a t u n - m a n 1 ° I m : ‘ 5 m ( w a s ) m o m M . 3 . « I n 5 . - M o n C m o . m o n o “ I I 1 . 5 5 “ ? 2 9 2 % ! M ' s 0 6 6 ‘ ? 9 9 2 9 0 - 0 9 m ( 2 ‘ 0 8 1 W ; 6 6 9 ' ! ! - 1 . 1 . 5 I u u o a b “ 0 ‘ 5 2 6 0 2 ! I‘ 6 2 ' a ‘ 3 ! n o : a C O I C 0 t o w a “ : ooooooooooooo ‘ 2 - ( I . M y ' 0 0 6 2 0 ' “ 1 0 ’ { 5 2 1 0 ’ oooooooooo oooooooooooooooooooo z u m ' M T ? “ 9 5 0 ' o - o - 0 1 6 “ ? o - m O000o - m o m o “ t o : o a m 0 W e K a i ‘ s a l t - m u 5 5 6 2 1 ‘ 0 - a n ? o . m o m 5 1 8 1 3 “ ? 2 1 . “ ? ’ o - m u ' o W ‘ o — M r o . L u r e m a t - o W ‘ O l o o m - 1 6 : 2 9 ! ' o m i r e 2 9 9 2 9 0 « a r e a u t o 0 u n c r o - « o w e W e 2 0 0 ! i « c o m - l L u ” 0 9 6 ' » a m : W “ o s o ‘ o s a w n : ( « 0 ' 0 1 . 9 1 2 9 0 M o m o r e ] ” C W 9 m n - 9 9 1 0 ' 0 “ 2 9 ' ? “ ‘ 0 - m 1 . 5 6 “ ? “ ! m a n t i l l « ' 2 ’ . ” Kma n ‘ 8 ‘ $ 2 8 9 ‘ 1 9 6 9mK 0 ‘ 5 “ £ 9 m s “ 5 “ l 2 ’ 8 L I !mmm “ 6 m u m s ” I “ 9 5:“m “WEE“.......m .- Em...........u asygaa mmmmms~e nammqmmmmm WW .r.a ' I} l' 'IIJI’" ' 360 " 1 1 W f o ! “ I C : g i ' g 2'. 2 ‘ . 2 5 . | 2222 222 22 a 222 222' 222 °°2 22.2.2 °°° . 2222 22 22 22 ? ‘2 222 2.? 222 2 2 2 2? 22 “e 22 2222222 222- 222- 22222 B " 22222 22 22222 22 22222 22; °°°° 2.2 °° 222222 2:22. °:°??.°: ’22: 22 22. 22 . a 222 2:? a :2 22 it .2”. 22. 2 2 222 .7? 22222222 22;: 222 222 ; E H i . ” I I ! “ 8 7 5 9 0 . m fl b m c ” . 0 ' m o « ! ” o S O M m . I ? ” I “ ! a I 3.? 1.232 222 22 22222222 222 222 222 2222 £22222.- 23.222222 2222 ii! ':‘I §,§2§32§ §2§ 2 2.2.22 22.2 222 ... 'i' 2222 22:2; 2: ii 5 2.? 222: 222 .2222 22, “a: ”a a” ’ ':§ 3:: 32.3.22 {PE 3 36] are university graduates. In general, the T22 values in all regressions are somewhat lower than the other states, how- ever, the relatively large sub-sample populations tend to increase the statistical significance of almost every vari- able used. The same anomaly between the earnings of three- and four-year university graduates exists as in the North Region and probably for similar reasons. A large portion of the four-year graduates enter Dentistry, Pharmacy, and teaching (Philosophy) which are the three most poorly paid professions studied. The six-year graduates are almost all doctors (2358 out of 2378 six-year graduates) who earn less than the five-year graduates (mostly engineers and lawyers). The maximum explained variance is forty percent when a re- gression on log income is performed using all classes of variables together. wniversity Graduates.--Table 59 contains the results Of the I‘egressions using the sample of All University Gradu- ates, Each class of variables is regressed on log income Separately. Then groups consisting of Age and Years Com- pleted, Age and Course Completed, and Age and Class of ACtiVitY are regressed. Finally, all variables are used in a single regression. The sum of the T22 values for each class Of variables computed separately totals .5l3 while the re- gression of all variables together produces an HZ of only .230' The considerable interaction thus demonstrated un- dOUbtedly resu lts from the classes of Sex and Head of Famil Y. Year S Cornpleted and Course Completed, and Children and Head ' 362‘ v ° 3 2 3 . . “ n e e b I I . v 1 0 : n a c m v u m u fl d m I ‘ 2223!!£;:.;;;;; Hill; £33 °§55§§§3s :. rarer: rrrfifififlfi * B§§§§3 3333333!!! ' « 363 A M o b a 0 . v s i n » . — m e l o n t 9 8 . . . I “ . . . V “ a 361+ Li-Hsiwlaiala I I I I I I ut‘ui‘uf'ul'ul"? 9 3 . 5 ; u P 8 & 9 3 . 0 1 8 9 3 . 0 1 » 8 . 5 3 5 9 . 3 « o 3 8 . n E is; 4 itéizé'alahinivi N U S . 0 . 3 8 . 0 “ 8 8 9 3 & 9 . . 3 3 . o 3 8 . 0 : I n o 1 I . . u . E N 1 . - . . . 5 < . - 5 1 . . . 8 . : 9 o n - n a n . 8 E . n a r . : 0 5 5 3 : ! 1 3 : . 8 : 5 . E E S - » . 3 3 . _ . M 9 _ : £ — E a fi a fi fi b § . k [ a E k — H E fi _ . g . fi o g y g o l u l—e—l ' 365 a o b n o E “ 0 0 0 0 : z i u Q ; “ . 9 . , : I I ' I I ‘ I I ‘ . . 5 7 5 - 8 8 . c w o v o m o t A . . . . . . . . . . C o u u o fi . . . . . . . . . w r m m h fl . . o o g ! 3 9 n o . a " . 8 . . . . 5 1 . . 5 . 5 . 3 . 9 l ; . E M - . . . I . ééél _366 ‘ ! n i W g fi m m 0 5 ” “ . u - n a o l 9} ll ...... Hall; 35:: 333nm": ....... ...... ...... ...... ....... ''''''' ...... 000000 * °§$5£§§§3 3 ““““““ ...... rrrrrx rrrfiaéafi . "“ M.-. .. ...; #"---~ ...—.1... ‘. _ 367 .: 33'" h n E - . n e h w 5 8 9 : 3 9 8 4 8 9 . 5 8 9 3 . 8 . 3 3 9 » 8 8 9 . . 3 9 . ° 3 8 9 : 8 0 9 « 5 9 . 3 . 8 . 5 ” 8 0 . $ 3 5 9 ; F ; n I " i kbbb' .3. 333 3 Q 5 . 5 N O { . 5 . 3 0 E s 1 s ! 3 . o n 3 9 I 8 5 9 g 9 " p u A 3 3 . « . . . . . . - . . . 33 I 5III! 339993;; r p d m w o o A 0 8 3 0 : I E P k 3 9 _ o m u m 0 . n 3 m 0 m . 9 0 A E H _ l ~Igl I $33 335 rss § 3 368 m a u G ““““““ ”‘ ........ Péfifififiiffli _ i‘ul‘uf'd'uf‘d' Irrfiflfififi ”aaaagaa °§§5£§§§§ g 00000000 ........ ........ ........ IIIIII ,v— -m— "v o ,. ...—... ._ _ ..., -mfimfi - . “Mi" a 0 - n u m “ t a “ y a m “ t I n n I ' J O - n o W 9 . . . 369 . . . . 5 3 6 £ 3 8 ' l fl i i . l . ‘ 5 ‘ 0 0 0 0 0 0 0 0 0 1 3 0 3 g 0 0 0 0 0 0 0 0 0 0 3 0 ’ ' 3 3 . . 1 . t o l - I f . . . . 0 . . - 5 ; “ a . “ 8 8 - 4 « 0 9 . 8 . : $ 8 6 . 3 8 6 3 . 3 . 0 8 6 . . . . . . . . 3 8 : 6 3 - 3 . " £ 3 8 5 . 9 3 . . . . . . . . . . . . 5 . 0 ” ! . . . . . . . . . . . . i l . u r 3 9 3 . 5 3 . . . . . . . . . . . . . I s a a c - . 3 . B l u d v g a 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a “ . . . . . . . . : 5 . - 0 0 0 0 0 0 0 0 0 0 t fl . . . t h e . . . . a 0 0 0 0 0 0 0 0 0 g g " 3 3 . 3 3 . 8 6 a n . ‘ a h i fi a c i d » 8 8 8 ' 8 5 5 . I 9 3 2 . . . g 3 . 3 l 8 0 . . . 3 3 5 1 8 . 9 . “ o n 0 0 0 0 0 0 0 0 “ i g l o r g 0 0 0 0 0 0 0 0 3 : . “ J a l l H - S I - g ‘ n u g i “ B a 0 0 0 0 0 0 0 0 0 0 0 1 3 0 “ ! 1 . 0 0 0 0 0 0 0 0 0 0 i 0 “ . H o o o o o o o o o o o i t “ g 0 0 0 0 0 0 g g l w a l I n n . . g l u t - £ 3 5 - } . E 0 0 0 0 0 0 g a g g l fl 3 ‘ 0 0 0 0 0 0 0 0 ‘ 3 0 . ” 0 0 0 0 0 0 0 0 0 3 I a n “ g 0 0 0 0 0 0 0 i 0 fl a i s u g i n s - 0 . 3 1 0 8 0 ? s 0 0 0 0 0 . 3 ? 0 3 ' % . 0 0 0 3 . 3 . 8 . 9 “ a n 3 3 . . . . g u s h - 3 - 5 a . . . . . . o t o g a - 8 - 3 m ” ’ 3 ‘ 3 8 . . t s a n o n : ‘ 3 . 0 . . . 0 0 s g o o « g o o o o o o o o o o o o i n t fi fi w $ h 5 0 ! U g o : 0 0 0 0 0 0 0 0 0 L i ’ g fl h t 370 “SI 5 0 1 . I 0 0 1 W 3! 5‘3 5'3 9 0 - n o W 0 0 0 0 1 . 0 6 y n n a M “ 0 '3 3 0 0 0 0 2 ' *3 D éisx "“ ' ~'¢ " 5‘3 5'3 “éases 0000000 000000 ......... geeasesé rfr33333;_i Pfififififirfiifill , igig§;.g3? ‘3’ ‘ 3$$$§$ rrrrrr “aasaaa3 ..-;i... oooooo ooooooo oooooo 000000 '355£§§35 3 0000000 000000 000000 “"" ........ ........ ......... OOOOOOOOOO I ; 371 ‘ ‘ . » % 5 2 0 . . . s a 0 3 . $ ! % 9 . . . e m 3 0 8 . 3 . 5 . 5 £ ; r o . . . . . . . . . . . . w o R . . . g . . . ! 5 . 3 o s a . ‘ 0 ‘ O W a H o N 3 3 3 » . . . r u o ‘ € r 0 0 0 0 0 0 0 g § O 8 3 0 0 g o D : 0 0 E 0 0 a 0 . 8 . 8 8 8 9 9 . . 8 8 9 0 : 8 9 . % 8 9 9 8 3 9 2 . 5 . “ M 0 . 9 3 0 . 5 : 5 S B . o o o ‘ s ‘ i o E . . . . ! . 8 3 2 » 3 2 £ . . . . . . . ! e w 8 3 u . u . . 3 3 9 g 3 3 9 9 . . . 8 8 9 3 p . . . . . - . g 8 3 3 . u % 4 5 . 5 . 8 8 . 9 » 3 8 9 ! 5 . 9 . . 8 8 9 8 . 5 9 3 5 8 8 8 . - t l a H - . 2 . 2 . - n o n . y n a 5 . 3 . 3 3 . v w 3 5 9 a 9 0 8 9 5 8 9 . 0 5 . . . . . . . . g u g u . % 3 g 8 . 8 9 3 . 5 9 . 8 8 9 8 8 5 . 8 5 . . . . . . . s i . 5 . - . t a A ° 3 8 9 » 3 9 . ! » 8 9 » 3 8 . 9 g u P F 3 l € 3 3 3 . . . . . . ! ! ! ' 8 8 3 0 . p u . ! ? a g u F 3 0 3 . 0 5 9 » 8 5 9 % 9 . . . a . . ; " 3 £ - n r u 3 ’ » 3 3 . v 3 8 - n u n o g o b “ 3 8 0 0 . “ 0 3 . ” n . i V 6 : » 3 . 3 . 2 3 - . . . . . . E I R « . 8 3 0 0 . % 0 0 g 0 0 0 0 0 0 . . . 5 5 0 0 . . l E . u é d w l : é . ' 372 . ? 1 ! 0 - 0 1 0 . o c o l M M Q W M ‘ I W ' O~ as“ n . g; . E 0 - n u m " ? f ”””””” 33333395?! Minis: rarer: rrrfiflfififi "aaa§§aa °asa£§a!¥ : ' IIIIII m“ 4.-'-s~ a: -- .... ”.“‘-...”; -... v _ E m g o d . - § g o o . 5 3 8 . 0 . 3 5 . 0 . i n n 3 . 8 . 4 . . . 8 8 6 g 2 3 . 0 . 3 9 8 . 0 i n t - fl 373 8 0 . 3 3 3 . ? . g « 3 8 . ? 3 . 3 . ? 3 8 6 R E . . 9 3 h R u t . . . 8 & 3 . 8 3 . ? . 8 8 . ? 8 4 8 6 0 " . 3 l 3 . 1 8 8 5 6 - 5 ! g 0 - 0 9 . 0 3 3 3 0 . . ” A O O O O O O v 8 8 . . .g . i g h t - J a m n t ! g e . 3 8 . . . . 3 5 . . . . l l l ‘ l l n l ‘ l l O T o n c e 0 . 8 8 6 371+ u s . 8 . . . : : 3 3 S k i . . . ” . 3 9 . 3 : 8 8 ! 6 : 5 : 3 3 ? 3 8 6 8 8 . . . ? 8 3 6 . 8 4 8 6 a s . . . . 8 3 6 1 . 8 8 6 3 : 6 6 . 2 . 5 6 . 5 8 6 3 . 8 5 6 . 8 . . 3 8 6 E 6 . 8 8 6 . 5 . 4 6 8 6 . : 6 3 3 . 9 . 3 8 6 E 6 . 8 8 6 . . 5 3 6 5 . . . » £ 3 3 4 . . 3 8 6 £ 5 6 . 3 6 8 6 . . 8 3 6 . 5 6 . . . 8 5 3 . ? 3 8 6 6 3 3 6 . 9 . 8 6 . . . 8 3 6 5 . : 6 8 6 . 8 3 . 8 1 : 3 2 6 a t } . 8 9 6 9 8 6 6 . 8 2 6 £ 3 6 . 8 3 6 R a i n £ 3 6 “ 8 8 6 8 - 3 6 1 3 : 6 . 8 3 6 3 . 8 6 9 6 5 6 6 : 2 6 . 2 2 6 6 8 8 6 3 8 6 8 6 8 6 . 8 6 6 9 . : 8 6 . 2 6 8 : 6 8 8 3 3 8 6 . 8 3 6 E 6 £ 3 6 . 8 9 6 8 6 . 6 3 . 9 6 1 3 . 6 . 5 . . . $ 8 8 3 8 6 . 8 3 9 3 £ 3 8 3 a a 8 8 i n 3 . : h u m a : . 3 . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . o . . 6 . . . . . . . . . . . . . . . . 1 1 . 3 . 8 . . . . - . . r f . 1 - 3 . . : - - 3 - . 2 - . 1 - 3 3 . 8 8 3 s o . “ 6 3 . 8 8 1 3 3 3 . 3 4 a n d 3 : 3 . « 6 . 8 8 6 3 6 5 3 . S k a . . — 8 . . . " . 8 8 6 8 1 3 8 5 . 1 1 . . . : 8 & 3 : . . . . . 8 3 6 i . . . - . . . . . . . . . . I I } . 1 . I i i ! a o ‘ u . . . . . . . . . . . . . . . . . . . . . . . . . . . . c c c c c c c c c i t " g o fl u . . . . . . . . . E l i - 8 . 2 - 0 0 0 0 0 0 0 0 0 £ 0 ? « 3 8 6 . . 3 8 6 . 8 8 6 . 5 8 6 8 9 6 . 6 3 6 6 8 1 8 1 . 3 3 g a . . . . . . E l l e - I I . . . . . . . . . 3 . 3 5 8 6 3 m g $ 6 0 1 8 6 . 8 8 6 5 5 6 5 8 6 3 . 8 . 6 . $ 5 . » . . . 8 8 6 6 9 9 6 E 6 8 3 6 8 . 3 6 E 6 " : 8 6 5 : 6 8 . 8 6 . 3 9 6 £ 8 6 E 6 3 8 a n # 3 « 2 . 3 6 8 0 S n a t _ . o fl u 3 a . 3 3 6 5 8 6 6 9 . 6 8 3 3 6 3 6 8 6 Q . ' - . 6 . . 0 8 o o o o o o o o o o o 0 ‘ ! g . . . . . . . . . . . 1 " u 0 3 0 . 3 ' 1 . g 0 0 . 3 3 L . - . 3 . . 8 . 3 3 o C . " n fl " . . . c u m - 6 » . 3 . ' I . a 3 I I - 5 c a n o e - 0 0 . 5 0 - 0 0 ' ; a l l : U l l a - a l - g . . - ‘ 3 . 3 8 3 : 8 5 . . . . 8 i 6 . i n “ s o : g o : 2 2 : . R . R 8 8 6 6 R 5 6 6 - . 8 8 6 « 3 8 6 5 : 6 8 3 6 8 . 3 6 . . « : 3 6 . . 8 0 6 « R 8 6 6 “ a n E “ a n 3 ' 3 0 ” E . 8 6 : « ~ 8 3 . 3 : 8 6 8 8 6 6 . 1 8 8 6 . « 8 9 6 H a 3 d : K R s . 0 0 0 0 0 0 0 0 0 0 i n . . . . . . . . . . 3 | : . . . . . . . . . . . i i . . . . . . . . . . 8 | : O c . o r I n - . 2 : 0 0 0 0 0 0 0 0 0 0 i " ' r 0 0 0 0 0 0 0 0 0 0 i ” U r . 375 7 , . _ . p — - “ 6 h . ” ’ _ 6 “ ( . S h é ' u ' ) = m 3 : ' n 5 . . . , ( L t / 5 1 « 0 u s w - m . A . ‘ : z z m ’ “ ( 2 . ? ) m ? ! . , . , ...1. 376 rrrrrr ...... i 3 o 3 5 . 8 9 8 9 “ 8 3 9 . » 3 3 9 1 . 5 2 3 } 9 . o n 3 6 8 9 . 3 5 9 6 3 8 . 6 % 6 8 . 6 . 8 3 . 6 8 5 9 6 5 : 9 “ 8 3 9 6 3 . $ 6 . 3 8 9 » . . 5 9 8 8 5 . 9 3 . $ . . 3 8 9 8 3 ~ « 9 8 : 9 w o h S 8 3 5 L 8 4 8 9 . 3 9 : % 9 . p u . 3 3 9 9 g . o » 8 6 8 € » 3 9 . 3 1 ? 3 9 9 L g a r b » 8 6 9 . rrrfiafiflfi .??§??$? . . . . . . . . . . o o o o o : 8 8 . 6 g 0 0 3 . o : 3 3 9 . g P 6 8 . 0 0 % 9 . 5 . 8 . 0 2 . 0 0 g 9 3 5 9 . g P 0 9 3 9 . 3 5 9 . 3 8 . 6 6 3 9 8 6 8 9 % 5 9 ¢ 8 5 . 0 8 . 5 9 . 5 : . 3 3 . » . 2 8 9 . 3 8 9 3 3 6 9 o o . . . 8 8 9 3 0 3 9 . B 5 r D t, ". ; 8 ‘ 5 ” » 3 8 A g g E i 5 z z 23 53° m 3 8 9 m 9 5 9 ! 3 . 0 3 . 0 . . . a . . . . . . ! t i 3 . 0 “ i : n o 3 . 0 8 5 . 0 3 : g g i . g o o o o o o o o o o o ! o t 0 0 0 . 0 0 0 0 0 0 0 0 : 0 £ 377 5 9 . 8 3 0 9 0 8 3 9 0 0 0 0 9 3 0 8 9 M 0 0 . 3 0 5 0 . 0 0 0 0 5 . 0 5 . 3 9 0 0 8 9 8 0 8 9 5 0 0 . 0 9 8 0 8 . 0 0 0 0 8 9 0 3 8 . 0 8 8 0 . 0 8 0 . 3 0 8 8 . 0 3 5 . 0 9 8 8 . 0 3 0 . 0 a 0 8 9 3 0 8 9 » 3 8 9 . 0 0 0 0 0 9 8 8 0 9 0 3 0 N “ » o g . 0 . $ 3 9 3 0 3 . 0 , 8 . 0 0 5 2 0 . 0 0 9 8 9 . 8 8 0 9 5 5 0 9 . 3 3 0 9 . 0 0 5 0 . 0 : n o o B 5 Q 0 ” I 3 3 0 9 0 3 # 3 3 0 . 0 1 0 5 3 . 0 3 0 . 0 3 8 0 0 0 9 ; 9 . 3 0 3 9 . 0 . 0 . 3 9 o h w “ s a . 0 ; 8 . 0 5 0 0 . 0 % 9 8 0 3 . 0 0 0 0 3 . 0 ! . 3 . 3 . 0 0 6 0 3 0 8 3 . 0 : . 3 . 5 3 . 0 0 0 0 0 5 . 3 2 . 0 3 8 . 0 3 £ 3 . 0 : . . . 5 I I I I ; k l E ‘ l 3 . v 0 5 8 9 3 5 9 8 0 8 9 0 0 3 0 9 3 0 0 0 9 i m 0 0 8 9 . - 0 0 8 9 . 3 0 8 9 . 0 3 8 9 . g labial: 0 ' 3 0 0 . 0 . 8 0 9 . 0 3 8 . 0 3 0 U i g 9 % 9 0 ‘ 5 0 0 0 0 591145 0 9 8 9 . 3 H 9 8 8 . 0 g g : 9 3 £ » 0 0 0 0 8 3 3 0 9 0 8 8 9 0 0 3 0 . 0 3 . 3 0 . 0 0 8 9 . 0 0 0 0 . 9 0 0 0 0 0 9 3 0 0 0 8 . 3 0 8 . 0 3 0 5 . 0 5 0 . 9 8 . 0 8 9 8 0 0 . 0 9 5 0 3 9 - “ 4 0 0 . 8 0 3 0 0 0 0 3 . ” 0 0 0 3 . 0 3 . 3 . 5 . 0 0 8 9 . 5 3 0 . 3 . 1 . 0 0 0 3 0 2 9 . 5 8 . 0 8 3 9 . 3 8 0 9 . 9 . 0 ” " 0 0 8 . 0 8 3 0 9 8 5 9 0 0 0 . 3 9 0 3 8 9 . 3 5 . 0 . 0 0 3 8 9 . 0 5 8 9 - . 0 8 8 . 0 $ 0 8 9 $ 0 3 9 3 . 0 3 . 0 . 0 8 . 9 0 0 5 u n a " a ' 9 . a . n o - 0 0 . a % 0 0 2 g v o e l 3 8 0 0 - " 0 3 0 4 3 0 U i I g o D 3 0 5 . 0 0 5 8 9 . 0 . 3 8 . 0 8 0 8 9 n . . : 0 0 ‘ 5 0 . 0 0 $ 0 . 9 3 . 0 0 0 . 3 0 9 8 0 3 9 . : 8 0 0 9 . 0 3 8 9 . 8 0 8 . 0 3 9 9 : . . . 5 8 . 5 b m o w . . . N i . g Main v o o w N . 3 0 5 . 0 0 0 0 8 0 0 9 8 3 0 9 . A ' 1 ‘ . O K I ’ . ' I ‘ I I I ‘ I I I I I ' A ! l l ’ I 343a ékbébééah 99H 22qu 378 of Farnily. This probable interaction should be remembered when eavaluating the HQ values that follow. Class of Activity expleairws only 4.6 percent of income variance which is in the same l<3w range as the other areas studied. Neither Course Completed nor Years Completed explains large amounts of vari- ance--7.3 and 4.6 percent respectively. Course Completed isrnc>re.important than Years Completed but the interaction of tkuese two variable classes must be remembered. Age alone expleairws 8.8 percent of variance; Sex, 8.6 percent with Femaleas representing only eleven percent of the sample; Heads of Féan1ily, nine percent; Religion, .4 of one percent with Romarw (:atholics making up eighty percent of the sample; Race, .5 of one percent with ninety-seven percent of the samplee reported as "White"; Children, five percent; Position in Occnupation only l.3 percent; Migration History, .7 of one Percerwt; and Environment, .2 of one percent. The E value for a] l regressions shows significance well over the ninety- ”ine Percent level. TWWe geometric means of incomes received by graduates of the: curricula studied rank as follows: 1 2. 3. 4. 5. Engineering Law Economics Other Medicine 6. 7. 8. 9. Agronomy Dentistry Pharmacy Philosophy The dif‘Ference between Pharmacy and Philosophy is not signif- icant. Incomes of Females average less than one-half those Of M31633 as do incomes of those who are non-Heads of Family wh e" Cywees who in turn earn more than Public Employees. Per- sons fmaving migrated from an urban area have incomes higher than ‘tlwose without a migration history, and migrants from a rural earea show significantly lower incomes than either of the crtfwer two groups. The ranking of incomes by current envircnwment is Urban, Suburban, and Rural. In Guanabara, howevear, the rural group consists of only l9 persons. TWwe age-income profile for All University Graduates, FIQUVEB #5, reflects the considerably higher money incomes that PrWevailed in Guanabara compared to the other areas studieci, Detailed comparisons of the profiles between re- gions Eire contained in Chapter IV. -AJ‘L_SecondaryGraduates.--Table 60 contains the regres- Sions fibr the sample of All Secondary Graduates. As with the 0th 0 C O 0 er areas, Age explains more than twice as much Income vari- an . . . ce a55 WIth the unuversuty graduates. Amon the emPIOYed C u t l x v l n t m u d n C C C r I . . . . . . r l x i . 1 : . L . i r i l i r ‘ : 380 GUANABARA - AGE/INCOME PROFILES - 1960 All Univ. and All Second. Graduates x - All University Graduates - - Secondary Graduates 80‘ 75. 70 65 v 60" 55‘ WT LLS‘ LLO‘ V 35' 25‘ 0 6 - 9 5 9 1 ) 0 0 0 , 1 x g r O ( e m o c n I y l h t n o M 15' 10‘ 20‘ Io 2b 30 ho éo 6b ‘70 0 ' ! 3 0 ‘ ! n a n I . M a m : ( 9 5 ' I " “ 2 : a m 0 a 0 ” 3 5 ' 0 - “ ” 9 9 1 6 ' ! c a n m m ' o - W e ma n a n " : 3 ” [ “ 1 0 ‘ 0 W m ” z o o - o . W 0 C O R ? m o r e w e o “ ‘ 0 0 3 m : . v a n - m a m D m m u m m . m ” M M ? " .mm r F " a. ' m. Tl!" t 0 ' M m« 0 " 3 : 3 unwauMne m 9 5 2 0 0 ” « i n ” W I u m : “ i t ? “ a n ? a s ' o 9 5 9 9 2 1 ! “ t w o ” I Q . c a s e “ t o m y m : a n o n ....... assay... Humans: flhsmqmawmmmm .2.W 382 . e h “ n a - u m W M “ l o j ; t n u h d m ) “ 5 . 7 7 I ' ( ! 1 0 1 1 . 0 ” 0 7 7 . 0 “ m m l 33! 3; "mm .ssgl‘sa'é £3“ m .1. 332% . . 1 “ m ‘ O o o o o C M “ . . 0 . 0 . 0 0 . . . . . . 0 m W m ........ “ e W m . 0 m . . . . 0 o o W “ h - O O W W . . . . . . . . - I - k l u h . 2 0 0 0 0 0 0 . 0 - I I ~ M . - ” I {ii 339}! .235 35393933 rim van ‘ . . . O . . . . 0 0 . . . . . . . . . ' O . . iii? 393.33% m c - u a u l 383 z 5:; *3 2:"! 3 3'3 3'3 3 3 . ll < — — M ‘ 4 ‘ 33 'g' ' 5! g 15'; ., i3 . s jg 3 is 5: in“ dddddd rrrrrr' ........ s °°°°°°°° ‘ mama 15m ‘rrrfflflfii , . ._ ........ ........ ........ ........ IIIIII ~ s————-- 55:2 E i . 8 ‘ a 3 g2 ~ 5.3 = - \ . 0 ' 6 m a - " w n fi fi ‘ m W W O M I ‘ 381+ l R ‘ . . 3 1 ‘ m 5 4 m o n a m « m 4 “ . . 0 ” . 5 m . t I - n n a m ( “ n u m d M . u M n a t l u M 2 2 ” “ . . . ) ’ 5 ‘ “ e w m . “ . 1 5 1 I ' ” 0 . ) 3 3 1 5 8 0 0 ” 5 0 0 . 0 ” ! 3 1 5 0 , 1 . 0 _ l '33! gg "mm, m as: mg Em l as; :3: as is; . . gas ‘ .2. ml 33"}! . n m u t u a . . . . . . ( . a ii 2mg: 2:; éilglé ékbhbkéL-l ' 385 :g E E i % 3 _,_._ m. ,EW, 3 ........ .: l a ll; Eli??? w llllllslilt urn": .ra-ri‘i‘??? 33.33.3835.” ‘ --”M --w——~ 386 m , — m u m ” 9 . 4 3 5 5 5 0 . 0 m u m M m 0 . 0 . 1 5 5 9 . 2 m m ” . ! 1 “ . 3 1 - m a ( ! ! ! ) . 4 m m o — , m - ) . 9 l O I O : C m o , “ 5 - 3 1 n a m « - u t n u - m u h n - h c n u h ' . . . a In.“ its: §§§ 52% §§§ mi 2%! i'eaatga gin? sag; iii? ? 5;; 33% ska 3E $5 555 E&§_ E9“ #33} _' 5 . W , ‘ , - . _ . 387 8 0 3 - c a m l “ e l p u o C 7 : 1 - m u C t a " n I ' 1 n - n u m iguana: , rarer: ' ...... maria??? 3333333191 afifii‘léifia' ...... ...... 0000000 ....... ...... ...... ...... ...... a ‘ a u n a r u p m m m n a 0 6 M u l . . ” “ 1 388 3 5 ~ 5 8 F . 3 8 9 8 . 8 9 3 5 5 . 8 5 9 E H i 3 3 0 P g t m “ g d r a h c . A . . . . . . . . ' 5 1 ‘ 1 “ 5 fi : . . . a .3 3 +3 3:: 5:2 s: 3 i .3 i 9 ‘ m ' w w h fi w . 389 W l i it 3"“- 5 i 33 3 i5 5 i i! i sf: is} 3558* 1 i5 I l; 3E§3§§§3 .p' SEE!!! ...... Mm; messiah;- H”. l‘ . llllliIi! 3 ’£;;;;;;; i? ___——- 5 ........ ; :53... 1 \ ' ‘ ...- m--—' ...—W . - ..., M"" -—- . 390 p _ ” 1 . 1 1 3 8 . 1 1 5 1 . 1 2 . 5 1 3 0 . 6 6 5 0 3 . 0 4 5%; 5.9. 35;: 55‘ ) 6 , 8 5 / 0 4 ( . , “ 9 0 , ” . 0 ! ! ! “ . 1 1 1 - c n u h 53:5~ 5 - c a n u l 9139. an: ) 3 7 3 4 . 0 0 1 0 0 6 0 . 0 ! 5 3 2 2 - 5 9 1 : » : 1 . 0 L 3 - h c “ n a m t a m ' In; 55:. 55 “555555 555 555 55* mill 5:; g 55 55555555 55.5 555 5.55 1.53. m 55 55555 :5 5%. 5 :: i :15 5:: 5555 555 -:: ::: z: ' 391 2; 25 i5 55. 555 533 5:5 52 _ 5325 55 3555 355 2253535 55355 a ( m p a ' m n n a w m m 3 - s s a m 3 : 3 9 - n a m 2353355. . 55555555 333 » 5 5 s W“ 55 5 32 is: i5 1553* 5'3 I I; 3 ,3, i :55: M 3555552 3 °°°°°°° :°- 5; remarrd rrrfiflfififi Pfififlfififilfi! 55535353 2:2: P? ...._.....——— .‘L._._..~. - 392 ' 9 5 9 8 7 ’ 2 ( : ” 1 1 . 0 “ . n i : : 4 2 : w e n e m fl ' fl H , ) I 7 . 2 0 0 a ( m e ' 7 1 M : ” 0 . 0 33 11‘ 35 33 if 333 ‘3? 33‘ “§§3i§§ 533 3.?- . 2.2 3 55’ 555' L535: ' 535 3535's 353233 5.5 5:5 2 '35! q 83! SE 5i? 35353 393 5.5525 .5 I ' i: 2222 52325 3.5 3 52 2222- 2522 222 3333 w 3333333 22 . 5222 553:5 2232552. 533 ' ' 25222223 33.22222.322: :22 ’2‘? 22 55332 3333 333 22 2 2- 3 ‘ 23 22 5:. ' 0 6 M m e m 322 52 3 33333333 35 1225* 3333333 3333 333 ----- .2: s: 2:; :5 22.3223 @222 25535522 rrrfififififi 32.. 3 5 °°°°°°°° ° 555359555: I 3 :22222 5555»: 3912 2 " u r s a w 5 . 3 w a n g 3 8 2 9 . d r a L “ 8 8 3 0 a t t u o k a e P 5 9 . : » ? 1 3 3 . 6 s b a r A » 3 8 9 . r i a H g r p u D . . . . . . . . . . . . . . . . . . . . . .333 » n u B : 0 8 8 3 s . g u n — n r o w ; I H 5 0 : 9 ‘ 5 5 3 . 0 d fi o O ! “ n o 5 5 . 0 V g n n n n n n n n . H E E I 55 s 3353333- . . . . . . . 5 5 “ . 3 . 8 . 0 ? » x a I g n I — h s o m g u m : 5 . 5 . 8 3 9 . » 3 8 9 “ 3 5 . 8 . . 5 3 5 — . 8 8 9 E 5 3 . $ 3 8 ° 9 3 9 . . : 8 . 6 % 8 . 9 ! h R . l a u r u . 8 8 9 » 3 . 8 . 5 . 2 5 : 6 8 5 2 9 ; . 8 ! u l F % 9 8 9 5 9 . 6 3 8 9 . 9 3 3 9 E ” 5 . v n i l s u m i i I ! 3 3 : 3 - : g n E . » . . 3 0 . 5 3 8 . $ 3 8 : 9 I - u n g E Y n g i n b h m m o N 0 3 . 0 g u r D " _ V 4 0 . P P ~ A . “ B P ; . 5 _ _ m m o g 5 . . . . . . . . . . . I - y n a l l I . 9.335 o 5 E u u 5 : n a - 3 9 3 l a e P 2 ? r u o F 5 . 5 : t I : » . 5 3 3 0 9 § . u 5 8 3 9 » 5 5 9 3 3 ° 9 e g a P : . “ 8 9 n h g u a V 3 0 8 9 3 9 ‘ 9 : 0 2 8 F 3 355 ~ . . . . . . . fl o F - n “ . 5 - I E 8 3 2 - . . . . . , . . . . . . . . . . . . . . . . n I 33 . 6 1 . 5 5 8 5 . « ! r u o F % 4 8 9 e s u a P 3 3 ° 9 - B E [ I u . . . . . . . . . ! 3 8 3 . 1 o w 3 . - . 8 . 8 5 3 5 . 3 2 8 : 9 E R { . a 3 8 55 e d a F 5 . 6 . . . 8 5 . 6 . 8 . 6 5 3 . « a v l a t F — . 3 8 . . . . . . . . . . . E - 395 secondary graduates with some university training (drop-outs), almost no variance is explained by the additional schooling (fi2 = .00028). Sex has about the same influence as in the university group (fi2 = .085) and Head of Family is of greater importance (fi2 = .l67 versus .09h among college graduates). Race and Religion explain about one percent each but almost ninety-five percent of the sample is reported as White. Having children versus not having children explains nearly ten percent of variance compared with only five per- cent in the university sample. In each of the other regions, Class of Activity explains two to three times the income variance in the secondary samples as it does in the univer- sity graduate samples. This is not the case in Guanabara. The ii 2 of the Class of Activity regression for secondary graduates is only .057 compared with .046 for the university group. This suggests that the market for skills produced by secondary education is more uniform and, hence, probably more competitive between industries than is the case in other areas. The fact that the size of the labor market in Guana- bara is comparatively large would also contribute to this phenomenon. Position in Occupation accounts for about six percent of variance compared to one percent for college gradu- ates. Migration history and current environment explain very little total variance with fiz values of .0l6 and .003 respectively. The variance explained by all variables regressed to- gether is greater than that explained by the same variables 396 in the university graduates sample. The difference, however, is smaller than is the case in the other areas studied. The age-income profile for this group, Figure 45, shows the expected level and shape when compared to univer- sity graduates in the same state. The rate of income increase of the younger groups is substantially less than that of the college graduates as is the rate of decrease after age sixty. Philosophy Graduates.--Among graduates in Philosophy, Table 6l shows that those completing a four-year university course earn slightly more than those completing three years. Sex and Head of Family variables have almost identical ef- fects on income with Males and Heads of Family showing considerably higher incomes than their counterparts. Prot- estants earn more than Jews, and both groups earn more than Roman Catholics or persons with “Other Religions.” Whites earn significantly more than mulattoes or Blacks, and those with children have higher incomes than those without. With the exception of one graduate in the agricultural field, there are no significant differences in income in different Classes of Activity. However, Private Employees have in- comes lower than Public Employees or Employers. Incomes of persons having migrated from an urban area are greater than those of persons without a migration history or having migrated from a rural area, and urban dwellers earn more than suburban residents. An interview with the head of the teachers' syndicate yielded government wage figures for teachers during 397 22 55- 25 32-; 52' .. 22 133 § 2 4 32 23 .22 i2 :2 222222= can”: . A. 22 #8 §§§°2%? 222 2:2 2223222 ' " 88 222222 2222222 3 ' ‘ g 2 2 52.» 32! ~ 5'2 ' 222 . 2222222 5 222 222 "" 2223222 i2------ g2 ' :22; . 22;}; i2252:: . :3 ’ 35; 222.2222 222 “'2 2223222 535222225: 3: 005300 033533" cg ooooooo 0 £‘ 2:23:53: rtrrrr n , . . , A > . c , .. . -'—» ---- - - .. . .. —....-- «.....- -- .. 3 . , ‘ ' ' . ... -n—»v’-1->~--—‘~'o~p—.M“ -~ «up - ”W.'m .Wmm—M-H" ‘W . _-I “‘fl . I g "323 2'2 322 l 5. .. _ I I I . I . . . - 2 ] . ! » 3 . 1 0 ? I 398 _ _ . . . H . . . H . , . x x , 1 p a l - . . . . . - . E . ‘ 3 0 ‘ : 3 . . . . . . 1 3 . 4 . 9 8 . . . g i g . . . . 6 3 . . . o n ’ . . . . . . . . . . . . . - 3 . . . » . . . . . . . . . . . . 3 O 3 . 2 . l u a u . - - . ‘ i . 8 8 . . : 8 . . . 8 5 . . a n . . . a s . . . « 8 . 2 I n . . . : 8 . . . 9 ! . . . 8 a . . . 8 . . . . « I . . . a . . . » 8 3 . 6 . 1 . 8 . . . 8 8 . 1 . 8 8 . . . 3 9 . . g . » i 8 I . 3 . . . . . . . . . 3 8 . . . . . . . a . . . . . . . . . . . . . . . . . . . . I n . . . . . a n 0 . 8 - 3 . i . . . . . . . . 3 I 0 a n . s o . “ . 5 8 . . a . ” a . . . « 3 . ! « 8 8 . . 8 3 . . . a t . ” 8 . 4 . . . . : 8 . . . 3 3 . . . 5 . . . 8 . . . . . 3 6 4 8 3 . . . 8 . 8 . » R R . . . R 8 6 8 8 7 0 R 8 9 6 ” 3 8 . 0 £ 6 3 3 . a c t 2 « 3 . . . . g m . . . 3 . 8 . . . g e n g 8 n . . . R 3 . . . . 8 . 5 a . . 3 8 8 3 . . . . S i m . » 3 . 8 3 . 8 . 8 2 . . 8 8 . . . 8 3 . ? g e m i n a . . . £ 2 3 . . 3 . 3 . 1 3 . 8 . . . . . . . . . . . . . . t fl . . 3 ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 . . . . . . . . . . . — 3 . 2 . . . . . . . . . . . . . . . . . . . . . . . . . . o o o o o o o o p l a n - . 2 3 3 - 3 0 0 0 0 0 0 0 0 g . - I 3 6 . . . a 3 . . . - - o n . u p ; u 3 N 5 | . . . 5 a u n k I g . . 8 . . o . . \ i t . . . . 8 8 . . a t . . . . 3 3 . . 5 . 1 . 3 . . . . R . . . » , a n . . . . 9 8 8 : i s » £ 8 6 . . E 1 9 8 8 9 0 - E B . . . a n d . . . 3 . 8 5 n . 9 8 . . a s . 9 . 5 . . . 9 8 . . . R 3 . . . S g g u a . § § o a 1 o - . 2 3 . . . . i a a R - a . L . . . . . 8 3 . . . . . . " 8 . . . . . . . . . - 8 8 . . . . . . I . . 8 ] . . . - n a . I n o . o . u . o . a . I 3 . 8 u 9 n I 3 8 8 . . . . 8 1 3 u i n . . . . . . 8 . 3 3 . 8 - 3 . 1 . 3 . . . . . . 3 3 . 3 . . I . . . » : 3 3 . 8 a . . . 8 . . . . . . . 8 8 . . - a s . . . k m . . . » 3 . 8 . » . 9 8 3 : . 1 8 8 . 3 . 6 . 3 8 6 3 8 6 5 8 3 . 9 3 8 0 6 . O n a n u . . . . . . . 8 5 ' . 8 2 . . . c 3 . o o 1 l o . I U g . . 9 n . . . . . . 8 3 . . . 3 5 . . . - 2 . . . “ « p l - . 5 3 - 3 0 ‘ “ g o " . - 3 6 a g o ? a a d o o . . . R a n — 0 ° a . . . 4 3 3 . ? R u n . . . . 8 3 . . . R 8 . . - . 8 8 . . E d h 3 4 0 . 0 3 3 5 P ! o o o o o . o . . 3 5 o - 0 ” I 8 5 . . . . . . . . « c l - 8 k . . . . . . . . . . . . o g I f . . . n “ 8 4 3 . . . . . . . 3 % . ? ! E o b n . 3 . . . 2 5 8 4 8 3 . . 8 3 . 6 . 3 8 . . . 8 . . . . . . 3 0 0 s a i d o a . . . . . . . . . . . . I . I . . . . R u . . . . . . . . . . . a l l o fi n a o o o o o o o o o o o o o o “ I . 3 . . . . . . . 3 . 1 . 1 . 3 3 . . . . . 3 . 3 . I . . I I ' . . - I ‘ l i l ‘ l l ' . . - . 1 ¢ - . E 0 . 1 . } . . . 5 . m o g ‘ g o z . 9 . . , . a q w 1 \ l fi fl § v g o o . . “ a n " O ‘ s v 3 “ 0 0 0 0 0 0 0 0 0 0 “ ” 3 “ . “ . 399 GUANABARA - AGE/INCOME PROFILES - 1960 801 U ‘ Graduates of PhiloSOphy 70“ x - Graduates of Ph11050phy . - Secondary Graduates 60" 55* 1 50“ 1.5-- 30" ZS‘P 0 6 - 9 5 9 1 ) 0 0 0 , 1 x fi r C ( e m o c n I y l h t n o M 20“’ 15‘ 10” O ) U " 0 - " : 1 0 : O . . . L d N - » d 8 \ O 0 70 400 thel9S9-6O period which substantiated the level of earnings reflected in the age-income profile (Figure 1+6).I Medicine.--Table 62 contains the regressions on log income using the sample of graduates in Medicine. Females, non-Heads of Family, and those without children have sig- nificantly lower incomes than their counterparts. "Other Religions” lead Roman Catholics who, in turn, lead Jews in earnings. Protestant earnings are not significantly dif- ferent from those of Roman Catholics. White incomes are higher than those of mulattoes but only slightly more than Blacks. No significant differences in earnings exist between different Classes of Activity. Employers or persons Self- Employed have higher incomes than Public or Private Em- ployees. Neither migration history nor current environment produces significant income differences. The age-income profile of graduates of Medicine, (Fig- ure 47) is substantially different from those of other areas. In addition to being higher, the retirement age is consid- erably greater than in any of the other regions. This fact was hypothesized by persons interviewed in all the other areas prior to receiving the data from Guanabara and is dis- cussed in Chapter IV. Pharmacy.--The regression results for the sample of Pharmacy graduates contained in Table 63 and Figure 48 are most interesting because of the small income differences that IPersonal interview with Alfonso Saldanha, Presidente, Sindicato dos Professores da Guanabara (Ensino Secundario e Primario) Rio de Janeiro, August l968. . 0 h t . 5 . 5 . 3 9 . . 5 . 8 3 . 5 . 3 9 : . 8 . 6 5 3 5 . . 3 8 9 8 3 9 - . 3 8 9 . 8 . 5 9 3 5 ~ . . . r u F - . . . : 8 9 . . . 8 8 9 . . 3 8 9 . 8 5 9 : 4 8 9 L “ . % 9 3 3 9 . . 3 2 9 . “ 3 5 9 » . 3 . 8 ! g a n 3 8 . 9 3 3 9 9 . 5 9 . “ 3 8 . 0 0 3 . 3 9 » 3 3 . - n a n 3 8 . 5 8 5 2 . 9 3 3 . - a n a H . . . . 3 9 : . 3 9 . 9 : 9 . 8 : 9 . . 5 3 9 . 8 9 . E 9 . . 8 8 9 . . 5 9 . 8 8 9 3 . 3 9 3 5 . 9 . 3 8 9 5 5 9 . 2 K 9 3 5 9 . . . e r a . 3 3 9 . . . . 5 8 9 8 3 9 . 2 3 9 8 5 9 . 5 3 9 - 8 8 9 8 . 8 9 . . 2 8 9 . . . 3 8 9 5 . 8 : . 5 9 5 3 9 3 3 9 5 3 9 » 3 . 2 9 n o . n a E 3 . . B E . . . . . . . . . . . . . . . . . . . . . . . . . o . o . . . . . . . . » 8 8 3 . 3 5 9 » 2 8 9 . 8 3 2 9 . 5 3 9 » 3 3 3 . 3 3 3 $ » 3 5 9 r a o u f . 5 9 . 5 8 9 B . . . . . u . . o o o . H a . B , l o . n a 3 . . a O C . . fl 0 . o o o o o : } s i 999§P3§§ o l a furrfl‘f . . . l l a » s a : . n o E o n - p s a 3 3 . 8 . 5 9 - 1 . 0 £ 0 £ o g 0 : E 1 . . . . p p a . . . 3 . . . . . 9 . % 9 . . . I . h a h s I E « 0 £ - 3 l SS , “.“‘—- ~~—-—-o‘ >W- ' -- ' a I .mr’ . . - L ,. ,_ . . " ‘ V _, - ‘ ..1. u L '_I‘ - I azaasihiki t 3 . ! ! ! f i 3 3 9 5 . 3 § § 9 ; 5 8 . 5 9 . 3 9 I n . . . ' 6 . . 9 6 : 8 ? . 5 6 « 3 8 6 : 6 8 8 . 6 8 . 8 . . . 9 8 6 . 4 8 . . . 5 6 6 . $ 5 6 a n . . . . 9 8 . . . . I . . . » 9 8 1 7 2 . 8 6 . 3 8 6 . 3 . 8 6 . . 8 3 6 . . a n ‘ 0 ‘ 3 . 8 6 . 8 . 3 6 5 6 . 3 8 6 8 : 8 6 g o ” 0 . 0 0 3 ! 1 ‘ g . " ‘ g g ‘ 0 : p g ? N 2 6 B a a l £ 8 0 ? 8 9 8 6 a . “ 3 0 ‘ . 3 0 ° : 8 0 ° . a s a I “ 3 0 ° 402 . . . a . ‘ $ 0 0 . 9 $ 9 3 . 0 9 3 1 0 8 8 6 3 . 8 . 0 t } , . . . . . . P i ' 0 ‘ t o n 4 3 . ! 8 . 6 - . . . n 0 . 0 . 3 g . 3 8 6 ; . 8 3 6 . 3 8 6 3 . 8 6 . 8 6 . 8 3 6 8 . 3 6 : 8 . . . 8 . 8 6 . . 3 8 6 5 8 6 . 9 . 3 6 . . 1 3 6 - 9 . 3 6 . . 8 2 6 . 8 8 . 6 . 8 3 . . . . 3 . ? 9 . 8 6 I . . . l y l u l 8 . 8 . . : 8 3 . . . i . . . . . . . . . . . . . . . . . . . . . i t . . . a l l . . . . . . . . . . . . . . . . . . 1 8 . 8 8 . 0 0 0 0 0 0 0 0 0 0 I t . . . 1 . . I 9 . l l a . I . - O 3 . l fl u o n . 1 i fl u i n i R s 3 . . ' . . i 0 0 ‘ - I 8 3 0 , a s s o ? a d .# 3 9 ' 0 8 . ? g a l 5 . 0 . ‘ i ‘ 3 ‘ ! £ 0 0 . 3 0 . 0 ! 5 . 0 1 0 & 6 1 8 , 8 . 8 . . £ 8 . 8 3 , a O . 0 0 0 0 0 0 0 0 0 0 a “ r I a 0 0 0 0 0 0 0 0 0 0 3 I a n . . . . . . . . . . . . a a a n : . , . . i s g e n E ‘ g o 8 0 8 6 3 0 3 . 0 8 5 6 i s . “ 8 . 6 4 ‘ 0 ; . 8 8 6 8 8 . 6 $ . 8 6 8 3 . 6 0 . 8 6 3 . 3 8 ‘ 6 » 3 3 3 3 . 8 8 6 . 8 8 6 v . 5 6 3 . 8 6 . 8 . 8 6 . . . . . . . . . . c l a n - 3 5 4 . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 . . . . . . . . E l l a 5 i g . S n c a n . . . : u p : 2 . ! a E . n 6 6 ' 3 u . - . . . . o I I , . ‘ i i ‘ - o 3 n " ‘ 0 3 : 3 t h a n “ 5 9 ° 3 6 E H 0 0 g . . . ‘ a ‘ R 8 0 0 0 8 4 “ g a s i s . “ E m a ! “ m m - 0 : 8 0 || | I § u o ° I 8 . 0 ‘ 0 ‘ g o n E . . g 0 O O 0 3 % H O " : I a “ . ! 0 0 0 0 0 . 3 5 i I “ a “ O O O O Q ' E I Q N ' 3 8 - . g . . . . . . ' 0 ; H 3 I J h fl . 3 0 3 ! _ . . . a : . . . . . . : 3 ! . . . . . . . . . . . z i l l i o n - I i - . . " I n . . . . . . I s . . - 8 3 . . . U H g . a 0 0 0 0 0 0 0 0 0 0 0 0 0 0 “ I ‘ . 0 0 0 0 0 0 0 0 0 0 i I I I . . . . . . . 3 I 3 8 3 . . - - S n . . . . . . . . a l l I . . . - c a n E 0 0 0 0 0 0 . . i g u fl A l ' l l l l l t l l . ' u i T i l ! I I I ! ! ! " 00 ‘ . l l - l ' . . . l . s | . u l 6 g . . . . o l fl l i u l l i . 6 . . . . 6 A d m N e d v . 8 3 . g é . « 0 5 $ : v . . . - « 6 . . . . . . . . . . . N d w b fl v ‘ . . O O O C O O I C O a . t . . 8 : 3 . . . » L . - 3 5 . . . ! . , 0 . 0 0 0 0 0 0 0 0 0 0 3 I ' M 403 GUANABARA - AGE/INCOME PROFILES - 1960 Graduates in Medicine x - Graduates in Medicine 0 — Secondary Graduates 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n e M ” 35-H- asw- ZIL. I I 10 L « 20 I I 30 no so 66 40L. 0 . . . ! 9 3 0 4 . 4 . 3 4 . 0 . 0 5 2 . 0 . 0 . 5 0 . 0 . 0 . $ 3 0 . 0 . 3 8 8 0 . 7 . 2 . . . 0 0 3 0 . 0 . 3 0 8 . 0 . I 0 3 . . . . 0 . . . g e n . 0 . 0 3 . 0 0 : 9 0 - 0 0 8 1 7 ’ 3 3 . 3 5 0 0 . 4 0 i d e a : 0 0 - § 0 0 I g o o E . “ 3 . 9 . 0 . 0 . 4 . 0 . 0 3 0 0 . g o . £ 1 0 . 4 - 3 0 0 . 5 a . . a . . . £ 0 . ’ 1 0 ’ 0 ' r o a n . . . o n ; . 0 . 3 : i 0 0 0 . 8 3 0 2 . 4 0 2 . 3 . 0 0 . 0 0 . 0 . 8 0 0 0 3 9 0 . 0 . 0 0 8 0 0 0 . . 0 ; . £ 0 0 : 0 0 g , . 8 0 4 0 . 8 3 0 0 0 0 . 4 0 0 £ 0 0 £ 8 0 0 : 0 0 0 8 3 0 E d ‘ : 0 0 g 3 0 0 , ' 3 - 3 . . . i n 5 0 ? 0 0 . 0 4 0 0 - : E o o . 5 4 : 5 4 ! g 3 . 9 . g . . - g 0 0 . . O . ' . 5 . C . . . . . . g i a n t . . . . . . u o o o o o . . . . . o o o o o . . . . . . . . . . c c c c c 0 0 0 o 0 0 . o ” I a o ‘ 0 ’ 0 “ I . 0 rrrfififififi 0 : 3 0 . 3 0 s i i f g g i f g _ I . ‘ I I . - I I I . . ' I . o o o o o o o o o o o i c . . . . . . . . . . . 8 1 - 3 . . . . i ‘ 1 t o . . _ . : i . ' . . . . . . . . . . . . « I n . E o ‘ g ‘ g g g g d . . . . . . . . . . . 1 0 . . . ” ! . . 0 ’ . N V 3 . 3 a g a : a s “ 3 ‘ S i i s " ! g h o ' 3 a h . . . o l d - b 3 . : 0 0 O l d - ; : 3 0 r : 5 0 h - o . 3 u 2 0 - I ! o . 5 o n : u . . . . . . u c a n . 0 3 o n 0 0 3 0 . 5 0 - 8 . . . - I . . . » o n . . . . 3 . . I I J . . . - I l a 3 . 3 . 0 . 8 3 1 . 1 3 . 3 8 3 8 5 . 6 8 8 6 . 8 8 9 . 9 2 . 8 6 . . . . . . . . . . ! l : . f . . . . . . . . . . i n 0 0 0 0 0 0 0 0 0 0 i . 0 0 0 0 0 0 0 0 0 0 i . i s } ! 0 0 0 0 0 0 0 0 0 0 . 0 0 3 0 0 0 3 0 - 0 0 0 0 0 0 0 0 0 a n d . . . 5 3 0 i B . I r 0 3 o } i d I r C I i ‘ I “ I . P 3 ‘ i 8 . I . I ....-.— b- --_—~—’~-. , ,_ . . . . . 5 . l - . . . g . l o o f . » 8 - 9 5 2 9 ! . 1 ! o n — ! . 0 ; . 0 g i G ‘ 3 0 9 “ . I 5 . 0 : . 0 : . 0 5 3 9 . : . 3 . 0 . . . U ! . . . g . 0 3 £ [+05 “ . I s l l u G ; f I " s U ' 0 ‘ . r g 3 3 0 . : h o . . . 0 0 : ! 0 0 i C 3 . 0 ; . . . g o G Lalaélsélal—zls 5 . o n e g a p . 6 c o u i r u c . . w e n ; . 0 . _ ' : 0 9 : “ ! t G ; 0 . ; n u G . ! 1 . 0 t a O - a n I 3 — 9 0 5 . o n . 3 9 0 . 0 1 5 3 5 . 0 . . . n n I ; h o O 3 1 6 . s u n o b 0 8 ' . o i . . . I E O : o o l : w o e m 0 5 0 . 0 ! 0 . 0 : s a w - c u n - u n g ! 5 1 6 . . . . 6 . ! w 0 0 i r o O _ . ! . 6 . 6 1 0 8 8 . 6 : ' 0 ' " ! h t i w ; n I ‘ g - : n a g e v ; \ m ¢ e m h ! ! 3 : 3 ’ 5 P ! 1 3 : n o - » . a v E $4232 laid: Labia #06 GUANABARA - AGE/INCOME PROFILES - 1960 Graduates in Pharmacy x - Graduates in Pharmacy . - Secondary Graduates \ 0 1 U : r n \ 5 ? t 3 < J D n \ u 0 b N \ J \ 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 76 #07 exist within many classes of variables. Women earn less than men but neither Head of FamilerN'Children produce signif- icant differences. Similarly, Race, Class of Activity, and Environment do not relate to significant income differences. Protestants earn more than Jews who, in turn, earn more than Roman Catholics or ”Other Religions.“ Private Employees earn less than Employers or Public Employees and migrants from urban areas have higher incomes than those of rural migrants or those of persons without migration history. Interviews indicate that the apparent early retirement shown by the age-income profile for this group may actually reflect the poorer quality of education of the older group. Dentistry.--Table 6% and Figure 49 contain the regres- sion results and age-income profiles of Dentistry graduates from Guanabara. No income differences are shown between the group completing a three-year and four-year curriculum. The usual pattern of higher earnings to Males, Heads of Family, and persons with children exists. Religion does not yield significant differences. Whites and Blacks (only seven) earn more than mulattoes, and those persons in Social Services and Liberal Professions earn less than other Classes of Activity. Those persons working for their own account or as Employers earn more than Private Employees who, in turn, earn more than Public Employees. Migrants from rural areas have lower incomes than persons with no migration history or than migrants from urban areas, and urban residents earn more than suburban. L208 %% *2 =2 is»: 22' 2' 2% %% § % € 5% £2 .2 1 . l‘ 2% §%% 22% 222- %%% %%% 9%? 9?? 235%? _ , 222%222 2 i % § l l %§i ,2: ’ i EL...“ " ' 5% - 2 is 003:0. °3555t§fll 90°0£oooo o 3‘ %%%%%%% 253' .. 222322 £33 m 2% {m his}; %------ .....H§.il.t Pfifififillfifilt.ii.f3'1 §%%%%%%s iiiiii gs 3 rrrrrr rrrfifififli , ,4 .. L... «._T , . _. ....... 3? y I ' E 22 3 3335 g; , 225 2 "i5” ‘2 "22.22.222.22 asnaaai i 23%. 52% '1‘ ‘1" 22% 22% tiefd 666 #09 3 ‘ 1 . l “ t o ” g “ g ” . 8 8 % ! 1 . . ! Q u a « . 3 . . . i d # 3 » . . . n 9 8 . . . I I I . » 8 3 . . . . B E . . . 3 8 . 9 3 3 . 6 ‘ 3 . . . 8 9 8 6 . 3 2 6 ’ 0 4 . 1 % . ? 3 3 . ? 3 5 . ? £ 6 . 8 3 3 1 . t h . . . - . 3 R 8 9 6 . 8 3 . 1 8 3 1 ? . . . . . . . . . . I f . " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i n ! 1 3 8 . 8 - z o o — n u 3 1 0 M , 1 . . . , 0 0 0 0 0 0 0 3 n a fl . I S t 2 2 1 . 333333422934 323234 N! a n . . . S J » 1 9 6 . ? . 9 4 . . . . “ 8 8 . ? 9 8 o . . . 8 3 . 6 _ . ‘ 0 : ‘ 0 ‘ g m 1 4 % ‘ 3 : 1 3 8 5 . . . 2 & 3 . « I 3 R o u n d 3 E . » . 5 6 3 § a . “ 0 8 3 8 H } . Q u a d s . 8 3 3 3 . . . : 8 5 ¢ 8 5 6 E 6 3 3 5 . 2 . 3 6 8 8 2 . 3 . 9 . . . . 8 . . . : u s e . . . 8 5 . . . 8 8 : . . . 3 3 . » . 3 % . ? 8 . 8 8 8 8 . 3 . ? : 5 8 . . . R u n . . . 3 3 . . . ? ~ 5 3 . 8 3 . ? 8 . 8 . ? . 8 8 6 . g : 3 : 3 3 8 . 3 8 ; 3 . . . . . . . . l i l o 3 - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . 3 9 . 3 . 3232 8 3 8 5 a - 0 0 0 0 0 0 0 0 o n » i 5 . - 8 3 0 3 3 R u . 3 : a a a h a ‘ 0 s . d I I 8 1 5 ‘ - 8 . 8 0 8 £ 5 3 . 3 4 . 9 3 8 . 9 8 . 9 3 6 - 5 . 8 . ? 8 : 8 6 t o : £ 0 “ £ 3 3 g o ” . 5 0 ° 3 3 . 0 . “ g o o s a g a 8 1 3 1 5 3 . 1 8 2 0 . 9 « 3 3 . ? 8 . 3 . 9 . a n d . . . a A . . . . . . 3 8 3 3 8 9 . . . a s a o o o o , 8 t i s o o O o g a n d . . . . . . 8 3 5 . 3 8 - 8 3 3 8 . t o ” . g e n E 1 ‘ £ 4 « # 3 6 E S . . . 3 5 6 G o a . . . 5 - 3 s fi o d E d d - O M a g o o g o o . fl a g - O a 0 0 0 0 0 0 . 0 3 : a n : a a o o o o o o 0 0 3 ' G a g a : a l l ! . 8 . I 8 5 5 $323 3 8 9 5 ! 3 . 8 3 . 8 . ? 2 5 8 . 9 9 : 8 6 . 8 0 8 6 - . 5 3 6 h i m » 5 . . . ? E 6 2 3 . ? . 3 8 . ? 8 ‘ 8 6 ! J n 8 . 3 4 ‘ 8 3 . : 3 a n c a n . . . . . . . . a l l I : . . . . . . . . I f . n o t 8 3 : 3 . 8 « . . . - £ 5 8 - I Q ' I I I . | I | “ I I 1 3 . . . 8 S E . . . m a y . » = 0 3 9 m m ! . . \ . . 8 9 5 5 . 3 3 . . . w a w h x u . a ? ? ? » . w S E A : 8 . 3 . . . 6 3 l . . Q . ‘ 5 . “ g m e x e c s - 3 8 . 5 . 8 5 . ? 8 8 : 6 3 4 2 6 . 8 . 8 . 9 . n o n e . . . . 5 q u 5 % . ? ~ 3 9 . . . 8 . 3 . ? 8 : 8 6 . 8 8 9 6 3 o o o o o o o o o o o o I 3 3 0 n 3 . . . . . . . . . . a l l . . . . . . . . . . . . . . 1 h . - . - 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 80‘[ 75 " 7o“ 651’ 6o” 55" 50‘ £6 um 1 35‘ 30.. 410 GUANABARA - AGE/INCOME PROFILES - 1960 Graduates in Dentistry ‘ - Graduates in Dentistry - - Secondary Graduates h q b d 20 36 no - 1 50 l 60 Age Fig. #9 All The age-income profile plus interview results indicate a strong possibility of poorer quality education among the older graduates. Engineering.--Male, Head of Family, and Has Children variables are all consistent with incomes higher than their counterparts according to regressions from the sample of Engineering graduates contained in Table 65 and Figure 50. Protestants earn more than Roman Catholics and the latter earn more than either Jews or |'Other Religions." Whites earn significantly more than non-whites. Class of Activity variables fall into three levels of income; the highest consisting of engineers in Extractive Industries followed by those in Agriculture, Manufacturing, Commerce/Transporta- tion, Government, Liberal Professions, or Social Services; and the lowest group income is Service Industry. Employers or Self-Employed persons have higher incomes than Private Employees, who, in turn, have greater earnings than Public Employees. Migration history does not produce significant income differences but the Urban variable is consistent with higher earnings than Suburban or Rural. The shape of the age-income profile is similar to those found in other areas and is characterized by a rapid and early rise followed by fairly constant earnings until the beginning of retirement at or about age sixty. The peak ear11ing years show the highest income of any profession or area studied. h . 2 a n . . . 8 3 . . . - i 3 . . . 8 3 3 . . h a s . . . 3 . 6 . . a n . . . “ . 3 3 . . . 3 3 . . . E R . . . n 3 8 . . . 3 . 8 . . 5 . . . 3 . . . 8 . . . . 3 . . . . 9 . . . : 3 . . . 2 5 . . . - 5 8 . . . 3 . 3 . . . . 3 5 . . . m a n . . . . 8 . . . . 3 2 . . . . 3 8 . . . . . 8 8 . . . . 3 5 . . . 8 . 3 . . 2 . 8 . . . . 5 . . . . 5 . . . . . . 2 . 8 . . . . 8 3 . . . 8 . . . . . . E 5 . . . 8 2 . . . H 8 . . . 3 . 8 . . . . £ 8 . . . 8 . 8 . . . 3 8 . . . . a . . . . 3 . . . £ 8 8 3 5 8 . . . a n . . . 3 . . . . . . . 5 . . . 8 8 . . . a n . . . 3 . 8 . . - « a n . . . i n . . . » . 5 . . . 8 . . . . . . a s . . . 3 8 . . . 8 . 8 . . . 8 3 . . . 3 . . . $ 3 . . . . . 5 . . . 1 . 8 . ? . 3 8 . . « 8 8 . . . 8 3 . . 8 . 8 . . . . 8 . . . . . . d 5 . . . 5 . . . . . . 8 3 . . . . a . . . $ 3 . . . . . 5 . . . 8 5 6 . 3 . . . . . . . 8 8 . . . . . k 4 . O S o n . . . 3 . 1 h . . . . o o o o o i t ” ! t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . u o . . _ . . . . U - 0 h ! o n . 7 3 . . . 7 3 . . 1 - 3 . . R o a n . . . . . . . . . - 3 3 3 8 . ' . ° O 0 O 0 . . . . . . . . . § - 3 0 0 0 0 0 0 0 0 0 £ 0 3 . 0 0 0 0 0 0 0 0 0 5 0 0 ‘ . 0 0 0 0 0 0 0 0 0 . 1 0 3 0 0 0 0 0 0 0 0 0 i n ! 0 “ . . , a n 0 0 0 0 0 0 0 0 g - . . ° O O 0 . . . . . . . . . . . 3 " 0 0 0 0 0 0 0 0 0 0 I ’ I ’ 0 0 0 0 0 0 i t . . . . . ’ 3 0 2 ! . " . . r x i i i — . 1 0 . ! a . . . £ 3 4 . a s . . . 3 8 . . . . 3 . 3 . ? . 3 0 . . o n . _ . . . a . 3 5 3 i . e ‘ l ‘ I I I I I I I - I ‘ l l l l l x B 8 . 3 . 3 ! I 8 3 ” . 3 I i l u l l - D i . . . . w a l l . w o r I . . . » L i I . . . I 3 - . . . . . . - U 3 3 3 3 . O . . . 8 . 8 8 0 3 o - 6 8 9 o n o ? 8 . . . . . . . 8 1 . . . . ~ I ¢ 3 § 1 3 . 3 h o n - n o u g h - 0 0 0 0 0 0 0 0 0 0 i ” 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 a ‘ i 3 5 . 3 ! O O O O 0 . 5 . - . 3 O . 8 8 . 8 8 i . - O 3 . a l l i . 0 i n I I N 0 L . a n 3 . 3 - O 0 0 0 0 0 0 0 0 0 0 i . 0 C . ul‘ul‘cl‘l'ul"? hi3 . . . . . . . . 5 £ . . 5 9 E Q I I . . 2 9 . . . . 5 . s . . . . . . . . ? . . . . . l . ‘ F “ n i _ 2 ” § . . . . . . . . . . . ! D ‘ I u - n u o n i . i . . . . 3 ! o h w 3 8 9 3 6 9 . 8 2 9 8 8 . 9 : . 6 . . . . 8 9 . 8 . 8 9 3 9 . » 8 3 9 . 8 8 . 9 . . . . . . 8 8 . 9 3 9 . 9 » . . 5 9 . . 8 8 9 . . . . » . 9 . 0 ’ . n a f ; a 5 E . D 5 0 ' . " ; f i ; 9 % 9 9 3 8 9 . E P . . . t a . t s a f ! . . . - . . . “ 3 . 5 8 9 0 9 . 5 5 : 9 E » 0 8 9 . 2 8 9 . B 5 : 8 9 9 8 8 9 8 . 5 9 5 9 g . . . l f D : J . . . . . . . . - . 8 B 9 - l i a § . . . . P a f i a . fl h t k E fl . . 3 . 3 . 3 8 9 . 3 8 9 a 8 . 9 3 8 9 . . . . 8 8 9 ” ! . 3 5 . 3 9 . 8 8 9 . . 3 8 9 . 3 . 8 9 E 6 9 ‘ 3 ’ . } 8 F i ‘ 0 ‘ g P : " 8 . 0 g P % 3 . 0 § o ° - . . . h 3 ; a 9 . 3 8 9 . 8 8 9 . . . . 8 . 9 . » 8 . 9 ! . . . . 8 5 3 # 3 — n u P . 3 5 9 . 3 8 9 9 5 2 9 3 . 3 » B V 3 5 9 g 9 3 8 9 3 0 8 9 . . . 5 ” : S u Q . 8 o 3 0 0 0 0 0 0 0 g . I “ O : I - . » 8 3 . - l l a I . . } l l a . 3 . . . . . . § § fl r . fi u . . . c i n o i n a . . . . - ! 8 . 5 . 3 » - 8 . 5 o . . . . . . . . . . . . . . - . g u . u n . . . . . . . . l l a g . . - J . n 3 3 ‘ 0 ’ 3 . 8 . 9 “ $ 8 9 . . . 8 . 9 : 5 . 3 3 . 8 9 . 8 8 9 . g w i . J g - g n u . . . . . . . . . . . . . . . 3 I » 8 8 . . fi u i v n 3 0 ‘ E P . 8 8 . 9 E P ; » . 0 a 5 3 9 . S . o ; l o s - g n u J , . P . 8 0 . “ % 5 ’ 0 5 . . . 3 % 0 0 % 8 0 0 3 8 0 . 0 a — s Q U o O s e o G : 0 0 g o F s t o l . . . I “ 5 9 : . 8 3 5 9 I 5 8 . 0 0 % 0 0 [ g u t 3 3 9 . a 5 8 9 : 3 : 9 . n a o r g : . . . 5 9 . . . “ 3 9 8 . 3 9 5 5 9 . 8 9 9 9 . s u h t . 8 8 9 . n w o g . 8 8 9 . ! 3 - e s a g P 5 H 9 ‘ { i a c s I , i . . . . . . . . . . - ! l l e . . . . . . . . . . . . . . . . . . . . . . g 8 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . ‘ 0 3 3 ’ ! 1 0 P “ " . a - m u - , . 9 0 5 o u u u u n B 0 0 n o O M o O o o p u . ” s o n . E . fl l ' i ' g l . I s a . _ . . . a F . ’ 6 9 . . . m W » . . . m o M . . . Q g . . . . . . . . . y fl « o o o ‘ g ‘ i o . . . . 3 1 . k u t ‘ o “ g P s u n e G t fi \ . . . . . . . . . . . . . . 5 8 9 . . 414 GUANABARA - AGE/INCOME PROFILES - 1960 £3C>" 7s 1* Graduates in Engineering 77 its near identity with Medicine graduates. The results are discussed in Chapter IV. Ia . -_....» ' I . . . 3 0 o n . « I 5 3 ! . . . I 8 1 . . 8 2 . ? « 2 . 8 . ? $ 3 9 6 . . . 8 . 8 . ? 8 . 3 6 s o ? 3 9 8 . ? 8 3 . . . 2 . . . : I a i n . 3 8 . ? . . . - 1 0 8 . 5 . 1 8 8 1 . 8 9 . 8 8 . 3 . . . . 9 1 6 . 8 3 1 9 8 . 8 . 9 . . 8 8 6 3 . : . 3 I R . . . - 0 8 3 5 I n a - 4 . 8 . 3 6 . 8 8 . ? 8 8 - . . . I n . . . 1 . 8 . 9 : ? 8 ‘ 3 . 8 . . - l o . . . 3 . 2 6 : 3 1 ? . . . - o . . . 8 3 1 . . 0 3 . 8 8 8 . . . - ; . 8 . U 8 . . . ? 8 8 . . . . a s . . . 8 . 3 . . . 8 3 . . 3 . 3 . . i n « 3 . 8 8 8 . . . . 5 . 3 . . . 8 3 6 8 8 - . . . 9 5 8 6 . . . . . 3 3 . . g . . . 3 8 . 6 8 8 . . . £ 8 9 6 . 8 6 . 8 8 . . - S o i . . . 3 8 . . . . 8 3 - . . . 3 . 3 . 9 n . . . - I fi v d a . - 8 5 4 3 8 8 1 . . 8 3 6 . I . 3 . 8 2 4 3 3 - 6 . 8 8 . . . 8 3 . . 8 . 0 . 9 g o d 3 2 . n o - 3 8 - 6 . 8 8 . . 8 . 8 8 3 a I n 8 3 o n I p . . . . . I t a l - 8 . 5 2 . . r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _ . . u _ . . . . . . . . . « n . 3 - 8 . 2 » 3 . 3 . 0 . 3 . . R o n - a . u H : a n . D . ! . 3 . 5 . 8 8 3 8 I . . . [ - 4 1 - . 8 8 8 8 . . . . . . . . . o o o o o o o o o 3 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 . 3 £ 0 : 8 . O . 0 E l l - 8 . 3 . . . . . 3 5 . . 8 8 . . 3 8 . 8 1 . . . . I ? » . u . . . r o r 3 - . . . - 8 5 8 a l - 3 3 5 . 3 2 1 c a n n o n - 0 0 . 3 0 - I 2 3 } . . . - d u n n o ; . . . ! - a l - 8 8 u t o 6 8 I n . 8 I ? a l l . 8 8 8 8 . X i b u i i n u o j . . . C O ‘ 0 0 0 0 0 0 0 0 0 0 z ” - r 0 0 0 0 0 0 0 0 0 0 i ~ U r . 0 0 0 0 0 0 0 0 0 0 i n O r 0 0 0 0 0 0 0 0 0 0 i . - ’ 0 0 0 0 0 0 0 0 0 0 i . I C l 0 0 0 0 0 0 0 0 0 0 I ! “ I “ I . . 8 5 : 0 . - £ 0 0 9 . : . 0 0 3 i . O n . . . . . . . . . . ! . 1 ’ - . n o o o o o o i 1 : _ . , . . . . . . e l f - i t ' - I i i i a c l u r . . . 0 0 0 0 0 0 0 0 0 0 o 3 . O Q o o o o o o o o o s i n - s . 0 0 0 0 0 0 0 0 3 ! , " , . . ‘ 0 . ‘ O a ‘ 9 ' 3 ‘ i d . ’ ' n — A I - _ _ — - - l — ! “ H o o o o o o o o o o o i n ” . C . 0 0 0 0 0 0 0 . l . . . . 43l . . ' D . g ‘ 0 ' i A 8 8 s o . l l 8 . 8 . . . . . . i n . 8 3 . . . 8 . . . 8 . 8 . . I 8 . . . 8 8 . . . . 8 8 . . . 8 8 . . 8 . . . . 8 ‘ 8 8 . . . 8 . . . . . . . 8 . . . 8 . . . . . . 8 . . . . 8 . . . . . . 8 8 . . 8 8 . . 8 . . . . . 8 8 . . . 3 8 . . 8 . . . . . . 8 8 . . . . 8 8 . . . 8 . 8 . . . 8 . . . . . . 8 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8 . . . . . . 3 1 0 3 8 . 8 - a . . 8 8 . . . . . . . . . . o . . . . . . . . . . . I t . “ . 3 . I n 3 . 8 ‘ a u a n . . o 8 . . . 8 8 . 4 . 8 8 . . . 8 8 . 3 . 8 8 . . . . 8 8 . . 8 . . . . . . . . . . . . 8 8 . . . . - . . . — a d _ . 8 9 8 . 8 . . . . . . 8 . . . . 3 . 8 . . . 8 . . . 8 . . . . 8 8 . . . . . . - . . . 8 8 . . . . 8 8 . . . 8 . . . . 8 . . . 8 8 . . . 8 . 8 . . 8 8 . . . 8 8 . . . . . . . . . o 8 8 . . . 8 8 . . . 8 8 . . . 8 8 . . . . 8 8 . . 8 . 2 . . 8 8 . . . . 8 . . . . . . 8 . 8 . 8 . 3 . 8 8 8 3 3 . . . . . . . . . . 3 8 8 . . 8 . 8 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3 . 8 . . . . . — 3 2 . . . . . . . . . - 3 . . . . - . 8 . . 8 . . . . 8 . . . . . . 8 . . . . 8 8 1 8 3 1 8 . . . . 8 8 9 8 8 . . . . 8 8 . . 8 . 8 9 8 8 2 8 8 3 8 8 . . . . 8 . . . 8 . . 8 . . . . . . . 8 8 . . . 8 8 . . . . 8 8 . . 8 8 . . . g . . . . 5 8 8 8 . 8 . . . . 8 . 8 . 8 . 8 . . . . 8 8 . . . . 8 . . . . . . . 8 8 . . 8 ‘ 8 . . c . . . 8 . 3 8 . . . 8 . . . . . . . . . . . . . . . 8 8 0 8 . 8 8 . 3 8 . 9 - . . . . 8 8 8 3 3 3 . . . . I § % § §3 0 0 8 . . . . . . £ 3 0 8 8 3 8 3 . . . . 8 . . g o . . 3 8 8 3 . 8 . . . 8 . 8 . . . 8 . . . . 8 . . . . 8 . . . 5 8 . . . 8 a . . . . . . 0 . 5 . 3 2 . 3 . . 8 8 . . 8 8 8 . . . . . . . 3 . . 8 . ” . 8 8 . . . 8 . . . . 8 . 3 . . . 8 8 . . 3 8 . . . . 8 . . . . . . . . . - . 8 8 . 5 . . . 3 8 3 8 . 9 . 3 ‘ fl g 5 . 8 8 8 . . . 8 8 . . . 8 . 8 . 8 8 . . . . . . 8 . . . . . . 8 . . . . « a . . . 8 . 8 . . 8 . 8 . . . 8 8 . . . . 8 . . . . . . 8 3 8 1 . . . . . . 1 . 8 . 8 . . . . - . . . . . . . . i g l fi h fl 0 0 0 0 0 0 0 0 l . . r . . . a « 8 8 . . . . . . ' 0 ' g ‘ E . 8 . . . 2 . . . . . . 8 8 . . . 8 . . . . . . 8 . . . . . . 8 8 . . . ' . . . . . . o o o w o l a o a l 3 . . . . . . . . . . . 8 . 8 . . . - R . I n d i a n - H a j 8 . 8 . . . . . . . . . . . . . . 1 8 W . “ 8 . 3 8 . 8 . 8 » ? ! : 0 . \ Q . . . m u . » 8 . . . . a \ n m a h u u . . . . . . . 8 8 . . . . 3 . 8 0 0 0 0 0 0 0 0 0 5 & 0 3 8 3 . . . . . . . . . . . . . \ a ‘ v . 3 . i s J i l l ' - 432 0 ’ 8 . . 8 . . . . . . . . . . o 2 . 8 . . . . 8 . . . . . . . 8 8 . . . . 8 . . . . . . . . . . . . o 8 . . . . . . 8 . . . . . . . 8 8 6 , . . . . . . 8 8 . 8 8 . 8 8 . . . 3 . 4 4 8 2 . 6 . 8 3 0 0 g o a l 0 3 . 0 : 3 0 0 . 0 . 3 3 0 . . . , 3 0 0 6 . 2 . 0 . 0 1 i f g r : . . . . . . o . a . 8 . . . 3 8 . . . 8 . . . . . . 3 . . . . . . 3 . . . . . . 6 . . . . . . . . . . 8 8 . . . . . . 8 8 . . . 8 . . . . . . . . 8 . . . . . . . . . o 8 . . . 8 . . . . - 3 8 8 3 . 3 8 . . 8 8 8 » . 2 . . . a . " 0 4 5 . 0 . . . - 4 . 0 2 . 3 . 6 0 0 8 0 . 0 a . “ g o . 3 ' 4 3 8 0 . . . . 5 . 0 8 . 0 . . . . . . 3 . . . . . . . . . . . . o . . . . . . o . 8 . . . 3 . 8 . . . . . . 8 8 . . 8 . . . . . . 8 8 . . . . 8 . . . 5 . . . . 5 . . b o t . . . 8 0 0 0 8 ! . . . 2 . 3 4 . 0 0 . 0 8 . 0 . . . . 3 0 8 . . £ 0 0 8 . 0 5 . 0 g 8 8 . 8 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . 8 8 . . . 8 8 . . . . 8 8 . . . 8 8 . . . . . . . 8 8 . . . 4 . . . . . . . 3 3 . . . . . 8 8 . ? 8 8 . . . . . . . . . . . . . - a . . . ‘ 0 . 0 R . . 0 ...aaaaa 8 8 . 8 . 0 . . . - . 0 8 . . . 8 . 8 . . 8 8 8 8 . . . . . . . . . 8 . . . o . . . . . . . . . 0 0 0 0 0 0 0 0 0 3 8 " 3 5 8 3 . . . 8 . . . C C A 0 . . . . . . . . . i n " , . . 8 . . . g 5 . . s o . . . 8 . . g Q — . . . . . . . 8 1 8 8 . O C 0 C 0 0 0 0 0 0 0 0 0 h a s ! " . . . . . . . . i n , 0 0 0 0 0 0 0 0 0 0 0 1 8 ’ . . . . . . . . . . i t , . . . . . i ! 2 . 1 O ’ 8 8 . 8 8 8 . 8 8 0 . 8 r ‘ u 8 . . 8 . . . . 8 . 8 8 . 8 8 . 8 8 . 8 8 . . . " a ‘ 3 8 . . . . . . . . . . . 8 8 . 8 . . ' . . . . . . . . . . . i 8 : . . . . . . . . — . . . . . . . . . . . . . . . . . . . . . . . . a . . L . . . I ! . . . . . . . . 3 . . . . N d s o h . o . 8 . 8 . . . . - . 2 . . . ! 8 . 8 . 8 . 8 . . 3 3 3 ‘ 8 . 8 . 8 . - . . . - . . . . o . . . . . . . . 3 . i . . a n . . . . . . 8 . . . . » . 8 8 . 8 3 . 8 . . 8 . 3 . . . . 3 . 9 8 . . . . . . 8 8 . 0 0 0 0 0 0 0 0 0 0 i d ‘ I O 8 . . C O O : 0 0 0 0 0 0 0 0 0 0 i ‘ 8 I 0 0 0 0 0 0 0 0 0 0 I ! “ r o o o o o o o o o o i . 8 r . . . . . . . . . . i ” 0 I I 0 0 0 0 0 0 0 0 0 0 i n r . , . 1+33 _ O . n o . " 5 “ 3 3 : . - ‘ J . . 3 . i I . . . - I . . . . I g l 8 . . . . . . . . . - . . . I 3 . . . 8 . . . ‘ § 3 . 3 . . I 8 . . . l l . . . I I . . . g . 8 8 . . . . . . . . . - . . . - . . . I I . . . . . . . . . . 8 3 . . . 2 . 5 . . . . . I . . . . . 1 8 . . . . 8 8 . . 3 9 ! . . . 3 . . . . . . - g i v o o ‘ . . . . . . . . . . 1 . . - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 . 3 ! 3 . 3 . o o o o o o o ' 8 8 . . . a n . . . - . . . . . n . . . . . . . . . . . I . . . . . . 8 ‘ a . ' n . a n . . a ‘ I I I ' . 1 | h a , " g a l a g o . - § . § o o . . . . o o o o o o o o a o a i 3 . 5 . 1 3 3 . . . . . . — . 8 6 “ 1 0 . g : 0 0 i s 8 : 0 9 ' I ‘ g o . i n ! ' 0 0 0 . 0 0 0 . 5 0 . 0 3 n o o o o o a o g ‘ i k l " . . . . . . . 1 . . . . E ‘ I . . . . . . . . . . 5 . . . ' 3 . . . . . . . . . . . . . I . . . ‘ 3 I v . . . 2 3 . . . 2 . . . . . . . . . . . . o . 3 3 . . 5 | . . . 8 . 3 . . 8 . . . . . . . . . . . . o . . . . . . 0 8 8 . . . , . . . . . . o , . . . - 8 . . . , 8 . 8 . 9 8 8 . . . ? 3 . 3 . . . 1 . 3 3 . . I S . . . . . . . . . u 8 . . . . . . 3 . . . . . . 8 . 5 . ? I l a . . . 0 . . . . . . q u I n n s - 1 . 8 . . . . . . . . . I g i u fi u . . . . . . . . . . . B § - . . u . . . . . . . . . 3 8 8 . . . l u g - 8 2 7 . 1 3 - . . . i i i . . . . . . ' i O O ‘ E O g fi 5 ' 1 3 0 3 g i g - ' 3 ' . . . . . . . i § 3 : - “ fl 9 . . . . . . H . . . . o o o o o o I . . . . . . . . . . . . 3 . . « I l l s - . 3 5 - } . . . . . 3 . I . ' C I I ' ' - . . . o . . ‘ . . . . . . I . . . . 1 . - “ . a 0 0 0 0 0 0 0 0 0 . o i O a l 0 0 . 0 . 0 . 0 . . . 3 H . I 1 3 2 . 2 8 - . . . ' 0 0 0 0 0 0 0 . 3 : 0 3 . ‘ 0 0 . . . . . . i s . “ ’ 0 . . . . . . . t a « 3 3 S fi . o fi o o fl o c m o o ‘ o u g l h o H ” . . . u . ‘ g .3. u . I 4 . . . . . . . . . 8 . . . . . . . . . . . . o 8 . . . . . . « 2 . . . . . . 3 . 8 . . . . . . . 6 . 8 . 3 1 8 3 . . . s . . . 3 . . . . . . . . . . . . . . . . . . . . . 8 . . . 3 . . . . . . . 3 . . . 3 . . . . . . $ 8 . . . . 8 . 3 . . . . . 3 . . . . . . . 5 . . . 8 . . . . . . . 8 8 . . . . . . - . . . . . . . . . 3 . . . . . . . . B . . . . 5 . . . 3 . . . . . . 8 . . . . . . . . . . 8 . . . . . . . . . . . . o 8 . . . . . . . . . . . . 1 . . . - . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8 . . . . . . . . i . . . . . . . - . . . . . . . . l . . . I . . . . . . . . 3 . . . . . . . . . . 5 . . . . 3 a . . . . 3 . . . . . . 3 . 3 . . . . . . . 8 . . . 3 . . . . 1 8 . . . . . . . . . . k i . . . ' . . . . . . . . . . . . 8 . 8 . . 8 . 8 . . v i a . . . . 2 3 . . . . . » . . . . . . . 8 8 . . 8 . . . . . . . 0 3 . . . 3 3 . . . . . . . » . . . . 3 . . . . . . . . . . . . . . . . . . 8 8 . . . 5 3 . . . 3 8 . . . 8 8 . . . . . . 8 3 . . . 8 8 . . 3 8 . . . . . . - . . . . . . . . . . . . o I . . . . . . . . . . . . . . . . . 8 . a . 3 . I . R - 2 . 8 . 3 . « . . . . _ . . . . l . . . . . . . 3 . 8 3 . . . m . G Q O 0 0 0 0 0 0 0 0 0 0 i ‘ C f . . . . . . . . . . i ‘ I O “ 0 0 0 0 0 0 0 0 0 0 i “ O r . a . ” 0 . . 3 . . . . . . 3 . o n ! . . . 8 c . . . . . . . . . I . . . . . . . . . o . . . . . . o “ . o . ' u o u g h a w - 8 . 3 9 . . . . . 8 . . . . . . 8 o . 9 3 . . . I . . . . . . . 8 2 . . . . . . 0 0 0 0 0 0 0 0 0 0 i n . . . . . . . . . . i ” 3 8 3 . . . . . . 3 3 . . . . . . 0 0 0 0 0 0 0 0 0 0 O . . . . O 8 . . . 8 . . . . . . . . . d . . . . . . . E ‘ i d 3 . 3 ‘ U “ . d . o Q r . . 8 3 . . . . . . . . . . \ l . . . . . . . . . . . . . . . . . . . . 3 . . . . . . . . . . . . . . . - . . . . . . . . . . . . . . . . . . . . . . . . I S . . . I 8 . . . 3 8 . . . . . . . . . . . l . . . . . I . . . . . I . . . I I . . . . . . - . . . . . . . . . 8 . . . . . . ' 8 . . . . . . . . . . . . - . . . . 8 . . . . . . 8 . . . . . . . . . . . I I . . . . . . . . . . . . . - . 1 8 . . . . . . . . . . . . . 3 . . . . é i a a . ’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ’ O ‘ I t i n - . . . . . . b a a - . . . . . . i s 0 3 3 0 ' . . . . - 1 . . . . . . 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . . . . . . . . . 0 0 3 0 ? I n ; 5 U s . . . . . I . . . . . . a 3 . . . . . . . . . . . . x o . C O . C r . t { I . _ , . . . . , J ’n. . . .-. .. a . . . . . . s . . . 5 . 8 . 5 . . 5 . 7 8 . 8 6 . 8 8 . . . . . . . . . . . . . . . I . . . . . . I . . . . . . . . . \ . . . . . . I . . . D . . . . . . . . . . . . 8 . . . . . . _ i t . . . - . 8 . . . 2 . . . . . . 3 . . . . . . . - . . . . . 5 8 . . . . . . - . . . . . . . . . . . . . . . . . . . . - . . . . . . - i i 3 . . i a : . . . . . . . . . . . 1 0 " . J I I n v v v v v v v . . l I l l - I ' l l . . . [+35 _ . E " i . . . i g ’ I - “ . 8 0 0 I : ' 0 0 0 " ! c D i k . . . . . . . E I F " g . g ! t " 0 8 “ 0 0 i ? 4 3 . 8 £ I . . . . . . . . . . . . « . . . a « . x k fi n w fi ” . . . n i . - . . ! . . . . . . . . . . . . 8 9 . . . . . . . 6 . . . . - . . . . o ’ . . . 8 9 . . . . 3 f . 3 . - . . . . . . 3 9 . . 8 3 . . . 3 ’ . a I . . . . . . . . . . 9 . . . . . . 6 . . . . . . 8 . . . 8 9 . . . . . . . . . 8 ' . . . . 3 3 . E ‘ 0 ' ! f I . “ . 0 ! ? I ; . 0 1 8 0 . 0 . 0 . I . . 3 C . . . . . . . . . . - i n u . . . a . . . J . . 8 . . . - . . I . fl l . 8 ! . . E u . . . . . . . . . . . - . . . . n i . . r . I . . . . . . . . . . . . . . . . l . . . . . . . 6 . s . . . . . . . % g £ o £ . . . . . . . . . 3 : 5 5 . 3 I - u n g F F E » . . . . . . . . I . . . . . . : 5 3 8 3 3 E ; f I i g ' . . " . a ! . 0 i . . 0 9 . . 8 8 . 0 k . i . . . . . . . . . o i g u u r u . 0 . . . i l o ' g u g - . » : 9 . 9 i , 3 , i ’ 5 : o s . . . “ 0 I s . s s a ' 0 o I 0 . 0 0 0 o 3 r ‘ I . . . . . . . . . . . E i 0 g . . . . . . . . . . . I . . . . - m u . ! ! ' . . . . . . . . . . . - , . 9 I ” n . . . . . . . . . . I { I w a l . . . . . . . . . . . . . . . - u P ” #36 GUANABARA — AGE/INCOME PROFILES - 1960 80' 75" . 0 N 4 ! I I I Secondary Graduates 1 Year Completed 2 Years Completed 3 Years Completed 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 1 U 1 U n 0 \ N O 10" R /¢//’ Age Fig. 55 -.——--—v #37 . . . 3 . 5 . 8 3 . o . . . 8 3 9 4 3 . 8 . 6 8 5 2 0 . . 8 2 9 . 8 . 2 8 . 8 . 5 3 3 9 8 . 8 . 5 8 . 5 . 6 . . . - 2 . 9 . 3 . 8 . 8 3 . $ t t o P - : 9 . 3 3 5 5 . 5 9 5 . 9 3 4 . 8 - 2 2 . 3 3 8 - 3 9 8 8 3 0 . . . 3 . 6 ! 8 & 0 a 3 . 2 : o - . . 1 8 8 3 9 8 5 . 6 . 8 8 9 . ; 9 . 8 . 3 8 8 - . . . 3 . 8 9 E - . - 3 . 6 8 . 8 . 0 . . 8 8 . - 8 . . . . . 2 . 2 a « - . . . 3 8 9 9 8 . 8 . 0 - 3 3 9 8 . 8 9 . 8 . 8 . 2 3 9 - 8 . 3 . . . 9 - g r o 8 . 8 . 5 3 8 8 6 . 8 8 9 . 8 8 9 . 8 . 3 8 . 2 . 9 5 . 3 l c 8 . & - 8 3 9 2 3 - . . . 5 . 8 . 6 ! . 8 9 - 8 . 8 2 . 2 . . . 8 . 2 . 0 3 0 - 5 2 . c g 3 2 8 . 9 . 3 3 . 8 . 5 8 9 . 3 8 9 . 8 . 8 . 0 g - 8 8 . c . 8 8 . 9 . I . l l p . . ! t a ; I ” g : “ 0 ' 3 ' g i 0 0 0 0 0 I I . s B 3 n a I 3 . s 0 .LS-Irlsaéé} : a e n e g . « riff!” i . . . a o o a e u 0 u - . . . ! o n i . 8 . 8 8 . 3 { . 2 . 3 . 0 n i 2 9 . ! ! 9 - ! . 3 o - . . . « ‘ . . . r . 8 8 . 9 g o b i u ‘ p t g g g o c . . . 0 . 8 . 5 . 0 ; o s : . 0 . . 8 0 0 0 . ‘ l e ‘ . . . . . 1 i g g 3 : E i i . v . . . . ; o t 3 0 0 E ; t i " . P D ! ‘ 0 ‘ E 6 £ i i 3 . - ! r i . 0 A “ I O n I ” 3 9 3 . p . w 0 ‘ E . a . . . . . . . . . n n i I . . . . . . . . . . g o 8 . . p u . . . . . . E 1 . . . . . . . . . Q I « - i t “ . . . . . . . . . g n E « 0 0 0 0 0 0 0 0 0 0 0 i I ! I - u n o o o o o o o o o o i i I ” o o o o o ! » I - o g i n I 3 0 0 0 0 0 0 0 0 0 0 0 . l l ‘ I . . . . 0 0 0 0 0 0 0 . 0 0 0 0 . ” ' 0 ‘ _ . l+38 “ . » w e I n ! ' I : 0 0 g 0 0 g e D . . . . 0 . . 9 8 . 1 ! t I f ' 0 ’ . . . - 0 0 5 . 0 : . 0 3 0 . 0 8 . 0 ' n o : n 8 3 £ ’ a . " I - s p o n I - . . . . 8 4 . 0 ! . 0 8 . 8 . 0 3 8 . 7 ‘ w ; e h : 0 0 0 E C “ 0 0 0 . » 3 7 . : - d i r . . . . 0 0 2 - 9 ! 8 0 9 g o d " C E C I 3 " 0 0 : H 0 0 . O D - r a v 3 ' . . 3 0 0 g o D ' 3 0 0 0 : w o c “ . v ! n I ! . . . 0 1 t a 3 . o n g o o o I g e v . 8 . : o n ‘ 3 ' 3 ’ ; o b I : . 0 i 3 0 0 . s a w l . . . 5 . “ E ” E g ” i o u o b I : ” e w t ’ " o n i C - e o l 3 8 3 3 a - o s : . . . : - 0 E 8 0 : 0 5 8 8 0 . n a l s O g ' 0 ' : k o o n : 0 - 9 " . o n ; ’ n - . ‘ 0 0 0 : e h i ’ n o . e v a h « n o 8 . n u g - : . 8 » 8 . 8 I - . . . 5 2 8 9 i . 8 8 . 0 ! ! ! n - 2 8 . 6 - 8 8 . 1 - 3 8 . 8 ! o .15: , ..- 439 . 2 . 6 4 8 . . . - i . ‘ . a . . . — t c n d u 3 8 6 8 . 3 6 . . 8 8 6 . 8 . 3 6 ~ 8 5 " 3 8 6 . 5 . 8 6 . 3 8 6 . 8 : 8 6 . . 8 8 6 8 2 . . . . . . : 6 . 8 . 3 6 8 . 8 6 i 6 . 8 8 4 . ? 8 8 1 ? 8 . 8 6 . 3 3 6 3 : 4 6 8 . . . : 8 . . . : « 3 . 3 . 8 8 3 : - 8 3 6 6 8 8 . 6 6 : 8 6 . . 3 . 3 6 . 8 3 . 6 . « 8 8 6 . a 6 : 5 6 . . s e a . 9 1 . . . : 3 3 0 . 0 0 0 0 t a c o g o o 8 0 . 3 S o g o n I . . . » 2 8 . 6 . 8 8 6 ’ 6 ' : 0 0 - ; I O . 8 8 6 8 . 8 6 9 8 3 6 . 5 6 » 8 3 m . . . : 0 3 . 5 . 0 5 0 3 . 0 “ M o o n 3 3 . 0 a . » £ 3 £ 4 . “ . 3 5 6 R 3 6 : 0 6 a g e 3 . 8 6 * g o o a a s a g a a e o g ‘ h a s Q u a d 5 — g o : . 5 0 9 3 g 9 : « 3 . 2 - 8 8 . 3 8 , ‘ 0 3 : 0 . g o . s . . . ' 5 ’ E 0 , 3 . 8 p l . - 8 3 1 . 8 6 . 6 8 8 6 3 ‘ . 8 2 . . I 8 4 6 . 3 8 6 I I . . - 4 8 . 8 6 a l l . . . « I n . . . . 8 8 . . . i . . . . . . . . . . . . . i n z i i i a c ‘ n l i t - S l u i - . . . . . . . . . i n ” ! . . . . . . . . 2 . . . - o 0 0 0 0 0 0 0 0 0 0 o o o o o o o o o o o o o o o o o o o o o o o o o o o 0 0 0 0 0 0 0 0 0 g 0 ; . . . . . g ' fi i t £ 0 ! g 0 : 3 0 3 ' 0 . 3 8 0 0 0 0 0 0 a « S . . . 3 - o n a : 8 a . . . p l . . . 8 9 3 6 . 8 ' 9 6 5 3 . ? . 3 3 . . . ' 3 . - m a n E . . . . . . . . . . . 3 | . . - . . . . . . . . . . . i ‘ - ‘ 0 o . . k m u l a . d a d - 1 8 . 3 e o a n o I i L . . . L . 3 . a n n o y £ 8 . 5 8 . 3 . . 3 8 6 . 8 . 8 : 3 1 » . 3 3 8 « c u - n o . 8 3 3 2 : 5 3 3 . 5 5 9 . 3 6 8 6 8 . 5 . 5 8 2 . . - a E n g - p a n d a ? u 1 . 3 8 8 9 . - I ? ! a n d “ . « 8 . . - 6 . 8 6 . 8 . . . . . . . 8 8 h . - 3 a 0 O I . O o O O a 8 a . 2 . 8 8 i n 0 0 0 0 0 0 0 0 0 0 o o o o o o o o o o i h ' r 0 0 0 0 0 0 0 0 0 0 i ” 0 0 0 0 0 0 0 0 0 0 i n 0 0 0 0 0 0 0 0 0 0 i . a t . i d H . f . O I . ' ~ I A . . 0 0 0 0 0 0 0 0 0 0 i . - r . . . . . g a l - s o u a n . . . . . . . . . . . . . . . . . o o o o o o o o o o . . . . . o o o o , 0 . . o I . c I O H c O - o n I 3 - 3 - “ I ? R u : - ' 0 ‘ » . ’ I N “ . M+0 m: 525 32 3:333? 5 5 a; 155 ass‘ m H a; m3 5’! émé $3 ! s mam s: 3555 “ i gm; 5 mT 5;! 313391;; 1 gm! :1; m A « “ . I ' . — 9 . 2 ” . 3 m e “ e m o s “ “ . . . “ . I m o m o . . 1 1 . 0 : n a 232' S! 23 i a 3. - 1 . 0 1 . ) ? ’ é ‘ é l , - 0 1 1 . ( 1 2 : 2 . a; as as? ’u g; 2.3: ) 3 5 # ; a , ( 2 3 0 0 . 0 . 3 5 0 1 . 1 7 ! 0 1 5 9 . c ' !: . 33‘s 3!! 1; ggs gga E». :::-age”; in»: M3?. flag-HES? 3?: gigs"3:5; 133.4 3;; l $35 ékeazzs. i”; 5” a}: -! 5:325:23; 9333* = :1 his :9 9.3.4 ”I? .. . . . o e m a c - s n u n 133.1 .22; #41 GUANABARA — AGE/INCOME PROFILES - 1960 . 0 H 4 Secondary Graduates h Years Completed 5 Years Completed 6 Years Completed (Medicine) 80 75 7O 65 6O 55 50 as #0 35 30 25 0 6 - 9 5 9 1 ) 0 0 0 . 1 1 . r C ( e m o c n I y l h t n o M 20 15 10 10 20 30 “O 50 60 7O P15. 56 THE SANTA CATARINA STUDY Table 75 shows the number of persons in the total population of Santa Catarina at the time of the 1960 Census who had completed the secondary level. Column (b) shows the number of employed persons in my sample. Column (5) gives the percentage of the total populations represented by the samples for each university group and also the secondary graduates. As with the other areas sutdied, the aggregate figures are close to the twenty-five percent sampling ideal with a somewhat larger representation among the secondary graduates. Table 76 lists the sub-samples on which regres- sions were performed, the variable key, and the size of each cell of observations. Table 77 contains the regression results for the total sample including‘both university and secondary graduates. lklthough there is a trend toward higher earnings with in- creased years of education (university), it.is not uniformly step-wise for each year of university completed. When all variables are included in a single regression, a total of forty-seven percent of Ion income variance is explained. The influence of each class of variables is discussed below in (nannection with the several stratified sub-samples. All University Graduates.--Table 78 and Figure 57 con- ‘bain the regressions of long income on the different classes #42 ._ __~_____.__.~__..__._~_.._.___...__ -_. -..—...... TABLE yur SANTA CATARINA POPULATION AND SAHPLE CDHPOSITION Census Code (1) Course (2) Total Employed (4) as Per- Pbp.b .Sanplec cent of (3) (3) (4) (5) 50-54 Philosophy 387 52 13.4 60 Medicine 421 i 136 32.3 61 Pharnacy 280 67 23.9 62 Dentistry 335 103 30.7 64 Engineering 391 l 119 30.4 67 .Law 314 ' 230 28.3 66 Agronoay 139 70 Economic and Political Sciences 224 41 76 29.5 33.9 42 . 1 : 4 i 7 E 364 : 3 ; 209 i 67 i 6 ; 66 5 “Other courses" Architecture Donestic Arts Fine Arts Statistics Seminarya Physical Education flilitary Industrial Chenistry Sanitary Services Veterinary “Other Courses" Total Grand Totals Secondary Graduates 769 133 3,760 957 8,654 1,760 17.3 25.5 20.3 “Not included in study. bBrazil, Pundacab 1868 - Instituto Brasileiro de Estatistica, Servico Nacional de Recensealento, censo Denogrdfico de 1960. (Rio de Janeiro: 1967) cBrazil, Enndacgo 1302 - Instituto Brasileiro de Estatfstica, Servico lacional de Recenseaeento, VII Recenseanento Geral do Brasil 1960, 25 Percent Sanple. ---.-.n~_..'_.—.--A ._.” . ._. +1.3 I‘m m000000000 tiltsso II 0”00000000 ODInflLto IInIIIIIII ttfluflfloo flflfluuflto IIIIMIIIII II‘Igogo out" IIIIIMIIII c l ‘ A W D m o o : . I s ' T O J l s l x n c a r o n “ : v O W 3 ” ! a n d I n m u m W m " m u ooanoo Otflufluto IIIIIIHIII mooooo Outflfleto 0cocooomoo 3°”... IIIIIIIIII I at nu m: m: ”I D a n t o n l a t u e e w n s o u s e ; euflflnuto OGeeoeomoo Hummuflflo flCOMMOOOOI oomooo LNflMuuno e 9 1 ’ 0 3 . ? ” m m I“DOONRORN u0°000R01u t i t - I a : 0 m II‘I‘L“. IIIIIIIIIu c0l " 00n( ItITIIII IIIIIIIII“ 0Gloooooom 3 o n n o a m r u n s ) 1 u s e ” 1 1 3 0 ! ! ” m m 0 1 ' m n e v u u R N T I E ” 0 9 6 1 0 u r n " : r u n ‘ 0 B " o e a i 9 o e a l 9 ' I d ‘ 9 0 0 3 ‘ c « . 1 1 3 ' u t r u n . " fl ! . . . . . . u m u m n u n u m u n m o n u n e m u m 0O I 9 ! 6 8 6 9 9 9 ” I T 6 3 0 8 ! “ I I 0m” I l l 0 L 3 .m. m a n . ‘ 8 I ! a t 9 “ m0 1 . 3 I ’ 1 ' 6 9 0 “m9 9m9 0 0 0 L !0 “ .mI i n “ C T Q ' W ' L c o t a d z e o e e q y e s I I I I I I ' e u ‘ e a s t a n d a n d o n e : “ u m I I m m“ N a n : s - « m u n 4 ! : ( c o m m a c i t s L i z - u n e q J t s h u e e e r i e ; 4 ' : J r : . I n o n h u m a n e e e e x e g w e a l - e c u 4 8 s l a n t e r - ‘ 8 I3 I I I I . 0 1 : 1 ! - R s J R : I t ; O s 0 : e e e e e e m 1 . . “ 9 " . m e n - g - 0 0 0 8 7 1 “ M O I " V J " . 0 0 ! . t t MI .“ I 8 0 6 6 T ! I ,“ 8 I t m m 6 9 0 0 6 m 9 6 “ e e e e e e e e e e e m “ e e e e e e e e e e e e n . . . ‘ I .m " I o u t e e e e s e e e e e m m . ‘ e e o e e e e e e s m . . . l+l+5 I I I t I I L o I I I I I I I I I I 8 : : I I I I I I L I I I I I I I I I I I I I I I : o I I L I I I I I I I I H ! I o I I o L I o I t t I t ° " ° ' ° ° ' ° " I I I t I - N - I I L I I I I L I I I ° ' ° ' ° ' ° ° . ° ° a m o n : I t I " ' ° " ' ° ° ° ' u u z o - & I I I I I I I t 1 0 I t I I U L ! I I I I u I I I I I t I I I I I I I I I I I I I : I I I I I L I I I I I L I n I L : I t I I I I I I I I I I L I I I L I I t 0 L 0 ! ' ° ' ‘ ' 2 ° ° « m m " a w a r " " " " O i n t m e n t - 4 ° : I I I I t u I t I t I I I t I I I I ! I t L I I I I I I I I ! t I I I t I 9 0 I I I I t I L I I o I t I I I I t 1 I I I I I I I I L I I I I I I I o I I o I I I I I I I I I I I I I I o I I I I I I I I I I I I I L I I l o t I I ! L I I L I I I I I I I I L L I I I I I I t I I I I I I I I L I I I I I I I I I I I I I I I I I L : I I I I I I I I I I I I I I 0 ! I t u I I I I I I I I I I t fl I I I I L I I I I I I I I I I I I I I L I " " ° ' ° ' I - m m m v - & " " " H ' u u v u a u - G fi ‘ ' ‘ ' ° ' ' ' ' ' ' ' ' ' ' ' ' l a t - “ w : ' 3 3 ! o ” ! “ I n s e a m “ : n u n — n o ; . 9 : ' ' ' ° ° ° ° ‘ ' « H u m a n : o u t » : a n « I I I I I I c o n - I o w a e c u " I t - 0 0 3 m m o a n d ! - ' ' " H I - " I “ I " : “ I n u n - I I I I n t : m I I I I I I I L I I I I I I I ! L I I I t t t I I I I I I I t I I I I t I I I t I I I I I t I I t I I I I I I I t I I I I I I I I I I t n o a t I I I I L I I I I t I n I t 0 9 1 . w e I I L I I I m 0 6 ! m I I I 9 6 0 1 ' ° ' ' ° ° ° ' ° ° ' « l o r d - I I n w - 9 k m o w n o . x o J o t c r d ' l - I - t ' ' ° ° « t o m - I « u m o n : I I I I I I I I 0 I I I I C I I I I U I I I I U ! I M ” I I I I I t I I I I I 3 I I I I I I I t I t I I I I I I I L ! I I ! I I I I t m I L : I I I I I t I I t I t I I t I t I L L I I L L L I I I I I I m t I n m : " " " ° ' I ° fl “ o n “ : ° ‘ ° " ° ° ' n . a n o a . . - l n x " ' ° " ° ° ° w a u - - J h I o n - fl u I I I I ! I I I I t O I I 9 I I " I I I ! I L I I L I I I I L I I I I I I I I L I I : I t I ! I I I I I I I I I I I I I I I I : I t I t t t I I I I I : I I I I I I ; ° - - - - - ° a n ¢ I I I m I I I L I n I I I " ° " ° ° ° " W m n c t s x ° - - ° - . - m n x I I I - u m m I I I I d o o o o m t s r a i g ' I " I m : fl I I I t I t I I t I . I . t l I : 6 I . L I I . " 1 I t I I I . I I I I ” I I I t : 8 t : t . : t g I I : 3 I » : : I I n o n o m : 1 n 0 0 ' : 1 ‘ I I g , I I I I t u I I I I u : 0 : : - : - : - - - . m a o - g ' ' ' 0 0 0 I m a m a m a y . & . I I I I I I I o o I 4 . I . . . 6 8 . . . 8 2 . . . . . . . . . . . . o . 3 3 . . . 3 . . . . . . 8 8 . . . , . . . . . . . . . 3 9 . . . . a . . . a . c 8 . . . . 8 8 . . . . . . . . . . o . 8 8 . . . 8 . . . . . . . . . . . . o . . . . . . . . . . N - . - . n 2 . . . . . . 3 . . . . . . . 8 3 . . 2 . . . . . . - . 8 5 . . . 8 . . . . . . . . . . . . . . . 8 . . . . 8 8 . . . F 8 . . . . 8 8 . . . 8 . . . . . . 3 . 3 . . . . . . . . . . . 0 " . 8 w a g o n C h i s - N 8 . . . . . . . 5 . . . . . . . . . u . . . . . . o 3 3 . . . . 3 3 . . . 8 3 . . 2 . . . . . . . . . . . . . . . . . . 8 . . . . . . . 3 8 . . . 8 5 . . . 3 . 8 . . . . . . . . . . . . . . o 3 3 . . . . . . . . o . . . . . . o . . . . . . o . . . . . . . . . . . . . . . B u I n a n . . . S I A d ! 3 . . a n . R o n . . . a . o . . . . 3 3 3 8 0 . 3 o o o o o o o o o [ . 8 3 0 0 0 0 0 0 0 0 0 i “ A ” 2 O H ! ' 0 H O M a 0 0 0 0 0 0 i ! U ; 5 . . . . . . . . . 3 . 3 . “ a . 5 . o o o o o o o o o g I a ! g 0 0 0 0 0 0 0 0 0 5 & 8 . O H . a 0 0 0 0 0 0 0 0 a ; O 8 . g 0 0 0 0 0 0 0 0 0 0 0 , 1 . n . c g 0 0 0 0 0 0 0 0 0 0 g 0 ” I 0 0 0 0 0 C ! “ O i . a ” 3 3 . . . . . . : 3 . a 0 5 . u l l l : 1 1 J u l 1 ‘ } . . . . . . 8 8 . . . . 2 . 8 . . 2 . 2 . . . . « . . . . . . . 8 8 . . . . . . . . 2 . . . . . . . 3 3 . . . 3 3 . . . 3 3 . . 3 . 3 . . . . . . . 3 . . . . . . . . . . . . . . » n . . . . . . . . . . . . . . . . u c o n u o n 2 . . L I l l l u l ! 1 ' . . . . . . 8 . . . . . . . . . . . . o 2 . . . . . . . 3 3 . . I S . . . . 8 o . . . . : . o 8 . . . . . . . m u n “ . o o . w n ” 3 . . . . . . » A “ 3 . . . . . . . “ . . . . . . . . . 8 . . . . . . 8 . . . . . . . . . . . . o 3 . 8 . . « . . . . . . . . . . . . o u . S . . . 2 . . . . . . 8 . . . . . . 8 . . . . . . 8 . . . . . . 3 . . . . . . n o w - . . . . . . - . . . “ . . u . . . “ u r n " . . . 3 . . . . . . » . 3 3 . . . . . 3 3 . » . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 3 3 . . . 3 3 . . . . . . - 3 . . . . . . . . . . . u . . . . . . n . . . . . . . . u . . . . . . . . . - . - “ n o ” . . . . . . ” . . . : . . . . m u n . . . o o A . I . . . o o u u a . « a n . a . . . . . 8 . . . . . . . . . . 8 . . . . K . 3 : . d l g h d o a . . . 3 § a n . “ . 8 : s u n 8 4 3 a n : ‘-~----.-...-w~-z-- ...... .. - ~-...-.-...... ~ V M7 ' 3 ' . “ “ o n - a w I 0 1 1 m 0 ! ” . . . M I I . I ‘ m 8 " “ [ f i x / p ? ) m 3 " ‘ ‘ ( r a t e - r ) . . . . - ' I I 2 . . . . . I t ” , . : 8 m m x . . . . . . . . . “ u ‘ “ - m y . W E . h . 8h . 2 . . 8 0 0 0 0 0 0 3 ' ! ” . H . “ u . u 0 0 0 0 0 3 . . 8 ' . . . . . . . . . . . . . . . E 0 0 0 0 0 a . . . . . a . . . . . I I I . I ' ' a . . ~ ” I I “ I 3 ” ” ' 3 ” I ? ‘ O F . 8 . a . . . . . . o u 0 . 3 . . . . . . . 2 . . . . . . . . 8 . . . 8 . . . . . . 8 . . . . . . . . . . . . o . . . . . . . . . . . . . 3 2 . . . 8 . . . . . . 8 . 8 . . . 8 8 . . 3 . . . . . . . . . . . . o 3 . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . . . 5 . . . . . . . . . - . . . . 3 . . . . . . 2 . . . . . . 3 . . . . . . . . . . . . o 3 . . . . . . . 8 8 . . . . . . . . o 8 . . . . . . 8 . . . . . . . . . . . . 3 . . . . . . 8 8 . . . . . . . . . 3 . . . . 3 . . . . . . . . . . . . 8 . . . . . . 2 . . . . . . . . . 0 . . . . . . . . . o . . . . . . o . . . . . . . 8 8 . . 2 . . . . . . 3 . . . . . . 3 . 8 . . 3 . . . . . . . . . . . . . . . . . . . . . I . . 8 6 3 - : . . E H O O ‘ O s t h H , 2 . “ . . . . . . 3 . . . . . . : 3 . . . S E . . . 3 . . . . . . . . . . . . . . . . . . . . . . i C F . . . . . . . . . 2 . 8 . 3 . . . . . . . . . . . . . . . . . . . . . . 8 . 3 . 1 . . . . a g o . . . . . . . . . . . . 5 3 3 . . . . . . . . . . . . . . 3 . 8 . 3 . 8 . . . . . . . a l l . . . . . . . . . . . . . . . . . . . . . . o n . . . . . . . . . . . g o ” . . . . . . 8 3 . . . 4 5 6 8 . . . “ . . . . - . . . . . . . . I I . 3 . a 0 a n ‘ l l l ’ - 1 . “ I I I ‘ I ' . a n " . . 3 3 . » . . . 3 3 6 . . . . . . o . 8 . . . . . . 3 . . . . . . O . . N : ’ 8 . g . . . . . . . . . . . i n ” . . 8 - O O O O O O O O O O O 3 " ” . « A a . . . . . . . . . a . 4 . . . 5 9 . 4 . . ° . 4 9 . . . . . . 3 . . . 3 . 3 . . a g s . . . . . . . . . . . . . . . . . » . 3 . 3 : “ a n . . 8 . l d d b . 8 H . . 8 O l d . ) . . . . . . u o o . . . . . . . M O O D i . . . . 3 0 . 8 . 5 . 9 . . . . . . 3 3 2 . . . . . . 5 . . . . . . g 0 0 0 0 0 0 0 0 0 0 i “ 0 0 0 0 0 0 0 0 0 0 i n . 8 3 3 8 . . . . . . . . . . . . . . 3 3 0 3 . - . . . . . . 8 . . . . . . E d I d . . . . . . u . . . h : . . . . . . . . . . . . . . . “ . . 8 8 . . . . . . . . . . . 3 " . I r r o . 1 . . . 0 0 0 0 0 0 0 0 0 0 ' 2 ‘ ' r 0 0 0 0 0 0 0 0 0 0 i “ I r 0 0 0 0 0 0 0 0 0 0 i . I . l O . ‘ s g g 3 . . ..m‘ — \_“-’—4.-.I">——- —-. 449 : 0 u u t ” ! m h W t - m “ #3.. E s a? Q a 333 i t 3 0 0 ‘ “ 3 3 0 3 , " 5} - ti. 3?. I 3 E 3 2 t 0 , 3 0 0 . " a n . . ( W W ) “ " 9 : n u : t : - ? u . m ( . 2 . . 2 . 2 . ? . ? . ? . ? . 3 . ' a 3 n 7 . 2 “ 3 - ’ o 3 u ‘ t r 3 u n ! i .1 3 .35 9853893: i s 5 § ‘ kES§EE§§ 450 . . . — n o o n - a l o c .rrrfiflfifii n i n 3: =eea§¥$e n a { 3 3 8 0 0 0 0 0 0 0 0 0 E I { g E 5 3333339! ‘ “ 5 n . g n i u l g . . 5 4 . 0 . g ! 0 : a g . ‘ u ‘ — 9 : g 5 ‘ . l a g - . s o n - n o s a e r £ o 3 8 . 3 . I o o g . n o i l . ‘ 0 ' . n o o n . : 9 ? . 9 . . . . . . . n a m n u g . . . : 9 8 . » u . . . p u « o : h g n E . g . » . 9 ” % 9 g . . . " ’ 0 ‘ o s " . . . F o - u n « n o - n n o o n a u g n a n - n o d r o c » n 1+5] .33 . . . . . . . . E E . . . . r 595:3 ! o o g : P _ ‘ o : : E 9 : s o c “ . . . r : . 8 . 0 8 4 0 0 . 0 a o c o C : b w 0 . 0 . 0 0 8 . 0 . 0 0 8 . 0 : » 8 . 0 : . 3 . 0 u a n n o 8 - c i V . 8 0 . i P : o n . . 5 . 0 3 . — k o o c ; a ' #333 D ‘ { E 9 3 0 . 9 . 0 . 1 2 9 - . 5 9 : 9 . 0 . 0 . 0 1 3 : . . . . 0 - " . u . . . . . . i H i g bkéssséa 9.9.94 9M o 0 3 . p . . . . . . o g : 5 3 O . ; o d . 3 3 . n u m t n a m O . a 3 g t m 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . " n u m : » " 3 3 ' 0 0 0 0 0 0 . 0 0 % 9 2 . 8 0 ; o n . : 3 » . l l i o fi ! a E D O 0 [+52 3 i SNBQRQRB 00000000 rrrfifififii 3 . 3 3 . 3 . 8 v 8 - o n a s L . - . 1 3 d o : . 9 3 0 o o 3 5 3 3 6 ‘ C E O . " . 3 g n o fl s 0 3 ” . . “ u r n ” 8 2 8 0 n o . . . - o n o u n - o b o - 5 2 . 3 5 . . . . - t 3 r o a s c 3 3 0 3 . a ; 0 3 . 3 0 - £ 3 0 0 L i d » . 3 “ r a § . - _ 2222:: rrrrrr h i n - 8 . m m 3 . : « . 5 9 3 3 . 3 u o l a . - 3 & 3 « a n . 8 . : 8 3 0 : o 8 8 9 . 8 8 3 1:53 . 0 . 0 f o . n “ h n u a m m a m n I ” . 1 6 0 6 . 0 ” . I . 8 0 3 0 . 0 ” . . - n I H. . 1 m is C " 1 0 0 . 0 7 0 . 1 n - h c a e l , M 1 . 1 “ I . ” l o C ” . . . 1 . “ n a c ” . 0 ' ” ? 8 0 . $ 1 1 9 0 0 . 0 ” . . . m 0 8 1 3 9 . 0 ” 1 1 I . 0 - V O M 4 5 1 5 0 0 . 0 6 1 . . . 6 1 ” 9 0 . 2 » o c - a c n I M . f . 1 . l o . c n u o P - 8 . n u N “ ‘ - . . . . . . ” y a l n I T f o e u n a m a u n l . . n a V m 1 . 0 e m ( M - . m w W M ( m . . m 0 . 8 O 0 0 0 0 0 0 0 0 . . . . . . . . ” " 8 1 n ‘ ” O - o u m - n u t l l I o c - a n e G . . . . . . » m m 1 c c 1 7 - t o l - o . . . . k l a w t a c - n r u h c o o o o “ . . . : 0 3 ’ m u O . . . . . . . . . 1 M . ] h c o l O : “ I . a . . . 8 8 9 . p 3 a o . » - 2 3 3 . — n o n » V . E 3 3 5 3 . b u n - p a g » 0 £ 1 0 - 4 , : g g . 9 : s a w 8 F 3 . n a w E usu wrrerr 3 3 . : 3 3 . 2 . 9 8 0 . 3 3 3 9 » g . . . . . . . g a n . . . . . o o B - n o n ' u 0 B N I . 3 3 » _ 1 . . 4 . “ k n a r ~ . d u b « . K « u o y ” . o n . “ w e n . . . n o n . n o o n . b o r ; 8 5 7 0 r . ; 8 3 5 £ . . . » a o i B « n o : n o 3 . 2 3 0 n a 3 3 . 5 9 n 8 . 8 . 3 ‘ . . . n o n ? n a c . 3 0 : . n a c « E #55 t o P " : n " : t W W " ! “ O c c o o o o o c o m z r c . a x r u n - $ 2 : M " ! M . . . : q 6 2 : . O 0 O O O O O O O m m : - ‘ 7 ! O O 0 I O 0 O O 0 0 “ 1 : 0 - ' 3 : O O O I O o 0 . n m ” m . I ? ! 3 : 3 0 0 o o o o o o o o o o . 3 ” . ' 7 ? ! 0 o 0 o o o o o o o 0 ” = 2 0 . S E : a a v t g . f t : o x v t t fi a 2 n o o o o o o o o u q n m m 0 9 € g g g n m o g - ‘ g x 0 0 . 0 . 0 . 0 ’ 0 1 3 . 1 3 z t n x z a y l t ' o " 9 3 0 ‘ 9 1 ' u M M ' O “ K l - ‘ 0 ' 9 ’ 0 3 3 ' 0 ' a n n a ; - w " s a t i n ; D r u m ; ' ' ' ' ‘ ° o n " ! « o u r : s o c - l o a n : m ‘ u 9 9 0 9 0 “ I ” ! ” 0 3 0 ‘ 0 m o r n m a r e n o n - 0 * ' ‘ m 9 " I t ; . 8 0 J t l c t fi r j - m o n t ' o - m r o i 9 9 4 m m a t ' s ! “ 9 0 6 ' 0 O L Q E O ‘ O c o a o o o . . . m d a . 3 ' l 3 3 fl . o t a v J I t w z n c o n t a m - c a n s ; t v x a g 3 3 : ; : : : ; 0 : : i s : 9 - : - - - 5 r n a u u o : x A u g z . . . . . . O O O O O m : 3 . z J : O O O O O O o o o o m m u . € € z 0 0 0 0 . 0 0 0 . . . n : . : . ' : x J O I t s l t v u y a c v t x v a o I I O O O ' t a t t I O I I ’ I ’ . . . . . O O O O . : C : . _ . \ . £ . . . . . 0 ' ” b “ ’ 0 F a v e ? ( ‘ u u ' o c a t a t z s x a c : : 0 ’ ° - ( { 7 fi ’ F / j a m ' t u r n I N C ! ' 8 m u ' o ” m ’ 0 O U O O ' O fi r s t M H - ' 0 ' M O O ' O “ I ” ' 0 ' 0 9 9 3 0 ° 0 m ' u ” 6 0 0 ’ , - " 9 3 1 ’ 0 m m ' 0 - ” 4 : 0 ' 0 - m m : “ 1 0 ! . ' 9 ‘ 9 9 3 . 0 % ) “ 6 8 8 ‘ ? l m ‘ o m m “ ' 9 " . m n ' o w e ' 0 ' u n o ' 0 - m ‘ u a s » . ' I m ‘ n a m ' 0 ' I U D O ’ O m t o - o - « e u r o H . 0 1 0 ‘ O l l L i l - ( 0 ’ 0 “ L 6 ! ' 0 { 6 6 M ' 0 M I O ' O “ 0 6 0 ‘ 0 ' w u m r ' 33§§3§ 622 u: o 0 0 0 0 0 . 0 0 . m z t n a ' j ‘ v o e O A t z a v a z x j . 6 C h r S 6 0 : 4 c 3 3 3 8 ; _ a 0 0 0 0 0 0 g E O H O B . C H . . . . . . 0 : o o o o o ' 8 0 0 0 0 0 a o o o o o E 0 0 0 0 0 a 0 0 0 0 0 8 . . . . . I I I I I I . “ U , ” 0 ’ “ O C H “ g l a d . 3 . 3 ‘ 0 ? 8 . 5 . 2 Q ” 0 0 0 0 0 0 0 0 0 § I P I n o o o o o o o o o 3 0 ‘ 4 " 5 0 0 0 0 0 0 0 0 0 3 3 1 . 8 : ‘ 0 0 0 0 0 0 0 0 0 E 0 3 8 ‘ 0 0 0 0 0 0 0 0 0 5 3 3 ' . ‘ O : 0 0 0 0 0 0 0 0 3 8 . 3 . 3 fl O O O O O O O O O O O O a . 3 K K 3 3 . d u s k ; « F 5 ‘ 0 I t . ” . 0 . . . . . . . . r . 3 . v 3 . 3 . 8 a : O M O N a n » . a n ” 0 8 H . . . “ — I ’ H ‘ D b u n - . 3 5 3 9 n o c a n o n . . . . m . i n . 6 I O u I O O h U I I . . . 2 . 2 . 3 ? ” 5 H g . . 3 . D 0 0 0 0 0 0 0 0 0 0 i “ 0 0 0 0 0 0 0 0 0 i n 0 d a n . . . : . - s a g a 0 0 0 0 0 0 0 0 0 0 a n : . 3 h a s 5 ” h e . L a p - “ h a w 8 d a “ t o ” ; s . g s a . o 0 1 . . . . 2 H 0 : N . r 0 8 0 0 0 0 0 0 0 0 0 0 i . . . “ E 0 0 0 0 0 0 0 0 0 0 t h r I : 0 0 0 0 0 0 0 0 0 0 i “ . . . Va—un_r_.... ., ....\ _ .7-” 4 ,- Ar- 1 d . I f a 1 , 0 0 0 0 0 0 i f . . . . . . . . . . £ 0 ” . . 0 0 0 0 0 i s i t s g i g s - 9 0 3 0 ’ . . I I . I l l l l ‘ fi c l ‘ v l l l x ‘ l I I I #57 . ’ 0 " ' 1 u m g 3 h o o o o o o o o m m o , s a w - s t , 0 0 0 0 0 0 0 0 0 0 0 m ~ . ‘ t g 0 0 0 0 0 0 0 0 0 0 o o o o o o o o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . m w t a ' m . “ g o u r ! a . “ - fl : 9 0 ' ! “ m . 6 ‘ : m m ‘ “ m . W E x . “ I r u n n i n g y o u « a n » ; « - m : 0 3 1 " " 0 . 0 “ Q Q O O O Q W O R W ' ” ‘ - M a n c u n i a n - “ x 0 0 0 0 0 0 “ M u u ‘ q . m I o o o o m ” . ” “ “ M " - W g ° ° - ' m a g n u m - “ x L . . . . . . m t m m a ” - i ' ; ° ° ° ° " m m : 0 3 : 5 8 0 . . 3 " ; o n - d u n ' i . 0 “ ! c o m ! m a n . - « a r e o n u ' o - m t t ’ o - a u r a n o “ : “ . " ‘ m a r t - m u o ' o L t c a ' o - l u m ' o - a u t o - o 9 n ” ' 3 1 m m : ‘ ” 1 ' ! " ‘ 8 7 M I ' I n a m e ” a r e m o r o - m o o ' o ' 0 m m ’ 0 " ! m m m o r e ” a r e o u n ' o m W W ' s a c t - m u ( t é r / o j m " ( ’ 5 3 ; I O ] m u . m ; p 3 : “ t h ‘ m c m ' 0 I ” . " ‘ 0 u ' o m __ A A 458 s a . u n n v fi c n u I ‘ I c a H ‘ O . c 3 3 £ . . 1 . 3 5 . o 8 8 ~ . 0 0 0 4 . 3 3 3 . $ 0 0 9 . 0 0 0 . 8 3 . . I n v o o q o n l u : 9 H 8 8 ~ 9 . . 3 5 9 6 2 8 9 " 3 . - ' 3 . 3 8 . 2 g a I g . . b u S . 0 o w o a o u l e g a p . 6 : . . 3 0 . 0 : n u G 5 . 9 5 . ; 8 . 0 8 8 6 L 8 . 3 - . . 1 ! 8 9 8 0 ’ : “ 0 I O H C . 0 0 0 0 . 0 » 2 8 9 . 8 . 8 . 6 » 3 6 . . u : 0 . 4 5 0 0 . 0 . 5 8 3 3 5 . » 8 8 9 . . 3 3 9 s a . » w 0 0 0 0 H . d a 0 8 8 9 » 3 3 . o n : o S . o n 4 8 3 . o . . 3 - 5 o g . 4 0 3 0 8 . 0 » 8 8 9 . . 2 3 9 . . . 8 8 . 5 : I c c c c c . r o F o s . o n O O Q I I H n o c . e w : 0 . 0 . 0 : » 5 . o n “ p o o c s . 8 . 2 . c 8 # - o w n o E ! n I 3 . 0 . 0 : 0 0 0 . o n : 2 0 9 8 8 0 9 . “ 8 . 9 . 0 . » u o y . 0 g p . 0 . 3 9 ~ . 0 3 0 . : n a c . r . 3 5 0 C . . . n i o C ! : 3 9 . . . E P E ; e c n e s b a v a g o o o d a d n o n O s a w . r o “ . H 8 . C 3 9 : . . . A . : 8 9 3 5 0 F . I I I I 8 0 333:: O O I 0 I . $ 8 9 . 8 3 : : . 9 0 h c 3 . . n » 3 8 . 0 v u n 8 . c s b i r I C : h s o C . 8 . “ 0 9 9 : 0 u u o . . H E I . 8 5 9 9 0 0 3 Q 0 . v . o u w c « . n a h a u o b n . x 5 0 0 : 5 . 0 2 9 . 8 2 9 3 . 3 9 3 8 0 0 5 . 3 9 » 8 8 . 9 8 0 8 9 g o d . 3 8 . v » 8 3 9 8 0 0 0 . 0 : n a c . g a t n o I o n I n I H 3 8 0 . 6 5 8 . 0 . . 3 5 : 1 - : 8 9 . . 3 8 9 8 . 8 . 0 8 . 8 . 0 - : t o r : 0 3 - 0 0 . . . 9 0 0 C 3 3 . - . . . 8 8 3 r . 0 : o 3 - a n n o D n o n o . . . » n u o n — . _ . e w . a . . . y M E . . » . : 5 4 2 » . 3 : . 2 . : 3 . 8 9 5 8 . - r g . ! 4 3 B B 9 8 0 . H 8 r . 2 . s o n E . n n p p n u y “ . 3 « . ” H C ” I N N O C J . n o w p n g - l I I ? n a . n u o N . » . 9 ? . 9 . . . . . 1 ? ? ? 5 . 8 5 < n e d E I E o n « ? o n _ - . 2 4 E . - n o n a : n I a n u L : ” n a c . « n I H E 0 £ 5 : » I 3 3 9 3 8 0 9 . . . n I . . . . g n E . % 3 5 4 8 0 ’ 9 . 8 0 0 9 r : a s i V . £ 3 fi u g o o o o w o c . O 8 0 8 . 0 3 0 8 0 P O O O I O h 0 3 . 0 8 2 . 0 g n a G 8 . 5 ' 3 3 9 : 0 3 0 5 r “ 8 . 8 “ . . . 3 . F I 3 2 v o C : 0 : . o l : . 5 9 . ¢ 8 8 : Q I I N : 8 0 . O % 0 : 4 - h o o 0 0 0 5 . c 2 0 0 4 A #59 I I I I I I I . G 5 u | d - U U K I B M H I I I I I I I I g a H d . Q ‘ M I W n a - H g . ” . . . “ « I I " 1 3 r a v o . . . b a n o c n I t . » I I I I I I I I Ds 0 3 . 3 0 “ “ I I g I I I I I I I I I I “ C ? I H M ” ’ 0 I I I I I I I O w n s . “ a s I “ A . " I I I I I I I I I I I . “ d ~ . . . I 4 M - : O I O O I I I I I I I I I J g . “ W - " I I I I I I I I I I N S Q I M I H i . a . '353'395 ” I I I I I I I I fi g o n p t l m m n . . C . . O C . : ‘ I ‘ t q u d . m m “ I o n a - a u o a n a a h u c a n a n n o u n c e a u p I I I I I I I s a a H I O N “ I 0 0 . “ . I I I I I 8 3 3 8 " C O X J fl I M . . . " I I I I 9 5 0 h . " d a n c i p u I M I N . . . . . . . . 8 3 . 3 . 3 . . . G a z a . . . . . . u . . n o o n - h o n u - u o o u . v . 5 4 « - 3 2 8 ‘ I q u I h o fl . _ I I I I I I : 5 3 I o h o a a u u a c h o H n u u a u n t s - 4 o a a n n m I I o t u O n l > u k fi o u r u s e “ L u a . m - H H n o o m 0 o . . I . . . . . u n o n — c g a I I I I I I I I I I g a fl Q fl I R H\ a I fi I I I I I I I I I I I fl I H h U I N k N fi fi fl q I I I I I I I I 1 fl 4 \ - = ” A ° A I O I J 2 . 0 9 " “ . . . H I H M H J a g g I O M H I I I I I I I I I I I I I I I I ' 0 ‘ 3 a ! . . . . . . . . . C I O “ . " ' - H I . t h . 3 0 0 8 « 9 3 . 3 3 . 8 3 . 3 , 0 4 . . . . . . C O O B q ’ I h . : 5 3 . . . g . g a b @ k fi fi w v fi o i fi v \ o u n a a u n u v s s o o l g . n o u n . h o u m . . . . . . . . . . m a b C . . I E - I I ' l l . I t m m . 5 . D I S d D o b d ‘ ‘ 0 " . n I : s g a g g 8 r 8 5 . o n - B B B ! 3 . 9 8 3 . a . a n o p I - o w n o n . n I o u I I I n n o u n . I 1 . . a v I « . 8 « » e n a p . h u D ” I N O O O . n n o n . n o o n E . o u u . - I r I u q < . n o u p o u y I I . I . g c a n n a m . . a . n N a I O C o g I { n o - I I I I n I H I I I o H n u I I I I I I Q « a 460 : » o n . % 0 : : 0 . 0 a w n o c s E I H - o n . 3 3 . 0 B E I Q I 3 o 2 . 0 : » n h a c I . e g n u o l g s u c o ¢ 8 3 6 2 . 8 S ‘ S I N H I 0 . 3 3 . 0 fi g o r I “ O M O H . o n Q Q S O I O . 8 . 6 I g I g o c g . o t g - . I : 0 0 H . 0 ; o n . o n 8 . 8 9 ‘ 8 ’ “ I b O § I 8 i g I O 4 : I . F . I n u s o o C . fl o fl u o b a 0 3 0 . 4 8 8 . 6 I o o u a o u o 8 4 8 9 : . 8 9 . - 3 5 . c 8 . 8 9 3 & 3 8 0 4 > . n o s n i o c . g o b : g o C ? I C g u r ” : 2 . 0 5 8 2 9 § . o - 2 8 . c a 8 . 3 ; 2 . 3 . 0 g s I C . . 2 3 . « 3 8 ~ 8 F — - . 8 . 3 : s k I 3 C 0 0 # . U g o c . g o c n g o w o : O O O I O . 8 2 . 6 8 . 8 9 3 . 2 9 8 L 3 . g o O I . g g I O . 8 0 0 . 0 0 : 0 0 0 . 0 . 3 8 0 9 - g a r t . . . S I O ! » % 6 - 2 8 9 . . 3 . 8 9 . 3 . 2 E S I O I ? . 0 3 . 6 : 8 9 d a é u . snags“ rrrfifiébk I I I O O S O I F I § I ° . 2 3 9 . . 8 8 9 . . . 8 8 . 6 : . . . 8 9 . . . 2 8 : g o u o h fl o fi S I C 3 . 8 . 9 . 8 8 9 8 . 8 9 % 8 0 . 8 . 8 0 8 0 3 . 2 . 5 . . 8 8 . 9 . 8 5 9 o a s o O I O U D H I O 8 4 3 9 . 8 8 9 . g P 6 5 0 4 . : l i a I I I I J'ui‘uf'a’uf‘? - g o v S I D ; I C g o D . I O O O I O % 0 . 0 - 3 8 . $ . 3 . 0 . 0 . . . 8 9 . ; 9 . " . I g i g I - n a I ; I G . 3 ‘ I C g ‘ i fi I O 8 3 . 0 g o G i g I O s I * 0 8 0 9 : 0 : 0 0 ; " G I G : E I D E I C . r a F I C l g I O - : 9 . 3 . 0 . . 4 0 $ I C 3 ’ . 2 . - . I o I I n o % 0 6 a n I . g o fl . % 6 o n o w I - o n 3 : 0 . i v a §§é$ssss o 0 0 0 0 0 0 0 0 0 0 I+61 ! I : 3 0 ' - 2 . . . 0 0 0 0 0 . 6 0 0 0 0 0 . 0 ! 0 . o n 0 0 0 0 0 . 0 3 8 ’ . C I M ‘ 0 I I I I I I I I I I I I I . ” . f I . . . 3 9 . 1 . 8 9 - . . . I . . . 8 9 . . : 8 9 . 8 3 9 . . . . . . . . . . . . . . . . 3 3 I . . ; P : I C g 3 I . . : 9 : I C 3 0 ' ! 0 . 3 0 8 0 . . . 0 8 . 0 g o D “ G I D . : 0 0 . 0 : . 0 i N I I I I I I I E I D . E I I I I I I I I I I I I I I I I I I I ' 0 3 « ; fl E . . 9 d 0 I I . . . . 8 . . . 3 9 5 8 . 9 . 3 8 9 . . . 8 9 . . : 8 9 . 8 . 8 . 8 8 9 . . . 3 8 . . 8 . 5 ! . 8 9 . . 8 8 9 . . . 3 9 . . 3 3 9 . 8 . 8 9 I . . . . . . . . . . . . . . n o . . I F . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 . . u - . . . I I . 8 . 8 . 8 8 9 . 8 8 9 . . 8 . 9 . 3 8 9 . : . 5 9 . . . . 8 9 . ! ! ! . . . g . . . . . . . . . . . . . . . . . . . . . . . 5 8 - . E 8 0 9 . . . r . p u . u o ‘ 0 3 0 5 » I I I I H O ! . 0 0 0 . 3 . 0 3 0 . 0 0 . 0 . 3 . 0 0 . 5 . 0 0 0 0 . 0 : . 0 0 . 0 8 . 3 u q 0 0 . 0 6 0 0 0 5 . 0 “ . . . 0 . o n . 3 . 8 . 0 8 0 3 0 0 . . . . 9 . 8 . 8 9 3 . 8 9 . . . 8 9 . 8 8 9 . . . . . . . . . . 8 : . 8 9 . . . . . 8 9 . . . 5 9 . . 3 8 9 8 3 . 0 0 0 P 0 0 0 0 0 . 0 0 3 0 0 . 0 8 0 0 0 . 0 0 0 0 8 . 0 3 0 0 0 . 0 0 . 0 . 0 0 0 0 0 0 0 . 0 0 0 0 0 8 . 0 0 0 4 8 . 5 0 0 0 0 0 . 0 3 0 0 0 . . 0 9 0 4 . I I 0 . 0 - . 0 0 4 0 . 0 0 3 0 0 . 0 3 5 0 . 4 . 0 . 0 0 0 3 3 . p 3 . 0 0 . 0 0 . 0 3 . 0 0 3 0 0 . 0 0 0 5 0 . 0 . 0 . 0 0 0 . 8 g 8 0 0 0 0 0 0 . 0 3 0 0 6 . 0 0 0 5 0 . » . . . I M 3 0 0 0 . 0 0 0 0 0 0 0 . 0 3 3 0 . 0 0 3 0 0 0 . 0 0 u o a u 0 . . ‘ . . . . . . . . . . . 3 . 8 0 3 3 a . . . . . . . . . 4 3 8 5 o . . . . . . . 5 0 0 0 9 0 . 0 0 8 u 3 3 8 8 0 £ ” 8 . . 3 9 3 . 0 o . . . . . . . 5 . 5 0 : » 3 . 0 0 - . . . ! 0 . 0 I I I I I I I I 0 0 0 . 3 0 . 0 5 . 0 8 . 8 1 . 3 8 . . . . . . 8 3 0 n I 3 . 8 . 8 . 0 0 u . . . . . . 5 » . . 8 9 - . . . 8 9 . 3 5 9 . . 8 8 9 . . . . . . I - . . . . . . 3 9 . . 3 8 9 . 5 8 9 . . 8 : 9 . 8 3 . » 3 I I I I E # . 0 0 N 0 : ; " I U S I . N 3 0 . 0 0 » 0 0 . 0 . 0 0 0 0 3 . 5 . . . 8 . o n 5 0 0 . 0 $ 2 1 3 0 1 . . 0 . . . . . . - . o g u q 3 0 n . 0 0 0 . 8 0 0 5 0 . 0 0 0 : 3 0 : 0 9 3 3 0 0 - . . » . 8 . 3 . . 5 5 . . . . . . 0 0 0 . 0 “ n a h , t . 0 0 0 O S I O : M fl O I O S O H P I O I fl z d O I V : I I O 3 0 I § I O I s g I V ! I H I I I I I I I I ; F 0 - H R H “ 0 7 I E I I I I I I I I g s a I g 0 5 . 0 0 0 8 0 0 . 0 5 . 0 0 0 0 0 9 . 0 0 0 0 8 . a 8 0 . 9 . 0 0 0 0 0 . 0 . 0 0 0 0 0 0 . 0 0 8 0 0 . 0 0 0 0 . P 0 . . 0 8 0 0 0 b ! : 0 n I . 0 6 8 £ n . . . . . . : g : 3 0 3 I . 0 . 5 0 . 0 : . 3 8 8 . . . . 0 0 . 8 . “ I c c s a ! . 8 » n I « . . . e v . . . . . . 0 0 8 0 . . - . . . o 9 3 . 8 9 0 ' I I I I O I " . 3 . . o 9 . . . 3 8 9 . . 3 8 9 . m . . % 1 ; . ; I 0 h E ? g a n . . . . . . m p . . . . . . . . . . . . . . . . . . . . . . » . n a « 9 0 0 $ 0 8 . 0 . 8 _ . 8 0 . 0 . . . . . . . . 3 . 3 0 3 3 u . u N . 5 . 3 0 5 0 : s a E a ? 0 5 0 3 0 1 ” “ 0 0 ‘ 2 : O H E . a 0 0 3 . 6 . 0 . 0 0 { I I B E . 0 0 . . . . » . 5 . n . . n a " . . . 0 . . . n I « . . . 0 0 6 2 . 0 . . . . 0 . . . . 0 . . . o n . . . o n 0 - . . . . o h w . . 0 0 . . . 5 0 5 . . 0 . . 0 5 < . 0 . 0 . 2 4 . 0 . » 0 . 0 . . . o c . . . w e n . » . 0 0 n o . . . . . . 0 0 0 . 0 0 . . . . . . 3 0 a . ; . 3 ! 0 0 . 0 0 0 0 0 1 0 0 8 “ . . . . . . . o . . . . . . . . . . 0 9 . . . 3 9 . . . . . 3 9 . . . . . . . 0 . 3 . 3 . . . » . . . . . 8 . 0 9 . . . 8 9 . . . . 0 9 . . 3 . 9 . . . 9 . . . . . . . 0 » . 3 . 9 . . . » . 9 » . . . . 9 » . . . . . . 9 . 5 8 . . . . 0 . . . . . . . . . . . 0 0 . 0 0 ” H . . . . . . . . . . . . . . 0 0 . . . . . . . . . . . . . . 0 a . . . . . . . . . . . . . . 0 0 I u . . » a . a U N . . . u n . a " . _ z 0 0 0 . 0 0 0 0 0 . 0 0 3 0 0 P 0 0 0 . 0 0 . . . . . . 0 0 0 . 0 0 8 0 . 2 : 0 . 0 0 0 0 0 . 0 . 0 . . 0 0 0 . 0 . 0 0 0 0 . 0 0 . 0 . 0 . 0 0 0 0 0 0 0 . 0 ? 8 0 . I ‘ . 2 4 : 0 3 0 0 0 0 0 . 0 . rrrfiflfififi . . . . . . 5 « . . . . . . . . . . . . 3 6 3 0 0 « . . . . . . . . . . . . . . . . . . . . . . . . . . . . » . . . 0 0 0 8 . 0 0 0 . 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 ; 0 0 0 : 8 F 0 o . 0 0 0 0 . 0 0 0 0 3 . 0 . . 0 . 2 . 0 . 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 . 0 . 0 0 . 0 0 0 0 . 0 . 0 . 0 0 0 0 . 0 0 3 0 0 . 0 0 0 0 0 0 . 0 . H 0 0 0 0 0 0 0 0 3 . 0 . . . 0 0 0 v . . . 0 0 0 . 0 i 0 0 0 . 0 . 0 ' 0 . . » . . 0 0 0 . 0 0 0 0 0 0 . 0 0 0 8 0 . 0 § . 0 0 . 5 0 . 0 . ' 3 0 0 8 0 0 . sanaasaa 3 0 0 0 0 0 . . 0 0 0 0 3 - -— --F.»—.—.r«-— ...-4n. .... . ., -~ [+63 : 0 U m u n - v ! n : 9 ! : 3 C l m 0 0 0 0 0 0 m m t u m - 5 : ? ! . 0 ° ° ° ° m z o z m c n u s o o - m x I n ° ° ' m a n e - u m u m - W : I S M o n i a n x I O “ 0 0 m b u m 0 0 m m c a n “ ; ° ° ° ° ° ° ° ° ° ° « m o r e ; m 9 7 : ” I 9 7 : 6 ? , n o m ' ' I ! s o - - - m 0 0 . 0 0 . . . “ ‘ 3 ' a m fi o fl s o a n s u n n y m . . . . . . . . . ” I " ' 3 . ( ” I ” ) m . ” . j ( 0 1 0 0 ] u m - . . . ? 3 ' f ’ ? . ’ ° : j ’ ) : 1 1 O i n n a m i n g ; m « m a g - W : ° ° ° ° ° « m u m ; « u m - 3 " : d - \ O . 3 - t o o o o o m u m w ‘ 1 o ‘ 2 . 0 0 0 0 0 u o h ” . . . . . a o a “ U o o o o o ” . . . . . I f . 0 1 ' ‘ : . “ 3 m c c c c c m - 2 " n 0 0 0 0 0 “ . “ I a . . . . . a . m ’ 1 ' ! m o o o o o o o o o o w ’ a , 3 9 0 3 0 1 4 3 0 6 ” I " : m m ‘ e m t o ' o - m o r e m m » m m » m m m “ . m ' . . m . . g 0 o 0 0 0 0 0 0 0 W ‘ . , 0 N . . . . . . . . . . . 0 1 " ' f ” : f m ' n ‘ m 0 ; “ m m : « 3 ' 0 9 u m ‘ o c u m - o « c o o - t n o v a m o m : t n ‘ u s u n - t n u t - o m u s - o m o t - o - w e : m ‘ n u c u ' a n o r m : “ t a r o t o u t - o - c u m ' o m ' u w a s » c o n t - o e m u - o ” m o - o c e n t - o 9 0 0 ' “ L u a u - o : u o m o v u m w e m o v e t o t ‘ u t o m - c o w n - o c a r o m m e n - o - m w o . o u ‘ o t m o o “ : n o n - o « c a m “ c o o - o - m o I I 0 ! ! a c o t m o n g . u . . . . . . . . . “ m u " . fl ; ° ° ° ° ° ° ° ° ° « m m . “ I - - - - - - - - - m . “ x ° ° ° ° ° ° ° ° ° b a n a n a . “ x o o o o o o o o m u m - 9 ' : o o o o o o o o o o o a n . u . - - - - - - - - - - m a y . n , o o o o o n o u n . 0 1 W - 3 : W m m m m - " I c u ‘ u G e m ' s v u l v a I n t r o W o - o c a u ' o m o o o o o o ‘ a m « a n . _ . o 0 0 0 0 0 0 0 0 0 m . ‘ H M . 1 . - . . . . a n ; ‘ 9 3 ! « m y m a x ' 2 0 1 t u t u - ; ~ : : 4 0 1 ' 8 2 - ! 9 0 0 3 ' 3 0 : ) ' 3 » : : 0 a n ; ' - : : : : B V G e m ? ! P a n d a ; t r a u m a 9 . u n o t - n a n 0 0 0 0 0 0 0 0 0 0 . m “ " 3 " “ g : . . . . . . . . . . . M 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . c o n c o n s u l - u 0 0 0 0 0 0 0 0 0 0 ' 8 ‘ . ‘ t - 9 m ‘ t . ‘ 3 ” 3 ‘ q o q . ‘ 3 0 : ) ' 3 0 : ) ' 4 3 . ! ' M m ' M : ' t " “ I " ! 0 " ! z 3 ‘ ‘ - ‘ 3 o o m l l m ; " ° m e ' i ’ v ' b ‘ v W I o W “ m m ( a l m a n a c ) s l u m u m ! “ 1 1 ' [+65 f o n a t n u h c : 1 1 0 1 M 0 0 0 0 0 “ M W I N I M O R X . . . a m w u W - B x o . o o “ . . . W “ , h u - h h S n u . m . x - “ » y o u b : m m . . . . . . . . . . . u c u - u I Q d O S - fl o o m m fl u y o l p k o 7 h X 0 0 0 0 0 0 ” , . 1 9 2 . t m .O G 3J “ “ I I o o o o o n o 3 0 1 3 ‘ f z t u r 0 ‘ 0 O “ ; n n I a n I - 0 3 : u r " : t s y l a n m ' A . . . . . . . . . u h t ' F ) e y i z o . ( - u m ) ? w e n ( : 3 ' ;° m m « ! t m f o : . . . . . . . . : . - _ . . 2 0 3 0 : ‘ 1 ' . 1 . . r r o C . 4 : 5 s t o l . g o l l t n A . g c z x z a A n o x s s o r c a l ' . I ' n o t n o o r c a l o z b a x z : : 3 : - 3 - m a ” ! a 1 . a “ I “ 3 u d ’ L t ' o o I o . c a l . g o L n a v r o - : : : . t u c : t a o c m 1 ‘ 1 . 2 1 1 . 3 0 . 1 - n l i V : a t t E . t ‘ o o C . t o o C r o u r n o o t c x p t e C y t x s r o v s n c I d ‘ 7 u u r n m a d m r a r o n a c r o m a m a r : w e n o o t r o m x m ) e m 0 : ( : t n u o m ! " n u m m -——+ . u . . . . 3 0 0 1 3 . . . . . . m 7 h o o o o o o l r f C ’ 5 . . . . . . o r u 7 ‘ . 0 0 0 0 . M 1 . o . . . . 0 2 0 7 2 :i'fid‘fi";}"§° ~*s:za=u . 0 a c 3 8 : n t a p d l I . } I I I 9 1 . 7 x o t ‘ " ; 3 3 : 6 . t r u o C d o o o o o o o o o . . g c ‘ . , “ . 1 3 ‘ c o t o l p a c o l ‘ l t fi ‘ C o n . 1 0 ’ / g a G “ m a 5 : . h t 0 m . m 1 “ ‘ ” ‘ 3 . 1 1 1 a : ‘ 3 ! 3 L “ 2 : . . 2 $ n : - . 0 . o o o 0 o o o o o o o o o o o . o o o o o . a o o o o o o o 0 m 0 6 “ 0 , 1 3 o o o o o o o o 0 : t n u o M 0 6 : 3 o o 0 ¢ 0 0 8 1 0 1 4 0 4 3 C 7 1 : . . . o . r a n z x a h P - 3 1 : 0 o o o o o a o o m u g n I : . , ; 3 a o o c o o o 0 : n a m u h 0 ° 2 8 °°§l35 °'5‘§58" 3 — , . . . s — h - — _ - ‘ M “ ~ A67 o w = » w . w l . 8 . 2 - 8 . 3 - 8 . 3 - 8 . 3 O Q O O H O Q I w fi w d a e D d i 5 3 w o o I o $ 0 4 0 o o l d o o u w o O . 9 . 1 0 0 “ O O O D O O G o u w b a n a . “ a o c o c Q I D D C Q O I . F G C O C O F O O Q O O O I ‘ h C O C o O o u a o o . o . . . e s o o l ” 3"! . . . . . . . . . . . . o o o I o o o o o o o ~ . J . ) I N W O o t u - 8 & 3 . . . d n 0 0 . ‘ 0 0 1 - i n u 3 . - 3 . o n s ‘ n a I . 8 8 . 9 : 3 5 r . . . 3 0 0 I z a u w o O n u . fl M U n u a F v O ” n i P " II a! “ W “ V L v . ‘ I‘ I I I O o a o o I o o o o o o a o o o o o o c o o o o o a o 0 0 o o o a n o w u v o L—-—1 fl 0 D Q H O P P V O ” O N O H F W O I I A ’ . k M V u I a h I o o o c o o o o o o o o o a a o - I I ‘ D n u d u n n r » o - . . w o u “ 33‘3'235 l o u n b n n o v u n u u u n a o u n ~ o < o u D D O h I O O H O H ” t h fi n p c o b fi n b o d h n n h fl d fi H . . ” ~ fl . “ fl fl H o o n u u n o n u o o u < ~ a a q n n h fl b fl H O O M Q " O “ P I H Q U V F u u v n o u n b w n ‘ - u h K h a r u t u O t L t I " M H ” h t n o W W o n o n I m I I I I o o I o . . o . . . o . . o o o O O o o o o o o o o o o o o o o o o o o o o o o o o o . o p n n u o w o p « - n a b n a n n o n w 4 b p P £35 " « n ” u H n c u o w m u m o o w o w m u m n c fl fl fi n m b m o n s . u n m n a n o c a r . Q V O P U H N n v v u fi M p v n c w ” . U N G n o n a U O H N e w “ u c o q t u : N M n o n o 0 V o n n I n u u I I I a o . o o W o o . o . . a o . I . o O . o 0 o o o o o o o 0 o I o o o o 0 o o o o o o o o o o ” ? W N W I N M k é v c m R “ . . . n a n L \ A V h . . . 0 5 0 0 g ‘ n ‘ A Q O O U Q . 0 0 0 0 0 0 0 0 . n o u u u w w b h a n o u ~ p < o I . r o 0 o O o o o o o . S P P ( O M o O o O U U I P F U M H 9 ” O N Q H . “ 0 M . . . . . . . . \ P I N \ n i o o c o o o o o o o fl fi fl fi fl h fl h I W W " o 0 O O O 0 o O O o o H P D I Y I . . . - I I n I 468 0 0 0 0 0 u I a s : i =¥eafiasz I rrrfififififi 3 : 3 8 : 3 8 1 3 8 5 8 . \ h “ . 3 . 2 . 2 3 8 « . 3 3 u o 3 3 . 8 8 S e a n . 8 : 8 8 9 : 8 . . 8 9 . 8 3 c u - H a l v e . . . . . . . 3 3 » ! L . . . . . . . . . . 8 3 » ! . 9 3 4 8 I ? » 3 . . . : o n ? » . 3 . . 3 3 . 8 8 6 . 8 . 5 8 . 8 8 h u e - . 3 5 3 9 « 0 . . . - 0 a n n o u n - n u n : H 6 . e a £22223 ;.;..;.;.;.;. 8 . 5 8 3 C a m - E a n . 0 0 0 0 0 0 0 0 0 0 r o n I o w a - 9 3 0 a . 3 8 . 3 8 3 : 8 . 8 8 . 3 - . 3 5 . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . 0 . I . . . - 9 8 . . . . 0 - 3 . 8 3 5 3 . 3 . 6 . 3 8 . 6 . . 3 8 6 . . 3 8 6 8 . 2 . 6 3 8 0 6 . 8 8 6 . . 3 8 6 . 3 8 . 6 8 9 . 3 . 3 3 6 . 8 . 2 . 6 . 3 0 3 9 . c n o . 2 3 1 3 3 . . . » 3 . 3 . 0 Q i ‘ fi fi w 8 8 6 . s o : « $ \ 3 \ . V 8 8 . . . 3 : 0 0 ‘ g d o u u n n o ~ 0 I 0 0 0 0 0 : 0 ; 3 . 8 I I+69 S r . . - 5 8 6 6 . 3 8 6 8 8 - 6 . 3 5 6 8 . 2 . 6 0 - 0 9 - 0 0 . " g 3 h e : 0 a r d s 8 b 0 0 0 0 0 0 0 5 g ” . . . ! I I o n a - 0 1 3 6 b . . 3 3 3 8 o . . . . . s s g n C o n g I 0 0 0 0 g a u c g b a l o o o . I o n - : 3 « ‘ 2 3 a 470 ! 'sanassaa trrfififififi “ V : t a a : s a b fl o u m fl b n b b M - l v I m o o r é ‘ o n E » ! “ 5 5 2 8 « a r E n a g E E . o n n o p u - g n u o y h 5 n o n - g o . a o . . : 3 5 . . . u n . . . o n . . . 5 9 6 . . . E 8 3 n . n u o n . » 2 n . 6 2 0 . » 8 0 - . . . . n o : I o n a u g 3 3 3 1 5 . 6 » H . 0 . 5 5 . “ F 9 8 . . . J : a E . 3 « 8 3 . ? u o y . » 8 c . n a c . n I « . . . . . . : » I . . 3 3 £ . o n : . . . 0 0 3 . 3 0 0 5 9 1+7] » 0 - : 3 £ 3 3 . 3 . 8 : - 8 . 6 2 . 8 . 6 . 8 8 9 . 8 8 o . o . . . . 2 3 $ . . . . 8 . 3 3 . p . 8 8 9 - 8 8 . 0 8 3 0 . 0 8 . 5 . 6 6 8 . 8 . 8 8 . $ 6 8 5 9 - : 5 9 . 8 . 8 . 8 . 8 3 . 0 8 3 8 . . . . . . . 5 8 3 ” . 5 . u » s u n o b . ; 0 0 I . 3 ’ : . 0 0 8 . 8 3 . 3 . 6 8 - . . . . 3 0 : . . . . " - ! . 8 . 8 . 8 ' 0 ' . . . » . 8 . v 0 3 - n i w 8 . 8 . 6 ; 8 9 0 I . 8 0 0 0 0 “ . . . * 0 5 i fi o O “ 0 0 I 3 0 0 0 s t o t : . C ° 0 0 l a . . . . . 3 . 9 . 1 . 3 3 . $ . : ; o » g 0 0 0 0 0 0 ? t g : " E W Q a fi I O O g g g I “ g a fl fl i g g I . . . 3 . 3 3 . 8 . 3 . . . . . . 8 8 6 . 6 8 5 8 . 5 . . . . . . . 3 8 9 6 8 8 . 6 . 8 3 9 . . . . . » 2 2 9 . . » . . . 8 9 : 3 3 5 » 8 8 9 . » : 8 « . 0 3 0 . 5 g . u C : n e v E . » 3 3 a 0 0 0 0 . 8 5 9 . 3 8 : 9 » 3 8 . 6 4 3 8 9 . 8 5 » 8 8 . 6 . 8 8 9 . ‘ E : 1 0 0 . H : . 3 9 : “ O H W ” I . o S o . n a 8 H - : . 8 9 n a 2 3 . 3 « . . . 8 . 8 9 g o o . . . o I - » . a v 3 8 3 . « . o E o o o o o o o o o b fl H O d - ‘ . : e s u 6 . 2 6 » . E F H A u ” t r a w E . . . 3 . . . . a - . s e o G » n u a n i a R n o » . 1 A72 °°§§35 0 0 0 0 0 0 0 . . . h E “ 0 . . . . 0 0 . 0 0 . 3 . i a n n 0 n o I (fr-I’d“? . . . : 2 0 0 3 5 9 rrrBBFFF 0 8 "asassct can“ 5 2 5 2 3 2 0 3 5 0 . . . . . N N I . . . a n o p u - a n n a w n u _ p u . 0 . 2 3 . 3 0 . 0 Q V E 8 8 . 2 9 . m o t u 1 o fl é 5 . o n - B B B » a » a » a . o . : ! 3 5 9 8 8 5 8 : 2 . 3 3 0 : 3 . E . I . . . u n . . u n u » _ . u . . “ o n _ . " n o ” . . . g u b m u H m . . 4 . 8 « n o n a M _ . n o o n . » w o n . n o o n . 0 0 : ? ? ? o n . 5 0 < . 3 3 3 £ . . . » a . 3 « . 6 2 ~ ? n a r . . 3 . 0 . n o o n . H 0 9 . 0 0 : n o : 0 0 o n o w u n o n 3 3 . 2 . 3 « o « . . . . 0 0 . 0 0 . § I . . 0 . . . . 0 0 0 . 0 . 0 . . . . . . . . . . . . 0 0 0 0 . . . . . 0 . t 5 6 9 2 0 6 # E O E “ . ” g i g °=asaaav= a . 0 0 0 . . . . . “ % 0 . 0 - I H P ” . . . . . . . . . g ‘ g g - “ F “ 0 0 0 0 0 0 0 0 0 E : § O Q J 473 0 1 : 1 1 0 3 0 . o o o 0 0 0 0 0 0 M z t o b O 7 2 x . . . . 0 0 0 0 0 0 0 4 0 0 3 - 3 2 3 5"§ . i l o b t t C : “ 8 0 ‘ 0 ” 3 3 : 0 3 “ 1 9 . 3 : 0 . 0 0 2 3 x 1 3 8 ° 5 3 9 2 8 . o 0 C 0 O 0 0 0 0 0 0 0 0 0 0 0 0 0 . . a . 0'0". 0 0 0 0 0 0 0 0 0 0 0 . t m o u S . . 0 0 0 0 0 0 0 0 h t 3 0 3 3 1 2 . . . 0 0 . 0 0 0 0 0 0 u - 2 t 0 - 5 3 8 n e r d l i h C I 33 . . . n 0 r ¢ 1 1 h C 0 . 3 - : 6 7 O O 0 ‘ . . . u m M - 7 3 : . : 0 1 3 f o t a v i t c A y : 3 3 0 r u t 1 u c 1 r g L - . . . I r o ” . 0 ’ . 3 . 3 1 ” M 0 3 . 1 0 0 . 7 1 . 0 0 . 0 0 . 0 0 . 0 0 . . . . 0 8 o i t i s o P s i s y l a n c n 0 1 r 0 V 0 3 0 9 0 . 0 0 0 5 0 1 . 0 ? 0 8 3 2 . 8 0 3 0 6 0 . 0 3 3 7 7 . . 0 - . 0 . o ¢ . o - . 0 0 7 1 . 0 0 | 1 0 £ 0 . 0 - 0 0 5 0 0 . 0 - 3 3 5 3 1 . o . 7 3 8 7 0 . 0 , 0 0 0 9 8 . 0 - . 0 0 0 r 0 t u I a o l t a r g i x t n e z n o r i v z E . n 1 . A 0 §§§ 0 0 0 0 0 0 0 o o i r t s u d n I t n 0 = n r e v o G . n o i u c t o r P 0 9 0 0 : 0 0 0 1 0 0 : 1 1 : 0 5 u y o l p z E : 0 y o l p : { . e y o l p s E ! 6 0 5 0 . 0 ! 1 3 3 2 . 3 . c z v r o S t n u o c c A ” 0 8 0 . 4 2 1 0 2 0 . 0 - . t n i r P " 5 “ 0 ‘ & " 0 0 ' 0 n a b r u b u S 6 7 0 0 0 . 0 ‘ 9 3 9 3 0 0 l a i c o S c i l b u P . ‘ u o b i L ” ! 1 . 0 r 0 t t C - z u z 0 0 0 0 - 3 1 - m 3 C u r x 0 0 0 0 - 3 & 2 1 . 2 1 2 - 5 . z u r C - 7 & 3 - 2 5 8 0 0 0 0 0 0 3 , 8 . 0 0 . 0 0 . . n w O r o . . . . . . 0 . . . 0 0 0 0 - : x r o 0 . . 33‘3'233 0 0 0 0 0 0 0 y - u a u l . t f 3 - c n I 0 0 0 . v 1 t c 0 r t x E 0 9 3 X n o t t 0 t t o p s a t r T d n a o c r z z z o C - 1 & 1 ) ! 4 7 0 / 0 ( 1 m 4 0 0 7 . 0 . 0 0 1 0 . 1 . 8 0 7 0 0 1 7 . 6 3 7 0 0 . 0 0 0 0 0 0 . u 1 & V ' ? ' ” . . . . ) 0 5 4 I ” . . . . e t t a l : a r o . 6 : 3 8 1 m ; V I U V S V O ' 1 " . I . a n . £ 9 3 1 6 ‘ a n $ 1 3 ! ! 3 3 3 3 ‘ ? ! 9 0 ‘ ! £ 9 s c u m ( 0 1 2 1 3 8 ” ) 8 8 1 ' ! ! ! “ a u t u m n a t . 9 r 1 : : J o , 1 ' ’ n . ' 7 ' 4 O ! n 0 3 I 0 ' A r o . 3 0 : 0 0 1 . 3 2 “ : 3 : 3 3 ' 3 1 : “ : : : ? . p t d a o o “ m t 3 3 0 ‘ ” . 1 4 . " . ' : ' : " 2 3 " ? . 3 3 2 3 s z ( 2 7 ' 3 “ ! ! ! 3 W 0 m 1 m y . u m ' o a t c ' o c t o a o o ° o e m o ' o c a t e r . { 3 3 , 3 3 3 t u n - o c u t e - c - t o l u ' o - . w w o - c a n ‘ t o n t o - ' 0 a n t - o n e a r . “ 9 9 0 ° . 1 1 0 1 0 3 0 3 . ! 3 0 0 0 . 1 0 . 0 1 ° ° - O O - " ° . m ! : - € : 0 0 0 0 . 0 0 . 0 0 n , ‘ z . z z 0 0 0 0 0 0 0 0 0 0 3 . ‘ t - - : - n o u fi t n t o g c o u n t ) " ; 0 : 2 0 ; , c a n ' 3 3 : ? . 2 5 ; 0 1 : 1 3 . : . 1 1 q u 3 ; : n o t 0 0 ¢ " m " g , 0 1 : 1 7 0 n a t 0 . . ' 3 ' . “ 5 ‘ . - - . - - - - - - - - - - - - o . . - - - - ° ° ° ° ' - 9 : ° - ° h : I t 3 ! ! 1 7 5 . . 0 . ° - | g - W . m 0 1 w - _ - ' mu m ' o t a n o n - s » n t u ' o m c ' o - ” c o v o - m o m m ' o t o a o o o ' a - “ o u t - o a u r o - u o o r o - W 0 t a m ' u o c e d o w - u a o o - o o e u v o - i n e v o - s t o u t - o 0 0 0 ' “ « c o r e - u m w m m — m c r o - " o a r . ‘ m c t o ' n 1 . 6 0 6 9 ' 0 - “ c o o - o m c o ' o - u m ' o 0 9 . 9 0 % 0 0 0 ‘ “ a m o r o - m o o ' o c o u o ' o - 1 . 9 m m m o r e o u ‘ u « o u r : 0 0 0 0 4 0 3 1 1 1 t a c ‘ n n e a r . 0 . 0 0 . 0 . 0 : t o c ‘ u o v e n - o r e w o ' o t u n a - o u u o - o t o u t - o 0 0 9 ‘ s : m o w m u o ' o n o w - o “ c a r e 1 0 0 0 9 0 a r e . o o s s o ' a - c u o o ' o t a c o s - o - o o t v o w - n c o o ‘ o c a s ' u o w e s - t - " n o r . m v o - m m ' o - ” o r . 0 0 . . 0 . o n t . ' - - . - ° ' o ° . . ' ° - ° . - ° ' - - . . ‘ ' - - . ° . , M O ‘ T C " . " ' ! ° 0 0 1 6 ! " ! C O M I ° O ° 0 9 1 0 0 ' 0 ” 0 0 0 ' . “ 0 ' “ O Y W ' O ' m o o 0 0 8 0 0 . 0 - 3 ; t h W 0 ' o 0 0 0 0 " ° ° “ m o € 9 u t m x 6 t - . . . . , . . . . . . . , , . . : 7 . - ‘ 3 7 F : ( , 2 - 6 : : z ; - C I : , g . Y T : m y - 2 " : 6 9 - f t , 9 9 - 7 : : 9 0 : 0 1 : 1 3 . 3 0 0 : 1 1 . 3 _ m ' n o n " ! « 1 ' » u m » . m o r e r t ‘ m x - - - - - w a r . n a s c e n t - . 5 W ' O n e w . m c v o - W 1 3 : 3 2 1 . : « m a n W . 0 0 . 0 0 0 0 0 0 c o o n - 0 m a r . n o r . I n 5 . u - - - ' - ° - - - - - - ° ° ° - . ' - . . . - - - . f " ‘ 7 : 9 7 : ” 1 7 : 0 3 . 3 - 5 ‘ 3 a : ” 0 ' 0 . n o . . . » 0 0 0 1 1 0 0 t o u r . w o - o u r . a t ‘ ° ° - - - - m ; 3 4 0 9 : . 1 0 0 ' ! ! ! « m m t a n - o m o r e . 0 0 0 1 ' 0 - 0 0 m m 0 . ! - . - . - - - - . m u g - : : : - 6 7 : c u . “ m 0 . m 0 . “ ” ‘ 0 0 “ 0 ° ” ' 0 “ m 0 0 0 0 0 0 0 . f : . m . C ? ! 0 0 0 ' 0 . m o r e m o r e w e m o - u s e - 0 m ' n « o u r . 0 0 0 0 1 - 0 0 0 0 9 ' . u m . . . - m ' o x o u « c a n a r m - 0 « m m m a y . n o u n - o n o n - o a n . - - . - - . - - . - - . - - . - . - . . - . - - - . _ . V : " m m . T " : w a n e s « m a / « m : - 9 ? : m a c - . 1 : " : 3 0 . 3 1 : 0 - - - 7 ? : fi x 0 ‘ \ 0 0 0 0 0 0 0 0 0 0 0 . T I : 0 9 . ; ¢ " : 0 ” \ . 0 . 0 0 . 0 0 0 0 0 ~ 0 . ' 3 ? - #75 __—v\7-.--v—-. fi n » . u n o p % 0 . . . w 0 0 0 ~ o w u u n 3! . 0 0 0 0 0 0 0 D D H F P P L " t I " I u . . . . 0 0 . 0 v fl u u b v u v . p n O . . I Q u . 33‘! 2!! *— a o e r n n n o v v u p u n n u p . o n u h n a n I o o . o o . . . o . . . . o o u u u u n n u " o o u < u p n I n 0 w n o n o n v n n n . - I o c o n I u n o n 0 0 0 u o u v u r n 0 0 - v I 0 0 . 0 0 0 . 0 0 u 4 fl fl M H " - n o " I 0 0 0 . 0 0 0 0 . H I r I C D P H H . . . 0 0 0 0 0 0 0 0 . ‘ fl n fl P U U H I I 0 0 . 0 0 0 0 fi u fl h fl x , H . " H R I L - . » m n 0 6 1 . 0 3 : 0 0 ...-...... O O O I O I O O I O ' P C N H O I U I . ‘ h p N - H J ' 5”! 0 0 0 0 0 0 0 O M H O V H P . . 0 . . . . 0 0 . . I I I . . . . C . . . . . . u b f n I . J “ fl!!! ! " . 0 . . r o 0 ' . u . I I I O n n l fi n h D R 332 0 0 0 0 0 0 C O Q O H V " 0 0 0 0 0 . O Q H O P V U [ u I - ‘ $ “ . o . a u s o o o p . n o n o n o u n r w l V I 0 . v 0 0 . fl < b n k I e m » 3 : . N 8 2 0 . m w m r u ‘ d u n n A 0 0 a a n . . I I O C ‘ O - I I I - o h w » o u n u u k n 0 0 0 » . 0 ‘ 0 D p 0 0 . 0 . f f ' K I W n u o n n o n n q n n . . . . . . . . » . M N J . 4 . . o . 0 o b n u n o M » 0 n o n I - n n u 0 0 0 0 0 0 0 0 . ” . U H K U F M I 3 ; . u r u a N I - u I I I l - . _ . . 9 I 5L . . . O 0 8 9 0 0 . n a . I C 0 ‘ w ' 0 0 . n w o . » I . 3 . 0 8 . 0 0 0 . o n . . 0 . G M . . 3 0 0 0 3 . 3 . 0 g n o l . . . 0 0 0 0 » 0 0 0 0 0 0 0 . . 5 . 0 4 8 0 0 . 0 0 0 0 0 £ 0 0 rrr333?% £ . 0 0 0 0 0 0 0 0 " 0 0 0 0 1 . 0 0 " . . . . . . . . . . 0 0 0 0 0 o o o o o o o o o o . . . . . : 5 0 5 - . 5 0 0 I : “ 3 0 0 I . 3 8 0 0 : 0 0 0 I 2 P O O 0 H I ; 0 O ; ? 0 8 . n u o o o o I 0 3 . 5 . 0 . . . 8 0 0 I 4 . 8 0 0 0 a . . . . . 5 8 0 0 0 0 0 8 . 0 5 3 . 0 . . . 8 0 0 I . 0 . 8 0 0 . 3 3 . 0 § . 0 . u . . % 8 0 . 0 . u . n I 0 : : a g o G ‘ 5 0 0 . ! 0 . 0 . 0 3 0 . « ; 0 0 . . . . . ' A A A . . . . . . . . . . Pfififififififlfl! . 0 0 3 0 0 0 0 0 0 - 0 0 3 0 0 0 0 0 0 n a 0 0 . V . . . L ‘ g 3 : s a w 8 6 ‘ - h c n E b a g h a . d E ‘ 0 : a . b u d - d n e p a v E : g n u fl E I " ” 5 1 . . “ n e t . . . a « 0 £ . . . . 5 . " . . . ? . 9 . ‘ 2 5 9 - 2 . . . ? ? ? I . . . a . ‘ t i 1 ' - £ . 3 0 0 . . » 8 c . g . . . . 9 - I . . : a - . » : 3 8 . 0 1 Q 0 . . . 0 0 3 0 3 0 9 3 3 0 0 0 3 3 0 2222:: « 1442.5»;- #77 " 1 ' “ t a M . M ” . . . " . . . o - n u n t a ! " I “ ) 8 5 0 2 , 0 6 - t i u Q I “ az§2::§:“ 63:33::3 “ . P 222:; E3. 2‘43“” ?? §§§§§ 3%. n I - h c n u l Iss'fi M i i é i i fi é éklskéééé 33.534- o o o o O O o o o o N ‘ O ‘ - r s I 213'? 3”. 5'! I" 3%? .233 0 0 0 . 0 0 0 - o o g H fl 1 £3 CH O 30.3. 233 . o o c - o o c m “ 7 3 l a o 00‘. . . . 0 0 - o o W ” - ‘ 3 ‘ E E E u . “ . 8 8 ‘ 478 SANTA CATARINA - AGE/INCOME PROFILES - 1960 60“ 55" Total Sample, Univ., and Second. 50“ x - Total Sample v - University Graduates h5" o - Secondary Graduates no ‘- 35" 30.. 25.. 20‘- 15 .. 10 ' 5 " 4 . 3 f / 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ P U K e m o c l I $ J L I L U J L V L Q 55 60: 773 1c; :30 3:0 bi) Age Fig. 57 479 of variables used in the study. Age explains about three percentcfiivariance; Years Completed, l2.5 percent; Course Completed, fourteen percent; Sex, eight percent; Head of Fam- ily, fhmapercent; Religion, less than one-half percent; Race,ru>significant amount but the non-white population of tmm>persons out of 957 is minuscule. Children account for three percent of variance; Class of Activity, four percent; Posithxu two percent; Migration, two-tenths of one percent; and Environment, less than two percent. Joint regressions 3f Age and Course Completed, Age and Years Completed, and lge and Class of Activity indicate only slight interaction >etween these combinations. Within the classes of variables, there are many income ifferences significant at a level of ninety percent or more. ll Courses Completed earn more than Philosophy and their anking is as follows: I. Medicine 6. Economic/Political 2. 3. A. 5. Engineering Science Law Others Agronomy 7. 8. 9. Dentistry Pharmacy Philosophy le, Head of Family, and Has Children are variables con- stent vvith incomes higher than their counterparts. Protes- nts earn less than persons with any other religion. The 1-white population is too small for evaluation. The llowing ranking of log income applies to Class of Activity. a — N W k o o o I Extractive Industries 5. Communication/ Government l.iberal Professions Manufacturing Industries Transportation Social Services Agriculture Service Industries “ O N D C . C . 480 Private Employees earn less than either Public Employees or Employers. Migrants from rural areas have lower incomes than persons without a migration history or those migrating from urban areas. Rural residents' incomes are lower than those of either suburban or urban dwellers. All Secondary Graduates.--Table 79 gives the results of regressions of log income for the sample of All Secondary Graduates. Age explains l7.5 percent of variance; Sex, 20.0 percent; Head of Family, 23.4 percent; Religion, l.5 percent; Race, none; Children, l4.2 percent; Class of Activ- ity, l6.7 percent, Position, 9.0 percent; Migration, l.5 percent; and Environment, l.9 percent, and all variables together, 38.5 percent. Among college drop-outs, those with four or five years of university but without degrees have significantly greater earnings than those with one, two or three years. Males earn double the amount earned by Females, as is the case for leads of Family and those with children when compared to heir counterparts. Unlike the university group, Roman atholics earn less than any of the other religious groups. Dn-whites earn less than Whites, but the sample of non- iites is very small. The ranking of log income by Class ' Activity is as follows: l. 2. 3. Extractive Industries Manufacturing Industries Communication/ Transportation 5. 6. 7. 8. Liberal Professions Service Industries Agriculture. Socnal Servnces 1+. Government 1+8l . 9 « n u d e . 3 h u m . I 1 ' 3 0 “ s z ' w t ‘ t o ' x . 3 . n u . ' m m a ~ 1 8 o n ' 3 » : - « m a ' 3 » : W a . r u n ' n x ' i n . 1 . a r m - m m a a » . ' M a » ; c a n " W 0 a 1 4 n " : W I n . ' m u d - o : ( " H u m 3 0 O u t ; o o o ' u m . “ o c c u r r - r e m - o m o s - o - v o m ' o - o u t o ' o . “ . “ ' . ‘ m ” " u a ' o t e n c r o - c o c a - o ( . 9 3 9 0 ‘ 0 ' c m o ' o - t u r n c o m : m a c ' s n u t - o m o s - o a s s o c - o J u a n « W u 0 0 0 0 ' : m a c - o m a s - o “ s o m e m o r e o o o o o o o o o o “ t " " " " " " W ' " " " " " " - ' W ‘ ‘ 2 " " " " " m ' " " " " " " " “ ' “ 5 o ’ " ’ " ‘ g I ' ' - 3 o o o o o o o o o o I “ , . ’ . ” I n o ' c t o u ‘ n m ' s m u a r e " ! o o c ‘ u m o v o - n o w - o ” M ’ l n o o n - s - u m ' s t - u m ' n - W o w s ! ° ° ° ° ° w o o s - a u x - - - - - - - - - - - - - - - m o I n t o - c s u n - o - n a n - o c e a n - o - m o o ' t - a u r a o u s t - o - fl ° " I m ' o - u . “ n a w a r d m o o ' o ° ° ° ° ° . . . . . . L o o s e - o 0 3 0 9 0 ' 0 m o o ' o - n a v e a - ' 1 m o r e a s L I ! n u s - c W e 3 m m n o u n » u - ‘ 1 a s " : m a n m o w m o o - o « m o r e W e . . . . . . ° ° ° ° ° 6 - “ I t o w o n m . . . . a t “ " 1 ‘ 3 « a t 3 0 1 . 0 9 ” : m ' n n o o v o - t a u t - o a u r o - W 0 w e 0 ! ° ° ° ° ° . I ! ° “ I , l . 6 L ! ! ! “ a m " A M I N O u m i a n m u m fl n o r m " 3 ' ” m m 1 1 ' u ' 3 I 9 ! ' o o n . 1+82 . . . } : ( £ 1 , 3 1 7 ) ” 5 ' ? W e ? ( . . . . . . . . . . . . . . . . . . { 1 1 ’ m a . y m u m #83 . g o l a n A . c n I . s u - 1 ~ 0 . l o V . “ 8 m r fi . t . g o l c 0 . n u m “ s e l p u o C : “ a n u t . 7 7 n a C ) m m I O " m 1 W C “ 1 m n a m z u G ( n u m n a m . n o A I I I A T A O 1 7 ‘ “ ' 0 u m f o n u r 5 fl - n u m “ “ 1 . 0 6 " ! I “ rrr33333 0000000000 “Eiilfiga 200000000 0 ......... 0000000000 ......... .......... ~_ e 7 ” 1 7 0 . 0 0 m o m a 0 . 6 0 . 4 “ 0 8 . 0 n o m o m ” s a h “ ! 0 1 . 1 l = = is? P3 A84 ’ 0 m “ 3 1 M D u n - M M " c o m m « y o - m n u n s - 0 m m m m m m a u t u m n : s u n - n u n o o o o o o o o o o o o o o o o o o o o o o o 0 8 3 3 - 0 9 m ; . . . . . . . . “ m m m I n 3 " : I t “ 7 : m 0 1 3 ' W 0 ' ' n W , o C L ! u p “ 1 a ‘ 3 a m , 9 u ‘ t ' u - . “ I m n - c u m 0 0 - 3 3 0 1 ” ! m I O ! o o o o o o m . m 9 " : a b o u t n o a m u n . 0 ' : m o o o o o o M “ ” u ‘ u a l l 0 0 0 0 0 0 0 0 O m a n i . . . . . . . . M m “ 3 ‘ M 6 " a “ 0 ' ' 0 g ' u ‘ t o 0 m m . J - ‘ 1 " ! ” 0 ‘ O O O O O O O O O O O O O O a . m 0 0 0 0 0 0 0 0 0 0 m o m 0 0 0 0 0 0 0 0 0 0 0 M a E 0 0 0 0 0 0 0 0 0 0 0 0 m o o o o o o o o o o o o o o o o o o o o o o . ‘ O ‘ m m w ‘ “ I “ g n o . o m ( $ 5 6 ! ? ? W ' ” . . . . F ‘ J ‘ J ‘ é ’ j ” ' “ ' m o m ' 0 “ 3 ’ 0 o o o o o o o o o ‘ o ‘ - 5i :3 a” a, L . ‘2 . 485 m n u m ! u ! U n I ' 0 n n a M a t h ! ” e l p u o C ! “ n n u D f o n o c I 3 . . - 1 m 23 1‘ A i: ‘.‘:-o 3:5!!523 lo-ooooooo O ........................ 252232 ' rrrrr: Egg-egg, rrrfifififif 22222225; basil PPPPPPPPP! . I M M a “ >-—-- ~c-o-nn.--.- -.- . . . - who—......- _- .- -.o‘ .0- h867 ! 1 . ; n a c . 4 3 0 0 0 . 0 . 3 . 0 0 ; 3 0 0 I ! 8 . 0 O . . . . . . . . . . . . . . D ; n I ; 8 . 0 n a 0 : 0 3 8 . 0 0 . 0 4 8 . 0 : P : 8 . o n g n i H . d o r . . . . . . . . . . . 3 3 . r . . . . . . . . . . : I 331'" a g g o 3:. g ! ‘ i 3 . . n . i 35.934.33.333 : s 5 #3239! a: is as 0 . ' M o O U ! . . . 0 0 0 9 8 . 0 ' v d u o G 3 3 . 0 ' 5 0 0 a . . . . . . . . . : 0 0 : I 0 : 3 : 0 0 . : 0 0 8 0 8 0 0 3 0 0 ! 8 0 0 O . . . . . . . . . I g 0 : : 9 0 0 3 8 0 0 2 . 0 : % 0 0 . 8 0 ° 0 0 8 0 0 0 0 0 0 0 0 0 0 E 0 . e w 8 8 . 9 . 3 3 . 3 « . . . . . . . . . . . . . . . 8 9 8 9 l l a . 5393_ s i h t 1 0 . » s M W “ 3 8 9 « » . . 5 . 2 « % % - i . Serial blah . . . . . . . . . . . . 3 . . . . . . . 1 . B 9 ‘ _ 8 8 3 . . — 487 3 3. ! a n o x a - o c o l 3 3 g 7 { u m C m ‘ W “ ‘ . 3 . ? “ e w O - O I ” l a u n a m ( s a w m m . n L g a 3 g x 3 ‘ . 5 a 3 :":.o =55i'ags a oooooooo O iiiéiibibh l ...... rrrfifififii ilaziigiizi were»: HHHHHH ...... ...... ...... ...... IIIIII ...... ...... ...... __—-+ . .3 , C . . _ _ #88 m e “ . 0 " “ 0 “ ' m ' 0 “ ” 0 0 m m o o “ 9 . 0 m o o o o o o o o m . . . . 9 “ ; m l . m u . . m ” " m 0 0 0 0 0 0 0 0 m u . a : J . “ u m ' W ” ' 0 ' 0 W t ' fi “ 6 3 0 ’ ? m . . . “ ' 0 ' - " " " " " 0 . 3 1 . 0 3 0 1 fl ' ; n o " ! n o u n m o m a s - o n o o n - o o o o o t - o 0 " “ ” 9 0 ' ! ” 0 ' 0 ” 0 ' 0 n u t - o a u r a m ‘ u m m ' t - m v o c o n t - o - m o o ' o m a c - o s o " ! « a m m a n : u r n n u s - o - u n c e - o a u t o - o - o a o o ' o a c o r n " L ' O I - W ‘ O ” . ” ‘ . “ . 0 . “ . 0 ” ‘ 0 1 ” o r : " 1 " 0 m e s - o M ' O £ 8 . 1 0 ” ) 9 . ' ' ? ° ° ° “ n u n s : ' a t m a I t I I I u m m o u t - o ; ° ° ° ° ° ° ° m : ' 8 1 : - 0 0 0 0 0 c o m - I n : u p » . ” H a - m a m m - 0 0 0 0 0 0 W m M m m m I . “ " 359339371311 sisal m t . . . . . . . . . . . " a 0 m 0 0 0 0 0 0 0 0 0 0 m o m o o o o o o o o o o o M m . ' .1 0 0 ‘ W 1 1 0 i m m o m 0 0 0 0 0 0 . 0 0 0 o o o o o o o o o o . . . . . . . . . . . c c c c c c c c c 0 0 0 0 0 0 0 0 0 m 0 “ ! o o o o o o o m u t t : ” Q O O “ m o “ . ” N o “ . ” 0 ‘ . ‘ fi ' ’ u a — . 0 0 0 0 0 0 0 0 0 0 0 m i n “ . D . 0 ' o o . . . . . . . . . . " - - " 2 ' m u n - - ~ 1 1 ” J . . . . . . . . . M W : m m a n t - o m . J ' u n l i t - c x m m o o o o o o o o o a n . . 1 . - ( K w ) m t . ( f l / 6 ’ 9 m o o o o o o o o I ? ! ) 3 n u s - o . . . . ” m u , m . #89 . g o l a n A . “ I . ‘ u “ ' 1 ‘ u “ ' . 4 : 8 : o t “ f r i 0 1 0 : a n u c a l m : p u o C , t a m u B ! 0 “ t n u o C n a c n I 7 7 M V r o u q 3 ‘ 3 " ‘ ‘ 1 ‘ é ' o ’ t ' n ’ a ‘ u q m ) n u m - n u m ( a n n a m m m . l l A : n I o . I - u n e g n I - : 2 : ,3 "':.° aegi‘ag: 2;;;;;;; i§3E§§§fi§3 "mm *‘pfiélsiaiahbfl 222222 8.00.9000 . n o t t u m n a I I I I I I I m m 1 . t n u h m n u H ..-—.-.. .. ,. — .....-v. mvcw‘ 490 ‘ l ' 9 a I I 3 ”33 3 an 3:}: t n u h ! 0 u m . u . 6 1 m m “ 0 . . “ “ 3 . 7 6 0 1 ” . ! 1 - . u l u m ! l #3313533 33' s' '5 5 0 0 0 0 0 0 ! m - u t u t ! ” 0 0 0 3 1 7 . 0 9 0 0 0 8 7 1 . 0 ” 0 1 0 . 0 } ” 1 . 0 . ] . 3 9 ’ . 0 0 3 0 5 0 . 0 “ I " . W ” 0 1 ‘ 0 1 1 8 0 1 . 9 m 0 l l t t ” ‘ 0 ” 0 0 0 1 . 4 8 . 0 . 0 “ 1 0 0 . “ 5 0 0 . 4 “ . 1 8 . 0 . . I ” o o o . o 0 0 o n W b O " I _ ‘ m _ _ ” 0 1 3 . 2 ” . o t 0 9 1 . 0 ! 0 9 0 4 . 4 4 0 0 0 0 . 1 o o m « : 3 0 0 0 . 4 3 1 0 0 . n ' . . . . . . . . 1 n - I u h . ’ n m . . . . . . . . m . ” ; 2 m - . f o 0 1 . 1 1 m . . . m u m m _ _ m n _ ) ” w o C ) ’ 4 ‘ 5 / 0 6 “ . . . h - a l l i W “ . . . . . . . . . . . . . . . . . , 1 ‘ ( “ n a " m “ " 0 0 . I I I V f ' 1 ' #91 “ s t i w ‘ b fl a o z I o fl o g n O ! 8 0 0 0 . 8 0 . 1 0 0 £ : 0 0 ; r i a H ; ‘ 0 ‘ 2 0 2 . 0 : s a o b : ? 8 0 0 0 g o D . w O - S . s e c a l g o G 0 0 5 . 5 3 0 0 . g 0 0 ! g u H . 8 . i H ? ” 0 . O V I S O O . g fi 0 0 o d fl d fl o O . . . 8 1 0 8 0 - G W . . . : 0 0 . 3 0 0 0 0 g o C . : 5 0 0 5 0 : 0 ! 0 8 . 0 ‘ 3 8 0 0 . . 0 8 0 0 ; 0 P 0 6 8 . v . o n o w fl z o z O o1 i S 23233953 tarfififififi V V - . . . 3 ‘ “ ! t I a s a w 5 ‘ . ‘ 5 4 5 6 . 4 4 : 1 0 - 4 > v a d z a a 8 . “ . 3 5 8 8 g a n . a n a 3 3 3 . - n o n g u . o . I . “ 5 3 ‘ . 1 9 . s a . n a H . w o r . 0 5 < n o i n u . . 9 3 . n o o n . : 0 0 . n o o n . . . I . I O M P E . I H . . . r : 5 < i 0 £ 1 I n i o g . : 9 - £ » o : I 0 3 € n a 3 0 1 € « 5 . 3 . 5 . 3 3 . $ . t I . o 8 9 5 9 . . 3 8 9 . 8 . 3 . 0 a c . o n - 3 5 9 . . 8 0 5 . 0 ; o o l 3 . 5 0 . 5 3 . 5 8 . 6 . 8 . 3 4 3 2 . p 3 5 5 . 0 - 8 3 . 0 ; 8 0 0 . 0 . 3 0 . 0 ; 8 3 . 9 . e c n u o n n a 0 8 . 3 o w e o o u % 0 0 . 8 0 9 . 0 0 4 0 0 . 0 0 0 ! 8 0 0 . i a ul‘vfur'd‘ri' : » n a : 7 . o n - c l ‘ : ' l ‘ I . I ' O ‘ I I , I I o S / o . . o o o . . . o o g u J ; e w . . . . . . 0 - o o c E O ‘ O 492 ! “ V W t a ) n r u b ( . » t a ” . a ? 3 3 : 9 . . . “ n i ! a “ n I “ ) ? 1 1 / 0 ( m . 7 1 “ 0 1 1 . 0 0 0 8 . O O . “ . 1 1 . . 0 0 o “ 0 . 1 . 4 ? ) “ o d 1 0 8 0 0 . 0 8 0 0 0 0 o 0 “ 1 3 . $ 0 1 1 2 1 . 0 0 0 6 1 0 0 . 0 u - n u n m ' 1 1 3 . 6 . 1 . éié u - s t u h - u c - n a I m I A M u n - r a m l"! i3 "55'"! ME 3"! 33" I I I I O I I m . 0 0 0 0 0 0 0 ” m . . . . 0 0 . 0 ” 0 - a n i m u l " a . I 7 3 ’ 0 ' - t u c n u ” m m 8 3 0 3 9 3 “ I n ‘ u ‘ t h ‘ . . m n a . , O O O O O Q W n n l n o d 3 . 0 0 . 0 0 W . ” D I H . . . . a o c o c m ‘ m h O . . . 0 0 0 0 0 “ . o n . ” g 0 0 0 0 0 0 . 0 . I W - e t r 9m 3:; 1 ) 3‘85 m ” . n I k n a h . n o . . . . 0 0 . 0 I 0 0 0 0 0 0 0 0 0 3 1 " . " o o o n m h a k o fi V N 0 9 . 2 b n s d b a . d E ‘ 0 . C s a a ; a g fi g u g . 6 0 . - a s A ; ; 0 s i E . u . 0 0 p 0 0 0 . 8 0 [ . 0 0 0 3 0 0 0 0 0 . 0 M93 a 0 : 0 . « 0 3 3 0 0 0 n a 3 3 3 0 0 0 8 . . . . . 8 . 5 . » . . . 0 . 8 . 8 . 8 . 2 ’ 0 0 8 o fl I O ~ 8 H 0 O 0 0 0 0 # . 0 I 0 3 . 0 0 . 0 0 ! w 0 0 0 3 0 0 0 . 0 0 0 0 0 5 . 0 u q 0 0 . 0 ; . 8 0 . 0 1 : a r b o c i 5 : 0 0 0 3 . 5 0 0 g . 0 0 8 0 0 . 0 . 0 4 8 . 0 » 0 0 0 0 7 . 0 0 3 . 0 4 0 3 0 . 0 4 0 0 0 0 . 0 ; 0 0 0 0 8 . 0 . 0 0 0 . - O C I N O I I rrrrrr .-.... -_.-... a- 0 : . 0 . 0 ” 8 8 0 H 0 0 0 8 . 0 4 0 0 0 0 . 0 0 0 8 0 . 0 0 0 8 0 . 0 ; . 5 0 0 . 0 0 0 3 . 0 . 0 H 0 0 . 5 5 0 = u ~ 0 . ~ w 0 4 0 3 # : 0 . c a - 0 0 . 0 v ; . 0 0 0 . 0 . 0 : 0 0 . 0 0 0 0 . Q H 4 5 0 0 . c F O O 8 0 O 0 3 Q ¥ 0 ° 5 0 0 0 . 0 0 8 5 . 0 8 3 3 0 . 0 3 0 0 . 0 0 0 3 2 . 0 0 0 0 3 . 0 0 3 0 0 0 . 0 0 4 0 0 0 . 0 0 3 0 H . 0 I 0 5 0 0 . 0 . 3 3 . 0 0 » 0 0 0 0 . 0 : » p u . 0 . » 0 . 5 0 0 0 0 0 . 0 8 0 . 2 0 0 0 0 . — o n o m . ” . 4 . 0 4 3 0 0 . 0 : 0 . 5 ; 8 0 0 : 0 0 : . 0 0 0 0 . 0 0 3 . . m u 0 0 0 3 . 0 H 0 0 . 0 0 0 0 : . 0 0 3 0 4 . 5 0 u q 0 3 £ : 0 0 0 . 0 0 : 0 0 v . 0 . 5 0 0 . 0 0 0 0 9 0 0 . 0 0 4 0 0 0 0 . 0 0 » s o r y t 0 0 0 0 4 . 0 0 0 0 0 0 3 — . . . : 0 0 0 . 0 5 0 . 0 0 rrr§3333 > 0 0 0 0 9 . 0 3 0 0 9 0 . 0 " 4 8 v 8 . o n 0 0 0 0 0 . 0 8 0 0 . . 0 . 0 0 0 0 . 0 0 8 3 . 0 . 4 0 0 0 . 0 0 0 8 . 0 . 0 « 5 6 2 . 0 0 8 5 . 0 0 0 0 0 0 . 0 fi a H o O . . . 8 0 0 i g o O % 0 0 : 0 0 0 . 0 3 0 8 . 0 » 0 0 0 0 . 0 0 0 3 0 . 0 0 0 2 . 0 . 0 8 8 0 . 0 0 0 8 0 . 0 . 0 0 3 . 0 1 4 0 0 0 0 . 0 0 5 0 H . 0 » : 0 0 . 0 4 3 0 0 . 0 0 0 0 8 . 0 0 3 . 0 0 . 0 0 0 . 0 8 . 0 . h O H n n E 0 8 M 0 N ‘ . . . J . 0 : : » 0 < 0 0 ~ ” 0 0 . . “ 0 n o g . n o o o 0 0 0 . . " a . . 0 0 . 0 5 < 0 " n i 1 0 0 £ 0 0 4 9 0 : 9 0 0 c ” 3 0 0 g 0 0 ' . . 0 0 0 0 0 7 0 0 0 . 0 ! f o . 3 . 0 . 0 . . 8 . 5 ! 8 . 0 . 2 0 : f i . / ! / . o o o o o o o o o o ‘ 0 ‘ . . . . . . . . . . o : ' 0 ‘ f I [ . 1.91. . . . . . " n u n . . . . o . u a fl u . . . 0 . 3 8 . 8 ” " 0 0 0 0 0 0 0 . - . . . 0 0 0 0 0 . a 0 . 0 . . . . . . . . . . . . . . 0 . 3 . a . . . . » . . . - : 0 ‘ ? 0 . ! : 0 0 8 . 8 0 0 2 3 0 0 ‘ 5 0 0 £ 0 0 0 0 0 0 0 0 0 : g I 3 ’ 3 0 . : 0 0 ! 3 0 C 3 0 0 : ‘ 8 0 0 0 0 v . . w : . 0 : 0 . 0 . 0 ! : 9 5 0 0 0 . 0 0 0 0 0 0 . 0 . . . . 3 o . . . . . . . . . . 0 . 8 ” O 0 0 0 0 0 0 0 0 0 g I . . . 3 . . . . . . . . . . ‘ 3 I h u . . . . 0 . . . . . . . . . . . . . 9 . . . . . . . . 0 . . . . . ! 0 0 # ! . 0 : 0 0 3 0 ° 0 0 E 8 0 5 ' 3 0 0 0 . U 0 0 0 0 0 0 0 0 0 0 E I : I ‘ 0 ‘ 3 0 . : 1 0 : ” . * 0 " 0 0 0 0 0 0 0 0 0 0 0 : Q I - € . 3 3 3 0 . n o . . . ‘ . 0 0 ‘ . o n 0 8 0 . . . 3 3 . 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 : 0 . 0 . 0 0 . 0 . 0 . 0 0 . 0 . 3 0 3 g . . . . . . . . . . . . . . . . - . . . » 8 - . . . » . 9 . . 0 a 0 0 . . u . » u n . 0 0 0 3 . a o h w § I 0 0 0 0 0 . 0 0 0 0 0 0 . 0 5 8 0 0 . 0 . 0 0 . 0 0 . . . . . . . . . . . ‘ 0 0 I m u : . 0 0 . 0 0 0 . 0 0 0 3 0 . 0 0 0 3 . 0 . 0 0 3 0 0 . 0 0 3 . 0 0 . 0 . p u 0 0 0 0 0 . 0 0 0 3 . 5 . 0 0 0 . 3 . 0 : . 0 0 . 0 0 0 5 0 . 0 8 . . . . . . . . . . . . 5 . 0 . 0 . 0 I 0 0 . ' 3 ” ‘ 0 ' ! : 0 0 : % 0 0 5 0 0 ‘ U O P O O C 8 0 . $ . % 9 . 8 : 0 0 “ 8 2 0 6 ? 8 8 0 0 § H O P a 0 0 0 0 0 0 0 0 : “ 0 0 5 . " I : I . : . 0 " 0 0 0 0 0 . 0 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 8 0 3 . 0 0 . 0 0 0 0 . 3 0 . 0 0 0 0 0 0 . 0 0 3 0 0 . 0 0 0 0 0 0 . 0 8 0 0 9 . 0 0 8 . 0 v 0 0 0 8 . 0 0 0 0 0 . — a n a H 0 0 . 5 . . " . a 0 0 0 0 . 0 0 . 0 0 E : “ . 0 0 0 0 0 0 . 0 . 0 0 0 0 0 0 0 . 5 I 0 3 . 0 0 . 0 4 3 . 9 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 “ 0 0 0 0 0 0 0 . . . . . . . . ‘ 0 0 n o . . . . . . 3 0 0 I i n g o g » . . 8 . 5 I . . . . . . . . . » . . . 0 0 0 . 0 . 0 0 I ! . 0 . 3 . 0 3 0 . 0 0 0 0 0 . 0 . 0 0 . 0 0 . 0 0 0 . 0 0 . 0 . 0 0 0 0 . 0 0 0 3 2 . 0 ] . 0 . 0 0 . 0 0 3 . 0 0 4 0 0 0 . 0 . 0 0 . 3 . 0 . 0 0 0 . 0 . 0 0 0 . 0 . 0 . 0 a . . . 3 3 0 . 0 . 0 . 9 . 0 . . . . l l o c . 8 0 . 0 9 0 0 0 0 0 . 0 0 3 0 0 . 0 0 4 0 0 0 . 0 0 3 0 0 . 0 0 3 0 0 . 0 0 0 0 . 0 9 0 0 . 0 0 . 5 . 0 . 0 0 . 0 . 0 0 0 0 3 . 0 0 3 0 0 . 0 0 3 0 0 . 0 0 0 . . . . . . 0 5 . 1 0 0 0 . . 0 3 . 0 . . 3.3.933 ' 5 0 0 0 3 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 8 0 0 . 0 . 3 4 0 0 0 0 . 0 0 0 0 0 0 . 0 . . . 0 5 . 0 0 0 0 5 . 0 0 0 0 0 0 . 0 3 . v . . . . . . . 5 : ” . 0 . 3 . 5 0 ‘ . o w . 8 0 8 . 0 . 0 0 0 0 0 0 8 0 3 0 0 # 0 : 0 0 . 0 0 0 8 0 . 0 2 . 0 H 8 0 0 . 0 g H . 0 . 0 . 0 “ ” . 0 0 0 9 . 0 0 0 0 0 . 0 0 0 0 0 0 . 0 : 8 . 0 0 0 0 0 9 . 0 8 * . . . . . . 0 0 8 £ 0 3 0 0 V I g . . i i . 0 . 0 0 £ I . 0 . . . . . . g 0 0 3 . 3 ” I ! . 0 0 0 0 0 0 3 3 0 ‘ % 0 0 ! ° 0 0 . I V - s a G g u s o O O . 5 0 . 0 ‘ 0 ‘ ‘ ! o b : 8 0 0 0 % 0 5 : 0 0 I : 0 0 0 . 0 ‘ . 0 0 0 0 0 8 . 0 . n i " : 0 o o o o . o . o . : 3 3 g I 1 0 0 0 . . . . . . . . i 3. . . . . . . . . 3 0 . 9 . . . 0 o A 4 . . . 0 0 0 0 0 4 4 . 0 0 0 0 8 . 0 5 . 0 0 0 0 8 . 0 0 . 3 0 0 0 . 0 m K v 0 0 0 0 . 0 I : 0 0 0 . 0 0 0 0 v 0 . 0 I - . » s p o o l 0 0 H 0 0 . 0 ‘ . o w . . 8 0 8 . 0 . . . . . . 0 0 3 0 . E S 0 0 0 . 9 . . . . . . . . . . . . . . . 9 o . . . . . . . . . . I ‘ E I . . . . . . . . . . . g I i i I . . . 0 3 0 . n o . » . % 5 5 E ; 5 3 0 N . . . . . . $ m ~ o q m . . . . . . . 8 8 9 . . . . . . . 8 2 . . . . . . . . . . . H R . h 0 0 . 0 . 8 . . . . . . . . . . 0 3 8 . 0 0 . c w . . . . . $53.94 9m 3m 495 Employers and Self-Employed persons earn more than Private Employees who, in turn,earn more than Public Employees. Per- sons with a history of migration from an urban area have incomes higher than those without a migration history as well as those that migrated from rural areas. The ranking of incomes by current environment follows the normal pattern of Urban, high; Suburban, middle; and Rural, low; with significant differences between each group. Most of the professional sub-samples from Santa Cata- rina have such small numbers of observations as to make significant results rare. The cell means (geometric) are still accurately calculated but their usefulness in pre- jicting is limited by substantial standard errors in most :ases. Only those differences significant at a level of winety percent or more are noted in the presentation that :ollows. Nevertheless, the trends indicated by the cell weans are of interest and taken with the results from other ztates, they contribute to aggregate trends that are dis- :ussed in Chapted IV. Philosophy Graduates.--The only variable producing a lignificant income difference is that of Private Employee rhich is consistent with lower income than either of the ither two Position categories (see Table 80). The level of ncome for Philosophy graduates is generally lower than that if secondary graduates of similar age groups from Santa atarina as is shown graphically in Figure 58. 7 6 . c 9 o p o : a d a d g o fl . 0 ‘ 8 0 & . g i D 0 0 O O d o u o O I . “ 8 0 . 5 0 0 3 0 . 0 g u p » 9 0 8 . 0 ; ‘ 4 3 0 8 3 0 . 0 - 8 0 0 0 . 8 . 3 . 8 . 0 : 0 8 . O I . “ g i G 0 0 . 5 0 . 0 5 . 9 0 8 0 6 . . . “ h o O 0 0 . $ : 5 . 0 o ; e p o c 8 0 8 . 5 . g o c “ 4 0 3 0 $ . 4 0 : . O w 3 0 5 . 5 0 . 0 g u o O 8 . 5 g u o D a q g o o . 3 8 9 . ! 8 9 8 . 8 . 9 0 0 8 0 . 0 : o o w - n I “ . b a . 8 8 9 3 8 3 5 . ” 0 3 0 5 . ‘ 8 0 0 . s a w 0 0 : 4 5 0 . 0 : ! 0 0 . c “ . g 9 . 0 ; e b - : ! 9 . . 8 8 9 . 2 8 9 : a . w : 0 0 . 0 . 8 0 0 . 0 0 0 0 8 . 0 a w a h s O . a h k r u G o - o u : s w o H : l a c e c 8 . 8 9 . . 8 2 9 . 8 : 9 3 0 0 . % 0 0 5 . o n % 0 6 : . 8 0 0 . 8 ; o n 0 3 . 3 . 0 . 8 5 9 8 8 0 9 . . 2 8 9 0 4 o 8 8 a a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . c 8 . i n 5 B 8 a 8 8 8 rrréfiéék . 8 o 8 . » g s o w I d u o o o o o 3 0 3 9 . » 8 8 . 0 ; n o 8 8 9 . 0 : o J - a n l u 'o‘ i d (fur-fur: - : H . . c . . . n o « . 2 6 £ . n o o n . “ o n - : o s “ . 5 : . . . 3 3 . 0 n i o g n o : n o o n a u g 3 » : 3 3 5 « . . . . l o » " 9 3 0 . g a b ? " 0 0 ; 0 0 I ; 0 0 I g n u l ; a 2% H i l l : 3333539!!! c it: —-—.—...——«-o-~ - 4-" a-.. -_.“--.fi.-- - o , - ‘ ' - R O H “ W E . 3 . 1 . . 4 2 0 ? n a I . 0 0 5 5 2 . I 1 . o o w - g a n s s u I - . » n o o . I u : . 8 Q . . . u o y . 3 . 0 . § W E : : ) 0 : E ‘ 0 a h ‘ g g g E ‘ n E 3 3 8 £ ! 0 . H E #97 8 . { - . . : 4 . 8 8 9 : . 2 9 . . 8 3 9 . : . 8 - a v o ! r 2 . 2 9 8 3 . 9 . 8 : 9 . 8 8 9 8 8 . 9 n I - . . . . . . . . . . . . . . . 3 3 . a o n u 0 ' . ! t I . ” . . . 0 ; t a 8 9 : 0 0 8 . 8 0 0 . . . P O O C g o fl : x 2 . 0 . “ 2 5 - 8 . p . . . 8 9 - 8 8 . 0 8 3 . 9 8 . 3 . 0 8 . 8 9 p 8 n o o o o o o o o o o o 3 3 3 0 0 0 0 0 0 0 0 0 0 g 0 : I . . . . . . . . . . . . . . n o . n u n . . . 2 g 5 6 ~ ! 3 . 0 » 3 3 . 0 4 3 5 . 0 : » 8 . 0 8 3 2 . 0 8 0 . v 8 8 0 . 0 : n o m a E . I o n . . . . . . . . . . . 9 3 9 . o n a a w u . . . . . . . . . . 3 5 9 . u . n u n " 0 " 3 0 . ; 0 0 ‘ 5 0 0 . ? 0 0 : * 8 0 0 8 r g 0 . : ' 5 . g 0 0 0 0 0 0 0 0 0 0 . ‘ 8 I N 0 0 0 0 0 0 0 . 2 9 i I N U " n o : o s 3 3 . p 3 ! o b I ; . 0 g 0 . 0 ? . 0 5 5 0 . 5 o o d u o o O “ O D g u o D : 0 8 0 # . 3 8 . « . s n o c : 0 0 0 . 0 ‘ 0 ‘ : . . . " 0 0 3 Q ' 0 8 8 0 0 : “ : 0 0 . “ . p u B o O n O “ 0 0 0 . 0 ‘ g x . 9 5 0 0 . 6 “ “ 3 0 . 0 O O . t o o o o o o o ; a . . . K I : } a E : ! 0 0 I i. E .1 o o O O ! a g 0 . 3 . 1 8 I t . . . . . . . . . g 8 0 0 . I 35§939§3 . 0 3 : 3 . : o n 8 8 0 . 0 3 0 0 . - o n a M : . 6 # ; “ . 0 0 3 8 . 0 : ” n a 0 0 - a o G 3 0 8 . 0 5 e s o L . 0 0 8 0 0 : 8 0 0 6 g fi o é 8 0 4 0 0 0 O . w 8 . . . . . . o g : s a w . n r u o o i t 3 . n O ” . 8 P 5 I fl fl l 0 0 0 0 0 0 : 5 ’ . 0 3 ’ 3 . g ! - 3 . 4 : n a v E . . 8 8 . « . . . . . . . . . . . . . 5 . 1 8 8 . 9 ¢ t § k fi : 8 : ‘ 5 " . ° 0 ” g fi ‘ N O I 0 9 ~ a h m . i I . . . . . . . . . . w m r M \ 5 . " ; O H : . 8 0 0 " . S C O D . 8 8 0 0 s a w 0 8 8 . 0 ‘ 3 ’ g v o fl . d e v a e w 8 0 3 . H d a s o O ; o n a M : O D N O C O N O H O O O . 8 . v 0 8 8 . 0 0 8 . v r 8 8 0 . 0 ! 3 . o n ” . 3 . 0 . 0 : 5 . o n 3 0 3 . 0 . , 8 3 . 3 " 3 0 9 . — o n a M 0 3 . 3 . 0 . 0 3 0 . — n u n n o » ! d r a h . H H ‘ I O 3 o o o o o o . o . “ 0 3 3 t I 0 # o o o o o o o o o E z I 0 W N . . . . . . . . ! . 9 . 6 3 I y h w . . . . . . . . . . . - 8 . n - 5 . . . . . . . . . . . . " n a e c o 0 3 n . . . . . . . . . . . E I : n a #98 SANTA CATARINA - AGE/INCOME PROFILES - 1960 66? Ph11050phy Graduates x - PhiloSOphy Graduates v - Secondary Graduates M" 35‘- 301. ) n 5 ‘ 0 6 - 9 5 9 1 ) 0 0 0 . 1 x $ r C ( e m o c n I y l h t n o m £10” f ‘ 10 " 3 < 7 A99 Pkedicine.--The only significant variable in this group flwat: of Commerce and Transportation within which the two :hJatxes of Medicine earned less than graduates in other ssens of Activity (Table 8]). The age-income profile in urwe.59 is erratic-~probably because of the small popula- n. ,A trend line, however, would show the same early ;ir%anent pattern as is found in Espfrito Santo and the 'th Region. Pharmacy.—-The variables of Private Employee and nale are both identified with low incomes compared to the her variables in their classes for Pharmacy graduates. A ry small amount of income variance is explained by the irkables used for this sub-sample (fi2 = .025). Regression asults and age-income profile for this group are found in able 82 and Figure 60. Dentistry.--Among Dentistry graduates, those with hildren earn more than those without. One graduate in xtractive Industry (no pun intended) and one in Manufac- uring earn more than other Classes of Activity and the nine masons in Social Service earn significantly less than all thecflher classes. Public Employees rank highest in earnings folkmmd by Employers, who were followed by Private Employees. Tabh283 and Figure 6] apply to this sub-sample. Engineering.--Variables producing significant income diffiuences in regressions using this sub-sample are Female kme mfly in the sub-sample) less than Males, non-Heads of Fliyless than Heads of Family, Extractive Industry more [ 8 m a ‘ ° " “ " u ' fi fi v fi a ’ fi v R ‘ u f m m ’ m 500 o i l y m ' u m ' o - L m o ' o t o n r o - m o ' o - a m m o o o o ' I c s c o o t - o - m r o c o a s r o - m o n i - m o m ' n 9 9 8 8 9 ‘ 0 - e n u t ' o t u u ' o - t e n t ' o - n a v e m ' c c c o w o ' o - a u r a m t - o - t s s t v o - m m m ' » n o e s - t n e s t ' o t m v o c o a t - o w a v e 6 “ . . . 0 9 9 9 0 . : c o m - o w m ' o M o . ” a r e “ U “ 0 0 9 0 ’ ! « m o a n 9 " “ “ 9 3 9 ' : “ m m : “ 3 " . “ 6 5 " ! W I ' O “ ' 0 m o r e m o r e 9 “ . ” a p n e a ” 9 ‘ 0 0 “ m o o " 9 . 0 0 0 m e g 3 " " ” “ 9 ' 0 ' ” a r e " 6 ‘ 1 ' 0 ' “ 9 ‘ 9 0 - 0 0 0 0 0 ' 0 e n ' s : c o o n - t - m u m c a m - o - m m ' o - c o c o - o 9 0 " “ m o r e a u r a w e L a w ' o - m I o ° o l i o n ‘ s : L O M ' O - W ' O m o m o - m e n - o - n w v o o I I t n 3 . I . r t I - - - - - m u n - n u t I t - ‘ I - - - - - ° ° ° ° ° . . . . . . . . . . . . . . . - - - - - - - - - - . . . . . . . _ . n o ' - a - ‘ 1 “ . “ ' n . “ a a . m a - “ a 9 - “ : I o m fi o a m ” m a y " . . . m m i n . . . “ 0 0 0 0 0 0 0 0 0 0 ° ° ° ° ° ° . . . . . . . . . . . c c c c c c c c c 0 0 0 0 0 0 0 0 0 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o “ g m . W m m m . . - m m m m . m m O a 0 o o 0 o 0 . u . I " . . . . . . . . . . . . m m . . . . . . . . . . . m . J O [ " ' I [ . . . " " . 1 . . . . . . “ ' 0 0 " w a r . o n " w o o : 0 1 . 0 3 o n " n u ; « a n ' m " m ' J l - u H m 0 0 0 1 - 1 0 1 m a u v e r o u t i n g . . . . . . . . . t a x - a u n t : " ~ t h M u l e - « 4 w t o m 4 0 a “ M I : 0 0 0 0 0 0 0 0 0 0 . m ‘ 0 0 0 0 0 0 0 0 0 0 0 u m o o o o o o o o o o w o m e n ” . 0 ! " ' 3 8 . . m m . M . m W u m a g ' 3 0 ” t . u ' M a z ! m ‘ . H o o o o a o o 0 0 0 0 0 0 0 0 0 0 W ‘ . ‘ g 0 0 0 0 0 0 0 0 0 0 W ‘ Q a m o o o o o o o o o o w , o ’ I 50l H M g ; . 0 " . 0 . 2 0 . . . 8 . 0 . . . . 0 - ! g ::‘i . g 9 : . 0 . . 8 . 0 . 3 8 9 . 8 8 . 0 . . . . 0 . . . 0 . o n . . . ; 6 ! 0 0 . 0 ; . 0 r g o ‘ - - o g u H 8 8 . . . . - . . . 8 9 . . . 3 8 . 6 5333 0 ’ . . e w ! 0 . " 0 0 2 . 0 ! 0 . v : 0 0 0 . 0 0 0 ~ 0 w . 0 ; 0 . o n 0 0 0 0 0 . 0 . . . . . . n u f ‘ . o g a n a g k . 3.? 1 g 0 has e ' fl 3.? E _ E 3 ” ! o t . . . a 0 . 0 0 . 0 8 . 0 0 0 . 8 . 0 i . . : . 0 ‘ . 8 ; . . . 3 0 ; f I 8 : 0 6 : . 8 0 0 3 4 . 0 . 0 E . 0 - . 3 3 . 0 3 . 3 . 0 0 o w 0 0 . 0 ; “ A $ 99.23933 _ . . . . . 3 ! 0 . 0 . 0 0 3 0 5 M 0 9 . 0 0 : . 0 0 3 . 0 3 5 . 0 0 : : . 0 % 0 0 . 0 E I P . . . - . . . . . . 8 9 0 4 5 . 0 0 0 3 0 . 0 . » 0 0 0 . 0 99' I . ! 8 2 . 3 ’ ' o ' 0 8 ’ . n o i - n u 2 0 I 0 6 0 0 u . 0 I § u . 0 I ; . 0 : . 0 . 0 ; f I ! 0 0 . . . 9 0 0 . 0 . 8 - . . . F . e t a t u m E T b 6 3 3 0 “ . S 9 “ . . . a . . . 9 : 502 SANTA CATARINA - AGE/INCOME PROFILES - 1960 60 r 55 " Graduates in Medicine 50 .. x - Graduates in Medicine v - Secondary Gradu es 3 c: as «- 3\ LI\ 0\ H a W o 0.. H >4 35 ee L. o 0 a O 8 H 25 .. b. H .c: *5; o 20 z .. 15 u 10 db 5- 76 3'0 30 io 5'0 6?) 2 Age c - 0 C . C . C O F F O ‘ . 0 0 0 . ‘ 0 ' . g n fl O H fi E 1 . . 8 . . . . 0 . v . 3 . 0 . 0 . . . » . 3 . 2 . 0 0 - . . . . . . - . . . . u u P N u E « 8 . . . 5 . . g i R N I L E 0 0 E a g . 3 E . » . 9 . n o o n E . 8 H . . . F . 0 5 < . . . . 5 0 . » 0 8 . ” 8 . 0 g H . I S n o - » . o . 0 0 3 . 0 . . 3 . 0 : . . . - . . . " 3 . 0 0 3 0 0 0 0 0 0 . 0 » 0 0 . 0 . 6 . 0 0 . 0 . 5 0 0 5 9 . 0 1 3 3 3 . 3 0 . n 3 rrrrrr 0 . . . . 0 . o n . o v . E . . . u 0 3 : . 0 E - h o o 0 H d 0 0 ” . 0 8 0 0 0 . 0 . 0 3 . 0 fi w o o O 8 ‘ “ . 0 . 0 0 : . 0 3 0 0 0 . 0 - : a r o C : 3 0 0 0 0 0 0 0 . 0 H 0 . 0 . . g i G . 0 . d b u S . 0 : 0 8 0 6 . ' 8 0 . 0 : 0 . 0 . 0 4 0 0 0 0 . 0 . - 0 0 0 . . a » 0 0 3 . 0 0 3 0 0 . 0 0 0 3 0 . 0 0 0 0 3 . 0 0 0 0 4 0 . 0 2 . 0 8 0 0 0 . 0 0 0 0 4 « . 0 0 3 . 3 . 0 . V 5 . 0 ! 8 0 9 . 8 0 0 # . H I a fi o o r I : 0 0 0 . 0 . . 0 0 . v . 0 . . 8 5 . 6 . 3 2 . 0 : . 0 1 . 0 9 3 . 2 . 5 . 8 3 9 . . .Q-Iré-Laisbé > . 0 8 3 5 H . g o b . 3 0 0 3 . 6 8 0 0 0 . 0 g o D 0 . 0 . 0 . 0 . 8 . 0 6 6 . 2 0 0 I ! 2 . 0 0 : : 0 . 0 w g o O . ; . 0 . ? . 0 3 . 0 ? g fi . 6 . g P O fl . O . . 0 3 . 0 3 0 0 . 0 9 0 . 0 . “ . . . 0 P . : 0 . 0 ; ; 0 0 E O H . O E O F O O fl g o O a 0 . 0 v . . . . . . 7;" ;. l 3 i l 3333.33.91.” l l 1? N - V- .... ..— ... --.--._ ._..fl.~ -_ o--..—_....-- —— -_. - “-_.—._- 501+ . . . — . 8 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 i s a ; 3 “ M I a n ‘ O I . I . . . . o ' 0 . : 0 “ ‘ 2 ' : . . . 8 . . . d . . . . . . . . . . . . . . . . . . . . . . . . l a . . . . . . - . . . . 8 8 . . . . . - . . . . . . - . . . . 8 8 . . I 3 . . . 2 . 2 . . 5 . . . . « . . . . . . . . . . . . u . . . . . . o . 8 3 . . 3 . . . . . . 2 . . . . . . . 8 8 . . . 3 8 . . 3 . 3 . . . 2 2 . . . . . . » . . . t 3 . . . 3 . . . . . . 3 8 . . . . . . . 2 3 . . 8 3 . . . 3 . . . . . . 8 . . . . . . 8 . . . . . . 3 . 8 . . . . . . . . . . . . . . . . . 8 3 ; " . 0 ” : ‘ 1 3 3 8 . . . . . . . . . . . . . . . . . . . . . 3 8 . 8 . 2 . . . . . . . . . . . . . . . . . . — a d 8 . . . . . . . 3 2 . . . . 5 . . . . . . 0 0 0 0 0 0 0 0 : « 0 3 3 E g g 3 8 . I . . . . . . . . . . 3 . . . . . 2 . 3 g . . . : . I S . . 3 . . . . s . . . 1 . W . . . O n u 0 F M " I O n ! I I n K - . 7 I . . . . . . . . O o a . . g . 8 . . . . . . , . . 5 . . . . . . . . m . . . . . . ‘ 3 9 . . . . S F . . . . . . . . . o . . . » . . . . . . . . . . . . . . . o 8 . . . . . . 3 8 . . . . . . . . . . m . . . - . . . . . 8 8 . . . 8 . . . . . . . 9 3 . . . . . . . . . . l . . . . . : . . . . . . . . . . . . . I 8 . . . . . . 8 . . . . . . . . . - . . . . . 3 . . . - . . fl . . . I . 3 . . 3 3 . . . ‘ ‘ i z . . ‘ 3 . . . . . . . 8 . . . . . . » . . . - 3 . 5 . . . . . - . . . . 8 . 8 . . . . . . . . 8 . 8 . . « . . . . . . 3 . . . . 8 . 8 . . a t . . . . 3 3 . . . . 3 8 . . . 3 5 . . . . . . . . o . . . - . . . . . 8 8 . . . . . . . . . . . . . . . . . . . . . 8 8 . . . . . . 0 0 0 0 0 0 0 0 0 0 0 . . . . . . 0 0 0 0 0 0 0 0 0 0 1 i . . . . . . a . — I ” U . . . a . ‘ I - I . . . . . . 8 . . . . . . 8 . . . . . . . 3 3 . . . . 8 8 . . . . . . . . . o 0 3 . 3 : 3 . 5 3 . . . . “ . . 0 . . . . . . . . . . I . . . . . 3 . . . . . . . . 3 3 8 . . . . - . a n . I . . . - . . . . . . . . 3 . . . . . . 8 . . . . . . . 3 8 . ? . . . . . . . . . . . . 8 . . . . . . 8 a . . . . . 3 3 . . . 8 . . . . . . . . . . . . o . . . . . . . . . - . . . 1 8 . . . . . . . I . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 . . . ! . - u 3 . . . . . . . . . . . I . . . . . . : . fl u I o n . . . - ' 1 ' } 1 % “ 0 : 0 3 ‘ 0 ‘ £ 0 0 : 0 0 2 ‘ 0 0 5 0 . 0 a s . . . . . . 8 . . . . . . 3 8 . . . . . . D C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ; I a ” . . . . . . . . . . . 3 I “ . . . . . h . » a . 3 5 . . . . £ 0 “ £ 9 . . . . . . . . . . 3 ‘ . O h ‘ I l fi W fi a w . . . . . . fi $ \ ‘ fi w a n . . . 0 . 9 2 . 0 . . . . . . . . « J N — . K . . . - 3 . . . . . . . . 505 SANTA CATARINA - AGE/INCOME PROFILES - 1960 Graduates in Pharmacy x - Graduates in Pharmacy v - Secondary Graduates 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 304L 251! 20‘ 1 15q 104i 506 : . 0 0 2 0 3 . 6 2 0 3 . 0 - 3 8 . 6 0 8 3 . 5 : 3 0 . 0 . . . n a s s o r c w o n - o o c . 8 8 . 5 : e b : ‘ 0 9 o . . . . . s i r I — . n o I - o b I g o G . “ d n u o b 3 3 3 . 5 5 3 . 0 8 4 . 8 9 . 3 9 I u g u P - n o H - m O . o o u u u o o t . . 3 . 6 . . . . . . “ . . . 0 . . 3 0 ‘ ; o 0 ; 8 . o n : . 3 0 . 8 0 . 0 . 0 . . . t I 5 3 9 . ; n a c g n o n 3 . 0 3 9 % 3 . 6 - . . . é g f 3 § § F ¢ I ’ . t fi { ! ‘ 5 5 “ 3 g . . . . . . . . . . 3 0 ' g o H : . 0 : n o . 5 . 0 . 8 - h o O . 8 . o n g o o - . a o h c O 3 . 3 9 . 0 : » . 0 g o D e b . . . . . : “ . 3 8 3 0 0 . ! : 9 5 8 0 6 . 0 3 . 5 0 0 0 3 9 0 5 0 . 8 5 3 . 0 0 . 8 1 . 0 ; 0 0 I 3 2 . 0 . . 3 . 6 . 3 . o n g o b 0 8 . 0 0 s 0 5 ‘ 3 0 : . 3 . 0 § - : 0 8 . - o o l a J - u o O - e s o o n » . . . 0 0 0 . “ 9 I O o o o o o . . . . . i mews-3'. rrrfififififi . . . n I . 5 : . 0 ' . n u o n . n o h - n u r 1 : . t u o . . . n a r . . 3 0 0 . a . . . » n o o s n o m - - : . 0 0 . - n o n . v u h t E « . l w O « - . . I . o h w . o o F . n o o n . “ w e n . . 0 4 £ 1 5 ‘ . . 2 3 ' . n o o c . 5 . o n . n o : I « c n a r f n u n - a c a p l a s g fi h o O : 0 . : a r o C E { ; 0 0 a 5 5 9 ! ! ! P rrrrrr ‘ 0 . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0.“. l... . 8 g . : “ n n o r f o t ! o s ‘ 0 ’ —.-- ._,—.-—-...—— . -- --» dw—h-w-c -- 507 0 0 0 0 0 0 0 0 0 0 0 ‘ 8 0 “ n " i . . . l l u n " : . 0 . 0 3 . 0 » . . 3 . 0 3 . 0 3 . 0 - . . ! . 0 i 3 6 . : z - . . 8 9 . . 8 0 - . . . . 8 : S [ - 9 . l l q 9 ? i - a h “ fi O . g r O 8 3 . 0 1 4 0 . 4 3 . 0 ’ 0 ' i “ . o h w 5 ’ : . 0 1 : . 0 0 0 0 8 . 0 1 3 ‘ 3 0 4 4 . 0 8 a .3: 332 . 0 ’ 0 2 0 . - n u ! t a ; . 0 : . 0 . . 8 0 0 . 0 w P O w O o ‘ . é S 53% “ § n E2 I n o . ' 0 ' 3 . o n 0 8 0 . 0 0 3 . o n : 0 . : 0 0 0 . 0 4 . F I ” . 0 0 0 0 0 - a n l u A H u - . . . 8 . - . . . . n I 2 - ‘ . I § . u . 8 8 . 0 . 8 8 . 0 . a 5 — . . . 3 4 3 9 . 3 8 P 3 0 0 i g i D “ . . . i N , V R L G \ “ m m “ - » . a n i . . » n I « g . . R . . . . . . . . . . . . 0 0 0 0 0 0 0 . . . . . . . . E 5:; 0 0 0 0 0 0 0 0 0 0 0 . " 0 35 £3 23232322323224 2% 22:4 508 SANTA CATARINA - AGE/INCOME PROFILES - 1960 601' 55’" Graduates in Dentistry x - Graduates in Dentistry v - Secondary Graduates 5‘7” LLB” 1 MO" 3510 v U - v a v L ) 0 0 0 , 1 x 3 r C ( e m o c n I y l h t n o M 30" 2§’ 20" 15" 10" 5! 1.; 26 35 no 0 so 70 Age ! ' f 509 \er Classes of Activity, rural migrants less than other gration categories, and rural residents less than suburban urban groups (see Table 84). The age-income profile ’igure 62) does not show the same pattern of high and level d-years earnings found in the other areas studied. It is imilar in the high level of earnings in the early employment ears. Again, small sub-sample p0pulation probably contrib- tes to the irregularity of the profile. Légg.--Table 8S and Figure 63 contain the results of regression using the sample of Law graduates. Females have lower incomes than Males, Protestants less than the other Religion categories, and Social Services less than the other Class of Activity variables. A trend line through the age- income profile produces the same earnings pattern as in the other areas studied except Guanabara. Agronomy.--Because of the small population of this group, only the regression of Age on log income was performed. This regression and the resulting age-income profile are contained in Table 86 and Figure 61+ . No explanation has been found for the extreme dip in earnings occurring in the Age 39 group other than the small cell size of the observa- tions. Economic and Political Sciences.--Figure 65 and Table 87 contain the results for this sub-sample. As with Agronomy, the small population size limited the calculations to the age-income relationships. 510 » . . . 8 . . . . . . . 8 . 3 . . . . . . . . . . 8 . 8 . 8 : 0 0 0 . 0 0 0 8 0 . 0 8 0 0 0 . 0 0 0 0 0 0 . 0 v 0 0 0 0 . 0 : . . . 0 0 0 0 0 0 . 0 1 0 0 0 8 . 0 0 0 0 0 0 . 0 0 0 : . 0 : . 0 0 0 0 0 0 . 0 0 0 . 8 0 . 0 0 v w 0 0 . 0 0 0 0 0 . 0 0 0 0 : » . 0 : 0 . 0 0 : 0 0 0 3 - 0 0 0 0 0 0 . 0 0 8 0 0 . 0 1 . 0 0 . 0 : . 0 0 0 0 0 0 . 0 ~ . 0 0 0 u . 0 0 0 0 0 w . 0 . 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 4 0 . 0 0 g a r C E 8 . 0 5 . 0 1 0 0 8 0 . 0 5 0 . 0 § . ~ I 0 0 8 0 . 0 » 8 0 0 . 0 0 . 3 8 . 0 0 0 : “ . 0 4 0 0 . 0 0 : 0 0 0 . 0 % 0 . 0 5 : 0 0 1 : . 0 0 0 0 0 3 . 0 0 0 3 . 0 0 8 0 0 . 0 0 0 0 . 3 0 0 0 8 0 . 0 . 0 0 0 0 . 0 . 0 0 0 . 0 0 . G O H - o w t 4 0 0 0 0 . 0 0 0 . 0 . 0 : 0 0 0 I 0 0 0 0 — . . . 0 0 3 . 0 0 0 5 0 . 0 g : . 0 . § . 0 I 0 8 0 0 . 0 0 0 0 . 8 ; . 0 0 8 0 0 0 . 0 : . . . . . . w o s 0 8 . 0 . 0 0 0 0 0 0 . 0 . 0 0 0 0 . 0 0 " 0 0 0 . 0 0 0 0 0 0 0 . 0 0 0 . 0 £ ‘35???“ trrfififififi . 5 i d ruff-.93"; 53 . . . ! ! . 0 . 2 . . . . » C 9 9 9 - parakrssar fi m E 8 : 5 . e g é g 0 . 1 - a s l I . u - s a g a s { . 0 - . 3 8 . - . . . . H o 0 . . “ . 9 . g n E 1 . . 8 . o s 0 . 8 . . . . . . 9 ? . . . . . . a . s u . . . . . . . 3 . . . . . 5 . . . o n ? . . . . . . a ? : : : . » s a . . . r 1 . . d n a « . . . a n o . 5 . n o . » 0 . « . . . . 3 . 9 3 3 3 . 3 0 a.-. _... _—»..--. -...-——-—.'-r~..- ...— Sll . 4 . . . . . . . . . . o . 3 . 3 . 0 . . 3 3 . . a n ! . . . - . i t , . . . . . . - . . . 3 . 8 . . g . 8 8 . . n . i n : J 0 0 % . . . . . a n 3 0 . . . . 8 . 3 . . 8 . . . . . . I t . . . . . I . . . { . . . - 8 3 . 5 3 . . 3 . . . . . . 3 8 . . . . 3 5 . . 8 . 3 . . 3 . . . . . . . 8 3 . . 3 0 ' £ 0 . ‘ 0 ' ‘ 0 2 i t . . . . 9 8 . . 3 . . . . . . 3 . 3 . 0 . 3 . . . ? 8 . 8 . . I E . . . . 3 3 . . . . . . . . . . . . u . . . 9 . . . . . . a . . i 42.3.3.2 . . . . . . . . . . . . . . . . . . 3 8 0 0 0 0 0 0 0 0 0 0 0 0 a I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 0 3 8 . 8 1 3 6 . . - 9 3 . . . . . . N . . s . . 9 8 3 8 . . . . . . - . . . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 3 3 . 3 . - 3 . 3 . : O . . . » . 0 ' . - . 2 ” I 3 .32.}: l l I n fi l l - ” a . “ _ fl u . . 8 3 . . . . 8 8 . . . . 3 8 . . 5 . 0 0 3 . 0 . . : 1 0 “ 0 3 . . 0 0 ! . . . i ‘ 0 0 . 9 3 3 0 0 9 0 . 3 « 3 3 . 0 . 3 0 . . . . 0 2 . 0 0 . . 3 0 8 . 9 0 . 3 5 3 . . . . “ . . . . . . . . 8 c . . . . . . S i g n 0 0 ; 0 ' 3 0 . . c l i n g s . . . . . I 3 3 2 « . . . . . . — . . . . . . 8 . . . . . . a 3 . . . . 3 3 . . . I ” . . . . . . . . . o . . . . . . . 3 4 . . . 2 . . . . . . . . . » . . . ' . I . . . . . . . . . . . . « . . . . . . 8 8 . . . . . . . . . . . . . . . . i u . . . . . . 2 . . . . . . - . 3 . . . . . . . . . . . . - i . . . . . . . I t . . . . . . . . . . 8 . 3 . ! - - 3 0 0 0 : . . . I 0 . . . . 8 . 3 . . 3 3 1 . 2 . . . . . . 3 . . . . . . . . . . . . a . . . . . . . . . . . . - . . . . 8 . . . . . . « . 3 . . . 3 0 ‘ : : § . . . . . . . . a l l I . . . 0 0 0 0 0 0 0 0 g g 0 “ . . . 8 3 . . . ! . . . 3 : 3 3 8 . . . . . . . . . . . . . 3 9 . . . . . . . . . . 5 0 ' 8 . 0 ? 5 0 0 ' 0 0 0 0 0 0 3 0 . . . . . . 0 . . . i s . . . . . . . . . . . i O . . . . . . . . . . . 3 . . . . . . o r . . . » . . . . . . . . . . . - 9 . . . a . 3 . 3 . . . . a 0 . 0 9 0 . \ . . . . . . . . . . . . I I . . . . . . - 3 . - . . . 3 . . . . . . . . . . . . . . . . . . . n . . . m . . m . 512 SANTA CATARINA - AGE/INCOME PROFILES - 1960 60? Graduates in Engineering x - Graduates in Engineering v - Secondary Graduates ’45-” 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 20 r 15 1. lo 1’ m ' — M . 10 " c a n m u n - « o u r . 0 0 8 9 ' . - n m ' o - W 0 " t “ ' 0 ' ” ‘ 0 m ' o - ” ’ 0 ’ ” 0 ' 0 G fl ' t t u m ' o - M t ' o m o ' o - m v o - m o r e 1 0 " ! “ 0 0 ° F W U ' O u u t ' o - " V O - I W ‘ O ” 1 " “ m t v o u v n ' . m . H m ’ . t m r o ‘ 0 8 m o w . 8 ! ! ! ! ” 0 . 8 0 " n o w . 1 . 3 . 9 . u r n n o e l - s « c o m a : n e w : « n e w t o u r . n o n - o n a n - o n u t - o “ 5 ‘ . u o u ‘ o - 5 0 8 0 8 . 0 M ' h " M r . - ” ' 0 ' u ‘ u ‘ 0 ! . . . - r . c o o n - o m 0 . n u t - o “ o u r . m n - W ‘ O O M ‘ O - . o u o - o - W 0 n u n - c « m m ” 0 ' 8 " u p : o u r . ” 6 9 0 ‘ ! 9 9 1 1 ' . W ‘ O 9 ‘ 0 . ” 1 " ! ” ' 0 ” ' 0 M I ? ! W 0 . 0 I C l a 3 0 3 . . . . . m . “ ‘ t o a " " " " " " " " " - - - - - - - - - - " " " " " " . . . . . . . u - . 3 a 5 I t ' fl ' u - “ I n o " : ‘ 5 ° “ 3 Q ' " I . 0 0 0 0 0 0 0 0 0 0 W . ‘ o ‘ ~ . . . . . . . . . . m ‘ ‘ o ‘ 1 0 0 0 0 0 0 0 0 0 0 0 m ’ o ’ 3 ” a t . ” 0 - 8 0 : . . . . . . . . . . ” I " m . . . . . . . . . . . . . . . . . . m M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m m m u m m . . . . . . 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . m W m 0 0 0 0 0 m m m ” m - . ’ . . o . . . . . o o o . 0 . I I ' I ' . M I I ” W ” ' 0 M O D I N m u . . . " 0 . M I t m . . . . . . . . . . . . . . . . . . . . . . ” I ° g . u 3 0 0 ‘ . 1 . . . ’ 3 ' ‘ 9 1 ! 3 ‘ W W h y 0 : 1 0 3 ' 3 0 . : « m ' 3 ” : 1 ° " ! a n ; " 0 1 " . ! “ o r ” : « o h m ” 3 . 1 0 . 3 n o t . . . “ “ w a n n a a . . . “ I “ . . . . . . . . . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 m m “ 1 M 0 ! o r . . . 0 ’ 3 : ' 3 ' ” c m W 1 ? W w ” V I D . w 8 “ M o I . o ‘ 8 t 0 ' t c Q . . 0 t z ' - 1 8 m ' I I I V I ' O r a m ‘ 0 8 511+ 8 . . . . . . . . . 3 8 8 . 3 . 8 8 . . . . . 8 2 . . . . . - . . . I d . . . 8 . 3 . . . . . . . . o 2 . . . . . . . . . . . 9 8 . . . . I 2 . . . . . . . . . . . 8 5 8 . . . . . . . . . . . 3 . 8 3 8 2 . . . . . . . . . C . . . . . . . . . . . 3 8 I “ M I p I . . . i . ” 8 . . . . . . . . . . 2 . . . . . . . : . . . . . . . . . . . . o 8 8 . . . . . . . . . o 8 8 . . . 4 . . . . . . . 0 3 . . 3 . . . . I 8 . . . . 8 8 . . I I . . . . . . . . . 2 . 8 . . 2 . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . . o . . I . . . 2 . . . . . . . 8 . . . . . . . . . 8 . . . . . . g . . . 3 . . . . . . . . . . . . a n u . 2 3 . . . . . . . . . o 8 . . . . . . 4 6 : 3 ? £ 8 . 3 2 . . . — 3 3 . . . . . . . . 3 3 8 8 . . . . . . . . . . . . . . . . . . . 3 3 . . . . . . - 8 . . . - . . . . 8 . . . . . . . . . . . 8 . 8 . 8 5 . . . . . . 0 0 0 0 0 0 0 0 . . . . . . . 3 3 . . - 9 “ i d l i n g . . . . . . . . 5 . . 8 . ” . . . . . . . 3 . . 3 . I . . . 9 . 3 . . . . . . . . ' 6 ‘ . . . . . . . . - a . . . I . 3 3 . . . . . . . . . . 2 . . . . 3 8 . . . 3 8 . . . . . . . . . o . . . . . . 8 . . . . . . 3 . . . . . . . . . - . . . I 8 . . . 2 . . . . . . . 5 2 . . . . 8 2 . . . ? 8 . . . . . . 3 . . . . . . . . . . . . I . . . . . . . . . . . . . l 8 . . . . . . 8 . . . . . . . . . . . I . . . . - . . . . 3 2 . : 1 . 3 . . . . . 5 . m m . . . . . . . . . I . - . - . . . . . . . . . 4 8 . . . . 5 . 8 . . 3 . . . . . . . 3 3 . . . . . — . . . . . 8 8 . . 3 . 3 . . . . . 8 . . . 8 . 8 . . . I . . . 8 . . . . . . 8 8 . . . 8 8 . . . . . . . . . . . . . . . . . . . . . . 8 3 . . . . . . I . . . . fl u . 8 . . . . . . . . . . 8 . . . . . S . . . . . . . - - - g . . - ‘ 0 : : 0 . $ 3 a . . . . . . . . . . . I 8 8 I a " . . . . . . 8 . . . . . . . 8 3 . . 8 . . . . . . 8 . . . . . . 2 . . . . . . H u s fl fl 0 . 9 0 . . ‘ 3 6 0 2 . 0 0 . ? a d o . . - . . . . . . . . . . . . . 1 3 . . . . R . 0 0 0 0 0 0 0 0 0 0 0 3 I a a . . 2 ' 3 . . . » fl . . . . . u o m m fi w a . 9 . . . . . . . 0 . Q 3 i . . . C ' Q ‘ g . . . . : 3 . I . . I I . . . . . . . . . 3 . . . 0 . . . . . 3 8 . . . 8 . . . . 8 3 . . . I I . . . . . . . . . I u . . . - . . . 3 . . . . . . . . . . . J . . . . . . 8 . . . . . . 8 . . . . . . 8 2 . . . . 8 8 . . . 5 . . . . 8 . . . . . . 8 . . . . . . . . . - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 . 3 . . . . . . . . . . . . . . . . . . . . . . . I . . . 5 . . a . . . . . 3 . . . . . . a n . . 0 “ , . . . . g " I I M M - i ' ' - a n . a “ . . . c I I I . I . 515 SANTA CATARINA - AGE/INCOME PROFILES - 1960 Graduates in Law x - Graduates in Law v - Secondary Graduates . I 10 b l 70 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 20' 15* 101i. 516 x . . 2 . . - 5 8 9 5 ‘ 0 : a n o " 1 5 « : e n fi 8 5 : 8 F a : O H E : ! 5 I H 3 5 . . . n a . . . a . . 5 4 . o n a 55 . a . . . n a . n . . 2 m . . . o n . 5 0 5 . . " s k n u b . . 3 . 2 . 3 . o 3 . . . . . . 3 . . . r . . . a . . . . a v ? . 9 . . . x . . . 5 9 F . . . . . . » . . 5 . . . . . . “ . . . a . . . . n o . . . . . . . . . . 3 . 2 0 . . . » . . . 4 5 9 » 32.22.. « rarer: 0 8 . 4 0 u . . . . I 3 . . . . . . . . . . . . . . . . - . . . . . . . 8 . . . 3 . 0 0 . . . . - . . . 0 . . . . . . . . . . . . . . . . - . . . . . . » . I . . . . a r . 3 8 9 . . . 8 . v . I . . . . g o fl i . . . 2 ‘ 3 ” g g a . u U D k w 5 8 . 0 . G . . . . o . . . . G 8 . a ; . 0 . 3 . 0 . H 3 . v : 0 . 0 ' 0 a u Q . i I g o l . 0 . 8 . 0 g o F . a h - h o O 3 . 3 0 r d . . . . . N N . . . . . . . Q " I i E E 3 :rr5333F askssshybs. 517 o t g t l o I l £533 3 t o - ; . 1 t t v t t c l a c r a l l h _ 3 35 6 333 C ! 3 1 1 - l l ‘ e W ! .3 fifi o t t l a h n t o t t c r g t B c n n A r u Y r o ! 1 3 : 1 1 : 1 1'5. _ n o k 3&5 93 fl z fl i é l fl fl ' . . . . . . . . " l ' 3 '5 .3; . . . u m t h « o t t O 5 i Z a 3 3 . 3 339399§A .. 518 SANTA CATARINA - AGE/INCOME PROFILES - 1960 60" 55" Graduates in Agronomy x - Graduates in Agronomy v - Secondary Graduates 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M so .. u0‘ 35 db 30.. 25" 20 1h 15‘ 10‘ 10 20 519 K . . 3 . ' 3 3 s a a 3 3 3 a . 8 5 “ H 3 0 . . . " d o . » h o d u g a n n o ‘ 4 8 ! u _ u . o n . 3 . ” . . . . L . . . . 3 . a . . . a . . . . . . . . . o n . . . . 9 5 3 7 > 3 . 3 3 8 . 2 8 . . . . . . 5 . . . . . 3 9 3 3 . 3 5 . . . 8 “ . . . 5 3 . . . . . . . . . 3 3 . . . . . . » u . . . . . . « 3 3 . . . . . . . . . . . . 2 o o o o o o o o o o o o o o o o o o o o . . . . . . 3 3 9 2 . . . . . . . . . — 8 . . . . . . . . . “ . . . . . . . . . . 3 a . . . 8 . . 3 . 9 . . . . . . . - . . . . 3 . i 3 5 . u N " d “ M N d . o O N M d 3 4 : O O O O O O O O O O O a k 3 { I 0 ° 0 0 0 0 0 0 0 0 0 0 O H I O ” % M N 0 0 0 0 0 0 0 0 0 0 I ! ” % I V I . . . . . 8 . 3 . . . . 3 . . . 8 . 3 . . . . . . . . . . . . . . . . 8 . . . . . . . . . 2 . . . . . . . 8 3 . . . . 3 . . . . . - . 8 2 . . . . 3 . . . . . . { 8 . . . - u . 8 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . 2 5 . . . . . 1 8 . . . . 3 . . . . . . . 3 1 . . . . . . . - . . . . 8 . 3 . 9 9 - 3 . . . . . . . . . . . . o . 8 3 . . . . 3 . . . 2 . . . . . . 3 3 . . . 8 3 . . . 3 . 3 . . 8 8 . . . . . . . . . . 4 . . . . . . . . . . . 3 . . . . . . 3 . . . . . . . . . . . . o . 8 3 . . 8 . . . . . . . . . . » 8 . . . . . . 8 . . . . . . . 3 4 . . . . 3 n a . . . a n . . . . 3 h « a R o n f S u . . . . . . . a . o n . - . . o r . . n . . . . . . . . . . . . . 8 . . . v 3 . 3 . 8 3 . 3 8 C o O . . O . o 0 0 0 0 0 0 0 0 0 i I “ H I . . . . . . . . . { : 3 U ‘ H ' 0 0 0 0 0 0 0 0 0 3 . 3 O 5 r . . . . . . . . . g C 3 ' . . . . . . . . . s a g - . fl ' . . . . . . . . a ; I 8 N 0 0 0 0 0 0 0 0 0 0 0 0 a O a ” 0 0 0 0 0 0 0 0 0 0 g I a n I O A . . . . . . D ; g l 0 0 0 0 0 i n : . 3 0 3 O " I . 3 3 . . . . 8 . . . . . . 8 . . . a . a . 520 3 ° " ' 1 u t ! " 3 b — . _ . . q - ” - “ - - . - - - . “ . . . - _ — . — * ~ — - — m p “ a m - u m fiséa Eb a t " : ” . . . . . . . m : 0 2 1 ” - m u t u a l - n u ; u m u m - 0 0 0 0 0 . . m w : 0 3 “ “ . - . ' . ° . ‘ - ' a u n t : a . z u s u a n a o o - ” 0 3 3 0 0 1 0 1 4 I ' M ? ! ‘ ' C ‘ S ‘ W . . . . . . m : u ” t n ” . . - - l 3 1 ' 9 o n a " ; “ M m i n u s - £ 0 1 4 3 1 ‘ . . . . . . . . ” M a n q fi a - m a n q - o o o o o o “ ’ 3 ' u f ‘ q - o o o o o o o o . . . . . . o o t r t d u x O Q ' A t l d . . ‘ 3 0 c a n ; " 8 ‘ 1 “ ( W 0 7 : : : ; , “ m ? 2 2 2 ? ? ? ? . ” . w . . . . . . . . . * 3 “ “ A o . 1 . - 521 SANTA CATARINA - AGE/INCOME PROFILES — 1960 6OT '55" Graduates in Economic and Political Sciences 50' x - Graduates in Econ. and Pol. Sciences v - Secondary Graduates 1.5-- L10" 35" 3i 25" 20" r ' ~ 15" 10' 5" 76 6b 50 no 10 20 30 Age Fig. 65 522 Other Courses Completed.--ln this group, Females show gni ficantly lower incomes than Males; and within Class of :tivity, Service Industries, Liberal Professions, and Social ervices have smaller incomes than do the other groups. The ‘egressions for the sub-sample are contained in Table 88 and :he age-income profile in Figure 66. Studies bx Years of Universitl Completed.--This study was not performed for Santa Catarina. The general effect of the Years Completed variables can be obtained from the re- I gressions on the professional sub-samples. w w u E . p - s u p o : E ‘ 0 a n o ; 1 1 . 0 0 — 9 3 ? 0 0 . 5 g ‘ 0 u E - g a e 5 4 0 0 I M i S . 0 0 . 3 . 3 0 . 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 O N M R E 1 I ' 5 0 “ . " 0 0 . 0 . 0 . . . 5 . . . . 2 r 0 " . . . . 0 . 0 0 . " 4 . 0 . » . 0 0 . . . I . O H O H H N g . . . 0 . 0 . 0 1 I . . . 2 < t a “ . . . ! 0 . ” r . . . o c . " ” 8 . . . 0 0 n o . . . 0 . 0 . 7 . 0 . 0 3 0 . 3 . 3 0 « 0 0 0 . 0 : : . g n a g E . 3 0 0 3 . 0 0 0 0 0 0 0 . 0 0 0 0 0 1 0 0 0 " . 8 . 0 0 0 8 0 0 . 0 . 0 . 0 . 1 0 . . 0 0 0 . 0 0 0 0 0 . 0 3 . 0 . 0 0 5 . 0 0 0 0 0 0 . 0 0 3 . 0 ? . 0 0 0 0 0 0 . 5 g n o G 0 0 0 0 r . . . . . . . . . . . . . 0 0 « u . . . . . . . . . . . . . 0 0 « k 0 o u m : a . . . . . . . . . . 0 0 0 0 « H I “ I 0 0 0 . 0 8 0 . 0 0 0 0 . 0 0 . . 0 0 0 0 0 0 . 0 0 . 8 : 0 F 0 a O h O O 0 0 0 0 0 . 0 0 3 . 3 0 . 0 . 8 0 0 0 0 0 . 0 0 0 0 0 0 . u n . 5 . 0 . 0 . . 0 0 . 0 . . . 0 0 0 9 0 0 0 . 0 0 . 8 . 0 0 . 0 . . p u . . . . . . 0 8 0 . 0 . 0 . . . . . . 0 0 . 0 . 0 0 0 0 8 0 . 0 0 0 0 . 0 0 0 0 0 0 0 . 0 — . 0 . 0 0 . 0 0 8 0 1 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 3 : 0 0 0 P E P 0 0 g . a 0 8 3 0 C ! 5 8 0 0 P O C . 3 0 0 0 . 0 0 0 0 0 0 0 . 0 0 0 8 0 . 0 0 0 0 0 0 . 0 3 3 ' 0 0 0 . 0 4 . 0 0 0 0 0 0 . 0 ' 0 . . 0 0 0 0 0 . 0 0 0 0 . 0 . 0 0 0 0 0 0 . 6 0 0 : 0 9 5 0 . 0 0 3 . 0 0 . 0 0 0 0 0 0 . n o 0 0 0 3 . 0 0 0 0 0 0 . 0 0 0 0 5 . 0 0 0 0 0 0 . 0 0 8 0 0 0 . 0 0 0 0 0 0 . 0 . 0 0 0 0 0 . 0 0 0 0 0 0 . 0 . . . 5 . 0 0 0 . 0 0 . 0 0 0 0 0 0 0 . 0 . . . . 1 0 . 0 0 0 0 rrrfifififlfi 0 . . . . . . . . . . . . . . . g 0 0 0 5 . 0 . 0 . 0 . 0 . 0 0 0 0 0 0 0 3 0 0 0 0 « 0 0 0 0 . 0 . . 0 0 0 . 6 0 0 0 0 0 . 0 0 0 0 5 . 0 0 0 0 0 0 . 0 0 0 0 5 . 5 0 0 0 0 . 0 0 0 0 0 0 . 5 . 0 3 . 0 0 0 5 . 0 0 0 0 8 . 0 . ‘ 0 0 . 0 0 0 0 0 0 . 0 ; “ : 0 0 % 0 0 ! : 0 0 E C I D I 8 0 0 0 0 0 . 0 0 2 0 0 . 0 0 0 0 0 0 0 8 0 . 0 . 0 0 3 . 0 ‘ 0 0 0 0 0 . . . . . a 0 . . . . . . . . . 0 0 . 0 . . . . . . . . . . 0 . 0 . 0 . 0 0 0 0 0 0 . 0 0 0 5 . 0 0 0 0 0 0 . 0 I I I I 0 0 . 0 . 0 0 0 . sawasses 0 . - . . . l ! 0 . . 3 ‘ 3 ’ ’ ‘ _ . 0 8 . 0 . 3 : . . . T . . . . . . . . / ‘ / 0 0 0 0 0 0 0 0 0 0 0 § l g . . . . E . . . . . ' i . . l l ’ l l t ' i l l l l 521+ . . 0 . 8 : . . . . . . : 9 . s ‘ 0 0 0 8 3 0 6 5 0 N . . . . 3 0 0 . 0 . : 0 0 0 9 - 0 . 0 0 . 0 . . 3 0 0 0 3 ‘ “ » 0 : 0 0 : 0 0 . . 0 . . . . . . . . . . E 0 0 0 ‘ 0 ’ 0 0 0 0 . - . . . B - : : : “ . 0 0 0 0 9 0 0 0 0 . d u s 0 0 0 0 0 0 0 0 9 n o 0 0 0 . 0 0 4 0 0 0 0 8 0 0 0 0 0 0 0 0 0 0 . . . 0 0 0 : 5 2 0 6 . : 0 0 . » 0 0 0 0 : V - u . . : 0 0 0 I . . . . . . . . 0 0 £ 0 0 0 0 . 0 0 0 0 0 0 . 0 0 . . . . . . . 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 . u . 0 0 0 . 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 . . . 0 0 0 0 . 0 3 . 0 . 8 . . . n e v a H u 0 0 0 0 0 0 0 8 0 0 0 0 0 0 0 . 0 0 0 3 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 . 5 0 0 0 0 0 0 0 0 0 0 . » 0 0 . 0 . 0 0 0 . 8 0 0 0 . . . . . . q . . 0 . “ 0 u i 0 0 0 0 % 0 3 . 0 0 “ “ . . . . 0 0 : ! 0 6 : . 8 0 . 0 3 0 0 ! 0 . 0 0 0 : h 0 0 0 8 3 0 0 0 ' 0 8 0 0 0 g 0 6 . . % 0 0 : : 9 0 ’ “ g 0 ‘ i 5 0 0 5 0 0 3 0 . 0 . a h 0 0 0 . 8 ‘ 0 O : 0 8 . 0 s 0 0 . : ' 8 0 0 b a b o O 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 . 0 0 0 8 . — n o n . 0 0 0 0 0 : 5 - n a H : 3 0 . I . 0 0 . 5 8 8 9 9 0 5 4 0 0 0 8 0 0 0 0 0 . g fi I O O N E “ . . 0 2 £ 0 5 8 8 H o fl g I . . 0 . 0 3 0 0 0 0 0 0 0 0 0 . 0 6 - 9 5 9 1 ) 0 0 0 , 1 x $ r C ( e m o c n I y l h t n o M 60‘r 55“ 50' h5‘ h0‘ 25‘ 20‘ 15* 525 SANTA CATARINA - AGE/INCOME PROFILES - 1960 Graduates in "Other Courses" x- Graduates in "Other Courses" v - Secondary Graduates APPENDIX ll RATE OF RETURN CALCULATIONS 526 3% 23» £3 13’ ER pus :R. ) 6 5 . 8 2 ( - ) 0 6 . 5 h ( - ) 0 0 . 2 7 ( - ) 0 7 . 8 3 ( - 7 3 . 9 6 3 2 3 . 6 1 5 83 13' ER $3 2} <3 01 '91; 000‘II8J0 001466 185 3015 Dolled at 'son 51:19:10 °on/sqso 'AIUfl‘JI °oH/'ou 'PnQS 19 °ou/°ou °oes qa + ~ = : 'on Jed ’931 39M 9438 131 FAIQOOJxE 'OK JDd aux ssoao ) x E E L B A T S E T A U D A R G Y T I S R E V I N U L L A S N O I T A L U C L A C N R U T E R F 0 E T A R E T A V I R P , o r n n s O T I R I P S E 0 3 9 u . u o s . 1 0 2 1 3 h 6 9 9 . h 5 h 9 . h 2 : n r u t e R f o e t a R e t a v i r P 0 1 3 3 . 5 6 0 , 1 0 2 1 } 7 7 7 9 . 0 8 7 , 6 1 0 6 8 , 5 2 h h 6 0 . 6 0 . 5 7 2 , 1 0 2 1 5 8 0 9 9 . 0 6 8 , 8 1 0 8 5 9 9 2 h h 6 O . 1 0 . 3 1 2 2 7 h 5 9 h 9 . 0 3 0 , 9 1 0 5 1 , 2 2 h u 6 O . 1 7 9 9 9 . 0 3 1 , 5 0 3 0 , 7 1 7 9 9 9 . 0 1 2 , 5 0 3 0 , 7 0 6 5 , u 0 5 7 . 5 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 0 6 9 , 6 0 1 9 , 8 0 1 9 , 8 2 1 7 , 7 1 3 7 2 0 . 0 u u , 1 1 0 6 0 , 0 2 h u 6 0 . 0 1 0 , 6 1 0 2 0 , 9 2 u h 6 0 . '4de 837 2.‘ a} 5 2 8 2 2 3 9 3 9 h 9 5 8 6 04 -sax 1 6 5 , 8 2 § - h 2 527 r o 6 . 5 u ( - h 2 1 7 9 9 9 . ) 5 0 . 2 7 ( - ) 6 8 . 2 1 ( - 6 3 6 1 1 9 2 9 . 9 1 9 9 9 . 9 3 . 2 1 u h S 9 1 9 9 9 . 9 5 . 7 6 2 0 6 8 3 8 9 9 . 1 5 . 6 A 0 2 1 3 h 6 9 9 . 7 7 . 7 5 6 0 2 1 5 8 0 9 9 . ) 3 8 . 6 5 2 ( - 0 2 1 3 7 7 7 9 . ) 8 1 . 3 0 3 ( - 2 7 h 5 9 h 9 . 0 2 0 9 . 3 2 : n r u t e R f o e t a R e t a v i r P ) M S E L B A T S E T A U D A R G S N O I T A L U C L A C Y H P O S O L I H P N R U T E R , O T N A 3 F O E T A R O T I R I P S E E T A V I R P KQTIFQJON 'ow/'ou1 'pnas nan °on/°ou1 'OGS QON 9498 X31 ‘OH JQd °°UI 49H “pm 83J °ou1 see; QATQOOJJS ’on 19d g: 0 3 1 , u 5 0 5 0 3 0 , 7 0 1 2 , 5 0 3 0 . 7 0 6 9 , 6 0 1 9 , 8 0 1 9 , 8 3 5 5 , 6 1 0 1 0 , 1 1 7 0 9 , 5 1 8 1 0 , 7 1 3 5 3 . 6 1 o u u , 6 1 9 2 8 , 6 1 1 0 3 , 7 1 9 3 0 6 8 , 8 1 2 9 3 , h 2 0 8 7 , 6 1 1 9 5 . h 1 0 3 0 , 9 1 1 9 5 . 0 1 1 7 0 , 6 2 9 u 0 0 0 , 5 1 9 S 0 0 0 , 5 1 8 6 * d e t a m i t s E * 2,. I 7 MUN NM 2 2 3 528 1 7 9 9 9 . 0 5 7 , 5 0 3 0 , 7 DUE 04 'ATUH'JTG ooo‘Ixea pOIJS Jed not 0 d d 'on/sqsoo POTJGd u; ‘80 Kattvuaow “ude 93v -s1x 3:23 '0n/°ou H °aes :8 2 'pnns QGN‘ '30:]: 830.19 GATQOGJJS 'on Jed 'OUI QaN‘ 'om/°ou1 9198 XEI 'on 18.1 1 9 E L B A T S N O I T A L U C L A C N R U T E R S E T A U D A R G E N I C I D E M r o E T A R E T A V I R P , O T N A S O T I R I P S E 0 1 1 ) 6 5 . 8 2 ( ~ ) o 6 . s u ( - ) 0 0 . 2 7 ( - ) h 3 . 7 7 ( - 8 7 . 7 5 3 1 5 . 2 5 6 1 _ 3 5 . 6 8 7 , 1 5 7 . h 3 9 : 1 0 7 . 6 2 5 , 2 5 g 6 2 . 5 2 : n r u t e R f o e t a R e t a v i r P ) 1 5 . 3 0 3 ( - h 5 9 h 9 . 0 3 0 , 9 1 0 9 5 7 & 1 3 7 2 0 . 0 0 0 , 5 1 8 6 1 7 9 9 9 . 9 1 9 9 9 : 9 1 9 9 9 . 8 3 8 9 9 . } 0 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 0 3 0 , 7 0 1 9 , 8 0 1 9 , 8 0 3 8 . 3 2 h h 6 O . 0 9 h . 5 2 9 2 3 2 6 2 0 u u , 1 1 0 3 3 , 3 2 h h 6 0 . 0 7 8 , 3 2 2 3 0 h h , 6 1 0 6 8 , 8 1 0 7 5 , 7 3 h h 6 O . 0 6 1 , 0 h 9 3 0 3 1 . 5 3 h h 6 0 . 0 5 5 , 7 3 9 u 0 8 7 , 6 1 0 1 0 , 2 3 . h b 6 0 . 0 1 2 9 & 3 9 5 01 ooo‘rxsao poraed Jed AOIg Potlad VI '50“ KQTIEQJOH ‘on/sqsoo 'AUfl'JIa ‘omf'ou 'PRQS 39 ‘on/‘au 4 H '089 18 2 H E F Q ‘ E W 529 El 3% 53’ i3 13- SR fiR E} 53 '* ) 6 5 . 8 2 ( - ) 0 6 . 5 h ( - ) 0 0 . 2 7 ( - 1 7 9 9 9 . - - 0 3 1 , 5 0 3 0 . 7 1 7 9 9 9 . 0 8 1 0 1 2 , 5 0 3 0 , 7 - - 0 6 5 . 0 0 5 7 , 5 ) 9 8 . 2 1 ( - 9 1 9 9 9 . 0 0 2 0 6 9 , 6 0 1 9 , 8 0 < : n r u t e R f o e t a R e t a v i r P 9 2 . 7 9 3 6 7 . 7 2 2 9 1 9 9 9 . 8 3 8 9 9 . ) 5 1 . 1 2 2 ( - 3 h 6 9 9 . ) 6 9 . 6 7 3 ( - 0 2 1 5 8 0 9 9 . ) 6 9 . 6 ( - 0 2 1 3 7 7 7 9 . ) 9 h . 8 b h ( - 2 7 h 5 9 h 9 . 0 1 9 , 8 0 7 2 , 6 1 3 7 2 0 . 0 3 7 , 6 1 0 0 0 , 1 1 0 0 2 . 5 1 3 7 2 0 . 0 7 6 . 5 1 0 0 0 , 6 1 0 9 5 . 0 1 3 7 2 0 . 0 0 0 , 5 1 0 6 8 , 8 1 0 9 6 , 5 1 3 7 2 0 . 0 3 1 , 6 1 0 8 7 , 6 1 0 2 7 , 6 1 3 7 2 0 . 0 9 1 , 7 1 0 3 0 , 9 1 0 7 h , 2 1 3 7 2 0 . 0 2 8 , 2 1 DUB '81; H 2 8:88 XBL GAIQOBJJS ‘om Jed 'au1 ssoz l‘ndptn 93 0\ F4 4 j, F1 01 in (U E\ “I a) “J (U h“ 0\ N\ (h :3 0‘ U\ d) ‘0 S N O I T A L U C L A C S E T A U D A R G Y C A M R A H P 2 9 E L B A T N R U T E R F O E T A R E T A V I R P , O T N A S O T I R I P S E 3 9 E L B A T ' g g g i u n a R G T A L U C L A C Y R T S I T N E D N R U T E R F 0 w E T A R E T A V I R P , o T N A S 0 T I R I P S E 00‘1X810 potaad 18d,MOId POIJad UT :30“ if Aattezaow °on/sqsoo :AIHU'JIU 1 113:1pr 8% GQPH'XBI "Ui 19d 10:11 1 .OK/.OUI 0099 39M °ow J8 'ouI 18R 9A74°9J3# 990.:a 530 ) 6 5 . 8 2 ( - ) 0 6 . 5 u ( - ) 0 0 . 2 7 ( - ) 9 8 . 2 1 ( - 0 0 . 2 2 2 _ 1 2 . 7 9 5 1 6 . 8 2 5 \O 1 53 3 6 0 h 6 5 0 2 1 _ A _ 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 ~ 9 1 9 9 9 . 8 3 8 9 9 . 5 1 6 9 9 2 0 2 1 5 8 0 9 9 . 0 1 ) 2 0 . 1 6 1 ( : 0 2 1 1 9 9 . 6 8 3 2 7 3 7 7 7 9 . 9 5 9 0 9 . _ _ _ _ _ 3 § 5 2 1 § l _ _ . : n r u t e R r o e t a R e t a v i r P 0 5 7 . 5 0 3 0 , 7 0 3 0 , 7 0 1 9 , 8 0 1 9 , 8 2 . 0 2 0 , 3 1 3 7 2 0 . o u u , 1 1 0 h 7 . 5 1 3 7 2 0 . 0 u u , 6 1 0 3 u , 1 2 u u 6 0 . 0 6 8 , 8 1 0 1 3 , 3 2 2 ‘ A h u 6 o . 0 8 7 , 6 1 0 1 h . 5 1 3 7 2 0 . 0 3 0 , 9 1 o 9 6 , u 2 h u 6 0 . O" H 3 2 5 2 8 2 9 3 ? h 9 5 53] 6 h ) 0 0 . 2 7 ( - ) 0 6 . 5 h ( - ) 6 5 . 1 5 ( - 1 9 . 5 9 5 1 5 . 3 0 7 0 2 6 3 n i 6 3 0 6 1 7 9 9 9 . - - - 1 7 9 9 9 . 0 8 1 9 1 9 9 9 . 0 0 2 0 3 0 , 7 0 3 0 , 7 0 1 9 , 8 - - - - - - - - - 9 1 9 9 9 . - - 0 1 9 , 8 0 8 u , 5 2 0 3 2 , 7 2 8 3 8 9 9 . - - o u u , 1 1 0 8 1 , 3 2 0 8 7 , u 2 quttezaow 'ATuD°JTG Jed notg puq 0: °sax potaed UT '30“ 0 5 ) 6 5 . 8 2 ( - h 2 'ow/sqsoo DOO‘IX$10 pOIJBd adptw 8% H wwzoaJJE 'OUI aeN -ow/'ou '033 as -ou/-ou1 puns 19M ~on Jed ouI ssoag ~ow Jed 9193 x9; 4 9 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G G N I R E E N I G N E , O T N A S O T I R I P S E o n 7 3 o 3 0 2 o 1 _ _ . _ _ & h § Q . § 2 _ _ _ _ : n r u t e R f o e t a R e t a v i r P 3 7 . 7 1 8 , 1 0 2 1 3 0 6 9 9 . - - o u u , 6 1 o u 6 , 1 3 9 8 . 1 0 u , 1 0 2 1 5 8 0 9 9 . - - 0 6 8 , 8 1 0 5 6 , 0 3 3 0 . 6 u 6 , 1 ) 1 5 . 3 0 3 ( - 0 2 1 3 7 7 7 9 . - - 0 8 7 , 6 1 0 1 8 , 0 3 2 7 h 5 9 h 9 o - - 0 3 0 . 9 1 ° 9 5 , h 1 0 2 8 , 3 3 0 6 7 , 2 3 0 3 9 , 2 3 0 0 0 , 5 1 O‘HMW®NO‘O\O\ NNNNMMATMQ 532 PUH OSJK 03 OOO‘IX$J0 POTJGd Jed/AOIJ B A ) 0 6 . 5 u ( - 7 7 6 5 . 8 2 ( - E} 23 13- ) 0 0 . 2 7 ( - ) 6 5 . 1 5 ( - 5 5 . 3 9 2 0 3 POTJad u: 050w 83 18’ :5 i3 \00 mm S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G W A L , o T N A S o T I R I P S E 5 9 E L B A T 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . _ 9 1 9 9 9 ‘ . _ _ _ flatteuaow °ow/sqsoo 'AIUn°JIG 0 5 7 . 5 0 3 0 , 7 0 9 0 2 # 0 3 0 . 7 0 1 9 , 8 ‘0 ‘0 0% =1 'OH 185 °°u1 39M 8183 18; aaruoassa 'ON 19d I rouI 3501 adptw 93"J 6 2 0 1 9 , 8 0 7 0 , 7 1 3 7 2 0 . 0 5 5 9 7 1 8 2 8 3 8 9 9 . 1 6 . 5 2 6 0 2 1 3 U 6 9 9 . 7 5 . 8 7 7 , 1 $; 3 0 8 8 , 1 2 o u u , 6 1 0 7 h , 3 3 9 0 9 3 . 3 2 2 3 0 1 3 , 1 3 h h é O . o u u , 1 1 h u 6 O . 6 7 7 8 h 1 2 : n r u t e R f o e t a R e t a v i r P 0 2 0 1 6 6 . 6 7 6 , 1 0 2 1 5 8 0 9 9 . 8 1 . 7 1 9 , 2 0 2 1 3 7 7 7 9 . 8 0 . 2 5 9 , 1 2 7 h 5 9 h 9 . 0 6 8 , 8 1 0 6 9 , 2 3 h h é O . ° 3 2 3 5 § _ 9 A 0 8 7 , 6 1 0 3 0 a 1 o u 6 , 1 0 h h 6 0 . 0 1 5 , h u _ _ 9 5 0 8 5 . 7 h 8 9 8 1 . 0 3 7 . 8 5 8 6 S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y M O N O R G A , O T N A S O T I R I P S E 6 9 E L B A T 533 0 5 ) 6 5 . 8 2 ( - d 6 A ) 5 0 . 2 7 ( - l A 6 3 . 8 9 8 = ) 2 7 . 5 2 ( - > 0 6 . 5 u ( - DUE 0% 'SJK 000‘1X8 . n a h Jed not t poIJe POIJed uI “sow ES ifi"$§ $1 3% 53 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 517181.10qu. oN/sqsoo °A1un°ncn 8 O °0R/°oUI m if} 'PUQS 49M 2? u? 7 3 0 3 0 2 0 1 9 3 . 3 0 9 u 9 . 8 u 1 , 2 0 2 1 3 h 5 9 9 . 1 u . 6 0 3 0 2 1 5 8 0 9 9 . ) 3 8 . 6 5 2 ( - 0 2 1 3 7 7 7 9 . .ON/. OuI '398 QGN 0 5 7 , 5 0 3 0 , 7 0 3 0 , 7 0 1 9 , 8 0 1 9 , 8 0 A A , 1 1 o h u , 6 1 0 6 8 : 8 1 0 8 7 , 6 1 6:83 18; eAtnoeIJa, “on Jed ouI ssoag 1 deN 937 h u 5 , 9 2 6 u 3 , 8 2 1 8 7 , 6 3 3 1 9 , 2 2 0 0 0 , 5 1 9 5 h 5 9 h 9 . 0 3 0 , 9 1 ) 8 h . 3 0 3 ( - 2 7 1 0 0 0 , 5 1 8 6 * . _ _ _ _ Q & 5 § . 5 3 . . . . : n r u t e R f o e t a R e t a v i r P d e t a m i t s E * S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G S E C N E I C S L A C I T I L O P / N O O B , o T N A S O T I R I P S E 7 9 E L B A T ooo‘ISJD Jea MOIg I 0 5 DUE rx \0 U\ o a) N \J poraed Potied u: °sou on °ssx 5 °ow/'oufi 0 5 7 , 'ow/°ou1 U3 PHQS QaN :3 '098 QGN KATIEAJON ow/sqsog ATufl'JTG eqeu re; GATQOGJJ 'on Jed aux SSOJfi :dpm 631+ 94‘ 539 B A 6 A A L I R ) 0 6 0 5 “ ( “ ) 5 0 . 2 7 ( - ) 2 7 . 5 2 ( - 3 1 . 7 0 3 , 1 6 3 2 1 B A 9 1 9 9 9 . “ - 0 1 9 , 8 ‘ u 6 1 , 6 3 1 7 9 9 9 . 0 3 0 , 7 1 7 9 9 9 . 2 8 1 0 1 2 , 5 0 3 0 , 7 - - - - - - R1 3 2 9 1 9 9 9 . 5 9 1 0 6 9 , 6 0 1 9 , 8 - - - - - - - - - 5 2 ; ; 7 3 9 1 . 2 9 7 , 2 0 6 _ 1 8 3 8 9 9 . 4 7 0 1 7 — 7 7 4 O ‘ 7 h 7 - O A Z 0 2 1 3 7 7 7 9 . 0 3 0 2 3 7 . 9 u 9 , 1 0 2 1 3 u 6 9 9 . 7 7 0 . 1 5 6 , 1 0 2 1 5 8 0 9 9 . 7 7 - - - - _ : - - - - - - o u u , 1 1 2 5 0 , 8 5 3 9 4 u ’ é l 6 9 7 , 2 3 o 6 8 , 8 1 _ A 6 A 7 , 2 3 0 8 7 , 6 1 9 2 8 , 8 1 A A 6 0 . 4 5 2 1 , 0 2 § h 0 , 2 6 1 2 3 0 0 0 , 5 3 9 3 3 5 6 , 8 3 8 2 4 _ 0 0 0 1 5 3 9 h 2 . 9 5 ‘ 3 . . _ _ _ 2 9 6 9 1 1 h 4 . . . : n r u t e R f o e t a R e t a v i r P d e t a l o p r e t n I * 1 ) 0 1 . Z U 9 ( - 2 7 u 5 9 A 9 . A 0 3 0 , 9 1 0 5 2 , 5 1 - - 0 5 2 , 5 “ A ‘ _ . 8 6 * 535 0 5 8 A 6 A u b l h 7 3 0 3 0 2 ) 6 5 . 8 2 ( - ) 0 6 . 5 h ( - ) 5 0 . 2 7 ( - ) 6 8 . 2 1 ( - 3 b . 0 7 2 2 6 . 8 9 2 73 “RI :3 ‘° h 5 0 6 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 0 8 1 9 1 9 9 9 . 0 0 2 1 6 . b u 6 0 2 1 3 h 6 9 9 . 0 3 . 0 1 3 , 1 0 2 1 5 8 0 9 9 . 0 3 0 , 7 0 1 9 , 8 0 1 9 , 8 0 h u , 1 1 0 A A , 6 1 0 6 8 , 8 1 Q A _ H R ooo‘IXSJ 901498 184 not POTJad uI 'sow KQIIBQJO J 'ow/sqso 'AIUD'JI 0 5 7 . °oes 46M 5 OOH/O GUI 'ou J8 “aux qe aqua ISL aAraoeJJ °ow J8 d aux ssos 1 7 9 9 9 . - - 0 3 1 , 5 0 3 0 , 7 8 9 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G D E T E L P M O C S E S R U O C R E H T O , O T N A S O T I R I P S E 0 1 0 2 1 3 7 7 7 9 . 1 6 . 0 0 9 1 0 8 7 , 6 § 7 3 h o 0 2 : n r u t e R f o e t a R e t a v i r P h 5 9 h 9 . 0 3 0 . 9 1 S E T A U D A R G D E T E L P M O C Y T I S R E V I N U R A E Y E N O , O T N A S D T I R I P S E S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 9 9 E L B A T 536 FUR 8 h 7 A KQTIEQJON 'AIUD'JTU ) 3 ° - h Z ( - 1 7 9 9 9 . 2 8 1 8 0 3 0 , 7 0 . - n n I Jed not 'on/sqsog 0% :31; ) 0 6 . 5 h ( - 1 7 9 9 9 . - - ) 6 5 . 8 2 ( - h 2 Joo‘II$«I 4 0 0 O H ‘ ' parsed u: '90“ :den 9jaw 2 . . 0083 Re2 'pnzs zen azuoaJJa Sara 18m O \O ux 9 :7 'on 16 our 890 0 3 1 , 5 0 3 0 , 7 0 5 7 , 5 °ou 18d “OUI 49M 'oN/°ou1 °on/°ou 5 A Z A 7 3 0 1 1 > 0 5 . 9 < - 7 h . 2 1 1 6 2 . 1 2 3 h 2 0 6 0 6 ‘ 9 1 9 9 9 . - - 0 1 9 , 8 h 1 5 , 8 h 6 1 0 . 6 5 6 , 8 h 2 9 1 9 9 9 . - - - 0 1 9 , 8 6 8 7 , 0 1 3 7 2 0 . 7 7 0 , 1 1 7 2 8 3 8 9 9 . - - - 0 A A , 1 1 3 0 8 , 6 1 3 7 2 0 . 5 7 2 , 7 1 2 3 ) 5 8 . h 2 0 , 1 ( - 0 2 1 3 u 6 9 9 . - - - 0 u A , 6 1 9 6 8 , 7 h 6 1 0 . 0 0 0 , 8 9 3 ) 3 7 . 7 6 h , 1 ( - 0 2 1 5 8 0 9 9 . - - - 0 6 8 , 8 1 6 1 5 , 6 h 6 1 0 . 5 2 6 , 6 9 h * ( 9 7 . 2 5 3 , 1 ( - 0 2 1 3 7 7 7 9 , - _ - 0 8 7 , 6 1 0 5 2 , 5 — . . u 0 5 2 , 5 9 5 ) 0 1 . 2 h 9 ( - 2 7 h 5 9 u 9 . - - - 0 3 0 , 9 1 0 5 2 , 5 0 5 2 , 5 8 6 * 0 - 4 : n r u t e R f o e t a R e t a v i r P s n o i t a l o p r e t n I * h 2 2 1 2 0 0 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G D E T E L P M O C Y T I S R E V I N U S R A E Y O W T , O T N A S O T I R I P S E 1 7 000‘IX8J DOIJaa Jed MOId DOIJed u: “so AqIquJo A DUI 'ow/sqsog 'AIUQ’JI <3 0 ON/o auI puns nan °om/'ou1 '098 49M 'on Jed 'auI 96R 8193 re aAtnoeJJ A °on Jed 350:9 4de 6st 2: R 878 R 537 ) 6 5 . 8 2 ( - ) o 6 . 5 h ( - ) u o . 8 A ( - ) 0 9 . 2 h ( - 3 2 . 6 0 2 9 0 . 6 1 2 73 'EI 73 53 C) \O C) \O 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 0 3 1 , 5 0 3 0 , 7 0 6 5 , 1 1 0 5 7 . 5 1 3 . 5 9 9 0 2 1 3 A 6 9 9 . 8 7 . h 7 A 0 2 1 5 8 0 9 9 . 2 3 . 8 8 E 0 2 1 3 7 7 7 9 . 2 7 A 5 9 A 9 . 0 1 2 , 5 0 3 0 , 7 0 1 9 , 8 0 1 9 , 8 0 u A , 1 1 0 u u , 6 1 0 6 8 , 8 1 0 8 7 , 6 1 0 3 0 , 9 1 3 7 2 0 . 7 9 6 , 2 1 2 3 3 , 5 3 7 2 0 . 6 7 A , 5 1 2 3 h h 6 0 . 9 6 u , 6 2 h h 6 0 . 6 2 1 1 . 4 1 2 h h 6 0 . 3 8 3 , 2 2 9 3 9 A 9 5 h h 6 0 . 0 A 3 , 0 2 8 6 * 3 0 2 5 . 9 1 : n r u t e R f o e t a R e t a v i r P s n o i t a l o p r e t n I * 538 0 5 8 u 6 A 3 A l A 7 3 0 3 0 2 0 1 1 ) 6 5 . 8 2 ( - porJad uT ’SON‘ 1 :7 N ) 0 6 . 5 0 ( - A 2 1 7 9 9 9 . ) 5 0 . 2 7 ( - u 1 . 9 8 o 7 . 3 3 1 3 _ . 1 A 2 - 3 9 3 3 9 2 2 3 5 1 9 8 . 1 0 u ) 2 0 . 8 9 3 4 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 A 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 9 5 2 1 A _ J ‘ 9 5 7 , 5 0 3 1 , 5 0 3 0 , 7 0 1 2 , 5 0 3 0 , 7 ONT-i HIV 1 3 2 0 1 9 , 8 7 2 6 , 2 1 3 7 2 0 . 8 6 9 , 2 1 6 2 0 1 9 , 8 7 2 6 , 2 1 3 7 2 0 . ‘ 8 6 9 , 2 1 2 1 8 2 O A A , 1 1 7 0 3 , 6 1 , 3 7 2 0 . 9 8 7 , 6 1 2 3 _ 0 A A , 6 1 7 9 8 , 0 2 _ 4 u u 6 O . 5 3 3 , 2 2 9 3 0 6 8 , 8 1 O A 2 , 2 2 , u u 6 O . 1 7 7 , 3 2 9 A 0 8 7 , 6 1 9 6 1 , R 1 3 7 2 0 . 2 5 5 , A 1 9 5 8 6 1 0 1 E L B A T S E T A U D A R G D E T E L P M O C Y T I S R E V I N U S R A E Y E E R H T , O T N A S O T I R I P S L S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P - . . . - w . _ , _ 'KQIIEAJON o 0 E \ m ;°AIUD'JIU ) 0 O ) 4 U '0w/°ou1 j°pnis QSN 'ow/00u1 '089 new °°N Jed 'OUI new 8180 xeL ieAtqoaJJE °ow Jed gouI SSOJD o \ TadeN 837 0 7 1 8 . 9 1 : n r u t e R f o e t a R e t a v i r P ) 8 8 . 7 5 2 ( - 2 7 A 5 9 A 9 . _ 0 3 0 , 9 1 8 5 2 , 5 1 3 7 2 0 . 0 7 6 , 5 1 . _ _ _ _ Z Z Z I A A Z . . . . : n r u t e R f o e t a R e t a v i r P 539 OOO‘IXNJ 0 poTJe Jed not d d ) 6 5 . 8 2 7 4 1 1 ) 0 6 . 5 A ( - ) 5 0 . 2 7 ( - ) 2 7 . 5 2 < l 6 o . 9 0 A 3 8 . 1 1 1 33 A 2 6 3 2 1 B A 0 6 1 7 9 9 9 . ‘ 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . POIJGd1 at '80“ 1 1 1 1 1 1 A 11194J0N1 1 1 1 'oN/sqsoo 'AIUD'JTU 'oN/'ou1 0 \C m 9 'PnQS Sen :7 0 5 7 , °0N/. GUI . 09$ 19M; 5 0 3 0 , 7 o 3 o ; 7 0 1 9 , 8 ‘OH Jed °°uI 49M 8183 IS; eAtqoeJI 'ON J6 on: SSOJ _ _ ‘ _ . _ . . ‘ - . _ 0 1 9 . 8 _ 9 3 u . 7 1 3 7 2 0 . 0 u u , 1 1 5 1 3 , 8 1 3 7 2 0 . S N O I T A L U C L A C N R U T E R P O E T A R E T A V I R P S E T A U D A R G D E T E L P M O C Y T I S R E V I N U S R A E Y R U O F , O T N A S O T I R I P S E 2 0 1 E L B A T J 1 8 A . 0 7 8 0 2 1 3 A 6 9 9 . 0 1 1 : 6 1 0 2 7 , 3 2 u u 6 0 . 3 7 . 8 A 6 0 2 1 5 8 0 9 9 . 0 6 8 , 8 1 6 1 3 , A 2 h u 6 0 . 7 7 . 1 0 3 0 2 1 3 7 7 7 9 . 0 8 7 , 6 1 2 5 3 , 9 1 3 7 2 0 . ) 8 0 . 9 2 1 1 - 2 7 1 5 5 1 9 . 0 3 0 , 9 1 2 u 1 , 7 1 3 7 2 0 . 9 A 9 5 ‘ 8 6 540 8 h 6 g } h 1 A 7 3 ‘ 0 3 4 ) o 6 . 5 h ( - ) 5 0 . 2 7 ( - , L Q Q ; 1 5 ( - 0 0 . 6 6 3 3 8 2 . 9 3 6 DUE 04 '92; 0 5 ) 6 5 . 8 2 ( - vowed “I 'SOH h 2 h 2 6 3 h 2 6 3 0 6 - - - I I I 2; 0 5 7 . 5 I I I I I I I I I 1 7 9 9 9 . - - 0 3 1 , 5 0 3 0 , 7 1 7 9 9 9 . 2 8 1 0 1 2 , 5 0 3 0 , 7 9 1 9 9 9 . 5 9 1 0 6 9 , 6 0 1 9 , 8 - - - - - - - - - - - - - - - - - - - - - - - - - 9 1 9 9 9 . - - - - 0 1 9 , 8 5 8 0 , 9 1 3 7 2 0 . 1 2 6 , 9 1 8 3 8 9 9 . - - - — - 0 h h , 1 1 2 1 1 , 2 2 h u 6 0 . u 3 6 , 3 2 :deH 99 0‘ H R} 3 2 5 2 8 2 2 3 9% 1 S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G D E T E L P M O C Y T I S R E V I N U S R A E Y E V I F , O T N A S O T I R I P S E 3 0 1 E L B A T Kattvzzon 'ow/susog ’AIUO'JIG wit/'01:; § puns ueN 'on/‘auI 'oes uaN 'on Jed °°UI ueN 9433 39$ “moan “on J3 our 5901 _ _ _ _ _ 2 2 h 9 . § Z _ _ _ : n r u t e R f o e t a R e t a v i r P 0 2 9 8 . 8 8 5 , 1 0 2 1 5 8 0 9 9 . - - - - 0 6 8 , 8 1 3 2 2 , 2 3 h h 6 0 . 1 u h , h 3 9 h 0 1 6 9 . 8 0 1 . 2 0 2 1 3 7 7 7 9 . - - - - 0 8 7 , 6 1 5 5 7 , h 3 u h 6 0 . 7 u 1 , 7 3 9 5 1 2 1 . 1 9 6 , 1 2 7 1 5 9 1 9 . - - - — - 0 3 0 , 9 1 6 6 7 , 3 R u u 6 o . 9 7 7 , 6 u 8 6 8 u . 1 5 7 , 1 0 2 1 3 u 6 9 9 . - - - - - 0 u u , 6 I 8 8 0 , 1 3 u u 6 0 . 8 2 2 , 3 3 9 3 Fun on '31; 54] 0 5 ) 6 5 . 8 2 ( - 6 8 3 1 1 o h ) 5 0 . 2 7 ( - ) 6 1 . 7 7 ( - h 8 . 7 5 3 Potiad “I °sow fifi‘r‘c’x‘afifi All Him-ION 'on/sqsoa ‘Aun'th 'on/-0u1 'Pn19°19M 'on/°ou1 'oes 49M - - - - - 0 6 5 . 1 1 0 5 7 . 5 1 7 9 9 9 . - - 0 3 1 , 5 0 3 0 , 7 1 7 9 9 9 . 2 8 1 0 1 2 , 5 0 3 0 : 7 9 1 9 9 9 . 5 9 1 0 6 9 , 6 0 1 9 , 8 'on Jed 'OUI 49M - - m - - - - - - 0193 re aAtuoaJ - - - - - - - - - - 1 '0“ Jed ouI ssoas dupm 93111 - — - - - - - - - - - - 3? a] 3 2 5 2 4 0 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G D E T E L P M O C Y T I S R E V I N U S R A E Y X I S , O T N A S O T I R I P S E _ _ _ _ _ § 1 2 2 ~ i a _ _ _ : n r u t e R f o e t a R e t a v i r P o 3 8 0 1 3 h . 6 2 5 , 2 0 2 1 3 h 6 9 9 . - - - - 0 h h , 6 1 6 5 2 . 5 3 9 , 1 0 2 1 5 8 0 9 9 . - - - - 0 6 8 , 8 1 6 1 6 0 . 6 0 . 1 3 . 6 8 7 , 1 0 2 1 3 7 7 7 9 . - - ' - 0 8 7 , 6 1 5 0 0 , 2 3 ; 9 6 0 . a g ; , “ 3 2 5 1 ) 8 8 . 3 0 3 ( - 2 7 h 5 9 h 9 . - - - - - 0 3 0 , 9 1 1 9 5 . h 1 3 7 2 0 . 0 0 0 . 3 1 8 6 4 _ 7 3 0 1 1 . 2 5 6 0 6 8 3 8 9 9 . - - — - 0 1 1 1 1 , 1 1 1 3 3 . 2 2 1 1 9 0 . 8 6 8 , 3 2 2 3 9 1 9 9 9 . - - - - 0 1 9 , 8 2 3 8 , 3 2 Q Q 6 0 . 2 1 g , 5 2 2 2 Sh2 ) 8 h . 8 u ( - ) 8 h . 8 h ( - ) 6 5 . 8 2 ( - ,\ W? U\ o a. N \z I 83 73 1 7 9 9 9 . 0 3 1 , 5 ) 8 6 . 3 2 8 ( - ) 9 9 . 2 h 3 ( - 1 7 9 9 9 . 0 1 2 , 5 ) 3 2 . 2 1 h ( - ) 2 1 . 2 7 1 ( - 9 1 9 9 9 . 0 8 0 , 7 5 0 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y T I S R E V I N U L L A , O T N A S O T I R I P S E O/M /MO'[& 4800 sqsoo 9118 /m013 PorJed POIJed IBQIdBO POIJed IEQTdBO OOO‘IXSJO OOO‘IXSJO HI suquow KQIIEQJON 'ndPIN 887 'ow/usoo QISJGAIUQ H N quepnq « °ou1 53019 'on/'ou °0w JSd °oN/'ou1 K 3 2 2 . 8 1 h 8 7 8 . h 1 : n r u t e R f o s e t a R 1 . 3 8 3 6 . 7 2 2 5 1 . 3 8 3 0 . 9 1 2 , 1 6 6 . 7 2 2 6 8 . 9 7 5 6 8 . 9 7 5 2 6 . 2 6 3 , 1 3 0 . 9 1 2 , 1 3 . 8 8 6 , 1 2 6 . 2 6 3 , 1 5 3 . 8 8 6 , 1 5 O\O\ 5 NO\ 3 00 6 0 1 3 , 0 2 0 6 1 , 0 2 0 0 9 , 6 1 0 6 7 , 1 1 0 5 2 , 7 1 h 5 9 u 9 . 5 8 0 9 9 . 3 7 7 7 9 . 9 1 9 9 9 . 8 3 8 9 9 . 0 6 0 , 9 ' 3 h 6 9 9 0 MM :JLn \0 0 6 5 , u O In [x O 0 5 , 7 0 _ 9 , 0 2 0 0 5 , 7 9 , 0 2 0 5 1 , 7 0 5 1 , 7 0 6 0 , 9 Aaepuooes ux O\I-|N\U\CD I-INNNN 6 0 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y H P O S O L I H P , O T N A S O T I R I P S E 000‘1281 34503 Z1 191148 QQTM potzed /AOIE 5#3 ) 6 5 . 8 2 ( - ) 8 u . 8 h ( - ) 3 6 . 1 9 h ( - ) 8 1 . 2 8 ( - 0 3 . 9 2 h 3 0 - 5 7 2 3 9 . 7 A 3 2 . 2 0 7 ) 9 7 . 3 6 2 ( - 3 7 8 . n 6 3 < - p113 04 ' Sly o u\ 3% E} 13 53- 5; COOH MNH ) 9 7 . 3 6 2 ( - 0 2 1 3 7 7 7 9 . ) 7 8 . a 6 3 ( - 2 7 h 5 9 u 9 . OOO‘IXSID Iaztdvo 1800 ) 6 5 . 8 2 ( /AOIJ - O/M POIJGd ) 8 u . 8 u ( - ) 3 1 . h 9 1 ( - > o 6 . 2 3 ( - 0 3 . 9 2 u 3 0 . 5 7 2 3 9 . 7 h 3 2 . 2 0 7 4 POTJad at sqquow 83 13 £4IIPQI°H '0n/'ou H D quapnq { 'ow/nsoo SIISJGAIUQ 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 u 6 9 9 . 5 8 0 9 9 . 8 5 fl , 3 . 0 3 7 , 1 1 OOW/ ~ou1 Kanpuooas 0 5 7 , 5 0 5 1 , 7 0 5 1 , 7 0 6 0 , 9 'ON 18d °ou1 880.19 0 6 0 , 9 8 1 0 , 7 1 0 6 7 , 1 1 3 5 3 9 6 1 0 0 9 , 6 1 1 0 3 , 7 1 0 6 1 , 0 2 1 7 0 , 6 2 0 5 2 , 7 1 0 0 0 , 5 1 '4de93v9-1‘ K1 ‘1? K? 0“: fl «90‘ (“0‘ Jim 0 1 1 3 , 0 2 0 0 0 , 5 1 8 6 * 2 h 9 1 5 5 2 2 8 5 . 5 1 : n r u t e R f o s e t a R l a i c o S d e t a m i t s E * 544 ) 8 . “ 0 8 4 1 ( “ B R ) 8 u . 8 u ( - ) 5 1 . 1 9 6 ’ 1 ( - 6 I [ ) 1 1 . 1 9 6 , 1 ( “ 8 - [ ) 7 5 1 u u 6 ( — > 8 6 . 5 A 6 ( - 2 5 . 3 9 3 o h 2 5 . 8 9 3 2 h - 5 2 7 7 3 2 h - 5 2 7 h 2 . 1 8 7 , 2 O 3 A 2 . 1 8 7 , 2 0 2 1 3 h 6 9 9 . 1 7 . 7 6 0 , 2 0 2 1 7 . 7 6 0 , 2 0 2 1 5 8 0 9 9 . 8 8 . 9 8 9 , 1 0 1 8 8 . 9 8 9 , 1 0 2 1 3 7 7 7 9 . ) 8 . 5 6 3 ( - 1 ) 8 6 . 5 6 3 ( - 2 7 h 5 9 h 9 . . _ _ _ _ _ § h 3 j Q . _ _ _ _ _ § 1 5 § . 9 1 . . . . . : n r u t e R f o s e t a R l a i c o S 1 1: 1 DOO‘IISJD Iantdvo DOIJOd 04°81; boo‘IxSIo Iaqtdao potzed /AO I5 : . 4 0 5 0 3 8 ' 3 2 £ qztn 81803 8 $ ) 6 5 . 8 2 ( /AOIE 5 0 6 5 9 h 0 5 7 , '0“ Jed I SSOJQ PIN 02v 7 N H I E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A C O S S E T A U D A R G E N I C I D E M , O T N A S O T I R P S E potIed ursuauon 8,8838 0 \O 16mm OOH/Cour Tuepnqg Box/awe 'FSJaAWfl 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 0 3 1 , 5 1 7 9 9 9 . 0 1 2 , 5 9 1 9 9 9 . 0 8 0 , 7 ; 8 3 1 8 £ “ 0 5 0 . 5 g _ 0 7 9 9 3 1 °ow/°0u1 Aaepuooegh 0 5 1 , 7 0 5 1 . 7 0 6 0 , 9 0 6 0 , 9 0 6 7 , 1 1 0 0 9 , 6 1 0 6 1 , 0 2 0 5 2 , 7 1 0 A 3 , 0 2 000 I 1x9; sqs O tantd '8 RAT potaa /not 3 01-31 . _ _ _ L J D U S L J & u E _ _ . a j v 000 ‘IXSIO 4909 tantdao 3 3 5 Potlad /AOIE Pctaed I suauow KQITBQJ 91 -ow/-0u1 nuaPnzs 'ON/QSOO qtsxaAIu .ON 0 51868 3391 ‘0H 19d 001 $3019 qd PIN 93E 0 5 ) 6 5 . 8 2 ( - ) 6 5 . 8 2 ( - H 8 - - - - - - 0 6 5 , I I I I I I In O m B a 0‘ 8 0 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y C A M R A H P . O T N A S O T I R I P S E Hammmm N NNmm 0‘ :1 545 ) a u . 8 u ( - B A ) 8 u . 8 h ( - ) u 2 . 6 9 0 , 1 ( - 6 A ) 2 1 . 9 3 5 ( - ) 5 8 . 2 8 1 ( - 3 A ) 5 0 . 0 9 ( - 88.. Wow h B . 3 1 R 2 2 . u 3 2 l h 7 3 h 8 . 3 1 A 2 2 . 8 3 2 8. 0 1 7 9 9 9 . 0 3 1 . 5 - - 0 5 1 , 7 1 7 9 9 9 . 0 1 2 . 5 0 2 5 : 8 2 o 5 1 . 7 9 1 9 9 9 . 0 8 0 , 7 0 2 0 6 0 , 9 III III III 9 1 9 9 9 . - - - - 0 6 0 , 9 9 3 7 , 6 1 8 3 8 9 9 . - - - " 0 6 2 . 1 1 0 7 6 . 5 1 ) 9 1 . 7 2 2 ( - 0 3 ) 9 1 . 7 2 2 ( - 0 2 1 3 u 6 9 9 . - - - - 0 0 9 , 6 1 0 0 0 , 5 1 > 8 1 . 9 7 h < - 0 2 ) 8 1 . 9 7 u ( - 0 2 1 5 8 0 9 9 . - - - - 0 6 1 . 0 2 0 3 1 . 6 1 n s _ _ _ _ _ _ 9 { n n r u t e B f o s e t a R l a i c o S ) u 0 . 7 ( - 0 1 > h 0 . 7 ( - 0 2 1 3 7 7 7 9 . - - - - 0 5 2 , 7 1 0 9 1 . 7 1 9 5 ) 2 1 . 1 h 5 ( - 1 ) 2 1 . 1 u 5 < - 2 7 h 5 9 h 9 . - - - - 0 g 3 , 0 2 0 2 8 , 2 1 8 6 546 ) 6 5 . 8 2 ( - ) 8 u . 8 u ( - ) 6 8 . 5 3 8 ( - ) 8 8 . 9 3 1 ( - 3 6 . 3 3 2 7 7 . u 6 2 3 6 . 8 1 7 8 7 . 8 6 5 WNW-U13 E E 8 2 A: 0 3 0 2 ) 6 5 . 8 2 ( - ) 8 u . 8 8 ( - > u 3 . u s 3 < - ) 9 0 . 1 6 ( - 3 6 . 3 3 2 7 7 . u 6 2 3 6 . 8 1 7 8 7 . u 6 5 Potled :1 :3 \o ~o ut sqquo N N "'3 h 5 0 6 AQIIEQJO 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 0 2 1 3 h 6 9 9 . 0 2 1 5 8 0 9 9 . 9 0 1 E L B A T S E T A U D A R G Y R T S I T N E D , O T N A S O T I R I P S E S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S sqsoo teztdeo OOO‘IXSJS 4800 Ivntdaq R118 POIJSd O/M potae /n01 OOO‘IXEJD /notg '1dptw 937 °0u1 99010 'ON/nsoo 'on/°0u1 AJepuooes eqsaeAtung '0w Jed ) 3 h . 5 6 1 ( - 0 1 ) 3 h . 5 6 1 ( - 0 2 1 3 7 7 7 9 . 2 6 . 3 1 u l 2 6 . 3 1 h 2 7 h 5 9 h 9 . 1 3 5 6 . 3 _ _ 9 7 3 0 o 9 , 2 . 6 : n r u t e R f 0 . s e t a R l a i c o S 0 6 0 , 9 0 6 7 , 1 1 0 0 9 , 6 1 0 6 1 , 0 2 0 5 2 , 7 1 0 h 3 , 0 2 0 5 7 . 5 0 5 1 . 7 0 5 1 , 7 0 6 0 , 9 3 2 § 2 , § “ ; 9 2 . 6 1 : n r u t e R f o s e t a R l a i c o S 547 _ . . 5 . _ . ; 2 _ . . u n . g . 0 . 6 2 0 6 0 . - - _ _ 9 5 . 3 5 6 m 9 5 . 3 5 6 6 3 9 1 9 9 9 . - - , % 0 3 0 3 2 , 7 2 ‘ 8 2 3 9 - 9 7 7 7 3 3 9 - 9 7 7 0 6 8 3 8 9 9 . - - . - - 0 6 7 , 1 1 0 8 7 . h Z 2 3 5 1 . 3 2 0 , 2 0 3 5 1 . 3 2 0 , 2 0 2 1 3 u 6 9 9 . - - - - - 0 0 9 , 6 1 0 2 8 , 3 3 9 3 7 1 . 8 9 8 , 1 0 2 7 1 . 8 9 u , 1 0 2 1 5 8 0 9 9 . - - - - - - 0 6 1 , 0 2 0 6 7 , 2 3 9 A ) 8 0 . 5 6 3 < - 1 ) 8 0 . 5 6 3 ( - 2 7 8 5 9 h 9 . - - - 0 7 . 9 3 8 , 1 0 1 0 7 . 9 3 8 , 1 0 2 1 3 7 7 7 9 . - - - - - - - 0 5 2 , 7 1 0 3 9 , 2 3 9 5 0 u 3 , 0 2 0 0 0 , 5 1 8 6 A \O In O 31N I O In A \O In 0 d) N V I I I I I I I d I I I O In I.\ 01 \q I I I O\ .... 0 1 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G G N I R E E N I G N E . O T N A S O T I R I P S E _ .OH/.°uI . Azepuooeg °°n 13d 1°0u1 990:5 548 000‘IX8J0 r~ sqsoo \O 1n tentdeo Harm parsed /AO'[J 0 CD N v I ) 8 u . 8 h ( - ) 2 6 . 3 6 2 ( - ) 2 6 0 6 7 1 ( “ 9 3 . 5 0 3 7 6 . 6 9 6 0 3 . 1 8 9 , 1 5 8 . 1 9 7 , 1 5 3 . 8 9 1 , 3 0 6 . u 2 6 , 2 PUH 03 '81; o» Ex a) :3 u) .3'.g; .4 :3 b~ tn C> ”5 c> OJ <3 .4 .4 OOO‘IXSJO nsoo tentdeo O/M POTJGd /MO'[.& A \0 In 0 (I) N v I ) 8 h . 8 h ( - ) 2 9 . 8 3 1 ( - ) 2 5 . 3 9 ( - 9 3 . 5 0 3 7 6 . 6 9 6 POIJed U I smuow a fi' \odxoo 00wa AAIIPAJOH 1 7 9 9 9 . 1 7 9 9 9 « 9 1 9 9 9 - 9 1 9 9 9 . 8 3 8 9 9 . 0 3 . 1 8 9 , 1 0 2 1 3 u 6 9 9 . 5 8 . 1 9 7 , 1 0 2 1 5 8 0 9 9 . 5 3 . 8 9 1 , 3 0 2 1 3 7 7 7 9 . 0 6 . u 2 6 , 2 2 7 h 5 9 h 9 o '0N/1300 QISJaA'filq ‘ 6 2 9 , 1 5 8 3 , 5 0 2 , 1 5 6 3 8 3 . 7 1 9 7 5 9 . 1 2 : n r u t e R r o s e t a R l a i c o S 1 1 1 E L B A T S E T A U D A R G W A L . O T N A S O T I R I P S E S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S o In 0 5 1 , SHUN 7 I.\ a 0 5 1 . 7 0 6 0 , 9 0 6 0 , 9 0 6 7 , 1 1 0 0 9 , 6 1 0 6 1 , 0 2 0 5 2 , 7 1 0 u 3 , 0 2 OOW/QOUI Alepuooe 589 ) 8 8 . a u ( - ) 8 h . 8 h ( - ) 0 5 - 0 h h . 1 ( - ) h l . 3 6 6 ( - ) 5 6 . 0 8 u ( - ) 3 5 . 1 2 2 ( - 5 2 . 2 8 9 5 2 . 2 8 9 7 1 . 3 9 9 7 1 . 3 9 9 000 ‘IXEJO 3900 Iaqtdvo O/M Potiad /5013 ) 6 5 . 8 2 ( - Potiad 6166566.; 8’ 8’ )9. 3 :9: . O \O 2 1 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A C O S S E T A U D A R G Y M O N O R G A , O T N A S O T I R P S E 1 1 u . 1 7 3 , 2 1 1 1 . 1 7 3 . 2 0 2 1 3 u 6 9 9 . 6 0 . 7 2 3 6 0 . 7 2 3 0 2 1 5 8 0 9 9 . ) 9 7 . 3 6 2 ( - ) 9 7 . 3 6 2 ( - 0 2 1 3 7 7 7 9 . 0 5 2 , 7 1 0 0 0 , 5 1 ) 7 8 . h 6 3 ( - ) 7 8 . h 6 3 ( - 2 7 h 5 9 u 9 . 0 u 3 , 0 2 0 0 0 , 5 1 8 6 * 8 1 7 5 : 7 8 8 3 1 . 6 1 : n r u t e R f o s e t a R l a i c o S d e t a m i t s E * 1 7 9 9 9 . 0 3 1 , 5 - - - 0 5 1 , 7 0 6 5 . b 0 5 7 , 5 QTTPQJOH Cow/Can quapnq I - D O C ‘OW/3500 Atsaantun 1 OON/ °ou1 1&JRpuooas '0“ Jed °0u1 99019 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 0 1 2 , 5 L . 3 3 § ; § § _ 9 8 ° 7 7 2 1 1 2 5 1 0 5 1 , 7 0 6 0 , 9 0 6 0 , 9 ; 1 1 5 , 9 2 0 6 7 , 1 1 6 u 3 , 8 2 0 0 9 , 6 1 1 8 7 , 6 3 0 6 1 , 0 2 3 1 9 , 2 2 °zdPIN 83v 8 2 2 3 9 3 9 h 9 5 3 1 1 E L B A T S E T A U D A R G S E C N E I C S L A C I T I L O P / C I M O N O C E . O T N A S O T I R I P S E S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S 1 OO‘IXEJO 83903 tentdeo qqtn pOIJed /A013 PUT on '81; NOOO‘IXEJO 1800 teztdeo O/M POIJed /MOId POIJed ht sqquow 511194.881 °0N/°ouI auePnuS 'ON/usoo Kitsaentunl 'ow/Poul Adepuooes °ow Jed 0u1 39029 QdPIw 83v 1 550 ) 6 5 . 8 2 ( - 0 5 ) 6 5 . 8 2 ( - ) 8 u . 8 8 ( - 8 u ) 8 8 . 8 u ( - ) h 9 . 7 0 h ( - 6 R ) 9 1 . 9 5 2 ( - ) 6 u . 6 3 1 ( - h u ) 8 8 . 6 8 ( - h 0 . 9 l h . 1 5 2 . 1 1 0 , 3 ! 5 2 . 4 6 1 , 2 1 5 . u 6 7 , 1 l b 7 3 0 3 0 2 4 0 o 9 l h 9 1 5 2 . 1 1 0 , 3 :3 N :3 N \O M N H (0 ~21 O \0 l 7 9 9 9 o 1 7 9 9 9 . } % 4 9 1 9 9 9 . 0 8 0 , 7 ; 9 : 3 3 0 6 0 , 9 - - - 9 1 9 9 9 . - - " 7 0 6 0 . 9 3 5 6 , 8 3 8 3 8 9 9 . - - - - 0 6 7 , 1 1 8 u 0 , 2 6 O \O uw <1 I I I O In L\ . In I I I 0" H H N m N IA N CO N N m 0‘ m 0 0 2 2 . 1 3 2 3 2 5 . 6 3 : n r u t e R f o s e t a R l a i c o S d e t a l o p r e t n I * > 6 6 . 1 3 0 . 1 < - 1 ) 6 6 . 1 3 0 . 1 < - 2 7 u s 9 u 9 . - - " - 0 u 3 . 0 2 0 5 2 . 5 8 6 2 3 . 7 3 3 0 1 2 3 . 2 3 3 4 4 0 2 1 3 7 7 7 9 . - - ' " 0 5 2 . 7 1 5 2 1 . 0 2 9 5 * 5 2 . g 6 1 , 2 0 2 1 ; 4 6 9 9 . - - - - - 0 0 9 , 6 1 0 0 0 , 5 3 1 5 . 4 6 7 , 1 0 2 1 , 5 8 0 9 9 . - - - - - 0 6 1 , 0 2 0 0 0 , 5 3 9 8 4 1 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E S R U O C R E H T O F O S E T A U D A R G , O T N A S O T I R I P S E 55] ) 6 5 . 8 2 ( - ) 8 h . 8 u ( - ) 3 3 . 3 Z 8 ( - ) 9 3 . 7 3 1 ( - 3 0 . 3 8 2 6 0 . 7 0 3 2 3 . 9 6 7 1 3 0 0 0 , 1 1 , 1 Si 3% §§-.é¥ £3 7 3 O 3 0 2 ) 6 5 . 8 2 ( . ) 8 u . 8 u ( - ) 2 1 . 3 u 3 ( - ) 0 h . 7 5 ( - 3 b . 3 8 2 6 0 . 7 0 3 if 13 )3 h 5 0 6 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 2 3 . 9 6 7 0 2 1 3 h 6 9 9 . 1 3 . 0 0 1 1 9 1 0 2 1 5 8 0 9 9 . 3 9 . 2 1 0 , 1 0 1 3 9 . 2 h 0 9 1 0 2 1 3 7 7 7 9 . 2 7 h 5 9 h 9 . 5 6 3 5 . 6 1 9 8 . 1 1 : n r u t e R f o s e t a R l a i c o S 33903 /AOIJ varied In suquow 4800 I91Id80 teatdeo warn P“? on '91; POTJGd /5013 000‘11010 O/M DOIJBd '00‘I1$10 'ON 19d on; 93019 fiztteqaow ndptw 83v °OW/zsoo vatsaaAtun Oow/OOHI fixapuooeg 552 8 u 6 A ) 1 9 . 6 5 1 ( - 1 7 9 9 9 . ) 9 7 . 2 0 1 ( - 1 7 9 9 9 . - - ) 5 3 . 3 5 ( - I I I h u ) 2 6 . h 8 ( - 9 1 9 9 9 . a h 7 3 0 3 9 u . u a n h 9 . 1 6 8 9 1 9 9 9 . 8 3 8 9 9 . u 7 . 2 7 5 , 1 3 h 6 9 9 . 6 1 . 3 6 1 , 1 5 8 0 9 9 . 0 1 6 6 . 2 1 9 3 7 7 7 9 . 1 7 . 5 9 5 u s 9 u 9 . O U\ 0 0 6 , M 3 m w h 8 8 , 7 u 8 8 , 7 h 5 u , 0 1 h 5 h , 0 1 0 u 0 , 3 1 9 0 3 1 6 1 3 6 2 , 8 1 3 2 8 , 7 1 9 7 8 , 6 1 h u é O . 3 1 5 1 3 2 5 2 7 2 b u 6 0 . 7 1 3 1 9 2 2 3 h u 6 O . h 8 3 , 2 3 h b 6 O . 6 7 9 , 9 2 9 3 9 U u Q 6 O . _ 4 6 3 , 7 2 9 5 4 u 6 O . 4 5 3 4 1 2 8 6 9 0 3 7 . 0 2 ) 1 ( : n r u t e R f o e t a R e t a v i r P 01 porJa Jed not d d 'ATufl'JIG 001483 at '90“ PUB 'sax 'ou/snsos 000‘11310 KQIIFQJON ndpm 88v 3133 19$ aAtuoassz 'pnns 48M 'auI nan '0111 $80.19 °on Jed .OW.OUI .Ow.ouI 3 7 5 , '098 13M 5 ’OH lad 5 1 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y T I S R E V I N U L L A , N O I G E R H T R O N 6 1 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y H P O S O L I H P . N O I G E R H T R O N 553 > 9 7 . 2 0 1 ( - 1 7 9 9 9 . > 1 9 . 6 5 1 ( - ) 1 2 . 8 2 ( - 6 8 . 1 7 1 9 3 . 6 3 h ) 9 8 . 7 2 5 ( - 1 1 . 5 1 1 , 1 ) 2 3 . 0 1 1 , 1 ( - 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . ' 3 1 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . ) 5 5 . 2 5 2 ( - h 5 9 h 9 . 0 4 : n r u t e R f o e t a R e t a v i r P h 8 8 , 7 h 8 8 , 7 1 5 1 . 0 1 1 5 1 . 0 1 9 3 6 , 3 1 0 1 0 , 3 1 5 2 3 , 0 2 9 0 3 , 6 1 1 9 8 , 1 1 3 6 2 , 8 1 1 h 6 . 7 2 3 2 8 , 7 1 1 0 1 , 8 9 7 8 , 6 1 5 8 1 , 3 1 2 2 0 , 1 1 1 2 7 , 1 2 8 2 2 , 2 1 h h 5 : 9 2 9 3 2 , 8 5 5 5 , 3 1 Hmmu NO‘ NNNN mm 0‘ 4'! 1 (I‘d) mm Katteulow 1000‘IX810 pOIJed 'on/sqsoo OATH“. 11a POIJBd UT °sow 4dptn 88v Jed MOIJ O\ °oW/°oux °oas 191 'ON 39d ouI ssozg oow Jed '°uI zen CON/OOUI °pnqs zen 818g xv; GATQOGJJH ) 5 3 . 3 5 ( - 3 7 5 , 5 .... :o00‘1x810 ' POIJGd ; Jed 1013 POTJad “T'S°N888888 7 1 1 E L B A T S E T A U D A R G E N I C I D E M , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P _ 554 _ ) 5 3 0 3 § ( - 1 7 9 9 9 . O‘H 3 7 5 , 5 F'IN 1 8 8 . 7 1 7 9 9 9 . ) 1 9 . 6 5 1 ( - I“ 1 8 8 , 7 N l °0n/sqsoo ‘AHfl'JIQ1 _ °on/°ou1 ; puns zen ,°ou/°ou1 ' ‘OGS QGN °0n Jed 'OUI 19M 0183 {El ’ annexa- “OH Jed ivux ssoaa~ 'dPIH 93v ) 1 2 . 9 6 1 ( - 1 3 . 8 7 3 3 7 . 8 7 3 , 1 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 7 3 O 3 0 2 0 1 H' 3 6 . 9 9 8 , 2 0 2 1 3 1 5 9 9 . 2 6 . 1 7 2 , 2 0 2 1 5 8 0 9 9 . 6 7 . 2 1 7 , 1 0 2 1 3 7 7 7 9 . 5 8 . 3 3 5 2 7 1 5 9 1 9 . 7 9 6 1 . 1 2 ) 1 ( : n r u t e R f o e t a R e t a v i r P 1 5 1 , 0 1 1 5 1 , 0 1 0 1 0 , 3 1 9 0 3 , 6 1 3 6 2 , 8 1 3 2 8 , 7 1 9 7 8 , 6 1 1 1 6 0 . 5 3 0 , 8 2 1 1 6 0 . 8 3 5 , 8 3 1 1 6 0 . 1 5 3 , 3 1 1 1 6 0 . 0 1 9 , 9 3 1 1 6 0 . 6 2 9 , 1 3 1 1 6 0 . 7 8 3 , 6 2 RI «1 O‘NO\O\O\ ) . . 4 H . U H : ) . 4 , 0 L _ § J 1 1 IZ¥6 sqsoo fl'JIG 3 7 5 . 4 5 ‘OR/'OUI '093 181 — -‘1 1 °°W Jed 'OUI 49M 818p xel 911306111 562 ) 9 7 . 2 0 1 ( - ) 0 3 . 2 5 ( - 7 3 . 2 3 1 2 . 1 1 1 1 6 . 7 0 2 6 1 . 3 1 6 3 1 . 8 9 2 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . - - 1 7 9 9 9 - ‘ _ _ ‘ _ 6 _ 9 3 9 1 9 9 9 . 8 2 1 0 2 1 5 8 0 9 9 . 0 2 1 3 1 6 9 9 . _ ‘ - - 8 8 . 0 5 7 , 1 4 0 2 1 3 7 7 7 9 . 8 7 . 1 8 0 , 1 2 7 1 5 9 1 9 . 1 8 8 , 7 h 8 8 , 7 1 h 5 U 9 0 ; ‘ E § 9 1 7 A U § h 9 0 1 0 1 3 , 2 1 0 1 0 , 3 1 6 0 5 , 6 1 9 0 3 , 6 1 7 3 1 , 1 2 3 6 2 , 8 1 0 7 7 , 0 2 3 2 8 , 7 1 6 1 7 , 2 3 9 7 8 , 6 1 6 1 7 , 2 3 6 1 1 , 8 5 5 6 , 2 1 9 6 9 , 6 1 3 1 9 , 2 2 0 0 2 , 2 2 0 0 0 , 5 3 0 0 0 , 5 3 2 9 6 6 . 2 1 : n r u t e R f o e t a R e t a v i r P 563 ) 9 7 . 2 0 1 ( - 1 7 9 9 9 . ) 1 6 . 1 0 1 ( - 1 7 9 9 9 . 1 9 8 , 7 1 9 9 , 7 ) 5 3 . 3 5 ( - 1 N 0 5 3 , 3 3 7 5 . 5 7 7 2 0 . 0 1 : n r u t e R f o e t a R e t a v i r P ) 8 1 . 3 ( - 2 1 9 1 9 9 9 . 1 8 8 , 7 3 9 5 , 7 7 9 . 0 6 1 1 . 5 6 0 6 0 6 9 1 9 9 9 . 8 3 8 9 9 . 1 5 1 , 0 1 1 7 1 , 1 1 0 1 0 , 3 1 2 3 1 , 1 1 1 8 . 6 5 2 0 2 1 3 1 ‘ 9 9 . 9 0 3 , 6 1 7 5 1 , 8 1 1 6 . 0 2 5 0 2 1 5 8 0 9 9 . 5 6 2 , 8 1 2 1 6 , 2 2 5 5 . 2 3 5 , 3 0 2 1 3 7 7 7 9 . 3 2 8 , 7 1 1 3 9 , 7 1 3 9 . 2 2 1 , 2 2 7 1 5 9 1 9 . 9 7 8 , 6 1 1 3 9 , 7 1 KQIIEQJON °0w/sqsoo 'AIUD°JTO 'ow/'ou1 °pnqs qu '0N/‘OUI '398 49M '0w Jed 'OUI qu 0:83 re; 961496313 “on Jed °ou1 88019 1 S E T A U D A R G Y T I S R E V I N U S R Y 2 , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 6 2 1 E L B A T OOO‘IXNJO poraed Jed 101g POIJGG UT '50“ DUE 01'511 '4de11 937 2,‘ 53 K} ii 9 2 2 3 9 3 9 1 9 5 8 6 561 0 5 ) 5 3 . 3 5 ( - PUT 01 '91; 00‘1168.I 0 potze Jed 101 d d KnttenJo 8 1 6 1 1 1 7 3 O 3 0 2 0 1 ) 9 7 . 2 0 1 ( - 1 7 9 9 9 . ) 1 9 . 6 5 1 ( - 1 7 9 9 9 « 5 0 . 2 7 2 9 1 9 9 9 . 6 0 . 8 0 1 9 1 9 9 9 . 1 5 . 8 0 9 8 3 8 9 9 . 3 8 . 7 2 2 , 1 0 2 1 3 1 6 9 9 . 1 2 . 6 1 0 , 1 0 2 1 5 8 0 9 9 . 9 1 . 2 1 8 0 2 1 3 7 7 7 9 . '0N/sqso ‘AIUQ‘JI1 I l I 1 8 8 , 7 1 8 8 , 7 1 5 1 , 0 1 1 5 1 , 0 1 0 1 0 , 3 1 9 0 3 , 6 1 3 6 2 , 8 1 1 2 8 . 7 1 O ::: q (*3 3 7 5 , 5 ~0w/-oun “puns 46M! -ow/-ou1 '099 39M 'ON JG A ‘031 491 6193 xem 9A13°GJJH 90w Jed aux 99019 — 2 9 9 1 - 1 2 — — - : n r u t e R f o e t a R e t a v i r P 7 7 . 3 5 1 2 7 1 5 9 1 9 . 9 7 8 , 6 1 3 7 2 0 . dpmesvzmmmofifiigggg .4 \o 7 2 1 E L B A T S E T A U D A R G Y T I S R E V I N U S R Y 3 , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 565 51 58» :3 £3 13- O 3 0 2 ) 5 3 . 3 5 ( - ) 9 7 . 2 0 1 ( - ) 1 9 . 6 5 1 ( - ) 1 1 . 6 5 ( - 7 6 . 1 7 2 if if 2% 2 1 8 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 6 5 . 1 2 1 0 6 8 3 8 9 9 . 1 1 . 9 1 5 0 2 1 3 1 6 9 9 . 0 2 . 1 6 2 0 2 1 0 1 8 2 . 1 6 2 0 2 1 1 7 . 1 2 1 2 7 5 8 0 9 9 . 3 7 7 7 9 . 1 5 9 1 9 . 9 8 6 0 . 2 1 : n r u t e R f o e t a R e t a v i r P 8 2 1 E L B A T S E T A U D A R G Y T I S R E V I N U S R Y 1 , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P KQTIPQJOH °0w/sqsoo PUH 0? POTJGd Jed 1013 POIlad “I °sow 000‘1X8JO ‘AIUD'JIG '91; 'ndptw 62 '099 461 '0“ Jed ‘OUI 391 :0w Jed Fan; SSOJ Cow/OOUI 'PHQS 39M '0w/-ou1 :1 0 0 m0 "3‘0 0 I M M 3 7 5 , 5 1 8 8 , 7 1 8 8 , 7 1 5 1 , 0 1 1 5 1 . 0 1 1 8 1 , 6 1 3 7 2 0 . 0 1 0 , 3 1 8 2 1 , 0 2 1 1 6 0 . 9 0 3 , 6 1 1 0 9 , 0 2 1 1 6 0 . 3 6 2 , 8 1 5 8 1 , 0 2 1 1 6 0 . 3 2 8 , 7 1 0 5 0 , 0 2 1 1 6 0 . 9 7 8 , 6 1 9 5 6 , 8 1 3 7 2 0 . eqeg xv; 617166161 : : : : ? % 1 1 E L B A T S E T A U D A R G Y T I S R E V I N U S R Y 5 , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P ) 5 3 . 3 5 ( Jed 1013 - POTJ9d 000‘12810 ) 9 7 . 2 0 1 ( - ) 1 9 . 6 5 1 ( - ) 2 8 . 2 1 1 ( - POIJGd u: ~90A if ifi"§§ 83 2 6 - 1 5 1 6 3 9 1 9 9 9 . 5 5 . 1 3 9 8 3 8 9 9 . 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . I I I O In an . m 3 7 5 , 5 1 8 8 , 7 1 8 8 , 7 1 5 1 , 0 1 1 5 1 , 0 1 2 9 0 , 3 2 0 1 0 , 3 1 1 9 9 , 8 2 XIIIPQJON :0w/sqsog ‘AIUR'JIG 01 '51; PUT '1dew 837 8183 re; 'OUI 89019 °0w Jed °ow/-ou H -oag as Z ‘OW Jed 'OUI 19M entzoaJJE 566 Si 52» :3 53 .2} ' 0 5; 3 0 2 0 1 : n r u t e R f o e t a R e t a v i r P ' 1 5 . 3 6 2 , 2 0 2 1 3 1 6 9 9 . 9 0 3 , 6 1 9 3 2 , 5 3 1 2 . 1 9 6 , 1 0 2 1 5 8 0 9 9 . 3 6 2 , 8 1 7 8 1 , 2 3 1 5 : 5 3 1 : 1 0 2 1 3 7 7 7 9 . 1 2 . 1 1 1 , 1 2 7 1 5 9 1 9 . 9 7 8 , 6 1 1 7 9 , 7 3 8 8 5 , 0 1 3 2 8 , 7 1 8 5 0 , 0 3 7 2 1 , 2 3 9 5 2 8 6 , 1 2 9 5 5 , 0 3 5 6 6 , 7 3 3 2 7 , 1 3 8 2 2 3 9 3 9 1 1 0 0 5 . 1 2 : n r u t e R f o e t a R e t a v i r P S67 . _ . _ 9 . . . “ - 2 ) 5 3 . 3 5 Jed 1013 v 1000 ‘IINJO potrad ) 9 7 . 2 0 1 ( - ) 1 9 . 6 5 1 ( - ) 1 2 . 9 6 1 ( - 1 1 . 1 8 3 3 7 . 7 6 1 , 1 potrad 0 :::-90133333 6 'Aztteulow "0w/sqsoo ‘AIUR'JIG I 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 1 7 9 9 9 . 6 9 3 9 1 9 9 9 . 8 2 1 6 7 . 8 1 9 , 2 0 2 1 3 1 6 9 9 . 1 6 . 1 7 2 , 2 0 2 1 5 8 0 9 9 . O In M D m 3 7 5 , 5 00w/'ou1 °pnqs 391 °0w/'ou a u '093 18 Z ~0w Jad 'OUI neN 9183 re; GAII°GJJR °ow 185 on: SSOJQ 1 8 8 , 7 1 8 8 , 7 1 5 1 , 0 1 1 5 1 , 0 1 0 1 0 , 3 1 9 0 3 , 6 1 3 6 2 , 8 1 1 8 1 , 6 2 1 1 6 0 . 7 0 3 , 8 2 2 1 5 , 7 3 1 1 6 0 . 6 2 1 , 0 1 9 1 7 . 0 1 1 1 6 0 . 2 2 5 , 3 1 8 6 3 , 7 3 1 1 6 0 . 0 1 9 , 9 3 8 8 . 1 1 7 , 1 0 2 1 3 7 7 7 9 . 3 2 8 , 7 1 9 6 6 , 2 3 1 1 6 0 . 8 1 9 . 1 3 5 8 . 3 3 5 2 7 1 5 9 1 9 . 9 7 8 , 6 1 8 8 6 , 1 2 1 1 6 0 . 7 8 3 , 6 2 S E T A U D A R G Y T I S R E V I N U S R Y 6 , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 0 3 1 r E L B A T a t " 1 ] . - 1 3 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y T I S R E V I N U L L A , N O I G E R H T R O N PUB 01'311 Si 3% :3» POTJGd “I SUQUOH 6 £3 3 ooo‘mao 94900 4900 Inutdao Q/M POIJOd IAOIJ 1041009 warn varied E1 : : ooo‘txszo °ndptn 63? 'ou1 SSOJD ’onynsoo '0u/'ou1 auapnzs .OW °ou1 'ou Jed fizapuooes ‘IQISJGAtun Kattaudon ) 5 3 . 3 5 ( - ) 5 3 . 3 5 ( - as .4 3 7 5 . 5 568 ) 3 9 . 5 0 1 ( - ) 9 8 . 0 0 9 ( - ) 2 9 . 6 5 h ( - 0 7 . 5 3 5 1 1 . 3 5 9 5 3 . 7 6 8 , 1 0 7 . 1 3 3 , 1 6 7 . 0 6 0 , 1 i3 3% ER :3. 85 O H ) h 9 . 6 1 2 ( - 9 1 9 9 9 . 0 7 . 5 3 5 1 1 . 3 5 9 9 1 9 9 9 . 8 3 8 9 9 . 5 3 . 7 6 8 , 1 0 2 1 3 h 6 9 9 . 0 7 . 1 3 3 , 1 0 2 1 5 8 0 9 9 . 6 7 . 0 6 0 , 1 0 2 1 3 7 7 7 9 . ) 3 9 . 5 0 1 ( - ) 8 6 . 0 2 1 ( - 1 7 9 9 9 . 1 7 9 9 9 . h 7 . 3 8 6 1 u 7 . 3 8 6 2 7 h 5 9 h 9 . . _ _ _ _ L Z Z E J L £ _ _ _ _ . . _ § Z Z Q . E I . . . . . : n r u t e R f o s e t a R l a i c o S , 5 1 0 , 8 5 1 0 , 8 8 h 7 . 0 1 8 1 7 , 0 1 3 1 5 9 3 2 6 0 h 5 3 1 7 1 3 , 9 2 7 6 7 , 6 1 h 8 3 , 2 3 6 7 7 , 8 1 6 7 9 . 9 2 3 2 3 . 8 1 h 6 3 , 7 2 3 5 3 . 7 1 1 5 3 . 7 2 53 N\ U\ cu cu t\ m: as an c» xx 53 O‘Q “\‘O' 569 ) 5 3 . 3 5 ( - ) 3 9 . 5 0 1 ( - ) 3 5 . 9 6 5 ( - ) 1 1 . 7 9 ( - 5 6 . 6 7 1 7 2 . 8 9 1 ) 1 7 . 2 1 5 < - ) : 3 . 3 5 ( - ) 3 9 . 5 0 1 ( - ) 3 8 . 1 7 2 ( - > 2 5 . 7 h ( - 5 6 . 6 7 1 7 2 . 8 9 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . ) h 7 . 2 1 5 ( - 0 2 1 3 h 6 9 9 . 3 7 5 5 5 5 1 0 , 8 5 1 0 , 8 8 h 7 . 0 1 8 1 1 7 3 0 1 2 2 0 , 1 1 6 0 1 , 3 1 1 2 7 , 1 2 7 6 7 , 6 1 8 2 2 , 2 1 0 4 0 4 : n r u t e R f o s e t a R 1 8 1 0 0 8 ) 6 6 . 9 5 2 ( - ) 3 1 . 3 8 1 , 1 ( - 0 1 A ) 3 1 . 3 8 1 , 1 ( - 0 2 1 3 7 7 7 9 . 3 2 3 , 8 1 9 3 2 , 8 2 7 h 5 9 h 9 . 3 5 3 , 7 1 5 5 5 , 3 1 1 3 . 0 8 2 , 1 0 2 1 3 . 0 8 2 , 1 0 2 1 5 8 0 9 9 . 6 7 7 , 8 1 h h 5 , 9 2 *ooo‘IXSJo sqsoo * teztdeo {000‘11840 3£QIIFQJ°H POTJGd uztn /n0I8 3°01 -0u1 , _£Japuooes / - adprn 637 2 3 1 E L B A T S E T A U D A R G Y H P O S O L I H P . N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S 570 ) 5 3 0 3 5 ( “ O In 8 b ) 5 3 . 3 5 ( - ) 1 8 . 8 6 7 , 1 ( - 6 1 ) 2 0 . 2 2 7 ( - ) 1 3 . 1 8 7 , 1 ( - 3 1 ) 6 0 . 5 3 7 ( - 5 5 . 1 1 1 8 1 . 5 0 5 , 1 9 6 . 8 7 1 , 3 1 1 . 6 1 5 , 2 3 6 . 7 1 6 9 9 . 7 1 3 , 1 0 1 7 3 0 3 0 2 0 1 1 5 5 . h l h 8 1 . 5 0 5 , 1 0 6 8 3 8 9 9 . 9 6 . 8 7 1 , 3 0 2 1 3 1 6 9 9 . 1 1 . 6 1 5 , 2 0 2 1 5 8 0 9 9 . 9 9 o 7 h 9 $ 1 0 2 1 3 7 7 7 9 . 3 6 . 7 1 6 2 7 h 5 9 1 9 . ut sqquou if 83 1 7 9 9 9 . )% ‘§§ ii 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 3 3 1 E L B A T S E T A U D A R G E N I C I D E M . N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S ‘908 04°34): 000‘118J0 1900 teztdvo 000‘11810 sqsoo tautde f I) warn porzed /A0Id °0w/°0u1 i POIJGd QUGPRQS °OW/4soo qtsaeAtu lattaaaow 0 5 3 . 3 eow/ °0u1 Kiepuooagq 1:: 'OH Jed ouI $9019 adprn 537 1 1 1 6 . 5 0 8 6 8 . 1 1 : n r u t e R f o s e t a R l a i c o S potaad if :3 "’ ii 57] ) 3 9 . 5 0 1 ( - ) 3 9 . 5 0 1 ~ ) 6 6 . 3 7 1 , 1 ( - 6 1 ) 5 6 . 6 1 6 ( - ) 1 7 . 7 9 1 ( - ) 6 9 . 1 0 1 ( - ) 5 3 . 3 5 ( - if ) 5 3 . 3 5 ( - 1 7 9 9 9 . 0 0 6 , 3 0 5 3 , 3 1 7 9 9 9 . 0 2 9 , 3 2 3 O : 3 1 2 3 7 5 , 5 5 1 0 , 8 5 1 0 , 8 9 1 7 9 5 . 0 8 2 , 6 2 1 2 8 1 8 1 7 , 0 1 DUE 0 01 'sam u\ H /MO'[& 000‘118J0 $1503 Ieztdvo J Ivztdvo warn POIJGd /n018 u: sqquo 0/8 pctaed ooo‘IX8Jo 4500 ’4dew 837 51119110 on; 59019 nuapnns Kaepuooeg OOW/ °0u1 'ow/°ou1 ‘0W Jag ~ow/qsogr RQISJaAtuQ L 0 4 9 0 6 3 . 3 : n r u t e R f o s e t a R 1 8 1 0 0 8 1 6 . 0 9 2 1 6 . 7 7 1 9 9 . 0 1 0 , 1 ) 8 3 . 5 7 1 ( - 1 2 - 1 5 3 2 1 7 3 o 3 0 2 0 1 1 6 . 0 9 2 9 1 9 9 9 . 1 6 . 7 7 1 <5 \0 8 3 8 9 9 . 9 9 . 0 1 0 , 1 0 2 1 3 1 6 9 9 . ) 8 3 . 5 7 1 ( - 0 2 1 5 8 0 9 9 . 1 2 . 1 5 3 0 2 1 3 7 7 7 9 . ) 1 1 . 9 3 6 ( - ) 1 1 . 9 3 6 ( - 2 7 h 5 9 h 9 o - - - — 6 7 7 ’ 8 1 1 0 3 , 7 1 3 2 3 1 8 1 2 1 3 , 1 2 3 5 3 1 7 1 0 0 0 , 8 8 1 7 , 0 1 1 3 1 , 6 1 6 0 1 , 3 1 1 7 3 , 6 1 7 6 7 , 6 1 3 7 1 3 5 2 05 64 F4 04 en cu KP RI tu en» o~ «1 ox :3 c» In 8 6 4 3 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y C A M R A H P , N O I G E R H T R O N 5 3 1 E L B A T S E T A U D A R G Y R T S I T N E D , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S 572 I 1 000‘11810 $1503 teardeo HQTA versed /101g ) 5 3 . 3 5 ( - ) 3 9 . 5 0 1 ( - ) 2 1 . 3 1 9 ( - ) 9 7 . 8 0 3 ( - 5 9 . 2 3 1 8 5 . 7 7 8 1 1 . 5 0 7 1 3 . 7 2 3 0 2 . 3 6 1 1 7 . 1 6 2 1pua ou°sax 0(1) In: E; :3 58- 5; OOOH MNH 000‘118J0 1300 IPQIdBO 0/1 poried /AOIJ A In an O m In V I ) 3 9 . 5 0 1 ( - ) 5 8 . 2 1 1 ( - ) 1 0 . 2 5 1 ( - 5 9 . 2 3 1 8 5 . 7 7 8 potre UT. smugw 5 RT :95 N H (DO 41V) fiztteziow 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . i W 1 1 f l 31 1 °0w/qsoo A QISJSAIUH °ow/°0u1 32 ux AJepuooag g: In H O 7 a) 5 1 0 , 8 8 1 7 . 0 1 °ow Jed 'ouI 93019 'ndptw 837 I! 3 8 3 6 , 3 Z 7 O h . 8 — * : n r u t e R - f o s e t a R l a i c o S 1 1 . 5 0 7 0 2 1 3 1 6 9 9 . 7 6 7 , 6 1 1 6 6 , 2 2 1 3 . 7 2 3 0 2 1 5 8 0 9 9 . 6 7 7 , 8 1 9 2 5 , 1 2 9 3 9 h 0 2 . 3 6 1 0 2 1 3 7 7 7 9 . 1 7 . 1 6 2 2 7 1 5 9 1 9 . 3 5 3 , 7 1 1 8 1 , 1 2 3 2 3 , 8 1 h 1 7 . 9 1 9 5 8 1 7 , 0 1 0 2 5 . 3 1 7 2 6 0 1 . 3 1 6 5 0 , 8 2 2 3 PUH OQ'SJL C) CD 'm> S; .4 b~ \nd-‘J :IMMNH 573 7 2 . 8 1 6 m \n v I 3 6 . 8 0 6 , 1 ) 3 9 . 5 0 1 ( - ) 9 1 . 9 1 7 ( - ) 9 3 . 1 1 1 , 1 ( - {T-d’m-SWO ) 5 1 . 7 8 1 ( - ) 3 9 . 5 0 1 ( - ) 5 5 . 3 3 3 ( - ) 5 3 . 3 5 ( - 3 6 . 8 0 6 , 1 7 2 . 8 1 6 NNMNMW 000‘IX8-10 (R 31803 m e ooo‘IX8J3 1900 Ivntdeo 0/1 pOIJa /not Potiad u; sqquo 3 9 . 6 7 7 , 2 6 1 . 1 3 1 , 2 1 3 . 3 3 2 , 3 5 8 . 1 5 1 , 1 C> <3 43 r1 3 9 . 6 7 7 , 2 0 2 1 3 1 6 9 9 . 6 1 . 1 3 1 , 2 0 2 1 5 8 0 9 9 . 1 3 . 3 3 2 , 3 0 2 1 3 7 7 7 9 . 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 0 0 6 , 3 1 7 9 9 9 . 0 2 9 , 3 1 AQIIBQJO :ow/°ou d n quapnqa 0 5 3 , 3 .OWOOL qtsaantug ooN/OcuI fiJepuooas 3 7 5 . 5 5 1 0 , 8 5 1 0 , 8 EX e C O fi . ‘ O 2 H } 0 4 ‘ 1 " 0 0 0 9 0 $ 3 ( 9 1 9 9 9 . 0 8 2 , 6 8 1 7 , 0 1 8 1 7 , 0 1 0 7 7 , 8 2 6 0 1 . 3 1 0 6 2 , 0 1 7 6 7 , 6 1 1 9 9 . 9 3 6 7 7 , 8 1 8 1 2 . 9 3 3 2 3 , 8 1 1 8 8 , 5 1 6 3 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G G N I R E E N I G N E , N O I G E R H T R O N A - — _ . ‘ _ ‘ _ ‘ 1 6 7 9 2 . 7 1 : n r u t e R f o s e t a R l a i c o S 6 8 . 1 5 1 , 1 2 7 h 5 9 h 9 o 3 5 3 , 7 1 5 1 2 . 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 7 3 1 E L B A T S E T A U D A R G w A L , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S ) 3 9 . 5 0 1 < - 8 1 ) 3 9 . 5 0 1 ( - ) 5 3 . 3 5 ( - 0 5 ) 5 3 . 3 5 ( - ! _ # A 4 A - A ‘ ‘ ! A # # A ooo‘IXSJc 4800 I94¥d901 0/1 pctaed [“013 1 POIJGd‘ u; sqquom a 3 KQIIBAJOH . 4 . ‘ _ A " .OH/.OUI auapnzs O In M fi «3 I I I l\ ..1 m1 I I I ‘ON/QSOO 11AQISJ8AIUQ 1 1 1 1 1 1 1 1 .OH/ °cu1. Aaepuocas 'on Jed °0u1 SSOJQ 1 1 1 1 1 1 1 udpm 837 94‘ 9 9 2 7 . 1 1 5 9 8 1 2 2 1 : n r u t e R f o s e t a R l a i c o S 6 0 0 3 7 2 , 2 0 3 6 0 0 3 7 2 9 2 0 2 1 3 1 1 1 6 9 9 ' ' " ' " - - - A 7 6 7 , 6 1 7 7 7 , 5 3 9 3 4 ‘ ‘ _ ‘ + _ A ‘ _ _ ‘ _ _ # A “ A _ _ 5 2 . 3 1 1 , 2 0 2 5 2 0 3 1 1 , 2 0 2 1 5 8 0 9 9 0 " " " " ' " " 6 7 7 , 8 1 9 1 2 5 , 6 3 9 1 - “ A # # _ L . M A ! A - _ A “ — . . _ _ ‘ _ _ _ 5 7 . 3 8 3 , 2 1 5 7 . 3 8 3 , 2 2 7 , _ _ 1 5 9 1 9 . - - - - 3 5 3 , 7 1 _ 0 2 2 , 2 5 8 6 9 0 0 8 1 1 3 1 1 0 1 9 0 0 8 u 3 , 1 0 2 1 . 1 3 7 7 7 9 0 " " - - - 3 2 3 , 8 1 3 1 8 , 9 2 9 : 5 2 . 0 6 6 0 6 8 3 8 9 9 . - - - - 6 0 1 , 3 1 , 8 2 1 , 1 2 2 3 A A ‘ . . 4 ‘ - 4 ) 8 2 . 6 3 2 ( - 3 1 : 9 0 . 3 5 1 4 3 9 . 0 2 1 5 2 . 0 6 6 1 1 7 3 3 9 . 0 2 1 1 1 1 1 2 6 3 9 1 9 9 9 . 0 8 2 , 6 ; g ’ 1 5 8 1 7 . 0 1 - « 6 2 9 1 9 9 9 . - - - - 8 1 7 . 0 1 0 5 1 , 2 2 V ‘ 8 2 1 7 9 9 9 . 0 0 6 . 3 . . . . . . 5 1 0 , 8 . . . . . . 1 2 8 3 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y M O N O R G A , N O I G E R H T R O N - . 0 7 9 6 . 1 1 5 5 1 . 5 : n r u t e R f o s e t a R l a i c o S 575 000‘1181 8:90 101100 147 POTiad /not pua 01's: ) 5 3 - 3 5 ( : 1 , 0 In ooo‘tw-I qso qutde 1 ) 5 3 : 3 5 ( ”101.51 “ O/M POIJed 1 1 ) 3 3 . 1 9 1 4 8 1 ) 3 9 . 5 0 1 ( - ) 8 0 , 9 1 5 , 1 ( - 6 1 ) 7 1 . 1 1 7 ( - 1 7 2 . 0 1 5 ( - ) o 1 . 1 5 2 g - . . . A 1 1 4 1 6 1 - 1 3 1 1 A _ _ 5 6 . 8 1 2 2 2 . 1 1 2 9 6 ' 3 9 § 1 3 0 . 5 1 2 5 1 . 0 0 5 , 1 4 ‘ 7 3 0 3 0 2 0 1 1 1 6 . 3 1 1 _ 5 6 . 8 1 2 0 6 _ ¢ 2 2 . 1 1 2 5 1 . 0 0 5 , 1 0 2 1 0 2 1 5 8 0 9 9 : _ 0 2 1 3 7 7 7 9 . 2 7 1 5 9 1 9 . 0 2 9 , 3 _ _ 7 9 1 . 6 1 5 1 9 , 8 0 8 2 , 6 _ 3 7 3 1 : g ; _ 3 _ 8 1 7 , 6 1 R I - 8 1 7 , 0 1 Oow/OOUI quepnqs 0 5 3 , 3 0 9 6 . 3 ’OW/QSOO AthJeAtun E 1 °ow/-cu1 AJepuoces '0w Jed ~0u1 93019 ’QdPIN 637 6 0 1 , 3 1 7 6 7 , 6 1 6 7 7 , 8 1 3 2 3 , 8 1 3 5 3 9 7 1 576 OOO‘IX8101’~ sqs 03, I941d901 9111 pctiad [A013 1 1 In on O M In V I 0 5 8 1 1 ) 5 3 . 3 5 - ) 3 9 1 5 0 1 5 - 3 ) 9 7 . 5 8 1 < - 6 1 _ ) 3 9 . 6 3 3 ( - ) 2 3 . 6 6 1 ( - 1 1 ) 3 7 . 6 1 1 ( - 1 2 1 2 6 3 2 1 1 7 9 9 9 . 1 7 9 9 9 . - - - 1 O 010 1 In O1N m \0 0‘ I fl . "I‘M m 9 1 9 9 9 . 0 8 2 , 6 I I I 0'1 5 0 . 7 8 2 0 1 . 5 5 6 5 0 . 7 8 2 9 1 9 9 9 . 0 1 . 5 5 6 ‘ 8 3 8 9 9 . 7 7 . 7 2 5 , 1 7 7 . 7 2 5 , 1 0 2 1 3 1 6 9 9 . 8 0 . 5 0 9 8 0 . 5 0 9 _ ! 0 2 1 5 8 0 9 9 . # 3 5 . 8 3 5 0 1 3 5 . 8 3 5 0 2 1 3 7 7 7 9 . 7 1 . 6 0 2 , 1 1 7 1 . 6 0 2 , 1 2 7 1 5 9 1 9 . 2 1 3 8 . 0 1 . _ _ _ _ 3 1 1 1 _ - _ é _ 1 _ _ _ : n r u t e R r o s e t a R l a i c o S 9 3 1 . E L B A T S E T A U D A R G S E C N E I C S L O P / N O C E , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S °0u/-0Uf 309911151 °0N/zsoo 531819111114 'ndptu 937 'cux 93019 'on/'0u1 Aaepuooes '0“ led m {a In ...-g 0 Q In 00 1 I I g 1 I I I 8 1 7 , 0 1 - - - 0‘ .... H N 1 8? In N 1 1 8 1 7 , 0 1 3 3 7 , 6 1 _ 7 2 6 0 1 , 3 1 2 1 3 , 1 2 2 3 7 6 7 , 6 1 1 1 5 . 9 2 9 3 6 7 7 , 8 1 ; 8 8 3 , 6 2 3 2 3 , 8 1 3 1 9 , 2 2 3 5 3 0 7 1 0 0 0 , 5 3 9 1 9 5 o b I E L B A T S E S R U O C R E H T O F O S E T A U D A R G , N O I G E R H T R O N S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S 2 6 5 2 . 3 1 3 6 1 1 . 1 2 : n r u t e R f o s e t a R l a i c o S 577 ) 3 9 - 5 0 1 ( - 8 h 1 000‘11810 2~ In quoo tautdeo Rutn POTJGd /AOIS W, o m In v I OUT OQ'SJL OOO‘IXIJQ uses IBQIdB 0/ potae /not ) 5 3 . 3 5 ( - ) 9 8 0 0 0 9 ( - ) 7 6 . h o 3 ( - 3 h . 2 6 0 , 1 9 5 0 5 7 ¥ 7 1 1 0 . 9 0 0 , 2 9 7 . 2 8 5 8 0 3 3 } g l 6 9 . 5 2 2 , 1 3% :33 21 S; 0 3 0 2 0 1 ) 8 6 0 0 2 - I L ( “ ) 3 6 . 1 1 1 ( - 3 1 . 2 6 0 , 1 9 5 . 5 7 1 , 1 varied uI sqquo 13' if )3 21 33 O \O 1 0 . 9 0 0 , 2 0 2 1 5 8 . 3 3 1 , 1 0 2 1 6 9 . 5 2 2 , 1 0 2 1 3 7 7 7 9 . 9 7 . 2 8 2 7 1 5 9 1 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 1 5 9 9 . ; 8 9 9 9 . § 9 h , 3 1 1 3 0 , 3 3 7 6 7 , 6 1 A 9 6 5 , 3 3 6 7 7 , 8 1 2 1 3 , 8 2 3 2 3 , 8 1 2 7 7 , 8 2 3 5 3 . 7 1 h 6 5 , 8 1 8 h 7 , 0 1 3 0 0 9 , 2 fizttaqao 1 7 9 9 9 . 'OW/QSOO qtsaaAtun1 A 3 7 5 9 5 5 1 0 , 8 'on/-0u1 1 Aaepuooes 1 7 9 9 9 . 0 2 9 $ 3 g z g t g z 5 . 1 0 , 8 9 1 9 9 9 , _ 0 8 2 , 6 3 3 3 , 3 2 8 1 7 , 0 1 '0“ 16d '0u1 99019 - - - - - adptR 63v 0‘ S78 8 4 6 4 4 4 2 4 7 3 0 3 O 2 0 1 ) 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - ) 4 9 . 6 7 l ( - 3 4 . 7 0 4 0 1 . 0 9 8 2 9 . 1 4 7 , 2 7 3 . 3 7 3 , 2 8 7 . 7 8 2 , 2 5 1 . 2 1 1 , 1 6 3 8 1 2 4 0 6 0 2 1 3 4 6 9 9 . 0 2 1 0 2 1 5 8 0 9 9 . 3 7 7 7 9 . 2 7 4 5 9 4 9 . 9 1 9 9 9 . 8 3 8 9 9 . 4 7 . 6 1 : n r u t e R f o e t a R e t a v i r P 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . 01 000‘1 x $10 pogxed zed M015 C 5 ) 6 4 . 8 7 ( - - - p - - 993 ’SIA 0‘ H 0‘) V \O V 2 1 9 , 7 411121I9w '0w 18d S1503 'AEUn 'IIO '0w 16d '0u1 1969013 16M ~0w 13d °ou1 'oas 19N '0w 18d 'OUI laN 8183 xel 941199313 '0w Jed 'oul $9019 1 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y T I S R E V I N U L L A - A R A B A N A U G '1d91w 95v .—a (\l 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 579 O 5 8 4 6 4 4 4 2 4 7 3 0 3 0 2 0 1 1 ) 0 4 . 8 4 1 ( ~ ) 6 4 . 8 7 ( - v 2 - - p - - 1 7 9 9 9 . 0') V \O V ('0 V \O V 2 1 9 , 7 8 2 8 , 0 1 ) 7 8 . 4 4 2 ( - 6 3 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 ) 8 9 . 8 5 ( — 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 2 9 . 9 1 1 5 3 . 2 6 1 9 1 . 3 0 8 5 6 . 3 7 7 1 4 . 9 7 1 4 5 0 6 0 2 1 0 2 1 0 2 1 ) 0 3 . 4 3 1 ( - 2 7 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 8 2 . 7 : n r u t e R f o e t a R e t a v i r P 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 3 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 9 1 1 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 993 ’SIA °ow 18d '991 19N 8183 xel 941199133 '0w 16d 'ouI 85019 '1dew 95v 01 OOO‘I x SIS POIlad 18d M015 POIIGd u; 'sow Azttelxow '0w 18d S1503 'AIUn ’IIG ~0w zed '0u1 Auapnls 18M ~0w 18d '0u1 '998 19M 2 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y H P O S O L I H P - A R A B A N A U G 1 2 . 3 1 : n r u t e R f o e t a R e t a v i r P 41119119w '0w 18d 51303 'A1un '110 'OW 13d °ou1 1uapn1s 19M ~0w 18d '0u1 '998 19N 3 4 1 E L B A T S E T A U D A R G E N I C I D E M - A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 000‘1 x $10 16d M013 6 3 6 3 4 2 0 6 u; -sow v (\I - — - ’ . m 901198 991198 01 .511 0‘ .—| 6 4 . 8 7 ( - ) .—| N N H 0‘ O [x 9- \O 9- 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 58C) 0 4 . 8 4 1 ( - ) 2 3 ) 7 8 . 4 4 2 ( - 4 6 2 7 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 9 1 9 9 9 . 8 3 8 9 9 . ) 8 8 . 3 5 3 ( - 4 2 2 9 1 8 . 5 1 1 4 0 3 2 4 8 1 , 5 1 7 2 4 , 9 1 5 8 0 9 9 . 3 7 7 7 9 . 3 4 6 9 9 . 1 2 . 1 3 7 3 7 3 9 0 1 . 3 7 5 , 2 0 2 1 3 0 4 9 9 1 2 , 2 2 8 9 . 2 2 4 , 2 0 2 1 2 0 5 9 5 0 . 3 7 4 , 2 0 2 1 4 5 9 4 9 . 1 0 6 8 2 7 0 . 2 5 5 , 1 3 2 6 6 , 4 2 8 9 8 1 . 8 2 9 , 6 2 6 0 0 , 9 2 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 8 9 8 1 . '0w Jed 'OUI 19M 8183 xel 941199113 ~0w 18d °0u1 53019 '1dp1w 95v 581 0 5 8 4 6 4 4 4 2 4 7 3 0 3 0 2 0 1 91 OOO‘I x $10 POIlad 16d M015 ) 6 4 . 8 7 ( - ) 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - ) 8 9 . 8 5 ( - 3 1 . 7 5 1 3 8 . 6 2 9 7 . 8 3 1 6 5 . 5 7 9 ) 2 3 . 6 0 1 ( - 991198 UI -sow 4 (\I ) 2 0 . 5 0 5 ( - 2 7 4 5 9 4 9 . 5 7 . 2 : n r u t e R f o e t a R e t a v i r P 4 5 0 6 0 2 1 0 2 1 0 2 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 6 3 1 7 9 9 9 . 9 1 6 3 4 6 4 9 1 9 9 9 . 4 9 8 0 4 2 6 8 2 8 , 0 1 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 3 7 2 0 . - - P - PUB 'SIA 0‘ .-c 3 4 6 4 (\l H 0‘ Q F 41119119w 'OW 18d 51509 '41un '110 :0w 185 °0uI 1uapn1s 19M '0w zed 'OUI '998 19M '0w 185 °9UI 19M 8193 xel 941199113 ~0w 16d ’OUI 53019 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 4 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y C A M R A H P - A R A B A N A U G °1dp1w 95v .—| N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 8 6 . 7 : n r u t e R f o e t a R e t a v i r P 582 O 5 8 4 6 4 4 4 2 4 7 3 O 3 O 2 0 1 ) 7 8 . 4 4 2 ( - ) 6 9 . 7 1 1 ( - 4 1 . 8 5 1 2 2 . 8 6 2 6 3 2 1 8 4 0 6 9 1 9 9 9 . 8 3 8 9 9 . 3 2 . 8 8 9 0 2 1 3 4 6 9 9 . 5 6 . 1 0 4 0 2 1 5 8 0 9 9 . ) 6 7 . 5 1 ( - 0 2 1 3 7 7 7 9 . 6 0 . 7 4 2 2 7 4 5 9 4 9 . \0 q. 0 00 [\ v I - - p - - 3 4 6 4 (\l ._. 0: [\ ) 0 4 . 8 4 1 ( - 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . '1dp1w 95v 0‘ .—1 H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 01 OOO‘I x $10 p01185 18d M015 PUB :515 41119119w '0w 185 51503 'AEUn '110 '0w 185 -ou1 1U9pn1s 19M 'Ow 16d °0u1 '99s 19N 'ow 185 '9UI 19N 8185 X81 941199113 °0w 185 °0u1 53019 5 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y R T S I T N E D - A R A B A N A U G 41119110w '0w 185 $1509 '41un '110 'ow 18d '0u1 1998018 19M '0w 185 '0u1 '99s 19N - - ' - 0‘) V \O V 2 1 9 , 7 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 9 8 4 0 2 6 4 8 1 , 5 1 6 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G G N I R E E N I G N E - A R A B A N A U G 01 OOO‘I x $10 801198 18d M015 PUH '511 °ow 18d °9UI 19M 8185 X81 941199113 ~0w 18d '0u1 $5019 583 0 5 8 4 6 4 0 3 0 2 0 1 ) 6 4 . 8 7 ( - ‘ 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - ) 2 9 . 5 3 2 ( - 0 3 . 9 2 8 2 6 . 2 8 7 , 1 6 3 4 2 6 3 0 6 5 2 . 4 6 5 , 4 0 2 1 5 2 . 4 6 5 , 3 0 2 1 3 7 . 5 7 6 , 3 0 2 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 0 1 . 9 7 3 , 1 2 7 4 5 9 4 9 . 0 7 . 2 2 : n r u t e R f o e t a R e t a v i r P 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . '1dp1w 95v 9 1 _ 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 6 01 OOO‘I x $13 POIlad 185 M015 0 5 ) 6 4 . 8 7 ( - - - p - - 893 '511 0‘ 584 8 4 6 4 3 4 1 4 7 3 0 3 O 2 0 1 ) 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - ) 2 9 . 5 3 2 ( - 9 0 . 1 9 3 6 0 . 2 6 9 6 3 4 2 6 3 0 6 0 7 . 4 5 2 , 2 0 2 1 8 0 . 0 3 0 , 3 0 2 1 2 8 . 4 4 9 , 2 0 2 1 6 0 . 0 6 8 , 1 2 7 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 0 9 . 5 1 : n r u t e R f o e t a R e t a v i r P 8 2 8 , 0 1 8 2 8 , 0 1 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . .—1 N 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 6 7 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G W A L - A R A B A N A U G 41119119w 'OW 185 $1500 '4190 '110 'ow 185 '0u1 1998813 19N 'ow 185 '0u1 '99s 19N 2 1 9 , 7 'ow 16d '991 19N 8185 X81 941199113 :0w 185 °0u1 55019 ~1981w 96v .-a 411191Iow 'OW 185 $1503 '4190 '110 'OW 16d '0u1 1998818 19N '0w 185 '0u1 '99s 19N 8 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y M O N O R G A - A R A B A N A U G 'ow 185 '991 19N 8185 X81 941199113 ~0w 185 'ou1 33019 ~1dp1w 96v 0-1 01 OOO‘I x $10 p01185 18d M015 5855 6 4 4 4 2 4 7 3 O 3 0 2 0 1 ) 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - ) 2 0 . 8 1 1 ( - 0 5 . 2 4 5 4 9 . 0 8 6 6 3 2 1 8 4 0 6 9 5 . 1 0 4 , 1 0 2 1 3 1 . 7 3 4 0 2 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 . 1 6 0 , 2 0 2 1 3 7 7 7 9 . ) 7 9 . 0 4 ( - 2 7 4 5 9 4 9 . 3 4 6 4 8 2 8 , 0 1 3 4 6 4 8 2 8 , 0 1 0 4 2 6 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 8 1 . 5 1 : n r u t e R f o e t a R e t a v i r P 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 4 4 6 0 . -—I (\l 3 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 ) 6 4 . 8 7 ( - - - p - - 893 '515 0‘ 3 4 6 4 2 1 9 , 7 586 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 7 8 , 4 4 2 ( - ) 6 9 . 7 1 1 ( - 8 6 . 0 8 7 1 0 . 2 1 9 6 3 2 1 8 4 0 6 9 1 9 9 9 . 8 3 8 9 9 . 4 5 . 3 1 6 , 2 0 2 1 3 4 6 9 9 . 8 7 . 0 8 5 , 2 0 2 1 5 8 0 9 9 . 0 4 . 8 1 8 , 2 0 2 1 3 7 7 7 9 . 4 5 . 4 1 1 , 1 2 7 4 5 9 4 9 . 2 3 . 0 2 : n r u t e R f o e t a R e t a v i r P 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 8 9 8 1 . 8 9 8 1 . 4 4 6 0 . ) 0 4 . 8 4 1 ( - 4 2 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 OOO‘I X $10 18d M015 A \O V 0 CD I‘ v I U1 'sow 4 2 - - p - - POIlad POIIGd 01 '911 0‘ 2 1 9 , 7 3 4 6 4 °ou1 .-| :0w 185 '991 19N 8185 X81 941199113 ~0w 185 '0u1 $8019 41119110w 'OW 185 51503 '4190 '110 '0w 185 1998818 19N ~0w 185 'OUI '99s 19N 9 4 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G S E C N E I C S L A C I T I L O P D N A C I M O N O C E - A R A B A N A U G '1d81w 95v 0—1 (\I 3 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 0 5 1 E L B A T D E T E L P M O C S E S R U O C " R E H T O " ~ A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P '1dptw 96v 9‘ ._4 000‘1 x $10 185 M015 u; 'sow Dolled POIIGd 01 '51A '001 'ow 185 'OUI 19N 8185 xel 9AI199JJa ~0w 185 °ou1 $5019 A11191Iow '0w 185 $1500 °A1un '110 ~0w 185 1uepn1s 19N ~0w 185 'ouI '993 19N 8 3 . 9 1 : n r u t e R f o e t a R e t a v i r P 587 — — — p - 3 4 6 4 (\l H 0‘ [\ 8 4 9 1 9 9 9 . 6 3 1 7 9 9 9 . 9 1 6 3 4 6 4 ) 7 8 . 4 4 2 ( - 4 2 6 4 . 8 7 ( - 4 2 1 7 9 9 9 . 0 4 . 8 4 l ( - ) -—1 ) 0‘) 8 2 8 , 0 1 3 4 6 4 01 01 Q 4 4 2 1 4 9 8 9 1 9 9 9 . ) 6 9 . 7 l l ( - 6 2 4 2 4 8 1 , 5 1 0 4 2 6 5 7 8 2 8 , 0 1 0 2 1 5 8 0 9 9 . 3 4 3 6 4 . 8 0 6 0 6 0 2 1 4 6 . 0 9 9 3 4 6 9 9 . 8 3 8 9 9 . 8 7 . 0 7 7 , 2 2 3 7 3 0 4 7 2 4 , 9 1 9 1 2 , 2 2 4 4 6 0 , 4 4 6 0 . 9 2 3 5 . 1 3 9 , 2 1 2 2 7 0 2 1 3 7 7 7 9 . 4 5 9 4 9 . 3 . 0 4 8 , 1 5 7 . 4 3 8 , 2 0 5 0 6 9 2 6 6 , 4 2 6 0 0 , 9 2 8 9 8 1 . 8 9 8 1 . 8 9 8 2 9 , 6 2 8 9 8 1 . 9 4 8 1 , 5 1 4 4 6 0 . 1 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P D E T E L P M O C Y T I S R E V I N U R A E Y E N O - A R A B A N A U G 000‘1 x $10 185 M015 u; -sow . O O " H H m 0 0 901198 01 '51A :0w 185 -ow 185 ’OUI 19N 8185 X81 9A1199113 °0u1 $5019 “ldPIW 95v A11191Iow '0w 185 31303 'A1un '110 1999013 19N 01 mpg 185 mu 3 '99s 19N 588 1 7 9 9 9 . 0 4 . 8 4 1 ( - ) 8 2 8 , 0 1 H (\l 7 4 5 4 ) 2 6 . 1 8 ( - 2 1 1 7 9 9 9 . ) 1 3 . 2 0 1 ( - 4 2 9 1 9 9 9 . 8 2 8 , 0 1 4 8 1 , 5 1 3 7 2 0 . 2 2 4 2 0 6 3 3 4 0 6 0 2 1 9 1 9 9 9 . 3 4 6 9 9 . 8 3 8 9 9 . ) 8 1 . 2 3 ( - ) 8 8 . 0 4 ( - 2 3 7 3 0 9 1 2 , 2 2 7 2 4 , 9 1 4 4 6 0 . 3 7 2 0 . 3 7 2 0 . 2 9 7 2 4 8 1 , 5 1 4 . 5 7 : n r u t e R f o e t a R e t a v i r P 2 7 2 . 1 1 3 4 5 9 4 9 . 6 1 2 6 6 , 4 2 4 4 6 0 . 8 0 2 9 1 . 4 6 7 0 2 1 5 8 0 9 9 . 8 2 9 , 6 2 4 4 6 0 . 6 7 . 9 8 5 , 1 0 2 1 3 7 7 7 9 . 6 0 0 , 9 2 8 9 8 1 . 9 4 9 5 ) 6 4 . (D 7 ( - 4 (V - - ' - G [\ O‘ o—1 2 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P D E T E L P M O C Y T I S R E V I N U S R A E Y O W T - A R A B A N A U G 5 3 . 6 : n r u t e R f o e t a R e t a v i r P 5859 8 4 6 4 5 4 2 4 7 3 0 3 0 2 0 1 ) 0 4 . 8 4 l ( - ) 4 2 . 3 6 1 ( - ) 2 1 . 9 5 ( - 0 5 . 3 6 3 3 . 0 9 4 2 2 1 0 6 0 6 0 8 . 2 7 1 0 2 1 2 5 . 3 7 5 0 2 1 0 8 . 3 9 6 0 2 1 2 6 . 3 6 0 , 2 2 7 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 4 8 1 , 5 1 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 3 7 2 0 . 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 8 9 8 1 . 3 2 4 2 9 2 2 3 9 3 9 4 9 5 8 6 O 5 ) 6 4 . 8 7 ( - - - p - - 993 'SIA 0‘ 2 1 9 , 7 3 4 6 4 01 000‘1 x $10 pot185 185 M015 POIIGd u; °sow A11191Iow -ow 185 $1303 'Atun '110 :0w 185 '0u1 1999013 19N °ow 185 '0u1 '993 19N °0w 185 '991 19N 8185 xel 9A1199113 ~0w 185 '0u1 58019 '1dptw 95v 0—1 01 000‘1 x $10 p01185 185 M015 p01185 u; ~sow 41119110w -ow 185 $1303 '41un '110 °ow 185 '0u1 1999013 19N a) v“ \0 v- (9 mpg 185 mu 3 '99s 19N 0 [\ 3 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P D E T E L P M O C Y T I S R E V I N U S R A E Y E E R H T - A R A B A N A U G ) 6 4 . 8 7 ( - 4 2 — - - y t i c PUB 'SIA 0‘ ._.. 590 6 4 3 4 1 4 7 3 0 3 0 2 0 1 1 2 . 5 1 : n r u t e R f o e t a R e t a v i r P ) 0 4 . 8 4 1 ( - 4 2 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 ) 7 8 . 4 4 2 ( - 6 3 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 ) 2 9 . 5 3 2 ( - 2 7 . 8 4 3 5 8 . 2 7 7 4 2 6 3 0 6 4 3 . 6 7 4 , 2 0 2 1 1 2 . 3 5 7 , 2 0 2 1 0 6 . 2 1 8 , 2 0 2 1 2 7 . 9 6 4 , 1 2 7 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 1 9 4 , 6 2 4 4 6 0 . 4 5 5 , 4 3 4 4 6 0 . 4 8 8 , 5 4 8 9 8 1 . 6 1 8 , 1 6 8 9 8 1 . 9 8 3 , 5 6 .-1 N 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 9 8 1 . 3 7 9 . 6 5 8 6 :0w 185 'OUI 19N 8185 xel 941199113 -ow 185 '0u1 $5019 '1d91w 95v 000‘1 x $10 185 M015 u; -sow POIIGd 90119d 01 '311 :ow 185 '991 19N 8185 xel 941199113 -ow 185 °ou1 53019 '1d91w 95v 41119110w 'ow 185 $1303 'AIUn '110 '0w 185 -ouI 1U9pn1s 19N — - — p - - CO V \0 v cu 'ow 185 mu 3 '99s 19M 0 1‘ 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 1 7 9 9 9 . 9 1 6 3 4 6 4 8 2 8 , 0 1 4 5 1 E L B A T D E T E L P M O C Y T I S R E V I N U S R A E Y R U O F - A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 591 6 4 4 4 1 4 7 3 0 3 0 2 0 1 ) 6 4 . 8 7 ( - ) 0 4 . 8 4 1 ( - ) 7 8 . 4 4 2 ( - V 2 4 2 6 3 ) 6 9 . 7 1 1 ( - 2 1 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 4 9 . 3 0 2 7 3 . 9 4 3 8 4 0 6 0 7 . 4 8 3 , 1 0 2 1 9 3 . 6 9 2 , 1 0 2 1 5 1 . 2 0 7 0 2 1 3 4 . 0 3 2 2 7 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 2 8 7 . 0 1 : n r u t e R f o e t a R e t a v i r P 4 8 1 , 5 1 7 2 4 , 9 1 9 1 2 , 2 2 8 2 9 , 6 2 6 0 0 , 9 2 2 6 6 , 4 2 4 4 6 0 . 4 7 7 , 0 2 4 4 6 0 . 8 9 9 , 6 2 4 4 6 0 . 6 2 1 . 6 3 4 4 6 0 . 5 3 4 , 0 4 4 4 6 0 . 9 9 3 , 7 3 4 4 6 0 . 2 6 9 , 9 2 8 6 3 0 6 . 8 1 : n r u t e R f o e t a R e t a v i r P 000‘1 x $10 185 M015 A11191Iow '0w 185 $1503 'AIUR 'IIG :0w 185 1uapn1s 19N '0w 185 'ouI '99s 19N 5 5 1 E L B A T D E T E L P M O C Y T I S R E V I N U S R A E Y E V I F - A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P 592 4 2 6 3 0 6 ) 2 9 . 9 3 2 ( - u; ~sow 6 4 . 8 7 ( - 4 2 - — - F - porx9d 901193 01 '311 0‘ '0u1 .—1 ) H 01 (\J 0—! 0‘ a [\ 3 4 6 4 1 7 9 9 9 . 9 1 6 3 4 6 4 0 4 . 8 4 1 ( - ) 2 3 ) 7 8 . 4 4 2 ( - 6 3 4 6 2 6 8 2 8 , 0 1 1 7 9 9 9 . 3 4 6 4 8 2 8 , 0 1 9 1 9 9 9 . 4 3 2 8 3 0 . 7 1 5 4 1 3 2 4 8 1 , 5 1 4 4 6 0 . 9 1 9 9 9 . 4 9 8 0 4 2 6 4 8 1 , 5 1 6 2 . 4 5 3 , 1 8 3 8 9 9 . 3 7 7 7 9 . 3 4 6 9 9 . 3 7 3 9 8 5 , 9 5 9 , 2 0 2 1 0 2 1 5 8 0 9 9 . 3 0 4 9 3 7 . 2 6 1 , 3 2 0 5 9 8 2 9 . 6 2 8 9 8 1 . 9 1 2 , 2 2 8 9 8 1 . 2 0 . 8 1 2 , 3 0 2 1 2 7 4 5 9 4 9 . 1 0 6 8 8 . 9 9 5 , 1 3 2 6 6 , 4 2 8 9 8 1 . 6 0 0 , 9 2 8 9 8 1 . 7 2 4 , 9 1 4 4 6 0 . '0w 185 '991 19N 8125 xel 941199113 'ow 185 °ou1 $9019 '1dPIW 96v 593 6 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y T I S R E V I N U L L A - A R A B A N A U G L I m OOO‘I X $10 $1503 1911d90 911M p01185/M015 A (V \O o H (I) V I OOO‘I x $13 1900 1911d90 O/M 901 185/M015 A (V \O o 0—! CO V I ) 9 6 . 5 5 1 ( - ) 9 6 . 5 5 1 ( - 901194 UI su1uow V (\l v. N 41119110w 1 7 9 9 9 . “ow/1303 411 S1841un oow/ 'oul A1epu0083 4 4 0 8 2 3 1 , 1 1 °ow 185 :5u1 $3019 °1d91w 96v 0‘ ...g H N ) 5 0 . 7 8 9 ( - 6 4 ) 4 8 . 6 0 5 ( - 6 3 1 7 9 9 9 . 2 3 2 3 1 , 1 1 ) 1 2 . 3 4 5 ( - 4 4 ) 3 2 . 3 0 3 ( - 8 1 9 1 9 9 9 . 0 1 6 , 5 1 5 2 7 2 2 . 0 1 3 8 0 . 4 1 : n r u t e R f o s e t a R l a i c o S 2 4 7 3 6 4 . 1 6 4 2 4 9 1 9 9 9 . 4 . 1 6 4 6 3 2 2 8 . 8 9 9 0 6 8 3 8 9 9 . 0 2 0 1 6 6 . 6 8 3 , 3 0 2 1 3 7 7 7 9 . 0 1 . 9 5 4 , 3 0 2 1 5 8 0 9 9 . 0 3 0 2 1 8 . 8 9 9 3 4 6 9 9 . 7 . 0 3 9 , 2 0 7 . 0 3 9 , 2 2 3 0 4 8 4 7 , 3 2 9 9 1 . 9 5 4 , 3 0 5 9 1 8 7 , 8 2 5 7 . 4 9 6 , 1 2 7 4 5 9 4 9 . 6 . 6 8 3 , 3 6 6 8 0 6 3 , 6 2 7 . 4 9 6 , 1 5 3 0 0 , 1 3 0 1 6 , 5 1 2 7 9 , 9 1 7 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S Y H P O S O L I H P - A R A B A N A U G : = = _ — _ _ — — = = — — = OOO‘I X $10 $1503 1911d90 411M N \O o r-I (I) v I 000‘1 x $10 1911d90 Q/M POIlad/MOIj Pua 01 -s1A 19°C 901194 4111:1Iow U: su1uow 901194/4011 O\ °ou1 $3019 A1epu0083 °ow/1soo °0w 185 s18Arun 'ouI A11 '1dPIW 96v H oow/ A N \O o 0—! (I) v I <- N 4 4 0 8 594 ) 9 6 . 5 5 1 ( - ) 9 6 . 5 5 6 ( - ) 7 8 . 5 2 1 ( - 9 2 . 3 2 1 8 9 . 0 2 2 2 5 . 8 5 8 6 9 . 6 2 8 1 7 . 1 9 1 6 4 4 4 2 4 7 3 0 2 0 1 ) 9 6 . 5 5 1 ( - ) 9 9 . 7 5 3 ( - V N 6 3 1 7 9 9 9 . 1 7 9 9 9 . ) 8 2 . 6 7 ( - 9 1 9 9 9 . 9 2 . 3 2 1 8 9 . 0 2 2 4 5 0 6 9 1 9 9 9 . 8 3 8 9 9 . 2 5 . 8 5 8 0 2 1 3 4 6 9 9 . 6 9 . 6 2 8 0 2 1 5 8 0 9 9 . 1 7 . 1 9 1 0 2 1 3 7 7 7 9 . — ' L ) 7 5 . 3 4 1 ( - 1 ) 7 5 . 3 4 1 ( - 2 7 4 5 9 4 9 . 2 0 . 4 0 5 . 6 : n r u t e R f o s e t a R l a i c o S 2 3 1 , 1 1 2 3 1 , 1 1 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 3 2 3 0 0 , 1 3 0 6 3 , 6 2 H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 8 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S E N I C I D E M - A R A B A N A U G 3 0 . 5 6 9 . 8 : n r u t e R f o s e t a R l a i c o S OOO‘I x $13 $1503 1911d90 411M 901194/M013 ) 2 6 . 1 8 ( - ) 9 6 . 5 5 1 ( - 595 ) 7 9 . 4 5 8 , 1 ( “ pus 01 °s1A 0 5 8 4 6 4 000‘1 x $13 1503 1911d90 O/M E3 ‘9 '65 90119d/M013 ‘7 ) 9 6 . 5 5 1 ( - 901193 LU: sq1uow v N v. N 4111:110w 1 7 9 9 9 . ) 8 1 . 8 0 8 ( - 6 3 1 7 9 9 9 . ) 0 9 . 3 9 , 1 ( - 2 4 ) 5 6 . 7 0 9 ( - 6 3 9 1 9 9 9 . 3 6 . 8 3 1 9 9 . 8 2 8 6 2 . 0 5 7 , 2 3 3 . 0 2 5 , 3 0 4 7 3 0 3 3 6 . 8 3 1 9 9 . 8 2 8 4 2 0 6 9 1 9 9 9 . 8 3 8 9 9 . 6 2 . 0 5 7 , 2 0 2 1 3 4 6 9 9 . 3 3 . 0 2 5 , 3 0 2 1 5 8 0 9 9 . 3 3 . 5 1 6 , 3 0 1 3 3 . 5 1 6 , 3 0 2 1 3 7 7 7 9 . 1 5 . 4 9 1 , 2 1 5 . 4 9 1 , 2 2 7 4 5 9 4 9 . 'Ow/lsqo A 1131841un 7 6 9 , 5 1 3 5 0 . 5 4 7 6 9 , 5 1 3 5 0 . 5 4 oow/ '0u1 A1epu0083 4 4 0 8 2 3 1 , 1 1 2 3 1 , 1 1 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 -ow 185 ~ou1 59019 °1d91w 96v C‘r—l F401 (0 N 7 2 9 2 2 3 9 3 9 4 9 5 8 6 1 4 JJ 9 5 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S Y C A M R A H P - A R A B A N A U G W 1 000‘I x $10 $1503 1911990 411M pot185/M015 A N \O o v—Il 00 v I 993 01 °s1A 000‘1 x $10 1900 1911990 Q/M 90119d/M011 A N \O O :—I (D V I 901193 UI sq1uow v N 4111:1Iow °ow/1900 A 11518Atun ‘0W/‘3UI A1epuooas 4 4 0 8 °ow 185 '0u1 $5019 '1d91w 95v 0‘ ._1 < O O < : n r u t e R f o s e t a R l a i c o S 5 5 . 1 6 1 4 1 . 6 7 9 3 . 8 4 1 9 6 . 3 1 1 7 7 . 2 4 0 , 1 ) Y 6 9 . 7 8 5 ( - 0 3 O 2 0 1 1 5 5 . 1 6 1 4 5 9 1 9 9 9 . 5 1 . 6 7 0 6 8 3 8 9 9 . 9 3 . 8 4 1 0 2 1 3 4 6 9 9 . 7 7 . 2 4 0 , 1 0 2 1 5 8 0 9 9 . 9 6 . 3 1 1 0 2 1 3 7 7 7 9 . ) 6 9 . 7 8 5 ( - 2 7 4 5 9 4 9 . 596 ) 1 8 . 9 5 2 , 1 ( - ) 8 7 . 4 7 7 ( - 6 3 1 7 9 9 9 . ) 1 5 . 6 2 2 ( - ) 2 7 . 3 3 1 ( - 9 1 9 9 9 . 9 3 0 , 3 1 6 1 5 . 8 2 9 3 0 , 3 1 6 1 5 . 8 2 2 3 1 , 1 1 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 ) 9 6 . 5 5 1 ( - 1 7 9 9 9 . 9 6 . 5 5 1 ( ~ ) V N 2 3 1 , 1 1 ._.. N 0 6 1 E L B A T S N O I T A L U C L A C N R U T E R F 0 E T A R L A I C O S S T S I T N E D - A R A B A N A U G % 597 ) 7 5 . 9 9 9 ( - 6 4 ) 3 6 . 7 2 5 ( - 6 3 8 4 4 2 1 7 9 9 9 . 9 6 . 5 5 1 ( - ) 9 6 . 5 5 1 ( - H ) 2 2 3 1 , 1 1 0 1 2 , 8 3 4 6 4 N 3 2 3 1 , 1 1 1 7 9 9 9 . 3 4 6 4 5 8 2 . 1 2 ) 2 3 . 6 6 3 ( - 4 4 ) 4 5 . 9 0 2 ( - 2 1 9 1 9 9 9 . 4 4 3 6 0 1 2 , 8 5 8 2 . 1 2 0 1 6 , 5 1 5 2 4 1 . 4 3 3 7 3 4 1 . 4 3 3 0 6 9 1 9 9 9 . 8 3 8 9 9 . 9 5 . 2 6 1 8 4 2 4 5 . 2 6 1 9 3 2 7 9 , 9 1 2 0 1 6 , 5 1 7 2 6 3 . 9 2 4 ) 0 9 . 6 1 ( - 3 8 . 1 3 0 . 4 6 2 0 3 . 6 5 0 , 1 . A 4 9 . 4 : n r u t e R f o s e t a R l a i c o S 0 3 0 2 0 1 1 0 3 . 6 5 0 , 1 0 2 1 3 4 6 9 9 . 6 3 . 9 2 4 0 2 1 5 8 0 9 9 . ) 0 9 . 6 1 ( - 0 2 1 3 7 7 7 9 . 3 0 . 4 6 2 2 7 4 5 9 4 9 . 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 9 3 9 4 9 5 8 6 OOO‘I x $13 51303 1911993 911M A N \O o H CD V 0 5 A (\I \O o r—I (I) v I 4 2 901 I UI 1503 000‘1 x $40 1911d90 o/M 901493 sq1uow 185/M015 993 01 ’SlA 4111:110w 901193/M013 0‘ 'ow/1900 ~ou1 $5019 A1epu0083 1131841un 'ow/°ou1 '0w 185 '1d91w 96v 1u9pn1s .ow/ 4 4 0 8 '0u1 3 4 6 4 A 0—! 1 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S G N I R E E N I G N E - A R A B A N A U G r 1 M 000‘1 x $10 $1303 1911d90 911M pot185/M015 Pua 01 :911 000‘1 x $I0 1900 1911990 O/M 90119d/M015 901193 UI su1uow 4111:1Iow ) 5 5 . 4 6 8 ( - 3 4 ) 0 6 . 8 4 4 ( - 4 2 598 ) 5 5 . 7 9 1 , 1 ( - 6 4 ) 1 3 . 3 7 5 ( - 6 3 1 7 9 9 9 . 3 4 6 4 A N \O o ._.q (D V I ) 9 6 . 5 5 1 ( - 0 5 8 4 ) 2 6 . 1 8 ( - ) 9 6 . 5 5 1 ( - V v N N 1 7 9 9 9 . 3 4 6 4 6 6 . 8 0 9 0 2 . 0 4 4 , 2 6 3 0 6 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 'ow/°0u1 g 0') <- 1uapn1s 'ow/1soo A 11518A1un °ow/-ou1 A1epu0083 -ow 185 ~5u1 $9019 °1dp1w 86v 1 4 4 , 9 6 8 7 , 6 2 1 4 4 , 9 6 8 7 : 6 2 ‘- g (X) 2 3 1 , 1 1 2 3 1 , 1 1 0 1 6 , 5 1 2| €31 8% g 0 1 6 , 5 1 1 7 8 . 0 4 2 7 9 , 9 1 8 0 7 , 0 6 6 6 . 8 0 9 0 2 . 0 4 4 , 2 4 0 . 3 7 0 , 6 6 9 . 8 2 9 , 4 6 7 . 9 9 0 , 5 7 2 . 4 1 1 4 V 7 0 . 1 8 9 , 1 1 4 7 3 0 3 0 2 0 1 2 9 . 9 1 : n r u t e R f o s e t a R l a i c o S 4 0 . 3 7 0 , 6 0 2 1 3 4 6 9 9 . 8 4 7 , 3 2 8 3 5 , 4 7 6 9 . 8 2 9 , 4 0 2 1 5 8 0 9 9 . 1 8 7 , 8 2 5 3 2 , 0 7 6 7 . 9 9 0 , 5 0 2 1 3 7 7 7 9 . 3 0 0 . 1 3 9 6 4 . 4 7 7 0 . 1 8 9 , 1 2 7 4 5 9 4 9 . 0 6 3 . 6 2 7 3 3 . 5 5 2 6 1 E L B A T W A L - A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S 3 8 . 3 1 5 7 . 6 1 : n r u t e R f o s e t a R l a i c o S 599 1 OOO‘I X $13 $1503 1911d90 911M 90119d/M013 A N \O o H a) v I ) 9 6 . 5 5 1 ( - ) 0 5 . 8 8 5 ( - Pua 01 -s1A 0100 6 LDV 4 000‘1 x $10 1900 1911d90 O/M 90119d/M013 A N \O o H a) V I ) 9 6 . 5 5 1 ( - 901193 V N V N UT su1uow 4111:1Iow 1 7 9 9 9 . ) 9 4 . 2 0 3 ( - 6 3 1 7 9 9 9 . ) 4 3 . 1 5 3 ( - 3 4 ) 5 1 . 8 6 2 ( - 4 2 9 1 9 9 9 . 8 2 . 0 4 4 3 7 . 5 7 0 , 1 5 4 . 2 2 2 , 3 5 6 . 9 6 2 , 4 3 6 . 7 9 1 , 4 0 7 . 4 7 5 , 2 1 4 7 3 0 3 0 2 0 1 8 2 . 0 4 4 3 7 . 5 7 0 , 1 6 3 0 6 9 1 9 9 9 . 8 3 8 9 9 . 5 4 . 2 2 2 , 3 0 2 1 3 4 6 9 9 . 5 6 . 9 6 2 , 4 0 2 1 5 8 0 9 9 . 3 6 . 7 9 1 , 4 0 2 1 3 7 7 7 9 . 0 7 . 4 7 5 , 2 2 7 4 5 9 4 9 . 'ow/isog A 1151841un oow/ '0u1 A1epu0083 4 4 0 8 2 3 1 , 1 1 2 3 1 , 1 1 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 °ow 185 ~0u1 sso19 fl '1dptw 95v 0‘ .—1 .—I N 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 6 3 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S Y M O N O R G A - A R A B A N A U G 000‘1 X 310 51503 1911990 911M 185/M015H 901 A N \O o 0—! CD V I ) 9 6 . 5 5 1 ( - 60C) ) 4 2 . 5 0 6 , 1 ( - 6 4 ) 0 1 . 8 6 5 ( - 4 5 . 9 0 6 6 2 . 5 7 7 8 2 . 7 6 4 1 1 . 8 9 4 , 1 6 6 . 7 0 1 , 3 4 4 2 4 7 3 0 3 0 2 0 1 1 1 . 8 9 4 , 1 0 2 1 3 4 6 9 9 . 8 2 . 7 6 4 0 2 1 5 8 0 9 9 . 6 6 . 7 0 1 , 3 0 2 1 3 7 7 7 9 . 000‘1 x $10 1903 1911d90 0/M p01185/M015 4 5 . 9 0 6 6 2 . 5 7 7 901193 UI su1uow q N V N 6 3 2 1 8 4 0 6 1 7 9 9 9 . 1 7 9 9 9 . ‘ 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 4111:110w 'ow/°ouI 1990013 °0w/1s03 41 131841 un ) 2 8 . 3 4 ( “ ) 2 8 . 3 4 ( “ 2 7 4 5 9 4 9 . 9 8 . 4 0 7 . 8 : n r u t e R f o s e t a R l a i c o S 'ow/'ou1 A1epu0083 4 4 0 8 2 3 1 , 1 1 2 3 1 , 1 1 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 -ow 185 ~0u1 $3019 °1d91w 96v 0‘ .—1 H N 3 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 m 4 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E C N E I C S L A C I T I L O P D N A C I M O N O C E — A R A B A N A U G — r : = = = = = = = = = = = = = = = = = = = = = = = = = = = = u - i - - n I I a = 000‘1 X $10 $1303 1911d90 UlIM pot185/M015 pus 01 '31; 000‘1 x $10 1900 1911d90 Q/M POIlad/MOId 901194 UI sq1uow 4111:1Iow °0w/1sog A11 $18Atun oow/ '0u1 A1epu0083 °ow 185 ~0u1 ss019 °1d91w 96v V V N N A N \O o H CO V I 53 .4 9> ‘7 0‘ H q. q. 0 (I) ) 9 0 . 3 2 4 ( - 6 3 1 7 9 9 9 . ) 9 6 . 5 5 1 ( - 1 7 9 9 9 . H N 8 4 9 6 . 5 5 1 ( - ) 2 3 2 3 1 , 1 1 2 3 1 , 1 1 60] ) 5 9 . 1 7 5 ( - ) 5 8 . 3 2 2 ( - 2 1 . 4 6 8 4 2 . 2 2 0 , 1 5 3 . 5 6 6 , 3 7 0 . 7 5 6 , 3 8 5 . 1 4 0 , 4 r 2 2 . 1 9 1 , 1 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 5 2 . 4 7 1 ( - 2 1 9 1 9 9 9 . 2 1 . 4 6 8 4 2 . 2 2 0 , 1 8 4 0 6 9 1 9 9 9 . 8 3 8 9 9 . 5 3 . 5 6 6 , 3 0 2 1 3 4 6 9 9 . 7 0 . 7 5 6 , 3 0 2 1 5 8 0 9 9 . 8 5 . 1 4 0 , 4 0 2 1 3 7 7 7 9 . 2 2 . 1 9 1 , 1 2 7 4 5 9 4 9 . 0 1 6 , 5 1 0 1 6 , 5 1 2 7 9 , 9 1 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 3 8 . 6 1 6 8 . 8 1 : n r u t e R s e t a R l a i c o S 602 ) 5 0 . 7 8 9 ( - ) 4 l . 2 6 3 ( - 6 4 4 4 ) 6 1 . 2 0 2 ( - 2 1 9 1 9 9 9 . 5 6 1 E L B A T D E T E L P M O C S E S R U O C R E H T O - A R A B A N A U G S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S I W OOO‘I X SID 31903 1911d90 911M p01185/M015 Pua 01 '511 000‘1 x $10 1303 1911990 O/M poglad/Motfl 901193 UI su1uow 4111:1Iow :0w/1soo A11 s1aArun 'ow/-0u1 A1epu0083 :0w 185 '0u1 ss019 '1d91w 95v A N \O o ._g 00 v I 5;; o H CD v I V N 0‘ H 4 4 0 8 ) 4 8 . 6 0 5 ( - 6 3 1 7 9 9 9 . W N 1 7 9 9 9 . ) 9 6 . 5 5 1 ( - H N 8 4 9 6 . 5 5 1 ( - ) 2 3 2 3 1 , 1 1 2 3 1 , 1 1 9 1 9 9 9 . 8 2 . 6 0 1 , 1 2 4 7 3 9 9 . 8 7 6 8 2 . 6 0 1 , 1 8 4 0 6 8 3 8 9 9 . 9 . 8 7 6 9 3 2 2 7 9 , 9 1 8 0 . 2 1 6 3 . 6 1 : n r u t e R s e t a R l a i c o S 5 5 . 1 6 9 , 2 2 0 . 8 4 1 , 4 6 7 . 1 6 0 , 4 ' 3 4 . 0 5 5 , 2 0 3 0 2 0 1 5 5 . 1 6 9 , 2 0 2 1 3 4 6 9 9 . 2 0 . 8 4 1 , 4 0 2 1 5 8 0 9 9 . 6 7 . 1 6 0 , 4 0 2 1 3 7 7 7 9 . 3 4 . 0 5 5 , 2 2 7 4 5 9 4 9 . 8 4 7 , 3 2 1 8 7 , 8 2 3 0 0 , 1 3 0 6 3 , 6 2 9 3 9 4 9 5 8 6 0 1 6 , 5 1 0 1 6 , 5 1 5 2 7 2 01 ) 4 3 . 3 1 ( - 000‘1 x $10 p01185 185 M015 POIIGd u; -sow V 2 41119119w -ow 185 $1503 '41un '110 °0w 185 'ouI 1999013 19N -ow 185 '0u1 '99s 19N \0 L0 N 0 ID - — fi - 993 °s1A O\ H 'ow 185 '9UI 19N 8185 xel 941199113 °ow 185 'oul 53019 '1dp1w 95v £503 0 5 6 4 4 4 2 4 7 3 0 3 0 2 0 1 8 8 . 1 2 : n r u t e R f o e t a R e t a v i r P ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 7 7 . 2 2 1 ( - 0 0 . 8 5 3 9 6 . 4 9 6 4 2 6 3 8 1 2 4 0 6 5 0 . 0 1 3 , 1 0 2 1 1 8 . 5 5 0 , 1 0 2 1 7 7 . 1 4 5 0 2 1 2 0 . 7 4 6 2 7 1 7 9 9 9 . - 0 0 7 , 4 6 4 7 , 7 1 7 9 9 9 . 5 0 3 0 0 7 , 4 6 4 7 , 7 9 1 9 9 9 . 1 2 6 9 8 6 , 4 4 9 8 , 0 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 4 9 8 , 0 1 7 3 7 , 2 1 7 5 8 , 4 1 1 2 4 , 7 1 2 0 9 , 5 1 7 6 7 , 3 1 3 7 2 0 . 4 4 6 0 , 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . H N 3 2 5 2 7 2 2 3 9 3 9 4 ° 9 5 8 6 6 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y T I S R E V I N U L L A - A N I R A T A C A T N A S 7 6 1 E L B A T S E T A U D A R G Y H P O S O L I H P - A N I R A T A C A T N A S S N O I T A L U C L A C N R U T E R E O E T A R E T A V I R P ~1dp1w 957 9 3 9 4 91 000‘1 x $10 p01185 185 M015 POIISd u; 'sow 41119119w '0w 185 51303 ’AIUD 'IEG °0w 185 1999013 19N -ow 185 'ouI '993 19N °ow 185 '991 19N 8185 xel 941199113 :0w 185 'oul ss019 604- q I I 4 V 2 0) o m H 4 4 A - - - ' C - 4 2 6 3 1 2 6 993 5 0 3 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . ) 2 9 . 0 4 ( - ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - -s1A O‘ v H 8 2 6 2 4 0 0 7 , 4 4 9 8 , 0 1 9 8 6 , 4 6 4 7 , 7 °ouI V [s O [x 5 3 \0 \O ID N C. q G Q ID I‘ ._. N O 9 1 9 9 9 . 4 5 3 4 0 6 7 8 . 4 4 5 0 . 7 9 8 3 8 9 9 . 2 3 7 7 3 7 , 2 1 3 7 2 0 . 2 7 2 3 7 2 0 . 4 9 8 , 0 1 3 4 6 9 9 . 3 0 2 1 ) 4 1 . 3 0 5 ( - 0 3 7 2 0 . 7 5 8 , 4 1 5 8 0 9 9 . ) 1 2 . 6 8 4 ( - 0 2 1 2 0 3 7 2 0 . 1 2 4 , 7 1 3 ( ( : n r u t e R f o e t a R e t a v i r P 1 2 7 0 2 1 3 7 7 7 9 . 6 6 . 9 7 3 4 5 9 4 9 . 9 2 . 6 5 ( - 0 6 ) 7 6 7 , 3 1 3 7 2 0 . 8 2 0 9 , 5 1 3 7 2 0 . 9 5 EH35 PUB °s1A 01 0 5 8 4 6 4 3 4 0 4 7 3 0 3 0 2 0 1 000‘1 x $10 pot185 185 M015 ) 4 3 . 3 1 ( - ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 4 5 . 5 4 2 ( - 3 9 . 8 8 4 7 8 . 9 5 8 , 1 pot185 4 91 -sow N 4 2 6 3 6 3 4 2 0 6 0 4 . 5 8 6 , 2 0 2 1 3 4 6 9 9 . 1 6 . 9 1 0 , 3 0 2 1 5 8 0 9 9 . 8 4 . 1 2 4 , 1 0 2 1 3 7 7 7 9 . 6 3 . 4 7 3 , 1 2 7 4 5 9 4 9 . 6 1 . 7 2 : n r u t e R f o e t a R e t a v i r P 41119119w — - p - - 1 7 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 1 7 9 9 9 . 5 0 3 9 1 9 9 9 . 1 2 6 -ow 185 $1303 '41un '110 ’OW 185 'ouI 1999013 19N O O [\ G q. 8 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G E N I C I D E M - A N I R A T A C A T N A S 'ow 185 °0u1 '99s 19N \O I!) N G LO 6 4 7 , 7 6 4 7 , 7 4 9 8 , 0 1 4 9 8 , 0 1 7 3 7 , 2 1 7 5 8 , 4 1 1 2 4 , 7 1 2 0 9 , 5 1 7 6 7 , 3 1 :ow 185 ’99: 19N 8185 xel 941199113 ~0w 185 '0u1 $3019 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . '1dp1w 95v 3 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 01 000‘1 x $10 POIlad 185 M015 991193 u; 'sow 9 6 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y C A M R A H P - A N I R A T A C A T N A S 41119119w ’OW 185 31309 '4190 '110 °ow 185 'ouI 1999913 19N -ow 185 'ouI ’993 19N \0 ID N O LO 606» 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 8 0 . 3 7 ( - 4 2 1 7 9 9 9 . ) 0 6 . 0 2 1 ( - 6 3 1 7 9 9 9 . 5 0 3 ) 2 9 . 0 4 ( - 6 2 . 3 5 1 5 7 . 4 6 1 4 5 0 6 7 8 . 4 2 4 0 2 1 6 7 . 2 2 2 0 2 1 6 4 . 9 4 6 0 2 1 0 4 . 4 2 5 2 7 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 9 1 9 9 9 . 1 2 6 1 5 . 1 1 : n r u t e R f o e t a R e t a v i r P 6 4 7 , 7 6 4 7 , 7 4 9 8 , 0 1 4 9 8 , 0 1 7 3 7 , 2 1 7 5 8 , 4 1 1 2 4 , 7 1 2 0 9 , 5 1 7 6 7 , 3 1 3 7 2 0 . 3 7 2 0 . 3 7 2 0 . 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 0 5 ) 4 3 . 3 1 ( - 4 2 - - p - - 993 'SIA 0 H :ow 185 'OUI 19N 8195 xel 941199113 :0w 185 °0u1 33019 '1991w 957 41119119w '0w 185 31303 '4190 '110 '0w 185 1999n1s 19N ~0w 185 °ou1 '99s 19N 0 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y R T S I T N E D - A N I R A T A C A T N A S 000‘1 x $10 185 M015 ) 4 3 . 3 1 ( - 4 2 u; 'sow - - F - POIlad POIIGd 01 '91A O‘ '001 H 0 O [x Q ¢ 6 5 2 , 5 -ow 185 '991 19N 8195 xel 941199113 00w 185 °ou1 33019 '1d91w 95v 607 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 5 8 . 1 8 ( - 1 1 . 7 1 1 4 6 . 6 7 3 4 2 6 3 2 1 8 4 0 6 2 6 . 8 8 7 0 2 1 7 2 . 4 0 6 0 2 1 5 6 . 6 9 3 0 2 1 1 7 . 1 3 1 2 7 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . 5 0 3 1 2 6 5 1 . 4 1 : n r u t e R f o e t a R e t a v i r P 6 4 7 , 7 6 4 7 , 7 4 9 8 , 0 1 4 9 8 , 0 1 7 3 7 , 2 1 7 5 8 , 4 1 1 2 4 , 7 1 2 0 9 , 5 1 7 6 7 , 3 1 3 7 2 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 3 7 2 0 . H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 £308 6 4 3 4 1 4 7 3 0 3 0 2 0 1 ) 4 3 . 3 1 ( - 4 2 ) 8 0 . 3 7 ( — ) 0 6 . 0 2 1 ( - ) 9 6 . 3 6 1 ( - 8 8 . 3 9 4 0 1 . 6 9 6 6 3 4 2 6 3 0 6 9 1 9 9 9 . 8 3 8 9 9 . 41119119w -ow 185 31309 '419n '110 1999n13 19N -ow 185 '0u1 '99s 19N - - F - 1 7 9 9 9 . 6 5 2 , 5 6 4 7 , 7 1 7 9 9 9 . 5 0 3 0 0 7 , 4 6 4 7 , 7 9 1 9 9 9 . 1 2 6 9 8 6 , 4 4 9 8 , 0 1 1 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G G N I R E E N I G N E - A N I R A T A C A T N A S '1d91w 957 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 6 000‘1 x $10 185 M015 Pollad u; °sow 991193 91 '51A :0w 185 '991 19N 8185 xel 941199113 '0w 185 °ou1 33019 6 5 , 1 9 7 : 2 0 2 1 3 4 6 9 9 . 7 9 . 5 3 6 0 2 1 5 8 0 9 9 . 0 4 . 2 8 1 1 1 0 2 1 3 7 7 7 9 . 0 9 . 4 6 3 2 7 4 5 9 4 9 . 1 4 . 4 2 : n r u t e R f o e t a R e t a v i r P 4 9 8 , 0 1 7 3 7 , 2 1 7 5 8 , 4 1 1 2 4 , 7 1 2 0 9 , 5 1 7 6 7 , 3 1 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . 4 4 6 0 . - w 91 000‘1 x $10 Dolled 185 M015 991193 UT -sow <- N 41119119w -ow 185 31309 '4190 '110 '0w 185 'oul 1999913 19N O O [s G ¢ 2 7 1 E L B A T S E T A U D A R G W A L - A N I R A T A C A T N A S S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P O 5 ) 4 3 . 3 1 ( - I I — - P - - 993 'SIA 0‘ 6 5 2 , 5 H 3 9 . 1 2 I : n r u t e R f o e t a R e t a v i r P 6539 8 4 6 4 3 4 1 4 7 3 0 3 0 2 0 1 ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 9 6 . 3 6 1 ( - 2 0 . 6 7 3 9 6 . 4 3 8 6 3 4 2 6 3 0 6 8 4 . 0 4 3 , 1 0 2 1 3 5 . 7 5 1 , 2 0 2 1 1 7 9 9 9 . 1 7 9 9 9 . 5 0 3 0 0 7 , 4 6 4 7 , 7 6 4 7 , 7 9 1 9 9 9 . 1 2 6 9 8 6 , 4 4 9 8 , 0 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 4 9 8 , 0 1 8 4 3 , 1 2 4 4 6 0 . 7 3 7 , 2 1 1 7 6 , 6 2 4 4 6 0 . 7 5 8 , 4 1 8 6 0 . 6 2 4 4 6 0 . 1 2 4 , 7 1 3 6 5 , 5 3 4 4 6 0 . 6 7 . 4 0 4 0 2 1 3 7 7 7 9 . 2 0 9 , 5 1 2 5 3 , 9 1 3 7 2 0 . 5 3 . 2 6 9 , 2 2 7 4 5 9 4 9 . 7 6 7 , 3 1 7 9 0 . 7 5 8 9 8 1 . 0—! N 3 2 6 2 8 2 2 3 9 3 9 4 9 5 8 6 :0w 185 'ouI '99s 19N 'ow 185 '991 19N 8185 xel 941199113 -ow 185 °ou1 33019 '1d91w 95v 41119119w '0w 185 31309 '4199 '110 °ow 185 '0u1 1999913 19N -ow 185 °3u1 '99s 19N 3 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G Y M O N O R G A - A N I R A T A C A T N A S :0w 185 '991 19N 8185 xel 941199113 °ow 185 °ou1 33019 '1d91w 96v H 91 000‘1 x $10 p01185 185 M015 ) 4 3 . 3 1 ( - 3 6 . 0 4 : n r u t e R f o e t a R e t a v i r P 61(3 4 4 2 4 7 3 0 3 0 2 0 1 ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 5 8 . 1 8 ( - 0 9 . 4 7 1 , 1 1 6 . 3 3 3 , 1 6 3 2 1 8 4 0 6 ) 0 4 . 7 2 9 ( - 0 2 1 9 5 . 9 8 8 , 1 0 2 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 6 4 7 , 7 6 4 7 , 7 4 9 8 , 0 1 4 9 8 , 0 1 1 9 3 , 5 3 4 4 6 0 . 7 3 7 , 2 1 0 0 0 , 5 3 4 4 6 0 . 7 5 8 , 4 1 1 0 1 , 7 1 2 4 , 7 1 3 1 3 , 3 3 4 4 6 0 . 6 9 . 7 2 5 , 1 0 2 1 3 7 7 7 9 . 2 0 9 , 5 1 5 2 9 , 8 2 4 4 6 0 . 1 3 . 6 3 0 , 1 2 7 4 5 9 4 9 . 7 6 7 , 3 1 5 2 9 , 8 2 4 4 6 0 . H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 - - r - 993 '311 O\ 6 5 2 , 5 01 000‘1 x $10 POIIGd 185 M015 6]] 0 5 8 4 6 4 4 4 2 4 7 3 O 3 0 2 0 1 ) 4 3 . 3 1 ( - ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( — ) 5 8 . 1 8 ( - 9 1 . 0 3 2 2 2 . 2 8 2 6 3 2 1 8 4 0 6 5 8 . 3 5 9 0 2 1 4 1 . 3 8 9 , 1 0 2 1 ) 2 6 . 5 1 6 ( - 0 2 1 0 3 . 6 5 2 7 1 7 9 9 9 . 5 0 3 - - ' - 1 7 9 9 9 . 0 O F a <- O O I‘ O V 6 5 2 , 5 6 4 7 , 7 6 4 7 , 7 9 1 9 9 9 . 1 2 6 4 9 8 , 0 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 5 9 4 9 . : n r u t e R f o e t a R e t a v i r P 4 9 8 , 0 1 4 9 6 , 5 1 3 7 2 0 . 7 3 7 , 2 1 8 4 4 , 7 1 3 7 2 0 . 7 5 8 , 4 1 4 3 8 , 2 2 4 4 6 0 . 1 2 4 , 7 1 0 0 1 , 4 3 4 4 6 0 . 2 0 9 , 5 1 5 5 6 , 0 1 3 7 2 0 . 7 6 7 , 3 1 0 9 5 , 4 1 3 7 2 0 . 9 1 2 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 993 'SIA 41119119w '0w 185 31309 ~41un 'IIG '0w 185 '001 1999913 19N '0w 185 '0u1 '99s 19N -ow 185 '991 19N 8185 xel 941199113 ~ow 185 'oul 33019 '1d91w 96v 4 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P S E T A U D A R G E C N E I C S L A C I T I L O P D N A C I M O N O C E - A N I R A T A C A T N A S 000‘1 x $10 185 M015 41119119w 'OW 185 31309 '4199 '110 °ow 185 1999913 19N ~0w 185 'ou1 '99s 19N § 0. 1.0 ) 4 3 . 3 1 ( - V 2 u; '30w - - p - 991193 991193 01 °s1A O‘ '0u1 '0w 185 '991 19N 8185 xel 941199113 ~0w 185 -ou1 33019 '1d91w 96v H 9 3 . 6 2 : n r u t e R f o e t a R e t a v i r P 612 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 8 0 . 3 7 ( - ) 0 6 . 0 2 1 ( - ) 5 8 . 1 8 ( - 5 6 . 4 5 4 4 7 . 3 6 7 6 3 . 0 7 5 ) 2 6 . 9 ( - 7 8 . 0 1 1 , 1 4 2 6 3 2 1 8 4 0 6 0 2 1 0 2 1 0 2 1 1 7 9 9 9 . 1 7 9 9 9 . 5 0 3 6 4 7 , 7 6 4 7 , 7 9 1 9 9 9 - 1 2 6 9 8 6 , 4 4 9 8 , 0 1 H N 3 2 5 2 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 4 9 8 , 0 1 1 7 2 , 2 2 4 4 6 0 . 4 0 8 , 3 2 7 2 7 3 7 , 2 1 7 8 4 , 5 2 4 4 6 0 . 1 4 2 , 7 2 2 3 7 5 8 , 4 1 7 2 6 , 9 1 4 4 6 0 . 1 2 4 , 7 1 4 6 7 , 6 2 4 4 6 0 . 2 0 9 , 5 1 0 2 8 , 5 1 3 7 2 0 . 8 7 9 . 0 2 6 0 6 , 8 2 4 6 2 , 6 1 9 3 9 4 9 5 8 6 . 6 4 7 2 7 4 5 9 4 9 . 7 6 7 , 3 1 9 8 6 , 4 2 4 4 6 0 . 8 8 3 , 6 2 8 6 5 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R E T A V I R P D E T E L P M O C S E S R U O C " R E H T O " - A N I R A T A C A T N A S £513 ) 8 7 . 7 6 8 ( - 6 4 ) 7 5 . 7 8 3 ( - 6 3 1 7 9 9 9 . ) 6 6 . 3 9 4 ( - 4 4 ) 8 6 . 3 5 2 ( - 8 1 9 1 9 9 9 . 4 0 . 8 6 3 4 6 . 3 7 7 4 6 . 2 7 4 , 1 2 9 . 2 1 2 , 1 6 1 . 5 5 6 5 9 . 9 2 7 2 4 7 3 0 3 0 2 0 1 4 0 . 8 6 3 2 4 9 1 9 9 9 . 4 6 . 3 7 7 0 6 8 3 8 9 9 . 4 6 . 2 7 4 , 1 0 2 1 3 4 6 9 9 . 2 9 . 2 1 2 , 1 0 2 1 5 8 0 9 9 . 6 1 . 5 5 6 0 2 1 3 7 7 7 9 . 5 9 . 9 2 7 2 7 4 5 9 4 9 . 000‘1 x $10 1911990 911M 991 993 91 .311 000‘1 x $10 1911990 O/M §F POIlad/MOIJ A v- m . m H v V 0') o m ) 8 1 . 6 7 ( - 8 4 ) 8 1 . 6 7 ( - q N V N 1 7 9 9 9 . f2 6 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y T I S R E V I N U L L A - A N I R A T A C A T N A S , , 7 = & = — _ UT 4111:119w 1 31309 1990 991193 99199w 185/M015 'ow 185 'ow/°ou1 oow/ 'ou1 A1epuooas °ou1 33019 '1d91w 95v 1009018 V 'ow/1990 A 1131841un I l \0 IO N N ID ID [x (I) N [x 5 7 8 , 7 0 0 2 , 1 1 0 0 2 , 1 1 4 9 0 , 3 1 4 7 2 , 5 1 0 1 9 , 7 1 8 4 3 , 6 1 3 5 1 , 4 1 9 ._. 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 2 5 . 7 0 7 . 3 1 : n r u t e R f o s e t a R l a i c o S 614- OOO‘I X SIC 31309 1911990 911M p01185/M015 A V (‘0 8 (V) H v I ) 8 1 . 6 7 ( - ) 2 4 . 6 3 5 ( - ) 6 3 . 9 0 1 ( - 7 7 . 9 9 3 1 . 6 4 ) 7 2 . 7 1 5 ( - ) 6 8 . 9 9 4 ( - 5 4 . 0 9 3 993 01 °s1A 6 4 4 4 2 4 7 3 0 3 0 2 0 1 ) 3 5 . 4 7 ( - 6 9 1 9 9 9 . 7 7 . 9 9 4 5 9 1 9 9 9 . 3 1 . 6 4 0 6 8 3 8 9 9 . ) 7 2 . 7 1 5 ( - 0 2 1 3 4 6 9 9 . ) 6 8 . 9 9 4 ( - 0 2 1 5 8 0 9 9 . 5 4 . 0 9 3 0 2 1 3 7 7 7 9 . 000‘! x $10 1990 1911d90 0/M pOIIad/Mo‘m V (‘0 o C') ._. V I ) 8 1 . 6 7 ( - ) 2 7 . 8 3 2 ( - 991193 UI 99199w V N V N \O 0') 41119119w ~0w/°ou1 1uepn1s O O I‘ .4 <- 1 7 9 9 9 . 1 7 9 9 9 . 0 0 7 , 4 °9w/1990 A 11318A1un I I - - ) 4 8 . 7 5 ( - ) 4 8 . 7 5 ( - 2 7 4 5 9 4 9 . °ow/ mm :8 A1epuooeg 9!, 10 [“3 0° . 1* 5 7 8 , 7 0 0 2 , 1 1 0 0 2 , 1 1 4 9 0 , 3 1 4 7 2 , 5 1 0 1 9 , 7 1 8 4 3 , 6 1 3 5 1 , 4 1 °ow 185 ~ou1 33019 °1d91w 95v 0‘ ...q H N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 I , W 7 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y H P O S O L I H P - A N I R A T A C A T N A S 3 < 0 0 < : n r u t e R f o s e t a R l a i c o S a . 3 7 . 6 8 9 . 3 1 : n r u t e R f o s e t a R l a i c o S 6515 ) 0 7 . 5 3 7 , 1 ( - 6 4 ) 1 9 . 8 8 6 ( - 6 3 1 7 9 9 9 . 000‘I X $13 31309 1911990 911M 991193/4913 A V (V) o O) H v I ) 8 1 . 6 7 ( - 993 91 '51A 0 5 8 4 000‘1 x $10 1990 1911d90 o/M 901193/9913 A V 0') o (‘0 H v I ) 8 1 . 6 7 ( - 991193 V. N V. N UT 99199w 4111:119w 1 7 9 9 9 . ) 0 8 . 4 5 8 , 1 ( - 3 2 . 3 3 5 2 0 . 9 1 0 , 2 6 6 . 2 4 9 , 2 0 9 . 1 1 3 , 3 2 4 . 5 9 5 , 1 3 4 0 4 7 3 0 3 0 2 0 1 ) 5 5 . 8 0 8 ( - 6 3 9 1 9 9 9 . 3 2 . 3 3 5 4 2 9 1 9 9 9 . 2 0 . 9 1 0 , 2 0 6 8 3 8 9 9 . 6 6 . 2 4 9 , 2 0 2 1 3 4 6 9 9 . 0 9 . 1 1 3 , 3 0 2 1 5 8 0 9 9 . 2 4 . 5 9 5 , 1 0 2 1 3 7 7 7 9 . 5 3 . 7 0 5 , 1 9 3 . 7 0 5 , 1 2 7 4 5 9 4 9 . °ow/1309 411 31841un 7 6 9 , 5 1 3 5 0 . 5 4 7 6 9 , 5 1 3 5 0 . 5 4 \O 911/991 9 3? A1epu0083 In 8 N [x 5 7 8 , 7 0 0 2 , 1 1 0 0 2 , 1 1 4 9 0 , 3 4 4 7 2 , 5 1 0 1 9 , 7 1 8 4 3 , 6 1 3 5 1 , 4 1 °ow 185 °0u1 33019 '1d91w 959 0‘ PI ....g N 3 2 7 2 9 2 2 3 9 3 9 4 9 5 8 6 8 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G E N I C I D E M - A N I R A T A C A T N A S m 000‘1 x $10 $1503 1211920 911M A 0') V ) 8 1 . 6 7 v ( 0') ._.. o 9 7 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y C A M R A H P - A N I R A T A C A T N A S — — — _ W O 5 o of) H v V. N \0 IO N Q ID 000‘1 x $10 3.? POIIed/MOIa TelEdEO o/M 4800 pua 04 '81A 901186 AlIquxow U! 9R1U0W potled/Motg 0‘ '0u1 $5019 1tsxaAtun Axepuooas '0w/1sog °0w 18d '4dew 86v 'ouI oow/ A .-1 £316 ) 8 9 . 9 0 2 ( - ) 5 5 . 0 4 1 , 1 ( - 8 4 6 4 4 4 ) 8 1 . 6 7 ( — v N 1 7 9 9 9 . ) 3 5 . 3 8 5 ( — 6 3 1 7 9 9 9 . ) 0 2 . 7 1 1 ( - 9 1 9 9 9 . 9 3 0 , 3 1 6 1 5 , 8 2 9 3 0 , 3 1 6 1 5 , 8 2 5 5 . 7 5 1 1 4 . 9 6 1 5 3 . 4 3 4 1 0 . 9 2 2 6 2 . 0 7 7 7 ‘ 9 8 . 8 9 5 2 4 7 3 0 3 0 2 0 1 5 5 . 7 5 1 1 4 . 9 6 1 5 3 . 4 3 4 1 0 . 9 2 2 6 2 . 0 7 7 4 5 0 6 0 2 1 0 2 1 0 2 1 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . 3 7 7 7 9 . 9 8 . 8 9 5 2 7 4 5 9 4 9 . 8 . 1 0 0 4 . 4 : n r u t e R f o s e t a R l a i c o S ID 1‘ (I) Q 1‘ 5 7 8 , 7 0 0 2 , 1 1 0 0 2 , 1 1 4 9 0 , 3 1 4 7 2 , 5 1 0 1 9 , 7 1 8 4 3 , 6 1 3 5 1 , 4 1 .—1 N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 0 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y R T S I T N E D - A N I R A T A C A T N A S I A ' . m 617 ) 0 3 . 0 8 8 ( - 6 4 ) 4 7 . 9 0 4 ( - ) 8 2 . 3 3 3 ( - 4 4 ) 1 5 . 6 7 1 ( - 000‘I x $10 31503 1941d90 911M potxad/Motg A v 0') o m H v I ) 8 l . 6 7 ( - pua 04 ’SIA OOO‘I X $13 1500 A q 00 e (V) c—C 1211deo oyM ‘wr potxad/Motj ) 8 1 . 6 7 ( - 901168 v ¢ N N 6 3 2 1 8 4 0 6 UI SQ1U0W AlItillow 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 'ow/-0u1 quapnls O O [x G V 'ow/gsoo A: ISIOAI ”R 0 1 2 , 8 5 8 2 , 1 2 0 1 2 , 8 5 8 2 , 1 2 oow/ '3u1 Axepuooas \0 IO N O LO 5 7 8 , 7 5 7 8 , 7 0 0 2 , 1 1 'OW 19d ~0u1 33019 0 0 2 , 1 1 0 1 7 , 3 1 °1dew 65v 5 2 7 2 4 9 0 , 3 1 4 3 3 , 0 2 2 3 8 3 . 0 2 1 0 7 . 3 3 4 2 3 . 5 1 9 0 3 . 0 3 7 5 0 . 0 0 5 3 4 . 5 3 1 2 4 7 3 0 3 0 2 0 1 8 3 . 0 2 1 0 7 . 3 3 4 2 3 . 5 1 9 0 2 1 3 4 6 9 9 . 4 7 2 , 5 1 9 2 9 , 2 2 9 3 0 3 . 0 3 7 0 2 1 5 8 0 9 9 . 0 1 9 , 7 1 2 5 0 , 4 2 9 4 5 0 . 0 0 5 0 2 1 3 7 7 7 9 . 8 4 3 , 6 1 0 1 6 . 0 2 9 5 3 4 . 5 3 1 2 7 4 5 9 4 9 . 3 5 1 , 4 1 4 3 1 , 6 1 8 6 0 . 4 8 2 4 . 8 : n r u t e R f o s e t a R l a i c o S 6123 000‘I x $10 sisog A V m o 0') ...—q Iezzdeo 941 in ‘7 potxad/Mot ) 8 1 . 6 7 ( ) 8 2 . 8 7 0 , 1 ( - ) 8 4 - 8 9 7 ( - 0 5 8 4 6 4 3 4 OOO‘I X $10 1800 ) 4 or) o O) c—I Ieztdeo o/M ‘7 poyxad/Moti ) 8 1 . 6 7 ( - ) 4 0 . 0 5 4 ( - ) 4 5 . 2 8 3 ( - 1 POIIad U! suluow V N V. N 6 3 4 2 A1IIleow °ow/°ou1 zuapnls 0 0 7 , 4 1 7 9 9 9 . 0 0 7 , 4 'ow/1900 A itsJaAgun I I - cow/ 'ouI Arepuooas \0 IO N 0. ID 5 7 8 , 7 1 7 9 9 9 . 0 0 7 , 4 6 8 7 . 6 2 4 4 5 7 8 , 7 9 1 9 9 9 ~ 9 8 5 : 4 6 8 7 ‘ 6 2 # 0 0 2 , 1 1 °ow rad °ou1 ssorg I I - - - - — '1dptw 66v 0‘ ._.; 1 2 3 2 6 2 T m 4 1 . 8 8 2 - 5 1 : n r u t e R f o s e t a R l a i c o S 4 8 . 3 4 5 1 4 4 8 . 3 4 5 6 3 9 1 9 9 9 . 4 1 . 5 7 7 7 3 4 1 , 5 7 7 0 6 8 3 8 9 9 . 3 1 . 6 5 0 , 3 8 1 . 4 6 7 8 8 . 9 3 3 , 1 8 4 . 9 2 4 0 3 0 2 0 1 1 3 1 . 6 5 0 , 3 0 2 1 3 4 6 9 9 - 8 1 . 4 6 7 0 2 1 5 8 0 9 9 - 8 8 . 9 3 3 , 1 0 2 1 3 7 7 7 9 . 8 4 . 9 2 4 2 7 4 5 9 4 9 . " " " " " “ 0 0 2 , 1 1 9 1 3 , 6 2 8 2 4 9 0 , 3 1 4 3 0 , 6 2 2 3 4 7 2 . 5 1 3 3 8 . 0 4 0 1 9 . 7 1 7 3 3 . 4 2 8 4 3 , 6 1 8 6 7 , 7 2 3 5 1 , 4 1 5 3 4 , 0 2 9 3 9 4 9 5 8 6 1 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G G N I R E E N I G N E - A N I R A T A C A T N A S ‘ H ' if“: 000‘I x $10 sisog Ieutdeo 941M 1 991 Jed/M015 ) 4 3 . C") 1 v . pua 0: ’SIA 0 L0 000‘1 x $10 4800 A v ('0 o (‘0 H 1241deo o/M ‘7' pOIIGd/MOIfl ) 8 1 . 6 7 ( - 8 4 ) 8 1 . 6 7 ( - €519 ) 7 0 . 8 0 3 ( - ) 7 2 . 5 8 2 ( - 7 8 . 7 1 4 8 2 . 3 2 9 7 1 . 5 0 5 1 1 5 0 . 0 9 3 , 2 6 1 . 6 1 4 2 4 . 0 5 8 , 3 6 4 3 4 1 4 7 3 0 3 0 2 0 1 1 ) 2 2 . 3 8 1 ( - ) 8 0 . 2 0 2 ( - 7 8 . 7 1 4 8 3 . 3 2 9 7 1 . 5 0 5 , 1 0 2 1 3 4 6 9 9 . 5 0 . 0 9 3 , 2 0 2 1 5 8 0 9 9 . 6 1 . 6 1 4 0 2 1 3 7 7 7 9 . 2 4 . 0 5 8 , 3 2 7 4 5 9 4 9 . 9 1 9 9 9 . 8 3 8 9 9 . - , 2 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G W A L - A N I R A T A C A T N A S Dolled d. <- N N 6 3 4 2 6 3 0 6 U: SQ1UOW Azttleow , 1 7 9 9 9 . 'ow/00u O O [x a '6’ O O [x '0 v °ow/4sqo A iyszaArun I I I I oow/ '001 Axepuooas \0 ID N a If) If) [\ CD 9 [\ 1 7 9 9 9 . 0 0 7 . 4 5 8 3 ‘ 5 5 7 8 , 7 9 1 9 9 9 . 9 8 6 , 4 5 8 3 ‘ 5 0 0 2 , 1 1 oow 13d . ~ou1 ssoxg I I I I - - - - - - - " - - — - - - “ 0 0 2 , 1 1 7 1 8 , 2 2 4 9 0 , 3 1 7 0 5 , 8 2 4 7 2 , 5 1 2 6 8 , 7 2 0 1 9 , 7 1 1 1 0 , 8 3 8 4 3 , 6 1 5 9 8 , 9 1 * 9 5 3 5 1 , 4 1 3 7 4 , 0 7 8 6 '1dPIW 66v 0‘ H H N 3 2 6 2 8 2 2 3 9 3 9 4 8 3 . 6 1 7 3 . 0 2 : n r u t e R f o s e t a R l a i c o S 3 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G Y M O N O R G A - A N I R A T A C A T N A S W 62C) 000‘I x $10 sisoo teztdeo 911M pOIIad/MOIs 000‘1 x $10 1500 A V m 0 m H v I 1? “2 “’ c—I 1211990 o/M ‘7 POIIGd/MOIJ ) 8 1 . 6 7 ( - ) 8 1 . 6 7 ( - ) 7 9 . 5 8 4 , l ( - 6 4 ) 6 0 . 8 0 7 ( - ) 7 0 . 5 3 5 ( ~ 6 0 . 7 7 2 , 1 4 5 . 6 5 4 , 1 4 4 2 4 7 3 ) 0 9 . 5 7 2 ( - 6 0 . 7 7 2 , 1 4 5 . 6 5 4 , 1 ) 6 2 . 7 7 9 ( - ) 6 2 . 7 7 9 ( - 9 0 . 4 0 1 , 2 3 2 . 9 0 7 , 1 0 2 0 1 9 0 . 4 0 1 , 2 3 2 . 9 0 7 , 1 0 2 1 3 7 7 7 9 . 3 0 . 6 4 1 , 1 3 0 . 6 4 1 , 1 2 7 4 5 9 4 9 . 3 5 1 , 4 1 6 1 9 , 0 3 8 6 * 4 7 . 6 2 2 . 6 1 : n r u t e R f o s e t a R l a i c o S d e t a m i t s E * Dolled R1 UT Suzuow \O (V) V N 1 8 4 0 6 0 2 1 0 2 1 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 4 6 9 9 . 5 8 0 9 9 . Allttllow -ow/°ou1 iuapnls °ow/1soo A 11s13Atun 9 9 4 , 6 1 4 1 1 , 8 3 9 9 4 , 6 1 4 1 1 , 8 3 'ow/-ou1 Axepuooas 6 5 2 , 5 5 7 8 , 7 5 7 8 , 7 0 0 2 , 1 1 °ow zed -ou1 ssozg 0 0 2 , 1 1 7 2 8 , 7 3 4 9 0 , 3 1 9 0 4 , 7 3 4 7 2 , 5 1 1 0 1 , 7 0 1 9 , 7 1 6 0 6 , 5 3 8 4 3 , 6 1 6 1 9 , 0 3 '4dew 95v O\-—I P40! (‘0 N 5 2 7 2 2 3 9 3 9 4 9 5 4 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S S E T A U D A R G E C N E I C S L A C I T I L O P D N A C I M O N O C E - A N I R A T A C A T N A S W J 621 ) 8 6 . 2 5 4 ( - ) 2 8 . 3 0 3 ( — 6 3 A q 0’) O m H V I 000‘I X $10 sisog teztdeo 911M POIlad/MOIJ pua 04 °s1A 0 LD 000‘1 x $10 4500 1911990 o/M petlad/MOIa A q. 0') O m 7' ) 8 l . 6 7 ( - 8 4 ) 8 l . 6 7 ( - 901198 ¢ <- N N UT sqzuow ) 2 2 . 1 4 1 ( - 2 1 4 6 . 6 3 2 7 1 . 0 9 2 8 4 0 6 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . Alttleow 'ow/°ou1 muapnzs °ow/4soo 441 Slantun ) 1 8 . 0 9 l ( - 4 6 . 6 3 2 7 1 . 0 9 2 3 9 . 1 9 0 , 1 9 0 . 4 0 2 , 2 7 8 . 2 3 6 t 1 9 . 7 5 6 0 . 0 1 4 4 2 4 7 3 0 3 0 2 0 1 3 9 . 1 9 0 , 1 0 2 1 3 4 6 9 9 . 9 0 . 4 0 2 , 2 0 2 1 5 8 0 9 9 . 7 8 . 2 3 6 0 2 1 3 7 7 7 9 . 1 9 . 7 5 2 7 4 5 9 4 9 . 0 4 . 2 1 : n r u t e R f o s e t a R l a i c o S °ow/-ou1 Axepuooag :8 ‘1 ID ID I‘ (D a [x 5 7 8 , 7 0 0 2 , 1 1 0 0 2 , 1 1 4 9 0 , 3 1 4 7 2 , 5 1 0 1 9 , 7 1 8 4 3 , 6 1 3 5 1 , 4 1 -ow lad '0u1 ssoxg '1d91w 65v 0‘ .-| ._.1 N 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 622 OOO‘I x $10 sisog teztdeo 911M POIIGd/Mold ) 6 3 . 3 v—I ( - ) 8 1 . 6 7 ( - ) 8 7 . 7 6 8 ( - ) 1 1 . 9 2 3 ( ~ 0 5 . 4 0 6 4 4 . 7 4 8 4 0 . 2 8 6 8 7 . 1 7 2 , 1 ) 6 8 . 9 ( - 7 4 . 6 3 8 6 0 . 8 Pua 01 ‘SIA 0 5 8 4 6 4 4 4 2 4 7 3 0 3 0 2 0 1 1 000‘1 x $10 8 4300 Ientdeo o/M 901Iad/M013 (1') H v I ) 8 1 . 6 7 ( - ) 7 5 . 7 8 3 ( - ) 2 l . 9 6 1 ( - 0 5 . 4 0 6 4 4 . 7 4 8 901163 UT SQIUOW Q' N v N 6 3 2 1 8 4 0 6 AlEIillow 1 7 9 9 9 . 1 7 9 9 9 . 9 1 9 9 9 . 9 1 9 9 9 . 8 3 8 9 9 . 3 0 . 2 8 6 0 2 1 3 4 6 9 9 . 8 7 . 1 7 2 , 1 0 2 1 5 8 0 9 9 . ) 6 8 . 9 ( - 0 2 1 3 7 7 7 9 . 7 4 . 6 3 8 2 7 4 5 9 4 9 . 'ow/°ou1 zuapnzs O O [x “ 4 O O I‘ a 4 'ow/4900 - - 41 18.131“ ”0 4 7 3 2 . 2 2 4 9 5 , 7 7 3 9 . 0 2 4 9 5 , 7 8 1 . 6 1 : n r u t e R s e t a R l a i c o S 'ow/-ou1 Axepuooas \0 ID N G LO 5 7 8 , 7 5 7 8 , 7 0 0 2 , 1 1 °ow 18d °ouI ssoxg 0 0 2 , 1 1 4 0 8 , 3 2 4 9 0 , 3 1 1 4 2 , 7 2 4 7 2 , 5 1 8 7 9 , 0 2 0 1 9 . 7 1 6 0 6 , 8 2 8 4 3 , 6 1 4 6 2 , 6 1 3 5 1 , 4 1 8 8 3 , 6 2 '4d91w 66v 3 2 5 2 7 2 2 3 9 3 9 4 9 5 8 6 % 5 8 1 E L B A T S N O I T A L U C L A C N R U T E R F O E T A R L A I C O S D E T E L P M O C S E S R U O C " R E H T O " - A N I R A T A C A T N A S APPENDIX Ill INTERVIEWS INTERVIEWS HELD IN CONNECTION‘WITH THE STUDY The fo110wing persons were interviewed at various times during 1967 and 1968 concerning the census and the accuracy of results obtained using census data: Dr. Sebastifio de Oliveira Reis, Director-Geral, Servico Nacional de Recenseamento, Rio de Janeiro. Amaro da Costa Monteiro, Director Técnica, Servico Nacional de Recenseamento, Rio de Janeiro. Osmar Araujo dos Santos, Chefe, Servico de Programacfio, Servico, Nacional de Recenseamento, Rio de Janeiro. Hélio Remetério dos Santos, Chefe, Seccgo do Censo Demografico, Servico Nacional de Recenseamento, Rio de Janeiro. F. Romero Freire, Chefe, Servipo de Operacfio de Computa- dores E1ectr8nicos, Servico Nacional de Recenseamento, Rio de Janeiro. Dr. Rubens D'Almada Horta P6rto, Membro, Commisszo Censitéria Nacional; and Chefe, Servico de EstatYstica Demografica, Moral e Politica, Rio de Janeiro. Américo Gomes do Amara], Inspetor Regiona1, IBGE, Florian- bpolis, Santa Catarina. Domrimy M. Freitas, Auxciiiar de Estatigtica, IBGE, Flori- an6po1is, Santa Catarina. Floriano Leéo da Costa, Inspetor Regiona1, IBGE, Belém, Para. J050.K1varo Lima, Chefe das Relacbes delicas, IBGE, Belém, Pard. José Nazaré Pontes de Sourza, Inspetor Regiona1, IBGE, Manaus, Amazonas. Dr. Issac Kerstenetsky, Diretor, lnstituto Brasileiro de Economia, Fundacfio Getdlio Vargas, Rio de Janeiro. Merton V. Lindquist, Bureau of the Census (U.S.), working with IBGE through USAID program, Rio de Janeiro. Arnold King, Bureau of the Census (U.S.), working with iBGE through USAID program, Rio de Janeiro. 623 -“z”-a:u=