"
.
1
.
3
1
.1
.
9
0
£

.

,
x
a
.
.
.
,
.
n
u
,
.
.
.
.
.
r
.
.
.
.
.
o
.
.
A
.
.

7’?

J.

Y"

x

3.4

_

fi

c

3,. x
i‘

L

"-

3-4

\

'4

..

~~i

‘ J»:

W

d"

E94

.—

x4

l

8

F"

3'4

L'.‘

'1‘—

‘-

“23':

i

I
L \

'2“
gift;

T-‘r
..

.

..

..*

. h. 17"

H-x

'

I

7-?"

:4 \,

71““)

-< <4

Laid

“49% 1..

a.

Had—1..

abate-\-

L
A
Y

U
a
f

m
J

.
/
7

L
C

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIWwwwmwwmyHm

LIBRARY

Michigan State

University

_.:SUPPLEMENTAR‘~’
MATERIALm

. 45'.

 

Printing Department

The University of Alberta

Edmonton, Alberta

AA

THE ADULT PART-TIME STUDENT ROLE

AS EXPERIENCED BY SOME STUDENTS

1N EXTENSION PROGRAMS AT

.THE UNIVERSITY OF ALBERTA, 1970—71

By

Amy Elliott Zelmer

AN ABSTRACT OF A THESIS

Submitted to

Michigan State University

in partial fulfillment of the requirements

for the degree of

DOC TOR OF PHILOSOPHY

Department of Administration and Higher Education

1973

ABSTRACT

THE ADULT PART-TIME STUDENT ROLE

As EXPERIENCED BY SOME STUDENTS

IN EXTENSION PROGRAMS AT

THE UNIVERSITY OF ALBERTA, 1970-71

cg

Amy Elliott Zelmer

BY

This study attempts to provide information about adult part-

time students‘ perceptions of their student roles in a way which pre-

serves data normally "lost" in a written report. The method of pre-

sentation was also selected with simplicity of Operation and cost fac-

tors in mind SO that it might serve as a pattern for other similar

reports.

The study uses a combination of slides and synchronized

tape recordings to present material Obtained from interviews with

adult part-time students in regular extension courses at the University

of Alberta. A quota sampling technique was used to ensure that male

and female students from vocational and liberal studies, credit and

non-credit courses were included.

Instructors from the classes

attended by the students were also interviewed.

All of the interviews

were based on the ”invitations" technique; the audio-visual presenta-

tion was validated by other similar groups of part-time students.

Students were asked to respond to questions about their ex-

pectations about the adult student role and their perceptions based

on recently completed classes. Major findings were that many students

Amy Elliott Zelmer

experienced conflicting demands on their time which interfered with

theirstudent activities and that there seemed to be a relationship

between the age of the student and his satisfaction with the style and

quality of teaching. Basic circumstances and motivation in attending

courses seemed to be more important than differences between men

and women. The implications of these and other findings for adult

educators are discussed.

THE ADULT PART-TIME STUDENT ROLE

AS EXPERIENCED BY SOME STUDENTS

IN EXTENSION PROGRAMS AT

THE UNIVERSITY OF ALBERTA, 1970-71

By

Amy Elliott Zelmer

A THESIS

Submitted to

Michigan State University

in partial fulfillment Of the requirements

for the degree of

DOCTOR OF PHILOSOPHY

Department Of Administration and Higher Education

1973

ACKNOWLEDGEMENTS

A study such as this could not be completed without the help

Of many individuals. My sincere thanks go to:

--the adult students who took time from their busy schedules to par-

ticipate in the interviews and discussions.

--the members Of my committee for their help in clarifying my ideas

and their willingness tO accept an unconventional presentation.

--tO Bob Christie for technical help with the A-V presentation.

--and to Lynn Zelmer for his help with many aspects Of the study

including his creative nagging tO "get the damn thing finished.”

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS .

.

.ii

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

LIST OF ILLUS TR AT IONS .....

.vi

Chapte r

I. INTR ODUCTION ...........

A.

The Nature Of the Problem .

.

.

.

.

B.

Scope of the Study-é-Limitations .

.

.

.

C.

D.

Organization ....... .

.

. .....

Definitions ...... .

.

. ........

a
—
u
b
-
I
n
L
‘
O

II. REVIEW OF LITERATURE .

. ..........

A.

”Humanistic" Research and Related

?
9

P
P

Me thodolo gie s ........

Related Theory. .

.

.

The Teaching- Learning Process--The

Environment of the Adult Student.

Studies Relating to Adult Students .

.

Personal Documents--Descriptions of Their

Experiences by Adult Students.

III. STATEMENT OF THE PROBLEM. .

0000000

IV. STUDY METHODS .

. ..........

36

38

Analysis of Personal Documents. .

.

.38

. ..... .

..38

? Humanistic Research. .
?
?
P
P

Interview Technique. .

Sample Selection. .

.

Report Format. . ..... .

.

.

.

. .....

41

43

46

iii

V. R ESULTS .

.50

A.Findings.....

........50

B.

Implications for Adult Education. .

.

.

.

.

.

. 57

VI. SUMMARY AND CONCLUSIONS. .

BIBLIOGRAPHY...................

A. Annotated Bibliography Of First Person Documents .67

B.

Bibliography Of References Cited. .

.

.

.

.

.

.

.

. 71

APPENDICES.

A. Samples for Original Series of Interviews. .

.

.

.

77

B.

Interview Schedules. .

.

.

.

.

C. Sample Interview Transcriptions. .

.

.

D. Script for Slide--Tape Presentation. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. .80

. .84

. 105

E. Questionnaire for Validation Groups. .

.

.

.

.

.

. 118

.63

67

77

ACCOMPANYING MATER IAL

A. Audio Tape

B.

Slides

iv

 

LET OF TABLES

Table

Page

1.

Income Level Of Students Interviewed. .

.

.

.

.

.

.

.

.

.

.

. .51

2. Previous Level Of Education Of Students Interviewed. .

.

.

.

. 51

 

LIST OF FIGURES

Figure

I

Page

1.

Adult Students .

.

.

.

.

. ...... .

.

.

.

.

.

.

.

.

36

2.

Budget for Audio-Visual Presentation .

.

.

.

.

.

.

.

. 57 '

vi

CHAPTER I

INTRODUCTION

A. THE NATURE OF THE PROBLEM.

It has long been acknowledged that the adult student differs in

many ways from the elementary school or young undergraduate student.

Numerous studies have described the characteristics of groups of adult

students, the factors related to their "success" in programs of study,

and the extent Of their educational activities.

Despite this wealth of information, it has been noted that:

The dilemma of adult education is precisely that when peOple

think Of education, their images are taken from their own

memories and from the urgent need to induce the young to

take on the responsibilities and burdens of adulthood and

the behavior appropriate to that status.

Perhaps this dilemma arises in part from the difficulty Of

transferring the rather abstract statistics of social surveys into peOple-

oriented action, and in part because there is little information available

to the individual, other than his own memories (if any) about just what

it does mean to "be" an adult student.

 

1Harry L. Miller, Teachinj and Learning in Adult Education, 1964,

pp. 1-2.

2.

While no precise figures are available, indications are that the

number of adult” students is large and growing.

It has been estimated

that more than one person in five, or some 25 million American adults,

takes part in adult education activities each year. 2

In Alberta (the loc-

ation Of this study) it has been noted that the number Of adult part-time

students is continuing tO grow despite a levelling Off or reduction in full-

time undergraduate enrollment at the university level. 3 This would

seem to indicate that a sizeable portion Of human experience has been

incompletely explored. Although the adult part-time student experience

is perhaps less potentially profound for the individual than, say, a four-

year residential college experience, the number of people involved in

such part-time student activities would seem to make this a worthwhile

area for exploration.

There would also seem to be indications that for many adults

engagement in the learning process can commonly take 700 hours a

year (with a suggested range of 100-2000 hours).4 While much of this

learning takes place outside formal classroom Situations, for some the

"student" experience in classroom situations and related activities can

become an important part Of that learning process.

 

ZJohn W.C. Johnstone and Ramon J. Rivera, Volunteers for Learning,

 

1965, pp. 1-24.

3”Part-~time Student Body Grows", Edmonton Journal, 13 April 1972,

 

p. 9.

4A11en Tough, The AdUlt's Learning Projects, 1971, p. 1.

 

The slogan, ”the medium is the message,

”5 has passed so

quickly into the status of a folk saying in our society that it may be easy

to overlook its significance. We are restricted by our channels Of com-

munication; the standard dissertation format is no exception. While it

can focus attention like a spotlight on some narrow range of human exper-

ience, the very intensity of this attention may block out our recognition

of other important related aspects. For this reason an audio-visual

presentation was developed during this study in an attempt to portray

other aspects Of the student experience which are lost in their trans-

lation into "cold" type.

Margeneau differentiates between "facts" (that which is inde-

pendent Of our control; it is simply there waiting to be reCOgnized, Of-

ten in the form Of an immediate perception or a sensory datum), "con-

cepts" (the results of human processes of abstraction) and the 'rules of

corre5pondence" (habits of passing from an immediate fact to a construct). 6

This study attempts to ascertain what the ”facts” of the adult student

role are, and to develop some new "rules of correspondence" by which

we may obtain a better construct Of the adult student role.

 

5Marshall McLuhan, Understanding Media, 1964, p. 7.

 

6H. Margeneau, ”The Competence and Limitations of Scientific Method, "

Operations Research, May, 1955, pp. 136-138.
 

B. SCOPE OF THE STUDY-~LIMITATIONS

Houle suggests five possible starting points for studying adult

learning:

--one Or more institutions of adult education

--the needs and characteristics of a community or society

--the individual learner

--a philosophical position

--one or more methods of learning or teaching. 7

This study begins from the third Of these alternatives-- the in—

dividual learner.

It is a preliminary, exploratory study based on folk

wisdom and logic rather than precise data and testable hypotheses.

It

was carried out in a limited geographic area, using data from adult part-

time students in extension courses at a Canadian university. As has

been pointed out elsewhere, the lack of institutional studies in Canadian

adult education must raise some uncertainty about the comparability of

research in Canada and the United States at this time. 8 However, be-

cause of this very lack of information, we must call upon studies pre-

viously done in the U .S. and elsewhere for background information for

this study.

While differences in the situation of the adult part-time stu—

dent in the two countries do not appear to be overwhelming, this is one

of the factors which must be taken into consideration so that the subtle

differences are not ignored.

 

7Cyril O. Houle, ”Adult Education, " Encyclopedia of Educational Re-

 

search (4th ed.), ed. by R .L. Ebel, 1969, pp. 51-55.

8COOlie Verner and Knute Buttedahl, "SociO-Economic Characteristics

of Participants in Extension Classes, ” Continuous Learning, Jan. -Feb. ,

 

1964, pp. 21-27.

5.

The use Of audio-visual technology has become highly sophisti-

cated, elaborate and often very costly in recent years.

This study con-

fined its use Of this technology to methods which might well be employed

by or adapted to the use of the individual educator or investigator.

This

restriction limited the size and complexity of the presentation (and there-

fore the effects which might be achieved), but would seem tO hold more

promise for future use than other approaches.

C. ORGANIZATION

This study documents the progress and results of the research.

The relevant literature is reviewed in the next chapter.

This is followed

by a statement Of the problem and a detailed outline of the methods used

including an orientation to humanistic research, a rationale for the use

Of first-person documents, and information about the sample selection

and interview techniques as well as a description of the audio-visual

reporting methods used.

The research findings are chiefly reported in the slide and tape

presentation accompanying this document.

In this instance the slides

and tape are _r_1_9_t_ supplementary material, but are themselves the meat

of the study and are supplemented by the written materials.

In Chapter V

some additional Observations about the techniques used are reported in

written form and the implications of the whole for adult education are

discussed. The final chapter summarizes the report and draws some

tentative conclusions based on this material.

The usual bibliography of references cited follows; it is sup-

plemented by a brief annotated bibliography Of existing first-person

documents by adult students.

The interview outlines and sample whole-interview transcrip-

tions are to be found in the appendix as is the Script for the audio-

. 6.

visual pre sentation .

D. DEFINITIONS

For purposes of this study the following definitions were used:

Adult Student: A person over sixteen years Of age who registered for

 

one or more Of the "courses" as defined below, and whose primary

occupation is other than that Of student.

(Included ”retired" and

”housewives" .)

NOTE: For purposes of this study only those students between the ages

of 25 and 55 years were interviewed in order to reduce some Of the

variation in reSponse due to age f‘actors.

Course: A program offered by a university, school board or other

educational agency, primarily for adults, primarily educational in

nature (as defined by the Objectives of the program), taught on a reg-

ularly scheduled basis of one or two class sessions per week over a

period of at least five weeks. Short courses, workshOps and residential

courses of shorter duration (even though the number of class hours may

be comparable) are specifically excluded under this definition.

Student Role: The expectations and behavior which would meet the

 

criteria of Barnlund and Haiman:

When students attend a class meeting for the first time, they

have certain notions of how students should act with teachers,

just as a couple going out to a dinner party knows that there

are certain things which you do not say or do on such an oc-

casion.

Their expectations may prove to be wrong, but until

that time their behavior will be guided accordingly.

 

9Dean Barnlund and Franklyn S. Haiman, The Dynamics of Discussion,

 

1960, p. 173.

Teacher: The chief instructor in one of the above—defined courses.

(One-time guest lecturers and substitutes are excluded.)

CHAPTER II

REVI EW OF LITERATURE

Related literature may be divided roughly into five categories:

--""humanistic" research and related methodologies

-—role and communications theory

--the teaching-learning process; the setting for the student role

--studies relating to adult students

--personal documents; descriptions of their experiences by adult students.

A. ”HUMANISTIC" RESEARCH AND RELATED METHODOLOGIES

Margeneau believes that, "insofar as many genuinely human

experiences have purely emotive aspects, science, at least at the pre—

sent time, does not relate to them. ”

1 Allport proposed two types of

knowledge: "conceptual knowledge which is acquired throughout life by

increments and associations. .

. [and] an immediate knowledge of par-

ticular Objects or relations." He further asserts that only this latter

intuitive kmwledge "retains its .gras’p upon the self as a whole."2

 

1Margeneau, "The Competence and Limitations of Scientific Method, "

p. 146.

2Gordon W. Allport, "The Study of Personality by tho Intuitive Method, ”

Journal of Abnormal and Social PsycholOgy, April-June, 1929, p. 17.

 

 

The dilemma facing the researcher who wishes to investigate

a live phenomenon has been further described in this way:

9.

Life defies measurement. Only the prOperties of nature not

the essence can be described in quantitative terms. We can

weigh a mouse and determine the length of its ears and tail;

we cannot measure the. quality of a mousehood. With elab—

orate scientific devices we can explore the physiOIOgy of the

human organism, but our deviceis are yet powerless to re-

veal the essence of humanness.

Within the context of adult education Ruddock describes the

tendency ”to judge a piece of work by its sampling methods and the

level of significance claimed for correlations" as enabling "one to

assess the bricks, but not the building. "4

Others also insist that the humanistic researcher owes it to

his subject to go beyond the standard methods, and that other methods

to detect and report these other aspects can be developed. Sanford

criticizes both psychologists and educators for their piecemeal approach

saying:

If the psycholOgist fragments the person conceptually in the

interests of research, many educators, by taking over di-

re ctly and applying the laboratory findings seem about to

fragment their students for keeps.

 

3E.L. Grant Watson, "The Hidden Heart of Nature, " Saturday Evening

 

Post, 27 May, 1961, p. 32.

4Ralph Ruddock, “The Sociology of Adult Education: A Plea for

Humanism, " Studies in Adult Education, April, 1971, p. 20.

 

5Nevitt Sanford, “Will Psychologists Study Human PrOblems?"

American Psychologist, Feb. , 1965, p. 195.

 

10.

American psychologists have also been criticized for their reliance on

the ”black box” approach with its "tremendous over-simplifications.

neglecting the existence and contributing functions of unobserved per-

ceptual organization."6 Weiss adOpts a similar position in which he

describes studies of "complex situations" as requiring that the inves-

tigator, "first appreciate the multifarious phenomena of the real situ-

ation and only then search for the simplifications which will make the

grasp of these phenomena possible. "7

Moustakas differentiates between the ”actual research exper-

ience which distinguishes the discovery process" from that of "verif-

ication and corroboration.

"8‘

In this former type Of research he main-

ta ins that obj e ctivity:

. means seeing what an experience is_ for another person,

not what causes it, nor why it exists, not how it can be defin-

ed or classified.

It means seeing attitudes, beliefs and feelings

of the person as they exist for him at the moment he is exper—

iencing them, perceiving them whole as a unity.

Buhler points out that, "In the study Of persons .

.

.

it is

necessary that the researcher become a participant in the individual's

experience,‘

and establish contact with the "hidden reality" or

”existing framework of knowledge within which we Operate."10

 

6Henry Winthrop, “Cultural Factors Underlying Research Outlooks in

Psychology, " in Challenges of Humanistic PchhOlogy, ed. by James

F.T. Bugental, 1967, p.95.

7Robert S. Weiss, "Alternative Approaches in the Study of Complex

Situations," Human Organization, Fall, 1966, p. 198.

 

8Clark Moustakas, ”Heuristic Research, " in Challenges of Humanistic

 

Psychology, ed. by Bugental, p. 101.

 

91bid., p. 103.

10Charlotte Buhler, ”Human Life as a Whole as a Central Subject of

Humanistic Psychology, " in Challenges of Humanistic Psychology,

 

ed. by Bugental, p. 83.

11.

Others describe the "personal, “ “perceptual” or ' 'phenomenological"

approach as that which "seeks to understand the individual from his own

point of view."11 Polanyi adds that we must recognize that "into every

act of knowing there enters a passionate contribution of the person know-

ing what is known, and that this coefficient is no mere imperfection but

a vital component of his knowledge."12

As with any type of research, one must be wary of unrecognized

subject or investigator bias. Jourard notes that the bias often detected

in psychological research may, perhaps, be a defense mechanism of

the subject in response to the usual experimenter—subject encounter

which may have more in common with a " young man on the make".

than true dialogue as the researcher tries to keep his subject ignorant

of the purpose of his inquiry in an attempt to eliminate "bias."13 The

technique of "invitations"(described in the outline of the methodology)

has been developed by Jourard to help overcome some of these diffi-

cultie s. 14

 

11Arthur W. Combs and Donald Snygg, Individual Behavior: A

Perceptual Approach to Behavior, (rev. ed.), 1959, p. 11.

 

 

12Michael Polanyi, Personal Knowledge, 1958, p. viii.

 

l3Sidney M. Jourard, DisclosingMan To Himself, 1968, p. 22.

 

14Ibid., p. 25.

12.

B . RELATED THEORY

1. Role Theory

 

Goffman has defined role as ”the activity the incumbent would

engage in were he to act solely in terms of the normative demands up-

on someone in his position.”15 More concretely, Barnlund and

Haiman have defined the student‘role in this way:

When students attend a class meeting for the first time they'

have certain notions of how students should act with teachers,

just as a couple going out to a dinner party knows that there

are certain things which you do or do not say or do on such

an occasion.

Their expectations may prove to be wrong,12ut

until that time their behavior will be guided accordingly.

Walton, in his study of the dynamics of expectations and adapt-

ations of adult learning groups, points up the connection between the in-

dividual taking the student role and the learning situation. He found that

ideal expectations seemed to have a close relationship to individual sat-

isfaction and that these expectations are not always imposed by the

larger culture. 17

Theatrical performances have been used as analogies to study

social life, even though it is acknowledged that life presents "things

that are real and sometimes not well rehearsed."18 The individual's

 

15Erving Goffman, Encounters, 1961, p. 85.

 

16Barnlund and Haiman, The Dynamics of Discussion, p. 173.

 

17Eugene R. Walton, "The Dynamics of Expectations and Adaptation

to Adult Learning Group Cultures, " (unpublished Ph.D. thesis),

1963, pp. 219-220.

l8Erving'Goffman, The Presentation of Self in Everyday Life,

 

1959, p. xi.

13.

rationale for ad0pting a particular role strategy is Often to control the

conduct of others, especially their responsive treatment of him. The

performer may be sincere (fully believing in his own act) or‘quite cyn-

ical about his performance if, for some reason, he wishes to "take in"

his audience. 19

Classes have been described as "arrangements of designated

actors who are pursuing some goal (either the sheer maintenance of the

classroom drama or'the attainment of certain ends such as drawing

finesse)."20 The plans related to these goals involve "understanding of

and adherence to certain norms (agreements) which link the actors to

one another in a certain way and regulate. .

. their future behavior."21

Goffman discusses the many ways in which roles are main-

tained and threatened; one of these has particular significance for the

adult student role.

In this performance, the one—man team (i.e.,the stu-

dent) commits himself to a serious claim or request (acknowledgment of

his abilities as a student) and leaves himself no way out should this claim

be denied by the audience (the instructor and/or other students). He

points out that this usually occurs only in situations where a favorable

result is a foregone conclusion (perhaps non-credit courses tend to be

interpreted in this way) or where the performer's motivation is high.

In

the latter case, the performer lowers his defenses, throwing himself

 

19Ibid., p. 3.

20Clinton J. Jesser and Louis P. Donovan, "Nudity in the Art Training

Process," SociOIOgical Quarterly, Summer, 1969, p. 364.

 

erbid.

 

 

14.

on the mercy of his ”audience" and, in effect, asking them to become

part of his team. As Goffman points out, "this sort of thing is embar-

rassing, " and may lead to humiliation if the request is refused.22

Role-making is said to pass through four stages: surface en-

counter, proffering and} inviting, selecting and modifying, and stabili—

zing and sustaining.

23 One might question whether the typically brief

adult education course lasts long enough for the student to carry his

student role through all four phases, and what effect a failure to com-

plete the process has upon his development as a "student". One might

also question how the student's satisfaction with his performance in the

student role relates to his plans for further continuing education.

While roles are of crucial importance to human behavior, they

can be changed. As Turner has observed:

Roles 'exist' in varying degrees of correctness and consistency

while the individual confidently frames his behavior as if they

had unequivocal existence and clarity. The result is that in

attempting from time to time. to make aspects of the roles ex-

plicit he is creating an% modifying roles as well as merely

bringing them to light. 4

The phenomenon has also been described in this way: ”The

roles people play in life are to a great extent the product of the partic-

ular techniques an individual has differentiated as apprOpriate for a

person like himself. "25

 

22Coiiman, The Presentation of Self in Everyday Life, p. 211,

23Virginia L. Olesen and Elvi Waik Whittaker, "Role-Making in Part-

icipant Observation," Human Organization, Winter, 1967, p. 274.

24Ralph H. Turner, ”Role Taking: Process'Versus Conformity, " in

Human Behavior and Social Processes, ed. by Arnold M. Rose,

1962, p. 22.

25Combs and Snygg, Individual Behavior, p. 120.

2 . Communications Theory

 

Cody points to the key issue when he asks, ”Can a Single ac-

15.

tion have many different descriptions?" He concludes that it can (quite

apart from two or more partial descriptions of the same action)--as,

for example, when we might say, "That man is writing in his notebook;

he is learning about the French Revolution;” or, "he is demonstrating

his skill in taking notes."26 Complex experiences, such as those of

the adult student seem particularly open to this type of multi-level des-

cription and Cody himself suggests the camera as one way to capture

some of the complexity of such experiences. He also remarks that:

The characteristics of film, its definite beginning and end, its

repeatability as an independent object, are characteristics of

the physical object which passes through the projector, and not

something it derives from the subject it portrays. .

.~

. All else,

the indiscriminate panning, zooming and flipping from the macro-

to the micrOSCOpic level, together with the corresponding shifts

in the other equipment, is unfortunate.

It would be far better

if all angles and levels of focus, etc. were available simulta-

neously rather than in dizzying alteration.

The so-called multi-screen or multi-media technique is one

method proposed to try to present several ideas in a holistic manner.

As McLuhan and Fiore remind us:

We can no longer build seriously, block-by-block, step-by-step,

because instant communication insures that all factors of the

environment and of experience coexist in a state of active in-

terplay. .

.

. We hear sounds from everywhere, without ever

having to focus. .

.

. We can't shut out sound automatically.

We simply are not equipped with earlids. Where a visual

space is an organized continuum of a uniformed connected

kind, the ear world is a world of Simultaneous relationships. 28

 

26Arthur B. Cody, "Can a Single Action Have Many Different Descrip-

tions?" Inguiry, 1967, p. 164.

27Ibid., p. 176.

28Marshall McLuhan and Quentin Fiore, The Medium is the Nb. ssag_e_,

 

1967, pp. 63 and 111.

         

The presentation of several images together may be likened to

the effect produced by the front page of a newspaper:

16.

The position and size of articles on the front page are deter-

mined by interest and importance, not content. Unrelated

reports from Moscow, Sarawak, London and Ittipik are jux-

taposed; time and space as separate concepts are destroyed

and the here and now presented as a single Gestalt or lineal-

ity.

Items abstraTOFéd from a total situation aren't arranged

in casmial sequence, but presented holistically, as raw exper-

ience. 9

We are also reminded that, "A new language lets us see with

the fresh, sharp eyes of the _child; it offers the pure joy of discovery."30

This would seem to be an important asset in this particular investigation.

As Maddison points out, there has been little research into the

influence of the quality of films on. their teaching and communications

effectiveness. 31 Nevertheless, it would seem unwise to avoid the use

of this means of communication until such time as this information may

become available since, in the words of Lanoux:

We are in the presence of a mutation as important probably as

that which overtook our civilization when the printing presses re-

placed the patient labour of the amanuenses. .

.

. We today are

dealing not only with a prodigious increase in the volume of i_r_1_-

formation drenching mankind, but with a mutation in the very

 

stuff of thought. .

.

. With audio-visual forms Of knowledge,

the information message imbibes Man before penetrating him.

All of us have the right to look back with regret to the balanced -

calm of yesterday when the printed symbol reigned supreme.

But no one has the right to turn his gaze away from the audio-

visual phenomenon. It is there. To deny or to neglect it wggld

be equally dangerous. We must control, guide, channel it.

 

29Edmund Carpenter, "The New Languages, " in Explorations in

Communications, ed. by Edmund Carpenter and Marshall McLuhan,

 

1960, ppflST-l64.

30Ibid., p. 175.

31John Maddison, ”The Film and the University, .. in Film in Higher

Education and Research, ed. by Peter D. Groves, 1966, p. 14.

 

3ZArmand Lanoux, ”From the Report to U .R .I.," World Screen Bulletin,

1964, p. 38, quoted in Maddison, ”The Film and the University, " p. 5.

17.

The technique of involving the film's "subjects" in the produc-

tion and editing of the presentation is a relatively new development

which has been chiefly used in Community development situations as a

way of engaging people in a reCOgnition of their situation and in clarify-

ing communication between different groups in the community. Low re-

marks on the value of this process as a means of providing feedback and

the acquisition of additional material as areas become more deeply ex—

plored. 33 Little seems to have been written about this aspect of audio-

visual presentation, but an excellent demonstration of the process can

be found in the film VTR St. -Jacques. 34 This investigator has had ex-

 

perience with this technique during a workshop on "Film and Community

Development” sponsored by Memorial University of Newfoundland in

1968, and in other projects. 35

It is hoped that this involvement also helps the study to meet

the ”social agreement" criterion proposed by Allport as one of the tests

for validity in the use of personal documents: "An extention of the test

is to submit the conceptualization to the subject himself.

If he (who

knows the 'inside half') accepts it, the chance of its being a correct

explanation is enhanced. "

36

 

33Colin Low, ”Some Notes on the Farmersville Project, " Newsletter:
 

Challenge for Change, Winter, 1968-69, p. 9.

 

34VTR St. -Jacques, National Film Board of Canada, 1968.

 

35Amy M. Elliott, ”Film-Making and Community DevelOpment, "

Continuous Learning, July-Aug., 1969, pp. 183-188.

 

36Gordon W. Allport, Pattern and Growth in Personaljy, 1961, p. 409.

 

18.

C. THE TEACHING-LEARNING PROCESS--THE ENVIRONMENT

OF THE ADULT STUDENT

The effect which ”demand characteristics" have upon the per-

formance of subjects in psycholOgical experiments has been vividly out—

1ined by Orne.

37 While the classroom situation may be a somewhat dif-

ferent environment, it would seem likely that similar characteristics in

that situation might also influence student behavior and expectations.

Rogers characterizes a helping relationship as one in which the

"helper" will be seen as trustworthy, able to communicate unambiguously,

and as having a positive attitude toward the person helped. The helper

should also be able to let the other "be separate, " but at the same time

should be able to put himself in the other's shoes and be accepting of

him. Above all the helper should be non-threatening and in particular

able to free the other from the threat of external evaluation. 38 While

the importance of these characteristics may vary from situation to

situation, their presence or absence will drastically alter the teaching-

learning milieu.

Three teaching models (the teacher as Shaman, priest or

mystic healer) have been described by Adelson. 39 The chief variable

appears to lie in whether the focus of attention lies with the teacher

himself, the subject matter and academic discipline, or the student.

 

37Martin T. Orne, "On the Social PsychOlOgy of the Psychological

Experiment," American Psychologist, NOv., 1962, pp. 776-783.

 

38Carl R. Rogers, "The Characteristics of a Helping Relationship, "

in Interpersonal Dynamics (rev. ed. ), ed. by Warren G. Bennis and

 

others, T968, pp. 298-302.

39Joseph Adelson, "The Teacher as Model,” American Scholar, Summer,

 

1961, pp. 385-389.

 

19.

Obviously, the student role will be affected by the demands placed on it

by the teaching model employed in the particular situation. One might

speculate that teaching effectiveness would be enhanced if the teacher

and student(s) involved had complementary teacher-student models

(or roles) as the basis of their behaviors.

The term "'andragogy" is gradually coming into use to distin-

guish the theory of_a_dil_t learning from the formerly all-embracing

"pedagogy",

This is not just a semantic nicety but acknowledges that

different assumptions must be made about adult learners than child

learners. As Knowles describes it, we may expect that as a person

matures, (a) he moves from dependency towards being a self-directing

human being, (b) he has an increasing amount of experience which

serves as a resource for learning, (c) his readiness to learn is or-

iented more towards the deveIOpmental tasks of his social roles, and

(d) immediacy of application becomes important and causes his inter-

est in learning to shift from a subject-'centeredness to a problem-

orientation. 40

D. STUDIES RELATING TO ADULT STUDENTS

1. Reviews

A number Of earlier studies in this area have been reviewed

by Brunner and others.41 They pointed up the difficulty in using ex-

pressed interest on the part of potential participants as a guide to

 

40Malcolm S. Knowles, The Modern Practice of Adult Education:

 

AndragOgLVersus PedagOgy, 1970, pp. 38—39.

 

41Edmund deS. Brunner and others, An Overview of Adult Education
 

Research, 1959.

 

 

20.

program planning (because so few follow through with action), 42 and

because of the perennial problem of measuring the potential ability of

adults in various subject areas.43 They describe research on parti-

cipation in adult education as having been characterized by one of two

approaches: stUdy‘ of the characteristics of participants in particular

institutions or types of institutional programs, or sampling of a pOpu-

lation or area to determine differences between participants and non-

participants in various types of adult education.

Under the heading,

44

"Some Generalizations with Respect to Participation, ” they note the

following:

Vocational classes are clearly the most pOpular. .

.

. They

enlisted 35. 3 percent of those participating in adult education;

.

.

. there is some evidence that a relatively larger proportion

of women, Older adults, better educated persons. .

. partici-

pate in so-called‘liberal" subject areas--especially in acti-

vities which do not carry "credit"; .

.

. formal schooling ap-

pears tO be the most significant determinant of participation

in all forms of adult education which have been studied;.

economic status .

.

. is also significantly related to parti—

cipation in formal adult education, although it appears that

much of this relationship may be attributed to the related

factors of education and occupation; participation in adult

education decreases with age; there is some evidence that

accessibility and proximity to centers for adult education

increases participation.

There is, however, no indication in this review that the re-

search had gone beyond the quantitative stage in looking for the mean-

ing Of the adult learning experience.

 

47‘Ibid., pp. 80-81.

43Ibid., p. 85.

44Ibid., p. 90.

45Ibid. , pp. 95-97.

21.

A briefer review of the situation carried out almost ten years

later still refers to some of these same studies and again is stated

primarily in quantitative terms.46

A recent (admittedly incomplete) survey of some 231 studies

carried out in Canada since 1968 shows that only 43 or 16 percent were

concerned with the examination of student attitudes or abilities and/or

analyses of the composition of student populations. Far more pOpular

for investigation were program- or administration-oriented tOpics.47

Several of the 43 studies noted above are outside the focus of this study;

those which appear to be pertinent are noted later in this and the follow-

ing se ction.

2. Surveys of Participation and Participants

 

Probably the best known and most comprehensive study of

adult education participation is that carried out by the National Opinion

Research Center in the early 1960's.

It was based on a U .5. national

sample survey and indicated that about twenty percent Of the adult pOp-

ulation was involved with educational activity at some point during each

year and about half the pOpulation involved at some time during their

lifetime.48 In general the more formal classroom settings were pre-

ferred by middle-class peOple. Answering the questions, ”what peOple

who attended adult education classes are like, " the authors state that

 

46Leonard V. Koos, ”Adult Education and the Adult Student, " in

The Community Collegg Student, 1971, pp. 385-429.

 

47"Recent and Current Research in Canada," Convergence, 1971, p. 70-

 

48Johnstone and Rivera, Volunteers for Learning, p. 1.

 

22.

the typical adult education participant was more Often a woman, "middle-

aged" or Older, wanting practical knowledge rather than "ideas and

theories, ” married, and ”a little dissatisfied with life.”4‘9 The evidence

"quite strongly supports the position that the lower classes do not view

education in terms of self-realization and do not think of learning as an

experience rewarding in its own right.”50

A recent study also took a broad pOpulation base and gathered

similar data for adult students in Britain. 51

In a survey of women university graduates in Canada, Cock-

burn and Raymond found that 10 percent planned to take, and 42 per-

cent were uncertain about taking additional university credit courses;52

almost a third had taken one or more non-credit courses at university

since graduating and a third plan to take such courses in future.

53

About 86 percent of those who had taken further credit work found the

experience

”satisfactory" according to the criteria of the study,

54

although a number added comments indicating that they had faced diffi—

culties due to age discrimination, lack Of part-time courses, rigid

 

491:hid., pp. 252-263.

501bid., p. 263.

51National Institute Of Adult Education, Adult Education—~Adequacy

 

of Provision, 1970.

 

52Patricia Cockburn and Yvonne R. Raymond, Women University

Graduates in Continuingducation and Employment, 1966, p. 4.

 

 

53Ibid., p. 87.

54lbid. , p. 61.

 

23.

course requirements and family situations. 55 Since this study was

based on a forty percent response rate to a mailed questionnaire,

some caution must be used in interpreting these findings.

In a similar study of 882 women with some previous college

work who were living in the Kansas City area, Berry found that sev-

enty percent hoped to continue their education, but that only twenty

percent had made definite plans to do so.

While the overwhelming

majority planned to work towards a further degree, many were also

interested in non-credit courses. 56

Knox and Videbeck interviewed 1500 adults living in the mid—

western U .8. They found that socio—economic status, and to a lesser

extent age, (but not community size or sex) were the factors associated

with participation in adult education programs for the general population. 57

Verner and Buttedahl analyzed the socio-economic character—

istics of a sample of 445 adults in lecture and discussion courses at

the University Of British Columbia. Consistent with findings elsewhere

they found that attendance at this type Of extension course was chiefly

a middle-class activity and closely related to participation in other

community activities. Approximately eighty percent Of those surveyed

 

551hid., pp. 100-101.

56Jane Berry, ”Aspirations of Alumnae for Continuing Education, "

Journal Of the National Association Of‘Women Deans and Counsellors,

 

Summer, 1964, pp. 197-198.

57Alan B. Knox and Richard Videbeck, "Adult Education and the Adult

Life Cycle,” Adult Education, Winter, 1963, p. 119.

 

24.

had participated in other adult education activities within the past three

years. 58 NO attempt was made to associate these factors with any suc-

cess or satisfaction criteria.

In a survey Of women students enrolled in non-credit extension

programs at the University of Alberta, it was found that almost half of

the day—time students indicated that they had no college preparation,

although almost a third indicated that they had completed a bachelor‘s

degree. The majority were in the over-forty age group and came from

families where the family income was over $8, 000 per year. Most

gave "general interest" as their reason for enrolling in such courses

and rated the courses as "interesting" Or "about right” rather than ”too

difficult" or "too easy."59

The University of Minnesota carried out a study of evening

class student characteristics.

Findings there Showed that 74 percent

of the students had some post— high school education and that most fell

into the middle income group. There were twice as many men as wo-

men among the students; over half the students were married and seven-

ty percent were under thirty years of age. More than half were seeking

some form of certification or degree—- 18 percent in subjects connected

with their occupations.6O Again, there was no attempt to relate these

criteria to the student's experience.

 

58Verner and Buttedahl, "Socio-Economic Characteristics Of Partici-

pants," pp. 21-27.

59University of Alberta, "Brief to the Royal Commission on the Status

of Women, " 1968.

60Clara Kanun, Evening Class Student Characteristics, 1965.

 

 

White and others tested the personality characteristics of sixty

men in evening college courses. There were no significant differences

in anxiety scale values, but strong differences emerged in psychological

confidence (generally in direct ratio to academic standing), despite

25.

similarities in self-reports .

61

3.

Studies of Drgp-Outs

 

Others have looked at the characteristics of "drOp-outs" in an

attempt to describe a part of the adult education picture. Verner and

Davis reviewed a number of studies previously completed and tested a

total of 26 factors which were hypothesized to have a bearing on the

drOp-out rate. Although they believed that many instances of poor study

design and execution hampered comparisons, they concluded that the

same socio-economic characteristics which have been found to be re-

lated to participation are also related to persistence in attendance;

i.e., age, previous education, marital status, occupation, income and

rate of social participation. 62'

In one study of a vocational program which had had a seventy

percent drOp—out rate, it was found that the reasons related chiefly to

financial problems, lack of a supportive environment, conflict with

teachers, lack of ability and the previous pattern of school behavior.

63

 

61William F. White and others, ”Selected Personality Characteristics

and Academic Performance of Adult Evening College Students, "

Journal of Educational Research, April, 1966, pp. 339-343.

 

62Coolie Verner and George S. Davis, Jr. , "Completion and Drop Outs, "

Adult Education, Spring, 1964, pp. 157-176.

 

63W.E. Mann, ”Adult Drop-Outs," Continuous Learning, March-April

and May-June, 1966, pp. 55-65 and 127-143.

 

 

Alam and Wright found that drop-outs from night school are

26.

more likely than those who complete courses to be under 25, unmarried

and living with their parents.

Interestingly, only about two-fifths of the

drop-outs said that they had stOpped attending for reasons having to do

with night school itself, but almost three-quarters thought that their

fellow students quit for reasons relating to the program. 64

Dickinson and Verner, in a study of drop-outs from adult night

school classes, found that general interest courses maintained attend-

ance better than academic or vocational courses and those Of ten ses-

sions or less had a greater holding power than longer courses. Drop-

outs comprised 27. 8% of the original enrollment; they tended to be young-

er than the average and single. 65

Zahn, in a study Of adult students in liberal arts courses at

university, found that those with low academic ability tended to drop

out of credit courses while the reverse was true for non-credit courses.

She suggests an explanation for this, related to the student's role

expe ctations:

Credit classes may meet the [adult student's] expectations

concerning the format of college work. .

. (specific Objective

approval during the course in the form of good grades);. .

the attitude of professors and tl'geir expectations may be dif-

ferent for non-credit classes. 6

 

64Mubarka Alam and E.N. Wright, ”A Study of Night SchoolDrop Outs, "

abstracted in Non-Degree Research in Canada, 1968, p. 10.

 

65Gary Dickinson and Coolie Verner, "Attendance Patterns and Drop-

Outs in Adult Night School Classes, " Adult Education, Fall, 1967,

 

pp. 24-33.

66Jane Zahn, "Drop-out and Academic Ability in University Extension

Courses,” Adult Education, Autumn, 1964, p. 42.

 

She also points out that the lack of negative feedback may make

27.

it possible for the low-ability student to have a significant learning ex-

perience in the non-credit course which he would be blocked from hav-

.ing in a credit course. 67

h

In another study, Knox and Sjogren analyzed the multiple fac-

tors associated with student achievement in a sample of 4562 students

in university evening classes and found that age was a predictor of

course grades in college level adult education classes only to the ex-

tent that age varied with vocabulary level, level Of education and occu-

pational status.

Their study indicated that there were a multitude of

reasons for students withdrawing before completing course work. 68

Houle explored the traditional reasons for drOp-out behavior

(i. e., personal problems, dissatisfaction with instruction or admin-

istrative policies, low aptitude, achievement of goals before the course

is completed), but suggested that there might also be merit in looking

at this problem from the standpoint of the student. He suggested that

the student may need to make some changes in himself if he wishes to

succeed in this new role; that a prime reason for student difficulty may

be simply that the student does not know how to learn.

They would not undertake any other Skill with the expect-

ation that they could perform it perfectly the first time

they tried, or that they could resume a former high. level

of performance after many years of disuse. .

.

. All too

Often new adult students are not helped to any better un-

derstanding of their Situation. They may, in fact, be

 

67Ihid., p. 45.

98A1an B. Knox and Douglas D. Sjogren, "Achievement and Withdrawal

in University Adult Education Classes, ” Adult Education, Winter,

1965, p. 85.

informed with almost relentless insistance that learning is

fun; when they do not always fitzd it so, they conclude that

something is wrong with them. 9

A preliminary study which he conducted of adult part-time

28.

students bore out the contention that one must learn how to be a student. 70

4.

Studies Of Factors in Student Achievement

 

Wientge and DuBois used an elaborate set of aptitude and aca—

demic tests, biOgraphical data and interviews with counsellors in an

attempt to predict the motivation and success of students enrolled in

evening credit courses at Washington University. They concluded that

biographiCal data, including past performance was the best predictor of

success, and that mature, stable peOple tend to be academically success-

ful. There was no attempt to judge the students' satisfaction with the

experience on the basis of any criteria other than academic success. 71

Several other studies have indicated that evening credit stu-

dents generally perform as well or better than comparable day groups.

Schultz found that time of day of class was apparently more significant

than the age Of the student.

(Poor students of whatever age performed

better in the evening classes than they did in the day classes. )72

 

69Cyril O. Houle, ”Who StayS--and Why, " Adult Education, Summer,

 

1964, p. 228.

7OIbid.

 

71King M. Wientge and Philip H. DuBois, Factors Associated With the

 

Achievement Of Adult Students, 1964, p. 34.

 

72Raymond E. Schultz and R . Curtis Ulmer, "How DO Day and Evening

Students Compare?" Junior College Journal, Sept., 1966, pp. 34-36.

 

 

29.

Halfter's study of the comparative academic achievement of women

found that those over forty did at least'as well as young learners in

undergraduate college degree programs. 73

In a similar study com-

paring the achievement of veteran and non-veteran undergraduates it

was found that the veterans out-performed a matched group of other

university students who had been admitted on the basis of similar test

scores .

5.

Student Characteristics

 

Several studies have outlined the characteristics of adult stu-

dents in "regular" university undergraduate programs . Schlossberg

found that adult male undergraduates at Wayne State University were

dissatisfied with their_"dependent" status as students and the need to

meet the rigid requirements designed for middle-class young peOple.

They found the conflicting demands Of their various roles hard to manage. 75

Erickson found that the chief needs of the 1100 undergraduates aged 26

or over at Michigan State University were for specialized academic

advisement and counselling, a recognized adult center and financial aid.

She notes that, ”An indication of the relevance of studies of this kind

can be found in the number of students who said, 'This is the first time

anyone has bothered to ask my opinion on anything' ." An indication of

 

73Irma T. Halfter, "The Comparative Academic Achievement of Women

40 Years of Age and Over and Women 18 to 26 Years of Age, " (unpub-

lished Ph.D. thesis), 1961.

74John ParaskeVOpoulos and L.F. Robinson, ”Comparison Of College

Performance of Cold War Veterans and Non-Veterans, " College and

 

University, Winter, 1969, pp. 189-191.

 

75Nancy K. Schlossberg, Men in Transition, 1967.

 

 

30.

the need for the adult student to make a transition to the student role

may be found in the fact that "many returning adults spoke of their

'shock' at the registration site."76

Hunt found a similar situation when she asked married women

students at Lansing Community College to comment on their perceptions

and experiences as students. 77 Lantz conducted a survey among adult

coeds at three mid-western universities and obtained similar informa-

tion. When they were asked to check Off statements most like them-

selves the following were chosen in rank order: "There are many

things I want to know more about; the uncertainties Of the future require

that a woman be able to support herself; I can better educate my child—

ren with the additional income;" and the following were indicated by

the students as most unlike themselves: "Some of my friends have

returned to college; my children want me to have more education; I

have wondered whether I had the ability to achieve academic success."78

Taking another approach, Houle examined through taped, struc-

tured interviews forty adults who had been engaged in adult education

activities "to an outstanding degree." He suggested that these students

may be broadly classified into three groups:

 

76Mildred Brinkmeier Erickson, "An Analysis of Selected Character-

istics and Needs of Adult Undergraduate Students Attending Michigan

State University, Fall Term 1966, (unpublished Ph.D. thesis),

1968, p. 189.

77Beverly English Hunt, "Characteristics, Perceptions and Experiences

of Married Women Students at Lansing Community College, 1965, "

(unpublished Ed.D. thesis), 1966.

78Joanne Lantz, Attitudes and Characteristics of the Adult Coed at

 

Selected Universities, 1968, p. 4.

 

31.

(a)

the goal-oriented whose educational pattern tends to be episodic

and based on the recognition of a need and its satisfaction,

(b)

the activity-oriented who enter educational activities primarily to

meet people, escape from day-to-day situations, etc.,

(c)

the learning-oriented--those who have the "itch to learn. "79

He suggests that students in these latter two classifications might find

it easier to justify enrolling in vocational-type courses even if that

were not their primary aim.

80

In most cases these students had had

strong support from their spouses, but they felt that their friends were

rather scornful of their educational activities. Houle suggests that the

original decision to learn needs to be (reinforced by several other fac-

tors (successful initial experience, variety Of Offerings so that the

individual has the Opportunity to go on, and perhaps skillful guidance

by teachers) before the casual course-taker becomes a ”continuing

learner."81

Dow in a further study originally based on Houle's classification

found that the majority of persistent learners drawn from students in a

non-credit liberal arts program were not ”activity-oriented" in Houle's

terms but appeared to be:

. using the learning experience as a maturation process

with broadly differentiated intrapersonal significance.

.

Course content was the most important determinant of enroll-

ment, although they were gyre motivated to seek insight and

understanding than facts.

 

79Cyril O. Houle, The Inquiring Mind, 1961, pp. 16-29.

 

801bid., pp. 45-46.

811bid., pp. 68-80.

82June Barth Dow, "Characteristics of Non-Credit University Extension

Students," (unpublished Ed.D. thesis), 1965, pp. xii-xiii.

 

32.

As a result of a series of studies designed in an attempt to

formulate a theory about adult learners, Ingham concluded that “educa-

tive behavior will be persistently pursued if it enables the individual to

experience basic satisfaction,

1183

and Brown found that the quantity and

quality of continuing education activities undertaken by college alumni

was positively related to a high quality undergraduate experience. 84

In a somewhat different approach Tough and his colleagues

focussed on the adult's effort to learn, whether by himself or in a group,

in a classroom or less structured situation. They assumed that the

adult student was a “self-directing organism" and that he was respon-

sible for the planning of his own learning episodes and seeking the nec-

essary help. 85 This approach probably comes closest to the orientation

sought in this study, although the report itself is necessarily filtered

through the author and thus loses the "first person" immediacy.

Lacognata studied the academic role expectations of extension

and residential students and on- and off-campus faculty and found sub-

stantial role consensus and role convergence among all groups on the

student role and faculty role in undergraduate settings. The one excep-

tion was a sharp divergence between residential and extension students

on role expectations dealing with non-performance factors in evaluating

student academic performance.

Extension students were decidedly in

 

83Roy Ingham, ”The Relationship of Educative Behavior to the Leisure

'

Satisfaction of College Alumnae," in The Continuing Learner, ed. by

 

Daniel Solomon, 1964, p. 39.

8‘JtAlan M. Brown, "College Experience and Continuing Education Activity, "

in The Continuing Learner, ed. by Solomon, 1964, p. 52.

 

85Allan Tough, The Adult's Learning Projects, 1971.

 

  

33.

favor Of instructors considering such factors as occupational and family

responsibilities when evaluating academic work. 86 In a re-analysis Of

the basic data, the author found more disagreement on role expectation

items among extensiOn students when they were classified on education/

non—education and graduate/undergraduate dichotomies. On this basis

the non-education extension students might be Characterized as having

more traditional role expectations both for students and instructors. 87

E. PERSONAL DOCUMENTS--DESCR1PTIONS OF THEIR

EXPERIENCES BY ADULT STUDENTS

The personal document has been defined as ”any self-revealing

record that intentionally or unintentionally yields information regarding

the structure, dynamics and functioning of the author's mental life, "88

or as "an account Of individual experience which reveals the individual's

actions as a human agent and a participant in social life."89 Their first-

person nature differentiates them from biography, case histories and

other third-person documents.

It has been noted that such documents vary greatly in candor,

scope, authenticity and psycholOgical value.

With respect to these

 

86Angelo Anthony LacOgnata, "Role Expectations Of University Faculty

and Students," (unpublished Ph.D. thesis), 1962, p. 83.

87LacOgnata, "Academic Role Expectations of Extension Students, "

Adult Education, Winter, 1964, pp. 99-102.

 

88Gordon W. Allport, The Use of Personal Documents in Psychological

 

Science, 1942, p. xii.

89Herbert Blumer, "An Appraisal of Thomas and Znaniecki's 'The Polish

Peasant in Europe and America', " in Critiques of Research in Social

 

Sciences 1, 1939, p. 29.

 

 

factors most published personal documents pertaining to adult student

experiences would have to be rated very low. The very fact that an

_ article is written for publication, particularly if it appears in a ”pOpular"

magazine, would lead one to suspect that it might be superficial or de-

34.

ceptive.

The self-selection factor would lead one to suspect that the

articles which are available are not representative of the adult exper-

ience as a whole.

(It is perhaps asking too much for a drOp-Out to

write an article about his experiences, and even more for an educa-

tional journal to publish such an article . )

An annotated bibliography has been prepared indicating those

first-person documents reasonably available.

It has been divided into

three sections: articles appearing in professional education journals,

films and articles appearing in popular magazines. However biased

these latter reports may be, they represent the way in which the adult

student role is presented to the general public (including many potential

students).

This bibliography appears on pages 67 - 70.

A quick review of this material will demonstrate that little

has been published which bears upon the part-time adult student role.

A number of the reports included in the bibliOgraphy are quite tangen-

tial to this central issue, but have been included because they are

deemed to have at least partial relevance and because they represent

what, for purposes of this study, are the best published materials

available.

  

CHAPTER III

STATEMENT OF THE PROBLEM

_ The central problem with which this study has been concerned

is illustrated by the picture on the following page. What is it like for

these adults to be part-time students in this typical classroom situation?

It has been prOposed that an adequate sociology of 'education

should:

. facilitate a total approach to the individual in his. sit-

uation.

It must permit reference to what he is, what he

could be now, and what he might become; to his view of

himself, others' views of him, and his intentions for him-

self; to his role—systems and Opportunity structures pre-

sented to him; to the complexity of his motivation, which is

always far beyond anything which can be formulated; to his

family, vocational and community relationships; and to the

institutional, historical and cultural components that pro-

vide and circumscribe his experience.

This preliminary study is more modest in its scope than that

suggested above, but it does attempt to explore the adult student exper-

ience and its meaning, giving particular attention to the experience as

a whole from the student perspective.

This type Of exploratory study does not lend itself to an accept-

ance or rejection of formally stated hypotheses. Rather, the purpose

of this study may be stated as an attempt to provide:

 

lRalph Ruddock, "The Sociology of Adult Education: A Plea ior

Humanism," Studies in Adult Education, April, 1971, p. 18.

 

 

wmo.

  
  

WHOCNH H" >UCH..H_ mHGUMZHm

 

37.

(a)

some insight into the kind(s) of, information which should be pro-

vided to prospective students in catalogues, advertisements and

counselling to help them make a better selection Of programs,

some indication Of the differences in student and teacher percep-

tions of the learning situation, as well as an indication of the

implications these differences might have for adult education

teachers and administrators,

(C)

(d)

some indication of the possibilities of presenting information of

this type through the use of the newer technOlOgies,

the sort of overall background knowledge about adult students

which other more precise studies might use as a context or frame-

work.

 

CHAPTER IV

STUDY METHODS

A. HUMANISTIC RESEARCH

Criteria which have been suggested for evaluation of human-

istic research by Sargent include: (a) its breadth and inclusiveness,

(b) its social orientation, (c) a focus on the experiencing person, (d) a

concern with higher human qualities, (e) the consideration of values,

goals and purposes, and (f) a methodOlOgy which is problem-oriented

rather than technique-oriented. 1 The methodology of this study has

been develOped and tested against these criteria.

B. ANALYSIS OF PERSONAL DOCUMENTS

The use of personal documents has frequently been criticized

as "unscientific" and open to many sorts of bias.

While many Of these

criticisms are well taken, the method has been recognized by Allport

as a legitimate form Of personality assessment. 2 He also points out

that, ”In the single case confronting him, he [the scientist] finds the

vivid and irreducible stuff that constitutes such knowledge as to him is

immediately certain and trustworthy."3

 

is. Stansfeld Sargent, ”Humanistic Methodology in Personality and Social

Psychology, " in Challenges of Humanistic PSLChOlogy, ed. by Bugental,

 

p. 127.

2Allport, Pattern and Growth in Personality, pp. 399-410.

 

3Allport, The Use of Personal Documents, p. xi.

 

The following approaches are proposed as ways of overcoming

39.

in this study some of the more frequent criticisms levelled at this approach:

--use of adult subjects since "

subjective life grows important as adult-

hood approaches.

n4

-—use of several subjects so that, "The sheer weight of numbers tends to

confer upon the documents 'representativeness, a certain adequacy

and reliability that cannot be ignored'."5

—-use of as few subjects as is consistent with the above in order to min-

imize the temptation to resort to "glittering generalities.”6William

James reminds us of the importance of focusing on the individual saying:

Probably a crab would be filled with a sense of personal out-

rage if it could hear us class it without ado or apology as a

crustacean, and thus dispose of it. 'I am no such thing,‘ it

would say, ‘I am myself, myself alone'.

'

—-face-to-face, non-threatening interviews to permit maximum attention

to the factors proposed by Combs and Snygg as affecting the accuracy

of the description of the phenomenal self through a self report:

(a) the clarity of the subject's awareness,

(b) the presence or lack of adequate symbols of expression,

(c) the social expectancy,

(d) the co-Operation of the subject ,

(e) freedom from threat and the degree of personal adequacy.8

 

4Ibid., p. 80.

 

5Ibid. , p. 20.

Internal quote from Blumer, "An Appraisal, " p. 37.

6A11port, The Use oi Personal Documents, p. 62.

 

7William James, The Varieties of Religious Experience, 1902, p. 9.

 

8Combs and Snygg, Individual Behavior, pp. 440-442.

 

  

40.

-—use of an adult student as interviewer, since "comlnunication is

possible through that part of the phenomenal field that is common

to two persons."9

--the use of supplementary information (interviews with teachers,

visits to classes) to provide additional information about the

experience.

--Allport notes that in autobiographies, "as the recorded story

approaches the present it seems to lose perspective. .

.

. The

writer can Show the course of the past, but is confused regarding

the significance of present events and experience."10 But it has

also been pointed out that, "Other things being equal, what an

individual is able to perceive in any situation will depend 'upon

the length of time he has been exposed to the event."11 In

this study the subjects were exposed to the situation for only a

brief period by the very nature of the experience.

It was hOped

that the immediacy of the interview would minimize this effect,

while the use of several subjects and the interviewer's view-

point would minimize the loss of perspective in

recency"

Situations .

 

9 Ibid., p.31.

10Allport, Pattern and Growth in Personality, p. 404.

 

llCombs and Snygg, Individual Behavior, p. 80.

 

 

C. SAMPLE SELECTION

Students registered in courses which met the criteria of this

study (see definition, p. 6), sponsored by the Extension Department

41.

of the University of Alberta formed the pOpulation from which the sample

was selected. The Department of Extension offers courses on a non-credit

and a "certificate credit" basis to adult students in liberal studies, fine

arts, business, agriculture, administration and professional fields.

Some of these courses require university admission status or further

professional training--others have no firm admission requirements,

but in general attract students who have already completed the basic

education required for initial entry to their professions or other vo-

cations.

A sample Of students was drawn from those courses offered

during the fall and winter of 1970-71.

Since students are permitted to

enroll in these courses up until the Opening session, it was not possible

to draw a random sample; therefore, it was decided to use a quota

sampling technique.

Since it was the purpose of this study to gather a selection of

part-time adult students, so that the range of perceptions Of the student

role would be as wide as possible within the parameters of the pOpula-

tion, the quota sampling technique was deemed acceptable.

The sample

was selected to include students in each of the following categories:

--male and female

--credit programs and non-credit programs

--vocational (business and professional) and liberal studies (including

fine arts).

  

Other factors which might be important but which were not

42.

included in the quota criteria at this time were:

--socio-economic factors

--prior educational experience--basic education and adult education

experiences

--age.

Variation in this factor was partly controlled by limiting the

study to those aged 25 to 55.

Sample A consisted of students who were individually interview-

ed about their expectations prior to the first class of their chosen course;

they were also interviewed about their experience on completion of the

course. The sample was drawn to provide two students in each of eight

cells, the divisions being based on sex, orientation of course (vocation-

al versus liberal studies) and credit (certificate credit versus non-credit).

Since it was anticipated that there might be some loss in the sample over

the period of the course (class cancellations, students moving away, etc.)

it was decided initially to select three persons per cell for Sample A to

provide some insurance that it would be possible to make two matches

per cell for samples B and C.

(Since some cells were completed with

the original two students selected from courses ending in the fall term

it was not necessary to choose a third in all cases.)

Sample B consisted of students matched as closely as possible

with those in sample A on the basis of type of class, age and sex.

All

students in both samples A and B fell within the 25—55 year age limits

selected for this study.

A further restriction on the sample was that no classes taught

by the investigator or her husband be included in the list from which the

sample was drawn, since it was felt that this might influence student

 

43.

response. All other regular evening Classes (those meeting once or

twice a week over a period of at least five weeks) were included in

the original pool from which the sample was drawn.

Sample C consisted of instructors interviewed individually on

completion of the courses in which students in Samples A and B were

enrolled. One instructor was teaching two of the classes selected; two

instructors were not available for interviews.

Instructors were in-

cluded to dis cover possible differences in viewpoints about student roles.

The validation groups were drawn separately from'similar

classes in progress in the spring, 1972 term.

It was planned to have

eight groups of six students each view the preliminary tape-slide

presentation and comment upon its accuracy in reflecting student

J

perceptions. Half of these groups were drawn from students in cre-

I

dit programs, the remainder from non-credit programs; all participants

. were within the 25-55 year age range.

A summary of the samples will be found in Appendix A.

D. I NTERVIEW TECHNIQUE

Rosenthal has commented upon the likelihood of experimenters

biasing the results of psychological experiments through their subtle

communication of expectation to their subjects. 12

In this study an

attempt was made to make deliberate use of the "highly effective and

influential unprOgrammed and unintended communication with one an-

other

1113

which he describes.

 

1‘ZRobert Rosenthal, ”On the Social Psychology of the Psychological

Experiment,“ American Scientist, June, 1963, p. 279.

 

131hid.

 

    

44.

Jourard has indicated that one method of increasing subject

openness is for the interviewer to be Open with the subject.

In this way

the effectiveness of communication may be enhanced and bias at least

brought to a conscious level. 14 Using the technique of "invitations“

each subject was invited to explore the adult part-time student role as

he saw it.

Each person was interviewed individually, by appointment, at

a time and place convenient to him/her (generally at home or work,

although a few preferred to come to the university). Each person se-

lected was told that the interviewer was a member of the staff of the

Department Of Extension, but that the information from the interview

would remain confidential.

(Taking time for such an interview seems

to have been rather low on the students‘ priorities; while there were

no outright refusals to be interviewed, considerable difficulty was

encountered in arranging suitable times for several people and six

failed to keep appointments. These latter were replaced by other suit-

able students when possible.

All of these “no Shows" occurred in

Sample A--the pre-course interviews.)

The "invitations“ of the interview centered around the student‘s

expectations and perceptions about:

--the kind and amount of work which would be required and/or which

he would do

~-the skills he had as a student

--the kind of experience he expected to have in class

--re1ationship to the instructor

 

l4Jourard, “Experimenter-Subject Dialogue, ” p. 25.

  

45.

--perceptions about the instructor

--relationship to other students

—-perceptions about other students in their student roles

--goals

--kind of behavior which would be expected in his student role

--kind of sanctions which would be applied against undesirable student

behavior

—-size of class

--contentof course

--environment for class

--conflicting demands against student roles.

To provide a skeleton structure a number Of topics were typed

individually on 3x5 cards; this pack of cards was given to the interviewee

and he/She was requested to turn up the cards one at a time and to res-

pond to the items; where appropriate further probing questions were

used for clarification or to obtain additional information.

In a few in-

stances where the interviewee seemed hesitant or reluctant the inter-

viewer turned up the next card to move the interview along. The inter-

views averaged about thirty minutes each, with a range from twelve

minutes to almost two hours.

It had previously been decided that if permission for tape—

recording were refused, or if it were not possible to record, the inter—

view would still be conducted with the interviewer recording written

responses.

If permission for the interview was refused outright:

-—in sample A the respondent would be replaced with another student

meeting the quota criteria,

 

46.

--in sample B he would be replaced by another student from that class

meeting the criteria,

--if an instructor refused to be interviewed, no replacement would be

made.

All except two interviews were recorded with the knowledge

and consent of the interviewee. One interviewee asked that the tape

recorder not be used since she had not liked the course and did not feel

free to make critical comments on tape.

Technical difficulties prevent-

ed recording one other interview in its entirety and part of two others;

in all of these instances notes were made during and after the interviews.

(These interviews did not seem to differ noticeably from those which

were recorded.)

Three interview schedules (see Appendix B) were used: schedule A

for students interviewed prior to classes, schedule B for students inter-

viewed at the completion of their course and schedule C for instructors.

E. REPORT FORMAT

The material from the taped interviews along with slides which

had been taken of classes and related activities formed the basis of an

audio-visual presentation which was to express the essence of the part—

time adult student experience as described by the students.

All Of the

interview tapes were transcribed and the typescripts were reviewed to

select a pool of significant comments for possible inclusion in the finished

tape.

These were further edited to eliminate redundancy, pauses, et cet-

era, before inclusion in the finished sound track. A number of student

comments were also made into slides for the visual portion of the pre-

sentation.

 

 

47.

When the preliminary audio-visual presentation had been pre-

pared, students from similar courses then being given in the same

institution were invited to view the presentation in small groups and to

make comments about its accuracy in presenting their views.

It was

assumed that these students would be sufficiently like the sample groups

to function in this way; the alternative of using the same students for

the validation groups as in the original samples was abandoned in view of the

high mobility of the population. These review sessions were also tape-

recorded.

It was anticipted that bringing the students together in groups

would have two effects: they might be more willing to criticize the

presentation than in a single-person session with the investigator, and

they might also trigger comments from each other which had not

emerged in the original interviews.

This feedback technique has been

used with success in certain film and community develOpment projects

to achieve these effects. Here the emphasis is on altering the pre-

sentation until it reflects the participant‘s Opinions and feelings.

Nielsen describes a variation of this “method of self-confrontation" as,

"making use Of the intense, sometimes painful self-awareness when

pictures are being taken and the involved self-awareness when they

are shown to the person later on."15

It may be worth noting that the technical qualities of the inter-

view tapes caused some problems at this point.

Since the object during

the initial interviews had been to hold the interview at a place conve—

nient to the interviewee and to make the interview as relaxed as possi-

ble (i. e. , without constant attention to the tape recorder) there was

 

lECterhard S. Nielsen, "The Method of Self-Confrontation, " in The

Study of Lives, ed. by Robert W. White, 1963, p. 125.

 

48.

considerable background noise and sound level fluctuation on some of

the tapes.

While this was never so severe as to prevent hearing what

was said, these disturbances would have made the audio-visual present-

ation much more difficult to follow. To overcome this difficulty certain

comments were replaced with others similar in content from Clearer

tapes.

This accounts for the apparent omission of certain interviews

from the final preSentation and overuse Of other interviews. A musical

background was also added to the final presentation to mask some of

the sound difficulties.

A two-screen slide-tape presentation lasting about twenty min-

utes was prepared based on this available first-person material and

Shown to groups Of students currently involved in extension programs

for validation purposes.

This form of presentation was selected as

being the mode which best combined economy Of time and money (one

of the criteria for this report) with flexibility and interest. The tech-

nique has had growing pOpularity in education and industrial fields as a

method of presenting large amounts of material where overall impres-

sions rather than discrete facts are to be communicated. 16’ 17

As noted previously, the original plan called for eight validation

groups with six students in each.

There was some difficulty in securing

active co-Operation Of students, so that even when six students had

agreed to participate in each group, the average attendance was only

three. However, those who attended the validation groups participated

 

l6

J.F. Kilmartin, "Creating the Multi-Media Environment, " Industrial

 

Photography, Jan., 1969, pp. 56-58.

 

17Peter Singer, “Jinages Unlimited, " Industrial PhotOgraphy, July, 1968,

 

pp. 90-91, 99-101.

well in the discussion. Two groups were selected, from each of liberal

49.

studies credit and non-credit students and vocational credit and non—

credit students; thus, it seems likely that the range of comments was

not unduly restricted insofar as those who attended represented adult

part-time students in general.

Each group was briefly introduced to the purpose of the meeting.

Then the Slide-tape presentation was shown and those present were ask-

ed to give an immediate response to the presentation on paper (see

questionnaire in Appendix E) as well as participate in a tape-recorded

discussion.

This permitted us to get individual reactions uncontamin-

ated by interpersonal influence as well as providing an Opportunity for

students to interact with each other over material significant to them.

This latter technique has been the basis for much recent work in the

use of film and videotape in community develOpment projects and seems

to have worked well here in generating useful discussions. Groups

commented from 30-90 minutes following the presentation.

As a result Of comments made by the earlier groups some small

changes were made in the audio—visual presentation.

The later groups

generally agreed that the presentation as it now stands is an accurate

representation of the part-time adult student‘s viewpoint.

The tape-Slide presentation in its revised form was then re-

photographed (to ensure that slides would be shown in their proper se—

quence) and a

"change slide" cue was added to the sound track. These

changes did not affect the presentation as seen by the audience; however,

they permit this material to be used by anyone who is willing to set up

the equipment and eliminate the need for the projectionist to follow a

complex script .

 

CHAPTER V

RESULTS

A . FINDINGS

1. Audio- Visual Pre sentation

 

The slide-tape presentation forms the major report Of the find-

ings of this study.

It cannot be stated too strongly that this audio-visual

material forms the core of this report, with the written material serv-

ing principally to explain and elaborate these findings.

(The script of

the Slide-tape presentation will be found in Appendix D.) There are,

however, a few comments on both the findings and the process presented

here since they are not included in the audio—visual record.

2.

Student Profile

 

All students in this study were between 25 and 55 years of age;

equal numbers of men and women were interviewed.

Students were asked about their income level and previous level

Of education at the close of the interview.

Results for those included in

the final samples are shown in Tables 1 and 2.

While no intensive study has been done of students in these

Extension courses, the findings would seem to indicate that the sample

pOpulation did not differ greatly from the normal range to be found in

Extension classes.

Those in the lower income and education levels

1,2

 

lKanun, Evening Class Student Characteristics, 1965.

 

2University Of Alberta, Brief to the Royal Commission, Appendix C,

 

1968, n.p.

TABLE 1: INCOME LEVEL

 

51.

less than $4, 000 per year

$4,000 - $6, 999 per year

$7, 000 - $9, 999 per year

$10, 000 - $14, 999 per year

more than $15, 000 per year

NO.

 

Percent

2

8

7

10

4

6. 5

25.8

22. 6

32. 2

12.8

TABLE 2: PREVIOUS LEVEL OF EDUCATION*

 

less than high school

high school graduation only

some technical training or university

technical institute graduate

university graduate

post-graduate training

_N_c_)_.

Percent

0

10

3

5

10

3

0

32. 2

9. 7

16.1

32. Z

9. 7

Some students (primarily those of European origin) had credentials

which were difficult to place on this scale.

The most apprOpriate

category has been estimated in these instances.

 

are very under-represented in proportion to their numbers in the total

52.

community.

There seemed to be a higher than normal proportion of foreign-

born students among the sample population (7 out of 31 as determined by

their responses to the question on previous education).

Since this was a

small sample and since there was no control for this factor this may well

be a false lead, but one might speculate about the relationship between

prior experience and willingness to participate in adult education.

3 .

Student Responses

 

As indicated in the previous chapter adult part-time students

seemed to place a low priority on inquiry into this area, as evidenced

by the reluctance of some to participate in this study.

While there were

no outright refusals to participate in the original interviews or validation

groups, it was often extremely difficult to arrange a suitable time and

place for a meeting because of the students‘ many prior commitments.

Frequently they did not keep pre-arranged appointments, and those who

did often remarked that they "almost hadn‘t come"--again because of

time pressures at home or work.

While some of this resistance might

be attributed to rationalization of other factors, this same pressure up-

on busy adults to be elsewhere was frequently mentioned by students as

a factor interfering with their studies. Even highly motivated students

tend to ”fit the studies around whatever else has to be done;‘ and sever—

I

al students in the validation groups related their discontent with the

apparent inefficiency of the educational process to this same problem.

This finding is consistent with other studies,

3,4

and perhaps points to

 

3LaCOgnata, “Role Expectations," p. 83.

4Erickson, “Analysis of Selected Characteristics," p. 189.

  

one of the major difficulties of those who teach adults: while the instruct-

or s interviewed as part Of this study acknowledged in a rather abstract

53.

way that their students had other obligations, one was left with the im-

pression that any change in teaching method or program in recognition

of this was seen as a concession and diminution of the program rather

than as a potentially positive move to increase the effectiveness of

teaching.

Tough has commented on the reluctance of people to talk about

their experiences as adult learners. He noted that people were usually

eager to talk about their learning projects, once the interview was start-

ed, but that in our society “for some reason peOple usually do not discuss

this topic (their learning projects) at parties or the dinner table.“5

Perhaps this is one measureable difference between adult part-time

students and their full-time graduate or undergraduate counterparts.

There seemed to be some relationship between age (or perhaps

recency Of previous academic experience) and expectations about study

and the student role which this study was not able to delineate. My im-

pression is that the younger students were perhaps more demanding of

their instructors whilst the Older students were less demanding but ex-

pected a fairly traditional lecture approach from the instructors.

There seemed to be little or no difference between men and

women in their expectations of their study experience or in their per-

ceptions of their student roles in this study. Basic circumstances and

motivation seemed more important. Those students whose motivation

for taking a course might be described as “instrumental“ (for a definite

 

5Tough, The Adult‘s Learning Projects, p. 19.

 

 

    

external reson) rather than for intrinsic reasons were more like each

other than were males or females as such.

54.

4.

Interview Technique
 

A small cassette battery-Operated tape recorder was used for

all interviews in this study. On the whole it proved a very effective tool

since it required minimum attention and was small enough to be readily

portable and inconspicuous when in use. However, the disadvantages

imposed by limited fidelity Of sound reproduction were very evident when

the slide-tape presentation was being prepared from a “third generation“

tape.

A Similar situation arose with the decision to use C-lZO cas-

settes for recording purposes. Here the advantages of being able to re-

cord for an hour at a time had to weighed against the tendency of these

very thin tapes to jam and break in the midst of the interview or during

transcription.

An additional difficulty encountered here (which perhaps would

not recur in similar studies) was the large number Of interviewees who

had European accents.

While their comments in isolation were often

much to the point, the mixture of accents on the combined tape tended

to reduce its intelligibility for first-time listeners.

Similar problems presented themselves in Obtaining visual ma-

terial for the report.

The desire to interrupt regular class activities as

little as possible led to a decision to use no flash bulbs or extra lighting,

but rather fast film and existing light. The resulting photos were Often

too dim to be acceptable, and variations in light levels, density and color

have proved annoying to a few photo enthusiasts among the Viewers in the

validation groups .

55.

The interview technique was adapted from the “invitations"

technique described by Jourard.

In the original the interviewee is

invited to ask the interviewer any question from a prepared list which

he or she would be willing to answer in turn; the questions range from

those which have little emotional impact to those which are quite per-

sonal; in general a large degree of self-disclosure is reported. 6

The technique as used in'this study did not seem to produce the

same degree of Openness.

In general the more unlike the interviewer

and the interviewee the more the situation tended to resemble a standard

"question and answer.“ type of situation. The more alike the interviewee

and the interviewer (sex, similar student experience and age seemed to

be relevant factors in that order) the more the situation resembled those

described by Jourard, with openness and two-way information flow.

This is a very subjective impression, which might be sub-

stantiated by a content analysis of the interview tapes. However, since

revalidation of the invitations technique was not a part of this study no

further work has been attempted in this area.

One might also speculate that the low involvement of many

subjects in the interview situation had its roots in their low emotional

investment in the student experience. Again this is a somewhat sub-

jective impression but is supported by the rather instrumental approach

to the student experience taken by many. This is expressed in such

words as:

 

6Jourard, "Experimenter-Subject Dialogue," pp. 18—34.

 

56.

".

.

.it did look like it (the course) had something worthwhile,

worthwhile for me.“ (tape 2, side 2)

".

. I just can‘t see wasting my time going to something for the

sake of it." (tape 3, side 2)

While one might expect some expression of this attitude from

those taking credit and/or vocational programs, it seemed to be quite

general among all those interviewed. The contrast between this attitude

and that of Houle‘s “learning—oriented student“7 reminds one of the diff-

erence between the man who lives to eat and he who eats to live.

The

latter is not apt to be very effusive about his experience; neither are

the students who have an instrumental approach to learning.

5. Report Format and Bugget

 

An early decision was made to confine the report to a fairly

Simple format--two-screen slide and single-channel audiotape.

This

seems to have been a sound decision on several grounds:

--the 35mm camera and small tape recorder were relatively easy to

Operate, and inconspicuous when used to gather material. A 16mm

camera and/or larger audio-tape equipment would have been much

harder to handle.

--cost, both in production and use. Obviously this factor is not unim—

portant to a student preparing such a report; however, this factor will

probably also be of concern to others who wish to use a similar tech-

nique for reporting findings.

 

7Houle, The InquiringMind, p. 24-29.

 

 

BUDGET

FOR AUDIO-VISUAL PR ESENTATION

57.

Original photography, film and processing (40 rolls x $4. 50). . .$180. 00

Audio tapes for initial interviews (3 doz. cassettes) ............

90.00

Audio tapes for editing and final copy (6 reels @ $2. 50) .........

15. 00 ,

Transcription of audio tapes (632 pages) ....................... 221.20

Rephotographing slides (film and processing for two sets,

15 rolls x $4.50) ......................

67. 50

Miscellaneous materials (filters, mounts, masks) ..............

50.00

TOTAL; ....... $623. 70

Equipment rental and personnel fees (no cost to this project but

should be Considered if other similar projects are undertaken).

Photographer, $10.00/hr. @ est. 2 hr. per roll of film ....... $1,100. 00

Sound Mix and re-recording, 10 hrs. @ $60. OO/hr.

(including equipment) ............

600.00

Equipmental rental (basic tape recorder, 2 slide projectors). . ..

250. 00

 

TOTAL ...... $1, 950. 00

It is estimated that additional COpies of this audio-visual report could

be produced at a cost of $60.00 each.

 

58.

--flexibility.

The ease with which both audio and visual portions of the

presentation can be altered permits continuing changes to be made to

accommodate new or revised information--a particularly useful

aspect to this type of report.

-—simplicity.

While simplicity of Operation will greatly increase the

potential use of this format, an important factor to consider is the

impact on theiaudience. Many professionals in the audio-visual field

may dismiss this as too simple; however, the validation groups in-

dicated in their comments that they found it absorbing and full of

interest; one person indicated that she found it "too much“, but

responded better on a second viewing.

This type of response might

vary widely with the age and previous audio-visual experience of

the group, but it would seem to indicate that this relatively simple

technique has a high impact with this target audience.

The final budget for the audio-visual portion of the report,

shown on the previous page, compares favorably with the original

e stimate .

B . IMPLICATIONS FOR ADULT EDUCATION

Each adult educator may be expected to draw some conclusions

of his Own from the findings of this study, depending upon his or her

own prOgramming and clientele concerns. There are, however, a few

aspects which seem to be of general enough concern to warrant specific

mention.

 

59.

The adult students interviewed for this study seemed most con-

cerned with What might be termed the "efficiency“ Of the programming.

Many were quite willing to spend several hours per week on classes and

related activities--but only if these were perceived to be "useful“ in

relation to their own goals.

This would seem to point up the need for

a greater awareness on the part of the instructor as to just what the goals

Of his students are and for more attention being given to explaining the

rationale behind a particular Set of learning activities to adult students.

Increasing instructor awareness of student goals may be difficult in the

face of the student‘s tendency to give the answer he thinks the instructor

wants

to hear, but it should be consciously and continuously attempted

(rather than assuming that the students accept the instructor's or the

institution‘s goals).

Explaining the purpose (Objectives) Of a particular set of learn-

ing activities may be more important in some circumstances than others.

While instructors and students probably both assume that “everybody“

knows why the instructor lectures, the use of teaching methods which

may be unfamiliar to students with a traditional educational background

is probably essential; i.e. , case study, simulation exercises, pro-

grammed texts, etc. As Houle notes ".

.

. (adult students) would not

undertake any other skill with the expectation that they could perform

it perfectly the first time they tried, "8 but Often both they and the ed-

ucators expect first-time Success and satisfaction with learning activities.

 

8Houle, The Inquiring Mind p. 29.

 

60.

It should be interesting to note the variation in this need which occurs

as more of those who have been exposed to a variety of learning exper-

iences join the ranks of adult students; perhaps then the educators might

find themselves justifying the use of lectures in a particular situation.

A related aspect which both students and some instructors re-

peatedly mentioned was the need to gear programs to adult needs. Many

spoke with evident appreciation of the fact that they were treated “like

adults, " with more equality between instructor and student; others in-

dicated that both they and/or the instructor had some difficulty adapting

to a changed role. Almost all of those interviewed indicated that they

liked to have their own life or business experience taken into consider-

ation in discussions and other activities; several indicated that they

valued the Opportunity to learn from the other adult students as well--

but some seemed to have difficulty with this latter point and seemed to

think that presentations by other students were a waste Of time (and

money).

Another aspect of prOgramming efficiency which seems parti-

cularly important to the adult part-time student is what might seem to

be relatively minor mechanics of organizing and offering a course.

While

the young full-time undergraduate may not like the complicated process

of registration, the frustrations caused when textbooks do not arrive

until the class is well advanced or unexpected schedule changes, he is

perhaps resigned to a certain amount of chaos, and is unlikely to have

problems with all of his courses at once. The adult part-time student,

on the other hand, experiences any difficulty with his one course as a

difficulty with his whole educational experience.

While he may not be

as vocal about his frustrations as the young undergrad he seems to

 

61.

remember these irritations for a long time, and these memories per-

haps color his whole attitude towards a particular institution or the

adult student experience as a whole. As in many other areas of life,

the things which go right are often unnoticed, while difficulties are

magnified, but in View of the "public relations“ function often assigned

to adult education programs by their sponsoring institutions it is per—

haps well to keep the perspective of the part-time student in mind.

Still another related difficulty mentioned by many students and

instructors was the problem of access to related educational resources

(library, language lab, etc. ).

In many instances the student made little

or no attempt to use such resources, or resisted attempts to direct him

to outside reading.

This again seems to be a function of the added diffi—

culty for part-time students of returning to a central location, but also

may be a carry-over in attitude from their previous educational exper-

iences in which all information was presented either through the teacher‘s

lectures or through a textbook. The many adult students who continue to

follow this pattern seem to leave themselves with thinner experiences

than they might otherwise have had.

On the basis of this study it is difficult to get any firm idea Of

students‘ reactions to the monetary costs of their studies. Approxima-

tely half Of those interviewed had their tuition fees paid by their employ-

ers.

It may be assumed that those who found the fees too costly simply

did not enroll in the prOgrams. The above—average income level of

students interviewed would seem to lend some support to this idea.

The classroom setting, or environment for learning Seemed to

evoke a wide range of reaction. Some students were quite emphatic about

their preferences while others were just as adamant that it made no

 

 

difference at all.

In view of some of the research which seems to indi-

cate that environment can have a measurable-effect on interpersonal re-

lations (even though its effect is unrealized by the participants)9 it would

62.

seem that this t0pic deserves a more thorough investigation.

Since

most adult students use facilities which are not specifically designed

for their needs but which are “available" this may seem to be a futile

endeavor; however, since there may be some choice available to the

programmer or some possiblity of making small but significant

changes, this aspect of the learning environment should probably be

given greater attention from a research point of view and in practice.

Despite the Often expressed hopes of adult educators that adult

students would be motivated by the desire to learn something for its own

sake, this was not often articulated by either the students interviewed or

those in the validation groups.

histead they seemed to be much more ex-

ternally motivated, either by a need to secure additional credentials, or

by social needs nOt particularly relevant to the course content. For ex-

ample, some business peOple mentioned their desire for a change Of

pace and indicated that they would take almost any “general interest"

course which happened to fit with their schedule.

While it is always possible that these findings apply only to

these particular students, the consistency of response across the breadth

of the sample chosen would seem to indicate a more widespread concern.

Caution should nowever be used in generalizing these findings to other

institutions .

 

9Norbett L. Mintz, "Effects of Esthetic SurroundingsII: Prolonged

and Repeated Experience in a ‘Beautiful‘ and an ‘Ugly‘ Room, "

Journal of Psychology, 1956, pp. 459-466.

 

CHAPTER VI

SUMMARY AND CONCLUSIONS

This study has attempted to explore some facets of the adult

part-time student‘s experience through an examination of first-person

interviews and personal observation. The findings are presented in

the slide-tape presentation which accompanies this document.

Because the sample population consisted of students from

only one university extension department and only those enrolled in

rather traditional courses, caution must be used in generalizing the

findings to other groups of adult students.

This study had two major purposes: (a) to collect a number

of first-person documents from adult students about their student ex-

perience and (b) to present the findings in a format which would attempt

to express feelings as well as factual data.

(A tape-slide presentation

was selected to present the data because of its simplicity of operation

and economy of production-~necessary characteristics if it is to be a

model for similar studies.) The study was partially successful in

reaching these goals and answering the questions posed on page 37.

Part—time students from both “certificate credit“ and non-

credit classes in both vocational and liberal studies categories were

interviewed. There were an equal number of male and female students,

all between 25 and 55 years of age.

Little difficulty was encountered

with the technical aspects Of the interviews, but the interview format,

  

64.

based on the "invitations“ technique seemed to have restrictions as a

method of gathering information when the interviewee was unlike the

interviewer with regard to age, previous student experience and sex.

Further exploration of this type of interview technique would help to

delineate its limitations as a method of gathering specific information.

The findings (based on what the students said in their inter-

views) which would seem to have the greatest implications for program

planning were. that:

--one of the greatest sources of difficulty for adult part-time students

is the conflicting demands of work and family on their time for studies;

this seems to magnify their dis content with the "inefficiencies“ of the

educational system.

--the great majority of students in the samples selected for this study

had an "instrumental" approach to their studies; that is, they had a

definite use in mind for the subject matter or the credential or both.

Even those enrolled in liberal studies, non-credit courses held this

attitude rather than that of learning for its own sake. Further study

would be needed to determine the factors underlying this attitude and

its prevalence among adult students in other situations.

Other less pronounced findings which might also warrant further

study were that:

--student Opinions about the importance of the physical environment of

the Classroom ranged widely but were strongly held. One might ques-

tion whether it genuinely “does not matter at all“ to many students, or

whether they are lacking a basis of comparison and/or awareness of

how such factors affect their performance.

   

--student opinion about the merit of different styles of teaching also

varied. Those with more recent experience as students (a factor

65.

probably also related to age) tended to be less tolerant of any “poor

teaching methods“ but more accepting of a wider range of methods.

One might ask how the other students could “learn to learn“ with

techniques other than the traditional lecture method.

Developing a method of presenting the findings in a way which

was both economical and faithful to the Original material also presented

some difficulties. Several types of presentation were considered before

a two-screen slide-tape format was chosen on the basis of its low cost

and the relative ease with which the content could be modified during

the validation process.

The overall cost of this presentation as com-

pared to costs of a written presentation would make it a feasible report

method for similar projects.

The final form of presentation with the

visuals for both screens on one slide and synchronized sound allows any

potential viewer to use the presentation without the aid of a projectionist

or script provided the user has compatible presentation equipment.

A major drawback to the use of this form of reporting is the

amount of time required to prepare the material for presentation.

While

this might be shortened somewhat as those involved become familiar

with the techniques it seems likely that this method will not provide any

saving in time OVer a conventional written report and will likely take

longer if there is to be more than a superficial treatment of the materi-

al gathered.

A definite drawback to the use of this type of audio-visual re-

porting is that it is much harder for another investigator to assess the

adequacy of the final report.

In essence, one must either accept the-

 

66.

statement that the validation groups found the report to be satisfactory,

or one must return to the original material and rework the data.

This study assumed that some information would be presented

through the slide-tape medium which would be “lost“ in a written pre-

sentation of the findings. The study was not designed to test this

assumption, but it should be noted that much work remains to be done

to discover which modes of information transfer are most effective for

specific types of information.

It seems safe to say that the audio-

visual method chosen here conveys information about the students‘

environment, some of their non-verbal reactions, and a general im-

pression Of the feeling behind some of their statements.

This study then has presented those facets of the adult part-

time student experience which reflect the students‘ feelings about the

educational environment--teacher, fellow students, classroom and

family attitudes; as well it has examined the students‘ rationale for

participating in the ‘continuing education“ experience.

BIBLIOGRAPHY

 

B IBLIOGR APHY

A. ANNOTATED. BIBLIOGRAPHY OF FIRST PERSON DOCUMENTS

1.

Articles from Professional Journals

 

Berg, Viola Jacobson.

(untitled sonnet).

Continuous Learning,

 

VIII (May-June, 1969), 144.

A sonnet written by a fifty year old woman who has

just recently enrolled in college.

It expresses her fascination

with knowledge and her struggle.

Boyer, Lyda. “A Case History.“ Education and a Woman‘s Life.

 

Edited by Lawrence E. Dennis. Washington: American

Council on Education, 1963, pp. 92- 96.

A report by one woman of her educational develOpment,

including her participation in the early years of the "Minnesota

Plan“ (a program for women continuing their education after

a gap of some years).

Chaplin, Sylvia. “Enquiry--Mature Thoughts from a Student.“

Adult Education (National Institute of Adult Education),

XLII (May, 1969), 18- 24.

An essay written for application to a residential college

by an English woman in her thirties.

It contains a thoughtful

analysis of the role and status of adult education in Britain as

well as a detailed personal account of the author‘s own educa-

tional experiences from childhood through a series of adult

education experiences. By her own description the author is:

.not outstanding in any way, nor can I claim to

be one of those mature students who are self-taught

and well-read despite all obstacles.

I am just one

of the countless thousands of ordinary men and women

in this country who have missed out educationally

and have had to make their own decisions about

their future from a very early age, .

.

. and who

have not always decided wisely or in their own best

long-term interests.

Curry, Volna M. and John H. Davis. "Nobody Asked Me.“ Adult

Leadership, XVII (March, 1969), 378-380 and 405-408.

Basically a report of a leadership training program

which was part of a Mexican-American Cancer Education Pro-

ject. The article also reports in more detail the experience

of one of the student leaders.

 

68.

Gardiner, Ray. “Now I,Too, Can Win Friends and Influence People.“

Learning and Society.

Edited by J . R . Kidd.

Toronto: Cana-

dian Association for Adult Education, 1963, pp. 359-372.

Author‘s account of his own and his classmates‘ ex-

periences in a commercial Dale Carnegie course. On the

whole a positive but barbed evaluation.

Houle, Cyril O. The Inguiring Mind. Madison: University Of Wis-

consin Press, 1961.

 

An investigation based upon depth interviews of those

adults "who engage to an outstanding degree in activities which

are commonly thought to be educational."

Although the author‘s

purpose was chiefly to examine student motivation, many ex-

amples of student experiences related during the interviews are

quoted throughout the book.

Hunt, Alison. "Confessions of a Night School Addict. “ Learning and

 

Society.

Edited by J. R . Kidd.

Toronto: Canadian Associa-

tion for Adult Education, 1963, pp. 307-311.

A light-hearted look at the motivations and experiences

of evening class students in all types of courses from cake-

decorating to advanced graduate study by one who has "been

there.”

Lautens, Trevor. “Adventures of a Fly-By-Night Scholar.”

Continuous Learning, VIII (July-August, 1969), 158-160.

 

One adult student‘s account Of his efforts to complete a

bachelor‘s degree by evening study and correspondence. He

asks whether the lack of "scholarship" inherent in such a pro-

gram might not be balanced by the "produCtion of sheer good

character that accrues from the exercise.“ He also criticizes

the anti- intellectualism of many teachers of evening and exten-

sion courses.

Reimers, Alfred. "Excerpts from a Learner's Diary or Seven Months

at the Ontario Institute for Studies in Education.“ Continuous

 

Learning, X (January-February, 1971), 2-14.

The author was a "part-time, after-hours student" in

adult education and counselling. The diary records his exper-

iences and reflections on two half-courses; it catalogues very

little specific learning except for that listed in the final summary.

Nevertheless Reimer concludes that keeping a diary was a use-

ful exercise in helping him sort out his ideas on various issues.

(One of the recurring problems was his decision on what courses

to take to fulfill both his own needs and the institutional require-

ments . )

Rogers, Carl R . “Personal Thoughts on Teaching and Learning.“

On TeachingAdults. Edited by Marilyn V. Miller.

Chicago:

 

Center for the Study of Liberal Education for Adults, 1960,

pp. 68-70.

In contrast to some of his earlier Optimistic statements,

Rogers here proclaims that the "outcomes of teaching are either

unimportant or hurtful.“ He describes some of his experiences

which have led to this conclusion.

 

 

69.

ROgers, Carl R. “This Is Me.“ Interpersonal Dynamics. Rev. ed.

Edited by Warren G. Bennis and others. Homewood, 111.:

The Dorsey Press, 1968, pp. 703-714.

A personal report of significant learning resulting

from the author‘s experiences in working with peOple in

distress.

Stern, Bernard H. Never Too Late for Collgge: The Brooklyn Dgfl'ee

PrOgram for Adults. Brookline, Mass.: Center for the Study

 

of Liberal Education for Adults, 1963.

Describes the experience of the Brooklyn College pro-

gram which admitted adults to advanced standing based on an

evaluation of their life experience as well as previous educa-

tion. The report contains excerpts from written student Opin-

ions Of the educational program.

Trimble, W .B.S. "A Personal Experience in Adult Learning."

Continuous Learnin ,

III (January-February, 1964), 43-45.

 

The personal account of one forty year old man‘s ex-

periences in learning to play the trumpet. He emphasizes the

lack of environmental support for such a task and describes

how his teacher has been able to adapt to his (the student‘s)

needs.

2.

Articles from Pogular Magazines

This list is by no means exhaustive. The articles listed below

do, however, provide a sample of the tone usually to be found in pOpu-

lar writing.

Adams, Ian.

“Instant Bilingualism: Or How I Learned French in Two

Tortured Weeks.“ Macleans, July 23, 1966, pp. 18-19+.

A light-hearted account of an adult student‘s largely

successful experience with an immersion course in French.

The illustration accompanying this article manages to convey

the "mind-blowing" characteristics of such a course quite

nicely.

Fraser, Sylvia. “The Thousand Year Week.“ The Star Weekly Maga-

zinez September 21, 1968, pp. 2-25.

A first-hand account of one woman‘s experience in a

week-long “sensitivity group.“ She makes some attempt at

analysis and interpretation of the experience, but the article

largely consists of straight—forward reporting.

 

Leonard, George and Paul Fusco. “How To Have a Bloodless Riot.“

Look, June 10, 1969, pp. 24-28.

A description of a racial encounter group by one of

the participants .

70.

3. Films

While the films listed below cannot really be considered to

be "first person“ documents since the production crew intervenes in a

very powerful fashion between subject and viewer, they provide a

fairly direct insight into the multiple facets of the adult student ex-

perience. Because of their relevance to themethod of inquiry used

in this study, they have been included in this review.

Experienced Hands: (A Study in Continuing Education).

16 mm. ,

sound, b&w film produced by the National Film Board of Canada,

1964.

The story Of the Quo Vadis School of Nursing in Toronto

which accepts only mature adult women as students . The film

shows the students in their day to day activities and includes

interviews with the students and their families.

Labour Collegg.

16 mm. , sound, b&w film produced by the National

 

Film Board of Canada, 1966.

A Student‘s view of a trade union summer college organ-

ized by the Canadian Labour Congress, The University of Mon-

treal and McGill University.

 

B. BIBLIOGRAPHY OF REFERENCES CITED

71.

Adelson, Joseph. “The Teacher as Model.“ The American Scholar,

XXX (Summer, 1961), 383-406.

Alam, Mubarka and E . N. Wright. A Study of fight School Dr0p Outs.

Toronto: Toronto Board of Education, 1967. Abstracted in

Non-Degree Research in Canada, 1968.

Toronto: Canadian

Association for Adult Education, 1969, p. 10.

Allport, Gordon W. Pattern and Growth in Personality. New York;

Holt, Rinehart & Winston, 1961.

"The Study of Personality by the Intuitive Method: An Ex-

periment in Teaching from 'The Locomotive God‘ .“ Journal

of Abnormal and Social PsycholOgy, XXIV (April-June, 1929),

14-27.

The Use of Personal Documents i_n_Psychological Science.

New York: Social Science Research Council, 1942.

Barnlund, Dean and Franklyn S. Haiman. The Dynamics of Discussion.

 

Boston: Houghton Mifflin Co. , 1960.

Berry, Jane. "Aspirations of Alumnae for Continuing Education.“

Journal of the National Association of Women Deans and

Cognsellors, XXVII (Summer, 1964), 197-198.

Blumer, Herbert. "An Appraisal of Thomas and Znaniecki‘s ‘The

Polish Peasant in Europe and America‘.“ Critiques of Research

in Social Sciences 1.

Bulletin No. 44. New York: Social

 

Science Research Council, 1939.

Brown, Alan M. “College Experience and Continuing Education

Activity." The ContinuinggLearner.

Edited by Daniel Solomon.

 

Chicago: Center for the Study of Liberal Education for Adults,

1964, pp. 41-55.

Brunner, Edmund deS. , David Wilder, Corinne Kirchner and John S.

Newberry, Jr. An Overview of Adult Education Research.

 

Chicago: Adult Education Association of the U .S.A., 1959.

Buhler, Charlotte. “Human Life as a Whole as a Central Subject of

Humanistic Psychology.“ Challenges of Humanistic Psychology.

Edited by James F. T. Bugental. New York: McGraw-Hill

Book Company, 1967, pp. 83-91.

Carpenter, Edmund. “The New Languages.“ Explorations in Com-

munication: An Anthology.

Edited by Edmund Carpenter and

 

Marshall McLuhan. Boston: Beacon Press, 1960, pp. 162-179.

  

72.

Cockburn, Patricia and Yvonne R . Raymond. Women University

 

Graduates in Continuing Education and Employment. Toronto:

 

University of Toronto Bookstore, 1966.

Cody, Arthur B. “Can a Single Action Have Many Different Descrip-

tions?“ Inguiry, X (Summer, 1967), 164-180.

Combs, Arthur W. and Donald Snygg.

Individual Behavior: A Per-

ceptual Approach to Behavior. Rev. ed. New York: Harper

8: Row, Publishers, 1959.

Dickinson, Gary and Coolie Verner. "Attendance Patterns and Dr0p-

outs

in Adult Night School Classes.“ Adult Education, XVIII

(Fall, 1967), 24-33.

Dow, June Barth. "Characteristics of Non-Credit University Exten-

sion Students.“ Unpublished Ed.D. dissertation, University of

California, 1965. Abstracted in Adult Education, XV (Summer,

1965), 221.

Elliott, Amy M. “Film- Making and Community DeveIOpment.“

Continuous Learning, XI (July-August, 1969), 183-188.

 

Erickson, Mildred Brinkmeier. “An Analysis of Selected Character-

istics and Needs of Adult Undergraduate Students Attending

Michigan State University, Fall Term, 1966.“ Unpublished

Ph.D. dissertation, Michigan State University, 1968.

Goffman, Erving.

Encounters, Two Studies in the Sociology of Inter-

action.

Indianapolis: The Bobbs-Merrill Company, Inc., 1961.

 

. The Presentation of Self in Everyday Life. Garden City,

 

N.Y .: Doubleday Anchor Books, 1959.

Halfter, Irma T. “The Comparative Academic Achievement of

Women 40 Years of Age and Over and Women 18 to 26 Years

of Age. “ Unpublished Ph.D. dissertation, University of

Chicago, 1961. Excerpts published as “The Comparative

Academic Achievement of Women.“ Adult EducatigpJ XII

 

(Winter, 1962), 106-115.

Houle, Cyril O. “Adult Education.“ Encyclopedia of Educational

Research. Edited by R . L. Ebel. New York: Macmillan,

 

1969, pp. 51-55.

. The Inquiring Mind. Madison: University of Wisconsin

 

Press, 1961.

. "Who Stays--And Why." Adult Education, XIV (Summer,

 

1964), 225-233.

 

73.

Hunt, Beverly English. “Characteristics, Perceptions and Exper-

iences of Married Women Students at Lansing Community

College, 1965." Unpublished Ed.D. dissertation, Michigan

State University, 1966.

James, William. The Varieties of Religious Experience: A Study

 

in Human Nature. New Hyde Park, N.Y .: University Books,

 

1902.

Jesser, Clinton J. and Louis P. Donovan. “Nudity in the Art Training

Process: An Essay with Reference to a Pilot Study." The

Sociological Quarterlyy X (Summer, 1969), 355-371.

 

Johnstone, John W. C. and Ramon J. Rivera. Volunteers for Learning,

A Study of the Educational Pursuits of American Adults.

Chicago: Aldine Publishing Company, 1965.

Jourard, Sidney M. “Experirnenter-Subject Dialogue: A Paradigm for

a Humanistic Science of Psychology.“ DisclosirLMgn To

Himself. New York: D. Van Nostrand Company, Inc., 1968,

pp. 18-34.

Kanun, Clara. Evening Class Student Characteristics. Research

 

Report No. 1. General Extension Division, University of

Minnesota, 1965.

. Kilmartin, M.F. “Creating the Multi-Media Environment." Industrial

 

Photography, January, 1969, pp. 56-58.

Knowles, Malcolm S. The Modern Practice of Adult Education: Andra-

 

gogy Versus PedagOgy. New York: Association Press, 1970.

 

Knox, Alan B. and Douglas D. Sjogren. “Achievement and Withdrawal

in University Adult Education Classes.“ Adult Education,

XV (Winter, 1965), 74-88.

Knox, Alan B. and Richard Videbeck. "Adult Education and the Adult

Life Cycle.“ Adult Educatign, XIII (Winter, 1963), 102-121.

Koos, Leonard V. The Community College Student.

Gainesville:

University of Florida Press, 1970.

Lacognata, Angelo Anthony. “Academic Role Expectations of Extension

Students.“ Adult Education, XIV (Winter, 1964). 99-102.

. “Role Expectations of University Faculty and Students: A

Social Psychological Analysis." Unpublished Ph.D. dissertation,

Michigan State University, 1962.

Lanoux, Armand. “From the Report to UR I.“ World Screen Bulletin,

I (1964), as quoted in John Maddison, "The Film and the Uni-

versity." Films in Higher Education and Research. Edited by

Peter D. Groves. Oxford: Pergamon Press, 1966.

74.

Lantz, Joanne.

‘Attitudes and Characteristics of the Adult Coed at

Selected Universities. Washington: ERIC NO. Ed022-211,

1968.

Low, Colin. “Some Notes on the Farmersville Project.“ Newsletter:

Challenge for Chang, I (Winter, 1968-69), 9.

 

McLuhan, Marshall. Understanding Media: The Extensions of Man.

2nd ed.

Toronto: The New American Library of Canada, Ltd. ,

,

1964.

, and Quentin Fiore. The Medium is the Massage. New

York: Bantam Books, Inc., 1967.

Maddison, John. "The Film and the University." Film in Higher

Education and Research. Edited by Peter D. Groves. Oxford:

 

Pergamon Press, 1966, pp. 3-27.

Mann, W.E. “Adult Drop-Outs." Continuous Learning, V (March-

April and May-June, 1966), pp. 55-65 and pp. 127-143.

Margeneau, H. “The Competence and Limitations of Scientific

Method.“ Operations Research, 111 (May, 1955), 135-146.

 

Miller, Harry L. Teachingand Learning in Adult Education. New

 

York: The MacMillan Company, 1964.

Mintz, Norbett L.

"Effects of Esthetic Surroundings 11." Journal of

 

Psychology, XLI, (September, 1956), 459-466.

 

Moustakas, Clark.

“Heuristic Research." Challenges of Humanistic

Psychology.

Edited by James F. T. Bugental. New York:

 

McGraw-Hill Book Company, 1967, pp. 101-107.

National Institute of Adult Education. Adult Education--Adequacy oi

Provision.

London: National Institute of Adult Education, 1970.

 

Nielsen, Gerhard S. "The Method of Self-Confrontation." The Study

 

of Lives: Essays on Personality in Honor of Henry A. Murray.

Edited by Robert W. White. New York: Atherton Press, 1963,

pp. 125-141.

Olesen, Virginia L. and Elvi Waik Whittaker. “Role-Making in Parti-

cipant Observation: Processes in the Researcher-Actor Rela-

tionship." Human Organization, XXVI (Winter, 1967), 273—281.

 

Orne, Martin T. “On the Social PsychOIOgy of the PsycholOgical Ex-

periment: With Particular Reference to Demand Characteristics

and Their Implications." American Psychologist, XVII (Novem-

 

ber, 1962), 776-783.

Paraskevopoulos, John and L.F. Robinson. “Comparison Of College

Performance of Cold War Veterans and Non-Veterans.“ College

and University, XLIV (Winter, 1969). 189-191.

 

75.

"Part-time Student Body Grows.“ Edmonton Journal, April 13,

1972, p. 9.

Polanyi, Michael. Personal Knowledg. Chicago: University of

Chicago Press, 1958.

 

“Recent and Current Research in Canada.“ Convergence, IV (Decem-

 

ber, 1971), 68-73.

Rogers, Carl R . “The Characteristics of a Helping Relationship.“

Interpersonal Dynamics. Rev. ed.

Edited by Warren G.

 

Bennis and others. Homewood, 111.: The Dorsey Press,

1968, pp. 289-303.

Rosenthal, Robert. “On the Social Psychology of the PsycholOgical

Experiment.“ American Scientist, LI (June, 1963), 268-283.

 

Ruddock, Ralph. “The Sociology of Adult Education: A Plea for

Humanism.“ Studies in Adult Education, 111 (April, 1971),

15'270

Sanford, Nevitt. “Will Psychologists Study Human Problems?“ Ameri-

can Psycholgist, XX (February, 1965), 192-202.

 

Stansfeld, Sargent S. “Humanistic Methodology in Personality and

Social Psychology.“ Challenges of Humanistic Psychology.

 

Edited by James F. T. Bugental. New York: McGraw-Hill

Book Company, 1967, pp. 127-133.

Schlossberg, Nancy K. Men in Transition: A Study of Adult Male

 

Undergraduates at Wayne State University, 1967.

Washington:

ERIC, No. ED 023-014, 1968.

Schultz, Raymond E. and R. Curtis Ulmer. “How Do Day and Evening

Students Compare?“ Junior College Journal, XXXVII. (Septem-

 

ber, 1966), 34-36.

Singer, Peter. “Images Unlimited.“ Industrial PhotOgraphy, July,

 

1968, pp. 90-91 and 99-101.

Tough, Allen. The Adult‘s Learning Projects: A Fresh Approach to

 

Theory and Practice in Adult Learnigg. Research in Education

 

Series No. 1,

Toronto: The Ontario Institute for Studies in

Education, 1971.

Turner, Ralph H. “Role-Taking: Process Versus Conformity.“

Human Behavior and Social Processes. Edited by Arnold M.

Rose. Boston: Houghton-Mifflin, 1962, pp. 20-40.

University of Alberta, Department of Extension. Brief to the Royal

Commission on the Status of Women. Edmonton: The Univer-

sity of Alberta, 1968.

 

76.

Verner, Coolie and Knute Buttedahl. “Socio-Economic Characteris-

tics of Participants in Extension Classes.“ Continucyys Learn-

 

ing, III (January-February, 1964), 21-27.

Verner, Coolie and George S. Davis, Jr. “Completions and Drop Outs:

A Review of Research.“ Adult Education, XIV (Spring, 1964),

 

157-1760

VTR St. -Jacques. National Film Board of Canada.

1968.

Walton, Eugene R. “The Dynamics of Expectations and Adaptation to

Adult Learning Group Cultures.“ Unpublished Ph.D. disserta-

tion, University of Wisconsin, 1963. Abstracted in Adult

Education, XIV (Summer, 1964), 219-220.

Watson, E. L. Grant. "The Hidden Heart of Nature.“ Adventures of

the Mind Series, The Saturday Evening Post, May 27, 1961,

 

pp. 32-33 and 91-92.

Weiss, Robert S. “Alternative Approaches in the Study of Complex

Situations.“ Human Organization, XXV (Fall, 1966), 198-206.

 

White, William F. , Eugene L. Gaier and Gary M. Cooley. “Selected

Personality Characteristics and Academic Performance of

Adult Evening College Students.“ Journal of Educational Re-

 

search, LIX (April, 1966), 339-343.

Wientge, King M. and Philip H. DuBois. Factors Associated with the

Achievement of Adult Students.

St. Louis, Miss.: Washington

 

University, 1964.

Winthr0p, Henry. “Cultural Factors Underlying Research Outlooks in

Psychology." Challenges of Humanistic Psychology. Edited

by James F. T. Bugental. New York: McGraw-Hill Book

Company, 1967, pp. 93-98.

Zahn, Jane. “Dr0pout and Academic Ability in University Extension

Courses .“ Adult Educatiog, XV (Autumn, 1964), 35-46.

  

APPENDICES

   

 

t
o
n

;
d
e
r
r
e
f
s
n
a
r
t

r
o
t
c
u
r
t
s
n
I

t
n
e
m
e
g
a
n
a
M

1
-
7

w
e
i
v
r
e
t
n
i

r
o
f

e
l
b
a
l
i
a
v
a

g
n
i
t
n
u
o
c
c
A

2
-
9
1

2
-
4
2

7
2

 

 

e
l
b
a
l
i
a
v
a

t
n
e
m
e
c
a
l
p
e
r

o
n

;
s
t
p
m
e
t
t
a

3

r
e
t
f
a

w
e
i
v
r
e
t
n
i

r
o
f

g
n
i
w
e
i
v
r
e
t
n
I

e
l
b
a
l
i
a
v
a

t
o
n

t
n
e
d
u
t
s

g
n
i
h
c
t
a
m

f
o

s
e
u
q
i
n
h
c
e
T

l
a
i
c
r
e
m
m
o
C

w
a
l

9
2

5
4

l
l

7
4

l
a
n
o
i
t
a
c
O
V

t
i
d
e
r
C

e
l
a
m
e
F

e
l
b
a
l
i
a
v
a

t
o
n

r
o
t
c
u
r
t
s
n
I

e
m
i
T

l
a
e
R

1
-
2
1

w
e
i
v
r
e
t
n
i

r
o
f

.
p
p
A

r
e
t
u
p
m
o
C

2
-
2
3

1
-
8
2

8
2

77.

 

 

 

g
n
i
r
e
e
n
i
g
n
E

2
-
2

s
c
i
m
o
n
o
c
E

1
-
2
3

1
-
4
1

1
-
5
1

.
B

.
C

6
2

2
4

l
a
n
o
i
t
a
c
o
V

t
i
d
e
r
C
—
n
o
N

e
l
a
M

 

 

5
2

1
4

l
a
n
o
i
t
a
c
o
V

t
i
d
e
r
C

e
l
a
M

A

x
i
d
n
e
p
p
A

s
w
e
i
v
r
e
t
n
I

f
o

s
e
i
r
e
S

l
a
n
i
g
i
r
O

r
o
f

s
e
l
p
m
a
S

#

#

s
t
n
e
m
m
o
C

e
l
t
i
T

e
s
r
u
o
C

e
d
i
S

e
p
a
T

e
l
p
m
a
S

s
l
a
i
t
i
n
I

#
y
d
u
t
S

l
l
e
C

78.

 

,
d
e
w
e
i
v
r
e
t
n
i

r
o
t
c
u
r
t
s
n
i

o
n

e
t
a
t
s
E

r
e
r
u
t
c
e
l

t
s
e
u
g

t
n
e
r
e
f
f
i
d

r
o
f

g
n
i
n
n
a
l
P

1
-
6
1

t
h
g
i
n

h
c
a
e

n
e
m
o
W

1
-
9
1

2
1

2
3

 

 

r
o
f

g
n
i
t
t
e
g
d
u
B

e
l
d
d
i
M

.
p
s
o
H

2
-
2
1

2
-
5
2

.
t
m
g
M

1
-
7
2

2
-
8
1

0
3

6
4

l
a
n
o
i
t
a
c
o
V

t
i
d
e
r
C
-
n
o
N

e
l
a
m
e
F

 

e
s
r
u
o
c

f
o

d
n
e

o
t

r
o
i
r
p

d
e
v
o
m

g
n
i
t
n
i
a
P

c
i
s
a
B

)
w
e
i
v
r
e
t
n
i

"
r
e
t
f
a
"

o
n
(

I

2
-
1
2

2
—
8
2

7
1

5
3

1
5

 

 

r
o
f

e
l
b
a
l
i
a
v
a

t
o
n

r
o
t
c
u
r
t
s
n
i

w
e
i
v
r
e
t
n
i

e
s
r
u
o
c
-
t
s
o
p

t
n
a
w

t
o
n

d
i
d

I
I
I
-
l
o
o
h
c
s
e
r
P

1
-
0
1

d
e
d
r
o
c
e
r

w
e
i
v
r
e
t
n
i

2
-
9
2

9
1

7
3

l
a
r
e
b
i
L

s
e
i
d
u
t
S

t
i
d
e
r
C

e
l
a
m
e
F

 

I

.
r
F

l
a
r
O

5
1

3
3

9
4

l
a
r
e
b
i
L

s
e
i
d
u
t
S

t
i
d
e
r
C

e
l
a
M

I

l
o
o
h
c
s
e
r
P

.
B

.
C

.
F
O
A

.
C
O
H

3
2

9
3

5
5

79.

 

n
e
t
s
i
l

o
t

t
a
h
W

c
i
s
u
M

n
i

r
o
f

2
-
3
1

2
f
6
l

2
-
5
1

.
B

.
c
'

6
1

4
3

0
5

t
i
d
e
r
C
-
n
o
N

e
l
a
M

l
a
r
e
b
i
L

s
e
i
d
u
t
S

 

 

s
e
i
t
l
u
c
i
f
f
i
d

l
a
c
i
n
h
c
e
t

o
t

e
u
d

n
g
i
s
e
D

d
e
p
a
t

t
o
n

w
e
i
v
r
e
t
n
i

t
s
r
i
f

r
o
i
r
e
t
n
I

2
-
7
1

2
-
l
l

1
-
1
2

.
A

.
C

2
2

8
3

4
5

t
i
d
e
r
C
-
n
o
N

e
l
a
m
e
F

l
a
r
e
b
i
L

s
e
i
d
u
t
S

 

w
e
i
v
r
e
t
n
i

d
e
s
u
f
e
r

l
a
c
i
n
h
c
e
t

o
t

e
u
d

d
e
d
r
o
c
e
r

t
o
n

&

n
e
M

f
O

r
o
t
c
u
r
t
s
n
i

s
e
i
t
l
u
c
i
f
f
i
d

s
e
g
a
s
s
e
M

2
-
0
1

4
2

0
4

 

 

l
l
e
c

d
r
3

r
o
f

t
n
e
d
u
t
s

d
r
i
h
t

l
l
e
c

t
s
l

r
o
f

t
n
e
d
u
t
s

d
r
i
h
t

e
s
r
u
o
c

f
o

d
n
e

o
t

r
o
i
r
p

d
e
v
o
M

.
g
r
O

.
s
u
B

l
l
e
c

d
n
2

r
o
f

t
n
e
d
u
t
s

d
r
i
h
t

l
e
n
n
o
s
r
e
P

s
t
i
m
i
l

e
g
a

n
i
h
t
i
w

t
o
N

n
o
i
s
o
r
r
o
C

l
o
r
t
n
o
C

.
n
i
m
d
A

.
A

.
A

.
A

7
5

8
5

s
w
e
i
v
r
e
t
n
I

a
r
t
x
E

&

n
o
i
t
i
s
o
p
m
o
C

y
h
p
a
r
g
o
t
o
h
P

8
1

6
3

2
5

APPENDIX B

 

INTERVIEW SCHEDULES

The t0pics as noted below were typed on individual 3x5 cards.

The stack was turned face down to begin with and the interviewee turned

up and responded to one card at a time as the interview progressed.

The different interview schedules A - C were used with subjects from

the corresponding samples A - C.

Schedule A

 

How easy or how hard it is to be a student.

What it will be like to be in classroom again.

Size of class.

The material to be covered in the course.

How much work will have to be done outside of class.

What the classroom will be like.

What the instructor will be like.

How students will get along with the instructor.

How the students will get along with each other.

How good or how poor you are as a student.

What you hOpe to get out of the course you have chosen.

What you hOpe to achieve in the course you have chosen.

What students will be expected to do--not just the course work but how

they will behave.

 

What will happen if a student doesn't live up to these expectations?

81.

Things which will make it easier for you to be a student.

Things which will interfere with your being a student.

Getting to and from class (transportation and parking).

Costs of being a student.

Anything else about being an adult part-time student which you would

like to mention.

In which age group are you?

a. Under 25

c. 41-55

b. 25-40

d. over 55

Your income level is:

a. Less than $4, 000 per year

d. $10, 000 - $14, 999 per year

b. $4, 000 - $6, 999 per year

e. More than $15, 000 per year

c. $7, 000 - $9, 999 per year

Your previous level of education.

How did you hear about this course?

Did you register in person or by mail?

Schedule B

 

What was it like to be an adult part-time student this past term?

How easy or how hard it was to be a student.

What it was like to be in a classroom again.

How large was the class? Were there any drOpouts?

What the course covered-~was it what you expected?

How much work did you do outside of class? Was this too much to handle

comfortably? Enough for you to keep up?

What were the text book(s)--if any--like?

What the classroom was like.

Any other facilities you used--library, language labs, etc.

 

82.

What the instructor was like.

What the other students were like.

How the students got along with the instructor.

How the students got along with each other.

How good or how poor you were as a student.

What you got out of the course.

Things which would have made it easier for you to be a student.

Things which interfered with your being a student.

Getting to and from class (transportation and parking).

Costs of being a student.

Your plans for any future studies.

Anything else about being an adult part-time student which you would

like to mention.

In which age group are you?

a. Under 25

b. 25-40

c. 41-55

d. Over 55

Your income level is:

a. Less than $4, 000 per year

d. $10, 000 —$l4, 999 per year

b. $4, GOO-$6, 999 per year

e. More than $15, 000 per year.

C- 357, COO-$9, 999 per year

Your previous level of education.

How did you hear about this course?

Schedule C

 

What was it like to teach adult part-time students this past term?

How easy or how hard was it for them to be students?

How large was the class? Were there any drop-outs?

What did the course cover--was it what you had planned?

 

How much work did the students need to do outside of class? Did they

keep up?

83.

What were the textbook(s)--if any-~like?

What was the classroom like?

Any other facilities you used--library, language labs, etc.

What the students were like.

How good or how poor they were as students.

How well the students got along with each other and their instructor.

Things which would have made it easier for the students to be students.

Anything else which you would like to mention about adult part-time students .

 

APPENDIX C

 

SAMPLE INTER VIEW TRANSCR IPT IONS

The two interviews which follow are presented in their entirety,

transcribed verbatim from the tape.

Transcription of the other inter—

views or c0pies of the original tapes are available, but have not been

included with this study because of their bulk.

These two interviews were not selected for any special charac-

teristics, but rather to demonstrate the flow of the conversation and

responses to the t0pic cards.

Transcriptions of the comments made by the validation groups

are also available, but have been omitted because of their large bulk.

 

85.

Interview #11

(precourse)

(female, vocational, credit)

And as I said, if these click off’anythinggfine, if’they don't well

we'll just go on to the next one.

so fbr a starter --

Well, it's considerably harder for me to be a student because

of the travelling problem, as I mentioned to you.

Another reason why

I find it's hard is that the method of teaching has changed.

For in-

stance now I find that there's a tremendous amount of time wasted by the

instructor, in my opinion.

Wasted uh -- we will discuss things which

don't appear relevant to the course.

And then later on, perhaps a few

weeks later, you'll get a test and you haven't covered this ground.

And

then after the test you get the information.

Well it seems to me that if

you're only going to spend two hours that this should be used (or three

hours, or whatever the case may be), that you should get as much infor-

mation as possible, you should be taught something.

And this modern

method of wasting most of the class time, and then you read it up and

fathom it out for yourself makes it hard.

It is possible to eventually

by the end of the course to acquire the knowledge, but I think it is made

harder for the student than it need be.

‘

Then you would prefer more or less the lecture method to the

kind of’discussion, which I'gather is the method that ...

Yes, some of it.

I feel that some of the discussion isn't

even relevant you know.

For instance when I was taking Psychology 202,

(I completed this) we spent a lot of time discussing the Vietnam war in

discussion groups.

Well psychology is such a big, you know, is such a

comprehensive subject itself, that I felt that we should have been dis-

cussing topics that were going to help us.

But it turned out, we felt

that perhaps in some way this would be helpful although we couldn't see

it at the time.

But we never did ever see where these discussions help-

ed us in the course.

And yet we were spending hours and hours at home

trying to fathom out things that I feel the tutor, or the professor,

would have made quite clear to us in a very short time.

And I feel that

if we can go 200 miles in snow and ice to get information we should be

allowed to expect to get it, rather than to come away and feel

.

There's many times I've come away from a lecture (now not, I'm.not criticiz-

ing, you know, one particular), this seems to be the method today of

teaching.

But it seems that you spend all that time and get home at

midnight from half past five, and sometimes I feel I've benefitted from

the class; many times I feel I've benefitted, but there are many, many

times where I feel I, that whole evening was wasted.

It didn't contri-

bute anything to what I'm supposed to be studying.

Or if there was something, you're saying that the link isn't

always made between the discussion and the subject matter.

Right.

86.

Okay, let's go on to the next point.

What’s it like to get

back into a classroom?

Well, I didn't find this too difficult because I've never

really been out of a classroom.

It seems that throughout my life I've

always been taking additional subjects.

After I graduated,

a couple of

years afterwards, I took another course and then about three years after

that I took a further course.

And it seems like I've always been in a

classroom, either as a student or behind the desk.

And so there's never

been any real long period that I found --

How big do you think your class is going to be this year?

Thirty perhaps forty.

The classes that I've attended have

been roughly twenty-five to I think the largest one was 40.

What size would you prefer?

I think that twenty is desirable; I think when it gets to more

than twenty-five, I think it's harder for the professor and I think it's

harder on the students because you cannot get the same amount of class

participation.

And do you know what you're going to be covering this year?

Yes, it's been outlined to us what is going to be covered;

could you enlarge on that any?

Yeah, I'm interested in knowing whether you know specifically

the course material; some people have a rather vague idea of’what they

have let themselves in for and I'm interested in knowing whether you

know specifically what subjectzmztter you're going to be studying.

Yes, I do, but I think that this is because I've been attend—

ing for the last four years and by experience you learn.

I felt that

this class, a lot of them were almost shocked you know because we're

taking a course in personnel and most, the first three lectures have

been mostly on psychology.

This was fine for me because I had Psycho-

logy 202, so, as I mentioned, I found this easy.

But some of the course,

some of the students appeared non-pleased.

They didn't really seem to

know what, you know, he was trying to get at.

What about the other course you were talking about before?

Do

you know what's going to be covered in that?

No, we didn't always know what was going to be covered.

It

was like a cross, just like a jigsaw puzzle.

At first you got no idea,

then as you got maybe in the second half of the course it started to

take shape, but it wasn't outlined to you in the first instance and I

think it would be beneficial if you know what the content was going to be

and exactly what was going to be expected of you, I think this would be

87.

helpful.

How much homework are you going to have to do?

Well, a lot, because there's always quite a lot of reading

assignments and as I say we quite often have to dig perhaps for material

which could be given us in class.

I expect now, with two subjects to

have to study every evening.

I don't feel during the winter with tWo

subjects I'll be able to have any other form or any form of recreation,

such as bowling or bridge or any of the things I like to do.

I feel that

my reading will be just aboutfibe.fulltime, with two.subjects.

And with the kind of’job you have, you don't have that much free

time leftover.

No, not really.

And have you opinions of'what our classrooms, look like, should

look like --

No, I'm in a new building, the Marshall Tory building and I

think they're very pleasant.

I do notice that there's "no smoking" signs

up, I think that today we cannot tell people not to smoke.

So people

I notice stub their cigarettes out.

I think that this is unfortunate

you know.

I think perhaps because smoking is here and here to stay why

not provide the ashtrays so that we don't spoil new classrooms.

I think

they're very bright, and yes the board, you know, chalks and boards, I

think that these are very clear.

There's all facilities, you can plug

in, I play, plug in a tape recorder to record my lectures with the per-

mission of the professor and if you miss anything we can run over it again

when we get home and I think that this is just, I have no complaints at

all, or criticisms of any kind regarding the classrooms.

What do you think of’the instructor, I’m particularly interest-

ed in the course you haven't been to yet.

What do you think the instruc-

tor’s going to be like?

What sort of’a mental picture —-

I think this one is going to be very good perhaps more so than

some have been.

The other instructors I find have been more, they've

been quite young and their thinking has been biased toward the younger

generation; it's been a case of well "uh you adults uh you treat the

young ones real good because you know you're going to be dependent on us

and maybe we won't be very good to you in a couple of years" attitude

you see.

"So you go along with we seventeen year olds and the way we

behave because you know really we're the peOple who are going to have

the push you see".

I haven't found that with this young one, he's

about thirty years old, the young man that we have this time, and I

find that his thinking is more, -- he's more, -- I don't know kind of

how to express it; he's although his thinking is modern, his thinking

is a little more realistic than some, not quite as biased as some that

I've listened to.

He's very broad minded as are all the professors today

88.

in the younger set.

But I think he's knowledgeable, I think he's organi-

zed in his program better than the others have done.

For instance he's

set out exactly what he expects.

He expects us to have read Freud by

the second and the textbook by the sixth session, and he's also, (although

he said this isn't absolutely rigid) he's written down the fifteen weeks

and how each week will be covered, what material will be going in.

And

I feel that this is quite helpful because you find too that you know, he

wants us to be prepared for our lectures.

So we know how to be prepared

because you know what he's going to take that week and you can read up

before hand.

So you've got some pretty firm guidelines -—

Yes, we've got much better guidelines than we've had in some

of the courses.

What the other students will be like, in what ways were

you thinking, meaning?

Well, are they, as you see them, are they people with sort of'

interests some like your own or are they quite different.

Oh yes, there very similar.

I find that most of them are in

the older age group you know, in the thirty-five to fifty-five age group.

There's not many very young, I guess they take the daytime courses.

They

are very similar; they are, people that are in supervisory positions,

management positions similar to my own, and their reasons for taking the

course are very similar.

They're people who are in charge of personnel

and interviewing people and in authority and are setting up training

programs and so forth, and they all seem very interested.

They all seem

to be there for what they can get out of the course and some of the

criticisms I've heard have been similar to my own.

Well, why we're wast-

ing time, why don't we get with it and talk about what we're supposed to

be studying.

There's a great similarity between us, I would say, in

our reasons anyway for taking the course.

I think the students accept

the instructor.

In some courses it's been a case of we've had to because

they've felt that if they, if their thinking has been a way out they

haven't felt they could criticize this because they may be victimized

and not get pass marks.

So if the thinking of the instructor is, as

I say, away out, they have tolerated the situation.

The instructor that

we have now, as I mentioned isn't away out, I think he's an excellent

man and I feel that the attitude of the class towards him is very good,

I think he's well accepted.

So you don't see any problems this time around that there

sometimes have.

No, but there sometimes has been, not with me in particular

because I'm Speaking objectively of the class as a whole.

And I guess you’ve partly answered this.

Yes the students get along with each other quite well.

Yes,

 

89.

they're mature people as I mentioned to you and it's pretty much the same

as almost colleagues in a large organization, colleagues get along well.

We people up here, we, I have seventeen supervisors and my supervisors

staff in the office here amount to more than twenty nurses alone and col-

leagues get along well together.

They're mature and I find that there's

a similar atmosphere almost of colleagues and, although they're not a

very closely knit group I don't think they're as closely knit as you

would find in the younger generation.

I think they finish class and they

go out together and you know, and they have a sort amount of social

life together but I think this is a case of people get along well, they

have coffee together, but it doesn't appear to me that there is any

social involvement after class.

Except fbr say the people like yourself’who travel back and

fbrth —-

Back and forth, yes, that's about the amount of it, the travel.

Do you think you want to -—

How good or how poor are you as a student?

Well, I like to

think that I'm a good average.

I've taken three courses up to now.

I've made 75% in one, 73% in another, and I made 55% in my business one

which I felt that the instructor was -- I don't think that too many

people did very well because he was a sort of an odd ball.

YOu weren't on the same track.

No, no.

I'd say that sounds pretty good.

What do I hope to get out of the course I've chosen?

Well, I

hope to understand people, to be able to be more efficient in my, when

I'm interviewing people.

I did receive some very good guidelines, al-

though I have set up an in-service education program here.

I did feel

that I got a tremendous amount of help from the course I took at the

university which.would help me in the future.

I certainly feel that

there's lots of material which is helpful.

Mine as you know is personnel

administration.

I certainly feel that I will be more competent in my

present position when I'm through with this course.

That sort of'answers that one

What you hope to achieve in the course you have chosen?

I

think that about answers it really.

Yeah, there's a certain amount of duplication in the questions.

Please don't be put ofy’by the word 'behave'.

I'm not

90.

thinking of'six year olds.

Yes I know what you mean.

What students will be expected to

do, not just the course role but how~they will behave.

I feel that

education always changes behaviour.

It always changes it, and it changes

our thinking.

And there is no question about it that the more knowledge

we acquire, the more reasonable

we become.

The less rigid we become in

our thinking.

We See the other person's points of view more, we under—

stand it, and this, you can't help this happening you know.

There's a

change, everybody's behaviour changes, without exception, as they take

more education.

I donft think there's any question about it at all.

And what happens if, you know, there's students, you mentioned

the instructor sort of getting out his expectations about the work

students will cover and so on.

What's the result if students don't keep

up with the assignments or they disagree with the instructor or whatever?

Well, some students, if they don't keep up with the assign-

ments, of course they don't pass.

The instructor does make the final

decision as to who will and who won't pass.

And I think that at times,

human nature being what it is, that people don't get through who per-

haps should have done, because there's been some personality clash.

And

I think on the other hand because there's been a certain amount of friend-

liness that some people have got through that shouldn't have made it.

I've made these observations myself, and I know for a fact that people -

who have made very low marks, have eventually come out of the course

making a higher mark that their low marks didn't add up to.

And, let's

face it, there's a certain amount of, shall we say uh, say bias, if you

would like to look at it that way, one way or the other.

That if you

like the guy okay let's give him a passmark you know.

And there's

favoratism, a certain amount of favoratism.

And then a certain amount

of victimization if you don't kind of like him.

I don't think this al—

ways happens but I think that there's a tendency for it to be happening

because it seems that so how well educated anybody is (which professors

indeed are), it seems that that human factor always enters into it.

I

would like to see somehow, some sort of method devised whereby we could

eliminate these personal factors if this is possible.

I don't know that it's ever going to be; however I suppose

it's one of'the things we keep working towards.

Does it strike

you as having been more or less pronounced in this kind of

program?

Well, my other course of this type, have always been in Eng-

land and this doesn't exist.

This hasn't existed in any of the courses

that I have known.

You either met the standard or you didn't, and if

you didn't it was just too bad and if you did so what kind of personality

you had or so how much people liked you or didn't like you you still

91.

passed if you made the grade.

I've only known this existed since I've

been here in Canada.

Characteristic of’the North American continent maybe?

Things

which would or which will make it easier for you to be

a

student, things that we might do or things that your own

situation—_-

Well, I think they are things that I've mostly mentioned, I

would like more content of the course to go into the lectures.

I think

where possible we should try and cut down on travel time by trying to

arrange things at the Junior College for the people that live, you know,

more South.

I think that summer courses for people living out of town

are very helpful too, and if we could know ahead.

You know if, myself

I have to go to England every year, and I have to plan this quite early

on in the year to get a seat on the plane.

Now last year I planned to

go to England from the middle of June to the middle of July, only to

find that there was a summer course May and June so of course I couldn't

take it.

So I have 25 weeks to go in the winter.

I would have liked

to take a summer course and I would take a summer course if I knew

enough in advance, as to what course is going to take place.

What about things like library facilities, extra reading and

so on.

How does this work out fer you with the distance from

Edmonton and—---

Well the books that we've been asked to read we buy, you know.

They've

mostly been paper back and either somebody else that's taken the course

has one.

There's a lady that's going to take The Canadian Economic

Development and she took it in the summer so she's going to let me have

her textbook and there's usually a way that we can get around this.

I've never used the library.

Yeah, I would think it would be awkward.

Now you've already

mentioned the travel and so on that interferes with your being

a student and what about your work?

Does that interfere

at

all? Do you ever have sort of conflicting demands with your

time there ?

No, because my hours are fairly regular, I don't have to do

any shift work or anything of this natUre.

Now I do have people here

that are taking courses and they do have to do shift work and are

92.

are trying to adjust their shifts in such a way that there's no problem for

them to take their classes.

So we do, because we are in this particular

organization we encourage self-improvement and so we do everything that

we can to help a student to get to school and, you know, we do.

Any

help, if it comes with a request we do try to accommodate the student.

And I guess that's the big bugbear fer you

‘Yes, this getting to and from class is perhaps one of our big—

gest problems.

we find in the winter that either coming or going is

some problem.

There's either ice when we're coming back or there's a

blizzard when we're leaving; and a hundred miles each way is quite a lot

especially when it's twice a week.

And I think that this, I think that

perhaps that travelling is the biggest problem and if consideration

could be given to some of these courses in the Red Deer College, I'm sure

that there would be enough students.

Because the one class that I went

to, as I mentioned, was about three years ago, three winters ago; 40

people attended and I think if they could give the subjects that are re-

quired in three or four different courses again just then it would take

the pressure off.

YOu wouldn't mind going to Edmonton for some of’them but--

I've also noticed that the summer courses are just the 25

week courses.

If they could give some of the shorter ones even you

know, in the summer, the 15 week courses, this would help.

Anything

that would cut down a little, so that you don't have to take every class

in the winter, under these drastic conditions.

And this isn’t the kind of’country to be travelling around in

Well, cost of being a student, to me I don't find it hard too

much because, (It's hard to speak for other people because I am at the

top and I get more salary than most, any other people in the nursing

in this institution).

But I think costs, they are quite high actually.

I always feel its unfortunate that when you pay on your house, (I have

a fairly large house, and I pay quite a lot to education in taxes), it

seems too bad that if you don't have any children, (and I've never had

any children to benefit from these costs), that some of this can't be

put to your own educational costs, somewhere.

I don't say it should

be free, but I think that if you're putting a lot into education then

you should be granted some small concession in some way.

I'm not

speaking of this for myself, I can afford to pay both my taxes and my

costs, but there are very very many people that it's quite hard to pay

both and not benefit from any taxes they've been paying in.

A number of’businesses give their employees who are taking this

kind of course a rebate on their tuition when they finish it.

Is this possible under the, what your Provincial Gevernment ——

93.

The Provincial Government will pay some costs to the people

that they feel should take the course, and our personnel officer, for

instance he will probably, I would think.

But if you're doing it for

self—improvement like I am, I feel that I need this, but maybe the

Provincial Government doesn‘t think so, then you don't get any grant

either for travelling or for books or anything.

You get nothing.

I

have never had anything.

How about the Income Tax Division, have you gone——--

Income Tax I can claim my fees, but I don't think you can

claim any travelling.

No, alas you cannot.

No, I’ve never tried but, just our fees only

That’s probably the most expensive part of the course

And this is, well, when it's twice a week this is the most

important cost really.

Anything else that I haven’t covered that you would like to

speak on

I was trying to think.

I cannot think of anything else.

Now the next ones are sort of statistical questions.

which age group are you.

I'm 41 to 55.

Your income is less

than, my income is $10,000 to 14,999.

My previous level of education is

equivalent to grade 12.

It was assessed when I came to Canada in order

to be registered.

The University of Alberta, it had to be assessed so

that I could be registered as a nurse here first.

And you had considerable qualifications—-——

Well, other than that, yes, I'm a registered nurse, and I'm

a State certified mid-wife in England.

I‘m a Public Health nurse, and

then I've taken my psychology since I've been here and now I've taken,

this is my fifth subject in the business, in the personnel course.

We’re getting close to the end.

Now obviously you were on

the mailing list this year and how did you hear about the

program in the first place?

Our personnel officer was taking it and I felt it would be

beneficial so I said I would take it with him.

I registered by mail

this year, I think maybe I mailed it in the first place.

94.

95.

Interview - Tape 3 - Side 2 (male, non-credit, liberal studies course)

Anyway, the idea is there's a topic on each card concerned with

being an adult student - an adult part—time student.

And what we’d like

to get is sort of your thoughts on the topics - bearing in mind that

you're about to become a student again, fer what is it?

The third time?

In this particular one?

In this particular one?

Well I took it in the fall two years ago

when Allan did it.

And then I took the one which covered opera and

ballet more specifically in the winter time, after Xmas.

Eight.

And then he didn't go last year at all.

I’m not quite sure what happened.

I was away last year so I don’t

know what the gap was.

But bearing that in mind you know, there’s

topic number one.

The hard part would be the decision to take time off to do some—

thing that you've forgotten how to do.

The easy part is to persuade

yourself that if you don't use your mind for things you can do, all

the time other parts of your mind are just going to atrophy.

I think

as an older student I get kind of tired of what I do all the time.

I

find it very refreshing to expand my mind to areas that have always

perhaps interested me.

And as an adult person I'm not afraid to spend

time doing something I find I don't like, because I learn a lot from

doing things I don't like, particularly.

When I hear music I don't

care for I don't turn it off because I want to understand.

Is it just

a condition response that I don't like that kind of music or is because

I don't understand the music?

That’s kind of an interesting approach; it’s difjerent from what

a few other people have said.

Or is it that the space that they use over at the Extension

Department isn't really like a classroom?

When I take courses in my

own business in taxation and such like I go to seminars and I sit in

those kind of rooms and I don't find it at all typical.

Quite pleasant

its nothing like the classrooms I sat in as a kid so there's no

relationship to it at all.

Okay, How about that one?

How big do you think your class is

going to be this year.

The music class?

Uh hum.

 

96.

I'll be surprised if there's not thirty or fourty people in it.

How big would you like it to be?

It really doesn't mattery with the size of the classroom as you

call it, which is really a small auditorium, and staoked up like that -

if there was a hundred people, it really doesn't matter.

I don't think

the number of peOple affects.

You only get out of something what you

put into it.

And the number of people around you don't detract or

emphasize what is happening to you.

Okay, how about that one?

Do you know what is going to be

specifically covered this year?

No, I just assume that I'll probably go along with the formal

symphony and this kind of thing as I did.befbre and I just look ferward

to it.

I feel if I take the course two or three times, something may

sink in for more than a brief period.

Whidh is one of the problems with

adult education; and you really enjoy it and you really understand some

of it and you make notes — I always like to make some notes, and I'm

very involved with it while I'm doing it.

But.when I try to remember

three months later when I'm sitting in the symphony, you know, the

form that I'm looking for in that particular piece it doesn't necessarily

come through.

80 I think if you repeated attendance, like anything else

its much better and that's one of the reasons again.

Oh forcing this

one - none -

No homework?

Not outside of a pair of seats at the Edmonton Symphony which is

something I do every year, and every opera and ballet that comes along.

But that will be my outside work going to the Edmonton Symphony concerts

etc.

Sounds like your really going to have to put your nose to the

grindstone on that.

Physically you've seen the classroom I gather so

you know what it's going to be like so you don't have to speculate.

Yes I do.

Okay, how about this one?

Well if I didn't know them or I hadn't taken the course that

would be a difficult question to answer because if you've never met

the fellow or seen the fellow how can you - that question doesn't add

up.

Yeah I'm asking these questions of'a wide variety of‘people.

Some

of them have been in our program before, some of them haven' t and

really what I'm after is the kind of’mental picture people have in

97.

their heads when they sign themselves up for one of our programs.

Yeah for the phrase there, if you'd said what do you think the

instructor will be like I could see what you asking.

But what the

instructor will be like misses me, maybe its the English phraseology of

that one but I -

'

Thats a point, I may alter the

But it doesn't answer the question.

What do you think the

instructor will be like then I would have to say well, a longbhaired

musician probably or something like this you see to answer that question.

But that one misses me, but I have always had a very pleasant balding

animated interesting kind of guy.

So that's what I expect to find.

Okay, lets go on to another one then.

What do you think the

other students will be like?

Oh, a complete cross-section of every kind of person you could

imagine meeting, from young to old.

Male, female, you know; short,

tall you know the whole lot.

And they are all sorts of different people.

An amazing variety that you get in a classroom, because there's no way

that you can type them.

Yeah, this is much different from the kind of Business Taxation

kind of course I would expect.

An entirely different proposition.

I don't know what common

denominators bring a motely group like that together.

Music, love of

music how to understand I don't know.

Well I think by and large no matter which course you take, in

fact inevitably I would expect the students will probably get along

with the instructor.

But I have found that some instructors are able

to communicate better.

Like Allen is very enthusiastic about his subject

matter, extremely knowledgeable to the uniniated like myself.

And he

presentes it in a very crisp acceptable kind of manner with a touch of

humour.

He's got a good dry humour to go with it.

So he gets along

very well you know, people really, I mean people go up and talk to him

and in fact I've been up to talk to him, he's been over to my house for

coffee one evening you know.

So‘its much more of a give and take than

Its one of the reasons I'm taking it again, because I enjoy Allan

Smith's method of presentation.

Thats an interesting question because

they really don't and yet they do, but its such-a superficial

You had better explain that one

polite kind of getting along together.

Most people tend, I think —

I know, in this society, strangers tend to go along with

98.

someone else or they have someone to rap with.

People are.not basically

extroverted.

You know, I'm probably a much more extroverted kind of

person than the average.

I've taken a lot of courses over the years at

the University and I hardly ever got to know anybody unless they happened

to be a very livewire type of person.

I applied to the course on,

motivation, (my shining horse, psychology) and Mrs. Vander—something-

or—other was there and she happens to be in the Church which I didn't

know and she was very animated by it and she and I and a couple of

others did most of the rapping and challenging of the somewhat Naive

instructor who was a post-graduate guy.

He was feeling his way and.he

was a little defensive you know.

We kind of broke him down a bit so

he could relax and find out that we weren't going to be challengin

his

knowledge, but we really wanted him.think as well as us to think you

know.

Well in music this doesn't happen.

But that's the kind of thing

that happens when you get to know these kind of people because you tend

then to be working a question through and someone else asks a relative

one then at coffee break you'll be talking. You know, you'll look for

this person and you sit down and you say well - then you start rapping

about the thing that you didn't answer properly, or how he answered it

and discuss it and then you get to know a person a.bit that way.

In

music which is a passive kind of exercise, mentally its passive.

One

of the reasons I enjoyed it where we usually learned to think too much,

and listen a little and relax.

Whereas I'm taking the course on self

actualization, whidh the last year it introduced me to Maslow in depth

and I've read some Maslow's stuff and I find it extremely interesting.

You know, I wouldn't miss it for the world.

I don't know what kind

of people, I would assume that anyone going to that class would have

some knowledge of what the word self actualisation means and*would

know something of Maslow and so would be attracted intensively,

interested in self growth so I'm anticipating meeting interesting people.

Whether we'll get along or not, I don't know because I find in that

class that led up to the one this year some people were extremely quiet,

some aggresively defensive.

All sorts of peOple.

There’s perhaps much more opportunity I would think anyway for a

clash in that kind of class as opposed to the music class where sort

of your whole being isn’t involved with it, its a more intellectual

exercise class.

I have no way of knowing, because we don't write any exams or

anything.

I would probably class myself as a good student because I

don't take a course unless I'm going to interested in it.

I'm quite

prepared to say the course was a dead loss in other words I can be

critical of what I get out of it.

I just can't see wasting my time

going to something for the sake of it.

Now I don't know whether that

makes me a good or poor student.

Yeah, its a little hard to tell with the non-credit courses so

the next one is what you hOpe to get out of’it.

99.

Better knowledge of the framework and background of music.

So

when I listen to symphonies and such like I'm able to realize that

someone just didn't sit down and run off a whole bunch of notes that

I like the sound of, which was probably What symphony was to me.

I like

to listen to good symphony.

But until I listened to Allan that first

year I had no concept of the framework, you know, I don't remember all

the words but it doesn't really matter because I'm not trying to show

off my knowledge to someone else and I can't remember a word, but I

know what he was saying.

I remember it.

It doesn't matter what it was

called I'm with it.

I have a better feel for the music and I will find

I will start to listen to certain instruments at certain times and

otherwise I wouldn't have thought to listen and I start to listen for

things.

So the whole thing becomes a richer experience to me.

And

this is really what I want out of the course.

Is a better understanding

of music.

Which kind of answers the next question on what you hope to

achieve.

So we'll go on to the next one.

Now please don't be put off

by that word 'behave' people have told me it sounds like grade six, and

that’s not what I mean but what's the norm of the classroom kind of

standards?

I think it depends a lot on the instructor's desire to stand up

and dissertate for the sake dissertating or he's keenly interested

in finding out whether the students are really, what he's really getting

to them, what there really learning or whether he wants a flow.

You

know with adult education I think its absolutely manditory for a course

to be good and the instructor is a capable human being.

Oviously he's

knowledgeable because he's got a degree.

But whether he has a feel for

teaching and make sure the recipients gain from. his knowledge which is

a concept of my kind of teaching.

Depends entirely on the instructor.

Some of them just get up I suppose and blow you know.

My oldest boy

went to university for a year or so and you know they come in one end

and out the other and swoosh its gone and if you don't get anything out

of it well tough.

Adult Education isn't that kind of teacher-child

thing at all.

It should be a happening.

In Adult Education I think

every course should be a happening, if it isn't, the instructor is

poorer for it and the students can't be poorer that much, but their

nowhere near as rich as they could be.

Right, and I would suspect it might poorer because if you had a

couple of bad experiences, you might give up on the whole thing if it

seemed...........

I'd think you'd have to be awfully imature you know.

We're

talking.about adults now.

And if I go to something just because the

guy isn't rapping with me you know, if I have a personality, which I

think I did, several of us did with this guy that did this behaviorial

thing.

He just wasn't there, and.we came to the conclusion after a

couple of sessions that he was afraid of his class you know, so we

100.

managed to break him in you know.

And things worked out fairly well at

the end and he did a good job of presentation, but a psychologist could

have done a fabulous job of exactly the same course.

Could have got so

much out of the students who are really involved.

But although he didn't

do much, but he was just a post-graduate student anyway trying for his

first time.

I was certainly much richer for it in a technical sense

that I was introduced to, for instance Maslow.

The whole course was

worthwhile because I read Maslow's book on Towards the Psychology of

Being which to me is almost like a Bible of psychology because I read

myself, you know I see myself so much there that I've begun to under-

stand what's been happening to me.

You know then I can relate it then

to something.

So no matter how inept the instructor might have been he

was, he didn't do too bad towards the end.

I was much richer for it.

So you have to learn.

I can't see a student being poor.

If you got a mental block that

he's expecting to get something for nothing when he's not willing to

put himself in a position of learning then its a dead loss no matter

how good the guy.

And this sort of goes back, you've already said.

He's the form, that's when he's the form.

But you have to learn

something from him.

Indicated that students can help shape the course and as instructor

the

Oh I think so, there's a small percentage of students in every

group that are positive thinking people that are there to try and you

know, enjoy a happening and learn.

I haven't found that any of the

courses I've taken that there's any one person who's trying to run the

class you can't seem to get this kind of person.

They've got such a

minute mind anyway that they don't get to adult adult classes.

Now, things which would make it easier, either things that we

might do from the Extension Deparbnent 0r ----

You can't help with the parking problem - so everyone immediately

says that.

It depends on whether they’ve been there befbre.

I feel a bit

sorry fer the people I’ve been interviewing who this is there first

year up there and I felt sort of impelled to warn them that there are

things.

But so fer as the course goes you felt that it was just

curiosity, have you used our record library at all in connection with

your course?

I did start to and I have tape machines and you know, but they

were all monoral.

 

101.

Yeah, we’ve been a bit slow.

I'm so used to at least high fidelity stereo where its almost

manditory in all —-—- courses now.

You know there was some stuff by

Vivaldi and this which is single instrument almost you know,

Come back and try it again because we're now getting tapes.

You are eh?

Yeah, so they’ve moved into, well they've moved down the hall

from where they were, expanded the space and have started to get into

tapes, its not as large----

Stereo or minoral?

Stereo.

Its not as large as the record collection as yet because

there starting from scratch to build it up but I suppose if‘you went in

and sort of gave them your patronage and told them what you wanted now

might be a good time.

There is a tendency I find in that stuff, that the popular stuff is

just not available and some of the stuff is so way out.

Well I like to

expose myself to where its just to say that well I've tried that and

frankly you know uh its not for me.

I bought a record because I still

find occasionally a record is a good way of listening.

Was it ------- ,

no, who's that Russian, that modern Russian

Stravinsky? Imokoffief?

Oh gad it's a long name, it starts not unlike Stravinsky, has

glasses on the front of the cover.

But I tried it but its a Cacophony

of sound.

Shoshtakovitch?

That's it, Shoshtkovitch, gads, zooks.

I love the modern beat

music and everything else but I like Rubin, I like the young generation

sound and I like the folks on it.

But Shostokovitch.

That's something else.

Not my cup of tea and I've tried it two or three times to get

anything out of it but to me its ju5t a cacophony that's the only ----

so it's not my cup of tea.

So I won't be any of those..

Okay, we’ll bear that in mind.

Anything you can think of right

now that’s going to interfere with you being the kind of'student you

want to be?

102.

Well I think that if the courses interest me you might be able to

get there, if it isn't, you find excuses on a cold night you know, and

you miss the whole thing.

I think its mandatory in Adult Education that

the course content really being what it says its going to be.

That the

instructor is not just trying to put something together, that he's there

to do a real job and that he's really interested in doing what he's

doing.

Which of course is what Al Smith is he's so desparately

interested in music and imparting his knowledge and everything else that .

he's just a great guy to take a course from, just a lot of fun thats all.

So you’ve got some real positive motivation to get out to the

course.

Now you’ve already made a rude comment about about the parking

situation.

Yeah, I live in Windsor Park.

I could walk if there weren't that

one of the courses in the Tory building you go right around the end -

the other is in the Education building which I suppose I could walk to,

if it's not thirty below.

Yeah this dbesn't help

But really walk, but its just that I'm always late you know.

Like

you go curling or something you get there just on time and you've got

just three minutes to get there so I jump in the car and go hairy trying

to find someplace to park.

Yeah, it takes you tvice as long to park.

I remember one night I went all the way couldn't find a space,

went all the way back and put the car in the garage and walked.

It

was that bad.

And I'm afraid this year its not going to be any better.

You

know what the campus is like.

And that parking garage doesn't help at all.

No, alas.

I think this is one place where the Extension Department falls down

badly in comparison to the total city concept, they're expensive.

It

doesn't matter to me whether it be 25 or 35 dollars for a course, but

I can take a music appreciation course for 15 dollars at NAIT.

I can

take this course for ten dollars somewhere, your prices are either two

or three times what they are it seems to me everywhere else cause I got

this whole thing, I read them all, and I really think, they do have a

music appreciation course, why bother; take Allan's course.

I don't

mind----

But if you didn't know him you’re saying if'you were starting

103.

from scratch and you didn't know him.......

I would go to the one that the City puts on or the High Schools

by reason of the difference.

Because I do think price has something to

do with it.

Nobody minds blowing it really if a course does just

doesn't suit you and it doesn't work out.

I took an art course in fact

I took three courses one year about four or five years ago.

One was the

art course and that was a 32 Week course and it was $60.00 and I went

for about five weeks and they really work you, its good ------- it was

too good; 2% hours of just grinding drawing you know and after Monday

and Tuesday and we all------ got involved------ and such like it was just

too much so I quit the course and I just dropped $60.00 puff just like

that.

Now I can write of $60.00, but that's a lot of money; there's

no refund or anything else.

And I think that on the long courses there

should be a proportional refund - a person doesn't know after the first

night whether its right.

Now I don't mean you should be able to drop

out any day or time but I think a person should be entitled to go to,

as long as he's not blocking off someone you know, on a controlled course

we've only got ten people and that's all you'll take then you pay your

dead.

But an open-ended course like a music course like this or an art

course where they'll take really any number, within reason, you know

there are a lot of people there and they charge a good fee for it I

think a person should be entitled to say after three or four weeks you

know, I'm not good enough for this course I could not, I could have

said I'm not going to make it but as I used to draw I would have made

it.

It was just too darned much like hard work.

I'll tell you one of

these days —————— I think they could do a better job of their refund

policy, and certainly in open classes.

I think they should have

probably, supposing I want to take Allans course but I can't get there

for a month, and its an open class and there's lots of room, I might

be real happy to go to that thing for six weeks, let's say half the

course.

And I'd register for half the course, you know, there should

be some check on it and I'd pay half the price.

Yeah, this isn’t something.......

If you drop out the first half the course, then you get 50% of the

refund.

So then you don't mind paying a little bit more because maybe

its worth it to go to University or something, but if you drop out or

it isn't worth it or it's a lousy course or something, all you can do is

say gee its a ridiculous waste of money and then you go back to your

own.

I think that you kill a potentially good adult student.

So I

think you could gear your refund policy and your prices to give some

relief to people who say well this wasn't for me, its the first time

I've tried but there's no way I'll try that again.

Look what I blew?

So I do think you destroy a lot of potential adult people.

Talking

about University because we're talking about the high cost of University,

you know their going to rush off to the High Schools.

If they’re getting what they want at the High Schools this I have

104.

no quarrel with, on the other hand I dant want to kill off'people from

ever going anywhere.

Right, which I think you could do.

Okay, anything else?

Sometimes wish there were more hours in a day, and wish perhaps

I wasn't so tired when I got there sometimes.

I have a tendency to fall

asleep sometimes listening to some good music you know.

That's a little disconcerting.

Allan is kind enough to turn the lights down when the music is

playing so if you want to sleep, as.iong as you don't snore, it's alright.

Yeah I imagine the person beside you might get just a bit upset

if you snore.

Okay, the final questions are kind of the statistical ones

as to which category your in.

Lets see, C.

Uh hum and

E.

Um grade twelve I guess

Plus lots of Extension courses

Oh, I did take some University, but it was ------ it was very

little.

How did I hear about it?

By going to the Extension Department

a few years ago and saying what are you doing?

Give me a

So you made the approach to the department rather than

Yeah

And did you register by mail or come up to the

No, in person

Okay, thank you very much

Pleasure.

 

f
i

APPENDIX D

SCRIPT FOR SLIDE—TAPE PRESENTATION

O 

E
D
I
V

O 

I
D
U
A

k
s
e
D

t
a

e
n
i
L

s
t
n
e
d
u
t
S

r
e
p
a
p
s
w
e
N

r
e
p
a
p
s
w
e
N

s
t
n
e
d
u
t
S

r
e
p
a
p
s
w
e
N

n
e
e
r
c
S

t
f
e
l

r
e
p
a
p
s
w
e
N

k
c
a
l
B

1

r
e
p
a
p
s
w
e
N

L
~

r
e
p
a
p
s
w
e
N

o
N

.  l 2

e
d
i
l
S

MVLDKD

com

s
i
s
a
b

e
h
t

n
n
o
f

d
n
a

d
e
t
i
d
e

e
r
e
w

s
e
i
l
p
e
r

r
i
e
h
T

.
s
t
n
e
d
u
t
s

s
a

s
e
c
n
e
i
r
e
p
x
e

r
i
e
h
t

t
u
o
b
a

s
t
n
e
d
u
t
s

e
r
t
i
t
—
t
r
a
p

t
l
u
d
a

d
e
k
s
a

e
W

M
/
C
/
S
L

1

e
d
i
s

1

e
p
a
t

2
0
1

t
p
r
e
o
c
E

.
e
p
a
t

s
i
h
t

f
o

I

t
u
b

,
e
f
i
l

n
i

e
t
a
l

g
n
i
n
r
a
e
l

s
i

o
h
w

e
l
p
o
e
p

e
s
o
h
t

f
o

e
n
o

m
'
I

.
e
t
a
l

o
o
t

s
'
t
i

k
n
i
h
t

t
'
n
o
d

R
O
I
'
A
R
R
A
N

C
I
S
J
M

t
u
o
b
a

s
n
o
i
t
a
t
c
e
p
x
e

d
n
a

s
e
p
o
h

g
n
i
y
r
a
v

y
l
e
d
i
w

d
a
h

s
t
n
e
d
u
t
s

e
h
T

F
/
C
N
/
S
I

1

e
d
i
s

2

e
p
a
t

8
l

t
p
r
e
c
x
E

.
s
e
s
r
u
o
c

r
i
e
h
t

a

e
k
a
m

y
l
e
t
i
n
i
f
e
d

l
l
i
w

n
r
a
e
l

I

t
a
h
w

t
a
h
t

s
e
p
o
h

t
a
e
r
g

e
v
a
h

I

k
r
o
w

I

t
a
h
t

e
l
p
o
e
p

e
h
t

h
t
i
w

p
i
h
s
n
o
i
t
a
l
e
r

e
h
t

o
t

e
c
n
e
r
e
f
f
i
d

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

9
5

t
p
r
e
c
x
E

.
h
t
i
w

R
O
I
’
A
R
R
A
N

C
I
S
U
N

106.

"

.

.

.

d
e
s
U

t
i

e
k
i
L
"

k
c
a
l
B

s
t
n
e
d
u
t
S

k
c
a
l
B

"
.
.
.
e
p
o
H

I
"

n
a
l
P

s
s
a
l
C

l

e
p
o
H

I
"

n
E
T
G
W
O
W
I
'

m
r
o
F

n
o
i
t
a
r
t
s
i
g
e
R

l
l

2
1

.
w
o
n
k

u
o
y

r
e
t
n
i
w

e
h
t

g
n
i
s
s
a
p

f
o

y
a
w

t
n
a
s
a
e
l
p

y
r
e
v

a

s
'
t
I

g
n
i
n
r
a
e
l

y
b

t
i

f
o

t
u
o

g
n
i
h
t
e
m
o
s

t
e
g

u
o
y

s
e
d
i
s
e
B

o
s

d
l
o

s
k
e
e
w

x
i
s

y
l
n
o

s
a
w

y
b
a
b

e
h
t

d
e
t
r
a
t
s

I

n
e
h
w

e
s
u
a
c
e
b

r
a
e
y

s
i
h
t

e
s
r
u
o
c

n
o
i
s
n
e
t
x
E

e
h
t

o
t

g
n
i
o
g

d
e
y
o
j
n
e

I

l
l
e
W

F
/
C
N
/
S
I

2

e
d
i
s

1
1

e
p
a
t

2
2
1

t
p
r
e
c
x
E

.
n
i
a
g
a

m
o
o
r
s
s
a
l
c

a

n
i

e
b

o
t

e
k
i
l

e
b

l
l
i
w

t
i

t
a
h
w

w
o
n
k

t
'
n
o
d

I

e
p
o
h
I

.
l
o
o
h
c
s
n
i
e
b
o
t
d
e
s
u
t
i

e
k
i
l
e
b
t
'
n
o
w
t
i

e
p
o
h
I

.
t
a
h
t

n
a
h
t

e
r
o
m

h
c
u
m

g
n
i
h
t
e
m
o
s

s
'
t
i

F
/
C
N
/
S
I

1

e
d
i
s

2

e
p
a
t

l
l

t
p
r
e
o
m

.
e
s
u
o
h

e
h
t

f
o

t
u
o

e
m

t
o
g

s
i
h
t

M
/
C
/
s
L

1

e
d
i
s

1

e
p
a
t

8
9

t
p
r
e
c
x
E

.
e
s
r
u
o
c

s
i
h
t

t
e
g

u
o
y

f
i

t
n
e
m

s
t
n
e
d
u
t
S

&

k
r
e
l
C

r
e
p
a
p
s
w
e
N

0
1

-
e
c
n
a
v
d
a

f
o

e
c
n
a
h
c

r
e
t
t
e
b

a

e
v
a
h

u
o
y

g
n
i
y
a
s

e
k
i
l

t
s
m
l
a

s
'
t
I

107.

p
u
o
r
G

k
s
e
D

n
o
i
t
a
r
t
s
i
g
e
R

g
n
i
t
i
r
W

n
a
M

s
m
r
o
F

n
o
i
t
a
r
t
s
i
g
e
R

s
t
n
e
d
u
t
S

k
c
a
l
B

s
k
r
e
l
C

)
V

n
e
e
r
c
S

l
l
u
F
(

?

r
e
h
t

g
n
i
k
r
a
P

k
c
a
l
B

k
c
a
l
B

s
t
a
o
C

k
c
a
l
B

n
e
e
r
c
S

t
fl
i
R

 

.
o
N

 

e
d
i
l
S

O 

I
D
U
A

g
n
i
h
t

d
l
i
h
c
-
r
e
h
c
a
e
t

f
o

d
n
i
k

t
a
h
t

t
'
n
s
i

n
o
i
t
a
c
u
d
E

t
l
u
d
A

M
/
C
N
/
s
L

2

e
d
i
s

3

e
p
a
t

2
3

t
p
r
e
c
c
b
E

M
/
C
/
S
L

2

e
d
i
s

1

e
p
a
t

5
3

t
p
r
e
c
x
E

g
n
i
n
e
p
p
a
h

a

e
b

d
l
u
o
h
s

t
I

.
l
l
a

t
a

a

n
i

e
b

o
t

t
s
r
i
f

t
a

k
n
i
h
t

I

y
s
a
e
n
u

e
l
t
t
i
l

a

e
b

t
h
g
i
m

t
I

s
a

t
o
n

m
'
I

s
t
l
u
d
a

h
t
i
w

g
n
i
e
b

h
g
u
o
h
t
l
a

n
i
a
g
a

m
o
o
r
s
s
a
l
c

r
e
h
t
o

e
h
t

e
b
y
a
m

e
r
e
h
w

,
k
c
a
b

g
n
i
o
g

e
r
e
w

I

f
I

.
d
e
i
r
r
o
w

e
t
i
u
q

l
e
e
f

t
h
g
i
m

I

,
f
l
e
s
y
m

n
a
h
t

r
e
g
n
u
o
y

e
r
e
w

s
t
n
e
d
u
t
s

.
l
l
i
w

I

s
t
l
u
d
a

h
t
i
w

k
n
i
h
t

t
'
n
o
d

I

t
u
B

.
e
l
b
a
t
r
o
f
m
o
c
n
u

r
a
l
i
m
i
s

,
t
n
e
m
n
o
r
i
v
n
e

t
l
u
d
a

y
l
l
a
t
o
t

a

r
o
f

e
r
e
h

k
o
o
l

I

.
d
n
i
f

u
o
y

t
a
h
t

t
n
e
m
n
o
r
i
v
n
e

s
s
e
n
i
s
u
b

e
h
t

o
t

M
/
C
/
S
L

1

e
d
i
s

1

e
p
a
t

5
0
1

t
p
r
e
c
<
b
E

F
/
C
/
S
L

1

e
d
i
s

0
1

e
p
a
t

2
1
1

t
p
r
e
c
x
E

.
t
c
e
p
x
e

o
t

t
a
h
w

w
o
n
k

y
l
l
a
e
r

t
'
n
o
d

I

s
e
c
n
e
r
e
f
f
i
d

e
g
a

r
i
e
h
t

;
d
a
e
r
p
s
e
d
i
w

y
r
e
v

e
r
a

s
t
s
e
r
e
t
n
i

r
i
e
h
T

e
l
p
o
e
p

g
n
u
o
y

e
r
e
w

e
r
e
h
T

d
a
e
r
p
s
e
d
i
w

y
r
e
v

e
r
e
w

l
l
e
w

s
a

s
e
g
a

t
n
e
r
e
f
f
i
d

f
o

s
s
a
l
c

e
h
t

n
i

n
e
m

e
r
e
w

e
r
e
h
t

n
e
m
o
w

y
l
r
e
d
l
e

e
r
e
w

e
r
e
h
t

;
s
t
n
e
d
u
t
s

y
t
i
s
r
e
v
i
n
u

e
r
e
w

e
r
e
h
t

e
r
e
h
t

d
n
a

t
a
h
t

n
a
h
t

s
s
e
l

n
e
v
e

e
b
y
a
m

r
o

n
o
i
t
a
c
u
d
e

2
1

e
d
a
r
g

a

n
a
h
t

e
r
o
m

o
n

y
l
b
a
b
o
r
p

e
v
a
h

o
h
w

e
l
p
o
e
p

e
r
a

m
e
h
t

f
o

e
m
o
S

.
p
u
o
r
g

g
n
i
t
s
e
r
e
t
n
i

y
r
e
v

a

t
s
u
j

e
r
'
y
e
h
I
'

n
e
m
o
w

s
a

.
s
r
o
t
c
o
d

l
a
c
i
d
e
m

e
r
a

o
h
w

e
l
p
o
e
p

e
r
u
s

e
r
a

I
F
/
C
N
‘
/
S
L

1

e
d
i
s

1
2

e
p
a
t

3
5
1

t
p
r
e
c
x
E

s
r
o
t
c
u
r
t
s
n
i

r
i
e
h
t

d
n
a

s
t
n
e
d
u
t
s

e
h
t

h
t
o
b

d
e
k
s
a

e
w

t
x
e
N

s
t
n
e
i
u
t
s

r
e
h
t
o

e
h
t

e
b
i
r
c
s
e
d

o
t

R
U
I
'
A
R
R
A
N

C
E
U
M

t
u
o
b
a

x
a
l
e
r

o
t

t
r
a
t
s

s
k
e
e
w

f
o

d
o
i
r
e
p

a

r
e
v
o

n
e
h
t

e
e
s

u
o
Y

M
/
C
N
/
S
L

2

e
d
i
s

3
1

e
p
a
t

7
7

t
p
r
e
w
b
E

.
t
u
o
b
a

t
h
g
i
t
p
u

n
e
e
b

e
v
'
y
e
h
t

g
n
i
h
t
e
m
o
s

M
/
C
N
/
S
I

2

e
d
i
s

6
1

e
p
a
t

5
3
1

t
p
r
e
c
x
E

y
r
a
n
i
d
r
o

y
r
e
v

t
s
u
j

e
r
e
w

e
l
p
o
e
p

t
s
o
M

r
a
f

o
o
t

t
u
o

t
o
n

.

d
e
r
i
a
h
g
n
o
l

t
o
n

,
y
l
l
a
e
r

p
u
o
r
g

f
o

t
r
o
s

e
g
a
r
e
v
a

y
t
t
e
r
P

.
e
l
p
o
e
p

f
o

t
r
o
s

   

108.

w
o
r
G

s
d
n
a
H

9
4

d
e
t
s
e
r
e
t
n
i

e
r
o
m

y
l
b
a
b
o
r
p

m
'
I

t
a
h
t

e
n
i
g
a
m
i

f
o

t
r
o
s

I

.

.

.

r
e
v
e
n

e
v
'

I
"

I

e
m
i
t

e
h
t

s
i

y
n
a
m

t
a
h
t

d
n
u
o
f

I

e
s
u
a
c
e
b

e
l
i
h
w
a

r
e
t
f
a

s
s
a
l
c

e
h
t

n
i

s
n
o
i
s
s
u
c
s
i
d

m
o
r
f

y
a
w
a

d
e
k
c
a
b

I

t
c
a
f

n
I

M
/
C
N
/
V

1

e
d
i
s

4
1

e
p
a
t

6
4
1

t
p
r
e
c
x
E

.
m
e
h
t

f
o

t
s
o
m

n
a
h
t

s
d
r
a
C

y
r
a
r
b
i
L

s
l
a
i
r
e
t
a
M

s
d
n
a
H

k
n
i
h
t

t
'
n
o
d

I
"

1

s
s
a
l
C

t
r
A

d
a
e
h
r
e
v
O

k
c
a
l
B

s
s
a
l
C

k
c
a
l
B

L
l »
l
a
H

k
c
a
l
B

k
c
o
l
C

¢

k
c
a
l
B

.

.

.

s
s
a
l
c

r
u
o

n
i

s
a
w

e
n
o
y
r
e
v
e

t
h
g
i
a
r
t
s

w
o
h

d
e
z
a
m
a

s
a
w

I

t
r
i
h
s
k
r
o
w

a

d
n
a

s
n
a
e
j

n
i

g
n
i
m
o
c

y
d
o
b
y
n
a

w
a
s

r
e
v
e
n

u
o
Y

‘
E
/
C
/
V

2

e
d
i
s

4

e
p
a
t

7
6

t
p
r
e
c
x
E

.
n
o
i
n
i
p
o

n
a

g
n
i
r
e
f
f
o

s
a
w

t
a
h
t

e
n
o

y
l
n
o

e
h
t

s
a
w

F
/
C
/
V

1

e
d
i
s

2
2

e
p
a
t

8
5
1

t
p
r
e
c
x
E

.
s
t
i
u
s

e
r
o
w

y
d
o
b
y
r
e
v
e

.

.

o
d

y
e
h
t

e
k
i
l

s
p
u
o
r
g

t
i
n
k

y
l
e
s
o
l
c

m
r
o
f

y
e
h
t

k
n
i
h
t

t
'
n
o
d

I

s
s
a
l
c

e
h
t

s
a

n
o
o
s

s
a

d
n
a

k
e
e
w

a

e
c
i
w
t

r
o

e
c
n
o

t
u
o

o
g

u
o
y

t
a
h
t

n
o
s
a
e
r

e
l
p
m
i
s

e
h
t

r
o
f

n
o
i
t
a
r
e
n
e
g

r
e
g
n
u
o
y

e
h
t

n
i

e
g
n
a
r

c
i
t
s
a
t
n
a
f

a

t
s
u
j

s
'
e
r
e
h
T

?
s
t
n
e
d
u
t
s

d
o
o
g

y
e
h
t

e
r
e
W

,
o
t

-

d
o
o
g

y
l
e
m
e
r
t
x
e

e
r
a

o
h
w

e
l
p
o
e
p

x
i
s

r
o

e
v
i
f

m
o
r
f

r
o
o
p

y
l
e
m
e
r
t
x
e

e
r
e
w

s
t
n
e
d
u
t
s

e
h
t

f
o

m
o
t
t
o
b

e
h
t

,
l
l
e
w

h
g
u
o
r
h
t

t
s
u
j

k
n
i
h
t

I

t
u
b

,
t
r
o
f
f
e

f
o

k
c
a
l

h
g
u
o
r
h
t

t
o
n

d
n
a

.
s
m
a
r
g
o
r
p

c
i
m
e
d
a
c
a

h
t
i
w

y
t
i
r
a
i
l
i
m
a
f

f
o

k
c
a
l

.
y
a
w
a

t
e
g

o
t

t
n
a
w

e
l
p
o
e
p

d
e
h
s
i
n
i
f

s
i

I
M
/
C
/
V

2

e
d
i
s

4
1

e
p
a
t

1
5
1

t
p
r
e
c
c
b
E

.
o
o
t

s
r
o
t
c
u
r
t
s
n
i

e
h
t

t
u
o
b
a

s
n
o
i
n
i
p
o

d
a
h

t
n
e
d
u
t
s

e
h
T

M
/
C
/
S
L

2

e
d
i
s

7
2

e
p
a
t

3
8
1

t
p
r
e
c
x
E

.
e
s
r
u
o
c

e
h
t

s
i

r
o
t
c
u
r
t
s
n
i

n
A

C
I
S
U
M

R
O
l
’
A
R
R
A
N

C
I
S
U
M

n
e
e
r
c
S

t
fl
i
R

n
e
e
r
c
S

t
f
e
l

o
N

. 

e
d
i
l
S

t
e
S

V
I
’

w
o
r
G

l
i
c
n
e
P

7
4

8
4

O 

I
D
U
A

a

n
e
k
a
t

e
v
'
I

.

.
.

.

d
e
t
r
e
v
o
r
t
x
e

y
l
l
a
c
i
s
a
b

t
o
n

e
r
a

e
l
p
o
e
P

M
/
C
N
/
S
I

2

e
d
i
s

3

e
p
a
t

G
3

t
p
r
e
c
x
E

d
n
a

y
t
i
s
r
e
v
i
n
u

e
h
t

t
a

s
r
a
e
y

e
h
t

r
e
v
o

s
e
s
r
u
o
c

f
o

t
o
l

y
e
h
t

s
s
e
l
n
u

y
d
o
b
y
n
a

w
o
n
k

o
t

t
o
g

r
e
v
e

y
l
d
r
a
h

e
v
'
I

.
n
o
s
r
e
p

f
o

e
p
y
t

e
r
i
w
e
v
i
l

y
r
e
v

a

e
b

o
t

d
e
n
e
p
p
a
h

M
/
C
/
S
L

2

e
d
i
s

1

e
p
a
t

8
3

t
p
r
e
c
x
E

 

 

 

 

n
e
e
r
c
S

t
fl
i
R

w

o
N

. 

e
d
i
l
S

D 

E
D
I
V

O 

I
D
U
A

s
s
a
l
C

e
g
r
a
l

s
s
a
l
C

e
g
r
a
l

k
s
e
D

t
a
n
a
M

w
o
r
G

109.

r
o
t
c
u
r
t
s
n
I

s
t
s
i
t
r
A

o
i
r
T

w
o
r
G

e
g
r
a
L

r
i
a
P

p
i
r
t
s
m
l
i
F

y
r
a
r
b
i
L

e
p
o
c
s
o
r
c
i
M

p
i
r
t
s
m
l
i
F

.

.

0
3
:
9

t
A
"

y
r
a
r
b
i
L

s
d
r
a
C

r
e
d
r
o
c
e
R

e
p
a
T

k
o
o
B

e
h
t

t
e
g

y
e
h
t

t
u
b

,
s
e
l
y
t
s

t
n
e
r
e
f
f
i
d

r
i
e
h
t

e
v
a
h

l
l
a

y
e
h
T

a

s
i

r
o
s
s
e
f
o
r
p

e
h
t

e
r
e
h
w

y
t
i
s
r
e
v
i
n
u

e
h
t

e
k
i
l

t
o
n

s
'
t
I

.
g
n
a
b

,
g
n
a
b

,
g
n
a
b

y
r
d

t
s
u
j

t
o
n

s
'
t
i

;
s
s
o
r
c
a

e
g
a
s
s
e
m

e
s
u
a
c
e
b

l
u
f
e
r
a
c

y
r
e
v

e
b

o
t

e
v
a
h

u
o
y

,
t
s
u
j

u
o
y

d
n
a

d
o
g

M
/
C
N
/
V

1

e
d
i
s

2
1

e
p
a
t

5
2
1

t
p
r
e
c
x
E

F
/
C
b
/
V

1

e
d
i
s

7
2

e
p
a
t

1
8
1

t
p
r
e
c
x
E

.
e
s
r
u
o
c

s
i
h

s
s
a
p

o
t

t
o
g

e
v
'
u
o
y

r
o
t
c
u
r
t
s
n
i

e
h
t

d
n
a

g
n
i
h
t
y
n
a

n
r
a
e
l

t
'
n
d
i
d

I

e
s
u
a
c
e
b

e
m
o
h

s
a
w

e
h

d
n
a

t
u
o
b
a

g
n
i
k
l
a
t

s
a
w

e
h

t
a
h
w

w
o
n
k

y
l
l
a
e
r

t
'
n
d
i
d

d
e
y
a
t
s

e
v
a
h

l
l
e
w

s
a

t
h
g
i
m

I

d
e
n
r
e
c
n
o
c

m
'
I

s
a

r
a
f

s
A

d
l
u
o
w

e
h

n
e
h
t

d
n
A

.
e
m
i
t

e
h
t

l
l
a

k
o
o
b

a

o
t

g
n
i
r
r
e
f
e
r

h
t
i
w

o
d

o
t

g
n
i
h
t
y
n
a

e
v
a
h

t
'
n
d
i
d

t
a
h
t

s
t
c
e
j
b
u
s

n
o

t
e
g

.
e
s
r
u
o
c

e
h
t

p
u

g
n
i
z
i
s

s
t
h
g
i
n

o
w
t

t
s
r
i
f

e
h
t

d
n
e
p
s

l
l
i
w

s
t
n
e
i
u
t
s

e
h
T

t
i

s
t
n
a
w

o
h
w

r
o
t
c
u
r
t
s
n
i

n
a

e
v
a
h

u
o
y

f
i

r
o
t
c
u
r
t
s
n
i

e
h

f
i

t
u
b

k
c
a
b

t
i

t
u
o
p
s

l
l
'
e
w

—
—

m
i
h

t
a

k
c
a
b

d
e
t
u
o
p
s

e
h
t

o
t

g
n
i
d
r
o
c
c
a

e
v
a
h
e
b

l
l
'
y
e
h
t

d
n
a

r
o
t
c
u
r
t
s
n
i

e
h
t

.
s
n
o
i
n
i
p
o

t
e
g

l
l
'
e
h

s
n
o
i
n
i
p
o

s
t
n
a
w

y
l
t
s
e
n
o
h

F
/
C
/
V

1

e
d
i
s

3

e
p
a
t

7
2

t
p
r
e
c
x
E

M
/
C
/
V

1

e
d
i
s

6

e
p
a
t

5
5

t
p
r
e
c
k
E

.

.

.

u
o
Y

n
a
C
"

F
/
C
/
V

1

e
d
i
s

3

e
p
a
t

3
2

t
p
r
e
c
x
E

e
l
p
u
o
C

e
c
n
e
i
r
e
p
x
e

s
'
r
a
e
y

e
v
i
f

t
u
o
b
a

h
t
i
w

m
i
h

e
e
s

o
t

e
k
i
l

d
l
u
o
w

I

.
y
t
i
s
r
e
v
i
n
u

n
a
h
t

r
e
h
t
o

g
n
i
h
t
e
m
o
s

—

y
r
t
s
u
d
n
i

n
i

,
s
e
n
o

g
n
u
o
y

,
s
e
n
o

d
l
o

d
a
h

e
v
'
I

e
l
b
a
e
g
d
e
l
w
o
n
k

e
b

l
l
'
e
H

-

t
c
e
j
b
o

t
'
n
d
i
d

e
h

d
i
a
s

e
h

d
n
a

,
s
s
a
l
c

s
i
h

n
i

g
n
i
e
b

n
a
m
o
w

e
t
i
p
s
e
d

m
e
h
t

f
o

l
l
a

t
u
B

t
i

r
o
f

d
e
e
n

o
n

w
a
s

e
h

t
u
b

.
m
e
h
t

m
o
r
f

d
e
n
r
a
e
l

I

,
e
l
p
o
e
p

s
a

m
e
h
t

f
o

t
h
g
u
o
h
t

I

t
a
h
w

;
s
n
a
i
d
a
n
a
C

d
e
k
i
l
s
i
d

o
h
w

n
a
m
h
s
i
l
g
n
E

e
n
o

,
e
n
o

y
p
p
i
h

e
n
o

a

o
t

d
e
t
c
e
j
b
o

e
h

f
i

k
n
a
l
b

t
n
i
o
p

d
e
k
s
a

I

o
h
w

n
a
m

e
n
o

k
c
a
l
B

7
6

8
6

?
r
o
t
c
u
r
t
s
n
i

e
h
t

h
t
i
w

g
n
o
l
a

t
o
g

s
t
n
e
d
u
t
s

e
h
t

w
b
l

.
s
n
o
i
t
s
e
u
q

f
o

e
r
a
h
s

r
i
e
h
t

d
e
k
s
a

e
r
u
s

y
e
h
t

l
l
e
W

F
/
C
N
/
V

1

e
d
i
s

6
1

e
p
a
t

2
3
1

t
p
r
e
o
c
b
E

 

r
o
t
c
u
r
t
s
n
I

w
o
r
G

w
o
r
G

k
c
a
l
B

I

n
e
e
r
c
S

t
fl
i
R

n
e
e
r
c
S

t
f
e
l

O 

I
D
U
A

 

"
t
l
u
d
A

n
a

e
r

'

u
o
Y
"

.
t
i

o
d

n
a
c

u
o
y

—
—

e
s
r
u
o
c

r
e
h
t
o
n
a

o
t

r
e
f
s
n
a
r
t

s
d
r
o
c
e
R

t
n
e
d
u
t
S

t
n
e
d
u
t
S

t
a
h
t

e
k
a
t

o
t

e
v
a
h

t
'
n
o
d

u
o
Y

t
l
u
d
a

n
a

e
r
'
u
o
Y

d
n
a

r
o
t
c
u
r
t
s
n
i

e
h
t

e
k
i
l

t
'
n
o
d

u
o
y

f
i

d
n
a

e
s
r
u
o
c

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

3
6

t
p
r
e
c
x
E

l
l
e
w

,
n
fi
h

h
t
i
w

g
n
o
l
a

t
e
g

t
'
n
a
c

y
l
l
a
e
r

u
o
y

f
i

g
n
i
d
l
i
u
B

n
o
i
t
a
c
u
d
E

1

w
o
r
G

t
o
P

e
e
f
f
o
C

1

1

l
l
a
H

t
t
e
b
r
o
C

.

.

.

e
p
o
r

I
"

k
c
a
l
B

7
9

8
9

9
9

0
0
1

1
0
1

t
n
e
d
u
t
s

r
i
e
h
t

r
o
f

g
n
i
t
t
e
s

e
h
t

d
e
m
r
o
f

h
c
i
h
w

s
m
o
o
r
s
s
a
l
c

e
h
t

t
u
o
b
a

y
a
s

o
t

s
g
n
i
h
t

e
m
o
s

d
a
h

o
s
l
a

s
t
n
e
d
u
t
s

e
h
T
'

.
e
c
n
e
i
r
e
p
x
e

C
I
S
U
M

d
n
a

t
i
l

l
l
e
w

e
b

o
t

d
e
m
e
e
s

d
n
a

m
r
a
w

s
i

t
n
e
m
n
o
r
i
v
n
e

e
h
T

M
/
C
/
S
L

1

e
d
i
s

1

e
p
a
t

1
0
1

t
p
r
e
c
x
E

M
/
C
N
/
S
l

2

e
d
i
s

3
1

e
p
a
t

5
7

t
p
r
e
c
x
E

.
e
r
e
h
p
s
o
m
t
a

t
n
a
s
a
e
l
p

y
l
l
a
e
r

a

R
O
I
‘
A
R
R
A
N

C
I
S
U
M

110.

w
o
r
G

e
g
r
a
L

m
u
i
r
o
t
i
d
u
A

y
a
r
T

h
s
A

k
c
a
l
B

y
a
r
T

h
s
A

n
a
o
r
s
s
a
l
C

k
c
a
l
B

e
n
i
h
c
a
M

e
e
f
f
o
C

8
1
1

.

e
e
f
f
o
C

f
o

w
C

9
1
1

0
2
1

1
2
1

"
g
n
i
k
o
m
S

o
N
"

n
w
o
d

t
i

e
k
a
t

l
l
e
w

s
a

t
s
u
j

t
h
g
i
m

y
e
h
t

o
s

g
n
i
h
t
o
n

s
n
a
e
m

t
u
b

k
c
a
l
B

5
0
1

t
n
o
r
f

e
h
t

t
a

w

s
n
g
i
s

g
n
i
k
o
m
s

o
n

,
r
e
v
o

l
l
a

s
t
t
u
b

e
t
t
e
r
a
g
i
C

F
/
C
N
/
V

2

e
d
i
s

5
2

e
p
a
t

8
7
1

t
p
r
e
c
x
E

1

3
0
1

4
0
1

.
l
l
a

t
a

m
o
o
r

t
a
h
t

n
i

e
l
b
a
t
r
o
f
m
o
c

y
l
l
a
e
r

,
e
l
b
a
t
r
o
f
m
o
c

l
e
e
f

t
'
n
d
i
d

I

s
t
a
e
s

f
o

w
o
r

n
o

w
o
r

n
o

w
o
r

d
n
A

F
/
C
/
S
I

2

e
d
i
s

9

e
p
a
t

0
1
1

t
p
r
e
c
x
E

s
r
u
o
H

g
n
i
d
l
i
u
B

s
d
r
a
o
b
k
c
a
l
B

¢

k
c
a
l
B

1

7
0
1

8
0
1

9
0
1

0
1
1

1
1
1

2
1
1

3
1
1

4
1
1

5
1
1

6
1
1

7
1
1

u
o
y

n
e
h
t

e
e
f
f
o
c

f
o

w
c

a

b
a
r
g

,
r
e
p
p
u
s

h
g
u
o
r
h
t

h
s
u
r

u
o
y

,
e
m
o
h

o
s

,
d
e
r
i
t

m
a

I

t
u
b

d
e
s
o
l
c

e
r
a

s
w
o
d
n
i
w

e
h
t

d
n
a

m
a
d

o
g

.
d
a
b

o
o
t

g
n
i
t
t
e
g

s
a
w

r
i
a

e
h
t

t
s
u
j

,
p
e
e
l
s

h
t
i
w

t
h
g
i
f

I

n
e
h
W

.
s
m
o
o
r
s
s
a
l
c

e
s
e
h
t

n
i

s
w
o
d
n
i
w

e
h
t

f
o

e
n
a
s

n
e
p
o

s
'
t
e
l

o
g

u
o
y

,
y
a
d

a

s
r
u
o
h

9

r
o

8

r
o
f

b
o
j

r
u
o
y

n
o

n
e
e
b

e
v
'
u
o
y

M
/
C
/
V

1

e
d
i
s

7

e
p
a
t

9
4

t
p
r
e
c
x
E

,
g
n
i
t
h
g
i
l

f
o

g
n
i
k
a
e
p
s

m
e
l
b
o
r
p

o
n

,
d
o
o
g

m
o
o
r
s
s
a
l
C

.
d
o
o
g

t
u
b

l
a
n
o
i
t
u
t
i
t
s
n
I

.
n
o

o
s

d
n
a

n
o
i
t
a
l
i
t
n
e
v

M
/
C
/
V

1

e
d
i
s

5
2

e
p
a
t

5
7
1

t
p
r
e
c
c
E

.
s
r
e
k
o
m
s

e
h
t

r
o
f

g
n
i
h
t
e
r
a
s

e
d
i
v
o
r
p

d
n
a

s
t
a
e
S

n
a
l
P

t
a
e
S

2
0
1

.
t
r
o
f
m
o
c

r
o
f

e
d
a
m

y
l
t
c
a
x
e

t
'
n
e
r
a

s
t
a
e
s

e
h
T

 

 

O
E
D
I
V

n
e
e
r
c
S

t
f
e
l

 

o
N

. 

e
d
i
l
S

O 

I
D
U
A

t
n
e
d
u
t
S

t
n
e
d
u
t
S

111.

e
n
i
l
d
a
M

g
n
i
d
d
A

'
.
.
.
.

s
d
i
k

4

t
o
g

e
v
'
I
"

r
i
a
P

e
n
i
h
c
a
M

g
n
i
d
d
A

s
e
r
u
g
i
F

"
9
W
"

k
c
a
l
B

s
e
r
u
g
i
F

s
e
r
u
g
i
F

s
e
r
u
g
i
F

s
e
r
u
g
i
F

3
2
1

4
2
1

5
2
1

6
2
1

7
2
1

8
2
1

9
2
1

0
3
1

1
3
1

2
3
1

3
3
1

4
3
1

5
3
1

6
3
1

7
3
1

8
3
1

9
3
1

0
4
1

1
4
1

3
4
1

4
4
1

5
4
1

6
4
1

7
4
1

.
e
c
n
e
i
r
e
p
x
e

t
n
e
d
u
t
s

t
l
u
d
a

e
h
t

n
i

r
o
t
c
a
f

a

n
e
t
f
o

s
i

t
s
o
C

.
s
e
e
f

t
u
o
b
a

y
a
s

o
t

d
a
h

s
t
n
e
d
u
t
s

e
s
e
h
t

t
a
h
w

s
i

e
r
h
t

n
o
i
t
a
c
u
d
e

t
l
u
d
a

f
o

s
d
n
i
k

r
e
h
t
o

e
h
t

l
l
a

o
t

n
o
s
i
r
a
p
m
o
c

n
I

e
r
e
h
t

o
g

t
'
n
o
d

I

d
n
a

e
s
r
u
o
c

a

r
o
f

y
e
n
o
m

d
o
o
g

g
n
i
y
a
p

o
t

e
n
o

k
c
i
p

o
t

y
r
t

I

f
i

t
u
b

s
i
s
a
b

l
a
t
n
e
m
i
r
e
p
x
e

n
a

n
o

g
n
i
h
t

f
o

d
n
i
k

f
f
i
t
s

g
n
i
k
r
o
w

e
g
a
r
e
v
a

n
a

m
'
I

d
n
a

s
r
a
l
l
o
d

5
3

d
n
a

0
3

,
5
2

t
a

g
n
i
k
o
o
l

m
'
I

e
z
i
s

r
o
f

t
i

y
r
t

d
n
a

t
u
o

d
e
s
u

m
'
I

.

.

.

.

e
v
i
t
i
b
i
h
o
r
p

e
t
i
u
q

s
i

t
s
o
c

e
h
t

e
l
b
a
l
i
a
v
a

.
y
e
n
o
m

f
o

t
o
l

a

s
'
t
a
h
t

y
a
s

o
t

g
n
i
o
g

m
'
I

M
/
C
N
/
S
L

2

e
d
i
s

3
1

e
p
a
t

0
8

t
p
r
e
c
x
E

C
I
S
J
M

h
c
t
a
w

o
t
.
e
v
a
h

o
d

I

d
n
a

0
0
0
,
4
$

r
e
v
o

e
l
t
t
i
l

a

r
e
h
t
e
g
o
t

e
k
a
m

s
i
h
t

e
k
i
l

e
s
r
u
o
c

a

n
o

t
i

d
n
e
p
s

r
e
h
t
a
r

1
(
'
I

t
u
b

,
y
e
n
o
m

y
m

e
W
.

t
i

h
t
r
o
w

l
l
e
w

e
r
e
w

s
e
s
r
u
o
c

e
h
t

k
n
i
h
t

I

,
l
l
e
W

F
/
C
/
S
L

1

e
d
i
s

3
1

e
p
a
t

5
8

t
p
r
e
c
x
E

M
/
C
/
S
L

2

e
d
i
s

1

e
p
a
t

0
4

t
p
r
e
M

.
t
a
o
c

w
e
n

r
e
h
t
o
n
a

n
o

n
a
h
t

e
l
b
a
n
o
s
a
e
r

y
r
e
v

h
O

?
d
e
g
r
a
h
c

e
c
i
r
p

e
h
t

t
u
o
b
a

l
e
e
f

I

o
d

w
o
H

k
n
i
h
t

u
o
y

f
i

r
u
o
h

n
a

r
a
l
l
o
d

a

n
a
h
t

e
r
o
m

e
l
t
t
i
l

s
'
t
i

.
l
l
a

t
a
h
c
u
m
y
r
e
v
s
i
c
fl
r
i
h
t
t
'
n
o
d
l
i
d
i
h
w
—
y
a
w
t
a
h
t

t
i

f
o

s
a
w

I

0
0
.
0
2
1
$

e
b

d
l
u
o
w

s
e
s
r
u
o
c

o
w
t

e
h
t

e
c
n
a
t
s
n
i

r
o
f

y
a
S

y
a
p

d
l
u
o
w

y
e
h
t

d
i
a
s

l
o
o
h
c
s

e
h
t

d
n
a

f
l
a
h

y
a
p

o
t

d
e
r
a
p
e
r
p

.
g
n
i
l
l
i
w

s
a
w

I

e
s
a
c

t
a
h
t

n
i

o
s

,
r
e
h
t
o

e
h
t

F
/
C
/
S
l

1

e
d
i
s

0
1

e
p
a
t

6
1
1

t
p
r
e
c
x
E

.
s
e
e
f

n
o
i
t
i
u
t

e
r
i
t
n
e

e
h
t

s
y
a
p

y
n
a
p
m
o
c

y
M

M
/
C
/
V

1

e
d
i
s

7

e
p
a
t

1
5

t
p
r
e
c
x
E

R
O
I
A
R
R
A
N

C
I
S
U
M

k
c
a
l
B

2
2
1

m
o
o
r
s
s
a
l
c

e
v
i
t
c
a
r
t
t
a

n
a

s
'
t
i

r
e
h
t
e
h
w

e
r
a
c

t
'
n
o
d

I

.
t
n
a
t
r
o
p
m
i

e
r
o
m

s
r
o
t
c
u
r
t
s
n
i

e
h
t

;
t
o
n

r
o

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

0
6

t
p
r
e
c
x
E

 

   
 

 

 

n
e
e
r
c
S

t
h
g
i
R

n
e
e
r
c
S

t
f
e
l

.

o
N

e
d
i
l
S

D
E
D
I
V

O 

I
D
U
A

 

k
c
a
l
B

t
n
e
i
x
l
t
S

o
i
r
T

t
n
e
d
u
t
S

t
n
e
d
u
t
S

w
o
r
G

w
o
r
G

  

Y
A
R
T

 

t
n
e
i
u
t
S

t
n
e
d
u
t
S

s
s
a
l
C

s
d
r
o
c
e
R

t
n
e
fl
t
t
S

"

.

.

.

e
v
a
H

u
o
Y
"

"
.

.

.

d
r
a
H

s
'
t
I
"

 

"
k
r
o
i
v
e
t
n
I
"

t
'
n
o
D

I
"

"

.

.

.

t
n
e
m
y
o
j
n
E
"

9
4
1

0
5
1

1
5
1

2
5
1

3
5
1

4
5
1

5
5
1

6
5
1

7
5
1

8
5
1

9
5
1

0
6
1

1
6
1

e
r
‘
u
o
y

h
c
i
h
w

e
m
i
t

y
d
u
t
s

,
e
m
i
t

e
r
u
s
i
e
l

s
'
t
i

t
u
b

l
a
i
c
n
a
n
i
f

y
l
n
o

t
o
n

s
'
t
i

n
i
a
g
a

e
r
e
H

?
t
n
e
d
u
t
s

a

g
n
i
e
b

f
o

t
s
o
C

.
t
u
o

t
u
p

o
t

e
v
a
h

o
t

g
n
i
o
g

t
o
g

y
l
s
u
o
i
v
b
o

e
v
'
u
o
y

0
0
4
$

t
u
o

g
n
i
t
t
u
p

t
r
a
t
s

u
o
y

n
e
h
W

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

6
5

t
p
r
e
c
x
E

M
/
C
/
V

1

e
d
i
s

4

e
p
a
t

5

t
p
r
e
c
x
E

.
t
i

f
o

t
u
o

g
n
i
h
t
e
t
o
s

t
e
g

o
t

R
O
I
’
A
R
R
A
N

C
I
S
J
M

.
e
r
o
f
e
b

r
a
e
y

e
h
t

e
n
o

—

r
a
e
y

t
s
a
p

s
i
h
t

s
e
s
r
u
o
c

o
w
t

k
o
o
t

I

o
t
d
r
a
h
s
a
w
t
i

t
u
b

,
n
a
h
t
o
t
o
g
o
t
d
r
a
h
t
'
n
s
a
w
t
i
d
n
A

F
/
C
/
V

1

e
d
i
s

0
2

e
p
a
t

1
4
1

t
p
r
e
c
x
E

.
y
d
u
t
s

t
h
g
i
n
o
t

w
o
n
k

u
o
y

.
K
.
O
'

y
a
s

o
t

f
l
e
s
r
u
o
y

g
n
i
p
p
i
h
w

f
o

r
e
t
t
a
m

a

t
s
u
j

s
'
t
i

t
u
b

,
s
e
m
i
t

t
a

h
g
u
o
t

e
l
t
t
i
l

a

t
i

d
n
u
o
f

I

t
s
a
e
l

t
a

o
d

o
t

g
n
i
o
g

e
r
'
e
w

,
V
T

h
c
t
a
w

o
t

g
n
i
o
g

t
o
n

e
r
'
e
w

M
/
C
/
V

2

e
d
i
s

3
2

e
p
a
t

6
6
1

t
p
r
e
c
x
E

F
/
C
/
V

2

e
d
i
s

0
2

e
p
a
t

3
4
1

t
p
r
e
c
x
E

?
y
d
u
t
s

f
o

s
r
u
o
h

o
w
t

y
l
t
n
e
u
q
e
r
f

t
s
o
m

e
h
t

s
a
w

t
i

f
o

k
c
a
l

r
o

e
m
i
t

,
t
c
a
f

n
I

.
t
n
e
d
u
t
s

t
l
u
d
a

e
h
t

r
o
f

m
e
l
b
o
r
p

d
e
n
o
i
t
n
e
m

C
I
S
U
M

112.

k
c
a
l
B

9
6
1

d
n
a

r
e
v
o

k
e
e
w

a

s
r
u
o
h

0
1

t
u
o
b
a

n
o

n
a
l
p

y
l
l
a
m
r
o
n

d
'
I

.
s
s
a
l
c

n
i

e
m
i
t

y
m

e
v
o
b
a

M
/
C
/
V

1

e
d
i
s

6

e
p
a
t

4
5

t
p
r
e
c
x
E

t
n
e
d
u
t
S

k
c
o
l
C

2
6
1

-
l
l
u
f

g
n
i
k
r
o
w

d
n
a

t
n
e
i
u
t
s

e
m
i
t
-
t
r
a
p

a

g
n
i
e
b

c
i
t
c
e
h

s
'
t
I

w
o
r
G

o
i
r
T

w
o
r
G

"
.
.
.

d
e
r
i
T
m
A
I
"

"
.
.
.

d
e
r
i
‘
I
'
m
A
I
"

"
.
.
.

u
o
Y

f
I
"

t
n
e
d
u
t
S

"
.
.
.

d
e
r
i
T
m
A
I
"

"
.
.
.

d
e
r
i
T
m
A
I
"

3
6
1

4
6
1

5
6
1

6
6
1

7
6
1

8
6
1

t
h
g
i
n
e
n
o
s
e
r
u
t
c
e
l
d
a
h
e
w
n
e
n
'
I
'

.
s
r
u
o
h
e
e
r
h
t
o
t
o
w
c
t
u
o
b
a

k
o
o
t
t
a
'
l
t
w
o
r
g
y
d
u
t
s
a
n
i
k
e
e
w
a
e
o
n
c
r
e
h
t
e
g
o
t
t
o
g
e
W

t
a
h
t
o
s
g
n
i
d
a
e
r
r
u
o
y
f
o
e
r
a
s
o
d
o
t
d
a
h
u
o
y
n
e
h
t
d
n
a

.
k
e
e
w
a
s
r
u
o
h
n
e
t
d
n
a
x
i
s
n
e
e
w
t
e
b
k
o
o
t

.
r
e
h
t
o
m

e
m
i
t
-
l
l
u
f

a

g
n
i
e
b

d
n
a

e
m
i
t

M
/
C
/
V

1

e
d
i
s

7

e
p
a
t

3
4

t
p
r
e
c
x
E

 

 

 

n
e
e
r
c
S

t
fl
i
R

.
o
N

e
d
i
l
S

O  

I
D
U
A

113.

y
r
a
r
b
i
L

y
r
a
r
b
i
L

t
n
e
d
u
t
S

s
s
a
l
C

s
r
e
p
a
P

r
e
p
a
P

d
a
p
e
t
o
N

m
u
i
r
o
t
i
d
u
A

t
s
i
t
r
A

s
t
n
e
d
u
t
S

t
n
e
d
u
t
S

t
n
e
d
u
t
S

o
i
r
T

k
c
a
1
B

o
i
r
T

0
7
1

1
7
1

2
7
1

3
7
1

4
7
1

5
7
1

6
7
1

7
7
1

8
7
1

9
7
1

0
8
1

1
8
1

2
8
1

3
8
1

4
8
1

5
8
1

6
8
1

g
n
i
k
a
t

n
a
h
t

t
i
f
e
n
e
b

e
r
o
m

s
a
W

r
a
e
y
r
e
p

e
s
r
u
o
c

e
n
o

g
n
i
k
a
T

e
m
i
t
e
h
t
n
i
u
o
y
d
w
o
r
c
o
t
s
d
n
e
t
o
m
t
a
h
t
d
i
m
o
f
I

.
o
w
t

M
/
C
/
S
L

1

e
d
i
s

1

e
p
a
t

9
9

t
p
r
e
c
x
E

.
n
o
s
r
e
p

y
s
u
b

a

s
a

e
v
a
h

u
o
y

o
t

r
o
i
r
p

y
a
d
s
e
u
T

y
r
e
v

e
h
t

t
a

n
i

t
i

m
a
r
c

r
e
h
t
i
e

d
l
u
o
w

I

.
t
i

n
o

n
o
o
n
r
e
t
f
a

y
a
d
n
u
S

k
r
o
w

d
'
I

f
o

e
s
r
u
o
c

e
h
t

M
/
C
/
V

1

e
d
i
s

5
2

e
p
a
t

4
7

t
p
r
e
c
x
E

d
l
u
o
w

I

e
g
a
r
e
v
a

e
h
t

n
O

.
g
n
i
h
t
y
n
a

o
d

t
'
n
d
i
d

I

s
k
e
e
w

e
m
o
S

a

s
r
u
o
h
o
w
t
f
o
m
u
m
i
x
a
m
a
t
u
o
b
a
d
n
e
p
s
d
i
d

,
t
u
o
b
a
d
n
e
p
s

M
/
C
/
V

2

e
d
i
s

4
2

e
p
a
t

0
7
1

t
p
r
e
c
c
E

.
k
e
e
w

t
'
n
s
e
o
d

y
d
u
t
s

e
h
t

f
i

l
l
e
W

.
g
n
i
o
d

m
'
I

e
s
l
e

r
e
v
e
t
a
h
w

d
n
u
o
r
a

y
d
u
t
s

t
i
f

I

y
l
k
n
a
r
f

,
n
o
s
r
e
p

k
e
e
w
-
a
—
g
n
i
n
e
v
e
-
e
n
o

a

s
a

t
u
B

F
/
C
/
V

1

e
d
i
s

3

e
p
a
t

1
2

t
p
r
e
c
x
E

.
e
n
o
d

t
e
g

t
'
n
s
e
o
d

t
i

,
e
n
o
d

t
e
g

e
b
y
a
m
k
n
i
h
t
I

.
e
r
o
m
o
d
o
t
e
l
b
a
n
e
e
b
e
v
a
h
o
t
e
k
i
l

d
l
u
o
w
I

s
a
w

e
r
e
h
t

t
u
b

,
t
i

f
o

t
u
o

t
i
f
e
n
e
b

e
r
o
m

t
o
g

e
v
a
h

d
l
u
o
w

I

M
/
C
/
S
l

1

e
d
i
s

4
2

e
p
a
t

8
6
1

t
p
r
e
m
E

.
y
a
w

o
n

t
s
u
j

-
e
r
e
h
t

d
n
a

l
a
r
e
n
e
g
y
r
e
v
s
a
w
k
o
o
t

I

e
s
r
u
o
c

r
a
l
u
c
i
t
r
a
p
e
h
I
'

.
d
e
r
i
u
q
e
r

g
n
i
y
d
u
t
s

e
d
i
s
t
u
o

o
n

y
l
l
a
i
t
n
e
s
s
e

s
a
w

e
r
e
h
t

e
r
o
f

M
/
C
N
/
S
L

2

e
d
i
s

6
1

e
p
a
t

4
3
1

t
p
r
e
c
x
E

F
/
C
N
/
S
L

2

e
d
i
s

7
1

e
p
a
t

7
3
1

t
p
r
e
c
x
E

.
r
a
e
y

s
i
h
t

r
a
i
l
u
c
e
p

s
a
w

t
I

s
t
n
e
m
n
g
i
s
s
a

g
n
i
d
a
e
r

f
o

t
o
l

a

e
t
i
u
q

s
y
a
w
l
a

s
'
e
r
e
h
I
'

F
/
C
/
V

2

e
d
i
s

5

e
p
a
t

4
9

t
p
r
e
c
x
E

y
d
u
t
s

o
t

e
v
a
h
o
t

s
t
c
e
j
b
u
s

o
w
t
h
t
i
w
m
n
t
c
e
p
i
e

I

r
o
f

g
i
d

o
t

e
v
a
h

n
e
t
f
o

e
t
i
u
q

e
w

,
y
a
s

I

s
a

,
d
n
a

.
s
s
a
l
c

n
i

s
u

o
t

n
e
v
i
g

e
b

d
l
u
o
c

h
c
i
h
w

s
l
a
i
r
e
t
a
m

.
g
n
i
n
e
v
e

y
r
e
v
e

7
8
1

e
v
a
h

t
'
n
o
d

u
o
y

n
e
h
w

t
n
e
d
u
t
s

a

g
n
i
e
b

d
r
a
h

y
r
e
v

t
o
n

s
'
t
I

8
8
1

9
8
1

0
9
1

1
9
1

h
c
i
h
w

s
r
o
t
c
a
f

l
a
n
o
i
t
i
d
d
a

d
e
n
o
i
t
n
e
m

s
t
n
e
d
u
t
s

r
e
h
t
O

.

s
e
i
d
u
t
s

r
i
e
h
t

h
t
i
w

d
e
r
r
e
f
r
e
t
n
i

.
k
r
o
w
e
m
a
r
f

R
O
I
'
A
R
R
A
N

C
I
S
J
M

 

 

 

w
o
r
G

k
c
a
l
B

6
9
1

e
l
o
h
w

e
h
t

s
s
i
m

u
o
y

d
n
a

t
h
g
i
n

d
l
o
c

a

n
o

s
e
s
u
c
x
e

d
n
i
f

u
o
Y

k
c
a
l
B

.

.

.

d
r
a
H

s
‘
t
I
"

t
o
l

g
n
i
k
r
a
P

‘
g
n
i
d
l
i
u
B

'
.
.
.

d
e
r
i
‘
l
’
m
A

I
"

.
.
.

d
e
r
i
T
m
A

I
"

k
c
a
l
B

7
9
1

8
9
1

9
9
1

0
0
2

2
0
2

r
u
o

f
o

e
n
o

s
p
a
h
r
e
p

s
i

s
s
a
l
c

m
o
r
f

d
n
a

o
t

g
n
i
t
t
e
g

s
i
h
T

g
n
i
v
a
e
l

e
r
'
e
w

n
e
h
w

d
r
a
z
z
i
l
b

a

s
'
e
r
e
h
t

r
o

k
c
a
b

g
n
i
m
o
c

e
r
'
e
w

n
e
h
w

e
c
i

r
e
h
t
i
e

s
'
e
r
e
h
t

.

.

.

s
m
e
l
b
o
r
p

t
s
e
g
g
i
b

.
t
o
l

a

e
t
i
u
q

s
i

y
a
w

h
c
a
e

s
e
l
i
m

d
e
r
d
n
u
h

a

d
n
a

F
/
C
/
V

2

e
d
i
s

5

e
p
a
t

7
9

t
p
r
e
c
x
E

y
a
d
n
a

y
r
e
v
e
w
g
n
i
t
t
e
g

,
y
a
d
n
o
M

e
h
t

,
s
a
m
X

r
e
t
f
a

e
n
a
C

s
t
n
e
d
u
t
s

r
o
f

g
a
r
d

a

f
o

t
i
b

a

e
b

o
t

g
n
i
t
t
e
g

s
a
w

t
h
g
i
n

M
/
C
/
V

2

e
d
i
s

4
1

e
p
a
t

2
5
1

t
p
r
e
c
x
E

M
/
C
/
V

1

e
d
i
s

7

e
p
a
t

0
5

t
p
r
e
c
x
E

.
e
k
i
l
a

s
r
e
i
d
a
e
t

d
n
a

_

.
g
n
i
h
t

e
l
p
u
o
C

.

.

.

s
s
e
l

s
'
e
r
e
h
T
"

u
o
y

d
n
a

n
w
o
t

f
o

t
u
o

d
e
l
l
a
c

e
r
'
u
o
y

y
l
l
a
n
o
i
s
a
c
c
o

l
l
e
W

w
o
r
G

4
0
2

s
k
e
e
w

r
u
o
f

t
u
o
b
a

d
e
t
w
r
r
e
t
n
i

s
g
n
i
h
t

r
e
h
t
o

d
i
a
r
f
a

m
'
I

M
/
C
N
/
S
l

2

e
d
i
s

3
1

e
p
a
t

4
7

t
p
r
e
c
x
E

.
s
s
a
l
c

p
i
k
s

o
t

e
v
a
h

t
n
e
d
u
t
S

k
c
a
l
B

5
0
2

.
w
o
r

a

n
i

R
O
I
'
A
R
R
A
N

C
I
S
U
M

114.

k
c
a
l
B

w
o
r
G

"

.

.

.

t
n
e
m
y
o
j
n
E
"

7
0
2

8
0
2

9
0
2

t
n
e
m
e
v
e
i
h
c
a

s
a

r
a
f

o
s

a
m
o
l
p
i
d

y
n
a

t
'
n
s
i

e
r
e
h
t

,
t
'
n
e
r
a

.
l
a
n
o
s
r
e
p

t
s
u
j

e
b

t
s
u
m

t
i

k
n
i
h
t

I

s
e
o
g

e
r
e
h
t

e
s
u
a
c
e
b

g
n
i
h
t
y
n
a

e
v
e
i
h
c
a

n
a
c

I

k
n
i
h
t

t
'
n
o
d

I

F
/
C
/
s
l

1

e
d
i
s

0
1

e
p
a
t

5
1
1

t
p
r
e
c
r
b
E

.
y
a
w

s
i
h
t

C
I
S
J
M

6
0
2

r
o

d
e
v
e
i
h
c
a

d
a
h

y
e
h
t

t
a
h
w

s
t
n
e
d
u
t
s

e
s
e
h
t

d
e
k
s
a

e
w

n
e
h
W

d
e
d
n
o
p
s
e
r

y
e
h
t

s
e
s
r
u
o
c

r
i
e
h
t

n
i

e
v
e
i
h
c
a

o
t

d
e
p
o
h

w
o
r
G

e
g
r
a
l

k
c
a
l
B

n
e
e
r
c
S

t
fl
i
R

m

r
e
t
n
i
W

s
t
a
o
C

s
t
o
o
B

3
9
1

4
9
1

5
9
1

d
l
u
o
w

f
o

k
n
i
h
t

n
a
c

I

g
n
i
h
t

y
l
n
o

e
h
t

t
n
i
o
p

s
i
h
t

t
a

t
h
g
i
R

F
/
C
N
/
V

2

e
d
i
s

2
1

e
p
a
t

7
2
1

t
p
r
e
c
x
E

M
/
C
N
/
S
L

2

e
d
i
s

3

e
p
a
t

3
3

t
p
r
e
c
x
E

.
r
e
h
t
a
e
w

e
h
t

e
b

o
N

2
9

.  1

e
d
i
l
S

O 

I
D
U
A

C
I
S
U
M

 

115.

w
o
r
G

k
c
a
l
B

D 

E
D
I
J
V

n
e
e
r
c
S

t
f
e
l

y
d
u
t
S

e
h
t

f
I
"

1

s
t
n
e
d
u
t
S

s
t
n
e
d
u
t
S

L
‘

s
t
n
e
d
u
t
S

1

1

.

.

.

s
e
s
r
u
o
C

O
W
I
'
"

r
e
v
e
N

e
v
'
I
"

1

1

k
n
i
h
T

t
'
n
o
D

I
"

.

.

t
o
N

e
r
'
e
W
"

.
.
.

w
o
n
K

I
"

"
h
c
u
M

o
o
T
"

o
N

. 

e
d
i
l
S

0
1
2

1
1
2

2
1
2

3
1
2

4
1
2

5
1
2

7
1
2

8
1
2

0
2
2

1
2
2

2
2
2

3
2
2

5
2
2

6
2
2

7
2
2

8
2
2

9
2
2

0
3
2

O
I
D
U

 A

t
a
h
t

s
i

y
l
e
r
u
s

e
s
r
u
o
c

s
i
h
t

t
u
o
b
a

g
n
i
h
t

t
a
e
r
g

e
h
t

l
l
e
W

e
h
t

t
a

s
m
a
x
e

t
u
o
b
a

n
o
i
s
n
e
t

f
o

e
t
a
t
s

a

n
i

t
o
n

e
r
'
e
w

F
/
C
N
/
S
l

1

e
d
i
s

2

e
p
a
t

6
1

t
p
r
e
c
x
E

.
d
n
e

o
t
n
i

t
u
p

e
h

t
a
h
w

e
s
r
u
o
c

e
h
t

f
o

t
u
o

t
o
g

I

e
d
i
s
n
i

w
o
n
k

I

.
e
g
a
u
g
n
a
l

h
s
i
l
g
n
E

e
h
t

n
i

f
l
e
s
y
m

s
s
e
r
p
x
e

t
'
n
a
c

I

t
u
b

t
i

F
/
C
/
S
L

1

e
d
i
s

3
1

e
p
a
t

2
8

t
p
r
e
c
k
E

.
e
s
r
u
o
c

h
s
i
l
g
n
E

n
a

g
n
i
k
a
t

m
'
I

w
o
n

o
S

t
a
h
t

e
c
n
e
i
r
e
p
x
e

e
h
t

f
o

e
s
o
p
r
u
p

e
h
t

e
e
s

t
'
n
d
l
u
o
c

y
l
l
a
e
r

I

.
.

"
s
i
h
t

m
o
r
f

h
c
u
s

d
n
a

h
c
u
s

d
e
n
r
a
e
l

e
v
'
u
o
y

l
l
e
W
"

,
d
n
e

e
h
t

t
a

d
i
a
s

y
d
o
b
o
n

t
a
h
t

s
a
w

n
w
o
d

e
m

t
o
g

y
l
l
a
e
r

t
a
m

F
/
C
N
/
S
L

2

e
d
i
s

0
1

e
p
a
t

8
1
1

t
p
r
e
c
r
b
E

.
d
a
h

I

y
l
k
n
a
r
f

e
t
i
u
q

d
n
a

s
e
s
r
u
o
c

t
i
d
e
r
c
-
n
o
n

e
s
e
h
t

k
o
o
t

I

t
s
r
i
f

t
A

M
/
C
/
V

1

e
d
i
s

7

e
p
a
t

1
4

t
p
r
e
c
x
E

.
.

.

e
r
u
t
a
n

e
s
u
o
l
b

y
e
k
c
i
M

a

f
o

t
i
b

a

e
r
a

m
e
h
t

f
o

t
s
o
m

e
h
t

t
a
h
t

e
r
u
s
s
e
r
p

f
o

d
n
i
k

e
h
t

t
o
g

t
'
n
e
v
a
h

y
e
h
t

.
e
v
a
h

s
e
s
r
u
o
c

e
p
y
t

n
o
i
t
a
c
i
f
i
t
r
e
c

r
o
f

h
c
u
m

o
s

e
l
b
a
u
l
a
v

e
r
a

y
l
l
a
e
r

y
e
h
t

t
a
h
t

w
o
r
k

t
'
n
o
d

I

o
t

u
o
y

g
n
i
c
r
o
f

r
o
f

s
a

,
d
o
o
g

s
i

h
c
i
h
w

,
t
n
e
t
n
o
c

r
i
e
h
t

M
/
C
N
/
V

1

e
d
i
s

2
1

e
p
a
t

3
2
1

t
p
r
e
c
x
E

.
s
a
e
r
a

t
n
e
r
e
f
f
i
d

n
i

k
n
i
h
t

g
n
o
l

o
s

r
o
f

l
O
e
d
S

m
o
r
f

y
a
w
a

n
e
e
b

e
v
a
h

s
u

f
o

t
o
l

a

k
n
i
h
t

I

e
s
u
a
c
e
b

y
l
n
i
a
M

.
t
s
r
i
f

t
a

t
n
e
d
u
t
s

a

e
b

o
t

d
r
a
h

s
'
t
I

t
a

g
n
i
y
d
u
t
s

.

.

.

.

t
l
u
c
i
f
f
i
d

g
n
i
t
a
r
t
n
e
c
n
o
c

d
n
u
o
f

I

t
a
h
t

e
m
i
t

e
m
a
s

e
h
t

t
a

n
e
r
d
l
i
h
c

e
h
t

r
o
f

g
n
i
n
e
t
s
i
l

d
n
a

e
m
o
h

F
/
C
/
V

2

e
d
i
s

0
2

e
p
a
t

4
4
1

t
p
r
e
c
<
b
E

.
k
r
o
w

t
'
n
s
e
o
d

t
s
u
j

.
t
i

o
d

n
a
c

I

e
v
o
r
p

o
t

e
k
i
l

d
'
I

r
a
e
y

s
i
h
t

s
s
a
l
c

t
s
r
i
f

a
t
n
a
w
I

r
a
e
y
t
s
a
l
k
r
a
m
d
o
o
g
a
d
a
h
l
d
n
a
d
e
s
s
a
p
I

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

6
6

&

9
5

s
t
p
r
e
c
x
E

t
s
u
j

I

h
c
i
h
w

l
a
i
r
e
t
a
m

g
n
i
t
s
e
r
e
t
n
i

f
o

t
i
b

a

e
t
i
u
q

s
a
w

e
r
e
h
T

.
s
t
n
e
m
n
g
i
s
s
a

e
h
t

r
o
f

y
r
a
s
s
e
c
e
n

t
'
n
s
a
w

h
c
i
h
w

,
d
a
e
r

M
/
C
/
V

2

e
d
i
s

4
2

e
p
a
t

9
6
1

t
p
r
e
c
c
b
E

C
I
S
J
M

 

 

t
n
e
m
e
v
o
r
p
m
I

y
a
l
p
s
i
D

e
l
p
u
o
C

s
s
a
l
C

r
i
a
P

116.

s
s
a
l
C

e
c
i
o
V

1

t
s
i
t
r
A

m
r
o
F

n
o
i
t
a
r
t
s
i
g
e
R

s
s
e
n
d
o
o
g

y
m

t
h
g
u
o
h
t

d
n
a

s
i
h
t

t
a

d
e
k
o
o
l

e
v
'
I

r
a
e
y

h
c
a
E

k
c
a
l
B

s
n
a
l
p

r
i
e
h
t

t
u
o
b
a

s
t
n
e
d
u
t
s

e
s
e
h
t

d
e
k
s
a

e
w

y
l
l
a
n
i
F

1

F
/
C
N
/
S
L
-

1

e
d
i
s

2

e
p
a
t

9
1

t
p
r
e
c
x
E

.
s
e
i
d
u
t
s

e
r
u
t
u
f

r
o
f

C
I
S
U
M

1

t
u
B

.
g
n
i
t
s
e
r
e
t
n
i

s
k
o
o
l

t
a
h
t

d
n
a

g
n
i
t
s
e
r
e
t
n
i

s
k
o
o
l

s
i
h
t

g
n
i
h
t
e
m
o
s

e
n
o
d

y
l
l
a
u
t
c
a

e
v
'
I

r
a
e
y

t
s
r
i
f

e
h
t

s
i

s
i
h
t

.
t
i

t
u
o
b
a

r
e
h
t
o
e
h
t
t
u
o
d
n
a
r
a
e
e
n
o
n
i
o
g
o
t
s
d
n
e
t
t
i
s
e
t
o
n
e
k
a
t

I

f
i

n
e
v
e

,
g
n
i
t
s
e
r
e
t
n
i

s
'
t
i

f
i

n
e
v
e

d
n
a

y
a
d

l
l
a

c
i
m
e
d
a
c
a

n
i

d
e
t
s
e
r
e
t
n
i

t
a
h
t

m
'
I

t
a
h
t

k
n
i
h
t

t
'
n
o
d

I

y
s
u
b

m
'
I

e
s
u
a
c
e
b

,
w
o
n
k

u
o
y

,
t
c
e
j
b
u
s

y
n
a

n
o

s
e
i
d
u
t
s

M
/
C
N
/
S
L

2

e
d
i
s

3
1

e
p
a
t

6
7

t
p
r
e
c
x
E

.
s
y
a
d

w
e
f

a

n
i
h
t
i
w

e
l
b
i
s
s
o
p

s
a

y
l
k
c
i
u
q

s
a

t
i

o
d

o
t

t
n
a
w

I

d
n
A

l
e
v
e
l

t
n
e
i
c
i
f
o
r
p

a

t
a

k
a
e
p
s

o
t

,
w
o
n

i
d
n
e
r
F

n
r
a
e
l

o
t

t
n
a
w

I

M
/
C
/
S
L

1

e
d
i
s

1

e
p
a
t

4
0
1

t
p
r
e
c
R

.
s
n
a
e
m

t
s
e
b

e
h
t

y
b

d
n
a

p
o
t
s

o
t

n
a
l
p

t
‘
n
o
d

I

l
l
e
W

?
s
e
i
d
u
t
s

e
r
u
t
u
f

r
o
f

s
n
a
l
P

.
e
m
o
h

t
a

g
n
i
d
a
e
r

h
g
u
o
n
e

o
d

.
.

.

.

y
l
l
a
e
r

e
m
i
t
y
n
a

t
a

M
/
C
N
/
V

1

e
d
i
s

4
1

e
p
a
t

8
4
1

t
p
r
e
c
i
b
E

o
t

f
l
e
s
y
m

e
t
o
v
e
d

o
t

g
n
i
o
g

m
'
I

s
r
a
e
y

n
e
t

t
x
e
n

e
h
t

r
o
F

M
/
C
/
V

2

e
d
i
s

3
2

e
p
a
t

5
6
1

t
p
r
e
c
x
E

.
r
e
t
n
i
w

a

e
s
r
u
o
c

e
n
o

t
s
a
e
l

t
a

t
i
d
e
r
c
-
n
o
n

a

e
k
a
t

t
o
n

d
l
u
o
w

I

t
u
b

,
e
g
n
a
r
t
s

m
'
I

e
b
y
a
M

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

8
6

t
p
r
e
c
x
E

.
w
o
n

t
h
g
i
r

e
s
r
u
o
c

t
n
i
o
p

o
n

s
'
e
r
e
h
t

e
f
i
l

k
r
o
w

r
u
o
y

n
i

n
o

l
l
e
w

t
e
g

u
o
y

e
c
i
Q

k
n
i
h
t

I

t
i

f
o

e
k
a
s

e
h
t

r
o
f

t
s
u
j

s
e
s
r
u
o
c

g
n
i
k
a
t

n
i

e
m
i
t

e
h
t

g
n
i
t
s
a
w

e
r
'
u
o
y

d
n
a

e
m
i
t

r
u
o
y

g
n
i
t
s
a
w

e
r
'
u
o
y

F
/
C
/
V

1

e
d
i
s

2
2

e
p
a
t

0
6
1

t
p
r
e
c
x
E

.
y
t
i
s
r
e
v
i
n
u

e
h
t

f
o

n
e
e
r
c
S

t
h
g
i
R

n
e
e
r
c
S

t
f
e
l

o
N

. 

e
d
i
l
S

O 

I
D
U
A

R
O
I
‘
A
R
R
A
N

117.

 

n
e
e
r
c
S

t
h
g
i
R

n
e
e
r
c
S

t
f
e
l

.
o
N

e
d
i
l
S

D
E
D
I
V

 

O
I
D
U
A

n
e
e
r
c
S

e
l
o
h
W

-

e
g
a
t
n
o
M

k
c
a
l
B

,
4

1

r
i
a
P

s
s
a
l
C

,
1

s
s
a
l
C

k
c
a
l
B

y
t
i
l
a
t
b
I
'

.
1

v
l

,
1

d
A

d
A

L

k
c
a
l
B

k
c
a
l
B

4
5
2

5
5
2

6
5
2

7
5
2

8
5
2

9
5
2

0
6
2

1
6
2

2
6
2

g
n
i
k
r
o
w

e
r
'
u
o
y

d
n
a

t
h
g
i
n

t
a

l
o
o
h
c
s

o
t

g
n
i
o
g

e
r
'
u
o
y

n
e
h
W

o
t

y
l
e
v
o
l

e
b

t
i

t
f
n
d
l
u
o
w

,
h
O
‘

,
k
n
i
h
t

u
o
y

d
n
a

y
a
d

l
l
a

e
v
a
h

d
n
a

s
e
s
s
a
l
c

f
o

s
r
u
o
h

5
1

;
e
m
i
t
—
l
l
u
f

l
o
o
h
c
S

o
t

o
g

?
u
o
y

d
l
u
o
w

t
u
B

‘
.
y
d
u
t
s

o
t

y
a
d

y
r
a
t
i
l
o
s

e
l
g
n
i
s

y
r
e
v
e

F
/
C
/
V

2

e
d
i
s

4

e
p
a
t

4
6

t
p
r
e
c
x
E

‘

C
I
S
U
M

 

APPENDIX E

QUESTIONNAIRE FOR VALIDATION GROUPS

The questionnaire shown below was distributed to all members

of the validation groups with the request that they complete it immedia-

tely following the presentation before the group discussion began.

The numbers beside each item indicate how many checked that

response.

Please CHECK ONE of the following comments-—whichever most

closely matches your reaction to the "Part— Time Adult Student"

presentation.

(0)

(17)

(1)

(1)

(0)

(0)

Right on!

This presentation really expresses how I feel.

Basically I agree, but there are a few points I disagree with.

So-so. There are some good points, but Idisagree with about

half of what was said and shown.

Not so good.

There are a few good points, but most of the

presentation doesn't agree with my experience.

Terrible. My experience as an adult part-time student was

quite different from this presentation.

No comment on the A-V presentation. The whole subject

doesn't seem very important.

Please use this space for additional comments. 

 

Three people did not complete the check-off portion of the ques—

tionnaire but did write comments indicating an overall agreement with

some minor reservations.

.

.
n
a

INSTRUCTIONS FOR VIEWING SLIDE-TAPE MATERIAL

The slides and tape have been prepared for use with a ”pro-

'grammer" and fade/dissolve unit.

This will permit uninterrupted

viewing of the material.

If this equipment is not available the ma-

terial may still be used following the manual procedures outlined

below.

A. AUTOMATIC SEQUENCING

 

Equipment required: 2 Kodak carousel projectors - Ektagraphic series

1 stereo reel-to-reel tape recorder

Frazer fade/dissolve unit

Frazer programmer.

Procedure:

Place projectors side by side so that the images fill

the screen area and are superimposed as closely as

‘ possible.

(N.B. each slide has two images.)

Place all odd-numbered slides in one tray, even-

numbered in the other in correct numerical sequence.

Set programmer to begin with slide #1 (black) on the

screen when the tape is started.

The signal on the tape will automatically change the

slides as required by the script.

B. MANUAL FADE-DISSOLVE

 

Equipment required: 2 Kodak carousel projectors - Ektagraphic series

1 stereo reel-to-reel tape recorder with headphones

Fade/dissolve unit.

Procedure: 1.

Place projectors side by side so that the images fill

the screen area and are superimposed as closely as

possible.

(N.B. each slide has two images.)

Place all odd-numbered slides in one tray, even-

numbered in the other in correct numerical sequence .

Begin with slide #1 (black) as the tape starts.

The operator (using headphones to keep ”beeps" from

being audible) should change slides each time the tone

is interrupted.

C. MANUAL OPERATION WITHOUT FADE/DISSOLVE

Equipment required: 1 Carousel projector

1 stereo reel-to-reel tape recorder with head—

phones.

.

Procedure:

1.

Place the slides in numerical sequence in Carousel

tray.

2.

Begin with slide #1 (black) as the tape starts. Change

trays as necessary to accomodate all slides.

3.

The operator (using headphones to keep "beeps" from

being audible) should change slides each time the tone

is interrupted

if headphones are not available, the operator should

turn the "beep" track off and change slides as indicated

by the script.

   

 

 

 

Slcflesm Dmc.

SUPPLEMENTARY
MATERaAL._______

 

...’

.

#W”‘

1':

.‘

.thtzm'IM""‘“-I-» ~ ~

.

-

-

.

.

_

,

'

‘

'

'

,

HI H GQN STQTE UNIV

LIBRQRIES

CHI

III III

I

I I

I

31293013944834