Yon!- 1.. _. ...... 1.1.... ....1... ...:zlossfi— 1 t. .12.. o. . 11.3.1.1. ... 1911‘... .hfix’wl t. 11 G. In. ... .. 1 ..:-,1 .. (v \ 1: ..Inl...L .10 a . .....23- . .‘.O.[. “a. ..1 111 2‘01 .1 ‘1 :0 I p . ‘ H .‘ .3 .1 1. 7.0110. ...}. ...a 1.1.. 1,11,...11. 1 ...b ..l..18.’. I “.1 ..vilo‘. I. .1. I1, 11‘11uo-o .1 41 0.3,... .1. :1 O. 1.1- . I .. .(b. ...... I... r I 9 . . a. .0' 1.0... 1 3.401. .1 . . .. 1 2. o .1.1 .r111 f .11."? J .1}. . F ._ r I 1 1 £1 . .. . .... u. . 1 .1 1.11 .-.. Q: h .11 .1I 91.11. 1.0! . .1... 1 .1 ’ ...! n . .1 . .....- an}; . V 1... .7 .1. .11 .l 17... 1, :11. ... ..r . 11.1311! 1 . 1. ... 1: 1 ...: . . . 1.. I! . . I s .13. 1:12. .11. . ’1. 1 . 0.10. I. .'¢'o_9. A 1 .1 . 1 0: ... v.0..rc. 1. 1 1. 1". .o 1 ..Qn‘... 1 ..‘I' .QJ: 1. K1151. “1, . .o ‘1 . .0 E... 11 .1. if. .1..b o.- ..1 .1. 1.01 . . :3 ’oh« ...... I.) .. .. . 1 1 .1 .1 v .211? 1 1 . ...1 ..11 1.: 111... .. .— I .1 a1 2.1..-. _ ...,‘1;‘..a ‘1 11 1. . 0.44. 1. .31. ...1 1310-114: .1....1 .91 1‘3 II 1.1 1. 111 .71. . .I L .i _. a. . . .—r .o 3.1.4 ~vr11... . .1 19.11.... 7.. .1 1 :..-1.0.. .h' ... 1.1.132... .093’o1. \. D C t .... r11 1 ... 1 I. . a .. Vlh , . .11.. - .1. 1 11:...) . .... I11! .1\..1.«o~11_ aidéb: . .... 11.1.. 1‘ 1.1 o 1 1 l1. ., at. 53.1.. . . .1 I H .L P. 11...!5. . . . ,1 u‘ 8.? 1.)‘..¢I..1 . 1 ‘10.. ) 1 .1 ....“ 11‘... o:- ,... . 1 w .o I... 1 V I! .1 I 1 ‘1 . 1, .0 1 . . >11. :- 1. 1 . I .1 v .11. 1 .r. 1 u . v! 1“. 1 1. 3.1!. O. .k d 915 1.1 11...: J .1. . 1’... .. O . . . .1! . 1.30! a... 9.: .... L .... ”a... ...L 1: 1.1!... 1 11 1:1. 1 01......1 .0 39... .k . . .0 L a. :.uflr f§.r._ 1. . 1.. I ,1. .. .. I: ... o .. .. 1.. . . 12. 2.111 ... l 1.. ...: 191 . 1. 1 . n3 0 a u‘ ...f... 116 .111.- .11 . _ 1 1.1”. (11‘: 11.11. .... .11.... .7... I.¢ .41. .J n... .... 1 . . . . Lug . 1, .c .I.. .11 ...... . “...... ..}..? .1 .1 . z .....a ..3 51*. 1 . I III . ‘M ,HC1‘1 0’; b. .- 2.7.1....£_ o . ..‘On-J . 0."... 1" , ‘11., .. .I u o u .01 1. ‘70.. 1 ,4! In 1 o1 0.2.1 i - .... '1 1i'... Q 1. .1. ’- . 1......1... J I ah: 9.; . 303.11.... C . . .I o '11 .91.. . 5 «1:,5‘4‘. v I. .E 1‘. .3. 4.. 081.124’11111 ~ :13. . 33:11.16 .... 1 ,1.. 14-..4 ... .... 0.31.4 ... . 1 .1. L11 11.. .... .1001 a. ‘ . .. . 5.13.11.11.13 .3. 1. 313. :..? , . 1 1., to O. .1”. 1 1., “I... 1. .1 4. .1 01.1. 13.051" 1. ...“.kv. ,. 1 1 LL13: ”nurflhurtefi... 1. 11 18%. ...flros . 811......11; .. .... gas-0.1.... 1.. 11 11.... :15! .111. ... 1 ...1 3.1 T1,”..J. .... . '1 ..rI: _ . as.” . .rZSi . ... ,..,.. visa} ., , ...I . .... 1.1" H4 .1 .1 .0... - .. . . . . . . ..1 1. . . .11. if 1.0.115 - .. 1"?! . 11. ... 1 .9 .31 - A. 1 u. . . 1 1- 1 . . :... . ..- .1 .1 . I 1 . . _ 1. . . . 1 .ng ...-.. 1 1. .11.... “2:11;. 1 ...i ...... .1. I. .1111... .13.. . 1 .1 k. . . 1. 01 . 1 . . 1, ...1 . .. :1. 1 ’1 . 1 1 .. . ~.. 1. h 1 2QV1 1". 3 1 Q. L .1! Y . . . 21.. 1. 1 v . ...-.1... '11 .1 1 .. . 1‘ .01 1 .1 1 1 ‘I . 1 . . 0!. A, x . . n to: 9‘n...‘8 .919"; . 4.. 1“. I} .1... . 1 I . - ...... ‘9'...“ ...... 1.11.11fla. ' .‘ ., 1 . 1 1. 3g” . . . 1 L1 . . .1 .1. .1 ..I . 1.91 1. :5 O 1.. .1 v ..c , ,. 1 1 ...a. v . u... .1. 1 ... 03.15. .. :..... 1 .. 1... 3!... .1 .349. 1.. .11“. 1. . - . . -1 t .191 1. I . .1 . I , 1.... 3.. 1 at .1 . ... o u . .. s. o 1 . . .1... ...... ... ...... . .. I. I 1 .n v 4. rev" 13* gaiook .1 1 . O. 11.). c 1 a — I C LI VP .1 . & 1.. 3g ‘0 ioTD“. .u . I. .111...” H.4I’tOWI.....131’ 1’ 1 I1... 0 1 . .. 1 £ .0 1. ..:- . 1»; .11 a ...-1:... o 3 I. 1.. ,1.. 0.1 0.4 .. D ... n A". ‘ $6 ... o 1.1,. a: . V 1 1.‘ ‘11. - ..IJOVP I . a»: 1.» ...... ....ufifi... uh...ap§wu.1. $.01 Ag”... .... ...... ... .....w. _ +1.»... ..1. ... ..:... .u. ,1....31. ..:..v. .... 1 1 ........1.. . . . , .. ................;1...11. ...e.........uuu. . _ .1. .1%.. .. in... ..:...J. . :.........1; 1.... _ . . . .. 1.... .... 1.. 1..."...1. . .. ... 5.11:1. . . .1 . . ... o .1 1.11 o . 1 ... . 9,131 .1. .... ... .1. . 1. 11,— 1 . o - ... 11.1.6.1 , , . .. . . 1 . . . 1 . . 1 .121 .. 1o. . . 1. .. . 14 . . .. I. 1. .1 . . a. 1. . , 9"LU’. c _ .1 1. i’. .. n"§ .1 o .0. ... ...! o .301 1 b... . ..:-... .13.. . ,aJ Co. 1 . 1 1.1 1. . ..I. 1” 1 1. a 1. n 1 1. c . 1.11.1.fll. 2.. . . . .41.. , ML“. ...): 0?. «.1 n .‘ .1011. . 5 1v .0 . I ,1.. 51.7.1.1, . 11.1 o. *711 .- 1oIT.’ "ZI)J~... - .1 €1.51... 1 ..U1. 1.1.1»... '11. .I J .01 o. 1. .101 .O‘ I I. 1.. 1 Q1 0 1 11‘s.. ‘1‘. I. . . ... 1 Al I . 1.111 .3... k .. . . nu? )1... .W 1H- .1 0:11. .A .... o .‘I 1 1". .11 _. a 11. :51 A 1. o Io .....l . Er .1 ‘L. .h .1" , . ,. o ”a. o W a I C193I~I . 1 In I: . P a . o. Oéo- av 32‘ .. on. , .. 1 . ...... 1’61, ,. 1&1... M .1 O o D. .,.. . 1. 1‘ ...AC .. u. ’1‘ I1 . . .T _ “r . . 1" Q 3. . ‘ 1 . N. . . a . o 4 O 6.; 1 . . . 11 .. at... ’1... Q I... I... t 1 .... Q... ..- .... 1-. . 1 . 4... ...P115 19 I... 1 1! 11v a . 1.. ._ 1 I. t .o .. .1 ks . .1 . \Mrflhr.‘ I r... .... 1 -01. . . 3 1... .1 V. . 4 . .. I. a .I1 1'. .. «£31 1 1.1... §o .. “1.. if. c rlL-va...;.1 3... .. 3‘33111: 1O 11 1.1 1... :- .... I. ... . . . . .11.... ...! . .....11311 . . . ..£$: .. 1. . .1 \I . . .13... 9‘. 1 . .. ‘1; )1. —. I o o A... '1... 92.0“" f. c .1. . ”‘01. 9):, .19..zs 1.1.. 1. 0'6 1, . 1. 9‘ 1. g ' c‘ . p .- O". . ‘I 1 11 I” o . . . 1 . o . .I '0 o 3-,. . . 1. ...... . . .....QFo‘ .V 4 X 1 i . .0... A O 4 1 ?* on . .l . 4 I' ..: n . a . ....\ otl‘ :.. ..:-O4. .1 1 -. Q 11- D ... .1 . c. . . :n 9 . 7.. r": o 5.... 1.. .11 o 1 ‘-v:.. .. ‘ 1. noon I n .1 L ... 1 . 1 1. .I .a It... 4...... 1| . .1010. . ... J...» u .1. a. “.5... '3. .111131. NO .1 I .v1d19‘1. 1.: s 11" OI!) .& 1"... 1o 3 ..noI — “.1 3 .1031. S‘J 1r. 1 1 . 1, a. o . ...-1:... 3...... I... . .1 1 ...: l 3 1...’01.'1_ 1 of... o o . o . 3‘ .SJ . L 1 q . 1. . 1... 01. 11.1, 1.. a... 1 .. . 1 . . .1 1 . .. . 11 o 1 . 1 . 1 ._ . 1 . . ..s . ... II 1123..., . 1 . .... . . .. .3 I 4 . . lko‘lkhv .0 o ‘_’i‘.....1vb.i: 1 .1 "1h. KL. :q 01-11 . ..1 1 1: 1.. . 03.5.. .. 1 1 .01.... .. 1- p 1.1.. Owikhv.“ uh ... 1 no.1... 1‘. : . a 1 1111 "7. 11' “MK..."- “nv..11’117 n. 1.01.1, .10... . a. .1. f "on .1 cu- w..lsu.w I1 1 .9 1 u ..H.1..r ..n1. ....l . . . 1. . 1 ‘1 1 on. . . Ixm. “.... . .29. . 51¢! , ..:. 304.911.}..2h. . ...-19..."..111Y HJRVTH“. 1.!".1.7...:”...”..L3111HH311...Iifid¢+21$1 ‘21.. Shout-u: . «an... 4.. :..”..lvb 1.. 1 '1. .1111... . 1. ... .., . 3.71.111. 1.1.... .. .1 1.1. _ . 11,111 . 1. .111. 1.. 1 .... 1. _ . r .1 1.. 1:11. 1.. .19... .I... . .LHovU...mh..%flflu1..u;L; P.1‘xuofi‘1fl. 1 o I. ‘ 1-0, .. . . 1.. 1 1 I .3. ... 1.11 .1 .1. L. c . 1. , . . . I1..- 1 t 11.. q. 0 . u s)... 1!. a.) 1 ' .1: .i . 1111.. 1.1.3.11 I, 9. o 1‘.- . «.1. ,1? 01;. 11 1 ..2. . . ... . 1 . . 3. ... :01! ..4. 3-: r . _ _ ' Q . 1 2 V 1 If 12. 1 a 0 1 ~ 1! 1 . 1. ... t: £111.! . o .1 . . . 1 1 1 .1. 1 . . . .. .01.! . ... O . E I & xv o. .1 (k. “L... 1. . . 1‘ 1 o a. 1 10 02.. 1 1. 1 . Ilir. .7. . 1 . A _ .o n . . 110.11. 1. 1 .1 1.. . ...1 .1 3| . 11 . 1.3-1. .1 v1. .... . 3 .1 1 . .... 1 1.. . . I9! .... s 111...! . 1.1 1. . :..." '4 r 4:115... a 139 1:1. ..1.~......‘.D.I_. . 1'. 1 . .11 twp... 1. .... 1 .1, 1... c s. 1 .1 9.1 ,a .111... . 19.1.v9. 1111. . 1... a 11...... ... 1 1.0.0....19150111 . . 1 1 1.1... I. . H . .. 1. Jug v. . . 1 . )sI. .1 11 1- . .. p. o. 1 .3 . .... .. I ... :..Ho 1.. .1 c— I; 1 _ 11.. d1 .. 11.11.... 1 ... _ J. 113. 13. .. 1.. .31. 1 l. . I .. . .. 1 1.0.1.. 1.1. .n :1... . . 71.? 125.51%": 1 11.. l 1. .. 111.». ._ , . . 1.“ 31.041“... 1 I} 1 .1 .1 . 1. 8:. u ”$1 9 l 1 L . 1 . o v11..*l .l ... .. .11 visifz...’ 1. .16 ..11...t',.§. .1 .1 1 Q r 1 . .l ....- .11 . 1v 9 .30 1.. _ 1:1... \ 1 . 5.0.. .I 11 ... . 1 . . . .. ... . .1 . . . . 1..) 1781'. 11 1 _ . . S 101 . .0. r. I... 01,1 ..I - ... ..- ....» ...: < I .01.! 2 . ..:. .14 I... o... 1‘1; .m. -! ... . 0 § 1.. .91 1 _ I. q _ .1 o .1 n 1 . . . .1 11 a 3.0... 19...... .1 _ 1 .131 o f o c .5. “Tu c 1 . o 3 fl . V .o .O‘ l‘o’r: 11.... I» I .. n . ‘a . ' L s . fl. 1.. w L I .. 1 U u 1 Cf... lull I 10-1- 1 n ’. ..:. o 5.. I On]- 1. o - .. O. 1 1 c . 1 .. v 1 o u). -.I 0. 1.0" 1‘, .l 1 1. o . l . I. . 7 of ... ..1‘ . .1 I. 3' a: .10.. o 3’. . . 3.1 A. . .0 ,. . 1 1 . .l 1 .1. 1 \1. :.. 11 I . 1 ..l I). 1 . . 1. . 1C. .. _- . I t 1 .. ,. .g*.s1111111 .11.. ."oflrcwrW-Ifl.“ #nh-“n~nin1opu11n.1.3104r~1' .A..W.Ic.!£’h . .12.. “9%“ :.Nu sun}. 1. .‘IWO-HJ I I. O .«u t... 1. 1 I .1..." .1 :.....14, . ‘m- 1.“ .I a. ...”.II g ."V .. nun...“ “1‘10 I111 .01.... . . 1.“. 1- It 1:? .1 1m. ..41...‘.. $.10... ..sorHQCBr... 1. .‘a. “WV-w... .1.— .u .9... 1 . . _ . . ., 4 1 . . . .II. 1... . .QL. . a .1. 71g... .. I, . .1 .1 1. O :17: 1.. . . 0.1 .1. .... _.,. ...! . 191111 ., . 1 .. . . _ 1.11 ,. . c . . 1 p ....L . 0-1. 11’ ... ..: A 1 .r. . fig-1.. .1. .4 .1 ... 9.4.1.. I. . Q.l.,....,o,:1C1$.' .11. 8.0 O. 1.. 11.1.. 1.\. . 1 .‘ r m. h . v . 1 1.040. . _ .01. 1 . I131. :..-12. . . 1 1t. 3.. . ' ... u ... . 1r. 1. .1 v.1 , . . .... .b- 1 .0. I. .hié. 11... .20. . 1 1 ...- ... s 1: .1 in .t-A‘. 1 ...w...‘,s .11‘1! 11....uoO12. 1 . ... .1. .6 1.. 14 ”... . 61.1991 9..) 11 .1. :1. a. ..1 . 11‘... 01 p 1. . L" . . . 1- ..:. . . 11 .5.. 1'3 .0. . 10916.1 01.1,..a. s rot-v Ir 1 1—4. t. 1. . . . 1 9.31.“! o .. .1 .lo,=9_1c111wo 9.. .1. . 11.... 1... In!) 1:11.1er 1 _. . 1 11' .101 11a??? 1 .11. & II. t I... f . .1 ,' 1.32101. .1. 1 1. .. .1“. . 1 11 .....1. 1. . _ ..1. .. i ..: .13.! 3.1!“. , 1 1 .0. r. 901... o. a 10.1.}! “2.1. 1 . .11 . 1 ‘ ~‘..’ .. .. D ? ...? . .&.D1.o..n .1... . I avavosafoi'11 n. '1. 1.310 .1}. a", . Iv. Q..- J a a . ...-1 of .. fl 1-1... 0 I . o. 1’11). ‘4' ,1 4|. ...-5 V. a 0 Is 1 .1 , UZn . , .01- I. 11 0P1 V 1 : 11! 1.. 1'1"... I’ a o ... ...: of. l ...» q I . :17. 1 o 1 1. o. . .6. 1. Y i. . .1 1.... . . .. .11: a .\ 1 -> 1 "a 1911.1 .. “ukollzoolu u‘fififlsol-‘qh11nb§$n.hha13 J3h... 2‘... ”(1 31¢...” Hm... .Moy 140V? . u. .H N.” 1.!— w& 1 . 1. 111.0(111 “... . . m1 Junk. a"... .Jlr1.1..la.1 ..1‘. h .. 1 41.11.”. 1A1! :..... A 1.... f... «C A; W.’ I" J :1. 1.9111) .4'.¢.O.1.o-. .H.f‘..902§¢1u.. H ’1"an In... . P. . “I: ”M1 31m . . . .. 1 1 1 1.: 0.. .I .6 . . PH 1 If D» . .1 A ..., :1- ...o a . I . 111' . . .. ... . a 1:... .... 1.1.1 D .I . 1 ... .9. ._ . 1 . _ L . 1 . 1 I o .. I. 1 . fl .... . 11.1.1.1. 1? t 1. 511:. .1 .-.... 4.... 1. I. 1.1 1 1a.. 1.. 1 . ,. . .5 ”a. . . ... . .. .. ..: .c , . .1 s . 1 ...r’. o 11.. .. 1:11. 1 d 11". .1 0 5|. .fih‘ns‘: «1.11.! I. v$c .' ut‘ .... 0931.19.91: 1. ’5 .91...) 1 .11 u . . 0-. . .113... I... I! .. a . o .. .1 u... - 1 . . I... I. 3" . 6.91 o 121,0...11 .QIJH. .14 . .11.”. . d. ....13 . . .21.; 41.71 Ct... 4,. 11‘, 1. ~ 1- .1‘ M a ,5”. {.1131 .....§ .1. 5., .0... I ‘1 .11 a 0.. «I... II 01‘}. 1 3 1.1 ... . Q .1 1. v ..HN-10‘70 .. .9”. ... 1 1 001' . J 1 q n" I 1 .1: .1 .501 . . . .ol'1l'3I . :... sun; 0 v. . .111 '1... t.” _ 1......J1..I .1 . . . . .01.... 25...“ 13.. ..:-s‘ .v. o. o,‘ 1 Cr - q 1 012‘ 615.033! .V. 1 3.0 8 Fax"; .Q. Ja.’v1‘o.“. “NEH...” I. 1.”? o. h“ 1uok>nd... 1.0.1.1111 "”3101. . «ft-“1.- H.011.- Hriui.$1tahfv1¢l “19.1%... .1... .9 ....1 .. 0.0;...111 v ....f ....siuV...!‘lII 11.» .'. v.1... , . .. 11.“... 1dr! o in ..“1.{.V11U.”\Tdfl.h‘ra..q>flt. I!" “H". M . O 11. w. “Jr-3v: . .01. 111.. $01.13. ...I 10 1.1.52! _ 19 I .... (...... 12.5.11... . ......11 ...... 37.1? . . 5.1.3:...1 1. 1.1.1:.-. _ 1. . 11. .. 1 . Dilad i. a. .13 .I ... ‘5"..17. 9.31.11.21.211V1i. , .11 1. .. .. 10.... .o . . .. r r P. . . .1 . . 1 . 1 u 1 . 1.. «1.0.... ... . .1 2 I .1 11 . . I ..l. . ... .111. 4.1. ..I...) . .1 . .In. 1 1 111 1 .. ... 11. .trtt .. . lo 1... ‘0. v1 0.. 4 ..I- 1.11:..- l.1l..: \ 1.. 31 1.... 0‘ .00.) . 1’...ld,...d .lw C)... 1 1 F 1 .11. . 2“. o 151 r. I." _ ‘ 1 I 11",. Il.’va a. ., 1.1... p. .. .. . 1 .0 .e 1 . .. o .3). I. 1.:1fi. . ‘51,. 1. ...:1 rflit ‘. 1 . uI 1t ’0 ‘3”. ".0 . I $ ‘1 . ... 5‘ ... In 1 3 cf 1"; 1|. 3...... . ..: I. . I .. 4.! o. .1. l .1. . . 1‘ . . {“31 _ a. .. 1 .m- c. 1 so 1.9! fol .. 1' 11.1.1 . h. nu . r: .Hm. '. I? .01». .(1 0 «.1 . 9 I I p .. _ 1 I 01...... :3 . 1 .‘..,.J ’-L_rt.-vlof {..6‘ 3‘1, _ a . J J _ .0 . ."1. .I. . .ls1h-14..vfilolsp.1..u1. .1 1I .11.“...0. £»«..«.....Iva 1'1.» .1A'u11-11m'lu I'Lm2?1....1.o.1 .011 .f .71.. u...- U... .,.o.u.n.-Q1o.vm.h.‘::* 1.112%... .11. 1.1.2. PUP 1.1...A1.1.tr. .l. 3.11.»... : ..., . 116 J .1. 1.25.... :91.“ .1 1.4: .1 ”‘1 av. .WIJJQflk‘hflJH-L.“ 1 UNI-.11...“ ...“...N. ...“ . . 1 o . .1. .1 . . . 1.1. 9. . .... 1".- _ ¢ '1‘. 1.13 . 4.... cl O'n. .VQ‘I - .1. .0 1 o. .f. .. o v .1 1 o .11 ..., ’31.: 1.... ..1 GI v. . .. .1 . _ . . . ... - < . . .0 .... 1... ... . 1 . .. . $91!: 31:331....7 . 1 . 5'11... 11.15.119.11 "1'..- 1. o .1...“ ...... .. . 1 1 n 1 . 1 .1. o o 1.; 1.. .5. 5'1. - . . . I: . 1 . .... 1. 1. 1 1.\rb. 1.. 11.3 . .WfinI .10. 1 . h 1‘ ... .. a l 31...»... v.‘. .9. . .1 .1 2 1:11.213. va....!9..: .1. ....v. .1 ... .1, . . 1 .. ,1.. _ .. ._ 11!... 1 .1... 11 :31 1. 1...... 13 91!. 1. 1 1-1“. .. .1 1 . ...1011 . .1 . 31.1. .. 1 .. ... .81.. 11:... II... .I {.11 1 ....I- t... .. ...INIWuA 9- 1. 11‘ 1 1 :..-1,147.. .1“. - .... 1 '1 :19. n. ..l. ‘n .111. a a. C..:.. . .1. .s‘vu blind . ‘ 16W . ’2' a 1 .1 . 11 1.3 1 p 1, - ., .1 . ,‘1 1 o 1. 1 11 ‘ 133.1,}, v .i 7.11 .1 ’1... O . 101:1. o . . I, (’14 . . ..rl .. .- Ltg‘ . J. _ . . . _ 1 1 .i 1. ob .3 m. 61 p... :1 r .1 .. 3... 1. .9 1 . ..1 .1 .9 9!. a 2.111.145: . 1.?! I ..d. . t .1 . 1.. .1... .1 3.9.. ... 1. _ . . . 1 1 . . 1... .1 1 K ‘6 .11.... 1»... '11 . $91.41... I” “it. 1."? :1”: o 1 ‘11. 1 . 3.1.1..- . .I 11 I . .1 v 1:- 13.”. c.‘..uw . 90.191 . . 1*. 1. z. 1. 1 1 2 . .1 ..: l ... 1.. Z :11 21 . ._ 1 1. 2.111 .. 1 . .I. 1 1. ..‘133. .8 1 '1‘... . s .111. . I . . V IL :1. 14.1.1. .. v0. .1. I». IL A 1 1.19.) .1. 9.10.1 ..., V1! 91...... I. 710’? ...» . O 1 . . . 1) a; )1 11“ . I I D so. #1. 1. ,1 1. , .c L 1‘ 6a .‘a ‘kvd-J. . I 1 0 5.1.0. I.- J. .. ~1‘;.,v .1: I .I 2 n .1. 331......) 1- .11 ... 1 ..IQOQJA‘. 5) '0'. IL. 1 ‘. ‘7‘ g .r o\.. .utr .0. 10. 4‘0 .. 1. .1... 1 .10 1 I 1 1 1 I. 1.. ... . .1 f2... . .. 0.1.2:" . I. . ' v I“. O . n t o .. ,. O , ; a. . 1t .1, 5‘28: 3.!” r A . 1 . . ., . 1 1 ' . 1 1 . 1 ... . 1 1 .v 1 1 . O I '01 11' 1‘ elll I 1 , . 1 _ . .91.... .... . .1 2...... ...»... ...... .. ................f. ..1..... . ... ......w.........ru.._1..,« . . . . .... ......1: .... .....- .....ufi...1.. .. 1.. ......1...» ......11 ... 11...}... 3.3111... ..........1.....1..1..}.....33.11%»... . 1 I _ 1 1- . .. . . 1 . . . . ‘ , 1 . 1 I . 1. 1 . 1-! .1 1 . o... I . .o 1 1 . , . o 1 . . .1. ..:...1. . ...... " .... . ......1. .1 3 ......1... ...r .. ... .. .. 1. 1......1: ....1 .. t .....1... .r .........1....... :... ._ . 111.....- . ...”... 1:. ..........;.. 1,... 392.... ..:. 3......5 .1... .. .5. . :.. .. .... _ . 1. .«W- 1 ‘10“ 0.... 0' v .Ldunzflha.” ..‘1‘15.7W~uq1..-. owl..." 3-9-13 1-.”- “$.73“ 50”. om. a? . 1 31 3.01%. o .1 .. ~ — 1 . \. .3... .1 my... .17 1 . 1 . .1... .1 .... 4...... J 91.... 1 ‘1 . ._ .01. . 1's 1 I ,._I:..II1’ .1" u»! 1 tr v.1! ..L-J DIN» N‘s... ... 1 , . 11 1 _ . 1 . . 1. 1. 1 1 . . . . 1 1. .t_ 1! IO . 0.. . .... I... . .1 o . .11 4.‘ .uk1v1 1.&.J.1~#O{.J ..:..|~1..’..m. .1 v1. ..- Ji. .1 1.... .. . . . . ...1 1"..- .... 11.01 . ..w .. . :....t 1 .113 1: 2.1.6.1. . .11 1. . ..711. 1 .04. 4 1 1 . 5 1 .1 .1 . $- 11 9D..- 1. . (I... l _ .. . . 1Q 11 .o a. v. . 3. §. Q 1 7. .. . . . 1 .- c.’.' ....11..P.:11..1.1o... .. 1. 1.. . . 1..., 1I 1 a. .1 . . O .1. t . . «a! .1, 1 pa... 1 1 o 1 $.18. :... a; 1 1 ., . I. . .1 .. .11.. i.- .1 130.1! C (no ‘06.... 1|. 0 . .. v . .... '1 ..v 1. 4 .31. .1 .1. . . . . .5511 o . .kfi. 1... 1 . 1'. ...‘o. .vPo.’§ A), .L 1 1 n 1' .1... .01. 115‘? ... 1. 1 . ’Vrkhn If. ‘y .1. I.“ 3.74., .1531. . in. ... I... .7. .... t 1 - . .q o 'h.‘ o . 1. V 1 1. o ' cut-3!. 1 0‘]: if e. 1 .0 . . . 1 $1".- _ .0 1.. ....12. 030.3% 1 w. ,.&.a..:.o.1.?. o ._ .1... . 11 1. u .. 1 2. ... ...... .1 .I 11.1”“... 1.... .1“. .1... . .. .. .. .1 . 1 N .1 .I‘f 7... 11:4 .10.; £3). 1..IY 340‘... -- 0.1.QI ””5174.- L .1. 1.1... Ir . o: .u" 1 . 1 . ‘. 0rd. I00...- '.0 . 1.’.k~1".1.0"1.sh.” . . . 1.“... 03.1.0.1”.“09 ,‘rtf1 1. I. .Flw’vlrou .I1' 4.. . .Iloul .30.. 01 . .111.‘ t 1‘ 1,. .‘I . .21.... :.. C 1’ 11.4 1 1...! v 1.. r1101 1 r . a .11. ..I 3*: 1- u 1 .1 . . . ‘1... 1 o 1 , . ... 1.1 1.. .11111...11I15 I: 1, 1. . 4' 1 ,1... ...G 1 S‘ .5 [:qu 2.1"” 3“. ...(oh.o..11~...o 1s” Flo-...”.uI 0' . ”a {...}. 21:11.1!»- .1...- "I 1.1.. £1. 1”.1.<..< .... . H. .. . . . .1. . c ......43111 1 x1? :0... 1.. ...... . .1. ...}.Lt‘. . L VVJAB_1P.5 ...‘1. u 1 n . . o. 1 1 ... . v, x . 11. r 1.) 1' 2.19117. . . 1....1 t. ..:)...- 115.9..11. .0... I . . . ..Ir 1. .1. n . . c! s. . 1 1. 1., IIII... . . .1. .1 . , J 1.1.... 1!. .9 Do .1 1. ,. 11.411101 . I ow. .1 .., . . . 1 . .1n1 ._ . . , . . , . .1 . ... . ..1 .p1 ... 95.1.1.1 ..0 J. .Un. . 1.. 31"....“ .méovt “8’ .Po. silshy 11.1 .91! . . . . ......nrrlt. .... U120.“ u. “.... 1.....1... 1 a 1.. 5. . 11.1...) 1”qu 1.1 2 .. u.... .1 u . . 2 .. . . . .. o.Ju..... a... . . 1.. ... or. 1.... 91...~1~..,'.11 “31.11:. Lhclltint . .1 .b I11 . I ...1. 1| _ o... ‘ . . 1. . . 1 . . . . 1%.. 1 1. t . 1 . . _. H . 1. t: .0... c . . . of. 02*“ c o I. 1 o....1||...0vll - 4.142‘1‘r' 1.0!}: — 1 . - .11... . . n‘nooionu.do..uchh_1 . . . ._ . . OI .....l; 1....- o *1. 1 u. . 1.1fl,.1~»110 1‘: 0:31.1n’. ‘ ‘1 1n: . .. . i .. t < 1‘1 ...! .1... ..:. P.92lu .01.! (91-12 1.1 1. . . . I . ’1 1.9.1.. .. 1 ... ., 0.. 5. .u. o. . . . I. 7" .19! .1 . .... .1 :11 . 9:13.32. .W ...... I. .41.. 1 .0. 2...) . . l 1 0.0 n. 1711111.... 1. I...” I. u... 11.“. .1 10.1! 1 . . . . : 9.3 1. . 11. ..1. .\(.. .1 1.1 '16-: ‘3’. .... . 9.: .H. a: L. ... I . . o . ....1 ‘I .‘fu . c v 1| 1‘1? 1.. 3 ...1. . .. .. . . ... .9 .14 .91.. . . . ' 1. .. 110.! 1 . {I a J 1. .14. f..:... 61'1“, . Obi-0‘ ”1.11.1...0'10, . - 911I' ... ‘0...““3'43 . o 5:11 . 1 . . ~ . .. . 1 01-111. ..: .1 ‘0 A. . . I“. “.110... JP}... . V. (on. ”a“. Irvh‘otx. ‘31.... ..“W o I . 1 11.11 1|: + a. O I l. 1 .. 11,111 . .. ... 1! ... . . . 1. 1 _ . . 1. i 1. . . 11...; ~ (1.11 .. 351.... 1 1* h . .1 1. .IJ'. . 10$" .. . ...“...10 ‘11-‘11 . 1.11-0.13 , Q 111191.133; .1_( .15. .M. a. 1.0..”LI..I..1..41H.11.1 “MIMI“. 1 h I. a .1” ”L". n . _. . ...-an on 10.19? 1. .... .3 9.1.1 11”.)" 0.. 1. _ o 11 . “I1 . .I'D ‘i.d1.’t.JA1l1‘lo . 1W1". 1, fi _ OJ“ .0! 31 1' o u . a 1 ..I' ’11.... .39 v.1...w1k. . . o «a? o 1.1.1:;111: ...-r1... 1 1. 1’. 17.6.3.“ 14 1 - .- 11.: 1 . .. . . 1 10.10.31.1v ...-I11...‘o . _. 211 . soft-II 11.11‘0 n 1’... 1" . . . n 1‘3. 1J1- . 1f. 1 is. 1’19. . 9'. o. .’4 .111. .u 101.9“. ’1 ..YI 1.1.1.11- . ..:.f..t*.-.Il .1 .113. I ...; 11 .1 .1 ‘ ‘1‘3.’ . 1P . 1.1.. . . . 1 , 1i... . 1 :1 ...-C1 .1 L117, 1V 11‘. a 1 o. ... .1 ,80 .3. 1" 9 .199. 1. . 1mm... 1‘7 1 morn. 111”.“wrc11 O... 4.8." ....tJW1111713191 .1. 1.1... 11 .1 1. Jd)..1. .11.? ....1..- . 2...». .1 «.-.-1* 2...... y. . 1.3.11... ..:-.0 _ ... ..1. ...". . 1. 1 ..1 1.31... $1. 1.1 J. 1 .1 {$0416.}..1.“ 1...... 1 all... .fidna‘c.11w .. 1 .13. 1, V 1 .11 0.. ...P ..‘d 111......ok v.3 .‘ a. co . 1 . 1 1 I p. . 1.. .1 . . . . . . 1 1 . . . . . . . 1 ., h . . . 1 - 0.. 4.1! 1. a. 1-. .1 u . . a. 2:1. _ . .1... . m 1‘. 1.11.... .f.. - _ 1 1.0 .1 Hang ",1 11...,M-1Hm0130911.31 .11HMH.....::..1. ...Isfluhw. .. 110131.1dunlw1..fi1 .21hu1wuw . . Jiit. . t». .. 1.5.1.“? .1 .1... > 1 . . . . . .1(.. 39.81.1711” 1 . 0.2.“. flirt . 141.1, I '11”). via .. «JnWINP. (“NW is "-01.61... ”11 3&0 . . . ,.. . I... . 1 1 .1 I I. :..; . .. 3...... .0...» 1:11.11 .... 1... .1. . .1. ....1 t. . . 1.? .... O 11.. It. . .1 . ...... .1 : ,.. . 1. . 11.. . ..1. . .. 1 . In. ... ..«v. ...11. I 1 ... .r.,.... 0.9.1.1.... . ...... . .1 .1 1 .31.... 1. - .. .. .. g , .. 1 1 .11. . I . . ...... . - 1. 1.1. . ...... I 1.1 . - _ . 31.5.9... . 1311 1 .2 1 ....4 . 11...“. .. .13.. .3. .. 1 . . .... . 1. . #15,? #1... n ...... 5:519. .. £31....” 11...... .3531. _ ...... ......s.........¢....,...n _,.. .1... ... ,.. .1-.. .... .... 1...... ......un... 1 ..-... .... .. . “v 1 “‘1’!‘ .0. u..tu3ol. .- Ioli. .1....Il. ...! 1.11””.11 '. I. ‘50. 1... on 110.4... 11.51.12} . 1. f. .1. 1 I. 1‘111113 .. .1... . .. 1 11.. 1.3.0.1... I .1 1 I. I ... ..L‘Q.‘. . 1 -I'. . . h 3'1... {if 1 a." ”I; of . . ..." 1.4””). 1H. .1“... u... v 1' ”as. “.JJWHL .Jgih... _\.111'7.a ..:-141. ..ivouv .3 go“. 5819. I gr. so 5.!" ..I 11- 0‘ 1 ..q. .1 1 ”1' O. . . . . Itnvo .. a, 1. .9 1.. 1 . a O . 1.17... . {.u»11u1¢d-r ‘ .... Nam—1w“... h.fi.v0..1vnutt .I‘ no .. .1 1 .. . 1 1 1 ,.1 1 . . 1... . 1 .1. O .. O 11 1 , .11 1.... ...1. ...X. 11911.. .l‘t.‘ 10.1.11. 1,: 1 1 =1. ... . 1 1 . I. 4... ... 1 £3? 1?. .1 19111.. .15.... ..1. . 3... .3. -1... ........Jo . 1. 1. 1,: .11.}...1 & , o . o. . . r. . r . 1. )1 1 ..11 .1. L.)..“&.. ..1. ...u .11 J £1 .. .1, ,1.. ht. u. .1. .1... 1O. . .1. I 0.. ..I .a I 1 1.3.1 is to .1 1.. ....1 aJ - o. 1‘. . .1 .1 3 .10.? 7 3511.1 . o. . . . 01 1 .. Pr . 3 1 :1. ’11-... ... . ... ..I. no... 0 . 1 I .11. 11 O ‘1. (4.1.7 .‘11‘! ..v. ..u. 0.01 "15‘: .01.” I... .1 .a.&1 .11“, 1 . ...-.1. a ..u“ :..... . on. 1 ..s . 1, 1O... .....- .J ..1 "n...“ r ff’. Iv n1"...111n.1n.1 ..I...,t.~lun..u11..1I.m..I.,o.l . ......81..o11...mw.. 1L.1.fllw 11.1.... .. 1 ,1... ..u.... . “11......“1’1 1.31....” 1. . .. y . Shoo; 1:11.} .h..111'3.”fib¥.¢1(.42"1§h¥413153 o'fi. . . . .10 ......- ’. 0.10." .1 V - q _ 1' .l v . 12,... . I. 1171.113 115. .1. 1 :0- 1 .1 .. 1 . . 1 . , . .....1. ... . 1.“ .1 . H . 1 A .1 . . Q; 1 6.163).». . . . . .43.: 1 11h." ...-”IVJOAVJ H 0.11. o . . 71.......1....o...0 .nl..’J1vfl.1 311.1. 11.1?! ...n .W 11%.; 1 .1. . . . 1 “311.” . I 1.91". “11.... i.._.01.4m1*1..: m". .1_..J1a.1u.1t..11.11n1:.. “SJ“? oil. .001. 1 1 0.... of ...... 1. 1. ... 19¢.IW1 .. 1 111.1,...h53fl911. . I . . .. .. o . O . I .1 .13.!0. no I ..u nvn‘a’.‘li ' o 1. . . 1 1 1 P 1 . n 1 1 . . 1 . . 1 1r. . , ... .. a. . ... [no.3 . ...-. It; 1. .1 1%.: J 1 GI“. 11.... “‘00....5‘1. o 75.2.“..‘91LQ-0ll - I1... .1. u.-‘~...¢ iii-0.0? . o (11-. Io 1 1 .‘ol‘ 2 ...I B 1. ‘11. I 1 .1~1 .. . n1... 1.. a. a 1 . . I... '1... 11.91.... 17 .I. (I .A a. . I. . I} 0". Cg... .011... .. 0.3.11.1 1-- J11 l1: 9 .f‘...‘ D... . Q‘ 1 .0. ‘Nu. .'.dl1.19"w..| .Ia‘I-fo‘oo. .- .. o. .1. . 1-1 4.1.1.1....4 .1... ”$1... .. . oh. \ “ 1,1.K.1. .I1. ._ .9 1... ,01. . . 31...... a 11.". ....1... 1. 0.. .t 91 ’7’. _ .0 I I L... .I. 111 11.5 1. 01 k. 1“ 1 11.21... 1 .11. .0. .1.» 3’11... 1 -. I5 .. . A7111 . 1...: 1.1 1 1. :1 . .I.’ . '1 ... . . . . . .. .....1 .. . .1 1. . . . .. 1" ID.“ . ..u. ..o 1 1...... .. ..: I11 1.. V l~ .... 1‘. 1. b. .2 11.111! 1.1.1.0315... 1 . 1 3... . ... ... 1: 01:! 3......9111..1...1 ..:...1’. 111...... . .. 1 .01. ‘1o1¢1 1... 6.. 10...... :..... 9.1.... a ...“...t. . 1.1 :.. 1. . . 2 .. .. 1 1., . . .1 1.31:2; .1 . 3,. L. 1.1.2..» 1.. u 1.. 111.111” 7 . ..1 hurt“. hnzmwnuhrl...11.. "1.1.11 .... . ... 1..” a... 11......11tr1.3hW-1 . . _ . . ... In.” ......1!...1h1_3..1.. 11A" .9111Nun111u ”I. , ... 1......l3vrr $3101... .171. 2...", 4.9.0.0“ .l 1 q .u\111I..: ...-"Hr......1.¥<:1:411“ 8!. .1“ ...Ifl 11011.1"...1? 1 “a! I...“ ”WIWLufl- . . o . .I .1 - I... . ,. u I. .141. 1 1. 1 1. O1 ‘0. v . .1 .1 1‘ O... o. . . 1 . ...-O... .C I01 . 1 . 1 1 1 . 1‘0 ...! . 1’ .I . \. 1 . Q1 .. . '. v0}: 1’. v s .03.. I" .130 v. 7.1,...II 1.. 1'. C ,u x O I 1 1o... .3 1 1 . ..I I I. l1 0 A: . 1‘01 . ...{5 . .11 I....1.o.!..f 11.11.? 1P. 11 .15 u . . . 1 1 ‘1 . .1 A .1 1 . 1 at 1' s 1| . 11 .. 1 I .. . r 1. 111 03.1 1 o :0 Q4 1 .1 I1. .9 I. .. 1 o 1. . .. . ... o. . . 1- o 1.11 ' ...-I! Z 19. 41.1, .1 I. 1: .. ..:. t a PC. I. ‘0. i 6 a J , O ‘5 ...... .11 .3 11'! l v.) . » O 1. 19 A1371. 1" 1.. 1.1.1. .1 . o. o1 (. ..:. 113 1 . ‘1. . . . . . . . . . o . 1A . 1 a. . . . . . . . .l 1. 1 . .. . _ . . . _. .1... 31.1.1 .... .1. .1..’. ,1 1. 1 1 .v 1a.. ...31; .. C11 II 4 17.4%.}. .I 4 ... .1111 .1 . 1...... 11.115113... 5...... . 1‘9. , . . . .1131 ...... .11.... u. .vo1uoLLV; ....."H... . . ...... 1.”. . 1. 1 MI. “1.. 1.1.1.1. o”L.~P1|I-3.0h..v’0.‘.9.. ..RoJIV o. .- 1341 .1 13;.- 1 ..11. ...-4.: r . .1raotctv‘1..¢ 1. u... 1“ “1".1 VI 1M1I.I.1& 9'1... 11:11. IV .41. 11.”? “.11u1ounll1b1. 1 1L»... 1“! o (1.1.. 1111...]..tnl ‘1 1, , .. 11‘"; 1» ..:-.1"..- 1.1 r 1!. . 3“. 1‘1 $514113). 1...... . 1... ., ..1 11W 0 1,21 . 9.10 .. . I 1 . I. M . I . ..v‘..31.uo.h‘;:.a.9..av91: . 1 . .1 . O . 11 . . .101 . . . 1. I 11 1.. ‘1 1!..1v-1 .1 1.. . .. . . 1 . .. . ... . . 1. . 1 .. . .1. . .. 01,. .- . .10 ., 1 I . O. ... .1 1......111 ”......" .3... ...“... ......fi . .....q. 41:14.}..v. ......e..1«u...11.. ..:»: v... -.....m. s .r}..._.,..- ...1. .... .... u z -..... . .w ... . ......1... a 5...... . . .. ...- r .1: ..}..... .... ...... . .... n.3,“. .... flan”: ... .. _. 1 . _ . ,. . . :... ... 1 . . . . 1 1 . 1?. . . . . . . . .. '1 .t. . . ... 1......11. .. ...-$1.... . 1| 1.11.1 a. . ... 1 ,1 s. .oo I 11 ...11 L31... . 2 u .. . v11 1 ~I . 1 1.1-... 1t. .3! [1.1.14.1 . . . . 1 1 1 Q. 1 ID. .11 .01 . . 1 . 1i . .11 1 1.1.. .$.. . . . , '3 1 .. 1 cl - .... . . ~ . a. 1.. . 1M”. 1... . ...... .. 81. 1 r ..:? . 7...... s n . ... ..1 1.1. o... .1! h .1 1|: .1 11 to. ...r... .1 .1 .‘1. 1.. 31.91.! 1 0.01.1.1. 3. 1 . . . . .J 1. 1. . .... I 1. . .. , .0. .. .. . .711. . 1. .11 1.. 9. ....1. 3100'; 1 0 .. . 1.1.1. o... ..111\ 1 1.09.... 5.11 1 ‘7’: ‘1... .11.?! .\ $.0‘ I so .1 .111. 15...} ..r c? ‘ :1. - 1 H1 . . 1.1.. ' ’U... . 1 0"." ‘ I . ,. 1.1.... o.‘ . o. W... - . . 1 1'1. .0 14. vi. .111... 11“ V” I. 1.. "I I . W10. .1. ..4 ..u- 1 1. ...1“..u:..r k .1 ‘ :1... . 1.1.! 1 1" ... .y. u. "1.1... 1. . , 1119.3.1J. ......ulfloruouq. 1.1.1.1.. «Ch-.11.... P .J 1 ..C 91.11.” n......1..... 1 .46.... 1. w. .4935... .. 1” 1. ......ch...‘ 3%.... ..:..."1Hlno .4“ 1 -4 3"‘.... * 11‘ (L 11.. '0 s. 1 10.1..’ 5:.- . . A 01:.I.I_‘...I21 - ¢ ..I‘.’ o 1, 1’. . . I. I. .~ 1. 1‘. ’I. D11”- 5 1 3. 15.1 1.... I... '1, .v . _ I. ’1. .11" bl.\.3.1"w11:. .§ la-1 to a... 0A.”.ll‘11 I ”1“,,0 1 . ‘94. . , .1 . _ A 1 If .1. .n. 1.71 1.1.1.1531, . IEJA. .uzna .19. ...-13.10?) 1: . 1.. 1. . 1.. 2.x. 1 .1. 1.11 I. In. _. 1.1.: . .... I.- .~1 1., . .13 .1 ..I1ro .... .y 1‘ 1 1. . 1. . . 1.. . . . .u. .3 5.. P. . . 3 1N1)... .0. 0". ...PH‘ 111.137.), .- . .II 1 1 1. o A r. h . 1d 1 o. 1 .‘ 01 . ¢ 01.1 . 1' If... . ..v 3.3.. r .... . . g ,.1 I. 1' 1‘ 1 u .‘ I... .5 . 11... 1 1). o 1. 1 .1. o | o n :11 1 0...! 11.. 1. u 31 . I. OI 0?, :.W ”1'. . 13~010 . £11.. "1.. 1 1D .. .. 10'. 1.1.. 1.2. 0...:- ., no 0 ..l .21. .. . . .... 1. .. 1 ‘5'...- .. :1 1 1 .3 91 9 . .I 2.1-9.0 «.1 1.1" ... 1. I 1.. .31. - .1 1.1.1 1 . 111/... 1 . 1.1 1.01.1”. ..... ‘.,. .1 1o 1' “#1.... . ...-111‘“ .1. . . ...Ocl. . . ... ...... 1. . ... ..., . . 1 11 II..1'.I1.‘W«.1111.1£ . t 11.. I. . . o. . 1.1.11.1... , .11 J. ...... 31““. . . . _ . .1 1 1 1 I _ . c _. . . I I. a II . . ' 1. 1 .. . , .1 1 v 1 I 1 1 1 . . I. __ - .... . w... 1... .. ......c: 1- .3... -1. 1. 2....-.“ .. 1...... z ..:; 5...}..1... .. _.............1..... .13.... .. ,1..... .u... .3... .. . . _ . . . .1125..- an.-. . , 1 1 I . 1 . , . 1.. 1 .1 . . .. .111; . ,_ . . ... . 1 _ 1 . 11 . 1 14... .1 1 . . 1, .. . 19.0 . 31¢ 1.. 0”.“ . ‘03“ .1 Q 1 1 O . Q. .1 :le , :31". . 3 . : 11....ur1oqi ”.1 ..1 1 .1 1'3, 1 .... £21,... . . so . 1- .H. arucfld111hx .t.”~ v 4.... I: 11.10.- 1 1 .7. 1 3‘1. 1” W o 1.1011." 1D 1 ....I 01”.“.- .fln . .1 14”.”... .1 ... :..-1.7.. 1' g I. O 0' .chll ’11.. (I 1 Fr. 1 o 4'. 0- ... o. .. aoil . .JI -1 z. 10 l 1‘ 2' c .. 1 £1.11.“ . 1 ”1 ..1 "- I. .1 c '1 .o 1:. 0.! 0.011. V 1 o . 9. 3,514: oi‘. a... .9 0‘; 1.... a :1. \(I (a! . . .111 .. .1 1... .....n. u. ...n...:....1.......v1 1.1.1....u111vu .1. “......HB,” n... ..-...51. :..... x... ...... 1 .. ._ .. 1. . ......L... . .15.... - :.....13. ..:. ....x: r ...... . . 1 . . . , v . . .- . 1 1 3'3 . 1 . 2“... .1 1 1.. ‘. ... n ,'. ... .... ,1. I u). s. a . .1. O .1 1.1. 1 L1 I ‘ I 9 1 :.v 1 I 1 :9 .I .4 I1 1 ,1 o 1 11.011 ,1.. 1 ‘. :.. 1.: n. .. . . . 4. . 1 > .... o o 1|. .11. . ‘1 1 . W o 1 ...1 I . c.01cllr 0 ...-1 Pa . 1 -‘I‘Wu... Q 1 1... 0 .0 1a.... n .... . ....“11’1 . C 1- .... .. "1.11.”. owi. I. ... 0.. 1 1 . . , .., . .H I". .O.\.t. 11““... 1o ..u .001 ... .1..H|I!fl.1 We . 0N. 1 no . . 1:14.111”... _ 11.91 a. 1 A... dovvoo 1. 0.1 £591 ; . ‘cdnch ’ I} .1 1|- 0;. 11991.11. I 11|’ h_\ 10 Q1... 0 . 05‘0101 . II 53.1 .1.‘“..’Ox ‘0‘... 1 1 1 or .1... ”no-...“. v... 01”“ a”. 1 a! -1 . . . . . ,1 1 .. . 1-,. t-‘w .0 .fl. ...”..LP—‘I..m .11. 1 .1..hu 1 ..g. . . a . . I . Jo 1 ..I .. Igt'l . ‘ .3 11.11.! - ....- O o. 11 1 c 1 . .1 I III. .1511 O I 1. . 6.. 1. 1 1 .. . 1 .. . . . . ...o’l . 1 n I I "700”€d1‘-11 O 11.0.- , a. . gi.2'l 1‘. tan ‘1'. I1 S I. a. .. 1.19.011 . ” Va}. . s 1 .1. 1..'.. 1:11. . .. .1 1.1 . 1... lo . 1 . ..:. t. . 1 ’1‘ 9’4 1. 1. V ’10. .. :1!- V 41. 0., 1 1 0.9». a. . 1. .1 1 v 1 . .P. 11. .-$ u . 1'0 :1 In . 11.. . . . 1 . 31. 1. . v 111. I. . .1: .. . , . . 1. .3. 17.111 .1 . .... -.. 1.1 2,1... .1. 1. 1. .3. I. S I 1“ 1‘0- . O 1 j 1.. . 3 0' ...- do 4 1. . y 1...: 1 I .91. . . v0.2.1 11...! I. n .011. .1 0.1.1 . '0 o 1.0 1 a.’a010.¢.11 . . . . .I. c. 1 1:1 1.5.1 1.. ..‘ .1 I n at 1 1 .10 c ’1 o 1 t 1 1?: q 11 1. v“: t 1 . , If...- V 11‘ 1. ..qI‘.)41 ‘7. a... 1 ., . .I .. .1 .1... .1. .... ..1 1. 1 . 1.)h...1(1. 11.19. I . 1 1. . 1.1 I. .11 II I . 1 be... I I ._ . 1 I .1101... . 1.1.1..II0 1 Q I .1 II 71 ‘ 1.1 ... I O '1- . 1 1.1.1 .1 35"}: 1.. 1 1 1 . V Ima111 o. -1. 1.1.. .11. L. . ...1 0111.. 1 o. . .. ...! ‘50. . ‘n . . O,_ I...“ o v 1 v u .1, O. ,1.. 17 ...}.11. 1 ..I.. .1. .1 on .‘P 1, I1... .I .0, 1 .1 .1 1 1‘? O . 11..-... .vI . . .1 1 1.31 77.51.11: 1. .1 .. . . ... 1. nihw . .1... 1 1:11 o. ...-... .11?u1.11 1.11 1.4. . 1. . ...-.1” c. 11.: r .. .P .. . .1. ft!’ .. 1.11.. 1.2.11.1... o . .. 1.... 1. 011' . .1 .9 . .(14. '0: . . 0. 1.1. v1 .8 . 3‘: I . o. .1 . 1, ..1 . In.) ‘ . €13.13. 10.11 1.0!} 1.311‘II a1 .1 1. . 1.. . .1111 010...! 1 1‘4 . 1 I 01. I1... 1 1 .. 1 ... . 1‘ 1 .. . ...-..o .1.\ .1. (~19 . . 1 1.1.. 11 .. .1... 1r 1 VI p. 1 “Suwruvtn 1. .0“ ' Quit: HM. 3L}..- 61. 3’1... .1. ‘1‘. O ..1 1 . 9.. QJ. 1. "1. 1‘. .IlI... 7 4.... 1.11 1 1 I. ... .. . . 1 ' ‘..* . .1 .1... m; 1.1. . 1...... .8 .....1. I . . Q ...".19. .1 .5 .u . . ... pk .1... 11.9 4199.; 11...- €.-.. 1011’ 1.. . 1!..!. I : Jihilhfi I . v a. 1 1. 1... ' 1 . (Q. 1 . ....II a 1. ‘1. 1 . , 111 . .1. \ 1. 1 . ... . .1 .11.. {111.101 1 .I c 11 Z. ... . .. . 1 .1 . .- nu, 11111.. 1.13.. on .... 1.111 .... . . a 1. 1 .- ... 1. t 1 1‘1? ..1‘ 11 11’ 0.1 r _ ‘ o f. ..I 1.... .17111'... .12. .00. 1 . 1 1 1 ; I 2.. I . . . o .1 1.1.1:. .1 -1 .1. tr ‘ . , . . ., ..:. , 0 . .1 . 1 ... .II 11 .' 1‘ . 1‘ . 1 1 . . _ . 1 1 . . . . .. 1.. 1. . . 1. . , 1, . 1‘39...) g 1. J , . a... 1: . 1‘ 1-.” . “...? OI. 00.11 11. Jun-I10 9.31 110. 1 a...) 1811.91. . W"... 1:11. (I. . .... o1 1 a 9L o ......” 15...... 1 .1 .... I o . 1 1 I .9 1 13.. J 1’... 4 . 1...,1131-..:H1,I. .1 .... I11.“ .1“! . \.t .1or.01&" 3 ... «Aw. “I 1r”. .IIHZ.’ f. . .... 1.“ 11.1;- ..:I 1 .. . 1 “L‘s“: ”sag-51.1 1-1.!.'..14.fl ’Pi c. or. 1 . 1 11 I O 1 | 1‘1 ..1. Ill-1 D... ‘3 . ..11 2.11 . ... 1. IO. 1 . .. . .I .1 D ... 1. . r . 11. . 1 1. 1...! . .1 1.1 no on . .. O . 1 . ..1. 0‘ 1.1 . | 1 . 1 . I 1 _s . .1. a. ‘1. 1110-. .1' . o " ll 1-0... ct. 0.“ ..l 1 11.61. 1 '1 I: .1111 1. 0.. . I“ .r a) c . . 1’1 I 1 . X . . 1.... 1 1 . ..:. 1’s..- (31. 1.3 (- 10 I o. .....11 141’.”- a 1", 011.’ l 1 0.1 no! 091 1. 9.1 19. '5 g 1v .1. .11.. . .1 .01 .. 11“.... . I . 1. ,1.. c . ... 5.3.95... 1, 1.5 so." 1.. 1.11.12 .1... . 1.11 .11.. s I. ... . 1 )7. a V. .13.. 1 11‘ .1 , . . . . 1 1 I . . 1. .. 1 1 . , .. v.11... ,. 11;- . .1 116‘ ’3‘ o. .71 .l L 3. \ 1).... -‘5‘ 1’ :I‘. 1 0‘; H_| 1 1 . 3.1.3 .00 .. ... ... 1. . a 1 I... , 13“. .0 1 w . l 1 ‘ 1 O In... .... ’2 . . 1 ‘11:...1 Q 11. .11. v ..’1o.1.§..... I ... ..- .1 dc. .I1. . . . . 1.... . 1:1 .. . .1 ‘5‘ l ‘3‘... 0.1)‘." 1:01 . I f n 1 11.. U11 IO.- . . 1 1 .11 gm! 1 ‘1 I. l ... 11. I. .1 1 . '17.... 1. ... 1 1.... : 1.11.11.01.01... ... . “.... 1,. H1. 3 . 9.10.. 1 ..1 . .11. .1... 11.1.5.0.1 .U ... . AA... 6.01 .1." .O.. ... . 1 . _ . .1 .1 . .01 111.1 . .1... I. 1.1... it 3.0.! (I). . '1’. .1. l 0 1.1.1! 17’! J I 17 3 1.1.11... 1-11.1}; 1. 11.6113... .. ... . a 1. .... ... 1.12.-.. ...w......1..1. . .1 4.. l.1.. . q . 1. 1 {.1111 1 v. 0.1.1... 11’. 1O. . ..I 2‘6. 1.11,. I. a. 1.. H1. 1&1 O. 1‘ .1 1.1.1 ... . «1.01.411. ”. s". .. .In1u1u..;..1~!1 .1 ... .11....rw1.” I o . 1 .1. .1 1 . by?! 113.1... 1.1111 . .11.... ...‘I101. 1.1.1.11n11 .0 r ”w. 1 1 1. I .1 11.14.10» .1.”Iabc..po ."n‘z 1. . . . . ...I\ . . -10 0 1 . 1.. . 1... 1 . 2 3 . 1.1. ... .. 1 1... 1 .. . . . .. t 1.... , . . . 1 1. .9111 u ......l ‘I . 91.71 $II’II 1 1. .1 1 . . . 5... .1... Hum...” ....1...,.1....-11 "5...... .w..1...._.x1.:.. ......11...L..1_ . . . . win».-. ....a....1 . ......1. .1. .11- 1. ...1.-_5f. . ..H....1.fi...u.....1.1..n .. ...“. .1.§_1.Sr... ... — I! .. 1a.... 111 I . .oPo'q . 1 . 1 1 .. . I 1' ‘ 14¢. 1014?. ...In . 1. 1 ...J I. 10. . ,. 1 .I , O. 301.... 1.... I1 . . 1. n... ..I'. .. .31. . 11“.?! ' o {I 1 '11 .21“. 1...... "V .0. 111., turf-:11. 'Pll‘z. 1a.... ‘99‘.. 1... .h.‘ ..,.1.1 no 1:. 1 C... 1 141111 .NII‘ . .11 1" P. ...! 1 .11.!1 .o .I .11. .... 1. I ... .1. . . ....1 . . run... I“: .. c. . 1.. I . 1. r .. . ...111 1 .0 1‘.‘ c . I1 1. 11.1.. o .1121. lav.-. L...‘:§wa.’. 1:1... .anfl'uu J391§u 111...... .1!....)..‘a1 Or .I: 1 . I! ....1 1 1 1.1 .‘1! It. .1 k..\ . .1 11 1. 11 . ' . .. .1. . ._ ... ..1. 1.1. . .s .. ., .1 o... . p 1.. . 1.. : or A... I .1... 1 1 _'.1.01. ...! .11.»! «1.011%..1131‘29T .119. 11!? I q _ ..- 1... V .314 or O 11. ..9..1§10. as...‘ .I 911.. a .....l . 1 .1 1 .1 . _ 1‘ . . ..S .11 . .1 1 1 .1811... .11. I. 1.1.7.10. 11' 1.1.2, 1% S. .. ‘1: .q‘l. ...-(\V 1. 6'... 11.1’191wu1t'l.¢.4..’. ...(11. 01.1. 7 "V1... .1 c a .11”... 0“. 0'... '5 ‘. 1' .91.... .- ‘ 11f..- .\ 1.1115: .1211... .1 1 ..:? - ..:... . . , . . . . 1. . I) .. n 1". ....H 31 . 1 .1 1. . .I C I I ”I. .1 -... .1 0—1 a. I 11.02.“.4‘5‘ .9. 0.. 1 ‘1} a 3‘. an . 1 .1," .1 .1, o . I 11 . 1 1. 1 1 I . ...I.11....l. 1. 1.1!. 1...; 1-2.? . . . . 1 . . s... Q 1.. 1 . . 3.1.1 ...-1 124 1:. u 11 r. . iw:J.1¢1_Q1 .7...‘IYJ'. .2 . IAEQQL . . .1 '. 3.111,. a 1 III . .1.. .1... 1. 1 1 . . 19. . ... 1 cpl. . 13¢ 11. . . .... .... .2 . . I, 3 ’ ’10:... 1"}. 11 I... ..Q!. .1 .11]. .I‘.‘ ..II M. I 1. 1 ’15.. “‘6 .11 1. 10.1“!- .11»? ... 'v 1”. I” 1 4...... 6' I...- 1. 1 .1 1. 1 1- .1 1 I .1 o 1. .a .33.. ‘1.“ 41 . . 1 1. . A ...... 1. I“ P51”...¢.|r, poncho. H1..L|Jlfa.1§fiy.gc g; 119.“ 9! .1 ... o. 1. c. .5011. . ..1 1 ..vt. 11 O1 1 . !_ 5. 1. 1. It: 1 . .0 . 1.... 1 1 .1 11° 1 .. , . . . . . . l... 0|; ...,.. . . ..1 1 ...u......o.9 1...?! .. . , :....- . 1I1 .101 . .1 ... 1|£....Oo 15.9.1. 11111.1”?! .1? t 1 .1 . . .1 ...-9...! .x... 1}1I A} . f ‘31. 1.... 1 I: .1 03'. 1. ..:..1 I. . 1.. .. 3.5.. I. HI. 1.. . .. v.17. .. 1. .1 .11.. .I 1. -0 .. . . 1 ‘. 021.111. 1 0.53.1.0??? I ‘1 3‘ I10: 1 .V‘ .. . ... . .11. ‘11-”. . 1 . \‘I I ‘ O 0‘ In. I... . 6’1 11 1... 1 .. . _ . 1‘1. .. 1I . ..:“. .....- _. 1. .0. , 1 , ...! . 1. "I I... . 1‘1... ... «we ‘I ‘11. ‘1' . .0 (m .39- }.1 .4303... 1.1 V. 1.1.. c ,1 .10 Q 1 I. 9.11.... 1 014.01. .1 6 I. 0.. . To. ‘1 14 1 . o1. .0 1.. . 1 I ”A .n1n.uc. 1 .1 . . , 0.6 ‘1’1‘. '1' u. 1 a: 01.1,: 1.7.15.2. ..s €0.11g3 .V"16"§I“fl4l1 - .1 , 11.. . 11. ,. 1 o .1 ._ I. 1.1. 1 .10.. 1. .1 v . o . 1 1... . . 1 .1 . .1 .. .. I 11.] 11.11. 11.1. . 1 :3. .08 1.. ...-1.310 9‘ ‘11.: Ir do (J1 (av 1 ... .Qv... I 1 .N...’ ...... o. 1. ....r- h“ o P c a... 3“? .....I .L.. .1. o. 10. ... H 1 -« 1. 1W1: .1 .1 .. . . . . 1 c 1.1 1’10? IO. 1.2.901 .’,s..llrwu5. .01. ....l‘ol‘t JK;101I1 J 1 . o 1 J 01 o. .~ 0 ‘ 1.§.11' . O I 1) r0. ..‘1' c ... .4 .603. 1.« ‘t 0.. ,.t0‘ -.. oanpl 9.. o \IJ I 1‘ J. ¢.. 0. 1. ”ii... . . II“;- Aq )1. "1 1 . . .01 Ice. ' .... 1‘.).¢.’ 1 1 . _fl.’u.oi o “1““.1“ OJ! I" 1! 9 .fi\ u .1’1I I.‘- ll. 10.... .11- 11' 2 I 1. .. .n ...... I. .1101. . 111 I... .11.... 1 1 . .071 ‘. 1 1111‘ . I: ...-m.... ..A . I!....T.Q1.I . I. 331. 1 ..:? 1 111 a (.(313111 14 .1 ”I .1 1. 1 .... '1 .....‘Id 1 ‘1.1 .1... ...! .I1III x .11 0.1.. . 1 .. . 1.. 1. 1 1. 1.... ‘a .. . 1 ,1.. .11" 10‘ F 1 - . 1 I C, I... 1. 1 I W .1 to 9 111.1- a. 1 d a 0111‘ . .... 1 1"".u .— . 1.11‘0111” ....J.”.. u. I. «101,9 ' o I. . .l. 01.10 1 :.AA cl l“0 " (....- 1‘... 1'. ”buofihud! $0 ..vnfl‘. ' .. 1.7”. lfn-‘f I (11.. 1. 1 1.1 .. I1 11-1.“. .1 1.11.1..1. 1\.E ‘ ...... 1:... . .5111... 1. .. .. I“ . .1. . . .12.... 1111.1. 1 :...11! l . 1111....31 1.1.1.. ....1.‘-. . 3.1 . a I. . 11.1: 0 .- cl. 9.. I 14‘ u w....... 1. 1 11! .11 . I . .‘1..1... .11 1. .1. .1 .I . 1 1 . 1. . . n 1 '11 1.. ._.-I1 ‘4. r. I u..- . 1...; 11.519...) 10-. :.‘m’“ 1 O . 0... H1401 if 01 1 . u . I"... I! . .ol '01 O 0.,IH... .011 1.1.. so. .1. .5 do 1 I . . 1 .... \ V. . 1 n o. 0 II' 1. . . 1|. 1 I 1.. ... , .. i.1|’§.u, . .1 QQZ-L_oi £3.- 51 1 'l 31.1”. 11.1 :1 1. “3.1.. 1.1.," 1. o 11 '1 1 1’1. 1 v . 1.111 1.... .. .61 1 1.1 1.1... G 1.1... .1 .... 11.1 1i I 1. . 1....- 1 .. ’1.” 1 .91 1 . f 1“,! . 10.16 11 . 1.1.... w.“ ..I (".41151 . . Io. Con-")3!“ 1 1 .. I. . .11. - I 9- O '1 1. .‘ 11. .01v . 1... 01.1 1 .0 . o I . I .. 1. ... .I ,1 (I , 10" I 0,. 1 v 1 ... . 1 . . boa-11... ..I ,II.. 4 v . 1 I .1 . _. 1 1.1 .1 a n... .11 . ... . .30 ....‘I. I. . . :1 1. J! .1 .1111 1. .1 1. . 1 1... .10 . 1y... .115 1. 1.... )0 ....‘l‘hflozfi'Aé .lthpLuW’a. elf: tfw-lv 1 In ~15 1.1161”. OK I. 1.. 0.3 .1 . K 1 I 1 Q1 1. . .11.... .1101..- l... 6.33 1 . 1 1 ,. 1. 1 1 ... . u. 1. .11. .1. ... 1 1.1.. ... . . , .0 I. .11. ..I. I, to 11 $1 1 .1. ...-1, 1'11; .' 0111 ,1 94.1”: .11. 1”. 1 - .10. .. I ..: 1"; Q. 1 I. OI .I ..1 1.. . 111,11 . .1 1.1 1:1 .1 . 1... .. 3 . .01 1.5 1.... 1. J. . 3 . .11 . .. l1. 1.. . . .. . 1. .(o 1... 1.2 0. Q. ... .33... : 1.1.1 97831111! 4 ”do. 1. _ '19.... ...-'11». .1 1.. <1. . .41 1) .31....“ . 5 up... 1. I 1111 1.7.0.... .1 . 1": . 1 11" I.- ..1 . . . . . 1-... 1....1‘.1 1... ”.1 . .....I 1. .5.- . 1 II . . .. _ 1 .1 1 . ... ... .1. o, .0.- .. 1 1 1. ..1 . 11‘ 1.. 11.1. 1n- . ...-.‘Vn‘u .. 3 1 ‘ (.1? 1" . ’ 1 V...I .1 11-... 1 .1 . I1. 1 1).. .... 1 1. .. ....1 1. .1... ,. 1 , . .. ..c v ... 11 '1 1 V6. ....4! . O 1‘ 1 T1. 1 11 0 1:. I .01 O. 1 II111.”DI 1 1;. 1. 1-.....¢al. . ...... . .1. 1.1.. II. .0111 11. ... . ... .. . ....1 “1.1”, u... ..:. ...? .p’fluuafli It”. .111... Ina-«LR (.1 .1”, 1.1.14.1”. “.... 101...... 1 0 .32 5.31 0.. . s .. 141.. ... 1 1......” ..Ii 1 1...}: ... . ‘19.: [if 1 I. . ...: 1 11. .v.- ..1I1 1 I . .0 . ... .11. II . I . .. . 1 . ..1. 1. .. .. : ...-... 1 1 . . ‘ 1 .lv...a.-.‘o~r\ a... 1 .0! a . 1‘ 4., n 0.. 11.1. 1 r 1 1 ‘ 011‘ 1“ ‘0' 1. O 10:“ 1 11’! I. 4.03 ..}.. . . . . 1 . . 1 .. ...-1 1- 1 . .l V .,9 I"... c.119‘ II no. .I t.” .11. oMI.1.-rou‘- .' 1’11... 50 .VI 1%! 5 10 o ”VIPUMo. a.“ I 01.11.. 134‘ 1 ,l1. 1). 1 \ ‘h‘. 3. (.MI 4. LAI3>1I10o¢I 1 1' c‘M-N- . .. hp... .‘#0 . - ...“. “o. . I 11 1 9|. '1 o 14 f 00.. In- all .5111111. ...... , .‘ a." 1 3 1 .. .1 .1 .1 1 11 1:11”... I. .111... .1 11,-. 1 . I . III. 9.0 o A» .. 0!? .. 1 o “1.1. a . 11'. .JOI...1\H:‘.’DO. I .. o I. . . I ... .3, . 1 Q. 1'0. . ......1. II I . 0 ll! 1“... I11. .1 N ...1. . I 10.... o .H 1.. 1 . . .l .1. O . 1 .11, .11. . 11...... 1 1 I. on no 1. I I 11 1 .... 1‘.-. 1 I . 11.1,? q .1 1 L 1 h, .. ..- :! 9. I 1 111.1- 0.. .1 I\ 1... . v I .u .1 1 1 1 1 . If . v . 0 I4 1.1.... . o 1. . ‘17 l...‘ 1- 1.. 01 . 1 .1 .. 101 O 1.. I. . . 1 I x I‘!‘ I... p: Q. .I.'1\P~‘ QC. 1 . I ‘. N 51.”. I ... u .. o ' I ‘ ‘ 4.1. ‘ P1 1 1") loo‘,¢1 1?. I:11\H". 0" 1 1. .11. l q .7. .51.. 1:1. vol .I. 1 01.. 1 .. hJ.) ..I I . m. . .IUH..Q-1 l . 1 1.!“ ...“. ..k .4” 1.1.0...I .H‘.-- .. ....hHOO ("I 11 '0... .9 u q. .1 ,I; ‘ 1w 1! :1 .1 .1vI 1I.’nb..av9n’., ‘: V . 1.. J IO! 1". I. 'r. .1 1 ... . ‘1: 0.3-1“. . . r1 ”1 s .1. . I. 1 ' {WA ‘1 11 ab”. '1 .1 .1 I. . I: I . In .. . ...IO 1.... 1 - 11—111....131. . .1 co... 1,10 . 9(6300 1 Li.....I1.11‘1- 1.0 u. . 1.1. 191 1. 15' ... . ...I. . 301. ‘1 v. 1.... .11 .In1 ol . 1!... . n... c o 1.. It ‘1 ..I. 11.1 15% c. ... 10.. ‘91.. 1?; 9-5 a.“ 5 10-4201’g9uu‘ . . .. _ 1 .1 q .f . 1 1 .l\ . .l 1 1.. , . . 1 I. , 1 . . . . . .. . .. 1 .1 . . ,. .1 1 1 1 1 .I . 1 1 o. 191 11\ 5.1.1111. 1 . 9 . 1 .1 ...- ... I. .10 1.! ...}... ... . I, no- .,1 o In 1 . . .0. . 1.1!.-|.1 ... . A 1' . .0. . ‘In 1 ....- . ..:: 1. 1 2 . . _ 1“. .n... u.. . I lo 1. .1 .1... .1 1 . . 1 . ..1 19L. 1.....1. 1 116.. O. ”I “.1. 11111-1. p. “or”... 1| 1‘0 1!H.“.IO 1 1.. .1. . 1 $1“: .111 1.... 51.1. 4- ‘11 1nd??? 1’. I- 1...... .1 .040. W a. .r. 1...!on . 1’ ’v 1 31.1.. V 1 «’1 to ~ V0. . 1 I . 6 . 1 1 o. 1 ~ 1 ‘1 1 . A111 1' 1 1O . . Q. 1. 1... 1 1 1.. 1 a. u 1 o. 1:11.. 1 . ..}.. 1 11- . 1 .... o1- . .1... I . . . . 1 o 1 O I a. . o. lo. .0111 .- ‘11:!1111 215.11. II‘A. .114. It on; .00.... 3 .110 . ...! o.1...€ol.~.)”'..‘ 0.. .11 Q ‘ ... ... 1. 1 1 .1. 11 p. D V 11 I... ... ‘1‘ . . 1 H .10... on. .Irh". .. 1. 1 a .1 1n. 1!. .89. .w .1 1A |\. I. 1 ,. 1&0J1o1u 1 ..11 1 1’ w :11.” .9. . . .al- .01. 01 do 1101-. 11.1.1.1IP 1.. 9.1"."4 o. .1 4.0!.“- 1Iyu111‘fld”. . - . _ .I.1 .. 1., -. l 1, I I1. I 3' 1 . I 11.1 . 1. 1.13.. 11.........In1. ‘1. . r. .. . . 1. . 1 . . f 1. t. .1. 11. I. v .R 1 19.\1101.1..I1 1 . 1.1.. 1 I. ¢ 1 . 11v- ..110 1111‘..711!11..o O. 11’ .. |1 . 49 0 I 1' 1 . r a 1. . 1 .0. 1 a 11 I. 1. _ .1 9.1.. .1. .1 11 . I . I. . 1 I 1 a quv 1. .1 ,.-3..-i.¢'3-o.. ”.51. 11.1. 1811' 0*" £114..“ 1116.“ h Q g "0 p ..t!‘ on 1. ‘I I 1 01.1.1 0 A I. 0.. v '01. b. -1 o. 01' no ”1- 1......“ 1- ... a” 1 i . Lari .... "q. D.— 1 1". 11.1 ......” .01 1 ..:1.\H1“¢I..1. ud- HW 1.. . .01 ”1”!" “1 u . 0. CI. 1113' ”01...... .31. I .o 1 11'... . "4"..11 . 1.1..ng 1“. ¢ ICfQfihfllupu {VG-J“ ..1. . - ....I(. 1 . . 1 ...... 5.111.... .1 I... 11.-.. .- , . 1... .. ... I . .... .. . .-.... . . 1.... .1, _ .... .1 .1 1. 4.13.11.127611111.‘ . . 1.1»..1‘. . ._ 11.4.11 1 ..1. I o. . V .v 1.1. . 1.1.0 . .11. 1 . 1 . . 1 1 I 1 :.. 7 1. .1 . I l 1 I. . 1. . . 1 1 u. . .1 . ‘1. (1 1.1.1.1. 111 1’s. ...I 1.. I 5‘5! 1.11%. .1_ w as.‘ .... 70 1< I... 1‘ 1‘ .Is’1 1 11—..21... 1‘ ... .01 1 ' a. 0 1 1.1 .1 It 1 I .14 11 o 1 .1. o' L . .ol. u'IHHd 1 1-5. 1 11.11 . . ...-11H. 1 d1“. ....IIP11? I1. I .... 11”.! L1H - 0|. 1W 1s. H... .0 .u.. 1 1.. 341.110.“. 1 .“.¢1 1..”1.‘ .lt ”.1...~1I 113 ...I’f J .1. :ng 1.3.. O .1 2x3...“ .1 . .. 1 O1 1...- -110 I. .10 1 1 .301. ... .1 . 1. . . . . . . . . .1 1 . . .. 1 1 1 .1 .1. 1. . .l1.o‘1- .1" '. 3.1.1611“ ..n....1 1).... I 1 1nd 0 1. u '1 1 A .r I. 1 1 1 I . 11 1 . 1 1 1 1'1. , ... ... .1 . 1.0.1.11 11.. 1 1 v- 1 . 1 1. 1.1 .l . .5 . .1 1 a “1 1 u I ..l .jtl'n- . I 1 1 1 o 111 . I1 r 1 1 1 1 1 ' {.3061 1’0. 1,111.4 '3‘; 11‘? 3,50 . 1. . '11L 1 .10 In? .1 -.:- . 1. '1. 1 . . 1 1 l. d I l. .0. . . .1. 1.1’ 0.1- 15...: 1... 1. u:- 1}. . 1 .1 O O 9 0' .11.!111 ¢1~1 .11. .. p.11 ' . 1 10.. , 1 ’11 .1111 9‘ 1-Do’trl1.’ .10 . 111.. q ‘6 o 1 .1 1.112311. 1 . . I 1.1.” ..: .0- a. ..u‘ 1 1- o . -fipfl. ._ 1 1... 1.1 31. IO .11 Q1“. 1. 1. J .1 I319... 1.! .1 . . 1’ .. 110 .3103 1. . 1.11.1. 11... 11. ...... 81! . fill...“- rthsu $1141.11“! 11-h.“ .vé.‘§c.¢b..... .1... I”. 0 '0 .1 1. .0. 1 1 ...... 19-. II .5 .1. 1 1 1 a I. 1 S- 1 an 1' 1 .3. 1V . I... I . .... .01 ..I. o. OI .... 1 u. .....1. o .151“ . 6 «.1 . o ’\ I, I a o ..l .1... 1» Org....v. .‘TQI‘ Ia-‘Ih...‘.19..~..n"or ..lé‘cl.’ . _ .11.. 1 1 '1 -0 I'. I .11 ... A 90 . .0 '1 1 1 1 I . 1 1 1 . 1 . _ . . .1. ...... 11 .11. .. .1, )3: . .. . gr... :4 (>1 .. 1 1.7 1‘ 1 1 1. s I . I I f ”3.1”: .. I. 1.. 1. I 11.1.1 1”. 1 1 I. 1 . 11- f. 1‘1 :1 1. 11" .r 1 14 .. ... o I 3d I 1 .r'.11'... 1.. ..Un .11 s... 111...... ..}...lekilo filliu 1... 1‘11. .1 ‘1‘... ' ...I ...1‘. III 00.... 1.. so 14-. a I. . I110 ‘ 1 D. O I..- v. o» ‘0 l- 1. I1. I O 9., o. I. 1 .... .19 11.! . . I.’ t I a I H. o, v ...“ O . .‘.|-.- a HI .1... 66.. .'1(‘1lllc 1 I‘d.... ‘ .' aoi‘z.lonflfl'l.rfi . I .1 . 7 1 c1 ‘11 I I... .1 1 o. i . 1 o J! .01 ‘ t . . \. I. I I . , .l. ...?!O.. 1-. U 11-..}! .01. O... O ‘0'! rI.’.O1ll-oO .. ..111 11 3'11! 111.. 1 .1. 11!. .. 1 ,1.-. 1 .0. 1 . . .1 . 1 1 .1... 111. 11...! .I 1 1 .v.. 1 :1. 3 .n 10." i . . 1.. 1 o 1 I. o u. 1 1.01 . .1 1 v u 4 .1. 1 .111 I . 1 1 I u.” r I. .1 ‘ . I o (.1-.. 1 1... u a. 1 1 o o. 0.. o 1o... . . .11... 11.... I.“ 1 . .1“.I1 ... 1 ”NW” OJCQQnsJ ... an... ...? '”‘fi‘fi.§f .. cc. .1 1 1 I O. 1 J O - -111 01 .b V 1. 1 .10 .~'. ‘0 J IT 1019 1' c- I % J |. $1 I 1 . 1.1 3M... _' v _ . .. 1 . s .. Q. . ..do ... l. ‘1..- s 1'. O ... an; . .l 2‘..- . ’.<.1 cl 1 I11 .. 11.1 . . 1-1 11 I 1" ....I . . 1 . . .I1 1 I 111‘ J u 1 ...1. ..DI. I . 1 \ HI. 1.. 01$ . . . ... . 1 .1011‘1’. ’ N. .OLI‘MQI' 't Ir! . . . (Vol-v1.5 p a“ 1 01.1 1.1....- o . 0‘ 1ul.~II I... 1 1. O 1 1 o I 3. 1.1.0 1 1I . I O. 11. 1 1 u ‘1‘. nit... .- 89“. . . . . . , . 1I. I. ’....“II.. o. I. '1 1 1. . _ o r O 1 . . l1 1 1 .I . i 10 1. . . . . . . .3. . 1 11.1.. t..,- 1 .. 10 .;:l 1 I A .1 1- 1 . 21 U .1 I 21111. 1.. o 1 o 1 1. . I. U...“- LIO 1 1. . . ..s... 1.0... ..... . . . 1| 1... ,.._-...1!l-....... 1 V ,.. o 1.... . . I 1! 1 . . _ 1. ... : I l ..- 1 . ...... n: .11.... . . , . . 1C1 01.34r01o11vt I! .l 1 1 ...! oat-r . I I O '1 1. i 0 l 1 Ir. 1 O f .1 .01. I I I o 1. . . . 1 , c” . 10127.1... 0 ... 1.. . . I... o 100. O 1 1 . I 1 1 .11 0‘1. 1 1 0 l 1’1 .... ‘11. . 1 1' .1 . 1 31.1.1 1.. av 1 I . 1 1 I 1. I .1 I O - 1 1 I I o 1 11 1 . . 1 . . .....- I 1 I 1 . 1.511 to, 01‘. ......111 . .V‘D . .\ I11. . 1‘ g .1. ”.1 \ )111 Io... .1 \ 1‘... .15.. 1- .11": 1”... 1 u ...1. 3 III. I g ..:! I... 1 i I 1. ‘O I. 01.1 1 50.100 . _ 1' n 2.0. O .1 . O. 1 111 I. d... O . 1 .1)? ‘ .... 1 . ..l w A! '1. 1. ., o. .-...1111 .- l I .‘ IO 1 .... . o- ...—911. 1 I I1. .0. O a... go. .(1 1o- t. 11.1 1 or ‘_ V . § .111 I . .1 11. . n. . U 1 . 1 1 ‘l I I I Q I- o 1 1 1. u 1 O 1 . 1 . 1 1 Q I 1‘ o 1 I '1. .01- 111.1". 1 I1 . 11I...1“1:. .V1l 11.111 us;l.1.n.1 01‘. £917 11.0 IoulJL. IL.- 1." . 011'... [\.‘4 1r ...“! .1 1 O III1,.1 .101 . 0 ....61 1' .0. .. .1, 1‘.’% a 0 [goo 1‘ 1 a. 1 .0- 1.... 1‘ :.n‘ 1". 0-1 . 1 .0; 1,0 .- 1‘ ..1‘: V.‘ 1 1} on. 01 ‘D 1‘. - ..l... I110¢c' ,1 ’1 )‘1.... ‘ I! JIJ... .v. ,.—‘1$1 .0 ‘0‘ II ..1 .. 1 _ 1.. C I ...1 1 I o. 1 l1 1 .14 l 0 .11... -..-1%.”..11 lvOU.....I o h. :1 s.nl.WJo.Io IIUI. ‘91. o. o 1a . .11.,31 .. r- a 1 . 1" .1 {91... ......II 1. I..- 1 1 s1..-1. .I 1 . \. ..:. . .1... .1... . 1‘311.1111l 1 I1. .".v‘. . .1 11 0 ., v-) Q . 2%... 23‘. I 1.. 01.. p01... 1 .. I... . ... ....1 1!. 1...... .. ,§.| .1..- 1, _‘ I 15'... Ann‘s 1.3. $11.11 )3, ~hl 1 ,. . ... .l a. .15... 17‘. .1: . . 11:”... 3 . _ ,. . .1 .3 $‘E. d..1..o.... I 1 1 .0 ~11. . 1 (I. 4 £541.”?! 91.!“ .1. .1. , ...v. . ,.. . 1 ..fiifim.mfifiw.1%wr.11m1.. .. in Cu fifiwwM—ndmwufiuflu? v"...... .11.. 1 .1 31%,. - 1.. 1.! O 1 .I E ‘ 1.\lol$fl ) .11.", fi???‘ 111...... 41..fl.~r~ {:..}? 1 .17‘I... n9... ,.:.v&h 1 .— I ll 0. . ’- . . a t 1:. .hm..1.v...}1. 1.1.1.1?» ..:.1 1 0.. Ila-‘1 _ . . . . . .t .1. 2.16:... 1 @115: “1.1313211 2. I . 1I. . ’ . .. I Ilalill 'J\10‘.. <‘(’- I .1 U . Ill-I'll If .... Ii .1... -lllllll... 1 .11... - 1. 11.”.1“? .11... . 1'1. III! LlBRfl-fi Michigan State University PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 2/05 c:/CI_RC/DateDue.Indd-p.15 MICHIGAN STATE UNIVERSITY TEXTILES, CLOTHING A530 RELATED ARTS COLLEGE OF HOME ECONOMICS /gax.IoENTIrICAT10N BY'CHILDREN UNDER TWO AND ONE-HALF YEAR§// By Catherine Hartman and Marilee Puree Submitted to Dr. A. Vener in fulfillment of the requirements for T; a. R. A. 800D on August 28, 1964 THESIS La? art? 77/3 TABLE OF C NTEITS CHAPTER I. IE‘ITROD‘LICTIOIqOOOOOOOO...0..........OOOOOOOOOOO... Statement of the Problem.................. Review of the Literature.................. summar'yOOOOJOO000I....OOOOOOOOOOOOOOOOOOOO FOCUS 0f the.StUdyOOOOOOO0.000.000.000.000 II. I'IETfiommGYOCOOOOOOOO........OOOOOOOOOOOOOOOO... Selection of Hethod....................... Development of the Instrument............. The>PreteStOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Selection and Description of Sample....... I'IethOd Of ImaIYSj-SOOOOOOOOOOOOOOOOOOOOOOOO III. ERRORS ILfiDE III SEX IDEI‘ITI?IC-ETIOII0 o o o o o o o o o o o o o o AgeOOOOOOOOOOOOO...........OOOOOOCOOOOOCOO Se}:oooooooooooo00.000000.00000000000000... The ErrorSOOO0.0000.........OOOOOOCOOOO... summaryOOOOO0.000.......OOOOOOOOOOIOOOO... IV. IMPORTAHCE OF CRITERIA EMPLOYED IN SEX I .. .f IDENTIFICATIONoooooooooooooooo0000000000000... Order of Responses........................ Identification of Future Sex Role......... Reverse Approach.......................... V. SUMMA.V, IMPLICATIONS, AHD RECOMHEHDATIONS...... Implications.............................. Methodological Recommendation............. Suggestions for Further Study............. BIBLIOGRAPMOOOOOOOOOOOOOOO......OOOOOOOOOOOOOOOOO0.0000. ll “24. 24 27 27 28 30 31 31 33 APPENDIX A -- Interview Schedule.............. ........... 35 APPENDIX.B -- Background Information Questionnaire....... 38 .-, - ‘~\ (‘3 g) \D r" .-r 2“: :- 1 -. . ~ r'fv‘ ‘ 9 It. I . A . r v-3- 3‘ 3- qvws - :.. no... :3 c 3.3 3. t a s I. q-. r~ ... Y‘ 4» fl -I"‘ #- .n\-.‘. ‘ ‘ .Li‘l, D‘s 4.1-" Coav\. k- L (3-: WI I. 5" ’ E: (‘J 4.1, L:.'. Iff an a In . _, r“- ‘L.l-._Curo L ”vrlr).l: - (Closeout-0.9.0.0000. P" \11 R‘!‘ Cyr-‘j 1 .‘o . . . . -rv“ ‘-"'- ”'--‘o--1VGODUOIIOOOo.00OOIOOOoototooovoooqooogo "-“\A" A ‘ \ Aw“ v‘fi*.'o‘~a‘1h h l “‘3 ‘.J\. k..")..‘ VJ. ...L'ué.".;K1a}..............’..' ............. - : " ‘ f V- UP IN 6. ~- a‘ «”5 " l' u a; .¢ ,. '- ' ' . ' . F- 1". r-‘flv. .r . I . n “""-»J"')"7"‘ a:1{"*£‘-"'»C 'J "'0 ,:_ 4K. '~-w-OOOQOCOOoooto.-OO M" - ‘ . fi fi\ Q Q A. .0. -r cr_ ‘0‘, F. ..:q O ,1 "A ,0. NJ' ..." ’0'.’ fl *‘ ‘A ’ I >2".- :;i <3 3.2.3.333 1‘ e“! w. «3-30 «.2 at r. -3 s r). 1., 0.. t, r: “ O ‘ r n 11.1.1 .HJ...Q.Q.ODI’OUQOCOO0.0.0!000.090.00.000.000.00 r A- a" 4 4.. . :3 3 «m m °- '77 “M. a. n-w.‘ J 4'. «u. .- LC vi .Lk. d 103. 0:. {Tam-31 .u; :3» 3.1.2. C b’n 1.1-3). '5 .0 o o o o o o i'. ‘4 a? p ,a. \ 'ol .“s ‘i..-v’ ’. Q. R.q’ ‘\.~~.. ‘- v" ...-:2 N I". ,1..: F a. l a \J-‘Qflb‘n ‘1‘1-7 tr:.’.. :1 Of Cs ....‘v 1‘3.‘ 0“ . . ‘ 1" ¢ - L t‘ '1‘ '6 0‘ I,‘ l ' 11" ‘ 3 I‘ ' 1:, _' y ‘T' ." ‘-\_ "fl ‘0‘ 0“ fi" ’5 ‘7‘ .s',1 .. o ., ."\""- '~.‘..—‘.I ......“ .6 .N ' .. ’3‘}. fi.‘ ‘34-3.-V’J" C'.’(3|‘_LJ.," ‘ L4.[‘)(._. ...I ..:," ..J‘l- 5 0‘ m a c: firm" .. Vito-00¢Qcoaocooa T " I H NV-\ "3“, , ~ M. 9" . {It - ‘J~’~./‘r‘ an) 6‘ itek o-L‘-»-i I‘ Q ‘I A .1 ‘ fi .. T“. :3 .37 .. A. 9- “ o.- _, 3mm:- stem: PTA-... .- ,- -.}.. r, ("a-1‘!- u . t . , . . . , J‘ :..1, - a ..w tip-‘1 '.\ 1 I a ‘ . l-Jyw’ Yr‘ " .3 c. was. 9'.) :‘13.1 , 1'5 Costco-voooqu-onvo ......IOOQOOO.......OCOOOO‘O. V ’. .'$ N 1|. .“' .‘t-C‘ \- I ...: I -J ~~ .vl- . l .7. 9- 9‘ ...\ ' ~ ‘._.I. I, , "N ... .1 ans: P11 * " ’In‘. - a .'_ \ ~I§i J*.L..-‘- dl...‘ ‘1‘, (15" ..I‘." 'F, 1““ 9“... v .A '- Kt -. - a} . ’.§ 4' a (F ' 1- _ '5‘ firs fl ‘ W .- V (..I t-' ‘ lt",“hn-“ OOOI-O.IOIQCOOOOQCODOOQI.OOOG. .v- '4 CHAPTER I INTRODUCTION Statement 2: the Problem The purpose of this study is to investigate children's awareness of sex differences under the age of two and one-half years. This was to take further the study of Baxter who investigated children's awareness of sex dif- ferences between the ages of two and one-half and five years 0 The study will also test to determine whether young children are more aware of clothing than of body charac- teristics such as hair and genital differences in sex identification. Identification as interpreted by Stone is: The term identification subsumes at least two processes° "identification with" and "iden- tification of' Identification with one another in whatever mode, crnnot be made without iden- tification of one another. Identification of one another is facilitated by appearance and of- ten accomplished silently or non-verbally. This definition is the one used in this paper. lGregory P. Stone, "Appearance and the Self," Human Behavior and Social Processes; An Interactionist Approach (New Yorkzrhfioughton Mifflinfaompany, 1961?, p. 900 (‘3 C. Review of the Literature Sex-role behavior is one of the leadgexplored areas of personality formation and development. Although there have been a number of techniques developed for the study of masculine-feminity patterns in adults, comprehensive reviews of the literature on sex differences reveal a relative lack of data in this area as far as children under the age of three are concerned. Although biological differentiation-of the sexes is an innate process, the behavior patterns including overt reactions, interests, values, and preferences, associated with such dichotomous biological differentiation appear to be governed in large measures by social learning con- ditions. Thus, Seward observes: "the individual is trained to his sex role from the moment of birth when girls are placedLin pink, boys in blue bassinets."2 In a study to investigate the relationship of age and ' sex and the preschool child's capacity to recOgnize the sex appropriateness of adult male and female task items, Weese found that the child‘s age is directly related to the accuracy of his discernment of the appropriateness of male and female task and appearance items. The older the child the fewer the number of errors he makes in judging the appropriateness of adult appearance and task V. 2Georgene H. Seward, Sex and the Social Order (New Yerk: iMcGrawaHill, 1946),.p. 153m sex-linked objects.3 Fauls and Smithfiwhen studying the five year old child's self-concept in regard to sex roles and his perception of parental definition of his appropriate sex role found that boys tend to choose masculine activities more often than girls,end children of both sex groups perceive the parents as preferring the activities appropriate for the child's sex more often than preferring sex-inappropriate activities for the child.4 Communication of the mores in this area must be largely nonverbal since the necessary discriminations appear be- fore the age of three. Some unpublished observations by one of Seward's students of a nursery school group showed an increasing awareness of sex roles between the ages of two and three.5 Jacob Conn and Leo Kanner did an extensive study in this area,"children's awareness of sex differences." Their sample considted of two hundred children, one hun- dred and twenty-eight boys and seventy-two girls from the ' Pediatrics Department of the John Hopkins Hospital, which 3Audrey L'H. Weese, "Cultural Objects and Apparent Symbols as Sex Discernment Factors Among Preschool Children," (unpublished.xaster's thesis, Department of Clothing, Textiles, and Related Arts, Michigan State University, 1964),, p. 52. Alydia Boyce Fauls and Walter D. Smith, "Sex Role Learning of Five-Year-Olds," Journal 9; Genetic PsycholOgy,. Lxxx1x, (1956), p. 115.. 5Georgene H. Seward, "Learning Theory and Identifica- tion: V. Some Cultural Aspects of Identification," Journal 22 Genetic Psychology,.LXXXIV, (1954), p. 231. ‘ 4 Conn and Kanner say is representative of a nornal popu- lation of children. This area, because of its sensitiveness, presents a major difficulty for research. Conn and Kanner used dolls in an attempt to reduce this sensitiveness. They set up a play interview where the child was al- lowed to speak for the dolls. The investigator then asked the child to play his favorite game and tell his favorite story using the dolls. Through lead questions the inter- viewer directed the conversation.; Personal differences that impressed the children more than any others were those in attire, hair, genital configuration, and urination posture. The two hundred children interviewed named differences in attire one hundred and fifty times, genital differences sixteen times, tonsorial differences ninety-three times, urina- tion posture forty-four times, and made reference to the breasts and nipples nine times. Three fourths of the children gave differences in clothing as means of sex identification. They said girls wear dresses and boys wear pants or suite. 0f the one hundred and sixteen children noting dif- ferences in genitalia as means of sex identification, they did this by means of verbal expression and gestures. 6JacOb H. Conn and Leo Kanner, "Children's Awareness of Sex Differences," Journal of Child Psychiatry, I (1947), P0 130 7Ibid,.p..20.. 8 Ibid, p. 13. Of the ninety-three children who spoke of differences in the hair, the commonest statement was that,boys' hair is shorter than girls'. Girls were generally said to have 10 hair that was longer and curlier. To investigate children's awareness of sex differences between the ages of DOE and one-half and five years, Baxter used dolls and conducted the study similar to the study of Conn and Kanner. She showed the dolls unclothed, dressed appropriatly, and with the clothing reversed to see how accurate the child could identify sex differences. Results showed that the typical child in this sample was very much aware of sex. Only twenty six errors were made when dressed inappropriate to sex. ‘When presented with the undressed dolls, the children mentioned the primary sex characteristics most frequently as the indicator of sex differences. When the dolls were clothed, the children indicated sartorial (shoes, as well~as other articles of attire)differences most frequently. Tonsorial (hair and cosmetics) differences were the second most important criteria, and somatic (other parts of the body not specifically being thought of as sexually) dif- ferences the third most important criteria. lolbid, p. 13. llHazel Ogilvie Baxter, "Sex Identification by Child- ren Ages Two and one-Half to Five Years," (unpublished Master's thesis, Department of Clothing, Textiles, and Related Arts, Michigan State University, 1964). P. 92. lerj-d'a P0- 61.. " 6 Summary Very little research has been done pertaining to sex identification by young children. Writers agree that this is a crucial area and a significant part of a child's develOpment. Clothing is the vital criterion used by the young child in the identification of sex differences. Other factors used in the child's identification of sex differences were hair, grination posture, and the primary sex characteristics. Focus 9: the Study From the literature, it would seem that two and one- half years is the earliest age at which children are able to make accurate sex identifications. The purpose of this study is to see if children under two and one-half years will be able to make accurate sex identifications. Also being studied will be the criteria they use to make these distinctions. The assumptions, objectives, and hypotheses guiding this study are as follows: Assumptions: 14 The child will be able to understand us and we in turn understand him.. 2. The clothed and nude dolls with primary sex characteristics will provide the means by which the child will be able to distinguish between the sexes.. 7 3. There will be different ways the child will use to identify the sex of the doll. Objectives: 1. To see if children under two and one-half years 2- can make accurate sex identification.. To see what the child would name most often when making sex identification. Hypotheses l. 2. 3. Children under the age of thirty months can differentiate between sex roles. Girls will perceive sex roles more accurately at an earlier age. Children can distinguish sex role differences (by clothing before they perceive differences by primary sex characteristics. Children under the age of thirty months do not comprehend their future sex role. CHAPTER II METHODOLOGY Since no studies have considered the awareness of sex differences in children under the age of 30 monthes, a large part of this research will be exploratory in nature. The. methodology for this study will be presented as follows: (1) selection of method, (2) develOpment of the instrument, (3) pretest, (4) the community setting. (5) selection and description of the sample, and (6) method of analysis. Selection of Method In formulating the research procedure for this exploratory investigation, focus was placed on children under the age of 30 monthes. The Baxter instrumentlwas chosen as a possible method to use for the young children. This instrument involves the use of the interview method in a place familiar to the child. Developmental factors such as comprehension of language, language facility, and sociability, were considered in refining the instrument for this age group. Development of the Instrument As with the Baxter instrument, dolls were chosen as children 1Op.cit., Hazel Ogilvie Baxter 8 9 l The committee2 simplified seemed to respond readily to them. and shortened Baxter's questions in order to make them appro- priate for the age group. Identification of dolls dressed as the opposite sex was omitted. Two sets of dolls were used. First, the "Mommy" and "Daddy" dolls were shown nude, the pur— pose being to have the child make the distinction between male and female through the use of primary sex characteristics. alone. In the second presentation the dolls were shown dressed in clothing appropriate for their sex. The purpose of this presentation was to have the child make the distinction between male and female dolls through the use of clothing. As a final check of the child's accuracy in the identification of sex, all of the dolls were shown together in a random arrangement, and the child was asked to bring all of the same-sex dolls to the interviewer. When the child did.nothing, the reverse approach was used. The child was presented with the "Daddy" doll and told, "Take the 'Hommy' doll." (and vice-verse). Lastly, the child was asked which doll he was going to be likw’when he grew up; the purpose of this was to see if the child understood his own future sex role.3 ‘2Paul H. Mussen (ed.), Handbook of Research.Methods in Child Development (New York: John Wiley and Sons, Inc., 1960), p. 571. 3The committee members were Dr. Arthur'M. Vener, College of Social Science, and the two researchers. 38ee Appendix A for Interview Schedule. lO Reliability The reliability of any test refers to and depends on the extent to which repeated administrations to the sample popula- tion will yield the same results. The reliability of the instru- ment was not determined. The main disadvantage to a test for reliability was imposed by the element of time itself. It is felt that enough time would have to have elapsed between the test and the retest in order tEat the sample population would not recall the dolls they were tested on. Even if the boys and girls did not remember the dolls, one of the controlling variables of the study--age--would affect the retest. That is, the ages of the children would not be the same as they were in the original test and consequently under normal circumstances a degree of learning should have taken place. On the other hand, uncooperative children could have been retested which would have increased reliability of the test for this sample. Validity The validity of an instrument or test refers to and depends on "the degree to which a measurement procedure measures "4 As a result of the pretest. it what it purports to measure. was assumed that the test was valid. The assumption was based on the fact that in the protest, a number of children were 5I-Iarie Jahoda, Morton Deutsch, and Stuart W} Cook, Research Methods in Social Relations (New York: The Dryden Press, 1951), p. 109. . ll interviewed to determine whether or not the interpretation of the questions by the respondents was the same as that which was intended by the researchers. The interview was modified for each child, if it was necessary, in order to convey the intended interpretation. The responses obtained from the pretest were very-similar to those of the final instrument. The Pretest The pretest was conducted in Spartan Village, East Lansing, Hichigan. Eleven children under the age of two and one-half Jere interviewed. The purpose of the pretest was to provide a base of exper- ience for the researchers, to test the interview-doll technique. for comprehension at this level, and to see whether or not the interview was within the attention span of this age group. The reseachers went from door-to-door in Spartan Village. Permission was asked of the parents, and the interviews were conducted in the home. A letter explaining the purpose of the research was also presented at the time of the interview.5 The dolls were given to the child who was allowed to handle them. An introduction such as, "Let's play with the dolls" preceeded the actual questions. The questions were repeated and sometimes varied if the child did not seem to understand them. GSee Appendix B for letter, and questionnaire. 13 TA;LE l.--The number of children at each age level belonging to parents at each class level Education Age Fr. Soph. Jr. Sr. Grad. Totals 0-1 8 18 53 77 163 319 1-2 5 ll 21 59 118 214 2-3 4 3 17 32 104 160 3-4 2 2 9 26 112 151 .-5 2 3 6 21 165 197 5 ,1 2 7 18 39 262 ‘ 328 Totals 23 44 124 254 924 1369 The age distribution of the parents of the children in this sample is shown in Table 2. Fathers ranged from the age of 22 to 36; mothers from the age of 21 to 35. In all but four families, the fathers were the same age or older than the mothers. (See Table 2) Concerning education, 15 fathers were working on a bachelbr's. degree, 14 were working toward a master's and 14 were working on. a doctoral program. The mothers had completed the following amounts of education: high school: 10; freshman: 5, sophmore: 4; junior: 4;'bachelor}s degree: 21; and master's degree: 1, as shown in Table 3. . In most cases, the religions of the parents were similar. In three cases, religious preferences were not given for fathers, and in one case, religous preference was left blank for both parents. The majority of the respondents stated they were 1 Z}. TABLE 2.--Ages of Parentsa Mothers 2O 2O 21 22 23 24 25 26 2] 28 29_30g31 32 33,34,35 Totals 21 22 1 1 23 1* 3 1 5 24 l 1 2 F 25 ' 1 l 1 3 2 26 1 1 1 1* 2* 1 7 g 27 l 2 l 4 r s 28 1 2 1 2 1 7 29 2W 2 30 1 l 1 1 4 31 1 l 32 O 33 1 1 2 34 1 1 1 3 35 1 1 16 1 1 Totals: 1 1 2 5 6* 8 6—v5 4 2 ‘O 1 1 O O l 43 *Four families had two children that were interviewed. aFifty children were interviewed. Four families had two children. Because of differing cultural backgrounds, two children were not counted as part of the study. Background data is therefore available on 43 sets of parents. 14 TABLE 2.--Ages of Parentsa Mothers 20 2O 21 22 23 24 25 26 27 28 29_3O 31 32 33 34 35 Totals 21 22 1 1 23 1* 1 5 24 1 2 F 25 ' l l 1 3 i 26 1 1 1 1* 2* 1 7 2 27 1 2 1 4 r s 28 1 2 1 2 1 7 29 2w 2 3O 1 1 1 1 4 31 l 1 32 O 33 1 1 2 34 l 1 l 3 35 1 1 36 l 1 Totals: 1 l 2 5 6 8 6 5 4 2 'O l 1 O O 1 43 *Four families had two children that were interviewed. aFifty children were interviewed. Four families had two children. Because of differing cultural backgrounds, two children were not counted as part of the study. Background data is therefore ‘ available on 43 sets of parents. mfimb‘ci-mfij TABLE 3.--Education of Parents Eothers D Q T' n C‘ .4014. :..u. H.S. Fr. Soph. Jr. B.A. M.A. Doctor's Totals high school Freshman Sophomore Junior 2* 2 Bachelor's 6‘ 1* 3 1 4 15 Easter's- 1 1 1 8* 11 Doctor's 2 2” 2 1 7* 1 15 Totals 11 4 5 3 .19 1 43 *Four families had two children that were interviewed. protestant,*or named a specificnprdtestant faith; as shownrin' Table.4. The parents of the children interviewed had spent most of their lives in the following types of communities: farms: 16; small towns: 26; cities smaller than Lansing: 17; cities the size of Lansing: 2; large cities like Detroit or Chicago: 18; suburbs: 5. (see Table 5) [OI-J \OUJH'lmU'I-h'b! 10 11 12 13 TABLE 4.--Religious Preference of the Parents Preference 1:f2;g3_j4f 5 51.7_ 8 _9' 10‘ 11 12 Totals Protestant 12* 12 Norman 28L 2 Lutheran 4 4 Catholic 2 . gab,c 10 Methodist 4* 4 Baptist 1 1 Presbyterian 2 2 Christiaaneformed 2 2 Hebrew 2 2 Episcopalian 1 1 Christian Scientist 1 1 Mennonite 1 1 Totals L2 4 8 5 flit; 3 2 2 __L 43 *Four families had two children that were interviewed. 8"b'cNo preference was listed for the father mflmb'ctffi'd 17 TABLE 5.--Type of Community where Parents spent Most of their Lives Mothers 1 2 3 4 5 6 Totals 1. Farm 3 4 l 1 9 2. Small town 1 8* 2* 3 14 3. City smaller than Lansing 1 5 1 1 8 4. City the size of Lansing 2w 2 5. Large city like Detroit or Chicago 1 6 7 6.ammm 1 l 1 3 Totals 7 12 9 2 11 2 43 The Sample Of the 50 children in this sample, 49 were interviewed in their homes in Spartan Village; one was interviewed in his home in East Lansing. Four families were included from which two children were interviewed. It was necessary to drop out two members of this sample due to cultural differences which might have influenced their answers thus biasing the sample. Table 6 shows the distribution of the sample by the num- ber of siblings of the children interviewed. The greatest percentage of families was composed of two children, and approx- imately even numbers of families had one or three children. 18 Only two families had four or more children. TABLE.6.--Distribution of Sample by Sibling Composition Number of Siblings Number of Interviewees Percentage of Interviewees Only child 13 27 One sibling 22 [23". Two siblings ll 455?, Three or more siblings 2 l 4 Totalg, 48 190 Method of Analysis Tabulation was done entirely by hand. In order to describe the data, the researchers wiSh to (1) characterize what behavior in identification of sex role may be expected by age and sex groups, (2) indicate how widely each age group varies, (3) show how individuals are distributed with respect to their responses, and (4) describe the differences between age and sex groups by their responses. CHAPTER III E35055 MADE IN SEX IDENTIFICATION An analysis of the errors made is sex identification will be the focus of this chapter. An error was defined as the incorrect response made by a child when asked to identify one of the dolls. For example, it was considered an error if the child was presented with the female doll and he identified it as the male doll. The relationship of age and sex to errors made will also be explored. Each child was placed into one of five perception cate- gories based on the researchers' observations (see Table 7). (1) Accurate perception of sex role differences in both dressed and undressed dolls. (2) Slightly accurate perception of sex role differences. (i.e. Recognition of one set of dolls). (3) Some indication of some knowledge. (i.e, recognition of one doll). (4) No knowledge of sex differences. (5) Responses difficult to analyze. (i.e., Uncooperative). éfifi Children making the least errors in identification of sex role, were ages 21 to 30 monthes in age. Out of 28 children. in this 889 group, 21 had an accurate perception of sex role differences; two children had a slightly accurate perception of sex roles, one indicated some knowledge, and one child indicated 19 mm Ma dm m: m H m: mm m m: : mm as mm ma .afi m a N a Na as on N a: H+ om Hm 0H m: em mm mm mm m me am as 0 mm am am m. o: n ma mm m: mm mm ma H mm mm mm mm mm mm MN NN fim ON ma ma ma 0H Wfl 3H ma NH HH 0H hsomOQmo no Honesz moapaflso mo owa . . 1 anomopdo go soflsss oqm was msflaomm .mddap when .des masam .aepsss aefi>sopcfi an soadaflso we soapsnfispmflm .m mamaa I! n! _fl! «'3 21 no knowedge of sex differences. Three children in this age range did not cooperate with the researchers to give any indi- cation of knowledge or lack of knowledge concerning sex role differences. The period of change from no knowledge to an accurate per- ception of sex role differences seemed to take place between 14 and 20 monthes for these children. In this age range, four children had an accurate perception of the sex role concept, four children were slightly accurate, four children gave some indication of knowledge, and two children were uncooperative. Five children between the ages of 10 and 13 monthes were interviewed. Of this group, one child gave indication of slightly accurate knowledge; the other 4 displayed a lack of knowledge in sex differences. A definite trend is thus noted in the age span, 10 monthes to 30 monthes, moving from a lack of knowledge to an accurate perception of sex role differences in both dressed and undressed dolls. The sample is biased in that there is less population representation in the younger age groups. s2); Differences in perception of sex roles were noted between the sexes. All five of the children who were uncooperative, were male. The four children making errors who were 21 monthes and over, were male. When categorizing by sex, it should be pointed out that the sample distribution is biased in several ways. Although more males (27) were interviewed than females (21), the 7 distribution of males is heagier, 17 monthes and older. Biased sample accepted, only males, 17 monthes and older, E} ade errors in identification and were uncooperative. The Errors Five children identified only the dressed dolls. One child referred to the dressed "Mommy" as "pretty" and "baby." It would seem then, that children are able (or willing) to identify sex role through clothing before primary sex char- acteristics. Five children indicated some knowledge by identifying one doll or giving some other sign of limited knowledge. Two children identified the dressed "Mommy," one child seemed to look at the right dressed dolls, one child identified the dressed "Daddy," and the undressed "Mommy," and one identified the undressed "Daddy." Again, more dressed dolls are identified than dolls with primary sex characteristics. When presented with all of the dolls, 24 children didn't know which dolls were "Mommies" and which were "Daddies." Nineteen children were able to identify both sets of "Mommy" and "Daddy" dodis, and four children identified only clothed dolls as "Mommy" and "Daddy." A common misunderstanding was that the children would pair the dolls not by sex, but by clothing 23 and lack of clothing. They were unable to understand the question as it was phrased. Summary In this chapter, an examination was made of the errors children made in sex identification. The pattern of errors was also considered. Recognition was made of the fact that the sample is not balanced by age group or sex. Children under the age of 30 monthes were able to dis- tinguish.between sexes. Ability to distinguish sex role increased as the children grew older; the knowledge seemed to take place between 14 and 20 monthes. From 21 to 30 monthes, all of the girls and most of the boys were able to point out the "Mommy" and "Daddy" dolls. There seemed to be some indica- tion that clothing preceeds primary sex characteristics as a means of identifying sex role. CHAPTER IV IMPORTANCE OF CRITERIA EMPLOYED IN SEX IDENTIFICATION This part of the study was to explore the relative importance of clothing and the primary sex characteristics as criteria indicated by the child under two and one-half years when distinguishing between the sexes. In addition, the children were asked to identify with their future sex role. Order 92 Responses To determine the importance of the criteria employed in sex identification by the children in this sample their responses were analyzed. The children were shown the clothed and nude dolls and after correct identification of the "mommy" and "daddy" dolls they were then asked, "Why is it mommy?" or "Why is it daddy?" The following table shows the responses employed by the children in sex identification. 24 .9 f}- 9“» I ‘ (2 E) Response Criteria Employed in Sex Identification 725/8 8 Criteria Appropriately Undressed Total Dressed Dolls Dolls Tonsorial 8 6 ;, 14 F‘ . Sartorial O) {8," 8 Primary Sex /~ 7 Characteristics kl}? O O 13 Didn't know (30) (35) (55) Total Correct Responses 21 14 35 It can be seen from the table that when the dolls were appropriately dressed tonsorial differences wenementioned eight times, sartorial differences not any times, primary sex characteristics thirteen times, and thirty children didn't know why at this age. When the undreSsed dolls were shown, tonsorial differ- ences were mentioned six times, sartorial differences eight times, primary sex characteristics not any times, and thirty- five children of this age group didn't know why. When presented with the nude dolls the primary sex characteristics were the most important indicators of sex differences for these children and when presented with the clothed dolls the children mentioned the clothing the most times. This agrees with the findings of Baxter in ‘J\ her study of preschool children, that when presented with clothed dolls the attire is mentioned most frequently and when presented with nude dolls the primary sex character- istics were mentioned the most. Also found to be in agreement with the Baxter study was that the tonsorial differences were mentioned second in each case.2 The percentage of this sample that knew why the difference is as follows: Table ’W. Criteria Dressed ‘ Nude Tonsorial 16.6% 12.5% Sartorial 0.0% 16.6% Primary Sex Characteristics 27.0% 0.0% Didn't Know 62.5% 72.0% Those who did know were in the age range as follows: Tonsorial twenty to twenty-nine months Sartorial twenty to twenty-eight months Primary Sex Characteristics seventeen to twenty-nine months This study shows that the child learns the tonsorial differences, the sartorial differences, and the primary sex characteristics at an early age. . 1Hazel Ogilvie Baxter, "Sex Identification by Children Ages Two and One-Half Years," (unpublished.Master's thesis, Department of Clothing Textiles, and Related Arts, Michigan State University, 1964), p. 49. 2 Ibid, p. 50. 27 Identification of Future Sex Role A very small percentage of the children know who they would be like when grown. Only nine or 18.7% of the entire sample knew. Of these six were male ranging in age from nineteen months to twenty-eight months and the other three were girls ranging in age from twenty months to twenty-eight months. Again~this learned atwa very early age. ,/ -~-~____‘ “"23"”:l ' “'"‘ "‘"- 'I-"ur- -.-.- 4-. ,. .._ .. 7.- . 1 Reverse Approach When the children were first shown the clothed and nude "mommy" and "daddy" dolls and didn't correctly iden- tify them the reverse approach was used.. As an example, the nude "daddy" would be shown and the interviewer would say, "Here,.take the "mommy" doll." This procedure was used nine times with the nude dolls with anxiety shown in two cases and acceptancy shown in the other seven. When the reyerse approach was used with the dressed dolls, which/{EEwas six times, anxiety was produced in one case and the dolls were accepted in the other five cases. 'When referring to anxiety,the_child’would either \, ‘_--\ whine or not take the doll; CHAPTER.V SUKHARY, INM?LICATIOKS, AND RECOHXFTDATITHS The prime focus of this study was the exploration of the preschool child's accuracy in identifying differences in sex and the criteria he uses in making these distinctions. Specifically, the pattern of errors made by the children, the criteria they used and the relative importance of those cri- teria in sex identification were analyzed. The correlates of the criteria employed in sex identification-- age and sex, were also considered. Broad hypotheses which involved the association of the correlates with pattern of errors, guided the study. The cri- teria employed, the relative importance of these criteria in sex deliniation, as well as knowledge of future sex role were explored. Two identical sets of dolls with primary sex characteristics were used as the basic instrument to measure the child's accuracy in identification of sex differences. The appearance of each set of dolls was slightly altered when presented to the child in a series of two Scenes. In Scene I, the dolls were unclothed ex- cept for shoes which were painted on by the manufacturer; and in Scene II, the dolls were appropriately dressed according to the accepted fashion of the day. 28 at L. J K In Chapter III, an examination was conducted of the pattern of errors made by the children in sex identification. Most of the children of 21 monthes or more gave accurate per- ception of sex roles. Only malerchildren over 21 montheh made mistakes in sex identification. The critical period in ability to perceive and communicate this information was from 14 to 20 monthes. Only one child out of five under the age of 14 monthes showed any indication of being able to distinguish the sex roles. Five boys and no girls were uncooperative, providing no indi- cation of knowledge or lack of knowledge concerning sex role differences. The children seemed more able (or willing) to identify sex role through the clothed dolls than the nude dolls. Thus, there seemed to be some indication that clothing preceeds primary sex characteristics as a means of identifying sex role. Because this was an exploratory pretest using children under the age of two and one-half, any child available within this age group was interviewed. Caution should be used in making positive statements concerning the population, as it is biased. In Chapter IV, this was to eXplore the criteria employed by children under two and one- half years in sex identifica- tion. The criteria were classified as tonsorial, sartorial, and primary sex characteristics. When the children were presented with the undreddes dolls primary sex characteristics were mentioned first and.tonsoria1 differences were mentioned second. When the children were presented with the appropriately dressed dolls sartorial is d _,.x. How do children learn to identify themselves as members of 30 differences were mentioned first and tonsorial diffcrenees were mentioned second. In this sample there did not seem to be a difference between the responses of boys and girls. Analysis shows that when shown the nude dolls with primary sex characteristics, they are the most important criteria for sex identification and when presented with the clothed dolls, clothing becomes the identifying factor. In this sample, some exgeptional children had know- nan-aw“ ledge of their future sex roles Implications L t No society fails to embody in its practices and language the fundamental biological distinctions between the sexes. X one or the other sex? 4/ g 53‘ Social psychologists, using the symbolic interactionist approach maintain that an individual's conception of him- self is influenced by and a result of social interaction. In turn, the self-concept guides and influences individual behavior. Perceiving the actual responses of those around, the child's behavior is influenced. The behavior of the child also influences the behavior of others toward him. Lindesmith and Strauss indicate tdet there are three stages involved in the process of sex role identification (internalizing the role of male and female). These in- clude (1) recOgnition of sex differences, (2) learning the meanings of male and female, and (3) the classification 31 of one's self as male or female. The major concern of this research involves the re- cognition of sex differences. The classification of one's self as male or female was also explored. The findings of this study clearly show that middle class children under the age of two and one-half years old have already completed this first stage. Specifically, most children between the ages of twenty-one months and thirty months recognize sex differences. Three criteria, tonsorial, sartorial, and primary sex characteristics used by the children in sex delinea- tion vary according to the situation as shown by the results of this study. Methodological Recommendations Several changes could be made to refine the instruments of the study - - The dolls: acceptable for the age group. Instrument: simplification10f vocabulary and sentence structure. Questionaire: inclusion of "city, size of Lansing." Suggestions for Further Study A repeat study may be used to amplify and make concrete . lAlfred R. Lindesmith and Anselm L. Strauss, Social Psychology, New York: The Dryden Press, 1957, pp. 321-329, 32 the work of the pilot study. The sample pOpulation of this research was rather homogeneous in nature. For purposes of comparison it would be advisable to launch other studies of a more heterogeneous sample based on children with different socio-economic, ethnic, and racial backgrounds. Regional and rural-urban-suburban differences should also be included. BIBLIOGRAPHY Books Jahoda, Marie,.Deutsch, Morton, and Cook, Stuart W. Research.Methods in Social Relations. New York: The Dryden Press, 1951.. Lindesmith, Alfred R., and Strauss, Anselm L. Social Psychology. Revised edition. New York: Holt, 1956. Mussen, Paul H. Handbook in Research'Methods in Child Development New York: John Wiley and Sons, Inc., 1900. Seward, Georgene. Sex and the Social Order. New York: McGraw-Hill Book Company, 1946. Articles and Periodicals Conn, J. H., and Kanner, Leo. "Children" 8 Awareness of Sex Differences," Journal of Child Psychiatry (1.1947) Fauls, Lydia B., and Smith, Walter D. "Sex Role Learning of Five-Year Olds," Journal of Genetic Psychology (LXXXIX, 1956). Seward, Georgene H. "Learning Theory and Identification: V. Some Cultural Aspects of Identification," Journal of Genetic Psychology (LXXXIV,1954). Stone, Gregory P. "Appearance and the Self, " Human Behavior and Social Processes. Edited by Arnold.M. Rose,.Boston: Houghton.Mifflin.Company, 1961.. 33 34 Baxter, Hazel Ogilvie. "Sex Identification by Children Ages Two and One-Half to Five Years." Unpublished {aster's thesis, Michigan State University, 1964. Weese, Audray L'H. "Cultural Objects and Apparent Symbols as Sex Discernment Factors Among Preschool Children." Ungiblished.Master's thesis, Michigan State University, 19 a APPEC'DIX A 'Interview Schedule v‘ " ' fl ‘ I “ :\ I )w L A, . h i - .-.! ..‘mI-nn. “-.."..o—n-na I“ v"\ A . "'0 - -~" «vi-... l 4'1, 3“ I\"‘~"‘. \J Kai-.14 . __ fin ..- I" . p q n n, N A 'l n . w‘ '. -‘-,- ' ‘y _ a. UK) 5 ‘/ ~§.-."; ()- 35-33333 0 __ m..—.—.vv '""—‘- _'—-v—. —.. ." “ w—“uvmasnl 0"‘3111— ... ». '3 _.\¢ ' “ Hr -- * 9350-9 7": Li‘rl'.)‘.l.l L': ‘. .’:I:j sJ‘.’."§,-.l ....1. ~ .-»".cw- - — —-v~-‘ II.““\._—\ 4—- Mo—‘th-QU‘OW-r-J't-‘M'D I‘] c- . ‘ :3" . 5 w I‘ .- ‘ r, IfI'A‘ ¢~ \ I -‘ ... v- 3‘ I. me; e no no uuduy o-Llo ‘ - w ’5: *‘ ‘-‘ -——w I.“ -... gym-v.1 w-" Try-3 . ’, .P .4» I“; '2'! . 20 ‘0'41' HUI-L V ? (1“. fi.‘ ... . '0' .‘e q’? i.‘ I.”I'J L. ‘I Fcu X‘- “at 'V. . I 'J 0 ‘ I " w 1‘ ‘2. ( ...— “ ___ 'fiula-T‘Wu‘x —— “ _-—.-" -_‘ v If“ '3 N . v‘ 1 v s»? (R “J n.'\.- t, ‘ .- 1 )0 ULJD Aug :13 toU.‘.'.l:7 001.... - . o Mflw‘m‘ x-r‘ ——.-—»—-—.—. me5-§mm m :‘m-m - ——- ~. I _. .- ; L: ‘7.) K. 4“."- f. r ()‘n [Y o a- 0‘. VII-AV . 5 ‘- ..., . Q .“7 1' D Q‘ I px". 0' Q"! A ‘5‘? U0 ' ‘U {sélwx I'r w _‘ — ¥ —- - 53“....‘m'l-W - “‘u--‘ .-: a \. T. '\: ‘w 9‘,“ ' (I ,-\ ‘1“, ('1 Dy" PP'}: I [-_--|,-v 0‘1 VJ: ..}..} :J‘A: J‘JU Jr”: .‘IK‘JB '41:) i 10}-? In}: J!J,:’, .1.--- --~-va’:.- .' : I" '1 ‘. REV" .- ‘ P.‘v-'1-.- .m—urvv '0. u. a... M...- W'-v-m|~t\u.a.- 1a~-:r.~':. .ml-I'VW'M‘"L' ""“ 'O‘lw‘uw- .... .w‘m. «I w Ur" W 1 VI.“ " ". " u ‘\ -'- ‘ffi' ’ iv " D o C'i VxJ MID {ll-1U LJ; 5...}: (EU . J. 0 AA A‘ I‘Nhnuu ( L“ w «.1 - n. 0 o * 0 w - —-- m gun-'- “‘m -_‘-=‘ —. n (I '1’ 1.9 'l -. ‘ ,- t-‘h P’fi‘" 3 ‘v m .~_. - g o “th $3an .438 ”a u U..- "7 33....» w __ ‘ n ‘--I.“-“--‘ “'my r .— . 'rju O c ~ :30 O C n.- '_ nug’mfi—“____ --— ““fl‘i’ .‘ 0-. . --.~’ " c: w v-n- -" r“ z) m- -,- m‘ w" v L" \thJ " H..’.'_f;‘L:_J 1;”: [Lilk‘l “:i) £72... Iii-13.00: 1‘1! ‘ I. .2..‘... —-1‘—. - "Wr" ~-. .. .fl.:~vfiu --~-—\v- a .- 'I \~. “wtwva— PM Ira-c ‘VMw—‘J' r"-~45;::-:-;- 0". don"t-fl- . 5.. 1| ,g. . 7 'y-‘,. I; r. ‘n- 3. 5'4. 1‘ P‘ by, .‘In a? " r n" ’I fl '4‘ .‘ I " «L-L‘ULA \JA-LIJ (‘5. u é‘O-u IEJ’I‘. J, U.‘ L)“ g Q a. f I, O l'_ :' A r n 1‘.“ ... ‘ :3 LikU w‘LiLZL 2401a 9,130.4 up. “- ;_ -‘-—'.-‘ \ ‘ . - 7 ~- . u q- ‘ ‘ \ ~_ v ."\ ‘- - . w ' , - I . . . . ~.1 . . A . L t). .135.) a -. ..~ . ...7. -~ ..-._- ..- ....- . If. s. ... .4 -_-—t.o§- _ -- _,. ___ “- . . -- :.\v .A " ... ; V . ..._I 55 a. a. b.1U ' . ". 1 . H ~ _ ‘ ' ‘ 3o. . ~ . C ‘ ‘ _a 4 \..'\,.\.4 ' 'V ‘l J. d-u 0 ""‘ " “‘""" -’-"“"~I ‘- “‘ “ ‘FU. ---unn—p-o-UHQ.MI — L ...-p.- ”'1. ..-__. o 'r p._ _ l .‘ -. _ ‘ -" r: .... ..,.. ‘1 4-». . . J- o-- .T' " . .‘n J ‘-A ... 'J k‘ 1 . . . ¢. . _ .. ,6. ' q 1 . l ' z- . .1 f‘ I ’J '~;)t.b A. ‘- Jun-ou-JO w;w-r;,r'r .1». :..-.sn'bxpc‘w “A 1‘.“ pariah. amn‘L‘N-‘Y' A-o‘nuuu-QQ'I‘MVW r IQU'Mt .n D. A n- I". “arch—1. m-Ml‘ubl.wfldfl4 "II-I'll“ I wrwammnu.’ a! mean b...'-.-‘t ' " .4 ...-w-v-v-l- .-‘w'l - ”mum; I'M" .fl-JOO-l mrtunu-cmvu. «If: ' ot‘lr'l~-'m- 1mm-.-w . -.' I v .a oa-Iv-‘a.-' duo-"- Dwayrffi j_;{;‘*_‘. 1 ’3 "7 f‘,‘ "at" . No _ .' 1 - , ...L ‘ .‘f -. .1. p1,... .; ..o. ... .- .j- .- 1,- ll H' d .~~k.«'A.J 32' n.‘v~-’-\J-A a POL Chl- df'fifl "'2- .. a. ".".J.\.‘- UK. RC) .1) \J'l‘Nc’ l. .‘-... -, . ‘4 AM .-.-‘m—..¢~__- r_~'-'_-.- ¢-j -v_‘h15.--o.q J—dfluvhx ' "’-‘“ ‘h- OK -' guum- m .am—av-tvr-sxwuv“u—w-w-r-rgu-Joc.rrvr- .J' ' ’ . - . ~ "' . I "l — . — :‘\.,' ' ""\‘. I .115" "V-I,'r‘lr'. ‘4—3! , x I ' ‘ ' ' I I - ' “0' ‘ t' . [.1'.44 4 I Q ~ _, ‘4 J,.u‘.~) d-I'fi -- 1:!» .f v-JL. -a\‘ bth- ' nr'v. '£u$.M'-~.~~-. _- ‘ “-~IU'-~o » anul "_',~‘. 3.1:- a .n- I us.- ‘nun. N‘o-g-p-.‘u-.-m.- . ‘ j ‘ . , ,A ' 3 3'3 0* L0 gV-_t_~_J -. ..:; JtlUK-JJ’ Cu'CJLLO u~~-.t_ul- '7'. I—‘wj'm -71 I’.fl1"mL'_‘mm‘b'—'?~"V- F-l C ‘1 ..l" m"”nm"" 1%.”.‘0. l“.““.7ll"- “I r.'l " ["mf'TA ‘5' -. . .. .v .. -.. r. I” - ‘ vs u“ ‘ ‘7‘ " ' .3 r H -\~, It -\.. ”2.1.. D fl, 3 ‘ u ‘ ' 5 . . | ‘ . 1‘.) . . , . t v ' . - - --.]- 0 ...; l ‘ b \j n—I‘U ....J. ' . 1' —- ..‘~4-~_ 1 *1- _ l,- ‘ «r '.‘v--.--s,¢-J-..-¢~u. __-0. .MM -..... p'ihfi'gg : _* ~-.‘-| .V’2a ”.83...-MM‘“; ,- .. . .f._ '9 . c A'I‘..‘.’- . 4.. '3. _. “ .' .-.- ‘I'T'. ' .1 1 . a...) -.u-..;; I-.'..,‘J ‘A..‘nin.t',f K O 3.0 ‘ I C:mw~— sta.‘ -- .l‘lfi-OWJUI."-‘L~“V’-—— .JWNVK— ‘uerlJ%.1; . ‘ "r: 'r\,r T T ’L D ,7“ A 1).? "r .1 tin-.71”? v" in" 3 '11 ;j- r. 3f“ .1) 5‘) “J“ ' l A. h o‘f ' ‘ 14' ' . ' - v . J -. . \J .4-.. o . A,. I