SAVANNAH STATE COLLEGE LIBRART STATE COLLEGE BRANCH SAVANNAH. GA. ;;^^- C/^ Q^ ^ ^7^/t^ SAVANNAH STATE COUM UfiRART STATE WLUEGE BRANCH SAVANNAH, 6A. Digitized by the Internet Arciiive in 2011 witii funding from LYRASIS IVIembers and Sloan Foundation http://www.archive.org/details/facultyresear1121957sava FACULTY RESEARCH EDITION of The Savannah State College Bulletin aAV;^ i6 UBK/i^r i Volume 11, No. 2 October, 1957 Published by SAVANNAH STATE COLLEGE Stafe College Branch SAVANNAH. GEORGIA FACULTY RESEARCH EDITION OF THE SAVANNAH STATE COLLEGE BULLETIN Published by THE SAVANNAH STATE COLLEGE Volume II, No. 2 Savannah, Georgia October, 1957 William K. Payne, President EDITORIAL COMMITTEE W. H. M. Bowens J. Randolph Fisher Joan L. Gordon Calvin L. Kiah Alonzo T. Stephens Ben Ingersoll R. Grann Lloyd, Chairman Elson K. Williams Articles are presented on the authority of their writers, and neither the Editorial Committee nor Savannah State College assumes responsibility for the views expressed by contributors. Contributors William H. M. Bowens, Director of Audio-Visual Center John H. Camper, Assistant Professor of Education Yvonne T. Grantling, Instructor in Biology Calvin L. Kiah, Professor of Education R. Grann Lloyd, Professor of Economics Farnese Hughes Lumpkin, Assistant Professor of Home Economics Eldridge E. Scales, Registrar and Professor of Education Fort Valley State College Alonzo T. Stephens, Associate Professor of Social Science Elson K. Williams, Professor of Social Science The Savannah State College Bulletin is published in October, December, February, March, April, and May by Savannah State Col- lege. Entered as second-class matter, December 16, 1947 , at the Post Office at Savannah, Georgia under the Act of August 24, 1912. 69902 The men and women who conduct learning activities in the college determine to a large extent the nature of the product. Much of what students learn can be traced directly to factors other than lectures, reading, recitations, discussions, and ex- aminations. The learning of students in- cludes the methods, the processes, and the approaches of teachers to problems in liv- ing. An active growing faculty helps stu- dents to develop habits that lead to con- tinuous growth. This issue contains a number of studies by faculty members of Savannah State College and one by a faculty member of Fort Valley State College. It is encourag- ing to see new contributions and the variety of interests. The use of research methods to solve institutional problems as well as individual problems is a desirable charac- teristic of college faculties. The College is glad that the Board of Regents has con- tinued to make such studies possible. It is hoped that these studies will encourage and stimulate the present contributors and other members of the staff to initiate and continue studies which provide for better educational opportunities here at the Col- lege and in the field of higher education. W. K. Payne President TABLE OF CONTENTS Page Research Note on the Methodology Employed in Training Interviewers for a Study Utilizing the Intensive Interview Techniques 5 R. Grann Lloyd John H. Camper The Role of the Ectodennal Crest in the Developing Wing of the Chick Embryo 8 Yvonne T. Grantling A Report of the Persistence of a Group of Entering College Freshmen 12 Eldridge E. Scales The United Nations: A Scheme for Peace in Our Time 20 Alonzo T. Stephens Serviceability and Suitability of Denim 36 Farnese Hughes Lumpkin The Status of Audio-Visual Educa- tion in Florida's Accredited Negro High Schools ..- 51 William. H. M. Bowens A Study of the Personnel of the Sen- ate in the Eighty-Fourth Congress, 1955-1956 65 Elson K. Williams Research as a Technique in Curricu- lum Construction 72 Calvin L. Kiah Research Note on the Methodology Employed in Training Interviewers For a Study Utilizing the Intensive Interview Techniques by R. Grann Lloj^d and John H. Camper Increasingly refined intensive interview techniques are being used in socio-economic research. Intensive interview techniques are especially useful when the investigator is primarily interested in determining patterns of action and thought. The use of these techniques, however, requires special training. This research note is designed to share the experience derived from training interviewers to use a semi-structured intei'view schedule for the first time. Probably, the most significant feature of this tech- nique is its objectivity. The materials were prepared in advance, with all interviewers making the same inquiries of interviewees selected according to well-established sam- pling procedures. Hence, the findings afford a representa- tive cross section of prevailing community thought. One characteristic of the semi-structured interview tech- nique employed was to use open-end questions which though leaving the interviewee stimulus free tended to structure the responses. It is believed that the use of this type of interview schedule tended to maximize the variety of re- sponse, to reduce to a minimum guidance and direction by the interviewer, and to allow the interviewee greater free- dom of expression. Hence, whereas the semi-structured questions used did not focus attention on any particular phase of the stimulus situation, they did tend to circum- scribe the informant's responses. The individuals inter- viewed were, within the limits prescribed by the semi- structured questions, free to give expression regarding the things of most significance to them. This non-directive ap- proach may be used with much profit in exploratory studies. The interviewers used in this study were primarily junior level college students in a teacher-education program. How- ever, a minority of them were mature individuals pursuing studies in an adult education program. Because of its rela- tion to the successful use of semi-structured interview sched- ules and/or open-end questions, it seems not without sig- nificance to emphasize their maturity and training at this point. Many facts, which though relevant are not specifi- cally solicited by the interview schedule, might be revealed which an interviewer without adequate prior academic training may neither observe nor record. Whereas it would have perhaps been more desirable to have the interviews conducted by college graduates, it is believed that the thorough training received by the interviewers in the use of intensive interview techniques, coupled with their en- thusiasm, resulted in a creditable explorative study. The training period for the interviewers who conducted this study extended over a period of ten days. This training was initiated with a five days orientation period, with at- tention focused on (a) the sampling design employed, (b) the nature, scope, and objectives of the survey, (c) the interview schedule, with particular reference to the semi- structured schedule or questionnaire, and (d) the intensive interview techniques. The primary objectives of this initial training period were (1) to acquaint the interviewers with the nondirective approach and the mechanics of the inter- view schedule, (2) to acquaint them with techniques that generally secure usable responses, and (3) to familiarize them with the objectives underlying each question. The remaining portion of the training period was devoted to practice interviews among the interviewers themselves and conducting interviews in non-sample areas. After each ses- sion of practice interviews and/or interviews in non-sam- ple areas evaluation sessions were held with the trainees. Each question was carefully edited with the interviewer in order to give the interviewer a thorough understanding of the question, to correct recording and procedural errors, and to eliminate deficiencies. Indeed, these evaluation ses- sions involved a qualitative analysis of the completed inter- view schedules. The interviewers were urged to become familiar with and observe the following criteria of a successful interview : 1. Help the interviewee feel at ease by meeting him cordially with a pleasant greeting and by calling his name. 2. Provide an atmosphere conducive to a good inter- view and allow the interviewee to "get settled" to get the "feel" of the situation before plunging into the interview. 3. Be sincere. 4. Make the interview a cooperative undertaking. 5. Avoid approaches that might destroy rapport and arouse antagonisms, but uncover the real issue or difficulty. 6. Seek a positive a "yes" response at the very be- beginning. Often the interviewee will take a "yes" response cue and go on from there. 7. Do not embarrass the interviewee unnecessarily. The interview is not, and must not, be allowed to become an inquisition. 8. Face the facts professionally. 9. Alleviate the shock of disillusionment. 10. Listen let the interviewee tell his own story in the way he wants to tell it. 11. Avoid a patronizing attitude and use your sense of humor. 12. Avoid interruptions and achieve something defi- nite. Since the research design specified that the inter- viewers should enter 1000 homes in the Savannah-Chatham County community, a large number of interviewers were needed. Hence, it was necessary to train a relatively large number of individuals. On the other hand, since the ques- tions were semi-structured in advance, relatively little skill was required of the interviewer; moreover, the chances of the interviewer injecting his own bias were reduced to a minimum. Furthermore, the interview schedule was care- fully designed with a view to gathering data in a manner affording fairly simple analysis. This design made it pos- sible to use some volunteers in the analysis of the data who had no previous training a possibility that would not have existed if the questions had been unstructured or in an analysis based primarily on the interpretation of complex data. Thorough training in the use of intensive interview techniques, together with participation in the analysis, gave the interviewers a satisfying sense of identification with the total research survey. The Role of the Ectodermal Crest In the Developing Wing Of the Chick Embryo by Yvonne T, Grantling I. Introduction The embryo of the chick has been repeatedly employed in extensive studies on morphogenesis and differentiation. Recently, however, the development of the appendage buds of the chick embryo have been studied with the purpose of following the pattern of differentiation in a more or less independent system. These studies involve the develop- ment of the young appendage buds on the chorio-allantoic membrane. Much fruitful information has been obtained from this type of investigation. Most recently Saunders (1948) and Zwilling (1952) have emphasized an inter- action between the ectodermal crest of the wing bud and the underlying subadjacent mesoderm in the proximal distal growth of the appendage components. Warren (1934) reported that definite bones would be missing in the definitive wing upon removal of the anterior or posterior halves of the wing bud. He indicated that a mosaic pattern of wing parts is resident in the mesoderm of the three-day old wing bud. Hansborough (1954) removed plugs of mesoderm varying in sizes from 5% to 50% without disturbing the distally located ectodermal crest of the four-day old em- bryo wing bud. He observed that since complete regulation can take place after the removal of one-third to one-half of the tissue from the bud, the mosaic arrangement of ma- terials for the future wing parts if present is not a rigid one. Wolff and Hampe (1956) excised an intermediate segment of the three day old limb bud and transplanted it on the chorio-allantoic membrane. The terminal cap was replaced on the base of the limb bud. The operated bud forms a perfect leg and the transplanted fragment gives rise to several bone elements. Their evidence showed that regulation is sub-total in that only the fibula and first digit is absent. They termed this "regulation intermediaire." Hunt (1932) grafted wing buds of embryos ranging in age from forty-eight hours to seven days old to embryos eight to ten days old for the purpose of analyzing the dif- ferentiation of the limb buds and the extent to which the chief components or limb, bone and muscle are self differ- entiating. He observed that the muscle of the chick limbs are capable of initial independent differentiation, but they do not maintain this independency. Zwilling (1952) transferred the ectoderm from three day chick embryo wing buds to the mesoderm of the leg bud denuded of its ectoderm. He concluded that although the presence of the apical ectoderm is a specific requisite for limb out growth, it has no influence on the determina- tion of the limb type (i.e. leg or wing). II. Materials and Methods The eggs used in this experiment were obtained from New Hampshire Red Hens from the Poultry Department of the University of Maryland. They were incubated at 3b degrees Centigrade for a period of 31/2 days (stages 21-24 of the Hamburger-Hamilton series). Before operating each egg was candled and the site of the embryo marked. The small end of the egg was sterilized with 70% alcohol and a small hole was made from which i/o cc. of albumin was removed with a 5 cc. syringe. With a rotary drill, a win- dow 1.5 cm. square was drilled in the egg through which the operations were made. After exposing the embryo, the amnion and chorion were deflected to expose further wing bud. An incision was made into the ectodermal crest with number 12 sewing needles which were sharpened to a fine point. Portions of the crest were stripped off with micro-forceps. After the operations were completed camera lucida sketches were made of the bud. The amniotic folds were then pressed together with the micro-forceps to insure their union and to prevent the deformation of the bud during future development. The window was firmly sealed with cellophane tape and the eggs were replaced in the incubator. Development was allowed to continue until the tenth day at which time the embryos were recovered and fixed in 10% formalin. Each operated wing was observed for morphological changes and camera lucida sketches were made for comparison with the controls. The embryos were not stained for the study of their skeleton. III. Observations TABLE I oved No. Operations No. Survivals Results Crest Rem Normal Abnormal Anterior Middle Posterior Vz Vz Vz 121 47 87 68 11 58 13 55 11 58 Total 255 137 13 124 Table I shows that a total of 255 embryos were oper- ated upon of which 137 survived. The embryos operated upon were divided into three categories. In the first group in which the anterior third of the crest area was removed, there were 121 such operations of which 68 embryos sur- vived. In the second group in which the middle third of the crest was excised, there were 47 operations of which 11 embryos survived. In the third group where the posterior third of the crest M^as removed, there were 87 operations of which 58 embryos survived. In the first group (ant. 1/3 removed) 13 of the 68 surviving embryos were normal. In the second group (middle 1/3 removed) there were no nor- mal embryos of a total of 11 survivals. In the third group (posterior 1/3 removed) all of the 58 surviving embrj^os were abnormal. Results for the different excisions: ~^ A. Anterior one- third excised Upon removing the anterior one-third of the ecto- dermal crest of the wing bud, there were 13 normal defini- tive wings and 55 abnormal wings. The abnormal wings in this group were expressed in the complete absence of digit two. B. Middle one-third excised Removal of the middle-third of the ectodermal crest of the bud produces drastic abnormalities in the definitive wing. There is a characteristic absence of all the wing parts distal to the humerus. In other cases, the entire wing was absent. C. Posterior one-third excised When the posterior third of the ectodermal crest is removed, the abnormalities are more pronounced than those produced when the anterior one-third of the crest is excised, but less so than when the middle third is removed. The abnormalities range from the complete absence of digits 2, 3, and 4, to the absence of the radius and ulna. IV. Interpretations In the light of the data reported here and those re- ported by Warren (1934), Hansborough (1954), Wolff and Hampe (1956), it can be concluded that the factor which influences the outgrowth of wing components resides in the ectodermal crest of the early bud. Its absence in the wing bud of the wingless embryo as Zwilling (1949) has demonstrated, is responsible for the lack of a definitive wing in the older chick. Its injury or removal, as Saunders has demonstrated, causes a deficiency in wing parts of the definitive wing or their complete absence. The work re- ported here is the initial step in plotting the areas of the 10 crest ectoderm which seem to be specific in their influence on the elaboration of distal wing parts. Further studies may result in a complete fate map of inductive regions and their specific influences on the differentiation and growth of wing components. V. Summary and Conclusions 1. Portions of the ectodermal crest of the wing bud have been excised for the purpose of studying the factors operating in the growth and the elabora- tions of the parts of the definitive wing. 2. When the apical ectodermal crest of the wing bud is damaged or injured an abnormal wing develops. 3. Removal of the anterior third of the crest results in the growth of a normal wing or the absence of digit 2. 4. When the middle third of the crest is removed, there is a complete absence of the distal wing parts or the presence only of the humerus. 5. Removal of the posterior third of the apical crest results either in the absence of all the digits or the complete absence of the digits, radius and ulna. 6. The ectodermal crest of the wing bud determines the growth and the differentiation of the future wing parts of the definitive wing. Bibliography Hamburger, V. 1938 Morphogenetic and axial self differentiation of transplanted 2 days old chick embryos. J. Exp. ZooL, 77:379-400. Hansborough, L. A. 1954 Regulation in the developing wing of the chick embryo. Anat. Rec. Hunt, E. A. 1932 The differentiation of chick limb buds in chorio- allantoic grafts, with special reference to the muscle. J. Exp. ZooL, 62:57-91. Saunders, J. W. 1948 The proximo-distal sequence of origin of the parts of the chick wing and the role of the ectoderm. J. Exp. ZooL, 108:363-403. Warren, A. E. 1934 Experimental studies in the development of the wing in the embryo of Gallus domesticus. Am. J. Anat., 54:449-486. Wolff and Hampe 1956 Sur la regulation de la patte de poulet, apres resection d'un segment intermediaire du bourgeon de membre comptes redus. Sac. de Bio., 148:154-156. Zwilling, E. 1955 Ectoderm-mesoderm relationship in the development of the chick embryo limb bud. J. Exp. ZooL, 128:423-438. 11 A Report of the Persistence of a Group of Entering College Freshmen by Eldridge E. Scales Registrar and Professor of Education Fort Valley State College Admission officers and other college officials antici- pate rapid enrollment increases during the next few years. This prospect of increased enrollment calls for long-range educational planning and careful consideration of student and college characteristics relative to the retention and withdrawal of students. Such deliberations may lead to modifications and revisions of programs pertinent to admis- sions, recruitment, and instruction. This report is an examination of the retention and academic progress of a group of entering freshmen over a four-year period at The Fort Valley State College. The total entering group numbered 227. The group under consideration, however, consists of 215 students who registered as entering-freshmen in September, 1952. Of this freshmen group, 80 were men. All of the students were graduates of Georgia high schools and were residents of the state at the time of admission. The Academic Quarters Registered The freshmen of September, 1952 could have been registered twelve full quarters by June, 1956 and could have been graduated by that date. Table I describes the distribu- tion of students according to the total academic quarters registered during this period. Throughout this report sum- mer quarters attended are not included. However, among the forty-six graduates of June, 1956, 13.1 per cent of the students had attended one or more summer quarters sometime during the four years. Correspondence courses or extension courses were taken by 3.7 per cent of the group. It is noted from Table I that during this period 43.7 per cent of the students were registered for three quarters or less ; 26.0 per cent were registered for all twelve quarters ; while 21.1 per cent of the group were graduated at the end of the four years. 12 TABLE I DISTRIBUTION OF STUDENTS ACCORDING TO QUARTERS REGISTERED FROM SEPTEMBER, 1952 TO JUNE, 1956 -e ^ J.! 1 " 420- 8 OB s to |1 1^ ^1 CO o*^ ^ Oh ai 1 19 8.8 215 2 12 6.1 196 3 63 34.2 184 4 6 10.7 121 5 13 11.3 115 6 16 15.6 102 7 4 4.7 86 8 5 6.1 82 9 7 9.1 77 10 6 8.6 70 11 8 12.5 64 12 56 26.04 56 Total . - _ 215 Number of graduates 46 Per cent of Graduates 21.39 The mean number of quarters registered was 5.95. Registration loss occurs markedly after the first three quar- ters. Of the group, 43.7 per cent of this group failed to register for the fourth quarter, 1953-1954 ; 56.2 per cent of the enter-freshmen registered at that time as compared with 85.5 per cent who registered the previous quarter. This is a loss of 29.3 per cent. The over-all loss after the third quarter of 1952-1953 was 14.4 per cent of the beginning group. Losses occurring thereafter average 4.54 per cent. Only 26.04 per cent of the students were registered twelve quarters. Table II presents the distribution of students registered by number of consecutive quarters attended. Of the students who were registered three consecutive quarters, 50.6 failed to register the fourth consecutive quar- ter. Those registered three consecutive quarters numbered 42.3 per cent of the group. More students failed to register after the third quarter of the freshman year, than any other quarter of any particular year. Academic Action Taken Against the Group Table III describes the administrative action taken against the group as a result of poor scholarship, transfers to other colleges, and drop-outs. 13 TABLE II DISTRIBUTION OF STUDENTS BY CONSECUTIVE QUARTERS REGISTERED FROM SEPTEMBER, 1952 TO JUNE, 1956 -ts 1 Student egisterec ding Qu 5i^ CO og ?^ S 1.2 ^^l ^^ o-s o S 6-tH d^ 5- s ^c^ ^^^ :^a. c^fcj 1 22 215 10.2 2 9 193 4.7 3 78 184 42.3 4 8 106 7.5 5 8 98 8.1 6 16 90 17.7 7 1 74 1.4 8 5 73 6.8 9 6 68 8.8 10 2 62 3.2 11 4 60 6.7 12 56 56 26.04 Total ..-.. 215 TABLE III THE ACADEMIC ACTION TAKEN AGAINST THE GROUP PARTITIONED BY QUARTERS REGISTERED Dropped Qtrs. No. Reg. Probation Dropped Returned Not Returned Reg. No. % No. % No. % No. % 1 19 7 36.8 2 12 11 91.6 1 8.3 1 100.0 3 63 50 79.3 30 47.6 30 100.0 4 6 5 83.3 2 33.3 2 100.0 5 13 11 84.6 4 30.8 4 100.0 6 16 9 56.2 3 18.8 2 75.0 1 25.0 7 4 2 50.0 1 25.0 1 100.0 8 5 3 6.0 9 7 5 71.4 2 28.6 1 50.0 1 50.0 10 6 5 83.3 2 33.3 1 50.0 1 50.0 11 88 5 62.5 12 56 18 32.1 Total 215 134 62.3 45 20.9 11 24.4 34 15.3 Number of Graduates 46 18 39.1 % of entering group 21.4 13.4 14 Many of the original group felt some form of academic action during this period. Of the group, 62.3 per cent did run into scholastic difficulties, probation or dropping action. Relative to these categories, it is noted that 20.9 per cent of the students were dropped by the college at some time during the four-year period. Of those dropped, 91.0 were registered for three quarters or less. Of those dropped and returned, 45.5 were registered six quarters or more. Once again attention is drawn to the third quarter. A group of noticeable size were recipients of academic action at this point. Of the students registered for a total of three quarters, 79.3 per cent were on probation. Of those students who were probation-bound sometimes during their stay at the college, 13.4 per cent were gradu- ated within the expected time. The graduating group num- bered 37.6 per cent against whom no academic action had ever been taken during their stay. Relationship of Selected Variables to Quarters Registered Generally relationships, or the making of comparisons, are interpreted by correlation coefficients or other statisti- cal techniques. Far too often these tools are readily under- stood only to the specially initiated. Under these circum- stances much of the effectiveness of the data is lost because of a lack of statistical sophistication. The expectancy table, on the other hand, is a simple, easy to construct, and easier to understand tool which presents the relationships in a language readily understood by the sophisticated and lay- man alike. The relationship between the number of quarters registered and the three variables taken separately, (1) cumulative average of high school performance, (2) per- centile rank score on the American Council on Education Psychological Examination, 1952 edition, and (3) the first quarter grade-point average are graphically described in Table IV. How long these freshmen remained in college as par- titioned by these variables is indicated in the tables which follow. Cumulative High-School Grade-Point Average High-school cumulative averages were available for 201 students of this entering group of the Fall, 1952. Table IV presents these data. There is little progression of high- school grade-point averages in any group from one per- sistence group to another. The mean of high-school averages is 1.32. Averages range from .30 to 3.0. 15 Q I? < Q Pi H l-H , o 1^ H <5 1:3 (y o Oh PQ 9 > <1 m Oh I H o H < O IS o w < >^ o < Ph o bs N 6 H S 6 O E^ o 2; 5 05 6 t^ 00 d E^ c : tC d ^ lO d ^ -* d ^ TO d ^ N d ^ ^ d o o S M 1) M fi u a> > < CD CO 1-1 O: CO ^ CC CO CJ lO f* Cfi ift O CO tc> < C^ l-H CO tH lO '<* O CO CO OOW r-t Oi 9i Od Ci Ca ^ Oi 00 t^ 0 U5 O O) Q^ CO *-H Of those students entering college with high-school averages of "C" (1.0) or higher, 47, or 27.01 per cent, were registered twelve quarters. The twenty-seven entering the college with averages less than 1.0 dwindled to 29.6 per cent (8) who were registered twelve quarters. There, seemingly, is no point in high-school averages at which we can expect a student not to persist for quite a few quarters or graduate. Perseverance and determination seem to have their own rewards. However, the chances of twelve quarter registration and graduation are considerably reduced by a low high-school grade-point average. Percentile Rank Score on the Psychological Examination and the Number of Quarters Registered Table V describes group persistence according to the per- centile rank scores on the A.C.E. Psychological Examination (Edition 1952). The students earning percentile rank scores of fifty and higher and who were registered for twelve quarters number 32.3 per cent (32). Of the total group, 20.95 per cent (22 students) entered college with an earned score of forty- ninth percentile or less and were registered twelve quarters. Once again, although at every percentile level a greater per cent of the group were registered for twelve quarters, there is little indication that psychological examination scores predict those who will persist. Generally, however, the higher the score, the better are the chances of per- sistence. It seems likely that some students regardless of intelli- gence (as measured by this examination) will remain in college a considerable number of quarters. Caution should be exercised. A low score does not rule out a successful college career, in terms of graduation and twelve quarter registration nor does a high score assure twelve quarter registration or graduation. First Quarter Grade-Point Average and the Number of Quarters Registered College success is commonly measured in terms of how good is the first quarter grade-point average. First quarter scholastic averages were obtained for 209 students as shown in Table VI. The 2.0-3.0 group (12 students) accounted for 6, or 50.0 per cent of its members registered for twelve quarters. In contrast, the .70-. 79 group, admittedly small (7 stu- dents), indicates that 33.3 per cent of its group registered for twelve quarters. Once again, there is a disorderly progression of first- quarter averages from one group to another. 17 Ul W ^ w W Eh Ph to I ( Ul H <1 1-1 P5 w w o o w CO W hJ pq cou5G^LOocDco 00 CO LO oc 00 lO 00 CD 00 '^ '^ lA ^ CO W .-I l-H CO CO i-H ^ CO --I 1-1 CO OJ '-< i-H -< i-H O t^ -H W5 i-i l> lO I "^LO'<*'^ootr-omcD-i' 00 UJ lO ,-1 00 W ^ * 05 05 :=! * O) -^ rH^, (M (M ^ M ^ 00 00 ^ c- CD 00 CO ^ to ^ ^ o ;:; 113 'Tf ^ 05 (M *H ,-1 N (M rH 1-H CO OJ lO o < P5 > 1 ( o Q <^ O Pi Pi m O Q W g Pi f Ph H W Q o o w xn W M O a; d 2 E^ 00 d 2 6 c- 2 eS ^ d 2 is? d 2 s? -^ o 2 ^ o 2 ^ M o 2; ^ ?H o 2: 01 bo < o o o oc O O O o o d o o o o o o o o o o o o o oq C-. c