ERIC ED439268: CHS Follow-Up Data. For Persons Entering the Institution, Spring 1994-Fall 1995, N=9518. First Preliminary Findings.

8 Pages·1998·0.19 MB·English

by  ERIC

DOCUMENT RESUME
CE 079 904
ED 439 268
Hoyt, Kenneth B.
AUTHOR
CHS Follow-Up Data. For Persons Entering the Institution,
TITLE
Spring 1994-Fall 1995, N.9518. First Preliminary Findings.
1998-00-00
PUB DATE
NOTE
6p.
Research (143)
Reports
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Career Education; Demonstration Programs; Education Work
DESCRIPTORS
Relationship; Educational Research; *Employment Patterns;
*Job Satisfaction; *Participant Satisfaction; *Postsecondary
Education; *Student Attitudes; Vocational Education;
Vocational Followup
Educational Marketing
IDENTIFIERS
ABSTRACT
Data were obtained for 9,518 former students from 370
postsecondary institutions in 14 states to provide a general answer to the
question, "What kinds of occupational experiences are persons eniplled in
postsecondary career-oriented programs likely to have after they leave the
educational institutions?" This follow-up survey was undertaken by the
Counseling for High Skills project at Kansas State University, a
demonstration project aimed at using "customer satisfaction" data to
encourage more persons to consider enrolling in a postsecondary
career-oriented institution. Findings indicated more than 7 in 10 respondents
would take the same program and attend the same institution, but 1 in 4
former students would not; more than 50 percent rated "quality of program
content" and "instructors" as "high"; and the lowest ratings were found in
"job placement assistance." More than half of all former students indicated
they were "better off" with new jobs; 11 percent reported themselves to be
"worse off." Almost 3 in 4 said they were "very dissatisfied" or
"dissatisfied" with their first job after leaving the educational program;
only 1 in 5 judged themselves to be "slightly or very satisfied." Slightly
over 50 percent of former students reported their first job was exactly the
kind of work for which they had prepared; another 27 percent said it was
"somewhat related." (YLB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
CHS Follow-Up Data.
For Persons Entering the Institution Spring
Fall 1995, N=9518.
1994
First Preliminary Findings.
Kenneth B. Hoyt
Kansas State University
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
o
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
BEST COPY WALABLE
2
First Preliminary Findings
- CHS Follow-Up Data
Fall, 1995 N = 9518
For Persons Entering The Institution Spring, 1994
Kenneth B. Hoyt
Kansas State University
Introduction
The Counseling for High Skills (CHS) project was initiated at Kansas State University in 1992
under a grant from the DeWitt Wallace Reader's Digest Fund. CHS is a demonstration project
aimed at using "customer satisfaction" data to encourage more persons to consider enrolling in
some kind of postsecondary career-oriented educational institution. By doing so, they will,
hopefully, acquire specific occupational skills that will enable them to find and hold jobs in the
primary labor market.
In order to create the "customer satisfaction" materials called for in CHS, data collection
instruments were constructed based on the most common questions prospective students ask when
considering enrolling in some knd of postsecondary career-oriented institution. One instrument is
administered to currently enrolled students in these institutions. The other is a follow-up survey
instrument mailed to these students six months after they have left the instittion.
During the 1994 - 1996 period, initial data were gathered from 38,225 currently enrolled students
in 2,034 programs in 370 postsecondary institutions in 14 states (Hoyt, K. and Hughey, K.
1997). A large majority of these institutions are community colleges. Most of the remaining are
proprietary career institutions. During the 1995
- 1996 period, follow-up data were collected from
10,000+ of these former students. A total of 9,518 of the follow-up instruments were returned in
usable form. This represents a return rate of 24.9%.
The primary purpose of this document is to share some initial findings obtained from the total
sample of 9,518 former students from these 370 postsecondary institutions. These findings are
aimed at providing a general answer to the question "What kinds of occupational experiences are
persons enrolled in postsecondary sub-baccalaureate career-oriented programs likely to have after
they leave the educational institution?" Hopefully, the general answers supplied here will
encourage many studies of specific students in specific programs in specific institutions.
Former Students' Evaluation of the Educational Institution They Attended
Item 4 asked "If you had the opportunity to start again, would you go to the same postsecondary
institution and take the same program?" Of 9,278 persons responding, 6,677 (70.2%) said "Yes"
while 2,601 (27.3%) said "No". With more than 7 in 10 respondents feeling they would both (a)
take the same program and (b) attend the same institution, this response is obviously very
favorable. Still, with slightly more than 1 in 4 former students answering "No" to this question, it
is clear sizable numbers of former students do not feel their needs were met at the institution they
attended. This appears to be a "good news-bad news" situation.
Item 3 asked respondents to rate the strengths of the postsecondary institution they attended using
ratings of "high", "middle", and "low". Percentage results can be summarized as follows:
Topic
High
Low
Middle
Quality of program content 59.0%
37.0% 3.9%
Instructors
5.3%
59.2%
35.4%
46.6%
42.9%
\Use of technology
10.4%
Job Placement assistance
28.1%
35.1% 36.8%
Equipment
33.7%
52.8%
15.1%
More than 50% of respondents rated both the "quality of program content" and "instructors" as
"high" and fewer than 10% rated these qualities as "low". The lowest ratings were found in "job
placement assistance" with only slightly more than 1 in 4 former students rating this as " high" and
3
2
more than 1 in 3 rating it "low". It appears the area of "job placement assistance" is one former
students feel is most in need of improvement. This is tempered somewhat by noting more than 6 in
10 former students rated this area as either "high" or "middle". It seems clear most students are
receiving some kinds of job placement assistance. It is equally clear they would like to have more.
Responses to Item 1 indicate 86.8% of respondents reported they completed the entire educational
program in which they enrolled. It seems reasonable to suspect a considerably lower percentage
figure would exist had responses from all former students been made available. Still, this is an
impressive statistic that should be useful to those favoring some form of postsecondary sub-
baccalaureate level career-oriented education. A dropout rate of only 14% is less than that usually
found for either high school or four-year college students.
Former Student Evaluation of First Jobs Found After Leaving The Educational Institution
If persons undertake and complete some form of postsecondary career-oriented education, do they
then find themselves better off in the occupational society than they were before they enrolled in
this kind of educational program? Item 20 asked each former student to make judgments
comparing the last job they held prior to enrolling in their postsecondary program to their current
job now they have left the education program. Each student was asked to make this comparison
using "better", "about the same", or "worse" ratings. The results were:
Basis For Comparison
Better
About the Same
Worse
Overall job satisfaction
27%
67%
6%
Enjoyment derived from doing work tasks
31%
64%
5%
Degree to which he/she is well suited to the job
36%
60%
3%
Weekly pay
71%
18%
11%
Chances for advancement
29%
60%
10%
Chances for keeping the job
38%
4%
58%
With each of these six criteria used in comparing current jobs with the last jobs held prior to
enrolling in the educational program, more than half of all former students indicated they are
"better off" with their new jobs and fewer than 12% reported themselves to be "worse" off. The
fact that 11% reported themselves to be "worse off' in terms of weekly pay may possibly be a
result of a number of displaced adult workers who have now been forced to equip themselves with
new job skills and seek jobs calling for those skills. If the "about the same" and "worse" replies
are grouped, they account for about 1 in 3 former students for each of these six categories. Thus,
if the general question "Does it pay in terms of these six conditions to enroll in a postsecondary
career-oriented institution?" is asked, the general answer appears to be "Yes" about two times out
of three and "No" one time out of three.
The CHS Employment Survey was constructed under an assumption that all respondents would
have obtained some kind of job after leaving the educational institution. However, a "does not
apply" response was included on several items just in case the respondent had never held any job
since leaving the institution. Hints with respect to the percent of respondents who had never held
any job since leaving the educational institution can be found by noting the percent of respondents
marking the "does not apply" response to each of the following items:
Item
% marking the "does not apply" response
3.6%
8
7.6%
9
5.9%
11
4.8%
12.
9.4%
13
3
Based on these figures, it appears that somewhere between 4% and 9% of former students
appear
to have held no jobs since leaving the institution. This statistic should be corrected by insertion of
a specific item in the next version of the CHS Employment Survey
Item 8 asked former students about their weekly wages on the first job they found after leaving the
institution. The percentage of students giving each of the possible responses is:
a. $200 or less per week
18.7%
$300 per week
b. $201
31.2%
$400 per week
c. $301
22.8%
d. $401 or more per week
23.7%
e. Does not apply
4.6%
While the modal response was "$204
$300 per week", it should be noted that 46% of former
students reported their weekly wages on the first job they found after leaving the institution to be
somewhere between $301 and $400+. As reported earlier for Item 20, a large majority of former
students report their weekly wages after leaving the program are greater than they were before
enrollment in this program. This is another indicator of the "education pays" situation.
Item 12 asked former students to judge how satisfied they are (or were) with their first job after
leaving the educational program. Here, almost 3 in 4 said they are "very satisfied" or "satisfied".
Only about 1 in 5 judged themselves to be "slightly dissatisfied" or "very dissatisfied" with that
job. In Item 13 former students were asked how their first job after leaving the educational
program compared with the kind of job they thought they might be able to get. Here, about 1 in 6
said it was "better", another 1 in 6 said it was "worse", while 3 in 5 said "it is about like I thought
it would be". In responding to Item 15, more than 8 in 10 former students reported themselves
as
now working 31 or more hours per week. Fewer than 5% reported themselves working less than
10 hours per week.
Item 16 asked former students to report the kinds of employer benefits they are receiving on their
current job. While almost 2 in 3 reported employers provide "health insurance" benefits, slightly
fewer than half reported "disability insurance", "retirement benefits", "life insurance","dental
insurance", or "day care facilities" being provided by their employer. It seems clear
many former
students have not yet found good jobs in the primary labor market.
Former Student Judgments of Relationships Between Career Skills They Acquired and First Jobs
Found Following_ Training
Item 5 asked respondents who helped them learn about the first jobs they obtained after leaving the
institution. The most popular responses to this question were:
a. Institutional personnel
22.9%
b. Friends or relatives
22.1%
c. Nobody
I found it myself
23.7%
d. All others
32.3%
With only about 1 in 5 former students reporting they learned about their first jobs after leaving the
institution from institutional personnel, the figures reported earlier showing only about 1 in 4
students rating the institution as "high" for "job placement assistance" are not surprising. These
data also indicate that, perhaps, many students have no need for institutional assistance in locating
their first jobs after leaving the institution. In any event, the need for postsecondary career-oriented
educational institutions to be actively involved in helping former students find jobs seems clear.
This need can be seen by observing that when (Item 6) former students were asked if personnel
from the institution had made arrangements for them to visit with possible employers, 3 in 4
former students indicated no such arrangements had been made. This
seems to be an easily
correctable situation.
5
4
Item 7 asked "Was your first job obtained after leaving the postsecondary institution
related to
your educational program? " Here, slightly over 50% of former students reported it
was exactly
the kind of work for which they had prepared and another 27% reported it
was "somewhat
related". About 1 in 6 former students reported their first jobs unrelated to their educational
program. Many educational institutions will find this unacceptable. Certainly, it should not be
considered unreasonable for former students to expect they will be able to find
a job related to the
educational program they have completed!
Item 10 results produced further encouraging news. Here, former students
were asked whether or
not the skills they learned in the educational program they pursued helped them do better work
on
the first job they found after leaving the institution. In
response to this question, 58% reported
"Yes, they help a lot" and another 31% reported "Yes, they
are of some help". Only 7% reported
"No, they don't help much". It seems clear a large majority of former students felt they had
acquired some useful career skills in the educational programs they pursued.
Item 11 asked former students to judge whether
or not they believe they could have found their
first job after training even if they had not obtained that training. Slightly
more than 1 in 3 former
students judged they probably could have obtained that job
even had they not had the training. On
the other hand, almost 2 in 3 former students judged they probably would
not have obtained this
job had they not had the training.
Concluding Remarks
The findings reported here are based on data obtained from a total sample of 9,518 former students
in a non-random sample of 370 postsecondary educational institutions
both public and private -
located in 14 states. They clearly do not represent a truly random sample of all
persons enrolled in
career-oriented programs in postsecondary sub-baccalaureate institutions. In spite of this, it is
significant to note results are positive in nature on every item in terms of former student
reports
concerning the benefits of their education. This is very encouraging! If and when
more adequate
truly national samples can be generated and used, it
seems reasonable to predict the generally
positive results seen in these data are likely to continue.
It is almost certain that pronounced differences would be found
were these data analyzed item by
item for each of the 370 institutions involved here. It
seems likely that pronounced differences
would also be found between former students from publicly supported institutions
and former
students from proprietary career colleges offering
programs one to two years in length. With the
variability resulting from lumping data from a wide variety of students in
a wide variety of
postsecondary institutions, it is doubtful if the data reported here would correspond
very closely
with these same data collected from former students of
any single educational institution.
In spite of this, the kinds of initial presentation of specific findings presented
here will hopefully
help those wishing to explore the topic of postsecondary sub-baccalaureate
career-oriented
institutions. CHS plans to continue collecting these kinds of data. Those interested in working
with CHS on this can obtain copies of the CHS data collection instruments from ACT,
Inc., P.O.
Box 168, Iowa City, IA 52243.
References
Hoyt, K., Hughey, J. & Hughey, K. (1995) An introduction to the "Counseling for High Skills:
Vo-Tech Career Options" project. The School Counselor, 43, 10
18.
Hoyt, K. and Hughey, K. (1997) Career counseling in the knowledge
age: Implications for
change in school counselor education programs. Journal of Career Development, 24, 95
102.
e
c
r
u
n
.
o
d
i
s

C
n
s

e
e a

h
c
n
r
t
o

u
o
Y
i
o
t
t
c
B

s
ô
u
n
.
e

d
I
e
D
R
o
v
S
r

i
E
D
,
p
g
.
N
E
R
y
m
e

e
T
l
N
s
)
C
n
r
I
e
:
C

i
N
o

A
g
e
t
L
R
t
s

n
i
I
A

d
e
y
R
A
U
i
E
t
.
e
h
s
R
t
.
E
i
I
C
O

.
r
c
m
C
R
.
C
G
i
.
E
(
f
U
r
S
.
I

o
E
e
.
R
R

3
.
s
r
D
E
N
p
T
.
.
c
E
t
2
)
E

n
R
i
S
O .
4
A
m

.

e
e
T
e
R
l
5

R
e
M
m

s
h
,
N
n
D
I
B
a
t
v
P
A
u
i

e

E

E
f

e
S
c
n
o
E
N
l
S
e
(
C
o
o
L
I
l

r
R
a
O
A
H
e
d
i

t
1
n
c
a
N

H
.
I
T
1
O
r
g
i
T
n
v
u
O
2

n
i
r
A
E
T
o
Y
m

e
l
i
I
e
j
w

T
.
T
S

L
e
N
v
t
c
o
s
A

A
N
e
n
O
a
s
l
L
%
I
l
M
o
N
O
i
r
o
.
D

d
I
t
r
i
S
t
f
s
o
I
R
E

c
M
b
E
f
e
S
u

O
e
a
r
.
c
H
d
:
F
I
E
e
r

e
a
M
F e
o
y
a
I
l
C
S
P
t
p
h
l
r
n
N
a
h
L
p
m
s

S
I
.
k
t
D
e

F

U
I
.
n
I
c
a
d
I
.
o
R
.
D

o
e
O
s
.
e
P
l
n
S
e
.

h

m
t
.
e
t
o
v
R
a
C
.
n
h
e
.

i
c
e
e
.
t
n
T
C
L
.
a
i
m
h
d
.

c
.
I
t
n
t
a
.
M
O
u

i
.
i
n
l

.

c
b
d
e
.
i

o
s

e
u
:
:
1
h
i
d
!
1 t
:
D
:
1
i
s
P
5
i
t
e
m
s

n
n
c
C
e
s
r
n
i
i
r
e
c
r

I
s
n
n
e
R
u
o
p
t
o
n
g
b
a
o

E
y
i
e
i
i
p
n
t
r
s
t

a
m
c
i
e
n

l
n
d a
s
h
a
.
u
i
b
u
n
.
m
t

c
.

u
l
s
q
)
a
l
h
.
o
i
I
-
t
s

.

w
-
R
g
n
n
d
.
s

-
.
n
s
o
u
e

e
n
.
E
A
)

o
.
i
o
s
m
o
s
t
C
.
2
c
i
s
O
r
t
i
.
t
t
n
u
h
u

.
c
i
I
p
d
l
.
e
R
e
e
c
t
d
x
(
.
.
o
l

Y

m
i .
v
o
l
o
d
A
n
l
t

.
E
-
o
e
e
r
d
n
l
.
L
a
i
o
I
p
r
t
.
c
L
(
e

D
e

N
e
.
e
)
s
e
,

k

n

.
r
y
c
E
l
r
l

n
S
m .
r
a
E
h
o
l
O
d
d
t
e
.

a
s
'
D
i
v
N
d
t
i
.
L
o
E
n

n
M
t

t
.
e

,
i
c
e
o
g
a
h
n
N
.
d
S
u
a
N
I
)
C
i
u
.
d
v
t
n

c
e
C

m
e
.
t
R
L
A
d
_
C
, i
o (
e
.
r
i
k
v
d
R
a
a
w
C
.
a
o
t

I
A
m
c

o
E
e
.
r
n
I
i
R
n
c

E
r
o
d
U
.
Y
N
l
e
p
x
r
C

p
e
I
.
o
B
p
o
n
l
e
h
u
i
E
R
.
C
e
m
B
l
e
A
m
O
O
f
I
c
.
o

c
m
)
I
R
o
i
f
d

r
d
(

R
t
U
t
E
a
f

2

.
u
R
l
n
S
I
R

e
s

a
E
i
g
a

.
y
R

e
t
E
c
e
c

C
T
i
.
D
e
t
n
d
a

n
c
E
l
a
l
T
.
h
o
i
'
b
x
r
n
e
m "
E
n
.
i
A
o
S
o
n
O
m
c

t
u

t
o
.
d

C
R
o
t

o
v
f
.
l
.
i
(
i
i
T
u
0
b
a
f
l
n
M
d

B
t
d
m
.

R
i
o
r
o
r
e
e
a
E

w
a
.

c
n
t
N

N
o
L
o
.
U
E

h
c
r
c
i
L
h

o
P
.

i
E
.

L
o
d
e
n

S
A
f
e
w
u
t
.
t
E
A
1
s
D
S

c
n

e
E
.
p
N
E

n
l
o
f d
a
t
o .
I
N
e
R
C
r
m
i

u
o

I
.
H
O
R
t

e
,

c
0
l
a
N
e

.

e
b
d
e
N
t
d O
s
G

.

i
d

T
f

e
c

s
e
b
m
N
.
y
e
O
K
n
c
i
,
e
O
e
1
I
.
i
c
a
d
s
I

h
s

r
n
.
a
n
x
C
O
T
N
c
e
D
I
e
E
.
s
e
a
T
t
u
o
e
t

T
.
i
w
1

e
r
r
p
t
f
E
,
A
.
E
r
o
r
I
r
T
n
N

f e
y
u
R
.
K
c
o
t
T
S
a
N
a
b
H
t
.
a
d
c
p
C
r
E
0
o
A
o

h
.
A

A
E

(
A
e
r
t
o
p
i
s
O
C
r
l
s
s
g
B
L
U
s
N
T
p
l
a

i
c
o
L
F
M
e

e

e
,
e
I

r

l

s
s
e

n
D
E
L
e
e
S
I
e
r
r S
l
n
D
i
e
R
M
s
R
a
e
e
r

v
b
o
O
k
H
e
S
E
i
A
c
a
t
e
p

n c

O
p
i
n
c
d
l
E
i

e
C
I
t
t
l
l
C

a
.
i
t
H
u
i
r
a
.
t
o
n
M
i
a
E
o
w
l
.

s
p o
F
S
S
p
S
t

f
a
I
e
n
n
i
c
x

.
'
o
T

H

F
R

t
C N
e

s
S
d
n

,
.
o
u
a
e

g
t
l
t
R
O
U
s
e
e
T
p
E
p
_
n
I
n
I
h
I
i
d
n
N
M
R
l
r
e
t
c
D
m
e
e
a

c
R
P
e
a
i
E
i
u r
w
m
m
i
y E
i
i
h

a
f
r
c
I
d
o
:
o

o
e

C
s
u

u
f
u
t
k
o
r
R
l
t

.
o
t
C
c
c
l
c
c
n
a
e
.
r
d
I
o
o
.
p i

o
e
M
O
o
m
h
m
.
f
e
E
D
i
e
.
h

d
i
T
s
.
e
F

c
r
C

.
t
s
h
d

n
.
i
,
a
i
7
f
t
e
e
m
a
f

f
i
h
O
c
f
r
o
r
i
e
c
i
t

f
.
n
i
p
e
i
g
f
d
n
e
e
o

n
.
1
f
n
g
e
d
I
r
o

a
c
(
i
l
i
v
s

e

i

O
,
a
e
m
n

d
v
d
b
i
h
o
e
i
d
e

H
n
.
t
n
i
S
L
e
t
t

S
a
n
h
c
e
i

m
_
:
E
n

D
l

u
a
s
A
)
l
t
N
y
a
a
C

C
d
r
r
t
N
.
l
l
H
g
e
a
U
n
e
o
R
O
P
I
A
v

s
i
:
m
R
r
.

s
m
i
p
U
u
E
L
_

h
i
I
d
E
i
E

e

i
e
B
A
t
c
O
e
o
T
e
S

r
C
s
r
(
F
e
.
e
s

t
I
x
a
S
y

_
g
s

R
A
A
l
a
R
U
i
e
b

p
f
i
n
Y
E
C
e
d
f
t
l
T
E
o
h
i
D
a
E
b
i
s
C
E
l
r
t
I
B
c
e

d
I R
t
a
T
s
O
T
e
i
_

a
r
m
n
l
.
o
I
r
L

A E
b
A

i
!
N
e
R
D
a
n
a
F
p
A
e

p
M
E
a
t v
r
o

E

P
s
1
N
e
e
I
t
a
s
I
a
p
.
i
n
t
t
N
t
1
T
h
C
c

p
R a
n
O

N
c
S
S
e
,
t
u
4

e

n u e
o

d
l
N
y
I
d
d

m
w
I e
N
A
1
F
s
d

n
l
H

N
a
r
I
o
e
v
e
o

a
o
u
o
a

O
L
E
t
O
m
i
r
d e
A
T
e
I
4
e
c
r

p
O
.
K
e
i
)
p
i
L
o
;
I
T
l
D
C

(
w
c
1
e
e
T
h
y
.
e
d

i
E
r
r

U
I n

l
c
N
N
A
s
r

l
I
s
I
a
T
i
o
o
T
)
f

f

O
a
M
,
E
o
l
i
u
1
r
t
T
e

a
A

t
C
r
,
s
I
:
c
d
e
v
R
d
E
c
r
S
1
N
u
N
e
e
t
e
i
n
s
U
a

m
S
O

l
B
t
L
.
.
e
I
a
e
n
n
1
r
E
M
I

e

r
F
n
a

r
D
n
i
1
:
,
D
a
m
k
l
o
e
t
M
v i
r

E
1
c
n

f
g
\
c
n
s
.
e
O

i
°
a
1
e
)
t
S
r e

I
o

s
E
s
s
u
U
m
(
r

i
S
(
s
I
i
e
R
o
e
t
I
K

a
R
u
i
r
n
S
.
h
I
C
d
p
I
n
i
"
D
c
o
P
P
(
t

m
i
k

e
o
o
m
i
O
n
s
s
h
c
E
a
t
d
t
a
o
s
e
e

s

r
D
r
t
i
i
R

h
h
s
e
r
t
m
o
e
.
a
s
.
C
c
d

h
p
u
.

i
c r

a
d
T
r
r
.
e
.
u
o
o
e
I
I
A
p
d
C

I
n
f
E
o f
I
I
.

c
u
-
-
.
-
.

.
e
-
.
c
e
-
h
i
-
.
e
v
r
t
r
o
r
-
.

.
e
o
f

-
.
o
,
.
m
s
e
-
.

.
y
r
h

-
.
e
.
y
t
c
i
-
h l
.
.
l
i
t
f
i
t
.
n
-
.
o
o
b
a
.
-
.
r

a
c
c
d
l
-
.
i
i
i
n
m
f
a
-
.
a
i
v
n
-
.

C
a
s
g
-
.

e
I
i
e
R
-
.
s
i
h
r

.
-
.
E
e
a
t
.

r
.

r
g
a
e
b
%
.
n

h
i
a
l
.
q
i
t
i
d
y

r
.
m
.
b
r
e
.
a
7
t

o
i
n
g
.
r
r
.
o
e
f
c
.

p
r
i

n
t
n
.

c
n
o
1
o

u
o
i
1
t
i
d
.
c
t
i
c
.
t
o
u
.
a
e
r
d
-
m
.
l
p
o
e
.
.
e
r
s
r
o
-
r
.
p

C
f
e
t
.

n
i
I
f
R
.
,
o
i
R

.
r
g
0
.
E
p
e
.
n
1
-
v
t
i
n
.
a
o
w
o
.
h
b
o
n
t
.
a

l

e

l
.
r
d
o
o
r
.
a
e
f
.
f

w
.
t
e
.
e
a
.
h
d
a
.
c

.
t
a
i
.
e

d
e
m
.
.
b
n
d
.
.

i

o
i

s
.
.
s
v
s
i
a

: o
l
.
n
a
:

e
r
.
s
x
o

p
t
d
n
a
.
i
a
t
e
l
e
F
p
D
.
u
s
[
n
e
o
a
.
w
c
e
h
.
x
l
c
s
p
.
E

o
s

.

d
.
r
.
e
o
.
r

s
s
e
t
.
r
u
i
d
h
o
.
b
l
t
w
o

i
.
e
r
h

.
t
t
r

n
a
e
t
.
s
h
o
n
h
m
.
g
C
i
t
m
o
a
.
i

r
r
.
n
y
.
e
d

:
:
a
e
p
s
.
)
e
R
d

o
s
E
i
m
.
z
f
i
c
d
E
i
.
i
C

o
c
r

e
.
d
p
r
e
D
h
f
R
n
p
e
.

t
e
t
a
s

L
.
n
m
U

p

e
.
e
e
r
O
o
b
e
m
c
.
O

r

u
n
.
f
e
H
u

d
S
a
h
n
.
c
,
o
c
!

o
o
.

r

S
9
i
C
e
d
p
.
s
c

e
T
s
8
.
e
I
r
r
i
h
u
m
.
R

v
H
.
o
o
t
e
.

r
t
s
E
f
r
8

e
G
3
.
n
o

p
p
e
.
-
o
.

l
1
I
y

=
N
b
i
s
.
s
R
t
5
t
e
a
i
.
I
s
l
O
d
;
r
7
i
i

i
m
b
n
N
.
u

-
e
2
N a
e
q
r
e
e
l
p
h
O
e
t
i
3
:
p
e

r
a
r
e
-
M
e
d

t

v
I
5
l
s
e
r
t

a
T
d
r
i
a
v
e
T

o
O
d
i
e
-
C
.
s
d
t
/
s
a
h
c
n
n
u
n
R
e

t
a
U
o
l
e
a
)

c
i
n
e
r
i
h
r

F
x
t
t

.
i
t
D
n
t
i
u
e
e i
s
e
5
c
(
o
l
q
c
o
n
b
:

-
O
2
c
n
.
s
P
o
o
K
N
a

h
s
i
t
n
/
8
m
l

e

e
R
t
i
e
-

C
O

a
r
7
m
)
e
-
t
d
:
C
v
e
e
I P
)
.
t
e
,
a
d
R
I
a
.
s
r
h
I
n
S
N
c
(
A
R
E

T
y
t
E
.
y
o
R
s
e
s

E

l
R
d
h

i

A
l
2

c
D
d
h
e
.
i
r
(
s
e
p
a
i

m

s
t
t
/
.
r
l
E
o
e M
m
i
n
i
1
b
e
D
T

w
l
.
r
:

d
i
u
t
e
v
-

h
r
n
e
.
n
H
E

P
p
T
R
I
3 g
u
e
s
a
:
.

:
u
;
r
o
s
C
:
n

G
;
O
e
i
o
s
i
5
y
e
o

P
e
r
i t
n

p
I
F
h
i
f

e
o
v

y
n -
R
y
s
i
t
s
y

i N

b
e
s
,
t
e
o
r
a
i
Y

e
r
l
o 6
o
t
d
l

m
I
b
l
p
n

n
l
:
K

i
a
P
.
m e
i
r
M
.
Y
C
u
i 0

l
o
h
s
r
i
O

a
e
o
I
a
f

t
n
T
s
R
n

R
v
t 5
t
r
C
i
a
I
C
A
e
a

E

I
e
c
s
m
I
O
e

R
a 6
L

e
s
u

e
.
o
O
a
u
d
d
E
c
F
v
t
I
e
c
a

r
c 6
a
e

B
d
l
u
o

T
m
n
e
f
S
e
o
d
i
a
_
r
o
A
u

t
s

e
I
h
n
n

C
n
a
s
e
b
H
m
t
a

1
o
L
d

d S
R
e

r
I
r
i
t
e
U
.
c
e
g
p
T
t
o
R

I
.
e
c
l
n
h

E K
a
n
A
n
t
u

u
m
t
E
o
n
n
D
o

d
o
n
n
o
a
V

e

n
a
o
s
c

i
N
F
.
r
t
s
n
n

i
a
A
p
.
i
t
f ,
t
.
a
O
o

a
c
a
e
E
.
.
e

h
u
s
m
r

t
.
c
C

o
o n
T
r t

S
d
s
u

t
e
r
L
n
s
E
i
.
o
d

m
N
p
h
r

t
:
a
O

.
l
f
A
n
s
o
o

t
S
e
l
n
s
y

e
r
i
a
t
E
t
h .
e
w
i
u
b
p
T
n
e t
m
R
r
t

b

e
.
M
a

l
d

a

o
u
C
r
i
r
R
.
d
E
g t
i
r

t
g
c
s
d
-
M
o
I
A

t
.
U
o
t

-
s
R
E
e
R
t
n
n

.
i
/
e a
d

m
"
a
n
D
E
n
a
I
.
C
F

E

o
r

o
o
r
t
(

/
o
g
l h
0
h
c
.
i
r

E
t
s
r
i
O
H
t
.

:
s
f

u
e
.
i
g
s
t
a
s
y n
:

s
n
0
h
R
.
s
s
e
z
i
t
l n
t
:
b
n
W
D
o
i
r
n
s
e
e
.
e
a
s
i
i
m
.
:

e
c
e
n
r
r
m e

m
i

.
e
w
n
.
t
d
r
n
l
r
o a
.
a

g
.
a
c
c
r
b
d
.
e

V
.
d
e
a
u
O
g
_
e
i
e
n
2
.
d
I
u
h
r
N
A
g

c
p
r
V
i
l
-
C M
P
A
K

I
P
O
e

a
I
o r
f

S
I
1
I
f
t
I
d
s
I