Ponder on the premise that college students and educators are strangers

The Leadership

Drag Begins

Inner

The projection (as we scrutinize others) is the attribution we form, the

conclusions we blueprint, and the fact that every and every we behold in them is what is

lacking. Once we focus on that the “other” is the anguish and that

transformation is required of them and never of us, we turn out to be the

beneficiaries of their suffering on this planet.

-Peter Block (2009. p. 58)

GETTING CENTERED

In selecting this book, you should presumably well presumably also just like indicated your interest in education, lead­

ership, and/or concerns with salvage admission to, equity. and fluctuate. Most likely you arc a

formal or a nonformal chief for your college or neighborhood. What introduced about

you to open this book and read lo this level? What could presumably well be some reasons

you want Lo proceed to read and detect this newsletter? We invite you to myth

your initial suggestions to these questions. Your responses will manual the considerable

step on this scoot with us.

11c1c1av• •-=-' ——-

I -I • 1•arc 1. I l'Odrr,hlp Is n lkvl'lopl•ll Pl'r,onal Pcr,pccc n e

rhough l'ducl11nr…, and college students arc in the same c,1s…,room and . 1

. 'il 10o . the s.tmc time, declare oltcn we arc strangers lo each and every other. Vhen.· un u achk'l'lllCnl is prcuknt in a college. the cultural uiffcrcnce, h· dcr­• et l.'I.' cduL·cttnr .ind college students .ire in total represented by contrnstino c,p. . n

~ l.'rtl'nl'I.' , nlul'S, hcids. languages. socioeconomics. and world views 1. . '· • • 00 nltc educators and st udcnts treat each and every other in a different way because tll,

1 n . . cy ton· know each and every other s stones. 1

Unawareness of dilTcrcnt experiences is intcnsilted in that man I • • t' l 1· d 1· b d y !)Co- p c m our snncty s 1 1vc segregate 1ves asc on bustle/ethnicity .1 . dl . . t' t s t' r h . ,Cass. an mgu1s 1c pa terns. cgrcga 10n rom one anot er s cxpcricn,·,,s , . …… exists among educators. among our college students, and between educator, and college students. To be clTcclive notorious-culturally, we must fully realize that cultural realities arc sets ol' lived. discovered experiences. For us. Lisa Delpit ( 1996) eloquently expressed it with these words: “Your whole college students that we reveal arc 'Other Folks's Children.”' Since we is no longer going to live each and every other's cultures. it becomes imperative that we commence up our management scoot by taking a gaze inward to ourselves and knowing our reactions to folks who arc culturally different from us. To love ourselves as cultural beings is a considerable step to clTcctivcly reveal “Other Folks's Children:· This chapter is designed so that you just can rel'lcct for your management role for your college. In the following couple of pages. •Ve invite you to commence up this journe) toward Cultural Prot1cicncy hy

• taking a stare upon your college and your reactions to what you sec • desirous in regards to the equity points that abide for your college • desirous about salvage admission to and achievement gaps as management points • viewing facets ot' most up-to-date legislation such because the Every Student Succeeds Act (ESSA. 201 5) as worthwhile instruments

“SEEING” MY SCHOOL-WHAT I SEE AND DON'T SEE

l d. · •t • l hat an: inOu-As College leaders. we inherit faculties and schoo 1stnc s 1 • •

• I r •n I 1 ):, cnccd by social. polilical. and econom.ic forces no longer read, Y appa cl . • ll'rl·d

l 1 -·Kher am t:ll ikdy you hcgctn your education profession as a c assroom c, . ,r.. 111 . r ·en· bc:-.t i Your first college with unbridled cnthus1asm tn ti) you –

1 .1 i:-i1phY I I . . • ·t 1ry and P , , l

your preparation program. you too< t H: rcquircl 11s 1

… 1c1ut-1,ht ,n I I. ll .• •pink 'hat .1 …

path~. and could presumably well just or could presumably well just no longer 1.1vc u y constl I.' . nttr (1,,,,. . 1 . • . ur college c1lll ) .. ,l

thrn,l· cc>un,<:s to be lorrl's t 1.il 11np111g<: on yo • , harL' r,111 ll

I' I I .. • •llllll'lll 1th! ·h room. I low you equipment about your irsl sc H>U us:–1~ I”. ..c,1rct1ll . 1· l . .. t •. n ·I' pca..,l'L 111 ,nJ ;111yv'hl'r<: ,dll11µ a ro111111uum o ll'lll~ l'. Ill l – 111dcnl"•

I ·1d IP” dispka..,t·tl.” Tlti11µ-; …,pokL·n and unspoll·n llhll l' } 1lll fl• t'<1llec1gut·, 111 your sclwol.

►

•

Chapft-r 1. Tht- teadt-rshtp Journn llrglm 'II hln • Ji;

Envision yourself d .. of the . hb • nving to and out of your most up-to-date college. Ta”-e noll'

ne1g orhood and th . ,

st cl t ~I c products and services display. or nol r,rescnL lor your

• t en s. ' so, note whether or no longer you would live in the ncighborhocxh

0 your st udcnts. Perform the seen clements of the neighborhood cnviron­

•~~nt motive you lo resolve your college students and their of us? Underlying the

'ISrble facets of our college communities arc unapparent forces thal

form noteworthy more impc1ct on our college students, our faculties, and ourselves.

Thcsc seemingly invisible ancient forces contribute to the sense of privi­

lege or deprivation skilled for your college that creates stress for your

st udents. their of us or guardians, and for you. These Invisible forces arc

the “equity points” that wait on because the mountainous unspoken in our occupation as

well as in society at huge. The continually outdated metaphor to characterize these

invisible forces is, “Equity points are the elephant in the midst of the

room that we pretend to no longer behold.”

Reflection

Portray your college atmosphere. Portray the college's neighborhood

or neighborhood. What make you focus on and for sure feel in regards to the stop of these

environments? Please utilize the blueprint below lo myth your suggestions and

feelings.

WHAT ARE THE EQUITY ISSUES IN YOUR SCHOOL?

How noteworthy make about equity points for your college or in faculties

at some level of our nation? To what extent are ancient events of disagreement

prcscnl for your college on the unique time? Arc college students for your college well scr'cd by

the academic and c.:ocurricular progrums? As you rcud this portion. abet

these quc!,lions in suggestions, und utilize the blueprint al lhc stop of this portion lo

myth your responses. Hem em her, one in every of lhc considerable applications of I his hook

i, for you lo turn out to be lncn:asingly conscious about your reactions lo folks whose

lifestyles expc:ricnces IlltlY he different from yours.

, pcr!,on's rec1clio11 to equity i,sues is o/kn dqx•ntlcnt on 1h0 1 (X'ron

possess e,pcri<.:nct' ilS iJ student. Those of us who hare benefited lrom lhc

rurrent ~dwol structure could presumably well just like u rl'nclion that is different from llio~e of

us -ho were 11wrgi1wlizcd or mc.1dc invi!,ihle. The: twin subject issues of unht·rsi1I

j

I '1 • P.1r1 I. r l'adc.-r~hip I, n Den•loped Personnl Pt•r~pt'clhe

public l'ducatinn and equity in cducc1tion haw yil•ldctl very di1·1· . erl'nt ,

rienl'L'S lor cultural teams of faculty students. both historically and <.ti t)(rx,_ . . . rrentlv

l1srommu111cal1on and stress among educators can in total h, 1 . •• c rc1ced

how L'II or poorly folks felt served in their very possess college exn., . le, .,-..nenc.

Equally. educators who ha'c been well served in our college (;s_

• 'Yslern olten arc at octds with pH rents and other neighborhood memher~ h h ~

0 ae been much less well served. Regardless of your prior deepest experiences 1 1… .

. . ()~

a sr.hoc~l chief on the unique time. files of the historicc::11 context of acccs.., and cqmty points will present an importnnl context on which to invent ,our imaginative and prescient for what our faculties can and wants to be.

Two expressed values in our democracy no longer yet fully rec1lizcd arc uni­ vcrs,11 public education thru excessive college and equitable tutorial

opportunities for all college students. Mistakenly belief by many educators to be a requirement in all fifty slates, required education thru excessive college or age eighteen is a post-World War JI phenomenon that continues to unfold all the arrangement thru the nation (Hudson, l 999; Kousscr. 1984). Mackey and Duncan (2013) reported that as of 2012. sixteen slates like compulsory education requirements to the atlainment of age sixteen.

Growth toward universal education is intertwined with the come­ ment in equitable therapy and equal outcomes for school students based on gender, bustle, ethnicity. language. c-1nd capacity. Magnificent cc::1scs similar to Bro'11 , •.

Topeka Board of Schooling ( 19 54) and Serrano, •. Priest ( 1971. 19 76. l 9 771 (as cited in Townley & Schmeider-Ramirez, 2007) pronounce in circulate processes designed to resolve inequities deliberately structured into our society and. as a consequence. our college systems. Executive measures such because the repeat issued by President Eisenhower in 196 7 that sent ll.S. paratroopers to form definite the mixture of Central Excessive College. Puny Rock. :rkansas: and legislative measures such because the 1964 Civil Rights Act 'rrc intcndrd to confront ancient inequities. Whereas dismantling the glorious barrier~ Ill

segregation has been a monumental achievement, having faculties ht' :,.uc­

ccssful for all college students is a dream restful deferred for nwny. Illustrious researchers and socinl commentators haw prc”SL'd till'

anguish for equity in our faculties tor two gcnerntions. Edmonds ( 1 Y ;9 l idcnll

fled correlates for faculties cflt•clivc for all college students. yet we con1inul' Ill “db

conceal” those fc.tctors as unusual. Hilliard ( 1991) rhallcngctf us and c1,”cd ii l

ht,d ''the will” lo educate all cltildrc11. Kozol ( 1991. 200 ~. 20071 cn111111Ut'' 1″ dl'~crihc what is going on in too manv srhools ,, ith till' ll'rtll' '”””:: and sm,,1,,11• i11<'

• • I • • t ·11 nc l ' 1

” 1110rr1 llllpL-rr1t1vc. Bcrlincr (2005) makes a rompl'lling anJ r 11 1 • ii I ti • • • l ·nl1lln' or tl' 1111 r,i11,igl'nce of rmcrty ,111<1 its l'fkct 011 nur schonls. l'l Lil•. ,,I r 1liC)' ' I • I J 'L'll(lll ' • .im ~Ol'll' y. 111porta11tlr lkrl111cr ·1ll11str·11•·.., till' 1ntl'f"t ·

• , I '- • ',())Ill

pon·rty lllul r.icc/l'tl111irily tlrnt t111dcn-americathe 1101 inn pn:, aknt 111

Cha.,te, I. The !•de, …. ,.__,. I Lf

pmfessJonal devcl . . opmcnr circl ~ th h .

economic 1ssu,• A . c, at t e ac:h1evement hole Is most efficient a liNlltb

• • syouarcr••d' h'

f1

exploration of “w·II…. s.hrgms, or maybe extends and deepens, your

1 ' morn/ unp<.'rative," und "management."

Rtflt,•tion

Tukr c1 few mo . .

ning of f his s .. mcnts and blueprint close note of lhe questions posed at the start up-

. . • 'ect,on and repeated here: How noteworthy make about

cqult) points in Y<)ur s ·h I . ~ 'I'

• • c oo or m faculties at some level of our country1 o

what extent ar h' t • I h I

c is onca events of disagreement mirrored for your sc oo

on the unique time? Are college students for your college well served by the academic and cocur­

ricular packages? Please myth your responses in the blueprint below.

CONFRONTING ACCESS AND ACHIEVEMENT

GAPS AS A LEADERSHIP ISSUE

Early now in the twenly-firsl century, we are restful faced with the scream

to manual faculties in ways that offer equitable opportunities no matter

college students' cultural memberships. Faculties are naturally heterogeneous

areas to handle concerns with equity. We carry together college students from fluctuate­

ent cultural teams of bustle, socioeconomic blueprint. gender, sexual orknta­

tion, and gender identity wilh the intent Lo present quality education.

Bridging salvage admission to and achievement gaps is a fancy endeavor lhar

requires leaders who like files of the social dynamics inside of soci­

ety and our faculties llrnt foster disparities.

Laypeople and educators similurly mention the at:hiccrnenr hole as

though it is the one p/lcnomcnon of lest ratings. For 1l1ar reason, C utilize

the time-frame ''c:ducational hole~” throu~lwut I his hook to encompass salvage admission to

and achievement in all usrc_-·cts ol the :-it'h,x1l experience. &lucaUonal

achievement is_ c~,mpoSt·d ul t~·o substances inside of faculties' regulate:

( 1) faculties prov1dmg an:css to excessive-quality curriculum and instruction to

aU college students and (2) ourcomc measures that assess student ac~

To UJustrate the frailty of counting on result mea~ ready, one ~

_._ to behold the work of early researchers this type of, Cotem. (

vuv ~ l

'

Is • rare I. I t>adt•r-.hlp I!. a Dt>eloped Peri,onnl Per~pet'Cive

and jencks lJl'ncks. Smith. Al'land. & Banc. 19 7 2 l who pointed l't·rcnn· het,H'l'll ,l'rkan .merkan and white college students' pcrfo to lhe dif­ implicdtl'd gl'nl't ir inferiority. poverty. and absence or family su nnance and reasons for umkruchievcmcnf. In stop. they held thut son~~:~.

1 i:ls the

rong. with the college students. their l”amilics. or their cultures ,1,11 . ing ·c1'i . . . • • csc clct' ha'c long-smcc been confirmed 111corrcrl nnd biased bearing in mind (E1, 1 'Ills • .uuca1 rrust. 200n) Data exist that proves all college students make be taught. given the a l<>n

priatl' stipulations for instructing and studying (Schooling Believe, iilfro- 1 lowcvcr. no longer addressing systemic salvage admission to disparities or fine quality cd )n1.

UCa­tional packages. skilled academics, and equitable college fundin resulted in a continuance ot' the blueprint quo or some college students being we~ served and others much less well. ii' at all.

In truth that college systems all the arrangement thru the nation like seldom handled college students in an equitable manner. Systemic inequities predate the landmark Brown court case that turned into once to total “separate but equal”: how­ ever, disparities proceed lo persist in the originate of most up-to-date funding inequi­ ties in many states even on the unique time. Punding on my own. however. will no longer originate a stage playing 11eld. A major switch in the come that many college students are trained must occur. or we can lose one more generation of early life to poverty and/or lives of crime.

Our PreK-12 (prekindergarten thru twelfth grade) student popula­ tion in the US is rising step by step with primarily the most racy development being demographic teams who like heen underscrved historically. Predictably. college students of coloration and English inexperienced persons will quickly acquire better than 50 per­ cent of all college students in our nation's PreK-12 faculties. In many college” and districts these populations are 90-1 O<) pcrccn t of the st udcn t population. as patterns of segregation seem to grow. ln contrast. the educator population remains overwhelmingly while. middle class. and female. Therefore. the real­ ity is that the primary culture or U.S. schools continues to rdkct a Eurocentric. middle class. and standard-English-speaking paradigm (Milner. 2007). Students who enter our schools and share the values, beliefs. sodo· economic status. behaviors. world view. language, and degree of ahlcncss that most closely align with this dominant paradigm tend tl> he most “ucct~­ lul. The qu<.;stion we must ask ourselves as college leaders and urts,cr 111

• I I • // / / / • t ·J ··l~111 1/1'1111V mcamn~ ll 'ilY~ 11'., ow ( () '(' /11('('{ l 11· {l(“(I{ I'll/I(' llllC Sc)( Ill ,,, 1 I· 'J • .. . . . . . . . . ,r,,1/llll J){'(Jp/1· who mta Pllr sclwols wit/, cl~f.kr<'l1l sl'ts

,:

1·xpnw11n•.,. hd1avi01 s. world 'ilws. l101111' /1111!Jllllfft'S. wi 'I'los angeles clt'!frt'1'' •1 af,/, 111 :hi

:s VfJU thi11k ahoul your college what sick''lJUitil's dt> n>ll 1hink nlll~ . . ,.. . •r~ cxi<.t ~ 11cm dn you dcsrrihc I he hl'hc1·ior ol formal .ind nonforrn,d[Lltl•II–:l'lccl'CtJ'-l111tu

C'hopft>r I Th · • I'J

• e l,t-udershfp Drag Hcgjn.o. WHlun •

ESSA AS A LEADERSHIP TOOL

SeJected facets of the Every Student Succeeds Act (ESSA. 2016) same

to th0se of its predecessor, the No Child Left In the again of Act (NCLB. 2001 ),

can wait on as tooJs to strengthen salvage admission to and equity efforts. ESSA because the cur­

rent model of the Traditional and Secondary Schooling Act has made

the conventional pubJic and education occupation more conscious about differential

tutorial opportunity and achievement patterns that exist in and

among our faculties and communities. Inner our faculties. we no,v like

the chance to communicate about and analyze student achievement and salvage admission to

points as portion of our on a conventional basis tutorial prepare. Resistance and selec­

tive blindness that existed about a years previously is being modified by college

participants and neighborhood companions coming together to behold student

achievement and salvage admission to points that beforehand had been passed over or.

worse yet. no longer acknowledged or even identified. Though resistance con­

tinues, considerate and dedicated tutorial leaders are skillfully the utilize of

ESSA planning as a car for addressing salvage admission to and achievement dis­

parity points.

The oft-touted achievement hole is. truly. a multifaceted result

measure of gaps in salvage admission to to education. The light that ESSA focuses on

differential achievement patterns now choices to more than one achicvcmenc

gaps. Success gaps differentiated by bustle/ethnicity, gender. class.

language. c1nd level of physical and psychological ahlencss arc now excessive­

lighted in the usual media. The considerable focal level on different facets of create­

ment gaps has rekindled interest in examining who gees suspended.

expelled. and in another case excluded from “standard·· dassrornns. The cx,uni­

nation of w~o. all c~c.Js college rcgu lurly as .Veil cl'i who drops out or is

“pushctl out 1s hcmg undertaken by faculties nationwide. Data h·

d . . . h' t

t dt

descrihc i!->panllcs 111 ac u:vcmen rartcrn~. dropout rc:1tc… !.l d . -~- un cnroll-

nu:nt in increased-urdcr c:uurscs ,ire highly effective when outdated as • d.

. . . . • • in 1carors of

,1L·ce-.s b

. . .. . • rdgcous chief.

chcm”c.: 1he focu~ lr01n d1c1( 1-. 'rung wirh the sfu(J•·nt .. 1 .. 1 c.;

e

~ o ' n l i •

need 1,, du ro meet the . …ruc.Jenr·s wants… < s H i,e I

I

..?O • l'ar1 I. I c.·ader,hlp bu Ot>,·elopt'd Per”>onnl Persp<'c.·1h,e

' t· suggest r1 path of of' de'cloping ..in intentional okay'i.ldcrship

I in· g • I I b I · • J)crspet

. llll l'l y I 1c follm,·ing quesli<>ll'-, which you nw”t person<1fly c1n •

mternc11ly ask. yourself': • tl

I. t/ho am I. a college chief. as a cultural being?

) Vhar arc my values, hclicf.c,, behaviors, language, c/a,_s, bustle/eth­

nicity. and world scrutinize?

3. Whal values. helicls. behavior. language. class. bustle/ethnicity. and

world scrutinize make the assorted college students carry lo my dassroom/schcx)I?

4. llow medical doctors my custom a/Teel the college students who come lo my class­

room/college?

J, How will the college students' cultures have an effect on me?

6. What must 1 make when my custom and the college students· cultures are

different?

Your responses to these quest ions turn out to be the premise for the cultural

aurobiography you ,,viii iniliatc in Chapter 3. The relkc:tions and deepest

interviews you should presumably well total in Chapters 4-6 will deepen your below­

standing of those culturally different from you and why you regard them

as you are making. You need to presumably well experience your rcllections. your interviews. and your

final assembling of this files as a deeply deepest and releasing

tutorial scoot. You need to presumably well come to know yourself even heller. 10

realize the premise for your values and bclicls. and 10 be inlenlional

about being the chief you should be.

DEFINITIONS OF KEY TERMS

1Jndcrstw1ding key terms is imporlcrnt to efleclivc c:omrnunication. Perform you

rccLJII your first yec.Jr lc,1ching and the lirsl guardian evening or guardian-teacher

cuufcn.'ncc c1ncJ how you mil led off terms and acronyms that I he of us

guc1rdians dicJn ·1 seem to know? You need to presumably well additionally just hi.Ive outdated terms such .,s

s/tuulurtls-/Jasl'rl ass<·ss11I<'lll or pof.11110111inl /i-a(tio11s or c'<1llllflllt>11,· Jlfl'!ln·''·

Acronyms llrnt 1rn1y l1c1ve I ripped off your tongue could presumably well like been H n, Ir..

//:l'orN<."JI: v, ••• ,,,·l. r· 1 1. . . I ,,··1nd

• •• ' … ,. ou sc, e,H· > pro es-;1n11 hus its m, n 1cr1111110 ()1-,_ •

ilCflll l_'ll 1,.

<'ulturnl l'ru/icienc_v /Jus len11-; lo be defined. ton. Fn,m the l'f bcµin­

lllllg 011111 r wurl,, 1″!-!l'lher. H;1y hdd lh<11 "the final prn,t·r in sPcill.' 1~

1/,cp11l'fl1>dd1JJl' “1• II I. r·1Cl'

• •11r >,11 fl'cl'-011. you m1gli1 .i:-.okay. 'hy dn ,,·c W~l ' •

——– ('hapr._.r I Th

• e teodt”r~hl J

I .

P ournl'J Hegins Hit hin • J. I

:till lime lo dellnt' sc . • l'tntngly .

l'lhu: ,tor~ • I I traditional t • 11,

~ • clllc aypcoplc ch . t:rm~. he acknowledge is hccnu.'>l' '>OnH.'

di ers11y-rdatcd per,1,11ecr '~><~sc lo he cullurally h/ind about cquil} and

.. IVls cJnd de . . I

correrl. .e Cpcrienc. t , . ns,vc Y dismi'is lhcm U”> “po/i11rn/ly

I ) ' > I . t: “o kind~ of con . . / ..

{ eop e m our pro/i•s . ccrns a 1out polil1cal corrcctne-;~:

. …sum who h , .

succe~slul ith some cult I

ave no accurate interest in /ciirning hm Lo be

rorrrrlncss •is ,1 . ura teams of faculty students utilize a price of political

• • c • c rcc1son to no longer ·I , .

Ii eness thru u , f c iangc, and (2) folks conceal their ineflec-

sc O au cour t (' • •

hut disphy t,·ttl an i.e., lash,onablcJ words and phrases

• c_ ,cornocomm·t

cquitv. We gain th· t h I mcnt lo the deeper values of salvage admission to and

I th • , . cl • t ough the inducement of the speakers will be clissimi-

ar, cir affect on stud t , d .

1 . 1 . h . • en s e ucallon is equally ineffective. Due to this truth,

'r o er t e followin okay g ey terms and definitions for our utilize in faculties.

~ulture: We outline custom as difficult a long way better than ethnic or racial

di.ffcrences. Culture is the pronounce of practices and beliefs shared by participants

ol a issue crew that distinguish that crew from other teams.

Culture entails all characteristics of human description. together with age.

gender, socioeconomic blueprint. geography, ancestry, religion. language.

ancient previous. sexual orientation, physical and psychological stage of ableness. occupc:J­

tion. and other affiliations.

Cultural ltiformancy: This shows our experience of having notorious­

cultural relationships which is more likely to be reliable and trusting and enable for

mutual studying and solutions that ends in deepest development.

Demograpliic Teams: Due Lo the ancient stigma that continues to

affect our communities and faculties, we utilize the time-frame demographic crew

in spot of the time-frame subgroup. Every few years the eugenics debate recurs.

and terms similar to subspt'cies and connected makes utilize of of the prefix suh- arc outdated in

racist, discriminatory ways. We gain the time-frame de111ogrnphic crew to he more

right and gleaming.

Dominant CuJt11re: It could maybe presumably well be well-known that the dominant custom para­

digm that permeates faculties tends to be display in most faculties rcgardlc~s

of the communities the place they arc positioned. Every classrooll) ha,; a grc.ll

de,,I of cultunil fluctuate display. By our definition. some eultun.•/ are

readily seen, wliile others nwy he hidden and never appurcnt. hL·n e

l'Xc1mim· ,,chievement. su~pension, and l'pul … iun d,11.1: a … signrneni to

cc:rtc1in c.,tc:gorie<; of ~rechi/ cdun1tion; or the lark of c1ssig11JllL'lll lo gilied

.iccdl'rntcd. unc.1 c1d'rl/H'l'U p!.1ccn1<:llt dt1:-.ses: it turn out to be., ck-.1r lhitt I hos~

who hrinµ., different c11/1ure lo Ille ~r/1onl make 1111/ rt'l'l'hl' equiu,blc lreal­

llll'III t1m/ foil to illluin eq11t1/ ll'vd.-. ol surn·,-,.

,

1.,! • Parf I. I t'adrrship •~ 0 I) 1 • <'H" 0 P<"d Pocket book computer.-no