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UNIVERSITY SENATE
TO:
FRQr.1:
DATE:
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
M E M 0 R A N D U M
Members of the University Senate
Eugene Garber, Chairman
April 8, 1981
The University Senate will hold a special
meeting on Monday, April 13, to consider the proposal
from the Undergraduate Academic Council for reinstituting
distribution requirements for undergraduate students.
The meeting will begin at 3:30 p.m. and will
be held in the Campus center Assembly Hall.
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
1400 Washington Avenue
Albany, New York 12222
Mintttes of April 13, 1981
The meeting was called to order by the Chairman-Elect, Harold Cannon,
at 3:40p.m. in the Campus Center Assembly Hall.
Senator Cannon noted that he
would be chairing the meeting since the Chairman wished to participate in the
debate on the proposed resolution.
1. Distribution Requirements Proposal
Senator Snow, Chairman of the Undergraduate Academic Council, moved approval
of the resolution regarding distribution requirements; the motion was
seconded.
Senator Snow gave some background information regarding the numerous
committees and proposals which resulted in the proposed requirements.
Helen Desfosses, Dean of Undergraduate Studies, answered several questions
regarding the LEAP program.
There were several questions as to the affect
this proposal would have on transfer students.
After additional discussion, it was moved and seconded to delete section
C-2 of the proposal.
The motion to delete was defeated.
It was moved and seconded that a provision be added to set up a separate
committee of the UAC to develop the proposals for the courses and the
curriculum. It was noted that if the proposed recommendations are approved
by the Senate the Curriculum Committee of the UAC must report back to the
Senate in the spring of 1982 for final approval.
The proposal was defeated.
It was moved and seconded to close debate.
The motion to close debate was
approved.
The main motion was approved by majority vote.
2.
Rockefeller College and Institli!!
President O'Leary reported to the Senate that the Long-Range Planning
Committee of the Council on Educational Policy and the Council had both
approved the formation of the Rockefeller College of Public SeiYice and
the Institute of Government.
The meeting was adjourned at 4:55p.m.
UNIVERSITY SENATE
STATE UNIVERSITY OF NEW YORK AT ALBANY
Revision of Requirements for the
B.A. and B.S. Degrees
INTRODUCED BY:
Undergraduate Academic Council
April 13, 1981
IT IS HEREBY PROPOSED THAT TilE FOLLOWING BE ADOPTED:
I, That the current requirements for the B.A. and B.S. degrees be amended by
addition of the following:
A.
The completion of a distribution requirement consisting of a minimum
of six graduation credits of approved courses in each of the follow-
ing six categories: · (1) Symbolics, (Z) Natural Sciences, (3) Social
Sciences, (4) Literature and the Fine Arts, (5) World Cultures, and
(6) Values.
A maximum of twelve credits with the same course prefix
(e.g., A Eco, S Ssw, etc.) may be applied toward completion of the
distribution requirement.
B.
The completion of a writing requirement to be satisfied in one of
the following ways:
1.
Students may complete an approved writing course in the Depart-·
ment of English with a grade of "C" or better, or "S. '' Approved
writing courses are courses listed tmder the rubric "courses in
writing" by the Department of English, except for any _such
courses which are specifically disapproved by the Curriculum
CoJmlittee of the Undergraduate Academic Council.
2.
Students may complete with a grade of "C" or better, or "S,"
one course approved by the Curriculum Corrnnittee of the Under-
graduate Academic Council as having an appropriate writing
component.
3.
Students may be exempted from taking a specific writing course
through procedures set forth by the Curriculum Committee of the
Undergraduate Academic Council in consultation with the Depart-
ment of English.
Exemptions may be based on such factors as
AP credits, CLEP credits, RCT and Regents examination scores, etc.
II. That this distribution and writing requirement be implemented in accordance
with the attached guidelines.
III. That the above requirements become effective for all students graduating in
May 1986 and thereafter.
li.t-t" ::~r.hments (3 ')
'~
•'
Guidelines
Proposed Distribution and Writing Requirements
I. Distribution Requirement
A.
Students will fulfill a 36-credit distribution requirement consisting of
a minimum of 6 graduation credits of approved courses in each of the
following six slightly modified LEAP categories:
Syrnbolics, Natural
Sciences, Social Sciences, Literature and the Fine Arts, World Cultures,
and Values.
B.
The LEAP definitions of categories, except for "Cultures of the Past"
which has been redefined as "World Cultures," will be utilized.
1.
Symbolics
In the study of symbolics students should first understand two basic
features of human symbol systems: their internal structure and logic,
and their ability to give pattern and meaning to experience.
Building
upon these basic understandings, students should proceed to the more
specific examination of verbal or mathematics symbol systems, as
exemplified by (but not limited to) such studies as linguistics, foreign
languages, communications, philosophy of lan~1age, logic, mathematics,
and computer science.
2.
Natural Sciences
In the study of natural sciences students should, while grasping
the super-eminent role of the experiment in the scientific enterprise,
also understand the following closely related fundamentals:
(1) con-
cepts--as defined in verbal and operational statements; (2) natural
laws- -as formulations of experiences; (3) theories- -as they relate to
natural laws, experiment, and prediction; (4) epistemological strategies--
as the development m1d organization of information based on deduction,
induction, and rationalization; and (5) the mathematics of science--as
forming, with (4) above, the basis for prediction, judgment, and
decision-making.
After mastery of these basics students will then apply
them to a specific science.
3.
Social Sciences
In the study of the social sciences students should learn how ideas
and institutions relate to behavior--individual and collective, historical
and contemporary.
Students should learn the diverse concepts, theoTies,
and methodologies ·which will enhance their understanding of individual
and collective behavior in different societies.
Students should also
have the opportunity to Telate these matters to particular practical
concerns, e.g. , the formulation, implementation, and evaluation of
specific public policy options,
-- -r-·---
----.~-- -···-.---
Page 2
4.
Literature and the Fine ATts
In the study of liteTature and the fine aTts students should have the
opportunity to study seveTal significant woTks of aTt in several major
media and genres.
TI1ey should gain a basic tmderstanding of the histori-
cal changes in artistic modes and of the relationships between art and
culture.
TI1en, more specifically, they should work with several critical
paradigms for classifying, inte11weting, and evaluating works in a single
mode.
And they should have the opportWlity to experience the creative
process.
5.
World Cultures
In the study of world cultures students should expand their knowledge
and understanding of their cultural experiences and form new perspectives
on their m~ cultural assumptions and traditions for application in our
multi-cultural, heterogeneous world.
Courses will provide exposure to
the essential and distinctive features of world cultures, whether western
or non-western.
From either a historical or contemporary perspective,
these courses provide the student with an awareness of another culture's
distinctive patterns of thought, belief, and action, and a basic under-
standing of social systems, intellectual trends, religious and ethical
values, and literary and artistic achievements.
This aim may be achieved
through appropriate courses in a variety of disciplines or through special
courses that may be developed.
6. Values
In the study of values students should learn how human beliefs and
choices derive from conscious or w1conscious models of knowledge and
systems of ethics.
From these basics students should proceed to the
analysis of a perennial issue (political power, distributive justice,
religious tolerance, the responsible application of_scientific discov-
ery, etc.). They should study how models of the past were applied to
these issues and with what results. They should clarify their own values
by testing them against the systems of knowing and choosing offered by
contemporary society.
C.
TI1e Curriculum Committee of the Undergraduate Academic Council shall
establish a list of approved courses in each of the six distribution
categories. These courses shall be proposed by the academic units in
which they are taught, and ap9roved by the Curriculum Committee.
Academic
illlits, in proposing courses, and the Curriculum Committee, in approving
them, should bear in mind the following guidelines:
1.
Acceptable courses may be fundamental to a discipline or be a
representative sampling of the way professionals proceed within a
discipline.
TI1ey may also relate a discipline to societal needs
and concerns.
They should not be narrowly focused or highly spe-
cialized, and should not require significant prerequisites. They
may teach a basic skill, such as a foreign language or expository
writing.
They may be required for a major or pre-major in a field
Proposed Requirements--contd.
Page 3
and teach basic vocabularies and methodologies, and at the same
time, be tailored for non-majors.
2.
Some courses may be acceptable only in two-course sequences (such
as two semesters of a foreign language).
3.
\~ere the academic unit and the Curriculum Committee agree, ways
may be provided for students to substitute advanced courses for
the listed options.
4.
Class size should be small '~1en practical, especially when course
objectives are best achiev;ed through small class sizes.
5.
Instruction should be provided wherever possible by permanent
faculty, including some senior faculty.
Faculty should grade
essays in required papers and exaJninations \vhen practical.
Every effort should be made to insure the highest standards of
instruction, regarding both selection of instructors and selec-
tion of TA's for discussion ru1d laboratory sections.
6,
The academic units should provide accurate course titles and
course descriptions for the courses they propose.
They should
also provide names of probable instructors.
TI1e academic units
should provide reading lists, course outlines, examinations, and
student course evaluations for courses which have been taught
previously,
D.
The distribution requirement 1vill not be required of students who com-
plete the Liberal Education Advancement Program (LEAP).
I I. Writing Requirement
A.
In addition to fulfilling the distribution requirement, students must
demonstrate proficiency in ~iting in one of the following ways:
1.
Students may complete an approved writing course in the Department
of English with a grade of "C" or better, or "S." Approved ~iting
courses are courses listed w1der the rubric "courses in writing" by
the Department of English, except for·any such courses which are
specifically disapproved by the Curriculum Committee of the Under-
graduate Academic Council.
2.
Students may complete, with a grade of "C" or better, or "S," an
approved course v.ri th an appropriate writing component.
Guidelines
for these courses are to be developed by the Curriculum Committee
of the Undergraduate Academic Council in consultation with the
Department of English.
Following establishment of the guidelines,
courses shall be proposed in the academic units in which they are
taught, and approved by the Curriculum Committee.
These courses
should also conform to Guidelines 4, 5, and 6 in Section I-C.
Proposed Requirements--contd.
Page 4
3.
Students may be exempted from taking a specific 'vriting course
through procedures set forth by the Curriculum Committee of the
Undergraduate Academic Council in consultation with the Depart-
ment of English.
Exemptions may be based on such factors as AP
credits, CLEP credits, RCT and Regents examinations scores, etc.
B.
Courses which satisfy the ·writing requirement also count toward satisfy-
ing the distribution requirement if they have been approved for both
requirements.
III. Evaluation
Each course that has been approved· for either the distribution requirement or
the writing requirement must participate in a university-wide student evalua·
tion each time the course is taught. This mandatory student evaluation shall
be administered, published, and made available to the student body through
the normal processes used in the publication of the ACT, or shall be the
evaluation that emerges from the current pilot testing progrrun under the
direction of the Council on Educational Policy.
IV.
Additions and Deletions of Approved Courses
Additional courses for either the distribution requirement or the writing
requirement may be approved at any time.
Courses which have been approved
for either the distribution requirement or the writing requirement will be
reviewed by the Curriculum Committee of the Undergraduate Academic Council
after every third year.
Courses which no longer conform to the guidelines
will be dropped from the list of approved courses.
The Curriculum Committee
may review and withdraw approval of any course at any time.
V.
Additional Considerations for Curriculum Committee
A.
TI1e Undergraduate Academic Council stipulates that the Curriculum
Committee, insofar as possible, incorporate the recommendations of
the Committee of Cultural Diversity.
B.
In 1981-1982, the Curriculum Committee will work with the School of
Business to determine the maximum possible satisfaction of the distri-
bution requirement by students majoring in accounting, taking A~CSB
and state requirements into account. It is expected that the accounting
curriculum will be modified somewhat.
C.
TI1e Curriculum Committee will establish appropriate guidelines for the
articulation of transfer students in meeting the distribution requirements.
VI . Timetable
In 1.980-1981 approval o[ this proposal by the University Senate 1s sought.
Proposed Requirements--contd.
Page 5.
In 1981-1982 the Curriculum Comnittee should establish a list of approved
courses for each of the six categories.
The proposal would then be imple-
mented for students who matriculate as freshmen in the fall of 1982 and
would apply to all students who graduate in May 1986 and thereafter, If
necessary because of resource limitations, the writing requirement may be
implemented at a later date.
DISCUSSION
Over the last several years the campus has moved in the direction of a
liberal education requirement.
The Liberal Education Advancement Program (LEAP),
ari.experimental progrrum, is the major tangible result from discussions to date.
More recently, the faculties of the College of Science and Mathematics and the
Cpllege of Social and Behavioral Sciences have developed independent proposals
for distribution requirements and recommended their adoption by large majorities.
. Strong support for some kind of a liberal education or distribution
requirement exists in many units on the campus.
Respondents .to a recent student
poll also favored a distribution require (see Appendix I).
The strongest senti-
ment for distribution requirements was voiced by seniors, many of whom regretted
not having taken a more broadly based curriculum in their first two years at
SUNY -Albany. Distribution or general education requirements exist on many SUNY
campuses (see Appendix II), and Albany is the only University Center without any
kind of distribution requirement,
A Special Committee on Distribution Requirements was appointed by the
deans of the schools and colleges, and charged with developing a proposal for a
campus-wide distribution requirement,
The committee was composed of two members
from each of·the three arts and sciences colleges, one member from each of the
s.chools, the Dean and Assistant Dean of Undergraduate Studies, and two student
·representatives appointed after consultation with the Student Association.
That committee strongly believed that its work, or any legislation arising
from its considerations, should not be of such a nature as to adversely affect the
LEAP program.
Formal evaluation of the experimental LEAP program will begin in
fall 1982, and recommendations resulting from the LEAP evaluation could be imple-
mented as soon as fall 1984.
It is uncertain that the LEAP experiment can be
.extended to the entire student body because of the large demands it makes on
faculty resources.
The committee drafted a proposal which draws upon many of
tl1e ideas of LEAP, but is easier to implement.
Implementation of this proposal
1vould not detract from the forthcoming LEAP evaluation.
Since the proposal is
simple and related to the LEAP prog1'am, it should be easy for the campus to imple-
ment a more extensive proposal in 1984, if indeed such a proposal should materialize.
The report of the Special Committee on Distribution Requirements forms the
basic stn1cture for the distribution and writing requirements proposed by the
Undergraduate Academic Council.
Suggestions from the Liberal Education Advance-
ment Program Committee and the Committee on Cultural Diversity were incorporated
into the UAC 1 s final proposal as presented for the establishment of a distribu-
tion requirement and a writing requi1'ement.
I
I
!
i.
r:
I
I
I i
I
Proposed Requirements--contd.
Page 6
A degree at SUNY-Albany requires completion of a program of intensive
study in a specific discipline.
But be)rond this, a university degree should
indicate a breadth of intellectual experience and the acquistion of certain
skills, such as the ability to ·write and the ability to reason critically and
analytically.
Currently, a degree at SUNY-Albany does not necessarily imply
either breadth of intellectual experience or the acquisition of basic skills.
For example, it is possible for an individual to graduate with a B.S. degree
in any department of the College of Science and Hathematics without ever taking
a cot1rse outside the college. This concern is not allayed by the observation
that most individuals do take courses outside their special fields of study,
for the question is one-of standards, and whether a student should be allowed
to receive a university degree after completing a narrowly conceived course of
study.
Furthermore, many students currently do not acquire an adequate breadth
of intellectual experience; and many do not learn basic skills, such as the
ability to write an English sentence. · This proposal specifies a mininn.nn standard
in terms of breadth of experience and the acquisition of basic skills.
There is not one but many ways to define breadth of experience in terms
___ __,of specific subject matter.
The campus has just completed an exhaustive discus-
sion of this definition, leading to the acloptton-of-the-si-x--LEAP-eategeEi..€ls, ---
The Undergraduate Academic Council felt that the category "Cultures of the Past"
was too narrowly defined, and redefined the category as "World Cultures."
Although some modification of the categories may prove desirable at some point,
the UAC felt the)r provided a sound fow1dation on which the Curriculum Committee
could build its classification of courses.
Distribution requirements have been separated from the writing require-
ment.
Many courses which will satisfy the distribution requirement will not
have a writing component.
Not only would resource limitations make it imprac-
tical to require writing in all courses, but also some courses do not lend
themselves to a writing component, such as courses teaching basic mathematical
skills.
TI1ose in favor of distribution requirements contend that a student's
academic freedom of choice is relative, and not absolute.
The specific require-
ments in a major bring about a considerable surrender of "academic freedom of
choice," and yet such requirements are universally accepted.
The further limita-
tion of this "academic freedom of choice" by the imposition of distribution
requirements is a quantitative change in the degree of "freedom of choice," and
not the violation of a fundamental principle.
The overriding need, proponents
would argtie, is to insure that students receive the breadth of intellectual
experience and acquire the basic skills that should be part of any W1iversity
education.
Proponents of the breadth requirement acknowledge that the quality of
instrt1ction on this campus often leaves much to be desired.
But they see this
proposal as a means for improving instructional quality. The campus-wide
Curriculun1 Committee of the Undergraduate Academic Collllcil would have the
power to approve and disapprove specific courses for the distribution require-
ment.
TI1e Curriculum Committee is explicitly charged with evaluating the
content and quality of courses which the various academic units propose for
satisfaction of the breadth requirement.
Proposed Requirements--contd.
Page 7
The proponents of this proposal do not believe that it will have a major
effect on class size.
Some classes, such as foreign languages, are traditionally
taught in small classes, and should continue to be taught that way.
But there
is no reason why some materials cannot be communicated effectively in large
classes. Proponents believe that student dissatisfaction with large classes is
most frequently directed at the quality of teaching, and not class size per se.
As argued in the preceding paragraph, proponents believe that this proposal will
have a positive effect on the quality of teaching.
Proponents of the breadth requirement also agree that academic advising
could be greatly improved.
Many professors are insufficiently conversant with
the programs in their own departments·, and have even less knowledge of appropriate
courses in other schools and colleges.
And even under the assumption that this
situation could be corrected, that is, even if all professors were well informed
of other programs and conscientiously carried out their advising duties, there
is no guarantee that students would follow their advice.
The proposal for a
breadth requirement, by selecting the specific courses which are most suited
for study outside of a major, greatly reduces the demands made upon the academic
advising system. A student choosing from a relatively small pre-selected list
of appropriate courses cannot go too far wrong.
The Undergraduate Academic Council believes U1at six credits constitute
a minimally sufficent exposure to each of the six distribution categories. A
single three-credit course in most cases would not give adequate exposure to a
distribution category. Many students will fulfill 12 credits automatically in
satisfying requirements for their major, so that the "real" requirement would
be approximately 24 credits, or eight 3-credit courses. This would average
out to one course each semester during a student's four years of study, which
the UAC feels is a reasonable requirement.
Such a program provides the greatest
possibility for a true liberal education while· still leaving considerable oppor-
tunity for students to specialize. A 36-credit requirement would be no more
demanding than distribution requirements at other SUNY campus.es, most of which
exclude major courses from counting in the credit totals required (se~ Appendix II).
The 36-credit requirement would also have various secondary benefits. It
would encourage the utilization or development of two-semester sequences in some
distribution categories. This might be particularly important in some areas such
as the foreign languages, where a one-semester exposure is little better than
none at all. In addition, since the 36-credit requirement would result in an
increased exposure to different intellectual endeavors~ this version would lead
to a more informed choice of major for the undecided student.
Attachments: Appendix I
Appendix II
April 13, 1981
- ---~-- ---~~---------~- --
Yost dtudents Want Distribution Requireme,-4-ts
P>-brk Hsdtclti
The ASP randvmly surveyed 253
:dergraduates 1tnd 33 teachers last
:ek w find the reaction of the
JNYA academic body regarding
e imposition of distribtl!ion re-
lircments here, a proposal now
ing investigated by special com-
iHee.
Overall, 67 percent of SUNY A
udents favored distribution re-
ilircments. An average of 19.9 re-
t!ircd credits was suggested.
!though only a small sample or
lt:achcrs wa~ tak..:n, those surveyed
were highly in lavor; 88 percent
supported
distribution
rc-
qiJiremcnls. Teacher~ suggested an
average of 23_9 required credits.
Only 38 p.:rcent of freshmen
surveyed favored requirements, and
freshmen preferred as few man-
datory credits as possible.
The percenl in favor increased
steadily with class year, as did the
amount of required credits sug-
gested.
Upperclassmen generally
Distribution
Re<Juired
Requirements
Credih
OJoin
Std.
St~denlS' .
Yes
No
Favor
Av!.
Dev.
Freshman (21)
8
13
380Jo
18.5
1.5
Sophomore (54)
30
24
'560Jo
19.3
2.8
'
Junior (liO)
78
32
71 fl/o
20.2
5.2
'
Senior (68}
54
14
79o/o
20.0
3.9
'
Total (253)
170
83
,67f1Jo
19.9
4.4
MAjcrs
I
Sd~ncc a~d
'
I
Ma~h (34)
21
13
'62°/o
2LO
5.2
i
'
.Jusincs~ (42)
29
13
f>')OJII
20.2
4.3
rioc. Sd. (67)
47
20
, 70°/o
IX.O
5.2
• hmumiHes ami
l<'ine Art~ {64)
43
21
67°/o
19.9
4.6
stated that as they allvance in their
.,:ducation they appreciate more,
and thus beller understand the
necessity for a well-rounded cur-
riculum.
Seniors supponed re-
quirements the most. Many said
they regret not having taken a
broader curriculum, while others
who fell they had. taken a wide
range_ of courses are glad ·they did.
Freshmen, however, staled greater
c.)ncern in finding a major than in
.b.-:coming well-rounded.
Of those who have decided on a
Weir 1-tounded
Yes
No
0/o Yes
13
8
620Jo
45
9
830Jo
91
19
83fr!o
51
17
750Jo
200
.53
79fi/o
..
21.!
6
82 "'o
24
8
X lllfo r
5H
9
87%
53
9
85 1lf.t
major, the Social Science majors
f~vorcd requirements ami _ con- I
stdered themselves more thvo:rse
than other ~tudents did. Scio:nce
and math students least favored
distribution requirements, but the
disparity among majors was not
greaL
The ASP survey read as follows:
"There is presently a commillec on
distribution rcquirem..:nts which
proposes that, to graduate, SUNY A
student~ would have to complete
one or two courses in each of the
following categories: Other
Cultures,
Social
Sciences,
Literature, and Fine Arts, Natural
Sciences, and Symbolics.
"Required courses .would
amount to a minimum of 18. credits
and a maximum of 36, depending
on how the final pwposal is devis-
ed.
"Pro: A person who graduates
with a ·degree should have been ex-
posed co certain kinds of k tii)Wicdgc
bask to an educated person, to
prepare him not only for a job, but
ror anything he might c:ncoumer in
life.
>-
"Con: A student is limited in
academic freedom.
Required
courses may not be within his in-
ten:sts.''
The person's class, major, age,
and sex, were asked, as wdl as the
following questions: ··Arc you in
favor of distribution requirement~?
Why or why not? Whether in favor
or not, how many credib wou!J be
a fair amount to require (18 to 36)'!
With or without such requirements
have you, in your opinion, taken a
wide range of courses?"
Students and faculty who favored
distribution requirements generally
agreed that a college education
means more than just completing a
major, while those against did nol
1 like "being told what to do."
Distribution
Required
Requirements
Credits
OJo in
Std.
Teachers
Yes
No
f'avor Avg.
Dcv.
-
Science and
-
Matb (13)
l2
l
926/o
23.4
10.6
Business (5)
5
0
·99%
24.0
7.0
~oc. Sd. (6)
5
I
83°/o
28.2
il.9
flumaniHcs and
Jt'ine Arts (9)
7
•l
78°/o
21.6
3.0
k
I
Total (33)
29
4
88 11/o
23.9
7.7
-
..
__ .,.
I.
APPENDIX II
st.JM\1ARY OF RE(piRED GENERAL EIXJCATION CREDITS
AT SUNY CAMPUSES
Buffalo:
24 credits outside of major area
· Binghamton:
40 credits - may include courses in major
Stony Brook:
36 credits - excludes courses in major
Also requires proficiency in English composition, mathe-
matics , and foreign language
Brockport:
33 credits - excludes courses in major
Cortland:
Fredonia:
Geneseo:
Oneonta:
Oswego:
March 10, 1981
Also requires 6 credits in communication arts and foreign
lru1guage for B.A.
36 credits - at least 24 must be outside major
Also requires 3-6 credits in English composition and
0-13 credits in foreign language
30 credits - excludes courses in major
English composition included within 30 credits
30 credits - excludes courses in major
Also requires proficiency in writing
21 credits - excludes courses in major
33 credits - some major courses counting
Also requires 3-6 credits in English composition and
3-6 credits in mathematics
APRIL 13, 1981
SENATE ATTENDANCE SHEET
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
APRIL 13, 1981
2
