ࡱ>  ceXYZ[\]^_`ab` 8bjbj 4N0U~~~~~~~VVV8$L h        prrrrrr$Yh~l  ll~~  l~ ~ plp.JH~~Q  AX,.V0M@T]0pMT[$*[QQ[~R z$   N^   llllVV~~~~~~ COLLEGE MISSION STATEMENT The mission of 鶹AV is to foster excellence in education that challenges students of every background to develop their intellect, character, and abilities; to assist students in achieving their educational and career goals; and to be responsive to the greater community. HUMANITIES DIVISION MISSION STATEMENT The mission of the Division of Humanities at 鶹AV is to provide students and the community opportunities to understand, appreciate, and enjoy the arts and humanities; to promote cross-cultural communication and understanding through modern languages and speech communications; and to support the colleges mission statement. HUMANITIES DIVISION FACULTY We believe the humanities are a basic part of a well-rounded education. The humanities are relevant to daily life. Like all quality education, our offerings are cumulative, sequential, and meaningful. Art/Art History Nanette Kelly Tom Gilbertson Carol Hegarty Foreign Languages French Gerald Giauque Spanish Alicia Ortega Maria Coronel Jose Ruiz Journalism Bruce Page Music Joel Jacklich Van Decker Philosophy Stephen Pacheco Speech James Patterson Melani Guinn Bruce Page Theater Arts James Patterson 1. PROGRAM COURSES/MAJOR AREAS (Excel Files) Div.DisciplineSubj.New CourseOld CourseDescriptionCat#HUMARTPMUSMUS 250INTERMEDIATE CLASS VOICE2817HUMARTPMUSMUS 252INTERMEDIATE CLASS VOICE2818HUMARTPMUSMUS 100MUS 7Intro to Music Foundations718HUMARTPMUSMUS 102MUS 30Intro to Music Lit & Listening749HUMARTPMUSMUS 104MUS 31Intro to Twentieth-Century Mus750HUMARTPMUSMUS 110MUS 8ABeginning Musicianship I719HUMARTPMUSMUS 112MUS 8BBeginning Musicianship II720HUMARTPMUSMUS 120MUS 9ABeginning Harmony I723HUMARTPMUSMUS 122MUS 9BBeginning Harmony II724HUMARTPMUSMUS 140MUS 10ABeginning Group Piano I727HUMARTPMUSMUS 142MUS 10BBeg. Group Piano II728HUMARTPMUSMUS 142MUS 10BBeginning Harmony II728HUMARTPMUSMUS 150MUS 15ABeginning Voice I733HUMARTPMUSMUS 152MUS 15BBeginning Voice II734HUMARTPMUSMUS 154MUS 17ADChamber Singers736HUMARTPMUSMUS 156MUS 28ADCollege-Community Chorus747HUMARTPMUSMUS 160MUS 12ABBeginning Guitar I731HUMARTPMUSMUS 162MUS 13ABBeginning Guitar II732HUMARTPMUSMUS 171MUS 18ADChamber Orchestra737HUMARTPMUSMUS 172MUS 64ADCollege-Community Band755HUMARTPMUSMUS 173MUS 27ADConcert Band746HUMARTPMUSMUS 174MUS 29ADEstudiantina748HUMARTPMUSMUS 175MUS 19ADInstrumental Ensemble738HUMARTPMUSMUS 176MUS 26ADRehearsal and Performance745HUMARTPMUSMUS 177MUS 25ADStage Band744HUMARTPMUSMUS 178MUS 33ADSymphony Orchestra756HUMARTPMUSMUS 179MUS 32ADApplied Music751HUMARTPMUSMUS 180MUS 40ABMIDI Composition1324HUMARTPMUSMUS 182MUS 42AIntro to Recording Tech1323HUMARTPMUSMUS 184MUS 42BAdvanced Recording Techniques1322HUMARTPMUSMUS 184MUS 42BAdvanced Recording Techniques1322HUMARTPMUSMUS 200MUS 20AHist & Literature of Music I739HUMARTPMUSMUS 202MUS 20BHist & Literature of Music II740HUMARTPMUSMUS 210MUS 8CIntermediate Musicianship I721HUMARTPMUSMUS 212MUS 8DIntermediate Musicianship II722HUMARTPMUSMUS 220MUS 9CIntermediate Harmony I725HUMARTPMUSMUS 222MUS 9DIntermediate Harmony II726HUMARTPMUSMUS 240MUS 11AInter Group Piano I729HUMARTPMUSMUS 240MUS 11AInter. Group Piano II729HUMARTPMUSMUS 242MUS 11BIntermediate Group Piano II730HUMARTPMUSMUS 250MUS 16Intermediate Voice I735HUMARTPTHEATHEA 100THEA 100Introduction to Theatre1182HUMARTPTHEATHEA 120THEA 120Fundamentals of Acting288HUMARTPTHEATHEA 121THEA 121Intermediate Acting289HUMARTPTHEATHEA 180THEA 22ADRehearsal and Performance290HUMARTVARTART 25BLIFE DRAWING93HUMARTVARTART 270INTERMEDIATE PHOTOGRAPHY1480HUMARTVARTART 100ART 3AHistory & Appreciation of Art77HUMARTVARTART 102ART 3BHistory & Appreciation of Art78HUMARTVARTART 104ART 4History & Appreciation of Mode79HUMARTVARTART 106ART 5Women Artists105HUMARTVARTART 110ART 22ADesign86HUMARTVARTART 112ART 22BDesign87HUMARTVARTART 120ART 20ADrawing82HUMARTVARTART 122ART 20BDrawing83HUMARTVARTART 124ART 21APainting84HUMARTVARTART 126ART 21BPainting85HUMARTVARTART 128ART 18AWatercolor Painting80HUMARTVARTART 130ART 25ALife Drawing92HUMARTVARTART 140ART 23ACeramics88HUMARTVARTART 150ART 30ASculpture114HUMARTVARTART 160ART 50AGraphic Design119HUMARTVARTART 170ART 10ABPhotography - Beginning1450HUMARTVARTART 220ART 20CDrawing108HUMARTVARTART 222ART 20DDrawing109HUMARTVARTART 224ART 21CPainting110HUMARTVARTART 226ART 21DPainting111HUMARTVARTART 228ART 40Exploration of Painting Techni104HUMARTVARTART 230ART 25CLife Drawing112HUMARTVARTART 240ART 23CCeramics90HUMARTVARTART 242ART 28Ceramics-Technical96HUMARTVARTART 260ART 50CAdvertising/Graphic Design121HUMARTVARTART 262ART 33ADGallery Display103HUMARTVARTART 280ART 42ABCareer Preparation in the Visu1453HUMARTVARTART 282ART 41Art Fundamentals for Education118HUMCOMMCOMMCOMM 120INTRO TO VIDEO & TV PRODUCTION2001HUMCOMMCOMMCOMM 122INTER. VIDEO & TV PRODUCTION2002HUMCOMMJRNJRN 106PHOTOJOURNALISM2004HUMCOMMJRNJRN 100JRN 1Introduction to Journalism614HUMCOMMJRNJRN 102JRN 2ACNewspaper Production615HUMCOMMJRNJRN 104JRN 10Career Journalism628HUMCOMMSPCHSPCH 100SPCH 1Oral Communication1043HUMCOMMSPCHSPCH 110SPCH 110Public Speaking1044HUMCOMMSPCHSPCH 180SPCH 180Argumentation and Debate1045HUMHUMHUMHUM 100HUM 25Intro to the Humanities602HUMHUMHUMHUM 212HUM 21The Hist & Appreciation of Dan1800HUMHUMPHILPHIL 100PHIL 1AIntroduction to Philosophy845HUMHUMPHILPHIL 102PHIL 1BIntroduction to Philosophy846HUMHUMPHILPHIL 104PHIL 11Ethics848HUMHUMPHILPHIL 106PHIL 10Logic847HUMHUMPHILPHIL 108PHIL 25Religions of the Modern World849HUMLANGFRENFREN 100FREN 1Elementary French480HUMLANGFRENFREN 110FREN 2Elementary French483HUMLANGFRENFREN 200FREN 3Intermediate French486HUMLANGFRENFREN 210FREN 4Intermediate French487HUMLANGFRENFREN 220FREN 5Intmd French Rdng and Writing495HUMLANGFRENFREN 230FREN 10Intmd Conv French489HUMLANGFRENFREN 232FREN 11Intmd Conv French490HUMLANGFRENFREN 297FREN 2HFrench Honors436HUMLANGSPANSPAN 100SPAN 1Elementary Spanish1050HUMLANGSPANSPAN 101SPAN 1AElementary Spanish1051HUMLANGSPANSPAN 102SPAN 1BElementary Spanish1052HUMLANGSPANSPAN 110SPAN 2Elementary Spanish1053HUMLANGSPANSPAN 111SPAN 2AElementary Spanish1054HUMLANGSPANSPAN 112SPAN 2BElementary Spanish1055HUMLANGSPANSPAN 113SPAN 5ABeg Conv Spanish & Culture1058HUMLANGSPANSPAN 114SPAN 5BBeg Conv Spanish & Culture1059HUMLANGSPANSPAN 200SPAN 3Intermediate Spanish1056HUMLANGSPANSPAN 210SPAN 4Intermediate Spanish1057HUMLANGSPANSPAN 215SPAN ASpanish Spelling & Beg Writing1210HUMLANGSPANSPAN 220SPAN 20ABilingual Spanish1067HUMLANGSPANSPAN 221SPAN 20BBilingual Spanish1068HUMLANGSPANSPAN 222SPAN 23Bilingual Oral Spanish1071HUMLANGSPANSPAN 223SPAN 27Spanish Reading and Writing1213HUMLANGSPANSPAN 225SPAN 25Intro to Spanish Amer Lit1073HUMLANGSPANSPAN 230SPAN 26Intro to Translation & Interpr1074HUMLANGSPANSPAN 260SPAN 28AThe Mexican American in Lit1075HUMLANGSPANSPAN 261SPAN 28BThe Mexican American in Lit1076HUMLANGSPANSPAN 262SPAN 42Intro to Mexican Amer Studies1079 STRENGTHS AND CHALLENGES Art/Art History Strengths in the Art/Art History area The Art/Art History area has grown by over 150% (2 times) during the past 5 years The addition of new classes and the reopening of other classes are factors in this growth. New classes include intermediate photography, television and video production, Photo-journalism, and Career Preparation in the Visual Arts. Sculpture, watercolor and Graphic Design have been reopened during the past 5 years. We are in the early stages of developing an area of mass media communications which includes the television and video production, graphic design, journalism and photo-journalism classes. In the spring of 2005 there will be a multi-media certificate program which will eventually have concentrations in desktop publishing, graphic design, and television/video production There is a new position of art/media instructor for the academic year 2005/06 There has been as active Student Arts Association for the past 4 years. We have committed and experienced full time and adjunct faculty whose education, professional background and expertise enhance course offerings by exposing students to the larger picture of the challenges and rewards of an art or art related career in the 21st century. Opportunities for students to fulfill vocational needs, associate degrees or transfer educational programs as well as avocational endeavors. During the past 3 years a larger number of students have been accepted at and/or transferred from 鶹AV to some of the most prestigious art programs in the country (i.e., California School of the Arts at Valencia, Otis College of Art and Design, The Art Center, UCLA, UC Berkeley, UNLV), receiving scholarships and in some cases advanced placement honors. Intermediate and beginning level painting classes no longer have to be offered at the same time because there are now enough students to fill all levels. Photography and TV/video production classes will follow that model within the next 2 semesters. We recently hired a new full-time art (Studio Art and Art History) faculty member. While 鶹AV had 6 full-time art faculty at one time, we have had only 2 during the past 12 years. The Humanities Division received a $25,000 grant from the 鶹AV Foundation which is being used to fill our technology needs for the new classes in digital media (video, graphic design, photo-journalism) Additional grant of $5000 was awarded in January 2005 for the purchase of additional media equipment and software. There is a strong and successful ongoing effort to partner with local arts organizations. Example: The art gallery at the Old Post Office (Valley Arts Alliance, formerly Imperial County Arts Council) in El Centro has been partially staffed by the Gallery Display class from 鶹AV; music and other cultural events presented at the Old Post Office sometimes include 鶹AV as a venue. There is a fledgling internship program in graphic design, gallery display and television/video production. The Yuma NBC affiliate, KYMA, recently hired one part time intern from 鶹AV and is taking on another (non-paid) intern. The Humanities Division will be partnering with the Business Division in a certificate in multi-media, which will include web design, desktop publishing and graphic design. The business lab will provide software needs such as Adobe CS. Challenges in the Art/Art History area As we add new course offerings it becomes increasingly difficult to find qualified part-time instructors. It will be necessary to hire a full-time faculty person in the digital media areas if that area is to be served. Our technology needs are not being met. For example, in the television/video production classes more than 40 students (2 classes) are sharing 4 Macintosh computers, 4 PCs, 5 video cameras and various sound equipment. Our software situation is woefully inadequate. Our space needs are extremely impacted. The graphic design class (25 students,) video production classes (40 students total,) and the photo-journalism class (12 students) all use a lab, within the larger art studio, that is 8x13. 6 computers are jammed into this space. There are security and safety concerns which have to be addressed and which are going to be further impacted as the programs grow. All of the studio and media arts classes use the same amount of space that was barely adequate 5 years ago for 1/3 the number of students. Art faculty The 鶹AV art program has some very accomplished and experienced artists as teachers in our studio classes. Some of the instructors exhibit their work regularly and in some cases are regionally and nationally known. There is regular exchanging of ideas in instructional methodology and approaches to studio teaching. There are workshops planned for part-time instructors. Full time faculty assist part-time teachers in preparing quizzes and syllabi as needed. One challenge involves the dearth of qualified adjunct faculty in the area who hold masters degrees. There are a number of people qualified on the basis of professional and teaching experience who we are unable to hire because they only have a BA degree. Foreign Languages Strengths in the French Program. The French program has ballooned during the past 5 years. 5 years ago, we were offering 3 sections of first semester French per semester; two years ago we began to offer 4 courses of (first semester) French. This semester (Fall 2004), enough students wanted French to justify offering 5 sections. The full-time faculty member who teaches French is teaching 30 units per semester, the equivalent of two full-time faculty. The courses are offered at all hours of the day, including the evening. A native speaker of French holding two Masters degrees, one in French and the other in English, was hired in January 2004, to teach second year French. She currently teaches French 200 and 210 concurrently in the evening at Southwest High School thorough Extended Campus. The courses are offered in the evening because over the years several townspeople have expressed a desire to come back to French after an extended absence from it. Second year French was heretofore taught by the only full-time faculty member mentioned above French 100 and 110 have been greatly computerized. Every aspect of the teaching/learning process, including class management and delivery of material, makes use of computers or advanced technology. The four skills of listening, reading, writing and speaking are all greatly enhanced and individualized so that students can learn and practice these skills both in class and at home or wherever they can find a computer. The courses have not yet been officially offered totally on-line (i.e., listed as totally on-line courses in the semester course schedule), but for anyone who wishes, it would be possible to take the courses totally on-line. In fact, during the past two semesters, at least two students per semester have requested the opportunity to take the courses on-line as an unofficial Independent study, which has been allowed. A significant collection of French language films, about ten, has been acquired and is used almost daily in class. The French Club has, for the past 7 years, sponsored a field trip to San Diego to watch a French language play and eat at a French restaurant. Unfortunately, the company from New York which provided this service has gone bankrupt, and so we are forced to look for other cultural activities for the French Club. In the fall of 2003 and spring of 2004, we went to watch plays sponsored by San Diego State University. We continue to maintain ties with Le Cercle franais des Valles Impriale et Mexicali (The Imperial and Mexicali Valleys French circle) and have held student meetings with French speaking students (both native and non-native) from both SDSU-IV and USBC, including dinners at restaurants. In past 7 years, we have encouraged 5 students to go to Europe and work for 6-8 weeks in Belgium or France under the auspices of the International Studies Program at Foothill College in the Palo Alto area. For their efforts, they received both pay and certain free elective credits transferred from Foothill which counted towards graduation. Some of these students received stipends from the French Club from funds we raised 6-8 years by holding An Evening in Paris, Dinner and Entertainment. The program at Foothill has been discontinued, but we continue to encourage students to plan to go to French-speaking Europe or Quebec before they graduate from college. Students are also frequently encouraged to spend time at Sea World, Disneyland, and the Grand Canyon during the summer months, when it is relatively easy to find native speakers of French visiting those highly visible tourist sites in the U.S. It is surprising to many that the French program is flourishing so well at 鶹AV, while it languishes at other community colleges in southern California, particularly rural Southern California. The answer seems to be that given the high percentage of native speakers of Spanish, there is increased interest on their part in learning another Romance language. Surprising too, however, is the fact that many native speakers of Spanish have never thought about the nature of language very much, and find learning French nearly as challenging as do native speakers of English, although for different reasons. There is no question whatsoever, however, that when native speakers of Spanish learn French, they also learn, as an additional benefit, a great deal about how to analyze, how to extrapolate, how to apply information to new contexts, concepts they would not learn if they did not take French. The French program received a $1,400 grant from the 鶹AV Foundation to purchase and install a data projector system. New TV monitors were purchased in summer 2004, to replace TV monitors purchased in 1998 which were inoperable. A decision will need to be made in the next 3-5 years regarding the future of French at 鶹AV: whether to increase it by hiring more part-time instructors, or to keep it at its present size. Likewise, a decision should be made concerning offering French in fast-track mode. Our technology needs are not being met. We are still only at half-speed of what we should be using our new data projector system, due to lack of a computer which will support XP. Hopefully, this need will be met within the next two weeks (before the middle of October). A long-term expensive investment should be considered: whether or not to invest in 15 wireless hand-held 12 x 12 x 2 computers to be used in room 315. The cost would probably be $25,000 to $30,000, but would bring the latest in computer technology to our students and make it unnecessary to use the language lab equipment. A fairly severe problem regarding space has apparently been resolved, very recently, because the Dean of Learning Services has given approval for the first 90 minutes of all French 100 and 110 classes to be held in the Language Lab., which will enable us to use more effectively all the software which has been developed for the French program. French faculty The 鶹AV French program has a person holding a Ph.D. in Romance languages and literatures (emphasis in French) and a native speaker of French holding a Masters degree earned in France on the faculty. Both are highly committed to the concept that French is a significant world language and should and can be used for real communication, in both oral and written forms. The full-time faculty member assisted the per-session instructor in preparing the second year French courses at the beginning of spring 2004, and again, to a lesser degree, in fall 2004, but since that time, she has conducted the classes as she sees fit. The full-time instructor consults with experts in technology frequently, both on campus and on, on ways to enhance the quality and use of the technology we have. Strengths in the Spanish Program For those living in Southern California knowing Spanish is a most necessary asset. Thus, 鶹AV offers this community two complete programs at the beginning and intermediate levels: One for learners of Spanish as a foreign language and one for heritage speakers. These two programs cover grammar, composition, conversation and culture. For general enrichment, open to transfer as well as non transfer students, we offer introductory courses in literature and history. Some of these courses are taught in English which gives non-Spanish speakers the opportunity to learn and experience the Spanish American heritage. The Spanish program prepares students planning to enter any of the following careers: education, international business, bilingual employment, as well as the most lucrative career in interpreting and translating for employment in government, business, medical and law offices. The core courses are available at the main campus and at the extended centers in Calexico, Brawley, and El Centro as the communities needs require it. At present, the full time faculty is again at the level 鶹AV was in the 1980's. The full-time faculty are professors Ortega, Coronel, Giauque, and Ruiz. The adjunct faculty are instructors: Aguirre, Araiza, Canchola, Crdenas, Gaytn, Grivanos, Gutirrez, Moya, Romn, Travis. Our faculty consists of a combination of experienced and enthusiastic instructors. The experience of our faculty encompasses areas such as literature, translation, technology and creative writing. Among our faculty members, both full time and part time, there are accomplished writers, published authors and translators as well as experts in technology enhanced language learning. This new configuration will enable the revitalization of the Spanish Program. Challenges in the Spanish Program We need to again do on-site teaching as was done before at certain agencies requests. Our many extracurricular activities will again be possible: the Spanish Club, MEChA, our cultural events will be reactivated: La ee, a cultural and literary journal; The Christmas Posada, student departmental Awards, study abroad programs, and library displays. We need to expand our current book collection of Spanish and Spanish American literature in the library in order to better serve the needs of our Spanish-speaking population. Our current collection needs continuous updating. Strengths in the Journalism program 鶹AV students have demonstrated that they have enormous communication talents. They have the essential intellectual curiosity about the world around them, a strong command of the English language, and a keen desire to communicate their perceptions in a colorful, engaging way. A full-time Journalism Instructor was hired in the fall of 2004. 20 students registered in the fall of 2004, while almost 40, or double that number have registered for the Spring of 2005. In recent years, a beginning journalism course has been offered which introduced 鶹AV students into how to write for and how to produce a very basic campus newspaper. But few students took much interest in it, primarily because there have been very limited resources to make it the invigorating course it should be. (As has been stated previously in this program review, journalism students have been packed like sardines into a room 8 x 13, and have only 4 Mac computers and 4 PCs to use, which must be shared with students from other classes). With a full-time journalism instructor now on staff, the future looks bright to develop a journalism program that will have broader appeal to more students and offer much more opportunity for writing and broadcast expression than has previously been available. The Journalism 100 course has been refocused to be more of an exposure to 鶹AV students to writing for all branches of media, i.e., newspapers, magazines, radio, television, public relations, advertising, writing for the Web. This is designed to serve as a gateway for 鶹AV students who show an interest in the skills of communication to become familiar with the great variety of ways to express it, and to learn about the specific career fields that may appeal to them most. Many students show an interest in writing news stories for newspapers, and so these students are able to advance to a 2nd course (Journalism 102) that more fully develops these skills in the production of the 鶹AV campus newspaper, The Access. Both of our journalism instructors have had extensive experience as reporters locally, nationally and internationally and are dedicated teachers keen to share their vast professional experience in order to inspire hundreds of 鶹AV students to experience for themselves the thrill and fulfillment that comes from a journalism career 鶹AVs new journalism instructor has over 30 years of TV news experience as both reporter and anchor in major U.S. markets. Through his contacts, we plan to develop internship programs with numerous radio and TV outlets in the Southern California region. Many of his students from California State University have used internships he arranged for them to take a quantum leap into great jobs in the industry, including one who is now a senior production assistant with ABC World News Tonight in New York City, with the world as her stage. Placing our students within these outlets for real-world experience for a few months at a time, will prepare them well for entry-level jobs there. And the success of these students will pave the way for future talented 鶹AV journalism students. One of our great strengths is that the instructor of Journalism 102 is a senior editor with the Imperial Valley Press, the major community newspaper. Through him, some of these students are able to get internships with and write some basic stories for that papergiving them a credible stepping stone to a journalistic career. This instructors Journalism 102 class produces a very basic campus newspaper, The Access, which is published several times a semester. To the extent that it can with extremely limited resources, it informs students, faculty, and staff about important campus issues. Other 鶹AV students have a keen interest for a career in radio. Several actually have talk shows of their own on local radio stations and serve as inspiration to their classmates. One local radio station has volunteered to offer us some no-longer-used equipment to help us set up a working studio on campus, and so it is our vision to secure whatever we can at little expense to be able to create a bare-bones radio station studio, if only to broadcast on campus. Once the equipment is in place, we plan to develop a course if not several courses in radio broadcasting. While broadcasting to the community at large requires an FCC license, it is now possible to bypass federal licensing and broadcast over the Internet, in effect to a worldwide audience, something that is very appealing to 鶹AV students. Many of our students are naturally drawn to the other branch of broadcast journalism, namely video and televisionas a way to express themselves. We currently have some video cameras, microphones and video editing equipment. We currently offer courses at 鶹AV in photography and video. We want and need to improve and upgrade the equipment we have in order to accommodate more students. Needless to say, these are very popular courses, as students can see the immediate application of their education to a craft/career they could pursue without years of academia. Bottom line, we plan to develop a comprehensive journalism program to more effectively meet the needs and interests of our very talented 鶹AV students, and to properly prepare them to take on significant journalism roles locally, nationally, and internationally in years to come. Challenges in the journalism program We need a dedicated NEWSROOM, a much larger space for journalism students to work in than the 8 x 13 room currently used. Without a large normal classroom-sized room with computers and desks for each participating student, the journalism program will simply not develop or flourish as desired. With it, the journalism program will clearly be reinvigorated. For classroom instruction, we also need a classroom with the ability to access the Internet, along with a projector. There are numerous such classrooms on campus, but none that have yet been made available to us. We need to determine which classrooms they are, and trade classrooms with professors who are not using the Internet access, merely using the room. We need separate (video-editing) computers for students enrolled in video productionso they can access them without getting in the way of the journalism students, and vice-versa. Our vision for 2 years and beyond would include having a full TV production studio with a working set and anchor desk in order for students to be able to create a weekly campus video on whats happening. This program would be made available for broadcast in the Student Center and over the new education cable channelChannel 76. As students get positive feedback from family and friends in the community who see their skills bearing fruit, telling interesting stories via video, we would expect students to become ever more keen about making journalism a career. This would of course, necessitate more TV production courses to help prepare students to get jobs in the broadcast industry. Accordingly we plan to develop more journalism courses such as TV production, TV news writing, TV editing, writing for video, even graphic design as it relates to journalism, and also on-air announcing for both radio and TV. Strengths in the Music program The music area has grown by 56% during the past five years from 262 students in Fall 1999 to 409 students in Fall 2004. (Source: ANITA: FAL99, ANITA: FAL04). The addition of 3 new classes are factors in this growth: Mus 180 MIDI Composition, Mus 182 Intro To Recording Arts, and Mus 184 Advanced Recording Arts. Also the regular inclusion of an existing course Mus 175 Instrumental Ensemble on a continuing semester basis, has also helped enrollment. The addition of hardware and software for a computer lab and a digital recording studio were also factors which improved enrollment. The 20-station computer/synthesizer lab was built for incorporating music and MIDI based software (Spring 2000). The computer lab is now is used by sixteen courses including Mus 110, 112, 210, 212 Musicianship, Mus 120, 122, 220, 222, Harmony, Mus 100, Fundamentals of Music (5 sections), Mus 140, 142, 240, 242, Class Piano, Mus 180, MIDI Composition, Mus 182, Intro To Recording Arts, and Mus 184, Advanced Recording Arts. the digital recording studio was built mainly for the new recording arts classes and but it is also used for the documentation of student and ensemble performances (Fall 2000). Since the studio has been in operation, 7 music CDs have been recorded and made available to the public. The recordings feature our Latin Vocal Ensemble, "Estudiantina"; Jazz Ensemble, "Pacific Fire"; and the 鶹AV Big Band, "Valley Jazz". The recording studio has also produced a CD for use in the French language classes. The music program has a wide variety of public performances every semester, which in turn promotes student participation, comradeship, teamwork, self-esteem, performance skills, and community involvement. Performances include concerts by the Imperial Valley Symphony, The Imperial Valley Master Chorale, The 鶹AV Chamber Singers, 鶹AV Concert Band, Valley Jazz, Estudiantina and Pacific Fire. There are also class recitals given at the end of each semester by the Piano Class, Guitar Class and MIDI Composition Class. During recent years, several of the above performance ensembles have also presented joint concerts, combining their resources not only on campus, but with community groups: Valley Jazz and the Imperial Valley Master Chorale and the I.V.C. Chamber Singers in a concert of big band jazz and swing; the Imperial Valley Symphony and Imperial Valley Master Chorale and I.V.C. Chamber Singers in presentations of a program of Music Most British, and presentations of music from Handels Messiah and other holiday fare; The North County Chorus and Orchestra, combining with members of the Imperial Valley Symphony, Imperial Valley Master Chorale, and I.V.C. Chamber Singers for program of Christmas music; and the North County Coalition for the Arts recruiting members of the Imperial Valley Symphony and the Imperial Valley Concert Band as the pit orchestra for the musical Annie Get Your Gun this past year, and other musicals in the past. Mus 102 On-Line, Introduction to Music Literature and Listening, was the first on-line course offered at 鶹AV. It has been offered for the past four years, utilizing the Internet for dissemination of text, with CD-ROMs providing audio, video and graphics. Email and discussion forums take the place of in-class discussions. Testing is done on the Internet with the Midterm and Final being done either at 鶹AV or elsewhere in a proctored situation in order to guarantee the validity of the test. Instructors are able to bring in outstanding musicians with national and international reputations to present workshops with the local students. Jimmie Cannon has brought in the following artists to work with members of the Valley Jazz and present workshops for local musicians: Maynard Ferguson Tommy Dorsey Pharoah Sanders Arturo Chico OFarrell Walter Beasley Ron Carter Dr. Van Decker has brought in Yve Evans for workshops and performances with Pacific Fire Joel Jacklich has brought in the following guest artists for concerts with the Imperial Valley Symphony and to work with the students: Pepe Romero Reginald Clews Nadia Shpachencko Alina Kiryayeva Frederick Charlton Alex Hock Challenges in the Music area Given that we have seven musical performance groups here at 鶹AV, our number one need is for a performing arts facility (i.e. auditorium or theater). Currently, 鶹AV is paying costly fees every semester to use the auditorium at Southwest High School and/or at Brawley High School. The need for space is another prime concern. The music department, - with a total of 409 students attending classes each week - consists of only one full-time classroom (305), three practice rooms, and a small ensemble practice room which doubles as a percussion storage area and the Imperial Valley Master Chorale office and file storage area. Years ago, when the department was smaller, we had six practice rooms and one additional office space for faculty. Three of those practice rooms and one office formerly held by the music department have since been taken over as office space by other departments (criminal justice, speech, humanities division office, and the conversion of a practice room into an office now that there are two full-time music instructors). Classes have expanded to the use of room 314 for eight hours a week; however that room is not soundproofed, and the sound from the piano and singing from voice class, and the musicianship class (keyboard harmony, dictation, ear-training, and sight-singing), and recorded examples from the Music History class often is heard in the adjoining room 315 where French and Spanish are taught. Moreover, with the addition of the computer lab and the recording studio, the lack of space has become a big concern. A. Most importantly the department needs more practice rooms. We currently only have three, plus the partially-filled small ensemble rehearsal room. B. Secondly, we need a separate room for our MIDI computer lab so that students can work at the computers in a quiet atmosphere that is conducive for study. Currently, students must try to do their assignments in the same room where classes are in session. C. Finally, we also need more storage space for musical instruments, percussion instruments, guitar amplifiers, a PA system, music stands, sheet music and musical supplies. When the recording studio was built, much of the former storage space now occupied by the recording studio was lost. In terms of the music classes currently offered, one main challenge for some instructors is the necessity of teaching two or four different levels of a course in a class period. This means that, in order to spread the instruction time evenly, only 12-and-a-half minutes can be spent with each level during a 50 minute period. The situation has come about because some courses are taught in a series and because of the minimum number of students required by 鶹AV for each class (12-15 students). And, although the upper level classes may have only two or three students enrolled, they are very demanding and they require more lecture time than is currently being given. The classes in this situation are: Mus 110, 112, 210, 212 Musicianship Mus 120, 122, 220, 222 Harmony Mus 140, 142, 240, 242 Class Piano Mus 160, 162, 260, 262 Class Guitar Strengths in the Philosophy program Group ActivitiesGiven the trend towards student-centered activities and the general unresponsiveness towards lectures, I have developed a group activity which, for lack of a better name, I call BRAINSTORM review. This is how it works. Prior to a quiz or mid-term, I have the students brainstorm collectively on all the possible topics for the quiz or mid-term/final. (roughly 10 minutes on the board). Then in groups of 4-5, students generate potential exam questions on a sheet of paper. After roughly 15 minutes, the students then try their questions on the other teams/groups. This does a number of things: It creates an engaging jeopardy-like quiz atmosphere (students become playfully competitive); it forces students to become active and alert; it gives them an opportunity to review for the quiz/exam as a group. In addition, it puts the student in the position where they have to thinkthat is, they must generate questions on their own. They cannot just parrot answers or find a ready-made question. I pioneered this little exercise this summer (2004), and it was wildly successful. Although initially skeptical about group activities in general, I found that this Brainstorm exercise really engaged students and improved their test scores. Film ArchivesI am in process of generating a film resource list for philosophy. With the help of Eileen Buckel in Learning Services, I intend to dramatically increase the number of documentaries and instructional vides students have available in philosophy. With a combination of new video purchases as well as updating the list of the inter-library loan videos available (via the San Diego and Imperial County College Learning Resource Media Collection), I intend to incorporate video into the classroom. With the explosion of available instructional philosophy videos in the last 10 years, coupled with the desperate need to make a subject suffering from a reputation of excessive dryness and abstraction, a well-chosen video library should prove to be an excellent supplement to philosophy and help breathe new life into the subject. New CoursesI will explore the development of 2 new courses. First, I will put together a syllabus in the future for a course on Latin American philosophy and film. This will focus on topics ranging from Colonialism and economic exploitation to issues connected to identity and cultural values. In addition, I will also explore the possibility of teaching a general course on a hot new topic in philosophy, the philosophy of culture. This course will be co-developed with Dr. Melani Guinn in the Rhetoric Department. New Texts and Supplementary MaterialsI have an extensive number of resourcestextbooks, resources guides, study materials, and dictionary/encyclopedia-type handouts that I will be able to share with students. Again, because philosophy tends to be so dry and abstract, students need all the supplementary help they can get to elucidate the material but often do not know where to look. I happen to have an excessive wealth of material that I can make available to students in the form of mini-packets and outlines. Strengths in the Speech Communications program Speech communications, journalism, and theatre arts have worked together to develop a new associate of arts degree in communication arts. The proposed degree program includes courses in speech, journalism, and theatre, with additional courses drawn from English (advanced composition) and psychology (interpersonal relationships). The division already offers an associates degree in journalism. Speech communications promotes cross-cultural understanding; vocational and vocational public speaking skills development; and is a member of the Pacific Southwest College Forensic Association (PSCFA). Journalism is responsive to college and community needs; demonstrating respect for the printed word; and promoting open communication and cross-cultural exchange. Theatre arts is a performance-based program; responsive to the college and community interests; and demonstrating respect for language and cross-cultural understanding. Challenges in the Speech Communications area The challenge for the coming years will be to launch and develop the new communication arts degree program and to revise/update the journalism major. This will involve the coordinated work of the three full-time speech instructors; the adjunct faculty in speech, journalism, and theatre arts; and the division chairperson. 3. STUDENT DEMOGRAPHICS Art/Art History area Age 41.4% of our area students are under 20 years old (鶹AV as a whole is 39.8%) 34.7% are between 20 and 24 years of age, 7.5% between 25 sand 29, and 16.4% are over 30 years of age. These numbers are commensurate with the college as a whole. Nearly of the students enrolled in art classes are within 2 years of graduation from high school. Gender Nearly 40% of art area students are male (38.9%,) and over 60% are female (61.1%.) These numbers almost exactly match up with the male/female ratio for 鶹AV as a whole. Language 69.9% of students enrolled in art classes list English as their primary language. Overall 63.1% of 鶹AV students claim English as their first language. 30.1% of students list another language as their primary one, vs. 36.9% of 鶹AV students overall. The percentage of students enrolled in art classes overall who list English as their primary language is slightly lower than the percentage at 鶹AV overall. Ethnicity The ethnic demographics in the Art/Art History area of the Humanities Division almost exactly mirrors that of the college as a whole. Though there are slightly (2%) more students who identify themselves as white. Residency The figures for students residences are nearly identical with those of the institution as a whole. LANGUAGES (French and Spanish) Age 44% of our divisional students are under 20 years of age (vs. 31% 鶹AV total) 34% are between 20-24; 8% are over 25 years old. We conclude that most (84%) of 鶹AV students take Spanish or French at 鶹AV immediately after high school. These statistics are commendable: older students have more difficulty learning a new language than younger ones do. However, older students could profitably be encouraged to take another language, particularly Spanish, given the demographics of the Valley. Older students might not be aware of the benefits of learning a new language (or, for Heritage speakers, to further develop their skills in their native language) in terms of their professional and personal development. Gender Division students number 2000 per semester. 37% are male and 63% are female. These statistics correspond almost exactly to the 鶹AV average. Language 69% of divisional students list English as their primary language. 31% list other as their primary language. These percentages are higher (7-8%!) than the 鶹AV average. Ethnicity 86% of our students in the division are Hispanic, with 10% White. The percentages of Asian and Afro American students are quite low. These ratios mirror 鶹AV as a whole. Residence The largest percentage, 32.3%, come from Calexico. Next is El Centro, with 32.2%. Brawley is home to 16%; Imperial is home to 6%; Holtville is home to 4.8%. Division figures vary only about 3% from the statistics of the institution as a whole. Speech Communications* Age 47.2% of our students are under 20 years old (鶹AV as a whole is 31.1%). 34.9% are between 20 and 24 years of age. 7.0% are between 25 sand 29. 10.1% are between 30 and 40 years of age. 0.9% of our students are 50 years or older. These percentages reveal that we tend to have 16% more students under 20 than does the college as a whole, and that we have almost 20% more students under 24 than 鶹AV as a whole. Gender 37.2% of speech students are male, and 62.8% are female. The overall percentage of male students in I.V.C. is 37.7%, and that of female students is 62.3%. Language 75% of students enrolled in speech classes list English as their primary language, as contrasted with 鶹AVs 61.4% average. 25.4% of speech students list another language as their primary one, versus 38.6% of 鶹AV students overall. The percentage of students enrolled in speech classes who list English as their primary language is roughly 14% higher than the percentage at 鶹AV overall. Ethnicity 86.2% of speech students identify themselves as Hispanic (versus 鶹AVs 86.9%). 9.6% list white as their ethnicity (versus 鶹AVs 9.1%). 1.5% identify themselves as Asian (versus 鶹AVs 2%). 2.4% identify themselves as African American (versus 鶹AVs 1.4%). 0.2% identify themselves as Native American (versus 鶹AVs 0.4%). 0.3% list other to describe their ethnicity (versus 0.2% in 鶹AV as a whole). The percentage of African Americans in speech continues to be higher than those of 鶹AV as a whole. Residency The figures for speech students residences are nearly identical with those of the institution as a whole. *These percentages represent an average taken from data collected in the fall semesters of 2002, 2003, and 2004. 4. GRADE DISTRIBUTION/RETENTION Art/Art History 39.3 percent of Art and Art History students received an A as compared to 34.2 percent of Division students and 25.9 percent of 鶹AV students as a whole. The number of Bs earned by Art/Art History students is close to both the Division and 鶹AV numbers, 20.6 percent for art students compared to 21.9 and 21.6 percent for the Division and 鶹AV respectively. The figures show that 8.8 percent of art students earned Cs compared to 9.8 for the Humanities Division and 15.1 percent for 鶹AV as a whole. Art/Art History students received a similar percentage of Ds, 3.0 compared to the rest of the institution, 4.0 and 4.8 respectively for the Humanities Division and 鶹AV. The percentage of students earning Fs was significantly lower than the Division and the college, 4.5 percent for Humanities and 4.6 percent for the college. The overall success rate (A, B, C, CR) for Art/Art History students is commensurate with both the Humanities Division and the college as a whole, 69.9 for Art/Art History, 66.2 percent for Humanities, and 70.6 percent for the college. The withdrawal rate for Art/Art History students was commensurate with 鶹AV as a whole, 18.9 vs. 17.1 percent. Humanities Division/Visual Art Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate at Census TimeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WART 10022217014.132.422.49.43.50.60.02.415.376.684.768.8ART 10222916916.032.526.06.50.60.00.010.18.373.891.774.6ART 110433354.521.20.00.00.00.00.00.024.276.775.875.8ART 120432540.044.012.00.00.00.00.00.04.058.196.096.0ART 122231752.911.85.90.00.00.00.00.029.473.970.670.6ART 124221070.00.00.00.00.00.00.00.030.045.570.070.0ART 126171346.230.80.00.00.00.00.015.47.776.592.376.9ART 130211435.77.17.128.60.00.00.00.021.466.778.650.0ART 14026119.136.427.30.00.00.09.118.20.042.3100.081.8ART 160332326.121.734.80.00.00.00.00.017.469.782.682.6ART 170834114.636.62.40.04.94.92.414.619.549.480.556.1ART 2208520.040.00.00.00.00.00.00.040.062.560.060.0ART 22222100.00.00.00.00.00.00.00.00.0100.0100.0100.0ART 2247666.70.00.00.00.00.00.00.033.385.766.766.7ART 2265333.30.00.00.00.00.00.033.333.360.066.733.3ART 23014812.512.525.012.50.00.00.00.037.557.162.550.0ART 24013955.611.10.00.00.00.011.122.20.069.2100.077.8ART 262302152.414.34.80.00.00.00.019.09.570.090.571.4ART 270231827.838.90.00.00.00.00.05.627.878.372.266.7 Communication Department 41.3 percent of communications students received an A, which is a substantially higher percentage than 鶹AV student population as a whole (25.9%) and moderately higher than the divisions percentage (34.2%). The number of Bs earned by communications students is close to both the division and 鶹AV numbers; 26.1 percent for communication students compared to 21.9 and 21.6 percent for the Division and 鶹AV respectively. The figures show that 5.4 percent of communication students earned Cs, as compared to 9.8 for the Humanities Division and 15.1 percent for I VC as a whole. Those communications students receiving Ds totaled 0.9 percent, which was a somewhat lower percentage than the Humanities Division (4.0%) and I.V.C. (4.8%) The percentage of students earning Fs was also lower (2.1%) than the division and the college (4.5 % and 4.6% respectively). The success rate for communications students is slightly higher (72.8%) than both the Humanities Division and the college as a whole (66.2 % for humanities and 70.6 % for the college). The withdrawal rate for communications students was commensurate with 鶹AV as a whole (19.1% vs. 17.1 %). Humanities Division/Communication Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate at Census TimeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WCOMM 120494353.59.30.00.00.00.00.07.030.287.869.862.8COMM 1227742.928.60.00.00.00.00.028.60.0100.0100.071.4JRN 100332524.052.04.00.08.00.00.00.012.075.888.080.0JRN 1029633.333.316.70.00.00.00.00.016.766.783.383.3JRN 106181258.30.00.00.00.00.00.00.041.766.758.358.3SPCH 10097272427.127.517.06.56.80.30.00.014.974.585.171.5SPCH 180322250.031.80.00.00.00.00.00.018.268.881.881.8Department Average112083941.326.15.40.92.10.00.05.119.177.280.972.8Division Average34.221.99.84.04.50.50.33.121.669.678.466.2鶹AV Average25.921.615.14.84.60.28.02.617.172.382.970.6Department Average86459839.320.68.83.00.50.31.27.418.968.081.169.9Division Average34.221.99.84.04.50.50.33.121.669.678.466.2鶹AV Average25.921.615.14.84.60.28.02.617.172.382.970.6 Foreign Languages Humanities Division/Language Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate at Census TimeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WFREN 1001921126.313.413.49.80.00.00.011.645.558.354.533.0FREN 11015119.118.29.118.20.00.00.09.136.473.363.636.4FREN 20016128.325.025.08.38.38.30.00.016.775.083.358.3FREN 2105425.00.025.025.00.00.00.00.025.080.075.050.0FREN 230110.00.00.00.0100.00.00.00.00.0100.0100.00.0SPAN 10022014515.922.116.65.511.00.02.14.822.165.977.956.6SPAN 11098656.221.526.27.79.20.01.50.027.766.372.355.4SPAN 113321145.536.40.00.00.09.10.00.09.134.490.981.8SPAN 200695032.044.010.00.02.00.00.00.012.072.588.086.0SPAN 22038927515.334.524.41.81.10.70.06.915.370.784.774.2SPAN 221362441.725.00.00.00.00.00.00.033.366.766.766.7SPAN 222795356.622.65.70.01.90.00.00.013.267.186.884.9SPAN 262402512.044.024.08.00.00.00.00.012.062.588.080.0Department Average119278821.123.613.86.510.31.40.32.520.668.779.458.7Division Average34.221.99.84.04.50.50.33.121.669.678.466.2鶹AV Average25.921.615.14.84.60.28.02.617.172.382.970.6 Music (Performance Art) Humanities Division/Performance Art Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate at Census TimeEnd of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WMUS 10025320115.920.419.910.06.50.00.03.523.979.476.156.2MUS 1021096410.921.921.97.814.10.00.03.120.358.779.754.7MUS 110301910.526.310.55.30.00.00.00.047.463.352.647.4MUS 112210.0100.00.00.00.00.00.00.00.050.0100.0100.0MUS 12023128.30.08.38.316.70.00.00.058.352.241.716.7MUS 122310.00.00.00.0100.00.00.00.00.033.3100.00.0MUS 140483756.88.10.00.010.80.00.00.024.377.175.764.9MUS 142302646.20.07.70.07.70.00.00.038.586.761.553.8MUS 150281625.025.025.06.36.30.00.00.012.557.187.575.0MUS 1527560.00.00.020.00.00.00.00.020.071.480.060.0MUS 154320.00.00.00.00.00.00.00.0100.066.70.00.0MUS 156171580.00.00.00.00.013.30.00.06.788.293.380.0MUS 160482729.611.111.111.10.00.00.00.037.056.363.051.9MUS 171221984.20.00.00.00.00.00.00.015.886.484.284.2MUS 173171291.70.00.00.00.00.00.00.08.370.691.791.7MUS 174261872.211.10.00.00.00.00.00.016.769.283.383.3MUS 175161258.316.70.00.00.00.00.00.025.075.075.075.0MUS 1773333.30.00.00.00.00.00.00.066.7100.033.333.3MUS 18018120.08.38.316.70.00.00.00.066.766.733.316.7MUS 18229140.014.328.614.30.00.00.00.042.948.357.142.9MUS 1841260.066.733.30.00.00.00.00.00.050.0100.0100.0MUS 20034273.714.825.918.57.40.00.07.422.279.477.844.4MUS 2105250.00.00.00.00.00.00.00.050.040.050.050.0MUS 212110.0100.00.00.00.00.00.00.00.0100.0100.0100.0MUS 2203333.30.00.00.00.00.00.00.066.7100.033.333.3MUS 222210.0100.00.00.00.00.00.00.00.050.0100.0100.0MUS 2406450.050.00.00.00.00.00.00.00.066.7100.0100.0MUS 24221100.00.00.00.00.00.00.00.00.050.0100.0100.0MUS 25063100.00.00.00.00.00.00.00.00.050.0100.0100.0MUS 25222100.00.00.00.00.00.00.00.00.0100.0100.0100.0THEA 1001097225.019.420.82.88.30.00.00.023.666.176.465.3Department Average91463836.919.87.13.95.70.40.00.525.668.074.463.9Division Average34.221.99.84.04.50.50.33.121.669.678.466.2鶹AV Average25.921.615.14.84.60.28.02.617.172.382.970.6 7. STUDENT SUPPORT SERVICES HUMANITIES DIVISION The Counseling Department works with the Humanities Division in developing strategies for consistent academic achievement from the first academic advisingassessment and placement recommendationto the classroom event of learning and performance. Counseling liaison is present at each Humanities Division meeting. Paramount in improving the level of success for this partnership is the understanding the counselors must feel comfortable and free to consult directly the instructor for whom they have a question or issue, as the same is true for Humanities Division faculty who have a question of a particular concern, rather than first consulting the Humanities chair or Vice President for Student Services. This priority is also true in fostering cooperation between the DSP&S counselors, arranging accommodations for the physically-limited students taking humanities courses. The Learning Services areaincluding library, audiovisual service, reprographics facility, language lab, and reading/writing labare all essential to the success of the Humanities Division courses. Art/Art History English reading and writing skills need improvement. Make English 096 a perquisite to art history classes. Classroom technology needs to be upgraded to VCR/DVD, with projectors and internet access in all classrooms. Computer labs are inadequate. Distance learning mandates better student access to computers. Tutorials for Internet research are needed Students should be allowed to informally audit classes to improve their language skills. More audiovisual equipment is needed, along with art history books in the library Counseling for academic and personal student issues needs improvement. There have been a number of complaints about some counselors discouraging art students from applying at high profile private colleges. Some highly motivated and excellent students have been told that they should change their majors to teaching and go to SDSU Calexico. (Students who chose to ignore this advice have excelled at these institutions or have been accepted and chosen to attend another university. One highly motivated art student with a 3.8 overall GPA was recently told to apply to beauty school in Brawley and that she was so deficient in her program that she would be at 鶹AV for another 4 years.) Foreign Languages English reading and writing skills need improvement. Classroom technology needs to be upgraded to VCR/DVD, with projectors, in all classrooms. Maps need to be updated in several classrooms. Computer labs are inadequate but improving. Distance learning mandates better student access to computers. Tutorials for Internet usage research are needed. The number of student tutors needs to be increased for Spanish and French. There should be a closer communication between tutors and instructors to better meet the needs of the students. Tutors should visit Language classes in order to let students know about the services they provide. Create a Foreign Language Learning Center where students have access to films, television, VCR, computers, books, journals, documentaries, and internet hookup, as well as tutors. For that purpose, there must be an extensive collection of the above mentioned materials (films, documentaries, journals, etc.) Instructors should work closely with counselors in order to find the appropriate courses for the students. Students should be allowed to informally audit classes to improve their language skills. 8. ACADEMIC STANDARDS Art/Art History area Division chairs can help instructors maintain grading standards by mentoring new and adjunct faculty. Classes where inordinate numbers of students pass or fail should be reviewed by faculty peer groups for course content. Student evaluations should be reviewed and discussed within the division. Set prerequisites or recommend preparatory classes for intermediate level courses where appropriate The college should encourage faculty, with money, to attend conferences, museum exhibits, and arts forums. Money should also be provided for memberships in professional organizations such as the College Art Association All studio art courses should have a writing component that is clearly explained to new and current faculty in the division. Foreign Languages The best way to maintain grading standards is to hire more full-time tenure track professors. Per-sessions professors have a tendency to lower standards. The creation (or reactivation) of a Study-Abroad program with 鶹AV instructors. (perhaps the Spanish 100-110 course could be a good idea for this type of program) A peer evaluation/observation system should be implemented in order to maintain academic excellence in the per-session faculty. Faculty makes a concerted effort to use appropriate teaching techniques to meet the learning needs of students and motivate them to succeed. Continue meeting periodically (Spanish Section) in order to ensure a common project. Our Division could engage in interdisciplinary activities, events, and/or classes. Encourage high schools to increase prerequisites for Spanish and French classes, so that students are better prepared to succeed. 鶹AV should provide and encourage faculty to attend conferences. Funds could also be provided for memberships in professional organizations. The creation of an intensive one semester course in Spanish 100-110 should be planned and implemented for the 2005-2006 academic year. All language courses should include goals for student achievement in writing, speaking, listening comprehension and reading, and these should be clearly explained to current and new faculty (particularly per-session faculty) in the division. Study and consider the creation of an A.A. degree in Spanish. 9. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Art/Art History Program Goal A: Does not apply to our area directly Program Objective 1: Support institutional goals: A Science and Technology Center. Program Goal B: Support institutional goals: Develop a Distance Learning Center Program Objective 1: Implement distance education in 2005 campus wide. Program Objective 2: Assist administration in creating a public access/government cable channel in Imperial County. Program Objective 3: Offer distant education courses in Art History and Humanities Program Goal C: 鶹AV will respond to meet evolving community needs and diversification. Program Objective 1: Continue to add art classes where needed to foster the creation of Media and Graphics programs Program Objective 2: Add more full-time tenure track instructors in Media and art history. Program objective 3: Develop a course in Latin American art history. Program Goal D: Does not apply to our area directly. Program Goal E: Plan a balanced class schedule to meet community needs. Program Objective 1: Work toward a six-day work week to meet community requests for vocational classes. Program Objective 2: Expand Fast Track program for capable students. Program objective 3: Create and offer intensive short term classes. Program Goal G: Continually improve communication and community involvement. Program Objective 1: Continue to encourage faculty involvement in the community schools and service organizations. Program Objective 2: Increase community awareness of 鶹AVs Spanish and French programs. Program Objective 3: Encourage 鶹AV students to participate in Study Abroad programs. Program objective 4: Obtain feedback, tracking, placing of students. Program objective 5: Utilize alumni success stories and bring them into classes to share their experiences. Foreign Languages Program Goal A: Does not apply to our area directly Program Objective 1: Support institutional goals: A Science and Technology Center. Program Goal B: Support institutional goals: Develop a Distance Learning Center Program Objective 1: Implement distance education in 2005 campus wide. Program Objective 2: Assist administration in creating a public access/government cable channel in Imperial County. Program Objective 3: Offer distant education courses for Spanish speakers Program Goal C: 鶹AV will respond to meet evolving community needs and diversification. Program Objective 1: Add Create and implement an intensive Spanish course: Spanish 100-110 offered in one semester. Program Objective 2: Add more full-time tenure track instructors in Spanish. Program objective 3: Offer Spanish for the professionals courses and work closely with the respective departments; Law enforcement (Administration of Justice), Business, etc. Program objective 4: Offer more composition and conversation courses. Program Goal D: Does not apply to our area directly. Program Goal E: Plan a balanced class schedule to meet community needs. Program Objective 1: Work toward a six-day work week to meet community requests for vocational classes. Program Objective 2: Expand Fast Track program for capable students. Program objective 3: Create and offer intensive short term classes. Program Goal G: Continually improve communication and community involvement. Program Objective 1: Continue to encourage faculty involvement in the community schools and service organizations. Program Objective 2: Increase community awareness of 鶹AVs Spanish and French programs. Program Objective 3: Encourage 鶹AV students to participate in Study Abroad programs. Program objective 4: Obtain feedback, tracking, placing of students. Program objective 5: Utilize alumni success stories and bring them into classes to share their experiences. Program Objective 6: Implement an on-line Spanish Placement Test. Any student who indicates a desire to enroll (on-line!) in a Spanish class will be required to take the Placement Test within two days of enrolling, or else her/his enrollment in the Spanish class will be voided. This will require that certain technological devices be in place, but putting those in place should not be difficult. Program Objective 7: Create Placement tests for students coming into Spanish courses. JOURNALISM Assessment of Previous Years Goals and Objectives Goal 1: Secure the hire of a new speech and journalism instructor. Objective 1: Submit justification to administration. Objective 2: Upon approval/funding, progress through approved hiring procedures. Goal 2: Secure a stable, dedicated classroom/lab space to house the journalism program. Objective 1: Renovate Spenser Library and Media Center into a Performing and Visual Art Center. Objective 2: Until a new library is built, seek to acquire/lease portable buildings to house studio art, dramatic art, journalism, and photography. Objective 3: Until portable buildings can be acquired/leased, continue to use Room 1306 and adjacent areas of the 1300 building for studio art, dramatic art, journalism, and photography. Goal 3: Expand printing of school newspaper. Objective 1: Negotiate newspaper printing availability with regional newspaper. Objective 2: Expand sales of advertising. Objective 3: Design newspaper layout. Objective 4: Shift to new publishing format. Goal 4: Research feasibility of developing a college radio station. Objective 1: Develop financial and facility plan. Objective 2: Develop course offerings in radio broadcasting. Objective 3: Secure funding for equipment. Objective 4: Procure dedicated, secure facility and equipment. Objective 5: Install and test equipment. Objective 6: Offer courses in radio broadcasting and launch station operations. SPEECH (COMMUNICATION ARTS) Assessment of Previous Years Goals and Objectives Goal 1: Secure the hire of a new Speech and Journalism instructor. Objective 1: Submit justification to administration. Objective 2: Upon approval/funding, progress through approved hiring procedures. Goal 2: Promote new associate of arts degree in Communication Arts. Objective 1: Develop promotion materials to be sent to area high schools. Objective 2: Monitor number of students declaring new major. Objective 3: Monitor and asses student progress toward degree completion. Goal 3: Develop and offer SPCH 1 course in 8-week format. Objective 1: Develop course syllabus and materials. Objective 2: Schedule class meetings over an 8-week period. Objective 3: Offer course, monitoring student enrollment and success rates. Goal 4: Continue to promote the possibility of developing a competitive, intercollegiate speech and debate team. Objective 1: Maintain programs membership in the Pacific Southwest College Forensics Association (PSCFA). Objective 2: Contingent upon the hiring of a new full-time instructor in speech, to begin aggressive recruitment and development of student members of the speech/forensics team. Objective 3: Contingent upon funding, to attend area college forensics tournaments and seminars. THEATRE ARTS Assessment of Previous Years Goals and Objectives Goal 1: Secure a stable, dedicated classroom space to house the theatre arts classes. Objective 1: Renovate Spenser Library and Media Center into a Performing Arts Center. Objective 2: Until a new library is built, seek to acquire/lease portable buildings to house studio art, dramatic art, journalism, and photography. Objective 3: Until portable buildings can be acquired/leased, continue to use Room 1306 and adjacent areas of the 1300 building for studio art, dramatic art, journalism, and photography. Goal 2: Develop and offer THEA 1 course in 8-week and online formats. Objective 1: Develop course syllabus and materials. Objective 2: Schedule class meetings over an 8-week period. Objective 3: Offer course, monitoring student enrollment and success rates. Objective 4: Revise course materials into units. Objective 5: Type units in web-authoring software. Objective 6: Transfer units to course management system. Objective 7: Perform test of online course. Objective 8: Submit completed course to Curriculum & Instruction committee for approval to offer course in online format. Goal 3: Establish an on-campus theatre program identity. Objective 1: Produce at least one full-length drama production on campus each semester. Objective 2: Publicize drama production auditions and performances on campus. Objective 3: Publicize drama production auditions and performances off campus. Objective 4: Establish a dedicated drama room for acting classes and green room for productions. Objective 5: Begin gathering research and developing justification for the construction of a theatre building with appropriate and adequate production facilities (i.e., stage, auditorium, lighting/sound booth, scene shop, costume shop, green room, storage, and public facilities such as lobby and public restrooms). 12. CAPITAL OUTLAY/FACILITIES: (For division or program as appropriate) Will you have specific remodeling and construction needs/changes in the next three years? Please list in priority order. Indicate the dollar amount in the year needed. On a separate page, include diagrams if appropriate. Humanities Division Facility Changes Information (Table 9)  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008Replace drafting tables in 1306 with normal height and solid working tables to accommodate students seated at standard size stools.  15,000 Expansion of Room 1306A to double its existing space. (Video Production Lab)8,000 Portable trailer to accommodate 6 new practice rooms and lab for music. 60,000Two portable buildings for theater program. One building of 2000 square feet for performance space seating 100 people; second building for set construction storage. 100,000Cover area above main room in 1306 with plywood and paint for safety and to conserve energy. Upgrade lighting. Install ventilation fan.10,000Maintenance of classrooms including painting, wallpaper removal, lighting, acoustics, ceiling repair, and remodeling in 300 and 1300 buildings. (Evaluate yearly)20,00020,00020,000Change lighting so that lighting in front of room and back of room can be turned on or off for viewing instructional materials in all Humanities classrooms in 300 building.2,0002,0002,000Restore Rooms 304A and 304B to their original state as one classroom for Art History.4,000Add secured storage cabinet in room 1306 for instructional materials.5,000Purchase portable building dedicated to media production and journalism. Would include radio station and television set. 30,000Install Smart Classrooms (P.C., DVD/Video with internet) in humanities classrooms (304AB, 314, 305 Music room, 1306)10,0005,0005,000Add soundproofed classroom for music.6,000Replace desks/chairs in 300 building classrooms (should be able to accommodate any size student. )3,0003,000Projected Totals107,000193,00030,000 13. CAPITAL OUTLAY EQUIPMENT/SOFTWARE: (For division or program as appropriate) What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years? Please list in priority order, and indicate the dollar amount in the year needed. Include equipment needed as part of any facility changes. Division/Program Capital Outlay Equipment (Table 10)  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Desktop computers for graphics lab2540,000Adobe CS site license18,000Video software Site license5,000Site license for Midi software (Music lab) 2,500 Purchase new software for instructional purposes2,0002,0002,000New desktop computers812,00046,00046,000New laptop computers46,00023,00023,000Etching/lithographic press for fine art printmaking classes18000Video cameras with tripods for speech classes46,00011,50011,500Desks for new faculty31,20028002800New printers61,20048002400Scanners11,2001500Chairs for faculty51,50023002300Professional caliber video camera18,00018,000Professional tripod with fluid head25,00012,500Dell Optiplex GX280 flat screen computers in Rm. 315 French classes1530,000 Nikon D100 digital cameras46,000Vivitar 3800 35 mm cameras122,60041,00041,000Painting easels for art studio151,50055005500Projected Totals79,20021,90027,000 14. FTEF FULL TIME/PART TIME RATIO: The data in the tables below show that for the Humanities Division programs we are still far from the Chancellors Office goal of 75% full-time faculty. We are in the process of rectifying this with the hiring of additional full-time faculty in speech, Spanish and art. Humanities Division Art/Art History FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 350%Part Time2.9*Chancellor's Office goal is 75% full time to 25% part time.Humanities Division Languages FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 440%Part Time6*Chancellor's Office goal is 75% full time to 25% part time. Humanities Division Speech Communications FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 2.665%Part Time1.4*Chancellors Office goal is 75% full time to 25% part time.Humanities Division Philosophy FTEF Full Time/Part Time Ratio (Table 11) Current FTEFRatio*Full Time 150%Part Time1*Chancellors Office goal is 75% full time to 25% part time. Humanities Division Music FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time Part Time*Chancellors Office goal is 75% full time to 25% part time.Humanities Division Journalism FTEF Full Time/Part Time Ratio (Table 11) Current FTEFRatio*Full Time .550%Part Time.5*Chancellors Office goal is 75% full time to 25% part time. 15. PROJECTED BUDGET: What do you anticipate your budget needs will be over the next few years in dollars? Also indicate how many instructional, non-instructional, administrative, and classified staff members you feel you will need to conduct your planned program in the next few years? Humanities Division Projected Budget Information ( Table 12) (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*13780,00016980,000201,200,000221,320,000Classified Regular*1.028,8801.032,0002.060,8802.065,000Chair/Coordinator40,401Adjunct71,070Overload28,350Instructional Supplies (Languages)1,200Non-instructional Supplies (Languages)500Copy Print6,000Professional Expert---3,0004,0005,000Books, Magazines, Periodicals, CDs2,0002,5003,000Postage16002,2002,7003,000Telephone/Data1,0001,1001,2001,300Instructional Supplies and Materials 12,00015,00017,00019,000Non-Inst Supplies/Material (Music) 5,0008,0009,00010,000Instructional supplies (Art)---10,00012,00014,000Non-instructional Supplies (Art)---1,0002,0002,500Travel and Conference16006,5008,0008,000Travel & Conference (Languages)80012001600160Copier Maintenance Agreement2,6002,9905,9806,877Travel and Conference3,0783,5404,0714,681Equipment Repairs460529608700Software---2,0002,3002,645TOTALS984,5391,071,0591,333,8391,467,479*Salary only, figures do not include employee benefits.     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55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kdW$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd/$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kds$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖M$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/  / / / / ap֖)kdK$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖?$$If!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  ap֖)kd$$IflN , DM&-"b%'.''c''^'^'^'''i''^'''5)6<<<<44 lap֖y$$If!vh5)#v):V l 6`)6,5)/ p $$If!vh5J55u5555F#vJ#v#vu#v#v#v#vF:V l4 6`)6)v++++++,5J55u5555F9/ / /  / / / pF$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l4 6`)6++++ + +,5J55u5^555 5 i5 5 ^5 5 5F9 / /  / / / /  /  p֖?kdZ$$Ifl4N3 Mhl[o"%)Ju&^&^&^&&&&i&&^F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kd5!$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kd&$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kdO,$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kd1$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kdi7$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kd<$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kdB$$IflN3 Mhl[o"%)'J''u'^'^'^''''i''^'''F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kdH$$IflN3 Mhl[o"%)J&&u&^&^&^&&&&i&&^&&&F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kdM$$IflN3 Mhl[o"%)Ju&^&^&^&&&&i&&^&&&F 6`)6<<<<44 lap֖M$$If!vh5J55u5^5^5^555 5 i5 5 ^5 5 5F#vJ#v#vu#v^#v#v#v #v i#v #v ^#v #v #vF:V l 6`)6,5J55u5^555 5 i5 5 ^5 5 5F9/ / / /  p֖<kd*S$$IflN3 Mhl[o"%)&J&&u&^&^&^&&&&i&&^&&&F 6`)6<<<<44 lap֖?$$Ife!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  aep֖)kdX$$IflN'j7 QUDX #&.&&c&&^&^&^&&&i&&^&&&5)6<<<<44 laep֖?$$Ife!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  aep֖)kd#^$$IflN'j7 QUDX #&.c&&^&^&^&&&i&&^&&&5)6<<<<44 laep֖?$$Ife!vh5.55c55^5^5^55 5 i5 5 ^5 5 55#v.#v#vc#v#v^#v#v #v i#v #v ^#v #v #v5:V l)6,5.55c55^55 5 i5 5 ^5 5 559/ / / /  aep֖)kdc$$IflN'j7 QUDX #&&.&&c&&^&^&^&&&i&&^&&&5)6<<<<44 laep֖k$$If!vh5*#v*:V l*6,5*/ ap $$If!vh5(55c55552#v(#v#vc#v#v#v#v2:V l4*6)v++++++,5(55c555529/ / /  / / / apF|$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l4*6++++ + +,5(55c5^55 5 i5 5 ^5 5 529 / /  / / / /  /  ap֖,kdk$$Ifl4Nrz; U"z%Y\"%(c&^&^&^&^&&&i&&^2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kdp$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kdv$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kdp{$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd΀$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd,$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kdF$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd`$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; U"z%Y\"%'(''c'^'^'^'^'''i''^'''2*6<<<<44 lap֖1$$If!vh5(55c5^5^5^5^55 5 i5 5 ^5 5 52#v(#v#vc#v^#v#v #v i#v #v ^#v #v #v2:V l*6,5(55c5^55 5 i5 5 ^5 5 529/ / / /  ap֖)kd$$IflNrz; 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