Native Hawaiian Culture and Language at the University of Hawaii
Kelley Dudoit University of Hawaii, Manoa Educational Technology Graduate Student Hawaii, USA kelleythawaii!edu Abstract The uni"ue geogra#hical nature of the state of Hawaii creates hardshi# in atte$#ting to offer ade"uate instruction and resources to students in all the co$$unities that the University of Hawaii %UH& syste$ serves! Distance education #lays a significant role in atte$#ting to address so$e of these hardshi#s! The #ur#ose of this needs assess$ent %'A& was to collect University of Hawaii student feed(ack in regards to their needs, #re#aredness, #erce#tions and learning #references for online courses in 'ative Hawaiian culture and language! This study utili)ed the UH Maui *ollege, Molokai Education *enter as a sa$#le site to collect feed(ack fro$ those who #lan to utili)e distance education in #ursuing an Associate Degree in Hawaiian Studies, or to take courses in 'ative Hawaiian language and culture! A co$#rehensive survey was develo#ed and ad$inistered to collect student feed(ack on their o#inions of distance learning at UH, with an e$#hasis on online courses! A review of their res#onses #rovides readers with a uni"ue o##ortunity to understand the student e+#erience fro$ the #ers#ective of those in so$e of the $ost re$ote areas served! Strengths and weaknesses of online course delivery are reviewed as well as reco$$endations for strengthening distance education #lanning and i$#le$entation! !ntroduction The University of Hawaii %UH& syste$ features ca$#uses and outreach centers on all of the $ain Hawaiian ,slands! The uni"ue geogra#hical nature of the state of Hawaii creates hardshi# in atte$#ting to offer ade"uate instruction and resources to students in all the co$$unities that the UH syste$ serves! Distance education has (een a(le to re$edy so$e of these issues (y allowing instruction to (e delivered to so$e of the $ost re$ote areas in Hawaii! The (ridges (uilt through the various for$s of technology allow students in these areas to #artici#ate and (enefit fro$ higher education! -ne of the rural co$$unities highly affected (y distance learning o##ortunities offered (y UH is the island of Molokai! UH serves Molokai (y offering instruction through the UH Maui *ollege, Molokai Education *enter %UHM*, Molokai&, which enrolls a##ro+i$ately .// students #er se$ester in certificate and associate degree #rogra$s! A recent develo#$ent at UHM*, Molokai, includes the origination of distance education courses where Molokai instructors are given the o##ortunity to share their e+#ertise with UH students statewide! This (roadens the student (ase that UHM*, Molokai is a(le to reach! The #rogra$ is no longer li$ited to offering instruction to Molokai residents! This study utili)ed UHM*, Molokai as a sa$#le site to understand the role of distance education for those interested in taking courses in 'ative Hawaiian language and culture! A re#ort #u(lished (y 0adford and the 'ational *enter for Education Statistics %./11& highlighted the growth e+#erienced in distance education enroll$ent fro$ .///2.//3, the highest of which occurred at two year #u(lic institutions! UHM*, Molokai re$ained consistent with this national trend where 45!16 of students #artici#ated in online courses in the ./1.2./17 acade$ic year %Molokai Education *enter, ./17&! This was u# fro$ 85!76 re#orted in the #revious acade$ic year %Molokai Education *enter, ./1.&! These statistics indicate a strong student de$and for online learning! -n Molokai, this de$and ste$s fro$ necessity, as $any of the students need to #artici#ate in distance learning to co$#lete degrees! ,n 9all ./17, a new associate degree in Hawaiian Studies was launched across the UH *o$$unity *ollege Syste$! ,n #re#aring to announce the new degree o#tion to Molokai students, it was discovered that there were li$ited distance learning o#tions for students interested in #ursuing this o##ortunity! 9or e+a$#le, in 9all ./17, UH Maui *ollege offered no online courses in Hawaiian studies %University of Hawaii, ./17&! The student (ase in rural areas around Hawaii li$its the a$ount of face2to2face Hawaiian studies and language classes that can (e offered: therefore, distance learning o#tions should (e availa(le to students to su##le$ent face2to2face courses and allow the$ to graduate within a reasona(le ti$efra$e! ,n addition, a study done (y researchers at the University of Hawaii De#art$ent of Educational Technology found that the $ain (arrier to 'ative Hawaiian #artici#ation in distance learning was the lack of o##ortunity to #artici#ate %Menchaca, ;ong < Hoff$an, .//3&! Therefore, the #ur#ose of this needs assess$ent %'A& was to collect University of Hawaii student feed(ack in regards to their needs, #re#aredness, #erce#tions and learning #references for online courses in 'ative Hawaiian culture and language! "ethods The first ste# in develo#ing the needs assess$ent was to collect (aseline data on online course offerings in 'ative Hawaiian culture and language in the UH syste$! This data was used to colla(orate with the UHM*, Molokai coordinator and a UHM* Hawaiian studies and language instructor on designing the "uestions to (e included in the needs assess$ent! The #rocess of soliciting in#ut aligned with the (est #ractice of ensuring a voice at the ta(le for all #arties who $ay (e affected (y the results of the #ro=ect %Hill$an < *orkery, ./1/&! The #rocess of develo#ing and i$#le$enting the needs assess$ent followed a $i+ed $ethods a##roach to evaluation (y looking at the University of Hawaii o(=ectives for distance learning %o(=ective a##roach&, soliciting in#ut fro$ the UH Maui *ollege, Molokai *oordinator %$anage$ent a##roach&, soliciting in#ut fro$ a Hawaiian studies and language instructor %e+#ertise a##roach& and finally (y conducting the needs assess$ent with the #otential end user %#artici#ant a##roach& %0oss, ./1/&! -nce the "uestions were finali)ed, an electronic survey was created using Google 9or$s! The final survey included 7/ "uestions, which took #artici#ants an esti$ated 7/ $inutes to co$#lete! The survey was co$#rised of >ikert scale, $ulti#le choice and o#en2ended "uestions! The >ikert scale "uestions asked students to rate their res#onses fro$ 1 %strongly agree& to 4 %strongly disagree&! ?hile feed(ack fro$ students who #artici#ated in any for$ of instruction was desired, the final section of the survey s#ecifically focused only on those who had e+#erience in online learning! Since this section addressed student online learning #references, those who had not taken any online courses in the #ast were asked to ski# this section! UH students who were enrolled in one or $ore 'ative Hawaiian language or culture courses that originated fro$ UHM*, Molokai either through face2to2face delivery or distance education were recruited as #artici#ants for this study! The recruit$ent list consisted of a##ro+i$ately 3/ #otential res#ondents! The invitations to #artici#ate were sent via e$ail to their UH accounts! A first grou# of a##ro+i$ately 4/ students were solicited in the 9all ./17 se$ester, and an additional 7/ in the S#ring ./18 se$ester! 0es#onses were collected fro$ 15 students in a Google s#readsheet! These data were then e+#orted to Microsoft E+cel for further o(servation! Mean scores were calculated for all >ikert scale "uestions and $ulti#le choice "uestion res#onses were (roken down (y the #ercentage of students to select each o#tion! -#en2ended "uestions were reviewed and ranked (ased on si$ilarities in student res#onses! The data collected were then #laced into charts and visual aids to si$#lify navigating the student res#onses! Results To re$ain consistent with the o(=ectives for this study, the results section has (een (roken down to address the different $easure$ent indicators@ student need, #re#aredness, #erce#tions and learning #references! A de$ogra#hic section was also added to illustrate the $ake2u# of the student res#ondents! Demographics #igure $% Student de$ogra#hic (reakdown! The $ale to fe$ale ratio of res#ondents is consistent with the student gender (reakdown at UH ca$#uses, where fe$ale #artici#ation is greater than $ale! The geogra#hic location of the #artici#ants was not li$ited to the island of Molokai although all the courses selected for this study originated fro$ the island! However, the fact that not all islands and rural co$$unities in Hawaii were re#resented serves as a li$itation of this study! An overwhel$ing 316 of students #lan to take at least one online course to co$#lete their degree or certificate! Des#ite this, there were a few students who lacked a co$#uter and sta(le ,nternet connection! Access to this hardware is critical for success in online classes and $ay (e difficult to ac"uire in re$ote areas of the state! Many of the res#ondents $aintained (usy schedules! 4/6 of the$ were full ti$e students and A46 were e$#loyed either #art2ti$e or full2ti$e! The $a=ority of the res#ondents, 5B6 were of 'ative Hawaiian ancestry! However, only a(out half 476, were Hawaiian studies $a=ors! Needs A total of five >ikert scale "uestions were #osed in the student need section of the survey! The "uestions e+#lored whether there was an un$et need as far as online courses (eing offered in 'ative Hawaiian language and culture at UH! The "uestion with a $ean score indicating the strongest level of agree$ent, .!1, was that students would take $ore online courses in 'ative Hawaiian culture if they were availa(le! This was followed closely (y the second $ost agreed u#on "uestion, with a $ean score of .!7, which indicated that students felt enrolling in distance education courses were necessary for the$ to earn their degree! Students re#orted the lowest level of agree$ent, 7!4 and 7!., with the idea that UH Maui *ollege and the University of Hawaii syste$ offers ade"uate distance education course o#tions in 'ative Hawaiian language and culture! Those were the only "uestions which received a $ean score higher than 7!/ in this section %see 9igure .&! 9urther$ore, these "uestions received the highest $ean score when co$#ared with res#onses to all >ikert scale "uestions in the entire survey! C &uestion "ean 'core 1 , would take $ore courses in 'ative Hawaiian language if they were availa(le online! .!3 . , would take $ore courses in 'ative Hawaiian culture if they were availa(le online! .!1 7 UH Maui *ollege offers a sufficient nu$(er of distance education courses in 'ative Hawaiian language and culture! 7!4 8 The University of Hawaii syste$ offers a sufficient nu$(er of distance education courses in 'ative Hawaiian language and culture! 7!. 4 -nline course o#tions will hel# $e co$#lete $y certificate or degree in a ti$ely $anner! .!8 5 Enrolling in distance education courses is necessary for $e to earn $y degree! .!7 #igure (% 0es#onses to student need! Preparedness This section of the needs assess$ent also included >ikert scale "uestions, which asked students to rate their #re#aredness for online courses! The $ost interesting result fro$ this section is that students re#orted feeling highly confident in their a(ility to succeed in online courses in 'ative Hawaiian culture, .!1! ,n direct contrast, students re#orted the strongest level of disagree$ent in their confidence in their a(ility to learn the 'ative Hawaiian language online, .!B! ?ith a $ean score of .!1, students felt access to a co$#uter and a sta(le internet connection was i$#ortant for success in an online course! -n the o##osite end, students gave the second lowest agree$ent rating, .!3, to the fact that UH offers ade"uate training and su##ort for distance education students! -verall, this section was the only with no $ean scores of 7!/ or higher, indicating that the "uestions in this area were the $ost agreed u#on (y students! This indicates that overall, #artici#ants felt #re#ared for success in online classes! C &uestion "ean 'core 1 , a$ confident in $y overall a(ility %technical skill, ti$e2$anage$ent, self2 disci#line& to succeed in courses delivered via distance education technology! .!7 . , a$ confident in $y a(ility to learn the Hawaiian language in an online course! .!B 7 , a$ confident in $y a(ility to learn the Hawaiian culture in an online course! .!1 8 , (elieve access to a co$#uter and internet connection at ho$e is i$#ortant to succeed in distance education courses! .!1 4 University of Hawaii clearly e+#lains what it takes to succeed as a distance education student #rior to registration in online classes! .!8 5 The University of Hawaii #rovides ade"uate su##ort %e!g! training, ,T su##ort, etc!& for $e to succeed as a distance education student! .!3 #igure )% 0es#onses to student #re#aredness! Perceptions To understand student learning #erce#tions, survey #artici#ants were asked three o#en2 ended "uestions! The first "uestion asked students if they thought the UH syste$ was ade"uately $eeting the following #erfor$ance $easure, D,ncrease the nu$(er and diversity of #rogra$s (y at least one #rogra$ every two years that can (e co$#leted through distance learning technologiesE %University of Hawaii *o$$unity *olleges, .//3&! The $a=ority of students were unsure, with a(out half of these students s#ecifically re#orting that they have no e+#erience in online courses! The rest of the res#ondents were s#lit al$ost e"ually! Those who res#onded yes agreed (ecause they were a(le to co$#lete degrees and certificates through a co$(ination of face2to2face and distance #rogra$$ing, and with the su##ort of outreach site staff! -ne student agreed that the $easure was (eing $et, (ut thought that it was for a li$ited a$ount of #rogra$s! Those who disagreed that UH was $eeting the a(ove #erfor$ance $easure cited transfera(ility issues and distance education #rogra$$ing needs are only (eing $et for >i(eral Arts $a=ors! Students were also asked a(out the advantages and disadvantages of #artici#ating in online classes! The to# advantage cited was fle+i(ility and convenience! The second $ost #o#ular res#onse was that these courses were necessary for students to earn their degrees without having to relocate! -ther reasons $entioned were (uilding technology skills and saving $oney on trans#ortation to and fro$ classes! The $ain disadvantage of taking online courses, as #erceived (y the students, was distance or li$ited co$$unication with the instructor of the course! -ne student s#ecifically $entioned this was the reason they would not take Hawaiian language courses online! The second $ost #o#ular res#onse was the ti$e $anage$ent and disci#line re"uired to succeed in online courses! A few students cited technology issues as a challenge, es#ecially for those in $ore re$ote areas with li$ited access to the technological re"uire$ents for #artici#ating in online instruction! 9urther$ore, students $entioned the awkwardness of online co$$unication and issues with finding testing centers to co$#lete #roctored e+a$s! 9inally, students were asked to think a(out an instance where they succeeded in an online class and share the $ost i$#ortant factors that influenced their success! Fartici#ants re#orted instructor "uality as the $ost influential factor on their #ersonal success in an online class! Students $entioned the instructorsG a(ility to co$$unicate, knowledge of the su(=ect $atter, #assion and organi)ational skills as factors that influence instructor "uality! ,n addition to the o#en2ended "uestions, two >ikert scale "uestions were asked! Students agreed that the "uality of distance education instruction at UH Maui *ollege $et their e+#ectations (y res#onding with a $ean score of .!.! Students also agreed, yet not as strongly, that they are a(le to learn =ust as $uch online as they do in face2to2face courses! This "uestion received a $ean score of .!5! Learning Preferences The learning #references section included three ty#es of "uestions@ $ulti#le choice, >ikert scale, and o#en2ended! The first $ulti#le choice "uestion asked students what their #referred $ethod for distance education instruction is! The res#onse o#tions were ,nternet, Sky(ridgeHH,TS and *a(le! -ver half the students, 5B6 #referred online courses! The second $ost #o#ular res#onse was Sky(ridgeHH,TS at 716! 'one of the students surveyed selected *a(le as their #referred $ethod for distance education instruction! The second $ulti#le choice "uestion asked students how "uickly they e+#ect their online course instructors to res#ond to "uestions! Most of the students e+#ected a res#onse fro$ their instructors within 1. hours! The longer the res#onse ti$e, the fewer students selected that o#tion! #igure *% E+#ected instructor res#onse ti$e! The second #art of this category reviews res#onses to the >ikert scale "uestions! This section received so$e of the (est scores as far as student agree$ent level with three out of the si+ "uestions receiving $edian scores of lower than a .!/! Students agreed that the following ty#es of assign$ents, listed in the order ranked (y students, hel# to su##ort their learning in online courses@ worksheets, individual #ro=ects, "ui))es and tests, discussion (oardsHforu$s and grou# assign$ents! The only ty#e of assign$ent to receive a $ean score a(ove 7!/ was grou# assign$ents! Students agreed with a $ean score of .!/ that they feel co$forta(le sharing their o#inions in online discussion (oards! C &uestion "ean 'core 1 , (elieve worksheets in distance education courses hel# to su##ort $y learning! 1!4 . , (elieve individual #ro=ects in distance education courses hel# to su##ort $y learning! 1!5 7 , (elieve grou# #ro=ects in distance education courses hel# to su##ort $y 7!1 learning! 8 , (elieve discussion (oards or foru$s in distance education courses hel# to su##ort $y learning! .!7 4 , (elieve "ui))es and tests in distance education courses hel# to su##ort $y learning! 1!3 5 , feel co$forta(le sharing $y honest o#inion in online discussion (oards! .!/ #igure +% 0es#onses to student learning #references! 9inally, students were asked to #rovide their o#inion of using the UH online course $anage$ent syste$, >auli$a, in an o#en2ended "uestion! The $a=ority of res#onses fro$ students were very #ositive! Many students cited how they were afraid of the syste$ when they first started taking online courses (ut "uickly discovered that it was easy to use and navigate! The only negative feed(ack received was how instructors use it differently, which one student co$$ented can (e confusing! ,iscussion ?hen looking at the overall res#onses fro$ students, it a##ears that $ost are content with distance education at UH! 'one of the "uestions were given a $ean score higher than 7!4 on a scale of 1 %strongly agree& to 4 %strongly disagree&! ?hat this study hel#s to identify, however, are areas where UH can strengthen and i$#rove distance education! ,t has also hel#ed to confir$ a need for $ore distance education #rogra$$ing in 'ative Hawaiian language and culture to su##ort students wanting to #ursue the new Associate Degree at the co$$unity college level! ?hen o(serving the de$ogra#hic #rofile of the res#ondents it is very clear that distance education students take on an overwhel$ing a$ount of res#onsi(ility! The $a=ority of res#ondents were attending school full2ti$e and (alancing school with work! This is an i$#ortant consideration for online faculty and college ad$inistrators to take into consideration when #lanning individual courses and co$#lete college #rogra$s! There was a large res#onse fro$ students of 'ative Hawaiian ancestry! UH strives to increase #erfor$ance $easures for this #articular de$ogra#hic which was well re#resented in this study! -n the other hand, only a(out half of the res#ondents were Hawaiian Studies $a=ors! This indicates that there is de$and for distance education courses in Hawaiian Studies and >anguage even for non2$a=ors! The "uestions receiving the lowest level of student agree$ent were those which asked if UH Maui *ollege and the UH syste$ offer ade"uate course o#tions in 'ative Hawaiian language and culture! ,t is i$#ortant to note, however, that students are $ore confident in their a(ility to take culture classes online than language! -ne of the reasons cited (y a res#ondent is the li$ited a$ount of direct instructor to student co$$unication in online courses! Students were not only confident that they can succeed in 'ative Hawaiian culture courses online: they also agreed that they would enroll in the$ if $ore were availa(le! Student #artici#ants recogni)ed the need for distance education as an integral #art of hel#ing the$ achieve their degrees and were confident in their a(ility to succeed in online courses! ,t is clear fro$ their res#onses to the o#en2ended "uestions on the (enefits and challenges of taking online courses, that they have a thorough understanding of the #ros and cons of online learning! -nline learning is no longer a new $ethod of instruction and the student #artici#ants $ay (e savvier than assu$ed to (e (y faculty and instructors! Students also recogni)ed that distance learning is attractive (ecause it is a fle+i(le and convenient o#tion that does not re"uire the$ to relocate! As far as their #references for online learning, it was interesting that students felt individual #ro=ects, with a $ean score of 1!5, were far $ore i$#ortant to their learning in online courses than grou# work, with a $ean score of 7!1! This $ay (e a result of studentsG (usy schedules and their ina(ility to $eet synchronously with other $e$(ers in the class! ,t was also sur#rising to find that online discussions were rated second to last with a $ean score of .!7, considering that online discussions or foru$s are an essential co$#onent of $ost online courses at UH! The varied a##roaches to i$#le$enting discussions or foru$s in courses $ay not always re#resent (est #ractices for online learning and $ay (e included as a for$ality as o##osed to a tool that can su##ort critical thinking and learning! The >auli$a course $anage$ent syste$ was overwhel$ingly $et with #ositive student feed(ack! ,t a##ears that one of the strongest indicators of student success in online courses is the "uality of the instructor! This finding is li$ited and should (e e+#lored further to deter$ine what the UH syste$ does to $easure the "uality of online instruction and how it aligns with the different factors $entioned (y students! ,t would also (e interesting to e+#lore #rofessional develo#$ent o##ortunities s#ecifically for online faculty and instructors at UH! ,t is also i$#ortant to note that instructor res#onse ti$es are highly valued (y students! Ma=ority of the #artici#ants e+#ected to hear (ack fro$ an instructor within 1. hours or less! ?hile student res#onses re$ained $ostly #ositive throughout the survey, there are a few areas that can (e i$#roved u#on! 9or e+a$#le, none of the survey res#ondents listed ca(le courses as a #referred $ethod of distance education instruction! ?hen develo#ing strategies for increasing distance learning o##ortunities in 'ative Hawaiian language and culture, this $ethod should not (e considered as an essential #art of the e+#ansion #lan! ,n regards to distance education overall, students #erceived a(ility to learn =ust as $uch online as they could in a face2to2face class should (e i$#roved! This "uestion received a $ean score of .!5! ?ith students acknowledging this $ethod of instruction as necessary to achieve their desired degrees, their confidence in their a(ility to learn online should (e $et with a stronger level of agree$ent! Transfera(ility issues (etween the ca$#uses and scheduling distance learning #rogra$$ing to $eet the needs of $ore than =ust the >i(eral Arts degree seekers also needs to (e addressed! The fact that students were s#lit as far as agreeing whether or not the UH syste$ is $eeting their goal for distance learning to su##ort students in re$ote areas is indication that students either are not (eing $ade aware of syste$ efforts, or that $ore work needs to (e done in this area to (oost student confidence! 9inally, su##ort services %e!g! training, ,T su##ort, etc!& for distance education students can (e increased to #ro$ote student success in distance learning! Conclusion This needs assess$ent ai$ed to #rovide the UH syste$ with data necessary to assist in #lanning for distance education o#tions for students interested in #ursuing the new Associate Degree in Hawaiian Studies! However, there were several li$itations to this study! The first is the li$ited nu$(er of res#onses! -ut of the a##ro+i$ately 3/ students solicited, only 15 res#onded! Second, not all islands and rural locations in Hawaii were re#resented which #rovides a li$ited #ers#ective on distance education at UH! 9inally, the data were li$ited to student self2re#orted res#onses which were not verifia(le since anony$ity was critical in the study! -verall, the data collected #rovides a gli$#se into the e+#erience of the distance education student who has shown interest in taking courses in 'ative Hawaiian culture and language! The co$#rehensive survey sent to students not only ai$ed to identify a need for distance #rogra$$ing in 'ative Hawaiian language and culture, (ut also to #rovide data that would hel# su##ort the develo#$ent of a #lan to address these needs! Iy e+#loring student need, #re#aredness, #erce#tions, and learning #references, this study can serve as a tool for taking the ne+t ste#s in #rogra$ #lanning! Addressing these needs for students in re$ote areas is of critical i$#ortance! Iecause of the reliance on distance education #rogra$$ing, these students need ade"uate course offerings in order to achieve their acade$ic goals! Iy announcing a syste$2wide degree #rogra$ in any disci#line, the UH syste$ has a res#onsi(ility to ensure all their constituents are afforded an e"ual o##ortunity to achieve acade$ic success! References Hill$an, S! J!, < *orkery, M! G! %./1/&! University infrastructural needs and decisions in $oving towards online delivery #rogra$$es! Journal Of Higher Education Policy & Management, 32%4&, 85A28A8! doi@1/!1/3/H175//3/K!./1/!41111B Menchaca, M!, ;ong, >!, < Hoff$an, E! %.//3&! Froceedings fro$ D>, L/3@ nderstanding !arriers to Nati"e Ha#aiian Participation in Distance Education! Tokyo, Ja#an Molokai Education *enter %./1.&! UH Maui *ollege, Molokai ./1. 'eeds Assess$ent Survey! Un#u(lished raw data Molokai Education *enter %./17&! UH Maui *ollege, Molokai ./17 'eeds Assess$ent Survey! Un#u(lished raw data 0adford, A!, < 'ational *enter for Education Statistics! %./11&! >earning at a distance@ undergraduate enroll$ent in distance education courses and degree #rogra$s! 0etrieved fro$@ htt#@HHfiles!eric!ed!govHfullte+tHED4.85.4!#df 0oss, M! E! %./1/&! Designing and using #rogra$ evaluation as a tool for refor$! Journal Of $esearch On Leadership Education, % %1.!A&, 83124/5! 0etrieved fro$ htt#@HHfiles!eric!ed!govHfullte+tHEJB175//!#df University of Hawaii! %./17&! Distance Learning at the ni"ersity of Ha#aii! 0etrieved fro$ htt#@HHhawaii!eduHdl University of Hawaii *o$$unity *olleges %.//3&! H&& strategic plan 2''2(2')' update strategic outcomes and performance measures* 2''+(2')% %'ove$(er 1, .//3 revision&! Honolulu, H,@ -ffice of the Mice Fresident for *o$$unity *olleges! A--endis 'eeds Assess$ent Survey ?elco$e Fage Fage 1 Fage 1 %continued& Fage . Fage . %continued& Fage 7 Fage 8 Fage 8 %continued&