


































02-JM


Vol. 1, No. 1, August 2012, pp. 11-25   
 
 
 
 
The Chronicles of the Renaissance Group 
 
Michael J. Giovannetti, Executive Director  
The Renaissance Group ( 2008-Present) 
California State University, Fresno 
 
 
 
 
 

Abstract 

The Renaissance was a cultural movement initiated in Florence, Italy, during the 

late Middle Ages and later spread to the rest of Europe, focusing on the 

improvement of various disciplines through a revival of ideas from antiquity.  The 

influence of the Renaissance movement affected art, literature, philosophy, 

politics, science, religion, and other aspects of intellectual inquiry.  What does the 

Renaissance movement of fourteenth century Italy have to do with The 

Renaissance Group (TRG) of 21st America?  The times and places may be very 

different, but as we review TRG’s contributions to teacher education from the 

1980s to the present (a time during which The Renaissance Group laid a strong 

foundation to shape this national consortium of colleges, universities and 

professional organizations) we may discover more similarities between the two 

than imagined. 

 
 
 
 
 
 
 
 
  



     M. Giovannetti 12 

 
The Chronicles of the Renaissance Group 

 
Background 
 

The Renaissance Group: Who are its members?  Visionaries, dreamers, educational 
leaders?  

The Renaissance (French for “rebirth”; Italian, Rinascimento, from re - “again” and 
nascere -“to be born”) was a cultural movement initiated in Florence, Italy, in the late Middle 
Ages and later spread to the rest of Europe, encompassing periods from the fourteenth to the 
seventeenth century.  This time was focused on the improvement of various disciplines through a 
revival of ideas from antiquity, by employing creative approaches to thinking and doing.  The 
influence of the Renaissance movement affected art, literature, philosophy, politics, science, 
religion, and other aspects of intellectual inquiry. 

What does the Renaissance movement of fourteenth century Italy have to do with The 
Renaissance Group (TRG) of 21st America?  The times and places may be very different, but as 
we review TRG’s contributions to teacher education from the 1980s to the present (a time during 
which The Renaissance Group laid a strong foundation to shape this national consortium of 
colleges, universities and professional organizations) we may discover more similarities between 
the two than imagined.  

I have been a member of The Renaissance Group since July 1, 2008, as the organization’s 
Executive Director.  Because my tenure with this incredible group of educational leaders has 
been relatively short, I must resort to presenting TRG’s life through the eyes and experiences of 
a fairly new observer, as I interpret information availed to me by colleagues, through reviews of 
organizational files, as well as from my direct observations and experiences during the past four 
years. However, in order to relate a fairly complete story, I must first take us back in time, 
approximately 25 to 30 years, and briefly revisit the state of public education during those initial 
years up to the present. 

By examining the educational challenges and reform movements of the 1980s, 1990s, and 
2000s, one can easily extract from local, state, and national news media unfavorable, highly 
critical messages about America’s P-20 public school systems.  For a number of years, active 
criticism of our schools has been on the front burner of public debate, allowing schools to be 
seen as one cause for what is considered to be “wrong” with modern-day America.  During those 
challenging years, A Nation at Risk: The Imperative For Educational Reform was published in 
1983, as part of President Ronald Reagan’s National Commission on Excellence in Education’s 
efforts to improve the academic performance levels of American high school students.  
Approximately two decades later, in 2001, the No Child Left Behind legislation targeted the 
improvement of student achievement levels by raising academic standards for all P-12 students.  
Race to the Top in 2009 challenged all educators to implement and enforce rigorous standards 
and assessments for all students.  Recently, the Common Core State Standards have taken center 
stage for the educational rebirth of America’s P-20 institutions, serving as a forceful reminder 
that achievement standards need to be seriously addressed in all corners of the country if the U. 
S.  hopes to regain a prominent place in world leadership.  

The public schools of our nation have always exhibited one unique characteristic: all 
students who enter their schoolhouse doors will be accepted and served, regardless of needs and 
abilities.  Perhaps it is this concept of absolute inclusion that that has lead the citizenry of 



       The Chronicles of the Renaissance Group     13 

America to conclude that the ailments expressed within our neighborhoods must be caused by or 
somehow associated with our public schools, their teachers, their staff, or their administrators.  
Who else could be held responsible?  After all, these individuals do influence our youth each and 
every day they attend classes.  Although I present this discourse with a strong dose of cynicism, 
it is precisely this form of expression that has motivated our elected leaders to fuel the numerous 
educational reform movements of the past and the present.   
 
The Early Years 
 

The Renaissance Group consortium was conceived during the spring of 1989, a time of 
increased expectations for schools and for teacher education programs in colleges and 
universities. The world encountered issues not much different from those we experience today, 
and not all that different from 14th century Europe, if we consider and reflect upon the increased 
expectations for the leaders, educators, artists and scholars of that era.  Criticism of teacher 
preparation programs has been the focal point of national debate since I can remember.  The 
university presidents, provosts and deans who first gathered at the University of Northern Iowa 
in the spring of 1989 (see Figure 1), and those who joined them in a series of meetings that 

 
  

 
Figure 1. The Renaissance Group leadership planning session. 

 
 

followed, were motivated to embark on a rebirth movement in order to try to bring new life to 
educator preparation programs.  The educational leaders of the late 1980s, representing the top 



     M. Giovannetti 14 

leadership of some the finest higher education institutions in the country, were visionary in their 
belief and firm in their conviction that the education of teachers must become an all-campus 
responsibility.   They were clearly the Leonardos and the Michelangelos of the 20th century (see 
Figure 2)!  
 
 

 
Figure 2. Renaissance-style celebration and meeting. 
 
 

The University of Northern Iowa was the first home of the executive offices of the 
Renaissance Group, with Dr. William Callahan as Executive Director.  Emporia State University 
was the second home. These were most critical times for the young, yet experienced and 
energetic, leadership team of TRG; times during which a solid organizational foundation was 
being shaped and new members identified and invited to strengthen the educational settings 
where teachers were being prepared.  According to Dr. Tes Mehring, Provost and Vice President 
for Academic Affairs at Emporia State University, one of the early leaders of TRG, this was also 
a period of connectivity with major education organizations, such as the American Association 
for State Colleges and Universities, the American Association for Colleges of Teacher 
Education, the National Board for Professional Teaching Standards, and the National School 
Board Association, to mention only some of the best known.  Additionally, it was during this 
time that The Renaissance Group and the U.S. Department of Education initiated meaningful 
discussions in support of teacher preparation programs.  Nationally recognized speakers often 
delivered the keynote addresses at conferences held in the Washington, DC area during their fall 
annual meetings.  Throughout these very important foundational years, the initial joint meetings 
with TRG and the Teacher Education Council of State Colleges and Universities (TECSCU) also 



       The Chronicles of the Renaissance Group     15 

took place.  The Renaissance Group has always been committed to quality programs for the 
preparation of teachers, counselors, and administrative leaders for our nation’s schools. The 
initial meeting held in Iowa by a handful of university presidents and education deans was 
followed by a quick succession of meetings at the University of Northern Colorado, Western 
Kentucky University, California State University, San Bernardino, and at Emporia State 
University.  As TRG added more member institutions, provosts and arts and science deans were 
included as key members of TRG (see Figure 3).  This core group of university presidents,  

 
 

 
Figure 3. Meeting at California State University, Fresno. 

 
 

provosts, arts and science deans, and education deans from member institutions continues to be 
represented on The Renaissance Group Board of Governors today 
(http://www.csufresno.edu/renaissancegroup/).  The founders and leaders of TRG have spent 
their time and resources for the past 23 years focused on the organization’s belief that with the 
right kind of campus infrastructure, and with continuing support of key campus administrators, 
teacher education will remain a university priority at TRG member institutions (see Figure 4).  
 



     M. Giovannetti 16 

 
Figure 4. TRG founders/leaders at the annual fall conference, Arlington, VA. 

 
 
Oral History Research Initiative and The Twentieth Anniversary Celebration/Conference 

During my review of archived documents, I uncovered some additional insights about the 
early development of TRG.  These findings were confirmed in 2009, through extensive 
conversations with founding leaders of the organization including Dr. Thomas Switzer (see 
Figure 5), Dean Emeritus of the Judith Herb College of Education at the University of Toledo, 
member of TRG’s Board of Governors for a number of years, and one of the principal founders 
and developers of The Renaissance Group.  Dr. Switzer was instrumental in organizing the oral 
history research initiative that prominently kicked off the 20th anniversary celebration and 
conference held in October 2009 in Arlington, VA.  This event was designed to be a time of 
reflection, celebration and rebirth, and it truly was!  His ingenious idea generated a respectable 
collection of anecdotes and insights about the beginnings and initiatives of The Renaissance 
Group, as presented by a number of the organizations’ founders and leaders.  The oral history 
research initiative, the 20th anniversary conference agenda, and pictures of participants may be 
experienced by visiting TRG’s website at http://www.csufresno.edu/renaissancegroup/. 

 



       The Chronicles of the Renaissance Group     17 

 
Figure 5. Dr. Switzer – recipient of the first TRG Annual Leadership Award. 

 
 
I was most fortunate to be able to conduct many of those interviews.  One story of 

particular interest and importance relates to the origin of the organization’s name, The 
Renaissance Group, which others and I initially believed to be named after the European 
Renaissance movement.   After all, TRG’s primary principle that the preparation of educators be 
an all-campus responsibility was a type of educational rebirth.  However, as exciting and 
romantic as that notion might be, the truth of the matter is that during one of their early meetings, 
in July of 1989, TRG’s leaders were enjoying the peace and beauty of Estes Park, Colorado, the 
host site for one of their early planning sessions.  This very prominent event happened to take 
place in the Renaissance Room of a local lodge, hence the name The Renaissance Group (see 
Figure 6).  

 



     M. Giovannetti 18 

 
Figure 6. One of the early planning meetings – Estes Park, CO, the Renaissance Room. 

 
 
Twenty-three years have naturally seen many changes in the membership and leadership 

of TRG.  The original leaders have reached or are approaching the end of their professional 
careers.  Sadly, some of them have already passed away.  Thanks to the oral history research 
initiative of 2009, accounts of some of the work and reflections of these innovators exist today 
and some of the knowledge gained from their individual and collective efforts to develop quality 
programs for the preparation of teachers is not lost to future generations.  The oral history 
research initiative attempted to capture the rich knowledge and wisdom of those educational 
leaders and mentors whose exemplary work is reflected today in TRG institutions throughout the 
country.  The oral histories were completed with the assistance of modern information 
technology from various universities, particularly from Western Kentucky University, capturing 
both voice and video of some of The Renaissance Group founders and leaders.  Approximately 
30 past and present leaders of TRG were initially identified as potential participants.  The 
University of Toledo, under the leadership of Dr. Thomas Switzer, Dean of the Judith Herb 
College of Education, was the home base for the oral history research initiative.  Western 
Kentucky University, under the leadership of Dr. Barbara Burch, Provost and Vice President for 
Academic Affairs, and Mr. David Brinkley, Senior Producer, Director and Writer of Educational 
Television Services, continued the work initiated by Dr. Switzer and supported it to its 
completion.  The video presenting the first 20 years of TRG’s life may be viewed on the 
organization’s website at www.csufresno.edu/renaissancegroup. 
 
  



       The Chronicles of the Renaissance Group     19 

The Middle Years 
 

Members of the Board of Governors and all member institutions of The Renaissance 
Group continuously renew their commitment to improving teacher preparation programs by 
reflecting on past practices, celebrating accomplishments, embracing present and future 
educational challenges, and by sharing strategies and promising practices designed to improve 
local, regional, and national learning environments. The membership has grown over the past 20 
years, attracting 35-40 member institutions during its development.  For several years, the 
executive office of The Renaissance Group was located at Emporia State University, Emporia, 
Kansas. There, thanks to the outstanding leadership of Dr. Kay Schallenkamp, President, Dr. Tes 
Mehring, Provost and Vice President for Academic Affairs, and Dr. Leo Pauls, Executive 
Director, TRG grew and significantly strengthened its original foundation (see Figure 7).  
 
 

 
Figure 7. Emporia State University, Spring Conference. 

 
 
Today, more than ever, all TRG members proudly support the tradition of strong 

commitment for the preparation of educators as a campus-wide effort and are pleased to 
announce that a significant number of teachers successfully prepare for the profession at TRG 
institutions.  In keeping with past practice, tradition, and the belief that supporting educator 



     M. Giovannetti 20 

preparation programs and initiatives is the best investment our nation can make, The Renaissance 
Group continues to provide each year, as it has done annually since its inception, unique 
opportunities for educators to celebrate their successes and recommit their individual and 
collective research, talents, and resources for the preparation of outstanding educators for 
America’s schools.  Those who believe that excellent teaching translates into more successful 
students have supported and continue to support the efforts of this unique organization.  By 
doing so, the educational leadership of our country contributes to the much-needed rebirth of our 
nation’s schools, positively influencing national policy and practices relative to the design and 
implementation of outstanding teacher preparation programs.  The organization’s vision, 
principles and strategic plan, reflected on the following tables, have always guided the work of 
The Renaissance Group. 
 
 
The Renaissance Group Vision 
 
Leadership in the exemplary preparation of educators through full campus commitment, in 
collaboration with P-12 School Districts, for the transformation of education to meet societal 
needs. 

 
 
The Renaissance Group Principles (September 2009) 
 
The Renaissance Group: Universities working to improve the quality of educator preparation. 

• The education of teachers is an all-campus responsibility undertaken in collaboration 
with P-12 school personnel. 

• The university values and models teaching excellence. 
• Teacher preparation is integrated across the curricula of general education, in-depth 

subject matter content, and professional studies in both general content and specific 
teaching methodologies. 

• The education of teachers incorporates extensive and sequenced field and clinical 
experiences in various settings with effective supervision. 

• The university meets and exceeds national and state standards for the preparation of 
school personnel. 

• The university assesses learner outcomes in order to monitor its program effectiveness 
and assure teacher quality. 

• Pre-service teachers and faculty members reflect our pluralistic society and are 
committed to the education of all students in diverse schools. 

• The continuing professional development of teachers is the shared responsibility of the 
individual, the university faculty, and other professional educators. 

• The university provides learning experiences and mentoring that develop teachers who 
are creative and innovative leaders. 

• The university integrates technology throughout its teacher preparation program. 
 
 
  



       The Chronicles of the Renaissance Group     21 

 
Strategic Plan Update (December 2010) 
 
The Renaissance Group, building from two decades of leadership in teacher education, seeks to 
provide relevant and meaningful service to our members and partners. As we embrace the 
changes of the 21st century, TRG will endeavor to achieve its mission and vision through a 
strategic focus on three goals. 
 
I. TRG will provide enhanced benefits for member institutions. 

 
Measures of Performance 

• Develop a timely and relevant “signature project”. 
• Facilitate a process whereby member institutions collaborate in the collection and 

sharing of relevant legislation, data, grant ideas, best practices, etc. 
• Represent the membership in a strengthened alliance with Department of 

Education. 
• Provide pre-NCATE reviews for member institutions. 
• Facilitate communication between member institutions and P-12 programs to 

ensure congruence with current educational demands. 
• Re-evaluate the conference structure and content to provide greater incentive for 

involvement by university presidents, legislators, school superintendents, and 
other stakeholders.  

 
II. TRG will develop a common set of standards that define a TRG teacher education program 
graduate and guide TRG institutions in decision-making. 

 
Measures of Performance 

• Identify quantity, quality, and nature of the expectations for graduation such as 
academic field preparation, clinical/classroom based experiences, 
practicum/student teaching experiences, internship, and graduation requirements 
across institutions. 

 
III. TRG will create a broader marketing plan to increase visibility across multiple educational 
communities. 

 
Measures of Performance 

• Clarify and strengthen the mission and vision statement to reflect the evolving 
purpose of the organization. 

• Create appropriate media that will be versatile and highly visible such as 
publications, DVDs, social networking, brochures, etc.  

• Partner with affiliate members to have a common voice in educational policy 
development. 

 
 
  



     M. Giovannetti 22 

Signature Projects 
 

Over the years and as presented in the 2010 Strategic Plan update, signature projects 
initiated by TRG members have provided guidance, direction and courageous leadership at local, 
state and national levels to inspire change, to guide policy and to improve all aspects of educator 
preparation programs on college and university campuses in America. 
 
1999 - Teacher Work Samples 

Perhaps one of the best examples of innovation and accountability relative to the 
preparation of educators is the development of the teacher work samples, authored in 1999 by 
Dr. Roger Pankratz, Professor and Assistant to the Dean of Education and Behavioral Sciences, 
Western Kentucky University, in collaboration with eleven TRG member institutions. 

The Renaissance Partnership for Improving Teacher Quality program (1999-2005) is the 
result of a Title II federally funded project with Offices at Western Kentucky University, and 
with its Director, Dr. Roger Pankratz.  The eleven Renaissance partnership project sites included 
California State University Fresno; Eastern Michigan University; Emporia State University; 
Idaho State University; Kentucky State University; Longwood University; Middle Tennessee 
State University; Millersville University; Southeast Missouri State University; University of 
Northern Iowa, and Western Kentucky University. 

Thanks to the Renaissance teacher work samples, today many colleges and universities 
across the country have developed effective, reliable measures to evaluate the preparation levels 
of the teachers they graduate.  Additionally, results from the teacher work samples assessments 
are utilized to inform faculty and administrators relative to needs and improvements for their 
teacher preparation programs. 
 
2011 - Co-Teaching Model  

A second, equally important partnership was formed in 2011 with Saint Cloud State 
University, member of TRG since 2000, when they offered their co-teaching model for teacher 
candidate preparation as a TRG signature project.  Dr. Nancy Bacharach and Dr. Teresa Heck, 
faculty at St. Cloud State, developed the co-teaching model with funding from a federal grant. 

There is a growing demand for teacher preparation institutions to develop highly effective 
teachers.  The goal of this project is to reform teacher preparation through the implementation of 
a research-based model of co-teaching in student teaching at teacher preparation institutions 
across the country.  Because very little data exist connecting success in a student teaching 
experience with student learning outcomes, more studies would be extremely beneficial to P-20 
education.  Co-teaching is not a new phenomenon; however, its application in the student 
teaching experience is a new area of study. This student teacher preparation model is designed to 
assist both the cooperating teacher and teacher candidate in collaboratively planning, organizing, 
delivering, assessing, and sharing the physical space of the classroom. Co-teaching allows the 
classroom teacher to partner with the teacher candidate rather than give away responsibility.  
Four years of research conducted on a co-teaching model of student teaching has demonstrated a 
statistically significant increase in academic performance for elementary learners in co-taught 
classrooms. The quantitative and qualitative data support co-teaching as an exemplary practice 
that has the potential to reform teacher preparation and student teaching, as we know it today.   

The Renaissance Group applied for a federally funded multi-million dollar grant in 2011.  
The grant proposed to expand the co-teaching model initially developed at St. Cloud State 



       The Chronicles of the Renaissance Group     23 

University and included specific plans to provide the training and support necessary for other 
teacher preparation institutions across the nation to successfully implement this model. The 13 
institutions identified to participate in the proposal collectively produce over 4100 teachers each 
year and work with over 800 school partners. One hundred percent of these institutions work 
with high needs schools and all of them place students in classrooms where Adequate Yearly 
Progress (AYP) has not been met. In fact, almost 85% of the placements made are in identified 
high needs schools. A comprehensive plan for assessing the impact of this model was also 
included in the application, and the results of this work would be disseminated to state, regional, 
and national audiences. This train-the-trainer model is not only sustainable, but can also produce 
a cadre of individuals capable of national implementation.  In spite of this commendable effort, 
the grant was not funded.  However, TRG will not stop trying to contribute to the improvement 
of teaching and learning, and will undoubtedly explore future funding opportunities for the 
expansion of this and other promising practices. 

An additional significant effort of The Renaissance Group is the development of the 
following educational journal.  Started in 2011, Educational Renaissance is a publication 
sponsored by The Renaissance Group.  Educational Renaissance is to be published twice a year 
to facilitate communication among professional educators and those whose research focuses on 
teacher preparation as well as those committed to the improvement and reform of education 
locally, regionally and nationally.  Manuscripts submitted to Educational Renaissance should 
conform to the language, style, and a modified format of the Publication Manual of the 
American Psychological Association (6th ed., 2009).  All manuscripts should be submitted 
electronically to the editor through the Open Access journal system at: 
http://educationalrenaissance.org/.  Once received by the editor, manuscripts will be 
anonymously peer-reviewed by at least two reviewers. Potential authors are encouraged to 
contact the editor to discuss ideas for contributions, or determine if their manuscript is suitable 
for publication in Educational Renaissance.  Dr. Paul Beare, Dr. Jim Marshall and Dr. Patrick 
Newell, at California State University, Fresno, the lead TRG member institution for Educational 
Renaissance, as well as a number of reviewers from TRG member institutions, lead this project. 

 
TRG Today 
 

The Renaissance Group moved its Executive Office in 2005 from Emporia State to 
California State University, Fresno, (Fresno State) in the heart of California.  In its new home, 
Dr. John Welty, President; Dr. Paul Beare, Dean of the Kremen School of Education and Human 
Development; Mr. Rich Firpo, Executive Director (2005-2008); and, in keeping with TRG’s 
tradition of excellence, the entire university faculty and staff welcomed and embraced this 
national educational consortium dedicated to the enhancement of teaching and learning.  The 
outstanding support and commitment by Fresno State, not unlike the contributions made by the 
University of Northern Iowa, Emporia State University, and all of TRG’s leadership, has made it 
possible for The Renaissance Group to continue its original journey and to stay the course for the 
improvement of educator preparation programs (see Figure 8).   

 



     M. Giovannetti 24 

 
 
Figure 8. 20th Anniversary Conference, Arlington, VA. 

 
The past seven years have experienced a small decline in membership, nothing serious 

enough to dampen the spirit of The Renaissance Group.  Thanks to the outstanding leadership 
and dedication of Dr. John Counts, President Emeritus of Western New Mexico University and 
President of TRG’s Board of Governors for the past seven years, and to all past and present 
members of TRG’s Board, annual conferences designed to showcase the very best educator 
preparation programs have been offered in the Washington, DC area.  Additional meetings have 
also been held at member institutions to address the present needs and interests of members and 
guests.  Finally, with strong support from Mr. Otto Benavides, Associate Professor and Director 
of the Instructional Technology and Resource Center at the Kremen School of Education and 
Human Development at California State University, Fresno, the utilization of video 
teleconferencing has offered a significant level of assistance to help conduct all other TRG 
business and planning sessions.  

In 2011, The Renaissance Group also renewed its partnership, initially formed when TRG 
was housed at Emporia State University, with a national organization of similar purpose, 
dedication and interests, the Teacher Education Council of State Colleges and Universities 
(TECSCU).  Together, these educator preparation program architects and developers, 
representing higher education institutions preparing approximately 78% of America’s teachers, 
have designed and delivered one successful Joint Conference in the Fall of 2011 and are 
currently planning a second meeting to be offered during the Fall of 2012.  Dr. Mary 
Gendernalik-Cooper, Education Dean at the University of Mary Washington, and Dr. Michael 
Giovannetti, Executive Director of The Renaissance Group serve as co-chairs of this joint 
conference. 

The Fall 2012 event, with the theme of The Proof of Effective Partnerships: Educators 
Meeting the Challenges and Opportunities of the 21st Century is scheduled for September 29 to 



       The Chronicles of the Renaissance Group     25 

October 2 in Arlington, Virginia.  The 2012 joint meeting of TECSCU and TRG will examine 
the evidence of resilient partnerships in teacher and education leadership preparation, by 
examining and discussing richly diverse models of collaboration.   

 
Conclusion 
 

I realize the story I have shared only begins to scratch the surface of the treasure chest of 
significant contributions made by a number of outstanding educational leaders to one unique 
national organization and to P-20 education in America.  Clearly all who deserve to be included 
in these chronicles were not, and for all omissions, the author extends his most sincere apology.  
Hopefully these accounts will serve as a reminder that when The Renaissance Group was formed 
23 years ago by a group of educational leaders dedicated to the improvement of teacher 
preparation programs, their mission was clear: this national consortium of colleges, universities 
and the National Board of Professional Teaching Standards has always known that in order to 
prepare the finest educators to effectively serve all of America’s students, they must do so as an 
all-campus responsibility, in conjunction with  its P-12 school district partners.  I am confident 
the invaluable contributions made by TRG will continue to benefit P-20 education into the 
future, thanks to the leadership, dedication, and commitment of all past and present members.  
Criticism about our profession will more than likely continue, but I firmly believe that when 
persons of good will work together and persevere, amazing things will continue to happen.  

The preparation of The Chronicles of The Renaissance Group was made possible thanks 
to the documentation (paper, electronic and video), collected since 1989 by the founders and 
leaders of The Renaissance Group, stored in the organization’s archives. 
  



     M. Giovannetti 26 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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