UNIVERSITY EXAMINATIONS U NIVERSITEITSEKSAMENS

UNlSAI::

Durat1on Tydsduur

2 Hours 2 Uur

EXAMINERS I EKSAMINATORE

EDT1601 ( 499765)

CHILD DEVELOPMENT KINDERONTWIKKELING

FIRST I EERSTE PROF FE GOUWS SECOND I TWEEDE DR L ZIMMERMAN

Closed book exammat1on Toeboekeksamen

May/June 2015 Me1/Jume 2015

100 Marks 100 Punte

Th1s exammat1on quest1on paper remams the property of the Un1vers1ty of South Afnca and may not be removed from the exammat1on venue H1erd1e eksamenvraestel bly d1e e1endom van d1e Un1vers1te1t van Su1d-Afnka en mag me u1t dte eksamenlokaal verwyder word me

Th1s paper cons1sts of 9 pages

READ THE QUESTIONS CAREFULLY AND ANSWER ONLY WHAT IS ASKED

Answer ALL the quest1ons

Please note that you have to 1nd1cate your answer to the 20 Multiple Cho1ce Questions on the mark read1ng sheet See the Instructions on the mark read1ng sheet on how to complete the mark read1ng sheet Each correct answer w1ll prov1de you w1th 2 marks The total of Question 1 IS 40 marks

The marks allocated to a subsection roughly 1nd1cate the requ1red length of the answer

LEES DIE VRAE VERSIGTIG DEUR EN ANTWOORD NET WAT GEVRA WORD

Beantwoord AL d1e vrae

Neem assebl1ef kenn1s dat u d1e 20 meervoud1ge keusevrae moet beantwoord op d1e merkleeskaart Lees d1e •nstruks1es op d1e merkleeskaart oor hoe om d1e merkleeskaart te voltoo1 Elke korrekte antwoord sal aan u 2 punte voors1en D1e totaal van vraag 1 1s 40 punte

D1e punte wat aan 'n onderafdellng toegeken word, d1en as aandwd1ng van d1e lengte van d1e antwoord wat verwag word

[TURN OVER/SLAA/ OM]

2 EOT1601 May/June 2015 Met!Jume 2015

QUESTION 1: MULTIPLE-CHOICE ITEMS/ VRAAG 1 MEERKEUSE-ITEMS

1 The behef of an adolescent g1rl that noth1ng bad can happen to her, for example gett1ng pregnant refers to 1 1magmary aud1ence 2 personal table 3 1mag1nary world 4 1nv1nC1ble fable

D1e menmg van n adolessente dogter dat mks met haar kan gebeur me, byvoorbeeld dat sy kan swanger raak, verwys na 1 denkbeeldrge gehoor 2 persoonllke versmsel 3 denkbeeldrge wereld 4 onoorwmbare versmsel

2 The pnmary symptoms of anorex1a nervosa are the 1nd1v1dual's

3

1 tendency to b1nge at t1mes, only to purge h1mself/herself afterwards by for example vom1t1ng

2 relentless pursu1t of excess1ve th1nness and the consequent loss of we1ght 3 soc1al Withdrawal and preoccupation v.H;, food. 4 feelings of uncertainty and dlssat1sfact1on With body 1mage

Dte pnmere s1mptome van anorex1a nervosa 1s d1e md1v1du se 1 ne1gmg om by tye te ooreet, net om daarna van dte kos ontslae te raak deur

byvoorbeeld te vomeer ~ 2 onophoudeflke strewe na oordrewe slankheJd en dte gevo/g/1ke oormattge verl1es

van gew1g L

3 sostale onttrekkmg en preokkupaste met voedsel 4 gevoelens van onsekerhetd en ontevredenheld met dte ltggaamsbeeld

According to the theory of P1aget there should always be and ass1m1latron 1 an equ11ibnum 2 a schema 3 a dtseqUIIIbnum 4 an 1nteract1on

between accommodation

Volgens P1aget se leone moet daar altyd tussen akkommodaste en asslmtlasJe wees 1 n balans 2 n skema 3 'n wanbalans 4 'n mteraksJe

[TURN OVERIBLAAJ OM)

3 EDT1601 May/June 2015 Me1!Jume 2015

4 Wh1ch of the follow1ng statements does not reflect a d1mens1on of 1ntnns1c mot1vat1on? 1 Adolescents stnve for soc1al approval from the1r peers, teachers, parents and

other adults 2 Adolescents are strongly mot1vated to carry out a task successfully 3 Adolescents ant1c1pate real1sat1on of the goal 1n quest1on 4 Adolescents are able to study w1th the necessary willpower and perseverance

Watter een van d1e volgende aspekte 1s me 'n d1menste van mtnnsreke mottvenng me? 1 Ado/essente sf reef na sos1ale aanvaardmg deur hulle portuurgroep, onderwysers,

ouers en ander volwassenes 2 Adolessente het 'n sterk motlvenng om 'n faak suksesvol deur te voer 3 Adolessente ant1s1peer d1e reallsenng van d1e doe/ 4 Adolessente studeer met d1e nod1ge WJ/skrag en deursettmgsvermoe

5 The personality tra1t that 1s assoc1ated w1th cunos1ty, f1ex1b1llty, art1st1c sens1t1v1ty and unconventional attttudes 1s 1 1ntrovers1on 2 openness to expenence 3 consc1ent1ousness 4 neurot1c1sm

D1e persoonl!khe!dsetenskap wat met nuusktengheJd, bwgsaamhetd, kunssmmge senslfiWifelf en onkonvens10nele houdmgs m verband gebnng word, 1s 1 mtrovers1e 2 oophe1d Vlf ervanng 3 konsens1eushe1d 4 neurot1sme

6 Loss of appet1te, lack of energy, sleep dtff1cult1es and we1ght loss are symptoms of dep:-eSSIOn 1 somat1c 2 cogn1llve 3 motivational 4 emot1onal

n Gebrek aan eetlus, gebrek aan energ1e, slaapprobleme en gewtgsverlles 1s s1mptome van depress1e 1 somat1ese 2 kogmfrewe 3 motlvenng-4 emos10ne/e

7 The best way to determ1ne what cogn1t1ve stage a person has reached 1s by . . 1 Interpreting the person's scores on a mental ab1hty test 2 know1ng the person's age 3 knowtng the person's rate of development 4 observ1ng how the person solves problems

D1e beste mamer om te bepaa/ walter kogmflewe stadwm 1emand bere1k het, ts deur , , 1 d1e persoon se tellmgs dmv 'n toets v1r verstande/1ke vermoens te meet 2 te weet hoe oud d1e persoon 1s

3 d1e persoon se tempo van onfw1kkelmg te ken 4 waar te neem hoe d1e persoon prob/eme op/os

[TURN OVER/BLAAI OM]

4 EDT1601 May/June 2015 MeJ/Jume 2015

8 According to the theory of people are class1f1ed mto SIX personality types . each of wh1ch ts assoctated wtth a parttcular work1ng enwonment 1 Johan 2 Gallott 3 Holland 4 Jacobs

Volgens se teone word mense m ses persoonllkhe1dst1pes gek!ass1fiseer, waarvan e/keen met n bepaafde werkomgewmg m verband gebnng word 1 Johan 2 Gallot1 3 Holland 4 Jacobs

9 The South Afncan Children's Act allows adolescents over the age of years to access health serv1ces, such as HIV test1ng and term1nat1on of pregnancy Without parental consent 1 ten (10) 2 twelve (12) 3 fourteen (14) 4 stx teen (16)

01e Swd-Afnkaanse Kmderwet gee adolessente ouer as Jaar toegang tot gesondhe1dsd1enste, soos MIV-toetsmg en dre beemd1gmg van i1 swangerskap sander d1e toestemmmg van hul ouers 1 t1en (10) 2 twaalf (12) 3 veert1en (14) 4 sesflen ( 16)

10 Nomophob1a rs a fear of betng without 1 the Internet 2 a mob1le phone 3 a computer 4 a TV

Nomofob1a rs 'n vrees om sander te wees, 1 Internet 2 n selfoon 3 n rekenaar 4 n TV

11 According to Enkson, adolescents expenence a cns1s charactensed by 1 1nt1macy versus 1solatton 2 generatively versus stagnation 3 1dent1ty versus 1dent1ty d1ffus1on 4 1n1t1at1ve versus gu1lt

Vofgens Enkson be!eef adolessente 'n knsrs wat gekenmerk word deur 1 mtrm1feJt versus 1sofas1e 2 generafiWifaJt versus stagnas1e 3 1denflteJt versus JdentdeJtsverwarnng 4 mJsJatJef versus skuld

[TURN OVERIBLAAI OM}

5

12 The most rmportant aspects for mental health are pos1t1ve th1nkrng and 1 phys1cal fitness 2 cogntttve reasomng 3 achrev1ng goals 4 ach1evrng emotronal matunty

D1e belangnkste aspekte van geestesgesondhe1d 1s poslf1ewe denke en 1 l!ggaamltke f1ksherd 2 kognlf1ewe redenas1e 3 dte bere1kmg van doe!wJtte 4 dte bere1kmg van emostonele vo/wassenhetd

13 ldent1ty drffused adolescents 1 have strong commrtments and endunng self-concepts

EDT1601 May/June 2015 Me1!Jume 2015

2 have expenenced no cnses, but have already commrtted themselves to certarn ObJectrves and values·

3 postpone the adoptron of any self-rdentrty 4 consrder vanous optrons rna carefree way, avo1drng commitments

Adolessente met ldentttettsvervvamng 1 vorm sterk verbmtemsse en b/ywende selfkonsepte. 2 het geen knstsse ervaar me, maar het hu/self reeds verbmd tot bepaalde

doelw1tte en waardes, 3 stet d1e vormmg van emge selfidenflte!l wt 4 oorweeg verske1e moontl1khede ltghart;g en vermy verbmtemsse

14 Vygotsky believed that learnmg only takes place m what he called the 1 medrated learnrng expenence 2 zone of proxrmal development {ZPD) 3 exrstentral Intelligence 4 formal-operatronal phase

Vygotsky glo dat leer slegs plaasvmd m wat hy noem 1 bem1dde/de leerervanng 2 zone of prox1ma! development (ZPD) 3 eksJstenslefe mtelllgens1e 4 formeel-operatlonele fase

15 Defence mechanrsms are 1 specral strategres that serve as safeguards aga1nst anythrng that poses a danger

to personality 2 the use of excuses to JUStify what may be considered unacceptable behavrour 3 conscrous behav1our patterns used by a person to protect hrmself/herself aga1nst

feelings of anxrety and rnfenonty 4 opposrng forces among the rd. ego and superego

[TURN OVER/BLAA/ OM]

6

Verded1gmgsmegamsmes 1s

EDT1601 May/June 2015 Mer/Jume 2015

1 spes1ale strategtee wat as beskermmg d1en teen emgtets wat 'n gevaar mhou v1r d1e persoonllkhetd

2 d1e gebrwk van verskonmgs om d1f te regverd1g wat as onaanvaarbare gedrag beskou kan word

3 bewuste gedragspatrone wat deur 'n persoon gebrwk word om hom-/ haarself teen gevoe/ens van angs en mmderwaard1ghe1d te beskerm

4 teenstryd1ge kragte tussen d1e td, ego en superego

16 An adolescent who wants to establish a realistiC 1dent1ty and does not know how to do thrs, functions on the follow1ng rdentrty status, namely rdent1ty 1 drffuston 2 moratonum 3 achrevement 4 foreclosure

h Adolessent wat h reallst1ese JdentdeJt w1l skep en me weet hoe om d1t te doen me, funks1oneer op d1e vo/gende tdenflteJtstatus, naamllk tdentJfelfs-1 dlffus1e 2 moratonum 3 prestas1e 4 slwtmg

17 A useful career assessment tool that rs wrdely used by psychologrsts, teachers, parents, students and learners rs 1 the Sen1or South Afncan lnd1vrdual Scale 2 the Joharr W1ndow 3 Cattel's 16PF 4 the Self-Directed Search

'n Nutflge loopbaanassessenngsmstrument wat ba1e deur sJelkundtges, onderwysers, ouers, studente en /eerders gebrwk word. IS d1e 1 Semor Swd-Afnkaanse lndlvlduele Skaal 2 Johan Venster 3 Cattel se 16PF 4 Selfngtende Ondersoek

18 Metacognrtron deals wrth knowledge about our own 1 cognrt1ve development 2 cognrtrve stage 3 memory capacrtres 4 thrnkrng processes

Metakogms1e verwys na kenms oar ons ete 1 kogmflewe ontw1kkelmg 2 kogmt1ewe stadtum 3 geheuekapastteJte 4 denkprosesse

[TURN OVER/BLAA/ OM)

7 EDT1601 May/June 201 5 Me1/Junte 2015

19 If a parent has a demand1ng and stressful JOb, 1t may affect the way the parent 1nteracts w1th the1r children at home, and th1s may have a negative effect on the ch1ld Th1s 1s an example of Bronfenbrenner's system 1 meso 2 m1cro 3 chrono 4 exo

lnd1en n ouer n veele1sende en stresvo/Je werk het, kan d1t die mamer bemvloed waarop die ouer sy of haar kmders by die hws hanteer en dtt kan n negaflewe wtwerkmg op die kmd he Dlt 1s n voorbeeld van Bronfenbrenner se ste/sel 1 meso 2 m1kro 3 chrono 4 ekso

20 Wh1ch one of the follow1ng 1s the clearest example of P1aget's concept of ass1mllat1on? 1 Learners who are computer literate, eas1ly learn to nav1gate new webs1tes and

programmes 2 Not all furry four legged ammals are dogs, some are cats 3 Learnmg that a green light means "go" and a red light means "stop" 4 Learn1ng to pamt With a new type of brush

Walter een van d1e volgende IS d;e dwdeltkste voorbee/d van P1aget se konsep van asslmlfas1e? 1 Leerders wat rekenaarge/etterd ts, leer makllk om op nuwe webtwstes en

programme rond te snuffel 2 NJe aile wollenge, v1erpot1ge d1ere 1s honde me, party 1s katte 3 Om te leer dat n groen fig "ry" beteken en dat n fOOl ltg "stop" beteken 4 Leer vert met 'n nuwe soort kwas [20X2=40]

QUESTION 2 NRAAG 2

lnd1cate 1f the followmg statements are TRUE or FALSE Du1 aan of d1e volgende stell1ngs WAAR of ONWAAR 1s

2 1 Construct1v1sm means that the learner and the teacher together construct the knowledge KonstruktJv1sme beteken dat d1e /eerderen d1e onderwyser saam d1e kenms opbou

2 2 Peer groups always cons1st of members of the same sex and culture Portuurgroepe bestaan altyd wt lede van d1eseffde geslag en kultuur

2 3 Children move suddenly from one cogn1t1ve stage to the next Kmders beweeg sk1el1k van d;e een kognd1ewe fase na die volgende

[TURN OVERIBLAAI OMJ

8 EDT1601 May/June 2015 Me1!Jume 2015

2 4 The crux of Encson's cogmtrve approach ts that children learn from st1mul1 1n the envtronment D1e kern van Enkson se kogmt1ewe benadenng IS dat kmders wt st1mult m d1e omgewmg leer

2 5 Self-esteem ts a general concept wh1le self-concept IS spec1f1c to a g1ven s1tuat1on E1ewaarde IS 'n algemene begnp, terwyl selfkonsep s1tuas1e-speslflek IS

2 6 Scaffoldrng forms part of Sternberg's theory Stetenng (scaffoldmg) vorm dee/ van Sternberg se teone

2 7 A charactenst1c of generat1on Y 1s that they belreve they can accomplrsh almost everything on the1r own 'n Kenmerk van generas1e Y 1s dat hulle glo daf hulle byna emgtets op hulle e1e kan bere1k

2 8 Body tmage IS a concept1on of and att1tude towards one's physrcal appearance Llggaamsbeeld ts 'n begnp van en houdmg ten ops1gfe van 'n mens se fts1eke voorkoms

2 9 The secular trend refers to tendency of learners tn rndustnahsed nat1ons to grow taller and heavrer than therr parents and grandparents were as children D1e sekulere netgmg ("secular trend') verwys na dte gene1gdhetd van leerders van gemdustnalseerde nastes om grater en Ianger te word as hul ouers toe hu/Je kmders was

2 10 Adolescents who are m the concrete operatronal phase of cogmtrve development cannot understand the laws of conservatron Adolessenfe m dte konkrefe operas1onefe fase van kogmttewe ontwtkkelmg kan me dJe wette van bewanng verstaan me

[10]

[TURN OVER/BLAA/ OM]

9 EDT1601 May/June 2015 Me1/Jume 2015

QUESTION 3/ VRAAG 3

Expla1n the follow1ng concepts 1n your own words Omskryf d1e volgende begnppe m u ete woorde

3 1 Cogn1t1ve neuroscience Kogmttewe neurowetenskap

3 2 Obesity Vetsug

3 3 ' B1g Five" higher-order personality traits "Groot Vyf" hoer orde persoonlikhetdseJenskappe

3 4 Multiple 1ntelltgences Meervoudtge mtei!Jgenstes

3 5 Locus of control Lokus van kontrole

QUESTION 4NRAAG 4

Explain the effect of Piaget's Formal Operational thought on other domains of adolescent development

Verdu1dehk die invloed wat P1aget se formeel operasionele denke het op die ander dome1ne van dte adolessent se ontw1kkeltng

QUESTION 5NRAAG 5

Name and discuss the funct1ons of the peer group dunng adolescent development

Noem en bespreek d1e funkstes van dte portuurgroep gedurende adolessente ontw1kkelmg

[25]

[101

[15]

TOTAL [100]

©

UNISA 2015

---------------------------------------------------------------------·-~ -------------

UNIVERSITY OF SOUTH AFRICA EXAMINATION MARK READING SHEET

u N l sA I~ UNIVERSITEIT VAN SUID-AFRIKA EKSAMEN-MERKLEESBLAD

PART.J , (GENER~l/AL~~~E~N) D~EL ,1 ' A S"nJDY ~rT ._~ "5'Yl00 K INITlALS AND StJMAME w ,,

!;TVOIE·EENHQD b• 1'$'1'101>-X VOORLIITTfRo EN VAN ·-; • - - -.... - ·---·- -··-· • ·-·-·· --· ·- ·- -· ·-··· -- ·- - ·

I I I 0 I I I J. ~~~~rv~~== ___ . ___ w _ ... _ _ _ ______________ -···· _ ·-··· _ PAPER NUMBER ~ EXAMtNAnoN CENTRE lE G PRETDRIAI A

I/RAe$TEUIOMMER lWJ EK$AMIN5SURUM(BV PIIETOIUAI • • ··V · -- · · · --

cOl rOl cQ 1 cijJ cOl rQJ lOl rO J rl l r 1 ) ( 1 ) tl ) n l t1 J Cl J C1 ] r 2t C2l r21 L2 l C2l f 2J l'2l t2l

r)• cJ l rJl & l c)1 c)J ( )l C4 J t 4 l t4l C4J Lll C4 l

t51 t 5 l tSl l r5J r';J r5J

<6J <6> <6J <6> <6> <6> <61 <6> c71 r7 l c7J cJJ C71 c7J r71 C71 r8) c8) C8J t8l C8l e81 r8l t8J (91 t9J c91 r9• c9J rS1 c91 c9'

r01 COl r01 cQ 1 cQJ rO r l 1 C l l r1 1 cl J r 1 l r1 1 c2l c21 r2J t2J r 21 r2 J t 3l t 3J

11 L3l l3)

t4.a f.4l t 41 C4 ) (Sl till t r SJ r5J C61 C6l C6J C6J C61 C6J c7J t7J q, 171 r71 q1 t8 l c8J 131 r81 r81 t8J c9J r9l r9• r9 J c9' cSJ

IMPORTA.NT

For use by exammatron mvrg1lator

V1r gebrUik deur eksamenops1ener

+ BELANGRIIt

1 llSf ONLY AN HB PENCil TO COMPLfTE THIS SHEET

2. MA~~ liK ~ THIS "!" I GEBIIUI~ SLEGS N HB POTLOOD OM HIEROIE BLAO fE VOL TOOl 2. MERK AS VOlC .,.

3 CHtC~ IHAl YOUR INITIAlS AI<IO SUROIAME HAS BEEN fiLLlD IN COHAECTLY

ENHR YOUR STUDENT NUMB ER f ROM LEFT 10 HIGHT

3 ~ONTROLHR OAT U VOOR L~ I H AS EN VAN REG INGEIIUL IS 4 VU L U STUOENTEI<IOMMER VAN L!N ~S NA REGS IN

CHEC( THAT YOUR STUOfNT NUMBER HA~ BHI<I FILLED IN CORAEC'lLV

CHEC~ THAT THE UNIQUc NUMBER HAS BHN FILLED IN CORRECTLY

C HECK THAT O NLY ONE ANSWEII PER QUESTION HAS BHN MARKFO

6 ~ONTROLfER OM U DIE KOAf!EKTE STUOENHNOMMER VEIIS TRU HH 6 XONTROLHR OA1 DIE UNIHE NOMMER REG INGEVUl iS 7 MMK SEKER OAT NET HN ALTER'Ioe.TIEF PER VRAAG GEMEAK IS 3 MOENI E VOU NIE II 00 NOT FOLD

PART 2 (A~SWERS/AN-TWOORDE} ~E~l 2, ' ~, .• ,"."_ : .'· · · '" , . tl l \ 2 1 tJl C4l t5J ?.:-~ ~, f--:::71:--,:-1-l.;.<::2-, -,-:::J-, -,~,-, ..:.,':5o> ,·

.. ' . ..

...

~~ !Co I

:;<';.....,.;. . -· ~I .. ,

' ' . ~ e ..-

.. .,~H/ r ' .- -

' r <J ... . ' ' -

., ... ...... "'~""· ~ .. 1 "'

.. ~ ,., I . ' ;:;

1 2 l

' 5

6 7 8 9 10

11 12 13 14 15

16 17 18 1~

lO

2\ 22 23 2~

25

26 17 24 29 30

31 32 33 34 35

cp c2J t3J r4J t5J r )l C2l 3J r4J CSl r11 r2J c]J r•U rSJ ( \l c z l C3l c4J tSl

, ,, <2l I)>,,, <S> <1> <2> <3> c4J c5J cp r 21 r3l c4J r§l )!/ ... ' CJJ C2l CJt C4J t5l 8

'"' 1(

t p C2l CJl t4J r5l "'"'

r1 J t2J tJl t4J rSJ - ~ ' ~ r11 t2l tJl c4l rSl ... "" ­q1 t2l CJ J r.(l rSJ •,::;_.! .... r1• r 2J C]l r,fJ r 5J :"")""" ... ,..~ t1J C2 l r31 r41 c51 ·~~~,.~;..;:;

- ~A ~~

t1' t2l r3J r4J r5l .. ~ f1 J C2J CJ1 C4l C§ l -

J6 37 31 39 40

41 ~2

43 .. 45

48 47 48 49 50

51 52 53 54

r l J t2l rJ> r tJ c6J 71 r1 l t2 .J C]"l c41 c5:1 ~ ~ ''" 11J r2 J C3l C4l t5J ... t_} 7J C11 C2J t3 Jr 4 Jf51 ..,. 1\c

t1 J t2 J t 3 t t 4l t5J 1 1• t' 1 th t 3J r 41 c5l ... " t1JC2lt )J C4 lt5J 1 )'j t 1J C2Jt3J t 4 J t5J

r1 1 c2J t l l t 4J r51 cl J r2J CJl l4J C5 J

C1 J r2 J c31 r •J tSJ £11 r 21 lll r,(J C5J t\1 t21 C)l ,.1 tS l

I'' ,_

J •

76 n 79 79 Ill

r1 J ,2, l)J t 4 l c51

C1l C21 CJ) t .C.l C5J 1 .. :

106 107 108 109 110

111 112 11.1 114 115

, , <2> <3> ,,, <5> t t l t21' t3l l4l t5J q 1 r2' cJl r4J c5J J>.

ciJ t2J t3J c4l tSl"'

rtl '2' cJa t ' J t5l

.... ~~. r11 .::21 t3J t4J c51 ' -r ( 81 tll t2 J t3l t4J c5J "~ 'r_i .. el l t2l r3J C4l C5l , "~• B2 tll t2J tJl C4l t5l r ~ t1l r21 f3 J C4J C5J ~.... 8J q) t 21 tJl t4J C5J c .. ~ ... t1J r21 c31 r fJ r51 ;:; ·~~~... q, t2l CJl t4l r5J lt"' ,':.,. , • tll t2 1 C3l C41 r5J .,:,.;;~ .C J ) t2J CJ :J C4 l t 5l ~"t~jl

.- . -~ -<1' <2> <3> , ,, <5> >A.:, 121 <1 ' <2 > <Jl <4l <5l :·.

,y_ 123 <1 > <2> <3> <4> <S> ~ 1' 124 q' t2l cJl t 4l cSJ >~ .. ~,

l 1 ~~:~ t~ 125 Cl J t2l CJl 1 41 C5J t~.._:.~

c.·,"· ',N2.1.<33,'' I , , ,22 ,,, t2J C3 J t4J tSl ~/;~ ~

·- .. \' _ ,.._ .. _ r3J r4J c51 : -~ 91 tll c21 t3J c41 c51 ,_u.: ,.._: 1l6 c1 1 t2l c3J t .f l cS1 .!~"',,.

r1 1 t2 J r3l c•h cS1 :... ... '" 92 t1J t2l c3;J t 4J rS1 -·~ r, t27 t1J c21 t31 c4J cSJ- • r""'~>-

"' r21 rJl ,., tbJ ~ )" £13 C2l CJl 1'41 t 5l -~~ ~ r l .J r 21 rJ> r .fJ rS.l t •

1,......,

rt> r2J CJJ C4 J C5l :#.1.,. .:. rl, t2J tll t 4l r5J :~t, r,

c I 1 '2' rJ.l r.tl rSJ r11 f2J r31 r41 rSJ tl, Cl1 C3l C4J C5 l

J~ ~-:'i" t:r- ~r ~~ ... ... J,f"J t:: , , ~ . ,, 12> <3> <4> <5> •• ,,

tl l r 2J [3J t4::. t5J " J

61 62 63 64 65

66 fil 68 69 10

t1J r2l c3J c4J cSJ i. < ~ !ill tlJ r21 c3J t 4 J t5l 1 l l,'-'=' 128 tlJ C2J c31 C,fl r S1 •s:,~A , tlJ c2l t3l r4J tSJ ~"- 't1~ 84 tl 1 r2l c3J c.t J tSJ ~,;:.~ 129 rll t2l t3l ,. , t Sl ,J .. -',

CJ J C2 J CJl t ,fJ r5J ....... ':........ 95 C1 1 C2J t J l C( l t§J Ji.-~1. ~ l._ 1:1) tll t2l t3l t4l t 5l ·~ t~:/, J "' ~ ~("" ·1 .. ~

t1J C2J CJl C,fJ t 5 l "l )b 96 '11 C2l C3J t 4l C5 J $ -~:~ 131 £11 C2J C:Jl C4 J C5l .,.f .. .L , ... , ,

tlJ c2 J c]l c4J c5J .,.t ': '11 t1J t21 t]J t41 CSJ :::-:;- 132 t ll c21 C3J t •l tSJ 1-

' ' ' t2J l]l ,.,, r5.J \'~.! .. se ,, , r2~ t3J r4 J tSl .;:;? 133 tll t2J c3 J C4J C$1 ... r'

t 1 J C~ CJ.I C4 J C5J ~-,'-7' $9 t i l c2J CjJ C(J t5J ~-.:(~-" 13C tll t2J C3J C4J t 5l :;;._ .. ~ ell '2' tJJ ,,, 'e' .. \'._,...~ ... 100 t11 t2l cJJ ,,, 151 ~1'!..1~ 135 c11 t2J cJl , .. , t 5J ''"'.:'u,

.... ll' ...,.~c., -.f.oj~ !~ ~ .t ~fo:-

rllC2JC3J t"AJc6 > ~"';:~7-- JOJ t1Jt2lCJl r4:rC5l ~:_4;"~ 136 C1Jt2JtJ)t4l t 5J ... ""! -,..~ C1J c2J CJJ C4J C§J (~<·•< 102 tl l t2l C31 C4l r51 1?~-: 137 !l ~ C2l rJ l f,U t5J _.:~ ._,-t1ll2lC31C4ltSl t; ... '" 103 r1lC21CJltClt51 !;.~ .;_., 138 t1 lt21t31 t4l t5 :t" "-o.4

rTl r21 c31 c.f) t5J G_!.:.~ ... ;~~ 104 r11 r2J rJJ ~ 4J C5J ':' .. ,:; 139 cfJ c2J t3 J l:dJ f5J l ..

11> <2J <3J L4J <5 > 105 <1> <2> <3> t4J <5' 12 > '1'~' 140 <!J <2> r3J <4> <5> , · '1 "':~I' ~ .... _.,.. ___ __ ..,..,_..J- ,-~ ~1:'1 : ... -'-.----~----.....,,......