: : ;

WE NEED A NEW VISION IF WE WANTCREATE A POSITIVE FUTURE FOR THE

TO

FACULTY.

.,bneriatl? faculty, ct]|.atun and public polic_! schotnr-,iMadn Iinkehtein xndJ^ck Schustef docu|nellt thnt .'hiithereducation is being destxbilizcd in rhe fnc of errraotdirl1lril!I r t rJ .1 r ,u! nr , . Jr_ a. t ut t l r . t r rb jb- . , i . , i r , ,h, , i "ratue ol the acadenic workforce.'the composifidr, duties, xndclassilications of tll professofiate xre l)cing rcs|ape! D).econonic renlities dfnn by diminjshed public srurFrft md conclLrrcnt ircre,L,ted deDand fbf access, a !ansfomraron $xdocumented b) highef education rcseafchasJLrdiih Capt)x.Ann Auslii, and Andrca'llice in theif 2007 booti Rclrn?t?'7l.{

Here are sonre oftlle degrees oldifierence ihal hculq,nr.l., befllng but not vet seeing, as seifo.th bI Schtstel; clDpi, xndtheir colleagues-and updated with llrfomrxrio]r fion1 priodic

ol long ago. nrost acadenic insjdelstelt conlidenrin sxying, the iacult\ ..1, ? fie univeFitv.' lte faculry m,ty stillbe the uni!'eNil,v, bulwho rrc lhe faclrlty?

from tubliccomrnrnin colleges to prl\are rcsearch rnirBi1ics, Anedc.t hrscrded rhc mosl fo${ul Drachine fbr dr dvclotnrcnrofhum cqrjtnlin drc hisrdv of rhe world. yt xn unatlended change in ouf acadenic workfbrc |uts a! dsk dre srpptychain oltunericat txlnt, rh vef!.reatjrih arrd innovdion thd

The FacultyWith liltLe lanftfe and e|en less i|slitutional sclf refleciion, thcntirc s_\'sle'n offtDe can posrsecondary educalion ls Lrndergoing a prclound transforration. In lheir 2006 book ?re

. ]ULY AUGUST 2OOA 35

.a

36

rcporls or enpioycs in higher educa-tiorl issued by lhe U.S. Dpartmentof liducation s National Center fofEducation Statistics.

.Within the nex! decade, 40 lo 60percnt of the cunenl facullv willreach relircment 19.

. Tenurc-ineligible full-time ap-pointments a.count for 30 PeFcent of the acadmic workibrc.

. Morc tban half of new tuI] timeappointrnents are in tenureineligible positions.

.Pa( time appointments accountfor more than 40 !rcenl oi theacademic workforce (and 65 Per-cenl of rccenl appointments).

. Abour 80 percent of partimefaculry and 67 penrnt offull time non tenure-tmck faculty do not hold doclorates.

The profssoriate, which has volvd rapidly and dmnatically o1rdre past fifty

-vars, is coming un-

done. Demographic anaiFs Point10 one unmveling. Therosion ofour wo* as a//o?,e$oz is another

unbundling Faculty RolesTh actual work ordinarily consid-ercd to be lacultywofk ' is incrcas'ingly done by speciaLists in, respc-tiveLy, teaching, tesearcb, profession-al service, or administralion. Theholisiic, inlgmted career of the''prcfessoC is being rclegated to adecrea.sing minority in mosl inslitu-tions md rmxins intacl at onlY arelalive few elile colleges and univerjities. Vidout some counte'aailing forc-perhaps in th forn ol arcsiated vhion of the prcfbssoriate-the very concerrt of faculty work 2sthe work of a profession mar be lost.

In 2002, Clafk Kefi (who created$e Camgie classifications) prcdicted that "it may be increasinglvdifficuh and misleading to talkabou! the future of highr education.' Therc $ill be many quitedifrerenl segmnts, each with its oNnfuture. Institutions in th diJfrentsegments will not know or care muchabout each other" while he does notmise the queslion, we must wondelwhether lhrc is a prcfession that canspan this segmentatlon and, ftereforc, whether th cuflen! model ofdoctoral education is sufficient for allof the emerging segments. This qus-tion is not yet pressing, bul it will be.

Ir oclober 2006, S!-Jnley Kalz,formef presideni of dre AmericanCouncil of tamd Socities and current ]cturer at Princeton UnlveNitr s

voodrow Wiison School, asked inthe Chrcnicle af HiSher E lu'tation,''what Has Halpened to the Profes-soriat?" H concludes that multipleprofessoriates afose out of the response to nationaL needs in th 1940sand l950sfor increased access andresearch and from the realization ofthe impofimce of education to dem-ocraric procsss. But Katz, Like sonany olheN of his genration, senssa loss zmidst this grcat accomplishment rs prcfssoF hxve tumed awaylrcm theif local instilutions and liomteaching to focus insierd on researchand on disciplins tbat span nalionaland intemalional boundaris.

He rcrllsJoln Dewey's 1915 addrcss to the fi$t meting of lhe MUIIin another priod of translbnnailonof bigher education, when there s?5no common grcund to eddrss thechallenges of the time. D*y

0 G12-z

prophericaLry said, "Mlatver unity isfound js due to the prcssurc of likeneeds, the intluence of inslitutionalimitation and rivalry ard to infomalexchange of experience and iders.Ths melhods hav accomplishedgrat fiings, but hav we ml come ioa time when morc can be achieved bytaking thought togedrer?"

Our unwillingness to inquirc intoour own situaiion," as Detry sald,and our unwillingness lo engage lhersponsibilities of our \{o* as aprofession are conlributing as much!o the unmveling as the economiclactols dlat have led lo a contingentend sgmenled $'orkf orce.

Put simp\i therc is l growingdivide btween this raliry rnd theidal of whet education ladercene Rice has calledthe "completescholar," which siillsets drc modellirr mosi PhD progams and,ironicalll continues to idlr.lenceunrealistic expect?tions for most newappoinnnents whethrcontingeni,di{Terentiatd by function, or both.Schusler and Fi*elstein prcdict''that beforc the end of the ii$tdecade of the lwenry-fi$t cenlu$!some of thes insiitutions will gredually mov to a predominaniLy lulllime contingnt facl lY and thalolheN will maintain a bar majorityof corc full-iim faculq' who ha\rcsponsibitiry for teaching 4nl forrcsearch dzdfor profssional servicdrl lbr academic citizenship.

In the absnce of a new and coherent comprehensive model oi lac-ulrywork across tbe lull mng ofevolving appoilxments, Lhis changein the worKofe mustb seen as aloss if not one of lhe few modemlnstances of the demobilization ofaprofession. 'tftat is becoming lncreasnlgly clear is this: mosl Amedcan coileges

^nd universities can n0

longer suslain an academic workforc based on an ideal ofthe "com-plete scholar" ngaged i!1 cohercnt,integ|ated, and self direcied work

THERE ts A' GREIWINE DlvlDE EIE-rWEEN THls

REALITY AND THE IDEAL EF THE . .Ec]MPLETE

SEHtrILAR," WHIEH STILL SETS THE MEDEL FER

MOST PHD PREGRAME.

JULY_AU GUST 2CIEIB

across lhe full rang ofteaching, rc-search, seNice, and govcnunce.The predictable carer pxth leadingfrom gmdual,e student to tnurcdfullprofessor is no longefthe nolm.

The change is h uly impoftanr asAmedca in lhe iace of globalcompetitiotl turns its anenriorl rostudent learning and to accounta,bllity for performance. The shiftaway liom laculty to students andleaming oulcomes is profound Ifstudents can demonstmbly leam aswell ffon coitingert faculty astrom complete scholars, who willcomplain? Ishat difibrcnce can itmake if facuLq work is segmentedand faculty appoinhents arc con-ringnt? 0nly a lew elite collgesand univeNitieswill be able !o sus-tajr lhe fzmiliar faculty ideal, whilemost ofthe restwill be forced intonew nnd uncerhnl modeis whosetrue nature hrs not yt taken shape(despil the pahos conjurcd by"Road Sclrolars'- and olher nanestor these newnodels).

fof some, bu1 pefiaps only a fw,therc is urgency ir oufcollctirned to ddress the future of theprctassori e,s a profssion, o that is Iarger lhar disciplinaryspecializations or peNonal advancement ,nd one thal is idgmtedacross the furctions of faculry wofk.In a college or unive$ity wlrcre ihemajoriq, of thos teaciling, advisins,sr'!ing the colnlnuniry, administering, researching, of seeing latienl5and clients may b contingnt, padrjm, and without the loyalry th,rtlenurc is presumed !o confer, whohrs responsibility fof the collectnwork of the institulion-for itscohereni mhsion, irs service to thelalger sociely, and its rcle inpreparing globally and civic lycompeient graduats?

The academic workforce hasalready changed, and we now need a

prxgmatic model of "drc faculry"whoever they arc thal can pfe-serve what is best about tbe Anfi-can acrdemy in aperiod of global aswell as nalional ch.arge. Ifconiin-gent appointments and dhaggrc-gated work arc ircvelsibl rcalities,what new model of dle professodaimight reasoDably rctain essential elemnts common to other Profes-sions? Among thes cornmor el-rnents are intelleclual howldgeabout what it means to be a memberoithc profssion (hcluding, but cerhnlly not limild to, disciplinaryex!r'tise); skills that enable successcarrying out professional duties (inttle ca5e of faculty, in treaching mdprofess'onal seNice as well as rsarch) ; seif awarness of th valuesand attitudes we most associale

to npldc dle hollowd out core olthe old idal one that standsproudly, if shakilv as th pla.eholdeffor what is,vet io be refofrned and

Tea(hingIn fie absalce ol other aufioflies,rcgional accrcditing agencies (almos!invisibly) have assumd the l.ole ofproviding rssurmces of institutionalqualily-a role filled by the hcul!wher the facuiiy were fte uriversity\tr4rile these accrcdiloN focus alnostexclusively onon dimension of fac-ulty work-teaching and to alesser dgr on academic cili7?n-ship, tlrcy have accepted the cononic rca.Lities ol x contingen! aca-denic workforce. 'l11ey focus onrcsults insred of who is tachnrg.

O(tq2-3

37

IF STL'DENTS EAN DEMONSTRAEILY LEARN ,A,5

WELL FRC]M EONTINGENT FAE LI LT'Y AS FRtrIMCOMPLETE SEHOLARS, WFIE WILL EEMPLAIN?

with the life and praciices oithprctession; aDd wol{ conditions bef irting a professional.

clarlx drc tutuf work ofinslitulions (as opposed to the workof irdividual facuily nenlbels) willrequir many dilTercnt tpes ofacaden'c appointes pe onningincrcalingly differcntirted andspccialized fu nciions. Resourceconsn?ints, crlls for nimbleDessand flexibility, and fapidltr charg'lng demards forexpe$ise all rcquirca workfofce th,rt is more pliablethan any one of iis individralmembeN. Oulyx few i$titutions willbe dch enough to mee! new de-nands bv adding full tinl teruredfaculty insl,ead of itpurposirg" x-istlng st?.ff or rcplacinglafge por-tions oi it with loweFcost or special-izcd acadn c wo&e$." The displacement ol the protbssion is rllunder way, and no new model exists

l(heD taculq ll1d then crdntialsarc a mealls ,lrd not fi end, theconcept of the facultr" loses someol it! coherence and unifonnity.When a trnnsfer student educated bypad-tnne comnunity college facu[i_merrbeN who hoid master's dgrespelfotlrN as well rs (0f better than)'hative" junior cLxsslnates ataunivelsiry. do our slercoiypes of drclacultv nnttef any longer? Accrdi-toN need eviderce be) ond creden1ials, and irstitutions ma1' b rbl toachieve their educational mi:rsionwiih a difercnt kind of acadmicworkibrce. Once fiis rl'ansirion issubstmtiatcd firough accrditation,tberc is likei,v to b no fetum.

Colleges and uni\rsitles harthemselvcs adapted to this ulbundld rcalih witb lirdeslf reflction,and t slees and instituiional 1eade6do not expect instirutional loyaltyfr'on facultv as long as the business

JULY-AT]GU5T 2OOB

' ; t .

3A

of the instilution is caried outsuccesdi ly. vhen Prcsidnts,provosts, and m u oeans are uoffice only fi to sevn )a$, accountxbilit-v is flexible ar1d, nlrtum, faculq do no! have to be pef-sonally resPonsible for nrslihrtundpedormance or even engagd widlthe int{ilution ,ls l1whole One casu-xltv hTLs ben the degree ilslf as drcumulali\ slrm of work cotrpletedThe turyosetul breaddl oflearring,ils cohefence, and its meaning ha\receded h i1rc face of couNe-leveLpertonnxnc, portable credits, andth preerrinence ofthe maior

Governan(eSuccss i one's own disciPLine isenough. And pafticiFtion in facul-ty govmxnc is widely cotNidered

lo be ollional. Yet governance-shared respomjbilitv for th successof tbe institution-maY be thedfining characteislic of the pro-fessofiate as a lrofssion and thernajof diffrcntiating lxctor betweencontiDgtl! aDd lenurcd facl ry lt isthrough sharcd governance that thevalues md atlituds of ouf worktake form and hal consequeDce inllrc conle)it of fractic in a parucu-lff locale.It is through th colLectir action of the facuhy that lheresults of iacuhy work-teaching,rcsarch. and seNic acquireweigh! and meaning, sinc lacullystilL control hiring, promotion,tenure, and approvd of Pliciesthat dtrmin the rcle oicontinge11t faculty. When $e values andlmctices of our Prolssion arcnegotiable, however, governance is

If cuffnt iriring paltenrs prevaildurirg this period of mPid retirmnt, we may find ourselves notonLy rcpating De$Y's lament ofthe last ce hrry-wordering if tbercis any underlyhgunity to theprofessorixt-but also asking jftherc h x prcfession wottb savingWhen as many ar lwo thirds (ofmorc) of the peoPle atualLy corlributing to a colLge's acadmicmissiorl rd esPecially io studenlleaming-do not Pffticipale h gov-emaDce, can dre system sustrLin itselft Can those faculq nletnbellj whodo not hxve a stake in the educational objectirs ol their jnstitutioDsbe xpectd lo work as ene$ticaLlya-s thir colleagues and with equalco milment to gorls flrey calnlolshap of even affect? Morc to the

point, can the underlyirg prcfession-alisn of th rcnraining ftal" facuL_q, in elite co egs long endurc whenthe "pressure of lik need" or the''influence of inslitutional initation" ba5 so dissipatd that only asmnll number of Places exist !o pr ac'!c a profession ,s a comnNnity ol

ls we conlenrplat the realacademic worKorce in its ntirctY.we likely io ncountr 1oo marYvariations in $e aPProaches toreacling, rcsearch, and civic ngage-mnt !o Permit a common core olintentional reform. But with rcga(ll.J leaching, dlerc arc nough uDify-ing goals relatd to studenl laningto mak it lantalizing to thinkaboutthe prcfessodate in its whole conlplexity, to imagine ways !o inPnNeprcfessional preparation, Prcfes-sional conduct, and Profssio al

0Ltt ' laccourrability widlnr m erhic ofpubLic sen ice a! the lerls of bothpefsonal atiainnent and i'rslitutional pdonrarc. While nor allfacuhy conduct reselrch or trol'ldepmfssiond sNics to their cotD-m njiis, aLl taculry te,rch of et lastindirclh slrpport teaching theon corc function that is connnon10 collegs and uni.|lsities of ail

The Call to Actionif \{rc werc to concentl?te on th corcnsporNlbilitis of teaching xndleaming'and of shxred govemance,could we affc! fie lutut in inientional and positive \\"tys thxt nigltlead to a lnor satisfid And eftbctivelkulty and yt he\r collges tuxlunive$itis succd?

'Ihe facltlty most lamilixr withthe complex set of issues describedhere-thos nearing the end ottheir prDfessioial cnrceN need topmvide leadeNhiP bY opening ne\rpro ects for $e nexl geneutionMany cufrcnt hcultY do no!wantchange because thev beLieve srongllin dre lives rhey hav ledxnd h thenodel they hav enbraced others,howevef includjngmanYseniorschola$ who under"tand dl imPor-tanc oftheiflegacy as well .$ early-carer faculty-may b wiLling toco slder a new model of facult! wo|kthat rcflects drc reality ot instilu

Most of fiose who would restxrtthe history of our prcfussio reaLizelhat tury alGrnate flturc js likely !odepend on changes in fi Prcts.sionitslf and thus acrcss ali tyl)es ofirsiitlrlions. 'l here will al\rr'ays betenpthg pockers of localircd rcform?s haveN ol satisfnction, bLrt the-v willftmain isolded pockts until sonelhiig lllorc sYstenic is imaginedandenacrd. Mlil ir is litting that thesuccdft g generatiotl provlde ttleinagilation, onLy the rccding generation can crcate lheoplorlunlqr

\A/HEN AS MANY A9 T\^/E'THIRDS EF THE PEI]PLE

AGTTJALLY EEN-IRIETLITING TE A EELLEGE'S

AEADEMTE MISSION DE NET PARTIEIPATE IN

GOVERNANCE, CAN THE SYgTEM SUSTAIN ITSELF?

JULY AUGLIST 2OOA

,0(qz- sl "J

What would such a plan forchange look lik, and who should bejnvotved? The AAUB crtainlt butalso other organizations that canplay unique rols, such as theAssocialion of Amerian Collegs,nd Unive6ities or the ArnericanAssocialion of Community Collegs.Surely considemble dis{ussion anddbaie is needed, but the efiod wouldinclude elernents of intentionalchange of the sort De$ey holed tonspfe a century ago.

The plan would feature a two-pmnged a\rreness campaign: thefilst withio highr ducation, tocreate both a sns of ufgency and asense of responsibility for intentionalchang, and th second across abroad range of public interests, !oidenti8' what is at risk. It would alsoneed to include a mordinaled efrortto nrme, dfine, and ,ssert the un,drlying values, the cor knowledg,and th comnon pa.tces that dis-tinguish our work as a profession-one lhat is groundd in teaching butiniegratd with research, servic, andthe profbssional duty of shrredgovmrnce without regard !ocontingeot, tnured, of part timestatus. A profssion is deiermined byprinciples, not the pople whoimFrlbctly implement tiem.

Another element in such arundertr.king would be rhe arricula,tion of a vision of the professionbased on economic, socirl, andglobal realities. conrinued reform ofdctora.l programs, with a renewedcornmitrnent to shrxed profssionalpurpose by "taking thought to,gethe/' in prepadry gmduates forthe ral a.ademic lilts most of thernwill lead, would also b importanr.We r0uld need to ftafftm the publicpupose of higher educarion and ihfoundation in the tibeml artl as thecollectiv rsponsibility of a.ll facultya.ro6s all discipllnes ard degrs byreclaiming the degre iilelf-notmerely the maior-as the fi6t

purpose of faculty work ,nd by cen-tering it on graduating globallycomptent citizens. And $ $ouldned to recognize the distinct roletbal all national a$ociations-including dis{iplinaf y socielis-can play in imagining a new n{enty-iisfcentury profssoriate and holdtheir officers and lerdes a.coun!able for engaging both new facultyand contingent faculry. Iinally vneed to creaie a national

ommis-sion, with goals ,nd purpose andsupport no less meaningful than theFlexner CoDmission of 1905 (whichled l,o lhe ovemll rxansformation ofmedical educadon in tbe UnitedSlates), to reform th profession ofcollege lvel tea{hing, and to in-clude within it a vision that includsall of itr practitione$.

The abiliry b addrss these issusmust be greater rhrn rhe capa.ity or

ercn the self inErcsr of single institutions or associations. ln effecti\,r rc-formulation of lhe new pmfessoriatmust consider both individu.al and in-stitutional needs ,nd objectives. Morc-over, fie plt)dpect of intentionalcharge must ovrcome th natuBltendency of acadmic lade6 at thelevel of prcsident or provoct to viewinslitutional dvelopment in timefmmes that coincide with theh likelytenure in offic. Associations, therc-fb(, becom crilicrl in sustaining re-lbnn ern as real chang depends onthe actiom of individual ifftitutions.

Restarting HistoryMost faculq, have little institutional,ly genmtd incntive to thinkbeyond their ovn c

els or theiror!'n (cunent) dparlnenti or toconsider themslves as prcfessionaLsin a practce larger tban their

\ /E NEEE) TE EREATE.a, NATTENAL ctr tMMtsstoNTE REFERM THE FREFESSIE]N EF EC]LLEEiE-LEVEL

TEAEHTNEi a.ND TNELUDE ivr-r t r t . t t - r ,q vrs;rENTHAT INELLJDES ALL EF ITS FRAETITIONERS.

39J LILY_AUGUST 2OOA

spciaiizations. llrc fr.t that nanyfr.ulty do take the broader Pe$pec-tive, and th success of Pmgramssuch as th now-detunct lorum onFaculty Rols and Rewards or theCarngi foundation s initiati\s onthe professodate, ofier encouragiDgevidence that a basis exists lof a neqmorc lnclusive vision

'frustees far the unstdirg anddisruptive rcactlon of facultY toboad-nnposd changs and arcDmn to respond to Presidents whoirave more nranageable agendas forchange (rnd time frams malchedto tlreir prcbabl tnurc) Yii lnot$le e{ceptions, poLitical leadNfind little capilaL ill highr educalion,as either advocates or criticsReportN, commentators, andcolumnists ftom media of alL knrds

arc oflen good at lobbing hmdgren'ades into tunerica's living rcom,but they seldom Pose soluiions toeducational disconlinuilies andprcblenN of eren stick with '.n issuelong enough to help define what theissue's undedYing causes may be.

U4ro els wjll spexk with connnc-ing urgency about th dsk thntAmerica is taking by not attending to1$ faclrlty as a Prcfession and as alrofoundly imPotant national as-set?If the p$fes.sodate is, in fact, rapidlyfragmenling its[, on th one hand,into a small number of elite collegsand uriveNitied with facultis oiconplete scholals and, on the othefhand, everyone else, then we mustask aboul fie implications of such asocietal divide. ln a tim oi incrcas-ing access, the elites by thmslvescannot suslain America's leadelship

And th rcst of the world is notsleeping. M-any nations are int'stingin nw concepts of higher educationwith th clear inteotion of crating amnFtitive edge for the t\xenty tirslcentury The]r arc not limited bY thetinlieth-century knericarl f acultymodel even as thy axe stimuLated byits succss. An ducational "Sputnik"has been launched while Amdcanods. lt s tinre for an influentiaL nwnaiional policy advisr like VannvafBush, if not an Abullam Flexnr' tostep forward.

lf therc is to b an iLitiative on theprofessoriate, it is likely to adse oul-side the usual framewo& forpro'ects and requirc sone caPacityfor connecthg individual facuhY,institutions (perhaps duough theirassociationt, discipiinary socitie.'

a.crediting agencies, unions, andcertainly dre MUP-the very organization that fiNt dard us io think ofouNelves ,s a Prolbsior' Perhapsihe fiNt step would be for the MUPlo convene alL of the responsibleparties to ask if the time has come,once again, to face squaxely thechaoged .eality of our work and ourworkplac. As the concrcte follow-up,a commission of unqustionedintegrity alld prestige mighr tumdiscussion into aciion

The central purpos of such acomnission has io be to inquireinlo the naturc of 'Professing" as aprcfssion and into the complexitiesof whal il neans to be "the Pmtes-soriate. 'And above all els, it nedsto play a role in rerrsertnrg thecentratity of teahing and a responsibility for rhe colltive

a6'uhperformance-mission of oDc sown locaL instilution (even if it isbut the cll ntstoP along a ca.er)as the elementaL cor of th Profts-sion.ln short, w need a new visiotlof the prcfessoriaie drat will provdurable and sushnlable despite tltmarket forces that arc cLrnentLy re-sructluing both our inslitlrtionsand the prolessoriale

Many rclxted and imPofant insus could be addrcssedwithin thiscontexl: uDdeNtanding the rcciPro_cd nnplications of embracing pari-time and untenured tachers :rsmembe$ of dle Prcfssioni dtiningin speclfic terms the duties oftheprofessioni hrking teaching wirhrsarch, prcfssional srvic, anilcivL engagemnt as a conrent sIof activities; affirming the importance of academic freedom with apragmatic and Principled defini-tioni articulnting th reciprocal rcsponsibilities of tenurl accePlingrsponsibiliry for working condi'tions and shared govemance; rdredirecting doctomi education loprepare graduxtes for a Prcfessionas well as a disciplinxry specidty ora iob.

But first, w nus! delennin howto fmne an afgumnt aboui thfutur of the Prcfbssoriat in apositiv $'.ry $at could serve as anllying ponrt for furihef discussionand action. And thenwe mustarticulate a vhion of dre futulprofssoriate that is attmciive yetpractical enough to entice dle nextgeneration of scholaN whileenabling collegs ard unive$iliesto fuuill d]ifPublic fur?ose AsDewey said, "fie irue slarting Pointof historY is aLwals some Presenlsiluation with its Problems " O fprcbLems ar clea! and it is nowine to talk aboui $e tirtur otour historl e

PERHAPS THE FIRST STEP WOTJLD EIE FOR THE

AAU P TE EENWENE ALL EF THE RESPtrINSIEILE

PARTIES TD A5K IF THE TIME HAS Ctr IME' ONEE

AGAIN, TE FAEE SQLJARELY THE EHANEEO

REALITY EF OUR WERK AND EUR WERKPLAEE'

4EJLI LY.AUGU 5T 2OOB