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Department of Education
Emphasis in Research Methodology
The Emphasis in Research Methodology is a component of the Ph.D. Program in Education. This Emphasis is intended to prepare students to be research methodologists who will be able to work successfully in universities, private research organizations, and government agencies. A goal of the Research Methodology Emphasis is to provide students with a variety of perspectives on research methods.
The Emphasis includes two basic courses of study: Educational Statistics and Measurement and Qualitative and Interpretive Research. Students in Educational Statistics and Measurement will learn to apply statistical analyses to educational data, including large-scale student achievement surveys, and will learn to apply psychometric theory to the development of educational and psychological measurement instruments and to the analysis of test data. Students in Qualitative and Interpretive Research will learn the history and philosophies of qualitative inquiry in education, as well as specific methods for observation, interviewing, and the analysis of spoken and written discourse.
Students may choose Statistics and Measurement as their sole emphasis. Students who want to specialize in Qualitative and Interpretive Research will add the Research Methodology Emphasis after they have already been admitted to the Education Program in another doctoral emphasis in the Department of Education.
Degrees
Ph.D. Specialization in Educational Statistics and Measurement
Ph.D. Specialization in Qualitative and Interpretive Research
M.A. Degree in Education, Research Methodology Emphasis - Research
M.A. Degree in Education, Research Methodology Emphasis - Professional
Optional Interdisciplinary Ph.D. Emphases: Applied Linguistics; Cognitive Science; Global Studies; Language, Interaction, and Social Organization; Quantitative Methods in the Social Sciences; Technology and Society
Optional Specialization within the Research Methodology Emphasis: Emphasis in Qualitative and Interpretive Research Methodology
FACULTY ASSOCIATED WITH THE EMPHASIS
Core Faculty
Mary Betsy Brenner - Emphasis Leader (qualitative) (Coordinator, Qualitative and Interpretive Research Methodology Specialization)
Judith Green (qualitative) (Faculty Leader: Qualitative and Interpretive Research Methodology Specialization)
Hsiu-Zu Ho (quantitative)
Karen Nylund-Gibson (quantitative)
Jason Raley (qualitative)
Russ Rumberger (quantitative) (on Leave)
John Yun (quantitative)
Affiliated Faculty
Charles Bazerman (qualitative)
Sharon Conley (qualitative)
Jenny Cook-Gumperz (qualitative)
Carol Dixon (qualitative)
Richard Durán (quantitative)
Danielle Harlow (qualitative)
Mian Wang (quantitative)
- Curriculum – Required Courses
- Residency
- Committee Membership
- Other Degree Requirements (Milestones)
- Research Apprenticeship
- Independent Research Project
- Qualifying Exam
- Dissertation
- Time to Degree
M.A. Degree - Research Strand
- Curriculum - Required Courses
- Additional Units
- Residency
- Committee Membership
- Master’s Thesis or Research Project
- Time to Degree
M.A. Degree - Professional Strand
- Curriculum - Required Courses
- Additional Units
- Residency
- Committee Membership
- Comprehensive Exam
- Time to Degree
The requirements as listed here are for students beginning in Fall 2011. Students who enrolled in prior years should follow the requirements in effect when they began the program.
At time of admission to the program, doctoral students entering without a master’s degree in education or a related field are expected to enroll in the MA/PhD program.
Each specialization in Research Methodology has its own course requirements. Other requirements are the same.
Courses Required for Specialization in Educational Statistics and Measurement
Students in this specialization will complete the 5 core courses listed below, 10 additional methodology courses, allocated as specified below, and 3 additional courses, also described below. These requirements can be met in part by taking courses from other departments, such as Statistics, Psychology, and Sociology, with the approval of the student's advisor.
Core Courses (all 5 courses required)
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis (Regression and ANOVA)
ED 216A - Advanced Multivariate Statistics
ED 221A - Introduction to Qualitative Research Methods
Psychometrics (2 courses required)
ED 215B - Psychometrics: Classical Test Theory
ED 215C - Psychometrics: Item Response Theory
ED 215D - Special Topics in Psychometrics
Statistics and Research Design (5 courses required; 2-credit courses count as half a course)
ED 201B - Survey Research Design
ED 212 (or equivalent) - Quantitative Methods in the Social Sciences Seminar (2 credits; can be taken twice toward this requirement)
ED 216B - Factor Analysis
ED 216C - Hierarchical Linear Models
ED 216D - Special Topics in Quantitative Research Methods
ED 216E - Nonparametric Statistics
ED 216F - Structural Equation Models
Courses from other departments, subject to advisor approval
Alternative Research Approaches and Specialized Applications (3 courses required)
ED 200 - Research Methods in Education
ED 201A - Qualitative Research Design
ED 201D - Single Case Experimental Design
ED 201F - Issues in Research Morthodology Case Studies
ED 221B,C,D,E,F,G - (qualitative research methods; see below)
ED 224A,B,C - (qualitative research methods; see below)
ED 236C - Research Methods and Practice
Additional Requirements (3 courses required)
Students must take 3 Education or education-related courses in substantive areas other than methodology, such as:
ED 205 - Anthropological/Sociological Perspectives on Education
ED 206 - Epistemology and Education
Optional Courses With Consent of Advisor
Elective courses should be chosen in consultation with advisor. Students may include additional courses in educational statistics and measurement or qualitative and interpretive research, or may select other appropriate graduate courses in education or in other departments, including Statistics, Psychology, and Sociology.
Specialization in Qualitative and Interpretive Research
As noted above, students who want to specialize in Qualitative and Interperative Research will add the Research Methodology emphasis after they have already been admitted to the Education Program in another doctoral emphasis in the Department of Education.
Students who wish to add the emphasis in Qualitative and Interpretive Research must:
1. Complete a “Petition to Add Emphasis” form, available in the Department of Education
Program Office, ED 3102.
2. File a “Graduate Student Petition” form, available from UCSB Graduate Division.
3. Pay the University’s required processing fee at the UCSB Cashier’s Office.
Core Courses (3 courses are required)
ED 214A - Introductory Statistics (*A) (offered each year)
ED 221A - Introduction Qualitative Research Methods (*A) (offered each year)
ED 206 or ED 200 - Epistemology and Education / ED 200 Research Methods in Education
Approaches to Studying Sociocultural Phenomena (3 courses required)
ED 221B - Qualitative Interviewing (*B)
ED 221C - Observation and Small Group Analysis (*B)
ED 221D - Classroom Ethnography (*B)
ED 221F - Community Ethnography (*B)
ED 221G - Textual Analysis (*B)
Advanced Topics (2 courses required)
ED 201A - Qualitative Research Design
ED 221E - Analyzing Ethnographic and Sociolinguistic Data
ED 224A - Discourse Analysis in Educational Settings
ED 224B - Narrative Analysis
ED 224C - Research Methods for Writing and Writing Processes
*Course may have the following prerequisites, as noted:
A - No prerequisites
B - Prerequisites: ED 221A
C - Prerequisites: ED 221A, plus at least one (1) additional 221 level course
D - Prerequisites: ED 221A, plus either ED 221B or 2nd year of graduation study
E - Prerequisites: All four (4) required core courses, plus two (2) additional courses from within the emphasis
Theory (1 course)
ED 205 - Anthropological/Sociological Perspectives in Education
Electives (in consultation with faculty advisor)
Elective courses are selected in consultation with a student’s faculty advisor. Students may select courses from the list below or may select other graduate courses in education and the social sciences within the University.
ED 201B - Survey Research Design
ED 210D - Single Case Experimental Design
ED 205 - Anthropological/Sociological Perspectives on Education
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis
ED 215B - Psychometrics: Classical Test Theory
ED 236A-C - Seminar in Action Research Methodology and Practice
Complete 6 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
OTHER DEGREE REQUIREMENTS (MILESTONES)
Students pursuing this Emphasis must complete the following activities under the supervision of their faculty advisor and designated faculty committee:
One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint you with the hands-on conduct of research by having you participate in the research activities of a faculty mentor. The apprenticeship experience provides you with the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, you will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination, and through feedback from educational practitioners and policy makers.
Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of their enrollment in the Emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, you should insure that the “Completion of the Research Apprenticeship" form” is obtained from the Department of Education Program Office, signed by the supervising faculty member, and filed in the Program Office.
The Independent Research Project is sometimes referred to as the second-year paper because that is when it is generally conducted. Although it is carried out under the close supervision of the faculty advisor or other faculty member, it differs from the research apprenticeship typically completed during the first year. The Independent Research Project should involve a topic of interest to you and you should assume major responsibility for all aspects of the project from research review through data collection and analysis. Whenever possible, this project should be related to the area of expertise to be covered in the Qualifying Examination and/or serve as a pilot study for the dissertation.
Completion of the project should result in a paper that is appropriate for submission for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you should adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). Upon completion of the project, you should insure that the “Completion of the Independent Research Project” form is obtained from the Department of Education Program Office, signed by two supervising faculty members, and filed in the Program Office.
Students can choose to do a Master’s Thesis or Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master’s Plan 1 (thesis option) or Master’s Plan 2 (project option) as described in the Graduate Division’s Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed.
Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services.
Master’s Plan 2 requires students to complete either an examination or to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. The examination option should be discussed with the advisor. In either case, students must defend their examination or project and obtain signatures from the three members of the M.A. committee on the “Completion of the Independent Research Project” form. This form can be obtained from the Department of Education Program Office and filed there.
The Qualifying Examination serves to advance a student to doctoral candidacy. This is an important milestone since, among other things, it signals the completion of coursework, declaration of field of scholarship, and eligibility for certain fellowships. A Master’s exam, project, or thesis cannot serve as the qualifying exam. Completion of this milestone is accomplished with the following steps:
1. In conjunction with your faculty advisor, write a brief (3-5 pages) description of the areas of knowledge in which you will read and on which you invite examination. What are the major issues in these areas? Why are they important for education and/or schooling?
2. In conjunction with your faculty advisor, prepare a categorized reading list that speaks to the above issues.
3. In conjunction with a faculty advisor, students will form a committee of at least two additional members who are ladder faculty (assistant, associate, or full professor), one of whom must be from the Department of Education. You may have additional members from our department or other campus departments if you wish.
Once faculty have agreed to serve on your committee, inform the Student Affairs Office so appropriate paperwork can be processed.
4. Present your paper and preliminary reading list to the potential committee members. If they agree to serve, they then may add to your reading list, if they wish.
5. Decide with the committee whether to pursue Plan A or Plan B for the written portion of the Candidacy Examination.
Plan A |
Plan B |
A paper which includes a critical review of the literature. You submit this paper to the committee when you believe it is complete. If the advisor is to assist in the thinking and editing process here, the committee should agree to this procedure in advance. The paper must be of sufficiently high quality to be submitted for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). |
An examination of questions formed by the committee. A time limit is planned in advance by the committee for the completion of the exam - it can be 1 day, 10 days, or longer, but it must be pre-specified. |
6. A week or so after you have submitted the review paper (Plan A) or the answers to the examination questions (Plan B) to your committee, an oral defense of your project is scheduled. This oral examination is required across the UC system. Typically, two hours are scheduled.
A student who passes both the written and oral portions for the Qualifying Examination then advances to candidacy. If a student fails either portion, the committee will determine additional requirements. Again, appropriate forms ("Doctoral Degree Form I & Doctoral Degree Form II") for establishing the Qualifying Examination committee and for registering that the student has passed the examination, may be obtained in the SAO (ED 4100).
A doctoral dissertation is a document reporting a piece of original research conducted independently by the student. In the writing of the dissertation, unless otherwise agreed to by the faculty committee, the student will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). The student should read Filing a Doctoral Dissertation on the Graduate Division’s website www.graddiv.ucsb.edu/academic/ before beginning work. Completion of the dissertation is accomplished with the following steps:
1. In conjunction with your advisor, conceptualize the dissertation study and develop a detailed proposal for the work, including a description of the problem or issue to be addressed, a review of the pertinent literature, and a description of the procedures by which the study will be conducted. It is in your interest to be as explicit as possible.
2. The committee is normally nominated prior to advancing to candidacy although changes may be made. Students should submit any changes to that committee to the SAO for paperwork processing.
3. After giving them at least a week to read the proposal, meet with the committee to review it. You will be expected to give an oral presentation outlining the rationale, purpose, and method of the project. As a result of this meeting the committee will decide if the proposal may be approved in its current form or if changes must be made. When the proposal is accepted, the committee must sign the “Dissertation Proposal Approval ” form that can be obtained in the Department of Education Program Office and filed there.
4. Conduct the additional work necessary to complete the dissertation in the accepted proposal. Continued interaction with your faculty advisor is advisable, both as you do data collection and analysis and as you compose drafts of components of the dissertation. It may also be appropriate to consult with other members of your committee on specific areas related to their expertise. Although the form of the dissertation, including chapters and/or sections where appropriate, is normally governed by the content and worked out with the advice of the dissertation committee, specific elements as described in the Graduate Division’s Guide must be included. When submitting the dissertation to the committee, all elements of the document should be included (e.g., figures, references, footnotes, appendices, etc.).
5. After giving them at least a week to review your final dissertation draft, meet with the committee to defend your dissertation. A dissertation defense involves a formal oral presentation of the project by the student and a series of questions by the faculty. The specific nature of the dissertation defense and its duration varies considerably according to members of the committee. Thus, prior to the defense, you may find it helpful to talk informally to members of the committee about their expectations. You should take responsibility for coordinating the establishment of the date, time, and location of the oral defense. At the end of this defense, the committee will determine whether your dissertation is "passed" or needs more work. Adopting an optimistic stance, you should take to the defense meeting 1) at least five copies of the "signature page" from your dissertation to be signed by the committee members, and 2) a "Doctoral Degree Form III", obtained from the SAO, signifying passage of the dissertation.
6. File your dissertation with the appropriate offices on campus, following instructions in Filing a Doctoral Dissertation. Deadlines to submit doctoral dissertations to the Graduate Division for graduation dates are listed in the University's schedule. If you are trying to meet specific deadlines, you should plan to conduct your dissertation defense on a date that offers sufficient time before the deadlines to allow revisions that the committee might require.
Students' life situations make the times necessary to complete their degrees vary greatly. However, the Graduate Division has established guidelines for key milestones in the Ph.D. program. All students are expected to take their Qualifying Examination and Advance to Candidacy by the end of their fourth year in the program. Students who do not make this deadline may be placed on academic probation. In addition, it is expected that most students in the Ph.D. Program in Education will complete their degrees within six years. Students should consult with their advisors and the SAO about these deadlines; adjustments may be possible depending upon individual circumstances and certain leaves of absence.
Milestone |
When Typically Completed |
Campus Deadlines |
1. Research Apprenticeship |
3rd Quarter |
|
2. Independent Research Project |
6th Quarter-9th Quarter |
MA: 12th Quarter |
3. Residency |
6th Quarter |
|
4. Qualifying Examination |
9th Quarter-12th Quarter |
12th Quarter |
5. Dissertation Proposal |
10th Quarter-15th Quarter |
|
6. Dissertation Defense |
15th Quarter-18th Quarter |
18th Quarter |
Although the Ph.D. program in Research Methodology consists of two strands--Educational Statistics and Measurement, and Qualitative and Interpretive Research--the Master's degree program is only for Educational Statistics and Measurement. This M.A. program constitutes a subset of the Ph.D. Emphasis in Research Methodology and involves the same faculty members. All required courses for the M.A. program also meet requirements for the Ph.D. Completion of the Strand I or Strand II M.A. requirements fulfill the Independent Research Project requirement for the Ph.D.
The M.A. program in Educational Statistics and Measurement is designed to meet the needs of students with both scholarly and applied interests. In particular, it will be useful to those who wish to work for school districts or state and federal education agencies in positions that require a strong background in the technical aspects of educational assessment.
STRAND I: RESEARCH M.A. CURRICULUM REQUIREMENTS
Course Requirements
Students must complete 36 graduate units selected in consultation with his/her faculty advisor. Core courses must be passed with a grade of B or better.
Core Courses (5 courses required)
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis (Regression and ANOVA)
ED 215B - Psychometrics: Classical Test Theory (215A not a prerequisite)
ED 221A - Introduction to Qualitative Research Methods
NOTE: Students who are able to waive courses in the above list must then make up the units from the list below.
Additional Courses (10 units are required from the list below)
ED 215C - Psychometrics: Item Response Theory
ED 215D - Special Topics in Psychometrics
ED 201B - Survey Research Design
ED 201F - Issues in Research Methodology (2 credits; can be taken twice)
ED 212 (or equivalent) - Quantitative Methods in the Social Sciences Seminar (2 credits; can be taken toward this requirement)
ED 216A - Advanced Multivariate Statistics
ED 216B - Factor Analysis
ED 216C - Hierarchical Linear Models
ED 216D - Special Topics in Quantitative Research Methods
ED 216E - Nonparametric Statistics
ED 216F - Structural Equation Models
ED 236C - Research Methods and Practices
Students may take additional units including those 500-level courses appropriate for preparation for the thesis or comprehensive examination.
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
Students will work under the guidance of a committee that must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
MASTER’S THESIS OR RESEARCH PROJECT
Students can choose to do a Master’s Thesis or Research Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master’s Plan 1 (thesis option) or Master’s Plan 2 (project option) as described in the Graduate Division’s Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed. Most students choose Plan 2.
Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services. Master's Theses follow the guidelines established by the UCSB Graduate Division. An oral defense of the Thesis is required (the M.A. Form I must be filed with the SAO).
Master’s Plan 2 requires students to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. Students must defend their project and obtain signatures from the three members of the M.A. committee on the “Completion of the Independent Research Project” form. This form can be obtained from the Department of Education Program Office and filed there.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
STRAND II: PROFESSIONAL M.A. CURRICULUM REQUIREMENTS
Course Requirements
Students must complete 36 graduate units selected in consultation with his/her faculty advisor. Core courses must be passed with a grade of B or better.
Core Courses (5 courses required)
ED 214A - Introductory Statistics
ED 214B - Inferential Statistics
ED 214C - Linear Models for Data Analysis (Regression and ANOVA)
ED 215B - Psychometrics: Classical Test Theory (215A not a prerequisite)
ED 221A - Introduction to Qualitative Research Methods
NOTE: Students who are able to waive courses in the above list must then make up the units from the list below.
Additional Courses ( 4 courses are required from the list below)
ED 215C - Psychometrics: Item Response Theory
ED 215D - Special Topics in Psychometrics
ED 201B - Survey Research Design
ED 201F - Issues in Research Methodology (2 credits; can be taken twice)
ED 212 (or equivalent) - Quantitative Methods in the Social Sciences Seminar (2 credits; can be taken twice toward this requirement)
ED 216A - Advanced Multivariate Statistics
ED 216B - Factor Analysis
ED 216C - Hierarchical Linear Models
ED 216D - Special Topics in Quantitative Research Methods
ED 216E - Nonparametric Statistics
ED 216F - Structural Equation Models
ED 236A, B, C - Seminar in Action Research Methodology
Students may take additional units including those 500-level courses appropriate for preparation for the thesis or comprehensive examination.
Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.
Students will work under the guidance of a committee that must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Three members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.
A Comprehensive Examination which satisfies the Graduate Division’s requirement for Strand II Master’s degree must be completed. Appropriate paperwork should be obtained from the Department of Education Program Office and processed by the Student Affairs Office prior to taking the Comprehensive Exam. The committee, in conjunction with the student, will determine the nature of the Master’s Comprehensive Examination. An oral component of the Comprehensive Examination is required. The Comprehensive Exam Form must be obtained from the Student Affairs Office, signed by the committee, and returned to the Student Affairs Office.
The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.
PLEASE NOTE: INFORMATION SUBJECT TO CHANGE WITHOUT NOTIFICATION |
updated 1/12/12