Obama: "Better to be strong yourself. Always"

A student came to me and BEGGED for additional marks. Not because I had made an error in my marking, but because I should have compassion. I told them that I teach and assess this way because I wanted them to be a stronger professional. But what do I mean by "strong"?

This quote from Obama's autobiography sums it up:

"My stepfather Lolo said, “Men take advantage of weakness in other men. They’re just like countries in that way. The strong man takes the weak man’s land. He makes the weak man work in his fields. If the weak man’s woman is pretty, the strong man will take her.

Which would you rather be? Better to be strong. If you can’t be strong, be clever and make peace with someone who’s strong. But always better to be strong yourself. Always.”

Source: Dreams from My Father, by Barack Obama, p. 37 Aug 1, 1996

MOOCs and gamification - are we already there?

Why MOOCs will not replace standard education.

Warning! This contains sweeping statements: this is true of too many students – but clearly not all!

Students do not want to learn anything, they want certification and prestige with minimal effort.  This fits neatly within the expectations of a rational person:

1. self-interested
2. utility maximising (Wealth)
3. strategically thinking

We can also further assume that students will prefer:

1. effort avoidance
2. short-term over long term rewards

Students are obsessed with grades. Indeed, the existence of grades are themselves is evidence of this obsession.  If students were truly interested in learning something, without the need for some arbitrary quantifying mechanism, students would come to learn from teachers, and the learning process would be reward in its own right.  But this is a system of our own making. 

There is a need to signal to 3rd parties of the quality of learning that has taken place.  Enter the grades.  Grades are by themselves, a gameification of the real world.  Where ever there are rules, rational agents will naturally attempt to maximise their expected returns within the real-life rules of the game.  Students, like all human beings, well understand that the real-life rules are not the same as the official rules.  This means some rules can be broken, many can be bent.  Thus the rules often create perverse incentives.

Seriously, why bother?

Cheating is a very common tactic among students within the rules of the game.  There are pens designed to help students cheat in exams. Yet, plagiarism is the biggest problem and it has never been easier.  Detection tools provide a shield, but are ultimately ineffective against a globalised workforce that is willing to hire out their time to create original work for a pittance.  Term essays can be sold for as cheap as $50, high school for $16.  In large classrooms, this can be difficult to detect.

MOOCs as an antithesis?

I hear pollyanna whenever people tell me
 "All education will be online, and for FREE!"
Uh huh, Sure. Here's a nice instruction book
to guide you to the superhighway.  

Some online courses provide no grading whatsoever, however most do.  Currently no MOOC provides recognised certification, as there are far too many barriers to true authentication.  How can we be sure that this really is your work.  Without authentication, there can be no certainty, and hence no certification.  Indeed without certification then there are no consequences to grades achieved.

This is insane.  Why bother?  Students are only cheating themselves. 

Thus, we expect students to only take up a MOOC if they were genuinely interested in learning.  Yet plagiarism seems rife.  It seems the goal of effort avoidance, appears to be a particular strong one, and often trump all other goals.

Cheating is not going away.

If cheating will not go away, then neither will face-to-face schools.  Teachers, as ever will need to find new ways to trick students into learning things that they really do not wish to do.  The gameification of the real world by creating our system of education, and the related sub-games of  grades and certification, has worked in the past.  However, a consistent weakening of the system may lead to a lack of trust.  Grade inflation presents a greater risk to our business model, then would the rise of online MOOCs.

"Now, jump through these hoops. It's a
FUN game - really!" - teachers

Gameification of courses could help to lead to better intrinsic interest - yet this is really a game application of an already gameified system. Perhaps we just need to make our classes more relevant to them. We only need these hoops for students to jump through because we haven't been able to convince them to do it themselves ordinarily. 



Ultimately, students come to school for a piece of paper.  Most of them are totally disinterested in learning anything we have to teach them. That ought be a terrible indictment on our practices rather than just theirs. 


-Tetracarbon out

A list of my personal heroes:

A list of my personal heroes:
Craig Deegan (CSR Accounting, RMIT),
Julian Savulescu (bio ethicist, Oxford & Uni Melb),
Geert Holfsteed (Culture and edu, too many to list),
John Biggs (Cognitive Alignment in Edu, too many schools),
David Boyd (Sustainable Assessment, UTS),
Ha Le Phan (Identity, edu and Asia as a method, Monash),
Raymond Chambers (exit price accounting, USyd),
Frank Fenner (Myxomatosis and Army drop out, ANU)
John Nash (game theory, Princeton) who was the most crazy of them all.

Observation to an Asian on Western writing styles: "less art more haste"

The following is an excerpt of feedback given to a Chinese student after reading their Advanced Accounting Theory report:
-----------------------------------------------
Dear STUDENT:

Observation on writing styles:

There are several things that I find frustrating when reading your work. You over rely on quotations.  You do not say the most important thing first, instead you wait until the very end of your argument before getting to the point. Under Western writing styles, you need to assume that your readers are lazy and disinterested. In order to hook their attention, you must state your argument first, and subsequently go on to prove your argument.  You need to demonstrate that this is your own writing, and that you personally have a solid grasp of the concepts. Any evidence you cite is merely supporting what you are saying.  But at all times, this writing is your voice, except when you use direct quotations. Direct quotes shows that this is somebody else's voice speaking.

This is very different to writing styles under Confucius heritage cultures (ie, writing in Asia). Quotations are far more acceptable in Asia, as it is understood that students do not have their own voice, and are able to gain perfection by using the voice and tools of the masters. Therefore many Asian students use large numbers of quotations to show they can speak with the voice of a master. Unfortunately  this  is not appropriate to do so in the West.

Writing in Asia also tends to be far more circular. If you were to write your main argument in the first sentence in a Chinese language essay, this would be considered rude, and very direct. In the West, we believe that this makes for "honest" dealings. The Western reader understands who you are and what you are saying straight away. Confucius heritage cultures might consider this to be "blunt", or lacking any "art".

This system of writing is not something based in schools alone; your business audiences will demand this structure even stronger than I will. Irrespective of if you become an accountant in Australia, or you return to Asia, when you write in English you need to follow this style.

As a business teacher in a Western education system, I am trying to train you to write as a Western business person. This is not to say that your Asian way of writing is wrong – it is not wrong, it is just different. However when you write in English, you must write as your English speaking audience would expect.  Therefore you must translate both the concepts and styles, as well as the words. This is an extremely difficult thing to do.

So I am quite understanding. But at the same time I need to award marks based on a Western style of writing and education. I want you to speak with a Western strength in English, and with the beauty and wisdom of Confucius in Chinese. At all times, I want your writing to be respected.  

I wish you all the best for your exam.

-Tetracarbon out

How to improve your LMS for Asian students using online checkpoint tests

This is a recording of a presentation  originally delivered at ConVerge12: 

The video is an update of an earlier piece of writing which you can find here:
http://www.tetracarbon.com/2011/11/how-to-using-your-lms-formative-online.html

Taxation and Sustainability

Various parts to your research

I should be writing. I should be getting on with it. Instead I am drawing pictures of what I should be doing.

You know, I might actually start trying to refine these ideas.  What is the role of the data?  Isn't the raw data the light that is disorganised until the researcher filters it through the framework lens that shapes the light in a meaningful way? Indeed, the literature review is more like that aperture setting allows more or less light (types of data) depending on what paradigm you are operating in.

Perhaps proof by mere analogies is a dangerous thing. 

Course evaluation forms should evaluate teacher and the student

The problem with feedback sheets

Updated post!

Course evaluation forms usually only ever ask about the teacher.  Of course, the teacher has the chance to evaluate the student during the examination process.  However, a more meaningful and more student-centred approach, would not be to focus on the teacher, but focus on the student is how they have interacted with the teacher as an individual, and how the student interacted with the course material.

The biggest factor when determining how students feel about teachers and the course overall, will often be  how much effort they have put into their course. How you asked the question, will determine whose responsibility is it to partake in this process of education.  Is it the teacher's job to teach?  Or is that students job to learn?

As the mantra goes: “The more you put in – the more you get out.” This is difficult to convince students on this, as it involves effort.  

Instead of pretending that this is a process of one-way transmission, the course evaluation forms should reflect the reality that the course experience is affected by both teacher and student simultaneously. 

This simple image (below) should visually explain what I am trying to do here.

I have now shared a proforma on Google Drive. You can simply take this and amend it to your own needs.
View only version 
Amendable version

Experimental Stud Evaluation Form (Generic) by Phillip Wong

Please make a comment and let me know what you think.  Is there something I have missed? Am I introducing a bias or asking an inappropriate question some how? What would make this better?

-Tetracarbon out

In praise of "Edutainment"

The portumantu of Education and Entertainment, the term “edutainment” is a derogatory term that implies “kids these days can’t do hard work, they don’t want to learn, they want to be entertained”.  It’s a loaded word, and it’s one sided. I believe that it’s a term bourn of fear of change.  Complex ideas need not be locked away in difficult presentation.

For too long, teachers have been able to make learning unnecessary difficult.  This is based on the false logic that “If it’s difficult, then it must be intellectual”.  This is based on the second fallacy that it’s the teacher’s key role to “grade and rank individuals” (rather than to help students learn useful things). Students are sorted in to certified groups of those that get it and those who do not. Those that do not have the patience are squashed out. The classroom becomes a theatre of power and cohesion. 

How do teachers get away with this?

We are taught to believe presentation skills are not seen as important as his message; to value the content and not the wrappings. Probably wise, but we all yawn in boring lectures.   The contents-at-all-costs idea also ignores the impact you have on the audience (or the lack there of).  If we do not forgive poor spelling in journal articles because it’s distracting, then why should me forgive poor presentation skills that diminish the audiences’ interest.

For too long have academics have gotten away with bland delivery. Like any monopoly that can abuse it's power, academics have been able to FORCE students to sit through boring lectures, read dense material and punish the weak, because, well, they are weak. 

Not over simplification

 “Everything should be made as simple as possible,
 but no simpler.” 

- Attributed to Einstein. 

This is saying that we ought make knowledge accessible, but simultaneously warns that oversimplification can lead to false belief.  Education is there to challenge and stretch the student, and there is a lot of well presented entertainment that does this also.

Of course, the really powerful knowledge is not found in a 2 minute Google search, or short YouTube video clips.  So there is still a role for getting students to hunt for powerful knowledge in difficult text.  But the instruction & guidance preparing students to undertake difficult (assessment) tasks must be made accessible, even if the task itself is not.

Entertainment is there to engage, but does not necessarily come with a learning message.  Advertising tries to engage you, and has a definite self interested learning outcome it wishes to achieve.  If we didn’t think of edutainment in such a negative light, we might be able to learn the “tricks” of engagement from the entertainment industry still ensure our message is not diminished.  This ought lead to better learning outcomes as without engagement, teaching is a waste of time.  

Good teaching ought combine the simple joy of discovery, with the polish of proper presentation, and this enhances learning and critical thought, not takes away from it. I think we can find opportunities in insults.  


I believe that when you next hear the derogatory term “edutainment”, you ought take it as a challenge! 

Am I really "teacher centred"?

But is it really student centred?

Many reforms introduced under the theory of student centred learning, can sometimes result in more teacher centric realities.  This may still represent a net improvement, but it is at best misleading, and at worst theoretically dishonest to the original intention.

The institute I work for is a large capital city-based TAFE delivering a higher education professional degree. The classroom contains a majority of international students, many of Confucius learning backgrounds.  The institution has an open access policy, with no minimum ATAR scores (High School) or academic hurdles to entry. The largely non academically inclined cohort of students display a strong preference passive learning styles and strongly avoid tutorial room discussion at all costs.  This reflective report will review the feedback and reassess some of the teaching and assessment strategies that are in place for Advanced Accounting Theory.  The problems and solutions encountered are a product of the teaching and learning context. 

Accounting History is more
interesting than you might think

This subject has undergone some intensive reforms over the past 3 years, however reflection undertaken as part of the Tertiary Teaching Practice module has demonstrated that some of these changes may need to be re-evaluated.  Originally the course was 1 hour lectures and 2 hour tutes. The lectures were too short and the tutes boring. To avoid the long silences, the tutorial was compressed into 1 hour.  The peer review of tutes commented that as teacher I posed questions and went on to answer them.  Although strongly teacher centred, this delivery method was deemed appropriate for this cohort as students had previously commented that the teacher’s reasoning was more valuable than their own understandings built of their own construction.  The compressed “1 hour of power” timeframe meant students were more likely to try and write down “the answer” rather than weakly discuss some concept and neglect to record anything.  Thus, despite the strongly passive delivery, student engagement lifted dramatically. This is adjustment to teacher centred delivery consistent with the experience of Arenas (2009).

Potential Solutions 

How can we maintain the engagement levels but simultaneously give students the chance to find their own critical voice?  Any proposal needs to consider structuring learning sufficiently to cater for the academically less prepared cohort of students, including specific consideration for students’ preference for effort avoidance strategies.

Tutorial 

The current “1 hour of power” tutorial should be retained in its current format.  It builds engagement and demands attention.  Although it is strongly “Level 2” style teaching (Biggs & Tang, 2011, pp. 18-20), this meets the needs of the academically less prepared in the classroom and provides the structure for learners who need it most.  Many in the classroom are comfortable[1] with it, and although brief, it is an efficient method.

The flip model 

Lecture this

In semester 1, 2013 I plan to introduce a “flipped classroom” (Sams & Bergmann, 2011), as made famous by the Khan’s 2011 TED Education talk (2011).  The basic concept is that online video lectures were set for homework, and the homework activities were performed in the classroom.  This enables better teacher student interaction during class time as the teacher can now focused on students.

My proposal is to scrap the 2 hour face to face lectures all together. Lectures are moved completely online as video delivery (see diagram).  This frees up 2 hours weekly which can become a truly student focused activity period.  Attendance during this time is (for the most part) optional. The activity 2 hour would be timetabled as a lecture, so it enables time for an introductory lecture face to face in week one, a mid semester test, and a face to face final review lecture.

Click image to enlarge

There is a need to ensure that students have actually interacted with the lecture prior to coming to the tutorial to address questions. Online checkpoint tests are the perfect tool to ensure engagement on a weekly basis.  Therefore, students would need to watch the video and pass a small online multiple choice based question test at the conclusion of the video.  Students would be granted unlimited number of attempts at the test.  Questions would be randomised to ensure that the test remains valid. 

Students must have 80% attendance at in order to qualify for a supplementary examination.  The strongly vocational culture of this institution is that of measuring “learning inputs” such as attendance.[2]  Critically, attendance would be only recorded at the tutorial.  To ensure engagement, only students who have passed the online test would be permitted into the tutorial room, and others who have not engaged would be banned[3] for that week (Mazur, 1997).[4]   Administratively, this is not difficult to achieve as the teacher would be able to print off a list from the LMS as to who may be admitted, and who may not.

As the checkpoint tests are hurdles to attendance but no longer form part of the final grade, the incentive to collude is effectively removed.  In fact, allowing for student collusion was part of the original intentions of the test structure (Wong, 2011).  Even still, interactive activity session will more explicitly address goals of student collaborative learning (Biggs & Tang, 2011, pp. 132-157).

The “flip model” is serendipitously optimised for online and distance delivery.  The Bachelor of Accounting program is also to be delivered under a joint venture arrangement with Metropolitan Southern Institute of TAFE with Holmesglen.  The delivery of integrated online lectures and localised adaptive tutorial support means consistency of learning outcomes delivered supported by genuine teacher contact. 

Activity period

The 2 hours of scheduled lecture now free, can be used to conduct true student oriented activities, group discussion, introductory and some of this revision lectures, and mid-semester test.  There needs to make intentional change of atmosphere in order to contrast with the teacher centred tutorial.  Activity period would be optional to attend, with exception of its mid semester tests (outlined below).

Formative meta-assessment

Students give feedback and grade
past students.  They get marked
on their marking, and marked  on
the quality of their feedback. 

Since students do not always naturally teach each other, how can encourage peer assisted learning and at the same time guarantee a high quality delivery and that students stay “on message”? Poor examination performance can often be explained by either the students struggle to understand the concept, or poor examinations technique.  In order to cover both areas, we could let student play the role of teacher and provide feedback to other students.  Currently I publish all previous final examinations and include facsimile student exam answers as examples.  It is easy to turn these into actual assessment questions themselves. 

I propose a new form of assessment which I call “formative meta-assessment”[5]. The student is presented with three items: a question, an answer and a rubric.  The question is drawn from a former final exam question from a previous semester, the answer is of a pass standard and is provided by a student who has already pass the course, and the grading rubric assist them numerically gauge the quality of the answer.  The current student must then judge the appropriate grade for the former student, the answer provide feedback on any good points, and items missed.  The students’ grade received will depend on both the grade they award, and the quality of feedback provided.  This formative assessment could be administered at 2 points through the semester, each iteration would be weighted at 10% each, for a total of 20% final marks.

Click image to enlarge

Students would receive examples on the LMS, and also would have a chance to have a “dry run” during activity period in the preceding week.  Students must think critically about their own answers that they will give in the final examination.  This requires that the current student understands both the original content question, and also what makes for good exam technique. 

Formative meta-assessment is constructively aligned, as there is a task in class which directly applies to the assessment itself, which is then good preparation for the final examination.  It also builds engagement, as students are effectively forced to study early, rather than leaving it all to last minute.

Potential problems

These reforms are not without potential downsides, primarily student workload creep. Simply piling more stuff onto the students does not necessarily mean better outcomes. Effectively, student contact just increased by 2 hours a week but deceptively, most students will believe workload decreased as they will focus on the words “non compulsory” activity session.  Likewise student assessment just increased by two mid-semester examinations.

Increasing workload and further lifting student engagement may mean this subject steals attention from study in other subjects.  This can be either negative (fear of failure) or a positive (attention grabbing engagement). Either way at some point the students’ attention becomes a zero sum resource and other teachers may complain.

It is also difficult to test of efficacy of these measures as outcomes are biased by the cohort, and there is no control group.  Student may complain about access and equity as they are disadvantaged by having to perform the online checkpoint tests.  The Khan Academy model could also be criticised for being yet more teacher centric – not less.  Likewise the student centred approach is also questionable where the teacher used their cohesive imbalance of power to enforce what they believe is in students’ bests interests (Doherty & Singh, 2005).

Conclusion

This document describes a third major round of reforms for this subject.  The report is largely an active planning tool, more than strictly a reflective essay on current practices.  The praxis of teaching means that good planning necessitates reflection in order to guide and subsequently measure improvements.  Without this reflection, the bias towards teacher centred practices would have gone unnoticed and no improvements could have been made.

---

[1] Although “comfort” isn’t an excuse to permit laziness from both teacher and student alike.

[2] Students continuously harass me about not taking attendance, as they (are trained to) feel that they should be rewarded for simply showing up.

[3] Subject to special consideration or mitigating circumstances

[4] Alternatively, students who had not passed the test, could be admitted, but would not have their attendance recorded.  This is good for inclusivity, but is a weak incentive for economically rational individuals with strong preference to effort avoidance, and high intertemporal discount factors.  

[5] I acknowledge that this is probably just called “peer assessment” in the generic sense, but my term is far more specific. 

Arenas, E. (2009). How teachers' attitudes affect their approaches to teaching international students. [Article]. Higher Education Research & Development, 28(6), 615-628. doi: 10.1080/07294360903208096

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. New York: McGraw Hill.

Doherty, C., & Singh, P. (2005). How the West is Done: Simulating Western Pedagogy in a Curriculum for Asian International StudentsIn P. Ninnes & M. Hellstén (Eds.), Internationalizing Higher Education (Vol. 16, pp. 53-73): Springer Netherlands.

Khan, S. (2011). Let's use video to reinvent education. TED Education  Retrieved 30/06/2012, 2012, from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Mazur, E. (1997). Peer instruction : a user's manual / Eric Mazur: Upper Saddle River, N.J. : Prentice Hall, c1997.

Sams, A., & Bergmann, J. (2011). FLIPPING THE CLASSROOM. Educational Horizons, 90(1), 5.

Wong, P. (2011). eLearning Tool: Formative online checkpoint test In H. I. o. TAFE (Ed.). Holmesglen Melbourne, Australia: Holmesglen Institute of TAFE.

New identity

Identity 123

Tetracarbon now has a new home - www.tetracarbon.com! and a new email address Phillip@tetracarbon.com. 

Easy as playing with Lego

The most amazing thing about all of this is how easy and cheap it has become to buy a domain and set up websites. I have to say, I am VERY impressed with Google Sites and the range of Google services which they pretty much give away. It's only $10 for the domain name and the rest of it you can use drag and drop editing. 


Now I personally appreciate a bit of code, but it's a pain in the ass to type out thousands of lines of code. 2 hours of clicking and I have a new site, new domain and email address, new admin, FTP servers, all for $10! I also have a new set of business cards on the draft, but this is thanks to  Photoshop and not to Google. 


It's never been easier to publish and get heard. So what then makes it so hard for most people to have a voice? Moreover why are we still allowing textbook publishers and academic journal publishers to dictate to use how information must be organised. 


One of Karl Marx's key ideas was taking the means of production away from the owners of capital and putting it back into the hands of workers. Funny how capitalism has given me just that! 


-tetracarbon out

How to STUDY for that exam! (Forgetting stuff & mind maps)

How to STUDY for that exam!

 (Forgetting stuff & mind maps)

I hated study when I was younger. I just didn't "get it". I was young, smart, hard working, probably too arrogant, but didn't seem to score well. WHY? Was it AHDD? Was I intellectually lacking? I thought I "got it" when I was in class. What was wrong with me?

Nothing.

I just didn't know how to actually study. I've since cracked the code. It's hard work, but importantly it's EARLY study. Procrastination means more work and not less. I understand this now. Read lots, read early, and life is good. 

I've made a video that helps other understand what I didn't "get" when I was younger.

NEW TAX RATES IN A SIMPLE GRAPHIC (Excel too)

So it's been budget night. I should be writing lesson plans, instead I'm pulling apart the tax implications. 


So I give you the NEW 2012-13 TAX RATES IN A SIMPLE GRAPHIC! (Which shows you got bugger all really).

And for my next trick, the EXCEL formula for figuring out your tax in the 2012-13 financial year. 
=SUMPRODUCT(--(B5>={18201;37001;80001;180001}),(B5-{18200;37000;80000;180000}), {0.19;0.135;0.045;0.08}) 
Where Cell B5 is your taxable income. 




This is for this FY and the prior - ie 2010-11, 2011-12
=SUMPRODUCT(--(B4>={6001;37001;80001;180001}),(B4-{6000;37000;80000;180000}), {0.15;0.15;0.07;0.08})

• where B4 is the Taxable Income

Warning. This does not contain the low income tax offset, medicare, the MLS, the flood levy, HECS, .... it's straight out personal income tax for the resident tax payer. 

If you like it, follow me on Twitter @tetracarbon for more tax goodies. 

If you have complaints, send them to phillipjustinwong@gmail.com. 

-Tetracarbon out. 

Taxable Income	TAX2012	TAX2013	Difference
1,000	-	-	-
2,000	-	-	-
3,000	-	-	-
4,000	-	-	-
5,000	-	-	-
6,000	-	-	-
7,000	150	-	150
8,000	300	-	300
9,000	450	-	450
10,000	600	-	600
11,000	750	-	750
12,000	900	-	900
13,000	1,050	-	1,050
14,000	1,200	-	1,200
15,000	1,350	-	1,350
16,000	1,500	-	1,500
17,000	1,650	-	1,650
18,000	1,800	-	1,800
19,000	1,950	152	1,798
20,000	2,100	342	1,758
21,000	2,250	532	1,718
22,000	2,400	722	1,678
23,000	2,550	912	1,638
24,000	2,700	1,102	1,598
25,000	2,850	1,292	1,558
26,000	3,000	1,482	1,518
27,000	3,150	1,672	1,478
28,000	3,300	1,862	1,438
29,000	3,450	2,052	1,398
30,000	3,600	2,242	1,358
31,000	3,750	2,432	1,318
32,000	3,900	2,622	1,278
33,000	4,050	2,812	1,238
34,000	4,200	3,002	1,198
35,000	4,350	3,192	1,158
36,000	4,500	3,382	1,118
37,000	4,650	3,572	1,078
38,000	4,950	3,897	1,053
39,000	5,250	4,222	1,028
40,000	5,550	4,547	1,003
41,000	5,850	4,872	978
42,000	6,150	5,197	953
43,000	6,450	5,522	928
44,000	6,750	5,847	903
45,000	7,050	6,172	878
46,000	7,350	6,497	853
47,000	7,650	6,822	828
48,000	7,950	7,147	803
49,000	8,250	7,472	778
50,000	8,550	7,797	753
51,000	8,850	8,122	728
52,000	9,150	8,447	703
53,000	9,450	8,772	678
54,000	9,750	9,097	653
55,000	10,050	9,422	628
56,000	10,350	9,747	603
57,000	10,650	10,072	578
58,000	10,950	10,397	553
59,000	11,250	10,722	528
60,000	11,550	11,047	503
61,000	11,850	11,372	478
62,000	12,150	11,697	453
63,000	12,450	12,022	428
64,000	12,750	12,347	403
65,000	13,050	12,672	378
66,000	13,350	12,997	353
67,000	13,650	13,322	328
68,000	13,950	13,647	303
69,000	14,250	13,972	278
70,000	14,550	14,297	253
71,000	14,850	14,622	228
72,000	15,150	14,947	203
73,000	15,450	15,272	178
74,000	15,750	15,597	153
75,000	16,050	15,922	128
76,000	16,350	16,247	103
77,000	16,650	16,572	78
78,000	16,950	16,897	53
79,000	17,250	17,222	28
80,000	17,550	17,547	3
81,000	17,920	17,917	3
82,000	18,290	18,287	3
83,000	18,660	18,657	3
84,000	19,030	19,027	3
85,000	19,400	19,397	3
86,000	19,770	19,767	3
87,000	20,140	20,137	3
88,000	20,510	20,507	3
89,000	20,880	20,877	3
90,000	21,250	21,247	3
91,000	21,620	21,617	3
92,000	21,990	21,987	3
93,000	22,360	22,357	3
94,000	22,730	22,727	3
95,000	23,100	23,097	3
96,000	23,470	23,467	3
97,000	23,840	23,837	3
98,000	24,210	24,207	3
99,000	24,580	24,577	3
100,000	24,950	24,947	3
101,000	25,320	25,317	3
102,000	25,690	25,687	3
103,000	26,060	26,057	3
104,000	26,430	26,427	3
105,000	26,800	26,797	3
106,000	27,170	27,167	3
107,000	27,540	27,537	3
108,000	27,910	27,907	3
109,000	28,280	28,277	3
110,000	28,650	28,647	3
111,000	29,020	29,017	3
112,000	29,390	29,387	3
113,000	29,760	29,757	3
114,000	30,130	30,127	3
115,000	30,500	30,497	3
116,000	30,870	30,867	3
117,000	31,240	31,237	3
118,000	31,610	31,607	3
119,000	31,980	31,977	3
120,000	32,350	32,347	3
121,000	32,720	32,717	3
122,000	33,090	33,087	3
123,000	33,460	33,457	3
124,000	33,830	33,827	3
125,000	34,200	34,197	3
126,000	34,570	34,567	3
127,000	34,940	34,937	3
128,000	35,310	35,307	3
129,000	35,680	35,677	3
130,000	36,050	36,047	3
131,000	36,420	36,417	3
132,000	36,790	36,787	3
133,000	37,160	37,157	3
134,000	37,530	37,527	3
135,000	37,900	37,897	3
136,000	38,270	38,267	3
137,000	38,640	38,637	3
138,000	39,010	39,007	3
139,000	39,380	39,377	3
140,000	39,750	39,747	3
141,000	40,120	40,117	3
142,000	40,490	40,487	3
143,000	40,860	40,857	3
144,000	41,230	41,227	3
145,000	41,600	41,597	3
146,000	41,970	41,967	3
147,000	42,340	42,337	3
148,000	42,710	42,707	3
149,000	43,080	43,077	3
150,000	43,450	43,447	3
151,000	43,820	43,817	3
152,000	44,190	44,187	3
153,000	44,560	44,557	3
154,000	44,930	44,927	3
155,000	45,300	45,297	3
156,000	45,670	45,667	3
157,000	46,040	46,037	3
158,000	46,410	46,407	3
159,000	46,780	46,777	3
160,000	47,150	47,147	3
161,000	47,520	47,517	3
162,000	47,890	47,887	3
163,000	48,260	48,257	3
164,000	48,630	48,627	3
165,000	49,000	48,997	3
166,000	49,370	49,367	3
167,000	49,740	49,737	3
168,000	50,110	50,107	3
169,000	50,480	50,477	3
170,000	50,850	50,847	3
171,000	51,220	51,217	3
172,000	51,590	51,587	3
173,000	51,960	51,957	3
174,000	52,330	52,327	3
175,000	52,700	52,697	3
176,000	53,070	53,067	3
177,000	53,440	53,437	3
178,000	53,810	53,807	3
179,000	54,180	54,177	3
180,000	54,550	54,547	3
181,000	55,000	54,997	3
182,000	55,450	55,447	3
183,000	55,900	55,897	3
184,000	56,350	56,347	3
185,000	56,800	56,797	3
186,000	57,250	57,247	3
187,000	57,700	57,697	3
188,000	58,150	58,147	3
189,000	58,600	58,597	3
190,000	59,050	59,047	3
191,000	59,500	59,497	3
192,000	59,950	59,947	3
193,000	60,400	60,397	3
194,000	60,850	60,847	3
195,000	61,300	61,297	3
196,000	61,750	61,747	3
197,000	62,200	62,197	3
198,000	62,650	62,647	3
199,000	63,100	63,097	3
200,000	63,550	63,547	3
201,000	64,000	63,997	3
202,000	64,450	64,447	3
203,000	64,900	64,897	3
204,000	65,350	65,347	3
205,000	65,800	65,797	3
206,000	66,250	66,247	3
207,000	66,700	66,697	3
208,000	67,150	67,147	3
209,000	67,600	67,597	3
210,000	68,050	68,047	3
211,000	68,500	68,497	3
212,000	68,950	68,947	3
213,000	69,400	69,397	3
214,000	69,850	69,847	3