INTRODUCTION
Leadership is a key component in guiding the teaching-learning process necessary for preparing students with relevant knowledge and skills in today’s society to become a productive citizen of the 21st century. According to Dinham (2005) leadership is important in developing effective, innovative schools and in facilitating quality teaching and learning through computers. Today’s head teachers are expected to not only manage the day to day activities of a school but also focus on students learning, standards, data driven decision making and restructuring efforts. All these tasks can be greatly facilitated by the use of computer. Thus, school leadership has a responsibility for initiating and implementing school change through the use of computers to facilitate decisions about integration of ICT into learning and teaching (Schiller, 2003).
Although the attitude of head teachers in supporting computer integration is critical, much of the research literature has tended to overlook the attitude of the principal (Michael, 1998) and the head teacher’s current technology leadership capabilities. This gap in the research is unusual because many studies relating to school effectiveness, school improvement and change show that head teachers’ attitude play an important role in creating successful change in schools (Schiller, 2003). In addition, little is known about the attitude, perception and use of computers by school head teachers in Pakistan. Therefore, there is a need to investigate the attitude and perception of principals for long lasting ICT integration in Education, which is on its initial phases in Pakistan.
Rationale
In my experience in schools in the Northern Areas of Pakistan, I have come across situations where teachers or student-initiated ICT projects have been undermined due to lack of support from the school head teachers. While encouraging staff members to use computers for classroom instruction and administration, I realized that head teachers have a critical role to play (Chin, 2000). In order for head teachers to encourage the use of computers among the staff, their own attitude towards using the technology matters a lot. Consideration of user attitude is an integral part of educational computer use as attitudes influence not only head teachers’ initial acceptance of computer, but their future behavior regarding computers. Experiences suggest that provision of hardware and software alone is inadequate to guarantee effective integration of computers into school without the learners’ inclination to use technology. Researchers are of the opinion that awareness and attitudes toward computers, constitutes a crucial criterion in the evaluation of computer application and usage including the development of computer-based curricula (Woodrow, 1991; Kay, 1993; Robertson et al, 1995).
Therefore, as a first step towards understanding the processes of computer integration, the purpose of this study is to explore the attitudes of the head and deputy head teachers of Sindh and Baluchistan toward computers in education.
Research Question
· What are the current attitudes of government schools’ head teachers and deputy head teachers of Sindh and Balochistan toward the use of computers in education?
· What are the relationships between head teachers’ attitude toward computers and their demographic and computer use information?
Definition of Key Terms
· Attitude: Attitude is the way of behaving and feeling good and bad about something or some body.
· Attitude toward Computers: It means positive or negative contribution towards understanding the computer.
Significance of the Study
The study will be significant in several ways:
1. This study will provide data to understand the head teachers’ attitude towards computers, which will be relevant as one of the sources of reference for policy makers, curriculum planners and for Ed-Links Project Team to plan professional development programs in future, to improve the current condition of curricula so as to determine the needs and trends for computers, and to suggest recommendations for changes.
2. As a researcher, I will further enhance my skills of conducting quantitative study in educational contexts.
3. The findings of the study will contribute to the research literature on the attitudes of schools heads in the implementation of computers in education.
4. In this study, I will use a tool which has been used as part of a study in several countries. By using this tool, I will be able to test the reliability and validity of the tool for the head teachers in Pakistan. This would be another significant contribution to the field.
LITERATURE REVIEW
This is a review of literature where I have tried to thematically describe in four sub-categories i.e. Attitude, Computers in education, role of head teacher in change management process and finally research on head teachers’ attitudes towards computers.
Attitude
Most definitions seem to agree that an attitude is a state of readiness, a tendency to act or react in a certain manner when confronted with certain stimuli (Oppenheim, 1966). A person may have strong attitudes for or against some issue and we can explore through confronting the individual with an attitude questionnaire (Evans, 1965).
An attitude is accompanied by a tendency to act in a particular way in given circumstances; it is sometimes possible to infer the attitudes of an individual from his/her response (Evans, 1965). Attitude is how we think and whether we lean toward the optimistic or pessimistic. Attitude is a mental position relative to a way of thinking or being. A positive attitude implies a way of thinking that is predominantly positive and optimistic. The opposite inclination, a negative attitude is predominantly pessimistic. All human gets influenced with their different perceptions towards the attitude. What type of attitude we use to face, our life will always be repaid to what type of life we are having now (Keller, 2000). A positive attitude is a person’s passport to a better tomorrow and if we are willing to change our attitude, we can change as Keller (2000) cites James as, “The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind”.
According to Aiken (1980), attitudes are "learned predispositions to respond positively or negatively to certain objects, situations, concepts, or persons" (p. 2). They can be thought of as a reflection of an individual's global perspective on a topic and can be predictive of behavior. Attitude is the way a person thinks about somebody or something and the way s/he behaves toward someone. It is her/her personal view or opinion of something. It also describes her/his general emotional approach to any person or situation. Attitude is a primary component of our mannerism. It is the foundation for achieving and maintaining a positive mental outlook. We see the world the way we are or should be. Our beliefs about others reflect back at us.
Finally attitudes are referred to the way of behaving and feeling good and bad about something or some body. Similarly attitude toward computer in education means positive or negative contribution towards understanding the world and computer. Like Petty & Cacioppo cited in Abell and Lederman (2007) defines attitude as, “an attitude is a general and enduring positive or negative feeling about some person, object or issue (p.78)”.
Computers in education
Computer became an important part of human life in this era and because of technology involvement; life style of human being has been gradually changed, as technology used to extend human capability to control and modify natural and human-made environments (Raizen et al, 1995). Ultimately Educational institutions are also in this transactional phase. Technology recommends and offers new capabilities that lead to significant changes in the organizational day to day affairs. It shows the new way of allocation and distribution of information throughout the institution.
In discussion about the potential role of technology in education as many educators believe that computer use for instructional purposes can be employed effectively to enhance teaching and learning. In other words, computer technologies can change the teacher’s role from information giver to facilitator and co-learner (Jonassen et al., 1999). Similarly, Attaran and Vanlaar (2001) pointed out that technology reduces record keeping time in schools and simplifies administrative tasks. Also, computer networking is creating a professional attachment between teachers and administrators.
Crawford (1997) has very artistically defined computer as a powerful tool, an interesting, patient and responsive teacher, makes learning easier and more attractive, a pupil-centered, independent and flexible learning, gives access to on-line learning resources, promotes sharing and collaboration, promotes diversity, blind to gender, race, age and disability, but if not taken the benefit of computer in its real sense all this theoretical ideas will remain the contents of books and articles. Computers cannot be integrated into classroom overnight. Technology integration includes different stages. Despite the increasing presence of computer hardware and software in schools and numerous workshops and training, the consistent integration of ICT into regular classroom is still a far cry from reality (CEO Forum, 2000)
Role of the head teacher in change management process
Safdar (2001) very artistically describes the import role of head teacher as;
I have never seen a good school with a poor principal or a poor principal with a good school. I have seen unsuccessful school turned around into successful ones, and regressively outstanding schools slide rapidly into decline. In each case, the rise and fall could be readily be traced to the quality of the principal.
According to Fullan (2003), no successful large-scale change or school reform effort has advanced very far without the support of the school leaders. Similarly, Schiller (2003) stated that “principals have a key role to play in the facilitation of educational change” (p. 4). Schiller (2003) concludes in his research that head teachers who take an active approach and attitude to innovation can foster an environment that has greater benefits for their students and staff. Hence, head teachers’ attitude, awareness and use of computer are essential for effective use and integration of computers in the school (Smith et al., 1999). Therefore, successful ICT development within the school will require the leader with positive attitude towards technology. For the effectiveness and sustainability of computer integration, head teachers’ attitude and their awareness in the use of technology is very much essential.
As it has already been proved through different researches that effective involvement of head teacher in computer integrating in schools has brought better outcomes (Schiller, 2003). Literature further clarifies that head teachers are the main sources of intervention in terms of ICT integration. The studies of Schiller (1991) highlight the positive attitude of school head teachers in helping their staff better use of computers to enhance teaching and learning and to assist with administration and management. While another research of Allan, Yuen, Nancy, & Wong (2003) indicates that to ensure the successful integration of ICT in school, cooperation between school leadership and teachers is essential.
In the age of information technology, head teachers must be able to integrate computer into their daily practice and to provide consistent and positive leadership for technology use in the teaching-learning process. In fact, they must be technology leaders. According to Hope, Kelly and Guyden (2000) technology leadership involves both understanding the technologies and how they can be applied to accomplishing tasks. If head teachers’ attitude towards ICT is better then they will be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management (Schiller, 2003). Therefore, schools need leaders who can facilitate the change process and support a learning community for technology integration.
Research on head teachers’ attitudes towards computers/ change
Based on various research studies, a wide range of factors have been found to affect technology integration in the school. Of these, leadership attitude of head teacher is the single most important factor affecting the successful integration of technology (Byrom & Bingham, 2001).
Studies showed that head teachers played an important role for promoting computers use in schools and classrooms. Their attitude and support were highly related with if schools would have the climate and environment where teachers wanted to use computers in their classrooms (Dupaggne & Krendl,1992; Pelgrum, 1993; Pelgrum & Plomp, 1991a; Pruett et al., 1993). Researches have shown that schools head teachers usually had positive attitude toward use of computers and favor teachers to use them in schools (Wolf, 1993). The result would not only influence teachers' attitude for using computers but also offered support to teachers to use computers. Pelgrum (1993) confirmed that the correlation of the attitude for using computers in schools between teachers and head teachers is positive. Akker and Pelgrum (1993) concluded that school head teachers having positive attitude for computers reported a higher frequency of stimulation of computer use by school authorities than those who have less positive attitude.
Head teachers with more positive attitude for using computers tended to emphasize the impact, purposes, and integration of computers in schools and encourage teachers to use computers more. Pruett et al. also (1993) found that teachers whose head teachers or supervisors encouraged them to use computers were more possible to use them in their instruction. They also, hence, provided more opportunities of in-service programs for teachers. The tendency to use computers was formed positively. Support and training of personnel were helpful for teachers' use of computers and motivated them to use more and deeply (Becker, 1994). Support from head teachers and administrators are very important because of offering adequate training, hardware and software, and time to plan in order to promote and motivate teachers to integrate computers into curriculum.
Wilmore and Betz (2000) stated that “Information Technology will only be successfully implemented in schools if the head teacher actively supports it, learns as well, provides adequate professional development and supports his/her staff in the process of change” (p. 15). Hence, head teachers are one of the key leaders of change at the school level. Their actions, interests and attitude can have a profound impact on program change and instructional practice. Therefore, effective administrators must have a positive attitude towards computers and knowledge.
These findings are clearly confirmed that head teachers' attitude toward computers will decide the level of ICT integration. The relationship between school leadership and the use of computer often plays an important role to encourage and facilitate the use of computers within their schools for administrative and managerial work (Visscher, 1996) as well as for instructional activities (Akker, Keursten & Plomp, 1992). It refers to the concept of educational leadership (Creemers, 1994), whereby school leaders can influence and improve what happens in the teaching/learning process. The extent to which school head teachers promote the use of computers in their schools probably depends on the degree to which they consider computer useful. Their views on this matter can be evident in a number of ways, such as how they incorporate computer into their own school tasks and the school policy measures that they effect to promote the incorporation of ICT into their schools.
The whole vision of getting the school ready and up to date with the use of educational technology in the classroom would not be complete without the commitment and readiness of the head teachers.
RESEARCH DESIGN
Methodology
The purpose of my study is to measure the attitude of head teachers towards computers, therefore, the most logical method for gathering information on attitudes is to ask directly from head teachers, who are leading schools, through an attitudinal survey research method (May, 2003). Such surveys specifically deal with gaining data on attitudes. According to Fink and Kosecoff (1998) “survey is a method of collecting information directly from people about their ideas, feelings, … beliefs and social, educational … background” (p. 1). This design will also allow me to get information from a large number of head teachers through the questionnaire method, which is widely used as a useful research instrument for collecting survey information and providing structured and numerical data, within a short period of time, which are often straightforward to analyze (Cohen, Manion & Marrison, 2000). Since my research requires collecting data at a single point in time, I have selected a cross-sectional survey because a “cross-sectional survey produces a ‘snapshot’ of a population at a particular point in time” (Cohen, Manion & Marrison, 2000). An additional advantage of the cross-sectional survey is that it is quicker to conduct and cheaper to administer (Fraenkel and Wallen, 2006; Fink and Kosecoff, 1998).
Background of Study Sample
Since the government sector is the largest provider of education in Pakistan and Federal Government has also stressed great emphasis on enhancing the scope and amount of computers in Education. In this regard ‘The links to learning: Education Support to Pakistan (ED-LINKS)’ is also working with government on the same track, which is funded by the United States Agency for International Development (USAID).The ED-LINKS project is designed to facilitate implementation of the government’s agenda for quality education at the middle and secondary levels in Sindh, Balochistan, FATA and the Islamabad Capital Territory (ICT).
Apart from other activities of teaching learning process, ED-LINKS program also includes up-gradation and establishment of Computer Labs in selected middle and secondary schools of the project area. ED-LINKS is working closely with the Ministry of Education and the Federal Directorate of Education (FDE) for effective implementation of target activities in the selected schools, functioning in four rural and one urban sectors of FDE.
ED-LINKS is comprised of a team of international and local partners. AIR, the prime is joined by the Aga Khan Foundation (AKF-US/Pakistan) including affiliates, Aga Khan University Examination Board and Aga Khan University Institute for Educational Development, Children’s Resource International Pakistan, Management Systems International (MSI), Society for Community Support for Primary Education in Balochistan (Society), Sarhad Rural Support Program (SRSP), Teachers Resource Center (TRC), and Kids-on-line.
Ed-Links program has initiated a 10 week Certificate in Education: Educational leadership and management course at AKU-IED from July 2008 and it will continue till January 2009. The course is consisting of eight different modules about teaching learning processes. My research topic can be assisted by the fourth module i.e. Integration of ICT with Teaching Learning.
In this course the head teachers and deputy head teachers from the Government Schools of Balochistan and Sindh are taking part in three different cohorts. Specifically talking about the focus areas in Baluchistan are; Qilla Abdullah, Qilla Saifullah, Pishin, Loralai, Sibi, Bolan, Jaffarabad, Khuzdar, Awaran, Panjgoor and Kech and from Sindh; Khairpur, Shikarpur, Mirpurkhas, Sukkur, Dadu, Jamshoro, Jacobabad, Sanghar, Kashmore, Nawabshah and Tharparkar.
Through Ed-links program all the CPs are being exposed to the use of computers and in my opinion this exposure would be a patronizing factor toward positive or negative attitude toward computers. I assume all these CPs will be the representative samples, who have been drawn by the respective DEOs – District Education Officers, keeping the future facilitation and need in view. Understanding their attitude toward computers will guide for appropriate intervention plans in these areas and schools.
Sample
Good sampling achieves representativeness (Balnaves and Capuli, 2001) and is considered to finding ways to give all population members an equal chance of being selected and one of these is to use the probability methods for choosing a sample (Bryman, 2004). Samples selected through probability sampling techniques are more likely to be representative of the population they are drawn from and thus the likelihood of generalizing from sample to population increases. Keeping this criterion in mind, I intend to choose Ed-links program - ‘10 Week Certificate program for head teachers and deputy head teachers’- participants (male & female) of three cohorts total 224 CPs who will be invited to complete a questionnaire.
Data Generation Tool
To explore the attitudes towards computers of government school head teachers and deputy head teachers, I intend to adopt questionnaire developed by Pelgrum and Plomp, (1993) which was initially tested and validated in England, Germany, Greece and Netherlands. Then the tool was used as a part of study in several countries including China and India. The findings of the study confirmed the validity and reliability of this questionnaire. The research (Pelgrum, 1993) has suggested giving some more attention to females who seem, on the whole to be somewhat less positive about the educational impact of using computers than their male colleagues while Hashim, & Mustapha, (2004) have found that female respondents have more positive computer attitudes than males. So, it will be an interesting study to know about the gender difference according to attitude toward computer in Pakistani context.
The questionnaire is relevant to the purpose of my study which is to measure the attitude toward computers. This questionnaire is designed not only for the head teachers but it can also be used for students and teachers. Furthermore, as the appearance of the questionnaire is also important (Cohen, Manion and Marrison, 2000), when I looked at the appearance, it looked easy, attractive and interesting because the statements were according to the understanding level of any grade, in simple language and with very clear wording. Not only appearance looked okay, but the items were also relevant to explore my concern. As Robson (2002) states,“ a good questionnaire not only provides a valid measure of the research questions but also gets the cooperation of respondents, and elicit accurate information” (p.242), while Balnaves & Caputi (2001) describe questionnaire as an ‘ambassador’ for the research project.
Tool Piloting Phase
A preliminary test of a questionnaire helps to identify problems and benefits associate with the design (Balnaves and Caputi, 2001) and to get a better understanding of the frame of reference relevant to the questionnaire and question wording. Hence, the English questionnaire has been translated into Urdu and checked through back translation to ensure accuracy of translation and for an easy understanding of respondents.
Although, the tool has been piloted and validated, mostly in developed countries, and tool asks questions which appear relevant to the local context of Pakistan but still I feel there is a need to pilot it since it was used in a completely different context, and it is now translated in Urdu, therefore, I am in process to pilot the tool to check its construct and internal validity in the context of Pakistan. For this purpose I have already negotiated with CPs of M.Ed. (ELM) 2010 of AKU-IED and pilot testing phase is in process. I have not changed the originality of items. Nevertheless, the tool is being pilot tested and changes will be made accordingly if deemed necessary.
Questionnaire is based on two parts. Part A requests general demographic and computer use information while Part B is the measuring of Attitudes Toward Computers. Further details on the questionnaire are provided below:
Part A: Demographic and Background Information
In this section participants will be asked to provide information about their work experience, gender, age, highest level of education, do they own a computer, what area is their school located, in which province they belong to, do they use a computer and have they got any formal computer training. All these variables will be treated as independent variables, which will also be used for comparison and to identify the co-relation with attitudinal components during data analysis as a survey in comparison can cover a rang of issues and normally results in a variable by case matrix (person by age, person by education etc) (Balnaves & Caputi, 2001).
Part B: Attitude Towards Computer
The questionnaire consists of 20 items. Of these 20 statements, 18 are worded positively and two are worded negatively. Statements will correspond to four main dimensions namely;
1. Perceived Educational Impact
2. Perceived Social Impact
3. Training needs and
4. Self Confidence level
This tool employs a 5-point Likert scale to measure attitude as attitude scale plays an important role (May, 2003), in which head teachers will be asked to rank their attitude toward computers ranging from 1 (strongly disagree), 2 (disagree), 3 (not sure), 4 (agree) and 5 (strongly agree).
As far as getting ‘the cooperation of respondents’ and eliciting the ‘accurate information’ is concerned I am aware that the head teachers’ attitude towards computer questionnaire has not been tested (to the best of my knowledge) in Pakistan, hence it should be validated first in order to be able to do the above. Questionnaire will be mailed with a covering letter explaining the purpose of the questionnaire and stressing the need for cooperation and the anonymity of replies (May, 2001). I will enclose a stamped, addressed return envelope for respondents’ convenience in returning the completed questionnaire (Cohen, Manion & Morrison, 2000).
All questionnaires will be treated confidentially, only identification number will be printed on each questionnaire. The number will be used for convenience to recognize the respondent.
Intended Data analysis procedures
After the data collection, I intend to analyze data using the statistical software SPSS which according to Gaur & Gaur (2006) is the most reliable software for analyzing quantitative data, for frequencies, percentages, cross tabulation and descriptive statistics. The population variables of age, level of education, level of work experience, computer use, computer training, gender and their locality will be given numeric values to aid in data analysis. Following will be the step by step process of intended data analysis.
Data entry
I will create a data set by defining the variables, attaching labels and entering the pre-coded responses. The code for missing data will be ’99’ and for ‘invalid’ or ‘not applicable’ the code will be ’98.’
Data cleaning
After data entry, data cleaning is as important as the need to proof-read text for errors (Robson, 2002). I will carry-out data cleaning by checking the data for errors which could have been made while ‘keying in’ the data. After simple eye-balling of the data for any visible anomalies, I will conduct univariate analysis to explore each variable separately in my data set. Univariate analysis looks at the range as well as the central tendency of the values (Field, 2005). It also describes the pattern of response to the variable because it depicts each variable on its own.
Analysis
Firstly, descriptive statistics will be calculated for all variables. Means, standard deviations, minimums, and maximums will be calculated for continuous variables. Frequencies and percentages will be calculated for categorical variables.
Secondly, the data will be disaggregated by demographic variables, and inferential statistics will be calculated to assess the relationships between the demographic variables and attitudinal variables. I will also use descriptive statistics to describe and summarize the data.
Limitations in the Study
Like every research, my research will have some limitations that need to be acknowledged at this stage. Normally survey designs use to have a number of limitations. The most serious weakness concerns the validity and reliability of responses obtained to questions. Surveys provide only verbal descriptions of what respondents’ say they do or how they feel about something. Responses cannot always be taken as accurate descriptions of what the respondents actually do or really feel about something. I acknowledge that following will be my limitations.
Response rate
The mailed questionnaire is probably the most frequently used method for surveying; however, they tend to result in lower response rates (Dillman, 1978) and thus are more likely to obtain results that are biased in favor of the sample population most interested in the survey topic. Secondly, my research participants are in the far flung areas of Baluchistan and Sindh. I fear of delayed or misplaced delivery of mail.
To overcome this issue, I will have a face to face meeting with them as they will be visiting AKU-IED for their course participation and will request them to ensure their participation and for an early return mail. However, respondents will be given approximately two weeks from the date of initial mailing to return the questionnaires. For the purpose of reciprocity and to increase the response rate, I will send a thank you postcard/letter to all respondents after two weeks of my initial mail (questionnaire). This postcard/letter will serve both as a friendly reminder for non-responding individuals to respond and as a thank you to individuals who already responded.
Social Desirability
It is obvious that when we know that other people are watching us, we will tend to behave in a way we believe is socially acceptable and desirable. It is a common tendency and nature of human being to reply in a manner that will be viewed favorably by others. I expect some responses in this category.
Again this issue can be eliminated by face to face meeting and assuring them through the research information sheet that there is no any right or wrong answer and strict maintenance of anonymity of their identification would surely decrease the social desirability, as the tool doesn’t ask about their names or any other personal identification. Secondly as I am sending postal surveys and respondents will not perceive themselves to be in a survey situation, and thus I expect more open and fair personal information.
Monitoring the answers
As my research tool will be mailed to the respondents to be filled and return to me. So, I will not be in a position to monitor filling up process at every individual’s end. May be some people will pass questionnaires to others to answer.
Through information sheet and during face to face meetings, I will try to motivate and honor that their own responses are very much valuable for me.
Ethical Consideration
As I am intending to carry out an academic or educational setting research, so, I have to consider and be aware of the ethics as “Ethics in research are the principles of right and wrong that a particular group accepts” (Bogdan and Biklen, 1998, p.49). To ensure the dignity, privacy and interests of the participants I am using an anonymous survey, so that respondents’ privacy could be guaranteed or non-traceable (Cohen et al. 2002).
I will seek permission of the people who I will be studying to conduct research involving them. I will not do anything that would cause physical or emotional harm to my research participants. I will be reporting research findings accurately representing what I will get through my measurement tool.
As a researcher I must pay attention to the ethical principals as the term research ethics indicates a moral enterprise between the researcher and the research participants (Vazir, 2004). It refers to the question of right or wrong, and it is conforming to the standards of conduct specified in research (Fraenkel & Wallen, 2006).
Therefore, I will inform the research participants about the purpose of the research and expectations. I will provide a complete information sheet to every participant about the research by clearly stating the purpose of the study along with the consent forms.
I will also assure my respondents that the information provided by them would be used for the study purposes only. The privacy of the records would be maintained and no one would have access to them before analysis and report-writing. After completion of the study the records would be destroyed in accordance with the Institute’s policy and the dissemination of research findings would be done in accordance with the ethical considerations of not harming the personal and academic lives of participants involved. I will also write letters of thanks to the head teachers as a token of my appreciation and in the spirit of reciprocity.
Time Frame Schedule
Table 1: Time Frame
S #
Activities
From
To
Days
1
Proposal Writing
06/10/2008
24/11/2008
48 days
2
Translation of instrument.
10/11/2008
18/11/2008
08 days
3
Piloting the instrument
18/11/007
30/11/2008
12 days
4
Analysis
01/12/2008
10/12/2008
10 days
5
Mailing Questionnaire
15/12/2008
25/12/2008
10 days
6
Thanks and Reminder letters
31/12/2008
10/01/2009
11 days
7
Collection of Questionnaire
15/01/2009
31/01/2009
16 days
8
Data entry & Analysis
01/02/2009
14/02/2009
15 days
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