Unit 2 Creating a positive impression within hair and beauty Unit overview 30 Guided learning hours Learning outcomes LO1: Know the key aspects of creating a positive impression in the hair and beauty sector LO2: Be able to create a positive impression within the hair and beauty sector LO3: Be able to carry out customer satisfaction surveys within the hair and beauty sector under supervision Resources provided: Sample scheme of work page 000 Overview of activities page 000 Activities page 000 Sample assessment PowerPoint presentation on CD-ROM on CD-ROM Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. 35
Unit 2 Creating a positive impression within hair and beauty Sample scheme of work Guided learning hours (GLH): 30 Structure of delivery: This is a suggested guide for delivery of this unit and the activities. External visit and discussion 4 hours Work shadowing/role play 12 hours in sessions as required (6 x 2 hours) Research and theory sessions 8 hours Work with drama specialists and follow-up activity 2 hours Input from business specialist and write up 2 hours Final assessment 1 hour External assessment 1 hour GLH Content Possible activities Resources Session 1: 2 GLH Describing the key aspects of creating a positive impression in terms of personal presentation (hair, make-up, clothing, footwear, jewellery, personal hygiene). Introduce the unit aims and objectives. PowerPoint presentation 2 can be used for this. Team activity Divide the class into two teams A and B. The purpose of the activity is that one team (A) uses a volunteer model to demonstrate someone inappropriately dressed/groomed for their salon/work environment. The other team (B) demonstrates the opposite. The appearance of the volunteer models should reflect that have considered hair, make-up, clothing, footwear, jewellery and personal hygiene in relation to health and safety and legal requirements, employer codes of practice and related guidelines. question-and-answer two-way feedback, recap next session. Copies of unit overview and learning outcomes from the VTCT Diploma in Hair and Beauty Studies specification PowerPoint presentation 2 Flipchart paper and pens Internet access Relevant textbooks Magazines Hair/beauty uniforms Video camera GLH Content Possible activities Resources Session 2: 4 GLH Session 3: 2 GLH Knowing the key aspects of creating a positive impression in relation to customer service skills such as: meeting and greeting courtesy hospitality building relationships maintaining relationships. Understanding the key aspects of creating a positive impression through communication skills such as, speaking, reading, writing and body language. Whole-class or individual work Learners visit a department store/shopping centre to identify customer service skills in action. Hand out Activity sheet 2.2 prior to visit. Learners also consider personal presentation of those delivering customer service, following previous session content. Discuss findings from their recent visit. Lead to discuss specifically: meeting and greeting clients/customers being courteous hospitality building good relationships with clients/ customers maintaining good relationships with clients. question-and-answer, two-way feedback, Small-group activity (2 3 in each group) Engage the help of the drama department/ local drama group/instructor to help understand the implications of the following scenarios: how poor skills can cause confusion in the salon the effect of speaking inappropriately to clients the potential problems of not reading instructions carefully Activity sheet 2.2 Activity sheet 2.3 Drama specialist Props as required Internet access Textbooks Video camera Paperwork for consent to video 36 37
GLH Content Possible activities Resources Session 3: 2 GLH (Continued) Session 4: 2 GLH Understanding why the key aspects of creating a positive impression are important to business. what happens when the written message is not the same as the spoken message use of positive and negative body language. Hand out Activity sheet 2.2 prior to the drama session. Note: Tutors/teachers/practitioners may wish to video performances for assessment/future reference or teaching aids for other groups. Individual work As an alternative to the small-group activity, ask to research each scenario and write a short piece on why each is important. question-and-answer two-way feedback, Arrange for a successful hair and beauty salon owner/manager to explain and describe, through personal experience, why creating a positive impression is important to business. Ask to make notes as they listen, then to complete a brief write-up at the end of the talk to explain key points (see Activity sheet 2.4). Individual work Ask to put together all the knowledge and information they have gathered from the previous three sessions to give an answer to this question: Why are personal presentation, customer service skills and communication skills important to business? This can be done in the form of a portfolio or PowerPoint presentation. question-and-answer two-way feedback, recap next session. Activity sheet 2.4 Presenter Employer Champion Video camera to film presentation (if acceptable to presenter) Presentation facilities as required GLH Content Possible activities Resources Session 5: 6 GLH Session 6: 6 GLH Creating a positive image for a range of services, provided in the following ways: face to face over the telephone in a general working environment through teamwork through advertising and public relations in meetings. Understanding the importance of creating a positive image for the service sector through the following means: personal presentation salon layout privacy lighting music services and treatments available. Individual work Using Activity sheet 2.5, workshadow employees in a salon over a series of days. This may involve workshadowing up to six different people to cover the bullets listed under Content and again on Activity sheet 2.6. Where possible, should experience all these aspects and gain feedback from their mentor. Using Activity sheet 2.6, play the role of a salon manager in a realistic working salon environment. Learners need to experience all the aspects listed in the bullet list under Content. Using Activity sheets 2.7 and 2.8, note down ideas, self-assess and gain feedback from others involved in the work experience and role-play processes. question-and-answer two-way feedback, recap next session. Individual work Using Activity sheet 2.9, workshadow employees in a salon over a series of days. This may involve workshadowing to ascertain information about each point listed under Content and again on Activity sheet 2.10. Where possible, should monitor all these aspects and gain feedback from their mentor. Activity sheets 2.5 2.8 Workshadowing placement Realistic working salon environment for role-play Activity sheets 2.9 2.11 Workshadowing placement Realistic working salon environment for role-play 38 39
GLH Content Possible activities Resources GLH Content Possible activities Resources Session 6: 6 GLH (Continued) Session 7: 2 GLH Session 8: 2 GLH Understanding the reasons for image differences between hair and beauty salons. Understanding what is meant by customer care and customer satisfaction. Using Activity sheet 2.10, play the role of a salon team member in a realistic working salon environment. Learners need to monitor all the aspects listed in the bullet list under Content. Using Activity sheet 2.11, note down ideas, self-assess and gain feedback from others involved in the work experience and role-play processes. question-and-answer, two-way feedback, recap next session. Lead a discussion to identify, from work placements and workshadowing experiences, the key image differences between the various salon types (see Activity sheet 2.12). Paired work As an alternative to a whole-class discussion, ask to work in pairs to review their workshadowing experiences and identify the key image differences between the various salon types. Learners to note these on a flipchart and present to the class. question-and-answer, two-way feedback, recap next session. Individual work Ask to read the definition of customercare and customer satisfaction on Activity sheet 2.12 Flipchart and pens Activity sheets 2.13 and 2.14 Textbooks Dictionary ICT facilities Session 8: 2 GLH (Continued) Session 9: 3 GLH Knowing how to design and implement an appropriate customer satisfaction survey for the target customer by choosing the correct method, design, implementation, analysis and presentation of that survey. Activity sheet 2.13, and then complete the tasks, which culminate in a short piece of writing about the benefits to business of customer satisfaction. Individual/paired work Using Activity sheet 2.14, ask to complete a flowchart on how to build a good relationship with a customer who is not impressed with the quality of service or customer care they have received. Encourage them to use colour on their chart. Also encourage them to discuss any of their decisions with you. Using an A4 sheet of paper, they can then recreate their flowchart for presentation to others or to be displayed on the board. question-and-answer two-way feedback, recap next session. Individual work Ask to collect a sample selection of customer surveys. Encourage to search the following: retail stores, the Internet, magazines, product packaging, and promotions and advertising materials. Encourage to identify and highlight key questions and points common to all surveys i.e. purpose, data protection information, general questions, supplementary information requests and so on. Paired work Using Activity sheet 2.15, ask to design and carry out a customer survey. Explain that that, once they have gathered data, they will need to analyse and evaluate their findings and present them to the rest of the class. question-and-answer, two-way feedback, checking that these have been met. If possible, allow time to deal with any queries and concerns that may have cropped up during the unit as a whole. Activity sheet 2.15 ICT facilities Presentation facilities 40 41
Unit 2 Creating a positive impression within hair and beauty Overview of activities Activity 2.1 Introduction to the key aspects of creating a positive impression 2.2 Customer service skills 2.3 Communication skills Notes Introduce to the Diploma in Hair and Beauty Studies using PowerPoint presentation 1. Undertake a team activity in which one team deliberately presents information incorrectly and the other team presents it correctly. You will need to encourage a model to volunteer for each team. If there are no volunteers, make a selection based on who you think could confidently take on this task. Explain to that they will be visiting a large department store or shopping centre to experience customer service skills. You will need to arrange this in advance and decide whether this is best carried out as a class or individual activity. Remind they will need to take their activity sheet, pens and notebooks with them. Explain to that they will be working with a drama group/instructor to put together a short drama that demonstrates one of the scenarios on the activity sheet. You will need to assign to small groups (say three or four) and run through the scenarios with them briefly discussing a few examples from each. Tell to use the writing box at the end of the activity sheet to jot down any notes or thoughts about the scenario they will be working on. Links to functional skills Writing Writing ICT Use ICT systems Find and select information Develop, present and communicate information Links to PLTS Creative thinkers Team workers Creative thinkers Creative thinkers Team workers Activity 2.4 Why the key aspects of creating a positive impression are important to business 2.5 Work shadowing in a salon (1) 2.6 Role-playing a salon manager 2.7 Key aspects of creating a positive impression: assessing your role (1) 2.8 Putting theory into practice Notes Learners listen to a presentation by a hair and beauty professional and use their activity sheet to make notes. Learners then complete a writeup giving the key points of the presentation. Finally, work individually or in groups to give a presentation about creating a positive impression. Some may need support from an ICT subject specialist. Learners workshadow employees in a salon to observe and practise creating a positive impression. The workshadowing activity may be in addition to planned work experience or as part of it, depending on timescale and practicalities. Activity sheet 2.5 supports this task. Learners then role-play the part of a salon manager. You will need to advise them of the salon environment making sure that all the environments are covered among the. Activity sheet 2.6 supports this task. When have undertaken their workshadowing and played the role of a salon manager, they should complete Activity sheets 2.7 and 2.8, which allow them to evaluate, self-assess and receive feedback from others. All of this information will be useful when they attempt the task of devising, designing and carrying out a questionnaire, then analysing the data gathered (see Activity sheet 2.15). Links to functional skills Writing Writing Links to PLTS Team workers Let know that their performance may be videoed for assessment purposes. 42 43
Activity Notes Links to functional skills Links to PLTS Activity Notes Links to functional skills Links to PLTS 2.9 Workshadowing in a salon (2) 2.10 Role-playing a salon team member 2.11 Assessing your role (2) Learners workshadow employees in a salon to learn why the correct salon environment is important to creating a positive image. The workshadowing activity may be in addition to planned work experience or as part of it, depending on timescale and practicalities. Activity sheet 2.9 supports this task. Learners then role-play the part of a salon team member. You will need to advise them of the salon environment making sure that all the environments are covered among the. You will also need to ensure that all the things to consider listed on Activity sheet 2.10 are covered. When have undertaken their workshadowing and played the role of a salon team member, they should complete Activity sheet 2.11, which will allow them to assess their role. All of this information will be useful when they attempt the task of devising, designing and carrying out a questionnaire, then analysing the data gathered (see Activity sheet 2.15). Time has been allocated in the next activity to discuss and feed back on Activity sheet 2.5 2.11. Writing Creative thinkers Team workers Self-managers 2.13 Customer care and customer satisfaction (1) 2.14 Customer care and customer satisfaction (2) 2.15 Customer surveys With, read the definition of customer care and customer satisfaction. Learners then research difficult words and phrases, as underlined in the definition, before completing the three tasks on Activity sheet 2.13. The culmination of this activity is for to understand the benefits of customer satisfaction to business. So check understanding of this focus. Use Activity sheet 2.14 to continue with the theme of customer care and customer satisfaction. Here complete a flow chart, which has already been started for them. Guide through the process of designing and completing a customer satisfaction questionnaire, and then analysing the data. Remind that all of their recent workshadowing and role-playing, along with their self-assessment and feedback will help them when it comes to identifying what needs to be added to the questionnaire. Writing Writing ICT Use ICT systems Find and select information Develop, present and communicate information Creative thinkers Team workers Self-managers Creative thinkers Team workers Self-managers 2.12 Discussion and reflection Use the Activity sheet to help review workshadowing and role-play work in recent sessions. Encourage them to consider the different environments necessary for creating a positive image for each of the following salon types: hairdressing barbering African Caribbean spa therapy nail service beauty therapy. Creative thinkers 44 45
Activity 2.1 Introduction to the key aspects of creating a positive impression Session 1 This sheet is for tutors/teachers/practitioners only. 1. Introduce the class to Unit 2 of the Foundation Diploma in Hair and Beauty Studies using PowerPoint presentation 2. Run through, and briefly describe, the key aspects of creating a positive impression: personal presentation, customer service skills, communication skills and why these are all important in business. 2. Give enough time to read through the learning outcomes for Unit 2. Then lead a question-and-answer session to identify any issues and queries, helping to resolve them. The question-and-answer session will help you to review group dynamics and individual ability and input important for planning support and delivery. A range of suggested activities has been included in the scheme of work (see pages 000 000). These activities can often be adapted to individual, paired or group/team/class work. Depending on class/group dynamics, you may need to incorporate each type to accommodate different learning styles and abilities. 3. Divide the class into two teams A and B. Tell these teams that their task is to research how someone working in the hair and beauty sector should be dressed and groomed. They need to take into account the following six elements of personal appearance and grooming: hair make-up clothing footwear jewellery personal hygiene. Explain that you need one person from each team to act as a volunteer model. When these two people have been selected, tell that: team A should present their model inappropriately dressed/groomed team B should present their model appropriately dressed/groomed. The appearance of the models should reflect that have considered the six elements of grooming. Learners comments should also reflect how these elements should be considered in relation to: health and safety legal requirements employer codes of practice other related guidelines. Undertaking an activity during this unit Individual activities are suitable for independent and capable. Paired activities are suitable for more capable and confident. Small group activities are suitable for needing moral support and with lower academic skills. Written work could be produced in the form of: short descriptive paragraphs short descriptive paragraphs with image/s. Presentations could be made using: flipcharts smart whiteboards PowerPoint ICT-generated handouts. Poster work could be produced in the form of: descriptions and images. Personal presentation task Photographs should be taken of the two models, where possible, and used for portfolio evidence and future reference. Activity 2.2 Customer service skills Session 2 Note: You are about to visit a large department store or shopping centre to experience customer service skills. Your tutor/teacher/practitioner will arrange this for and give you further details. 1. Focus on make-up and beauty counters and hair salons. 2. Remember the key points from session 1 of this unit about personal presentation. 3. During your visit, ask a member of staff for information about a product, service or item. As you watch and experience customer service, answer the following questions by circling Yes or No. You will also be asked to give occasional explanations for your answers. Are staff on the beauty counters wearing a uniform? Yes No Are staff in the hairdressing salons wearing a uniform? Yes No Do staff look happy in their work? Yes No Were you impressed with the customer service skills when you asked for information? Yes No Why were you impressed/not impressed? Were you impressed with the personal appearance of staff? Yes No Why were you impressed/not impressed? Why do you think customer service skills are important? 46 47
Activity 2.3 Communication skills Session 3 You are about to work with a drama group/instructor to put together a short drama that demonstrates one of the scenarios in the box below. Your tutor/teacher/practitioner will assign you to a small group and explain more about this task. Your performance may be videoed for assessment purposes. Use the writing box below to jot down any notes or thoughts about the scenario you will be working on. Scenarios How Poor Listening Skills Can Cause Confusion In the salon. The Effect of Speaking Inappropriately to Clients, Face to Face and on the Telephone. The Potential Problems of Not Reading Instructions Carefully. What Happens When the Written Message Is Not the Same as the Spoken Message. Use of Positive and Negative Body Language. Activity 2.4 Why the key aspects of creating a positive impression are important to business Session 4 This sheet is for tutors/teachers/practitioners only. 1. Whole-class presentation by a hair and beauty professional Explain to the class that they are about to listen to a presentation from a successful salon owner/manager. Encourage them to make notes of the key points (see below), stating that after the presentation, they will complete a write-up on these that will be handed in for assessment. (It may be beneficial to discuss these points with the professional before they structure their presentation, to ensure all the points listed below are clearly covered.) Key points Knowing that upholding the required standards of personal presentation and using effective customer service skills help to create and maintain a positive impression not only of the professional themselves but also of the salon. Appreciating that the ways in which hair and beauty professionals present and conduct themselves will influence the opinions that clients form of the business. Appreciating that how clients perceive the salon may be influenced in quite subtle ways in ways that are not always obvious, even to the clients themselves, i.e. clients perceptions of the same salon may vary because of the methods used to meet and greet them on their first visit. Some may perceive the salon as very professional and business-like while others may perceive it as casual and friendly depending on who greeted them and the methods/speech/body language/personal appearance of the greeter. Initial impressions stay with clients for a long time, so professionals need to make a consistently good first impression! 2. Writing task for Remind that their write-ups should clearly cover the key points from the presentation. Their work should also be proofread by them before handing in for assessment (i.e. they should check that the write-ups are grammatically correct, with accurate spellings and punctuation). 3. Presentations from As a group or individually (depending on your preference and time limitations), encourage to make a PowerPoint presentation about creating a positive impression. Some may need support from an ICT subject specialist. 48 49
Activity 2.5 Workshadowing in a salon (1) Session 5 Activity 2.6 Role-playing a salon manager Session 5 You are about to workshadow employees in a salon to observe and practise creating a positive impression within the hair and beauty sector. Before you do this, complete sections 1 4 of the form below. When your workshadowing is over, fill in sections 5 and 8. Your mentor and tutor/teacher/practitioner will complete sections 6, 7, 9 and 10. You are about to play the role of a salon manager. Your tutor/teacher/practitioner will tell you which salon environment you will be working in. During your time as the salon manager you will do the things listed below. You should also complete Activity sheets 2.7 and 2.8 as you carry out your salon manager role. 1. Salon contact details 2. Name of mentor 3. Length of time shadowing 4. Tick the areas you are already confident with and the areas you would like to focus on during your workshadowing Personal image/presentation/appearance Confident Want to observe and practise Deal with clients face to face. Positive attitude Listening carefully Deal with clients over the telephone. Speaking clearly Explaining Play your part in the general working environment of the salon. Asking questions Reading and understanding instructions and information Work as part of the salon team. Dealing with clients face to face Dealing with clients over the telephone Guide your team of staff in putting together an advertising Fitting in to the general working environment Advertising and public relations campaign to promote the salon and its services. Teamwork working collaboratively and effectively Meetings appropriate input and attitude Communicating with clients from different socio-economic backgrounds Hold meetings with your team to identify, discuss and resolve issues within the salon environment. Communicating with clients from different ethnic backgrounds, race, gender, age Non-discriminatory attitude to others 5. Feedback from candidate things I have learned from this activity 6. Feedback from mentor 7. Action plan i ii iii 8. Candidate signature and date 9. Mentor signature and date 10. Tutor/teacher/practitioner signature and date 50 51
Activity 2.7 Key aspects of creating a positive impression: assessing your role (1) Session 5 Think about Activity 2.6, which you are currently doing or have recently completed. Fill in this form about how you good you felt you were as a salon manager. Date Name of tutor/teacher/practitioner Activity 2.8 Putting theory into practice Session 5 Think about Activity 2.6, which you are currently doing or have recently completed. Ask your colleagues to fill in the first part of this form. Then fill in the second part yourself. This feedback will help you with future similar activities or in the workplace. Feedback from colleagues Colleague 1: Comments Personal skills you bring to the role of salon manager Colleague 2: Comments Colleague 3: Comments Providing services and dealing with people What did you do? Face to face Review by candidate Things I have learned from this activity Over the telephone General working environment Teamwork Advertising and public relations Meetings Candidate signature and date Tutor/teacher/practitioner signature and date 52 53
Activity 2.9 Workshadowing in a salon (2) Session 6 Activity 2.10 Role-playing a salon team member Session 6 You are about to workshadow employees in a salon to learn why the correct salon environment is important to creating a positive image. Before you do this, complete sections 1 4 of the form below. When your workshadowing is over, fill in sections 5 and 8. Your mentor and tutor/teacher/practitioner will complete sections 6, 7, 9 and 10. You are about to play the role of a salon team member. Your tutor/teacher/practitioner will tell you which salon environment you will be working in. During your time as a salon team member you should consider how the following could influence how you and the salon can create a positive impression. You should also complete Activity sheets 2.11 and 2.12 as you carry out your salon team member role. 1. Salon contact details 2. Name of mentor/manager 3. Length of time on shadowing Things to consider Personal presentation Influence on impression of salon 4. Points to be discussed with mentor/manager ( Please write in any additional points that you feel are important.) Good What needs to change and why Salon layout Level of privacy offered by salon Salon layout Types of lighting Type of music played Volume of music played Range of services available to clients Level of privacy offered by salon Range of treatments available to clients 5 Feedback from candidate (things learned from this placement/shadowing) Types of lighting 6. Feedback from mentor/manager (Does candidate know why the correct salon environment is important to creating a positive image? Please give an example if possible.) Type of music played 7. Action plan i ii Volume of music played iii iv Range of services available to clients v 8. Candidate signature and date 9. Mentor signature and date 10. Tutor/teacher/practitioner signature and date Range of treatments available to clients 54 55
Activity 2.11 Assessing your role (2) Session 6 Activity 2.12 Discussion and reflection Session 7 Think about Activity 2.10, which you are currently doing or have recently completed. Fill in this form about how, as a member of a salon team, you can help to create a good impression of the salon. Date Name of tutor/teacher/practitioner Think back to your recent workshadowing and role-playing activities (Activity sheets 2.5 2.11). 1. As you discuss and reflect on these activities, identify the different environments necessary for creating a positive image in the following salon types. Salon types Environment needed for positive image The ideal salon environment for a type of salon would be Hairdressing Barbering Creating a positive image Personal presentation When and how was this important? African Caribbean Salon layout Spa therapy Privacy Nail services Lighting Music volume and type Beauty therapy Services and treatments available 2. Draw a chart or diagram to show the key important differences and aspects needed to create a positive image, for each salon type. Use the back of this sheet or a fresh piece of A4 paper. 56 57
Activity 2.13 Customer care and customer satisfaction (1) Session 8 Activity 2.14 Customer care and customer satisfaction (2) Session 8 Read the text in the box below. Then complete the tasks that follow it. Customer care and customer satisfaction Customer care is about achieving customer satisfaction by anticipating, meeting and exceeding customers needs and expectations. It also includes dealing with customers effectively in all circumstances and building good relationships with customers. customer care leads to customer satisfaction. 1. Research the words and phrases underlined. Make a note of what they mean. Think back to Activity 2.13. Remind yourself of the definition of customer care and satisfaction. Re-read the notes you made. What do you think should be done to build a good relationship with a customer who is not impressed with the quality of service and customer care they have received? The flowchart below shows the first two steps. Choose the action steps for the final boxes. Manager has identified poor customer service and customer care. Identify what went wrong customer s opinion Identify what went wrong staff opinion 1 1 Manager has identified incompatibility between member of staff and customer. 2. Write the text out again using your own words. 2 2 3 3 3. Explain the benefits of customer satisfaction to business. Compensate customer. Review staff training. Allocate a different member of staff to client. Discuss options with client. Discuss options with staff. Discuss options with staff. 58 59
Activity 2.15 Customer surveys Session 9 Throughout Activity sheets 2.5 2.12 you have gathered together a range of information about managing and working in a salon environment. This information will help you to design and carry out a simple customer satisfaction questionnaire (see Activity sheets 2.13 and 2.14). You will work with a partner on this task. 1. Identify with your partner and your tutor/teacher/practitioner who your customer survey is aimed at. 2. Check back over all the tables you have completed in Activity sheets 2.5 2.12 to help you plan your questionnaire. These tables will indicate key areas and questions you should be thinking about for your survey. 3. Discuss the final layout with your tutor/teacher/practitioner, making any suggested changes/additions. 4. Gather responses from people using the following methods. Face to face. Over the telephone. Using the Internet (this could be done on the college/school website). Written. Note: You will need to think about data protection here. You may need to reassure those completing your questionnaire that all the information they give you will be for that purpose only, and will be kept confidential. 5. Analyse your findings by answering these questions. How many people completed the questionnaire? How many people did you ask to complete the questionnaire? How many people gave the same answer to the same question? Are there any questions people did not answer? Is there any supplementary information that might be useful? 6. Evaluate your findings. What was your survey about? Was it completed by as many people as you expected? What were the key popular opinions/views from the people who took part in the survey? What question (or questions) was the least important to the people who took part in the survey? What and how could you use any of the extra information? How important do you think customer satisfaction surveys are to a business? 7. Present your findings to your peer group. Choose your method/s of presentation. For example, you might use any of these or a combination: Flipchart PowerPoint Smart board Wipe board Handouts Charts and table. 60 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.