[Federal Register: July 6, 2001 (Volume 66, Number 130)]
[Notices]
[Page 35737-35742]
>From the Federal Register Online via GPO Access [wais.access.gpo.gov]
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Part III
Department of Education
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National Institute on Disability and Rehabilitation Research; Notice
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DEPARTMENT OF EDUCATION
National Institute on Disability and Rehabilitation Research
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of Final Funding Priorities for Fiscal Years (FY) 2001-
2003 for three Disability and Rehabilitation Research Projects.
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SUMMARY: We are announcing three final funding priorities under the
Disability and Rehabilitation Research Projects and Centers Program
(DRRP) of the National Institute on Disability and Rehabilitation
Research (NIDRR) for FY 2001-2003. Strategies for Promoting Information
Technology (IT)-based Educational Opportunities for Individuals with
Disabilities, Strategies for Promoting Information Technology (IT)-
based Employment and Training Opportunities for Individuals with
Disabilities, and Wayfinding Technologies for Individuals Who Are
Blind. We take this action to focus research attention on areas of
national need. We intend these priorities to improve the rehabilitation
services and outcomes for individuals with disabilities.
DATES: These priorities take effect on August 6, 2001.
FOR FURTHER INFORMATION CONTACT: Donna Nangle. Telephone: (202) 205-
5880. Individuals who use a telecommunications device for the deaf
(TDD) may call the TDD number at (202) 205-4475. Internet:
Donna.Nangle@ed.gov.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
SUPPLEMENTARY INFORMATION: This notice contains final priorities under
the National Institute on Disability and Rehabilitation Research
(NIDRR) Disability and Rehabilitation Research Projects and Centers
Program (DRRP) for Strategies for Promoting Information Technology
(IT)-based Educational Opportunities for Individuals with Disabilities,
Strategies for Promoting Information Technology (IT)-based Employment
and Training Opportunities for Individuals with Disabilities, and
Wayfinding Technologies for Individuals Who Are Blind.
The final priorities refer to NIDRR's Long-Range Plan (the Plan).
The Plan can be accessed on the World Wide Web at: http://www.ed.gov/
offices/OSERS/NIDRR/#LRP.
National Education Goals
The eight National Education Goals focus the Nation's education
reform efforts and provide a framework for improving teaching and
learning.
This notice addresses the National Education Goal that every adult
American will be literate and will possess the knowledge and skills
necessary to compete in a global economy and exercise the rights and
responsibilities of citizenship.
Authority
The authority for the program to establish research priorities by
reserving funds to support particular research activities is contained
in sections 202(g) and 204 of the Rehabilitation Act of 1973, as
amended (29 U.S.C. 762(g) and 764(b)). Regulations governing this
program are found in 34 CFR part 350.
Note: This notice does not solicit applications. A notice
inviting applications is published in this issue of the Federal
Register.
Analysis of Comments and Changes
On April 27, 2001, we published a notice of proposed priorities in
the Federal Register (66 FR 21125). The Department of Education
received three letters commenting on the notice of proposed priorities
by the deadline date. Most of the comments concerned all three
priorities, had multiple issues and suggestions, and overlapped with
other comments. NIDRR is responding to the comments on priority one and
priority two jointly. Technical and other minor changes--and suggested
changes that we are not legally authorized to make under statutory
authority--are not addressed.
Priority 1: Strategies for Promoting Information Technology (IT)-
Based Educational Opportunities for Individuals With Disabilities
Priority 2: Strategies for Promoting Information Technology (IT)-
Based Employment and Training Opportunities for Individuals With
Disabilities
General
Comment: The priorities should require applicants to disseminate
research results to State vocational rehabilitation agencies.
Discussion: NIDRR agrees that vocational rehabilitation agencies
would benefit from the research results disseminated by the projects.
Changes: The dissemination activities for both IT-based priorities
have been expanded to include public vocational rehabilitation agencies
as appropriate audiences for disseminating each project's research
results.
Priority 3: Wayfinding Technologies for Individuals Who Are Blind
Comment: One commenter suggested that the Rehabilitation
Engineering Research Center (RERC) be required to conduct a comparative
study looking at successful and less successful travel techniques used
by both sighted and blind travelers.
Discussion: An applicant may propose a comparative study under the
first activity and the peer review process will evaluate the merits of
the proposal.
Changes: None.
Comment: One commenter stated that including the word ``safely'' in
the first activity implies a level of assurance that can never exist in
any public travel environment and should therefore be eliminated from
the activity.
Discussion: NIDRR believes that including the word ``safely''
within the general purpose statement and subsequent activities of this
priority is appropriate even though it may never be 100 percent
achieved.
Changes: None.
Comment: One commenter feels that evidence gathered for this
priority does not support the requirement that applicants must
investigate ``electronic travel aids'' in the second activity and
suggested the word ``electronic'' be eliminated altogether and the
words ``and techniques'' be added after ``travel aids.''
Discussion: NIDRR believes that the background statement adequately
supports each activity, including the need to investigate, evaluate,
and develop electronic travel aids. However, NIDRR does agree with the
commenter's suggestion to add ``and techniques'' after ``travel aids.''
Changes: The second activity has been revised by adding the words
``and techniques'' after the word ``aids.''
Comment: One commenter suggested that the third activity would be
strengthened by adding ``and State and local government agencies
concerned with traffic control, design of public transit and transit
information and vending systems' after ``industry.''
Discussion: NIDRR agrees that State and local government agencies
play an important role in the design, development, and maintenance of
systems concerned with traffic control and public transportation. An
applicant could propose to explore strategies for strengthening
partnerships with State and local government agencies regarding these
issues and the peer
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review process will evaluate the merits of the proposal.
Changes: None.
Comment: One commenter suggested that the word ``project'' in the
general purpose statement implies a transitional nature to the funded
entity and recommended replacing it with ``program.''
Discussion: The use of the word ``project'' in this priority is
correct and is not meant to imply anything beyond what is published in
the Federal Register.
Changes: None.
Comment: One commenter emphasized the importance of including
experienced and novice blind and partially sighted travelers that are
representative of a demographically older and geographically diverse
population in all facets of this project and recommended that NIDRR
reorder the bulleted section of the priority to put consumers first on
the list of required collaborators. The commenter went on to recommend
rewording the last bulleted item in the proposed priority so that it
reads ``Projects must demonstrate success in recruiting and employing
qualified individuals who are blind and partially sighted at every
level of the program.''
Discussion: NIDRR does not rank activities identified in its
priorities. All applicants are expected to address every activity,
including those that are bulleted, and have the discretion to propose
the amount of resources they expect to allocate for each activity. The
peer review process will determine the merits of each proposal. NIDRR
does not agree with the proposed rewording of the last bulleted item.
The commenter's concerns about recruiting and employing qualified
individuals who are blind and partially sighted at every level of the
program are addressed in the selection criteria used to evaluate
applications.
Changes: None.
Disability and Rehabilitation Research Projects and Centers Program
The authority for Disability and Rehabilitation Research Projects
(DRRP) is contained in section 204 of the Rehabilitation of 1973, as
amended (29 U.S.C. 762(g) and 764(b)). The purpose of the DRRP program
is to plan and conduct research, demonstration projects, training and
related activities to--
(a) Develop methods, procedures, and rehabilitation technology that
maximizes the full inclusion and integration into society, employment,
independent living, family support, and economic and social self-
sufficiency of individuals with disabilities; and
(b) Improve the effectiveness of services authorized under the Act.
Priorities for IT-Based Employment and Education Initiatives
Background
The mission of NIDRR is to ``generate, disseminate, and promote the
full use of new knowledge that improves substantially the options for
disabled individuals to perform regular activities in the community,
and the capacity of society to provide full opportunities and
appropriate supports for its disabled citizens'' (NIDRR Long-Range
Plan, 64 FR 68575-68614, http://www.ed.gov/offices/OSERS/NIDRR).
Consistent with NIDRR's mission, the NIDRR long-range plan introduced
an expanded research agenda focused on elucidating the ``New Paradigm
of Disability.'' The new paradigm of disability presents a framework
for conceptualizing and understanding the interaction between
individuals and the environment and how it impacts the lives of persons
with disabilities. The dynamic person-environment relationship is
complex, encompassing both influences and consequences in a variety of
domains at the individual, institutional, and community levels. These
complex person-environment relationships are not clearly understood
although they have the potential to either facilitate community
integration and independence for individuals with disabilities or,
conversely, to serve as barriers to full participation in society,
including education and employment.
Employment is a critical factor in providing individuals with
disabilities opportunities to function independently in society.
Employment frequently engenders empowerment, inclusion, and
independence to the fullest extent possible. The National Organization
on Disability Harris Survey of Americans with Disabilities (2000) found
that only 32% of working age (18-64) individuals with disabilities work
full or part time compared to 81% of the non-disabled population, a
difference of 49 percent. In addition, more than two-thirds of those
individuals with disabilities who are not employed say they would
prefer to be working.
The Bureau of Labor Statistics has projected that four of the top
ten fastest growing occupations over the next eight years will be in
the information technology industry (``The 10 fastest growing
occupations, 1998-2008'', Bureau of Labor Statistics, U.S. Department
of Labor, 2000, http://stats.bls.gov/news.release/ecopro.t06.htm).
Information technology (IT) is also projected to be the number one
industry with the fastest wage and salary employment growth through
2008 (``Career Guide to Industries 2001-01 Edition, Bureau of Labor
Statistics'', U.S. Department of Labor, pg. 4, 2000, http://
stats.bls.gov/cghome.htm). Given the increase in IT employment
opportunities along with the flexibility these careers provide, the IT
field offers tremendous opportunities for individuals with
disabilities. One needs only to scan the daily newspapers to see the
abundance of openings for skilled IT professionals. Therefore, research
examining opportunities and barriers for individuals with disabilities
in IT-based employment is crucial in this IT driven society.
For purposes of this discussion, IT-based education and training
may occur in secondary, post-secondary, and vocational environments.
IT-based employment careers encompass the use of, but are not limited
to, high speed computers, modems, sophisticated telecommunications
networks, cable networks, intranets, the Internet, the World Wide Web,
and satellites.
In general, people with disabilities are less likely to have access
to technology. For example, 11 percent of people with disabilities aged
15 and above have access to the Internet at home, compared to 31
percent of individuals without disabilities (Kay, S.H. (2000), Computer
and Internet use among people with disabilities, Disability Statistics
Report (13, pg. 5), Washington DC: U.S. Department of Education,
National Institute on Disability and Rehabilitation Research. http://
dsc.ucsf.edu/UCSF/pdf/REPORT13.pdf).
Consequently, many individuals with disabilities have not
experienced the benefits of using information technology to advance
their education or employment careers. Students of all ages with
disabilities encounter barriers that limit their participation in IT-
based education and training.
Environmental, attitudinal, technical, social, and financial
barriers that limit access to IT-based education and training in IT are
often referred to as the ``digital divide'' (U.S. Department of
Commerce Report, ``Falling through the Net II: New Data on the Digital
Divide'', pg. 2, 1998, http://www.ntia.doc.gov/ntiahome/net2/
falling.html). Studies have found that students with disabilities in
grades K-12 receive the poorest exposure to science and math of any
category of students. Data compiled by the National Center for
Education Statistics compared college students with and without
disabilities and indicates that students with disabilities are
underrepresented in life sciences, physical sciences, and math
(National
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Center for Education Statistics, ``Students with disabilities in post-
secondary education: A profile of preparation, participation, and
outcomes'', NCES 1999-187, Washington, DC: U.S. Department of
Education, 1999, http://nces.ed.gov/spider/webspider/1999187.shtml).
Therefore, an under-exposure to the disciplines of science, engineering
and technology increases the likelihood that students with disabilities
who seek higher education will arrive poorly prepared to pursue
educational opportunities in these disciplines, further limiting their
chances to compete for employment in these and related areas.
Strategies to expand access to IT careers vary immensely. Private
and public partnerships may provide one mechanism for promoting skill
and knowledge acquisition and employment in the field of information
and communication technology. For instance, the DO-IT Scholars program
at the University of Washington is an example of collaboration between
educational and business partners to help students with disabilities
explore technology careers and encourage the acquisition of knowledge
and skills necessary to pursue technology careers. The National High
School and High Tech Program allows students with disabilities to
participate in ``hands on'' enrichment activities including site visits
to laboratories and manufacturing plants, mentoring with professionals
in high tech fields, and paid summer employment and internship
opportunities in high tech environments (U.S. Department of Labor,
``High School and High Tech--Chapter I--Introduction,'' Office of
Disability Employment Policy--U.S. Department of Labor, 2001, pg. 1,
http://www.dol.gov/dol/odep/public/media/reports/hsht00/toc.htm).
Increased knowledge and understanding of different disabilities as
well as reasonable accommodations, including assistive technologies and
access to IT, are critical to the recruitment and ongoing support of
individuals with disabilities in IT-based employment. In addition,
expanded knowledge of employee rights and responsibilities, cost
factors, legal issues, healthcare liabilities, and disability culture
will have an impact on the development of strategies used by employers
to successfully train and employ individuals with disabilities.
While individuals with disabilities are faced with barriers that
limit access to technology and related education and training, the
Internet and other information and communications technologies are
changing the way our society operates. For example, these technologies
have increased entrepreneurial and self-employment opportunities for
individuals with and without disabilities (``Career Guide to Industries
2001-01 Edition'', Bureau of Labor Statistics, U.S. Department of
Labor, pg. 42, 1999, http://stats.bls.gov/cghome.htm). To encourage
growth in this sector, an examination of the factors involved in IT-
related self-employment is needed to ensure that individuals with
disabilities have access to a full-range of employment options. It is
vital that more individuals with disabilities possess the skills
necessary for employment in IT-related fields as this will greatly
facilitate their full participation in America's economic, political,
and social life.
Priority 1: Strategies for Promoting IT-Based Educational
Opportunities for Individuals With Disabilities
We will establish multiple research projects to develop and
evaluate IT-based education and training strategies that increase the
employment of individuals with disabilities in IT related jobs. These
projects must:
(1) Identify, develop, and evaluate strategies that assist with
overcoming barriers that limit or preclude access to IT education and
training in secondary, postsecondary, and vocational education
programs;
(2) Identify and evaluate private and public partnerships between
educational entities and businesses to provide education or skill-based
training that assist individuals with disabilities in preparing for and
securing employment in the IT industry or employment in jobs requiring
expertise and training in IT; and
(3) Develop and implement in the first year of the grant, in
consultation with the NIDRR-funded National Center for the
Dissemination of Disability Research (NCDDR), a plan to disseminate the
project's research results to the appropriate audiences including, but
not limited to, educators, employers, manufacturers, persons with
disabilities, disability organizations, technology service providers,
businesses, public vocational rehabilitation agencies, and journals.
In addition to activities proposed by the applicants to carry out
these purposes, the projects must:
Coordinate with appropriate private and federally funded
programs, such as the NIDRR-funded Community Based Rehabilitation
Research Projects on Technology for Independence and the National
Center on Accessible Education-Based Information Technology, as
identified through consultation with the NIDRR project officer; and
Involve individuals with disabilities and underserved
populations in all aspects of this project.
Priority 2: Strategies for Promoting IT-Based Employment and
Training Opportunities for Individuals With Disabilities
We will establish multiple research projects that will conduct
research on IT-based employment and training strategies to identify
barriers at the systems and individual level and to identify and
evaluate effective strategies for promoting increased employment
opportunities for individuals with disabilities. These projects must:
(1) Identify and evaluate IT-based training and employment
recruitment, hiring, and placement strategies, including
entrepreneurial opportunities, that promote successful employment for
persons with disabilities in the IT industry;
(2) Identify, develop, and evaluate strategies to assist with
overcoming barriers that limit opportunities for advanced skill
development and promotions in jobs requiring significant IT knowledge
and skills (including training for individuals currently working in IT
industry and those in jobs requiring significant expertise with IT);
(3) Develop and evaluate training programs to inform employers,
educators, and individuals with disabilities about effective strategies
that will assist with overcoming barriers for IT-based training and
improve IT-based employment opportunities; and
(4) Develop and implement in the first year of the grant, in
consultation with the NIDRR-funded National Center for the
Dissemination of Disability Research (NCDDR), a plan to disseminate the
project's research results to the appropriate audiences including, but
not limited to, educators, employers, manufacturers, persons with
disabilities, disability organizations, technology service providers,
businesses, public vocational rehabilitation agencies, and journals.
In addition to activities proposed by the applicant to carry out
these purposes, the project must:
Coordinate with appropriate private and federally funded
programs, such as the NIDRR-funded Community Based Rehabilitation
Research Projects on Technology for Independence and Projects with
Industry (PWI), as identified through consultation with the NIDRR
project officer; and
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Involve individuals with disabilities and underserved
populations in all aspects of this project.
Priority 3: Wayfinding Technologies for Individuals Who Are Blind
Background
Traveling independently without the use of sight presents certain
challenges for some individuals and significant limitations for others.
Typical approaches used to reduce problems associated with independent
travel include environmental features that provide audible or tactile
equivalents of information available visually to sighted pedestrians,
training for individuals who are blind or visually impaired, and the
provision of devices to aid in wayfinding.
Wayfinding refers to techniques used by people who are blind or
visually impaired as they move from place to place independently and
safely. Wayfinding is typically divided into two categories:
orientation and mobility. Orientation concerns the ability for one to
monitor his or her position in relationship to the environment; and
mobility refers to one's ability to travel safely, detecting and
avoiding obstacles and other potential hazards. In general terms,
wayfinding is the ability to: know where you are, where you are headed,
and how best to get there; recognize when you have reached your
destination; and find your way out--all accomplished in a safe and
independent manner.
On September 28, 1999, the Interagency Committee on Disability
Research (ICDR), Subcommittee on Technology, sponsored a workshop to
explore the state-of-the-art of wayfinding technology and to identify
research and development activities that could improve the wayfinding
capabilities of individuals who are blind or visually impaired. A panel
of researchers, supported by the National Institute on Disability and
Rehabilitation Research, the Department of Veterans Affairs, the
National Science Foundation, and the Architectural and Transportation
Barriers Compliance Board, described the state of current technology as
well as ongoing research in the field. A panel of individuals who are
blind or visually impaired provided consumer perspectives. A common
theme expressed by the consumer panel was that newly developed
wayfinding technologies should supplement, and not supplant, already
accepted mobility aids such as white canes and guide dogs. Some
expressed concern that individuals could become too dependent on
electronic travel aids and lose their ability (or readiness) to travel
elsewhere. However, the panel also expressed the need for better
technical and environmental solutions that provide location and
mobility orientation for blind individuals at critical points in their
daily activities. (http://www.ncddr.org/icdr/icdr_wayfinding.html).
People who are blind or visually impaired rely heavily on their
senses to gather information about their surroundings, then use their
cognitive abilities, especially reasoning and memory, to determine what
the sensory information ``means'' for spatial orientation. Typically
individuals use auditory, tactile, olfactory and kinesthetic feedback
as they move about and associate certain sensory and perceptual
experiences with locations along a route. The quality and usefulness of
sensory information depends in part on how the individual who is blind
or visually impaired perceives the information and the specificity of
the information provided (Blasch, B., ``An Overview of Wayfinding
Issues and Technology,'' presented at the Interagency Committee on
Disability Research, Subcommittee on Technology Wayfinding Technology
Workshop, September 28, 1999).
Blind pedestrians often experience difficulty navigating where
there is free flowing traffic such as in parking lots, malls and office
complexes, campuses, and roads constructed to keep traffic flowing.
They frequently find it difficult and dangerous to obtain information
needed to cross at traffic intersections because of noise, intermittent
traffic flow, veering due to little or no acoustic guidelines or the
street being too wide, and intersections that offset from one another.
Conventional traffic signals often complicate the situation. In
contrast, intersections equipped with accessible pedestrian signal
(APS) technologies (e.g., audible or vibrotactile information sources)
have been shown to be helpful to blind and visually impaired
pedestrians.
Another problem stems from a growing trend of using free-flowing
roundabout intersections to move traffic quickly and safely.
Roundabouts, also referred to as traffic circles, are defined as
circular intersections typically with a center island and no traffic
signals. Many traffic engineers feel that roundabouts increase safety
because vehicles: (1) Must yield on entry to a roundabout; (2) rarely
travel perpendicular to one another; and (3) travel at relatively low
rates of speed while in roundabouts (Guth, D., ``Wayfinding at Modern
Roundabouts,'' presented at the Interagency Committee on Disability
Research, Subcommittee on Technology Wayfinding Technology Workshop,
September 28, 1999). However, much of the planning efforts for
roundabouts have neglected the wayfinding requirements and, as a
result, blind or visually impaired pedestrians have reported difficulty
with perceiving gaps in traffic that are sufficient to cross safely at
high-volume roundabouts (National Safety Council, ``Pedestrian
Accidents,'' National Safety Council Accident Facts (Injury
Statistics), 1998). (See http://www.nsc.org/Irs/stainfo/af80.htm1)
Due to tremendous advances in electronic and computer technologies,
there is great potential for development of new electronic travel aids
(ETAs). Ubiquitous computing, Global Positioning Systems, wearable
computers, wireless connectivity, microelectronic mechanical systems,
and new interface technologies are all examples of technological
advances that could be incorporated into a new generation of ETAs and
ultimately improve the wayfinding skills of individuals who are blind
or visually impaired. For example: traffic control buttons could be
programmed to be interactive with a wearable device; digital compasses
could aid users with alignment and veering; accessible digital maps
could provide blind pedestrians with information regarding street
names, addresses, and businesses; and sensor technology could help
blind pedestrians navigate hallways in large buildings and correct
veering in open spaces (i.e., malls, parks, transit plazas, etc.)
(Ross, D., ``Integrating Current Wayfinding Technology,'' presented at
the Interagency Committee on Disability Research, Subcommittee on
Technology Wayfinding Technology Workshop, September 28, 1999).
However, there is little evidence that advances in electronic and
computer technologies have been incorporated into new ETAs.
Priority 3
We will establish a project to investigate wayfinding strategies,
designs, environmental features, and electronic information and travel
aids that will enable blind and visually impaired pedestrians to safely
and independently navigate their surroundings, including traffic
intersections and roundabouts. The project must:
(a) Identify, assess, and evaluate current and emerging needs, and
barriers to meeting those needs, that affect the wayfinding abilities
of blind and visually impaired pedestrians to safely and independently
navigate their
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surroundings, including traffic intersections and roundabouts;
(b) Based upon the activities described in paragraph (a),
investigate, evaluate, and develop new planning strategies,
environmental features, and electronic travel aids and techniques that
can be used by blind and visually impaired pedestrians to safely and
independently navigate their surroundings, including traffic
intersections and roundabouts; and
(c) Develop and explore various strategies for strengthening
partnerships with industry to facilitate the development and
implementation of new designs, technologies, and applications that are
appropriate for blind and visually impaired pedestrians to use for
wayfinding.
In addition to activities proposed by the applicant to carry out
these purposes, the project must:
Collaborate on research projects of mutual interest with
relevant projects such as the NIDRR-funded RERCs on Low Vision and
Blindness and Information Technology Access as identified through
consultation with the NIDRR project officer;
Collaborate with relevant Federal agencies responsible for
the administration of public laws that address access to and usability
of traffic intersections for individuals with disabilities such as the
Architectural and Transportation Barriers Compliance Board, the U.S.
Department of Transportation's Federal Highway Administration, Federal
Transit Administration and National Highway Traffic Safety
Administration, and other relevant Federal agencies identified by
NIDRR; and
Involve individuals who are blind and visually impaired in
all aspects of this project.
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(Catalog of Federal Domestic Assistance Numbers 84.133A, Disability
Rehabilitation Research Project)
Program Authority: 29 U.S.C. 762(g) and 764(b).
Dated: July 2, 2001.
Francis V. Corrigan,
Deputy Director, National Institute on Disability and Rehabilitation
Research.
[FR Doc. 01-16982 Filed 7-5-01; 8:45 am]
BILLING CODE 4000-01-P