Subject: absolute pitch, tone language, and genetics From: Diana Deutsch <ddeutsch@xxxxxxxx> Date: Wed, 29 Aug 2007 12:29:28 -0700 List-Archive:<http://lists.mcgill.ca/scripts/wa.exe?LIST=AUDITORY>--Apple-Mail-1--344828727 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes; format=flowed Dear Bob and others, In our 2006 paper referred to by Roy showing a far higher prevalence =20= of AP among speakers of tone language compared with intonation =20 language, we suggested, as a possible alternative to our hypothesis =20 based on early exposure to tone language, that this difference might =20 be genetic in origin. Gregersen et al (2000) had carried out a survey =20= of students in U.S. music schools, and found a higher prevalence of =20 AP among those of East Asian origin than among Caucasians, and this =20 had been interpreted as indicating that AP has a genetic origin. =20 Unfortunately, Gregersen et al had omitted to state that the large =20 majority of their East Asian respondents had spent their early =20 childhood in East Asia, and so would have had an East Asian language =20 as their first language. Trevor Henthorn and I reanalyzed their =20 original data, and found that, taking those respondents with early =20 childhood in U.S. or Canada, there was no difference in prevalence of =20= AP between East Asians and Caucasians. However, there was a huge =20 difference in prevalence of AP between the East Asians with early =20 childhood in East Asia and Caucasians with early childhood in the =20 U.S. or Canada =96 and also between the East Asians with early =20 childhood in East Asia, and East Asians with early childhood in the =20 U.S. or Canada. Our reanalysis showed that, far from indicating a =20 genetic origin, the data of Gregersen et al point strongly to an =20 environmental factor as a strong determinant of AP. The Asian groups that were considered by Gregersen et al. were =20 Chinese, Japanese, and Korean. The Chinese group would have spoken =20 Mandarin or Cantonese =96 both tone languages. In addition, Japanese is =20= a pitch stress language, in which the meaning of certain words =20 changes depending on the pitch relationship between the syllables. =20 This is also true of certain dialects of Korean, such as the South =20 Kiengsang dialect. So an account in terms of the early acquisition of =20= pitch as a feature to convey lexical meaning provides a logical =20 explanation of their findings. With reference to the clustering found by Athos et al, it is =20 unfortunate, given this evidence, that they did not consider language =20= as a factor, as this could have contributed to the clustering. In =20 addition, there is a clear critical period for the acquisition of AP, =20= and this could also have contributed =96 this was not addressed =20 either. It appears premature to jump from the clustering data =20 reported by Athos et al. to the conclusion that AP is genetically based. I would be happy to email pdfs of our papers on the subject to =20 anyone who is interested. In addition, the papers can be downloaded =20 from: http://psy.ucsd.edu/~ddeutsch/psychology/deutsch_publications.htm References: Deutsch, D., Henthorn, T., Marvin, E., & Xu H-S. Absolute pitch =20 among American and Chinese conservatory students: Prevalence =20 differences, and evidence for a speech-related critical period. =20 Journal of the Acoustical Society of America, 2006, 119, 719-722. Deutsch, D. The enigma of absolute pitch. Acoustics Today, 2006, 2, =20= 11-19 Henthorn, T. & Deutsch, D., Ethnicity versus Early Environment: =20 Comment on 'Early childhood music education and predisposition to =20 absolute pitch: Teasing apart genes and environment' by Peter K. =20 Gregersen, Elena Kowalsky, Nina Kohn, and Elizabeth West Marvin =20 (2000). American Journal of Medical Genetics, Part A, 143A:102-103, 2007 Best wishes, Diana Deutsch -------------------------------------------------- Professor Diana Deutsch Department of Psychology University of California, San Diego 9500 Gilman Dr. #0109 La Jolla, CA 92093-0109, USA 858-453-1558 (tel) 858-453-4763 (fax) http://www-psy.ucsd.edu/~ddeutsch ------------------------------------------------- On Aug 29, 2007, at 9:21 AM, Robert Zatorre wrote: > I would agree with Roy's point that the whole issue of AP is =20 > complicated, so let's not look for simple solutions. The paper by =20 > Deutsch et al is very interesting, but note that its results can be =20= > used just as well as evidence either for genetics or for early tone-=20= > language exposure, since the higher incidence of AP was found in =20 > ethnically Chinese students as compared with non-Chinese; so they =20 > were comparing two populations with different genomes as well as =20 > different language histories. > > As for the PNAS study, it also presents very interesting and =20 > valuable data, and I like the web-based approach they used. =20 > However, I wonder if the two subpopulations seen in the =20 > distribution are somehow a consequence of the recruiting system =20 > used. People were not entered into the test randomly, rather they =20 > self-selected to participate, and people who know they have AP =20 > would naturally want to test themselves to see how they score. =20 > Could it be, therefore, that the over-representation of AP in the =20 > distribution represents a sampling bias? > > Robert > -+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+ > > Robert J. Zatorre, Ph.D. > Montreal Neurological Institute > 3801 University St. > Montreal, QC Canada H3A 2B4 > phone: 1-514-398-8903 > fax: 1-514-398-1338 > e-mail: robert.zatorre@xxxxxxxx > web site: www.zlab.mcgill.ca > > > Roy Patterson wrote: >> Absolute pitch is a complicated phenomenon. Readers of the =20 >> auditory list should not be fooled by the seeming simplicity of =20 >> the ongoing discussion of the past few days. I would recommend =20 >> balancing the nature views expressed with the interaction of =20 >> nature and nurture suggested in the paper by Diana Deutsch and =20 >> collaborators in JASA last year. The reference and abstract are =20 >> pasted in below. >> Regards Roy P >> Martin Braun wrote: >>> You mean, why do so few people develop a cognitive version of =20 >>> absolute >>> pitch? Well, there are many who are waiting for the answer. Just =20 >>> two days >>> ago there appeared a large-scale survey in PNAS. Perhaps the most =20= >>> compelling >>> new result is the clear bimodal distribution of the trait. Either =20= >>> people >>> have it, or they do not have it, with very little in between. =20 >>> This indicates >>> the possibility of a relatively simple genetic origin of the =20 >>> trait, which >>> means that the answer may not be too far down the road. >>> >>> http://www.pnas.org/cgi/content/abstract/0703868104v1 >> Absolute pitch among American and Chinese conservatory >> students: Prevalence differences, and evidence >> for a speech-related critical period (L)a) >> Diana Deutschb_ >> Department of Psychology, University of California, San Diego, La =20 >> Jolla, California 92093 >> Trevor Henthorn >> Department of Music, University of California, San Diego, La =20 >> Jolla, California 92093 >> Elizabeth Marvin >> Department of Music Theory, Eastman School of Music, Rochester, =20 >> New York 14604 >> HongShuai Xu >> College of Music, Capital Normal University, Beijing, 10037, China >> _Received 12 September 2005; revised 20 November 2005; accepted 21 =20= >> November 2005_ >> Absolute pitch is extremely rare in the U.S. and Europe; this =20 >> rarity has so far been unexplained. This paper reports a =20 >> substantial difference in the prevalence of absolute pitch in two =20 >> normal populations, in a large-scale study employing an on-site =20 >> test, without self-selection from within the target populations. =20 >> Music conservatory students in the U.S. and China were tested. The =20= >> Chinese subjects spoke the tone language Mandarin, in which pitch =20 >> is involved in conveying the meaning of words. The American =20 >> subjects were nontone language speakers. The earlier the age of =20 >> onset of musical training, the greater the prevalence of absolute =20 >> pitch; however, its prevalence was far greater among the Chinese =20 >> than the U.S. students for each level of age of onset of musical =20 >> training. The findings suggest that the potential for acquiring =20 >> absolute pitch may be universal, and may be realized by enabling =20 >> infants to associate pitches with verbal labels during the =20 >> critical period for acquisition of features of their native =20 >> language. =A9 2006 Acoustical Society of America. _DOI: =20 >> 10.1121/1.2151799_ >> PACS number_s_: 43.75.Cd _NHF_ Pages: 719=96722 --Apple-Mail-1--344828727 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=WINDOWS-1252 <HTML><BODY style=3D"word-wrap: break-word; -khtml-nbsp-mode: space; = -khtml-line-break: after-white-space; "><BR><DIV><P class=3D"MsoBodyText3"= align=3D"left" style=3D"text-align: left;">Dear Bob and others,</P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: = left;">In<SPAN style=3D"mso-spacerun: yes">=A0 </SPAN>our 2006 paper = referred to by Roy showing a far higher prevalence of AP among speakers = of tone language compared with intonation language, we suggested, as a = possible alternative to our hypothesis based on early exposure to tone = language, that this difference might be genetic in origin. Gregersen et = al (2000) had carried out a survey of students in U.S. music schools, = and found a higher prevalence of AP among those of East Asian origin = than among Caucasians, and this had been interpreted as indicating that = AP has a genetic origin. Unfortunately,<SPAN style=3D"mso-spacerun: = yes">=A0 </SPAN>Gregersen et al had omitted to state that the large = majority of their East Asian respondents had spent their early childhood = in East Asia, and so would have had an East Asian language as their = first language. Trevor Henthorn and I reanalyzed their original data, = and found that, taking those respondents with early childhood in U.S. or = Canada, there was no difference in prevalence of AP between East Asians = and Caucasians. However, there was a huge difference in prevalence of AP = between the East Asians with early childhood in East Asia and Caucasians = with early childhood in the U.S. or Canada =96 and also between the East = Asians with early childhood in East Asia, and East Asians with early = childhood in the U.S. or Canada. Our reanalysis showed that, far from = indicating a genetic origin, the data of Gregersen et al point strongly = to an environmental factor as a strong determinant of AP.</P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: left;">=A0The = Asian groups that were considered by Gregersen et al. were Chinese, = Japanese, and Korean.<SPAN style=3D"">=A0 </SPAN>The Chinese group would = have spoken Mandarin or Cantonese =96 both tone languages. In addition, = Japanese is a pitch stress language, in which the meaning of certain = words changes depending on the pitch relationship between the syllables. = This is also true of certain dialects of Korean, such as the South = Kiengsang dialect. So an account in terms of the early acquisition of = pitch as a feature to convey lexical meaning provides a logical = explanation of their findings.</P><P class=3D"MsoBodyText3" align=3D"left"= style=3D"text-align: left;">=A0With reference to the clustering found = by Athos et al, it is unfortunate, given this evidence, that they did = not consider language as a factor, as this could have contributed to the = clustering. In addition, there is a clear critical period for the = acquisition of AP, and this could also have contributed=A0 =96 this was = not addressed either.<SPAN style=3D"">=A0 </SPAN>It appears premature to = jump from the clustering data reported by Athos et al. to the conclusion = that AP is genetically based.</P><P class=3D"MsoBodyText3" align=3D"left" = style=3D"text-align: left;">=A0I would be happy to email pdfs of our = papers on the subject to anyone who is interested. In addition, the = papers can be downloaded from:<SPAN style=3D"">=A0</SPAN></P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: left;">=A0<A = href=3D"http://psy.ucsd.edu/~ddeutsch/psychology/deutsch_publications.htm"= >http://psy.ucsd.edu/~ddeutsch/psychology/deutsch_publications.htm</A></P>= <P class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: = left;">=A0<I>References:</I></P><P class=3D"MsoBodyText3" align=3D"left" = style=3D"text-align: left;">=A0Deutsch, D., Henthorn, T., Marvin, E., = & Xu H-S. Absolute pitch among American and Chinese conservatory = students: Prevalence differences, and evidence for a speech-related = critical period. <I>Journal of the Acoustical Society of = America</I><SPAN style=3D"">, 2006, 119, 719-722.</SPAN></P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: = left;">=A0Deutsch, D. The enigma of absolute pitch. <I>Acoustics = Today</I><SPAN style=3D"">, 2006, 2, 11-19</SPAN></P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: = left;">=A0Henthorn, T. & Deutsch, D., Ethnicity versus Early = Environment: Comment on 'Early childhood music education and = predisposition to absolute pitch: Teasing apart genes and environment' = by Peter K. Gregersen, Elena Kowalsky, Nina Kohn, and Elizabeth West = Marvin (2000). <I>American Journal of Medical Genetics, Part A, = </I><SPAN style=3D"">143A:102-103, 2007</SPAN></P><P = class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: left;">=A0Best = wishes,</P><P class=3D"MsoBodyText3" align=3D"left" style=3D"text-align: = left;">=A0Diana Deutsch</P><P class=3D"MsoBodyText3" align=3D"left" = style=3D"text-align: = left;">--------------------------------------------------</P><DIV>Professo= r Diana Deutsch</DIV><DIV>Department of Psychology=A0 =A0 =A0 =A0 =A0 =A0 = =A0 =A0 =A0 =A0 =A0 =A0 =A0=A0</DIV><DIV>University of California, San = Diego</DIV><DIV>9500 Gilman Dr. #0109=A0 =A0 =A0 =A0 =A0 =A0=A0</DIV><DIV>= La Jolla, CA 92093-0109, USA</DIV><DIV><BR = class=3D"khtml-block-placeholder"></DIV><DIV>858-453-1558 = (tel)</DIV><DIV>858-453-4763 (fax)</DIV><DIV><BR = class=3D"khtml-block-placeholder"></DIV><DIV><A = href=3D"http://www-psy.ucsd.edu/~ddeutsch">http://www-psy.ucsd.edu/~ddeuts= ch</A></DIV><DIV>-------------------------------------------------</DIV><D= IV><BR class=3D"khtml-block-placeholder"></DIV><DIV><BR = class=3D"khtml-block-placeholder"></DIV><DIV>On Aug 29, 2007, at 9:21 = AM, Robert Zatorre wrote:</DIV><BR = class=3D"Apple-interchange-newline"><BLOCKQUOTE type=3D"cite"><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">I would agree with Roy's point that the whole issue = of AP is complicated, so let's not look for simple solutions. The paper = by Deutsch et al is very interesting, but note that its results can be = used just as well as evidence either for genetics or for early = tone-language exposure, since the higher incidence of AP was found in = ethnically Chinese students as compared with non-Chinese; so they were = comparing two populations with different genomes as well as different = language histories.</DIV><DIV style=3D"margin-top: 0px; margin-right: = 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; = "><BR></DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">As for the PNAS study, it also = presents very interesting and valuable data, and I like the web-based = approach they used. However, I wonder if the two subpopulations seen in = the distribution are somehow a consequence of the recruiting system = used. People were not entered into the test randomly, rather they = self-selected to participate, and people who know they have AP would = naturally want to test themselves to see how they score. Could it be, = therefore, that the over-representation of AP in the distribution = represents a sampling bias?</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: = 14px; "><BR></DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">Robert</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: = 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Robert = J. Zatorre, Ph.D.</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">Montreal Neurological = Institute</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">3801 University St.</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">Montreal, QC Canada H3A 2B4</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">phone: 1-514-398-8903</DIV><DIV style=3D"margin-top: = 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">fax: = 1-514-398-1338</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">e-mail: <A = href=3D"mailto:robert.zatorre@xxxxxxxx">robert.zatorre@xxxxxxxx</A></DIV= ><DIV style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">web site: <A = href=3D"http://www.zlab.mcgill.ca">www.zlab.mcgill.ca</A></DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: = 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; = min-height: 14px; "><BR></DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Roy Patterson = wrote:</DIV> <BLOCKQUOTE type=3D"cite"><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Absolute = pitch is a complicated phenomenon. Readers of the auditory list should = not be fooled by the seeming simplicity of the ongoing discussion of the = past few days. I would recommend balancing the nature views expressed = with the interaction of nature and nurture suggested in the paper by = Diana Deutsch and collaborators in JASA last year. The reference and = abstract are pasted in below.</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Regards Roy = P</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: = 0px; margin-left: 0px; ">Martin Braun wrote:</DIV> <BLOCKQUOTE = type=3D"cite"><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">You mean, why do so few people = develop a cognitive version of absolute</DIV><DIV style=3D"margin-top: = 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">pitch? = Well, there are many who are waiting for the answer. Just two = days</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">ago there appeared a large-scale = survey in PNAS. Perhaps the most compelling</DIV><DIV style=3D"margin-top:= 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">new = result is the clear bimodal distribution of the trait. Either = people</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">have it, or they do not have it, = with very little in between. This indicates</DIV><DIV style=3D"margin-top:= 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">the = possibility of a relatively simple genetic origin of the trait, = which</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">means that the answer may not be = too far down the road.</DIV><DIV style=3D"margin-top: 0px; margin-right: = 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; = "><BR></DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; "><A = href=3D"http://www.pnas.org/cgi/content/abstract/0703868104v1">http://www.= pnas.org/cgi/content/abstract/0703868104v1</A></DIV> </BLOCKQUOTE><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">Absolute pitch among American and Chinese = conservatory</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">students: Prevalence = differences, and evidence</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">for a = speech-related critical period (L)a)</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Diana = Deutschb_</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">Department of Psychology, = University of California, San Diego, La Jolla, California = 92093</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">Trevor Henthorn</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">Department of Music, University of California, San = Diego, La Jolla, California 92093</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Elizabeth = Marvin</DIV><DIV style=3D"margin-top: 0px; margin-right: 0px; = margin-bottom: 0px; margin-left: 0px; ">Department of Music Theory, = Eastman School of Music, Rochester, New York 14604</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">HongShuai Xu</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">College of = Music, Capital Normal University, Beijing, 10037, China</DIV><DIV = style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; = margin-left: 0px; ">_Received 12 September 2005; revised 20 November = 2005; accepted 21 November 2005_</DIV><DIV style=3D"margin-top: 0px; = margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Absolute = pitch is extremely rare in the U.S. and Europe; this rarity has so far = been unexplained. This paper reports a substantial difference in the = prevalence of absolute pitch in two normal populations, in a large-scale = study employing an on-site test, without self-selection from within the = target populations. Music conservatory students in the U.S. and China = were tested. The Chinese subjects spoke the tone language Mandarin, in = which pitch is involved in conveying the meaning of words. The American = subjects were nontone language speakers. The earlier the age of onset of = musical training, the greater the prevalence of absolute pitch; however, = its prevalence was far greater among the Chinese than the U.S. students = for each level of age of onset of musical training. The findings suggest = that the potential for acquiring absolute pitch may be universal, and = may be realized by enabling infants to associate pitches with verbal = labels during the critical period for acquisition of features of their = native language. =A9 2006 Acoustical Society of America. _DOI: = 10.1121/1.2151799_</DIV><DIV style=3D"margin-top: 0px; margin-right: = 0px; margin-bottom: 0px; margin-left: 0px; ">PACS number_s_: 43.75.Cd = _NHF_ Pages: 719=96722</DIV></BLOCKQUOTE></BLOCKQUOTE></DIV><SPAN = class=3D"Apple-style-span" style=3D"border-collapse: separate; = border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; = font-size: 12px; font-style: normal; font-variant: normal; font-weight: = normal; letter-spacing: normal; line-height: normal; text-align: auto; = -khtml-text-decorations-in-effect: none; text-indent: 0px; = -apple-text-size-adjust: auto; text-transform: none; orphans: 2; = white-space: normal; widows: 2; word-spacing: 0px; "><SPAN = class=3D"Apple-style-span" style=3D"border-collapse: separate; = border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; = font-size: 12px; font-style: normal; font-variant: normal; font-weight: = normal; letter-spacing: normal; line-height: normal; text-align: auto; = -khtml-text-decorations-in-effect: none; text-indent: 0px; = -apple-text-size-adjust: auto; text-transform: none; orphans: 2; = white-space: normal; widows: 2; word-spacing: 0px; "><DIV><BR = class=3D"khtml-block-placeholder"></DIV><BR = class=3D"Apple-interchange-newline"></SPAN></SPAN><DIV><SPAN = class=3D"Apple-style-span" style=3D"border-collapse: separate; = border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; = font-size: 12px; font-style: normal; font-variant: normal; font-weight: = normal; letter-spacing: normal; line-height: normal; text-align: auto; = -khtml-text-decorations-in-effect: none; text-indent: 0px; = -apple-text-size-adjust: auto; text-transform: none; orphans: 2; = white-space: normal; widows: 2; word-spacing: 0px; "><SPAN = class=3D"Apple-style-span" style=3D"border-collapse: separate; = border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; = font-size: 12px; font-style: normal; font-variant: normal; font-weight: = normal; letter-spacing: normal; line-height: normal; text-align: auto; = -khtml-text-decorations-in-effect: none; text-indent: 0px; = -apple-text-size-adjust: auto; text-transform: none; orphans: 2; = white-space: normal; widows: 2; word-spacing: 0px; "><BR = class=3D"Apple-interchange-newline"></SPAN></SPAN> = </DIV><BR></BODY></HTML>= --Apple-Mail-1--344828727--