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n
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q
u
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tati
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s.
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ip
a
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ts
o
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th
e
re
se
a
rc
h
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ig
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t
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e
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ts
stu
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y
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g
in
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K
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Ar
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Me
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Pain
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I
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Acc
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Ho
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[
1
]
th
r
o
u
g
h
o
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t
h
is
to
r
y
,
ar
t
h
as
b
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m
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if
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p
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p
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elig
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,
p
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m
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s
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cr
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m
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ter
p
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etatio
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ality
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d
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o
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.
"
T
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in
itio
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d
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co
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g
to
p
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s
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cio
-
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u
ltu
r
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tr
u
ctu
r
e
o
f
s
o
cieties.
T
h
r
o
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g
h
o
u
t
th
e
ex
is
ten
ce
o
f
m
an
k
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d
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it
h
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o
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m
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d
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o
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cieties h
av
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alwa
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h
ad
ar
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o
m
e
f
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m
.
Pain
tin
g
ar
t,
wh
ich
is
am
o
n
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th
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p
last
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ar
ts
,
is
a
b
r
an
ch
o
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ar
t
th
at
h
as
a
wid
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v
ar
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in
ter
m
s
o
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tech
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iq
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es
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s
ed
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em
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e
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a
is
o
n
e
o
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ld
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tech
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iq
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es.
T
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e
wo
r
d
tem
p
e
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a
is
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ten
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s
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f
o
r
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s
in
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wate
r
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m
e
n
t,
eg
g
y
o
lk
(
r
ar
ely
wh
ite
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f
th
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e
g
g
)
"
[
2
,
3
]
an
d
p
ictu
r
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ad
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with
th
is
p
ain
t.
T
o
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ay
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b
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b
asic m
ater
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eg
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at
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asein
ar
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s
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ce
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tech
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q
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te
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ab
le.
T
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e
f
ir
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t
k
n
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wn
ex
am
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les
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th
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p
ain
tin
g
s
m
ad
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with
th
is
tech
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iq
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e
wer
e
f
o
u
n
d
in
th
e
F
ay
u
m
Po
r
tr
aits
in
E
g
y
p
t,
wh
ic
h
wer
e
m
ad
e
i
n
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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10
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Ma
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1
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4
5
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5
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246
f
ir
s
t
an
d
f
o
u
r
th
ce
n
tu
r
ies
[
4
-
9
]
.
W
ith
th
e
r
is
e
o
f
C
h
r
is
tian
ity
in
th
e
Mid
d
le
Ag
es,
m
u
r
als,
altar
b
o
a
r
d
s
,
an
d
ico
n
p
ain
tin
g
s
wer
e
n
ee
d
ed
.
Fre
s
co
es
wer
e
m
ad
e
f
o
r
wall
d
ec
o
r
atio
n
,
b
u
t
altar
p
a
n
el
p
ain
tin
g
s
wer
e
also
n
ee
d
ed
.
T
e
m
p
er
a
was
th
o
u
g
h
t
to
s
u
it
th
is
n
ee
d
an
d
b
ec
am
e
an
im
p
o
r
tan
t
to
o
l
f
o
r
p
ain
ter
s
,
esp
ec
ially
in
th
e
m
id
d
le
ag
es [
7
,
1
0
,
1
1
]
.
His
to
r
ically
,
ar
t
ed
u
ca
tio
n
s
tar
ted
with
p
r
ac
tices
in
th
e
atelier
.
I
n
th
ese
p
r
ac
tices,
a
r
tis
ts
wo
r
k
ed
in
a
m
aster
ap
p
r
en
tice
r
elatio
n
s
h
i
p
[
1
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1
2
]
.
Acc
o
r
d
in
g
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t
h
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p
r
o
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h
,
it
is
n
ec
ess
ar
y
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o
f
ir
s
t
lear
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to
d
r
aw.
Mic
h
elan
g
el
o
s
aid
th
at
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n
g
p
ain
ter
s
p
en
t
o
n
e
y
ea
r
alo
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e
f
o
r
d
r
awin
g
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th
en
h
e
lear
n
e
d
s
ix
y
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r
s
to
g
r
in
d
co
lo
r
s
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r
ep
ar
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s
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o
ld
leaf
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d
u
r
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g
th
at
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h
e
co
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tin
u
ed
d
r
awin
g
an
d
h
a
d
s
ix
m
o
r
e
y
ea
r
s
to
m
aster
th
e
tem
p
er
a
p
ict
u
r
es" [
1
2
]
.
I
n
th
e
Ven
ice
Sch
o
o
l
in
Me
d
i
ev
al
I
taly
th
e
tem
p
er
a
tech
n
iq
u
e
was
tau
g
h
t
[
1
3
]
.
I
n
th
e
Sie
n
a
Sch
o
o
l,
ar
tis
ts
f
r
eq
u
en
tly
u
s
ed
th
e
te
m
p
er
a
tech
n
iq
u
e
in
th
eir
wo
r
k
s
[
1
4
]
.
Gio
tto
,
wh
o
was
o
n
e
o
f
t
h
e
im
p
o
r
tan
t
r
ep
r
esen
tativ
es
o
f
th
e
s
ch
o
o
l,
an
d
o
t
h
er
a
r
tis
ts
p
r
o
d
u
ce
d
wo
r
k
s
with
t
em
p
er
a
p
ain
tin
g
tech
n
iq
u
e
[
1
5
]
.
An
o
th
e
r
im
p
o
r
tan
t sch
o
o
l is th
e
No
v
g
o
r
o
d
Sch
o
o
l,
k
n
o
wn
f
o
r
tem
p
e
r
a
an
d
m
u
r
als b
etwe
en
th
e
th
ir
t
ee
n
th
an
d
s
ix
teen
t
h
ce
n
tu
r
ies
in
R
u
s
s
ia.
Ar
tis
ts
le
av
in
g
th
is
s
ch
o
o
l
g
u
id
e
d
th
e
a
r
tis
an
s
th
at
ca
m
e
af
ter
th
em
a
n
d
h
elp
e
d
f
o
r
m
th
e
o
f
R
u
s
s
ian
Ar
t
Scen
e
b
y
in
f
l
u
en
cin
g
th
e
Gr
ee
k
T
h
eo
p
h
an
es
attac
h
ed
to
th
e
B
y
za
n
tin
e
ar
t
tr
ad
itio
n
s
[
1
6
]
.
Similar
ap
p
r
o
ac
h
es
in
p
r
ac
tice
s
wer
e
u
s
ed
in
No
r
th
er
n
E
u
r
o
p
e,
Asi
a
an
d
Af
r
ica
[
1
2
]
.
T
e
m
p
er
a
was
o
n
e
o
f
th
e
m
o
s
t
u
s
ed
tech
n
iq
u
es
in
th
e
R
en
aiss
an
ce
p
er
i
o
d
.
Fam
o
u
s
R
en
aiss
an
ce
p
ain
ter
s
s
u
ch
as:
G
en
tile
d
a
Fab
r
ian
o
,
Fra
An
g
elico
,
Pao
lo
Ucc
ello
,
Ma
s
ac
cio
,
Fra
Fli
p
p
o
L
ip
p
i,
Do
m
en
ico
Ven
ez
ian
o
,
Pier
o
Della
Fra
n
ce
s
ca
,
An
d
r
ea
Del
C
astag
n
o
,
J
ea
n
Fo
u
q
u
et,
C
ar
lo
C
r
iv
elli,
Gio
v
an
n
i
B
ellin
i,
An
d
r
ea
Ma
n
te
g
n
a
an
d
ar
tis
ts
lik
e
R
af
f
ae
llo
San
zio
ap
p
lied
t
h
e
t
em
p
er
a
p
ain
tin
g
tech
n
iq
u
e
in
th
eir
wo
r
k
s
.
I
n
th
e
m
id
d
le
o
f
th
e
n
in
etee
n
th
ce
n
tu
r
y
,
th
e
in
ter
est
in
tem
p
er
a
tech
n
iq
u
e
was
r
ein
tr
o
d
u
ce
d
in
E
u
r
o
p
e
an
d
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
p
o
p
u
lar
with
its
in
c
r
ea
s
in
g
u
s
e
b
y
v
ar
io
u
s
ar
t
is
ts
to
d
ay
.
Af
ter
t
h
e
n
in
etee
n
th
ce
n
tu
r
y
,
ar
tis
ts
wh
o
wo
r
k
ed
with
th
e
tem
p
er
a
te
ch
n
iq
u
e
in
clu
d
e:
W
illi
am
B
la
k
e,
T
.
C
h
ar
les
Sims,
J
.
E
d
war
d
So
u
th
all,
C
h
r
is
tian
a
J
.
Her
r
in
g
h
am
,
B
en
Sh
a
h
n
,
Peter
Hu
r
d
,
An
d
r
ew
W
y
eth
,
R
o
b
er
t
W
.
Millik
en
,
Geo
r
g
e
T
o
o
k
er
,
Alto
o
n
Su
ltan
,
Do
u
g
Saf
r
a
n
ek
an
d
An
d
r
e
w
Gr
ass
ie.
T
em
p
er
a
co
n
tin
u
e
d
to
b
e
tau
g
h
t
as
a
p
ain
tin
g
tech
n
iq
u
e
in
f
in
e
ar
ts
an
d
d
esig
n
s
ch
o
o
ls
estab
lis
h
ed
in
v
ar
io
u
s
E
u
r
o
p
ea
n
c
o
u
n
tr
ies
an
d
cities.
T
em
p
er
a
was
also
u
s
ed
b
y
s
o
m
e
ar
tis
ts
in
T
u
r
k
ey
in
th
e
twen
tieth
ce
n
tu
r
y
.
F
o
r
ex
a
m
p
le
Z
af
er
Gen
ça
y
d
ın
o
f
ten
u
s
es
co
n
tr
a
s
tin
g
co
lo
r
s
an
d
is
k
n
o
wn
f
o
r
h
is
ab
s
tr
ac
t
p
ain
tin
g
s
;
He
u
s
es
th
e
tem
p
er
a
tech
n
iq
u
e
in
s
o
m
e
o
f
h
is
wo
r
k
s
b
ec
au
s
e
h
e
u
s
es
f
ast
b
r
u
s
h
d
r
iv
es
an
d
it
"
f
its
h
is
n
atu
r
e
"
[
1
7
]
.
Acc
o
r
d
in
g
to
T
ü
r
k
y
ılm
az
[
1
8
]
,
E
r
g
i
n
İ
n
a
n
,
wh
o
lear
n
ed
tem
p
er
a
tech
n
iq
u
e
at
th
e
Aca
d
em
y
o
f
Fin
e
Ar
ts
Mu
n
ich
,
is
an
o
th
e
r
ar
tis
t w
h
o
also
u
s
es th
e
tem
p
er
a
tech
n
iq
u
e
in
h
is
wo
r
k
s
.
I
n
r
ec
en
t y
ea
r
s
,
v
ar
io
u
s
s
tu
d
ie
s
h
av
e
b
ee
n
co
n
d
u
cted
b
y
ac
a
d
em
ic
an
d
in
d
ep
en
d
en
t r
esear
ch
er
s
o
n
th
e
tem
p
er
a
p
ain
tin
g
tech
n
i
q
u
e,
e
s
p
ec
ially
in
E
u
r
o
p
e.
T
h
e
r
e
ar
e
m
an
y
s
tu
d
ies
ex
am
in
in
g
th
e
p
lace
o
f
tem
p
er
a
p
ain
tin
g
tech
n
iq
u
e
in
c
o
n
tem
p
o
r
ar
y
ar
t.
Fo
r
in
s
tan
ce
,
r
ese
ar
ch
er
s
[
1
9
-
3
0
]
e
x
am
in
ed
in
d
etail,
h
o
w
v
ar
io
u
s
1
9
th
-
ce
n
t
u
r
y
p
ain
ter
s
u
s
ed
te
m
p
er
a
as
an
a
r
t
i
s
t
i
c
e
x
p
r
e
s
s
i
o
n
.
J
o
n
e
s
[
3
1
]
e
x
p
l
o
r
e
d
t
h
e
c
o
n
t
r
i
b
u
t
i
o
n
s
o
f
C
h
r
i
s
t
i
a
n
a
H
e
r
r
i
n
g
h
a
m
o
n
t
h
e
"
r
e
v
i
v
a
l
"
o
f
t
e
m
p
e
r
a
p
a
i
n
t
i
n
g
i
n
e
a
r
l
y
2
0
t
h
ce
n
tu
r
y
E
n
g
lan
d
in
a
h
is
to
r
ical
an
d
cu
ltu
r
al
co
n
tex
t.
Kin
s
eh
er
[
3
2
]
ex
am
i
n
ed
th
e
p
lace
o
f
tem
p
er
a
p
ain
tin
g
m
e
th
o
d
s
an
d
tech
n
iq
u
es
in
ar
t
ed
u
ca
tio
n
in
th
e
twen
tieth
ce
n
tu
r
y
i
n
h
e
r
ar
ticle
"T
em
p
er
a
T
ea
ch
in
g
at
th
e
B
eg
in
n
in
g
o
f
th
e
2
0
t
h
C
en
tu
r
y
".
Sh
e
also
m
en
tio
n
ed
t
h
e
tech
n
ical
d
if
f
e
r
en
ce
s
o
f
teac
h
i
n
g
in
s
o
m
e
c
o
u
n
tr
ies
an
d
s
ch
o
o
ls
in
h
is
ar
ticle.
Acc
o
r
d
in
g
t
o
r
esear
ch
ca
r
r
ied
o
u
t
in
T
u
r
k
ey
,
th
e
tem
p
er
a
t
ec
h
n
iq
u
e
a
n
d
e
x
am
p
les
o
f
it’s
u
s
e
in
ar
t
wo
r
k
s
h
av
e
b
ee
n
f
o
u
n
d
.
I
n
Yö
r
ü
k
o
ğ
l
u
'
s
[
3
3
]
m
aster
th
esis
,
th
e
ico
n
s
in
th
e
E
d
ir
n
e
B
u
lg
ar
ian
C
h
u
r
ch
wer
e
e
x
a
m
in
ed
f
r
o
m
v
ar
i
o
u
s
asp
ec
ts
(
s
u
b
je
ct,
co
m
p
o
s
itio
n
,
co
lo
r
,
c
o
n
ten
t
)
.
I
n
th
is
th
esis
,
th
e
tem
p
er
a
tec
h
n
iq
u
e
th
at
i
s
u
s
ed
in
ico
n
s
is
b
r
ief
ly
m
en
tio
n
e
d
.
B
ey
o
ğ
lu
[
3
4
]
g
av
e
in
f
o
r
m
atio
n
ab
o
u
t
th
e
u
n
d
er
s
tan
d
in
g
o
f
ar
t
in
th
e
Me
d
iev
al
an
d
E
ar
l
y
R
en
aiss
an
ce
Per
io
d
an
d
ex
am
in
ed
ex
am
p
les
o
f
wo
r
k
s
m
ad
e
with
th
e
tem
p
er
a
tech
n
iq
u
e
i
n
th
is
p
er
io
d
.
Ateş
[
1
7
]
m
en
tio
n
ed
in
h
is
ar
ticle
th
at
Z
af
er
Gen
ça
y
d
ın
u
s
ed
t
h
e
tem
p
er
a
tech
n
i
q
u
e
in
h
is
w
o
r
k
s
b
ec
a
u
s
e
it
was
s
u
itab
le
f
o
r
h
is
s
ty
le
o
f
wo
r
k
.
I
n
B
ey
h
an
’
s
[
3
5
]
ar
ticle,
h
e
s
tu
d
ied
th
e
ap
p
licatio
n
p
r
o
ce
s
s
es o
f
p
ain
tin
g
s
m
ad
e
with
tem
p
er
a
an
d
o
il
in
W
ester
n
ar
t f
r
o
m
th
e
E
ar
ly
R
en
aiss
an
ce
Per
io
d
to
th
e
f
ir
s
t h
alf
o
f
th
e
n
in
etee
n
th
ce
n
tu
r
y
.
He
also
ex
am
in
ed
th
e
u
s
e
o
f
th
e
tem
p
er
a
tech
n
iq
u
e
in
Am
er
ica
af
ter
th
e
twen
ti
eth
ce
n
tu
r
y
.
C
eb
r
ailo
ğ
lu
[
3
6
]
i
n
h
is
m
aster
th
esis
,
ex
am
in
ed
t
h
e
h
is
to
r
y
o
f
s
o
m
e
t
ec
h
n
iq
u
es
ap
p
lied
in
th
e
ar
t
ed
u
ca
tio
n
p
r
o
ce
s
s
an
d
th
e
to
o
ls
an
d
e
q
u
ip
m
e
n
t
u
s
ed
.
I
n
th
is
t
h
esis
,
it
was
co
n
clu
d
ed
t
h
at
th
e
u
s
e
o
f
v
ar
io
u
s
p
ain
tin
g
tec
h
n
iq
u
es
an
d
m
ater
ials
in
ar
t
e
d
u
ca
tio
n
h
as
p
o
s
itiv
e
ef
f
ec
ts
o
n
b
o
th
ar
t
ed
u
ca
tio
n
an
d
th
e
ar
tis
tic
d
ev
elo
p
m
en
t
o
f
in
d
iv
id
u
als.
W
h
en
th
e
s
tu
d
ies
o
f
th
e
s
u
b
ject
ar
e
ex
am
in
ed
,
it
h
as
b
ee
n
o
b
s
er
v
e
d
th
at
s
tu
d
ies
in
wh
ich
th
e
d
ef
in
itio
n
o
f
tem
p
er
a
tech
n
iq
u
e
a
n
d
ex
am
p
les o
f
wo
r
k
s
wer
e
g
iv
e
n
in
p
ar
ticu
lar
.
Ho
wev
er
,
th
e
r
e
h
as b
ee
n
q
u
ite
a
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies o
n
t
h
e
r
ed
is
co
v
er
y
o
r
u
s
e
o
f
tech
n
iq
u
e
af
ter
th
e
n
in
etee
n
t
h
ce
n
tu
r
y
.
I
n
a
d
d
itio
n
,
r
esear
ch
h
as
n
o
t
b
ee
n
f
o
u
n
d
o
n
th
e
u
s
e
o
f
tem
p
er
a
tech
n
iq
u
e
in
u
n
d
er
g
r
ad
u
ate
lev
el
p
ain
tin
g
c
o
u
r
s
es o
r
its
ap
p
lied
teac
h
in
g
.
T
o
d
ay
,
r
e
-
in
te
r
est
in
th
e
tem
p
er
a
tech
n
iq
u
e
is
in
c
r
ea
s
in
g
.
T
h
e
p
lace
o
f
th
e
tech
n
i
q
u
e
i
n
th
e
h
is
to
r
y
o
f
ar
t
is
in
tr
o
d
u
ce
d
b
y
teac
h
i
n
g
o
r
al
an
d
p
r
ac
tical
less
o
n
s
in
v
a
r
io
u
s
s
ch
o
o
ls
in
Am
er
ic
a
an
d
m
an
y
o
th
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
ica
l e
xp
erien
ce
w
ith
temp
era
p
a
in
tin
g
s
in
a
b
a
ch
elo
r
d
eg
r
ee
co
u
r
s
e
in
Tu
r
ke
y
(
Go
n
c
a
E
r
im
)
247
co
u
n
tr
ies
[
7
,
2
4
,
2
9
,
3
2
]
.
I
n
T
u
r
k
is
h
u
n
iv
e
r
s
ities
,
o
n
ly
a
f
ew
Dep
ar
tm
en
ts
o
f
Ar
t
E
d
u
ca
tio
n
teac
h
th
e
t
em
p
er
a
tech
n
iq
u
e
to
s
tu
d
en
ts
an
d
in
m
an
y
o
f
th
ese
u
n
iv
er
s
ities
,
th
e
tech
n
iq
u
e
is
n
o
t
tau
g
h
t
s
u
f
f
icien
tly
.
I
n
th
is
s
tu
d
y
,
th
e
p
r
o
b
lem
o
f
th
e
r
esear
ch
i
s
to
ex
am
in
e
h
o
w
s
tu
d
en
ts
wh
o
h
ad
n
o
p
r
io
r
k
n
o
wled
g
e
o
f
tem
p
er
a
tech
n
iq
u
e
u
s
ed
th
is
tech
n
iq
u
e
as
a
f
o
r
m
o
f
ar
tis
tic
ex
p
r
ess
io
n
,
a
f
ter
t
h
ey
h
a
d
lear
n
e
d
it.
T
h
e
aim
i
s
to
m
ak
e
f
in
d
in
g
s
ab
o
u
t th
e
tem
p
er
a
tech
n
iq
u
e
o
b
tain
ed
as a
r
esu
lt o
f
th
eo
r
etic
al
ex
p
lan
atio
n
a
n
d
p
r
ac
tice.
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
is
p
ar
t
o
f
th
e
s
tu
d
y
,
e
x
p
lan
atio
n
s
ab
o
u
t
th
e
d
esig
n
o
f
th
e
r
esear
ch
,
wo
r
k
in
g
g
r
o
u
p
,
d
ata
co
llectio
n
to
o
ls
an
d
d
ata
an
aly
s
is
ar
e
in
clu
d
ed
.
2
.
1
.
Resea
rc
h pa
t
t
er
n
I
n
th
is
s
tu
d
y
th
e
"c
ase
s
tu
d
y
"
p
atter
n
,
w
h
ich
is
o
n
e
o
f
th
e
q
u
alitativ
e
r
esear
ch
m
eth
o
d
s
,
was
u
s
ed
.
Me
r
r
iam
[
3
7
]
d
ef
i
n
ed
th
e
ca
s
e
s
tu
d
y
p
atter
n
as
"a
n
ex
am
p
le,
in
ten
s
e,
h
o
lis
tic
d
ef
in
itio
n
an
d
an
aly
s
is
o
f
a
p
h
en
o
m
en
o
n
o
r
s
o
cial
u
n
it"
[
3
8
]
.
T
h
is
r
esear
ch
d
esig
n
,
wh
ich
s
tar
ted
to
b
e
u
s
ed
in
ed
u
ca
tio
n
al
r
esear
ch
es
af
ter
1
9
8
0
,
en
a
b
les
a
d
etailed
an
d
d
escr
ip
tiv
e
a
n
aly
s
is
o
f
o
n
e
asp
ec
t
o
f
th
e
s
u
b
ject
b
ein
g
r
esear
ch
ed
[
3
9
]
.
I
n
ad
d
itio
n
,
th
is
r
esear
ch
p
atter
n
ca
n
b
e
u
s
ed
"to
d
ef
i
n
e
an
d
s
e
e
th
e
d
etails
th
at
m
ak
e
u
p
a
s
itu
atio
n
,
to
d
ev
el
o
p
p
o
s
s
ib
le
ex
p
lan
atio
n
s
ab
o
u
t a
s
itu
atio
n
an
d
to
e
v
alu
ate
a
s
itu
atio
n
"
[
4
0
]
.
I
n
th
is
p
ap
er
th
er
e
ar
e
s
ev
er
al
r
esear
ch
q
u
esti
o
n
s
,
th
e
y
ar
e
:
a.
W
h
at
is
th
e
p
r
e
-
k
n
o
wled
g
e
lev
el
o
f
th
e
s
tu
d
e
n
ts
wh
o
tak
e
p
ai
n
tin
g
co
u
r
s
e
ab
o
u
t te
m
p
er
a
tec
h
n
iq
u
e?
b.
Fo
r
th
e
s
tu
d
en
ts
wh
o
ta
k
e
th
e
Pain
tin
g
co
u
r
s
e,
r
e
g
ar
d
i
n
g
th
e
tem
p
er
a
tech
n
iq
u
e;
1
)
Ho
w
d
o
th
ey
e
x
p
lain
th
ei
r
e
x
p
er
ien
ce
a
f
ter
th
e
o
r
al
p
r
esen
tatio
n
p
r
o
ce
s
s
?
2
)
Ho
w
d
o
th
e
y
e
x
p
lain
th
eir
ex
p
e
r
ien
ce
a
f
ter
t
h
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
?
E
r
s
o
y
[
4
1
]
co
n
s
titu
tes
th
e
p
r
o
b
lem
atic
s
tate
o
f
th
e
r
esear
ch
.
I
n
o
r
d
er
t
o
co
llect
th
e
d
ata
an
d
liter
atu
r
e
r
e
v
iew,
I
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
an
d
I
I
.
T
r
a
n
s
cr
ip
t
s
o
f
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
ie
w
wer
e
u
s
ed
.
2
.
2
.
Wo
rk
ing
g
ro
up
Qu
alitativ
e
r
esear
ch
g
en
er
ally
f
o
cu
s
es
in
d
ep
th
o
n
a
p
u
r
p
o
s
ef
u
lly
s
elec
ted
s
m
all
s
am
p
le
an
d
a
s
in
g
le
s
itu
atio
n
[
4
2
]
.
Yıld
ır
ım
an
d
Şimşek
[
4
3
]
,
as
th
e
ca
s
e
s
tu
d
ies
ar
e
an
in
-
d
ep
th
an
d
d
etailed
r
esear
ch
m
eth
o
d
,
m
en
tio
n
s
th
at
th
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
s
h
o
u
l
d
b
e
r
ed
u
ce
d
.
T
h
u
s
,
th
e
q
u
esti
o
n
s
f
o
cu
s
ed
o
n
th
e
s
tu
d
y
s
o
it
ca
n
b
e
b
etter
illu
m
in
ated
.
B
a
s
ed
o
n
th
is
k
n
o
wled
g
e,
t
h
e
w
o
r
k
in
g
g
r
o
u
p
c
r
iter
io
n
s
am
p
li
n
g
s
tr
ateg
ies
wer
e
d
eter
m
in
ed
b
y
th
e
cr
iter
io
n
s
am
p
le
ty
p
e.
T
h
e
p
u
r
p
o
s
e
o
f
cr
iter
io
n
s
am
p
lin
g
is
to
r
ev
iew
an
d
ex
am
in
e
"sit
u
atio
n
s
th
at
m
ee
t
cr
iter
ia
o
f
p
r
ed
ef
i
n
ed
im
p
o
r
tan
ce
"
[
4
3
]
.
T
h
e
p
a
r
ticip
an
ts
o
f
th
e
r
esear
ch
ar
e
eig
h
t
s
tu
d
en
ts
s
tu
d
y
in
g
in
B
u
r
s
a
U
lu
d
ağ
U
n
iv
er
s
ity
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
D
ep
ar
tm
e
n
t
o
f
Ar
t
E
d
u
ca
tio
n
in
th
e
2018
-
2
0
1
9
ac
a
d
em
ic
y
ea
r
.
Pa
r
ticip
an
ts
o
f
th
e
s
tu
d
y
wer
e
s
elec
ted
o
n
a
v
o
lu
n
tar
y
b
asis
a
n
d
th
e
p
ar
ticip
an
ts
wer
e
g
iv
en
c
o
d
e
n
a
m
es b
y
th
e
r
esear
ch
er
.
2
.
3
.
Da
t
a
a
na
ly
s
is
I
n
th
e
p
r
o
ce
s
s
o
f
an
al
y
zin
g
th
e
r
esear
ch
d
ata,
"th
e
m
atic
an
a
l
y
s
i
s
"
w
a
s
u
s
e
d
.
A
c
c
o
r
d
i
n
g
t
o
P
a
t
t
o
n
[
4
2
]
,
th
e
in
d
u
ctiv
e
an
aly
s
is
ap
p
r
o
a
ch
in
v
o
lv
es
"th
e
d
is
co
v
er
y
o
f
p
atter
n
s
,
th
em
es
an
d
ca
teg
o
r
ies
in
th
e
d
ata”
.
Acc
o
r
d
in
g
t
o
Glesn
e
[
4
4
]
,
th
e
r
esear
ch
er
in
th
em
atic
an
aly
s
is
f
o
cu
s
es
o
n
an
aly
tical
tech
n
i
q
u
es
to
s
ea
r
ch
f
o
r
th
em
es
an
d
p
atter
n
s
with
in
t
h
e
d
ata.
I
n
th
is
an
al
y
s
is
m
eth
o
d
,
it
is
d
esire
d
to
s
h
o
w
th
e
r
e
latio
n
s
h
ip
b
etwe
en
co
d
in
g
an
d
wh
at
th
e
r
esear
ch
e
r
is
r
esear
ch
i
n
g
.
Af
ter
th
e
d
ata
is
co
d
ed
th
e
s
am
e
en
co
d
ed
d
ata
is
r
ea
d
an
d
th
at
co
d
e
is
u
s
ed
to
f
in
d
o
u
t
wh
at
it
i
s
in
es
s
en
ce
.
T
h
is
r
esear
ch
was
ca
r
r
ied
o
u
t
in
I
an
d
I
I
.
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
s
th
at
c
o
n
s
titu
te
th
e
m
ain
d
ata
s
o
u
r
ce
o
f
th
e
s
t
u
d
y
.
Acc
o
r
d
in
g
t
o
Patto
n
[
4
2
]
,
in
ter
v
iews,
wh
ich
ar
ea
d
ata
co
llectio
n
tech
n
iq
u
e
th
r
o
u
g
h
v
er
b
al
co
m
m
u
n
icatio
n
,
a
n
d
is
a
b
as
i
c
q
u
alitativ
e
d
ata
s
o
u
r
ce
.
I
n
t
h
is
s
tu
d
y
,
s
em
i
-
s
tr
u
ctu
r
ed
in
t
er
v
iews,
wh
ich
a
r
e
th
o
u
g
h
t
to
c
o
n
tr
ib
u
te
m
o
r
e
to
th
e
r
esear
ch
b
y
g
iv
i
n
g
m
o
r
e
an
s
wer
s
to
th
e
r
esear
ch
q
u
es
tio
n
s
,
ar
e
th
e
m
ain
d
ata
s
o
u
r
ce
.
Fo
r
th
is
r
esear
ch
;
two
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
ie
w
f
o
r
m
s
w
er
e
p
r
ep
ar
ed
an
d
wer
e
ex
am
in
ed
b
y
ex
p
er
ts
in
th
e
u
n
iv
er
s
ity
an
d
t
h
e
q
u
esti
o
n
s
wer
e
f
in
alize
d
af
t
er
s
o
m
e
ar
r
a
n
g
em
en
ts
wer
e
m
ad
e.
2
.
4
.
L
im
it
a
t
io
n o
f
t
he
s
t
ud
y
I
n
th
is
s
tu
d
y
,
d
u
r
i
n
g
t
h
e
2
0
1
8
-
2
0
1
9
ac
a
d
em
ic
y
ea
r
,
a
g
r
o
u
p
o
f
ei
g
h
t
p
ar
ticip
an
ts
wh
o
to
o
k
th
e
Pain
tin
g
C
o
u
r
s
e
at
th
e
u
n
d
er
g
r
ad
u
ate
lev
el
at
B
u
r
s
a
Ulu
d
ağ
Un
iv
er
s
ity
,
Dep
ar
tm
en
t o
f
Fin
e
Ar
ts
E
d
u
ca
tio
n
in
B
u
r
s
a,
wh
er
e
g
iv
en
o
n
e
th
eo
r
e
tical
less
o
n
an
d
f
iv
e
less
o
n
s
o
f
p
r
ac
tice;
with
in
a
s
ix
-
wee
k
ac
tiv
ity
p
er
io
d
.
with
th
e
d
ata
co
llectio
n
to
o
ls
u
s
ed
i
n
th
e
s
tu
d
y
,
it is
lim
ited
to
th
e
th
em
atic
an
aly
s
is
o
f
th
e
o
b
tain
ed
d
ata.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
2
4
5
-
2
5
4
248
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
th
e
f
in
d
in
g
s
r
eg
ar
d
in
g
th
e
p
r
o
b
lem
s
tatu
s
o
f
th
e
s
tu
d
y
ar
e
g
iv
e
n
.
As
a
r
esu
lt
o
f
th
e
th
em
atic
an
aly
s
is
,
th
e
th
em
es
o
f
"Pr
elim
in
ar
y
Kn
o
wled
g
e
Ab
o
u
t
T
ec
h
n
i
q
u
e"
,
"Fo
r
m
atio
n
Af
ter
Or
al
Pre
s
en
tatio
n
"
an
d
"Fo
r
m
atio
n
Af
ter
Ar
tis
tic
Pra
ctice
"
wer
e
o
b
tain
ed
.
"Pr
elim
in
ar
y
Kn
o
wled
g
e
a
b
o
u
t
T
ec
h
n
ical"
th
e
m
e
co
n
s
is
ts
o
f
"Histo
r
y
",
"T
ec
h
n
ical
Kn
o
wl
ed
g
e"
an
d
"Ar
two
r
k
an
d
Ar
tis
t
Kn
o
wled
g
e"
ca
teg
o
r
ies.
I
n
th
is
th
em
e,
th
e
p
ar
ticip
an
ts
;
"Pr
elim
in
ar
y
Kn
o
wled
g
e
ab
o
u
t
T
ec
h
n
ical"
d
ata
ab
o
u
t
t
e
m
p
e
r
a
t
e
c
h
n
i
q
u
e
a
n
d
a
r
t
i
s
t
s
w
h
o
s
e
a
r
t
w
o
r
k
w
a
s
m
a
d
e
w
i
t
h
t
h
i
s
t
e
c
h
n
i
q
u
e
ar
e
ex
p
lain
ed
.
"Fo
r
m
atio
n
Af
te
r
Or
al
Pre
s
en
tatio
n
"
th
em
e
co
n
s
is
ts
o
f
"Histo
r
y
",
"Ar
two
r
k
an
d
Ar
tis
t
Kn
o
wled
g
e"
an
d
"Aw
ar
en
ess
Fo
r
m
atio
n
"
ca
teg
o
r
ies.
Du
r
in
g
th
e
th
e
o
r
et
ical
ex
p
lan
atio
n
p
r
o
ce
s
s
,
it
w
as
p
lan
n
ed
to
g
iv
e
g
en
er
al
k
n
o
wled
g
e
ab
o
u
t
tem
p
er
a
tech
n
iq
u
e,
r
eso
u
r
ce
r
esear
ch
was
m
ad
e
an
d
a
p
r
esen
tati
o
n
was
p
r
ep
ar
ed
f
o
r
th
is
p
u
r
p
o
s
e.
T
h
e
p
r
esen
tio
n
at
g
av
e
d
ef
in
itio
n
s
o
f
tem
p
er
a
ex
am
p
les
f
r
o
m
d
if
f
e
r
en
t
s
o
u
r
ce
s
.
I
ts
u
s
e
in
t
h
e
ea
r
ly
ag
es,
m
id
d
le
ag
es,
R
en
a
is
s
an
ce
an
d
af
ter
th
e
1
9
th
ce
n
tu
r
y
was
ex
am
in
e
d
u
n
d
er
f
o
u
r
titl
es
alo
n
g
with
ex
am
p
les
o
f
ar
tis
ts
an
d
ar
two
r
k
s
.
I
n
th
is
th
e
m
e
af
te
r
th
e
th
e
o
r
etica
l
ex
p
lan
atio
n
s
,
th
e
p
ar
t
ic
ip
an
ts
;
th
e
c
h
an
g
es
in
th
e
tem
p
er
a
tec
h
n
iq
u
e,
"Ar
t
wo
r
k
an
d
Ar
tis
t K
n
o
wled
g
e"
a
n
d
th
e
th
o
u
g
h
ts
o
n
th
e
tec
h
n
iq
u
e
ar
e
ex
p
lain
ed
.
"Fo
r
m
atio
n
Af
te
r
Ar
tis
tic
Pra
ctice
"
th
em
e
c
o
n
s
is
ts
o
f
"Su
r
f
ac
e
Pre
p
ar
atio
n
",
"Pain
t
Pre
p
ar
atio
n
",
"Pain
t Co
n
s
is
ten
cy
",
"Ch
an
g
e
o
f
T
h
o
u
g
h
t"
an
d
"Aw
ar
en
ess
Fo
r
m
atio
n
"
ca
teg
o
r
ies.
T
h
is
th
em
e,
wh
ich
is
af
ter
th
e
im
p
lem
en
tatio
n
,
i
n
v
o
lv
es
th
e
p
r
ep
ar
ati
o
n
o
f
th
e
wo
o
d
en
b
o
ar
d
an
d
tem
p
er
a
p
ai
n
t
wh
ich
ex
p
lain
s
th
e
tech
n
ical
ch
an
g
es to
t
h
e
p
ar
tici
p
an
ts
.
3
.
1
.
P
re
lim
ina
ry
k
no
wledg
e
a
bo
ut
t
ec
hn
ica
l
"T
ec
h
n
ical
Kn
o
wled
g
e"
ca
te
g
o
r
y
,
p
ar
ticip
an
ts
'
p
r
elim
in
ar
y
k
n
o
wled
g
e
an
d
o
p
in
io
n
s
ab
o
u
t
th
e
tem
p
er
a
tech
n
iq
u
e
ar
e
in
cl
u
d
e
d
.
T
h
e
d
ata
o
b
tain
ed
in
th
is
ca
teg
o
r
y
s
ee
k
a
n
s
wer
s
to
th
e
f
ir
s
t r
esear
ch
q
u
esti
o
n
.
T
h
is
ca
teg
o
r
y
c
o
n
s
is
ts
o
f
"M
is
co
n
ce
p
tio
n
"
,
"L
ac
k
o
f
Kn
o
wle
d
g
e"
an
d
"I
n
c
o
r
r
ec
t K
n
o
wled
g
e"
co
d
es.
W
h
en
th
e
d
ata
o
b
tain
e
d
was
ex
am
in
ed
,
it
was
o
b
s
er
v
e
d
th
at
th
e
p
ar
ticip
an
ts
h
ad
a
m
is
co
n
ce
p
tio
n
.
Gü
lçin
s
aid
in
r
elatio
n
to
te
m
p
er
a:
"I
r
eme
mb
er
th
a
t
it
is
u
s
ed
in
fr
esco
es"
(
1
.
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
[
SS
I
]
)
.
Z
u
h
al
also
co
n
f
u
s
ed
t
h
e
p
r
ep
ar
atio
n
o
f
tem
p
er
a
p
a
in
t
with
th
e
f
r
esco
tech
n
iq
u
e;
"I
h
ea
r
d
th
a
t
th
e
temp
era
tech
n
iq
u
e
is
a
tec
h
n
iq
u
e
ma
d
e
u
s
in
g
w
et
p
la
s
ter a
n
d
p
a
in
t m
a
teri
a
ls
.
"
s
h
e
s
aid
(
1
.
SS
I
)
.
W
h
en
th
e
d
ata
o
b
tain
e
d
u
n
d
er
th
e
co
d
e
o
f
"L
ac
k
o
f
k
n
o
wle
d
g
e"
ar
e
ex
am
i
n
ed
,
it
is
s
tr
ik
in
g
th
at
th
e
m
ajo
r
ity
o
f
th
e
p
a
r
ticip
an
ts
d
i
d
n
o
t
h
av
e
a
n
y
p
r
io
r
k
n
o
wled
g
e
o
f
t
h
e
tech
n
iq
u
e.
T
h
e
f
in
d
in
g
s
ar
e
as
f
o
llo
ws:
B
etü
l
k
n
o
ws
th
at
o
n
ly
eg
g
s
ar
e
u
s
ed
"I
h
a
ve
n
o
k
n
o
w
led
g
e,
ex
ce
p
t
th
a
t a
ma
teri
a
l
s
u
c
h
a
s
eg
g
a
n
d
eg
g
w
h
ites
a
r
e
u
s
ed
.
"
Sh
e
s
tated
: (
1
.
SS
I
)
.
E
zg
i;
"I
th
in
k
it is
ma
d
e
w
ith
eg
g
w
h
ites
.
"
(
1
.
SS
I
)
.
T
h
is
is
in
co
r
r
ec
t.
W
h
en
t
h
e
d
ata
ar
e
ex
am
in
e
d
,
it
is
n
o
te
wo
r
th
y
t
h
at
th
e
v
ast
m
aj
o
r
ity
o
f
th
e
p
ar
ticip
an
ts
d
o
n
o
t
h
a
v
e
p
r
io
r
k
n
o
wled
g
e
ab
o
u
t
th
e
tech
n
i
q
u
e.
T
h
e
f
i
n
d
i
n
g
s
ar
e
as
f
o
llo
ws:
E
zg
i;
"Th
e
p
a
in
t
is
a
p
p
lied
d
r
y.
"
(
1
.
SS
I
)
.
Gö
k
s
u
"I
h
e
a
r
d
th
a
t it
is
a
p
a
in
t th
a
t ta
ke
s
a
lo
n
g
time
to
d
r
y.
Ho
w
ev
er,
I
d
o
n
o
t h
a
ve
clea
r
kn
o
w
led
g
e"
(
1
.
SS
I
)
.
Oth
er
p
ar
ticip
an
ts
s
aid
,
"I
d
o
n
'
t k
n
o
w
th
e
temp
era
tech
n
iq
u
e.
"
(
1
.
SS
I
)
u
s
ed
t
h
e
ex
p
r
ess
io
n
s
.
"Histo
r
y
k
n
o
wled
g
e"
ca
teg
o
r
y
ex
am
in
es
th
e
p
ar
ticip
an
ts
'
p
r
elim
in
ar
y
k
n
o
wled
g
e
ab
o
u
t
th
e
h
is
to
r
y
o
f
tem
p
er
a
tech
n
iq
u
e,
ar
tis
ts
a
n
d
wo
r
k
s
o
f
ar
t.
W
ith
th
e
d
ata
o
b
tain
ed
in
th
is
ca
teg
o
r
y
,
it
was
u
s
ed
to
an
s
wer
th
e
f
ir
s
t r
esear
ch
q
u
esti
o
n
.
T
h
e
c
a
t
e
g
o
r
y
c
o
n
s
i
s
t
s
o
f
t
h
e
"
l
a
c
k
o
f
k
n
o
w
l
e
d
g
e
"
a
n
d
"
I
n
c
o
r
r
e
c
t
k
n
o
wled
g
e"
co
d
es.
"L
ac
k
o
f
k
n
o
wled
g
e"
:
Hatic
e,
wh
o
g
av
e
o
p
in
io
n
s
ab
o
u
t
th
e
u
s
e
o
f
tem
p
er
a
tech
n
iq
u
e
in
th
e
h
is
to
r
ical
p
r
o
ce
s
s
s
aid
"
I
kn
o
w
th
a
t
it
is
t
h
e
tec
h
n
iq
u
e
u
s
ed
in
w
o
r
ks
ma
d
e
in
th
e
Med
iev
a
l
a
n
d
R
en
a
is
s
a
n
ce
p
erio
d
s
.
"
(
1
.
SS
I
)
s
aid
.
Oth
er
p
ar
ticip
an
ts
s
tated
th
at
th
ey
d
id
n
o
t
h
av
e
k
n
o
wled
g
e
ab
o
u
t
th
e
h
is
to
r
y
o
f
th
e
tech
n
iq
u
e.
I
n
th
e
d
ata
o
b
tain
e
d
u
n
d
er
th
e
co
d
e
"I
n
c
o
r
r
ec
t
k
n
o
wled
g
e"
;
B
etü
l;
"I
d
o
n
o
t
kn
o
w
th
e
a
r
tis
t
w
o
r
kin
g
w
ith
temp
era
.
I
d
o
n
't
r
eme
mb
er
if
th
e
w
o
r
ks
w
ere
s
h
o
w
n
in
th
e
co
u
r
s
e.
"
(
1
.
SS
I
)
,
Hatice
"Ob
vio
u
s
ly,
I
h
a
ve
n
o
clea
r
kn
o
w
led
g
e"
(
1
.
SS
I
)
.
E
zg
i,
Gö
k
s
u
,
Gü
lçin
,
Uf
u
k
a
n
d
Z
u
h
al
an
s
wer
ed
"I
d
o
n
't
k
n
o
w
"
(
1
.
SS
I
)
.
W
h
en
th
e
d
ata
o
b
tain
ed
was
e
x
am
in
ed
;
it
was
s
ee
n
th
at
n
o
t
all
p
a
r
ticip
an
ts
h
ad
p
r
i
o
r
ar
two
r
k
a
n
d
ar
tis
t
k
n
o
wled
g
e
with
tem
p
er
a
tech
n
iq
u
e.
T
h
e
"Pr
elim
in
ar
y
Kn
o
wled
g
e
ab
o
u
t
T
ec
h
n
iq
u
e"
th
em
e
is
im
p
o
r
tan
t
in
ter
m
s
o
f
h
av
i
n
g
a
n
i
d
ea
ab
o
u
t
th
e
p
ar
ticip
an
ts
'
tem
p
er
a
tec
h
n
iq
u
e.
W
h
en
th
e
d
ata
o
b
ta
in
ed
was
ex
am
in
ed
;
it
was
s
ee
n
th
at
n
o
t
all
p
ar
ti
cip
an
ts
h
ad
p
r
io
r
a
r
two
r
k
an
d
ar
tis
t k
n
o
wled
g
e
with
tem
p
er
a
tech
n
iq
u
e.
3
.
2
.
F
o
rm
a
t
io
n a
f
t
er
o
ra
l pre
s
ent
a
t
io
n
T
h
e
"Histo
r
y
"
ca
teg
o
r
y
co
n
s
is
ts
o
f
"Co
n
tin
u
ity
o
f
T
ec
h
n
iq
u
e"
an
d
"Per
m
an
en
ce
o
f
W
o
r
k
s
"
co
d
es.
T
h
e
o
p
in
io
n
s
o
f
th
e
p
a
r
ticip
an
ts
wh
o
s
e
"Co
n
tin
u
ity
o
f
th
e
T
ec
h
n
iq
u
e"
c
o
d
e
is
r
ea
ch
ed
a
r
e
as
f
o
llo
ws:
R
an
a,
"Well
-
kn
o
w
n
a
r
tis
t
s
u
s
ed
th
i
s
tech
n
iq
u
e.
B
u
t
th
ere
a
r
e
a
r
ti
s
t
s
u
s
in
g
it
to
d
a
y.
"
(
2
.
SS
I
)
.
Z
u
h
al;
"I
n
fa
ct,
ma
n
y
fa
mo
u
s
a
r
tis
ts
h
a
ve
u
s
ed
it
a
n
d
th
is
tech
n
iq
u
e
h
a
s
b
ee
n
u
s
ed
s
in
ce
a
n
cien
t
times"
(
2
.
SS
I
)
.
E
zg
i
"c
o
n
tin
u
es
to
b
e
u
s
ed
s
in
ce
th
e
ea
r
ly
a
g
es"
(
2
.
SS
I
)
.
B
etü
l;
"I
lea
r
n
ed
th
a
t
it
h
a
s
b
ee
n
u
s
ed
s
in
ce
th
e
fir
s
t
ce
n
tu
r
ies
a
fte
r
A
D"
(
2
.
SS
I
)
.
Uf
u
k
"like
a
tr
a
d
itio
n
t
h
a
t
h
a
s
b
ee
n
g
o
in
g
o
n
fo
r
th
o
u
s
a
n
d
s
o
f
ye
a
r
s
."
(
2
.
SS
I
)
.
Gö
k
s
u
;
-
u
s
ed
s
im
ilar
ex
p
r
ess
io
n
s
th
at
i
t
wa
s
u
s
ed
f
o
r
m
an
y
y
ea
r
s
as
"O
il
p
a
in
tin
g
is
a
w
id
ely
u
s
ed
p
a
in
t
a
n
d
p
a
in
tin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
ica
l e
xp
erien
ce
w
ith
temp
era
p
a
in
tin
g
s
in
a
b
a
ch
elo
r
d
eg
r
ee
co
u
r
s
e
in
Tu
r
ke
y
(
Go
n
c
a
E
r
im
)
249
tech
n
iq
u
e
b
efo
r
e
temp
era
is
u
s
ed
"
(
2
.
SS
I
)
.
Gü
lçin
;
"I
n
o
t
h
er
w
o
r
d
s
,
in
th
e
p
a
in
tin
g
s
o
f
s
o
me
ca
ve
s
in
th
e
fir
s
t
ce
n
tu
r
ie
s
,
th
is
tech
n
iq
u
e
w
a
s
u
s
ed
a
n
d
s
till
u
s
ed
in
th
e
t
w
en
ty
-
fir
s
t
ce
n
tu
r
y.
E
ve
n
in
th
e
n
i
n
etee
n
th
ce
n
tu
r
y,
r
ela
ted
a
s
s
o
cia
tio
n
s
a
r
e
b
ein
g
esta
b
lis
h
ed
.
P
eo
p
le
a
r
e
s
ta
r
tin
g
to
u
s
e
th
is
tech
n
iq
u
e
a
g
a
in
.
To
d
a
y,
th
ere
a
r
e
ma
n
y
a
r
tis
ts
w
h
o
u
s
e
th
is
tech
n
iq
u
e.
.
.
"
(
2
.
SS
I
)
.
S
ev
en
o
f
th
e
r
esp
o
n
d
e
n
ts
s
tated
th
at
th
e
te
ch
n
i
q
u
e
h
as
b
ee
n
u
s
ed
an
d
co
n
tin
u
es
to
b
e
u
s
ed
th
r
o
u
g
h
o
u
t
h
is
to
r
y
with
s
h
o
r
t
an
s
wer
s
.
On
e
p
ar
ti
cip
an
t
ex
p
lain
ed
in
d
etail
wh
at
h
e
lear
n
e
d
ab
o
u
t t
h
e
h
is
to
r
y
o
f
th
e
tech
n
iq
u
e.
As
a
r
esu
lt
o
f
t
h
e
f
in
d
in
g
s
o
b
tain
ed
,
th
e
c
o
d
e
o
f
"Per
m
an
en
ce
o
f
th
e
W
o
r
k
s
"
h
as
b
e
e
n
r
ea
ch
e
d
.
Gü
lçin
;
"Th
e
temp
era
tech
n
iq
u
e
w
a
s
u
s
ed
in
th
e
ea
r
ly
a
g
es
w
ith
F
a
yu
m
P
o
r
tr
a
its
.
Th
e
p
a
in
tin
g
s
o
n
th
e
w
a
lls
o
f
th
e
ca
ve
a
r
e
a
ls
o
in
clu
d
e
d
in
th
is
tech
n
iq
u
e.
Th
ese
e
xa
mp
les
a
r
e
s
till
ex
i
s
tin
g
.
I
n
fa
ct,
th
is
is
ve
r
y
imp
o
r
ta
n
t"
(
2
.
SS
I
)
.
Uf
u
k
'
s
v
iew
s
o
n
th
is
is
s
u
e;
"Wh
en
w
e
lo
o
k
a
t
p
erma
n
e
n
ce
,
th
ere
a
r
e
ma
n
y
w
o
r
ks
th
a
t
h
a
ve
s
u
r
vive
d
th
o
u
s
a
n
d
s
o
f
ye
a
r
s
a
g
o
.
We
c
a
n
s
ee
th
em
in
mu
s
eu
ms.
Th
a
n
ks
to
th
ese
vis
u
a
l
s
o
u
r
ce
s
,
w
e
ca
n
b
e
in
th
e
h
is
to
r
y
o
f
a
r
t
.
"
(
2
.
SS
I
)
.
Oth
er
p
a
r
ticip
an
ts
u
s
ed
s
im
ilar
ex
p
r
ess
io
n
s
a
n
d
e
x
p
r
ess
ed
th
eir
o
p
in
io
n
th
at
th
e
tech
n
iq
u
e
was p
er
m
an
e
n
t f
o
r
m
an
y
y
ea
r
s
.
T
h
e
"Ar
two
r
k
an
d
Ar
tis
t
Kn
o
wled
g
e"
ca
teg
o
r
y
o
b
tain
ed
as
a
r
esu
lt
o
f
th
e
f
in
d
in
g
s
o
f
th
e
in
ter
v
iew
af
ter
th
e
lectu
r
e
c
o
n
s
is
ts
o
f
th
e
co
d
es
"Use
in
th
e
1
-
5
th
C
en
tu
r
ies",
"Use
in
th
e
Mid
d
le
Ag
es",
"Use
in
th
e
R
en
aiss
an
ce
"
an
d
"Po
s
t
-
1
8
th
C
en
tu
r
y
Use
.
"
Fo
r
"Use
in
1
-
5
th
ce
n
tu
r
ies"all
p
ar
ticip
an
ts
s
tated
th
e
f
o
llo
win
g
ab
o
u
t
th
e
tec
h
n
iq
u
e
in
t
h
e
s
ec
o
n
d
in
ter
v
iew:
B
etü
l;
"Th
e
ex
a
mp
l
es
th
a
t
ca
u
g
h
t
my
a
tten
tio
n
w
ere
th
e
F
a
yu
m
P
o
r
tr
a
its
in
E
g
yp
t.
Th
ese
p
o
r
tr
a
its
w
ere
ma
d
e
in
a
n
cien
t
times,
in
th
e
0
A
D
–
2
0
0
A
D.
I
fo
u
n
d
o
u
t
w
h
ere
temp
era
w
a
s
u
s
ed
esp
ec
ia
lly
in
th
e
w
o
r
ks.
F
o
r
ex
a
mp
le,
I
h
ea
r
d
a
b
o
u
t
th
e
F
a
yu
m
p
o
r
tr
a
its
b
efo
r
e.
B
u
t
I
d
id
n
o
t
kn
o
w
w
ith
w
h
ich
tech
n
iq
u
e
th
ese
p
o
r
tr
a
its
w
e
r
e
ma
d
e.
"
(
2
.
SS
I
)
.
Z
u
h
al;
"Th
ere
w
ere
F
a
yu
m
P
o
r
tr
a
its
,
w
h
ich
a
r
e
th
o
u
g
h
t
to
b
elo
n
g
to
th
e
R
o
ma
n
P
erio
d
,
ma
d
e
in
th
e
th
ir
d
ce
n
tu
r
y
A
D.
Th
ey
w
ere
ma
d
e
w
ith
th
e
temp
era
tech
n
iq
u
e.
Th
ey
ca
u
g
h
t
my
a
tten
tio
n
.
"
(
2
.
SS
I
)
.
Gü
lçin
;
"Temp
era
tech
n
iq
u
e
w
a
s
u
s
ed
i
n
th
e
F
ir
s
t
C
en
tu
r
y,
in
th
e
F
a
yu
m
P
o
r
tr
a
its
in
th
e
1
s
t
ce
n
tu
r
y.
Th
is
tech
n
iq
u
e
is
a
ls
o
in
clu
d
ed
in
th
e
p
a
i
n
tin
g
s
ma
d
e
o
n
s
o
me
ca
ve
w
a
lls
i
n
I
n
d
ia
.
.
.
"
(
2
.
SS
I
)
.
W
h
en
th
e
ex
p
r
ess
io
n
s
o
f
t
h
e
p
ar
ticip
an
ts
ar
e
ex
am
in
e
d
;
it
was
o
b
s
er
v
ed
th
at
th
e
m
o
s
t
r
em
ar
k
a
b
le
wo
r
k
s
t
o
g
eth
er
with
ex
a
m
p
les o
f
u
s
e
in
th
e
ea
r
ly
a
g
es we
r
e
th
e
Fay
u
m
Po
r
tr
aits
.
W
h
en
th
e
d
ata
was
ex
am
in
ed
,
it
was
o
b
s
er
v
ed
th
at
all
p
ar
ticip
an
ts
s
tated
th
at
th
e
tem
p
er
a
was
th
e
m
o
s
t
wid
ely
u
s
ed
p
ain
tin
g
te
ch
n
iq
u
e
in
th
e
Mid
d
le
Ag
es
with
d
if
f
er
en
t
ex
p
r
ess
io
n
s
.
T
h
e
f
in
d
in
g
s
ar
e
as
f
o
llo
ws;
E
zg
i;
"Du
r
in
g
th
e
Mid
d
le
A
g
es,
mo
s
t
a
r
tis
ts
u
s
ed
th
is
tech
n
iq
u
e.
F
o
r
ex
a
mp
le,
C
ima
b
u
e
u
s
ed
th
is
tech
n
iq
u
e.
His
w
o
r
k
ca
lled
'S
a
n
ta
Tr
in
ita
Ma
d
o
n
n
a
'
r
ema
i
n
ed
in
my
min
d
.
Th
en
h
e
u
s
ed
th
is
tech
n
iq
u
e
a
lo
t
w
ith
g
o
ld
lea
f
in
Gio
tto
.
"
(
2
.
SS
I
)
.
Gö
k
s
u
;
"
S
in
ce
it
w
a
s
th
e
mo
s
t
u
s
ed
p
a
in
tin
g
tech
n
iq
u
e
b
efo
r
e
o
il
p
a
in
tin
g
,
in
fa
ct,
m
o
s
t
a
r
tis
ts
u
s
ed
th
is
tech
n
iq
u
e
in
t
h
e
mid
d
le
a
g
es.
I
ca
n
u
s
e
Gio
tto
a
s
a
n
ex
a
mp
l
e
o
f
th
is
.
"
(
2
.
SS
I
)
.
Gü
lçin
s
aid
th
at
"I
n
th
e
mid
d
le
a
g
es,
mo
s
t
a
r
tis
t
s
w
o
r
ke
d
w
ith
th
e
temp
era
tech
n
iq
u
e.
.
.
B
u
t
th
e
Lo
r
en
z
ett
i
B
r
o
th
ers
r
e
ma
in
ed
in
my
min
d
a
b
o
u
t
th
e
a
r
tis
ts
u
s
in
g
th
e
t
ec
h
n
iq
u
e.
"
(
2
.
SS
I
)
.
Hatice
;
".
.
.
h
a
s
b
ee
n
u
s
ed
b
y
va
r
io
u
s
a
r
tis
ts
fr
o
m
th
e
ea
r
ly
a
g
es
to
th
e
mid
d
le
a
g
es
a
n
d
fr
o
m
th
e
mid
d
le
a
g
es
u
n
til
to
d
a
y.
F
o
r
ex
a
mp
le,
t
h
e
Lo
r
en
z
etti
B
r
o
th
er
s
u
s
ed
th
is
tech
n
iq
u
e
in
th
e
mid
d
le
a
g
es."
(
2
.
SS
I
)
.
B
etü
l;
s
tated
th
at
".
.
.
P
iero
Della
F
r
a
n
ce
s
ca
's
Du
ke
a
n
d
D
u
ch
e
s
s
o
f
Urb
in
o
"
(
2
.
SS
I
)
.
R
an
a;
"I
kn
o
w
th
a
t
is
th
e
mo
s
t
u
s
e
d
tech
n
iq
u
e
in
th
e
mid
d
le
a
g
es.
F
r
a
A
n
g
elico
is
o
n
my
m
in
d
a
b
o
u
t
it."
(
2
.
YY
G.
2
)
.
Uf
u
k
;
"I
kn
o
w
th
e
h
is
to
r
ica
l
d
ev
elo
p
men
t
o
f
th
e
temp
era
tech
n
iq
u
e
in
th
e
fir
s
t p
la
ce
.
I
lea
r
n
ed
h
o
w
in
ten
s
ive
a
n
d
h
o
w
mu
ch
it w
a
s
u
s
ed
in
th
e
mid
d
le
a
g
es
b
etw
ee
n
th
e
1
3
th
a
n
d
1
5
th
ce
n
tu
r
ies.
A
p
a
r
t
fr
o
m
th
a
t,
th
ere
a
r
e
ico
n
s
a
n
d
fig
u
r
es
o
f
Je
s
u
s
C
h
r
i
s
t..
.
"
(
2
.
SS
I
)
.
All
o
f
th
e
p
ar
ticip
an
ts
s
tated
t
h
at
th
e
tem
p
e
r
a
was
th
e
m
o
s
t
u
s
ed
tech
n
iq
u
e
in
th
e
m
id
d
le
ag
es
an
d
th
e
y
g
a
v
e
ex
am
p
les f
r
o
m
d
if
f
e
r
en
t a
r
tis
ts
an
d
wo
r
k
s
.
"Use
in
th
e
R
en
aiss
an
ce
"
co
d
e
h
as
b
ee
n
r
ea
ch
e
d
as
a
r
esu
lt
o
f
s
h
o
w
in
g
th
e
ar
tis
ts
an
d
w
o
r
k
s
o
f
th
e
R
en
aiss
an
ce
p
er
io
d
in
th
e
e
x
p
r
ess
io
n
s
u
s
ed
b
y
th
e
p
ar
ti
cip
an
ts
in
g
e
n
er
al.
T
h
e
f
in
d
i
n
g
s
ar
e
as
f
o
llo
ws.
Gü
lçin
;
"Th
ere
a
r
e
s
o
ma
n
y
n
a
mes.
Th
ere
a
r
e
s
o
ma
n
y
w
o
r
ks.
F
o
r
ex
a
mp
le,
B
o
ticelli's
B
ir
th
o
f
V
en
u
s
,
a
n
d
th
en
Ma
n
teg
n
a
's
"La
men
ta
tio
n
o
f
C
h
r
is
t"
w
a
s
ma
d
e
w
i
th
t
h
e
temp
era
tech
n
iq
u
e"
(
2
.
SS
I
)
.
Z
u
h
al
"B
o
ticelli
h
a
s
w
o
r
ks
b
y
Ma
n
teg
n
a
w
ith
t
h
is
tech
n
iq
u
e.
"
(
2
.
SS
I
)
.
E
z
g
i;
"Th
e
fa
ct
th
a
t
Ma
n
teg
n
a
's
La
men
ta
tio
n
o
f
C
h
r
is
t
w
a
s
ma
d
e
w
ith
th
is
tech
n
iq
u
e
a
ttr
a
cted
my
a
tten
tio
n
.
"
(
2
.
SS
I
)
.
Gö
k
s
u
;
"I
r
eme
mb
er
th
a
t
th
e
B
ir
th
o
f
V
en
u
s
w
a
s
ma
d
e
u
s
in
g
temp
era
.
"
(
2
.
SS
I
)
th
ey
s
aid
.
Hatice
an
d
R
an
a
m
en
tio
n
ed
th
e
B
o
tticelli's
B
ir
th
o
f
Ven
u
s
p
ain
tin
g
with
s
im
ilar
ex
p
r
ess
io
n
s
with
o
th
e
r
p
a
r
ticip
an
ts
.
Uf
u
k
g
av
e
a
d
if
f
er
en
t
e
x
am
p
le;
"F
o
r
ex
a
mp
le,
Uc
ello
h
a
s
a
ve
r
y
w
ell
-
kn
o
w
n
w
o
r
k.
Th
e
B
a
ttle
o
f
S
a
n
R
o
ma
n
o
a
t
th
e
Uffiz
z
i
Ga
ller
y.
Th
a
t
w
o
r
k
w
a
s
a
ls
o
ma
d
e
w
ith
temp
era
.
"
(
2
.
SS
I
)
.
"Use
Af
ter
th
e
1
8
th
C
en
tu
r
y
"
:
Du
r
in
g
th
e
i
n
ter
v
iew,
d
if
f
er
en
t
p
ar
ticip
an
ts
wer
e
ask
ed
to
n
am
e
th
e
u
s
e
o
f
th
e
tech
n
iq
u
e
a
f
ter
th
e
1
8
th
ce
n
t
u
r
y
;
th
e
y
g
av
e
ex
am
p
les
s
u
ch
as
B
en
Sh
ah
n
,
An
d
r
ew
W
y
eth
,
Geo
r
g
e
T
o
o
k
er
,
Picass
o
,
R
eg
in
ald
Ma
r
s
h
,
Otto
Dix
,
an
d
Peter
Hu
r
d
.
B
etü
l
"Th
ere
a
r
e
a
lo
t
o
f
a
r
tis
ts
a
n
d
w
o
r
ks.
A
n
d
r
ew
Wyeth
's
w
o
r
k
w
ith
ve
r
y
r
ea
lis
t
ic
p
o
r
tr
a
its
.
A
ls
o
,
th
e
C
h
ess
Ga
me
w
it
h
co
lo
r
fu
l
tiles
o
n
th
e
flo
o
r
a
ttr
a
cted
my
a
tten
tio
n
.
"
(
2
.
SS
I
)
s
aid
.
E
zg
i;
"P
ica
s
s
o
w
a
s
w
o
r
kin
g
u
s
in
g
temp
era
.
Th
en
R
eg
in
a
ld
Ma
r
s
h
u
s
ed
Otto
D
ix
o
r
s
i
mila
r
temp
era
.
"
(
2
.
SS
I
)
.
Gö
k
s
u
u
s
ed
th
e
ex
p
r
ess
io
n
s
,
"F
o
r
ex
a
mp
le,
Otto
Dix
u
s
ed
th
is
tech
n
iq
u
e
in
h
is
w
o
r
k
s
"
(
2
.
SS
I
)
.
Gü
lçin
:
"
Th
ere
w
a
s
Otto
Dix.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
2
4
5
-
2
5
4
250
E
ve
n
P
ica
s
s
o
d
id
a
few
h
a
d
t
o
w
o
r
k.
Th
ere
w
a
s
ev
en
o
n
e
p
o
r
tr
a
it
w
o
r
k
th
a
t
w
e
s
a
w
in
th
e
n
a
r
r
a
tive.
Th
e
tech
n
iq
u
e
w
a
s
u
s
ed
a
lo
t
b
y
th
e
a
r
tis
t’
.
S
o
a
l
o
t
a
ctu
a
lly
u
s
ed
th
e
a
r
tis
t."
(
2
.
SS
I
)
.
Ha
tice
"2
0
th
C
en
tu
r
y,
imp
o
r
ta
n
t
a
r
tis
ts
s
u
ch
a
s
Otto
Dix
a
n
d
A
n
d
r
ea
Wyeth
u
s
ed
t
h
is
tech
n
iq
u
e.
A
n
imp
o
r
ta
n
t
a
r
t
is
t
s
u
ch
a
s
A
n
d
r
ea
Wyeth
u
s
ed
th
e
temp
era
tech
n
iq
u
e.
.
.
"
(
2
.
SS
I
)
.
Uf
u
k
:
"R
ema
in
in
g
in
my
min
d
,
A
n
d
r
ea
Wy
eth
h
a
s
a
fig
u
r
a
tive
w
o
r
k
s
itt
in
g
in
th
e
g
r
ee
n
fla
t
g
r
a
s
s
es
(
C
h
r
i
s
tin
a
's
Wo
r
ld
)
.
.
.
a
n
d
P
eter
Hu
r
d
's
temp
era
a
r
tw
o
r
k.
"
(
2
.
SS
I
)
.
Z
u
h
al
s
aid
,
"Th
e
w
o
r
ks a
n
d
c
o
lo
r
s
u
s
ed
b
y
B
en
S
h
a
h
n
a
r
e
ve
r
y
imp
r
es
s
ive.
"
(
2
.
SS
I
)
.
"Aw
ar
en
ess
Fo
r
m
atio
n
"
ca
teg
o
r
y
;
d
ata
was
o
b
tain
ed
as
a
r
esu
lt
o
f
th
e
in
te
r
v
iew
f
in
d
in
g
s
af
ter
th
e
n
ar
r
atio
n
with
th
e
p
ar
ticip
a
n
ts
o
f
th
e
r
esear
ch
.
I
t
co
n
s
is
ts
o
f
"L
ac
k
o
f
T
ec
h
n
ical
Kn
o
wl
ed
g
e"
,
"I
n
ter
est
in
T
ec
h
n
iq
u
e
C
h
a
n
g
e"
an
d
"Fo
r
m
atio
n
o
f
L
ea
r
n
in
g
R
eq
u
est".
Fin
d
in
g
s
o
b
tain
e
d
in
th
e
"
L
ac
k
o
f
T
ec
h
n
ical
Kn
o
wled
g
e
"
co
d
e
ar
e
as
f
o
llo
ws;
Gü
lçin
:
"…
Th
e
temp
era
tech
n
iq
u
e
is
n
o
t
me
n
tio
n
ed
in
o
u
r
less
o
n
s
o
n
a
r
t
h
is
to
r
y.
I
t
is
n
o
t
ex
p
l
a
in
ed
to
o
mu
ch
,
b
u
t
s
h
e
men
tio
n
ed
ma
n
y
a
r
tis
ts
.
I
w
a
s
ve
r
y
s
u
r
p
r
i
s
ed
b
y
th
e
fa
ct
t
h
a
t
it
w
a
s
P
ica
s
s
o
u
s
ed
th
is
tech
n
iq
u
e.
S
o
ma
n
y
a
r
tis
ts
u
s
ed
th
is
tech
n
i
q
u
e.
I
n
o
ticed
th
is
a
n
d
I
w
a
s
in
tere
s
te
d
in
it
.
"
Gö
k
s
u
s
tated
th
eir
lac
k
o
f
k
n
o
wled
g
e
in
th
e
p
ast
"F
o
r
ex
a
mp
le,
I
k
n
ew
Otto
Dix,
o
n
e
o
f
th
e
2
0
th
ce
n
tu
r
y
a
r
tis
t
s
.
B
u
t
I
d
id
n
o
t
kn
o
w
th
a
t
h
e
u
s
ed
th
e
temp
era
tech
n
iq
u
e.
I
n
o
ticed
t
h
is
.
"
(
2
.
SS
I
)
.
Hatice
u
s
ed
d
if
f
er
en
t
ex
am
p
les,
"F
o
r
ex
a
mp
le
,
I
h
a
d
h
ea
r
d
a
b
o
u
t
F
a
yu
m
P
o
r
tr
a
its
b
efo
r
e.
B
u
t
I
d
id
n
o
t
k
n
o
w
th
a
t
temp
era
te
ch
n
iq
u
e
w
a
s
u
s
ed
in
th
o
s
e
w
o
r
ks.
Th
ere
a
r
e
a
ls
o
B
o
tticelli's
p
a
in
tin
g
s
.
F
o
r
ex
a
mp
le,
I
d
id
n
o
t
k
n
o
w
th
a
t
th
ey
w
ere
temp
era
.
I
r
ea
liz
ed
th
a
t
I
d
id
n
o
t
h
a
ve
en
o
u
g
h
K
n
o
w
led
g
e.
"
(
2
.
SS
I
)
.
E
zg
i
s
aid
"Ob
vio
u
s
ly
h
o
w
I
l
ea
r
n
ed
.
I
k
n
ew
it
w
a
s
o
n
ly
d
o
n
e
o
n
t
h
e
w
a
ll
b
u
t
n
o
w
I
u
n
d
ers
ta
n
d
th
e
temp
era
tech
n
i
q
u
e.
"
(
2
.
SS
I
)
.
Z
u
h
al
s
aid
,
"F
o
r
ex
a
mp
le,
w
e
kn
o
w
Ma
n
teg
n
a
a
s
a
n
a
r
tis
t.
We
s
ee
h
is
w
o
r
ks.
B
u
t
I
n
ev
er
th
o
u
g
h
t
h
e
u
s
ed
th
e
te
mp
era
tech
n
iq
u
e
in
h
is
w
o
r
ks.
I
t
h
o
u
g
h
t
h
e
d
id
t
h
e
p
a
in
tin
g
o
f
th
e
B
ir
th
o
f
V
e
n
u
s
in
B
o
tticelli
w
ith
o
il
p
a
in
tin
g
,
b
u
t
I
d
id
n
o
t
s
ee
it."
(
2
.
S
SI)
.
W
h
en
th
e
d
ata
o
b
tain
ed
in
th
e
r
esear
c
h
wer
e
ex
am
in
ed
,
t
h
e
p
ar
ticip
a
n
ts
s
tated
th
at
th
ey
h
a
d
p
r
ev
i
o
u
s
ly
s
ee
n
th
e
wo
r
k
s
m
ad
e
with
th
e
tem
p
er
a
tech
n
iq
u
e
b
u
t th
ey
h
ad
n
o
t
k
n
o
wn
w
h
at
p
ai
n
tin
g
tech
n
i
q
u
e
was u
s
ed
.
W
h
en
th
e
d
ata
o
b
tain
e
d
was
ex
am
in
ed
,
th
e
p
ar
ticip
an
ts
s
tated
th
at
th
er
e
was
a
ch
an
g
e
in
th
eir
in
ter
est
in
th
e
te
m
p
er
a
tec
h
n
iq
u
e.
B
etü
l
s
aid
:
"
F
o
r
e
xa
mp
le,
I
kn
ew
a
n
d
liked
A
n
d
r
ea
Ma
n
te
g
n
a
's
La
men
ta
tio
n
o
f
C
h
r
is
t.
B
u
t
I
d
id
n
o
t
k
n
o
w
th
a
t
it
w
a
s
ma
d
e
w
ith
th
is
tech
n
iq
u
e.
"
(
2
.
SS
I
)
.
E
zg
i
s
aid
,
"…
S
o
I
s
ta
r
ted
to
th
in
k
w
h
eth
er
it
i
s
s
t
ill
u
s
ed
to
d
a
y.
I
n
fa
ct,
it
w
a
s
n
o
t
o
n
ly
u
s
ed
in
th
e
p
a
s
t..
.
We
h
a
ve
s
ee
n
th
is
w
ith
ma
n
y
ex
a
mp
les o
f wo
r
ks a
n
d
a
r
tis
ts
"
(
2
.
SS
I
)
.
Hatice
s
aid
,
"Ob
vio
u
s
ly
th
ere
w
a
s
a
ch
a
n
g
e
in
my
in
teres
t
.
I
s
a
w
th
e
temp
era
tech
n
iq
u
e
in
ma
n
y
p
ictu
r
es
I
n
ev
er
n
o
ticed
b
efo
r
e.
I
th
o
u
g
h
t
a
ll
o
f
th
em
w
ere
o
il
p
a
in
tin
g
s
.
A
fter
th
eo
r
etica
l
ex
p
la
n
a
tio
n
,
I
s
a
w
th
a
t
mo
s
t
o
f
th
e
p
a
in
tin
g
s
w
e
kn
o
w
a
n
d
h
a
ve
u
s
ed
temp
era
.
S
o
I
c
a
n
s
a
y
th
a
t
my
in
teres
t
in
th
e
tech
n
iq
u
e
h
a
s
in
crea
s
ed
.
"
(
2
.
SS
I
)
.
Uf
u
k
'
s
s
p
o
k
e
ab
o
u
t
h
is
ch
an
g
e
in
in
ter
e
s
t;
"Wh
en
yo
u
lo
o
k
a
t
o
l
d
p
a
in
tin
g
s
,
yo
u
h
a
ve
a
n
id
ea
a
b
o
u
t
h
o
w
w
o
r
ks
ca
n
b
e
p
r
o
d
u
ce
d
o
r
h
o
w
th
ey
ca
n
b
e
a
p
p
lied
.
On
th
e
o
th
er
h
a
n
d
,
y
o
u
ca
n
a
p
p
ly
th
em
a
s
a
mo
d
ern
iz
ed
a
r
t.
Th
i
s
is
in
teres
tin
g
.
"
Z
u
h
al
s
aid
,
".
.
.
I
mea
n
,
I
w
a
s
a
litt
le
b
ia
s
ed
b
ec
a
u
s
e
I
h
a
d
n
ev
er
h
ea
r
d
o
f
temp
era
.
I
th
o
u
g
h
t
it
w
o
u
ld
b
e
a
n
u
n
n
ec
ess
a
r
y
a
p
p
l
ica
tio
n
.
N
o
b
o
d
y
h
a
s
ta
u
g
h
t
m
e
a
b
o
u
t
it
u
n
til
th
is
d
a
y.
I
w
a
s
th
in
kin
g
th
a
t
if
n
o
th
in
g
h
a
d
b
ee
n
d
o
n
e
b
efo
r
e
to
d
a
y,
n
o
th
in
g
w
o
u
ld
h
a
ve
h
a
p
p
e
n
ed
.
La
ter;
I
lea
r
n
ed
th
a
t
ma
n
y
fa
mo
u
s
a
r
tis
ts
u
s
ed
th
i
s
tech
n
iq
u
e
b
efo
r
e
a
n
d
th
ere
a
r
e
s
till
ma
n
y
a
r
tis
ts
w
h
o
u
s
e
it.
Wh
y
s
h
o
u
ld
n
't
w
e
u
s
e
it?
I
n
o
th
er
w
o
r
d
s
,
b
o
th
my
p
r
eju
d
ice
w
a
s
ch
a
n
g
ed
a
n
d
it
a
llo
w
ed
m
e
to
s
ee
it
fr
o
m
a
d
iffer
en
t p
ers
p
ec
tive.
"
(
2
.
SS
I
)
.
T
h
e
th
em
e
o
f
"Fo
r
m
atio
n
af
t
er
o
r
al
p
r
esen
tatio
n
"
af
ter
th
e
lectu
r
e
th
e
p
ar
ticip
an
ts
is
im
p
o
r
tan
t
to
d
eter
m
i
n
e
th
eir
k
n
o
wled
g
e
l
ev
els
o
f
th
e
tem
p
er
a
tech
n
iq
u
e.
Su
ch
as
th
e
m
o
s
t
r
em
ar
k
ab
le
wo
r
k
s
o
f
th
e
R
en
aiss
an
ce
er
a,
B
o
ticelli
"T
h
e
B
ir
th
o
f
Ven
u
s
",
Ma
n
teg
n
a
"L
am
en
t
o
f
th
e
Dea
d
J
esu
s
",
Uce
llo
"War
o
f
San
R
o
m
an
o
".
Ma
n
y
ar
tis
ts
m
ad
e
th
e
u
s
e
o
f
th
e
tech
n
iq
u
e
af
ter
t
h
e
1
8
th
ce
n
tu
r
y
an
d
attr
ac
ted
t
h
e
atten
tio
n
o
f
th
e
p
ar
ticip
an
ts
,
ar
tis
ts
s
u
ch
as:
B
en
Sh
ah
n
,
An
d
r
ew
W
y
et
h
"Ch
r
is
tin
a
'
s
W
o
r
ld
",
Geo
r
g
e
T
o
o
k
er
’
s
"Ch
ess
Gam
e"
,
Picass
o
,
R
eg
in
ald
Ma
r
s
h
,
Otto
Dix
,
an
d
Peter
Hu
r
d
attr
ac
ted
th
e
atten
tio
n
o
f
th
e
p
ar
ticip
an
ts
.
3
.
3
.
F
o
rm
a
t
io
n a
f
t
er
a
rt
is
t
ic
pra
ct
ice
T
o
th
e
"Su
r
f
ac
e
p
r
ep
ar
atio
n
"
ca
teg
o
r
y
th
e
f
i
n
d
in
g
s
o
b
tain
e
d
af
ter
th
e
ap
p
licatio
n
we
r
e
r
e
ac
h
ed
as
a
r
esu
lt
o
f
t
h
is
ca
teg
o
r
y
.
I
t
co
n
s
is
ts
o
f
"Pain
tin
g
s
u
r
f
ac
es"
an
d
"Ge
s
s
o
p
r
ep
ar
atio
n
an
d
Ap
p
licatio
n
to
th
e
p
an
el"
co
d
es.
"P
ain
tin
g
s
u
r
f
ac
es"
W
h
en
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
r
esear
ch
is
ex
am
i
n
ed
,
th
e
p
a
r
ticip
an
ts
ex
p
r
ess
ed
th
eir
o
p
in
io
n
as
to
th
e
ap
p
licatio
n
o
f
tem
p
e
r
a
o
n
d
if
f
er
e
n
t
s
u
r
f
ac
es.
E
zg
i
s
p
o
k
e
o
n
th
is
s
u
b
ject;
"A
ctu
a
lly,
I
u
n
d
ers
ta
n
d
th
a
t
th
e
tech
n
i
q
u
e
ca
n
b
e
a
p
p
lied
o
n
ma
n
y
ma
te
r
ia
ls
.
F
o
r
ex
a
mp
le,
it
ca
n
b
e
a
p
p
lied
o
n
th
e
w
a
ll
o
r
o
n
th
e
ca
n
v
a
s
.
We
a
p
p
lied
i
t
to
th
e
w
o
o
d
en
p
a
n
el.
We
w
o
r
ke
d
a
n
d
u
n
d
ers
to
o
d
w
ell…"
(
2
.
SS
I
)
.
B
etü
l;
"We
u
s
ed
w
o
o
d
en
p
a
n
els.
B
u
t
w
e
ca
n
u
s
e
t
h
is
tech
n
iq
u
e
b
y
a
p
p
lyin
g
g
ess
o
o
n
p
lyw
o
o
d
"
(
2
.
SS
I
)
.
"
Th
ey
w
ere
p
r
ep
a
r
in
g
th
e
p
a
i
n
tin
g
s
u
r
fa
c
es
b
y
s
tickin
g
th
e
w
o
o
d
s
id
e
b
y
s
id
e.
We
a
ls
o
u
s
ed
w
o
o
d
en
p
a
n
els.
I
t
w
a
s
r
ea
d
y.
B
u
t
th
ey
ca
n
a
ls
o
b
e
u
s
ed
o
n
c
a
n
va
s
o
r
o
th
er
s
u
r
fa
ce
s
"
(
2
.
S
SI)
s
tated
th
at
d
if
f
er
e
n
t
p
ain
tin
g
s
u
r
f
ac
es
s
u
ch
as
wo
o
d
en
p
an
els ca
n
b
e
u
s
ed
.
T
h
e
p
r
e
p
ar
atio
n
o
f
th
e
p
ain
tin
g
s
u
r
f
ac
e
E
z
g
i;
"Th
ere
a
r
e
ma
n
y
s
ta
g
es
o
f
w
o
o
d
p
r
ep
a
r
a
tio
n
.
We
fir
s
t
n
o
tch
ed
th
e
p
a
n
els
o
f
w
o
o
d
t
o
a
b
s
o
r
b
th
e
g
lu
e
.
Th
en
w
e
melt
ed
th
e
b
ea
d
g
lu
e
a
n
d
a
p
p
lied
i
t
to
th
e
p
a
n
els.
We
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
ica
l e
xp
erien
ce
w
ith
temp
era
p
a
in
tin
g
s
in
a
b
a
ch
elo
r
d
eg
r
ee
co
u
r
s
e
in
Tu
r
ke
y
(
Go
n
c
a
E
r
im
)
251
w
a
ited
fo
r
th
e
g
lu
e
o
n
th
e
p
a
n
el
to
d
r
y
fo
r
a
r
o
u
n
d
th
r
ee
h
o
u
r
s
.
Th
en
w
e
h
ea
ted
th
e
g
lu
e
o
n
th
e
co
n
ta
in
er
a
g
a
in
.
We
g
l
u
ed
it
to
th
e
p
a
n
el
o
n
e
d
a
y
a
n
d
w
e
w
a
ited
fo
r
it
to
d
r
y
fo
r
o
n
e
d
a
y.
A
s
it
d
r
ied
,
w
e
fo
ld
e
d
it
a
g
a
in
.
A
fter
th
e
p
a
n
el
h
a
s
d
r
ied
,
w
e
s
a
n
d
ed
it.
We
h
a
d
a
mo
r
e
b
ea
u
tifu
l,
h
a
r
d
s
u
r
fa
ce
o
n
th
e
ca
n
va
s
a
t la
s
t..
.
"
(
2
.
SS
I
)
.
Gü
lçin
an
d
Uf
u
k
e
x
p
lain
ed
th
e
p
r
o
ce
s
s
with
s
im
ilar
ex
p
r
ess
io
n
s
as
E
zg
i.
R
an
a
e
x
p
lain
ed
ab
o
u
t
t
h
is
p
r
o
ce
s
s
in
m
o
r
e
d
etail;
"F
ir
s
t
o
f
a
ll,
w
e
a
p
p
ly
th
e
g
lu
e
th
a
t
w
e
p
r
ep
a
r
e
w
i
th
n
a
tu
r
a
l
ma
teri
a
ls
o
n
th
e
w
o
o
d
en
p
a
n
els.
Th
ere
is
a
typ
e
o
f
fa
b
r
ic
o
n
it
like
lin
en
.
We
la
y
th
i
s
fa
b
r
ic
o
n
th
e
p
a
n
el.
We
th
e
n
d
ip
p
e
d
th
e
g
lu
ed
w
a
ter
o
n
th
e
w
o
o
d
en
p
a
n
el.
Th
en
w
e
a
d
d
ch
a
lk
p
o
w
d
er
to
th
e
g
lu
e
w
a
ter
u
n
til
it
i
s
in
a
c
erta
in
co
n
s
is
ten
cy
.
Th
is
w
ill
n
o
t
b
e
a
ve
r
y
d
en
s
e
co
n
s
is
ten
cy
;
w
e
n
ee
d
t
o
p
a
y
a
tten
tio
n
to
it.
We
n
ee
d
to
a
p
p
l
y
s
ix
la
ye
r
s
in
th
is
w
a
y.
A
fter
a
p
p
lyin
g
ea
c
h
la
ye
r
,
w
e
h
a
ve
to
w
a
it
fo
r
it
t
o
d
r
y
.
B
u
t
it
d
r
ies
ve
r
y
q
u
ickly
.
I
h
a
d
a
lo
t
o
f
fu
n
a
n
d
w
a
s
cu
r
io
u
s
.
Th
en
to
s
mo
o
t
h
th
e
r
o
u
g
h
p
a
r
ts
a
w
a
ywe
s
a
n
d
ed
"
(
2
.
SS
I
)
.
Als
o
o
n
th
e
p
r
ep
ar
atio
n
o
f
R
an
a
g
ess
o
;
"I
n
a
d
d
itio
n
,
th
e
g
ess
o
w
e
h
a
ve
p
r
ep
a
r
ed
fo
r
th
is
p
a
n
el
is
a
ve
r
y
d
u
r
a
b
le
ma
teri
a
l…
I
h
a
ve
tr
ied
to
w
o
r
k
it
o
n
ce
.
I
th
o
u
g
h
t
Gess
o
s
u
r
fa
ce
w
a
s
b
r
o
ke
n
b
u
t
it
w
a
s
s
o
lid
.
I
g
u
ess
it
w
o
u
ld
h
a
ve
d
is
s
ip
a
ted
if
w
e
u
s
ed
s
o
meth
in
g
o
th
er th
a
n
ch
a
lk
p
o
w
d
er."
(
2
.
SS
I
)
.
"Pain
t
Pre
p
ar
atio
n
"
ca
teg
o
r
y
was
r
ea
ch
ed
as
a
r
esu
lto
f
th
e
f
in
d
in
g
s
o
b
tain
e
d
af
ter
th
e
ap
p
li
ca
tio
n
with
th
e
p
ar
ticip
an
ts
.
I
t c
o
n
s
is
ts
o
f
"m
ater
ial
k
n
o
wled
g
e"
an
d
"
p
a
in
t c
o
n
s
is
ten
cy
"
co
d
es.
"T
h
e
Ma
ter
ial
Kn
o
wled
g
e"
th
e
s
tatem
en
ts
o
f
th
e
p
ar
ticip
an
t
s
ab
o
u
t
th
e
tem
p
er
a
p
ictu
r
e
m
ater
ials
ar
e
as
f
o
llo
ws.
R
an
a;
"I
t
is
ea
s
y
to
p
r
ep
a
r
e
th
e
p
a
in
t.
I
p
r
ep
a
r
ed
it
in
th
e
s
a
me
w
a
y
a
s
g
o
u
a
c
h
e
a
crylic
is
p
r
ep
a
r
ed
.
I
p
u
t
th
e
p
ig
men
ts
o
f
a
llco
lo
r
s
o
n
th
e
p
a
lette.
I
d
r
o
p
th
e
b
in
d
er
mixtu
r
e
w
ith
th
e
eg
g
y
o
lk
o
n
t
h
em
a
n
d
crea
te
th
e
p
a
in
t.
I
n
o
th
er w
o
r
d
s
,
I
crea
ted
th
e
co
lo
r
s
s
ep
a
r
a
tely,
a
n
d
a
t
th
e
s
a
me
time
.
I
t
w
a
s
s
o
ea
s
y"
(
2
.
SS
I
)
.
E
zg
i;
"F
ir
s
t
o
f
a
ll,
th
e
p
a
in
ts
in
th
e
co
lo
r
s
w
e
w
a
n
t
a
r
e
p
r
ep
a
r
ed
w
ith
p
ig
men
ts
,
a
lco
h
o
l,
eg
g
s
a
n
d
a
litt
le
w
a
ter.
I
t
ca
n
b
e
ma
d
e
u
s
in
g
o
n
ly
eg
g
yo
lk
o
r
u
s
in
g
w
h
o
le
eg
g
s
.
I
t
is
u
s
u
a
lly
ma
d
e
o
n
w
o
o
d
.
"
(
2
.
SS
I
)
.
B
etü
l,
Gö
k
s
u
,
a
n
d
Gü
lçin
m
e
n
tio
n
ed
th
e
u
s
e
o
f
e
g
g
s
,
wate
r
an
d
v
in
e
g
ar
in
s
en
ten
ce
s
s
im
ilar
to
E
zg
i.
U
n
lik
e
o
th
er
p
ar
ticip
an
ts
,
Gö
k
s
u
also
s
tated
th
at
th
e
p
ain
t d
r
ie
s
q
u
ic
k
ly
.
Uf
u
k
,
f
o
r
th
e
p
r
ep
ar
ati
o
n
o
f
p
ain
t,
s
aid
,
"
Yo
u
u
s
e
eg
g
w
h
ites
o
r
yo
lks.
B
y
mixin
g
vin
eg
a
r
o
r
w
in
e
a
n
d
w
a
ter
in
to
it,
yo
u
g
et
th
e
p
a
in
t
b
y
mixin
g
th
e
p
o
w
d
ered
p
a
in
t
o
r
p
ig
men
t
w
ith
th
e
eg
g
mixtu
r
e
."
(
2
.
S
S
I
)
.
H
e
a
l
s
o
m
e
n
t
i
o
n
e
d
t
h
e
u
s
e
o
f
a
l
c
o
h
o
l
o
r
v
i
n
e
g
a
r
in
Z
u
h
al.
"T
h
e
p
ain
t
co
n
s
is
ten
cy
"
co
d
e.
B
ased
o
n
th
eir
ex
p
e
r
ien
ce
,
B
e
tü
l
s
aid
,
"Wh
ile
lea
r
n
in
g
th
is
tech
n
iq
u
e,
w
e
p
r
ep
a
r
ed
ea
c
h
ma
teri
a
l
b
y
o
u
r
s
elve
s
.
B
u
t
it
is
n
ec
ess
a
r
y
to
p
r
ep
a
r
e
th
e
c
o
n
s
is
ten
cy
o
f
th
e
p
a
in
t
w
ell.
B
ec
a
u
s
e
if
w
e
p
u
t
th
e
eg
g
,
vin
eg
a
r
o
r
w
a
ter
a
litt
le
mo
r
e
o
r
l
ess
,
th
e
co
n
s
is
ten
cy
o
f
th
e
p
a
in
t
ma
y
ch
a
n
g
e.
I
t
is
n
ec
ess
a
r
y
to
p
r
ep
a
r
e
it
ca
r
efu
lly.
"
Gö
k
s
u
s
aid
:
"I
th
in
k
w
e
h
a
ve
to
b
e
ve
r
y
c
a
r
efu
l.
B
ec
a
u
s
e
it
w
ill
n
o
t
b
e
a
d
a
r
k,
w
a
terya
n
d
co
n
ce
a
lin
g
p
a
in
t.
I
t
ma
y
ta
ke
s
ev
er
a
l
a
ttemp
ts
to
g
et
th
e
co
r
r
ec
t
b
a
la
n
c
e.
"
(
2
.
SS
I
)
u
s
ed
th
e
ex
p
r
ess
io
n
.
Similar
to
Gö
k
s
u
,
Z
u
h
al
s
aid
,
"S
o
th
e
liq
u
id
w
e
p
r
ep
a
r
ed
w
ith
th
a
t
eg
g
s
h
o
u
ld
n
o
t
b
e
u
s
ed
mu
ch
.
F
o
r
ex
a
mp
le;
Wh
e
n
u
s
in
g
w
a
terco
lo
r
,
a
lo
t
o
f
w
a
ter
is
u
s
ed
.
B
u
t
th
e
temp
era
is
d
iffer
en
t.
B
ec
a
u
s
e
th
e
p
a
in
t
g
ets
th
in
n
er,
th
a
n
th
e
b
a
s
e.
P
ig
men
t
s
h
o
u
ld
b
e
u
s
ed
eq
u
a
lly.
B
ec
a
u
s
e
it
g
ives
b
etter
r
esu
lts
.
"
(
2
.
SS
I
)
.
Par
ticip
an
ts
'
co
m
m
o
n
v
iews
o
n
th
e
am
o
u
n
t
o
f
m
ater
ial
u
s
ed
was
th
at
it
ca
n
af
f
ec
t
th
e
co
n
s
is
ten
cy
o
f
th
e
p
ain
t
an
d
d
r
aw
atten
tio
n
.
"C
h
an
g
e
o
f
T
h
o
u
g
h
t"
ca
teg
o
r
y
,
in
t
h
e
co
d
e
o
n
"Su
r
f
ac
e
Pre
p
ar
atio
n
"
th
e
f
in
d
in
g
s
o
f
th
e
p
ar
ticip
an
ts
r
eg
ar
d
in
g
th
e
c
h
an
g
es
in
th
eir
th
o
u
g
h
ts
r
eg
ar
d
in
g
th
e
p
r
e
p
a
r
atio
n
o
f
th
e
p
ai
n
tin
g
s
u
r
f
ac
e
ar
e
in
clu
d
e
d
f
r
o
m
th
e
d
ata
o
b
tain
ed
af
ter
th
e
ap
p
licatio
n
.
B
etü
l;
"I
t
w
a
s
a
g
o
o
d
ex
p
erien
ce
to
s
ta
r
t
s
o
meth
in
g
fr
o
m
th
e
b
eg
in
n
in
g
a
s
w
e
d
id
ev
ery
s
ta
g
e
b
yo
u
r
s
elve
s
a
n
d
b
y
tr
yin
g
it
o
u
r
s
elve
s
fir
s
t"
(
2
.
SS
I
)
.
Gö
k
s
u
s
aid
;
"
Th
is
p
r
ep
a
r
a
tio
n
p
h
a
s
e
w
a
s
b
ea
u
tifu
l.
I
t
w
a
s
ve
r
y
fu
n
a
n
d
I
r
ea
lly
en
jo
ye
d
it.
S
o
,
o
n
e
feels
like
o
n
e
r
ea
lly
d
o
es
s
o
meth
in
g
.
"
(
2
.
SS
I
)
.
Gü
lçin
s
tated
th
at
s
h
e
f
o
u
n
d
it
"
…fu
n
a
n
d
in
teres
tin
g
"
(
2
.
SS
I
)
.
All
th
r
ee
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
e
ch
an
g
e
in
th
eir
th
o
u
g
h
ts
o
n
s
u
r
f
ac
e
p
r
ep
a
r
atio
n
.
E
z
g
i:
"I
u
n
d
ers
ta
n
d
h
o
w
t
o
w
o
r
k
o
n
w
o
o
d
e
n
p
a
n
els n
o
w
.
"
(
2
.
SS
I
)
.
Hatice
:
"I
h
a
d
lo
o
ke
d
a
t th
e
in
tern
et
a
litt
le
b
efo
r
e
I
to
ld
yo
u
a
b
o
u
t th
e
a
p
p
lica
tio
n
.
B
u
t
th
ere
w
ere
a
lw
a
ys
th
in
g
s
a
b
o
u
t
p
a
i
n
t
p
r
ep
a
r
a
tio
n
.
E
ve
n
if
th
e
w
o
o
d
s
u
r
fa
ce
w
a
s
u
s
ed
,
th
ere
w
a
s
n
o
p
r
ep
a
r
a
tio
n
.
S
o
it
w
a
s
s
u
r
p
r
is
in
g
a
n
d
en
jo
ya
b
le
to
p
r
ep
a
r
e
o
u
r
p
a
in
tin
g
p
a
n
el.
Wh
a
t
I
d
i
d
n
o
t
kn
o
w
b
efo
r
e
s
u
r
p
r
is
ed
me
w
h
en
I
lea
r
n
ed
l
a
ter."
(
2
.
SS
I
)
.
R
an
a
s
aid
t
h
at
th
ey
en
j
o
y
ed
th
e
ex
p
er
ien
ce
:
"I
ca
n
s
a
y
th
a
t
th
e
p
r
ep
a
r
a
tio
n
o
f
th
e
w
o
o
d
en
p
a
n
el
w
a
s
fu
n
fo
r
me.
I
en
jo
ye
d
d
o
in
g
it.
S
o
I
w
ill
p
r
ep
a
r
e
five
mo
r
e.
"
(
2
.
SS
I
)
.
Uf
u
k
:
"I
t
w
a
s
en
jo
y
a
b
le
t
h
a
t
p
a
r
t.
I
liked
it.
I
t
w
a
s
s
a
n
d
p
a
p
er,
it
w
a
s
lin
in
g
,
it
w
a
s
g
ess
o
.
.
.
I
t
is
a
ls
o
r
ema
r
ka
b
le
th
a
t
it
is
w
o
o
d
b
e
ca
u
s
e
it
is
a
n
a
t
u
r
a
l
ma
teri
a
l."
He
also
talk
ed
ab
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
n
atu
r
al
m
ater
ials
.
"
I
t
w
o
u
ld
n
o
t
b
e
n
ice
if
w
e
b
o
u
g
h
t
a
n
d
ma
d
e
th
e
ma
teri
a
ls
.
B
ec
a
u
s
e
a
t
th
a
t
time,
I
w
o
u
ld
th
in
k
th
a
t
if
I
ma
ke
a
mis
ta
ke
,
I
w
o
u
ld
b
u
y
a
n
ew
o
n
e…
I
w
a
s
ve
r
y
b
u
s
y
p
r
ep
a
r
in
g
my
p
a
in
tin
g
s
u
r
fa
ce
.
I
h
a
d
to
d
o
s
o
meth
in
g
g
o
o
d
.
Th
erefo
r
e,
I
th
in
k
it
is
ve
r
y
n
iceto
d
o
it
s
tep
b
y
s
tep
.
I
f
y
o
u
d
o
it
w
ith
effo
r
t,
th
e
r
esu
lts
w
ill b
e
b
etter.
"
(
2
.
SS
I
)
.
He
talk
ed
ab
o
u
t th
e
d
if
f
icu
lties
an
d
b
ea
u
ties
o
f
th
e
wo
o
d
p
ain
tin
g
s
u
r
f
ac
e.
Un
d
er
th
e
co
d
e
o
n
th
e
tech
n
iq
u
e,
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
p
ar
ticip
an
ts
af
ter
th
e
ap
p
licatio
n
r
elate
d
to
ch
an
g
es
in
th
o
u
g
h
t
a
b
o
u
t
tem
p
er
a
tech
n
i
q
u
e
ar
e
in
clu
d
ed
.
B
etü
l:
"I
w
a
s
s
ke
p
tica
l
a
t
fir
s
ta
b
o
u
t
h
o
w
it
w
o
u
ld
b
e
b
ec
a
u
s
e
I
h
a
d
n
o
kn
o
w
led
g
e
o
f
th
e
tech
n
iq
u
e.
I
w
a
s
ex
cited
.
I
w
a
s
a
l
ittl
e
timid
.
I
b
eliev
ed
I
co
u
ld
d
o
it.
B
u
t th
en
,
a
s
I
lea
r
n
ed
th
e
tech
n
ica
l k
n
o
w
led
g
e,
I
b
eliev
ed
th
a
t I
co
u
l
d
d
o
a
s
I
s
a
w
th
e
ex
a
mp
les ma
d
e.
I
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
2
4
5
-
2
5
4
252
w
a
s
a
g
o
o
d
w
o
r
k.
I
t
w
a
s
fu
n
t
o
lea
r
n
a
n
ew
tech
n
iq
u
e
a
n
d
t
r
y
it
fo
r
th
e
fir
s
t
time
.
"
(
2
.
SS
I
)
.
E
zg
i
s
aid
:
".
.
.
Mo
s
t
imp
o
r
ta
n
tly,
I
g
o
t
to
k
n
o
w
th
e
p
a
in
t.
My
in
teres
t
in
th
e
te
ch
n
iq
u
e
h
a
s
i
n
crea
s
ed
.
I
n
th
e
fu
tu
r
e,
I
s
ta
r
ted
to
th
in
k
th
a
t
I
ca
n
crea
te
a
textu
r
e
o
n
my
ca
n
va
s
es
b
y
a
p
p
lyin
g
th
e
temp
era
p
a
in
t
a
litt
le
d
r
ier.
I
ca
n
p
a
in
t
o
n
it
a
g
a
in
.
"
(
2
.
SS
I
)
.
Gö
k
s
u
s
aid
:
"I
w
a
s
a
lw
a
ys
w
o
n
d
erin
g
w
h
en
I
h
ea
r
d
th
e
n
a
me
o
f
th
e
tech
n
iq
u
e,
b
u
t
I
d
id
n
o
t
h
a
ve
a
n
y
id
e
a
a
b
o
u
t
it".
A
fte
r
d
o
in
g
it,
I
w
a
n
t
to
d
o
mo
r
e
th
in
g
s
w
ith
temp
era
I
h
a
ve
a
d
esir
e
to
w
o
r
k
b
y
mixin
g
th
em
w
ith
o
il a
n
d
w
a
te
r
co
lo
r
.
"
(
2
.
SS
I
)
.
R
an
a,
Z
u
h
al
a
n
d
Hatice
s
tated
th
at
th
eir
i
n
ter
est
in
tech
n
i
q
u
e
h
as
in
cr
ea
s
ed
a
n
d
m
o
r
e
will
in
g
n
ess
to
p
r
ac
tice
h
as
o
cc
u
r
r
ed
.
U
n
lik
e
o
th
er
p
a
r
ticip
an
ts
Uf
u
k
s
aid
;
"
I
h
a
d
a
cu
r
io
s
ity
a
t
fir
s
t,
b
u
t
I
lea
r
n
ed
th
a
t
it
is
a
ve
r
y
d
iffer
en
t
a
p
p
lica
tio
n
.
I
t
is
a
p
p
lied
co
mp
letely
w
ith
b
r
u
s
h
s
tr
o
ke
s
;
it
n
ee
d
s
to
b
e
mo
r
e
ca
r
efu
l.
I
t
r
eq
u
ir
es
a
litt
le
mo
r
e
effo
r
t
t
h
a
n
o
il
a
n
d
a
cryl
ic
p
a
in
t.
Yo
u
ma
y
n
o
t
g
et
b
r
ig
h
t,
lu
min
o
u
s
co
lo
r
.
B
u
t
w
h
en
y
o
u
lo
o
k
a
t
th
e
w
o
r
ks
th
a
t
r
ema
in
u
n
til
t
o
d
a
y;
ma
y
b
e
a
mo
r
e
p
erma
n
en
t,
lo
n
g
-
l
a
s
tin
g
p
ictu
r
e.
Wh
en
w
e
co
n
s
id
er
th
ese
ch
a
n
g
es,
it is
a
ctu
a
lly
a
w
o
r
ka
b
le
p
a
in
tin
g
tech
n
iq
u
e.
"
(
2
.
S
SI)
.
"Aw
ar
en
ess
f
o
r
m
atio
n
"
ca
te
g
o
r
y
,
t
h
e
co
d
e
"Ab
o
u
t
ar
t
h
is
to
r
y
"
af
ter
th
e
ap
p
licatio
n
,
th
e
f
in
d
in
g
s
o
f
th
e
p
ar
ticip
an
ts
r
eg
ar
d
in
g
th
e
awa
r
en
ess
f
o
r
m
atio
n
ab
o
u
t
ar
t
h
is
to
r
y
ar
e
in
clu
d
ed
.
Hatice
;
"Th
ere
w
e
r
e
ma
n
y
ch
a
n
g
es
in
my
th
o
u
g
h
ts
a
b
o
u
t
th
e
tech
n
iq
u
e
.
A
s
a
r
esu
lt
o
f
th
e
a
p
p
lica
tio
n
,
my
in
teres
t
in
crea
s
ed
.
B
ec
a
u
s
e
I
ch
a
n
g
e
d
my
view
o
f
th
e
o
ld
w
o
r
ks.
I
s
a
w
th
a
t
th
ere
w
a
s
a
lo
t
mo
r
e
la
b
o
r
in
th
ewo
r
ks
th
a
n
I
th
o
u
g
h
t.
.
.
We
a
r
e
la
z
y
b
ec
a
u
s
e
w
e
b
u
y
o
u
r
p
a
in
ts
a
n
d
ca
n
va
s
es.
Th
erefo
r
e,
th
ere
w
a
s
a
n
in
teres
t
in
p
a
in
ters
w
o
r
kin
g
in
temp
era
in
a
r
t
h
is
to
r
y.
N
o
w
,
w
h
en
yo
u
tell
u
s
a
b
o
u
t
th
is
,
t
h
ere
is
a
n
a
w
a
r
en
ess
.
I
a
m
lo
o
kin
g
a
t
t
h
e
w
o
r
k
o
f
A
n
d
r
ea
Wyeth
w
ith
mo
r
e
r
es
p
ec
t
b
ec
a
u
s
e
I
le
a
r
n
ed
th
e
te
mp
era
tech
n
iq
u
e"
(
2
.
SS
I
)
.
Z
u
h
al:
"F
o
r
ex
a
mp
le
,
a
fter
lea
r
n
in
g
th
e
tech
n
iq
u
e,
w
h
en
I
lo
o
ke
d
a
t
th
e
w
o
r
ks
o
f
imp
o
r
ta
n
t
a
r
tis
t
s
in
th
e
h
i
s
to
r
y
o
f
a
r
t,
I
th
o
u
g
h
t
th
a
t
th
ey
w
ere
ma
d
e
w
ith
o
il
p
a
in
tin
g
.
I
d
id
n
o
t
kn
o
w
t
h
a
t
it
w
a
s
ma
d
e
w
ith
th
e
temp
era
te
ch
n
iq
u
e.
I
kn
o
w
th
e
tech
n
iq
u
e
n
o
w
a
n
d
I
kn
o
w
h
o
w
tr
o
u
b
le
s
o
me
it
is
,
I
w
o
n
d
er
h
o
w
th
ey
co
u
ld
h
a
ve
w
o
r
ke
d
in
s
u
ch
d
eta
il.
A
ctu
a
lly,
it in
crea
s
ed
my
a
w
a
r
en
ess
in
th
e
s
en
s
e.
"
(
2
.
SS
I
)
.
Gö
k
s
u
:
"I
th
o
u
g
h
t
a
b
o
u
t
h
o
w
it
w
a
s
h
a
r
d
-
d
r
yin
g
p
a
in
t
b
efo
r
e
p
a
in
tin
g
w
ith
th
e
temp
era
te
ch
n
iq
u
e.
I
th
o
u
g
h
t
h
o
w
lo
n
g
a
g
o
th
e
a
r
t
is
ts
h
a
d
d
o
n
e
th
eir
w
o
r
k.
A
ft
er
a
p
p
lyin
g
th
e
t
ec
h
n
i
q
u
e,
m
y
th
o
u
g
h
ts
ch
a
n
g
ed
co
mp
letely.
I
s
ta
r
ted
to
th
in
k
a
b
o
u
t
h
o
w
th
e
a
r
tis
ts
in
th
e
h
is
to
r
y
o
f
a
r
t
h
a
ve
d
o
n
e
s
u
ch
d
eta
iled
w
o
r
k.
I
w
a
n
ted
to
imp
r
o
ve
myself
a
b
o
u
t
th
e
tech
n
iq
u
e
a
fter
p
r
a
cticin
g
.
I
w
a
s
mo
r
e
fa
s
cin
a
ted
b
y
th
e
a
r
tis
ts
w
o
r
kin
g
in
temp
era
in
th
e
h
is
to
r
y
o
f
a
r
t.
I
th
i
n
k
it
is
en
j
o
ya
b
le
ev
en
i
f
th
a
t
p
r
o
d
u
ctio
n
is
ch
a
llen
g
i
n
g
.
"
(
2
.
SS
I
)
s
tated
th
at
th
eir
awa
r
en
ess
ab
o
u
t
ar
ti
s
ts
wo
r
k
in
g
with
tem
p
er
a
tech
n
iq
u
e
in
ar
t
h
is
to
r
y
h
as
in
cr
ea
s
ed
in
d
etail.
R
an
a:
"I
kn
ew th
e
a
r
tis
ts
,
b
u
t I
h
a
d
n
o
id
ea
h
o
w
th
ey
a
p
p
lied
it th
a
t wa
y.
"
(
2
.
SS
I
)
.
B
etü
l; "
Wh
en
I
s
a
w
th
e
ex
a
mp
les
a
fter
th
eo
r
etica
l
ex
p
la
n
a
tio
n
a
n
d
a
p
p
lica
tio
n
,
I
lea
r
n
ed
th
a
t
ve
r
y
d
eta
iled
w
o
r
k
s
co
u
ld
a
ctu
a
lly
b
e
d
o
n
e
.
"
(
2
.
SS
I
)
s
tated
b
r
ief
ly
th
e
awa
r
en
ess
o
f
ar
t
h
is
to
r
y
.
T
h
e
f
in
d
in
g
s
o
f
th
e
p
ar
ticip
an
ts
with
t
h
e
ap
p
licatio
n
co
d
e
ar
e
cr
ea
ted
to
r
aise a
war
en
ess
ab
o
u
t th
e
a
p
p
licatio
n
a
f
ter
th
e
ac
tiv
ity
.
E
zg
i:
".
.
.
I
th
o
u
g
h
t
it
w
a
s
a
p
p
lied
o
n
ly
o
n
th
e
w
a
ll.
B
u
t
I
u
n
d
ers
to
o
d
th
a
t
it
co
u
l
d
b
e
a
p
p
lied
o
n
d
iffer
en
t
ma
teri
a
ls
.
I
th
in
k
it
ca
n
b
e
u
s
ed
n
o
w
a
d
a
ys.
Wh
en
I
lo
o
k
a
t
th
e
s
tu
d
ies,
I
s
a
w
t
h
a
t
s
o
me
p
a
in
ters
w
o
r
ke
d
w
ith
b
r
i
s
tle
b
r
u
s
h
es
o
n
e
b
y
o
n
e
.
Wh
en
I
d
id
it
myself,
I
lea
r
n
ed
h
o
w
th
ey
w
o
r
k
b
etter”
(
2
.
S
SI)
.
Gö
k
s
u
:
".
.
.
I
th
o
u
g
h
t
it
w
a
s
d
r
yin
g
to
o
h
a
r
d
,
b
u
t
it
w
a
s
d
r
yin
g
ve
r
y
q
u
ickly
.
A
n
d
I
th
o
u
g
h
t
it
w
a
s
ma
d
e
o
n
ly
w
ith
eg
g
w
h
ite.
I
w
a
s
in
teres
t
ed
in
d
o
in
g
ev
eryth
in
g
ve
r
y
ca
r
efu
lly.
B
ec
a
u
s
e
w
e,
s
tu
d
en
t
s
,
u
s
u
a
lly
ta
ke
th
e
r
ea
d
y
ca
n
va
s
a
n
d
s
ta
r
t
p
a
in
ti
n
g
.
We
d
o
n
't
k
n
o
w
th
e
p
r
eli
min
a
r
y
p
r
ep
a
r
a
tio
n
.
I
s
a
w
t
h
a
t
t
h
e
p
r
ep
a
r
a
tio
n
a
n
d
a
p
p
lica
tio
n
o
f
th
e
p
a
in
t
w
a
s
d
iffer
en
t
fr
o
m
o
u
r
s
tu
d
ies
w
ith
temp
era
"
(
2
.
SS
I
)
.
Hatice
,
B
etü
l
an
d
R
an
a
also
s
tated
th
at,
with
s
im
ilar
ex
p
r
ess
io
n
s
,
o
th
er
p
ar
ticip
an
ts
h
av
e
in
cr
ea
s
ed
th
eir
awa
r
en
ess
o
f
th
e
p
r
ac
tice.
Par
ticip
an
ts
s
tated
th
at
th
ey
l
ea
r
n
ed
t
h
at
tem
p
er
a
p
ain
tin
g
s
wer
e
m
ad
e
o
n
wo
o
d
en
p
an
el
s
in
th
e
ea
r
ly
ag
es
,
b
u
t th
at
d
if
f
er
e
n
t p
ain
tin
g
s
u
r
f
ac
es c
an
b
e
u
s
ed
to
d
ay
.
I
n
ad
d
itio
n
,
th
e
p
ar
ticip
an
ts
s
tated
th
at
th
er
e
wer
e
m
an
y
ch
an
g
es
in
th
eir
th
o
u
g
h
ts
a
n
d
th
ey
h
ad
r
eq
u
ests
f
o
r
m
o
r
e
ap
p
licatio
n
s
b
ec
au
s
e
th
ey
h
ad
w
r
o
n
g
o
r
in
c
o
m
p
lete
k
n
o
wled
g
e
ab
o
u
t
tem
p
er
a
tech
n
iq
u
e.
4.
CO
NCLU
SI
O
N
Fin
d
in
g
s
o
b
tain
ed
;
B
u
r
s
a
Ulu
d
ağ
Un
iv
er
s
ity
,
De
p
ar
tm
en
t
o
f
Pain
tin
g
an
d
Ar
t
E
d
u
c
atio
n
,
Pain
tin
g
C
o
u
r
s
e
s
tu
d
en
ts
lear
n
th
at
t
h
e
tem
p
er
a
p
ain
tin
g
tech
n
iq
u
e
b
en
ef
its
th
e
m
in
v
a
r
io
u
s
wa
y
s
.
Fo
r
t
h
is
r
ea
s
o
n
,
tem
p
er
a
tech
n
iq
u
e
ca
n
b
e
u
s
e
d
th
eo
r
etica
lly
an
d
p
r
ac
tic
ally
in
p
ain
tin
g
co
u
r
s
es
in
th
e
Dep
ar
tm
en
t
o
f
Pain
tin
g
an
d
Ar
t
E
d
u
ca
tio
n
.
T
h
u
s
,
s
tu
d
en
ts
will
b
e
ab
le
to
u
s
e
t
e
m
p
e
r
a
t
e
c
h
n
i
q
u
e
a
s
a
n
a
r
t
i
s
t
i
c
e
x
p
r
e
s
s
i
o
n
f
o
r
m
,
i
n
c
r
e
a
s
e
t
h
e
i
r
a
w
a
r
e
n
e
s
s
an
d
g
ain
p
r
o
f
e
s
s
io
n
al
b
en
ef
its
th
r
o
u
g
h
ex
p
er
ien
ce
s
ab
o
u
t
wo
r
k
s
p
r
o
d
u
c
e
d
w
i
t
h
t
h
i
s
t
e
c
h
n
i
q
u
e
i
n
t
h
e
h
i
s
t
o
r
y
o
f
ar
t.
RE
F
E
R
E
NC
E
S
[1
]
Ho
d
g
e
,
S
.
,
5
0
Art
I
d
e
a
s: Y
o
u
Rea
l
ly Nee
d
to
K
n
o
w
.
Qu
e
rc
u
s
,
2
0
1
3
.
[2
]
Kın
a
y
,
C.
,
S
a
n
a
t
t
a
rih
i
.
An
k
a
ra
:
P
u
b
li
c
a
ti
o
n
s
o
f
t
h
e
M
in
istry
o
f
C
u
l
tu
re
a
n
d
To
u
rism
,
1
9
9
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
ica
l e
xp
erien
ce
w
ith
temp
era
p
a
in
tin
g
s
in
a
b
a
ch
elo
r
d
eg
r
ee
co
u
r
s
e
in
Tu
r
ke
y
(
Go
n
c
a
E
r
im
)
253
[3
]
Ke
se
r,
N.,
S
a
n
a
t
sö
zlü
ğ
ü
(
2
n
d
e
d
i
ti
o
n
)
.
An
k
a
ra
:
Uto
p
y
a
p
u
b
li
sh
i
n
g
,
2
0
0
9
.
[4
]
Be
z
m
e
n
,
P
.
C.
,
“
Tu
rk
tas
v
ir
sa
n
a
tı
n
d
a
Os
m
a
n
lı
'
d
a
n
g
ü
n
ü
m
ü
z
e
p
o
rtre
v
e
k
imlik
s
o
ru
n
sa
li
,
”
M
a
ste
r
Th
e
sis
,
Işık
Un
iv
e
rsity
In
stit
u
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
İsta
n
b
u
l,
2
0
1
8
.
[5
]
Ek
ici,
F
.
D.
K.
,
“
F
a
y
y
u
m
p
o
rtrele
ri,
”
At
a
t
ü
rk
Un
ive
rs
it
y
Fa
c
u
lt
y
o
f
Fi
n
e
Arts Jo
u
rn
a
l
,
n
o
.
2
2
,
p
p
.
59
-
68
,
2
0
1
2
.
[6
]
Ka
ra
c
a
,
G
.
,
“
An
a
rtwo
r
k
p
ro
v
id
i
n
g
d
ial
o
g
u
e
in
p
u
b
li
c
sp
h
e
re
:
I
h
a
v
e
b
e
e
n
i
n
Be
e
li
tz/Be
e
li
tz’d
e
b
u
lu
n
d
u
m
,
”
R
o
u
te
Ed
u
c
a
ti
o
n
a
l
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
J
o
u
rn
a
l
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
3
1
2
-
3
2
5
,
2
0
1
5
.
[7
]
S
c
h
a
d
ler,
K.,
“
Histo
r
y
o
f
e
g
g
tem
p
e
ra
p
a
in
ti
n
g
,
”
p
p
.
1
-
5
,
2
0
1
7
.
[On
l
in
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
k
o
o
sc
h
a
d
ler.co
m
/t
e
c
h
n
i
q
u
e
s/h
ist
o
ry
-
e
g
g
-
tem
p
e
ra
.
p
d
f
.
[8
]
Yo
n
c
a
,
K.,
“
Ro
m
a
m
u
m
y
a
p
o
rtr
e
leri
,
”
M
a
ste
r'
s
Th
e
sis
,
S
e
lcu
k
Un
iv
e
rsity
I
n
stit
u
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
Ko
n
y
a
,
2
0
1
8
.
[9
]
Uy
sa
l,
A.,
“
Yü
z
ü
n
ö
tes
i
p
o
rtre k
u
rm
a
k
ü
z
e
rin
e
,
”
S
a
n
a
t
v
e
T
a
s
a
rım
De
rg
isi
,
v
o
l.
1
,
n
o
.
4
,
p
p
.
1
0
7
-
1
2
7
,
2
0
0
9
.
[1
0
]
An
o
n
y
m
o
u
s
,
“
P
a
in
ti
n
g
in
Tem
p
e
ra
,
”
T
h
e
Cra
y
o
n
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
8
1
-
84
,
1
8
5
9
.
[1
1
]
To
m
k
in
s
,
M
.
,
“
De
sig
n
s
in
d
ica
ti
n
g
t
h
e
re
lati
v
e
m
e
rit
s
o
f
tem
p
e
ra
a
n
d
sg
ra
ffit
o
a
s
tec
h
n
i
q
u
e
s
o
f
m
u
r
a
l
d
e
c
o
ra
ti
o
n
fo
r
th
e
c
o
ll
e
g
e
o
f
a
rc
h
it
e
c
tu
re
a
ll
fin
e
a
rt
s
,
”
M
a
ste
r'
s T
h
e
sis
,
Un
iv
e
rsity
o
f
S
o
u
t
h
e
rn
Ca
li
f
o
rn
ia,
Ca
li
fo
r
n
i
a
,
1
9
3
9
.
[1
2
]
Du
n
k
e
t
o
n
,
J.,
F
o
ister,
S
.
,
G
o
rd
o
n
,
D.,
a
n
d
P
e
n
n
y
,
N.,
Gio
tt
o
t
o
Dü
r
e
r:
Ea
rly
Re
n
a
issa
n
c
e
P
a
in
t
in
g
i
n
t
h
e
N
a
ti
o
n
a
l
Ga
ll
e
ry
.
Lo
n
d
o
n
:
Ya
le Un
iv
e
rsity
P
re
ss
,
1
9
9
1
,
p
p
.
6
3
-
75
.
[1
3
]
F
ro
th
in
g
h
a
m
,
A.
L.
,
“
No
tes
o
n
B
y
z
a
n
ti
n
e
Art
a
n
d
Cu
lt
u
re
in
Ital
y
a
n
d
Esp
e
c
ially
i
n
Ro
m
e
,
”
T
h
e
A
me
ric
a
n
J
o
u
rn
a
l
o
f
Arc
h
a
e
o
lo
g
y
a
n
d
o
f
th
e
Hist
o
ry
o
f
t
h
e
Fi
n
e
Arts
,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
1
5
2
-
2
1
2
,
1
8
9
5
.
[1
4
]
Ecz
a
c
ib
a
si,
S
.
,
Ecz
a
c
ıb
a
şı
sa
n
a
t
s
ö
zlü
ğ
ü
(V
o
l.
3
).
Ista
n
b
u
l:
Ye
m
P
u
b
li
sh
i
n
g
,
1
9
9
7
.
[1
5
]
Va
rlı
k
Ş
e
n
t
ü
rk
,
L.
,
An
a
li
t
ik re
sim c
o
zu
mle
me
ler
i
.
Ista
n
b
u
l:
Ay
r
ın
tı
P
u
b
l
ica
ti
o
n
s
,
2
0
1
2
.
[1
6
]
Tan
su
g
,
S
.
,
Res
im
sa
n
a
tı
n
ın
ta
ri
h
i
(7
th
Ed
it
io
n
)
.
Ista
n
b
u
l:
Re
m
z
i
P
u
b
li
sh
i
n
g
,
2
0
1
1
,
p
p
.
8
4
-
85
.
[1
7
]
Ate
ş,
İ.
,
“
Zafe
r
G
e
n
c
a
y
d
in
v
e
s
a
n
a
tı
u
z
e
rin
e
b
iri
n
c
e
lem
e
,
”
S
a
n
a
t
De
rg
isi
,
v
o
l.
0
,
n
o
.
1
4
,
p
p
.
5
9
-
64
,
2
0
0
8
.
[1
8
]
Tü
rk
y
ıl
m
a
z
,
H.
O.,
“
Ça
ğ
d
a
ş
T
ü
r
k
re
sm
in
d
e
g
e
len
e
k
s
o
ru
n
sa
li
,
”
M
a
ste
r
Th
e
sis
,
Ha
c
e
tt
e
p
e
Un
iv
e
r
sity
In
st
it
u
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
An
k
a
ra
,
2
0
1
3
.
[1
9
]
M
u
ll
e
r,
B
.
F
.
,
“
Otto
Di
x
a
n
d
His
Oil
-
Tem
p
e
ra
Tec
h
n
i
q
u
e
,
”
T
h
e
B
u
ll
e
ti
n
o
f
th
e
Clev
e
la
n
d
M
u
se
u
m
o
f
Art
,
v
o
l.
7
4
,
n
o
.
8
,
p
p
.
3
3
2
-
3
5
5
,
1
9
8
7
.
[2
0
]
B
e
r
r
y
,
R
.
V.
S
.
,
“
T
h
e
T
e
m
p
e
r
a
P
a
i
n
t
i
n
g
o
f
W
a
l
t
e
r
B
e
c
k
,
”
T
h
e
A
m
e
r
i
c
a
n
M
a
g
a
z
i
n
e
o
f
A
r
t
,
v
o
l
.
1
6
,
n
o
.
5
,
p
p
.
2
3
7
-
2
4
5
,
1
9
2
5
.
[2
1
]
Ba
k
e
r,
A.,
Co
mm
o
n
M
e
d
iev
a
l
Pi
g
me
n
ts,
th
e
C
o
c
h
in
e
a
l
.
Th
e
Co
c
h
in
e
l
-
Un
iv
e
rsity
o
f
Te
x
a
s,
Am
e
rica
,
2
0
0
4
.
[2
2
]
Ka
tz,
M
.
R
.
,
“
Wi
ll
iam
Ho
lma
n
Hu
n
t
a
n
d
th
e
P
re
-
Ra
p
h
a
e
li
te
Tec
h
n
iq
u
e
,
”
P
a
p
e
r
p
re
se
n
ted
a
t
th
e
Histo
ric
a
l
Pa
in
t
in
g
s
T
e
c
h
n
iq
u
e
s,
M
a
ter
ia
ls
a
n
d
stu
d
io
Pra
c
ti
c
e
.
Ne
th
e
rlan
d
s,
Ju
n
e
1
9
9
5
.
[2
3
]
Ro
th
e
,
A.,
“
An
d
re
a
M
a
n
te
g
n
a
'
s
Ad
o
ra
ti
o
n
o
f
th
e
M
a
g
i,
”
in
A
.
W
a
ll
e
rt,
E.
He
rm
e
n
s,
a
n
d
M
.
P
e
e
k
,
Ed
s.
H
i
s
t
o
r
i
c
a
l
p
a
i
n
t
i
n
g
s
T
e
c
h
n
i
q
u
e
s
M
a
t
e
r
i
a
l
s
a
n
d
S
t
u
d
i
o
P
r
a
c
t
i
c
e
:
P
r
e
p
r
i
n
t
s
o
f
a
s
y
m
p
o
s
i
u
m
,
U
n
i
v
e
r
s
i
t
y
o
f
L
e
i
d
e
n
.
N
e
th
e
rlan
d
s:
Th
e
G
e
tt
y
Co
n
se
rv
a
ti
o
n
In
st
ıt
u
te
,
1
9
9
5
,
p
p
.
1
1
1
-
1
7
7
.
[2
4
]
S
p
o
o
n
e
r,
H.,
“
A W
o
rk
in
Tem
p
e
r
a
b
y
M
a
rg
a
re
t
G
e
re
,
”
Bu
rlin
g
t
o
n
M
a
g
a
zin
e
,
v
o
l.
1
4
6
,
n
o
.
1
2
1
1
,
p
p
.
1
1
2
-
1
1
3
,
2
0
0
4
.
[2
5
]
S
to
o
n
e
r
,
J.
H
.
,
“
A
n
d
r
e
w
W
y
e
t
h
,
”
P
r
o
c
e
e
d
i
n
g
s
o
f
t
h
e
A
m
e
r
i
c
a
n
P
h
i
l
o
s
o
p
h
i
c
a
l
S
o
c
i
e
t
y
,
2
0
1
1
,
v
o
l
.
1
5
5
,
n
o
.
1
,
p
p
.
1
2
1
-
128
.
[2
6
]
Co
lb
o
u
r
n
e
,
J.
F
.
,
“
A
Cri
ti
c
a
l
S
u
rv
e
y
o
f
t
h
e
M
a
teria
ls
a
n
d
Tec
h
n
i
q
u
e
s
o
f
C
h
a
rles
He
n
ry
S
ims
RA
(1
8
7
3
-
1
9
2
8
)
Wi
t
h
S
p
e
c
ial
Re
fe
re
n
c
e
to
Eg
g
Tem
p
e
r
a
M
e
d
ia
a
n
d
Wo
r
k
s
o
f
Art
o
n
P
a
p
e
r
,”
Do
c
to
ra
l
Th
e
sis,
No
rt
h
Um
b
ria
Un
iv
e
rsit
y
,
En
g
la
n
d
,
2
0
1
1
.
[2
7
]
F
it
z
G
e
ra
ld
,
C.
W
o
m
e
n
,
“
Cra
ft,
An
d
th
e
Ob
jec
t:
Birmin
g
h
a
m
1
8
8
0
-
1
9
3
0
,”
Do
c
to
ra
l
T
h
e
sis
,
War
wic
k
Un
i
v
e
rsity
,
Co
v
e
n
tr
y
,
2
0
1
6
.
[2
8
]
Be
isieg
e
l
,
S
.
,
“
'
I
e
x
p
l
o
re
d
e
v
e
r
y
m
e
a
n
s
o
f
p
a
in
ti
n
g
b
a
c
k
t
h
e
n
,
n
o
t
a
b
ly
e
v
e
ry
tem
p
e
ra
'
:
He
rm
a
n
n
P
re
ll
’s
re
se
a
rc
h
o
n
tem
p
e
ra
,”
P
.
Die
tem
a
n
n
,
W
.
Ne
u
g
e
b
a
u
e
r,
E
.
Ort
n
e
r,
R
.
P
o
g
g
e
n
d
o
rf,
E.
Re
in
k
o
ws
k
i
-
Ha
fn
e
r
a
n
d
H.
S
teg
e
(E
d
s.)
Co
n
fer
e
n
c
e
o
f
th
e
T
e
mp
e
ra
Pa
i
n
ti
n
g
1
8
0
0
–
1
9
5
0
Exp
e
rime
n
t
a
n
d
In
n
o
v
a
ti
o
n
fr
o
m
th
e
N
a
za
re
n
e
M
o
v
e
me
n
t
t
o
Ab
stra
c
t
Art
.
M
u
n
ich
:
Arc
h
e
ty
p
e
P
u
b
l
ica
ti
o
n
s,
2
0
1
9
,
p
p
.
1
0
7
-
1
1
6
.
[2
9
]
Be
lt
in
g
e
r,
K.
,
“
Th
e
tem
p
e
ra
re
v
iv
a
l
1
8
0
0
–
1
9
5
0
:
h
ist
o
rica
l
b
a
c
k
g
ro
u
n
d
,
m
e
th
o
d
s o
f
in
v
e
stig
a
ti
o
n
a
n
d
th
e
q
u
e
stio
n
o
f
re
lev
a
n
c
e
,”
P
.
Die
tem
a
n
n
,
W.
N
e
u
g
e
b
a
u
e
r,
E.
Ort
n
e
r,
R.
P
o
g
g
e
n
d
o
rf,
E
.
Re
in
k
o
ws
k
i
-
Ha
fn
e
r
a
n
d
H.
S
teg
e
(Ed
s.)
Co
n
fer
e
n
c
e
o
f
th
e
T
e
mp
e
ra
Pa
i
n
ti
n
g
1
8
0
0
–
1
9
5
0
Exp
e
rime
n
t
a
n
d
In
n
o
v
a
ti
o
n
fr
o
m
th
e
N
a
za
re
n
e
M
o
v
e
me
n
t
t
o
Ab
stra
c
t
Art
.
M
u
n
ich
:
Arc
h
e
ty
p
e
P
u
b
l
ica
ti
o
n
s,
2
0
1
9
,
p
p
.
1
3
-
20
.
[3
0
]
Ba
sc
h
li
n
,
N.
a
n
d
Z
u
m
b
ü
h
l,
S
.
,
“
Tem
p
e
ra
a
n
d
p
a
ste
ls:
th
e
c
o
lo
u
r
e
ffe
c
ts
c
r
e
a
ted
in
P
a
u
l
Kle
e
’s
late
r
wo
rk
,”
P
.
Die
tem
a
n
n
,
W.
Ne
u
g
e
b
a
u
e
r,
E.
Ortn
e
r,
R.
P
o
g
g
e
n
d
o
rf
,
E.
Re
in
k
o
ws
k
i
-
Ha
fn
e
r
a
n
d
H.
S
teg
e
(E
d
s.
)
Co
n
fer
e
n
c
e
o
f
th
e
T
e
mp
e
ra
P
a
in
ti
n
g
1
8
0
0
–
1
9
5
0
Exp
e
rime
n
t
a
n
d
I
n
n
o
v
a
ti
o
n
fro
m
t
h
e
Na
z
a
re
n
e
M
o
v
e
me
n
t
t
o
A
b
stra
c
t
Art
.
M
u
n
ic
h
:
Arc
h
e
t
y
p
e
P
u
b
l
ica
ti
o
n
s,
2
0
1
9
,
p
p
.
1
5
2
-
1
6
1
.
[3
1
]
Jo
n
e
s,
M
.
,
“'
If
th
e
re
is
n
o
stru
g
g
l
e
th
e
re
is
n
o
v
icto
r
y
'
:
Ch
risti
a
n
a
He
rrin
g
h
a
m
a
n
d
t
h
e
Brit
ish
tem
p
e
ra
re
v
iv
a
l
,”
P.
Die
tem
a
n
n
,
W.
Ne
u
g
e
b
a
u
e
r,
E.
Ortn
e
r,
R.
P
o
g
g
e
n
d
o
rf
,
E.
Re
in
k
o
ws
k
i
-
Ha
fn
e
r
a
n
d
H.
S
teg
e
(E
d
s.
)
Co
n
fer
e
n
c
e
o
f
th
e
T
e
mp
e
ra
P
a
in
ti
n
g
1
8
0
0
–
1
9
5
0
Exp
e
rime
n
t
a
n
d
I
n
n
o
v
a
ti
o
n
fro
m
t
h
e
Na
z
a
re
n
e
M
o
v
e
me
n
t
t
o
A
b
stra
c
t
Art
.
M
u
n
ic
h
:
Arc
h
e
t
y
p
e
P
u
b
l
ica
ti
o
n
s,
2
0
1
9
,
p
p
.
1
1
7
-
1
2
3
.
[3
2
]
Kin
se
h
e
r,
K.,
“
Co
lo
u
r
a
n
d
f
o
rm
i
n
h
ig
h
e
st
p
e
rfe
c
ti
o
n
:
tea
c
h
i
n
g
tem
p
e
ra
in
t
h
e
e
a
rly
2
0
t
h
c
e
n
t
u
ry
,”
P
.
Die
tem
a
n
n
,
W.
Ne
u
g
e
b
a
u
e
r,
E.
Ortn
e
r,
R.
P
o
g
g
e
n
d
o
rf,
E
.
Re
i
n
k
o
ws
k
i
-
Ha
fn
e
r
a
n
d
H.
S
teg
e
(E
d
s.)
Co
n
fer
e
n
c
e
o
f
th
e
T
e
mp
e
ra
Pa
in
t
in
g
1
8
0
0
–
1
9
5
0
Ex
p
e
rime
n
t
a
n
d
I
n
n
o
v
a
ti
o
n
fro
m
th
e
N
a
za
re
n
e
M
o
v
e
me
n
t
to
Ab
str
a
c
t
Art
.
M
u
n
ich
:
Arc
h
e
t
y
p
e
P
u
b
l
ica
ti
o
n
s,
2
0
1
9
,
p
p
.
3
3
-
43
.
[3
3
]
Yö
rü
k
o
ğ
lu
,
T
.
,
“
Ba
tı
lı
laş
m
a
De
v
ri
Re
sim
S
a
n
a
tı
n
d
a
Ed
ir
n
e
Bu
lg
a
r
Kili
se
sin
d
e
k
i
İ
k
o
n
a
ların
Ye
ri,
”
M
a
ste
r'
s
Th
e
sis,
Trak
y
a
Un
i
v
e
rsity
I
n
stit
u
te o
f
S
o
c
ial
S
c
ien
c
e
s,
Ed
irn
e
,
2
0
0
6
.
[3
4
]
Be
y
o
ğ
l
u
,
A.
,
“
Re
sim
d
e
m
e
k
a
n
k
u
l
lan
ımın
a
b
a
şla
n
g
ıç
ö
rn
e
k
leri
o
lara
k
Orta
ç
a
ğ
v
e
E
rk
e
n
Rö
n
e
sa
n
s
d
ö
n
e
m
i
re
sim
leri,
”
T
h
e
J
o
u
rn
a
l
o
f
Ac
a
d
e
mic
S
o
c
ia
l
S
c
ien
c
e
S
tu
d
ies
,
v
o
l.
5
2
,
n
o
.
1
,
p
p
.
3
7
3
-
3
8
6
,
2
0
1
6
.
[3
5
]
Be
y
h
a
n
,
H.
C.
,
“
Re
sim
d
e
tem
e
l
t
e
k
n
i
k
le
r
v
e
u
y
g
u
lam
a
sü
re
ç
leri
ü
z
e
rin
e
,
”
Ro
u
te
Ed
u
c
a
ti
o
n
a
l
a
n
d
S
o
c
ia
l
S
c
ien
c
e
J
o
u
rn
a
l,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
1
7
1
-
1
9
3
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
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&
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es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
2
4
5
-
2
5
4
254
[3
6
]
Ce
b
ra
il
o
ğ
l
u
,
Ö.,
“
S
a
n
a
t
e
ğ
it
imi
n
d
e
re
sim
t
e
k
n
ik
leri
n
in
o
rtak
k
u
ll
a
n
ımın
ın
v
e
y
a
ra
t
ıcılı
k
ü
z
e
rin
d
e
k
i
e
tk
isi,
”
M
a
ste
r'
s
Th
e
sis
,
S
e
lçu
k
Un
i
v
e
rsity
I
n
stit
u
te o
f
E
d
u
c
a
ti
o
n
S
c
ie
n
c
e
s,
Ko
n
y
a
,
2
0
1
1
.
[3
7
]
M
e
rriam
,
S
.
B.
,
Qu
a
li
ta
ti
v
e
re
se
a
rc
h
a
n
d
c
a
se
stu
d
y
a
p
p
li
c
a
ti
o
n
s
in
e
d
u
c
a
ti
o
n
.
S
a
n
F
ra
n
c
isc
o
:
J
o
s
se
y
-
Ba
ss
,
1
9
9
8
,
p
p
.
2
1
-
27
.
[3
8
]
Tu
ra
n
,
I
.
a
n
d
As
lan
,
H.,
“
Ög
re
t
m
e
n
a
d
a
y
ların
ı
n
tar
i
h
i
g
ö
rse
ll
e
ri
a
n
a
li
z
d
u
z
e
y
leri,
”
T
u
rk
ish
Hist
o
ry
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
8
7
-
1
1
2
,
2
0
1
5
.
[3
9
]
M
e
ti
n
,
M
.
,
Ku
r
a
md
a
n
u
y
g
u
l
a
ma
y
a
e
g
it
imd
e
b
il
imse
l
a
ra
st
irma
y
o
n
tem
ler
i
.
An
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i
p
u
b
li
s
h
in
g
,
2
0
1
4
.
[4
0
]
G
a
ll
,
D.
M
.
,
G
a
ll
,
P
.
J.,
a
n
d
B
o
rg
,
W.
R.
,
Ed
u
c
a
t
i
o
n
a
l
Res
e
a
rc
h
:
A
n
In
tr
o
d
u
c
ti
o
n
.
B
o
sto
n
,
M
A:
P
e
a
rso
n
,
2
0
0
7
.
[4
1
]
Erso
y
,
R.
,
“
Tem
p
e
ra
tek
n
i
g
i
v
e
b
u
tek
n
ig
i
n
li
sa
n
s d
u
z
e
y
i
re
sim
a
to
ly
e
d
e
rsle
rin
d
e
k
u
ll
a
n
ımı
,”
M
a
ste
r'
s T
h
e
sis
,
Bu
rsa
Ulu
d
a
g
U
n
iv
e
rsit
y
,
B
u
rsa
,
2
0
1
9
.
[4
2
]
P
a
tt
o
n
,
M
.
Q.
,
Ni
tel
a
r
a
ştırma
ve
d
e
ğ
e
rle
n
d
irme
y
ö
n
tem
ler
i
(3
.
Tr
a
n
sla
ti
o
n
fro
m
p
ri
n
t).
An
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i
P
u
b
l
ish
i
n
g
,
2
0
1
8
.
[4
3
]
Yıld
ırı
m
,
A.
a
n
d
H.
Ş
imş
e
k
,
S
o
sy
a
l
b
il
imler
d
e
n
i
tela
ra
stirma
y
o
n
te
mle
ri
(1
0
th
Ed
it
io
n
).
An
k
a
ra
:
S
e
c
k
in
P
u
b
li
s
h
in
g
,
2
0
1
6
.
[4
4
]
G
l
e
s
n
e
,
C
.
,
N
i
t
e
l
a
r
a
s
t
i
r
m
a
y
a
g
i
r
i
ş
(
3
.
T
r
a
n
s
l
a
t
i
o
n
f
r
o
m
p
r
i
n
t
,
A
.
E
r
s
o
y
a
n
d
P
.
Y
a
l
ç
ı
n
o
ğ
l
u
T
r
a
n
s
.
)
An
k
a
ra
:
An
ı
p
u
b
li
sh
i
n
g
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.