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R
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
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14
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3
,
J
u
n
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20
25
:
1
6
5
1
-
1
6
6
0
1654
3
.
1
.
Div
er
s
it
y
o
f
lo
c
a
l k
no
wl
edg
e
in t
he
im
plem
ent
a
t
io
n
o
f
inclu
s
iv
e
educa
t
io
n
L
o
ca
l
k
n
o
wled
g
e
in
v
a
r
io
u
s
co
u
n
tr
ies
r
ef
lects
p
h
ilo
s
o
p
h
ie
s
th
at
h
av
e
b
ee
n
p
ass
ed
d
o
wn
th
r
o
u
g
h
g
en
er
atio
n
s
.
A
s
tu
d
y
co
n
d
u
c
ted
in
Ug
an
d
a
in
d
icate
s
th
a
t
p
ee
r
s
u
p
p
o
r
t
in
ter
v
en
tio
n
s
will
p
r
o
m
o
te
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
cu
ltu
r
ally
ap
p
r
o
p
r
iate
in
cl
u
s
io
n
.
T
h
is
p
h
ilo
s
o
p
h
y
is
k
n
o
wn
as
Ob
u
n
tu
b
u
la
m
u
.
Ob
u
n
tu
r
e
f
er
s
to
g
o
o
d
n
ess
,
h
u
m
an
ity
,
o
r
s
o
lid
ar
ity
,
wh
ile
b
u
la
mu
m
ea
n
s
life
.
T
h
e
p
h
r
ase
ca
n
b
e
tr
an
s
lated
as
“
g
o
o
d
life
”
o
r
“
m
ea
n
i
n
g
f
u
l
l
if
e.
”
I
t
em
b
o
d
ies
p
o
s
itiv
e
v
a
lu
es
an
d
h
u
m
an
itar
ian
p
r
in
ci
p
les
th
at
u
n
d
er
p
in
Ug
an
d
an
cu
ltu
r
e
[
2
5
]
.
T
h
e
s
tu
d
y
in
So
u
th
Af
r
ica
ex
p
lain
s
t
h
at
th
e
p
h
ilo
s
o
p
h
y
o
f
Ob
u
n
tu
f
o
s
ter
s
co
o
p
er
atio
n
an
d
r
ed
u
ce
s
ac
ad
em
ic
co
m
p
etitio
n
to
cr
ea
te
a
m
o
r
e
in
clu
s
iv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t,
em
b
o
d
y
in
g
h
u
m
an
itar
ian
v
alu
es
an
d
s
tu
d
e
n
t
well
-
b
ein
g
[
2
9
]
.
I
n
Z
im
b
ab
we,
th
e
Un
h
u
/
Ob
u
n
tu
p
h
ilo
s
o
p
h
y
co
n
tr
ib
u
te
s
to
d
is
cu
s
s
io
n
s
o
n
in
clu
s
iv
e
ed
u
ca
tio
n
a
n
d
th
e
d
e
co
lo
n
izatio
n
o
f
ed
u
ca
tio
n
in
p
o
s
t
-
co
lo
n
ial
co
u
n
tr
ies
[
2
7
]
.
I
n
Ken
y
a,
th
er
e
e
x
is
ts
th
e
p
h
ilo
s
o
p
h
y
o
f
Ha
r
a
mb
ee
,
wh
i
ch
tr
an
s
lates
to
“
let’
s
p
u
ll
to
g
eth
er
”
o
r
“
let’
s
wo
r
k
to
g
eth
er
.
”
C
u
ltu
r
a
lly
,
th
is
ter
m
is
o
f
ten
u
s
ed
to
d
en
o
te
a
s
p
ir
it
o
f
c
o
llab
o
r
atio
n
an
d
co
o
p
er
atio
n
.
Har
am
b
ee
in
teg
r
ates c
u
ltu
r
al
p
r
ac
tices a
n
d
lo
ca
l e
x
p
er
ien
ce
s
in
to
ed
u
ca
tio
n
,
as we
ll a
s
th
e
ac
tiv
e
in
v
o
lv
em
en
t
o
f
all
s
tak
eh
o
ld
er
s
in
d
esig
n
in
g
in
clu
s
iv
e
ed
u
ca
tio
n
p
o
licie
s
[
3
0
]
.
Me
an
wh
ile,
s
tu
d
ies
in
No
r
th
er
n
Au
s
tr
alia
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
co
llab
o
r
atio
n
a
n
d
s
tr
o
n
g
cu
lt
u
r
al
r
elatio
n
s
h
ip
s
in
d
e
v
elo
p
i
n
g
in
clu
s
iv
e
cr
o
s
s
-
cu
ltu
r
al
co
m
m
u
n
icatio
n
ap
p
r
o
ac
h
es.
T
h
is
co
llab
o
r
atio
n
,
k
n
o
wn
as
R
ä
l
-
ma
n
a
p
a
n
mir
r
g
a
d
h
ä
-
ma
n
a
p
a
n
mir
r
,
in
v
o
lv
es
v
ar
io
u
s
cu
ltu
r
al
g
r
o
u
p
s
an
d
ca
n
cr
ea
te
a
co
llab
o
r
at
iv
e
s
p
ac
e
th
at
r
esp
ec
ts
d
iv
er
s
ity
[
2
6
]
.
I
n
C
an
ad
a,
th
er
e
ex
is
ts
th
e
An
is
h
in
aa
b
e
p
ed
ag
o
g
y
p
h
ilo
s
o
p
h
y
,
r
ef
er
r
in
g
to
an
e
d
u
ca
tio
n
al
a
p
p
r
o
ac
h
r
o
o
ted
in
th
e
cu
ltu
r
e
an
d
tr
a
d
itio
n
s
o
f
th
e
i
n
d
ig
en
o
u
s
An
is
h
in
aa
b
e
C
o
m
m
u
n
ity
in
No
r
th
Am
er
ica,
en
co
m
p
ass
in
g
r
eg
i
o
n
s
o
f
C
an
ad
a
an
d
th
e
N
o
r
th
er
n
Un
ited
States
.
T
h
is
p
ed
ag
o
g
y
is
b
ased
o
n
An
is
h
in
aa
b
e
cu
ltu
r
al
v
alu
es
em
p
h
asizin
g
h
o
lis
tic,
in
clu
s
iv
e
lear
n
in
g
i
n
teg
r
ated
with
n
atu
r
e
an
d
d
aily
life
[
3
3
]
.
Stu
d
ies
in
New
Z
ea
lan
d
elu
cid
ate
th
e
p
h
ilo
s
o
p
h
y
o
f
T
a
la
n
o
a
vā
,
wh
ich
r
ef
er
s
to
an
o
p
en
p
r
o
ce
s
s
o
f
d
ialo
g
u
e
an
d
d
is
cu
s
s
io
n
ce
n
ter
ed
ar
o
u
n
d
ac
tiv
e
lis
ten
in
g
,
m
u
tu
al
r
esp
ec
t,
a
n
d
th
e
s
h
ar
in
g
o
f
ex
p
er
ien
ce
s
[
3
2
]
.
Oth
er
r
esear
ch
m
en
tio
n
s
th
e
p
h
ilo
s
o
p
h
y
o
f
T
a
la
n
o
a
Mo
a
n
a
,
em
p
h
asizin
g
an
i
n
clu
s
iv
e
an
d
o
p
en
d
is
cu
s
s
io
n
p
r
o
ce
s
s
.
T
a
l
a
n
o
a
Mo
a
n
a
co
n
n
ec
ts
p
ac
if
i
c
in
d
ig
en
o
u
s
u
n
d
er
s
tan
d
in
g
with
an
in
clu
s
iv
e
ap
p
r
o
ac
h
to
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
,
s
er
v
in
g
as
a
v
ital
f
o
u
n
d
atio
n
f
o
r
r
e
v
italizin
g
id
en
t
ity
an
d
r
elatio
n
s
h
ip
s
with
in
th
e
ed
u
ca
tio
n
al
co
n
te
x
t
in
New
Z
ea
lan
d
[
3
4
]
.
Fu
r
th
er
m
o
r
e,
in
New
Z
ea
lan
d
,
th
e
r
e
is
th
e
co
n
ce
p
t
o
f
T
e
Tīr
ewa
Ma
r
a
u
ta
n
g
a
,
r
e
f
e
r
r
in
g
to
t
h
e
ed
u
c
atio
n
al
cu
r
r
icu
lu
m
.
T
h
is
cu
r
r
ic
u
lu
m
is
d
esig
n
ed
to
m
ee
t
ed
u
ca
tio
n
al
n
ee
d
s
f
r
o
m
a
Ma
o
r
i
cu
ltu
r
al
p
er
s
p
ec
tiv
e,
en
co
u
r
a
g
in
g
a
p
r
o
f
o
u
n
d
u
n
d
er
s
tan
d
in
g
o
f
Ma
o
r
i
h
er
itag
e
an
d
tr
ad
itio
n
s
[
3
1
]
.
I
n
th
e
Ph
ilip
p
in
es,
th
er
e
i
s
a
t
er
m
ca
lled
I
lo
co
A
mmu
th
at
s
ig
n
if
ies
th
e
r
ec
o
g
n
itio
n
o
f
I
lo
k
o
p
e
o
p
le's
id
en
tity
,
cu
ltu
r
e,
an
d
th
eir
clo
s
e
co
n
n
ec
tio
n
to
lan
g
u
a
g
e
a
n
d
tr
ad
itio
n
s
.
T
h
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
a
cu
ltu
r
al
ap
p
r
o
ac
h
in
Ph
ilip
p
in
e
ed
u
ca
tio
n
,
esp
ec
ially
b
y
lev
er
ag
in
g
in
d
ig
e
n
o
u
s
k
n
o
wled
g
e
r
eso
u
r
ce
s
s
u
ch
as
th
e
I
lo
co
lan
g
u
ag
e
[
2
8
]
.
I
n
C
o
lo
m
b
ia,
th
e
r
e
i
s
th
e
p
r
ac
ti
ce
o
f
B
u
en
V
ivir
with
in
th
e
c
o
n
tex
t
o
f
th
e
Misak
co
m
m
u
n
ity
i
n
C
o
lo
m
b
ia,
p
r
o
v
id
in
g
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
an
in
cl
u
s
iv
e
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
an
d
th
e
p
r
eser
v
atio
n
o
f
in
d
i
g
en
o
u
s
cu
ltu
r
e
[
2
0
]
.
B
u
en
V
ivir
p
r
ac
t
ices
o
f
f
er
an
in
clu
s
iv
e
v
is
io
n
ce
n
ter
ed
a
r
o
u
n
d
co
m
m
u
n
ity
p
e
r
s
p
ec
tiv
es,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
r
esp
ec
tin
g
th
e
u
n
iv
er
s
e.
T
h
is
n
o
tio
n
in
s
p
ir
es
th
e
d
ev
elo
p
m
e
n
t o
f
i
n
d
ig
en
o
u
s
ed
u
ca
tio
n
co
n
ce
p
ts
with
in
an
in
c
lu
s
iv
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
[
3
5
]
.
3
.
2
.
G
l
o
ba
l su
pp
o
rt
f
o
r
t
he
i
m
plem
ent
a
t
io
n o
f
lo
ca
l
k
no
wledg
e
in t
he
co
nte
x
t
o
f
incl
us
iv
e
educa
t
io
n
Su
p
p
o
r
t
f
o
r
im
p
lem
e
n
tin
g
l
o
c
al
k
n
o
wled
g
e
in
th
e
co
n
tex
t
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
ca
n
b
e
f
o
u
n
d
in
v
ar
io
u
s
co
u
n
tr
ies.
I
n
Au
s
tr
alia,
th
er
e
is
s
u
p
p
o
r
t
f
o
r
u
n
d
e
r
s
tan
d
in
g
th
e
in
f
lu
e
n
ce
o
f
cu
l
tu
r
al
d
is
co
u
r
s
es
o
n
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
p
r
o
g
r
am
s
f
o
cu
s
ed
o
n
Ab
o
r
ig
i
n
al
s
tu
d
en
ts
[
3
7
]
.
Oth
er
s
tu
d
ies
in
Au
s
tr
alia
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
an
d
cu
ltu
r
al
co
n
tex
ts
in
f
lu
en
cin
g
in
d
ig
en
o
u
s
p
ar
ticip
atio
n
,
as
well
as
s
u
p
p
o
r
t
f
o
r
b
etter
u
n
d
er
s
tan
d
in
g
in
d
ig
en
o
u
s
s
tu
d
en
ts
[
3
8
]
,
[
3
9
]
.
T
h
er
e's
also
s
u
p
p
o
r
t
f
o
r
em
p
o
wer
in
g
i
n
d
ig
en
o
u
s
f
am
ilies
an
d
co
m
m
u
n
ities
to
c
o
llab
o
r
a
te
with
s
ch
o
o
ls
in
s
h
ap
i
n
g
a
p
o
s
itiv
e
f
u
tu
r
e
f
o
r
ch
ild
r
en
in
v
ar
io
u
s
s
o
cial
a
n
d
ed
u
ca
tio
n
al
c
o
n
tex
ts
[
5
3
]
.
Ad
d
itio
n
ally
,
th
e
ap
p
licatio
n
o
f
a
n
ti
-
r
ac
is
m
p
r
ac
tices
an
d
tr
an
s
f
o
r
m
ativ
e
ju
s
tice
i
n
ed
u
ca
tio
n
is
co
n
s
id
er
e
d
cr
u
ci
al
[
4
0
]
.
T
h
ese
s
tu
d
ies
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
e
c
h
allen
g
es
a
n
d
o
p
p
o
r
tu
n
ities
to
en
h
an
ce
in
d
ig
en
o
u
s
s
tu
d
en
t e
n
g
ag
em
en
t in
ed
u
ca
tio
n
in
Au
s
tr
alia.
Su
p
p
o
r
t
f
o
r
im
p
lem
e
n
tin
g
in
clu
s
iv
e
ed
u
ca
tio
n
with
in
lo
ca
l
co
n
tex
ts
in
C
an
ad
a,
f
o
r
in
s
tan
ce
,
m
a
y
in
v
o
lv
e
e
n
r
ich
in
g
p
h
y
s
ical
liter
ac
y
in
t
h
e
co
n
tex
t
o
f
p
h
y
s
ical
ed
u
ca
tio
n
an
d
s
p
o
r
ts
[
4
8
]
,
f
o
s
ter
in
g
co
llectiv
e
p
ar
ticip
atio
n
to
ac
h
iev
e
tr
an
s
f
o
r
m
ativ
e
an
d
in
clu
s
iv
e
ch
a
n
g
es
f
o
r
in
d
ig
en
o
u
s
co
m
m
u
n
itie
s
[
5
5
]
,
r
ec
o
g
n
izin
g
d
iv
er
s
ity
with
in
r
u
r
al
co
m
m
u
n
ities
,
an
d
m
a
k
in
g
tan
g
ib
le
ef
f
o
r
ts
to
co
m
b
at
in
to
ler
a
n
c
e
th
r
o
u
g
h
in
cl
u
s
iv
e
p
r
ac
tical
ap
p
r
o
ac
h
es
[
4
2
]
.
A
d
d
itio
n
ally
,
th
er
e
i
s
g
r
ea
te
r
a
tten
tio
n
to
th
e
r
i
g
h
ts
an
d
we
lf
ar
e
o
f
in
d
ig
en
o
u
s
co
m
m
u
n
ities
,
alo
n
g
with
th
e
n
ee
d
f
o
r
co
llab
o
r
atio
n
f
r
o
m
al
l
s
tak
eh
o
ld
er
s
to
en
s
u
r
e
a
m
o
r
e
in
clu
s
iv
e
an
d
f
air
f
u
tu
r
e
f
o
r
all
in
d
ig
en
o
u
s
ch
ild
r
en
[
5
1
]
.
Stu
d
ies
in
US
em
p
h
asize
t
h
e
im
p
o
r
tan
ce
o
f
d
ev
el
o
p
in
g
ep
is
tem
o
lo
g
ically
in
clu
s
iv
e
d
id
ac
tic
p
r
ac
tices
with
in
cu
ltu
r
ally
r
i
ch
class
r
o
o
m
c
o
n
tex
ts
[
5
6
]
.
Me
an
wh
ile,
o
th
er
s
tu
d
ies
m
en
tio
n
s
u
p
p
o
r
t
f
o
r
d
esig
n
in
g
s
o
cially
an
d
in
clu
s
i
v
ely
o
r
ien
ted
s
cien
ce
ed
u
ca
tio
n
in
Nep
al
[
5
4
]
,
an
d
cr
ea
tin
g
in
clu
s
iv
e
ed
u
ca
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
Lo
ca
l k
n
o
w
led
g
e
in
i
n
clu
s
ive
ed
u
ca
tio
n
:
a
s
ystema
tic
liter
a
tu
r
e
r
ev
iew
(
Dw
itya
S
o
b
a
t A
d
y
Dh
a
r
ma
)
1655
p
o
licies
in
So
u
t
h
Af
r
ica,
Gh
a
n
a,
an
d
Ug
a
n
d
a
[
5
2
]
.
I
n
B
r
az
il,
th
er
e
i
s
s
u
p
p
o
r
t
f
o
r
c
u
r
r
ic
u
lu
m
r
ev
is
io
n
s
an
d
m
o
r
e
co
m
p
r
eh
en
s
iv
e
teac
h
in
g
to
ad
d
r
ess
h
u
m
an
r
ig
h
ts
is
s
u
es
an
d
cu
ltu
r
al
d
iv
er
s
ity
[
4
1
]
,
[
4
9
]
.
Stu
d
ies
in
E
cu
ad
o
r
,
Nig
er
ia,
Gh
an
a,
an
d
No
r
way
m
en
tio
n
th
e
im
p
o
r
tan
t r
o
le
o
f
in
d
ig
en
o
u
s
ed
u
ca
tio
n
in
s
u
p
p
o
r
tin
g
lo
ca
l
k
n
o
wled
g
e
a
n
d
citizen
s
h
ip
i
d
en
tity
th
e
in
teg
r
atio
n
o
f
i
n
d
i
g
en
o
u
s
k
n
o
wled
g
e
i
n
to
s
o
cia
l
wo
r
k
cu
r
r
icu
la
to
en
s
u
r
e
m
o
r
e
in
clu
s
iv
e
an
d
d
i
v
er
s
e
ap
p
r
o
ac
h
es
in
ed
u
ca
tio
n
an
d
s
o
cial
wo
r
k
p
r
ac
tices
[
4
4
]
,
a
n
d
th
e
n
ee
d
to
d
ev
elo
p
i
n
d
ig
en
o
u
s
wis
d
o
m
to
ac
co
m
m
o
d
ate
in
d
ig
e
n
o
u
s
tr
ib
es
[
2
2
]
,
[
4
7
]
.
I
n
th
e
Ph
ilip
p
in
es
an
d
Pacif
ic
I
s
lan
d
s
,
th
er
e
is
s
u
p
p
o
r
t
f
o
r
in
teg
r
atin
g
in
d
ig
e
n
o
u
s
k
n
o
wled
g
e
in
to
ed
u
ca
tio
n
al
cu
r
r
ic
u
la
to
en
c
o
u
r
ag
e
th
e
g
r
o
wth
o
f
c
u
ltu
r
al
id
en
tity
an
d
in
clu
s
iv
e
cr
e
ativ
ity
[
3
6
]
,
[
5
8
]
.
Me
an
wh
ile,
in
Au
s
tr
alia
an
d
New
Z
ea
lan
d
,
th
er
e
i
s
en
co
u
r
ag
em
en
t
to
u
n
d
er
s
tan
d
an
d
in
co
r
p
o
r
ate
d
iv
er
s
e
cu
ltu
r
al
p
er
s
p
ec
tiv
es
with
in
th
e
in
cr
ea
s
in
g
ly
co
m
p
le
x
g
l
o
b
al
class
r
o
o
m
co
n
tex
t
[
5
9
]
.
Glo
b
ally
,
th
er
e
i
s
s
u
p
p
o
r
t
f
o
r
r
ec
o
g
n
izin
g
an
d
in
teg
r
atin
g
i
n
d
ig
en
o
u
s
k
n
o
wled
g
e
in
to
e
d
u
ca
tio
n
al
c
u
r
r
icu
la,
d
ev
el
o
p
in
g
ed
u
ca
tio
n
s
en
s
itiv
e
to
in
d
ig
e
n
o
u
s
n
ee
d
s
,
an
d
ad
v
o
ca
ti
n
g
f
o
r
th
e
d
e
v
elo
p
m
e
n
t
o
f
in
c
lu
s
iv
e
ass
es
s
m
en
ts
co
n
s
id
er
in
g
t
h
e
cu
ltu
r
al
p
er
s
p
ec
tiv
es a
n
d
v
alu
es o
f
in
d
ig
e
n
o
u
s
co
m
m
u
n
ities
[
2
2
]
,
[
4
5
]
,
[
4
6
]
,
[
5
0
]
.
3
.
3
.
F
o
rm
s
o
f
inte
g
ra
t
ing
l
o
ca
l k
no
wledg
e
in t
he
co
nte
x
t
o
f
inclu
s
iv
e
educa
t
io
n
I
n
C
an
ad
a,
s
tu
d
ies
in
d
icate
t
h
at
th
e
in
teg
r
atio
n
o
f
lo
ca
l
k
n
o
wled
g
e
in
ed
u
ca
tio
n
s
h
o
u
ld
in
v
o
lv
e
in
d
ig
en
o
u
s
eld
er
s
in
cr
ea
tin
g
an
in
clu
s
iv
e
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
en
t.
I
n
teg
r
atio
n
is
ac
h
ie
v
ed
th
r
o
u
g
h
d
ig
ital
m
ed
ia
an
d
v
ar
io
u
s
lear
n
in
g
m
o
d
els
th
at
f
o
s
ter
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
cu
ltu
r
al
h
er
it
ag
e
[
6
1
]
,
[
6
6
]
,
[
6
8
]
.
I
n
th
e
Un
ited
States
,
in
clu
s
iv
e
ed
u
ca
tio
n
in
teg
r
atio
n
with
in
l
o
ca
l
co
n
tex
ts
is
ac
co
m
p
lis
h
ed
th
r
o
u
g
h
tr
ad
itio
n
al
s
to
r
y
tellin
g
m
eth
o
d
s
,
p
r
o
m
o
tin
g
p
ar
tn
er
s
h
i
p
s
b
etwe
en
in
d
ig
en
o
u
s
co
m
m
u
n
ities
an
d
o
r
g
an
izatio
n
s
,
im
p
lem
en
tin
g
d
iv
er
s
ity
-
s
en
s
itiv
e
ed
u
ca
tio
n
al
a
p
p
r
o
ac
h
es,
an
d
p
ee
r
m
en
to
r
in
g
p
r
o
g
r
am
s
[
7
0
]
,
[
8
1
]
,
[
8
3
]
.
I
n
teg
r
atio
n
is
also
d
o
n
e
b
y
d
iv
er
s
if
y
in
g
co
llectio
n
s
o
f
c
h
ild
r
en
's
an
d
ad
o
lescen
t
liter
atu
r
e
in
lib
r
ar
ies,
em
p
h
asizin
g
th
e
in
cl
u
s
io
n
o
f
im
m
ig
r
an
t
an
d
r
ef
u
g
ee
s
to
r
ies
,
b
ilin
g
u
al
b
o
o
k
s
,
an
d
th
e
r
ep
r
esen
tatio
n
o
f
m
ain
ch
ar
ac
ter
s
f
r
o
m
b
lack
,
i
n
d
ig
en
o
u
s
,
an
d
p
eo
p
le
o
f
co
l
o
r
b
ac
k
g
r
o
u
n
d
s
[
7
4
]
.
I
n
Au
s
tr
alia,
in
teg
r
atio
n
in
v
o
l
v
es a
lig
n
in
g
in
d
ig
en
o
u
s
k
n
o
wl
ed
g
e
in
to
2
1
s
t
-
ce
n
tu
r
y
s
cien
ce
ed
u
ca
tio
n
to
cu
ltu
r
ally
en
r
ich
s
tu
d
en
ts
'
lear
n
in
g
ex
p
er
ien
ce
s
[
6
9
]
.
T
h
e
r
e
i
s
also
th
e
d
ev
elo
p
m
en
t
o
f
cu
ltu
r
ally
in
clu
s
iv
e
p
r
ev
en
tio
n
p
r
o
g
r
am
s
f
o
r
i
n
d
i
g
en
o
u
s
an
d
n
o
n
-
in
d
ig
e
n
o
u
s
y
o
u
th
[
8
5
]
.
E
d
u
ca
to
r
s
u
s
e
d
ig
ital
m
ater
ials
[
8
8
]
,
ar
t
[
8
9
]
,
an
d
em
b
e
d
c
r
itically
r
esp
o
n
s
iv
e
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
in
e
d
u
ca
tio
n
al
cu
r
r
icu
la
[
8
7
]
.
Ad
d
itio
n
ally
,
s
ch
o
o
ls
d
esig
n
t
h
e
n
atio
n
al
i
n
d
ig
en
o
u
s
s
cien
ce
ed
u
ca
tio
n
p
r
o
g
r
am
(
NI
SEP)
th
at
en
co
u
r
ag
es
p
ar
ticip
atio
n
o
f
all
s
tu
d
en
ts
,
s
tu
d
en
t
em
p
o
wer
m
en
t,
an
d
t
h
e
u
s
e
o
f
in
d
i
g
en
o
u
s
k
n
o
wled
g
e
[
7
3
]
.
Par
a
d
ig
m
s
h
if
ts
in
cu
ltu
r
e
an
d
lear
n
in
g
a
p
p
r
o
ac
h
es
ar
e
also
m
ad
e
to
cr
ea
te
in
clu
s
iv
e
a
n
d
s
af
e
ex
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
[
8
6
]
.
I
n
V
iet
n
a
m
,
c
u
lt
u
r
a
ll
y
r
es
p
o
n
s
iv
e
te
ac
h
i
n
g
(
C
R
T
)
is
i
m
p
le
m
e
n
te
d
to
ac
c
o
m
m
o
d
ate
s
tu
d
en
ts
f
r
o
m
d
i
v
e
r
s
e
b
ac
k
g
r
o
u
n
d
s
[
6
0
]
.
I
n
t
h
e
Ph
ili
p
p
i
n
es
,
e
d
u
ca
ti
o
n
al
i
n
te
g
r
at
io
n
w
it
h
i
n
l
o
c
al
co
n
t
ex
ts
i
n
v
o
lv
es
co
l
la
b
o
r
ati
o
n
b
e
twe
en
t
h
e
g
o
v
e
r
n
m
en
t
a
n
d
lo
ca
l
c
o
m
m
u
n
it
ies
[
9
0
]
.
Ot
h
er
s
t
u
d
ies
in
I
n
d
o
n
esi
a
h
i
g
h
li
g
h
t
t
h
e
r
o
le
o
f
c
o
m
m
u
n
iti
es
a
n
d
s
c
h
o
o
l
le
ad
er
s
h
i
p
in
p
r
o
v
id
in
g
f
a
cil
i
ties
an
d
ac
c
ess
i
b
il
it
y
f
o
r
s
t
u
d
e
n
ts
w
it
h
d
is
a
b
il
iti
es
[
7
1
]
,
[
8
2
]
.
Si
m
il
ar
ly
,
a
s
t
u
d
y
i
n
P
ak
is
ta
n
m
e
n
t
i
o
n
s
t
h
e
s
i
g
n
if
ic
an
t
r
o
le
o
f
la
n
g
u
a
g
e
ac
tiv
is
ts
an
d
a
p
p
li
ed
lin
g
u
is
ts
i
n
s
u
p
p
o
r
ti
n
g
c
h
a
n
g
e
th
r
o
u
g
h
ad
v
o
c
ac
y
ca
m
p
ai
g
n
s
an
d
p
u
b
li
c
awa
r
e
n
ess
p
r
o
g
r
a
m
s
[
8
4
]
.
A
s
tu
d
y
i
n
Ken
y
a
em
p
h
asi
ze
s
t
h
e
u
s
e
o
f
i
n
d
ig
en
o
u
s
m
e
th
o
d
o
l
o
g
ies
a
n
d
a
p
p
r
o
p
r
ia
te
i
n
s
t
r
u
cti
o
n
al
s
tr
a
te
g
ies
t
o
s
u
p
p
o
r
t
s
tu
d
e
n
ts
wit
h
d
is
a
b
ili
ties
i
n
e
d
u
c
ati
o
n
al
e
n
v
i
r
o
n
m
e
n
ts
[
7
2
]
.
Oth
er
s
t
u
d
ies
in
S
o
u
th
Af
r
i
ca
an
d
W
est
an
d
N
o
r
t
h
Af
r
ic
a
m
e
n
t
io
n
t
h
at
t
h
e
u
s
e
o
f
d
i
v
e
r
s
e
n
at
iv
e
la
n
g
u
ag
es
ca
n
b
u
il
d
d
y
n
a
m
i
c
an
d
i
n
cl
u
s
i
v
e
k
n
o
wl
ed
g
e
[
6
7
]
,
[
7
7
]
.
T
h
e
in
teg
r
atio
n
o
f
l
o
ca
l
k
n
o
wl
ed
g
e
in
ed
u
ca
tio
n
i
n
v
o
lv
es
la
n
g
u
ag
e
p
r
eser
v
atio
n
an
d
r
e
v
italizatio
n
in
Fin
lan
d
to
e
n
s
u
r
e
in
clu
s
iv
e
an
d
f
air
e
d
u
ca
tio
n
[
6
3
]
.
I
n
C
h
ile
,
in
teg
r
atio
n
o
cc
u
r
s
with
in
s
p
e
cif
ic
s
u
b
jects
[
6
2
]
.
I
n
Ar
g
en
tin
a,
th
e
f
o
cu
s
is
o
n
p
r
o
m
o
tin
g
eth
n
ic
id
e
n
tity
an
d
eth
n
ic
eq
u
ality
,
en
s
u
r
in
g
f
air
ed
u
ca
tio
n
f
o
r
s
tu
d
en
ts
[
7
8
]
.
Me
an
wh
ile,
in
Sen
eg
al,
a
p
ar
ticip
ato
r
y
a
p
p
r
o
ac
h
in
v
o
lv
es
co
llab
o
r
atio
n
b
et
wee
n
lin
g
u
is
ts
an
d
lo
ca
l
co
m
m
u
n
ities
to
s
u
p
p
o
r
t
r
u
r
al
m
u
ltil
in
g
u
alis
m
an
d
lo
ca
l
k
n
o
wled
g
e
[
7
9
]
.
I
n
Me
x
ico
,
ef
f
o
r
ts
ar
e
m
a
d
e
to
r
aise
awa
r
en
ess
o
f
co
llectiv
e
ag
en
cy
in
s
u
p
p
o
r
tin
g
th
e
s
u
s
tain
ab
ilit
y
o
f
n
ativ
e
lan
g
u
ag
es
[
8
0
]
.
I
n
E
cu
a
d
o
r
,
atten
tio
n
is
g
iv
en
to
s
tr
en
g
th
en
in
g
in
clu
s
iv
e
b
ilin
g
u
al
in
ter
cu
ltu
r
al
ed
u
ca
tio
n
s
y
s
tem
s
an
d
p
r
eser
v
i
n
g
th
e
cu
ltu
r
al
h
e
r
itag
e
a
n
d
in
tellig
en
ce
o
f
in
d
ig
e
n
o
u
s
c
o
m
m
u
n
ities
[
7
6
]
.
Glo
b
ally
,
co
m
p
lex
an
d
co
n
tex
tu
al
ap
p
r
o
ac
h
es a
r
e
u
s
ed
to
en
h
a
n
c
e
th
e
q
u
ality
o
f
teac
h
er
ed
u
ca
t
io
n
th
r
o
u
g
h
ed
u
ca
tio
n
al
p
o
lici
es
[
6
4
]
,
[
6
5
]
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
r
ev
iewe
d
liter
atu
r
e,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
v
ar
io
u
s
f
o
r
m
s
o
f
lo
ca
l
k
n
o
wled
g
e
ac
r
o
s
s
d
if
f
er
en
t
co
u
n
tr
ies
p
lay
a
cr
u
cial
r
o
le
in
th
e
im
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
.
Ph
ilo
s
o
p
h
ies
s
u
ch
as
Ob
u
n
tu
b
u
la
m
u
in
Ug
an
d
a,
Ha
r
a
mb
ee
in
Ken
y
a,
R
ä
l
-
ma
n
a
p
a
n
mir
r
g
a
d
h
ä
-
ma
n
a
p
a
n
mir
r
in
No
r
th
e
r
n
Au
s
tr
alia,
an
d
p
r
ac
tices
lik
e
Ta
la
n
o
a
v
ā
in
New
Z
ea
lan
d
an
d
I
lo
co
A
mmu
in
th
e
Ph
ilip
p
i
n
es
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
in
g
an
d
in
teg
r
atin
g
cu
ltu
r
al
v
alu
e
s
with
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
Glo
b
al
s
u
p
p
o
r
t
f
o
r
in
teg
r
atin
g
lo
ca
l
k
n
o
wled
g
e
is
ev
id
en
t
th
r
o
u
g
h
v
ar
io
u
s
in
itia
tiv
es
in
co
u
n
tr
ies
,
s
u
ch
as
Au
s
tr
alia,
C
an
ad
a,
an
d
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
6
5
1
-
1
6
6
0
1656
th
e
Un
ited
States
,
wh
ich
p
r
o
m
o
te
th
e
r
ec
o
g
n
itio
n
a
n
d
d
e
v
elo
p
m
en
t
o
f
ed
u
ca
tio
n
s
en
s
itiv
e
to
in
d
ig
en
o
u
s
co
m
m
u
n
ities
.
I
n
th
e
co
n
tex
t
o
f
in
clu
s
iv
e
e
d
u
ca
tio
n
,
th
e
in
teg
r
atio
n
o
f
lo
c
al
k
n
o
wled
g
e
m
a
n
if
ests
in
v
ar
io
u
s
f
o
r
m
s
,
in
clu
d
in
g
co
m
m
u
n
ity
p
ar
tici
p
atio
n
,
c
u
r
r
icu
l
u
m
d
ev
elo
p
m
en
t,
an
d
th
e
u
s
e
o
f
d
ig
ital
m
ed
ia
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
ac
r
o
s
s
d
if
f
er
en
t
n
atio
n
s
.
T
h
ese
in
itiativ
es
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
o
f
co
n
s
id
er
in
g
lo
ca
l
k
n
o
wled
g
e
to
c
r
ea
te
in
clu
s
iv
e,
d
iv
e
r
s
e,
an
d
r
esp
o
n
s
iv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
T
h
e
s
ig
n
if
ican
ce
o
f
th
ese
f
in
d
in
g
s
with
in
th
e
liter
atu
r
e
s
u
g
g
ests
th
at
th
e
d
i
v
er
s
ity
o
f
lo
ca
l
a
p
p
r
o
ac
h
es
ca
n
en
r
ich
in
clu
s
iv
e
ed
u
ca
tio
n
p
r
ac
tices
b
y
p
r
o
v
id
in
g
m
o
r
e
h
o
lis
tic
an
d
cu
ltu
r
ally
r
elev
an
t
p
e
r
s
p
ec
tiv
es.
Pra
ctica
lly
,
th
is
im
p
lies
th
at
in
clu
s
iv
e
e
d
u
ca
ti
o
n
m
u
s
t
s
tr
iv
e
to
u
n
d
er
s
tan
d
a
n
d
in
te
g
r
ate
lo
ca
l
cu
ltu
r
al
v
al
u
es
an
d
p
r
ac
tices
to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
f
ee
l
v
alu
ed
an
d
s
u
p
p
o
r
ted
.
T
h
er
ef
o
r
e,
th
is
liter
atu
r
e
an
aly
s
is
r
ec
o
m
m
en
d
s
f
u
r
th
e
r
r
esear
ch
to
ex
p
lo
r
e
lo
ca
l
k
n
o
wled
g
e
with
in
in
clu
s
iv
e
ed
u
c
atio
n
in
g
r
ea
te
r
d
ep
t
h
to
d
e
v
elo
p
m
o
r
e
ef
f
ec
tiv
e
an
d
co
n
tex
tu
ally
s
en
s
itiv
e
s
tr
ateg
ies.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
d
e
clar
e
th
at
th
is
r
esear
ch
d
id
n
o
t
r
ec
eiv
e
an
y
f
in
a
n
cial
s
u
p
p
o
r
t
f
r
o
m
an
y
f
u
n
d
in
g
ag
en
cy
,
s
p
o
n
s
o
r
,
o
r
o
th
er
f
in
a
n
cial
ass
is
tan
ce
.
All
r
esear
ch
ac
tiv
ities
,
in
clu
d
in
g
d
ata
co
lle
ctio
n
,
an
aly
s
is
,
an
d
m
an
u
s
cr
ip
t w
r
itin
g
,
we
r
e
co
n
d
u
cted
in
d
e
p
en
d
e
n
tly
with
o
u
t t
h
ir
d
-
p
a
r
ty
f
in
a
n
cial
in
v
o
l
v
em
e
n
t.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Dwity
a
So
b
at
Ad
y
Dh
ar
m
a
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Mu
m
p
u
n
iar
ti
✓
✓
✓
✓
✓
✓
✓
✓
Ar
ief
a
E
f
ian
in
g
r
u
m
✓
✓
✓
✓
✓
✓
✓
✓
I
b
n
u
Sy
a
m
s
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
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r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
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e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
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t
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o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
th
ey
h
av
e
n
o
c
o
n
f
licts
o
f
in
ter
est
r
e
lated
to
th
is
r
esear
ch
,
wh
eth
er
f
in
an
cial,
p
er
s
o
n
al,
p
r
o
f
ess
io
n
al,
p
o
liti
ca
l,
id
eo
lo
g
ical,
o
r
ac
ad
e
m
ic,
t
h
at
co
u
ld
i
n
f
lu
en
ce
th
e
r
esu
lt
s
o
r
p
u
b
licatio
n
o
f
th
is
ar
ticle.
T
h
is
r
esear
ch
was
co
n
d
u
cted
in
d
ep
en
d
en
tly
,
wi
th
o
u
t
an
y
ex
ter
n
al
in
f
lu
en
ce
t
h
at
co
u
ld
r
esu
lt
in
co
n
f
licts
o
f
in
ter
est.
I
f
an
y
p
o
t
en
tial c
o
n
f
licts
ar
is
e
in
th
e
f
u
t
u
r
e,
th
e
a
u
th
o
r
s
will d
is
clo
s
e
th
em
tr
an
s
p
ar
e
n
tly
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
i
n
d
atab
ases
in
d
ex
e
d
b
y
Sco
p
u
s
an
d
ca
n
b
e
ac
ce
s
s
ed
at
s
co
p
u
s
.
co
m
.
Ad
d
itio
n
ally
,
th
e
d
atasets
u
s
ed
in
th
is
s
tu
d
y
ca
n
b
e
o
b
tain
ed
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
u
p
o
n
r
e
aso
n
ab
le
r
eq
u
est.
All
d
ata
u
s
ed
in
th
is
r
esear
ch
h
av
e
b
ee
n
i
n
clu
d
ed
with
in
th
is
ar
ticle
in
th
e
f
o
r
m
o
f
ta
b
les,
g
r
ap
h
s
,
o
r
a
n
aly
tical
n
ar
r
ati
v
es.
Sh
o
u
ld
f
u
r
th
er
d
ata
ac
ce
s
s
b
e
r
eq
u
ir
ed
,
th
e
au
th
o
r
s
ar
e
willin
g
to
p
r
o
v
id
e
ad
d
itio
n
al
in
f
o
r
m
atio
n
in
ac
co
r
d
an
ce
with
ap
p
licab
le
d
ata
-
s
h
ar
in
g
p
o
licies.
RE
F
E
R
E
NC
E
S
[
1
]
L.
M
e
r
c
e
r
-
M
a
p
s
t
o
n
e
,
K
.
B
a
n
a
s
,
Y
.
D
a
v
i
l
a
,
W
.
H
u
s
t
o
n
,
P
.
M
e
i
e
r
,
a
n
d
B
.
M
e
k
o
n
n
e
n
,
“
‘
I
’
m
n
o
t
a
l
o
n
e
’
:
o
u
t
c
o
m
e
s
o
f
a
f
a
c
u
l
t
y
-
w
i
d
e
i
n
i
t
i
a
t
i
v
e
f
o
r
c
o
-
c
r
e
a
t
i
n
g
i
n
c
l
u
si
v
e
s
c
i
e
n
c
e
c
u
r
r
i
c
u
l
a
t
h
r
o
u
g
h
st
u
d
e
n
t
–
s
t
a
f
f
p
a
r
t
n
e
r
sh
i
p
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
f
o
r
A
c
a
d
e
m
i
c
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
2
8
,
n
o
.
2
,
p
p
.
1
4
9
–
1
6
2
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
1
4
4
X
.
2
0
2
1
.
1
9
8
8
6
1
8
.
[
2
]
D
.
P
a
u
l
sr
u
d
a
n
d
C
.
N
i
l
h
o
l
m
,
“
Te
a
c
h
i
n
g
f
o
r
i
n
c
l
u
si
o
n
–
a
r
e
v
i
e
w
o
f
r
e
sea
r
c
h
o
n
t
h
e
c
o
o
p
e
r
a
t
i
o
n
b
e
t
w
e
e
n
r
e
g
u
l
a
r
t
e
a
c
h
e
r
s
a
n
d
sp
e
c
i
a
l
e
d
u
c
a
t
o
r
s
i
n
t
h
e
w
o
r
k
w
i
t
h
st
u
d
e
n
t
s
i
n
n
e
e
d
o
f
s
p
e
c
i
a
l
s
u
p
p
o
r
t
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
c
l
u
s
i
v
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
7
,
n
o
.
4
,
p
p
.
5
4
1
–
5
5
5
,
M
a
r
.
2
0
2
3
,
d
o
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:
1
0
.
1
0
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0
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1
3
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0
3
1
1
6
.
2
0
2
0
.
1
8
4
6
7
9
9
.
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
Lo
ca
l k
n
o
w
led
g
e
in
i
n
clu
s
ive
ed
u
ca
tio
n
:
a
s
ystema
tic
liter
a
tu
r
e
r
ev
iew
(
Dw
itya
S
o
b
a
t A
d
y
Dh
a
r
ma
)
1657
[
3
]
R
.
C
a
r
b
a
l
l
o
,
V
.
M
.
M
o
l
i
n
a
,
M
.
D
.
C
o
r
t
e
s
-
V
e
g
a
,
a
n
d
R
.
C
a
b
e
z
a
-
R
u
i
z
,
“
S
t
u
d
e
n
t
s
w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
a
t
u
n
i
v
e
r
s
i
t
y
:
b
e
n
e
f
i
t
s
a
n
d
c
h
a
l
l
e
n
g
e
s
f
r
o
m
t
h
e
b
e
st
f
a
c
u
l
t
y
m
e
mb
e
r
s’
e
x
p
e
r
i
e
n
c
e
s
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
p
e
c
i
a
l
N
e
e
d
s
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
1
1
0
–
1
2
5
,
J
a
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
5
6
2
5
7
.
2
0
2
2
.
2
0
3
1
1
0
4
.
[
4
]
M
.
A
.
G
u
e
r
r
e
r
o
a
n
d
L.
G.
P
u
e
r
t
a
,
“
A
d
v
a
n
c
i
n
g
g
e
n
d
e
r
e
q
u
a
l
i
t
y
i
n
sc
h
o
o
l
s
t
h
r
o
u
g
h
i
n
c
l
u
si
v
e
p
h
y
s
i
c
a
l
e
d
u
c
a
t
i
o
n
a
n
d
t
e
a
c
h
i
n
g
t
r
a
i
n
i
n
g
:
a
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
,
”
S
o
c
i
e
t
i
e
s
,
v
o
l
.
1
3
,
n
o
.
3
,
p
.
6
4
,
M
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r
.
2
0
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3
,
d
o
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:
1
0
.
3
3
9
0
/
s
o
c
1
3
0
3
0
0
6
4
.
[
5
]
N
.
V
.
U
r
j
o
o
n
a
n
d
K
.
V
i
d
o
u
sh
e
e
,
“
T
h
e
w
o
r
k
o
f
N
e
e
l
e
s
h
w
a
r
V
i
v
e
k
s
i
n
g
h
U
r
j
o
o
n
:
p
r
o
m
o
t
i
n
g
g
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n
d
e
r
e
q
u
a
l
i
t
y
,
r
i
g
h
t
s
o
f
y
o
u
t
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Evaluation Warning : The document was created with Spire.PDF for Python.