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Hig
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(
Vietn
am
)
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CC B
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Facu
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1.
I
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N
T
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C
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tr
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Hig
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lan
d
s
o
f
Vietn
am
h
o
ld
co
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s
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tr
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at
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o
th
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m
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d
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s
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p
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latio
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id
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in
to
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C
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Hig
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lan
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s
[
1
]
.
T
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in
d
ig
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s
cu
ltu
r
es
o
r
ig
in
ate
f
r
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p
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s
tate
s
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cieties,
wh
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m
u
s
ic
p
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s
a
ce
n
tr
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r
o
le
in
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life
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,
f
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C
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Hig
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lab
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[
2
]
.
Ho
wev
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s
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ciety
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ch
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b
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,
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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2
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text
–
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c
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s
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C
en
tr
a
l H
ig
h
la
n
d
s
V
ietn
a
m
(
Do
Hu
o
n
g
Tr
a
)
1973
r
attan
,
ca
lab
ash
,
an
d
b
u
f
f
alo
h
o
r
n
,
ar
e
at
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d
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s
u
f
f
icien
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n
d
itio
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s
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d
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v
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o
n
m
en
ts
f
o
r
th
eir
lo
n
g
-
ter
m
s
u
r
v
iv
al.
I
n
th
e
C
en
tr
al
Hig
h
lan
d
s
,
th
e
o
ld
er
g
en
er
atio
n
o
f
ar
tis
an
s
wh
o
cr
af
t
an
d
p
lay
th
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a
s
o
n
e
o
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m
in
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r
ity
eth
n
ic
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r
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u
p
s
am
o
n
g
th
e
5
4
r
ec
o
g
n
i
ze
d
eth
n
ic
g
r
o
u
p
s
in
Vietn
a
m
,
th
ey
tr
ad
itio
n
all
y
in
h
ab
it
th
e
C
en
tr
al
Vietn
am
r
eg
io
n
an
d
n
o
r
th
e
aster
n
C
am
b
o
d
ia
in
s
tr
u
m
en
ts
ar
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r
ap
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y
d
win
d
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g
,
wh
ile
th
e
y
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u
n
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er
g
e
n
er
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n
s
h
o
ws
li
m
ited
in
ter
est
in
th
e
cu
ltu
r
al
s
ig
n
if
ican
ce
an
d
tech
n
ical
asp
ec
ts
o
f
th
ese
in
s
tr
u
m
en
ts
[
3
]
.
T
h
is
s
itu
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n
jeo
p
ar
d
izes
th
e
co
n
tin
u
ity
a
n
d
tr
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s
m
is
s
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f
cu
ltu
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h
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T
o
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d
r
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th
is
is
s
u
e,
it
is
e
s
s
en
tial
to
f
o
s
ter
a
y
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u
n
g
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e
n
er
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n
th
a
t
is
co
m
m
itted
to
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in
g
an
d
p
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v
in
g
th
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ltu
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tr
ad
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n
s
.
Su
s
tain
ab
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ed
u
ca
tio
n
aim
s
to
n
u
r
tu
r
e
a
r
esp
o
n
s
ib
le
an
d
cu
ltu
r
ally
awa
r
e
y
o
u
th
p
o
p
u
latio
n
[
4
]
.
T
h
e
r
ef
o
r
e
,
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
s
h
o
u
ld
in
te
g
r
ate
lear
n
i
n
g
ex
p
e
r
ien
ce
s
th
at
ar
e
clo
s
ely
tied
to
th
e
cu
ltu
r
al
an
d
s
o
cial
co
n
tex
ts
in
w
h
ich
s
tu
d
en
ts
liv
e.
E
x
ten
s
iv
e
r
esear
ch
in
e
d
u
ca
t
io
n
h
as
d
em
o
n
s
tr
ated
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
co
n
te
x
t
-
b
ase
d
lear
n
in
g
(
C
B
L
)
o
n
s
tu
d
en
t
o
u
tco
m
es.
C
B
L
en
co
u
r
ag
es
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
b
y
e
m
b
ed
d
in
g
lear
n
in
g
with
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
[
5
]
.
W
h
en
lear
n
in
g
task
s
ar
e
r
elate
d
to
r
ea
l
-
life
s
itu
atio
n
s
,
s
cien
tific
k
n
o
wled
g
e
b
e
co
m
es
m
o
r
e
ac
ce
s
s
ib
le
an
d
u
n
d
e
r
s
tan
d
ab
le
to
s
tu
d
e
n
ts
[
6
]
.
A
d
d
itio
n
ally
,
C
B
L
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
p
r
o
b
lem
-
s
o
lv
in
g
,
cr
itical
th
in
k
in
g
,
an
d
d
ec
is
io
n
-
m
ak
i
n
g
s
k
ills
am
o
n
g
s
tu
d
en
ts
[
7
]
.
Ac
co
r
d
in
g
to
Ma
s
lo
w,
C
B
L
al
s
o
p
o
s
itiv
ely
in
f
lu
en
ce
s
s
tu
d
en
ts
’
s
elf
-
esteem
an
d
s
o
cial
n
ee
d
s
b
y
cr
ea
tin
g
a
m
o
r
e
f
lex
ib
le
an
d
less
f
o
r
m
al
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
8
]
.
Fu
r
th
er
m
o
r
e,
b
y
lin
k
in
g
lear
n
in
g
co
n
ten
t
to
r
ea
l
-
wo
r
ld
is
s
u
es,
C
B
L
h
elp
s
s
tu
d
en
ts
d
ev
elo
p
a
d
ee
p
er
a
war
en
ess
o
f
s
o
cial
p
r
o
b
lem
s
[
9
]
,
[
1
0
]
.
R
esear
ch
s
u
p
p
o
r
t
s
th
e
n
o
tio
n
th
at
k
n
o
wled
g
e
is
b
est
co
n
s
tr
u
cte
d
with
in
th
e
s
o
cio
cu
ltu
r
al
co
n
tex
t
o
f
t
h
e
lear
n
er
’
s
en
v
ir
o
n
m
en
t,
th
r
o
u
g
h
ac
tiv
e
en
g
ag
em
e
n
t
an
d
in
te
r
ac
tio
n
w
ith
th
at
co
n
tex
t
[
1
1
]
,
[
1
2
]
.
W
h
en
s
tu
d
en
ts
b
ec
o
m
e
awa
r
e
o
f
s
o
cieta
l
p
r
o
b
lem
s
,
th
ey
ap
p
ly
s
cien
tific
k
n
o
wled
g
e
to
p
r
o
p
o
s
e
s
o
lu
tio
n
s
,
im
p
r
o
v
in
g
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
a
n
d
f
o
s
ter
in
g
a
s
en
s
e
o
f
s
o
cial
r
esp
o
n
s
ib
ilit
y
[
1
3
]
.
T
h
is
d
em
o
n
s
tr
ates
th
at
C
B
L
ca
n
b
e
ef
f
ec
tiv
ely
u
s
ed
t
o
o
r
g
an
ize
lear
n
i
n
g
ac
tiv
ities
th
at
p
r
o
m
o
te
s
tu
d
e
n
t
en
g
a
g
em
en
t
in
th
e
p
r
eser
v
atio
n
a
n
d
d
ev
elo
p
m
en
t
o
f
tr
ad
itio
n
al
cu
ltu
r
al
p
r
ac
tices
[
1
4
]
–
[
1
6
]
.
C
B
L
h
as
b
ee
n
wid
ely
s
tu
d
ied
in
th
e
f
ield
o
f
s
o
cial
co
n
s
tr
u
ctiv
is
t
ed
u
ca
tio
n
,
em
p
h
asizin
g
th
e
r
o
le
o
f
lear
n
er
s
as a
ctiv
e
co
n
s
tr
u
cto
r
s
o
f
k
n
o
wled
g
e
a
n
d
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
th
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t a
n
d
co
n
tex
t
[
1
7
]
,
[
1
8
]
.
Acc
o
r
d
in
g
to
s
o
cial
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
,
C
B
L
i
s
a
p
ed
ag
o
g
ical
ap
p
r
o
a
ch
wh
er
e
s
tu
d
en
ts
co
n
s
tr
u
ct
k
n
o
wled
g
e
th
r
o
u
g
h
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
g
r
o
u
n
d
ed
in
c
u
ltu
r
al
an
d
s
o
cial
co
n
tex
ts
.
L
ea
r
n
in
g
an
d
co
n
te
x
t
ar
e
in
ter
d
ep
en
d
en
t,
f
o
r
m
in
g
th
e
b
asis
f
o
r
e
f
f
ec
ti
v
e
ed
u
ca
tio
n
al
e
x
p
er
ie
n
ce
s
,
as
s
h
o
wn
in
Fig
u
r
e
1
[
1
3
]
,
[
1
9
]
,
[
2
0
]
.
C
B
L
r
eq
u
ir
es e
d
u
ca
to
r
s
to
lin
k
ac
ad
em
ic
co
n
ten
t
to
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
,
p
r
o
m
p
tin
g
s
tu
d
en
ts
to
r
elate
s
cien
tific
k
n
o
wled
g
e
to
th
eir
p
er
s
o
n
al
ex
p
er
ien
ce
s
an
d
e
n
g
ag
e
in
co
m
p
lex
lea
r
n
i
n
g
task
s
[
2
1
]
,
[
2
2
]
.
T
h
i
s
s
t
u
d
y
i
s
b
as
e
d
o
n
t
h
e
s
o
cia
l
c
o
n
s
t
r
u
c
ti
v
is
t
t
h
e
o
r
y
o
f
C
B
L
o
u
t
l
i
n
e
d
a
b
o
v
e
t
o
i
m
p
l
e
m
e
n
t
le
a
r
n
i
n
g
a
c
t
i
v
i
ti
es
.
Fig
u
r
e
1
.
C
o
n
tex
t
u
al
co
n
s
tr
u
ct
iv
is
t le
ar
n
in
g
m
o
d
el
[
2
3
]
A
s
illu
s
tr
ated
in
Fig
u
r
e
1
,
t
h
r
ee
k
ey
f
ac
to
r
s
m
u
s
t
b
e
ca
r
ef
u
l
ly
co
n
s
id
er
e
d
to
ap
p
l
y
C
B
L
ef
f
ec
tiv
ely
:
T
h
e
f
ir
s
t
is
l
ea
r
n
in
g
co
n
tex
t
.
T
h
e
co
n
tex
t
s
h
o
u
ld
b
e
s
elec
ted
to
f
ac
ilit
ate
co
n
n
ec
tio
n
s
with
s
tu
d
en
ts
’
p
er
s
o
n
a
l
ex
p
er
ien
ce
s
,
b
o
o
s
t
m
o
tiv
atio
n
,
an
d
d
ir
ec
tly
r
elate
to
th
e
lear
n
in
g
co
n
ten
t
to
e
n
h
an
ce
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
s
cien
tific
co
n
ce
p
ts
[
2
4
]
,
[
2
5
]
.
Seco
n
d
ly
is
l
ea
r
n
in
g
co
n
t
en
t
.
T
h
e
l
ess
o
n
s
s
h
o
u
ld
b
e
d
esig
n
ed
ar
o
u
n
d
th
e
co
n
tex
t,
allo
win
g
s
tu
d
en
ts
to
ac
q
u
ir
e
k
n
o
wled
g
e
t
h
r
o
u
g
h
t
h
e
p
r
o
ce
s
s
o
f
s
o
lv
in
g
r
ea
l
-
wo
r
l
d
p
r
o
b
lem
s
with
in
th
at
s
p
ec
if
ic
co
n
tex
t
[
2
6
]
,
[
2
7
]
.
T
h
e
th
ir
d
is
l
ea
r
n
er
s
.
A
n
in
ter
ac
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
s
h
o
u
ld
b
e
cr
ea
ted
,
f
o
s
ter
in
g
co
llab
o
r
atio
n
a
m
o
n
g
s
tu
d
en
ts
,
teac
h
er
s
,
an
d
th
e
b
r
o
ad
e
r
co
m
m
u
n
ity
.
T
h
is
in
v
o
lv
es
en
co
u
r
ag
in
g
s
tu
d
en
ts
to
ask
q
u
esti
o
n
s
,
an
aly
ze
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
,
d
ev
is
e
s
o
lu
tio
n
s
,
an
d
r
ec
eiv
e
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
f
r
o
m
b
o
th
e
d
u
ca
to
r
s
an
d
co
m
m
u
n
ity
m
em
b
er
s
[
2
8
]
,
[
2
9
]
.
Ho
wev
er
,
f
o
r
C
B
L
to
b
e
ef
f
ec
tiv
e,
it
is
cr
u
cial
to
s
elec
t
c
o
n
tex
ts
th
at
ar
e
ap
p
r
o
p
r
iate
f
o
r
b
o
th
th
e
s
tu
d
en
ts
an
d
th
e
lear
n
in
g
co
n
ten
t.
T
h
e
co
n
tex
t
s
h
o
u
ld
b
e
f
am
iliar
to
s
tu
d
en
ts
,
wid
ely
r
e
co
g
n
ized
,
an
d
n
o
t
d
is
tr
ac
t
f
r
o
m
th
e
c
o
r
e
lear
n
i
n
g
o
b
jectiv
es
[
3
0
]
.
E
ac
h
s
tu
d
e
n
t
h
as
a
u
n
iq
u
e
lear
n
in
g
s
ty
le,
an
d
th
e
a
b
ilit
y
to
Co
n
t
ex
t
Student
Co
nte
nt
Prio
r
k
n
o
wled
g
e
epis
t
em
o
lo
g
y
s
elf
-
reg
u
la
t
io
n
a
f
f
ec
t
//m
o
t
iv
a
t
io
n…
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
7
2
-
1
9
8
4
1974
s
elec
t
th
e
co
n
tex
t
h
elp
s
th
em
f
in
d
th
e
m
o
s
t
s
u
itab
le
an
d
e
f
f
ec
tiv
e
ap
p
r
o
a
ch
to
lear
n
in
g
,
wh
ich
alig
n
s
with
th
eir
in
d
iv
id
u
al
p
r
ef
er
e
n
ce
s
.
T
h
is
ch
o
ice
also
b
o
o
s
ts
s
tu
d
en
ts
'
s
elf
-
co
n
f
id
en
ce
an
d
s
elf
-
esteem
as
th
ey
f
ee
l
v
alu
ed
.
T
ea
ch
er
s
s
h
o
u
ld
b
e
m
in
d
f
u
l
o
f
s
tu
d
e
n
t
d
if
f
er
en
c
es
wh
en
s
elec
tin
g
a
c
o
n
tex
t,
co
n
s
id
er
in
g
ea
c
h
s
tu
d
en
t'
s
u
n
iq
u
e
ab
ilit
ies,
in
te
r
ests
,
an
d
lear
n
in
g
ap
p
r
o
ac
h
es.
Un
d
er
s
tan
d
in
g
th
ese
ch
ar
ac
t
er
is
tics
h
elp
s
cr
ea
te
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
an
d
en
co
u
r
ag
es
cr
ea
tiv
ity
an
d
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t
[
2
9
]
.
I
n
th
is
way
,
teac
h
er
s
n
o
t
o
n
ly
im
p
ar
t
k
n
o
wled
g
e
b
u
t
also
aid
in
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
,
m
ax
im
izin
g
th
eir
p
o
ten
tial
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
f
ac
to
r
s
s
u
ch
as
class
s
ize,
s
ch
o
o
l
r
eso
u
r
ce
s
,
s
o
cial
en
v
ir
o
n
m
e
n
t,
an
d
tec
h
n
o
lo
g
ical
ef
f
ec
ts
ar
e
im
p
o
r
ta
n
t
co
n
s
id
er
atio
n
s
in
th
e
c
o
n
te
x
t
s
elec
tio
n
p
r
o
ce
s
s
[
3
1
]
.
Stu
d
en
ts
n
ee
d
tim
e
t
o
b
e
co
m
e
ac
cu
s
to
m
ed
t
o
an
d
p
r
o
f
i
cien
tly
in
ter
ac
t w
ith
th
e
ch
o
s
en
co
n
tex
ts
[
3
2
]
.
W
e
co
n
d
u
cte
d
a
ca
s
e
s
tu
d
y
o
n
th
e
to
p
ic
o
f
“
So
u
n
d
”
with
in
th
e
7
th
-
g
r
ad
e
n
atu
r
al
s
cien
ce
cu
r
r
icu
lu
m
to
ex
em
p
lif
y
th
e
a
p
p
licatio
n
o
f
th
e
C
B
L
ap
p
r
o
ac
h
.
B
y
in
v
esti
g
atin
g
s
cien
tific
co
n
ce
p
ts
s
u
ch
as
s
o
u
n
d
f
r
eq
u
e
n
cy
,
p
itch
,
lo
u
d
n
ess
,
an
d
th
eir
in
ter
r
elatio
n
s
h
ip
s
,
s
tu
d
en
ts
wer
e
ab
le
to
ap
p
ly
th
is
k
n
o
wled
g
e
to
u
n
d
er
s
tan
d
a
n
d
ex
p
lain
th
e
p
r
in
cip
les
o
f
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
u
s
ed
b
y
in
d
ig
e
n
o
u
s
g
r
o
u
p
s
in
th
e
C
en
tr
al
Hig
h
lan
d
s
.
T
ea
ch
er
s
u
tili
ze
d
C
B
L
to
s
tr
u
ctu
r
e
lear
n
in
g
ac
tiv
ities
th
at
s
p
ar
k
ed
s
tu
d
en
ts
’
in
ter
est in
an
d
ap
p
r
ec
iatio
n
f
o
r
tr
a
d
itio
n
al
in
s
tr
u
m
en
ts
.
T
h
is
a
p
p
r
o
ac
h
n
o
t
o
n
ly
h
elp
ed
s
tu
d
en
ts
lear
n
h
o
w
to
u
s
e
an
d
cr
a
f
t
th
ese
in
s
tr
u
m
en
ts
b
u
t
also
en
a
b
led
th
em
to
s
h
ar
e
th
eir
f
in
d
i
n
g
s
with
th
e
co
m
m
u
n
ity
,
t
h
er
eb
y
co
n
tr
ib
u
tin
g
t
o
cu
ltu
r
al
p
r
eser
v
atio
n
.
T
h
e
C
B
L
f
r
am
ewo
r
k
was
im
p
lem
e
n
ted
in
a
f
ield
-
b
ased
lear
n
in
g
p
r
o
g
r
am
aim
ed
a
t
p
r
eser
v
in
g
th
e
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
th
e
in
d
i
g
en
o
u
s
p
eo
p
les
in
th
e
C
en
tr
al
Hig
h
lan
d
s
.
T
h
e
p
r
o
g
r
a
m
s
o
u
g
h
t
to
teac
h
s
tu
d
en
ts
h
o
w
to
cr
af
t
a
n
d
u
s
e
th
e
s
e
in
s
tr
u
m
en
ts
,
wh
ile
also
eq
u
ip
p
in
g
th
em
with
s
cien
tific
k
n
o
wled
g
e
an
d
r
aisi
n
g
awa
r
en
ess
o
f
cu
ltu
r
al
p
r
ese
r
v
atio
n
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
ad
d
r
ess
ed
in
th
is
s
tu
d
y
wer
e:
i)
Do
es
in
teg
r
atin
g
th
e
p
r
eser
v
atio
n
o
f
tr
ad
itio
n
al
m
u
s
ical
i
n
s
tr
u
m
en
ts
in
to
teac
h
in
g
in
c
r
ea
s
e
s
tu
d
en
ts
'
in
ter
est in
lear
n
in
g
to
u
s
e
an
d
cr
af
t th
ese
in
s
tr
u
m
en
ts
?
ii)
Do
s
tu
d
en
ts
,
t
h
r
o
u
g
h
lear
n
in
g
to
u
s
e
an
d
cr
af
t
tr
ad
itio
n
a
l
m
u
s
ical
in
s
tr
u
m
en
ts
,
r
ec
o
g
n
ize
th
at
th
eir
ac
tio
n
s
co
n
tr
ib
u
te
t
o
th
e
p
r
eser
v
atio
n
o
f
th
ese
cu
ltu
r
al
f
o
r
m
s
?
iii)
Do
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
s
cien
tific
co
n
ce
p
ts
r
elate
d
to
th
e
to
p
ic
o
f
So
u
n
d
in
th
e
7
th
-
g
r
ad
e
Natu
r
a
l
Scien
ce
cu
r
r
icu
lu
m
,
an
d
ca
n
th
ey
ap
p
ly
th
ese
co
n
ce
p
ts
in
lear
n
in
g
to
u
s
e
an
d
cr
af
t
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
f
r
o
m
t
h
e
in
d
ig
e
n
o
u
s
p
eo
p
les o
f
t
h
e
C
en
tr
al
Hig
h
lan
d
s
?
2.
M
E
T
H
O
D
A
ca
s
e
s
tu
d
y
was
co
n
d
u
cted
t
h
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
a
f
ield
p
r
o
g
r
am
i
n
a
v
illag
e
l
o
ca
ted
in
Dak
L
ak
Pro
v
in
ce
,
with
th
e
p
r
o
g
r
am
s
tag
es
alig
n
ed
with
th
e
p
h
ases
o
f
C
B
L
.
T
h
e
v
illag
e
i
s
in
h
ab
ited
b
y
o
v
er
3
5
0
h
o
u
s
eh
o
ld
s
b
elo
n
g
in
g
to
th
e
“
E
D
e
”
eth
n
ic
g
r
o
u
p
.
Stu
d
en
ts
f
r
o
m
th
is
v
illag
e
ar
e
en
r
o
lled
at
E
aBh
o
k
Seco
n
d
ar
y
Sch
o
o
l.
T
h
e
p
r
o
g
r
am
was
ca
r
r
ied
o
u
t
f
r
o
m
J
u
n
e
2
0
2
3
to
Octo
b
e
r
2
0
2
3
,
with
th
e
v
ar
io
u
s
s
tag
es
d
etailed
in
T
ab
le
1
.
Giv
en
th
e
d
if
f
icu
lties
s
tu
d
e
n
ts
f
ac
ed
in
ex
p
r
ess
in
g
th
e
m
s
elv
es
th
r
o
u
g
h
wr
itten
lan
g
u
ag
e,
an
d
co
n
s
id
er
in
g
th
e
n
atu
r
al,
h
o
n
e
s
t,
an
d
u
n
p
r
eten
tio
u
s
s
elf
-
ex
p
r
ess
io
n
ty
p
ical
o
f
I
n
d
ig
en
o
u
s
s
tu
d
en
ts
f
r
o
m
th
e
C
en
tr
al
Hig
h
lan
d
s
,
th
e
r
esear
ch
team
em
p
l
o
y
ed
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
m
eth
o
d
s
,
d
ir
e
ct
o
b
s
er
v
atio
n
,
an
d
in
d
ir
ec
t
o
b
s
er
v
atio
n
v
ia
v
id
e
o
r
ec
o
r
d
in
g
s
to
g
ath
er
d
ata.
T
h
e
d
ata
co
llected
f
r
o
m
t
h
e
r
ec
o
r
d
ed
in
te
r
v
iews
is
co
n
s
id
er
ed
r
eliab
le
d
u
e
to
th
e
in
h
er
en
t
tr
u
th
f
u
ln
ess
o
f
th
e
I
n
d
ig
en
o
u
s
s
tu
d
en
ts
.
I
n
lin
e
w
ith
th
e
s
eq
u
en
ce
o
f
s
tag
es
p
r
esen
ted
in
T
ab
le
1
,
ea
ch
s
tu
d
en
t
was
in
ter
v
iew
ed
th
r
ee
tim
es.
T
h
e
tim
in
g
o
f
th
e
in
ter
v
iews
co
r
r
esp
o
n
d
ed
to
th
e
s
tag
es
o
f
th
e
r
esear
ch
p
r
o
g
r
am
as:
i
)
f
ir
s
t
in
ter
v
iew
(
I
W
1
)
:
c
o
n
d
u
cted
af
ter
p
h
ase
1
an
d
b
ef
o
r
e
im
p
lem
en
tin
g
p
h
ase
2
o
f
th
e
p
r
o
g
r
am
;
ii
)
s
ec
o
n
d
in
ter
v
iew
(
I
W
2
)
:
c
o
n
d
u
cte
d
im
m
ed
iately
af
ter
p
h
ase
3
;
an
d
iii
)
t
h
ir
d
in
te
r
v
ie
w
(
I
W
3
)
:
c
o
n
d
u
cted
af
ter
p
h
as
e
4
wh
en
th
e
p
r
o
g
r
am
co
n
clu
d
ed
.
T
ab
le
1
.
Ph
ase
o
f
ca
s
e
s
tu
d
y
r
esear
ch
p
r
o
g
r
am
P
h
a
se
Ti
mefr
a
m
e
A
c
t
i
v
i
t
i
e
s
P
h
a
se
1
C
a
l
l
f
o
r
st
u
d
e
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
t
h
e
p
r
o
g
r
a
m
R
e
se
a
r
c
h
e
r
s
c
o
n
t
a
c
t
e
d
s
c
h
o
o
l
s,
a
n
d
p
o
l
i
t
i
c
a
l
a
n
d
s
o
c
i
a
l
o
r
g
a
n
i
z
a
t
i
o
n
s
i
n
t
h
e
v
i
l
l
a
g
e
t
o
c
o
o
r
d
i
n
a
t
e
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
o
r
g
a
n
i
z
i
n
g
t
h
e
c
l
a
ss
.
P
h
a
se
2
Ex
p
l
o
r
i
n
g
t
h
e
c
u
l
t
u
r
a
l
c
h
a
r
a
c
t
e
r
i
st
i
c
s
a
n
d
c
o
n
ser
v
a
t
i
o
n
s
t
a
t
u
s
o
f
t
r
a
d
i
t
i
o
n
a
l
I
n
d
i
g
e
n
o
u
s
m
u
si
c
a
l
i
n
st
r
u
me
n
t
s
o
f
t
h
e
C
e
n
t
r
a
l
H
i
g
h
l
a
n
d
s
S
t
u
d
e
n
t
s
r
e
s
e
a
r
c
h
b
o
o
k
s
a
n
d
n
e
w
s
p
a
p
e
r
s
a
n
d
c
o
n
d
u
c
t
su
r
v
e
y
s
w
i
t
h
p
e
o
p
l
e
a
r
o
u
n
d
t
h
e
m
t
o
l
e
a
r
n
a
b
o
u
t
t
h
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c
h
a
r
a
c
t
e
r
i
st
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c
s
a
n
d
c
u
r
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n
t
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a
t
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s
o
f
t
h
e
p
r
e
s
e
r
v
a
t
i
o
n
o
f
t
r
a
d
i
t
i
o
n
a
l
m
u
si
c
a
l
i
n
s
t
r
u
m
e
n
t
s
o
f
i
n
d
i
g
e
n
o
u
s
p
e
o
p
l
e
i
n
t
h
e
C
e
n
t
r
a
l
H
i
g
h
l
a
n
d
s
P
h
a
se
3
Le
a
r
n
i
n
g
t
o
c
r
a
f
t
a
n
d
u
s
e
t
r
a
d
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t
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l
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d
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c
a
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f
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C
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r
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H
i
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a
n
d
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t
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d
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t
s
l
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a
r
n
h
o
w
t
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se
a
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d
c
r
a
f
t
m
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si
c
a
l
i
n
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t
r
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m
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t
s
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r
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g
h
t
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u
i
d
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n
c
e
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f
a
r
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sa
n
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P
h
a
se
4
Ex
p
l
o
r
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n
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sc
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t
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c
c
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t
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p
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7
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-
g
r
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a
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sci
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
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8
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C
o
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text
–
b
a
s
ed
lea
r
n
in
g
–
a
c
a
s
e
s
tu
d
y
in
th
e
C
en
tr
a
l H
ig
h
la
n
d
s
V
ietn
a
m
(
Do
Hu
o
n
g
Tr
a
)
1975
2
.
1
.
P
a
rt
icipa
nts
A
to
tal
o
f
o
v
e
r
3
0
s
tu
d
e
n
ts
,
ag
ed
1
2
-
1
3
an
d
wh
o
h
a
d
r
ec
e
n
tly
co
m
p
leted
th
e
6
th
-
g
r
ad
e
cu
r
r
icu
lu
m
at
th
eir
s
ec
o
n
d
a
r
y
s
ch
o
o
l,
p
ar
tic
ip
ated
in
t
h
e
s
tu
d
y
.
All
p
a
r
ticip
an
ts
ar
e
m
em
b
er
s
o
f
th
e
“
E
D
e
”
eth
n
ic
g
r
o
u
p
,
r
esid
in
g
in
th
e
s
am
e
v
illag
e
an
d
atten
d
in
g
th
e
s
am
e
s
ch
o
o
l.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
f
o
r
all
s
tu
d
en
ts
.
Fo
llo
win
g
th
e
s
am
p
lin
g
s
tr
ateg
y
o
u
tlin
e
d
b
y
W
alb
y
[
3
3
]
f
o
r
q
u
alitativ
e
r
esear
ch
,
p
a
r
ticip
an
ts
wer
e
s
elec
ted
b
ased
o
n
th
eir
r
ep
r
esen
tatio
n
o
f
s
p
ec
if
ic
s
o
cial
an
d
cu
ltu
r
al
co
n
tex
ts
.
C
o
n
s
eq
u
en
tly
,
n
in
e
s
tu
d
en
ts
wer
e
s
elec
ted
f
r
o
m
th
e
in
itial
p
o
o
l
o
f
3
0
f
o
r
in
-
d
ep
th
in
ter
v
iew
s
.
T
h
is
s
e
lectio
n
m
eth
o
d
en
s
u
r
ed
co
n
s
is
ten
cy
in
cu
ltu
r
al
an
d
s
o
cial
co
n
te
x
ts
,
g
iv
en
th
at
all
p
ar
ticip
an
ts
ar
e
f
r
o
m
th
e
s
am
e
et
h
n
ic
g
r
o
u
p
an
d
co
m
m
u
n
ity
.
Su
c
h
h
o
m
o
g
en
eity
en
h
an
ce
s
th
e
r
ep
r
esen
tativ
en
ess
o
f
th
e
s
a
m
p
le
d
u
e
to
th
e
s
h
a
r
ed
c
u
ltu
r
al
an
d
s
o
cial
b
ac
k
g
r
o
u
n
d
s
.
Fu
r
th
er
m
o
r
e,
th
e
v
o
lu
n
tar
y
n
atu
r
e
o
f
th
eir
p
a
r
ticip
atio
n
r
ef
lects
a
h
ig
h
d
eg
r
ee
o
f
in
ter
est
an
d
co
m
m
itm
en
t
to
th
e
p
r
o
g
r
am
,
wh
ich
co
n
t
r
ib
u
tes
to
o
b
tain
i
n
g
m
o
r
e
au
t
h
en
tic
an
d
c
o
m
p
r
e
h
en
s
iv
e
f
ee
d
b
ac
k
o
n
th
e
r
esear
ch
to
p
ics.
B
y
f
o
cu
s
i
n
g
o
n
a
s
m
aller
,
y
et
s
u
f
f
icien
tl
y
d
iv
e
r
s
e
g
r
o
u
p
o
f
n
in
e
s
tu
d
en
ts
f
r
o
m
th
e
o
r
ig
in
al
co
h
o
r
t,
th
e
s
tu
d
y
e
f
f
ec
tiv
ely
ca
p
tu
r
es
b
o
th
co
m
m
o
n
a
n
d
u
n
i
q
u
e
c
h
ar
ac
ter
is
tics
o
f
th
e
“
E
D
e
”
eth
n
ic
co
m
m
u
n
ity
.
T
h
er
ef
o
r
e,
th
e
d
a
ta
d
er
iv
ed
f
r
o
m
th
ese
in
-
d
e
p
t
h
in
ter
v
iews
p
r
o
v
id
e
a
r
eliab
l
e
r
ep
r
esen
tatio
n
o
f
th
e
p
er
s
p
ec
tiv
es a
n
d
e
x
p
er
ie
n
c
es o
f
th
is
s
tu
d
en
t g
r
o
u
p
.
T
ab
le
2
p
r
esen
t
s
th
e
d
etails ab
o
u
t
th
e
n
in
e
s
tu
d
en
ts
.
T
ab
le
2
.
I
n
f
o
r
m
atio
n
o
f
n
in
e
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
s
tu
d
y
N
o
.
S
t
u
d
e
n
t
G
e
n
d
e
r
A
g
e
S
p
e
c
i
a
l
c
a
se
M
a
l
e
F
e
mal
e
1
S
T1
x
12
-----
2
S
T2
x
12
-----
3
S
T3
x
13
-----
4
S
T4
x
12
-----
5
S
T5
x
12
V
i
su
a
l
l
y
i
m
p
a
i
r
e
d
6
S
T6
x
12
-----
7
S
T7
x
12
F
a
t
h
e
r
i
s a
t
r
a
d
i
t
i
o
n
a
l
m
u
si
c
a
l
i
n
s
t
r
u
m
e
n
t
a
r
t
i
s
a
n
,
d
e
c
e
a
s
e
d
8
S
T8
x
12
9
S
T9
x
12
-----
2
.
2
.
Resea
rc
h
t
o
o
l a
nd
v
a
lid
it
y
o
f
t
he
t
o
o
l
A
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
q
u
esti
o
n
n
air
e
was
d
esig
n
ed
to
ex
am
in
e
th
r
ee
k
ey
ar
ea
s
,
th
ey
ar
e:
i
)
s
tu
d
en
ts
'
en
th
u
s
ia
s
m
f
o
r
lear
n
in
g
to
cr
a
f
t
an
d
p
lay
m
u
s
ical
in
s
tr
u
m
en
ts
;
ii
)
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
ig
n
if
ican
ce
o
f
th
ese
ac
tiv
ities
f
o
r
cu
ltu
r
al
p
r
eser
v
atio
n
;
an
d
iii
)
t
h
eir
ab
ilit
y
to
ap
p
ly
s
cie
n
tific
k
n
o
wled
g
e
in
cr
af
tin
g
a
n
d
p
lay
in
g
tr
ad
itio
n
al
in
s
tr
u
m
en
ts
.
T
o
en
s
u
r
e
t
h
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
t
h
e
q
u
esti
o
n
n
air
e
,
th
e
Delp
h
i
m
eth
o
d
was
em
p
lo
y
ed
with
in
p
u
t
f
r
o
m
2
6
ex
p
er
ts
,
in
clu
d
in
g
ed
u
ca
tio
n
al
co
n
s
u
ltan
ts
,
cu
ltu
r
al
r
esear
ch
er
s
,
teac
h
er
s
,
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
r
in
cip
als.
T
h
e
ev
alu
atio
n
p
r
o
ce
s
s
was
ca
r
r
ied
o
u
t
in
t
h
r
ee
k
e
y
s
tag
es
.
T
h
e
f
ir
s
t
is
q
u
esti
o
n
n
air
e
d
ev
elo
p
m
en
t
an
d
c
r
iter
ia
e
s
tab
lis
h
m
en
t
.
A
s
et
o
f
2
3
q
u
es
tio
n
s
was
d
esig
n
ed
to
ass
ess
cr
it
ical
a
s
p
ec
t
s
o
f
th
e
r
e
s
e
a
r
c
h
t
o
p
ic
.
E
a
c
h
q
u
e
s
t
io
n
w
a
s
e
v
a
l
u
at
e
d
u
s
i
n
g
f
i
v
e
s
p
e
c
i
f
i
c
c
r
it
e
r
i
a
.
T
h
e
e
x
p
e
r
t
s
p
a
r
ti
c
i
p
a
te
d
in
a
v
alid
atio
n
p
r
o
ce
s
s
to
ass
ess
th
e
v
a
lid
ity
,
im
p
o
r
tan
ce
,
a
n
d
co
n
s
is
ten
cy
o
f
ea
ch
item
,
f
o
llo
win
g
th
e
m
eth
o
d
o
l
o
g
y
o
u
tlin
ed
b
y
Z
o
u
et
a
l
.
[
3
4
]
.
S
ec
o
n
d
ly
,
d
ata
s
y
n
th
esis
an
d
an
aly
s
is
u
s
in
g
th
e
k
n
o
wled
g
e
ac
q
u
is
itio
n
f
o
r
m
u
ltip
le
ex
p
e
r
ts
with
tim
e
s
ca
les
(
KAM
E
T
)
m
eth
o
d
.
E
x
p
er
t
f
ee
d
b
ac
k
was
an
aly
ze
d
u
s
in
g
k
e
y
in
d
icato
r
s
,
i
n
c
l
u
d
i
n
g
t
h
e
m
e
d
i
a
n
(
M
d
q
i
)
,
i
n
t
e
r
q
u
a
r
t
il
e
r
a
n
g
e
(
Q
q
i
)
,
m
e
a
n
(
M
q
i
)
,
a
n
d
v
a
r
i
a
n
c
e
(
V
q
i
)
,
wi
t
h
V
q
i
r
e
p
r
e
s
e
n
t
i
n
g
th
e
p
er
ce
n
tag
e
o
f
e
x
p
er
ts
wh
o
m
o
d
if
ied
th
eir
r
atin
g
s
b
etwe
en
r
o
u
n
d
s
.
T
h
is
an
aly
s
is
was
co
n
d
u
cted
f
o
llo
win
g
th
e
g
u
id
elin
es
p
r
esen
ted
in
Hsu
an
d
San
d
f
o
r
d
[
3
5
]
.
Af
ter
th
e
f
ir
s
t
r
o
u
n
d
o
f
e
v
alu
atio
n
,
f
o
u
r
q
u
es
tio
n
s
f
ailed
t
o
m
e
e
t
t
h
e
c
r
i
t
e
r
i
a
d
u
e
t
o
h
a
v
i
n
g
M
q
i
>
3
.
5
b
u
t
Q
q
i
≥
0
.
7
5
,
i
n
d
i
c
a
t
i
n
g
a
l
a
c
k
o
f
c
o
n
s
e
n
s
u
s
a
m
o
n
g
t
h
e
e
x
p
e
r
t
s
.
T
h
es
e
q
u
esti
o
n
s
we
r
e
r
ev
is
ed
an
d
in
clu
d
ed
in
th
e
s
ec
o
n
d
r
o
u
n
d
o
f
ev
alu
atio
n
.
T
h
e
last
s
tag
e
is
p
o
s
t
-
r
ev
is
io
n
an
aly
s
is
.
Fo
llo
win
g
th
e
s
ec
o
n
d
r
o
u
n
d
,
s
ig
n
i
f
ican
t
im
p
r
o
v
em
en
ts
wer
e
o
b
s
er
v
ed
.
All
q
u
esti
o
n
s
ac
h
iev
ed
Mq
i>3
.
5
,
Qq
i≤
0
.
5
,
a
n
d
Vq
i<1
5
%,
r
ef
lectin
g
b
o
th
s
tab
ilit
y
an
d
s
tr
o
n
g
ex
p
er
t
co
n
s
en
s
u
s
[
3
6
]
.
T
h
ese
r
esu
lts
co
n
f
ir
m
th
at
t
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
p
o
s
s
es
s
es
h
i
g
h
v
a
l
id
i
t
y
a
n
d
r
e
l
i
a
b
i
l
it
y
,
m
a
k
i
n
g
i
t
w
e
ll
-
s
u
it
e
d
f
o
r
a
c
h
i
ev
i
n
g
t
h
e
r
e
s
e
a
r
c
h
o
b
j
e
ct
i
v
es
.
2
.
3
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
m
et
ho
ds
T
h
e
p
r
o
ce
s
s
f
o
r
co
llectin
g
an
d
an
aly
zin
g
d
ata
was
s
y
s
tem
a
tically
ex
ec
u
ted
as
th
e
f
o
llo
wi
n
g
.
Step
1
is
c
o
n
d
u
ct
in
g
in
ter
v
iews
with
ea
ch
s
tu
d
en
t
in
th
eir
n
ativ
e
“
E
D
e
”
lan
g
u
ag
e
an
d
u
tili
zin
g
th
e
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
d
ev
elo
p
ed
f
o
r
th
e
s
tu
d
y
.
Step
2
is
ab
o
u
t
to
t
r
an
s
cr
ib
e
th
e
in
ter
v
iew
r
ec
o
r
d
in
g
s
in
to
tex
t
an
d
s
u
b
s
eq
u
en
tly
tr
an
s
late
th
e
tr
a
n
s
cr
ip
tio
n
s
f
r
o
m
“
E
D
e
”
to
Vietn
am
ese
.
T
h
e
s
tep
3
is
p
e
r
f
o
r
m
in
g
a
d
etailed
an
aly
s
is
o
f
th
e
in
te
r
v
iew
d
ata
b
y
ca
teg
o
r
izin
g
k
ey
wo
r
d
s
in
to
th
e
p
r
e
d
ef
in
e
d
v
ar
ia
b
les
A1
,
A2
,
an
d
A3
,
u
s
in
g
E
x
ce
l
s
o
f
twar
e.
Fo
llo
win
g
th
i
s
,
th
e
d
ata
f
r
o
m
t
h
e
v
ar
iab
le
g
r
o
u
p
s
wer
e
an
al
y
ze
d
an
d
co
m
p
ar
ed
to
ass
ess
th
e
ev
o
lu
tio
n
o
f
th
e
th
r
ee
v
ar
iab
l
es
ac
r
o
s
s
th
e
th
r
ee
in
ter
v
iew
s
tag
es,
lead
in
g
to
th
e
f
o
r
m
u
la
tio
n
o
f
co
n
clu
s
io
n
s
f
o
r
th
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
7
2
-
1
9
8
4
1976
2
.
4
.
Resea
rc
h e
t
hics
T
h
e
E
th
ical
C
o
m
m
ittee
o
f
th
e
Un
iv
er
s
ity
o
f
Scien
ce
an
d
E
d
u
ca
tio
n
,
Da
Na
n
g
Un
i
v
er
s
ity
,
Da
Nan
g
C
ity
,
Vietn
am
,
ap
p
r
o
v
e
d
th
i
s
s
tu
d
y
o
n
1
0
Ma
r
ch
2
0
2
2
.
T
h
e
r
ef
er
e
n
ce
n
u
m
b
er
f
o
r
th
is
ap
p
r
o
v
al
is
2
6
7
/QD
-
DHSP.
T
h
is
ap
p
r
o
v
al
en
s
u
r
es th
at
th
e
r
esear
ch
ad
h
e
r
es to
eth
ical
s
tan
d
ar
d
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
ev
o
lutio
n o
f
t
he
ph
a
s
e
o
f
t
he
im
pa
c
t
pro
g
ra
m
3
.
1
.
1
.
P
ha
s
e
1
:
r
ec
ruit
m
ent
I
n
itially
,
th
e
r
esear
ch
team
ap
p
r
o
ac
h
ed
th
e
s
ch
o
o
l
to
p
r
o
p
o
s
e
a
r
esear
ch
p
r
o
g
r
a
m
.
Ho
wev
er
,
th
e
s
ch
o
o
l
d
ec
lin
ed
t
h
e
r
eq
u
est
d
u
e
to
th
e
ch
allen
g
i
n
g
ec
o
n
o
m
ic
co
n
d
itio
n
s
o
f
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
,
wh
o
wer
e
f
r
o
m
t
h
e
“
E
D
e
”
et
h
n
ic
g
r
o
u
p
.
T
h
ese
s
tu
d
en
ts
wo
r
k
ed
a
d
d
it
io
n
al
h
o
u
r
s
to
s
u
p
p
lem
en
t
t
h
e
ir
in
co
m
e,
an
d
th
e
h
ig
h
an
n
u
al
d
r
o
p
o
u
t
r
ate
was
a
s
ig
n
if
ican
t
co
n
ce
r
n
.
C
o
n
s
eq
u
en
tly
,
it
was
n
o
t
f
ea
s
ib
le
to
i
n
v
o
lv
e
s
tu
d
e
n
ts
in
th
e
ex
tr
ac
u
r
r
ic
u
lar
ex
p
er
ie
n
ce
p
r
o
g
r
a
m
.
I
n
r
esp
o
n
s
e
to
th
is
r
ejec
tio
n
,
th
e
r
esear
ch
team
s
o
u
g
h
t
th
e
s
u
p
p
o
r
t
o
f
th
e
v
illag
e
E
ld
er
.
T
h
e
el
d
er
e
n
d
o
r
s
ed
th
e
r
esear
ch
p
r
o
g
r
am
,
ex
p
r
ess
in
g
a
s
h
ar
ed
in
ter
est
in
r
ev
italizin
g
th
e
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
t
cu
ltu
r
e
o
f
th
e
i
n
d
ig
en
o
u
s
p
e
o
p
le.
He
m
o
b
ilized
th
e
v
illag
er
s
to
p
ar
ticip
ate
in
th
e
p
r
o
g
r
a
m
an
d
d
esig
n
ate
d
a
lo
ca
tio
n
with
th
e
ar
ch
itectu
r
e
o
f
th
e
“
E
D
e
”
lo
n
g
h
o
u
s
e
as
th
e
v
en
u
e
f
o
r
im
p
lem
en
tatio
n
.
As
a
r
esu
lt,
th
e
n
u
m
b
er
o
f
p
ar
ticip
atin
g
s
tu
d
en
ts
g
r
ad
u
ally
in
cr
ea
s
ed
.
E
v
e
n
af
ter
th
e
p
r
o
g
r
am
co
n
clu
d
e
d
,
s
tu
d
en
ts
co
n
tin
u
ed
to
v
is
it
wee
k
ly
to
p
r
ac
tice
an
d
teac
h
ea
ch
o
th
er
h
o
w
to
u
s
e
an
d
cr
af
t
m
u
s
ical
in
s
tr
u
m
en
ts
.
3
.
1
.
2
.
P
ha
s
e
2
:
e
x
plo
ring
t
he
cha
r
a
ct
er
is
t
ics
o
f
ind
ig
eno
us
t
ra
ditio
na
l
m
us
ica
l
ins
t
rum
ent
cult
ure
in
t
he
Cent
ra
l H
ig
hla
nd
s
a
nd
t
he
s
t
a
t
us
o
f
t
heir
preserv
a
t
io
n
T
o
f
ac
ilit
ate
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
t
cu
ltu
r
e
an
d
th
e
s
tatu
s
o
f
its
p
r
eser
v
atio
n
,
th
e
r
esear
ch
team
ass
ig
n
ed
th
e
f
o
llo
win
g
task
s
to
g
r
o
u
p
s
o
f
s
tu
d
en
ts
:
i
)
r
ev
iew
th
e
p
r
o
v
id
ed
m
ater
i
als
to
id
en
tify
th
e
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
th
e
“
E
D
e
”
eth
n
ic
g
r
o
u
p
;
ii
)
in
v
esti
g
ate
th
e
ef
f
o
r
ts
m
ad
e
b
y
au
th
o
r
ities
to
en
co
u
r
ag
e
th
e
co
m
m
u
n
ity
to
p
r
es
er
v
e
an
d
m
ain
tain
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
;
an
d
iii
)
d
eter
m
in
e
if
an
y
in
d
iv
id
u
als
in
th
e
s
tu
d
en
ts
’
s
u
r
r
o
u
n
d
in
g
s
p
o
s
s
ess
k
n
o
wled
g
e
o
f
cr
af
tin
g
an
d
u
s
in
g
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
.
B
ased
o
n
th
is
in
f
o
r
m
atio
n
,
p
r
esen
t
a
p
er
s
p
ec
tiv
e
o
n
t
h
e
c
u
r
r
e
n
t
s
t
a
te
o
f
p
r
e
s
e
r
v
i
n
g
t
r
a
d
i
ti
o
n
a
l
m
u
s
i
c
a
l
i
n
s
t
r
u
m
e
n
ts
a
m
o
n
g
i
n
d
i
g
en
o
u
s
p
e
o
p
l
e
s
i
n
t
h
e
C
e
n
t
r
a
l
H
i
g
h
l
a
n
d
s
.
Af
ter
o
n
e
wee
k
o
f
im
p
lem
e
n
tatio
n
,
n
in
e
s
tu
d
e
n
ts
en
g
ag
ed
in
a
d
is
cu
s
s
io
n
.
T
h
e
r
esear
ch
team
f
o
u
n
d
th
at
th
e
s
tu
d
en
ts
wer
e
ab
le
t
o
i
d
en
tify
s
ev
e
r
al
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
f
r
o
m
th
e
“
E
D
e
”
eth
n
ic
g
r
o
u
p
,
r
ec
o
g
n
ize
th
at
th
ese
m
u
s
ical
in
s
tr
u
m
en
ts
ar
e
at
r
is
k
o
f
d
is
ap
p
ea
r
in
g
f
r
o
m
th
e
co
m
m
u
n
it
y
an
d
a
ck
n
o
wled
g
e
o
n
g
o
in
g
ef
f
o
r
ts
to
p
r
eser
v
e
th
ese
tr
ad
itio
n
al
in
s
tr
u
m
en
ts
.
Ho
wev
er
,
d
u
e
to
d
if
f
icu
lties
in
ar
ticu
latin
g
th
eir
v
iews
v
er
b
ally
,
th
e
s
tu
d
en
ts
f
ac
ed
ch
allen
g
es
in
ex
p
r
ess
in
g
th
eir
o
p
in
io
n
s
.
C
o
n
s
eq
u
en
tly
,
th
e
r
esear
ch
team
allo
wed
th
em
t
o
p
r
esen
t
th
eir
p
er
s
p
ec
tiv
es
th
r
o
u
g
h
d
r
a
win
g
s
.
T
h
is
m
eth
o
d
alig
n
s
with
th
e
co
g
n
itiv
e
ch
ar
ac
ter
is
tics
o
f
eth
n
ic
m
in
o
r
ity
s
tu
d
en
ts
,
as
th
ei
r
d
aily
ex
p
er
ien
ce
s
ar
e
clo
s
ely
tied
to
n
atu
r
al
p
h
e
n
o
m
e
n
a,
an
d
th
eir
em
o
tio
n
al
p
e
r
ce
p
ti
o
n
s
ar
e
well
-
d
ev
elo
p
ed
.
Ha
n
d
s
-
o
n
ac
tiv
ities
co
m
b
in
e
d
with
v
is
u
al
elem
en
ts
en
g
ag
e
th
em
m
o
r
e
e
f
f
ec
tiv
e
ly
.
T
h
e
s
tu
d
en
ts
ap
p
r
ec
iated
th
e
o
p
tio
n
o
f
a
n
s
wer
in
g
q
u
esti
o
n
s
th
r
o
u
g
h
illu
s
tr
atio
n
s
.
Fig
u
r
e
2
p
r
esen
ts
p
h
o
to
g
r
ap
h
s
o
f
s
tu
d
e
n
t
-
cr
ea
te
d
d
r
awin
g
s
th
at
d
ep
ict
a
p
r
o
m
in
en
t
tr
en
d
am
o
n
g
co
n
tem
p
o
r
ar
y
y
o
u
th
.
T
h
e
illu
s
tr
atio
n
s
p
r
ed
o
m
in
an
tly
em
p
h
asize
th
e
u
s
e
o
f
elec
tr
o
n
ic
d
ev
ices,
en
g
ag
em
en
t
with
s
o
cial
n
etwo
r
k
s
,
an
d
p
ar
ticip
atio
n
in
m
o
d
er
n
e
n
ter
t
ain
m
en
t
ac
tiv
ities
.
T
h
ese
v
is
u
al
r
ep
r
esen
tatio
n
s
h
ig
h
lig
h
t
a
m
ar
k
e
d
d
ec
lin
e
in
in
ter
est
to
war
d
tr
ad
itio
n
al
v
alu
es
an
d
cu
ltu
r
al
p
r
ac
tices,
s
u
ch
as
tr
ad
itio
n
al
ce
r
em
o
n
ies,
an
cien
t
a
r
ch
itectu
r
e,
an
d
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
.
T
h
is
d
ec
lin
e
i
n
d
icate
s
th
at
th
ese
c
u
l
t
u
r
a
l
e
l
e
m
e
n
t
s
a
r
e
b
e
c
o
m
i
n
g
p
r
o
g
r
e
s
s
i
v
e
l
y
n
e
g
l
ec
t
e
d
a
n
d
a
r
e
n
o
l
o
n
g
e
r
h
e
l
d
i
n
t
h
e
s
a
m
e
r
eg
a
r
d
a
s
i
n
t
h
e
p
as
t
.
F
ig
u
r
e
2
.
T
h
e
p
ain
tin
g
s
d
r
awn
b
y
s
tu
d
en
ts
to
d
ep
ict
th
e
p
r
eser
v
atio
n
s
itu
atio
n
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
C
o
n
text
–
b
a
s
ed
lea
r
n
in
g
–
a
c
a
s
e
s
tu
d
y
in
th
e
C
en
tr
a
l H
ig
h
la
n
d
s
V
ietn
a
m
(
Do
Hu
o
n
g
Tr
a
)
1977
3
.
1
.
3
.
P
ha
s
e
3
:
l
ea
rning
t
o
cr
a
f
t
a
nd
us
e
t
ra
ditio
na
l
i
nd
ig
en
o
us
m
us
ica
l
in
s
t
rum
ent
s
o
f
t
he
Cent
ra
l
H
ig
hla
nd
s
T
h
is
p
h
ase
is
e
x
e
c
u
te
d
i
n
th
r
e
e
d
is
ti
n
c
t
s
t
ep
s
.
St
e
p
1
is
ab
o
u
t
th
e
s
t
u
d
e
n
ts
b
e
c
o
m
e
a
cq
u
a
in
t
ed
wit
h
tr
a
d
i
ti
o
n
al
m
u
s
ic
al
in
s
tr
u
m
e
n
ts
b
y
o
b
s
e
r
v
i
n
g
t
h
ei
r
u
s
e
b
y
a
r
t
is
a
n
s
.
T
h
e
y
th
e
n
s
el
ec
t
th
e
i
n
s
t
r
u
m
en
ts
o
f
p
a
r
ti
c
u
la
r
in
te
r
est
t
o
t
h
e
m
.
St
ep
2
is
a
b
o
u
t
th
e
s
t
u
d
e
n
ts
r
ec
eiv
e
in
s
tr
u
cti
o
n
f
r
o
m
ar
tis
a
n
s
o
n
h
o
w
to
p
la
y
t
h
e
tr
a
d
i
ti
o
n
al
i
n
s
t
r
u
m
e
n
ts
t
h
ey
a
r
e
i
n
te
r
es
te
d
i
n
.
Ste
p
3
is
a
b
o
u
t th
e
s
t
u
d
e
n
ts
l
ea
r
n
t
o
c
r
a
f
t th
e
s
ele
cte
d
i
n
s
t
r
u
m
e
n
ts
u
n
d
er
t
h
e
g
u
i
d
a
n
c
e
o
f
a
r
tis
an
s
.
T
h
e
a
r
tis
an
s
i
m
p
a
r
t
t
h
e
ir
p
r
ac
ti
ca
l
ex
p
er
ie
n
c
e
to
t
h
e
s
t
u
d
en
ts
,
al
th
o
u
g
h
t
h
ey
th
e
m
s
e
lv
es
d
o
n
o
t
p
o
s
s
ess
f
o
r
m
al
s
cie
n
t
if
i
c
k
n
o
wl
e
d
g
e
r
ela
t
ed
t
o
s
o
u
n
d
.
Af
te
r
o
n
e
m
o
n
th
o
f
im
p
l
em
en
tat
io
n
,
all
s
t
u
d
e
n
ts
h
a
v
e
a
c
h
ie
v
e
d
p
r
o
f
ic
ie
n
c
y
i
n
u
s
in
g
s
e
v
er
al
t
r
a
d
it
io
n
al
in
s
tr
u
m
e
n
ts
.
I
n
te
r
m
s
o
f
cr
af
t
in
g
,
t
h
e
y
h
a
v
e
s
u
c
ce
s
s
f
u
ll
y
c
r
ea
te
d
s
i
m
p
le
i
n
s
tr
u
m
en
ts
,
i
n
cl
u
d
in
g
f
l
u
tes
,
d
i
n
h
tu
t
,
c
h
i
n
g
kr
a
m
,
a
n
d
d
in
h
p
a
n
g
.
Ob
s
er
v
ati
o
n
s
r
e
v
e
al
t
h
a
t
m
al
e
s
t
u
d
e
n
ts
g
e
n
e
r
al
ly
d
em
o
n
s
t
r
at
e
s
u
p
er
io
r
cr
af
tin
g
s
k
il
ls
c
o
m
p
ar
ed
t
o
t
h
ei
r
f
em
a
le
co
u
n
t
er
p
a
r
ts
.
Fig
u
r
e
3
s
h
o
ws
p
h
o
t
o
g
r
a
p
h
s
o
f
t
h
e
m
u
s
i
ca
l
i
n
s
t
r
u
m
e
n
ts
cr
af
t
e
d
b
y
t
h
e
s
tu
d
en
ts
t
h
e
m
s
elv
es.
Fi
g
u
r
e
3
(
a)
r
e
p
r
ese
n
ts
th
e
m
u
s
i
ca
l
i
n
s
t
r
u
m
e
n
t
“
d
i
n
g
p
a
n
g
”
.
Fi
g
u
r
e
3
(
b
)
r
e
p
r
es
en
ts
t
h
e
m
u
s
ica
l
i
n
s
tr
u
m
en
t
“
d
i
n
h
tu
t
”
.
Fig
u
r
e
3
(
c
)
r
ep
r
ese
n
ts
t
h
e
m
u
s
ical
i
n
s
t
r
u
m
en
t
“
c
h
i
n
g
kr
a
m
”
.
(
a)
(
b
)
(
c)
Fig
u
r
e
3
.
Sev
er
al
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
th
e
in
d
ig
en
o
u
s
p
eo
p
les o
f
th
e
C
en
tr
al
Hig
h
lan
d
s
cr
af
ted
b
y
th
e
s
tu
d
e
n
ts
:
(
a)
Din
h
p
a
n
g
,
(
b
)
Din
h
tu
t
,
an
d
(
c)
C
h
in
g
kra
m
3
.
1
.
4
.
P
ha
s
e
4
:
e
x
plo
ring
re
la
t
ed
s
c
ient
if
ic
co
ncept
s
t
hro
ug
h
t
he
cr
ea
t
io
n
a
nd
us
e
o
f
t
r
a
ditio
na
l
m
us
ica
l
ins
t
rum
ent
s
Af
ter
ac
q
u
ir
in
g
s
k
ills
in
u
s
in
g
an
d
cr
af
tin
g
v
a
r
io
u
s
m
u
s
ical
in
s
tr
u
m
en
ts
,
all
s
tu
d
en
ts
w
er
e
task
ed
with
r
esear
ch
in
g
m
ater
ials
to
ad
d
r
ess
q
u
esti
o
n
s
r
elate
d
to
o
s
cillatio
n
,
f
r
eq
u
en
c
y
o
f
o
s
cillatio
n
,
p
itch
o
f
s
o
u
n
d
,
lo
u
d
n
ess
o
f
s
o
u
n
d
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
itch
an
d
t
h
e
f
r
eq
u
e
n
cy
o
f
o
s
cillatio
n
,
an
d
th
e
d
ep
en
d
e
n
ce
o
f
lo
u
d
n
ess
o
n
th
e
am
p
litu
d
e
o
f
s
o
u
n
d
o
s
cillatio
n
.
Sp
ec
if
ically
,
th
ey
wer
e
r
eq
u
ir
ed
t
o
ap
p
l
y
th
is
k
n
o
wled
g
e
to
ex
p
lain
th
e
m
ec
h
an
is
m
s
in
v
o
lv
ed
in
cr
a
f
tin
g
a
n
d
u
s
in
g
th
e
m
u
s
ical
in
s
tr
u
m
en
ts
th
ey
h
ad
m
aster
ed
d
u
r
in
g
p
h
a
s
e
3
.
Stu
d
en
ts
wer
e
g
iv
en
tim
e
at
h
o
m
e
to
s
tu
d
y
th
e
lear
n
in
g
m
ater
ials
.
Up
o
n
r
et
u
r
n
in
g
to
class
,
th
ey
en
g
ag
ed
in
d
is
cu
s
s
io
n
s
ab
o
u
t
th
eir
f
in
d
i
n
g
s
an
d
e
x
ch
an
g
ed
id
ea
s
r
eg
ar
d
i
n
g
a
n
y
asp
ec
ts
th
ey
f
o
u
n
d
u
n
clea
r
.
T
h
r
o
u
g
h
th
ese
d
is
cu
s
s
io
n
s
,
th
ey
co
n
s
o
lid
ated
th
ei
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
k
e
y
co
n
ce
p
ts
r
elate
d
to
th
e
to
p
ic
o
f
“so
u
n
d
”.
3
.
2
.
I
nte
rv
iew
r
esu
lt
s
T
o
an
s
wer
th
e
th
r
ee
r
esear
ch
q
u
esti
o
n
s
,
th
e
r
esear
ch
team
in
ter
v
iewe
d
n
in
e
s
tu
d
en
ts
an
d
co
llected
a
to
tal
o
f
2
7
in
ter
v
iew
tr
an
s
cr
ip
ts
.
Af
ter
tr
an
s
cr
ib
in
g
th
e
in
ter
v
iews,
th
e
r
esear
ch
team
an
aly
ze
d
an
d
co
d
ed
th
e
s
tu
d
en
ts
'
r
esp
o
n
s
es in
to
th
r
ee
g
r
o
u
p
s
o
f
d
ata
v
ar
iab
les (
A1
,
A2
,
A3
)
.
3
.
2
.
1
.
G
ro
up
A1
T
h
e
d
ata
o
f
v
ar
iab
le
A1
f
o
cu
s
es
o
n
an
s
wer
in
g
r
esear
ch
q
u
esti
o
n
n
u
m
b
er
1
.
T
h
e
r
esear
c
h
team
h
as
lis
ted
an
d
class
if
ied
th
e
an
s
wer
s
th
at
in
d
icate
d
s
tu
d
en
ts
'
in
ter
est
in
lear
n
in
g
to
u
s
e
an
d
cr
ea
te
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
.
E
ac
h
a
n
s
wer
ca
n
in
clu
d
e
a
w
o
r
d
,
p
h
r
ase,
s
en
ten
ce
,
o
r
m
u
ltip
le
co
n
n
e
cted
s
en
ten
ce
s
th
at
r
ef
lect
th
e
s
tu
d
en
t'
s
d
ir
ec
t
o
r
in
d
ir
ec
t
in
ter
est
in
th
is
ac
tiv
ity
.
Fo
r
ea
ch
s
u
ch
an
s
wer
,
in
cl
u
d
i
n
g
ca
s
es
wh
er
e
th
e
p
r
ef
er
en
ce
is
r
ep
ea
ted
i
n
d
if
f
e
r
en
t
wo
r
d
s
in
th
e
s
am
e
an
s
wer
,
v
ar
iab
le
A1
is
co
u
n
ted
as
1
p
o
in
t.
E
x
am
p
le:
f
o
r
th
e
q
u
esti
o
n
“Do
y
o
u
e
n
jo
y
co
m
in
g
h
er
e
ev
e
r
y
wee
k
to
lear
n
h
o
w
to
u
s
e
an
d
m
ak
e
tr
ad
itio
n
al
“
E
D
e
”
m
u
s
ical
in
s
tr
u
m
en
ts
?”
,
t
h
e
s
tu
d
en
t a
n
s
wer
s
lis
ted
in
g
r
o
u
p
A
1
in
ea
c
h
in
ter
v
iew
wer
e:
-
Dir
ec
t
an
s
wer
s
:
“I
r
ea
lly
en
jo
y
lear
n
in
g
h
o
w
to
m
ak
e
an
d
u
s
e
m
u
s
ical
in
s
tr
u
m
en
ts
”;
“Ye
s
,
I
d
o
”;
“He
r
e
is
n
o
r
ea
s
o
n
n
o
t to
li
k
e
co
m
in
g
h
er
e
to
s
tu
d
y
,
m
a
’
am
”.
-
I
n
d
ir
ec
t
a
n
s
wer
s
:
“I
n
ev
er
m
is
s
an
y
class
es
b
ec
au
s
e
I
lo
o
k
f
o
r
war
d
to
th
e
wee
k
en
d
t
o
lear
n
h
o
w
to
p
er
f
o
r
m
m
u
s
ical
in
s
tr
u
m
e
n
ts
”;
“T
h
is
class
is
h
ig
h
ly
en
g
ag
in
g
f
o
r
m
e”
;
“I
alwa
y
s
tr
y
to
f
in
is
h
all
m
y
o
t
h
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
7
2
-
1
9
8
4
1978
wo
r
k
q
u
ick
l
y
s
o
I
h
av
e
tim
e
to
co
m
e
h
er
e
to
s
tu
d
y
”;
“I
alwa
y
s
co
m
e
to
class
o
n
tim
e
with
o
u
t
an
y
o
n
e
h
av
in
g
to
r
em
in
d
m
e”
;
“M
y
f
ath
er
was
a
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
t
ar
tis
an
,
b
u
t
h
e
p
ass
ed
awa
y
.
I
asp
ir
e
to
b
ec
o
m
e
a
p
r
o
f
icien
t
m
u
s
ical
in
s
tr
u
m
en
t p
er
f
o
r
m
e
r
lik
e
h
im
”.
-
R
ep
etitiv
e
an
s
wer
s
:
“I
r
ea
lly
lik
e
co
m
in
g
h
er
e
t
o
s
tu
d
y
.
O
v
er
all,
th
is
class
m
ak
es
m
e
f
ee
l
v
er
y
ex
cited
a
n
d
ea
g
er
”.
All
o
f
t
h
e
a
n
s
wer
s
ar
e
w
o
r
th
1
p
o
in
t.
Fig
u
r
e
4
illu
s
tr
ates
t
h
e
A1
v
ar
ia
b
le
f
o
r
n
in
e
s
tu
d
e
n
ts
ac
r
o
s
s
th
r
ee
in
ter
v
iews,
r
ev
ea
lin
g
a
g
en
er
al
in
cr
ea
s
e
in
th
eir
in
ter
est
in
lear
n
in
g
h
o
w
to
cr
af
t
an
d
u
s
e
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
g
r
am
.
T
h
is
in
d
icate
s
th
at
th
e
lear
n
in
g
c
o
n
tex
t,
“Usin
g
an
d
cr
af
tin
g
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
in
d
ig
e
n
o
u
s
eth
n
i
c
g
r
o
u
p
s
in
th
e
C
en
tr
al
Hig
h
l
an
d
s
,
”
s
u
cc
ess
f
u
lly
s
p
ar
k
ed
s
tu
d
en
ts
'
in
ter
est in
th
e
to
p
ic
o
f
s
o
u
n
d
.
Fig
u
r
e
4
.
C
h
ar
t
o
f
A1
v
ar
iab
le
o
f
n
in
e
s
tu
d
en
ts
th
r
o
u
g
h
t
h
r
ee
in
ter
v
iews
3
.
2
.
2
.
G
ro
up
A2
Data
o
f
v
a
r
iab
le
A2
an
s
wer
s
r
esear
ch
q
u
esti
o
n
n
u
m
b
er
2
.
Si
m
ilar
to
v
a
r
iab
le
A1
,
th
e
r
esear
ch
team
h
as
lis
ted
an
d
class
if
ied
th
e
an
s
wer
s
th
at
s
h
o
w
s
tu
d
en
ts
ar
e
awa
r
e
th
at
“k
n
o
win
g
h
o
w
to
u
s
e
an
d
cr
af
t
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
th
e
C
en
tr
al
Hig
h
lan
d
s
is
a
way
to
p
r
eser
v
e
th
em
.
”
T
h
e
r
esear
ch
g
r
o
u
p
ag
r
ee
d
th
at
th
e
m
an
i
f
estatio
n
s
o
f
th
is
co
g
n
itio
n
in
clu
d
e
two
asp
ec
ts
:
i
)
T
h
e
r
esp
ec
tf
u
l
an
d
s
er
io
u
s
attitu
d
e
o
f
s
tu
d
en
ts
to
war
d
s
lear
n
in
g
to
u
s
e
an
d
cr
ea
te
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
(
atten
d
in
g
class
es
f
u
lly
an
d
o
n
tim
e;
b
ein
g
co
n
ce
r
n
ed
ab
o
u
t
th
e
d
ec
lin
e
o
f
tr
ad
itio
n
al
m
u
s
ical
cu
ltu
r
e;
b
ein
g
c
o
n
s
cien
t
io
u
s
in
c
o
m
p
letin
g
task
s
ass
ig
n
ed
b
y
r
esear
ch
er
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
to
u
s
e
an
d
cr
ea
te
m
u
s
ical
i
n
s
tr
u
m
en
ts
;
h
av
in
g
f
aith
th
at
k
n
o
win
g
h
o
w
to
cr
ea
te
an
d
u
s
e
m
u
s
ical
in
s
tr
u
m
en
ts
will
co
n
tr
ib
u
te
to
th
eir
p
r
eser
v
atio
n
)
;
an
d
ii
)
S
tu
d
en
t
’
s
ab
ilit
y
to
teac
h
o
t
h
er
s
h
o
w
to
c
r
af
t a
n
d
u
s
e
tr
ad
i
tio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
f
o
r
o
th
er
s
.
Fo
r
an
s
wer
s
with
b
o
th
ex
p
r
es
s
io
n
s
,
th
e
s
co
r
e
o
f
v
ar
iab
le
A
2
is
co
u
n
ted
as
2
,
f
o
r
an
s
wer
s
with
o
n
e
ex
p
r
ess
io
n
,
th
e
s
co
r
e
is
co
u
n
t
ed
as
1
,
an
d
f
o
r
an
s
wer
s
with
o
u
t
an
y
ex
p
r
ess
io
n
,
th
e
s
co
r
e
is
0
.
Fo
r
ex
am
p
le,
W
ith
th
e
q
u
esti
o
n
:
“T
h
e
s
tate
is
m
ak
in
g
g
r
ea
t
ef
f
o
r
ts
to
p
r
eser
v
e
th
ese
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
.
Do
y
o
u
th
in
k
th
at
af
ter
m
aster
in
g
th
e
u
s
e
an
d
cr
af
tin
g
o
f
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
,
y
o
u
will
co
n
tr
ib
u
te
to
th
eir
p
r
eser
v
atio
n
?”
,
th
e
s
tu
d
e
n
t’
s
an
s
wer
s
wer
e:
-
“Wh
at
ca
n
I
d
o
,
teac
h
er
?
T
h
at'
s
th
e
r
esp
o
n
s
ib
ilit
y
o
f
th
e
s
tate”
=>
A2
=0
.
-
“I
h
av
e
to
lear
n
to
u
s
e
an
d
m
a
k
e
th
em
well
f
ir
s
t”
=>
A2
=1
.
-
“I
will
lear
n
to
p
er
f
o
r
m
an
d
m
ak
e
th
em
well,
th
en
I
will
t
ea
ch
m
y
f
am
ily
an
d
f
r
ien
d
s
,
I
s
till
teac
h
m
y
b
r
o
th
er
wh
at
I
k
n
o
w
af
ter
ea
c
h
less
o
n
,
teac
h
er
”
=>
A2
=
2
Fig
u
r
e
5
p
r
esen
ts
th
e
A2
v
ar
ia
b
le
f
o
r
n
in
e
s
tu
d
e
n
ts
ac
r
o
s
s
th
r
ee
in
ter
v
iews.
T
h
e
f
ig
u
r
e
i
n
d
i
ca
tes
a
p
r
o
g
r
ess
io
n
in
s
tu
d
en
ts
'
a
war
en
ess
o
f
th
e
im
p
o
r
tan
ce
o
f
lear
n
in
g
to
cr
ea
te
an
d
u
s
e
tr
ad
itio
n
al
in
d
ig
en
o
u
s
m
u
s
ical
in
s
tr
u
m
en
ts
o
f
th
e
C
en
tr
al
H
ig
h
lan
d
s
,
r
ec
o
g
n
izin
g
th
at
t
h
is
k
n
o
wled
g
e
c
o
n
tr
ib
u
tes
to
t
h
e
co
n
s
er
v
atio
n
o
f
th
ese
in
s
tr
u
m
en
ts
th
r
o
u
g
h
o
u
t th
e
r
esear
ch
p
r
o
ce
s
s
.
3
.
2
.
3
.
G
ro
up
A3
Data
f
r
o
m
v
a
r
iab
le
A3
an
s
wer
s
th
e
th
ir
d
r
esear
ch
q
u
es
tio
n
.
T
h
e
r
esear
ch
team
h
as
lis
ted
an
d
class
if
ied
th
e
an
s
wer
s
wh
er
ei
n
s
tu
d
en
ts
e
m
p
lo
y
s
cien
tific
co
n
ce
p
ts
r
elate
d
to
s
o
u
n
d
t
o
ex
p
lain
t
h
e
wo
r
k
in
g
p
r
in
cip
les
o
f
m
u
s
ical
in
s
tr
u
m
e
n
ts
.
T
h
e
b
asis
f
o
r
id
en
tif
y
in
g
an
an
s
wer
as
b
elo
n
g
in
g
to
v
ar
iab
le
A3
is
wh
eth
er
th
e
r
ea
s
o
n
s
o
r
ex
p
la
n
atio
n
s
r
elate
d
to
th
e
s
cien
tific
co
n
ce
p
ts
o
f
s
o
u
n
d
ar
e
ap
p
lied
to
t
h
e
ac
tiv
ities
th
at
th
e
s
tu
d
en
ts
ar
e
p
er
f
o
r
m
in
g
(
p
e
r
f
o
r
m
in
g
o
r
cr
ea
tin
g
m
u
s
ical
in
s
tr
u
m
en
ts
)
.
3
2
3
3
1
3
5
3
2
5
5
6
6
3
6
8
4
4
7
6
8
8
9
7
9
6
3
0
2
4
6
8
10
S
T1
S
T2
S
T3
S
T4
S
T5
S
T6
S
T7
S
T8
S
T9
A1
Student
I
W1
I
W2
I
W3
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
C
o
n
text
–
b
a
s
ed
lea
r
n
in
g
–
a
c
a
s
e
s
tu
d
y
in
th
e
C
en
tr
a
l H
ig
h
la
n
d
s
V
ietn
a
m
(
Do
Hu
o
n
g
Tr
a
)
1979
Sco
r
in
g
f
o
r
v
a
r
iab
le
A3
is
d
escr
ib
ed
as:
if
th
e
s
tu
d
en
t
d
ir
ec
tly
an
s
wer
s
th
e
q
u
esti
o
n
p
o
s
ed
,
eith
er
with
a
s
in
g
le
r
esp
o
n
s
e
o
r
t
h
r
o
u
g
h
a
d
ialo
g
u
e
u
tili
zin
g
k
n
o
wled
g
e
ab
o
u
t
th
e
So
u
n
d
to
p
ic,
t
h
en
v
a
r
iab
le
A3
is
co
u
n
ted
as
1
.
Fo
r
e
x
am
p
le
,
u
s
in
g
b
am
b
o
o
tu
b
es
as
th
e
m
ate
r
ial,
th
e
r
esear
ch
er
ask
ed
th
e
s
tu
d
en
ts
to
cr
ea
te
a
tu
b
e
f
r
o
m
t
h
e
d
in
g
t
u
t
th
at
p
r
o
d
u
ce
s
a
s
im
ilar
s
o
u
n
d
to
th
e
p
r
o
v
id
e
d
s
am
p
le
tu
b
e.
Du
r
in
g
th
e
p
r
ac
tice,
th
e
r
esear
ch
er
ask
ed
th
e
q
u
esti
o
n
:
“Wh
y
d
id
y
o
u
c
u
t
th
e
len
g
th
o
f
th
is
b
a
m
b
o
o
tu
b
e
s
h
o
r
te
r
th
an
th
e
s
am
p
le
tu
b
e?
W
o
u
ld
n
'
t
it
b
e
ea
s
ier
to
ju
s
t
c
u
t
th
em
th
e
s
am
e
len
g
t
h
?”
.
T
h
e
d
ialo
g
u
e
b
etwe
en
t
h
e
s
tu
d
en
t
an
d
th
e
r
esear
ch
er
wen
t a
s
th
e
f
o
llo
win
g
:
“
Lo
o
k,
th
e
d
ia
mete
r
o
f
th
e
a
ir
co
lu
mn
in
th
e
b
a
mb
o
o
tu
b
e
y
o
u
g
a
ve
u
s
is
la
r
g
er
th
a
n
th
e
s
a
mp
le
tu
b
e.
I
f
I
cu
t
th
em
th
e
s
a
me
len
g
th
,
th
e
s
o
u
n
d
p
r
o
d
u
ce
d
f
r
o
m
th
e
tu
b
e
w
ill
b
e
lo
w
e
r
t
h
a
n
th
e
s
o
u
n
d
p
r
o
d
u
ce
d
fr
o
m
th
e
s
a
mp
le
tu
b
e
.”
(
A
)
“
S
o
w
h
y
d
id
y
o
u
c
u
t it
s
h
o
r
ter in
s
tea
d
o
f lo
n
g
er th
a
n
t
h
e
s
a
mp
le
tu
b
e?
”
(
Q)
“
Th
e
s
h
o
r
ter
th
e
len
g
t
h
o
f
th
e
b
a
mb
o
o
t
u
b
e
a
n
d
th
e
s
ma
ller
th
e
d
ia
mete
r
o
f
th
e
a
ir
co
l
u
mn
,
th
e
h
ig
h
er
th
e
fr
eq
u
en
cy
o
f
th
e
s
o
u
n
d
p
r
o
d
u
ce
d
,
w
h
ich
lea
d
s
to
a
h
ig
h
er
p
erceive
d
s
o
u
n
d
.
Th
e
r
efo
r
e,
I
h
a
d
to
a
d
ju
s
t
its
len
g
th
a
litt
le
b
it
s
h
o
r
ter
s
o
th
a
t
th
e
s
o
u
n
d
s
p
r
o
d
u
ce
d
b
y
th
e
tw
o
tu
b
es
w
o
u
ld
b
e
s
imila
r
(
s
a
me
fr
eq
u
en
cy
)
.
”
(
A)
Fig
u
r
e
5
.
C
h
ar
t
o
f
A2
v
ar
iab
le
o
f
9
s
tu
d
e
n
ts
th
r
o
u
g
h
th
r
ee
in
t
er
v
iews
Fo
r
th
e
ab
o
v
e
d
ialo
g
u
e
,
th
e
v
alu
e
o
f
v
ar
iab
le
A3
is
ca
lcu
lated
as
1
.
I
f
s
tu
d
e
n
ts
ar
e
u
n
ab
le
to
an
s
wer
th
e
q
u
esti
o
n
o
r
if
th
ey
d
o
n
o
t
u
s
e
s
cien
tific
lan
g
u
ag
e
ab
o
u
t
th
e
s
o
u
n
d
to
p
ic
in
t
h
eir
r
e
s
p
o
n
s
e,
ev
e
n
if
th
e
d
escr
ip
tio
n
is
co
r
r
ec
t
f
o
r
th
e
p
h
en
o
m
e
n
o
n
m
en
tio
n
e
d
,
th
e
s
c
o
r
e
o
f
A
3
will
b
e
0
.
Fig
u
r
e
6
s
h
o
ws
th
e
v
alu
es
o
f
v
ar
iab
le
A3
f
o
r
9
s
tu
d
en
ts
ac
r
o
s
s
th
r
ee
in
ter
v
iews.
Fig
u
r
e
6
s
h
o
ws
th
at
in
th
e
f
ir
s
t
in
ter
v
ie
w,
th
e
q
u
esti
o
n
s
d
id
n
o
t
tar
g
et
v
ar
iab
le
A3
,
r
esu
l
tin
g
in
all
v
alu
es
b
ein
g
0
.
Du
r
in
g
th
e
s
ec
o
n
d
in
ter
v
iew,
s
tu
d
en
ts
h
ad
ju
s
t
co
m
p
leted
th
e
p
h
ase
o
f
lear
n
i
n
g
an
d
cr
af
tin
g
m
u
s
ical
in
s
tr
u
m
en
ts
with
ar
tis
an
s
.
C
o
n
s
eq
u
en
tly
,
th
eir
r
esp
o
n
s
es
r
elied
o
n
e
v
er
y
d
ay
lan
g
u
ag
e
an
d
th
e
a
r
tis
an
s
'
p
r
ac
tical
ex
p
er
ien
ce
,
wh
ic
h
wer
e
n
o
t
s
co
r
ed
,
lea
d
in
g
to
n
o
s
ig
n
if
ican
t
in
cr
ea
s
e
in
A3
v
alu
es.
Ho
wev
er
,
b
y
th
e
th
ir
d
in
ter
v
iew,
s
tu
d
en
ts
h
ad
ac
q
u
ir
ed
s
cien
tific
k
n
o
wled
g
e
ab
o
u
t
s
o
u
n
d
a
n
d
co
u
ld
a
p
p
ly
it
t
o
ex
p
lain
th
e
wo
r
k
in
g
p
r
in
cip
les
o
f
th
e
m
u
s
ical
in
s
tr
u
m
en
ts
,
r
esu
ltin
g
in
a
s
u
b
s
tan
tial in
cr
e
ase
in
th
e
A3
v
alu
es a
t th
is
s
tag
e.
B
ased
o
n
Fig
u
r
es
4
to
6
,
it
i
s
ev
id
en
t
th
at
th
e
v
alu
es
o
f
v
ar
iab
les
A1
an
d
A2
ab
o
u
t
s
t
u
d
en
t
ST9
in
cr
ea
s
ed
f
r
o
m
in
ter
v
iew
I
W
1
to
I
W
2
.
Ho
wev
er
,
th
e
v
al
u
es
o
f
th
ese
v
ar
iab
les
d
ec
r
ea
s
ed
at
I
W
3
.
T
h
i
s
d
ec
r
ea
s
e
ca
n
b
e
ex
p
lain
e
d
b
y
cr
o
s
s
-
r
ef
er
en
cin
g
with
th
e
f
ield
d
iar
y
,
wh
ich
f
o
u
n
d
th
at
d
u
r
in
g
p
h
ase
4
o
f
th
e
p
r
o
g
r
a
m
,
ST9
was
co
n
tin
u
o
u
s
ly
ab
s
en
t
f
o
r
2
/3
o
f
th
e
tim
e
d
u
e
to
h
ea
lth
p
r
o
b
lem
s
.
T
h
is
ab
s
en
ce
co
u
ld
b
e
th
e
ca
u
s
e
o
f
t
h
e
ch
a
n
g
e
in
v
ar
iab
l
es
A1
an
d
A2
o
f
ST
9
as
p
r
esen
ted
ab
o
v
e,
an
d
also
ex
p
lain
s
th
e
lack
o
f
i
n
cr
ea
s
e
in
v
ar
iab
le
A3
f
o
r
t
h
is
s
tu
d
en
t.
Desp
ite
v
o
lu
n
teer
in
g
f
o
r
th
e
r
esear
ch
p
r
o
g
r
a
m
,
co
m
m
u
n
icatio
n
with
ST5
p
r
esen
ted
s
ig
n
if
ican
t
ch
allen
g
es
f
o
r
th
e
r
esear
c
h
er
s
at
th
e
in
itial
s
tag
e.
ST5
o
f
ten
f
elt
h
esit
an
t
to
in
ter
ac
t
an
d
ex
p
r
ess
th
eir
o
p
in
io
n
s
in
f
r
o
n
t
o
f
o
t
h
er
s
.
R
ec
o
g
n
izin
g
ST5
'
s
u
n
iq
u
e
c
h
ar
ac
ter
is
tics
,
th
e
r
esear
c
h
team
d
ed
icate
d
m
o
r
e
tim
e
to
ST5
co
m
p
ar
ed
to
o
th
e
r
s
tu
d
en
ts
.
T
h
e
g
o
al
was
to
b
u
ild
a
clo
s
er
an
d
m
o
r
e
tr
u
s
two
r
th
y
r
elatio
n
s
h
ip
b
etwe
en
ST5
an
d
th
e
s
u
r
r
o
u
n
d
i
n
g
co
m
m
u
n
i
ty
.
T
h
e
r
esear
ch
er
s
r
eg
u
lar
ly
p
r
o
v
id
e
d
s
u
p
p
o
r
t
an
d
ask
ed
S
T
5
m
an
y
q
u
esti
o
n
s
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
wh
ile
also
en
co
u
r
a
g
in
g
th
em
t
o
tak
e
o
n
th
e
r
o
le
o
f
g
r
o
u
p
lead
er
in
th
e
ch
in
g
kra
m
m
u
s
ical
in
s
tr
u
m
en
t
g
r
o
u
p
(
c
h
in
g
kra
m
b
ein
g
ST5
'
s
f
av
o
r
ite
in
s
tr
u
m
en
t)
.
T
h
is
h
ad
a
p
o
s
itiv
e
im
p
ac
t
o
n
ST5
,
wh
o
co
n
s
is
ten
tly
s
tr
iv
ed
to
c
o
m
p
lete
task
s
an
d
d
e
m
o
n
s
tr
a
te
th
eir
lead
e
r
s
h
ip
s
k
ills
.
T
h
i
s
ex
p
lain
s
wh
y
th
e
1
0
0
0
0
1
5
0
0
7
5
4
3
7
7
9
7
4
10
9
9
7
12
11
12
8
4
0
2
4
6
8
10
12
14
S
T1
S
T2
S
T3
S
T4
S
T5
S
T6
S
T7
S
T8
S
T9
A2
Student
I
W
1
I
W
2
I
W
3
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
7
2
-
1
9
8
4
1980
in
itial
v
alu
es
o
f
v
ar
iab
les
A1
,
A2
,
an
d
A3
f
o
r
ST5
wer
e
all
at
th
e
lo
west
lev
el,
b
u
t
th
r
o
u
g
h
th
r
ee
in
ter
v
iews,
th
ese
v
alu
es in
cr
ea
s
ed
s
ig
n
if
ic
an
tly
an
d
r
ea
ch
ed
t
h
e
h
ig
h
est p
o
s
itio
n
.
ST7
was
th
e
s
m
allest
s
tu
d
en
t
am
o
n
g
t
h
e
n
in
e
p
ar
ticip
an
ts
in
t
h
e
r
esear
ch
p
r
o
g
r
am
.
T
h
e
r
esear
ch
team
in
itially
h
ad
co
n
ce
r
n
s
ab
o
u
t
ST7
'
s
ab
il
ity
to
u
s
e
to
o
ls
s
u
ch
as
s
aw
s
,
k
n
iv
es,
d
r
ills
,
a
n
d
h
am
m
er
s
d
u
e
t
o
th
eir
s
m
all
s
ize.
Ho
wev
er
,
ST7
s
h
ar
ed
th
at
th
ey
h
ad
witn
ess
ed
th
eir
f
ath
er
m
ak
in
g
an
d
p
lay
in
g
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
s
in
ce
th
e
y
wer
e
y
o
u
n
g
.
T
h
e
y
h
a
d
an
am
b
itio
n
to
b
ec
o
m
e
an
ar
tis
a
n
lik
e
th
eir
f
ath
er
.
B
ef
o
r
e
p
ar
ticip
atin
g
in
th
e
p
r
o
g
r
am
,
ST7
'
s
lo
v
e
an
d
awa
r
en
ess
o
f
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
h
ad
alr
ea
d
y
b
ee
n
s
h
ap
ed
a
n
d
d
ev
elo
p
e
d
w
ith
in
th
eir
f
am
ily
.
T
h
is
ex
p
lai
n
s
wh
y
,
in
i
n
ter
v
iew
I
W
1
,
th
e
v
alu
es
o
f
v
a
r
iab
les
A1
an
d
A2
f
o
r
ST7
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
th
an
th
o
s
e
o
f
o
th
e
r
s
tu
d
e
n
ts
.
T
h
r
o
u
g
h
o
u
t
th
e
p
r
o
g
r
am
,
ST7
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
o
u
t
s
tan
d
in
g
s
k
ills
in
b
o
th
m
ak
in
g
an
d
p
lay
in
g
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
.
ST7
was
th
e
o
n
ly
s
tu
d
e
n
t
in
th
e
g
r
o
u
p
wh
o
was
ab
le
to
cr
ea
te
an
d
p
lay
all
o
f
th
e
m
u
s
ical
in
s
tr
u
m
en
ts
d
is
p
lay
ed
i
n
th
e
r
esear
ch
p
r
o
g
r
am
.
As
a
r
esu
lt,
th
e
v
alu
es
o
f
v
ar
iab
les
A1
,
A2
,
an
d
A3
f
o
r
ST7
c
o
n
tin
u
o
u
s
ly
in
cr
ea
s
ed
s
ig
n
if
ican
tly
th
r
o
u
g
h
o
u
t th
e
in
ter
v
iews.
Fig
u
r
e
6
.
C
h
ar
t
o
f
A3
v
ar
iab
le
o
f
9
s
tu
d
e
n
ts
th
r
o
u
g
h
th
r
ee
in
t
er
v
iews
3
.
3
.
Dis
cus
s
io
n
T
h
e
r
esear
c
h
f
i
n
d
in
g
s
r
ev
ea
le
d
th
at
s
tu
d
en
ts
d
e
m
o
n
s
tr
ated
s
tr
o
n
g
e
n
th
u
s
iasm
an
d
d
ee
p
in
ter
est
in
lear
n
in
g
to
cr
a
f
t
an
d
u
s
e
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
,
p
ar
ticu
lar
ly
th
r
o
u
g
h
th
e
s
u
cc
es
s
f
u
l
ap
p
licatio
n
o
f
s
cien
tific
co
n
ce
p
ts
r
elate
d
to
s
o
u
n
d
.
T
h
is
o
u
tco
m
e
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
[
9
]
,
[
3
1
]
,
w
h
ich
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
in
c
o
r
p
o
r
atin
g
s
cien
tific
k
n
o
wled
g
e
in
to
cu
ltu
r
ally
em
b
ed
d
ed
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
.
I
n
teg
r
atin
g
h
an
d
s
-
o
n
p
r
ac
tice
with
tr
ad
it
io
n
al
in
s
tr
u
m
en
ts
allo
ws
s
tu
d
en
ts
to
b
etter
u
n
d
e
r
s
tan
d
th
eo
r
etica
l
co
n
ce
p
ts
,
u
ltima
tely
en
h
an
cin
g
th
eir
lea
r
n
in
g
o
u
tco
m
es.
B
y
lin
k
in
g
t
h
ese
cu
ltu
r
al
an
d
s
cien
tific
co
m
p
o
n
e
n
ts
,
s
tu
d
en
ts
wer
e
ab
le
to
b
r
id
g
e
th
e
g
ap
b
e
twee
n
th
eir
ac
ad
em
ic
lear
n
in
g
an
d
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
.
T
h
e
co
m
m
itm
en
t
o
f
s
tu
d
en
t
s
to
war
d
p
r
eser
v
in
g
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
s
ig
n
if
ican
tly
in
cr
ea
s
ed
th
r
o
u
g
h
o
u
t th
e
p
r
o
g
r
am
,
r
ef
lectin
g
n
o
t o
n
ly
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
th
eir
cu
lt
u
r
al
v
alu
e
b
u
t a
ls
o
a
n
o
ticea
b
le
s
h
if
t
in
attitu
d
e.
T
h
is
s
u
p
p
o
r
ts
p
r
ev
io
u
s
r
esear
c
h
[3
2
]
,
[3
7
]
,
wh
ich
ar
g
u
e
th
at
in
teg
r
atin
g
cu
ltu
r
a
l
an
d
s
o
cial
co
n
tex
ts
in
to
ed
u
c
atio
n
f
o
s
ter
s
g
r
ea
ter
m
o
tiv
atio
n
an
d
d
ee
p
en
s
s
tu
d
en
ts
’
aw
ar
en
ess
o
f
p
r
ac
tical
s
o
cieta
l
is
s
u
es.
W
h
en
s
tu
d
en
ts
r
ec
o
g
n
ize
th
at
th
e
k
n
o
wled
g
e
th
ey
a
r
e
g
ain
in
g
h
as
tan
g
ib
le
ap
p
licatio
n
s
i
n
p
r
eser
v
in
g
cu
ltu
r
al
h
e
r
itag
e,
th
eir
m
o
tiv
atio
n
t
o
e
n
g
ag
e
i
n
b
o
th
lea
r
n
in
g
an
d
c
o
m
m
u
n
ity
co
n
tr
i
b
u
tio
n
s
is
am
p
lifie
d
.
T
h
is
is
co
n
s
is
ten
t w
ith
th
e
co
n
clu
s
io
n
s
f
r
o
m
J
en
n
e
tt
et
a
l
.
[3
8
]
.
T
h
e
s
tu
d
y
f
u
r
th
er
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
elec
tin
g
lear
n
in
g
co
n
tex
ts
th
at
alig
n
with
s
tu
d
en
ts
’
cu
ltu
r
al
an
d
s
o
cial
b
ac
k
g
r
o
u
n
d
s
.
As
af
f
ir
m
ed
b
y
Hu
tch
is
o
n
an
d
Mc
Alis
ter
-
Sh
ield
s
[
39
]
,
cu
ltu
r
ally
r
elev
an
t
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
'
in
ter
est
an
d
m
o
tiv
atio
n
.
I
n
th
is
ca
s
e,
s
tu
d
en
ts
f
r
o
m
eth
n
ic
m
in
o
r
ity
g
r
o
u
p
s
,
wh
o
a
r
e
s
tewa
r
d
s
o
f
tr
ad
itio
n
al
m
u
s
ical
cu
ltu
r
e,
wer
e
en
co
u
r
ag
ed
to
ap
p
ly
s
cien
tific
k
n
o
wled
g
e
to
ad
d
r
ess
s
o
cial
is
s
u
es
in
th
eir
co
m
m
u
n
ities
.
T
h
is
em
p
o
wer
m
en
t
en
a
b
le
d
th
em
to
ac
tiv
ely
co
n
tr
ib
u
te
to
cu
ltu
r
al
p
r
eser
v
a
tio
n
an
d
d
ev
elo
p
m
en
t,
r
eso
n
at
in
g
with
th
e
f
in
d
in
g
s
o
f
Hu
a
n
g
an
d
L
aj
o
ie
[4
0
]
.
B
y
r
ec
o
g
n
izin
g
th
e
r
ea
l
-
w
o
r
l
d
v
alu
e
o
f
th
eir
e
d
u
ca
tio
n
in
im
p
r
o
v
in
g
t
h
eir
co
m
m
u
n
it
ies
an
d
p
r
eser
v
in
g
cu
ltu
r
al
h
er
itag
e,
s
tu
d
en
ts
b
ec
am
e
m
o
r
e
p
r
o
ac
tiv
e
a
n
d
c
o
m
m
itted
to
th
eir
ac
ad
e
m
ic
g
o
als
.
On
e
o
f
th
e
s
tu
d
y
'
s
k
ey
f
in
d
i
n
g
s
is
th
e
r
o
le
o
f
s
tu
d
en
ts
'
n
ativ
e
lan
g
u
a
g
e
in
co
m
m
u
n
i
ca
tio
n
an
d
lear
n
in
g
.
T
h
is
ap
p
r
o
ac
h
,
c
o
n
s
is
ten
t
with
p
r
ev
i
o
u
s
r
esear
ch
[4
1
]
,
[4
2
]
was
p
ar
ticu
lar
ly
b
e
n
ef
icial
f
o
r
eth
n
ic
m
in
o
r
ity
s
tu
d
en
ts
.
Usi
n
g
th
eir
n
ativ
e
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in
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wh
er
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u
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Student
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
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d
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c
I
SS
N:
2252
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8
8
2
2
C
o
n
text
–
b
a
s
ed
lea
r
n
in
g
–
a
c
a
s
e
s
tu
d
y
in
th
e
C
en
tr
a
l H
ig
h
la
n
d
s
V
ietn
a
m
(
Do
Hu
o
n
g
Tr
a
)
1981
ch
allen
g
es.
T
h
is
s
tr
ateg
y
n
o
t
o
n
ly
en
h
an
ce
d
ac
ad
em
ic
c
o
m
p
r
eh
en
s
io
n
b
u
t
also
s
u
p
p
o
r
ted
th
e
p
r
eser
v
atio
n
o
f
eth
n
ic
m
in
o
r
ity
lan
g
u
ag
es a
n
d
cu
ltu
r
al
id
en
titi
es,
as in
d
icate
d
b
y
Hu
tc
h
is
o
n
an
d
Mc
Alis
ter
-
Sh
ield
s
[
39
]
.
Ad
d
itio
n
ally
,
th
e
p
r
o
g
r
am
h
a
d
b
r
o
ad
er
c
o
m
m
u
n
ity
im
p
lica
tio
n
s
,
d
r
awin
g
s
ig
n
if
ican
t
atte
n
tio
n
f
r
o
m
n
atio
n
al
m
ed
ia.
T
h
is
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
R
ad
wan
[4
3
]
,
wh
ich
em
p
h
asize
th
e
cr
itical
r
o
le
o
f
m
ed
ia
i
n
r
aisi
n
g
s
o
cial
awa
r
en
ess
a
n
d
p
r
o
m
o
tin
g
cu
ltu
r
al
p
r
eser
v
atio
n
.
Me
d
ia
p
ar
ticip
atio
n
h
elp
e
d
c
o
n
v
ey
th
e
cu
ltu
r
a
l
s
ig
n
if
ican
ce
o
f
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
,
en
g
ag
in
g
b
o
th
th
e
co
m
m
u
n
ity
an
d
th
e
g
o
v
er
n
m
e
n
t
in
th
e
p
r
eser
v
atio
n
p
r
o
ce
s
s
.
T
h
r
o
u
g
h
th
is
p
latf
o
r
m
,
cu
ltu
r
al
m
ess
ag
es
wer
e
b
o
th
p
r
o
tecte
d
an
d
s
u
s
tain
ed
,
en
s
u
r
in
g
th
eir
co
n
tin
u
e
d
tr
an
s
m
is
s
io
n
t
o
f
u
tu
r
e
g
en
e
r
atio
n
s
.
T
h
e
r
esear
ch
also
f
o
u
n
d
th
at
s
tu
d
en
ts
co
n
tin
u
e
d
to
v
o
lu
n
tar
i
ly
g
ath
er
af
ter
th
e
p
r
o
g
r
am
co
n
clu
d
ed
to
f
u
r
th
er
t
h
eir
lear
n
i
n
g
an
d
s
h
ar
e
k
n
o
wled
g
e
ab
o
u
t
tr
ad
itio
n
al
in
s
tr
u
m
en
ts
.
T
h
is
d
em
o
n
s
tr
ates
a
s
u
s
tain
ed
co
m
m
itm
en
t
to
cu
ltu
r
al
p
r
ese
r
v
atio
n
an
d
s
u
g
g
ests
a
lo
n
g
-
t
er
m
tr
en
d
to
war
d
m
ain
tain
in
g
tr
ad
itio
n
al
cu
ltu
r
e.
On
g
o
in
g
c
o
llab
o
r
atio
n
b
etwe
en
s
ch
o
o
ls
an
d
c
o
m
m
u
n
ities
is
cr
u
cial,
p
ar
ticu
lar
ly
with
t
h
e
in
v
o
lv
e
m
en
t
o
f
a
r
t
i
s
a
n
s
a
n
d
v
i
l
l
a
g
e
e
l
d
e
r
s
,
w
h
o
p
r
o
v
i
d
e
a
u
t
h
e
n
t
i
c
a
n
d
d
e
e
p
c
u
l
t
u
r
a
l
k
n
o
w
l
e
d
g
e
t
r
a
n
s
m
is
s
i
o
n
.
T
h
i
s
c
o
l
l
a
b
o
r
a
t
i
o
n
n
o
t
o
n
ly
en
h
an
ce
s
tech
n
ical
s
k
ills
b
u
t
also
s
tr
en
g
th
en
s
s
tu
d
en
ts
’
co
n
n
ec
tio
n
s
to
th
eir
lo
ca
l
cu
ltu
r
e.
T
h
ese
f
in
d
in
g
s
alig
n
with
s
ev
e
r
al
s
tu
d
ies
[4
4
]
,
[4
5
]
,
wh
ich
e
m
p
h
as
ize
th
e
ess
en
tial
r
o
l
e
o
f
co
m
m
u
n
ity
co
llab
o
r
atio
n
in
th
e
s
u
cc
ess
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
f
o
cu
s
ed
o
n
cu
ltu
r
al
h
er
itag
e
p
r
eser
v
atio
n
.
Pra
ctica
lly
,
th
e
s
tu
d
y
s
h
o
ws
th
at
in
teg
r
atin
g
c
u
ltu
r
al
c
o
n
te
x
ts
in
to
e
d
u
ca
tio
n
al
cu
r
r
icu
la
en
h
a
n
ce
s
lear
n
in
g
m
o
tiv
atio
n
an
d
p
o
s
itiv
ely
im
p
ac
ts
t
h
e
c
o
m
m
u
n
ity
b
y
p
r
o
m
o
tin
g
c
u
ltu
r
al
p
r
eser
v
at
io
n
.
T
h
eo
r
etica
lly
,
th
e
r
esear
ch
co
n
tr
i
b
u
tes
to
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
CBL
an
d
cu
ltu
r
al
r
ele
v
an
ce
.
Me
th
o
d
o
lo
g
ically
,
th
e
u
s
e
o
f
n
ativ
e
lan
g
u
ag
es
an
d
co
m
m
u
n
ity
in
v
o
lv
em
e
n
t
in
ed
u
ca
tio
n
ar
e
p
r
o
v
e
n
to
b
e
e
f
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
in
cr
ea
s
in
g
th
e
en
g
ag
em
e
n
t
o
f
eth
n
ic
m
in
o
r
ity
s
tu
d
e
n
ts
in
lear
n
in
g
.
Dr
awin
g
f
r
o
m
th
e
r
e
s
ea
r
ch
f
in
d
in
g
s
,
t
h
e
f
o
llo
win
g
p
o
licies
an
d
m
ea
s
u
r
es
ar
e
r
ec
o
m
m
e
n
d
ed
t
o
e
f
f
ec
tiv
ely
cu
ltiv
ate
s
tu
d
en
ts
’
r
esp
o
n
s
ib
ilit
y
f
o
r
p
r
eser
v
in
g
et
h
n
ic
cu
ltu
r
e
as
p
ar
t
o
f
th
e
e
d
u
ca
tio
n
al
o
b
jecti
v
es:
i
)
estab
lis
h
an
d
s
u
p
p
o
r
t
eth
n
ic
m
u
s
ic
clu
b
s
:
s
ch
o
o
ls
s
h
o
u
ld
en
c
o
u
r
a
g
e
th
e
f
o
r
m
atio
n
o
f
eth
n
ic
m
u
s
ic
c
lu
b
s
,
p
r
o
v
id
in
g
n
ec
ess
ar
y
f
in
an
cial
s
u
p
p
o
r
t
a
n
d
lear
n
in
g
m
ater
ials
to
en
s
u
r
e
e
f
f
ec
tiv
e
an
d
s
u
s
tain
ab
le
o
p
er
a
tio
n
s
;
ii
)
teac
h
er
tr
ain
in
g
an
d
ca
p
ac
ity
b
u
ild
in
g
:
i
t
is
e
s
s
en
tial
to
o
r
g
an
ize
tr
ain
in
g
s
ess
io
n
s
f
o
r
teac
h
er
s
o
n
m
eth
o
d
s
o
f
teac
h
in
g
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
,
in
co
r
p
o
r
atin
g
lo
ca
l
cu
ltu
r
al
elem
en
ts
,
an
d
to
in
v
o
lv
e
ar
tis
an
s
in
th
e
teac
h
er
tr
ain
in
g
p
r
o
ce
s
s
;
iii
)
s
tr
en
g
th
en
co
llab
o
r
atio
n
b
etwe
en
s
ch
o
o
ls
an
d
co
m
m
u
n
ities
:
s
ch
o
o
ls
s
h
o
u
ld
en
co
u
r
ag
e
ac
tiv
e
p
ar
ticip
atio
n
f
r
o
m
th
e
lo
ca
l
c
o
m
m
u
n
ity
,
p
a
r
ticu
lar
ly
ar
tis
an
s
an
d
eld
er
s
with
k
n
o
wled
g
e
o
f
tr
a
d
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
ts
,
in
ed
u
ca
tio
n
al
ac
tiv
ities
an
d
p
r
eser
v
atio
n
ef
f
o
r
ts
;
an
d
i
v
)
d
ev
elo
p
i
n
teg
r
ated
c
u
r
r
icu
l
a:
s
ch
o
o
ls
s
h
o
u
ld
in
teg
r
ate
th
e
teac
h
in
g
o
f
tr
ad
i
tio
n
al
m
u
s
ical
in
s
tr
u
m
e
n
ts
in
t
o
o
th
e
r
s
u
b
jects
s
u
ch
as
m
u
s
i
c,
h
i
s
t
o
r
y
,
a
n
d
c
i
v
i
c
e
d
u
c
a
t
i
o
n
,
w
h
i
l
e
a
ls
o
c
r
e
a
t
i
n
g
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
s
t
u
d
e
n
t
s
t
o
e
n
g
a
g
e
i
n
r
e
l
a
t
e
d
l
ea
r
n
i
n
g
p
r
o
j
e
c
ts
.
I
m
p
lem
en
tin
g
t
h
ese
r
ec
o
m
m
e
n
d
atio
n
s
p
o
s
itio
n
s
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
to
p
lay
a
p
iv
o
tal
r
o
le
in
f
o
s
ter
in
g
an
d
cu
ltiv
atin
g
s
tu
d
en
ts
’
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
p
r
eser
v
atio
n
o
f
eth
n
ic
c
u
ltu
r
e.
B
y
a
d
o
p
tin
g
th
ese
m
ea
s
u
r
es,
ed
u
ca
tio
n
al
s
ettin
g
s
ca
n
f
ac
ilit
ate
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
a
n
d
ap
p
r
e
ciatio
n
o
f
cu
ltu
r
al
tr
ad
itio
n
s
wh
ile
ac
tiv
ely
en
co
u
r
ag
in
g
t
h
eir
en
g
a
g
em
en
t
in
t
h
e
p
r
eser
v
atio
n
an
d
p
r
o
m
o
tio
n
o
f
th
ese
cu
ltu
r
al
v
alu
es.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es
th
at
v
alu
ab
le
tr
ad
itio
n
s
a
r
e
n
o
t
o
n
ly
u
p
h
eld
i
n
th
e
p
r
esen
t
b
u
t
ar
e
also
tr
an
s
m
itted
to
f
u
tu
r
e
g
en
er
ati
o
n
s
,
th
er
e
b
y
e
n
ab
lin
g
s
u
cc
ess
iv
e
co
h
o
r
ts
to
co
n
n
ec
t
with
a
n
d
v
al
u
e
th
eir
r
ich
cu
ltu
r
al
h
e
r
itag
e.
C
o
n
s
eq
u
en
tl
y
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
will
n
o
t
o
n
ly
f
u
l
f
ill
th
eir
ed
u
ca
ti
o
n
al
o
b
jectiv
es
b
u
t
also
m
ak
e
a
s
u
b
s
tan
tial c
o
n
tr
i
b
u
tio
n
to
th
e
s
u
s
tain
ab
le
p
r
ese
r
v
atio
n
an
d
ad
v
an
ce
m
en
t
o
f
et
h
n
ic
cu
ltu
r
e.
4.
CO
NCLU
SI
O
N
T
h
e
ca
s
e
s
tu
d
y
c
o
n
d
u
cted
in
t
h
e
v
illag
e
p
r
o
v
i
d
es
em
p
ir
ical
ev
id
en
ce
o
f
th
e
b
en
ef
icial
ef
f
e
cts
o
f
C
B
L
o
n
s
tu
d
en
ts
’
en
g
a
g
em
en
t,
a
war
en
ess
,
an
d
ap
p
licatio
n
o
f
s
cien
tific
k
n
o
wled
g
e
in
t
h
e
p
r
eser
v
atio
n
o
f
tr
ad
itio
n
al
m
u
s
ical
in
s
tr
u
m
en
t
s
o
f
in
d
ig
en
o
u
s
p
e
o
p
les
in
th
e
C
en
tr
al
Hig
h
lan
d
s
.
T
h
e
s
tu
d
y
u
n
d
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en
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ter
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o
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itio
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m
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at
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itical
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ltu
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m
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with
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ata
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th
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C
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Hig
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lar
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s
am
p
le
s
izes a
n
d
q
u
an
titativ
e
s
ca
les.
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