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es
[
1
2
]
.
On
th
e
o
th
er
h
a
n
d
,
teac
h
in
g
i
n
a
cu
ltu
r
ally
d
iv
e
r
s
e
en
v
ir
o
n
m
en
t
ca
n
p
o
s
e
ch
allen
g
es
th
at
m
ay
r
esu
lt
in
d
iv
er
s
ity
-
r
elate
d
b
u
r
n
o
u
t,
a
s
in
d
icate
d
b
y
Ak
cin
[
1
3
]
.
I
n
ad
d
itio
n
,
Ma
h
ali
an
d
Sev
i
g
n
y
[
1
4
]
also
r
ev
ea
led
m
an
y
teac
h
er
s
lack
s
u
f
f
icien
t
cr
o
s
s
-
cu
ltu
r
al
awa
r
en
ess
an
d
h
av
e
p
o
o
r
lev
els
o
f
co
n
f
id
en
c
e
in
ac
co
m
m
o
d
atin
g
cu
ltu
r
al
d
iv
er
s
ity
wh
e
n
th
ey
e
n
ter
class
es.
T
h
ese
s
itu
atio
n
s
ar
e
attr
ib
u
ted
t
o
th
e
s
tr
ess
an
d
ef
f
o
r
ts
r
e
q
u
ir
ed
o
f
teac
h
er
s
to
ac
co
m
m
o
d
ate
t
h
e
d
iv
er
s
e
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
[
1
5
]
.
R
ath
er
,
tea
ch
er
s
m
u
s
t
ex
h
ib
it
s
elf
-
awa
r
en
ess
an
d
th
e
a
b
ilit
y
to
an
al
y
ze
th
eir
o
wn
t
h
o
u
g
h
ts
an
d
b
eh
av
i
o
r
s
[
1
6
]
.
R
u
f
f
in
an
d
Simo
n
[
1
7
]
p
o
in
ted
o
u
t
th
at
d
iv
er
s
ity
en
c
o
m
p
ass
es
n
o
t
o
n
l
y
v
ar
iatio
n
s
in
eth
n
icity
a
n
d
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
,
b
u
t
also
lan
g
u
a
g
e,
g
en
d
e
r
,
a
n
d
s
ex
u
al
o
r
ien
tatio
n
,
w
h
ich
m
ay
p
r
esen
t
d
if
f
icu
lties
f
o
r
t
ea
ch
er
s
wh
o
lack
f
am
iliar
ity
with
th
ese
asp
ec
ts
o
f
p
e
r
s
o
n
al
an
d
cu
ltu
r
al
id
e
n
tity
.
R
eg
r
ettab
ly
,
teac
h
e
r
s
ar
e
o
f
ten
ex
p
ec
ted
to
f
o
s
ter
a
s
en
s
e
o
f
co
m
m
u
n
ity
with
in
th
eir
class
r
o
o
m
s
an
d
m
ay
lack
u
n
d
e
r
s
tan
d
in
g
o
f
g
l
o
b
al
p
er
s
p
ec
tiv
es
a
n
d
cu
ltu
r
al
d
iv
e
r
s
ity
[
1
8
]
,
[
1
9
]
.
Kan
g
[
2
0
]
also
s
u
g
g
ested
th
at
co
n
tem
p
o
r
ar
y
teac
h
e
r
s
m
u
s
t
eq
u
ip
s
tu
d
e
n
ts
with
liter
ac
y
an
d
cr
itical
s
k
ills
,
wh
ile
also
n
u
r
tu
r
in
g
a
d
ee
p
ap
p
r
e
ciatio
n
f
o
r
d
iv
er
s
ity
th
at
en
ab
l
es
th
em
to
in
ter
ac
t
ef
f
ec
tiv
ely
with
in
d
iv
id
u
als
f
r
o
m
v
ar
io
u
s
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
a
n
d
in
s
till
a
g
lo
b
al
m
in
d
s
et.
T
h
er
e
f
o
r
e,
teac
h
er
s
ar
e
cr
u
cial
i
n
h
elp
in
g
s
tu
d
en
ts
d
e
v
elo
p
in
ter
cu
lt
u
r
al
u
n
d
er
s
tan
d
in
g
[
2
1
]
,
ac
ce
p
ta
n
ce
,
an
d
r
esp
ec
t
f
o
r
d
iv
er
s
ity
; h
o
wev
er
,
th
ey
m
u
s
t
s
er
v
e
as r
o
le
m
o
d
els f
o
r
s
tu
d
e
n
ts
,
as we
ll
[
2
2
]
.
T
o
f
o
s
ter
a
n
in
clu
s
iv
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
it
is
n
ec
ess
ar
y
f
o
r
teac
h
e
r
s
to
d
e
v
is
e
a
cu
ltu
r
ally
s
en
s
itiv
e
ap
p
r
o
ac
h
th
at
in
co
r
p
o
r
ates
d
iv
er
s
e
v
iewp
o
in
ts
in
to
th
eir
teac
h
in
g
s
tr
ateg
ies
an
d
ass
ig
n
m
en
ts
[
4
]
.
I
n
ad
d
itio
n
,
t
h
ey
aim
to
p
r
o
m
o
te
co
n
ce
p
t
u
al
co
m
p
r
eh
e
n
s
io
n
o
f
s
u
b
ject
m
atter
th
at
is
r
elev
an
t
to
th
eir
s
tu
d
en
ts
'
liv
es
an
d
e
x
p
er
ien
ce
s
[
2
3
]
.
T
h
e
m
an
n
er
i
n
wh
ich
teac
h
er
s
im
p
lem
en
t
t
h
ese
s
tr
ateg
ies,
an
d
th
e
f
ac
to
r
s
t
h
at
in
f
lu
en
ce
th
eir
a
p
p
r
o
ac
h
es,
r
em
ain
s
an
im
p
o
r
ta
n
t
y
et
o
p
en
to
p
ic
o
f
d
is
cu
s
s
io
n
[
2
4
]
.
T
h
e
co
n
ce
p
t
o
f
in
ter
n
atio
n
al
m
in
d
ed
n
ess
(
I
M)
was
in
itially
in
tr
o
d
u
ce
d
in
I
B
s
ch
o
o
ls
d
u
r
in
g
th
e
1
9
6
0
s
as
a
k
ey
ch
a
r
ac
ter
is
tic
o
f
s
tu
d
e
n
ts
in
a
n
in
tr
icate
an
d
co
n
tin
u
o
u
s
ly
ev
o
l
v
in
g
g
lo
b
al
s
o
ciety
[
2
5
]
.
L
iter
atu
r
e
co
m
m
o
n
ly
id
en
tifie
s
in
ter
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
a
n
d
ad
d
r
ess
in
g
g
lo
b
al
is
s
u
es
as
cr
u
cial
asp
ec
ts
o
f
I
M
[
6
]
.
I
M
is
a
s
en
s
itiv
ity
th
at
in
ter
n
atio
n
al
s
ch
o
o
l
teac
h
er
s
b
o
th
p
o
s
s
ess
an
d
ca
n
c
u
ltiv
ate
d
u
r
in
g
th
eir
o
v
e
r
s
ea
s
ass
ig
n
m
en
ts
[
1
6
]
.
T
o
h
av
e
I
M,
teac
h
er
s
m
u
s
t
b
e
r
ec
e
p
tiv
e
an
d
em
p
ath
etic
to
war
d
s
t
h
e
v
iewp
o
i
n
ts
an
d
b
eh
av
i
o
r
s
o
f
in
d
i
v
id
u
als
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
an
d
ac
tiv
ely
s
ee
k
t
o
u
n
d
er
s
tan
d
th
ese
in
ter
cu
ltu
r
al
d
y
n
am
ics
with
in
a
g
lo
b
al
co
n
tex
t
[
7
]
.
T
h
u
s
,
s
tu
d
ies
o
n
t
h
e
r
o
le
o
f
I
M
in
f
o
s
ter
in
g
in
te
r
cu
ltu
r
al
co
m
m
u
n
icatio
n
in
in
ter
n
atio
n
al
s
ch
o
o
ls
ar
e
r
elev
an
t,
p
a
r
ticu
lar
ly
in
e
x
am
in
in
g
teac
h
e
r
s
'
p
er
ce
p
tio
n
s
o
f
I
M
an
d
th
eir
r
o
le
in
p
r
e
p
ar
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
to
en
co
u
r
ag
e
t
h
e
d
ev
el
o
p
m
en
t
o
f
I
M
am
o
n
g
s
tu
d
en
ts
.
A
n
u
m
b
er
o
f
s
tu
d
ies
h
a
v
e
b
ee
n
co
n
d
u
cted
to
e
x
am
in
e
t
h
e
e
x
ten
t
o
f
th
e
I
B
’
s
d
ed
icatio
n
to
f
o
s
ter
in
g
I
M
[
2
6
]
–
[
2
8
]
,
alth
o
u
g
h
o
n
ly
a
lim
ited
n
u
m
b
e
r
o
f
s
tu
d
ies
h
a
v
e
s
p
ec
if
ically
in
v
esti
g
ated
t
h
e
im
p
lem
en
tatio
n
o
f
I
M
f
r
o
m
teac
h
e
r
s
’
p
er
s
p
ec
ti
v
es
[
3
]
,
[
2
5
]
,
[
2
6
]
,
[
2
9
]
,
[
3
0
]
.
A
s
tu
d
y
s
u
g
g
ested
th
at
t
h
e
m
o
s
t
co
m
m
o
n
ly
d
is
cu
s
s
ed
to
p
ics
in
d
ef
i
n
in
g
I
M
wer
e
co
m
p
r
eh
en
s
io
n
,
co
n
s
cio
u
s
n
ess
,
an
d
em
b
r
ac
in
g
d
if
f
er
en
t
cu
ltu
r
es
[
2
5
]
.
Similar
to
B
i
tten
co
u
r
t'
s
s
tu
d
y
,
it
was
d
i
s
co
v
er
ed
th
at
p
ar
ti
cip
an
ts
f
r
o
m
d
if
f
er
e
n
t
s
o
cial
b
ac
k
g
r
o
u
n
d
s
h
ad
a
co
m
p
ar
ab
le
s
en
s
e
o
f
I
M
[
3
1
]
.
E
ler
ian
,
et
a
l
.
[
3
0
]
also
ar
g
u
ed
th
at
I
M
is
ap
p
licab
le
in
v
ar
io
u
s
co
n
tex
ts
o
f
in
ter
n
atio
n
al
s
ch
o
o
lin
g
an
d
t
h
at
f
ac
to
r
s
o
th
er
th
an
t
h
e
cu
r
r
icu
lu
m
ca
n
af
f
ec
t
its
d
ev
elo
p
m
e
n
t
with
in
a
s
ch
o
o
l.
An
o
th
er
s
tu
d
y
r
ev
ea
led
th
at
in
d
iv
id
u
als
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
g
ain
in
g
k
n
o
wle
d
g
e
an
d
a
wo
r
ld
ly
p
er
s
p
ec
tiv
e,
y
et
th
ey
p
lace
d
less
em
p
h
asis
o
n
th
e
id
ea
o
f
ac
tiv
e
g
lo
b
al
citizen
s
h
ip
,
in
clu
d
in
g
I
M
[
2
6
]
.
Ho
wev
er
,
th
is
ten
d
en
cy
led
th
ese
p
ar
ticip
an
ts
to
ad
o
p
t
a
m
o
r
e
len
ien
t
r
at
h
er
th
a
n
cr
itical
f
o
r
m
o
f
in
ter
n
atio
n
a
l
ed
u
ca
tio
n
,
with
a
f
o
cu
s
o
n
in
d
iv
id
u
al
g
r
o
wth
a
n
d
s
elf
-
awa
r
e
n
ess
r
ath
er
th
an
o
n
m
ak
i
n
g
a
p
er
s
o
n
al
im
p
ac
t
a
n
d
p
r
o
m
o
tin
g
b
r
o
ad
er
s
o
cieta
l
c
h
an
g
e.
Sev
er
al
s
tu
d
ies
[
3
]
,
[
2
6
]
,
[
3
2
]
also
d
is
co
v
er
e
d
th
at
s
tu
d
en
ts
o
f
ten
lack
s
u
f
f
icien
t
tim
e
d
u
r
i
n
g
th
eir
r
ig
o
r
o
u
s
ac
ad
e
m
ic
p
r
o
g
r
am
s
to
f
u
lly
ex
p
lo
r
e
th
e
co
n
ce
p
t o
f
b
ei
n
g
I
M
in
t
h
eir
o
wn
liv
es
an
d
th
r
o
u
g
h
th
eir
co
u
r
s
ewo
r
k
.
As
a
r
esu
lt,
Me
tli
[
3
]
r
ec
o
m
m
en
d
ed
th
at
teac
h
e
r
s
s
p
ec
if
ically
s
ee
k
o
u
t
s
tr
ateg
ies to
p
r
o
m
o
te
th
e
d
ev
el
o
p
m
en
t
o
f
I
M
in
b
o
th
cu
r
r
ic
u
lar
an
d
e
x
tr
ac
u
r
r
icu
lar
ac
tiv
itie
s
.
T
h
e
im
p
o
r
tan
ce
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
in
d
e
v
elo
p
in
g
I
M
r
em
ain
s
a
to
p
ic
o
f
co
n
ce
r
n
.
B
u
d
r
o
w
[
1
6
]
d
is
co
v
er
ed
th
at
s
tu
d
e
n
ts
f
ailed
to
tak
e
ad
v
an
tag
e
o
f
th
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
av
ailab
le
to
th
em
in
th
eir
in
ter
n
atio
n
al
s
ch
o
o
l
s
ettin
g
s
.
Desp
ite
s
h
o
win
g
o
p
en
n
ess
an
d
f
lex
ib
ilit
y
in
ce
r
tain
a
r
e
as,
th
ese
teac
h
er
s
ex
p
er
ien
ce
d
d
i
f
f
icu
lties
ad
ap
t
in
g
to
o
th
e
r
asp
ec
ts
o
f
th
eir
s
u
r
r
o
u
n
d
in
g
s
.
Me
h
m
o
o
d
[
3
3
]
also
b
eliev
e
d
t
h
at
teac
h
er
s
co
n
f
r
o
n
t
s
ig
n
if
ican
t
ch
allen
g
es,
s
u
ch
as
r
eso
u
r
c
e
lim
itatio
n
s
,
r
esis
tan
ce
to
ch
an
g
e,
an
d
b
alan
ci
n
g
lo
ca
l
an
d
g
lo
b
al
p
er
s
p
ec
tiv
es
.
Fu
r
th
er
m
o
r
e,
ex
p
e
r
ts
ca
u
tio
n
th
at
b
ein
g
im
m
er
s
ed
in
a
cu
ltu
r
ally
d
i
v
er
s
e
en
v
ir
o
n
m
en
t
d
o
es
n
o
t
au
to
m
a
tically
r
esu
lt
in
in
cr
ea
s
ed
lev
els
o
f
r
esp
ec
t,
to
ler
an
ce
,
an
d
u
n
d
er
s
tan
d
i
n
g
[
6
]
.
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
Th
e
imp
o
r
ta
n
ce
o
f in
tern
a
tio
n
a
l m
in
d
ed
n
ess
in
p
r
o
mo
tin
g
in
tercu
ltu
r
a
l
… (
Dia
n
a
Tr
is
n
a
w
a
ti
)
2185
T
ea
ch
er
s
wer
e
h
in
d
er
e
d
b
y
a
l
ac
k
o
f
s
elf
-
awa
r
en
ess
an
d
an
i
n
ab
ilit
y
to
co
m
p
r
eh
en
d
o
r
ac
k
n
o
wled
g
e
th
eir
r
o
le
in
th
e
s
p
ec
if
ic
cir
cu
m
s
tan
ce
s
o
f
th
e
l
o
ca
l
en
v
ir
o
n
m
en
t
[
1
6
]
.
T
h
ese
f
in
d
in
g
s
alig
n
with
B
elal
’
s
s
tu
d
y
[
2
7
]
,
wh
ich
r
ev
ea
le
d
th
at
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
s
tr
u
g
g
le
d
to
co
n
n
ec
t
th
e
cu
ltiv
atio
n
o
f
I
M,
g
lo
b
al
citizen
s
h
ip
,
o
r
lo
ca
l
citizen
s
h
ip
to
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
ts
.
T
h
is
ch
allen
g
e
a
r
o
s
e
d
u
e
to
th
e
o
v
e
r
all
s
ch
o
o
l
cu
r
r
icu
lu
m
o
r
th
e
p
r
esen
ce
o
f
an
in
ter
n
atio
n
al
s
tu
d
en
t
b
o
d
y
.
T
h
er
ef
o
r
e,
it
is
cr
u
cial
to
em
p
h
asize
th
at
I
M
p
er
m
ea
tes
ev
er
y
asp
ec
t
o
f
s
tu
d
en
ts
'
liv
es,
in
clu
d
in
g
th
eir
f
am
ily
b
ac
k
g
r
o
u
n
d
,
p
ee
r
r
el
atio
n
s
h
ip
s
,
an
d
th
e
s
ch
o
o
l c
u
ltu
r
e.
I
n
th
is
s
en
s
e,
I
M
s
er
v
es a
s
th
e
ce
n
tr
al
elem
e
n
t f
o
r
s
h
a
p
in
g
s
tu
d
e
n
ts
'
id
en
tit
ies
[
3
1
]
.
T
h
er
e
is
a
wid
e
r
an
g
e
o
f
o
p
in
i
o
n
s
r
eg
ar
d
in
g
th
e
ad
v
an
ta
g
es
an
d
p
o
ten
tial
d
is
ad
v
an
tag
es
o
f
ad
o
p
tin
g
I
M
as
a
p
er
s
o
n
al
tr
ait.
B
e
lal
[
2
7
]
ar
g
u
ed
th
at
th
e
d
iv
er
s
ity
o
f
th
e
s
tu
d
en
t
b
o
d
y
at
s
ch
o
o
l
p
lay
ed
a
cr
u
cial
r
o
le
in
h
elp
in
g
s
tu
d
en
ts
d
ev
elo
p
a
b
r
o
ad
e
r
p
er
s
p
ec
tiv
e
an
d
I
M,
wh
ile
a
d
if
f
er
en
t
s
tu
d
y
f
o
u
n
d
t
h
at
in
d
iv
id
u
als
wer
e
p
r
o
f
icien
t
in
d
is
cu
s
s
in
g
th
e
v
a
r
io
u
s
elem
en
ts
th
at
co
n
t
r
ib
u
te
to
I
M,
s
u
ch
as
k
n
o
wled
g
e,
v
al
u
es,
an
d
s
k
ills
[
7
]
.
Flu
en
cy
in
m
u
ltip
le
lan
g
u
a
g
es
was
also
id
en
tifie
d
as
an
im
p
o
r
tan
t
tr
an
s
f
er
a
b
le
s
k
ill
f
o
r
I
M.
T
h
e
p
ar
ticip
a
n
ts
in
d
icate
d
th
at
th
eir
I
M
was
l
ar
g
ely
in
f
lu
e
n
ce
d
b
y
th
eir
h
o
m
e
an
d
s
ch
o
o
l
ex
p
e
r
ien
ce
s
,
with
tr
av
el
b
ein
g
a
s
ig
n
if
ican
t
f
ac
to
r
in
b
o
th
co
n
tex
ts
[
2
5
]
.
Po
o
n
o
o
s
am
y
[
3
4
]
s
u
g
g
ested
th
at
cu
lt
u
r
al
tr
ad
iti
o
n
s
o
f
lear
n
in
g
at
s
ch
o
o
l sig
n
if
ican
tly
co
n
tr
i
b
u
te
s
to
d
ev
elo
p
in
g
I
M
,
p
ar
ticu
lar
l
y
th
r
o
u
g
h
m
ea
n
i
n
g
f
u
l,
in
clu
s
iv
e,
b
r
o
a
d
,
r
ich
,
a
n
d
f
u
lf
illi
n
g
lear
n
in
g
ex
p
er
ien
ce
s
.
Ho
wev
er
,
f
u
r
th
er
r
esear
ch
is
n
ee
d
ed
to
d
eter
m
in
e
th
e
s
p
ec
if
ic
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
to
d
ev
elo
p
in
g
I
M.
T
h
e
m
ain
o
b
jectiv
e
o
f
th
is
r
es
ea
r
ch
was
to
ex
p
lo
r
e
t
h
e
s
ig
n
i
f
ican
ce
o
f
I
M
in
f
o
s
ter
in
g
in
t
er
cu
ltu
r
al
co
m
m
u
n
icatio
n
with
a
s
p
ec
if
i
c
f
o
cu
s
o
n
teac
h
er
s
in
th
e
m
id
d
le
y
ea
r
p
r
o
g
r
am
(
MY
P)
o
f
two
I
B
s
ch
o
o
ls
.
T
h
is
p
h
en
o
m
en
o
lo
g
ical
s
tu
d
y
in
v
es
tig
ated
f
iv
e
m
u
ltin
atio
n
al
teac
h
er
s
f
r
o
m
two
in
ter
n
atio
n
al
s
c
h
o
o
ls
in
I
n
d
o
n
esia
to
an
s
wer
th
r
ee
r
esear
c
h
q
u
est
io
n
s
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
p
o
s
ed
in
th
is
s
tu
d
y
ar
e
as
:
i)
Ho
w
d
o
th
e
e
x
p
er
ien
ce
s
o
f
tea
ch
er
s
in
I
B
s
ch
o
o
ls
s
h
ap
e
th
eir
p
er
s
p
ec
tiv
es o
n
I
M?
ii)
Ho
w
d
o
es th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
co
n
tr
i
b
u
te
to
th
e
d
ev
el
o
p
m
en
t o
f
I
M?
iii)
W
h
at
f
ac
to
r
s
ar
e
in
s
tr
u
m
en
tal
in
cu
ltiv
atin
g
I
M?
2.
M
E
T
H
O
D
Ph
en
o
m
en
o
l
o
g
y
is
a
p
h
ilo
s
o
p
h
ical
ap
p
r
o
ac
h
t
h
at
co
n
ce
n
tr
ates
o
n
th
e
ex
am
i
n
atio
n
o
f
h
u
m
a
n
ex
p
er
ien
ce
s
,
s
u
ch
as
em
o
tio
n
al,
af
f
ec
tiv
e,
a
n
d
g
en
e
r
al
ex
p
er
ien
ce
s
[
3
5
]
.
As
p
er
Su
n
d
ler
et
a
l
.
[
3
6
]
,
p
h
en
o
m
en
o
lo
g
ical
in
q
u
ir
y
is
an
ef
f
ec
tiv
e
m
eth
o
d
f
o
r
u
n
co
v
er
in
g
m
ea
n
i
n
g
an
d
a
r
ticu
latin
g
th
e
ess
en
ce
o
f
a
p
ar
ticu
lar
p
h
e
n
o
m
e
n
o
n
.
T
h
er
e
f
o
r
e,
th
e
c
u
r
r
e
n
t
s
tu
d
y
u
tili
ze
d
th
is
ap
p
r
o
ac
h
to
in
v
esti
g
ate
th
e
im
p
o
r
tan
ce
o
f
I
M
in
f
o
s
ter
in
g
in
ter
c
u
ltu
r
al
c
o
m
m
u
n
icatio
n
with
a
p
ar
ticu
la
r
em
p
h
asis
o
n
th
e
p
er
s
p
ec
tiv
es
o
f
f
iv
e
teac
h
er
s
i
n
th
e
MY
P
p
r
o
g
r
am
o
f
two
I
B
s
ch
o
o
ls
.
Acc
o
r
d
in
g
to
J
o
h
n
s
o
n
an
d
C
h
r
is
ten
s
en
[
3
7
]
,
th
e
r
ese
ar
ch
er
b
eg
in
s
with
n
ar
r
ativ
e
d
ata,
d
is
till
s
th
e
s
to
r
ies
an
d
d
escr
ip
tio
n
s
to
th
eir
ess
en
tial
th
em
es,
an
d
s
y
s
tem
at
i
ca
lly
ex
am
in
es
th
e
wo
r
d
s
an
d
c
o
n
ce
p
ts
u
tili
ze
d
to
d
escr
ib
e
th
e
p
h
en
o
m
en
o
n
.
2
.
1
.
P
a
rt
icipa
nts
T
h
e
cu
r
r
e
n
t
r
esear
ch
was
p
ar
t
o
f
a
co
m
p
r
eh
e
n
s
iv
e
s
tu
d
y
in
v
o
lv
in
g
1
6
p
ar
ticip
a
n
ts
.
No
n
eth
eless
,
f
iv
e
I
B
teac
h
er
s
p
r
o
v
id
ed
in
s
ig
h
tf
u
l
n
u
an
ce
s
r
eg
ar
d
in
g
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
I
M,
th
e
p
iv
o
tal
r
o
le
th
at
th
e
lear
n
in
g
p
r
o
ce
s
s
p
lay
s
in
cu
ltiv
atin
g
s
tu
d
en
ts
'
IM
,
a
n
d
th
e
in
ter
n
al
an
d
ex
ter
n
al
f
a
cto
r
s
th
at
in
f
l
u
en
ce
s
tu
d
en
ts
'
I
M.
T
o
en
s
u
r
e
th
e
s
elec
tio
n
o
f
p
ar
ticip
an
ts
with
a
m
in
im
u
m
o
f
1
0
y
ea
r
s
o
f
te
ac
h
in
g
ex
p
e
r
ien
ce
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
u
tili
ze
d
.
T
h
e
f
iv
e
teac
h
er
s
wer
e
id
en
tifie
d
f
r
o
m
two
I
B
s
ch
o
o
ls
s
itu
ated
in
J
ak
ar
ta,
I
n
d
o
n
esia,
as d
etailed
in
T
ab
le
1
.
T
ab
le
1
.
Par
ticip
an
ts
o
f
th
e
s
tu
d
y
No
P
a
r
t
i
c
i
p
a
n
t
s
(
P
seu
d
o
n
y
m)
A
b
b
r
e
v
i
a
t
i
o
n
o
f
n
a
m
e
s
G
e
n
d
e
r
C
o
u
n
t
y
o
f
o
r
i
g
i
n
Li
v
i
n
g
a
b
r
o
a
d
e
x
p
e
r
i
e
n
c
e
s
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
s
1
Te
a
c
h
e
r
1
T1
F
N
e
w
Ze
a
l
a
n
d
1
3
y
e
a
r
s
1
1
y
e
a
r
s
2
Te
a
c
h
e
r
2
T2
M
I
n
d
i
a
1
7
y
e
a
r
s
2
0
y
e
a
r
s
3
Te
a
c
h
e
r
3
T3
F
I
n
d
o
n
e
si
a
5
y
e
a
r
s
1
5
y
e
a
r
s
4
Te
a
c
h
e
r
4
T4
F
K
e
n
y
a
8
y
e
a
r
s
2
2
y
e
a
r
s
5
Te
a
c
h
e
r
5
T5
F
U
n
i
t
e
d
S
t
a
t
e
s
1
0
y
e
a
r
s
1
5
y
e
a
r
s
2
.
2
.
P
r
o
ce
du
re
T
h
e
p
r
o
ce
s
s
o
f
d
ata
co
llectio
n
in
th
is
s
tu
d
y
co
m
p
r
is
ed
f
ac
e
-
to
-
f
ac
e
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews
th
at
wer
e
d
iv
id
e
d
in
t
o
th
r
ee
d
is
tin
ct
p
h
ases
f
o
r
ea
c
h
p
a
r
ticip
an
t
.
T
o
g
u
a
r
an
tee
t
h
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
r
esear
ch
f
in
d
i
n
g
s
,
th
e
in
v
esti
g
ato
r
s
u
n
d
e
r
to
o
k
s
ev
er
al
m
ea
s
u
r
es.
T
h
ese
in
clu
d
e
:
i
)
t
h
e
d
ev
elo
p
m
en
t
o
f
in
ter
v
iew
p
r
o
to
co
ls
aim
ed
at
ad
d
r
ess
in
g
th
e
th
r
ee
r
esear
ch
q
u
esti
o
n
s
p
r
ev
i
o
u
s
ly
m
e
n
tio
n
ed
;
ii
)
th
e
v
alid
atio
n
o
f
th
e
i
n
ter
v
iew
p
r
o
to
c
o
ls
b
y
th
r
ee
s
p
ec
ialis
ts
in
th
e
f
ield
o
f
i
n
ter
cu
ltu
r
al
ed
u
ca
tio
n
al
s
tu
d
ies
;
iii
)
th
e
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
:
2
1
8
3
-
2
1
9
6
2186
p
r
o
v
is
io
n
o
f
s
u
p
p
o
r
tin
g
d
o
cu
m
en
tatio
n
to
o
b
tain
r
esear
ch
eth
ical
ap
p
r
o
v
al
f
r
o
m
th
e
I
n
d
ep
en
d
en
t
R
esear
ch
I
n
s
titu
te
at
th
e
Un
iv
e
r
s
ity
o
f
Ma
lay
a
(
UM
-
R
E
C
)
with
ap
p
r
o
v
al
n
u
m
b
er
UM
.
T
NC
2
/UMREC_
2
3
4
0
;
an
d
iv
)
th
e
ac
q
u
is
itio
n
o
f
i
n
f
o
r
m
ed
co
n
s
en
t
f
r
o
m
ea
c
h
p
ar
ticip
an
t
p
r
io
r
to
th
e
in
ter
v
iew
th
r
o
u
g
h
th
e
co
m
p
letio
n
o
f
a
co
n
s
en
t
f
o
r
m
.
T
o
en
h
a
n
ce
th
e
cr
ed
ib
ilit
y
o
f
th
e
f
in
d
in
g
s
,
th
e
r
esear
ch
er
im
p
lem
en
ted
m
em
b
er
ch
ec
k
in
g
,
also
k
n
o
wn
as
r
esp
o
n
d
en
t
v
al
id
atio
n
[
3
5
]
.
T
o
ac
c
o
m
p
lis
h
t
h
is
,
th
e
f
in
al
tr
a
n
s
cr
ip
t
r
esu
lts
o
f
th
e
s
tu
d
y
we
r
e
p
r
esen
ted
to
th
e
p
ar
ticip
an
ts
,
an
d
th
eir
f
ee
d
b
ac
k
was
s
o
licited
.
Sp
ec
if
ically
,
th
e
r
esear
ch
er
ap
p
r
o
ac
h
e
d
f
i
v
e
teac
h
er
s
as
p
ar
ticip
an
ts
to
r
ev
iew
an
d
s
ig
n
th
e
in
ter
v
iew
t
r
an
s
cr
ip
ts
as
ev
id
en
ce
o
f
th
e
co
llected
d
ata.
All
p
ar
ticip
an
ts
co
n
s
en
ted
to
th
e
u
s
e
o
f
th
eir
d
ata
an
d
co
n
f
ir
m
ed
th
at
th
e
r
esear
ch
er
h
ad
ac
c
u
r
ately
r
ep
r
esen
ted
th
e
f
in
d
in
g
s
in
th
e
s
tu
d
y
'
s
r
esu
lts
.
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
em
atic
an
aly
s
is
was
co
n
d
u
cted
to
an
aly
ze
th
e
d
ata
f
r
o
m
th
e
in
ter
v
iew
tr
an
s
cr
ip
tio
n
s
in
th
is
s
tu
d
y
.
B
r
au
n
an
d
C
lar
k
e
[
3
8
]
p
r
o
p
o
s
ed
th
at
th
em
atic
an
aly
s
is
is
a
s
y
s
tem
atic
ap
p
r
o
ac
h
th
at
i
d
en
ti
f
ies,
ex
am
in
es,
an
d
co
m
m
u
n
icate
s
r
ec
u
r
r
i
n
g
p
att
er
n
s
o
r
th
em
es
with
in
d
ata.
T
h
em
atic
an
aly
s
is
i
s
a
v
al
u
ab
le
m
eth
o
d
f
o
r
r
esear
ch
er
s
to
an
aly
ze
in
ter
v
iew
d
ata
th
at
h
as
b
ee
n
t
r
an
s
cr
ib
ed
.
I
t
ai
d
s
in
o
r
g
an
izin
g
an
d
ex
p
lo
r
in
g
th
e
f
in
d
in
g
s
an
d
f
ac
ilit
atin
g
d
is
c
u
s
s
io
n
s
.
T
h
em
atic
an
aly
s
is
in
v
o
lv
es
s
ix
s
tag
es
[
2
3
]
th
at
ar
e
:
i
)
f
am
iliar
izin
g
o
n
eself
with
th
e
d
ata
;
ii)
g
en
er
atin
g
in
itial
co
d
es
;
iii)
s
ea
r
ch
in
g
f
o
r
th
em
es
;
iv
)
r
ev
iewin
g
th
em
es
;
v
)
d
ef
in
in
g
an
d
n
am
in
g
th
em
es
;
a
n
d
v
i)
p
r
o
d
u
cin
g
t
h
e
r
e
p
o
r
t.
T
o
aid
in
th
e
p
r
o
ce
s
s
o
f
c
o
n
d
u
ctin
g
th
e
m
atic
an
aly
s
is
,
th
e
r
esear
ch
er
s
u
tili
ze
d
N
v
iv
o
1
2
s
o
f
twar
e,
p
ar
ticu
lar
ly
f
o
r
f
u
n
cti
o
n
s
s
u
ch
as
tr
an
s
cr
ib
in
g
,
r
ea
d
i
n
g
a
n
d
r
ev
iewin
g
,
co
d
in
g
,
an
d
g
en
er
atin
g
th
em
es
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
a
d
d
r
ess
th
r
ee
r
esear
ch
q
u
esti
o
n
s
th
at
ar
e
d
escr
ib
e
d
as:
th
e
f
in
d
i
n
g
s
r
eg
ar
d
in
g
h
o
w
p
ar
ticip
a
n
ts
co
n
ce
p
tu
alize
d
I
M
b
ased
o
n
th
e
ir
ex
p
er
ien
ce
s
,
h
o
w
teac
h
er
s
em
p
lo
y
ed
lear
n
in
g
ac
tiv
ities
to
f
o
s
ter
s
tu
d
en
ts
’
I
M,
an
d
th
e
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
en
t o
f
I
M.
3
.
1
.
1
.
T
ea
cher
s
’
p
er
s
pect
iv
es
o
n IM
Par
ticip
an
ts
ac
k
n
o
wled
g
e
d
t
h
at
I
B
p
r
o
v
id
es
s
u
b
s
tan
tial
s
u
p
p
o
r
t
t
o
teac
h
e
r
s
an
d
s
tu
d
en
ts
i
n
f
o
s
ter
in
g
I
M.
T
h
e
I
B
cu
r
r
ic
u
lu
m
in
clu
d
es
a
d
ed
icate
d
p
o
r
tio
n
aim
e
d
at
en
h
an
ci
n
g
I
M
am
o
n
g
te
ac
h
er
s
an
d
s
tu
d
en
ts
.
On
e
o
f
th
e
f
o
u
n
d
atio
n
s
f
o
r
in
d
iv
id
u
als
to
ef
f
ec
tiv
ely
s
o
cialize
ac
r
o
s
s
cu
ltu
r
al
d
if
f
er
en
ce
s
is
to
d
ev
elo
p
I
M.
Par
ticip
an
ts
ex
p
r
ess
ed
v
ar
io
u
s
d
ef
in
itio
n
s
o
f
I
M
as illu
s
tr
ated
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
p
o
i
n
ts
o
f
IM
in
teac
h
er
s
’
p
er
s
p
ec
tiv
es
T
h
e
d
ata
p
r
esen
ted
in
Fig
u
r
e
1
in
d
icate
s
th
at
teac
h
er
s
at
in
ter
n
atio
n
al
s
ch
o
o
ls
f
o
llo
win
g
th
e
I
B
cu
r
r
icu
lu
m
d
ef
in
e
I
M
b
ased
o
n
th
eir
p
er
s
o
n
al
e
x
p
er
i
en
ce
s
.
T
h
ese
in
d
iv
i
d
u
als
id
en
tifie
d
f
o
u
r
k
ey
ch
ar
ac
ter
is
tics
o
f
I
M;
b
ein
g
o
p
en
-
m
in
d
ed
,
ac
ce
p
tin
g
d
if
f
e
r
e
n
t
cu
ltu
r
es,
d
em
o
n
s
tr
atin
g
to
le
r
an
ce
,
a
n
d
s
h
o
win
g
em
p
ath
y
.
Acc
o
r
d
i
n
g
to
T
1
,
I
M
r
ef
er
s
to
an
i
n
d
iv
id
u
al'
s
c
ap
ac
ity
to
p
o
s
s
ess
a
g
en
u
in
e
d
esire
to
ac
q
u
ir
e
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
o
s
e
with
d
iv
er
s
e
p
er
s
p
ec
tiv
es.
An
in
d
i
v
id
u
al'
s
cu
r
io
s
ity
ca
n
b
e
co
n
v
ey
ed
th
r
o
u
g
h
p
h
y
s
ical
m
o
v
em
en
ts
,
f
ac
ial
ex
p
r
ess
io
n
s
,
an
d
in
ter
ac
tio
n
s
with
o
th
er
s
.
I
M
is
th
e
ess
en
tial
ab
ilit
y
to
ef
f
ec
tiv
ely
en
g
ag
e
with
in
d
iv
i
d
u
als f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
a
ck
g
r
o
u
n
d
s
.
Be
in
g
o
p
en
-
m
in
d
e
d
Em
p
a
t
h
y
Inter
n
a
tio
n
a
l
m
in
d
e
d
n
e
ss
To
ler
a
n
c
e
Ac
c
e
p
tin
g
d
iffer
e
n
t
c
u
ltu
r
e
s
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
Th
e
imp
o
r
ta
n
ce
o
f in
tern
a
tio
n
a
l m
in
d
ed
n
ess
in
p
r
o
mo
tin
g
in
tercu
ltu
r
a
l
… (
Dia
n
a
Tr
is
n
a
w
a
ti
)
2187
“
I
th
in
k
I
M
is
t
h
e
a
b
ilit
y
to
u
n
d
ers
ta
n
d
fr
o
m
a
d
iffer
en
t
p
ers
p
ec
tive.
I
t
i
s
a
b
a
s
ic
v
a
lu
e,
a
n
d
a
ls
o
th
e
cu
r
io
s
ity
to
w
a
n
t to
u
n
d
ers
ta
n
d
fr
o
m
a
d
iffer
en
t p
ers
p
ec
tive
a
n
d
b
ein
g
o
p
en
-
min
d
ed
.
”
(
T
1
)
T
2
d
ef
i
n
ed
I
M
as
th
e
ab
ilit
y
to
r
ec
o
g
n
ize
an
d
ap
p
r
ec
iate
v
a
r
io
u
s
cu
ltu
r
al
ele
m
en
ts
in
a
m
u
lticu
ltu
r
al
s
ettin
g
.
C
u
ltu
r
al
co
m
p
eten
ce
en
tails
e
m
b
r
ac
in
g
d
iv
er
s
e
p
er
s
p
ec
tiv
es
,
b
elief
s
,
an
d
v
al
u
es
wh
ile
d
e
m
o
n
s
tr
atin
g
r
esp
ec
t
f
o
r
ea
ch
c
u
ltu
r
e'
s
u
n
iq
u
e
attr
i
b
u
tes.
T
2
was
u
n
s
u
r
e
ab
o
u
t
th
e
r
elev
an
ce
o
f
an
y
i
n
f
o
r
m
atio
n
,
as
it
m
ay
o
r
m
a
y
n
o
t h
o
l
d
s
ig
n
if
ican
ce
f
o
r
th
e
m
.
“
I
M,
w
h
a
t
I
b
eliev
e
is
,
like,
g
ivin
g
imp
o
r
ta
n
ce
to
a
ll
th
e
cu
ltu
r
es,
g
ivin
g
,
b
e
r
ea
d
y
t
o
a
cc
ep
t
o
th
ers
'
views
,
id
ea
s
,
etc.
,
a
n
d
g
ive
yo
u
r
id
ea
s
to
th
e
t
h
in
g
s
,
a
ll
th
e
r
elig
io
n
s
,
a
ll
th
e
cu
ltu
r
es,
a
ll
th
e
co
u
n
tr
ies
a
r
e
eq
u
a
lly
imp
o
r
ta
n
t,
s
o
,
it
ma
y
n
o
t
b
e
th
a
t
imp
o
r
ta
n
t
fo
r
yo
u
,
b
u
t
it
ma
y
b
e
imp
o
r
ta
n
t
fo
r
th
e
p
ers
o
n
h
ims
elf,
r
ig
h
t,
it
i
s
imp
o
r
ta
n
t,
it
is
p
r
id
e,
it
is
n
a
tio
n
a
lity,
s
o
,
th
a
t’
s
w
h
a
t
th
a
t m
ea
n
s
.
”
(
T
2
)
Dev
elo
p
in
g
a
n
u
n
d
er
s
tan
d
in
g
o
f
I
M
will
allo
w
in
d
iv
i
d
u
als
to
g
ain
in
s
ig
h
t
i
n
to
th
e
p
er
s
p
ec
tiv
es
o
f
o
th
er
s
.
As
p
e
r
T
3
,
t
h
e
n
o
tio
n
o
f
I
M
ca
n
b
e
c
o
m
p
a
r
ed
t
o
a
n
in
d
i
v
id
u
al
cu
ltiv
atin
g
o
p
e
n
-
m
in
d
ed
n
ess
,
wh
ic
h
in
v
o
lv
es
em
b
r
ac
in
g
an
d
ac
ce
p
tin
g
cu
ltu
r
al
v
ar
iatio
n
s
am
o
n
g
p
eo
p
le.
M
o
r
eo
v
e
r
,
s
u
ch
i
n
d
iv
id
u
als
ex
h
ib
it
to
ler
an
ce
to
war
d
s
co
n
ce
p
ts
an
d
v
alu
es
th
at
ar
e
s
ig
n
if
ica
n
t
to
o
th
er
s
,
ev
en
wh
e
n
th
e
y
h
o
ld
a
d
if
f
er
en
t
in
ter
p
r
etatio
n
f
r
o
m
o
u
r
o
wn
v
i
ewp
o
in
t.
“
I
th
in
k
b
y
b
ei
n
g
in
tern
a
tio
n
a
l
min
d
ed
,
it
h
elp
s
u
s
a
s
a
p
ers
o
n
to
s
ee
o
th
ers
,
o
t
h
er
p
eo
p
le
’
s
p
ers
p
ec
tives.
B
y
d
o
in
g
th
a
t,
w
e
a
r
e
b
ein
g
o
p
en
-
min
d
ed
.
We
tr
y
to
a
cc
ep
t,
if
th
ere
a
r
e
p
eo
p
le
w
h
o
a
r
e
d
iffer
en
t
f
r
o
m
u
s
,
if
th
ey
r
ea
lly
feel
d
iffer
en
t
fr
o
m
u
s
,
i
t
h
elp
s
u
s
to
b
e
mo
r
e
to
lera
n
t
t
o
th
a
t
o
th
er p
ers
o
n
.
”
(
T
3
)
On
th
e
co
n
tr
ar
y
,
T
1
,
a
teac
h
er
f
r
o
m
New
Z
ea
lan
d
,
h
ig
h
lig
h
ted
th
at
th
e
ter
m
‘
to
ler
an
ce
’
o
f
ten
h
as
a
n
eg
ativ
e
c
o
n
n
o
tatio
n
.
T
1
d
e
f
in
es
‘
to
ler
a
n
t
’
as
th
e
ac
t
o
f
p
er
f
o
r
m
in
g
a
task
d
esp
it
e
p
er
s
o
n
al
d
is
lik
e,
d
em
o
n
s
tr
atin
g
to
ler
a
n
ce
.
Fro
m
T
1
’
s
p
er
s
p
ec
tiv
e,
it
wo
u
l
d
b
e
b
etter
f
o
r
th
is
to
b
e
tr
an
s
f
o
r
m
ed
in
t
o
an
in
d
iv
id
u
al
’
s
e
n
d
ea
v
o
r
to
u
n
d
e
r
s
tan
d
s
o
m
eth
in
g
r
ath
e
r
th
an
s
im
p
ly
p
er
f
o
r
m
in
g
it.
T
1
b
eli
ev
es
th
at
th
e
ter
m
‘
to
ler
an
t
’
ca
r
r
ies
an
u
n
f
av
o
r
ab
le
im
p
licatio
n
.
Acc
o
r
d
in
g
to
T
1
,
th
is
is
m
er
ely
a
m
atter
o
f
s
em
an
tics
.
T
h
er
ef
o
r
e,
T
1
will
av
o
id
u
s
in
g
th
e
wo
r
d
‘
to
le
r
an
t
’
an
d
in
s
tead
u
s
e
p
h
r
ases
s
u
ch
as
‘
ac
ce
p
tin
g
’
an
d
‘
u
n
d
er
s
tan
d
in
g
’
.
“
S
u
r
e.
I
d
o
n
’
t
kn
o
w
if
to
lera
n
ce
is
a
g
o
o
d
t
h
in
g
to
b
e
h
o
n
es
t,
b
ec
a
u
s
e
to
lera
n
ce
mea
n
s
y
o
u
d
o
n
't
like
s
o
meth
in
g
,
b
u
t
yo
u
w
ill
p
u
t
u
p
w
ith
it.
A
n
d
I
th
in
k
it
is
b
etter
to
tr
y
to
u
n
d
ers
ta
n
d
s
o
meth
in
g
r
a
th
er
th
a
n
ju
s
t
p
u
t
u
p
w
ith
it.
S
o
,
I
’
m
n
o
t
s
u
r
e
w
h
a
t
w
o
r
d
th
a
t
w
o
u
ld
b
e
.
B
u
t
f
o
r
me,
to
lera
n
ce
is
a
litt
le
b
it n
eg
a
tive
.
”
(
T
1
)
T4
’
s
p
er
s
p
ec
tiv
e
p
r
o
p
o
s
es
th
at
f
o
s
ter
in
g
I
M
ca
n
b
e
ac
co
m
p
lis
h
ed
b
y
em
b
r
ac
i
n
g
a
r
ec
ep
tiv
e
d
is
p
o
s
itio
n
to
war
d
s
d
iv
er
s
e
p
er
s
p
ec
tiv
es
an
d
id
ea
s
.
Mo
r
e
o
v
er
,
an
in
d
iv
id
u
al'
s
d
em
o
n
s
tr
ated
ap
p
r
ec
iatio
n
f
o
r
co
n
ce
p
ts
o
r
ig
i
n
atin
g
f
r
o
m
i
n
d
i
v
id
u
als
with
v
ar
ied
cu
ltu
r
al
b
a
ck
g
r
o
u
n
d
s
s
er
v
es
as
ev
id
e
n
ce
o
f
th
eir
c
u
ltiv
atio
n
o
f
I
M.
“
Wh
a
t
is
in
tern
a
tio
n
a
l
min
d
e
d
n
ess
?
I
t
is
th
e
a
b
ilit
y
to
b
e
o
p
en
-
min
d
ed
to
w
a
r
d
s
o
t
h
er
p
eo
p
le'
s
p
o
in
ts
o
f
view
a
n
d
o
th
er
p
eo
p
le'
s
p
ers
p
ec
tives.
A
n
d
to
a
cc
ep
t
th
a
t
th
ere's
ju
s
t
n
o
o
n
e
w
a
y
o
f
lo
o
kin
g
a
t
s
o
meth
in
g
.
A
n
d
th
a
t
d
ivers
e
b
a
ck
g
r
o
u
n
d
s
w
ill
lo
o
k
a
t
th
in
g
s
fr
o
m
th
eir
p
ers
p
ec
tive
a
n
d
b
r
in
g
th
a
t
in
to
g
eth
er
in
terms
o
f
b
ein
g
ca
r
in
g
a
n
d
o
p
en
min
d
ed
to
o
th
er
p
eo
p
le'
s
p
ers
p
ec
tives a
n
d
b
ein
g
p
r
in
cip
led
.
”
(
T
4
)
I
n
co
n
tr
ast,
th
e
T
5
d
ata
s
u
g
g
ests
th
at
I
M
h
as
a
s
tr
o
n
g
c
o
r
r
elatio
n
with
in
d
i
v
id
u
als
wh
o
p
o
s
s
ess
an
em
p
ath
etic
m
in
d
s
et.
T
h
is
co
n
clu
s
io
n
was
d
r
awn
f
r
o
m
T
5
’
s
o
b
s
er
v
atio
n
o
f
a
n
I
B
v
id
eo
th
at
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
em
p
at
h
y
in
th
e
co
n
tex
t
o
f
I
M.
Ad
d
itio
n
ally
,
T
5
n
o
ted
th
at
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
led
to
a
n
in
cr
ea
s
ed
s
en
s
e
o
f
em
p
ath
y
a
m
o
n
g
p
eo
p
le,
in
clu
d
in
g
th
e
y
o
u
n
g
e
r
g
en
e
r
atio
n
.
T
h
is
im
p
li
es
th
at
th
e
less
o
n
s
lear
n
ed
f
r
o
m
th
e
p
an
d
e
m
ic
ca
n
f
o
s
ter
g
r
e
ater
in
ter
n
atio
n
al
u
n
d
er
s
tan
d
in
g
with
in
g
lo
b
al
s
o
ciety
.
“
I
w
a
s
ju
s
t
w
a
tch
in
g
th
is
vid
eo
fr
o
m
th
e
I
B
a
n
d
th
ey
ta
lke
d
a
b
o
u
t
in
tern
a
tio
n
a
l
min
d
ed
n
ess
a
s
emp
a
th
y.
A
n
d
I
th
in
k
th
a
t
’
s
a
r
ea
lly
g
o
o
d
w
a
y
to
lo
o
k
a
t
it,
t
h
a
t
b
y
tr
yin
g
to
u
n
d
ers
ta
n
d
d
iffer
en
t
cu
ltu
r
es,
th
a
t y
o
u
c
a
n
p
r
o
mo
te
emp
a
th
y
in
t
h
a
t wa
y.
”
(
T
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
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
1
8
3
-
2
1
9
6
2188
3
.
1
.
2
.
I
nfluence
o
f
t
he
lea
rning
pro
ce
s
s
o
n dev
elo
pin
g
int
er
na
t
io
na
l m
ind
ednes
s
T
h
e
I
B
cu
r
r
icu
lu
m
p
lace
s
s
ig
n
if
ican
t
em
p
h
asis
o
n
th
e
d
ev
e
lo
p
m
en
t
o
f
I
M
wh
ich
is
d
ee
p
ly
r
o
o
ted
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
t is th
e
r
esp
o
n
s
ib
ilit
y
o
f
I
B
teac
h
er
s
to
in
co
r
p
o
r
ate
th
e
p
r
in
cip
les o
f
I
M
in
to
all
s
u
b
jects,
in
clu
d
in
g
in
d
i
v
id
u
al
an
d
s
o
ci
eties
(
I
&
S),
b
y
em
p
lo
y
in
g
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies.
A
s
s
u
g
g
ested
b
y
T
5
,
I
&
S
ca
n
s
er
v
e
as
a
v
alu
ab
le
m
ed
iu
m
f
o
r
f
o
s
ter
in
g
t
h
e
v
alu
es
o
f
d
iv
er
s
ity
,
in
clu
d
in
g
e
m
p
ath
y
,
as
ex
em
p
lifie
d
b
y
th
e
f
o
llo
win
g
q
u
o
tatio
n
.
“
I
th
in
k
th
a
t
I
n
d
ivid
u
a
ls
a
n
d
S
o
cieties
is
a
g
r
ea
t
co
u
r
s
e
to
d
ev
elo
p
crit
ica
l
th
in
kin
g
.
B
ec
a
u
s
e
fo
r
s
tu
d
en
ts
,
in
tern
a
tio
n
a
l
min
d
e
d
n
ess
is
a
p
a
r
t
o
f
a
ll
t
h
e
co
u
r
s
es.
A
n
d
fo
r
me,
in
tern
a
tio
n
a
l
min
d
ed
n
ess
is
s
ee
in
g
t
h
in
g
s
in
d
iffer
en
t
p
ers
p
ec
tives,
b
u
t
a
ls
o
tr
yin
g
t
o
lea
r
n
emp
a
t
h
y
fo
r
o
th
ers
.
A
n
d
I
th
i
n
k
th
a
t
th
a
t's
a
ke
y
p
a
r
t
o
f
th
e
I
N
S
co
u
r
s
e.
I
n
th
e
I
N
S
cla
s
s
es
in
p
a
r
ticu
la
r
,
b
u
t
in
I
B
cla
s
s
es in
g
en
era
l.
”
(
T
5
)
T
h
e
im
p
lem
en
tatio
n
o
f
I
M
is
ac
tu
ally
ad
o
p
ted
to
r
ea
ch
th
e
1
0
p
r
in
ci
p
les
in
th
e
lear
n
in
g
p
r
o
f
ile
as
s
tated
in
th
e
I
B
cu
r
r
icu
lu
m
.
T
h
er
e
a
r
e
1
0
p
r
i
n
cip
les
in
th
e
lis
t
o
f
lear
n
e
r
p
r
o
f
iles
s
u
ch
as
in
q
u
ir
er
s
,
k
n
o
wled
g
ea
b
le,
th
in
k
er
s
,
o
p
en
-
m
in
d
e
d
,
ca
r
in
g
,
r
is
k
-
ta
k
e
r
s
,
b
alan
ce
d
,
c
o
m
m
u
n
icato
r
s
,
p
r
in
cip
led
,
a
n
d
r
ef
lec
tiv
e
[
3
9
]
.
Acc
o
r
d
i
n
g
to
T
1
'
s
teac
h
in
g
ex
p
er
ien
ce
,
s
h
e
ty
p
ically
em
p
lo
y
ed
a
r
a
n
g
e
o
f
m
ater
ials
an
d
co
n
n
ec
ted
th
em
to
th
e
L
ea
r
n
e
r
Pro
f
ile
b
y
h
i
g
h
lig
h
tin
g
r
ele
v
an
t
asp
ec
ts
.
Sh
e
also
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
r
e
f
lectio
n
f
o
r
s
tu
d
e
n
ts
an
d
cr
ea
tin
g
o
p
en
-
m
in
d
e
d
e
n
v
ir
o
n
m
en
ts
th
at
in
v
o
lv
e
all
s
tu
d
en
t
s
,
as
h
ig
h
lig
h
ted
in
th
e
f
o
llo
win
g
q
u
o
tatio
n
.
“
I
th
in
k
in
tern
a
tio
n
a
l
min
d
e
d
n
ess
,
a
g
a
in
,
th
r
o
u
g
h
th
e
ch
o
i
ce
o
f
ma
teri
a
ls
,
t
r
ies
to
g
ive
th
em
a
va
r
iety.
Th
e
lea
r
n
er
p
r
o
file,
p
o
in
tin
g
o
u
t
w
h
a
t
a
n
d
w
h
en
th
e
ma
teri
a
ls
r
ela
te
to
th
em,
b
u
t
a
ls
o
h
a
vin
g
th
e
s
tu
d
en
ts
r
eflec
t
o
n
w
h
eth
er
th
ey
a
r
e
b
ein
g
o
p
en
min
d
ed
o
r
th
o
u
g
h
t
th
in
ke
r
s
o
r
th
in
g
s
like
th
a
t.
I
th
in
k
th
ese
th
in
g
s
a
r
e
d
iffi
cu
lt
to
h
a
ve
a
n
a
ctivity
fo
r
,
b
u
t
a
s
yo
u
s
tu
d
y
a
n
d
w
o
r
k,
yo
u
b
r
in
g
th
em
u
p
a
litt
le
b
it e
ve
r
y
n
o
w
a
n
d
th
en
a
n
d
t
h
ey
s
ta
r
t to
u
n
d
ers
ta
n
d
.
”
(
T
1
)
I
n
o
r
d
er
to
f
o
s
ter
a
s
en
s
e
o
f
u
n
ity
in
th
e
class
r
o
o
m
an
d
ca
p
i
talize
o
n
th
e
d
iv
er
s
ity
o
f
cu
ltu
r
es
p
r
esen
t
am
o
n
g
s
tu
d
en
ts
,
T
2
h
as
im
p
le
m
en
ted
lear
n
i
n
g
s
tr
ateg
ies
th
a
t
in
v
o
lv
e
c
o
llab
o
r
atio
n
am
o
n
g
all
s
tu
d
en
ts
.
T
h
is
ap
p
r
o
ac
h
h
as
b
ee
n
p
ar
ticu
lar
l
y
ef
f
ec
tiv
e
in
in
ter
n
atio
n
al
s
ch
o
o
ls
,
wh
er
e
s
tu
d
en
ts
co
m
e
f
r
o
m
a
v
a
r
iety
o
f
b
ac
k
g
r
o
u
n
d
s
.
B
y
en
co
u
r
a
g
in
g
g
r
o
u
p
wo
r
k
a
n
d
in
co
r
p
o
r
atin
g
f
u
n
,
i
n
ter
ac
tiv
e
g
am
es
in
to
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
T
2
aim
ed
to
h
ar
n
ess
th
e
p
o
wer
o
f
d
iv
er
s
ity
i
n
th
e
class
r
o
o
m
an
d
cr
ea
te
a
m
o
r
e
in
cl
u
s
iv
e
an
d
en
g
a
g
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t a
s
d
escr
ib
ed
.
“
L
ike,
s
p
o
r
ts
,
th
ey
g
o
to
g
eth
e
r
,
th
ey
w
o
r
k
to
g
et
h
er,
th
ey
p
l
a
y
to
g
et
h
er,
w
ith
o
u
t,
like,
n
a
tio
n
a
lity
o
r
th
is
a
n
d
th
a
t,
s
o
,
t
h
e
s
p
o
r
ts
tea
m
h
a
s
a
ll,
w
h
o
ev
er
w
a
n
ts
to
p
la
y,
th
ey
p
la
y
to
g
et
h
er,
…d
is
cu
s
s
to
g
eth
er,
p
l
a
n
,
s
o
,
th
ere's
mo
r
e
d
ea
lin
g
w
ith
th
e
en
viro
n
m
en
ta
l
is
s
u
es,
a
n
d
th
ere
a
r
e,
li
ke
,
th
e
Wo
r
ld
S
ch
o
la
r
s
C
u
p
,
MUN
,
a
ll
th
o
s
e
typ
es
o
f
clu
b
s
,
a
n
d
a
ll
th
o
s
e
th
in
g
s
,
w
h
ere
th
ey
d
o
d
is
cu
s
s
io
n
s
o
n
d
iffer
en
t
cu
ltu
r
es,
d
iffer
en
t
cu
r
r
en
t
ev
en
ts
,
g
lo
b
a
l
is
s
u
es,
th
a
t
w
a
y,
ye
a
h
,
like,
w
h
en
yo
u
d
is
cu
s
s
in
th
e,
like,
fo
r
ex
a
mp
le,
MUN
.
Th
ey
're
ta
lkin
g
a
b
o
u
t
a
p
a
r
ticu
la
r
p
r
o
b
l
em,
a
s
tu
d
en
t's
g
iven
a
ch
a
n
ce
to
r
ep
r
esen
t
a
p
a
r
ticu
la
r
co
u
n
tr
y,
s
o
,
w
h
en
th
e
p
ers
o
n
is
r
ep
r
e
s
e
n
tin
g
a
p
a
r
ticu
la
r
co
u
n
tr
y,
h
e
w
ill
w
o
r
k
o
n
th
a
t
co
u
n
tr
y,
r
esea
r
ch
th
a
t
c
o
u
n
tr
y,
l
o
o
k
a
t
th
e
c
u
ltu
r
e,
la
n
g
u
a
g
es,
p
r
o
b
lems,
th
is
a
n
d
th
a
t,
o
n
th
a
t
co
u
n
tr
y,
s
o
th
a
t
h
e
ca
n
g
et
fa
milia
r
,
a
n
d
,
like,
p
u
t
h
is
views
o
n
th
is
.
”
(
T
2
)
T
h
e
r
o
le
o
f
teac
h
er
s
in
d
is
s
em
in
atin
g
k
n
o
wled
g
e
a
n
d
p
r
o
m
o
tin
g
ac
a
d
em
ic
s
u
cc
ess
was
wid
ely
ac
k
n
o
wled
g
e
d
.
T
h
e
y
p
lay
ed
a
cr
u
cial
p
ar
t
in
p
r
o
v
id
in
g
g
u
id
an
ce
an
d
r
eso
u
r
ce
s
to
s
tu
d
en
ts
wh
o
o
f
ten
r
el
y
h
ea
v
ily
o
n
th
eir
teac
h
er
s
.
I
n
a
d
d
itio
n
to
im
p
ar
tin
g
in
f
o
r
m
ati
o
n
,
teac
h
er
s
ar
e
i
n
s
tr
u
m
en
tal
in
f
o
s
ter
in
g
I
M
b
y
h
elp
in
g
s
tu
d
en
ts
u
n
d
er
s
tan
d
an
d
ap
p
r
ec
iate
cu
ltu
r
al
d
if
f
e
r
en
ce
s
,
th
er
eb
y
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
r
esp
ec
tin
g
th
ese
v
ar
iatio
n
s
.
I
t
was
in
cu
m
b
en
t
u
p
o
n
I
B
teac
h
er
s
n
o
t
o
n
ly
to
ac
q
u
ir
e
k
n
o
wled
g
e
t
h
r
o
u
g
h
lear
n
in
g
ac
tiv
ities
,
b
u
t
also
to
in
cu
lcate
ch
ar
a
cter
v
alu
es
t
h
r
o
u
g
h
u
tili
zin
g
th
e
m
ag
ic
w
o
r
d
s
as
s
u
g
g
ested
b
y
T
4
in
th
e
q
u
o
tatio
n
.
“
Well.
I
t
is
imp
o
r
ta
n
t
to
me,
o
n
e,
a
s
a
tea
ch
er,
b
ec
a
u
s
e
I
r
ea
liz
ed
ju
s
t
h
o
w
p
o
w
erfu
l
my
r
o
le
is
in
th
e
cla
s
s
r
o
o
m
a
n
d
h
o
w
I
h
a
v
e
a
lo
t
o
f
in
flu
e
n
ce
a
s
a
tea
c
h
er.
Yes
,
I
ca
n
tea
c
h
g
r
a
mma
r
,
I
ca
n
tea
ch
n
o
u
n
p
h
r
a
s
es,
I
c
a
n
tea
ch
ve
r
b
p
h
r
a
s
es,
I
ca
n
tea
ch
h
o
w
to
w
r
ite
a
g
o
o
d
ess
a
y.
B
u
t
a
t
th
e
b
o
tto
m
o
f
it
a
ll,
th
e
mo
s
t
imp
o
r
ta
n
t
th
in
g
is
to
ma
ke
a
co
n
n
ec
tio
n
w
ith
w
h
a
teve
r
I
'm
tea
ch
in
g
to
th
e
b
ig
g
er
w
o
r
ld
a
n
d
to
let
my
s
tu
d
en
ts
kn
o
w
th
a
t
w
h
a
teve
r
i
t
is
th
a
t
th
ey
a
r
e
lea
r
n
in
g
,
th
ey
h
a
ve
a
g
r
ea
ter
r
o
le
in
th
e
s
o
ciety
t
o
u
s
e
th
eir
lea
r
n
in
g
to
effec
t
s
o
me
s
o
r
t
o
f
ch
a
n
g
e
in
th
e
s
o
ciety
.
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
Th
e
imp
o
r
ta
n
ce
o
f in
tern
a
tio
n
a
l m
in
d
ed
n
ess
in
p
r
o
mo
tin
g
in
tercu
ltu
r
a
l
… (
Dia
n
a
Tr
is
n
a
w
a
ti
)
2189
Th
a
t
’
s
me
a
s
a
tea
ch
er
b
ec
a
u
s
e
I
w
o
u
ld
fo
cu
s
o
n
a
g
a
in
ve
r
y
b
a
s
ic
th
in
g
s
like
w
h
a
t
a
r
e
th
e
ma
g
ica
l wo
r
d
s
,
yo
u
kn
o
w
,
s
a
y
th
a
n
k
y
o
u
,
s
a
y
p
lea
s
e…
”
(
T
4
)
B
ased
o
n
T
3
’
s
ex
ten
s
iv
e
e
x
p
er
ien
ce
,
in
ter
ac
ti
n
g
with
s
tu
d
en
ts
ca
n
g
r
e
atly
en
h
a
n
ce
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
f
o
s
ter
th
e
d
ev
elo
p
m
en
t
o
f
in
te
r
p
er
s
o
n
al
s
k
ills
.
T
o
th
is
en
d
,
T
3
u
tili
ze
d
a
v
ar
iety
o
f
co
m
m
u
n
icatio
n
ch
an
n
els,
in
clu
d
in
g
em
ail,
as
well
as
d
ir
ec
t
in
ter
ac
tio
n
s
b
o
th
with
in
an
d
b
ey
o
n
d
t
h
e
class
r
o
o
m
.
T
o
g
u
ar
a
n
tee
a
p
o
s
itiv
e
an
d
co
n
s
tr
u
ctiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
T
3
m
u
s
t
alwa
y
s
m
ain
tain
a
r
esp
ec
tf
u
l
an
d
co
u
r
te
o
u
s
m
an
n
er
wh
en
en
g
ag
i
n
g
in
d
ialo
g
u
e,
r
ef
r
ain
in
g
f
r
o
m
an
y
ac
tio
n
s
o
r
lan
g
u
ag
e
th
at
m
ay
p
o
te
n
tially
ca
u
s
e
o
f
f
e
n
s
e
to
co
lleag
u
es o
r
s
tu
d
en
ts
as d
e
s
cr
ib
ed
in
th
is
f
o
llo
win
g
q
u
o
ta
tio
n
.
“
Oka
y
,
u
s
u
a
lly
w
h
e
n
w
e
w
o
r
k
to
g
eth
er
th
ere
a
r
e
s
o
me
p
r
o
j
ec
ts
o
r
s
o
me
ev
en
ts
th
a
t
w
e
h
a
ve
to
co
lla
b
o
r
a
te
o
n
,
s
o
u
s
u
a
lly
w
h
a
t
I
d
o
is
w
h
en
I
h
a
ve
to
c
o
lla
b
o
r
a
te
w
ith
s
o
meo
n
e,
I
ma
k
e
s
u
r
e
I
co
mmu
n
ica
te
w
ith
th
a
t
p
ers
o
n
.
I
co
mmu
n
ic
a
te
o
f
co
u
r
s
e
n
o
t
o
n
ly
b
y
ema
il
b
u
t
a
ls
o
like
ve
r
b
a
lly
–
ma
yb
e
co
me
to
t
h
eir
w
o
r
kp
la
ce
to
d
is
cu
s
s
th
e
p
l
a
n
a
n
d
o
f
co
u
r
s
e
I
h
a
ve
to
b
e
a
b
le
t
o
lis
ten
ca
r
efu
lly
a
n
d
a
ls
o
tr
y
to
fir
s
t
p
u
t,
like,
a
p
o
s
itive
min
d
s
et
w
h
en
w
e'
r
e
w
o
r
kin
g
to
g
eth
er
b
ec
a
u
s
e
s
o
metime
s
th
ere
a
r
e
s
o
me
tea
ch
ers
w
h
o
h
a
v
e
a
n
e
g
a
tive
p
e
r
ce
p
tio
n
w
ith
o
th
ers
th
a
t
w
ill
a
ffect
th
e
co
mmu
n
ica
tio
n
.
”
(
T
3
)
3
.
1
.
3
.
F
a
ct
o
rs
influencing
de
v
elo
pm
ent
o
f
inte
rna
t
io
na
l
m
ind
ednes
s
T
h
e
r
esear
ch
co
n
d
u
cted
in
t
h
is
s
tu
d
y
d
em
o
n
s
tr
ated
t
h
at
a
v
a
r
iety
o
f
elem
en
ts
ca
n
af
f
ec
t
p
a
r
ticip
an
ts
'
d
ev
elo
p
m
e
n
t
o
f
I
M.
Asi
d
e
f
r
o
m
a
s
tu
d
en
t'
s
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
a
n
d
th
e
i
n
f
lu
en
ce
o
f
th
ei
r
f
am
ily
in
p
r
o
v
id
i
n
g
ex
am
p
les
f
o
r
ad
ju
s
tin
g
to
m
u
l
ticu
ltu
r
al
s
ettin
g
s
,
th
eir
in
d
iv
id
u
al
ch
ar
ac
ter
is
tics
also
s
ig
n
if
ican
tly
im
p
ac
t
th
e
d
ev
elo
p
m
e
n
t o
f
I
M.
T
h
e
d
ata
an
aly
s
is
r
ev
ea
led
th
at
th
er
e
ar
e
f
iv
e
ac
tio
n
ab
le
s
tep
s
th
at
p
ar
ticip
an
ts
ca
n
tak
e
to
im
p
r
o
v
e
th
eir
I
M,
b
eg
i
n
n
in
g
with
th
eir
p
er
s
o
n
al
attr
ib
u
tes.
T
h
e
f
iv
e
ess
en
tial
p
er
s
o
n
al
tr
a
its
f
o
r
f
o
s
ter
in
g
I
M
ar
e
d
ep
icted
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
T
h
e
p
er
s
o
n
ality
tr
aits
in
d
ev
elo
p
in
g
IM
a
.
Apprec
ia
t
ing
o
wn c
ultura
l belief
s
T
h
is
r
esear
ch
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
r
ec
o
g
n
izin
g
a
n
d
ap
p
r
ec
iatin
g
o
n
e'
s
o
wn
cu
ltu
r
al
b
elief
s
as
a
cr
u
cial
p
r
er
eq
u
is
ite
f
o
r
in
d
iv
id
u
als
to
f
am
iliar
ize
th
em
s
elv
es
with
o
th
er
cu
ltu
r
es.
I
t
is
ev
id
en
t
th
at
in
d
iv
id
u
als
ten
d
to
i
n
itially
d
r
aw
u
p
o
n
th
e
cu
ltu
r
al
v
alu
es
o
f
th
eir
o
w
n
u
p
b
r
in
g
in
g
b
ef
o
r
e
t
h
ey
ca
n
ef
f
ec
tiv
el
y
em
b
r
ac
e
a
n
d
u
n
d
er
s
tan
d
t
h
e
cu
s
to
m
s
o
f
o
th
er
s
o
cieties.
T
2
,
f
o
r
i
n
s
tan
ce
,
h
o
ld
s
a
d
ee
p
ad
m
ir
atio
n
f
o
r
h
is
I
n
d
ian
cu
ltu
r
al
h
e
r
itag
e.
His
f
am
ily
,
wh
o
is
o
f
m
o
d
est
m
ea
n
s
,
h
as
co
n
s
is
ten
tly
ad
h
er
ed
to
th
e
teac
h
in
g
s
o
f
th
eir
an
ce
s
to
r
s
,
d
e
m
o
n
s
tr
atin
g
o
b
e
d
ien
ce
a
n
d
o
b
s
er
v
in
g
r
e
lig
io
u
s
h
o
lid
ay
s
.
T
2
e
n
d
ea
v
o
r
s
to
in
s
till
cu
ltu
r
al
v
alu
es in
h
is
ch
ild
r
en
th
r
o
u
g
h
d
aily
r
o
u
tin
es a
n
d
p
r
ac
tices.
“
So
,
fo
r
u
s
,
a
t
h
o
me,
w
e
ce
leb
r
a
te
a
ll
th
e
th
in
g
s
h
ere,
s
o
,
lik
e
my
w
ife
w
a
s
fa
s
tin
g
ye
s
terd
a
y,
it
is
like,
th
e
cu
ltu
r
e,
r
ig
h
t,
fo
r
th
e,
it
s
h
o
u
ld
b
e
fo
r
th
e
kid
s
,
s
o
meth
in
g
,
s
o
,
s
h
e
h
a
d
a
fa
s
t,
my
kid
s
,
th
a
t
a
ll
th
e
fa
s
t
fo
r
th
is
,
w
e
d
o
th
is
th
in
g
in
I
n
d
ia
,
tell
th
e
s
to
r
y,
it
is
a
b
a
ck
g
r
o
u
n
d
,
th
e
o
th
er
d
a
y,
ye
a
h
,
w
e
h
a
d
Diw
a
li…to
ce
le
b
r
a
te
th
is
o
n
e,
w
e
d
ec
o
r
a
te
o
u
r
h
o
u
s
es,
a
n
d
a
ll
th
ese
th
in
g
s
,
clea
n
th
is
a
n
d
th
a
t,
s
o
,
ev
eryth
in
g
.
”
(
T
2
)
P
er
s
o
na
lity
t
ra
it
s
Ap
p
recia
t
in
g
o
wn belief
s
T
ra
v
eling
F
ind
ing
inte
re
s
t
ing
s
t
uff
s
Rea
din
g
l
it
er
a
t
ures
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
:
2
1
8
3
-
2
1
9
6
2190
I
n
ad
d
itio
n
,
T
4
e
x
p
r
ess
ed
a
s
tr
o
n
g
s
en
s
e
o
f
p
r
id
e
in
h
er
Ken
y
an
cu
ltu
r
e.
Sh
e
s
tated
th
at
t
h
e
Ken
y
a
n
p
eo
p
le
co
n
s
is
ten
tly
d
em
o
n
s
tr
a
te
a
f
r
ien
d
ly
d
em
ea
n
o
r
to
war
d
s
all
in
d
iv
id
u
als,
wh
ich
co
n
tr
ib
u
tes
to
h
er
s
en
s
e
o
f
ea
s
e
with
in
t
h
e
co
m
m
u
n
it
y
.
Fu
r
th
e
r
m
o
r
e
,
Ken
y
a
b
o
asts
u
n
iq
u
e
an
d
ca
p
tiv
atin
g
ele
m
en
ts
th
at,
in
h
er
o
p
in
io
n
,
ar
e
ex
clu
s
iv
e
to
th
e
co
u
n
tr
y
.
On
e
s
u
ch
ex
am
p
le
is
th
e
m
atatu
,
a
lo
ca
l
tr
an
s
p
o
r
tatio
n
o
p
tio
n
th
at
co
n
s
is
ts
o
f
a
s
m
all
b
u
s
.
Ho
wev
er
,
wh
at
d
is
tin
g
u
is
h
es
it
f
r
o
m
o
th
er
f
o
r
m
s
o
f
tr
an
s
p
o
r
tatio
n
is
th
at
th
e
v
eh
icle
alwa
y
s
f
ea
tu
r
es lo
u
d
m
u
s
ic,
wh
ich
aim
s
to
en
ter
tain
p
ass
en
g
er
s
d
u
r
in
g
th
eir
jo
u
r
n
ey
.
“
Oka
y,
s
o
w
e
h
a
ve
a
ve
r
y
u
n
iq
u
e
cu
ltu
r
e
i
n
K
en
ya
,
s
o
meth
in
g
th
a
t
I
d
o
n
't
th
in
k
y
o
u
fin
d
a
n
ywh
ere
else,
s
u
ch
th
a
t
if
yo
u
're
n
o
t
a
K
en
ya
n
,
yo
u
r
ea
lly
d
o
n
't
u
n
d
ers
ta
n
d
th
is
.
A
n
d
th
i
s
is
th
e,
I
ca
ll
it
th
e
ma
ta
tu
cu
ltu
r
e.
M
a
ta
tu
is
a
w
o
r
d
in
S
w
a
h
ili,
w
h
ich
is
a
n
a
tio
n
a
l
la
n
g
u
a
g
e
in
K
en
ya
.
I
t
mea
n
s
p
u
b
lic
tr
a
n
s
p
o
r
t.
B
u
t
th
is
p
u
b
lic
tr
a
n
s
p
o
r
t
is
ju
s
t
n
o
t
yo
u
r
n
o
r
ma
l
p
u
b
lic
tr
a
n
s
p
o
r
t.
We
ca
ll
it
mo
vin
g
d
is
co
th
eq
u
es
b
ec
a
u
s
e
th
e
b
u
s
s
es
p
la
y
lo
u
d
mu
s
ic.
I
t
is
like
yo
u
h
a
ve
th
is
d
a
n
cin
g
p
la
ce
in
s
id
e
a
mo
vin
g
ve
h
icle
,
a
n
d
t
h
a
t
is
s
o
meth
in
g
yo
u
w
ill
n
o
t
fin
d
a
n
ywh
ere
else.
S
o
th
a
t
is
s
o
meth
in
g
th
a
t
I
fin
d
u
n
iq
u
e
a
b
o
u
t
K
en
y
a
.
We
fin
d
it
s
o
n
o
r
ma
l,
b
u
t
I
d
o
n
't
th
in
k
a
n
yb
o
d
y
else
fin
d
s
it
n
o
r
ma
l.
S
o
th
a
t's,
a
g
a
in
,
fo
r
me,
th
a
t's
a
n
in
d
ica
tio
n
o
f
o
u
r
cu
ltu
r
e,
th
e
K
en
ya
n
cu
ltu
r
e.
N
o
w
th
e
o
th
er
th
in
g
th
a
t c
o
mes to
min
d
w
h
en
I
th
in
k
a
b
o
u
t c
u
ltu
r
e
is
w
a
r
mth
.
K
en
ya
n
s
a
r
e
w
a
r
m
p
eo
p
le.
We
’
r
e
ve
r
y
w
a
r
m
p
eo
p
le.
”
(
T
4
)
I
n
co
n
tr
ast,
T
5
ac
k
n
o
wled
g
es
th
at
th
e
Un
ited
States
h
as
a
p
en
ch
an
t
f
o
r
th
in
g
s
th
at
d
o
n
o
t
in
v
o
lv
e
wea
r
in
g
u
n
if
o
r
m
s
.
T
h
e
d
o
n
n
in
g
o
f
s
ch
o
o
l
u
n
if
o
r
m
s
is
n
o
t
a
co
n
v
en
tio
n
al
p
r
ac
tice
in
Am
er
ica,
h
en
ce
s
tu
d
en
ts
in
th
e
US
ar
e
n
o
t
r
eq
u
ir
e
d
to
wea
r
th
em
.
Nev
er
th
eless
,
T
5
r
ec
o
g
n
izes
th
e
im
p
o
r
tan
c
e
o
f
u
n
if
o
r
m
s
wh
e
n
in
s
tr
u
ctin
g
at
lo
ca
tio
n
s
o
u
ts
id
e
o
f
Am
e
r
ica,
s
u
ch
as
s
ch
o
o
l
2
.
T
h
e
r
ef
o
r
e
,
it
is
ess
en
tial
f
o
r
T
5
t
o
p
o
s
s
ess
th
e
ab
ilit
y
to
em
b
r
ac
e
d
iv
er
s
ity
an
d
ad
h
er
e
to
th
e
p
r
ev
ailin
g
r
eg
u
latio
n
s
at
s
ch
o
o
l 2
.
“
I
w
o
u
ld
s
a
y
a
ls
o
,
fo
r
ex
a
mp
l
e,
in
A
merica
it
is
ve
r
y
co
mm
o
n
n
o
t
to
w
ea
r
a
u
n
ifo
r
m
a
n
d
th
a
t's
a
p
a
r
t
o
f
o
u
r
cu
ltu
r
e.
A
n
d
s
o
,
w
h
en
I
w
o
r
k
w
ith
o
th
er
tea
ch
er
s
in
a
d
iffer
en
t
in
tern
a
tio
n
a
l
co
n
text,
th
e
u
n
ifo
r
m
is
ve
r
y
imp
o
r
ta
n
t to
th
em.
B
u
t
I
r
ea
liz
e
th
a
t's a
c
u
ltu
r
a
l d
iffer
en
ce
.
”
(
T
5
)
b
.
T
ra
v
eling
T
r
av
elin
g
e
n
ab
les
in
d
iv
i
d
u
als
to
b
ec
o
m
e
ac
q
u
ain
ted
with
n
ew
s
u
r
r
o
u
n
d
in
g
s
,
p
ar
ticu
lar
ly
th
o
s
e
th
at
p
o
s
s
ess
a
d
is
tin
ct
cu
ltu
r
e
f
r
o
m
th
eir
o
wn
.
Fre
q
u
en
t
tr
av
ele
r
s
g
ain
a
wea
lth
o
f
f
r
esh
k
n
o
wled
g
e,
f
o
s
ter
in
g
an
ap
p
r
ec
iatio
n
f
o
r
d
iv
e
r
s
ity
an
d
p
r
o
m
o
tin
g
f
u
r
th
er
lear
n
in
g
.
T
r
a
v
elin
g
n
u
r
tu
r
es
o
p
e
n
-
m
in
d
ed
n
ess
am
o
n
g
in
d
iv
id
u
als.
T
5
'
s
ex
p
er
ien
ce
s
d
em
o
n
s
tr
ate
a
s
tr
o
n
g
d
esire
t
o
ex
p
lo
r
e
th
e
cu
ltu
r
al
p
r
ac
tic
es
an
d
ac
tiv
ities
o
f
o
th
er
s
.
Alth
o
u
g
h
T
5
m
ay
n
o
t c
o
n
s
id
er
th
ese
th
in
g
s
to
b
e
en
tir
ely
r
ea
l,
T
5
s
ee
k
s
to
ac
q
u
ir
e
k
n
o
wled
g
e
o
r
n
o
v
el
in
s
ig
h
ts
th
at
ca
n
b
e
u
tili
ze
d
as
v
alu
ab
le
ass
ets.
T
5
ty
p
ical
ly
ac
q
u
ir
es
th
ese
ac
tiv
ities
b
y
v
is
itin
g
en
jo
y
ab
le
d
esti
n
atio
n
s
.
“
I
w
o
n
d
er w
h
y
th
ey
d
o
th
in
g
s
in
th
a
t wa
y.
I
t is
n
o
t th
a
t m
y
w
a
y
is
r
ig
h
t,
b
u
t wh
a
t c
a
n
I
le
a
r
n
fr
o
m
th
e
w
a
y
p
eo
p
le
d
o
th
in
g
s
?
S
o
,
I
th
in
k
tr
yin
g
to
fr
a
me
th
in
g
s
in
th
a
t
w
a
y
a
n
d
b
ein
g
ex
cited
to
lea
r
n
a
b
o
u
t o
th
er c
u
ltu
r
es is
th
r
o
u
g
h
tr
a
ve
l.
I
th
in
k
th
e
mo
r
e
p
eo
p
le
tr
a
ve
l…
”
(
T
5
)
T
2
'
s
ex
p
er
ien
ce
u
n
d
er
s
co
r
es
th
e
f
ac
t
th
at
tr
av
elin
g
to
a
n
ew
lo
ca
tio
n
an
d
ad
ap
tin
g
to
u
n
f
am
iliar
s
u
r
r
o
u
n
d
in
g
s
is
a
d
a
u
n
tin
g
ta
s
k
th
at
r
e
q
u
ir
es
ac
q
u
ir
in
g
n
e
ce
s
s
ar
y
s
k
ills
.
Prio
r
to
jo
in
in
g
s
ch
o
o
l
1
,
T
2
h
a
d
tau
g
h
t
at
a
s
ch
o
o
l
in
a
r
u
r
al
a
r
ea
o
f
I
n
d
ia.
T
2
f
o
u
n
d
th
e
cir
cu
m
s
tan
ce
s
an
d
en
v
ir
o
n
m
en
t
at
th
e
s
ch
o
o
l
t
o
b
e
ex
tr
em
ely
d
u
ll,
lead
in
g
h
im
to
s
ee
k
a
n
ew
o
p
p
o
r
tu
n
ity
b
y
r
el
o
ca
tin
g
to
a
m
o
r
e
f
a
v
o
r
ab
le
lo
ca
tio
n
.
Ultim
ately
,
T
2
r
ec
eiv
ed
an
in
v
itatio
n
f
r
o
m
a
f
r
ien
d
to
m
o
v
e
to
I
n
d
o
n
esia a
n
d
wo
r
k
as a
teac
h
er
at
s
ch
o
o
l 1
.
“
I
’
d
d
o
n
e
my
s
ch
o
o
lin
g
in
a
s
ma
ll
to
w
n
in
I
n
d
ia
.
A
n
d
,
lik
e,
th
e
life
w
a
s
a
litt
le
b
o
r
in
g
th
ere,
b
ec
a
u
s
e,
y
o
u
k
n
o
w
,
a
s
ma
ll
h
ill
to
w
n
in
th
e
s
ea
s
o
n
a
l
time,
th
a
t's
s
u
mme
r
time,
a
l
o
t
o
f
to
u
r
is
ts
ca
me,
b
u
t
in
th
e
w
in
ter,
it
is
ve
r
y
co
ld
,
n
o
b
o
d
y'
s
th
ere,
s
ch
o
o
ls
a
r
e
clo
s
ed
,
yo
u
h
a
ve
h
o
lid
a
ys.
I
w
a
s
a
litt
le
b
o
r
ed
w
ith
th
a
t
life.
S
o
,
I
w
a
n
ted
to
mo
ve
o
u
t
o
f m
y
city.
S
o
,
I
p
la
n
n
ed
to
d
o
s
o
me
b
ig
cities
like
ma
yb
e
Delh
i,
Mu
mb
a
i,
o
r
s
o
me
o
th
er
w
a
y.
A
n
d
th
en
o
n
e
o
f
my
fr
ien
d
s
s
a
id
h
e
j
u
s
t
h
a
d
ju
s
t
co
me
to
Ja
ka
r
ta
like
a
ye
a
r
b
efo
r
e
me.
S
o
,
h
e
to
ld
me,
w
h
y
d
o
n
't
yo
u
jo
in
,
like,
g
o
to
Ja
ka
r
ta
?
S
o
,
I
s
a
id
,
I
w
a
s
th
in
kin
g
like,
o
ka
y,
a
n
ywa
ys,
b
ec
a
u
s
e
I
'm
mo
vin
g
to
Delh
i
o
r
M
u
mb
a
i,
it is
th
e
s
a
me
a
s
to
Ja
ka
r
ta
,
b
ec
a
u
s
e
fo
r
me,
it is
a
,
I
mea
n
,
a
n
ew s
itu
a
tio
n
,
n
ew s
u
r
r
o
u
n
d
in
g
a
n
d
ev
eryth
in
g
,
r
ig
h
t?
A
n
d
w
h
a
t's
th
e
h
a
r
m
in
tr
yin
g
o
ve
r
s
ea
s
?
A
n
d
let
’
s
s
ee
,
like,
if
I
s
u
cc
e
ed
,
it
is
fin
e.
I
f n
o
t,
t
h
en
I
co
u
ld
co
me
b
a
ck
.
”
(
T
2
)
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
Th
e
imp
o
r
ta
n
ce
o
f in
tern
a
tio
n
a
l m
in
d
ed
n
ess
in
p
r
o
mo
tin
g
in
tercu
ltu
r
a
l
… (
Dia
n
a
Tr
is
n
a
w
a
ti
)
2191
I
n
ter
ac
tin
g
with
p
e
o
p
le
in
a
n
ew
s
ettin
g
ca
n
b
e
ch
allen
g
i
n
g
f
o
r
in
d
iv
i
d
u
als
to
q
u
ic
k
ly
ad
ap
t.
T
3
en
co
u
n
ter
e
d
th
is
d
i
f
f
icu
lty
w
h
en
s
h
e
ac
co
m
p
an
ied
h
er
p
ar
e
n
ts
to
liv
e
in
Au
s
tr
alia
f
o
r
a
we
ek
.
T
h
is
ex
p
er
ien
ce
m
o
tiv
ated
h
e
r
to
ac
q
u
ir
e
n
e
w
k
n
o
wled
g
e
,
s
u
ch
as
s
ee
k
i
n
g
in
f
o
r
m
atio
n
f
r
o
m
lo
ca
l
r
e
s
id
en
ts
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
tr
an
s
p
o
r
tatio
n
an
d
d
ir
ec
tio
n
s
.
As
a
r
esu
lt,
tr
av
elin
g
to
f
o
r
eig
n
co
u
n
t
r
ies
h
as
en
h
an
ce
d
T
3
'
s
s
elf
-
ass
u
r
an
ce
an
d
f
o
s
ter
ed
in
t
er
cu
ltu
r
al
s
en
s
itiv
ity
an
d
a
p
p
r
ec
iatio
n
f
o
r
d
if
f
er
e
n
t c
u
ltu
r
es.
“
I
w
en
t
to
A
u
s
tr
a
lia
w
ith
my
p
a
r
en
ts
fo
r
like
a
w
ee
k.
A
n
d
th
e
n
I
h
a
d
like
o
n
e
d
a
y
w
h
ere
I
d
ec
id
ed
to
g
o
a
r
o
u
n
d
o
n
my
o
w
n
.
I
m
et
n
ew
p
eo
p
le.
I
a
s
ke
d
fo
r
d
ir
ec
tio
n
s
.
I
a
s
ke
d
w
h
ere
I
co
u
ld
g
o
if
I
w
a
n
ted
to
g
et
th
is
a
n
d
th
a
t.
S
o
,
I
th
in
k
th
a
t's
th
e
fir
s
t
ex
p
erien
ce
.
I
w
a
s
in
a
n
en
viro
n
me
n
t
w
ith
va
r
io
u
s
cu
ltu
r
es.
I
g
o
t
to
k
n
o
w
tw
o
n
ew
p
eo
p
le,
w
h
o
w
ere
to
ta
lly
s
tr
a
n
g
ers
.
A
n
d
th
en
th
ey
g
a
ve
me
in
fo
r
ma
tio
n
o
f wh
a
t b
u
s
I
s
h
o
u
ld
t
a
ke
.
A
n
d
ye
a
h
,
th
in
g
s
li
ke
th
a
t.
”
(
T
3
)
c
.
Rea
din
g
lite
ra
t
ure
T
5
s
u
g
g
ests
th
at
r
ea
d
in
g
liter
a
tu
r
e
ca
n
b
e
a
v
alu
ab
le
m
ea
n
s
o
f
g
ai
n
in
g
in
s
ig
h
t
in
t
o
d
i
f
f
er
e
n
t
cu
ltu
r
es,
ev
en
b
e
y
o
n
d
th
e
o
p
p
o
r
tu
n
ity
f
o
r
tr
av
el.
T
h
e
av
ailab
ilit
y
o
f
n
u
m
er
o
u
s
liter
ar
y
wo
r
k
s
h
as
p
r
o
v
id
ed
a
wea
lth
o
f
in
f
o
r
m
atio
n
o
n
c
u
ltu
r
al
p
r
ac
ti
ce
s
,
ca
p
tiv
atin
g
tr
av
el
d
esti
n
a
tio
n
s
,
ar
t,
an
d
u
n
iq
u
e
asp
ec
ts
o
f
c
o
m
m
u
n
ities
o
r
n
atio
n
s
.
T
h
er
e
f
o
r
e,
r
ea
d
in
g
b
o
o
k
s
s
er
v
es a
s
an
ac
ce
s
s
ib
le
an
d
co
s
t
-
ef
f
ec
tiv
e
alter
n
ativ
e
to
p
h
y
s
ical
tr
av
el.
“
I
h
a
te
to
s
a
y
th
is
,
b
u
t
ve
r
y
t
ea
ch
ery,
I
th
in
k
th
r
o
u
g
h
b
o
o
k
s
,
I
th
in
k
th
e
mo
r
e
p
eo
p
le
r
e
a
d
,
th
e
mo
r
e
p
ers
p
ec
tives
th
ey
g
et,
t
h
e
mo
r
e
p
o
i
n
ts
o
f
view
yo
u
c
a
n
g
et
fr
o
m
r
ea
d
in
g
b
o
o
ks.
I
mea
n
,
films
,
o
f
co
u
r
s
e,
b
u
t
I
th
i
n
k
r
ea
d
in
g
is
ju
s
t
s
o
fa
n
ta
s
tic
fo
r
r
ea
lly
o
p
en
in
g
u
p
p
e
o
p
le'
s
min
d
s
w
h
en
th
ey
ca
n
't
tr
a
ve
l.
”
(
T
5
)
As
a
t
ea
c
h
e
r
o
f
E
n
g
lis
h
,
T
1
h
as
f
o
u
n
d
th
at
r
ea
d
i
n
g
w
o
r
k
s
t
h
at
el
u
ci
d
ate
t
h
e
cu
lt
u
r
al
p
l
u
r
ali
ty
t
h
at
ex
is
ts
i
n
t
h
e
w
o
r
ld
c
a
n
en
h
an
c
e
o
n
e'
s
u
n
d
er
s
t
a
n
d
in
g
o
f
c
u
lt
u
r
al
v
al
u
es,
p
a
r
tic
u
l
a
r
l
y
t
h
o
s
e
p
er
t
ai
n
i
n
g
t
o
s
o
ci
et
y
an
d
h
u
m
a
n
it
y
.
T
o
f
ac
i
lit
ate
th
is
u
n
d
er
s
ta
n
d
i
n
g
,
T
1
f
r
e
q
u
en
t
ly
i
n
co
r
p
o
r
ates
t
h
es
e
b
o
o
k
s
as
i
n
s
t
r
u
cti
o
n
al
r
es
o
u
r
ce
s
i
n
t
h
e
c
lass
r
o
o
m
wi
th
t
h
e
aim
o
f
f
am
i
lia
r
i
zi
n
g
s
t
u
d
e
n
ts
wi
th
t
h
e
p
r
o
ce
s
s
o
f
ac
q
u
ir
in
g
k
n
o
w
le
d
g
e
ab
o
u
t
i
n
d
i
v
i
d
u
als
f
r
o
m
d
iv
e
r
s
e
c
u
lt
u
r
a
l
b
ac
k
g
r
o
u
n
d
s
.
F
u
r
t
h
er
m
o
r
e,
T
1
r
ec
o
m
m
e
n
d
s
t
h
at
in
d
i
v
i
d
u
als
wh
o
a
r
e
u
n
a
b
le
t
o
tr
a
v
el
c
o
n
s
i
d
e
r
r
ea
d
i
n
g
ab
o
u
t
c
u
lt
u
r
al
d
i
f
f
er
e
n
ce
s
a
s
a
n
alt
er
n
ati
v
e
m
ea
n
s
o
f
g
ai
n
i
n
g
t
h
is
k
n
o
w
le
d
g
e
.
“
B
u
t
a
ls
o
I
th
in
k
r
ea
d
in
g
,
a
s
a
n
E
n
g
lis
h
tea
ch
er,
o
f
co
u
r
s
e
I
s
a
y,
b
u
t
r
ea
d
in
g
b
o
o
ks
w
r
it
ten
b
y
p
eo
p
le
fr
o
m
d
iffer
en
t
cu
ltu
r
es
a
n
d
lea
r
n
in
g
fr
o
m
th
em
w
ill
a
lw
a
ys
b
e
a
g
o
o
d
w
a
y
fo
r
me
to
g
a
in
mo
r
e
mu
lticu
ltu
r
a
l
u
n
d
ers
ta
n
d
in
g
.
I
f
I
ca
n
't
mee
t
p
eo
p
le
fr
o
m
o
th
er
p
la
ce
s
o
r
t
r
a
ve
l
to
o
th
er
p
la
ce
s
,
th
en
r
ea
d
i
n
g
b
o
o
ks fr
o
m
th
o
s
e
p
ers
p
ec
tives is
a
ve
r
y
g
o
o
d
w
a
y.
”
(
T
1
)
I
n
ad
d
itio
n
to
s
tu
d
y
in
g
cu
lt
u
r
al
d
if
f
er
e
n
ce
s
,
T
4
s
tr
ess
es
th
e
s
ig
n
if
ican
ce
o
f
lin
k
in
g
class
r
o
o
m
lear
n
in
g
to
g
lo
b
al
is
s
u
es.
A
s
an
E
n
g
lis
h
teac
h
er
,
h
e
co
n
s
is
t
en
tly
in
teg
r
ates
g
lo
b
al
to
p
ics
in
to
h
is
less
o
n
s
.
T
4
co
n
n
ec
ts
v
ar
i
o
u
s
asp
ec
ts
o
f
th
e
g
lo
b
al
c
o
n
tex
t,
i
n
clu
d
in
g
p
e
r
s
o
n
al
an
d
cu
ltu
r
al
e
x
p
r
ess
io
n
,
g
lo
b
aliza
tio
n
an
d
s
u
s
tain
ab
ilit
y
,
s
cien
tific
an
d
tech
n
o
lo
g
ical
ad
v
an
ce
m
en
ts
,
as we
ll a
s
f
air
n
ess
an
d
d
ev
elo
p
m
en
t.
“
A
ll
o
u
r
less
o
n
s
a
r
e
d
esig
n
e
d
a
lo
n
g
th
ese
g
lo
b
a
l
co
n
texts
a
n
d
th
ere
a
r
e
s
ix
g
lo
b
a
l
co
n
texts
…
th
ey
r
ea
d
ve
r
y
clea
r
ly,
fo
cu
s
in
g
o
n
g
lo
b
a
l
is
s
u
es.
Th
e
fir
s
t
o
n
e
is
p
ers
o
n
a
l
a
n
d
cu
ltu
r
a
l
ex
p
r
ess
io
n
.
Th
e
s
ec
o
n
d
o
n
e
is
,
I
'v
e
fo
r
g
o
tten
th
e
s
ec
o
n
d
o
n
e,
b
u
t
I
k
n
o
w
th
e
th
ir
d
o
n
e
is
g
lo
b
a
liz
a
tio
n
a
n
d
s
u
s
ta
in
a
b
ili
ty
a
n
d
th
en
w
e
h
a
ve
s
cien
tifi
c
a
n
d
tech
n
ica
l
in
n
o
va
tio
n
s
a
n
d
th
en
w
e
h
a
ve
fa
ir
n
ess
a
n
d
d
ev
elo
p
men
t.
I
f
yo
u
r
ea
lly
th
in
k
a
b
o
u
t
a
ll
o
f
th
ese,
yo
u
r
ea
li
z
e
th
a
t
th
ese
g
lo
b
a
l c
o
n
texts a
r
e
b
a
s
ica
lly
to
d
o
w
ith
a
ll h
u
ma
n
b
ein
g
s
.
”
(
T
4
)
d
.
F
ind
ing
inte
re
s
t
i
ng
s
t
uff
E
n
h
an
cin
g
cr
o
s
s
-
cu
ltu
r
al
s
o
ci
al
in
ter
ac
tio
n
s
ca
n
b
e
ac
co
m
p
lis
h
ed
b
y
p
r
o
ac
tiv
ely
id
e
n
tify
i
n
g
s
h
ar
e
d
in
ter
ests
o
r
co
m
m
o
n
alities
am
o
n
g
p
a
r
ticip
an
ts
an
d
in
d
iv
i
d
u
als
f
r
o
m
d
if
f
er
en
t
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Fo
r
ex
am
p
le,
T
1
,
a
New
Z
ea
lan
d
er
,
r
eg
u
lar
l
y
watc
h
es
telev
is
io
n
p
r
o
g
r
am
s
air
ed
b
y
B
r
itis
h
an
d
Am
er
ica
n
ch
an
n
els.
T
h
er
ef
o
r
e,
th
is
leis
u
r
e
ac
tiv
ity
ca
n
s
er
v
e
as
a
s
u
it
ab
le
to
p
ic
f
o
r
d
is
cu
s
s
io
n
wh
e
n
s
h
e
in
ter
ac
ts
with
in
d
iv
id
u
als f
r
o
m
th
e
Un
ited
Kin
g
d
o
m
o
r
th
e
Un
ited
States
.
“
I
n
N
ew
Zea
la
n
d
w
e
h
a
d
b
o
th
B
r
itis
h
a
n
d
A
merica
n
telev
i
s
io
n
s
h
o
w
s
.
We
d
id
n
’
t
ma
ke
ma
n
y
o
f
o
u
r
o
w
n
.
S
o
n
o
w
w
h
en
I
me
et
s
o
meo
n
e
w
h
o
is
my
a
g
e
f
r
o
m
E
n
g
la
n
d
o
r
A
merica
,
w
e
h
a
ve
s
o
meth
in
g
in
co
mmo
n
.
We
c
a
n
ta
lk
a
b
o
u
t
th
e
s
a
me
TV
s
h
o
w
s
.
S
o
,
ev
en
t
h
o
u
g
h
w
e
’
r
e
fr
o
m
cu
ltu
r
es
th
a
t
a
r
e
a
litt
le
b
it
d
iffer
en
t,
w
e
h
a
ve
s
imila
r
ex
p
e
r
ien
ce
s
to
s
h
a
r
e
a
n
d
ex
p
ec
ta
t
io
n
s
,
I
th
in
k.
Yea
h
,
t
h
a
t wo
u
ld
b
e
o
n
e
o
f th
e
b
ig
in
flu
en
ce
s
.
”
(
T
1
)
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
:
2
1
8
3
-
2
1
9
6
2192
I
d
en
tify
in
g
s
h
ar
ed
c
h
ar
ac
ter
is
tics
o
r
ex
p
er
ien
ce
s
ca
n
b
e
a
u
s
ef
u
l
s
tr
ateg
y
f
o
r
p
ar
ticip
an
ts
to
en
g
ag
e
with
in
d
iv
id
u
als
f
r
o
m
v
ar
i
o
u
s
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
as
it
c
an
s
er
v
e
as
a
s
tar
tin
g
p
o
in
t
f
o
r
co
n
v
er
s
atio
n
a
n
d
f
o
s
ter
m
u
tu
al
u
n
d
er
s
tan
d
i
n
g
an
d
co
n
n
ec
tio
n
.
T
4
was
ab
le
to
estab
lis
h
f
r
ien
d
s
h
ip
s
at
a
n
ew
wo
r
k
p
lace
b
y
r
ec
o
g
n
izin
g
co
m
m
o
n
alities
in
th
eir
s
tatu
s
an
d
r
o
le
with
a
r
ec
en
tly
in
tr
o
d
u
ce
d
co
lleag
u
e,
w
h
ich
f
ac
ilit
ated
T
4
'
s
ass
im
ilatio
n
in
to
th
e
n
ew
en
v
i
r
o
n
m
en
t.
“
I
ma
d
e
fr
ien
d
s
w
ith
th
is
la
d
y
ca
lled
Lil
y.
I
d
o
n
't
kn
o
w
h
er
fu
ll
n
a
me,
b
u
t
Lil
y.
A
n
d
Lil
y
is
a
tea
ch
er
o
f
Ma
th
.
A
n
d
w
e
s
ta
r
ted
ta
lkin
g
,
I
th
in
k
,
th
e
fir
s
t
w
ee
k
th
a
t
I
a
r
r
ived
in
S
ch
o
o
l
a
n
d
w
h
a
t
d
id
w
e
h
a
ve
in
co
mmo
n
?
We
a
r
e
b
o
th
s
in
g
le
p
a
r
en
ts
,
a
n
d
w
e
a
ls
o
a
r
e
r
a
is
in
g
b
o
ys.
S
o
,
s
h
e
h
a
s
th
r
ee
b
o
ys,
I
h
a
ve
tw
o
b
o
ys,
a
n
d
o
u
r
b
o
ys
a
r
e
r
o
u
g
h
ly
,
yo
u
kn
o
w
,
like
th
e
s
a
me
a
g
e.
S
o
,
t
h
a
t
w
a
s
s
o
meth
in
g
th
a
t we h
a
d
in
c
o
mmo
n
.
”
(
T
4
)
I
n
d
iv
id
u
als
ca
n
en
h
an
ce
t
h
eir
ab
ilit
y
to
in
ter
ac
t
with
p
eo
p
l
e
f
r
o
m
v
a
r
io
u
s
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
b
y
r
ec
o
g
n
izin
g
s
h
ar
e
d
tr
aits
th
at
ca
n
s
er
v
e
as
s
tar
tin
g
p
o
in
ts
f
o
r
co
n
v
er
s
atio
n
a
n
d
f
o
s
ter
in
g
m
u
tu
al
co
m
p
r
eh
e
n
s
io
n
a
n
d
r
ap
p
o
r
t.
T
4
was
ab
le
to
f
o
r
m
f
r
ien
d
s
h
ip
s
in
a
n
ew
wo
r
k
e
n
v
ir
o
n
m
en
t
b
y
id
e
n
tify
in
g
s
im
ilar
ities
in
p
o
s
itio
n
an
d
f
u
n
ctio
n
with
a
r
ec
en
tly
in
tr
o
d
u
ce
d
co
lleag
u
e
,
wh
ich
co
n
t
r
ib
u
ted
to
T
4
'
s
ca
p
ac
ity
to
ad
ju
s
t to
n
o
v
el
en
v
i
r
o
n
m
e
n
t
s
.
“
F
o
o
d
is
a
lw
a
ys
a
g
r
ea
t
j
o
in
e
r
.
F
o
o
d
.
F
o
o
d
.
A
n
d
I
w
o
r
k
w
ith
s
o
meb
o
d
y
in
my
o
ffice
fr
o
m
I
n
d
i
a
a
n
d
h
e
s
a
id
,
o
h
,
co
me
tr
y
th
is
fo
o
d
.
My
w
ife
ma
d
e
it.
A
n
d
f
o
o
d
is
a
lw
a
ys
a
g
r
ea
t
co
n
n
ec
t
o
r
.
B
u
t
ju
s
t
s
a
yin
g
s
u
r
e,
b
ein
g
o
p
en
a
n
d
tr
yin
g
it.
A
n
d
if
I
s
a
id
,
o
h
n
o
,
I
d
o
n
't
w
a
n
t
t
o
tr
y
th
a
t,
th
en
I
w
o
u
ld
h
a
ve
clo
s
ed
th
e
d
o
o
r
t
o
th
a
t
co
n
ve
r
s
a
tio
n
a
n
d
g
etti
n
g
to
kn
o
w
h
im
b
etter.
I
s
a
t
d
o
w
n
,
I
a
s
ke
d
a
ll th
ese
q
u
esti
o
n
s
,
w
h
a
t is th
is
fo
o
d
?
”
(
T
4
)
3
.
2
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
g
s
clea
r
ly
o
u
tlin
e
th
at
p
a
r
ticip
an
t
co
n
ce
p
tu
ali
ze
d
I
M
i
n
to
f
o
u
r
p
r
im
a
r
y
p
r
in
cip
les:
o
p
en
-
m
i
n
d
ed
n
ess
,
ac
ce
p
tan
ce
o
f
d
iv
e
r
s
e
cu
ltu
r
es,
t
o
ler
an
ce
,
an
d
e
m
p
ath
y
.
T
h
e
y
f
o
r
m
u
lated
I
M
p
er
s
p
ec
tiv
es
as
in
f
lu
en
ce
d
b
y
t
h
eir
o
wn
ex
p
er
ien
ce
s
as
in
ter
n
atio
n
al
teac
h
er
s
.
I
n
ter
n
atio
n
al
s
ch
o
o
ls
ca
n
b
e
r
ec
o
g
n
ized
as
n
atu
r
al
en
v
ir
o
n
m
en
ts
f
o
r
d
ev
elo
p
in
g
I
M
d
u
e
t
o
th
e
d
iv
e
r
s
e
b
ac
k
g
r
o
u
n
d
s
o
f
s
ch
o
o
l
c
o
m
m
u
n
ity
m
em
b
e
r
s
.
C
o
n
s
eq
u
en
tly
,
I
M
p
la
y
ed
a
s
ig
n
if
ican
t
r
o
le
in
p
r
o
m
o
tin
g
in
ter
cu
ltu
r
al
co
m
m
u
n
icatio
n
,
as
ev
id
en
ce
d
b
y
th
e
f
in
d
in
g
s
ad
d
r
ess
in
g
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
,
g
u
id
ed
b
y
th
e
I
B
cu
r
r
i
cu
lu
m
,
h
as
s
tr
o
n
g
l
y
ad
v
o
ca
ted
f
o
r
s
u
p
p
o
r
tin
g
th
e
cu
ltiv
atio
n
o
f
I
M.
T
h
e
p
ar
tici
p
an
ts
ac
k
n
o
wled
g
ed
th
at
all
s
u
b
jects
s
h
o
u
ld
b
e
in
teg
r
ated
to
in
ter
n
alize
th
e
v
a
lu
es o
f
I
M,
with
th
e
u
ltima
te
g
o
al
o
f
ac
h
iev
in
g
th
e
lear
n
er
p
r
o
f
ile
.
E
ac
h
teac
h
er
ex
p
lain
ed
th
e
n
ec
ess
ity
o
f
e
m
p
lo
y
in
g
cr
ea
tiv
e
teac
h
i
n
g
s
tr
ateg
ies
to
c
u
ltiv
ate
I
M,
s
u
c
h
as
in
c
o
r
p
o
r
atin
g
tech
n
o
lo
g
y
a
n
d
s
elec
tin
g
r
ele
v
an
t
m
ater
ials
to
en
g
a
g
e
all
s
t
u
d
en
ts
in
th
e
class
r
o
o
m
.
C
o
llab
o
r
ativ
e
team
w
o
r
k
was
also
im
p
lem
en
ted
in
d
e
v
elo
p
in
g
in
ter
c
u
ltu
r
al
s
k
ills
f
o
r
ea
c
h
s
tu
d
e
n
t.
T
h
e
f
i
n
d
in
g
s
r
ev
ea
led
s
ev
er
al
in
f
lu
en
cin
g
f
ac
to
r
s
o
n
d
ev
elo
p
in
g
I
M
th
r
o
u
g
h
p
e
r
s
o
n
ality
t
r
aits
,
in
clu
d
in
g
ap
p
r
ec
iatio
n
o
f
o
n
e'
s
o
wn
b
elief
s
,
tr
av
elin
g
,
r
ea
d
in
g
liter
atu
r
e,
a
n
d
f
in
d
in
g
o
u
t
in
te
r
esti
n
g
s
tu
f
f
.
C
o
n
s
eq
u
e
n
tly
,
it
is
r
ec
o
m
m
en
d
ed
th
at
tr
ai
n
in
g
b
e
co
n
d
u
cted
o
n
to
p
ics
s
u
c
h
as
m
an
ag
i
n
g
d
iv
er
s
e
class
r
o
o
m
s
,
f
o
s
ter
in
g
cu
ltu
r
al
em
p
at
h
y
,
a
n
d
i
n
teg
r
atin
g
g
lo
b
al
p
er
s
p
ec
tiv
es
in
to
cu
r
r
i
cu
la
to
en
ab
le
ed
u
ca
to
r
s
to
ef
f
ec
tiv
ely
cu
ltiv
ate
I
M
in
s
tu
d
en
ts
.
T
h
is
ap
p
r
o
ac
h
also
en
h
an
ce
s
teac
h
e
r
s
'
in
ter
cu
ltu
r
al
co
m
p
eten
ce
,
wh
ich
s
u
b
s
eq
u
en
tly
im
p
r
o
v
es
s
tu
d
e
n
t
en
g
a
g
em
en
t
a
n
d
co
m
p
r
eh
e
n
s
io
n
in
m
u
lticu
ltu
r
a
l le
ar
n
in
g
en
v
ir
o
n
m
en
ts
.
Acc
o
r
d
in
g
to
cu
r
r
e
n
t
s
tu
d
ies,
I
M
was
d
ef
in
ed
b
y
p
ar
tici
p
an
ts
f
r
o
m
m
u
ltin
atio
n
al
b
ac
k
g
r
o
u
n
d
s
,
wh
ich
en
co
m
p
ass
es
v
ar
io
u
s
p
er
s
p
ec
tiv
es,
an
d
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[
2
9
]
,
[
4
0
]
.
Sev
er
al
p
ar
ticip
an
ts
b
eliev
ed
th
at
I
M
i
n
v
o
lv
es
i
n
d
iv
id
u
als'
ab
ilit
y
to
u
n
d
e
r
s
tan
d
,
r
esp
ec
t,
a
n
d
ac
ce
p
t
d
if
f
er
en
t
cu
ltu
r
es,
wh
ich
is
co
n
s
is
ten
t
with
a
s
tu
d
y
b
y
J
u
r
asaite
-
O’
Kee
f
e
[
2
5
]
.
Ho
we
v
er
,
th
e
p
a
r
ticip
an
ts
in
th
e
s
tu
d
y
ar
g
u
ed
t
h
at
ev
er
y
o
n
e
s
h
o
u
ld
h
av
e
eq
u
al
r
ep
r
esen
tatio
n
,
a
n
d
in
clu
s
iv
ity
is
ess
en
tial.
As
I
B
teac
h
er
s
,
th
e
p
ar
ticip
an
ts
em
p
h
asized
th
at
I
M
in
v
o
lv
es
m
ak
in
g
lo
g
ical
g
u
ess
es
ab
o
u
t
wh
at
is
h
a
p
p
en
in
g
b
ased
o
n
p
r
ev
io
u
s
ex
p
er
ien
ce
s
,
wh
ich
e
n
co
u
r
ag
e
s
in
d
iv
id
u
als
to
b
e
s
elf
-
lear
n
e
r
s
an
d
s
elf
-
awa
r
e
in
m
u
lticu
ltu
r
al
en
v
ir
o
n
m
e
n
ts
,
p
ar
ticu
lar
ly
in
in
ter
n
atio
n
al
s
ch
o
o
ls
.
Alm
o
s
t
all
o
f
th
e
p
ar
ticip
an
ts
,
as
I
B
teac
h
er
s
,
h
ad
f
ac
ed
u
n
u
s
u
al
s
itu
atio
n
s
wh
en
th
ey
f
ir
s
t
b
eg
an
teac
h
in
g
ca
u
s
ed
b
y
th
e
d
iv
er
s
ity
o
f
cu
ltu
r
es.
Ho
wev
er
,
th
ey
wer
e
s
u
cc
ess
f
u
l
in
ad
ju
s
tin
g
th
r
o
u
g
h
cu
r
io
s
ity
ab
o
u
t
o
th
er
c
u
ltu
r
es,
g
ai
n
in
g
k
n
o
wled
g
e
,
an
d
alwa
y
s
u
s
in
g
a
wo
r
ld
ly
p
er
s
p
ec
tiv
e,
in
lin
e
with
t
h
e
r
ec
o
m
m
e
n
d
atio
n
s
p
u
t
f
o
r
t
h
b
y
Sco
tt
[
2
6
]
.
Fu
r
th
er
m
o
r
e,
th
e
p
ar
ticip
an
ts
s
u
g
g
ested
th
at
th
e
h
ea
r
t o
f
I
M
is
th
e
lear
n
er
p
r
o
f
ile
.
T
h
er
e
f
o
r
e,
th
e
im
p
lem
e
n
tatio
n
o
f
I
M
c
an
b
e
a
p
p
licab
le
in
v
ar
io
u
s
co
n
te
x
ts
,
as E
ler
ian
,
et
a
l
.
[
3
0
]
f
o
u
n
d
.
I
M
is
ty
p
ically
in
te
g
r
ated
i
n
to
th
e
c
u
r
r
icu
l
u
m
o
f
I
B
s
ch
o
o
ls
ac
r
o
s
s
all
s
u
b
ject
ar
ea
s
,
in
clu
d
in
g
t
h
e
p
r
im
ar
y
y
ea
r
s
p
r
o
g
r
am
m
ed
(
PYP),
MY
P,
an
d
th
e
d
ip
lo
m
a
p
r
o
g
r
am
m
e
d
(
DP)
.
W
h
ile
ea
ch
s
ch
o
o
l
is
in
d
ep
en
d
en
t
in
d
ev
elo
p
in
g
I
M
th
r
o
u
g
h
v
a
r
io
u
s
o
p
tio
n
s
,
t
h
e
f
ac
u
lty
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
d
eter
m
in
in
g
th
ese
ch
o
ices.
T
h
is
s
tu
d
y
s
u
g
g
ested
th
at
I
&
S
is
an
e
f
f
ec
tiv
e
s
u
b
ject
to
in
tr
o
d
u
ce
M
YP
s
tu
d
en
ts
to
th
e
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