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ea
tr
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p
r
ac
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[
1
]
.
I
n
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esp
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s
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to
th
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d
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s
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f
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r
ac
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tr
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[
2
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.
T
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allen
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d
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[
3
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.
Ho
wev
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ce
in
ter
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s
[
4
]
–
[
6
]
.
As
Fre
n
ch
th
ea
tr
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s
ch
o
lar
,
Mih
u
ț
[
7
]
s
u
g
g
ests
in
h
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C
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4979
b
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alan
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co
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tex
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Gilb
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t
an
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L
o
[
8
]
f
u
r
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in
d
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at
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c
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ltu
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to
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th
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r
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m
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ic
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“o
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[
9
]
.
T
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r
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in
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h
o
d
s
th
at
en
ab
le
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
to
p
ar
ticip
ate
co
llab
o
r
ativ
ely
.
Per
f
o
r
m
er
s
m
u
s
t
k
ee
n
ly
p
er
ce
iv
e
ea
c
h
o
th
er
’
s
em
o
tio
n
al
s
h
if
ts
an
d
m
o
v
em
en
t
r
h
y
th
m
s
,
ac
h
iev
in
g
s
ilen
t
m
u
tu
al
r
esp
o
n
s
iv
en
ess
o
n
s
tag
e
to
co
llectiv
ely
co
n
v
ey
th
e
p
lay
’
s
em
o
ti
o
n
s
an
d
ch
a
r
ac
ter
d
y
n
am
ics.
Ho
we
v
er
,
c
u
ltu
r
al
d
if
f
er
e
n
ce
s
o
f
te
n
h
i
n
d
er
s
tu
d
en
ts
f
r
o
m
ac
h
ie
v
in
g
s
u
ch
s
y
n
ch
r
o
n
y
,
th
er
e
b
y
af
f
ec
tin
g
t
h
e
o
v
er
all
f
lu
i
d
ity
an
d
ex
p
r
ess
iv
en
ess
o
f
th
e
p
er
f
o
r
m
an
ce
[
1
0
]
.
T
h
e
n
ee
d
f
o
r
r
eso
n
a
n
ce
in
in
ter
cu
ltu
r
al
th
ea
tr
e
ed
u
ca
tio
n
h
as
b
ec
o
m
e
a
c
r
itical
is
s
u
e,
u
n
d
e
r
s
co
r
in
g
th
e
n
ec
ess
ity
o
f
c
r
o
s
s
-
cu
ltu
r
al
tr
ain
in
g
[
1
1
]
.
Help
in
g
s
tu
d
e
n
t
s
o
v
er
co
m
e
c
u
ltu
r
al
b
ar
r
ier
s
t
o
ac
h
iev
e
m
u
tu
al
u
n
d
er
s
tan
d
in
g
a
n
d
co
llab
o
r
atio
n
in
em
o
tio
n
al
e
x
p
r
ess
io
n
an
d
p
h
y
s
ical
p
er
f
o
r
m
an
ce
lies
at
th
e
co
r
e
o
f
th
is
r
esear
ch
.
T
o
ad
d
r
ess
th
is
ch
allen
g
e,
th
is
s
tu
d
y
p
r
o
p
o
s
es
th
e
u
s
e
o
f
s
t
y
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
,
em
p
lo
y
in
g
h
ig
h
ly
s
y
m
b
o
lic
an
d
s
y
s
tem
ati
ze
d
b
o
d
y
lan
g
u
ag
e
to
co
n
v
ey
em
o
tio
n
s
an
d
c
h
ar
ac
ter
in
te
n
tio
n
s
as
an
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
m
eth
o
d
in
in
t
er
cu
ltu
r
al
th
ea
t
r
e
ed
u
ca
tio
n
.
T
h
is
tr
ain
in
g
ap
p
r
o
ac
h
d
r
aws
i
n
s
p
ir
atio
n
f
r
o
m
th
e
s
y
m
b
o
lic
s
y
s
tem
o
f
tr
ad
itio
n
al
C
h
in
ese
th
ea
tr
e
b
u
t
is
r
ed
esig
n
ed
in
th
is
co
n
tex
t
to
h
elp
s
tu
d
en
ts
ac
h
iev
e
em
o
tio
n
al
r
eso
n
an
ce
an
d
ch
ar
ac
ter
s
y
n
ch
r
o
n
izatio
n
in
a
cr
o
s
s
-
cu
ltu
r
al
en
v
ir
o
n
m
en
t.
T
h
er
ef
o
r
e,
th
e
co
r
e
r
esear
ch
q
u
esti
o
n
s
o
f
th
is
s
tu
d
y
ar
e:
−
W
h
at
s
tr
ateg
ies ca
n
p
er
f
o
r
m
er
s
u
s
e
to
o
v
er
co
m
e
cu
ltu
r
al
d
if
f
er
en
ce
s
an
d
ac
h
iev
e
em
o
tio
n
al
r
eso
n
an
ce
a
n
d
m
o
v
em
en
t c
o
o
r
d
in
atio
n
?
−
Ho
w
ca
n
a
m
u
lticu
ltu
r
al
t
h
ea
tr
e
cu
r
r
icu
lu
m
b
e
d
esig
n
ed
th
r
o
u
g
h
s
ty
lized
p
e
r
f
o
r
m
an
ce
tr
ain
in
g
to
en
h
an
ce
s
tu
d
en
ts
’
cu
ltu
r
al
ad
a
p
tab
ilit
y
an
d
p
er
f
o
r
m
a
n
ce
s
k
ills
?
−
Ho
w
ca
n
s
ty
lized
p
e
r
f
o
r
m
an
ce
tr
ain
in
g
ef
f
ec
tiv
ely
e
n
h
an
ce
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
co
o
r
d
in
atio
n
an
d
cu
ltu
r
al
ad
ap
tab
ilit
y
i
n
in
ter
cu
ltu
r
al
th
ea
tr
e
ed
u
ca
tio
n
?
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
h
o
w
th
ese
tr
ad
itio
n
al
C
h
in
ese
tr
ain
in
g
tech
n
iq
u
es
ca
n
b
e
ad
ap
ted
to
im
p
r
o
v
e
cu
ltu
r
al
ad
a
p
tab
ilit
y
,
em
o
tio
n
al
ex
p
r
ess
io
n
,
a
n
d
p
er
f
o
r
m
a
n
ce
c
o
o
r
d
in
atio
n
in
in
ter
cu
ltu
r
al
th
ea
tr
e
ed
u
ca
tio
n
.
Ultim
ately
,
it
s
ee
k
s
to
f
o
s
ter
a
m
o
r
e
in
clu
s
iv
e
an
d
ef
f
ec
tiv
e
a
p
p
r
o
ac
h
to
d
r
am
a
ed
u
ca
tio
n
th
at
tr
an
s
ce
n
d
s
cu
ltu
r
al
d
if
f
er
e
n
ce
s
.
T
h
e
n
o
v
elty
o
f
t
h
is
s
tu
d
y
lies
in
th
e
in
n
o
v
ativ
e
a
p
p
lica
tio
n
o
f
tr
ad
itio
n
al
C
h
in
ese
th
ea
tr
e
tr
ain
in
g
tech
n
iq
u
es to
m
o
d
er
n
c
r
o
s
s
-
cu
ltu
r
al
d
r
am
a
ed
u
ca
tio
n
p
r
ac
tices.
B
u
ild
in
g
u
p
o
n
th
e
r
esear
ch
o
b
jectiv
es,
th
is
s
tu
d
y
in
n
o
v
ati
v
ely
ap
p
lies
an
d
co
n
tex
tu
aliz
es
s
ty
lize
d
p
er
f
o
r
m
an
ce
tech
n
iq
u
es
f
r
o
m
tr
ad
itio
n
al
C
h
in
ese
th
ea
tr
e
t
o
co
n
tem
p
o
r
ar
y
in
ter
cu
ltu
r
al
th
ea
tr
e
ed
u
ca
tio
n
.
Usi
n
g
a
p
ar
ticip
at
o
r
y
ac
tio
n
r
esear
ch
(
PAR
)
m
eth
o
d
o
lo
g
y
an
d
a
s
tr
u
ctu
r
e
d
,
p
h
ased
tr
ain
in
g
m
o
d
el,
it
s
ig
n
if
ican
tly
en
h
an
ce
s
s
tu
d
en
ts
’
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
p
er
f
o
r
m
an
ce
c
o
o
r
d
i
n
atio
n
in
cr
o
s
s
-
cu
ltu
r
al
s
ettin
g
s
.
Mo
r
eo
v
er
,
th
e
s
tu
d
y
o
f
f
er
s
a
p
r
ac
tical
f
r
am
ewo
r
k
an
d
s
tr
ateg
ic
in
s
ig
h
ts
f
o
r
d
ev
elo
p
in
g
d
r
am
a
cu
r
r
icu
la
tailo
r
e
d
to
m
u
lticu
ltu
r
al
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
2
.
1
.
T
he
peda
g
o
g
ica
l i
m
pet
us
driv
ing
t
he
ex
plo
ra
t
io
n o
f
s
t
y
lized
perf
o
rm
a
nce
t
r
a
ini
ng
I
n
cr
o
s
s
-
cu
ltu
r
al
th
ea
tr
e
ed
u
ca
tio
n
,
th
e
ch
allen
g
es
p
o
s
ed
b
y
cu
ltu
r
al
d
if
f
e
r
en
ce
s
ar
e
b
ec
o
m
in
g
in
cr
ea
s
in
g
ly
ap
p
ar
e
n
t
[
1
2
]
.
Fo
r
ex
am
p
le,
wh
ile
C
h
in
ese
s
tu
d
en
ts
ty
p
ically
d
em
o
n
s
tr
ate
ea
s
e
an
d
f
in
ess
e
wh
en
p
er
f
o
r
m
in
g
wo
r
k
s
d
r
aw
n
f
r
o
m
th
eir
o
wn
cu
ltu
r
al
h
er
itag
e
[
1
3
]
,
th
ey
o
f
ten
s
tr
u
g
g
le
to
ac
cu
r
ately
co
n
v
ey
t
h
e
in
ter
n
al
em
o
tio
n
al
d
im
en
s
io
n
s
o
f
ch
ar
ac
te
r
s
in
W
ester
n
th
ea
tr
ical
p
iece
s
d
u
e
to
u
n
f
am
ili
ar
cu
ltu
r
al
co
n
tex
ts
[
1
4
]
.
T
h
is
cu
ltu
r
al
g
ap
is
esp
ec
ially
ap
p
ar
en
t
in
p
er
f
o
r
m
a
n
ce
s
th
at
r
eq
u
ir
e
p
r
o
f
o
u
n
d
em
o
tio
n
al
d
ep
th
an
d
n
u
an
ce
d
ch
ar
ac
ter
in
ter
p
r
etati
o
n
.
Stu
d
e
n
ts
en
co
u
n
ter
d
if
f
ic
u
lties
in
co
n
v
e
y
in
g
a
u
th
en
tic
em
o
tio
n
s
,
r
ed
u
cin
g
th
e
o
v
er
all
n
atu
r
al
n
ess
an
d
f
lu
en
cy
o
f
th
eir
wo
r
k
.
T
h
e
r
o
o
t
o
f
th
is
is
s
u
e
d
o
es
n
o
t
lie
in
in
ad
eq
u
ate
ac
tin
g
tech
n
iq
u
e,
b
u
t
r
ath
e
r
in
c
u
ltu
r
al
b
ar
r
ier
s
th
at
h
in
d
er
th
eir
u
n
d
er
s
tan
d
in
g
o
f
c
h
ar
ac
ter
s
’
in
ter
n
al
wo
r
ld
s
[
1
5
]
.
W
h
en
in
ter
p
r
etin
g
W
ester
n
th
ea
tr
ical
r
o
les,
s
tu
d
en
ts
o
f
ten
ap
p
ea
r
co
n
s
tr
ain
ed
an
d
u
n
ea
s
y
,
an
d
th
eir
em
o
tio
n
al
ex
p
r
ess
io
n
lack
s
s
p
o
n
tan
eity
.
Face
d
with
d
iv
e
r
s
e
cu
ltu
r
al
b
o
d
y
la
n
g
u
a
g
e,
t
h
ey
te
n
d
t
o
m
i
m
ic
ex
ter
n
al
f
o
r
m
s
with
o
u
t
co
m
p
r
eh
en
d
in
g
th
e
u
n
d
er
ly
i
n
g
cu
ltu
r
al
s
ig
n
if
i
ca
n
ce
.
Stu
d
en
t
f
ee
d
b
ac
k
f
u
r
th
er
v
alid
ates
th
is
p
h
en
o
m
en
o
n
.
Ma
n
y
r
ep
o
r
ts
i
n
s
u
f
f
icien
t
em
o
tio
n
al
r
eso
n
an
ce
o
r
a
s
tiff
p
er
f
o
r
m
an
ce
s
ty
le
[
1
6
]
.
T
h
ey
also
co
n
f
ess
to
f
ee
lin
g
a
n
x
iety
r
eg
ar
d
in
g
f
o
r
eig
n
cu
ltu
r
al
to
p
ics,
s
tem
m
in
g
f
r
o
m
lim
ited
cu
ltu
r
al
co
m
p
r
e
h
en
s
io
n
an
d
d
im
in
is
h
ed
s
elf
-
ass
u
r
an
ce
.
Ov
er
tim
e,
s
tu
d
en
ts
g
r
av
itat
e
to
war
d
r
o
les
th
at
a
r
e
alr
ea
d
y
f
am
iliar
to
th
em
.
C
o
n
s
eq
u
en
tly
,
th
e
y
d
elib
er
atel
y
av
o
id
ch
ar
ac
ter
s
ch
a
r
ac
ter
iz
ed
b
y
d
is
tin
ct
f
o
r
eig
n
cu
ltu
r
al
elem
en
ts
.
I
n
m
u
lticu
ltu
r
al
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
f
r
eq
u
e
n
tly
co
n
f
r
o
n
t
s
ig
n
if
ican
t
o
b
s
tacle
s
in
p
er
f
o
r
m
an
ce
an
d
co
llab
o
r
atio
n
[
1
7
]
,
p
ar
ticu
lar
ly
c
o
n
ce
r
n
in
g
em
o
tio
n
al
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
.
6
,
Dec
em
b
er
20
25
:
4
9
7
8
-
4
9
9
1
4980
ex
p
r
ess
io
n
an
d
p
h
y
s
ical
m
o
v
em
en
t.
Mo
r
eo
v
er
,
with
r
esp
e
ct
to
b
o
d
ily
co
o
r
d
in
atio
n
,
s
tu
d
en
ts
f
r
o
m
v
a
r
ied
cu
ltu
r
al
co
n
tex
ts
m
ay
in
ter
p
r
et
an
d
ac
ce
p
t
id
en
tical
m
o
v
em
en
ts
d
if
f
er
en
tly
;
ce
r
tain
g
estu
r
es
m
ay
b
e
m
is
co
n
s
tr
u
ed
o
r
ap
p
ea
r
u
n
n
atu
r
al
d
u
e
to
cu
ltu
r
al
d
is
cr
ep
an
cies
[
1
8
]
.
T
h
u
s
,
co
m
m
u
n
icatio
n
b
ar
r
ier
s
in
cr
o
s
s
-
cu
ltu
r
al
p
er
f
o
r
m
an
ce
tr
an
s
ce
n
d
lin
g
u
is
tic
d
im
en
s
io
n
s
an
d
en
co
m
p
ass
d
ee
p
er
lev
el
s
o
f
em
o
tio
n
al
an
d
k
in
etic
co
m
p
r
e
h
en
s
io
n
.
T
o
h
elp
s
tu
d
en
ts
o
v
e
r
co
m
e
c
u
ltu
r
al
b
ar
r
ier
s
a
n
d
s
tr
en
g
th
en
t
h
eir
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
ch
ar
ac
ter
f
o
r
m
atio
n
s
k
ills
[
1
9
]
,
c
r
o
s
s
-
cu
ltu
r
al
d
r
am
a
e
d
u
ca
tio
n
u
r
g
e
n
tly
r
e
q
u
ir
es
th
e
ex
p
l
o
r
atio
n
o
f
ef
f
ec
tiv
e
teac
h
i
n
g
s
tr
ateg
ies
an
d
tr
ain
i
n
g
m
eth
o
d
s
[
2
0
]
.
C
u
r
r
e
n
tly
,
s
o
l
u
tio
n
s
p
r
im
ar
ily
f
o
cu
s
o
n
la
n
g
u
a
g
e
in
s
tr
u
ctio
n
a
n
d
cu
ltu
r
al
ex
ch
an
g
e
ac
tiv
ities
[
2
1
]
.
W
h
ile
lan
g
u
a
g
e
tr
ain
in
g
ass
is
ts
s
tu
d
en
ts
in
s
u
r
m
o
u
n
tin
g
lin
g
u
is
tic
o
b
s
tacle
s
in
d
u
ce
d
b
y
c
u
ltu
r
al
d
if
f
er
e
n
ce
s
,
th
ey
c
o
n
tin
u
e
to
f
ac
e
d
i
f
f
icu
lties
in
em
o
tio
n
al
e
x
p
r
ess
io
n
a
n
d
cu
lt
u
r
al
co
m
p
r
eh
e
n
s
io
n
.
Alth
o
u
g
h
cu
ltu
r
al
ex
c
h
an
g
e
ac
tiv
ities
,
s
u
ch
as
cr
o
s
s
-
c
u
ltu
r
al
wo
r
k
s
h
o
p
s
o
r
im
p
r
o
v
is
atio
n
al
s
es
s
io
n
s
,
en
co
u
r
a
g
e
an
u
n
d
er
s
tan
d
in
g
o
f
v
ar
io
u
s
cu
ltu
r
es,
th
e
y
lack
th
e
p
r
ac
tical
g
u
id
an
ce
n
ee
d
ed
to
ac
h
iev
e
em
o
tio
n
al
r
eso
n
an
ce
an
d
co
o
r
d
in
ate
d
m
o
v
em
en
t
i
n
p
er
f
o
r
m
a
n
ce
[
2
2
]
.
I
n
a
m
u
lticu
ltu
r
al
e
n
v
ir
o
n
m
en
t,
it
b
ec
o
m
es
ess
en
tial
to
ex
p
lo
r
e
ef
f
ec
ti
v
e
t
ea
ch
in
g
s
tr
ateg
ies
a
n
d
t
r
ain
in
g
m
eth
o
d
s
th
at
f
o
s
ter
cr
o
s
s
-
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
an
d
estab
lis
h
d
ee
p
er
e
m
o
tio
n
a
l r
eso
n
an
ce
in
p
er
f
o
r
m
an
ce
[
2
3
]
.
Un
d
er
th
ese
cir
c
u
m
s
tan
ce
s
,
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ai
n
in
g
o
f
f
e
r
s
a
m
o
r
e
ef
f
ec
tiv
e
m
eth
o
d
f
o
r
ad
d
r
ess
in
g
s
u
ch
ch
allen
g
es.
Or
ig
in
atin
g
f
r
o
m
a
tech
n
iq
u
e
f
o
u
n
d
in
tr
ad
itio
n
al
C
h
in
ese
o
p
e
r
a,
th
e
ter
m
C
h
en
g
Shi
o
r
ig
in
ally
s
ig
n
if
ies
r
u
le
s
an
d
f
o
r
m
ats,
aim
in
g
t
o
estab
lis
h
s
tan
d
ar
d
s
an
d
f
r
a
m
ewo
r
k
s
f
o
r
s
tag
e
p
er
f
o
r
m
an
ce
s
.
X
u
n
z
i
’
s
Zh
is
h
i
o
n
ce
d
escr
ib
e
d
it
as
C
h
en
g
z
h
e
,
Wu
z
h
i
z
h
u
n
ye
,
u
n
d
er
s
co
r
in
g
th
e
c
o
n
ce
p
t
o
f
r
u
les
as
b
en
ch
m
ar
k
s
in
p
er
f
o
r
m
an
ce
[
2
4
]
.
I
n
tr
ad
itio
n
al
C
h
in
ese
o
p
er
a,
s
ty
lized
p
er
f
o
r
m
an
ce
is
h
ig
h
l
y
co
d
if
ied
an
d
s
y
m
b
o
lic,
f
o
r
m
i
n
g
a
d
is
tin
ct
m
o
d
e
o
f
ex
p
r
ess
io
n
[
2
5
]
.
B
u
ild
in
g
o
n
th
is
p
r
i
n
cip
le,
th
e
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
in
th
is
s
tu
d
y
en
c
o
u
r
a
g
es
s
tu
d
en
ts
to
em
p
lo
y
r
e
f
in
ed
,
h
ig
h
ly
s
tr
u
ctu
r
ed
b
o
d
y
m
o
v
e
m
en
ts
to
co
n
v
e
y
em
o
tio
n
s
an
d
cu
ltu
r
al
in
f
o
r
m
atio
n
i
n
cr
o
s
s
-
cu
ltu
r
a
l
p
er
f
o
r
m
a
n
ce
co
n
tex
ts
.
Su
ch
t
r
ain
in
g
f
o
cu
s
es
o
n
f
ix
ed
p
o
s
tu
r
es,
s
tep
s
,
g
estu
r
es,
ey
e
m
o
v
em
en
ts
,
an
d
f
ac
ial
ex
p
r
ess
io
n
s
,
en
ab
lin
g
s
tu
d
en
t
s
to
f
o
r
m
a
u
n
iq
u
e
s
y
m
b
o
lic
s
y
s
tem
.
E
ac
h
m
o
v
e
m
en
t
h
o
ld
s
s
p
ec
if
ic
s
y
m
b
o
lic
s
ig
n
if
ican
ce
,
allo
win
g
s
tu
d
e
n
ts
to
co
m
m
u
n
icate
em
o
tio
n
s
,
id
en
tity
,
o
r
c
h
ar
ac
te
r
in
ten
tio
n
s
clea
r
ly
a
n
d
th
u
s
tr
an
s
ce
n
d
lin
g
u
is
tic
co
n
s
tr
ain
ts
[
2
6
]
.
2
.
2
.
T
heo
re
t
ica
l
f
o
un
da
t
io
ns
o
f
s
t
y
lized
p
er
f
o
rma
nce
t
ra
i
nin
g
in
c
ro
s
s
-
c
ult
ura
l
c
o
nte
x
t
s
I
n
cr
o
s
s
-
cu
ltu
r
al
th
ea
te
r
e
d
u
c
atio
n
,
p
er
f
o
r
m
er
s
f
r
o
m
d
iv
e
r
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
f
ten
en
co
u
n
ter
s
ig
n
if
ican
t
d
is
p
ar
ities
in
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
th
e
i
n
ter
p
r
etatio
n
o
f
p
h
y
s
ical
g
e
s
tu
r
es
[
2
7
]
.
T
h
ese
d
if
f
er
en
ce
s
r
en
d
e
r
co
m
m
u
n
icatio
n
an
d
co
lla
b
o
r
atio
n
cr
itic
al
h
u
r
d
les
[
2
8
]
.
Pav
is
’
s
th
eo
r
y
o
f
in
te
r
cu
ltu
r
al
th
ea
ter
p
r
o
v
i
d
es
a
v
alu
ab
le
f
r
am
ewo
r
k
in
th
is
r
eg
ar
d
[
2
9
]
.
He
ass
er
ts
th
at
in
ter
cu
ltu
r
al
th
ea
ter
is
n
o
t
m
er
ely
th
e
p
iecin
g
to
g
eth
er
o
f
v
ar
io
u
s
cu
ltu
r
al
elem
en
ts
,
b
u
t
r
ath
er
a
d
y
n
a
m
ic
cu
ltu
r
al
d
ialo
g
u
e
i
n
wh
ich
p
er
f
o
r
m
er
s
ac
h
iev
e
th
e
co
ex
is
ten
ce
o
f
d
if
f
er
en
t
cu
ltu
r
al
s
y
m
b
o
ls
an
d
ex
p
r
ess
iv
e
f
o
r
m
s
th
r
o
u
g
h
“
n
eg
o
tiatio
n
”
[
3
0
]
.
Du
r
in
g
th
is
p
r
o
ce
s
s
,
d
is
tin
ct
cu
ltu
r
al
s
y
m
b
o
ls
in
ter
ac
t
wh
ile
m
ain
tain
in
g
th
eir
au
t
o
n
o
m
y
,
e
n
ab
lin
g
p
e
r
f
o
r
m
er
s
to
attain
em
o
tio
n
al
r
eso
n
an
ce
in
a
m
u
lticu
ltu
r
al
th
ea
tr
ical
en
v
ir
o
n
m
en
t.
Fo
r
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ai
n
in
g
,
th
is
n
eg
o
tiatio
n
p
r
o
ce
s
s
is
p
ar
ticu
lar
ly
cr
u
cial,
as
it
r
elies
o
n
h
ig
h
ly
s
y
m
b
o
lic
p
h
y
s
ical
lan
g
u
ag
e
.
T
h
is
ap
p
r
o
ac
h
ass
is
ts
p
er
f
o
r
m
er
s
in
tr
an
s
ce
n
d
in
g
lin
g
u
is
tic
b
ar
r
ier
s
an
d
co
n
v
ey
in
g
em
o
tio
n
s
d
ir
e
ctly
.
Acc
o
r
d
in
g
to
Ak
an
le
an
d
Su
n
d
ay
[
3
1
]
,
Geo
r
g
e
Her
b
er
t
Me
ad
’
s
s
y
m
b
o
lic
in
ter
ac
tio
n
i
s
m
f
u
r
th
er
s
u
b
s
tan
tiates
th
is
p
er
s
p
ec
tiv
e
.
Me
ad
co
n
ten
d
s
th
at
h
u
m
an
b
e
h
av
io
r
is
m
ed
iated
th
r
o
u
g
h
s
y
m
b
o
ls
,
en
co
m
p
ass
in
g
n
o
t
o
n
ly
lan
g
u
ag
e
b
u
t
also
n
o
n
-
v
e
r
b
al
f
o
r
m
s
s
u
ch
as
b
o
d
y
m
o
v
em
e
n
ts
an
d
em
o
tio
n
al
ex
p
r
ess
io
n
s
[
3
2
]
.
I
n
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
,
ac
tio
n
s
an
d
p
o
s
tu
r
es
f
u
n
ctio
n
as
s
y
m
b
o
lic
s
ig
n
s
th
at
f
ac
ilit
ate
co
m
m
u
n
icatio
n
wit
h
in
cr
o
s
s
-
cu
ltu
r
al
c
o
n
tex
ts
.
T
h
r
o
u
g
h
r
e
p
etitiv
e
p
r
ac
tice,
p
e
r
f
o
r
m
e
r
s
ca
n
m
o
r
e
n
atu
r
ally
c
o
n
v
e
y
u
n
iv
er
s
al
e
m
o
tio
n
s
.
Sy
m
b
o
lic
in
te
r
ac
tio
n
is
m
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ic
an
ce
o
f
n
o
n
-
v
er
b
al
s
y
m
b
o
ls
in
cu
ltu
r
al
co
m
m
u
n
icatio
n
,
th
er
e
b
y
s
u
p
p
o
r
tin
g
h
o
w
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
ac
h
iev
e
s
em
o
tio
n
al
tr
an
s
m
is
s
io
n
th
r
o
u
g
h
s
y
m
b
o
lized
ac
tio
n
s
[
3
3
]
.
Sp
ec
if
ically
,
th
e
n
eg
o
tiatio
n
i
n
h
er
en
t
in
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
in
v
o
lv
e
s
th
e
s
elec
t
io
n
an
d
r
ec
r
ea
tio
n
o
f
ac
tio
n
s
y
m
b
o
ls
[
3
4
]
.
Fo
r
in
s
tan
ce
,
ea
ch
m
o
v
em
en
t
o
r
p
o
s
tu
r
e
with
in
th
e
tr
ain
in
g
ty
p
ically
em
b
o
d
ies
s
p
ec
if
ic
em
o
tio
n
al
o
r
cu
ltu
r
al
co
n
n
o
tatio
n
s
.
Per
f
o
r
m
er
s
ad
ju
s
t
th
ese
a
ctio
n
s
in
r
esp
o
n
s
e
to
cr
o
s
s
-
cu
ltu
r
al
p
er
f
o
r
m
an
ce
d
e
m
an
d
s
to
p
r
ev
en
t
m
is
u
n
d
er
s
tan
d
in
g
s
o
r
th
e
o
v
e
r
s
im
p
lific
atio
n
o
f
th
e
o
r
ig
in
a
l
cu
ltu
r
e.
Du
r
in
g
t
h
is
p
r
o
ce
s
s
,
s
tu
d
en
ts
in
itially
lear
n
an
d
c
o
m
p
r
e
h
en
d
th
e
cu
lt
u
r
al
s
ig
n
if
ican
ce
o
f
ea
ch
ac
tio
n
.
Su
b
s
eq
u
en
tly
,
th
r
o
u
g
h
co
n
tin
u
o
u
s
p
r
ac
tice
a
n
d
r
ef
in
em
en
t,
th
e
y
ad
ap
t
th
ese
m
o
v
em
en
ts
to
s
u
it
cr
o
s
s
-
cu
ltu
r
al
co
n
tex
ts
[
3
5
]
.
T
h
is
p
r
o
ce
s
s
o
f
tr
an
s
f
o
r
m
atio
n
an
d
ad
a
p
tatio
n
its
elf
r
ep
r
esen
t
s
a
f
o
r
m
o
f
cr
o
s
s
-
cu
ltu
r
al
n
eg
o
tiatio
n
.
Fu
r
th
er
m
o
r
e
,
Gilb
er
t
a
n
d
L
o
’s
co
n
ce
p
t
o
f
t
h
e
eth
ics
o
f
h
y
b
r
id
ity
[
8
]
f
u
r
t
h
er
s
u
p
p
o
r
ts
th
e
cr
o
s
s
-
cu
ltu
r
al
ap
p
licatio
n
o
f
s
ty
lize
d
p
er
f
o
r
m
a
n
ce
tr
ain
i
n
g
.
T
h
ey
ar
g
u
e
t
h
at
th
e
c
r
u
x
o
f
cr
o
s
s
-
c
u
ltu
r
al
p
er
f
o
r
m
a
n
ce
lies
in
b
alan
cin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
elf
an
d
th
e
o
th
er
,
wh
ich
in
v
o
lv
es
n
o
t
o
n
ly
tech
n
ical
ad
ap
tatio
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b
u
t
also
s
en
s
itiv
ity
t
o
a
n
d
r
esp
ec
t
f
o
r
c
u
ltu
r
al
s
y
m
b
o
ls
[
3
6
]
.
I
n
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ai
n
in
g
,
th
is
eth
ics
o
f
h
y
b
r
id
ity
is
m
an
if
ested
th
r
o
u
g
h
th
e
f
lex
ib
le
ap
p
licatio
n
o
f
s
y
m
b
o
lized
ac
tio
n
s
[
3
7
]
.
Per
f
o
r
m
e
r
s
lear
n
an
d
u
n
d
er
s
tan
d
th
e
c
u
ltu
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al
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ig
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if
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s
y
m
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lic
m
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v
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m
en
t,
n
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b
y
m
e
r
e
r
ep
licatio
n
,
b
u
t
b
y
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ju
s
tin
g
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J
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2252
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8
8
2
2
C
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:
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Jin
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4981
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e
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le,
in
ten
s
ity
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d
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h
y
th
m
o
f
th
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ac
tio
n
s
to
m
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m
u
lticu
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d
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d
s
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T
h
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s
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ile
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ak
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.
T
h
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p
r
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ce
s
s
g
u
ar
a
n
tees
th
at
s
y
m
b
o
lic
ac
tio
n
s
h
o
n
o
r
th
eir
o
r
ig
in
al
cu
ltu
r
al
co
n
tex
ts
an
d
m
ain
tain
u
n
iv
er
s
al
ap
p
licab
ilit
y
,
t
h
er
eb
y
av
o
id
i
n
g
th
e
o
v
er
s
im
p
lific
at
io
n
o
r
m
is
in
ter
p
r
etatio
n
o
f
cu
lt
u
r
al
s
y
m
b
o
ls
[
3
8
]
.
T
h
r
o
u
g
h
Pav
is
’
s
th
eo
r
y
o
f
n
e
g
o
tiatin
g
d
if
f
er
en
ce
s
,
Me
a
d
’
s
s
y
m
b
o
lic
in
ter
ac
tio
n
is
m
,
a
n
d
Gilb
er
t
an
d
Lo
’s
eth
ics
o
f
h
y
b
r
id
ity
[
8
]
,
th
e
cr
o
s
s
-
cu
ltu
r
al
ap
p
licab
ilit
y
o
f
s
ty
lized
p
er
f
o
r
m
a
n
ce
tr
a
in
in
g
is
ef
f
ec
tiv
ely
d
em
o
n
s
tr
ated
.
T
h
e
s
y
m
b
o
lic
s
y
s
tem
s
em
p
lo
y
ed
in
s
ty
lized
tr
ain
in
g
p
r
o
v
id
e
p
r
ac
tical
m
eth
o
d
o
lo
g
ies f
o
r
c
r
o
s
s
-
cu
ltu
r
al
n
eg
o
tiatio
n
,
en
a
b
lin
g
s
tu
d
en
ts
to
ac
h
iev
e
a
b
ala
n
ce
in
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
p
h
y
s
ical
m
o
v
em
en
t
[
3
9
]
.
Ultim
ately
,
t
h
is
f
ac
ilit
ates n
atu
r
al
co
m
m
u
n
icatio
n
a
n
d
c
o
llab
o
r
atio
n
o
n
m
u
lticu
ltu
r
al
s
tag
es.
2
.
3
.
Cro
s
s
-
c
ultura
l
a
pp
lica
t
io
n
v
a
lue o
f
s
t
y
lized
p
er
f
o
r
ma
nce
t
ra
ini
ng
Sty
l
ize
d
p
e
r
f
o
r
m
an
ce
t
r
ai
n
i
n
g
tr
a
n
s
m
i
ts
em
o
t
io
n
s
a
n
d
c
u
l
tu
r
al
n
u
a
n
ce
s
t
h
r
o
u
g
h
s
y
m
b
o
li
z
ed
a
cti
o
n
s
,
th
e
r
eb
y
h
o
l
d
i
n
g
s
i
g
n
if
ica
n
t
a
p
p
lic
ati
o
n
v
al
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e
i
n
c
r
o
s
s
-
c
u
lt
u
r
al
ed
u
ca
t
io
n
[
4
0
]
.
I
n
d
i
v
er
s
e
c
u
lt
u
r
al
c
o
n
te
x
ts
,
s
tu
d
e
n
ts
ca
n
le
v
er
ag
e
t
h
ese
s
y
m
b
o
l
ic
g
est
u
r
es
t
o
o
v
er
co
m
e
l
an
g
u
a
g
e
b
a
r
r
i
e
r
s
,
f
ac
i
lit
ati
n
g
e
m
o
ti
o
n
al
e
x
c
h
a
n
g
es
wit
h
b
o
t
h
a
u
d
i
en
ce
s
a
n
d
p
e
er
s
.
T
h
is
tr
ai
n
i
n
g
m
et
h
o
d
n
o
t
o
n
l
y
a
d
d
r
ess
es
c
o
m
m
u
n
ica
ti
o
n
o
b
s
tacl
es
ar
is
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f
r
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lin
g
u
is
t
ic
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d
c
u
l
tu
r
a
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d
if
f
e
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n
c
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u
t
als
o
c
an
o
f
f
e
r
a
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iv
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m
o
d
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f
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m
o
ti
o
n
al
e
x
p
r
ess
i
o
n
,
e
n
ab
li
n
g
s
tu
d
e
n
ts
t
o
c
o
n
v
e
y
a
n
d
co
m
p
r
e
h
e
n
d
em
o
t
io
n
s
m
o
r
e
n
at
u
r
all
y
wit
h
i
n
m
u
lti
cu
lt
u
r
al
e
n
v
ir
o
n
m
en
ts
[
4
1
]
.
E
m
p
h
asizin
g
s
y
m
b
o
lis
m
an
d
s
y
s
tem
atiza
tio
n
,
s
ty
lized
p
er
f
o
r
m
a
n
ce
tr
ain
in
g
e
n
ab
les
s
tu
d
en
ts
to
m
aster
a
s
et
o
f
u
n
iv
er
s
al
em
o
tio
n
al
s
y
m
b
o
ls
[
4
2
]
.
B
y
ac
q
u
ir
i
n
g
an
d
r
e
f
in
in
g
s
y
m
b
o
lized
p
o
s
tu
r
es,
m
o
v
em
en
ts
,
g
estu
r
es,
ey
e
e
x
p
r
ess
io
n
s
,
an
d
f
ac
ial
ex
p
r
e
s
s
io
n
s
,
s
tu
d
en
ts
tr
an
s
f
o
r
m
th
ese
elem
en
ts
in
to
ef
f
ec
tiv
e
to
o
ls
f
o
r
co
m
m
u
n
ic
atio
n
,
th
e
r
eb
y
p
r
o
m
o
tin
g
em
o
tio
n
al
an
d
c
u
ltu
r
al
e
x
ch
an
g
e
in
c
r
o
s
s
-
cu
ltu
r
al
s
ettin
g
s
.
Sy
m
b
o
lic
in
ter
ac
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n
is
m
th
eo
r
y
s
u
p
p
o
r
ts
th
is
tr
ain
in
g
ap
p
r
o
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h
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illu
s
tr
atin
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at
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d
esig
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ed
ac
tio
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s
y
m
b
o
ls
ca
n
f
u
n
ctio
n
a
s
b
r
id
g
es
f
o
r
em
o
tio
n
al
a
n
d
c
u
ltu
r
al
in
f
o
r
m
atio
n
,
ef
f
ec
ti
v
ely
ap
p
licab
le
ac
r
o
s
s
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
[
4
3
]
.
T
h
is
m
eth
o
d
o
l
o
g
y
ass
is
ts
s
tu
d
en
ts
in
tr
an
s
ce
n
d
in
g
lan
g
u
ag
e
b
a
r
r
ier
s
,
ac
h
iev
in
g
cu
ltu
r
al
u
n
d
e
r
s
tan
d
i
n
g
an
d
c
o
m
m
u
n
icatio
n
th
r
o
u
g
h
p
er
f
o
r
m
an
ce
,
a
n
d
th
er
e
b
y
p
r
o
v
id
in
g
s
u
b
s
tan
tial
v
alu
e
to
cr
o
s
s
-
cu
ltu
r
al
in
ter
ac
t
io
n
s
[
4
4
]
.
Sp
ec
if
ically
,
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
r
e
f
er
en
ce
s
p
a
r
ts
o
f
C
h
in
ese
o
p
er
a
tr
ai
n
in
g
,
in
clu
d
in
g
em
o
tio
n
al
s
y
m
b
o
lis
m
ex
er
cises
,
p
h
y
s
ical
ex
p
r
ess
io
n
,
an
d
c
u
ltu
r
al
u
n
d
er
s
tan
d
in
g
[
4
5
]
.
Fo
r
ex
am
p
le,
lear
n
in
g
th
e
p
r
ec
is
e
f
o
o
two
r
k
,
g
estu
r
e
s
,
an
d
m
o
v
em
e
n
ts
o
f
C
h
in
ese
o
p
er
a
aim
s
at
d
ir
ec
t
em
o
tio
n
al
co
m
m
u
n
icatio
n
th
r
o
u
g
h
b
o
d
y
lan
g
u
ag
e
,
a
n
d
p
h
y
s
ical
ex
p
r
ess
io
n
o
f
r
o
le
r
ela
tio
n
s
h
ip
s
,
allo
win
g
s
tu
d
en
ts
to
en
h
a
n
ce
em
o
tio
n
al
u
n
d
er
s
tan
d
i
n
g
th
r
o
u
g
h
b
o
d
y
l
an
g
u
ag
e
i
n
ter
ac
tio
n
s
b
etwe
en
d
if
f
er
en
t
r
o
les
in
co
llab
o
r
ativ
e
p
er
f
o
r
m
an
ce
s
,
an
d
en
h
an
cin
g
s
tu
d
e
n
ts
’
ab
ilit
y
to
ac
h
iev
e
co
o
r
d
in
ated
m
o
v
em
en
t
an
d
u
n
if
ied
em
o
tio
n
a
l
ex
p
r
ess
io
n
in
a
m
u
lticu
ltu
r
al
en
v
ir
o
n
m
en
t
[
4
6
]
.
I
n
a
d
d
itio
n
,
ap
p
ly
in
g
s
y
m
b
o
lis
m
in
im
p
r
o
v
is
atio
n
s
ce
n
ar
io
s
allo
ws
s
tu
d
en
ts
to
co
n
v
e
y
em
o
tio
n
s
an
d
ch
ar
ac
ter
in
ten
tio
n
s
th
r
o
u
g
h
m
o
v
em
en
t
alo
n
e
with
o
u
t
r
ely
in
g
o
n
wo
r
d
s
[
4
7
]
.
T
h
is
en
h
an
ce
s
th
eir
f
lex
ib
ilit
y
,
c
r
ea
tiv
ity
,
an
d
s
elf
-
co
n
f
id
en
c
e.
T
h
is
tr
ain
in
g
n
o
t
o
n
l
y
en
h
an
ce
s
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
s
k
ills
b
u
t
also
p
r
o
v
id
es
a
co
m
m
o
n
lin
g
u
is
ti
c
f
r
am
ewo
r
k
to
b
r
id
g
e
cu
ltu
r
al
d
if
f
er
en
ce
s
,
th
u
s
im
p
r
o
v
in
g
th
e
h
ar
m
o
n
y
a
n
d
f
l
u
en
cy
o
f
cr
o
s
s
-
cu
ltu
r
al
co
o
p
er
atio
n
[
4
8
]
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
o
ac
h
ie
v
e
th
is
o
b
jectiv
e,
a
PAR
m
eth
o
d
o
lo
g
y
is
ad
o
p
ted
[
4
9
]
,
em
p
h
asizin
g
co
lla
b
o
r
atio
n
b
etwe
en
th
e
r
esear
ch
er
an
d
p
ar
ticip
an
ts
th
r
o
u
g
h
a
d
y
n
am
ic
f
ee
d
b
a
ck
m
ec
h
an
is
m
to
ad
ju
s
t
tr
ai
n
in
g
co
n
te
n
t
.
T
h
is
m
eth
o
d
o
l
o
g
y
was
ch
o
s
en
b
ec
au
s
e
it
f
ac
ilit
ates
iter
ativ
e
c
y
c
les
o
f
r
ef
lectio
n
an
d
ad
a
p
tatio
n
,
en
s
u
r
in
g
th
at
t
h
e
tr
ain
in
g
is
co
n
tin
u
ally
r
ef
in
ed
to
m
ee
t
th
e
s
p
ec
if
ic
n
ee
d
s
an
d
co
n
tex
tu
al
ch
allen
g
es
f
ac
ed
b
y
th
e
p
ar
ticip
an
ts
.
B
y
ac
tiv
ely
in
v
o
lv
i
n
g
th
e
p
ar
t
icip
an
ts
in
ev
er
y
s
tag
e
o
f
th
e
r
esear
ch
,
th
e
ap
p
r
o
ac
h
n
o
t
o
n
ly
em
p
o
wer
s
th
em
an
d
en
h
a
n
ce
s
th
eir
en
g
ag
e
m
e
n
t
b
u
t
also
y
ield
s
in
s
ig
h
ts
th
at
ar
e
d
ee
p
ly
r
o
o
ted
in
r
ea
l
-
w
o
r
l
d
ex
p
er
ien
ce
s
.
T
h
is
co
llab
o
r
ativ
e
p
r
o
ce
s
s
m
a
k
es
it
p
o
s
s
ib
le
to
id
en
tify
an
d
a
d
d
r
ess
em
er
g
in
g
is
s
u
es
p
r
o
m
p
tly
,
th
er
eb
y
in
c
r
ea
s
in
g
th
e
o
v
er
all
r
elev
an
ce
,
ef
f
ec
tiv
en
ess
,
an
d
s
u
s
tain
ab
ilit
y
o
f
th
e
tr
ain
in
g
p
r
o
g
r
am
.
T
h
e
s
tu
d
y
s
p
an
s
o
n
e
ac
ad
e
m
ic
s
em
ester
an
d
is
d
iv
id
ed
in
to
t
h
r
ee
p
h
ases
:
f
o
u
n
d
atio
n
al
tr
ain
in
g
,
em
o
tio
n
al
an
d
m
o
v
em
e
n
t
in
teg
r
atio
n
,
an
d
co
m
p
r
eh
e
n
s
iv
e
ap
p
licatio
n
.
I
n
itially
,
th
e
r
esear
ch
e
r
id
e
n
tifie
s
th
e
ch
allen
g
es
s
tu
d
en
ts
f
a
ce
in
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
d
u
r
in
g
cr
o
s
s
-
cu
ltu
r
al
p
er
f
o
r
m
an
ce
s
th
r
o
u
g
h
in
ter
v
iews
an
d
p
r
e
-
tr
ai
n
in
g
o
b
s
er
v
atio
n
s
.
Data
is
th
en
co
n
tin
u
o
u
s
ly
g
ath
er
ed
th
r
o
u
g
h
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
p
er
io
d
ic
in
ter
v
iews,
an
d
tr
ai
n
in
g
lo
g
s
to
m
o
n
ito
r
s
tu
d
en
ts
’
lear
n
in
g
tr
ajec
to
r
ies.
Feed
b
ac
k
is
s
y
n
th
esized
d
u
r
i
n
g
th
e
r
ef
lectio
n
p
h
ase
to
m
o
d
if
y
th
e
cu
r
r
icu
lu
m
co
n
ten
t
an
d
ad
d
r
ess
s
p
ec
if
ic
ch
allen
g
es,
s
u
ch
as
d
esig
n
in
g
tar
g
eted
e
x
er
cises
f
o
r
s
tu
d
e
n
ts
s
tr
u
g
g
lin
g
with
ce
r
tain
m
o
v
em
en
ts
.
T
h
e
tr
ai
n
in
g
p
lan
is
f
le
x
ib
ly
o
p
tim
i
ze
d
d
u
r
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ac
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tag
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t w
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s
tu
d
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’
n
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co
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r
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e
o
b
jectiv
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T
h
e
s
tu
d
y
in
v
o
lv
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s
ix
p
er
f
o
r
m
in
g
ar
ts
s
tu
d
en
ts
f
r
o
m
th
e
U
n
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s
ity
o
f
No
r
th
C
ar
o
lin
a,
t
h
e
Natio
n
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Un
iv
er
s
ity
o
f
Ko
r
ea
,
an
d
Sh
en
y
an
g
Ur
b
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Un
iv
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ity
.
T
h
e
s
e
p
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ticip
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ts
all
p
o
s
s
e
s
s
ed
f
o
u
n
d
atio
n
al
ac
tin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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d
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c
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Vo
l
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14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
9
7
8
-
4
9
9
1
4982
s
k
ills
an
d
a
s
h
ar
ed
n
ee
d
f
o
r
cr
o
s
s
-
cu
ltu
r
al
d
r
am
a
tr
ai
n
in
g
.
T
h
eir
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
v
alid
ate
th
e
u
n
iv
er
s
al
ap
p
licab
ilit
y
o
f
th
e
tr
ain
in
g
m
eth
o
d
.
Data
co
lle
ctio
n
an
d
an
aly
s
is
em
p
lo
y
q
u
alitativ
e
m
eth
o
d
s
,
in
clu
d
in
g
class
r
o
o
m
o
b
s
er
v
ati
o
n
s
,
p
e
r
io
d
ic
in
ter
v
iews,
wr
itt
en
f
ee
d
b
ac
k
,
an
d
tr
ai
n
in
g
lo
g
s
.
T
h
em
atic
an
aly
s
is
an
d
c
o
d
in
g
ar
e
u
s
ed
to
e
x
tr
ac
t
s
tu
d
en
ts
’
p
r
o
g
r
ess
an
d
ch
alle
n
g
es
in
d
im
en
s
io
n
s
s
u
ch
as
e
m
o
tio
n
al
e
x
p
r
ess
io
n
,
b
o
d
ily
m
o
v
em
e
n
t
co
o
r
d
in
atio
n
,
an
d
cu
ltu
r
al
s
y
m
b
o
l
co
m
p
r
eh
en
s
io
n
.
T
o
en
h
an
ce
t
h
e
clar
ity
o
f
f
in
d
in
g
s
,
th
e
an
aly
s
is
in
co
r
p
o
r
ates
th
e
q
u
a
n
tific
atio
n
o
f
q
u
alitativ
e
d
ata,
p
r
esen
ted
t
h
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o
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ts
an
d
lin
e
g
r
ap
h
s
to
illu
s
tr
ate
s
tu
d
en
ts
’
p
r
o
g
r
ess
an
d
k
ey
o
u
tco
m
es.
T
h
is
ap
p
r
o
ac
h
h
i
g
h
lig
h
ts
th
e
p
r
ac
tical
ef
f
ec
ts
o
f
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
in
g
in
cr
o
s
s
-
cu
ltu
r
al
p
er
f
o
r
m
an
ce
s
an
d
its
u
n
iq
u
e
v
alu
e
in
en
h
an
cin
g
s
tu
d
en
ts
’
cu
ltu
r
al
ad
a
p
tab
ilit
y
an
d
ac
tin
g
s
k
ills
.
3
.
2
.
E
x
perim
ent
a
l
p
ro
ce
du
r
e
T
h
e
ex
p
er
im
en
t
u
tili
ze
d
s
ty
l
ized
p
er
f
o
r
m
a
n
ce
tr
ain
i
n
g
t
o
h
elp
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
ac
h
iev
e
p
r
ec
is
e
em
o
tio
n
al
ex
p
r
ess
io
n
in
cr
o
s
s
-
cu
ltu
r
al
d
r
am
a
p
e
r
f
o
r
m
an
ce
s
.
I
t
was
g
u
id
ed
b
y
a
PAR
ap
p
r
o
ac
h
an
d
c
o
m
p
r
is
ed
f
o
u
n
d
atio
n
al
ex
e
r
cises
,
em
o
tio
n
al
in
teg
r
atio
n
,
an
d
co
m
p
r
eh
en
s
iv
e
ap
p
licatio
n
p
h
ases
.
On
g
o
in
g
f
ee
d
b
ac
k
in
f
o
r
m
ed
a
d
ju
s
tm
en
ts
th
r
o
u
g
h
o
u
t
th
e
tr
ain
in
g
.
T
h
e
p
r
e
p
ar
ati
o
n
p
h
ase
in
v
o
lv
ed
in
ter
v
iews
to
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
ac
tin
g
s
ty
les,
an
d
in
d
iv
id
u
al
n
ee
d
s
,
en
ab
lin
g
th
e
d
esig
n
o
f
a
tailo
r
ed
cu
r
r
ic
u
lu
m
th
at
em
p
h
asized
co
n
s
is
ten
cy
in
em
o
tio
n
al
an
d
p
h
y
s
ical
ex
p
r
ess
io
n
s
.
I
n
itial
tr
ain
in
g
f
o
cu
s
ed
o
n
b
asic
em
o
tio
n
al
s
y
m
b
o
lizatio
n
,
teac
h
i
n
g
s
y
m
b
o
lized
ac
tio
n
s
f
o
r
p
r
i
m
ar
y
em
o
tio
n
s
lik
e
jo
y
,
an
g
e
r
,
s
o
r
r
o
w,
an
d
h
ap
p
i
n
ess
.
Stu
d
en
ts
p
r
ac
ticed
co
o
r
d
in
atin
g
f
ac
ial
ex
p
r
ess
io
n
s
wit
h
b
o
d
y
m
o
v
em
en
ts
,
g
r
ad
u
ally
in
teg
r
atin
g
th
ese
in
t
o
f
lu
id
an
d
co
h
e
r
en
t
em
o
tio
n
a
l
p
er
f
o
r
m
an
ce
s
.
As
tr
ain
in
g
p
r
o
g
r
ess
ed
,
cu
ltu
r
ally
s
p
ec
if
ic
m
o
v
em
en
ts
f
r
o
m
C
h
in
ese
o
p
er
a
an
d
J
ap
an
ese
No
h
th
ea
tr
e
wer
e
in
tr
o
d
u
ce
d
to
en
h
an
ce
th
e
d
e
p
th
o
f
ex
p
r
ess
io
n
.
Stu
d
en
ts
p
r
ac
ticed
co
n
v
ey
in
g
em
o
tio
n
s
in
v
ar
io
u
s
co
n
tex
ts
,
co
m
b
in
in
g
cu
lt
u
r
al
u
n
d
er
s
tan
d
in
g
with
tech
n
ical
p
r
ec
is
io
n
.
Per
s
o
n
alize
d
g
u
id
an
ce
a
n
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
s
u
p
p
o
r
ted
th
e
d
ev
elo
p
m
en
t
o
f
f
lex
ib
ilit
y
an
d
ad
a
p
tab
ilit
y
in
em
o
tio
n
al
ex
p
r
ess
io
n
.
I
n
th
e
f
in
al
s
tag
e,
s
tu
d
en
ts
in
co
r
p
o
r
at
ed
s
ty
lized
ac
tio
n
s
in
to
d
r
a
m
atic
r
eh
ea
r
s
als,
r
ef
in
in
g
th
eir
p
er
f
o
r
m
a
n
ce
s
th
r
o
u
g
h
im
p
r
o
v
is
atio
n
al
ex
e
r
cises
an
d
in
te
g
r
ated
r
eh
ea
r
s
als.
Fig
u
r
e
1
s
h
o
ws
th
at
t
h
e
tr
ain
in
g
cu
lm
in
ate
d
in
a
p
u
b
lic
s
h
o
wca
s
e
an
d
f
ee
d
b
ac
k
d
is
cu
s
s
io
n
s
,
d
em
o
n
s
tr
atin
g
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
m
eth
o
d
s
.
Fig
u
r
e
1
.
E
x
p
er
im
e
n
tal
p
r
o
ce
d
u
r
e
3
.
3
.
Da
t
a
c
o
llect
io
n
T
h
is
s
tu
d
y
em
p
lo
y
s
PAR
co
m
b
in
ed
with
q
u
alitativ
e
v
is
u
aliza
tio
n
s
tr
ateg
ies
f
o
r
d
ata
co
llectio
n
.
I
t
u
tili
ze
s
class
r
o
o
m
o
b
s
er
v
at
io
n
s
,
p
er
io
d
ic
in
ter
v
iews,
wr
itten
f
ee
d
b
ac
k
,
a
n
d
v
id
eo
a
n
al
y
s
is
to
estab
lis
h
a
d
y
n
am
ic
f
ee
d
b
ac
k
m
ec
h
an
is
m
.
T
h
is
m
ec
h
an
is
m
co
n
tin
u
o
u
s
l
y
ad
ju
s
ts
an
d
o
p
tim
izes
th
e
e
x
p
er
im
en
tal
d
esig
n
b
ased
o
n
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
c
e
an
d
f
ee
d
b
ac
k
.
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
r
o
s
s
-
cu
ltu
r
a
l e
xp
lo
r
a
tio
n
o
f styliz
ed
p
erfo
r
ma
n
ce
:
tr
a
d
itio
n
a
l
C
h
in
ese
tr
a
in
in
g
…
(
Jin
g
y
in
g
Zh
a
n
g
)
4983
3
.
3
.
1
.
P
a
rt
icipa
nt
f
ee
db
a
c
k
f
o
rm
s
T
o
s
y
s
tem
atica
lly
r
ec
o
r
d
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ien
ce
s
an
d
p
er
f
o
r
m
a
n
ce
ch
an
g
es
d
u
r
in
g
cr
o
s
s
-
cu
ltu
r
al
s
ty
lized
ac
tin
g
tr
ain
in
g
,
s
tan
d
ar
d
ized
f
ee
d
b
ac
k
f
o
r
m
s
wer
e
d
is
tr
ib
u
ted
at
th
r
ee
k
ey
s
tag
es
o
f
th
e
co
u
r
s
e.
Nam
ely
,
th
e
f
o
u
n
d
atio
n
al
tr
ain
in
g
p
h
ase
(
wee
k
s
1
–
6
)
,
th
e
em
o
tio
n
al
a
n
d
m
o
v
em
e
n
t
in
teg
r
atio
n
p
h
ase
(
wee
k
s
7
–
1
2
)
,
an
d
th
e
co
m
p
r
eh
en
s
iv
e
ap
p
licatio
n
p
h
ase
(
wee
k
s
13
–
1
6
)
.
T
h
ese
f
o
r
m
s
co
m
b
in
ed
s
elf
-
ass
es
s
m
en
t
s
ca
les
with
o
p
en
-
e
n
d
ed
r
e
f
lectio
n
q
u
esti
o
n
s
,
d
y
n
a
m
ically
ca
p
tu
r
in
g
s
tu
d
en
ts
’
s
u
b
jectiv
e
ex
p
er
ien
ce
s
an
d
p
er
f
o
r
m
a
n
ce
f
ee
d
b
ac
k
,
en
s
u
r
in
g
d
ata
co
m
p
l
eten
ess
an
d
d
iv
er
s
ity
.
R
esear
ch
er
s
d
o
cu
m
en
ted
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
in
em
o
tio
n
al
ex
p
r
ess
io
n
,
m
o
v
em
e
n
t
co
o
r
d
in
atio
n
,
cu
ltu
r
al
s
y
m
b
o
l u
n
d
er
s
tan
d
in
g
,
an
d
ac
tin
g
co
n
f
id
en
ce
b
ased
o
n
th
e
f
ee
d
b
ac
k
f
o
r
m
s
,
ass
ess
i
n
g
th
ei
r
ad
a
p
tatio
n
an
d
g
r
o
wth
t
h
r
o
u
g
h
o
u
t
th
e
c
o
u
r
s
e.
T
h
e
d
is
tr
ib
u
tio
n
an
d
c
o
llectio
n
o
f
f
ee
d
b
ac
k
f
o
r
m
s
ad
h
er
ed
s
tr
ictly
to
s
tan
d
ar
d
ized
p
r
o
ce
d
u
r
es
to
en
s
u
r
e
d
ata
in
teg
r
ity
a
n
d
r
eliab
ilit
y
at
ea
ch
s
tag
e.
Af
ter
th
e
c
o
u
r
s
e,
r
esear
ch
er
s
im
p
lem
en
ted
d
y
n
am
ic
ad
ju
s
tm
en
ts
b
ased
o
n
th
e
co
llected
f
ee
d
b
ac
k
,
s
u
ch
as
ad
d
in
g
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
ex
p
lan
atio
n
s
a
n
d
d
etailed
m
o
v
em
en
t
ex
e
r
cises
to
ad
d
r
ess
ch
allen
g
es
in
u
n
d
e
r
s
tan
d
in
g
c
u
ltu
r
al
m
o
v
em
en
ts
.
T
h
is
ac
tio
n
-
r
ef
lectio
n
-
ad
ju
s
tm
en
t
cy
cle
i
n
th
e
PAR
f
ee
d
b
ac
k
m
ec
h
a
n
is
m
ca
n
m
ee
t
th
e
d
a
ta
r
ec
o
r
d
in
g
n
ee
d
s
o
f
th
is
s
tu
d
y
an
d
en
h
an
ce
th
e
s
tu
d
y
s
tu
d
en
ts
’
s
elf
-
r
e
f
lectio
n
a
n
d
co
n
ti
n
u
o
u
s
lear
n
in
g
.
3
.
3
.
2
.
Cla
s
s
ro
o
m
o
bs
er
v
a
t
io
n
r
ec
o
rds
T
o
s
y
s
te
m
at
ica
ll
y
t
r
a
c
k
c
h
a
n
g
es
in
s
t
u
d
e
n
ts
’
p
e
r
f
o
r
m
an
ce
d
u
r
in
g
c
r
o
s
s
-
c
u
l
tu
r
a
l
s
t
y
l
i
ze
d
a
cti
n
g
tr
a
in
in
g
,
t
h
e
r
ese
ar
c
h
e
r
c
o
n
d
u
c
ted
class
r
o
o
m
o
b
s
e
r
v
ati
o
n
s
at
t
h
r
ee
k
e
y
s
t
ag
es
o
f
t
h
e
co
u
r
s
e
.
T
h
ese
o
b
s
e
r
v
ati
o
n
s
f
o
cu
s
ed
o
n
em
o
tio
n
al
ex
p
r
ess
io
n
,
m
o
v
em
e
n
t
co
o
r
d
i
n
atio
n
,
an
d
c
u
ltu
r
al
a
d
ap
tatio
n
.
Data
was
co
llected
u
s
in
g
p
er
f
o
r
m
an
ce
s
co
r
e
s
h
ee
ts
an
d
d
etailed
class
r
o
o
m
n
o
tes to
e
n
s
u
r
e
co
m
p
leten
ess
an
d
a
u
th
en
t
icity
.
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
wer
e
ce
n
ter
ed
o
n
th
r
ee
m
ain
d
i
m
en
s
io
n
s
.
T
h
e
n
atu
r
aln
ess
o
f
em
o
tio
n
al
ex
p
r
ess
io
n
ass
ess
ed
s
tu
d
en
ts
’
ab
ilit
y
to
co
o
r
d
in
ate
an
d
ex
p
r
ess
em
o
tio
n
s
th
r
o
u
g
h
s
y
n
ch
r
o
n
ized
f
ac
ial
ex
p
r
ess
io
n
s
an
d
b
o
d
il
y
m
o
v
e
m
en
ts
.
T
h
e
f
l
u
en
cy
o
f
m
o
v
e
m
en
t
ex
ec
u
tio
n
m
o
n
ito
r
ed
ch
an
g
es
in
th
e
c
o
n
tin
u
ity
o
f
m
o
v
em
e
n
ts
,
r
h
y
th
m
co
n
tr
o
l
,
an
d
th
e
p
er
f
o
r
m
a
n
ce
o
f
co
m
p
lex
ac
tio
n
s
.
C
h
ar
ac
ter
d
ev
elo
p
m
en
t
a
n
d
cu
ltu
r
al
ad
ap
tatio
n
e
v
alu
ated
s
tu
d
en
t
s
’
u
n
d
e
r
s
tan
d
in
g
o
f
m
u
lticu
ltu
r
al
r
o
le
n
u
a
n
ce
s
an
d
th
ei
r
ab
ilit
y
t
o
ad
ap
t
s
y
m
b
o
lized
ac
tio
n
s
to
d
if
f
er
e
n
t
cu
ltu
r
al
co
n
tex
ts
.
Fu
r
th
er
m
o
r
e,
th
e
r
esear
ch
er
in
co
r
p
o
r
ated
p
ee
r
ev
alu
atio
n
f
ee
d
b
ac
k
to
p
r
o
v
id
e
m
u
ltip
le
p
er
s
p
ec
tiv
es,
en
h
an
cin
g
th
e
d
ep
th
an
d
b
r
ea
d
th
o
f
d
ata
co
llectio
n
.
T
h
ese
o
b
s
er
v
atio
n
r
ec
o
r
d
s
wer
e
ess
en
tial
f
o
r
d
y
n
am
ically
ad
ju
s
t
in
g
th
e
cu
r
r
icu
lu
m
,
e
n
s
u
r
in
g
a
s
y
s
tem
atic
an
d
tr
an
s
p
ar
en
t d
ata
c
o
llectio
n
p
r
o
ce
s
s
in
lin
e
with
th
e
co
r
e
p
r
in
c
ip
les o
f
PAR
.
3
.
3
.
3
.
Sta
g
e
-
b
a
s
ed
i
nte
rv
iews
At
th
e
e
n
d
o
f
ea
c
h
k
e
y
s
t
ag
e,
t
h
e
r
es
ea
r
c
h
e
r
c
o
n
d
u
cte
d
s
em
i
-
s
tr
u
ct
u
r
e
d
i
n
t
er
v
i
ews
t
o
g
ai
n
a
n
i
n
-
d
ep
th
u
n
d
er
s
ta
n
d
i
n
g
o
f
s
t
u
d
e
n
ts
’
l
ea
r
n
i
n
g
e
x
p
e
r
i
en
ce
s
a
n
d
ad
a
p
tat
i
o
n
p
r
o
ce
s
s
es
.
T
h
es
e
i
n
t
er
v
i
ew
s
e
x
p
lo
r
e
d
s
t
u
d
e
n
ts
’
ex
p
e
r
i
en
ce
s
,
c
h
al
le
n
g
es
in
u
s
i
n
g
c
u
l
tu
r
al
s
y
m
b
o
ls
,
a
n
d
s
u
g
g
est
io
n
s
f
o
r
c
o
u
r
s
e
i
m
p
r
o
v
e
m
e
n
ts
.
T
h
e
in
s
ig
h
ts
g
at
h
er
ed
a
id
e
d
t
h
e
r
es
ea
r
c
h
e
r
i
n
ass
ess
i
n
g
s
tu
d
en
ts
’
a
d
a
p
t
ati
o
n
a
n
d
g
r
o
wt
h
i
n
a
c
r
o
s
s
-
c
u
l
tu
r
a
l e
n
v
i
r
o
n
m
e
n
t
.
T
h
r
o
u
g
h
s
h
ar
i
n
g
d
if
f
icu
lties
in
ex
ec
u
tin
g
m
o
v
em
en
ts
an
d
ex
p
r
ess
in
g
c
u
ltu
r
al
s
y
m
b
o
ls
,
s
tu
d
en
ts
r
ef
lecte
d
o
n
th
ei
r
p
r
o
ce
s
s
es
o
f
cu
ltu
r
al
ad
a
p
tatio
n
an
d
p
er
f
o
r
m
a
n
ce
ad
j
u
s
tm
en
ts
in
cr
o
s
s
-
cu
ltu
r
al
ac
tin
g
.
Ad
d
itio
n
ally
,
th
e
y
p
r
o
v
i
d
ed
s
u
g
g
esti
o
n
s
f
o
r
im
p
r
o
v
in
g
c
o
u
r
s
e
co
n
ten
t,
o
f
f
er
in
g
d
ir
ec
t
r
ef
er
en
ce
s
f
o
r
th
e
d
y
n
am
ic
a
d
ju
s
tm
en
t
o
f
t
h
e
cu
r
r
icu
lu
m
.
T
h
e
in
ter
v
iew
d
ata
w
er
e
co
llected
f
o
llo
win
g
s
tan
d
a
r
d
ized
p
r
o
ce
d
u
r
es,
u
tili
zin
g
in
-
d
ep
th
co
n
v
er
s
atio
n
s
an
d
r
ef
lectiv
e
q
u
esti
o
n
in
g
to
en
h
an
ce
s
tu
d
en
ts
’
ac
tiv
e
p
ar
ticip
atio
n
in
th
e
PAR
an
d
th
eir
p
r
ac
tical
co
n
tr
i
b
u
tio
n
s
to
co
u
r
s
e
o
p
tim
izatio
n
.
3
.
3
.
4
.
P
ee
r
e
v
a
lua
t
io
n
f
ee
db
a
ck
f
o
r
m
s
Du
r
in
g
th
e
th
r
ee
k
e
y
s
tag
es
o
f
th
e
co
u
r
s
e,
th
e
r
esear
ch
er
co
ll
ec
ted
p
ee
r
ev
alu
atio
n
f
ee
d
b
ac
k
f
o
r
m
s
to
d
o
cu
m
e
n
t
s
tu
d
en
ts
’
m
u
ltid
im
en
s
io
n
al
p
er
f
o
r
m
an
ce
s
an
d
p
e
er
ass
ess
m
en
ts
in
cr
o
s
s
-
cu
ltu
r
al
ac
tin
g
.
T
h
r
o
u
g
h
m
u
tu
al
o
b
s
er
v
atio
n
an
d
f
ee
d
b
ac
k
,
s
tu
d
en
ts
en
h
an
ce
t
h
e
ir
s
elf
-
r
ef
lectio
n
an
d
im
p
r
o
v
em
en
t
awa
r
e
n
ess
,
p
r
o
v
id
i
n
g
th
e
r
esear
ch
er
with
d
iv
er
s
e
p
er
s
p
ec
tiv
es
o
n
class
r
o
o
m
p
er
f
o
r
m
an
ce
.
T
h
e
f
ee
d
b
ac
k
f
o
r
m
s
f
o
cu
s
ed
o
n
e
v
alu
atin
g
th
e
f
lu
en
c
y
o
f
e
m
o
tio
n
al
e
x
p
r
ess
io
n
,
th
e
ac
c
u
r
ac
y
o
f
m
o
v
em
e
n
t
ex
ec
u
tio
n
,
u
n
d
er
s
tan
d
i
n
g
a
n
d
ap
p
licatio
n
o
f
cu
ltu
r
al
s
y
m
b
o
ls
,
an
d
s
elf
-
in
s
p
ir
atio
n
an
d
cr
ea
tiv
e
p
er
f
o
r
m
an
ce
.
B
ased
o
n
s
tan
d
a
r
d
ized
ass
es
s
m
en
t
r
ec
o
r
d
s
,
t
h
e
r
esea
r
ch
er
im
p
lem
en
ted
d
y
n
am
ic
cu
r
r
icu
lu
m
ad
ju
s
tm
en
ts
,
p
ar
ticu
lar
ly
r
ein
f
o
r
cin
g
tr
ain
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g
o
n
ch
allen
g
es r
elate
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em
o
tio
n
al
e
x
p
r
ess
io
n
an
d
c
u
ltu
r
al
ad
ap
tatio
n
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
tu
d
y
co
n
d
u
cted
a
c
o
m
p
r
eh
en
s
iv
e
an
al
y
s
is
o
f
s
ix
s
tu
d
e
n
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
an
d
ad
ap
tatio
n
p
r
o
ce
s
s
es
with
in
cr
o
s
s
-
cu
ltu
r
a
l
s
ty
lized
ac
tin
g
tr
ain
in
g
b
y
c
o
llectin
g
d
ata
ac
r
o
s
s
f
o
u
r
d
im
en
s
io
n
s
:
p
ar
ticip
an
t
f
ee
d
b
ac
k
f
o
r
m
s
,
class
r
o
o
m
o
b
s
er
v
atio
n
r
ec
o
r
d
s
,
s
tag
e
-
b
ase
d
in
ter
v
iews,
an
d
p
ee
r
ev
al
u
a
tio
n
f
ee
d
b
ac
k
.
T
h
e
d
ata
an
aly
s
is
em
p
lo
y
ed
q
u
ali
tativ
e
m
eth
o
d
o
lo
g
ies,
co
m
p
le
m
en
ted
b
y
q
u
an
titativ
e
p
r
o
ce
s
s
in
g
.
Sp
ec
if
ically
,
q
u
alitativ
e
d
ata
wer
e
s
y
s
tem
atica
lly
o
r
g
an
ized
th
r
o
u
g
h
t
h
em
atic
ca
teg
o
r
izatio
n
an
d
co
d
i
n
g
,
an
d
s
u
b
s
eq
u
en
tly
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
.
6
,
Dec
em
b
er
20
25
:
4
9
7
8
-
4
9
9
1
4984
co
n
v
er
ted
in
to
q
u
a
n
tifia
b
le
s
co
r
es.
Pro
g
r
ess
in
em
o
tio
n
al
ex
p
r
ess
io
n
,
m
o
v
em
e
n
t
co
o
r
d
in
atio
n
,
cu
ltu
r
al
s
y
m
b
o
l
co
m
p
r
eh
en
s
io
n
,
an
d
p
er
f
o
r
m
a
n
ce
ad
ap
ta
b
ilit
y
ac
r
o
s
s
d
if
f
er
en
t
p
h
ases
(
p
r
elim
in
ar
y
,
in
ter
m
ed
iate,
a
n
d
co
m
p
r
eh
e
n
s
iv
e
ap
p
licatio
n
)
w
as illu
s
tr
ated
th
r
o
u
g
h
p
er
ce
n
ta
g
e
ca
lcu
latio
n
s
.
I
n
ter
m
s
o
f
q
u
an
titativ
e
p
r
o
ce
s
s
in
g
,
ea
ch
d
im
en
s
io
n
—
n
a
m
ely
,
em
o
tio
n
al
e
x
p
r
ess
io
n
,
m
o
v
em
en
t
f
lu
en
cy
,
a
n
d
c
u
ltu
r
al
ad
a
p
tab
ilit
y
—
was
as
s
ig
n
ed
s
p
ec
if
ic
s
co
r
in
g
cr
iter
ia.
E
m
o
tio
n
a
l
ex
p
r
ess
io
n
was
ev
alu
ated
o
n
a
s
ca
le
r
an
g
in
g
f
r
o
m
u
n
n
atu
r
al
(
0
%)
to
f
lu
e
n
t
ex
p
r
ess
io
n
(
1
0
0
%)
.
Mo
v
e
m
en
t
f
lu
e
n
c
y
f
r
o
m
in
co
h
er
en
t
ex
ec
u
ti
o
n
(
0
%)
t
o
s
ea
m
less
p
er
f
o
r
m
an
ce
(
1
0
0
%),
an
d
cu
ltu
r
al
ad
a
p
tab
ilit
y
f
r
o
m
a
lack
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
cu
ltu
r
al
s
y
m
b
o
ls
(
0
%)
to
p
r
o
f
icien
t
u
tili
za
tio
n
o
f
c
u
ltu
r
al
s
y
m
b
o
ls
(
1
0
0
%).
At
ea
ch
p
h
ase
,
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
i
n
ea
ch
d
im
en
s
io
n
was a
s
s
ess
ed
,
with
th
e
p
r
o
g
r
ess
p
er
ce
n
tag
e
ca
lc
u
lated
u
s
in
g
(
1
)
:
=
(
ℎ
−
ℎ
ℎ
)
×
100%
(
1
)
Her
e,
f
in
al
p
h
ase
s
co
r
e
r
ef
er
s
to
th
e
s
co
r
e
o
f
th
e
d
im
en
s
io
n
in
th
e
f
in
al
p
h
ase
(
co
m
p
r
e
h
en
s
iv
e
ap
p
licatio
n
p
h
ase)
;
in
itial
p
h
ase
s
co
r
e
r
e
f
er
s
to
th
e
s
co
r
e
o
f
th
e
d
im
en
s
io
n
in
th
e
in
itial
p
h
ase
(
p
r
elim
in
ar
y
tr
ai
n
in
g
p
h
ase)
.
T
h
ese
p
e
r
ce
n
tag
e
c
h
a
n
g
es
q
u
an
tif
y
th
e
o
b
s
er
v
ed
a
d
v
an
ce
m
en
ts
.
T
h
e
r
esu
ltin
g
q
u
an
titativ
e
d
ata
o
f
f
er
s
a
clea
r
,
v
is
u
al
r
ep
r
esen
tatio
n
o
f
th
e
q
u
alitativ
e
an
aly
s
is
.
T
h
is
v
is
u
aliza
tio
n
f
ac
ilit
ates
th
e
elu
cid
atio
n
o
f
s
tu
d
en
ts
’
g
r
o
wth
tr
ajec
to
r
ies in
cr
o
s
s
-
cu
ltu
r
al
s
ty
lized
ac
tin
g
tr
ain
in
g
.
4
.
1
.
P
a
rt
icipa
nt
f
ee
db
a
ck
a
na
ly
s
is
T
h
is
s
tu
d
y
co
llected
d
ata
f
r
o
m
s
ix
s
tu
d
en
ts
th
r
o
u
g
h
p
ar
ti
cip
an
t
f
ee
d
b
ac
k
f
o
r
m
s
to
ex
a
m
in
e
th
eir
lear
n
in
g
p
er
f
o
r
m
an
ce
an
d
ad
a
p
tatio
n
p
r
o
ce
s
s
es
with
in
cr
o
s
s
-
cu
ltu
r
al
s
ty
lized
ac
tin
g
tr
ain
i
n
g
.
I
n
th
e
d
o
m
ain
o
f
em
o
tio
n
al
ex
p
r
ess
io
n
,
s
tu
d
en
t
s
in
itially
ex
h
ib
ited
u
n
n
atu
r
al
em
o
tio
n
al
p
o
r
tr
ay
als d
u
r
in
g
th
e
p
r
elim
in
ar
y
p
h
ase
(
w
ee
k
s
1
-
6
)
,
with
an
av
e
r
ag
e
e
m
o
tio
n
al
ex
p
r
ess
io
n
s
co
r
e
o
f
1
1
%.
As th
e
co
u
r
s
e
p
r
o
g
r
ess
ed
in
to
th
e
em
o
tio
n
al
in
teg
r
atio
n
p
h
ase
(
w
ee
k
s
7
-
1
2
)
,
th
e
in
tr
o
d
u
ctio
n
o
f
s
lo
w
-
m
o
tio
n
an
d
m
ir
r
o
r
in
g
e
x
er
cises
f
ac
ilit
ated
im
p
r
o
v
em
e
n
ts
in
em
o
tio
n
al
e
x
p
r
ess
io
n
,
elev
atin
g
th
e
s
co
r
e
to
2
0
.
8
3
%.
B
y
th
e
co
m
p
r
e
h
en
s
iv
e
ap
p
licatio
n
p
h
ase
(
w
ee
k
s
1
3
-
1
6
)
,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
th
e
ab
ilit
y
t
o
co
n
v
ey
co
m
p
le
x
em
o
ti
o
n
s
with
g
r
ea
ter
ea
s
e,
f
u
r
th
er
i
n
cr
ea
s
in
g
th
e
e
m
o
tio
n
al
ex
p
r
ess
io
n
s
co
r
e
to
5
5
%.
R
eg
ar
d
in
g
m
o
v
em
e
n
t
f
lu
e
n
cy
,
ea
r
ly
-
s
tag
e
f
ee
d
b
ac
k
(
w
ee
k
s
1
-
6
)
in
d
icate
d
s
ig
n
if
ican
t
d
ef
i
cien
cies
in
m
o
v
em
en
t
d
ec
o
m
p
o
s
itio
n
a
n
d
r
h
y
th
m
c
o
n
tr
o
l,
r
esu
ltin
g
in
a
m
o
v
em
en
t
f
lu
en
c
y
s
co
r
e
o
f
4
.
2
5
%.
W
ith
th
e
in
co
r
p
o
r
atio
n
o
f
em
o
tio
n
al
an
d
m
o
v
em
en
t
i
n
teg
r
atio
n
ex
er
c
is
es
d
u
r
in
g
th
e
m
id
-
p
h
ase
(
w
e
ek
s
7
-
1
2
)
,
s
tu
d
en
ts
s
h
o
wed
m
ar
k
ed
en
h
a
n
ce
m
en
ts
in
m
o
v
em
e
n
t
c
o
o
r
d
i
n
atio
n
,
r
a
is
in
g
th
e
s
co
r
e
to
1
2
.
6
5
%.
I
n
t
h
e
co
m
p
r
eh
e
n
s
iv
e
ap
p
licatio
n
p
h
ase
(
w
ee
k
s
1
3
-
1
6
)
,
m
o
v
em
en
t
f
lu
en
cy
co
n
tin
u
ed
to
im
p
r
o
v
e
s
u
b
s
tan
tially
,
r
e
ac
h
in
g
5
0
%.
I
n
t
h
e
a
r
ea
o
f
c
u
lt
u
r
al
a
d
a
p
t
ab
i
lit
y
,
in
iti
al
ass
ess
m
e
n
ts
(
w
ee
k
s
1
-
6
)
r
ev
ea
l
e
d
t
h
a
t st
u
d
e
n
ts
h
a
d
a
li
m
it
e
d
u
n
d
er
s
ta
n
d
i
n
g
a
n
d
a
p
p
li
ca
ti
o
n
o
f
c
u
l
tu
r
a
l
s
y
m
b
o
ls
,
r
e
f
le
cte
d
i
n
a
s
c
o
r
e
o
f
5
%
.
As
t
h
e
c
u
r
r
i
cu
l
u
m
i
n
c
o
r
p
o
r
at
ed
cu
l
tu
r
al
b
a
ck
g
r
o
u
n
d
e
x
p
l
an
ati
o
n
s
a
n
d
r
o
l
e
s
i
m
u
la
ti
o
n
e
x
e
r
c
is
es,
s
tu
d
en
ts
’
c
u
lt
u
r
al
a
d
a
p
ta
b
il
it
y
p
r
o
g
r
ess
i
v
el
y
in
c
r
ea
s
e
d
,
w
it
h
m
id
-
p
h
ase
s
c
o
r
es
r
is
in
g
to
1
8
.
7
5
%
.
B
y
t
h
e
co
m
p
r
eh
e
n
s
i
v
e
ap
p
l
ic
ati
o
n
p
h
ase
(
w
e
e
k
s
1
3
-
1
6
)
,
s
tu
d
en
ts
wer
e
ab
le
to
ad
e
p
tly
u
tili
ze
cu
ltu
r
al
s
y
m
b
o
ls
,
elev
at
in
g
th
e
cu
ltu
r
al
ad
ap
ta
b
ilit
y
s
co
r
e
to
4
5
.
8
7
%.
Qu
alitativ
e
an
aly
s
is
o
f
th
e
p
ar
ticip
an
t
f
ee
d
b
ac
k
f
o
r
m
s
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
ad
v
a
n
ce
m
en
ts
ac
r
o
s
s
all
m
ea
s
u
r
ed
d
im
e
n
s
io
n
s
.
E
m
o
tio
n
al
ex
p
r
ess
io
n
n
atu
r
al
n
ess
im
p
r
o
v
ed
f
r
o
m
an
i
n
itial
s
co
r
e
o
f
1
1
to
5
5
%,
r
ep
r
esen
tin
g
a
4
4
%
in
cr
ea
s
e.
Mo
v
em
e
n
t
f
lu
e
n
cy
a
d
v
a
n
ce
d
f
r
o
m
4
.
2
5
to
5
0
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ar
k
in
g
a
4
5
.
7
5
%
im
p
r
o
v
em
e
n
t.
C
u
ltu
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al
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t
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ilit
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g
r
ew
f
r
o
m
5
to
4
5
.
8
7
%,
in
d
icatin
g
a
4
0
.
8
7
%
en
h
an
ce
m
en
t.
T
h
ese
f
in
d
in
g
s
s
u
b
s
tan
tiate
th
at
s
ty
lized
p
er
f
o
r
m
an
ce
tr
ain
i
n
g
s
ig
n
if
ican
tly
en
h
an
ce
s
s
tu
d
en
ts
’
a
ctin
g
ab
ilit
ies
an
d
cu
ltu
r
al
ad
a
p
tab
ilit
y
with
in
cr
o
s
s
-
cu
ltu
r
al
d
r
a
m
a
e
d
u
ca
tio
n
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u
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Fig
u
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4
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at
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ased
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ase
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ase
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ase
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s
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1
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r
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ea
s
in
g
to
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u
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5
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ate
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u
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5
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b
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is
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5
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D
is
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T
h
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h
ig
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p
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r
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ed
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t
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o
tiatio
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[
2
9
]
.
Stu
d
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d
em
o
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tr
ated
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ican
t
p
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wth
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[
3
6
]
.
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e
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tex
ts
[
4
1
]
.
T
h
is
tr
an
s
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o
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was
p
ar
ticu
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le
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No
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d
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y
d
y
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ics
[
4
2
]
.
T
h
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s
tr
u
ct
u
r
ed
e
x
er
cises
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o
t
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l
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en
h
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ce
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th
eir
tech
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p
r
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f
icien
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u
t
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e
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e
m
with
th
e
ad
ap
tab
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y
n
ee
d
ed
f
o
r
d
iv
er
s
e
cu
ltu
r
al
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.