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e
d
c
u
ltu
r
ally
b
o
u
n
d
ex
p
r
ess
io
n
s
th
at
ar
e
ch
allen
g
in
g
to
tr
a
n
s
late.
Yet
d
esp
ite
th
is
g
r
o
win
g
s
ch
o
la
r
s
h
ip
,
th
e
p
ed
a
g
o
g
ical
p
o
ten
t
ial
o
f
Am
a
n
ai
an
d
Z
am
an
ai
,
its
ab
ilit
y
to
teac
h
m
o
r
al
r
ea
s
o
n
in
g
,
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
,
d
ev
elo
p
m
en
ta
l
p
s
y
ch
o
lo
g
y
,
a
n
d
em
o
tio
n
al
liter
ac
y
; r
em
ai
n
s
lar
g
ely
u
n
e
x
p
lo
r
e
d
.
T
h
is
g
ap
is
s
ig
n
if
ican
t,
as
Z
h
u
n
u
s
o
v
’
s
n
o
v
ella
o
f
f
er
s
a
u
n
iq
u
e
o
p
p
o
r
tu
n
ity
to
ex
am
i
n
e
h
o
w
a
liter
ar
y
wo
r
k
ca
n
f
u
n
ctio
n
s
im
u
ltan
eo
u
s
ly
as
a
cu
ltu
r
al
ar
tifa
ct,
p
s
y
ch
o
lo
g
ical
ca
s
e
s
tu
d
y
,
an
d
teac
h
in
g
in
s
tr
u
m
e
n
t.
W
h
ile
p
r
ev
io
u
s
r
esear
ch
h
as
an
aly
ze
d
Kaz
ak
h
liter
atu
r
e
f
r
o
m
h
is
to
r
ical,
lin
g
u
is
tic,
o
r
cu
ltu
r
al
p
er
s
p
ec
tiv
es,
f
ew
s
tu
d
ies
h
av
e
ad
o
p
ted
a
c
o
m
p
r
eh
e
n
s
iv
e
p
ed
a
g
o
g
ical
le
n
s
.
No
ex
is
tin
g
wo
r
k
h
as
p
r
o
v
id
ed
a
f
u
ll
th
em
atic
co
d
eb
o
o
k
,
a
s
tr
u
ctu
r
ed
c
o
n
ten
t
an
aly
s
is
,
o
r
a
f
r
am
ewo
r
k
f
o
r
u
s
in
g
Am
an
ai
a
n
d
Z
am
an
ai
in
u
n
iv
er
s
ity
-
lev
el
liter
atu
r
e,
p
ed
ag
o
g
y
,
p
s
y
ch
o
lo
g
y
,
o
r
cu
ltu
r
al
s
tu
d
ies
co
u
r
s
es.
Ad
d
r
ess
in
g
th
is
ab
s
en
ce
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
g
iv
e
n
th
e
g
r
o
win
g
r
ec
o
g
n
itio
n
t
h
at
liter
atu
r
e
c
an
f
o
s
ter
em
p
ath
y
,
em
o
tio
n
a
l
in
s
ig
h
t,
s
y
m
b
o
lic
th
in
k
in
g
,
an
d
et
h
ical
r
ea
s
o
n
in
g
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
co
n
d
u
ct
a
d
etailed
p
ed
a
g
o
g
ical
an
aly
s
is
o
f
Am
an
ai
a
n
d
Z
am
an
ai
,
id
en
tify
in
g
th
e
e
d
u
ca
tio
n
al
d
im
en
s
io
n
s
em
b
ed
d
ed
with
in
th
e
tex
t
an
d
ex
p
l
o
r
in
g
h
o
w
th
ey
ca
n
b
e
u
s
ed
ef
f
ec
tiv
ely
in
h
ig
h
er
ed
u
c
atio
n
s
ettin
g
s
.
T
h
r
o
u
g
h
q
u
alitativ
e
co
n
ten
t a
n
aly
s
is
,
th
e
s
tu
d
y
ex
a
m
in
es si
x
th
em
atic
d
o
m
ain
s
th
at
e
m
er
g
e
f
r
o
m
th
e
n
ar
r
ativ
e.
B
y
m
ap
p
in
g
th
ese
th
em
es,
th
e
s
tu
d
y
s
ee
k
s
to
u
n
co
v
er
h
o
w
th
e
n
o
v
ella
teac
h
es
th
r
o
u
g
h
its
n
a
r
r
ativ
e
s
tr
u
ctu
r
e
,
s
y
m
b
o
lis
m
,
atm
o
s
p
h
er
e,
an
d
ch
ar
ac
ter
ex
p
er
ien
ce
s
,
an
d
h
o
w
its
cu
ltu
r
ally
g
r
o
u
n
d
e
d
s
to
r
y
tellin
g
ca
n
s
u
p
p
o
r
t
i
n
ter
d
is
cip
lin
ar
y
teac
h
i
n
g
a
n
d
lear
n
in
g
.
Gu
id
ed
b
y
th
is
p
u
r
p
o
s
e,
th
e
s
tu
d
y
a
d
d
r
ess
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
p
ed
ag
o
g
ical
th
em
es
em
er
g
e
f
r
o
m
a
q
u
alitativ
e
c
o
n
te
n
t
an
aly
s
is
o
f
Sak
en
Z
h
u
n
is
o
v
’
s
Am
an
ai
an
d
Z
am
an
ai
?
−
Ho
w
d
o
th
e
n
ar
r
ativ
e,
s
y
m
b
o
l
ic,
an
d
lin
g
u
is
tic
f
ea
tu
r
es
o
f
t
h
e
n
o
v
ella
s
u
p
p
o
r
t
m
o
r
al,
cu
lt
u
r
al,
em
o
tio
n
al,
an
d
p
s
y
ch
o
lo
g
ical
lear
n
in
g
?
−
I
n
wh
at
way
s
ca
n
Am
a
n
ai
an
d
Z
am
an
ai
b
e
in
teg
r
ate
d
in
to
h
ig
h
er
e
d
u
ca
tio
n
cu
r
r
icu
la
a
cr
o
s
s
liter
atu
r
e,
cu
ltu
r
al
s
tu
d
ies,
teac
h
er
ed
u
ca
tio
n
,
an
d
p
s
y
ch
o
l
o
g
y
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
K
a
za
k
h
lite
ra
t
ure
a
nd
peda
g
o
g
y
Kaz
ak
h
liter
atu
r
e
h
as
h
is
to
r
ically
s
er
v
ed
as
a
f
o
u
n
d
a
tio
n
f
o
r
cu
ltu
r
al
id
e
n
tity
f
o
r
m
atio
n
,
p
h
ilo
s
o
p
h
ical
r
e
f
lectio
n
,
an
d
p
ed
ag
o
g
ical
in
f
lu
e
n
ce
,
m
ak
i
n
g
it
a
v
alu
a
b
le
r
eso
u
r
ce
f
o
r
h
ig
h
er
e
d
u
ca
tio
n
.
Sch
o
lar
s
ar
g
u
e
th
at
m
o
d
e
r
n
Kaz
ak
h
liter
ar
y
s
tu
d
ies
in
cr
e
asin
g
ly
em
p
h
asize
th
e
in
te
r
c
o
n
n
ec
tio
n
b
etwe
en
n
atio
n
al
id
eo
l
o
g
y
,
cu
ltu
r
al
r
ev
iv
al,
an
d
ed
u
ca
tio
n
al
p
r
ac
tice
[
1
]
.
Z
h
u
n
u
s
o
v
’
s
Am
an
ai
an
d
Z
am
an
ai
b
elo
n
g
s
to
th
is
b
r
o
ad
er
in
tellectu
al
an
d
c
u
ltu
r
al
m
o
v
em
e
n
t,
in
wh
ich
li
ter
ar
y
wo
r
k
s
ar
e
s
im
p
ly
a
r
tis
tic
ex
p
r
ess
io
n
s
an
d
p
ed
ag
o
g
ical
to
o
ls
th
at
tr
a
n
s
m
it
eth
ical
f
r
am
ewo
r
k
s
,
cu
ltu
r
a
l
co
n
s
cio
u
s
n
ess
,
an
d
n
atio
n
al
n
ar
r
ativ
es.
Stu
d
ies
o
n
Kaz
ak
h
liter
ar
y
h
e
r
itag
e
h
ig
h
lig
h
t
h
o
w
wr
iter
s
o
f
t
h
e
twen
tieth
an
d
twen
ty
-
f
ir
s
t
ce
n
tu
r
ies
em
b
ed
p
h
ilo
s
o
p
h
ical,
h
is
to
r
ical,
an
d
th
eo
lo
g
ical
co
n
ce
p
ts
with
in
th
eir
tex
ts
,
s
h
ap
in
g
r
ea
d
er
s
’
m
o
r
al
an
d
in
tellectu
al
d
ev
elo
p
m
e
n
t
[
2
]
.
T
h
is
alig
n
s
with
r
ec
en
t
s
ch
o
lar
s
h
ip
th
at
p
o
s
itio
n
s
Kaz
ak
h
liter
atu
r
e
as
a
s
ite
f
o
r
ex
p
lo
r
in
g
id
eo
lo
g
ical
m
o
v
em
e
n
ts
,
n
atio
n
al
v
alu
es,
an
d
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es,
p
ar
tic
u
lar
ly
i
n
r
e
latio
n
to
th
e
Alash
in
tellectu
al
tr
ad
itio
n
an
d
its
em
p
h
asis
o
n
ed
u
c
atio
n
,
e
n
lig
h
t
en
m
en
t,
an
d
civ
ic
r
esp
o
n
s
ib
ilit
y
[
1
]
.
T
h
is
alig
n
s
with
ar
g
u
m
en
ts
t
h
at
s
tu
d
y
in
g
Kaz
ak
h
liter
atu
r
e
d
u
r
i
n
g
t
h
e
in
d
e
p
en
d
en
ce
p
er
io
d
h
as
b
ec
o
m
e
a
k
e
y
m
ec
h
an
is
m
f
o
r
s
tr
en
g
t
h
en
in
g
cu
ltu
r
al
co
n
tin
u
ity
,
n
atio
n
al
s
elf
-
awa
r
en
e
s
s
,
an
d
wo
r
l
d
v
iew
f
o
r
m
atio
n
am
o
n
g
s
tu
d
e
n
ts
[
3
]
.
Mo
d
er
n
liter
ar
y
s
ch
o
lar
s
h
ip
also
tr
ac
es
h
o
w
Kaz
ak
h
n
ar
r
ativ
es
h
av
e
tr
an
s
f
o
r
m
ed
h
is
to
r
ically
an
d
p
o
liti
ca
lly
,
p
ar
ticu
lar
ly
u
n
d
e
r
So
v
iet
an
d
p
o
s
t
-
So
v
iet
co
n
tex
ts
,
r
ef
lectin
g
s
h
if
ts
in
n
atio
n
al
id
eo
lo
g
y
,
c
o
llectiv
e
m
em
o
r
y
,
an
d
t
h
e
cu
ltu
r
al
im
a
g
in
atio
n
[
4
]
.
2
.
2
.
F
o
lk
lo
re
,
o
ra
l
t
ra
ditio
n,
a
nd
cult
ura
l t
ra
ns
m
is
s
io
n
R
esear
ch
o
n
p
ed
ag
o
g
y
,
cu
ltu
r
e,
an
d
liter
ar
y
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
f
u
r
th
e
r
s
h
o
ws
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
n
atio
n
al
liter
atu
r
e
in
to
u
n
iv
e
r
s
ity
cu
r
r
icu
la
to
d
ev
elo
p
cu
ltu
r
al
liter
ac
y
an
d
i
d
en
tity
[
5
]
.
Fo
l
k
lo
r
e
an
d
o
r
al
tr
a
d
itio
n
h
av
e
l
o
n
g
b
ee
n
r
ec
o
g
n
ized
as
ce
n
tr
al
p
illa
r
s
o
f
Kaz
ak
h
cu
ltu
r
al
id
en
tity
,
s
h
ap
in
g
co
llectiv
e
m
em
o
r
y
,
eth
ical
f
r
am
ew
o
r
k
s
,
an
d
in
ter
g
en
e
r
atio
n
al
k
n
o
wled
g
e
tr
an
s
f
er
.
Kaz
ak
h
cu
ltu
r
al
s
ch
o
lar
s
em
p
h
asize
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
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J
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v
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&
R
es E
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c
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N:
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8
8
2
2
B
ey
o
n
d
n
a
r
r
a
tive:
a
p
e
d
a
g
o
g
i
ca
l,
cu
ltu
r
a
l,
a
n
d
p
s
yc
h
o
lo
g
ic
a
l a
n
a
lysi
s
o
f S
a
ke
n
… (
To
kzh
a
n
I
g
e
n
b
a
y
)
3593
th
at
o
r
al
s
to
r
y
tellin
g
,
co
m
p
r
i
s
in
g
m
y
th
s
,
p
r
o
v
er
b
s
,
ep
ic
n
ar
r
ativ
es,
an
d
g
en
ea
lo
g
ical
tales,
h
as
h
is
to
r
ically
s
er
v
ed
as th
e
p
r
im
ar
y
m
ed
iu
m
th
r
o
u
g
h
wh
ich
v
alu
es,
s
o
cial
n
o
r
m
s
,
an
d
wo
r
ld
v
iews we
r
e
t
au
g
h
t
[
6
]
.
T
h
is
o
r
al
h
er
itag
e
is
n
o
t
m
er
ely
ar
tis
tic;
it
f
u
n
ctio
n
s
as
a
p
e
d
ag
o
g
ical
s
y
s
tem
th
at
en
co
d
es
cu
ltu
r
a
l
m
ea
n
in
g
th
r
o
u
g
h
n
ar
r
ativ
e,
m
etap
h
o
r
,
an
d
s
y
m
b
o
lic
im
ag
er
y
.
T
h
e
p
e
r
s
is
ten
ce
o
f
th
ese
tr
ad
itio
n
s
is
c
lo
s
ely
tied
to
th
e
n
o
m
ad
ic
p
ast
o
f
th
e
Kaz
ak
h
p
eo
p
le,
wh
er
e
s
to
r
y
tellin
g
p
lay
ed
th
e
r
o
le
o
f
co
m
m
u
n
al
ed
u
ca
ti
o
n
,
m
o
r
al
in
s
tr
u
ctio
n
,
an
d
cu
ltu
r
al
p
r
eser
v
atio
n
[
7
]
.
I
n
th
is
co
n
tex
t,
liter
atu
r
e
r
o
o
te
d
in
f
o
lk
lo
r
e,
s
u
ch
as
Sak
e
n
Z
h
u
n
u
s
o
v
’
s
Am
an
ai
an
d
Z
am
an
ai
–
ca
r
r
ies
f
o
r
war
d
th
ese
ed
u
ca
tio
n
al
f
u
n
ctio
n
s
in
wr
itten
f
o
r
m
,
allo
win
g
tr
ad
iti
o
n
al
p
ed
ag
o
g
ies
to
o
p
er
ate
with
in
co
n
tem
p
o
r
ar
y
l
iter
ar
y
s
ettin
g
s
.
Sch
o
lar
s
p
o
in
t
o
u
t
th
at
Kaz
a
k
h
f
o
lk
lo
r
e
is
ch
ar
ac
ter
ize
d
b
y
its
d
id
ac
tic
p
u
r
p
o
s
e
an
d
its
ab
ilit
y
t
o
s
h
ap
e
id
en
tity
th
r
o
u
g
h
th
e
r
e
p
etitio
n
o
f
cu
ltu
r
ally
s
ig
n
if
ican
t
m
o
tifs,
s
tr
u
ctu
r
al
p
atter
n
s
,
an
d
m
o
r
al
co
n
tr
asts
[
8
]
.
T
h
ese
f
ea
tu
r
es
ar
e
ev
i
d
e
n
t
in
Z
h
u
n
u
s
o
v
’
s
n
ar
r
ativ
e,
wh
er
e
m
y
th
ic
r
ef
er
e
n
ce
s
,
an
ce
s
tr
al
lin
ea
g
e,
an
d
s
y
m
b
o
lic
lan
d
s
ca
p
es
g
u
id
e
t
h
e
ch
ild
p
r
o
tag
o
n
is
t’
s
em
o
tio
n
al
an
d
co
g
n
itiv
e
d
ev
elo
p
m
en
t.
As
n
o
ted
b
y
Ku
d
aib
er
g
e
n
o
v
a
[
9
]
,
m
o
d
er
n
Kaz
ak
h
liter
atu
r
e
ac
tiv
ely
r
e
wo
r
k
s
cu
ltu
r
al
m
em
o
r
y
a
n
d
n
atio
n
al
n
ar
r
ativ
es
b
y
r
ein
ter
p
r
etin
g
tr
ad
itio
n
al
s
y
m
b
o
lic
f
r
am
ewo
r
k
s
with
in
co
n
t
em
p
o
r
ar
y
liter
ar
y
f
o
r
m
s
.
T
h
is
d
y
n
am
ic
in
ter
ac
tio
n
b
etwe
en
in
h
e
r
ited
cu
lt
u
r
al
co
d
es
an
d
m
o
d
e
r
n
n
ar
r
ativ
e
s
tr
a
teg
ies
h
elp
s
s
u
s
tain
th
e
r
elev
an
ce
o
f
tr
ad
itio
n
in
ch
an
g
in
g
h
is
to
r
ical
co
n
tex
ts
.
A
s
im
ilar
m
ec
h
an
is
m
o
p
er
ate
s
in
Am
an
ai
an
d
Z
am
an
ai
,
wh
er
e
o
r
al
s
to
r
y
tellin
g
p
atter
n
s
ar
e
em
b
ed
d
ed
in
t
o
a
m
o
d
er
n
p
r
o
s
e
n
ar
r
ativ
e,
p
r
eser
v
in
g
th
e
m
o
r
al
an
d
s
y
m
b
o
lic
r
eso
n
an
ce
o
f
tr
ad
itio
n
al
tales wh
ile
r
ef
r
am
i
n
g
th
em
t
h
r
o
u
g
h
th
e
p
s
y
ch
o
lo
g
ical
p
er
s
p
ec
tiv
e
o
f
a
ch
ild
.
R
ec
en
t
s
ch
o
lar
s
h
ip
f
u
r
th
er
d
em
o
n
s
tr
ates
h
o
w
f
o
lk
lo
r
e
s
u
p
p
o
r
ts
id
en
tity
f
o
r
m
atio
n
in
m
o
d
er
n
Kaz
ak
h
s
tan
b
y
co
n
n
ec
tin
g
p
e
r
s
o
n
al
ex
p
e
r
ien
ce
t
o
co
llectiv
e
h
is
to
r
y
.
Ku
ls
ar
iev
a
et
a
l.
[
1
0
]
ar
g
u
e
t
h
at
m
y
t
h
-
m
ak
in
g
a
n
d
f
o
lk
lo
r
ic
im
ag
er
y
co
n
tin
u
e
to
s
h
ap
e
c
u
ltu
r
al
m
e
m
o
r
y
i
n
co
n
tem
p
o
r
a
r
y
v
is
u
al
an
d
liter
ar
y
cu
ltu
r
e,
cr
ea
tin
g
co
n
tin
u
ity
b
etwe
en
p
ast an
d
p
r
esen
t.
2
.
3
.
Na
rr
a
t
iv
e
a
s
a
co
g
nitiv
e
a
nd
educa
t
io
na
l t
o
o
l
Nar
r
ativ
e
h
as
lo
n
g
b
ee
n
r
ec
o
g
n
ized
as
a
ce
n
tr
al
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
h
u
m
a
n
s
m
a
k
e
s
en
s
e
o
f
ex
p
er
ien
ce
,
co
n
s
tr
u
ct
m
ea
n
in
g
,
an
d
o
r
g
a
n
ize
co
g
n
itiv
e
d
ev
elo
p
m
en
t.
B
r
u
n
er
[
2
]
s
em
in
al
ar
g
u
m
e
n
t
th
at
n
ar
r
ativ
e
is
a
p
r
im
ar
y
m
o
d
e
o
f
th
o
u
g
h
t
p
r
o
v
id
es
a
f
o
u
n
d
a
tio
n
al
len
s
f
o
r
u
n
d
er
s
tan
d
in
g
h
o
w
liter
ar
y
tex
ts
s
h
ap
e
in
ter
p
r
etatio
n
,
r
ea
s
o
n
in
g
,
an
d
id
e
n
tity
.
I
n
th
is
v
iew,
s
to
r
ies
d
o
n
o
t
m
e
r
ely
r
ef
lect
r
e
ality
,
th
ey
s
tr
u
ct
u
r
e
th
e
way
s
in
d
iv
id
u
als
p
er
ce
iv
e
ca
u
s
ality
,
in
ten
tio
n
,
an
d
m
o
r
al
co
n
s
eq
u
e
n
ce
.
Z
h
u
n
u
s
o
v
’
s
A
m
an
ai
an
d
Z
am
an
ai
ex
em
p
lifie
s
th
is
co
g
n
itiv
e
f
u
n
ctio
n
:
as
Am
an
ai
co
n
f
r
o
n
ts
f
e
ar
,
lo
s
s
,
an
d
u
n
ce
r
tain
ty
,
h
e
i
n
ter
p
r
ets
ev
en
ts
b
y
n
ar
r
ativ
izin
g
th
em
,
b
len
d
i
n
g
t
h
e
g
r
an
d
m
o
th
er
’
s
m
y
th
ic
s
to
r
ies
with
h
is
o
wn
liv
ed
ex
p
er
ien
ce
s
.
T
h
is
p
r
o
ce
s
s
alig
n
s
with
Vy
g
o
ts
k
y
[
1
]
n
o
t
io
n
o
f
s
y
m
b
o
lic
m
e
d
iatio
n
,
i
n
wh
ich
im
ag
in
atio
n
an
d
cu
l
tu
r
ally
tr
an
s
m
itted
n
ar
r
ativ
es
s
er
v
e
as
to
o
ls
f
o
r
p
s
y
ch
o
lo
g
ical
d
e
v
elo
p
m
en
t.
Vy
g
o
ts
k
y
ar
g
u
es
th
at
ch
ild
r
en
in
ter
p
r
et
r
ea
lity
th
r
o
u
g
h
s
y
m
b
o
lic
s
y
s
tem
s
th
ey
in
h
er
it
f
r
o
m
ca
r
e
g
iv
er
s
,
an
d
Am
an
ai
an
d
Z
am
an
ai
d
em
o
n
s
tr
ates
th
i
s
v
iv
id
ly
as
th
e
g
r
an
d
m
o
th
e
r
’
s
o
r
al
s
to
r
ies
b
ec
o
m
e
th
e
f
r
am
ewo
r
k
th
r
o
u
g
h
wh
ich
th
e
ch
ild
co
n
s
tr
u
cts
m
ea
n
in
g
,
ev
alu
ates d
an
g
er
,
an
d
r
eg
u
late
s
em
o
tio
n
.
Nar
r
a
ti
v
e
t
h
e
o
r
y
f
u
r
t
h
er
s
u
p
p
o
r
ts
t
h
is
p
er
s
p
e
cti
v
e.
S
e
v
e
r
al
s
c
h
o
la
r
s
[
1
1
]
,
[
1
2
]
h
i
g
h
li
g
h
t
h
o
w
n
a
r
r
ati
v
e
s
tr
u
ct
u
r
e
,
p
l
o
t
s
eq
u
en
ci
n
g
,
a
n
d
s
y
m
b
o
lis
m
g
u
i
d
e
c
o
g
n
i
ti
v
e
an
d
i
n
t
e
r
p
r
e
ti
v
e
p
r
o
ce
s
s
es
b
y
cr
ea
ti
n
g
co
h
er
en
ce
o
u
t
o
f
am
b
i
g
u
it
y
.
Z
h
u
n
u
s
o
v
’
s
n
o
v
ell
a
em
p
l
o
y
s
t
h
ese
m
ec
h
a
n
is
m
s
s
tr
ate
g
i
ca
l
ly
:
s
y
m
b
o
l
ic
el
em
e
n
ts
s
u
c
h
as
th
e
m
o
u
n
t
ai
n
,
d
a
r
k
n
ess
,
a
n
d
an
ce
s
tr
a
l
r
e
f
e
r
e
n
ce
s
o
p
er
ate
as
n
a
r
r
ati
v
e
a
n
ch
o
r
s
th
at
h
el
p
b
o
t
h
t
h
e
c
h
il
d
a
n
d
t
h
e
r
e
ad
er
n
a
v
i
g
at
e
u
n
c
er
tai
n
t
y
a
n
d
u
n
d
er
s
ta
n
d
e
m
o
ti
o
n
al
s
t
a
k
es
.
E
m
p
i
r
i
ca
l
r
ese
ar
c
h
r
ei
n
f
o
r
ce
s
t
h
e
i
d
ea
t
h
a
t
n
a
r
r
ati
v
e
en
v
i
r
o
n
m
en
ts
ca
n
f
u
n
ct
io
n
as
c
o
g
n
iti
v
e
to
o
ls
t
h
a
t
s
h
a
p
e
l
ea
r
n
i
n
g
.
Sh
o
r
es
e
t
a
l
.
[
1
3
]
d
e
m
o
n
s
tr
ate
t
h
a
t
n
a
r
r
ati
v
e
-
ce
n
t
er
ed
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
ts
s
u
p
p
o
r
t
ea
r
l
y
p
r
e
d
ic
ti
o
n
o
f
h
o
w
le
ar
n
e
r
s
wi
ll
u
s
e
c
o
g
n
iti
v
e
t
o
o
ls
wh
e
n
i
n
te
r
p
r
eti
n
g
co
m
p
le
x
s
ce
n
a
r
i
o
s
,
s
u
g
g
es
ti
n
g
t
h
a
t
n
a
r
r
at
iv
e
co
n
v
e
y
s
i
n
f
o
r
m
ati
o
n
a
n
d
a
ls
o
s
t
r
u
ct
u
r
es
p
r
o
b
l
em
-
s
o
l
v
i
n
g
an
d
att
en
ti
o
n
.
Alt
h
o
u
g
h
t
h
e
ir
r
es
ea
r
c
h
f
o
c
u
s
es
o
n
a
r
ti
f
i
cia
l
in
tel
li
g
e
n
c
e
-
s
u
p
p
o
r
te
d
l
ea
r
n
i
n
g
en
v
i
r
o
n
m
e
n
ts
,
t
h
e
u
n
d
e
r
l
y
i
n
g
p
r
in
ci
p
l
e,
t
h
at
n
a
r
r
at
iv
e
s
ca
f
f
o
l
d
s
c
o
g
n
i
ti
o
n
a
n
d
g
u
i
d
es
i
n
t
er
p
r
eti
v
e
b
e
h
av
io
r
s
,
ap
p
li
es
d
i
r
ec
tl
y
t
o
t
r
a
d
it
io
n
al
lite
r
a
r
y
te
x
ts
.
I
n
lit
er
ar
y
p
e
d
a
g
o
g
y
,
n
ar
r
ati
v
e
m
e
th
o
d
o
l
o
g
y
th
u
s
b
ec
o
m
es
b
o
t
h
co
n
t
en
t
a
n
d
m
e
th
o
d
.
S
c
h
o
la
r
s
e
m
p
h
asiz
e
t
h
at
tea
c
h
i
n
g
lit
er
at
u
r
e
t
h
r
o
u
g
h
n
a
r
r
ati
v
e
m
e
ch
an
is
m
s
,
s
u
c
h
as
ex
p
l
o
r
i
n
g
p
o
in
t
o
f
v
iew
,
s
y
m
b
o
lis
m
,
a
tm
o
s
p
h
er
e,
a
n
d
p
l
o
t
te
n
s
i
o
n
,
e
n
c
o
u
r
ag
es
s
t
u
d
e
n
ts
t
o
en
g
a
g
e
i
n
d
i
al
o
g
ic
r
e
aso
n
i
n
g
,
p
e
r
s
p
ec
ti
v
e
-
ta
k
i
n
g
,
an
d
r
ef
lec
ti
v
e
i
n
te
r
p
r
et
ati
o
n
[
1
4
]
.
2
.
4
.
Sa
k
en
Z
hu
nu
s
o
v
in K
a
za
k
h
lite
ra
ry
s
cho
la
rsh
ip
Sak
en
Z
h
u
n
u
s
o
v
o
cc
u
p
ies
a
d
is
tin
ct
p
o
s
itio
n
with
in
Kaz
a
k
h
liter
atu
r
e
as
a
wr
iter
wh
o
co
m
b
in
es
p
s
y
ch
o
lo
g
ical
d
ep
th
,
s
o
cial
r
e
alis
m
,
an
d
f
o
lk
lo
r
ic
s
y
m
b
o
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to
p
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tr
a
y
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e
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o
tio
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d
s
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o
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d
in
ar
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le,
esp
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ially
ch
ild
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en
.
R
ec
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t
s
ch
o
lar
s
h
ip
h
as
b
eg
u
n
t
o
s
h
o
w
th
e
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u
an
ce
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o
f
h
is
ar
t
is
tic
s
ty
le,
th
em
atic
co
n
ce
r
n
s
,
a
n
d
eth
n
o
lin
g
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is
tic
tech
n
iq
u
es.
Fo
r
in
s
tan
ce
,
Ab
d
r
ak
h
m
an
o
v
a
et
a
l.
[
1
5
]
d
em
o
n
s
tr
ate
th
at
Z
h
u
n
u
s
o
v
’
s
p
r
o
s
e
r
elies
h
ea
v
ily
o
n
th
e
v
er
b
aliza
tio
n
o
f
e
m
o
tio
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o
u
g
h
n
at
u
r
e
im
ag
e
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y
,
a
tech
n
iq
u
e
th
at
m
er
g
es
lan
d
s
ca
p
e
with
p
s
y
ch
o
lo
g
ical
s
tates
an
d
r
ein
f
o
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ce
s
th
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s
y
m
b
o
lic
r
elatio
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s
h
ip
b
etwe
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h
u
m
a
n
s
an
d
t
h
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r
al
wo
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ld
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T
h
is
co
n
n
ec
tio
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esp
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p
r
o
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o
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n
ce
d
in
Am
an
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wh
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th
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c
h
ar
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f
ea
r
,
is
o
latio
n
,
a
n
d
in
n
er
t
u
r
m
o
il.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3594
Oth
er
s
c
h
o
l
ar
s
h
a
v
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ex
p
l
o
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d
Z
h
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et
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d
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cr
ip
ti
v
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ch
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ce
s
a
r
e
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t
ed
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n
Ka
za
k
h
cu
l
tu
r
al
s
em
a
n
ti
cs.
K
an
ap
in
a
et
a
l
.
[
1
6
]
s
h
o
w
t
h
at
in
wo
r
k
s
s
u
c
h
as
Ja
p
a
n
d
a
g
y
J
a
l
g
yz
Üi
,
Z
h
u
n
u
s
o
v
em
p
l
o
y
s
cu
l
tu
r
all
y
em
b
e
d
d
e
d
c
o
m
p
a
r
is
o
n
s
t
h
a
t
r
e
f
le
ct
th
e
wo
r
l
d
v
iew
,
em
o
ti
o
n
a
l
n
o
r
m
s
,
an
d
l
in
g
u
is
t
ic
tr
ad
iti
o
n
s
o
f
Ka
za
k
h
c
o
m
m
u
n
iti
es.
T
h
es
e
et
h
n
o
li
n
g
u
is
ti
c
p
at
te
r
n
s
r
e
v
e
al
t
h
e
a
u
t
h
o
r
’
s
c
o
m
m
itm
e
n
t
t
o
p
r
es
er
v
i
n
g
c
u
l
tu
r
a
l
i
d
e
n
ti
ty
t
h
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o
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n
a
r
r
ati
v
e
f
o
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m
a
n
d
v
o
ca
b
u
l
ar
y
,
m
ak
in
g
h
is
te
x
ts
p
a
r
ti
cu
la
r
l
y
r
i
ch
f
o
r
e
d
u
ca
ti
o
n
al
a
n
a
ly
s
is
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li
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-
o
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ie
n
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ed
li
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o
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r
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es.
Z
h
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n
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s
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’
s
th
em
es
also
alig
n
with
b
r
o
ad
er
liter
ar
y
c
o
n
v
e
r
s
atio
n
s
ab
o
u
t
e
x
is
ten
tial
lo
n
elin
ess
an
d
th
e
em
o
tio
n
al
c
o
n
d
itio
n
o
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th
e
in
d
iv
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al
with
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o
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p
r
ess
iv
e
o
r
is
o
latin
g
en
v
i
r
o
n
m
e
n
ts
.
R
ak
y
m
zh
a
n
et
a
l.
[
1
7
]
,
in
th
eir
cr
o
s
s
-
cu
ltu
r
al
an
al
y
s
is
o
f
ex
is
ten
tial
m
etap
h
o
r
s
in
Kaz
ak
h
a
n
d
wo
r
ld
liter
atu
r
e
,
n
o
te
t
h
at
Kaz
ak
h
au
th
o
r
s
f
r
eq
u
en
tly
p
o
r
tr
ay
s
o
litu
d
e
as
b
o
th
a
p
s
y
ch
o
lo
g
ic
al
b
u
r
d
en
an
d
a
cu
ltu
r
ally
in
f
lecte
d
ex
p
er
ien
ce
.
Z
h
u
n
u
s
o
v
’
s
d
ep
ictio
n
o
f
Am
an
ai
’
s
is
o
latio
n
,
b
o
th
p
h
y
s
ical
an
d
em
o
tio
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al,
r
eso
n
ates
with
th
ese
f
in
d
in
g
s
,
s
u
g
g
esti
n
g
th
at
h
is
wo
r
k
c
o
n
tr
ib
u
tes
m
ea
n
in
g
f
u
lly
to
g
lo
b
al
d
is
cu
s
s
io
n
s
o
f
lo
n
eli
n
ess
,
tr
au
m
a,
an
d
v
u
ln
er
ab
ilit
y
.
Sch
o
lar
s
h
av
e
also
ex
am
in
ed
t
h
e
d
r
am
atic
q
u
alities
an
d
s
ty
lis
tic
p
r
ec
is
io
n
in
Kaz
ak
h
liter
ar
y
wo
r
k
s
,
n
o
tin
g
h
o
w
au
t
h
o
r
s
lik
e
Z
h
u
n
is
o
v
em
p
l
o
y
ch
ar
ac
ter
s
p
ee
ch
,
em
o
tio
n
al
p
ac
i
n
g
,
a
n
d
ten
s
io
n
-
b
u
ild
in
g
tech
n
iq
u
es
to
ac
h
ie
v
e
p
s
y
ch
o
lo
g
ical
r
ea
lis
m
.
Sh
ap
au
o
v
et
a
l
.
[
1
8
]
ar
g
u
e
th
at
Kaz
ak
h
wr
ite
r
s
’
ab
ilit
y
to
cr
ea
te
d
r
am
atic
ef
f
ec
t
th
r
o
u
g
h
n
u
an
c
ed
d
ialo
g
u
e
an
d
atm
o
s
p
h
er
ic
d
escr
ip
tio
n
is
ce
n
tr
al
to
th
e
ev
o
lv
in
g
ae
s
th
etics
o
f
m
o
d
er
n
Kaz
ak
h
p
r
o
s
e.
His
to
r
ical
an
d
s
o
cio
p
o
liti
ca
l
an
aly
s
es
f
u
r
th
er
co
n
tex
tu
alize
Z
h
u
n
u
s
o
v
’
s
wr
itin
g
s
.
Ab
d
r
ak
h
m
an
o
v
a
et
a
l.
[
1
5
]
r
ev
ea
l
h
o
w
Kaz
ak
h
liter
atu
r
e
o
f
t
h
e
ea
r
ly
So
v
iet
p
er
io
d
en
co
d
ed
co
llectiv
e
tr
au
m
a,
p
ar
ticu
lar
ly
co
llectiv
i
za
tio
n
,
th
r
o
u
g
h
n
ar
r
ativ
e
s
y
m
b
o
lis
m
an
d
em
o
tio
n
al
r
ep
r
es
en
tatio
n
.
Alth
o
u
g
h
Z
h
u
n
is
o
v
wr
ites
later
,
h
is
atten
tio
n
to
p
o
v
er
ty
,
d
is
p
lace
m
en
t
,
an
d
em
o
tio
n
al
s
u
f
f
er
i
n
g
r
ef
le
cts
th
e
lo
n
g
-
last
in
g
cu
ltu
r
al
m
em
o
r
y
o
f
th
ese
h
is
to
r
ical
wo
u
n
d
s
.
Similar
ly
,
r
esear
ch
o
n
n
atio
n
al
s
tr
u
g
g
les
an
d
r
eg
io
n
al
h
is
to
r
ies
[
1
5
]
u
n
d
er
s
co
r
es
h
o
w
Kaz
ak
h
liter
ar
y
v
o
ices,
in
clu
d
in
g
Z
h
u
n
u
s
o
v
,
o
f
ten
s
itu
ate
p
er
s
o
n
al
tr
ag
e
d
y
with
in
b
r
o
ad
e
r
s
o
cio
h
is
to
r
ical
co
n
te
x
ts
.
2
.
5
.
A
m
a
na
i a
nd
Z
a
m
a
na
i
i
n
co
nte
m
po
ra
ry
s
cho
la
rsh
ip
Sak
en
Z
h
u
n
u
s
o
v
’
s
Am
an
ai
a
n
d
Z
am
an
ai
h
as
r
ec
e
n
tly
g
ai
n
ed
r
en
ewe
d
s
ch
o
lar
ly
atten
t
io
n
f
o
r
its
em
o
tio
n
al
d
ep
t
h
,
cu
ltu
r
al
s
y
m
b
o
lis
m
,
an
d
p
e
d
ag
o
g
ical
r
ich
n
ess
.
C
o
n
tem
p
o
r
ar
y
r
esear
c
h
er
s
em
p
h
asize
th
at
th
e
n
o
v
ella
s
tan
d
s
o
u
t
in
Kaz
ak
h
liter
atu
r
e
f
o
r
its
p
o
r
tr
ay
al
o
f
ch
ild
h
o
o
d
tr
au
m
a,
ex
is
ten
tial
lo
n
elin
ess
,
an
d
th
e
p
s
y
ch
o
lo
g
ical
im
p
ac
t
o
f
s
o
ci
o
h
is
to
r
ical
co
n
d
itio
n
s
.
R
ak
y
m
zh
an
et
a
l.
[
1
7
]
s
itu
ate
Z
h
u
n
u
s
o
v
’
s
wo
r
k
with
in
a
b
r
o
ad
e
r
cr
o
s
s
-
cu
ltu
r
al
d
is
c
o
u
r
s
e
o
n
e
x
is
ten
tial
lo
n
elin
ess
,
ar
g
u
in
g
th
at
Kaz
ak
h
wr
iter
s
f
r
eq
u
en
tly
u
s
e
m
etap
h
o
r
ic
an
d
s
y
m
b
o
lic
f
r
am
es
to
ex
p
r
ess
f
ee
lin
g
s
o
f
ab
an
d
o
n
m
e
n
t,
f
ea
r
,
an
d
e
m
o
tio
n
al
is
o
latio
n
.
I
n
Am
an
ai
an
d
Z
am
a
n
ai
,
th
e
s
e
th
em
es
em
er
g
e
v
iv
i
d
ly
t
h
r
o
u
g
h
th
e
ch
ild
p
r
o
ta
g
o
n
is
t’
s
n
ig
h
t
-
tim
e
j
o
u
r
n
e
y
,
h
is
f
ea
r
o
f
lo
s
in
g
h
is
g
r
an
d
m
o
th
er
,
an
d
th
e
p
er
v
asiv
e
s
ilen
ce
o
f
th
e
r
u
r
al
e
n
v
ir
o
n
m
en
t.
Am
an
ai’
s
s
o
litu
d
e,
b
o
th
p
h
y
s
ical
an
d
em
o
tio
n
a
l,
alig
n
s
with
th
e
m
eta
p
h
o
r
ical
s
tr
u
ctu
r
es
id
en
tifie
d
b
y
R
ak
y
m
zh
an
an
d
co
lleag
u
es,
illu
s
tr
atin
g
h
o
w
Kaz
ak
h
n
ar
r
ativ
e
tr
ad
itio
n
s
e
n
co
d
e
u
n
i
v
er
s
al
h
u
m
an
an
x
iet
ies
with
in
cu
ltu
r
ally
s
p
ec
if
ic
im
ag
er
y
.
Ph
ilo
lo
g
ical
r
esear
ch
also
ex
p
lo
r
es
th
e
lin
g
u
is
tic
an
d
s
ty
lis
tic
d
im
en
s
io
n
s
o
f
th
e
n
o
v
ella
.
Ab
d
r
ak
h
m
an
o
v
a
et
a
l.
[
1
5
]
ex
am
in
e
h
o
w
Z
h
u
n
u
s
o
v
u
s
e
s
n
atu
r
e
im
ag
e
r
y
t
o
v
er
b
alize
em
o
tio
n
al
s
tates,
s
h
o
win
g
th
at
d
escr
ip
tio
n
s
o
f
d
ar
k
n
ess
,
m
o
u
n
tain
s
,
win
d
,
a
n
d
s
ilen
ce
f
u
n
ctio
n
n
o
t
m
e
r
ely
as
en
v
ir
o
n
m
en
tal
d
etails
b
u
t
as
s
y
m
b
o
lic
ex
ten
s
io
n
s
o
f
Am
an
ai’
s
p
s
y
ch
o
lo
g
ical
ex
p
er
ien
ce
.
T
h
eir
f
in
d
in
g
s
r
ev
ea
l
th
at
Z
h
u
n
u
s
o
v
’
s
n
atu
r
al
d
escr
ip
ti
o
n
s
cr
ea
te
a
s
y
n
esth
etic
lin
k
b
etwe
en
e
x
ter
n
al
la
n
d
s
ca
p
e
an
d
in
n
er
e
m
o
tio
n
,
r
ein
f
o
r
cin
g
th
e
c
h
ild
’
s
f
ea
r
,
v
u
ln
er
ab
ilit
y
,
an
d
lo
n
g
i
n
g
f
o
r
s
af
ety
.
An
o
th
er
im
p
o
r
tan
t
a
r
ea
o
f
s
ch
o
lar
s
h
ip
co
n
ce
r
n
s
th
e
tr
an
s
latio
n
an
d
p
r
ag
m
atics
o
f
th
e
n
o
v
ella’
s
lin
g
u
is
tic
an
d
cu
ltu
r
al
elem
en
ts
.
I
n
th
eir
2
0
2
5
s
tu
d
y
,
Ab
d
r
ak
h
m
an
o
v
a
et
a
l.
[
1
5
]
i
n
v
esti
g
ate
th
e
p
r
ag
m
atic
ch
allen
g
es
o
f
tr
an
s
latin
g
Ka
za
k
h
p
r
o
v
er
b
s
,
id
io
m
s
,
an
d
cu
ltu
r
ally
b
o
u
n
d
e
x
p
r
ess
io
n
s
f
r
o
m
Am
an
ai
a
n
d
Z
am
an
ai
in
to
R
u
s
s
ian
an
d
E
n
g
lis
h
.
T
h
e
y
ar
g
u
e
th
at
Z
h
u
n
u
s
o
v
’
s
p
r
o
s
e
r
elies
h
ea
v
ily
o
n
c
u
ltu
r
ally
em
b
ed
d
e
d
m
etap
h
o
r
s
a
n
d
eth
n
o
lin
g
u
is
tic
s
tr
u
ctu
r
es
th
at
ca
r
r
y
m
o
r
al
an
d
em
o
tio
n
al
weig
h
t,
m
ak
in
g
d
ir
ec
t
tr
a
n
s
latio
n
d
if
f
icu
lt with
o
u
t lo
s
in
g
n
u
a
n
c
e.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
ali
tativ
e
r
esear
ch
d
esig
n
g
r
o
u
n
d
ed
in
in
ter
p
r
etiv
e
co
n
ten
t
an
aly
s
is
to
ex
am
in
e
th
e
p
ed
ag
o
g
ical
p
o
te
n
tial
o
f
Sak
en
Z
h
u
n
u
s
o
v
’
s
Am
an
ai
an
d
Z
am
a
n
ai
.
Qu
alitativ
e
co
n
ten
t
an
aly
s
is
was
s
elec
ted
b
ec
au
s
e
it
allo
ws
f
o
r
a
s
y
s
tem
atic
ex
p
lo
r
ati
o
n
o
f
m
ea
n
in
g
s
,
th
em
es,
an
d
ed
u
ca
tio
n
al
v
alu
es
em
b
ed
d
e
d
with
in
a
liter
ar
y
tex
t
[
19
]
.
T
h
e
ap
p
r
o
ac
h
alig
n
s
with
in
ter
p
r
etiv
e
liter
ar
y
s
ch
o
lar
s
h
ip
,
wh
ich
tr
ea
ts
n
ar
r
ativ
e,
s
y
m
b
o
lis
m
,
an
d
l
an
g
u
ag
e
as
cu
ltu
r
ally
s
itu
at
ed
ex
p
r
ess
io
n
s
ca
p
a
b
le
o
f
tr
an
s
m
itti
n
g
m
o
r
al,
p
s
y
ch
o
lo
g
ical,
an
d
p
ed
a
g
o
g
ic
al
in
s
ig
h
ts
.
R
ath
er
th
an
attem
p
tin
g
to
q
u
an
tify
n
ar
r
ativ
e
elem
en
ts
,
th
e
s
tu
d
y
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I
n
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J
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&
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c
I
SS
N:
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8
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2
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ey
o
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n
a
r
r
a
tive:
a
p
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ltu
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a
l,
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n
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ic
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l a
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a
lysi
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To
kzh
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a
y
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3595
s
o
u
g
h
t
to
in
ter
p
r
et
h
o
w
th
e
n
o
v
ella
co
n
s
tr
u
cts
em
o
tio
n
al,
cu
ltu
r
al,
an
d
ed
u
ca
tio
n
al
m
ea
n
in
g
s
r
elev
an
t
f
o
r
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
o
n
e
liter
ar
y
t
ex
t:
Am
an
ai
an
d
Z
am
an
ai
b
y
Sak
en
Z
h
u
n
u
s
o
v
.
T
h
e
tex
t w
as selecte
d
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
[
20
]
, [
21
]
.
3
.
2
.
Da
t
a
s
o
urce
T
h
e
p
r
im
ar
y
d
ata
s
o
u
r
ce
f
o
r
th
is
s
tu
d
y
was
th
e
f
u
ll
tex
t
o
f
Am
an
ai
an
d
Z
a
m
an
ai
,
a
cc
ess
ed
in
PDF
f
o
r
m
at
th
r
o
u
g
h
a
p
u
b
lic
ly
av
ailab
le
d
ig
ital
co
p
y
.
T
h
e
an
aly
s
is
f
o
cu
s
ed
ex
clu
s
iv
el
y
o
n
th
e
n
ar
r
ativ
e
co
n
ten
t
o
f
th
e
n
o
v
ella,
in
clu
d
i
n
g
d
escr
ip
tiv
e
p
ass
ag
es,
d
ialo
g
u
e,
s
y
m
b
o
lic
elem
en
ts
,
an
d
f
o
lk
lo
r
ic
m
o
tifs.
No
ex
ter
n
al
m
ate
r
ials
,
s
u
ch
as
in
ter
v
iews,
h
is
to
r
ical
d
o
cu
m
en
t
s
,
o
r
s
ec
o
n
d
ar
y
n
ar
r
atio
n
s
,
w
er
e
in
clu
d
ed
i
n
th
e
an
aly
s
is
its
elf
,
th
o
u
g
h
r
elev
an
t
s
ch
o
lar
s
h
ip
was
in
co
r
p
o
r
ated
in
th
e
liter
atu
r
e
r
e
v
ie
w
to
co
n
tex
t
u
alize
in
ter
p
r
etatio
n
s
.
3
.
3
.
Ana
ly
t
ic
a
pp
ro
a
ch
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
a
m
u
lti
-
s
tag
e
th
em
atic
co
n
te
n
t
an
aly
s
is
p
r
o
ce
d
u
r
e.
First,
th
e
tex
t
was
r
ea
d
s
ev
er
al
tim
es
in
f
u
ll
to
g
ain
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
its
n
ar
r
ativ
e
f
lo
w,
ch
ar
ac
ter
s
,
em
o
tio
n
al
atm
o
s
p
h
er
e,
an
d
s
y
m
b
o
lic
f
ea
tu
r
es.
I
n
th
e
s
ec
o
n
d
s
tag
e,
th
e
tex
t
was
co
d
ed
lin
e
-
by
-
lin
e
u
s
in
g
an
in
d
u
ctiv
e
–
d
ed
u
ctiv
e
h
y
b
r
id
s
tr
ateg
y
.
I
n
d
u
ctiv
e
co
d
in
g
allo
wed
th
em
es
to
em
er
g
e
d
ir
ec
tly
f
r
o
m
th
e
n
ar
r
ativ
e,
wh
il
e
d
ed
u
ctiv
e
c
o
d
in
g
was
in
f
o
r
m
ed
b
y
estab
lis
h
ed
f
r
am
ewo
r
k
s
s
u
ch
as
m
o
r
al
ed
u
ca
tio
n
,
f
o
lk
lo
r
e
p
e
d
ag
o
g
y
,
n
ar
r
ativ
e
m
eth
o
d
o
l
o
g
y
,
d
ev
elo
p
m
en
tal
p
s
y
ch
o
lo
g
y
,
an
d
em
o
t
io
n
al
-
liter
ac
y
th
eo
r
y
.
T
h
r
o
u
g
h
iter
ativ
e
co
d
in
g
cy
cles,
s
ix
o
v
er
a
r
ch
in
g
p
e
d
ag
o
g
ical
th
em
es
wer
e
id
en
tifie
d
:
i)
m
o
r
al
ed
u
ca
tio
n
;
ii)
cu
ltu
r
al
lear
n
in
g
;
iii)
d
ev
elo
p
m
en
tal
p
s
y
ch
o
lo
g
y
;
iv
)
f
o
lk
lo
r
e
p
ed
ag
o
g
y
;
v
)
n
ar
r
ati
v
e
m
eth
o
d
o
l
o
g
y
;
an
d
v
i)
em
o
tio
n
al
liter
ac
y
.
E
ac
h
t
h
em
e
w
as
r
ef
in
ed
th
r
o
u
g
h
co
n
s
tan
t
co
m
p
ar
is
o
n
,
m
em
o
wr
itin
g
,
an
d
r
e
-
ev
alu
atio
n
o
f
c
o
d
ed
e
x
ce
r
p
ts
to
en
s
u
r
e
co
n
ce
p
tu
al
clar
ity
an
d
th
em
atic
co
h
er
en
ce
.
3
.
4
.
T
rus
t
wo
rt
hin
ess
a
nd
r
i
g
o
r
Sev
er
al
s
tr
ateg
ies
wer
e
em
p
lo
y
ed
to
en
h
a
n
ce
th
e
c
r
ed
ib
ili
ty
an
d
r
ig
o
r
o
f
th
e
an
aly
s
is
.
An
aly
tical
m
em
o
s
wer
e
wr
itten
d
u
r
in
g
all
co
d
in
g
s
tag
es
to
r
ec
o
r
d
in
ter
p
r
etiv
e
d
ec
is
io
n
s
an
d
e
n
s
u
r
e
tr
an
s
p
ar
e
n
cy
o
f
r
ea
s
o
n
in
g
.
T
h
em
es
wer
e
r
ef
in
ed
th
r
o
u
g
h
r
e
p
ea
ted
r
ea
d
in
g
a
n
d
cr
o
s
s
-
ch
ec
k
i
n
g
o
f
n
ar
r
ativ
e
ex
ce
r
p
ts
to
av
o
id
o
v
er
g
e
n
er
aliza
tio
n
o
r
m
is
in
t
er
p
r
etatio
n
.
R
ef
lex
iv
ity
was
m
ain
tain
ed
th
r
o
u
g
h
o
u
t
th
e
an
aly
tic
p
r
o
ce
s
s
,
ac
k
n
o
wled
g
i
n
g
th
e
r
esear
ch
er
’
s
in
ter
p
r
etiv
e
p
o
s
itio
n
a
n
d
th
e
s
u
b
jectiv
e
n
atu
r
e
o
f
liter
ar
y
an
aly
s
is
.
T
o
s
tr
en
g
th
en
d
ep
e
n
d
ab
ilit
y
,
th
e
co
d
in
g
s
tr
u
ctu
r
e
an
d
th
e
m
atic
f
r
am
ewo
r
k
wer
e
r
ev
is
ited
m
u
ltip
le
tim
es
to
ch
ec
k
f
o
r
co
n
s
is
ten
cy
.
Alth
o
u
g
h
th
e
s
tu
d
y
d
i
d
n
o
t
in
v
o
lv
e
m
u
ltip
le
co
d
e
r
s
,
th
e
m
eth
o
d
o
l
o
g
ical
d
o
cu
m
e
n
tatio
n
a
n
d
co
d
e
b
o
o
k
p
r
o
v
id
e
a
clea
r
au
d
it
tr
ail
t
h
at
allo
ws
r
ep
licatio
n
.
T
r
a
n
s
f
er
ab
ilit
y
is
s
u
p
p
o
r
ted
b
y
th
ick
d
escr
ip
tio
n
o
f
n
a
r
r
ativ
e
elem
en
ts
an
d
p
ed
ag
o
g
i
ca
l
in
ter
p
r
etatio
n
s
,
en
ab
lin
g
o
th
er
ed
u
ca
to
r
s
o
r
r
esear
ch
er
s
to
ap
p
l
y
s
im
ilar
m
eth
o
d
s
to
d
if
f
er
en
t K
az
ak
h
tex
ts
o
r
cu
ltu
r
al
-
liter
ar
y
co
n
tex
ts
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
M
o
ra
l
e
du
ca
t
io
n
Mo
r
al
ed
u
ca
tio
n
em
er
g
es
as
o
n
e
o
f
t
h
e
m
o
s
t
p
r
o
m
in
e
n
t
p
ed
ag
o
g
ical
lay
er
s
in
Am
an
ai
an
d
Z
am
an
ai
.
T
h
e
tex
t
teac
h
es
m
o
r
al
v
alu
es
th
r
o
u
g
h
th
e
em
o
tio
n
al
s
u
f
f
er
i
n
g
o
f
ch
ar
ac
te
r
s
,
th
e
f
ailu
r
es
o
f
th
e
co
m
m
u
n
ity
,
ac
ts
o
f
co
u
r
ag
e
,
an
d
m
o
m
en
ts
o
f
d
if
f
ic
u
lt
eth
ical
ch
o
ice.
B
y
p
o
r
tr
ay
i
n
g
h
o
w
in
d
iv
id
u
als
r
esp
o
n
d
to
h
a
r
d
s
h
ip
,
th
e
n
o
v
ella
im
p
licitly
in
s
tr
u
cts r
ea
d
er
s
in
em
p
ath
y
,
r
esp
o
n
s
ib
ilit
y
,
an
d
m
o
r
al
r
ea
s
o
n
in
g
.
On
e
o
f
t
h
e
s
t
r
o
n
g
es
t
m
o
r
al
co
n
t
r
as
ts
in
t
h
e
te
x
t
is
t
h
e
d
i
v
i
d
e
b
et
we
en
i
n
d
i
v
i
d
u
al
e
m
p
at
h
y
a
n
d
co
m
m
u
n
a
l i
n
d
i
f
f
er
e
n
ce
.
T
h
e
e
m
o
ti
o
n
al
la
n
d
s
ca
p
e
o
f
t
h
e
v
ill
a
g
e
is
d
e
f
i
n
ed
b
y
s
il
en
ce
r
at
h
e
r
th
a
n
s
u
p
p
o
r
t.
W
h
e
n
Am
a
n
a
i
b
ec
o
m
es
l
o
s
t
i
n
th
e
m
o
u
n
t
ai
n
s
,
t
h
e
n
a
r
r
at
iv
e
em
p
h
asi
ze
s
b
o
t
h
h
is
v
u
l
n
e
r
a
b
il
it
y
a
n
d
th
e
c
o
m
p
l
et
e
ab
s
en
ce
o
f
c
o
m
m
u
n
al
h
el
p
.
I
n
a
m
o
m
e
n
t
o
f
p
r
o
f
o
u
n
d
f
ea
r
,
h
e
“
s
e
a
r
c
h
e
d
a
mo
n
g
th
e
tr
ee
s
,
f
r
ig
h
te
n
ed
b
y
e
ve
r
y
s
h
a
d
o
w
a
n
d
r
u
s
tl
e…
fr
o
m
th
e
p
it
ch
-
b
l
a
c
k,
h
o
ll
o
w
c
o
l
d
m
o
u
n
ta
i
n
,
h
e
cr
ie
d
s
il
en
tly
fo
r
a
lo
n
g
ti
me
.
”
T
h
e
s
il
en
ce
s
u
r
r
o
u
n
d
i
n
g
h
is
cr
y
f
u
n
ct
io
n
s
as
a
m
o
r
al
i
n
d
i
ctm
e
n
t:
n
o
o
n
e
c
o
m
es
,
n
o
o
n
e
h
e
ar
s
,
a
n
d
n
o
o
n
e
s
ea
r
c
h
es
.
Simil
a
r
l
y
,
ea
r
li
er
s
ce
n
es
h
i
n
t
at
A
lim
a’
s
is
o
lat
io
n
th
r
o
u
g
h
t
h
e
m
i
n
im
al
d
i
al
o
g
u
e
a
n
d
h
er
te
n
d
en
cy
to
r
etr
ea
t
i
n
t
o
in
t
er
n
al
s
u
f
f
e
r
i
n
g
r
at
h
er
t
h
a
n
s
ee
k
i
n
g
h
el
p
.
T
h
is
em
o
ti
o
n
al
v
ac
u
u
m
ill
u
s
t
r
ates
m
o
r
a
l
er
o
s
i
o
n
w
it
h
i
n
th
e
co
m
m
u
n
it
y
a
n
d
s
h
o
ws
th
e
n
o
v
ella
’
s
less
o
n
th
at
e
m
p
at
h
y
is
a
s
o
ci
al
r
es
p
o
n
s
i
b
i
lit
y
,
n
o
t
a
p
r
i
v
ate
l
u
x
u
r
y
.
Mo
r
al
r
esp
o
n
s
ib
ilit
y
to
war
d
v
u
ln
er
ab
le
m
em
b
er
s
o
f
s
o
ciet
y
is
h
ig
h
lig
h
te
d
r
ep
ea
te
d
ly
t
h
r
o
u
g
h
th
e
ac
tio
n
s
o
f
B
alziy
a.
Her
r
elatio
n
s
h
ip
with
Am
an
ai
is
b
u
ilt
o
n
ca
r
eg
iv
in
g
,
d
e
v
o
tio
n
,
a
n
d
th
e
cu
ltu
r
al
eth
ic
o
f
p
r
o
tectin
g
y
o
u
n
g
er
g
en
e
r
atio
n
s
.
W
h
en
s
h
e
tell
s
h
im
,
“
Yo
u
a
r
e
th
e
o
n
ly
r
ema
in
in
g
d
escen
d
a
n
t
o
f
A
tymta
i…
Do
n
o
t b
e
a
fr
a
id
.
Yo
u
h
a
ve
le
a
r
n
ed
to
w
a
lk
t
h
e
r
o
a
d
,
”
s
h
e
r
ein
f
o
r
ce
s
h
is
v
al
u
e
an
d
h
er
d
u
ty
to
s
af
eg
u
ar
d
h
im
.
An
o
th
er
s
ce
n
e
s
h
o
ws
Am
an
ai
tr
em
b
lin
g
,
clin
g
i
n
g
to
h
e
r
clo
th
in
g
as
h
e
wh
is
p
er
s
q
u
esti
o
n
s
ab
o
u
t
h
is
m
o
th
er
:
“
Wh
ere
is
A
l
ima
?
I
s
s
h
e…
is
s
h
e
co
min
g
?
”.
His
d
ep
en
d
en
ce
em
p
h
asizes
th
e
m
o
r
al
b
u
r
d
en
p
lace
d
o
n
ca
r
eg
iv
er
s
in
a
wo
r
ld
wh
er
e
in
s
titu
tio
n
al
s
u
p
p
o
r
t
is
n
o
n
ex
is
t
en
t.
T
h
e
co
n
tr
ast
b
etwe
en
B
alziy
a’
s
d
ev
o
tio
n
an
d
th
e
v
illag
e’
s
in
ac
tio
n
s
ig
n
als t
h
e
n
o
v
ella’
s
m
ess
ag
e:
m
o
r
al
d
u
ty
is
m
ea
s
u
r
ed
b
y
co
n
cr
ete
a
cts o
f
ca
r
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
359
1
-
3
6
0
3
3596
Mo
r
al
co
u
r
ag
e
in
h
ar
d
s
h
ip
is
p
o
r
tr
ay
e
d
th
r
o
u
g
h
q
u
iet
en
d
u
r
an
ce
r
ath
er
th
an
d
r
am
atic
h
er
o
is
m
.
E
v
en
wh
en
p
h
y
s
ically
ex
h
au
s
ted
,
B
alziy
a
co
n
tin
u
es
walk
in
g
f
o
r
Am
an
ai’
s
s
ak
e.
Her
f
r
ailty
is
d
escr
ib
ed
v
iv
id
l
y
:
“
T
h
e
fr
a
il
o
ld
w
o
ma
n
w
h
o
s
e
ma
r
r
o
w
h
a
d
lo
n
g
b
ee
n
ex
h
a
u
s
ted
,
”
an
d
y
et
s
h
e
r
ef
u
s
es
to
a
b
an
d
o
n
h
im
.
L
ater
,
as h
er
s
tr
en
g
th
f
ad
es,
s
h
e
s
till
co
n
s
o
les h
im
,
wh
is
p
er
in
g
,
“
I
w
ill b
r
in
g
yo
u
h
o
me…
Th
e
villa
g
e
is
n
o
t fa
r
n
o
w
.
”
T
h
is
q
u
iet
b
r
av
er
y
is
em
p
h
asized
ag
ain
wh
en
s
h
e
f
o
r
ce
s
h
e
r
s
elf
to
s
tay
co
n
s
cio
u
s
,
g
r
ip
p
in
g
Am
an
ai’
s
h
an
d
ev
en
as h
er
“
l
a
s
t
h
o
p
e
s
n
a
p
p
e
d
,
a
n
d
fo
r
a
mo
me
n
t sh
e
w
a
s
s
tu
n
n
ed
.
”
Fin
ally
,
th
e
n
o
v
ella
p
r
esen
ts
e
th
ical
d
ilem
m
as
an
d
m
o
r
al
d
e
cisi
o
n
-
m
ak
in
g
th
at
s
h
ap
e
its
p
ed
ag
o
g
ical
f
o
r
ce
.
T
h
e
v
illag
er
s
’
p
ass
iv
ity
r
aises
u
n
s
p
o
k
e
n
eth
ical
q
u
esti
o
n
s
:
“
S
h
o
u
ld
th
ey
h
a
v
e
in
ter
ve
n
ed
?
”
T
h
eir
lac
k
o
f
ac
tio
n
,
ev
en
wh
en
a
ch
ild
an
d
an
eld
er
ly
wo
m
an
g
o
m
i
s
s
in
g
,
ex
p
o
s
es
a
m
o
r
al
f
ailu
r
e
th
at
th
e
n
ar
r
ativ
e
leav
es
f
o
r
th
e
r
ea
d
er
to
ju
d
g
e.
T
h
e
g
r
an
d
m
o
th
e
r
f
ac
es
h
er
o
wn
m
o
r
al
d
ilem
m
a:
wh
et
h
er
to
r
is
k
h
er
life
attem
p
tin
g
th
e
j
o
u
r
n
ey
o
r
r
e
m
ain
wh
er
e
s
h
e
is
.
T
h
e
te
x
t
b
u
i
ld
s
ten
s
io
n
ar
o
u
n
d
h
er
h
esit
atio
n
,
“
He
w
a
n
te
d
to
s
h
o
u
t
o
u
t
a
n
d
r
u
n
,
b
u
t
h
e
c
o
u
l
d
n
o
t;
a
n
d
w
h
en
h
e
tr
ied
,
s
h
e
p
u
lled
h
im
b
a
ck
h
a
r
d
.
”
Her
d
ec
is
io
n
to
co
n
tin
u
e
d
esp
ite
th
e
d
an
g
e
r
b
ec
o
m
es a
m
o
r
al
ac
t,
af
f
i
r
m
in
g
h
er
d
u
ty
t
o
th
e
ch
ild
e
v
en
wh
e
n
th
e
o
u
tc
o
m
e
is
u
n
ce
r
tain
.
4
.
2
.
Cultura
l
l
ea
rning
C
u
ltu
r
al
lear
n
in
g
in
Am
a
n
ai
a
n
d
Z
am
an
ai
is
ex
p
r
ess
ed
th
r
o
u
g
h
o
r
al
s
to
r
y
tellin
g
,
tr
ad
itio
n
al
d
o
m
esti
c
p
r
ac
tices,
s
ac
r
ed
b
elief
s
,
a
n
d
t
h
e
s
y
m
b
o
lic
r
o
le
o
f
th
e
n
atu
r
a
l
lan
d
s
ca
p
e.
T
h
e
n
o
v
ella
s
itu
at
es
th
e
r
ea
d
er
in
s
id
e
a
s
p
ec
if
ically
Kaz
ak
h
cu
ltu
r
al
wo
r
ld
,
teac
h
in
g
id
en
tity
an
d
wo
r
ld
v
iew
th
r
o
u
g
h
t
h
e
liv
ed
ex
p
er
ien
ce
s
o
f
its
ch
ar
ac
ter
s
.
On
e
o
f
th
e
clea
r
est
s
ite
s
o
f
cu
ltu
r
al
tr
an
s
m
is
s
io
n
is
o
r
al
tr
ad
itio
n
.
T
h
e
g
r
an
d
m
o
t
h
er
ac
ts
as
a
cu
ltu
r
al
teac
h
er
,
d
r
awin
g
o
n
th
e
s
tr
u
ctu
r
e
o
f
“
a
ңы
з
”
an
d
“
ер
тегі
”
to
g
u
id
e
an
d
r
ea
s
s
u
r
e
th
e
ch
ild
.
Her
in
v
o
ca
tio
n
o
f
an
ce
s
tr
y
is
r
o
o
t
ed
in
tr
ad
itio
n
al
Kaz
ak
h
id
en
t
ity
-
b
u
ild
in
g
th
r
o
u
g
h
lin
ea
g
e.
W
h
en
s
h
e
tells
h
im
,
“
Yo
u
a
r
e
th
e
o
n
ly
r
ema
in
in
g
d
escen
d
a
n
t
o
f
A
tymta
i…
Do
n
o
t
b
e
a
fr
a
id
.
Yo
u
h
a
ve
lea
r
n
e
d
to
w
a
lk
th
e
r
o
a
d
,
”
s
h
e
is
n
o
t
s
im
p
ly
o
f
f
er
in
g
co
m
f
o
r
t;
s
h
e
is
tr
an
s
m
itti
n
g
a
w
o
r
ld
v
iew
in
wh
ich
id
en
tity
is
g
en
ea
lo
g
ical,
m
o
r
al,
an
d
h
er
o
ic.
Her
s
to
r
ies
an
d
s
y
m
b
o
lic
r
ef
er
e
n
ce
s
b
u
ild
th
e
ch
ild
’
s
s
en
s
e
o
f
b
elo
n
g
in
g
with
in
a
cu
ltu
r
al
n
ar
r
ativ
e
lar
g
e
r
th
an
h
im
s
elf
.
T
r
ad
itio
n
al
r
u
r
al
Kaz
ak
h
life
s
ty
le
an
d
c
u
s
to
m
s
ar
e
p
r
eser
v
ed
th
r
o
u
g
h
co
n
cr
ete
d
etails
o
f
d
o
m
esti
c
life
.
T
h
e
n
a
r
r
ativ
e
f
r
eq
u
e
n
tly
r
ef
er
en
ce
s
o
b
jects
an
d
s
p
ac
es
th
at
ca
r
r
y
c
u
ltu
r
al
m
ea
n
in
g
,
s
u
ch
as
th
e
“
Yello
w
-
la
tch
ed
ch
est
s
itti
n
g
b
e
n
ea
th
t
h
e
w
r
in
kled
w
in
d
o
w
,
w
ith
a
la
r
g
e
tied
b
u
n
d
le
r
esti
n
g
o
n
to
p
.
”
T
h
is
a
b
d
yra
an
d
tü
yin
s
h
ék
ar
e
m
ater
ial
lin
k
s
t
o
g
en
er
atio
n
al
co
n
tin
u
ity
.
T
h
e
g
r
an
d
m
o
th
er
’
s
r
ec
o
llectio
n
o
f
in
h
er
ited
item
s
,
“
h
is
b
in
o
cu
la
r
s
,
g
o
ld
w
a
tch
,
to
b
a
cc
o
kit
,
”
f
u
r
th
er
e
m
p
h
asi
ze
s
th
e
cu
ltu
r
al
im
p
o
r
ta
n
ce
o
f
o
b
jects
th
at
p
ass
f
r
o
m
o
n
e
g
e
n
er
atio
n
t
o
th
e
n
e
x
t.
C
u
ltu
r
al
lear
n
in
g
is
also
co
n
v
ey
ed
th
r
o
u
g
h
r
it
u
als
an
d
s
ac
r
ed
b
elief
s
y
s
tem
s
.
W
h
ile
th
e
te
x
t
d
o
es
n
o
t
alwa
y
s
n
am
e
r
itu
als
ex
p
licitly
,
it
ev
o
k
es
th
e
s
p
ir
itu
al
wo
r
ld
v
iew
o
f
Kaz
ak
h
c
o
m
m
u
n
ities
th
r
o
u
g
h
em
o
tio
n
al
r
esp
o
n
s
es
an
d
s
y
m
b
o
lic
in
ter
p
r
etatio
n
s
.
W
h
en
B
alziy
a
b
ec
o
m
es
o
v
er
wh
elm
ed
b
y
f
ea
r
a
n
d
ex
h
a
u
s
tio
n
,
s
h
e
r
ea
cts
with
s
p
ir
itu
al
d
r
ea
d
as
well
as
p
h
y
s
ical
p
ain
,
s
h
e
“
th
r
a
s
h
ed
r
estl
es
s
ly,
a
s
if
s
h
e
co
u
ld
n
o
t
fin
d
a
p
la
ce
fo
r
h
er
s
o
u
l
.
”
T
h
is
ex
p
r
ess
io
n
m
ir
r
o
r
s
tr
ad
itio
n
al
u
n
d
er
s
tan
d
in
g
s
o
f
em
o
tio
n
al
s
tates
as
s
p
ir
itu
ally
ch
ar
g
ed
,
r
ef
lectin
g
b
elief
s
ab
o
u
t o
m
en
s
,
f
ate,
an
d
an
ce
s
tr
al
p
r
o
tectio
n
.
T
h
e
n
ar
r
ativ
e
th
er
eb
y
em
b
ed
s
s
ac
r
ed
wo
r
ld
v
iew
in
to
em
o
tio
n
al
e
x
p
er
ie
n
ce
,
tea
ch
in
g
r
ea
d
er
s
h
o
w
b
elief
an
d
d
aily
life
in
ter
s
ec
t.
Fin
ally
,
th
e
lan
d
s
ca
p
e
f
u
n
ctio
n
s
as
a
cu
ltu
r
al
id
en
tity
m
ar
k
e
r
.
Natu
r
e
is
d
escr
ib
ed
as
s
ce
n
e
r
y
an
d
as
a
liv
in
g
c
u
ltu
r
al
p
r
esen
ce
.
W
h
en
Am
an
ai
wan
d
er
s
th
r
o
u
g
h
th
e
m
o
u
n
tain
d
ar
k
n
ess
,
n
atu
r
e
em
b
o
d
ies
b
o
th
p
h
y
s
ical
d
a
n
g
er
an
d
s
y
m
b
o
li
c
m
ea
n
in
g
,
h
e
t
r
em
b
les
“
in
th
e
p
itch
-
b
l
a
ck
h
o
llo
w
o
f
t
h
e
co
l
d
mo
u
n
ta
in
,
fr
ig
h
ten
ed
b
y
s
h
a
d
o
w
s
a
n
d
r
u
s
tles
.
”
E
ar
lier
,
th
e
tex
t
d
escr
ib
es
“
Th
e
b
r
ig
h
t,
s
h
a
r
p
lig
h
t
o
f
th
e
s
u
n
r
is
in
g
b
ey
o
n
d
th
e
h
ig
h
p
ea
ks
a
n
d
mo
u
n
ta
in
r
id
g
es
,
”
ev
o
k
i
n
g
a
lan
d
s
ca
p
e
th
at
s
h
ap
es
th
e
em
o
tio
n
al
an
d
cu
ltu
r
a
l
co
n
s
cio
u
s
n
ess
o
f
its
in
h
ab
itan
t
s
.
4
.
3
.
Dev
el
o
pm
ent
a
l
p
s
y
cho
l
o
g
y
Am
an
ai’
s
p
s
y
ch
o
l
o
g
ical
wo
r
l
d
in
Am
a
n
ai
an
d
Z
am
a
n
ai
is
s
h
ap
ed
b
y
f
ea
r
,
im
a
g
in
atio
n
,
attac
h
m
en
t,
co
n
f
u
s
io
n
,
an
d
s
y
m
b
o
lic
in
te
r
p
r
etatio
n
.
T
h
e
n
a
r
r
ativ
e
p
r
o
v
id
es
a
d
etailed
p
o
r
tr
ay
al
o
f
ch
ild
d
ev
elo
p
m
en
t
u
n
d
er
tr
a
u
m
atic
cir
cu
m
s
tan
ce
s
,
allo
win
g
r
ea
d
er
s
to
o
b
s
er
v
e
h
o
w
a
ch
ild
p
er
ce
iv
es
d
a
n
g
er
,
p
r
o
ce
s
s
es
lo
s
s
,
an
d
b
len
d
s
m
y
th
with
r
ea
lity
.
T
h
r
o
u
g
h
t
h
ese
d
ep
ictio
n
s
,
th
e
n
o
v
ella
o
f
f
er
s
a
d
ee
p
ly
p
ed
ag
o
g
ical
p
er
s
p
ec
tiv
e
o
n
th
e
em
o
tio
n
al
a
n
d
co
g
n
itiv
e
d
i
m
en
s
io
n
s
o
f
ch
ild
h
o
o
d
.
A
ce
n
tr
al
f
ea
tu
r
e
o
f
Am
an
ai
’
s
d
ev
elo
p
m
e
n
t
is
h
is
f
ea
r
an
d
im
ag
in
atio
n
,
esp
ec
ially
d
u
r
in
g
th
e
n
ig
h
t
jo
u
r
n
ey
.
T
h
e
ch
ild
’
s
s
en
s
es
ar
e
o
v
e
r
wh
elm
ed
,
an
d
h
is
m
i
n
d
f
ills
th
e
g
ap
s
in
u
n
d
er
s
tan
d
in
g
with
im
a
g
in
ed
th
r
ea
ts
.
W
h
en
alo
n
e
in
th
e
m
o
u
n
tain
s
,
h
e
b
ec
o
m
es
p
h
y
s
ically
an
d
em
o
tio
n
all
y
d
is
o
r
i
en
ted
,
h
e
wan
d
er
s
“
F
r
ig
h
ten
ed
b
y
ev
ery
s
h
a
d
o
w
a
n
d
r
u
s
tle…
a
n
d
in
th
e
p
itch
-
b
la
ck
h
o
llo
w
o
f
th
e
co
ld
mo
u
n
ta
in
,
h
e
cried
s
ilen
tly
fo
r
a
lo
n
g
time
.
”
T
h
is
ex
ce
r
p
t
s
h
o
ws
th
e
m
e
r
g
in
g
o
f
s
en
s
o
r
y
p
er
ce
p
tio
n
an
d
im
a
g
in
ativ
e
f
ea
r
ty
p
ical
o
f
ea
r
ly
ch
ild
h
o
o
d
.
T
h
e
ch
ild
’
s
en
v
ir
o
n
m
en
t
b
ec
o
m
es
a
p
s
y
ch
o
lo
g
ical
lan
d
s
ca
p
e
s
h
ap
e
d
as
m
u
ch
b
y
m
y
th
ic
f
ea
r
as b
y
p
h
y
s
ical
d
ar
k
n
ess
.
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
B
ey
o
n
d
n
a
r
r
a
tive:
a
p
e
d
a
g
o
g
i
ca
l,
cu
ltu
r
a
l,
a
n
d
p
s
yc
h
o
lo
g
ic
a
l a
n
a
lysi
s
o
f S
a
ke
n
… (
To
kzh
a
n
I
g
e
n
b
a
y
)
3597
Attach
m
en
t
an
d
lo
s
s
f
o
r
m
an
o
th
er
m
ajo
r
p
s
y
ch
o
lo
g
ical
th
e
m
e.
Am
an
ai’
s
em
o
tio
n
al
r
elian
ce
o
n
th
e
g
r
an
d
m
o
th
er
is
d
ep
icted
r
ep
ea
ted
ly
.
His
q
u
esti
o
n
s
r
ev
ea
l
a
lo
n
g
in
g
f
o
r
r
ea
s
s
u
r
an
ce
:
“
Wh
ere
is
A
lima
?
I
s
s
h
e…
is
s
h
e
co
min
g
?
”
T
h
is
m
o
m
en
t
r
ev
ea
ls
em
o
tio
n
al
co
n
f
lict
–
Am
an
ai
is
to
r
n
b
etwe
en
th
e
f
ain
t
m
em
o
r
y
o
f
h
is
m
o
th
er
an
d
th
e
n
u
r
tu
r
in
g
p
r
esen
ce
o
f
h
is
g
r
an
d
m
o
th
e
r
.
His
v
o
ice
in
th
is
s
ce
n
e
is
f
r
a
g
ile
an
d
s
ea
r
ch
in
g
,
r
ef
lectin
g
th
e
u
n
s
tab
le
em
o
ti
o
n
al
lan
d
s
ca
p
e
o
f
a
ch
ild
wh
o
f
ea
r
s
b
ein
g
lef
t
co
m
p
letely
alo
n
e.
L
o
s
s
b
ec
o
m
es
ev
en
m
o
r
e
e
x
p
licit
wh
en
Am
a
n
ai
b
eg
in
s
t
o
f
ea
r
th
at
h
is
g
r
a
n
d
m
o
th
e
r
h
as
d
ied
.
His
attem
p
t
to
m
a
k
e
s
en
s
e
o
f
h
er
d
is
ap
p
ea
r
an
ce
r
e
f
lects
a
ch
ild
’
s
ea
r
ly
-
s
tag
e
g
r
iev
in
g
p
r
o
ce
s
s
:
“
Th
en
…
s
h
e
fell
fr
o
m
th
e
cliff,
d
id
n
’
t
s
h
e?
S
h
e
h
it
t
h
e
r
o
ck
a
n
d
d
ied
,
d
id
n
’
t
s
h
e
?
”
His
p
h
r
asin
g
s
h
o
ws
b
o
th
liter
al
in
ter
p
r
etatio
n
an
d
em
o
tio
n
al
in
co
m
p
r
e
h
en
s
io
n
.
B
alziy
a’
s
ab
s
en
ce
p
r
o
d
u
ce
s
im
m
ed
iate
co
g
n
itiv
e
co
n
f
u
s
io
n
,
r
ev
ea
l
in
g
h
o
w
ch
ild
r
en
s
tr
u
g
g
le
to
d
is
tin
g
u
is
h
b
etwe
en
im
ag
in
ed
s
ce
n
ar
io
s
an
d
r
ea
l
ev
en
ts
wh
en
f
ac
e
d
with
lo
s
s
.
Am
an
ai’
s
co
g
n
itiv
e
in
ter
p
r
eta
tio
n
o
f
d
an
g
er
is
also
s
h
ap
ed
b
y
d
ev
el
o
p
m
en
tal
lim
itatio
n
s
.
He
o
f
ten
m
is
r
ea
d
s
th
r
ea
ts
o
r
in
ter
p
r
ets
th
em
th
r
o
u
g
h
f
a
n
tasy
.
Fo
r
e
x
am
p
le,
wh
en
to
l
d
th
at
th
e
r
iv
er
will
ca
r
r
y
h
is
g
r
an
d
m
o
th
er
’
s
b
o
d
y
d
o
wn
s
tr
e
am
,
h
e
ask
s
r
e
p
ea
ted
ly
ab
o
u
t
its
p
ath
,
s
tr
u
g
g
lin
g
to
co
n
ce
p
tu
alize
th
e
p
h
y
s
ical
wo
r
ld
:
“
Wh
ere
w
ill
it
ta
ke
h
er
?
A
n
d
th
en
?
…
Wil
l
s
h
e
co
me
b
a
ck
?
”
T
h
ese
q
u
esti
o
n
s
r
ev
e
al
a
ch
ild
tr
y
in
g
to
u
n
d
er
s
tan
d
n
atu
r
al
f
o
r
ce
s
th
r
o
u
g
h
co
n
cr
ete,
s
eq
u
e
n
tial
lo
g
ic
,
r
ef
lectin
g
ea
r
ly
co
g
n
itiv
e
p
a
tter
n
s
d
escr
ib
ed
in
d
ev
elo
p
m
e
n
tal
p
s
y
ch
o
lo
g
y
.
I
n
o
th
er
m
o
m
en
ts
,
w
h
ile
s
till
r
ec
o
v
er
in
g
in
th
e
h
o
s
p
ital,
Am
a
n
ai
s
tan
d
s
alo
n
e
b
y
th
e
win
d
o
w,
s
ilen
tly
o
b
s
er
v
in
g
th
e
s
n
o
wy
m
o
u
n
tain
s
an
d
d
i
s
tan
t v
illag
e
lig
h
ts
.
T
h
e
n
ar
r
ati
v
e
d
escr
ib
es h
im
as
“
s
ta
n
d
in
g
a
lo
n
e
in
th
e
d
i
m
r
o
o
m…
lo
o
kin
g
o
u
ts
id
e
.
”
T
h
is
s
ce
n
e
ca
p
tu
r
es
co
g
n
itiv
e
with
d
r
awa
l,
a
co
m
m
o
n
r
esp
o
n
s
e
am
o
n
g
ch
ild
r
en
p
r
o
ce
s
s
in
g
tr
au
m
a
.
He
watc
h
es
q
u
ietly
,
ab
s
o
r
b
i
n
g
th
e
lan
d
s
ca
p
e,
as
th
o
u
g
h
tr
y
in
g
to
r
ea
s
s
em
b
le
a
s
en
s
e
o
f
s
af
ety
an
d
b
elo
n
g
in
g
.
Fin
ally
,
s
y
m
b
o
lic
th
in
k
in
g
p
lay
s
a
m
ajo
r
r
o
le
in
Am
an
ai’
s
wo
r
ld
v
iew.
My
th
s
,
esp
ec
ially
th
e
g
r
an
d
m
o
th
er
’
s
s
to
r
ies,
b
ec
o
m
e
f
r
am
ewo
r
k
s
th
r
o
u
g
h
wh
i
ch
h
e
in
ter
p
r
ets
am
b
ig
u
o
u
s
ev
en
ts
.
T
h
e
ch
ild
’
s
ex
citem
en
t
wh
en
p
o
in
tin
g
to
an
air
p
lan
e,
“
Lo
o
k,
g
r
a
n
d
mo
t
h
er,
th
e
a
ir
p
la
n
e!
”,
s
h
o
ws
h
o
w
r
ea
l
-
wo
r
ld
s
tim
u
li
b
ec
o
m
e
em
b
ed
d
e
d
in
th
e
s
y
m
b
o
lic
im
ag
in
atio
n
b
u
ilt
th
r
o
u
g
h
s
to
r
y
tellin
g
.
T
h
is
co
g
n
itiv
e
b
len
d
in
g
o
f
r
ea
lity
an
d
s
y
m
b
o
lis
m
is
ch
ar
ac
ter
is
ti
c
o
f
ch
ild
h
o
o
d
,
esp
ec
ially
wh
e
n
m
y
th
a
n
d
n
a
r
r
ativ
e
s
er
v
e
as
em
o
tio
n
al
an
c
h
o
r
s
.
Sy
m
b
o
lic
th
o
u
g
h
t
is
also
ev
i
d
en
t
in
h
is
r
ea
ctio
n
to
t
h
e
d
i
s
cu
s
s
io
n
o
f
th
e
n
ew
m
o
o
n
.
Am
an
ai
r
ec
alls
th
e
g
r
an
d
m
o
th
er
’
s
ea
r
lier
s
to
r
y
ab
o
u
t
“
yo
u
r
mo
o
n
,
”
a
s
y
m
b
o
lic
g
if
t
o
f
h
o
p
e
an
d
id
e
n
tity
.
His
s
tr
u
g
g
le
to
p
r
o
ce
s
s
th
e
id
ea
,
“
I
s
th
a
t m
y
m
o
o
n
?
”
d
em
o
n
s
tr
ates h
o
w
s
y
m
b
o
lic
n
ar
r
ativ
es sh
ap
e
a
ch
ild
’
s
s
en
s
e
o
f
m
ea
n
in
g
.
4
.
4
.
F
o
lk
lo
re
p
eda
g
o
g
y
Fo
lk
lo
r
e
is
a
n
ar
r
ativ
e
elem
en
t
in
Am
an
ai
an
d
Z
am
an
ai
,
an
d
it
is
a
p
ed
ag
o
g
ical
s
y
s
tem
wo
v
en
in
t
o
th
e
em
o
tio
n
al
an
d
c
o
g
n
itiv
e
d
ev
elo
p
m
en
t
o
f
th
e
ch
ild
.
T
h
r
o
u
g
h
m
y
th
s
,
s
y
m
b
o
ls
,
a
n
d
th
e
o
r
al
s
to
r
y
tellin
g
o
f
th
e
g
r
a
n
d
m
o
t
h
er
,
th
e
n
o
v
ella
d
em
o
n
s
tr
ates
h
o
w
Kaz
a
k
h
f
o
lk
l
o
r
e
s
h
ap
es
w
o
r
ld
v
iew,
m
o
r
al
u
n
d
er
s
tan
d
i
n
g
,
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
.
Sto
r
y
tellin
g
b
ec
o
m
es
b
o
th
cu
lt
u
r
al
in
h
er
itan
ce
an
d
a
co
p
i
n
g
m
ec
h
an
is
m
f
o
r
tr
au
m
atic
ex
p
er
ie
n
ce
.
On
e
o
f
th
e
clea
r
est
p
ed
ag
o
g
ical
f
u
n
ctio
n
s
o
f
f
o
l
k
lo
r
e
i
s
th
e
u
s
e
o
f
m
y
th
as
a
tea
ch
in
g
to
o
l.
T
h
e
g
r
a
n
d
m
o
th
er
c
o
n
s
is
ten
tly
f
r
am
es
Am
an
ai’
s
i
d
en
tity
a
n
d
co
u
r
a
g
e
th
r
o
u
g
h
leg
e
n
d
ar
y
a
n
ce
s
tr
y
.
Her
w
o
r
d
s
,
“
Yo
u
a
r
e
th
e
o
n
ly
r
ema
in
in
g
d
escen
d
a
n
t
o
f
A
tymta
i…
Do
n
o
t
b
e
a
fr
a
id
.
Yo
u
h
a
ve
lea
r
n
e
d
to
w
a
lk
th
e
r
o
a
d
,
”
an
ch
o
r
t
h
e
ch
ild
in
h
er
o
ic
lin
e
ag
e,
g
iv
in
g
h
im
a
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
co
n
tin
u
ity
.
T
h
is
m
y
t
h
-
b
ased
r
ea
s
s
u
r
an
ce
teac
h
es
m
o
r
al
s
tr
en
g
th
,
p
er
s
ev
er
an
ce
,
an
d
b
elo
n
g
in
g
.
Her
to
n
e
an
d
s
y
m
b
o
lic
lan
g
u
ag
e
r
ef
l
ec
t
tr
ad
itio
n
al
o
r
al
p
ed
ag
o
g
y
,
wh
e
r
e
less
o
n
s
ar
e
o
f
f
er
ed
in
d
ir
ec
tly
th
r
o
u
g
h
n
a
r
r
a
tiv
es r
ath
er
th
an
e
x
p
licit in
s
tr
u
ctio
n
.
T
h
e
s
tr
u
ctu
r
e
o
f
“
е
р
тегі
”
(
Kaz
ak
h
f
air
y
tale)
also
p
lay
s
a
p
ed
ag
o
g
ical
r
o
le
i
n
s
h
ap
in
g
t
h
e
ch
ild
’
s
,
an
d
th
e
r
ea
d
e
r
’
s
,
u
n
d
e
r
s
tan
d
i
n
g
o
f
m
o
r
al
ca
teg
o
r
ies.
T
h
e
g
r
an
d
m
o
th
er
’
s
s
to
r
y
tellin
g
u
s
es
s
im
p
lifie
d
m
o
r
al
d
ich
o
to
m
ies,
wh
e
r
e
k
i
n
d
n
ess
an
d
cr
u
elty
,
p
r
o
tectio
n
a
n
d
d
an
g
e
r
,
h
er
itag
e
a
n
d
wick
e
d
n
ess
ar
e
clea
r
l
y
co
n
tr
asted
.
Her
h
ar
s
h
r
em
a
r
k
,
“
He
is
a
r
o
tten
eg
g
…
Yo
u
w
ill
fin
d
h
im
if
yo
u
s
ea
r
ch
,
”
in
v
o
k
es
a
f
ai
r
y
-
tale
lo
g
ic
o
f
v
illain
y
,
s
ig
n
alin
g
th
e
p
r
esen
ce
o
f
co
r
r
u
p
t
ch
ar
ac
te
r
s
ev
en
in
th
e
r
ea
l
wo
r
ld
.
Fo
lk
lo
r
e
also
s
er
v
es
as
a
m
eth
o
d
o
f
c
u
ltu
r
al
p
r
eser
v
atio
n
,
tr
a
n
s
m
itti
n
g
co
llectiv
e
m
em
o
r
y
an
d
em
b
ed
d
in
g
c
u
ltu
r
al
id
e
n
tity
in
th
e
ch
ild
.
T
h
e
g
r
an
d
m
o
th
er
’
s
s
to
r
ies
s
itu
ate
Am
an
ai
with
in
a
h
is
to
r
ical
an
d
m
y
th
ic
lin
ea
g
e,
r
ein
f
o
r
cin
g
cu
ltu
r
a
l
co
n
tin
u
ity
d
esp
ite
h
ar
d
s
h
i
p
.
E
v
en
ev
e
r
y
d
a
y
o
b
jects,
lik
e
h
e
r
f
ath
er
’
s
“
b
in
o
c
u
la
r
s
,
g
o
ld
w
a
tch
,
to
b
a
cc
o
kit
,
”
b
ec
o
m
e
r
elics
o
f
an
ce
s
tr
al
h
is
to
r
y
.
B
y
s
u
r
r
o
u
n
d
in
g
th
e
c
h
ild
with
s
y
m
b
o
lic
item
s
an
d
s
t
o
r
ies,
th
e
n
a
r
r
ativ
e
d
em
o
n
s
tr
ates
h
o
w
ch
ild
r
e
n
i
n
ter
n
alize
cu
ltu
r
al
id
e
n
tity
th
r
o
u
g
h
s
y
m
b
o
lic
ass
o
ciatio
n
s
r
ath
er
th
an
f
o
r
m
al
in
s
tr
u
ctio
n
.
T
h
e
g
r
an
d
m
o
th
e
r
’
s
s
to
r
y
tellin
g
b
ec
o
m
es b
o
th
m
em
o
r
y
p
r
eser
v
atio
n
an
d
i
d
en
tity
f
o
r
m
atio
n
.
Fo
l
k
l
o
r
e
is
e
q
u
all
y
v
it
al
as
a
c
o
p
i
n
g
m
e
c
h
a
n
is
m
f
o
r
A
m
a
n
a
i
.
W
h
e
n
h
e
b
e
c
o
m
es
l
o
s
t
i
n
t
h
e
m
o
u
n
t
ai
n
s
,
h
e
is
t
e
r
r
i
f
i
e
d
b
y
d
a
r
k
n
ess
,
s
h
ad
o
ws
,
an
d
s
ile
n
c
e
,
y
et
t
h
e
f
r
am
e
wo
r
k
o
f
m
y
th
h
el
p
s
h
i
m
i
n
te
r
p
r
et
t
h
ese
f
ea
r
s
.
His
p
s
y
c
h
o
lo
g
i
ca
l
s
t
ate
,
cr
y
i
n
g
i
n
th
e
“
p
it
ch
-
b
l
a
c
k
h
o
ll
o
w
o
f
t
h
e
c
o
l
d
mo
u
n
t
a
i
n
,
”
s
h
o
ws
h
o
w
r
aw
f
ea
r
d
o
m
i
n
ates
h
is
p
e
r
c
e
p
ti
o
n
.
B
u
t
b
ec
a
u
s
e
t
h
e
g
r
a
n
d
m
o
t
h
e
r
h
as
alw
a
y
s
i
n
t
er
p
r
et
e
d
t
h
e
w
o
r
l
d
th
r
o
u
g
h
s
t
o
r
y
,
t
h
e
ch
i
ld
’
s
f
ea
r
is
p
r
o
c
ess
e
d
s
y
m
b
o
lic
all
y
.
S
to
r
y
te
lli
n
g
h
as
ta
u
g
h
t
h
i
m
th
at
d
an
g
e
r
s
h
a
v
e
m
ea
n
i
n
g
,
h
er
o
es
h
a
v
e
lin
ea
g
e
,
a
n
d
s
u
f
f
er
i
n
g
is
p
ar
t
o
f
a
r
ec
o
g
n
iz
ab
le
m
o
r
al
p
at
t
er
n
.
T
h
is
s
y
m
b
o
li
c
t
h
i
n
k
in
g
b
e
co
m
es
e
v
en
m
o
r
e
ap
p
a
r
e
n
t
w
h
e
n
h
e
r
e
ac
ts
t
o
v
is
u
al
s
ti
m
u
li
w
it
h
m
y
t
h
-
i
n
f
u
s
ed
im
a
g
i
n
a
ti
o
n
,
s
u
c
h
as
w
h
e
n
h
e
ex
cit
ed
ly
p
o
i
n
ts
to
th
e
s
k
y
,
“
l
o
o
k
,
g
r
a
n
d
mo
th
er,
t
h
e
a
ir
p
l
a
n
e!
”
in
te
r
p
r
eti
n
g
t
h
e
wo
r
l
d
w
it
h
wo
n
d
e
r
s
h
ap
e
d
b
y
n
a
r
r
ati
v
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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2
I
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t
J
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v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
359
1
-
3
6
0
3
3598
An
o
th
er
m
o
m
en
t
o
f
s
y
m
b
o
lic
p
r
o
ce
s
s
in
g
ap
p
ea
r
s
wh
en
th
e
n
ew
m
o
o
n
r
is
es.
T
h
e
ch
ild
r
em
em
b
er
s
th
e
g
r
a
n
d
m
o
t
h
er
’
s
s
to
r
y
ab
o
u
t
“
yo
u
r
mo
o
n
,
”
an
d
s
tr
u
g
g
les
to
in
ter
p
r
et
it:
“
I
s
th
a
t
my
mo
o
n
?
”
His
d
esire
to
co
n
n
ec
t
th
e
ce
lest
ial
ev
en
t
wi
th
th
e
g
r
a
n
d
m
o
t
h
er
’
s
tale
d
e
m
o
n
s
tr
ates
h
o
w
m
y
th
s
h
ap
es
h
is
em
o
tio
n
al
wo
r
ld
an
d
g
iv
es h
im
to
o
ls
to
p
r
o
ce
s
s
u
n
ce
r
tain
ty
a
n
d
lo
s
s
.
4
.
5
.
Na
rr
a
t
iv
e
m
et
ho
do
lo
g
y
T
h
e
n
ar
r
ativ
e
tech
n
i
q
u
e
o
f
Am
an
ai
an
d
Z
a
m
an
ai
f
u
n
cti
o
n
s
as
a
p
ed
a
g
o
g
ical
s
y
s
te
m
in
its
elf
.
B
y
b
len
d
in
g
r
ea
lis
m
with
m
y
th
,
s
h
ap
in
g
an
em
o
tio
n
ally
ch
a
r
g
ed
atm
o
s
p
h
er
e,
f
o
r
esh
ad
o
win
g
ev
en
ts
th
r
o
u
g
h
s
tr
u
ctu
r
e,
an
d
s
h
if
tin
g
f
l
u
id
ly
b
etwe
en
p
er
s
p
ec
tiv
es,
th
e
n
o
v
ella
teac
h
es
r
ea
d
er
s
h
o
w
t
o
in
ter
p
r
et
h
u
m
a
n
ex
p
er
ien
ce
ac
r
o
s
s
em
o
ti
o
n
al,
s
y
m
b
o
lic,
an
d
s
o
cial
d
im
en
s
io
n
s
.
A
k
e
y
m
et
h
o
d
o
lo
g
ical
f
ea
tu
r
e
is
th
e
b
len
d
in
g
o
f
r
ea
lis
m
an
d
m
y
th
.
Scen
es
r
o
o
ted
in
s
o
cial
r
ea
lity
;
h
u
n
g
er
,
illn
ess
,
lo
n
elin
ess
,
p
o
v
er
ty
,
an
d
ex
h
au
s
tio
n
,
cr
ea
te
im
m
ed
iate
em
o
tio
n
al
en
g
ag
em
e
n
t.
Fo
r
ex
am
p
le,
th
e
m
o
m
en
t w
h
en
Am
an
ai
cr
ies alo
n
e
in
th
e
m
o
u
n
tain
d
ar
k
n
ess
(
“
in
th
e
p
itch
-
b
la
ck
h
o
llo
w
o
f
th
e
co
ld
mo
u
n
ta
i
n
,
h
e
cried
s
ilen
tly
fo
r
a
lo
n
g
time
”)
g
iv
es
th
e
n
ar
r
ativ
e
v
is
ce
r
al
r
ea
lis
m
an
d
em
o
tio
n
al
weig
h
t.
Yet
th
i
s
r
ea
lis
m
is
in
ter
wo
v
en
with
m
y
th
ic
elem
en
ts
;
an
ce
s
tr
al
lin
ea
g
e,
s
y
m
b
o
lic
m
o
u
n
tain
s
,
an
d
th
e
g
r
an
d
m
o
th
e
r
’
s
f
o
lk
lo
r
ic
v
o
ice.
T
h
ese
lay
er
s
wo
r
k
to
g
eth
er
to
teac
h
th
e
r
ea
d
er
to
s
ee
ev
en
ts
s
im
u
ltan
eo
u
s
ly
th
r
o
u
g
h
liter
al
an
d
s
y
m
b
o
lic
f
r
am
ewo
r
k
s
,
m
ir
r
o
r
i
n
g
th
e
way
Kaz
ak
h
s
to
r
y
tellin
g
o
f
ten
f
u
s
es d
aily
life
with
s
ac
r
ed
o
r
le
g
e
n
d
ar
y
m
ea
n
in
g
.
E
m
o
tio
n
al
atm
o
s
p
h
er
e
is
an
o
th
er
p
e
d
ag
o
g
ical
m
ec
h
an
is
m
.
Mu
ch
o
f
th
e
n
o
v
ella’
s
teac
h
in
g
o
cc
u
r
s
n
o
t
th
r
o
u
g
h
e
x
p
licit
m
ess
ag
es
b
u
t
th
r
o
u
g
h
s
u
s
p
e
n
s
e,
d
r
ea
d
,
an
d
em
p
ath
y
em
b
e
d
d
e
d
in
th
e
n
ar
r
ativ
e
en
v
ir
o
n
m
en
t.
Sil
en
ce
,
co
ld
,
d
ar
k
n
ess
,
an
d
p
h
y
s
ical
f
r
a
g
ilit
y
cr
ea
te
a
s
en
s
o
r
y
wo
r
l
d
th
r
o
u
g
h
wh
ich
r
ea
d
er
s
lear
n
to
in
ter
p
r
et
e
m
o
tio
n
.
W
h
en
th
e
g
r
a
n
d
m
o
th
er
s
tr
u
g
g
le
s
to
b
r
ea
th
e
an
d
clu
tc
h
es
th
e
ch
ild
’
s
h
an
d
,
t
h
e
ten
s
io
n
s
u
r
r
o
u
n
d
i
n
g
h
er
p
h
y
s
i
ca
l
d
ec
lin
e
teac
h
es
t
h
e
r
ea
d
er
h
o
w
em
o
tio
n
al
m
ea
n
in
g
ca
n
b
e
co
n
v
e
y
ed
th
r
o
u
g
h
atm
o
s
p
h
er
e
r
ath
e
r
th
an
ex
p
lan
atio
n
.
T
h
e
s
to
r
y
e
n
co
u
r
ag
es
r
e
ad
er
s
to
u
n
d
e
r
s
tan
d
em
o
tio
n
al
s
tates
b
y
“
feelin
g
”
th
e
en
v
ir
o
n
m
en
t
r
ath
er
th
a
n
b
e
in
g
to
ld
wh
at
t
o
th
in
k
.
T
h
e
n
o
v
ella
also
r
elies
o
n
f
o
r
e
s
h
ad
o
win
g
as
a
s
tr
u
ctu
r
al
teac
h
in
g
d
ev
ice.
E
a
r
ly
s
u
b
tle
d
etai
ls
p
r
ep
ar
e
th
e
r
ea
d
er
f
o
r
later
e
v
en
ts
.
Sm
all
cu
es,
s
u
ch
as
th
e
g
r
an
d
m
o
t
h
er
’
s
wea
k
en
in
g
b
o
d
y
,
h
e
r
u
n
s
tead
y
s
tep
s
,
o
r
h
er
p
au
s
es
wh
ile
s
p
ea
k
in
g
,
q
u
ietly
s
ig
n
al
wh
at
will
ev
en
tu
ally
h
ap
p
en
,
lo
n
g
b
e
f
o
r
e
th
e
n
ar
r
ati
v
e
ac
k
n
o
wled
g
es
it.
E
v
en
b
r
ief
v
is
u
al
d
etails,
s
u
ch
as
s
ca
tter
ed
m
o
u
n
tain
lig
h
ts
,
s
er
v
e
d
u
al
f
u
n
ctio
n
s
:
liter
al
s
ce
n
er
y
an
d
s
y
m
b
o
lic
in
d
icato
r
s
o
f
d
is
tan
ce
,
h
o
p
e,
o
r
d
an
g
e
r
.
T
h
is
tech
n
iq
u
e
teac
h
es
r
ea
d
er
s
to
in
ter
p
r
et
n
ar
r
ativ
e
clu
es
an
d
to
lo
o
k
f
o
r
m
ea
n
in
g
in
u
n
d
er
s
tatem
en
t,
an
im
p
o
r
tan
t sk
ill in
liter
ar
y
r
ea
d
in
g
.
Fin
ally
,
th
e
tex
t
u
s
es
s
h
if
tin
g
n
ar
r
ativ
e
p
er
s
p
ec
tiv
es
to
ex
p
a
n
d
its
p
ed
ag
o
g
ical
r
ea
ch
.
T
h
e
r
ea
d
er
is
g
u
id
ed
th
r
o
u
g
h
th
e
p
er
ce
p
tio
n
s
o
f
an
ex
h
a
u
s
ted
g
r
a
n
d
m
o
th
e
r
,
a
f
r
ig
h
ten
e
d
ch
ild
,
an
d
th
e
m
y
th
ic
v
o
ice
o
f
o
r
al
s
to
r
y
tellin
g
.
E
ac
h
p
er
s
p
ec
ti
v
e
teac
h
es
s
o
m
eth
in
g
d
if
f
e
r
en
t.
T
h
e
a
d
u
lt
v
iewp
o
in
t
r
ev
ea
ls
s
u
f
f
er
in
g
,
r
esp
o
n
s
ib
ilit
y
,
an
d
t
h
e
lim
its
o
f
h
u
m
an
en
d
u
r
a
n
ce
.
T
h
e
ch
i
ld
’
s
v
iewp
o
in
t
teac
h
es
h
o
w
f
ea
r
,
co
n
f
u
s
io
n
,
a
n
d
s
y
m
b
o
lic
th
in
k
in
g
s
h
ap
e
ea
r
ly
co
g
n
itio
n
.
T
h
e
m
y
th
ic
p
er
s
p
ec
tiv
e,
ev
o
k
ed
th
r
o
u
g
h
s
to
r
y
t
ellin
g
an
d
an
ce
s
tr
al
r
ef
er
en
ce
s
,
teac
h
es c
u
ltu
r
al
m
ea
n
in
g
an
d
m
o
r
al
in
ter
p
r
etatio
n
.
4
.
6
.
E
mo
t
io
na
l
l
it
er
a
c
y
E
m
o
tio
n
al
liter
ac
y
is
o
n
e
o
f
t
h
e
d
ee
p
est
p
e
d
ag
o
g
ical
th
r
ea
d
s
in
Am
an
ai
an
d
Z
am
a
n
ai
.
T
h
r
o
u
g
h
its
p
o
r
tr
ay
al
o
f
f
ea
r
,
g
r
ief
,
e
m
o
tio
n
al
s
ig
n
alin
g
,
r
esil
ien
ce
,
an
d
e
m
p
ath
ic
im
ag
in
atio
n
,
th
e
n
o
v
e
lla
teac
h
es
r
ea
d
er
s
h
o
w
em
o
tio
n
s
ar
e
e
x
p
r
ess
ed
,
u
n
d
er
s
to
o
d
,
an
d
r
eg
u
lated
,
esp
ec
ially
in
m
o
m
en
ts
o
f
cr
is
is
.
R
ath
er
th
an
ex
p
lain
in
g
em
o
tio
n
s
d
ir
ec
tly
,
th
e
tex
t
m
o
d
els
em
o
tio
n
al
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
th
e
ac
ti
o
n
s
,
s
ilen
ce
s
,
an
d
p
er
ce
p
tio
n
s
o
f
its
ch
ar
ac
ter
s
.
T
h
e
n
ar
r
ativ
e
b
eg
in
s
b
y
s
h
o
win
g
h
o
w
s
u
f
f
er
i
n
g
is
ex
p
er
i
en
ce
d
b
y
d
if
f
er
e
n
t
ch
ar
ac
ter
s
,
teac
h
in
g
r
ea
d
er
s
to
r
ec
o
g
n
ize
em
o
tio
n
a
l
s
tate
s
ev
en
wh
en
u
n
s
p
o
k
en
.
Alim
a’
s
p
ain
is
r
ef
lecte
d
in
h
er
q
u
iet
with
d
r
awa
l
an
d
in
th
e
way
Am
an
ai
s
p
ea
k
s
ab
o
u
t
h
e
r
with
c
o
n
f
u
s
io
n
an
d
lo
n
g
in
g
.
T
h
e
g
r
an
d
m
o
th
er
’
s
s
u
f
f
er
in
g
ap
p
ea
r
s
th
r
o
u
g
h
p
h
y
s
ical
an
d
em
o
tio
n
al
ex
h
au
s
tio
n
;
at
o
n
e
p
o
in
t
s
h
e
is
d
escr
ib
ed
as
s
o
wea
k
e
n
ed
th
at
“
h
er
s
tr
en
g
th
s
ee
med
to
h
a
ve
d
r
a
in
ed
a
w
a
y
,
”
y
et
s
h
e
c
o
n
tin
u
es
to
s
tead
y
th
e
c
h
ild
with
tr
em
b
lin
g
h
an
d
s
.
Am
an
ai’
s
s
u
f
f
er
in
g
,
h
o
wev
er
,
is
r
aw
an
d
im
m
ed
iate.
W
h
en
h
e
b
ec
o
m
es
lo
s
t
in
th
e
m
o
u
n
tain
s
,
f
ea
r
s
eize
s
h
im
co
m
p
letely
,
an
d
h
e
c
r
ies
in
“
t
h
e
p
itch
-
b
l
a
ck
h
o
llo
w
o
f
th
e
c
o
ld
mo
u
n
t
a
in
,
”
o
v
er
wh
elm
e
d
b
y
co
ld
,
s
h
ad
o
ws,
an
d
lo
n
elin
ess
.
T
h
r
o
u
g
h
th
ese
lay
er
ed
p
o
r
tr
a
y
als,
th
e
r
ea
d
er
lear
n
s
to
in
ter
p
r
et
em
o
tio
n
a
l
s
u
f
f
er
in
g
th
r
o
u
g
h
s
m
all
g
estu
r
es,
p
h
y
s
ical
d
escr
ip
tio
n
s
,
an
d
atm
o
s
p
h
er
e
r
ath
er
th
an
ex
p
licit d
ialo
g
u
e.
T
h
e
n
o
v
ella
also
teac
h
es
th
e
r
ea
d
er
to
n
o
tice
em
o
tio
n
a
l
s
ig
n
als,
th
e
s
u
b
tle
way
s
ch
ar
ac
ter
s
co
m
m
u
n
icate
f
ea
r
,
g
r
ief
,
o
r
an
x
iety
with
o
u
t
s
p
ea
k
in
g
.
Sil
en
ce
b
ec
o
m
es
a
p
o
wer
f
u
l
e
m
o
tio
n
al
lan
g
u
ag
e.
T
h
e
g
r
an
d
m
o
th
er
’
s
s
u
d
d
en
s
till
n
ess
,
th
e
tig
h
ten
in
g
o
f
h
er
g
r
ip
o
n
Am
an
ai’
s
h
an
d
,
an
d
h
er
l
o
n
g
p
au
s
es
b
ef
o
r
e
s
p
ea
k
in
g
all
s
ig
n
al
h
e
r
g
r
o
w
in
g
f
ea
r
an
d
wea
k
n
ess
.
Am
a
n
ai’
s
em
o
tio
n
al
s
ig
n
als
ap
p
e
ar
th
r
o
u
g
h
b
o
d
ily
r
ea
ctio
n
s
:
h
esit
atio
n
s
,
f
r
o
ze
n
s
tep
s
,
an
d
th
e
tr
e
m
o
r
i
n
h
is
v
o
ice
wh
en
h
e
ask
s
,
“
Wh
ere
is
A
lima
?
I
s
s
h
e…
is
s
h
e
co
min
g
?
”
His
to
n
e
r
ev
ea
ls
an
x
iety
ev
en
b
ef
o
r
e
h
e
u
n
d
er
s
tan
d
s
wh
at
h
e
f
ea
r
s
.
T
h
e
r
ea
d
er
is
en
co
u
r
ag
e
d
to
atten
d
clo
s
ely
to
th
ese
s
u
b
tle
c
u
es,
lear
n
in
g
h
o
w
em
o
tio
n
is
o
f
ten
co
m
m
u
n
icate
d
in
in
d
ir
ec
t
o
r
m
in
im
al
way
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
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N:
2252
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8
8
2
2
B
ey
o
n
d
n
a
r
r
a
tive:
a
p
e
d
a
g
o
g
i
ca
l,
cu
ltu
r
a
l,
a
n
d
p
s
yc
h
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lo
g
ic
a
l a
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a
lysi
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f S
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… (
To
kzh
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n
I
g
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b
a
y
)
3599
A
m
ajo
r
th
em
e
i
n
th
e
tex
t
is
e
m
o
tio
n
al
r
esil
ien
ce
,
esp
ec
ially
in
th
e
way
th
e
g
r
a
n
d
m
o
t
h
er
a
n
d
m
o
t
h
er
co
n
tin
u
e
th
eir
r
esp
o
n
s
ib
ilit
ies
d
esp
ite
d
esp
air
.
T
h
e
g
r
an
d
m
o
th
er
s
h
o
ws
q
u
iet
e
n
d
u
r
an
ce
ev
en
wh
e
n
s
h
e
ca
n
b
ar
ely
co
n
tin
u
e
walk
in
g
;
s
h
e
s
p
ea
k
s
s
o
f
tly
to
r
ea
s
s
u
r
e
th
e
ch
ild
,
“
I
w
ill
b
r
in
g
yo
u
h
o
me…
th
e
villa
g
e
is
n
o
t
fa
r
,
”
ev
en
wh
en
h
er
o
wn
s
u
r
v
iv
al
is
in
d
o
u
b
t.
T
h
is
teac
h
es
r
ea
d
er
s
th
at
r
esil
ien
ce
is
n
o
t
t
h
e
ab
s
en
ce
o
f
f
ea
r
b
u
t
th
e
a
b
ilit
y
to
ac
t
co
m
p
ass
io
n
ately
with
in
it.
Her
p
er
s
ev
er
an
ce
b
ec
o
m
es
a
m
o
d
el
f
o
r
em
o
tio
n
al
co
u
r
ag
e,
s
u
g
g
esti
n
g
th
at
ca
r
e
f
o
r
o
th
er
s
ca
n
s
tr
en
g
th
e
n
em
o
tio
n
al
r
eso
lv
e.
T
h
e
n
o
v
ella
also
cu
ltiv
ates
e
m
p
ath
ic
im
a
g
in
atio
n
,
teac
h
in
g
r
ea
d
er
s
to
in
h
ab
it
em
o
tio
n
al
ex
p
er
ien
ce
s
o
u
ts
id
e
th
eir
o
wn
.
B
ec
au
s
e
th
e
n
ar
r
ativ
e
s
h
if
ts
b
etwe
en
th
e
p
er
ce
p
tio
n
s
o
f
a
ch
ild
an
d
a
n
eld
er
,
th
e
r
ea
d
er
m
u
s
t
ad
ju
s
t
em
o
tio
n
ally
to
ea
ch
v
iewp
o
in
t.
I
n
th
e
ch
ild
’
s
p
er
s
p
ec
tiv
e,
th
e
wo
r
ld
is
f
r
ig
h
ten
in
g
,
f
u
ll
o
f
s
h
ad
o
ws
an
d
u
n
an
s
wer
ed
q
u
e
s
tio
n
s
.
I
n
th
e
g
r
a
n
d
m
o
th
er
’
s
v
iewp
o
in
t,
th
e
wo
r
l
d
is
h
ea
v
y
with
r
esp
o
n
s
ib
ilit
y
,
r
eg
r
et,
a
n
d
p
h
y
s
ical
lim
itatio
n
.
T
h
ese
alter
n
atin
g
p
er
s
p
ec
tiv
es
r
eq
u
ir
e
th
e
r
ea
d
er
t
o
in
ter
p
r
et
th
e
s
am
e
e
v
en
ts
th
r
o
u
g
h
d
if
f
e
r
en
t e
m
o
tio
n
al
len
s
es,
d
ev
elo
p
in
g
em
p
ath
y
th
r
o
u
g
h
liter
ar
y
im
m
e
r
s
io
n
.
W
h
en
th
e
ch
ild
,
s
tan
d
in
g
at
a
h
o
s
p
ital
win
d
o
w,
l
o
o
k
s
s
ilen
tly
to
war
d
th
e
m
o
u
n
tain
s
an
d
d
is
tan
t
lig
h
ts
,
th
e
s
ce
n
e
e
v
o
k
es
a
m
ix
t
u
r
e
o
f
s
ad
n
ess
,
lo
n
g
in
g
,
an
d
f
r
ag
ile
h
o
p
e.
R
ea
d
er
s
m
u
s
t
im
ag
in
e
wh
at
h
e
f
ee
ls
r
ath
er
th
a
n
b
ein
g
to
ld
d
ir
ec
tly
,
d
ee
p
en
in
g
em
o
tio
n
al
u
n
d
er
s
tan
d
in
g
.
4
.
7
.
Dis
cus
s
io
n
T
h
e
s
ix
th
em
es
id
en
tifie
d
in
th
is
s
tu
d
y
d
em
o
n
s
tr
ate
th
at
Am
an
ai
an
d
Z
am
an
ai
f
u
n
ctio
n
s
as
f
ar
m
o
r
e
th
an
a
liter
ar
y
n
ar
r
ativ
e;
it
o
p
er
ates
as
a
m
u
lti
-
lay
er
e
d
ed
u
c
atio
n
al
tex
t
ca
p
a
b
le
o
f
s
u
p
p
o
r
t
in
g
u
n
iv
er
s
ity
-
lev
el
in
s
tr
u
ctio
n
ac
r
o
s
s
liter
atu
r
e,
p
ed
ag
o
g
y
,
an
d
cu
ltu
r
al
s
tu
d
i
es.
W
h
en
v
iewe
d
to
g
eth
er
,
t
h
e
th
em
es
r
ev
ea
l
a
n
ar
r
ativ
e
th
at
teac
h
es
o
n
s
ev
er
al
lev
els
s
im
u
ltan
eo
u
s
ly
:
m
o
r
al
ed
u
ca
tio
n
em
er
g
es
th
r
o
u
g
h
p
o
r
tr
a
y
als
o
f
co
m
p
ass
io
n
,
r
esp
o
n
s
ib
ilit
y
,
a
n
d
eth
ical
ch
o
ice;
cu
ltu
r
al
l
ea
r
n
in
g
is
tr
an
s
m
itted
th
r
o
u
g
h
o
r
al
tr
ad
itio
n
s
,
s
y
m
b
o
lic
lan
d
s
ca
p
es,
an
d
d
o
m
esti
c
cu
s
to
m
s
;
d
ev
elo
p
m
en
t
al
p
s
y
ch
o
lo
g
y
b
ec
o
m
es
v
is
ib
le
th
r
o
u
g
h
th
e
c
h
ild
’
s
ev
o
lv
in
g
c
o
g
n
itio
n
,
f
ea
r
,
atta
ch
m
en
t,
an
d
s
y
m
b
o
lic
th
in
k
in
g
;
f
o
lk
lo
r
e
p
ed
a
g
o
g
y
p
r
o
v
id
es
a
f
r
am
ewo
r
k
f
o
r
m
ea
n
in
g
-
m
a
k
in
g
g
r
o
u
n
d
ed
in
m
y
th
ic
s
tr
u
ctu
r
e;
n
ar
r
ativ
e
m
eth
o
d
o
l
o
g
y
teac
h
es
s
tu
d
en
ts
to
r
ea
d
s
y
m
b
o
lis
m
,
f
o
r
esh
ad
o
win
g
,
an
d
s
h
if
tin
g
p
er
s
p
ec
tiv
es; an
d
em
o
tio
n
al
liter
ac
y
is
cu
ltiv
ated
th
r
o
u
g
h
d
e
p
i
ctio
n
s
o
f
s
u
f
f
er
in
g
,
r
esil
ien
ce
,
an
d
em
p
ath
y
[
22
]
.
Sy
n
th
esizin
g
th
ese
th
em
es
s
h
o
ws
th
at
th
e
n
o
v
el
in
teg
r
ates
co
g
n
itiv
e,
em
o
tio
n
al,
cu
ltu
r
al,
an
d
eth
ical
d
im
e
n
s
io
n
s
o
f
lear
n
in
g
,
alig
n
in
g
n
at
u
r
ally
with
co
n
tem
p
o
r
ar
y
ap
p
r
o
ac
h
es
to
liter
ar
y
p
ed
ag
o
g
y
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
teac
h
in
g
.
Fo
r
h
ig
h
er
e
d
u
ca
tio
n
,
th
ese
lay
er
e
d
d
im
en
s
io
n
s
m
ak
e
Am
an
ai
an
d
Z
am
a
n
ai
an
ex
ce
p
tio
n
ally
r
ich
tex
t:
it
s
u
p
p
o
r
ts
d
ee
p
in
t
er
p
r
etiv
e
a
n
aly
s
is
,
en
g
ag
es
s
t
u
d
en
ts
em
o
tio
n
ally
an
d
in
tellectu
ally
,
an
d
p
r
o
v
id
e
s
an
au
th
en
tic
r
e
p
r
esen
tatio
n
o
f
Kaz
ak
h
cu
ltu
r
al
an
d
p
s
y
ch
o
l
o
g
ical
wo
r
ld
s
.
T
h
e
n
a
r
r
ativ
e
o
f
Am
an
ai
an
d
Z
am
an
ai
o
p
er
ates
as
a
p
o
wer
f
u
l
teac
h
in
g
to
o
l
b
ec
au
s
e
it
e
m
b
ed
s
m
o
r
al
r
ea
s
o
n
in
g
,
em
p
ath
y
,
cu
ltu
r
al
id
en
tity
,
em
o
tio
n
al
r
eg
u
latio
n
,
an
d
s
y
m
b
o
lic
th
in
k
in
g
d
ir
e
ctly
in
to
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
its
c
h
ar
ac
ter
s
,
a
llo
win
g
lear
n
e
r
s
to
en
g
a
g
e
wit
h
th
ese
c
o
n
ce
p
ts
o
r
g
a
n
ically
t
h
r
o
u
g
h
s
to
r
y
r
ath
er
th
an
ab
s
tr
ac
tio
n
.
T
h
e
m
o
r
al
d
ilem
m
as
f
ac
ed
b
y
th
e
g
r
a
n
d
m
o
th
er
a
n
d
th
e
s
u
r
r
o
u
n
d
in
g
co
m
m
u
n
ity
m
o
d
el
eth
ical
d
ec
is
io
n
-
m
ak
in
g
;
th
e
c
h
ild
’
s
f
ea
r
a
n
d
v
u
ln
e
r
ab
ilit
y
n
u
r
tu
r
e
e
m
p
ath
ic
u
n
d
e
r
s
tan
d
in
g
;
th
e
in
te
g
r
atio
n
o
f
f
o
lk
lo
r
e
a
n
d
a
n
ce
s
tr
al
m
em
o
r
y
af
f
ir
m
s
c
u
ltu
r
al
id
en
tity
;
a
n
d
th
e
ch
ild
’
s
attem
p
ts
to
m
an
a
g
e
ter
r
o
r
,
g
r
ief
,
an
d
u
n
ce
r
tain
ty
illu
s
tr
ate
em
o
tio
n
al
s
elf
-
r
eg
u
latio
n
in
r
ea
l
tim
e.
T
h
ese
elem
en
ts
m
ak
e
th
e
n
o
v
el
h
ig
h
ly
e
f
f
ec
tiv
e
f
o
r
u
n
iv
er
s
ity
teac
h
in
g
,
wh
e
r
e
in
s
tr
u
cto
r
s
ca
n
u
s
e
its
s
ce
n
es
an
d
s
tr
u
ctu
r
es
to
tr
ain
s
tu
d
e
n
ts
in
cr
itical
r
ea
d
in
g
,
g
u
id
e
cu
ltu
r
al
an
aly
s
is
g
r
o
u
n
d
ed
in
au
th
en
tic
Kaz
ak
h
co
n
t
ex
ts
,
an
d
ex
p
lo
r
e
tr
au
m
a,
r
esil
ien
ce
,
an
d
co
p
in
g
m
ec
h
an
is
m
s
in
liter
atu
r
e.
I
ts
l
ay
er
ed
s
y
m
b
o
lis
m
,
m
y
th
-
r
ea
li
ty
b
len
d
in
g
,
an
d
s
h
if
tin
g
p
er
s
p
ec
tiv
es
o
f
f
er
r
ich
o
p
p
o
r
tu
n
ities
f
o
r
d
ialo
g
ic
lear
n
in
g
,
en
co
u
r
ag
in
g
s
tu
d
en
ts
to
in
ter
p
r
et
m
u
ltip
le
m
ea
n
i
n
g
s
an
d
en
g
a
g
e
in
co
llectiv
e
m
ea
n
in
g
-
m
a
k
in
g
.
B
ec
au
s
e
th
e
tex
t m
ir
r
o
r
s
co
r
e
p
r
o
ce
s
s
es o
f
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
ev
elo
p
m
e
n
t,
it
ca
n
also
b
e
u
s
ed
as
a
ca
s
e
s
tu
d
y
i
n
p
s
y
c
h
o
lo
g
y
-
o
r
ed
u
ca
t
io
n
-
r
elate
d
co
u
r
s
es,
d
em
o
n
s
tr
atin
g
h
o
w
n
ar
r
ativ
e
s
h
ap
es th
in
k
in
g
,
i
d
en
tity
,
a
n
d
em
o
tio
n
al
liter
ac
y
[
23
]
.
T
h
e
th
em
atic
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
d
em
o
n
s
tr
ate
th
at
Am
an
ai
an
d
Z
am
an
ai
h
o
ld
s
s
ig
n
if
ican
t
v
alu
e
f
o
r
h
ig
h
er
ed
u
ca
tio
n
c
u
r
r
icu
la
b
ec
au
s
e
it
em
b
o
d
ies
a
n
in
ter
d
is
cip
lin
ar
y
r
ich
n
ess
th
at
s
u
p
p
o
r
ts
teac
h
in
g
ac
r
o
s
s
liter
atu
r
e,
cu
ltu
r
al
s
tu
d
ies,
p
s
y
ch
o
lo
g
y
,
p
ed
a
g
o
g
y
,
an
d
s
o
cial
h
is
to
r
y
.
Fo
r
liter
atu
r
e
an
aly
s
is
co
u
r
s
es,
th
e
n
o
v
el
o
f
f
er
s
lay
er
ed
n
ar
r
ativ
e
tec
h
n
iq
u
es,
m
y
th
–
r
ea
lis
m
b
len
d
in
g
,
f
o
r
esh
ad
o
win
g
,
a
n
d
s
h
if
tin
g
p
er
s
p
ec
tiv
es,
th
at
tr
ain
s
tu
d
en
ts
in
ad
v
an
ce
d
i
n
ter
p
r
etiv
e
s
k
ills
.
I
n
cu
ltu
r
al
s
tu
d
ies,
its
au
th
en
tic
p
o
r
tr
ay
al
o
f
Kaz
ak
h
o
r
al
tr
ad
itio
n
s
,
r
u
r
al
life
,
an
d
s
y
m
b
o
lic
lan
d
s
ca
p
es
p
r
o
v
id
es
a
p
r
im
ar
y
tex
t
th
r
o
u
g
h
wh
ic
h
s
tu
d
en
ts
ca
n
ex
am
i
n
e
id
en
tity
,
wo
r
ld
v
iew,
an
d
c
u
ltu
r
al
m
em
o
r
y
.
Fo
r
p
s
y
ch
o
lo
g
y
-
of
-
liter
atu
r
e
m
o
d
u
les,
th
e
d
etailed
d
ep
icti
o
n
o
f
Am
a
n
ai’
s
f
ea
r
,
attac
h
m
en
t,
g
r
ief
,
an
d
s
y
m
b
o
lic
th
i
n
k
in
g
m
ak
es
th
e
n
o
v
el
a
n
ef
f
ec
tiv
e
ca
s
e
s
tu
d
y
in
c
h
ild
d
ev
elo
p
m
en
t
a
n
d
tr
au
m
a.
T
ea
c
h
er
-
tr
ain
in
g
p
r
o
g
r
am
s
ca
n
u
s
e
th
e
tex
t
to
m
o
d
el
h
o
w
s
to
r
y
tellin
g
teac
h
es
m
o
r
al
r
ea
s
o
n
in
g
,
em
p
ath
y
,
an
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o
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n
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ac
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Am
an
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ag
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task
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o
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[
24
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25
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.
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etiv
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ally
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tr
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m
a
-
in
f
o
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m
ed
lite
r
ar
y
an
al
y
s
is
.
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