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al
c
o
n
s
ci
o
u
s
n
ess
,
in
t
er
cu
lt
u
r
al
c
o
m
p
ete
n
c
e,
an
d
civ
ic
p
a
r
ti
ci
p
at
io
n
d
e
p
e
n
d
o
n
s
tu
d
en
ts
’
a
cti
v
e
in
v
o
l
v
e
m
e
n
t
i
n
t
h
e
le
ar
n
i
n
g
p
r
o
ce
s
s
[
5
]
,
[
6
]
.
W
h
e
n
en
g
ag
e
m
e
n
t
r
e
m
ai
n
s
s
u
p
e
r
f
ici
al
,
s
t
u
d
e
n
ts
m
a
y
g
r
a
d
u
ate
wit
h
o
u
t th
e
ca
p
a
cit
y
t
o
cr
iti
ca
l
ly
r
es
p
o
n
d
t
o
g
lo
b
al
ch
all
en
g
e
s
,
li
m
it
in
g
th
e
e
f
f
e
cti
v
e
n
ess
o
f
h
i
g
h
e
r
e
d
u
c
ati
o
n
i
n
p
r
e
p
a
r
i
n
g
g
l
o
b
all
y
r
esp
o
n
s
i
b
l
e
cit
iz
en
s
.
I
n
t
h
e
c
o
n
t
ex
t
o
f
P
h
il
ip
p
i
n
e
s
ta
te
c
o
ll
eg
es
an
d
u
n
i
v
e
r
s
iti
es,
p
a
r
ti
cu
la
r
l
y
in
r
eg
io
n
al
ar
ea
s
s
u
ch
as
C
ar
ag
a,
th
ese
ch
allen
g
es
ar
e
f
u
r
th
er
in
ten
s
if
ied
b
y
r
eso
u
r
ce
lim
itatio
n
s
,
u
n
ev
e
n
ac
ce
s
s
to
g
lo
b
al
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
an
d
in
s
titu
tio
n
al
c
o
n
s
tr
ain
ts
th
at
af
f
ec
t
th
e
d
eli
v
er
y
o
f
GC
E
.
T
h
is
lim
itatio
n
h
as
s
ig
n
if
ican
t
c
o
n
s
eq
u
en
ce
s
,
as
it
m
ay
r
esu
lt
in
g
r
ad
u
ates
wh
o
lac
k
th
e
c
r
itical
g
lo
b
al
co
m
p
eten
ce
,
r
ef
lectiv
e
ca
p
ac
ity
,
a
n
d
ac
tiv
e
citizen
s
h
ip
s
k
ills
n
ec
ess
ar
y
to
en
g
ag
e
with
c
o
m
p
lex
g
lo
b
al
c
h
allen
g
es
.
Stu
d
en
t
en
g
ag
em
e
n
t
is
co
m
m
o
n
ly
d
ef
in
e
d
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
cts
co
n
s
is
tin
g
o
f
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
ag
en
tic
in
v
o
lv
em
e
n
t
in
lear
n
in
g
ac
tiv
ities
[
7
]
.
B
eh
av
io
r
al
en
g
ag
em
en
t
r
e
f
er
s
to
p
ar
ticip
atio
n
in
ac
ad
e
m
ic
an
d
co
-
cu
r
r
icu
lar
ac
tiv
ities
,
em
o
t
io
n
al
en
g
ag
em
en
t
in
v
o
lv
es
in
ter
est
an
d
af
f
ec
tiv
e
co
n
n
ec
tio
n
,
co
g
n
itiv
e
en
g
a
g
em
en
t
r
ef
lects
in
v
estme
n
t
in
d
ee
p
u
n
d
er
s
tan
d
i
n
g
,
an
d
a
g
en
tic
en
g
ag
em
e
n
t
r
ep
r
esen
ts
s
tu
d
en
ts
’
ac
tiv
e
co
n
tr
ib
u
tio
n
to
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ese
d
im
en
s
io
n
s
ar
e
ess
en
tial
in
G
C
E
b
ec
au
s
e
d
e
v
elo
p
in
g
g
l
o
b
al
a
war
en
ess
r
eq
u
ir
es
n
o
t
o
n
ly
k
n
o
wled
g
e
b
u
t
also
em
o
tio
n
al
co
m
m
itm
en
t,
cr
itical
r
ef
lectio
n
,
an
d
p
er
s
o
n
al
ag
en
cy
[
8
]
,
[
9
]
.
W
h
en
s
tu
d
en
ts
p
ar
ticip
ate
o
n
ly
to
c
o
m
p
lete
r
e
q
u
ir
em
en
ts
with
o
u
t
em
o
tio
n
al
o
r
c
o
g
n
itiv
e
in
v
est
m
en
t,
GC
E
b
ec
o
m
es
p
r
o
ce
d
u
r
al
r
ath
er
th
an
tr
an
s
f
o
r
m
ativ
e.
Ho
wev
er
,
ex
is
tin
g
f
r
am
ewo
r
k
s
o
f
te
n
tr
ea
t
th
ese
d
im
en
s
io
n
s
as
co
n
tex
t
-
n
eu
tr
al
an
d
in
s
u
f
f
icien
tly
ac
co
u
n
t
f
o
r
h
o
w
s
o
cio
cu
ltu
r
a
l
f
ac
to
r
s
in
f
lu
e
n
ce
en
g
ag
em
en
t,
p
ar
ticu
lar
ly
in
n
o
n
-
W
ester
n
e
d
u
ca
tio
n
al
s
ettin
g
s
.
I
n
r
esp
o
n
s
e
to
th
is
lim
itatio
n
,
th
is
s
tu
d
y
in
tr
o
d
u
ce
s
th
e
c
o
n
ce
p
t
o
f
c
u
ltu
r
ally
g
r
o
u
n
d
e
d
e
n
g
ag
em
e
n
t
as
a
ce
n
tr
al
an
aly
t
ical
len
s
to
ex
p
lain
h
o
w
s
tu
d
en
ts
’
cu
lt
u
r
al
id
en
ti
ties
s
h
ap
e
th
e
n
atu
r
e
an
d
d
ep
th
o
f
th
eir
e
n
g
ag
em
e
n
t
in
GC
E
.
T
h
er
ef
o
r
e,
ex
am
in
in
g
en
g
ag
em
en
t
as
a
m
u
ltid
im
en
s
io
n
al
ex
p
er
ie
n
ce
p
r
o
v
id
es
a
m
o
r
e
ac
cu
r
ate
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
ts
co
n
n
ec
t w
ith
g
l
o
b
al
c
itizen
s
h
ip
lear
n
in
g
.
W
h
ile
ex
is
tin
g
s
tu
d
ies
h
av
e
ex
am
in
ed
GC
E
in
ter
m
s
o
f
cu
r
r
icu
lu
m
d
esig
n
,
p
o
lic
y
im
p
lem
en
tatio
n
,
an
d
lear
n
in
g
o
u
tco
m
es,
lim
ited
atten
tio
n
h
as
b
ee
n
g
iv
e
n
to
h
o
w
s
tu
d
en
ts
ex
p
er
ien
ce
en
g
a
g
em
en
t
as
a
li
v
ed
an
d
m
ea
n
in
g
-
m
ak
in
g
p
r
o
ce
s
s
.
Mo
r
eo
v
er
,
cu
r
r
en
t
en
g
a
g
em
e
n
t
f
r
am
ewo
r
k
s
o
f
ten
r
e
m
ain
co
n
tex
t
-
n
e
u
tr
al
an
d
in
s
u
f
f
icien
tly
ac
co
u
n
t
f
o
r
t
h
e
r
o
le
o
f
cu
ltu
r
al
id
en
tity
in
s
h
ap
in
g
e
n
g
ag
em
e
n
t,
p
ar
ticu
la
r
ly
in
Glo
b
al
So
u
th
h
ig
h
er
ed
u
ca
ti
o
n
co
n
tex
ts
.
T
h
is
g
ap
lim
its
th
e
ex
p
lan
ato
r
y
p
o
wer
o
f
ex
is
tin
g
m
o
d
els
in
u
n
d
er
s
tan
d
i
n
g
wh
y
m
ea
n
in
g
f
u
l
en
g
ag
em
en
t
r
em
a
in
s
d
if
f
icu
lt
to
ac
h
ie
v
e
in
cu
lt
u
r
ally
d
i
v
er
s
e
an
d
r
eso
u
r
ce
-
c
o
n
s
tr
ain
ed
s
ettin
g
s
.
R
esear
ch
in
E
u
r
o
p
ea
n
an
d
A
m
er
ican
u
n
iv
er
s
ities
s
h
o
ws
th
at
s
tu
d
en
ts
o
f
ten
tr
ea
t
g
lo
b
al
c
itizen
s
h
ip
co
n
ten
t
as
p
er
ip
h
er
al,
r
esu
ltin
g
i
n
p
ass
iv
e
p
ar
ticip
atio
n
an
d
lim
ited
r
ef
lectio
n
[
1
0
]
,
[
1
1
]
.
I
n
Asi
an
h
ig
h
er
ed
u
ca
tio
n
,
ex
am
-
o
r
ie
n
ted
lear
n
in
g
tr
ad
iti
o
n
s
h
av
e
b
ee
n
ass
o
ciate
d
wit
h
r
ed
u
ce
d
cr
itical
in
q
u
ir
y
an
d
m
in
im
al
class
r
o
o
m
in
ter
ac
tio
n
[
1
2
]
.
Sch
o
lar
s
in
Glo
b
al
So
u
th
co
n
tex
ts
f
u
r
th
e
r
ar
g
u
e
th
at
W
ester
n
-
ce
n
ter
e
d
f
r
am
ewo
r
k
s
o
f
GC
E
s
o
m
etim
es
f
ail
to
co
n
n
ec
t
w
ith
lo
ca
l
cu
ltu
r
al
r
ea
liti
es,
wh
ich
m
ay
lead
to
r
esis
tan
ce
o
r
d
is
en
g
a
g
em
en
t
[
3
]
,
[
13
]
.
I
n
th
e
Ph
ilip
p
in
e
co
n
tex
t,
s
tu
d
ies in
d
icate
th
at
alth
o
u
g
h
g
l
o
b
al
co
m
p
eten
ce
o
u
tco
m
es a
r
e
in
clu
d
ed
i
n
th
e
cu
r
r
icu
lu
m
,
s
tu
d
en
t
p
a
r
ticip
atio
n
o
f
ten
r
em
ain
s
co
m
p
li
an
ce
-
b
ased
,
with
lim
ited
em
o
tio
n
al
in
v
o
lv
em
e
n
t
an
d
s
h
allo
w
c
o
g
n
itiv
e
p
r
o
ce
s
s
in
g
[
9
]
,
[
14
]
.
R
esear
ch
al
s
o
r
ep
o
r
ts
te
n
s
io
n
s
b
etwe
en
g
lo
b
al
citizen
s
h
ip
co
n
ce
p
ts
an
d
lo
ca
l
c
u
ltu
r
al
i
d
en
tity
,
p
ar
ticu
lar
l
y
in
r
eg
i
o
n
al
s
tate
co
lleg
es
wh
er
e
s
tu
d
en
ts
f
ac
e
lim
ited
r
eso
u
r
ce
s
an
d
f
ewe
r
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
n
atio
n
al
ex
p
o
s
u
r
e
[
4
]
.
W
h
ile
th
ese
s
tu
d
ies
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
,
th
ey
p
r
ed
o
m
in
an
tly
f
o
cu
s
o
n
c
u
r
r
icu
l
u
m
d
esig
n
,
p
o
licy
im
p
lem
en
tatio
n
,
o
r
q
u
an
titativ
e
o
u
tco
m
es,
with
lim
ited
atten
tio
n
to
h
o
w
s
tu
d
en
ts
ex
p
er
ien
ce
en
g
ag
em
en
t
as
a
liv
ed
an
d
m
ea
n
in
g
-
m
ak
in
g
p
r
o
ce
s
s
.
T
h
is
lim
itatio
n
is
p
r
o
b
lem
atic
b
ec
a
u
s
e
it
o
v
er
lo
o
k
s
h
o
w
e
n
g
ag
em
en
t
is
ac
tu
ally
co
n
s
tr
u
cted
b
y
s
tu
d
en
ts
in
co
n
tex
t,
th
er
eb
y
r
estrictin
g
th
e
a
b
ilit
y
o
f
ex
is
tin
g
f
r
a
m
ewo
r
k
s
to
ex
p
lain
wh
y
m
ea
n
in
g
f
u
l
en
g
ag
em
en
t
r
em
ai
n
s
d
if
f
icu
lt
to
ac
h
iev
e
in
p
r
ac
tice,
p
ar
ticu
la
r
ly
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
an
d
c
u
ltu
r
ally
d
iv
er
s
e
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
s
.
Mo
r
eo
v
er
,
th
e
r
o
le
o
f
cu
ltu
r
al
id
e
n
tity
as
a
p
o
ten
ti
al
en
ab
ler
o
f
en
g
ag
em
e
n
t
r
em
ain
s
u
n
d
er
e
x
p
lo
r
e
d
,
p
ar
ticu
lar
ly
in
Glo
b
al
So
u
th
h
ig
h
er
e
d
u
ca
tio
n
co
n
tex
ts
.
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
cr
itical
g
ap
b
y
ex
am
in
in
g
s
tu
d
en
t
en
g
a
g
em
e
n
t
as
a
liv
ed
,
cu
ltu
r
ally
s
itu
ated
ex
p
er
ien
ce
,
with
p
ar
tic
u
lar
f
o
cu
s
o
n
h
o
w
cu
ltu
r
al
id
en
tity
f
u
n
ctio
n
s
as a
n
ac
tiv
e
m
ec
h
a
n
is
m
s
h
ap
in
g
m
ea
n
in
g
f
u
l e
n
g
a
g
em
en
t in
GC
E
.
T
h
is
s
tu
d
y
ad
d
r
ess
es th
e
id
en
t
if
ied
g
ap
b
y
ex
am
in
i
n
g
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
s
tu
d
en
t e
n
g
ag
em
en
t in
GC
E
am
o
n
g
co
lleg
e
s
tu
d
en
t
s
in
th
e
C
ar
ag
a
R
eg
io
n
,
Ph
ilip
p
in
es.
Gu
id
ed
b
y
th
e
s
tu
d
en
t
en
g
ag
em
e
n
t
f
r
am
ewo
r
k
,
th
e
s
tu
d
y
ex
p
l
o
r
es
h
o
w
s
tu
d
en
ts
ex
p
er
ie
n
ce
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
a
g
en
tic
en
g
ag
em
e
n
t
in
g
lo
b
al
citizen
s
h
ip
lear
n
i
n
g
u
s
in
g
a
n
in
te
r
p
r
e
tiv
e
p
h
e
n
o
m
en
o
lo
g
ical
a
p
p
r
o
ac
h
.
T
h
is
a
p
p
r
o
ac
h
allo
ws
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
ts
c
o
n
s
tr
u
ct
m
ea
n
in
g
f
r
o
m
th
eir
p
ar
ticip
at
io
n
r
ath
e
r
th
a
n
o
n
l
y
m
ea
s
u
r
in
g
o
b
s
er
v
ab
le
o
u
tc
o
m
es.
Sp
ec
if
ically
,
th
e
s
tu
d
y
p
o
s
itio
n
s
cu
ltu
r
al
co
n
tex
t
as
a
ce
n
t
r
al
an
aly
tical
len
s
,
ex
am
in
in
g
h
o
w
Fil
ip
in
o
v
al
u
es
s
h
ap
e
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
with
GC
E
.
B
y
f
o
cu
s
in
g
o
n
s
tu
d
e
n
ts
f
r
o
m
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
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2
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u
ltu
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a
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s
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d
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t e
n
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n
t i
n
g
lo
b
a
l c
itiz
en
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ip
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tio
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…
(
A
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M.
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r
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u
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2921
Ph
ilip
p
in
e
s
tate
co
lleg
es,
th
e
s
tu
d
y
s
itu
ates
en
g
ag
em
e
n
t
with
in
a
d
ev
elo
p
i
n
g
-
c
o
u
n
tr
y
co
n
tex
t
wh
er
e
c
u
ltu
r
a
l
v
alu
es,
s
o
cio
ec
o
n
o
m
ic
co
n
d
itio
n
s
,
an
d
i
n
s
titu
tio
n
al
r
ea
liti
es m
ay
in
f
lu
e
n
ce
h
o
w
GC
E
is
ex
p
er
ien
ce
d
.
T
h
is
r
esear
ch
c
o
n
tr
ib
u
tes
to
GC
E
s
ch
o
lar
s
h
ip
b
y
p
r
o
p
o
s
in
g
cu
ltu
r
ally
g
r
o
u
n
d
ed
en
g
ag
e
m
en
t
as
an
ad
d
itio
n
al
d
im
e
n
s
io
n
in
f
lu
en
cin
g
h
o
w
s
tu
d
en
ts
co
n
n
ec
t
with
g
lo
b
al
lear
n
in
g
.
T
h
is
s
tu
d
y
e
x
ten
d
s
an
d
ch
allen
g
es
ex
is
tin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
f
r
am
ewo
r
k
s
b
y
p
o
s
itio
n
in
g
cu
ltu
r
ally
g
r
o
u
n
d
e
d
en
g
ag
em
e
n
t
n
o
t
m
er
ely
as a
co
n
tex
tu
al
f
ac
to
r
,
b
u
t a
s
a
co
n
s
titu
tiv
e
d
im
en
s
io
n
th
at
s
h
ap
es h
o
w
en
g
ag
em
en
t
is
ex
p
er
ien
ce
d
an
d
s
u
s
tain
ed
in
n
o
n
-
W
ester
n
h
ig
h
er
e
d
u
ca
tio
n
co
n
te
x
ts
.
I
n
d
o
in
g
s
o
,
th
e
s
tu
d
y
r
ef
in
es
p
r
e
v
ailin
g
m
o
d
els
b
y
d
em
o
n
s
tr
atin
g
t
h
at
cu
ltu
r
al
id
en
tity
ac
tiv
ely
s
tr
u
ctu
r
es
en
g
ag
em
e
n
t
r
ath
er
t
h
an
s
im
p
ly
in
f
lu
e
n
cin
g
it
ex
ter
n
ally
.
Mo
r
e
s
p
ec
if
ically
,
th
is
s
tu
d
y
ad
v
a
n
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t
th
eo
r
y
b
y
p
o
s
itio
n
in
g
cu
ltu
r
ally
g
r
o
u
n
d
ed
en
g
a
g
em
en
t
n
o
t
as
a
co
n
tex
tu
al
v
ar
iab
le,
b
u
t
as
a
c
o
n
s
titu
tiv
e
d
im
en
s
io
n
t
h
at
f
u
n
d
am
en
tally
s
h
ap
es
h
o
w
en
g
ag
em
e
n
t
is
ex
p
er
ien
c
ed
an
d
s
u
s
tain
ed
in
n
o
n
-
W
est
er
n
e
d
u
ca
tio
n
al
co
n
te
x
ts
.
E
m
p
ir
ically
,
th
e
s
tu
d
y
p
r
o
v
id
es
q
u
alitativ
e
ev
id
en
ce
f
r
o
m
Ph
ilip
p
i
n
e
s
tate
co
lleg
es,
a
co
n
tex
t
th
at
r
e
m
ain
s
u
n
d
er
r
e
p
r
esen
ted
in
g
lo
b
al
citizen
s
h
ip
r
esear
ch
.
Pra
ctica
lly
,
th
e
f
in
d
in
g
s
o
f
f
er
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
h
ig
h
e
r
ed
u
ca
tio
n
ed
u
ca
to
r
s
,
an
d
s
ec
o
n
d
ar
ily
f
o
r
cu
r
r
icu
lu
m
d
esig
n
er
s
an
d
p
o
licy
m
ak
er
s
b
y
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
i
n
teg
r
atin
g
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
e
d
a
g
o
g
y
,
c
o
m
m
u
n
i
t
y
-
b
a
s
e
d
le
a
r
n
i
n
g
,
a
n
d
s
t
u
d
e
n
t
v
o
i
ce
i
n
G
C
E
.
F
o
r
e
x
a
m
p
l
e
,
th
is
m
ay
i
n
clu
d
e
in
co
r
p
o
r
atin
g
lo
ca
l
cu
ltu
r
al
v
alu
es
in
to
c
o
u
r
s
e
co
n
ten
t,
d
esig
n
in
g
co
m
m
u
n
ity
-
b
ased
p
r
o
jects
th
at
a
d
d
r
e
s
s
r
ea
l
s
o
cial
is
s
u
es,
an
d
cr
ea
tin
g
s
tr
u
ctu
r
e
d
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
c
o
-
d
esig
n
lear
n
in
g
ac
tiv
ities
an
d
ex
p
r
ess
th
eir
p
er
s
p
ec
tiv
es
in
th
e
class
r
o
o
m
.
B
y
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
ta
n
ce
o
f
en
g
a
g
em
en
t
as
a
liv
ed
ex
p
er
ien
ce
r
ath
e
r
th
an
o
n
ly
a
cu
r
r
icu
la
r
o
u
tco
m
e,
th
e
s
tu
d
y
s
u
p
p
o
r
ts
th
e
d
ev
elo
p
m
en
t
o
f
e
d
u
ca
tio
n
al
p
r
ac
tices
th
at
p
r
o
m
o
te
m
ea
n
in
g
f
u
l
p
ar
ticip
atio
n
in
a
n
in
cr
ea
s
in
g
ly
g
lo
b
alize
d
wo
r
l
d
.
T
h
is
s
tu
d
y
o
f
f
er
s
a
n
o
v
el
c
o
n
tr
ib
u
tio
n
to
GC
E
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t
liter
atu
r
e
b
y
co
n
ce
p
t
u
alizin
g
cu
l
tu
r
ally
g
r
o
u
n
d
ed
en
g
ag
em
e
n
t
as
a
co
n
s
ti
tu
tiv
e
d
im
en
s
io
n
r
ath
er
th
an
a
co
n
t
ex
tu
al
in
f
lu
en
ce
.
Un
lik
e
ex
is
tin
g
f
r
am
ewo
r
k
s
th
at
tr
ea
t
cu
l
tu
r
e
as
an
ex
ter
n
al
f
ac
to
r
,
th
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
cu
ltu
r
al
id
en
tity
ac
tiv
ely
s
h
ap
es
h
o
w
b
eh
av
i
o
r
al,
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
ag
e
n
tic
en
g
ag
em
e
n
t
ar
e
e
x
p
er
ien
ce
d
an
d
s
u
s
tain
ed
.
B
y
p
r
o
v
id
i
n
g
q
u
alitativ
e
ev
i
d
en
ce
f
r
o
m
a
Ph
ilip
p
in
e
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
t,
th
e
s
tu
d
y
ex
ten
d
s
p
r
e
v
ailin
g
e
n
g
ag
em
e
n
t
m
o
d
els
an
d
in
tr
o
d
u
ce
s
a
cu
ltu
r
ally
em
b
ed
d
e
d
u
n
d
er
s
tan
d
in
g
o
f
e
n
g
ag
em
e
n
t th
at
is
p
ar
ticu
lar
ly
r
elev
an
t f
o
r
Glo
b
al
So
u
t
h
ed
u
ca
tio
n
al
s
ettin
g
s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
alitativ
e
p
h
en
o
m
en
o
lo
g
ical
r
esear
ch
d
esig
n
to
e
x
p
lo
r
e
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
s
tu
d
e
n
ts
en
g
ag
in
g
with
GC
E
in
Ph
ilip
p
in
e
s
tate
co
lleg
es.
Ph
en
o
m
en
o
lo
g
y
is
ap
p
r
o
p
r
iate
f
o
r
in
v
esti
g
atin
g
h
o
w
in
d
iv
id
u
als
in
ter
p
r
et
an
d
co
n
s
tr
u
ct
m
ea
n
i
n
g
f
r
o
m
th
eir
ex
p
er
ien
ce
s
,
p
a
r
ticu
lar
ly
wh
en
th
e
r
esear
ch
aim
s
to
u
n
d
er
s
tan
d
th
e
d
ep
th
a
n
d
q
u
ality
o
f
p
ar
ticip
atio
n
r
ath
er
t
h
an
m
ea
s
u
r
e
o
u
tc
o
m
es
[
15
]
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
u
s
ed
i
n
ter
p
r
etiv
e
p
h
en
o
m
en
o
lo
g
ical
a
n
aly
s
is
(
I
PA)
,
wh
ich
f
o
cu
s
es o
n
h
o
w
p
ar
ticip
a
n
ts
m
ak
e
s
en
s
e
o
f
s
ig
n
if
ican
t
ex
p
er
ien
ce
s
with
in
th
ei
r
p
e
r
s
o
n
al
an
d
s
o
cial
c
o
n
tex
ts
[
16
]
.
I
PA
was
s
elec
ted
b
ec
au
s
e
s
tu
d
en
t
e
n
g
ag
em
e
n
t
in
GC
E
in
v
o
lv
es
c
o
m
p
lex
em
o
tio
n
al,
co
g
n
itiv
e,
b
e
h
a
v
io
r
al,
an
d
ag
e
n
tic
p
r
o
ce
s
s
es
th
at
r
e
q
u
ir
e
in
-
d
e
p
t
h
in
ter
p
r
etatio
n
r
ath
er
th
a
n
s
u
r
f
ac
e
-
lev
el
d
escr
ip
tio
n
[
17
]
.
T
h
e
ap
p
r
o
ac
h
allo
ws
d
etailed
ex
am
in
ati
o
n
o
f
in
d
iv
i
d
u
al
ex
p
er
ien
ce
s
b
ef
o
r
e
id
e
n
tify
in
g
s
h
ar
ed
p
atter
n
s
ac
r
o
s
s
p
ar
ticip
an
ts
,
m
ak
in
g
it su
itab
le
f
o
r
u
n
d
er
s
tan
d
in
g
m
u
ltid
im
en
s
io
n
al
en
g
a
g
em
en
t i
n
h
ig
h
e
r
ed
u
ca
tio
n
.
2
.
2
.
P
a
rt
icipa
nts
a
nd
s
a
m
pli
ng
T
h
e
p
ar
ticip
a
n
ts
wer
e
2
5
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
a
s
tate
co
lleg
e
in
th
e
C
ar
a
g
a
R
eg
io
n
,
Ph
ilip
p
in
es,
wh
o
h
ad
s
u
b
s
tan
t
ial
ex
p
o
s
u
r
e
to
GC
E
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
with
m
ax
im
u
m
v
ar
iatio
n
was
u
s
ed
to
s
elec
t
p
ar
ticip
an
ts
wh
o
co
u
l
d
p
r
o
v
id
e
r
ich
d
escr
ip
tio
n
s
o
f
t
h
eir
ex
p
er
ien
ce
s
[
18
]
.
I
n
clu
s
io
n
c
r
iter
ia
r
e
q
u
ir
e
d
th
at
p
ar
ticip
an
ts
:
i
)
wer
e
in
th
eir
th
ir
d
o
r
f
o
u
r
th
y
ea
r
o
f
s
tu
d
y
;
ii
)
h
ad
co
m
p
leted
at
least
two
co
u
r
s
es
o
r
ac
tiv
ities
r
elate
d
to
G
C
E
;
an
d
iii
)
wer
e
wil
lin
g
to
p
ar
ticip
ate
in
in
-
d
ep
th
in
ter
v
iews.
Stu
d
en
ts
with
m
in
im
al
ex
p
o
s
u
r
e
to
g
l
o
b
al
citizen
s
h
ip
lear
n
in
g
wer
e
ex
clu
d
e
d
to
en
s
u
r
e
th
at
p
ar
ticip
an
ts
co
u
ld
m
ea
n
in
g
f
u
lly
r
ef
lect
o
n
th
eir
ex
p
er
ien
ce
s
.
T
h
e
u
s
e
o
f
a
r
elativ
ely
s
m
all
s
am
p
le
is
co
n
s
is
ten
t
with
I
PA,
wh
ich
e
m
p
h
asizes
d
ep
th
o
f
an
aly
s
is
r
ath
er
th
an
lar
g
e
s
am
p
le
s
ize
[
16
]
.
R
ec
r
u
itm
en
t
co
n
tin
u
ed
u
n
til
s
u
f
f
icien
t
in
f
o
r
m
atio
n
p
o
wer
was
ac
h
iev
ed
,
m
ea
n
in
g
t
h
at
th
e
d
at
a
co
llected
wer
e
ad
e
q
u
ate
to
a
n
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n
Data
wer
e
co
llected
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
,
in
-
d
ep
th
in
te
r
v
iews
d
esig
n
ed
t
o
ca
p
t
u
r
e
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
o
f
en
g
ag
em
en
t
in
GC
E
.
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
i
ews
wer
e
ch
o
s
en
b
ec
au
s
e
th
ey
allo
w
p
ar
ticip
an
ts
to
d
escr
ib
e
th
eir
ex
p
e
r
ien
ce
s
in
th
eir
o
wn
wo
r
d
s
wh
ile
s
till
ad
d
r
ess
in
g
th
e
r
esear
ch
o
b
jectiv
es
[
18
]
.
I
n
ter
v
iew
q
u
esti
o
n
s
f
o
c
u
s
ed
o
n
b
e
h
av
io
r
al
p
ar
ticip
atio
n
,
em
o
tio
n
al
r
es
p
o
n
s
es,
co
g
n
itiv
e
in
v
o
lv
em
e
n
t
,
an
d
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
e
n
t
v
o
ice
in
lear
n
in
g
ac
tiv
ities
.
E
ac
h
in
ter
v
iew
last
ed
ap
p
r
o
x
im
ately
4
5
–
6
0
m
in
u
tes
a
n
d
was
co
n
d
u
cte
d
in
a
s
ettin
g
co
n
v
en
ien
t
f
o
r
th
e
p
ar
ticip
an
ts
.
W
ith
co
n
s
en
t,
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
e
d
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
9
1
9
-
2
9
3
0
2922
tr
an
s
cr
ib
ed
v
er
b
atim
to
en
s
u
r
e
ac
cu
r
ac
y
.
Fo
llo
w
-
u
p
q
u
esti
o
n
s
wer
e
u
s
ed
wh
en
n
ec
ess
ar
y
to
clar
if
y
m
ea
n
in
g
s
an
d
d
ee
p
en
th
e
d
escr
ip
tio
n
o
f
ex
p
er
ien
ce
s
.
2
.
4
.
Da
t
a
a
na
l
y
s
is
Data
wer
e
an
aly
ze
d
u
s
in
g
th
e
I
PA
p
r
o
ce
d
u
r
e
d
escr
ib
e
d
b
y
Sm
ith
et
a
l.
[
16
]
.
An
aly
s
is
f
o
llo
wed
a
s
y
s
tem
atic
p
r
o
ce
s
s
b
e
g
in
n
i
n
g
with
r
ep
ea
te
d
r
ea
d
in
g
o
f
ea
ch
tr
an
s
cr
ip
t
to
ac
h
iev
e
im
m
er
s
io
n
in
th
e
d
ata.
I
n
itial
n
o
tes
wer
e
m
a
d
e
to
id
e
n
tify
s
ig
n
if
ica
n
t
s
tatem
en
ts
,
la
n
g
u
ag
e
u
s
e,
an
d
em
er
g
in
g
m
e
an
in
g
s
.
T
h
ese
n
o
tes
wer
e
th
en
d
ev
elo
p
e
d
in
to
em
er
g
en
t
th
em
es
th
at
ca
p
tu
r
ed
t
h
e
ess
en
ce
o
f
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
.
T
h
em
es
with
in
ea
ch
ca
s
e
wer
e
e
x
am
i
n
ed
to
id
en
tify
co
n
n
ec
tio
n
s
a
n
d
p
atter
n
s
,
af
ter
w
h
ich
cr
o
s
s
-
ca
s
e
an
aly
s
is
was
co
n
d
u
cte
d
to
d
eter
m
in
e
s
h
ar
ed
an
d
d
iv
e
r
g
en
t
th
em
es
am
o
n
g
p
ar
ticip
an
ts
.
T
h
e
an
aly
s
is
f
o
cu
s
ed
o
n
u
n
d
er
s
tan
d
i
n
g
h
o
w
b
eh
av
io
r
a
l,
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
ag
en
tic
en
g
ag
e
m
en
t
wer
e
ex
p
er
ien
ce
d
an
d
h
o
w
cu
ltu
r
al
co
n
tex
t
i
n
f
lu
en
ce
d
t
h
ese
ex
p
er
ien
ce
s
.
T
h
r
o
u
g
h
o
u
t
t
h
e
an
al
y
s
is
,
th
e
r
esear
c
h
er
m
a
in
tain
ed
r
e
f
lex
iv
ity
b
y
co
n
tin
u
o
u
s
ly
ex
am
i
n
in
g
p
er
s
o
n
al
ass
u
m
p
tio
n
s
t
o
en
s
u
r
e
th
at
i
n
ter
p
r
etatio
n
s
r
em
a
in
ed
g
r
o
u
n
d
ed
in
p
ar
ticip
an
ts
’
ac
co
u
n
ts
.
2
.
5
.
E
t
hica
l
co
ns
i
dera
t
io
n
T
h
is
s
tu
d
y
f
o
llo
wed
eth
ical
s
tan
d
ar
d
s
in
co
n
d
u
ctin
g
r
esear
c
h
in
v
o
lv
i
n
g
h
u
m
an
p
a
r
ticip
an
t
s
.
Prio
r
to
d
ata
co
llectio
n
,
p
er
m
is
s
io
n
to
co
n
d
u
ct
th
e
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
th
e
o
f
f
ice
o
f
t
h
e
u
n
iv
er
s
ity
p
r
esid
en
t
o
f
th
e
p
ar
ticip
atin
g
s
tate
co
lle
g
e,
co
n
f
ir
m
in
g
t
h
at
th
e
r
es
ea
r
ch
co
m
p
lied
with
in
s
titu
tio
n
al
r
eq
u
ir
e
m
en
ts
.
All
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
o
b
jectiv
es
an
d
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
b
ef
o
r
e
t
h
e
in
ter
v
iews
wer
e
co
n
d
u
cte
d
,
an
d
p
ar
ticip
atio
n
was
s
tr
ictly
v
o
lu
n
tar
y
.
Par
tici
p
an
ts
wer
e
also
in
f
o
r
m
ed
o
f
t
h
eir
r
ig
h
t
t
o
d
ec
lin
e
p
ar
ticip
atio
n
o
r
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
tim
e
with
o
u
t
an
y
n
e
g
ativ
e
co
n
s
eq
u
en
ce
s
.
W
r
itten
in
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
e
d
f
r
o
m
ea
ch
p
ar
ticip
a
n
t,
an
d
co
n
f
id
en
tiality
was
en
s
u
r
ed
b
y
r
e
m
o
v
in
g
id
en
tif
y
in
g
in
f
o
r
m
atio
n
f
r
o
m
tr
a
n
s
cr
ip
ts
an
d
u
s
in
g
co
d
es
in
s
tead
o
f
r
ea
l
n
am
es.
All
d
ata
wer
e
s
to
r
ed
s
ec
u
r
ely
an
d
u
s
ed
o
n
ly
f
o
r
r
esear
ch
p
u
r
p
o
s
es in
ac
co
r
d
an
ce
with
ac
c
ep
ted
eth
i
ca
l p
r
ac
tices in
ed
u
ca
tio
n
al
r
esear
ch
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
an
al
y
s
is
r
ev
ea
led
th
at
s
tu
d
en
t
en
g
ag
em
e
n
t
in
GC
E
is
a
m
u
ltid
im
en
s
io
n
al
e
x
p
er
ien
ce
s
h
ap
ed
b
y
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
i
tiv
e,
ag
en
tic,
a
n
d
cu
ltu
r
ally
g
r
o
u
n
d
ed
f
ac
to
r
s
.
W
h
ile
p
r
ev
io
u
s
en
g
a
g
em
en
t
m
o
d
els
em
p
h
asize
b
eh
av
io
r
al,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
co
m
p
o
n
e
n
ts
[
17
]
,
[
19
]
,
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
th
ese
d
im
en
s
io
n
s
o
p
er
ate
as
an
in
teg
r
ated
s
y
s
te
m
r
ath
er
th
an
as
s
ep
ar
ate
co
n
s
tr
u
c
t
s
.
Par
ticip
an
t
s
d
escr
ib
ed
en
g
a
g
em
en
t
as
a
p
r
o
ce
s
s
th
at
in
v
o
lv
es
ac
tiv
e
p
ar
ticip
atio
n
,
em
o
tio
n
al
co
n
n
ec
tio
n
,
cr
itical
r
ef
lectio
n
,
p
er
s
o
n
al
in
itiativ
e,
an
d
cu
ltu
r
al
r
elev
a
n
ce
.
T
h
is
in
d
icate
s
th
at
en
g
ag
e
m
en
t
in
G
C
E
is
n
o
t
a
lin
ea
r
o
r
is
o
lated
p
r
o
ce
s
s
b
u
t
a
d
y
n
am
ic
in
ter
ac
tio
n
o
f
m
u
ltip
le
d
im
en
s
io
n
s
th
at
r
ein
f
o
r
ce
o
n
e
an
o
th
er
.
I
n
a
d
d
itio
n
,
th
e
f
in
d
in
g
s
in
d
icate
th
at
cu
lt
u
r
al
co
n
te
x
t
p
lay
s
a
s
ig
n
if
ica
n
t
r
o
le
in
s
h
ap
in
g
h
o
w
s
tu
d
en
ts
ex
p
er
ien
ce
GC
E
,
s
u
g
g
esti
n
g
th
e
p
r
esen
ce
o
f
a
cu
ltu
r
ally
g
r
o
u
n
d
ed
d
im
e
n
s
io
n
o
f
en
g
ag
em
en
t
th
at
e
x
ten
d
s
ex
is
tin
g
th
e
o
r
etica
l
f
r
am
ewo
r
k
s
.
T
h
is
f
i
n
d
in
g
s
u
g
g
ests
th
at
ex
is
tin
g
m
o
d
els
o
f
s
tu
d
en
t
en
g
a
g
em
en
t
m
ay
b
e
in
s
u
f
f
icien
t
wh
en
ap
p
lied
to
cu
ltu
r
ally
d
iv
er
s
e
co
n
tex
ts
,
as
th
ey
d
o
n
o
t
f
u
lly
ac
co
u
n
t
f
o
r
th
e
in
f
l
u
en
ce
o
f
lo
ca
l
v
alu
es
an
d
id
en
tity
in
s
h
ap
in
g
m
ea
n
in
g
f
u
l
p
ar
ticip
atio
n
.
3
.
1
.
B
eha
v
io
r
a
l e
ng
a
g
e
m
ent
t
hro
ug
h c
o
mm
un
it
y
-
ba
s
ed
pra
x
is
3
.
1
.
1
.
Act
iv
e
pa
rt
icipa
t
io
n be
y
o
nd
co
m
pli
a
nce
Par
ticip
an
ts
d
is
tin
g
u
is
h
ed
b
etwe
en
s
u
p
er
f
icial
task
co
m
p
letio
n
an
d
g
en
u
in
e
c
o
n
tr
ib
u
tio
n
ch
ar
ac
ter
ized
b
y
in
itiativ
e,
lead
er
s
h
ip
,
an
d
s
u
s
tain
ed
ef
f
o
r
t.
T
h
is
s
u
b
-
th
em
e
ca
p
tu
r
e
s
h
o
w
b
eh
av
io
r
al
en
g
ag
em
e
n
t
in
GC
E
tr
an
s
ce
n
d
ed
m
in
im
u
m
r
e
q
u
ir
em
e
n
ts
to
en
co
m
p
ass
p
r
o
ac
tiv
e
in
v
o
lv
e
m
en
t
in
o
r
g
an
izin
g
,
g
u
id
in
g
,
an
d
en
s
u
r
in
g
q
u
ality
o
f
co
m
m
u
n
ity
ac
tiv
ities
.
“
Jo
in
ed
a
c
o
mmu
n
ity
s
ervice
p
r
o
ject
th
r
o
u
g
h
my
s
ch
o
o
l
th
a
t
fo
cu
s
ed
o
n
en
viro
n
men
ta
l
a
w
a
r
en
ess
like
clea
n
-
u
p
d
r
ive.
A
ctive
ly
h
elp
in
g
o
r
g
a
n
iz
e
a
ctivities,
g
u
id
in
g
th
e
yo
u
n
g
er k
id
s
,
a
n
d
ma
kin
g
s
u
r
e
ev
eryo
n
e
u
n
d
ers
to
o
d
th
e
imp
o
r
ta
n
ce
o
f wh
a
t
w
e
w
ere
d
o
in
g
.
”
(
P1
,
P4
,
P1
0
)
“
I
p
a
ck
e
d
a
n
d
d
is
tr
ib
u
ted
r
elief
g
o
o
d
s
like
r
ice
a
n
d
kits
fr
o
m
d
a
w
n
till
d
u
s
k.
E
x
h
a
u
s
tin
g
w
ith
a
ch
in
g
mu
s
cles a
n
d
r
a
in
,
b
u
t f
u
lfil
lin
g
a
mid
g
r
a
tefu
l fa
ce
s
.
”
(
P1
4
)
T
h
is
s
u
b
-
th
em
e
ex
em
p
lifie
s
wh
at
Hwa
n
g
an
d
B
ae
[
20
]
ter
m
“
co
m
m
itted
p
ar
ticip
atio
n
”
e
n
g
ag
em
en
t
ch
ar
ac
ter
ized
b
y
g
o
in
g
b
ey
o
n
d
ass
ig
n
ed
task
s
to
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
ac
tiv
ity
q
u
ality
a
n
d
o
u
tco
m
es.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
b
eh
a
v
i
o
r
al
en
g
ag
e
m
en
t
is
n
o
t
d
ef
in
ed
s
o
lely
b
y
p
ar
ticip
atio
n
f
r
e
q
u
en
cy
b
u
t
b
y
th
e
d
eg
r
ee
o
f
o
wn
er
s
h
ip
an
d
r
esp
o
n
s
ib
ilit
y
s
tu
d
en
ts
ass
u
m
e
i
n
lear
n
i
n
g
ac
ti
v
ities
.
T
h
e
d
is
tin
ctio
n
p
a
r
ticip
an
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
u
ltu
r
a
lly
g
r
o
u
n
d
ed
s
tu
d
e
n
t e
n
g
a
g
eme
n
t i
n
g
lo
b
a
l c
itiz
en
s
h
ip
ed
u
c
a
tio
n
in
…
(
A
ir
yn
M.
A
r
b
u
lien
te
)
2923
d
r
ew
b
etwe
en
ac
tiv
e
an
d
p
ass
iv
e
p
ar
ticip
atio
n
v
alid
ates
r
ec
en
t
r
esear
c
h
em
p
h
asizin
g
th
at
b
e
h
av
io
r
al
en
g
ag
em
e
n
t q
u
ality
m
atter
s
m
o
r
e
th
an
q
u
an
tity
[
21
]
.
P1
4
’
s
ju
x
tap
o
s
itio
n
o
f
“
ex
h
a
u
s
tin
g
”
with
“
f
u
lf
illi
n
g
”
ca
p
tu
r
es
th
e
p
ar
ad
o
x
o
f
e
f
f
o
r
tf
u
l
en
g
ag
em
en
t:
p
h
y
s
ical
d
if
f
ic
u
lty
d
i
d
n
o
t
d
i
m
in
is
h
b
u
t
r
ath
er
en
h
a
n
ce
d
m
ea
n
in
g
f
u
l
n
ess
.
T
h
is
v
alid
ates
C
am
p
b
ell
et
a
l.
[
22
]
r
esear
ch
d
em
o
n
s
tr
atin
g
t
h
at
ef
f
o
r
t
in
v
ested
in
m
ea
n
in
g
f
u
l
ac
tiv
ities
in
cr
ea
s
es
r
at
h
er
th
an
d
ec
r
ea
s
es
en
g
ag
em
e
n
t
q
u
ality
,
as
in
d
iv
i
d
u
als
p
er
ce
iv
e
th
eir
lab
o
r
as
c
o
n
s
eq
u
en
tial.
T
h
e
“
g
r
atef
u
l
f
a
ce
s
”
P1
4
witn
ess
ed
p
r
o
v
id
e
d
im
m
ed
iate
f
ee
d
b
ac
k
af
f
ir
m
in
g
th
e
im
p
ac
t
o
f
th
ei
r
wo
r
k
wh
at
C
o
m
p
ar
e
et
a
l.
[
23
]
ter
m
“
r
elatio
n
al
s
u
p
p
o
r
t
”
th
at
e
n
h
an
ce
s
in
tr
i
n
s
ic
m
o
tiv
atio
n
th
r
o
u
g
h
s
o
cial
r
e
co
g
n
itio
n
o
f
co
n
tr
ib
u
tio
n
.
T
h
ese
f
in
d
i
n
g
s
in
d
icate
th
at
s
u
s
tain
ed
en
g
ag
em
en
t
em
er
g
es
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
th
eir
ac
tio
n
s
as
s
o
cially
m
ea
n
in
g
f
u
l
b
ey
o
n
d
ac
ad
em
ic
r
e
q
u
ir
em
en
ts
.
R
ath
er
th
an
r
ely
i
n
g
o
n
ex
ter
n
al
i
n
ce
n
tiv
es,
au
t
h
en
tic
co
m
m
u
n
ity
-
b
ased
ac
tiv
ities
e
n
co
u
r
a
g
e
s
tu
d
en
ts
to
ass
u
m
e
l
ea
d
er
s
h
ip
r
o
les,
tak
e
o
wn
e
r
s
h
ip
o
f
o
u
tco
m
es,
a
n
d
p
er
s
is
t
d
esp
ite
p
h
y
s
ical
d
em
a
n
d
s
.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
d
esig
n
i
n
g
lear
n
in
g
ex
p
er
ie
n
ce
s
th
at
em
p
h
asize
r
ea
l
-
wo
r
ld
im
p
a
ct
r
ath
er
th
an
co
m
p
lian
ce
-
d
r
iv
en
p
a
r
ticip
atio
n
.
T
h
is
s
u
g
g
ests
b
eh
av
io
r
a
l
en
g
ag
em
e
n
t
in
GC
E
co
n
tex
ts
em
er
g
es
n
o
t
f
r
o
m
co
m
p
lian
c
e
s
tr
u
ctu
r
es
b
u
t
f
r
o
m
p
er
ce
iv
ed
co
n
s
eq
u
e
n
tiality
th
e
b
elief
th
at
o
n
e
’
s
ac
tio
n
s
g
e
n
u
in
ely
m
atter
f
o
r
c
o
m
m
u
n
ities
s
er
v
ed
[
24
]
.
3
.
1
.
2
.
E
m
bo
died,
ph
y
s
ica
l e
n
g
a
g
e
m
ent
Par
ticip
an
ts
d
escr
ib
ed
b
e
h
av
io
r
al
en
g
a
g
em
en
t
th
r
o
u
g
h
v
is
ce
r
al,
b
o
d
ily
lan
g
u
a
g
e
em
p
h
asizin
g
p
h
y
s
ical
lab
o
r
,
m
ater
ial
ac
tio
n
,
an
d
s
o
m
atic
e
x
p
er
ien
ce
.
R
ath
er
th
an
ab
s
tr
ac
t
o
r
in
telle
ctu
al
p
ar
ticip
atio
n
,
en
g
ag
em
e
n
t
in
v
o
lv
ed
h
an
d
s
-
o
n
wo
r
k
with
tan
g
ib
le
o
b
jects
(
r
elief
g
o
o
d
s
,
tr
ash
,
an
d
ac
tiv
ities
)
an
d
p
h
y
s
ical
p
r
esen
ce
in
co
m
m
u
n
ity
s
p
ac
es.
“
I
p
a
ck
e
d
a
n
d
d
is
tr
ib
u
ted
r
elief
g
o
o
d
s
like
r
ice
a
n
d
kits
fr
o
m
d
a
w
n
till
d
u
s
k.
E
x
h
a
u
s
tin
g
w
ith
a
ch
in
g
mu
s
cles a
n
d
r
a
in
,
b
u
t f
u
lfil
lin
g
a
mid
g
r
a
tefu
l fa
ce
s
.
”
(
P1
4
)
“
Du
r
in
g
a
co
a
s
ta
l
clea
n
u
p
d
r
ive.
.
.
I
a
ctive
ly
p
a
r
ticip
a
ted
in
co
llectin
g
tr
a
s
h
a
lo
n
g
th
e
s
h
o
r
e.
.
.
w
a
lkin
g
a
lo
n
g
th
e
b
ea
c
h
,
w
e
p
icke
d
u
p
p
la
s
tic
b
o
ttles
,
w
r
a
p
p
ers
,
a
n
d
o
th
er
d
eb
r
is
.
”
(
P2
4
)
T
h
is
s
u
b
-
th
em
e
r
ev
ea
ls
b
eh
a
v
io
r
al
en
g
ag
em
en
t
in
GC
E
as
f
u
n
d
am
e
n
tally
em
b
o
d
ie
d
,
i
n
v
o
lv
in
g
th
e
wh
o
le
p
er
s
o
n
r
ath
er
th
an
o
n
ly
co
g
n
itiv
e
p
ar
ticip
atio
n
.
T
h
e
m
ater
iality
d
escr
ib
ed
b
y
p
ar
ticip
an
ts
s
u
ch
as
“
r
ic
e
an
d
k
its
”
an
d
“
p
last
ic
b
o
ttles
,
wr
ap
p
er
s
,
an
d
o
th
er
d
e
b
r
is
”
h
ig
h
lig
h
ts
th
e
co
n
cr
ete
a
n
d
s
en
s
o
r
y
n
atu
r
e
o
f
th
eir
ex
p
er
ien
ce
s
.
T
h
is
alig
n
s
with
em
b
o
d
ied
c
o
g
n
itio
n
r
esear
ch
,
wh
ich
em
p
h
asizes
th
at
lear
n
in
g
o
cc
u
r
s
th
r
o
u
g
h
in
ter
ac
tio
n
s
b
etwe
en
t
h
e
b
o
d
y
an
d
p
h
y
s
ical
en
v
ir
o
n
m
e
n
ts
[
25
]
.
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
en
g
ag
e
m
en
t
is
s
tr
en
g
th
en
ed
wh
en
lear
n
in
g
is
g
r
o
u
n
d
ed
in
d
ir
ec
t,
s
en
s
o
r
y
,
an
d
p
h
y
s
ically
im
m
er
s
iv
e
ex
p
er
ien
ce
s
r
ath
er
th
an
ab
s
tr
ac
t o
r
s
im
u
lated
ac
tiv
ities
.
T
h
e
e
m
b
o
d
i
e
d
n
a
t
u
r
e
o
f
p
a
r
t
i
c
i
p
a
t
i
o
n
a
l
s
o
e
n
a
b
l
es
s
t
u
d
e
n
ts
t
o
d
e
v
e
l
o
p
d
e
e
p
e
r
c
o
n
n
e
c
t
i
o
n
s
t
o
g
l
o
b
a
l
i
s
s
u
e
s
b
y
e
x
p
e
r
i
e
n
c
i
n
g
s
o
c
i
al
a
n
d
e
n
v
i
r
o
n
m
e
n
t
a
l
r
e
al
i
ti
e
s
f
i
r
s
t
h
a
n
d
.
T
h
is
s
u
g
g
e
s
ts
t
h
a
t
G
C
E
p
e
d
a
g
o
g
y
s
h
o
u
l
d
p
r
i
o
r
i
t
i
z
e
c
o
m
m
u
n
i
t
y
-
b
a
s
e
d
a
n
d
e
x
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
g
c
o
n
t
ex
t
s
,
w
h
e
r
e
s
t
u
d
e
n
t
s
e
n
g
a
g
e
i
n
m
e
a
n
i
n
g
f
u
l
a
c
t
i
o
n
s
w
i
t
h
r
e
a
l
c
o
n
s
e
q
u
e
n
c
e
s
.
As
S
t
an
l
i
c
k
a
n
d
S
z
m
o
d
i
s
[
26
]
a
r
g
u
e
,
b
e
h
a
v
i
o
r
a
l
e
n
g
a
g
e
m
e
n
t
r
e
q
u
i
r
e
s
“
d
o
i
n
g
r
e
a
l
t
h
i
n
g
s
in
r
ea
l c
o
n
tex
ts
with
r
ea
l c
o
n
s
eq
u
en
ce
s
,
”
a
co
n
d
itio
n
r
ef
lect
ed
in
p
ar
ticip
a
n
ts
’
em
b
o
d
ied
c
o
m
m
u
n
ity
p
r
ax
is
.
3
.
2
.
E
mo
t
io
na
l e
ng
a
g
em
ent
a
s
t
ra
ns
f
o
rm
a
t
iv
e
ca
t
a
ly
s
t
3
.
2
.
1
.
So
ma
t
ic
-
em
bo
died emo
t
io
na
l r
esp
o
ns
es
Par
ticip
an
ts
co
n
s
is
ten
tly
d
escr
ib
ed
e
m
o
tio
n
al
en
g
a
g
em
en
t
th
r
o
u
g
h
p
h
y
s
ical
s
en
s
atio
n
s
in
th
ei
r
b
o
d
ies,
in
d
icatin
g
th
at
em
o
t
io
n
al
r
esp
o
n
s
es
to
g
lo
b
al
is
s
u
es
wer
e
n
o
t
ab
s
tr
ac
t
f
ee
lin
g
s
b
u
t
em
b
o
d
ied
ex
p
er
ien
ce
s
.
Stu
d
en
ts
r
ep
o
r
te
d
s
en
s
atio
n
s
s
u
ch
as
h
ea
v
in
es
s
in
th
e
c
h
est,
ten
s
io
n
,
ch
a
n
g
es
in
b
r
ea
t
h
in
g
,
an
d
war
m
th
,
r
ef
lectin
g
d
ee
p
a
f
f
ec
t
iv
e
in
v
o
lv
e
m
en
t in
lear
n
in
g
.
“
Lea
r
n
in
g
a
b
o
u
t
ch
ild
r
en
w
h
o
a
r
e
u
n
a
b
le
to
a
tten
d
s
ch
o
o
l
b
ec
a
u
s
e
o
f
p
o
ve
r
ty
a
n
d
co
r
r
u
p
tio
n
.
.
.
I
co
u
ld
feel
a
h
ea
vin
ess
in
my
ch
est a
s
I
th
o
u
g
h
t a
b
o
u
t th
e
c
h
a
llen
g
es th
ey
fa
ce
.
A
t th
e
s
a
me
time,
it in
s
p
ir
ed
me
to
co
n
tin
u
e
p
u
r
s
u
in
g
my
p
a
th
a
s
a
n
ed
u
ca
to
r
.
”
(
P1
)
“
My
b
o
d
y
felt
ten
s
e
a
t
fir
s
t..
.
m
y
ch
est
felt
h
ea
vy
,
a
n
d
I
n
o
tice
d
my
b
r
ea
th
in
g
s
lo
w
d
o
w
n
a
s
I
tr
ied
to
a
b
s
o
r
b
w
h
a
t
I
w
a
s
s
ee
in
g
a
n
d
h
ea
r
in
g
.
E
mo
tio
n
a
lly,
I
felt
a
mix
o
f
s
a
d
n
ess
,
g
u
ilt,
a
n
d
a
w
a
ke
n
in
g
.
”
(
P7
)
“
My
h
ea
r
t
r
a
ce
d
,
a
n
d
I
co
u
ld
a
lmo
s
t
feel
th
e
fea
r
a
n
d
u
n
ce
r
ta
in
ty
th
ese
fa
milie
s
fa
ce
d
.
.
.
s
h
a
r
in
g
r
eflec
tio
n
s
a
n
d
emo
tio
n
s
w
ith
my
cla
s
s
ma
tes ma
d
e
th
e
ex
p
erien
ce
ev
en
mo
r
e
p
o
w
erfu
l.
”
(
P
1
2
)
“
My
c
h
est
felt
ti
g
h
t
a
s
I
th
o
u
g
h
t
a
b
o
u
t
t
h
e
d
a
m
a
g
e
b
ei
n
g
d
o
n
e
t
o
t
h
e
e
n
vir
o
n
me
n
t
,
b
u
t
a
t
t
h
e
s
a
me
time
,
I
fe
lt
a
w
a
r
mt
h
i
n
s
i
d
e
m
e
w
h
en
I
i
ma
g
i
n
ed
h
o
w
c
o
l
lec
ti
ve
a
cti
o
n
co
u
l
d
b
r
in
g
h
e
a
li
n
g
.
”
(
P1
9
)
T
h
is
f
i
n
d
in
g
p
r
o
v
i
d
es
e
m
p
ir
ic
a
l
s
u
p
p
o
r
t f
o
r
K
o
u
la
o
u
zi
d
is
et
a
l.
[
27
]
p
r
o
p
o
s
iti
o
n
t
h
a
t
e
m
o
ti
o
n
r
e
q
u
ir
es
ce
n
t
r
al
p
o
s
iti
o
n
i
n
g
i
n
t
r
a
n
s
f
o
r
m
at
iv
e
le
ar
n
i
n
g
t
h
e
o
r
y
,
n
o
t
p
e
r
i
p
h
e
r
al
ac
k
n
o
wle
d
g
m
en
t.
I
t
a
ls
o
v
al
id
at
es
r
ec
e
n
t
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
:
2
9
1
9
-
2
9
3
0
2924
ca
lls
f
o
r
“
af
f
e
cti
v
e
n
e
u
r
o
s
ci
en
ce
o
f
t
r
a
n
s
f
o
r
m
ati
v
e
lea
r
n
in
g
”
[
28
]
,
a
n
d
r
ec
o
g
n
iti
o
n
t
h
at
“
e
m
o
ti
o
n
s
a
r
e
f
u
n
d
a
m
e
n
t
al
t
o
m
o
r
al
j
u
d
g
m
e
n
t
a
n
d
b
eh
a
v
i
o
r
”
in
citi
ze
n
s
h
i
p
e
d
u
c
ati
o
n
,
as
a
p
p
li
e
d
to
s
u
s
t
ai
n
a
b
il
it
y
le
ar
n
i
n
g
b
y
J
o
r
d
an
et
a
l.
[
29
]
.
T
h
es
e
f
i
n
d
in
g
s
i
n
d
i
ca
t
e
t
h
a
t
e
m
o
ti
o
n
a
l
e
n
g
a
g
e
m
e
n
t
is
n
o
t
m
e
r
e
ly
a
r
e
ac
ti
o
n
t
o
le
ar
n
i
n
g
co
n
t
en
t
b
u
t
a
m
ec
h
a
n
is
m
th
at
s
h
a
p
es
h
o
w
s
t
u
d
e
n
ts
i
n
t
er
p
r
et
a
n
d
i
n
t
er
n
ali
ze
g
lo
b
al
is
s
u
es.
T
h
ese
f
in
d
in
g
s
v
alid
ate
co
n
tem
p
o
r
ar
y
s
er
v
ice
-
lear
n
in
g
r
esear
ch
d
em
o
n
s
tr
atin
g
th
at
au
th
en
tic
co
m
m
u
n
ity
e
n
g
ag
e
m
en
t
p
r
o
d
u
ce
s
q
u
alitativ
ely
d
if
f
er
e
n
t
le
ar
n
in
g
o
u
tco
m
es
th
an
class
r
o
o
m
-
o
n
l
y
in
s
tr
u
ctio
n
[
30
]
,
an
d
ex
ten
d
r
ec
e
n
t
wo
r
k
s
h
o
win
g
b
eh
av
io
r
al
en
g
ag
em
en
t
d
ee
p
en
s
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
th
eir
ac
tio
n
s
as
co
n
s
eq
u
en
tial
f
o
r
co
m
m
u
n
ities
b
ey
o
n
d
th
e
class
r
o
o
m
[
31
]
.
I
m
p
o
r
tan
tly
,
th
e
em
b
o
d
ied
n
atu
r
e
o
f
th
ese
em
o
tio
n
al
r
esp
o
n
s
es su
g
g
ests
th
at
em
o
tio
n
al
in
ten
s
ity
ca
n
f
ac
ilit
ate
d
ee
p
er
co
g
n
itiv
e
en
g
ag
em
en
t b
y
d
ir
ec
tin
g
atten
tio
n
an
d
r
ein
f
o
r
cin
g
m
ea
n
in
g
-
m
a
k
in
g
p
r
o
ce
s
s
es.
As
B
asu
[
32
]
ar
g
u
e,
m
ea
n
in
g
f
u
l b
eh
av
io
r
al
en
g
ag
em
e
n
t
r
eq
u
ir
es
p
er
ce
iv
in
g
o
n
e
’
s
ac
tio
n
s
as
co
n
tr
ib
u
tin
g
to
s
o
m
et
h
in
g
b
ey
o
n
d
th
e
s
elf
p
r
ec
is
ely
wh
at
p
ar
ticip
an
ts
ex
p
er
ien
ce
d
th
r
o
u
g
h
co
m
m
u
n
i
ty
-
b
ased
GC
E
p
r
ax
is
.
T
h
is
im
p
lies
th
at
in
teg
r
atin
g
em
o
tio
n
a
lly
m
ea
n
in
g
f
u
l a
n
d
co
n
tex
tu
ally
g
r
o
u
n
d
ed
ex
p
e
r
ien
ce
s
m
ay
b
e
ess
en
tial in
f
o
s
ter
in
g
s
u
s
tain
ed
en
g
a
g
em
en
t in
GC
E
.
3
.
2
.
2
.
Co
m
plex
,
m
ix
ed
e
m
o
t
i
o
ns
Par
ticip
an
ts
ex
p
er
ien
ce
d
co
n
tr
ad
icto
r
y
em
o
tio
n
s
s
im
u
ltan
eo
u
s
ly
r
ath
er
th
an
s
in
g
u
lar
,
u
n
i
d
im
en
s
io
n
al
af
f
ec
ts
.
Sad
n
ess
in
ter
twin
ed
with
in
s
p
ir
atio
n
,
g
u
ilt
co
m
b
i
n
ed
with
awa
k
en
in
g
,
co
n
ce
r
n
co
u
p
led
with
h
o
p
e
r
ev
ea
lin
g
em
o
tio
n
al
en
g
ag
em
e
n
t a
s
m
u
ltifa
ce
ted
an
d
p
ar
a
d
o
x
ical.
“
I
co
u
ld
feel
a
h
ea
vin
ess
in
my
ch
est
a
s
I
th
o
u
g
h
t
a
b
o
u
t
t
h
e
ch
a
llen
g
es
th
ey
fa
ce
.
A
t
t
h
e
s
a
me
time,
it in
s
p
ir
ed
me
to
co
n
tin
u
e
p
u
r
s
u
in
g
my
p
a
th
a
s
a
n
ed
u
c
a
to
r
.
”
(
P1
)
“
E
mo
tio
n
a
lly,
I
felt a
mix
o
f sa
d
n
ess
,
g
u
ilt,
a
n
d
a
w
a
ke
n
in
g
.
”
(
P7
)
“
M
y
c
h
es
t
fe
l
t
t
i
g
h
t
a
s
I
t
h
o
u
g
h
t
a
b
o
u
t
t
h
e
d
a
m
a
g
e
b
e
i
n
g
d
o
n
e
t
o
t
h
e
e
n
v
ir
o
n
m
e
n
t
,
b
u
t
a
t
th
e
s
a
m
e
t
i
m
e
,
I
fe
l
t
a
w
a
r
m
t
h
i
n
s
i
d
e
m
e
w
h
e
n
I
i
m
a
g
i
n
e
d
h
o
w
c
o
l
l
e
ct
i
ve
a
c
t
i
o
n
c
o
u
l
d
b
r
i
n
g
h
e
a
l
i
n
g
.
”
(
P
1
9
)
T
h
is
em
o
tio
n
al
co
m
p
lex
ity
d
is
tin
g
u
is
h
es
tr
an
s
f
o
r
m
ativ
e
en
g
ag
em
e
n
t
f
r
o
m
s
im
p
le
r
af
f
ec
tiv
e
r
esp
o
n
s
es.
R
esear
ch
s
u
g
g
ests
th
at
m
ix
ed
em
o
tio
n
s
ar
e
ass
o
ciate
d
with
d
ee
p
er
p
r
o
ce
s
s
in
g
o
f
am
b
ig
u
o
u
s
an
d
m
u
ltifa
ce
ted
is
s
u
es,
wh
er
ea
s
u
n
id
im
en
s
io
n
al
em
o
tio
n
s
o
f
ten
r
ef
lect
m
o
r
e
s
u
p
er
f
icial
e
n
g
ag
em
en
t
[
33
]
.
Giv
e
n
th
at
g
lo
b
al
c
h
allen
g
es
s
u
ch
a
s
clim
ate
ch
an
g
e
an
d
in
eq
u
al
ity
in
v
o
lv
e
b
o
th
u
r
g
e
n
t
p
r
o
b
l
em
s
an
d
p
o
ten
tial
s
o
lu
tio
n
s
,
em
o
tio
n
al
en
g
ag
em
en
t
m
u
s
t
en
co
m
p
ass
b
o
th
d
if
f
icu
lt
an
d
co
n
s
tr
u
ctiv
e
r
esp
o
n
s
es.
I
n
th
is
s
tu
d
y
,
th
e
co
ex
is
ten
ce
o
f
d
is
co
m
f
o
r
t
an
d
h
o
p
e
in
d
icate
s
th
at
s
tu
d
e
n
ts
ar
e
ac
tiv
ely
n
eg
o
tiatin
g
m
ea
n
in
g
r
ath
er
th
a
n
p
ass
iv
ely
r
ea
ctin
g
to
co
n
ten
t.
T
h
e
f
in
d
in
g
s
also
ch
allen
g
e
cr
itiq
u
es
th
at
ex
p
o
s
u
r
e
to
g
l
o
b
al
is
s
u
es
lead
s
to
d
is
en
g
a
g
em
en
t
o
r
h
o
p
eless
n
ess
.
I
n
s
tead
,
p
ar
ticip
an
ts
ex
p
er
ien
ce
d
wh
at
r
ec
e
n
t
s
ch
o
lar
s
h
ip
d
escr
ib
es
as
“c
o
n
s
tr
u
ctiv
e
h
o
p
e,
”
wh
er
e
d
if
f
ic
u
lt
em
o
tio
n
s
c
o
e
x
is
t
with
a
s
en
s
e
o
f
ag
e
n
cy
a
n
d
p
o
s
s
ib
ilit
y
[
34
]
.
Fo
r
ex
a
m
p
le,
P1
9
’
s
s
en
s
e
o
f
war
m
th
em
er
g
ed
f
r
o
m
im
ag
in
in
g
co
llectiv
e
ac
tio
n
,
d
em
o
n
s
tr
atin
g
th
at
h
o
p
e
was
g
r
o
u
n
d
e
d
in
r
ea
lis
tic
en
g
ag
em
e
n
t r
ath
er
t
h
an
d
e
n
ial
o
f
p
r
o
b
lem
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
ef
f
ec
tiv
e
GC
E
p
ed
ag
o
g
y
s
h
o
u
ld
n
o
t
av
o
id
d
if
f
icu
lt
em
o
tio
n
s
b
u
t
cr
ea
te
s
p
ac
es
wh
er
e
em
o
tio
n
al
co
m
p
lex
ity
is
ac
k
n
o
wled
g
e
d
a
n
d
p
r
o
ce
s
s
ed
.
W
h
en
s
tu
d
en
t
s
ar
e
s
u
p
p
o
r
ted
in
n
av
ig
atin
g
b
o
th
d
is
co
m
f
o
r
t
a
n
d
h
o
p
e,
th
ey
ar
e
m
o
r
e
lik
el
y
to
s
u
s
tain
e
n
g
ag
em
e
n
t
an
d
d
ev
elo
p
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
to
war
d
g
lo
b
al
i
s
s
u
es.
T
h
is
alig
n
s
with
em
o
ti
o
n
p
ed
ag
o
g
y
s
ch
o
lar
s
h
ip
,
wh
ich
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
v
alid
atin
g
co
m
p
lex
em
o
tio
n
al
r
esp
o
n
s
es a
s
p
ar
t o
f
m
ea
n
in
g
f
u
l le
ar
n
in
g
[
35
]
.
3
.
3
.
Co
g
nitiv
e
eng
a
g
em
ent
t
hro
ug
h c
rit
ica
l inqu
iry
3
.
3
.
1
.
P
ro
du
ct
iv
e
dis
co
m
f
o
rt
a
nd
s
t
rug
g
le
Par
ticip
an
ts
d
em
o
n
s
tr
ated
c
o
g
n
itiv
e
en
g
ag
em
e
n
t
b
y
g
r
ap
p
lin
g
with
co
m
p
lex
g
lo
b
al
s
y
s
tem
s
,
an
aly
zin
g
p
o
wer
s
tr
u
ctu
r
es,
q
u
esti
o
n
in
g
ass
u
m
p
tio
n
s
,
an
d
s
u
s
tain
in
g
in
q
u
ir
y
d
esp
ite
am
b
i
g
u
ity
.
T
h
is
f
o
r
m
o
f
en
g
ag
em
e
n
t
ex
ten
d
ed
b
ey
o
n
d
s
u
r
f
ac
e
-
lev
el
m
em
o
r
izatio
n
t
o
wh
at
Den
g
[
36
]
d
escr
ib
es
as
“d
ee
p
an
d
s
elf
-
r
eg
u
lato
r
y
”
en
g
a
g
em
en
t.
Par
t
icip
an
ts
co
n
s
is
ten
tly
ch
ar
ac
ter
ized
th
eir
lear
n
i
n
g
ex
p
er
ien
ce
s
u
s
in
g
lan
g
u
ag
e
d
en
o
tin
g
d
if
f
ic
u
lty
,
d
is
co
m
f
o
r
t,
an
d
i
n
tellectu
al
s
tr
u
g
g
le,
w
h
ile
s
im
u
ltan
eo
u
s
ly
d
escr
ib
in
g
th
ese
ex
p
er
ien
ce
s
as m
ea
n
in
g
f
u
l a
n
d
wo
r
th
wh
ile
.
“
I
s
tr
u
g
g
led
to
u
n
d
ers
ta
n
d
h
o
w
g
o
ve
r
n
men
t
d
ec
is
io
n
s
a
ffe
ct
vu
ln
era
b
le
co
mmu
n
ities
.
Th
in
kin
g
d
ee
p
ly
felt u
n
s
ettlin
g
b
u
t m
ea
n
in
g
fu
l.
”
(
P2
0
)
“
I
w
a
s
th
in
kin
g
a
b
o
u
t
w
h
y
s
o
me
fa
milies
w
ere
mo
r
e
a
ffect
ed
th
a
n
o
th
ers
.
.
.
it
felt
s
a
d
b
u
t
ma
d
e
me
th
in
k
a
lo
t.
”
(
P1
7
)
“
I
w
a
s
g
r
a
p
p
lin
g
w
ith
t
h
e
id
e
a
th
a
t g
lo
b
a
l
citiz
en
s
h
ip
is
n
o
t
j
u
s
t
a
b
o
u
t
kn
o
w
in
g
g
l
o
b
a
l
is
s
u
es,
b
u
t
a
b
o
u
t e
mb
r
a
ci
n
g
d
ivers
ity
a
n
d
s
ee
in
g
it a
s
a
g
ift..
.
My
min
d
w
a
s
b
u
s
y
co
n
n
ec
tin
g
i
d
ea
s
.
”
(
P1
9
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
u
ltu
r
a
lly
g
r
o
u
n
d
ed
s
tu
d
e
n
t e
n
g
a
g
eme
n
t i
n
g
lo
b
a
l c
itiz
en
s
h
ip
ed
u
c
a
tio
n
in
…
(
A
ir
yn
M.
A
r
b
u
lien
te
)
2925
T
h
e
u
s
e
o
f
v
er
b
s
s
u
ch
as
s
tr
u
g
g
lin
g
,
g
r
ap
p
lin
g
,
an
d
th
in
k
in
g
d
ee
p
ly
r
e
f
lects
wh
at
s
ch
o
lar
s
h
ip
id
en
tifie
s
as
en
g
a
g
em
en
t
with
th
r
esh
o
ld
c
o
n
ce
p
ts
,
wh
er
e
lear
n
er
s
co
n
f
r
o
n
t
co
m
p
lex
an
d
tr
a
n
s
f
o
r
m
ativ
e
k
n
o
wled
g
e
t
h
at
r
eq
u
ir
es
s
u
s
tain
ed
in
tellectu
al
ef
f
o
r
t
[
37
]
,
[
38
]
.
I
m
p
o
r
tan
tly
,
p
a
r
ticip
an
ts
d
id
n
o
t
p
er
ce
iv
e
d
is
co
m
f
o
r
t
as
a
b
ar
r
ier
b
u
t
as
an
in
teg
r
al
p
ar
t
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
,
s
u
g
g
esti
n
g
th
at
co
g
n
itiv
e
ch
allen
g
e
ca
n
f
ac
ilit
ate
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
an
d
in
teg
r
atio
n
o
f
id
ea
s
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
c
o
n
ce
p
t
o
f
p
r
o
d
u
ctiv
e
d
is
co
m
f
o
r
t,
wh
er
e
in
tellectu
a
l
d
if
f
icu
lty
p
r
o
m
o
tes
d
ee
p
er
en
g
a
g
em
en
t
r
ath
er
th
an
d
is
en
g
ag
em
e
n
t.
T
h
is
ch
allen
g
es
p
ed
a
g
o
g
ical
ass
u
m
p
tio
n
s
th
at
eq
u
ate
c
o
m
f
o
r
t
wi
th
ef
f
ec
tiv
e
lear
n
in
g
a
n
d
alig
n
s
with
r
esear
ch
o
n
d
esira
b
le
d
if
f
icu
lties
an
d
p
r
o
d
u
ctiv
e
s
tr
u
g
g
le
[
39
]
,
[
40
]
.
I
n
th
is
co
n
tex
t,
d
is
co
m
f
o
r
t
b
e
co
m
es
m
ea
n
in
g
f
u
l
wh
en
s
tu
d
en
ts
ar
e
ab
le
t
o
r
ef
le
ct
o
n
an
d
m
ak
e
s
en
s
e
o
f
co
m
p
lex
is
s
u
es.
Ped
ag
o
g
ically
,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
ef
f
ec
tiv
e
GC
E
s
h
o
u
ld
i
n
co
r
p
o
r
ate
c
o
g
n
itiv
el
y
d
em
an
d
in
g
task
s
wh
ile
p
r
o
v
id
in
g
ap
p
r
o
p
r
iate
s
ca
f
f
o
ld
i
n
g
to
s
u
p
p
o
r
t
m
ea
n
in
g
-
m
ak
i
n
g
.
T
h
is
m
a
y
b
e
u
n
d
e
r
s
to
o
d
as
“su
p
p
o
r
ted
d
is
eq
u
ilib
r
iu
m
,
”
wh
er
e
lear
n
er
s
ar
e
ch
allen
g
ed
to
r
ec
o
n
s
id
er
ass
u
m
p
tio
n
s
b
u
t
ar
e
g
u
id
ed
s
u
f
f
icien
tly
to
p
r
ev
en
t
co
g
n
itiv
e
o
v
er
lo
a
d
.
Su
ch
a
n
ap
p
r
o
ac
h
alig
n
s
with
tr
an
s
f
o
r
m
ativ
e
l
ea
r
n
in
g
p
e
r
s
p
ec
tiv
es
th
at
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
ted
d
is
o
r
ien
tin
g
e
x
p
er
ien
ce
s
in
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
in
g
[
41
]
.
3
.
3
.
2
.
Sy
s
t
em
s
t
hin
k
ing
a
nd
ca
us
a
l a
na
ly
s
is
Par
ticip
an
ts
em
p
lo
y
ed
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
th
at
r
ef
lect
en
g
ag
em
e
n
t
b
ey
o
n
d
co
n
ten
t
a
b
s
o
r
p
tio
n
.
Fo
r
in
s
tan
ce
,
P1
7
’
s
q
u
esti
o
n
in
g
o
f
“
w
h
y
s
o
me
fa
milies
w
e
r
e
mo
r
e
a
ffected
th
a
n
o
th
ers
”
ex
em
p
lifie
s
ca
u
s
al
s
y
s
tem
s
th
in
k
in
g
an
d
eq
u
ity
-
o
r
ien
ted
an
al
y
s
is
[
42
]
,
wh
ile
P
1
9
’
s
r
ec
o
g
n
itio
n
th
at
g
l
o
b
al
c
itizen
s
h
ip
in
v
o
lv
es
“
emb
r
a
cin
g
d
ivers
ity
a
n
d
s
e
ein
g
it
a
s
a
g
ift
”
r
ath
er
th
a
n
m
er
el
y
“
k
n
o
win
g
g
l
o
b
al
is
s
u
es”
d
em
o
n
s
tr
ates
ep
is
tem
o
lo
g
ical
s
o
p
h
is
ticatio
n
th
at
d
is
tin
g
u
is
h
es
in
s
tr
u
m
en
tal
k
n
o
wled
g
e
f
r
o
m
tr
an
s
f
o
r
m
ativ
e
u
n
d
er
s
tan
d
in
g
[
5
]
.
T
h
is
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
s
u
g
g
ests
th
at
p
ar
ticip
an
ts
wer
e
n
o
t
o
n
ly
lear
n
in
g
ab
o
u
t
g
lo
b
al
is
s
u
es
b
u
t
d
ev
elo
p
in
g
a
m
o
r
e
cr
itical
an
d
r
ef
lectiv
e
f
o
r
m
o
f
g
lo
b
al
co
n
s
cio
u
s
n
ess
[
43
]
.
“
I
s
tr
u
g
g
led
to
u
n
d
ers
ta
n
d
h
o
w
g
o
ve
r
n
men
t d
ec
is
io
n
s
a
ffect
vu
ln
era
b
le
co
mmu
n
ities
.
”
(
P2
0
)
“
I
w
a
s
th
in
kin
g
a
b
o
u
t wh
y
s
o
me
fa
milies
w
e
r
e
mo
r
e
a
ffecte
d
th
a
n
o
th
ers
.
”
(
P1
7
)
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
co
g
n
itiv
e
en
g
a
g
em
en
t
in
GC
E
is
ch
ar
ac
ter
ized
b
y
th
e
ab
ilit
y
to
an
aly
ze
in
ter
co
n
n
ec
ted
s
y
s
tem
s
an
d
i
n
ter
r
o
g
ate
u
n
d
er
l
y
in
g
ca
u
s
es
o
f
s
o
cial
is
s
u
es
r
ath
er
th
an
f
o
cu
s
in
g
o
n
is
o
lated
f
ac
ts
.
Su
ch
en
g
ag
em
en
t
alig
n
s
with
p
er
s
p
ec
tiv
es
th
at
v
iew
lear
n
er
s
as
ac
tiv
e
ag
e
n
ts
in
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
,
p
ar
ticip
atin
g
in
cr
itical
in
q
u
ir
y
r
ath
e
r
th
an
p
ass
iv
ely
ab
s
o
r
b
in
g
in
f
o
r
m
at
io
n
[
14
]
,
[
44
]
.
T
h
e
f
in
d
in
g
s
also
h
ig
h
lig
h
t
th
e
r
o
l
e
o
f
em
o
tio
n
al
en
g
a
g
em
en
t
i
n
s
u
p
p
o
r
tin
g
c
o
g
n
itiv
e
p
r
o
ce
s
s
es.
C
o
n
s
is
ten
t
with
r
esear
ch
in
ed
u
ca
tio
n
al
n
eu
r
o
s
cien
ce
,
af
f
ec
t
an
d
co
g
n
itio
n
ar
e
f
u
n
ctio
n
ally
in
teg
r
ate
d
,
with
em
o
tio
n
ac
tin
g
as
a
f
ac
ilit
ato
r
o
f
h
i
g
h
er
-
o
r
d
e
r
th
in
k
in
g
s
u
ch
as
a
n
aly
s
is
an
d
r
ef
lectio
n
[
45
]
.
T
h
is
in
ter
p
lay
s
u
g
g
ests
th
at
em
o
tio
n
al
en
g
a
g
em
en
t
co
n
tr
i
b
u
tes
to
th
e
d
ep
th
an
d
q
u
alit
y
o
f
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
in
g
lo
b
al
citizen
s
h
ip
lear
n
in
g
.
Ped
ag
o
g
ically
,
th
es
e
f
in
d
in
g
s
s
u
g
g
est
th
at
GC
E
s
h
o
u
ld
in
co
r
p
o
r
ate
in
s
tr
u
cti
o
n
al
s
tr
ateg
ies
th
at
ex
p
licitly
d
ev
elo
p
s
y
s
tem
s
th
in
k
in
g
an
d
ca
u
s
al
an
aly
s
is
.
Ap
p
r
o
ac
h
es
s
u
ch
as
co
n
ce
p
t
m
ap
p
in
g
,
ca
s
e
an
aly
s
is
,
p
o
licy
ev
alu
atio
n
,
an
d
c
o
m
p
a
r
ativ
e
in
q
u
ir
y
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
in
u
n
d
e
r
s
tan
d
in
g
h
o
w
s
o
cial,
p
o
liti
ca
l,
an
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
in
te
r
ac
t
with
in
co
m
p
lex
g
lo
b
al
s
y
s
tem
s
[
46
]
.
3
.
4
.
Ag
ent
ic
eng
a
g
e
m
ent
:
v
o
ice,
ini
t
ia
t
iv
e,
a
nd
co
-
cr
ea
t
io
n
3
.
4
.
1
.
I
nitia
t
iv
e
-
t
a
k
ing
a
nd
pro
a
ct
iv
e
c
o
ntr
ibu
t
io
n
Par
ticip
an
ts
ex
p
er
ien
ce
d
h
eig
h
ten
ed
en
g
ag
em
e
n
t
wh
en
p
r
o
v
id
ed
with
o
p
p
o
r
tu
n
ities
f
o
r
au
th
en
tic
v
o
ice,
in
itiativ
e
-
tak
in
g
,
an
d
c
o
-
cr
ea
tio
n
o
f
lear
n
in
g
.
T
h
is
a
g
en
tic
d
im
en
s
io
n
r
e
f
lects
a
s
h
if
t
f
r
o
m
s
tu
d
en
ts
as
p
ass
iv
e
r
ec
ip
ien
ts
to
ac
tiv
e
co
n
tr
ib
u
to
r
s
wh
o
s
h
ap
e
th
e
d
ir
ec
tio
n
o
f
th
eir
lear
n
in
g
.
C
o
n
s
is
ten
t
with
C
o
o
k
-
Sath
er
et
a
l.
[
47
]
,
a
g
e
n
tic
en
g
ag
em
en
t
in
v
o
lv
es
p
r
o
ac
tiv
e
p
ar
ticip
atio
n
,
ex
p
r
ess
io
n
o
f
id
ea
s
,
an
d
p
er
s
o
n
aliza
tio
n
o
f
lear
n
in
g
ex
p
er
ien
ce
s
.
“
S
p
ea
kin
g
u
p
a
n
d
ta
kin
g
a
cti
o
n
felt
emp
o
w
erin
g
b
ec
a
u
s
e
I
w
a
s
co
n
tr
ib
u
tin
g
my
o
w
n
id
e
a
s
a
n
d
h
elp
in
g
s
h
a
p
e
t
h
e
d
ir
ec
tio
n
o
f
o
u
r
p
r
o
ject.
Ha
vin
g
th
e
o
p
p
o
r
tu
n
ity
to
s
h
a
r
e
my
th
o
u
g
h
ts
g
a
ve
me
a
s
en
s
e
o
f v
o
ice
a
n
d
a
g
en
cy
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
”
(
P4
)
“
Ta
kin
g
th
a
t
in
itia
tive
ma
d
e
th
e
less
o
n
feel
mo
r
e
mea
n
in
g
fu
l
a
n
d
r
ea
l,
a
n
d
it
h
elp
ed
m
e
g
a
in
co
n
fid
en
ce
in
ex
p
r
ess
in
g
my
th
o
u
g
h
ts
.
”
(
P7
)
“
I
t
felt
r
is
ky
to
s
tep
fo
r
w
a
r
d
.
.
.
S
p
e
a
kin
g
u
p
a
n
d
ta
kin
g
a
c
tio
n
g
a
ve
me
a
s
en
s
e
o
f
o
w
n
ers
h
ip
,
I
w
a
s
n
’
t ju
s
t fo
llo
w
in
g
in
s
tr
u
ctio
n
s
,
I
w
a
s
s
h
a
p
in
g
th
e
d
ir
ec
tio
n
o
f o
u
r
lea
r
n
in
g
.
”
(
P1
9
)
Par
ticip
an
ts
d
escr
ib
ed
g
o
in
g
b
ey
o
n
d
ass
ig
n
ed
r
eq
u
ir
em
en
t
s
b
y
co
n
d
u
ctin
g
in
d
ep
en
d
en
t
r
esear
ch
,
in
tr
o
d
u
cin
g
n
ew
id
ea
s
,
an
d
a
ctiv
ely
co
n
tr
i
b
u
tin
g
to
lear
n
in
g
ac
tiv
ities
.
T
h
is
f
o
r
m
o
f
in
it
iativ
e
-
tak
in
g
alig
n
s
with
wh
at
B
o
s
io
[
1
1
]
d
escr
ib
es
as
en
r
ich
in
g
ag
en
tic
b
eh
av
io
r
,
wh
er
e
s
tu
d
en
ts
ad
d
v
alu
e
b
e
y
o
n
d
ex
p
ec
tatio
n
s
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
a
g
en
tic
en
g
a
g
em
en
t
is
d
ef
in
ed
n
o
t
o
n
ly
b
y
p
a
r
ticip
atio
n
b
u
t
b
y
s
tu
d
en
ts
’
ca
p
ac
ity
to
in
f
lu
en
ce
an
d
c
o
-
d
ir
ec
t
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
W
h
en
s
tu
d
en
ts
ar
e
g
iv
en
s
p
ac
e
to
ex
er
cise
v
o
ice
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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Vo
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15
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No
.
4
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Au
g
u
s
t
20
26
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2
9
1
9
-
2
9
3
0
2926
in
itiativ
e,
th
ey
d
ev
el
o
p
a
s
tr
o
n
g
er
s
en
s
e
o
f
o
wn
er
s
h
ip
,
co
n
f
id
en
ce
,
an
d
p
e
r
s
o
n
al
r
elev
a
n
ce
in
th
eir
lear
n
i
n
g
.
T
h
e
f
in
d
in
g
s
also
s
u
g
g
est
th
at
o
v
er
ly
s
tr
u
ctu
r
e
d
p
ed
a
g
o
g
i
ca
l
ap
p
r
o
ac
h
es
m
ay
co
n
s
tr
ai
n
s
tu
d
en
t
in
itiativ
e.
W
h
ile
g
u
id
an
ce
r
em
ain
s
n
ec
ess
ar
y
,
ef
f
ec
tiv
e
GC
E
p
ed
ag
o
g
y
s
h
o
u
ld
b
alan
ce
s
tr
u
ctu
r
e
with
o
p
en
n
ess
,
cr
ea
tin
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
co
n
tr
ib
u
te
id
ea
s
an
d
s
h
ap
e
le
ar
n
in
g
ac
tiv
ities
.
Su
ch
an
a
p
p
r
o
ac
h
ca
n
en
h
a
n
ce
s
u
s
tain
ed
en
g
ag
em
e
n
t b
y
p
o
s
itio
n
in
g
s
tu
d
e
n
ts
as a
ctiv
e
p
ar
tn
er
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
34
]
.
3
.
4
.
2
.
O
wnershi
p a
nd
co
-
cr
ea
t
io
n o
f
lea
rning
Par
ticip
an
ts
d
escr
ib
ed
ex
p
er
ie
n
cin
g
p
s
y
ch
o
lo
g
ical
o
wn
er
s
h
i
p
o
f
lear
n
in
g
,
p
er
ce
iv
in
g
th
e
m
s
elv
es
a
s
s
h
ap
in
g
r
ath
e
r
th
an
m
er
ely
r
ec
eiv
in
g
in
s
tr
u
ctio
n
an
d
c
r
ea
tin
g
r
ath
er
th
a
n
co
n
s
u
m
i
n
g
ed
u
ca
t
io
n
al
ex
p
er
ie
n
ce
s
.
“
S
p
ea
kin
g
u
p
a
n
d
ta
kin
g
a
cti
o
n
felt
emp
o
w
erin
g
b
ec
a
u
s
e
I
w
a
s
co
n
tr
ib
u
tin
g
my
o
w
n
id
e
a
s
a
n
d
h
elp
in
g
s
h
a
p
e
th
e
d
ir
ec
tio
n
o
f
o
u
r
p
r
o
ject.
”
(
P4
)
“
I
w
a
s
n
’
t ju
s
t fo
llo
w
in
g
in
s
tr
u
ctio
n
s
,
I
w
a
s
s
h
a
p
in
g
t
h
e
d
ir
ec
tio
n
o
f o
u
r
lea
r
n
in
g
.
”
(
P1
9
)
T
h
ese
f
in
d
in
g
s
ch
allen
g
e
t
r
a
d
itio
n
al
p
ed
a
g
o
g
ical
m
o
d
els
th
at
p
o
s
itio
n
in
s
tr
u
cto
r
s
as
s
o
le
d
esig
n
er
s
an
d
s
tu
d
en
ts
as
p
ass
iv
e
r
ec
ip
ien
ts
.
C
o
n
tem
p
o
r
ar
y
s
ch
o
lar
s
h
ip
in
cr
ea
s
in
g
ly
r
ec
o
g
n
izes
s
tu
d
en
ts
as
leg
itima
te
k
n
o
wled
g
e
-
h
o
l
d
e
r
s
w
h
o
s
e
p
e
r
s
p
e
c
t
i
v
e
s
c
a
n
m
e
a
n
i
n
g
f
u
l
l
y
i
n
f
o
r
m
c
u
r
r
i
c
u
l
u
m
d
es
i
g
n
[
48
]
.
I
n
th
e
c
o
n
t
e
x
t
o
f
GC
E
,
t
h
i
s
p
a
r
t
n
e
r
s
h
i
p
is
p
a
r
ti
c
u
l
a
r
ly
v
a
l
u
a
b
l
e
,
a
s
s
t
u
d
e
n
ts
c
o
n
t
r
ib
u
t
e
c
u
l
t
u
r
a
l
k
n
o
w
le
d
g
e
,
l
i
v
ed
e
x
p
e
r
i
e
n
c
e
s
,
a
n
d
c
o
m
m
u
n
i
t
y
i
n
s
i
g
h
t
s
t
h
at
e
n
r
i
ch
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
g
l
o
b
a
l
i
s
s
u
e
s
.
P
s
y
c
h
o
l
o
g
ic
a
l
o
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n
e
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s
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ap
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t
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n
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p
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l
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t
m
e
n
t
i
n
l
e
a
r
n
i
n
g
.
W
h
en
s
t
u
d
e
n
t
s
p
e
r
c
e
i
v
e
th
em
s
elv
es
as
co
n
tr
ib
u
t
o
r
s
r
a
th
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th
an
r
ec
ip
ien
ts
,
th
ey
ar
e
m
o
r
e
lik
ely
t
o
en
g
ag
e
d
ee
p
l
y
an
d
s
u
s
tain
th
eir
p
ar
ticip
atio
n
,
s
u
g
g
esti
n
g
th
at
c
o
-
cr
ea
tio
n
f
u
n
ctio
n
s
as a
m
ec
h
an
is
m
f
o
r
en
h
an
cin
g
m
ea
n
in
g
f
u
l e
n
g
ag
e
m
en
t
.
P
e
d
a
g
o
g
i
c
a
l
l
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t
h
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s
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f
i
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a
t
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n
p
r
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e
s
w
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t
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i
n
GC
E
,
s
u
c
h
a
s
c
o
l
l
a
b
o
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a
t
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v
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y
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a
b
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s
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e
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n
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t
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d
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t
-
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o
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d
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r
t
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n
i
t
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s
f
o
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s
t
u
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n
ts
t
o
p
r
o
p
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s
e
a
lt
e
r
n
a
t
iv
e
l
e
a
r
n
i
n
g
t
as
k
s
.
H
o
w
e
v
e
r
,
i
m
p
l
e
m
e
n
t
i
n
g
c
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-
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e
at
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r
eq
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r
e
s
c
u
l
t
u
r
al
a
n
d
c
o
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t
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x
t
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a
l
s
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s
i
ti
v
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t
y
.
I
n
e
d
u
c
a
t
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a
l
s
et
t
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s
w
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m
a
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f
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t
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a
b
o
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t
p
a
r
t
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c
i
p
at
o
r
y
r
o
l
e
s
.
T
h
e
r
e
f
o
r
e
,
ed
u
c
a
t
o
r
s
s
h
o
u
l
d
p
r
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v
i
d
e
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l
e
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r
g
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d
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n
c
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c
a
f
f
o
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d
p
a
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t
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c
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p
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ti
o
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,
a
n
d
g
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a
d
u
a
l
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n
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o
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e
c
o
-
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r
e
a
t
i
o
n
p
r
a
c
t
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c
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t
o
s
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p
p
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m
e
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n
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f
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t
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t
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n
v
o
l
v
e
m
e
n
t
[
6
]
,
[
36
]
.
3
.
5
.
Cultura
lly
g
r
o
un
ded e
n
g
a
g
e
m
ent
:
F
ilip
ino
v
a
lues
a
s
eng
a
g
em
ent
ena
blers
3
.
5
.
1
.
Cultura
l pride
a
nd
ide
ntit
y
a
f
f
ir
m
a
t
io
n
E
n
g
ag
em
e
n
t
was
s
ig
n
if
ican
tl
y
en
h
a
n
ce
d
w
h
en
GC
E
p
e
d
a
g
o
g
y
r
ec
o
g
n
ized
Fil
ip
in
o
cu
lt
u
r
al
v
alu
es
an
d
lo
ca
l
co
n
tex
ts
.
R
ath
er
th
an
ex
p
er
ien
cin
g
ten
s
io
n
b
e
twee
n
cu
ltu
r
al
id
e
n
tity
an
d
g
lo
b
al
citizen
s
h
ip
,
p
ar
ticip
an
ts
d
escr
ib
e
d
v
a
l
u
e
s
s
u
ch
as
b
a
ya
n
ih
a
n
(
c
o
m
m
u
n
a
l
u
n
ity
)
,
p
a
kikip
a
g
ka
p
w
a
-
ta
o
(
s
h
ar
ed
h
u
m
a
n
ity
)
,
an
d
ma
la
s
a
kit
(
p
r
o
f
o
u
n
d
ca
r
e)
as
f
o
u
n
d
atio
n
al
to
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
g
lo
b
al
is
s
u
es.
T
h
e
s
e
f
in
d
in
g
s
s
u
g
g
est
th
at
s
o
cio
cu
ltu
r
al
co
n
tex
t
d
o
es
n
o
t
m
er
ely
in
f
lu
en
ce
e
n
g
a
g
em
en
t
b
u
t
co
n
s
titu
tes
it,
p
o
s
itio
n
in
g
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
ed
a
g
o
g
y
as c
en
tr
a
l r
ath
er
th
an
p
er
ip
h
er
al
to
m
ea
n
in
g
f
u
l e
n
g
ag
e
m
en
t
[
17
]
.
“
I
felt
a
mix
o
f
co
n
ce
r
n
,
p
r
id
e,
a
n
d
r
esp
o
n
s
ib
ilit
y.
P
r
id
e,
b
ec
a
u
s
e
I
b
eg
a
n
to
s
ee
h
o
w
F
ilip
in
o
va
lu
es like
b
a
ya
n
i
h
a
n
,
emp
a
th
y,
a
n
d
r
esil
ien
ce
w
ere
a
ls
o
fo
r
ms o
f g
lo
b
a
l c
itiz
en
s
h
ip
.
”
(
P7
)
“
A
s
a
F
ilip
in
o
,
I
co
n
n
ec
ted
g
lo
b
a
l
is
s
u
es
to
lo
ca
l
va
lu
es
like
b
a
ya
n
ih
a
n
a
n
d
r
esil
ien
ce
.
.
.
b
ein
g
a
g
lo
b
a
l c
itiz
en
mea
n
s
s
h
a
r
in
g
F
ilip
in
o
va
lu
es w
h
ile
en
g
a
g
in
g
w
ith
th
e
w
id
er w
o
r
ld
.
”
(
P2
5
)
“
I
r
esea
r
ch
ed
F
ilip
in
o
c
o
n
ce
p
ts
like
‘
p
a
kikip
a
g
ka
p
w
a
-
ta
o
’
(
s
h
a
r
ed
h
u
m
a
n
ity)
a
n
d
b
r
o
u
g
h
t
th
em
in
to
cla
s
s
.
F
in
a
lly
co
n
n
ec
tin
g
my
o
w
n
id
en
tity
to
th
e
d
is
cu
s
s
io
n
…a
n
d
b
ein
g
h
e
a
r
d
…tra
n
s
fo
r
med
my
lea
r
n
in
g
.
”
(
P1
3
)
“
Hea
r
in
g
ex
a
mp
les
r
ela
ted
to
d
is
a
s
ters
in
th
e
P
h
ilip
p
in
es
ma
d
e
th
e
less
o
n
mo
r
e
mea
n
in
g
fu
l
a
n
d
r
ela
ta
b
le.
I
felt
r
esp
ec
ted
a
n
d
en
g
a
g
ed
b
ec
a
u
s
e
o
u
r
lo
ca
l
r
ea
liti
es
w
e
r
e
co
n
n
ec
ted
to
g
lo
b
a
l
co
n
ce
r
n
s
.
”
(
P2
2
)
T
h
ese
f
in
d
in
g
s
ch
allen
g
e
a
s
s
u
m
p
tio
n
s
in
W
ester
n
-
o
r
ien
ted
GC
E
f
r
am
ewo
r
k
s
th
at
p
o
s
itio
n
non
-
W
ester
n
s
tu
d
en
ts
as
n
ee
d
in
g
ex
ter
n
al
ex
p
o
s
u
r
e
to
d
ev
e
lo
p
g
lo
b
al
p
er
s
p
ec
tiv
es
[
9
]
.
I
n
s
tead
,
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
th
at
lo
ca
l
cu
ltu
r
al
v
alu
es
f
u
n
ctio
n
as
m
ea
n
i
n
g
f
u
l
en
tr
y
p
o
in
ts
f
o
r
e
n
g
ag
in
g
with
g
lo
b
al
is
s
u
es.
W
h
en
th
ese
v
alu
es
ar
e
r
ec
o
g
n
ized
with
in
p
ed
ag
o
g
y
,
s
tu
d
e
n
t
s
d
r
aw
u
p
o
n
th
e
m
as
in
tellectu
al
an
d
in
ter
p
r
etiv
e
r
eso
u
r
ce
s
,
en
ab
lin
g
d
ee
p
er
a
n
d
m
o
r
e
p
er
s
o
n
ally
r
elev
an
t
f
o
r
m
s
o
f
en
g
ag
e
m
en
t.
T
h
is
s
u
p
p
o
r
ts
co
n
tex
t
-
s
en
s
itiv
e
ap
p
r
o
ac
h
es
to
GC
E
th
at
em
p
h
asize
p
lu
r
ality
an
d
cu
ltu
r
al
g
r
o
u
n
d
in
g
[
19
]
.
I
m
p
o
r
tan
tly
,
th
e
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
s
tu
d
y
’
s
p
r
o
p
o
s
itio
n
th
at
c
u
ltu
r
ally
g
r
o
u
n
d
e
d
en
g
ag
e
m
en
t
is
a
k
ey
d
im
en
s
io
n
s
h
ap
in
g
h
o
w
s
tu
d
en
ts
co
n
n
ec
t
with
g
lo
b
al
lear
n
in
g
.
R
ath
er
th
a
n
tr
ea
tin
g
cu
ltu
r
e
as
an
ex
ter
n
al
v
a
r
iab
l
e,
th
e
r
esu
lts
s
h
o
w
th
at
cu
ltu
r
al
id
en
tity
ac
tiv
ely
s
tr
u
ctu
r
es
en
g
ag
em
en
t
b
y
in
f
l
u
en
cin
g
h
o
w
s
tu
d
en
ts
in
ter
p
r
e
t,
r
elate
to
,
an
d
ac
t
u
p
o
n
g
lo
b
al
is
s
u
es.
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
u
ltu
r
a
lly
g
r
o
u
n
d
ed
s
tu
d
e
n
t e
n
g
a
g
eme
n
t i
n
g
lo
b
a
l c
itiz
en
s
h
ip
ed
u
c
a
tio
n
in
…
(
A
ir
yn
M.
A
r
b
u
lien
te
)
2927
Ped
ag
o
g
ically
,
t
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
ex
p
licitly
in
teg
r
atin
g
s
tu
d
en
ts
’
cu
ltu
r
al
f
r
am
ewo
r
k
s
in
to
GC
E
.
T
h
is
m
ay
in
clu
d
e
c
o
n
n
ec
ti
n
g
g
lo
b
al
co
n
ce
p
ts
to
lo
ca
l
ex
p
er
ien
ce
s
,
in
co
r
p
o
r
atin
g
cu
ltu
r
ally
r
elev
a
n
t
ex
am
p
les,
an
d
cr
ea
tin
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
co
n
tr
ib
u
te
th
eir
o
wn
cu
ltu
r
al
k
n
o
wled
g
e
i
n
lear
n
in
g
ac
tiv
ities
[
43
]
.
Su
ch
ap
p
r
o
ac
h
es
s
u
p
p
o
r
t
m
o
r
e
m
ea
n
in
g
f
u
l
a
n
d
s
u
s
tain
ed
en
g
a
g
em
en
t
b
y
alig
n
in
g
GC
E
with
s
tu
d
en
t
s
’
liv
ed
r
ea
liti
es.
3
.
5
.
2
.
Cultura
l ident
it
y
a
s
eng
a
g
e
m
ent
re
s
o
urce
Par
ticip
an
ts
ac
tiv
ely
d
r
ew
u
p
o
n
t
h
eir
cu
ltu
r
al
k
n
o
wled
g
e,
id
en
tity
,
a
n
d
Fil
ip
in
o
co
n
ce
p
ts
as
in
tellectu
al
r
eso
u
r
ce
s
th
at
en
r
ich
ed
lear
n
i
n
g
an
d
d
ee
p
e
n
ed
en
g
ag
em
e
n
t,
r
ath
er
t
h
an
tr
ea
tin
g
cu
ltu
r
e
as
s
ep
ar
ate
f
r
o
m
ac
a
d
em
ic
wo
r
k
.
“
I
r
esea
r
ch
ed
F
ilip
in
o
c
o
n
ce
p
ts
like
‘
p
a
kikip
a
g
ka
p
w
a
-
ta
o
’
(
s
h
a
r
ed
h
u
m
a
n
ity)
a
n
d
b
r
o
u
g
h
t
th
em
in
to
cla
s
s
.
F
in
a
lly
co
n
n
ec
tin
g
my
o
w
n
id
en
tity
to
th
e
d
is
cu
s
s
io
n
…a
n
d
b
ein
g
h
e
a
r
d
…tra
n
s
fo
r
med
my
lea
r
n
in
g
.
”
(
P1
3
)
T
h
is
s
u
b
-
th
em
e
illu
s
tr
ates
h
o
w
cu
ltu
r
al
id
en
tity
f
u
n
ctio
n
s
as
an
in
te
g
r
ativ
e
r
eso
u
r
ce
th
a
t
co
n
n
ec
ts
m
u
ltip
le
d
im
en
s
io
n
s
o
f
e
n
g
ag
em
en
t.
Dr
awin
g
o
n
cu
ltu
r
al
k
n
o
wled
g
e
in
v
o
lv
es
b
e
h
a
v
io
r
al
en
g
a
g
em
en
t
(
e.
g
.
,
c
o
n
d
u
ctin
g
r
esear
ch
)
,
co
g
n
itiv
e
en
g
ag
em
e
n
t
(
an
al
y
zin
g
r
elatio
n
s
h
ip
s
b
etwe
en
co
n
ce
p
ts
)
,
ag
e
n
tic
en
g
ag
em
e
n
t
(
co
n
tr
ib
u
tin
g
id
e
as),
an
d
em
o
tio
n
al
en
g
a
g
em
en
t
(
ex
p
er
ien
cin
g
p
r
id
e
a
n
d
co
n
n
ec
tio
n
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
cu
ltu
r
a
l
id
en
tity
ac
tiv
ates
an
d
lin
k
s
th
ese
d
im
en
s
io
n
s
s
im
u
ltan
eo
u
s
ly
,
r
ath
er
th
a
n
o
p
er
atin
g
as
a
s
ep
ar
ate
o
r
e
x
ter
n
al
f
ac
t
o
r
[
4
]
,
[
34
]
.
T
h
is
in
teg
r
ativ
e
r
o
le
r
ein
f
o
r
ce
s
t
h
e
s
tu
d
y
’
s
ce
n
tr
al
p
r
o
p
o
s
itio
n
th
at
en
g
a
g
em
en
t
in
GC
E
is
n
o
t
ex
p
er
ien
ce
d
as
is
o
lated
d
im
en
s
io
n
s
b
u
t
as
in
ter
co
n
n
ec
ted
p
r
o
ce
s
s
es
s
h
ap
ed
b
y
s
o
ci
o
cu
lt
u
r
al
co
n
tex
t.
C
u
ltu
r
al
id
en
tity
en
h
a
n
ce
s
h
o
w
s
tu
d
en
ts
p
a
r
ticip
ate,
r
ef
lect,
f
ee
l,
an
d
tak
e
i
n
itiativ
e,
p
o
s
itio
n
in
g
cu
ltu
r
ally
g
r
o
u
n
d
ed
en
g
a
g
em
en
t
as
a
cr
o
s
s
-
cu
ttin
g
d
im
en
s
io
n
th
at
s
tr
en
g
t
h
en
s
an
d
s
u
s
tain
s
en
g
ag
e
m
en
t
ac
r
o
s
s
d
o
m
ain
s
.
Ped
a
g
o
g
ically
,
th
ese
f
in
d
i
n
g
s
h
ig
h
lig
h
t
t
h
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
s
tu
d
e
n
ts
’
cu
ltu
r
al
i
d
en
titi
es in
to
lear
n
in
g
p
r
o
ce
s
s
es.
C
r
ea
tin
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
u
s
e
th
eir
cu
ltu
r
al
k
n
o
wled
g
e
as
leg
itim
ate
ac
ad
em
ic
r
eso
u
r
ce
s
ca
n
d
e
ep
en
en
g
ag
em
e
n
t
an
d
s
u
p
p
o
r
t
m
o
r
e
in
cl
u
s
iv
e
an
d
co
n
tex
t
-
r
esp
o
n
s
iv
e
ap
p
r
o
ac
h
e
s
to
GC
E
,
p
ar
ticu
lar
ly
in
Glo
b
al
So
u
th
co
n
te
x
ts
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
b
y
ex
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f
r
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r
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r
o
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k
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s
tu
d
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n
n
ec
t
with
g
lo
b
al
lear
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g
.
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m
p
i
r
ically
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it
p
r
o
v
id
es
q
u
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id
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ce
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r
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m
a
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u
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tex
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er
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m
p
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ased
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r
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ac
h
es
b
y
d
esig
n
in
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iv
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an
d
ex
p
er
ien
tial
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in
g
en
v
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r
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n
m
en
ts
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h
is
in
clu
d
es
in
teg
r
atin
g
Fil
ip
in
o
cu
ltu
r
al
v
alu
es
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to
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u
r
s
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c
o
n
ten
t
,
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u
ctu
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m
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ased
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cr
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m
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o
p
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ities
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n
t
v
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co
-
d
esig
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r
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lectiv
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es,
a
n
d
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tu
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itiativ
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n
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s
m
ay
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p
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t
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ally
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iv
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p
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ag
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g
y
a
n
d
ex
p
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tial
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ar
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in
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esig
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.
T
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tr
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ca
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h
elp
tr
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m
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ticip
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GC
E
.
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m
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u
ltu
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ally
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r
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n
d
ed
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g
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e
n
t
ac
r
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s
s
d
if
f
er
en
t
in
s
titu
tio
n
al
co
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te
x
ts
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co
m
p
ar
e
ex
p
e
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am
o
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g
d
iv
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s
e
cu
ltu
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h
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w
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a
g
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en
t
d
e
v
elo
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u
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g
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i
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d
esig
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s
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Su
ch
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ir
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tio
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ca
n
f
u
r
th
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r
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f
in
e
u
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ates
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v
ar
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u
ca
tio
n
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s
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d
co
n
tr
ib
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te
to
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i
n
clu
s
iv
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d
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n
tex
t
-
r
esp
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n
s
iv
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GC
E
f
r
am
ewo
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k
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
ex
p
r
ess
es
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
u
n
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s
ity
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d
m
in
is
tr
atio
n
f
o
r
g
r
a
n
tin
g
p
er
m
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io
n
to
co
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ct
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d
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ly
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h
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eir
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p
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Ap
p
r
ec
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n
is
also
ex
ten
d
e
d
to
co
lleag
u
es
an
d
m
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n
to
r
s
w
h
o
p
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id
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t
d
u
r
in
g
th
e
co
m
p
letio
n
o
f
th
is
r
esear
ch
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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4
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Au
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20
26
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2928
AUTHO
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DATA AV
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[
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DGP
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,
u
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eq
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RE
F
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NC
E
S
[
1
]
A
.
G
i
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v
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n
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i
,
A
.
L
o
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a
,
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.
M
a
n
g
a
n
a
s,
“
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PO
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J
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Mu
l
t
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.
[
2
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U
N
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,
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t
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.
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]
.
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[
4
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V
.
R
.
M
a
ssar
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s:
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Re
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