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Business Conference Papers School of Business (Avondale Business School)
5-2017
Accounting Students and Their Writing Skills: Inside-Outside Accounting Students and Their Writing Skills: Inside-Outside Autoethnographic Reflection
Autoethnographic Reflection
Keith Howson
La Sierra University, [email protected] Phil Fitzsimmons
Avondale College of Higher Education, [email protected]
Follow this and additional works at: https://research.avondale.edu.au/bit_conferences Part of the Accounting Commons, and the Education Commons
Recommended Citation Recommended Citation
Howson, K., & Fitzsimmons, P. (2017, May 3-5). Accounting students and their writing skills: Inside-outside autoethnographic reflection. Paper presented at the Accounting Education Special Interests Group (SIG) Annual Conference, Cardiff, Wales.
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Accounting Students and Their Writing Skills: Inside‐Outside Autoethnographic Reflection
Keith Howson*
Adjunct Professor of Accounting Tom and Vi Zapara School of Business
La Sierra University, California
and
Phil Fitzsimmons
Associate Professor of Education School of Education
Avondale College of Higher Education Cooranbong, NSW Australia
*Corresponding author. [email protected]
Prepared for the British Accounting Education Special Interests Group Annual Conference, 3 – 5 May 2017, University of South Wales, Cardiff.
Accoun
Abstrac
This pap illumina first in a framew this coh into sel the req of the a context that crit were un require account service meta‐aw writing,
nting Stude
ct:
per seeks to ate one coh a planned s work of an a hort’s aware
f’, ‘research uirements o accounting c ts of educat
tical thinkin nable to ma d by a unive tancy. It wo
accountant wareness a , as oppose
ents and The
o report on hort of acco
eries of pro uthoethnog eness. Wha h through se
of tertiary w cohort. This tion were gr ng and read ake semiotic
ersity class, ould appear ts, as they h nd meta‐co d to using w
eir Writing
the finding unting stud ojects, this p
graphic bric t emerged f elf’ and ‘res writing and
s tension ap rounded in
ing‐writing c transfers , and possib r that while had never e ognitive inte writing as a
Skills: Insid
gs of a quali dents under particular re colage as a r from this ‘in search on se the ‘contex ppears to ha
didactic tea connection between th bly the requ proficient i experienced eractions, th
means of ‘r
de‐Outside
tative resea rstanding an esearch inst reflexive to nside‐outsid elf’ was the xts of cultur ave arisen a aching and ns were abs he various fo uirements o
in the techn d a learning
hey focused rendering a
Autoethno
arch project nd approach
tance used t ol so as to g de’ method e apparent t re’ and ‘con as these stu learning wit ent. Thus, t orms of gen f twenty‐fir nicalities req
environme d only on su
nd connect
ographic Ref
t that sough h to writing
the paradig gain entrée dology or ‘re
tension betw ntext of situ
dents’ prev th the poss these stude nres and reg rst century
quired by p nt that requ urface featu
ting though
flection
ht to g. The gmatic
into esearch
ween ation’
vious ibility ents
gisters
re‐
uired ures of
t’.
Accoun
Introdu
account course.
comme standin Jones a
“the ‘te with a c 2015) w and exp appeare from th differen hand ex underst both au symbol The Con
Quarter at the a the roo diversit extent o that wh
‐ record more ‐ t
nting Stude
uction: The This paper ting studen As will be u enced with a g in front o nd Ellis 201 elling of per cultural con was further periences to
ed in this “r his point on nt sections u xperience a tanding. Or uthors move
ized by disc ntext: Look Standing in r in the Sch array of face
m. Taking t ty is a good of diversity hile the cou ding, adjust the student
ents and The
Intersectio is the first i ts understa unpacked in a single mo of an accoun
14) was cons sonal storie ntext” (Ellis
employed a o the secon reflection o you will see using differ
nd develop to put it m ed through cursive repr king into My n the design
ool of Busin es one quick the register
thing, and i in the stud rse address ing, comple ts seem relu
eir Writing
n of Eyes a n a series o and and dea n an ensuing
ment and im nting class, a
sidered the es’ that seek
2004:46). In as the first a d in order t n action an e research p
ent fonts an ping underst
ore succinc in their trav resentations y Eyes,…. an
ated lectur ness at a pri
kly realizes simply conf it is. Indeed ent populat ses the stan eting the ac uctant to en
Skills: Insid
nd I’s of ever deep
al with the w g section, it mmediacy o an autoethn e most appr
k to a self, o n this instan author unp to navigate d reflection presented i nd register tanding as t ctly, the ove vel from tac s (Taylor 20 nd I
re theatre a ivate univer
that there a firms my pe d the Univer
tion. As the dard cross counting cy ngage in dis
de‐Outside
pening inqu writing dem t was deem of deep per nographic a
opriate. Au or some asp nce an ‘insid acked his au the ‘fluid id n in action”
n a somewh shifts so as the ‘insider’
erall languag cit knowled 004).
t the comm rsity in Sout appears to erception. T rsity has rec e quarter pr
section of i ycle, invento scussing and
Autoethno
iry, focusing mands of an
ed that sinc sonal reflec approach (E toethnogra pect of a life de‐outside’
utoethnogr dentities’ (B (Schon 198 hat informa to fully rep
’ shifted to ge use reve ge to explic
mencement thern Califo be a signific The assump ceived an aw
ogresses it ntroductory ories, intern d explaining
ographic Ref
g on how te accounting ce this proje ction while Ellis 2004; A aphy is grou e as it inters
methodolo raphic reflec Bauman 200
83: 74 ). Hen al modality, present the
‘outsider’
als the jour cit knowled
of the Wint ornia, lookin cant diversi ption here is ward for th
becomes cl y accountin nal control a g these conc
flection
ertiary g
ect
dams, unded in
sects ogy (Bak
ctions 04) that
nce, with first‐
rney ge
ter ng out
ty in s that
e lear
g topics and cepts.
A quest their ab
confirm 18 to 31 in the U country diversit
number reporte comple univers family b with lan present A Conci
study is researc facets o metaph
1 This par
tion comes bility to exp A review of ming the init 1 the avera United State
y. After inqu ty of the par
English Arabic Cantonese Tagalog Indonesian Romanian Afrikaans While the m r drew on t ed that whil ted univers ity students background nguage vari ted in classe ise Review
Part of the s located, is cher. As an A
of language hors peculia
rticular course
to mind: “I ress themse f the studen tial assessm
ge age is clo es of Americ uiring of the rents of the
e
n n
majority of t heir family e a high pro sity study. T
s. However, d of many of ety in the b es and strug
of the Liter overall teac
the obviou Australian t use. Of par ar to the Au
e had 47 stud
wonder if t elves regard nt cohort1 b ment of dive oser to 20 y ca they all h e students it ese students
37 5 1 5 1 1 1 the student languages w oportion of This means t , one can se f these stud background, ggle to write rature: “Bet
ching conte s cultural a eaching in C rticular inte
stralian lan
ents.
their langua ding course brings to the
rsity. For ex years. While had comple
t was estab s. The langu
Spanish Hindi Japanese Gujarati Chinese Urdu
ts spoke En when in the
the parent that many o ee that lang dents. The p , students m e about the tter Than A ext, and cert
nd languag California th erest was th
guage. This
age backgro e content?”
e fore some xample, wh e the major ted their hi blished that uages includ
e
glish as the e home env s had comp of this coho guage divers picture that might face d e content of A Poke in th tainly the li e difference here were o e use of ‘St s is reflected
und and sk
e interesting ile the class ity of the st gh school st
there is a ra de:
15 4 2 3 1 1
ir primary la ironment. T pleted high s rt are first g sity is still p
this seems difficulty in g
f courses.
e Eye with nguistic con e faced by t obvious diff ryne’, or th d in the title
kills is influe
g character s age range tudents wer tudy in the ange of lan
anguage, a The student school, few generation present in th s to suggest grasping m
A Blunt Stic ntext in whi the ‘insider’
ferences in he linguistic e of this sec
ncing
istics is from re born
guage
ts also wer had
he is that aterials
ck”
ich this
’ all
ction,
with ph related and tert
academ absence the con cope w
global c assess.
tertiary account (1976: 1 latter tw purpose general broade that any product the com constru critically persona without entirely
univers the ove of highe Kaur an
hraseology ‘ to ‘things c tiary literac Even the m mic’ in gener e” (Samkin ncept of stud
ith writing i While it is c change (Pou Certainly E y accountan ting and au 138 ). It wo wo an unde es has also l is any guid r dimension y “tax accou t, constituti mmunity.” M ucts are inte
y examine a ally translite t saying tha y their respo
Another re ities tend to erall discour
er learning nd Sidhu (20
‘better than could be wo cy, we came most cursory ral reveals t and Shneid dents and w in a univers clear that ac ullaos 2004) nthoven (19
cy over fort diting,” and uld seem a erstanding t been an on de, it could b
ns of accoun unting com ing and defi More impor ertextual in a wide rang erate and u at accountin
onsibility.
lated aspec o develop “ rse of the fie
“must begin 014) are mo
n a poke in t orse’. In sea e to the rea y attempt to
that at best er 2014: 2) writing with ity setting t ccountancy ), to what d 976), a sem ty years ago d “neglects
logical conc hat writing going issue be non‐exis nting” (Enth
munity is in ining the ac rtantly she s nature, and ge of comm
se a variety ng students
ct to this no
“discourse c eld they foc n to shift th ore forthrigh
the eye wit arching for l lization tha o review the
“it’s fragm . When it co hin an accou
there appea y in the terti degree and i minal researc
o as being “ other areas clusion that has differe e. If the rese stent. “Acco hoven 1977 nterwoven w ccountant's
suggests tha d therefore
unity based y of text typ should read
otion of inte communitie cus on. Twe he focus fro
ht, suggesti
h a blunt st iterature re t it could ac e literature ented”, and omes to res unting degre ars to be lim iary space h in which are cher in the
“orientated s such as pr t with this a ent forms or earch arising ountants sho 7:89). Devit
with texts: t work. Thes at all forms accounting d texts, as w pes applicab d and write
rtextuality es,” which te enty‐first ce
m teaching ng critical li
ick’ having elated to aca
ctually be w related to t d at worst “ search litera
ee, and how mited scope
has undergo eas appears accounting to financial ojects, proj apparent ne r text types g out of the ould be trai (1991:343) texts are th se texts also
of writing a g students n well as explo ble to their r much mor
is the resea end to silo t ntury learn
to learning iteracy skills
a cultural c ademic acc worse!
the ‘accoun
“there is an ature dealin w these stud e.
one tremen s to be diffic
area, critic l enterprise ject analysis eglect in the and differe e tertiary sp ined for the makes it ve e tax accou o interact w and semiot need to read ore how the
role. While re, it is perh
arch suggest the thinking ing at instit g” (Hodge 2 s should be
apital ounting
ntant
ng with dents
dous cult to ized e
s”
ese ent phere in
e
ery clear untant's within
ic d and ey can
it goes aps not
ting g and tutions
007:9).
e a
foundat critical t more ex univers should flow thi observa
disciplin authent suggest Bazerm textboo engage literacy than “th
Cambou series o demons what ha appear their lea learning way of t student words ‘ learning of mult
tional aspec thinking is t xperiential
ities. Drawi be a centra is could incl ation, abstra
While it has nes in the te tic experien t that little h man (1992) a oks was a m in lateral th y skills. “Tex
he locale of Related to urne (1995, of condition stration, ex as become f
to show th arning in a g process an
the learning ts begin to f
‘feeling safe g are also in iple domain
ct of all univ the emerge
approach to ing on the w al core in an
lude “demo act concept s been som ertiary sphe nces, thinkin has really ch also compla major cause hinking, and xtbook disco f heteroglos the concep , 2002), Goo
s facilitated pectation, r framed as ‘ at in any or
‘risk free en nd the cont g process, i find their ow e’ would ap ntegral to th ns including
versities. Em ence of auth
o tertiary te writing of De
y experient onstration o tualization a
e time sinc eres only en ng and terti hanged in u ined that in of students d by inferen ourse is a pu ssic content
t of ‘hetero osens (2013 d an authen response, e Cambourne rganizationa nvironment tent. If the t n combinat wn pathway pear to us t his concept g academic,
mbedded in hentic learn
eaching and ewey (1938 tial classroo or participat and active e e Bazerman ngage in “bo iary literacy university pr
n his opinio s lacking the nce the dev
urveyor of h tion” (Bazer oglossic con 3) and Fitzsi ntic learning employment e’s Conditio al structure t’, then they
tutor plays tions of exp y to unders to suggest t of learning behavioura
n the curren ing. The ge d learning sh 8), Carter (2 om activity o
tion in a con experiment n (1992: 63) order skirm y skills, more
ractice in th n the linkin e necessary elopment o hegemonic rman 1992:
tention’ in immons and g experience t, approxim ons of Learn if learners y commence
more a faci licit instruct standing. W
hat the ele g which beco
al, cognitive
nt discussion neral conse hould be th 013) believ or experien ncrete expe ation” (Cart ) complaine
ishes” rega e recent com his regard (L
g of tertiary skills or op of necessary univocality
62).
any learning d Kilgour (2 e. These inc mation and r ing’, these are allowed e to genuin
litative role tion and rea hile seemin ments of ‘so omes a pos e and psych
n surroundi ensus is that he norm in
ves that writ ce. Followin erience, refl
ter 2013:23 ed that at be
rding integ mmentarie Lea 2015).
y teaching w pportunities
y interdiscip discourse”
g space, 2016) found
cluded imm responsibilit
elements o d to take co ely engage e moving ou adings the ngly innocuo
ocio‐emotio itive interse ological.
ing t a
ting ng a
ective 39).
est rating s
with s to plinary
rather
that a ersion, ty. In of praxis ontrol of in the ut of the
ous the onal’
ection
relative all disci poor cu context literacy creative at unive causes
student chosen schools before America and the all class mode o being a and Pas discour to the la rules” ( program study sk specific suggest volume Dayton speciali writing
It is also be ely sparse, r pline areas, urrent tertia t Absalom a y is in crisis t e writing co ersity level, beyond tho While it cou ts’ ability to
field of stu s have been university c an and Aust e modalities
ses at all lev of interactio ble to fully sseron 1990
se and vario anguage ex Sheeran &
ms are insuf kills and con c teaching u
ted that the e of student (2015) sugg zed centers
process. Gi
ecoming inc egarding th , there is a c ary literacy s and Gloebio
then it wou ourses is in d
then the fo ose previous uld be the c o think more
dy, the rese blamed for commences tralian cont s of languag vels of educ on students appreciate 0, Goff 2013 ous forms o xpectations Barnes 199 fficiently pr nfidence ne nits where ese specializ s entering h gests this e s is hamper iven that th
reasingly cl he importan correspond skills as a w wski (2002) ld seem tha dire straits.
ollowing que sly mention case that a t e critically a earch base s r the walling s (Coffin 199 text is the re ge used at u
ation, unles can find th the nuance 3). Even stu of university
of higher e 1). “Increas repared for eeded to suc
students ca zed units te higher educ
ntire system ed because ey feel prod
ear that wh nce of writin ding prepon whole are, a ) believe te at the tertia
If indeed th estion beco ned?
textbook‐ba and write ‘u
suggests th g in of writi 97), anothe elationship university. G ss the home emselves ca es of both w dents of En y textual mo
ducation, a sing numbe the deman cceed” (:4).
an receive t nd to be un cation are u m of suppor e of student
duce is plen
hile there ar ng as a mea derance of nd writing i rtiary litera ary writing b
here is a cri omes param
ased tertiar unthinkingly at there is m ing skills int
r critical iss between th Given the cu e or school aught in a la written and nglish‐speak
odalities an nd cannot g rs of studen ds of unive . While man the appropr nderfunded nable to co rt from indi ts’ “lack of k nty good en
re some com ns of engen comments n particular cy is in ‘cris beyond the sis in stude mount: what
ry curriculum y’ within the
more in play to discreet d ue arising o he discourse urrent multi
uses English anguage dil
spoken lang king homes
d registers grasp the lin nts now adm
rsity life or ny universit riate suppor
and with th ope. When it vidual tutor knowledge r ough in the
mments, alb ndering thin related to h r. In the Aus sis’. If tertia
confines of nts’ writing t are the ac
m has stifle e confines o y. While hig disciplines w out of the
e spoken at icultural nat h as its prim lemma of n guage (Bord
can find tha are very dif nguistic “gr mitted into
lack the ba ties now hav
rt, it has be he increasin
t comes to rs through t regarding th eir first draf
beit nking in
how stralian
ry f g ability
tual
d of their
gh well
t home ture of mary
ot dieu at the fferent
ound our sic ve
en ng
writing, to he ft” (vii).
differen whole i become commu evidenc Researc
method (Ellis 20 pastiche
‘inside‐
familiar intimat Recogn approac Hernan qualitie second allowed with a v allowing dialogu (Rudest 2008), r data’ (B
synchro detailed which ‐
While a bro nt audience
n the 21st c e acutely aw unity that te
ce, its needs ch Framewo The specific dological fra 004). In this e of a conve outside’ dia With the fir r ‘insider’ kn e understan izing the st ch can “cro dez, 2012:
es or ‘fairne author eng d ‘qualitativ view to bein
g a stepping e between tam & Newt refine and c Borkan 1999 These meth onistically a
d in ensuing once comp
oader know es would ap entury, the ware that “t exts constitu s and its val ork: Seeing c ‘qualitativ amework or instance, th enience sam alogic negot
rst author li nowledge re nding of the rength of th ss the resea 28). Hence ss’ (Guba an gaged with t ve distance’
ng objective g ‘inside an
us we were ton, 2015), conflate app 9).
hodological s possible a g sections th pleted ‐ was
wledge of ho pear to be a
n accounta texts are so ute its prod lues” (Devit g Eye to I
ve research’
r ‘bricolage’
he autoethn mple‐case st tiations (Ba iving and w egarding th eir “ways of his ‘insider k archer‐part
to ensure s nd Lincoln 2 the data an
(Fitzsimmo e, but rathe
d outside’ o e able to ref negotiate t parent initia
triangulatio after the dat
his commen s followed b
ow writing w a necessary
ncy studen interwoven ucts and its tt 1991:354
’ design (Fli
’ (Webster &
nographic f tudy (Hami k, 2015).
working in Ca e responde f knowing”
knowledge’
icipant divid sound ‘trian
2013) of the d the first r ons and Lan r provided of the data flexively dis the nuances al differenc
on compon ta gathering nced a ‘thre by a series o
works for di y componen ts in the tw n with and s resources, 4).
ck 2014) of
& Mertova framework
lton & Corb
alifornia an ents and the
(Lytle and C
’ we were a de” (Chang, ngulation’ of e data colle researcher a
phar 2013) the opportu by all resea scuss the sa s of the rela es (Tullis 20
nents were u g process a eefold codin of ‘dialogic d
fferent pur nt for tertiar
enty‐first ce deeply emb
its expertis
this project 2007) of au utilized an i bett‐ Whittie
d having dir eir contexts Cochran Sm lso cogniza , Wambura f the data (F ction and ri as an ‘outsid
. This was n unity for a ‘ archers. Thr lient emerg ated researc 013) and ‘ch
undertaken nd the data ng process’
discussions’
rposes and ry students entury need bedded in th
se and its
t was based utoethnogra investigativ
er, 2013) an
rect contact s, he had an mith 1993:41
nt that this Gunjiri and Flick 2014), igor of anal der.’ This ap not underta
‘triptych dia rough reflec gent theme ch literature hrystallize’ t
n as
a analysis. A (Charmaz 2
’ (Thomas 2 as a d to he
d on the aphy ve
nd
t and 1).
d
ysis, the pproach
ken alogic’
ctive s
e (Dillon the
As 2015) 2010).
Critical Taking D represe employ critical (1988: 4 channe Reflecti always cost we quarter clearly a address to expla Amazon I found respons therefo simpler Reactio able to underst respons learning Thus, th it come driven b of later critical thinking to name
Points of A Denzin’s (20 entation are yed in this p
points of re 46) comme l of Then.”
ion 1: One o purchase as ell over US$
r sequence.
a gap in the sed in more ain. Second n.
the classro ses. This wo ore had not
r terms. Or s on: While ‘w read the te tanding tha sibility to ta g milieu app hese studen es to writing by the note‐
ral thinking thinking, al g and of cou
e a few. If t
Autoethnog 004: 453) re e deeply int project is fur
eflection are nts, the lan
of the bigge ssigned tex 300 which Without th eir understa e general te
‐hand copie
oom rather q ould reflect
read the as say: In your wait time’ is ext book prio at classroom ake charge o pears to ha nts, as nice a g, no sense o
‐taking and is foreign to long with its urse human these studen
graphic Refl ecommenda
ertwined in rther develo e unpacked
guage of th
est challeng tbooks. For represents heir reading anding. So t rms rather es or out of
quiet. If I po the fact tha ssigned chap r own words a key comp or to class, a ms were gro
of their lear ve been bas as they wer of writing a d ‘text book o them. Thin s corollaries n interaction nts couldn’t
ection, Rea ation that “ n one anoth oped throug
in tandem he autoethn
ges we faced r example a
a cost in ex g the require
he language than specif f date prior
osed a ques at they had pter materi s what do y ponent of te
and there s unded in qu rning. This w sed on a did re, had no u as a form of as gospel’ f nking outsid s of being a ns: emotion t think in the
action and R
“meaning, in er,” the ‘ins gh the follo
with a mor nographer is
d in the US principles o xcess of $10
ed material e of the sub fically. They
editions wo
stion I woul not purcha al. I would you underst eaching, the
eemed to b uestions, an was not thei dactic form nderstandin f critical liter
form of tert de the box i ble to mana nal, socio‐em e circular th
Response: A nterpretatio side‐outside owing discus
e critical co s of “Now ru
was that st of accountin 00 per quart
s ahead of t bject matter depended ould often b
d often hav ased the tex often restat
and . . . ere was mo be a total lac nd that it wa ir fault as th of teaching ng of critica racy. They a tiary educat is a natural age differen motional, lo hought proc
A meeting o on and e’ methodo ssion in whi omment. As unning thro
udents did ng textbook ter in a thre
time there r was only
on the inst be obtained
ve to wait fo xtbook and
te the ques
ore to not be ck of as the stude heir whole p g and learni al literacy, o appear to b tion that an consequen nt forms of ogico‐mathe
cesses requi
of ‘eyes’
ology ich the s Yeo ough a
not k might ee
was
ructor d on
or
stion in
eing
ent’s previous
ng.
or when e so ny form
ce of data, ematical
ired by
profess complex
primary part of of a pro analyst socio‐em with the absent f
think in
Reflecti when re that the Reactio 2002). W lecture system’
Reflecti uncerta notion o Compos particip and how there w long tim
ionals toda xities the m While resta y means of c
their learni ofessional. H t’, or as the
motional re e lecturer sh
from their t Surely acco n a lock step
ion 2: My im esponding t ey were una on: Risk taki
Without thi or tutorial r
’.
ion 3: I sens ain about th
of audience sition but it pants or eve w to addres was a real ga me ago) we
y, how wou multiple loos ating and re connecting ng. Reflecti However, an
means thro eflection. W hould be an thinking and ountants wo p modality.
mpression w to question accustomed ing is one th is intentiona room, authe
sed that the heir languag e. Not yet. A t was not ob en as non‐b
ss different ap in their le
used to tak
uld they be a se ends requ eframing qu
the head, t ing on actio n integral co ough which Writing lectur
nother comp d experienc orking in the
was that stu s or when a d to actually he key cond ality to step entic learnin
e students w ge use. I do And maybe bvious to m usiness grad
recipients o earning abo ke a class in
able to even uired by tod uestions is a the heart an on and in ac
omponent o one renders re notes is j ponent of th ce.
e 21st centu
udents were asked for th y expressing ditions of au p out and ‘h ng will not
who came f not believe this would me. I had to d
duates that of things lik out this elem
Business E
n begin to c day’s accoun a strong ‘ref
nd the hand tion (Schon of this proce
s and re‐ren just the first his entire pr
ury work wit
e not confid heir opinion
g an opinion uthentic lear
ave a go’ in become a p
from a non‐
e that they g have been drive home t they would ke business
ment of com nglish, and
omprehend ntants?
flective’ tool d seems to h 1993) is on ess is writin nders one’s t step. Dialo rocess, and
th more tha
dent in takin . This might n. Not risk t rning Camb n the relativ part of their
English bac grasped wh addressed i the concep d have to kn letters or re mmunicatio
Speech Com
d and conjoi
l, writing as have never b ne the ‘hallm ng as a ‘text
thoughts th ogic interact seems to b
an numbers,
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the club.
eries of inte riting in one more focused
ccounting st to a course
Certainly at rent meanin reful when se. But they ally from So d worked in those place
ractical exp socio‐cultura
be able to e ul feedback
a variety of ing is also t ice. Writing Gee, 1989) n
ended e case‐study
d study tha tudents. In
structure n
t times ng. An
doing y were outh n
s. This
erience, al engage
that f the g is also
notes,
y t gives
need to
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