1015:' children and some children of the local upper middle class. They do this in an effort to maintain linguistic stability and to ensure that their children do not fall behind due to linguistic problems. Where their own language is not available, families will often choose English-speaking schools for their children. They do this because of the linguistic and cultural opportunities being immersed in English might provide their children when they are adults, and because their children are more likely to have prior exposure to English than to other international languages. This poses the potential for non-English speaking TCKs to have a significantly different experience from TCKs for whom English is a native language. Research on TCKs from Japan, Denmark, Italy, Germany, the United States and Africa has shown that TCKs from different countries share more in common with other TCKs than they do with their own peer group from their passport country.
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also an increased confidence and ability to interact with many cultures. Their definition of what it means to be a TCK is widely referenced: " person who has spent a significant part of his or her developmental years outside the parents' culture. The TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK's life experience, the sense of belonging is in relationship to others of the same background." Through interviews and personal writings, this seminal work explored the challenges and benefits that TCKs encounter. Later editions widened the net to discuss the experiences of CCKs (cross-cultural kids) who may be immigrants, international adoptees or the children of biracial or bicultural parents.
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have found that educators and counselors should be culturally competent and possess the knowledge to properly educate these types of students. This would create an effective and optimal environment for their learning and adjusting abilities. Research has indicated that TCKs need special attention during their transition phase. The stress and grief students feel during transitional phases can distort their psycho-social development, which can affect their grades and school work. Therefore, TCKs need a comfortable and inviting school setting to offset the effect of their transition. The best way for counselors to work with TCKs is to have sound knowledge about the students and their unique characteristics.
524:(MKs) typically spend the most time overseas, of any TCKs, in one country. 85% of MKs spend more than 10 years in foreign countries and 72% lived in only one foreign country. Of all TCKs, MKs generally have the most interaction with the local populace and the least interaction with people from their passport country. They are also the most likely of the TCKs to integrate themselves into the local culture. 83% of missionary kids have at least one parent with an advanced degree. Missionary kids struggle to adjust to the parents' culture; the majority of MKs identify mostly with the country in which their parents served.
107:
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364:, it has since expanded to other populations, including non-U.S. citizens. The researchers who pioneered the TCK research, such as Ruth Useem, were not expecting to find as many participants as they did. Useem and Cottrell, for example, were seeking at least 100 participants to respond to a survey that they believed to be "unconsciously long" but instead had 680 participants (ranging in age from 25 to 84 years) respond to the
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lived abroad. However, there has been further research done on TCKs that shows that the same characteristics described by
Pollock and Useem in the most prominent TCK literature also apply to individuals from other nations who have also lived abroad for extended periods of time during their developmental years. There are benefits and challenges to being a TCK according to various researchers on the subject. The term
75:. The first culture of such individuals refers to the culture of the country from which the parents originated, the second culture refers to the culture in which the family currently resides, and the third culture refers to the distinct cultural ties among all third culture individuals that share no connection to the first two cultures.
177:, worked with American families returning to the United States after having lived abroad. She described a TCK as "someone who, as a child, has spent a significant period of time in one or more culture(s) other than his or her own, thus integrating elements of those cultures and their own birth culture, into a third culture."
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connect to their home culture. Understanding a culture's sense of humor, however, is a commonly cited difficulty with the transition back to a home culture. There are also general societal norms and practices that will not be known when a TCK is first re-introduced to his/her home culture but those are eventually learned.
90:, being physically exposed to the environment where the native language is used in practical aspects of life. "TCKs learn some languages in schools abroad and some in their homes or in the marketplaces of a foreign land. ... Some pick up languages from the nannies in the home or from playmates in the neighborhood". This
313:"Walters and Auton-Cuff (2009) found that female TCKs hesitate to develop relationships and have less emotional affect as compared to non-TCKs. Furthermore, female TCKs' identity development was delayed because of their focus on adjusting rather than creating a sense of belonging (Walters & Auton-Cuff, 2009)."
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and cultural shaping, while those who spend the majority of their time on the base will have lower exposure and minimal cultural shaping. Military children who are immersed in local culture from birth tend to show an extremely high level of cultural shaping, and upon relocation they are likely to experience
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given to TCKs in 2001, there was a strong interest among TCK participants to continue to travel as they move into adulthood and their future careers, and many continued to maintain their internationally acquired languages. It was also found in these surveys that approximately half of the participants
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Another career that can lead to TCKs is a career in business. Sixty-three percent of business TCKs have lived in foreign countries at least 10 years but are more likely than children in missionary families to live in multiple countries. Business TCKs have fairly high interaction with both their host
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Much of the literature and research surrounding TCKs has found that these individuals are more open to learning new languages, demonstrate more flexibility when interacting with a novel culture than their monoculture peers, and a greater interest in continuing a global nomad lifestyle, which includes
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In a study by
Dewaele and van Oudenhoven (2009), it was found that TCKs scored higher on the open-mindedness scale on the Multicultural Personality Questionnaire (MPQ). According to the study, "this dimension evaluates for open and unprejudiced attitudes toward out-group members, as well as diverse
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When individuals who have spent a significant number of their developmental years in a host culture and have not been able to adapt, develop an identity, and do not feel as though they belong, they are considered "culturally homeless". Cultural homelessness has been found to have both advantages and
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of their own. They can also be referred to as cultural hybrids, cultural chameleons, and global nomads. It has been discussed in the past that the characteristics that have been put forth by prominent researchers in the TCK field have only been discussed when referring to
American children who have
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In summarizing that which we had observed in our cross-cultural encounters, we began to use the term "third culture" as a generic term to cover the styles of life created, shared, and learned by persons who are in the process of relating their societies, or sections thereof, to each other. The term
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A few sociologists studying TCKs, however, argue that the commonality found in international TCKs is not the result of true commonality, but rather the researcher's bias projecting expectations upon the studied subculture. They believe that some of the superficial attributes may mirror each other,
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TCKs who have parents or guardians affiliated with the military have varying levels of exposure to local culture. This is due to the possibility of living on-base or off-base. TCKs who live off-base or who are not closely affiliated with the military (such as contractors) will have higher exposure
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Ignorance of home culture: TCKs are often lacking in knowledge about their home nation, culture, town, or family. With current technology leading to the globalization of information, this is becoming increasingly less of a challenge provided the TCKs use modern technology in their host cultures to
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is the connection between congruency and emotional problems. Although their study was unable to find enough evidence to support their hypothesis, they agree that school belonging influences emotional-behavioral problems. According to other studies, TCKs are proven to have less emotional stability
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With the growing number of international business, military placements, and immigration, there has been a growing number of TCKs. Third culture kids are being educated in a culture that is not their own. Schools and teachers need to be aware of the culture differences these students face. Studies
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David C. Pollock and Ruth Van Reken pioneered the TCK profile with the publishing of their book, Growing Up Among Worlds (first edition 1999), which brought to light the emotional and psychological realities that come with the TCK journey, often resulting in feelings of rootlessness and grief but
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Empirical research was done by
Katholiki Georgiades, Michael H. Boyle, and Kelly A. Fife on emotional and behavior problems among adolescent students, specifically immigrant students. They examined the relationship between immigrants and racial/ethnic congruence in school. They hypothesized that
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of different cultures and of people of different backgrounds than subjects from the same home country who are not TCKs. In addition, TCKs generally feel that they are better able to adapt to new cultures and understand how to behave appropriately in these new environments. Researcher and teacher
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do not pose a difficulty for the individual. Individuals who do not experience this same smooth transition into the new culture are referred to as "culturally rootless" and "cultural homelessness". Culturally homeless (CH) individuals often experience confusion over their identity and especially
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Recent research into the 'other' category has identified a subgroup of TCKs now labelled EdKids. These are children who relocate to various countries with their parents who are educators in international schools. This creates a unique paradigm of a nuclear family whose family-work-school-social
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that 61.7 percent of 2001 high school graduates were enrolled in college. That same year, it was found that 95 percent of the TCK population were either enrolled or had some college education. Twenty-nine percent of this population had received an advanced degree, which is also higher than the
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continue to travel at least once a year and that just a little under 15 percent travel for business. TCKs have also been found to report selecting to study majors while in college that could have the options of having international careers. Some of these fields of study include business,
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Families tend to seek out schools whose principal languages they share, and ideally one which mirrors their own educational system. Many countries have
American schools, French schools, British schools, German schools and 'international schools' which often follow one of the three
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Difficulties with adjusting to adult life: the mixture of influences from the various cultures that the individual has lived can create challenges in developing an identity as well as with a sense of belonging. Feelings of rootlessness and restlessness can make the transition to
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Both non-U.S. citizen females and U.S. citizen females were found to have more positive ratings of cultural acceptance, acquisition or exposure to a new language, travel, and interest in going into an international career in the future and were less prone to stereotypes.
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TCKs' sense of identity and well-being is directly and negatively affected by repatriation. The severity of the effect from repatriation may also depend on the degree of cultural and linguistic differences between the TCK's place of recent residence and place of
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in two or more languages, and found that many felt that they had an increased tolerance of other cultures. However, as one student explained, part of this tolerance was out of necessity for maintaining a healthy social life in one's new environment and culture.
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have not always been positive; in the 1970s, especially, they were characterised in media reports and even by their own parents as "educational orphans" in need of "rescue" to reduce their foreignness and successfully reintegrate them into
Japanese society.
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Most international TCKs are expected to speak
English and some countries require their expatriate families to be proficient with the English language. This is largely because most international schools use the English language as the norm.
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Though the intellectual effect of being a TCK has not yet been widely explored, there has been some research in the area. One particular study by Lee and Bain (2007) that was found to have significant findings was conducted on young native
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TCK have been found to have higher levels of general adjustment as opposed to mono-cultural children. Cultural adaptability is also a benefit, although may also come as a challenge which results from lack of cultural
1955:
Georgiades, Katholiki; Boyle, Michael H.; Fife, Kelly A. (September 2013). "Emotional and
Behavioral Problems Among Adolescent Students: The Role of Immigrant, Racial/Ethnic Congruence and Belongingness in Schools".
553:), an international public or non-governmental organization (for example, an international school or serving as international staff of the United Nations or one of their agencies), and a local organization such as a
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Bikos, L. H.; Kocheleva, J.; King, D.; Chang, G. C.; McKenzie, A.; Roenicke, C.; Eckard, K. (2009). "A consensual qualitative investigation into the repatriation experiences of young adult, missionary kids".
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Bikos, L.H.; Kocheleva, J.; King, D.; Chang, G.C.; McKenzie, A.; Roenicke, C.; Eckard, K. (2009). "A consensual qualitative investigation into the repatriation experiences of young adult, missionary kids".
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years. They typically are exposed to a greater volume and variety of cultural influences than those who grow up in one particular cultural setting. The term applies to both adults and children, as the term
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Davis, P.; Headley, K.; Bazemore, T.; Cervo, J.; Sinkinger, P.; Windham, M.; Rehfuss, M. (2010). "Evaluating Impact of
Transition Seminars on Missionary Kids' Depression, Anxiety, Stress, and Well-Being".
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Ender, Morten, "Growing up in the
Military" in Strangers at Home: Essays on the effects of living overseas and Coming 'home' to a strange land. Edited Carolyn Smith, Alethia Publications: New York. 1996.
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There is a need for special attention for young TCKs in educational settings to make sure they are supported when and if entering a new school. This would allow for an optimal learning experience for the
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Ender, Morten, "Growing up in the Military" in Strangers at Home: Essays on the effects of living overseas and Coming 'home' to a strange land. Edited Carolyn Smith, Alethia Publications: New York. 1996
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Interpersonal sensitivity: Increased exposure to a variety of perceptions and lifestyles allows TCKs to monitor their emotions, and register societal norms and cues more adeptly so as to produce higher
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Kelley, Michelle (2002). "The Effects of Deployment on Traditional and Nontraditional Military Families: Navy Mothers and Their Children" in Morten Ender, ed., "Military Brats and Other Global Nomads"
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who had recently moved to the United States and were attending school in America. The researchers were looking to see how these students would respond to explicit instruction aimed to work with their
211:: TCKs have an understanding that there is more than one way to look at situations that they are exposed to or experience. This can also be a challenge however, when TCKs return to a culture that is
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Stultz, Wendy. "Global and Domestic Nomads or Third Culture Kids." Journal of Student Affairs XII (2003) : n. pag. Journal of Student Affairs. Colorado State University, 2003. Web. 1 Dec. 2014.
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is much more widespread in Japan than awareness of TCKs in the United States, and government reports as early as 1966 recognised the need for the school system to adapt to them. However, views of
343:, and are especially apparent as present or not present among TCKs. There are psychological benefits to being a bi-culturally competent individual, meaning that adjustment to the host culture and
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disadvantages, at times to being associated with low self-esteem, perceiving less control over one's own life, and an unsatisfactory level of experience with belonging and attachment.
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Bell-Villada, Gene H., et al., eds. Writing out of Limbo: International Childhoods, Global Nomads and Third Culture Kids. Newcastle upon Tyne: UK: Cambridge Scholars, 2011. Page 23.
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while men are more task-oriented in their relationships and choices. Such findings were used in the hypothesis of a study conducted by Gerner & Perry (2000) that predicted that
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Bell-Villada, Gene H., et al., eds. Writing out of Limbo: International Childhoods, Global Nomads and Third Culture Kids. Newcastle upon Tyne: UK: Cambridge Scholars, 2011. Print.
306:"American ATCKs reported significantly higher levels of prejudice than non-American ATCKs on the Cognitive subscale of the QDI and the Social Dominance Orientation scale (SDO)."
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Other Expatriate Adolescents: A Postmodern Approach to Understanding Expatriate Adolescents Among Non-U.S. Children, in 'Military Brats and Other Global Nomads', M. Ender, ed
145:, and communication. This creates a new cultural group that does not fall into their home or host culture, but rather share a culture with all other TCKs. In 1993 she wrote:
1936:
Gerner, M.E.; Perry, F. (2000). "Gender differences in cultural acceptance and career orientation among internationally mobile and non-internationally mobile adolescents".
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Simens, Julia (2011). "Emotional Resilience and the Expat Child: practical storytelling techniques that will strengthen the global family". Summertime Publishing Company
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but that TCKs from different countries are really different from one another. The exteriors may be the same, but that the understanding of the world around them differs.
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perspective. These authors are able to provide vivid descriptions about the cultures they have directly experienced and thus their work appears to be "three-dimensional."
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A study whose subjects were all "career military brats"βthose who had a parent in the military from birth through high schoolβshows that brats are linguistically adept.
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in the 1950s, who used it to describe the children of American citizens working and living abroad. Ruth Useem first used the term after her second year-long visit to
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Useem, J.; Useem, R.; Donoghue, J. (1963). "Men in the middle of the third culture: The roles of American and non-western people in cross-cultural administration".
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Williams, Karen and LisaMarie Mariglia, (2002) "Military Brats: Issues and Associations in Adulthood" in Morten Ender, ed., "Military Brats and Other Global Nomads
288:, on a cultural level, not being able to feel a sense of oneness with any one nationality or culture. Oftentimes, TCKs cannot answer the question: "Where is home?"
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Price, Phoebe. (2002). "Behavior of Civilian and Military High School Students in Movie Theaters", in Morten Ender, ed., "Military Brats and Other Global Nomads".
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and cling to said culture for years, if not for life. Relocation for these particular TCKs has shown to be particularly marring for them emotionally. See also
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Tyler, Mary (2002). "The Military Teenager in Europe: Perspectives for Health care Providers", in Morten Ender, ed., "Military Brats and Other Global Nomads".
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demonstrated in assigned tasks given to the students. TCKs were found to be able to demonstrate significantly higher levels of creativity and originality for
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Prepared for Supporting the Military Child Annual Conference, Westin Horton Plaza Hotel, San Diego, California, (July 19, 2000). Retrieved December 3, 2006.
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Kano Podolsky, Momo (31 January 2004). "Cross-cultural upbringing: A comparison of the 'Third Culture Kids' framework and 'Kaigai/Kikoku-shijo' studies".
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than TCKs not given this same explicit instruction. This study has implications for the ways that TCKs can be instructed differently from the traditional
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other than their parents' or the culture of their country of nationality, and also live in a different environment during a significant part of their
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Hoersting, Raquel C.; Jenkins, Sharon Rae (January 2011). "No place to call home: Cultural homelessness, self-esteem and cross-cultural identities".
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Useem et al. (1963) depicted individuals who have undergone such an experience as having distinct standards of interpersonal behavior, work-related
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Jordan, Kathleen Finn (2002). "Identity Formation and the Adult Third Culture Kid " In Morten Ender, ed., "Military Brats and Other Global Nomads".
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Cottrell, Ann Baker (2011). "Explaining Differences: TCKs and Other CCKs, American and Japanese TCKs". In Bell-Villada, Gene; Sichel, Nina (eds.).
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561:) can also mean being moved abroad. Like most of the other careers that send employees abroad, involvement with the host culture can vary greatly.
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to refer to children returned from living overseas is not universally accepted; they are typically referred to both in Japanese and in English as
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Not all TCK families have one of the four careers listed above. Other careers include working for an intergovernmental agency (for example, the
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Plamondon, Laila. (2008). Third Culture Kids: Factors that Predict Psychological Health after Repatriation. Honors Thesis, Smith College.
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Lawlor, Mary (2013). "Fighter Pilot's Daughter: Growing Up in the Sixties and the Cold War," Lanham, Maryland: Rowman & Littlefield.
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Hamilton, P. L. (2013). "It's not all about academic achievement: supporting the social and emotional needs of migrant worker children".
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Plamondon, Laila (2008). Third Culture Kids: Factors that Predict Psychological Health after Repatriation. Honors Thesis, Smith College.
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Lyttle, A.D.; Barker, G.G.; Cornwell, T.L. (2011). "Adept through adaptation: Third culture individuals' interpersonal sensitivity".
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Cottrell, Ann Baker (2002). "Educational and Occupational Choices of American Adult Third Culture Kids". In Ender, Morten G. (ed.).
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174:
368:. Instances like this one indicate to researchers the potential in exploring a subject matter that is still open to much research.
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Education, medicine, business management, self-employment, and highly skilled positions are the most common professions for TCKs.
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Painful awareness of reality: difficulty adjusting to cultures where the only culture that is discussed or focused on is itself.
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1503:"Third Culture Kids: The Experience of Growing up Among Worlds: The original, classic book on TCKS by David C. Pollock - Books"
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because the TCK is frequently abroad during the adolescent development years when identity is most solidified psychologically.
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in multiple cultures, there is a difference in the way that the world is perceived. For example, there has been an increase in
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Third culture individuals, with their international experience, generally value the international aspect of their lives. In a
276:: Third culture kids can experience a lot of confusion with politics and values. This is especially the case when moving from
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cultures, or vice versa, as the values within each culture are different from the other. This issue is also related with the
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Useem, J.; Useem, R. (1967). "The interfaces of a binational third culture: A study of the American community in India".
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Pearce, Richard (2002). "Children's international relocation and the developmental process". In Ender, Morten G. (ed.).
1592:"Self-initiated expatriates: An exploratory study of adjustment of adult third-culture kids vs. Adult mono-culture kids"
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Limberg, Dodie; Lambie, Glenn W. (October 2011). "Third Culture Kids: Implications for Professional School Counseling".
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Lee, Y.J.; Bain, S.K.; McCallum, R.S. (2007). "Improving creative problem-solving in a sample of third culture kids".
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Third culture individuals are particularly adept at building relationships with other cultures while not possessing a
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may be applied to all social classes and includes immigrant and refugee students (Dewaele 8c van Oudenhoven, 2009).
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Teenage TCKs are more mature than non-TCKs, but in their twenties take longer than their peers to focus their aims.
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150:"Third Culture Kids" or TCKs was coined to refer to the children who accompany their parents into another society.
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1815:"The effect of multilingualism/multiculturalism on personality: no gain without pain for Third Culture Kids?"
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Moore, A.M.; Barker, G.G. (2012). "Confused or multicultural: Third culture individuals' cultural identity".
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TCKs move between cultures before they have had the opportunity to fully develop their personal and cultural
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refers to the individual's formative or developmental years. However, for clarification, sometimes the term
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Gardner, Marilyn R. (July 1, 2014) Between Worlds: Essays on Culture and Belonging, Doorlight Publications
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Melles, E. A.; Schwartz, J. (2013). "Does the third culture kid experience predict levels of prejudice?".
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Zilber, E. (2009). Third Culture Kids: Children of International School Educators. London: John Catt Ltd.
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Melles, E.A.; Schwartz, J. (2013). "Does the third culture kid experience predict levels of prejudice?".
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From the research that has been conducted on TCKs, it has been found that subjects are generally more
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Cann, A.; Siegfried, W. D. (1990). "Gender stereotypes and dimensions of effective leader behavior".
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McCaig, Norma M (1994). "Growing up with a world view: Nomad children develop multicultural skills".
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to enhance their creativity and problem solving abilities because of their third culture experience.
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children. TCKs are often exposed to a second (or third, fourth, etc.) language while living in their
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166:, in order to take into account that the child's situation was as a result of a parent or parents'
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Dual Language Development and Disorders: A handbook on bilingualism & second language learning
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an interest in international careers. It has been found that women are more inclined to seek out
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Strangers at Home: Essays on the Effects of Living Overseas and Coming 'Home' to a Strange Land,
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Strangers at Home: Essays on the effects of living overseas and Coming 'home' to a strange land.
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Gene Bell-Villada and Nina Sichel, Editors. Newcastle upon Tyne: Cambridge Scholars Publishing.
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Sheard, W (2008). "Lessons from our kissing cousins: Third culture kids and gifted children".
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1039:, literally 'returnee children', a term which has different implications. Public awareness of
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In the US, TCKs are four times as likely as non-TCKs to earn a bachelor's degree (81% vs 21%)
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The Multilingual Mind: Issues Discussed By, For, and about People Living with Many Languages
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Intellectual effect is also possible through differences in choosing to continue studies in
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Though research initially largely focused on children in missionary families or children of
255:: the capacity to function effectively across national, ethnic, and organizational cultures.
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Ruth Useem's obituary in Footnotes, the Newsletter of the American Sociological Association
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Some of these TCKs may grow up moving from country to country in the diplomatic corps (see
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Kim, Young Yun (July 2008). "Intercultural personhood: Globalization and a way of being".
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The major benefit is related to language exposure, according to Tracy Tokuhama-Espinosa.
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Bonebright, D.A. (2010). "Adult third culture kids: HRD challenges and opportunities".
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Hervey, E (2009). "Cultural transitions during childhood and adjustments to college".
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in their belief system, as an expanded worldview is perceived as offensive or useless.
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Writing Out of Limbo:International Childhoods, Global Nomads and Third Culture Kids.
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Writing Out of Limbo: International Childhoods, Global Nomads and Third Culture Kids
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One of the challenges of being a third culture individual is developing a sense of
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Van Reken, Ruth E (1996). "Religious Culture Shock". In Smith, Carolyn D. (ed.).
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Stalnaker, Stan (2002) "Hub Culture: The Next Wave of Urban Consumers", Wiley.
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2865:"'Third Culture Kids: Prototypes for Understanding Other Cross-Cultural Kids".
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Research has been done on American TCKs to identify various characteristics:
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Wenda Sheard surveyed some of her multi-cultural students, most of whom were
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Military Brats and Other Global Nomads: Growing Up in Organization Families,
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than those who grew up in more culturally and socially stable environments.
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Military Brats and Other Global Nomads: Growing Up in Organization Families
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Military Brats and Other Global Nomads: Growing Up in Organization Families
1977:
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Third Culture Kids: Prototypes for Understanding Other Cross-Cultural Kids
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Growing up with a world view β nomad children develop multicultural skills
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Third-dimensional view of the world: With an increased number of hands-on
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361:
452:
would also be found in the cultural acceptance and experiences of TCKs.
110:
A banner from the National Multicultural Festival in Canberra, Australia
2579:
2497:
Explaining Differences: TCKs and Other CCKs, American and Japanese TCKs
1914:
584:
408:
400:
382:
273:
46:
1081:
TCKs are highly linguistically adept (not as true for military TCKs).
2338:
2240:
2183:
411:
and that is specific to TCKs. This was measured through the level of
167:
2711:. Nicholas Brealey Publishing/Intercultural Press. Yarmouth, Maine.
1882:
Gerner, M (1993). "A profile of an American international school".
1254:
1241:
Useem, Ruth Hill; Downie, Richard D. (1976). "Third-Culture Kids".
1216:
Van Reken, Ruth E.; Pollock, David C.; Pollock, Michael V. (2010).
236:, who have received awards for their works that are written from a
2766:
Between Cultures: Developing Self-Identity in a World of Diversity
2462:
Blair, Admiral Dennis, Commander in Chief, U.S. Pacific Command.
1094:
989:
123:
105:
2594:"Cultural Transitions During Childhood and Adjustment to College"
1813:
Dewaele, Jean-Marc; van Oudenhoven, Jan Pieter (November 2009).
2573:
1808:
1806:
594:
Below are tables showing some of the fields that TCK go into.
2580:"The Bamboo Chest: An Adventure in Healing the Trauma of War"
2860:
International Schools Services. Retrieved December 3, 2006.
2464:"The Military Culture as an Exemplar of American Qualities"
1114:
44 percent earned undergraduate degree after the age of 22.
173:
Kay Branaman Eakin, the former education counselor for the
27:
Person raised in a culture other than that of their parents
2872:
Military Brats: Legacies of Childhood Inside the Fortress,
2559:
Edited Carolyn Smith, Alethia Publications: New York. 1996
2419:. Cross Cultural Publications/Crossroads. Notre Dame, IN.
2014:
2012:
2010:
2008:
160:
In 1984, author and researcher Norma McCaig used the term
82:
children in the world was about the same as the number of
2781:
Transcultural Odysseys: The Evolving Global Consciousness
2613:"Third Culture Kids: Returning to their Passport Country"
2471:"TCK World: A Comparison of Different "Versions" Of TCKs"
2306:"ATCKs maintain global dimensions throughout their lives"
513:) while others may live their lives near military bases.
2392:"TCKs Four Times More Likely to Earn Bachelor's Degrees"
557:. Working in media or athletic industries (for example,
335:
to a culture. These factors play a strong role in one's
2202:. Newcastle upon Tyne: Cambridge Scholars Publishing.
2473:
Third Culture Kid World. Retrieved December 3, 2006
2171:
Kyoto Women's University Contemporary Social Studies
94:
is why TCKs are often bilingual, and sometimes even
2615:
US Department of State. Retrieved December 3, 2006.
1558:
1556:
1554:
2555:Eakin, Kay (1996). "You can't go 'Home' Again" in
1393:Paradis, J., Genesee, F., & Crago, M. (2011).
1644:
1632:
1620:
1489:Eakin, K.B. Our consultants: Kay Branaman Eakin.
1074:Depression is comparatively prevalent among TCKs.
2621:International Journal of Intercultural Relations
2417:Hidden Immigrants: Legacies of Growing Up Abroad
2262:
2260:
1745:International Journal of Intercultural Relations
1678:International Journal of Intercultural Relations
1339:International Journal of Intercultural Relations
1307:International Journal of Intercultural Relations
1277:International Journal of Intercultural Relations
430:after high school. In 2001, it was found by the
2299:
2297:
2295:
147:
2366:"Understanding children: moving to a new home"
2337:Sheppard, Caroline H.; William Steele (2003).
1047:
1040:
1032:
533:nationals and people from their host country.
1518:
1516:
1514:
1512:
1476:. According to my passport, I'm coming home.
8:
2345:. Nat'l Inst for Trauma and Loss in Children
1777:Roeper Review: A Journal on Gifted Education
1738:
1736:
1734:
1397:. Baltimore, MD: Paul H. Brookes Publishing.
2858:"Third Culture Kids: Focus of Major Study".
2343:Trauma and Loss: Research and Interventions
2514:Cottrell, Ann and Ruth Hill Useem (1993).
2144:. Portland: Greenwood. pp. 196, 201.
2815:World Citizens and "Rubberband Nationals"
2730:. Aletheia Publications. pp. 81β98.
2690:. Bloomsbury Academic. pp. 168β170.
2611:Kidd, Julie and Linda Lankenau (Undated)
2587:The Whole World Guide to Culture Learning
2481:. Bloomsbury Academic. pp. 229β253.
2182:
1770:
1768:
1766:
1525:Human Resources Development International
1211:
1209:
1207:
1205:
1203:
1201:
1199:
1197:
118:was first coined by researchers John and
78:In the early 21st century, the number of
2863:Van Reken, Ruth and Bethel, Paulette M.
2241:Third Culture Kids: Focus of Major Study
2133:
2131:
2129:
2120:
2108:
2096:
2030:
2018:
1822:International Journal of Multilingualism
1332:
1330:
1328:
1300:
1298:
744:
596:
551:International Agency of the Francophonie
2752:Van Reken, Ruth E. (26 November 2008).
2680:Culture Shock: Successful Living Abroad
2269:"TCKs Experience Prolonged Adolescence"
1362:
1360:
1270:
1268:
1266:
1264:
1193:
1089:Like all children, TCKs may experience
483:Careers that lead to third culture kids
1999:
1659:Journal of Psychology and Christianity
1418:, December 2003. Retrieved 2010-01-18.
986:Language and third culture individuals
589:teaching English as a foreign language
435:percentage of the general population.
2516:TCKs Experience Prolonged Adolescence
2436:Mental Health, Religion & Culture
2046:Mental Health, Religion & Culture
1011:programs. These will be populated by
7:
2810:. Intercultural Press, Yarmouth, ME.
2783:. Intercultural Press, Yarmouth, ME.
2643:. Intercultural Press, Yarmouth, ME.
2605:. Intercultural Press, Yarmouth, ME.
2589:. Intercultural Press, Yarmouth, ME.
2529:Journal of Psychology & Theology
2520:International Schools Services, 8(1)
2469:Britten, Samuel (November 30, 1998)
2874:New York, New York: Harmony Books.
2707:Pollock DC and Van Reken R (2001).
1381:10.17730/humo.22.3.5470n44338kk6733
1066:Cognitive and emotional development
248:to other cultures and ways of life.
2835:Tokuhama-Espinosa, Tracey (2003).
2228:Foreign Service Journal, pp. 32β41
1442:10.1111/j.1540-4560.1967.tb00567.x
45:) are people who were raised in a
25:
2821:New York: Aletheia Publications.
2764:Seelye HN, Wasilewski JH (1996).
2744:Reken, Ruth and Paulette Bethel,
2364:Oesterreich, Lesia (April 2004).
1491:Bennett Schoolplacment Worldwide.
175:United States Department of State
2668:Westport, Connecticut: Praeger.
2641:Survival Kit for Overseas Living
2390:Cottrell, AB; Useem, RH (1993).
2304:Cottrell, AB; Useem, RH (1994).
2267:Cottrell, AB; Useem, RH (1993).
1958:Journal of Youth and Adolescence
1590:Selmer, J.; Lauring, J. (2014).
676:Support (secretarial/technical)
2661:. Third Culture Kids Press, NY.
2410:Works cited and further reading
1849:School Psychology International
499:Military brat (U.S. subculture)
432:U.S. Bureau of Labor Statistics
2870:Wertsch, Mary Edwards (1991).
2754:"Obama's 'Third Culture' Team"
2633:10.1016/j.ijintrel.2008.04.005
2396:International Schools Services
2310:International Schools Services
2273:International Schools Services
2252:International Schools Services
1757:10.1016/j.ijintrel.2010.11.005
1690:10.1016/j.ijintrel.2012.08.001
1565:Professional School Counseling
1351:10.1016/j.ijintrel.2011.02.015
1319:10.1016/j.ijintrel.2012.08.001
1289:10.1016/j.ijintrel.2011.11.002
1027:In Japan, the use of the term
303:a challenging period for TCKs.
1:
2903:Childhood-related stereotypes
2856:Useem, Ruth et al. (undated)
2682:. Graphic Arts, Portland, OR.
2664:Morten G. Ender, ed. (2002).
2339:"Moving Can Become Traumatic"
565:experiences are intertwined.
251:Cross-cultural competence or
2813:Smith, Carolyn (ed) (1996).
2495:Cottrell, Ann Baker (2011).
1717:10.1080/02643944.2012.747555
1158:Identity crisis (psychology)
390:cultural norms and values."
134:husband and three children.
2867:Retrieved December 3, 2006.
2748:Retrieved December 3, 2006.
2603:Moving Your Family Overseas
2601:Kalb R and Welch P (1992).
1133:American-Born Confused Desi
1048:
1041:
1033:
1009:International Baccalaureate
994:A map of the world's major
446:interpersonal relationships
2929:
2574:http://amzn.com/0983865388
2541:10.1177/009164711003800303
1705:Pastoral Care in Education
1577:10.1177/2156759X1101500102
2898:Identity (social science)
2768:. McGraw-Hill Companies.
2522:Accessed January 5, 2007.
2448:10.1080/13674670903032637
2058:10.1080/13674670903032637
1970:10.1007/s10964-012-9868-2
1834:10.1080/14790710903039906
1789:10.1080/02783190701836437
1596:Cross Cultural Management
1537:10.1080/13678861003746822
918:Non-medical professional
141:, codes of lifestyle and
39:third culture individuals
2913:Sociological terminology
1938:School Psychology Review
1861:10.1177/0143034307084135
1608:10.1108/CCM-01-2013-0005
1478:U.S. Department of State
1430:Journal of Social Issues
547:Commonwealth Secretariat
460:Education and counseling
2839:. Bloomsbury Academic.
2371:. Iowa State University
1457:Foreign Service Journal
822:Health/social services
574:Effect on the workforce
505:Non-military government
185:General characteristics
61:adult third culture kid
2908:Cultural globalization
2808:The Art of Coming Home
2592:Hervey, Emily (2009).
2138:HylmΓΆ, Annika (2002).
1884:Global Nomad Quarterly
1645:Tokuhama-Espinosa 2003
1633:Tokuhama-Espinosa 2003
1621:Tokuhama-Espinosa 2003
1571:(1): 2156759X1101500.
1058:Statistics (U.S. TCKs)
999:
158:
111:
1173:Relocation (personal)
1148:Existential migration
1128:American-born Chinese
993:
543:Nuclear Energy Agency
253:cultural intelligence
109:
2657:Maffini, H. (2011).
2578:Graham, Cork (2004)
2415:Bell, Linda (1997).
2078:Jordan (2002) p 227.
1106:Education and career
511:Foreign Service brat
318:Psychological effect
770:Business/financial
394:Intellectual effect
372:Increased tolerance
170:or life choice(s).
2779:Shames GW (1997).
2709:Third Culture Kids
2246:2004-11-02 at the
2222:McCaig NM (1994).
1915:10.1007/bf00289229
1474:Eakin, K.B. (1998)
1369:Human Organization
1218:Third Culture Kids
1029:third culture kids
1000:
644:Semi/Professional
450:gender differences
439:Gender differences
331:, commitment, and
112:
92:language immersion
31:Third culture kids
2846:978-0-89789-918-5
2817:in Carolyn Smith
2806:Storti C (1997).
2737:978-0-9639260-4-3
2728:Strangers at Home
2697:978-0-275-97266-0
2678:Pascoe R (1993).
2659:Sammy's Next Move
2639:Kohls RL (1996).
2488:978-0-275-97266-0
2239:Useem RH (2001).
1243:Today's Education
1227:978-1-85788-408-1
1178:Social alienation
996:language families
983:
982:
743:
742:
226:authors, such as
191:cultural identity
116:third culture kid
51:child development
18:Third-culture kid
16:(Redirected from
2920:
2850:
2761:
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2701:
2636:
2585:Hess DJ (1994).
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1982:
1981:
1964:(9): 1473β1492.
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1138:Cultural jet lag
1051:
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622:Executive/admin
597:
569:Career decisions
559:Wally Szczerbiak
476:school belonging
428:higher education
156:
126:with her fellow
21:
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2248:Wayback Machine
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522:Missionary kids
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286:identity crisis
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228:Khaled Hosseini
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2052:(7): 735β754.
2035:
2033:, p. 230.
2023:
2021:, p. 231.
2004:
1983:
1947:
1928:
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1855:(4): 449β463.
1839:
1828:(4): 443β459.
1802:
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1711:(2): 173β190.
1695:
1684:(2): 260β267.
1668:
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1635:, p. 169.
1625:
1623:, p. 165.
1613:
1602:(4): 422β436.
1582:
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1531:(3): 351β359.
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1420:
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1386:
1375:(3): 169β179.
1356:
1345:(5): 686β694.
1324:
1313:(2): 260β267.
1294:
1283:(4): 553β562.
1260:
1249:(3): 103β105.
1233:
1226:
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1185:
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1168:Missionary kid
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2600:
2597:
2595:
2591:
2588:
2584:
2581:
2577:
2575:
2572:
2568:
2564:
2561:
2558:
2554:
2550:
2546:
2542:
2538:
2534:
2530:
2524:
2521:
2517:
2513:
2510:
2506:
2502:
2498:
2494:
2490:
2484:
2480:
2475:
2472:
2468:
2465:
2461:
2457:
2453:
2449:
2445:
2441:
2437:
2431:
2428:
2426:
2422:
2418:
2414:
2413:
2409:
2401:
2397:
2393:
2386:
2383:
2367:
2360:
2357:
2344:
2340:
2333:
2330:
2327:pp 88β90
2323:
2320:
2315:
2311:
2307:
2300:
2298:
2296:
2292:
2286:
2283:
2278:
2274:
2270:
2263:
2261:
2257:
2253:
2249:
2245:
2242:
2236:
2233:
2229:
2225:
2219:
2216:
2211:
2209:9781443833608
2205:
2201:
2194:
2191:
2185:
2180:
2176:
2172:
2168:
2161:
2158:
2153:
2147:
2143:
2142:
2134:
2132:
2130:
2126:
2122:
2121:Cottrell 2002
2117:
2114:
2110:
2109:Cottrell 2002
2105:
2102:
2098:
2097:Cottrell 2002
2093:
2090:
2084:
2081:
2075:
2072:
2067:
2063:
2059:
2055:
2051:
2047:
2039:
2036:
2032:
2031:Cottrell 2002
2027:
2024:
2020:
2019:Cottrell 2002
2015:
2013:
2011:
2009:
2005:
2001:
1996:
1994:
1992:
1990:
1988:
1984:
1979:
1975:
1971:
1967:
1963:
1959:
1951:
1948:
1943:
1939:
1932:
1929:
1924:
1920:
1916:
1912:
1908:
1904:
1897:
1894:
1889:
1885:
1878:
1875:
1870:
1866:
1862:
1858:
1854:
1850:
1843:
1840:
1835:
1831:
1827:
1823:
1816:
1809:
1807:
1803:
1798:
1794:
1790:
1786:
1782:
1778:
1771:
1769:
1767:
1763:
1758:
1754:
1750:
1746:
1739:
1737:
1735:
1731:
1726:
1722:
1718:
1714:
1710:
1706:
1699:
1696:
1691:
1687:
1683:
1679:
1672:
1669:
1664:
1660:
1653:
1650:
1646:
1641:
1638:
1634:
1629:
1626:
1622:
1617:
1614:
1609:
1605:
1601:
1597:
1593:
1586:
1583:
1578:
1574:
1570:
1566:
1559:
1557:
1555:
1551:
1546:
1542:
1538:
1534:
1530:
1526:
1519:
1517:
1515:
1513:
1509:
1504:
1498:
1495:
1492:
1486:
1483:
1479:
1475:
1470:
1467:
1462:
1458:
1451:
1448:
1443:
1439:
1435:
1431:
1424:
1421:
1417:
1412:
1409:
1403:
1400:
1396:
1390:
1387:
1382:
1378:
1374:
1370:
1363:
1361:
1357:
1352:
1348:
1344:
1340:
1333:
1331:
1329:
1325:
1320:
1316:
1312:
1308:
1301:
1299:
1295:
1290:
1286:
1282:
1278:
1271:
1269:
1267:
1265:
1261:
1256:
1252:
1248:
1244:
1237:
1234:
1229:
1223:
1219:
1212:
1210:
1208:
1206:
1204:
1202:
1200:
1198:
1194:
1188:
1183:
1179:
1176:
1174:
1171:
1169:
1166:
1164:
1163:Military brat
1161:
1159:
1156:
1154:
1151:
1149:
1146:
1144:
1143:Culture shock
1141:
1139:
1136:
1134:
1131:
1129:
1126:
1125:
1121:
1116:
1113:
1110:
1109:
1105:
1100:
1096:
1092:
1088:
1083:
1082:
1080:
1076:
1073:
1070:
1069:
1065:
1063:
1057:
1055:
1052:
1050:
1043:
1037:
1036:
1030:
1022:
1020:
1016:
1014:
1010:
1004:
997:
992:
985:
978:
975:
972:
969:
967:
964:
961:
960:
957:
954:
951:
948:
945:
942:
939:
938:
934:
931:
929:
926:
923:
920:
917:
916:
912:
909:
906:
904:
901:
898:
895:
894:
891:
888:
885:
882:
879:
876:
873:
872:
869:
866:
864:
861:
859:
856:
854:
851:
848:
845:
844:
840:
838:
835:
832:
829:
827:
824:
821:
820:
817:
816:
812:
809:
806:
803:
801:
798:
795:
794:
790:
787:
785:
782:
780:
779:
775:
772:
769:
768:
764:
761:
758:
755:
752:
750:
747:
746:
739:
736:
734:
731:
728:
725:
722:
719:
718:
714:
711:
709:
706:
703:
700:
697:
696:
692:
689:
686:
684:
681:
678:
675:
674:
671:
668:
666:
663:
661:
658:
656:
653:
651:
650:
646:
643:
642:
638:
635:
632:
630:
627:
624:
621:
620:
616:
613:
610:
607:
604:
602:
599:
598:
595:
592:
590:
586:
581:
573:
568:
566:
562:
560:
556:
552:
548:
544:
536:
534:
527:
525:
523:
516:
514:
512:
504:
502:
500:
496:
495:culture shock
487:
482:
480:
477:
468:
466:
459:
457:
453:
451:
447:
438:
436:
433:
429:
424:
422:
418:
414:
410:
406:
402:
393:
391:
387:
384:
379:
371:
369:
367:
366:questionnaire
363:
355:
353:
349:
346:
342:
338:
334:
330:
322:
317:
312:
308:
305:
302:
297:
293:
290:
287:
283:
282:individualist
279:
275:
271:
270:
266:
261:
257:
254:
250:
247:
242:
239:
238:multicultural
235:
234:
229:
225:
221:
217:
214:
210:
206:
205:
201:
199:
197:
192:
184:
182:
178:
176:
171:
169:
165:
164:
151:
146:
144:
140:
135:
133:
129:
125:
121:
117:
108:
101:
99:
97:
93:
89:
85:
81:
76:
74:
69:
67:
63:
62:
57:
52:
48:
44:
40:
36:
32:
19:
2871:
2836:
2818:
2814:
2807:
2780:
2765:
2757:
2727:
2708:
2687:
2679:
2665:
2658:
2640:
2624:
2620:
2602:
2586:
2556:
2532:
2528:
2519:
2500:
2496:
2478:
2439:
2435:
2416:
2399:
2395:
2385:
2373:. Retrieved
2359:
2347:. Retrieved
2342:
2332:
2322:
2313:
2309:
2285:
2276:
2272:
2251:
2235:
2227:
2218:
2199:
2193:
2174:
2170:
2167:δΊ¬ι½ε₯³ε倧ε¦ηΎδ»£η€ΎδΌη η©Ά
2166:
2160:
2140:
2116:
2104:
2092:
2083:
2074:
2049:
2045:
2038:
2026:
1961:
1957:
1950:
1941:
1937:
1931:
1906:
1902:
1896:
1887:
1883:
1877:
1852:
1848:
1842:
1825:
1821:
1783:(1): 31β38.
1780:
1776:
1751:(1): 17β30.
1748:
1744:
1708:
1704:
1698:
1681:
1677:
1671:
1662:
1658:
1652:
1640:
1628:
1616:
1599:
1595:
1585:
1568:
1564:
1528:
1524:
1497:
1490:
1485:
1477:
1469:
1460:
1456:
1450:
1433:
1429:
1423:
1411:
1402:
1394:
1389:
1372:
1368:
1342:
1338:
1310:
1306:
1280:
1276:
1246:
1242:
1236:
1217:
1078:repatriation
1061:
1046:
1028:
1026:
1017:
1005:
1001:
965:
955:
927:
902:
889:
867:
862:
857:
852:
836:
825:
814:
813:
799:
783:
777:
776:
748:
737:
732:
707:
682:
669:
664:
659:
654:
648:
647:
628:
601:Type of work
600:
593:
577:
563:
540:
531:
520:
508:
491:
472:
463:
454:
442:
425:
397:
388:
375:
359:
350:
345:repatriation
326:
278:collectivist
231:
230:, author of
195:
188:
179:
172:
163:global nomad
161:
159:
148:
143:perspectives
136:
115:
113:
96:multilingual
88:host culture
77:
70:
65:
60:
59:
55:
42:
38:
34:
30:
29:
2099:, p. .
2002:, p. .
2000:Pearce 2002
1647:, p. .
1463:(1): 32β41.
1220:. Quercus.
1101:experience.
1049:kikokushijo
1042:kikokushijo
1035:kikokushijo
1023:Kikokushijo
1013:expatriates
940:Arts/media
874:Government
759:Government
753:Missionary
611:Government
605:Missionary
405:originality
337:self-esteem
246:sensitivity
220:experiences
213:homogeneous
128:sociologist
84:monolingual
68:) is used.
2892:Categories
2880:051758400X
2827:0963926047
2774:0844233056
2717:1857882954
2674:0275972666
2509:1443833606
2425:0940121352
2375:22 January
2349:22 January
1665:(1): 3β12.
1184:References
1099:relocation
962:Religious
796:Education
549:, and the
421:curriculum
413:creativity
333:attachment
267:Challenges
120:Ruth Useem
2549:140488232
2456:144358318
2184:11173/340
2177:: 67β78.
2066:144358318
1923:144909889
1903:Sex Roles
1869:146656992
1797:143817041
1725:144237013
1545:144827854
1189:Citations
1097:from the
1093:and even
896:Military
762:Business
756:Military
614:Business
608:Military
517:Religious
362:diplomats
329:belonging
301:adulthood
274:loyalties
272:Confused
209:worldview
207:Expanded
114:The term
80:bilingual
2582:DPP 2004
2244:Archived
1978:23192451
1255:EJ157665
1122:See also
555:hospital
528:Business
488:Military
469:Emotions
378:tolerant
356:Research
341:identity
323:Identity
259:balance.
202:Benefits
153:β
73:identity
2173:].
1890:(1): 3.
585:nursing
409:fluency
401:Koreans
102:Origins
47:culture
2878:
2843:
2825:
2800:
2790:
2772:
2734:
2715:
2694:
2672:
2650:
2569:
2547:
2507:
2485:
2454:
2423:
2206:
2148:
2064:
2048:. 12.
1976:
1921:
1867:
1795:
1723:
1543:
1253:
1224:
1091:stress
765:Other
720:Other
698:Sales
617:Other
587:, and
580:survey
545:, the
383:fluent
310:child.
168:career
2545:S2CID
2452:S2CID
2369:(PDF)
2169:[
2062:S2CID
1919:S2CID
1865:S2CID
1818:(PDF)
1793:S2CID
1721:S2CID
1541:S2CID
1095:grief
537:Other
139:norms
124:India
37:) or
2876:ISBN
2841:ISBN
2823:ISBN
2798:ISBN
2788:ISBN
2770:ISBN
2732:ISBN
2713:ISBN
2692:ISBN
2670:ISBN
2648:ISBN
2567:ISBN
2505:ISBN
2499:in
2483:ISBN
2421:ISBN
2402:: 5.
2377:2010
2351:2010
2316:: 4.
2279:: 1.
2204:ISBN
2146:ISBN
1974:PMID
1944:: 2.
1251:ERIC
1222:ISBN
935:10%
932:11%
849:11%
841:13%
833:13%
810:17%
807:17%
804:23%
791:17%
788:20%
773:22%
693:13%
690:16%
687:15%
679:17%
639:24%
636:10%
633:35%
625:17%
407:and
339:and
196:TCKs
66:ATCK
2629:doi
2537:doi
2444:doi
2179:hdl
2054:doi
1966:doi
1911:doi
1857:doi
1830:doi
1785:doi
1753:doi
1713:doi
1686:doi
1604:doi
1573:doi
1533:doi
1438:doi
1377:doi
1347:doi
1315:doi
1285:doi
979:1%
976:2%
973:0%
970:0%
966:10%
952:4%
949:5%
946:3%
943:0%
928:12%
924:6%
921:3%
913:2%
910:1%
907:6%
903:10%
899:2%
886:7%
883:5%
880:5%
877:3%
868:14%
863:14%
858:14%
853:14%
837:23%
830:7%
826:24%
815:28%
800:25%
784:27%
778:32%
729:5%
726:4%
723:1%
715:4%
712:5%
704:6%
701:5%
683:27%
670:53%
665:47%
660:38%
655:34%
649:61%
629:40%
280:to
56:kid
43:TCI
35:TCK
2894::
2756:.
2625:32
2623:.
2543:.
2533:38
2531:.
2518:.
2450:.
2440:12
2438:.
2398:.
2394:.
2341:.
2312:.
2308:.
2294:^
2275:.
2271:.
2259:^
2250:.
2226:.
2128:^
2060:.
2050:12
2007:^
1986:^
1972:.
1962:42
1960:.
1942:29
1940:.
1917:.
1907:23
1905:.
1886:.
1863:.
1853:28
1851:.
1824:.
1820:.
1805:^
1791:.
1781:30
1779:.
1765:^
1749:35
1747:.
1733:^
1719:.
1709:31
1707:.
1682:37
1680:.
1663:28
1661:.
1600:21
1598:.
1594:.
1569:15
1567:.
1553:^
1539:.
1529:13
1527:.
1511:^
1459:.
1434:23
1432:.
1373:22
1371:.
1359:^
1343:35
1341:.
1327:^
1311:37
1309:.
1297:^
1281:36
1279:.
1263:^
1247:65
1245:.
1196:^
956:7%
890:8%
738:6%
733:6%
708:7%
591:.
501:.
98:.
2849:.
2776:.
2760:.
2740:.
2719:.
2700:.
2654:.
2635:.
2631::
2551:.
2539::
2511:.
2491:.
2458:.
2446::
2400:7
2379:.
2353:.
2314:8
2277:8
2254:.
2230:.
2212:.
2187:.
2181::
2175:6
2154:.
2068:.
2056::
1980:.
1968::
1925:.
1913::
1888:2
1871:.
1859::
1836:.
1832::
1826:6
1799:.
1787::
1759:.
1755::
1727:.
1715::
1692:.
1688::
1610:.
1606::
1579:.
1575::
1547:.
1535::
1505:.
1480:.
1461:9
1444:.
1440::
1383:.
1379::
1353:.
1349::
1321:.
1317::
1291:.
1287::
1257:.
1230:.
998:.
130:/
64:(
41:(
33:(
20:)
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