Bloom's+Taxonomy

Bloom's Taxonomy is a classification of levels of intellectual behavior that are important in learning. It was created in 1956 by Benjamin Bloom, yet was updated by a new group of psychologists, led by Lorin Anderson, in the 1990s. The new version was updated to reflect 21st century work. Bloom identified six levels within the cognitive domain beginning at the lowest level with a simple recall of facts and gradually increasing to more complex and abstract mental levels. The categories can be thought of as degrees of difficulty; the first one must be mastered before the next one can take place.



__Verb Examples to represent each level__

1. **Knowledge**: (Recall data or information) state, define, recognize, describe, identify, reproduce, know, name, outline, recall

2. **Comprehension**: (Understand the meaning and interpretation of instructions and problems) comprehends, converts, explains, estimates, extends, generalizes, gives an example, paraphrases, rewrites, translates, summarizes.

3. **Application**: (Applies what was learned in the classroom in different situations) applies, changes, constructs, demonstrates, discovers, manipulates, predicts, prepares, relates, solves, uses.

4. **Analysis**: (Distinguishes between facts and inferences) analyzes, differentiates, compares, identifies, contrasts, diagrams, separates, distinguishes, infers, outlines

5. **Synthesis**: (Puts parts together to form a whole, with emphasis on creating a new meaning or structure) organizes, combines, relates, writes, composes, rearranges, designs, rewrites, creates, generates, complies

6. **Evaluation** (Make judgements about the value of ideas or materials) interprets, justifies, concludes, supports, appraises, compares, discriminates

This "Bloom Wheel" gives the levels of Blooms Taxonomy along with descriptive words and examples. It is a very useful tool for teachers!

 http://cstep.csumb.edu/Obj_tutorial/bloomwheel3.gif   Here is some further information and descriptions on the Various levels of Bloom's taxonomy:

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Following the 1948 Convention of the American Psychological Association, B S Bloom took a lead in formulating a classification of "the goals of the educational process". Three "domains" of educational activities were identified. The first of these, named the Cognitive Domain, involves knowledge and the development of intellectual attitudes and skills. (The other domains are the Affective Domain and the Psychomotor Domain, and need not concern us here). ======

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Eventually, Bloom and his co-workers established a hierarchy of educational objectives, which is generally referred to as Bloom's Taxonomy, and which attempts to divide cognitive objectives into subdivisions ranging from the simplest behaviour to the most complex. ======

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It is important to realise that the divisions outlined above are not absolutes and that other systems or hierarchies have been devised. However, Bloom's taxonomy is easily understood and widely applied. ======

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Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. ======

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Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. ======

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__Examples__ of learning objectives at this level are: understand facts and principles, interpret verbal material, interpret charts and graphs, translate verbal material to mathematical formulae, estimate the future consequences implied in data, justify methods and procedures. ======

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Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. ======

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__Examples__ of learning objectives at this level are: apply concepts and principles to new situations, apply laws and theories to practical situations, solve mathematical problems, construct graphs and charts, demonstrate the correct usage of a method or procedure. ======

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Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. ======

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__Examples__ of learning objectives at this level are: recognize unstated assumptions, recognises logical fallacies in reasoning, distinguish between facts and inferences, evaluate the relevancy of data, analyse the organizational structure of a work (art, music, writing). ======

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Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structure. ======

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__Examples__ of learning objectives at this level are: write a well organized theme, gives a well organized speech writes a creative short story (or poem or music), propose a plan for an experiment, integrate learning from different areas into a plan for solving a problem, formulates a new scheme for classifying objects (or events, or ideas). ======

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Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. ======

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__Examples__ of learning objectives at this level are: judge the logical consistency of written material, judge the adequacy with which conclusions are supported by data, judge the value of a work (art, music, writing) by the use of internal criteria, judge the value of a work (art, music, writing) by use of external standards of excellence. ======

http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

 =Bloom's Taxonomy of Learning Domains = ==<span style="color: blue; letter-spacing: 0.1cm; line-height: 33px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: center;">The Three Types of Learning ==

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">There is more than one type of [|learning]. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:
 * <span style="font-size: 11px; line-height: 17px; list-style-image: initial; list-style-position: initial; list-style-type: circle;">**Cognitive**: mental skills (//Knowledge//)
 * <span style="font-size: 11px; line-height: 17px; list-style-image: initial; list-style-position: initial; list-style-type: circle;">**Affective**: growth in feelings or emotional areas (//Attitude//)
 * <span style="font-size: 11px; line-height: 17px; list-style-image: initial; list-style-position: initial; list-style-type: circle;">**Psychomotor**: manual or physical skills (//Skills//)

<span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small; line-height: normal;"> ==<span style="color: blue; letter-spacing: 0.1cm; line-height: 33px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: center;">Cognitive Domain ==

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. || ==<span style="color: blue; letter-spacing: 0.1cm; line-height: 33px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: center;">Affective Domain == <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies. || ==<span style="color: blue; letter-spacing: 0.1cm; line-height: 33px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: center;">Psychomotor Domain == <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: copies, traces, follows, react, reproduce, responds || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: adapts, alters, changes, rearranges, reorganizes, revises, varies. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Key Words**: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. ||
 * ====Category==== || ====Example and Key Words (verbs)==== ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Knowledge**: Recall data or information. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Comprehension**: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Application**: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Analysis**: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Synthesis**: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Evaluation**: Make judgments about the value of ideas or materials. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
 * ====Category==== || ====Example and Key Words (verbs)==== ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Receiving Phenomena**: Awareness, willingness to hear, selected attention. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Listen to others with respect. Listen for and remember the name of newly introduced people.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Responding to Phenomena**: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Valuing**: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Organization**: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Internalizing values** (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.
 * ====Category==== || ====Example and Key Words (verbs)==== ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Perception**: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Set**: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Guided Response**: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Mechanism**: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Use a personal computer. Repair a leaking faucet. Drive a car.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Complex Overt Response**: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Adaptation**: Skills are well developed and the individual can modify movement patterns to fit special requirements. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Origination**: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; line-height: 16px;">**Examples**: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

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