I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
1
,
Ma
r
c
h
2
0
2
0
,
p
p
.
21
~
31
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
9
i
1
.
2
0
3
6
0
21
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//
ijer
e.
ia
esco
r
e.
co
m
Q
ua
litativ
e
do
ctora
l research in
ed
uca
tiona
l sett
ing
s
:
R
e
flect
i
ng
o
n mea
ning
ful
en
co
unters
M
y
ria
P
ierido
u
1
,
M
a
ria
K
a
m
bo
uri
-
Da
no
s
2
1
S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
,
C
h
il
d
h
o
o
d
,
Yo
u
t
h
a
n
d
S
p
o
rt
Ed
u
c
a
ti
o
n
,
T
h
e
Op
e
n
Un
i
v
e
rsity
,
UK
2
In
stit
u
te
o
f
E
d
u
c
a
ti
o
n
,
Un
i
v
e
rsity
o
f
Re
a
d
in
g
,
UK
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
1
5
,
2
0
1
9
R
ev
is
ed
J
an
1
2
,
2
0
2
0
Acc
ep
ted
Feb
1
4
,
2
0
2
0
In
q
u
a
l
it
a
ti
v
e
d
o
c
to
ra
l
re
se
a
rc
h
th
e
m
e
th
o
d
o
l
o
g
ica
l
a
p
p
ro
a
c
h
,
a
n
d
th
e
re
se
a
rc
h
d
e
sig
n
a
re
e
x
trem
e
ly
imp
o
rtan
t
wh
e
n
e
n
s
u
rin
g
th
e
ri
g
o
r
o
u
sn
e
ss
o
f
th
e
w
o
rk
.
Th
is
is
p
a
rt
icu
larly
sig
n
ifi
c
a
n
t
fo
r
a
ll
re
se
a
rc
h
e
rs,
a
n
d
e
v
e
n
m
o
re
fo
r
d
o
c
to
ra
l
stu
d
e
n
ts
w
h
o
a
re
sti
ll
d
e
v
e
lo
p
i
n
g
t
h
e
ir
re
se
a
rc
h
a
n
d
a
n
a
ly
ti
c
a
l
sk
il
ls.
T
h
is
p
a
p
e
r
a
ims
to
su
p
p
o
rt
d
o
c
to
ra
l
st
u
d
e
n
ts
in
t
h
e
ir
re
se
a
rc
h
jo
u
rn
e
y
b
y
h
ig
h
li
g
h
ti
n
g
so
m
e
o
f
t
h
e
ten
sio
n
s
i
n
v
o
lv
e
d
in
c
o
n
d
u
c
ti
n
g
q
u
a
li
tati
v
e
re
se
a
rc
h
b
y
u
n
p
ick
i
n
g
th
e
e
x
p
e
ri
e
n
c
e
s
o
f
two
d
o
c
to
ra
l
st
u
d
e
n
t
s
to
lea
rn
fro
m
th
e
c
o
n
c
e
rn
s,
q
u
e
stio
n
s
a
n
d
re
flec
ti
o
n
s
o
n
t
h
e
u
se
o
f
q
u
a
li
tativ
e
m
e
th
o
d
o
l
o
g
y
in
th
e
ir
d
o
c
t
o
ra
l
re
se
a
rc
h
p
ro
j
e
c
ts.
Th
e
fin
d
i
n
g
s
re
v
e
a
l
c
h
a
ll
e
n
g
e
s
a
n
d
in
sig
h
ts
with
re
g
a
rd
s
to
re
flec
ti
o
n
,
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
t
h
e
d
e
v
e
lo
p
in
g
id
e
n
ti
t
y
o
f
b
e
i
n
g
a
re
se
a
rc
h
e
r.
Th
e
p
a
p
e
r
d
isc
u
ss
e
s
th
e
se
re
f
lec
ti
o
n
s
to
su
p
p
o
rt
a
n
d
g
u
id
e
d
o
c
to
ra
l
st
u
d
e
n
ts
a
s
e
a
rly
c
a
re
e
r
re
se
a
rc
h
e
rs
wh
e
n
p
lan
n
in
g
a
n
d
c
o
n
d
u
c
ti
n
g
q
u
a
li
tati
v
e
re
se
a
rc
h
in
e
d
u
c
a
ti
o
n
a
l
se
tt
i
n
g
s
.
K
ey
w
o
r
d
s
:
Do
cto
r
ate
r
esear
ch
E
ar
ly
ca
r
ee
r
r
esear
ch
Qu
alitativ
e
m
eth
o
d
o
lo
g
y
R
ef
lectio
n
R
esear
ch
in
s
ch
o
o
ls
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
r
ia
Kam
b
o
u
r
i
-
Dan
o
s
,
I
n
s
titu
te
o
f
E
d
u
ca
tio
n
,
Un
iv
er
s
ity
o
f
R
ea
d
in
g
,
4
R
ed
lan
d
s
R
o
ad
,
R
ea
d
in
g
,
R
G1
5
E
X,
UK.
E
m
ail: m
.
d
an
o
s
@
r
ea
d
in
g
.
ac
.
u
k
1.
I
NT
RO
D
UCT
I
O
N
Mo
s
t
r
esear
ch
er
s
ar
e
in
ex
t
r
icab
ly
in
v
o
lv
ed
in
th
e
r
esear
c
h
p
r
o
ce
s
s
an
d
th
eir
ch
o
ices
u
n
d
en
ia
b
ly
in
f
lu
en
ce
th
ei
r
in
ter
p
r
etatio
n
[
1
,
2
]
as
th
ey
b
ea
r
p
er
s
o
n
al
v
alu
es
an
d
b
iases
,
an
d
p
r
ec
o
n
ce
p
tio
n
s
a
b
o
u
t
th
e
co
n
te
x
t
an
d
th
e
p
ar
ticip
an
ts
[3
-
5
]
.
Mo
r
e
s
p
ec
if
ically
,
s
e
v
er
al
d
ec
is
io
n
s
ar
e
m
ad
e
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
ce
s
s
,
f
r
o
m
th
e
r
esear
c
h
q
u
esti
o
n
s
ask
ed
,
to
th
e
way
f
in
d
in
g
s
ar
e
p
r
esen
ted
[
6
,
7
]
,
an
d
th
ese
m
ay
b
e
p
lan
n
ed
o
r
s
p
o
n
tan
eo
u
s
,
co
n
s
cio
u
s
o
r
s
u
b
c
o
n
s
cio
u
s
[
3
]
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
f
o
r
r
esear
c
h
er
s
to
b
e
c
o
g
n
is
an
t
o
f
th
e
f
ac
t
th
at
th
ey
ar
e
p
ar
t
o
f
th
e
s
o
cial
wo
r
ld
b
ei
n
g
r
ese
ar
ch
ed
,
as
th
is
wo
u
ld
en
c
o
u
r
a
g
e
th
em
to
b
ec
o
m
e
m
o
r
e
r
e
f
lectiv
e
d
u
r
in
g
th
e
all
r
esear
ch
s
tag
es
[
8
]
.
I
t
i
s
,
th
er
ef
o
r
e
,
im
p
o
r
tan
t
f
o
r
ea
ch
r
esear
ch
er
t
o
co
m
m
u
n
icate
an
d
wr
ite
in
a
way
th
at
m
ak
es
v
is
ib
le
th
e
s
elf
an
d
th
e
r
ea
s
o
n
s
f
o
r
en
g
ag
in
g
in
th
e
r
esear
ch
p
r
o
ce
s
s
.
Allo
win
g
a
d
y
n
am
ic
s
elf
-
awa
r
en
ess
p
r
o
ce
s
s
to
b
e
d
ev
elo
p
ed
[
5
]
,
ca
n
m
ak
e
th
e
p
er
s
o
n
al
an
d
/
o
r
s
o
cial
co
n
tex
tu
alis
atio
n
af
f
ec
tin
g
th
e
r
esear
ch
m
o
r
e
ex
p
licit.
As
a
r
esu
lt,
th
i
s
d
y
n
am
ic
p
r
o
ce
s
s
co
n
tr
ib
u
tes
to
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
k
n
o
w
led
g
e
an
d
lim
itatio
n
s
o
f
th
e
s
t
u
d
y
.
Do
cto
r
al
s
tu
d
en
ts
f
ac
e
m
an
y
ch
allen
g
es
d
u
r
in
g
th
eir
s
tu
d
ie
s
,
th
er
ef
o
r
e
th
is
p
ap
er
u
s
es
r
ef
lectio
n
to
d
is
cu
s
s
th
e
ex
p
e
r
ien
ce
s
o
f
d
o
cto
r
al
s
tu
d
en
ts
i
n
e
d
u
ca
tio
n
a
n
d
th
e
u
s
e
o
f
q
u
alitativ
e
m
eth
o
d
o
lo
g
y
i
n
o
r
d
er
to
p
r
o
v
id
e
s
u
p
p
o
r
t
to
o
th
e
r
d
o
ct
o
r
al
s
tu
d
en
t
f
ac
in
g
s
im
ilar
is
s
u
es.
T
o
d
o
t
h
at
we
f
o
cu
s
o
n
two
en
co
u
n
ter
s
th
at
wer
e
n
o
ted
d
u
r
in
g
two
ex
p
l
o
r
ato
r
y
r
esear
ch
p
r
o
jects,
co
n
d
u
cted
as
p
ar
t
o
f
ea
ch
au
th
o
r
s
’
d
o
cto
r
al
s
tu
d
ies.
T
h
e
s
tu
d
ies
s
h
ar
e
d
a
co
m
m
o
n
in
ter
est
in
e
x
p
lo
r
in
g
p
h
en
o
m
e
n
a
in
th
e
ed
u
ca
tio
n
al
c
o
n
tex
t
a
n
d
wer
e
co
n
d
u
cte
d
in
m
ain
s
tr
ea
m
e
d
u
ca
tio
n
al
s
ettin
g
s
.
Oth
er
c
o
m
m
o
n
elem
e
n
t
s
b
etwe
en
th
e
two
s
tu
d
ies
in
clu
d
ed
th
eir
r
esear
ch
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
21
-
31
22
m
eth
o
d
s
,
as we
ll a
s
th
e
em
p
h
asis
p
lace
d
o
n
r
esear
ch
er
-
p
ar
tic
ip
an
ts
r
elatio
n
s
h
ip
s
,
r
ef
lectio
n
an
d
eth
ical
is
s
u
es.
T
h
e
f
ir
s
t
o
n
e
in
v
esti
g
ated
th
e
in
clu
s
io
n
o
f
s
ev
en
ch
ild
r
en
with
d
is
ab
ilit
ie
s
in
m
ain
s
tr
ea
m
p
r
im
ar
y
s
ch
o
o
ls
,
th
r
o
u
g
h
a
ca
r
e
f
u
l
ex
am
i
n
atio
n
o
f
th
e
en
ac
tm
e
n
t
o
f
t
h
e
1
1
3
(
I
)
/9
9
Sp
ec
ial
E
d
u
ca
tio
n
,
wh
ich
leg
is
lated
th
e
in
clu
s
io
n
o
f
p
u
p
ils
with
s
p
ec
ial
n
ee
d
s
in
t
o
m
ai
n
s
tr
ea
m
s
ettin
g
s
.
Ma
in
ar
e
as
o
f
in
v
esti
g
atio
n
wer
e
th
e
f
u
n
ctio
n
in
g
o
f
th
e
s
p
ec
ia
l
u
n
its
,
an
d
th
e
co
llab
o
r
atio
n
b
etwe
en
m
ain
s
tr
ea
m
an
d
s
p
ec
ial
teac
h
er
s
an
d
p
ar
en
ts
o
f
ch
ild
r
e
n
with
d
is
ab
ilit
ies
[
9
]
.
T
h
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
in
clu
d
ed
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
r
ef
lectiv
e
d
iar
y
a
n
d
d
o
cu
m
en
t
an
d
leg
is
latio
n
an
aly
s
is
.
T
h
e
s
ec
o
n
d
p
r
o
ject
in
v
esti
g
ated
th
e
way
s
in
wh
ich
p
r
e
-
p
r
im
a
r
y
teac
h
e
r
s
r
esp
o
n
d
e
d
to
y
o
u
n
g
ch
ild
r
e
n
’
s
s
cien
tific
m
is
co
n
ce
p
tio
n
s
an
d
aim
ed
t
o
p
r
o
v
id
e
g
u
id
an
ce
to
teac
h
er
s
o
n
th
is
to
p
ic
[
1
0
]
.
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
teac
h
er
s
wo
r
k
in
g
in
p
u
b
lic
an
d
p
r
i
v
ate
k
in
d
er
g
ar
ten
s
,
an
d
ch
ild
r
en
atten
d
in
g
t
h
ese
k
in
d
er
g
ar
ten
s
,
a
g
ed
f
r
o
m
t
h
r
ee
to
f
iv
e
an
d
a
h
alf
y
ea
r
s
o
ld
.
T
h
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
i
n
clu
d
ed
i
n
ter
v
i
ews,
o
b
s
er
v
atio
n
s
,
f
o
c
u
s
g
r
o
u
p
s
an
d
d
o
cu
m
en
t
a
n
aly
s
is
.
Fo
llo
win
g
th
e
ad
v
ice
o
f
h
er
s
u
p
er
v
is
o
r
s
,
th
e
d
o
ct
o
r
a
l stu
d
en
t a
ls
o
k
ee
p
a
r
ef
lectiv
e
d
iar
y
,
ex
tr
ac
ts
f
r
o
m
wh
ich
s
h
e
o
f
ten
s
h
ar
ed
with
th
e
s
u
p
er
v
is
o
r
s
d
u
r
in
g
m
ee
tin
g
s
in
o
r
d
e
r
to
u
n
p
ick
s
o
m
e
o
f
t
h
e
jo
u
r
n
ey
’
s
ch
allen
g
es.
T
h
e
two
au
th
o
r
s
m
et
b
r
ief
ly
at
a
co
n
f
er
en
ce
d
u
r
i
n
g
th
eir
d
o
cto
r
ates
an
d
wer
e
th
e
n
f
o
u
n
d
to
b
e
wo
r
k
in
g
t
o
g
eth
er
at
a
u
n
iv
er
s
ity
b
ased
in
th
e
UK.
T
h
r
o
u
g
h
s
ev
er
al
co
n
v
er
s
atio
n
s
,
t
h
ey
w
er
e
ab
le
t
o
id
e
n
tify
th
at,
d
esp
ite
th
e
d
if
f
er
e
n
t
to
p
ic
an
d
f
o
cu
s
o
f
th
eir
s
tu
d
ies,
th
ey
b
o
th
en
co
u
n
ter
ed
ch
all
en
g
es
an
d
th
r
o
u
g
h
d
ialo
g
ical
ex
ch
an
g
es,
d
is
co
v
e
r
ed
th
at
th
ey
en
co
u
n
ter
ed
m
u
ch
o
f
th
e
s
am
e
ten
s
io
n
s
in
co
n
d
u
ctin
g
class
r
o
o
m
-
b
ased
r
esear
ch
.
T
h
is
p
ap
er
is
b
as
ed
o
n
a
r
ef
lectiv
e
an
d
d
ial
o
g
ic
ap
p
r
o
ac
h
b
etwe
en
th
e
two
au
th
o
r
s
,
th
r
o
u
g
h
wh
ich
th
e
in
ter
ac
tio
n
b
etwe
e
n
r
esear
ch
e
r
s
an
d
p
r
ac
titi
o
n
e
r
s
is
an
aly
s
ed
.
I
n
o
r
d
er
to
d
o
s
o
,
two
f
o
r
m
s
o
f
‘
en
co
u
n
ter
s
’
with
teac
h
er
-
p
a
r
ticip
an
ts
in
th
e
two
r
esear
c
h
p
r
o
jects,
co
n
d
u
cte
d
b
y
th
e
two
au
th
o
r
s
,
a
r
e
p
r
esen
ted
,
with
an
an
aly
s
is
o
f
th
e
ch
allen
g
es
f
ac
ed
d
u
r
i
n
g
th
e
r
esear
ch
p
r
o
ce
s
s
.
T
h
is
is
co
n
tex
t
u
alis
ed
b
y
a
d
is
cu
s
s
io
n
ar
o
u
n
d
r
e
f
lectiv
e
r
esear
ch
an
d
th
e
ch
allen
g
es
f
ac
ed
b
y
d
o
cto
r
ate
s
tu
d
e
n
ts
as
ea
r
ly
ca
r
ee
r
r
esear
ch
er
s
,
b
u
t
it
is
n
o
t
attem
p
ted
to
“c
ar
r
y
o
u
t
a
n
ex
h
a
u
s
tiv
e
an
aly
s
is
an
d
ass
ess
m
en
t
o
f
th
is
ac
ad
em
ic
an
d
p
r
ac
tical
d
eb
ate”
[
1
1
]
.
I
n
s
tea
d
,
o
u
r
aim
is
to
id
e
n
tify
an
d
ex
p
lo
r
e
th
e
ten
s
io
n
s
in
v
o
l
v
ed
in
c
o
n
d
u
ctin
g
q
u
alitativ
e
r
esear
ch
i
n
class
r
o
o
m
s
with
teac
h
er
s
,
esp
ec
ially
as
d
o
cto
r
al
s
tu
d
e
n
ts
an
d
ea
r
ly
ca
r
ee
r
r
esear
c
h
er
s
.
T
o
p
u
t
it
in
Oik
o
n
o
m
id
o
y
’
s
an
d
W
iest
’
s
wo
r
d
s
,
th
e
aim
is
“to
d
elin
ea
te
im
p
o
r
tan
t
co
n
s
id
er
atio
n
s
f
o
r
th
o
s
e
wh
o
ar
e
em
b
ar
k
in
g
o
n
r
esear
c
h
jo
u
r
n
ey
s
”
[
7
]
.
Fo
llo
win
g
an
an
aly
s
is
o
f
th
e
t
h
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
in
r
elat
io
n
to
co
n
d
u
ctin
g
d
o
cto
r
al
r
es
ea
r
ch
a
n
d
th
e
im
p
o
r
tan
ce
o
f
r
ef
lectio
n
,
th
e
ch
o
s
en
m
eth
o
d
o
lo
g
y
f
o
r
th
e
r
esear
ch
p
r
o
jects
an
d
th
eir
co
m
m
o
n
g
r
o
u
n
d
is
o
u
tlin
ed
[
1
]
,
a
n
d
s
u
b
s
eq
u
en
tl
y
th
e
en
c
o
u
n
ter
s
id
en
tifie
d
w
ith
th
e
teac
h
er
-
p
ar
ticip
an
ts
ar
e
p
r
esen
ted
.
I
n
th
is
p
ap
er
t
h
e
r
esear
ch
e
r
s
attem
p
t
to
r
ef
lectiv
ely
s
tu
d
y
th
eir
o
wn
r
esear
ch
p
r
ac
tices
[
1
2
]
,
to
ex
a
m
in
e
th
eir
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
w
ith
th
e
teac
h
er
-
p
ar
ticip
an
ts
a
n
d
to
u
n
d
e
r
s
tan
d
th
eir
r
ea
cti
o
n
s
an
d
ev
er
y
d
ay
p
r
ax
is
.
T
h
e
en
co
u
n
ter
s
id
en
tif
ied
d
escr
ib
e
c
o
m
m
o
n
m
o
m
en
t
s
in
b
o
th
r
esear
ch
jo
u
r
n
e
y
s
an
d
in
clu
d
e
ex
am
p
les
o
f
estab
lis
h
in
g
r
elatio
n
s
h
ip
s
o
f
tr
u
s
t
with
teac
h
er
-
p
ar
ticip
an
ts
.
T
h
e
p
ap
e
r
o
f
f
er
s
an
in
s
ig
h
t
to
o
th
er
d
o
ct
o
r
al
s
tu
d
en
ts
f
ac
in
g
s
im
ilar
ch
allen
g
es a
n
d
ca
n
h
elp
th
em
to
u
n
p
i
ck
an
d
r
ef
lect
o
n
th
eir
o
wn
s
tu
d
ies.
E
d
u
ca
tio
n
al
r
esear
ch
d
em
an
d
s
th
e
em
p
lo
y
m
en
t
o
f
d
if
f
er
en
t
s
ets
o
f
r
elatio
n
s
h
ip
s
with
th
e
r
esear
c
h
f
ield
an
d
o
th
er
r
esear
ch
e
r
s
wh
ich
ar
e
af
f
ec
ted
b
y
a
s
et
o
f
v
a
lu
e
-
lad
en
co
n
ce
r
n
s
ab
o
u
t
in
d
i
v
id
u
al,
co
m
m
u
n
ity
an
d
s
o
cieta
l
well
-
b
ein
g
[
1
3
,
1
4
]
.
W
h
en
claim
in
g
t
h
at
t
h
e
o
b
jectiv
e
o
f
th
e
r
esear
ch
is
to
tr
y
to
g
ain
u
n
d
er
s
tan
d
i
n
g
s
,
th
e
p
ar
ticip
at
io
n
o
f
th
e
p
e
o
p
le
af
f
ec
ted
m
o
s
t
b
y
a
s
o
cial
s
itu
atio
n
is
ess
en
tial.
E
d
u
ca
tio
n
al
r
esear
ch
ca
n
aim
to
ex
p
lo
r
e
,
in
ter
p
r
et
an
d
/o
r
c
r
itically
e
x
am
in
e
th
e
s
itu
atio
n
u
n
d
e
r
i
n
v
esti
g
atio
n
[
1
5
]
.
T
h
e
liter
atu
r
e
h
ig
h
lig
h
ts
th
at
q
u
alitativ
e
r
esear
ch
s
tu
d
ies
all
h
av
e
“…a
co
m
m
o
n
ep
is
tem
o
lo
g
ical
g
r
o
u
n
d
:
th
e
r
esear
ch
er
d
eter
m
in
atio
n
to
m
in
im
ize
t
h
e
d
is
tan
ce
an
d
s
ep
ar
aten
ess
o
f
r
e
s
ea
r
ch
er
-
p
ar
ticip
an
t
r
elatio
n
s
h
ip
s
,
”
[
1
6
].
I
n
t
h
is
p
ap
er
,
we
ex
p
lo
r
e
th
e
d
o
cto
r
al
ed
u
ca
tio
n
al
r
esear
ch
p
r
o
ce
s
s
an
d
its
ch
allen
g
es
th
r
o
u
g
h
th
e
ey
es
o
f
two
ea
r
ly
ca
r
e
er
r
esear
ch
er
s
to
id
en
tify
c
o
m
m
o
n
en
co
u
n
ter
s
th
at
wer
e
im
p
o
r
tan
t
d
u
r
i
n
g
th
e
r
esear
ch
p
r
o
ce
s
s
.
T
o
d
o
th
is
,
r
ef
lectio
n
was
u
s
ed
wh
ich
allo
w
ed
to
lo
o
k
b
ac
k
at
th
e
r
e
s
ea
r
ch
p
r
o
ce
s
s
an
d
th
e
d
ec
is
io
n
s
m
ad
e
d
u
r
i
n
g
all
th
e
r
esear
ch
s
tag
es
an
d
c
o
n
s
id
er
if
th
o
s
e
ch
o
ices
wer
e
ap
p
r
o
p
r
iate
o
r
wh
eth
e
r
th
er
e
co
u
ld
b
e
a
b
etter
way
to
co
n
d
u
ct
th
e
r
esear
c
h
o
r
to
r
es
p
o
n
d
to
ce
r
tain
s
itu
atio
n
s
[
1
7
]
.
R
ef
lectio
n
is
s
ee
n
as
th
e
p
r
o
ce
s
s
o
f
ex
am
i
n
in
g
th
e
way
s
in
wh
ich
th
e
r
esear
ch
er
s
’
id
en
titi
es
ar
e
in
v
o
lv
ed
in
co
n
s
tr
u
ctin
g
in
ter
ac
tio
n
s
,
u
n
d
e
r
s
tan
d
in
g
s
an
d
m
ea
n
in
g
m
ak
in
g
th
r
o
u
g
h
o
u
t
th
e
d
ata
co
llectio
n
a
n
d
an
aly
s
is
p
r
o
ce
s
s
.
T
h
is
r
esu
lts
in
th
e
ac
k
n
o
wled
g
em
en
t
o
f
th
e
r
esear
ch
e
r
s
’
in
t
er
p
r
etatio
n
o
f
p
o
r
t
r
ay
in
g
th
e
s
o
cial
wo
r
ld
[
Ver
n
o
n
1
9
9
7
q
u
o
ted
in
3
,
5
]
.
As
E
llio
t,
R
y
an
an
d
Ho
llway
[
1
8
]
ex
p
lain
,
r
ef
lectio
n
is
u
s
ed
as
a
m
ea
n
s
to
u
n
d
er
s
tan
d
d
ata
th
at
is
em
b
o
d
ied
,
u
n
s
p
o
k
en
o
r
h
id
d
en
f
r
o
m
co
n
s
cio
u
s
n
ess
.
I
n
ef
f
ec
t,
r
ef
lec
tio
n
allo
ws
th
e
d
o
cto
r
al
r
esear
ch
er
to
ch
a
llen
g
e
in
ter
p
r
etatio
n
s
o
f
th
e
wo
r
ld
th
at
s
u
s
tain
an
d
/o
r
r
ei
n
f
o
r
ce
p
o
w
er
r
elatio
n
s
,
b
u
t
at
th
e
s
am
e
tim
e
th
e
r
is
k
o
f
it
co
n
s
titu
tin
g
s
tr
u
ctu
r
es
o
f
in
eq
u
ality
an
d
d
is
cr
im
in
atio
n
,
is
ac
k
n
o
wled
g
ed
,
as
o
n
ly
t
h
e
r
esear
ch
er
s
’
v
o
ice
o
f
r
ef
l
ec
tio
n
is
h
ea
r
d
[
1
]
.
W
ith
in
th
e
ed
u
ca
tio
n
al
r
esear
ch
p
r
o
jects
d
is
cu
s
s
ed
h
er
e,
r
ef
lectio
n
h
elp
ed
to
cr
iti
ca
lly
en
g
ag
e
with
th
e
r
esear
ch
p
r
o
ce
s
s
as
it
o
f
f
e
r
ed
a
way
to
ch
allen
g
e
h
ie
r
ar
ch
ical
r
elatio
n
s
h
ip
s
with
th
e
p
ar
ticip
an
ts
an
d
its
p
r
im
ar
y
im
p
o
r
ta
n
ce
is
to
ac
k
n
o
wled
g
e
em
o
tio
n
an
d
r
ea
ctio
n
s
o
n
b
eh
alf
o
f
t
h
e
r
ese
ar
ch
er
s
in
th
e
two
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lita
tive
d
o
cto
r
a
l res
ea
r
ch
in
ed
u
ca
tio
n
a
l settin
g
s
:
r
eflec
tin
g
o
n
me
a
n
in
g
f
u
l e
n
co
u
n
ters
(
Myr
ia
P
ieri
d
o
u
)
23
p
r
o
jects
[
1
9
,
2
0
]
.
R
ef
lectio
n
’
s
‘
f
r
ag
m
e
n
ted
,
d
y
n
am
ic
an
d
p
ar
tial’
ch
a
r
ac
ter
is
tics
ar
e
em
b
r
ac
ed
a
n
d
ar
e
in
ter
p
r
eted
as f
ea
tu
r
es ‘
o
f
its
s
u
cc
ess
an
d
im
p
o
r
ta
n
ce
’
[
1
].
Slee
[
2
1
]
n
o
ted
th
at
r
ef
lectio
n
is
“a
r
eq
u
ir
em
en
t
r
ath
er
th
an
an
o
p
tio
n
f
o
r
r
esear
ch
er
s
”
,
wh
ich
is
en
co
u
r
a
g
ed
b
y
Fo
x
an
d
Allan
’
s
[
1
]
ar
g
u
m
e
n
t
th
at
r
ef
lectio
n
allo
ws
to
ad
d
r
ess
th
e
ten
s
io
n
b
etwe
en
th
e
r
esear
ch
er
s
’
s
et
o
f
ass
u
m
p
tio
n
s
an
d
p
o
in
ts
o
f
v
ie
w
an
d
th
e
p
r
ac
tical
r
ea
lis
atio
n
o
f
th
e
p
r
o
ject.
T
h
r
o
u
g
h
th
e
r
ef
lectiv
e
p
r
o
ce
s
s
,
th
e
n
o
tio
n
o
f
th
e
v
alu
e
-
n
e
u
tr
al
r
esear
ch
er
is
ch
allen
g
ed
,
b
ec
au
s
e
it
p
lace
s
as
a
m
o
r
e
cr
itical
v
iew
o
n
th
e
r
esear
ch
er
,
h
is
/h
er
b
ac
k
g
r
o
u
n
d
,
v
iews
a
n
d
v
alu
es,
a
n
d
s
u
g
g
ests
a
m
o
r
e
h
er
m
en
eu
tic
ap
p
r
o
ac
h
to
war
d
s
u
n
d
er
s
tan
d
in
g
t
h
e
r
esear
ch
p
r
o
ce
s
s
[
3
]
)
.
T
h
is
m
ea
n
s
th
at
em
p
h
asis
is
p
lace
d
n
o
t
o
n
l
y
o
n
wh
at
is
d
o
n
e,
b
u
t
h
o
w
it
is
d
o
n
e
[
1
7
]
,
s
o
m
eth
i
n
g
wh
ich
ca
n
b
e
s
ee
n
as
a
s
tr
en
g
th
o
f
th
e
s
tu
d
y
,
b
ec
au
s
e
it
in
cr
ea
s
es
th
e
tr
u
s
two
r
th
in
ess
o
f
r
esear
ch
.
T
o
d
o
s
o
,
r
esear
ch
e
r
s
h
av
e
ac
k
n
o
wl
ed
g
ed
an
d
in
-
d
e
p
th
en
g
ag
em
e
n
t
with
eth
ical
is
s
u
e
s
an
d
d
ilem
m
as,
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
o
wer
r
elatio
n
s
h
ip
s
with
th
e
p
ar
ticip
an
ts
,
an
d
ca
n
r
ec
o
g
n
is
e,
p
r
o
b
lem
atis
e
an
d
r
ef
lect
o
n
is
s
u
es a
r
o
u
n
d
ac
ce
s
s
an
d
tr
u
s
t.
C
o
n
s
id
er
in
g
th
e
ab
o
v
e,
r
ef
lec
tio
n
is
a
k
ey
asp
ec
t
o
f
th
e
d
o
cto
r
ate
r
id
e
a
n
d
a
b
ig
p
a
r
t
o
f
an
ea
r
l
y
ca
r
ee
r
’
s
r
esear
ch
er
’
s
jo
u
r
n
e
y
,
as
it
h
elp
s
th
e
ea
r
ly
ca
r
ee
r
r
esear
ch
er
to
n
av
ig
ate
th
r
o
u
g
h
d
i
f
f
er
en
t
en
co
u
n
ter
s
.
As
W
alk
er
an
d
T
h
o
m
s
o
n
[
2
2
]
n
o
te
,
o
n
e
o
f
th
e
b
ig
g
est
ch
allen
g
es
o
f
d
o
cto
r
ate
s
tu
d
en
ts
is
to
g
r
o
w
in
co
n
f
id
en
ce
an
d
d
is
ce
r
n
m
en
t
in
to
th
eir
s
ch
o
lar
ly
an
d
c
r
itical
id
en
titi
es.
T
h
is
is
p
o
s
s
ib
le
b
e
ca
u
s
e
th
e
jo
u
r
n
e
y
o
f
b
ec
o
m
in
g
a
p
r
o
f
ess
io
n
al
r
esear
ch
er
r
eq
u
ir
es
d
o
cto
r
al
r
ese
ar
ch
er
s
to
r
ef
lect,
n
eg
o
tiate
n
ew
i
d
en
titi
es
an
d
r
ed
ef
in
e
th
e
m
s
elv
es b
o
th
as p
e
o
p
le
an
d
p
r
o
f
ess
io
n
als,
in
ad
d
i
tio
n
to
lear
n
in
g
s
p
ec
if
ic
s
k
ills
[
2
3
]
.
I
n
ad
d
itio
n
,
d
o
cto
r
al
s
tu
d
en
ts
in
ed
u
ca
tio
n
,
s
u
ch
as
th
e
au
th
o
r
s
o
f
th
is
p
ap
er
,
h
av
e
th
e
ad
v
an
tag
e
o
f
a
s
o
lid
co
m
m
itm
e
n
t
to
e
d
u
ca
t
io
n
wh
ich
is
u
s
u
ally
co
m
p
le
m
en
ted
b
y
s
o
m
e
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
as
well.
As
L
ab
ar
ee
[
2
4
]
d
is
cu
s
s
es,
th
is
co
m
m
itm
en
t
to
ed
u
ca
tio
n
t
r
an
s
lates
in
to
a
s
en
s
e
o
f
to
i
m
p
r
o
v
e
s
ch
o
o
ls
a
n
d
ed
u
ca
tio
n
in
g
e
n
er
al.
T
h
u
s
,
an
y
p
o
ten
tial
is
s
u
es
th
at
d
o
cto
r
al
s
tu
d
en
ts
in
ed
u
ca
tio
n
wo
u
ld
f
ac
e,
ar
e
n
o
t
b
ec
au
s
e
th
ey
lack
co
m
m
itm
e
n
t,
ex
p
e
r
ien
ce
,
o
r
m
atu
r
ity
b
u
t
ac
co
r
d
in
g
to
L
ab
ar
ee
[
2
4
]
th
ey
u
s
u
ally
r
elate
to
p
o
ten
tial
cu
ltu
r
al
co
n
f
licts
,
r
ef
er
r
in
g
to
th
e
n
atu
r
e
o
f
teac
h
i
n
g
p
r
ac
tice
an
d
th
e
n
atu
r
e
o
f
e
d
u
ca
tio
n
al
r
esear
ch
as
a
p
r
ac
tice.
I
n
th
is
p
ap
er
,
we
ex
am
in
e
th
ese
co
n
f
licts
an
d
u
n
p
ick
th
em
in
m
o
r
e
d
ep
th
,
aim
in
g
to
id
en
tify
th
e
ten
s
io
n
s
in
v
o
lv
e
d
in
c
o
n
d
u
ctin
g
q
u
alitativ
e
r
esear
ch
in
cl
ass
r
o
o
m
s
with
teac
h
er
s
.
E
th
ics,
th
e
eth
ics
o
f
ca
r
e
an
d
th
e
im
p
ac
t
th
e
r
esear
ch
p
r
o
jects
m
ay
h
av
e
o
n
p
a
r
t
icip
an
ts
i
s
an
im
p
o
r
ta
n
t p
ar
t o
f
r
ef
lectio
n
[
4
]
,
esp
ec
ially
s
in
ce
ea
ch
r
esear
ch
s
itu
atio
n
g
en
e
r
ates d
if
f
er
en
t e
th
ical
is
s
u
es in
all
asp
ec
ts
o
f
ed
u
ca
tio
n
al
r
esear
ch
,
wh
ich
d
em
an
d
s
u
n
i
q
u
e
an
s
wer
s
[
3
,
2
5
]
.
Mo
s
t
ed
u
ca
ti
o
n
al
r
esear
ch
er
s
ar
e
also
af
f
ec
ted
f
r
o
m
a
ce
r
tain
s
e
t
o
f
m
o
r
al
c
o
d
es
d
ev
elo
p
e
d
b
a
s
ed
o
n
th
eir
in
d
iv
id
u
al
v
alu
es a
n
d
b
elief
s
.
I
n
b
o
t
h
r
esear
ch
p
r
o
jects,
a
c
o
n
s
id
er
ab
le
am
o
u
n
t
o
f
tim
e
was
d
e
v
o
ted
r
ef
lectin
g
o
n
eth
ics,
wh
ich
also
h
elp
ed
to
m
ain
tain
p
r
o
f
ess
io
n
al
tr
u
s
t
an
d
cr
ed
ib
ilit
y
[
4
]
.
Mo
r
e
o
v
e
r
,
eth
ics
an
d
r
ef
lectio
n
ar
e
im
p
o
r
tan
t
in
th
e
co
n
s
id
er
atio
n
o
f
p
o
wer
r
el
atio
n
s
an
d
th
e
d
y
n
am
ics
b
etw
ee
n
r
esear
ch
er
(
s
)
a
n
d
p
a
r
ticip
an
t(
s
)
,
wh
ich
o
f
ten
r
esu
lt
in
asy
m
m
etr
ies
in
th
e
r
esear
ch
p
r
o
ce
s
s
an
d
in
f
lu
e
n
ce
th
e
n
atu
r
e
o
f
d
ata
co
llected
[
2
5
]
.
Var
iatio
n
s
in
th
e
d
y
n
am
ics
o
f
t
h
e
in
ter
ac
tio
n
s
b
etwe
en
th
e
r
esear
ch
e
r
s
an
d
th
e
p
ar
ticip
an
ts
im
p
ac
t
th
e
n
atu
r
e
o
f
th
e
co
llected
d
ata
an
d
m
ay
h
a
v
e
last
in
g
ef
f
ec
ts
o
n
p
ar
ticip
an
ts
.
Fu
r
th
er
m
o
r
e,
p
o
wer
d
y
n
a
m
ics
also
in
f
lu
en
ce
th
e
p
r
esen
tatio
n
an
d
d
is
s
em
in
atio
n
o
f
r
esu
l
ts
,
as
th
e
r
esear
ch
er
s
h
av
e
th
e
‘
p
o
wer
’
o
r
‘
ab
ilit
y
’
to
s
elec
t
o
r
d
is
m
is
s
p
ar
ticu
lar
v
iews
b
y
th
e
p
ar
ticip
an
ts
’
(
R
in
k
e
an
d
Ma
wh
in
n
ey
2
0
1
4
)
,
s
u
b
ject
to
th
e
ir
o
wn
b
iases
an
d
p
er
s
p
ec
tiv
es.
I
n
ef
f
ec
t,
r
esear
ch
er
s
h
av
e
a
m
o
r
al
o
b
lig
atio
n
to
n
o
t
ca
u
s
e
an
y
h
ar
m
t
o
th
e
p
ar
ticip
an
ts
o
r
ex
p
lo
it
th
eir
tr
u
s
t,
an
d
also
to
r
ec
o
g
n
is
e
th
eir
o
wn
an
d
th
e
p
ar
ticip
an
ts
’
willin
g
n
ess
to
s
h
ar
e
p
er
s
o
n
al
r
esp
o
n
s
es a
n
d
/o
r
e
m
o
tio
n
al
r
e
ac
tio
n
s
[
4
,
2
6
]
.
C
o
n
s
eq
u
en
tly
,
it
is
im
p
o
r
tan
t
to
co
n
s
id
er
p
o
wer
r
elatio
n
s
an
d
h
o
w
r
esear
ch
m
ig
h
t
af
f
ec
t
o
th
er
s
an
d
s
cr
u
tin
ize
th
ese
as
a
k
ey
p
a
r
t
o
f
th
e
eth
ical
p
r
o
ce
s
s
.
T
h
is
s
h
o
u
ld
alwa
y
s
b
e
d
o
n
e
o
n
a
ca
s
e
-
by
-
ca
s
e
b
asis
an
d
with
ca
r
ef
u
l
th
in
k
in
g
a
n
d
atten
tio
n
to
s
p
ec
if
ic
d
etails
an
d
cir
cu
m
s
tan
ce
s
[
2
5
]
.
I
n
th
e
p
r
o
je
cts
d
is
cu
s
s
ed
in
th
is
p
ap
er
,
th
e
to
p
ic
s
o
f
ac
ce
s
s
,
es
tab
lis
h
in
g
r
elatio
n
s
h
ip
s
o
f
tr
u
s
t,
an
d
m
ain
tain
in
g
a
b
alan
ce
d
r
elatio
n
s
h
ip
with
th
e
p
ar
ticip
an
ts
wer
e
ca
r
ef
u
lly
co
n
s
id
er
ed
[
7
,
9
]
.
Fo
r
ex
am
p
le,
th
e
r
esear
ch
er
s
v
alu
e
d
an
d
ap
p
r
ec
iated
th
e
p
ar
ticip
an
ts
’
v
iews
an
d
ex
p
er
ie
n
ce
s
in
b
o
th
p
r
o
je
cts
d
u
r
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
in
ter
v
iews,
b
y
r
esp
o
n
d
in
g
with
ap
p
r
o
p
r
i
ate
f
o
llo
w
u
p
q
u
esti
o
n
s
,
ask
i
n
g
f
o
r
e
x
am
p
les,
an
d
ac
tiv
el
y
lis
ten
in
g
to
th
eir
p
er
s
p
ec
tiv
es.
Fu
r
th
e
r
m
o
r
e
,
th
e
r
esear
ch
er
s
en
g
a
g
ed
in
a
r
ef
lectiv
e
an
aly
s
is
o
f
th
e
eth
i
ca
l
d
im
en
s
io
n
af
te
r
t
h
e
co
m
p
letio
n
o
f
th
e
p
r
o
jects,
s
o
as to
an
aly
s
e
th
e
co
n
s
eq
u
e
n
ce
s
o
n
p
ar
ticip
a
n
ts
an
d
th
em
s
elv
es.
Fin
ally
,
eth
ics
in
r
esear
c
h
co
n
ce
r
n
eth
ical
g
u
id
elin
es
a
n
d
p
r
o
ce
d
u
r
es.
I
n
C
y
p
r
u
s
,
as
well
as
in
o
th
er
co
u
n
tr
ies
s
u
ch
as
B
r
itain
,
ed
u
ca
tio
n
al
r
esear
ch
er
s
co
n
f
o
r
m
to
th
e
eth
ical
p
r
o
ce
d
u
r
es
s
p
ec
i
f
ied
b
y
r
ec
o
g
n
is
ed
ass
o
ciatio
n
s
,
s
u
ch
as
th
e
B
r
itis
h
E
d
u
ca
tio
n
R
esear
ch
Ass
o
ciatio
n
(
B
E
R
A)
,
as
well
as
th
e
g
u
id
a
n
ce
g
i
v
en
o
n
ed
u
ca
tio
n
al
r
esear
ch
an
d
ac
ad
em
ic
r
esear
ch
b
y
th
e
s
p
ec
if
ic
i
n
s
titu
tio
n
in
v
o
lv
ed
,
an
d
th
e
co
u
n
tr
y
’
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
T
a
k
in
g
th
is
in
t
o
co
n
s
id
er
atio
n
,
b
o
th
r
esear
ch
p
r
o
jects
en
s
u
r
ed
th
at
in
f
o
r
m
e
d
co
n
s
en
t,
co
n
f
id
en
tiality
a
n
d
a
n
o
n
y
m
it
y
wer
e
ap
p
lied
[
2
7
]
.
Par
ticip
an
ts
wer
e
awa
r
e
o
f
th
e
aim
s
an
d
m
eth
o
d
o
lo
g
y
ch
o
s
en
to
c
o
n
d
u
ct
th
e
r
esea
r
c
h
p
r
o
jects,
wh
ile
p
s
eu
d
o
n
y
m
s
wer
e
u
s
ed
to
s
af
eg
u
ar
d
t
h
eir
i
d
en
tity
.
T
h
e
aim
o
f
b
o
th
p
r
o
jects
was
to
p
r
esen
t
a
n
d
u
n
d
er
s
tan
d
p
a
r
ticip
an
ts
’
v
i
ews
in
th
eir
o
wn
co
n
tex
t
an
d
s
h
ed
lig
h
t
in
a
r
ea
s
with
lim
ited
r
esear
ch
in
C
y
p
r
u
s
,
an
d
n
o
t t
o
s
tig
m
atis
e
p
ar
ticu
lar
s
ch
o
o
ls
o
r
teac
h
e
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
21
-
31
24
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
m
ain
r
esear
ch
q
u
esti
o
n
aim
ed
to
i
d
en
tify
t
h
e
ten
s
i
o
n
s
in
v
o
l
v
ed
in
co
n
d
u
ctin
g
q
u
alitativ
e
r
esear
ch
in
class
r
o
o
m
s
with
te
ac
h
er
s
,
esp
ec
ially
as
d
o
cto
r
al
s
tu
d
en
ts
an
d
ea
r
ly
ca
r
ee
r
r
ese
ar
ch
er
s
.
T
o
s
u
p
p
o
r
t
th
is
ex
p
lo
r
ativ
e
p
r
o
ce
s
s
,
th
e
m
eth
o
d
o
l
o
g
y
ch
o
s
en
to
r
ec
o
ll
ec
t
th
e
r
esear
ch
j
o
u
r
n
e
y
s
f
o
r
t
h
e
two
p
r
o
jects
d
id
n
o
t
s
ee
k
to
ca
p
tu
r
e
a
s
in
g
l
e
tr
u
th
b
u
t
in
v
o
lv
ed
an
a
p
p
r
o
ac
h
th
r
o
u
g
h
wh
ic
h
r
esear
c
h
er
s
’
re
-
e
x
am
in
ed
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
s
b
et
wee
n
th
em
s
elv
es
an
d
t
h
e
p
ar
ticip
an
ts
.
T
h
e
f
ir
s
t
p
h
ase
in
v
o
lv
ed
r
ev
iewin
g
th
e
m
eth
o
d
o
lo
g
y
u
s
ed
f
o
r
ea
c
h
p
r
o
ject,
a
n
d
f
in
d
in
g
th
e
co
m
m
o
n
g
r
o
u
n
d
an
d
d
if
f
er
en
ce
s
,
wh
er
ea
s
th
e
s
ec
o
n
d
p
h
ase
f
o
c
u
s
ed
o
n
i
d
en
tify
in
g
th
e
r
esear
ch
er
-
p
ar
ticip
an
t
r
ela
tio
n
s
h
ip
s
aim
in
g
to
i
d
en
tify
c
o
m
m
o
n
en
c
o
u
n
ter
s
in
th
e
two
p
r
o
jects.
T
h
er
ea
f
ter
,
a
d
ialo
g
ic
a
p
p
r
o
ac
h
th
at
w
o
u
ld
allo
w
r
esear
ch
er
s
to
s
h
a
r
e
t
h
eir
r
ef
lectio
n
s
a
n
d
co
m
m
en
t
o
n
th
em
,
with
o
u
t
s
ee
k
in
g
to
ca
p
tu
r
e
ab
s
o
lu
te
tr
u
th
s
,
was
em
p
lo
y
ed
[
1
]
.
T
h
e
ch
allen
g
in
g
an
d
co
m
p
licated
n
atu
r
e
o
f
th
e
r
ese
ar
ch
jo
u
r
n
ey
s
was a
ck
n
o
wled
g
ed
,
th
r
o
u
g
h
d
o
cu
m
en
tin
g
th
o
u
g
h
ts
an
d
d
ilem
m
as
r
elate
d
to
th
e
id
e
n
tifie
d
en
c
o
u
n
ter
s
with
teac
h
er
s
-
p
ar
ticip
an
t
s
in
th
e
co
u
r
s
e
o
f
a
s
er
ies o
f
e
x
ch
an
g
e
o
f
em
ails
.
T
o
clar
if
y
th
e
c
o
n
tex
t
o
f
b
o
th
p
r
o
jects,
wh
ich
wer
e
t
h
e
d
o
cto
r
al
s
tu
d
ies
o
f
th
e
r
esear
c
h
er
s
,
an
d
to
p
r
o
v
id
e
a
g
en
er
al
u
n
d
e
r
s
tan
d
in
g
o
f
th
eir
m
ain
s
im
ilar
ities
an
d
d
if
f
er
e
n
ce
s
,
th
e
m
eth
o
d
s
em
p
lo
y
ed
in
ea
ch
s
tu
d
y
,
ar
e
s
y
n
o
p
tically
p
r
esen
ted
h
er
e.
T
h
e
f
ir
s
t
p
r
o
ject
e
x
am
in
ed
th
e
en
ac
tm
en
t
o
f
th
e
1
1
3
(
I
)
/9
9
Sp
ec
ial
E
d
u
ca
tio
n
law
in
C
y
p
r
u
s
,
wh
i
ch
leg
is
lated
th
e
in
clu
s
io
n
o
f
ch
ild
r
en
with
d
is
ab
ilit
ies
in
m
ain
s
tr
ea
m
s
ettin
g
s
,
m
ain
ly
with
r
eg
a
r
d
s
to
th
e
f
u
n
ctio
n
in
g
o
f
s
p
ec
ial
u
n
its
in
m
ain
s
tr
ea
m
s
ch
o
o
ls
,
th
e
u
s
e
o
f
d
if
f
er
e
n
tiated
m
eth
o
d
s
b
y
teac
h
er
s
,
an
d
teac
h
er
-
p
ar
e
n
t
co
llab
o
r
atio
n
.
I
t
is
wo
r
th
n
o
tin
g
th
at
ch
ild
r
e
n
with
d
is
ab
ilit
ies
in
th
at
p
ar
ticu
lar
c
o
n
tex
t
wer
e
p
lace
d
in
a
s
p
ec
ial
u
n
it,
a
r
ath
e
r
s
t
an
d
ar
d
p
r
ac
tice
af
ter
th
e
p
ass
in
g
o
f
t
h
e
1
1
3
(
I
)
/9
9
L
aw,
wh
er
e
th
ey
r
ec
eiv
ed
in
d
iv
id
u
alis
ed
s
u
p
p
o
r
t,
o
r
s
u
p
p
o
r
t
in
s
m
all
g
r
o
u
p
s
b
y
s
p
ec
ial
teac
h
er
s
,
wh
ile
th
ey
wer
e
also
p
ar
tially
in
clu
d
e
d
i
n
m
ai
n
s
tr
ea
m
class
r
o
o
m
s
[
9
,
2
8
]
.
T
h
e
im
p
lem
e
n
tatio
n
o
f
th
e
cu
r
r
en
t
le
g
is
latio
n
was
ex
am
in
ed
th
r
o
u
g
h
a
n
in
-
d
ep
th
q
u
alitativ
e
r
esear
ch
,
b
y
co
n
d
u
ctin
g
a
ca
s
e
s
tu
d
y
in
a
m
ain
s
tr
ea
m
p
r
im
ar
y
s
ch
o
o
l.
An
in
itial
cr
itical
an
aly
s
is
o
f
th
e
1
1
3
(
I
)
/
9
9
law
to
o
k
p
lace
,
wh
ile
th
e
d
ata
co
llectio
n
was
co
n
d
u
cted
with
o
b
s
er
v
atio
n
o
f
s
ev
e
n
ch
il
d
r
en
with
d
is
ab
ilit
ies
f
o
r
th
r
ee
m
o
n
th
s
,
f
o
llo
wed
b
y
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
with
th
e
h
ea
d
-
teac
h
e
r
o
f
th
e
s
p
ec
if
ic
s
ch
o
o
l,
th
e
s
p
ec
ial
an
d
m
ain
s
tr
ea
m
teac
h
er
s
(
to
tal
o
f
f
o
u
r
teen
teac
h
er
s
)
,
th
e
teac
h
er
ass
is
tan
ts
an
d
th
e
p
ar
en
ts
o
f
th
e
ch
ild
r
e
n
with
d
i
s
ab
ilit
ies.
T
h
e
aim
o
f
th
e
s
ec
o
n
d
p
r
o
ject
was
to
e
x
am
in
e
tea
ch
er
s
’
u
n
d
er
s
tan
d
in
g
s
an
d
ch
ild
r
en
’
s
p
r
ec
o
n
ce
p
tio
n
s
wh
en
teac
h
in
g
s
cien
ce
[
2
9
]
.
T
h
e
d
ata
f
o
r
t
h
is
p
r
o
ject
was
m
ain
ly
co
llec
ted
th
r
o
u
g
h
f
ac
e
to
f
ac
e
in
ter
v
iews
an
d
two
f
o
c
u
s
g
r
o
u
p
s
in
ter
v
iews.
E
lev
en
p
r
e
-
p
r
im
ar
y
teac
h
er
s
,
wh
o
wer
e
wo
r
k
in
g
with
ch
ild
r
en
b
etwe
en
t
h
r
ee
an
d
f
i
v
e
y
ea
r
s
o
ld
,
to
o
k
p
ar
t
i
n
th
e
s
tu
d
y
.
I
n
ad
d
itio
n
,
elev
en
s
cien
ce
less
o
n
s
wer
e
o
b
s
er
v
ed
to
watc
h
th
e
s
am
e
t
ea
ch
er
s
‘
i
n
ac
tio
n
’
alo
n
g
with
a
d
o
cu
m
e
n
t
an
al
y
s
is
o
f
t
h
e
n
atio
n
al
cu
r
r
icu
lu
m
an
d
th
e
m
ain
s
cien
ce
h
an
d
b
o
o
k
av
ailab
le
to
th
e
teac
h
er
s
at
th
e
tim
e.
I
n
b
o
th
p
r
o
jects,
th
e
d
is
tan
ce
f
r
o
m
th
e
teac
h
er
-
p
a
r
ticip
an
ts
,
in
a
p
r
o
f
ess
io
n
al
d
im
en
s
io
n
,
was
r
ed
u
ce
d
d
u
e
to
th
e
r
ese
ar
ch
er
s
’
ex
is
tin
g
teac
h
in
g
ex
p
er
ien
ce
a
n
d
b
ac
k
g
r
o
u
n
d
at
th
e
tim
e
o
f
d
ata
co
llectio
n
.
2
.
1
.
Resea
rc
h d
esig
n
Du
r
in
g
th
e
r
ea
lis
atio
n
o
f
th
ei
r
d
o
cto
r
al
p
r
o
jects,
b
o
th
au
th
o
r
s
/r
esear
ch
er
s
k
ep
t
a
r
ef
lectiv
e
jo
u
r
n
al
wh
ich
in
clu
d
ed
n
o
tes
with
r
eg
ar
d
s
to
th
e
r
esear
ch
m
e
th
o
d
s
em
p
lo
y
ed
,
s
p
ec
if
ic
co
m
m
en
ts
o
n
th
e
p
ar
ticip
a
n
ts
’
r
ea
ctio
n
an
d
co
llab
o
r
atio
n
,
a
s
well
as
p
er
s
o
n
al
th
o
u
g
h
ts
an
d
d
ilem
m
as
d
u
r
in
g
th
e
w
h
o
le
p
r
o
ce
s
s
[
2
7
]
.
T
h
ese
n
o
tes,
in
s
o
m
e
ca
s
es,
a
cted
as
a
f
ir
s
t
lev
el
o
f
a
n
aly
s
is
o
f
m
ain
d
ata
a
n
d
allo
wed
r
e
s
ea
r
ch
er
s
to
m
o
v
e
“b
ey
o
n
d
s
im
p
le
r
ec
o
llectio
n
to
d
ee
p
er
lev
el
o
f
r
e
f
lectiv
e
ac
tio
n
”
[1
]
.
T
h
e
r
ef
lectiv
e
jo
u
r
n
als
in
itiated
th
e
d
ialo
g
ic
ap
p
r
o
ac
h
b
etwe
e
n
th
e
two
r
esear
c
h
er
s
wh
ich
d
ev
elo
p
e
d
to
a
m
eth
o
d
ical
r
ev
iew
o
f
th
e
d
ata
in
clu
d
ed
in
th
e
d
iar
ies
[
2
7
]
.
T
h
e
two
r
es
ea
r
ch
er
s
co
n
d
u
ct
ed
n
u
m
e
r
o
u
s
m
ee
tin
g
s
th
r
o
u
g
h
o
u
t
a
n
ex
ten
s
iv
e
p
er
io
d
(
o
n
e
ac
ad
em
ic
y
ea
r
)
a
n
d
d
e
v
elo
p
e
d
a
n
u
m
b
e
r
o
f
r
ef
lectio
n
s
f
o
cu
s
in
g
o
n
b
o
t
h
p
o
s
itiv
e,
as
well
as
ch
allen
g
in
g
m
em
o
r
ies an
d
in
c
id
en
ts
d
o
cu
m
e
n
ted
in
th
e
jo
u
r
n
als.
Ov
er
all,
th
is
an
aly
tical
att
em
p
t
led
to
th
e
d
ev
elo
p
m
en
t
o
f
a
b
r
o
ad
e
r
k
n
o
wled
g
e
b
ase,
s
in
ce
it
h
elp
ed
to
estab
lis
h
in
f
o
r
m
atio
n
an
d
e
x
am
p
les
o
f
co
m
m
o
n
e
n
co
u
n
ter
s
em
er
g
in
g
th
r
o
u
g
h
th
e
r
esea
r
ch
er
s
’
in
ter
ac
tio
n
s
with
th
e
teac
h
er
-
p
ar
ticip
an
ts
.
T
h
e
r
o
le
o
f
o
th
er
k
ey
a
g
en
t
s
in
th
e
r
esear
ch
p
r
o
ce
s
s
,
s
u
ch
as
th
e
f
ir
s
t
an
d
s
ec
o
n
d
ar
y
d
o
cto
r
al
t
h
esis
s
u
p
er
v
is
o
r
s
,
eth
ics
co
m
m
ittee,
an
d
ad
m
in
is
tr
ativ
e
o
f
f
icials
in
v
o
l
v
ed
,
was
also
n
o
ted
in
th
is
p
r
o
ce
s
s
.
Ho
wev
er
,
th
e
f
o
cu
s
in
th
is
p
ap
er
r
em
ain
s
o
n
teac
h
er
-
p
ar
ticip
an
ts
an
d
o
n
th
e
m
o
r
e
ch
allen
g
in
g
en
co
u
n
ter
s
with
th
em
,
as
th
ese
ar
e
co
n
s
id
er
ed
to
h
av
e
th
e
p
o
ten
tial
to
b
e
m
o
r
e
m
ea
n
in
g
f
u
l
an
d
b
en
ef
it
o
th
er
d
o
cto
r
al
s
tu
d
e
n
ts
an
d
ea
r
ly
ca
r
ee
r
r
esear
ch
er
s
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
e
n
co
u
n
ter
s
with
teac
h
er
-
p
ar
ti
cip
an
ts
f
o
cu
s
es
o
n
t
h
e
ten
s
io
n
s
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
r
esear
ch
er
s
an
d
th
e
teac
h
er
s
an
d
th
e
attem
p
t
to
u
n
d
er
s
tan
d
w
h
er
e
th
ese
ten
s
io
n
s
wer
e
d
er
iv
in
g
f
r
o
m
.
T
h
e
ae
tio
lo
g
y
f
o
r
ch
o
o
s
in
g
to
r
e
f
lect
o
n
th
e
en
co
u
n
ter
s
co
n
s
id
er
e
d
to
b
e
ch
allen
g
in
g
ca
m
e
as
r
ec
o
g
n
itio
n
o
f
th
e
c
o
m
p
lex
ity
in
th
e
r
esear
c
h
p
r
o
ce
s
s
an
d
th
e
ef
f
o
r
t
in
m
ain
tain
in
g
a
b
alan
ce
d
r
elatio
n
s
h
ip
with
teac
h
er
-
p
a
r
ticip
an
ts
.
Fu
r
th
er
m
o
r
e,
t
h
is
h
as
th
e
p
o
ten
tial
to
en
g
ag
e
o
th
er
r
esear
ch
er
s
i
n
a
m
u
ch
-
n
ee
d
ed
d
ialo
g
u
e
r
eg
ar
d
in
g
r
ef
lectio
n
with
in
d
if
f
er
en
t
ty
p
es
o
f
r
esear
ch
r
elatio
n
s
h
ip
s
.
T
h
e
en
co
u
n
te
r
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lita
tive
d
o
cto
r
a
l res
ea
r
ch
in
ed
u
ca
tio
n
a
l settin
g
s
:
r
eflec
tin
g
o
n
me
a
n
in
g
f
u
l e
n
co
u
n
ters
(
Myr
ia
P
ieri
d
o
u
)
25
d
escr
ib
ed
a
n
d
d
is
cu
s
s
ed
h
er
e
ar
e
co
n
ce
r
n
ed
with
b
eh
a
v
io
u
r
,
attitu
d
es
an
d
v
iews
o
f
teac
h
er
-
p
ar
ticip
an
ts
a
n
d
wer
e
d
ef
in
ed
as th
e
‘
I
am
n
o
t l
iab
le’
teac
h
er
an
d
th
e
‘
u
n
c
o
m
f
o
r
tab
le’
teac
h
er
.
3.
R
E
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
a
n
d
d
is
cu
s
s
ed
s
im
u
ltan
eo
u
s
ly
,
d
u
e
to
wo
r
d
lim
itatio
n
s
.
T
h
e
d
is
cu
s
s
io
n
is
b
ased
o
n
th
e
r
ef
lectiv
e
p
r
o
ce
s
s
th
at
th
e
t
wo
au
th
o
r
s
wen
t
to
in
o
r
d
er
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
in
r
elatio
n
to
id
en
tif
y
in
g
c
o
m
m
o
n
en
co
u
n
ter
s
th
at
wer
e
im
p
o
r
tan
t
d
u
r
in
g
th
e
r
esear
ch
p
r
o
ce
s
s
.
R
ev
is
itin
g
th
e
d
ata
co
llected
f
r
o
m
b
o
t
h
p
r
o
jects
d
u
r
in
g
th
e
in
ter
v
iews
an
d
th
e
o
b
s
er
v
atio
n
s
,
with
a
f
o
cu
s
o
n
th
e
r
esear
ch
er
s
’
r
ef
lectiv
e
jo
u
r
n
al
n
o
tes,
as
well
as
ex
tr
ac
ts
f
r
o
m
t
h
e
r
esear
c
h
er
s
’
d
ialo
g
ic
ap
p
r
o
ac
h
s
u
p
p
o
r
ted
th
e
r
ef
lectiv
e
p
r
o
ce
s
s
u
s
ed
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
en
c
o
u
n
ter
s
th
at
w
er
e
id
en
tifie
d
ar
e
p
r
esen
ted
b
elo
w
a
n
d
will b
e
c
o
n
tex
tu
alis
ed
with
ex
am
p
les f
r
o
m
ea
ch
r
esear
ch
p
r
o
ject.
3
.
1
.
T
he
‘
I
a
m
no
t
L
ia
ble’
t
ea
cher
On
e
o
f
th
e
f
ir
s
t
th
in
g
s
n
o
tic
e
d
as
a
co
m
m
o
n
ch
ar
ac
ter
is
tic
in
b
o
th
p
r
o
jects,
was
th
e
ten
d
en
cy
o
f
teac
h
er
-
p
ar
ticip
a
n
ts
to
b
e
m
o
r
e
r
elu
ctan
t
in
to
tak
in
g
r
esp
o
n
s
ib
ilit
y
f
o
r
d
if
f
er
en
tiatin
g
th
eir
less
o
n
s
.
I
n
th
e
f
ir
s
t
p
r
o
ject,
d
ata
an
aly
s
is
in
d
icate
d
th
at
s
ev
er
al
teac
h
er
s
d
ef
in
e
d
in
clu
s
iv
e
ed
u
ca
tio
n
in
a
wa
y
th
at
allo
wed
th
em
n
o
t
to
b
e
co
n
s
id
er
e
d
‘
liab
le
’
f
o
r
t
h
e
ed
u
ca
ti
o
n
o
f
ch
il
d
r
en
with
d
is
ab
ilit
ies.
Du
r
in
g
in
ter
v
iews
with
th
e
m
ain
s
tr
ea
m
teac
h
er
s
,
th
ey
ap
p
ea
r
ed
to
in
te
r
p
r
et
th
eir
r
o
le
with
r
eg
ar
d
s
to
in
clu
s
io
n
in
r
elatio
n
to
two
f
ac
to
r
s
;
in
f
o
r
m
in
g
c
h
ild
r
en
wi
th
o
u
t
d
is
ab
ilit
y
ab
o
u
t
in
clu
s
io
n
(
th
r
ee
teac
h
er
s
)
an
d
d
if
f
er
en
tiatin
g
th
eir
less
o
n
(
s
ev
en
teac
h
er
s
)
,
f
ac
to
r
s
,
also
,
s
u
p
p
o
r
ted
b
y
B
leck
er
an
d
B
o
ak
es
[
3
0
]
a
n
d
Ko
u
r
ea
an
d
Ph
t
iak
a
[
3
1
]
as
b
ei
n
g
im
p
o
r
tan
t
in
in
clu
s
iv
e
e
d
u
ca
t
io
n
.
I
n
th
is
ca
s
e,
d
if
f
er
e
n
tiatio
n
ca
n
b
e
s
ee
n
as
a
m
ea
n
s
to
war
d
s
in
clu
s
iv
e
ed
u
ca
tio
n
,
as
it
is
a
p
ed
a
g
o
g
ic
s
tr
ateg
y
wh
ich
en
tails
th
e
ad
ju
s
tm
en
t
o
f
lear
n
i
n
g
ac
ti
v
ities
,
s
o
u
r
ce
s
an
d
r
o
u
tin
es,
in
a
way
th
at
en
ab
les
all
ch
ild
r
en
to
p
ar
ticip
at
e
an
d
lear
n
[
3
2
]
.
Mo
r
e
p
ar
t
ic
u
lar
ly
,
it
ca
n
b
e
co
n
ce
r
n
e
d
with
th
e
d
i
f
f
er
en
tia
tio
n
o
f
c
o
n
ten
t,
a
p
p
r
o
ac
h
,
in
s
tr
u
ctio
n
s
,
an
d
ass
ess
m
en
t d
u
r
in
g
less
o
n
s
[
3
3
]
.
Nev
er
th
eless
,
o
b
s
er
v
atio
n
s
in
d
icate
d
th
at
d
esp
ite
th
is
v
e
r
b
al
s
u
p
p
o
r
t
to
war
d
s
i
n
clu
s
iv
e
ed
u
ca
tio
n
an
d
d
if
f
er
en
tiatio
n
,
teac
h
e
r
s
s
ti
ll
s
h
o
wed
lo
w
ex
p
ec
tatio
n
s
to
war
d
s
ch
ild
r
en
with
d
is
ab
ilit
ies
an
d
d
id
n
o
t
s
y
s
tem
atica
lly
d
if
f
er
en
tiate
th
eir
less
o
n
s
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
o
u
t
o
f
t
h
e
f
o
r
ty
tea
ch
in
g
p
er
i
o
d
s
ea
ch
ch
ild
was
o
b
s
er
v
ed
i
n
m
ain
s
tr
ea
m
class
r
o
o
m
s
,
o
n
ly
1
0
%
in
clu
d
ed
d
if
f
er
en
tia
ted
ac
tiv
ities
,
m
ater
ials
,
an
d
/
o
r
ass
es
s
m
en
t
p
r
o
ce
s
s
es,
wh
ich
is
also
d
o
cu
m
en
ted
b
y
Pier
i
d
o
u
[
9
]
,
Ph
tiak
a
[
3
4
]
an
d
Ph
tiak
a,
Mic
h
alid
o
u
,
T
s
o
u
r
is
an
d
Vlam
i
[
3
5
]
in
t
h
e
C
y
p
r
io
t c
o
n
tex
t.
As in
d
icate
d
in
th
e
r
ef
lectiv
e
jo
u
r
n
al:
“After
o
n
e
mo
n
th
o
f
o
b
s
erva
t
io
n
,
it
a
p
p
ea
r
s
th
a
t
tea
ch
ers
d
o
n
o
t
p
r
ep
a
r
e
a
d
e
q
u
a
tel
y
fo
r
ch
ild
r
en
w
ith
d
is
a
b
ilit
ies.
I
th
in
k
th
ey
ten
d
t
o
fo
r
g
et,
r
a
th
er
th
a
n
n
o
t
c
a
r
e,
th
o
u
g
h
s
o
metime
s
I
’
m
n
o
t
s
u
r
e.
Th
ey
o
ften
s
ta
ted
th
e
p
h
r
a
s
e
‘
I
a
m
n
o
t
lia
b
le’
f
o
r
th
is
o
r
th
a
t
,
o
r
fo
r
th
is
ch
ild
,
a
n
d
th
erefo
r
e
th
ey
ju
s
tify
th
eir
la
ck
o
f
p
r
ep
a
r
a
tio
n
.
I
h
ea
r
th
em
s
a
y
,
a
lmo
s
t
ev
ery
d
a
y,
th
a
t
th
ese
c
h
ild
r
en
’
s
tea
ch
er
is
th
e
s
p
ec
ia
l
tea
ch
er
a
lo
n
e.
”
(
Jo
u
r
n
a
l
E
n
tr
y,
5
/1
1
)
.
An
ex
am
p
le
o
f
th
e
lack
o
f
d
if
f
er
en
tiatio
n
was
th
e
v
ice
-
h
e
ad
teac
h
er
’
s
teac
h
in
g
p
r
ac
tices
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
elec
tin
g
a
s
tu
d
en
t
co
u
n
cil
f
o
r
h
e
r
class
r
o
o
m
.
T
h
e
o
b
s
er
v
atio
n
a
n
aly
s
is
s
h
o
wed
th
at
two
s
tu
d
en
ts
with
d
is
ab
ilit
ies
wer
e
n
o
t
g
iv
e
n
th
e
o
p
p
o
r
tu
n
ity
to
b
e
ca
n
d
id
ates
f
o
r
th
e
class
r
o
o
m
’
s
co
u
n
cil
an
d
wer
e
also
n
o
t
allo
wed
to
v
o
t
e
f
o
r
o
th
er
s
tu
d
e
n
ts
.
Field
-
n
o
tes
s
h
o
wed
th
at
th
is
d
ec
is
io
n
was
n
o
t
b
ased
o
n
ch
ar
ac
ter
is
tics
o
f
th
e
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
al
n
ee
d
s
,
as
b
o
th
ch
ild
r
en
h
ad
v
e
r
y
g
o
o
d
o
r
al
an
d
g
o
o
d
wr
itten
co
m
m
u
n
icatio
n
an
d
co
u
ld
b
r
i
n
g
ab
o
u
t
th
e
task
o
f
ta
k
in
g
p
ar
t
in
th
e
class
r
o
o
m
elec
tio
n
s
.
E
v
en
th
o
u
g
h
b
o
th
ch
ild
r
en
wer
e
p
h
y
s
ically
in
cl
u
d
ed
i
n
th
e
m
ain
s
tr
ea
m
class
r
o
o
m
d
u
r
i
n
g
th
e
elec
tio
n
s
p
e
r
io
d
(
two
lear
n
in
g
p
er
io
d
s
)
,
t
h
ey
wer
e
p
ass
iv
e
p
ar
ticip
an
ts
.
Af
ter
th
e
two
lear
n
in
g
p
er
io
d
s
,
a
n
in
f
o
r
m
al
d
is
cu
s
s
io
n
to
o
k
p
lace
with
th
e
v
ice
-
h
ea
d
teac
h
er
,
as it
was
ev
id
en
t
th
at
s
h
e
wan
ted
to
e
x
p
lain
h
er
d
ec
is
io
n
,
wh
ile
th
e
r
esear
ch
er
was
also
ea
g
er
to
u
n
d
e
r
s
tan
d
th
e
v
ice
-
h
ea
d
teac
h
er
’
s
ac
tio
n
s
.
Acc
o
r
d
in
g
to
th
e
f
ield
n
o
tes
o
f
th
at
d
a
y
,
th
e
v
ice
-
h
ea
d
teac
h
e
r
ar
g
u
ed
th
at
h
e
r
d
ec
is
io
n
was
to
war
d
s
th
e
b
est
in
ter
est
o
f
th
e
ch
ild
r
e
n
,
s
o
th
at
s
h
e
wo
u
ld
n
o
t
h
u
r
t
o
r
s
tig
m
atis
e
th
em
in
f
r
o
n
t
o
f
th
eir
p
ee
r
s
,
as
s
h
e
b
eliev
ed
th
ey
wer
e
n
o
t
ca
p
a
b
le
to
p
ar
ti
cip
ate
o
n
th
eir
o
wn
.
B
ased
o
n
th
is
ass
u
m
p
tio
n
,
s
h
e
d
ec
id
ed
th
at
th
eir
ch
a
r
a
cte
r
is
tics
wer
e
r
esp
o
n
s
ib
le
f
o
r
th
eir
ex
clu
s
io
n
,
s
o
m
eth
in
g
wh
ic
h
in
d
icate
s
h
e
r
v
iews
ar
o
u
n
d
ab
ilit
y
a
n
d
d
i
s
ab
ilit
y
an
d
h
er
u
n
d
e
r
s
tan
d
in
g
s
o
n
th
e
v
alu
e
o
f
d
iv
er
s
ity
in
m
ix
e
d
ab
ilit
y
class
es [
3
5
]
.
W
h
en
th
is
was
d
is
cu
s
s
ed
ag
a
in
d
u
r
in
g
th
e
in
ter
v
iew,
th
e
v
ice
-
he
ad
teac
h
er
s
tated
th
at
t
h
e
s
p
ec
ial
teac
h
er
was
in
f
o
r
m
ed
an
d
ag
r
ee
d
with
th
e
p
r
o
ce
s
s
s
h
e
f
o
llo
wed
.
Mo
r
e
p
ar
ticu
lar
ly
,
ac
co
r
d
in
g
to
th
e
v
ice
-
h
ea
d
teac
h
er
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
21
-
31
26
“I
ta
lked
w
ith
th
e
s
p
ec
ia
l
tea
ch
er,
a
n
d
s
h
e
to
ld
me
th
a
t
s
h
e,
to
o
,
p
r
eferr
ed
th
e
y
w
o
u
ld
n
’
t
ta
ke
p
a
r
t
in
th
e
elec
t
io
n
s
,
b
ec
a
u
s
e
th
ey
d
id
n
’
t
kn
o
w
th
eir
cla
s
s
ma
tes’
n
a
mes
a
n
d
s
u
r
n
a
mes,
a
s
th
ere
a
r
e
s
y
n
o
n
ymie
s
.
N
o
r
w
ere
th
ey
in
a
p
la
ce
to
ch
o
o
s
e
a
few
b
o
ys
o
r
g
ir
ls
.
Th
eir
b
u
lletin
s
w
o
u
ld
b
e
v
o
id
.
.
.
(
If
th
ey
d
id
n
’
t
fo
llo
w
th
e
r
u
les).
A
n
d
w
e
d
i
d
n
’
t
w
a
n
t
th
em
to
b
e
d
is
a
p
p
o
in
ted
b
ec
a
u
s
e
th
ey
w
o
u
ld
n
’
t
b
e
a
b
le
to
co
mp
lete
th
e
b
u
lletin
.
Th
ey
ca
n
ta
ke
p
a
r
t
in
th
e
n
ex
t
elec
tio
n
s
.
We
left
it
s
o
w
e
w
o
u
ld
n
’
t
crea
te
th
em
ex
tr
a
p
r
o
b
lems,
s
o
th
ey
w
o
u
ld
n
’
t
feel
b
a
d
.
(
.
.
.
)
Yo
u
s
ee
,
it’s
n
o
t
my
r
esp
o
n
s
ib
ilit
y,
th
e
s
p
ec
ia
l
tea
ch
er
ca
n
h
a
ve
o
th
e
r
elec
tio
n
s
in
th
e
s
p
ec
ia
l
u
n
it
w
ith
th
em,
h
er
s
tu
d
en
ts
”.
(
I
n
terview
:
V
ice
h
ea
d
tea
c
h
er)
T
h
e
ev
e
n
t
d
escr
ib
e
d
ab
o
v
e
was
a
tu
r
n
in
g
p
o
in
t
f
o
r
th
e
s
p
e
cif
ic
p
r
o
ject,
as
it
b
ec
a
m
e
ev
id
en
t
th
a
t
ev
en
th
o
u
g
h
all
teac
h
er
s
v
er
b
ally
ac
ce
p
ted
in
clu
s
io
n
as
a
c
o
n
ce
p
t,
th
ey
g
en
e
r
ally
c
o
n
s
id
er
ed
th
at
it
was
n
o
t
p
ar
t
o
f
t
h
eir
r
esp
o
n
s
ib
ilit
y
to
r
ea
lis
e
it.
Un
f
o
r
tu
n
ately
,
th
e
v
ice
-
h
ea
d
teac
h
er
’
s
b
e
h
av
io
u
r
to
a
v
o
id
tak
i
n
g
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
two
ch
ild
r
en
with
d
is
ab
ilit
ies
in
clu
d
ed
in
h
er
class
r
o
o
m
was
d
o
cu
m
en
ted
o
n
a
n
u
m
b
er
o
f
o
cc
asio
n
s
(
f
ield
-
n
o
tes
6
/1
0
,
2
6
/1
0
,
1
0
/1
1
)
.
Ob
s
er
v
atio
n
a
ls
o
s
h
o
wed
th
at
o
th
er
m
ain
s
tr
ea
m
teac
h
er
s
o
f
ten
u
s
ed
v
ar
io
u
s
ex
cu
s
es
to
av
o
i
d
tak
in
g
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
ed
u
ca
tio
n
al
an
d
s
o
cial
d
ev
el
o
p
m
en
t
o
f
c
h
ild
r
en
with
d
is
ab
ilit
ies.
S
o
m
e
th
at
wer
e
o
f
ten
u
s
ed
wer
e:
“c
h
ild
r
e
n
ar
e
in
cl
u
d
ed
s
im
p
ly
b
y
b
ei
n
g
in
th
e
class
r
o
o
m
,
I
d
o
n
’
t
n
ee
d
to
d
o
m
u
ch
”
(
I
n
ter
v
iew,
Mu
s
ic
T
ea
c
h
er
)
,
“th
e
cu
r
r
ic
u
lu
m
is
to
o
s
tr
ess
f
u
l
to
d
ea
l
with
d
if
f
er
en
tiatio
n
,
as
well.
No
m
atter
h
o
w
m
u
ch
o
n
e
wan
ts
to
h
elp
it’s
im
p
o
s
s
ib
le”
(
Key
Stag
e
3
teac
h
er
)
,
“we
ca
n
’
t
m
an
ag
e
to
d
o
ev
er
y
th
in
g
.
W
e
h
av
e
o
u
r
ch
ild
r
en
(
with
o
u
t
d
is
ab
ilit
ies)
to
d
ea
l
with
”
(
I
n
ter
v
iew,
T
ea
c
h
er
Key
Stag
e
2
)
.
T
h
ese
s
h
o
w
t
h
e
teac
h
er
s
’
lim
ited
k
n
o
wled
g
e
in
ter
m
s
o
f
in
clu
s
io
n
an
d
in
clu
s
iv
e
p
r
ac
tices,
wh
ic
h
ac
co
r
d
in
g
to
Slee
[
3
6
]
an
d
L
iasi
d
o
u
[
3
7
]
ar
e
v
iewe
d
as
a
s
et
o
f
v
alu
es
an
d
p
ed
ag
o
g
ic
p
r
in
cip
les
th
at
aim
f
o
r
th
e
en
ab
lem
e
n
t
o
f
m
ar
g
in
alis
ed
lear
n
er
s
an
d
th
e
id
en
tific
atio
n
an
d
r
em
o
v
al
o
f
b
ar
r
ier
s
f
o
r
th
eir
p
ar
ticip
atio
n
a
n
d
s
u
cc
ess
.
F
u
r
th
er
m
o
r
e,
teac
h
er
s
’
s
tatem
en
ts
also
in
d
icate
th
e
lack
o
f
co
o
p
er
atio
n
with
th
e
s
p
ec
ial
teac
h
er
,
wh
o
co
u
ld
h
av
e
ac
ted
as
a
m
ed
iato
r
f
o
r
in
clu
s
io
n
b
y
p
r
o
v
id
in
g
v
alu
ab
le
in
f
o
r
m
atio
n
to
m
ain
s
tr
ea
m
teac
h
er
s
[
9
]
.
T
h
e
in
v
o
lv
e
d
r
esear
ch
er
ex
p
er
ien
ce
d
a
r
an
g
e
o
f
em
o
tio
n
s
d
u
r
in
g
th
e
teac
h
er
’
s
s
tatem
en
ts
an
d
b
eh
av
io
u
r
,
wh
ich
wer
e
d
o
c
u
m
en
ted
in
h
e
r
r
ef
lectiv
e
j
o
u
r
n
al.
T
h
is
was
d
u
e
to
th
e
r
esear
ch
er
’
s
d
if
f
er
e
n
ce
o
f
p
er
s
p
ec
tiv
e
an
d
h
er
e
n
g
ag
e
m
en
t
with
n
o
tio
n
s
o
f
in
clu
s
io
n
,
eq
u
ality
an
d
s
o
cial
ju
s
tice
f
o
r
a
n
u
m
b
er
o
f
y
ea
r
s
d
u
r
in
g
h
er
s
tu
d
ies
an
d
r
esear
ch
ac
tiv
ities
.
I
n
e
f
f
ec
t,
th
e
r
e
s
ea
r
ch
er
’
s
th
eo
r
etica
l
k
n
o
wle
d
g
e
an
d
em
p
ir
ical
b
ac
k
g
r
o
u
n
d
led
h
er
to
in
ter
p
r
e
t
in
a
p
ar
ticu
lar
way
teac
h
er
s
’
p
r
ax
is
,
esp
ec
ially
wh
en
ch
ild
r
en
with
d
is
ab
ilit
ies
wer
e
n
o
t
g
iv
e
n
o
p
p
o
r
tu
n
ities
to
p
ar
ticip
ate
an
d
s
u
cc
ee
d
in
in
clu
s
iv
e
e
n
v
ir
o
n
m
en
ts
[
3
3
,
3
5
]
.
I
n
o
n
e
o
f
h
e
r
r
ef
lectiv
e
jo
u
r
n
al
en
tr
ies,
af
ter
th
e
in
cid
en
t
d
escr
ib
ed
ea
r
lier
with
th
e
v
ice
-
h
ea
d
teac
h
er
,
t
h
e
r
esear
ch
er
n
o
ted
:
“I
th
in
k
th
e
tr
o
u
b
le
w
ith
th
e
vice
-
h
ea
d
tea
ch
er
is
h
er
l
a
ck
o
f
a
w
a
r
en
ess
o
n
t
h
e
co
n
s
eq
u
en
ce
s
o
f
h
er
a
ctio
n
s
.
.
.
S
h
e
g
e
n
u
in
ely
felt
th
a
t
h
er
p
r
a
xis
w
ere
a
p
p
r
o
p
r
ia
te
g
iven
ch
ild
r
en
’
s
w
ea
kn
ess
es
a
n
d
d
is
a
b
ilit
ies,
ye
t
o
b
s
erva
tio
n
s
h
o
w
s
th
a
t
ch
ild
r
e
n
co
u
ld
h
a
ve
p
a
r
ticip
a
ted
in
th
e
ir
cla
s
s
r
o
o
m’
s
elec
tio
n
s
.
I
w
is
h
I
c
o
u
ld
d
o
s
o
meth
in
g
.
.
.
S
h
o
u
ld
I
d
is
cu
s
s
th
is
fu
r
th
er
w
ith
h
er?
A
m
I
p
a
r
t
o
f
th
e
s
ystem
th
a
t
p
erp
etu
a
tes
ex
clu
s
io
n
if I
d
o
n
’
t?
” (
J
o
u
r
n
a
l
E
n
tr
y,
6
/1
0
)
.
T
h
e
ab
o
v
e
q
u
esti
o
n
s
e
x
is
ted
alm
o
s
t
th
r
o
u
g
h
o
u
t
th
e
d
u
r
a
tio
n
o
f
th
e
p
r
o
ject
an
d
ca
n
o
n
ly
b
e
ch
ar
ac
ter
is
ed
as
tr
o
u
b
lin
g
.
T
h
e
s
u
p
er
v
is
o
r
’
s
r
o
le
was
im
p
o
r
tan
t
in
th
ese
ev
en
ts
,
as
n
u
m
er
o
u
s
d
is
cu
s
s
io
n
s
to
o
k
p
lace
with
h
er
to
r
eso
lv
e
em
e
r
g
in
g
f
ee
lin
g
s
an
d
d
ilem
m
as
(
J
o
u
r
n
al
E
n
tr
y
,
1
5
/1
0
)
.
T
h
e
s
u
p
er
v
is
o
r
h
el
p
ed
to
ac
k
n
o
wled
g
e
th
e
an
x
ieties
ab
o
u
t
th
e
r
esear
ch
jo
u
r
n
ey
a
n
d
th
e
d
ata
th
at
was
em
er
g
in
g
[
1
8
]
.
T
h
e
m
ain
d
ilem
m
a
was
wh
eth
er
in
cl
u
s
iv
e
an
d
d
is
cr
im
in
ato
r
y
p
r
ac
tice
s
s
h
o
u
ld
b
e
d
is
cu
s
s
ed
with
th
e
teac
h
er
s
,
b
u
t
af
ter
n
u
m
er
o
u
s
s
u
p
er
v
is
io
n
m
ee
tin
g
s
it
was
d
ec
id
e
d
n
o
t
t
o
tak
e
an
y
ac
tio
n
,
s
o
as
n
o
t
to
jeo
p
ar
d
ize
ac
ce
s
s
i
n
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
an
d
in
f
lu
en
ce
wh
at
wo
u
ld
n
o
r
m
a
lly
tak
e
p
lace
[
9
]
.
T
h
e
d
ec
is
io
n
to
n
o
t
ta
k
e
an
im
m
ed
iate
s
tan
ce
to
war
d
s
tea
ch
in
g
p
r
ac
tices
th
at
co
u
ld
p
o
t
en
tially
h
in
d
e
r
ch
ild
r
en
’
s
ed
u
ca
tio
n
al
p
r
o
ce
s
s
was
a
d
if
f
icu
lt
d
ec
is
io
n
to
m
a
k
e,
d
u
r
in
g
an
u
n
ea
s
y
r
esear
c
h
p
r
o
c
ess
,
as
it
ad
jo
in
ed
p
er
s
o
n
al
n
o
tio
n
s
an
d
b
elief
s
,
as
well
as
eth
ical
is
s
u
es
in
ed
u
ca
tio
n
al
r
esear
ch
[
1
8
,
3
8
]
.
At
th
e
s
am
e
tim
e,
it
b
ec
am
e
clea
r
th
at
it
was
n
ec
ess
itated
to
in
v
esti
g
ate
a
n
d
attem
p
t
to
u
n
d
er
s
tan
d
w
h
y
teac
h
er
s
o
f
ten
n
eg
lecte
d
d
if
f
er
en
tiatin
g
th
eir
less
o
n
s
,
w
h
ich
wo
u
ld
b
en
ef
it
ch
ild
r
en
with
an
d
with
o
u
t
d
is
ab
ilit
ies.
T
h
is
led
to
an
an
aly
s
is
o
f
th
e
p
r
im
ar
y
ed
u
ca
tio
n
s
y
s
tem
in
C
y
p
r
u
s
,
a
n
d
to
war
d
s
a
d
o
cu
m
en
tatio
n
o
f
th
e
g
ap
s
th
at
leav
e
teac
h
er
s
f
ee
lin
g
u
n
p
r
ep
ar
e
d
an
d
u
n
co
m
f
o
r
tab
le,
with
lim
it
ed
k
n
o
wled
g
e
o
n
th
e
to
p
ic
o
f
i
n
clu
s
iv
e
ed
u
ca
tio
n
[
7
,
3
9
]
.
Similar
ly
,
s
o
m
e
o
f
th
e
teac
h
e
r
s
th
at
p
a
r
ticip
ated
in
th
e
s
ec
o
n
d
p
r
o
ject
th
o
u
g
h
t
th
at
th
e
y
wer
e
n
o
t
th
e
o
n
es
r
esp
o
n
s
ib
le
t
o
h
el
p
c
h
ild
r
en
r
e
-
s
h
ap
e
th
eir
p
r
ec
o
n
c
ep
tio
n
s
an
d
co
n
s
tr
u
ct
th
eir
s
cien
tific
k
n
o
wled
g
e
[
2
9
]
.
B
ase
d
o
n
th
e
teac
h
e
r
s
’
r
e
s
p
o
n
s
es,
“c
h
ild
r
en
in
th
e
p
r
e
-
p
r
im
ar
y
s
ch
o
o
ls
ar
e
t
o
o
y
o
u
n
g
an
d
th
e
y
will
lear
n
m
o
r
e
s
cien
ce
wh
e
n
th
ey
will
m
o
v
e
to
p
r
im
a
r
y
s
ch
o
o
l”
(
I
n
ter
v
iew:
T
ea
ch
er
1
)
,
wh
ic
h
h
as
to
d
o
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lita
tive
d
o
cto
r
a
l res
ea
r
ch
in
ed
u
ca
tio
n
a
l settin
g
s
:
r
eflec
tin
g
o
n
me
a
n
in
g
f
u
l e
n
co
u
n
ters
(
Myr
ia
P
ieri
d
o
u
)
27
th
e
teac
h
er
s
’
u
n
d
er
s
tan
d
in
g
o
f
th
e
g
en
er
al
aim
o
f
th
e
p
r
e
-
p
r
im
ar
y
s
ch
o
o
l.
T
h
r
ee
o
f
th
e
teac
h
er
s
ag
r
ee
d
th
at
th
e
aim
o
f
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
to
h
elp
an
d
g
u
id
e
th
e
ch
ild
r
en
to
d
ev
el
o
p
th
eir
s
k
ills
(
e.
g
.
o
b
s
er
v
atio
n
s
k
ills
)
an
d
n
o
t to
c
h
an
g
e
o
r
c
o
r
r
ec
t th
eir
er
r
o
n
eo
u
s
p
r
ec
o
n
ce
p
tio
n
s
.
On
e
o
f
th
e
teac
h
er
s
s
ta
ted
:
“C
h
ild
r
en
u
s
e
th
eir
ima
g
in
a
ti
o
n
a
n
d
w
e
ca
n
n
o
t
ta
ke
th
eir
r
ig
h
t
to
ima
g
in
e
b
ec
a
u
s
e
it
is
a
ch
a
r
a
cteris
tic
o
f
th
eir
a
g
e.
Wh
en
th
ey
g
r
o
w
u
p
,
t
h
e
y
w
ill
u
n
d
ers
ta
n
d
w
h
a
t
is
co
r
r
ec
t.
I
t d
ep
en
d
s
o
n
h
o
w
ma
tu
r
e
th
ey
a
r
e.
Th
e
ma
in
a
im
o
f th
e
p
r
e
-
p
r
ima
r
y
s
ch
o
o
l is
n
o
t
to
ch
a
n
g
e
th
ese
co
n
ce
p
ts
;
th
ey
w
ill
co
me
b
a
ck
to
th
em
a
t
p
r
ima
r
y
s
ch
o
o
l
a
n
d
h
i
g
h
s
ch
o
o
l.”
(
I
n
terview
Tr
a
n
s
crip
t
io
n
:
Tea
ch
er 5
)
.
A
d
if
f
er
en
t
teac
h
er
ca
m
e
to
a
g
r
ee
with
th
e
ab
o
v
e
an
d
s
aid
,
“I
th
in
k
th
at
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
m
o
r
e
ab
o
u
t
h
elp
in
g
ch
ild
r
e
n
to
u
s
e
th
eir
im
ag
in
atio
n
an
d
it
is
n
o
t
a
m
ain
aim
to
elim
in
ate
th
eir
p
r
ec
o
n
ce
p
tio
n
s
”.
Ho
wev
er
,
wi
th
in
th
e
cu
r
r
en
t
n
atio
n
al
cu
r
r
ic
u
lu
m
f
o
r
p
r
e
-
p
r
im
a
r
y
s
cien
ce
is
s
ee
n
a
s
a
ce
n
tr
al
p
ar
t
o
f
ch
ild
r
e
n
’
s
o
v
er
all
d
ev
elo
p
m
en
t
an
d
as
a
m
ea
n
s
to
s
atis
f
y
ch
ild
r
en
’
s
n
ee
d
f
o
r
ex
p
er
im
en
tatio
n
,
p
la
y
an
d
p
r
o
-
ac
tiv
e
p
ar
ticip
atio
n
.
T
h
e
m
is
m
atch
b
etwe
en
th
e
cu
r
r
icu
lu
m
an
d
s
tatu
to
r
y
r
eq
u
ir
e
m
en
ts
an
d
th
e
v
iews
th
at
th
e
teac
h
er
s
wer
e
ex
p
r
ess
in
g
ca
u
s
e
a
lo
t
o
f
co
n
f
u
s
io
n
a
n
d
f
r
u
s
tr
atio
n
to
th
e
d
o
ct
o
r
al
r
esear
ch
er
wh
o
was
n
o
t su
r
e
h
o
w
to
r
esp
o
n
d
to
th
e
s
itu
atio
n
.
As s
h
e
n
o
tes in
h
er
jo
u
r
n
al:
“It
is
ch
a
llen
g
in
g
to
h
a
ve
a
co
n
ve
r
s
a
tio
n
w
ith
th
e
tea
ch
ers
a
b
o
u
t scien
ce
w
h
en
th
ey
d
o
n
o
t
r
ea
lly
b
eliev
e
in
th
e
b
en
e
fits
o
f
tea
ch
in
g
s
cien
ce
i
n
th
e
p
r
e
-
p
r
ima
r
y
s
ch
o
o
l.
I
t
is
d
iffi
cu
lt
to
th
i
n
k
w
h
ere
th
is
d
is
crep
a
n
cy
is
co
min
g
fr
o
m
(
b
etw
ee
n
cu
r
r
icu
lu
m
a
n
d
tea
ch
er’s
b
eliefs);
it
mig
h
t
b
e
a
la
ck
o
f
a
w
a
r
en
ess
o
f
th
e
cu
r
r
icu
lu
m
a
n
d
s
ta
tu
to
r
y
r
eq
u
ir
eme
n
ts
,
ev
en
th
o
u
g
h
i
t
is
mo
s
t
p
r
o
b
a
b
ly
a
la
ck
o
f
co
n
fid
en
ce
in
a
ct
u
a
lly
d
elive
r
in
g
s
cien
ce
w
h
ich
is
th
en
ju
s
tifi
ed
b
y
s
a
yin
g
th
a
t
“w
e
d
o
n
’
t
h
a
ve
to
d
o
it
n
o
w
,
th
ey
a
r
e
to
o
yo
u
n
g
,
th
ey
w
ill lea
r
n
it la
ter”
(
Jo
u
r
n
a
l E
n
tr
y,
4
/1
1
)
.
T
h
e
cu
r
r
icu
lu
m
p
r
o
v
id
es
a
n
u
m
b
er
o
f
lear
n
i
n
g
g
o
als
f
r
o
m
wh
ich
o
n
e
is
“d
e
v
elo
p
in
g
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
”
[
4
0
]
.
T
h
is
in
d
icate
s
teac
h
er
s
’
ig
n
o
r
an
ce
o
f
wh
at
is
r
eq
u
ir
ed
f
r
o
m
t
h
em
as
p
r
e
-
p
r
im
ar
y
teac
h
er
s
an
d
t
h
eir
p
r
ef
er
e
n
ce
to
b
eliev
e
th
at
th
e
y
ar
e
n
o
t
liab
le
f
o
r
ch
ild
r
en
’
s
co
n
ce
p
tu
al
d
ev
elo
p
m
en
t.
I
n
s
tead
,
th
e
p
ar
ticip
an
ts
wer
e
ea
g
er
to
d
em
o
n
s
tr
ate
th
eir
b
elief
th
at
f
u
tu
r
e
teac
h
er
s
wer
e
r
esp
o
n
s
ib
le
to
s
u
p
p
o
r
t c
h
il
d
r
en
d
ev
elo
p
th
eir
s
cien
tific
u
n
d
er
s
tan
d
in
g
,
an
d
n
o
t th
em
.
As
a
r
esu
lt,
b
ased
o
n
b
o
th
p
r
o
jects
th
e
r
esear
ch
e
r
s
’
co
n
clu
d
ed
th
at
b
e
h
in
d
teac
h
er
s
’
p
r
a
ctice
s
an
d
b
eh
av
io
u
r
s
th
er
e
ar
e
co
m
p
lex
is
s
u
es
to
b
e
in
v
esti
g
ated
.
T
ea
c
h
er
s
h
ad
d
e
v
elo
p
ed
th
eir
p
r
ac
t
ices
b
ased
o
n
th
ei
r
o
wn
u
n
d
e
r
s
tan
d
in
g
s
o
f
wh
at
c
o
u
ld
b
e
d
ef
i
n
ed
as ‘
g
o
o
d
’
,
‘
ef
f
ec
tiv
e’
,
an
d
/o
r
‘
a
p
p
r
o
p
r
iate’
f
o
r
th
eir
class
es,
an
d
d
id
n
o
t
s
ee
m
to
r
ef
lect
o
n
th
e
ir
ass
u
m
p
tio
n
s
an
d
attitu
d
es.
I
t
is
also
id
en
tifie
d
th
at
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
in
th
e
s
p
ec
if
ic
co
n
tex
t
lack
s
in
p
r
o
m
o
tin
g
ev
id
en
ce
-
b
ased
p
r
ac
tices
in
s
ch
o
o
ls
,
as
wel
l
as
p
r
o
v
id
in
g
teac
h
er
-
tr
ain
in
g
s
er
v
ices
wh
ich
ar
e
r
elev
an
t
an
d
ac
ce
s
s
ib
le
to
all
teac
h
er
s
.
As
m
en
tio
n
ed
in
o
n
e
o
f
th
e
en
tr
ies
in
th
e
d
ialo
g
ic
ap
p
r
o
ac
h
f
o
llo
we
d
b
y
th
e
two
r
esear
ch
e
r
s
d
u
r
in
g
th
e
in
v
esti
g
atio
n
o
f
teac
h
e
r
en
co
u
n
ter
s
:
“T
h
ere
is
a
lw
a
ys
mo
r
e
th
a
n
mee
ts
th
e
ey
e.
I
t
is
tr
u
e
th
a
t
tea
ch
ers
’
p
r
a
xis
o
fte
n
fr
u
s
tr
a
ted
me
d
u
r
in
g
my
r
esea
r
ch
.
N
ev
erth
eless
,
it
is
a
b
ig
s
tep
to
w
o
n
d
er:
‘
w
h
y
is
th
is
s
o
?
’
,
in
s
tea
d
o
f
b
la
min
g
te
a
c
h
ers
w
h
o
,
a
s
t
h
ey
s
ta
ted
o
n
n
u
mero
u
s
o
cc
a
s
io
n
s
i
n
b
o
t
h
p
r
o
jects,
a
r
e
‘
a
t
th
e
fr
o
n
t
-
lin
e’
a
n
d
fa
ce
a
lo
t
o
f
ch
a
llen
g
es.
Th
ey
feel
th
ey
a
r
e
n
eg
lecte
d
,
a
lo
n
e
a
n
d
u
n
s
u
p
p
o
r
ted
.
I
th
in
k
th
a
t
th
ey
a
r
e,
o
ften
,
r
ig
h
t.”
(
Jo
u
r
n
a
l
E
n
tr
y
,
8
/1
1
)
T
h
is
h
as
b
ee
n
d
o
c
u
m
en
ted
b
y
Ph
tiak
a
[
3
4
]
an
d
An
g
elid
es
[
4
1
]
in
th
e
C
y
p
r
io
t
co
n
tex
t,
wh
o
s
tated
th
at
th
e
ce
n
tr
alis
ed
cu
r
r
icu
lu
m
a
n
d
th
e
d
em
an
d
i
n
g
n
atu
r
e
o
f
its
s
tr
u
ctu
r
e
h
in
d
er
s
teac
h
er
s
f
r
o
m
b
ein
g
cr
ea
tiv
e,
an
d
also
lim
its
th
eir
tim
e
f
o
r
d
if
f
er
en
tiatin
g
th
eir
teac
h
in
g
a
n
d
p
r
ac
tices.
Of
co
u
r
s
e,
th
is
d
o
es n
o
t m
ea
n
th
at
all
o
f
th
e
teac
h
er
s
’
p
r
ac
tices
ar
e
ju
s
tifia
b
le,
y
et
s
o
m
e
ca
n
b
e
u
n
d
er
s
tan
d
ab
le.
Nev
e
r
th
eless
,
b
o
th
m
ain
s
tr
ea
m
a
n
d
s
p
ec
ial
teac
h
er
s
n
ee
d
to
ac
k
n
o
wled
g
e
th
is
an
d
tr
y
to
c
o
lla
b
o
r
ate
an
d
d
if
f
er
e
n
tiate
th
eir
less
o
n
s
,
in
o
r
d
er
to
ac
h
iev
e
q
u
ality
i
n
clu
s
io
n
f
o
r
a
ll lea
r
n
er
s
.
3
.
2
.
T
he
‘
Unco
m
f
o
rt
a
ble’
t
e
a
cher
T
h
is
en
co
u
n
ter
r
ef
er
s
t
o
tea
ch
er
-
p
ar
ticip
a
n
ts
wh
o
wer
e
d
o
cu
m
e
n
ted
as
n
o
t
f
ee
lin
g
c
o
m
f
o
r
ta
b
le
d
u
r
in
g
o
b
s
er
v
atio
n
,
teac
h
in
g
,
an
d
/o
r
in
ter
v
iews.
Du
r
in
g
t
h
e
f
ir
s
t
p
r
o
ject,
s
o
m
e
m
ain
s
tr
ea
m
an
d
s
p
ec
ial
teac
h
er
s
wer
e
n
o
te
d
as
f
ee
li
n
g
o
r
ex
p
r
ess
in
g
d
is
co
m
f
o
r
t
d
u
r
in
g
th
e
r
esear
ch
p
r
o
ject
,
p
ar
ticu
lar
ly
d
u
r
i
n
g
th
e
f
ir
s
t
m
o
n
t
h
o
f
o
b
s
er
v
atio
n
.
I
n
o
r
d
e
r
to
a
d
d
r
ess
an
y
in
itial
co
n
ce
r
n
s
o
f
th
e
teac
h
er
-
p
ar
ticip
an
ts
an
d
b
u
ild
tr
u
s
tin
g
r
elatio
n
s
h
ip
s
with
th
e
m
[
7
]
,
t
h
e
r
esear
ch
er
h
ad
i
n
d
iv
id
u
al
d
is
cu
s
s
io
n
s
r
eg
ar
d
in
g
th
e
r
esear
ch
to
p
ic
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
21
-
31
28
an
d
th
e
m
eth
o
d
o
lo
g
y
with
th
e
m
.
Nev
er
th
eless
,
teac
h
e
r
-
p
ar
ti
cip
an
ts
h
ad
d
if
f
e
r
en
t
r
e
ac
tio
n
s
;
eig
h
t
m
ai
n
s
tr
ea
m
teac
h
er
s
welc
o
m
ed
th
e
r
es
ea
r
ch
er
in
to
th
ei
r
class
r
o
o
m
s
with
o
u
t
h
esit
atio
n
,
wh
ile
f
o
u
r
f
elt
m
o
r
e
u
n
co
m
f
o
r
tab
le
with
h
e
r
p
r
ese
n
ce
.
Mo
r
e
s
p
ec
if
ically
,
t
h
e
m
ajo
r
ity
o
f
m
ai
n
s
tr
ea
m
teac
h
er
s
f
elt
co
m
f
o
r
tab
le
with
th
e
r
esear
ch
er
’
s
p
r
esen
ce
in
th
e
m
ain
s
tr
ea
m
class
r
o
o
m
an
d
co
n
d
u
cted
th
eir
less
o
n
s
with
o
u
t
b
ein
g
d
is
tr
ac
ted
.
T
h
is
g
r
o
u
p
o
f
te
ac
h
er
s
d
id
n
o
t
r
e
g
ar
d
th
e
r
esear
ch
er
’
s
r
o
le
as
in
tim
id
atin
g
an
d
s
ee
m
ed
to
ap
p
r
ec
iate
th
e
n
ec
ess
ity
f
o
r
c
o
n
d
u
ctin
g
th
is
p
r
o
ject.
T
h
eir
p
o
s
itiv
e
v
iews
an
d
ea
s
e
with
r
eg
ar
d
s
to
co
n
d
u
ctin
g
r
esear
ch
in
m
ain
s
tr
ea
m
s
ettin
g
s
p
o
s
s
ib
ly
ca
m
e
as
a
r
esu
lt
o
f
th
eir
y
o
u
n
g
ag
e
,
co
m
b
in
ed
with
th
e
f
ac
t
th
at
th
e
m
ajo
r
ity
o
f
th
e
m
(
f
iv
e
o
u
t
o
f
eig
h
t
)
h
ad
co
m
p
le
ted
a
p
o
s
tg
r
ad
u
ate
d
e
g
r
ee
a
n
d
h
ad
c
ar
r
ied
o
u
t
r
esear
c
h
s
tu
d
ies th
em
s
elv
es.
C
o
n
s
eq
u
en
tly
,
th
ey
wer
e
p
ar
ticu
lar
l
y
r
e
ce
p
tiv
e
in
th
e
r
e
alis
atio
n
o
f
th
e
p
r
o
ject.
T
wo
m
ain
s
tr
ea
m
teac
h
er
s
,
h
o
wev
er
,
d
ea
lt
with
th
e
r
esear
c
h
er
with
s
o
m
e
r
eser
v
atio
n
s
.
T
h
e
th
r
ee
-
m
o
n
th
o
b
s
er
v
atio
n
a
n
d
n
u
m
er
o
u
s
p
er
s
o
n
al
d
is
cu
s
s
io
n
s
with
th
em
r
ev
ea
led
t
h
at
th
ey
f
elt
in
s
ec
u
r
e
r
eg
ar
d
in
g
teac
h
in
g
ch
ild
r
e
n
with
d
is
ab
ilit
ies.
T
h
eir
in
s
ec
u
r
ity
em
er
g
e
d
as
th
ey
wo
r
r
ied
ab
o
u
t
th
e
la
ck
o
f
d
if
f
er
en
tiated
ac
tiv
ities
an
d
th
e
ab
s
en
ce
o
f
ap
p
r
o
p
r
iate
m
at
er
ials
,
an
d
th
e
r
ef
o
r
e
ap
p
r
o
ac
h
e
d
th
e
r
esear
c
h
er
d
u
r
in
g
o
r
a
f
ter
th
eir
less
o
n
s
to
‘
ap
o
lo
g
is
e’
f
o
r
f
ac
to
r
s
th
at
ex
clu
d
ed
c
h
ild
r
en
.
E
v
en
th
o
u
g
h
b
o
th
teac
h
er
s
s
ee
m
ed
to
b
e
awa
r
e
o
f
th
is
,
th
ey
d
id
n
o
t
m
ak
e
a
n
ef
f
o
r
t
to
o
v
er
co
m
e
b
ar
r
ie
r
s
to
ch
ild
r
en
’
s
p
ar
ticip
at
io
n
an
d
co
n
s
id
er
e
d
th
at
th
e
lack
o
f
teac
h
er
tr
ain
in
g
an
d
th
e
d
e
m
an
d
in
g
n
atu
r
e
o
f
m
ain
s
tr
ea
m
cu
r
r
ic
u
la
wer
e
‘
to
b
lam
e’
.
T
h
ese
p
ar
am
eter
s
h
av
e
b
ee
n
d
o
cu
m
e
n
ted
in
th
e
liter
atu
r
e
[
3
9
,
4
2
]
as
f
ac
to
r
s
th
at
h
in
d
e
r
in
clu
s
io
n
;
y
et
th
e
teac
h
e
r
s
’
lack
o
f
a
ctio
n
r
ais
es
co
n
ce
r
n
s
ab
o
u
t
th
eir
attitu
d
es
a
n
d
th
e
q
u
ality
o
f
th
e
c
u
r
r
e
n
t
in
clu
s
io
n
o
f
ch
ild
r
e
n
with
d
is
ab
ilit
ies in
m
ain
s
tr
ea
m
s
etti
n
g
s
.
As
f
ar
as
th
e
s
p
ec
ial
teac
h
e
r
s
an
d
ass
is
tan
t
teac
h
er
s
ar
e
c
o
n
ce
r
n
ed
,
th
ey
f
ac
ed
th
e
r
esea
r
ch
er
with
s
o
m
e
h
esit
atio
n
.
Du
r
in
g
th
e
f
ir
s
t
f
ew
wee
k
s
n
u
m
er
o
u
s
o
cc
asio
n
s
wer
e
n
o
ted
in
th
e
r
ef
lectiv
e
jo
u
r
n
al
wh
en
th
e
ass
is
tan
t
teac
h
er
s
ap
p
r
o
ac
h
ed
th
e
r
esear
c
h
er
a
n
d
wer
e
ea
g
er
to
b
e
f
u
r
t
h
er
in
f
o
r
m
e
d
c
o
n
ce
r
n
in
g
th
e
o
b
s
er
v
atio
n
n
o
tes.
On
e
s
p
ec
ial
teac
h
er
m
ad
e
th
e
s
am
e
r
eq
u
est
s
ev
er
al
tim
e
s
,
as
s
h
e
wan
ted
to
k
n
o
w
s
p
ec
if
ically
“wh
at
was
o
b
s
er
v
ed
an
d
in
v
esti
g
ated
”
(
J
o
u
r
n
al
E
n
tr
y
,
2
3
/
0
9
)
.
T
h
e
r
esear
ch
er
r
esp
o
n
d
ed
to
all
o
f
th
e
p
ar
ticip
a
n
ts
’
q
u
esti
o
n
s
a
n
d
s
h
o
wed
th
e
s
tr
u
ct
u
r
e
o
f
t
h
e
o
b
s
er
v
atio
n
s
h
ee
t,
wh
ich
in
clu
d
ed
d
esig
n
ated
s
p
ac
e
f
o
r
d
escr
ib
in
g
ev
en
ts
p
er
f
o
r
t
y
-
m
in
u
te
p
er
io
d
s
,
an
d
i
n
d
icatio
n
s
f
o
r
th
e
u
s
e
o
f
d
if
f
er
en
tiated
teac
h
in
g
m
eth
o
d
s
,
th
e
b
e
h
av
io
u
r
o
f
c
h
ild
r
en
with
an
d
with
o
u
t
d
is
ab
ilit
ies,
an
d
a
c
o
lu
m
n
to
b
e
s
u
b
s
eq
u
en
tly
u
s
ed
f
o
r
d
ata
co
d
in
g
.
I
t
was
n
o
ted
th
at
teac
h
er
s
wer
e
r
eliev
ed
b
y
th
e
ac
ce
p
tan
ce
in
s
h
ar
in
g
th
e
o
b
s
er
v
atio
n
s
h
ee
t
with
th
em
an
d
b
ec
am
e
m
o
r
e
co
m
f
o
r
tab
le
o
v
er
th
e
co
u
r
s
e
o
f
tim
e
s
p
en
t in
th
e
s
p
ec
ial
u
n
its
.
An
y
o
th
er
co
n
ce
r
n
th
e
y
m
ig
h
t
h
a
v
e
f
elt
g
r
ad
u
ally
s
u
b
s
id
ed
af
ter
a
f
ew
wee
k
s
,
as
th
ey
d
id
n
o
t
i
d
en
tify
th
e
r
esear
c
h
er
a
s
an
ev
alu
ato
r
o
f
th
eir
wo
r
k
,
b
ec
a
u
s
e
o
b
s
er
v
atio
n
tim
e
was
d
iv
id
ed
b
etwe
en
th
e
m
ain
s
tr
ea
m
class
r
o
o
m
s
an
d
th
e
s
p
ec
ial
u
n
its
.
T
h
ese
allo
wed
f
o
r
th
e
s
p
ec
ial
teac
h
er
s
to
f
ee
l
m
o
r
e
co
m
f
o
r
tab
le
a
n
d
co
n
d
u
ct
t
h
eir
less
o
n
s
with
o
u
t
p
ay
in
g
m
u
ch
atten
tio
n
to
th
e
r
esea
r
ch
er
’
s
p
r
esen
ce
.
T
h
e
s
ec
o
n
d
p
r
o
ject
e
x
am
in
e
d
teac
h
er
s
’
r
esp
o
n
s
e
to
ch
il
d
r
en
’
s
p
r
ec
o
n
ce
p
tio
n
s
wh
en
teac
h
in
g
s
cien
ce
;
to
d
o
th
is
it
was
im
p
o
r
tan
t
f
o
r
th
e
r
esear
ch
er
to
f
o
cu
s
o
n
a
s
in
g
le
s
cien
ce
to
p
ic
in
o
r
d
er
to
o
b
s
er
v
e
a
less
o
n
th
at
wo
u
ld
ev
o
lv
e
ar
o
u
n
d
s
im
ilar
o
b
jectiv
es
an
d
s
cien
tific
co
n
ce
p
ts
[
2
9
,
4
0
]
.
T
h
e
f
ir
s
t
to
p
ic
th
at
was
id
en
tifie
d
as th
e
o
n
e
i
n
wh
ich
ch
ild
r
en
h
a
v
e
th
e
m
o
s
t p
r
ec
o
n
ce
p
tio
n
s
in
was ‘
E
lectr
icity
’
.
T
h
u
s
,
th
e
r
esear
ch
e
r
ap
p
r
o
ac
h
ed
th
e
teac
h
er
s
wh
o
s
e
less
o
n
s
wer
e
g
o
in
g
to
b
e
o
b
s
er
v
ed
an
d
r
eq
u
ested
th
em
to
teac
h
s
o
m
eth
in
g
in
r
elatio
n
to
th
is
to
p
ic.
Ho
wev
e
r
,
m
o
r
e
th
an
h
alf
o
f
th
e
teac
h
e
r
s
d
en
ied
teac
h
in
g
th
is
to
p
ic.
T
h
e
s
am
e
h
ap
p
en
ed
with
th
e
s
ec
o
n
d
to
p
ic
th
at
t
h
e
r
esear
ch
er
s
u
g
g
ested
,
wh
ich
was
‘
L
ig
h
t
an
d
Sh
ad
o
w
s
’
u
n
til
en
d
in
g
u
p
th
e
‘
W
at
er
C
y
cle’
wh
ich
was
a
to
p
ic
th
at
all
teac
h
er
s
ag
r
e
ed
to
teac
h
.
T
h
e
e
p
is
o
d
es
d
escr
ib
ed
ab
o
v
e
led
to
th
e
cr
ea
tio
n
o
f
ch
allen
g
in
g
f
e
elin
g
s
s
u
ch
as
an
x
iety
,
u
n
ce
r
t
ain
ty
an
d
s
tr
ess
.
T
h
e
in
v
o
lv
e
d
r
esear
ch
er
f
ac
ed
th
e
d
ilem
m
a
o
f
wh
at
was a
p
p
r
o
p
r
iate
o
r
in
ap
p
r
o
p
r
iate
to
d
o
.
“It
lo
o
ks like
it
w
ill b
e
mo
r
e
d
iffi
cu
lt th
a
n
I
th
o
u
g
h
t to
o
b
s
erve
tea
ch
ers
w
h
ile
tea
ch
in
g
o
n
e
o
f
th
ese
to
p
ics.
Ho
w
ev
er,
I
a
m
c
o
n
fid
en
t
th
a
t
th
e
d
a
t
a
w
ill
b
e
r
ich
r
eg
a
r
d
less
th
e
to
p
ic
s
elec
ted
.
N
o
n
eth
eless
,
t
ea
ch
ers
’
r
efu
s
a
l
to
tea
ch
th
ese
t
o
p
ics
crea
te
s
a
lo
t
o
f
q
u
esti
o
n
s
.
Wh
y
a
r
e
th
ey
s
o
u
n
co
mfo
r
ta
b
le,
o
r
ev
en
s
ca
r
ed
?
Wh
a
t
is
th
e
r
ea
s
o
n
fo
r
th
eir
la
ck
o
f
co
n
fid
en
ce
a
n
d
mo
s
t
imp
o
r
ta
n
tly
h
o
w
ca
n
I
h
elp
th
em?
I
s
it
my
p
la
ce
to
h
elp
th
em
o
r
s
h
o
u
ld
I
j
u
s
t
fo
cu
s
o
n
my
s
tu
d
y?
I
n
ee
d
to
fo
llo
w
th
is
u
p
.
”
(
Jo
u
r
n
a
l
E
n
tr
y,
1
5
/0
2
)
.
Sev
er
al
d
is
cu
s
s
io
n
s
to
o
k
p
lace
b
etwe
en
th
e
r
esear
ch
er
an
d
th
e
f
ir
s
t
s
u
p
er
v
is
o
r
f
o
cu
s
in
g
o
n
th
is
is
s
u
e
wh
ich
aid
ed
th
e
r
esear
ch
er
m
an
ag
e
f
ee
lin
g
s
an
d
r
esp
o
n
d
a
p
p
r
o
p
r
iately
.
I
n
th
is
ca
s
e,
th
e
s
u
p
er
v
is
o
r
s
en
ab
led
th
e
r
esear
ch
t
o
p
r
o
ce
s
s
th
e
in
f
o
r
m
atio
n
a
n
d
to
c
o
n
s
id
er
wh
a
t
th
e
teac
h
er
s
’
r
ea
ctio
n
m
ig
h
t
m
ea
n
[
1
8
]
.
I
t
was
also
im
p
o
r
tan
t
f
o
r
th
e
r
esear
c
h
er
to
f
u
r
th
er
i
n
v
esti
g
ate
th
is
d
u
r
in
g
th
e
in
ter
v
iews,
wh
ich
g
av
e
an
o
p
p
o
r
tu
n
it
y
to
id
en
tify
th
e
p
ar
ticip
an
ts
’
r
e
aso
n
s
to
co
n
s
cio
u
s
l
y
av
o
id
te
ac
h
in
g
s
p
ec
if
ic
to
p
ics.
On
e
o
f
th
em
s
p
ec
if
ically
s
aid
“I
f
ee
l
th
at
I
d
o
n
o
t
k
n
o
w
th
ese
to
p
ics
well,
I
h
a
v
e
n
ev
er
tr
ied
t
o
teac
h
t
h
em
.
Ma
y
b
e
b
ec
au
s
e
I
d
id
n
’
t
s
tu
d
y
s
cien
ce
at
h
ig
h
s
ch
o
o
l,
I
f
ee
l
th
at
I
d
o
n
’
t
h
av
e
e
n
o
u
g
h
k
n
o
wled
g
e
o
r
th
e
n
ec
ess
ar
y
m
ater
ials
to
teac
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lita
tive
d
o
cto
r
a
l res
ea
r
ch
in
ed
u
ca
tio
n
a
l settin
g
s
:
r
eflec
tin
g
o
n
me
a
n
in
g
f
u
l e
n
co
u
n
ters
(
Myr
ia
P
ieri
d
o
u
)
29
th
ese
to
p
ics”.
Similar
ly
,
Hast
ie
an
d
Sau
n
d
e
r
s
[
4
3
]
s
u
g
g
est
th
at
th
e
lack
o
f
th
e
n
ec
ess
ar
y
eq
u
ip
m
en
t
ca
n
s
ig
n
if
ican
tly
af
f
ec
t
teac
h
in
g
an
d
lear
n
in
g
.
Ho
wev
er
,
a
d
i
f
f
er
en
t
teac
h
er
s
tated
th
at
“
I
’
v
e
n
e
v
er
tau
g
h
t
“E
lectr
icity
”
s
o
f
ar
b
ec
a
u
s
e
I
d
o
n
’
t
f
ee
l
c
o
n
f
id
e
n
t
an
d
,
s
in
c
e
we
ar
e
f
r
ee
to
c
h
o
o
s
e
w
h
at
t
o
teac
h
,
I
a
v
o
id
it”.
T
wo
ad
d
itio
n
al
teac
h
e
r
s
ad
m
i
tted
th
at
th
ey
f
elt
u
n
c
o
m
f
o
r
ta
b
le
teac
h
in
g
s
ev
er
al
to
p
ics
in
clu
d
in
g
‘
E
lectr
icity
’
an
d
‘
Sh
a
d
o
ws
an
d
L
ig
h
t’
.
Sp
e
cif
ically
,
o
n
e
o
f
th
e
m
s
aid
th
a
t
“
I
wo
u
ld
av
o
id
“L
ig
h
t
a
n
d
S
h
ad
o
ws”
b
ec
au
s
e
I
d
o
n
’
t
u
s
u
ally
h
a
v
e
en
o
u
g
h
tim
e
to
teac
h
it
an
d
I
’
m
a
b
it
s
ca
r
ed
b
ec
au
s
e
I
’
m
n
o
t
f
a
m
iliar
with
th
ese
to
p
ics”.
Similar
ly
,
an
o
th
e
r
teac
h
er
s
tated
th
at
“I
’
v
e
n
ev
er
tau
g
h
t
th
ese
to
p
ics
b
ec
au
s
e
I
’
m
a
b
it
s
ca
r
ed
to
tr
y
th
em
.
I
wo
u
ld
n
o
t
f
ee
l
co
m
f
o
r
tab
le
teac
h
in
g
s
o
m
eth
in
g
th
at
I
d
o
n
’
t
k
n
o
w
th
at
well”.
T
h
e
s
c
h
o
o
l’
s
h
ea
d
teac
h
er
co
n
f
ess
ed
th
at
s
h
e
h
a
d
wo
r
k
e
d
with
teac
h
e
r
s
in
t
h
e
p
ast
th
a
t
f
elt
u
n
co
m
f
o
r
tab
le
o
r
u
n
c
o
n
f
id
en
t
to
teac
h
s
o
m
e
s
p
ec
if
ic
to
p
ics.
I
t
is
wo
r
th
n
o
tin
g
th
at
d
u
r
i
n
g
b
o
th
p
r
o
jects,
teac
h
er
s
ap
p
ea
r
ed
to
b
e
u
n
c
o
m
f
o
r
tab
le
with
t
h
e
id
ea
o
f
b
ein
g
o
b
s
er
v
e
d
wh
ile
teac
h
in
g
,
in
d
icatin
g
s
o
m
e
s
ig
n
s
o
f
an
x
iety
[
4
4
]
.
T
h
is
an
x
iety
s
u
g
g
e
s
ts
th
e
p
r
esen
ce
o
f
s
o
m
e
n
eg
ativ
e
f
e
elin
g
,
wh
ic
h
,
ac
co
r
d
in
g
to
Hast
ie
an
d
Sau
n
d
er
s
[
4
3
]
u
s
u
ally
r
elate
to
lack
o
f
c
o
n
f
id
e
n
ce
b
ec
au
s
e
o
f
d
if
f
er
en
t r
ea
s
o
n
s
s
u
ch
as lac
k
o
f
k
n
o
wled
g
e,
tim
e
o
r
ap
p
r
o
p
r
iate
eq
u
ip
m
e
n
t.
F
o
r
ex
am
p
le,
teac
h
er
s
ten
d
to
wo
r
r
y
ab
o
u
t
n
o
t
b
ein
g
ab
le
to
an
s
wer
all
th
e
ch
ild
r
e
n
’
s
q
u
esti
o
n
s
an
d
s
o
m
e
m
ig
h
t
f
in
d
th
is
ev
en
m
o
r
e
ch
allen
g
in
g
o
r
em
b
ar
r
ass
in
g
i
n
th
e
p
r
esen
ce
o
f
an
o
b
s
er
v
e
r
,
in
th
is
ca
s
e
th
e
r
esear
ch
er
.
E
v
en
th
o
u
g
h
it
is
n
o
r
m
al
i
f
teac
h
e
r
s
ca
n
n
o
t
f
u
lly
r
esp
o
n
d
t
o
all
q
u
esti
o
n
s
a
d
d
r
ess
ed
b
y
ch
ild
r
en
,
it
is
im
p
o
r
tan
t
f
o
r
th
em
to
ac
q
u
ir
e
th
e
n
ec
ess
ar
y
k
n
o
wled
g
e
f
o
r
ar
ea
s
in
clu
d
ed
i
n
th
e
cu
r
r
ic
u
la,
f
ee
l
co
m
f
o
r
tab
le
wh
en
teac
h
in
g
,
a
n
d
b
e
co
n
f
id
en
t
en
o
u
g
h
to
d
if
f
er
en
tiate
th
eir
tech
n
iq
u
es
a
n
d
p
r
ac
tices,
in
o
r
d
er
to
ac
co
m
m
o
d
ate
th
e
n
ee
d
s
o
f
all
ch
ild
r
en
[
4
5
,
4
6
]
.
Go
in
g
b
ac
k
to
th
e
L
ab
ar
ee
[
2
4
]
,
th
e
ab
o
v
e
en
co
u
n
ter
s
d
em
o
n
s
tr
ate
two
ex
am
p
les
o
f
th
e
clash
b
etwe
en
th
e
n
atu
r
e
o
f
teac
h
in
g
p
r
ac
tice
an
d
th
e
n
atu
r
e
o
f
e
d
u
ca
tio
n
al
r
esear
ch
as
a
p
r
ac
t
ice,
as
it
i
s
ev
id
en
t
th
at
th
e
d
o
cto
r
al
s
tu
d
e
n
ts
in
ed
u
ca
tio
n
,
wh
o
ar
e
u
s
u
ally
also
teac
h
er
s
,
an
d
th
e
teac
h
er
s
wo
r
k
in
g
with
in
th
e
s
ch
o
o
l
co
n
tex
t,
h
av
e
d
if
f
er
en
t
v
iews,
p
er
ce
p
tio
n
s
an
d
ex
p
ec
tatio
n
s
,
wh
ich
ca
n
lead
to
a
cu
ltu
r
al
clash
.
Neu
m
an
n
,
Pallas
an
d
Peter
s
o
n
[
4
7
]
,
id
en
tif
y
th
r
ee
ten
s
i
o
n
s
th
at
r
elate
to
th
is
c
u
ltu
r
al
clash
,
in
clu
d
i
n
g
“th
e
ten
s
io
n
o
f
p
e
r
s
p
ec
tiv
e,
w
h
i
ch
co
n
s
id
er
s
th
e
way
s
in
wh
ich
th
e
u
n
d
er
s
tan
d
in
g
o
f
e
d
u
c
atio
n
al
p
h
en
o
m
e
n
a
f
lo
ws
f
r
o
m
th
e
ac
ad
em
ic
d
is
cip
lin
es
an
d
f
r
o
m
ed
u
ca
to
r
s
…an
d
th
e
ten
s
io
n
o
f
r
esp
o
n
s
e
(
an
d
r
esp
o
n
s
ib
ilit
y
)
to
p
r
im
ar
y
s
tak
eh
o
ld
er
s
in
th
e
e
d
u
ca
tio
n
e
n
ter
p
r
is
e,
wh
ic
h
ex
am
in
es
th
e
in
ter
p
la
y
o
f
r
esea
r
ch
er
s
’
p
u
b
lic
an
d
in
tellectu
al
s
tak
es
in
th
e
s
tu
d
y
o
f
ed
u
ca
tio
n
al
p
h
e
n
o
m
e
n
a.
”
(
p
.
2
5
1
)
.
T
h
e
th
ir
d
is
th
e
ten
s
io
n
o
f
a
g
en
d
a
an
d
wh
o
s
e
q
u
esti
o
n
s
g
et
ask
ed
:
r
esear
ch
er
s
’
o
r
p
r
ac
titi
o
n
er
s
’
.
T
h
is
,
in
co
m
b
in
atio
n
with
t
h
e
co
m
m
itm
en
t
to
ed
u
ca
tio
n
an
d
th
e
s
en
s
e
o
f
a
m
is
s
io
n
to
im
p
r
o
v
e
s
ch
o
o
ls
th
at
th
e
d
o
ct
o
r
al
r
esear
c
h
er
s
in
e
d
u
ca
tio
n
f
ee
l
,
o
cc
asio
n
ally
leav
e
th
e
ea
r
ly
ca
r
ee
r
r
esear
c
h
er
s
f
ee
lin
g
th
at
th
ey
m
ig
h
t
n
o
t
b
e
d
o
in
g
en
o
u
g
h
.
T
h
er
ef
o
r
e,
th
e
s
u
p
p
o
r
t
an
d
en
co
u
r
ag
em
en
t
th
at
d
o
ct
o
r
al
s
tu
d
en
ts
g
et
f
r
o
m
t
h
e
s
u
p
er
v
is
o
r
s
(
an
d
later
o
n
f
r
o
m
m
o
r
e
ex
p
er
ien
ce
d
co
lleag
u
es)
is
es
s
en
tial
d
u
r
in
g
th
e
d
o
cto
r
al
jo
u
r
n
ey
as
it
h
el
p
s
th
e
y
o
u
n
g
r
esear
ch
er
to
s
tay
g
r
o
u
n
d
ed
a
n
d
to
n
av
ig
ate
t
h
r
o
u
g
h
d
i
f
f
er
en
t te
n
s
io
n
s
an
d
d
ilem
m
as [
4
8
]
.
4.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
h
as
p
r
esen
t
ed
s
o
m
e
o
f
th
e
te
n
s
io
n
s
in
v
o
lv
e
d
in
co
n
d
u
ctin
g
q
u
alitativ
e
r
e
s
ea
r
ch
in
class
r
o
o
m
s
with
teac
h
er
s
,
b
ased
o
n
th
e
ex
p
er
ien
ce
s
o
f
th
e
au
th
o
r
s
an
d
wh
at
th
ey
id
en
tifie
d
th
r
o
u
g
h
a
r
ef
lectiv
e
p
r
o
ce
s
s
.
T
h
e
p
a
p
er
h
as
ex
p
lo
r
ed
th
ese
te
n
s
io
n
s
an
d
h
o
w
t
h
ey
wer
e
m
an
ag
ed
,
wh
ich
ca
n
h
elp
o
th
er
d
o
cto
r
al
s
tu
d
en
ts
o
r
ea
r
ly
ca
r
ee
r
r
esear
c
h
er
s
wh
e
n
f
ac
in
g
with
s
im
ilar
ch
allen
g
e
s
.
T
h
e
e
n
co
u
n
ter
s
p
r
esen
ted
an
d
d
is
cu
s
s
ed
h
er
e
ca
n
b
e
co
n
s
id
er
ed
as
ex
am
p
l
es
to
en
co
u
r
ag
e
r
esear
ch
e
r
s
to
th
in
k
r
ef
lectiv
ely
ab
o
u
t
th
eir
r
esp
o
n
s
es
to
s
im
i
lar
s
itu
atio
n
s
in
an
alo
g
o
u
s
r
esear
ch
jo
u
r
n
ey
s
.
Nev
e
r
th
el
ess
,
d
ilem
m
as
an
d
ten
s
io
n
s
en
co
u
n
ter
ed
d
u
r
in
g
q
u
alitativ
e
r
esear
ch
n
ee
d
to
b
e
ca
r
ef
u
lly
th
o
u
g
h
t
in
r
elatio
n
to
th
e
co
n
tex
t
o
f
th
e
s
tu
d
y
an
d
th
o
s
e
in
v
o
l
v
e
d
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
th
at
b
y
ac
k
n
o
wled
g
in
g
th
e
r
o
le
o
f
p
o
wer
d
y
n
a
m
ics
an
d
em
o
tio
n
s
in
th
e
m
u
ltifa
ce
ted
r
elatio
n
s
h
ip
b
etwe
en
r
esear
ch
er
–
p
a
r
ticip
an
ts
,
an
d
th
e
r
o
le
o
f
r
ef
lectio
n
in
d
o
in
g
s
o
,
r
esear
ch
er
s
ca
n
b
ec
o
m
e
m
o
r
e
r
esp
o
n
s
iv
e
to
t
h
e
r
o
le
th
e
y
p
la
y
th
r
o
u
g
h
o
u
t
th
e
life
o
f
th
eir
r
esear
ch
p
r
o
jec
ts
.
T
h
e
r
ev
iew
o
f
th
e
liter
atu
r
e
a
n
d
th
e
r
ec
o
g
n
itio
n
o
f
th
e
r
es
ea
r
ch
er
s
’
u
n
iq
u
e
v
alu
es,
ch
ar
ac
ter
is
tics
,
b
elief
s
,
an
d
ex
p
er
ie
n
ce
s
wh
i
le
u
n
d
e
r
tak
in
g
r
esear
ch
,
em
p
h
asis
ed
,
f
r
o
m
th
e
o
f
f
s
et
o
f
th
e
two
p
r
o
jects,
th
e
im
p
o
r
tan
ce
o
f
co
n
tin
u
o
u
s
cr
itical
an
d
r
ef
lectiv
e
t
h
in
k
i
n
g
.
T
h
e
r
ef
lectiv
e,
d
y
n
am
ic
a
n
d
d
ialo
g
ic
p
r
o
ce
s
s
m
ea
n
t
th
at
t
h
e
two
a
u
th
o
r
s
wer
e
d
is
tan
ce
d
f
r
o
m
th
ei
r
o
wn
p
er
s
p
ec
tiv
es
an
d
wer
e,
also
,
awa
r
e
o
f
th
e
p
ar
ticip
an
ts
’
d
if
f
er
in
g
r
ea
c
tio
n
s
,
id
en
tifie
d
as
‘
en
co
u
n
ter
s
’
.
T
h
e
aim
o
f
th
is
p
ap
er
was
n
o
t
to
p
r
o
p
o
s
e
f
in
al
r
esp
o
n
s
es
an
d
/o
r
s
o
lu
tio
n
s
to
th
e
o
n
g
o
in
g
d
eb
ates
o
n
co
n
d
u
ctin
g
ed
u
ca
tio
n
al
r
esear
ch
,
b
u
t
to
d
r
aw
atten
tio
n
to
a
to
p
ic
th
at
u
n
d
e
n
iab
ly
c
o
n
ce
r
n
s
ea
r
ly
ca
r
ee
r
r
esear
ch
er
s
.
T
h
e
aim
was
to
s
h
ar
e
th
e
u
n
e
x
p
ec
ted
em
o
tio
n
al
r
o
ller
co
aster
f
ac
ed
d
u
r
in
g
th
e
r
esear
ch
p
r
o
ce
s
s
,
an
d
to
p
lace
em
p
h
asis
o
n
th
e
im
p
o
r
tan
ce
o
f
th
e
r
esear
ch
er
s
’
r
o
le
wh
en
m
an
a
g
in
g
th
is
as
well
as
th
e
im
p
o
r
tan
ce
o
f
r
ec
o
g
n
is
in
g
th
e
p
ar
ticip
an
ts
’
n
ee
d
s
a
n
d
w
o
r
r
ies
wh
en
co
n
d
u
ctin
g
r
esear
ch
.
W
ith
in
th
e
p
ap
er
,
p
r
esen
tin
g
an
d
d
is
cu
s
s
in
g
th
e
r
esear
ch
er
s
’
en
co
u
n
ter
s
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
21
-
31
30
teac
h
er
-
p
ar
ticip
a
n
ts
h
elp
ed
t
o
em
p
h
asis
e
th
e
v
alu
e
o
f
r
e
co
g
n
is
in
g
th
e
d
if
f
icu
lties
th
a
t
b
o
th
f
ac
e
d
u
r
in
g
r
esear
ch
ac
tiv
ities
.
An
o
th
er
im
p
o
r
ta
n
t
d
im
e
n
s
io
n
to
b
e
co
n
s
id
er
e
d
is
t
h
e
r
e
s
ea
r
ch
er
s
’
r
o
le
af
ter
th
e
co
m
p
letio
n
o
f
th
e
r
esear
ch
p
r
o
ject.
E
v
en
th
o
u
g
h
t
h
is
h
as
n
o
t
b
ee
n
d
is
cu
s
s
ed
in
th
is
p
ap
er
,
th
is
co
u
l
d
b
e
th
e
f
o
cu
s
o
f
f
u
t
u
r
e
d
is
cu
s
s
io
n
s
an
d
in
v
esti
g
atio
n
s
,
as
it
is
im
p
o
r
tan
t
to
d
r
aw
th
e
atten
tio
n
to
war
d
s
r
e
f
lectio
n
s
o
n
th
e
u
s
e
an
d
co
n
tr
ib
u
tio
n
s
o
f
r
esear
ch
f
in
d
in
g
s
.
Dr
awi
n
g
o
n
ea
r
lier
d
is
cu
s
s
io
n
s
o
n
th
e
p
o
wer
d
y
n
am
ics
b
etwe
e
n
th
e
r
esear
ch
er
an
d
th
e
p
ar
ticip
an
ts
,
it
is
s
u
g
g
ested
t
h
at
ex
am
in
in
g
m
o
r
e
d
ee
p
ly
th
e
n
atu
r
e
o
f
th
is
r
elatio
n
s
h
ip
ca
n
b
r
in
g
ab
o
u
t
c
h
an
g
e
in
th
e
f
o
llo
win
g
u
p
s
tag
e
with
p
ar
ti
cip
an
ts
.
T
h
is
wo
u
ld
m
ea
n
th
a
t
o
n
ce
th
e
p
r
o
ject
is
co
m
p
leted
th
e
r
elatio
n
s
h
ip
with
th
e
p
ar
ticip
an
ts
wo
u
ld
b
e
f
u
r
th
e
r
co
m
p
lem
e
n
ted
,
th
r
o
u
g
h
s
h
ar
in
g
in
f
o
r
m
atio
n
,
r
eso
u
r
ce
s
an
d
k
e
y
o
u
tco
m
es,
an
d
d
is
s
em
in
atin
g
f
in
d
in
g
s
ap
p
r
o
p
r
iately
.
T
h
er
ef
o
r
e,
th
e
r
atio
n
ale,
as
s
et
o
u
t
in
th
is
p
ap
e
r
,
is
to
s
u
p
p
o
r
t
th
e
c
o
n
ce
p
t
u
alis
atio
n
o
f
r
e
f
lectio
n
as
an
ess
en
tial
p
ar
t
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
,
u
s
ed
t
o
u
n
d
er
s
tan
d
,
r
elate
to
,
a
n
d
e
n
g
ag
e
with
p
ar
ticip
an
ts
an
d
k
ey
ag
en
ts
d
u
r
in
g
th
e
r
esear
ch
jo
u
r
n
ey
.
I
t is su
g
g
ested
to
tr
ea
t th
is
as
a
co
m
p
lex
,
n
o
n
-
tr
a
n
s
f
er
r
ab
le
s
k
ill th
at
n
ee
d
s
to
b
e
g
r
ad
u
ally
d
ev
elo
p
ed
f
r
o
m
th
e
o
u
ts
et
o
f
th
e
r
esear
ch
jo
u
r
n
ey
u
n
til,
an
d
af
ter
,
its
r
ea
lis
atio
n
.
B
y
d
o
in
g
s
o
,
r
esear
ch
er
s
will
b
e
ab
le
t
o
id
e
n
tify
s
ig
n
if
ican
t
i
n
cid
en
ts
th
at
in
f
lu
en
ce
th
e
p
r
o
ce
s
s
o
f
t
h
e
r
esear
ch
p
r
o
ject,
to
r
ef
lect
o
n
im
p
o
r
tan
t
d
is
cu
s
s
io
n
s
with
th
e
p
ar
ticip
an
ts
,
an
d
t
o
p
r
o
b
lem
atis
e
p
o
wer
d
y
n
am
i
cs
with
th
em
.
I
t
is
also
s
u
g
g
ested
th
at
th
e
d
ialo
g
ic
ap
p
r
o
ac
h
u
n
d
er
ta
k
en
ca
n
in
f
o
r
m
f
u
tu
r
e
r
esear
ch
p
r
ac
t
ice,
with
r
eg
ar
d
s
to
th
e
p
lan
n
i
n
g
a
n
d
im
p
lem
en
tat
io
n
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
,
a
n
d
with
th
e
d
is
cu
s
s
io
n
o
f
an
ti
cip
ated
is
s
u
es
th
at
m
ay
em
er
g
e.
All
o
f
th
ese
ca
n
o
f
f
er
ess
en
tial
in
f
o
r
m
atio
n
f
o
r
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
an
d
d
y
n
am
ic
en
co
u
n
ter
s
with
p
ar
ticip
an
ts
.
RE
F
E
R
E
NC
E
S
[1
]
A.
F
o
x
a
n
d
J.
Alla
n
,
"
Do
i
n
g
r
e
flec
ti
o
n
:
M
o
m
e
n
ts
o
f
Un
b
e
c
o
m
in
g
a
n
d
b
e
c
o
m
in
g
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
a
n
d
M
e
t
h
o
d
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
0
1
-
1
1
2
,
2
0
1
4
.
[2
]
S
.
S
y
m
e
o
n
id
o
u
,
"
Re
se
a
rc
h
in
g
d
isa
b
il
it
y
p
o
l
it
ics
:
Be
y
o
n
d
t
h
e
so
c
ial
m
o
d
e
l
a
n
d
b
a
c
k
a
g
a
in
,
"
in
Res
e
a
rc
h
in
g
d
isa
b
il
i
ty:
p
u
rp
o
se
,
p
r
o
c
e
ss
a
n
d
fu
tu
re
d
ire
c
ti
o
n
s,
S
.
S
y
m
e
o
n
id
o
u
a
n
d
K.
Be
a
u
c
h
a
m
p
-
P
ry
o
r,
Ed
s.
Lo
n
d
o
n
:
S
e
n
se
P
u
b
l
ish
e
rs
,
2
0
1
3
.
[3
]
T.
N.
Ba
sit
,
"
Et
h
ics
,
re
flec
ti
o
n
a
n
d
a
c
c
e
ss
in
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
issu
e
s
in
i
n
terg
e
n
e
ra
ti
o
n
a
l
in
v
e
stig
a
ti
o
n
,
"
Res
e
a
rc
h
Pa
p
e
rs
i
n
E
d
u
c
a
t
io
n
,
v
o
l
.
2
8
,
n
o
.
4
,
p
p
.
5
0
6
-
5
1
7
,
2
0
1
2
.
[4
]
C.
Co
stley
,
G
.
D.
El
li
o
tt
,
a
n
d
P
.
G
ib
b
s,
Do
in
g
wo
rk
b
a
se
d
re
se
a
rc
h
:
a
p
p
ro
a
c
h
e
s
to
e
n
q
u
iry
fo
r
i
n
si
d
e
r
-
re
se
a
rc
h
e
rs
.
Lo
n
d
o
n
:
S
AG
E,
2
0
1
0
.
[5
]
A.
K.
Ha
m
d
a
n
,
"
Re
flec
ti
o
n
o
f
Di
sc
o
m
fo
rt
in
In
si
d
e
r
-
Ou
tsid
e
r
Ed
u
c
a
ti
o
n
a
l
Re
se
a
r
c
h
,
"
M
c
Gill
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
3
,
p
p
.
3
7
7
-
4
0
4
,
2
0
0
9
.
[6
]
M
.
Q.
F
o
o
te
a
n
d
T
.
G
.
Ba
rtell,
"
P
a
th
wa
y
s
to
e
q
u
it
y
in
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
:
Ho
w
l
ife
e
x
p
e
rien
c
e
s
imp
a
c
t
re
se
a
rc
h
e
r
p
o
siti
o
n
a
li
ty
,
"
E
d
u
c
a
ti
o
n
a
l
S
tu
d
ies
in
M
a
th
e
ma
ti
c
s
,
v
o
l.
7
8
,
n
o
.
1
,
p
p
.
4
5
-
6
8
,
2
0
1
1
.
[7
]
E
.
Oik
o
n
o
m
id
o
y
a
n
d
L.
R.
Wi
e
st
,
"
Na
v
i
g
a
ti
n
g
c
ro
ss
-
b
o
u
n
d
a
r
y
c
o
n
n
e
c
ti
o
n
s
i
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
&
M
e
t
h
o
d
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
5
3
-
65,
2
0
1
5
.
[8
]
T.
N.
Ba
sit,
C
o
n
d
u
c
ti
n
g
re
se
a
rc
h
in
e
d
u
c
a
ti
o
n
a
l
c
o
n
tex
ts
.
Lo
n
d
o
n
:
Co
n
ti
n
u
u
m
,
2
0
1
0
.
[9
]
M
.
P
ierid
o
u
,
"
S
p
e
c
ial
a
n
d
In
c
l
u
siv
e
Ed
u
c
a
ti
o
n
i
n
Cy
p
ru
s:
Ca
se
S
tu
d
y
o
f
a
S
c
h
o
o
l
Un
it
wi
th
re
g
a
rd
s
to
t
h
e
Im
p
lem
e
n
tatio
n
o
f
t
h
e
1
1
3
(I)/
9
9
Law
in
E
d
u
c
a
ti
o
n
a
l
P
ra
c
ti
c
e
,
"
Ph
.
D T
h
e
sis,
Un
i
v
e
rsity
o
f
C
y
p
r
u
s
,
2
0
1
3
.
[1
0
]
M
.
Ka
m
b
o
u
ri,
"
Cy
p
rio
t
Earl
y
-
Ye
a
r
Tea
c
h
in
g
o
f
S
c
ien
c
e
:
Ap
p
re
c
ia
ti
o
n
o
f
Yo
u
n
g
Ch
i
ld
re
n
’s
P
re
c
o
n
c
e
p
ti
o
n
s
,"
P
h
D
th
e
sis,
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
,
Un
i
v
e
rsity
o
f
Warwic
k
,
2
0
1
2
.
[1
1
]
L.
F
.
F
re
d
e
ri
k
se
n
a
n
d
S
.
Be
c
k
,
"
Ca
u
g
h
t
in
t
h
e
c
ro
ss
fire:
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
in
c
o
n
tex
t,
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
M
e
th
o
d
i
n
E
d
u
c
a
ti
o
n
,
v
o
l.
3
3
,
n
o
.
2
,
p
p
.
1
3
5
-
1
4
9
,
2
0
1
0
.
[1
2
]
C.
R.
Rin
k
e
a
n
d
L.
M
a
wh
i
n
n
e
y
,
"
Re
c
o
n
sid
e
ri
n
g
ra
p
p
o
r
t
with
u
rb
a
n
tea
c
h
e
rs:
n
e
g
o
ti
a
ti
n
g
sh
ift
i
n
g
b
o
u
n
d
a
ries
a
n
d
leg
it
imiz
in
g
su
p
p
o
rt,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
&
M
e
t
h
o
d
in
E
d
u
c
a
ti
o
n
,
v
o
l.
3
7
,
n
o
.
1
,
p
p
.
3
-
1
6
,
2
0
1
4
.
[1
3
]
A.
Ed
wa
rd
s,
"
M
a
n
u
a
l
o
r
e
lec
tro
n
i
c
:
Th
e
r
o
le
o
f
c
o
d
i
n
g
in
q
u
a
li
tativ
e
d
a
ta
a
n
a
ly
sis,
"
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
4
5
,
n
o
.
2
,
p
p
.
1
4
3
-
1
5
4
,
2
0
0
2
.
[1
4
]
R.
K.
Yin
,
Ca
se
S
tu
d
y
Res
e
a
rc
h
M
e
th
o
d
s
.
Ca
li
f
o
rn
ia:
S
a
g
e
P
u
b
l
ica
ti
o
n
s,
2
0
0
9
.
[1
5
]
R.
Tes
c
h
,
Qu
a
li
t
a
ti
v
e
Res
e
a
rc
h
:
a
n
a
lys
is t
y
p
e
s
a
n
d
so
ft
w
a
re
to
o
ls
.
Ne
w Yo
rk
:
F
a
lme
r,
1
9
9
0
.
[1
6
]
O.
Ka
rn
ieli
-
M
il
ler,
R.
S
tri
e
r
,
a
n
d
L
.
P
e
ss
a
c
h
,
"
P
o
we
r
re
l
a
ti
o
n
s
in
q
u
a
li
tati
v
e
re
se
a
rc
h
,
"
Qu
a
li
ta
ti
v
e
He
a
lt
h
Res
e
a
rc
h
,
v
o
l.
1
9
,
n
o
.
2
,
p
p
.
2
7
9
-
2
8
9
,
2
0
0
9
.
[1
7
]
A.
F
.
Ho
l
len
b
e
c
k
,
"
T
h
e
fa
m
il
iar
o
b
se
rv
e
r:
se
e
in
g
b
e
y
o
n
d
t
h
e
e
x
p
e
c
ted
i
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
&
M
e
t
h
o
d
i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
3
8
,
n
o
.
2
,
p
p
.
1
4
9
-
1
6
5
,
2
0
1
5
.
[1
8
]
H.
El
li
o
t,
J.
Ry
a
n
,
a
n
d
W.
Ho
ll
wa
y
,
"
Re
se
a
rc
h
e
n
c
o
u
n
ter
s,
re
fle
x
iv
it
y
a
n
d
s
u
p
e
rv
isi
o
n
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
ia
l
Res
e
a
rc
h
M
e
t
h
o
d
o
l
o
g
y
,
v
o
l.
1
5
,
n
o
.
5
,
p
p
.
4
3
3
-
4
4
4
,
2
0
1
1
.
[1
9
]
M
.
Ni
n
d
,
"
I
n
c
lu
si
v
e
re
se
a
rc
h
a
n
d
in
c
lu
siv
e
e
d
u
c
a
ti
o
n
:
wh
y
c
o
n
n
e
c
t
in
g
th
e
m
m
a
k
e
s
se
n
se
f
o
r
tea
c
h
e
r
s’
a
n
d
lea
rn
e
rs’
d
e
m
o
c
ra
ti
c
d
e
v
e
lo
p
m
e
n
t
o
f
e
d
u
c
a
ti
o
n
,
"
C
a
mb
rid
g
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
4
,
p
p
.
5
2
5
-
5
4
0
,
2
0
1
4
.
[2
0
]
J.
Ag
e
e
,
"
De
v
e
lo
p
i
n
g
q
u
a
li
tativ
e
re
se
a
rc
h
q
u
e
stio
n
s:
a
re
flec
ti
v
e
p
ro
c
e
ss
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Q
u
a
li
ta
ti
v
e
S
tu
d
ies
in
Ed
u
c
a
ti
o
n
,
v
o
l.
2
2
,
n
o
.
4
,
p
p
.
4
3
1
-
44
7
,
2
0
0
9
.
[2
1
]
R.
S
lee
,
Po
li
ti
c
a
l
e
c
o
n
o
my
,
i
n
c
lu
s
ive
e
d
u
c
a
ti
o
n
a
n
d
tea
c
h
e
r
e
d
u
c
a
t
io
n
.
C
.
F
o
rli
n
,
T
e
a
c
h
e
r
E
d
u
c
a
t
io
n
fo
r
In
c
lu
si
o
n
:
Ch
a
n
g
i
n
g
Pa
ra
d
i
g
ms
a
n
d
I
n
n
o
v
a
t
ive
Ap
p
ro
a
c
h
e
s,
E
d
s.
L
o
n
d
o
n
:
R
o
u
tl
e
d
g
e
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.