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o
r
m
atio
n
o
f
C
en
ter
s
o
f
E
x
ce
lle
n
ce
(
C
OE
s
)
[
4
]
an
d
C
en
ter
s
o
f
Dev
e
lo
p
m
en
t
(
C
O
Ds)
[
5
]
to
s
er
v
e
as
ex
e
m
p
lar
s
o
f
s
u
p
er
io
r
p
er
f
o
r
m
an
ce
i
n
ter
m
s
o
f
teac
h
i
n
g
,
r
esear
ch
an
d
p
u
b
licatio
n
,
p
r
o
d
u
ctio
n
o
f
g
lo
b
all
y
co
m
p
ete
n
t
g
r
ad
u
ates
a
n
d
as
r
e
s
o
u
r
ce
ce
n
ter
s
f
o
r
th
e
o
t
h
er
HE
Is
[
6
]
.
T
o
d
ate,
th
er
e
ar
e
3
1
C
OE
s
a
n
d
9
C
ODs
f
o
r
T
ea
ch
er
E
d
u
ca
tio
n
id
en
tifi
ed
an
d
r
ec
o
g
n
ized
b
y
C
HE
D
[
7
]
.
Ho
w
e
v
er
,
t
h
e
s
tu
d
y
co
n
d
u
cted
b
y
L
ad
ia
et
al.
[
8
]
p
r
o
v
id
ed
a
n
e
v
al
u
atio
n
o
f
th
e
C
OE
s
a
n
d
C
ODs
f
o
r
teac
h
er
ed
u
ca
tio
n
b
y
a
n
al
y
zin
g
th
e
p
er
f
o
r
m
a
n
ce
o
f
t
h
eir
g
r
a
d
u
ates
in
t
h
e
2
0
1
0
L
E
T
elem
e
n
tar
y
le
v
el.
R
e
s
u
l
ts
r
ev
ea
led
th
at
in
ei
g
h
t
o
f
th
e
t
h
ir
t
y
-
o
n
e
C
OE
s
an
d
f
o
u
r
o
f
t
h
e
n
in
e
C
OD
s
,
les
s
t
h
an
h
al
f
o
f
th
e
ir
f
ir
s
t
-
ti
m
e
ex
a
m
i
n
ee
s
p
as
s
ed
t
h
e
L
E
T
ele
m
en
tar
y
lev
el.
T
h
is
i
m
p
lie
s
th
at,
i
f
all
th
e
s
e
f
ir
s
t
-
ti
m
er
s
a
r
e
2
0
1
0
g
r
ad
u
ates,
th
en
t
h
ese
C
OE
s
/
C
OD
s
w
er
e
u
n
s
u
cc
e
s
s
f
u
l
in
r
ea
lizi
n
g
th
eir
o
b
lig
atio
n
to
p
r
o
d
u
ce
co
m
p
eten
t
teac
h
er
s
.
T
h
e
s
e
f
i
n
d
in
g
s
h
a
v
e
i
m
p
o
r
tan
t
i
m
p
l
icatio
n
s
in
d
eter
m
i
n
i
n
g
C
OE
s
an
d
C
ODs
[
9
]
.
T
h
e
au
th
o
r
s
s
u
g
g
e
s
ted
t
h
at
t
h
e
s
ec
o
n
d
-
r
ate
p
er
f
o
r
m
a
n
ce
o
f
t
h
e
8
C
OE
s
an
d
4
C
ODs
n
ec
ess
itates
th
e
r
ea
s
s
es
s
m
en
t
o
f
HE
I
s
s
in
ce
t
h
er
e
co
u
ld
b
e
m
a
n
y
o
t
h
er
s
t
h
at
d
eser
v
e
t
h
e
d
is
tin
ct
ti
tle
o
f
C
e
n
ter
o
f
E
x
ce
llen
ce
o
r
C
en
ter
o
f
De
v
elo
p
m
en
t
.
As
o
f
Sep
te
m
b
er
2
0
1
4
,
th
er
e
ar
e
o
n
l
y
t
w
o
(
2
)
C
OE
s
id
e
n
t
if
ied
a
n
d
r
ec
o
g
n
ized
b
y
C
HE
D
n
a
m
el
y
DL
S
U
-
Das
m
ar
i
ñ
as,
C
a
v
ite
a
n
d
U
n
i
v
er
s
it
y
o
f
B
atan
g
a
s
,
B
atan
g
a
s
C
it
y
w
h
i
le
Ma
n
u
el
S.
E
n
v
er
g
a
Un
iv
er
s
it
y
Fo
u
n
d
atio
n
,
L
u
ce
n
a
C
i
t
y
is
t
h
e
o
n
l
y
C
OD
in
R
eg
io
n
I
V
-
A
C
AL
A
B
A
R
Z
O
N
[
7
]
.
C
o
n
s
id
e
r
in
g
t
h
e
i
m
p
licatio
n
s
o
f
th
e
s
tu
d
y
b
y
L
ad
ia,
et
al.
,
as
w
ell
as
t
h
e
g
o
o
d
p
er
f
o
r
m
a
n
ce
o
f
D
L
S
L
ed
u
ca
tio
n
g
r
ad
u
ates
in
t
h
e
L
E
T
,
th
e
s
ch
o
o
l
h
as
th
e
p
o
ten
tial
to
b
e
co
n
s
id
er
ed
as
a
C
e
n
ter
o
f
De
v
elo
p
m
e
n
t
f
o
r
teac
h
er
ed
u
ca
tio
n
a
n
d
p
r
o
b
ab
ly
as
a
CO
E
in
t
h
e
f
u
t
u
r
e.
1
.
2
.
P
ro
ble
m
Sta
t
e
m
e
nt
Th
e
m
ai
n
o
b
j
ec
tiv
e
o
f
t
h
is
s
tu
d
y
i
s
to
d
eter
m
in
e
t
h
e
le
v
e
l
an
d
d
i
s
co
v
er
t
h
e
tr
en
d
o
f
t
h
e
a
n
n
u
a
l
p
er
f
o
r
m
a
n
ce
o
f
De
L
a
Salle
L
ip
a
E
d
u
ca
tio
n
g
r
ad
u
ates
i
n
th
e
L
icen
s
u
r
e
E
x
a
m
i
n
atio
n
f
o
r
T
ea
ch
er
s
(
L
E
T
)
f
o
r
y
ea
r
s
2
0
1
1
–
2
0
1
5
.
Sp
ec
if
ically
,
it a
i
m
s
to
an
s
w
er
th
e
f
o
llo
w
in
g
q
u
esti
o
n
s
:
1.
W
h
at
is
t
h
e
p
r
o
f
ile
o
f
D
L
S
L
E
d
u
ca
tio
n
g
r
ad
u
ates
f
o
r
th
e
y
ea
r
s
2
0
1
1
t
o
2
0
1
5
in
ter
m
s
o
f
a.
Field
o
f
s
p
ec
ializatio
n
b.
P
er
f
o
r
m
a
n
ce
in
t
h
e
E
n
g
li
s
h
Di
ag
n
o
s
tic
T
est
c.
GP
A
d.
C
u
l
tu
r
e
Fair
I
n
te
lli
g
en
ce
T
est Sco
r
es?
2.
W
h
at
is
th
e
tr
en
d
o
f
th
e
n
at
io
n
al
p
ass
i
n
g
r
ate
an
d
th
e
in
s
tit
u
tio
n
al
p
er
f
o
r
m
a
n
ce
o
f
D
L
S
L
E
d
u
ca
tio
n
g
r
ad
u
ates i
n
t
h
e
L
E
T
f
r
o
m
2
0
1
1
to
2
0
1
5
?
3.
W
h
at
is
t
h
e
p
er
f
o
r
m
an
ce
o
f
D
L
S
L
E
d
u
ca
t
io
n
g
r
ad
u
a
tes i
n
th
e
L
E
T
f
r
o
m
2
0
1
1
to
2
0
1
5
in
ter
m
s
o
f
a.
Gen
er
al
E
d
u
ca
tio
n
b.
P
r
o
f
ess
io
n
al
E
d
u
ca
tio
n
c.
Ma
j
o
r
Field
?
4.
I
s
th
er
e
a
s
i
g
n
i
f
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
g
r
ad
u
ates
’
E
n
g
lis
h
p
r
o
f
ic
ien
c
y
a
n
d
t
h
eir
p
er
f
o
r
m
a
n
ce
i
n
t
h
e
L
E
T
-
Gen
er
al
E
d
u
ca
tio
n
ca
te
g
o
r
y
?
5.
I
s
th
er
e
a
s
ig
n
i
f
ica
n
t
d
if
f
er
e
n
c
e
o
n
th
e
p
er
f
o
r
m
an
ce
o
f
D
L
S
L
E
d
u
ca
t
io
n
g
r
ad
u
ates
i
n
t
h
e
L
E
T
f
r
o
m
2
0
1
1
to
2
0
1
5
w
h
e
n
g
r
o
u
p
ed
ac
co
r
d
in
g
to
t
h
eir
p
r
o
f
ile?
1
.
3
.
L
it
er
a
t
ure
Rev
iew
A
c
u
r
r
icu
l
u
m
’
s
ef
f
ec
ti
v
e
n
es
s
is
al
m
o
s
t
al
w
a
y
s
m
ea
s
u
r
ed
in
ter
m
s
o
f
t
h
e
g
r
ad
u
ate
s
’
e
m
p
lo
y
ab
il
it
y
an
d
th
e
ir
p
ass
i
n
g
p
er
f
o
r
m
a
n
ce
in
licen
s
u
r
e
ex
a
m
i
n
atio
n
s
[
1
0
]
.
T
o
b
e
co
n
s
id
er
ed
a
p
r
o
f
ess
i
o
n
al
teac
h
er
in
t
h
e
P
h
ilip
p
in
es,
a
g
r
ad
u
ate
o
f
B
ac
h
elo
r
o
f
E
le
m
en
tar
y
E
d
u
ca
t
i
o
n
(
B
E
E
D)
o
r
B
ac
h
elo
r
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
(
B
SE)
n
ee
d
s
to
p
ass
th
e
L
icen
s
u
r
e
E
x
a
m
i
n
atio
n
f
o
r
T
ea
ch
er
s
(
L
E
T
)
.
T
h
e
ex
a
m
i
n
atio
n
is
co
n
d
u
cted
s
e
m
ia
n
n
u
a
ll
y
(
Ma
r
ch
a
n
d
S
ep
te
m
b
er
)
b
y
t
h
e
B
o
ar
d
o
f
P
r
o
f
ess
io
n
al
T
ea
ch
er
s
u
n
d
er
th
e
s
u
p
er
v
is
io
n
o
f
th
e
P
r
o
f
ess
io
n
al
R
e
g
u
latio
n
s
C
o
m
m
is
s
io
n
(
P
R
C
)
.
I
n
o
r
d
er
to
p
ass
t
h
e
test
,
an
e
x
a
m
i
n
ee
m
u
s
t
b
e
ab
le
to
attai
n
an
av
er
a
g
e
r
ati
n
g
o
f
n
o
t
less
t
h
an
7
5
%
a
n
d
m
u
s
t
h
a
v
e
n
o
r
at
in
g
lo
w
er
th
a
n
5
0
%
i
n
all
o
f
t
h
e
t
h
r
ee
ca
teg
o
r
ies,
n
a
m
e
l
y
Ge
n
er
al
E
d
u
ca
tio
n
(
2
0
%),
P
r
o
f
ess
io
n
al
E
d
u
ca
tio
n
(
4
0
%)
an
d
t
h
e
f
ield
o
f
Sp
ec
ial
izatio
n
(
4
0
%)
[
1
1
]
.
Sin
ce
1
9
9
8
,
DL
SL
ed
u
ca
tio
n
g
r
ad
u
ates
’
p
er
f
o
r
m
a
n
ce
in
th
e
L
E
T
(
r
an
g
in
g
f
r
o
m
8
0
%
to
1
0
0
%)
h
as
al
w
a
y
s
b
ee
n
ab
o
v
e
th
e
n
at
io
n
al
p
as
s
in
g
r
ate.
T
h
is
co
n
s
is
te
n
t
g
o
o
d
p
er
f
o
r
m
a
n
ce
i
s
an
in
d
icat
io
n
o
f
th
e
q
u
alit
y
o
f
ed
u
ca
tio
n
t
h
e
in
s
tit
u
tio
n
g
i
v
es
p
ar
ticu
lar
l
y
to
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Sev
er
al
s
t
u
d
ies
h
a
v
e
b
ee
n
co
n
d
u
cted
li
n
k
in
g
e
f
f
ec
t
iv
e
tea
ch
in
g
to
s
t
u
d
en
t
s
co
r
es
o
n
s
t
an
d
ar
d
ized
test
s
.
Am
p
ar
o
p
o
in
ted
o
u
t
t
h
at
alth
o
u
g
h
s
t
u
d
en
t
s
’
ac
h
ie
v
e
m
e
n
t
m
a
y
i
n
d
icate
ef
f
ec
ti
v
e
teac
h
er
s
w
h
o
s
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ar
t
o
f
th
e
teac
h
er
[
1
2
]
.
T
ea
ch
in
g
q
u
al
it
y
in
p
r
ac
tice
co
n
s
ti
tu
te
s
a
s
e
t
o
f
ac
tio
n
s
an
d
ac
ti
v
itie
s
th
at
i
m
p
r
o
v
e
s
t
u
d
en
t
o
u
tco
m
es
[
1
3
]
.
Qu
alit
y
teac
h
i
n
g
is
n
ec
e
s
s
ar
il
y
s
tu
d
e
n
t
-
ce
n
t
r
ed
an
d
th
er
e
f
o
r
e,
atten
t
io
n
s
h
o
u
ld
b
e
g
i
v
en
n
o
t
s
i
m
p
l
y
to
th
e
teac
h
er
’
s
p
ed
ag
o
g
ical
s
k
i
lls
,
b
u
t
al
s
o
to
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
t
h
at
m
u
s
t
ad
d
r
ess
th
e
s
tu
d
e
n
ts
’
p
er
s
o
n
al
n
ee
d
s
[
1
4
]
.
R
ec
en
t
s
tu
d
ie
s
f
o
cu
s
ed
o
n
in
v
e
s
ti
g
ati
n
g
s
tu
d
e
n
t
-
r
elate
d
an
d
f
ac
u
lt
y
-
r
elate
d
f
ac
to
r
s
a
s
p
r
ed
icto
r
s
o
f
L
E
T
p
er
f
o
r
m
a
n
ce
o
f
ed
u
ca
tio
n
g
r
ad
u
ates
r
e
v
ea
led
t
h
at
t
h
e
L
E
T
p
er
f
o
r
m
an
ce
o
f
ed
u
ca
tio
n
g
r
ad
u
ate
s
ar
e
s
ig
n
i
f
ica
n
tl
y
i
n
f
lu
e
n
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
p
r
o
f
ile
o
f
th
e
e
x
a
m
i
n
ee
s
[
1
5
]
,
ar
ea
o
f
s
p
ec
ializatio
n
[
1
6
]
,
f
ield
s
t
u
d
y
co
u
r
s
e
s
an
d
in
ter
n
s
h
ip
tr
ai
n
in
g
[
1
7
]
,
ac
ad
em
ic
ac
h
ie
v
e
m
en
t
[
1
8
]
,
T
ea
ch
in
g
A
p
tit
u
d
e
T
est
(
T
A
T
)
[
1
9
]
,
atten
d
an
ce
i
n
L
E
T
r
ev
ie
w
[2
0]
,
an
d
f
ac
u
lt
y
co
m
p
ete
n
ce
[
2
1
]
.
Oth
er
s
ig
n
i
f
ica
n
t
f
ac
to
r
s
th
at
a
f
f
ec
t
th
e
L
E
T
p
e
r
f
o
r
m
an
ce
o
f
ed
u
ca
tio
n
g
r
ad
u
ates
ar
e
ad
m
i
s
s
io
n
test
s
co
r
es
[
2
2
]
,
d
eg
r
ee
co
u
r
s
e
[
2
3
]
,
E
n
g
lis
h
p
r
o
f
icien
c
y
[
2
4
]
,
an
d
GP
A
o
f
th
e
s
t
u
d
en
ts
[
2
5
]
.
T
h
er
e
h
av
e
also
b
ee
n
s
ev
er
al
atte
m
p
t
s
to
d
is
co
v
er
m
o
d
els
[
2
6
]
in
p
r
ed
ictin
g
t
h
e
p
er
f
o
r
m
a
n
ce
i
n
lice
n
s
u
r
e
ex
a
m
i
n
atio
n
w
h
ic
h
r
ec
o
m
m
e
n
d
ed
f
u
r
t
h
er
ex
ten
s
i
v
e
s
t
u
d
y
co
v
er
i
n
g
o
th
er
in
d
ep
en
d
en
t
v
ar
iab
les
[
2
7
]
an
d
alter
n
ativ
e
ap
p
r
o
ac
h
es
[
2
8
]
.
T
h
e
p
r
esen
t
s
t
u
d
y
b
ea
r
s
s
i
m
ilar
itie
s
w
it
h
t
h
e
liter
at
u
r
e
s
p
r
esen
ted
w
h
ic
h
all
p
o
in
t
o
u
t
to
th
e
i
m
p
o
r
tan
ce
o
f
h
o
lis
tic
f
o
r
m
ati
o
n
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
b
y
tak
i
n
g
i
n
to
co
n
s
id
er
atio
n
t
h
e
f
ac
to
r
s
co
n
tr
ib
u
ti
n
g
to
th
eir
s
u
cc
e
s
s
i
n
th
e
L
ice
n
s
u
r
e
E
x
a
m
i
n
atio
n
f
o
r
T
ea
ch
er
s
(
L
E
T
)
.
Ho
w
e
v
er
,
th
er
e
is
a
d
ea
r
th
in
s
t
u
d
ies
co
n
d
u
cted
i
n
t
h
e
p
a
s
t
f
o
cu
s
e
d
o
n
as
s
es
s
in
g
th
e
eli
g
ib
ilit
y
o
f
HE
I
s
to
q
u
ali
f
y
a
s
a
C
e
n
t
er
o
f
De
v
elo
p
m
e
n
t
(
C
OD)
o
r
as a
C
en
ter
o
f
E
x
ce
l
len
ce
(
C
OE
)
in
T
ea
ch
er
E
d
u
ca
tio
n
w
h
ic
h
i
s
th
e
m
ai
n
f
o
c
u
s
o
f
th
is
r
esear
ch
.
1
.
4
.
T
heo
re
t
ica
l B
a
ck
g
ro
un
d
T
h
is
s
t
u
d
y
is
an
c
h
o
r
ed
o
n
t
h
e
Fra
m
e
w
o
r
k
f
o
r
P
r
io
r
ity
A
ctio
n
f
o
r
C
h
a
n
g
e
a
n
d
De
v
elo
p
m
e
n
t
in
Hig
h
er
E
d
u
ca
tio
n
w
h
ic
h
s
tr
o
n
g
l
y
b
el
iev
ed
t
h
at
th
e
r
o
le
a
ttrib
u
ted
to
ed
u
ca
t
io
n
i
n
g
e
n
er
al
an
d
to
h
i
g
h
er
ed
u
ca
tio
n
in
p
ar
tic
u
lar
w
i
ll
d
eter
m
i
n
e
th
e
s
o
l
u
tio
n
to
th
e
p
r
o
b
le
m
s
f
ac
ed
b
y
t
h
e
s
o
cie
t
y
.
P
r
io
r
it
y
ac
tio
n
s
at
t
h
e
n
atio
n
al
le
v
el
r
eq
u
ir
e
s
tate
s
,
i
n
clu
d
i
n
g
th
eir
g
o
v
er
n
m
e
n
ts
,
p
ar
lia
m
e
n
ts
a
n
d
o
th
er
d
ec
is
io
n
-
m
ak
er
s
to
co
n
s
id
er
an
d
u
s
e
h
i
g
h
er
ed
u
ca
t
io
n
as
a
ca
tal
y
s
t
f
o
r
th
e
e
n
tire
ed
u
ca
tio
n
s
y
s
te
m
;
d
ev
elo
p
in
n
o
v
ativ
e
s
ch
e
m
es
o
f
co
llab
o
r
atio
n
b
e
t
w
ee
n
i
n
s
t
itu
t
io
n
s
o
f
h
ig
h
er
ed
u
ca
tio
n
an
d
d
if
f
er
e
n
t
s
ec
to
r
s
o
f
s
o
ciet
y
to
en
s
u
r
e
th
at
h
ig
h
er
ed
u
ca
tio
n
an
d
r
esear
c
h
p
r
o
g
r
am
s
e
f
f
ec
ti
v
el
y
co
n
tr
ib
u
te
to
lo
ca
l,
r
eg
io
n
al
an
d
n
atio
n
al
d
ev
e
lo
p
m
e
n
t
[
2
9
]
.
T
h
is
s
t
u
d
y
is
al
s
o
an
c
h
o
r
ed
o
n
t
h
e
Nat
io
n
al
C
o
m
p
ete
n
c
y
B
a
s
ed
T
ea
ch
er
Stan
d
ar
d
s
(
NC
B
T
S)
[
3
0
]
w
h
ic
h
is
o
n
e
o
f
t
h
e
k
e
y
ele
m
en
ts
o
f
t
h
e
T
E
DP
(
T
ea
ch
er
E
d
u
ca
tio
n
De
v
elo
p
m
e
n
t
P
r
o
g
r
a
m
)
.
T
E
DP
is
th
e
ex
p
r
ess
io
n
o
f
a
r
e
m
ar
k
ab
le
co
m
p
e
ten
c
y
b
ased
f
r
a
m
e
w
o
r
k
th
at
w
o
u
ld
d
ir
ec
t
all
g
u
id
elin
e
s
,
i
m
p
r
o
v
e
m
en
t
s
,
a
n
d
u
n
d
er
ta
k
in
g
s
r
ela
ted
to
teac
h
i
n
g
a
n
d
teac
h
er
d
ev
elo
p
m
e
n
t.
NC
B
T
S
is
an
in
teg
r
ated
th
e
o
r
etica
l
f
r
a
m
e
w
o
r
k
th
at
d
e
f
i
n
es
th
e
d
if
f
er
en
t
d
i
m
en
s
io
n
s
o
f
e
f
f
ec
ti
v
e
teac
h
i
n
g
w
h
ic
h
i
s
u
s
ed
b
y
Dep
E
d
to
f
o
r
m
u
late
its
h
ir
in
g
,
p
r
o
m
o
tio
n
,
s
u
p
er
v
i
s
io
n
a
n
d
o
th
er
p
o
licies r
elate
d
to
th
e
teac
h
in
g
p
r
o
f
es
s
io
n
.
C
o
n
s
id
er
in
g
th
e
p
r
o
f
ile
o
f
th
e
ed
u
ca
tio
n
g
r
ad
u
ate
s
an
d
th
eir
p
er
f
o
r
m
an
ce
in
th
e
L
ice
n
s
u
r
e
E
x
a
m
in
at
io
n
f
o
r
T
ea
ch
er
s
(
L
E
T
)
,
th
is
r
esear
ch
ex
a
m
i
n
ed
th
e
ar
ea
s
o
f
s
tr
en
g
th
a
n
d
w
ea
k
n
e
s
s
o
f
t
h
e
ed
u
ca
tio
n
p
r
o
g
r
am
s
an
d
d
eter
m
i
n
e
d
th
e
v
iab
ilit
y
o
f
t
h
e
s
c
h
o
o
l
to
q
u
alif
y
a
s
a
C
e
n
ter
o
f
Dev
e
lo
p
m
en
t
(
C
OD)
in
T
ea
ch
er
E
d
u
ca
tio
n
p
ar
ticu
lar
l
y
in
t
h
e
a
r
ea
o
f
in
s
tr
u
ctio
n
al
q
u
alit
y
.
Fi
g
u
r
e
1
is
t
h
e
r
esear
ch
f
r
a
m
e
wo
r
k
f
o
r
th
e
s
t
u
d
y
.
Fig
u
r
e
1
.
T
r
en
d
o
f
DL
S
L
E
d
u
ca
tio
n
Gr
ad
u
ates
L
E
T
P
er
f
o
r
m
an
ce
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
e
m
p
lo
y
ed
d
escr
ip
tiv
e
-
co
r
r
elatio
n
a
l
an
d
co
m
p
ar
at
iv
e
s
u
r
v
e
y
w
it
h
d
o
cu
m
e
n
tar
y
an
al
y
s
is
.
Qu
a
n
titati
v
e
tr
e
n
d
an
a
l
y
s
is
was
u
s
ed
o
n
th
e
s
ec
o
n
d
ar
y
d
ata
co
llected
f
r
o
m
r
ec
o
r
d
s
o
f
f
ici
all
y
r
elea
s
ed
b
y
t
h
e
P
r
o
f
ess
io
n
al
R
e
g
u
latio
n
C
o
m
m
is
s
io
n
(
P
R
C
)
to
D
L
S
L
f
o
r
t
h
e
f
i
v
e
-
y
ea
r
p
er
io
d
to
d
eter
m
i
n
e
t
h
e
e
lig
ib
ilit
y
o
f
th
e
s
ch
o
o
l
to
q
u
ali
f
y
a
s
a
C
e
n
ter
o
f
De
v
elo
p
m
e
n
t
i
n
T
ea
ch
er
E
d
u
ca
tio
n
i
n
th
e
ar
ea
o
f
i
n
s
tr
u
ctio
n
al
q
u
al
it
y
(
g
r
ad
u
ates
’
p
er
f
o
r
m
a
n
ce
i
n
t
h
e
L
E
T
)
.
W
ith
r
ef
er
en
ce
to
th
e
r
ec
o
r
d
s
p
r
o
v
id
ed
b
y
th
e
C
o
lleg
e
R
eg
is
tr
ar
’
s
Of
f
ice,
o
n
l
y
th
e
f
ir
s
t
-
ti
m
e
ta
k
er
s
p
er
b
atch
w
er
e
co
n
s
id
er
ed
to
talin
g
to
1
4
6
(
5
0
E
lem
en
tar
y
a
n
d
9
6
Seco
n
d
ar
y
E
d
u
ca
tio
n
)
g
r
ad
u
ate
s
.
P
ea
r
s
o
n
C
o
r
r
elatio
n
C
o
e
f
f
icie
n
t
was
e
m
p
lo
y
ed
to
estab
li
s
h
if
t
h
er
e
is
a
s
i
g
n
i
f
ican
t
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
g
r
ad
u
ates
’
E
n
g
l
is
h
p
r
o
f
icie
n
c
y
an
d
t
h
eir
p
er
f
o
r
m
a
n
ce
i
n
th
e
L
E
T
-
Gen
er
a
l
E
d
u
ca
tio
n
ca
teg
o
r
y
.
An
al
y
s
is
o
f
Var
ian
ce
(
A
NOV
A
)
w
a
s
u
tili
ze
d
to
ascer
tain
if
t
h
e
r
e
is
a
s
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
2
5
2
-
8822
I
J
E
R
E
Vo
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6
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No
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2
,
J
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201
7
:
1
3
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49
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ig
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u
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ig
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Tr
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143
Fig
u
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3
.
Natio
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1
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eter
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ate.
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ased
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r
eq
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ir
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ass
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ter
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ased
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[
8
]
.
T
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s
h
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h
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Dep
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n
a
s
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“h
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f
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as
th
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y
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–
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ile
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n
l
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e
x
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m
i
n
ee
s
f
ailed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
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I
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8822
I
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Evaluation Warning : The document was created with Spire.PDF for Python.