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J
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An inves
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tion
o
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teacher
and t
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a
ndida
tes
’
v
iews o
n t
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co
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scho
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nce
E
m
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k
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rk
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p
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t
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P
rima
ry
Ed
u
c
a
ti
o
n
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M
e
rsi
n
Un
i
v
e
rsity
,
Tu
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k
e
y
Art
icle
I
nfo
AB
S
T
RAC
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Ar
ticle
his
to
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y:
R
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23
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2
0
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ev
is
ed
Dec
1
4
,
2
0
20
Acc
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ted
J
an
2
1
,
2
0
21
On
e
o
f
th
e
m
o
st i
m
p
o
rtan
t
e
lem
e
n
ts i
n
v
o
l
v
e
d
in
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
c
o
u
n
tri
e
s
is
tea
c
h
e
rs.
Th
e
re
fo
re
,
d
e
v
e
l
o
p
i
n
g
c
o
u
n
tri
e
s
sh
o
u
l
d
p
a
y
a
tt
e
n
t
io
n
to
train
in
g
g
o
o
d
tea
c
h
e
rs.
T
h
u
s,
th
e
p
u
r
p
o
se
o
f
th
is
stu
d
y
wa
s
to
p
re
se
n
t
t
h
e
o
p
in
i
o
n
s
o
f
tea
c
h
e
rs
a
n
d
p
ro
sp
e
c
ti
v
e
tea
c
h
e
rs
o
n
th
e
“
tea
c
h
in
g
e
x
p
e
rien
c
e
”
c
o
u
rse
.
Th
e
stu
d
y
is
b
a
se
d
o
n
a
q
u
a
li
tativ
e
r
e
se
a
rc
h
.
Th
e
d
a
ta
we
re
c
o
ll
e
c
te
d
fr
o
m
8
4
tea
c
h
e
rs
in
Ş
a
n
lı
u
rfa
,
a
n
e
a
ste
rn
c
it
y
o
f
T
u
rk
e
y
a
n
d
8
8
p
r
o
sp
e
c
ti
v
e
tea
c
h
e
rs
(u
n
d
e
rg
ra
d
u
a
te
se
n
i
o
rs)
stu
d
y
in
g
a
t
M
e
rsin
Un
iv
e
rsit
y
,
Tu
r
k
e
y
.
S
e
m
i
-
stru
c
tu
re
d
in
ter
v
iew
fo
rm
wa
s
u
t
il
ize
d
to
c
o
ll
e
c
t
th
e
re
q
u
ired
d
a
t
a
.
Be
sid
e
s,
c
o
n
ten
t
a
n
a
ly
sis
wa
s
a
p
p
li
e
d
i
n
t
h
e
stu
d
y
.
T
h
e
d
a
ta
h
a
v
e
b
e
e
n
e
x
p
re
ss
e
d
in
n
u
m
b
e
rs.
Re
su
lt
s
h
a
v
e
d
isp
lay
e
d
th
a
t
t
h
e
re
a
re
p
ro
b
lem
s
a
risin
g
fro
m
th
e
sta
k
e
h
o
l
d
e
rs
in
th
e
“
tea
c
h
in
g
e
x
p
e
rien
c
e
”
les
so
n
.
Th
e
ty
p
e
s
o
f
sc
h
o
o
ls
a
tt
e
n
d
in
g
in
tern
sh
i
p
s
a
re
n
o
t
i
n
c
lu
siv
e
.
No
t
a
ll
sta
k
e
h
o
l
d
e
rs
a
re
wo
rk
in
g
c
o
o
p
e
ra
ti
v
e
l
y
.
M
o
re
o
v
e
r,
t
h
e
fo
ll
o
win
g
s
u
g
g
e
stio
n
s
we
re
a
c
c
o
r
d
in
g
ly
p
u
t
fo
rwa
rd
:
1
)
T
h
e
in
ter
n
sh
i
p
d
u
ra
ti
o
n
c
a
n
b
e
e
x
te
n
d
e
d
;
2
)
A
p
p
li
c
a
ti
o
n
s
c
o
v
e
rin
g
a
ll
t
y
p
e
s
o
f
sc
h
o
o
ls
sh
o
u
ld
b
e
a
d
d
e
d
;
a
n
d
3)
S
ta
k
e
h
o
l
d
e
r
s
sh
o
u
ld
b
e
e
n
c
o
u
ra
g
e
d
to
w
o
rk
in
a
c
o
ll
a
b
o
ra
ti
v
e
wa
y
.
K
ey
w
o
r
d
s
:
C
an
d
id
ate
teac
h
er
I
n
ter
n
s
h
ip
Pra
cticu
m
Pre
-
s
er
v
ice
teac
h
er
tr
ain
in
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r t
h
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
E
m
in
e
B
eg
ü
m
Ak
k
u
ş
Min
is
tr
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o
f
Natio
n
al
E
d
u
ca
tio
n
An
k
ar
a,
T
u
r
k
ey
E
m
ail: e
b
.
ak
k
u
s
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
E
d
u
ca
tio
n
co
n
tin
u
ed
its
ex
is
ten
ce
all
o
v
er
th
e
wo
r
ld
f
r
o
m
p
ast
to
p
r
esen
t.
All
s
o
cieties
h
av
e
im
p
licitly
o
r
in
ten
tio
n
ally
p
r
o
g
r
am
m
ed
t
h
eir
ed
u
ca
tio
n
,
s
in
c
e
ea
ch
s
o
ciety
is
in
n
ee
d
o
f
q
u
alif
ied
m
an
p
o
wer
.
T
h
u
s
,
th
er
e
is
a
n
ee
d
f
o
r
q
u
alif
ied
teac
h
er
s
wh
o
ca
n
ed
u
ca
t
e
m
o
d
er
n
q
u
alif
ie
d
s
tu
d
en
ts
[
1
]
.
T
h
e
r
e
is
a
h
ig
h
d
em
an
d
f
o
r
q
u
alif
ied
teac
h
er
s
wh
o
p
lay
a
n
im
p
o
r
tan
t
r
o
l
e
in
e
d
u
ca
tin
g
s
tu
d
en
ts
w
h
o
v
alu
e
s
cien
c
e
an
d
tech
n
o
lo
g
y
,
s
o
lv
e
d
aily
p
r
o
b
le
m
s
,
an
d
m
ee
t th
e
n
ee
d
s
o
f
s
o
ciety
[
2
]
.
T
r
ain
in
g
q
u
alif
ied
teac
h
er
s
is
im
p
o
r
tan
t
f
o
r
tr
ain
in
g
q
u
alif
i
ed
s
tu
d
en
ts
.
T
h
is
im
p
r
o
v
es
a
co
u
n
tr
y
i
n
th
at
th
e
“T
ea
ch
er
tr
ai
n
in
g
s
y
s
tem
”
(
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
an
d
cu
r
r
icu
l
u
m
)
a
n
d
“te
ac
h
in
g
ex
p
er
ien
ce
ap
p
licatio
n
s
”
ar
e
v
er
y
im
p
o
r
t
an
t
in
th
e
f
o
r
m
atio
n
o
f
teac
h
e
r
id
en
tity
[
3
].
Pro
s
p
ec
tiv
e
tea
ch
er
s
b
ec
o
m
e
m
o
r
e
ex
p
er
ien
ce
d
th
r
o
u
g
h
in
ter
n
s
h
ip
.
Fo
r
th
is
r
ea
s
o
n
,
s
o
cieties
s
h
o
u
ld
p
u
t
em
p
h
asis
o
n
“tea
ch
in
g
ex
p
e
r
ien
ce
p
r
ac
tices”.
T
h
er
ef
o
r
e,
t
h
e
tea
ch
er
s
o
f
th
e
c
o
n
tem
p
o
r
ar
y
wo
r
ld
s
h
o
u
l
d
b
e
well
tr
ain
e
d
t
o
p
er
f
o
r
m
th
e
task
s
ex
p
ec
ted
f
r
o
m
th
e
m
[
4
]
.
Pre
s
er
v
ice
teac
h
er
s
d
o
th
eir
in
ter
n
s
h
ip
d
u
r
in
g
th
eir
u
n
d
e
r
g
r
ad
u
ate
e
d
u
ca
tio
n
.
T
h
is
is
ca
lled
th
e
“T
ea
ch
in
g
E
x
p
er
ien
ce
”
co
u
r
s
e.
I
t
is
ap
p
lied
i
n
s
ch
o
o
l
s
af
f
iliated
to
th
e
Min
is
tr
y
o
f
N
atio
n
al
E
d
u
ca
tio
n
.
T
u
r
k
ey
,
in
th
e
2
0
1
8
-
2
0
1
9
ac
a
d
em
ic
y
ea
r
s
,
b
eg
an
to
ap
p
ly
a
n
ew
u
n
d
er
g
r
ad
u
ate
teac
h
in
g
p
r
o
g
r
a
m
last
y
ea
r
in
wh
ich
a
teac
h
in
g
p
r
ac
tice
o
f
a
to
tal
o
f
2
4
d
a
y
s
,
in
clu
d
in
g
1
2
d
ay
s
f
o
r
ea
ch
s
em
ester
is
ca
r
r
ied
o
u
t
[
5
]
.
T
h
e
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
A
n
in
ve
s
tig
a
tio
n
o
f te
a
ch
er a
n
d
tea
ch
er c
a
n
d
id
a
tes’
views
o
n
th
e
co
u
r
s
e
o
f sch
o
o
l
…
(
E
mi
n
e
B
eg
ü
m
A
kk
u
ş
)
263
p
r
ac
ticu
m
g
iv
es
p
r
o
s
p
ec
tiv
e
teac
h
er
s
th
e
o
p
p
o
r
tu
n
ity
to
r
ec
o
g
n
ize
an
d
ap
p
ly
th
e
p
r
o
f
ess
io
n
[
6
]
.
T
h
e
p
r
ac
ticu
m
is
ca
r
r
ied
o
u
t
with
th
e
aim
o
f
p
r
o
v
id
i
n
g
teac
h
in
g
s
k
ills
in
th
e
clas
s
r
o
o
m
with
th
e
m
an
ag
em
en
t
a
n
d
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
in
th
e
f
ie
ld
wh
er
e
th
e
teac
h
er
ca
n
d
id
ate
is
ed
u
ca
ted
.
I
t
allo
ws
th
e
tr
ain
ee
to
teac
h
a
less
o
n
o
r
less
o
n
s
in
a
p
lan
n
e
d
way
[
7
]
.
I
t
is
im
p
o
r
tan
t
to
h
av
e
c
o
o
r
d
in
atio
n
b
etwe
en
th
e
th
r
ee
in
o
r
d
er
t
o
m
ain
tain
th
e
p
r
a
cticu
m
ef
f
ec
ti
v
ely
; c
an
d
id
ate
teac
h
er
,
u
n
iv
er
s
ity
s
u
p
er
v
is
o
r
,
p
r
ac
tic
u
m
s
ch
o
o
l su
p
er
v
is
o
r
[
8
]
.
T
h
e
r
elate
d
liter
atu
r
e
r
e
p
r
esen
ts
th
at
th
e
p
r
ac
ticu
m
a
p
p
licati
o
n
s
u
tili
ze
d
in
T
u
r
k
ey
ar
e
n
o
t
ef
f
icien
t
en
o
u
g
h
as
a
r
esu
lt
o
f
s
o
m
e
o
b
s
tacle
s
.
T
h
e
ca
r
r
ied
-
out
s
tu
d
i
es
d
is
p
lay
th
at
th
ese
o
b
s
tacle
s
ar
e
m
ai
n
ly
ca
u
s
ed
b
y
th
e
im
p
lem
en
te
r
s
o
f
th
e
p
r
ac
ticu
m
(
f
ac
u
lty
m
em
b
er
s
,
p
r
a
cticu
m
teac
h
er
s
)
,
as
well
as
o
t
h
er
r
ea
s
o
n
s
s
u
ch
as
th
e
in
s
u
f
f
icien
cy
o
f
th
e
p
r
ac
tic
u
m
p
er
io
d
.
I
n
th
eir
s
tu
d
ies,
Selv
i
an
d
o
th
er
s
[
9
]
in
d
icate
d
th
at
th
er
e
is
a
lack
o
f
in
ter
ac
tio
n
b
etwe
en
f
ac
u
lty
an
d
p
r
ac
ticu
m
s
ch
o
o
l
,
a
n
d
th
e
p
r
ac
ticu
m
p
er
i
o
d
is
n
o
t
e
n
o
u
g
h
to
o
b
tain
a
h
i
g
h
-
q
u
ality
p
r
a
cticu
m
ex
p
e
r
ien
ce
.
T
h
ey
also
s
tated
th
at
th
er
e
h
a
s
to
b
e
a
s
tr
o
n
g
in
ter
ac
tio
n
b
e
twee
n
th
e
p
r
ac
ticu
m
s
ch
o
o
l,
p
r
e
-
s
er
v
ice
teac
h
er
s
,
an
d
f
ac
u
lty
m
em
b
er
s
in
o
r
d
e
r
to
ac
h
iev
e
th
e
s
p
ec
if
ied
g
o
al
s
.
E
r
et
an
d
Or
h
an
[
1
0
]
h
av
e
co
n
clu
d
e
d
th
at
th
e
p
r
ac
ticu
m
p
r
ac
tices
o
f
p
r
e
-
s
er
v
ic
e
teac
h
er
s
ar
e
n
o
t
o
b
s
er
v
ed
an
d
ev
alu
ated
en
o
u
g
h
.
Sü
r
al
[
1
1
]
h
as
f
o
u
n
d
o
u
t
th
at
p
r
ac
ticu
m
teac
h
er
s
ar
e
n
o
t
p
r
o
f
ess
io
n
ally
co
m
p
eten
t
e
n
o
u
g
h
to
r
esp
o
n
d
to
th
e
ex
p
ec
t
atio
n
s
an
d
n
ee
d
s
o
f
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
A
k
y
ıl
d
ız
[
1
2
]
also
f
o
u
n
d
o
u
t
th
at
f
a
cu
lty
m
em
b
e
r
s
d
o
n
o
t
in
ter
ac
t w
ith
th
e
p
r
ac
ticu
m
teac
h
er
s
s
in
ce
th
ey
h
esit
ate
g
ettin
g
in
to
u
ch
with
t
h
e
p
r
ac
tic
u
m
s
ch
o
o
l.
Fu
r
t
h
er
,
Altan
,
et
a
l.
[
1
3
]
p
u
t
f
o
r
war
d
th
at
th
e
p
r
a
cticu
m
p
e
r
io
d
ass
ig
n
ed
to
re
-
s
er
v
ice
teac
h
er
s
is
lim
ited
to
attain
th
e
n
ee
d
ed
s
k
ills
.
T
o
s
u
n
[
5
]
also
ex
am
in
ed
t
h
e
teac
h
in
g
p
r
ac
ticu
m
with
r
esp
ec
t
to
th
e
tim
e
p
er
io
d
ass
ig
n
ed
to
it
a
n
d
f
o
u
n
d
o
u
t
th
at
th
e
tim
e
allo
ca
ted
to
p
r
ac
ticu
m
p
r
ac
tices
in
T
u
r
k
e
y
is
h
i
g
h
l
y
lim
i
ted
co
m
p
a
r
ed
to
th
e
p
r
ac
tices
in
Fin
lan
d
an
d
Ger
m
an
y
.
Öze
r
a
n
d
Alk
an
[
1
4
]
also
f
o
u
n
d
o
u
t
th
at
in
s
u
ch
co
u
n
tr
ies
as
th
e
UK,
Po
r
tu
g
a
l,
Sp
ain
,
I
taly
,
an
d
B
elg
iu
m
,
th
e
p
r
ac
ticu
m
is
ca
r
r
ied
o
u
t
e
v
er
y
s
ch
o
o
l
y
ea
r
.
T
h
er
ef
o
r
e
,
th
ey
s
u
g
g
ested
th
at
i
n
T
u
r
k
e
y
,
th
e
s
am
e
p
r
ac
tice
h
as
to
b
e
ap
p
lied
ev
er
y
s
ch
o
o
l
y
ea
r
as
well
as
g
r
ea
t
ca
r
e
m
u
s
t
b
e
g
iv
en
wh
en
ch
o
o
s
in
g
th
e
p
r
ac
ticu
m
m
en
to
r
s
wh
o
h
av
e
to
b
e
ed
u
ca
ted
ac
co
r
d
in
g
ly
.
W
h
en
ex
am
in
in
g
th
e
liter
atu
r
e
o
n
teac
h
in
g
p
r
ac
ticu
m
,
it
is
cl
ea
r
ly
u
n
d
er
s
to
o
d
th
at
th
e
r
e
lat
ed
s
tu
d
ies
ar
e
b
ased
o
n
th
e
p
er
s
p
ec
tiv
e
s
o
f
s
tak
eh
o
ld
er
s
.
Dif
f
er
en
t
f
r
o
m
o
th
er
s
tu
d
ies,
with
in
th
is
s
tu
d
y
,
b
o
th
th
e
p
er
ce
p
tio
n
s
o
f
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
teac
h
er
s
o
n
th
eir
p
r
ac
ticu
m
ex
p
er
ien
ce
s
ar
e
in
q
u
ir
ed
.
Fu
r
th
er
,
s
in
ce
th
er
e
s
ee
m
s
to
b
e
a
h
u
g
e
g
ap
i
n
th
e
s
tu
d
ies
o
n
th
e
p
r
ac
ticu
m
an
d
th
e
s
ch
o
o
l
ty
p
es,
t
h
is
s
tu
d
y
tr
ies
to
clo
s
e
t
h
e
m
en
tio
n
ed
g
a
p
ac
co
r
d
in
g
ly
.
T
h
u
s
,
th
is
p
ap
er
aim
s
to
ex
p
lo
r
e
th
e
ty
p
es
o
f
th
e
p
r
ac
ticu
m
s
ch
o
o
l
b
o
t
h
th
e
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
teac
h
er
s
p
ar
ticip
ate
in
a
n
d
t
h
eir
r
elat
ed
p
er
ce
p
tio
n
s
ac
co
r
d
in
g
l
y
.
M
o
r
eo
v
e
r
,
it
was
also
aim
ed
to
f
i
n
d
o
u
t
th
e
r
ea
s
o
n
s
o
f
th
e
p
r
o
b
lem
s
en
co
u
n
ter
ed
in
th
e
p
r
ac
ticu
m
p
r
o
ce
s
s
b
y
m
ea
n
s
o
f
th
e
v
iews
o
f
th
e
in
f
o
r
m
a
n
ts
.
I
n
th
is
co
n
te
x
t,
an
s
wer
s
to
th
e
f
o
llo
win
g
q
u
esti
o
n
s
wer
e
s
o
u
g
h
t:
W
h
at
ar
e
th
e
v
iew
s
o
f
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
th
e
u
n
iv
e
r
s
ity
ad
v
is
o
r
o
f
th
e
p
r
ac
ticu
m
?
W
h
at
ar
e
th
e
v
iews
o
f
th
e
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
th
e
s
ch
o
o
l
co
u
n
s
elo
r
o
f
th
e
p
r
ac
ticu
m
?
W
h
at
a
r
e
t
h
e
v
iews
o
f
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
th
e
in
ter
n
s
h
ip
s
ch
o
o
l?
W
h
at
ar
e
th
e
s
u
g
g
esti
o
n
s
o
f
teac
h
e
r
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
to
m
ak
e
p
r
ac
ticu
m
m
o
r
e
ef
f
icien
t?
Af
ter
all
th
e
s
p
ec
if
ie
d
liter
at
u
r
e,
th
e
s
tu
d
y
is
s
u
p
p
o
s
ed
to
s
tan
d
as
a
g
r
ea
t
s
o
u
r
ce
t
o
d
i
v
er
s
if
y
th
e
d
im
en
s
io
n
s
o
f
th
e
p
r
ac
ticu
m
c
o
u
r
s
e,
to
em
p
o
wer
th
e
p
r
ac
ticu
m
p
e
r
io
d
,
an
d
to
f
o
r
c
e
th
e
s
tak
eh
o
ld
er
s
to
f
o
cu
s
m
o
r
e
co
n
s
cio
u
s
ly
o
n
th
e
p
r
ac
t
icu
m
p
r
o
ce
s
s
.
B
esid
es,
th
e
ad
ap
tatio
n
p
r
o
b
lem
s
ex
p
er
ien
ce
d
b
y
th
e
teac
h
er
s
as
a
r
esu
lt
o
f
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
p
r
ac
ticu
m
s
ch
o
o
l
a
n
d
th
e
s
ch
o
o
ls
th
ey
cu
r
r
e
n
tly
wo
r
k
ar
e
e
n
v
is
ag
ed
with
in
th
is
s
tu
d
y
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
q
u
alitativ
e
r
esear
ch
d
esig
n
was
u
s
ed
in
th
e
s
tu
d
y
.
Fu
r
th
e
r
,
s
u
r
v
ey
m
o
d
el
was
u
tili
ze
d
in
th
e
s
tu
d
y
.
Su
r
v
ey
m
o
d
els ar
e
r
esear
ch
a
p
p
r
o
ac
h
es a
im
in
g
to
d
escr
ib
e
a
s
itu
atio
n
th
at
ex
is
ts
in
th
e
p
ast o
r
s
till
as it e
x
is
ts
.
T
h
e
ev
en
t,
in
d
iv
i
d
u
al
o
r
o
b
j
ec
t
th
at
is
th
e
s
u
b
ject
o
f
th
e
r
esear
ch
is
tr
ied
t
o
b
e
d
ef
i
n
ed
with
in
its
o
wn
co
n
d
itio
n
s
an
d
as
i
t
is
[
1
5
]
.
T
h
e
d
ata
wer
e
co
llected
f
r
o
m
8
4
teac
h
er
s
in
Şan
lıu
r
f
a
(
E
y
y
u
b
iy
e
an
d
Har
r
an
Dis
tr
icts
)
an
d
8
8
teac
h
er
ca
n
d
id
ates
(
u
n
d
er
g
r
a
d
u
ate
s
en
io
r
s
)
s
tu
d
y
in
g
at
Me
r
s
in
Un
iv
er
s
ity
.
T
h
e
d
em
o
g
r
ap
h
ic
d
ata
o
n
th
e
s
tu
d
y
g
r
o
u
p
is
g
iv
e
n
in
T
ab
le
1
an
d
T
ab
le
2
.
As
ca
n
b
e
o
b
s
er
v
ed
f
r
o
m
T
a
b
le
1
,
th
e
n
u
m
b
er
o
f
class
teac
h
er
s
(
1
9
f
em
ale
&
7
m
ale)
is
h
ig
h
er
co
m
p
ar
ed
to
o
th
e
r
b
r
an
c
h
es
s
u
ch
as
Sc
ien
ce
(
8
f
em
ale
&
4
m
ale)
,
Ma
th
em
atic
s
(
8
f
em
ale
&
6
m
ale)
,
T
u
r
k
is
h
(
5
f
em
ale
&
5
m
ale)
,
Pre
-
s
ch
o
o
l
(
1
0
f
em
ale
&
2
m
ale)
,
an
d
E
n
g
li
s
h
(
9
f
em
ale
&
1
m
ale)
.
Fu
r
th
er
,
m
aj
o
r
ity
o
f
th
e
p
ar
ticip
a
n
ts
ar
e
o
b
s
er
v
e
d
t
o
b
e
b
etwe
en
th
e
ag
es
o
f
2
1
-
2
5
(
N
=
1
1
f
o
r
C
lass
T
ea
ch
er
,
N
=
5
f
o
r
Scien
ce
,
an
d
N
=
7
f
o
r
Ma
th
e
m
atics
)
.
L
astl
y
,
it
is
clea
r
ly
u
n
d
e
r
s
to
o
d
f
r
o
m
T
ab
le
1
th
at
m
ajo
r
ity
o
f
t
h
e
teac
h
er
s
s
u
ch
as
C
las
s
T
ea
ch
er
(
N
=
1
2
)
,
Scien
ce
(
N
=
7
)
,
Ma
th
em
atics
(N
=
7
)
,
Pre
-
s
ch
o
o
l
(
N
=
6
)
,
an
d
E
n
g
lis
h
(
N
=
5
)
ar
e
b
etwe
en
1
-
3
y
ea
r
s
o
f
s
en
io
r
ity
,
wh
ile
T
u
r
k
is
h
(
N
=
5
)
is
b
etw
ee
n
3
-
5
y
ea
r
s
o
f
s
en
io
r
ity
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
6
2
-
27
2
264
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
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h
e
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s
b
y
g
en
d
er
G
e
n
d
e
r
A
g
e
S
e
n
i
o
r
i
t
y
(
y
e
a
r
s)
F
e
mal
e
M
a
l
e
21
-
25
26
-
30
31
-
35
36
-
40
41
a
n
d
o
v
e
r
Le
ss
t
h
a
n
1
1
-
3
3
-
5
M
o
r
e
t
h
a
n
5
C
l
a
s
s
t
e
a
c
h
e
r
19
7
11
10
2
2
1
5
12
8
1
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c
i
e
n
c
e
8
4
5
4
2
1
-
2
7
3
-
M
a
t
h
e
ma
t
i
c
s
8
6
7
4
1
1
1
3
7
2
2
Tu
r
k
i
s
h
5
5
4
5
-
1
-
2
2
5
1
Pre
-
sch
o
o
l
10
2
5
5
1
1
-
1
6
4
1
En
g
l
i
sh
9
1
2
4
2
2
-
2
5
2
1
To
t
a
l
59
25
34
32
8
8
2
15
39
24
6
T
ab
le
2
clea
r
ly
r
ep
r
esen
ts
th
e
d
is
tr
ib
u
tio
n
o
f
p
r
o
s
p
ec
tiv
e
te
ac
h
er
s
ac
co
r
d
in
g
to
th
e
g
en
d
e
r
v
ar
iab
le.
I
t
is
s
im
p
ly
u
n
d
er
s
to
o
d
th
at
C
las
s
T
ea
ch
er
in
v
o
lv
es
2
4
f
e
m
ale
an
d
6
m
ale
teac
h
er
s
,
w
h
ile
th
e
r
est
o
f
th
e
b
r
an
ch
es
r
ep
r
esen
t
d
iv
e
r
s
e
d
is
p
er
s
io
n
:
Scien
ce
(
N
=
6
f
em
ale
an
d
N
=
4
m
ale)
;
Ma
th
em
atics
(N
=
8
f
em
ale
an
d
N
=
4
m
ale)
;
T
u
r
k
is
h
(
N
=
3
f
e
m
ale
an
d
N
=
5
m
ale)
;
Pre
-
s
ch
o
o
l
(
N
=
1
8
f
e
m
ale
an
d
N=
2
m
ale)
;
an
d
E
n
g
lis
h
(N
=
5
f
em
ale
an
d
N
=
3
m
ale)
.
T
ab
le
2
.
Dis
tr
ib
u
tio
n
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
ac
co
r
d
i
n
g
to
g
en
d
er
v
a
r
iab
le
F
e
mal
e
M
a
l
e
To
t
a
l
C
l
a
s
s
t
e
a
c
h
e
r
24
6
30
S
c
i
e
n
c
e
6
4
10
M
a
t
h
e
ma
t
i
c
s
8
4
12
Tu
r
k
i
s
h
3
5
8
Pre
-
sch
o
o
l
18
2
20
En
g
l
i
sh
5
3
8
To
t
a
l
64
24
88
T
h
e
d
ata
o
f
th
e
r
esear
ch
wer
e
co
llected
th
r
o
u
g
h
th
e
“Sem
i
-
Stru
ctu
r
ed
I
n
ter
v
iew
Fo
r
m
”.
R
e
s
ea
r
ch
er
s
d
ev
elo
p
e
d
th
e
d
ata
c
o
llectio
n
to
o
l.
T
h
e
q
u
esti
o
n
s
wer
e
p
r
e
p
ar
ed
as:
f
ir
s
t,
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
was
d
eter
m
in
ed
.
T
h
e
liter
atu
r
e
was
s
ea
r
ch
ed
ap
p
r
o
p
r
iate
ly
.
I
n
s
p
e
ctio
n
s
wer
e
m
ad
e.
E
x
p
er
t o
p
in
io
n
was u
s
ed
.
As a
r
esu
lt o
f
th
is
s
cr
ee
n
in
g
,
q
u
esti
o
n
s
s
u
itab
le
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
er
wer
e
cr
ea
ted
.
Fo
r
th
e
r
eliab
ilit
y
o
f
th
e
d
ata
co
llectio
n
to
o
l,
p
r
e
-
ap
p
licatio
n
was
m
ad
e
with
1
8
teac
h
er
s
wo
r
k
in
g
in
d
if
f
e
r
e
n
t
s
ch
o
o
ls
an
d
1
8
teac
h
er
ca
n
d
id
ates
s
tu
d
y
in
g
i
n
d
if
f
er
en
t
u
n
d
er
g
r
a
d
u
ate
d
ep
ar
tm
en
ts
.
T
h
e
teac
h
er
s
a
n
d
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
wh
o
p
ar
ticip
ate
d
i
n
th
e
p
r
e
-
ap
p
licatio
n
wer
e
n
o
t
in
clu
d
e
d
in
t
h
e
r
esear
ch
later
.
Vali
d
ity
an
d
r
eliab
ilit
y
an
aly
s
is
wer
e
p
er
f
o
r
m
ed
o
n
t
h
e
d
ata
o
b
tain
ed
in
th
e
p
r
eli
m
in
ar
y
s
tu
d
y
.
T
h
e
f
o
llo
win
g
f
o
r
m
u
la
was
u
s
ed
to
test
th
e
r
eliab
ilit
y
o
f
th
e
co
d
in
g
m
a
d
e
b
y
th
e
r
esear
ch
er
s
[
1
6
,
1
7
]
.
Har
m
o
n
y
b
etwe
en
Ob
s
er
v
er
s
=
C
o
n
s
en
s
u
s
/(
C
o
n
s
e
n
s
u
s
+
Dis
ag
r
ee
m
en
t)
×
1
0
0
.
I
n
th
e
ca
lcu
latio
n
m
ad
e
ac
co
r
d
in
g
t
o
th
is
f
o
r
m
u
la
,
th
e
f
o
llo
win
g
r
esu
lts
wer
e
f
o
u
n
d
.
I
n
ter
-
o
b
s
er
v
er
co
m
p
lian
ce
r
an
g
e
d
f
r
o
m
8
1
.
8
%
t
o
9
2
.
7
%
in
ea
ch
ca
teg
o
r
y
.
I
t
is
s
u
cc
ess
f
u
l b
ec
au
s
e
th
e
in
ter
o
b
s
er
v
er
r
elia
b
ilit
y
is
h
ig
h
er
t
h
an
8
0
%
[
1
6
]
.
C
o
n
ten
t
an
aly
s
is
was
ap
p
lied
to
th
e
q
u
alitativ
e
d
ata
o
b
tai
n
ed
.
T
h
u
s
,
th
e
v
iews
o
f
t
h
e
p
ar
ticip
an
ts
wer
e
s
y
s
tem
atica
lly
d
ef
in
ed
[
1
7
]
.
Ab
b
r
ev
iatio
n
s
s
u
ch
as
O1
,
O2
,
an
d
O3
…
ar
e
u
s
ed
f
o
r
s
am
p
le
teac
h
er
o
p
in
io
n
s
,
OA1
,
OA2
,
an
d
OA3
…
f
o
r
teac
h
e
r
ca
n
d
i
d
ate
o
p
in
io
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
r
esp
ec
tiv
ely
clar
i
f
ies
teac
h
er
s
'
o
p
in
io
n
s
ab
o
u
t
u
n
iv
er
s
ity
a
d
v
is
o
r
s
,
teac
h
e
r
s
'
ca
n
d
id
ates
o
p
in
io
n
s
a
b
o
u
t
u
n
iv
e
r
s
ity
ad
v
is
o
r
,
teac
h
e
r
s
'
v
iews
o
n
in
ter
n
s
h
ip
s
c
h
o
o
l
ad
v
is
o
r
s
,
t
ea
ch
er
s
'
ca
n
d
id
ates
o
p
in
io
n
s
ab
o
u
t
in
ter
n
s
h
ip
s
ch
o
o
l
ad
v
is
o
r
,
teac
h
er
s
'
v
iews
o
n
in
ter
n
s
h
ip
s
ch
o
o
l
ty
p
es,
teac
h
er
s
’
ca
n
d
id
ates
v
iew
o
n
in
ter
n
s
h
ip
s
ch
o
o
l
ty
p
es,
teac
h
er
s
'
o
p
in
io
n
s
ab
o
u
t
in
ter
n
s
h
ip
to
b
e
m
o
r
e
ef
f
icien
t
t
ea
ch
er
s
'
ca
n
d
id
ates,
a
n
d
teac
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t
in
te
r
n
s
h
ip
to
b
e
m
o
r
e
ef
f
icien
t.
R
elate
d
o
p
in
io
n
s
,
f
r
eq
u
en
cie
s
,
an
d
r
em
ar
k
s
o
f
th
e
r
esp
o
n
d
e
n
ts
a
r
e
illu
s
tr
ated
ac
co
r
d
in
g
ly
.
L
a
s
tly
,
ea
ch
d
im
en
s
io
n
is
tab
u
l
ated
b
ased
o
n
th
e
r
esp
o
n
s
es
g
iv
en
b
y
th
e
p
ar
ticip
an
ts
.
T
ab
le
3
r
ep
r
esen
ts
th
e
t
ea
ch
er
s
'
o
p
in
io
n
s
ab
o
u
t
u
n
iv
e
r
s
ity
ad
v
is
o
r
s
.
T
h
e
r
elate
d
asp
ec
t
is
illu
s
tr
ated
u
n
d
e
r
s
u
b
s
ec
tio
n
s
as
ca
teg
o
r
y
,
o
p
in
i
o
n
s
,
an
d
f
r
eq
u
e
n
cie
s
.
R
em
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
g
iv
en
in
T
ab
le
3
.
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
A
n
in
ve
s
tig
a
tio
n
o
f te
a
ch
er a
n
d
tea
ch
er c
a
n
d
id
a
tes’
views
o
n
th
e
co
u
r
s
e
o
f sch
o
o
l
…
(
E
mi
n
e
B
eg
ü
m
A
kk
u
ş
)
265
T
ab
le
3
.
T
ea
c
h
er
s
'
o
p
in
io
n
s
ab
o
u
t u
n
i
v
er
s
ity
ad
v
is
o
r
s
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
su
p
p
o
r
t
e
d
)
(
N
:
5
2
)
A
b
o
u
t
c
l
a
ssr
o
o
m
ma
n
a
g
e
m
e
n
t
13
A
b
o
u
t
t
h
e
c
o
u
r
s
e
13
A
b
o
u
t
c
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
s
t
u
d
e
n
t
s
10
A
b
o
u
t
c
o
u
r
s
e
p
r
e
p
a
r
a
t
i
o
n
5
A
b
o
u
t
ma
t
e
r
i
a
l
p
r
e
p
a
r
a
t
i
o
n
4
A
b
o
u
t
t
r
u
st
a
n
d
e
n
c
o
u
r
a
g
e
me
n
t
4
A
b
o
u
t
f
i
l
e
a
n
d
r
e
p
o
r
t
p
r
e
p
a
r
a
t
i
o
n
4
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
n
o
t
s
u
p
p
o
r
t
e
d
)
(
N
:
4
2
)
C
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
t
h
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
11
C
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
t
h
e
i
n
t
e
r
n
s
h
i
p
9
A
b
o
u
t
f
e
e
d
b
a
c
k
a
n
d
c
o
r
r
e
c
t
i
o
n
8
A
b
o
u
t
t
h
e
f
u
n
c
t
i
o
n
i
n
g
o
f
t
h
e
i
n
t
e
r
n
sh
i
p
7
A
b
o
u
t
c
l
a
ssr
o
o
m
ma
n
a
g
e
m
e
n
t
5
F
o
l
l
o
w
t
h
e
a
p
p
l
i
c
a
t
i
o
n
p
r
o
c
e
ss
2
T
ab
le
3
clea
r
ly
r
ep
r
esen
ts
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
io
n
s
is
s
lig
h
tly
h
ig
h
e
r
th
an
th
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
in
io
n
s
(
N
=
5
2
)
r
esp
ec
tiv
e
ly
r
ef
er
to
s
u
ch
th
em
es
as
A
b
o
u
t
cla
s
s
r
o
o
m
ma
n
a
g
eme
n
t
(N
=
1
3
)
;
A
b
o
u
t
t
h
e
co
u
r
s
e
(N
=
1
3
)
;
A
b
o
u
t
co
mmu
n
ica
tio
n
w
ith
s
tu
d
e
n
ts
(N
=
1
0
)
;
A
b
o
u
t
c
o
u
r
s
e
p
r
ep
a
r
a
tio
n
(N
=
5
)
;
A
b
o
u
t
ma
teri
a
l
p
r
ep
a
r
a
tio
n
(
N=
4
)
;
A
b
o
u
t
tr
u
s
t
a
n
d
en
co
u
r
a
g
eme
n
t
(N
=
4
)
;
an
d
A
b
o
u
t
file
a
n
d
r
ep
o
r
t p
r
ep
a
r
a
tio
n
(N
=
4
)
.
On
th
e
o
th
er
h
an
d
,
n
e
g
ativ
e
o
p
in
io
n
s
(
N
=
4
2
)
r
esp
ec
tiv
ely
r
e
f
er
to
s
u
ch
th
em
es
as
C
o
mmu
n
ica
tio
n
w
ith
t
h
e
t
ea
ch
er
ca
n
d
id
a
te
(N
=
1
1
)
;
C
o
mmu
n
ica
tio
n
w
ith
th
e
in
tern
s
h
ip
(N
=
9
)
;
A
b
o
u
t
feed
b
a
ck
a
n
d
co
r
r
ec
tio
n
(N
=
8
)
;
A
b
o
u
t
th
e
fu
n
ctio
n
in
g
o
f
th
e
in
tern
s
h
ip
(N
=
7
)
;
A
b
o
u
t
cla
s
s
r
o
o
m
ma
n
a
g
eme
n
t
(N
=
5
)
;
an
d
F
o
llo
w
th
e
a
p
p
lica
tio
n
p
r
o
ce
s
s
(N
=
2
)
.
R
elate
d
r
e
m
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
g
iv
en
:
“T
h
e
a
d
viso
r
h
elp
ed
me
w
ith
th
e
p
r
o
b
lems I
en
co
u
n
tered
.
I
g
o
t su
g
g
esti
o
n
s
esp
ec
ia
lly
a
b
o
u
t
effec
tive
cla
s
s
r
o
o
m
ma
n
a
g
eme
n
t a
n
d
I
s
a
w
its
b
en
efit
.
”
(
O2
9
)
“At
th
e
b
e
g
in
n
in
g
o
f
th
e
a
p
p
li
ca
tio
n
,
my
a
d
viso
r
g
a
v
e
th
e
in
tern
s
h
ip
s
ch
o
o
l
a
n
d
t
h
e
r
ep
o
r
t
in
fo
r
ma
tio
n
w
e
w
ill w
r
ite.
Th
e
n
th
ere
w
a
s
n
o
s
u
p
p
o
r
t
.
”
(
O4
4
)
“W
e
w
en
t
to
th
e
s
ch
o
o
l
w
h
ere
w
e
w
ill
b
e
a
n
in
tern
.
He
s
h
a
r
ed
th
e
n
ec
ess
a
r
y
in
fo
r
ma
tio
n
i
n
th
is
r
eg
a
r
d
w
ith
u
s
.
He
s
u
p
ervis
ed
u
s
d
u
r
in
g
th
e
a
p
p
lica
tio
n
p
r
o
ce
s
s
.
He
g
a
ve
i
n
fo
r
ma
tio
n
a
b
o
u
t c
l
a
s
s
r
o
o
m
ma
n
a
g
eme
n
t
a
n
d
co
mmu
n
ica
tio
n
.
”
(
O5
9
)
T
ab
le
4
illu
s
tr
ates
th
e
teac
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t
u
n
iv
er
s
ity
ad
v
is
o
r
s
.
T
h
e
r
elate
d
asp
ec
t
is
d
is
p
lay
ed
u
n
d
er
s
u
b
s
ec
tio
n
s
a
s
ca
teg
o
r
y
,
o
p
in
i
o
n
s
,
an
d
f
r
eq
u
en
cies.
R
em
ar
k
s
o
f
th
e
p
ar
tic
ip
an
ts
ar
e
p
r
esen
ted
in
T
ab
le
4
.
T
ab
le
4
.
T
ea
c
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t u
n
i
v
er
s
ity
ad
v
is
o
r
s
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
6
7
)
En
o
u
g
h
s
u
p
p
o
r
t
67
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
3
3
)
C
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
t
h
e
i
n
t
e
r
n
s
h
i
p
s
c
h
o
o
l
8
I
n
f
o
r
mat
i
o
n
a
b
o
u
t
t
h
e
i
n
t
e
r
n
sh
i
p
p
r
o
c
e
ss
7
U
n
i
n
t
e
r
e
st
e
d
i
n
p
r
o
b
l
e
ms
5
V
i
si
t
t
h
e
I
n
t
e
r
n
s
h
i
p
S
c
h
o
o
l
5
F
o
l
l
o
w
t
h
e
i
n
t
e
r
n
sh
i
p
p
r
o
c
e
ss
4
F
e
e
d
b
a
c
k
a
n
d
c
o
r
r
e
c
t
i
o
n
3
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
3
O
b
j
e
c
t
i
v
e
e
v
a
l
u
a
t
i
o
n
2
N
o
t
e
n
o
u
g
h
e
q
u
i
p
m
e
n
t
2
T
ab
le
4
s
h
o
ws
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
i
o
n
s
is
s
ig
n
if
ican
tly
h
ig
h
er
th
an
th
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
in
io
n
s
(
N
=
6
7
)
r
ef
er
s
o
lely
to
E
n
o
u
g
h
s
u
p
p
o
r
t
(N
=
6
7
)
.
Ho
wev
e
r
,
n
eg
ativ
e
o
p
in
io
n
s
(N
=
3
3
)
r
esp
ec
tiv
el
y
r
ef
e
r
to
s
u
ch
th
em
es
as
C
o
mmu
n
ica
tio
n
w
ith
th
e
in
tern
s
h
ip
s
ch
o
o
l
(N
=
8
)
;
I
n
fo
r
ma
tio
n
a
b
o
u
t
t
h
e
in
tern
s
h
ip
p
r
o
ce
s
s
(N
=
7
)
;
Un
in
teres
ted
in
p
r
o
b
lems
(N
=
5
)
;
V
is
it
th
e
I
n
tern
s
h
ip
S
ch
o
o
l
(N
=
5
)
;
F
o
llo
w
th
e
in
tern
s
h
ip
p
r
o
ce
s
s
(N
=
4
)
;
F
ee
d
b
a
ck
a
n
d
co
r
r
ec
tio
n
(N
=
3
)
;
A
ttit
u
d
e
to
w
a
r
d
s
tea
ch
er
ca
n
d
i
d
a
te
(N
=
3
)
;
Ob
jective
ev
a
lu
a
tio
n
(N
=
2
)
;
an
d
N
o
t
en
o
u
g
h
eq
u
ip
m
en
t
(N
=
2
)
.
R
elate
d
r
em
ar
k
s
o
f
th
e
in
f
o
r
m
an
ts
ar
e
s
tated
:
“M
y
a
d
viso
r
p
r
o
vid
es
th
e
n
ec
ess
a
r
y
s
u
p
p
o
r
t
in
a
p
p
lica
tio
n
s
.
I
t
ma
ke
s
th
e
n
ec
ess
a
r
y
in
fo
r
ma
tio
n
.
Wh
en
it c
o
m
es to
th
e
p
la
ce
,
it c
h
ec
ks.
I
h
a
ve
n
o
p
r
o
b
lem
.
”
(
OA4
8
)
“T
h
ere
is
n
o
p
r
o
b
lem
w
ith
my
a
d
viso
r
.
A
s
it is
s
u
p
p
o
s
ed
to
b
e
.”
(
OA1
7
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
6
2
-
27
2
266
“M
y
a
d
viso
r
d
id
n
o
t
visi
t
th
e
s
ch
o
o
l
w
h
ere
I
d
id
my
in
tern
s
h
ip
.
I
d
o
n
o
t
th
in
k
t
h
a
t
h
e
is
in
co
mmu
n
ica
tio
n
w
ith
th
e
in
tern
s
h
ip
o
ff
icers
.
We
g
o
a
n
d
c
o
me
to
o
u
r
s
elve
s
.
”
(
OA3
2
)
T
ab
le
5
s
h
o
ws
th
e
teac
h
er
s
'
v
iews
o
n
th
e
in
ter
n
s
h
ip
s
ch
o
o
l
ad
v
is
o
r
s
.
T
h
e
r
elate
d
d
i
m
en
s
io
n
is
r
ep
r
esen
ted
u
n
d
er
s
u
b
s
ec
tio
n
s
as
ca
teg
o
r
y
,
o
p
in
i
o
n
s
,
an
d
f
r
eq
u
en
cies.
R
em
ar
k
s
o
f
t
h
e
in
f
o
r
m
an
ts
ar
e
ex
em
p
lifie
d
in
T
a
b
le
5
.
T
ab
le
5
.
T
ea
c
h
er
s
'
v
iews o
n
th
e
in
ter
n
s
h
ip
s
ch
o
o
l a
d
v
is
o
r
s
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
4
5
)
I
t
w
a
s h
e
l
p
f
u
l
e
n
o
u
g
h
45
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
4
9
)
H
e
w
o
u
l
d
h
a
v
e
l
e
f
t
t
h
e
c
l
a
ssr
o
o
m
15
I
t
w
a
s
i
n
d
i
f
f
e
r
e
n
t
t
o
o
u
r
p
r
o
b
l
e
ms
10
I
n
a
d
e
q
u
a
t
e
i
n
r
e
mo
v
i
n
g
o
u
r
d
e
f
i
c
i
e
n
c
i
e
s
9
D
i
d
n
't
o
f
f
e
r
e
n
o
u
g
h
p
r
a
c
t
i
c
a
l
p
o
ssi
b
i
l
i
t
i
e
s
9
D
i
d
n
't
i
n
f
o
r
m
a
b
o
u
t
c
o
n
t
e
n
t
t
e
a
c
h
i
n
g
7
H
e
saw
u
s
a
s a
p
r
o
b
l
e
m
7
H
e
c
o
u
l
d
n
'
t
c
o
n
v
e
y
h
i
s
e
x
p
e
r
i
e
n
c
e
s
6
D
i
d
n
't
h
e
l
p
w
i
t
h
c
l
a
ssr
o
o
m
ma
n
a
g
e
me
n
t
5
D
i
d
n
't
h
e
l
p
w
i
t
h
st
u
d
e
n
t
c
o
m
m
u
n
i
c
a
t
i
o
n
3
T
ab
le
5
d
is
p
lay
s
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
io
n
s
is
s
lig
h
tly
lo
wer
th
an
th
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
in
io
n
s
(
N
=
4
5
)
s
o
lely
p
u
t
f
o
r
war
d
I
t
w
a
s
h
elp
fu
l
en
o
u
g
h
(N
=
4
5
)
,
wh
ile
n
eg
ativ
e
o
p
in
io
n
s
(
N
=
4
9
)
r
esp
ec
tiv
ely
r
ef
er
to
s
u
c
h
th
em
es
as
He
w
o
u
ld
h
a
ve
left
th
e
cla
s
s
r
o
o
m
(
N=
1
5
)
;
I
t
w
a
s
in
d
iffer
en
t
to
o
u
r
p
r
o
b
lems
(N
=
1
0
)
;
I
n
a
d
eq
u
a
te
in
r
emo
vi
n
g
o
u
r
d
eficien
cies
(N
=
9
)
;
Did
n
't
o
ffer
en
o
u
g
h
p
r
a
ctica
l p
o
s
s
ib
ilit
ies
(N
=
9
)
;
Did
n
't
in
fo
r
m
a
b
o
u
t c
o
n
ten
t te
a
ch
in
g
(N
=
7
)
;
He
s
a
w
u
s
a
s
a
p
r
o
b
lem
(N
=
7
)
;
He
co
u
ld
n
't
co
n
ve
y
h
is
ex
p
erien
ce
s
(N
=
6
)
;
Did
n
't
h
elp
w
ith
cla
s
s
r
o
o
m
ma
n
a
g
eme
n
t
(N
=
5
)
;
an
d
Did
n
't
h
elp
w
ith
s
tu
d
en
t c
o
mmu
n
ica
tio
n
(N
=
3
)
.
R
em
ar
k
s
o
f
th
e
p
ar
ticip
an
ts
a
r
e
d
is
p
lay
ed
:
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
u
s
ed
th
e
in
tern
s
h
ip
d
a
ys
to
d
o
th
eir
o
w
n
p
r
iva
te
w
o
r
k.
Mo
s
t
o
f
th
e
time
I
w
ill
d
ep
o
s
it,
lea
ve
s
o
mewh
ere
a
n
d
lea
ve
t
h
e
cla
s
s
to
me,
s
a
yin
g
"I
w
ill
co
me
a
n
d
g
o
.
”
(
O5
)
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
vi
s
o
r
w
a
s
n
o
t
in
teres
ted
in
me.
He
d
id
n
o
t
g
ive
en
o
u
g
h
in
fo
r
ma
tio
n
a
b
o
u
t
th
e
a
p
p
lica
tio
n
s
.
I
t
d
id
n
't
h
elp
.
Wh
en
I
n
e
ed
ed
,
I
w
a
s
co
n
s
u
ltin
g
h
im,
b
u
t
h
e
w
a
s
p
a
s
s
in
g
o
ve
r
.
”
(
O8
4
)
“I
co
u
ld
n
o
t
fin
d
a
n
o
p
p
o
r
tu
n
i
ty
to
a
p
p
ly.
Th
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
w
a
s
mo
r
e
a
ct
ive
o
n
h
is
o
w
n
.
I
o
ften
h
a
d
t
o
o
b
s
erv
e
.
”
(
O7
3
)
T
ab
le
6
s
h
o
ws
th
e
teac
h
e
r
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t
i
n
ter
n
s
h
ip
s
ch
o
o
l
ad
v
is
o
r
s
.
T
h
e
r
elate
d
d
im
en
s
io
n
is
p
r
esen
ted
u
n
d
er
s
u
b
s
ec
tio
n
s
as
ca
teg
o
r
y
,
o
p
in
io
n
s
,
an
d
f
r
eq
u
en
cies.
R
em
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
g
iv
en
i
n
T
ab
le
6
.
T
ab
le
6
.
T
ea
c
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t in
ter
n
s
h
ip
s
ch
o
o
l a
d
v
is
o
r
s
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
5
2
)
I
t
h
e
l
p
s
e
n
o
u
g
h
52
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
4
8
)
H
e
l
e
a
v
e
s
t
h
e
c
l
a
ss t
o
me
a
l
l
d
a
y
25
H
e
's g
o
t
me
d
o
n
e
h
i
s
o
w
n
b
u
si
n
e
ss
17
U
n
i
n
t
e
r
e
st
e
d
i
n
o
u
r
p
r
o
b
l
e
ms
13
N
o
t
e
n
o
u
g
h
e
q
u
i
p
m
e
n
t
12
I
t
l
o
w
e
r
s m
y
m
o
t
i
v
a
t
i
o
n
8
I
t
p
r
e
v
e
n
t
s w
h
a
t
I
w
a
n
t
t
o
d
o
8
D
o
e
s
n
o
t
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
me
5
S
h
e
s
e
e
s
me
a
s
a
b
a
b
y
s
i
t
t
e
r
5
T
ab
le
6
d
is
p
lay
s
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
i
o
n
s
is
s
lig
h
tly
h
ig
h
er
th
a
n
th
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
in
io
n
s
(
N
=
5
2
)
s
o
lely
s
u
g
g
est
,
it
h
elp
s
en
o
u
g
h
(N
=
5
2
)
,
wh
ile
n
eg
ativ
e
o
p
in
i
o
n
s
(
N
=
4
8
)
r
esp
ec
tiv
ely
r
ef
er
to
s
u
ch
th
e
m
es
as
He
lea
ve
s
th
e
cla
s
s
t
o
me
a
ll
d
a
y
(N
=
2
5
)
;
He'
s
g
o
t
me
d
o
n
e
h
is
o
w
n
b
u
s
in
ess
(N
=
1
7
)
;
Un
in
teres
ted
in
o
u
r
p
r
o
b
lems
(N
=
1
3
)
;
N
o
t
en
o
u
g
h
e
q
u
ip
men
t
(N
=
1
2
)
;
I
t
lo
w
ers
my
mo
tiva
ti
on
(N
=
8
)
;
I
t
p
r
ev
en
ts
w
h
a
t
I
w
a
n
t
to
d
o
(N
=
8
)
;
Do
e
s
n
o
t
co
mmu
n
ica
te
w
ith
me
(N
=
5
)
;
an
d
S
h
e
s
ee
s
me
a
s
a
b
a
b
ysit
ter
(N
=
5
)
.
R
em
ar
k
s
o
f
th
e
p
ar
ticip
an
ts
ar
e
d
is
p
lay
ed
:
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
A
n
in
ve
s
tig
a
tio
n
o
f te
a
ch
er a
n
d
tea
ch
er c
a
n
d
id
a
tes’
views
o
n
th
e
co
u
r
s
e
o
f sch
o
o
l
…
(
E
mi
n
e
B
eg
ü
m
A
kk
u
ş
)
267
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
p
r
o
vid
es
co
n
ve
n
ien
ce
in
e
ve
r
yth
in
g
.
I
t
ma
ke
s
s
u
g
g
esti
o
n
s
and
co
r
r
ec
tio
n
s
.
I
t g
ives c
o
mf
o
r
t.
We
h
a
ve
n
o
t
h
a
d
a
n
y
p
r
o
b
lems so
fa
r
.
”
(
OA4
8
)
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
vis
o
r
d
etermin
es
w
h
en
I
w
ill
p
r
a
ctice
in
th
e
cla
s
s
r
o
o
m.
He'
s
b
ein
g
a
r
b
itr
a
r
y.
I
'm
d
iv
o
r
ce
d
.
Th
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
d
o
es
n
o
t
a
n
s
w
er
my
q
u
esti
o
n
s
.
He
is
n
o
t
in
tere
s
ted
w
i
th
m
e.
"Never
m
in
d
,
"
h
e
s
a
ys.
I
a
m
u
n
co
mfo
r
ta
b
le
w
ith
th
is
si
tu
a
tio
n
.
”
(
OA2
)
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
h
a
s
a
h
o
lid
a
y
d
u
r
in
g
th
e
i
n
tern
s
h
ip
.
He'
s
h
a
n
d
in
g
o
ve
r
th
e
cla
s
s
r
o
o
m
to
me.
E
ve
r
y
o
n
c
e
in
a
w
h
ile.
Oth
er
th
a
n
th
a
t,
it
d
o
es
n
o
t
ca
u
s
e
g
en
er
a
l
p
r
o
b
lems
.
”
(
OA2
5
)
“Ou
r
d
ia
lo
g
u
e
w
ith
th
e
in
tern
s
h
ip
s
ch
o
o
l
a
d
viso
r
is
ve
r
y
g
o
o
d
.
B
u
t
i
n
g
en
era
l,
h
e
a
ls
o
g
ets
h
is
w
o
r
k
d
o
n
e
like
r
ep
o
r
t a
n
d
h
o
mewo
r
k
co
n
tr
o
l
.
”
(
OA7
1
)
T
ab
le
7
illu
m
in
ates
th
e
teac
h
er
s
'
v
iews
o
n
th
e
in
ter
n
s
h
ip
s
ch
o
o
l
ty
p
es.
T
h
e
r
elate
d
d
i
m
en
s
io
n
is
s
h
o
wed
u
n
d
er
s
u
b
s
ec
tio
n
s
as
ca
teg
o
r
y
,
o
p
in
io
n
s
,
a
n
d
f
r
e
q
u
en
cies.
So
m
e
r
em
ar
k
s
o
f
t
h
e
p
ar
ticip
an
ts
ar
e
in
v
o
lv
ed
in
T
ab
le
7
.
T
ab
le
7
.
T
ea
c
h
er
s
'
v
iews o
n
th
e
in
ter
n
s
h
ip
s
ch
o
o
l ty
p
es
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
1
5
)
I
h
a
d
t
h
e
o
p
p
o
r
t
u
n
i
t
y
t
o
a
p
p
l
y
i
n
a
l
l
s
c
h
o
o
l
t
y
p
e
s
15
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
7
9
)
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
a
t
b
o
a
r
d
i
n
g
s
c
h
o
o
l
49
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
a
t
t
h
e
v
i
l
l
a
g
e
sc
h
o
o
l
41
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
a
t
t
h
e
t
r
a
n
s
p
o
r
t
c
e
n
t
e
r
sc
h
o
o
l
22
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
i
n
t
h
e
m
e
r
g
e
d
c
l
a
ss
21
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
i
n
v
o
c
a
t
i
o
n
a
l
a
n
d
t
e
c
h
n
i
c
a
l
sc
h
o
o
l
15
I
d
i
d
n
o
t
p
r
a
c
t
i
c
e
i
n
s
c
h
o
o
l
s
w
i
t
h
d
i
f
f
e
r
e
n
t
c
o
n
d
i
t
i
o
n
s
7
I
p
r
a
c
t
i
c
e
d
i
n
a
s
i
n
g
l
e
sc
h
o
o
l
3
T
ab
le
7
d
is
p
lay
s
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
i
o
n
s
is
h
ig
h
ly
lo
wer
th
a
n
th
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
in
io
n
s
(
N
=
1
5
)
s
o
lely
in
d
icate
s
I
h
a
d
th
e
o
p
p
o
r
tu
n
ity
to
a
p
p
ly
in
a
ll
s
ch
o
o
l
ty
p
es
(N
=
1
5
)
,
w
h
ile
n
eg
ativ
e
o
p
in
i
o
n
s
(
N
=
7
9
)
r
esp
ec
tiv
ely
r
ef
er
to
s
u
ch
th
e
m
es
as
I
d
id
n
o
t
p
r
a
ctice
a
t
b
o
a
r
d
in
g
s
ch
o
o
l
(N
=
4
9
)
;
I
d
id
n
o
t
p
r
a
ctice
a
t
th
e
vi
lla
g
e
s
ch
o
o
l
(N
=
4
1
)
;
I
d
id
n
o
t
p
r
a
ctice
a
t
th
e
tr
a
n
s
p
o
r
t
ce
n
ter
s
ch
o
o
l
(N
=
2
2
)
;
I
d
id
n
o
t
p
r
a
c
tice
in
th
e
merg
ed
cla
s
s
(N
=
2
1
)
;
I
d
id
n
o
t
p
r
a
ctice
in
v
o
ca
t
io
n
a
l
a
n
d
tech
n
ic
a
l
s
ch
o
o
l
(N
=
1
5
)
;
I
d
id
n
o
t
p
r
a
ctice
in
s
ch
o
o
ls
w
ith
d
iffer
en
t
co
n
d
itio
n
s
(
N=
7
)
;
I
p
r
a
ctice
d
in
a
s
in
g
le
s
ch
o
o
l
(N
=
3
)
.
R
em
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
s
h
o
wn
:
“I
h
a
d
n
ev
er
d
o
n
e
a
n
in
tern
s
h
ip
a
t
th
e
b
o
a
r
d
in
g
s
ch
o
o
l.
N
o
w
I
a
m
w
o
r
kin
g
in
th
e
s
tu
d
y
cla
s
s
es.
Of
co
u
r
s
e,
I
d
id
n
o
t
d
o
a
n
in
tern
s
h
ip
fo
r
th
is
ta
s
k.
B
u
t
I
a
m
n
o
t
fu
lly
s
a
tis
fied
.
”
(
O5
5
)
“I
d
id
n
o
t
d
o
a
n
in
tern
s
h
ip
a
t
th
e
tr
a
n
s
p
o
r
t c
en
ter s
ch
o
o
ls
.
N
o
w
I
a
m
w
o
r
kin
g
in
a
tr
a
n
s
p
o
r
t
ce
n
ter
s
ch
o
o
l.
Wh
ile
I
a
m
o
n
d
u
ty,
I
a
m
a
ls
o
in
teres
ted
in
s
ch
o
o
l
s
ervices.
I
w
is
h
w
e
h
a
d
a
n
in
tern
s
h
ip
r
ela
ted
to
th
ese
ta
s
ks
.
”
(
O3
7
)
“T
h
e
fir
s
t
s
ch
o
o
l
I
w
a
s
a
p
p
o
in
ted
to
is
a
vil
la
g
e
s
ch
o
o
l.
I
'm
s
till
w
o
r
kin
g
h
ere.
B
u
t
m
y
in
tern
s
h
ip
w
a
s
n
o
t
a
t
th
e
vil
la
g
e
s
ch
o
o
l.
I
h
a
d
n
o
ch
a
n
c
e
to
o
b
s
erve
th
e
villa
g
e
s
ch
o
o
ls
.
I
n
th
is
r
esp
ec
t,
I
fin
d
my
in
tern
s
h
ip
in
co
mp
lete
.
”
(
O6
0
)
“T
h
e
s
ch
o
o
ls
w
e
p
r
a
ctice
d
w
ere
a
lw
a
ys
th
e
s
ch
o
o
ls
in
th
e
city
ce
n
ter.
F
a
cilities
a
n
d
fa
cilities
w
ere
g
o
o
d
.
Th
eir
p
a
r
en
ts
w
ere
in
teres
ted
in
th
e
s
ch
o
o
l.
Th
ey
w
ere
s
ch
o
o
ls
th
a
t
fu
n
ctio
n
r
eg
u
la
r
ly.
Th
e
p
la
ce
w
h
ere
I
s
ta
r
ted
my
jo
b
is
a
villa
g
e
s
ch
o
o
l
w
ith
a
co
mb
i
n
ed
cla
s
s
.
A
b
u
ild
in
g
in
t
h
e
s
tyle
o
f
a
1
9
8
2
h
u
t.
I
w
a
s
p
r
ep
a
r
ed
fo
r
th
is
s
itu
a
tio
n
.
B
u
t
th
er
e
s
h
o
u
ld
b
e
a
litt
le
in
tern
s
h
ip
time
in
villa
g
e
s
ch
o
o
ls
.
”
(
O1
4
)
T
ab
le
8
s
h
o
ws
th
e
teac
h
er
ca
n
d
id
ates'
v
iews
o
n
in
ter
n
s
h
ip
s
ch
o
o
l
ty
p
es.
T
h
e
r
elate
d
d
i
m
en
s
io
n
is
illu
s
tr
ated
u
n
d
er
s
u
b
s
ec
tio
n
s
as
ca
teg
o
r
y
,
o
p
in
io
n
s
,
an
d
f
r
eq
u
en
cies.
So
m
e
r
e
m
ar
k
s
o
f
th
e
in
f
o
r
m
an
ts
ar
e
r
ep
r
esen
ted
in
T
ab
le
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
6
2
-
27
2
268
T
ab
le
8
.
T
ea
c
h
er
ca
n
d
id
a
tes'
v
iews o
n
in
ter
n
s
h
ip
s
ch
o
o
l ty
p
e
s
C
a
t
e
g
o
r
y
O
p
i
n
i
o
n
s
F
P
o
si
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
1
7
)
W
e
p
r
a
c
t
i
c
e
i
n
a
l
l
t
y
p
e
s
o
f
sc
h
o
o
l
s
17
N
e
g
a
t
i
v
e
o
p
i
n
i
o
n
s
(
N
:
8
3
)
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
v
i
l
l
a
g
e
s
c
h
o
o
l
s
28
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
a
n
y
sc
h
o
o
l
s
o
u
t
si
d
e
t
h
e
c
i
t
y
c
e
n
t
e
r
25
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
b
o
a
r
d
i
n
g
sc
h
o
o
l
s
23
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
p
r
i
mary
sc
h
o
o
l
s
w
i
t
h
c
o
m
b
i
n
e
d
c
l
a
ssr
o
o
ms
15
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
sc
h
o
o
l
s
o
t
h
e
r
t
h
a
n
w
e
l
l
-
e
q
u
i
p
p
e
d
s
c
h
o
o
l
s
12
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
t
r
a
n
s
p
o
r
t
-
b
a
s
e
d
sch
o
o
l
s
8
W
e
d
o
n
o
t
p
r
a
c
t
i
c
e
i
n
v
o
c
a
t
i
o
n
a
l
a
n
d
t
e
c
h
n
i
c
a
l
s
c
h
o
o
l
s
6
W
e
a
l
w
a
y
s
p
r
a
c
t
i
c
e
a
t
t
h
e
same
sc
h
o
o
l
6
W
e
o
n
l
y
p
r
a
c
t
i
c
e
i
n
p
u
b
l
i
c
s
c
h
o
o
l
s
4
W
e
o
n
l
y
p
r
a
c
t
i
c
e
i
n
d
a
y
t
i
m
e
sc
h
o
o
l
s
2
T
ab
le
8
r
ep
r
esen
ts
th
at
th
e
d
is
p
er
s
io
n
o
f
th
e
p
o
s
itiv
e
o
p
in
io
n
s
is
ex
tr
em
ely
lo
wer
th
an
t
h
e
n
eg
ativ
e
d
is
p
er
s
io
n
.
Po
s
itiv
e
o
p
i
n
io
n
s
(
N
=
1
7
)
o
n
l
y
in
d
icate
s
We
p
r
a
ctice
in
a
ll
ty
p
es
o
f
s
ch
o
o
ls
(N
=
1
7
)
,
wh
ile
n
eg
ativ
e
o
p
i
n
io
n
s
(
N
=
8
3
)
r
es
p
ec
tiv
ely
r
e
f
er
t
o
s
u
ch
th
em
es
as
We
d
o
n
o
t
p
r
a
ctice
in
villa
g
e
s
ch
o
o
ls
(N
=
2
8
)
;
We
d
o
n
o
t
p
r
a
ctice
in
a
n
y
s
c
h
o
o
ls
o
u
t
s
id
e
th
e
city
ce
n
ter
(N
=
2
5
)
;
We
d
o
n
o
t
p
r
a
ctice
in
b
o
a
r
d
in
g
s
ch
o
o
ls
(N
=
2
3
)
;
We
d
o
n
o
t
p
r
a
ctice
i
n
p
r
ima
r
y
s
ch
o
o
ls
w
ith
co
mb
in
ed
cla
s
s
r
o
o
ms
(N
=
1
5
)
;
We
d
o
n
o
t
p
r
a
ctice
in
s
ch
o
o
ls
o
th
er
th
a
n
w
ell
-
eq
u
ip
p
ed
s
ch
o
o
ls
(N
=
1
2
)
;
We
d
o
n
o
t
p
r
a
ctice
in
tr
a
n
s
p
o
r
t
-
b
a
s
ed
s
ch
o
o
ls
(
N=
8
)
;
We
d
o
n
o
t
p
r
a
ctice
in
v
o
ca
tio
n
a
l
a
n
d
tech
n
ica
l
s
ch
o
o
ls
(N
=
6
)
;
We
a
lw
a
ys
p
r
a
ctice
a
t
th
e
s
a
m
e
s
ch
o
o
l
(N
=
6
)
;
We
o
n
ly
p
r
a
ctice
in
p
u
b
lic
s
ch
o
o
ls
(N
=
4
)
;
an
d
We
o
n
ly
p
r
a
ctice
in
d
a
ytime
s
ch
o
o
ls
(N
=
2
)
.
R
em
ar
k
s
o
f
th
e
p
ar
ticip
an
ts
ar
e
p
r
esen
ted
:
“T
h
e
in
tern
s
h
ip
is
a
lw
a
ys
a
t
t
h
e
s
a
me
kin
d
o
f
s
ch
o
o
ls
in
th
e
ce
n
ter.
A
fter
b
ei
n
g
a
p
p
o
in
te
d
,
w
e
ca
n
a
ls
o
w
o
r
k
in
d
iffer
en
t
s
ch
o
o
l
typ
es.
We
h
a
d
a
c
h
a
n
c
e
to
s
ee
th
ese
s
ch
o
o
ls
a
s
w
ell
.
”
(
OA1
2
)
“As
a
cla
s
s
tea
ch
er,
I
h
a
ve
n
o
t
s
ee
n
a
co
mb
in
ed
cla
s
s
r
o
o
m
s
ch
o
o
l.
A
n
d
w
e
d
o
n
't
p
r
a
ctice
.
Un
fo
r
tu
n
a
tely,
th
e
in
fo
r
ma
tio
n
w
e
r
ec
eive
is
o
n
ly
th
eo
r
etica
l
.
”
(
OA5
1
)
“T
h
e
in
tern
s
h
ip
d
o
es
n
o
t
p
r
ep
a
r
e
u
s
fo
r
r
ea
l
d
u
ty.
V
illa
g
e
s
ch
o
o
l,
b
o
a
r
d
in
g
s
ch
o
o
l
,
etc.
We
d
o
n
o
t
s
ee
.
I
n
tern
s
h
ip
s
a
r
e
c
a
r
r
ied
o
u
t
o
n
ly
in
th
e
ce
n
tr
a
l
s
ch
o
o
ls
w
i
th
g
o
o
d
fa
cilities
.
”
(
OA7
7
)
T
ab
le
9
d
is
p
lay
s
th
e
teac
h
er
s
'
o
p
in
io
n
s
ab
o
u
t
h
o
w
to
m
ak
e
in
ter
n
s
h
ip
m
o
r
e
ef
f
icien
t
.
T
h
e
r
elate
d
d
im
en
s
io
n
is
illu
s
tr
ated
u
n
d
er
s
u
b
s
ec
tio
n
s
as
o
p
in
i
o
n
s
a
n
d
f
r
eq
u
en
cies.
So
m
e
r
e
m
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
r
ep
r
esen
ted
in
T
ab
le
9
.
T
ab
le
9
.
T
ea
c
h
er
s
'
o
p
in
io
n
s
ab
o
u
t h
o
w
to
m
ak
e
i
n
ter
n
s
h
ip
m
o
r
e
ef
f
icien
t
O
p
i
n
i
o
n
s
F
Te
a
c
h
i
n
g
i
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
b
e
i
n
c
r
e
a
s
e
d
31
A
n
i
n
t
e
r
n
s
h
i
p
sh
o
u
l
d
b
e
p
l
a
n
n
e
d
f
o
r
t
h
e
r
e
g
i
o
n
s
t
o
b
e
u
se
d
a
s
t
e
a
c
h
e
r
s
20
A
n
i
n
c
l
u
si
v
e
i
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
b
e
p
l
a
n
n
e
d
f
o
r
a
l
l
sc
h
o
o
l
t
y
p
e
s
19
Ex
t
r
a
-
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s s
h
o
u
l
d
b
e
i
n
c
l
u
d
e
d
i
n
t
h
e
i
n
t
e
r
n
s
h
i
p
15
I
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
b
e
p
l
a
n
n
e
d
c
o
n
si
d
e
r
i
n
g
d
i
f
f
e
r
e
n
t
st
u
d
e
n
t
p
r
o
f
i
l
e
s
11
Th
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
sh
o
u
l
d
b
e
r
e
sp
e
c
t
e
d
8
Th
e
p
a
r
t
i
e
s
i
n
t
h
e
i
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
w
o
r
k
i
n
c
o
o
r
d
i
n
a
t
i
o
n
7
I
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
c
o
v
e
r
a
l
l
l
e
v
e
l
s r
e
l
a
t
e
d
t
o
t
h
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
's
o
w
n
f
i
e
l
d
7
A
u
d
i
t
s
sh
o
u
l
d
b
e
mo
r
e
ser
i
o
u
s
6
M
o
r
e
r
e
a
l
i
st
i
c
c
l
a
ssr
o
o
m
e
n
v
i
r
o
n
me
n
t
s sh
o
u
l
d
b
e
c
r
e
a
t
e
d
5
S
t
u
d
e
n
t
si
z
e
s
h
o
u
l
d
b
e
c
o
n
si
d
e
r
e
d
5
Th
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
sh
o
u
l
d
i
mp
r
o
v
e
h
i
mse
l
f
3
I
n
t
e
r
n
s
h
i
p
o
p
p
o
r
t
u
n
i
t
i
e
s
sh
o
u
l
d
b
e
g
i
v
e
n
i
n
sc
h
o
o
l
s w
i
t
h
d
i
f
f
e
r
e
n
t
o
p
p
o
r
t
u
n
i
t
i
e
s
2
F
i
n
a
n
c
i
a
l
s
u
p
p
o
r
t
sh
o
u
l
d
b
e
g
i
v
e
n
t
o
p
r
o
sp
e
c
t
i
v
e
t
e
a
c
h
e
r
s
2
T
ab
le
9
d
is
p
lay
s
v
ar
io
u
s
o
p
in
io
n
s
as
to
th
e
teac
h
er
s
'
o
p
in
io
n
s
ab
o
u
t
h
o
w
to
m
ak
e
in
ter
n
s
h
ip
m
o
r
e
ef
f
icien
t.
T
h
e
p
u
r
s
u
in
g
s
u
g
g
e
s
tio
n
s
ar
e
th
e
m
o
s
tly
o
cc
u
r
r
e
d
s
u
g
g
esti
o
n
s
r
esp
ec
tiv
ely
:
T
ea
ch
in
g
in
ter
n
s
h
ip
s
h
o
u
ld
b
e
in
cr
e
ased
(
N
=
3
1
)
;
An
in
ter
n
s
h
ip
s
h
o
u
l
d
b
e
p
lan
n
ed
f
o
r
th
e
r
eg
io
n
s
to
b
e
u
s
ed
as
teac
h
er
s
(
N
=
2
0
)
;
An
in
clu
s
iv
e
i
n
ter
n
s
h
ip
s
h
o
u
l
d
b
e
p
lan
n
ed
f
o
r
all
s
ch
o
o
l
ty
p
es
(
N
=
1
9
)
;
E
x
tr
a
-
cu
r
r
ic
u
lar
ac
tiv
ities
s
h
o
u
ld
b
e
in
clu
d
ed
i
n
th
e
i
n
ter
n
s
h
ip
(N
=
1
5
)
;
an
d
I
n
ter
n
s
h
ip
s
h
o
u
ld
b
e
p
lan
n
ed
c
o
n
s
id
er
in
g
d
if
f
e
r
en
t
s
tu
d
en
t
p
r
o
f
iles
(N
=
1
1
)
.
So
m
e
r
em
ar
k
s
o
f
th
e
p
ar
ticip
an
ts
ar
e
s
tated
:
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
A
n
in
ve
s
tig
a
tio
n
o
f te
a
ch
er a
n
d
tea
ch
er c
a
n
d
id
a
tes’
views
o
n
th
e
co
u
r
s
e
o
f sch
o
o
l
…
(
E
mi
n
e
B
eg
ü
m
A
kk
u
ş
)
269
“T
h
e
lo
n
g
er
in
tern
s
h
ip
p
erio
d
is
efficien
t.
A
ls
o
,
in
tern
s
h
i
p
s
s
h
o
u
ld
b
e
d
o
n
e
in
va
r
io
u
s
s
ch
o
o
l ty
p
es.
B
y
p
r
a
cticin
g
,
w
e
ca
n
b
e
mo
r
e
r
ea
d
y
fo
r
th
e
m
a
tter
.
”
(
O3
3
)
“W
e
mu
s
t
fin
d
mo
r
e
o
p
p
o
r
tu
n
ities
to
a
p
p
ly
th
e
th
eo
r
etica
l
k
n
o
w
led
g
e
w
e
h
a
ve
g
a
in
ed
a
t
t
h
e
u
n
ivers
ity.
Tea
ch
ers
s
h
o
u
ld
p
r
o
vid
e
co
n
ve
n
ie
n
ce
to
s
tu
d
en
t
s
in
th
is
r
eg
a
r
d
.
We
ca
n
n
o
t
fi
x
ev
eryth
in
g
b
y
w
r
itin
g
a
r
ep
o
r
t.
Th
ere
s
h
o
u
ld
b
e
m
o
r
e
in
tern
s
h
ip
o
p
p
o
r
tu
n
ities
.
”
(
O4
9
)
“
Wil
l
th
ere
b
e
a
n
y
p
la
ce
w
h
ere
w
e
w
il
l
b
eg
in
th
e
ta
s
k
o
f
th
e
R
ep
u
b
lic
o
f
Tu
r
ke
y.
Th
erefo
r
e,
in
tern
s
h
ip
s
h
o
u
ld
co
ve
r
o
u
r
va
r
io
u
s
r
eg
io
n
s
,
cu
ltu
r
es
a
n
d
clima
tes.
Th
ere
s
h
o
u
ld
b
e
a
n
o
p
p
o
r
tu
n
ity
to
o
b
s
erve
va
r
io
u
s
s
tu
d
en
t
-
p
a
r
en
t
-
s
ch
o
o
l
p
r
o
file
.
”
(
O6
1
)
T
ab
le
1
0
illu
m
i
n
ates
th
e
teac
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t
h
o
w
to
m
ak
e
in
ter
n
s
h
ip
m
o
r
e
ef
f
icien
t
.
T
h
e
r
elate
d
d
im
en
s
io
n
is
illu
s
tr
ated
u
n
d
e
r
s
u
b
s
ec
tio
n
s
as
o
p
in
io
n
s
a
n
d
f
r
eq
u
en
cies.
So
m
e
r
em
ar
k
s
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
r
ep
r
esen
ted
in
T
ab
le
1
0
.
T
ab
le
1
0
.
T
ea
ch
er
ca
n
d
id
a
tes'
o
p
in
io
n
s
ab
o
u
t h
o
w
to
m
a
k
e
i
n
ter
n
s
h
ip
m
o
r
e
ef
f
icien
t
O
p
i
n
i
o
n
s
F
I
n
t
e
r
n
s
h
i
p
d
u
r
a
t
i
o
n
s
h
o
u
l
d
b
e
e
x
t
e
n
d
e
d
28
I
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
st
a
r
t
f
r
o
m
p
r
e
v
i
o
u
s
y
e
a
r
s
17
I
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
b
e
d
o
n
e
i
n
d
i
f
f
e
r
e
n
t
sch
o
o
l
t
y
p
e
s
15
I
n
t
e
r
n
s
h
i
p
s
t
a
k
e
h
o
l
d
e
r
s s
h
o
u
l
d
b
e
m
o
r
e
c
o
o
p
e
r
a
t
i
v
e
11
I
n
t
e
r
n
s
h
i
p
s
h
o
u
l
d
n
o
t
b
e
d
u
r
i
n
g
t
h
e
e
x
a
m
p
r
e
p
a
r
a
t
i
o
n
y
e
a
r
9
I
n
t
e
r
n
s
h
i
p
c
o
u
n
s
e
l
o
r
s s
h
o
u
l
d
b
e
m
o
r
e
w
i
l
l
i
n
g
a
n
d
e
q
u
i
p
p
e
d
9
Th
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
sh
o
u
l
d
b
e
ma
d
e
t
o
f
e
e
l
l
i
k
e
a
t
e
a
c
h
e
r
a
t
t
h
e
i
n
t
e
r
n
s
h
i
p
sch
o
o
l
.
8
P
r
o
sp
e
c
t
i
v
e
t
e
a
c
h
e
r
s s
h
o
u
l
d
b
e
m
o
r
e
a
c
t
i
v
e
a
n
d
w
i
l
l
i
n
g
6
A
n
i
n
t
e
r
n
s
h
i
p
c
o
v
e
r
i
n
g
a
l
l
g
r
a
d
e
s
sh
o
u
l
d
b
e
d
o
n
e
5
A
d
v
i
so
r
s
sh
o
u
l
d
b
e
mo
r
e
i
n
t
e
r
e
s
t
e
d
i
n
t
h
e
i
n
t
e
r
n
sh
i
p
p
r
o
c
e
ss
a
n
d
p
r
o
sp
e
c
t
i
v
e
t
e
a
c
h
e
r
s
5
I
n
t
e
r
n
s
h
i
p
sc
h
o
o
l
a
d
v
i
so
r
s s
h
o
u
l
d
n
o
t
l
e
a
v
e
t
h
e
c
o
u
r
s
e
4
Te
a
c
h
e
r
c
a
n
d
i
d
a
t
e
s
sh
o
u
l
d
b
e
p
a
i
d
3
T
ab
le
1
0
illu
m
in
ates
v
ar
io
u
s
p
o
in
ts
o
f
v
iews
as
to
th
e
teac
h
er
ca
n
d
id
ates'
o
p
in
io
n
s
ab
o
u
t
h
o
w
to
m
ak
e
in
ter
n
s
h
ip
m
o
r
e
e
f
f
ici
en
t.
T
h
e
p
u
r
s
u
in
g
s
u
g
g
esti
o
n
s
ar
e
th
e
m
o
s
tly
o
cc
u
r
r
e
d
v
iews
r
esp
ec
tiv
ely
:
I
n
tern
s
h
ip
d
u
r
a
tio
n
s
h
o
u
ld
b
e
ex
ten
d
ed
(N
=
2
8
)
;
I
n
tern
s
h
ip
s
h
o
u
ld
s
ta
r
t
fr
o
m
p
r
ev
i
o
u
s
ye
a
r
s
(N
=
1
7
)
;
I
n
tern
s
h
ip
s
h
o
u
ld
b
e
d
o
n
e
in
d
iffer
en
t
s
ch
o
o
l
typ
es
(N
=
1
5
)
;
I
n
tern
s
h
ip
s
ta
ke
h
o
ld
er
s
s
h
o
u
ld
b
e
mo
r
e
co
o
p
era
tive
(N
=
1
1
)
;
I
n
tern
s
h
i
p
s
h
o
u
ld
n
o
t b
e
d
u
r
in
g
th
e
ex
a
m
p
r
ep
a
r
a
tio
n
ye
a
r
(N
=
9
)
;
I
n
t
ern
s
h
ip
co
u
n
s
elo
r
s
s
h
o
u
ld
b
e
mo
r
e
w
illi
n
g
a
n
d
eq
u
ip
p
ed
(N
=
9
)
;
an
d
Th
e
tea
ch
e
r
ca
n
d
i
d
a
te
s
h
o
u
ld
b
e
ma
d
e
to
feel
like
a
tea
ch
er
a
t th
e
in
tern
s
h
ip
s
ch
o
o
l
(N
=
8
)
.
R
em
ar
k
s
o
f
th
e
r
esp
o
n
d
e
n
ts
ar
e:
“M
o
r
e
p
r
a
ctice
s
h
o
u
ld
b
e
d
o
n
e.
Th
eo
r
etica
l
kn
o
w
led
g
e
r
e
ma
in
s
limited
.
We
n
ee
d
t
o
s
p
e
n
d
a
lo
n
g
er
time
in
th
e
s
ch
o
o
l
e
n
viro
n
men
t.
Th
e
s
co
p
e
o
f
th
e
in
t
ern
s
h
ip
s
h
o
u
ld
b
e
i
n
crea
s
ed
.
We'd
b
etter see
a
ll th
e
co
n
d
iti
o
n
s
a
n
d
en
viro
n
men
ts
.
”
(
OA2
1
)
“T
h
e
fir
s
t
ye
a
r
o
f
th
e
licen
s
e
p
a
s
s
es
w
ith
h
a
r
mo
n
iz
a
tio
n
a
n
d
th
eo
r
etica
l
kn
o
w
led
g
e.
B
u
t
th
e
in
tern
s
h
ip
s
h
o
u
ld
d
efin
itely
s
t
a
r
t fro
m
th
e
2
n
d
ye
a
r
.
”
(
OA5
9
)
“T
h
ere
s
h
o
u
ld
b
e
n
o
in
tern
s
h
ip
.
Go
in
g
to
th
e
s
a
me
s
ch
o
o
l
in
a
limited
timef
r
a
me
d
o
es
n
o
t
g
ive
u
s
cred
it.
P
r
a
ctice
s
h
o
u
ld
b
e
mo
r
e.
Th
is
is
r
eq
u
ir
ed
fo
r
a
d
a
p
ta
ti
o
n
.
”
(
OA7
3
)
“T
h
e
in
tern
s
h
ip
s
ch
o
o
l
co
u
n
s
elo
r
h
a
s
n
o
co
n
t
a
ct
w
ith
th
e
u
n
ivers
ity
co
u
n
s
elo
r
.
I
t
s
h
o
u
ld
n
't
b
e
th
a
t
w
a
y.
E
ve
r
yo
n
e
s
h
o
u
ld
b
e
in
co
o
p
era
tio
n
.
I
t
s
h
o
u
ld
n
o
t
p
u
t
th
e
tea
ch
er
ca
n
d
id
a
te
in
tr
o
u
b
le
.
”
(
OA8
6
)
T
h
e
f
in
d
i
n
g
s
o
f
th
e
s
tu
d
y
s
u
g
g
est
th
at
5
2
teac
h
er
s
ar
e
p
o
s
itiv
e
to
war
d
s
th
e
f
ac
u
lt
y
m
e
m
b
e
r
r
esp
o
n
s
ib
le
f
o
r
th
e
p
r
ac
ticu
m
,
wh
ile
4
2
teac
h
er
s
ar
e
n
eg
ativ
e
to
war
d
s
th
e
in
ter
ac
tio
n
b
etwe
en
ca
n
d
id
ate
teac
h
er
s
an
d
th
e
p
r
ac
ticu
m
s
ch
o
o
l.
Fu
r
th
e
r
,
6
7
ca
n
d
id
ate
teac
h
er
s
wer
e
p
o
s
itiv
e
to
war
d
s
th
e
r
elate
d
in
ter
ac
tio
n
wh
ile
3
3
ca
n
d
id
at
e
teac
h
er
s
wer
e
n
e
g
ativ
e
to
war
d
s
th
e
in
ter
ac
tio
n
an
d
b
ein
g
in
f
o
r
m
ed
ab
o
u
t
th
e
p
r
ac
ticu
m
p
r
o
ce
s
s
.
Me
te
,
et
a
l.
[
1
8
]
;
Ç
ep
n
i,
et
a
l.
[
1
9
]
also
co
n
clu
d
ed
th
at
u
n
iv
e
r
s
ity
s
u
p
er
v
is
o
r
s
s
u
p
p
lie
d
en
o
u
g
h
s
u
p
p
o
r
t
to
ca
n
d
id
ate
teac
h
er
s
.
T
h
e
co
m
m
o
n
n
eg
ati
v
e
o
p
in
io
n
s
o
f
teac
h
er
s
an
d
ca
n
d
id
ate
teac
h
er
s
in
v
o
lv
e
th
e
d
is
co
n
n
ec
tio
n
b
et
wee
n
th
e
u
n
iv
er
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i
ty
s
u
p
er
v
is
o
r
s
with
th
e
p
r
ac
ticu
m
s
ch
o
o
l.
Fu
r
th
er
,
B
atm
az
a
n
d
E
r
g
en
[
2
0
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s
u
g
g
ested
t
h
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th
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u
n
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e
r
s
ity
s
u
p
er
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r
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o
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ld
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it
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r
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tic
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m
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m
o
r
e
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r
eq
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e
n
tly
a
n
d
f
o
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th
e
p
r
o
ce
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s
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s
ely
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W
ith
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esp
ec
t
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e
s
ch
o
o
l
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p
er
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is
o
r
s
r
esp
o
n
s
ib
le
f
o
r
th
e
ca
n
d
id
ate
teac
h
er
s
,
4
5
teac
h
e
r
s
u
tter
ed
p
o
s
itiv
e
v
iews,
wh
ile
4
9
tea
ch
er
s
r
ep
r
esen
ted
n
eg
ativ
e
at
titu
d
es,
an
d
5
2
ca
n
d
id
ate
tea
ch
er
s
p
u
t
f
o
r
war
d
p
o
s
itiv
e
v
iews,
wh
ile
4
8
ca
n
d
id
ate
teac
h
er
s
s
tated
n
eg
ativ
e
o
p
in
i
o
n
s
to
war
d
s
th
e
r
elate
d
d
im
e
n
s
io
n
.
B
o
th
teac
h
er
s
a
n
d
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
r
ep
o
r
ted
th
at
th
e
in
ter
n
s
h
ip
s
ch
o
o
l
co
u
n
s
elo
r
lef
t
t
h
e
class
d
u
r
i
n
g
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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in
ter
n
s
h
ip
p
r
o
ce
s
s
.
T
h
e
r
esu
l
t
o
f
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r
esear
ch
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P
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2
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s
u
p
p
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ts
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is
r
esu
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co
r
d
in
g
ly
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h
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d
b
y
B
aştü
r
k
[
2
2
]
s
u
p
p
o
r
ts
th
is
r
esu
lt
a
s
well.
Özd
aş
[
2
3
]
d
eter
m
in
e
d
in
h
is
r
esear
ch
th
at
th
e
p
r
ac
ticu
m
s
u
p
er
v
is
o
r
d
id
n
o
t
d
is
p
lay
e
n
o
u
g
h
ca
r
e
to
war
d
s
th
e
ca
n
d
id
ate
teac
h
e
r
.
Mo
r
eo
v
er
,
B
atm
az
an
d
E
r
g
e
n
[
2
0
]
f
o
u
n
d
o
u
t
i
n
th
eir
r
esear
ch
th
at
t
h
e
p
r
ac
tic
u
m
s
u
p
er
v
is
o
r
lef
t
th
e
class
d
u
r
in
g
th
e
p
r
ac
tice,
an
d
ac
co
r
d
in
g
l
y
th
e
ca
n
d
id
ate
teac
h
er
co
u
l
d
n
o
t
g
et
en
o
u
g
h
g
u
id
an
ce
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
.
W
ith
r
esp
ec
t
to
th
e
ty
p
e
o
f
p
r
ac
ticu
m
s
ch
o
o
l,
1
5
teac
h
er
s
d
ec
lar
ed
p
o
s
itiv
e
v
iews,
wh
ile
7
9
teac
h
er
s
r
ep
r
esen
ted
n
eg
ativ
e
attitu
d
es
,
an
d
1
7
ca
n
d
id
ate
teac
h
er
s
wer
e
p
o
s
itiv
e
to
war
d
s
th
e
r
elate
d
is
s
u
e,
wh
ile
8
3
ca
n
d
id
ate
teac
h
er
s
wer
e
n
eg
a
tiv
e
to
war
d
s
it.
Mo
r
e
th
a
n
th
r
ee
-
q
u
ar
te
r
s
o
f
teac
h
er
s
a
n
d
ca
n
d
id
ate
teac
h
er
s
r
ep
o
r
ted
n
eg
ativ
e
o
p
in
io
n
s
to
war
d
s
th
e
ty
p
es
o
f
s
ch
o
o
ls
in
wh
ich
th
ey
h
a
d
th
e
p
r
ac
ticu
m
.
B
o
th
g
r
o
u
p
s
s
tated
th
at
th
er
e
ar
e
n
o
p
r
ac
ticu
m
o
p
p
o
r
tu
n
ities
in
r
u
r
al
s
ch
o
o
ls
an
d
b
o
ar
d
i
n
g
s
ch
o
o
ls
as
well
.
I
n
th
eir
r
esear
ch
,
Yılm
az
an
d
Nam
lı
[
2
4
]
s
tate
d
th
at
p
r
ac
ticu
m
s
ch
o
o
ls
wh
i
ch
p
r
o
v
id
e
m
o
r
e
b
en
ef
it
f
o
r
ca
n
d
id
ate
te
ac
h
e
r
s
s
h
o
u
ld
b
e
p
r
ef
er
r
ed
f
o
r
t
h
e
p
r
a
cticu
m
.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
t
h
er
e
is
a
c
o
m
m
u
n
icatio
n
p
r
o
b
lem
b
etwe
en
th
e
u
n
iv
er
s
ity
ad
v
is
o
r
an
d
th
e
in
ter
n
s
h
ip
s
ch
o
o
l a
d
v
is
o
r
.
B
ased
o
n
th
e
f
i
n
d
i
n
g
s
o
f
th
e
s
tu
d
y
,
th
e
y
d
id
n
o
t
m
an
ag
e
th
e
p
r
o
ce
s
s
well.
T
h
e
r
esu
lts
o
f
th
e
r
ese
ar
ch
co
n
d
u
cted
b
y
Şah
in
&
Özk
ılıç
[
2
5
]
;
Asl
an
&
Sağ
la
m
[
2
6
]
;
G
ö
k
çe
&
Dem
ir
h
an
[
2
7
]
s
u
p
p
o
r
t
ed
t
h
is
r
esu
lt
s
u
cc
ess
iv
ely
.
I
n
th
eir
r
e
s
ea
r
ch
,
Kır
k
s
ek
iz
,
et
a
l.
[
1
]
r
e
p
o
r
ted
th
at
th
e
lack
o
f
co
o
p
er
atio
n
a
n
d
c
o
m
m
u
n
ic
atio
n
b
etwe
en
th
e
p
r
ac
ticu
m
s
u
p
er
v
is
o
r
an
d
th
e
u
n
i
v
er
s
ity
s
u
p
er
v
is
o
r
af
f
ec
ted
th
e
p
r
o
ce
s
s
n
eg
ativ
ely
.
L
ik
ew
is
e,
in
th
eir
s
tu
d
y
,
Selv
i
,
et
a
l.
[
9
]
,
as
well
as
Özd
aş
an
d
Ç
a
k
m
ak
[
2
8
]
r
ep
o
r
ted
th
at
th
e
co
o
p
e
r
atio
n
b
etwe
en
f
ac
u
lty
a
n
d
p
r
ac
ticu
m
s
c
h
o
o
l,
an
d
u
n
iv
er
s
ity
s
u
p
er
v
is
o
r
an
d
p
r
ac
ticu
m
s
u
p
er
v
is
o
r
co
u
ld
n
o
t
b
e
ac
h
ie
v
ed
ad
eq
u
ately
.
B
ay
,
Şek
er
an
d
Alis
in
an
o
ğ
lu
[
2
9
]
also
em
p
h
asized
th
e
lack
o
f
co
llab
o
r
atio
n
b
etwe
en
ca
n
d
id
ate
teac
h
er
s
an
d
th
eir
s
u
p
er
v
i
s
o
r
s
in
th
eir
s
tu
d
y
.
B
o
th
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
h
av
e
a
c
o
m
m
o
n
v
ie
w
o
n
ex
ten
d
in
g
t
h
e
in
ter
n
s
h
i
p
p
er
io
d
in
o
r
d
er
to
m
ak
e
t
h
e
in
ter
n
s
h
ip
m
o
r
e
af
f
ec
tiv
e.
T
h
ey
s
u
p
p
o
s
e
th
at
th
e
in
ter
n
s
h
ip
s
h
o
u
ld
co
v
er
a
ll
ty
p
es
o
f
s
ch
o
o
ls
.
T
h
e
r
esu
lts
o
f
th
e
r
esear
ch
co
n
d
u
cte
d
b
y
Asl
an
&
Sağ
lam
[
2
6
]
;
Ka
v
as
&
B
u
g
ay
[
3
0
]
;
Gö
m
lek
s
iz,
et
a
l.
[
3
1
]
;
Şah
in
[
3
2
]
;
Ç
ak
m
a
k
[
3
3
]
;
Ulu
m
[
3
4
,
3
5
]
;
Ka
r
asu
-
Av
cı
&
İ
b
r
et
[
3
6
]
s
u
p
p
o
r
t th
e
p
r
esen
t stu
d
y
.
4.
CO
NCLU
SI
O
N
T
h
e
p
r
ac
ticu
m
p
r
o
ce
s
s
,
wh
ich
r
eq
u
ir
es
co
o
r
d
in
atio
n
,
c
o
o
p
er
atio
n
an
d
co
o
r
d
in
atio
n
,
h
as
m
an
y
d
im
en
s
io
n
s
.
I
n
th
is
s
tu
d
y
,
t
ea
ch
er
s
an
d
ca
n
d
id
ate
teac
h
er
s
r
ec
eiv
ed
ad
e
q
u
ate
s
u
p
p
o
r
t
f
r
o
m
u
n
iv
e
r
s
ity
s
u
p
er
v
is
o
r
s
.
I
n
ad
d
itio
n
,
it
h
as
b
ee
n
d
eter
m
in
ed
th
at
th
er
e
a
r
e
co
o
p
er
atio
n
a
n
d
co
m
m
u
n
ica
tio
n
p
r
o
b
lem
s
with
u
n
iv
er
s
ity
s
u
p
er
v
is
o
r
s
an
d
p
r
ac
ticu
m
s
tak
eh
o
ld
e
r
s
.
An
o
th
er
c
o
n
clu
s
io
n
r
ea
ch
ed
is
th
at
th
e
p
r
ac
ticu
m
s
u
p
er
v
is
o
r
s
leav
e
th
e
class
d
u
r
in
g
less
o
n
s
an
d
d
o
n
o
t
co
m
m
u
n
icate
with
ca
n
d
id
ate
te
ac
h
er
s
.
C
o
o
r
d
i
n
atio
n
b
etwe
en
th
e
s
tak
eh
o
ld
e
r
s
o
n
th
e
o
th
er
h
an
d
f
o
u
n
d
o
u
t
to
b
e
r
eq
u
i
r
ed
.
B
ased
o
n
th
e
v
iews
o
f
p
r
ac
ticu
m
teac
h
er
s
an
d
ca
n
d
id
ate
teac
h
e
r
s
,
p
r
ac
ticu
m
is
n
o
t
ca
r
r
ie
d
o
u
t
in
m
o
s
t
s
ch
o
o
l
ty
p
es.
B
o
th
g
r
o
u
p
s
a
g
r
ee
t
h
at
th
er
e
is
n
o
p
r
ac
ticu
m
in
r
u
r
al
s
ch
o
o
ls
an
d
b
o
a
r
d
in
g
s
ch
o
o
ls
.
Sin
ce
teac
h
in
g
is
a
p
r
o
f
ess
io
n
p
er
f
o
r
m
ed
in
ev
er
y
s
itu
atio
n
an
d
co
n
d
itio
n
a
f
ter
s
t
ar
tin
g
th
e
jo
b
,
t
ea
ch
e
r
s
n
ee
d
t
o
b
e
p
r
e
p
ar
ed
f
o
r
d
i
f
f
icu
lt
c
o
n
d
itio
n
s
d
u
r
in
g
th
eir
u
n
d
er
g
r
ad
u
ate
ed
u
ca
tio
n
,
s
o
th
e
n
u
m
b
e
r
o
f
th
e
ty
p
es o
f
s
ch
o
o
ls
wh
er
e
th
e
p
r
ac
ticu
m
is
d
o
n
e
s
h
o
u
ld
b
e
m
o
r
e
.
I
n
th
is
s
tu
d
y
,
th
e
p
r
o
b
lem
s
s
ta
ted
b
y
t
h
e
ca
n
d
id
ate
teac
h
er
s
s
h
o
u
ld
also
b
e
s
ee
n
a
s
s
u
g
g
es
tio
n
s
.
T
h
e
ca
n
d
id
ate
teac
h
er
s
p
u
t f
o
r
wa
r
d
th
at
th
e
s
h
o
r
t
p
r
ac
ticu
m
p
er
i
o
d
is
a
p
r
o
b
lem
s
in
ce
th
e
g
i
v
e
n
tim
e
is
n
o
t e
n
o
u
g
h
f
o
r
th
e
r
e
q
u
ir
e
d
s
ch
o
o
l
e
x
p
er
ien
ce
.
I
t
ca
n
b
e
s
aid
th
at
th
e
p
r
ac
ticu
m
is
lim
ited
to
o
n
ce
a
wee
k
an
d
it
is
in
s
u
f
f
icien
t
in
ter
m
s
o
f
ca
n
d
id
ate
teac
h
er
s
’
a
d
ap
tatio
n
to
th
e
p
r
o
f
ess
io
n
.
L
o
o
k
in
g
at
t
h
e
v
iews
o
f
teac
h
er
s
an
d
ca
n
d
id
ate
teac
h
e
r
s
,
th
e
f
o
llo
win
g
s
u
g
g
esti
o
n
s
ca
n
b
e
m
ad
e
to
m
ak
e
t
h
e
p
r
ac
ticu
m
m
o
r
e
ef
f
ec
tiv
e
:
1
)
I
n
ter
n
s
h
ip
d
u
r
atio
n
s
h
o
u
ld
b
e
ex
ten
d
e
d
.
T
ea
c
h
er
s
s
h
o
u
ld
b
e
g
iv
e
n
th
e
c
h
an
ce
to
p
r
ac
tice
m
o
r
e
;
2
)
C
o
o
r
d
in
atio
n
o
f
th
e
p
ar
ties
p
a
r
ticip
atin
g
in
th
e
in
ter
n
s
h
ip
p
r
o
ce
s
s
s
h
o
u
ld
b
e
en
s
u
r
ed
.
Stak
eh
o
ld
er
s
m
u
s
t f
u
lf
ill
th
eir
r
esp
o
n
s
ib
ilit
ies.
C
o
o
p
er
atio
n
b
etwe
en
th
e
f
ac
u
lty
an
d
th
e
s
ch
o
o
l
s
h
o
u
ld
b
e
m
o
r
e
ef
f
ec
tiv
e
;
3
)
T
h
e
in
ter
n
s
h
ip
s
h
o
u
ld
ta
k
e
in
to
ac
c
o
u
n
t th
e
s
itu
atio
n
s
th
at
a
teac
h
er
m
ay
en
co
u
n
ter
af
ter
s
tar
tin
g
h
is
ca
r
ee
r
;
4
)
T
h
e
p
o
ten
tial
o
f
th
e
ty
p
e
o
f
s
ch
o
o
l
in
wh
ich
p
r
o
s
p
ec
tiv
e
teac
h
er
s
ca
n
tak
e
p
ar
t
s
h
o
u
ld
b
e
tak
en
in
to
ac
co
u
n
t.
Plan
n
in
g
s
h
o
u
l
d
b
e
d
o
n
e
ac
c
o
r
d
in
g
ly
.
B
etter
g
u
id
an
ce
s
h
o
u
ld
b
e
p
r
o
v
id
ed
.
RE
F
E
R
E
NC
E
S
[1
]
A.
Kırk
se
k
iz,
M
.
U
y
sa
l,
O.
İşb
u
lan
,
Ö.
E.
A
k
g
ü
n
,
M
.
Kı
y
ıcı
a
n
d
M
.
B.
H
o
rz
u
m
,
“
Ok
u
l
d
e
n
e
y
imi
v
e
ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsle
rin
e
e
leş
ti
re
l
b
ir
b
a
k
ış:
p
r
o
b
lem
ler,
b
e
k
len
ti
le
r,
ç
ö
z
ü
m
ö
n
e
ril
e
ri
,
”
Ba
rtı
n
Ün
i
v
e
rs
it
e
si
Eğ
it
im
Fa
k
ü
lt
e
si De
rg
isi
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
4
3
3
-
4
5
1
,
2
0
1
5
.
[2
]
H.Ş
.
Ay
v
a
c
ı,
D.
Öz
b
e
k
a
n
d
S
.
Bü
lb
ü
l,
“
Bir
ö
ğ
re
tme
n
li
k
u
y
g
u
l
a
m
a
sı
sü
re
c
in
in
fa
rk
lı
k
a
tı
lı
m
c
ıl
a
r
tara
fın
d
a
n
d
e
ğ
e
rlen
d
ir
il
m
e
si,”
Bo
l
u
A
b
a
n
t
İz
ze
t
Ba
y
sa
l
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi,
v
o
l.
1
9
,
n
o
.
1
,
p
p
.
5
7
-
6
6
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
es E
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c
I
SS
N:
2252
-
8
8
2
2
A
n
in
ve
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tig
a
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n
o
f te
a
ch
er a
n
d
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ch
er c
a
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a
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(
E
mi
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kk
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)
271
[3
]
I.
Ün
a
l,
“
Öğ
re
tme
n
li
ğ
e
v
e
ö
ğ
r
e
tme
n
y
e
ti
ştirme
y
e
i
li
şk
i
n
e
k
o
n
o
m
i
p
o
li
t
ik
b
ir
ç
ö
z
ü
m
lem
e
,
”
(
Ed
.
Ay
n
a
l,
S
.
)
T
ü
rk
iye
’d
e
Öğ
re
tme
n
Y
e
ti
ştirme
,
p
p
.
3
-
23
.
P
e
g
e
m
Ak
a
d
e
m
i,
An
k
a
r
a
,
2
0
1
1
.
[4
]
A.R.
Erd
e
m
,
Ö
ğ
re
tme
n
y
e
ti
ştirme
n
in
b
u
g
ü
n
ü
v
e
g
e
lec
e
ğ
i:
S
o
ru
n
l
a
r
v
e
ç
ö
zü
m
ö
n
e
riler
i
.
An
k
a
ra
:
An
ı
Ya
y
ı
n
ları
-
Eğ
it
im Diz
isi
,
2
0
1
3
.
[5
]
F
.
Ça
m
To
su
n
,
“
Öğ
re
tme
n
li
k
u
y
g
u
lam
a
sın
ın
sü
re
a
ç
ısın
d
a
n
i
n
c
e
len
m
e
si
v
e
b
ir
ç
ö
z
ü
m
ö
n
e
risi,
”
An
k
a
ra
Ün
ive
rs
it
e
si
Eğ
it
im
B
il
imler
i
F
a
k
ü
lt
e
si De
rg
is
i
,
v
o
l.
5
2
,
n
o
.
3
,
p
p
.
8
3
9
-
8
6
9
,
2
0
1
9
.
[6
]
K.
G
o
o
d
n
o
u
g
h
,
T.
F
a
lk
e
n
b
e
rg
a
n
d
R.
M
a
c
Do
n
a
ld
,
“
Ex
a
m
in
i
n
g
T
h
e
Na
tu
re
o
f
T
h
e
o
r
y
p
ra
c
ti
c
e
Re
lati
o
n
sh
i
p
in
In
it
ial
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
:
A Can
a
d
ian
Ca
se
S
tu
d
y
,
”
Ca
n
a
d
ia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
3
9
,
n
o
.
1
,
p
p
.
1
-
2
8
,
2
0
1
6
.
[7
]
M
il
li
Eğ
i
ti
m
Ba
k
a
n
lı
ğ
ı
,
“
Öğ
re
tm
e
n
li
k
u
y
g
u
lam
a
sı
y
ö
n
e
rg
e
si,
”
T
e
b
li
ğ
ler
De
rg
isi,
v
o
l.
8
1
,
n
o
.
2
7
2
9
,
p
p
.
2
0
0
0
-
2
0
1
7
,
2
0
1
8
.
[8
]
S
.
Ş
imş
e
k
,
V.
Al
k
a
n
,
a
n
d
A
.
R.
Erd
e
m
,
“
Öğ
re
tme
n
li
k
u
y
g
u
l
a
m
a
sın
a
il
işk
in
n
it
e
l
b
ir
ç
a
lı
şm
a
,
”
Pa
mu
k
k
a
le
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
r
g
isi,
n
o
.
3
4
,
p
p
.
6
3
-
7
3
,
2
0
1
3
.
[9
]
M
.
S
e
lv
i,
M
.
Do
ğ
r
u
,
T.
G
e
n
c
o
sm
a
n
a
n
d
D.
S
a
k
a
,
“
F
e
n
b
il
i
m
leri
ö
ğ
re
tme
n
a
d
a
y
ları
n
ın
o
k
u
l
d
e
n
e
y
imi
v
e
ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsle
ri
n
e
il
iş
k
in
g
ö
rü
şle
ri
n
in
e
tk
i
n
li
k
k
u
ra
m
ın
a
g
ö
re
in
c
e
len
m
e
si,”
O
n
d
o
k
u
z
M
a
y
ıs
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
r
g
isi,
v
o
l
.
3
6
,
n
o
.
1
,
p
p
.
1
7
5
-
1
9
3
,
2
0
1
7
.
[1
0
]
E.
E.
Orh
a
n
,
“
Wh
a
t
d
o
tea
c
h
e
r
c
a
n
d
id
a
tes
in
t
u
rk
e
y
th
in
k
a
b
o
u
t
th
e
ir
tea
c
h
e
r
e
d
u
c
a
ti
o
n
?
A
q
u
a
li
tativ
e
stu
d
y
,
”
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l
.
4
2
,
n
o
.
1
8
9
,
p
p
.
1
9
7
-
2
1
6
,
2
0
1
7
.
[1
1
]
S
.
S
ü
ra
l,
“
S
ın
ıf
ö
ğ
re
tme
n
li
ğ
i
ö
ğ
re
tme
n
a
d
a
y
ların
ı
n
ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsi
n
d
e
k
i
u
y
g
u
lam
a
ö
ğ
re
tme
n
ler
i
h
a
k
k
ı
n
d
a
k
i
d
ü
şü
n
c
e
lerin
in
i
n
c
e
l
e
n
m
e
si,”
Bi
lec
ik
Ş
e
y
h
Ed
e
b
a
li
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
l
imler
En
stit
ü
sü
De
rg
isi
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
2
7
7
-
2
9
9
,
2
0
1
7
.
[1
2
]
S
.
Ak
y
ı
ld
ız,
“
E
x
a
m
in
in
g
th
e
L
e
v
e
ls
o
f
F
u
lfi
ll
m
e
n
t
o
f
t
h
e
Du
ti
e
s
a
n
d
Re
sp
o
n
si
b
il
it
ies
o
f
Tea
c
h
e
r
Train
in
g
S
u
p
e
r
v
iso
rs an
d
Co
o
rd
in
a
ti
n
g
Tea
c
h
e
rs
,”
Asia
n
J
o
u
rn
a
l
o
f
In
str
u
c
t
io
n
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
2
1
-
3
9
,
2
0
1
8
.
[1
3
]
R.
Yıld
ız
Altan
,
İ
.
Ulu
taş
a
n
d
S
.
De
m
iri
z
,
“
Ok
u
l
ö
n
c
e
si
ö
ğ
re
tme
n
li
ğ
i
l
isa
n
s
p
ro
g
ra
m
ın
d
a
y
e
r
a
lan
‘ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı’
d
e
rsin
e
il
i
şk
i
n
g
ö
rü
ş
lerin
k
a
rşılaş
tı
rıl
m
a
sı,”
Ga
zi
Ü
n
i
v
e
rs
it
e
si
Ga
zi
Eğ
it
im
F
a
k
ü
lt
e
si
De
rg
isi,
v
o
l.
3
8
,
n
o
.
3
,
p
p
.
8
6
9
-
8
8
6
,
2
0
1
8
.
[1
4
]
B.
Öz
e
r
a
n
d
S
.
Alk
a
n
,
“
AB
v
e
Tü
rk
i
y
e
ö
ğ
re
tme
n
y
e
ti
ştirme
p
ro
g
ra
m
ların
ın
k
a
rşılaş
tı
rıl
m
a
sı
v
e
Tü
rk
i
y
e
için
b
ir
m
o
d
e
l
ö
n
e
risi,
”
Disip
l
in
le
ra
r
a
sı
Eğ
it
im
Ar
a
ştırma
l
a
rı De
rg
isi,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
6
2
-
9
5
,
2
0
1
7
.
[1
5
]
N.
Ka
ra
sa
r,
S
c
ien
ti
fi
c
re
se
a
rc
h
me
th
o
d
.
No
b
e
l
P
u
b
li
s
h
in
g
,
A
n
k
a
ra
,
2
0
0
6
.
[1
6
]
F
.
G
ö
k
ç
e
,
“
Öğ
re
tme
n
v
e
v
e
li
leri
n
,
ö
ğ
re
n
c
il
e
ri
n
o
k
u
ld
a
g
e
ç
ird
i
k
ler
i
z
a
m
a
n
,
d
e
rs
v
e
d
i
n
len
m
e
sü
re
le
ri
il
e
tatil
ler
v
e
o
k
u
l
d
ö
n
e
m
leri
k
o
n
u
s
u
n
d
a
k
i
g
ö
r
ü
şle
ri,
”
Ku
ra
m
v
e
Uy
g
u
l
a
ma
d
a
Eğ
it
im
Bi
li
mle
ri,
v
o
l
.
1
2
,
n
o
.
4
,
p
p
.
2
5
4
1
-
2
5
6
0
,
2
0
1
2
.
[1
7
]
R.
Alt
u
n
ışı
k
,
R.
C
o
şk
u
n
,
S
.
Ba
y
ra
k
taro
ğ
l
u
a
n
d
E.
Yıl
d
ırı
m
,
S
o
sy
a
l
b
il
imler
d
e
a
r
a
ştırma
y
ö
n
tem
ler
i
sp
s
s
u
y
g
u
l
a
ma
l
ı
,
6
.
b
a
s
k
ı.
S
a
k
a
ry
a
Ya
y
ın
c
ı
lı
k
,
2
0
1
0
.
[1
8
]
H.
M
e
te,
A.
Erd
e
m
,
G
.
Uz
a
l,
D.
Hü
y
ü
k
a
n
d
S
.
Altay
,
“
Öğ
re
n
c
il
e
rin
ö
ğ
re
ti
m
e
lem
a
n
ı
v
e
d
a
n
ışm
a
n
m
e
m
n
u
n
i
y
e
ti
:
Tek
ird
a
ğ
NK
Ü
Tek
n
ik
Bil
imle
r
M
YO
Örn
e
ğ
i,
”
Kırk
l
a
re
li
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
De
rg
isi,
v
o
l.
2
,
n
o
.
2
,
p
p
.
2
7
-
4
2
,
2
0
1
8
.
[1
9
]
O.
Çe
p
n
i,
F
.
Ay
d
ı
n
a
n
d
V.
Ş
a
h
in
,
“
Co
ğ
ra
fy
a
Öğ
re
tme
n
Ad
a
y
l
a
rın
ın
Öğ
re
tme
n
li
k
Uy
g
u
lam
a
sı
De
rsin
e
İli
şk
in
G
ö
rü
şle
ri
,”
Cu
mh
u
riy
e
t
Ul
u
sla
ra
r
a
rı E
ğ
it
im
De
rg
isi,
v
o
l.
4
,
n
o
.
1
,
p
p
.
3
5
-
4
9
,
2
0
1
5
.
[2
0
]
O.
Ba
tma
z
a
n
d
Y.
Er
g
e
n
,
“
İl
k
o
k
u
l
ö
ğ
re
tme
n
leri
v
e
ö
ğ
re
ti
m
ü
y
e
lerin
in
ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsin
e
y
ö
n
e
li
k
g
ö
r
ü
şle
ri,
”
An
k
a
r
a
Ün
ive
rs
it
e
si E
ğ
it
im
Bi
li
mle
ri F
a
k
ü
lt
e
si De
rg
isi
,
p
p
.
1
-
27
,
2
0
2
0
.
[2
1
]
T.
P
a
k
e
r,
“
Öğ
re
tme
n
li
k
u
y
g
u
lam
a
sın
d
a
ö
ğ
re
tme
n
a
d
a
y
ların
ı
n
u
y
g
u
l
a
m
a
ö
ğ
re
tme
n
i
v
e
u
y
g
u
lam
a
ö
ğ
re
ti
m
e
lem
a
n
ın
ın
y
ö
n
len
d
irme
siy
le
il
g
il
i
k
a
rşılaş
tı
k
ları
s
o
ru
n
lar
,”
Pa
mu
k
k
a
le
Ün
iv
e
rs
it
e
si
Eğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
1
,
n
o
.
2
3
,
p
p
.
1
3
2
-
1
3
9
,
2
0
0
8
.
[2
2
]
S
.
B
a
ştü
rk
,
“
Öğ
re
tme
n
li
k
u
y
g
u
l
a
m
a
sı
d
e
rsin
in
ö
ğ
re
tme
n
a
d
a
y
la
rın
ın
g
ö
rü
şle
rin
e
g
ö
re
i
n
c
e
len
m
e
si,”
İlkö
ğ
re
ti
m
o
n
li
n
e
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
4
3
9
-
4
5
6
,
2
0
0
9
.
[2
3
]
F
.
Öz
d
a
ş,
“
E
v
a
lu
a
ti
o
n
o
f
p
re
-
s
e
rv
ice
tea
c
h
e
rs'
p
e
rc
e
p
ti
o
n
s
f
o
r
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
,
”
Ed
u
c
a
ti
o
n
a
l
Po
li
c
y
A
n
a
lys
is
a
n
d
S
tr
a
teg
ic R
e
se
a
rc
h
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
8
7
-
1
0
3
,
2
0
1
8
.
[2
4
]
A.Yıl
m
a
z
a
n
d
S
.
Na
m
lı
,
“
T
h
e
o
p
i
n
io
n
s
o
f
su
p
e
rv
isi
n
g
tea
c
h
e
rs
a
n
d
tea
c
h
e
r
c
a
d
id
a
tes
p
a
rti
c
ip
a
ted
t
o
tea
c
h
in
g
p
ra
c
ti
c
e
a
b
o
u
t
p
r
o
fe
ss
io
n
a
l
c
o
m
p
e
ten
c
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Hu
ma
n
S
c
ien
c
e
s,
v
o
l.
1
4
,
n
o
.
3
,
p
p
.
3
0
6
1
-
3
0
7
7
,
2
0
1
7
.
[2
5
]
E.
Ş
a
h
i
n
a
n
d
R.
Öz
k
ıl
ıç,
“
Ok
u
l
Ön
c
e
si
Eğ
i
ti
m
i
Öğ
re
tme
n
A
d
a
y
ların
ı
n
Uy
g
u
lam
a
De
rsle
ri
Iç
in
Ha
z
ırl
a
n
a
n
Uy
g
u
lam
a
Kıla
v
u
z
u
Ha
k
k
ın
d
a
k
i
G
ö
rü
şle
ri
,
”
Ga
zi
Ün
ive
rs
it
e
si
Ga
zi
E
ğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
1
1
5
-
1
3
3
,
2
0
0
5
.
[2
6
]
M
.
As
l
a
n
a
n
d
M
.
S
a
ğ
lam
,
“
Öğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rs
in
in
ö
ğ
r
e
tme
n
a
d
a
y
ları
n
ın
g
ö
rü
şle
rin
e
g
ö
r
e
d
e
ğ
e
rlen
d
ir
il
m
e
si,”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
si E
ğ
it
im
Fa
k
ü
lt
e
si De
rg
is
i
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
1
4
4
-
1
6
2
,
2
0
1
8
.
[2
7
]
E.
G
ö
k
ç
e
a
n
d
C.
De
m
irh
a
n
,
“
Öğ
re
tme
n
a
d
a
y
ların
ı
n
v
e
il
k
ö
ğ
re
ti
m
o
k
u
ll
a
rın
d
a
g
ö
re
v
y
a
p
a
n
u
y
g
u
lam
a
ö
ğ
re
tme
n
lerin
i
n
ö
ğ
re
tm
e
n
li
k
u
y
g
u
lam
a
sı
e
tk
in
l
ik
leri
n
e
il
işk
i
n
g
ö
rü
şle
ri,
”
A
n
k
a
ra
Ü
n
ive
rs
it
e
si
Eğ
it
im
Bi
li
mle
ri
Fa
k
ü
lt
e
si De
rg
isi,
v
o
l.
3
8
,
n
o
.
1
,
p
p
.
4
3
-
7
1
,
2
0
0
5
.
[2
8
]
F
.
Öz
d
a
ş
a
nd
M
.
Ça
k
m
a
k
,
“
Öğ
re
tme
n
a
d
a
y
ların
ın
ö
ğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsi
n
e
il
işk
i
n
m
e
ta
fo
rik
a
lg
ı
ları,
”
Ulu
sla
ra
r
a
sı T
ü
rk
ç
e
Ed
e
b
iya
t
K
ü
l
tü
r E
ğ
it
im
De
rg
isi,
v
o
l.
7
,
n
o
.
4
,
p
p
.
2
7
4
7
-
2
7
6
6
,
2
0
1
8
.
[2
9
]
D.N.
Ba
y
,
P
.
T
.
Ş
e
k
e
r
a
n
d
F
.
Alisin
a
n
o
ğ
lu
,
“
Öğ
re
tme
n
li
k
u
y
g
u
lam
a
sı
d
e
rsin
e
i
li
şk
i
n
ö
ğ
re
tme
n
a
d
a
y
ların
ı
n
g
ö
r
ü
şle
ri,
”
An
a
d
o
lu
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
(AUJ
EF
),
v
o
l.
4
,
n
o
.
1
,
p
p
.
1
-
2
0
,
2
0
2
0
.
[3
0
]
A.B.
Ka
v
a
s
a
n
d
A.
Bu
g
a
y
,
“
Öğ
re
tme
n
a
d
a
y
ların
ın
h
izm
e
t
ö
n
c
e
s
i
e
ğ
it
imle
rin
d
e
g
ö
rd
ü
k
leri
e
k
si
k
l
ik
ler
v
e
ç
ö
z
ü
m
ö
n
e
ril
e
ri,
”
P
a
mu
k
k
a
l
e
Ü
n
ive
rs
it
e
si E
ğ
it
im
Fa
k
ü
lt
e
si De
rg
isi,
v
o
l
.
2
5
,
n
o
.
2
5
,
p
p
.
1
3
-
2
1
,
2
0
0
9
.
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