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.
503
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2252
-
8822
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co
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class
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[
1
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2
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.
Me
asu
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T
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
0
3
-
509
504
Desp
ite
th
e
ca
ll
to
im
p
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m
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n
t
p
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in
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ev
alu
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s
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s
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ex
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in
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d
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Un
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States
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r
m
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v
e
ev
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p
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s
[
5
,
6
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.
A
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in
d
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id
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r
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ca
p
ac
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s
[
6
,
7
]
.
Su
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v
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w
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o
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p
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ch
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s
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tr
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[
8
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.
Mo
r
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w
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p
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s
ca
n
n
o
t
ef
f
e
ctiv
el
y
g
a
u
g
e
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
th
e
ir
p
r
in
cip
als,
th
e
y
ar
e
u
n
li
k
el
y
to
b
e
ab
l
e
to
id
en
tify
an
y
s
i
g
n
if
ican
t
d
ef
icie
n
cies
i
n
th
eir
p
r
ac
tices.
Fu
r
th
er
m
o
r
e,
w
h
e
n
s
u
c
h
in
s
u
f
f
icie
n
cies
ar
e
n
o
t
ad
d
r
ess
ed
,
th
er
e
is
litt
le
ch
an
ce
th
at
p
r
in
cip
als
w
ill
b
e
ab
le
to
i
m
p
r
o
v
e
t
h
eir
p
e
r
f
o
r
m
an
ce
o
r
th
at
o
f
th
eir
s
ch
o
o
ls
[
9
]
.
Yet,
ev
e
n
w
h
e
n
in
s
u
f
f
icie
n
cies
ar
e
ad
d
r
ess
ed
,
p
r
o
v
id
in
g
s
u
p
p
o
r
t
an
d
co
n
ti
n
u
o
u
s
f
ee
d
b
ac
k
is
m
o
r
e
th
an
j
u
s
t
s
a
y
i
n
g
“
ev
er
y
t
h
i
n
g
i
s
g
r
ea
t”
o
r
“y
o
u
n
ee
d
to
im
p
r
o
v
e”
[
1
0
]
.
T
im
el
y
,
s
p
ec
if
ic,
co
n
ci
s
e,
an
d
f
u
tu
r
e
-
o
r
ie
n
ted
f
ee
d
b
ac
k
th
at
a
s
s
is
ts
p
r
in
cip
als
i
n
d
ev
elo
p
in
g
a
n
ac
tio
n
ab
le
p
lan
f
o
r
g
r
o
w
t
h
a
n
d
d
ev
elo
p
m
en
t is
n
ee
d
ed
[
1
1
,
1
2
]
.
R
eliab
le,
w
el
l
-
r
o
u
n
d
ed
,
an
d
d
ed
icate
d
s
u
p
er
v
is
o
r
s
ar
e
r
e
q
u
ir
ed
th
r
o
u
g
h
o
u
t
t
h
e
en
tire
ev
alu
atio
n
p
r
o
ce
s
s
to
tak
e
f
u
ll
ad
v
an
tag
e
o
f
th
e
b
en
ef
it
s
o
f
s
o
u
n
d
p
r
i
n
cip
al
ev
al
u
atio
n
[
7
,
1
3
]
.
Ki
m
b
a
ll,
Milan
o
w
s
k
i
,
an
d
Mc
Kin
n
e
y
[
1
4
]
ass
er
ted
th
at
p
r
in
cip
al
ev
al
u
atio
n
s
y
s
te
m
s
d
e
m
a
n
d
m
o
r
e
th
a
n
m
er
e
s
u
b
m
i
s
s
io
n
o
r
o
b
ed
ien
ce
to
p
r
o
f
ess
io
n
al
s
ta
n
d
ar
d
s
,
r
u
b
r
ics,
an
d
in
s
tr
u
m
en
ts
;
t
h
e
y
r
eq
u
ir
e
d
y
n
a
m
ic
s
u
p
er
v
is
o
r
-
p
r
in
cip
al
p
air
in
g
a
n
d
d
ialo
g
u
e
f
o
r
th
e
f
u
lf
i
ll
m
en
t
o
f
t
h
e
o
b
j
ec
tiv
es
o
f
ev
al
u
atio
n
an
d
s
u
p
er
v
is
io
n
.
T
o
u
s
e
p
r
in
cip
al
ev
alu
a
tio
n
as
a
lear
n
in
g
to
o
l
f
o
r
g
r
o
w
t
h
an
d
d
ev
elo
p
m
en
t,
p
r
in
cip
al
s
u
p
er
v
is
o
r
s
s
h
o
u
ld
co
n
s
is
te
n
tl
y
p
r
o
v
id
e
s
u
p
p
o
r
t
an
d
m
ea
n
i
n
g
f
u
l
f
ee
d
b
ac
k
,
estab
li
s
h
an
d
co
n
v
e
y
th
e
p
r
in
cip
les
o
f
ad
u
lt
lear
n
in
g
,
f
ac
ili
tate
a
n
d
en
g
a
g
e
g
r
o
u
p
lear
n
i
n
g
p
r
o
c
ess
es,
an
d
p
r
o
m
o
te
an
d
cu
l
tiv
ate
a
cu
lt
u
r
e
g
r
o
u
n
d
ed
in
tr
an
s
p
ar
en
c
y
an
d
co
n
tin
u
o
u
s
lear
n
i
n
g
[
1
5
]
.
Z
ep
ed
a
et
al.
[
1
6
]
illu
m
i
n
ate
d
o
n
e
p
r
er
eq
u
is
ite
to
s
u
b
s
tan
tial
p
r
in
cip
al
g
r
o
w
t
h
an
d
i
m
p
r
o
v
e
m
e
n
t:
a
s
u
p
p
o
r
tiv
e
s
tr
u
ct
u
r
e
to
en
ca
p
s
u
late
f
o
r
m
ati
v
e,
o
n
g
o
in
g
,
d
ev
elo
p
m
e
n
tal,
a
n
d
d
if
f
er
e
n
tiated
s
u
p
er
v
i
s
o
r
y
ap
p
r
o
ac
h
es.
A
s
u
p
p
o
r
tiv
e
s
tr
u
ctu
r
e
lead
s
to
s
u
m
m
a
tiv
e
e
v
al
u
atio
n
s
f
r
o
m
w
h
ich
n
e
w
p
r
o
f
e
s
s
io
n
a
l
g
o
als
ca
n
b
e
estab
lis
h
ed
.
T
h
is
ass
er
t
io
n
e
m
p
h
a
s
izes
t
h
at
s
u
p
er
v
is
io
n
a
n
d
ev
al
u
atio
n
ar
e
in
ter
t
w
i
n
ed
in
a
c
y
clica
l
s
y
s
te
m
w
h
er
eb
y
t
h
e
f
o
r
m
ati
v
e
p
r
o
ce
s
s
f
u
r
n
is
h
es
t
h
e
w
a
y
a
n
d
i
n
f
o
r
m
s
th
e
s
u
m
m
ati
v
e
e
v
al
u
atio
n
b
y
ar
ticu
latin
g
t
h
e
m
o
s
t
-
n
ee
d
ed
g
o
als
f
o
r
d
ev
elo
p
m
e
n
t
a
n
d
p
r
in
cip
al
g
r
o
w
th
[
1
7
]
.
I
n
ess
en
ce
,
s
c
h
o
o
l
lead
er
s
h
ip
ev
al
u
atio
n
is
a
m
u
lti
-
y
ea
r
r
o
ad
m
ap
f
o
r
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t,
lo
n
g
-
t
er
m
g
r
o
w
t
h
,
m
ea
n
i
n
g
f
u
l
d
i
alo
g
u
e,
co
n
tin
u
o
u
s
r
ef
lectio
n
,
a
n
d
th
e
attai
n
m
en
t o
f
lead
er
s
h
ip
s
k
ill
s
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
u
n
d
er
s
ta
n
d
h
o
w
s
ch
o
o
l
p
r
in
cip
als
p
er
ce
iv
e
an
d
ex
p
er
ien
ce
th
e
f
ee
d
b
ac
k
p
r
o
v
id
ed
b
y
t
h
eir
s
u
p
er
v
i
s
o
r
s
(
i.e
.
,
clu
s
ter
m
an
a
g
er
s
)
i
n
t
h
e
f
o
r
m
ati
v
e
p
r
in
cip
al
ev
al
u
atio
n
p
r
o
ce
s
s
in
t
h
e
U
n
ited
A
r
ab
E
m
ir
ates
(
U
A
E
)
––
s
p
ec
i
f
icall
y
i
n
t
h
e
cit
y
o
f
A
l
-
A
i
n
.
T
h
is
s
t
u
d
y
s
p
o
tlig
h
t
s
th
e
v
al
u
e
o
f
s
u
ch
f
ee
d
b
ac
k
as
a
k
e
y
co
m
p
o
n
e
n
t
in
t
h
e
f
o
r
m
a
tiv
e
ev
al
u
atio
n
an
d
a
m
a
n
d
ato
r
y
r
esp
o
n
s
ib
ilit
y
o
f
p
r
in
cip
a
l
s
u
p
er
v
i
s
o
r
s
.
W
h
ile
th
e
liter
atu
r
e
is
r
ep
lete
w
it
h
s
t
u
d
ies
o
n
teac
h
er
s
u
p
er
v
is
io
n
,
r
esear
ch
o
n
lead
er
s
h
ip
s
u
p
er
v
i
s
io
n
(
i.e
.
,
p
r
in
cip
al
s
u
p
er
v
is
io
n
)
h
a
s
r
ec
eiv
ed
f
ar
less
atten
tio
n
[
1
6
,
1
8
]
,
w
it
h
n
o
s
u
ch
r
esear
ch
in
th
e
U
A
E
.
Fo
r
in
s
tan
ce
,
o
n
e
ele
m
e
n
t
o
f
t
h
e
p
r
in
cip
al
ev
al
u
atio
n
t
h
at
h
as
n
o
t
b
ee
n
r
esear
ch
ed
s
u
f
f
icie
n
tl
y
in
t
h
e
cu
r
r
e
n
t
liter
atu
r
e
is
t
h
e
ef
f
ec
ti
v
e
n
es
s
o
f
s
u
p
er
v
is
o
r
y
f
ee
d
b
ac
k
p
r
o
v
id
ed
b
y
s
u
p
er
v
i
s
o
r
s
an
d
th
e
ex
te
n
t
to
w
h
ic
h
th
at
f
ee
d
b
ac
k
n
o
u
r
is
h
es
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
ex
p
an
d
s
th
e
lea
d
er
s
h
ip
ca
p
ac
it
y
o
f
s
ch
o
o
l
lead
er
s
.
A
d
d
itio
n
all
y
,
w
it
h
i
n
th
e
r
ea
l
m
o
f
s
u
p
er
v
is
o
r
y
f
ee
d
b
ac
k
,
th
er
e
is
lit
tle
to
n
o
liter
atu
r
e
d
o
cu
m
en
tin
g
h
o
w
s
u
p
er
v
i
s
o
r
s
d
eliv
er
f
ee
d
b
ac
k
an
d
h
o
w
it
in
f
lu
e
n
ce
s
th
e
s
c
h
o
o
l
p
r
in
cip
als
t
h
e
y
s
u
p
er
v
is
e.
Nar
r
o
w
in
g
i
n
ev
e
n
f
u
r
t
h
er
,
t
h
er
e
is
n
o
s
in
g
le
s
tu
d
y
i
n
th
e
UA
E
o
n
th
e
p
er
ce
p
tio
n
s
o
f
E
m
ir
ate
p
r
in
cip
als
r
eg
ar
d
in
g
t
h
e
e
f
f
ec
t
iv
e
n
es
s
o
f
th
e
f
ee
d
b
ac
k
p
r
o
v
id
ed
b
y
th
eir
s
u
p
er
v
i
s
o
r
s
. T
h
is
s
tu
d
y
atte
m
p
ts
to
f
ill t
h
at
g
ap
.
T
h
e
p
r
esen
t
s
t
u
d
y
ad
d
r
ess
e
s
th
e
f
o
llo
w
i
n
g
q
u
est
io
n
:
Ho
w
d
o
s
c
h
o
o
l
p
r
in
ci
p
als
p
er
c
eiv
e
a
n
d
ex
p
er
ien
ce
th
e
f
ee
d
b
ac
k
d
el
iv
er
ed
b
y
t
h
eir
ass
ig
n
ed
s
u
p
er
v
is
o
r
s
in
t
h
e
f
o
r
m
a
tiv
e
e
v
alu
a
tio
n
p
r
o
ce
s
s
?
T
h
e
an
s
w
er
s
to
th
is
r
esear
ch
q
u
esti
o
n
u
n
v
eil
n
o
t
o
n
l
y
d
i
s
s
e
m
i
n
ated
p
r
ac
tices
p
er
tain
in
g
to
th
e
q
u
alit
y
o
f
f
ee
d
b
ac
k
p
r
o
v
id
ed
to
p
r
in
cip
al
s
,
b
u
t
also
h
o
w
s
u
p
er
v
is
o
r
s
ca
n
d
eliv
er
v
alu
ab
le,
d
if
f
er
en
ti
ated
,
an
d
ac
tio
n
ab
le
f
ee
d
b
ac
k
to
e
n
s
u
r
e
t
h
eir
p
r
in
c
ip
als
ar
e
i
m
p
r
o
v
in
g
t
h
eir
p
r
ac
t
ices
as
in
s
tr
u
c
tio
n
al
lead
er
s
.
T
h
e
f
i
n
d
in
g
s
o
f
t
h
i
s
s
tu
d
y
w
ill
h
e
lp
s
u
p
er
v
is
o
r
s
o
p
en
th
e
ir
e
y
e
s
i
n
cr
af
tin
g
f
ee
d
b
a
ck
in
a
m
a
n
n
er
th
a
t
b
o
o
s
ts
p
o
s
iti
v
e
b
eh
a
v
io
r
al
ch
an
g
es i
n
p
r
in
cip
al
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
i
n
co
r
p
o
r
ated
a
q
u
alitati
v
e
r
esear
c
h
d
esi
g
n
,
wh
ich
is
e
f
f
ec
ti
v
e
in
a
n
s
w
er
in
g
“w
h
at,
”
“w
h
y
,
”
an
d
“
h
o
w
”
q
u
es
tio
n
s
[
1
9
]
.
Qu
alitativ
e
in
q
u
ir
y
,
s
p
ec
if
icall
y
,
ac
ce
ler
ates
a
n
in
f
o
r
m
ati
v
e
an
d
in
ter
p
r
etiv
e
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
s
o
cial
w
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ld
o
f
r
esear
c
h
p
ar
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b
y
lo
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k
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g
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ly
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t
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ater
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m
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ta
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ce
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p
er
ien
ce
s
,
p
er
s
p
ec
tiv
es,
an
d
h
is
to
r
ies
[
2
0
]
.
Qu
alitat
iv
e
i
n
q
u
ir
y
allo
w
ed
th
e
r
esear
ch
er
o
f
th
i
s
s
t
u
d
y
to
e
x
a
m
in
e
h
o
w
Al
-
A
i
n
s
c
h
o
o
l
p
r
in
cip
als
p
er
ce
iv
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
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d
u
c
.
I
SS
N:
2252
-
8822
S
u
p
ervis
o
r
y
feed
b
a
ck
in
t
h
e
p
r
in
cip
a
l e
va
lu
a
tio
n
p
r
o
ce
s
s
(
A
h
med
M.
A
lka
a
b
i
)
505
th
eir
s
u
p
er
v
is
o
r
s
’
f
ee
d
b
ac
k
d
u
r
in
g
t
h
e
f
o
r
m
ativ
e
e
v
al
u
atio
n
p
r
o
ce
s
s
.
T
h
e
r
esp
o
n
s
es
g
at
h
er
ed
f
r
o
m
p
r
in
c
ip
als
d
etailed
in
-
d
ep
th
d
es
cr
ip
tio
n
s
o
f
th
e
p
h
e
n
o
m
e
n
o
n
u
n
d
er
in
v
e
s
tig
a
tio
n
.
Giv
e
n
its
p
o
ten
tial
f
o
r
ex
p
lo
r
in
g
s
p
ec
if
ic
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h
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en
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s
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n
g
m
u
lt
ip
le
d
ata
s
o
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r
ce
s
[
2
1
,
2
2
]
,
th
is
q
u
alitativ
e
s
t
u
d
y
w
as
b
r
o
ad
ly
f
r
a
m
ed
w
it
h
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n
th
e
r
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ch
m
et
h
o
d
o
lo
g
y
o
f
a
ca
s
e
s
tu
d
y
.
T
h
e
s
tu
d
y
w
as
s
it
u
ated
in
th
e
co
n
te
x
t
o
f
t
h
e
Al
-
Ain
s
c
h
o
o
l
d
is
tr
ict
d
u
r
in
g
2
0
1
8
,
w
h
i
ch
is
s
u
p
er
v
is
ed
b
y
A
b
u
Dh
ab
i
E
d
u
ca
tio
n
C
o
u
n
cil
(
A
DE
C
)
.
T
h
e
ca
s
e
-
s
t
u
d
y
d
esig
n
h
elp
ed
th
e
r
esear
ch
er
g
ain
a
d
ee
p
e
r
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
ef
f
ec
ti
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n
es
s
o
f
f
ee
d
b
ac
k
p
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v
id
ed
in
t
h
e
f
o
r
m
ati
v
e
ev
a
lu
at
io
n
p
r
o
ce
s
s
.
Yi
n
[
2
3
]
p
o
in
ted
o
u
t
th
at
ca
s
e
s
tu
d
ie
s
o
f
f
er
t
h
e
ad
v
an
ta
g
e
o
f
ad
d
r
ess
in
g
h
o
w
an
d
w
h
y
i
n
v
esti
g
ato
r
s
ar
e
“
ask
ed
ab
o
u
t
a
co
n
te
m
p
o
r
ar
y
s
et
o
f
ev
e
n
t
s
o
v
er
w
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ic
h
t
h
e
in
v
es
tig
a
to
r
h
as
litt
le
o
r
n
o
co
n
tr
o
l
.
”
T
h
e
b
en
ef
its
o
f
th
e
ca
s
e
s
tu
d
y
ca
n
b
e
m
a
x
i
m
ized
b
y
u
s
i
n
g
a
m
u
lti
-
ca
s
e
d
esi
g
n
––
w
h
ic
h
th
i
s
s
t
u
d
y
e
m
p
lo
y
ed
––
b
ec
au
s
e
it
r
esu
lts
i
n
m
o
r
e
e
m
p
ir
icall
y
r
ic
h
an
d
h
o
li
s
tic
in
f
o
r
m
a
tio
n
r
eg
ar
d
i
n
g
a
s
p
ec
if
ic
p
h
e
n
o
m
e
n
o
n
[
2
3
]
.
On
e
cr
itical
s
tep
i
n
f
o
r
m
i
n
g
a
s
o
lid
ca
s
e
s
t
u
d
y
is
d
e
f
i
n
in
g
th
e
o
b
j
ec
ts
o
f
t
h
e
s
t
u
d
y
[
2
2
]
,
an
d
th
e
r
esear
ch
er
id
en
tifie
d
a
b
asic
u
n
it
o
f
an
al
y
s
is
u
s
i
n
g
a
ca
s
e
-
s
t
u
d
y
ap
p
r
o
ac
h
to
th
at
en
d
.
A
cc
o
r
d
in
g
to
Yin
[
2
3
]
,
th
e
u
n
it
o
f
an
al
y
s
is
u
p
o
n
w
h
i
ch
th
e
ca
s
e
s
t
u
d
ies
ar
e
b
ased
is
d
eter
m
i
n
ed
b
y
th
e
r
esear
c
h
q
u
es
tio
n
s
o
f
t
h
e
s
tu
d
y
.
W
it
h
t
h
at
in
m
i
n
d
,
th
e
m
u
lti
-
ca
s
e
d
esi
g
n
i
n
cl
u
d
ed
a
to
tal
n
u
m
b
er
o
f
s
i
x
ca
s
e
s
:
th
r
ee
m
a
le
an
d
th
r
e
e
f
e
m
ale
p
r
in
cip
al
s
.
T
h
is
s
t
u
d
y
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elied
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n
s
e
v
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al
d
ata
co
llec
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eth
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s
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p
ar
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p
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ts
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f
ee
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b
ac
k
o
n
th
e
f
o
r
m
at
iv
e
ev
al
u
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n
p
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ce
s
s
,
in
clu
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i
n
g
f
ac
e
-
to
-
f
ac
e
in
ter
v
ie
w
s
,
d
o
cu
m
en
t
s
,
an
d
f
ield
n
o
tes
f
o
r
tr
ian
g
u
lat
io
n
a
n
d
d
ata
s
at
u
r
at
io
n
p
u
r
p
o
s
es.
T
h
e
r
esear
ch
er
u
s
ed
i
n
ter
v
ie
w
s
a
s
t
h
e
p
r
i
m
ar
y
d
ata
co
llectio
n
m
et
h
o
d
to
d
eter
m
i
n
e
w
h
at
q
u
alit
y
o
f
f
ee
d
b
ac
k
w
as
g
i
v
en
to
p
r
in
cip
als
an
d
w
h
et
h
er
it
f
a
ci
litated
th
eir
g
r
o
w
th
an
d
d
ev
elo
p
m
en
t
[
2
4
]
.
2
.
1
.
Resea
rc
h
p
a
rt
icipa
nts
E
ac
h
p
r
in
cip
al
p
ar
ticip
ated
in
an
in
-
d
ep
th
,
t
w
o
-
h
o
u
r
,
f
ac
e
-
to
-
f
ac
e
in
ter
v
ie
w
w
it
h
th
e
ai
m
o
f
o
b
tain
in
g
d
ata
ab
o
u
t
th
eir
u
n
i
q
u
e
p
er
s
p
ec
tiv
es
––
s
p
ec
if
ica
ll
y
,
th
eir
ex
p
er
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n
ce
s
as
r
ec
ip
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ts
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f
f
ee
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b
ac
k
in
th
e
f
o
r
m
at
iv
e
ev
al
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p
r
o
c
ess
.
T
h
e
p
a
r
ticip
an
ts
w
er
e
r
ec
r
u
ited
u
s
i
n
g
t
h
e
p
u
r
p
o
s
ef
u
l
s
a
m
p
lin
g
tech
n
iq
u
e,
w
h
ic
h
,
in
th
is
ca
s
e,
en
ta
iled
s
elec
ti
n
g
q
u
ali
f
ied
i
n
d
iv
id
u
a
ls
w
h
o
w
er
e
w
ell
-
v
er
s
ed
an
d
ex
p
er
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ce
d
w
it
h
th
e
p
h
en
o
m
e
n
o
n
o
f
in
ter
e
s
t.
T
h
e
r
esear
ch
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also
u
s
ed
a
r
eq
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ir
em
e
n
t
ch
ec
k
li
s
t
to
s
elec
t
ca
n
d
id
ates
f
o
r
th
e
s
a
m
p
le
[
2
0
]
,
w
h
ich
p
r
i
m
ar
il
y
co
n
s
is
ted
o
f
t
h
e
f
o
llo
w
i
n
g
t
h
r
ee
ite
m
s
: c
u
r
r
en
tl
y
e
x
p
er
ien
cin
g
th
e
e
v
al
u
atio
n
p
r
o
ce
s
s
estab
lis
h
ed
b
y
A
DE
C
,
h
av
in
g
a
s
u
p
er
v
i
s
o
r
task
ed
w
it
h
ev
al
u
ati
v
e
an
d
s
u
p
er
v
is
o
r
y
r
o
les,
an
d
b
ein
g
w
il
lin
g
to
s
h
ar
e
an
d
co
n
tr
ib
u
te
in
r
e
f
lecti
v
e
co
n
v
er
s
a
tio
n
ab
o
u
t
th
eir
p
er
s
o
n
al
p
r
ac
tice
s
an
d
e
x
p
er
ien
ce
s
.
T
ab
le
1
s
h
o
w
s
t
h
e
d
e
m
o
g
r
ap
h
i
c
p
r
o
f
ile
o
f
th
e
r
esear
ch
p
ar
tic
ip
an
ts
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
r
esear
ch
p
ar
ticip
a
n
ts
P
a
r
t
i
c
i
p
a
n
t
s
S
e
x
Y
e
a
r
s o
f
e
x
p
e
r
i
e
n
c
e
S
c
h
o
o
l
l
e
v
e
l
M
s.
A
y
sh
a
F
e
mal
e
18
P
r
i
mary
M
s.
H
i
n
d
F
e
mal
e
23
M
i
d
d
l
e
M
s.
N
j
o
u
d
F
e
mal
e
17
H
i
g
h
S
c
h
o
o
l
M
r
.
M
a
z
e
n
M
a
l
e
18
P
r
i
mary
M
r
.
K
h
a
l
e
d
M
a
l
e
16
M
i
d
d
l
e
M
r
.
F
a
h
a
d
M
a
l
e
14
H
i
g
h
S
c
h
o
o
l
T
h
e
r
esear
ch
er
co
n
tacte
d
th
e
A
DE
C
r
esear
ch
o
f
f
ice
to
o
b
tain
ap
p
r
o
v
al
to
co
n
d
u
ct
th
is
s
t
u
d
y
,
en
ter
p
u
b
lic
s
ch
o
o
ls
,
an
d
co
n
d
u
ct
i
n
ter
v
ie
w
s
.
T
h
en
,
af
ter
r
ec
eiv
i
n
g
a
lis
t
o
f
p
o
ten
tial
p
r
in
cip
a
l
p
ar
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an
ts
f
r
o
m
th
e
A
l
-
Ain
s
c
h
o
o
l
d
is
tr
ict,
th
e
r
esear
ch
er
e
m
ailed
ea
ch
o
f
th
e
m
w
i
th
b
r
ief
b
ac
k
g
r
o
u
n
d
in
f
o
r
m
atio
n
on
th
e
s
t
u
d
y
an
d
ex
p
ec
tatio
n
s
o
f
p
ar
ticip
an
ts
w
h
o
h
ad
a
d
esire
t
o
b
e
in
v
o
lv
ed
.
A
s
p
ar
ticip
an
ts
m
et
th
e
cr
iter
ia
f
o
r
p
ar
ticip
atio
n
an
d
s
h
o
w
ed
a
s
tr
o
n
g
d
esire
to
p
ar
ticip
ate
v
ia
th
eir
e
m
ail
r
esp
o
n
s
e
s
,
t
h
e
r
esear
ch
er
d
etailed
th
e
r
esear
ch
p
r
o
j
ec
t
an
d
s
en
t
ea
ch
an
elec
tr
o
n
ic
co
p
y
o
f
a
co
n
s
en
t
letter
f
o
r
th
e
m
to
r
ev
ie
w
a
n
d
s
i
g
n
a
s
co
n
f
ir
m
atio
n
o
f
th
e
ir
in
v
o
lv
e
m
en
t in
t
h
e
s
t
u
d
y
.
P
r
io
r
to
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ch
in
ter
v
ie
w
,
th
e
r
esear
ch
er
ar
r
an
g
ed
a
tim
e
an
d
p
lace
th
at
w
o
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k
ed
ar
o
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n
d
ea
c
h
p
r
in
cip
al’
s
s
c
h
ed
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le.
At
t
h
e
b
eg
in
n
i
n
g
o
f
th
e
i
n
ter
v
ie
w
,
th
e
r
esear
ch
er
p
r
o
v
id
ed
th
e
p
ar
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an
t
s
w
it
h
a
b
r
ie
f
in
tr
o
d
u
ctio
n
ab
o
u
t
h
i
m
s
el
f
,
t
h
e
p
u
r
p
o
s
e
o
f
t
h
e
i
n
ter
v
ie
w
,
an
d
t
h
e
g
o
als
o
f
t
h
e
s
a
m
e
.
He
r
ec
o
r
d
ed
all
in
ter
v
ie
w
s
elec
tr
o
n
ica
ll
y
u
s
i
n
g
an
I
C
R
ec
o
r
d
er
an
d
tr
an
s
cr
ib
ed
th
e
m
v
er
b
ati
m
.
He
ad
v
is
e
d
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m
to
s
p
ea
k
i
n
th
e
lan
g
u
ag
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w
i
th
w
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y
f
elt
th
e
m
o
s
t
co
m
f
o
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tab
le
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d
ab
le
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p
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ess
th
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v
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w
s
an
d
in
s
ig
h
ts
clea
r
l
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.
A
d
d
itio
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al
l
y
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to
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ai
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tai
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em
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o
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m
atio
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f
r
o
m
th
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in
ter
v
ie
w
tr
a
n
s
cr
ip
ts
,
u
s
i
n
g
p
s
eu
d
o
n
y
m
s
i
n
p
lace
o
f
n
a
m
es.
2
.
2
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
er
em
p
lo
y
ed
a
th
e
m
atic
an
a
l
y
s
is
to
id
en
ti
f
y
,
a
n
al
y
ze
,
a
n
d
r
ep
o
r
t
th
e
p
atter
n
s
(
th
e
m
e
s
)
w
it
h
i
n
t
h
e
d
ata
s
ets
g
at
h
er
ed
f
r
o
m
t
h
e
in
ter
v
ie
w
t
r
a
n
s
cr
ip
ts
[
2
5
]
.
A
s
ar
tic
u
lated
b
y
B
r
au
n
an
d
C
lar
k
e
[
2
6
]
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
0
3
-
509
506
th
e
m
atic
an
al
y
s
is
i
s
u
s
ed
to
o
r
d
er
q
u
alitiv
e
d
ata
an
d
u
n
r
a
v
el
th
e
t
w
is
ted
t
h
r
ea
d
s
o
f
d
ata
to
g
en
er
ate
e
m
er
g
i
n
g
th
e
m
es
f
r
o
m
w
h
ic
h
p
r
o
p
er
in
ter
p
r
etatio
n
ca
n
th
en
ad
d
r
ess
th
e
p
u
r
p
o
s
e(
s
)
o
f
th
e
s
tu
d
y
a
n
d
an
s
w
er
th
e
r
esear
ch
q
u
esti
o
n
(
s
)
.
Ho
w
ev
er
,
b
ef
o
r
e
th
e
d
ata
an
al
y
s
i
s
p
r
o
ce
s
s
,
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ch
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f
a
m
i
liar
ized
h
i
m
s
el
f
w
i
th
th
e
d
ata
b
y
r
ea
d
in
g
ea
ch
tr
a
n
s
cr
ip
t
s
e
v
er
al
ti
m
e
s
to
b
ec
o
m
e
ac
q
u
a
in
t
ed
w
it
h
th
e
d
ata
a
n
d
g
ai
n
a
r
ea
l
s
en
s
e
o
f
i
t.
He
g
en
er
ated
m
u
lt
ip
le
co
d
es
f
r
o
m
ea
c
h
in
ter
v
ie
w
tr
a
n
s
cr
ip
t
th
at
ill
u
s
tr
ated
s
i
m
i
lar
ities
a
n
d
d
if
f
er
e
n
ce
s
a
m
o
n
g
th
e
n
ar
r
ativ
e
s
an
d
ex
p
er
ien
ce
s
.
Af
ter
w
ar
d
s
,
h
e
ca
r
ef
u
l
l
y
g
r
o
u
p
ed
th
e
co
d
es
in
to
th
eir
r
es
p
ec
tiv
e
ca
teg
o
r
ies,
ad
d
in
g
v
er
b
al
ill
u
s
tr
atio
n
s
f
r
o
m
p
ar
ticip
an
ts
a
n
d
u
s
i
n
g
d
i
r
ec
t
q
u
o
tes
f
r
o
m
t
h
e
in
ter
v
ie
w
s
f
o
r
co
r
r
o
b
o
r
atio
n
an
d
v
er
if
icatio
n
.
I
n
ass
e
s
s
i
n
g
an
d
en
s
u
r
i
n
g
cr
ed
ib
ilit
y
,
th
e
r
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c
h
er
u
ti
liz
ed
tr
ian
g
u
latio
n
a
n
d
m
e
m
b
er
-
ch
ec
k
i
n
g
.
First,
h
e
tr
ia
n
g
u
lated
an
d
co
m
p
ar
ed
th
e
d
ata
co
llected
th
r
o
u
g
h
i
n
ter
v
ie
w
s
,
d
o
cu
m
en
ts
,
an
d
f
ield
n
o
tes,
ex
a
m
in
i
n
g
th
e
co
n
s
i
s
ten
c
y
o
f
f
i
n
d
in
g
s
g
en
er
ated
b
y
d
if
f
er
e
n
t
d
ata
-
co
llectio
n
m
e
th
o
d
s
an
d
th
e
co
n
f
l
u
e
n
ce
o
f
d
ata
s
o
u
r
ce
s
f
r
o
m
w
i
th
i
n
t
h
e
s
a
m
e
m
eth
o
d
s
at
d
if
f
er
e
n
t
p
o
in
ts
i
n
ti
m
e
[
2
7
,
2
8
]
.
T
h
en
,
h
e
u
s
ed
m
e
m
b
er
-
ch
ec
k
i
n
g
b
y
as
k
in
g
p
ar
ticip
an
ts
t
o
r
ev
ie
w
t
h
e
in
ter
v
ie
w
tr
an
s
cr
ip
tio
n
s
to
en
s
u
r
e
th
eir
p
er
ce
p
tio
n
s
w
er
e
r
ep
r
esen
ted
ac
cu
r
atel
y
.
T
h
r
o
u
g
h
o
u
t
t
h
is
en
t
ir
e
p
r
o
ce
s
s
,
th
e
r
esear
ch
er
co
n
ti
n
u
all
y
o
b
s
er
v
e
d
s
elf
-
r
ef
lex
i
v
it
y
––
as
C
h
is
er
i
-
Stra
ter
[
2
9
]
r
ec
o
m
m
en
d
ed
––
b
y
ac
k
n
o
w
led
g
i
n
g
h
o
w
h
is
id
en
tit
y
,
ex
p
er
i
en
ce
,
k
n
o
w
led
g
e,
an
d
r
elatio
n
s
h
ip
s
m
a
y
h
a
v
e
in
f
lu
e
n
ce
d
th
e
r
esear
ch
.
A
cc
o
r
d
in
g
to
Me
r
r
iam
[
3
0
]
,
r
ef
lex
iv
it
y
s
ta
te
m
e
n
t
s
u
n
ea
r
t
h
th
e
id
en
tit
y
o
f
th
e
r
es
ea
r
ch
er
an
d
en
ab
le
r
ea
d
er
s
to
p
o
n
d
er
u
p
o
n
an
d
u
n
d
er
s
tan
d
th
eir
i
n
ter
p
r
etatio
n
s
o
f
th
e
d
ata.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
is
s
t
u
d
y
e
x
p
lo
r
ed
s
ch
o
o
l
p
r
in
cip
als
’
p
er
ce
p
tio
n
s
an
d
e
x
p
er
ien
ce
s
w
i
th
t
h
e
f
ee
d
b
ac
k
p
r
o
v
id
ed
b
y
th
eir
s
u
p
er
v
is
o
r
s
i
n
th
e
f
o
r
m
ativ
e
ev
al
u
atio
n
p
r
o
ce
s
s
b
y
u
s
i
n
g
in
-
d
ep
th
i
n
ter
v
ie
w
s
,
d
o
cu
m
e
n
t
s
,
an
d
f
ield
n
o
tes.
T
h
e
f
in
d
i
n
g
s
ill
u
m
in
a
te
d
f
o
u
r
th
e
m
es
t
h
at
r
ef
lect
th
e
q
u
alit
y
o
f
s
u
p
er
v
is
o
r
-
p
r
in
cip
al
f
ee
d
b
ac
k
:
(
1
)
f
ee
d
b
ac
k
in
ab
s
en
tia,
(
2
)
s
u
p
er
f
icial
or
ir
r
ele
v
an
t
f
ee
d
b
ac
k
,
(
3
)
n
eg
at
iv
e
or
j
u
d
g
m
e
n
tal
f
ee
d
b
ac
k
,
a
n
d
(
4
)
co
n
s
tr
u
ctiv
e
a
n
d
in
d
iv
id
u
a
lized
f
ee
d
b
ac
k
.
I
t
is
i
m
p
o
r
tan
t
to
n
o
te
th
at
th
er
e
w
er
e
n
o
s
i
g
n
i
f
ican
t
d
if
f
er
en
ce
s
b
et
w
ee
n
m
ale
an
d
f
e
m
ale
p
r
in
cip
als
r
eg
ar
d
in
g
t
h
eir
p
er
ce
p
tio
n
s
o
f
s
u
p
er
v
i
s
o
r
y
f
e
ed
b
ac
k
—
m
o
s
t
h
ad
u
n
d
er
g
o
n
e
s
i
m
ilar
ex
p
e
r
ien
ce
s
th
at
co
llectiv
el
y
s
h
ap
ed
th
e
th
e
m
e
s
.
T
h
ese
s
i
m
ilar
itie
s
co
u
l
d
h
av
e
b
ee
n
d
u
e
to
s
o
m
e
p
ar
ticip
an
t
s
h
a
v
in
g
t
h
e
s
a
m
e
s
u
p
er
v
i
s
o
r
at
s
o
m
e
p
o
in
t
in
th
e
ir
ca
r
ee
r
s
.
On
l
y
th
e
s
u
r
r
o
u
n
d
in
g
cir
cu
m
s
ta
n
ce
s
a
n
d
ex
a
m
p
le
s
t
h
e
y
n
ar
r
ated
w
er
e
d
if
f
er
en
t.
3
.
1
.
T
he
m
e
o
ne:
F
e
edba
c
k
i
n a
bs
ent
ia
W
ith
in
t
h
is
t
h
e
m
e,
p
r
in
cip
als
i
n
th
e
s
t
u
d
y
ex
p
lai
n
ed
th
at
f
ee
d
b
ac
k
w
as
ab
s
en
t
b
ec
au
s
e
th
ei
r
ass
ig
n
ed
s
u
p
er
v
i
s
o
r
s
d
id
n
o
t
s
h
o
w
u
p
n
o
r
p
r
o
v
id
e
an
y
f
ee
d
b
ac
k
th
r
o
u
g
h
o
u
t
t
h
e
f
o
r
m
at
iv
e
e
v
alu
a
tio
n
p
r
o
ce
s
s
.
Ms.
Nj
o
u
d
,
f
o
r
in
s
ta
n
ce
,
w
o
n
d
er
ed
h
o
w
f
ee
d
b
ac
k
e
m
b
ed
d
ed
in
s
u
p
er
v
is
io
n
co
u
ld
b
e
ef
f
e
ctiv
e
i
f
s
u
p
er
v
i
s
o
r
s
s
elf
-
e
x
cl
u
d
ed
th
e
m
s
elv
e
s
f
r
o
m
th
e
p
r
o
ce
s
s
.
P
r
in
cip
als
w
h
o
tak
e
lo
n
g
ab
s
e
n
ce
s
ca
n
n
eg
at
iv
el
y
i
m
p
ac
t
ev
alu
a
tio
n
.
P
ar
allell
y
,
Mr
.
Ma
ze
n
e
x
p
lain
ed
,
“
S
u
p
er
v
i
s
o
r
s
wh
o
w
er
e
n
o
t
i
n
th
e
b
u
ild
i
n
g
co
u
ld
n
o
t
e
f
f
ec
ti
v
el
y
ca
p
tu
r
e
s
n
ap
s
h
o
ts
o
f
th
e
p
r
in
c
ip
als’
w
o
r
k
.
[
T
h
er
ef
o
r
e,
th
e
y
]
w
er
e
u
n
ab
le
to
r
ev
ie
w
lead
er
s
h
ip
p
er
f
o
r
m
an
ce
t
o
p
r
o
v
id
e
ap
p
r
o
p
r
iate
g
u
id
an
ce
an
d
s
u
p
p
o
r
tiv
e
f
ee
d
b
ac
k
.
”
Mr
.
Fah
ad
also
s
h
ar
ed
h
is
e
x
p
er
i
en
ce
w
it
h
s
o
m
e
o
f
h
is
f
o
r
m
er
s
u
p
er
v
is
o
r
s
w
h
o
p
r
o
v
id
ed
n
o
f
ee
d
b
ac
k
d
u
r
in
g
t
h
e
ev
alu
at
io
n
p
r
o
ce
s
s
:
Th
ey
r
a
r
ely
visi
t
th
e
s
ch
o
o
l,
[
a
n
d
]
a
s
k
t
h
is
q
u
esti
o
n
:
‘
I
s
ev
eryth
in
g
a
lr
ig
h
t
i
n
th
e
s
ch
o
o
l
?
’
a
n
d
r
ig
h
t
-
o
ff
left
th
e
s
ch
o
o
l
w
ith
o
u
t
s
a
yin
g
a
w
o
r
d
a
fter
I
r
e
p
lied
,
‘
Yes
,
ev
eryth
in
g
is
fin
e.
’
I
w
ill
n
o
t h
ea
r
fr
o
m
th
em…
u
n
t
il th
e
en
d
o
f t
h
e
s
u
mma
tive
ev
a
lu
a
tio
n
.
As
ar
ticu
lated
b
y
th
e
p
ar
ticip
an
ts
,
s
o
m
e
s
u
p
er
v
i
s
o
r
s
’
n
e
g
li
g
en
ce
w
as
o
b
v
io
u
s
d
u
r
in
g
th
e
f
o
r
m
a
tiv
e
ev
alu
a
tio
n
p
r
o
ce
s
s
.
T
h
is
f
i
n
d
in
g
w
as
co
n
s
is
te
n
t
w
it
h
th
e
r
esu
lt
s
o
f
C
o
r
co
r
an
et
al.
[
3
1
]
,
w
h
o
f
o
u
n
d
th
a
t
s
u
p
er
v
i
s
o
r
s
r
ar
ely
v
is
i
ted
s
ch
o
o
ls
to
o
b
s
er
v
e,
m
o
n
ito
r
,
an
d
ca
p
tu
r
e
th
e
w
o
r
k
o
f
th
eir
p
r
in
cip
als
o
r
p
r
o
v
id
e
f
ee
d
b
ac
k
an
d
s
u
p
p
o
r
t
to
elev
ate
t
h
eir
lead
er
s
h
ip
p
er
f
o
r
m
an
ce
.
A
ll
p
ar
ticip
a
n
ts
i
n
th
e
cu
r
r
en
t
s
t
u
d
y
e
m
p
h
a
s
ized
th
at
t
h
e
y
w
o
u
ld
h
av
e
h
ad
g
r
ea
ter
o
p
p
o
r
tu
n
itie
s
to
lear
n
if
t
h
e
f
o
r
m
a
tiv
e
e
v
al
u
atio
n
p
r
o
ce
s
s
h
ad
in
cl
u
d
ed
o
n
g
o
in
g
f
ee
d
b
ac
k
th
at
allo
w
ed
th
e
m
to
i
m
p
r
o
v
e
th
eir
lead
er
s
h
ip
ca
p
ac
ities
.
3
.
2
.
T
he
m
e
t
w
o
:
Su
perf
icia
l a
nd
irre
lev
a
nt
f
ee
db
a
ck
I
n
th
e
s
ec
o
n
d
t
h
e
m
e,
t
h
e
s
u
p
er
v
is
o
r
s
f
o
cu
s
ed
th
eir
f
ee
d
b
ac
k
o
n
ir
r
elev
an
t
is
s
u
e
s
.
T
h
is
s
u
p
er
f
ic
ial
f
ee
d
b
ac
k
h
ar
d
l
y
to
u
ch
ed
o
n
th
e
cr
itical
to
p
ics
o
f
i
n
s
tr
u
ctio
n
a
l
lead
er
s
h
ip
.
Ms.
Ay
s
h
a
r
ef
er
r
ed
to
th
e
f
ee
d
b
ac
k
s
h
e
r
ec
eiv
ed
f
r
o
m
h
er
s
u
p
er
v
is
o
r
s
th
r
o
u
g
h
o
u
t
t
h
e
en
tire
e
v
alu
atio
n
p
r
o
ce
s
s
as
“si
m
p
l
is
ti
c”
an
d
d
ep
r
iv
ed
o
f
d
ep
th
an
d
q
u
alit
y
,
y
et
lad
e
n
w
it
h
p
o
s
itiv
e
r
e
m
ar
k
s
.
An
o
th
er
p
r
in
cip
al,
Ms.
Hi
n
d
,
w
elco
m
ed
p
o
s
itiv
e
co
m
m
e
n
t
s
,
s
u
c
h
a
s
“
Go
o
d
w
o
r
k
,
”
“
Kee
p
g
o
in
g
,
”
o
r
“
W
ell
d
o
n
e”
as
in
d
icato
r
s
o
f
ap
p
r
o
v
al,
y
et
t
h
e
y
d
id
n
o
t
s
teer
h
er
to
i
m
p
r
o
v
e
n
o
r
r
ef
i
n
e
h
er
lead
er
s
h
ip
p
r
ac
tices.
Sh
e
s
o
u
g
h
t
s
p
ec
i
f
ic
a
n
d
d
etailed
f
ee
d
b
ac
k
th
a
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
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8822
S
u
p
ervis
o
r
y
feed
b
a
ck
in
t
h
e
p
r
in
cip
a
l e
va
lu
a
tio
n
p
r
o
ce
s
s
(
A
h
med
M.
A
lka
a
b
i
)
507
co
u
ld
p
r
o
v
id
e
d
ir
ec
tio
n
f
o
r
h
er
lead
er
s
h
ip
g
r
o
w
t
h
,
b
u
t
w
a
s
lef
t
to
g
u
e
s
s
f
o
r
h
er
s
el
f
.
Ye
t
an
o
th
er
p
r
in
cip
al,
Mr
.
Kh
aled
,
r
ec
eiv
ed
n
o
f
ee
d
b
ac
k
th
r
o
u
g
h
o
u
t
t
h
e
ev
alu
atio
n
p
r
o
ce
s
s
o
v
er
eig
h
t
y
ea
r
s
w
it
h
t
h
r
ee
d
if
f
er
e
n
t s
u
p
er
v
is
o
r
s
.
I
n
m
a
n
y
ca
s
e
s
,
th
e
p
r
i
n
cip
als
f
elt
t
h
at
f
ee
d
b
ac
k
i
n
te
n
d
ed
to
i
m
p
r
o
v
e
t
h
eir
lead
er
s
h
ip
p
r
a
ctice
s
w
as
li
m
ited
a
n
d
th
at
t
h
er
e
w
er
e
lit
tle
to
n
o
s
tr
ateg
ical
l
y
s
tr
u
ct
u
r
ed
o
r
m
ea
n
i
n
g
f
u
l
p
r
o
f
es
s
io
n
a
l
lear
n
in
g
d
ialo
g
u
e
s
th
at
e
n
co
u
r
a
g
ed
th
e
ir
co
n
ti
n
u
al
e
n
g
a
g
e
m
e
n
t
i
n
r
e
f
lecti
v
e
p
r
ac
tices.
T
h
is
f
in
d
i
n
g
m
ir
r
o
r
ed
th
e
r
esu
lt
s
o
f
m
u
ltip
le
s
tu
d
ies
t
h
at
r
e
v
ea
l
ed
p
r
in
cip
al
ev
alu
atio
n
s
f
ailed
to
p
r
o
v
id
e
s
p
ec
if
ic
f
ee
d
b
ac
k
t
ar
g
etin
g
i
n
d
iv
id
u
al
n
ee
d
s
,
ca
p
tu
r
in
g
s
tr
en
g
th
s
a
n
d
w
ea
k
n
es
s
es
i
n
p
er
f
o
r
m
a
n
ce
,
or
g
u
id
i
n
g
t
h
e
d
ev
elo
p
m
e
n
t
o
f
p
r
in
cip
al
lead
er
s
h
ip
ca
p
ac
ities
[
5
,
6
,
3
2
]
.
P
ar
ticip
atin
g
p
r
in
cip
als
es
p
o
u
s
ed
th
e
b
elief
t
h
at
th
eir
s
u
p
er
v
is
o
r
s
“
s
h
o
u
l
d
k
n
o
w
b
etter
”
a
n
d
b
e
ab
le
to
“
p
r
o
v
id
e
t
h
e
s
u
p
p
o
r
t”
th
e
y
n
ee
d
ed
b
y
d
eli
v
er
in
g
“
co
n
s
tr
u
cti
v
e
f
ee
d
b
ac
k
,
”
o
f
f
er
i
n
g
“
e
f
f
ec
ti
v
e
g
u
id
an
ce
,
”
an
d
p
r
o
v
id
in
g
“
q
u
a
lit
y
s
u
p
er
v
is
io
n
”
to
aid
th
e
m
in
ex
ce
lin
g
i
n
t
h
eir
ch
alle
n
g
i
n
g
p
o
s
itio
n
s
.
3
.
3
.
T
he
m
e
t
hree
:
Neg
a
t
iv
e
a
nd
j
ud
g
m
ent
a
l f
ee
db
a
c
k
T
h
e
th
ir
d
th
e
m
e
co
v
er
ed
p
r
in
cip
als
w
h
o
d
escr
ib
ed
n
e
g
ati
v
e
a
n
d
j
u
d
g
m
en
tal
f
ee
d
b
ac
k
th
at
w
a
s
d
estru
cti
v
e
to
t
h
e
s
u
p
er
v
i
s
o
r
y
r
elatio
n
s
h
ip
an
d
t
h
e
e
v
al
u
atio
n
p
r
o
ce
s
s
.
Ms.
Nj
o
u
d
,
f
o
r
ex
a
m
p
le,
d
escr
ib
ed
h
er
f
ee
d
b
ac
k
ex
p
er
ien
ce
as
b
ein
g
“
in
v
as
iv
e,
”
“
j
u
d
g
m
e
n
tal,
”
an
d
“
d
ir
ec
tiv
e.
”
Sh
e
elab
o
r
ated
,
“
[
T
h
e
s
u
p
er
v
is
o
r
s
]
w
o
u
ld
g
i
v
e
m
e
j
u
d
g
m
e
n
tal
a
n
d
d
ir
ec
tiv
e
f
ee
d
b
ac
k
.
T
h
e
y
w
o
u
ld
tell
m
e
‘
Yo
u
ar
e
w
r
o
n
g
,
’
a
n
d
th
e
n
s
a
y
w
h
a
t to
d
o
an
d
w
h
at
n
o
t
to
d
o
w
it
h
n
o
d
elib
er
ate
th
o
u
g
h
t
g
iv
e
n
t
o
th
e
s
it
u
atio
n
.
”
I
n
s
i
m
ilar
f
ash
io
n
,
Mr
.
Ma
ze
n
ex
p
er
ien
ce
d
n
e
g
ati
v
e
f
ee
d
b
ac
k
f
r
o
m
s
u
p
er
v
is
o
r
s
t
h
at
m
ad
e
h
i
m
f
ee
l
d
is
ta
n
t
an
d
le
s
s
p
r
o
d
u
ctiv
e.
Ne
g
ati
v
e
f
ee
d
b
ac
k
ca
n
in
f
late
an
alr
ea
d
y
s
tr
ess
f
u
l
s
it
u
atio
n
b
y
cr
ea
tin
g
r
ath
er
in
ten
s
e
an
d
d
is
tan
t
r
elatio
n
s
h
ip
s
,
w
h
ic
h
u
lti
m
atel
y
ca
u
s
es
a
d
ec
r
ea
s
e
in
p
r
in
cip
als
’
ab
ilit
y
to
f
u
n
ctio
n
ef
f
ec
ti
v
el
y
.
Fo
r
th
e
m
o
s
t
p
ar
t,
p
r
in
cip
als’
d
is
ap
p
o
in
t
m
e
n
t
i
n
t
h
eir
s
u
p
er
v
is
o
r
s
’
a
ttit
u
d
es
to
w
ar
d
s
f
ee
d
b
ac
k
w
as
ea
s
il
y
d
i
s
ce
r
n
ib
le
a
s
t
h
e
y
d
escr
ib
ed
th
eir
f
o
r
m
ati
v
e
ev
a
lu
at
io
n
s
.
P
r
in
cip
als
w
h
o
w
er
e
m
i
s
tr
ea
t
ed
b
y
n
eg
a
tiv
e
f
e
ed
b
ac
k
f
elt
tr
ap
p
e
d
b
y
co
er
cio
n
an
d
in
ti
m
id
atio
n
p
r
ac
tices.
T
h
e
r
esu
ltin
g
s
e
n
s
e
o
f
m
i
s
tr
u
s
t
cr
ea
ted
f
allo
u
ts
a
n
d
a
b
r
ea
k
d
o
w
n
o
f
th
e
s
u
p
er
v
is
o
r
y
r
elatio
n
s
h
ip
,
w
h
ic
h
h
alted
co
n
tr
ib
u
tio
n
,
p
r
o
d
u
ctiv
it
y
,
an
d
w
illi
n
g
n
ess
to
p
ar
ticip
ate
i
n
th
e
ev
alu
a
tio
n
p
r
o
ce
s
s
.
T
h
ese
n
eg
ati
v
e
ef
f
ec
t
s
cr
ea
ted
an
o
m
i
n
o
u
s
to
n
e,
w
asted
v
alu
ab
le
lear
n
in
g
ex
p
er
ie
n
ce
s
,
an
d
tr
an
s
f
o
r
m
ed
th
e
ev
al
u
atio
n
in
to
a
m
ea
n
in
g
l
ess
ex
er
cise.
T
h
e
f
in
d
in
g
s
o
f
t
h
is
th
e
m
e
ec
h
o
ed
th
e
s
tu
d
y
o
f
P
a
r
y
lo
et
al.
[
1
7
]
,
w
h
o
s
e
p
r
in
cip
al
p
ar
ticip
an
ts
f
elt
b
o
th
h
u
r
t
an
d
u
p
s
et
a
s
th
e
y
r
ec
ei
v
ed
n
eg
a
tiv
e
f
e
ed
b
ac
k
f
r
o
m
th
eir
s
u
p
er
v
i
s
o
r
s
.
T
h
e
p
r
im
ar
y
d
i
f
f
er
en
ce
b
et
w
ee
n
t
h
e
f
i
n
d
in
g
s
o
f
th
e
p
r
ese
n
t
s
t
u
d
y
a
n
d
th
o
s
e
o
f
P
ar
y
lo
et
al.
[
1
7
]
w
a
s
t
h
at
t
h
e
p
ar
ticip
an
t
s
o
f
t
h
e
latter
w
er
e
n
o
t
r
esi
s
tan
t
to
n
eg
a
tiv
e
f
ee
d
b
ac
k
;
r
ath
e
r
,
t
h
e
y
m
ad
e
b
eh
av
io
r
al
ch
an
g
es
ac
co
r
d
in
g
l
y
a
n
d
u
s
ed
th
e
f
ee
d
b
ac
k
to
b
ec
o
m
e
m
o
r
e
a
w
ar
e
o
f
t
h
i
n
g
s
t
h
e
y
h
ad
n
o
t
p
r
ev
io
u
s
l
y
r
ea
lized
in
th
e
m
s
elv
e
s
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
h
o
w
e
v
er
,
th
e
p
r
in
cip
als
f
elt
co
n
f
i
n
ed
to
a
“
b
u
b
b
le”
th
at
w
o
ef
u
ll
y
d
r
ain
ed
th
eir
en
er
g
y
an
d
d
estab
ilized
th
eir
ab
ilit
y
to
f
u
n
ctio
n
.
Fo
r
th
e
m
,
n
e
g
ati
v
e
f
ee
d
b
ac
k
w
as
a
v
icio
u
s
,
en
er
g
y
-
ab
s
o
r
b
in
g
m
a
s
s
th
a
t
f
o
r
ce
d
th
e
m
to
av
o
id
s
ee
k
i
n
g
o
u
ts
id
e
ad
v
ice
o
n
p
er
f
o
r
m
a
n
ce
i
m
p
r
o
v
e
m
en
t.
Fo
r
th
e
b
en
ef
it
o
f
b
o
th
t
h
e
i
n
d
iv
id
u
a
l
an
d
t
h
e
tea
m
,
p
ar
ticip
an
t
s
s
u
g
g
e
s
ted
t
h
at
s
u
p
er
v
i
s
o
r
s
r
e
alize
th
e
w
o
r
t
h
o
f
f
ee
d
b
ac
k
as
a
g
u
id
i
n
g
to
o
l in
s
u
p
p
o
r
tin
g
lead
er
s
h
ip
d
ev
elo
p
m
en
t.
3
.
4
.
T
he
m
e
f
o
ur:
Co
ns
t
ruct
iv
e
a
nd
ind
iv
idu
a
lized
f
ee
d
ba
c
k
T
h
e
f
in
al
an
d
least
-
o
cc
u
r
r
in
g
t
h
e
m
e
w
as
co
n
s
tr
u
cti
v
e
f
ee
d
b
ac
k
.
Prin
cip
als
in
d
ic
ated
th
at
co
n
s
tr
u
ct
iv
e
f
ee
d
b
ac
k
w
as
p
r
o
v
id
ed
b
y
o
n
l
y
a
f
e
w
s
k
il
l
ed
s
u
p
er
v
is
o
r
s
w
h
o
g
av
e
v
a
l
u
ab
le
an
d
d
etailed
g
u
id
a
n
ce
th
at
p
r
o
v
id
ed
d
ir
ec
tio
n
f
o
r
th
eir
lead
er
s
h
ip
g
r
o
w
th
.
So
m
e
p
r
in
cip
al
s
m
e
n
tio
n
ed
th
at
th
e
ir
ass
i
g
n
ed
s
u
p
er
v
i
s
o
r
s
p
r
o
v
id
ed
co
n
s
tr
u
c
tiv
e
an
d
d
etailed
f
ee
d
b
ac
k
in
o
n
e
o
f
th
eir
eig
h
t
y
ea
r
s
o
f
ev
a
lu
atio
n
e
x
p
er
ien
ce
.
No
n
eth
ele
s
s
,
t
h
e
p
o
s
itiv
e
ex
p
er
ien
ce
w
as
s
h
o
r
t
-
liv
ed
b
ec
au
s
e
s
u
p
er
v
is
o
r
s
r
o
tated
o
r
t
r
an
s
f
er
r
ed
to
o
th
er
lo
ca
tio
n
s
t
h
e
f
o
llo
w
i
n
g
y
ea
r
.
F
ah
ad
s
h
ar
ed
h
i
s
ex
p
er
ien
ce
i
n
r
ec
eiv
in
g
w
o
r
th
w
h
ile
f
ee
d
b
ac
k
:
[
Th
e
s
u
p
ervis
o
r
]
s
ch
ed
u
le
d
a
mee
tin
g
.
I
n
th
e
mee
tin
g
,
w
e
w
a
lked
th
r
o
u
g
h
s
ev
er
a
l
th
in
g
s
…to
o
k
time
ta
lkin
g
a
b
o
u
t
w
h
a
t
I
w
o
u
ld
h
a
ve
d
o
n
e
w
r
o
n
g
.
.
.
h
o
w
I
w
o
u
ld
h
a
ve
d
o
n
e
th
in
g
s
d
iffer
en
tly.
Th
e
s
ess
io
n
w
a
s
g
r
ea
t,
h
elp
fu
l.
I
t
ma
d
e
me
r
eflec
t
o
n
th
in
g
s
,
r
ea
li
z
e
th
in
g
s
,
[
a
n
d
]
feel
c
o
mfo
r
ta
b
l
e.
I
t
h
el
p
ed
cl
a
r
ify
h
o
w
to
fo
cu
s
my
in
ten
tio
n
s
a
n
d
h
o
w
t
o
mo
ve
u
p
to
t
h
e
n
ex
t le
ve
l
––
to
s
elec
t g
o
a
ls
a
n
d
th
e
r
ig
h
t a
cti
o
n
s
to
d
o
s
o
.
P
ar
ticip
atin
g
p
r
in
cip
als
co
n
clu
d
ed
th
at
w
h
en
f
ee
d
b
ac
k
a
n
d
g
u
id
an
ce
w
as
d
eli
v
er
ed
i
n
a
co
n
s
tr
u
cti
v
e,
d
etailed
m
a
n
n
er
,
th
e
y
w
er
e
less
lik
el
y
to
b
ec
o
m
e
co
n
f
u
s
ed
o
r
f
ee
l
lo
s
t
d
u
r
in
g
th
e
f
o
r
m
ati
v
e
ev
alu
a
tio
n
p
r
o
ce
s
s
.
A
d
d
itio
n
all
y
,
th
e
y
wer
e
m
o
r
e
li
k
el
y
to
s
h
ar
e
th
eir
th
o
u
g
h
ts
,
f
o
r
m
u
late
p
r
o
p
er
ly
alig
n
ed
p
r
o
f
ess
io
n
al
g
o
als,
a
n
d
tak
e
co
r
r
ec
tiv
e
a
ctio
n
.
Mr
.
Kh
aled
a
g
r
ee
d
th
at
h
a
v
in
g
s
et,
in
d
i
v
id
u
a
lized
f
ee
d
b
ac
k
s
e
s
s
io
n
s
estab
lis
h
ed
th
e
p
er
f
o
r
m
a
n
ce
t
r
aj
ec
to
r
y
to
b
e
ex
p
lo
r
ed
,
d
is
c
u
s
s
ed
,
an
d
r
ef
lecte
d
u
p
o
n
—
al
l
o
f
w
h
ic
h
h
elp
ed
h
i
m
f
o
cu
s
h
i
s
“
in
ten
tio
n
s
[
o
n
]
h
o
w
to
m
o
v
e
u
p
to
th
e
n
e
x
t
l
ev
el.
”
Ms.
Hin
d
,
o
n
a
s
i
m
ilar
n
o
te,
w
o
r
k
ed
w
it
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
5
0
3
-
509
508
s
ix
s
u
p
er
v
i
s
o
r
s
,
an
d
o
n
e
g
av
e
h
er
co
n
s
tr
u
ctiv
e
a
n
d
in
d
i
v
id
u
alize
d
f
ee
d
b
ac
k
.
Un
f
o
r
tu
n
atel
y
,
s
h
e
o
n
l
y
w
o
r
k
ed
w
it
h
t
h
at
s
u
p
er
v
is
o
r
f
o
r
th
r
ee
m
o
n
t
h
s
,
b
u
t
s
h
e
ap
p
r
ec
iated
th
e
ca
r
ef
u
ll
y
cr
a
f
ted
s
u
p
er
v
is
i
o
n
ex
p
er
ien
ce
an
d
f
ee
d
b
ac
k
s
es
s
io
n
s
.
Sh
e
r
e
f
lect
ed
o
n
h
er
ex
p
er
ien
ce
:
Th
is
in
teri
m
s
u
p
ervis
o
r
w
a
s
d
iffer
en
t.
S
h
e
g
a
ve
co
n
s
tr
u
ctive
feed
b
a
ck
th
a
t
en
c
o
u
r
a
g
e
d
b
eh
a
vio
r
a
l
ch
a
n
g
e
in
p
r
a
ctice
.
S
h
e
s
p
en
t
s
a
cred
time
to
s
ee
my
o
b
s
ervin
g
s
kills
i
n
tea
ch
ers
’
cla
s
s
r
o
o
ms,
fa
cilita
ted
o
u
r
fo
r
th
co
min
g
d
is
cu
s
s
io
n
s
th
r
o
u
g
h
th
e
u
s
e
o
f
r
eflec
tive
q
u
esti
o
n
in
g
,
a
n
d
c
o
llected
d
a
ta
fr
o
m
s
ta
ke
h
o
ld
ers
a
b
o
u
t
th
e
s
ch
o
o
l.
Her
feed
b
a
ck
to
u
c
h
es
ev
ery
s
in
g
le
w
o
r
k
I
d
o
in
th
e
s
ch
o
o
l.
T
h
e
p
o
s
itiv
e
f
ee
d
b
ac
k
th
a
t
a
f
e
w
p
r
in
cip
als
i
n
th
e
s
t
u
d
y
ex
p
er
ien
ce
d
m
ir
r
o
r
ed
th
e
f
i
n
d
in
g
s
o
f
Hv
id
s
to
n
et
al.
[
3
3
]
,
w
h
o
p
r
o
p
o
s
ed
th
at
in
o
r
d
e
r
f
o
r
s
u
p
er
v
is
io
n
to
b
e
ef
f
ec
tiv
e
i
n
th
e
ev
alu
atio
n
p
r
o
ce
s
s
,
it
n
ee
d
ed
to
in
clu
d
e
s
p
ec
if
ic
f
e
ed
b
ac
k
th
at
p
er
tain
ed
to
th
e
in
s
tr
u
ctio
n
a
l
p
r
ac
tices
o
f
p
r
in
cip
als
an
d
o
f
f
er
ed
r
ef
lecti
v
e
lear
n
in
g
o
p
p
o
r
tu
n
iti
es
b
y
w
h
ich
t
h
e
y
co
u
ld
co
n
s
i
d
er
th
eir
lead
er
s
h
ip
p
r
ac
tices.
P
ar
y
lo
et
al.
[
1
7
]
co
n
tr
ib
u
ted
to
th
i
s
b
y
u
r
g
in
g
e
v
alu
a
to
r
s
to
m
a
k
e
p
r
in
cip
al
e
v
alu
atio
n
“
a
co
n
ti
n
u
o
u
s
,
tr
a
n
s
p
ar
en
t
p
r
o
ce
s
s
”
th
a
t
p
r
o
m
o
ted
p
r
o
f
ess
io
n
al
“
d
ial
o
g
u
e,
”
r
ei
n
f
o
r
ce
d
m
u
tu
al
“
t
r
u
s
t
a
n
d
r
esp
ec
t,”
a
n
d
w
elc
o
m
ed
“
co
n
s
tr
u
cti
v
e
f
ee
d
b
ac
k
.
”
E
ac
h
o
f
t
h
ese
f
ac
il
itate
o
n
g
o
i
n
g
d
ev
e
lo
p
m
en
t
an
d
p
r
o
v
id
e
v
alu
ab
le
in
s
i
g
h
ts
f
o
r
h
elp
in
g
p
r
in
c
ip
als
b
ec
o
m
e
m
o
r
e
e
f
f
ec
tiv
e
lead
er
s
o
f
th
eir
s
c
h
o
o
ls
in
t
h
i
s
ch
alle
n
g
in
g
a
n
d
d
e
m
an
d
i
n
g
er
a.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
a
s
s
h
ed
li
g
h
t
o
n
e
f
f
ec
tiv
e
f
ee
d
b
ac
k
as
a
k
e
y
co
m
p
o
n
en
t
in
t
h
e
f
o
r
m
ati
v
e
ev
al
u
atio
n
t
h
at
ex
p
an
d
s
p
r
in
cip
al
s
’
lear
n
i
n
g
a
n
d
b
o
o
s
ts
th
eir
lead
er
s
h
ip
d
ev
elo
p
m
e
n
t.
Th
e
f
i
n
d
in
g
s
o
f
t
h
e
th
e
m
atic
an
a
l
y
s
is
y
ield
ed
f
o
u
r
t
h
e
m
es
t
h
at
r
ef
le
ct
th
e
q
u
al
it
y
o
f
f
ee
d
b
ac
k
:
(
1
)
f
ee
d
b
ac
k
in
ab
s
e
n
tia,
(
2
)
s
u
p
er
f
ic
i
al
o
r
ir
r
elev
an
t
f
ee
d
b
ac
k
,
(
3
)
n
eg
ativ
e
o
r
j
u
d
g
m
e
n
tal
f
ee
d
b
ac
k
,
an
d
(
4
)
co
n
s
tr
u
cti
v
e
an
d
in
d
i
v
id
u
al
ized
f
ee
d
b
ac
k
.
As
th
i
s
s
tu
d
y
h
as
s
h
o
w
ca
s
ed
,
f
ee
d
b
ac
k
ai
m
ed
at
i
m
p
r
o
v
i
n
g
t
h
e
lead
er
s
h
ip
p
r
ac
tices
o
f
p
r
in
cip
al
s
i
s
o
f
te
n
l
i
m
ited
,
an
d
th
er
e
is
litt
le
p
u
r
p
o
s
ef
u
l,
p
r
o
f
ess
io
n
al
f
ee
d
b
ac
k
e
m
b
ed
d
ed
in
th
e
p
r
in
cip
al
ev
al
u
atio
n
p
r
o
ce
s
s
.
N
eg
ati
v
e
o
r
j
u
d
g
m
e
n
tal
f
ee
d
b
ac
k
i
s
p
r
esen
t
to
o
o
f
ten
a
n
d
s
er
v
es
a
s
a
f
atal
ar
r
o
w
t
h
at
n
o
t
o
n
l
y
d
estro
y
s
s
u
p
er
v
i
s
o
r
y
r
elatio
n
s
h
ip
s
,
b
u
t
also
cr
ea
t
es
an
o
m
i
n
o
u
s
,
g
r
o
w
t
h
-
s
t
u
n
ted
at
m
o
s
p
h
er
e
w
it
h
i
n
th
e
f
o
r
m
ati
v
e
ev
alu
atio
n
.
O
n
l
y
a
f
e
w
o
f
t
h
e
p
r
in
cip
als
w
h
o
p
ar
ticip
ated
in
th
i
s
s
t
u
d
y
c
h
er
is
h
ed
th
eir
e
x
p
er
ien
ce
s
w
i
th
s
u
p
er
v
is
o
r
y
f
ee
d
b
ac
k
.
E
v
en
s
o
,
n
ea
r
l
y
all
o
f
t
h
e
m
co
n
s
id
er
ed
f
ee
d
b
ac
k
to
b
e
a
v
ital
co
m
p
o
n
e
n
t o
f
t
h
e
e
v
alu
a
tio
n
p
r
o
ce
s
s
.
T
h
e
au
th
o
r
r
ec
o
m
m
e
n
d
s
t
h
at
s
u
p
er
v
is
o
r
s
f
o
cu
s
t
h
eir
s
u
p
er
v
i
s
o
r
y
f
ee
d
b
ac
k
s
e
s
s
io
n
s
ar
o
u
n
d
p
r
in
cip
als’
s
p
ec
i
f
ic
ar
ea
s
o
f
n
e
ed
to
h
elp
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ates
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en
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lizab
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g
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io
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el
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ll
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m
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p
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ac
tices.
ACK
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A
b
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Dh
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also
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m
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an
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w
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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S
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.
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a
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Ho
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J.
H.
S
tr
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,
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P
rin
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.
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Zep
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w
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NY
:
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[5
]
A
.
H.
No
rm
o
re
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“
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ls:
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tme
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.
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.
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a
p
p
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Un
iv
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[7
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E.
G
o
ld
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,
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.
Cra
v
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n
s,
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M
u
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p
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A
.
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o
rter,
S
.
El
li
o
tt
,
a
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d
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C
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n
,
“
T
h
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Ev
a
lu
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f
p
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c
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a
ls:
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n
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s
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El
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me
n
ta
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c
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[8
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.
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Ho
n
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,
“
District
c
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tral
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f
fice
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:
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s in
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Ad
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.
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.
[9
]
J.
G
re
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n
,
Eva
lu
a
ti
n
g
p
ri
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c
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p
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ls:
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ss
u
e
s a
n
d
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ra
c
ti
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s.
Bl
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to
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IN:
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De
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a
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0
0
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.
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0
]
A
.
S
a
lt
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m
a
n
,
“
S
to
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f
ro
m
th
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f
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ld
:
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h
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p
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f
p
rin
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su
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rv
iso
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T
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e
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F
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,
W
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,
D.C,
T
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.
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On
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1
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E.
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o
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ri
n
g
,
J.
A
.
G
risso
m
,
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.
Ru
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.
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Ro
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M
.
Ne
e
l,
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.
A
.
Clark
,
“
A
n
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w
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le
e
m
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e
s
f
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r
p
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six
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,
”
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]
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L
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G
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F
.
P
rice
,
“
S
u
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rv
isin
g
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n
d
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lu
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ti
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ri
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ls
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w
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Zep
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P
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lo
,
S
.
J.
Zep
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d
a
,
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n
d
E.
B
e
n
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n
,
“
P
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x
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:
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u
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.
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8
]
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J
.
Zep
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L
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F
.
P
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.
Ji
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,
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P
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in
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:
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[1
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J.
Rit
c
h
ie,
J.
L
e
w
is,
C.
Nic
h
o
ll
s
,
a
n
d
R.
Orm
sto
n
,
Qu
a
li
ta
ti
v
e
re
se
a
rc
h
p
r
a
c
ti
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e
:
A
g
u
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d
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o
s A
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les
,
CA
:
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E,
2
0
1
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.
[2
0
]
M
.
Q.
P
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tt
o
n
,
Qu
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ti
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se
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A
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2
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.
B.
M
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rriam
,
Qu
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1
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9
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[2
3
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R.
K.
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,
Ca
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s A
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[2
4
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I.
S
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id
m
a
n
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In
ter
v
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a
s
q
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a
li
ta
ti
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re
se
a
rc
h
:
A
g
u
id
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u
c
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th
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Ne
w
Yo
rk
,
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:
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rs Co
ll
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P
re
ss
,
2
0
1
2
.
[2
5
]
M
.
M
a
g
u
ire
a
n
d
B.
De
lah
u
n
t,
“
Do
in
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a
th
e
m
a
ti
c
a
n
a
l
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sis:
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p
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c
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by
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8
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p
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5
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4
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.
[2
6
]
V
.
Bra
u
n
a
n
d
V.
Clark
e
,
“
Us
in
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th
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m
a
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a
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sis
in
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”
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li
ta
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Res
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.
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0
0
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[2
7
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N.
K.
De
n
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in
,
S
o
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ica
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me
th
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d
s.
Ne
w
Yo
rk
,
NY
:
M
c
G
r
a
w
-
Hill
,
1
9
7
8
.
[2
8
]
Y.
S
.
L
in
c
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d
E.
G
u
b
a
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Na
t
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r
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.
Ne
w
b
u
ry
,
C
A
:
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E,
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9
8
5
.
[2
9
]
E.
Ch
ise
ri
-
S
trate
r,
“
T
u
rn
i
n
g
in
u
p
o
n
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rse
lv
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s:
P
o
siti
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n
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li
ty
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su
b
jec
ti
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it
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,
a
n
d
re
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lex
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d
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th
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ra
p
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ic res
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rc
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,
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in
Et
h
ics
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n
d
re
p
re
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a
ti
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in
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t
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ter
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c
y
,
P
.
M
o
r
ten
se
n
&
G
.
E.
Kirsc
h
,
Ed
s.
Ch
a
m
p
a
ig
n
-
Urb
a
n
a
,
IL
:
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l
C
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n
c
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f
T
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c
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rs o
f
En
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sh
,
p
p
.
6
3
-
79
,
1
9
9
6
.
[3
0
]
S
.
B.
M
e
rriam
,
Qu
a
li
ta
ti
v
e
re
se
a
rc
h
:
A
g
u
i
d
e
to
d
e
sig
n
a
n
d
imp
lem
e
n
ta
ti
o
n
.
S
a
n
F
ra
n
c
isc
o
,
CA
:
Jo
ss
e
y
-
Ba
ss
,
2
0
0
9
.
[3
1
]
A
.
Co
rc
o
ra
n
,
M
.
Ca
ss
e
rl
y
,
R.
P
rice
-
Ba
u
g
h
,
D.
W
a
lsto
n
,
R.
Ha
ll
,
a
n
d
C.
S
im
o
n
,
“
Re
th
in
k
in
g
l
e
a
d
e
rsh
ip
:
T
h
e
c
h
a
n
g
in
g
ro
le o
f
p
ri
n
c
ip
a
l
s
u
p
e
rv
i
so
rs,” T
h
e
W
a
ll
a
c
e
F
o
u
n
d
a
ti
o
n
.
W
a
sh
in
g
to
n
,
D.C,
T
e
c
h
.
Re
p
.
,
p
p
.
1
-
8
3
,
2
0
1
3
.
[3
2
]
D.
B.
Re
e
v
e
s,
Asse
ss
in
g
e
d
u
c
a
ti
o
n
a
l
le
a
d
e
rs
:
Eva
l
u
a
t
in
g
p
e
rfo
rm
a
n
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e
fo
r
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ro
v
e
d
in
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ivid
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d
o
rg
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n
iza
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l
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e
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ti
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e
ss
,
(2
n
d
ed
)
.
T
h
o
u
sa
n
d
Oa
k
s,
C
A
:
Co
rw
in
P
re
ss
,
2
0
1
3
.
[3
3
]
D.
J.
Hv
id
sto
n
,
C.
A
.
M
c
Kim
,
a
n
d
I.
M
.
M
e
tt
e
,
“
P
r
in
c
i
p
a
ls'
su
p
e
rv
isio
n
a
n
d
e
v
a
lu
a
ti
o
n
c
y
c
les
:
P
e
rsp
e
c
ti
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e
s
f
ro
m
p
rin
c
i
p
a
ls,”
Ed
u
c
a
ti
o
n
L
e
a
d
e
rs
h
i
p
Rev
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,
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o
l.
1
7
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o
.
1
,
p
p
.
1
0
0
-
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1
3
,
2
0
1
6
.
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