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C
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5
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co
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all
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clu
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in
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w
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ca
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id
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1
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2
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.
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I
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J
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&
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E
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Vo
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9
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3
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Sep
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telec
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4
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P
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[
5
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.
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d
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[
6
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T
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ce
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tai
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also
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lts
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o
w
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lin
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n
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f
ails
[
7
-
9
]
b
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au
s
e
th
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e
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n
o
s
o
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m
es
ex
ce
ed
th
e
b
u
r
d
en
w
h
e
n
lear
n
in
g
in
clas
s
.
T
h
is
co
n
d
it
io
n
i
s
b
ec
au
s
e
ed
u
ca
to
r
s
d
o
n
o
t
m
ea
s
u
r
e
t
h
e
lear
n
i
n
g
lo
ad
o
r
ca
p
ac
ity
in
an
e
m
er
g
e
n
c
y
.
O
n
th
e
o
th
er
h
an
d
,
it
is
n
ec
ess
ar
y
to
s
ee
w
h
et
h
er
o
r
n
o
t
th
e
s
tu
d
e
n
ts
h
a
v
e
th
e
ab
ilit
y
to
m
a
n
ag
e
t
h
e
m
s
el
v
es.
T
h
e
ab
ilit
y
to
m
a
n
a
g
e
o
n
esel
f
is
an
es
s
e
n
tial
f
ac
to
r
in
ac
h
iev
in
g
lear
n
i
n
g
g
o
als
i
n
cl
u
d
in
g
i
n
th
e
C
OVI
D
-
1
9
m
it
ig
at
io
n
[
1
0
]
.
On
e
o
f
th
e
co
n
ce
p
ts
o
n
a
n
o
v
er
v
ie
w
o
f
t
h
e
ab
ili
t
y
to
m
a
n
a
g
e
o
n
s
el
f
i
s
t
h
e
co
n
ce
p
t
o
f
s
elf
-
r
eg
u
lated
lear
n
i
n
g
(
SR
L
)
.
I
t
ca
n
b
e
u
s
ed
to
m
ea
s
u
r
e
h
o
w
a
p
er
s
o
n
is
p
lan
n
in
g
g
o
als,
m
a
n
a
g
in
g
ac
tiv
itie
s
a
n
d
b
eh
a
v
io
r
,
co
n
tr
o
llin
g
h
i
m
/h
er
s
el
f
to
s
ta
y
i
n
ac
c
o
r
d
an
ce
w
it
h
t
h
e
o
b
j
ec
tiv
es a
n
d
also
r
ef
lecti
n
g
to
m
ak
e
i
m
p
r
o
v
e
m
e
n
ts
i
n
o
r
d
er
to
ac
h
iev
e
g
o
als
[
1
1
,
1
2
]
.
Stu
d
e
n
ts
w
h
o
h
av
e
h
i
g
h
ab
ilit
y
i
n
SR
L
w
i
ll
te
n
d
to
b
e
m
o
r
e
s
u
cc
e
s
s
f
u
l
i
n
ac
co
m
p
li
s
h
in
g
t
h
e
lear
n
i
n
g
g
o
als
[
1
1
-
1
3
]
.
I
n
o
n
lin
e
lear
n
i
n
g
,
w
h
er
e
lear
n
in
g
co
n
tr
o
l
is
h
ig
h
er
i
n
s
t
u
d
en
t
s
,
S
R
L
b
ec
o
m
es
a
n
i
m
p
o
r
tan
t
i
s
s
u
e
to
s
t
u
d
y
.
T
h
is
r
esear
ch
i
s
a
q
u
a
n
titat
i
v
e
d
escr
ip
tiv
e
s
t
u
d
y
to
ex
p
lain
t
h
e
SR
L
p
r
o
f
ile
o
f
I
n
d
o
n
esia
n
s
t
u
d
en
t
s
i
n
o
n
li
n
e
l
ea
r
n
in
g
is
ca
r
r
ied
o
u
t in
C
OVI
D
-
1
9
e
m
er
g
e
n
cie
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
S
elf
-
r
eg
u
lated
lear
n
i
n
g
(
SR
L
)
is
an
ess
e
n
tial
f
ac
to
r
in
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
.
SR
L
is
d
eter
m
i
n
ed
b
y
th
r
ee
i
m
p
o
r
tan
t
f
ac
to
r
s
,
th
e
y
ar
e
asp
ec
ts
o
f
s
el
f
,
b
eh
a
v
io
r
an
d
en
v
ir
o
n
m
en
t.
T
h
e
in
ter
ac
tio
n
o
f
t
h
ese
th
r
ee
f
ac
to
r
s
w
ill
f
o
r
m
i
n
d
i
v
id
u
al
s
w
h
o
ca
n
b
r
in
g
u
p
ce
r
tain
s
elf
-
b
eh
a
v
io
r
s
lead
in
g
to
g
o
o
d
p
er
f
o
r
m
a
n
ce
[
1
4
]
.
Stu
d
e
n
ts
w
h
o
ca
n
m
an
a
g
e
t
h
e
m
s
el
v
es
i
n
lear
n
i
n
g
w
ell,
th
e
y
w
ill
b
e
r
esp
o
n
s
ib
le
f
o
r
t
h
eir
lear
n
in
g
ac
t
iv
i
ties
.
T
h
ey
d
ef
i
n
e
g
o
al
s
an
d
p
r
o
b
le
m
s
to
b
ea
r
,
d
ev
elo
p
a
s
tan
d
ar
d
lev
el
o
f
p
er
f
ec
tio
n
in
ac
h
ie
v
in
g
t
h
e
g
o
als,
an
d
ev
alu
a
te
t
h
e
b
est
w
a
y
to
ac
c
o
m
p
li
s
h
t
h
e
m
.
T
h
e
y
n
o
t
o
n
l
y
ap
p
l
y
th
e
s
e
b
eh
a
v
io
r
s
i
n
c
lass
r
o
o
m
lear
n
i
n
g
,
b
u
t
th
e
y
ca
n
also
i
m
p
le
m
e
n
t
th
e
m
to
o
n
lin
e
lear
n
i
n
g
[
1
3
]
.
SR
L
s
tu
d
e
n
ts
ca
n
b
e
id
en
tif
ied
th
r
o
u
g
h
th
e
ir
ac
tiv
e
p
ar
ticip
atio
n
in
d
ir
ec
ti
n
g
m
e
taco
g
n
iti
v
e
p
r
o
ce
s
s
es,
m
o
tiv
a
tio
n
s
an
d
b
e
h
av
io
r
w
h
i
le
th
e
y
ar
e
lear
n
in
g
.
Fro
m
s
o
m
e
l
iter
atu
r
e
s
t
u
d
ies
ab
o
u
t
SR
L
,
th
i
s
co
n
ce
p
t
r
ef
er
s
to
th
e
d
elib
er
ate
an
d
s
t
r
ateg
ic
ad
ap
tatio
n
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
to
ch
a
n
g
e
co
g
n
iti
v
e,
m
o
ti
v
atio
n
al,
a
n
d
b
eh
av
io
r
al
o
u
tco
m
e
s
[
1
4
,
1
5
]
.
I
n
th
e
co
n
te
x
t
o
f
ed
u
ca
tio
n
an
d
lear
n
i
n
g
,
s
elf
-
r
eg
u
latio
n
r
ef
er
s
to
th
e
p
r
o
ac
tiv
e
ap
p
licatio
n
o
f
s
el
f
-
d
ir
ec
tiv
e
p
r
o
ce
s
s
es
,
co
g
n
iti
v
e
b
eh
a
v
io
r
,
an
d
em
o
tio
n
s
to
ac
h
iev
e
g
o
al
s
,
to
lear
n
s
k
ills
,
an
d
to
m
a
n
a
g
e
e
m
o
tio
n
a
l
r
ea
ctio
n
s
[
15
,
1
6
]
.
T
h
is
p
r
o
ce
s
s
is
a
p
r
o
ce
s
s
w
h
er
e
s
t
u
d
en
t
s
ar
e
ab
le
to
d
ir
ec
t
t
h
e
m
s
el
v
es
w
h
ile
lear
n
i
n
g
,
ab
le
to
p
lan
,
o
r
g
an
ize,
d
ir
ec
t
th
em
s
el
v
es
a
n
d
co
n
d
u
ct
s
el
f
-
e
v
alu
atio
n
s
at
v
ar
io
u
s
lev
e
ls
d
u
r
in
g
t
h
e
p
r
o
ce
s
s
o
f
in
f
o
r
m
atio
n
g
at
h
er
in
g
[
1
4
,
1
6
]
.
I
n
o
n
lin
e
lear
n
i
n
g
,
w
h
er
e
s
tu
d
en
t
f
o
cu
s
b
ec
o
m
e
s
i
m
p
o
r
t
an
t,
SR
L
b
ec
o
m
e
s
a
f
ac
to
r
th
at
n
ee
d
s
s
p
ec
ial
atte
n
tio
n
b
y
ed
u
ca
to
r
s
to
en
s
u
r
e
t
h
e
s
u
cc
ess
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
1
7
,
1
8
]
.
Si
m
p
l
y
,
t
h
e
p
r
o
ce
s
s
o
f
s
e
lf
-
r
eg
u
lat
io
n
is
d
ef
i
n
ed
as
t
h
e
ac
tiv
itie
s
o
f
in
d
i
v
id
u
al
s
i
n
p
lan
n
i
n
g
,
m
o
n
ito
r
i
n
g
t
h
e
p
lan
s
,
m
ak
i
n
g
ch
a
n
g
e
s
to
s
ta
y
o
n
tr
ac
k
,
an
d
r
ef
lecti
n
g
o
n
w
h
at
w
o
r
k
s
an
d
w
h
at
ca
n
b
e
i
m
p
r
o
v
ed
in
th
e
f
u
t
u
r
e
[
1
9
-
2
1
]
.
On
e
o
f
th
e
in
s
tr
u
m
e
n
ts
u
s
ed
in
SR
L
m
ea
s
u
r
e
m
e
n
t
is
th
e
I
n
d
ep
en
d
en
t
R
eg
u
lato
r
y
Fo
r
m
at
iv
e
Qu
e
s
ti
o
n
n
air
e.
T
h
is
q
u
est
io
n
n
air
e
m
ea
s
u
r
es
th
e
p
er
ce
p
tio
n
o
f
s
tu
d
en
t
s
'
p
r
o
f
i
cie
n
c
y
lev
els
i
n
f
o
u
r
cr
u
cial
co
m
p
o
n
en
t
s
o
f
s
el
f
-
r
eg
u
latio
n
:
p
lan
n
in
g
a
n
d
ar
ticu
lati
n
g
w
h
at
t
h
e
s
tu
d
en
t
s
w
a
n
t
to
ac
h
iev
e
;
i
m
m
ed
iatel
y
m
o
n
ito
r
in
g
p
r
o
g
r
es
s
an
d
d
is
t
u
r
b
an
ce
s
r
elate
d
to
th
e
s
tu
d
e
n
t
g
o
al
s
;
co
n
tr
o
llin
g
ch
a
n
g
es
b
y
i
m
p
le
m
e
n
ti
n
g
s
p
ec
if
ic
s
tr
ateg
ies
w
h
en
t
h
i
n
g
s
d
o
n
o
t
g
o
as
p
lan
n
ed
;
an
d
r
ef
lecti
n
g
w
h
at
w
o
r
k
s
a
n
d
w
h
at
th
e
s
t
u
d
en
t
s
ca
n
d
o
b
etter
in
th
e
f
u
t
u
r
e
[
15
].
Self
-
r
eg
u
lat
io
n
in
o
n
li
n
e
lear
n
in
g
is
th
e
ab
ilit
y
to
r
ev
ea
l
a
n
d
m
o
n
ito
r
o
n
e's
th
o
u
g
h
ts
,
f
e
elin
g
s
,
an
d
b
eh
av
io
r
s
to
ac
h
ie
v
e
lear
n
i
n
g
g
o
als
b
y
u
s
i
n
g
o
n
l
in
e
ap
p
licat
io
n
s
an
d
t
h
e
f
ea
t
u
r
es
av
ai
lab
le.
Self
-
r
eg
u
latio
n
o
f
lear
n
in
g
is
ess
e
n
tial,
s
o
s
t
u
d
en
ts
h
a
v
e
in
d
ep
en
d
e
n
ce
in
lear
n
in
g
to
u
s
e
in
f
o
r
m
atio
n
f
r
o
m
th
e
in
ter
n
et
[
2
2
-
2
4
]
.
Self
-
r
eg
u
lat
io
n
is
th
e
ab
ili
t
y
o
f
a
p
er
s
o
n
to
m
ain
tain
o
r
c
h
an
g
e
h
i
s
o
r
h
er
p
er
s
o
n
alit
y
to
f
o
llo
w
m
o
r
al
v
al
u
e
s
in
s
o
ciet
y
[
2
5
]
u
s
in
g
t
h
eir
c
o
m
p
ete
n
ce
[
2
6
]
in
t
h
e
c
y
b
er
s
p
ac
e.
T
h
e
asp
ec
ts
o
f
SR
L
ar
e
m
etac
o
g
n
itio
n
,
m
o
tiv
a
tio
n
,
a
n
d
af
f
ir
m
ati
v
e
ac
tio
n
.
Hea
lt
h
y
s
el
f
-
r
eg
u
latio
n
s
t
ag
es
ca
n
e
n
co
u
r
ag
e
th
e
ac
h
ie
v
e
m
en
t
o
f
e
x
p
ec
ted
lear
n
in
g
g
o
als
[
2
7
,
2
8
]
.
SR
L
ca
n
also
b
e
in
th
e
f
o
r
m
o
f
co
g
n
iti
v
e
r
eg
u
latio
n
,
m
o
ti
v
atio
n
al
r
eg
u
latio
n
,
b
eh
av
io
r
al
r
eg
u
latio
n
,
an
d
e
m
o
tio
n
al
r
eg
u
latio
n
[
15
,
2
9
]
w
h
e
n
i
n
d
iv
id
u
als
i
n
ter
ac
t
w
it
h
o
th
er
s
t
u
d
en
t
s
an
d
teac
h
er
s
[
3
0
]
.
I
t
is
in
s
ep
ar
ab
le
f
r
o
m
t
h
e
s
o
cial
s
u
p
p
o
r
t
p
r
o
v
id
ed
to
th
e
m
.
C
o
n
s
id
e
r
in
g
th
i
s
co
n
ce
p
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
-
8822
A
q
u
ick
s
tu
d
y
o
n
S
R
L
p
r
o
files
o
f o
n
lin
e
lea
r
n
in
g
p
a
r
ticip
a
n
ts
d
u
r
in
g
th
e
a
n
ticip
a
tio
n
o
f …
(
Dw
i S
u
lis
w
o
r
o
)
725
th
e
teac
h
er
'
s
ab
ilit
y
to
p
r
o
v
id
e
an
o
n
lin
e
e
n
v
ir
o
n
m
e
n
t
t
h
at
is
s
o
ciall
y
s
i
m
ilar
to
r
ea
l
co
n
d
itio
n
s
is
a
cr
u
cial
f
ac
to
r
in
t
h
e
s
u
cc
ess
o
f
o
n
li
n
e
lear
n
in
g
t
h
at
s
u
p
p
o
r
ts
s
tu
d
e
n
ts
'
S
R
L
.
I
n
ad
d
itio
n
to
th
e
f
a
ct
o
f
S
R
L
a
s
a
p
s
y
c
h
o
lo
g
ical
co
n
c
ep
t,
it
is
also
a
s
tr
ateg
y
i
n
co
g
n
iti
v
e
lear
n
in
g
[
1
6
]
.
T
h
er
e
is
a
v
er
y
s
ig
n
i
f
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
et
w
ee
n
ac
ad
e
m
ic
ac
h
ie
v
e
m
en
t
an
d
th
e
u
s
e
o
f
s
elf
-
r
eg
u
lat
io
n
s
tr
ateg
ies
in
le
ar
n
in
g
[
1
7
,
2
1
,
2
2
,
2
9
]
.
T
h
e
r
esear
ch
f
i
n
d
i
n
g
s
s
h
o
w
t
h
at
alt
h
o
u
g
h
a
s
tu
d
e
n
t
h
as
h
ig
h
ab
ilit
y
,
h
i
s
ac
ad
e
m
ic
ac
h
iev
e
m
en
t
w
i
ll
n
o
t
b
e
o
p
ti
m
al
if
h
e
o
r
s
h
e
i
s
n
o
t
ab
le
to
r
eg
u
late
h
i
m
/h
er
s
el
f
i
n
lear
n
in
g
.
I
n
m
an
y
r
ec
o
m
m
e
n
d
atio
n
s
i
t
h
as
b
ee
n
s
u
g
g
e
s
ted
th
at
S
R
L
b
e
u
s
ed
to
i
m
p
r
o
v
e
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t
[
2
0
,
2
9
]
.
T
h
u
s
,
teac
h
er
s
w
h
o
e
x
p
licit
l
y
e
m
p
h
asize
th
e
i
m
p
r
o
v
e
m
e
n
t
o
f
S
R
L
w
h
en
m
a
n
a
g
in
g
lear
n
in
g
w
ill
b
e
ab
le
to
ass
is
t
s
tu
d
en
t
s
in
i
m
p
r
o
v
in
g
lear
n
in
g
ac
h
iev
e
m
e
n
t.
T
h
e
r
o
le
o
f
teac
h
er
s
b
ec
o
m
e
s
i
m
p
o
r
tan
t a
s
s
tu
d
e
n
ts
'
s
o
cial
s
u
p
p
o
r
t in
d
ev
elo
p
in
g
t
h
eir
S
R
L
[
2
7
,
2
8
]
.
T
h
e
s
o
cial
s
u
p
p
o
r
t
p
la
y
s
a
n
i
m
p
o
r
ta
n
t
r
o
le
f
o
r
s
t
u
d
en
ts
i
n
th
e
o
n
l
in
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
it
ca
n
af
f
ec
t
t
h
eir
lear
n
i
n
g
ac
h
iev
e
m
en
t
[
3
1
,
3
2
]
.
Su
ch
s
u
p
p
o
r
t
r
ef
er
s
to
t
h
e
p
leas
u
r
e
th
e
y
f
e
lt,
ap
p
r
ec
iatio
n
f
o
r
ca
r
in
g
,
o
r
h
elp
i
n
g
t
h
e
s
t
u
d
en
t
s
ac
ce
p
t
o
th
er
p
eo
p
le
o
r
g
r
o
u
p
s
[
3
3
]
.
I
t
ca
n
b
e
s
ee
n
as
a
s
o
cial
f
ac
t
o
f
s
u
p
p
o
r
t
ac
tu
all
y
o
cc
u
r
r
in
g
o
r
p
r
o
v
id
e
d
b
y
o
th
er
s
to
in
d
i
v
id
u
a
ls
(
p
er
ce
iv
ed
s
u
p
p
o
r
t)
an
d
as
in
d
iv
id
u
al
co
g
n
it
io
n
i
t
r
ef
er
s
to
p
er
ce
p
tio
n
s
o
f
r
ec
ei
v
ed
s
u
p
p
o
r
t
[
3
4
]
.
I
n
an
o
th
er
an
g
le
o
f
v
ie
w
,
s
o
cial
s
u
p
p
o
r
t
is
an
i
n
ter
p
er
s
o
n
a
l
r
elatio
n
s
h
ip
w
h
er
e
in
d
i
v
id
u
a
l
s
p
r
o
v
id
e
ass
is
ta
n
ce
to
o
th
er
in
d
iv
id
u
als
a
n
d
th
e
as
s
is
ta
n
c
e
is
in
th
e
f
o
r
m
o
f
p
ar
ticip
atio
n
,
e
m
a
n
cip
atio
n
,
m
o
tiv
a
tio
n
,
a
v
ailab
ilt
y
o
f
in
f
o
r
m
atio
n
,
an
d
ap
p
r
ec
iatio
n
o
r
ass
ess
m
e
n
t
o
f
in
d
iv
id
u
als.
T
h
e
s
o
cial
s
u
p
p
o
r
t
in
o
n
lin
e
lear
n
i
n
g
ca
n
b
e
o
b
tain
ed
f
r
o
m
teac
h
er
s
an
d
p
ee
r
s
.
Go
o
d
in
ter
ac
tio
n
b
et
w
ee
n
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
in
ad
d
itio
n
to
in
cr
ea
s
in
g
s
o
ci
al
s
u
p
p
o
r
t
in
in
cr
ea
s
i
n
g
SLR,
it
w
il
l
also
b
e
ab
le
to
f
o
s
ter
s
o
cial
p
r
esen
s
e
in
o
n
li
n
e
lear
n
i
n
g
th
at
w
ill
a
f
f
ec
t
lear
n
in
g
co
m
f
o
r
t
[
3
5
,
3
6
]
.
T
h
is
s
u
p
p
o
r
t
ca
n
b
e
s
ee
n
i
n
t
h
e
c
h
o
ice
o
f
w
o
r
d
s
,
e
m
o
tico
n
s
,
lan
g
u
ag
e
e
x
p
r
es
s
io
n
s
,
s
p
ee
d
,
an
d
ac
cu
r
ac
y
w
h
e
n
r
esp
o
n
d
in
g
to
o
n
e's p
o
s
ts
[
3
7
,
3
8
]
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
s
et
t
i
ng
s
T
h
e
r
esear
ch
co
m
m
e
n
ce
d
o
n
Ma
r
ch
1
6
,
2
0
2
0
,
th
r
ee
d
ay
s
af
ter
t
h
e
estab
lis
h
m
en
t
o
f
th
e
W
HO
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
e
r
esp
o
n
d
en
ts
w
er
e
tak
e
n
b
y
ac
c
id
en
t
s
a
m
p
li
n
g
at
s
e
v
er
al
s
c
h
o
o
ls
i
m
p
le
m
en
t
in
g
o
n
lin
e
lear
n
i
n
g
a
f
ter
t
h
e
d
esi
g
n
at
io
n
o
f
t
h
is
m
o
d
e
b
y
th
e
I
n
d
o
n
esia
n
Mi
n
i
s
tr
y
o
f
E
d
u
ca
t
io
n
an
d
C
u
lt
u
r
e
o
n
Ma
r
ch
1
5
,
2
0
2
0
.
T
h
e
s
ch
o
o
ls
co
n
s
is
ted
o
f
g
en
er
al
h
i
g
h
s
c
h
o
o
ls
(
S
MA
-
S
ek
o
la
h
Men
en
g
a
h
A
ta
s
)
an
d
v
o
ca
tio
n
al
s
c
h
o
o
ls
(
S
MK
-
S
ek
o
la
h
Men
e
n
g
a
h
K
eju
r
u
a
n
)
.
T
h
e
d
ata
w
er
e
co
llected
v
ia
Go
o
g
le
Fo
r
m
(
f
r
o
m
1
6
to
Ma
r
ch
1
9
,
2
0
2
0
)
f
illed
o
u
t
b
y
1
0
th
to
1
2
th
-
g
r
ad
e
s
tu
d
en
ts
th
r
o
u
g
h
teac
h
er
s
ca
r
r
y
i
n
g
o
u
t
o
n
lin
e
lear
n
i
n
g
an
d
w
illi
n
g
to
v
o
l
u
n
tar
il
y
g
et
i
n
v
o
l
v
ed
f
o
r
th
i
s
d
ata
co
llectio
n
.
Du
e
to
t
h
e
l
i
m
ited
ti
m
e
a
n
d
b
u
r
ea
u
cr
ac
y
d
u
r
i
n
g
th
e
o
n
li
n
e
l
ea
r
n
in
g
ad
j
u
s
t
m
e
n
t
p
er
io
d
,
in
th
is
s
t
u
d
y
th
er
e
w
er
e
o
n
l
y
1
5
s
ch
o
o
ls
o
u
t
o
f
1
3
r
eg
en
cies
i
n
I
n
d
o
n
e
s
ia
th
at
co
u
ld
p
ar
ticip
ate
(
8
SMK
an
d
7
SMA
)
.
A
ll
o
f
th
e
s
e
s
ch
o
o
ls
h
a
v
e
n
ev
er
ca
r
r
ied
o
u
t
o
n
li
n
e
lear
n
i
n
g
,
th
er
ef
o
r
e
i
n
t
h
i
s
m
iti
g
atio
n
p
e
r
io
d
th
e
y
n
ee
d
ed
to
m
ak
e
v
ar
io
u
s
ad
j
u
s
t
m
e
n
t
s
b
o
th
teac
h
er
s
an
d
s
t
u
d
en
t
s
.
T
h
er
e
w
er
e
8
1
s
tu
d
en
ts
w
h
o
f
il
led
o
u
t
t
h
e
q
u
esti
o
n
n
a
ir
e
in
th
i
s
q
u
ick
ti
m
e
(
5
6
s
tu
d
en
ts
f
r
o
m
v
o
ca
tio
n
al
s
c
h
o
o
ls
,
2
5
s
tu
d
e
n
ts
f
r
o
m
g
e
n
er
al
h
ig
h
s
ch
o
o
ls
,
as
th
e
r
esear
ch
s
a
m
p
le
s
)
.
3
.
2
.
I
ns
t
ru
m
ent
s
T
h
e
in
s
tr
u
m
e
n
t
u
s
ed
w
a
s
a
q
u
esti
o
n
n
air
e
(
s
ee
T
ab
le
1
)
w
it
h
a
s
ca
le
o
f
1
to
5
(
f
r
o
m
ab
s
o
lu
tel
y
d
is
ag
r
e
e
to
ab
s
o
l
u
tel
y
a
g
r
ee
)
.
T
h
e
o
v
er
all
s
e
lf
-
r
eg
u
lat
io
n
q
u
esti
o
n
n
a
ir
e
w
as
f
o
u
n
d
to
b
e
h
ig
h
l
y
r
eliab
le
(
2
2
ite
m
s
;
α
=
.
8
9
6
)
as
test
ed
p
r
ev
io
u
s
l
y
.
T
h
e
p
lan
n
i
n
g
s
u
b
s
ca
l
e
co
n
s
is
ted
o
f
5
ite
m
s
(
α
=
.
6
3
2
)
,
th
e
m
o
n
ito
r
in
g
s
u
b
s
ca
le
co
n
s
is
ted
o
f
6
item
s
(
α
=
.
7
0
4
)
,
th
e
co
n
tr
o
llin
g
s
u
b
s
ca
le
co
n
s
i
s
ted
o
f
6
item
s
(
α
=
.
7
4
4
)
,
an
d
th
e
r
ef
lecti
n
g
s
u
b
s
ca
le
co
n
s
i
s
ted
o
f
5
ite
m
s
(
α
=
.
6
8
2
)
.
T
a
b
le
1
s
h
o
w
s
t
h
e
m
atr
i
x
f
o
r
ea
ch
f
ac
to
r
an
d
ite
m
o
f
S
R
L
.
T
h
er
e
w
er
e
t
w
o
a
n
al
y
tical
tech
n
iq
u
es
u
s
ed
i.e
.
,
d
escr
i
p
tiv
e
s
tati
s
tic
s
an
d
M
A
N
O
VA
.
First,
d
escr
ip
tiv
e
d
ata
(
av
er
ag
e
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
w
er
e
u
s
ed
f
o
r
ea
ch
f
ac
to
r
in
co
m
p
ar
in
g
th
e
p
r
o
f
iles
a
m
o
n
g
s
ch
o
o
ls
.
T
h
en
,
MA
N
OV
A
o
n
ea
ch
SLR
f
ac
to
r
w
as
u
s
ed
to
s
ee
th
e
ef
f
ec
t
s
o
f
s
t
u
d
en
ts
'
g
r
ad
es.
T
h
is
an
al
y
s
i
s
w
a
s
ap
p
lied
to
s
ee
th
e
d
if
f
er
e
n
ce
s
i
n
t
h
e
ef
f
ec
t o
f
Sch
o
o
l T
y
p
e
o
n
SR
L
f
ac
to
r
s
.
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.
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,
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.
3
,
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tem
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2
0
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0
:
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2
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726
T
ab
le
1
.
Qu
esti
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n
n
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ir
e
m
atr
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x
I
t
e
m
st
a
t
e
me
n
t
s
F
a
c
t
o
r
1
:
P
l
a
n
n
i
n
g
(
5
i
t
e
ms)
1.
I
p
l
a
n
o
u
t
p
r
o
j
e
c
t
s
t
h
a
t
I
w
a
n
t
t
o
c
o
m
p
l
e
t
e
.
2.
I
f
a
n
i
m
p
o
r
t
a
n
t
t
e
st
i
s c
o
m
i
n
g
u
p
,
I
c
r
e
a
t
e
a
st
u
d
y
p
l
a
n
.
3.
B
e
f
o
r
e
I
d
o
so
me
t
h
i
n
g
f
u
n
,
I
c
o
n
si
d
e
r
a
l
l
t
h
e
t
h
i
n
g
s t
h
a
t
I
n
e
e
d
t
o
g
e
t
d
o
n
e
.
4.
I
c
a
n
u
su
a
l
l
y
e
st
i
mat
e
h
o
w
mu
c
h
t
i
me
my
h
o
mew
o
r
k
w
i
l
l
t
a
k
e
t
o
c
o
m
p
l
e
t
e
.
5.
I
h
a
v
e
t
r
o
u
b
l
e
mak
i
n
g
p
l
a
n
s
t
o
h
e
l
p
m
e
r
e
a
c
h
my
g
o
a
l
s.
(
-
)
F
a
c
t
o
r
2
:
M
o
n
i
t
o
r
i
n
g
(
6
i
t
e
ms)
6.
I
k
e
e
p
t
r
a
c
k
o
f
h
o
w
my
p
r
o
j
e
c
t
s a
r
e
g
o
i
n
g
.
7.
I
k
n
o
w
w
h
e
n
I
'm b
e
h
i
n
d
o
n
a
p
r
o
j
e
c
t
.
8.
I
t
r
a
c
k
my
p
r
o
g
r
e
ss i
n
r
e
a
c
h
i
n
g
my
g
o
a
l
s.
9.
I
k
n
o
w
w
h
a
t
my
g
r
a
d
e
s a
r
e
a
t
a
n
y
g
i
v
e
n
t
i
me
.
1
0
.
D
a
i
l
y
,
I
i
d
e
n
t
i
f
y
t
h
i
n
g
s I
n
e
e
d
t
o
g
e
t
d
o
n
e
a
n
d
t
r
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c
k
w
h
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t
g
e
t
s
d
o
n
e
.
1
1
.
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h
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v
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me
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e
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g
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h
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n
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e
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t
o
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c
c
o
mp
l
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s
h
.
(
-
)
F
a
c
t
o
r
3
:
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o
n
t
r
o
l
l
i
n
g
(
6
i
t
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ms)
1
2
.
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d
o
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h
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t
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k
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my
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k
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e
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t
i
me
.
1
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.
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mak
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l
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me
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c
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d
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v
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h
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t
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r
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mo
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u
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r
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g
h
t
n
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w
.
1
4
.
A
s so
o
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s
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see
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h
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n
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e
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'
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g
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n
g
r
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g
h
t
,
I
w
a
n
t
t
o
d
o
so
me
t
h
i
n
g
a
b
o
u
t
i
t
.
1
5
.
I
k
e
e
p
t
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n
g
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n
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f
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t
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l
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t
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a
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n
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o
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d
.
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.
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h
a
v
e
d
i
f
f
i
c
u
l
t
y
mai
n
t
a
i
n
i
n
g
my
f
o
c
u
s o
n
p
r
o
j
e
c
t
s
t
h
a
t
t
a
k
e
a
l
o
n
g
t
i
me
t
o
c
o
mp
l
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t
e
.
(
-
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1
7
.
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h
e
n
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g
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t
b
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h
i
n
d
o
n
my
w
o
r
k
,
I
o
f
t
e
n
g
i
v
e
u
p
.
(
-
)
F
a
c
t
o
r
4
:
R
e
f
l
e
c
t
i
n
g
(
5
i
t
e
ms)
1
8
.
I
t
h
i
n
k
a
b
o
u
t
h
o
w
w
e
l
l
I
'm d
o
i
n
g
o
n
my
a
ssi
g
n
me
n
t
s
.
1
9
.
I
f
e
e
l
a
se
n
se
o
f
a
c
c
o
m
p
l
i
sh
me
n
t
w
h
e
n
I
g
e
t
e
v
e
r
y
t
h
i
n
g
d
o
n
e
o
n
t
i
me
.
2
0
.
I
t
h
i
n
k
a
b
o
u
t
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o
w
w
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l
l
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n
t
h
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p
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h
e
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se
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g
o
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l
s.
2
1
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h
e
n
I
f
a
i
l
a
t
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me
t
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n
g
,
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t
r
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t
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l
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a
r
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mi
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k
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2
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k
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n
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g
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n
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(
-
)
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RE
SU
L
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ND
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SCU
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.
1
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th
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h
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r
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ab
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a
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2
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h
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ly
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l
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o
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g
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n
t
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l
l
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f
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o
r
r
e
c
t
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d
T
o
t
a
l
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g
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M
o
n
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t
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n
t
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R
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f
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t
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2
9
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80
4
.
2
.
Dis
cu
s
s
io
n
SR
L
,
b
o
th
in
o
n
lin
e
lear
n
i
n
g
an
d
class
r
o
o
m
-
b
ased
lear
n
in
g
,
w
h
ic
h
is
o
f
f
li
n
e,
r
ef
er
s
to
th
e
ab
ilit
y
to
u
n
d
er
s
ta
n
d
an
d
co
n
tr
o
l
t
h
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t.
T
h
e
ab
ilit
y
o
f
SR
L
i
n
cl
u
d
es
t
h
e
atte
m
p
ts
to
s
et
g
o
als
(
P
lan
n
i
n
g
)
,
s
elf
-
m
o
n
it
o
r
in
g
(
Mo
n
ito
r
in
g
)
,
s
elf
-
in
s
tr
u
ctio
n
(
C
o
n
tr
o
llin
g
)
,
an
d
s
elf
-
r
ein
f
o
r
ce
m
e
n
t
(
R
ef
lect
in
g
)
[
14
,
3
9
,
4
0
]
.
SR
L
ca
n
n
o
t
b
e
u
s
ed
f
o
r
m
ea
s
u
r
i
n
g
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
ea
s
o
n
i
s
t
h
at
S
R
L
is
m
o
r
e
r
elate
d
to
m
e
n
tal
ab
ili
ties
o
r
s
k
ills
in
ac
h
iev
i
n
g
a
g
o
al
th
at
ca
n
b
e
r
elate
d
to
v
ar
io
u
s
th
in
g
s
.
S
R
L
ca
n
b
e
d
ev
elo
p
e
d
th
r
o
u
g
h
a
d
e
v
elo
p
m
e
n
t
p
r
o
ce
s
s
th
at
ar
is
es
f
r
o
m
g
u
id
ed
p
r
ac
tice
an
d
f
ee
d
b
ac
k
s
o
th
at
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
2
0
2
0
:
7
2
3
-
730
728
th
e
b
eh
av
io
r
s
w
il
l
ch
a
n
g
e
m
e
n
tal
ab
ilit
ies
w
it
h
n
e
w
s
k
i
lls
an
d
h
ab
its
.
I
n
o
n
li
n
e
(
v
ir
tu
a
l)
lear
n
in
g
,
s
tu
d
e
n
ts
w
h
o
h
av
e
an
e
x
ce
llen
t
SR
L
will
b
e
b
ett
er
ab
le
to
d
ea
l
w
i
th
t
h
e
d
ev
elo
p
m
en
t
o
f
a
lear
n
in
g
en
v
ir
o
n
m
e
n
t
th
a
t
is
d
if
f
er
e
n
t
f
r
o
m
t
h
eir
r
ea
l
w
o
r
ld
.
W
ith
a
g
o
o
d
SR
L
,
s
tu
d
e
n
ts
ca
n
f
i
n
d
,
s
elec
t,
u
s
e
a
n
y
in
f
o
r
m
a
tio
n
f
r
o
m
th
e
in
ter
n
et
to
s
o
l
v
e
p
r
o
b
lem
s
o
r
ac
h
iev
e
lear
n
i
n
g
g
o
als.
Fro
m
th
i
s
r
esear
ch
r
es
u
lt
s
,
as
ex
p
lain
ed
i
n
th
e
r
es
u
lt
s
ec
tio
n
,
it
ap
p
ea
r
s
th
at
h
ig
h
s
c
h
o
o
l
s
t
u
d
en
t
s
in
I
n
d
o
n
esia
s
till
n
ee
d
a
s
s
i
s
tan
c
e
to
i
m
p
r
o
v
e
t
h
eir
SR
L
.
So
m
e
f
i
n
d
in
g
s
i
n
o
n
li
n
e
lear
n
i
n
g
d
u
r
in
g
C
OVI
D
-
1
9
m
iti
g
atio
n
s
h
o
w
t
h
at
t
h
e
teac
h
er
s
ten
d
to
g
i
v
e
h
ig
h
er
ac
ad
e
m
ic
as
s
ig
n
m
e
n
ts
(
ac
ad
e
m
ic
s
p
r
esen
ce
)
to
ea
ch
s
u
b
j
ec
t
m
atter
o
r
less
o
n
.
T
h
is
f
i
n
d
in
g
w
ill
h
a
v
e
a
n
i
m
p
ac
t
o
n
th
e
v
a
s
t
n
u
m
b
er
o
f
tas
k
s
t
o
ac
co
m
p
li
s
h
.
W
ith
s
u
c
h
i
n
ad
eq
u
ate
S
R
L
s
k
i
lls
,
t
h
e
s
t
u
d
en
ts
ca
n
f
ail
i
n
t
h
i
s
o
n
l
in
e
lear
n
in
g
.
S
tu
d
e
n
ts
w
h
o
h
a
v
e
lo
w
S
R
L
te
n
d
to
b
e
l
ess
r
esp
o
n
s
i
b
le
f
o
r
t
h
e
lear
n
in
g
p
r
o
ce
s
s
[
1
4
,
1
6
]
.
So
m
e
n
e
w
c
h
alle
n
g
es
i
n
o
n
lin
e
lear
n
i
n
g
m
a
k
e
t
h
e
m
g
iv
e
u
p
m
o
r
e
q
u
ick
l
y
a
n
d
th
e
y
d
o
n
o
t tr
y
to
ac
h
iev
e
t
h
e
lear
n
i
n
g
g
o
als.
I
n
ce
r
tain
ca
s
es
w
h
e
n
s
t
u
d
en
ts
n
ee
d
to
s
ea
r
ch
f
o
r
i
n
f
o
r
m
a
tio
n
v
ia
t
h
e
in
ter
n
et,
t
h
e
y
te
n
d
n
o
t
to
d
o
s
o
to
s
tr
en
g
t
h
en
lear
n
i
n
g
p
er
f
o
r
m
an
ce
.
S
u
ch
s
t
u
d
en
t
s
d
ep
en
d
o
n
th
e
co
n
ten
t
p
r
o
v
id
ed
b
y
th
e
te
ac
h
er
.
I
n
ad
d
itio
n
,
th
e
lac
k
o
f
S
R
L
also
m
a
k
es
s
t
u
d
en
t
s
n
o
t
m
o
ti
v
ated
i
n
lear
n
i
n
g
;
t
h
is
w
as
s
ee
n
in
th
e
ir
in
te
n
s
it
y
i
n
in
ter
ac
ti
n
g
o
n
lin
e
o
n
t
h
e
l
ea
r
n
in
g
p
latf
o
r
m
u
s
ed
.
Mo
tiv
atio
n
i
s
an
i
m
p
o
r
tan
t
p
ar
t
o
f
SR
L
[
1
1
,
1
4
,
1
5
]
.
L
o
w
m
o
ti
v
atio
n
also
r
esu
lts
i
n
lo
w
lear
n
i
n
g
p
e
r
f
o
r
m
an
ce
.
I
n
ad
d
itio
n
,
s
t
u
d
en
ts
w
ith
lo
w
S
R
L
h
av
e
lo
w
co
g
n
iti
v
e
m
a
n
a
g
e
m
e
n
t
s
k
il
ls
.
T
h
is
s
it
u
atio
n
m
a
k
es
s
tu
d
e
n
ts
le
s
s
ab
le
to
m
a
n
ag
e
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
th
e
s
t
r
ateg
ies
c
h
o
s
en
i
n
co
m
p
let
in
g
as
s
ig
n
m
e
n
ts
,
a
n
d
in
d
ir
ec
tin
g
th
e
ir
ac
tiv
it
ies t
o
ac
h
iev
e
lear
n
i
n
g
g
o
als [
2
0
,
2
9
]
.
T
h
e
ab
ilit
y
o
f
S
R
L
w
ill
d
et
er
m
in
e
lear
n
i
n
g
o
u
tco
m
e
s
,
t
ea
ch
er
s
an
d
s
ch
o
o
l
p
o
lic
y
m
ak
er
s
n
ee
d
to
co
n
s
id
er
in
clu
d
in
g
t
h
e
p
r
o
ce
s
s
o
f
ass
i
s
ti
n
g
i
n
s
tr
en
g
t
h
e
n
in
g
t
h
e
SR
L
in
t
h
e
lear
n
i
n
g
d
esig
n
p
r
ep
ar
ed
f
o
r
o
n
lin
e
lear
n
i
n
g
.
I
t
is
ess
e
n
tial
to
d
eter
m
in
e
th
e
s
tr
ate
g
ies
th
a
t
en
co
u
r
a
g
e
s
tu
d
e
n
ts
to
ap
p
l
y
w
h
e
n
d
ea
lin
g
w
i
th
v
ir
tu
a
l
i
n
f
o
r
m
atio
n
.
T
h
e
ac
ti
v
ities
to
e
n
co
u
r
ag
e
b
etter
SR
L
in
cl
u
d
e
ex
p
lai
n
i
n
g
th
e
b
en
e
f
its
a
n
d
i
m
p
o
r
tan
ce
o
f
SR
L
,
teac
h
i
n
g
SR
L
s
tr
ateg
i
es e
x
p
licit
l
y
,
a
n
d
h
elp
i
n
g
id
e
n
tify
w
h
en
a
n
d
h
o
w
to
u
s
e
S
R
L
w
h
e
n
d
ea
lin
g
w
it
h
o
n
lin
e
i
n
f
o
r
m
atio
n
f
o
r
th
e
ir
lear
n
in
g
[
1
2
,
15
]
.
T
h
r
o
u
g
h
t
h
e
s
e
ac
tiv
itie
s
,
it
ca
n
b
e
ex
p
ec
te
d
th
at
th
er
e
w
ill
b
e
an
i
m
p
r
o
v
e
m
e
n
t
o
f
S
R
L
a
m
o
n
g
h
i
g
h
s
c
h
o
o
l
s
tu
d
e
n
ts
in
I
n
d
o
n
esia.
I
n
d
ee
d
,
s
u
d
d
en
l
y
ap
p
lied
d
ig
ital
tech
n
o
lo
g
y
d
u
e
to
C
OVI
D
-
1
9
'
s
m
iti
g
atio
n
w
ill
af
f
ec
t
s
tu
d
e
n
ts
'
d
ail
y
ac
t
iv
it
ies
an
d
t
h
e
ac
h
iev
e
m
e
n
t
o
f
t
h
eir
s
k
il
ls
[
1
,
4
,
5
]
.
B
ased
o
n
ex
p
er
ien
ce
s
in
j
o
in
in
g
an
d
co
n
d
u
cti
n
g
e
-
lear
n
in
g
co
u
r
s
es,
th
er
e
w
er
e
at
least
tw
o
cr
itical
p
o
in
ts
en
ab
li
n
g
lear
n
i
n
g
to
h
ap
p
en
.
Settin
g
an
d
i
n
f
o
r
m
i
n
g
e
x
p
licitl
y
th
e
lear
n
in
g
o
b
j
ec
tiv
es
h
elp
ed
th
e
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h
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o
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en
t
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o
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b
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m
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w
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id
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th
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[
1
8
,
2
4
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.
T
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co
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as
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t
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li
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[
3
1
,
3
8
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.
Stu
d
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t
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f
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s
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f
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lear
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a
s
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h
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th
at
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h
elp
f
u
l
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u
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s
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“
h
ap
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ts
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m
u
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ter
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u
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tr
ate
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ti
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p
r
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p
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r
b
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lo
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s
t
u
d
en
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’
lear
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i
n
g
j
o
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n
e
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v
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a
ll
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Sin
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li
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r
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ts
also
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b
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th
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n
d
s
tu
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n
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n
d
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m
o
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g
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t
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t
s
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i
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li
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lear
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i
n
g
e
m
er
g
ed
.
T
h
is
d
y
n
a
m
ic
w
a
s
m
a
n
a
g
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b
y
d
eter
m
in
i
n
g
a
p
ar
tic
u
lar
ap
p
r
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ac
h
to
t
h
e
p
r
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b
le
m
.
O
n
e
o
f
th
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tec
h
n
iq
u
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s
w
as
co
n
d
u
c
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b
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s
y
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h
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d
as
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n
ch
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n
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s
d
ialo
g
u
es
to
p
r
o
d
u
ce
an
d
ev
alu
ate
s
h
ar
ed
id
ea
s
.
T
h
e
d
ialo
g
u
es
w
e
r
e
ab
o
u
t
h
o
w
th
e
lear
n
in
g
p
r
o
ce
s
s
o
r
p
r
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b
lem
-
s
o
lv
i
n
g
i
n
o
n
li
n
e
in
ter
ac
tio
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s
.
T
h
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less
o
n
lear
n
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is
th
at
w
h
e
n
ch
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i
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to
b
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s
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lear
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u
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lear
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w
m
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en
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all
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T
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y
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v
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th
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n
o
t
tr
ain
ed
an
d
en
co
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r
ag
e
d
[
14
]
.
On
lin
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co
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m
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n
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to
in
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u
ce
an
d
to
m
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5.
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On
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RE
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ti
o
n
,”
V
o
x
E
u
.
o
rg
,
2
0
2
0
.
[
On
ll
in
e
]
.
A
v
a
il
a
b
le:
h
t
tp
s://
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o
x
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u
.
o
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/article
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m
p
a
c
t
-
c
o
v
id
-
19
-
e
d
u
c
a
ti
o
n
[2
]
V
in
e
r
RM
,
e
t
a
l
.
,
”
S
c
h
o
o
l
c
lo
s
u
re
a
n
d
m
a
n
a
g
e
m
e
n
t
p
ra
c
ti
c
e
s
d
u
rin
g
c
o
ro
n
a
v
iru
s o
u
t
b
re
a
k
s
in
c
lu
d
in
g
COV
ID
-
1
9
:
A
ra
p
id
sy
ste
m
a
ti
c
re
v
ie
w
,
”
T
h
e
L
a
n
c
e
t
Ch
il
d
&
Ad
o
les
c
e
n
t
He
a
lt
h
,
v
o
l.
4
,
n
o
.
5
,
p
p
.
3
9
7
-
4
0
4
,
2
0
2
0
.
[3
]
S
c
h
w
a
rtz
A
M
,
e
t
a
l
.
,
“
M
a
n
a
g
in
g
re
sid
e
n
t
w
o
rk
f
o
rc
e
a
n
d
e
d
u
c
a
ti
o
n
d
u
rin
g
th
e
COV
ID
-
1
9
p
a
n
d
e
m
ic:
Ev
o
lv
in
g
stra
teg
ies
a
n
d
les
so
n
s lea
rn
e
d
,”
J
BJS
Op
e
n
Acc
e
ss
,
v
o
l.
5
,
n
o
.
2,
p
.
e
0
0
4
5
2
0
2
0
.
[4
]
Ba
silaia
G
.
a
n
d
Kv
a
v
a
d
z
e
D.
,
“
T
ra
n
siti
o
n
to
o
n
l
in
e
e
d
u
c
a
ti
o
n
i
n
sc
h
o
o
ls
d
u
r
in
g
a
S
A
RS
-
Co
V
-
2
Co
ro
n
a
v
iru
s
(COV
ID
-
1
9
)
p
a
n
d
e
m
ic i
n
G
e
o
rg
i
a
,
”
Ped
a
g
o
g
ic
a
l
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
4,
A
rti
c
le No
:
e
m
0
0
6
0
,
2
0
2
0
.
[5
]
Zh
a
n
g
W
,
W
a
n
g
Y,
Ya
n
g
L
,
W
a
n
g
C.
,
“
S
u
sp
e
n
d
i
n
g
c
las
se
s
w
it
h
o
u
t
sto
p
p
in
g
lea
rn
in
g
:
C
h
in
a
’s
e
d
u
c
a
ti
o
n
e
m
e
rg
e
n
c
y
m
a
n
a
g
e
m
e
n
t
p
o
l
icy
in
th
e
CO
V
ID
-
1
9
o
u
tb
re
a
k
,”
J
.
Ri
sk
Fi
n
a
n
c
ia
l
M
a
n
a
g
,
v
o
l.
13
,
n
o
.
3
,
p
.
55
,
2
0
2
0
.
[6
]
S
e
m
in
F
K.
,
“
Co
m
p
e
ten
c
ies
o
f
p
rin
c
ip
a
ls
in
e
n
s
u
rin
g
su
sta
in
a
b
le
e
d
u
c
a
ti
o
n
:
T
e
a
c
h
e
rs'
v
ie
ws
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
,
vo
l
.
l
8
,
n
o
.
2
,
p
p
.
2
0
1
-
12
,
2
0
1
9
.
[7
]
A
lh
o
m
o
d
S
.
a
n
d
S
h
a
f
i
M
M
.
,
“
S
u
c
c
e
ss
f
a
c
to
rs
o
f
e
-
l
e
a
rn
in
g
p
ro
jec
ts:
A
t
e
c
h
n
ica
l
p
e
rsp
e
c
ti
v
e
,”
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
T
e
c
h
n
o
lo
g
y
-
T
OJ
ET
,
v
o
l.
12
,
n
o
.
2
,
p
p
.
2
4
7
-
53
,
2
0
1
3
.
[8
]
M
a
w
e
r
e
M
.
a
n
d
v
a
n
S
tam
G
.
,
“
e
L
e
a
rn
in
g
in
a
n
A
f
rica
n
p
lac
e
:
Ho
w
‘
a
li
e
n
’e
l
e
a
rn
in
g
m
o
d
e
ls
a
re
f
a
il
in
g
m
a
n
y
in
Af
ric
a
,”
In
ter
n
a
ti
o
n
a
l
c
o
n
fer
e
n
c
e
o
n
s
o
c
ia
l
imp
li
c
a
ti
o
n
s o
f
c
o
mp
u
t
e
rs
in
d
e
v
e
lo
p
i
n
g
c
o
u
n
tries
,
p
p
.
4
2
1
-
4
3
2
,
2
0
1
9
.
[9
]
L
a
m
P
,
L
e
e
J,
Ch
a
n
M
,
a
n
d
T
o
n
g
A
.
,
“
Us
e
o
f
in
f
o
r
m
a
ti
o
n
tec
h
n
o
lo
g
y
in
sc
h
o
o
l
-
re
late
d
a
c
ti
v
it
ies
a
n
d
it
s
p
e
rc
e
iv
e
d
b
e
n
e
f
it
s
a
m
o
n
g
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts
in
se
c
o
n
d
a
ry
a
n
d
p
rim
a
r
y
sc
h
o
o
ls
in
H
o
n
g
K
ong
,”
In
ter
n
a
t
io
n
a
l
Co
n
fer
e
n
c
e
o
n
e
-
L
e
a
r
n
in
g
,
p
p
.
2
2
8
-
2
3
5
,
2
0
1
2
.
[1
0
]
S
in
tem
a
EJ.
,
“
Ef
fe
c
t
o
f
COV
ID
-
1
9
o
n
t
h
e
P
e
rf
o
rm
a
n
c
e
of
g
ra
d
e
1
2
s
t
u
d
e
n
ts:
Im
p
li
c
a
ti
o
n
s
f
o
r
s
t
e
m
e
d
u
c
a
ti
o
n
,
”
Eu
ra
sia
J
o
u
r
n
a
l
o
F
M
a
th
e
ma
t
ics
,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l.
16
,
n
o
.
7
,
p
p
.
1
-
6
,
2
0
2
0
.
[1
1
]
Ch
iu
YL
,
L
ian
g
JC,
a
n
d
T
s
a
i
CC.
,
“
In
tern
e
t
-
sp
e
c
if
ic
e
p
iste
m
i
c
b
e
li
e
f
s
a
n
d
se
lf
-
re
g
u
late
d
lea
r
n
in
g
in
o
n
li
n
e
a
c
a
d
e
m
ic i
n
f
o
r
m
a
ti
o
n
se
a
rc
h
in
g
,
”
M
e
ta
c
o
g
n
i
ti
o
n
a
n
d
lea
rn
in
g
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
2
3
5
-
60
,
2
0
1
3
.
[1
2
]
M
o
o
i
j
T
.
,
“
Ed
u
c
a
ti
o
n
a
n
d
ICT
-
b
a
se
d
se
lf
-
r
e
g
u
latio
n
in
lea
rn
in
g
:
T
h
e
o
r
y
,
d
e
sig
n
a
n
d
im
p
lem
e
n
tatio
n
,
”
E
d
u
c
a
ti
o
n
a
n
d
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
14
,
n
o
.
1
,
p
.
3
,
2
0
0
9
.
[1
3
]
Du
n
n
KE
.
a
n
d
Ra
k
e
s
G
C.
,
“
Ex
p
lo
ri
n
g
o
n
li
n
e
g
ra
d
u
a
te
stu
d
e
n
ts
'
re
sp
o
n
se
s
to
o
n
li
n
e
se
lf
-
re
g
u
latio
n
tra
in
i
n
g
,
”
J
o
u
rn
a
l
o
f
In
ter
a
c
ti
v
e
On
li
n
e
L
e
a
rn
in
g
,
v
o
l.
13
,
n
o
.
4
,
p
p
.
1
-
21
,
2
0
1
5
.
[1
4
]
Zi
m
m
e
r
m
a
n
BJ.
a
n
d
S
c
h
u
n
k
DH
.
,
“
S
e
lf
-
re
g
u
late
d
lea
rn
in
g
a
n
d
p
e
rf
o
r
m
a
n
c
e
:
A
n
in
tr
o
d
u
c
ti
o
n
a
n
d
a
n
o
v
e
rv
ie
w
,
”
Ha
n
d
b
o
o
k
o
f
se
lf
-
re
g
u
l
a
ti
o
n
o
f
le
a
rn
in
g
a
n
d
p
e
rf
o
rm
a
n
c
e
,
p
p
.
1
5
-
2
6
,
2
0
1
1
.
[1
5
]
P
e
rsic
o
D
.
a
n
d
S
tef
fe
n
s
K.
,
S
e
lf
-
re
g
u
la
ted
le
a
rn
i
n
g
in
tec
h
n
o
lo
g
y
e
n
h
a
n
c
e
d
lea
rn
i
n
g
e
n
v
iro
n
me
n
ts
,
i
n
Ca
rn
e
ir
o
,
R
.
,
L
e
f
re
r
e
,
P
.
,
S
tef
f
e
n
s,
K.,
Un
d
e
rw
o
o
d
,
J.
(
Ed
s.)
,
“
T
e
c
h
n
o
lo
g
y
En
h
a
n
c
e
d
L
e
a
rn
in
g
,
”
p
p
.
1
1
5
-
1
2
6
,
2
0
1
7
.
[1
6
]
In
a
n
F
,
Yu
k
se
lt
u
rk
E,
K
u
ru
c
a
y
M
,
a
n
d
F
l
o
re
s
R.
,
“
T
h
e
im
p
a
c
t
o
f
se
l
f
-
re
g
u
latio
n
stra
teg
ies
o
n
st
u
d
e
n
t
su
c
c
e
ss
a
n
d
s
a
ti
sfa
c
ti
o
n
in
a
n
o
n
li
n
e
c
o
u
rse
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
n
E
-
lea
rn
i
n
g
,
v
o
l.
16
,
n
o
.
1
,
p
p
.
23
-
32
,
2
0
1
7
.
[1
7
]
P
e
i
-
C
h
in
g
C,
M
in
-
Ni
n
g
Y,
a
n
d
F
a
n
g
-
Ch
u
n
g
C.
,
“
S
e
lf
-
r
e
g
u
latio
n
l
e
a
rn
i
n
g
a
m
o
n
g
T
a
i
w
a
n
e
se
s
tu
d
e
n
ts
:
A
l
o
n
g
it
u
d
i
n
a
l
a
n
a
ly
sis o
f
th
e
T
E
P
S
d
a
tab
a
se
,
”
J
ia
o
y
u
Ke
x
u
e
Y
a
n
j
i
u
Qik
a
n
,
v
o
l.
56
,
n
o
.
3
,
p
p
.
1
5
1
-
79
,
2
0
1
1
.
[1
8
]
Ka
rlen
Y.
,
“
Diff
e
re
n
c
e
s
in
stu
d
e
n
ts'
m
e
t
a
c
o
g
n
it
iv
e
stra
teg
y
k
n
o
w
l
e
d
g
e
,
m
o
ti
v
a
ti
o
n
,
a
n
d
stra
teg
y
u
se
:
A
ty
p
o
lo
g
y
o
f
se
lf
-
r
e
g
u
late
d
lea
rn
e
rs,”
T
h
e
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
.
1
0
9
,
n
o
,
3
,
p
p
.
2
5
3
-
65
,
2
0
1
6
.
[1
9
]
Ja
lee
l
S
.
,
“
A
stu
d
y
o
n
th
e
m
e
tac
o
g
n
it
iv
e
a
wa
re
n
e
ss
o
f
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts,”
Un
ive
r
sa
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
1
6
5
-
72
,
2
0
1
6
.
[2
0
]
El
li
s
A
K,
De
n
to
n
DW
,
a
n
d
B
o
n
d
JB.
,
“
A
n
a
n
a
ly
sis
o
f
re
se
a
rc
h
o
n
m
e
tac
o
g
n
it
iv
e
tea
c
h
in
g
stra
teg
ies
,
”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
i
o
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
1
6
,
n
o
.
21
,
p
p
.
4
0
1
5
-
24
,
2
0
1
4
.
[2
1
]
Ra
h
im
i
M
.
a
n
d
Ka
tal
M
.
,
“
M
e
tac
o
g
n
it
iv
e
stra
teg
ies
a
wa
re
n
e
ss
a
n
d
su
c
c
e
ss
in
lea
rn
in
g
E
n
g
li
sh
a
s
a
f
o
re
ig
n
lan
g
u
a
g
e
:
a
n
o
v
e
rv
ie
w
,
”
Pro
c
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d
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Beh
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v
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1
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.
31
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p
.
73
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81
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2
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1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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l
A
M
,
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w
a
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g
T
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,
“
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3
]
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tera
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n
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ter
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.
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,
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.
35
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4
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A
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t
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ip
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a
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k
J.
,
“
A
c
c
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ra
c
y
a
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d
b
i
a
s
o
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ICT
se
l
f
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:
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n
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ts’
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c
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s in
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ma
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.
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,
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p
.
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5
]
d
e
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.
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6
]
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“
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30
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p
p
.
54
-
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l
2
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1
6
.
[2
7
]
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a
tza
t
U.
a
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d
V
rieli
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g
EM
.
,
“
S
e
lf
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g
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late
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lea
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d
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ial
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a
‘n
a
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ts’
se
lf
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p
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,
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d
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.
1
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p
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8
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Ch
o
M
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a
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d
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h
o
Y.
,
“
S
e
lf
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g
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latio
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i
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ty
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tera
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Ed
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.
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.
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.
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9
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.
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0
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.
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teristics
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ter
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P
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ish
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E.
,
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ro
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ted
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rn
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th
,
”
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th
&
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o
c
iety
,
v
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l,
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,
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o
.
4
,
p
p
.
5
5
1
-
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2
0
1
8
.
[3
2
]
W
a
n
Z,
Co
m
p
e
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u
D,
Ha
g
g
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rt
y
N.
,
“
T
h
e
e
ff
e
c
ts
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f
se
l
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re
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late
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lea
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tco
m
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n
iza
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l
se
tt
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n
g
s,”
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o
u
rn
a
l
o
f
M
a
n
a
g
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me
n
t
In
f
o
rm
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ti
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ms
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l,
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o
.
1
,
p
p
.
3
0
7
-
40
,
2
0
1
2
.
[3
3
]
Zu
m
b
ru
n
n
S
,
T
a
d
lo
c
k
J,
a
n
d
Ro
b
e
rts
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“
En
c
o
u
ra
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S
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lf
Re
g
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late
d
L
e
a
rn
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in
th
e
C
las
sro
o
m
:
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Re
v
ie
w
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ra
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re
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”
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c
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ti
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se
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rc
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Co
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m
,
2
0
1
1
.
[3
4
]
S
c
h
u
it
e
m
a
J,
P
e
e
ts
m
a
T
,
a
n
d
v
a
n
d
e
r
V
e
e
n
I.
,
“
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o
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it
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d
in
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l
re
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ti
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s
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e
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p
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d
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to
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m
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ial
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p
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late
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rn
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g
a
n
d
In
d
ivid
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Diff
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re
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s
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l
.
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,
p
p
.
32
-
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,
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l
2
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.
[3
5
]
M
c
L
o
u
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li
n
C.
a
n
d
L
e
e
M
J.
,
“
P
e
rso
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a
li
se
d
a
n
d
se
lf
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g
u
late
d
lea
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n
th
e
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b
2
.
0
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ra
:
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n
tern
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ti
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lars
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d
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sin
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so
c
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f
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re
,
”
Au
stra
la
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n
J
o
u
rn
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.
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6
]
Jä
rv
e
lä
S
.
a
n
d
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rv
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H.
,
“
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o
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ially
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o
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c
ted
se
lf
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late
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lea
rn
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o
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n
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lab
o
ra
ti
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e
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rn
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g
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ro
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s,”
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e
a
c
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rs
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l
leg
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o
rd
,
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l.
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1
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.
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,
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p
.
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.
[3
7
]
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u
i
len
b
u
rg
L
Y.
a
n
d
Be
rg
e
ZL
.
,
“
S
tu
d
e
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a
rriers
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:
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.
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.
[3
8
]
V
a
y
re
E.
a
n
d
V
o
n
t
h
ro
n
A
M
.
,
“
P
sy
c
h
o
lo
g
ica
l
e
n
g
a
g
e
m
e
n
t
o
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ts
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n
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istan
c
e
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n
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o
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li
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e
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rn
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g
:
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fe
c
ts
o
f
se
lf
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ff
i
c
a
c
y
a
n
d
p
sy
c
h
o
so
c
ial
p
ro
c
e
ss
e
s,”
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o
u
r
n
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l
o
f
E
d
u
c
a
ti
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n
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l
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o
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g
Res
e
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,
v
o
l.
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o
.
2
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p
.
1
9
7
-
218
,
2
0
1
7
.
[3
9
]
P
a
n
a
d
e
ro
E.
,
“
A
re
v
ie
w
o
f
s
e
lf
-
re
g
u
late
d
lea
rn
in
g
:
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ix
m
o
d
e
ls
a
n
d
f
o
u
r
d
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ti
o
n
s
f
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re
se
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rc
h
,
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Fro
n
ti
e
rs
in
p
sy
c
h
o
lo
g
y
,
v
o
l.
8
,
n
o
.
4
2
2
,
p
p
.
1
-
28
,
2
0
1
7
.
[4
0
]
Ev
e
rtso
n
CM
.
a
n
d
W
e
in
ste
in
C
S
,
Ha
n
d
b
o
o
k
o
f
c
la
ss
ro
o
m
ma
n
a
g
e
me
n
t:
Res
e
a
rc
h
,
p
ra
c
ti
c
e
,
a
n
d
c
o
n
tem
p
o
ra
ry
issu
e
s
.
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led
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e
,
2
0
1
3
.
[4
1
]
Ba
rn
a
rd
L
,
L
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n
W
Y,
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o
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P
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to
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O,
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