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I
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p
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s
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in
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Sch
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[
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[
3
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Sch
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14
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Feb
r
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r
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20
25
:
269
-
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270
th
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p
er
f
o
r
m
an
ce
a
n
d
a
co
m
p
etitiv
e
ad
v
an
tag
e.
L
ess
b
u
r
ea
u
cr
atic
also
h
ad
b
ee
n
r
e
p
o
r
ted
ca
n
s
u
cc
ess
f
u
lly
ac
h
iev
ed
ch
an
g
e
s
u
cc
ess
in
Sau
d
i
p
u
b
lic
s
ec
to
r
lead
er
s
[
1
2
]
.
A
less
b
u
r
ea
u
cr
atic
m
an
ag
em
e
n
t
ap
p
r
o
ac
h
o
f
te
n
en
c
o
u
r
a
g
es
th
e
ad
o
p
tio
n
o
f
n
ew
id
ea
s
,
c
o
llab
o
r
atio
n
,
a
n
d
f
aster
d
ec
is
io
n
-
m
ak
in
g
,
all
o
f
wh
ich
ca
n
im
p
r
o
v
e
an
o
r
g
a
n
izatio
n
'
s
ab
ilit
y
to
ad
ap
t a
n
d
s
u
r
v
iv
e
in
th
e
f
ac
e
o
f
ch
an
g
in
g
s
itu
atio
n
s
.
On
e
o
f
th
e
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
th
at
cu
r
r
e
n
tly
n
ee
d
s
r
esil
ien
ce
am
id
s
t
th
e
m
an
y
s
im
ilar
in
s
titu
tio
n
s
th
at
co
n
tin
u
e
to
d
ev
elo
p
is
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
(
E
C
E
)
.
T
h
ese
in
s
titu
tio
n
s
m
u
s
t
en
s
u
r
e
th
at
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
th
e
y
p
r
o
v
id
e
to
ch
ild
r
en
ar
e
o
f
q
u
ality
s
o
th
at
p
ar
en
ts
o
f
p
r
esch
o
o
l
ch
ild
r
en
ca
n
tr
u
s
t
th
em
.
E
ar
ly
c
h
ild
h
o
o
d
ch
ild
r
en
h
av
e
th
e
r
ig
h
t
to
ac
ce
s
s
g
o
o
d
q
u
ality
ed
u
ca
tio
n
to
f
ac
ilit
ate
th
eir
ab
ilit
ies
an
d
d
e
v
elo
p
m
e
n
t
an
d
n
ee
d
s
t
o
b
e
m
o
r
e
e
q
u
itab
le
[
1
3
]
.
Hig
h
er
lev
els
o
f
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
a
n
d
ca
r
e
q
u
ality
ar
e
ass
o
ciate
d
with
im
p
r
o
v
e
d
ac
ad
em
ic
o
u
tco
m
es,
b
eh
av
io
r
al
s
k
ills
,
s
o
cial
co
m
p
eten
ce
,
an
d
m
o
to
r
s
k
ills
[
1
4
]
.
Fu
r
th
er
,
p
r
e
v
io
u
s
s
tu
d
y
f
o
u
n
d
t
h
at
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
q
u
ality
h
as
s
m
all
o
v
er
all
ef
f
ec
t
s
izes,
b
u
t
last
in
g
ass
o
ciatio
n
s
with
ac
ad
em
ic
d
e
v
elo
p
m
e
n
t
o
v
er
c
h
ild
r
en
'
s
s
ch
o
o
l
ca
r
ee
r
in
lan
g
u
ag
e,
liter
ac
y
,
an
d
m
ath
em
atics
[
1
5
]
.
T
h
er
ef
o
r
e,
a
ch
ild
’
s
o
v
er
all
d
e
v
elo
p
m
en
t
an
d
p
er
f
o
r
m
a
n
ce
at
s
ch
o
o
l
a
r
e
in
f
lu
en
ce
d
b
y
th
e
q
u
ality
o
f
th
e
e
x
p
er
ien
c
e
p
r
o
v
id
ed
b
y
E
C
E
[
1
6
]
,
[
1
7
]
.
T
h
is
ex
p
er
ien
ce
will
in
f
lu
en
ce
b
r
ain
d
ev
elo
p
m
e
n
t
f
r
o
m
an
ea
r
ly
ag
e
,
im
p
ac
tin
g
d
ev
el
o
p
m
en
t a
n
d
lear
n
in
g
in
a
b
etter
d
ir
ec
tio
n
[
1
8
]
.
Qu
ality
E
C
E
p
r
ac
tices
s
h
o
u
l
d
h
elp
ch
ild
r
en
t
o
b
e
b
etter
p
r
e
p
ar
ed
to
en
ter
th
e
ea
r
ly
g
r
ad
es o
f
p
r
im
ar
y
s
ch
o
o
l.
T
h
is
co
n
d
itio
n
will
b
e
ac
h
iev
ed
i
f
E
C
E
h
as
teac
h
e
r
s
with
ap
p
r
o
p
r
iate
k
n
o
wled
g
e
to
wo
r
k
in
E
C
E
,
ca
r
e,
d
ev
elo
p
m
en
t,
p
h
ilo
s
o
p
h
y
,
an
d
p
r
ac
tice.
T
h
e
av
ailab
ili
ty
o
f
q
u
ality
E
C
E
ca
n
s
u
p
p
o
r
t
m
ax
im
u
m
lear
n
in
g
an
d
d
e
v
elo
p
m
e
n
t.
Hig
h
q
u
ali
ty
in
E
C
E
s
ig
n
if
ican
tly
b
en
e
f
its
co
g
n
itiv
e,
lan
g
u
ag
e,
an
d
s
o
cial
d
ev
elo
p
m
en
t
[
1
9
]
,
[
2
0
]
.
Me
a
n
wh
ile,
E
C
E
with
lo
w
q
u
ality
ca
n
p
o
s
e
h
ar
m
f
u
l
r
is
k
s
to
ch
ild
r
en
’
s
d
ev
el
o
p
m
en
t
[
2
1
]
.
A
h
ig
h
-
q
u
ality
E
C
E
en
v
ir
o
n
m
e
n
t
h
a
s
also
b
ee
n
r
ep
o
r
ted
to
h
elp
ch
ild
r
en
f
r
o
m
f
am
ilies
with
lo
w
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
v
er
co
m
e
v
ar
io
u
s
b
eh
a
v
io
r
al
p
r
o
b
lem
s
ca
u
s
ed
b
y
f
a
m
ily
s
tr
ess
[
2
2
]
,
[
2
3
]
.
T
h
o
s
e
wh
o
d
o
n
o
t
h
a
v
e
a
s
tr
o
n
g
f
o
u
n
d
atio
n
ea
r
ly
in
lif
e
ar
e
u
n
ab
le
to
o
v
er
c
o
m
e
th
e
s
e
v
ar
io
u
s
p
r
o
b
le
m
s
an
d
ar
e
af
r
aid
to
ex
p
er
ien
ce
s
etb
ac
k
s
as th
ey
g
r
o
w
o
l
d
er
[
2
4
]
,
[
2
5
]
.
Fu
r
th
er
m
o
r
e
,
s
ch
o
o
l
q
u
ality
i
n
f
lu
en
ce
s
p
ar
en
ts
’
d
ec
is
io
n
s
[
2
6
]
.
E
v
e
n
th
o
u
g
h
th
ey
a
r
e
n
o
t
d
ir
ec
tly
in
v
o
lv
ed
i
n
o
b
s
er
v
i
n
g
th
e
s
ch
o
o
l
’
s
ac
tiv
ities
,
th
e
d
ec
is
io
n
to
ch
o
o
s
e
E
C
E
is
b
ased
o
n
b
r
i
ef
o
b
s
er
v
atio
n
s
an
d
in
d
ir
ec
t
ex
p
er
ien
ce
.
T
h
is
in
clu
d
es
in
f
o
r
m
atio
n
o
n
v
ar
io
u
s
s
er
v
ices
an
d
p
r
o
g
r
am
s
th
e
s
ch
o
o
l
p
r
o
v
id
es
p
a
r
en
ts
.
Ap
ar
t
f
r
o
m
th
at,
t
h
ey
will
a
ls
o
co
n
s
id
er
th
e
class
r
o
o
m
’
s
h
y
g
ien
ic
co
n
d
itio
n
s
an
d
p
h
y
s
ical
lay
o
u
t.
T
h
e
av
ailab
ilit
y
o
f
a
g
o
o
d
an
d
attr
ac
tiv
e
p
lay
g
r
o
u
n
d
f
o
r
ch
ild
r
e
n
is
also
a
co
n
s
id
er
atio
n
f
o
r
p
ar
en
ts
r
eg
ar
d
less
o
f
th
eir
k
n
o
wled
g
e
o
f
h
o
w
th
e
teac
h
in
g
p
r
o
g
r
am
is
p
r
o
v
id
e
d
.
Ap
ar
t
f
r
o
m
th
at,
teac
h
er
-
ch
il
d
in
ter
ac
tio
n
,
ch
ild
welf
ar
e,
an
d
c
h
ild
s
af
ety
ar
e
s
o
m
e
o
f
t
h
e
ch
ar
ac
ter
is
tics
o
f
q
u
ality
E
C
E
,
ac
co
r
d
in
g
to
p
ar
e
n
ts
[
2
7
]
,
[
2
8
]
.
Qu
ality
r
ef
er
s
to
v
ar
io
u
s
th
in
g
s
th
at
ar
e
v
er
y
co
m
p
lex
in
a
n
ed
u
ca
tio
n
s
y
s
tem
b
ec
au
s
e
o
f
th
e
v
ar
io
u
s
co
m
p
o
n
en
ts
in
v
o
lv
e
d
in
it
[
2
9
]
.
E
C
E
q
u
ality
ca
n
b
e
v
iewe
d
f
r
o
m
two
asp
ec
ts
,
n
am
ely
s
tr
u
ctu
r
al
q
u
ality
an
d
p
r
o
ce
s
s
q
u
ality
[
3
0
]
.
Str
u
ctu
r
al
q
u
ality
i
n
clu
d
es
ed
u
c
a
to
r
s
an
d
ch
ild
r
en
,
t
h
e
n
u
m
b
er
o
f
s
tu
d
en
ts
,
en
v
ir
o
n
m
en
tal
m
a
n
ag
em
en
t
,
ed
u
ca
to
r
s
’
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
an
d
ed
u
c
ato
r
s
’
welf
a
r
e.
Me
an
wh
ile,
th
e
q
u
ality
o
f
th
e
p
r
o
ce
s
s
in
clu
d
e
s
in
ter
ac
tio
n
s
,
lear
n
i
n
g
o
p
p
o
r
tu
n
ities
,
ac
tiv
ities
,
an
d
d
aily
ca
r
e
an
d
ed
u
ca
tio
n
p
r
ac
tices
s
o
th
at
th
ey
ca
n
p
r
o
v
id
e
au
th
en
tic
ex
p
er
ien
ce
s
to
ch
ild
r
en
b
ec
a
u
s
e
th
ey
in
f
lu
en
ce
th
eir
welf
ar
e
an
d
d
ev
elo
p
m
e
n
t.
UNI
C
E
F
h
as
p
r
o
v
id
ed
an
ass
ess
m
en
t
in
s
tr
u
m
en
t
to
ev
alu
ate
th
e
q
u
ality
o
f
E
C
E
p
r
ac
tices
ca
lled
‘
a
f
r
am
ewo
r
k
an
d
to
o
l
b
o
x
f
o
r
m
o
n
ito
r
in
g
an
d
im
p
r
o
v
in
g
q
u
ality
’
[
3
1
]
.
T
h
e
in
s
tr
u
m
e
n
t
ex
p
lain
s
th
at
th
e
q
u
ality
o
f
E
C
E
ca
n
b
e
s
ee
n
f
r
o
m
s
ev
en
c
o
m
p
o
n
en
ts
.
T
h
ese
co
m
p
o
n
e
n
ts
ar
e
th
e
p
h
y
s
ical
lear
n
in
g
en
v
ir
o
n
m
en
t,
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es,
teac
h
er
q
u
ality
,
cu
r
r
icu
lu
m
,
s
ch
o
o
l
r
ea
d
in
ess
r
esu
lts
,
lead
er
s
h
ip
,
an
d
p
ar
en
tal
an
d
c
o
m
m
u
n
ity
i
n
v
o
lv
e
m
en
t.
I
f
th
e
s
ch
o
o
l
ca
n
f
u
l
f
il
th
is
co
m
p
o
n
en
t,
it
is
r
ea
d
y
to
b
e
r
esil
ien
t a
m
id
s
t th
e
m
an
y
s
im
ilar
in
s
titu
tio
n
s
th
at
ar
e
d
ev
elo
p
in
g
.
Fu
r
th
er
,
I
n
d
o
n
esian
p
eo
p
le
’
s
awa
r
en
ess
o
f
th
e
im
p
o
r
ta
n
ce
o
f
en
r
o
llin
g
ch
ild
r
e
n
in
E
C
E
t
o
o
p
tim
ize
th
eir
d
ev
el
o
p
m
en
t
is
in
cr
ea
s
in
g
,
ac
co
m
p
an
ied
b
y
an
in
cr
ea
s
e
in
th
e
n
u
m
b
er
o
f
wo
r
k
i
n
g
m
o
th
er
s
,
en
c
o
u
r
a
g
in
g
th
e
g
o
v
er
n
m
e
n
t
to
co
n
tin
u
e
t
o
o
p
tim
ize
th
e
n
u
m
b
e
r
an
d
q
u
ality
o
f
s
er
v
ices
f
o
r
f
am
ilies
an
d
ch
ild
r
en
[
3
2
]
.
Ho
wev
er
,
t
h
e
q
u
ality
o
f
E
C
E
in
I
n
d
o
n
esia
f
ac
es
s
ev
er
al
ch
a
llen
g
es.
I
n
d
o
n
esia
’
s
e
d
u
ca
tio
n
s
y
s
tem
is
v
ast,
b
u
t
th
er
e
is
a
n
ee
d
to
m
o
v
e
b
e
y
o
n
d
in
cr
ea
s
in
g
ac
ce
s
s
to
ed
u
ca
ti
o
n
an
d
f
o
cu
s
o
n
ac
h
iev
i
n
g
h
ig
h
-
q
u
ality
e
d
u
ca
tio
n
[
3
3
]
.
T
h
e
c
o
n
ce
r
n
s
ab
o
u
t
wh
eth
er
ch
ild
ca
r
e
f
ac
ilit
ies
ar
e
r
u
n
n
in
g
well
a
n
d
f
o
llo
win
g
b
est
p
r
ac
tices
ar
e
in
cr
ea
s
in
g
as
th
e
n
u
m
b
e
r
o
f
ch
ild
ca
r
e
f
ac
ilit
ies
in
a
co
u
n
tr
y
in
cr
ea
s
es
[
3
4
]
.
On
e
o
f
th
e
ch
allen
g
es
is
p
o
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l
r
esil
ien
ce
th
r
o
u
g
h
q
u
a
lity m
a
n
a
g
eme
n
t in
e
a
r
ly
ch
ild
h
o
o
d
e
d
u
ca
ti
o
n
:
a
ca
s
e
…
(
N
u
r
u
l A
r
ifiya
n
ti)
271
m
an
ag
em
en
t
o
f
th
e
e
d
u
ca
tio
n
s
y
s
tem
,
esp
ec
ially
in
r
e
m
o
te
ar
ea
s
,
wh
ich
ca
u
s
es
th
e
q
u
alit
y
o
f
ed
u
ca
tio
n
an
d
s
tu
d
en
t
m
o
tiv
atio
n
to
b
e
l
o
w
[
3
5
]
.
T
h
is
co
n
d
itio
n
is
ca
u
s
ed
b
y
n
o
t
all
E
C
E
in
I
n
d
o
n
e
s
ia
h
av
in
g
a
s
o
u
n
d
m
an
ag
em
en
t
s
y
s
tem
,
wh
ich
im
p
ac
ts
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
its
r
esu
lts
.
An
o
th
er
ch
allen
g
e
is
teac
h
er
s
’
n
ee
d
f
o
r
m
o
r
e
co
m
p
eten
ce
an
d
s
k
i
lls
in
im
p
lem
en
tin
g
in
clu
s
iv
e
ed
u
ca
tio
n
f
o
r
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
[
3
6
]
.
Ap
ar
t
f
r
o
m
th
at,
t
h
e
lack
o
f
i
n
f
o
r
m
atio
n
an
d
p
r
ep
ar
atio
n
f
o
r
ac
cr
ed
itatio
n
is
also
a
ch
alle
n
g
e
f
o
r
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
E
C
E
in
s
titu
tio
n
s
[
3
7
]
.
T
h
e
n
ex
t
p
r
o
b
lem
r
elate
d
to
t
h
e
q
u
ality
o
f
E
C
E
in
I
n
d
o
n
esi
a
is
th
e
n
ee
d
f
o
r
q
u
alif
ied
tea
ch
er
s
.
T
h
is
is
s
h
o
wn
b
y
th
e
f
ac
t
th
at
s
o
m
e
teac
h
er
s
s
till
n
ee
d
th
e
ap
p
r
o
p
r
iate
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
[
3
8
]
.
On
th
e
o
th
er
h
an
d
,
h
ig
h
er
teac
h
er
q
u
alif
icatio
n
s
ar
e
s
ig
n
if
ican
tly
co
r
r
elate
d
with
h
ig
h
er
q
u
ality
E
C
E
an
d
ca
r
e
en
v
ir
o
n
m
en
ts
,
p
o
s
itiv
ely
im
p
ac
tin
g
o
v
er
all
q
u
alities
[
3
9
]
.
Nev
er
th
eless
,
th
e
welf
ar
e
o
f
teac
h
er
s
in
ch
ild
ca
r
e
in
s
titu
tio
n
s
also
in
f
lu
en
ce
s
th
e
o
v
er
all
q
u
ality
o
f
th
e
s
er
v
ic
es
p
r
o
v
id
e
d
.
L
o
w
teac
h
er
s
alar
y
is
s
ig
n
if
ican
tly
ass
o
ciate
d
with
p
o
o
r
er
class
r
o
o
m
m
a
n
ag
em
en
t
an
d
i
n
s
tr
u
c
tio
n
q
u
ality
i
n
ea
r
ly
ca
r
e
an
d
ed
u
ca
tio
n
s
ettin
g
s
[
4
0
]
.
R
eg
ar
d
in
g
s
alar
y
an
d
o
t
h
er
f
ac
ilit
ies,
teac
h
er
welf
ar
e
ca
n
in
f
lu
e
n
ce
teac
h
er
m
o
tiv
a
tio
n
to
p
r
o
v
id
e
t
h
e
b
est
ed
u
ca
tio
n
al
s
er
v
ices
f
o
r
ch
ild
r
en
.
I
n
o
th
er
wo
r
d
s
,
th
e
ap
p
r
ec
iatio
n
r
ec
eiv
e
d
b
y
teac
h
er
s
in
f
lu
en
ce
s
th
e
im
p
lem
en
tatio
n
o
f
th
e
ed
u
c
atio
n
al
p
r
o
ce
s
s
in
s
ch
o
o
ls
.
T
h
er
ef
o
r
e,
im
p
r
o
v
em
en
ts
ar
e
n
ee
d
e
d
in
th
e
m
an
ag
em
en
t
p
r
ac
tices o
f
E
C
E
in
s
titu
tio
n
s
,
in
clu
d
in
g
p
lan
n
in
g
,
o
r
g
an
izin
g
,
im
p
lem
en
tin
g
,
a
n
d
co
n
t
r
o
llin
g
.
Ma
n
y
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
r
ev
iewe
d
ar
ticles
d
is
cu
s
s
in
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
m
an
ag
em
en
t.
Ak
d
ag
an
d
Haser
r
ev
ea
led
th
at
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
teac
h
er
s
h
av
e
a
f
ea
r
o
f
n
o
t
b
ei
n
g
ab
le
to
m
an
ag
e
th
e
class
r
o
o
m
b
ef
o
r
e
s
tar
tin
g
th
eir
ca
r
ee
r
s
b
ec
au
s
e
t
h
ey
f
ee
l
u
n
p
r
ep
ar
e
d
.
I
t
ca
n
b
e
b
ec
au
s
e
th
ey
f
ee
l
u
n
p
r
e
p
ar
ed
f
o
r
class
r
o
o
m
m
a
n
ag
em
en
t
d
u
e
to
a
lack
o
f
p
r
a
ctica
l
ap
p
r
o
ac
h
es,
p
o
o
r
p
r
ep
ar
atio
n
f
o
r
b
eh
a
v
io
r
al
is
s
u
es,
an
d
m
in
im
al
ev
id
en
ce
-
b
ased
tr
ain
in
g
[
4
1
]
.
T
h
ese
c
o
n
ce
r
n
s
m
ay
ar
is
e
f
r
o
m
a
lac
k
o
f
e
x
p
er
ien
ce
o
r
s
u
f
f
icien
t
tr
ain
in
g
,
as
well
a
s
u
n
ce
r
tain
ty
ab
o
u
t
h
o
w
t
h
e
y
will
h
a
n
d
le
s
itu
atio
n
s
t
h
at
m
ay
o
cc
u
r
in
th
e
class
r
o
o
m
.
Fu
r
th
er
m
o
r
e,
in
n
o
v
ativ
e
lead
er
s
h
ip
in
ea
r
ly
c
h
i
ld
h
o
o
d
e
d
u
ca
tio
n
r
eq
u
i
r
es
s
y
s
tem
atic
p
lan
n
in
g
,
team
wo
r
k
,
an
d
cr
ea
tiv
e
way
s
o
f
wo
r
k
i
n
g
an
d
u
n
d
er
s
tan
d
in
g
d
ig
ital
in
f
o
r
m
atio
n
,
r
esu
ltin
g
in
q
u
ality
lear
n
in
g
s
er
v
ices
[
4
2
]
.
T
h
is
p
r
o
ce
s
s
is
ess
en
tial
f
o
r
s
ch
o
o
l
p
r
i
n
cip
als
b
ec
au
s
e
t
h
ey
c
o
o
r
d
in
ate
th
e
ac
h
iev
em
en
t
o
f
th
e
s
ch
o
o
l'
s
v
i
s
io
n
an
d
m
is
s
io
n
.
Ho
wev
er
,
s
ch
o
o
l
p
r
in
cip
als
ar
e
r
ep
o
r
ted
to
n
ee
d
h
elp
with
o
r
g
an
izatio
n
al
lead
er
s
h
ip
,
esp
ec
ially
in
m
an
ag
in
g
s
taf
f
.
T
h
is
ca
n
lead
to
s
taf
f
tu
r
n
o
v
er
an
d
a
d
ec
r
ea
s
e
in
th
e
q
u
ality
o
f
p
r
o
g
r
a
m
s
f
o
r
ch
ild
r
en
[
4
3
]
.
G
o
o
d
s
ch
o
o
l m
an
a
g
em
en
t w
ill also
in
f
lu
en
ce
th
e
p
r
o
ce
s
s
o
f
s
ti
m
u
latin
g
ch
ild
r
en
'
s
d
ev
elo
p
m
e
n
t
[
4
4
]
.
Ho
wev
e
r
,
r
esear
ch
wh
ich
h
as
s
tu
d
y
i
n
g
s
tr
ateg
ies
s
o
th
at
s
ch
o
o
ls
ca
n
b
e
p
o
p
u
la
r
with
th
e
p
u
b
lic
b
y
o
f
f
er
i
n
g
v
ar
i
o
u
s
s
u
p
er
io
r
p
r
o
g
r
a
m
s
is
s
til
l
lack
.
T
h
is
ar
ticle
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
p
ay
in
g
atten
tio
n
to
th
e
cu
r
r
icu
lu
m
,
l
ea
r
n
in
g
p
r
o
ce
s
s
,
teac
h
er
s
,
an
d
s
ch
o
o
l
m
an
a
g
em
en
t
in
E
C
E
.
I
n
p
ar
tic
u
lar
,
th
e
o
b
jectiv
ity
o
f
th
is
s
tu
d
y
is
to
d
escr
ib
e
th
e
m
an
ag
e
m
en
t
ef
f
o
r
ts
th
at
s
ch
o
o
ls
h
av
e
m
ad
e
to
p
r
o
v
i
d
e
q
u
ality
s
er
v
ices
s
o
th
at
th
ey
r
em
ain
r
esil
ien
t
am
id
s
t
th
e
n
u
m
b
er
o
f
s
im
ilar
in
s
titu
tio
n
s
th
at
co
n
tin
u
e
to
d
e
v
elo
p
.
T
o
s
u
p
p
o
r
t th
is
id
ea
,
t
h
is
s
tu
d
y
ask
s
th
e
f
o
llo
win
g
two
r
esear
ch
q
u
esti
o
n
s
:
i)
Ho
w
d
o
es th
e
s
ch
o
o
l
m
an
ag
e
ed
u
ca
to
r
s
an
d
teac
h
in
g
s
taf
f
?
ii)
Ho
w
d
o
es th
e
s
ch
o
o
l
m
an
ag
e
ed
u
ca
tio
n
al
an
d
in
s
titu
tio
n
al
p
r
o
g
r
am
s
?
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
es
a
q
u
alitativ
e
ap
p
r
o
ac
h
with
ca
s
e
s
tu
d
y
tech
n
iq
u
es.
T
h
is
tech
n
iq
u
e
was
ch
o
s
en
b
ec
au
s
e
it
is
m
o
s
t
s
u
itab
le
f
o
r
ex
am
in
in
g
v
ar
i
o
u
s
p
r
o
b
lem
s
r
elate
d
to
th
e
q
u
ality
o
f
E
C
E
in
I
n
d
o
n
esia
s
o
it
ca
n
b
e
k
n
o
w
n
h
o
w
th
e
q
u
ality
o
f
E
C
E
will
b
e
in
v
esti
g
a
ted
in
-
d
ep
th
,
d
etail,
an
d
d
eta
il.
T
h
er
ef
o
r
e,
t
h
is
r
esear
ch
will
o
b
tain
in
f
o
r
m
a
tio
n
o
n
th
e
cu
r
r
ic
u
lu
m
,
lear
n
in
g
p
r
o
ce
s
s
,
teac
h
er
r
ec
r
u
itm
en
t,
an
d
g
en
er
a
l
in
s
titu
tio
n
al
m
an
ag
em
en
t.
So
m
e
o
f
th
ese
asp
ec
ts
ca
n
d
ir
ec
tl
y
o
r
in
d
ir
ec
tly
in
f
l
u
en
ce
s
ch
o
o
l q
u
ality
.
I
n
f
o
r
m
atio
n
was
o
b
tain
ed
f
r
o
m
teac
h
er
s
an
d
s
ch
o
o
l
p
r
in
cip
als
f
r
o
m
two
E
C
E
in
s
ti
tu
tio
n
s
in
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia.
T
h
e
s
u
b
jects
co
n
s
is
ted
o
f
two
s
ch
o
o
l
p
r
in
ci
p
als
an
d
s
ix
teac
h
er
s
.
A
s
m
all
n
u
m
b
er
o
f
p
ar
ticip
an
ts
allo
ws
f
o
r
a
m
o
r
e
d
etailed
an
d
n
u
a
n
ce
d
ex
p
lo
r
atio
n
o
f
ea
ch
ca
s
e.
Fo
r
in
s
t
an
ce
,
Ma
s
o
n
et
al.
d
is
cu
s
s
h
o
w
d
etailed
,
in
-
d
ep
t
h
q
u
alitativ
e
a
n
aly
s
is
ca
n
p
r
o
v
id
e
r
ich
in
s
ig
h
ts
ev
e
n
with
a
s
m
all
n
u
m
b
e
r
o
f
ca
s
es
[
4
5
]
.
E
ac
h
s
u
b
ject
i
n
v
o
l
v
ed
in
th
is
r
esear
ch
was
in
ter
v
iewe
d
in
a
d
if
f
e
r
en
t
p
lace
an
d
tim
e
to
av
o
id
an
y
f
ee
lin
g
s
o
f
d
is
co
m
f
o
r
t
b
etwe
en
s
u
b
jects.
I
n
d
eter
m
in
in
g
r
esear
ch
s
u
b
jects
u
s
in
g
th
e
c
ase
s
tu
d
y
m
eth
o
d
,
r
esear
ch
er
s
m
u
s
t
co
n
s
id
er
th
e
cr
iter
ia
f
o
r
s
elec
tin
g
r
esear
ch
s
u
b
jects.
T
h
e
p
u
r
p
o
s
iv
e
s
am
p
l
e
tech
n
iq
u
e
is
u
s
ed
to
d
eter
m
in
e
th
e
r
esear
ch
s
u
b
j
ec
t.
T
h
en
,
th
e
s
p
ec
if
ic
cr
iter
ia
ar
e
as:
i)
teac
h
er
s
teac
h
in
in
s
titu
tio
n
s
th
at
h
av
e
ex
ce
llen
t
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
s
u
ch
as
s
ec
o
n
d
lan
g
u
ag
e
ed
u
ca
tio
n
p
r
o
g
r
am
s
(
E
n
g
lis
h
,
Ar
ab
ic,
o
r
Ma
n
d
a
r
in
)
,
m
u
lticu
ltu
r
al
cu
ltiv
atio
n
f
r
o
m
an
ea
r
ly
ag
e
,
an
d
ta
h
fid
z
p
r
o
g
r
a
m
s
f
o
r
I
s
lam
ic
-
b
ased
s
ch
o
o
ls
;
ii)
s
elec
ted
p
ar
ticip
an
ts
h
av
e
tau
g
h
t
f
o
r
at
least
m
o
r
e
th
an
o
n
e
y
ea
r
;
a
n
d
iii)
s
elec
ted
p
ar
ticip
an
ts
teac
h
in
o
n
e
o
f
th
e
a
g
e
g
r
o
u
p
s
at
E
C
E
in
s
titu
tio
n
s
.
Af
ter
th
e
p
ar
ticip
an
t
s
elec
tio
n
cr
iter
ia
we
r
e
d
ete
r
m
in
ed
,
t
h
e
r
esear
ch
e
r
u
s
ed
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
b
ased
o
n
th
e
d
ete
r
m
in
ed
c
r
iter
ia.
T
h
e
s
tu
d
y
in
v
o
lv
ed
s
c
h
o
o
l
p
r
i
n
cip
als
an
d
teac
h
er
s
ag
ed
ar
o
u
n
d
3
0
-
4
5
y
e
ar
s
wh
en
c
o
llectin
g
s
am
p
les.
T
h
ese
p
ar
ticip
an
ts
c
o
m
e
f
r
o
m
p
r
iv
ate
in
s
titu
tio
n
s
,
s
o
th
eir
s
alar
ies co
m
e
f
r
o
m
co
n
tr
ib
u
tio
n
s
m
a
d
e
b
y
th
eir
ch
il
d
r
en
an
d
f
am
ilies
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
269
-
278
272
T
h
e
d
ata
was
o
b
tain
ed
u
s
in
g
i
n
-
d
ep
th
in
te
r
v
iews
co
n
d
u
cte
d
o
v
er
two
d
ay
s
.
T
h
e
f
ir
s
t
in
ter
v
iew
last
ed
1
2
0
m
i
n
u
tes.
Du
r
in
g
th
e
in
t
er
v
iew,
th
e
r
esear
ch
e
r
ask
ed
s
ev
er
al
q
u
esti
o
n
s
ab
o
u
t
th
e
r
esear
ch
o
b
jectiv
es
p
r
ev
io
u
s
ly
ex
p
lain
e
d
,
n
a
m
ely
m
an
ag
em
e
n
t
o
f
ed
u
ca
to
r
s
an
d
teac
h
in
g
s
taf
f
in
s
ch
o
o
ls
,
s
tu
d
en
t
m
a
n
ag
em
e
n
t,
m
an
ag
em
en
t
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
an
d
i
n
s
titu
tio
n
s
,
an
d
o
b
s
tacle
s
en
co
u
n
ter
ed
in
th
e
s
ch
o
o
l
m
an
a
g
em
en
t
p
r
o
ce
s
s
.
Fu
r
th
er
,
d
ata
co
llecti
o
n
in
s
tr
u
m
en
ts
in
th
is
s
tu
d
y
i
n
clu
d
e
p
r
e
-
in
te
r
v
iews,
in
-
d
ep
th
in
ter
v
iews,
a
n
d
o
b
s
er
v
atio
n
.
T
h
e
r
esear
ch
er
d
ev
elo
p
ed
t
h
e
in
s
tr
u
m
e
n
t
an
d
v
er
if
ied
it
with
two
ex
p
e
r
ts
b
ef
o
r
e
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t.
T
h
ese
two
ex
p
er
ts
co
m
e
f
r
o
m
t
h
e
E
C
E
d
ep
ar
tm
en
t.
I
n
ter
v
iew
g
u
id
elin
es
ar
e
u
s
ed
to
o
b
tain
in
f
o
r
m
atio
n
r
elate
d
to
s
ch
o
o
l
q
u
ality
.
T
h
ese
g
u
i
d
elin
es
ar
e
p
r
ep
ar
e
d
b
ased
o
n
th
e
co
n
ten
t
s
tan
d
ar
d
s
f
o
r
E
C
E
s
er
v
ices
in
I
n
d
o
n
esia.
E
ac
h
s
tatem
en
t
d
escr
ib
ed
b
y
th
e
s
u
b
ject
was
r
ec
o
r
d
ed
u
s
in
g
a
c
ellp
h
o
n
e
r
ec
o
r
d
in
g
d
ev
ice.
I
n
-
d
ep
th
in
ter
v
iews we
r
e
co
n
d
u
cte
d
to
co
llect
p
r
im
a
r
y
d
ata
f
o
r
th
is
s
tu
d
y
.
Six
q
u
es
tio
n
s
wer
e
ask
ed
to
p
ar
ticip
an
ts
ab
o
u
t
h
o
w
t
o
m
an
ag
e
ed
u
ca
to
r
s
an
d
teac
h
in
g
s
taf
f
in
s
ch
o
o
ls
,
m
an
ag
e
s
tu
d
en
ts
,
m
a
n
ag
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
an
d
in
s
titu
tio
n
s
,
an
d
o
b
s
tacle
s
en
co
u
n
ter
ed
in
th
e
s
ch
o
o
l
m
an
ag
e
m
en
t
p
r
o
ce
s
s
.
T
h
e
r
esear
ch
er
f
o
llo
wed
t
h
e
class
r
o
o
m
lear
n
in
g
f
r
o
m
s
tar
t
to
f
i
n
is
h
.
Sev
er
al
th
in
g
s
th
at
n
ee
d
to
b
e
o
b
s
er
v
e
d
ar
e
class
r
o
o
m
m
an
ag
em
e
n
t,
teac
h
in
g
tech
n
iq
u
es u
s
ed
b
y
th
e
tea
ch
er
,
an
d
ch
ild
r
e
n
'
s
r
esp
o
n
s
es.
T
h
e
d
ata
th
at
h
as
b
ee
n
co
llec
ted
is
th
en
tr
an
s
cr
ib
ed
to
m
a
k
e
it
ea
s
ier
to
id
en
tify
wh
at
s
u
b
-
th
em
es
em
er
g
e.
T
h
e
s
am
e
s
u
b
-
th
em
e
s
ar
e
th
en
co
m
b
in
ed
in
to
a
t
h
em
e.
T
h
e
f
in
al
s
tep
is
to
d
ete
r
m
in
e
c
o
n
clu
s
io
n
s
ac
co
r
d
in
g
t
o
th
e
to
p
ic
b
ein
g
s
tu
d
ied
.
Data
o
b
tain
ed
th
r
o
u
g
h
th
e
ca
s
e
s
tu
d
y
m
eth
o
d
wer
e
an
aly
ze
d
u
s
in
g
th
e
th
em
e
an
aly
s
is
m
o
d
el
p
r
o
p
o
s
ed
b
y
B
r
au
n
a
n
d
C
lar
k
e.
T
h
e
g
en
er
al
p
r
o
ce
d
u
r
e
f
o
r
d
ata
a
n
aly
s
is
co
n
s
is
ts
o
f
th
r
ee
s
tag
es,
n
am
ely
i
)
d
ata
co
llectio
n
;
ii
)
d
ata
co
d
in
g
;
iii
)
th
em
e
id
en
tific
atio
n
;
iv
)
th
em
e
r
ev
iew
;
v
)
th
em
e
wr
itin
g
;
vi
)
th
em
e
a
n
aly
s
is
;
an
d
v
ii
)
r
e
p
o
r
t w
r
itin
g
.
T
h
e
f
ir
s
t
s
tep
is
d
ata
co
llectio
n
.
At
th
is
s
tag
e,
r
esear
ch
er
s
c
o
llect
d
ata
r
elev
a
n
t
to
th
e
r
ese
ar
ch
to
p
ic
o
b
tain
ed
th
r
o
u
g
h
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
o
r
d
o
c
u
m
en
ts
.
T
h
e
s
ec
o
n
d
s
tag
e
is
co
d
in
g
t
h
e
d
ata
b
y
p
r
o
v
id
i
n
g
lab
els
o
r
ca
teg
o
r
ies
f
o
r
em
er
g
in
g
th
em
es.
T
h
e
th
ir
d
s
tag
e
is
to
id
en
tify
th
em
es
th
at
em
er
g
e
f
r
o
m
th
e
d
ata.
T
h
ese
th
em
es
ca
n
b
e
id
en
tifie
d
in
d
u
ctiv
ely
(
d
ata
-
d
r
iv
e
n
)
o
r
d
ed
u
ctiv
ely
(
th
eo
r
y
-
d
r
iv
en
)
.
T
h
e
f
o
u
r
th
s
tag
e
is
to
r
ev
iew
th
e
th
em
es
th
at
h
av
e
b
ee
n
id
en
tifie
d
to
en
s
u
r
e
th
at
th
ey
f
it
th
e
d
ata.
T
h
e
f
if
th
s
tag
e
is
wr
i
tin
g
th
e
th
em
es
th
at
h
av
e
b
ee
n
id
en
tifi
ed
an
d
e
x
p
lain
in
g
h
o
w
th
ese
th
em
es
ar
e
r
elate
d
to
th
e
r
esea
r
ch
q
u
esti
o
n
s
.
T
h
e
s
ix
th
s
tag
e
is
th
em
e
an
aly
s
is
,
wh
ich
ex
p
lain
s
h
o
w
th
ese
th
e
m
es a
r
e
r
elate
d
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
f
in
al
s
tep
is
wr
itin
g
a
r
ep
o
r
t
ex
p
l
ain
in
g
h
o
w
th
e
id
en
tifie
d
th
em
es
in
f
lu
en
ce
d
y
o
u
r
r
esear
ch
r
esu
lts
an
d
th
eir
im
p
licatio
n
s
f
o
r
th
e
r
esear
ch
q
u
esti
o
n
an
d
em
p
h
asis
.
T
h
e
v
alid
ity
o
f
q
u
alitativ
e
s
tu
d
y
r
esu
lts
r
ef
er
s
to
th
e
n
atu
r
e
o
f
th
e
v
alid
ity
o
f
th
e
d
ata
f
r
o
m
th
e
in
ter
v
iew
r
esu
lts
.
T
o
co
n
f
i
r
m
s
tatem
en
ts
f
r
o
m
p
ar
ticip
an
ts
,
r
esear
ch
er
s
ca
r
r
ied
o
u
t sev
er
al
s
tag
es to
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
r
esu
lts
in
th
e
s
tu
d
y
.
First,
th
e
b
r
ac
k
etin
g
p
r
o
c
ess
(
ep
o
ch
)
b
e
g
in
s
.
T
h
is
p
r
o
c
ess
av
o
id
s
p
er
s
o
n
al
ju
d
g
m
en
t
i
n
r
esear
ch
.
Seco
n
d
,
u
s
in
g
m
em
b
er
i
n
ter
v
iew
tr
an
s
cr
ip
ts
,
th
e
r
esear
ch
er
s
ch
e
ck
ed
with
th
em
to
en
s
u
r
e
th
ey
u
n
d
er
s
to
o
d
th
e
r
e
s
ea
r
ch
er
.
T
h
er
ef
o
r
e,
in
ter
v
iew
tr
an
s
cr
ip
ts
in
M
icr
o
s
o
f
t
W
o
r
d
f
o
r
m
at
wer
e
s
en
t
to
th
e
p
ar
ticip
an
ts
f
o
r
r
e
v
iew.
Du
r
in
g
t
h
e
h
o
r
izo
n
talizatio
n
p
r
o
ce
s
s
,
r
esear
ch
er
s
r
etu
r
n
c
o
d
es
to
p
ar
ticip
an
ts
as
r
esear
ch
co
llab
o
r
ato
r
s
af
ter
t
h
ey
h
av
e
r
em
o
v
ed
u
n
im
p
o
r
tan
t
in
f
o
r
m
atio
n
.
T
h
ir
d
,
r
esear
ch
e
r
s
m
ak
e
s
u
b
jectiv
e
s
tatem
en
ts
,
wh
ich
in
clu
d
e
o
p
in
io
n
s
ab
o
u
t
h
o
w
teac
h
er
s
ass
e
s
s
ea
r
ly
liter
ac
y
in
ch
ild
r
en
.
B
ef
o
r
e
d
ata
an
aly
s
is
was c
ar
r
ied
o
u
t,
a
s
u
b
jectiv
ity
s
tatem
en
t w
as
wr
itten
.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
er
'
s
as
s
es
s
m
en
t m
ay
ch
an
g
e
af
ter
th
e
an
aly
s
is
b
ec
au
s
e
t
h
e
p
a
r
ticip
an
ts
'
ex
p
er
ien
ce
s
m
u
s
t
b
e
co
n
s
id
er
ed
.
I
n
th
e
f
o
u
r
t
h
o
r
f
in
al
s
tep
,
th
e
r
esear
ch
er
co
n
d
u
cted
in
ter
v
ie
ws with
f
o
cu
s
g
r
o
u
p
s
an
d
ch
e
ck
ed
th
e
ass
ess
m
en
t p
lan
n
in
g
d
o
cu
m
e
n
ts
to
en
s
u
r
e
th
e
d
ata
was c
o
r
r
ec
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Data
an
aly
s
is
s
h
o
ws
th
at
f
o
u
r
m
an
ag
em
e
n
t
s
tr
ateg
ies
wer
e
f
o
u
n
d
b
ased
o
n
th
e
r
esu
lts
o
f
in
ter
v
iews
with
teac
h
er
s
.
T
h
ese
ar
e
q
u
al
ity
h
u
m
an
r
eso
u
r
ce
s
,
u
n
iq
u
e
s
ch
o
o
l
p
r
o
g
r
am
s
,
an
d
s
ch
o
o
l
p
r
o
m
o
tio
n
.
T
h
ese
th
r
ee
s
tr
ateg
ies will b
e
d
is
cu
s
s
ed
in
d
e
p
th
in
th
e
f
o
llo
win
g
d
e
s
cr
ip
tio
n
.
3
.
1
.
Q
ua
lit
y
hu
m
a
n r
eso
urc
es
First,
ac
co
r
d
in
g
to
s
ch
o
o
l
p
r
i
n
cip
als
an
d
m
an
ag
er
s
in
v
o
lv
e
d
in
th
is
r
esear
ch
,
s
ch
o
o
ls
h
av
e
teac
h
er
s
as
im
p
lem
en
ter
s
o
f
th
e
ed
u
c
atio
n
al
p
r
o
ce
s
s
an
d
th
eir
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
e
f
o
r
e
d
u
c
atio
n
al
s
taf
f
.
T
h
ese
ed
u
ca
tio
n
al
s
taf
f
ass
is
t
in
m
an
ag
er
ial
p
r
o
ce
s
s
es
o
u
ts
id
e
th
e
c
lass
r
o
o
m
,
s
u
ch
as
p
r
o
v
id
in
g
i
n
f
o
r
m
atio
n
,
s
ch
o
o
l
p
r
o
m
o
tio
n
,
f
in
an
cin
g
,
c
u
r
r
icu
lu
m
,
teac
h
er
an
d
ed
u
ca
tio
n
s
taf
f
d
ev
el
o
p
m
e
n
t,
an
d
s
ch
o
o
l
d
ev
elo
p
m
en
t.
T
h
e
p
r
esen
ce
o
f
e
d
u
ca
tio
n
al
s
taf
f
h
elp
s
teac
h
er
s
f
o
cu
s
m
o
r
e
o
n
class
r
o
o
m
p
r
o
b
lem
s
.
“
A
p
a
r
t
fr
o
m
th
e
p
r
in
cip
a
l,
w
e
h
a
ve
h
u
m
a
n
r
eso
u
r
ce
d
ev
elo
p
men
t,
cu
r
r
icu
lu
m
d
ev
elo
p
er,
th
ere
is
a
ls
o
a
n
a
cc
o
u
n
t
a
n
t
w
h
o
ta
ke
s
ca
r
e
o
f
fin
a
n
cia
l
p
a
yme
n
ts
a
n
d
s
o
o
n
,
th
en
b
elo
w
th
e
a
cc
o
u
n
ta
n
t
,
th
ere
is
a
fr
o
n
t
o
ffice,
h
e
i
s
a
l
s
o
a
ca
s
h
ier,
r
ec
eivin
g
p
a
yme
n
ts
,
th
en
th
e
a
ca
d
emic
o
n
e
,
th
a
t
mea
n
s
u
n
d
er th
e
cu
r
r
icu
lu
m
d
ev
elo
p
er is
d
ir
ec
tly
th
e
tea
ch
er
.
”
(
P1
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l
r
esil
ien
ce
th
r
o
u
g
h
q
u
a
lity m
a
n
a
g
eme
n
t in
e
a
r
ly
ch
ild
h
o
o
d
e
d
u
ca
ti
o
n
:
a
ca
s
e
…
(
N
u
r
u
l A
r
ifiya
n
ti)
273
Ap
ar
t
f
r
o
m
th
at,
ed
u
ca
tio
n
al
s
taf
f
also
in
clu
d
e
in
f
o
r
m
ati
o
n
tech
n
o
lo
g
y
a
n
d
h
ea
lth
a
n
d
clea
n
in
g
s
er
v
ice
s
taf
f
.
All
h
u
m
an
r
eso
u
r
ce
s
ar
e
s
elec
ted
u
s
in
g
s
tr
u
ctu
r
ed
s
tag
es.
T
h
ese
s
tag
es
ar
e
a
wr
itten
test
,
E
n
g
lis
h
,
th
en
a
n
ec
o
lo
g
ical
test
,
m
icr
o
-
teac
h
in
g
,
s
tag
e
o
n
e
in
ter
v
iew,
an
d
s
tag
e
two
i
n
ter
v
i
ew.
“
Usu
a
lly,
th
e
h
u
ma
n
r
eso
u
r
ce
ma
n
a
g
eme
n
t
te
a
m
w
ill
a
r
r
a
n
g
e
th
in
g
s
like
r
ec
r
u
itmen
t
a
n
d
p
o
s
ters
,
th
en
w
e
u
s
u
a
lly
s
en
d
th
em,
fo
r
ex
a
mp
le,
s
h
a
r
e
th
em
o
n
I
n
s
t
a
g
r
a
m,
o
r
fo
r
ex
a
mp
le,
o
n
th
e
w
eb
s
ite,
w
e
a
ls
o
h
a
ve
a
w
eb
s
ite.
Th
en
it
is
th
e
s
a
me
a
s
,
o
n
,
like
jo
,
s
tr
ee
t,
o
r
ca
r
ee
r
.
co
m;
th
a
t
is
u
s
u
a
lly
h
o
w
it is
.
”
(
P1
)
E
v
en
th
o
u
g
h
b
o
th
in
s
titu
tio
n
s
r
ev
ea
l
a
s
elec
tio
n
p
r
o
ce
s
s
,
th
er
e
ar
e
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
two
.
Sch
o
o
l
A
s
tated
th
at
p
e
o
p
le
w
h
o
co
u
ld
b
ec
o
m
e
teac
h
e
r
s
at
t
h
e
s
ch
o
o
l
h
ad
to
b
e
g
r
ad
u
ates
with
a
b
ac
k
g
r
o
u
n
d
in
E
n
g
lis
h
,
p
s
y
ch
o
lo
g
y
,
o
r
E
C
E
.
Me
an
wh
ile,
s
ch
o
o
l
B
s
tated
th
at
teac
h
e
r
s
co
u
l
d
co
m
e
f
r
o
m
ju
n
i
o
r
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates.
T
h
e
p
r
i
n
cip
al
o
f
s
ch
o
o
l
B
r
ev
ea
led
th
at
th
e
p
r
im
ar
y
cr
iter
io
n
f
o
r
s
elec
tin
g
a
teac
h
er
was
th
e
p
er
s
o
n
'
s
m
o
tiv
atio
n
.
I
f
th
e
m
o
tiv
atio
n
t
o
teac
h
co
m
es
f
r
o
m
th
e
h
ea
r
t,
s
k
ills
ca
n
b
e
tr
ai
n
e
d
,
as
ca
n
b
e
tau
g
h
t
with
ac
ad
em
ic
d
eg
r
e
es.
Seco
n
d
,
p
r
o
v
id
e
r
eg
u
la
r
tr
ain
i
n
g
.
No
t
all
teac
h
er
s
h
a
v
e
an
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
.
T
h
e
r
ef
o
r
e,
th
e
s
ch
o
o
l
p
r
e
p
ar
es
tr
ain
in
g
p
la
n
s
p
er
io
d
ically
e
v
er
y
s
em
ester
.
T
r
ain
in
g
is
ca
r
r
ie
d
o
u
t
at
s
ch
o
o
l
a
n
d
o
u
ts
id
e
s
ch
o
o
l.
I
f
tr
ai
n
in
g
is
ca
r
r
ied
o
u
t
at
s
ch
o
o
l,
th
is
is
a
s
ch
e
d
u
led
h
u
m
an
r
eso
u
r
ce
d
ev
elo
p
m
en
t
ag
e
n
d
a.
I
f
th
e
tr
ain
in
g
is
ca
r
r
ied
o
u
t
o
u
ts
id
e
th
e
s
ch
o
o
l,
th
e
ev
en
t
is
o
r
g
a
n
i
ze
d
b
y
an
ass
o
ciatio
n
o
f
E
C
E
teac
h
er
s
,
in
w
h
ich
th
e
s
ch
o
o
l a
ctiv
ely
p
ar
ticip
ate
s
.
T
h
ir
d
,
p
r
o
v
id
i
n
g
r
ewa
r
d
s
an
d
p
u
n
is
h
m
e
n
t f
o
r
teac
h
er
s
.
“
S
o
,
fo
r
ex
a
mp
le,
w
h
a
t
w
ill
co
me
in
la
ter,
fr
o
m
E
C
E
,
w
el
l
t
h
a
t
a
ls
o
,
n
ee
d
s
to
b
e
kn
o
w
n
,
h
o
w
d
o
es
th
e
E
n
g
lis
s
kill?
I
f
it
is
s
till
la
ck
in
g
,
t
h
e
E
n
g
lis
h
la
n
g
u
a
g
e
mu
s
t
b
e
imp
r
o
ve
d
a
g
a
i
n
,
fo
r
ex
a
mp
le,
w
ith
tr
a
in
in
g
.
I
f
it
is
f
o
r
E
n
g
lis
h
,
ma
y
b
e
it
is
p
ed
a
g
o
g
ica
l
s
kills
th
a
t
n
ee
d
t
o
b
e
i
mp
r
o
ve
d
,
esp
ec
ia
lly
in
ea
r
ly
ch
ild
h
o
o
d
.
I
f
it
is
a
h
o
lid
a
y,
w
e
s
ch
ed
u
le
it
fo
r
t
r
a
in
in
g
.
S
o
,
fo
r
th
e
s
ec
o
n
d
s
eme
s
te
r
,
w
e
a
ls
o
h
a
ve
tr
a
in
i
n
g
.
Like
th
a
t.
Usu
a
lly,
if
it
is
in
tern
a
l,
it
co
mes
fr
o
m
th
e
fo
u
n
d
a
tio
n
fo
r
th
e
tr
a
in
in
g
p
r
o
g
r
a
m
.
”
(
P1
)
Fo
u
r
th
,
t
h
e
p
r
in
cip
al
is
a
f
ac
i
litato
r
wh
en
teac
h
er
s
an
d
p
ar
en
ts
ex
p
er
ien
ce
m
is
u
n
d
er
s
tan
d
in
g
s
.
T
h
e
p
r
in
cip
al
r
ev
ea
le
d
th
at
h
e
m
e
d
iates
wh
en
th
er
e
ar
e
co
n
f
licts
b
etwe
en
teac
h
er
s
an
d
p
ar
en
t
s
.
C
o
n
f
ir
m
in
g
with
ea
ch
p
ar
ty
is
th
e
f
ir
s
t
th
in
g
th
e
s
ch
o
o
l
p
r
in
cip
al
will
d
o
.
Af
t
er
th
at,
th
e
teac
h
er
ca
n
d
eter
m
in
e
wh
eth
er
h
e
ca
n
co
m
p
lete
it
h
im
s
elf
.
I
f
n
o
t,
th
e
p
r
in
cip
al
ask
s
th
e
teac
h
er
to
s
h
ar
e
p
r
o
b
le
m
s
with
co
lleag
u
es
s
o
th
ey
ar
e
m
o
r
e
co
m
f
o
r
ta
b
le
d
is
cu
s
s
in
g
th
em
.
I
n
ter
v
en
tio
n
f
r
o
m
th
e
s
ch
o
o
l
lead
er
o
r
p
r
i
n
cip
al
will
b
e
g
iv
en
if
th
e
p
r
o
b
lem
is
in
th
e
ca
teg
o
r
y
th
at
ca
n
n
o
t
b
e
r
eso
lv
ed
.
T
h
e
r
esu
lts
o
f
t
h
e
d
ata
a
n
aly
s
is
s
h
o
w
th
at
o
n
e
way
t
o
r
e
m
ain
r
esil
ien
t
am
id
s
t
th
e
m
a
n
y
s
im
ilar
in
s
titu
tio
n
s
th
at
co
n
tin
u
e
to
d
e
v
elo
p
is
to
h
av
e
q
u
ality
h
u
m
a
n
r
eso
u
r
ce
s
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
p
r
ev
io
u
s
s
tu
d
ies
th
at
r
ev
ea
l
t
h
at
h
u
m
an
r
eso
u
r
c
e
m
an
ag
e
m
en
t,
s
u
c
h
as
ef
f
ec
tiv
e
s
taf
f
p
lace
m
en
t
a
n
d
tr
ai
n
in
g
,
ca
n
im
p
r
o
v
e
th
e
q
u
ality
o
f
e
d
u
ca
tio
n
[
4
6
]
.
Mo
r
eo
v
er
,
t
r
ain
in
g
ca
r
r
ied
o
u
t
p
e
r
io
d
ically
ca
n
f
o
r
m
p
r
o
ac
tiv
e
an
d
r
ea
ctiv
e
h
u
m
an
r
eso
u
r
ce
s
to
in
cr
ea
s
e
in
d
iv
id
u
al
an
d
o
r
g
an
izatio
n
al
r
esil
ien
ce
.
A
tr
ain
in
g
p
r
o
g
r
am
ce
n
ter
e
d
o
n
r
esil
ien
ce
an
d
well
-
b
ein
g
en
h
an
ce
d
m
o
tiv
ati
o
n
,
o
v
e
r
all
r
esil
ien
ce
,
p
r
o
f
ess
io
n
al
co
m
m
itm
en
t,
s
elf
-
ef
f
ica
cy
,
s
ch
o
o
l
s
u
p
p
o
r
t,
an
d
wo
r
k
well
-
b
ein
g
am
o
n
g
teac
h
er
s
[
4
7
]
.
Stra
teg
ic
h
u
m
an
r
eso
u
r
ce
m
an
a
g
em
en
t
a
im
s
to
d
ev
elo
p
th
e
o
r
g
an
izatio
n
'
s
ab
ilit
y
to
f
ac
e
s
ev
er
e
ch
allen
g
es o
r
s
h
o
ck
s
b
y
s
tr
en
g
th
en
in
g
th
e
s
k
ills
an
d
co
m
p
eten
cies o
f
co
r
e
em
p
lo
y
ee
s
[
4
8
]
,
[
4
9
]
.
W
h
e
n
th
ese
s
k
ills
ar
e
co
m
b
i
n
ed
an
d
u
tili
ze
d
t
h
r
o
u
g
h
o
u
t
a
n
o
r
g
a
n
izatio
n
,
th
e
o
r
g
an
izatio
n
will b
e
b
etter
ab
l
e
to
r
esp
o
n
d
to
a
n
d
o
v
er
co
m
e
d
if
f
icu
lt si
tu
atio
n
s
o
r
p
r
o
b
lem
s
.
Ap
ar
t
f
r
o
m
teac
h
e
r
s
,
h
av
in
g
a
co
m
p
eten
t
p
r
in
ci
p
al
also
in
f
l
u
en
ce
s
s
ch
o
o
l
r
esil
ien
ce
.
T
h
e
r
o
le
o
f
th
e
s
ch
o
o
l
p
r
in
cip
al
b
ec
o
m
es
cr
u
cial
wh
en
th
er
e
ar
e
p
r
o
b
lem
s
b
etwe
en
teac
h
er
s
,
p
ar
e
n
ts
,
an
d
s
tu
d
en
ts
.
W
h
eth
er
th
e
co
n
f
lict
is
r
eso
lv
ed
o
r
n
o
t
will
af
f
ec
t
t
h
e
s
atis
f
ac
tio
n
o
f
p
ar
e
n
ts
as
u
s
er
s
o
f
ed
u
ca
tio
n
al
s
er
v
ices.
Sch
o
o
l
lead
er
s
h
ip
p
lay
in
g
a
s
ig
n
if
ica
n
t
r
o
le
in
th
e
r
ea
lity
o
f
s
atis
f
ac
tio
n
r
ec
eiv
ed
b
y
p
a
r
en
ts
as
u
s
er
s
[
5
0
]
.
Do
es
th
is
r
ea
lity
m
atch
th
e
ex
p
ec
tatio
n
s
th
ey
h
ad
at
th
e
s
tar
t
o
f
s
ch
o
o
l?
Ap
ar
t
f
r
o
m
th
at,
i
t
also
af
f
ec
ts
th
e
p
s
y
ch
o
lo
g
ical
well
-
b
ei
n
g
o
f
teac
h
er
s
.
C
o
n
f
lict
is
o
n
e
o
f
th
e
ev
er
y
d
ay
th
i
n
g
s
th
at
te
ac
h
er
s
an
d
s
ch
o
o
l
p
r
in
cip
als
will
f
ac
e.
T
h
e
p
r
in
c
ip
al
p
lay
s
a
b
o
u
n
d
ar
y
-
s
p
an
n
in
g
r
o
le
b
y
p
r
o
v
id
in
g
s
u
p
p
o
r
t
a
n
d
m
ed
iatio
n
wh
en
co
n
f
lict
o
cc
u
r
s
an
d
en
c
o
u
r
a
g
in
g
p
ar
en
tal
s
u
p
p
o
r
t.
Me
d
iatio
n
is
an
ef
f
ec
tiv
e
m
eth
o
d
f
o
r
r
eso
lv
in
g
co
n
f
licts
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t,
p
r
o
m
o
tin
g
u
n
d
er
s
tan
d
in
g
,
ac
ce
p
tan
ce
,
an
d
s
o
lid
ar
ity
b
et
wee
n
th
e
in
v
o
lv
e
d
p
ar
ties
[
5
1
]
.
Fo
r
p
a
r
en
ts
,
m
ed
iatio
n
en
co
u
r
ag
es
clea
r
an
d
h
o
n
est
co
m
m
u
n
icatio
n
,
h
e
lp
in
g
th
em
b
etter
u
n
d
er
s
tan
d
t
h
eir
ch
ild
'
s
p
er
s
p
ec
tiv
e
as
well
as
th
e
s
ch
o
o
l'
s
s
tan
d
p
o
in
t.
T
h
is
lead
s
to
m
o
r
e
ef
f
ec
tiv
e
co
llab
o
r
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Ad
d
itio
n
ally
,
m
ed
iati
o
n
ad
d
r
ess
es
is
s
u
es
in
a
co
n
s
tr
u
ctiv
e
m
an
n
er
,
r
ed
u
cin
g
te
n
s
io
n
s
an
d
p
r
ev
en
t
in
g
co
n
f
licts
f
r
o
m
escalatin
g
.
B
y
p
ar
ticip
atin
g
in
m
ed
iatio
n
,
p
ar
en
ts
ca
n
b
u
ild
tr
u
s
t
with
s
ch
o
o
l
s
taf
f
a
n
d
o
t
h
er
p
a
r
en
ts
,
r
ein
f
o
r
cin
g
th
e
i
d
ea
th
at
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
is
s
u
p
p
o
r
tiv
e
an
d
co
llab
o
r
ativ
e.
T
h
er
ef
o
r
e,
s
ch
o
o
l
p
r
in
cip
als
p
lay
an
ess
en
tial
r
o
le
in
r
eso
lv
in
g
c
o
n
f
licts
b
y
d
elib
er
atin
g
,
tak
in
g
a
m
id
d
le
p
ath
,
g
iv
in
g
ad
v
ice,
s
tr
en
g
th
en
in
g
ties
,
an
d
c
o
m
p
r
o
m
is
in
g
with
v
ar
io
u
s
p
a
r
ties
[
5
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
269
-
278
274
3
.
2
.
Uniq
ue
s
cho
o
l pro
g
ra
m
Sch
o
o
l
A
r
ev
ea
led
th
at
th
ey
s
elec
ted
s
u
p
er
io
r
p
r
o
g
r
am
s
b
ased
o
n
en
v
ir
o
n
m
en
tal
c
h
ar
ac
ter
is
tics
.
B
ec
au
s
e
th
e
s
ch
o
o
l w
as lo
ca
te
d
in
an
ar
ea
with
m
in
im
al
s
er
v
ices f
o
r
u
s
in
g
f
o
r
ei
g
n
lan
g
u
ag
es,
E
n
g
lis
h
b
ec
am
e
o
n
e
o
f
th
e
s
u
p
er
io
r
p
r
o
g
r
am
s
o
f
f
er
ed
to
th
e
c
o
m
m
u
n
ity
.
T
h
er
ef
o
r
e,
th
is
s
ch
o
o
l
is
o
f
ten
a
r
e
f
er
en
ce
f
o
r
ch
ild
r
en
wh
o
h
av
e
r
ec
en
tly
m
o
v
ed
f
r
o
m
a
b
r
o
a
d
.
Par
en
ts
wh
o
h
av
e
ju
s
t
m
o
v
e
d
ar
e
lo
o
k
i
n
g
f
o
r
a
s
ch
o
o
l
t
h
at
ca
n
f
ac
ilit
ate
th
eir
ch
ild
r
e
n
'
s
l
an
g
u
ag
e
,
m
o
s
t o
f
wh
o
m
u
s
e
E
n
g
lis
h
.
T
h
e
f
o
llo
win
g
s
o
u
r
ce
e
x
p
r
ess
es th
is
.
“
I
w
a
n
t
to
o
p
en
a
d
a
yc
a
r
e,
b
u
t
it
u
s
es
fu
ll
E
n
g
lis
h
b
ec
a
u
s
e
th
ere
a
r
e
few
in
Yo
g
ya
ka
r
t
a
.
We
a
r
e
u
s
u
a
lly
g
u
est
s
p
ea
ke
r
s
a
t
ev
en
ts
like
th
a
t.
E
ve
r
y
ye
a
r
,
w
e
h
o
ld
1
-
2
g
u
est
s
p
ea
ke
r
ev
en
ts
like
th
a
t
.
”
(
P1
)
No
t
o
n
ly
ar
e
s
tu
d
en
ts
g
iv
en
E
n
g
lis
h
lan
g
u
ag
e
f
am
iliar
izatio
n
,
b
u
t
teac
h
er
s
ar
e
also
g
iv
en
tr
ain
in
g
t
o
im
p
r
o
v
e
th
ei
r
E
n
g
lis
h
p
r
o
f
ici
en
cy
.
Seco
n
d
,
a
co
m
b
in
atio
n
o
f
cu
r
r
ic
u
la
is
u
s
ed
.
Par
ticip
an
ts
s
tated
th
at
th
e
B
r
itis
h
cu
r
r
icu
lu
m
m
ad
e
ap
p
l
y
in
g
th
e
in
d
e
p
en
d
e
n
t
cu
r
r
icu
l
u
m
cu
r
r
e
n
tly
u
s
ed
in
I
n
d
o
n
esi
a
ea
s
ier
b
ec
au
s
e
o
f
s
ev
er
al
s
im
ilar
p
r
in
cip
les.
On
e
is
to
em
p
h
asize
f
r
ee
an
d
b
r
o
a
d
lear
n
in
g
b
eh
av
io
r
p
atter
n
s
in
ch
ild
r
en
.
C
h
ild
r
en
ca
n
ex
p
lo
r
e
th
e
th
em
es b
ein
g
s
tu
d
ied
m
o
r
e
d
ee
p
ly
.
At
th
e
en
d
o
f
th
e
th
em
e,
th
e
ch
ild
r
en
wo
r
k
ed
o
n
th
e
th
e
m
e
p
ea
k
o
r
ex
it p
o
i
n
t w
ith
a
ce
leb
r
atio
n
o
r
p
r
esen
tatio
n
,
as st
ated
b
y
th
e
f
o
llo
win
g
p
ar
ticip
a
n
t.
“
Th
e
cu
r
r
icu
lu
m
w
e
u
s
e
is
th
e
I
n
tern
a
tio
n
a
l
E
a
r
ly
Yea
r
s
C
u
r
r
icu
lu
m
co
mb
in
ed
w
ith
th
e
n
a
tio
n
a
l
cu
r
r
icu
lu
m
.”
(
P
1
)
T
h
ir
d
,
th
e
i
n
clu
s
iv
e
s
ch
o
o
l
p
r
o
g
r
am
.
T
h
is
p
r
o
g
r
am
an
s
wer
s
th
e
v
ar
io
u
s
n
ee
d
s
o
f
p
eo
p
le
wh
o
h
av
e
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
.
E
v
en
th
o
u
g
h
s
ch
o
o
l
A
d
o
es
n
o
t
d
ar
e
to
r
ev
ea
l
th
at
it
is
an
in
clu
s
iv
e
s
ch
o
o
l,
th
ey
d
o
n
o
t
r
ef
u
s
e
if
th
e
r
e
ar
e
c
h
ild
r
en
with
s
p
ec
ial
n
ee
d
s
wh
o
wan
t
to
s
tu
d
y
at
th
at
s
ch
o
o
l.
T
h
ey
p
r
e
f
er
to
ca
ll
th
eir
s
ch
o
o
l a
c
h
ild
-
f
r
ien
d
ly
s
c
h
o
o
l.
“
Yes
,
s
o
ye
s
,
w
h
a
t,
it
is
mo
r
e
like
th
is
,
ye
s
,
w
h
en
it
c
o
mes
to
in
clu
s
io
n
,
w
e
d
o
n
o
t
d
a
r
e
y
et,
w
h
a
t,
w
h
a
t
is
it,
th
e
term
is
c
la
imin
g
th
a
t
o
u
r
s
ch
o
o
l
is
in
clu
s
ive,
b
u
t
it
is
mo
r
e
like
w
e
a
r
e
a
fr
ien
d
ly
s
ch
o
o
l,
th
a
t
is
it,
fr
ien
d
ly,
fr
ie
n
d
ly,
w
h
a
t,
ch
ild
r
en
s
p
ec
ia
l
n
ee
d
s
,
o
r
s
o
meth
in
g
like
th
a
t.
S
o
ye
s
,
it
is
mo
r
e
like
w
e
w
ill t
r
y
to
d
o
o
u
r
b
est to
p
r
o
vid
e
s
ervices fo
r
a
ll c
h
ild
r
en
w
ith
o
u
t e
xc
ep
tio
n
.
”
(
P1
)
T
h
e
p
r
in
ci
p
al
o
f
s
ch
o
o
l
B
also
ex
p
r
ess
ed
th
e
in
cl
u
s
iv
e
s
ch
o
o
l
p
r
o
g
r
am
.
I
n
clu
s
io
n
at
Sch
o
o
l
B
p
lace
s
m
o
r
e
e
m
p
h
asis
o
n
th
e
v
alu
e
o
f
in
clu
s
iv
ity
its
elf
.
T
h
is
p
r
o
g
r
a
m
is
m
o
tiv
ate
d
b
y
t
h
e
u
n
d
er
s
t
an
d
in
g
th
at
life
will
b
ec
o
m
e
m
o
r
e
d
i
v
er
s
e
in
th
e
f
u
tu
r
e.
T
h
e
h
u
m
an
p
o
p
u
latio
n
will
in
cr
ea
s
e
with
v
ar
io
u
s
b
ac
k
g
r
o
u
n
d
s
.
T
h
is
s
itu
atio
n
will
en
co
u
r
a
g
e
co
m
p
etitio
n
,
an
d
ch
ild
r
e
n
m
u
s
t
b
e
r
ea
d
y
to
s
u
r
v
iv
e
.
Fo
r
th
is
r
ea
s
o
n
,
ch
ild
r
en
m
u
s
t
b
e
ab
le
to
d
eter
m
in
e
h
o
w
to
b
eh
a
v
e
to
s
u
r
v
iv
e,
as st
ated
b
y
th
e
f
o
llo
win
g
r
eso
u
r
ce
p
e
r
s
o
n
.
“
Ou
r
visi
o
n
is
to
h
elp
r
ea
liz
e
th
a
t
y
o
u
n
g
c
h
ild
r
en
ca
n
a
p
p
r
ec
ia
te
th
e
va
lu
es
o
f
in
cl
u
s
iven
ess
.
S
o
,
th
ere
is
a
s
to
r
y
o
f
t
h
is
visi
o
n
t
h
a
t
in
th
e
f
u
tu
r
e,
life
w
ill
b
e
d
iffer
en
t
fr
o
m
n
o
w
.
Th
ere
w
ill
b
e
mo
r
e
a
n
d
mo
r
e
h
u
ma
n
s
.
I
t
is
a
p
p
r
o
a
ch
in
g
eig
h
t
b
illi
o
n
p
eo
p
le,
a
n
d
n
a
tu
r
a
l
r
eso
u
r
ce
s
,
la
n
d
f
o
r
fo
o
d
,
ma
teri
a
ls
,
en
erg
y,
a
n
d
s
o
o
n
,
w
ill
b
e
in
crea
s
in
g
ly
s
ca
r
ce
.
S
o
,
in
t
h
e
fu
tu
r
e,
ma
n
y
ex
p
ert
s
p
r
ed
ict
th
a
t
w
e
w
ill
b
e
fo
r
ce
d
to
live
in
ve
r
y
n
a
r
r
o
w
s
p
a
ce
s
.
Ho
w
ev
er,
th
e
ir
o
n
y
is
th
a
t
w
e
h
a
v
e
a
g
r
ee
d
th
a
t
th
ere
s
h
o
u
ld
b
e
n
o
mo
r
e
killin
g
s
like
b
efo
r
e.
We
a
lr
ea
d
y
h
a
ve
h
u
ma
n
va
lu
es
th
a
t
d
icta
te
th
a
t
w
e
s
h
o
u
ld
live
to
g
eth
er a
n
d
n
o
t h
u
r
t e
a
ch
o
th
er
.
”
(
P2
)
T
o
co
m
p
ete
with
o
th
e
r
in
s
titu
tio
n
s
,
s
ch
o
o
ls
m
u
s
t
also
d
esig
n
s
u
p
er
io
r
p
r
o
g
r
am
s
s
u
ch
a
s
lear
n
in
g
s
er
v
ices
in
to
tal
f
o
r
eig
n
lan
g
u
ag
es,
a
co
m
b
in
atio
n
o
f
in
ter
n
atio
n
al
cu
r
r
ic
u
la,
an
d
in
clu
s
iv
e
s
er
v
ices.
Mo
r
eo
v
er
,
p
ar
en
ts
b
eliev
e
th
at
ea
r
ly
E
n
g
lis
h
ed
u
ca
tio
n
e
n
h
an
ce
s
ch
ild
r
e
n
'
s
lan
g
u
ag
e
d
ev
elo
p
m
e
n
t,
g
iv
es
th
em
a
c
o
m
p
etitiv
e
a
d
v
an
ta
g
e
,
an
d
im
p
r
o
v
es
th
eir
co
g
n
itiv
e
s
k
ills
[
5
3
]
,
[
5
4
]
.
T
h
ey
also
k
n
o
w
th
e
b
en
e
f
its
o
f
lear
n
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
f
o
r
ch
ild
r
e
n
.
A
d
d
itio
n
ally
,
m
o
s
t
o
f
th
em
ag
r
ee
th
at
lear
n
in
g
a
s
ec
o
n
d
lan
g
u
ag
e
is
m
o
r
e
ac
ce
s
s
ib
le
f
o
r
ch
ild
r
en
,
an
d
th
ey
d
o
n
o
t
th
in
k
it
h
as
a
d
estru
ctiv
e
im
p
ac
t
o
n
th
eir
m
o
th
er
to
n
g
u
e
o
r
p
er
s
o
n
ality
[
5
5
]
.
B
y
in
teg
r
atin
g
lan
g
u
ag
e
lear
n
in
g
in
to
e
n
jo
y
ab
le
ac
tiv
ities
,
ch
ild
r
en
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
an
d
r
etain
n
ew
lan
g
u
a
g
es.
T
h
is
ap
p
r
o
ac
h
s
u
p
p
o
r
ts
a
h
o
lis
tic
ed
u
ca
tio
n
al
ex
p
er
ien
ce
,
wh
er
e
ch
ild
r
e
n
d
ev
elo
p
lan
g
u
ag
e
s
k
ills
in
a
s
t
r
ess
-
f
r
ee
en
v
ir
o
n
m
en
t,
p
r
o
m
o
t
in
g
o
v
er
all
em
o
tio
n
al
an
d
s
o
ci
al
wellb
ein
g
.
E
v
en
s
o
,
p
r
esch
o
o
l
teac
h
er
e
n
co
u
n
t
er
ch
allen
g
es
s
u
ch
as
n
ativ
e
lan
g
u
ag
e
b
ar
r
ier
s
,
class
r
o
o
m
m
an
ag
em
en
t
is
s
u
es,
lo
w
s
tu
d
en
t
r
ea
d
in
ess
,
an
d
a
l
ac
k
o
f
e
x
p
er
ien
ce
[
5
6
]
.
T
h
e
r
e
f
o
r
e,
th
e
y
n
ee
d
to
b
e
g
iv
en
t
r
a
in
in
g
,
as
ex
p
r
ess
ed
b
y
s
ch
o
o
l
A.
Sch
o
o
l
A
p
r
o
v
i
d
e
f
o
r
eig
n
lan
g
u
ag
e
tr
ain
in
g
to
teac
h
er
s
p
er
io
d
ically
.
A
q
u
alif
ied
teac
h
er
s
s
h
o
u
l
d
teac
h
f
o
r
eig
n
lan
g
u
ag
es
to
p
r
esch
o
o
l
s
tu
d
en
ts
,
b
u
t
m
o
r
e
tr
a
in
in
g
is
n
ee
d
ed
f
o
r
ef
f
ec
tiv
e
i
n
clu
s
io
n
.
Pre
p
ar
i
n
g
f
u
tu
r
e
teac
h
er
s
f
o
r
d
ig
italizat
io
n
in
ea
r
ly
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
is
ess
en
tial
to
ef
f
e
ctiv
ely
in
co
r
p
o
r
ate
d
ig
ital to
o
ls
in
to
th
e
e
d
u
ca
tio
n
o
f
p
r
esch
o
o
l c
h
ild
r
en
[
5
7
]
,
[
5
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ch
o
o
l
r
esil
ien
ce
th
r
o
u
g
h
q
u
a
lity m
a
n
a
g
eme
n
t in
e
a
r
ly
ch
ild
h
o
o
d
e
d
u
ca
ti
o
n
:
a
ca
s
e
…
(
N
u
r
u
l A
r
ifiya
n
ti)
275
Fu
r
th
er
m
o
r
e
,
th
e
u
s
e
o
f
an
i
n
teg
r
ated
n
atio
n
al
an
d
i
n
ter
n
ati
o
n
al
cu
r
r
icu
lu
m
.
I
n
ter
n
atio
n
al
co
n
ten
t
in
n
atio
n
al
cu
r
r
icu
la
h
elp
s
s
tu
d
e
n
ts
co
p
e
with
cu
ltu
r
al
d
iv
e
r
s
ity
m
o
r
e
q
u
ick
ly
,
b
u
t n
o
n
-
W
ester
n
cu
r
r
icu
la
m
ay
b
e
m
o
r
e
c
h
allen
g
in
g
f
o
r
lo
ca
l
s
tu
d
en
ts
[
5
9
]
.
C
o
m
b
in
in
g
g
lo
b
al
an
d
lo
ca
l
cu
r
r
icu
la
ca
n
o
f
f
er
t
ec
h
n
ical
s
u
p
p
o
r
t f
o
r
cr
ea
tin
g
a
g
lo
ca
lized
s
ch
o
o
l
-
b
ased
cu
r
r
icu
lu
m
[
6
0
]
.
Fu
r
th
er
m
o
r
e,
th
e
c
u
r
r
icu
l
u
m
u
s
in
g
th
e
in
ter
n
atio
n
al
cu
r
r
icu
lu
m
f
o
c
u
s
es
o
n
d
ev
elo
p
in
g
s
k
ills
th
r
o
u
g
h
v
a
r
io
u
s
ap
p
r
o
ac
h
es.
A
n
in
ter
n
atio
n
al
c
u
r
r
icu
lu
m
is
r
e
p
o
r
ted
to
attr
ac
t
m
o
r
e
p
ar
en
ts
to
s
en
d
th
eir
ch
ild
r
e
n
to
a
s
ch
o
o
l
[
6
1
]
.
Par
en
ts
co
n
s
id
er
th
at
s
ch
o
o
ls
th
at
im
p
lem
en
t
a
n
in
ter
n
atio
n
al
cu
r
r
icu
lu
m
b
ette
r
p
r
ep
a
r
e
th
eir
c
h
ild
r
en
to
f
ac
e
th
e
ca
p
ac
ities
o
f
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
is
im
p
lies
th
at
p
ar
en
ts
co
n
s
id
er
th
e
i
n
te
r
n
atio
n
al
cu
r
r
icu
lu
m
as
a
m
o
r
e
ef
f
ec
tiv
e
m
ea
n
s
o
f
p
r
e
p
ar
i
n
g
th
eir
ch
ild
r
en
in
ter
m
s
o
f
k
n
o
wled
g
e
a
n
d
s
k
ills
r
elev
an
t to
th
e
c
u
r
r
e
n
t e
r
a.
Fu
r
th
er
m
o
r
e
,
in
clu
s
iv
e
s
er
v
ice
s
ar
e
also
a
u
n
iq
u
e
attr
ac
tio
n
f
o
r
th
e
co
m
m
u
n
ity
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
in
I
n
d
o
n
esia
s
h
o
ws
b
etter
p
r
o
g
r
ess
[
6
2
]
,
[
6
3
]
.
C
o
m
m
u
n
ity
d
ev
elo
p
m
en
t
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
in
k
in
d
e
r
g
ar
ten
s
i
n
I
n
d
o
n
esia
is
av
er
a
g
e,
b
u
t
in
clu
s
iv
e
v
alu
es
a
r
e
h
ig
h
[
6
4
]
.
I
n
s
titu
tio
n
s
th
a
t
p
r
o
v
id
e
in
clu
s
iv
e
s
er
v
ices
h
a
v
e
teac
h
er
s
with
a
cr
itical
r
o
l
e
in
id
en
tify
in
g
an
d
d
eter
m
i
n
in
g
in
ter
v
e
n
tio
n
s
f
o
r
ch
ild
r
en
with
d
is
ab
ilit
ies.
T
h
is
s
er
v
ice
is
ess
en
tial,
esp
ec
ial
ly
s
in
ce
n
o
t
all
s
ch
o
o
ls
ar
e
f
r
i
en
d
ly
to
ch
ild
r
en
'
s
u
n
iq
u
e
n
ee
d
s
.
I
n
s
titu
tio
n
s
th
at
ca
n
p
r
o
v
i
d
e
th
is
s
er
v
ice
h
elp
p
ar
en
ts
with
ch
ild
r
en
with
s
p
e
cial
n
ee
d
s
with
o
u
t
wo
r
r
y
in
g
ab
o
u
t
n
o
t
r
e
ce
iv
in
g
an
ap
p
r
o
p
r
iate
lear
n
in
g
p
r
o
ce
s
s
.
Ho
wev
er
,
i
n
s
titu
tio
n
s
m
u
s
t
also
en
s
u
r
e
th
at
th
e
s
er
v
ices p
r
o
v
id
e
d
to
ch
ild
r
en
f
o
llo
w
th
e
ch
ild
'
s
n
ee
d
s
.
3
.
3
.
Scho
o
l
p
ro
m
o
t
i
o
n
Sch
o
o
l
p
r
o
m
o
tio
n
s
ar
e
ca
r
r
ie
d
o
u
t
in
a
well
-
p
lan
n
ed
m
a
n
n
er
.
Sch
o
o
ls
h
o
l
d
e
v
en
ts
in
p
u
b
lic
p
lace
s
s
u
ch
as
s
h
o
p
p
in
g
ce
n
ter
s
b
y
h
o
ld
in
g
ac
tiv
ities
s
u
itab
le
f
o
r
y
o
u
n
g
p
eo
p
le.
T
h
e
s
ch
o
o
l
al
s
o
tr
ies
to
in
tr
o
d
u
ce
th
e
in
s
titu
tio
n
th
r
o
u
g
h
p
o
s
ter
s
an
d
b
r
o
ch
u
r
es in
p
u
b
lic
p
lace
s
.
“
Ou
r
ma
r
ke
tin
g
s
tr
a
teg
y
fr
o
m
th
e
fo
u
n
d
a
tio
n
h
a
s
o
u
r
ma
r
ke
t
in
g
tea
m.
S
o
,
th
e
ma
r
ke
tin
g
tea
m'
s
jo
b
is
to
crea
te
ev
en
ts
th
a
t
a
r
e
o
u
tg
o
in
g
,
o
u
tg
o
in
g
.
F
o
r
ex
a
mp
l
e,
h
o
ld
in
g
a
co
lo
r
in
g
c
o
mp
etitio
n
a
t
a
ma
ll
o
r
p
u
b
lic
p
la
ce
.
Th
en
,
h
e
w
a
s
a
ls
o
ta
s
ke
d
w
i
th
d
is
tr
ib
u
tin
g
b
r
o
ch
u
r
es.
Th
en
p
o
s
ters
to
p
erh
a
p
s
p
la
ce
s
,
fo
r
ex
a
mp
le,
p
u
b
lic
p
la
ce
s
th
a
t c
h
ild
r
en
like
th
a
t u
s
u
a
lly
visi
t
.
”
(
P1
)
Fu
r
th
er
m
o
r
e
,
th
e
s
ch
o
o
l h
eld
a
tr
ial
clas
s
an
d
o
p
en
h
o
u
s
e
p
r
o
g
r
am
.
T
h
is
p
r
o
g
r
am
aim
s
to
r
ec
r
u
it n
ew
s
tu
d
en
ts
b
y
p
r
o
v
id
in
g
th
e
o
p
p
o
r
tu
n
ity
to
ta
k
e
p
ar
t
i
n
le
ar
n
in
g
f
o
r
o
n
e
d
ay
.
C
h
ild
r
e
n
wh
o
will
b
ec
o
m
e
p
r
o
s
p
ec
tiv
e
s
tu
d
en
ts
ca
n
p
ar
t
icip
ate
in
class
les
s
o
n
s
with
ex
is
tin
g
s
tu
d
en
ts
.
Par
en
ts
c
an
s
ee
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
th
e
s
ch
o
o
l'
s
in
f
r
astru
ctu
r
e
d
u
r
in
g
th
e
tr
ial
class
.
Ho
wev
er
,
o
p
en
h
o
u
s
es a
r
e
h
el
d
twice
a
y
ea
r
.
Sch
o
o
l
r
esil
ien
ce
,
s
o
it
r
em
ain
s
p
o
p
u
lar
with
th
e
c
o
m
m
u
n
ity
,
is
also
p
r
o
m
o
ted
t
h
r
o
u
g
h
a
p
r
o
m
o
tio
n
s
y
s
tem
.
Pro
m
o
tio
n
is
an
ef
f
ec
tiv
e
way
to
c
o
m
m
u
n
icate
m
ar
k
etin
g
to
co
n
v
ey
s
u
p
e
r
io
r
s
er
v
ices
an
d
p
r
o
g
r
am
s
f
r
o
m
s
ch
o
o
l
i
n
s
titu
tio
n
s
.
Ma
r
k
etin
g
c
o
m
m
u
n
icatio
n
s
ar
e
e
s
s
en
tial
in
b
u
ild
in
g
s
ch
o
o
l
cu
ltu
r
e
in
d
ev
elo
p
in
g
co
u
n
tr
ies
[
6
5
]
.
Sch
o
o
ls
m
u
s
t
b
e
ab
le
to
a
n
aly
ze
wh
at
s
o
cie
ty
is
cu
r
r
en
tly
in
ter
ested
in
,
t
ar
g
et
u
s
er
s
,
an
d
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
y
.
T
h
is
f
o
llo
ws
p
r
ev
io
u
s
s
tu
d
ies,
wh
ich
r
ev
ea
l
th
at
ed
u
ca
tio
n
p
r
o
m
o
tio
n
in
v
o
lv
es
id
en
tify
in
g
a
n
d
f
u
lf
illi
n
g
u
s
er
n
ee
d
s
[
6
6
]
.
T
h
e
ta
r
g
et
s
er
v
ice
th
at
will b
e
p
r
o
v
i
d
ed
is
also
o
n
e
o
f
th
e
th
in
g
s
th
at
m
u
s
t
b
e
co
n
s
id
er
e
d
wh
en
d
et
er
m
in
in
g
a
p
r
o
m
o
tio
n
al
s
tr
ate
g
y
.
I
f
th
e
tar
g
et
u
s
er
s
ar
e
p
eo
p
le
with
m
id
d
le
to
u
p
p
er
ec
o
n
o
m
ic
lev
els,
th
e
n
a
p
r
o
m
o
tio
n
al
s
tr
ateg
y
o
f
h
o
l
d
in
g
c
h
ild
r
en
'
s
ev
en
ts
in
s
h
o
p
p
in
g
ce
n
ter
s
is
th
e
r
ig
h
t
c
h
o
ice.
T
h
is
p
r
o
m
o
tio
n
al
p
r
o
g
r
am
ca
n
b
e
a
n
e
x
ter
n
al
m
ar
k
etin
g
tech
n
iq
u
e.
Me
a
n
wh
ile,
p
r
o
m
o
tio
n
al
s
tr
ateg
ies
with
o
p
en
h
o
u
s
e
ev
en
ts
an
d
tr
ial
class
es
ar
e
in
ter
n
al
m
ar
k
etin
g
tech
n
iq
u
es.
Ma
r
k
etin
g
m
an
a
g
em
en
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
u
s
in
g
in
ter
n
al,
ex
ter
n
al,
an
d
in
ter
ac
tiv
e
m
ar
k
etin
g
ca
n
h
elp
b
u
i
ld
a
p
o
s
itiv
e
im
ag
e
an
d
o
v
er
co
m
e
c
o
m
p
etitio
n
.
Sch
o
o
l
p
r
o
m
o
tio
n
s
aim
to
attr
ac
t
s
tu
d
en
ts
f
o
r
t
h
e
n
ew
s
ch
o
o
l
y
ea
r
.
T
h
is
ac
tiv
ity
is
also
e
s
s
en
tial
s
o
th
e
p
u
b
lic
k
n
o
ws
ab
o
u
t
th
e
s
c
h
o
o
l
’
s
s
er
v
ices.
T
h
er
ef
o
r
e,
its
im
p
lem
en
tatio
n
r
eq
u
ir
es
a
s
p
e
cial
d
esig
n
team
s
o
th
is
p
r
o
g
r
am
ca
n
r
u
n
ef
f
ec
tiv
e
ly
.
Ma
r
k
etin
g
m
an
a
g
em
en
t
in
s
ch
o
o
ls
allo
ws
th
em
to
r
ea
ct
m
o
r
e
ef
f
icien
tly
to
en
v
ir
o
n
m
en
tal
c
h
an
g
es,
n
ew
s
er
v
ices,
an
d
s
u
cc
ess
f
u
l
m
ar
k
et
o
p
e
r
atio
n
s
,
r
esu
ltin
g
in
b
etter
ef
f
icien
cy
an
d
q
u
ality
[
6
7
]
.
Mo
r
eo
v
e
r
,
p
r
o
d
u
cts
an
d
s
er
v
ices,
s
er
v
ice
p
r
ice
s
,
s
ch
o
o
l
l
o
ca
tio
n
,
s
ch
o
o
l
s
er
v
ice
p
r
o
ce
s
s
es
an
d
m
an
ag
em
en
t,
f
ac
ilit
ies
an
d
in
f
r
astru
ctu
r
e,
a
n
d
h
u
m
an
r
eso
u
r
ce
s
in
f
lu
en
ce
u
s
er
s
atis
f
ac
tio
n
an
d
l
o
y
alty
.
T
h
e
ab
s
en
ce
o
f
in
ter
v
iews
with
p
a
r
en
ts
is
o
n
e
o
f
th
e
wea
k
n
ess
es
o
f
th
is
r
esear
ch
.
T
h
e
r
esu
lts
o
f
in
ter
v
iews
f
r
o
m
p
ar
en
ts
as
u
s
er
s
o
f
ed
u
ca
tio
n
a
l
s
er
v
ices
will
s
tr
en
g
th
en
th
e
d
ata
o
b
tain
e
d
f
r
o
m
teac
h
er
s
a
n
d
s
ch
o
o
l
p
r
in
cip
als
as p
lan
n
er
s
.
W
h
at
th
e
s
ch
o
o
l i
s
p
lan
n
in
g
will h
av
e
a
r
ea
l im
p
ac
t w
h
en
u
s
er
s
p
r
o
v
id
e
r
ea
l c
o
m
m
en
ts
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
r
esu
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
q
u
ality
h
u
m
an
r
eso
u
r
ce
m
an
a
g
em
en
t
,
s
u
p
er
io
r
p
r
o
g
r
a
m
s
s
u
ch
as
f
o
r
eig
n
l
an
g
u
ag
e
lear
n
i
n
g
an
d
in
ter
n
atio
n
al
cu
r
r
icu
la,
an
d
ef
f
ec
t
iv
e
p
r
o
m
o
tio
n
in
m
ain
tain
in
g
th
e
r
esil
ien
ce
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
am
id
s
t
co
m
p
etitio
n
.
T
h
e
r
o
le
o
f
s
ch
o
o
l
p
r
in
cip
als
in
co
n
f
lict
r
eso
lu
tio
n
an
d
a
d
ap
tiv
e
m
ar
k
etin
g
is
th
e
k
ey
to
m
ee
tin
g
co
m
m
u
n
ity
ex
p
ec
tatio
n
s
a
n
d
in
cr
ea
s
in
g
u
s
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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8
8
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I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
269
-
278
276
s
atis
f
ac
tio
n
.
T
h
is
s
tr
ateg
y
allo
ws
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
t
o
r
em
ain
r
elev
an
t,
m
ain
tain
s
er
v
ice
q
u
ality
,
an
d
co
m
p
ete
in
a
n
in
cr
ea
s
in
g
ly
co
m
p
etitiv
e
ed
u
ca
tio
n
m
ar
k
et.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
S
t
o
r
m
s
,
D
.
S
i
m
u
n
d
z
a
,
E
.
M
o
r
g
a
n
,
a
n
d
S
.
M
i
l
l
e
r
,
“
D
e
v
e
l
o
p
i
n
g
a
r
e
s
i
l
i
e
n
c
e
t
o
o
l
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
:
a
m
u
s
t
-
h
a
v
e
i
n
c
a
m
p
u
s
m
a
s
t
e
r
p
l
a
n
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
G
r
e
e
n
B
u
i
l
d
i
n
g
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
1
8
7
–
1
9
8
,
2
0
1
9
,
d
o
i
:
1
0
.
3
9
9
2
/
1
9
4
3
-
4
6
1
8
.
1
4
.
1
.
1
8
7
.
[
2
]
O
.
A
r
h
i
p
o
v
a
,
I
.
K
o
k
i
n
a
,
a
n
d
A
.
R
.
M
i
c
h
a
e
l
s
s
o
n
,
“
S
c
h
o
o
l
p
r
i
n
c
i
p
a
l
’
s
m
a
n
a
g
e
m
e
n
t
c
o
m
p
e
t
e
n
c
e
s
f
o
r
s
u
c
c
e
s
s
f
u
l
s
c
h
o
o
l
d
e
v
e
l
o
p
m
e
n
t
,
”
T
i
l
t
a
i
,
v
o
l
.
7
9
,
n
o
.
1
,
p
p
.
6
3
–
7
6
,
2
0
2
1
,
d
o
i
:
1
0
.
1
5
1
8
1
/
t
b
b
.
v
7
8
i
1
.
1
7
5
7
.
[
3
]
C
.
S
.
J
o
n
g
e
n
,
J
.
M
c
C
a
l
m
a
n
,
a
n
d
R
.
G
.
B
a
i
n
b
r
i
d
g
e
,
“
A
s
y
s
t
e
m
a
t
i
c
s
c
o
p
i
n
g
r
e
v
i
e
w
o
f
t
h
e
r
e
s
i
l
i
e
n
c
e
i
n
t
e
r
v
e
n
t
i
o
n
l
i
t
e
r
a
t
u
r
e
f
o
r
i
n
d
i
g
e
n
o
u
s
a
d
o
l
e
s
c
e
n
t
s
i
n
c
a
n
z
u
s
n
a
t
i
o
n
s
,
”
F
r
o
n
t
i
e
r
s
i
n
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
7
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
u
b
h
.
2
0
1
9
.
0
0
3
5
1
.
[
4
]
M
.
E
.
G
o
s
h
i
n
,
P
i
n
s
k
a
y
a
,
a
n
d
D
.
S
.
G
r
i
g
o
r
y
e
v
,
“
F
o
r
m
s
o
f
p
a
r
e
n
t
a
l
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
i
n
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
s
c
h
o
o
l
s
,
”
S
o
t
s
i
o
l
o
g
i
c
h
e
s
k
i
e
I
s
s
l
e
d
o
v
a
n
i
y
a
,
v
o
l
.
2
0
2
1
,
n
o
.
5
,
p
p
.
6
9
–
8
3
,
2
0
2
1
,
d
o
i
:
1
0
.
3
1
8
5
7
/
S
0
1
3
2
1
6
2
5
0
0
1
2
6
8
5
-
6.
[
5
]
N
a
i
c
k
e
r
I
,
G
r
a
n
t
C
C
,
a
n
d
P
i
l
l
a
y
S
S
,
“
S
c
h
o
o
l
s
p
e
r
f
o
r
m
i
n
g
a
g
a
i
n
s
t
t
h
e
o
d
d
s
:
e
n
a
b
l
e
m
e
n
t
s
a
n
d
c
o
n
s
t
r
a
i
n
t
s
t
o
s
c
h
o
o
l
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
,
”
S
o
u
t
h
A
f
r
i
c
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
6
,
n
o
.
4
,
p
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