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p
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T
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“
T
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e
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d
s
”
[
1
]
.
In
e
d
u
c
a
t
i
o
n
,
t
h
e
t
e
r
m
“
i
n
c
l
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s
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”
h
a
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p
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p
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p
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s
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f
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w
d
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,
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tl
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ca
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n
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s
wi
t
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e
d
s
[
2
]
.
All
s
tu
d
en
ts
,
r
eg
ar
d
less
of
t
h
e
ir
g
en
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,
ab
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s
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ld
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tu
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ities
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s
ettin
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a
r
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all
tr
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with
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th
.
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n
o
wn
as
in
clu
s
io
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in
th
e
cl
ass
r
o
o
m
[
3
]
.
W
h
en
ass
em
b
led
,
s
o
m
e
lear
n
er
s
n
ee
d
h
elp
with
in
d
iv
id
u
alize
d
f
ac
to
r
s
,
an
d
s
o
m
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n
ee
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h
el
p
with
in
s
titu
tio
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s
.
On
th
is
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r
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d
,
th
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teac
h
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/f
ac
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ato
r
is
s
o
lely
r
esp
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s
ib
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id
in
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in
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ca
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wh
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ap
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Fu
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a
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to
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an
d
th
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tr
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cr
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d
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p
ar
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in
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in
ter
ests
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p
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f
o
r
ev
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d
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m
ain
a
r
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d
if
f
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r
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n
t.
T
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e
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er
s
ar
e
also
f
o
r
ce
d
to
lear
n
a
r
ig
id
cu
r
r
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lu
m
;
th
is
m
ay
b
e
a
g
r
ea
t
ch
an
ce
o
f
ar
is
in
g
ac
ad
em
ic
a
n
x
iety
in
in
cl
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s
iv
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s
etu
p
.
Acc
o
r
d
in
g
to
Fis
h
s
tr
o
m
et
a
l
.
[
4
]
,
ac
ad
em
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a
n
x
iet
y
is
co
n
s
id
er
ed
a
s
tate
-
s
p
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if
ic
ty
p
e
o
f
an
x
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in
wh
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s
tu
d
en
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ex
p
er
ie
n
ce
co
g
n
itiv
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p
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s
io
lo
g
ical,
an
d
b
e
h
av
io
r
al
r
esp
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s
es
to
ed
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ca
ti
o
n
al
co
n
te
x
ts
.
T
h
e
g
o
al
of
th
is
s
tu
d
y
is
to
ex
a
m
in
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cr
u
cial
p
r
o
b
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s
co
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ce
r
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in
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x
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im
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s
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r
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h
lear
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r
s
’
s
elf
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elo
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
A
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a
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d
s
elf
-
b
elo
n
g
in
g
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es
s
o
f in
clu
s
ive
lea
r
n
ers
:
t
h
e
s
ta
n
ce
,
fa
ce
t o
ve
r
co
min
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(
P
a
n
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elva
m
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)
1287
Sin
ce
ac
ad
em
ic
an
x
iety
is
not
an
is
s
u
e,
it
is
a
way
of
g
r
as
p
in
g
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itu
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ticu
la
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asp
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ts
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Stu
d
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f
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ic
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a
[
5
]
.
Me
ch
a
n
ic
ally
,
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x
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n
cr
o
a
ch
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h
as
a
ch
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ce
to
af
f
ec
t
th
eir
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u
ca
tio
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tan
d
a
r
d
s
.
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o
,
tr
ac
in
g
out
th
ese
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r
n
s
,
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s
b
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ch
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poor
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e
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atic
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elem
en
ts
:
an
x
ie
ty
,
em
o
tio
n
ality
,
task
-
g
e
n
er
at
ed
in
f
er
en
ce
s
,
an
d
d
ef
icien
cies
in
s
tu
d
y
s
k
ills
[
6
]
.
W
ith
th
ese
co
m
p
o
n
e
n
ts
,
a
r
esear
ch
d
esig
n
r
e
p
r
esen
ts
it
i
s
s
tu
d
y
’
s
o
b
jectiv
es
or
tar
g
eted
in
q
u
ir
ies,
s
u
ch
as
h
o
w
lear
n
er
s
can
r
e
g
u
late
th
e
s
e
co
m
p
o
n
en
ts
o
v
er
tim
e
an
d
wh
at
p
r
ec
au
tio
n
s
lear
n
er
s
s
h
o
u
ld
tak
e
o
v
er
tim
e
.
T
h
is
p
ar
ad
ig
m
o
n
ly
id
en
tifie
s
an
d
ad
d
r
ess
es
th
e
p
r
im
ar
y
r
e
latio
n
s
h
ip
b
etwe
en
an
x
iety
a
n
d
s
elf
-
b
elo
n
g
in
g
n
es
s
of
lear
n
er
s
.
In
t
h
e
ca
s
e
of
a
poor
im
p
r
ess
io
n
,
if
it
is
s
u
b
s
tan
tial,
th
e
e
x
is
ten
ce
of
a
s
im
ilar
s
itu
atio
n
can
lead
to
s
ev
e
r
e
is
s
u
es.
W
h
en
lear
n
e
r
s
s
u
f
f
er
f
r
o
m
s
ch
o
o
l/aca
d
em
i
c
an
x
iety
,
it
lea
v
es
a
m
ar
k
th
at
lead
s
to
p
r
o
b
lem
s
or
a
lag
in
th
eir
ac
ad
em
ic
p
r
o
g
r
ess
.
T
h
is
s
tr
u
g
g
le
m
ay
s
o
m
etim
es
lead
to
a
lack
of
f
o
cu
s
,
an
x
iety
,
p
r
o
b
lem
s
with
p
er
f
o
r
m
a
n
ce
,
a
f
ea
r
of
e
x
am
s
,
a
f
ea
r
of
th
e
ac
ad
em
ic
en
v
ir
o
n
m
e
n
t,
s
o
cial
p
r
ess
u
r
e,
an
d
so
on
with
s
ch
o
o
l
ac
tiv
ities
,
wh
ich
af
f
ec
ts
b
elo
n
g
in
g
n
ess
an
d
s
elf
-
es
teem
o
f
s
tu
d
e
n
ts
.
B
elo
n
g
in
g
n
ess
an
d
s
elf
-
esteem
ar
e
clo
s
ely
r
elate
d
to
ea
c
h
o
th
er
.
I
t
is
co
n
s
id
er
ed
as
o
n
e
o
f
t
h
e
b
asic
f
u
n
d
am
e
n
tal
n
ee
d
s
o
f
a
p
er
s
o
n
[
7
]
.
Oth
er
wis
e,
s
o
m
e
m
ay
f
ee
l
an
x
io
u
s
wh
en
d
o
in
g
o
t
h
er
ass
ig
n
ed
d
u
ties
lin
k
ed
to
th
eir
ac
ad
em
ic
wo
r
k
.
In
co
n
tr
ast,
o
th
e
r
s
m
ay
f
ee
l
a
n
x
io
u
s
ab
o
u
t
th
eir
ad
m
is
s
io
n
test
s
,
p
r
ac
tical
’
s,
co
-
cu
r
r
icu
lar
ac
tiv
ities
,
an
d
e
x
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
.
In
th
o
s
e
ca
s
es,
if
e
x
am
a
n
x
iet
y
ex
is
ts
,
it
co
llap
s
es
th
e
en
tir
e
ex
am
p
r
e
p
ar
atio
n
p
r
o
ce
s
s
f
o
r
lear
n
er
s
.
In
g
en
e
r
al,
an
x
iety
in
a
n
y
f
o
r
m
is
a
n
o
tewo
r
th
y
p
r
e
d
icto
r
of
ac
ad
em
ic
ac
h
iev
em
e
n
t.
Stu
d
en
ts
wh
o
s
u
f
f
er
f
r
o
m
an
x
iety
d
is
o
r
d
er
s
ten
d
to
ap
p
r
o
ac
h
th
eir
s
tu
d
ies
in
a
p
ass
iv
e
m
an
n
er
,
s
h
o
win
g
lo
w
p
er
f
o
r
m
an
ce
on
test
s
an
d
ass
ig
n
m
en
ts
as
well
as
a
lack
of
i
n
ter
est
in
lear
n
in
g
[
8
]
.
In
th
o
s
e
ca
s
es,
test
an
x
iety
or
ex
am
in
atio
n
an
x
iety
is
a
m
u
ltifa
ce
ted
n
o
tio
n
with
a
r
a
n
g
e
of
e
f
f
ec
ts
on
af
f
ec
tiv
e
a
n
d
co
g
n
itiv
e
d
o
m
ain
s
th
at
ev
en
tu
ally
im
p
air
ac
ad
e
m
ic
test
s
co
r
es
[
9
]
.
Aca
d
em
ic
an
x
iety
in
clu
d
es
test
an
x
iety
,
an
x
iety
ab
o
u
t
an
y
p
ar
ticu
lar
s
u
b
ject,
an
d
an
x
iety
ab
o
u
t
a
n
y
k
i
n
d
of
in
s
titu
tio
n
a
l
s
ettin
g
[
1
0
]
.
So
m
e
s
t
u
d
e
n
ts
c
an
n
o
t
i
g
n
o
r
e
a
ca
d
e
m
ic
a
n
x
ie
ty
if
t
h
e
y
i
n
te
n
d
to
ac
co
m
p
lis
h
a
l
ea
r
n
i
n
g
t
ask
or
a
ch
ie
v
e
an
y
ac
ti
v
it
y
in
t
h
e
cl
ass
r
o
o
m
.
It
is
li
n
k
e
d
to
t
h
e
i
m
m
ed
iat
e
r
is
k
p
o
s
e
d
by
th
e
e
n
v
ir
o
n
m
en
t
of
le
ar
n
i
n
g
,
i
n
c
lu
d
i
n
g
tu
t
o
r
s
a
n
d
s
p
ec
if
ic
d
is
ci
p
li
n
e
s
lik
e
c
h
em
is
tr
y
,
p
h
y
s
i
cs,
m
ath
em
ati
cs,
a
n
d
E
n
g
lis
h
T
h
u
s
an
x
i
et
y
h
as
b
e
e
n
o
b
s
e
r
v
ed
i
n
s
t
u
d
e
n
ts
t
ak
in
g
m
at
h
,
r
ea
d
i
n
g
,
s
ci
en
ce
,
a
n
d
f
o
r
ei
g
n
la
n
g
u
a
g
e
class
es
[
1
1
]
.
A
c
o
r
r
e
lat
io
n
s
t
u
d
y
s
tates
t
h
a
t
a
n
x
iet
y
p
la
y
s
a
c
r
u
cial
r
o
le
in
h
u
m
a
n
li
f
e
b
ec
au
s
e
a
ll
of
us
ar
e
th
e
v
i
cti
m
s
of
an
x
i
et
y
in
d
i
f
f
er
e
n
t
way
s
[
1
2
]
,
[
1
3
]
.
In
o
t
h
e
r
w
o
r
d
s
,
s
t
u
d
e
n
ts
w
h
o
h
a
v
e
a
l
o
w
s
el
f
-
v
i
ew
ab
o
u
t
t
h
em
wo
u
l
d
ex
p
e
r
ie
n
ce
an
x
i
et
y
[
1
4
]
.
Self
-
v
i
ew
is
n
o
t
h
i
n
g
b
u
t
a
s
e
n
s
e
of
b
el
o
n
g
in
g
to
s
el
f
.
Sel
f
-
b
el
o
n
g
in
g
n
ess
is
t
h
e
em
o
t
io
n
al
n
e
ed
of
th
e
le
ar
n
er
to
f
it
in
a
n
d
be
a
cc
ep
te
d
by
t
h
ei
r
p
e
er
s
.
B
e
lo
n
g
i
n
g
c
an
b
e
d
e
f
i
n
e
d
as
a
s
u
b
je
cti
v
e
f
ee
li
n
g
th
a
t
o
n
e
is
a
n
in
te
g
r
al
p
a
r
t
o
f
t
h
e
ir
s
u
r
r
o
u
n
d
i
n
g
s
y
s
t
e
m
s
,
i
n
c
lu
d
i
n
g
f
am
i
ly
,
f
r
i
en
d
s
,
s
ch
o
o
l,
w
o
r
k
en
v
i
r
o
n
m
en
ts
,
c
o
m
m
u
n
iti
es,
cu
lt
u
r
al
g
r
o
u
p
s
,
a
n
d
p
h
y
s
i
ca
l
p
la
ce
s
[
1
5
]
.
A
p
a
r
t
f
r
o
m
al
l
o
t
h
e
r
c
o
m
p
o
n
e
n
ts
,
t
h
e
s
el
f
-
b
el
o
n
g
i
n
g
n
ess
of
l
ea
r
n
e
r
s
is
cr
u
c
ial
,
esp
ec
i
all
y
in
an
in
cl
u
s
iv
e
s
et
u
p
th
at
in
f
l
u
en
ce
s
ac
a
d
e
m
ic
p
e
r
f
o
r
m
a
n
ce
.
On
f
o
cu
s
in
g
w
it
h
b
el
o
n
g
i
n
g
,
th
e
e
x
p
e
r
ie
n
ce
o
f
‘
b
el
o
n
g
in
g
n
ess
’
is
a
n
ac
ti
v
e,
i
n
te
r
n
al
m
a
n
i
f
est
ati
o
n
o
f
a
s
tr
o
n
g
p
s
y
c
h
o
l
o
g
ic
al
b
o
n
d
.
T
h
er
ef
o
r
e
,
th
e
p
s
y
c
h
o
l
o
g
ica
l
ex
p
e
r
i
en
ce
o
f
s
c
h
o
o
l
m
e
m
b
er
s
h
i
p
,
o
r
s
c
h
o
o
l
b
el
o
n
g
i
n
g
n
ess
,
is
t
h
e
s
e
n
s
ati
o
n
o
f
b
ei
n
g
p
e
r
s
o
n
all
y
ac
ce
p
t
ed
,
r
es
p
e
cte
d
,
i
n
c
lu
d
e
d
,
a
n
d
s
u
p
p
o
r
t
e
d
b
y
o
th
e
r
s
i
n
t
h
e
s
c
h
o
o
l
s
o
ci
a
l
e
n
v
ir
o
n
m
e
n
t
[
1
6
]
.
Als
o
,
s
e
v
er
al
o
t
h
e
r
f
a
ct
o
r
s
d
ir
ec
tl
y
a
n
d
i
n
d
ir
ec
t
ly
a
f
f
ec
t
ac
a
d
e
m
ic
a
cc
o
m
p
l
is
h
m
e
n
t
.
To
a
d
d
r
ess
s
u
c
h
b
a
r
r
ie
r
s
p
r
o
ac
t
iv
el
y
,
t
h
is
r
es
ea
r
c
h
i
d
e
n
tifi
es
a
n
d
c
o
n
ce
n
t
r
at
es
on
c
er
tai
n
s
p
ec
i
f
i
c
c
h
a
r
a
cte
r
is
t
ics
.
S
o
,
t
h
e
s
tu
d
y
r
ep
o
r
t
ass
is
ts
le
ar
n
e
r
s
a
n
d
t
h
ei
r
r
es
p
e
cti
v
e
a
u
t
h
o
r
iti
es
o
v
e
r
c
o
m
e
a
n
x
io
u
s
n
ess
.
2.
M
E
T
H
O
D
2
.
1
.
T
he
s
t
a
nce
of
s
t
ud
y
v
a
ria
bles
Acc
o
r
d
in
g
to
th
e
r
ev
iew
r
e
v
is
io
n
,
m
a
n
y
f
ac
to
r
s
i
n
f
lu
en
ce
y
o
u
n
g
lear
n
e
r
s
’
ac
ad
e
m
ic
ac
h
i
ev
em
en
t
in
th
e
cu
r
r
e
n
t
ed
u
ca
tio
n
s
y
s
tem
.
A
teac
h
er
s
h
o
u
ld
be
awa
r
e
of
th
e
m
a
n
y
f
o
r
m
s
an
d
m
an
i
f
e
s
tatio
n
s
of
an
x
iety
th
at
y
o
u
n
g
lear
n
er
s
ex
p
er
ien
ce
in
th
e
class
r
o
o
m
as
th
is
h
elp
s
to
h
an
d
le
ev
e
r
y
o
n
e.
Pr
ev
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
h
i
g
h
ly
test
an
x
io
u
s
p
er
s
o
n
s
ar
e
m
o
r
e
lik
ely
t
o
m
ee
t
cr
iter
ia
f
o
r
a
n
an
x
iety
d
is
o
r
d
er
a
n
d
r
ep
o
r
t
m
o
r
e
f
r
e
q
u
en
t
s
y
m
p
to
m
s
o
f
a
n
x
iety
d
is
o
r
d
e
r
s
th
an
th
eir
lo
w
-
test
an
x
io
u
s
co
u
n
ter
p
ar
ts
.
Ho
wev
er
,
it
is
u
n
clea
r
wh
eth
er
test
an
x
iety
s
h
o
u
ld
b
e
tr
ea
ted
as
d
is
tin
ct
to
,
o
r
a
m
an
if
estatio
n
o
f
,
an
x
iety
d
is
o
r
d
er
s
[
1
7
]
.
T
h
is
r
esu
lt
m
atch
es
th
e
ac
ad
em
ic
an
x
iety
of
y
o
u
n
g
lear
n
e
r
s
,
an
d
it
can
be
d
escr
ib
ed
as
i)
g
en
er
al
an
x
iety
;
ii)
s
o
cial
an
x
iety
;
an
d
iii)
test
an
x
iety
.
In
p
r
ev
io
u
s
s
tu
d
y
,
g
e
n
er
al
an
x
iety
be
ab
s
en
teeism
or
av
o
id
an
ce
of
s
ch
o
o
l,
p
o
o
r
er
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
ag
itatio
n
,
s
o
cial
d
is
en
g
ag
em
en
t,
ac
tin
g
out
or
ca
u
s
in
g
d
is
tu
r
b
an
ce
s
in
g
en
er
al,
an
d
in
ab
ilit
y
to
c
o
p
e
with
s
tr
ess
;
s
o
ci
a
l
a
n
x
ie
t
y
be
f
e
a
r
f
u
ln
e
s
s
in
s
o
c
ia
l
s
i
t
u
at
i
o
n
s
,
s
i
g
n
if
i
c
a
n
t
d
is
t
r
es
s
t
h
a
t
i
n
t
e
r
f
e
r
e
s
s
o
c
i
a
l
s
e
t
ti
n
g
s
a
n
d
i
n
t
e
r
c
e
p
t
i
o
n
of
s
o
c
i
a
l
s
k
i
l
ls
,
a
n
d
t
e
s
t
a
n
x
i
e
t
y
d
e
n
o
t
e
s
,
t
h
e
d
is
c
r
e
p
a
n
c
y
b
e
t
w
e
e
n
a
s
t
u
d
e
n
t
’
s
p
o
t
e
n
t
ia
l
a
n
d
a
c
tu
a
l
e
x
a
m
p
e
r
f
o
r
m
a
n
c
e
,
als
o
“a
ca
d
em
ic
p
er
f
o
r
m
an
ce
th
at
is
co
n
ce
r
n
ed
,
u
n
co
n
tr
o
llab
ly
wo
r
r
ie
d
o
r
th
i
n
k
in
g
n
e
g
ativ
ely
ab
o
u
t
o
n
e
’
s
ac
ad
em
ic
ac
h
iev
em
en
t,
lack
o
f
ap
p
etite
o
r
s
leep
,
f
ea
r
,
d
if
f
icu
lty
co
n
ce
n
tr
atin
g
,
em
o
tio
n
al
tu
r
m
o
il,
an
x
iety
,
an
d
d
r
ea
d
”
[
1
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
2
8
6
-
1
2
9
4
1288
Gen
er
alize
d
an
x
iety
d
is
o
r
d
er
is
a
co
n
d
itio
n
m
ar
k
e
d
by
s
ix
m
o
n
th
s
or
more
of
c
h
r
o
n
ic,
in
te
n
s
e
wo
r
r
y
an
d
s
tr
ess
f
o
r
no
a
p
p
ar
e
n
t
r
ea
s
o
n
or
th
at
is
m
u
c
h
m
o
r
e
s
ev
er
e
th
an
an
x
iety
m
o
s
t
p
e
o
p
le
h
av
e
[1
9
].
Als
o
,
th
e
lear
n
er
s
m
ay
h
av
e
p
h
y
s
ical
s
y
m
p
to
m
s
s
u
ch
as
f
atig
u
e,
h
e
ad
ac
h
es,
or
s
to
m
ac
h
ac
h
es.
Sco
lio
n
o
p
h
o
b
ia
is
th
e
ter
m
f
o
r
a
p
h
o
b
ia
ass
o
ciate
d
with
ed
u
ca
tio
n
or
s
ch
o
o
lin
g
.
L
ea
r
n
er
s
wh
o
h
av
e
th
is
s
ev
er
e
d
r
ea
d
of
s
ch
o
o
l
ten
d
to
h
o
ld
it
f
o
r
a
v
er
y
lo
n
g
p
e
r
io
d
.
Am
o
n
g
th
e
s
ig
n
s
,
it
co
u
ld
in
clu
d
e
s
tu
tter
in
g
or
s
p
e
ak
in
g
in
co
h
e
r
en
tly
,
av
o
id
in
g
e
y
e
co
n
tact,
f
id
g
etin
g
,
an
d
av
o
id
in
g
class
in
v
o
lv
e
m
en
t.
Fin
ally
,
it
lead
s
to
s
ch
o
o
l
r
ejec
tio
n
,
wh
ich
is
more
lik
ely
to
im
p
ac
t
k
i
d
s
g
o
i
n
g
th
r
o
u
g
h
tr
a
n
s
itio
n
s
lik
e
m
i
d
d
le
or
h
ig
h
s
ch
o
o
l.
C
h
ild
r
e
n
with
s
ch
o
o
l
p
h
o
b
ia
o
f
ten
b
ec
o
m
e
p
h
y
s
ically
ill
at
th
e
th
o
u
g
h
t
of
g
o
in
g
to
s
c
h
o
o
l
[
20
].
An
x
iety
r
elate
d
to
p
er
f
o
r
m
in
g
a
task
r
elate
d
to
th
e
s
u
b
ject
m
atter
in
a
class
r
o
o
m
s
ettin
g
m
ig
h
t
be
id
en
tifie
d
as
s
o
cial
a
n
x
iety
.
L
ea
r
n
er
s
with
s
o
cial
an
x
iety
m
ay
ex
p
e
r
ien
ce
th
e
f
o
llo
win
g
wh
en
put
in
s
ettin
g
s
t
h
at
ar
e
p
er
f
o
r
m
a
n
ce
-
or
s
o
cial
ly
-
b
ased
an
d
o
th
e
r
s
ar
e
o
b
s
er
v
in
g
th
e
m
[
2
1
]
,
an
d
it
ca
n
b
e
s
u
m
m
ar
ized
as:
i)
f
ee
l
s
elf
-
co
n
s
cio
u
s
an
d
an
x
io
u
s
in
s
o
cial
o
r
p
er
f
o
r
m
an
ce
-
b
ased
s
itu
atio
n
s
;
ii)
av
o
id
s
ch
o
o
l
o
r
p
ar
ticip
a
tin
g
in
class
;
iii)
s
ee
m
em
b
ar
r
ass
ed
,
lo
n
ely
,
o
r
with
d
r
awn
;
iv
)
tr
o
u
b
le
with
d
eliv
er
in
g
a
s
p
ee
ch
in
f
r
o
n
t
o
f
t
h
e
class
;
v
)
p
u
ttin
g
u
p
th
eir
h
a
n
d
in
r
esp
o
n
s
e
to
a
q
u
er
y
; v
i)
ea
tin
g
in
f
r
o
n
t o
f
p
e
er
s
; v
ii)
s
tay
awa
y
f
r
o
m
s
ch
o
o
l o
r
s
h
o
win
g
u
p
f
o
r
class
; a
n
d
v
iii)
b
e
tar
g
eted
b
y
b
u
llies
; a
n
d
ix
)
b
e
o
v
e
r
p
r
o
tecte
d
b
y
well
-
m
ea
n
in
g
f
r
ien
d
s
w
h
o
ar
e
willin
g
to
talk
f
o
r
th
em
Selectiv
e
m
u
tis
m
i
s
a
r
ar
e
an
d
m
u
ltid
im
en
s
io
n
al
ch
ild
h
o
o
d
d
is
o
r
d
er
th
at
ty
p
ically
af
f
ec
t
s
ch
ild
r
en
en
ter
in
g
s
ch
o
o
l
a
g
e.
I
t
is
ch
ar
ac
ter
ized
b
y
th
e
p
e
r
s
is
ten
t
f
ailu
r
e
to
s
p
ea
k
i
n
s
elec
t
s
o
c
ial
s
ettin
g
s
d
esp
ite
p
o
s
s
ess
in
g
th
e
ab
ilit
y
to
s
p
ea
k
an
d
s
p
ea
k
co
m
f
o
r
tab
l
y
in
m
o
r
e
f
am
iliar
s
ettin
g
s
[
2
2
]
.
Fo
r
lear
n
er
s
in
f
a
m
iliar
s
ettin
g
s
,
s
u
ch
as
at
h
o
m
e
with
f
am
ily
,
lear
n
er
s
wh
o
s
u
f
f
er
f
r
o
m
s
elec
tiv
e
m
u
tis
m
m
ay
b
e
ab
le
to
co
m
m
u
n
icate
p
er
f
ec
tly
.
Ho
w
ev
er
,
th
e
y
ar
e
m
u
te
in
o
t
h
er
s
ettin
g
s
,
s
u
ch
as
p
u
b
lic,
cla
s
s
r
o
o
m
s
ettin
g
s
,
o
r
s
ch
o
o
ls
.
A
f
r
eq
u
en
t
a
n
d
tr
ea
ta
b
le
co
n
d
itio
n
is
p
an
ic
d
is
o
r
d
er
.
Pan
ic
d
is
o
r
d
e
r
s
u
f
f
er
e
r
s
h
av
e
s
u
d
d
en
,
r
ec
u
r
r
in
g
ep
is
o
d
es
o
f
ex
t
r
em
e
an
x
iety
o
r
p
ain
in
ad
d
itio
n
to
o
th
er
s
y
m
p
to
m
s
lik
e
p
alp
itatio
n
s
o
r
a
r
ac
in
g
h
ea
r
tb
ea
t.
T
h
ey
ar
e
k
n
o
wn
as
“
p
an
ic
at
tack
s
”
an
d
ca
n
ex
ten
d
a
n
y
wh
er
e
f
r
o
m
a
f
ew
m
in
u
tes
to
s
ev
er
al
h
o
u
r
s
.
Pan
ic
attac
k
s
f
r
eq
u
e
n
tly
d
e
v
elo
p
with
o
u
t
war
n
i
n
g
.
H
o
wev
er
,
if
s
ep
ar
atio
n
an
x
iety
p
e
r
s
is
ts
th
r
o
u
g
h
o
u
t
th
e
ea
r
l
y
s
ch
o
o
l
y
ea
r
s
,
ad
o
lescen
ts
co
u
ld
f
in
d
it
d
i
f
f
icu
lt
to
atten
d
class
o
r
ev
en
v
is
it
f
r
ien
d
s
'
h
o
m
es.
T
h
ey
f
in
d
it
d
if
f
icu
lt to
b
e
ap
ar
t f
r
o
m
t
h
eir
ca
r
etak
er
s
.
2
.
2
.
Resea
rc
h
des
ig
n
T
h
e
p
lan
of
a
s
cien
tific
in
v
e
s
tig
atio
n
is
r
ef
er
r
ed
to
as
th
e
r
esear
ch
d
esig
n
.
It
p
r
o
v
id
es
to
o
ls
an
d
r
esear
ch
tech
n
iq
u
es
to
g
eth
er
with
g
u
id
elin
es
f
o
r
ca
r
r
y
in
g
o
u
t
th
e
s
tu
d
y
.
It
h
elp
s
id
en
tif
y
a
n
d
ad
d
r
ess
p
r
o
b
lem
s
th
at
m
ay
ar
is
e
o
v
er
th
e
c
o
u
r
s
e
of
th
e
s
tu
d
y
an
d
in
v
esti
g
atio
n
.
T
h
e
r
esear
ch
d
esig
n
is
p
r
o
ce
s
s
ed
with
f
o
r
m
u
lated
h
y
p
o
th
eses
f
o
r
t
h
is
s
tu
d
y
.
i)
T
h
er
e
e
x
is
ts
no
d
is
ce
r
n
ib
le
c
h
an
g
e
in
th
e
av
er
a
g
e
ac
a
d
em
ic
an
x
iety
s
co
r
es
an
d
s
elf
-
b
el
o
n
g
in
g
n
ess
of
y
o
u
n
g
lear
n
e
r
s
due
to
v
ar
iatio
n
in
th
e
p
er
s
o
n
n
el
v
ar
iab
le
as
g
en
d
er
(
H
1,
2
)
.
ii)
T
h
er
e
e
x
is
ts
a
co
n
s
id
er
ab
le
d
i
s
s
im
ilar
ity
ex
is
ts
in
th
e
m
ea
n
s
co
r
es
of
an
x
iety
an
d
s
elf
-
b
elo
n
g
in
g
n
ess
of
y
o
u
n
g
lear
n
e
r
s
co
n
ce
r
n
in
g
th
e
ir
lo
ca
lity
of
r
esid
e
n
ce
(
H
3,
4
)
.
iii)
T
h
er
e
e
x
is
ts
no
d
is
ce
r
n
ib
le
c
h
an
g
e
in
th
e
lev
el
of
ac
ad
em
ic
an
x
iety
a
n
d
s
elf
-
b
elo
n
g
in
g
n
ess
m
ea
n
s
co
r
es
of
y
o
u
n
g
lear
n
er
s
d
u
e
to
v
ar
iatio
n
in
th
e
p
er
s
o
n
n
el
v
ar
iab
le
as
a
m
ed
iu
m
of
in
s
tr
u
ctio
n
(
H
5,
6
)
.
iv
)
T
h
er
e
ex
is
ts
no
s
ig
n
if
ican
t
d
i
s
tin
ctio
n
in
an
x
iety
,
an
d
th
er
e
ex
is
ts
a
s
u
b
s
tan
tial
d
if
f
er
en
ce
in
th
e
s
elf
-
b
elo
n
g
in
g
m
ea
n
s
co
r
es
of
y
o
u
n
g
lear
n
e
r
s
ab
o
u
t
th
ei
r
f
am
ily
ty
p
e
(
H
7,
8
)
.
T
h
is
s
tu
d
y
h
as
two
d
if
f
er
e
n
t
k
in
d
s
of
v
ar
iab
les;
th
e
r
e
m
ig
h
t
be
an
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
an
d
d
ep
en
d
e
n
t
v
ar
iab
le
.
T
wo
of
th
e
d
ep
en
d
en
t
v
a
r
iab
les
ar
e
s
elf
-
b
elo
n
g
in
g
n
ess
an
d
ac
a
d
em
ic
a
n
x
iety
.
Am
o
n
g
th
e
in
d
ep
en
d
en
t
v
ar
ia
b
les
ar
e
:
i)
g
en
d
er
;
ii)
r
esid
e
n
ce
lo
ca
tio
n
;
iii)
m
ed
iu
m
of
in
s
tr
u
ctio
n
;
a
n
d
iv
)
f
am
ily
ty
p
e.
T
h
u
s
,
th
e
wo
r
k
is
class
if
ied
as
d
escr
ip
tiv
e
r
esear
ch
.
2
.
3
.
Sa
m
ple
a
nd
t
o
o
l
To
g
ath
er
d
ata,
th
e
to
o
l
m
en
tio
n
ed
was
em
p
lo
y
e
d
(
d
escr
i
b
ed
in
th
e
n
ex
t
s
ec
tio
n
)
,
a
n
d
a
s
u
r
v
ey
d
esig
n
was
u
tili
ze
d
a
n
d
p
r
o
jecte
d
to
ca
r
r
y
out
t
h
e
r
ese
ar
ch
.
T
h
is
d
esig
n
c
o
m
p
r
is
es
f
o
u
r
co
m
p
o
n
en
ts
:
v
ar
iab
les,
to
o
ls
,
s
am
p
les,
an
d
th
e
s
tatis
tical
f
r
am
ewo
r
k
.
T
h
e
v
ar
iab
le
was
d
escr
ib
ed
as
ac
a
d
em
ic
an
x
iety
a
n
d
s
elf
-
b
elo
n
g
in
g
.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
an
d
i
n
f
er
en
tial
a
n
al
y
s
is
be
th
e
s
tatis
tical
f
r
am
ewo
r
k
u
n
d
er
tak
e
n
.
T
h
e
s
ch
em
atic
r
ep
r
esen
tatio
n
s
o
f
t
h
e
r
esear
ch
d
esig
n
ar
e
s
h
o
wn
in
Fig
u
r
e
1
.
Af
t
er
f
o
c
u
s
i
n
g
on
t
h
e
s
c
h
em
atic
’
s
r
e
p
r
ese
n
t
ati
o
n
,
a
p
ar
t
ic
u
la
r
f
o
c
u
s
on
s
a
m
p
li
n
g
a
p
p
r
o
a
ch
es
is
r
e
q
u
i
r
e
d
r
e
g
a
r
d
i
n
g
t
h
e
s
t
u
d
y
’
s
u
n
d
e
r
s
t
an
d
i
n
g
.
To
d
et
er
m
i
n
e
th
e
a
m
o
u
n
t
of
s
a
m
p
le
of
t
h
is
r
esea
r
c
h
,
t
h
e
au
th
o
r
n
o
te
d
t
h
e
n
o
n
-
p
r
o
b
a
b
i
lit
y
s
a
m
p
li
n
g
te
ch
n
i
q
u
e
.
B
e
ca
u
s
e
it
in
co
r
p
o
r
a
tes
t
h
e
d
e
p
i
cti
o
n
of
e
v
er
y
s
u
b
j
ec
t
f
o
r
th
e
en
t
ir
e
p
o
p
u
la
ti
o
n
,
it
is
r
eg
ar
d
ed
as
th
e
g
r
ea
t
est
[
23
].
T
h
e
p
o
p
u
l
ati
o
n
c
o
n
ce
n
t
r
a
ti
o
n
o
f
a
ll
f
ac
t
o
r
s
,
i
n
cl
u
d
in
g
r
u
r
al,
u
r
b
a
n
,
a
n
d
m
e
d
i
u
m
o
f
i
n
s
t
r
u
cti
o
n
,
p
r
o
m
p
te
d
t
h
e
r
ese
a
r
c
h
e
r
s
t
o
u
s
e
a
c
o
n
v
e
n
ie
n
c
e
s
a
m
p
li
n
g
a
p
p
r
o
a
c
h
t
o
s
am
p
le
a
n
d
ca
lc
u
la
te
s
am
p
l
e
s
i
ze
.
A
n
e
x
p
l
o
r
ati
o
n
t
h
a
t
co
n
v
e
n
i
en
ce
s
am
p
li
n
g
m
u
s
t
b
e
ch
o
s
en
b
y
t
h
e
r
es
ea
r
c
h
e
r
s
a
f
t
er
ta
k
i
n
g
t
h
e
s
tu
d
y
c
o
n
te
x
t
,
p
a
r
ti
ci
p
a
n
ts
,
a
n
d
m
et
h
o
d
o
l
o
g
i
ca
l
f
r
a
m
ew
o
r
k
in
t
o
ac
co
u
n
t
[
2
4
]
.
I
n
g
e
n
e
r
al
r
esea
r
ch
er
s
o
f
te
n
n
e
ed
t
o
s
el
ec
t
a
co
n
v
e
n
i
en
ce
s
a
m
p
le
o
r
f
a
ce
t
h
e
p
o
s
s
ib
ili
ty
t
h
a
t t
h
e
y
wil
l b
e
u
n
a
b
l
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
n
xiety
a
n
d
s
elf
-
b
elo
n
g
in
g
n
es
s
o
f in
clu
s
ive
lea
r
n
ers
:
t
h
e
s
ta
n
ce
,
fa
ce
t o
ve
r
co
min
g
(
P
a
n
n
e
ers
elva
m
G.
)
1289
to
d
o
t
h
e
s
t
u
d
y
.
A
lt
h
o
u
g
h
a
s
a
m
p
le
r
a
n
d
o
m
l
y
d
r
a
wn
f
r
o
m
a
p
o
p
u
l
ati
o
n
is
m
o
r
e
d
es
ir
ab
le
,
i
t
u
s
u
a
ll
y
is
b
ett
er
t
o
d
o
a
s
t
u
d
y
wi
th
a
c
o
n
v
e
n
i
en
ce
s
am
p
l
e
t
h
a
n
t
o
d
o
n
o
s
tu
d
y
a
t a
ll
–
ass
u
m
i
n
g
,
o
f
c
o
u
r
s
e,
th
at
t
h
e
s
am
p
l
e
s
u
its
th
e
p
u
r
p
o
s
e
o
f
t
h
e
s
t
u
d
y
[
24
].
W
ith
th
ese
th
em
es,
th
e
s
am
p
l
e
s
ize
f
u
lf
illed
th
e
s
tu
d
y
o
b
je
ctiv
es,
an
d
th
e
s
am
p
les
wer
e
wid
esp
r
ea
d
in
th
e
v
ar
iab
les
d
eter
m
i
n
ed
f
o
r
th
e
s
tu
d
y
.
In
g
e
n
er
al,
s
am
p
l
es
act
as
a
b
ac
k
b
o
n
e
of
an
y
s
tu
d
y
,
esp
ec
ially
th
e
v
ar
iab
les
lik
e
an
x
iety
an
d
s
elf
-
b
elo
n
g
i
n
g
n
ess
of
lear
n
er
s
as
in
ex
p
er
im
e
n
tal
m
o
d
e.
Sin
ce
t
h
is
r
esear
ch
s
tu
d
y
co
n
ce
n
tr
ates
on
th
e
ac
ad
em
i
c
an
x
iety
of
y
o
u
n
g
in
clu
s
iv
e
lear
n
er
s
,
th
e
r
esear
ch
er
s
team
s
elec
ted
v
ar
io
u
s
s
ch
o
o
ls
(
g
o
v
er
n
m
e
n
t,
g
o
v
er
n
m
en
t
-
aid
ed
,
an
d
s
elf
-
f
in
an
cin
g
)
in
Kar
aik
al
(
Dis
tr
ict)
,
U.
T
of
Pu
d
u
ch
er
r
y
,
So
u
th
I
n
d
ia,
as
its
s
tu
d
y
ar
ea
.
T
h
e
s
am
p
le
of
2
8
4
lear
n
er
s
is
f
r
o
m
a
p
o
p
u
latio
n
of
ab
o
u
t
1
,
8
2
0
lear
n
er
s
.
To
ad
d
r
ess
th
e
ac
ad
em
ic
an
x
iety
of
in
clu
s
iv
e
lear
n
er
s
,
th
e
s
am
p
le
m
u
s
t
be
in
an
in
clu
s
iv
e
s
etu
p
ap
ar
t
f
r
o
m
in
s
ch
o
o
l.
Gen
d
er
,
t
h
e
lo
ca
lity
m
ed
iu
m
of
in
s
tr
u
ctio
n
,
an
d
th
e
ty
p
e
of
f
am
ily
f
r
o
m
wh
er
e
th
ey
ar
e
s
h
o
u
ld
p
lay
a
h
u
g
e
r
o
le
in
o
b
tain
i
n
g
t
h
e
r
esu
lt.
T
h
e
to
o
l
is
r
eliab
le
a
n
d
v
alid
s
i
n
ce
it
is
s
tan
d
ar
d
ized
a
n
d
was
p
r
o
v
id
ed
to
ev
er
y
s
am
p
le
(
o
n
e
f
o
r
ac
ad
em
ic
an
x
iety
an
d
o
n
e
f
o
r
s
elf
-
b
e
lo
n
g
in
g
)
.
W
ith
r
ef
e
r
en
ce
to
Sh
ar
m
a
[
25
]
,
th
e
in
s
tr
u
m
en
ts
em
p
lo
y
ed
,
i
n
clu
d
e:
ac
ad
em
ic
an
x
iety
s
ca
le
f
o
r
ch
ild
r
en
(
AASC
)
an
d
c
h
ild
r
e
n
an
d
ad
o
lescen
ts
’
s
ch
o
o
l
b
elo
n
g
in
g
is
ev
alu
ate
d
u
s
in
g
th
e
s
ch
o
o
l
b
elo
n
g
in
g
n
ess
s
ca
le
(
S
B
S)
wer
e
ad
m
in
is
ter
ed
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
co
u
ld
be
b
r
o
k
en
up
in
to
s
ev
er
al
s
tag
es:
p
u
r
p
o
s
iv
e
s
am
p
lin
g
can
r
e
q
u
ir
e
in
v
esti
g
ato
r
s
to
go
th
r
o
u
g
h
n
u
m
er
o
u
s
lo
ca
tio
n
s
,
each
of
wh
ich
r
elies
on
p
r
io
r
o
n
es.
T
h
is
s
tr
ateg
y
is
h
elp
f
u
l
s
in
ce
it
o
f
f
er
s
a
r
esear
ch
er
a
b
ig
g
er
pool
of
n
o
n
-
p
r
o
b
a
b
ilit
y
s
am
p
lin
g
p
o
s
s
ib
ilit
ies,
ev
en
th
o
u
g
h
it
u
s
u
ally
d
e
m
an
d
s
more
ex
p
er
tis
e
an
d
ac
tiv
ity
at
th
e
s
tar
t
of
each
s
tep
[
26
].
Fig
u
r
e
1
.
Sch
em
atic
r
ep
r
esen
t
atio
n
s
o
f
r
esear
ch
d
esig
n
3.
DATA AN
AL
Y
SI
S A
ND
I
N
T
E
RP
R
E
T
AT
I
O
N
A
p
r
elim
in
ar
y
an
al
y
s
is
was
co
n
d
u
cte
d
f
r
o
m
t
h
e
g
at
h
er
ed
s
co
r
e
to
d
eter
m
i
n
e
th
e
n
atu
r
e
o
f
th
e
d
ata
ab
o
u
t
lear
n
e
r
s
elf
-
b
elo
n
g
in
g
n
ess
an
d
ac
ad
em
ic
an
x
iety
.
T
h
e
g
o
al
was
to
ca
lcu
late
th
e
an
x
iety
o
f
lear
n
er
s
u
s
in
g
s
tatis
tical
in
v
ar
iab
le
s
im
ilar
to
th
e
d
escr
ip
tiv
e
s
tatis
tics
.
T
h
e
ev
id
en
ce
th
at
h
as
b
ee
n
s
ee
n
s
u
g
g
ests
m
in
im
al
v
ar
iatio
n
in
th
e
ac
a
d
em
ic
an
x
iety
s
co
r
es
o
b
tain
e
d
f
r
o
m
th
e
test
o
f
ce
n
tr
al
in
clin
atio
n
s
.
A
well
-
s
tr
u
ctu
r
ed
d
escr
ip
tiv
e
an
al
y
s
is
o
f
ac
ad
em
ic
a
n
x
iety
s
co
r
es
in
co
n
n
ec
tio
n
t
o
lear
n
e
r
’
s
co
m
p
o
n
en
ts
is
p
r
esen
ted
in
T
ab
les
1
an
d
2
.
T
ab
le
1
d
e
n
o
tes
th
e
s
u
m
m
a
r
y
o
f
d
escr
ip
tiv
e
an
aly
s
is
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ac
ad
em
ic
an
x
iety
s
co
r
e
o
f
lear
n
er
s
with
r
esp
ec
t
to
v
ar
ia
b
les
an
d
s
u
b
v
a
r
iab
les.
T
ab
le
2
d
en
o
te
s
th
e
s
u
m
m
ar
y
o
f
d
escr
ip
tiv
e
an
aly
s
is
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
s
elf
-
b
elo
n
g
in
g
n
ess
s
co
r
e
o
f
lear
n
e
r
s
with
r
esp
ec
t
to
v
ar
iab
les
an
d
s
u
b
v
ar
iab
le.
Fig
u
r
e
2
in
d
icate
s
th
e
g
r
ap
h
ical
r
ep
r
esen
tatio
n
s
o
f
ac
ad
em
ic
an
x
iety
an
d
s
elf
-
b
elo
n
g
in
g
n
ess
with
r
esp
ec
t to
th
e
s
u
b
v
ar
iab
l
es r
esp
ec
tiv
ely
.
T
ab
le
3
in
d
icate
s
d
escr
ip
tiv
e
an
aly
s
is
an
d
‘
t’
v
alu
e
o
f
ac
ad
em
ic
an
x
iety
an
d
s
elf
-
b
elo
n
g
i
n
g
d
u
e
to
v
ar
iatio
n
in
t
h
e
p
er
s
o
n
n
el
v
ar
iab
le
(
g
en
d
e
r
)
.
T
h
e
r
esu
ltin
g
t
v
alu
e
o
f
ac
ad
em
ic
a
n
x
iety
is
(
0
.
6
0
3
3
)
,
wh
ich
is
less
th
an
th
e
tab
le
v
alu
e
a
n
d
is
in
s
ig
n
if
ican
t
at
th
e
0
.
0
5
le
v
el.
I
t
d
em
o
n
s
tr
ates
s
in
ce
th
e
r
e
is
n
o
d
is
ce
r
n
ib
le
v
ar
iatio
n
in
th
e
av
er
a
g
e
s
co
r
es
o
f
lear
n
er
s
'
an
x
iety
.
Acc
o
r
d
in
g
to
th
e
s
am
e
tab
le,
th
e
d
er
iv
ed
t
v
alu
e
o
f
s
elf
-
b
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ates
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I
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I
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2252
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SD
SE
df
‘
t
’
-
v
a
l
u
e
A
c
a
d
e
mi
c
a
n
x
i
e
t
y
En
g
l
i
sh
2
0
2
1
3
6
.
3
5
3
3
.
4
7
3
.
7
0
7
2
8
2
1
.
0
3
@
Ta
mi
l
82
1
4
0
.
1
7
6
.
2
2
S
e
l
f
-
b
e
l
o
n
g
i
n
g
n
e
ss
En
g
l
i
sh
2
0
2
2
1
.
4
0
3
.
3
1
0
.
4
7
5
2
8
2
1
.
2
8
@
Ta
mi
l
82
2
2
.
0
1
4
.
3
2
N
o
t
e
:
@
N
o
t
si
g
n
i
f
i
c
a
n
t
at
0
.
0
5
l
e
v
e
l
T
ab
le
6
.
Qu
a
n
titativ
e
s
co
r
es
of
ac
ad
em
ic
an
x
iety
an
d
s
elf
-
b
e
lo
n
g
in
g
n
ess
due
to
v
a
r
iatio
n
in
th
e
p
er
s
o
n
n
el
v
ar
iab
le
(
f
am
ily
ty
p
e)
H
7
,
H
8
F
a
mi
l
y
t
y
p
e
N
M
e
a
n
SD
SE
df
‘
t
’
-
v
a
l
u
e
A
c
a
d
e
mi
c
a
n
x
i
e
t
y
Jo
i
n
t
75
1
4
7
2
4
.
3
3
1
.
8
9
4
2
8
2
0
.
9
6
1
@
N
u
c
l
e
a
r
2
0
9
1
4
8
.
8
2
7
.
6
1
S
e
l
f
-
b
e
l
o
n
g
i
n
g
n
e
ss
Jo
i
n
t
75
2
3
.
7
5
3
.
1
8
0
.
4
5
2
8
2
3
.
6
2
*
N
u
c
l
e
a
r
2
0
9
2
5
.
3
8
3
.
4
0
N
o
t
e
:
@
N
o
t
si
g
n
i
f
i
c
a
n
t
at
0
.
0
5
l
e
v
e
l
;
*
S
i
g
n
i
f
i
c
a
n
t
at
0
.
0
5
l
e
v
e
l
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
ex
is
tin
g
liter
atu
r
e
on
ac
ad
em
i
c
an
x
iety
an
d
s
elf
-
b
elo
n
g
in
g
of
lear
n
er
s
with
r
esp
ec
t
to
p
er
s
o
n
al
v
ar
ia
b
les.
A
s
tep
-
by
-
s
tep
d
is
cu
s
s
io
n
r
ev
ea
ls
th
e
r
ep
o
r
t
en
r
ich
es
th
e
liter
atu
r
e
on
th
e
r
o
le
of
s
elf
-
b
elo
n
g
in
g
n
ess
with
r
esp
ec
t
to
th
e
p
er
s
o
n
al
v
a
r
iab
les.
T
h
er
e
is
no
s
ig
n
if
ica
n
t
v
ar
iatio
n
in
th
e
av
er
ag
e
s
co
r
es
of
lear
n
er
s
d
u
e
to
v
ar
iatio
n
s
in
th
e
p
er
s
o
n
n
el
v
ar
iab
les
s
u
ch
as
g
en
d
e
r
,
m
ed
iu
m
of
in
s
tr
u
ctio
n
,
an
d
f
am
ily
ty
p
e
.
Mo
s
t
p
r
o
b
ab
ly
,
b
ased
on
t
h
is
in
v
esti
g
atio
n
,
th
e
lear
n
er
s
,
b
ased
on
th
e
th
r
ee
p
er
s
o
n
al
v
ar
iab
les,
do
n
o
t
s
u
f
f
er
f
r
o
m
ac
ad
em
ic
an
x
iety
.
In
th
e
lo
ca
l
ity
of
r
esid
en
ce
,
a
s
ig
n
if
ica
n
t
v
ar
iatio
n
will
ex
is
t
in
th
e
m
ea
n
s
co
r
es
of
ac
ad
e
m
ic
an
x
iety
an
d
s
elf
-
b
el
o
n
g
i
n
g
n
ess
of
lear
n
er
s
.
T
h
is
r
esu
l
t
co
n
tr
asts
th
e
s
tu
d
y
co
n
d
u
cte
d
by
R
ath
er
[
26
],
w
h
ich
s
tates
th
at
g
en
d
er
d
if
f
e
r
en
ce
s
ex
is
t.
In
th
e
m
ed
iu
m
of
s
tu
d
y
(
T
am
il
an
d
E
n
g
lis
h
)
an
d
f
am
ily
ty
p
e,
th
e
y
do
not
s
u
f
f
er
f
r
o
m
ac
ad
em
i
c
an
x
iety
,
an
d
th
ey
will
h
a
v
e
a
h
ig
h
s
en
s
e
of
s
elf
-
b
elo
n
g
in
g
.
A
s
tu
d
y
co
n
d
u
cted
by
Nag
et
a
l.
[
27
]
p
a
r
tially
s
u
p
p
o
r
ts
th
e
g
en
d
er
d
if
f
er
en
ce
s
an
d
im
p
lies
th
at
f
o
u
n
d
th
e
p
er
ce
n
ta
g
e
of
s
tu
d
en
ts
wh
o
ex
p
er
ien
ce
d
s
ev
er
e
an
x
iety
was
h
ig
h
er
in
f
em
al
es
(
1
0
.
9
%)
th
an
in
m
ales
(
3
.
8
%),
an
d
th
at
th
e
d
if
f
er
en
ce
b
etwe
en
th
e
two
g
en
d
e
r
s
’
an
x
iety
lev
els
was
s
tatis
tic
ally
s
ig
n
if
ican
t.
On
f
o
cu
s
in
g
on
th
e
m
ed
iu
m
of
in
s
t
r
u
c
tio
n
,
m
o
th
er
to
n
g
u
e,
an
d
E
n
g
li
s
h
,
th
i
s
s
tu
d
y
s
h
o
ws
a
n
o
tab
l
e
v
ar
i
at
io
n
in
th
e
av
e
r
ag
e
s
co
r
e
s
of
ac
ad
em
ic
an
x
ie
ty
an
d
s
e
l
f
-
b
elo
n
g
in
g
n
e
s
s
of
lea
r
n
er
s
.
T
h
i
s
wa
s
s
u
p
p
o
r
ted
by
t
h
e
f
a
ct
th
at
le
ar
n
er
s
of
t
h
e
lo
c
al
l
an
g
u
a
g
e
ar
e
b
et
te
r
at
c
la
s
s
r
o
o
m
in
t
er
a
ct
io
n
th
an
t
h
o
s
e
in
E
n
g
li
s
h
,
as
th
ey
f
u
r
th
er
en
g
ag
e
in
cl
as
s
r
o
o
m
d
is
cu
s
s
io
n
s
an
d
do
n
o
t
be
an
x
io
u
s
wh
en
te
ac
h
er
s
r
ai
s
e
q
u
es
ti
o
n
s
.
Al
s
o
,
th
e
s
t
u
d
en
t
s
of
E
n
g
l
i
s
h
m
ed
iu
m
c
o
m
p
ar
a
t
iv
e
ly
s
ee
m
in
co
m
p
et
e
n
t.
E
n
g
li
s
h
-
m
ed
iu
m
s
tu
d
en
t
s
ar
e
m
o
r
e
af
r
a
id
of
ex
am
s
an
d
f
o
r
g
et
th
e
k
n
o
wn
an
s
wer
s
in
ex
am
s
[
28
].
A
s
tu
d
y
o
n
ac
ad
em
ic
an
x
iet
y
an
d
ac
h
iev
em
e
n
t
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
lear
n
e
r
s
r
ev
ea
ls
th
at
th
e
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
d
o
es
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
a
n
x
iety
o
f
s
ec
o
n
d
a
r
y
lear
n
er
s
[
29
]
.
T
h
u
s
,
th
i
s
r
e
s
u
lt
d
o
e
s
n
o
t
s
u
p
p
o
r
t
th
i
s
cu
r
r
en
t
s
tu
d
y
.
In
th
e
c
a
s
e
of
lo
ca
li
ty
of
r
e
s
i
d
en
ce
,
th
e
ca
s
e
n
ee
d
s
to
be
r
ev
ie
we
d
an
d
n
e
ed
s
an
a
ly
s
i
s
a
g
ain
s
t
th
e
r
es
u
l
t.
A
s
ig
n
if
ic
an
t
d
i
s
s
i
m
i
la
r
ity
ex
i
s
t
s
in
t
h
e
av
er
ag
e
s
co
r
es
of
ac
ad
em
ic
an
x
ie
ty
an
d
s
e
lf
-
b
e
lo
n
g
in
g
n
e
s
s
of
lea
r
n
er
s
.
T
h
i
s
im
p
l
ie
s
th
at
l
ea
r
n
e
r
s
f
r
o
m
r
u
r
a
l
ar
ea
s
h
a
v
e
a
v
ar
ia
tio
n
in
ac
ad
em
ic
an
x
ie
ty
an
d
s
e
lf
-
b
elo
n
g
in
g
n
es
s
th
an
le
ar
n
er
s
f
r
o
m
u
r
b
a
n
a
r
ea
s
.
A
s
tu
d
y
co
n
d
u
cte
d
by
An
ju
m
et
a
l.
[
30
]
co
r
r
el
at
ed
th
e
cu
r
r
en
t
s
t
u
d
y
r
e
s
u
l
t.
T
h
e
m
o
s
t
a
n
x
io
u
s
l
ea
r
n
er
s
ar
e
th
o
s
e
f
r
o
m
r
e
s
id
en
t
ia
l
u
r
b
an
en
v
ir
o
n
m
en
t
s
(
4
7
.
9
%)
,
as
th
ey
wer
e
tw
ic
e
(
2
.
8
3
)
as
l
ik
e
ly
to
ex
p
er
ien
c
e
an
x
ie
ty
as
te
en
ag
er
s
f
r
o
m
r
u
r
al
ar
ea
s
[
30
]
.
Al
s
o
,
th
i
s
r
es
u
l
t
s
u
p
p
o
r
t
s
th
at
ad
o
l
es
ce
n
t
le
ar
n
er
s
co
m
p
ar
e
d
to
s
tu
d
e
n
t
s
f
r
o
m
r
u
r
a
l
a
r
e
as
,
t
h
er
e
was
a
g
r
e
at
er
p
r
e
v
ale
n
ce
of
an
x
i
et
y
d
i
s
o
r
d
er
s
o
v
er
a
ll
a
n
d
in
th
ei
r
s
u
b
ty
p
e
s
in
th
e
non
-
r
u
r
a
l
ar
ea
s
[
31
].
Al
s
o
,
an
o
th
er
s
im
i
lar
it
y
in
r
e
s
u
l
t
s
is
th
at
m
o
s
t
f
em
al
e
s
f
r
o
m
b
o
th
u
r
b
a
n
an
d
r
u
r
a
l
ar
ea
s
r
e
p
o
r
t
ed
h
a
v
in
g
l
it
t
le
an
x
ie
ty
r
el
at
ed
to
th
e
ir
s
tu
d
ie
s
.
T
h
e
an
al
y
s
i
s
s
h
o
w
ed
th
a
t
co
m
p
a
r
ed
to
th
eir
p
ee
r
s
,
r
u
r
al
f
em
ale
s
h
ad
n
o
ti
ce
ab
ly
g
r
ea
ter
l
ev
el
s
of
a
ca
d
em
i
c
an
x
i
ety
[
32
].
Al
s
o
,
a
s
tu
d
y
ab
o
u
t
ad
o
le
s
c
en
t
an
x
i
ety
in
r
u
r
a
l
b
lo
ck
s
r
ep
o
r
t
s
of
t
ee
n
ag
er
s
s
u
f
f
er
as
of
an
x
ie
ty
.
Fe
ar
/
an
x
i
et
y
is
m
ax
im
u
m
in
h
ig
h
er
s
ec
o
n
d
ar
y
le
ar
n
e
r
s
,
w
h
ich
we
r
e
1
9
.
3
%
an
d
2
4
%,
r
esp
ec
tiv
ely
.
It
was
s
i
g
n
if
ic
an
t
ly
h
ig
h
er
am
o
n
g
f
e
m
al
es
(
2
3
.
7
%
)
th
an
m
a
le
s
(
1
3
.
7
%)
.
An
x
i
et
y
wa
s
m
ax
im
u
m
in
th
e
u
p
p
er
an
d
lo
w
er
s
o
c
io
ec
o
n
o
m
ic
c
la
s
s
e
s
of
le
ar
n
er
s
,
wi
th
2
4
.
1
%
an
d
2
2
.
3
%
,
r
e
s
p
ec
tiv
ely
[
33
].
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
.
2
,
Ap
r
il
20
25
:
1
2
8
6
-
1
2
9
4
1292
As
a
r
esu
lt,
u
r
b
an
E
n
g
lis
h
-
m
ed
iu
m
s
ch
o
o
ls
p
e
r
f
o
r
m
d
if
f
e
r
en
tly
ac
ad
em
ically
th
a
n
r
u
r
al
B
en
g
ali
-
m
ed
iu
m
s
ch
o
o
ls
.
T
h
e
r
ea
s
o
n
f
o
r
t
h
is
co
u
ld
be
th
at
th
er
e
ar
e
m
an
y
m
o
r
e
o
p
p
o
r
t
u
n
ities
f
o
r
b
o
th
m
ale
an
d
f
em
ale
in
u
r
b
a
n
s
ch
o
o
ls
th
a
n
in
r
u
r
al.
T
h
ese
o
p
p
o
r
tu
n
ities
co
u
ld
i
n
clu
d
e
th
in
g
s
lik
e
a
s
u
itab
le
lear
n
in
g
en
v
ir
o
n
m
en
t,
h
ig
h
-
q
u
ality
f
ac
u
lty
,
lib
r
ar
y
r
eso
u
r
ce
s
,
f
in
a
n
c
ial
s
u
p
p
o
r
t
f
o
r
e
d
u
ca
tio
n
,
s
u
f
f
icien
t
n
u
tr
itio
n
,
a
co
m
m
u
n
icatio
n
s
y
s
tem
,
p
ar
e
n
tal
asp
ir
atio
n
s
,
an
d
s
im
p
le
ac
ce
s
s
to
m
o
d
er
n
tech
n
o
lo
g
y
lik
e
c
o
m
p
u
te
r
s
.
Ho
wev
er
,
a
lo
t
of
ch
ild
r
en
in
r
u
r
al
r
eg
io
n
s
do
n
o
t
ev
en
g
e
t
two
m
ea
ls
a
d
ay
,
so
th
ey
b
ea
r
th
e
b
r
u
n
t
of
th
e
r
esp
o
n
s
ib
ilit
y
of
ea
r
n
i
n
g
f
o
r
s
u
r
v
iv
al
[
17
].
As
a
c
o
n
s
o
lid
ati
o
n
of
th
e
lo
ca
lity
of
th
e
lear
n
er
s
,
th
er
e
a
r
e
m
o
r
e
d
is
p
ar
ities
in
our
co
u
n
tr
y
,
wh
i
ch
r
ev
ea
ls
th
at
th
e
ca
r
etak
er
s
n
ee
d
to
be
co
n
s
cio
u
s
of
th
ese
k
in
d
s
of
lear
n
er
s
f
o
r
th
eir
s
ak
e,
if
n
ec
ess
ar
y
.
Fin
ally
,
in
th
e
ca
s
e
of
f
a
m
ily
ty
p
e
in
th
is
in
v
esti
g
at
io
n
,
ac
ad
e
m
ic
an
x
iety
d
o
es
not
d
i
f
f
er
s
ig
n
if
ican
tly
,
h
o
wev
e
r
th
er
e
is
a
n
o
tab
le
v
a
r
iatio
n
in
th
e
s
elf
-
b
elo
n
g
i
n
g
m
ea
n
s
co
r
es
of
y
o
u
n
g
lear
n
er
s
ab
o
u
t
th
eir
f
am
ily
ty
p
e.
B
u
t
th
is
ca
s
e
n
ee
d
s
to
be
co
n
s
id
er
ed
s
er
io
u
s
ly
.
Gen
er
ally
,
th
is
k
in
d
of
f
am
ily
d
o
es
n
o
t
d
ir
ec
tly
af
f
ec
t
lear
n
e
r
s
’
an
x
iety
;
in
s
tead
,
t
h
eir
p
ar
en
tin
g
s
ty
l
e
im
p
r
ess
es
th
em
g
r
ea
tly
.
T
h
e
lear
n
er
s
,
in
ca
s
e
of
p
ar
en
t
r
ejec
tio
n
,
h
av
e
a
m
o
r
e
s
ig
n
if
ican
t
im
p
ac
t
on
an
x
iety
.
Seco
n
d
,
th
e
lear
n
e
r
’
s
an
x
iety
is
also
more
s
ig
n
if
ican
tly
im
p
ac
ted
by
th
e
m
o
th
er
’
s
o
v
e
r
p
r
o
tectiv
en
ess
.
T
h
is
is
d
em
o
n
s
tr
ated
by
t
h
e
f
ac
t
th
at,
s
in
ce
ch
ild
r
en
a
r
e
alr
ea
d
y
d
ev
elo
p
i
n
g
,
p
ar
en
ts
m
u
s
t
tak
e
a
m
o
r
e
ac
tiv
e
r
o
le
in
th
eir
liv
es,
p
a
y
clo
s
er
atten
tio
n
to
th
eir
b
eh
a
v
io
r
,
an
d
n
o
t
ju
s
t
i
g
n
o
r
e
it.
E
v
e
n
af
te
r
th
eir
ch
il
d
r
en
h
av
e
le
f
t
f
o
r
c
o
lleg
e,
s
o
m
e
m
o
th
e
r
s
f
in
d
it
im
p
o
s
s
ib
le
to
let
go
of
th
em
an
d
b
ec
o
m
e
o
v
er
ly
in
v
o
lv
e
d
in
th
eir
ac
tiv
ities
.
In
a
d
d
itio
n
,
th
e
m
et
h
o
d
s
of
p
ar
en
tin
g
of
th
e
two
p
ar
en
t
’
s
d
is
p
u
tes,
th
er
ef
o
r
e
p
a
r
en
ts
m
u
s
t
be
ab
le
to
let
go
of
th
eir
k
id
s
wh
ile
s
till
u
n
d
er
s
tan
d
i
n
g
a
n
d
e
n
co
u
r
a
g
in
g
th
em
.
W
h
eth
er
it
is
a
jo
i
n
t
or
n
u
clea
r
f
a
m
ily
,
o
n
ly
th
e
p
ar
en
ts
n
ee
d
to
tak
e
ca
r
e
of
th
eir
ch
ild
r
e
n
’
s
g
r
o
wth
.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
em
p
h
asize
th
at
th
e
lear
n
er
s
’
ac
ad
e
m
ic
p
r
o
g
r
e
s
s
is
h
am
p
er
ed
b
y
a
n
x
iety
in
th
e
s
tu
d
y
en
v
ir
o
n
m
en
t.
L
o
w
d
e
g
r
ee
s
o
f
s
elf
-
b
elo
n
g
in
g
n
ess
an
d
h
ig
h
lev
els
o
f
an
x
iety
ar
e
li
n
k
ed
to
ac
ad
e
m
ic
en
v
ir
o
n
m
en
ts
an
d
ca
n
h
in
d
er
ac
ad
em
ic
p
r
o
g
r
ess
an
d
d
ec
r
ea
s
e
ac
co
m
p
lis
h
m
en
t.
Fu
r
th
er
m
o
r
e,
th
e
r
esear
ch
d
em
o
n
s
tr
ates
a
s
tatis
tically
s
ig
n
if
ican
t
in
v
er
s
e
o
r
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
s
u
cc
ess
/ach
iev
em
en
t
an
d
s
elf
-
b
elo
n
g
in
g
n
ess
.
As
well
as
th
e
r
e
ar
e
s
o
m
e
d
is
p
ar
ities
in
r
u
r
al
an
d
u
r
b
a
n
ar
ea
s
wh
er
e
th
ey
r
esid
e;
as
a
r
esu
lt,
th
e
y
o
u
n
g
lear
n
e
r
s
ar
e
u
n
b
a
lan
ce
d
in
ac
co
r
d
an
ce
with
th
eir
s
elf
-
b
elo
n
g
in
g
s
.
E
s
s
en
tially
,
f
o
r
is
s
u
es lik
e
th
ese,
lear
n
er
s
’
d
em
an
d
s
r
eq
u
i
r
e
v
ar
io
u
s
en
g
ag
em
en
t ta
ctics.
Prim
ar
ily
to
k
n
o
w
a
b
o
u
t
th
e
f
ac
to
r
s
f
o
r
a
n
x
iety
,
th
e
r
esear
ch
er
s
’
g
o
al
an
d
p
r
o
p
o
s
itio
n
is
to
en
co
u
r
a
g
e
lear
n
e
r
s
to
wr
ite
ab
o
u
t
th
eir
a
n
x
iety
d
escr
ip
tio
n
s
in
p
er
s
o
n
th
at
th
ey
ex
p
e
r
ien
ce
d
.
T
h
ey
also
d
o
th
e
s
am
e
f
o
r
th
e
af
f
licted
s
am
p
les.
Als
o
,
th
e
in
v
esti
g
ato
r
s
g
ath
er
ed
lea
r
n
er
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
d
r
o
p
in
ac
ad
em
ic
s
u
cc
ess
an
d
elicited
.
As
a
r
esu
lt,
th
e
s
ig
n
if
ica
n
t
f
ac
to
r
s
in
clu
d
e:
a
lac
k
o
f
r
est;
is
o
latio
n
a
n
d
lo
n
elin
ess
in
r
u
r
al
lo
ca
tio
n
s
an
d
a
s
en
s
e
o
f
ac
ad
e
m
ic
p
r
ess
u
r
e
in
th
e
s
ch
o
o
l.
I
n
th
e
ca
s
e
o
f
a
s
h
o
r
tag
e
o
f
r
e
s
t,
th
e
lear
n
e
r
s
h
o
u
ld
b
e
m
ad
e
awa
r
e
o
f
t
h
e
im
p
o
r
tan
ce
o
f
r
e
s
t
in
ter
m
s
o
f
h
ea
lth
an
d
atten
tio
n
in
lear
n
in
g
.
As
a
s
p
ec
if
ic
r
em
ed
y
,
th
e
in
d
iv
id
u
al
s
h
o
u
ld
b
e
ass
ig
n
e
d
to
a
co
u
n
s
elo
r
if
n
ee
d
ed
.
T
o
ad
d
r
ess
co
n
ce
r
n
s
o
f
is
o
latio
n
an
d
lo
n
elin
ess
in
r
em
o
te
ar
ea
s
,
lear
n
er
s
s
h
o
u
ld
b
e
en
co
u
r
a
g
ed
to
en
g
ag
e
with
b
lo
u
s
in
g
an
d
to
b
e
u
p
d
ate
d
,
r
esu
m
e
ac
tiv
ities
th
at
alter
r
u
r
al
life
,
an
d
s
p
en
d
tim
e
with
f
r
ien
d
s
,
p
ee
r
s
,
an
d
o
th
e
r
s
.
T
o
r
ed
u
ce
t
r
av
elin
g
a
n
d
i
n
tr
u
s
io
n
with
a
ca
d
em
ic
p
r
ess
u
r
e,
in
d
iv
i
d
u
als
m
u
s
t
b
e
g
u
id
e
d
to
f
o
s
ter
a
s
u
p
p
o
r
tiv
e
b
ase
wo
r
k
an
d
en
v
ir
o
n
m
e
n
t.
I
n
p
ar
ticu
l
ar
,
th
e
lo
w
-
s
co
r
in
g
to
p
ic
was
id
en
tifie
d
,
an
d
th
e
in
d
iv
id
u
al
s
h
o
u
ld
u
s
e
ca
u
tio
n
o
n
th
is
o
cc
asio
n
;
o
th
er
wis
e,
h
e
s
h
o
u
ld
g
et
ass
is
tan
ce
f
r
o
m
h
is
in
s
tr
u
cto
r
.
T
h
er
ef
o
r
e,
th
e
m
ea
s
u
r
es
f
o
r
t
h
e
th
r
ee
f
ac
to
r
s
m
u
s
t
b
ala
n
ce
th
e
lear
n
er
s
.
I
f
n
ee
d
ed
,
th
e
lear
n
er
s
s
h
o
u
ld
g
et
m
o
r
e
s
u
p
p
o
r
t
f
r
o
m
th
e
ca
r
e
tak
er
s
to
o
v
er
co
m
e
an
x
iety
.
T
h
e
d
ir
ec
tio
n
p
r
o
v
id
ed
b
y
th
e
a
u
th
o
r
ities
is
u
n
d
o
u
b
ted
ly
b
e
n
ef
icial
to
o
v
er
co
m
in
g
f
ea
r
an
d
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
lear
n
er
s
’
s
en
s
e
o
f
s
elf
-
b
elo
n
g
in
g
.
Sp
ec
if
ically
,
in
th
e
ca
s
e
o
f
en
h
an
cin
g
s
elf
-
b
elo
n
g
in
g
,
th
e
n
ec
ess
ities
o
f
th
e
l
ea
r
n
er
s
ar
e
d
is
tin
ct
an
d
s
p
ec
if
ic.
E
ac
h
lear
n
er
i
n
t
h
is
f
ield
will
in
itially
r
ec
eiv
e
g
r
o
u
p
o
r
o
n
e
-
on
-
o
n
e
in
s
tr
u
ctio
n
to
d
eter
m
in
e
t
h
eir
lev
el
o
f
in
d
ep
en
d
en
ce
in
ter
m
s
o
f
s
elf
-
b
elo
n
g
in
g
.
I
n
ad
d
itio
n
,
th
e
r
em
ed
ial
ac
tio
n
s
ar
e
r
ec
o
m
m
en
d
ed
:
i)
o
f
f
er
i
n
g
g
u
id
an
ce
s
u
p
p
o
r
t
an
d
h
elp
in
g
with
lear
n
er
-
c
en
ter
ed
p
r
o
v
is
io
n
s
;
ii)
f
ac
ilit
atin
g
co
llab
o
r
ativ
e
lear
n
in
g
th
r
o
u
g
h
tr
ain
i
n
g
;
iii)
p
r
o
v
id
i
n
g
s
u
p
p
o
r
t
with
f
o
r
m
at
iv
e
f
ee
d
b
ac
k
;
iv
)
e
n
co
u
r
ag
in
g
r
ef
lectiv
e
p
r
ac
tice
an
d
s
ettin
g
an
e
x
am
p
le
o
f
in
cl
u
s
iv
e
b
eh
av
io
r
;
an
d
v
)
estab
lis
h
in
g
a
s
ec
u
r
e
an
d
welc
o
m
in
g
en
v
ir
o
n
m
en
t.
T
h
ese
co
u
ld
b
e
th
e
i
n
d
u
ctio
n
m
ea
s
u
r
es
th
at
ar
e
d
o
n
e.
B
esid
es,
it
is
ad
v
is
ed
th
at
th
e
teac
h
er
cr
ea
te
p
lan
s
d
ep
e
n
d
in
g
o
n
t
h
e
cir
c
u
m
s
tan
ce
s
b
ased
o
n
th
e
u
n
iq
u
e
r
eq
u
ir
em
en
ts
o
f
t
h
e
lear
n
er
s
.
I
t
s
h
o
u
ld
i
n
clu
d
e
en
co
u
r
a
g
in
g
p
o
s
itiv
e
th
in
k
in
g
an
d
tim
e
m
a
n
ag
em
e
n
t.
De
s
p
ite
b
ein
g
a
n
ed
u
ca
tio
n
alis
t,
th
e
a
u
th
o
r
u
r
g
ed
ed
u
ca
to
r
s
to
k
ee
p
lear
n
er
s
aw
ar
e
o
f
th
e
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