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By
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h
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a
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De
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2
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w
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s
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E
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New
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Qu
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R
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T
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s
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CC B
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C
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A
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Ho
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Sch
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Stu
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Un
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Pu
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llim@u
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1.
I
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Mc
Do
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[
1
]
em
p
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asizes
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s
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if
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ce
o
f
h
ig
h
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ed
u
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T
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2
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[
2
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an
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1
7
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E
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h
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Dev
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,
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to
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[
3
]
.
T
ea
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in
s
ch
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ls
.
Ng
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d
L
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y
[
4
]
co
n
ten
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t
h
at
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th
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cu
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lu
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I
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b
r
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tr
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k
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Ak
ço
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an
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Sav
aşçi
[
5
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ch
ar
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as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
2
2
A
n
imp
r
o
ve
d
in
tern
a
l
a
n
d
ex
tern
a
l res
ilien
ce
fr
a
me
w
o
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k
fo
r
n
ew h
ig
h
…
(
Wa
n
Mo
h
d
A
g
il
Ma
t Ya
min
)
1609
in
d
iv
id
u
als
in
th
eir
p
r
o
f
ess
io
n
’
s
n
ascen
t
s
tag
es.
Acc
o
r
d
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n
g
to
s
ev
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al
liter
atu
r
e
s
tu
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,
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ed
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k
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n
o
m
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e
th
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f
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y
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r
s
[
6
]
,
[
7
]
an
d
n
o
m
o
r
e
th
an
th
r
ee
y
ea
r
s
[
8
]
,
[
9
]
.
I
n
Ma
lay
s
ia,
n
ew
teac
h
e
r
s
h
av
e
b
ee
n
i
n
th
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p
r
o
f
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io
n
f
o
r
o
n
e
to
t
h
r
ee
y
ea
r
s
[
1
0
]
.
T
h
ey
r
ec
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ed
th
e
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est
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lleg
e
tr
ain
in
g
at
p
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lic
h
ig
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u
ca
tio
n
in
s
titu
tio
n
s
an
d
p
r
ac
ti
ca
l
tr
ain
in
g
to
g
ain
ea
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ly
teac
h
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x
p
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ie
n
ce
[
1
1
]
.
I
n
th
e
m
ea
n
tim
e,
th
e
in
c
r
ea
s
in
g
wo
r
k
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r
elate
d
s
tr
ess
th
at
le
ad
s
to
g
lo
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al
m
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tal
h
ea
lth
h
as
r
aised
co
n
ce
r
n
wo
r
ld
wid
e
[
1
2
]
,
[
1
3
]
,
in
clu
d
in
g
am
o
n
g
n
ew
teac
h
er
s
[
1
4
]
,
[
1
5
]
.
I
n
ter
n
atio
n
ally
r
ec
o
g
n
ized
as
a
d
an
g
er
o
u
s
is
s
u
e,
th
is
m
en
tal
h
ea
lth
p
r
o
b
lem
p
er
s
is
ts
am
o
n
g
p
o
p
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latio
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s
o
f
all
a
g
es,
g
en
d
e
r
s
,
an
d
s
o
cial
s
tr
ata
[
1
4
]
.
Pau
et
a
l.
[
1
6
]
s
tu
d
ied
th
e
m
en
tal
h
ea
lth
an
d
well
-
b
ei
n
g
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Ma
lay
s
ia.
T
h
eir
s
tu
d
y
f
o
u
n
d
th
at
teac
h
er
s
in
th
eir
2
0
s
h
ad
m
o
r
e
p
s
y
ch
o
l
o
g
ical
s
y
m
p
to
m
s
th
an
th
eir
p
e
er
s
.
T
h
is
s
itu
atio
n
s
u
g
g
ests
th
at
n
ew
h
ig
h
s
ch
o
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s
in
Ma
lay
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d
ev
elo
p
i
n
g
p
s
y
ch
o
lo
g
ical
s
y
m
p
to
m
s
.
T
h
es
e
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
f
ac
e
co
n
s
id
er
ab
le
c
h
allen
g
es
an
d
p
r
ess
u
r
es
as
th
ey
m
o
v
e
f
r
o
m
co
lleg
e
tr
ain
in
g
to
s
ch
o
o
l
[
1
7
]
,
[
1
8
]
.
Sev
er
al
r
ese
ar
ch
es
[
1
9
]
,
[
2
0
]
d
is
co
v
er
ed
t
h
at
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
o
f
ten
f
ac
ed
n
o
t
o
n
ly
h
ig
h
s
tr
ess
b
u
t
also
em
o
tio
n
al
s
tr
ess
an
d
d
ep
r
ess
io
n
a
s
th
ey
wer
e
b
u
r
d
en
ed
with
n
ea
r
ly
th
e
s
am
e
r
esp
o
n
s
ib
ilit
ies an
d
wo
r
k
lo
a
d
s
as m
o
r
e
ex
p
er
ien
ce
d
teac
h
er
s
.
Ma
n
y
s
tu
d
ies
f
o
u
n
d
th
at
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
f
ac
ed
a
v
ar
iety
o
f
ch
allen
g
es
a
n
d
p
r
ess
u
r
es,
s
u
ch
as
teac
h
in
g
an
d
m
an
a
g
em
en
t
o
f
th
e
class
r
o
o
m
[
2
1
]
,
[
2
2
]
,
th
e
ch
allen
g
e
o
f
th
e
wo
r
k
l
o
ad
[
2
3
]
,
[
2
4
]
,
as
well
as
th
e
lack
o
f
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
an
d
a
d
m
in
is
tr
ato
r
s
[
2
4
]
,
[
2
5
]
.
I
n
th
is
r
esp
ec
t,
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
wh
o
f
ail
to
p
r
e
p
ar
e
t
h
em
s
elv
es
with
th
e
s
k
ills
an
d
ab
ilit
ies
to
co
p
e
with
ch
a
n
g
e
i
n
th
e
w
o
r
ld
o
f
ed
u
ca
tio
n
ten
d
to
f
ee
l
an
x
io
u
s
an
d
d
ep
r
ess
ed
[
2
6
]
.
T
h
u
s
,
a
n
ew
h
ig
h
s
ch
o
o
l
t
ea
ch
er
n
ee
d
s
to
b
e
r
esil
ien
t,
wh
ich
is
o
n
e
o
f
th
e
m
o
s
t
ess
en
tial
attr
ib
u
tes
o
f
a
n
ew
teac
h
er
i
n
th
e
f
ac
e
o
f
ch
allen
g
es
an
d
p
r
ess
u
r
es
in
th
e
p
r
o
f
ess
io
n
,
a
n
d
t
h
ey
m
u
s
t
em
p
lo
y
ef
f
icien
t
s
tr
ateg
i
es
to
co
p
e
with
ch
allen
g
es
a
n
d
p
r
ess
u
r
es
[
2
7
]
.
Sev
er
al
r
ese
ar
ch
er
s
[
2
8
]
,
[
2
9
]
,
d
ef
in
ed
teac
h
er
r
esil
ien
ce
as
t
h
e
ab
ilit
y
o
f
teac
h
er
s
to
o
v
er
c
o
m
e
p
e
r
s
o
n
al
a
n
d
en
v
i
r
o
n
m
e
n
tal
wea
k
n
ess
es,
as
well
as
to
m
ai
n
tain
a
co
m
m
itm
en
t
to
teac
h
in
g
in
th
e
f
ac
e
o
f
v
ar
io
u
s
ch
allen
g
es,
p
r
ess
u
r
es,
an
d
d
em
a
n
d
s
in
th
eir
ca
r
ee
r
s
.
Ho
wev
er
,
r
esear
ch
er
s
h
av
e
n
o
c
o
n
s
en
s
u
s
o
r
u
n
if
o
r
m
d
ef
i
n
itio
n
o
f
r
esis
tan
ce
[
3
0
]
.
T
h
is
co
n
f
ir
m
s
th
e
ex
is
ten
ce
o
f
a
d
iv
e
r
s
ity
o
f
r
esis
tan
ce
s
tr
ateg
ies
th
at
lead
s
to
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
ter
m
s
o
f
t
h
e
r
esis
tan
ce
d
ef
in
itio
n
[
3
1
]
.
Ma
n
y
s
ch
o
lar
s
[
2
8
]
,
[
3
1
]
–
[
3
5
]
h
a
v
e
d
ev
elo
p
e
d
v
ar
io
u
s
f
r
am
ew
o
r
k
s
to
m
ea
s
u
r
e
th
e
r
esil
ien
ce
o
f
teac
h
er
s
.
Hav
in
g
tak
e
n
in
to
ac
co
u
n
t
th
e
d
iv
er
s
ity
o
f
r
esil
ien
ce
f
r
am
ewo
r
k
s
p
r
o
p
o
s
ed
b
y
th
ese
s
c
h
o
lar
s
,
th
is
s
tu
d
y
ag
r
ee
s
with
th
e
s
tatem
en
ts
o
f
W
ils
o
n
[
3
5
]
.
T
h
e
y
e
x
p
l
ain
ed
th
at
th
e
d
iv
er
s
ity
o
f
t
h
ese
r
esil
ien
t
s
tr
ateg
ies
s
u
g
g
ests
th
at
r
esil
ien
t
f
ac
to
r
s
d
ep
en
d
o
n
d
if
f
e
r
en
t
s
o
cial
an
d
cu
ltu
r
al
co
n
tex
ts
.
W
h
ile
th
is
s
tu
d
y
b
eliev
es
th
at
th
er
e
is
a
p
o
s
s
ib
ilit
y
th
at
s
u
c
h
a
r
esil
ien
ce
s
tr
ateg
y
will
d
if
f
e
r
f
r
o
m
th
e
s
o
cio
-
c
u
ltu
r
al
c
o
n
te
x
t
in
Ma
lay
s
ia,
th
is
s
tu
d
y
aim
s
to
id
e
n
tify
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
r
esil
ien
ce
s
tr
at
eg
y
in
th
e
co
n
tex
t
o
f
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
in
Ma
lay
s
ia.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
h
as
a
q
u
esti
o
n
:
w
h
at
s
u
s
tain
ab
ilit
y
s
tr
ateg
ies
d
o
n
ew
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
in
Ma
lay
s
ia
u
s
e
to
d
ea
l
with
th
e
ch
allen
g
es
an
d
p
r
ess
u
r
es
o
f
th
eir
ca
r
ee
r
s
?
B
ased
o
n
th
is
q
u
e
s
tio
n
,
th
is
p
ap
er
is
ex
p
ec
ted
t
o
id
e
n
tify
i
n
ter
n
al
an
d
e
x
ter
n
al
r
esil
ien
ce
with
s
o
m
e
s
tr
ateg
ies
n
ew
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
u
s
e
to
o
v
er
co
m
e
c
h
allen
g
es
an
d
p
r
ess
u
r
es,
wh
ich
ca
n
also
b
e
r
ef
er
r
ed
to
b
y
p
u
b
lic
u
n
iv
er
s
ities
t
h
at
tr
ain
f
u
tu
r
e
h
ig
h
s
ch
o
o
l
teac
h
er
s
,
an
d
th
u
s
,
m
ee
tin
g
th
e
o
b
jectiv
es
o
f
th
e
ME
DP
2
0
1
3
–
2
0
2
5
in
tr
o
d
u
ce
d
b
y
th
e
Ma
lay
s
ian
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n,
da
t
a
c
o
llect
io
n m
et
ho
d
,
a
nd
s
a
m
pli
ng
t
ec
hn
iqu
e
Acc
o
r
d
in
g
t
o
B
r
i
n
k
m
a
n
n
a
n
d
K
v
al
e
[
3
6
]
,
th
e
q
u
ali
tati
v
e
r
esea
r
c
h
d
es
ig
n
p
r
o
v
i
d
ed
a
d
ee
p
e
r
u
n
d
er
s
ta
n
d
i
n
g
a
n
d
i
n
s
i
g
h
t
in
t
o
t
h
e
s
t
u
d
y
'
s
l
if
e
ex
p
er
i
e
n
c
e.
T
h
er
ef
o
r
e
,
th
is
s
t
u
d
y
a
d
o
p
te
d
th
is
r
ese
ar
ch
d
esi
g
n
th
a
t
f
o
c
u
s
es
o
n
s
e
m
i
-
s
t
r
u
ct
u
r
e
d
i
n
te
r
v
ie
ws
t
o
i
d
e
n
ti
f
y
t
h
e
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
a
n
d
r
esil
i
e
n
t
s
t
r
a
te
g
ies
u
s
e
d
b
y
n
ew
h
i
g
h
s
c
h
o
o
l
tea
c
h
e
r
s
i
n
M
ala
y
s
i
a
i
n
c
o
p
in
g
wit
h
c
h
al
le
n
g
es
a
n
d
p
r
ess
u
r
es.
T
h
e
s
e
m
i
-
s
t
r
u
ct
u
r
e
d
i
n
t
e
r
v
iews
in
v
o
l
v
e
d
1
2
n
ew
h
ig
h
s
c
h
o
o
l
te
ac
h
e
r
s
f
r
o
m
t
h
e
f
o
u
r
m
ai
n
t
y
p
es
o
f
h
ig
h
s
c
h
o
o
ls
in
M
a
lay
s
ia:
i
)
Na
ti
o
n
al
s
ec
o
n
d
ar
y
s
ch
o
o
l
(
S
e
ko
la
h
Men
en
g
a
h
K
e
b
a
n
g
s
a
a
n
–
SM
K
)
;
ii
)
Na
ti
o
n
al
-
t
y
p
e
s
ec
o
n
d
ar
y
s
c
h
o
o
l
(
S
ek
o
l
a
h
Men
en
g
a
h
Je
n
is
K
eb
a
n
g
s
a
a
n
–
SMJK
)
;
i
ii)
Fu
ll
b
o
ar
d
i
n
g
s
c
h
o
o
l
(
S
ek
o
l
a
h
B
era
s
r
a
m
a
P
e
n
u
h
–
SB
P
)
;
a
n
d
iv
)
R
eli
g
i
o
n
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
(
S
e
k
o
l
a
h
Me
n
en
g
a
h
K
e
b
a
n
g
s
a
n
A
g
a
m
a
–
SMK
A
)
i
n
Kla
n
g
Vall
ey
,
Ma
la
y
s
ia
.
T
h
e
s
elec
tio
n
o
f
t
h
ese
1
2
n
e
w
h
ig
h
s
ch
o
o
l
teac
h
er
s
f
r
o
m
th
ese
f
o
u
r
m
ain
ty
p
es
o
f
h
ig
h
s
ch
o
o
ls
is
cr
u
cial
in
e
n
s
u
r
in
g
th
at
t
h
e
r
e
s
ilien
t
s
tr
ateg
ies
f
o
r
m
ed
a
r
e
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e,
h
o
lis
tic,
an
d
in
lin
e
with
th
e
co
n
tex
t
o
f
e
d
u
ca
tio
n
in
Ma
la
y
s
ia.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
t
ec
h
n
iq
u
e
was
u
s
ed
to
s
elec
t
th
ese
p
ar
ticip
an
ts
.
Par
ticip
an
ts
d
escr
ib
ed
th
e
r
esil
ien
t
s
tr
ateg
ies
th
ey
ad
o
p
ted
b
ased
o
n
th
eir
in
d
iv
id
u
al
e
x
p
er
i
en
ce
s
an
d
p
o
i
n
ts
o
f
v
iew.
T
h
e
in
ter
v
iews
last
ed
2
0
to
3
0
m
in
u
tes
ea
ch
a
n
d
wer
e
r
ec
o
r
d
e
d
u
s
in
g
an
MP3
r
ec
o
r
d
in
g
d
e
v
ice.
B
esid
es,
th
is
s
tu
d
y
also
u
s
ed
t
h
e
‘
p
r
o
b
i
n
g
’
m
eth
o
d
,
w
h
ich
i
s
q
u
esti
o
n
s
n
o
t
in
th
e
i
n
ter
v
ie
w
p
r
o
to
c
o
l
u
s
ed
to
h
elp
ad
d
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
in
g
o
f
t
h
is
s
tu
d
y
to
th
e
ex
p
er
ien
ce
o
f
n
ew
h
i
g
h
s
ch
o
o
l te
ac
h
er
s
[
3
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
60
8
-
1
6
20
1610
2
.
1
.
1
.
Sem
i
-
s
t
ruct
ured
inte
rv
iew
qu
estio
n
s
T
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
q
u
esti
o
n
s
ar
e
b
ased
o
n
th
e
I
AM
,
I
HAVE
,
an
d
I
C
AN
c
o
n
ce
p
ts
in
Gr
o
tb
er
g
’
s
r
esil
ien
ce
th
eo
r
y
.
T
h
e
ab
ilit
y
o
f
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
to
co
p
e
with
ch
allen
g
es
an
d
p
r
ess
u
r
es
is
b
ased
u
p
o
n
t
h
e
I
AM
,
I
HAVE
,
an
d
I
C
AN
co
n
ce
p
ts
ex
p
lo
r
ed
th
r
o
u
g
h
t
h
e
s
em
i
-
s
tr
u
ct
u
r
ed
i
n
ter
v
iew.
T
h
e
co
n
ce
p
t
o
f
I
AM
r
ef
er
s
to
th
e
in
ter
n
al
s
tr
en
g
t
h
o
f
an
in
d
i
v
id
u
al
to
o
v
er
c
o
m
e
ch
allen
g
e
s
an
d
p
r
ess
u
r
es;
th
e
co
n
ce
p
t
o
f
I
HAVE
r
e
f
er
s
to
ex
ter
n
al
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
th
at
s
u
p
p
o
r
t
s
elf
-
r
esis
tan
ce
;
an
d
th
e
co
n
ce
p
t
o
f
I
C
AN
also
r
ef
er
s
to
th
e
in
d
iv
i
d
u
al’
s
s
p
ec
if
ic
ab
ilit
y
to
co
p
e
with
ch
allen
g
es
an
d
p
r
ess
u
r
es
[
3
8
]
.
As
ex
p
lain
ed
ea
r
lier
,
th
is
s
tu
d
y
also
u
s
ed
p
r
o
b
in
g
tech
n
iq
u
es
to
g
ath
er
ad
d
itio
n
al
in
f
o
r
m
atio
n
ab
o
u
t
a
t
o
p
ic,
s
u
ch
as
ask
in
g
d
etailed
q
u
esti
o
n
s
th
at
r
eq
u
ir
e
m
o
r
e
s
p
ec
if
ic
in
f
o
r
m
atio
n
f
r
o
m
th
e
s
tu
d
y
p
ar
ticip
an
ts
[
3
9
]
.
E
x
am
p
les
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
q
u
esti
o
n
s
ar
e
as:
−
W
h
at
d
o
es it m
ea
n
f
o
r
a
n
ew
t
ea
ch
er
’
s
r
esil
ien
ce
?
−
W
h
at
ar
e
th
e
in
ter
n
al/p
er
s
o
n
a
l
s
tr
en
g
th
s
th
at
en
ab
le
n
ew
te
ac
h
er
s
to
co
p
e
with
p
r
o
b
lem
s
o
r
p
r
ess
u
r
es
in
th
eir
teac
h
in
g
p
r
o
f
ess
io
n
?
(
I
A
M)
.
−
W
h
at
ex
ter
n
al
s
u
p
p
o
r
t
h
elp
s
n
ew
teac
h
er
s
o
v
er
co
m
e
p
r
o
b
l
em
s
o
r
p
r
ess
u
r
es
in
th
eir
teac
h
in
g
p
r
o
f
ess
io
n
?
(
I
HAVE
)
.
−
W
h
at
s
p
ec
if
ic
ab
ilit
ies
en
ab
l
e
n
ew
teac
h
er
s
to
s
u
cc
ess
f
u
lly
d
ea
l
with
p
r
o
b
lem
s
o
r
p
r
ess
u
r
es
in
th
eir
teac
h
in
g
p
r
o
f
ess
io
n
?
(
I
C
AN)
.
2
.
1
.
2
.
Da
t
a
a
na
ly
s
is
All
q
u
alitativ
e
d
ata
attain
e
d
f
r
o
m
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
s
with
twelv
e
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
was a
n
aly
ze
d
to
v
alid
ate
r
esil
ien
t stra
teg
ies id
en
tifie
d
in
th
e
liter
atu
r
e.
T
h
e
s
tep
s
u
n
d
er
tak
e
n
ar
e
as:
−
T
h
is
s
tu
d
y
tu
r
n
e
d
th
e
a
u
d
io
r
e
co
r
d
in
g
s
o
f
th
e
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews in
to
wr
itten
tr
a
n
s
cr
ip
ts
.
−
T
h
is
s
tu
d
y
ch
ec
k
e
d
th
e
ac
cu
r
a
cy
o
f
th
e
wr
itten
tr
an
s
cr
ip
ts
with
th
e
au
d
i
o
r
ec
o
r
d
in
g
.
−
T
h
is
s
tu
d
y
r
ev
iewe
d
t
h
e
wr
itten
tr
an
s
cr
ip
ts
r
ep
ea
ted
ly
to
u
n
d
er
s
tan
d
th
e
d
ata
b
etter
.
−
T
h
is
s
tu
d
y
p
er
f
o
r
m
ed
th
e
en
c
o
d
in
g
p
r
o
ce
s
s
m
an
u
ally
to
b
u
il
d
an
ex
is
tin
g
th
e
m
e
o
r
s
u
b
-
th
e
m
e.
−
T
h
is
s
tu
d
y
p
er
f
o
r
m
ed
th
em
ati
c
an
aly
s
is
to
d
eter
m
in
e
th
e
th
e
m
es o
r
s
u
b
-
th
em
es.
−
T
h
is
s
tu
d
y
attain
ed
th
e
C
o
h
e
n
Kap
p
a
cr
ed
i
b
ilit
y
in
d
ex
.
T
h
is
s
tu
d
y
u
s
ed
th
e
i
n
ter
r
ater
r
elia
b
ilit
y
in
d
ex
to
o
b
tain
th
e
lev
el
o
f
co
n
s
en
s
u
s
am
o
n
g
e
x
p
er
ts
[
4
0
]
.
2
.
2
.
Da
t
a
s
o
urce
t
ria
ng
ula
t
i
o
n a
nd
qu
a
lita
t
iv
e
re
lia
bil
it
y
T
r
ian
g
u
latio
n
s
r
ef
er
to
f
ac
t
-
v
er
if
icatio
n
u
s
in
g
d
if
f
er
e
n
t
s
o
u
r
ce
s
to
s
tu
d
y
s
o
cial
p
h
en
o
m
en
a
[
4
1
]
.
B
o
u
g
ie
an
d
Sek
ar
an
[
3
9
]
h
av
e
id
en
tifie
d
f
o
u
r
ty
p
es
o
f
tr
ian
g
u
latio
n
s
:
m
eth
o
d
o
lo
g
ical
tr
ian
g
u
latio
n
,
r
esear
ch
er
tr
ian
g
u
latio
n
,
th
eo
r
etica
l
tr
ian
g
u
latio
n
,
an
d
d
ata
s
o
u
r
ce
tr
ian
g
u
latio
n
.
Data
s
o
u
r
ce
tr
ian
g
u
latio
n
in
v
o
lv
es
d
if
f
er
en
t
ty
p
es
o
f
p
e
o
p
le
to
g
ain
m
u
ltip
le
p
e
r
s
p
ec
tiv
es
an
d
d
ata
v
alid
atio
n
,
in
cl
u
d
in
g
in
d
iv
i
d
u
als,
g
r
o
u
p
s
,
f
am
ilies
,
an
d
co
m
m
u
n
ities
[
4
2
]
.
T
h
e
s
tu
d
y
p
er
f
o
r
m
ed
tr
ian
g
u
latio
n
u
s
in
g
d
if
f
e
r
en
t
d
ata
s
o
u
r
ce
s
,
wh
ich
ar
e
n
ew
h
i
g
h
s
ch
o
o
l
te
ac
h
er
s
f
r
o
m
f
o
u
r
ty
p
es
o
f
h
ig
h
s
ch
o
o
ls
in
Klan
g
Valley
,
Ma
lay
s
ia:
i)
Natio
n
al
s
ec
o
n
d
ar
y
s
ch
o
o
l
;
ii)
Natio
n
al
-
ty
p
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
;
iii)
Fu
ll
b
o
ar
d
in
g
s
ch
o
o
l
;
an
d
iv
)
R
elig
io
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
h
as
im
p
lem
en
ted
s
ev
er
al
m
ea
s
u
r
es
to
en
h
a
n
ce
th
e
r
eliab
ilit
y
o
f
its
q
u
alitativ
e
r
esear
ch
.
Fo
r
ex
a
m
p
le,
th
is
s
tu
d
y
h
asten
ed
r
eliab
ilit
y
at
th
e
tr
an
s
cr
ip
tio
n
s
tag
e
b
y
ch
ec
k
in
g
t
h
e
tr
a
n
s
cr
ip
t'
s
ac
cu
r
ac
y
b
y
lis
ten
in
g
to
th
e
au
d
io
r
ec
o
r
d
in
g
w
h
ile
r
ea
d
in
g
th
e
tr
an
s
cr
ip
ts
.
Af
ter
th
at,
th
e
s
t
u
d
y
v
alid
ate
d
th
o
s
e
tr
an
s
cr
ip
ts
with
th
e
p
ar
ticip
an
ts
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
h
as
s
o
u
g
h
t
to
m
ain
tain
r
el
iab
ilit
y
at
th
e
d
ata
r
ea
lizatio
n
s
tag
e
b
y
r
ea
s
s
ess
in
g
an
d
r
e
f
in
in
g
th
e
th
em
es
f
o
r
m
ed
.
T
h
is
s
tep
aim
s
to
estab
lis
h
co
h
er
e
n
ce
a
m
o
n
g
th
e
f
o
r
m
e
d
th
em
es,
en
s
u
r
in
g
t
h
eir
u
n
iq
u
en
ess
to
p
r
e
v
en
t a
n
y
s
im
ilar
ities
o
r
co
in
cid
en
ce
s
.
T
h
e
s
tu
d
y
also
en
h
a
n
ce
d
th
e
r
eliab
ilit
y
o
f
th
e
s
tu
d
y
d
ata
b
y
ca
lcu
latin
g
th
e
C
o
h
e
n
Ka
p
p
a
in
d
ex
an
aly
s
is
.
Mc
Hu
g
h
[
4
3
]
s
tates t
h
at
th
e
C
o
h
en
Kap
p
a
in
d
ex
a
n
aly
s
is
es
tab
lis
h
es th
e
lev
el
o
f
ag
r
ee
m
en
t b
etwe
en
th
e
ev
alu
atio
n
ex
p
er
ts
.
T
h
e
ex
p
er
ts
d
eter
m
in
ed
th
e
ex
ten
t
to
wh
ich
th
e
s
elec
ted
an
al
y
s
is
u
n
it
ac
cu
r
ately
d
escr
ib
es
th
e
in
ter
v
iew
th
em
e
s
.
Ag
r
ee
m
en
t
b
etwe
en
t
h
e
ass
ess
o
r
s
i
s
ess
en
tial
to
d
eter
m
in
in
g
th
e
r
eliab
ilit
y
v
alu
e
o
f
ea
ch
u
n
it
u
s
ed
to
d
e
s
cr
ib
e
a
to
p
ic
to
b
e
s
tu
d
ied
[
4
3
]
.
I
n
o
t
h
er
wo
r
d
s
,
an
ex
p
e
r
t
p
an
el
ch
ec
k
s
th
e
th
em
es
g
en
er
ated
to
en
s
u
r
e
t
h
e
ac
cu
r
ac
y
o
f
th
e
t
h
em
es
an
d
s
u
b
-
th
em
es
b
u
ilt.
T
h
e
s
elec
ted
ex
p
er
ts
co
n
s
is
t
o
f
th
r
ee
p
eo
p
le
with
p
r
o
f
ess
io
n
a
l
ex
p
er
tis
e
in
p
s
y
ch
o
lo
g
y
an
d
co
u
n
s
ellin
g
,
as
s
h
o
wn
in
T
a
b
le
1
.
Acc
o
r
d
in
g
to
Ho
lle
an
d
R
ein
[
4
4
]
,
C
o
h
en
Kap
p
a
m
u
s
t
r
ep
r
esen
t
a
s
tan
d
ar
d
ag
r
ee
m
e
n
t
b
etwe
en
two
o
r
m
o
r
e
ass
ess
o
r
s
,
wh
ich
is
m
o
r
e
tr
u
s
two
r
th
y
.
On
th
e
o
th
er
h
a
n
d
,
th
is
s
tu
d
y
a
n
aly
ze
d
t
h
e
C
o
h
e
n
Kap
p
a
in
d
ex
t
o
d
eter
m
in
e
th
e
tr
u
s
two
r
th
in
ess
o
f
th
e
in
ter
v
iew,
en
lis
tin
g
th
e
s
er
v
ices o
f
th
r
ee
ex
p
er
ts
f
o
r
th
is
p
u
r
p
o
s
e.
T
h
is
s
tu
d
y
u
s
e
d
C
o
h
e
n
Ka
p
p
a’
s
a
n
al
y
s
is
t
o
o
b
t
ai
n
a
c
r
e
d
i
b
il
it
y
r
a
ti
o
a
m
o
n
g
e
x
p
e
r
t
p
a
n
els
f
o
r
ea
ch
to
p
ic
a
r
is
in
g
f
r
o
m
t
h
e
i
n
t
er
v
i
e
w
t
h
a
t
w
as a
c
cu
r
a
te
a
n
d
r
e
le
v
a
n
t
.
T
a
b
l
e
2
d
is
p
la
y
s
th
e
in
te
r
p
r
etat
io
n
s
c
ale
.
B
ase
d
o
n
in
te
r
v
iew
a
n
al
y
s
is
,
f
i
v
e
t
h
em
es
,
a
n
d
3
0
s
u
b
-
t
h
e
m
es
a
r
e
d
e
r
i
v
e
d
f
r
o
m
i
n
t
e
r
v
iew
d
at
a
a
n
al
y
s
is
.
T
h
e
C
o
h
e
n
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
imp
r
o
ve
d
in
tern
a
l
a
n
d
ex
tern
a
l res
ilien
ce
fr
a
me
w
o
r
k
fo
r
n
ew h
ig
h
…
(
Wa
n
Mo
h
d
A
g
il
Ma
t Ya
min
)
1611
Kap
p
a
v
al
u
e
is
th
e
c
o
n
f
i
d
en
c
e
v
al
u
e
b
et
wee
n
ex
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4
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f
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n
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si
l
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n
c
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1.
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f
e
c
t
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v
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t
e
a
c
h
i
n
g
p
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p
a
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t
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n
1
1
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2.
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y
st
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ma
t
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c
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x
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t
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g
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t
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me
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t
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4.
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s
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f
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f
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t
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d
l
e
a
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m
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s
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1
1
5.
R
e
f
l
e
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t
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g
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g
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6.
H
i
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c
o
mm
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t
m
e
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t
t
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s
1
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1
7.
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l
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x
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w
o
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k
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p
r
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8.
A
d
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a
b
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l
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t
y
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t
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k
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e
1
1
1
1
Emo
t
i
o
n
a
l
r
e
si
l
i
e
n
c
e
1.
B
o
u
n
c
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n
g
b
a
c
k
2.
O
v
e
r
c
o
mi
n
g
p
r
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r
e
t
o
me
e
t
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n
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d
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ma
n
d
s
3.
H
a
v
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g
a
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o
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d
se
n
se
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f
h
u
m
o
r
4.
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o
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t
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v
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e
m
o
t
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n
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l
m
a
n
a
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me
n
t
5.
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c
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l
f
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g
6.
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M
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1.
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g
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c
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t
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e
2.
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t
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d
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m
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3.
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4.
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7.
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s
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S
o
c
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l
r
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si
l
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n
c
e
1.
Ex
c
e
l
l
e
n
t
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t
e
r
p
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s
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n
a
l
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d
c
o
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n
i
c
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t
i
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n
s
k
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l
l
s
2.
G
o
o
d
p
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b
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m
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v
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g
s
k
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3.
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u
p
p
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t
w
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k
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n
g
4.
S
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k
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n
g
a
ss
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st
a
n
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d
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c
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a
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1
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p
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1.
S
t
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g
r
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l
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s
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h
2.
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c
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t
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3.
T
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w
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4.
P
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n
c
e
1
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1
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3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
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3
.
1
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De
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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J
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14
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No
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3
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J
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20
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s (N
)
G
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F
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hig
h sc
ho
o
l t
ea
c
hers
Acc
o
r
d
in
g
to
th
em
atic
a
n
aly
s
is
,
n
ew
h
i
g
h
s
ch
o
o
l
teac
h
er
s
h
av
e
u
s
ed
f
iv
e
r
esil
ien
t
s
tr
ateg
i
es
to
f
ac
e
th
e
ch
allen
g
es
a
n
d
p
r
ess
u
r
es
o
f
th
eir
teac
h
in
g
ca
r
ee
r
s
.
As
s
h
o
wn
in
T
a
b
le
5
,
th
ese
f
i
v
e
r
esil
ien
t
s
tr
ateg
ies
h
av
e
b
ee
n
tr
an
s
lated
in
to
f
iv
e
m
ain
th
e
m
es:
i)
p
r
o
f
ess
io
n
al
r
esil
ien
ce
;
ii)
em
o
tio
n
al
r
esil
ien
ce
,
iii)
m
o
tiv
atio
n
al
r
esil
ien
ce
;
iv
)
s
o
cial
r
esil
ien
ce
;
an
d
v
)
s
p
ir
it
u
al
r
esil
ien
ce
.
T
ab
le
5
.
R
esil
ien
t
s
tr
ateg
ies (
in
ter
n
al
an
d
ex
ter
n
al)
ad
o
p
ted
b
y
n
ew
h
i
g
h
s
ch
o
o
l te
ac
h
er
s
(
t
h
em
es a
n
d
s
u
b
-
th
em
es)
R
e
si
l
i
e
n
t
s
t
r
a
t
e
g
i
e
s
N
o
.
S
t
r
a
t
e
g
i
e
s
(
t
h
e
mes
)
S
u
b
-
t
h
e
mes
I
n
t
e
r
n
a
l
r
e
s
i
l
i
e
n
t
1
P
r
o
f
e
ssi
o
n
a
l
r
e
si
l
i
e
n
c
e
1.
Ef
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
p
r
e
p
a
r
a
t
i
o
n
2.
S
y
st
e
ma
t
i
c
i
n
e
x
e
c
u
t
i
n
g
t
a
s
k
s
3.
Ef
f
e
c
t
i
v
e
t
i
m
e
ma
n
a
g
e
me
n
t
4.
D
i
v
e
r
s
i
f
y
i
n
g
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
m
e
t
h
o
d
s
5.
R
e
f
l
e
c
t
i
n
g
o
n
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
6.
H
i
g
h
c
o
mm
i
t
m
e
n
t
t
o
st
u
d
e
n
t
s
7.
F
l
e
x
i
b
l
e
w
o
r
k
i
n
g
p
r
a
c
t
i
c
e
s
8.
A
d
a
p
t
a
b
i
l
i
t
y
i
n
t
h
e
w
o
r
k
p
l
a
c
e
2
Emo
t
i
o
n
a
l
r
e
si
l
i
e
n
c
e
1.
B
o
u
n
c
i
n
g
b
a
c
k
2.
O
v
e
r
c
o
mi
n
g
p
r
e
ss
u
r
e
t
o
me
e
t
p
r
o
f
e
ssi
o
n
a
l
d
e
ma
n
d
s
3.
H
a
v
i
n
g
a
g
o
o
d
se
n
se
o
f
h
u
m
o
r
4.
P
o
si
t
i
v
e
e
m
o
t
i
o
n
a
l
m
a
n
a
g
e
me
n
t
5.
P
r
a
c
t
i
c
i
n
g
se
l
f
-
c
a
r
e
f
o
r
o
u
r
w
e
l
l
-
b
e
i
n
g
6.
En
j
o
y
i
n
g
t
e
a
c
h
i
n
g
7.
N
o
t
t
a
k
i
n
g
t
h
i
n
g
s
p
e
r
s
o
n
a
l
l
y
3
M
o
t
i
v
a
t
i
o
n
a
l
r
e
s
i
l
i
e
n
c
e
1.
P
r
a
c
t
i
c
i
n
g
a
n
o
p
t
i
mi
s
t
i
c
a
t
t
i
t
u
d
e
2.
S
t
r
o
n
g
d
e
t
e
r
m
i
n
a
t
i
o
n
3.
F
o
c
u
s
o
n
l
e
a
r
n
i
n
g
a
n
d
i
m
p
r
o
v
e
me
n
t
4.
En
j
o
y
c
h
a
l
l
e
n
g
e
s
5.
S
t
a
y
m
o
t
i
v
a
t
e
d
a
n
d
sp
i
r
i
t
e
d
6.
H
a
v
i
n
g
b
e
l
i
e
f
a
n
d
se
l
f
-
c
o
n
f
i
d
e
n
c
e
7.
S
e
t
t
i
n
g
r
e
a
l
i
s
t
i
c
e
x
p
e
c
t
a
t
i
o
n
s a
n
d
g
o
a
l
s
Ex
t
e
r
n
a
l
r
e
si
l
i
e
n
t
4
S
o
c
i
a
l
r
e
si
l
i
e
n
c
e
1.
Ex
c
e
l
l
e
n
t
i
n
t
e
r
p
e
r
s
o
n
a
l
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
2.
G
o
o
d
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
s
k
i
l
l
s
3.
S
u
p
p
o
r
t
i
v
e
n
e
t
w
o
r
k
i
n
g
4.
S
e
e
k
i
n
g
a
ss
i
st
a
n
c
e
a
n
d
a
c
c
e
p
t
i
n
g
a
d
v
i
c
e
5
S
p
i
r
i
t
u
a
l
r
e
si
l
i
e
n
c
e
1.
S
t
r
o
n
g
r
e
l
i
g
i
o
u
s
f
a
i
t
h
2.
A
c
c
e
p
t
a
n
c
e
3.
Tr
u
st
w
o
r
t
h
y
4.
P
a
t
i
e
n
c
e
3
.
2
.
1
.
P
ro
f
ess
io
na
l
re
s
il
ience
(
inte
rna
l)
:
eig
ht
s
t
ra
t
eg
ies
B
y
r
ef
er
r
in
g
to
th
e
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
f
r
o
m
f
o
u
r
t
y
p
es
o
f
h
ig
h
s
ch
o
o
ls
in
Klan
g
Valley
,
Ma
lay
s
ia,
th
is
s
tu
d
y
co
n
clu
d
ed
th
at
th
eir
p
r
im
ar
y
in
ter
n
al
r
esil
ien
ce
is
p
r
o
f
ess
io
n
al
r
es
ilien
ce
,
with
eig
h
t
s
tr
ateg
ies
ap
p
lied
.
T
h
ese
s
tr
at
eg
ies
ar
e
:
i)
ef
f
ec
tiv
e
teac
h
i
n
g
p
r
e
p
ar
atio
n
;
ii)
s
y
s
tem
atic
in
ex
ec
u
tin
g
task
s
;
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
imp
r
o
ve
d
in
tern
a
l
a
n
d
ex
tern
a
l res
ilien
ce
fr
a
me
w
o
r
k
fo
r
n
ew h
ig
h
…
(
Wa
n
Mo
h
d
A
g
il
Ma
t Ya
min
)
1613
iii)
ef
f
ec
tiv
e
tim
e
m
an
ag
e
m
e
n
t
;
iv
)
d
iv
er
s
if
y
in
g
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
s
;
v
)
r
e
f
lectin
g
o
n
teac
h
in
g
an
d
lear
n
in
g
;
v
i)
h
i
g
h
co
m
m
itm
en
t
t
o
s
tu
d
en
ts
;
v
ii
)
f
lex
ib
le
wo
r
k
in
g
p
r
ac
tices
;
an
d
v
iii)
ad
a
p
tab
ilit
y
in
th
e
wo
r
k
p
lace
.
T
ab
le
6
p
r
o
v
id
es
a
d
etailed
ex
p
lan
atio
n
o
f
th
ese
p
ar
ticip
a
n
ts
.
I
n
o
th
e
r
wo
r
d
s
,
th
ese
n
e
w
h
ig
h
s
ch
o
o
l
teac
h
er
s
ad
o
p
te
d
th
ese
eig
h
t
s
tr
ateg
ies
as
th
eir
p
r
o
f
ess
io
n
al
r
esil
ien
ce
wh
en
f
ac
in
g
r
elate
d
ch
allen
g
es
an
d
p
r
ess
u
r
es.
T
h
is
tab
le
p
r
o
v
id
es
e
x
p
lan
atio
n
s
f
r
o
m
p
a
r
ticip
an
ts
P2
,
P4
,
P5
,
P
6
,
P7
,
P8
,
P9
,
P1
1
,
an
d
P1
2
.
T
ab
le
6
.
Pro
f
ess
io
n
al
r
esil
ien
ce
: su
b
-
th
em
es a
n
d
q
u
o
tes
N
o
.
S
u
b
-
t
h
e
mes
Q
u
o
t
e
s
1
Ef
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
p
r
e
p
a
r
a
t
i
o
n
P
2
:
“
F
r
o
m
a
m
e
n
t
a
l
p
e
rsp
e
c
t
i
v
e
,
w
e
n
e
e
d
t
o
b
e
w
e
l
l
-
p
r
e
p
a
r
e
d
w
i
t
h
o
u
r
c
l
a
sses;
w
e
n
e
e
d
t
o
o
r
g
a
n
i
z
e
e
a
c
h
o
f
o
u
r
c
l
a
ss
e
s.
”
P
4
:
“
Be
f
o
r
e
t
e
a
c
h
i
n
g
s
t
u
d
e
n
t
s,
w
e
n
e
e
d
t
o
b
e
p
r
e
p
a
r
e
d
.
I
t
m
e
a
n
s
I
n
e
e
d
t
o
l
e
a
r
n
f
i
rst
;
I
d
o
a
l
l
t
h
e
e
x
e
r
c
i
ses
f
i
r
st
t
o
t
e
a
c
h
t
h
e
m
.
”
P
1
2
:
“
S
o
i
n
t
h
e
c
l
a
ss,
w
e
n
e
e
d
t
o
b
e
p
r
e
p
a
r
e
d
b
e
c
a
u
se
s
t
u
d
e
n
t
s w
i
l
l
a
sk; t
h
e
y
w
i
l
l
a
s
k
o
u
t
o
f
t
h
e
b
o
x
o
r
so
m
e
t
h
i
n
g
r
e
l
a
t
e
d
b
u
t
n
o
t
i
n
t
h
e
s
y
l
l
a
b
u
s
.
F
o
r
e
x
a
m
p
l
e
,
w
e
t
e
a
c
h
S
h
a
ri
a
h
i
f
i
t
i
s
o
n
l
y
i
n
t
h
e
s
y
l
l
a
b
u
s
u
p
t
o
t
h
a
t
p
o
i
n
t
,
b
u
t
t
h
e
i
r
q
u
e
s
t
i
o
n
s
a
r
e
m
o
r
e
,
b
u
t
st
i
l
l
r
e
l
a
t
e
d
,
so
w
e
n
e
e
d
t
o
st
u
d
y
e
a
r
l
y
,
w
e
n
e
e
d
t
o
st
u
d
y
m
o
r
e
l
i
k
e
t
h
a
t
.
”
2
S
y
st
e
ma
t
i
c
i
n
e
x
e
c
u
t
i
n
g
t
a
s
k
s
P
2
:
“
I
a
l
r
e
a
d
y
h
a
v
e
t
i
m
i
n
g
;
o
k
a
y
,
w
h
a
t
w
o
rk
n
e
e
d
s
t
o
b
e
d
o
n
e
?
F
o
r
e
x
a
m
p
l
e
,
I
w
i
l
l
p
r
e
p
a
r
e
m
y
l
e
sso
n
p
l
a
n
s
e
a
rl
y
s
o
I
d
o
n
o
t
r
u
sh
l
a
t
e
r
.
I
h
a
v
e
s
c
h
e
d
u
l
e
d
w
h
e
n
I
w
i
l
l
d
o
i
t
f
o
r c
l
a
s
s
a
n
d
w
h
e
n
I
w
i
l
l
d
o
i
t
f
o
r
m
y
si
d
e
j
o
b
.
I
h
a
v
e
d
e
t
e
rm
i
n
e
d
t
h
a
t
.
”
P
5
:
“
W
e
p
ri
o
ri
t
i
z
e
w
h
a
t
i
s
m
o
st
i
m
p
o
rt
a
n
t
f
i
rs
t
s
o
t
h
a
t
w
e
w
i
l
l
b
e
l
e
ss
s
t
r
e
ssed
w
h
e
n
t
h
e
se
i
m
p
o
rt
a
n
t
t
h
i
n
g
s
a
r
e
d
o
n
e
.
”
3
Ef
f
e
c
t
i
v
e
t
i
m
e
man
a
g
e
me
n
t
P
5
:
“
S
o
w
e
n
e
e
d
t
o
b
e
g
o
o
d
a
t
m
a
n
a
g
i
n
g
t
i
m
e
.
I
t
m
e
a
n
s
w
e
n
e
e
d
t
o
k
n
o
w
t
h
a
t
b
e
i
n
g
a
t
e
a
c
h
e
r
,
w
h
a
t
i
s
i
m
p
o
rt
a
n
t
i
s
b
e
i
n
g
i
n
c
l
a
ss,
s
o
w
e
n
e
e
d
t
o
h
a
n
d
l
e
t
i
m
e
w
e
l
l
,
d
o
w
h
a
t
i
s
i
m
p
o
rt
a
n
t
,
a
n
d
t
h
e
n
d
i
st
r
i
b
u
t
e
w
o
r
k
;
f
o
r
e
x
a
m
p
l
e
,
d
i
v
i
d
e
w
o
rk
i
n
t
o
w
h
a
t
i
s i
m
p
o
rt
a
n
t
a
n
d
n
o
t
i
m
p
o
r
t
a
n
t
.
”
P
9
:
“
W
h
e
n
I
d
o
w
o
r
k
q
u
i
c
k
l
y
,
I
d
o
n
o
t
n
e
e
d
t
o
w
a
i
t
f
o
r
i
n
s
t
ru
c
t
i
o
n
s
f
r
o
m
t
h
e
a
d
m
i
n
i
st
r
a
t
o
r
.
S
o
,
w
h
e
n
w
o
r
k
i
s
d
o
n
e
q
u
i
c
k
l
y
,
i
t
r
e
d
u
c
e
s my
p
r
e
ssu
r
e
o
n
t
h
a
t
w
o
rk
l
o
a
d
e
v
e
n
m
o
r
e
.
”
4
D
i
v
e
r
s
i
f
y
i
n
g
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
met
h
o
d
s
P
2
:
“
I
u
se
v
a
r
i
o
u
s m
e
t
h
o
d
s
i
n
t
e
a
c
h
i
n
g
.
I
u
se
d
e
m
o
n
s
t
ra
t
i
o
n
s,
e
x
p
e
r
i
m
e
n
t
s,
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
m
e
t
h
o
d
s
l
i
k
e
g
a
m
e
s,
a
n
d
q
u
i
zzes.
”
P
7
:
“
I
n
c
o
r
p
o
r
a
t
i
n
g
t
e
c
h
n
o
l
o
g
y
i
n
t
o
m
y
t
e
a
c
h
i
n
g
a
p
p
r
o
a
c
h
.
W
h
e
n
w
e
i
n
t
e
g
r
a
t
e
t
e
c
h
n
o
l
o
g
y
,
c
h
i
l
d
r
e
n
’
s
a
t
t
e
n
t
i
o
n
s
p
a
n
s
i
n
c
r
e
a
se
.
S
o
,
w
i
t
h
a
l
a
r
g
e
r
a
t
t
e
n
t
i
o
n
s
p
a
n
,
I
c
a
n
p
r
o
v
i
d
e
m
o
r
e
i
n
p
u
t
t
o
t
h
e
m
.
S
o
,
I
f
e
e
l
t
e
c
h
n
o
l
o
g
y
h
e
l
p
s
r
e
d
u
c
e
m
y
t
e
a
c
h
i
n
g
b
u
r
d
e
n
a
s
w
e
l
l
.
”
5
R
e
f
l
e
c
t
i
n
g
o
n
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
P
2
:
“
I
l
i
k
e
t
o
f
i
n
d
t
h
e
r
o
o
t
c
a
u
se
o
f
a
p
r
o
b
l
e
m
.
F
o
r
e
x
a
m
p
l
e
,
i
n
t
e
rm
s
o
f
st
u
d
e
n
t
s’
l
e
a
rn
i
n
g
l
e
v
e
l
s,
w
h
e
t
h
e
r
t
h
e
y
a
r
e
a
d
v
a
n
c
e
d
o
r
b
e
h
i
n
d
,
I
w
i
l
l
l
o
o
k
f
o
r
i
t
.
L
i
k
e
,
i
f
a
st
u
d
e
n
t
i
s
l
a
g
g
i
n
g
,
I
w
i
l
l
f
i
n
d
w
h
e
r
e
t
h
e
i
r
w
e
a
k
n
e
sses
l
i
e
.
S
o
,
I
w
i
l
l
f
o
c
u
s mo
r
e
o
n
t
h
e
m
i
n
t
h
a
t
w
e
a
k
a
r
e
a
.
I
w
i
l
l
p
r
e
p
a
r
e
su
i
t
a
b
l
e
m
a
t
e
ri
a
l
s
a
c
c
o
r
d
i
n
g
t
o
t
h
e
l
e
a
r
n
i
n
g
p
r
o
b
l
e
m
s t
h
e
y
f
a
c
e
.
”
P
8
:
“
T
h
e
n
,
I
t
h
i
n
k
i
f
a
s
t
u
d
e
n
t
h
e
r
e
d
o
e
s
n
o
t
w
a
n
t
t
o
l
e
a
r
n
,
t
h
e
y
h
a
v
e
a
c
o
m
m
u
n
i
c
a
t
i
o
n
p
r
o
b
l
e
m
;
t
h
e
y
d
o
n
o
t
u
n
d
e
rst
a
n
d
w
h
a
t
w
e
t
e
a
c
h
,
s
o
w
e
h
a
v
e
t
o
t
ry
t
o
t
a
l
k
t
o
t
h
e
m
a
b
o
u
t
w
h
a
t
t
h
e
i
r
p
r
o
b
l
e
m
s
a
r
e
,
so
t
h
e
y
t
ry
t
o
g
e
t
c
l
o
ser
t
o
u
s
.
”
6
H
i
g
h
c
o
mm
i
t
m
e
n
t
t
o
st
u
d
e
n
t
s
P
4
:
“
I
p
ri
o
ri
t
i
z
e
st
u
d
e
n
t
s.
B
e
f
o
r
e
t
e
a
c
h
i
n
g
s
t
u
d
e
n
t
s,
w
e
n
e
e
d
t
o
b
e
p
r
e
p
a
r
e
d
.
I
t
m
e
a
n
s
I
n
e
e
d
t
o
l
e
a
r
n
f
i
rs
t
a
n
d
d
o
e
x
e
r
c
i
ses
t
o
t
e
a
c
h
t
h
e
m
.
I
t
h
i
n
k
a
b
o
u
t
t
h
e
st
u
d
e
n
t
s
t
h
e
m
sel
v
e
s;
h
o
w
w
i
l
l
t
h
e
y
d
o
i
t
i
f
I
c
a
n
’
t
d
o
so
m
e
t
h
i
n
g
?
”
P
1
2
:
“
S
o
,
I
p
ri
o
ri
t
i
z
e
st
u
d
e
n
t
s
i
n
a
n
y
c
a
s
e
,
a
n
d
w
h
e
n
sh
a
r
i
n
g
d
u
r
i
n
g
t
e
a
c
h
i
n
g
a
n
d
sp
a
r
e
t
i
m
e
,
I
w
i
l
l
sh
a
r
e
t
h
i
n
g
s
t
h
a
t
s
h
o
u
l
d
b
e
s
h
a
r
e
d
w
i
t
h
st
u
d
e
n
t
s.
S
o
,
i
n
d
i
r
e
c
t
l
y
,
I
l
e
t
o
t
h
e
r
c
h
a
l
l
e
n
g
e
s
w
a
i
t
.
T
h
a
t
i
s
i
t
.
T
h
e
i
m
p
o
r
t
a
n
t
t
h
i
n
g
i
s
t
h
a
t
m
y
s
t
u
d
e
n
t
s g
e
t
w
h
a
t
t
h
e
y
s
h
o
u
l
d
.
”
7
F
l
e
x
i
b
l
e
w
o
r
k
i
n
g
p
r
a
c
t
i
c
e
s
P
5
:
“
O
n
e
s
p
e
c
i
a
l
a
b
i
l
i
t
y
I
h
a
v
e
i
s
t
o
a
d
h
e
r
e
t
o
a
d
a
p
t
a
b
i
l
i
t
y
o
r
f
l
e
x
i
b
i
l
i
t
y
.
S
o
,
t
e
a
c
h
e
rs
n
e
e
d
t
o
i
n
s
t
i
l
i
n
m
e
t
h
a
t
i
n
m
y
f
i
rs
t
p
o
s
t
i
n
g
,
I
m
a
y
n
o
t
n
e
c
e
ss
a
ri
l
y
g
e
t
t
h
e
o
p
t
i
o
n
t
h
a
t
I
s
t
u
d
i
e
d
a
t
u
n
i
v
e
rs
i
t
y
o
r
t
h
e
su
b
j
e
c
t
I
w
a
n
t
e
d
.
S
o
,
t
e
a
c
h
e
rs
n
e
e
d
t
o
h
a
v
e
t
h
e
a
b
i
l
i
t
y
t
o
b
e
f
l
e
x
i
b
l
e
.
”
P
6
:
“
W
e
w
i
l
l
f
o
l
l
o
w
t
h
e
sy
l
l
a
b
u
s
u
n
t
i
l
i
t
i
s
f
i
n
i
sh
e
d
,
b
u
t
so
m
e
p
a
rt
s
o
f
t
h
e
sy
l
l
a
b
u
s
c
a
n
b
e
b
o
ri
n
g
.
Fo
r
m
e
,
I
l
i
k
e
t
o
c
r
e
a
t
e
n
e
w
t
h
i
n
g
s
.
I
f
i
t
d
o
e
s
n
o
t
w
o
rk
o
u
t
,
w
e
n
e
e
d
t
o
c
h
a
n
g
e
i
t
.
W
e
n
e
e
d
t
o
f
i
g
u
r
e
o
u
t
w
h
a
t
c
a
n
a
t
t
r
a
c
t
k
i
d
s
b
e
c
a
u
se
,
i
n
t
h
e
s
y
l
l
a
b
u
s
,
s
o
m
e
b
o
y
s
d
o
n
o
t
l
i
k
e
t
h
i
n
g
s
l
i
k
e
d
a
n
c
i
n
g
.
”
8
A
d
a
p
t
a
b
i
l
i
t
y
i
n
t
h
e
w
o
r
k
p
l
a
c
e
P
4
:
“
I
f
e
e
l
I
a
m
a
q
u
i
c
k
l
e
a
r
n
e
r
,
w
h
i
c
h
I
t
h
i
n
k
,
i
n
t
e
rm
s
o
f
t
h
e
s
c
h
o
o
l
e
n
v
i
r
o
n
m
e
n
t
a
n
d
s
y
st
e
m
,
I
n
e
e
d
t
o
a
d
a
p
t
q
u
i
c
k
l
y
.
”
P
1
1
:
“
T
h
e
g
a
p
b
e
t
w
e
e
n
s
e
n
i
o
r
s
a
n
d
j
u
n
i
o
rs
e
x
i
st
s
.
S
o
,
t
h
a
t
i
s
a
c
h
a
l
l
e
n
g
e
f
o
r
u
s.
A
t
f
i
r
st
,
w
e
c
a
n
n
o
t
a
d
a
p
t
t
o
d
e
a
l
i
n
g
w
i
t
h
se
n
i
o
rs.
H
o
w
e
v
e
r
,
e
v
e
n
t
u
a
l
l
y
,
i
t
i
s
o
k
a
y
.
”
3
.
2
.
2
.
E
m
o
t
io
na
l
re
s
ilience
(
inte
rna
l)
:
s
ev
en
s
t
ra
t
eg
ies
T
h
e
s
ec
o
n
d
in
ter
n
al
r
esil
ien
ce
p
r
ac
ticed
b
y
th
ese
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
is
em
o
tio
n
al
r
esil
ien
ce
,
with
s
ev
en
s
tr
ateg
ies
ap
p
lied
.
Am
o
n
g
th
e
s
tr
ateg
ies
ad
o
p
ted
b
y
th
e
m
in
s
tr
en
g
th
e
n
i
n
g
th
eir
em
o
tio
n
al
r
esil
ien
ce
ar
e
i)
b
o
u
n
cin
g
b
ac
k
;
ii)
o
v
er
co
m
in
g
p
r
ess
u
r
e
to
m
ee
t
p
r
o
f
ess
io
n
al
d
em
an
d
s
;
iii)
h
av
in
g
a
g
o
o
d
s
en
s
e
o
f
h
u
m
o
r
;
iv
)
p
o
s
itiv
e
e
m
o
tio
n
al
m
a
n
ag
em
e
n
t
;
v
)
p
r
a
cticin
g
s
elf
-
ca
r
e
f
o
r
o
u
r
well
-
b
ein
g
;
v
i)
en
j
o
y
in
g
teac
h
in
g
;
an
d
v
ii)
n
o
t
ta
k
in
g
t
h
in
g
s
p
er
s
o
n
ally
.
T
h
e
ex
p
lan
a
tio
n
s
f
r
o
m
th
ese
p
ar
ticip
a
n
ts
ar
e
s
u
m
m
ar
ized
in
T
ab
le
7
.
T
h
is
tab
le
p
r
o
v
id
es e
x
p
lan
atio
n
s
f
r
o
m
p
a
r
ticip
an
ts
P1
,
P2
,
P4
,
P5
,
P6
,
P7
,
P8
,
P1
0
,
P1
1
,
a
n
d
P1
2
.
3
.
2
.
3
.
M
o
t
iv
a
t
io
na
l r
esil
ience
(
inte
rna
l)
:
s
ev
en
s
t
ra
t
eg
ies
T
h
e
th
ir
d
i
n
ter
n
al
r
esil
ien
ce
n
ew
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
h
av
e
ad
o
p
ted
is
m
o
tiv
atio
n
al
r
esil
ien
ce
,
wh
ich
h
as
s
ev
en
s
tr
ateg
ies.
T
h
ey
a
d
o
p
ted
s
ev
en
s
tr
ateg
ie
s
f
o
r
s
tr
en
g
th
en
in
g
th
eir
m
o
t
iv
atio
n
al
r
esil
ien
ce
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
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J
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14
,
No
.
3
,
J
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e
20
25
:
1
60
8
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1
6
20
1614
i)
p
r
ac
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o
p
tim
is
tic
attitu
d
e
;
ii)
s
tr
o
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g
d
eter
m
in
ati
o
n
;
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f
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s
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ce
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d
v
ii)
s
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ea
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ex
p
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tatio
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s
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d
g
o
als.
T
h
e
p
ar
ticip
a
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ts
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ab
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u
t
th
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s
tr
ateg
ies
ar
e
s
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in
T
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le
8
.
T
a
b
le
8
p
r
o
v
id
es e
x
p
l
an
atio
n
s
f
r
o
m
p
ar
ticip
an
ts
P2
,
P5
,
P6
,
P7
,
P8
,
P9
,
P1
1
,
a
n
d
P
1
2
.
T
ab
le
7
.
E
m
o
tio
n
al
r
esil
ien
ce
:
s
u
b
-
th
em
es a
n
d
q
u
o
tes
N
o
.
S
u
b
-
t
h
e
mes
Q
u
o
t
e
s
1
B
o
u
n
c
i
n
g
b
a
c
k
P
1
:
“
W
e
c
a
n
n
o
t
d
w
e
l
l
t
o
o
l
o
n
g
o
n
o
u
r
d
o
w
n
f
a
l
l
,
s
a
d
n
e
ss,
o
r
t
h
e
p
r
e
ssu
r
e
s
w
e
f
a
c
e
b
e
c
a
u
s
e
w
e
h
a
v
e
b
i
g
g
e
r
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
.
Fr
o
m
t
h
a
t
a
w
a
r
e
n
e
ss
,
w
e
c
a
n
n
o
t
l
i
n
g
e
r;
w
e
n
e
e
d
t
o
m
o
v
e
o
n
,
ri
s
e
,
a
n
d
o
p
e
n
n
e
w
c
h
a
p
t
e
rs
b
e
c
a
u
se
w
h
a
t
e
v
e
r
w
e
g
o
t
h
r
o
u
g
h
i
n
o
u
r
d
a
i
l
y
l
i
v
e
s
i
s
f
u
l
l
o
f
c
h
a
l
l
e
n
g
e
s,
ri
g
h
t
?
”
P
1
2
:
“
Ri
s
i
n
g
f
r
o
m
t
h
e
c
h
a
l
l
e
n
g
e
s
f
a
c
e
d
.
Ri
s
i
n
g
m
e
a
n
s
w
h
e
n
w
e
f
a
c
e
a
n
y
c
h
a
l
l
e
n
g
e
,
w
e
s
e
e
k
i
t
s
so
l
u
t
i
o
n
,
a
n
d
w
e
r
i
se
b
y
l
o
o
k
i
n
g
b
a
c
k
,
b
y
so
l
v
i
n
g
t
h
e
p
r
o
b
l
e
m
s
w
e
h
a
v
e
b
e
e
n
t
h
i
n
k
i
n
g
a
b
o
u
t
.
”
2
O
v
e
r
c
o
mi
n
g
p
r
e
ss
u
r
e
t
o
mee
t
p
r
o
f
e
ss
i
o
n
a
l
d
e
m
a
n
d
s
P
5
:
“
I
c
a
n
h
a
n
d
l
e
p
r
o
b
l
e
m
s
w
e
l
l
.
F
o
r
e
x
a
m
p
l
e
,
i
f
t
h
e
r
e
i
s
m
u
c
h
w
o
r
k
a
t
o
n
c
e
,
I
h
a
n
d
l
e
t
h
e
p
r
o
b
l
e
m
b
y
p
r
i
o
ri
t
i
z
i
n
g
w
h
a
t
i
s
i
m
p
o
r
t
a
n
t
f
i
rs
t
.
Fo
r
e
x
a
m
p
l
e
,
i
f
I
i
g
n
o
r
e
o
r
l
e
t
g
o
o
f
w
h
a
t
i
s
l
e
ss
i
m
p
o
rt
a
n
t
,
I
st
i
l
l
d
o
i
t
b
u
t
p
ri
o
r
i
t
i
ze
w
h
a
t
n
e
e
d
s
t
o
b
e
d
o
n
e
f
i
rs
t
.
”
P
1
1
:
“
C
h
a
l
l
e
n
g
e
s
w
i
l
l
,
o
f
c
o
u
rs
e
,
b
ri
n
g
p
r
o
b
l
e
m
s
o
r
o
b
st
a
c
l
e
s
.
S
o
,
t
h
e
s
e
o
b
s
t
a
c
l
e
s
a
l
l
g
i
v
e
m
e
p
r
e
ssu
r
e
l
i
k
e
t
h
a
t
,
b
u
t
I
c
a
n
w
o
rk
u
n
d
e
r
p
r
e
ss
u
r
e
,
m
e
a
n
i
n
g
I
c
a
n
w
o
rk
u
n
d
e
r
p
r
e
ss
u
r
e
.
I
t
d
o
e
s
n
o
t
m
a
t
t
e
r
w
h
a
t
k
i
n
d
o
f
p
r
e
ssu
r
e
;
I
c
a
n
h
a
n
d
l
e
i
t
.
”
3
H
a
v
i
n
g
a
g
o
o
d
se
n
se
o
f
h
u
m
o
r
P
8
:
“
I
t
a
k
e
t
h
e
i
n
i
t
i
a
t
i
v
e
n
o
t
t
o
b
e
t
o
o
st
r
i
c
t
w
i
t
h
s
t
r
o
n
g
-
w
i
l
l
e
d
st
u
d
e
n
t
s
i
n
c
l
a
ss.
L
i
k
e
o
t
h
e
r
t
e
a
c
h
e
rs
a
l
w
a
y
s
s
a
y
,
w
h
e
n
y
o
u
e
n
t
e
r
t
h
e
c
l
a
ss,
y
o
u
h
a
v
e
t
o
b
e
s
t
ri
c
t
;
y
o
u
h
a
v
e
t
o
sh
o
w
t
h
e
k
i
d
s
t
o
f
e
a
r
u
s,
s
o
I
d
i
d
t
h
a
t
,
a
n
d
t
h
e
n
t
h
e
m
o
r
e
w
e
a
r
e
st
r
i
c
t
w
i
t
h
t
h
e
m
,
t
h
e
l
e
ss t
h
e
y
r
e
sp
e
c
t
u
s
.
S
o
,
I
t
ry
t
o
b
e
c
l
o
se
t
o
t
h
e
m
,
m
a
k
e
j
o
k
e
s,
a
n
d
m
a
k
e
f
r
i
e
n
d
s;
t
h
a
t
w
o
r
k
s
b
e
t
t
e
r
.
”
4
P
o
si
t
i
v
e
e
m
o
t
i
o
n
a
l
man
a
g
e
me
n
t
P
2
:
“
W
e
n
e
e
d
t
o
c
o
n
t
r
o
l
e
v
e
r
y
e
m
o
t
i
o
n
o
f
o
u
rs;
w
e
s
h
o
u
l
d
n
o
t
sh
o
w
i
t
i
n
c
l
a
ss;
w
e
s
h
o
u
l
d
n
o
t
b
ri
n
g
i
t
t
o
t
h
e
w
o
r
k
p
l
a
c
e
.
S
o
,
w
e
n
e
e
d
t
o
c
o
n
t
r
o
l
o
u
r
e
m
o
t
i
o
n
s
b
e
c
a
u
s
e
w
e
f
e
a
r
w
e
m
i
g
h
t
h
u
r
t
t
h
e
st
u
d
e
n
t
s
.
”
P
1
0
:
“
I
f
w
e
a
r
e
t
h
e
t
y
p
e
t
o
p
a
n
i
c
,
g
e
t
v
e
ry
a
n
g
ry
,
o
r
t
e
n
d
t
o
o
v
e
r
t
h
i
n
k
t
o
o
m
u
c
h
,
i
n
t
h
e
e
n
d
,
i
t
w
i
l
l
e
a
t
u
s
u
p
.
S
o
,
w
h
e
t
h
e
r
w
e
l
i
k
e
i
t
o
r
n
o
t
,
w
e
m
u
s
t
k
e
e
p
c
a
l
m
a
n
d
t
h
i
n
k
p
o
s
i
t
i
v
e
l
y
,
a
s
p
e
o
p
l
e
sa
y
.
S
t
a
y
c
a
l
m
a
n
d
r
e
l
a
x
f
i
rst
.
T
a
k
e
a
b
r
e
a
t
h
,
a
n
d
t
h
e
n
t
h
i
n
k
a
b
o
u
t
t
h
e
b
e
s
t
a
c
t
i
o
n
.
”
5
P
r
a
c
t
i
c
i
n
g
se
l
f
-
c
a
r
e
f
o
r
o
u
r
w
e
l
l
-
b
e
i
n
g
P
4
:
“
I
n
d
e
a
l
i
n
g
w
i
t
h
t
h
e
se
c
h
a
l
l
e
n
g
e
s,
a
n
o
t
h
e
r
i
m
p
o
rt
a
n
t
t
h
i
n
g
t
o
d
o
i
s
m
e
n
t
a
l
m
a
n
a
g
e
m
e
n
t
.
Ma
y
b
e
f
r
o
m
e
x
t
e
r
n
a
l
a
s
p
e
c
t
s.
L
i
k
e
m
e
,
f
o
r
e
x
a
m
p
l
e
,
I
l
i
k
e
t
o
e
x
e
r
c
i
se.
O
k
a
y
,
f
r
o
m
t
h
a
t
p
e
rs
p
e
c
t
i
v
e
,
I
f
e
e
l
l
i
k
e
i
f
w
e
a
r
e
t
o
o
s
t
r
e
sse
d
,
w
e
w
i
l
l
g
o
t
o
t
h
e
p
a
r
k
;
t
h
a
t
i
s
f
o
r me
.
”
P
6
:
“
Fo
r
e
x
a
m
p
l
e
,
i
f
I
h
a
v
e
a
p
r
o
b
l
e
m
a
n
d
I
w
a
n
t
t
o
l
e
t
g
o
o
r
r
e
l
a
x
,
I
w
i
l
l
e
i
t
h
e
r
s
l
e
e
p
,
j
o
g
,
o
r
ri
d
e
a
b
i
k
e
.
I
l
i
k
e
j
o
g
g
i
n
g
a
n
d
b
i
k
i
n
g
.
”
6
En
j
o
y
i
n
g
t
e
a
c
h
i
n
g
P
1
:
“
I
’
m
i
n
t
e
r
e
st
e
d
i
n
t
h
i
s
t
e
a
c
h
i
n
g
c
a
r
e
e
r
.
I
d
o
l
i
k
e
a
n
y
t
h
i
n
g
r
e
l
a
t
e
d
t
o
e
d
u
c
a
t
i
o
n
.
W
e
m
a
k
e
a
n
e
f
f
o
r
t
t
o
h
e
l
p
st
u
d
e
n
t
s;
w
e
a
l
s
o
m
a
k
e
a
n
e
f
f
o
rt
t
o
f
i
n
d
m
a
t
e
r
i
a
l
s.
”
P
7
:
“
I
f
y
o
u
a
s
k
m
e
,
t
e
a
c
h
i
n
g
i
s
n
o
t
a
p
r
o
b
l
e
m
b
e
c
a
u
se
,
w
e
l
l
,
i
f
y
o
u
a
s
k
m
e
,
I
l
i
k
e
t
e
a
c
h
i
n
g
.
”
7
N
o
t
t
a
k
i
n
g
t
h
i
n
g
s
p
e
r
s
o
n
a
l
l
y
.
P
7
:
“
I
d
o
n
o
t
t
a
k
e
e
v
e
ry
t
h
i
n
g
t
o
o
s
e
r
i
o
u
sl
y
.
S
o
,
i
f
w
e
w
a
n
t
t
o
w
i
n
o
v
e
r
e
v
e
ry
o
n
e
,
w
h
e
t
h
e
r
w
e
h
e
a
r
f
r
o
m
k
i
d
s
o
r w
h
a
t
e
v
e
r f
r
o
m
o
u
r
s
u
rr
o
u
n
d
i
n
g
s,
i
t
w
i
l
l
a
f
f
e
c
t
m
y
t
e
a
c
h
i
n
g
.
”
3
.
2
.
4
.
So
cia
l r
esil
ience
(
ex
t
er
na
l)
:
f
o
ur
s
t
ra
t
e
g
ies
B
esid
es
ad
o
p
tin
g
in
ter
n
al
r
esil
ien
ce
,
th
is
s
tu
d
y
also
f
o
u
n
d
th
at
th
e
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
also
s
tr
iv
e
to
em
p
o
wer
th
eir
ex
ter
n
al
r
esil
ien
ce
th
r
o
u
g
h
f
o
u
r
s
tr
ateg
ies
f
o
r
th
eir
s
o
cial
r
esil
ien
ce
.
As
lis
ted
in
T
ab
le
9
,
th
ese
s
tr
ateg
ies
ar
e:
i)
ex
ce
llen
t
i
n
ter
p
er
s
o
n
al
an
d
co
m
m
u
n
icatio
n
s
k
ills
;
ii)
g
o
o
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
;
iii)
s
u
p
p
o
r
tiv
e
n
etwo
r
k
i
n
g
;
an
d
iv
)
s
ee
k
in
g
ass
is
tan
ce
an
d
ac
ce
p
tin
g
ad
v
ice.
I
n
o
th
e
r
wo
r
d
s
,
th
ese
n
ew
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
ad
o
p
ted
th
ese
f
o
u
r
s
tr
ateg
ies
to
e
m
b
r
ac
e
th
eir
s
o
cial
r
esil
ien
c
e.
T
ab
le
9
p
r
o
v
i
d
es
ex
p
lan
atio
n
s
f
r
o
m
p
a
r
ticip
an
ts
P1
,
P2
,
P4
,
P7
,
P8
,
P9
,
an
d
P
1
2
.
3
.
2
.
5
.
Sp
irit
ua
l r
esil
ience
(
ex
t
er
na
l)
:
f
o
ur
s
t
ra
t
eg
ies
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
n
ew
h
i
g
h
s
ch
o
o
l
teac
h
er
s
s
tr
iv
e
to
em
p
o
wer
th
eir
ex
ter
n
al
r
esil
ien
ce
th
r
o
u
g
h
f
o
u
r
s
tr
ateg
ies
f
o
cu
s
ed
o
n
s
p
ir
itu
al
r
esil
ien
ce
.
T
h
ese
s
tr
at
eg
ies
in
clu
d
e
s
tr
o
n
g
r
elig
io
u
s
f
aith
,
ac
ce
p
tan
ce
,
tr
u
s
two
r
th
in
ess
,
an
d
p
atien
ce
.
B
esid
es a
d
o
p
tin
g
s
o
cial
r
esil
ie
n
ce
,
th
ese
teac
h
er
s
also
em
p
h
a
s
ize
th
ese
s
p
ir
itu
a
l
s
tr
ateg
ies.
T
ab
le
1
0
p
r
o
v
id
e
s
ex
p
lan
atio
n
s
f
r
o
m
p
ar
ticip
an
ts
P2
,
P3
,
P5
,
P1
0
,
an
d
P1
2
.
T
h
eir
in
s
ig
h
ts
h
ig
h
lig
h
t th
e
im
p
o
r
ta
n
ce
o
f
th
ese
s
tr
ateg
ies in
b
u
ild
in
g
r
esil
ien
ce
.
3
.
3
.
An im
pro
v
ed
re
s
ilience
f
ra
m
ewo
r
k
f
o
r
new
hig
h sch
o
o
l t
ea
cher
s
B
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
12
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
,
t
h
is
s
tu
d
y
co
n
cl
u
d
es
th
at
th
e
y
ad
o
p
ted
b
o
th
in
ter
n
al
an
d
e
x
ter
n
al
r
esil
ien
ce
in
f
ac
in
g
c
h
allen
g
es
an
d
p
r
ess
u
r
es
in
th
eir
teac
h
in
g
p
r
o
f
ess
io
n
.
Fig
u
r
e
1
illu
s
tr
ates
th
r
ee
ty
p
es
o
f
in
ter
n
al
r
esil
ien
ce
a
n
d
two
ty
p
es
o
f
e
x
ter
n
al
r
esil
ien
ce
.
I
n
ter
n
al
r
esil
ien
ce
in
clu
d
es
p
r
o
f
ess
io
n
al,
em
o
tio
n
al,
an
d
m
o
tiv
atio
n
al
r
esil
ien
ce
.
E
x
ter
n
al
r
esil
ien
ce
in
clu
d
es
s
o
cial
an
d
s
p
ir
itu
al
r
esil
ien
ce
.
T
h
e
d
is
cu
s
s
io
n
s
ec
tio
n
elab
o
r
ates o
n
all
th
e
ty
p
es o
f
r
esil
ien
ce
illu
s
tr
ated
in
Fig
u
r
e
1
.
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
imp
r
o
ve
d
in
tern
a
l
a
n
d
ex
tern
a
l res
ilien
ce
fr
a
me
w
o
r
k
fo
r
n
ew h
ig
h
…
(
Wa
n
Mo
h
d
A
g
il
Ma
t Ya
min
)
1615
T
ab
le
8
.
Mo
tiv
atio
n
al
r
esil
ien
ce
: su
b
-
th
em
es a
n
d
q
u
o
tes
N
o
.
S
u
b
-
t
h
e
mes
Q
u
o
t
e
s
1
P
r
a
c
t
i
c
i
n
g
a
n
o
p
t
i
m
i
st
i
c
a
t
t
i
t
u
d
e
P
7
:
“
P
o
si
t
i
v
e
e
n
e
r
g
y
i
s
b
e
n
e
f
i
c
i
a
l
.
A
p
o
si
t
i
v
e
o
u
t
l
o
o
k
.
T
h
i
s
i
s
d
u
e
t
o
t
h
e
p
e
r
c
e
p
t
i
o
n
t
h
a
t
e
n
t
e
ri
n
g
t
h
e
c
l
a
ssr
o
o
m
w
i
t
h
a
n
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
d
i
sru
p
t
s
t
h
e
PD
PC
a
n
d
a
d
m
i
n
i
s
t
r
a
t
i
v
e
t
a
s
k
s.
T
h
e
r
e
f
o
r
e
,
r
e
g
a
r
d
l
e
ss
o
f
t
h
e
si
t
u
a
t
i
o
n
,
w
e
m
u
st
h
a
n
d
l
e
i
t
p
o
s
i
t
i
v
e
l
y
.
”
P
8
:
“
Af
t
e
r
l
i
st
e
n
i
n
g
t
o
t
h
e
a
n
e
c
d
o
t
e
s o
f
t
e
a
c
h
e
r
s
f
r
o
m
t
h
e
n
e
i
g
h
b
o
ri
n
g
s
c
h
o
o
l
,
w
e
r
e
a
l
i
z
e
d
t
h
a
t
t
h
e
r
e
w
a
s
a
m
o
r
e
si
g
n
i
f
i
c
a
n
t
i
s
su
e
t
h
a
n
o
u
r
o
w
n
.
W
e
a
r
e
c
o
n
c
e
n
t
r
a
t
i
n
g
o
n
c
h
i
l
d
r
e
n
w
i
t
h
d
i
f
f
i
c
u
l
t
y
l
e
a
r
n
i
n
g
a
n
d
c
o
m
m
u
n
i
c
a
t
i
n
g
,
a
s
w
e
b
e
l
i
e
v
e
t
h
e
y
r
e
p
r
e
se
n
t
a
sm
a
l
l
e
r
g
r
o
u
p
.
I
r
e
a
l
i
z
e
d
t
h
a
t
i
f
t
h
e
c
h
i
l
d
i
s
u
n
w
i
l
l
i
n
g
t
o
l
e
a
rn
,
i
t
m
a
y
b
e
d
u
e
t
o
a
c
o
m
m
u
n
i
c
a
t
i
o
n
i
ss
u
e
o
r
a
l
a
c
k
o
f
u
n
d
e
rst
a
n
d
i
n
g
o
f
t
h
e
m
a
t
e
ri
a
l
b
e
i
n
g
t
a
u
g
h
t
.
T
h
e
r
e
f
o
r
e
,
w
e
sh
o
u
l
d
t
r
y
t
o
c
o
n
n
e
c
t
w
i
t
h
h
i
m
,
u
n
d
e
rs
t
a
n
d
h
i
s
d
i
f
f
i
c
u
l
t
i
e
s,
a
n
d
e
st
a
b
l
i
sh
a
c
l
o
se
r
r
e
l
a
t
i
o
n
s
h
i
p
t
o
f
a
c
i
l
i
t
a
t
e
h
i
s l
e
a
r
n
i
n
g
.
”
P
1
2
:
“
Po
s
i
t
i
v
e
t
h
i
n
k
i
n
g
i
s
l
i
k
e
h
e
l
p
i
n
g
m
e
b
e
m
o
r
e
p
o
s
i
t
i
v
e
a
b
o
u
t
t
h
e
p
e
o
p
l
e
a
r
o
u
n
d
m
e
.
I
m
e
a
n
p
o
s
i
t
i
v
e
t
h
i
n
k
i
n
g
;
f
o
r
e
x
a
m
p
l
e
,
i
f
I
f
e
e
l
h
a
r
d
,
I
t
h
i
n
k
p
o
si
t
i
v
e
t
h
i
n
k
i
n
g
;
m
a
y
b
e
f
r
o
m
t
h
a
t
h
a
r
d
s
h
i
p
,
I
c
a
n
l
e
a
r
n
so
m
e
t
h
i
n
g
f
r
o
m
t
h
a
t
d
i
f
f
i
c
u
l
t
y
.
”
2
S
t
r
o
n
g
d
e
t
e
r
mi
n
a
t
i
o
n
P
6
:
“
Ev
e
ry
t
a
sk
I
u
n
d
e
rt
a
k
e
,
I
w
i
l
l
c
o
m
p
l
e
t
e
i
t
.
B
e
i
n
g
a
t
e
a
c
h
e
r
i
n
v
o
l
v
e
s
m
u
c
h
w
o
r
k
,
n
o
t
o
n
e
-
d
i
m
e
n
si
o
n
a
l
l
i
k
e
o
u
r
j
o
b
.
I
t
i
s
m
u
l
t
i
p
u
r
p
o
s
e
a
n
d
e
x
t
e
n
s
i
v
e
.
S
o
,
h
e
r
e
,
w
e
n
e
e
d
t
o
b
e
d
e
t
e
rm
i
n
e
d
t
o
c
o
m
p
l
e
t
e
e
v
e
ry
t
h
i
n
g
.
”
P
1
2
:
“
I
a
m
n
o
t
e
a
s
i
l
y
g
i
v
i
n
g
u
p
.
As
I
m
e
n
t
i
o
n
e
d
e
a
rl
i
e
r
,
w
h
e
n
I
f
i
rst
e
n
t
e
r
e
d
a
s
a
n
e
d
u
c
a
t
o
r
a
n
d
d
i
d
n
o
t
h
a
v
e
a
n
y
.
.
.
e
d
u
c
a
t
i
o
n
-
r
e
l
a
t
e
d
k
n
o
w
l
e
d
g
e
,
I
w
o
u
l
d
f
i
n
d
a
s
o
l
u
t
i
o
n
t
o
t
h
e
p
r
o
b
l
e
m
.
F
o
r
e
x
a
m
p
l
e
,
I
w
o
u
l
d
w
a
t
c
h
Y
o
u
T
u
b
e
v
i
d
e
o
s
o
r
l
e
a
rn
a
b
o
u
t
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
.
T
h
e
n
,
I
w
o
u
l
d
m
e
e
t
m
o
r
e
se
n
i
o
r
t
e
a
c
h
e
rs,
f
i
n
d
e
x
e
r
c
i
s
e
b
o
o
k
s
f
o
r s
t
u
d
e
n
t
s
,
a
n
d
s
o
o
n
,
o
r
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
g
u
i
d
e
b
o
o
k
s.
”
3
F
o
c
u
s
o
n
l
e
a
r
n
i
n
g
a
n
d
i
mp
r
o
v
e
me
n
t
.
P
5
:
“
N
e
w
t
e
a
c
h
e
rs
m
u
s
t
e
n
h
a
n
c
e
t
h
e
i
r
d
i
l
i
g
e
n
c
e
t
o
i
n
c
r
e
a
se
t
h
e
i
r
k
n
o
w
l
e
d
g
e
.
F
o
r
e
x
a
m
p
l
e
,
l
i
k
e
m
e
,
I
a
m
m
o
r
e
r
e
l
a
t
e
d
t
o
t
h
e
su
b
j
e
c
t
I
t
e
a
c
h
,
u
n
l
i
k
e
t
h
e
o
p
t
i
o
n
s.
S
o
,
w
e
n
e
e
d
t
o
i
n
c
r
e
a
s
e
o
u
r
k
n
o
w
l
e
d
g
e
;
w
e
n
e
e
d
t
o
d
i
l
i
g
e
n
t
l
y
r
e
a
d
a
g
a
i
n
l
i
k
e
w
e
u
se
d
t
o
l
e
a
r
n
a
n
d
se
a
r
c
h
f
o
r
t
h
e
i
n
f
o
rm
a
t
i
o
n
w
e
w
a
n
t
t
o
t
e
a
c
h
.
”
P
9
:
“
I
a
m
e
a
si
l
y
a
b
l
e
t
o
l
e
a
rn
s
o
m
e
t
h
i
n
g
n
e
w
.
S
o
,
i
f
t
h
e
r
e
i
s
a
n
y
t
h
i
n
g
t
h
a
t
I
d
o
n
o
t
u
n
d
e
rs
t
a
n
d
,
i
f
t
h
e
r
e
i
s
a
n
y
t
h
i
n
g
t
h
a
t
I
d
o
n
o
t
k
n
o
w
,
I
a
s
k
,
t
h
e
n
I
l
e
a
rn
,
a
n
d
I
g
e
t
s
o
m
e
n
e
w
i
n
p
u
t
.
”
4
En
j
o
y
c
h
a
l
l
e
n
g
e
s
P
2
:
“
I
l
i
k
e
t
o
see
k
o
u
t
a
n
d
t
r
y
n
e
w
m
e
t
h
o
d
s.
Ev
e
n
i
n
m
y
t
e
a
c
h
i
n
g
,
I
e
n
j
o
y
u
si
n
g
v
a
ri
o
u
s me
t
h
o
d
s.
”
P
1
1
:
“
S
o
w
h
e
n
I
h
a
v
e
a
p
a
ss
i
o
n
,
I
d
o
n
o
t
f
e
e
l
l
i
k
e
I
a
m
f
o
r
c
e
d
t
o
w
o
rk
,
a
n
d
I
d
o
n
o
t
f
e
e
l
b
u
r
d
e
n
e
d
.
I
t
b
e
c
o
m
e
s
a
c
h
a
l
l
e
n
g
e
,
s
o
w
h
e
n
f
a
c
e
d
w
i
t
h
i
t
,
w
h
e
t
h
e
r
w
e
l
i
k
e
i
t
o
r
n
o
t
,
w
e
h
a
v
e
t
o
t
h
i
n
k
a
b
o
u
t
so
l
v
i
n
g
i
t
.
”
5
S
t
a
y
m
o
t
i
v
a
t
e
d
a
n
d
s
p
i
r
i
t
e
d
.
P
5
:
“
F
o
r
m
e
,
m
y
i
n
n
e
r
s
t
r
e
n
g
t
h
o
r p
e
r
so
n
a
l
sp
i
ri
t
m
a
t
t
e
rs.
Be
c
a
u
se
m
y
d
e
si
r
e
t
o
b
e
c
o
m
e
a
t
e
a
c
h
e
r w
a
s
m
y
c
h
i
l
d
h
o
o
d
a
m
b
i
t
i
o
n
.
S
o
,
w
h
e
n
I
t
h
i
n
k
l
i
k
e
t
h
a
t
,
I
n
e
e
d
t
o
st
r
e
n
g
t
h
e
n
m
y
sp
i
ri
t
.
”
P
1
2
:
“
I
t
m
e
a
n
s
t
h
a
t
w
h
e
n
w
e
h
a
v
e
t
h
e
e
n
t
h
u
si
a
sm
t
o
h
e
l
p
st
u
d
e
n
t
s
w
h
e
n
w
e
f
a
c
e
a
n
y
c
h
a
l
l
e
n
g
e
s,
t
h
a
t
e
n
t
h
u
si
a
sm
e
n
a
b
l
e
s
u
s
t
o
f
a
c
e
a
n
y
c
h
a
l
l
e
n
g
e
s
o
r
p
r
e
ss
u
r
e
s
a
s
n
e
w
t
e
a
c
h
e
rs
.
”
6
H
a
v
i
n
g
b
e
l
i
e
f
a
n
d
s
e
l
f
-
c
o
n
f
i
d
e
n
c
e
P
5
:
“
W
h
e
n
s
o
m
e
o
n
e
a
ss
i
g
n
s
a
s
u
b
j
e
c
t
t
o
u
s,
w
e
m
u
s
t
b
e
l
i
e
v
e
t
h
a
t
w
e
n
e
e
d
t
o
m
a
s
t
e
r
t
h
e
n
e
w
s
u
b
j
e
c
t
t
h
a
t
w
e
h
a
v
e
t
o
t
e
a
c
h
.
S
o
f
a
r
,
a
l
h
a
m
d
u
l
i
l
l
a
h
(
p
r
a
i
s
e
b
e
t
o
G
o
d
)
,
e
v
e
n
t
h
o
u
g
h
v
a
ri
o
u
s
su
b
j
e
c
t
s
—
f
o
u
r
o
r
f
i
v
e
su
b
j
e
c
t
s
I
h
a
v
e
m
a
n
a
g
e
d
t
o
g
r
a
s
p
—
I
t
ry
t
o
i
m
p
r
o
v
e
m
y
s
k
i
l
l
s.
”
P
7
:
“
I
b
e
l
i
e
v
e
i
n
m
y
s
e
l
f
.
”
7
S
e
t
t
i
n
g
r
e
a
l
i
s
t
i
c
e
x
p
e
c
t
a
t
i
o
n
s
a
n
d
g
o
a
l
s
P
7
:
“
I
c
a
n
c
o
n
d
u
c
t
a
l
e
ss
o
n
w
i
t
h
o
u
t
e
x
p
e
c
t
i
n
g
t
h
e
s
t
u
d
e
n
t
s
t
o
p
e
rf
o
rm
a
s
w
e
w
a
n
t
t
h
e
m
t
o
.
I
m
e
a
n
t
h
a
t
w
e
w
a
n
t
t
o
se
t
e
x
p
e
c
t
a
t
i
o
n
s
f
o
r
t
h
e
k
i
d
s,
b
u
t
i
f
w
e
se
t
t
h
e
m
t
o
o
h
i
g
h
a
n
d
t
h
e
k
i
d
s
c
a
n
n
o
t
m
e
e
t
t
h
e
m
,
I
f
e
e
l
d
i
s
a
p
p
o
i
n
t
e
d
,
a
t
l
e
a
s
t
a
t
t
h
e
b
e
g
i
n
n
i
n
g
.
S
o
,
I
t
h
i
n
k
i
f
w
e
a
r
e
d
i
s
a
p
p
o
i
n
t
e
d
,
o
u
r r
e
s
i
l
i
e
n
c
e
d
e
c
r
e
a
s
e
s.
”
P
1
1
:
“
T
h
e
c
h
a
l
l
e
n
g
e
i
s
t
h
e
e
x
p
e
c
t
a
t
i
o
n
s
f
r
o
m
e
x
t
e
rn
a
l
p
a
rt
i
e
s
,
su
c
h
a
s
p
a
r
e
n
t
s
,
ri
g
h
t
?
S
o
,
m
y
s
t
ra
t
e
g
y
i
s
t
o
h
a
v
e
m
a
n
y
d
i
sc
u
ss
i
o
n
s
w
i
t
h
p
a
r
e
n
t
s.
By
h
a
v
i
n
g
t
h
e
se
d
i
s
c
u
ss
i
o
n
s,
w
e
u
n
d
e
rst
a
n
d
t
h
e
i
r
e
x
p
e
c
t
a
t
i
o
n
s
a
n
d
c
a
n
s
o
m
e
t
i
m
e
s
c
l
a
r
i
f
y
w
h
e
n
t
h
e
y
a
r
e
n
o
t
q
u
i
t
e
a
c
c
u
ra
t
e
.
”
T
ab
le
9
.
So
cial
r
esil
ien
ce
: su
b
-
th
em
es a
n
d
q
u
o
tes
N
o
.
S
u
b
-
t
h
e
mes
Q
u
o
t
e
s
1
Ex
c
e
l
l
e
n
t
i
n
t
e
r
p
e
r
s
o
n
a
l
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s
P
7
:
“
W
h
e
n
w
e
a
r
e
g
o
o
d
a
t
c
o
m
m
u
n
i
c
a
t
i
n
g
w
i
t
h
c
h
i
l
d
r
e
n
,
t
h
e
y
l
i
g
h
t
e
n
o
u
r
b
u
r
d
e
n
.
”
P
9
:
“
I
n
d
e
e
d
,
t
h
e
r
e
n
e
e
d
s
t
o
b
e
a
p
o
s
i
t
i
v
e
a
t
t
i
t
u
d
e
,
w
h
i
c
h
i
s
f
ri
e
n
d
l
i
n
e
ss,
t
o
w
a
r
d
s
o
t
h
e
rs.
W
h
e
n
w
e
a
r
e
f
ri
e
n
d
l
y
w
i
t
h
o
t
h
e
rs
,
i
f
w
e
h
a
v
e
a
n
y
p
r
o
b
l
e
m
s,
w
e
c
a
n
r
e
f
e
r
t
o
o
t
h
e
rs
a
n
d
i
n
d
i
r
e
c
t
l
y
r
e
d
u
c
e
o
u
r
c
h
a
l
l
e
n
g
e
s
a
n
d
p
r
e
ss
u
r
e
s;
e
s
p
e
c
i
a
l
l
y
i
f
w
e
h
a
v
e
p
r
o
b
l
e
m
s,
w
e
c
a
n
s
h
a
r
e
o
u
r
p
r
o
b
l
e
m
s.
”
2
G
o
o
d
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
sk
i
l
l
s
P
1
:
“
I
a
m
t
h
e
t
y
p
e
w
h
o
q
u
i
c
k
l
y
se
e
k
s
so
l
u
t
i
o
n
s.
S
o
,
i
f
a
n
y
p
r
o
b
l
e
m
a
r
i
se
s,
I
w
i
l
l
t
r
y
t
o
f
i
n
d
a
so
l
u
t
i
o
n
a
s
q
u
i
c
k
l
y
a
s
p
o
ssi
b
l
e
so
t
h
a
t
i
t
d
o
e
s
n
o
t
b
u
r
d
e
n
m
e
w
i
t
h
o
t
h
e
r
t
a
sk
s.
F
o
r
e
x
a
m
p
l
e
,
w
h
e
n
w
e
h
a
v
e
a
p
r
o
b
l
e
m
w
i
t
h
s
t
u
d
e
n
t
s
n
o
t
b
ri
n
g
i
n
g
t
h
e
i
r
s
c
h
o
o
l
b
o
o
k
s,
w
e
t
r
y
t
o
f
i
n
d
a
s
o
l
u
t
i
o
n
a
s
q
u
i
c
k
l
y
a
s
p
o
ss
i
b
l
e
so
t
h
a
t
i
t
d
o
e
s
n
o
t
a
f
f
e
c
t
o
u
r w
o
r
k
.
”
3
S
u
p
p
o
r
t
i
v
e
n
e
t
w
o
r
k
i
n
g
P
1
:
“
I
h
a
v
e
g
o
o
d
n
e
t
w
o
rk
i
n
g
w
i
t
h
f
r
i
e
n
d
s
o
u
t
s
i
d
e
a
n
d
i
n
si
d
e
t
h
e
s
c
h
o
o
l
.
Wh
e
n
w
e
h
a
v
e
g
o
o
d
n
e
t
w
o
rk
i
n
g
,
w
e
c
a
n
s
h
a
r
e
a
n
d
a
sk.
”
P
7
:
“
S
o
I
t
r
y
t
o
n
e
t
w
o
rk
o
r
c
o
m
m
u
n
i
c
a
t
e
w
i
t
h
t
e
a
c
h
e
rs
o
u
t
si
d
e
m
y
sch
o
o
l
.
S
o
,
w
h
e
n
I
c
o
m
m
u
n
i
c
a
t
e
w
i
t
h
m
a
y
b
e
t
e
a
c
h
e
rs
f
r
o
m
o
t
h
e
r
n
a
t
i
o
n
a
l
-
t
y
p
e
s
c
h
o
o
l
s,
I
g
e
t
f
e
e
d
b
a
c
k
o
r
a
p
p
r
o
a
c
h
e
s
t
h
a
t
I
c
a
n
a
p
p
l
y
t
o
m
y
st
u
d
e
n
t
s
b
e
c
a
u
se
t
h
e
e
n
v
i
r
o
n
m
e
n
t
i
s
t
h
e
sa
m
e
,
b
u
t
t
h
e
sc
h
o
o
l
s
a
r
e
d
i
f
f
e
r
e
n
t
.
”
P
8
:
“
U
s
u
a
l
l
y
w
h
e
n
I
a
m
st
r
e
sse
d
,
u
m
.
.
.
n
o
w
I
si
t
w
i
t
h
a
f
ri
e
n
d
,
s
o
i
t
i
s
j
u
s
t
t
h
e
t
w
o
o
f
u
s
.
A
f
t
e
r
sch
o
o
l
,
w
e
h
a
v
e
a
v
e
n
t
i
n
g
s
e
ssi
o
n
.
H
e
e
x
p
r
e
sses
w
h
a
t
h
e
f
e
e
l
s
a
t
s
c
h
o
o
l
a
n
d
w
h
a
t
I
f
e
e
l
a
t
sc
h
o
o
l
.
S
o
,
i
t
h
e
l
p
s r
e
d
u
c
e
s
t
r
e
ss
a
l
i
t
t
l
e
.
”
P
1
2
:
“
S
o
t
h
e
se
c
o
w
o
rke
rs
,
u
m
,
u
s
u
a
l
l
y
,
a
n
y
p
r
e
ssu
r
e
w
e
g
o
t
h
r
o
u
g
h
,
w
e
g
e
t
su
p
p
o
rt
f
r
o
m
t
h
e
m
a
t
t
h
a
t
t
i
m
e
t
o
o
.
A
n
y
p
r
e
ssu
r
e
i
s
t
h
e
s
a
m
e
a
s
w
i
t
h
o
u
r
f
a
m
i
l
y
v
e
n
t
i
n
g
t
o
c
o
w
o
r
k
e
rs
i
n
d
i
r
e
c
t
l
y
;
c
o
w
o
r
k
e
rs
e
a
c
h
h
e
l
p
m
e
t
h
r
o
u
g
h
e
x
p
e
ri
e
n
c
e
,
g
i
v
i
n
g
e
n
c
o
u
ra
g
e
m
e
n
t
,
a
n
d
so
o
n
.
”
4
S
e
e
k
i
n
g
a
ss
i
st
a
n
c
e
a
n
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Evaluation Warning : The document was created with Spire.PDF for Python.
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c
e
.
T
h
u
s
,
t
h
e
f
i
n
d
in
g
s
o
f
t
h
is
s
t
u
d
y
p
r
o
v
e
t
h
at
t
h
e
co
n
c
e
p
t
o
f
d
u
r
ab
ilit
y
as
a
m
u
lt
id
i
m
e
n
s
i
o
n
al
c
o
n
s
t
r
u
cti
o
n
in
v
o
lv
es
a
d
y
n
a
m
i
c
r
el
ati
o
n
s
h
i
p
b
e
twee
n
p
er
s
o
n
a
l a
n
d
co
n
t
ex
tu
al
f
ac
t
o
r
s
[
3
1
]
,
[
4
6
]
.
Pro
f
ess
io
n
al
r
esil
ien
ce
is
r
elat
ed
to
th
e
p
r
ac
tices o
f
n
ew
h
ig
h
s
ch
o
o
l te
ac
h
er
s
th
at
ca
n
h
elp
th
em
co
p
e
with
th
e
c
h
allen
g
es
an
d
p
r
ess
u
r
es
o
f
teac
h
in
g
.
T
h
e
s
tr
ateg
ies
in
clu
d
e
:
i
)
ad
e
q
u
ate
teac
h
in
g
p
r
ep
a
r
atio
n
;
ii)
s
y
s
tem
atic
ex
ec
u
tio
n
o
f
t
ask
s
;
iii)
ef
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
;
iv
)
d
iv
er
s
if
y
in
g
ef
f
ec
tiv
e
teac
h
in
g
a
n
d
lear
n
in
g
m
eth
o
d
s
;
v
)
r
ef
lecti
n
g
o
n
teac
h
i
n
g
an
d
lea
r
n
in
g
;
v
i)
h
ig
h
co
m
m
itm
en
t
to
s
tu
d
en
ts
;
v
ii)
f
lex
ib
le
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
imp
r
o
ve
d
in
tern
a
l
a
n
d
ex
tern
a
l res
ilien
ce
fr
a
me
w
o
r
k
fo
r
n
ew h
ig
h
…
(
Wa
n
Mo
h
d
A
g
il
Ma
t Ya
min
)
1617
wo
r
k
in
g
p
r
ac
tices
;
an
d
v
iii)
a
d
ap
tab
ilit
y
in
th
e
wo
r
k
p
lace
.
Acc
o
r
d
in
g
to
Ma
n
s
f
ield
e
t
a
l
.
[
3
1
]
,
ef
f
icien
t
an
d
ef
f
ec
tiv
e
teac
h
er
teac
h
in
g
is
o
f
ten
id
en
tifie
d
as
th
e
b
asi
s
f
o
r
im
p
r
o
v
i
n
g
teac
h
er
r
esil
ien
ce
.
I
n
ad
d
itio
n
,
p
r
ev
io
u
s
s
tu
d
ies
[
3
2
]
,
[
4
7
]
h
av
e
f
o
u
n
d
th
at
r
esil
ien
t te
ac
h
er
s
h
av
e
a
v
ar
iety
o
f
teac
h
i
n
g
s
tr
a
teg
ies th
at
ca
n
h
elp
th
em
co
p
e
with
v
a
r
io
u
s
ch
all
en
g
es
in
teac
h
i
n
g
.
Oth
e
r
l
iter
atu
r
e
s
tu
d
ies
also
f
o
u
n
d
th
at
p
er
s
is
ten
t
teac
h
er
s
h
av
e
a
s
en
s
e
o
f
s
atis
f
ac
tio
n
an
d
co
m
m
itm
en
t t
o
th
e
p
r
o
f
ess
io
n
o
f
c
o
u
r
tesy
[
4
8
]
,
[
4
9
]
.
E
m
o
tio
n
al
r
esil
ien
ce
r
ef
er
s
to
th
e
em
o
tio
n
al
r
esp
o
n
s
e
o
f
n
e
w
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
to
ch
al
len
g
es
an
d
p
r
ess
u
r
es.
T
h
e
s
tr
ateg
ies
ad
o
p
ted
ar
e
i
)
b
o
u
n
cin
g
b
ac
k
;
ii)
o
v
er
c
o
m
in
g
p
r
ess
u
r
e
to
m
ee
t
p
r
o
f
ess
io
n
al
d
em
an
d
s
;
iii)
h
av
in
g
a
g
o
o
d
s
en
s
e
o
f
h
u
m
o
r
;
iv
)
p
o
s
itiv
e
e
m
o
tio
n
al
m
a
n
ag
em
e
n
t
;
v
)
p
r
a
cticin
g
s
elf
-
ca
r
e
f
o
r
o
u
r
well
-
b
ein
g
;
v
i)
en
jo
y
in
g
t
ea
ch
in
g
;
a
n
d
v
ii)
n
o
t
tak
in
g
th
in
g
s
p
er
s
o
n
ally
.
T
h
e
i
m
p
o
r
ta
n
ce
o
f
th
e
em
o
tio
n
al
asp
ec
t
in
th
e
s
tr
ess
p
r
o
f
ess
io
n
h
as
b
ee
n
em
p
h
asized
b
y
s
ev
er
al
r
esear
ch
er
s
[
1
9
]
,
[
5
0
]
,
wh
o
ex
p
lain
ed
th
at
th
e
elem
en
t
o
f
em
o
tio
n
co
u
l
d
h
el
p
teac
h
er
s
av
o
id
e
x
p
er
ien
cin
g
s
tr
ess
an
d
b
u
r
n
o
u
t
o
n
th
e
jo
b
.
I
n
ad
d
itio
n
,
th
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
f
o
u
n
d
t
h
at
teac
h
er
s
u
s
ed
th
e
elem
en
t
o
f
h
u
m
o
r
as
a
s
tr
ateg
y
to
est
ab
lis
h
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
.
T
h
is
is
s
u
p
p
o
r
t
ed
b
y
Gale
a
[
5
1
]
,
wh
o
ex
p
lai
n
s
th
at
h
u
m
o
r
ca
n
ea
s
e
th
e
s
i
tu
atio
n
a
n
d
av
o
id
co
n
f
lict w
ith
s
tu
d
en
ts
at
s
ch
o
o
l.
Mo
tiv
atio
n
al
r
esil
ien
ce
is
r
e
lated
to
th
e
in
n
e
r
im
p
u
ls
e
th
at
m
ak
es
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
p
r
o
f
o
u
n
d
l
y
q
u
alif
ied
t
o
p
u
r
s
u
e
a
ca
r
ee
r
o
f
r
esil
ien
ce
.
Am
o
n
g
th
e
s
tr
ateg
ies
ad
o
p
ted
ar
e
:
i)
p
r
ac
ticin
g
an
o
p
tim
is
tic
attitu
d
e
;
ii)
s
tr
o
n
g
d
eter
m
in
atio
n
;
iii)
f
o
cu
s
in
g
o
n
lear
n
in
g
a
n
d
im
p
r
o
v
e
m
en
t
;
iv
)
en
jo
y
in
g
ch
allen
g
es
;
v
)
s
tay
in
g
m
o
tiv
at
ed
an
d
s
p
ir
ited
;
v
i)
h
a
v
in
g
b
elief
an
d
s
elf
-
co
n
f
id
en
ce
;
a
n
d
v
ii)
s
ettin
g
r
ea
lis
tic
ex
p
ec
tatio
n
s
an
d
g
o
als.
Gu
an
d
Day
[
5
2
]
ex
p
lai
n
ed
th
at
th
e
m
o
tiv
atio
n
f
ac
to
r
f
o
r
teac
h
i
n
g
is
ess
en
tial
as
a
p
r
o
f
ess
io
n
al
ass
et
f
o
r
teac
h
er
s
.
Ho
wev
er
,
s
tu
d
en
ts
’
a
b
ilit
y
to
lear
n
a
n
d
ac
a
d
em
ic
ac
h
iev
em
en
t
ar
e
also
lin
k
ed
to
th
e
m
o
tiv
atio
n
o
f
teac
h
er
s
[
5
3
]
.
So
cial
r
esil
ien
ce
in
v
o
l
v
e
s
:
i)
ex
ce
llen
t
in
ter
p
er
s
o
n
al
a
n
d
co
m
m
u
n
icatio
n
s
k
ills
;
ii)
g
o
o
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
;
iii)
s
u
p
p
o
r
tiv
e
n
etw
o
r
k
in
g
;
an
d
iv
)
s
ee
k
in
g
ass
is
t
an
ce
an
d
ac
ce
p
tin
g
ad
v
ice.
Pas
t
s
tu
d
ies
h
av
e
c
o
n
f
ir
m
ed
th
e
im
p
o
r
ta
n
ce
o
f
s
o
cia
l
r
esil
ien
ce
,
wh
ich
is
th
e
q
u
ali
ty
o
f
r
elatio
n
s
h
ip
s
th
at
af
f
ec
t
a
n
ew
teac
h
er
’
s
r
esil
ien
cy
[
4
9
]
,
[
5
4
]
.
Stu
d
ies
h
av
e
f
o
u
n
d
th
at
in
ter
p
er
s
o
n
al
s
k
ills
an
d
s
ee
k
in
g
h
el
p
ar
e
ess
en
tial
in
im
p
r
o
v
in
g
teac
h
er
r
esil
ien
ce
[
3
1
]
.
Sp
ir
itu
al
r
esil
ien
ce
r
ef
er
s
to
an
in
d
iv
id
u
al
’
s
p
er
s
o
n
ality
th
at
h
as
a
s
tr
o
n
g
r
elig
io
u
s
f
aith
,
ac
ce
p
tan
ce
,
tr
u
s
two
r
th
in
ess
,
an
d
p
atien
ce
.
R
ec
en
t
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
th
e
s
p
ir
itu
al
f
ac
to
r
h
as
b
ee
n
id
en
tifie
d
as
o
n
e
o
f
th
e
m
o
s
t
p
r
o
m
i
n
en
t
p
r
o
tecto
r
s
o
f
r
e
s
ilien
ce
[
5
5
]
,
[
5
6
]
.
Sp
ir
itu
ality
h
as
also
b
ee
n
r
ec
o
g
n
ized
as
an
ess
en
tial
f
ac
to
r
in
r
esil
ien
ce
,
b
ased
o
n
th
e
in
d
iv
id
u
al
’
s
ef
f
o
r
t
t
o
u
n
d
er
s
tan
d
life
is
s
u
es a
n
d
m
ea
n
in
g
[
5
6
]
,
[
5
7
]
.
4.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
aim
s
to
id
en
tif
y
th
e
r
esil
ien
t
s
tr
ateg
ies
th
at
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
e
m
p
lo
y
wh
e
n
co
n
f
r
o
n
ted
with
ch
allen
g
es
an
d
p
r
ess
u
r
es
d
u
r
in
g
th
eir
ea
r
ly
p
r
o
f
ess
io
n
al
ca
r
ee
r
s
.
T
h
is
s
tu
d
y
f
o
u
n
d
th
r
ee
in
ter
n
al
r
esil
ien
ce
(
p
r
o
f
ess
io
n
al,
em
o
tio
n
al,
an
d
m
o
tiv
ati
o
n
al)
an
d
two
ex
ter
n
al
r
esil
ien
ce
(
s
p
ir
itu
al
an
d
s
o
cial)
ap
p
lied
b
y
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
’
r
esil
ien
t
s
tr
ateg
ies.
T
h
u
s
,
th
is
s
tu
d
y
en
h
an
ce
d
th
e
r
esil
ien
ce
m
o
d
el
b
y
in
teg
r
atin
g
a
n
ew
s
p
ir
itu
al
r
esil
ien
ce
s
tr
ateg
y
i
n
to
th
e
f
o
u
r
-
d
im
en
s
io
n
al
f
r
a
m
ewo
r
k
o
f
teac
h
e
r
r
esil
ien
t
s
tr
ateg
ies,
wh
er
eb
y
th
eir
f
r
am
ewo
r
k
co
m
p
r
is
ed
o
n
ly
f
o
u
r
f
ac
to
r
s
r
e
p
r
esen
tin
g
r
esil
ien
t
s
tr
ateg
ies:
p
r
o
f
ess
io
n
al,
em
o
tio
n
al,
m
o
tiv
atio
n
al,
an
d
s
o
cial.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
en
h
an
ce
th
e
liter
atu
r
e
o
n
r
esil
ien
ce
f
r
am
ewo
r
k
s
an
d
s
tr
ateg
ies,
p
ar
ticu
lar
ly
as
th
ey
p
er
tain
to
n
ew
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
in
Ma
lay
s
ia.
I
n
ter
m
s
o
f
p
r
ac
tical
im
p
licati
o
n
s
,
th
e
Ma
lay
s
ian
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
m
ain
l
y
th
r
o
u
g
h
p
u
b
lic
u
n
iv
e
r
s
ities
th
at
tr
ain
e
d
t
h
ese
n
ew
h
ig
h
s
ch
o
o
l
teac
h
er
s
,
is
s
u
g
g
ested
to
em
p
lo
y
t
h
e
h
ig
h
l
ig
h
ted
i
n
ter
n
al
a
n
d
ex
ter
n
al
r
e
s
ilien
t
s
tr
ateg
ies
to
cr
ea
te
in
te
r
v
en
tio
n
p
r
o
g
r
a
m
s
th
at
im
p
r
o
v
e
th
eir
i
n
ter
n
al
an
d
ex
ter
n
al
r
esil
ien
ce
,
alig
n
in
g
with
th
e
g
o
als
o
f
th
e
ME
DP
2
0
1
3
–
2
0
2
5
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
co
u
ld
b
e
u
s
ed
as a
f
o
u
n
d
atio
n
t
o
b
u
ild
a
n
ew
in
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Stu
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ies,
Un
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s
iti Sain
s
Ma
lay
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ia
(
USM)
.
F
UNDING
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NF
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