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:
An
x
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C
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in
f
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tio
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Glo
b
alizin
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T
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T
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CC B
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SA
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.
C
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p
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A
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:
Asma
Kh
alee
l A
b
d
allah
Sh
ar
jah
E
d
u
ca
tio
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Aca
d
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y
Sh
ar
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,
Un
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Ar
ab
E
m
ir
ate
s
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m
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aa
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allah
@
g
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x
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c
o
m
1.
I
NT
RO
D
UCT
I
O
N
Glo
b
aliza
tio
n
is
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e
tr
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s
f
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ap
tatio
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a
n
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d
s
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cial
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r
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s
wo
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ld
wid
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[
1
]
.
T
h
e
ex
p
a
n
s
io
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f
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lo
b
al
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etwo
r
k
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tr
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m
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n
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a
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d
tr
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s
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ter
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p
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m
en
a
an
d
tr
aits
lin
k
ed
to
g
lo
b
aliza
tio
n
[
2
]
,
[
3
]
.
T
h
e
C
OVI
D
-
19
p
an
d
em
ic,
wh
ich
h
as
h
ad
a
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ig
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if
ican
t
im
p
ac
t
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n
th
e
s
u
s
tain
ab
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y
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f
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ch
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o
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an
d
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ca
t
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m
ay
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g
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t
ab
o
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y
g
lo
b
aliza
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[
4
]
.
O
v
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m
a
n
y
y
ea
r
s
,
r
esear
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h
av
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elate
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ag
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liter
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t,
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s
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[
5
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Ho
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[
6
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T
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m
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ally
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tax
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k
in
g
in
s
ch
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[
7
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.
T
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3079
cu
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7
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.
T
h
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C
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1
9
p
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d
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h
as p
ar
ticu
lar
ly
h
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h
ten
ed
i
n
ter
est
in
ex
am
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in
g
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o
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with
a
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ed
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o
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ca
to
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s
[
5
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R
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ex
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p
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p
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en
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p
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7
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I
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Per
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s
u
ch
d
em
an
d
i
n
g
p
er
io
d
s
[
5
]
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
m
u
s
t
wo
r
k
h
ar
d
er
in
th
e
p
an
d
e
m
ic
er
a.
T
o
t
h
is
en
d
,
an
e
d
u
ca
tio
n
al
o
r
g
an
izatio
n
n
ee
d
s
g
o
o
d
m
an
ag
em
en
t
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
to
m
ak
e
it
wo
r
k
b
est
as
a
to
o
l
to
h
elp
k
ee
p
teac
h
in
g
an
d
lear
n
in
g
g
o
in
g
a
n
d
as
a
to
o
l
to
d
r
iv
e
th
e
m
an
ag
em
en
t
o
f
th
e
e
d
u
ca
tio
n
al
o
r
g
an
izatio
n
[
8
]
.
T
o
s
tr
en
g
th
en
th
e
r
esil
ien
ce
o
f
s
ch
o
o
ls
an
d
o
th
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
th
e
p
an
d
em
ic
er
a,
it
is
v
ital
to
ad
ap
t
n
o
t
o
n
ly
th
e
teac
h
in
g
f
o
r
m
at
b
u
t
also
to
en
co
u
r
ag
e
tr
a
n
s
f
o
r
m
atio
n
in
th
e
ad
m
in
is
tr
atio
n
o
f
t
ea
ch
er
s
’
ac
tiv
ities
[
5
]
.
T
h
e
im
p
ac
t
o
f
th
e
p
an
d
e
m
ic
o
n
th
e
ed
u
ca
tio
n
s
y
s
tem
an
d
p
ed
ag
o
g
y
,
in
p
ar
ticu
lar
,
h
as
b
ee
n
less
en
ed
b
y
th
e
m
o
v
e
to
wa
r
d
d
is
tan
ce
lear
n
in
g
u
s
in
g
e
-
lear
n
in
g
,
m
o
b
ile
lear
n
in
g
,
an
d
o
t
h
er
v
ir
tu
al
lea
r
n
in
g
p
latf
o
r
m
s
[
9
]
.
Fro
m
p
r
e
-
s
ch
o
o
ls
t
o
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
s
ev
er
ely
im
p
ac
ted
ed
u
ca
tio
n
al
s
y
s
tem
s
.
T
o
d
ea
l
with
th
e
p
a
n
d
em
ic,
s
ch
o
o
ls
wer
e
clo
s
ed
,
p
eo
p
le
we
r
e
k
e
p
t
at
a
s
af
e
d
is
tan
ce
f
r
o
m
ea
c
h
o
th
er
,
an
d
lear
n
in
g
ac
tiv
ities
wer
e
s
witch
ed
to
o
n
lin
e
co
m
m
u
n
icatio
n
a
n
d
lear
n
in
g
m
eth
o
d
s
[
1
0
]
.
Fo
r
b
o
th
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
,
th
e
tr
an
s
itio
n
to
o
n
lin
e
lea
r
n
in
g
r
e
p
r
esen
ted
a
s
ig
n
if
ican
t
ch
an
g
e
b
ec
a
u
s
e
th
e
m
ajo
r
ity
o
f
th
em
lack
e
d
tr
ain
i
n
g
in
th
e
to
o
ls
n
ec
ess
ar
y
f
o
r
th
is
ty
p
e
o
f
lear
n
i
n
g
[
1
1
]
.
T
h
e
p
a
n
d
em
ic
h
as
also
r
e
d
u
c
ed
th
e
wo
r
k
f
o
r
ce
,
in
clu
d
i
n
g
i
n
ac
ad
em
ia,
b
ec
a
u
s
e
m
o
s
t
o
p
er
atio
n
s
ar
e
n
o
w
co
n
d
u
cted
o
n
lin
e
o
r
f
r
o
m
h
o
m
e
[
1
2
]
.
T
h
e
s
h
if
t
t
o
war
d
th
e
u
s
e
o
f
o
n
lin
e
lea
r
n
in
g
r
eso
u
r
ce
s
n
ec
ess
itates
th
at
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
h
av
e
ac
ce
s
s
to
th
e
in
ter
n
et,
in
ad
d
itio
n
to
an
y
o
th
er
h
ar
d
war
e
an
d
s
o
f
twar
e
th
at
m
ay
b
e
r
eq
u
ir
ed
to
f
ac
ilit
ate
o
n
lin
e
class
es.
B
ec
au
s
e
o
f
th
is
,
b
o
th
teac
h
er
s
an
d
s
tu
d
e
n
ts
ar
e
f
ac
ed
with
a
p
leth
o
r
a
o
f
d
if
f
icu
lt
ch
allen
g
es
[
1
3
]
.
T
h
is
is
b
ec
au
s
e
th
e
s
h
if
t
to
o
n
lin
e
m
o
d
e
h
as
r
e
n
d
er
ed
o
b
s
o
lete
an
ess
en
tial
co
m
p
o
n
en
t
o
f
p
ed
a
g
o
g
y
,
s
u
c
h
as
co
n
tin
u
o
u
s
v
e
r
b
al
co
m
m
u
n
icatio
n
,
wh
ic
h
is
n
o
t
p
o
s
s
ib
le
with
o
n
lin
e
r
eso
u
r
ce
s
.
I
t
is
th
er
e
f
o
r
e
cr
u
cial
to
c
r
ea
te
n
ew
s
tan
d
a
r
d
s
an
d
t
o
o
ls
f
o
r
teac
h
er
-
s
tu
d
en
t
co
m
m
u
n
icatio
n
o
n
o
n
lin
e
p
latf
o
r
m
s
.
T
h
is
will
m
ak
e
a
s
ig
n
if
ican
t
c
o
n
tr
ib
u
tio
n
to
d
is
cip
lin
ar
y
r
esear
ch
in
p
ed
ag
o
g
y
.
Platfo
r
m
s
s
u
ch
as
Mic
r
o
s
o
f
t
T
ea
m
s
,
Go
o
g
le
Me
et,
a
n
d
th
e
web
in
ar
s
y
s
tem
Z
o
o
m
f
all
in
to
t
h
is
ca
teg
o
r
y
[
1
4
]
.
I
n
d
o
n
esia
h
as
f
o
r
m
ally
ad
o
p
ted
th
e
I
n
d
e
p
en
d
en
t
C
am
p
u
s
h
ig
h
e
r
ed
u
ca
tio
n
p
o
licy
[
1
5
]
.
B
ec
au
s
e
o
f
th
is
p
o
licy
,
s
tu
d
en
ts
n
o
w
h
av
e
a
g
r
ea
t
d
ea
l
o
f
a
u
to
n
o
m
y
in
s
elec
tin
g
t
h
eir
f
iel
d
s
o
f
s
tu
d
y
,
ar
ea
s
o
f
co
n
ce
n
t
r
atio
n
,
an
d
ar
ea
s
o
f
in
ter
est.
Ad
d
itio
n
ally
,
th
e
n
e
w
ed
u
ca
tio
n
p
o
licy
p
r
o
m
o
tes
lear
n
in
g
o
u
ts
id
e
o
f
th
e
class
r
o
o
m
an
d
in
t
h
e
co
m
m
u
n
ity
,
in
v
o
lv
i
n
g
a
lar
g
e
r
n
etwo
r
k
[
1
6
]
.
T
h
e
p
o
ten
tial
o
f
d
ig
ital
lear
n
in
g
m
o
d
els
h
as
b
ee
n
m
ax
im
ized
th
r
o
u
g
h
o
u
t
alm
o
s
t
th
e
en
tire
co
u
n
tr
y
o
f
I
n
d
o
n
esia.
Sin
ce
th
e
d
ig
ital
lear
n
in
g
m
o
d
el
n
ec
ess
itate
s
ac
ce
s
s
to
d
ig
ital
in
f
o
r
m
atio
n
,
th
ese
m
o
d
els
h
av
e
n
o
t
y
et
r
ea
ch
ed
th
e
m
o
s
t
r
em
o
te
s
o
cial
s
tr
ata.
N
o
t
all
s
tu
d
en
ts
h
av
e
ac
ce
s
s
to
d
ig
ital te
ch
n
o
lo
g
ies,
as h
as b
ee
n
o
b
s
er
v
e
d
[
1
5
]
.
T
h
e
in
d
ep
en
d
en
t
ca
m
p
u
s
p
o
l
icy
in
co
r
p
o
r
ates
th
e
f
o
llo
win
g
elem
en
ts
:
i)
ap
p
licatio
n
o
f
ac
ad
em
ic
f
r
ee
d
o
m
an
d
ac
ad
em
ic
au
t
o
n
o
m
y
;
ii)
au
to
n
o
m
y
in
th
e
m
a
n
ag
em
en
t
o
f
o
wn
in
s
titu
tio
n
s
;
iii)
o
b
tain
i
n
g
an
d
m
an
ag
in
g
co
m
m
u
n
ity
f
u
n
d
i
n
g
s
o
u
r
ce
s
th
r
o
u
g
h
p
u
b
lic
ac
c
o
u
n
tab
ilit
y
;
iv
)
d
ef
in
in
g
ed
u
c
atio
n
al
g
o
v
er
n
a
n
ce
p
o
licies
in
th
eir
in
s
titu
tio
n
;
an
d
v
)
im
p
lem
en
tin
g
g
o
v
e
r
n
an
ce
v
ia
ac
co
u
n
tab
ilit
y
,
q
u
al
ity
ass
u
r
an
ce
,
an
d
tr
an
s
p
ar
en
cy
in
ass
ess
m
en
t
[
1
6
]
,
[
1
7
]
.
B
asically
,
ed
u
ca
tio
n
a
l
au
to
n
o
m
y
m
ea
n
s
t
h
at
a
s
ch
o
o
l
s
h
o
u
ld
b
e
ab
le
to
m
an
ag
e
a
n
d
d
ec
id
e
f
o
r
its
elf
wh
at
it
n
ee
d
s
a
n
d
w
h
at
it
wa
n
ts
to
d
o
to
m
ee
t
its
o
b
jectiv
es
[
1
0
]
.
Du
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
ed
u
ca
t
io
n
al
in
s
titu
tio
n
s
f
ac
e
th
r
ee
m
ajo
r
ch
allen
g
es
in
m
an
ag
i
n
g
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
teac
h
er
s
.
T
h
e
f
ir
s
t
is
s
u
e
is
th
e
s
ca
r
city
o
f
d
ev
i
ce
s
an
d
g
ad
g
ets,
s
u
ch
as
h
ar
d
war
e
an
d
s
o
f
twar
e.
Seco
n
d
,
n
o
t
ev
e
r
y
c
o
lleg
e
h
as
a
s
tan
d
ar
d
m
o
d
el
o
f
teac
h
in
g
an
d
lear
n
in
g
f
o
r
v
ir
tu
al
lea
r
n
i
n
g
.
T
h
ir
d
,
th
e
m
o
s
t
im
p
o
r
tan
t
ch
alle
n
g
e
is
th
at
it
is
h
ar
d
f
o
r
teac
h
er
s
to
tell
at
an
y
p
o
in
t
in
th
e
lea
r
n
in
g
p
r
o
c
ess
h
o
w
r
ea
d
y
an
d
s
er
io
u
s
a
s
tu
d
en
t
is
[
1
1
]
.
T
h
is
m
an
u
s
cr
ip
t
m
a
k
es
a
s
ig
n
if
ica
n
t
co
n
tr
ib
u
tio
n
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
to
en
h
an
ce
teac
h
er
s
’
r
esil
ien
ce
th
r
o
u
g
h
a
d
m
in
is
tr
ativ
e
ch
an
g
es
with
in
s
ch
o
o
ls
,
p
ar
ticu
lar
ly
in
en
v
ir
o
n
m
en
ts
with
h
ig
h
lev
els
o
f
s
tr
ess
an
d
an
x
iety
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
lies
in
its
p
o
ten
tial
to
aid
ed
u
ca
tio
n
al
ad
m
in
is
tr
ato
r
s
in
id
en
tif
y
in
g
e
f
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
r
ed
u
ci
n
g
s
tr
ess
am
o
n
g
teac
h
e
r
s
,
th
er
e
b
y
en
h
an
cin
g
th
eir
r
esil
ien
ce
to
em
o
tio
n
al
b
u
r
d
e
n
s
an
d
im
p
r
o
v
i
n
g
th
eir
em
o
ti
o
n
al
well
-
b
ein
g
.
I
m
p
lem
en
tin
g
th
is
ap
p
r
o
ac
h
will
en
ab
le
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
to
d
esig
n
an
d
in
teg
r
ate
n
ew
m
an
ag
em
en
t
m
o
d
els
aim
e
d
at
f
o
s
ter
in
g
r
esil
ien
ce
n
o
t o
n
l
y
am
o
n
g
in
d
iv
id
u
al
e
d
u
ca
to
r
s
b
u
t a
ls
o
with
in
th
e
in
s
ti
tu
tio
n
as a
wh
o
le.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Glo
b
aliza
tio
n
p
r
o
ce
s
s
es
ca
n
b
en
ef
it
h
u
m
an
ity
if
p
eo
p
le
h
a
v
e
th
e
n
ec
ess
ar
y
i
n
f
o
r
m
atio
n
a
n
d
r
ig
h
ts
f
o
r
th
eir
b
asic
liv
elih
o
o
d
s
.
T
h
ey
r
e
q
u
ir
e
e
m
p
lo
y
m
en
t,
i
n
c
o
m
e,
an
d
a
s
af
e
en
v
ir
o
n
m
e
n
t
[
1
8
]
.
All
o
f
th
ese
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
f
u
ll
p
ar
ticip
atio
n
as
citizen
s
in
lo
ca
l,
n
atio
n
al,
an
d
g
lo
b
al
co
m
m
u
n
ities
.
T
h
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
7
8
-
3
0
8
8
3080
o
b
jectiv
es
ca
n
b
e
m
et
with
th
e
ass
is
tan
ce
o
f
th
e
g
o
v
er
n
m
en
t,
wh
ich
m
u
s
t
allo
t
en
o
u
g
h
f
u
n
d
s
f
o
r
e
d
u
ca
tio
n
al
p
u
r
p
o
s
es
[
1
9
]
.
E
d
u
ca
tio
n
,
as
th
e
f
o
u
n
d
atio
n
an
d
m
o
s
t
im
p
o
r
tan
t
h
u
m
an
d
ev
elo
p
m
en
t,
is
at
th
e
h
ea
r
t
o
f
th
e
ch
an
g
es
th
at
ar
e
d
r
a
m
atica
lly
af
f
ec
tin
g
o
u
r
wo
r
ld
in
v
ar
i
o
u
s
ar
ea
s
o
f
civ
ilizatio
n
.
Nin
e
g
lo
b
alizin
g
c
h
an
g
es
ar
e
o
cc
u
r
r
in
g
,
s
u
ch
as
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
wh
ich
h
as
im
p
licatio
n
s
f
o
r
th
e
lo
n
g
-
ter
m
h
ea
lth
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
[
4
]
.
His
to
r
ically
,
p
s
y
ch
o
lo
g
ical
r
e
s
ilien
ce
h
as
b
ee
n
d
ef
in
ed
in
ter
m
s
o
f
ch
ar
ac
ter
tr
aits
o
r
q
u
alities
th
at
allo
w
an
i
n
d
iv
id
u
al
to
s
u
cc
ess
f
u
lly
ad
ap
t
to
th
eir
im
m
ed
iat
e
en
v
ir
o
n
m
e
n
t
[
1
8
]
.
Ho
wev
e
r
,
o
v
e
r
t
h
e
last
two
d
ec
ad
es,
th
e
f
o
cu
s
o
n
r
esil
ien
ce
h
as
s
h
if
ted
f
r
o
m
p
er
s
o
n
al
tr
aits
an
d
p
r
o
tectiv
e
f
ac
to
r
s
lik
e
r
is
k
an
d
s
tr
ess
to
p
o
s
itiv
e
p
r
o
ce
s
s
es.
Stre
n
g
th
s
,
p
o
s
itiv
e
o
u
tco
m
es,
an
d
q
u
ali
ties
ar
e
ex
am
p
les
o
f
p
o
s
itiv
e
p
r
o
ce
s
s
es
[
2
0
]
.
A
teac
h
er
’
s
p
r
o
f
ess
io
n
al
s
elf
en
ab
les
h
im
o
r
h
er
to
b
e
ef
f
ec
tiv
e
an
d
p
u
r
p
o
s
ef
u
l
in
ch
an
g
in
g
th
e
liv
es
o
f
th
eir
s
tu
d
en
ts
u
n
d
e
r
tr
y
i
n
g
c
o
n
d
itio
n
s
.
Fu
r
th
er
m
o
r
e,
th
e
d
ata
f
r
o
m
th
e
in
te
r
v
iews
s
u
g
g
est
th
at
ed
u
ca
tio
n
al
v
alu
es
an
d
m
o
r
al
p
u
r
p
o
s
e
p
lay
a
r
o
le
in
s
h
ap
in
g
teac
h
er
r
esil
ien
ce
[
2
0
]
.
Ad
d
itio
n
ally
,
th
is
r
aises
th
e
p
o
s
s
ib
ilit
y
th
at
wo
r
k
p
lace
v
a
r
iab
les
p
lay
a
s
ig
n
if
ican
t
r
o
le
i
n
d
eter
m
i
n
in
g
teac
h
er
s
’
r
esil
ien
ce
;
f
o
r
in
s
ta
n
ce
,
teac
h
er
s
’
s
elf
-
esteem
m
ay
r
is
e
in
r
esp
o
n
s
e
t
o
th
e
s
ch
o
o
l
p
r
in
cip
al
’
s
en
co
u
r
ag
em
en
t
a
n
d
s
u
p
p
o
r
t.
I
n
o
th
e
r
wo
r
d
s
,
th
e
s
o
cial
en
v
ir
o
n
m
en
t
o
f
teac
h
er
s
is
al
s
o
im
p
o
r
ta
n
t
f
o
r
b
u
ild
in
g
a
s
tr
o
n
g
s
en
s
e
o
f
s
elf
-
ef
f
icac
y
,
w
h
ich
in
tu
r
n
b
u
ild
s
r
esil
ien
ce
[
2
1
]
.
W
h
en
tak
en
a
s
a
wh
o
le,
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
p
r
o
v
i
d
e
e
d
u
ca
to
r
s
w
ith
p
o
wer
f
u
l
m
ea
n
s
o
f
o
v
er
c
o
m
in
g
a
d
v
er
s
ity
.
A
te
ac
h
er
’
s
r
elatio
n
s
h
ip
s
with
co
lleag
u
es,
th
e
p
r
in
cip
al,
an
d
s
tu
d
en
ts
ar
e
cr
itical
in
s
h
ap
in
g
an
d
d
e
v
elo
p
in
g
a
s
en
s
e
o
f
r
esil
ien
ce
to
ch
an
g
e.
Mo
r
eo
v
er
,
h
o
w
th
is
r
esil
ien
ce
b
o
ls
ter
s
th
eir
p
o
ten
tial
ca
n
also
m
ak
e
a
d
if
f
er
e
n
ce
[
2
0
]
.
T
h
e
f
ac
to
r
s
th
at
en
a
b
le
teac
h
er
s
to
r
em
ai
n
co
m
m
itted
to
th
eir
s
tu
d
en
ts
’
lea
r
n
in
g
ev
en
wh
en
f
ac
e
d
with
ad
v
er
s
ity
h
a
v
e
b
ee
n
d
is
cu
s
s
ed
[
2
2
]
.
I
n
itially
,
it
is
i
m
p
o
r
tan
t
t
o
b
e
ab
le
to
d
ea
l
with
th
e
d
ay
-
to
-
d
a
y
ch
allen
g
es
o
f
teac
h
in
g
to
k
ee
p
u
p
q
u
ality
[
2
3
]
.
T
h
is
is
b
ec
au
s
e
teac
h
in
g
is
f
u
ll
o
f
m
an
y
d
if
f
er
en
t
ch
allen
g
es
an
d
u
n
k
n
o
wn
s
.
Oth
er
in
d
icato
r
s
o
f
wh
at
is
r
eq
u
i
r
ed
t
o
b
ec
o
m
e
a
r
esil
ien
t
teac
h
e
r
in
clu
d
e
a
s
en
s
e
o
f
i
d
en
tity
,
co
m
m
itm
en
t,
an
d
m
o
r
al
p
u
r
p
o
s
e.
T
h
er
e
m
u
s
t
b
e
tr
u
s
t
am
o
n
g
all
p
ar
ties
in
v
o
lv
e
d
[
1
9
]
.
An
o
th
er
im
p
o
r
tan
t
p
ar
t
is
th
e
r
o
le
o
f
th
e
s
ch
o
o
l
lead
e
r
in
c
r
ea
tin
g
a
g
o
o
d
wo
r
k
in
g
en
v
ir
o
n
m
en
t
f
o
r
t
h
e
s
taf
f
t
h
at
m
ak
es
th
em
m
o
r
e
r
esil
ien
t.
T
h
e
s
ch
o
o
l
lead
er
n
e
ed
s
to
b
e
r
esil
ien
t
to
d
ea
l
with
u
n
k
n
o
wn
p
r
o
b
lem
s
an
d
r
u
n
th
e
s
ch
o
o
l
well,
an
d
teac
h
er
s
n
ee
d
to
wo
r
k
in
a
s
u
p
p
o
r
tiv
e
an
d
s
tim
u
latin
g
en
v
i
r
o
n
m
en
t
s
o
th
ey
ca
n
g
r
o
w
as
p
r
o
f
ess
io
n
als
[
2
2
]
.
Fin
ally
,
d
ev
elo
p
in
g
th
e
a
b
ilit
y
to
ad
ap
t
p
o
s
itiv
ely
t
o
ad
v
er
s
ity
is
ev
er
y
o
n
e
’
s
r
esp
o
n
s
ib
ilit
y
[
2
0
]
.
T
h
e
m
en
tal
h
ea
lth
o
f
teac
h
er
s
is
a
cr
u
cial
asp
ec
t
d
u
r
in
g
tim
es
o
f
h
ea
lth
cr
is
es,
s
u
ch
as
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
An
x
iety
,
s
tr
ess
,
an
d
wo
r
r
y
ar
e
c
o
m
m
o
n
ch
allen
g
es
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
,
o
f
ten
im
p
ac
tin
g
p
er
f
o
r
m
a
n
ce
.
W
h
ile
th
ese
em
o
tio
n
s
ar
e
p
r
ev
alen
t,
th
ey
ar
e
n
eith
er
u
n
iq
u
e
n
o
r
u
n
ex
p
ec
te
d
am
o
n
g
ed
u
ca
to
r
s
[
7
]
.
Ps
y
ch
o
lo
g
ical
s
tab
ilit
y
am
o
n
g
teac
h
e
r
s
is
af
f
ec
ted
b
y
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
f
ast
-
p
ac
e
d
wo
r
k
en
v
ir
o
n
m
en
ts
,
co
m
p
etitiv
e
p
r
ess
u
r
es,
s
o
cial
an
d
tech
n
o
lo
g
ical
tr
an
s
f
o
r
m
atio
n
s
,
a
n
d
,
m
o
r
e
r
ec
e
n
tly
,
h
ea
lth
cr
is
es
lik
e
p
an
d
em
ics.
I
n
s
u
ch
s
itu
atio
n
s
,
it
is
ess
en
tial
to
cu
ltiv
ate
r
esil
ien
ce
,
wh
ich
in
v
o
lv
es
en
h
a
n
cin
g
s
k
ills
an
d
ab
ilit
ies
th
at
h
elp
in
d
iv
id
u
als
n
a
v
ig
ate
th
r
o
u
g
h
cr
is
es
ef
f
ec
tiv
ely
[
2
4
]
.
C
r
is
es
o
f
ten
in
te
n
s
if
y
f
ee
lin
g
s
o
f
te
n
s
io
n
an
d
an
x
iety
,
in
cr
ea
s
in
g
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
ical
v
u
ln
e
r
ab
ilit
y
.
R
esil
ien
t
in
d
iv
id
u
als
u
tili
ze
th
eir
n
eu
r
o
p
s
y
ch
o
l
o
g
ical
r
eso
u
r
ce
s
co
n
s
tr
u
ctiv
ely
to
c
o
n
f
r
o
n
t
cr
is
es
an
d
m
ain
tain
a
s
tr
o
n
g
d
r
iv
e
f
o
r
g
r
o
wth
an
d
ad
ap
tatio
n
[2
5
]
.
W
ith
in
th
e
r
ea
lm
o
f
h
ig
h
e
r
e
d
u
ca
tio
n
,
r
esil
ien
ce
,
p
ar
ticu
lar
ly
am
o
n
g
ed
u
ca
to
r
s
,
em
er
g
es
as
a
cr
itical
ar
ea
o
f
s
tu
d
y
[2
6
]
.
T
ea
ch
in
g
r
eq
u
ir
e
s
a
n
u
an
ce
d
s
et
o
f
s
k
ills
,
in
clu
d
in
g
b
u
ild
in
g
tr
u
s
t
,
f
o
s
ter
in
g
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
,
s
u
s
tain
in
g
in
ter
est
in
ac
ad
em
ic
co
n
te
n
t,
p
er
s
is
ten
ce
in
d
eliv
e
r
y
,
a
n
d
ef
f
ec
tiv
e
f
o
llo
w
-
u
p
to
m
ee
t
ac
a
d
em
ic
an
d
s
o
cial
o
b
jectiv
es
[2
7
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
em
o
tio
n
al
co
m
p
ete
n
cies
f
o
r
u
n
iv
er
s
ity
ed
u
ca
to
r
s
,
alo
n
g
s
id
e
teac
h
in
g
an
d
ac
a
d
em
ic
ex
p
er
tis
e,
en
ab
lin
g
th
e
cr
ea
tio
n
o
f
em
p
at
h
etic
lear
n
in
g
en
v
i
r
o
n
m
en
ts
an
d
e
n
h
an
ci
n
g
th
e
ca
p
ac
ity
to
ad
d
r
ess
em
er
g
en
cies lik
e
p
a
n
d
em
ics
[2
8
]
.
Du
r
in
g
th
e
p
an
d
e
m
ic,
teac
h
er
s
f
ac
ed
n
u
m
er
o
u
s
ch
allen
g
es,
s
u
ch
as
in
cr
ea
s
ed
wo
r
k
lo
ad
s
,
ad
ap
tin
g
to
n
ew
tech
n
o
lo
g
ies,
d
is
r
u
p
tio
n
s
to
d
aily
r
o
u
tin
es,
f
ea
r
o
f
in
f
ec
t
io
n
,
an
d
u
n
ce
r
tain
ty
ab
o
u
t th
e
d
u
r
atio
n
o
f
r
e
m
o
te
lear
n
in
g
[
29
]
.
T
h
ese
s
h
if
ts
also
led
to
s
o
cial
is
o
latio
n
f
r
o
m
co
lleag
u
es,
f
r
ien
d
s
,
an
d
s
tu
d
en
ts
,
with
p
s
y
ch
o
lo
g
ical
co
n
s
eq
u
en
ce
s
i
n
clu
d
in
g
s
tr
ess
,
an
x
iety
,
an
d
d
ep
r
ess
io
n
,
as
well
as
r
ed
u
ce
d
r
esil
ien
ce
[3
0
]
.
T
o
m
itig
ate
th
ese
ef
f
ec
ts
an
d
s
u
p
p
o
r
t
teac
h
er
r
esil
ien
ce
,
s
ch
o
o
l
ad
m
in
is
tr
atio
n
s
h
av
e
im
p
lem
en
ted
m
ea
s
u
r
es
f
o
cu
s
in
g
o
n
s
tr
ess
r
ed
u
ctio
n
a
n
d
r
esil
ien
ce
-
b
u
ild
in
g
s
tr
ateg
ies
[3
1
]
.
Stu
d
ies
in
d
icate
t
h
at
i
n
ter
v
en
tio
n
s
s
u
c
h
as
p
s
y
ch
o
s
o
cial
s
u
p
p
o
r
t
an
d
m
in
d
f
u
ln
ess
p
r
ac
tices
ca
n
s
ig
n
if
ic
an
tly
r
e
d
u
ce
n
eg
ativ
e
o
u
tc
o
m
es
am
o
n
g
teac
h
er
s
[3
2
]
.
W
h
ile
s
u
ch
in
ter
v
en
tio
n
s
ar
e
tr
ad
itio
n
ally
co
n
d
u
cte
d
in
p
er
s
o
n
,
t
h
e
r
estrictio
n
s
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
av
e
b
r
o
u
g
h
t
atten
tio
n
to
r
em
o
te
an
d
h
y
b
r
id
ap
p
r
o
ac
h
es,
s
u
ch
as
in
q
u
ir
y
-
b
ase
d
s
tr
ess
r
ed
u
ctio
n
(
I
B
SR
)
,
wh
ich
h
av
e
p
r
o
v
en
r
e
lev
an
t in
s
u
p
p
o
r
tin
g
teac
h
er
w
ell
-
b
ein
g
d
u
r
in
g
p
er
io
d
s
o
f
is
o
latio
n
[
3
2
]
.
E
v
id
en
ce
s
u
g
g
ests
th
at
p
r
ac
ti
ce
s
lik
e
co
g
n
itiv
e
b
eh
a
v
io
r
al
th
er
ap
y
(
C
B
T
)
,
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
in
ter
v
en
tio
n
s
(
PB
I
)
,
m
in
d
f
u
ln
ess
,
tr
an
s
ce
n
d
en
tal
m
e
d
itatio
n
,
an
d
y
o
g
a
ar
e
e
f
f
ec
tiv
e
in
allev
iatin
g
teac
h
e
r
b
u
r
n
o
u
t
an
d
m
e
n
tal
h
ea
lth
c
h
allen
g
es
[3
3
]
.
Fo
r
in
s
tan
ce
,
a
co
h
o
r
t
s
tu
d
y
co
n
d
u
cted
in
I
taly
in
v
o
lv
e
d
6
6
ed
u
ca
to
r
s
wh
o
p
a
r
ticip
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in
an
8
-
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k
m
i
n
d
f
u
ln
ess
-
b
ased
s
tr
ess
r
ed
u
ctio
n
(
MBS
R
)
p
r
o
g
r
am
co
m
p
r
is
in
g
o
f
f
lin
e
a
n
d
o
n
lin
e
s
ess
io
n
s
.
T
h
e
s
tu
d
y
ass
ess
ed
v
ar
io
u
s
p
s
y
ch
o
lo
g
ical
p
ar
am
eter
s
,
in
clu
d
in
g
b
u
r
n
o
u
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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o
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3081
em
o
tio
n
al
d
is
tr
ess
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an
d
atten
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o
n
s
k
ills
,
b
ef
o
r
e
an
d
af
ter
lo
c
k
d
o
wn
s
.
T
h
e
f
in
d
in
g
s
d
e
m
o
n
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tr
ated
th
at
MBS
R
in
ter
v
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tio
n
s
ef
f
ec
tiv
ely
en
h
a
n
ce
d
teac
h
er
well
-
b
ein
g
a
n
d
r
e
s
ilien
ce
d
u
r
in
g
th
e
p
an
d
em
ic
[3
4
]
–
[3
6
]
.
An
o
th
er
s
tu
d
y
in
v
esti
g
ated
an
I
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
o
r
I
C
T
tr
ain
in
g
p
r
o
g
r
a
m
’
s
im
p
ac
t
o
n
r
ed
u
cin
g
s
tr
ess
an
d
b
u
r
n
o
u
t
am
o
n
g
Sp
an
is
h
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
Par
ticip
an
ts
o
f
th
e
p
r
o
g
r
a
m
r
ep
o
r
ted
lo
wer
s
tr
ess
lev
els,
r
ed
u
ce
d
b
u
r
n
o
u
t,
an
d
i
m
p
r
o
v
e
d
em
o
tio
n
al
in
tellig
en
ce
[3
7
]
.
Desp
ite
th
e
p
r
o
m
is
in
g
r
esu
lts
o
f
s
u
ch
s
tu
d
ies,
th
er
e
r
em
ain
s
lim
ited
r
ese
ar
ch
o
n
th
e
ef
f
icac
y
o
f
b
le
n
d
e
d
in
ter
v
e
n
tio
n
s
th
at
co
m
b
in
e
o
n
lin
e
an
d
o
f
f
lin
e
s
ess
io
n
s
to
en
h
an
ce
r
esil
ien
ce
an
d
well
-
b
ein
g
d
u
r
in
g
cr
is
es lik
e
C
OVI
D
-
1
9
.
I
B
SR
,
d
er
iv
ed
f
r
o
m
T
h
e
W
o
r
k
b
y
B
y
r
o
n
Katie,
is
a
r
ef
lectiv
e
m
eth
o
d
th
at
h
as
b
ee
n
ad
o
p
te
d
g
lo
b
ally
s
in
ce
1
9
8
6
.
T
h
is
ap
p
r
o
ac
h
e
m
p
h
asizes
o
b
s
er
v
atio
n
,
co
g
n
i
tiv
e
r
ef
r
am
in
g
,
a
n
d
s
elf
-
em
p
o
wer
m
en
t
th
r
o
u
g
h
s
tr
u
ctu
r
ed
p
r
o
ce
s
s
es
th
at
h
el
p
in
d
iv
i
d
u
als
co
n
f
r
o
n
t
an
d
r
ein
ter
p
r
et
an
x
io
u
s
th
o
u
g
h
ts
.
Un
lik
e
C
B
T
,
wh
ich
r
elies
o
n
ar
g
u
m
en
tatio
n
an
d
r
ea
s
o
n
in
g
,
I
B
SR
f
o
s
ter
s
co
g
n
itiv
e
r
estru
ctu
r
in
g
th
r
o
u
g
h
awa
r
en
ess
an
d
p
er
s
o
n
al
in
s
ig
h
t,
m
ak
in
g
it
ad
a
p
tab
le
f
o
r
in
d
e
p
en
d
e
n
t
p
r
ac
tice
wit
h
o
u
t
r
eq
u
ir
in
g
e
x
ten
s
iv
e
tr
ai
n
in
g
[3
8
]
.
R
esear
ch
d
em
o
n
s
tr
ates
I
B
SR
’
s
ef
f
ec
tiv
en
ess
in
im
p
r
o
v
in
g
m
e
n
tal
h
ea
lth
an
d
well
-
b
ein
g
ac
r
o
s
s
d
iv
er
s
e
p
o
p
u
latio
n
s
,
in
clu
d
in
g
th
o
s
e
d
ea
lin
g
with
an
x
iety
,
d
e
p
r
ess
io
n
,
o
r
b
u
r
n
o
u
t.
I
n
a
co
n
tr
o
lled
s
tu
d
y
,
I
B
SR
in
ter
v
en
tio
n
s
s
h
o
wed
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
r
ed
u
cin
g
teac
h
er
b
u
r
n
o
u
t,
em
o
tio
n
al
e
x
h
au
s
tio
n
,
a
n
d
en
h
an
cin
g
p
er
s
o
n
al
ac
co
m
p
lis
h
m
en
t
[
3
2
]
.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
p
o
ten
tial
o
f
I
B
SR
a
s
a
f
lex
ib
le
an
d
ac
ce
s
s
ib
le
m
eth
o
d
f
o
r
ad
d
r
ess
in
g
teac
h
e
r
b
u
r
n
o
u
t,
p
ar
ticu
lar
ly
d
u
r
in
g
h
ea
lth
cr
i
s
es.
I
ts
ab
ilit
y
to
f
o
s
ter
r
esil
ien
ce
an
d
p
r
o
m
o
t
e
p
s
y
ch
o
lo
g
ical
well
-
b
ei
n
g
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
in
t
eg
r
atin
g
s
u
ch
in
ter
v
e
n
tio
n
s
in
t
o
b
r
o
a
d
er
s
tr
ateg
ies
f
o
r
s
u
p
p
o
r
tin
g
ed
u
ca
t
o
r
s
d
u
r
i
n
g
ch
allen
g
in
g
tim
es
[
39
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
to
ass
es
s
th
e
d
eg
r
ee
o
f
teac
h
er
r
e
s
ilien
ce
in
s
ch
o
o
ls
as
an
ex
am
p
le
an
d
to
ex
am
in
e
h
o
w
it
af
f
ec
ts
ef
f
ec
tiv
e
teac
h
er
m
an
ag
em
e
n
t
f
ea
tu
r
es.
T
h
is
s
tu
d
y
r
is
es
two
r
esear
ch
o
b
jectiv
es
.
T
h
e
f
ir
s
t
is
to
d
eter
m
in
e
th
e
r
esil
ien
ce
lev
el
o
f
teac
h
e
r
s
,
as
well
as
th
eir
s
tr
ess
,
an
x
iety
,
wo
r
r
y
,
an
d
em
o
tio
n
al
s
tate
d
u
r
in
g
th
e
p
a
n
d
em
ic
d
is
tan
ce
lear
n
in
g
f
o
r
m
at.
T
h
e
s
ec
o
n
d
is
to
m
ak
e
r
ec
o
m
m
e
n
d
atio
n
s
to
s
ch
o
o
l
ad
m
in
is
tr
atio
n
s
f
o
r
c
h
an
g
es in
teac
h
er
m
an
a
g
em
en
t th
at
will
in
cr
ea
s
e
teac
h
er
r
esil
ien
ce
.
3.
M
E
T
H
O
D
3
.
1
.
Da
t
a
co
llect
io
n
a
nd
m
ea
s
urem
ent
s
As
a
r
esu
lt
o
f
t
h
e
v
a
r
iab
le
b
ei
n
g
m
ea
s
u
r
e
d
in
a
g
r
o
u
p
o
f
in
d
iv
id
u
als
an
d
a
d
escr
ip
tio
n
b
e
in
g
g
iv
e
n
b
ased
o
n
th
e
m
ea
s
u
r
em
en
ts
,
th
e
d
esig
n
is
d
escr
ip
tiv
e
tr
an
s
a
ctio
n
al
.
T
h
e
d
ata
c
o
llectio
n
w
as
d
o
n
e
th
r
o
u
g
h
th
e
u
s
e
o
f
a
s
u
r
v
ey
.
Giv
e
n
th
e
s
itu
atio
n
with
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
it
was
d
ec
id
ed
to
u
s
e
Go
o
g
le
Fo
r
m
s
to
r
u
n
a
q
u
esti
o
n
n
ai
r
e.
T
h
e
te
ac
h
er
an
x
iety
s
ca
le
an
d
th
e
teac
h
er
s
tr
ess
,
r
es
ilien
ce
,
a
n
d
em
o
tio
n
al
s
tate
q
u
esti
o
n
n
air
e
we
r
e
co
m
p
leted
b
y
th
e
p
ar
ticip
an
ts
.
T
h
e
teac
h
er
an
x
iety
a
n
d
wo
r
r
y
s
ca
le
.
T
h
e
3
2
-
item
teac
h
e
r
an
x
iety
s
ca
le
(
T
AS)
,
h
ad
a
r
eliab
ilit
y
o
f
0
.
9
0
0
in
th
is
s
tu
d
y
[4
0
]
.
T
h
e
r
esp
o
n
s
es
wer
e
s
co
r
ed
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
with
v
alu
es
r
an
g
in
g
f
r
o
m
1
to
5
f
o
r
ea
ch
o
f
th
e
d
escr
ip
to
r
s
,
with
th
e
o
p
tio
n
s
b
ein
g
“
n
ev
e
r
,
”
“
in
f
r
eq
u
e
n
tly
,
”
“
s
o
m
etim
es,
”
“
o
f
ten
,
”
an
d
“
alwa
y
s
.
”
T
h
e
teac
h
er
s
tr
ess
s
ca
le
.
T
h
e
1
8
-
item
teac
h
er
s
tr
ess
in
v
en
to
r
y
(
T
SI)
with
a
r
eliab
ilit
y
o
f
0
.
8
9
7
[4
1
]
to
m
ea
s
u
r
e
s
tr
ess
lev
els
in
s
ch
o
o
l
teac
h
er
s
in
th
e
p
r
esen
t
s
tu
d
y
.
T
h
e
q
u
esti
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n
n
air
e
item
s
wer
e
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ated
o
n
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
f
r
o
m
“
lig
h
t
s
tr
ess
,
”
“
m
o
d
er
ate
s
tr
ess
,
”
“
s
ev
er
e
s
tr
ess
,
”
an
d
“
ex
tr
em
e
s
tr
ess
,
”
with
v
alu
es r
an
g
in
g
f
r
o
m
0
to
4
ass
ig
n
ed
to
ea
ch
d
es
cr
ip
to
r
.
T
h
e
r
esil
ien
ce
s
ca
le
f
o
r
a
d
u
lt
s
(
R
SA)
[4
2
]
,
[
4
3
]
is
a
s
elf
-
r
ep
o
r
t
i
n
s
tr
u
m
en
t
with
3
3
ite
m
s
an
d
a
7
-
p
o
in
t
s
em
an
tic
d
if
f
e
r
en
tial
s
ca
le
th
at
in
clu
d
es
n
eg
ativ
e
an
d
p
o
s
itiv
e
attr
ib
u
tes.
T
h
is
s
ca
le
i
s
m
ea
n
t
to
m
ea
s
u
r
e
p
er
s
o
n
al
s
tr
en
g
t
h
,
s
o
cial
co
m
p
eten
ce
,
f
am
ily
c
o
h
e
s
io
n
,
a
s
tr
u
ctu
r
ed
s
ty
le,
an
d
s
o
cial
s
u
p
p
o
r
t,
all
o
f
wh
ich
ar
e
th
o
u
g
h
t
t
o
b
e
im
p
o
r
tan
t
p
a
r
ts
o
f
b
ein
g
r
esil
ien
t.
T
h
e
s
ca
le
h
as
g
o
o
d
r
eliab
ilit
y
(
4
0
.
7
6
)
a
n
d
h
ig
h
v
alid
ity
[4
4
]
.
E
m
o
tio
n
al
s
tate
s
ca
le,
a
s
h
o
r
t
f
o
r
m
Min
n
eso
ta
s
atis
f
ac
tio
n
q
u
esti
o
n
n
air
e
(
SF
MSQ)
was
u
s
ed
to
ass
es
s
th
e
em
o
tio
n
al
s
tate
o
f
t
ea
ch
er
s
[4
5
]
.
T
h
e
s
h
o
r
t
f
o
r
m
co
n
s
is
ts
o
f
2
0
item
s
th
at
ass
ess
b
o
th
th
e
in
ter
n
al
an
d
ex
ter
n
al
asp
ec
ts
o
f
jo
b
s
at
is
f
ac
tio
n
.
T
h
e
item
s
o
n
th
e
5
-
p
o
in
t
L
ik
er
t
s
ca
le
ar
e
as:
s
tr
o
n
g
ly
d
is
s
atis
f
ied
=
1
,
n
o
t
s
atis
f
ied
=
2
,
n
e
u
tr
al
=
3
,
s
atis
f
ied
=
4
,
an
d
s
tr
o
n
g
ly
s
atis
f
ied
=
5
.
T
h
e
to
tal
jo
b
s
atis
f
ac
tio
n
s
co
r
e
is
th
e
s
u
m
o
f
th
e
m
ea
s
u
r
es
o
f
jo
b
s
atis
f
ac
tio
n
th
at
co
m
e
f
r
o
m
in
s
id
e
an
d
o
u
ts
id
e
th
e
jo
b
.
As
th
e
s
ca
le
s
co
r
es
r
is
e,
s
o
d
o
p
eo
p
le
’
s
p
er
ce
p
tio
n
s
o
f
jo
b
s
atis
f
ac
tio
n
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
ts
ca
lcu
lated
in
th
is
s
tu
d
y
f
o
r
in
ter
n
al
an
d
e
x
ter
n
al
jo
b
s
atis
f
ac
tio
n
wer
e
0
.
8
3
an
d
0
.
8
5
,
r
esp
ec
tiv
ely
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
ed
1
9
7
teac
h
e
r
s
f
r
o
m
3
1
s
ch
o
o
ls
in
R
u
s
s
ia,
in
clu
d
in
g
Kaz
a
n
,
E
lab
u
g
a,
Mo
s
co
w,
an
d
Yek
ater
in
b
u
r
g
,
an
d
1
0
0
f
o
r
eig
n
teac
h
er
s
wo
r
k
i
n
g
in
th
e
Un
ited
Ar
ab
E
m
ir
ates
.
T
h
e
p
ar
tici
p
an
ts
r
esp
o
n
d
e
d
to
th
e
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
s
,
wh
ich
wer
e
em
ailed
to
all
s
ch
o
o
ls
th
at
co
llab
o
r
ated
with
th
e
au
th
o
r
s
’
s
ch
o
o
l.
T
h
e
s
ch
o
o
ls
h
ad
d
if
f
er
e
n
t
n
u
m
b
er
s
o
f
s
tu
d
e
n
ts
with
s
p
ec
ial
ed
u
c
atio
n
al
n
ee
d
s
an
d
s
tu
d
en
ts
f
r
o
m
eth
n
ic
m
i
n
o
r
ities
.
All
o
f
th
e
s
ch
o
o
ls
wer
e
p
u
b
lic
o
n
es.
T
h
e
q
u
esti
o
n
n
air
e
was c
o
m
p
leted
b
y
2
0
7
teac
h
er
s
f
r
o
m
th
ese
s
ch
o
o
ls
,
6
6
m
ale
an
d
1
4
1
f
e
m
ale.
T
h
e
v
a
s
t
m
ajo
r
ity
o
f
teac
h
er
s
we
r
e
f
u
ll
-
tim
e
em
p
lo
y
ee
s
(
1
9
3
)
.
T
h
e
p
ar
ticip
an
ts
’
a
g
es
r
an
g
ed
f
r
o
m
2
1
to
6
0
y
ea
r
s
,
w
ith
a
m
ea
n
o
f
3
7
.
4
1
y
ea
r
s
(
SD
¼
9
.
7
5
)
.
Yea
r
s
o
f
q
u
alif
ied
te
ac
h
in
g
ex
p
er
ien
ce
r
an
g
ed
f
r
o
m
less
th
an
a
y
ea
r
t
o
3
6
y
ea
r
s
,
with
an
a
v
er
ag
e
o
f
1
1
.
5
6
y
ea
r
s
(
SD ¼ 9
.
1
8
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
7
8
-
3
0
8
8
3082
3
.
3
.
P
ro
ce
du
re
Prin
cip
als in
th
e
s
ch
o
o
l p
ar
tn
er
s
h
ip
d
atab
ase
at
th
e
au
th
o
r
s
’
in
s
titu
tio
n
wer
e
s
en
t a
n
em
ail
c
o
n
tain
in
g
a
lin
k
t
o
th
e
q
u
esti
o
n
n
air
e.
Prin
cip
als
o
f
s
ch
o
o
ls
wer
e
a
s
k
ed
to
g
iv
e
t
h
e
q
u
esti
o
n
n
air
e
to
th
eir
teac
h
er
s
.
T
ea
ch
er
s
an
d
p
r
in
ci
p
als
wer
e
allo
wed
to
lear
n
m
o
r
e
ab
o
u
t
th
e
s
tu
d
y
an
d
h
o
w
to
s
u
p
p
o
r
t
teac
h
er
s
in
th
e
class
r
o
o
m
b
y
atten
d
in
g
a
f
r
ee
wo
r
k
s
h
o
p
in
ex
c
h
an
g
e
f
o
r
th
ei
r
p
ar
ticip
atio
n
.
A
r
ep
o
r
t
was
s
en
t
to
s
ch
o
o
ls
with
f
iv
e
o
r
m
o
r
e
r
esp
o
n
s
es,
o
u
tlin
in
g
th
e
o
v
e
r
all
tr
en
d
s
in
r
e
s
p
o
n
s
es.
B
etwe
en
Ma
y
an
d
J
u
ly
2
0
2
1
,
teac
h
er
s
co
m
p
leted
th
e
q
u
esti
o
n
n
air
e.
T
h
e
u
n
iv
er
s
ity
eth
ics
co
m
m
ittee
g
r
an
ted
eth
ical
ap
p
r
o
v
al.
T
h
e
teac
h
er
s
’
p
er
m
is
s
io
n
to
p
ar
ticip
ate
was
o
b
tain
ed
af
ter
th
ey
click
ed
th
e
s
u
r
v
ey
b
u
tto
n
a
n
d
i
n
d
ica
ted
th
at
th
e
y
wer
e
willin
g
to
f
ill o
u
t th
e
q
u
esti
o
n
n
air
e.
3
.
4
.
Sta
t
is
t
ica
l
a
na
ly
s
is
T
o
f
in
d
o
u
t
if
th
e
in
s
tr
u
m
e
n
t
s
wer
e
v
alid
,
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
was
u
s
ed
o
n
ea
c
h
o
f
th
eir
d
im
en
s
io
n
s
.
T
h
e
r
esu
lts
s
h
o
w
u
n
iv
ar
iate
v
alid
ity
,
wh
ich
m
ea
n
s
th
at
all
item
s
ar
e
cl
o
s
ely
r
elate
d
to
o
n
e
an
o
th
er
.
T
h
e
d
ata
a
n
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
V
-
2
5
s
o
f
twar
e.
3
.
5
.
L
im
it
a
t
io
ns
Alth
o
u
g
h
th
is
s
tu
d
y
r
e
p
r
esen
t
s
a
s
ig
n
if
ican
t
s
tep
to
war
d
q
u
an
tify
in
g
teac
h
e
r
r
esil
ien
cy
,
it
h
as
s
o
m
e
s
ig
n
if
ican
t
lim
itatio
n
s
;
th
u
s
,
m
o
r
e
r
esear
ch
is
r
eq
u
ir
ed
b
e
f
o
r
e
d
ef
in
itiv
e
co
n
clu
s
io
n
s
ca
n
b
e
d
r
awn
.
T
h
e
au
th
o
r
s
d
id
n
o
t
h
av
e
e
n
o
u
g
h
s
tatis
tical
p
o
wer
to
m
o
d
el
th
e
p
r
esen
ce
o
f
p
o
ten
tial
i
n
ter
ac
tio
n
s
b
etwe
en
p
r
ed
icto
r
s
b
ec
au
s
e
o
f
th
e
s
m
all
s
am
p
le
s
ize
u
s
ed
in
th
is
s
tu
d
y
.
T
h
er
e
f
o
r
e,
a
c
o
m
p
r
e
h
en
s
i
v
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
o
te
n
tially
co
m
p
lex
in
ter
a
ctio
n
s
b
etwe
en
th
e
f
ac
to
r
s
r
eq
u
ir
es
lar
g
e
-
s
ca
le
r
esear
ch
.
All
d
ata
i
n
th
is
s
tu
d
y
wer
e
b
ased
o
n
s
elf
-
r
ep
o
r
ts
f
r
o
m
in
d
iv
id
u
al
r
esp
o
n
d
en
ts
.
B
ec
au
s
e
o
f
th
e
in
h
er
en
t
u
n
ce
r
tain
ty
in
th
e
ap
p
r
o
ac
h
,
th
e
r
esu
lts
m
ay
h
av
e
b
ee
n
in
f
lated
.
I
n
f
u
tu
r
e
s
tu
d
ies,
th
es
e
co
n
ce
r
n
s
will
b
e
less
en
ed
b
y
th
e
u
s
e
o
f
m
o
r
e
o
b
jectiv
e
in
d
icato
r
s
th
at
d
o
n
o
t
ju
s
t
r
ely
o
n
s
elf
-
r
e
p
o
r
ts
.
D
u
e
to
th
e
is
s
u
es,
all
th
e
co
n
cl
u
s
io
n
s
th
at
ca
n
b
e
d
r
awn
f
r
o
m
th
is
s
tu
d
y
ar
e
s
till
p
r
elim
in
ar
y
at
th
is
p
o
in
t.
H
o
wev
er
,
th
ey
a
r
e
an
im
p
o
r
tan
t
s
tar
tin
g
p
o
in
t
f
o
r
m
o
r
e
q
u
an
titativ
e
r
esear
ch
o
n
teac
h
er
r
esil
ien
ce
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esil
ien
ce
o
f
s
ch
o
o
l
teac
h
er
s
was
in
v
esti
g
ated
u
s
in
g
f
o
u
r
d
im
en
s
io
n
s
(
s
tr
ess
,
wo
r
r
y
,
a
n
x
iety
,
a
n
d
r
esil
ien
ce
)
an
d
an
em
o
tio
n
a
l
s
tate
v
ar
iab
le
,
as
s
h
o
wn
in
T
ab
le
1
.
T
ea
ch
e
r
s
tr
ess
was
f
o
u
n
d
to
b
e
p
r
ed
o
m
i
n
an
tly
s
ev
er
e
at
8
9
.
4
%.
T
h
is
m
ea
n
s
th
at
a
lar
g
e
n
u
m
b
er
o
f
th
e
teac
h
er
s
s
u
r
v
ey
e
d
ar
e
v
er
y
s
tr
ess
ed
o
u
t
b
ec
au
s
e
o
f
th
e
s
o
cial
e
x
clu
s
io
n
m
ea
s
u
r
es
th
at
h
av
e
b
ee
n
p
u
t
in
p
lace
to
s
to
p
C
OVI
D
-
1
9
f
r
o
m
s
p
r
ea
d
i
n
g
.
T
h
e
m
o
d
er
ate
lev
el
was
s
h
o
wn
b
y
1
0
.
1
%
o
f
r
esp
o
n
d
en
ts
,
a
n
d
o
n
l
y
0
.
5
%
o
f
p
eo
p
le
s
aid
th
e
y
we
r
e
lig
h
tly
s
tr
ess
ed
.
T
ea
ch
er
s
ag
ed
4
5
-
5
4
y
ea
r
s
ex
h
ib
it
s
ev
er
e
lev
els
o
f
s
tr
ess
at
3
7
.
8
%,
with
th
e
f
em
ale
g
en
d
er
b
ein
g
th
e
m
o
s
t
r
ep
r
esen
ted
at
5
3
%
,
as
s
ee
n
in
T
ab
le
2
.
T
ab
le
1
.
Stre
s
s
lev
el
Le
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
C
u
m
u
l
a
t
i
v
e
p
e
r
c
e
n
t
a
g
e
S
e
v
e
r
e
1
8
5
8
9
.
4
8
9
.
4
M
o
d
e
r
a
t
e
21
1
0
.
1
9
9
.
5
Li
g
h
t
1
0
.
5
1
0
0
.
0
To
t
a
l
2
0
7
1
0
0
.
0
T
ab
le
2
.
W
o
r
r
y
lev
el
Le
v
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l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
C
u
m
u
l
a
t
i
v
e
p
e
r
c
e
n
t
a
g
e
S
e
v
e
r
e
1
9
5
9
4
.
2
9
4
.
2
M
o
d
e
r
a
t
e
10
4
.
8
9
9
.
0
Li
g
h
t
2
1
.
0
1
0
0
.
0
To
t
a
l
2
0
7
1
0
0
.
0
W
h
en
th
e
asp
ec
t
o
f
wo
r
r
ies
w
as
s
tat
is
tical
ly
p
r
o
ce
s
s
ed
,
th
o
s
e
s
u
r
v
ey
ed
h
ad
a
p
r
e
d
o
m
in
a
n
tly
s
ev
er
e
lev
el
o
f
9
4
.
2
%.
T
h
is
m
ea
n
s
t
h
at
a
s
izab
le
p
r
o
p
o
r
tio
n
o
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te
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h
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ar
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ex
p
e
r
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r
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y
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A
m
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r
ate
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was
ex
p
r
ess
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b
y
4
.
8
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f
o
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er
r
esp
o
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d
e
n
ts
,
wh
ile
a
lig
h
t
l
ev
el
was
ex
p
r
ess
ed
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y
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T
ea
ch
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s
ag
ed
4
5
t
o
5
4
y
ea
r
s
h
ad
a
s
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er
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el
o
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3
7
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9
%,
wh
ile
wo
m
en
h
a
d
a
s
ev
er
e
lev
el
o
f
5
1
.
8
%.
T
h
e
d
at
a
r
elate
s
to
th
e
h
ig
h
lev
els
o
f
n
o
v
elty
a
n
d
u
n
ce
r
tai
n
ty
th
at
th
e
tr
an
s
itio
n
to
a
d
is
tan
ce
lear
n
in
g
f
o
r
m
at
h
as
ca
u
s
ed
am
o
n
g
teac
h
er
s
,
as
p
r
esen
ted
in
T
ab
le
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3083
T
ab
le
3
.
An
x
iety
lev
el
Le
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
C
u
m
u
l
a
t
i
v
e
p
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r
c
e
n
t
a
g
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S
e
v
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r
e
1
9
1
9
2
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3
9
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3
M
o
d
e
r
a
t
e
14
6
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8
9
9
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0
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g
h
t
2
1
.
0
1
0
0
.
0
To
t
a
l
2
0
7
1
0
0
.
0
W
h
en
an
x
iety
was
s
tatis
ticall
y
p
r
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ce
s
s
ed
,
teac
h
e
r
s
wer
e
f
o
u
n
d
to
h
av
e
a
p
r
ed
o
m
in
an
tl
y
s
ev
er
e
lev
el
o
f
9
2
.
3
%.
T
h
is
m
ea
n
s
th
at
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
th
o
s
e
s
u
r
v
ey
ed
s
h
o
we
d
s
ig
n
s
o
f
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x
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to
tal
o
f
6
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8
%
o
f
th
e
o
th
er
s
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r
v
ey
p
ar
ti
cip
an
ts
r
ep
o
r
ted
a
m
o
d
er
ate
lev
el
o
f
an
x
iety
,
wh
ile
1
%
r
ep
o
r
ted
a
lig
h
t
lev
el
o
f
an
x
iety
.
3
8
.
2
%
o
f
teac
h
er
s
r
e
p
o
r
ted
h
av
in
g
a
h
i
g
h
lev
el
o
f
an
x
iety
;
th
e
y
wer
e
m
o
s
tly
f
e
m
ale
(
5
2
.
4
%);
an
d
th
eir
ag
es
r
an
g
e
d
f
r
o
m
4
5
t
o
5
4
.
T
ea
ch
er
s
’
h
ig
h
lev
els
o
f
an
x
iet
y
wer
e
lar
g
ely
b
r
o
u
g
h
t
o
n
b
y
h
o
w
u
n
p
r
e
d
ictab
le
f
u
tu
r
e
less
o
n
s
wo
u
ld
b
e.
T
ea
ch
er
s
m
a
y
also
h
av
e
b
ee
n
co
n
ce
r
n
ed
ab
o
u
t
lo
s
in
g
th
eir
jo
b
s
,
b
u
t
a
th
o
r
o
u
g
h
in
v
esti
g
atio
n
o
f
all
th
ese
f
ac
to
r
s
is
s
till
f
u
r
th
er
n
ee
d
ed
,
as
s
h
o
wn
in
T
ab
le
4
.
T
ab
le
4
.
R
esis
tan
ce
(
r
esil
ien
ce
)
lev
el
Le
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
C
u
m
u
l
a
t
i
v
e
p
e
r
c
e
n
t
a
g
e
Lo
w
70
3
3
.
8
3
3
.
8
M
o
d
e
r
a
t
e
1
2
2
5
8
.
9
9
2
.
8
H
i
g
h
15
7
.
2
1
0
0
.
0
To
t
a
l
2
0
7
1
0
0
.
0
T
h
e
r
esil
ien
ce
asp
ec
t
o
f
s
tatis
tical
p
r
o
ce
s
s
in
g
r
ev
ea
ls
th
at
th
e
v
ast
m
ajo
r
ity
(
5
8
.
9
%
)
ex
h
ib
its
a
m
o
d
er
ate
o
r
av
e
r
ag
e
lev
el.
T
h
is
m
ea
n
s
th
at,
d
esp
ite
th
e
s
o
ci
al
ex
clu
s
io
n
ar
y
m
ea
s
u
r
es
p
u
t
in
p
lace
to
s
to
p
th
e
s
p
r
ea
d
o
f
C
OVI
D
-
1
9
,
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
teac
h
er
s
e
x
h
i
b
it
an
ad
eq
u
ate
m
a
n
if
estatio
n
,
with
an
attitu
d
e
o
f
co
p
in
g
with
a
d
v
er
s
ity
an
d
th
e
b
elief
th
at
ch
allen
g
es
ar
e
n
o
th
in
g
m
o
r
e
t
h
an
an
o
p
p
o
r
tu
n
ity
to
f
in
d
s
o
lu
tio
n
s
to
p
r
o
b
lem
s
.
A
n
o
th
er
g
r
o
u
p
o
f
s
u
r
v
ey
r
esp
o
n
d
en
ts
d
e
m
o
n
s
tr
at
ed
lo
w
r
esil
ien
ce
at
3
3
.
8
%
an
d
h
ig
h
r
esil
ien
ce
at
7
.
2
%.
T
ea
ch
er
s
b
etwe
en
th
e
ag
es
o
f
4
5
an
d
5
4
wer
e
f
o
u
n
d
to
h
av
e
a
h
ig
h
lev
el
o
f
r
esil
ien
ce
(
5
3
.
3
%),
an
d
wo
m
en
s
h
o
wed
it
th
e
m
o
s
t
(
6
6
.
7
%).
Du
e
to
o
n
g
o
in
g
d
is
tr
ess
an
d
ex
tr
em
e
an
x
iety
,
teac
h
er
s
’
r
esil
ien
ce
was
lo
w
,
as
s
ee
n
in
T
ab
le
5
.
T
ab
le
5
.
E
m
o
tio
n
al
s
tate
lev
el
Le
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
C
u
m
u
l
a
t
i
v
e
p
e
r
c
e
n
t
a
g
e
S
e
v
e
r
e
1
9
8
9
5
.
7
9
5
.
7
M
o
d
e
r
a
t
e
8
3
.
9
9
9
.
5
Li
g
h
t
1
0
.
5
1
0
0
.
0
To
t
a
l
2
0
7
1
0
0
.
0
T
h
e
m
ajo
r
ity
o
f
teac
h
er
s
(
9
5
.
7
%)
h
av
e
a
s
ev
er
e
e
m
o
tio
n
al
s
tate,
as
r
ev
ea
led
b
y
th
e
em
o
t
io
n
al
s
tate
v
ar
iab
le
in
th
e
s
tatis
tical
an
aly
s
is
.
Ma
n
y
o
f
th
e
ed
u
ca
to
r
s
s
u
r
v
ey
ed
r
ep
o
r
ted
s
ig
n
if
ic
an
t
s
h
if
ts
in
th
eir
em
o
tio
n
al
s
tate.
3
.
9
%
o
f
th
e
r
em
ain
in
g
s
u
r
v
e
y
p
ar
ticip
an
ts
s
h
o
wed
s
ig
n
s
o
f
a
m
o
d
er
ate
e
m
o
tio
n
al
s
tate,
an
d
o
n
ly
0
.
5
%
o
f
r
esp
o
n
d
en
ts
s
h
o
wed
s
ig
n
s
o
f
a
lig
h
t
em
o
tio
n
al
s
tate.
A
h
ig
h
le
v
el
o
f
e
m
o
tio
n
al
s
tate
was
o
b
s
er
v
ed
in
3
8
.
4
% o
f
teac
h
e
r
s
ag
ed
4
5
to
5
4
y
ea
r
s
o
l
d
,
with
th
e
f
em
ale
g
en
d
er
b
ei
n
g
th
e
m
o
s
t a
f
f
ec
ted
(
5
2
%).
Pro
lo
n
g
ed
s
tr
ess
,
elev
ated
lev
els
o
f
an
x
iety
,
u
n
p
r
ed
ictab
ilit
y
,
an
d
s
o
cial
is
o
latio
n
all
h
ar
m
ed
th
e
e
d
u
ca
to
r
s
’
em
o
tio
n
al
s
tates.
I
B
SR
p
r
ac
tices
wer
e
s
u
g
g
est
ed
to
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
a
s
a
way
to
h
elp
teac
h
e
r
s
b
ec
o
m
e
m
o
r
e
r
esil
ien
t.
T
h
e
I
B
S
R
in
ter
v
en
tio
n
co
n
s
is
ted
o
f
1
0
g
r
o
u
p
m
e
etin
g
s
ev
er
y
two
wee
k
s
f
o
r
a
to
tal
o
f
2
0
wee
k
s
.
E
ac
h
m
ee
tin
g
was
2
.
5
h
o
u
r
s
lo
n
g
.
On
lin
e
tr
ain
in
g
u
s
in
g
th
e
Z
OOM
p
latf
o
r
m
was
u
s
ed
as
th
e
in
ter
v
en
tio
n
m
eth
o
d
.
E
ac
h
p
ar
ticip
an
t
was
r
eq
u
ir
ed
to
h
a
v
e
ac
ce
s
s
to
t
h
e
I
n
ter
n
et,
a
s
m
ar
tp
h
o
n
e,
ta
b
let,
o
r
PC
.
Acc
ess
to
n
ec
ess
ar
y
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
was
n
o
t
an
is
s
u
e.
Activ
e
p
ar
ticip
atio
n
was
d
ef
in
e
d
as
at
ten
d
an
ce
o
f
at
least
8
0
% o
f
g
r
o
u
p
s
ess
io
n
s
an
d
co
m
p
letio
n
o
f
at
least 5
0
% o
f
h
o
m
e
s
ess
io
n
s
.
T
h
e
I
B
SR
m
eth
o
d
in
v
o
lv
es
th
r
ee
m
ain
s
tag
es.
T
h
e
in
itial
s
tag
e
r
e
q
u
ir
es
p
a
r
ticip
an
ts
to
d
o
cu
m
en
t
al
l
s
tr
ess
f
u
l
th
o
u
g
h
ts
r
elate
d
to
t
h
e
s
itu
atio
n
,
eith
er
b
y
h
a
n
d
wr
itin
g
th
em
o
n
p
ap
e
r
o
r
t
y
p
in
g
th
em
in
to
a
d
ig
ital
d
o
cu
m
e
n
t.
I
n
t
h
e
s
ec
o
n
d
s
tag
e,
p
ar
ticip
a
n
ts
an
aly
ze
th
ese
t
h
o
u
g
h
ts
u
s
in
g
a
s
er
ies
o
f
f
o
u
r
g
u
id
i
n
g
q
u
esti
o
n
s
,
wh
ich
th
ey
ca
n
ex
p
lo
r
e
in
d
e
p
en
d
en
tly
o
r
with
th
e
s
u
p
p
o
r
t
o
f
a
tr
ain
ed
I
B
SR
f
ac
ilit
a
to
r
.
T
h
e
q
u
esti
o
n
s
in
clu
d
e:
i
)
I
s
th
is
th
o
u
g
h
t
ac
c
u
r
ate?
;
ii
)
C
an
I
b
e
ab
s
o
lu
tel
y
s
u
r
e
th
at
it
is
tr
u
e?
;
iii
)
Ho
w
d
o
I
r
ea
ct
wh
en
I
b
eliev
e
th
is
th
o
u
g
h
t?
;
an
d
iv
)
W
h
o
wo
u
ld
I
b
e
with
o
u
t
t
h
is
th
o
u
g
h
t?
T
h
is
r
ef
lectiv
e
p
r
o
ce
s
s
en
co
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r
a
g
es
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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J
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es E
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l
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14
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No
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4
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Au
g
u
s
t
20
25
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3
0
7
8
-
3
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8
3084
p
ar
ticip
an
ts
to
ch
allen
g
e
au
t
o
m
atic
b
elief
s
an
d
co
n
s
id
er
th
ei
r
em
o
tio
n
al
an
d
p
h
y
s
ical
r
esp
o
n
s
es
to
s
tr
ess
.
T
h
i
s
s
tag
e
is
m
ed
itativ
e,
r
eq
u
i
r
in
g
p
ar
ticip
an
ts
to
d
is
co
v
e
r
th
eir
a
u
th
en
tic
an
s
wer
s
to
th
e
g
u
i
d
in
g
q
u
esti
o
n
s
with
o
u
t
p
r
ec
o
n
ce
p
tio
n
s
.
T
h
e
p
r
o
ce
s
s
is
d
esig
n
ed
to
cu
ltiv
ate
a
s
ta
te
o
f
o
b
s
er
v
i
n
g
awa
r
en
ess
,
wh
er
e
th
o
u
g
h
ts
a
r
e
n
o
ticed
with
o
u
t j
u
d
g
m
e
n
t o
r
c
o
n
tr
o
l,
p
r
io
r
itizin
g
r
ea
lizatio
n
o
v
er
lo
g
ical
r
ea
s
o
n
in
g
.
I
n
th
e
f
in
al
s
tag
e,
p
ar
ticip
a
n
ts
“
tu
r
n
a
r
o
u
n
d
”
th
ei
r
s
tr
e
s
s
f
u
l
th
o
u
g
h
ts
b
y
e
x
p
lo
r
i
n
g
co
n
tr
ar
y
p
er
s
p
ec
tiv
es.
T
h
is
in
v
o
lv
es
a
n
s
wer
in
g
q
u
esti
o
n
s
s
u
ch
as:
i)
W
h
at
ev
id
en
ce
s
u
p
p
o
r
ts
an
d
co
n
t
r
ad
icts
th
is
th
o
u
g
h
t?
;
ii)
Ar
e
th
er
e
alter
n
ativ
e
in
ter
p
r
etatio
n
s
?
;
iii)
Am
I
c
o
m
m
itti
n
g
lo
g
ical
e
r
r
o
r
s
?
;
an
d
iv
)
Am
I
av
o
id
in
g
ac
c
o
u
n
tab
ilit
y
f
o
r
f
ac
to
r
s
b
ey
o
n
d
m
y
co
n
tr
o
l?
T
h
is
r
ef
lectiv
e
p
r
o
ce
s
s
all
o
ws
p
ar
ticip
an
ts
to
r
ec
o
n
s
id
er
t
h
eir
th
o
u
g
h
t
p
atter
n
s
co
n
s
tr
u
ctiv
el
y
.
T
h
e
f
ac
ilit
ato
r
g
u
id
i
n
g
t
h
is
p
r
o
ce
s
s
was
an
ex
p
er
ien
ce
d
I
B
SR
-
tr
ain
ed
p
s
y
ch
o
lo
g
is
t w
ith
5
.
5
y
ea
r
s
o
f
ex
p
er
tis
e
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
.
Af
ter
war
d
,
th
e
teac
h
er
s
wen
t
th
r
o
u
g
h
th
e
r
esil
ien
ce
q
u
esti
o
n
n
air
e
ag
ai
n
,
as
in
T
a
b
le
6
.
T
h
e
I
B
SR
p
r
ac
tice
d
ec
r
ea
s
ed
th
e
n
u
m
b
er
o
f
teac
h
er
s
with
lo
w
r
esil
ien
ce
b
y
2
7
.
5
%
an
d
in
cr
ea
s
ed
t
h
e
n
u
m
b
er
o
f
p
eo
p
le
with
h
ig
h
r
esil
ien
ce
f
r
o
m
7
.
2
%
to
4
0
.
1
%,
wh
ich
s
h
o
ws
h
o
w
ef
f
ec
tiv
e
th
e
tech
n
iq
u
e
is
.
T
ea
ch
er
s
’
r
esil
ien
ce
g
r
ew
as
lev
els
o
f
s
tr
ess
an
d
an
x
iety
wer
e
d
ec
r
ea
s
ed
b
y
a
war
en
ess
,
id
en
tific
atio
n
,
r
atio
n
aliza
tio
n
,
an
d
th
e
ch
an
ce
to
c
h
allen
g
e
an
d
cr
itici
ze
one
’
s
n
e
g
ativ
e
th
o
u
g
h
ts
.
T
ab
le
6
.
T
ea
c
h
er
r
esil
ien
ce
le
v
el
af
ter
I
B
SR
p
r
ac
tice
Le
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
Lo
w
13
6
.
3
M
e
d
i
u
m
1
1
1
5
3
.
6
H
i
g
h
83
4
0
.
1
To
t
a
l
2
0
7
1
0
0
.
0
I
t
is
im
p
o
r
tan
t
to
c
o
n
d
u
ct
r
esear
ch
o
n
r
esil
ien
ce
in
s
p
ec
if
ic
p
o
p
u
latio
n
s
,
in
t
h
is
ca
s
e,
s
ch
o
o
l
teac
h
er
s
,
g
iv
en
th
e
ch
allen
g
in
g
cir
c
u
m
s
tan
ce
s
we
cu
r
r
en
tly
f
in
d
o
u
r
s
elv
es
in
as
a
r
esu
lt
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
All
co
u
n
tr
ies
’
ed
u
ca
tio
n
al
s
y
s
tem
s
h
av
e
ch
a
n
g
ed
as
a
r
esu
lt
o
f
th
e
p
a
n
d
em
ic,
an
d
ed
u
ca
to
r
s
will
b
e
s
ig
n
if
ican
tly
an
d
d
ir
ec
tly
im
p
ac
ted
b
y
th
ese
ch
a
n
g
es.
T
h
is
p
an
d
e
m
ic
h
as
a
n
u
n
d
en
ia
b
le
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
im
p
ac
t,
an
d
is
o
latio
n
is
to
b
lam
e
f
o
r
it
[4
6
]
.
T
h
e
p
o
p
u
latio
n
’
s
lev
els
o
f
s
tr
ess
,
an
x
i
ety
,
an
d
w
o
r
r
y
ar
e
r
is
in
g
,
b
u
t
in
lig
h
t
o
f
th
is
,
it
is
im
p
o
r
tan
t
t
o
u
n
d
er
s
tan
d
h
o
w
r
esil
ien
t
teac
h
er
s
an
d
s
ch
o
o
ls
a
r
e
to
th
is
s
itu
atio
n
.
R
esear
ch
er
s
co
n
cu
r
th
at
th
e
p
o
p
u
latio
n
h
as
ex
p
er
ie
n
ce
d
p
s
y
ch
o
lo
g
ical
an
d
em
o
tio
n
al
ch
an
g
es
as
a
r
esu
lt
o
f
th
ese
ch
allen
g
in
g
tim
es
[4
7
]
.
T
h
e
p
an
d
em
ic
h
as
s
ig
n
if
ica
n
tly
co
m
p
licated
ef
f
o
r
ts
to
m
ain
tain
th
e
m
en
tal
h
ea
lth
o
f
b
o
th
ed
u
ca
to
r
s
an
d
t
h
e
g
en
er
al
p
o
p
u
latio
n
[4
8
]
.
T
h
e
d
ata
co
llected
u
s
in
g
th
e
m
eth
o
d
s
d
escr
ib
ed
in
th
is
s
tu
d
y
en
a
b
le
a
d
etailed
a
n
aly
s
is
o
f
em
o
tio
n
al
r
esp
o
n
s
e
s
s
u
ch
as
s
tr
ess
,
wo
r
r
y
,
a
n
d
a
n
x
iety
in
th
e
d
aily
liv
es
o
f
teac
h
e
r
s
.
T
h
ese
f
in
d
i
n
g
s
also
ex
p
lo
r
e
h
o
w
r
esil
ien
ce
ca
n
h
elp
ed
u
ca
to
r
s
m
an
a
g
e
th
ese
ch
allen
g
es
in
th
e
co
n
tex
t
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
R
eg
ar
d
in
g
s
tr
ess
,
it
h
as
b
ee
n
o
b
s
er
v
ed
th
at
teac
h
er
s
,
p
ar
ticu
lar
ly
wo
m
e
n
a
g
ed
4
5
to
5
4
,
s
h
o
w
a
h
ig
h
lev
el
o
f
s
tr
ess
,
r
ea
ch
in
g
8
9
.
4
%.
T
h
is
co
n
tr
asts
with
f
in
d
in
g
s
f
r
o
m
an
o
th
er
s
tu
d
y
,
wh
ich
id
en
tifie
d
s
tr
ess
lev
els
r
an
g
in
g
f
r
o
m
m
ild
to
m
o
d
er
ate
[
49
]
.
Me
an
wh
ile,
an
o
th
e
r
in
v
esti
g
atio
n
f
o
u
n
d
th
at
6
7
.
9
%
o
f
p
ar
ticip
an
ts
ex
p
er
ien
ce
d
n
o
r
m
al
s
tr
ess
lev
els
[5
0
]
.
I
n
ter
m
s
o
f
wo
r
r
y
,
s
ev
er
e
le
v
e
ls
wer
e
r
ep
o
r
ted
in
9
4
.
2
%
o
f
ed
u
ca
to
r
s
,
p
r
ed
o
m
in
an
tly
wo
m
en
in
th
e
45
-
5
4
ag
e
r
an
g
e
.
T
h
ese
r
esu
lt
s
alig
n
with
a
C
o
lo
m
b
ia
n
s
tu
d
y
.
It
id
en
tifie
d
d
r
asti
c
ch
an
g
es
in
r
o
u
tin
es
an
d
h
ab
its
,
lim
ited
tim
e,
a
n
d
a
la
ck
o
f
r
eso
u
r
ce
s
as
k
ey
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
h
eig
h
te
n
ed
s
tr
ess
lev
els
d
u
r
in
g
wee
k
ly
is
o
latio
n
p
r
e
p
ar
atio
n
s
[5
1
]
.
Fo
r
an
x
iety
,
a
s
tr
o
n
g
m
a
n
if
estatio
n
was
n
o
ted
in
9
2
.
3
%
o
f
t
h
e
p
o
p
u
latio
n
,
p
ar
ticu
lar
l
y
in
th
e
4
5
-
54
ag
e
g
r
o
u
p
,
with
wo
m
en
b
ein
g
m
o
r
e
f
r
e
q
u
en
tly
af
f
ec
ted
.
T
h
ese
r
esu
lts
d
iv
er
g
e
f
r
o
m
s
tu
d
i
es
r
ep
o
r
tin
g
m
ild
to
m
o
d
er
ate
a
n
x
iety
lev
els
[
49
]
.
Ho
wev
er
,
th
ey
ar
e
c
o
n
s
is
ten
t
with
Ar
g
en
tin
e
r
esear
ch
h
ig
h
lig
h
tin
g
f
ee
lin
g
s
o
f
u
n
ce
r
tain
ty
a
n
d
f
r
u
s
tr
atio
n
th
a
t a
r
e
m
o
r
e
p
r
ev
alen
t
am
o
n
g
w
o
m
en
[5
2
]
.
As
f
o
r
r
esil
ien
ce
,
an
av
er
ag
e
r
ate
o
f
5
8
.
9
%
was
o
b
s
er
v
ed
,
esp
ec
ially
in
wo
m
en
ag
ed
4
5
–
5
4
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
io
r
r
esear
ch
s
h
o
win
g
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
r
esil
ien
ce
an
d
th
e
ab
ilit
y
to
n
av
ig
ate
s
o
cial
d
is
ta
n
cin
g
,
p
e
r
ce
iv
in
g
th
e
p
a
n
d
em
i
c
as a
n
o
p
p
o
r
tu
n
ity
f
o
r
g
r
o
wth
.
Ad
d
itio
n
al
f
ac
to
r
s
in
f
lu
en
cin
g
r
esil
ien
ce
in
clu
d
ed
em
o
tio
n
al
s
u
p
p
o
r
t,
p
h
y
s
ical
ac
tiv
ity
,
n
eu
r
o
p
e
d
ag
o
g
ical
tr
ain
in
g
,
o
n
lin
e
r
eso
u
r
ce
m
an
a
g
em
en
t,
a
n
d
life
s
ty
le
ad
ju
s
tm
en
ts
[
5
]
,
[5
3
]
.
T
h
e
ef
f
ec
ts
o
f
I
B
SR
o
n
teac
h
er
r
esil
ien
ce
wer
e
also
ex
a
m
i
n
ed
[
3
8
]
.
A
co
n
tr
o
lled
p
r
o
s
p
e
ctiv
e
s
tu
d
y
with
in
ter
v
en
tio
n
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
was
co
n
d
u
cted
in
J
er
u
s
alem
d
u
r
in
g
th
e
ac
ad
em
ic
y
e
ar
f
r
o
m
No
v
e
m
b
er
2
0
1
9
to
Ma
y
2
0
2
0
.
Desp
ite
th
e
o
u
t
b
r
ea
k
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
an
d
I
s
r
ae
l
’
s
f
ir
s
t
q
u
ar
an
tin
e,
t
h
e
m
i
x
e
d
I
B
SR
in
ter
v
en
tio
n
s
ig
n
if
ica
n
tly
im
p
r
o
v
e
d
teac
h
e
r
s
’
p
s
y
c
h
o
l
o
g
ical
well
-
b
ein
g
an
d
r
esil
ien
ce
.
I
n
co
n
tr
ast,
th
e
co
n
tr
o
l g
r
o
u
p
ex
h
ib
ited
in
cr
ea
s
ed
b
u
r
n
o
u
t a
n
d
d
im
in
is
h
ed
r
e
s
ilien
ce
.
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
E
xp
lo
r
in
g
s
ch
o
o
l res
ilien
ce
in
th
e
co
n
text
o
f
g
lo
b
a
li
z
in
g
d
ig
i
ta
l c
h
a
n
g
e:
th
e
…
(
A
s
ma
K
h
a
leel
A
b
d
a
lla
h
)
3085
Am
id
th
is
cr
is
is
,
f
am
ilies
an
d
ed
u
ca
to
r
s
h
a
v
e
h
ad
to
ad
ap
t
ex
te
n
s
iv
ely
,
r
estru
ct
u
r
in
g
t
h
eir
en
v
ir
o
n
m
en
ts
to
m
ee
t
th
e
d
em
an
d
s
o
f
r
em
o
te
wo
r
k
an
d
lear
n
in
g
.
Ho
m
es
wer
e
tr
an
s
f
o
r
m
ed
i
n
to
m
u
ltifu
n
ctio
n
al
s
p
ac
es
th
at
s
im
u
ltan
eo
u
s
ly
s
er
v
ed
as
o
f
f
i
ce
s
an
d
class
r
o
o
m
s
.
T
h
ese
ch
an
g
es
d
r
asti
ca
lly
s
h
if
ted
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
ed
u
ca
tio
n
in
to
a
d
is
tan
ce
-
lear
n
in
g
f
o
r
m
at
wh
ile
m
ain
tain
in
g
th
e
in
ter
co
n
n
ec
ted
n
atu
r
e
o
f
teac
h
in
g
an
d
lea
r
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
[5
4
]
.
T
ea
ch
er
s
also
a
d
ap
ted
b
y
in
te
g
r
atin
g
tech
n
o
l
o
g
y
an
d
d
i
g
ital
to
o
ls
in
to
th
eir
wo
r
k
.
T
h
ese
r
eso
u
r
ce
s
b
ec
am
e
ess
en
tial
in
r
esh
ap
in
g
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es
an
d
m
ee
tin
g
th
e
n
ew
d
ig
ital
co
m
p
eten
cy
d
e
m
an
d
s
.
Alth
o
u
g
h
th
is
ad
ap
tatio
n
p
r
o
c
ess
o
cc
asio
n
ally
led
to
in
cr
ea
s
ed
s
tr
es
s
,
it
a
ls
o
f
ac
ilit
ated
t
h
e
d
ev
elo
p
m
e
n
t
o
f
r
esil
ien
ce
,
h
elp
in
g
ed
u
ca
t
o
r
s
an
d
s
tu
d
en
ts
ac
q
u
i
r
e
th
e
n
e
ce
s
s
ar
y
d
ig
ital
s
k
ills
in
r
esp
o
n
s
e
to
th
e
r
ap
i
d
ly
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
[5
5
]
.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ass
ess
ed
teac
h
er
s
’
r
esil
ien
ce
an
d
y
ield
ed
th
e
f
o
ll
o
win
g
r
esu
lts
.
Ab
o
u
t
8
9
.
4
%
o
f
teac
h
er
s
h
ad
h
ig
h
lev
els
o
f
s
tr
ess
,
9
4
.
2
%
h
ad
h
ig
h
lev
els
o
f
w
o
r
r
y
,
9
2
.
3
%
h
a
d
h
ig
h
lev
els
o
f
a
n
x
ie
ty
,
3
3
.
8
%
h
ad
lo
w
lev
els
o
f
r
esil
ien
ce
,
an
d
9
5
.
7
%
wer
e
in
a
d
if
f
icu
lt
em
o
tio
n
al
s
tate.
T
h
e
u
s
e
o
f
t
h
e
I
B
SR
tech
n
iq
u
e
to
m
an
ag
e
teac
h
er
s
h
elp
ed
th
em
b
ec
o
m
e
m
o
r
e
r
esil
ien
t.
T
h
e
n
u
m
b
er
o
f
teac
h
er
s
with
h
ig
h
lev
els
o
f
r
esil
ien
ce
in
cr
ea
s
ed
b
y
3
2
.
9
%
as
a
r
esu
lt.
T
h
e
f
in
d
in
g
s
o
f
th
e
p
r
esen
t
s
tu
d
y
d
e
m
o
n
s
tr
ate
th
at
th
e
I
B
SR
in
ter
v
en
tio
n
ca
n
b
e
a
n
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
en
h
an
cin
g
teac
h
er
s
’
well
-
b
ein
g
,
r
esil
ien
ce
,
an
d
ca
p
ac
ity
to
d
ea
l
with
s
tr
ess
f
u
l
s
itu
atio
n
s
lik
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
B
ased
o
n
th
e
r
esu
lts
,
r
ec
o
m
m
en
d
atio
n
s
f
o
r
g
o
v
er
n
in
g
b
o
ar
d
s
o
f
s
ch
o
o
ls
ca
n
b
e
cr
ea
ted
to
less
en
th
e
p
an
d
em
i
c
’
s
d
etr
im
en
tal
ef
f
ec
ts
o
n
th
e
r
esil
ien
ce
o
f
teac
h
er
s
a
n
d
th
e
s
ch
o
o
l
as
a
wh
o
le.
Fu
tu
r
e
r
an
d
o
m
ized
co
n
t
r
o
lle
d
tr
ials
ar
e
r
eq
u
ir
ed
to
ev
al
u
ate
th
e
p
o
ten
tial
ef
f
icac
y
o
f
th
is
m
eth
o
d
as
a
co
m
b
in
ed
t
o
o
l to
en
h
a
n
ce
th
e
well
-
b
ein
g
o
f
teac
h
e
r
s
an
d
o
th
er
s
tr
ess
ed
wo
r
k
er
s
eith
er
g
en
er
ally
o
r
in
tim
es o
f
cr
is
is
lik
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
r
esear
ch
r
ec
ei
v
ed
n
o
f
u
n
d
in
g
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
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Vi
Su
P
Fu
Asma
Kh
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l A
b
d
allah
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Gu
za
lia
Sh
ag
iv
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v
a
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E
len
a
Ko
lo
m
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ets
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C
:
C
o
n
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e
p
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A
T
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M
E
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e
r
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as n
o
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lict o
f
in
ter
est.
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NF
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NS
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h
e
teac
h
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s
’
p
e
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m
is
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tain
ed
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click
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e
s
u
r
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ey
b
u
tto
n
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icate
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th
at
th
ey
wer
e
willin
g
to
f
ill o
u
t t
h
e
q
u
esti
o
n
n
air
e.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
th
e
wo
r
k
is
wr
itten
with
d
u
e
co
n
s
id
er
atio
n
o
f
eth
ical
s
tan
d
ar
d
s
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
a
n
ce
with
th
e
eth
ical
p
r
in
cip
les
a
p
p
r
o
v
e
d
b
y
th
e
E
th
ics
C
o
m
m
it
tee
o
f
U
n
ited
Ar
ab
E
m
ir
ates U
n
iv
er
s
ity
(
Pro
to
co
l
No
GDH6
3
o
f
Ma
y
1
6
,
2
0
2
4
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
7
8
-
3
0
8
8
3086
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
r
s
co
n
f
ir
m
th
at
th
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
with
in
th
e
ar
ticle
[
an
d
/o
r
its
s
u
p
p
lem
en
tar
y
m
ater
ials
]
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
L.
G
o
o
d
w
i
n
,
“
G
l
o
b
a
l
i
z
a
t
i
o
n
,
G
l
o
b
a
l
M
i
n
d
s
e
t
s
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
”
Ac
t
i
o
n
i
n
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
1
,
p
p
.
6
–
1
8
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
6
2
6
6
2
0
.
2
0
1
9
.
1
7
0
0
8
4
8
.
[
2
]
F
.
R
.
K
h
a
t
i
t
,
T.
N
.
P
o
d
d
u
b
n
a
y
a
,
N
.
A
.
I
l
y
i
n
o
v
a
,
E
.
A
.
P
a
n
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n
a
,
A
.
E.
L
e
o
n
i
d
o
v
n
a
,
a
n
d
S
.
S
.
V
o
e
v
o
d
i
n
a
,
“
D
i
st
a
n
c
e
L
e
a
r
n
i
n
g
Ex
p
e
r
i
e
n
c
e
i
n
t
h
e
C
o
n
t
e
x
t
o
f
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l
o
b
a
l
i
z
a
t
i
o
n
o
f
E
d
u
c
a
t
i
o
n
,
”
Pr
o
p
ó
si
t
o
s
y
re
p
res
e
n
t
a
c
i
o
n
e
s
,
v
o
l
.
9
,
n
o
.
3
,
p
.
e
9
8
5
,
2
0
2
1
,
d
o
i
:
1
0
.
2
0
5
1
1
/
p
y
r
2
0
2
1
.
v
9
n
S
P
E
2
.
9
8
5
.
[
3
]
A
.
S
.
Tu
r
d
a
l
i
y
e
v
n
a
,
“
G
l
o
b
a
l
i
z
a
t
i
o
n
p
r
o
c
e
sse
s
a
n
d
e
d
u
c
a
t
i
o
n
-
u
p
b
r
i
n
g
i
n
g
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
I
n
g
e
n
i
o
u
s
G
l
o
b
a
l
T
h
o
u
g
h
t
s
A
n
I
n
t
e
r
n
a
t
i
o
n
a
l
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
r
y
S
c
i
e
n
t
i
f
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c
C
o
n
f
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re
n
c
e
,
2
0
2
0
,
p
p
.
4
7
–
4
9
.
[
4
]
N
.
S
h
r
e
st
h
a
e
t
a
l
.
,
“
T
h
e
i
mp
a
c
t
o
f
C
O
V
I
D
-
1
9
o
n
g
l
o
b
a
l
i
z
a
t
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o
n
,
”
O
n
e
H
e
a
l
t
h
,
v
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l
.
1
1
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p
.
1
0
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D
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c
.
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32
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[
34
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[
35
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[
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[
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[
38
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[
39
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[
40
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[
41
]
J.
J.
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[
42
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R
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[
43
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[
44
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45
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46
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49
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53
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