I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
4
,
A
u
g
u
s
t
20
25
,
p
p
.
2
6
0
5
~
2
6
1
6
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
4
.
3
3
4
9
2
2605
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The
trans
forma
ti
v
e power of
ment
o
rship o
n nov
ice tea
cher
succes
s:
a
rec
ent
sy
stema
tic
l
it
er
a
tu
r
e
revi
ew
(20
2
2
-
2024)
B
er
a
nd
a
Yii P
ing
J
in
1
,
M
o
h
d M
u
s
lim
M
d
Z
a
lli
1
,
M
o
hd
Ridh
ua
n
M
o
hd
J
a
m
il
1
,
Ni
k
M
uh
a
mm
a
d
H
a
n
is
1
,
J
o
s
ephin
e
Am
bo
n
2
1
D
e
p
a
r
t
me
n
t
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
F
a
c
u
l
t
y
o
f
H
u
ma
n
D
e
v
e
l
o
p
m
e
n
t
,
U
n
i
v
e
r
si
t
i
P
e
n
d
i
d
i
k
a
n
S
u
l
t
a
n
I
d
r
i
s,
Ta
n
j
o
n
g
M
a
l
i
m,
M
a
l
a
y
s
i
a
2
F
a
c
u
l
t
y
of
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
2
,
2
0
2
4
R
ev
is
ed
May
8
,
2
0
2
5
Acc
ep
ted
May
28
,
2
0
2
5
Th
is
stu
d
y
e
x
a
m
i
n
e
s
th
e
tran
sfo
rm
a
ti
v
e
imp
a
c
t
o
f
m
e
n
to
rsh
ip
i
n
b
u
il
d
i
n
g
re
sili
e
n
c
e
a
n
d
e
n
h
a
n
c
in
g
su
c
c
e
ss
a
m
o
n
g
n
o
v
ice
tea
c
h
e
rs.
By
i
d
e
n
ti
f
y
in
g
e
ffe
c
ti
v
e
m
e
n
to
rsh
i
p
stra
teg
ies
a
n
d
fra
m
e
wo
rk
s,
th
e
re
se
a
rc
h
a
d
d
re
ss
e
s
c
rit
ica
l
e
a
rly
-
c
a
re
e
r
c
h
a
ll
e
n
g
e
s,
su
p
p
o
rts
tea
c
h
e
r
re
ten
ti
o
n
,
a
n
d
c
o
n
tri
b
u
tes
t
o
th
e
g
lo
b
a
l
a
im
o
f
q
u
a
li
t
y
e
d
u
c
a
ti
o
n
.
Us
in
g
a
sy
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
(S
LR)
g
u
i
d
e
d
b
y
p
re
fe
rre
d
re
p
o
rt
in
g
it
e
m
s
fo
r
sy
ste
m
a
ti
c
re
v
iew
s
a
n
d
m
e
ta
-
a
n
a
ly
se
s
(P
RIS
M
A)
m
e
th
o
d
o
l
o
g
y
,
t
h
e
stu
d
y
a
n
a
ly
z
e
d
4
5
a
rti
c
les
fro
m
Sc
o
p
u
s
a
n
d
ERIC
d
a
tab
a
se
s,
c
o
v
e
rin
g
p
u
b
li
c
a
ti
o
n
s
fro
m
2
0
2
2
to
2
0
2
4
.
Th
ro
u
g
h
q
u
a
li
tati
v
e
th
e
m
a
ti
c
a
n
a
ly
sis,
t
h
re
e
m
a
in
th
e
m
e
s
e
m
e
rg
e
d
:
e
m
o
ti
o
n
a
l
a
n
d
p
sy
c
h
o
l
o
g
ica
l
su
p
p
o
rt
i
n
m
e
n
to
ri
n
g
,
m
e
n
to
ri
n
g
m
o
d
e
ls
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
fra
m
e
wo
rk
s,
a
n
d
c
u
lt
u
ra
l
a
n
d
c
o
n
tex
tu
a
l
in
flu
e
n
c
e
s
o
n
m
e
n
to
ri
n
g
.
F
in
d
i
n
g
s
su
g
g
e
st
th
a
t
m
e
n
to
rs
h
ip
is
p
iv
o
tal
in
h
e
lp
i
n
g
n
o
v
ice
tea
c
h
e
rs
n
a
v
ig
a
te
stre
ss
,
imp
ro
v
e
in
stru
c
ti
o
n
a
l
s
k
il
ls,
a
n
d
a
d
a
p
t
to
d
i
v
e
rse
sc
h
o
o
l
e
n
v
ir
o
n
m
e
n
ts.
Li
m
it
a
ti
o
n
s
in
c
lu
d
e
th
e
re
stricte
d
sc
o
p
e
to
se
lec
t
d
a
tab
a
se
s,
p
o
ten
ti
a
ll
y
o
m
it
ti
n
g
o
th
e
r
re
lev
a
n
t
st
u
d
i
e
s.
F
u
tu
re
re
se
a
rc
h
c
o
u
ld
b
ro
a
d
e
n
t
h
e
li
tera
t
u
re
b
a
se
a
n
d
a
ss
e
ss
m
e
n
to
rin
g
’s
l
o
n
g
-
term
imp
a
c
ts
a
c
ro
ss
v
a
ried
e
d
u
c
a
ti
o
n
a
l
c
o
n
tex
ts.
T
h
is
stu
d
y
c
o
n
tri
b
u
tes
to
th
e
field
b
y
h
i
g
h
li
g
h
ti
n
g
m
e
n
t
o
rsh
i
p
’s
e
ss
e
n
ti
a
l
ro
le
i
n
fo
ste
ri
n
g
re
sili
e
n
c
e
a
m
o
n
g
n
o
v
ice
tea
c
h
e
rs,
a
li
g
n
i
n
g
with
su
sta
in
a
b
le
d
e
v
e
l
o
p
m
e
n
t
g
o
a
l
4
(S
DG
4
)
to
p
r
o
m
o
te t
e
a
c
h
e
r
re
ten
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
a
l
q
u
a
li
t
y
.
K
ey
w
o
r
d
s
:
Me
n
to
r
s
h
ip
No
v
ice
teac
h
er
R
esil
ien
ce
Sy
s
tem
atic
liter
atu
r
e
r
ev
iew
T
ea
ch
er
r
eten
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Mo
h
d
Mu
s
lim
Md
Z
alli
Facu
lty
o
f
Hu
m
a
n
Dev
elo
p
m
e
n
t,
Un
iv
er
s
iti Pen
d
id
ik
an
Su
ltan
I
d
r
is
3
5
9
0
0
T
an
jo
n
g
Ma
lim
,
Per
a
k
,
Ma
lay
s
ia
E
m
ail: m
u
s
lim
@
f
p
m
.
u
p
s
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
tr
an
s
itio
n
f
r
o
m
teac
h
er
tr
ain
in
g
to
f
u
ll
-
tim
e
class
r
o
o
m
teac
h
in
g
is
o
f
ten
o
n
e
o
f
th
e
m
o
s
t
ch
allen
g
in
g
p
h
ases
in
a
teac
h
e
r
’
s
ca
r
ee
r
.
Desp
ite
th
eir
en
th
u
s
iasm
an
d
ac
ad
em
ic
p
r
ep
a
r
atio
n
,
n
o
v
ice
teac
h
er
s
f
r
eq
u
e
n
tly
n
ee
d
h
elp
n
av
ig
at
in
g
th
e
co
m
p
lex
ities
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
ese
c
h
allen
g
es
in
clu
d
e
class
r
o
o
m
m
an
ag
em
en
t,
c
u
r
r
icu
lu
m
d
ev
elo
p
m
en
t,
s
tu
d
e
n
t
en
g
ag
em
en
t,
a
n
d
s
ch
o
o
l
cu
ltu
r
e
ad
ap
tatio
n
.
W
ith
o
u
t
ad
eq
u
ate
s
u
p
p
o
r
t,
m
an
y
ea
r
ly
-
ca
r
ee
r
teac
h
er
s
ex
p
er
ien
ce
o
v
e
r
wh
elm
in
g
s
tr
ess
,
lead
in
g
to
b
u
r
n
o
u
t,
jo
b
d
is
s
atis
f
ac
tio
n
,
an
d
,
in
s
ev
er
e
ca
s
es,
ea
r
ly
attr
itio
n
f
r
o
m
t
h
e
p
r
o
f
ess
io
n
[
1
]
,
[
2
]
.
I
n
t
h
is
co
n
tex
t,
m
e
n
to
r
s
h
ip
h
as
em
er
g
ed
as
a
cr
itical
s
t
r
ateg
y
f
o
r
e
n
s
u
r
in
g
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
n
o
v
ice
teac
h
er
s
in
to
th
e
ed
u
ca
tio
n
al
s
y
s
tem
.
Me
n
to
r
s
h
ip
,
p
ar
ticu
lar
ly
with
in
th
e
f
i
r
s
t
f
ew
y
ea
r
s
o
f
teac
h
in
g
,
is
a
c
r
itical
f
ac
to
r
in
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t o
f
t
ea
ch
er
s
.
I
t p
r
o
v
id
es a
s
tr
u
ctu
r
e
d
en
v
ir
o
n
m
en
t w
h
er
e
n
o
v
ice
teac
h
er
s
ca
n
r
ec
eiv
e
g
u
id
an
ce
,
f
ee
d
b
a
ck
,
a
n
d
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
m
o
r
e
e
x
p
er
ien
ce
d
co
lleag
u
es.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
h
ig
h
lig
h
ted
ef
f
ec
tiv
e
m
en
t
o
r
s
h
ip
’
s
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
a
te
ac
h
er
'
s
s
en
s
e
o
f
co
m
p
ete
n
ce
,
j
o
b
s
atis
f
ac
tio
n
,
a
n
d
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
0
5
-
2
6
1
6
2606
o
v
er
all
r
esil
ien
ce
[
3
]
,
[
4
]
.
As
s
ch
o
o
ls
ac
r
o
s
s
th
e
g
lo
b
e
g
r
ap
p
le
with
th
e
ch
allen
g
e
o
f
r
etain
i
n
g
q
u
alit
y
teac
h
er
s
,
m
en
to
r
s
h
ip
o
f
f
er
s
a
p
r
o
m
is
in
g
s
o
lu
tio
n
to
m
itig
ate
th
e
r
is
k
o
f
ea
r
ly
-
ca
r
ee
r
teac
h
er
attr
itio
n
[
5
]
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
m
e
n
t
o
r
an
d
m
e
n
tee
is
ce
n
tr
al
to
th
e
s
u
cc
ess
o
f
m
en
to
r
s
h
ip
p
r
o
g
r
a
m
s
.
Me
n
to
r
s
s
er
v
e
as
r
o
le
m
o
d
els
b
y
s
h
ar
in
g
th
e
ir
ex
p
e
r
tis
e
an
d
ex
p
er
ien
ce
s
,
f
o
s
ter
in
g
a
n
e
n
v
ir
o
n
m
en
t
wh
e
r
e
n
o
v
ice
teac
h
er
s
en
g
ag
e
in
c
r
itical
r
ef
lectio
n
o
n
th
eir
p
r
ac
tices
[
6
]
.
T
h
e
m
en
to
r
’
s
d
u
al
r
o
le
as
a
ca
r
ee
r
g
u
i
d
e
an
d
p
r
o
v
id
er
o
f
p
s
y
ch
o
s
o
cial
s
u
p
p
o
r
t
ad
d
r
ess
es
th
e
co
m
p
r
eh
en
s
iv
e
n
ee
d
s
o
f
n
o
v
ice
teac
h
er
s
[
7
]
.
T
h
is
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
h
elp
s
n
o
v
ice
teac
h
e
r
s
b
u
ild
co
n
f
id
e
n
ce
,
d
ev
el
o
p
class
r
o
o
m
m
an
a
g
em
en
t
s
tr
ateg
ies,
an
d
cu
ltiv
ate
a
p
r
o
f
ess
io
n
al
id
en
tity
.
Mo
r
eo
v
er
,
th
e
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
h
elp
s
m
itig
ate
th
e
is
o
latio
n
m
an
y
n
ew
teac
h
e
r
s
f
ee
l,
allo
win
g
th
em
to
co
n
n
ec
t
m
o
r
e
d
ee
p
ly
with
th
eir
s
ch
o
o
l
co
m
m
u
n
ity
[
8
]
.
R
esear
ch
in
to
m
en
t
o
r
in
g
p
r
ac
tices
s
u
g
g
ests
th
at
s
u
cc
es
s
f
u
l
p
r
o
g
r
am
s
g
o
b
e
y
o
n
d
m
er
e
in
s
tr
u
ctio
n
al
g
u
id
a
n
ce
to
in
c
lu
d
e
em
o
tio
n
al
a
n
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
[
9
]
.
Su
c
h
s
u
p
p
o
r
t
s
y
s
tem
s
ar
e
v
ital,
as
teac
h
in
g
is
n
o
t
o
n
ly
an
in
tellectu
al
en
d
ea
v
o
r
b
u
t
also
an
em
o
tio
n
al
o
n
e.
No
v
ice
teac
h
er
s
m
u
s
t
m
an
ag
e
th
eir
em
o
tio
n
al
r
esp
o
n
s
es
to
ch
allen
g
es
in
th
e
class
r
o
o
m
wh
ile
also
ad
d
r
ess
in
g
th
e
d
iv
er
s
e
em
o
tio
n
al
n
ee
d
s
o
f
th
eir
s
tu
d
e
n
ts
.
W
ith
p
r
o
p
er
g
u
i
d
an
ce
,
th
ese
p
r
ess
u
r
es
ca
n
b
ec
o
m
e
m
an
a
g
ea
b
le.
Me
n
to
r
s
h
ip
h
el
p
s
n
o
v
i
ce
teac
h
er
s
n
av
ig
ate
th
ese
em
o
tio
n
al
d
em
an
d
s
b
y
p
r
o
v
id
i
n
g
a
s
af
e
s
p
ac
e
t
o
ex
p
r
ess
co
n
ce
r
n
s
an
d
ex
p
lo
r
e
c
o
p
i
n
g
m
ec
h
a
n
is
m
s
[
1
0
]
.
B
esid
es
th
at,
ef
f
ec
tiv
e
m
en
t
o
r
s
h
ip
p
lay
s
a
p
iv
o
tal
r
o
le
in
en
h
an
ci
n
g
n
o
v
ice
teac
h
er
s
’
lo
n
g
-
ter
m
ca
r
ee
r
d
ev
el
o
p
m
en
t.
T
h
r
o
u
g
h
r
eg
u
lar
f
ee
d
b
ac
k
,
m
e
n
to
r
s
a
s
s
is
t
n
ew
teac
h
er
s
in
r
ef
in
in
g
th
eir
p
ed
a
g
o
g
ical
s
k
ills
an
d
ad
ap
tin
g
to
th
eir
s
t
u
d
en
ts
’
d
y
n
a
m
ic
n
ee
d
s
.
T
h
is
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
is
cr
itical
f
o
r
n
o
v
ice
teac
h
er
s
to
b
ec
o
m
e
r
e
f
lectiv
e
p
r
ac
titi
o
n
er
s
wh
o
ca
n
co
n
tin
u
ally
im
p
r
o
v
e
th
ei
r
in
s
tr
u
ctio
n
al
m
eth
o
d
s
[
1
1
]
.
B
y
o
b
s
er
v
in
g
a
n
d
d
is
cu
s
s
in
g
class
r
o
o
m
p
r
ac
tices
with
ex
p
er
ien
ce
d
m
en
to
r
s
,
n
o
v
ice
teac
h
er
s
d
ev
elo
p
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
c
o
m
p
lex
ities
o
f
teac
h
in
g
,
t
h
u
s
en
h
an
cin
g
th
eir
in
s
tr
u
ctio
n
al
p
r
o
f
icien
c
y
[
1
2
]
.
I
n
lig
h
t
o
f
th
ese
b
en
ef
its
,
m
an
y
ed
u
ca
tio
n
al
s
y
s
tem
s
h
av
e
in
c
o
r
p
o
r
ate
d
f
o
r
m
al
m
en
to
r
i
n
g
p
r
o
g
r
am
s
to
s
u
p
p
o
r
t
n
o
v
ice
teac
h
er
s
d
u
r
in
g
th
e
cr
it
ical
ea
r
ly
s
tag
es
o
f
th
eir
ca
r
ee
r
s
.
T
h
ese
p
r
o
g
r
a
m
s
v
ar
y
in
s
tr
u
ctu
r
e;
s
o
m
e
f
o
cu
s
o
n
o
n
e
-
on
-
o
n
e
m
e
n
to
r
s
h
ip
,
wh
ile
o
th
er
s
in
c
o
r
p
o
r
ate
p
ee
r
o
r
g
r
o
u
p
m
e
n
to
r
in
g
m
o
d
el
s
.
R
eg
ar
d
less
o
f
t
h
e
s
tr
u
ctu
r
e,
th
e
s
u
cc
ess
o
f
th
ese
p
r
o
g
r
a
m
s
d
ep
en
d
s
h
ea
v
ily
o
n
th
e
q
u
ality
o
f
th
e
m
en
to
r
-
m
en
t
ee
r
elatio
n
s
h
ip
an
d
th
e
lev
el
o
f
s
u
p
p
o
r
t
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
p
r
o
v
id
es.
Fu
r
th
er
m
o
r
e
,
m
e
n
to
r
s
h
ip
p
r
o
g
r
am
s
th
at
in
clu
d
e
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
tu
n
ities
an
d
f
o
s
ter
co
llab
o
r
atio
n
ar
e
m
o
r
e
lik
e
ly
to
y
ield
p
o
s
itiv
e
o
u
tco
m
es f
o
r
n
o
v
ice
teac
h
er
s
[
1
3
]
.
R
esear
ch
in
d
icate
s
th
at
n
e
ar
ly
5
0
% o
f
n
o
v
ice
teac
h
er
s
leav
e
th
e
p
r
o
f
ess
io
n
with
in
th
e
f
ir
s
t
f
iv
e
y
ea
r
s
o
f
t
ea
ch
in
g
,
u
n
d
e
r
s
co
r
in
g
th
e
cr
it
ical
n
ee
d
f
o
r
ad
e
q
u
ate
s
u
p
p
o
r
t
s
y
s
tem
s
,
s
u
ch
as
m
en
to
r
s
h
ip
,
to
h
elp
th
em
n
av
i
g
ate
th
e
ea
r
ly
ch
allen
g
es
o
f
th
eir
ca
r
ee
r
s
[
1
4
]
.
Desp
ite
g
r
o
w
in
g
r
ec
o
g
n
itio
n
o
f
th
e
im
p
o
r
tan
ce
o
f
m
e
n
to
r
s
h
ip
in
f
o
s
ter
in
g
n
o
v
ice
teac
h
er
s
u
cc
ess
,
m
o
r
e
r
esear
ch
is
s
ti
ll
n
ee
d
ed
o
n
s
p
ec
if
ic
m
en
to
r
s
h
ip
s
tr
ateg
ies
th
at
s
ig
n
if
ican
tly
im
p
ac
t
th
eir
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
ca
r
ee
r
d
ev
el
o
p
m
en
t
[
1
5
]
.
W
h
ile
m
an
y
s
tu
d
ies
ac
k
n
o
wled
g
e
th
e
r
o
le
o
f
m
e
n
to
r
s
h
ip
in
p
r
o
v
id
in
g
b
o
th
p
s
y
ch
o
s
o
cial
an
d
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t,
g
ap
s
s
till
n
ee
d
to
b
e
f
o
u
n
d
i
n
u
n
d
er
s
tan
d
in
g
h
o
w
th
ese
p
r
ac
tices
ca
n
b
e
o
p
tim
ized
to
ad
d
r
ess
th
e
u
n
iq
u
e
ch
allen
g
es
n
o
v
ice
teac
h
er
s
f
ac
e,
in
clu
d
in
g
class
r
o
o
m
m
a
n
ag
em
en
t,
ad
ap
tin
g
to
s
ch
o
o
l
cu
lt
u
r
e,
an
d
m
an
a
g
in
g
wo
r
k
lo
ad
.
T
h
ese
ch
allen
g
es
o
f
ten
lead
to
s
tr
ess
,
b
u
r
n
o
u
t,
an
d
h
ig
h
attr
itio
n
r
ates,
a
g
r
o
win
g
co
n
ce
r
n
f
o
r
ed
u
ca
tio
n
al
s
y
s
tem
s
wo
r
ld
wid
e.
T
h
is
p
ap
er
a
d
d
r
ess
es
th
ese
g
ap
s
b
y
c
o
n
d
u
ctin
g
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
u
s
in
g
th
e
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
a
n
aly
s
es
(
PR
I
SMA)
g
u
id
elin
es.
T
h
e
s
tu
d
y
s
ee
k
s
to
id
en
tify
an
d
an
al
y
ze
th
e
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
n
o
v
ice
t
ea
ch
er
s
u
cc
ess
with
in
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
an
d
ex
p
lo
r
e
th
e
s
tr
ateg
ies
th
at
co
n
tr
ib
u
te
to
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
lo
n
g
-
ter
m
c
ar
ee
r
r
eten
tio
n
.
T
h
e
PR
I
SMA
m
eth
o
d
en
s
u
r
es
a
co
m
p
r
eh
en
s
iv
e
a
n
d
s
y
s
tem
atic
e
x
p
lo
r
atio
n
o
f
th
e
liter
atu
r
e,
o
f
f
er
in
g
in
s
ig
h
ts
in
to
h
o
w
m
en
to
r
s
h
ip
ca
n
b
e
b
etter
u
tili
ze
d
to
s
u
p
p
o
r
t n
o
v
ice
teac
h
er
s
’
s
u
cc
ess
an
d
r
eten
tio
n
in
th
e
p
r
o
f
ess
io
n
.
T
h
e
n
o
v
elty
o
f
th
is
r
esear
c
h
lies
in
its
ap
p
licatio
n
o
f
th
e
PR
I
SMA
m
eth
o
d
o
lo
g
y
to
th
e
s
tu
d
y
o
f
m
en
t
o
r
s
h
ip
'
s
tr
an
s
f
o
r
m
ativ
e
im
p
ac
t
o
n
n
o
v
ice
teac
h
er
s
u
cc
ess
,
p
r
o
v
id
in
g
a
tr
an
s
p
ar
en
t
a
n
d
r
ig
o
r
o
u
s
f
r
am
ewo
r
k
f
o
r
r
ev
iewin
g
th
e
ex
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e.
B
y
ap
p
ly
i
n
g
PR
I
SMA,
th
is
s
tu
d
y
aim
s
to
m
in
i
m
ize
b
ias,
en
h
a
n
ce
th
e
q
u
ality
o
f
th
e
liter
atu
r
e
s
y
n
th
esis
,
an
d
o
f
f
e
r
r
o
b
u
s
t
in
s
ig
h
ts
in
to
th
e
f
ac
to
r
s
an
d
s
tr
a
teg
ies
th
at
s
u
p
p
o
r
t
n
o
v
ice
teac
h
er
s
th
r
o
u
g
h
m
en
t
o
r
in
g
.
T
h
e
f
i
n
d
in
g
s
ar
e
ex
p
ec
ted
to
co
n
tr
ib
u
te
to
b
o
t
h
ac
ad
em
ic
u
n
d
er
s
tan
d
in
g
an
d
p
r
ac
tical
ap
p
licatio
n
s
,
g
u
id
in
g
th
e
d
e
v
elo
p
m
e
n
t
o
f
tea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
an
d
p
o
licies
th
at
b
etter
eq
u
ip
n
o
v
ice
teac
h
er
s
f
o
r
th
e
p
r
o
f
ess
io
n
’
s
d
em
an
d
s
.
T
h
e
cu
r
r
en
t
s
y
s
tem
atic
an
al
y
s
is
was
d
ev
elo
p
e
d
to
an
s
wer
th
e
th
r
ee
m
ain
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
as:
i)
Ho
w
d
o
m
en
to
r
in
g
p
r
ac
tices
s
u
p
p
o
r
t
th
e
e
m
o
tio
n
al
r
esil
ien
ce
an
d
s
tr
ess
m
an
ag
e
m
en
t
o
f
n
o
v
ice
teac
h
er
s
,
a
n
d
wh
at
ar
e
t
h
e
ef
f
ec
ts
o
n
t
h
eir
s
elf
-
ef
f
ica
cy
an
d
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
?
(
R
Q1
)
;
ii)
W
h
at
ar
e
th
e
m
o
s
t
ef
f
ec
tiv
e
m
en
to
r
i
n
g
m
o
d
els
f
o
r
s
u
p
p
o
r
tin
g
th
e
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
in
s
tr
u
ctio
n
al
s
k
ills
o
f
n
o
v
ice
teac
h
er
s
,
an
d
h
o
w
d
o
th
ese
f
r
am
ewo
r
k
s
im
p
ac
t
teac
h
er
r
eten
tio
n
?
(
R
Q2
)
;
an
d
iii)
Ho
w
d
o
cu
ltu
r
al
an
d
c
o
n
tex
tu
al
f
ac
to
r
s
s
h
ap
e
th
e
m
e
n
to
r
in
g
ex
p
er
ien
ce
s
o
f
n
o
v
ice
teac
h
er
s
,
an
d
wh
at
ad
ap
tatio
n
s
ar
e
n
ec
ess
ar
y
to
m
ee
t d
iv
er
s
e
ed
u
ca
tio
n
al
n
ee
d
s
?
(
R
Q3
)
.
T
h
is
s
tu
d
y
r
ea
f
f
ir
m
s
th
e
p
iv
o
t
al
r
o
le
o
f
m
en
to
r
s
h
ip
in
s
u
p
p
o
r
tin
g
n
o
v
ice
teac
h
er
s
as
th
ey
tr
an
s
itio
n
f
r
o
m
tr
ain
in
g
to
f
u
ll
-
tim
e
class
r
o
o
m
teac
h
in
g
.
T
h
e
co
m
p
lex
ities
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
,
in
clu
d
in
g
class
r
o
o
m
m
an
ag
e
m
en
t,
c
u
r
r
icu
lu
m
d
ev
elo
p
m
en
t,
a
n
d
ad
ap
tin
g
t
o
s
ch
o
o
l
cu
ltu
r
e
,
p
r
esen
t
s
ig
n
if
ican
t
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
Th
e
tr
a
n
s
fo
r
ma
tive
p
o
w
er o
f m
en
to
r
s
h
ip
o
n
n
o
vice
tea
ch
er
s
u
cc
ess
:
a
r
ec
en
t
…
(
B
era
n
d
a
Yii
P
in
g
Jin
)
2607
ch
allen
g
es
f
o
r
ea
r
ly
-
ca
r
ee
r
t
ea
ch
er
s
.
W
ith
o
u
t
ad
eq
u
ate
s
u
p
p
o
r
t,
m
an
y
ex
p
er
ien
ce
s
tr
ess
,
b
u
r
n
o
u
t,
an
d
,
u
ltima
tely
,
ea
r
ly
attr
itio
n
.
Me
n
to
r
s
h
ip
,
m
ain
ly
wh
en
s
tr
u
ctu
r
ed
a
n
d
f
o
c
u
s
ed
o
n
p
r
o
f
ess
io
n
al
an
d
em
o
tio
n
a
l
d
ev
elo
p
m
e
n
t,
h
as
p
r
o
v
en
t
o
b
e
an
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
f
o
s
ter
in
g
n
o
v
ice
teac
h
e
r
s
u
cc
ess
.
B
y
co
n
d
u
ctin
g
a
SLR,
th
is
p
ap
er
s
h
ed
s
lig
h
t
o
n
th
e
k
ey
f
ac
to
r
s
an
d
s
tr
ateg
ies
with
in
m
en
to
r
s
h
ip
p
r
o
g
r
a
m
s
th
at
ad
d
r
ess
th
e
u
n
iq
u
e
n
ee
d
s
o
f
n
o
v
ice
teac
h
er
s
,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
th
eir
lo
n
g
-
ter
m
ca
r
ee
r
r
eten
ti
o
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
ar
e
ex
p
ec
ted
to
in
f
o
r
m
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
s
an
d
co
n
t
r
ib
u
te
to
ac
h
iev
in
g
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
4
(
SDG
4
)
,
wh
ich
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
i
m
p
r
o
v
in
g
teac
h
er
q
u
ality
an
d
en
s
u
r
in
g
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
f
o
r
all
s
tu
d
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
ex
am
in
es
th
e
im
p
ac
t
o
f
m
en
to
r
in
g
o
n
n
o
v
ice
t
ea
ch
er
s
,
u
tili
zin
g
th
e
SLR
ap
p
r
o
ac
h
to
d
eliv
er
an
in
-
d
e
p
th
an
aly
s
is
o
f
cu
r
r
en
t
f
i
n
d
in
g
s
.
T
h
e
r
ev
iew
p
r
o
ce
s
s
b
eg
in
s
with
id
en
tify
in
g
r
ec
e
n
t
p
u
b
licatio
n
s
th
at
ex
p
lo
r
e
h
o
w
m
en
to
r
in
g
s
h
a
p
es
n
o
v
ice
teac
h
er
s
,
em
p
h
asizin
g
in
d
iv
id
u
al
t
r
aits
,
s
o
cial
s
u
p
p
o
r
t
n
etwo
r
k
s
,
an
d
t
h
e
o
r
g
an
izati
o
n
al
co
n
tex
t,
with
s
o
u
r
ce
s
d
r
awn
f
r
o
m
th
e
Sco
p
u
s
an
d
E
R
I
C
d
atab
ases
.
T
o
u
p
h
o
ld
m
eth
o
d
o
lo
g
ical
p
r
ec
is
i
o
n
,
th
e
PR
I
SMA
f
r
am
ewo
r
k
is
em
p
lo
y
ed
,
s
y
s
tem
atica
lly
g
u
id
in
g
th
e
p
h
ases
o
f
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
i
b
ilit
y
ass
ess
m
en
t,
d
ata
in
clu
s
i
o
n
,
an
d
u
ltima
tely
,
th
e
s
y
n
th
e
s
is
an
d
p
r
esen
tatio
n
o
f
f
in
d
i
n
g
s
in
d
escr
ip
tiv
e
s
u
m
m
ar
ies.
2
.
2
.
I
dentif
ica
t
io
n
T
h
is
s
tu
d
y
f
o
llo
wed
s
ev
er
al
ess
en
tial
s
tep
s
in
th
e
s
y
s
tem
ati
c
r
ev
iew
p
r
o
ce
s
s
to
g
ath
er
a
s
ig
n
if
ican
t
am
o
u
n
t
o
f
r
elev
a
n
t
liter
atu
r
e.
First,
k
ey
wo
r
d
s
wer
e
ch
o
s
e
n
,
an
d
th
e
n
r
elate
d
ter
m
s
wer
e
id
en
tifie
d
u
s
in
g
d
ictio
n
ar
ies,
th
esau
r
i,
en
c
y
clo
p
ed
ias,
an
d
p
r
ev
io
u
s
r
esear
ch
.
Af
ter
c
r
ea
tin
g
s
ea
r
ch
s
tr
in
g
s
f
o
r
t
h
e
Sco
p
u
s
an
d
E
r
ic
d
atab
ases
,
all
r
elev
an
t
ter
m
s
wer
e
id
en
tifie
d
,
as
r
ef
er
r
e
d
in
T
ab
le
1
.
I
n
th
e
in
itial
p
h
a
s
e
o
f
th
e
s
y
s
tem
atic
r
ev
iew,
1
,
6
5
7
p
u
b
licatio
n
s
r
el
ev
an
t to
th
e
s
tu
d
y
to
p
ic
we
r
e
s
u
cc
ess
f
u
lly
r
etr
iev
ed
f
r
o
m
t
h
e
s
e
two
d
atab
ases
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
u
s
ed
f
o
r
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
r
i
n
g
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
(
"
m
e
n
t
o
r
i
n
g
"
O
R
"
c
o
a
c
h
i
n
g
"
O
R
"
g
u
i
d
a
n
c
e
"
O
R
"
t
u
t
o
r
i
n
g
"
O
R
"
p
r
o
f
e
ss
i
o
n
a
l
s
u
p
p
o
r
t
"
O
R
"
i
n
st
r
u
c
t
i
o
n
a
l
s
u
p
p
o
r
t
"
)
A
N
D
(
"
n
o
v
i
c
e
t
e
a
c
h
e
r
"
O
R
"
b
e
g
i
n
n
i
n
g
t
e
a
c
h
e
r
"
O
R
"
n
e
w
t
e
a
c
h
e
r
"
O
R
"
e
a
r
l
y
c
a
r
e
e
r
t
e
a
c
h
e
r
"
O
R
"
f
i
r
s
t
-
y
e
a
r
t
e
a
c
h
e
r
"
O
R
"
t
r
a
i
n
e
e
t
e
a
c
h
e
r
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
2
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
3
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
4
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
O
C
I
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
D
O
C
TY
P
E
,
"
a
r
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
En
g
l
i
s
h
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
S
TA
G
E
,
"
f
i
n
a
l
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
R
C
TY
P
E
,
"
j
"
)
)
ER
I
C
(
men
t
o
r
i
n
g
)
A
N
D
(
'’
n
o
v
i
c
e
t
e
a
c
h
e
r
’
')
p
u
b
y
e
a
r
m
i
n
:
2
0
2
2
p
u
b
y
e
a
r
m
a
x
:
2
0
2
4
2
.
3
.
Scre
ening
T
h
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
en
s
u
r
es
th
at
co
llected
m
ater
ials
alig
n
clo
s
ely
with
th
e
s
elec
ted
r
esea
r
ch
to
p
ic,
ex
p
licitly
f
o
cu
s
in
g
o
n
m
en
t
o
r
i
n
g
’
s
im
p
ac
t
o
n
n
o
v
ice
teac
h
er
s
.
A
cr
itical
co
n
ten
t
cr
iter
io
n
in
v
o
lv
es
o
r
g
a
n
izin
g
m
ater
ials
b
y
th
eir
r
elev
an
ce
t
o
th
is
im
p
ac
t.
T
h
e
lis
t
o
f
id
e
n
tifie
d
p
ap
er
s
is
ca
r
ef
u
lly
e
x
a
m
in
ed
to
elim
in
ate
d
u
p
licates.
Fo
llo
win
g
an
in
iti
al
s
cr
ee
n
in
g
th
at
ex
clu
d
e
d
1
6
5
7
p
u
b
licatio
n
s
,
2
4
1
wer
e
s
elec
ted
f
o
r
f
u
r
th
er
r
ev
iew
b
ased
o
n
p
r
ed
ete
r
m
in
e
d
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
it
er
ia,
d
etailed
i
n
T
ab
le
2
.
T
h
is
cr
iter
io
n
p
r
io
r
itizes
r
elev
an
t
s
o
u
r
ce
s
,
p
ar
ticu
lar
l
y
r
esear
ch
ar
ticles,
m
eta
-
s
y
n
th
eses
,
b
o
o
k
an
aly
s
es,
b
o
o
k
s
er
ies,
an
d
r
ev
iews,
f
o
r
p
r
o
v
id
i
n
g
v
al
u
ab
le
in
s
ig
h
ts
.
A
n
ad
d
itio
n
al
ei
g
h
t p
u
b
licatio
n
s
wer
e
s
u
b
s
eq
u
en
tly
e
x
clu
d
e
d
d
u
e
to
d
u
p
licatio
n
.
T
ab
le
2
.
T
h
e
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
2
2
-
2
0
2
4
<
2
0
2
2
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
a
r
t
i
c
l
e
)
C
o
n
f
e
r
e
n
c
e
,
b
o
o
k
,
a
n
d
r
e
v
i
e
w
P
u
b
l
i
c
a
t
i
o
n
st
a
g
e
F
i
n
a
l
I
n
P
r
e
ss
S
u
b
j
e
c
t
S
o
c
i
a
l
sc
i
e
n
c
e
s
B
e
si
d
e
s
s
o
c
i
a
l
sc
i
e
n
c
e
s
2
.
4
.
E
lig
ibi
lity
I
n
th
e
elig
ib
ilit
y
p
h
ase,
th
e
th
ir
d
s
tep
o
f
th
e
r
ev
iew,
2
3
3
ite
m
s
wer
e
ev
alu
ated
to
e
n
s
u
r
e
alig
n
m
en
t
with
th
e
s
tu
d
y
'
s
in
clu
s
io
n
c
r
iter
ia
an
d
r
esear
ch
o
b
jectiv
es.
E
ac
h
ar
ticle's
titl
e
an
d
c
r
itical
p
o
in
ts
wer
e
r
ig
o
r
o
u
s
ly
ex
a
m
in
ed
d
u
r
i
n
g
th
is
p
h
ase.
As
a
r
esu
lt,
1
8
8
ar
tic
les
wer
e
ex
clu
d
ed
d
u
e
to
lac
k
o
f
r
ele
v
an
ce
to
th
e
s
tu
d
y
'
s
f
o
cu
s
,
ab
s
en
ce
o
f
em
p
ir
ical
d
ata,
in
ac
ce
s
s
ib
le
f
u
ll
-
te
x
t
v
er
s
io
n
s
,
o
r
in
s
u
f
f
icien
t
alig
n
m
en
t
o
f
th
e
titl
es
with
th
e
s
tu
d
y
'
s
aim
s
.
Ultim
at
ely
,
4
5
a
r
ticles we
r
e
r
etain
ed
f
o
r
d
etailed
an
al
y
s
is
,
as illu
s
tr
a
ted
in
Fig
u
r
e
1
.
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
0
5
-
2
6
1
6
2608
2
.
5
.
Appra
is
a
l o
f
qu
a
lity
T
h
e
q
u
ality
ass
ess
m
en
t
o
f
th
e
s
elec
ted
ar
ticles
em
p
lo
y
ed
th
e
2
0
1
8
v
e
r
s
io
n
o
f
th
e
m
ix
e
d
m
eth
o
d
s
ap
p
r
aisal
to
o
l
(
MM
AT
)
,
allo
win
g
f
o
r
a
co
m
p
r
eh
en
s
iv
e
ev
alu
atio
n
ac
r
o
s
s
v
ar
ied
r
esear
ch
d
esig
n
s
,
in
clu
d
in
g
q
u
an
titativ
e,
q
u
alitativ
e,
an
d
m
ix
ed
m
eth
o
d
s
s
tu
d
ies
[
1
6
]
.
T
h
e
MM
AT
ass
ess
es
ea
ch
s
tu
d
y
o
n
cr
itical
q
u
ality
d
im
en
s
io
n
s
,
in
cl
u
d
in
g
th
e
ad
eq
u
ac
y
o
f
s
tatis
tical
an
aly
s
es,
s
am
p
lin
g
m
eth
o
d
o
lo
g
ies,
clar
ity
o
f
r
esear
ch
q
u
esti
o
n
s
,
an
d
t
h
e
alig
n
m
e
n
t
b
etwe
en
th
e
s
tu
d
y
’
s
o
b
jecti
v
es
an
d
th
e
d
ata
an
aly
ze
d
.
T
h
e
ass
ess
m
en
t
also
co
n
s
id
er
s
th
e
r
ig
o
r
o
f
d
ata
in
t
er
p
r
etatio
n
an
d
th
e
q
u
ality
o
f
s
tu
d
y
p
r
esen
tatio
n
,
d
is
cu
s
s
io
n
,
an
d
c
o
n
clu
s
io
n
s
,
en
s
u
r
in
g
th
at
th
e
s
tu
d
ies
m
ee
t
th
e
s
tan
d
ar
d
s
n
ec
ess
ar
y
f
o
r
in
clu
s
io
n
in
th
e
s
y
s
tem
atic
r
ev
iew.
T
o
en
s
u
r
e
a
r
o
b
u
s
t
an
d
r
eliab
le
ev
al
u
atio
n
p
r
o
ce
s
s
,
two
in
d
ep
en
d
en
t
r
ev
i
ewe
r
s
co
n
d
u
cted
th
e
q
u
ality
ass
es
s
m
en
t
f
o
r
ea
ch
s
elec
ted
ar
ticle.
E
ac
h
ar
ticle
was a
s
s
e
s
s
ed
u
s
in
g
th
e
MM
AT
cr
iter
ia:
−
Fo
r
q
u
an
titativ
e
s
tu
d
ies,
th
e
r
ev
iewe
r
s
f
o
cu
s
ed
o
n
th
e
a
p
p
r
o
p
r
iate
n
ess
o
f
s
tatis
tical
m
eth
o
d
s
u
s
ed
to
an
aly
ze
th
e
d
ata,
en
s
u
r
in
g
th
at
s
tatis
tica
l a
n
aly
s
es we
r
e
s
o
u
n
d
an
d
s
u
itab
le
f
o
r
th
e
s
tu
d
y
d
e
s
ig
n
.
−
Fo
r
q
u
alitativ
e
s
tu
d
ies,
th
e
r
e
v
iewe
r
s
ass
es
s
ed
th
e
clar
ity
an
d
f
o
c
u
s
o
f
r
esear
ch
q
u
esti
o
n
s
,
en
s
u
r
in
g
th
at
th
e
s
tu
d
ies cle
ar
ly
ad
d
r
ess
ed
t
h
eir
o
b
jectiv
es a
n
d
p
r
o
v
id
ed
m
ea
n
in
g
f
u
l in
s
ig
h
ts
in
to
m
en
t
o
r
in
g
p
r
ac
tices.
−
Mix
ed
-
m
eth
o
d
s
s
tu
d
ies
wer
e
ev
alu
ated
f
o
r
b
o
th
th
e
a
p
p
r
o
p
r
iaten
ess
o
f
d
ata
in
teg
r
atio
n
ac
r
o
s
s
q
u
an
titativ
e
an
d
q
u
alitativ
e
co
m
p
o
n
en
ts
an
d
th
e
clar
ity
in
r
ep
o
r
tin
g
r
esu
lt
s
f
r
o
m
b
o
th
ty
p
es o
f
d
ata.
I
n
ca
s
es
wh
er
e
d
is
cr
ep
an
cies
ar
o
s
e
b
etwe
en
th
e
two
r
ev
ie
wer
s
’
ev
alu
atio
n
s
,
th
ese
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
an
d
c
o
n
s
en
s
u
s
to
m
ain
tain
in
ter
-
r
ater
r
eliab
ilit
y
.
T
h
e
in
d
e
p
en
d
e
n
t
ass
es
s
m
en
ts
wer
e
co
m
p
ar
ed
,
an
d
a
n
y
co
n
f
licts
wer
e
ad
d
r
ess
ed
th
r
o
u
g
h
jo
i
n
t
r
ev
iew
an
d
clar
if
icatio
n
.
T
h
is
p
r
o
ce
s
s
en
s
u
r
ed
co
n
s
is
ten
cy
an
d
o
b
jectiv
ity
in
th
e
q
u
ality
ass
es
s
m
en
t a
n
d
r
ed
u
ce
d
b
ias in
th
e
f
in
al
clas
s
if
ic
atio
n
.
B
ased
o
n
th
e
MM
AT
s
co
r
in
g
s
y
s
tem
,
ar
tic
les
wer
e
r
ated
in
to
f
o
u
r
q
u
ali
ty
tier
s
:
2
5
%
f
o
r
lo
w
q
u
ality
,
5
0
%
f
o
r
m
ed
iu
m
q
u
ality
,
7
5
%
f
o
r
ab
o
v
e
a
v
er
a
g
e
q
u
ality
,
an
d
1
0
0
%
f
o
r
h
i
g
h
q
u
ality
.
Fo
llo
win
g
th
is
ass
ess
m
en
t,
4
1
ar
ticles
wer
e
class
if
ied
as
h
ig
h
a
v
er
a
g
e
q
u
ality
,
wh
ile
th
e
r
em
ain
i
n
g
4
ar
ticles
wer
e
r
ate
d
as
ab
o
v
e
av
e
r
ag
e
q
u
ality
.
T
h
is
en
s
u
r
es
th
at
th
e
f
in
al
s
elec
tio
n
in
clu
d
es
s
tu
d
ies
with
s
o
lid
m
eth
o
d
o
lo
g
ical
f
o
u
n
d
atio
n
s
an
d
r
eliab
le
f
in
d
in
g
s
,
co
n
tr
ib
u
tin
g
to
th
e
r
i
g
o
r
o
f
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
.
Fig
u
r
e
1
.
Flo
w
d
ia
g
r
am
o
f
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
in
g
s
tu
d
y
[
1
7
]
2
.
6
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
T
h
is
s
tu
d
y
ad
o
p
ted
a
n
in
te
g
r
ativ
e
an
aly
s
is
ap
p
r
o
ac
h
t
o
ex
am
in
e
v
ar
io
u
s
r
esear
ch
d
esig
n
s
,
em
p
h
asizin
g
q
u
a
n
titativ
e
m
eth
o
d
s
to
id
en
tify
p
r
im
ar
y
t
h
e
m
es
an
d
s
u
b
th
em
es.
Data
co
llectio
n
b
eg
an
with
a
th
o
r
o
u
g
h
r
ev
iew
o
f
4
5
p
u
b
lica
tio
n
s
to
ex
tr
ac
t
co
n
te
n
t
r
elev
a
n
t
to
th
e
s
tu
d
y
'
s
o
b
jectiv
es,
as
s
h
o
wn
in
Fig
u
r
e
1
.
Nex
t,
r
ec
en
t
cr
itical
s
tu
d
ies
o
n
th
e
in
f
lu
e
n
ce
o
f
m
en
to
r
in
g
o
n
n
o
v
ice
teac
h
er
s
wer
e
a
n
a
ly
ze
d
,
f
o
c
u
s
in
g
o
n
th
eir
m
eth
o
d
o
lo
g
ies
an
d
f
in
d
i
n
g
s
.
T
h
e
co
a
u
th
o
r
s
c
o
llab
o
r
at
ed
to
d
ev
elo
p
th
e
m
es
g
r
o
u
n
d
ed
in
th
e
e
v
id
en
ce
g
ath
er
ed
,
e
n
s
u
r
in
g
alig
n
m
en
t
with
th
e
s
tu
d
y
'
s
s
co
p
e.
A
d
etailed
lo
g
was
m
ain
tain
ed
t
h
r
o
u
g
h
o
u
t,
ca
p
tu
r
in
g
El
i
g
i
b
i
l
i
t
y
D
u
p
l
i
c
a
t
e
r
e
c
o
r
d
r
e
mo
v
e
d
(
n
=
8
)
R
e
c
o
r
d
s a
f
t
e
r
s
c
r
e
e
n
e
d
Scop
u
s
(
n
=
126
)
,
E
R
I
C
(
n
=
1
1
5
)
(
To
t
a
l
=
2
4
1
)
R
e
c
o
r
d
s e
x
c
l
u
d
e
d
F
o
l
l
o
w
t
h
e
c
r
i
t
e
r
i
o
n
;
r
e
mo
v
e
d
n
o
n
-
E
n
g
l
i
sh
<
2
0
2
2
C
o
n
f
e
r
e
n
c
e
,
B
o
o
k
,
R
e
v
i
e
w
I
n
P
r
e
ss
B
e
si
d
e
s S
o
c
i
a
l
sc
i
e
n
c
e
s
(
n
=
1
,
4
1
6
)
A
r
t
i
c
l
e
a
c
c
e
ss f
o
r
e
l
i
g
i
b
i
l
i
t
y
(
n
=
2
3
3
)
S
c
r
e
e
n
i
n
g
F
u
l
l
t
e
x
t
e
x
c
l
u
d
e
d
D
u
e
t
o
t
h
e
o
u
t
o
f
f
i
e
l
d
Ti
t
l
e
n
o
t
si
g
n
i
f
i
c
a
n
t
l
y
A
b
st
r
a
c
t
n
o
t
r
e
l
a
t
e
d
o
n
t
h
e
o
b
j
e
c
t
i
v
e
o
f
t
h
e
s
t
u
d
y
N
o
f
u
l
l
t
e
x
t
a
c
c
e
ss.
(
n
=
1
8
8
)
I
n
c
l
u
d
e
d
S
t
u
d
i
e
s i
n
c
l
u
d
e
d
i
n
q
u
a
l
i
t
a
t
i
v
e
a
n
a
l
y
si
s
(
n
=
45
)
•
Re
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
Sc
o
p
u
s s
ea
r
c
h
i
n
g
(n
=
1
,
124
)
•
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
ER
I
C
s
e
a
r
c
h
i
n
g
(
n
=
533
)
I
d
e
n
t
i
f
i
c
a
t
i
o
n
A
p
p
r
a
i
sa
l
o
f
q
u
a
l
i
t
y
H
i
g
h
q
u
a
l
i
t
y
(
4
1
a
r
t
i
c
l
e
s)
M
o
d
e
r
a
t
e
q
u
a
l
i
t
y
(
4
a
r
t
i
c
l
e
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
Th
e
tr
a
n
s
fo
r
ma
tive
p
o
w
er o
f m
en
to
r
s
h
ip
o
n
n
o
vice
tea
ch
er
s
u
cc
ess
:
a
r
ec
en
t
…
(
B
era
n
d
a
Yii
P
in
g
Jin
)
2609
in
s
ig
h
ts
,
o
b
s
er
v
atio
n
s
,
a
n
d
c
h
allen
g
es
en
co
u
n
ter
ed
,
f
ac
ili
tatin
g
a
p
r
ec
is
e
in
te
r
p
r
etatio
n
o
f
th
e
d
ata.
An
ess
en
tial
s
tep
in
v
o
lv
ed
co
m
p
ar
in
g
i
n
itial
f
in
d
i
n
g
s
to
id
en
tify
an
d
a
d
d
r
ess
an
y
in
c
o
n
s
i
s
ten
cies
in
th
em
e
d
ev
elo
p
m
e
n
t.
I
n
ca
s
es
o
f
d
if
f
er
in
g
in
ter
p
r
etatio
n
s
,
d
is
cu
s
s
io
n
s
wer
e
h
eld
to
r
ea
ch
a
co
n
s
en
s
u
s
.
T
h
is
co
llab
o
r
ativ
e
ef
f
o
r
t
was
als
o
d
ir
ec
ted
at
r
eso
lv
in
g
d
is
cr
ep
an
cies
in
th
em
e
f
o
r
m
u
l
atio
n
,
lead
in
g
to
co
m
p
r
eh
e
n
s
iv
e
r
ef
in
em
e
n
ts
f
o
r
co
n
s
is
ten
cy
.
As
th
e
s
tu
d
y
w
as
co
m
p
leted
,
th
e
th
em
es
wer
e
f
u
r
th
er
r
ef
i
n
ed
f
o
r
co
h
er
en
ce
.
T
o
en
s
u
r
e
th
e
v
ali
d
ity
o
f
s
tu
d
y
o
u
tc
o
m
es,
two
e
x
p
er
ts
in
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
y
an
d
lead
er
s
h
ip
r
ev
iewe
d
th
e
th
em
es
f
o
r
cla
r
ity
,
r
elev
an
ce
,
an
d
ad
e
q
u
ac
y
.
T
h
eir
in
s
ig
h
ts
led
t
o
tar
g
eted
r
e
f
in
em
en
ts
,
en
h
an
cin
g
th
em
e
q
u
ality
an
d
r
ein
f
o
r
cin
g
th
e
s
tu
d
y
’
s
ac
ad
em
ic
r
ig
o
r
f
o
r
r
eliab
le,
ac
ce
s
s
ib
le
r
esu
lts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
ev
iew
id
en
tifie
d
th
r
ee
p
r
im
ar
y
th
e
m
es
co
n
ce
r
n
in
g
t
h
e
in
f
lu
en
ce
o
f
m
en
to
r
s
h
ip
o
n
n
o
v
ice
teac
h
er
s
:
i
)
em
o
tio
n
al
a
n
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
in
m
en
to
r
in
g
;
ii
)
m
en
t
o
r
in
g
m
o
d
els
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
r
am
ewo
r
k
s
;
an
d
iii
)
cu
ltu
r
al
an
d
co
n
tex
tu
a
l
in
f
lu
en
ce
s
o
n
m
en
to
r
in
g
.
T
h
ese
f
in
d
in
g
s
,
as
d
etailed
in
T
ab
le
s
3
-
5
[
1
8
]
–
[
62
]
,
p
r
o
v
id
e
a
th
o
r
o
u
g
h
an
aly
s
is
o
f
m
en
to
r
s
h
ip
’
s
im
p
ac
t
ac
r
o
s
s
th
ese
d
im
en
s
io
n
s
,
o
f
f
e
r
in
g
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
m
en
to
r
s
h
ip
s
u
p
p
o
r
ts
,
f
r
a
m
ewo
r
k
s
an
d
c
o
n
tex
tu
a
l
f
ac
to
r
s
co
llectiv
ely
s
h
ap
e
th
e
ex
p
er
ien
ce
s
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
o
f
n
o
v
ice
teac
h
er
s
.
3
.
1
.
G
ener
a
l ba
ck
g
r
o
un
d o
f
t
he
s
elec
t
ed
s
t
ud
ie
s
T
h
e
s
elec
ted
r
esear
ch
in
clu
d
es
a
to
tal
o
f
4
5
s
tu
d
ies
in
v
est
ig
atin
g
th
e
im
p
ac
t
o
f
m
en
to
r
s
h
ip
o
n
n
o
v
ice
teac
h
er
s
u
cc
ess
ac
r
o
s
s
d
iv
er
s
e
n
atio
n
al
co
n
tex
ts
.
T
h
is
i
n
clu
d
es
two
s
tu
d
ies
o
n
m
en
to
r
s
h
ip
p
r
ac
tices
in
C
h
in
a
an
d
an
o
th
er
two
in
Ger
m
an
y
.
1
6
s
tu
d
ies
wer
e
co
n
d
u
cted
in
t
h
e
Un
ited
States
,
wh
ile
eig
h
t
s
tu
d
ies
in
v
esti
g
ated
m
en
to
r
s
h
ip
i
n
I
s
r
ae
l.
Fo
u
r
s
tu
d
ies
co
n
ce
n
tr
ated
o
n
th
e
Un
it
ed
Kin
g
d
o
m
,
with
So
u
th
Af
r
i
ca
an
d
T
u
r
k
e
y
ea
ch
r
ep
r
esen
ted
b
y
two
s
tu
d
ies.
Ad
d
itio
n
al
co
n
t
r
ib
u
tio
n
s
in
clu
d
e
o
n
e
s
tu
d
y
ea
ch
f
r
o
m
No
r
way
,
Ma
lay
s
ia,
L
ith
u
an
ia,
Ar
g
en
tin
a,
B
r
az
il,
J
ap
an
,
C
h
ile,
Ken
y
a,
an
d
Au
s
tr
alia.
I
n
ad
d
itio
n
,
th
e
r
ev
iew
co
v
er
s
1
4
q
u
an
titativ
e
s
tu
d
ies,
2
0
q
u
alit
ativ
e
s
tu
d
ies,
an
d
1
1
u
s
in
g
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
(
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e)
.
T
ab
le
3
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
c
r
iter
ia
o
f
th
em
e
1
(
em
o
tio
n
al
a
n
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t in
m
en
to
r
i
n
g
)
N
o
.
A
u
t
h
o
r
s
C
o
u
n
t
r
y
Y
e
a
r
1
S
u
n
a
n
d
H
u
a
n
g
[
1
8
]
C
h
i
n
a
2
0
2
4
2
B
u
r
g
e
r
[
19
]
G
e
r
man
y
2
0
2
4
3
K
w
o
k
e
t
a
l
.
[2
0
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
4
4
D
i
a
b
a
n
d
G
r
e
e
n
[2
1
]
I
sr
a
e
l
2
0
2
4
5
B
o
y
l
e
e
t
a
l
.
[2
2
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
3
6
M
o
s
l
e
y
a
n
d
M
c
C
a
r
t
h
y
[2
3
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
3
7
El
y
a
s
h
i
v
a
n
d
L
e
v
i
-
K
e
r
e
n
[2
4
]
I
sr
a
e
l
2
0
2
3
8
B
e
n
-
D
a
v
i
d
a
n
d
B
e
r
k
o
v
i
c
h
[2
5
]
I
sr
a
e
l
2
0
2
2
9
M
a
e
st
r
a
n
z
i
A
.
e
t
a
l
.
[2
6
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
10
G
ü
l
e
r
a
n
d
Ç
e
l
i
k
[2
7
]
Tu
r
k
e
y
2
0
2
2
11
M
i
l
t
o
n
e
t
a
l
.
[2
8
]
U
n
i
t
e
d
K
i
n
g
d
o
m
2
0
2
2
12
S
h
a
h
a
m
[
29
]
I
sr
a
e
l
2
0
2
2
T
ab
le
4
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
c
r
iter
ia
o
f
th
em
e
2
(
m
e
n
to
r
in
g
m
o
d
els an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t f
r
a
m
ewo
r
k
s
)
N
o
.
A
u
t
h
o
r
s
C
o
u
n
t
r
y
Y
e
a
r
1
W
a
sh
i
n
g
t
o
n
[3
0
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
4
2
Jac
o
b
s
e
n
a
n
d
Le
j
o
n
b
e
r
g
[3
1
]
N
o
r
w
a
y
2
0
2
4
3
O
p
p
e
n
h
e
i
mer
a
n
d
G
o
l
d
e
n
b
e
r
g
[3
2
]
I
sr
a
e
l
2
0
2
4
4
C
o
h
e
n
e
t
a
l
.
[3
3
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
4
5
B
e
n
-
A
mr
a
m a
n
d
D
a
v
i
d
o
v
i
t
c
h
[3
4
]
I
sr
a
e
l
2
0
2
4
6
F
l
o
r
y
e
t
a
l
.
[3
5
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
4
7
D
a
l
y
e
t
a
l
.
[3
6
]
U
n
i
t
e
d
K
i
n
g
d
o
m
2
0
2
3
8
B
u
r
g
e
r
e
t
a
l
.
[3
7
]
G
e
r
man
y
2
0
2
3
9
H
a
i
d
u
s
e
k
-
N
i
a
z
y
e
t
a
l
.
[3
8
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
3
10
A
k
i
r
i
a
n
d
D
o
r
i
[
39
]
I
sr
a
e
l
2
0
2
2
11
M
h
l
a
b
a
a
n
d
R
a
n
k
h
u
m
i
se
[4
0
]
S
o
u
t
h
A
f
r
i
c
a
2
0
2
2
12
K
w
o
k
e
t
a
l
.
[4
1
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
13
M
u
l
l
e
n
a
n
d
F
a
l
l
e
n
[4
2
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
14
M
a
l
o
c
h
e
t
a
l
.
[4
3
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
15
H
o
p
e
e
t
a
l
.
[4
4
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
0
5
-
2
6
1
6
2610
T
ab
le
5
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
c
r
iter
ia
o
f
th
em
e
3
(
c
u
ltu
r
al
an
d
co
n
tex
tu
al
in
f
lu
en
ce
s
o
n
m
en
to
r
i
n
g
)
N
o
.
A
u
t
h
o
r
s
C
o
u
n
t
r
y
Y
e
a
r
1
W
i
l
k
i
n
s
o
n
[4
5
]
U
n
i
t
e
d
K
i
n
g
d
o
m
2
0
2
4
2
S
v
a
j
d
a
-
H
a
r
d
y
a
n
d
K
w
o
k
[4
6
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
4
3
C
e
sár
i
o
a
n
d
A
n
u
n
c
i
a
t
o
[4
7
]
B
r
a
z
i
l
2
0
2
4
4
G
o
t
o
a
n
d
Y
a
d
a
[4
8
]
Jap
a
n
2
0
2
4
5
C
u
r
t
i
s
e
t
a
l
.
[
49
]
A
u
st
r
a
l
i
a
2
0
2
4
6
R
i
v
e
r
a
e
t
a
l
.
[5
0
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
3
7
C
r
o
n
i
n
[5
1
]
U
n
i
t
e
d
K
i
n
g
d
o
m
2
0
2
3
8
B
e
r
b
a
i
n
e
t
a
l
.
[5
2
]
A
r
g
e
n
t
i
n
a
2
0
2
3
9
M
o
k
o
n
e
a
a
n
d
S
e
t
l
a
l
e
n
t
o
a
[5
3
]
S
o
u
t
h
A
f
r
i
c
a
2
0
2
3
10
N
j
e
n
g
a
[5
4
]
K
e
n
y
a
2
0
2
3
11
X
u
e
t
a
l
.
[5
5
]
C
h
i
n
a
2
0
2
2
12
R
o
g
e
r
s
e
t
a
l
.
[5
6
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
13
Za
v
e
l
e
v
s
k
y
e
t
a
l
.
[5
7
]
I
sr
a
e
l
2
0
2
2
14
Jak
a
v
o
n
y
t
ė
-
S
t
a
šk
u
v
i
e
n
ė
a
n
d
I
g
n
a
t
a
v
i
č
i
ū
t
ė
[5
8
]
Li
t
h
u
a
n
i
a
2
0
2
2
15
D
i
k
i
l
i
t
a
ş
a
n
d
C
o
m
o
g
l
u
[
59
]
Tu
r
k
e
y
2
0
2
2
16
S
u
t
t
o
n
e
t
a
l
.
[6
0
]
C
h
i
l
e
2
0
2
2
17
S
e
b
a
l
d
e
t
a
l
.
[6
1
]
U
n
i
t
e
d
S
t
a
t
e
s
2
0
2
2
18
C
h
a
n
d
r
a
n
e
t
a
l
.
[
62
]
M
a
l
a
y
si
a
2
0
2
2
3
.
2
.
Dis
cus
s
io
n
T
h
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
was
to
s
y
s
tem
atica
lly
ass
e
s
s
th
e
i
m
p
ac
t
o
f
m
en
to
r
i
n
g
o
n
n
o
v
ice
teac
h
er
s
,
with
a
f
o
cu
s
o
n
f
o
s
ter
in
g
r
esil
ien
ce
,
p
r
o
f
ess
io
n
al
g
r
o
wth
,
a
n
d
jo
b
s
atis
f
ac
tio
n
.
T
h
r
o
u
g
h
a
n
ex
ten
s
iv
e
r
ev
iew
o
f
4
5
s
tu
d
ies,
th
r
ee
m
ain
th
e
m
es
em
er
g
ed
:
e
m
o
tio
n
al
a
n
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
in
m
e
n
to
r
in
g
;
m
en
to
r
i
n
g
m
o
d
els
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
f
r
am
ewo
r
k
s
;
an
d
cu
ltu
r
al
an
d
co
n
tex
t
u
al
in
f
lu
e
n
ce
s
o
n
m
en
to
r
in
g
.
T
h
ese
th
em
es
h
ig
h
lig
h
t
h
o
w
s
tr
u
ctu
r
ed
m
e
n
to
r
s
h
ip
s
ig
n
if
ica
n
tly
r
ed
u
ce
s
s
tr
ess
,
p
r
o
m
o
tes
em
o
tio
n
al
s
tab
ilit
y
,
an
d
en
h
an
ce
s
s
elf
-
ef
f
icac
y
,
p
r
o
v
id
i
n
g
c
r
itical
s
u
p
p
o
r
t
f
o
r
n
o
v
ice
teac
h
er
s
as
t
h
ey
n
a
v
ig
ate
p
r
o
f
ess
io
n
al
ch
allen
g
es.
T
h
e
f
in
d
in
g
s
f
u
r
th
er
r
ev
ea
l
th
at
ad
ap
tab
le,
cu
ltu
r
ally
r
elev
an
t
m
en
to
r
i
n
g
m
o
d
els
ar
e
es
s
en
tial
in
ef
f
ec
tiv
ely
ad
d
r
ess
in
g
th
e
v
a
r
ied
n
ee
d
s
o
f
n
o
v
ice
teac
h
er
s
,
co
n
tr
ib
u
tin
g
to
th
eir
r
esil
i
en
ce
an
d
s
u
s
tain
ed
co
m
m
itm
en
t to
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
3
.
2
.
1
.
E
m
o
t
io
na
l
a
nd
ps
y
cho
lo
g
ica
l su
pp
o
rt
in m
ent
o
ring
E
m
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
f
o
r
n
o
v
ice
teac
h
e
r
s
with
in
m
en
to
r
in
g
p
r
o
g
r
am
s
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
cr
u
cial
in
e
n
h
an
ci
n
g
teac
h
er
s
'
r
esil
ien
ce
an
d
o
v
e
r
all
jo
b
s
atis
f
ac
tio
n
.
R
esear
ch
b
y
Su
n
an
d
Hu
an
g
[
1
8
]
o
n
r
u
r
al
C
h
in
ese
n
o
v
ice
teac
h
er
s
h
ig
h
lig
h
ts
th
e
ess
en
tial
r
o
le
o
f
em
o
tio
n
al
r
esil
ien
ce
as
a
p
r
o
f
ess
io
n
al
ca
p
ab
ilit
y
,
en
a
b
lin
g
teac
h
er
s
t
o
h
an
d
le
wo
r
k
-
r
elate
d
em
o
tio
n
al
ch
allen
g
es.
T
h
is
s
tu
d
y
,
g
r
o
u
n
d
e
d
in
a
s
o
cial
-
ec
o
lo
g
ical
p
e
r
s
p
ec
tiv
e,
id
e
n
tifie
s
v
ar
io
u
s
f
ac
to
r
s
in
f
l
u
en
ci
n
g
r
esil
ien
ce
,
in
clu
d
in
g
p
er
s
o
n
al
r
eso
u
r
ce
s
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
wh
ic
h
f
o
s
ter
teac
h
er
s
'
d
ev
elo
p
m
en
t
t
h
r
o
u
g
h
em
o
tio
n
al
s
tab
ilit
y
.
L
i
k
ewise,
r
esear
ch
b
y
B
o
y
le
et
a
l.
[2
2
]
on
e
x
p
lo
r
at
io
n
o
f
U.
S.
f
ir
s
t
-
y
ea
r
teac
h
er
s
r
ev
ea
ls
th
at
ef
f
ec
tiv
e
m
en
t
o
r
in
g
ca
n
m
itig
ate
s
tr
ess
,
w
ith
m
en
to
r
ed
teac
h
er
s
d
em
o
n
s
tr
atin
g
a
n
o
tab
l
y
lo
wer
r
is
k
o
f
o
cc
u
p
atio
n
al
s
tr
ess
th
an
th
eir
u
n
m
en
to
r
ed
p
ee
r
s
.
T
h
is
s
tu
d
y
alig
n
s
with
Diab
an
d
G
r
ee
n
[2
1
]
,
wh
o
u
n
d
er
s
co
r
e
t
h
e
im
p
o
r
t
an
ce
o
f
f
o
r
m
al
an
d
in
f
o
r
m
al
s
u
p
p
o
r
t
s
y
s
tem
s
in
b
o
o
s
tin
g
r
esil
ien
ce
,
p
a
r
ticu
lar
ly
in
d
iv
er
s
e
s
o
cio
cu
ltu
r
a
l
co
n
tex
ts
wh
er
e
em
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ica
l
s
u
p
p
o
r
t
ca
n
s
h
a
p
e
p
r
o
f
e
s
s
io
n
al
s
atis
f
ac
tio
n
.
C
o
n
s
tr
u
ctiv
is
t
m
en
to
r
in
g
ap
p
r
o
ac
h
es
h
av
e
also
s
h
o
wn
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
em
o
tio
n
al
m
an
ag
em
en
t
an
d
s
elf
-
ef
f
i
ca
cy
am
o
n
g
n
o
v
ice
teac
h
er
s
[
19
]
.
T
h
e
r
esear
ch
,
u
s
in
g
lo
n
g
itu
d
i
n
al
d
ata
f
r
o
m
Ger
m
an
y
,
r
ev
ea
ls
th
at
co
n
s
t
r
u
ctiv
is
t
m
en
to
r
in
g
s
ig
n
if
ican
tly
en
h
a
n
ce
s
s
elf
-
ef
f
icac
y
,
alth
o
u
g
h
it h
as lim
ited
d
ir
ec
t e
f
f
ec
ts
o
n
e
m
o
tio
n
al
m
a
n
ag
em
en
t.
T
h
is
f
in
d
in
g
r
eso
n
ates
with
K
wo
k
et
a
l.
[2
0
]
,
wh
o
s
e
s
tu
d
y
illu
s
tr
ates
th
at
n
o
v
ice
teac
h
er
s
r
ate
th
eir
m
en
to
r
s
'
ef
f
ec
tiv
en
ess
h
ig
h
ly
wh
en
th
er
e
is
a
s
tr
o
n
g
alig
n
m
en
t
b
etwe
en
m
en
to
r
in
g
p
r
ac
ti
ce
s
an
d
th
eir
in
itial
b
elief
s
.
B
esid
es
th
at,
in
n
o
v
ativ
e
m
o
d
els,
s
u
ch
as
m
en
to
r
in
g
"in
cu
b
ato
r
s
,
"
cr
ea
te
d
u
al
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
p
r
o
m
o
te
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
f
o
r
m
e
n
to
r
s
an
d
m
en
tees,
f
u
r
th
er
c
o
n
tr
ib
u
tin
g
to
th
e
p
s
y
ch
o
lo
g
ica
l
s
tab
ilit
y
o
f
n
o
v
ice
teac
h
er
s
[2
4
]
.
So
cial
an
d
em
o
tio
n
al
f
ac
to
r
s
s
ig
n
if
ican
tly
a
f
f
ec
t
n
o
v
ice
t
ea
ch
er
s
'
ad
ap
tatio
n
to
d
iv
er
s
e
m
e
n
to
r
in
g
en
v
ir
o
n
m
en
ts
.
Diab
an
d
Gr
ee
n
[2
1
]
em
p
h
asize
th
at
s
u
p
p
o
r
t
s
y
s
tem
s
en
co
m
p
ass
in
g
f
o
r
m
al
m
en
to
r
s
h
ip
an
d
cu
ltu
r
al
s
u
p
p
o
r
t
n
etwo
r
k
s
en
h
a
n
ce
em
o
tio
n
al
well
-
b
ein
g
a
n
d
r
ete
n
tio
n
am
o
n
g
n
o
v
ice
teac
h
er
s
.
Similar
ly
,
Milto
n
e
t
a
l.
[2
8
]
ass
er
t
th
at
m
en
to
r
i
n
g
ef
f
ec
tiv
e
n
ess
in
W
ales
is
co
n
tin
g
e
n
t
o
n
t
h
e
co
llectiv
e
en
g
ag
em
e
n
t
o
f
all
s
ch
o
o
l
s
taf
f
,
n
o
t
ju
s
t
d
esig
n
ated
m
en
to
r
s
.
T
h
is
in
clu
s
iv
e
ap
p
r
o
ac
h
to
m
en
to
r
s
h
ip
,
wh
ich
v
iews
s
ch
o
o
ls
as
s
ites
o
f
co
m
p
lex
,
r
elatio
n
al
in
te
r
ac
tio
n
s
,
r
ef
lects
th
e
n
ee
d
f
o
r
h
o
lis
tic
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
th
at
ca
ter
to
v
a
r
io
u
s
em
o
tio
n
al
an
d
p
r
o
f
ess
io
n
al
n
ee
d
s
.
Mo
r
eo
v
er
,
B
en
-
Dav
id
an
d
B
er
k
o
v
ich
[2
5
]
ex
p
an
d
o
n
r
el
atio
n
al
m
en
to
r
in
g
,
d
em
o
n
s
tr
a
tin
g
h
o
w
r
o
b
u
s
t
m
en
to
r
i
n
g
r
elatio
n
s
h
ip
s
in
a
teac
h
er
's
s
ec
o
n
d
y
ea
r
co
n
tr
ib
u
te
to
im
p
r
o
v
e
d
co
n
f
id
e
n
ce
an
d
em
o
tio
n
al
s
ec
u
r
ity
.
T
h
e
p
r
esen
ce
o
f
em
o
tio
n
al
s
u
p
p
o
r
t
in
m
e
n
to
r
s
h
ip
p
r
o
g
r
am
s
also
m
itig
ates
s
tr
ess
-
r
elate
d
ch
allen
g
es
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
Th
e
tr
a
n
s
fo
r
ma
tive
p
o
w
er o
f m
en
to
r
s
h
ip
o
n
n
o
vice
tea
ch
er
s
u
cc
ess
:
a
r
ec
en
t
…
(
B
era
n
d
a
Yii
P
in
g
Jin
)
2611
co
m
m
o
n
l
y
f
ac
ed
b
y
n
ew
teac
h
er
s
.
I
n
t
h
eir
an
aly
s
is
o
f
t
h
e
NT
PS
d
ata,
B
o
y
le
et
a
l.
[2
2
]
id
en
tifie
d
th
at
t
h
e
ab
s
en
ce
o
f
a
m
en
to
r
co
r
r
esp
o
n
d
s
to
a
h
ig
h
er
s
tr
ess
r
is
k
.
C
o
m
p
lem
en
tar
y
to
t
h
is
,
Mo
s
ley
an
d
Mc
C
ar
th
y
[2
3
]
s
h
o
ws
th
at
n
o
v
ice
teac
h
er
s
w
h
o
p
er
ce
iv
e
m
en
t
o
r
in
g
as
f
r
eq
u
en
t
an
d
h
elp
f
u
l
ar
e
m
o
r
e
lik
ely
to
ex
p
er
ien
ce
a
b
alan
ce
b
etwe
en
jo
b
d
em
a
n
d
s
an
d
av
ailab
le
r
eso
u
r
ce
s
,
t
h
er
eb
y
r
e
d
u
cin
g
s
tr
ess
.
Su
n
a
n
d
Hu
an
g
[
1
8
]
f
u
r
th
er
af
f
ir
m
th
at
em
o
tio
n
al
r
esil
ien
c
e
in
teac
h
er
s
is
s
h
ap
ed
b
y
th
e
cu
m
u
lativ
e
ef
f
ec
ts
o
f
m
en
to
r
s
h
ip
an
d
s
u
p
p
o
r
tiv
e
p
o
licies,
wh
ich
a
r
e
ex
ce
p
tio
n
a
lly
v
ital
f
o
r
teac
h
e
r
s
in
c
h
allen
g
in
g
en
v
ir
o
n
m
e
n
ts
.
E
-
m
e
n
to
r
in
g
h
as
em
er
g
e
d
as
a
m
o
d
er
n
em
o
tio
n
al
a
n
d
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t
m
et
h
o
d
f
o
r
n
ew
teac
h
er
s
.
Gü
ler
a
n
d
Ç
elik
[2
7
]
d
em
o
n
s
tr
ated
th
at
e
-
m
en
to
r
in
g
,
th
r
o
u
g
h
v
i
d
eo
-
b
ased
less
o
n
an
aly
s
is
,
s
ig
n
if
ican
tly
im
p
r
o
v
es
n
o
v
ice
teac
h
er
s
'
ab
ilit
y
to
r
ef
lect
an
d
m
an
ag
e
class
r
o
o
m
s
itu
atio
n
s
,
th
er
eb
y
r
ed
u
cin
g
s
tr
ess
.
T
h
e
f
in
d
in
g
s
f
r
o
m
Sh
a
h
am
[
29
]
s
tu
d
y
o
f
I
s
r
ae
li
teac
h
er
s
co
r
r
o
b
o
r
ate
th
i
s
b
y
h
ig
h
lig
h
tin
g
t
h
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
r
ef
lectiv
e
o
b
s
er
v
atio
n
o
n
n
ew
teac
h
er
s
'
co
n
f
id
en
ce
a
n
d
r
esil
ien
ce
.
Ma
estra
n
zi
et
a
l.
[2
6
]
f
u
r
th
er
em
p
h
asize
th
e
v
alu
e
o
f
s
elf
-
r
e
f
lectio
n
in
m
en
to
r
s
h
ip
,
ad
v
o
ca
tin
g
f
o
r
m
en
t
o
r
s
to
en
g
ag
e
in
s
elf
-
awa
r
en
ess
p
r
ac
tices
to
b
etter
s
u
p
p
o
r
t
n
o
v
ice
teac
h
er
s
'
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
ed
a
g
o
g
y
an
d
em
o
tio
n
al
n
ee
d
s
.
3
.
2
.
2
.
M
ent
o
ring
m
o
dels
a
nd
pro
f
ess
io
na
l dev
elo
pm
ent
f
ra
m
ewo
r
k
s
Me
n
to
r
in
g
m
o
d
els
a
n
d
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
e
n
t
f
r
a
m
ewo
r
k
s
ar
e
ess
en
tial
to
th
e
r
et
en
tio
n
an
d
s
u
cc
ess
o
f
n
o
v
ice
teac
h
er
s
,
ad
d
r
ess
in
g
f
ac
to
r
s
s
u
ch
as
s
k
ill
ac
q
u
is
itio
n
,
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
ca
r
ee
r
s
atis
f
ac
tio
n
.
An
aly
zin
g
d
i
v
er
s
e
m
en
to
r
in
g
p
r
ac
tices
g
lo
b
all
y
,
a
co
n
s
en
s
u
s
em
er
g
es
o
n
th
e
n
ee
d
f
o
r
tailo
r
e
d
,
s
tr
u
ctu
r
ed
,
an
d
co
n
tin
u
o
u
s
s
u
p
p
o
r
t
s
y
s
tem
s
.
Fo
r
m
al
m
en
to
r
in
g
p
r
o
g
r
a
m
s
,
f
o
r
e
x
am
p
l
e,
o
f
f
er
s
tr
u
ctu
r
ed
g
u
id
an
ce
with
clea
r
r
o
le
d
e
f
in
itio
n
s
an
d
ar
e
o
f
ten
ef
f
ec
tiv
e
in
s
ch
o
o
ls
with
r
ig
id
ad
m
in
is
tr
ativ
e
p
r
o
ce
s
s
es,
as
n
o
ted
b
y
Sh
ah
am
[
2
9
]
.
On
th
e
o
th
e
r
h
an
d
,
in
f
o
r
m
al
p
e
er
m
en
t
o
r
in
g
co
m
p
lem
en
ts
f
o
r
m
al
s
y
s
tem
s
b
y
ad
d
r
ess
in
g
em
o
tio
n
al
well
-
b
e
in
g
an
d
p
r
o
v
id
i
n
g
a
n
im
m
e
d
iate
s
u
p
p
o
r
t
n
etwo
r
k
[
3
7
]
.
I
n
ad
d
itio
n
,
d
ir
ec
tiv
e
co
ac
h
in
g
m
o
d
els,
s
u
ch
as
th
o
s
e
d
escr
ib
ed
b
y
C
o
h
en
et
a
l
.
[
3
3
]
,
im
p
r
o
v
e
in
s
tr
u
ctio
n
al
s
k
ills
an
d
r
esil
ien
ce
wh
en
s
h
o
r
t
-
ter
m
,
g
o
al
-
o
r
ien
t
ed
co
ac
h
in
g
is
ap
p
lied
.
Fo
r
m
al
m
en
to
r
in
g
p
r
o
g
r
a
m
s
ar
e
h
ig
h
ly
e
f
f
ec
tiv
e
in
en
v
ir
o
n
m
en
ts
th
at
r
eq
u
i
r
e
s
tr
ict
alig
n
m
en
t
with
in
s
titu
tio
n
al
g
o
als,
as
o
b
s
er
v
ed
in
N
o
r
way
’
s
ed
u
ca
tio
n
s
y
s
tem
b
y
J
ac
o
b
s
en
an
d
L
ejo
n
b
er
g
[
3
1
]
.
I
n
f
o
r
m
al
p
ee
r
m
en
t
o
r
in
g
e
x
ce
ls
in
f
o
s
ter
in
g
em
o
tio
n
al
s
u
p
p
o
r
t,
p
a
r
ticu
lar
ly
in
u
r
b
a
n
s
ch
o
o
ls
wh
er
e
c
u
ltu
r
a
l c
o
n
tex
ts
an
d
s
h
ar
e
d
ex
p
er
ien
ce
s
p
lay
a
s
ig
n
if
ican
t r
o
le
[
3
4
]
.
C
ase
s
tu
d
ies
f
u
r
th
er
illu
s
tr
ate
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tati
o
n
o
f
m
en
to
r
s
h
ip
m
o
d
els.
Fo
r
in
s
tan
ce
,
Haid
u
s
ek
-
Niaz
y
et
a
l
.
[
3
8
]
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
e
r
o
le
o
f
e
-
m
en
to
r
in
g
d
u
r
in
g
th
e
C
O
VI
D
-
1
9
p
a
n
d
em
ic,
wh
ich
,
wh
en
ap
p
lied
e
f
f
ec
t
iv
ely
,
en
h
an
ce
d
ac
ce
s
s
ib
ilit
y
an
d
co
n
ti
n
u
ity
o
f
m
e
n
to
r
in
g
r
elatio
n
s
h
ip
s
.
C
o
n
v
er
s
ely
,
in
ad
e
q
u
ate
tr
ai
n
i
n
g
in
d
ig
ital
to
o
ls
o
f
ten
le
d
to
r
ed
u
ce
d
p
er
s
o
n
al
c
o
n
n
ec
ti
o
n
an
d
m
e
n
to
r
in
g
q
u
ality
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
co
n
tex
tu
al
an
d
cu
ltu
r
al
ad
ap
tab
ilit
y
in
m
en
to
r
in
g
p
r
ac
tices.
Ho
lis
tic
m
en
to
r
i
n
g
m
o
d
els,
as
d
escr
ib
ed
b
y
B
en
-
Am
r
am
an
d
Da
v
id
o
v
itch
[
3
4
]
,
in
teg
r
ate
tech
n
ical
s
k
ills
,
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
ca
r
ee
r
p
lan
n
in
g
to
p
r
o
v
id
e
co
m
p
r
e
h
en
s
iv
e
s
u
p
p
o
r
t
s
y
s
t
em
s
,
esp
ec
ially
in
ch
allen
g
in
g
r
e
g
io
n
s
lik
e
I
s
r
a
el.
Similar
ly
,
Mh
lab
a
an
d
R
an
k
h
u
m
is
e
[
40
]
f
o
u
n
d
th
at
h
o
lis
tic
m
en
to
r
in
g
ap
p
r
o
ac
h
es
wer
e
e
f
f
ec
tiv
e
in
r
etain
in
g
n
o
v
ice
s
cien
ce
teac
h
er
s
in
Gau
ten
g
b
y
e
n
h
an
cin
g
teac
h
in
g
ef
f
ec
tiv
en
ess
an
d
ad
d
r
ess
in
g
e
m
o
tio
n
al
ch
alle
n
g
es.
T
h
ese
e
x
am
p
les
d
em
o
n
s
tr
ate
h
o
w
m
en
t
o
r
s
h
ip
m
o
d
els
ca
n
b
e
tailo
r
ed
to
a
d
d
r
ess
th
e
u
n
iq
u
e
n
ee
d
s
o
f
n
o
v
ice
teac
h
er
s
.
T
o
o
f
f
er
ac
tio
n
a
b
le
in
s
ig
h
ts
f
o
r
p
r
ac
titi
o
n
er
s
,
t
h
is
ar
ticl
e
r
ec
o
m
m
en
d
s
estab
lis
h
in
g
clea
r
r
o
le
d
ef
in
itio
n
s
,
f
o
s
ter
in
g
c
u
ltu
r
al
s
en
s
itiv
ity
,
an
d
b
alan
cin
g
f
o
r
m
al
an
d
in
f
o
r
m
al
m
en
to
r
in
g
a
p
p
r
o
ac
h
es
to
ad
d
r
ess
d
iv
er
s
e
n
ee
d
s
.
Fo
r
ex
am
p
le,
s
y
s
tem
ic
m
en
to
r
in
g
m
o
d
els,
s
u
ch
as
th
o
s
e
d
escr
ib
e
d
b
y
Ma
lo
ch
et
a
l
.
[
4
3
]
,
em
p
h
asize
s
tr
u
ctu
r
ed
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
an
d
co
llab
o
r
a
tiv
e
g
o
al
-
s
ettin
g
,
wh
ich
en
s
u
r
e
alig
n
m
en
t
with
m
en
tees’
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
o
b
jectiv
es.
C
o
m
p
ar
a
tiv
e
an
aly
s
is
f
u
r
th
er
r
ev
ea
ls
th
e
s
tr
en
g
th
s
an
d
lim
itatio
n
s
o
f
v
ar
io
u
s
m
o
d
el
s
.
Fo
r
m
al
m
en
to
r
in
g
en
s
u
r
es
s
tr
u
ctu
r
e
an
d
ac
co
u
n
tab
ilit
y
b
u
t
m
ay
lack
th
e
em
o
tio
n
al
co
n
n
ec
tio
n
o
f
in
f
o
r
m
al
s
y
s
tem
s
.
Ho
li
s
tic
m
en
to
r
in
g
p
r
o
v
id
es
co
m
p
r
e
h
en
s
iv
e
s
u
p
p
o
r
t
b
u
t
r
eq
u
i
r
es
s
ig
n
if
ican
t
r
eso
u
r
ce
allo
ca
tio
n
,
as
n
o
te
d
b
y
M
u
llen
a
n
d
Fall
en
[
4
2
]
.
Me
an
wh
ile,
d
ir
ec
tiv
e
co
ac
h
in
g
en
h
a
n
ce
s
im
m
ed
iate
in
s
tr
u
ctio
n
al
q
u
ality
b
u
t
m
ay
n
o
t
ad
d
r
ess
lo
n
g
-
ter
m
r
esil
ien
ce
u
n
less
co
m
b
in
ed
with
o
th
er
m
o
d
els.
Ad
d
r
ess
in
g
g
ap
s
in
cu
r
r
en
t
p
r
ac
tices,
th
is
ar
ticle
p
r
o
p
o
s
es
b
len
d
in
g
m
en
to
r
in
g
m
o
d
els
to
cr
ea
te
ad
ap
tab
le
f
r
am
ewo
r
k
s
th
at
ca
ter
to
in
d
iv
id
u
al
m
en
tee
n
ee
d
s
.
Fo
r
i
n
s
tan
ce
,
co
m
b
in
i
n
g
in
s
tr
u
cti
o
n
al
co
ac
h
in
g
with
h
o
lis
tic
s
u
p
p
o
r
t
h
as
p
r
o
v
en
e
f
f
ec
tiv
e
in
im
p
r
o
v
in
g
b
o
t
h
p
e
d
ag
o
g
ical
s
k
ills
an
d
em
o
tio
n
al
well
-
b
ein
g
.
T
h
is
alig
n
s
with
Kwo
k
et
a
l
.
[
4
1
]
,
wh
o
ad
v
o
ca
te
f
o
r
v
er
tical
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
th
at
lin
k
s
im
m
ed
iate
s
k
ill
ac
q
u
is
itio
n
with
lo
n
g
-
ter
m
c
ar
ee
r
asp
ir
atio
n
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
p
r
ac
tical
s
o
lu
tio
n
s
f
o
r
en
h
an
cin
g
m
en
to
r
s
h
ip
ef
f
ec
tiv
en
ess
wh
ile
b
r
id
g
in
g
ex
is
tin
g
g
ap
s
in
p
r
a
ctice
.
3
.
2
.
3
.
Cultura
l a
nd
co
nte
x
t
ua
l inf
luences o
n m
ent
o
ring
Me
n
to
r
s
h
ip
p
r
ac
tices
ar
e
p
r
o
f
o
u
n
d
ly
s
h
ap
ed
b
y
th
e
cu
lt
u
r
al
an
d
ec
o
n
o
m
ic
co
n
te
x
ts
in
wh
ich
th
ey
ar
e
im
p
lem
en
ted
.
Acr
o
s
s
v
ar
i
o
u
s
r
eg
io
n
s
a
n
d
ed
u
ca
tio
n
al
s
ettin
g
s
,
th
er
e
ar
e
n
u
a
n
ce
d
d
if
f
er
e
n
ce
s
th
at
in
f
lu
e
n
ce
th
e
ef
f
icac
y
an
d
o
u
tco
m
es
o
f
m
en
to
r
in
g
.
Fo
r
in
s
tan
ce
,
Xu
et
a
l
.
[
5
5
]
em
p
h
asize
th
e
r
o
l
e
o
f
jo
b
cr
a
f
tin
g
in
m
en
to
r
in
g
n
o
v
ice
teac
h
e
r
s
in
C
h
in
a,
h
ig
h
lig
h
tin
g
th
at
s
p
ec
if
ic
f
o
r
m
s
o
f
task
an
d
s
k
ill
cr
a
f
tin
g
f
ac
ilit
ate
tacit
k
n
o
wled
g
e
tr
a
n
s
f
er
.
T
h
is
co
n
t
r
asts
with
f
in
d
in
g
s
f
r
o
m
W
ilk
in
s
o
n
[
4
5
]
,
wh
o
id
en
tifie
s
a
lack
o
f
f
o
r
m
al
m
en
t
o
r
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
0
5
-
2
6
1
6
2612
r
ec
o
g
n
itio
n
i
n
E
n
g
lis
h
s
ch
o
o
l
s
,
lead
in
g
to
th
e
o
v
er
-
r
elian
c
e
o
n
in
f
o
r
m
al,
u
n
s
tr
u
ctu
r
ed
m
en
to
r
in
g
p
r
ac
tices.
T
h
ese
d
is
p
ar
ities
u
n
d
er
lin
e
th
e
n
ec
ess
ity
o
f
alig
n
in
g
m
en
to
r
in
g
ap
p
r
o
ac
h
es
with
cu
ltu
r
al
ex
p
ec
tatio
n
s
an
d
in
s
titu
tio
n
al
s
tr
u
ctu
r
es
to
en
s
u
r
e
m
ea
n
in
g
f
u
l
s
u
p
p
o
r
t
f
o
r
n
o
v
ice
teac
h
er
s
.
I
n
r
u
r
al
an
d
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
co
n
tex
ts
,
th
e
ch
allen
g
es
o
f
m
en
to
r
in
g
a
r
e
p
a
r
ticu
lar
ly
p
r
o
n
o
u
n
ce
d
.
R
iv
er
a
et
a
l
.
[
50
]
in
v
esti
g
ate
m
en
to
r
in
g
f
o
r
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
in
r
u
r
al
U.
S.
s
ch
o
o
ls
,
u
n
d
er
s
co
r
in
g
th
e
v
alu
e
o
f
p
r
o
f
ess
io
n
a
l
lear
n
in
g
n
etwo
r
k
s
an
d
tar
g
ete
d
s
u
p
p
o
r
t
p
r
o
g
r
am
s
in
m
itig
atin
g
is
o
latio
n
an
d
b
u
r
n
o
u
t.
Similar
ly
,
Z
av
elev
s
k
y
e
t
a
l
.
[
5
7
]
a
d
v
o
ca
t
e
f
o
r
in
teg
r
atin
g
m
en
t
o
r
in
g
in
t
o
I
s
r
ae
l'
s
E
co
lo
g
ical
Sch
o
o
l
C
u
ltu
r
e
I
n
d
ex
to
b
o
ls
ter
teac
h
er
r
eten
tio
n
.
T
h
eir
f
in
d
in
g
s
r
e
v
ea
l
th
e
cr
itical
r
o
l
e
o
f
co
lleg
ial
r
elatio
n
s
h
ip
s
in
co
m
p
en
s
atin
g
f
o
r
lim
ited
r
eso
u
r
ce
s
an
d
f
o
s
ter
in
g
a
co
llab
o
r
ativ
e
en
v
ir
o
n
m
e
n
t.
T
h
ese
ex
am
p
les
h
i
g
h
lig
h
t
h
o
w
cu
ltu
r
ally
a
n
d
ec
o
n
o
m
icall
y
tailo
r
ed
m
en
to
r
i
n
g
f
r
am
ewo
r
k
s
ca
n
ad
d
r
ess
th
e
u
n
iq
u
e
ch
allen
g
es f
ac
ed
b
y
ed
u
ca
to
r
s
in
u
n
d
er
-
r
eso
u
r
ce
d
a
r
ea
s
.
Me
n
to
r
in
g
p
r
a
ctice
s
also
d
if
f
er
s
ig
n
if
ican
tly
in
h
o
w
th
ey
s
u
p
p
o
r
t
in
s
tr
u
ctio
n
al
g
r
o
wth
ac
r
o
s
s
d
iv
er
s
e
s
ettin
g
s
.
Su
tto
n
et
a
l
.
[
60
]
d
escr
ib
e
h
o
w
p
e
d
ag
o
g
ical
m
e
n
to
r
in
g
in
C
h
ile
f
o
s
ter
s
teac
h
er
r
ef
lectio
n
an
d
in
s
tr
u
ctio
n
al
q
u
ality
th
r
o
u
g
h
co
llab
o
r
ativ
e
p
r
ac
tices.
T
h
is
i
s
ec
h
o
ed
b
y
R
o
g
e
r
s
et
a
l
.
[
5
6
]
,
wh
o
d
em
o
n
s
tr
ate
th
at
m
en
to
r
s
h
ip
in
th
e
U.
S.
e
n
h
an
ce
s
n
o
v
ice
teac
h
er
s
’
ass
ess
m
en
t
liter
ac
y
,
em
p
o
wer
in
g
th
em
to
d
esig
n
an
d
in
ter
p
r
et
ass
ess
m
en
ts
ef
f
ec
tiv
ely
.
T
h
ese
s
tu
d
ies
co
llectiv
ely
p
o
in
t
to
th
e
im
p
o
r
tan
ce
o
f
e
m
b
ed
d
in
g
m
en
t
o
r
in
g
with
in
a
co
-
lear
n
i
n
g
f
r
am
e
wo
r
k
th
at
p
r
io
r
itizes
o
n
g
o
i
n
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
Fra
m
ewo
r
k
s
f
o
r
m
en
to
r
in
g
in
lo
w
-
r
eso
u
r
ce
s
et
tin
g
s
o
f
f
e
r
p
r
ac
tical
s
tr
ateg
ies
to
o
v
er
c
o
m
e
s
y
s
tem
ic
lim
itat
io
n
s
.
Fo
r
in
s
tan
ce
,
Njen
g
a
[
5
4
]
cr
itiq
u
es
t
h
e
a
b
s
en
ce
o
f
s
tr
u
ctu
r
ed
m
en
to
r
s
h
ip
f
o
r
v
o
ca
tio
n
al
teac
h
er
s
in
Ke
n
y
a,
a
d
v
o
ca
ti
n
g
f
o
r
p
o
licy
-
d
r
iv
en
i
n
itiativ
es
to
f
o
r
m
alize
m
en
to
r
i
n
g
p
r
ac
tices.
Similar
ly
,
Mo
k
o
n
ea
an
d
Setlalen
to
a
[
5
3
]
ex
p
lo
r
e
th
e
u
s
e
o
f
e
-
p
o
r
tf
o
lio
s
in
So
u
t
h
Af
r
ica,
f
in
d
in
g
th
at
s
tr
u
ctu
r
ed
g
u
id
an
ce
f
r
o
m
m
en
to
r
s
s
ig
n
if
ican
tly
en
h
an
ce
s
teac
h
er
co
n
f
id
e
n
ce
an
d
s
elf
-
ef
f
icac
y
.
Su
ch
in
n
o
v
atio
n
s
p
r
o
v
id
e
s
ca
lab
le
s
o
lu
tio
n
s
f
o
r
im
p
r
o
v
in
g
m
e
n
to
r
s
h
ip
in
r
eso
u
r
ce
-
c
o
n
s
tr
ain
ed
en
v
ir
o
n
m
en
ts
.
I
n
d
iv
er
s
e
cu
ltu
r
al
co
n
tex
ts
,
m
en
to
r
s
h
ip
p
r
ac
tices
o
f
ten
r
ef
lect
u
n
iq
u
e
s
o
cial
an
d
in
s
titu
tio
n
al
d
y
n
a
m
ics.
Fo
r
ex
am
p
le,
Go
to
an
d
Yad
a
[
4
8
]
in
J
ap
an
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
f
o
r
m
ativ
e
in
ter
v
en
tio
n
s
tailo
r
ed
to
th
e
p
r
o
f
ess
io
n
al
g
r
o
wth
p
h
ases
o
f
n
o
v
ice
teac
h
er
s
.
Me
an
wh
ile,
Dik
ilit
aş
an
d
C
o
m
o
g
lu
[
5
9
]
h
ig
h
lig
h
t
th
e
tr
an
s
f
o
r
m
ativ
e
im
p
ac
t
o
f
m
e
n
to
r
in
g
o
n
T
E
SOL
teac
h
er
s
ac
r
o
s
s
in
ter
n
atio
n
al
co
n
tex
ts
,
p
ar
ticu
lar
ly
i
n
b
r
id
g
in
g
th
eo
r
etica
l
an
d
p
r
a
ctica
l
g
ap
s
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
at
cu
ltu
r
ally
r
esp
o
n
s
iv
e
m
e
n
to
r
in
g
p
r
ac
tices
n
o
t
o
n
ly
e
n
h
an
ce
p
r
o
f
e
s
s
io
n
al
co
m
p
eten
ce
b
u
t
also
p
r
o
m
o
te
teac
h
er
au
t
o
n
o
m
y
a
n
d
s
atis
f
ac
tio
n
.
T
o
s
tr
e
n
g
th
en
th
e
u
tili
ty
o
f
m
en
t
o
r
in
g
f
o
r
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
,
it
is
cr
u
cial
to
ad
d
r
ess
r
eg
io
n
-
s
p
ec
if
ic
ch
allen
g
es.
Fo
r
in
s
tan
ce
,
B
er
b
ain
et
a
l
.
[
5
2
]
d
em
o
n
s
tr
ate
h
o
w
m
en
to
r
s
h
ip
im
p
r
o
v
es
cl
ass
r
o
o
m
m
an
ag
e
m
en
t
an
d
r
el
atio
n
al
s
k
ills
am
o
n
g
n
o
v
ice
E
n
g
lis
h
teac
h
er
s
in
Ar
g
en
tin
a,
wh
ile
C
h
an
d
r
an
et
a
l
.
[
6
2
]
illu
s
tr
ate
h
o
w
c
o
lleg
ial
s
u
p
p
o
r
t
in
Ma
la
y
s
ia
m
itig
ates
ea
r
ly
teac
h
in
g
ch
allen
g
es.
Su
ch
a
d
ap
tatio
n
s
p
r
o
v
id
e
ac
tio
n
a
b
le
in
s
ig
h
ts
f
o
r
d
ev
elo
p
in
g
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
th
at
ar
e
r
esp
o
n
s
iv
e
to
th
e
s
o
cio
-
ec
o
n
o
m
ic
r
ea
liti
es
o
f
ed
u
ca
to
r
s
in
d
if
f
er
en
t
r
e
g
io
n
s
.
B
y
in
teg
r
ati
n
g
th
ese
cu
ltu
r
ally
an
d
co
n
te
x
tu
ally
in
f
o
r
m
ed
s
t
r
ateg
ies,
m
en
to
r
s
h
ip
ca
n
b
ec
o
m
e
a
m
o
r
e
e
f
f
ec
tiv
e
to
o
l
f
o
r
b
u
ild
in
g
teac
h
er
r
esil
ien
ce
an
d
f
o
s
ter
in
g
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
is
tailo
r
ed
ap
p
r
o
ac
h
en
s
u
r
es
th
e
r
elev
an
ce
o
f
m
en
to
r
i
n
g
p
r
ac
tices
in
d
iv
e
r
s
e
an
d
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
en
v
ir
o
n
m
en
t
s
,
o
f
f
er
in
g
ac
tio
n
a
b
le
f
r
am
ew
o
r
k
s
f
o
r
ed
u
ca
to
r
s
an
d
p
o
lic
y
m
ak
er
s
wo
r
l
d
wid
e.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
tr
an
s
f
o
r
m
ativ
e
r
o
le
o
f
m
en
t
o
r
s
h
ip
in
ad
d
r
ess
in
g
th
e
u
n
iq
u
e
ch
allen
g
es
f
ac
ed
b
y
n
o
v
ice
teac
h
e
r
s
,
s
u
c
h
as
s
tr
ess
,
b
u
r
n
o
u
t,
class
r
o
o
m
m
an
ag
e
m
en
t,
a
n
d
a
d
ap
tatio
n
to
s
ch
o
o
l
cu
ltu
r
e.
T
h
ese
ch
allen
g
es,
o
f
ten
ex
p
e
r
ien
ce
d
d
u
r
in
g
t
h
e
in
itial
y
e
ar
s
o
f
teac
h
in
g
,
h
i
g
h
lig
h
t
th
e
cr
itical
n
ee
d
f
o
r
ef
f
ec
tiv
e
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
to
f
o
s
ter
r
esil
ien
ce
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
r
o
u
g
h
a
SLR
o
f
4
5
s
tu
d
ies
co
n
d
u
cte
d
b
etwe
en
2
0
2
2
a
n
d
2
0
2
4
,
th
r
ee
k
ey
th
em
es
e
m
er
g
ed
:
e
m
o
tio
n
al
an
d
p
s
y
c
h
o
lo
g
ical
s
u
p
p
o
r
t,
m
en
to
r
in
g
m
o
d
els
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
r
am
e
wo
r
k
s
,
cu
ltu
r
al
an
d
c
o
n
tex
t
u
al
in
f
lu
e
n
ce
s
o
n
m
en
to
r
in
g
.
T
h
ese
f
in
d
in
g
s
e
m
p
h
asize
th
at
well
-
s
tr
u
ctu
r
ed
an
d
cu
ltu
r
ally
ad
ap
tiv
e
m
en
to
r
s
h
ip
m
o
d
els
ar
e
in
s
tr
u
m
en
tal
in
r
ed
u
cin
g
s
tr
e
s
s
,
en
h
an
cin
g
in
s
tr
u
ctio
n
al
s
k
ills
,
an
d
p
r
o
m
o
ti
n
g
lo
n
g
-
ter
m
teac
h
er
r
eten
tio
n
.
Desp
ite
its
co
n
tr
ib
u
tio
n
s
,
th
is
s
tu
d
y
ac
k
n
o
wled
g
es
s
ev
er
al
lim
itatio
n
s
,
in
clu
d
in
g
r
elian
ce
o
n
Sco
p
u
s
an
d
E
r
ic
d
atab
ases
,
wh
ich
m
a
y
h
av
e
e
x
clu
d
ed
r
elev
an
t
s
tu
d
ies,
an
d
p
o
ten
tial
p
u
b
licatio
n
b
ias
a
n
d
lan
g
u
ag
e
co
n
s
tr
ain
ts
th
at
lim
it
ac
ce
s
s
to
n
o
n
-
E
n
g
lis
h
r
esear
ch
.
T
h
ese
f
ac
to
r
s
m
ay
im
p
ac
t
th
e
g
en
er
aliza
b
ilit
y
o
f
f
in
d
in
g
s
to
d
iv
e
r
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
a
d
d
r
ess
th
ese
lim
itatio
n
s
b
y
ad
o
p
tin
g
b
r
o
a
d
e
r
d
atab
ase
s
ea
r
ch
es
an
d
in
co
r
p
o
r
atin
g
n
o
n
-
E
n
g
li
s
h
s
tu
d
ies
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
m
en
to
r
s
h
ip
p
r
ac
tices a
cr
o
s
s
d
if
f
er
en
t r
e
g
i
o
n
s
an
d
c
o
n
tex
ts
.
T
o
p
r
o
v
i
d
e
clea
r
er
g
u
id
a
n
ce
f
o
r
f
u
tu
r
e
s
tu
d
ies,
th
is
r
esear
ch
o
u
tlin
es
s
p
ec
if
ic
r
ec
o
m
m
e
n
d
atio
n
s
.
Firstl
y
,
ex
am
in
in
g
th
e
lo
n
g
-
te
r
m
im
p
ac
ts
o
f
m
en
to
r
s
h
ip
o
n
teac
h
er
r
eten
tio
n
is
cr
u
cial
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
s
u
s
tain
ed
m
en
to
r
s
h
ip
in
f
l
u
e
n
ce
s
ca
r
ee
r
co
m
m
itm
e
n
t
an
d
jo
b
s
atis
f
ac
tio
n
.
Seco
n
d
l
y
,
in
v
esti
g
atin
g
th
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
,
s
u
c
h
as
e
-
m
en
to
r
i
n
g
p
latf
o
r
m
s
,
is
n
ec
ess
ar
y
to
ex
p
lo
r
e
t
h
eir
p
o
te
n
tial
in
e
n
h
an
ci
n
g
m
en
to
r
in
g
p
r
ac
tices,
p
a
r
ticu
lar
ly
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
o
r
r
em
o
te
s
ettin
g
s
.
T
h
ir
d
ly
,
e
x
p
lo
r
in
g
m
e
n
to
r
s
h
ip
’
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
Th
e
tr
a
n
s
fo
r
ma
tive
p
o
w
er o
f m
en
to
r
s
h
ip
o
n
n
o
vice
tea
ch
er
s
u
cc
ess
:
a
r
ec
en
t
…
(
B
era
n
d
a
Yii
P
in
g
Jin
)
2613
r
o
le
in
f
o
s
ter
in
g
cu
ltu
r
al
ad
a
p
tab
ilit
y
an
d
m
an
ag
in
g
wo
r
k
lo
ad
s
is
e
s
s
en
tial,
e
s
p
ec
ially
in
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
wh
er
e
n
o
v
ice
teac
h
e
r
s
o
f
ten
f
ac
e
u
n
iq
u
e
c
h
allen
g
es.
T
h
ese
tar
g
eted
ar
ea
s
o
f
f
u
tu
r
e
r
esear
ch
ar
e
ex
p
ec
ted
to
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
th
e
r
ef
in
em
en
t
o
f
m
en
to
r
s
h
ip
f
r
am
ewo
r
k
s
.
T
h
is
s
tu
d
y
o
f
f
er
s
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
p
o
licy
m
ak
er
s
an
d
ed
u
ca
to
r
s
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
ed
m
en
t
o
r
s
h
ip
f
r
am
ewo
r
k
s
th
at
in
co
r
p
o
r
ate
b
o
th
em
o
tio
n
al
an
d
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t.
Pro
g
r
am
s
th
at
in
teg
r
ate
d
ig
ital
to
o
ls
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
r
ac
tices
ar
e
ess
en
tial
to
h
elp
n
o
v
ice
teac
h
e
r
s
ef
f
ec
tiv
ely
n
a
v
ig
ate
th
eir
ea
r
ly
ca
r
ee
r
ch
allen
g
es.
Fu
r
th
er
m
o
r
e
,
lo
n
g
itu
d
i
n
al
r
ese
ar
ch
is
n
ec
ess
ar
y
to
o
b
s
er
v
e
t
h
e
ev
o
lv
in
g
r
o
le
o
f
m
e
n
to
r
s
h
i
p
in
s
h
ap
in
g
n
o
v
ice
teac
h
er
s
’
p
r
o
f
ess
io
n
al
g
r
o
wt
h
an
d
its
b
r
o
ad
e
r
im
p
ac
t
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es.
Me
n
to
r
s
h
ip
r
em
ain
s
a
co
r
n
er
s
to
n
e
f
o
r
en
s
u
r
in
g
n
o
v
ice
teac
h
er
r
esil
ien
ce
an
d
p
r
o
f
es
s
io
n
al
s
u
cc
ess
.
B
y
r
ef
in
in
g
m
e
n
to
r
s
h
ip
s
tr
ateg
ies
to
alig
n
with
th
e
d
iv
er
s
e
n
ee
d
s
o
f
ea
r
ly
-
ca
r
ee
r
ed
u
ca
to
r
s
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
ac
h
iev
in
g
SDG
4
,
wh
ich
em
p
h
asizes
im
p
r
o
v
i
n
g
teac
h
e
r
q
u
ality
an
d
en
s
u
r
in
g
in
clu
s
i
v
e,
eq
u
itab
le
ed
u
ca
tio
n
f
o
r
al
l.
Fu
tu
r
e
r
esear
c
h
s
h
o
u
ld
co
n
tin
u
e
to
ex
p
lo
r
e
in
n
o
v
ativ
e
m
e
n
to
r
s
h
ip
p
r
ac
tices
to
b
u
ild
s
u
s
tain
ab
le,
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
ts
f
o
r
n
o
v
ice
teac
h
er
s
g
lo
b
ally
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
g
en
er
o
u
s
f
in
an
cial
s
u
p
p
o
r
t
p
r
o
v
i
d
ed
b
y
th
e
R
esear
ch
Ma
n
ag
em
en
t
an
d
I
n
n
o
v
ati
o
n
C
en
tr
e
(
R
MI
C
)
,
UPSI,
is
g
r
atef
u
lly
ac
k
n
o
wled
g
e
d
as it h
as b
ee
n
i
n
s
tr
u
m
en
tal
in
ad
v
a
n
cin
g
t
h
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
d
id
n
o
t r
ec
eiv
e
an
y
s
p
ec
if
ic
f
u
n
d
i
n
g
o
r
f
in
a
n
cial
s
u
p
p
o
r
t.
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
R
D
O
E
Vi
Su
P
Fu
B
er
an
d
a
Yii Pin
g
J
in
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Mo
h
d
Mu
s
lim
Md
Z
alli
✓
✓
✓
✓
✓
✓
✓
✓
Mo
h
d
R
id
h
u
an
Mo
h
d
J
am
il
✓
✓
✓
✓
✓
✓
✓
✓
Nik
Mu
h
am
m
ad
Han
is
✓
✓
✓
✓
✓
✓
✓
J
o
s
ep
h
in
e
Am
b
o
n
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
t
h
o
r
d
ec
lar
es
n
o
p
o
ten
t
ial
co
n
f
lict
o
f
in
ter
est
co
n
ce
r
n
in
g
th
is
p
ap
er
'
s
r
esear
ch
,
au
th
o
r
s
h
ip
,
o
r
p
u
b
licatio
n
.
I
NF
O
RM
E
D
CO
NS
E
N
T
No
t a
p
p
licab
le.
T
h
is
s
tu
d
y
d
o
e
s
n
o
t in
v
o
lv
e
h
u
m
a
n
p
a
r
ticip
an
ts
o
r
th
e
co
llectio
n
o
f
p
r
im
ar
y
d
ata.
E
T
H
I
CAL AP
P
RO
V
AL
As
a
r
ev
iew
o
f
r
esear
ch
u
s
in
g
p
u
b
licly
av
ailab
le
s
ec
o
n
d
ar
y
d
ata,
th
is
r
esear
ch
was
ex
em
p
t
f
r
o
m
Hu
m
an
Su
b
jects a
p
p
r
o
v
al.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
[
MM
MZ
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
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
.
4
,
Au
g
u
s
t
20
25
:
2
6
0
5
-
2
6
1
6
2614
RE
F
E
R
E
NC
E
S
[
1
]
M
.
E
v
a
s
h
k
o
v
sk
y
a
n
d
A
.
V
O
si
p
o
v
a
,
“
U
n
d
e
r
s
t
a
n
d
i
n
g
N
o
v
i
c
e
S
p
e
c
i
a
l
Ed
u
c
a
t
i
o
n
Te
a
c
h
e
r
s’
a
n
d
P
a
r
a
e
d
u
c
a
t
o
r
s’
M
e
n
t
o
r
s
h
i
p
R
e
l
a
t
i
o
n
s
h
i
p
s:
A
C
o
mp
a
r
a
t
i
v
e
C
a
se
S
t
u
d
y
,
”
T
h
e
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
E
d
u
c
a
t
i
o
n
A
p
p
r
e
n
t
i
c
e
s
h
i
p
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
4
,
2
0
2
3
,
d
o
i
:
1
0
.
5
8
7
2
9
/
2
1
6
7
-
3
4
5
4
.
1
1
5
7
.
[
2
]
B
.
K
u
t
s
y
u
r
u
b
a
,
L
.
G
o
d
d
e
n
,
a
n
d
J.
B
o
s
i
c
a
,
“
Th
e
i
m
p
a
c
t
o
f
me
n
t
o
r
i
n
g
o
n
t
h
e
C
a
n
a
d
i
a
n
e
a
r
l
y
c
a
r
e
e
r
t
e
a
c
h
e
r
s’
w
e
l
l
-
b
e
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Me
n
t
o
ri
n
g
a
n
d
C
o
a
c
h
i
n
g
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
4
,
p
p
.
2
8
5
–
3
0
9
,
2
0
1
9
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JM
C
E
-
02
-
2
0
1
9
-
0
0
3
5
.
[
3
]
C
.
W
h
a
l
e
n
,
E
.
M
a
j
o
c
h
a
,
a
n
d
S
.
v
a
n
N
u
l
a
n
d
,
“
N
o
v
i
c
e
t
e
a
c
h
e
r
c
h
a
l
l
e
n
g
e
s
a
n
d
p
r
o
m
o
t
i
n
g
n
o
v
i
c
e
t
e
a
c
h
e
r
r
e
t
e
n
t
i
o
n
i
n
C
a
n
a
d
a
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
5
,
p
p
.
5
9
1
–
6
0
7
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
1
9
.
1
6
5
2
9
0
6
.
[
4
]
B
.
K
u
t
s
y
u
r
u
b
a
,
K
.
W
a
l
k
e
r
,
a
n
d
L.
G
o
d
d
e
n
,
“
C
r
e
a
t
i
n
g
s
u
p
p
o
r
t
i
v
e
sc
h
o
o
l
c
u
l
t
u
r
e
s
f
o
r
b
e
g
i
n
n
i
n
g
t
e
a
c
h
e
r
s:
M
i
t
i
g
a
t
i
n
g
t
h
e
c
u
l
t
u
r
a
l
c
o
n
t
e
x
t
u
a
l
f
a
c
t
o
r
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
O
rg
a
n
i
z
a
t
i
o
n
a
n
d
L
e
a
d
e
rs
h
i
p
,
v
o
l
.
2
4
,
n
o
.
2
,
p
p
.
1
–
1
8
,
2
0
1
7
,
d
o
i
:
1
0
.
1
8
8
4
8
/
2
3
2
9
-
1
6
5
6
/
C
G
P
/
v
2
4
i
0
2
/
1
-
1
8
.
[
5
]
B
.
P
.
J
.
Y
i
i
e
t
a
l
.
,
“
F
r
o
m
c
l
a
ssr
o
o
m
c
h
a
l
l
e
n
g
e
s
t
o
sc
h
o
l
a
r
l
y
i
n
si
g
h
t
s:
A
b
i
b
l
i
o
me
t
r
i
c
a
n
a
l
y
s
i
s
o
f
n
o
v
i
c
e
t
e
a
c
h
e
r
r
e
sea
r
c
h
,
”
Br
i
t
i
s
h
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
J
o
u
r
n
a
l
,
p
p
.
1
–
3
2
,
M
a
r
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
2
/
b
e
r
j
.
4
1
5
3
.
[
6
]
S
.
L.
D
i
a
s
-
La
c
y
a
n
d
R
.
V
.
G
u
i
r
g
u
i
s,
“
C
h
a
l
l
e
n
g
e
s
f
o
r
N
e
w
Te
a
c
h
e
r
s
a
n
d
W
a
y
s
o
f
C
o
p
i
n
g
w
i
t
h
T
h
e
m
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
2
6
5
–
2
7
2
,
M
a
y
2
0
1
7
,
d
o
i
:
1
0
.
5
5
3
9
/
j
e
l
.
v
6
n
3
p
2
6
5
.
[
7
]
J.
S
.
W
h
i
t
e
,
P
.
G
.
S
c
h
e
m
p
p
,
B
.
A
.
M
c
C
u
l
l
i
c
k
,
B
.
S
.
B
e
r
g
e
r
,
a
n
d
J
.
M
.
E
l
l
i
o
t
t
,
“
M
e
n
t
o
r
i
n
g
r
e
l
a
t
i
o
n
sh
i
p
s
i
n
s
p
o
r
t
f
r
o
m t
h
e
p
r
o
t
e
g
e
’
s
p
e
r
s
p
e
c
t
i
v
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
i
d
e
n
c
e
Ba
s
e
d
C
o
a
c
h
i
n
g
a
n
d
Me
n
t
o
ri
n
g
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
1
5
2
–
1
6
8
,
F
e
b
.
2
0
1
7
.
[
8
]
J.
S
p
a
r
k
s,
R
.
Tse
m
e
n
h
u
,
R
.
G
r
e
e
n
,
W
.
Tr
u
b
y
,
L
.
L
.
B
r
o
c
k
me
i
e
r
,
a
n
d
K
.
D
.
N
o
b
l
e
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
N
e
w
T
e
a
c
h
e
r
M
e
n
t
o
r
i
n
g
P
r
a
c
t
i
c
e
s
.
,
”
N
a
t
i
o
n
a
l
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
J
o
u
r
n
a
l
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
5
9
–
6
5
,
Jan
.
2
0
1
7
.
[
9
]
J.
B
u
r
g
e
r
,
H
.
B
e
l
l
h
ä
u
ser,
a
n
d
M
.
I
mh
o
f
,
“
M
e
n
t
o
r
i
n
g
s
t
y
l
e
s
a
n
d
n
o
v
i
c
e
t
e
a
c
h
e
r
s’
w
e
l
l
-
b
e
i
n
g
:
Th
e
r
o
l
e
o
f
b
a
si
c
n
e
e
d
sa
t
i
sf
a
c
t
i
o
n
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
0
3
,
p
.
1
0
3
3
4
5
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
1
.
1
0
3
3
4
5
.
[
1
0
]
K
.
P
o
o
m
-
V
a
l
i
c
k
i
s,
“
N
o
v
i
c
e
Te
a
c
h
e
r
s
’
P
r
o
f
e
ss
i
o
n
a
l
D
e
v
e
l
o
p
me
n
t
D
u
r
i
n
g
t
h
e
I
n
d
u
c
t
i
o
n
Y
e
a
r
,
”
Pr
o
c
e
d
i
a
-
S
o
c
i
a
l
a
n
d
B
e
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
1
2
,
p
p
.
7
6
4
–
7
7
4
,
2
0
1
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
b
sp
r
o
.
2
0
1
4
.
0
1
.
1
2
2
8
.
[
1
1
]
S
.
A
.
N
a
g
r
o
,
S
.
E
.
H
i
r
s
c
h
,
a
n
d
M
.
J
.
K
e
n
n
e
d
y
,
“
A
S
e
l
f
-
Le
d
A
p
p
r
o
a
c
h
t
o
I
mp
r
o
v
i
n
g
C
l
a
ssr
o
o
m
M
a
n
a
g
e
me
n
t
P
r
a
c
t
i
c
e
s
U
s
i
n
g
V
i
d
e
o
A
n
a
l
y
si
s,
”
T
E
AC
H
I
N
G
Ex
c
e
p
t
i
o
n
a
l
C
h
i
l
d
re
n
,
v
o
l
.
5
3
,
n
o
.
1
,
p
p
.
2
4
–
3
2
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
4
0
0
5
9
9
2
0
9
1
4
3
2
9
.
[
1
2
]
C
.
Le
e
,
“
A
n
a
n
a
l
y
s
i
s
o
f
t
h
e
e
x
p
e
r
i
e
n
c
e
s
o
f
K
i
n
d
e
r
g
a
r
t
e
n
T
e
a
c
h
e
r
s
P
a
r
t
i
c
i
p
a
t
i
n
g
i
n
N
o
v
i
c
e
Te
a
c
h
e
r
Ed
u
c
a
t
i
o
n
u
si
n
g
M
e
n
t
o
r
i
n
g
,
”
(
i
n
K
o
r
e
a
n
)
,
K
o
re
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
6
,
p
p
.
8
7
–
1
0
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
4
3
3
3
/
k
j
t
e
.
2
0
2
3
.
3
9
.
6
.
0
4
.
[
1
3
]
R
.
L
i
,
“
M
e
n
t
o
r
i
n
g
a
s
a
s
u
p
p
o
r
t
i
v
e
w
a
y
f
o
r
n
o
v
i
c
e
t
e
a
c
h
e
r
s
i
n
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
t
e
a
c
h
e
r
d
e
v
e
l
o
p
me
n
t
:
A
c
a
s
e
s
t
u
d
y
i
n
a
n
e
t
h
n
i
c
c
o
l
l
e
g
e
i
n
c
h
i
n
a
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
Re
se
a
r
c
h
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
3
1
8
–
3
2
7
,
2
0
1
6
,
d
o
i
:
1
0
.
1
7
5
0
7
/
j
l
t
r
.
0
7
0
2
.
1
0
.
[
1
4
]
A
.
A
mi
t
a
i
a
n
d
M
.
v
a
n
H
o
u
t
t
e
,
“
B
e
i
n
g
p
u
sh
e
d
o
u
t
o
f
t
h
e
c
a
r
e
e
r
:
F
o
r
mer
t
e
a
c
h
e
r
s’
r
e
a
s
o
n
s
f
o
r
l
e
a
v
i
n
g
t
h
e
p
r
o
f
e
ssi
o
n
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
0
,
p
.
1
0
3
5
4
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
1
.
1
0
3
5
4
0
.
[
1
5
]
N
.
D
a
ğ
a
n
d
M
.
H
.
S
a
r
ı
,
“
A
r
e
a
s
o
f
men
t
o
r
i
n
g
n
e
e
d
s
o
f
n
o
v
i
c
e
a
n
d
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
El
e
c
t
ro
n
i
c
J
o
u
r
n
a
l
o
f
El
e
m
e
n
t
a
r
y
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
1
1
5
–
1
2
9
,
S
e
p
.
2
0
1
7
,
d
o
i
:
1
0
.
2
6
8
2
2
/
i
e
j
e
e
.
2
0
1
7
1
3
1
8
9
2
.
[
1
6
]
Q
.
N
.
H
o
n
g
e
t
a
l
.
,
“
T
h
e
M
i
x
e
d
M
e
t
h
o
d
s
A
p
p
r
a
i
sa
l
To
o
l
(
M
M
A
T)
v
e
r
s
i
o
n
2
0
1
8
f
o
r
i
n
f
o
r
mat
i
o
n
p
r
o
f
e
ss
i
o
n
a
l
s
a
n
d
r
e
s
e
a
r
c
h
e
r
s
,
”
Ed
u
c
a
t
i
o
n
f
o
r
I
n
f
o
rm
a
t
i
o
n
,
v
o
l
.
3
4
,
n
o
.
4
,
p
p
.
2
8
5
–
2
9
1
,
2
0
1
8
,
d
o
i
:
1
0
.
3
2
3
3
/
EFI
-
1
8
0
2
2
1
.
[
1
7
]
M
.
J.
P
a
g
e
e
t
a
l
.
,
“
T
h
e
P
R
I
S
M
A
2
0
2
0
s
t
a
t
e
m
e
n
t
:
A
n
u
p
d
a
t
e
d
g
u
i
d
e
l
i
n
e
f
o
r
r
e
p
o
r
t
i
n
g
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
s,”
T
h
e
BM
J
,
v
o
l
.
3
7
2
,
p
.
n
7
1
,
2
0
2
1
,
d
o
i
:
1
0
.
1
1
3
6
/
b
mj
.
n
7
1
.
[
1
8
]
X
.
S
u
n
a
n
d
J
.
H
u
a
n
g
,
“
T
h
r
i
v
i
n
g
o
r
s
u
r
v
i
v
i
n
g
?
Em
o
t
i
o
n
a
l
r
e
s
i
l
i
e
n
c
e
d
e
v
e
l
o
p
me
n
t
a
m
o
n
g
C
h
i
n
e
se
r
u
r
a
l
b
e
g
i
n
n
i
n
g
t
e
a
c
h
e
r
s
f
r
o
m
a
so
c
i
a
l
-
e
c
o
l
o
g
i
c
a
l
p
e
r
sp
e
c
t
i
v
e
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
1
2
5
,
p
.
1
0
2
3
5
9
,
Ja
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
J
.
I
JER
.
2
0
2
4
.
1
0
2
3
5
9
.
[
19
]
J.
B
u
r
g
e
r
,
“
C
o
n
st
r
u
c
t
i
v
i
s
t
a
n
d
Tr
a
n
s
mi
ssi
v
e
M
e
n
t
o
r
i
n
g
:
Ef
f
e
c
t
s
o
n
T
e
a
c
h
e
r
S
e
l
f
-
Ef
f
i
c
a
c
y
,
Em
o
t
i
o
n
a
l
M
a
n
a
g
e
men
t
,
a
n
d
t
h
e
R
o
l
e
o
f
N
o
v
i
c
e
s’
I
n
i
t
i
a
l
B
e
l
i
e
f
s,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
7
5
,
n
o
.
1
,
p
p
.
1
0
7
–
1
2
1
,
J
a
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
2
2
4
8
7
1
2
3
1
1
8
5
3
7
1
.
[
20
]
A
.
K
w
o
k
,
M
.
S
.
P
a
t
t
e
r
so
n
,
M
.
I
.
S
u
á
r
e
z
,
D
.
H
u
st
o
n
,
a
n
d
D
.
M
i
t
c
h
e
l
l
,
“
R
a
t
e
y
o
u
r
c
o
a
c
h
:
e
x
p
l
o
r
i
n
g
r
a
t
i
n
g
s
o
f
c
o
a
c
h
i
n
g
s
k
i
l
l
s
t
h
r
o
u
g
h
o
u
t
t
e
a
c
h
e
r
i
n
d
u
c
t
i
o
n
,
”
T
e
a
c
h
e
rs
a
n
d
T
e
a
c
h
i
n
g
:
T
h
e
o
ry
a
n
d
Pra
c
t
i
c
e
,
v
o
l
.
3
0
,
n
o
.
5
,
p
p
.
5
6
3
–
5
8
4
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
4
0
6
0
2
.
2
0
2
3
.
2
2
6
5
8
2
3
.
[
21
]
A
.
D
i
a
b
a
n
d
E.
G
r
e
e
n
,
“
C
u
l
t
i
v
a
t
i
n
g
R
e
s
i
l
i
e
n
c
e
a
n
d
S
u
c
c
e
ss:
S
u
p
p
o
r
t
S
y
st
e
ms
f
o
r
N
o
v
i
c
e
Te
a
c
h
e
r
s
i
n
D
i
v
e
r
se
C
o
n
t
e
x
t
s,”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
7
,
p
.
7
1
1
,
Ju
l
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
s
c
i
1
4
0
7
0
7
1
1
.
[
22
]
L.
H
.
B
o
y
l
e
,
K
.
C
.
M
o
sl
e
y
,
a
n
d
C
.
J.
M
c
C
a
r
t
h
y
,
“
N
e
w
t
e
a
c
h
e
r
s’
r
i
sk
f
o
r
s
t
r
e
ss:
a
ss
o
c
i
a
t
i
o
n
s
w
i
t
h
me
n
t
o
r
i
n
g
su
p
p
o
r
t
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
e
n
t
o
ri
n
g
a
n
d
C
o
a
c
h
i
n
g
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
9
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JM
C
E
-
05
-
2
0
2
2
-
0
0
3
7
.
[
23
]
K
.
C
.
M
o
sl
e
y
a
n
d
C
.
J
.
M
c
C
a
r
t
h
y
,
“
B
e
g
i
n
n
i
n
g
Te
a
c
h
e
r
M
e
n
t
o
r
i
n
g
:
A
ss
o
c
i
a
t
i
o
n
s
b
e
t
w
e
e
n
M
e
n
t
o
r
i
n
g
E
x
p
e
r
i
e
n
c
e
s
a
n
d
S
t
r
e
s
s
a
mo
n
g
F
i
r
s
t
Y
e
a
r
Te
a
c
h
e
r
s,
”
T
e
a
c
h
e
r
Ed
u
c
a
t
o
r
,
v
o
l
.
5
8
,
n
o
.
4
,
p
p
.
4
4
0
–
4
5
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
7
8
7
3
0
.
2
0
2
3
.
2
1
7
5
4
0
2
.
[
24
]
R.
A.
E
l
y
a
s
h
i
v
a
n
d
M
.
Le
v
i
-
K
e
r
e
n
,
“
Th
e
i
n
c
u
b
a
t
o
r
:
a
n
i
n
n
o
v
a
t
i
v
e
a
p
p
r
o
a
c
h
t
o
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
f
o
r
b
e
g
i
n
n
i
n
g
t
e
a
c
h
e
r
s
a
n
d
me
n
t
o
r
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Me
n
t
o
r
i
n
g
a
n
d
C
o
a
c
h
i
n
g
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
8
–
3
2
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JM
C
E
-
04
-
2
0
2
2
-
0
0
2
3
.
[
25
]
H
.
V.
B
e
n
-
D
a
v
i
d
a
n
d
I
.
B
e
r
k
o
v
i
c
h
,
“
F
u
n
c
t
i
o
n
s
a
n
d
r
e
l
a
t
i
o
n
a
l
a
sp
e
c
t
s
o
f
m
e
n
t
o
r
i
n
g
f
o
r
n
o
v
i
c
e
t
e
a
c
h
e
r
s
d
u
r
i
n
g
t
h
e
s
e
c
o
n
d
y
e
a
r
o
f
t
e
a
c
h
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
f
o
r T
e
a
c
h
i
n
g
,
v
o
l
.
4
8
,
n
o
.
5
,
p
p
.
5
4
9
–
5
6
0
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
0
7
4
7
6
.
2
0
2
1
.
2
0
1
7
2
3
4
.
[
26
]
A
.
M.
M
a
e
st
r
a
n
z
i
,
J.
B
o
l
g
a
t
z
,
N
.
B
r
o
w
n
,
a
n
d
M
.
Jac
k
s
o
n
,
“
E
x
p
l
o
r
i
n
g
Te
n
si
o
n
s:
A
S
e
l
f
-
S
t
u
d
y
o
f
A
T
e
a
c
h
e
r
Ed
u
c
a
t
o
r
’
s
W
h
i
t
e
F
r
a
g
i
l
i
t
y
i
n
M
e
n
t
o
r
i
n
g
N
o
v
i
c
e
Te
a
c
h
e
r
s,”
S
t
u
d
y
i
n
g
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
4
0
–
6
0
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
7
4
2
5
9
6
4
.
2
0
2
1
.
1
9
6
9
2
2
7
.
[
27
]
M
.
G
ü
l
e
r
a
n
d
D
.
Ç
e
l
i
k
,
“
S
u
p
p
o
r
t
i
n
g
n
o
v
i
c
e
ma
t
h
e
ma
t
i
c
s
t
e
a
c
h
e
r
s
:
T
h
e
i
m
p
a
c
t
o
f
e
-
me
n
t
o
r
i
n
g
o
n
l
e
ss
o
n
a
n
a
l
y
si
s sk
i
l
l
s
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
3
,
p
.
1
0
3
6
5
8
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
2
.
1
0
3
6
5
8
.
[
28
]
E.
M
i
l
t
o
n
,
C
.
D
a
l
y
,
F
.
La
n
g
d
o
n
,
M
.
P
a
l
mer
,
K
.
Jo
n
e
s,
a
n
d
A
.
J
.
D
a
v
i
e
s,
“
C
a
n
sc
h
o
o
l
s
r
e
a
l
l
y
p
r
o
v
i
d
e
t
h
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
t
h
a
t
n
e
w
t
e
a
c
h
e
r
s
n
e
e
d
?
C
o
m
p
l
e
x
i
t
i
e
s
a
n
d
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
i
n
W
a
l
e
s
,
”
Pr
o
f
e
ssi
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
5
,
p
p
.
8
7
8
–
8
9
1
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
9
4
1
5
2
5
7
.
2
0
2
0
.
1
7
6
7
1
7
7
.
[
29
]
C
.
S
h
a
h
a
m,
“
Tr
a
i
n
i
n
g
f
o
r
Te
a
c
h
i
n
g
–
R
e
f
l
e
c
t
i
v
e
O
b
s
e
r
v
a
t
i
o
n
o
f
B
e
g
i
n
n
i
n
g
T
e
a
c
h
e
r
s
i
n
t
h
e
i
r
F
i
r
st
Y
e
a
r
,
”
C
u
rri
c
u
l
u
m
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
3
7
,
n
o
.
1
,
p
p
.
7
9
–
9
9
,
2
0
2
2
,
d
o
i
:
1
0
.
7
4
5
9
/
c
t
/
3
7
.
1
.
0
5
.
[
30
]
V
.
S.
W
a
s
h
i
n
g
t
o
n
,
“
A
C
a
s
e
S
t
u
d
y
:
A
N
o
v
i
c
e
Te
a
c
h
e
r
’
s
M
e
n
t
o
r
i
n
g
E
x
p
e
r
i
e
n
c
e
s t
h
e
F
i
r
st
Y
e
a
r
a
n
d
B
e
y
o
n
d
,
”
E
d
u
c
a
t
i
o
n
a
n
d
U
rb
a
n
S
o
c
i
e
t
y
,
v
o
l
.
5
6
,
n
o
.
3
,
p
p
.
3
0
9
–
3
4
4
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
3
1
2
4
5
2
2
1
1
2
1
6
6
4
.
[
31
]
H
.
M
.
Ja
c
o
b
se
n
a
n
d
E.
L
e
j
o
n
b
e
r
g
,
“
O
r
g
a
n
i
z
i
n
g
m
e
n
t
o
r
i
n
g
a
n
d
i
n
d
u
c
t
i
o
n
p
r
a
c
t
i
c
e
s:
u
n
d
e
r
s
t
o
o
d
t
h
r
o
u
g
h
t
h
e
e
y
e
s o
f
n
e
w
l
y
q
u
a
l
i
f
i
e
d
t
e
a
c
h
e
r
s,”
M
e
n
t
o
ri
n
g
a
n
d
T
u
t
o
ri
n
g
:
P
a
rt
n
e
rsh
i
p
i
n
L
e
a
rn
i
n
g
,
v
o
l
.
3
2
,
n
o
.
4
,
p
p
.
3
9
5
–
4
1
8
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
1
1
2
6
7
.
2
0
2
4
.
2
3
6
0
6
0
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.