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as
s
u
m
p
tio
n
s
(
d
ee
p
ly
in
g
r
ain
ed
b
elief
s
)
[
6
]
.
Stu
d
i
es
h
av
e
d
em
o
n
s
tr
ated
th
at
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e,
c
h
ar
ac
ter
ized
b
y
tr
u
s
t,
co
llab
o
r
atio
n
,
an
d
s
h
ar
e
d
g
o
als,
is
s
tr
o
n
g
ly
co
r
r
elate
d
w
ith
im
p
r
o
v
e
d
s
tu
d
en
t
o
u
tco
m
es,
h
ig
h
er
teac
h
e
r
s
atis
f
ac
tio
n
,
an
d
en
h
a
n
ce
d
in
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
[
7
]
.
Fu
r
th
er
m
o
r
e
,
p
r
o
f
ess
io
n
al
lear
n
in
g
c
o
m
m
u
n
ities
(
PLCs
)
with
in
s
ch
o
o
ls
,
wh
ich
th
r
iv
e
in
c
u
ltu
r
es
em
p
h
asizin
g
co
llab
o
r
atio
n
an
d
s
u
p
p
o
r
t,
h
av
e
b
ee
n
s
h
o
wn
to
im
p
r
o
v
e
teac
h
e
r
p
r
ac
tices
an
d
s
tu
d
en
t
ac
h
iev
em
en
ts
[
8
]
.
C
o
n
v
er
s
ely
,
c
u
ltu
r
es
d
o
m
in
ate
d
b
y
co
m
p
etitio
n
o
r
lack
o
f
tr
u
s
t
ca
n
u
n
d
er
m
in
e
th
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
,
lead
in
g
to
lo
wer
en
g
ag
em
e
n
t
an
d
d
im
in
is
h
ed
o
u
tco
m
es
[
9
]
,
[
1
0
]
.
Desp
ite
th
ese
in
s
ig
h
ts
,
th
e
s
p
ec
if
ic
d
y
n
am
ics
o
f
s
ch
o
o
l
cu
ltu
r
e
in
Vietn
am
ese
teac
h
er
tr
ain
in
g
co
lleg
es,
esp
ec
ially
in
th
e
R
ed
R
iv
er
Delta,
r
em
ain
u
n
d
er
-
r
esear
ch
ed
.
W
h
ile
ex
is
tin
g
s
tu
d
ies
o
f
ten
ad
d
r
ess
is
o
lated
asp
ec
ts
o
f
s
ch
o
o
l
cu
ltu
r
e,
s
u
ch
as
co
m
m
u
n
icatio
n
o
r
o
r
g
an
izatio
n
al
b
e
h
av
io
r
,
th
ey
f
all
s
h
o
r
t
o
f
p
r
o
v
id
i
n
g
a
co
m
p
r
eh
e
n
s
iv
e
a
n
aly
s
is
o
f
its
o
v
er
all
im
p
ac
t
o
n
ed
u
ca
tio
n
al
q
u
ality
.
T
h
is
g
ap
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
a
d
ee
p
er
ex
p
lo
r
ati
o
n
o
f
h
o
w
cu
ltu
r
al
elem
en
t
s
in
ter
ac
t
with
i
n
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
a
n
d
ed
u
ca
tio
n
al
o
u
tco
m
es in
th
is
c
o
n
tex
t.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
ese
g
ap
s
b
y
in
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
c
u
ltu
r
e
an
d
ed
u
ca
tio
n
al
q
u
ality
in
teac
h
er
tr
ain
in
g
c
o
lleg
es
in
th
e
R
ed
R
iv
er
Delta
R
eg
io
n
.
T
h
e
r
esear
ch
is
g
u
id
e
d
b
y
th
r
ee
k
e
y
o
b
jectiv
es:
i)
t
o
a
n
a
ly
ze
th
e
d
ef
in
i
n
g
c
h
ar
ac
ter
is
tics
o
f
s
ch
o
o
l
c
u
ltu
r
e
in
teac
h
e
r
tr
ain
in
g
c
o
lleg
es,
d
if
f
er
en
tiatin
g
b
etwe
en
p
o
s
itiv
e
an
d
n
e
g
ativ
e
c
u
ltu
r
al
attr
ib
u
tes
;
ii)
t
o
e
x
am
in
e
t
h
e
im
p
ac
t
o
f
s
ch
o
o
l
c
u
ltu
r
e
o
n
ed
u
ca
tio
n
al
q
u
ality
in
d
i
ca
to
r
s
,
in
clu
d
in
g
s
tu
d
en
t
ac
h
iev
em
en
t,
teac
h
er
s
atis
f
ac
tio
n
,
an
d
r
esear
ch
p
r
o
d
u
ctiv
ity
;
an
d
iii)
t
o
p
r
o
p
o
s
e
ac
tio
n
ab
le
s
tr
ateg
ies
f
o
r
f
o
s
ter
in
g
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e,
th
er
eb
y
co
n
tr
ib
u
tin
g
to
th
e
e
n
h
an
c
em
e
n
t o
f
teac
h
e
r
tr
ain
in
g
q
u
ality
i
n
Vietn
am
.
T
h
e
s
tu
d
y
em
p
lo
y
s
a
m
ix
e
d
-
m
eth
o
d
s
a
p
p
r
o
ac
h
,
in
te
g
r
ati
n
g
q
u
an
titativ
e
s
u
r
v
e
y
s
an
d
q
u
alitativ
e
in
s
ig
h
ts
f
r
o
m
in
ter
v
iews
a
n
d
o
b
s
er
v
atio
n
s
.
T
h
is
m
eth
o
d
o
lo
g
y
allo
ws
f
o
r
a
r
o
b
u
s
t
a
n
aly
s
is
o
f
c
u
ltu
r
al
d
y
n
am
ics
an
d
t
h
eir
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
q
u
ality
.
B
y
f
o
c
u
s
in
g
o
n
t
h
e
R
ed
R
iv
er
Delta
-
a
r
eg
io
n
with
a
d
is
tin
ct
cu
ltu
r
a
l
h
er
itag
e
an
d
p
iv
o
tal
r
o
le
in
Vietn
am
’
s
ed
u
ca
tio
n
s
y
s
tem
-
th
e
r
esear
ch
o
f
f
er
s
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
in
t
er
s
ec
tio
n
o
f
cu
ltu
r
e
an
d
ed
u
c
atio
n
.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
i
n
g
s
aim
to
p
r
o
v
i
d
e
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
p
o
licy
m
ak
e
r
s
,
in
s
titu
tio
n
al
lead
er
s
,
an
d
ed
u
ca
t
o
r
s
,
alig
n
i
n
g
with
Vietn
am
’
s
b
r
o
ad
e
r
g
o
als
o
f
e
d
u
ca
tio
n
al
r
ef
o
r
m
an
d
in
ter
n
atio
n
al
in
teg
r
atio
n
.
T
h
r
o
u
g
h
its
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
,
th
is
s
tu
d
y
s
ee
k
s
n
o
t
o
n
l
y
to
d
ee
p
en
th
e
th
e
o
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l
cu
ltu
r
e
b
u
t
also
to
co
n
tr
ib
u
te
ac
tio
n
ab
le
k
n
o
wled
g
e
th
at
e
n
h
an
ce
s
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
er
tr
ain
in
g
in
s
titu
tio
n
s
.
B
y
cu
ltiv
atin
g
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e,
th
ese
in
s
titu
tio
n
s
ca
n
b
etter
n
av
ig
ate
c
o
n
te
m
p
o
r
ar
y
ch
allen
g
es,
en
s
u
r
in
g
th
ey
r
em
ai
n
v
ital
co
n
tr
ib
u
to
r
s
to
Vietn
am
’
s
ed
u
ca
tio
n
al
an
d
s
o
cieta
l p
r
o
g
r
ess
.
2.
M
E
T
H
O
D
2
.
1
.
O
v
er
v
iew
o
f
s
cho
o
l c
ulture
a
nd
educa
t
io
n qua
lity
Sch
o
o
l
cu
ltu
r
e
m
ay
b
e
b
r
o
a
d
ly
d
ef
in
ed
as
a
co
m
p
lex
,
i
n
ter
d
ep
en
d
en
t
s
y
s
tem
o
f
s
h
ar
ed
v
alu
es,
b
elief
s
,
n
o
r
m
s
an
d
b
e
h
av
io
r
s
th
at
r
eg
u
late
th
e
in
ter
ac
tio
n
s
a
n
d
ac
tiv
ities
in
s
ch
o
o
ls
.
T
h
is
i
n
clu
d
es
all
th
e
b
asic
th
in
g
s
an
o
u
ts
id
er
ca
n
co
m
e
i
n
to
co
n
tact
with
o
r
o
b
s
er
v
e.
L
o
w
t
an
g
ib
le
s
u
ch
as
a
r
tifa
cts
-
ev
er
y
th
i
n
g
v
is
ib
le,
au
d
ib
le
in
cu
ltu
r
e
(
p
h
y
s
ical
en
v
ir
o
n
m
en
t
to
o
)
lan
g
u
a
g
e
,
s
y
m
b
o
ls
r
itu
als
ce
r
em
o
n
ies.
E
s
p
o
u
s
ed
v
alu
es,
wh
at
th
e
s
ch
o
o
l
co
m
m
u
n
ity
s
ay
s
it v
alu
es
an
d
b
eliev
es.
B
asic
u
n
d
er
ly
in
g
ass
u
m
p
tio
n
s
,
th
e
d
ee
p
ly
s
ea
ted
au
to
m
atic
b
elief
s
an
d
im
p
licit c
o
n
s
tr
u
cts
b
y
wh
ich
m
em
b
er
s
o
f
an
o
r
g
a
n
izatio
n
o
p
e
r
ate.
Sch
o
o
l
cu
ltu
r
e:
m
o
d
els
an
d
t
h
eo
r
ies
th
er
e
h
av
e
b
ee
n
m
an
y
m
o
d
els
an
d
th
eo
r
ies
u
s
ed
t
o
attem
p
t
to
u
n
d
er
s
tan
d
th
e
co
m
p
lex
ities
o
f
s
ch
o
o
l
c
u
ltu
r
e.
T
h
e
co
m
p
etin
g
v
alu
es
f
r
am
ewo
r
k
d
e
f
in
es
f
o
u
r
u
n
iq
u
e
cu
ltu
r
al
ty
p
es:
th
e
cla
n
,
a
d
h
o
c
r
ac
y
,
h
ier
ar
ch
y
an
d
m
ar
k
et
o
r
ien
tati
o
n
s
.
Dif
f
er
e
n
t
ty
p
es
h
a
v
e
d
if
f
er
en
t
v
alu
es
an
d
p
r
io
r
ities
,
cr
ea
tin
g
a
r
an
g
e
o
f
b
eh
av
io
r
an
d
o
r
g
an
izatio
n
al
p
er
f
o
r
m
a
n
ce
.
Sch
ein
p
r
o
p
o
s
ed
th
r
ee
lev
els
o
f
th
e
co
n
s
tr
u
ct:
ar
tifa
cts,
esp
o
u
s
ed
v
alu
es
an
d
b
asic
u
n
d
er
ly
in
g
ass
u
m
p
tio
n
s
(
Sch
ein
’
s
m
o
d
el
f
o
r
d
etails)
wh
ich
allo
ws
u
n
d
er
s
tan
d
in
g
d
is
tin
ct
lay
er
s
o
f
s
ch
o
o
l
c
u
ltu
r
e
with
in
a
s
y
s
tem
[
1
1
]
.
As
a
n
im
p
o
r
tan
t
d
im
e
n
s
io
n
o
f
s
ch
o
o
l
cu
ltu
r
e,
th
e
s
tu
d
y
also
r
elies
o
n
h
o
w
“
s
ch
o
o
l
clim
at
e,
”
o
r
q
u
ality
an
d
ch
a
r
ac
ter
o
f
life
in
s
ch
o
o
ls
,
is
p
er
ce
iv
ed
[
1
2
]
.
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
imp
a
ct
o
f sch
o
o
l c
u
ltu
r
e
o
n
th
e
q
u
a
lity o
f e
d
u
ca
tio
n
i
n
V
ietn
a
mese
tea
ch
er tr
a
in
in
g
…
(
V
u
Th
i Q
u
yn
h
)
3185
Qu
alities
to
b
e
as
s
es
s
ed
in
th
e
ed
u
ca
tio
n
q
u
ality
ass
es
s
m
en
t
.
T
h
e
s
tu
d
y
ap
p
lies
th
e
m
u
lti
-
d
im
en
s
io
n
al
f
r
am
ewo
r
k
o
f
m
ea
s
u
r
i
n
g
q
u
ality
ed
u
ca
tio
n
wh
ich
in
clu
d
es
m
an
y
in
d
icato
r
s
th
at
ass
is
ted
t
o
m
ea
s
u
r
e
h
o
w
ef
f
ec
tiv
e
th
e
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es we
r
e.
T
h
ese
in
d
icato
r
s
in
clu
d
e
:
−
Stu
d
en
t
ac
h
iev
em
e
n
t:
r
ec
k
o
n
b
ased
o
n
s
tan
d
a
r
d
ized
test
s
co
r
es,
g
r
ad
u
atio
n
r
ates
an
d
s
o
m
e
o
th
er
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
in
d
icato
r
s
[
1
3
]
.
−
Sch
o
o
l
clim
ate:
m
ea
s
u
r
ed
th
r
o
u
g
h
s
u
r
v
ey
s
an
d
in
te
r
v
iews
th
at
r
ef
lect
teac
h
er
s
'
wo
r
k
in
g
en
v
ir
o
n
m
e
n
ts
,
th
e
k
in
d
o
f
s
u
p
p
o
r
t th
ey
r
ec
eiv
e
to
d
o
th
eir
w
o
r
k
,
as we
ll th
eir
g
e
n
er
al
jo
b
s
atis
f
ac
tio
n
.
−
R
esear
ch
p
r
o
d
u
ctiv
ity
:
n
u
m
b
er
as
well
as
q
u
ality
o
f
r
ese
ar
ch
p
u
b
licatio
n
s
,
g
r
an
ts
an
d
o
th
er
s
ch
o
lar
ly
ac
tiv
ities
[
1
4
]
.
−
E
n
g
ag
em
e
n
t:
m
ea
s
u
r
ed
with
lear
n
in
g
s
u
r
v
ey
s
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
s
th
at
ch
r
o
n
icle
h
o
w
s
tu
d
en
ts
p
ar
ticip
ate
in
,
en
g
ag
e
with
,
as
well
as a
r
e
m
o
tiv
ated
to
lear
n
[
1
5
]
.
T
h
e
liter
atu
r
e
h
as
in
d
icate
d
th
at
s
ch
o
o
l
cu
ltu
r
e
an
d
ed
u
ca
tio
n
al
q
u
ality
h
av
e
a
s
o
lid
r
elatio
n
s
h
ip
with
an
in
f
lu
en
ce
o
n
ea
ch
o
t
h
er
.
I
t
h
as
b
ee
n
h
ig
h
lig
h
ted
in
th
e
lit
er
atu
r
e
th
at
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
is
k
n
o
wn
to
p
lay
m
u
ltip
le
r
o
les
an
d
h
av
e
n
u
m
er
o
u
s
b
en
ef
icial
im
p
ac
ts
o
n
d
if
f
e
r
en
t
v
ar
ia
b
les
o
f
ed
u
ca
tio
n
al
q
u
ality
.
A
cu
ltu
r
e
th
at
is
s
u
p
p
o
r
tiv
e
an
d
co
llab
o
r
ativ
e,
f
o
r
ex
am
p
le,
ca
n
b
o
o
s
t
teac
h
er
m
o
r
ale
/
m
o
tiv
atio
n
in
s
u
ch
a
way
th
at
in
s
tr
u
ctio
n
im
p
r
o
v
es
-
s
o
t
o
o
s
tu
d
en
t
ac
h
ie
v
em
en
t
[
1
6
]
.
A
cu
ltu
r
e
th
at
p
r
o
m
o
tes
in
n
o
v
atio
n
an
d
r
is
k
in
teac
h
er
s
m
ay
also
b
e
m
o
r
e
o
p
en
to
n
ew
p
ed
a
g
o
g
ical
p
r
ac
t
ices
o
n
th
e
p
ar
t
o
f
teac
h
er
s
,
t
h
er
eb
y
o
r
p
er
h
a
p
s
cr
ea
tin
g
a
less
b
o
r
in
g
(
a
n
d
th
u
s
p
o
ten
tially
ef
f
ec
tiv
e)
lear
n
in
g
en
v
ir
o
n
m
en
t
[
1
7
]
.
On
th
e
o
th
er
en
d
o
f
th
is
s
p
ec
tr
u
m
,
a
s
ch
o
o
l
cu
ltu
r
e
wh
er
e
co
m
p
etitio
n
tr
u
m
p
s
co
llab
o
r
atio
n
will
n
o
t
p
r
o
v
i
d
e
s
u
p
er
i
o
r
ed
u
ca
tio
n
.
Su
ch
a
cu
ltu
r
e
ca
n
r
esu
lt
in
teac
h
e
r
b
u
r
n
o
u
t,
lo
w
m
o
r
ale
an
d
s
t
u
d
en
ts
wh
o
ar
e
d
is
en
g
a
g
ed
.
T
h
e
alter
n
ativ
es
ca
n
also
p
o
ten
tially
h
in
d
er
in
n
o
v
at
io
n
an
d
cr
ea
ti
v
ity
in
th
e
s
ch
o
o
l,
r
ed
u
ci
n
g
t
h
e
a
d
ap
tab
ilit
y
o
f
a
p
r
o
m
is
in
g
y
o
u
n
g
v
en
tu
r
e
to
f
u
tu
r
e
n
ee
d
s
/ch
alle
n
g
es
[
1
8
]
.
A
m
ix
ed
-
m
eth
o
d
s
d
esig
n
was
u
s
ed
th
at
co
m
b
in
ed
q
u
a
n
titativ
e
d
ata
co
llected
th
r
o
u
g
h
s
tr
u
ctu
r
ed
s
u
r
v
ey
s
with
q
u
alitativ
e
in
f
o
r
m
atio
n
f
r
o
m
in
-
d
ep
t
h
in
ter
v
iews
an
d
d
o
cu
m
en
t
r
ev
iew.
T
h
is
m
eth
o
d
o
lo
g
y
allo
wed
u
s
to
a
n
aly
ze
tr
e
n
d
s
in
p
er
ce
p
tio
n
s
o
f
s
ch
o
o
l
c
u
ltu
r
e
an
d
wh
y
th
ey
v
ar
ied
as
well
as
ex
am
in
e
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
f
ac
u
lty
,
s
tu
d
en
ts
,
an
d
ad
m
in
is
tr
ato
r
s
.
I
n
co
r
p
o
r
atin
g
th
ese
p
er
s
p
ec
tiv
es
p
r
o
v
id
ed
a
m
o
r
e
co
m
p
lete
p
ictu
r
e
o
f
th
e
in
f
lu
e
n
ce
s
ch
o
o
l c
u
ltu
r
e
h
as o
n
ed
u
c
atio
n
al
q
u
ality
.
2
.
2
.
Co
m
po
nents
o
f
s
cho
o
l c
ulture
T
h
e
co
m
p
o
n
e
n
ts
o
f
s
ch
o
o
l
cu
ltu
r
e
ar
e
d
iv
er
s
e
a
n
d
ca
n
b
e
c
ateg
o
r
ized
i
n
to
s
ev
er
al
k
ey
ar
ea
s
.
T
h
ese
in
clu
d
e
th
e
s
ch
o
o
l
’
s
m
is
s
io
n
a
n
d
v
is
io
n
,
th
e
v
alu
es
an
d
b
elie
f
s
h
eld
b
y
th
e
s
ch
o
o
l
c
o
m
m
u
n
ity
,
th
e
r
itu
als
an
d
tr
ad
itio
n
s
th
at
ar
e
ce
leb
r
ated
,
an
d
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
s
taf
f
,
s
tu
d
en
ts
,
a
n
d
p
ar
en
ts
.
T
h
e
m
is
s
io
n
an
d
v
is
io
n
o
f
a
s
ch
o
o
l
p
r
o
v
id
e
th
e
f
o
u
n
d
atio
n
f
o
r
its
cu
ltu
r
e.
T
h
ey
a
r
ticu
late
th
e
s
ch
o
o
l'
s
p
u
r
p
o
s
e
an
d
g
o
als,
g
u
id
i
n
g
d
ec
is
io
n
-
m
ak
in
g
an
d
s
h
ap
in
g
th
e
b
eh
av
io
r
o
f
all
m
em
b
er
s
o
f
th
e
s
ch
o
o
l
co
m
m
u
n
ity
.
Sch
o
o
ls
with
a
clea
r
an
d
co
m
p
ellin
g
m
is
s
io
n
ar
e
m
o
r
e
l
ik
ely
to
f
o
s
ter
a
s
tr
o
n
g
c
u
ltu
r
e
th
at
alig
n
s
with
th
eir
ed
u
ca
tio
n
al
o
b
jectiv
es.
Valu
es
an
d
b
elief
s
:
t
h
e
v
alu
es
an
d
b
elief
s
h
eld
b
y
th
e
s
ch
o
o
l c
o
m
m
u
n
ity
f
o
r
m
th
e
co
r
e
o
f
its
cu
ltu
r
e.
T
h
ese
ar
e
o
f
ten
r
o
o
te
d
in
th
e
s
ch
o
o
l'
s
h
is
to
r
y
,
tr
ad
itio
n
s
,
an
d
th
e
b
r
o
a
d
er
cu
ltu
r
al
co
n
te
x
t
in
wh
ich
it
o
p
e
r
ates
[
8
]
.
Sch
o
o
ls
th
at
p
r
io
r
itize
v
al
u
es
s
u
ch
as
r
esp
ec
t,
in
teg
r
ity
,
an
d
co
llab
o
r
atio
n
cr
ea
te
a
p
o
s
itiv
e
an
d
in
clu
s
iv
e
en
v
ir
o
n
m
en
t th
at
s
u
p
p
o
r
ts
s
tu
d
en
t le
ar
n
in
g
an
d
well
-
b
ein
g
.
R
itu
als
an
d
tr
ad
itio
n
s
:
r
itu
als
an
d
tr
ad
itio
n
s
p
lay
a
cr
u
cial
r
o
le
in
r
ein
f
o
r
cin
g
s
ch
o
o
l
cu
lt
u
r
e.
T
h
e
y
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
th
e
s
ch
o
o
l
co
m
m
u
n
ity
to
c
o
m
e
to
g
eth
er
,
ce
leb
r
ate
ac
h
iev
em
e
n
ts
,
an
d
b
u
ild
a
s
en
s
e
o
f
b
el
o
n
g
in
g
[
6
]
.
E
x
am
p
les
i
n
clu
d
e
a
n
n
u
al
ev
en
ts
,
g
r
ad
u
at
io
n
ce
r
em
o
n
ies,
an
d
o
t
h
er
s
c
h
o
o
l
-
wid
e
ac
tiv
ities
th
at
r
ein
f
o
r
ce
s
h
ar
ed
v
alu
es a
n
d
cr
ea
te
a
s
en
s
e
o
f
c
o
n
tin
u
ity
.
R
elatio
n
s
h
ip
s
:
t
h
e
q
u
ality
o
f
r
elatio
n
s
h
ip
s
with
in
a
s
ch
o
o
l
is
a
k
ey
in
d
icato
r
o
f
its
cu
ltu
r
e.
Po
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
tu
d
en
ts
,
teac
h
er
s
,
an
d
p
ar
en
ts
co
n
tr
ib
u
te
to
a
s
u
p
p
o
r
tiv
e
an
d
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
t.
Sch
o
o
ls
th
at
p
r
io
r
itize
o
p
e
n
co
m
m
u
n
icatio
n
,
tr
u
s
t,
a
n
d
m
u
tu
al
r
esp
ec
t
ar
e
m
o
r
e
lik
el
y
to
cu
ltiv
ate
a
cu
ltu
r
e
th
at
p
r
o
m
o
t
es a
ca
d
em
ic
s
u
cc
ess
an
d
s
o
cial
-
em
o
tio
n
al
well
-
b
ein
g
[
9
]
.
R
esear
ch
h
as
co
n
s
is
ten
tly
s
h
o
wn
th
at
s
ch
o
o
l
cu
ltu
r
e
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
ed
u
ca
tio
n
al
q
u
ality
.
A
p
o
s
itiv
e
cu
ltu
r
e,
ch
ar
ac
ter
ized
b
y
co
llab
o
r
atio
n
,
s
u
p
p
o
r
t
,
in
n
o
v
atio
n
,
an
d
a
f
o
cu
s
o
n
s
tu
d
en
t
lear
n
in
g
,
is
ass
o
ciate
d
with
im
p
r
o
v
ed
s
tu
d
en
t
ac
h
iev
em
en
t,
teac
h
e
r
s
atis
f
ac
tio
n
,
an
d
o
v
er
all
s
ch
o
o
l
ef
f
ec
tiv
e
n
ess
.
I
n
co
n
tr
ast,
a
n
e
g
ativ
e
c
u
ltu
r
e,
m
ar
k
ed
b
y
co
m
p
etitio
n
,
lack
o
f
tr
u
s
t,
a
n
d
a
f
o
c
u
s
o
n
co
m
p
lian
ce
,
ca
n
h
in
d
er
s
tu
d
en
t le
ar
n
in
g
an
d
c
r
ea
te
a
s
tr
ess
f
u
l w
o
r
k
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
teac
h
er
s
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
cu
ltu
r
e
an
d
ac
a
d
em
ic
ac
h
iev
em
en
t
is
well
-
d
o
cu
m
en
te
d
.
Sch
o
o
ls
with
a
s
tr
o
n
g
cu
ltu
r
e
o
f
le
ar
n
in
g
te
n
d
t
o
h
a
v
e
m
o
r
e
ef
f
ec
tiv
e
teac
h
in
g
p
r
ac
tices
an
d
h
i
g
h
er
s
tu
d
en
t
p
er
f
o
r
m
an
ce
[
1
9
]
,
[
2
0
]
.
T
h
is
is
p
ar
ticu
lar
ly
ev
i
d
en
t
i
n
e
n
v
ir
o
n
m
en
ts
th
at
p
r
io
r
itize
c
o
llab
o
r
atio
n
am
o
n
g
ed
u
ca
to
r
s
,
as
co
llab
o
r
ativ
e
cu
ltu
r
es
en
ab
le
teac
h
er
s
to
s
h
ar
e
b
est
p
r
ac
tices
an
d
s
u
p
p
o
r
t
o
n
e
an
o
t
h
er
in
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
[
2
1
]
,
[
2
2
]
.
T
ea
ch
er
s
atis
f
ac
tio
n
an
d
r
eten
tio
n
:
t
h
e
im
p
a
ct
o
f
s
ch
o
o
l
c
u
ltu
r
e
ex
ten
d
s
b
ey
o
n
d
s
tu
d
en
t
o
u
tco
m
es
to
in
f
lu
en
ce
teac
h
e
r
r
eten
tio
n
an
d
jo
b
s
atis
f
ac
tio
n
.
T
ea
c
h
er
s
wh
o
wo
r
k
in
s
ch
o
o
ls
with
a
p
o
s
itiv
e
cu
ltu
r
e
a
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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
2025
:
3
1
8
3
-
3
1
9
2
3186
m
o
r
e
lik
ely
to
f
ee
l
s
atis
f
ied
with
th
eir
jo
b
s
an
d
r
em
ain
in
th
eir
p
o
s
itio
n
s
[
2
3
]
,
[
2
4
]
.
T
h
is
is
cr
u
cial,
as
h
ig
h
teac
h
er
tu
r
n
o
v
er
ca
n
d
is
r
u
p
t th
e
co
n
tin
u
ity
o
f
in
s
tr
u
ctio
n
an
d
n
eg
ativ
ely
af
f
ec
t stu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
So
cial
-
em
o
tio
n
al
well
-
b
ein
g
:
s
ch
o
o
l
cu
ltu
r
e
also
s
ig
n
if
ic
an
tly
im
p
ac
ts
th
e
s
o
cial
an
d
em
o
tio
n
al
well
-
b
ein
g
o
f
s
tu
d
en
ts
.
A
s
u
p
p
o
r
tiv
e
an
d
i
n
clu
s
iv
e
cu
ltu
r
e
f
o
s
ter
s
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
am
o
n
g
s
tu
d
en
ts
,
wh
ich
is
es
s
en
tial
f
o
r
th
eir
o
v
er
all
d
ev
elo
p
m
en
t
[
2
5
]
.
T
h
e
co
n
ce
p
t
o
f
s
ch
o
o
l
co
n
n
ec
ted
n
e
s
s
,
wh
ich
r
ef
er
s
to
th
e
ex
ten
t
to
wh
ich
s
tu
d
en
ts
f
ee
l
v
alu
ed
an
d
s
u
p
p
o
r
ted
with
in
th
eir
s
ch
o
o
l,
h
as
b
ee
n
lin
k
e
d
to
p
o
s
itiv
e
s
o
cial,
em
o
tio
n
al,
an
d
ac
ad
em
ic
o
u
tc
o
m
es
[
2
6
]
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
a
s
tr
o
n
g
s
ch
o
o
l
cu
ltu
r
e
is
ess
en
tial
f
o
r
f
o
s
ter
in
g
a
PLC
am
o
n
g
ed
u
ca
to
r
s
.
PL
C
s
ar
e
ch
ar
ac
ter
ized
b
y
co
llab
o
r
a
tiv
e
p
r
ac
tices th
at
p
r
o
m
o
te
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t a
n
d
s
h
ar
ed
lear
n
in
g
am
o
n
g
teac
h
er
s
.
Sch
o
o
ls
th
at
p
r
io
r
itiz
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
a
n
d
cr
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
co
llab
o
r
ate
ar
e
m
o
r
e
lik
el
y
to
cu
ltiv
ate
a
c
u
ltu
r
e
o
f
lear
n
in
g
th
at
b
en
ef
its
b
o
th
e
d
u
ca
to
r
s
an
d
s
tu
d
en
ts
[
2
7
]
.
L
ea
d
er
s
h
ip
p
lay
s
a
cr
itical
r
o
l
e
in
s
h
ap
in
g
s
ch
o
o
l
cu
ltu
r
e.
E
f
f
ec
tiv
e
lead
er
s
ar
e
n
o
t
o
n
ly
r
esp
o
n
s
ib
le
f
o
r
m
an
ag
i
n
g
th
e
d
ay
-
to
-
d
a
y
o
p
er
atio
n
s
o
f
th
e
s
ch
o
o
l
b
u
t
a
ls
o
f
o
r
cu
ltiv
atin
g
an
en
v
ir
o
n
m
en
t
th
at
p
r
o
m
o
tes
s
h
ar
ed
v
alu
es
an
d
co
llectiv
e
g
o
als
[
2
8
]
,
[
2
9
]
.
R
esear
ch
h
as
s
h
o
wn
t
h
at
p
r
i
n
cip
als
wh
o
a
ctiv
ely
en
g
a
g
e
with
th
eir
s
taf
f
a
n
d
f
o
s
ter
o
p
en
co
m
m
u
n
icatio
n
ar
e
m
o
r
e
lik
ely
to
c
r
ea
te
a
p
o
s
itiv
e
s
ch
o
o
l
c
u
ltu
r
e
th
at
s
u
p
p
o
r
ts
b
o
th
teac
h
er
an
d
s
tu
d
en
t
s
u
c
ce
s
s
[
3
0
]
,
[
3
1
]
.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
in
p
a
r
ticu
lar
,
h
as
b
ee
n
s
h
o
w
n
to
en
h
an
ce
s
ch
o
o
l
cu
ltu
r
e
b
y
m
o
tiv
atin
g
s
taf
f
an
d
cr
ea
tin
g
a
n
en
v
ir
o
n
m
en
t
c
o
n
d
u
civ
e
t
o
p
r
o
f
ess
io
n
al
g
r
o
wt
h
an
d
s
tu
d
en
t
s
u
cc
ess
[
3
2
]
,
[
3
3
]
.
T
r
an
s
f
o
r
m
atio
n
al
lead
e
r
s
in
s
p
ir
e
an
d
em
p
o
we
r
th
eir
s
taf
f
to
tak
e
o
wn
er
s
h
ip
o
f
th
eir
wo
r
k
,
f
o
s
ter
in
g
a
s
en
s
e
o
f
s
h
ar
ed
r
esp
o
n
s
ib
ilit
y
f
o
r
s
tu
d
en
t o
u
tco
m
es.
T
h
e
in
v
o
l
v
em
en
t
o
f
p
ar
e
n
ts
an
d
th
e
b
r
o
ad
e
r
co
m
m
u
n
ity
in
s
ch
o
o
l
ac
tiv
ities
ca
n
en
h
an
ce
th
e
cu
ltu
r
e
b
y
f
o
s
ter
in
g
a
s
en
s
e
o
f
p
a
r
tn
er
s
h
ip
an
d
s
h
ar
e
d
r
esp
o
n
s
ib
ilit
y
f
o
r
s
tu
d
e
n
t
o
u
tco
m
es
[
3
4
]
,
[
3
5
]
.
Sch
o
o
ls
th
at
en
g
ag
e
with
th
eir
co
m
m
u
n
iti
es
an
d
b
u
ild
s
tr
o
n
g
r
elatio
n
s
h
ip
s
with
p
ar
en
ts
ar
e
m
o
r
e
lik
ely
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
a
n
d
i
n
clu
s
iv
e
cu
l
tu
r
e
th
at
b
e
n
ef
its
all
s
tu
d
en
t
s
.
T
h
e
s
tu
d
y
b
y
Har
tin
ah
[
3
6
]
,
i
n
d
icate
s
th
at
im
p
lem
en
tin
g
ef
f
ec
tiv
e
m
u
ltic
u
ltu
r
al
ed
u
ca
tio
n
s
tr
ateg
ies
in
s
ch
o
o
ls
ca
n
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
en
h
a
n
cin
g
s
tu
d
en
ts
'
to
ler
an
ce
an
d
r
esp
ec
t
f
o
r
c
u
ltu
r
al
d
i
v
er
s
ity
,
th
er
e
b
y
p
r
o
m
o
tin
g
s
o
cial
co
h
esio
n
an
d
u
n
ity
in
a
d
iv
e
r
s
e
s
o
ciety
[
3
6
]
.
I
n
m
u
lticu
ltu
r
al
s
o
cieties,
s
ch
o
o
ls
m
u
s
t
n
av
i
g
ate
th
e
c
o
m
p
lex
ities
o
f
c
u
ltu
r
al
d
if
f
er
en
ce
s
a
n
d
s
tr
iv
e
to
cr
ea
te
an
in
clu
s
iv
e
en
v
ir
o
n
m
e
n
t
th
at
r
esp
ec
ts
an
d
v
alu
es
all
s
tu
d
e
n
ts
'
b
ac
k
g
r
o
u
n
d
s
.
T
h
is
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
s
ch
o
o
ls
th
at
s
er
v
e
d
iv
er
s
e
p
o
p
u
latio
n
s
,
as
th
ey
m
u
s
t
p
r
o
m
o
te
eq
u
ity
an
d
s
o
cial
ju
s
tice
th
r
o
u
g
h
th
eir
cu
ltu
r
al
p
r
ac
tices a
n
d
ed
u
ca
tio
n
al
p
o
lici
es
[
3
7
]
.
I
n
th
e
Vietn
am
ese
co
n
tex
t,
th
e
s
ig
n
if
ican
ce
o
f
s
ch
o
o
l
cu
ltu
r
e
in
teac
h
er
tr
ain
in
g
c
o
lleg
es
h
as
b
ee
n
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
.
T
h
ese
co
lleg
es
p
lay
a
cr
u
cial
r
o
le
i
n
s
h
ap
in
g
th
e
f
u
tu
r
e
g
e
n
er
atio
n
o
f
teac
h
er
s
,
wh
o
will,
in
tu
r
n
,
i
n
f
lu
en
ce
th
e
liv
es
o
f
c
o
u
n
tles
s
s
tu
d
en
ts
.
A
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
i
n
teac
h
e
r
tr
ain
in
g
c
o
lleg
es
ca
n
n
o
t
o
n
ly
en
h
an
ce
th
e
q
u
ality
o
f
teac
h
er
ed
u
ca
tio
n
b
u
t
also
in
s
til
l
in
f
u
tu
r
e
teac
h
er
s
th
e
v
alu
es
an
d
p
r
ac
tices n
ec
ess
ar
y
to
cr
ea
te
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
th
eir
s
tu
d
en
ts
[
3
8
]
.
T
ea
ch
er
tr
ain
in
g
co
lleg
es
in
Vietn
am
,
p
ar
ticu
lar
ly
th
o
s
e
in
th
e
R
ed
R
iv
er
Del
ta,
h
o
ld
a
s
ig
n
if
ican
t
p
lace
in
th
e
n
atio
n
al
ed
u
ca
t
io
n
s
y
s
tem
.
T
h
ey
a
r
e
r
esp
o
n
s
ib
le
f
o
r
p
r
ep
ar
in
g
f
u
t
u
r
e
ed
u
ca
to
r
s
wh
o
will
co
n
tr
ib
u
te
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
ed
u
ca
tio
n
s
ec
to
r
.
As
s
u
ch
,
th
e
cu
ltu
r
e
with
in
th
ese
in
s
titu
tio
n
s
is
cr
itical
to
en
s
u
r
in
g
th
at
f
u
tu
r
e
teac
h
e
r
s
ar
e
eq
u
ip
p
ed
with
th
e
k
n
o
wl
ed
g
e,
s
k
ills
,
an
d
v
alu
es
n
ee
d
e
d
to
s
u
cc
ee
d
in
th
e
class
r
o
o
m
.
D
esp
ite
th
eir
im
p
o
r
tan
ce
,
t
ea
ch
er
tr
ain
in
g
co
lleg
es
in
Vietn
am
f
ac
e
n
u
m
e
r
o
u
s
ch
allen
g
es,
p
ar
ticu
lar
ly
in
th
e
c
o
n
tex
t
o
f
ed
u
ca
tio
n
al
r
e
f
o
r
m
a
n
d
in
te
r
n
atio
n
al
in
teg
r
ati
o
n
.
T
h
e
r
a
p
id
p
ac
e
o
f
s
o
cial
ch
an
g
e,
a
d
v
an
ce
m
en
ts
in
tec
h
n
o
lo
g
y
,
an
d
in
cr
ea
s
in
g
d
e
m
an
d
s
f
o
r
h
ig
h
-
q
u
ality
e
d
u
c
atio
n
r
eq
u
i
r
e
th
ese
in
s
titu
tio
n
s
to
co
n
tin
u
o
u
s
ly
i
m
p
r
o
v
e
an
d
in
n
o
v
ate
[
3
9
]
.
A
k
ey
f
ac
to
r
i
n
ad
d
r
ess
in
g
th
e
s
e
ch
allen
g
es
is
th
e
d
ev
elo
p
m
e
n
t o
f
a
p
o
s
itiv
e
s
ch
o
o
l c
u
ltu
r
e
t
h
at
s
u
p
p
o
r
ts
b
o
th
s
taf
f
an
d
s
tu
d
en
ts
in
ac
h
iev
in
g
th
eir
f
u
ll p
o
ten
tial.
W
h
ile
th
e
s
ig
n
if
ican
ce
o
f
s
ch
o
o
l
cu
ltu
r
e
in
Vietn
am
ese
teac
h
er
tr
ain
in
g
co
lleg
es
is
ac
k
n
o
wled
g
ed
,
r
esear
ch
in
th
is
ar
ea
r
em
ain
s
lim
ited
.
E
x
is
tin
g
s
tu
d
ies
h
av
e
p
r
im
ar
ily
f
o
cu
s
ed
o
n
s
p
ec
if
i
c
asp
ec
ts
o
f
s
ch
o
o
l
cu
ltu
r
e,
s
u
ch
as
co
m
m
u
n
icatio
n
an
d
b
eh
a
v
io
r
,
b
u
t
h
av
e
n
o
t
f
u
lly
e
x
p
lo
r
e
d
th
e
c
o
m
p
r
e
h
en
s
iv
e
im
p
ac
t
o
f
cu
ltu
r
e
o
n
ed
u
ca
ti
o
n
al
q
u
ality
.
T
h
er
e
is
a
n
ee
d
f
o
r
m
o
r
e
in
-
d
ep
t
h
r
esear
ch
t
h
at
ex
a
m
in
es
th
e
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
s
ch
o
o
l c
u
ltu
r
e
a
n
d
th
eir
in
f
lu
en
ce
o
n
th
e
o
v
er
a
ll e
f
f
ec
tiv
en
ess
o
f
teac
h
er
t
r
ain
in
g
co
lleg
es.
T
h
is
s
tu
d
y
ex
am
in
e
d
th
e
r
e
latio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
c
u
ltu
r
e
a
n
d
ed
u
ca
tio
n
al
q
u
ality
with
in
Vietn
am
ese
T
ea
ch
er
tr
ain
in
g
c
o
lleg
es,
f
o
cu
s
in
g
s
p
ec
if
ically
o
n
in
s
titu
tio
n
s
in
th
e
R
ed
R
iv
e
r
Delta.
T
o
d
o
th
is
,
we
co
llected
d
ata
f
r
o
m
s
u
r
v
ey
s
,
in
ter
v
iews,
an
d
d
o
c
u
m
en
t
a
n
aly
s
is
in
v
o
lv
in
g
f
ac
u
lty
m
em
b
er
s
,
s
tu
d
en
ts
,
an
d
ad
m
in
is
tr
ato
r
s
to
ca
p
tu
r
e
th
eir
p
er
ce
p
tio
n
s
an
d
ex
p
e
r
ien
ce
s
.
T
h
is
allo
wed
u
s
to
an
aly
ze
b
o
th
th
e
p
o
s
itiv
e
an
d
n
eg
ativ
e
in
f
lu
e
n
ce
s
o
f
s
ch
o
o
l
cu
ltu
r
e
o
n
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
2
.
3
.
Resea
rc
h
m
e
t
ho
ds
T
h
is
s
tu
d
y
u
s
es
a
m
ix
ed
-
m
et
h
o
d
s
r
esear
ch
d
esig
n
wh
ic
h
in
clu
d
es
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
co
llectio
n
,
as
well
as
a
n
aly
s
is
.
T
h
is
b
alan
ce
d
ap
p
r
o
ac
h
p
r
o
v
id
es
r
ich
er
in
s
ig
h
ts
in
to
th
e
r
esear
ch
p
h
en
o
m
en
o
n
at
g
r
ea
ter
d
ep
t
h
s
in
ce
all
p
o
ten
tials
o
f
b
o
th
m
e
th
o
d
s
wer
e
u
tili
ze
d
.
T
h
e
q
u
a
n
titativ
e
d
ata
g
iv
e
a
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2
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e
imp
a
ct
o
f sch
o
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l c
u
ltu
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e
o
n
th
e
q
u
a
lity o
f e
d
u
ca
tio
n
i
n
V
ietn
a
mese
tea
ch
er tr
a
in
in
g
…
(
V
u
Th
i Q
u
yn
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)
3187
g
en
er
al
p
ictu
r
e
o
f
th
e
r
ep
r
ese
n
tatio
n
an
d
s
p
r
ea
d
o
f
v
ar
io
u
s
cu
ltu
r
al
tr
aits
,
as
wel
l
as
th
e
ir
co
n
n
ec
tio
n
with
in
d
icato
r
s
f
o
r
ed
u
ca
tio
n
al
q
u
ality
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I
n
co
n
tr
ast,
th
e
q
u
alitativ
e
in
f
o
r
m
atio
n
p
r
o
v
id
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a
m
o
r
e
in
-
d
ep
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n
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er
s
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i
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o
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th
e
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atu
r
e
an
d
ex
p
r
ess
io
n
o
f
s
ch
o
o
l
cu
l
tu
r
e
as
it
i
s
co
n
s
tr
u
ed
in
p
r
a
ctice
.
T
h
e
r
esear
ch
p
ar
ticip
an
ts
ar
e
lectu
r
er
s
,
s
tu
d
en
ts
,
an
d
ad
m
in
is
tr
ato
r
s
o
f
s
o
m
e
s
elec
ted
teac
h
er
tr
ain
in
g
in
s
titu
tio
n
s
in
th
e
R
ed
R
iv
er
Delta
R
eg
io
n
Vietn
am
,
a
s
d
is
p
lay
ed
in
T
ab
l
e
1
.
T
h
e
o
r
g
an
izatio
n
s
s
u
r
v
ey
ed
wer
e
s
elec
ted
ac
co
r
d
in
g
to
th
eir
p
r
esti
g
e,
s
ize
an
d
b
ala
n
ce
o
f
t
h
e
teac
h
er
t
r
ain
in
g
co
lleg
es p
o
p
u
latio
n
in
t
h
e
r
eg
io
n
.
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
p
ar
ticip
an
ts
b
y
g
r
o
u
p
P
a
r
t
i
c
i
p
a
n
t
g
r
o
u
p
N
u
mb
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
A
d
mi
n
i
s
t
r
a
t
o
r
s
40
F
a
c
u
l
t
y
me
m
b
e
r
s
1
5
0
S
t
u
d
e
n
t
s
2
0
0
To
t
a
l
3
9
0
T
h
is
s
tu
d
y
u
s
es th
r
ee
m
ain
d
at
a
co
llectio
n
in
s
tr
u
m
en
ts
:
−
S
u
r
v
ey
s
:
th
e
u
s
e
o
f
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
es
d
is
tr
ib
u
ted
to
f
ac
u
lty
,
s
tu
d
en
ts
an
d
ad
m
in
is
tr
ato
r
s
th
at
co
n
tain
item
s
u
s
ed
to
ass
e
s
s
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
s
ch
o
o
l
c
u
ltu
r
e
o
r
ed
u
ca
tio
n
al
q
u
ality
.
Su
r
v
ey
s
co
n
s
is
t
o
f
b
o
t
h
L
ik
er
t scale
clo
s
ed
en
d
ed
q
u
esti
o
n
s
an
d
o
p
en
-
e
n
d
ed
o
n
es to
elicit
g
o
o
d
d
etails
.
−
C
ase
s
tu
d
ies:
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
ar
e
co
n
d
u
cted
w
ith
p
u
r
p
o
s
ef
u
lly
s
elec
ted
ad
m
in
is
tr
ato
r
s
an
d
teac
h
er
s
to
ex
p
lo
r
e
th
eir
e
x
p
e
r
ien
ce
s
as
well
as
p
er
ce
p
tio
n
s
o
f
s
ch
o
o
l
cu
ltu
r
e
o
n
e
d
u
ca
ti
o
n
al
o
u
tc
o
m
es.
I
n
ter
v
iews
d
elv
e
in
to
s
u
b
jects
s
u
ch
as
in
f
lu
en
ce
s
th
at
cr
ea
te
a
s
ch
o
o
l
cu
ltu
r
e,
o
b
s
tacle
s
an
d
o
p
p
o
r
tu
n
ities
f
ac
in
g
e
f
f
o
r
ts
to
im
p
r
o
v
e
th
e
lo
ca
l
e
d
u
ca
tio
n
co
n
tex
t,
a
n
d
m
et
h
o
d
s
b
y
wh
ich
p
e
o
p
l
e
wo
r
k
to
war
d
ed
u
ca
tio
n
al
ex
ce
llen
ce
.
−
A
n
aly
s
is
o
f
d
o
cu
m
en
ts
:
in
f
o
r
m
atio
n
is
ex
tr
ac
ted
f
r
o
m
r
ele
v
an
t
d
o
c
u
m
en
ts
lik
e
s
ch
o
o
l
p
o
licies,
s
tr
ateg
ic
p
lan
s
o
r
an
n
u
al
r
ep
o
r
ts
to
u
n
d
er
s
tan
d
th
e
f
o
r
m
al
s
tr
u
ctu
r
es
an
d
p
r
o
ce
s
s
es
th
at
s
h
ap
e
th
e
o
r
g
an
izatio
n
al
cu
ltu
r
e
as we
ll a
s
ed
u
ca
tio
n
al
q
u
ality
.
B
ef
o
r
e
th
e
s
tu
d
y
c
o
m
m
en
ce
s
,
d
ata
co
llectio
n
a
p
p
r
o
v
al
is
g
ain
ed
f
r
o
m
all
p
ar
ticip
atin
g
i
n
s
titu
tio
n
s
an
d
in
f
o
r
m
ed
co
n
s
en
t
o
f
all
p
ar
ticip
an
ts
.
T
h
e
s
u
r
v
ey
s
an
d
i
n
ter
v
iews
ar
e
ad
m
in
is
ter
ed
o
n
lin
e
o
r
in
p
er
s
o
n
/
v
ia
v
id
eo
in
ter
v
iew.
T
h
ey
a
r
e
th
e
n
an
aly
ze
d
t
h
r
o
u
g
h
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
s
.
I
t
i
s
p
r
o
ce
s
s
ed
th
r
o
u
g
h
s
tatis
t
ical
co
m
p
u
ter
s
o
f
twar
e
to
g
r
o
u
p
th
em
an
d
ch
ec
k
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
l
es.
Descr
ip
tiv
e
an
d
I
n
f
er
en
tial
s
tatis
tics
ar
e
u
s
ed
f
o
r
a
n
aly
zin
g
th
ese
d
ata.
Data
an
aly
s
is
th
em
atic
an
aly
s
is
a
p
p
r
o
ac
h
is
u
s
ed
f
o
r
an
aly
zin
g
th
e
I
n
p
u
t
d
ata
to
id
en
tify
m
aj
o
r
t
h
em
es
an
d
p
atter
n
s
in
p
ar
ticip
an
ts
'
n
ar
r
ativ
es
-
q
u
alitativ
e
ar
tifa
cts.
B
o
th
th
e
r
esu
lt
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
an
aly
s
is
is
i
n
teg
r
ated
to
g
eth
e
r
to
p
r
o
v
id
e
f
u
ll
in
s
ig
h
t
in
to
th
e
r
esear
ch
p
h
e
n
o
m
en
o
n
.
3.
RE
SU
L
T
S
Fro
m
h
er
e
i
t
w
as
p
o
s
s
i
b
le
t
o
d
o
c
u
m
e
n
t
a
f
ar
m
o
r
e
c
o
m
p
l
ex
c
u
lt
u
r
al
t
er
r
a
in
wit
h
in
t
h
e
s
e
t
ea
c
h
er
tr
a
in
in
g
c
o
ll
e
g
es
.
A
ls
o
,
h
i
g
h
er
te
ac
h
e
r
s
at
is
f
ac
t
io
n
was
ass
o
cia
te
d
w
it
h
p
o
s
it
iv
e
cu
lt
u
r
al
c
h
a
r
a
cte
r
is
tics
(
c
o
ll
a
b
o
r
a
ti
o
n
,
s
u
p
p
o
r
t
,
a
n
d
s
t
u
d
e
n
t
-
ce
n
t
e
r
e
d
lea
r
n
i
n
g
)
w
h
i
c
h
p
r
e
d
i
cte
d
m
o
r
e
le
v
els o
f
s
tu
d
en
t
e
n
g
a
g
em
en
t.
O
n
th
e
o
t
h
e
r
h
a
n
d
,
o
b
s
tac
les
s
u
c
h
as
h
i
g
h
le
v
els
o
f
c
o
m
p
e
titi
o
n
a
n
d
in
s
u
f
f
ic
ie
n
t
s
u
p
p
o
r
t
f
r
o
m
t
h
e
i
n
s
t
it
u
ti
o
n
h
ad
n
e
g
a
ti
v
e
im
p
ac
ts
o
n
m
o
t
iv
ati
o
n
an
d
e
d
u
ca
ti
o
n
al
q
u
alit
y
.
T
h
e
s
e
f
i
n
d
in
g
s
u
n
d
e
r
p
i
n
t
h
e
i
m
p
e
r
at
iv
e
o
f
cr
ea
t
in
g
a
n
u
r
t
u
r
i
n
g
an
d
i
n
cl
u
s
i
v
e
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
t
t
h
a
t
ca
n
ass
is
t
i
n
i
m
p
r
o
v
i
n
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
u
c
ce
s
s
.
3
.
1
.
Cha
ra
c
t
er
is
t
ics o
f
s
cho
o
l c
ulture
T
h
e
s
tu
d
y
r
e
v
ea
led
s
ev
er
al
k
ey
ch
ar
ac
ter
is
tics
o
f
s
ch
o
o
l
cu
ltu
r
e
in
th
e
R
ed
R
iv
er
Del
ta
teac
h
er
tr
ain
in
g
c
o
lleg
es.
T
h
e
d
ata
in
d
icate
d
a
m
ix
ed
cu
ltu
r
al
lan
d
s
ca
p
e,
with
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
elem
en
ts
co
ex
is
tin
g
.
3
.
1
.
1
.
P
o
s
it
iv
e
cult
ura
l t
ra
i
t
s
T
h
e
p
o
s
itiv
e
asp
ec
ts
o
f
s
ch
o
o
l
cu
ltu
r
e
wer
e
p
r
ed
o
m
in
an
tl
y
r
ef
lecte
d
in
th
e
s
tr
o
n
g
em
p
h
asis
o
n
co
llab
o
r
atio
n
,
s
u
p
p
o
r
t,
an
d
a
f
o
cu
s
o
n
s
tu
d
en
t
lear
n
in
g
.
T
h
e
s
u
r
v
ey
r
esu
lts
,
as
s
h
o
wn
in
T
ab
le
2
,
illu
s
tr
ate
th
ese
p
o
s
itiv
e
cu
ltu
r
al
tr
aits
.
T
h
e
r
esp
o
n
d
en
ts
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m
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2
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4
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2
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4
3
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S
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6
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4
0
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l c
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1
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3
6
2
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2
8
4
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2
6
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2
5
2
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4
1
7
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u
ma
n
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9
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1
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4
10
A
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5
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2
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2
3
T
h
e
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tr
o
n
g
est
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o
p
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th
e
s
tu
d
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ts
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r
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ld
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ce
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ig
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ated
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atch
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ter
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o
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d
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lity
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e
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e
r
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Ho
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e
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o
f
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tiv
ely
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ticip
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o
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ch
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le
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tiv
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e
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ig
h
est
im
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o
r
ta
n
ce
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atin
g
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ea
n
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.
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t
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er
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e
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an
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n
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.
2
3
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.
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h
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n
if
ican
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g
ap
h
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g
h
lig
h
ts
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p
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r
o
v
e
m
en
t,
s
u
g
g
esti
n
g
th
at
wh
ile
lectu
r
er
s
r
ec
o
g
n
ize
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
e
n
g
ag
e
m
en
t,
th
ey
m
ay
f
ac
e
ch
allen
g
es
o
r
co
n
s
tr
ain
ts
in
ac
tiv
ely
p
ar
ticip
atin
g
i
n
s
u
ch
a
ctiv
ities
.
Ag
ain
,
b
o
th
ta
b
les s
h
o
w
a
s
im
ilar
p
atter
n
th
at
t
h
er
e
a
r
e
elem
en
ts
o
f
cu
ltu
r
e
th
at
m
a
y
b
e
im
p
o
r
tan
t b
u
t
n
o
t w
ell
im
p
lem
en
ted
.
A
tar
g
eted
in
ter
v
en
tio
n
b
etwe
en
wh
at
s
ch
o
o
ls
wan
t a
n
d
th
e
r
ea
lity
o
f
th
eir
cu
ltu
r
e
m
ay
b
e
n
ee
d
ed
to
b
r
id
g
e
th
is
g
ap
.
Th
u
s
,
it
s
ig
n
if
ies
n
o
t
ju
s
t
an
ac
k
n
o
wled
g
m
e
n
t
o
f
th
e
s
ig
n
if
ican
ce
o
f
d
iv
er
s
e
cu
ltu
r
al
asp
ec
ts
b
u
t a
ctu
al
in
v
o
lv
em
en
t in
estab
lis
h
in
g
a
n
d
n
u
r
tu
r
in
g
th
ese
with
in
s
ch
o
o
l c
u
ltu
r
e.
T
h
ese
tab
les
s
h
o
w
th
at
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
p
lace
h
ig
h
im
p
o
r
tan
ce
o
n
co
llab
o
r
atio
n
,
a
s
af
e
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t,
an
d
a
f
o
cu
s
o
n
s
tu
d
en
t
lear
n
in
g
a
n
d
d
ev
elo
p
m
en
t.
T
h
e
r
elativ
ely
h
ig
h
m
ea
n
s
co
r
es
f
o
r
th
ese
f
ac
to
r
s
s
u
g
g
est
th
at
th
ey
a
r
e
p
er
ce
i
v
ed
as
c
r
u
cia
l
co
m
p
o
n
en
ts
o
f
a
p
o
s
itiv
e
s
ch
o
o
l
c
u
ltu
r
e.
T
h
e
f
in
d
in
g
s
f
r
o
m
t
h
ese
tab
les
p
r
o
v
id
e
v
al
u
ab
le
in
s
ig
h
ts
in
to
th
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
th
e
p
r
ev
ailin
g
s
ch
o
o
l
cu
ltu
r
e
in
th
e
s
tu
d
ie
d
t
ea
ch
er
tr
ain
i
n
g
c
o
lleg
es.
T
h
e
y
also
o
f
f
er
a
f
o
u
n
d
atio
n
f
o
r
f
u
r
th
er
an
aly
s
is
o
f
th
e
im
p
ac
t o
f
th
ese
cu
ltu
r
al
f
ac
to
r
s
o
n
ed
u
ca
tio
n
al
q
u
ality
,
w
h
ich
will b
e
ex
p
lo
r
ed
in
t
h
e
s
u
b
s
e
q
u
en
t sectio
n
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
imp
a
ct
o
f sch
o
o
l c
u
ltu
r
e
o
n
th
e
q
u
a
lity o
f e
d
u
ca
tio
n
i
n
V
ietn
a
mese
tea
ch
er tr
a
in
in
g
…
(
V
u
Th
i Q
u
yn
h
)
3189
3
.
1
.
2
.
Neg
a
t
i
v
e
cult
ura
l t
ra
it
s
Desp
ite
th
e
p
r
esen
ce
o
f
p
o
s
itiv
e
cu
ltu
r
al
elem
en
ts
,
th
e
s
tu
d
y
also
id
en
tifie
d
s
o
m
e
n
eg
ati
v
e
cu
ltu
r
al
tr
aits
th
at
co
u
ld
p
o
ten
tially
u
n
d
er
m
in
e
e
d
u
ca
tio
n
al
q
u
ality
.
T
h
e
m
o
s
t
n
o
tab
le
am
o
n
g
t
h
ese
was
th
e
p
er
ce
p
tio
n
o
f
f
ier
ce
c
o
m
p
etitio
n
,
p
ar
ticu
l
ar
ly
am
o
n
g
s
tu
d
en
ts
.
−
F
ier
c
e
co
m
p
etitio
n
:
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
r
ep
o
r
ted
f
ee
lin
g
p
r
ess
u
r
ed
to
co
m
p
ete
with
th
eir
p
ee
r
s
f
o
r
g
r
ad
es
an
d
r
ec
o
g
n
i
tio
n
.
T
h
is
c
o
m
p
etitiv
e
atm
o
s
p
h
er
e
c
o
u
ld
cr
ea
te
a
s
tr
ess
f
u
l
an
d
is
o
latin
g
lear
n
in
g
en
v
ir
o
n
m
en
t,
h
in
d
er
i
n
g
co
llab
o
r
atio
n
a
n
d
co
o
p
er
ati
o
n
am
o
n
g
s
tu
d
e
n
ts
.
−
L
ack
o
f
s
u
p
p
o
r
t
an
d
f
o
cu
s
o
n
ac
h
iev
em
e
n
ts
:
s
o
m
e
p
ar
ticip
an
ts
,
p
ar
ticu
lar
ly
f
ac
u
lty
m
e
m
b
er
s
,
ex
p
r
ess
ed
co
n
ce
r
n
s
ab
o
u
t
th
e
lack
o
f
a
d
eq
u
ate
s
u
p
p
o
r
t
an
d
r
ec
o
g
n
itio
n
f
o
r
th
eir
ef
f
o
r
ts
.
T
h
is
co
u
ld
lead
to
f
ee
lin
g
s
o
f
d
em
o
tiv
atio
n
a
n
d
b
u
r
n
o
u
t,
im
p
ac
tin
g
th
e
q
u
ality
o
f
teac
h
in
g
an
d
lea
r
n
in
g
.
A
d
d
itio
n
ally
,
a
n
o
v
er
em
p
h
asis
o
n
ac
h
ie
v
em
en
t
s
an
d
test
s
co
r
es
co
u
ld
cr
ea
te
a
n
ar
r
o
w
f
o
cu
s
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
at
th
e
ex
p
en
s
e
o
f
h
o
lis
tic
s
tu
d
en
t d
ev
elo
p
m
en
t.
T
h
e
s
ch
o
o
l
c
u
ltu
r
e
in
th
e
s
tu
d
ied
teac
h
er
tr
ain
i
n
g
c
o
lleg
es
e
x
h
ib
its
a
b
len
d
o
f
p
o
s
itiv
e
an
d
n
eg
ativ
e
ch
ar
ac
ter
is
tics
.
W
h
ile
th
er
e
is
a
s
tr
o
n
g
em
p
h
asis
o
n
co
llab
o
r
atio
n
,
s
u
p
p
o
r
t,
an
d
s
tu
d
en
t
lea
r
n
in
g
,
t
h
e
p
r
esen
ce
o
f
f
ier
ce
co
m
p
etitio
n
a
n
d
a
l
ac
k
o
f
s
u
p
p
o
r
t
i
n
ce
r
tain
ar
e
as
co
u
ld
p
o
s
e
c
h
allen
g
es
to
ed
u
ca
tio
n
al
q
u
ality
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
a
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l
cu
ltu
r
e
an
d
its
im
p
ac
t
o
n
ed
u
ca
tio
n
in
th
e
Vietn
am
ese
c
o
n
tex
t.
3
.
2
.
I
m
pa
c
t
o
f
s
cho
o
l c
ulture
o
n e
du
ca
t
io
na
l qua
lity
T
h
e
r
esear
ch
f
in
d
i
n
g
s
s
u
g
g
est
a
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
s
ch
o
o
l
cu
ltu
r
e
an
d
v
ar
io
u
s
in
d
icato
r
s
o
f
ed
u
ca
tio
n
al
q
u
ality
.
−
Po
s
itiv
e
im
p
ac
ts
:
p
o
s
itiv
e
cu
ltu
r
al
elem
en
ts
lik
e
c
o
llab
o
r
a
tio
n
,
s
u
p
p
o
r
t,
an
d
a
f
o
cu
s
o
n
lear
n
e
r
s
wer
e
ass
o
ciate
d
with
h
ig
h
er
lev
els
o
f
teac
h
er
s
atis
f
ac
tio
n
,
s
tu
d
en
t
en
g
a
g
em
en
t,
a
n
d
o
v
er
all
s
ch
o
o
l
ef
f
ec
tiv
en
ess
.
T
h
e
d
ata
s
h
o
wed
th
at
teac
h
er
s
wh
o
f
elt
s
u
p
p
o
r
ted
an
d
v
alu
e
d
wer
e
m
o
r
e
m
o
tiv
ated
an
d
co
m
m
itted
,
lea
d
in
g
to
im
p
r
o
v
ed
i
n
s
tr
u
ctio
n
al
p
r
ac
tices.
S
im
ilar
ly
,
a
s
tu
d
en
t
-
ce
n
te
r
ed
ap
p
r
o
ac
h
a
n
d
a
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
t
f
o
s
ter
ed
g
r
ea
ter
s
tu
d
e
n
t e
n
g
a
g
em
en
t
an
d
s
atis
f
ac
tio
n
.
−
Neg
ativ
e
im
p
ac
ts
:
n
eg
ativ
e
cu
ltu
r
al
asp
ec
ts
s
u
ch
as
f
ier
ce
co
m
p
etitio
n
an
d
lack
o
f
s
u
p
p
o
r
t
wer
e
f
o
u
n
d
to
h
av
e
a
d
etr
im
en
tal
ef
f
ec
t
o
n
ed
u
ca
tio
n
al
q
u
ality
.
T
h
e
co
m
p
etitiv
e
atm
o
s
p
h
er
e
was
lin
k
ed
to
lo
wer
lev
els
o
f
s
tu
d
en
t
well
-
b
ein
g
an
d
tea
ch
er
s
atis
f
ac
tio
n
.
Ad
d
itio
n
all
y
,
th
e
lack
o
f
s
u
p
p
o
r
t
an
d
r
e
co
g
n
itio
n
c
o
u
ld
lead
to
d
ec
r
ea
s
ed
teac
h
er
m
o
tiv
atio
n
an
d
h
in
d
er
in
n
o
v
atio
n
.
3
.
3
.
So
lutio
ns
f
o
r
dev
el
o
pin
g
a
po
s
it
iv
e
s
cho
o
l c
ulture
B
ased
o
n
th
e
r
esear
ch
f
in
d
in
g
s
,
th
e
s
tu
d
y
p
r
o
p
o
s
ed
s
ev
er
al
s
o
lu
tio
n
s
to
f
o
s
ter
a
p
o
s
iti
v
e
s
ch
o
o
l
cu
ltu
r
e
in
teac
h
e
r
tr
ain
in
g
co
ll
eg
es
:
−
Fo
s
ter
in
g
co
llab
o
r
atio
n
an
d
s
u
p
p
o
r
t:
th
e
s
tu
d
y
r
ec
o
m
m
en
d
s
en
co
u
r
ag
in
g
co
llab
o
r
ativ
e
a
ctiv
ities
am
o
n
g
f
ac
u
lty
an
d
s
taf
f
,
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
a
n
d
cr
ea
ti
n
g
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t w
h
er
e
in
d
iv
id
u
al
s
f
ee
l v
alu
ed
an
d
r
ec
o
g
n
ized
.
−
Pro
m
o
tin
g
s
tu
d
en
t
-
ce
n
ter
ed
l
ea
r
n
in
g
:
th
e
s
tu
d
y
s
u
g
g
ests
s
h
if
tin
g
th
e
f
o
cu
s
f
r
o
m
teac
h
er
-
ce
n
ter
e
d
to
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
ap
p
r
o
ac
h
es,
en
c
o
u
r
a
g
in
g
ac
tiv
e
l
ea
r
n
in
g
an
d
cr
itical
th
in
k
i
n
g
,
an
d
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
t p
ar
ti
cip
atio
n
in
d
ec
is
io
n
-
m
ak
in
g
.
−
E
n
co
u
r
a
g
in
g
in
n
o
v
atio
n
an
d
r
is
k
-
tak
in
g
:
th
e
s
tu
d
y
ad
v
o
ca
te
s
f
o
r
cr
ea
tin
g
a
c
u
ltu
r
e
th
at
v
a
lu
es
in
n
o
v
atio
n
an
d
ex
p
er
im
en
tatio
n
,
en
co
u
r
a
g
in
g
teac
h
er
s
to
ex
p
lo
r
e
n
ew
p
ed
ag
o
g
ical
m
et
h
o
d
s
an
d
tech
n
o
lo
g
ies
.
−
A
d
d
r
ess
in
g
u
n
h
ea
lth
y
co
m
p
et
itio
n
:
th
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
p
r
o
m
o
tin
g
a
h
ea
lth
y
a
n
d
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
v
alu
es
co
ll
ab
o
r
atio
n
o
v
er
co
m
p
etitio
n
,
p
r
o
v
id
i
n
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
wo
r
k
to
g
eth
er
,
a
n
d
r
ec
o
g
n
izin
g
b
o
th
in
d
iv
id
u
al
a
n
d
c
o
llectiv
e
ac
h
i
ev
em
en
ts
.
−
I
n
v
esti
n
g
i
n
lead
e
r
s
h
ip
d
ev
el
o
p
m
en
t:
t
h
e
s
tu
d
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
ef
f
ec
tiv
e
lead
er
s
h
ip
in
s
h
ap
in
g
s
ch
o
o
l
cu
ltu
r
e
.
It
r
ec
o
m
m
en
d
s
p
r
o
v
id
in
g
tr
ain
in
g
a
n
d
s
u
p
p
o
r
t
f
o
r
s
ch
o
o
l
lead
er
s
to
d
ev
elo
p
th
eir
s
k
ills
in
cr
ea
tin
g
a
s
h
ar
ed
v
is
i
o
n
,
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
,
a
n
d
em
p
o
wer
in
g
teac
h
er
s
an
d
s
tu
d
en
ts
.
T
h
ese
s
o
lu
tio
n
s
,
if
im
p
lem
en
ted
ef
f
ec
tiv
ely
,
ca
n
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
a
p
o
s
i
tiv
e
s
ch
o
o
l
cu
ltu
r
e
th
at
f
o
s
ter
s
h
ig
h
-
q
u
ality
teac
h
i
n
g
an
d
lear
n
in
g
in
Vietn
am
ese
teac
h
er
tr
ain
in
g
co
lleg
es.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
alig
n
s
with
t
h
e
s
ev
er
al
r
esear
ch
es
[
1
]
,
[
6
]
,
[
1
0
]
.
T
h
u
s
,
th
e
s
tu
d
y
estab
lis
h
ed
th
at
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
m
ar
k
ed
with
c
o
llab
o
r
atio
n
,
s
u
p
p
o
r
t
to
u
n
ity
am
o
n
g
teac
h
er
s
an
d
lear
n
er
f
o
cu
s
ca
n
cr
ea
te
a
p
latf
o
r
m
f
o
r
teac
h
in
g
lear
n
in
g
wh
ich
i
n
tu
r
n
lead
s
to
wa
r
d
s
b
etter
ed
u
ca
tio
n
al
o
u
tco
m
es
.
On
th
e
f
lip
s
id
e,
a
n
eg
ativ
e
s
ch
o
o
l c
u
ltu
r
e
ca
n
b
e
d
estru
ctiv
e
to
o
n
e
o
r
b
o
th
o
f
t
h
ese
p
o
p
u
latio
n
s
an
d
b
lo
ck
g
r
o
wth
an
d
c
h
an
g
e
.
Ho
wev
er
,
th
e
s
tu
d
y
also
y
ield
s
a
n
u
m
b
er
o
f
o
th
er
p
ec
u
liar
i
n
s
ig
h
ts
to
o
n
e
s
p
ec
ial
an
g
le
o
n
th
is
is
s
u
e;
if
f
r
o
m
with
in
Vietn
am
ese
teac
h
er
tr
ain
in
g
c
o
lleg
es.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
cu
ltu
r
e
o
f
co
m
p
etitio
n
,
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
2025
:
3
1
8
3
-
3
1
9
2
3190
wh
ile
it
ca
n
s
er
v
e
s
o
m
e
s
tu
d
e
n
ts
well
b
y
p
r
o
v
id
in
g
th
em
with
a
d
r
iv
e
t
o
p
e
r
f
o
r
m
b
etter
th
an
th
eir
p
ee
r
s
,
also
lead
s
o
th
er
s
to
f
ee
l
p
r
ess
u
r
ed
an
d
alo
n
e.
I
t
s
u
g
g
ests
th
at
if
t
h
e
p
r
ep
ar
atio
n
o
f
teac
h
er
s
to
en
s
u
r
e
g
o
o
d
lear
n
in
g
r
eq
u
ir
es
r
ea
lis
tic
co
o
p
e
r
atio
n
b
etwe
en
teac
h
er
co
lleg
es
s
h
o
u
ld
e
n
co
u
r
ag
e
h
ea
lth
y
co
m
p
etitio
n
an
d
co
o
p
er
ativ
e
e
d
u
ca
tio
n
.
T
h
e
r
e
s
ea
r
ch
em
p
h
asizes
th
e
im
p
ac
ts
o
f
lead
er
s
h
ip
in
in
f
lu
e
n
cin
g
an
d
m
ain
tain
in
g
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e.
T
h
e
i
n
ter
v
iews
p
r
o
v
id
ed
in
s
ig
h
t
in
to
th
e
v
ital
r
o
le
th
at
s
tr
o
n
g
l
ea
d
er
s
h
ip
p
la
y
s
in
estab
lis
h
in
g
a
s
h
ar
e
d
v
is
io
n
,
f
o
s
ter
in
g
co
llab
o
r
atio
n
an
d
e
n
a
b
lin
g
teac
h
er
s
an
d
s
tu
d
e
n
ts
with
au
to
n
o
m
y
.
T
h
e
g
en
er
al
s
p
ir
it
o
f
th
e
letter
is
t
h
at
lead
er
s
h
ip
d
ev
elo
p
m
en
t
s
h
o
u
ld
b
e
tak
en
s
er
io
u
s
ly
a
n
d
n
o
t
lef
t
to
c
h
an
ce
,
as
g
o
o
d
s
ch
o
o
l le
ad
e
r
s
ca
n
tr
an
s
f
o
r
m
a
n
e
g
ativ
e
cu
ltu
r
e
in
to
s
o
m
eth
in
g
am
az
in
g
.
I
n
s
u
m
,
th
is
s
tu
d
y
f
lesh
es
o
u
t
cr
u
cial
ch
an
g
es
in
ed
u
ca
tio
n
al
q
u
ality
at
teac
h
er
tr
ain
in
g
co
lleg
es
th
at
ca
n
b
e
attr
ib
u
ted
to
d
if
f
er
e
n
ce
s
o
f
s
ch
o
o
l
cu
ltu
r
es.
W
e
ass
er
t
th
at
th
is
s
h
o
u
ld
p
r
o
m
p
t
th
e
l
ea
d
er
s
h
ip
o
f
th
ese
in
s
titu
tio
n
s
to
in
v
est
tim
e,
en
er
g
y
an
d
r
eso
u
r
ce
s
in
s
h
ap
in
g
a
g
o
o
d
s
ch
o
o
l
cu
ltu
r
e
wh
ich
is
ch
ar
ac
ter
ized
b
y
co
llab
o
r
atio
n
,
s
u
p
p
o
r
t
f
o
r
in
n
o
v
atio
n
an
d
f
o
cu
s
o
n
lear
n
er
s
.
I
n
th
is
way
,
th
ey
ca
n
cr
ea
te
a
m
o
r
e
f
av
o
r
a
b
le
co
n
tex
t
f
o
r
teac
h
i
n
g
an
d
lear
n
in
g
th
at
will
f
in
ally
r
esu
lt
in
th
e
tr
ain
in
g
o
f
h
i
g
h
ly
p
r
e
p
ar
ed
p
r
o
f
ess
io
n
als
to
f
ac
e
2
1
s
t c
en
tu
r
y
ch
allen
g
es.
5.
CO
NCLU
SI
O
N
B
y
s
y
n
th
esizin
g
a
c
o
m
p
r
e
h
en
s
iv
e
liter
atu
r
e
r
ev
iew
a
n
d
r
ele
v
an
t
leg
al
d
o
cu
m
e
n
ts
o
n
cu
ltu
r
e
with
th
e
an
aly
s
is
o
f
s
u
r
v
e
y
d
ata,
q
u
esti
o
n
n
air
es,
a
n
d
in
ter
v
iews
co
n
d
u
cted
am
o
n
g
a
d
m
in
is
tr
ato
r
s
,
f
ac
u
lty
,
an
d
s
tu
d
en
ts
at
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
in
th
e
R
ed
R
iv
er
Delta,
th
is
s
tu
d
y
elu
cid
ates
th
e
p
iv
o
tal
r
o
le
o
f
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
in
s
h
ap
in
g
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Dr
awin
g
o
n
m
u
ltip
le
m
o
d
els
an
d
th
eo
r
ies
o
f
s
ch
o
o
l
cu
ltu
r
e,
th
e
r
esear
ch
ex
a
m
in
es
th
e
d
ef
in
i
n
g
c
h
ar
ac
ter
is
tics
o
f
c
u
ltu
r
e
with
in
th
ese
in
s
titu
tio
n
s
.
Alt
h
o
u
g
h
p
ar
ticip
an
ts
u
n
iv
er
s
ally
r
ec
o
g
n
ize
th
e
f
o
u
n
d
atio
n
al
im
p
o
r
tan
ce
o
f
s
ch
o
o
l
cu
ltu
r
e
an
d
its
in
f
lu
en
ce
o
n
s
p
ec
if
ic
ac
ad
em
ic
ac
tiv
ities
,
th
er
e
ex
is
ts
a
n
o
tab
l
e
g
ap
b
etwe
en
p
e
r
ce
iv
ed
im
p
o
r
tan
ce
an
d
ac
tu
al
im
p
lem
en
t
atio
n
,
ev
id
e
n
ce
d
b
y
lo
wer
m
ea
n
s
co
r
es
f
o
r
p
r
ac
ti
ce
v
er
s
u
s
p
er
ce
p
tio
n
.
Ad
d
r
es
s
in
g
th
is
d
is
p
ar
ity
,
th
e
s
tu
d
y
p
r
o
p
o
s
es
tar
g
eted
s
o
lu
tio
n
s
to
b
etter
alig
n
m
em
b
er
s
’
attitu
d
es
an
d
b
eh
av
i
o
r
s
,
th
er
eb
y
s
tr
en
g
th
e
n
in
g
t
h
e
o
v
er
all
cu
ltu
r
al
en
v
ir
o
n
m
en
t a
n
d
en
h
a
n
cin
g
t
h
e
q
u
ality
o
f
teac
h
er
tr
ai
n
in
g
.
T
h
e
o
n
g
o
in
g
,
f
u
n
d
am
en
tal
r
ef
o
r
m
o
f
Vietn
am
’
s
ed
u
ca
tio
n
s
y
s
tem
d
em
an
d
s
th
at
teac
h
er
s
p
o
s
s
ess
n
o
t
o
n
ly
p
r
o
f
ess
io
n
al
c
o
m
p
eten
ce
b
u
t
also
s
tr
o
n
g
eth
ical
ch
a
r
ac
ter
.
I
n
th
is
co
n
te
x
t,
p
e
d
ag
o
g
ic
al
u
n
iv
er
s
ities
m
u
s
t
ar
ticu
late
an
d
em
b
ed
co
r
e
cu
ltu
r
al
v
alu
es
—
b
len
d
in
g
Vietn
a
m
’
s
tr
ad
itio
n
al
eth
o
s
o
f
“r
esp
e
ct
f
o
r
teac
h
er
s
”
an
d
“lif
elo
n
g
lear
n
in
g
”
with
m
o
d
er
n
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
—
to
m
o
tiv
ate
b
o
th
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
t
teac
h
er
s
.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
b
o
t
h
p
o
s
itiv
e
cu
ltu
r
al
tr
aits
,
s
u
ch
as
co
llab
o
r
ati
o
n
,
m
u
tu
al
s
u
p
p
o
r
t,
an
d
lear
n
e
r
-
ce
n
ter
ed
p
r
ac
tices,
an
d
n
eg
ati
v
e
elem
en
ts
,
n
o
tab
ly
ex
ce
s
s
iv
e
co
m
p
etitio
n
th
at
b
r
ee
d
s
s
tr
ess
,
is
o
latio
n
,
an
d
d
im
in
is
h
ed
m
o
tiv
atio
n
.
Po
s
itiv
e
cu
ltu
r
al
p
r
ac
tices
a
r
e
co
r
r
elate
d
with
h
ig
h
er
lev
els
o
f
t
ea
ch
er
s
atis
f
ac
tio
n
,
d
ee
p
er
s
tu
d
en
t
en
g
ag
em
e
n
t,
an
d
g
r
ea
ter
in
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
,
wh
er
ea
s
n
eg
ativ
e
f
a
cto
r
s
co
n
tr
ib
u
te
to
teac
h
er
b
u
r
n
o
u
t,
lo
w
m
o
r
ale,
a
n
d
wan
in
g
s
tu
d
en
t m
o
tiv
atio
n
.
I
n
s
u
m
,
f
o
s
ter
in
g
a
p
o
s
itiv
e
s
c
h
o
o
l c
u
ltu
r
e
o
f
f
e
r
s
a
s
tr
ateg
ic
p
ath
way
to
elev
ate
ed
u
ca
tio
n
a
l q
u
ality
in
teac
h
er
-
tr
ain
in
g
co
lleg
es
ac
r
o
s
s
Vietn
am
.
T
h
e
s
tu
d
y
’
s
r
ec
o
m
m
en
d
atio
n
s
ce
n
ter
o
n
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
,
s
u
p
p
o
r
t
n
etwo
r
k
s
,
a
n
d
in
n
o
v
atio
n
—
p
illar
s
ess
en
tial
f
o
r
s
u
s
tain
in
g
teac
h
e
r
well
-
b
ein
g
an
d
s
tu
d
e
n
t
ac
h
iev
em
en
t.
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1
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[
7
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E.
La
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G
.
B
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S
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M
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9
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L.
D
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“
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2
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[
2
9
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1
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3
3
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M
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.
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3
4
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.
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[
3
5
]
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.
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.
J.
M
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,
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[
3
6
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.
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[
3
7
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.
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in
3
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[
3
8
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N
.
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B
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to
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it
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h
e
c
a
n
b
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o
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tac
ted
a
t
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m
a
il
:
v
tq
u
y
n
h
@h
n
m
u
.
e
d
u
.
v
n
.
Ph
a
m
Ng
o
c
S
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is
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l
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tu
re
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in
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F
a
c
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lt
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f
Ed
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c
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ti
o
n
a
t
H
a
n
o
i
M
e
tr
o
p
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li
tan
Un
iv
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rsity
.
He
h
o
l
d
s
a
P
h
.
D
.
i
n
Th
e
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ry
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d
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e
t
h
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d
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l
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y
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f
Tea
c
h
in
g
C
h
e
m
istry
fro
m
Ha
n
o
i
Na
ti
o
n
a
l
Un
i
v
e
rsity
o
f
Ed
u
c
a
ti
o
n
.
S
in
c
e
2
0
1
0
,
he
h
a
s
b
e
e
n
i
n
v
o
lv
e
d
in
tea
c
h
in
g
a
n
d
re
se
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rc
h
,
fo
c
u
sin
g
o
n
in
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o
v
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ti
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a
p
p
ro
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c
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s
in
c
h
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m
istry
e
d
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c
a
ti
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d
t
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p
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li
c
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o
f
tec
h
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lo
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y
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n
e
d
u
c
a
ti
o
n
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
t
h
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d
e
v
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lo
p
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t
o
f
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m
o
d
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e
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se
o
f
a
u
g
m
e
n
ted
re
a
li
ty
in
tea
c
h
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g
,
a
n
d
t
h
e
i
n
teg
ra
ti
o
n
o
f
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TE
M
e
d
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c
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ti
o
n
i
n
Vie
tn
a
m
.
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h
a
s
le
d
se
v
e
ra
l
p
ro
jec
ts,
i
n
c
lu
d
in
g
t
h
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d
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v
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lo
p
m
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n
t
o
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n
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c
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m
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ld
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m
s
f
o
r
se
c
o
n
d
a
r
y
e
d
u
c
a
ti
o
n
.
Dr.
P
h
a
m
’
s
p
u
b
li
c
a
t
io
n
s
c
o
v
e
r
v
a
ri
o
u
s
t
o
p
ics
in
c
h
e
m
istry
e
d
u
c
a
ti
o
n
,
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
,
a
n
d
tea
c
h
e
r
c
o
m
p
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ten
c
y
d
e
v
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l
o
p
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
n
so
n
@h
n
m
u
.
e
d
u
.
v
n
.
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