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h
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n
d
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ten
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f
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h
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s
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.
F
u
rth
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c
h
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s
in
flex
i
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le
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in
g
.
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is
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y
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o
n
tri
b
u
tes
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field
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f
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s.
K
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s
:
B
len
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allen
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in
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m
o
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ality
Pra
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s
Pre
s
er
v
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teac
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s
T
h
is i
s
a
n
o
p
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n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
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se
.
C
o
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r
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s
p
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A
uth
o
r
:
L
eo
L
.
C
o
d
illa Jr
.
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
C
ar
ag
a
State
Un
iv
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s
ity
-
Ma
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C
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s
Am
p
ay
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n
,
B
u
tu
an
C
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,
Ag
u
s
an
d
el
No
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te,
Ph
ilip
p
in
es
E
m
ail:
leo
.
co
d
illa@
ca
r
s
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
Un
ited
Natio
n
s
E
d
u
ca
tio
n
al,
Scien
tific
,
an
d
C
u
ltu
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O
r
g
an
izatio
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(
UNE
SC
O)
ass
er
ted
th
at
th
e
C
OVI
D
-
1
9
o
u
tb
r
ea
k
h
as si
g
n
if
ican
tly
im
p
ac
ted
ed
u
ca
tio
n
,
r
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ltin
g
in
co
n
s
id
er
ab
le
m
o
d
if
icatio
n
s
to
teac
h
in
g
m
eth
o
d
s
an
d
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
[
1
]
.
W
ith
th
e
clo
s
u
r
e
o
f
s
ch
o
o
ls
an
d
a
n
ee
d
f
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s
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d
is
tan
cin
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,
th
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e
h
as
b
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n
an
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ed
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tr
en
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t
o
war
d
s
o
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lin
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lear
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in
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an
d
in
co
r
p
o
r
atin
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tech
n
o
lo
g
y
in
t
o
ed
u
ca
tio
n
,
r
e
q
u
ir
in
g
th
e
s
h
if
t
to
o
n
lin
e
m
o
d
es
o
f
i
n
s
tr
u
ctio
n
[
2
]
.
T
h
is
ch
a
n
g
e
h
as
p
r
esen
ted
p
r
o
b
lem
s
an
d
p
o
s
s
ib
ilit
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f
o
r
s
tu
d
en
ts
an
d
teac
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s
as th
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ad
ju
s
t to
n
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s
ty
les o
f
teac
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in
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p
ar
ticip
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n
,
in
s
tr
u
ctio
n
al
p
r
ac
tices,
an
d
co
m
m
u
n
icatio
n
[
3
]
.
I
n
th
is
co
n
tex
t,
it
is
v
ital
t
o
lo
o
k
i
n
to
h
o
w
th
e
p
an
d
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h
as
im
p
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ted
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ed
u
ca
tio
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al
lan
d
s
ca
p
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an
d
t
h
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lear
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in
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ex
p
er
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ce
s
o
f
in
d
iv
i
d
u
als af
f
ec
ted
[
4
]
,
[
5
]
.
I
n
lig
h
t o
f
t
h
is
,
th
e
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
p
r
o
m
p
tly
p
r
o
tects st
u
d
en
ts
,
f
ac
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lty
,
an
d
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th
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s
tak
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f
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th
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v
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m
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if
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t
ch
an
g
es
in
th
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ed
u
ca
tio
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al
s
y
s
tem
[
6
]
.
T
h
r
o
u
g
h
m
em
o
r
a
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d
u
m
o
r
d
er
(
C
MO
)
No
.
0
4
,
Ser
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2
0
2
0
,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
HE
I
s
)
estab
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h
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lear
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in
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d
eliv
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s
tr
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th
at
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er
m
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all
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ic
in
s
titu
ti
o
n
s
to
u
s
e
o
n
lin
e
p
latf
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r
m
s
.
F
o
r
th
is
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ea
s
o
n
,
m
o
s
t
co
lleg
es
an
d
u
n
iv
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s
ities
h
av
e
b
ee
n
u
s
in
g
f
le
x
ib
le
lear
n
i
n
g
s
in
ce
AY
2
0
2
0
–
2
0
2
1
[
7
]
.
I
n
th
e
p
o
s
t
-
p
an
d
em
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tim
e,
f
lex
ib
le
lea
r
n
in
g
m
o
d
es
h
av
e
s
till
b
ee
n
in
u
s
e,
allo
wi
n
g
p
r
eser
v
ice
teac
h
e
r
s
to
b
e
a
ctiv
e
in
o
n
lin
e
a
n
d
o
f
f
lin
e
lear
n
in
g
a
n
d
teac
h
i
n
g
p
r
o
ce
s
s
es.
Flex
ib
le
lear
n
in
g
i
n
teg
r
ates
d
ig
ital
an
d
n
o
n
-
d
ig
i
tal
tech
n
o
lo
g
ies
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
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d
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c
I
SS
N:
2252
-
8
8
2
2
P
r
a
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s
a
n
d
ch
a
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f p
r
eser
vice
tea
ch
ers
o
n
flexib
le
lea
r
n
in
g
mo
d
a
lity (
Leo
L.
C
o
d
i
lla
Jr.
)
2585
p
r
o
v
id
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in
cl
u
s
iv
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ac
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s
ib
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h
ig
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o
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f
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f
ten
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lo
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with
in
a
b
len
d
ed
lear
n
in
g
f
r
am
ewo
r
k
[
8
]
,
[
9
]
.
B
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
s
ar
e
n
o
t
ass
o
ciate
d
with
p
o
o
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er
lear
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in
g
o
u
tco
m
es b
u
t a
r
e
eq
u
iv
alen
t to
co
n
v
en
ti
o
n
al
class
r
o
o
m
in
s
tr
u
ctio
n
.
I
n
th
e
p
o
s
t
-
p
an
d
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a,
s
tu
d
en
ts
'
in
ter
est
in
b
len
d
ed
lear
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g
,
ca
ter
i
n
g
to
th
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ee
d
s
,
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d
s
af
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c
o
n
tr
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ted
to
d
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ea
s
in
g
th
eir
ch
allen
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es.
T
h
u
s
,
h
ig
h
er
ed
u
c
atio
n
s
h
o
u
ld
o
f
f
e
r
s
tu
d
en
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f
lex
ib
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eg
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in
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tim
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d
p
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s
tu
d
y
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in
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q
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u
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t
io
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ac
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s
s
ib
le
to
a
b
r
o
ad
er
s
ec
tio
n
o
f
s
o
ciety
[
1
0
]
.
On
l
y
th
e
u
s
e
o
f
tech
n
o
lo
g
y
in
cr
ea
s
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f
o
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with
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elf
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,
a
n
d
co
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n
itiv
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en
g
a
g
em
en
t
d
ec
r
ea
s
in
g
[
1
1
]
.
T
h
e
r
ef
o
r
e
,
o
n
e
p
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s
s
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if
f
icu
lties
p
r
eser
v
ice
teac
h
er
s
f
ac
ed
was
th
e
im
p
lem
en
tatio
n
o
f
f
lex
ib
le
lea
r
n
in
g
.
I
n
ad
d
itio
n
,
o
n
e
o
f
th
e
d
if
f
icu
lties
p
r
eser
v
ice
teac
h
er
s
f
ac
e
in
th
e
f
lex
ib
le
lear
n
in
g
m
o
d
ality
is
th
eir
ten
d
en
cy
to
p
r
o
cr
asti
n
ate
b
ec
au
s
e
th
ey
f
in
d
th
e
o
n
li
n
e
en
v
ir
o
n
m
en
t
co
m
f
o
r
tab
le,
r
esu
ltin
g
in
r
u
s
h
e
d
an
d
i
n
co
m
p
lete
task
s
an
d
ch
allen
g
es
with
lim
ited
o
p
p
o
r
t
u
n
ities
f
o
r
in
ter
ac
tio
n
in
th
e
o
n
lin
e
s
ettin
g
[
1
2
]
.
T
h
er
ef
o
r
e,
u
n
d
er
s
tan
d
i
n
g
th
eir
p
r
ac
tices
is
ess
en
tial
to
d
eter
m
in
in
g
w
h
eth
er
o
r
n
o
t
t
h
ese
p
r
ac
tices si
g
n
if
ican
tly
im
p
ac
t
th
e
d
if
f
icu
lties
th
ey
e
n
co
u
n
ter
in
th
e
p
o
s
t
-
p
a
n
d
em
ic
f
le
x
ib
le
l
ea
r
n
in
g
m
o
d
ality
.
I
n
r
esp
o
n
s
e
to
ev
o
lv
in
g
p
o
s
t
-
p
an
d
em
ic
d
em
an
d
s
,
th
e
r
esear
ch
er
s
aim
to
h
ig
h
lig
h
t
p
r
o
m
is
in
g
p
r
ac
tices
an
d
in
n
o
v
ativ
e
wa
y
s
to
o
v
er
co
m
e
c
h
allen
g
es
t
o
en
a
b
le
p
r
eser
v
ice
teac
h
e
r
s
to
r
ea
ch
t
h
eir
f
u
ll
p
o
ten
tial.
T
h
e
r
esear
ch
er
s
b
eli
ev
e
th
is
s
tu
d
y
will
o
f
f
er
v
al
u
a
b
le
in
s
ig
h
ts
in
to
th
e
p
r
ac
tices
an
d
ch
allen
g
es
o
f
p
r
eser
v
ice
teac
h
er
s
en
g
a
g
in
g
with
f
lex
ib
le
lear
n
in
g
m
o
d
alities
in
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
.
T
h
e
s
tu
d
y
allo
ws
in
s
tr
u
cto
r
s
to
b
etter
u
n
d
e
r
s
tan
d
an
d
em
p
at
h
ize
with
s
tu
d
en
ts
s
tr
u
g
g
lin
g
ac
ad
em
ica
lly
.
Fo
r
u
n
iv
er
s
ity
ad
m
in
is
tr
atio
n
,
th
e
f
in
d
in
g
s
c
an
h
ig
h
lig
h
t
th
e
ch
allen
g
es
p
r
eser
v
ice
teac
h
er
s
f
ac
e,
p
o
te
n
tially
lead
in
g
to
th
e
cr
ea
tio
n
o
f
co
m
p
r
eh
e
n
s
iv
e
in
ter
v
en
tio
n
m
ater
ials
ac
r
o
s
s
all
y
ea
r
lev
els
in
th
e
C
o
lleg
e
o
f
E
d
u
ca
tio
n
.
Fo
r
p
ar
en
ts
,
th
is
s
tu
d
y
will
r
aise
a
war
en
ess
o
f
t
h
eir
c
h
ild
r
en
’
s
o
b
s
tacle
s
in
f
lex
ib
le
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
L
astl
y
,
f
u
tu
r
e
r
esear
ch
er
s
m
ay
u
s
e
th
is
s
tu
d
y
as
a
r
ef
er
en
ce
to
f
u
r
th
er
v
alid
ate
an
d
ex
p
l
o
r
e
s
im
ilar
to
p
ics,
co
n
tr
ib
u
tin
g
to
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
f
lex
ib
le
lear
n
in
g
.
2.
M
E
T
H
O
D
T
h
i
s
s
t
u
d
y
u
s
e
s
a
d
e
s
c
r
i
p
t
i
v
e
-
c
o
r
r
e
l
a
t
i
o
n
a
l
a
p
p
r
o
a
c
h
t
o
e
x
am
i
n
e
p
o
s
t
-
p
a
n
d
e
m
i
c
is
s
u
e
s
a
n
d
p
r
a
c
t
i
c
es
a
m
o
n
g
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
,
em
p
h
a
s
i
z
i
n
g
f
le
x
i
b
l
e
l
e
a
r
n
i
n
g
.
I
t
u
s
es
a
d
e
s
c
r
i
p
t
i
v
e
a
p
p
r
o
a
c
h
a
s
t
h
e
r
es
e
a
r
c
h
e
r
s
c
o
l
l
e
c
t
d
a
t
a
f
r
o
m
t
h
e
C
o
l
le
g
e
o
f
E
d
u
c
a
t
i
o
n
,
s
p
e
c
i
f
i
c
a
l
l
y
i
n
t
h
e
B
a
c
h
e
l
o
r
o
f
E
l
e
m
e
n
t
a
r
y
E
d
u
c
a
t
i
o
n
(
B
E
E
d
)
p
r
o
g
r
a
m
a
t
C
a
r
a
g
a
S
t
a
te
U
n
i
v
e
r
s
i
t
y
-
M
ai
n
C
a
m
p
u
s
,
Ph
ilip
p
i
n
es
,
t
o
i
d
e
n
ti
f
y
t
h
e
c
h
a
l
l
e
n
g
es
f
a
c
e
d
b
y
p
r
es
e
r
v
i
c
e
t
e
a
c
h
e
r
s
a
n
d
t
h
e
p
r
a
c
ti
c
e
s
t
h
e
y
e
m
p
l
o
y
o
n
f
l
e
x
i
b
l
e
l
e
a
r
n
i
n
g
m
o
d
a
l
i
t
y
,
w
h
e
r
e
as
c
o
r
r
e
l
a
t
i
o
n
al
a
p
p
r
o
a
c
h
t
h
a
t
w
i
ll
l
o
o
k
i
n
t
o
t
h
e
r
e
l
at
i
o
n
s
h
i
p
o
f
p
r
a
c
t
i
c
es
a
n
d
c
h
a
l
l
e
n
g
es
o
f
p
r
es
er
v
i
c
e
t
e
ac
h
e
r
s
o
n
f
l
e
x
i
b
l
e
l
e
a
r
n
i
n
g
m
o
d
a
l
i
t
y
i
n
t
h
e
p
o
s
t
-
p
a
n
d
e
m
i
c
t
i
m
e
.
T
h
is
s
tu
d
y
u
s
ed
s
im
p
le
r
a
n
d
o
m
s
am
p
lin
g
,
wh
ich
d
eter
m
in
ed
th
e
s
ize
b
y
ap
p
l
y
in
g
C
o
ch
r
an
’
s
f
o
r
m
u
la
.
T
h
is
m
eth
o
d
in
v
o
lv
ed
th
e
s
elec
tio
n
o
f
a
s
m
aller
s
u
b
s
et
f
r
o
m
th
e
p
o
p
u
latio
n
o
f
B
E
E
d
s
tu
d
en
ts
at
C
ar
ag
a
State
Un
iv
er
s
ity
-
Ma
in
C
am
p
u
s
.
I
t
is
wid
ely
u
s
ed
i
n
q
u
a
n
titativ
e
s
tu
d
ies
with
s
u
r
v
ey
q
u
esti
o
n
n
air
es
[
1
3
]
.
T
h
e
s
tu
d
y
’
s
r
esp
o
n
d
e
n
ts
co
n
s
titu
ted
1
5
8
B
E
E
d
s
tu
d
en
ts
f
r
o
m
f
ir
s
t
to
f
o
u
r
t
h
y
ea
r
,
en
s
u
r
in
g
a
r
ep
r
esen
tativ
e
an
d
u
n
b
iased
r
e
p
r
esen
tatio
n
o
f
p
ar
ticip
an
ts
th
r
o
u
g
h
o
u
t th
e
ac
a
d
em
ic
y
ea
r
lev
els.
T
h
e
s
tu
d
y
u
tili
ze
d
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e
u
s
in
g
Go
o
g
le
Fo
r
m
s
as
th
e
r
esear
ch
in
s
tr
u
m
en
t.
T
h
e
ch
ec
k
lis
t
s
u
r
v
ey
h
as
two
p
ar
t
s
;
th
e
f
ir
s
t
p
ar
t
tack
les
th
e
p
r
ac
tices
o
f
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
i
n
p
o
s
t
-
p
an
d
e
m
ic
ti
m
e,
an
d
th
e
s
ec
o
n
d
p
ar
t
tac
k
les
th
e
ch
allen
g
es
o
f
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
i
b
le
lear
n
in
g
m
o
d
ality
in
p
o
s
t
-
p
an
d
em
ic
tim
e.
E
x
p
er
ts
in
th
e
f
ield
v
alid
ated
th
e
q
u
esti
o
n
n
air
e
.
Af
ter
r
etr
iev
in
g
th
e
co
m
m
en
ts
an
d
s
u
g
g
esti
o
n
s
f
r
o
m
th
e
e
x
p
er
ts
,
th
e
s
u
r
v
ey
ch
ec
k
lis
t
was
r
ev
is
ed
.
I
t
was
tr
ied
o
u
t
to
2
5
p
r
eser
v
ice
teac
h
er
s
with
a
B
ac
h
elo
r
o
f
Seco
n
d
ar
y
E
d
u
ca
t
io
n
m
ajo
r
in
E
n
g
lis
h
.
T
h
e
d
ata
was
tallied
an
d
an
aly
ze
d
.
As co
m
p
u
ted
,
t
h
e
C
r
o
n
b
ac
h
a
lp
h
a
was 0
.
9
4
5
,
in
d
i
ca
tin
g
a
r
eliab
le
s
u
r
v
ey
to
o
l.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Wha
t
is
t
he
lev
el
o
f
t
he
pra
ct
ices
o
f
t
he
preserv
ice
t
ea
c
hers
o
n
f
lex
ibl
e
lea
rning
m
o
da
lity
in
t
h
e
po
s
t
-
pa
nd
em
ic
t
im
e
in t
er
m
s
of
?
3.
1
.
1
.
Ada
pta
bil
it
y
T
ab
le
1
p
r
esen
ts
th
e
lev
el
o
f
t
h
e
p
r
ac
tices
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
in
th
e
p
o
s
t
-
p
an
d
em
ic
tim
e
in
t
er
m
s
o
f
ad
a
p
tab
ilit
y
.
T
h
e
r
e
s
u
lts
in
d
icate
th
at
th
e
lev
el
o
f
p
r
ac
tice
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
'
ad
ap
tab
ilit
y
to
f
lex
ib
le
lear
n
in
g
m
o
d
ality
is
h
ig
h
.
I
t
ca
n
b
e
g
lean
ed
th
at
th
e
s
tatem
en
t,
“
I
am
o
p
e
n
-
m
in
d
ed
an
d
willin
g
to
ad
o
p
t
v
ar
i
o
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
ap
p
r
o
ac
h
es,
”
g
o
t
th
e
h
i
g
h
est
m
ea
n
s
co
r
e
o
f
3
.
7
3
,
wh
ic
h
is
i
n
ter
p
r
eted
as
th
e
lev
el
o
f
p
r
ac
t
ice
is
v
er
y
h
ig
h
.
On
t
h
e
o
t
h
er
h
an
d
,
th
e
s
tatem
en
t
“
I
ask
m
en
to
r
teac
h
er
s
,
p
ee
r
s
,
an
d
in
s
tr
u
cto
r
s
f
o
r
f
ee
d
b
ac
k
t
o
en
h
an
ce
m
y
teac
h
i
n
g
m
eth
o
d
s
an
d
f
lex
ib
ilit
y
,”
g
o
t
th
e
lo
west
m
ea
n
s
co
r
e
o
f
3
.
2
8
,
wh
ich
is
i
n
ter
p
r
eted
as
th
e
3
6
lev
el
o
f
p
r
ac
tice
b
ein
g
h
ig
h
.
T
h
e
o
v
er
all
weig
h
ted
m
ea
n
s
co
r
e
o
f
3
.
4
4
f
u
r
th
er
s
u
p
p
o
r
ts
th
is
in
ter
p
r
etatio
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
.
1
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
2
5
8
4
-
2
5
9
2
2586
T
ab
le
1
.
Mean
d
is
tr
ib
u
tio
n
of
th
e
lev
el
of
th
e
p
r
ac
tices
of
th
e
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
in
p
o
s
t
-
p
an
d
em
ic
in
t
er
m
s
o
f
ad
a
p
tab
ilit
y
No
I
n
d
i
c
a
t
o
r
s
L
e
v
e
l
o
f
r
e
a
d
i
n
e
s
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
M
e
a
n
D
e
s
c
r
i
p
t
i
o
n
1
I
a
m
o
p
e
n
-
m
i
n
d
e
d
a
n
d
w
i
l
l
i
n
g
t
o
a
d
a
p
t
t
o
v
a
r
i
o
u
s
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
a
n
d
a
p
p
r
o
a
c
h
e
s
.
3
.
7
3
S
t
r
o
n
g
l
y
a
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
v
e
r
y
h
i
g
h
.
2
I
c
a
n
e
f
f
e
c
t
i
v
e
l
y
l
e
a
r
n
n
e
w
c
o
n
c
e
p
t
s
,
s
k
i
l
l
s
,
o
r
t
e
c
h
n
o
l
o
g
y
,
e
v
e
n
i
f
u
n
f
a
m
i
l
i
a
r
.
3
.
3
6
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
3
I
r
e
g
u
l
a
r
l
y
r
e
f
l
e
c
t
o
n
m
y
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
,
r
e
c
o
g
n
i
z
i
n
g
a
r
e
a
s
f
o
r
g
r
o
w
t
h
a
n
d
a
d
a
p
t
i
n
g
s
t
r
a
t
e
g
i
e
s
a
c
c
o
r
d
i
n
g
l
y
.
3
.
3
9
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
4
I
a
c
t
i
v
e
l
y
s
e
e
k
o
p
p
o
r
t
u
n
i
t
i
e
s
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
h
a
n
d
s
-
on
i
n
s
t
r
u
c
t
i
o
n
a
l
e
x
p
e
r
i
e
n
c
e
s
,
l
i
k
e
p
r
a
c
t
i
c
e
o
r
s
e
m
i
n
a
r
s
,
t
o
i
m
p
r
o
v
e
m
y
a
d
a
p
t
a
b
i
l
i
t
y
.
3
.
4
4
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
5
I
a
s
k
m
e
n
t
o
r
t
e
a
c
h
e
r
s
,
p
e
e
r
s
,
a
n
d
i
n
s
t
r
u
c
t
o
r
s
f
o
r
f
e
e
d
b
a
c
k
t
o
e
n
h
a
n
c
e
m
y
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
a
n
d
f
l
e
x
i
b
i
l
i
t
y
.
3
.
2
8
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
O
v
e
r
a
l
l
w
e
i
g
h
t
e
d
m
e
a
n
3
.
4
4
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
R
a
n
g
e
of
me
a
n
s
:
1
.
0
0
-
1
.
4
9
(
st
r
o
n
g
l
y
d
i
sa
g
r
e
e
)
;
1
.
5
0
-
2
.
4
9
(
d
i
sa
g
r
e
e
)
;
2
.
5
0
-
3
.
4
9
(
n
e
u
t
r
a
l
)
;
3
.
5
0
-
4
.
4
9
(
a
g
r
e
e
)
;
4
.
5
0
-
5
.
0
0
(
st
r
o
n
g
l
y
a
g
r
e
e
)
T
h
is
im
p
lies
th
at
p
r
eser
v
ice
teac
h
er
s
ar
e
willin
g
to
ad
o
p
t
v
ar
i
o
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
ap
p
r
o
ac
h
es
wh
er
e
th
e
co
m
m
o
n
g
o
al
is
to
teac
h
an
d
g
u
id
e
th
em
o
n
wh
at
th
ey
ar
e
ex
p
ec
ted
to
lear
n
.
As
th
in
g
s
ch
an
g
e
co
n
s
tan
tly
,
s
tu
d
en
ts
le
ar
n
in
a
v
ar
iety
o
f
way
s
.
T
h
eir
ab
ilit
y
to
ad
a
p
t
in
d
icate
s
th
at
th
ey
ca
n
o
v
er
co
m
e
o
b
s
tacle
s
an
d
ca
r
r
y
o
n
.
I
t
p
r
ep
ar
es
in
d
iv
id
u
als
f
o
r
wh
atev
er
co
m
es
n
ex
t,
s
u
ch
as
tech
n
o
lo
g
ical
ad
v
an
ce
m
e
n
ts
o
r
f
r
esh
o
p
p
o
r
tu
n
ities
.
Ad
d
iti
o
n
ally
,
s
tu
d
e
n
ts
ca
n
tailo
r
t
h
eir
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
b
y
f
o
c
u
s
in
g
o
n
th
eir
ar
ea
s
o
f
in
ter
est
an
d
lea
r
n
in
g
at
th
eir
s
p
ee
d
th
r
o
u
g
h
f
lex
ib
le
lear
n
in
g
.
T
h
is
m
eth
o
d
in
cr
ea
s
es
p
ar
ticip
atio
n
an
d
f
o
s
ter
s
a
lo
v
e
o
f
lear
n
in
g
t
h
at
last
s
a
life
tim
e.
Ad
ap
tab
le
lear
n
er
s
will
b
etter
d
ea
l
with
u
n
ce
r
tain
ty
an
d
co
n
tr
ib
u
te
to
th
eir
co
m
m
u
n
itie
s
as so
ciety
d
ev
elo
p
s
.
Similar
ly
,
f
lex
ib
le
lear
n
i
n
g
is
an
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
th
at
a
llo
ws
s
tu
d
en
ts
to
co
n
tr
o
l
ce
r
ta
in
asp
ec
ts
o
f
th
eir
lear
n
in
g
,
s
u
ch
as
th
e
ti
m
e,
p
lace
,
an
d
p
ac
e
o
f
th
ei
r
s
tu
d
ies
[
1
4
]
.
Als
o
,
it
g
iv
es
s
tu
d
en
ts
th
e
f
r
ee
d
o
m
t
o
in
ter
ac
t
with
co
u
r
s
e
m
ater
ial
s
an
d
ac
tiv
ities
at
th
eir
o
wn
p
ac
e
an
d
co
n
v
en
ie
n
ce
,
f
r
eq
u
en
tly
in
co
r
p
o
r
atin
g
co
m
p
o
n
en
ts
o
f
in
d
e
p
en
d
e
n
t
s
tu
d
y
an
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es
th
at
e
d
u
ca
tio
n
co
n
tin
u
es
ev
en
wh
en
u
n
iv
e
r
s
ities
clo
s
e,
wh
ich
is
esp
ec
ially
h
elp
f
u
l in
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
s
ettin
g
[
1
5
]
.
3
.
1
.
2
.
T
im
e
m
a
na
g
em
ent
T
ab
le
2
p
r
esen
ts
th
e
lev
el
o
f
t
h
e
p
r
ac
tices
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
in
th
e
p
o
s
t
-
p
an
d
em
ic
tim
e
in
t
er
m
s
o
f
ad
a
p
tab
ilit
y
.
T
h
e
r
e
s
u
lts
in
d
icate
th
at
th
e
lev
el
o
f
p
r
ac
tice
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
'
tim
e
m
a
n
ag
em
en
t
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
is
h
ig
h
.
I
t
ca
n
b
e
g
lean
ed
th
at
th
e
s
tatem
en
t,
“
I
s
et
asid
e
en
o
u
g
h
tim
e
f
o
r
r
est,
r
elax
atio
n
,
an
d
s
elf
-
ca
r
e
ac
tiv
ities
to
p
r
ev
en
t
b
u
r
n
o
u
t
an
d
p
r
eser
v
e
m
y
g
en
er
al
h
ea
lth
,
”
g
o
t
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
3
.
3
9
,
wh
ich
is
in
ter
p
r
eted
as
t
h
e
lev
el
o
f
p
r
ac
tice
is
h
ig
h
.
On
th
e
o
th
er
3
8
h
a
n
d
,
th
e
s
tatem
en
t
“
t
o
in
c
r
ea
s
e
p
r
o
d
u
ctiv
ity
d
u
r
in
g
s
tu
d
y
s
e
s
s
io
n
s
,
I
g
et
r
id
o
f
d
is
tr
ac
tio
n
s
to
in
cr
ea
s
e
p
r
o
d
u
ctiv
ity
d
u
r
in
g
s
tu
d
y
s
ess
io
n
s
,
”
g
o
t
th
e
lo
west
m
ea
n
s
co
r
e
o
f
3
.
1
8
,
wh
ich
in
d
icate
s
th
at
th
e
lev
el
o
f
p
r
a
ctice
is
h
ig
h
.
T
h
e
o
v
e
r
all
we
ig
h
ted
m
ea
n
s
co
r
e
o
f
3
.
2
6
f
u
r
th
er
s
u
p
p
o
r
ts
t
h
is
in
ter
p
r
etatio
n
.
T
ab
le
2
.
Me
an
d
is
tr
ib
u
tio
n
o
f
t
h
e
lev
el
o
f
t
h
e
p
r
ac
tices o
f
th
e
p
r
eser
v
ice
teac
h
er
s
o
n
f
lex
i
b
le
lear
n
in
g
m
o
d
ality
in
th
e
p
o
s
t
-
p
an
d
em
ic
tim
e
in
t
er
m
s
of
tim
e
m
a
n
ag
em
en
t
No
I
n
d
i
c
a
t
o
r
s
L
e
v
e
l
o
f
r
e
a
d
i
n
e
s
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
M
e
a
n
D
e
s
c
r
i
p
t
i
o
n
1
I
e
f
f
i
c
i
e
n
t
l
y
m
a
n
a
g
e
m
y
t
i
m
e
b
y
p
r
i
o
r
i
t
i
z
i
n
g
m
y
t
a
s
k
s
a
n
d
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
.
3
.
2
3
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
2
I
b
r
e
a
k
l
a
r
g
e
r
a
s
s
i
g
n
m
e
n
t
s
o
r
p
r
o
j
e
c
t
s
i
n
t
o
s
m
a
l
l
e
r
,
a
c
h
i
e
v
a
b
l
e
t
a
s
k
s
t
o
p
r
o
m
o
t
e
b
e
t
t
e
r
t
i
m
e
m
a
n
a
g
e
m
e
n
t
.
3
.
2
4
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
3
I
r
e
f
l
e
c
t
o
n
m
y
t
i
m
e
m
a
n
a
g
e
m
e
n
t
s
k
i
l
l
s
a
n
d
i
d
e
n
t
i
f
y
a
r
e
a
s
f
o
r
i
m
p
r
o
v
e
m
e
n
t
t
o
i
n
c
r
e
a
s
e
m
y
o
v
e
r
a
l
l
e
f
f
i
c
i
e
n
c
y
a
n
d
p
r
o
d
u
c
t
i
v
i
t
y
.
3
.
2
8
A
g
r
e
e
T
h
e
l
e
v
e
l
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
p
r
a
c
t
i
c
e
s
i
s
h
i
g
h
.
4
I
s
e
t
a
s
i
d
e
e
n
o
u
g
h
t
i
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3
9
A
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T
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3
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1
8
A
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I
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2252
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8
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2
2
P
r
a
ctice
s
a
n
d
ch
a
llen
g
es o
f p
r
eser
vice
tea
ch
ers
o
n
flexib
le
lea
r
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in
g
mo
d
a
lity (
Leo
L.
C
o
d
i
lla
Jr.
)
2587
T
h
is
im
p
lies
th
at
en
s
u
r
in
g
p
r
eser
v
ice
teac
h
er
s
'
h
o
lis
tic
h
ea
lth
an
d
lo
n
g
ev
ity
n
ec
ess
itates
th
e
d
elib
er
ate
allo
ca
tio
n
o
f
tim
e
f
o
r
s
elf
-
ca
r
e
p
r
ac
tices,
m
itig
atin
g
th
e
r
is
k
o
f
b
u
r
n
o
u
t
an
d
p
r
e
s
er
v
in
g
th
eir
o
v
e
r
all
well
-
b
ein
g
.
Fu
r
th
er
m
o
r
e,
th
e
s
e
p
r
eser
v
ice
teac
h
er
s
ca
n
s
i
g
n
if
ican
tly
am
p
lif
y
th
eir
p
r
o
d
u
ctiv
ity
lev
els
b
y
s
tr
ateg
ically
m
in
im
izin
g
d
is
tr
ac
tio
n
s
an
d
f
o
s
ter
in
g
co
n
d
u
c
iv
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s
tu
d
y
en
v
ir
o
n
m
e
n
ts
,
p
ar
ti
cu
lar
ly
in
f
le
x
ib
le
lear
n
in
g
m
o
d
alities
.
T
h
is
c
o
n
c
er
ted
ef
f
o
r
t
b
o
ls
ter
s
th
eir
ac
ad
em
ic
p
u
r
s
u
its
a
n
d
p
r
o
p
els
th
e
m
to
war
d
r
ea
lizin
g
th
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f
u
ll p
o
ten
tial in
th
eir
e
d
u
ca
tio
n
al
jo
u
r
n
e
y
.
E
f
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
h
as
b
ec
o
m
e
ess
en
tial
f
o
r
ed
u
ca
tio
n
s
tu
d
en
ts
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
er
a
as
th
ey
n
av
ig
ate
d
iv
er
s
e
lear
n
in
g
m
o
d
alities
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ar
e
m
o
tiv
ated
to
p
r
o
m
o
te
lear
n
in
g
th
r
o
u
g
h
o
n
lin
e
m
ed
i
u
m
s
to
m
ain
tain
t
h
e
f
lo
w
o
f
ed
u
ca
tio
n
[
1
6
]
.
W
ith
a
s
h
if
t
to
war
d
s
r
em
o
te
o
r
b
len
d
ed
lea
r
n
in
g
,
s
tu
d
en
ts
m
an
ag
e
th
eir
tim
e
t
o
co
m
b
in
e
th
eir
o
b
lig
atio
n
s
,
o
n
l
in
e
lectu
r
es,
an
d
s
ch
o
o
lwo
r
k
.
Stu
d
en
ts
with
g
o
o
d
tim
e
m
an
ag
em
en
t
s
k
ills
m
ay
co
m
p
lete
co
u
r
s
ewo
r
k
o
n
tim
e,
p
ar
ticip
ate
in
wo
r
th
wh
ile
lear
n
in
g
ac
tiv
ities
,
an
d
s
tr
ik
e
a
h
e
alth
y
wo
r
k
-
life
b
ala
n
ce
.
Stu
d
e
n
ts
'
ab
ilit
y
to
a
d
ap
t
to
o
n
lin
e
lear
n
in
g
a
n
d
th
eir
o
n
g
o
in
g
m
o
tiv
atio
n
to
en
g
ag
e
ar
e
two
cr
u
cial
f
ac
to
r
s
th
at
im
p
ac
t
th
e
s
u
cc
ess
o
f
o
n
lin
e
ed
u
ca
tio
n
s
y
s
tem
s
[
1
7
]
.
Ad
d
itio
n
ally
,
it
h
elp
s
s
tu
d
en
ts
m
ain
tain
d
is
cip
lin
e
an
d
s
elf
-
co
n
t
r
o
l
in
d
ea
lin
g
with
t
h
e
d
i
f
f
icu
lties
b
r
o
u
g
h
t
ab
o
u
t
b
y
asy
n
ch
r
o
n
o
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
im
e
m
an
a
g
em
en
t
tech
n
iq
u
es
g
iv
e
s
tu
d
e
n
ts
th
e
r
esil
ien
ce
an
d
ad
ap
tab
ilit
y
th
ey
n
ee
d
to
ex
ce
l
in
th
eir
ac
ad
em
ic
e
n
d
ea
v
o
r
s
as
th
ey
s
tr
iv
e
to
b
alan
ce
th
eir
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies
with
th
eir
p
er
s
o
n
al
liv
es
in
th
e
p
o
s
t
-
p
an
d
em
i
c
d
y
n
am
ic
ed
u
ca
tio
n
al
co
n
tex
t
,
allo
win
g
th
em
to
ac
h
iev
e
an
d
co
m
p
lete
c
o
u
r
s
es th
r
o
u
g
h
o
u
t t
h
e
ac
ad
em
ic
y
ea
r
[
1
8
]
.
Stu
d
en
ts
'
ca
p
ac
ity
to
p
r
io
r
itiz
e
th
eir
s
tu
d
ies,
estab
lis
h
s
p
ec
i
f
ic
g
o
als,
an
d
tak
e
in
itiativ
e
i
n
f
u
lf
illi
n
g
th
eir
ac
ad
em
ic
o
b
lig
atio
n
s
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
s
u
cc
ess
f
u
l
tim
e
m
an
ag
em
en
t
an
d
ed
u
ca
tio
n
al
ac
co
m
p
lis
h
m
en
t.
T
im
e
m
an
a
g
em
en
t
is
r
eg
a
r
d
ed
as
a
v
ita
l
co
m
p
o
n
en
t
f
o
r
e
f
f
ec
tiv
ely
h
an
d
lin
g
task
s
an
d
r
esp
o
n
s
ib
ilit
ies
[
1
9
]
,
[
2
0
]
.
Stu
d
en
ts
ca
n
s
u
cc
ess
f
u
lly
d
is
co
u
r
ag
e
p
r
o
cr
asti
n
atio
n
an
d
k
ee
p
th
eir
atten
tio
n
o
n
th
eir
lear
n
in
g
g
o
als b
y
s
tr
ess
in
g
th
ese
s
tr
ateg
ies.
T
h
is
em
p
h
asizes h
o
w
cr
u
cial
it is
to
d
ev
el
o
p
p
r
o
ac
tiv
e
h
ab
its
an
d
an
o
r
g
a
n
ized
lear
n
i
n
g
s
t
y
le,
b
o
th
o
f
wh
ic
h
ar
e
n
ec
e
s
s
ar
y
f
o
r
ac
ad
em
ic
s
u
cc
ess
in
f
lex
ib
le
lear
n
in
g
m
o
d
ality
.
T
h
u
s
,
en
co
u
r
ag
i
n
g
ef
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
f
o
r
p
r
eser
v
ice
teac
h
er
s
g
iv
es
th
em
th
e
ad
v
an
tag
e
o
f
ad
eq
u
ately
d
iv
id
in
g
th
eir
ac
ad
em
ic
task
s
with
a
ce
r
tain
am
o
u
n
t o
f
tim
e
t
o
ca
ter
to
t
h
eir
lea
r
n
in
g
n
ee
d
s
[
2
1
]
.
3
.
2
.
Wha
t
is
t
he
ex
t
ent
o
f
t
he
ch
a
lleng
es
f
a
ce
d
by
preserv
ice
t
ea
cher
s
o
n
f
lex
ibl
e
lea
rning
m
o
da
lit
y
in
po
s
t
-
pa
nd
em
ic
t
im
e
in t
er
m
s
o
f
?
3.
2
.
1
.
I
nte
rnet
c
o
nn
ec
t
iv
it
y
T
ab
le
3
p
r
esen
ts
th
e
ex
ten
t
o
f
ch
allen
g
es
p
r
eser
v
ice
te
ac
h
er
s
f
ac
e
r
eg
ar
d
in
g
f
lex
ib
l
e
lear
n
in
g
m
o
d
ality
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
tim
e
in
ter
m
s
o
f
in
ter
n
et
co
n
n
ec
tiv
ity
.
T
h
e
r
esu
lts
in
d
icat
e
th
at
th
e
e
x
ten
t
o
f
ch
allen
g
es
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
'
in
ter
n
et
c
o
n
n
ec
tiv
ity
o
n
f
lex
ib
le
lear
n
in
g
m
o
d
ality
is
h
ig
h
.
I
t
ca
n
b
e
g
lean
ed
th
at
th
e
s
tatem
en
t,
“
I
g
et
wo
r
r
ied
,
u
p
s
et,
o
r
f
r
u
s
tr
ated
wh
en
d
if
f
ic
u
lties
with
in
ter
n
et
co
n
n
ec
tiv
ity
in
ter
f
er
e
with
m
y
a
b
ilit
y
to
lear
n
o
r
p
er
f
o
r
m
ac
ad
em
ically
,
”
g
o
t
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
3
.
3
6
,
i
n
ter
p
r
eted
a
s
a
h
ig
h
ex
ten
t
o
f
th
e
ch
allen
g
e
.
On
th
e
o
th
er
h
an
d
,
th
e
s
tatem
en
t
,
“
I
o
cc
asio
n
ally
m
is
s
d
e
ad
lin
es,
u
p
d
ates,
o
r
s
ig
n
if
ican
t a
n
n
o
u
n
ce
m
en
ts
d
u
e
to
in
ter
n
et
ac
ce
s
s
p
r
o
b
lem
s
,”
g
o
t th
e
lo
west m
ea
n
s
co
r
e
o
f
2
.
7
0
,
in
d
icatin
g
th
e
ch
allen
g
e'
s
ex
ten
t is h
ig
h
.
T
h
e
o
v
er
all
weig
h
ted
m
ea
n
s
co
r
e
o
f
3
.
0
4
f
u
r
th
er
s
u
p
p
o
r
ts
th
is
in
ter
p
r
etatio
n
.
T
ab
le
3
.
Me
an
d
is
tr
ib
u
tio
n
o
f
t
h
e
ex
ten
t o
f
th
e
ch
alle
n
g
es f
ac
ed
b
y
p
r
eser
v
ice
teac
h
e
r
s
o
n
f
l
ex
ib
le
lear
n
in
g
m
o
d
ality
in
p
o
s
t
-
p
an
d
em
ic
tim
e
in
ter
m
s
o
f
i
n
ter
n
et
c
o
n
n
e
c
t
i
v
i
t
y
No
I
n
d
i
c
a
t
o
r
s
E
x
t
e
n
t
o
f
r
e
a
l
i
z
a
t
i
o
n
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
M
e
a
n
D
e
s
c
r
i
p
t
i
o
n
1
Th
e
i
n
t
e
r
n
e
t
s
p
e
e
d
i
s
e
n
o
u
g
h
f
o
r
me
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
o
n
l
i
n
e
a
c
t
i
v
i
t
i
e
s
.
3
.
0
5
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
2
My
i
n
t
e
r
n
e
t
c
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3
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3
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lear
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an
d
s
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itti
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ass
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m
en
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.
Acc
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in
ter
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co
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ted
d
ev
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as
b
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o
m
e
cr
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s
tu
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en
t
s
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lly
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th
eir
n
ew
lear
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in
g
en
v
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r
o
n
m
e
n
ts
[
2
2
]
.
Stu
d
en
ts
with
r
eliab
le
co
n
n
ec
tiv
ity
ca
n
p
ar
ticip
ate
en
tire
ly
in
in
ter
ac
tiv
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class
es
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ce
s
s
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ar
io
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ce
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d
c
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ate
with
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ates
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ca
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T
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ital
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im
p
ac
ts
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p
e
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m
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ce
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d
h
am
p
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m
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tial
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ig
ital
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to
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ay
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ter
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ld
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h
e
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d
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lik
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iev
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en
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p
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as
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s
ch
o
o
ls
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an
d
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ar
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en
g
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with
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f
f
s
et
lo
s
t
in
-
p
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s
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n
lear
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in
g
tim
e
[
2
3
]
.
Ad
d
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ess
in
g
th
is
is
s
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e
r
eq
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ir
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o
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th
e
s
u
cc
ess
o
f
r
em
o
te
e
d
u
ca
tio
n
[
2
4
]
–
[
2
6
]
.
Am
o
n
g
th
e
d
is
ad
v
an
tag
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f
f
lex
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alities
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if
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ativ
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in
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ally
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ata
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h
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ter
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e
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esp
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ty
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Sin
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tp
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li
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e
p
latf
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m
s
[
2
7
]
.
3.
2
.
2
.
L
ea
rning
e
nv
iro
nm
ent
T
ab
le
4
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r
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e
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ality
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th
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t
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p
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d
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c
tim
e
in
ter
m
s
o
f
lear
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in
g
en
v
ir
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n
m
e
n
t.
T
h
e
r
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lts
in
d
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th
at
th
e
ex
ten
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o
f
ch
allen
g
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f
ac
ed
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y
th
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p
r
ese
r
v
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teac
h
er
s
'
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in
g
en
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ir
o
n
m
en
t
in
ter
m
s
o
f
f
lex
ib
le
l
ea
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n
in
g
m
o
d
ality
is
h
ig
h
.
I
t
ca
n
b
e
g
lean
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t
h
at
th
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s
tatem
en
t,
“
e
x
ter
n
al
f
ac
to
r
s
lik
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tem
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r
e,
lig
h
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d
n
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is
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in
ter
f
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t
o
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o
cu
s
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d
in
ter
a
ct
with
th
e
co
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s
e
m
ater
ials
,
”
g
o
t
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
3
.
2
3
,
in
ter
p
r
eted
as
a
h
ig
h
ex
te
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t o
f
th
e
ch
allen
g
e.
On
th
e
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d
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e
s
tatem
en
t
“
i
n
m
y
lear
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e
n
t,
I
h
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s
to
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to
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ls
an
d
m
ate
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ials
I
n
ee
d
,
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lap
to
p
s
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tex
tb
o
o
k
s
,
a
n
d
d
ep
en
d
ab
le
i
n
ter
n
et
,”
g
o
t
th
e
lo
west
m
ea
n
s
co
r
e
o
f
2
.
9
8
,
in
d
icatin
g
th
at
th
e
ex
ten
t
lev
el
is
h
ig
h
.
T
h
e
o
v
er
all
w
eig
h
ted
m
ea
n
s
co
r
e
o
f
3
.
1
3
f
u
r
th
er
s
u
p
p
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ts
th
is
in
ter
p
r
etatio
n
.
T
h
is
im
p
lies
th
at
s
tu
d
en
ts
u
s
i
n
g
f
lex
ib
le
lear
n
in
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m
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d
alitie
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
h
o
w
th
ey
v
iew
th
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ed
u
ca
tio
n
al
ex
p
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r
ien
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s
.
A
s
u
p
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tiv
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lear
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i
n
g
e
n
v
ir
o
n
m
en
t
s
u
b
s
tan
tially
im
p
ac
ts
s
tu
d
en
ts
'
ca
p
ac
ity
to
co
n
ce
n
tr
ate,
p
ay
atten
tio
n
,
an
d
r
em
em
b
er
r
ea
l
o
r
v
i
r
tu
al
k
n
o
wled
g
e.
I
t
is
d
e
f
in
ed
b
y
r
elatio
n
s
h
ip
s
o
f
tr
u
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t
an
d
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esp
ec
t
b
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s
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d
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an
d
am
o
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g
s
tu
d
e
n
ts
th
em
s
elv
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I
n
s
u
ch
a
n
en
v
ir
o
n
m
en
t,
s
tu
d
en
ts
f
ee
l
m
o
tiv
ated
,
s
u
p
p
o
r
ted
,
a
n
d
ch
allen
g
ed
,
f
o
s
ter
in
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
th
eir
lear
n
i
n
g
[
2
8
]
.
An
o
r
d
er
ly
,
d
is
tr
ac
tio
n
-
f
r
ee
atm
o
s
p
h
er
e
t
h
at
p
r
o
m
o
tes
f
o
cu
s
an
d
p
r
o
d
u
ctiv
ity
b
en
ef
its
s
tu
d
en
ts
.
Geo
g
r
ap
h
ical
lo
ca
tio
n
also
p
lay
s
a
r
o
le
in
th
e
ch
al
len
g
es
f
ac
ed
b
y
s
tu
d
en
ts
in
f
lex
ib
le
lear
n
in
g
.
T
h
e
ch
alle
n
g
es
o
f
p
r
eser
v
ice
teac
h
er
s
in
f
lex
ib
le
lear
n
in
g
also
in
clu
d
e
th
e
ten
d
en
cy
to
war
d
s
p
r
o
cr
asti
n
atio
n
d
u
e
to
th
e
co
m
f
o
r
t
o
f
th
e
o
n
lin
e
en
v
i
r
o
n
m
e
n
t,
lead
in
g
to
r
u
s
h
ed
a
n
d
in
c
o
m
p
lete
ac
tiv
ities
[
2
9
]
.
C
h
allen
g
es
with
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
lik
e
lig
h
t,
n
o
is
e,
an
d
tem
p
er
atu
r
e,
g
r
ea
tly
in
f
lu
en
ce
h
o
w
well
ch
ild
r
en
lear
n
i
n
f
lex
ib
le
lear
n
in
g
m
o
d
alities
.
No
is
e
d
is
r
u
p
tio
n
s
,
wh
eth
er
f
r
o
m
o
u
ts
id
e
s
o
u
r
ce
s
o
r
with
in
a
s
tu
d
en
t'
s
h
o
m
e,
ca
n
im
p
air
f
o
cu
s
a
n
d
co
m
p
r
eh
e
n
s
io
n
,
m
a
k
in
g
it
ch
a
llen
g
in
g
f
o
r
th
em
to
in
te
r
ac
t
with
th
e
co
u
r
s
e
m
ater
ials
.
C
o
g
n
itiv
e
p
er
f
o
r
m
an
ce
is
n
eg
ativ
ely
in
f
lu
e
n
ce
d
b
y
n
o
is
e
p
o
llu
tio
n
[
3
0
]
.
T
ab
le
4
.
Me
an
d
is
tr
ib
u
tio
n
o
f
t
h
e
ex
ten
t o
f
th
e
ch
alle
n
g
es f
ac
ed
b
y
p
r
eser
v
ice
teac
h
e
r
s
o
n
f
l
ex
ib
le
lear
n
in
g
m
o
d
ality
in
p
o
s
t
-
p
an
d
em
ic
tim
e
in
ter
m
s
o
f
lea
r
n
in
g
e
n
v
i
r
o
n
m
e
n
t
No
I
n
d
i
c
a
t
o
r
s
E
x
t
e
n
t
o
f
r
e
a
l
i
z
a
t
i
o
n
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
M
e
a
n
D
e
s
c
r
i
p
t
i
o
n
1
M
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
i
s
c
o
m
f
o
r
t
a
b
l
e
a
n
d
f
a
v
o
r
a
b
l
e
t
o
s
t
u
d
y
.
3
.
0
9
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
2
D
i
s
t
r
a
c
t
i
o
n
s
i
n
m
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
i
n
t
e
r
f
e
r
e
w
i
t
h
m
y
a
b
i
l
i
t
y
t
o
s
t
u
d
y
o
r
c
o
n
c
e
n
t
r
a
t
e
.
3
.
1
5
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
3
M
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
g
e
n
e
r
a
t
e
s
a
n
i
n
c
l
u
s
i
v
e
a
t
m
o
s
p
h
e
r
e
t
h
a
t
m
a
k
e
s
m
e
f
e
e
l
w
e
l
c
o
m
e
a
n
d
a
p
p
r
e
c
i
a
t
e
d
.
3
.
1
9
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
4
I
c
a
n
a
c
c
e
s
s
t
h
e
n
e
c
e
s
s
a
r
y
t
o
o
l
s
a
n
d
m
a
t
e
r
i
a
l
s
i
n
m
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
,
l
i
k
e
l
a
p
t
o
p
s
,
t
e
x
t
b
o
o
k
s
,
a
n
d
d
e
p
e
n
d
a
b
l
e
i
n
t
e
r
n
e
t
.
2
.
9
8
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
5
E
x
t
e
r
n
a
l
f
a
c
t
o
r
s
l
i
k
e
t
e
m
p
e
r
a
t
u
r
e
,
l
i
g
h
t
,
a
n
d
n
o
i
s
e
i
n
t
e
r
f
e
r
e
w
i
t
h
m
y
a
b
i
l
i
t
y
t
o
f
o
c
u
s
a
n
d
i
n
t
e
r
a
c
t
w
i
t
h
t
h
e
c
o
u
r
s
e
m
a
t
e
r
i
a
l
s
.
3
.
2
3
S
t
r
o
n
g
l
y
a
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
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s
e
r
v
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c
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t
e
a
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r
s
'
c
h
a
l
l
e
n
g
e
s
i
s
h
i
g
h
.
O
v
e
r
a
l
l
w
e
i
g
h
t
e
d
m
e
a
n
3
.
1
3
A
g
r
e
e
T
h
e
e
x
t
e
n
t
o
f
p
r
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s
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r
v
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t
e
a
c
h
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r
s
'
c
h
a
l
l
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n
g
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s
i
s
h
i
g
h
.
R
a
n
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of
me
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s
:
1
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0
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1
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4
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(
st
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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P
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flexib
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L.
C
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Jr.
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2589
3
.
3
.
I
s
t
here
a
s
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nifica
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re
la
t
io
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hi
p
bet
wee
n
t
he
pra
ct
ices
a
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cha
lleng
es
o
f
preserv
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t
ea
cher
s
wit
h
f
lex
ibl
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lea
rning
m
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da
litie
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?
T
ab
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5
illu
s
tr
ates
th
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co
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ip
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an
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ch
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o
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v
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teac
h
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with
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lex
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in
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m
o
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in
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e
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t
-
p
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c
tim
e.
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h
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r
esu
lts
r
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p
r
ac
tices
o
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t
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p
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s
(p
-
v
alu
e:
0
.
0
0
0
)
an
d
th
e
ex
te
n
t
o
f
th
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ch
allen
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(p
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0
0
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with
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lex
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le
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n
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m
o
d
alities
h
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e
a
s
ig
n
if
ica
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t
r
elatio
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h
ip
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e
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0
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3
5
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,
in
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r
elatio
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etwe
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ar
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b
les.
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est
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at
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e
p
r
ac
tices
o
f
p
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s
o
n
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lex
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le
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in
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m
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ality
in
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p
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m
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t r
elatio
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ip
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h
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.
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elatio
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th
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s
ig
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if
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t r
elatio
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s
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ip
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r
ac
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n
d
c
h
allen
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V
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R
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th
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p
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ac
tices
o
f
p
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teac
h
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s
in
ter
m
s
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ap
ta
b
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d
tim
e
m
an
ag
em
en
t
ten
d
to
in
cr
ea
s
e
th
e
ex
ten
t
o
f
ch
allen
g
es
th
ey
f
ac
e
in
f
lex
i
b
le
lear
n
in
g
m
o
d
ality
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th
e
p
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s
t
-
p
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d
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m
ic
tim
e;
s
p
ec
if
ically
,
in
ter
n
et
co
n
n
ec
tiv
ity
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t
also
ten
d
to
in
cr
ea
s
e.
T
h
e
p
o
s
itiv
e
co
r
r
elatio
n
s
u
g
g
ests
th
at
as
p
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eser
v
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teac
h
er
s
en
g
ag
e
m
o
r
e
in
ce
r
tain
f
lex
ib
le
lear
n
in
g
p
r
ac
tices,
th
ey
m
a
y
e
n
co
u
n
ter
a
d
d
itio
n
al
ch
allen
g
es.
T
h
is
c
o
u
ld
im
p
ly
th
at
th
e
d
em
an
d
s
o
r
ex
p
ec
tatio
n
s
ass
o
ciate
d
with
f
lex
ib
le
lear
n
in
g
p
r
ac
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in
ten
s
if
y
th
eir
ch
allen
g
es.
Un
d
er
s
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d
in
g
th
e
r
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n
s
h
ip
b
etw
ee
n
th
ese
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en
tia
l
p
r
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tices
an
d
t
h
e
ch
allen
g
es
th
ey
en
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u
n
ter
ca
n
i
n
f
o
r
m
tar
g
e
ted
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
r
t sy
s
tem
s
to
en
h
an
ce
th
e
ad
ap
tab
ilit
y
an
d
s
u
cc
ess
o
f
p
r
eser
v
ice
teac
h
er
s
in
n
av
ig
at
in
g
ch
allen
g
es o
n
f
lex
i
b
le
lear
n
in
g
m
o
d
alities
.
Ad
ap
tab
ilit
y
an
d
r
esil
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ce
ar
e
cr
u
cial
f
o
r
p
r
eser
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r
s
,
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win
g
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em
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n
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ig
ate
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an
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s
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s
tain
ed
u
ca
tio
n
al
q
u
alit
y
ef
f
ec
tiv
ely
.
T
h
ese
q
u
alities
em
p
o
wer
th
em
t
o
en
h
a
n
ce
s
tu
d
en
t le
ar
n
in
g
d
esp
ite
s
tr
ess
o
r
s
s
u
ch
as
d
ea
d
lin
es
a
n
d
u
n
r
eliab
le
in
ter
n
et
co
n
n
ec
tiv
ity
[
3
1
]
.
Desp
ite
p
o
s
s
ib
le
d
is
r
u
p
tio
n
s
to
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
teac
h
e
r
s
ca
n
ef
f
ec
tiv
ely
p
lan
v
ir
tu
al
lear
n
in
g
s
ess
io
n
s
an
d
atten
d
to
th
e
v
a
r
io
u
s
d
em
an
d
s
o
f
t
h
eir
s
tu
d
ies
b
y
u
s
in
g
ef
f
ec
tiv
e
tim
e
m
a
n
ag
e
m
en
t
tech
n
iq
u
es.
Kn
o
win
g
h
o
w
to
u
s
e
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
p
latf
o
r
m
s
ef
f
ec
tiv
ely
g
iv
es
p
r
e
s
er
v
ice
teac
h
er
s
th
e
to
o
ls
th
ey
n
ee
d
to
p
r
o
m
o
te
s
m
o
o
th
co
m
m
u
n
icatio
n
an
d
r
e
s
o
u
r
ce
d
is
tr
ib
u
tio
n
,
r
e
d
u
cin
g
i
s
s
u
es
with
d
ev
ice
ac
ce
s
s
ib
ilit
y
an
d
g
u
a
r
an
teein
g
th
at
all
s
tu
d
en
ts
h
av
e
f
air
ac
ce
s
s
to
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
r
eg
ar
d
less
o
f
p
o
s
s
ib
le
f
in
an
cial
co
n
s
tr
ain
ts
.
I
n
ess
en
ce
,
th
e
r
elatio
n
s
h
ip
b
et
wee
n
p
r
eser
v
ice
teac
h
er
s
’
p
r
ac
tices
an
d
th
e
ch
allen
g
es
o
f
f
lex
ib
le
lear
n
in
g
m
o
d
ality
in
p
o
s
t
-
p
an
d
em
ic
tim
es u
n
d
er
s
co
r
es th
e
im
p
o
r
ta
n
ce
o
f
g
o
o
d
p
r
ac
tices to
less
en
th
eir
ch
allen
g
es.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
ad
ap
tab
ilit
y
an
d
r
esil
ien
ce
o
f
p
r
eser
v
ice
teac
h
er
s
as
th
ey
n
av
ig
ate
th
e
co
m
p
lex
ities
o
f
f
lex
ib
le
le
ar
n
in
g
m
o
d
alities
in
a
p
o
s
t
-
p
a
n
d
em
ic
e
d
u
ca
tio
n
al
en
v
i
r
o
n
m
en
t.
T
h
e
co
r
r
elatio
n
an
aly
s
is
r
ev
ea
led
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
lev
el
o
f
p
r
ac
tices
th
e
y
en
g
ag
e
in
a
n
d
th
eir
ch
allen
g
es.
I
t
s
u
g
g
ests
th
at
wh
ile
th
ey
i
n
cr
ea
s
in
g
ly
ad
o
p
t
f
lex
ib
le
lear
n
in
g
a
p
p
r
o
ac
h
es,
th
e
c
h
allen
g
es
ass
o
ciate
d
with
th
ese
p
r
ac
tices
also
r
is
e.
T
h
is
em
p
h
asizes
th
at,
d
esp
ite
f
ac
i
n
g
h
u
r
d
les,
p
r
eser
v
ice
teac
h
er
s
h
av
e
s
h
o
wn
a
co
m
m
en
d
a
b
le
ca
p
ac
ity
to
ad
a
p
t
to
n
ew
ed
u
ca
tio
n
al
tech
n
o
l
o
g
ies
an
d
m
e
th
o
d
o
lo
g
ies.
T
h
eir
ad
ap
tab
ilit
y
en
ab
les
th
em
to
em
b
r
ac
e
ea
ch
n
ew
lear
n
i
n
g
en
v
ir
o
n
m
en
t
as
a
m
ea
n
in
g
f
u
l
o
p
p
o
r
tu
n
ity
f
o
r
g
r
o
wth
,
s
k
ill en
h
an
ce
m
en
t,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
Mo
r
eo
v
er
,
th
e
d
ata
s
u
p
p
o
r
t
s
th
e
o
b
s
er
v
atio
n
th
at
p
r
eser
v
ice
teac
h
er
s
ar
e
well
-
p
r
ep
ar
ed
f
o
r
tech
n
o
lo
g
ical
a
d
v
an
ce
m
en
ts
an
d
d
e
m
o
n
s
tr
ate
a
p
r
o
ac
tiv
e
ap
p
r
o
ac
h
to
in
co
r
p
o
r
ati
n
g
n
ew
to
o
ls
in
to
th
eir
lear
n
in
g
r
o
u
tin
es.
E
q
u
ip
p
ed
with
ef
f
ec
tiv
e
tim
e
m
a
n
ag
em
en
t
s
k
ills
,
th
ey
ca
n
b
alan
ce
a
ca
d
em
ic
co
u
r
s
ewo
r
k
with
o
th
er
p
er
s
o
n
al
a
n
d
p
r
o
f
es
s
io
n
al
r
esp
o
n
s
ib
ilit
ies.
T
h
is
b
alan
ce
allo
ws
th
em
to
en
g
ag
e
f
u
lly
in
co
u
r
s
ewo
r
k
an
d
co
llab
o
r
ativ
e
ac
tiv
ities
.
I
t
p
r
o
v
id
es
r
o
o
m
f
o
r
s
elf
-
ca
r
e
,
ess
en
tial
f
o
r
m
ain
tain
in
g
th
eir
well
-
b
ein
g
an
d
f
o
s
ter
in
g
lo
n
g
-
ter
m
r
esil
ien
ce
in
th
eir
ed
u
ca
tio
n
al
jo
u
r
n
ey
s
.
Ho
wev
er
,
d
esp
ite
th
eir
ad
ap
t
ab
ilit
y
an
d
s
k
ills
,
p
r
eser
v
ice
teac
h
er
s
f
ac
e
s
ig
n
if
ican
t
ch
allen
g
es
th
at
im
p
ac
t
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
en
g
ag
em
e
n
t.
T
h
es
e
ch
allen
g
es
in
clu
d
e
in
ter
n
et
co
n
n
ec
tiv
ity
is
s
u
es
an
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
s
u
ch
as
tem
p
er
atu
r
e
,
n
o
is
e,
an
d
s
p
ac
e
lim
itatio
n
s
.
T
h
ese
ex
ter
n
al
f
ac
to
r
s
ca
n
cr
e
ate
d
is
tr
ac
tio
n
s
,
r
ed
u
ce
co
n
ce
n
t
r
atio
n
,
an
d
in
h
ib
it
ef
f
ec
tiv
e
p
ar
ticip
atio
n
in
o
n
lin
e
o
r
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
u
ltima
tely
im
p
ac
tin
g
th
eir
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
Ad
d
r
ess
in
g
th
ese
is
s
u
es
w
ill
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eq
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ir
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p
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.
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p
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eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
U
N
ESCO
,
“
Ed
u
c
a
t
i
o
n
:
F
r
o
m
d
i
sr
u
p
t
i
o
n
t
o
r
e
c
o
v
e
r
y
,
”
U
N
ESCO
,
2
0
2
3
.
A
c
c
e
ss
e
d
O
c
t
.
1
,
2
0
2
4
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
u
n
e
s
c
o
.
o
r
g
/
e
n
/
c
o
v
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d
-
1
9
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e
d
u
c
a
t
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o
n
-
d
i
sr
u
p
t
i
o
n
-
r
e
c
o
v
e
r
y
[
2
]
J.
R
.
W
i
e
se
l
ma
n
n
a
n
d
E
.
A
.
C
r
o
t
t
y
,
“
Te
a
c
h
i
n
g
d
u
r
i
n
g
C
O
V
I
D
-
1
9
:
r
e
f
l
e
c
t
i
o
n
s
o
f
e
a
r
l
y
-
c
a
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e
e
r
sci
e
n
c
e
t
e
a
c
h
e
r
s,
”
D
i
sci
p
l
i
n
a
r
y
a
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d
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t
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r
d
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sci
p
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.
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p
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y.
[
3
]
T.
M
a
r
k
o
v
a
,
I
.
G
l
a
z
k
o
v
a
,
a
n
d
E.
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b
o
r
o
v
a
,
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u
a
l
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t
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ssu
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o
f
O
n
l
i
n
e
D
i
st
a
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