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[
1
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[
2
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Sp
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On
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ll
ea
g
u
es
[
6
]
.
I
n
a
n
er
a
m
ar
k
e
d
b
y
th
e
r
ap
i
d
p
r
o
life
r
atio
n
o
f
d
ig
ital
tech
n
o
l
o
g
ies
an
d
s
o
cial
m
ed
ia,
wh
er
e
ev
e
r
y
ac
tio
n
o
r
d
ec
is
io
n
m
a
d
e
b
y
a
teac
h
er
ca
n
b
e
s
u
b
ject
to
p
u
b
lic
s
cr
u
tin
y
,
cu
ltiv
atin
g
a
p
o
s
itiv
e
p
r
o
f
ess
io
n
al
im
ag
e
b
ec
o
m
es in
cr
ea
s
in
g
ly
cr
u
c
ial.
T
h
er
e
a
r
e
a
d
d
itio
n
al
f
ac
to
r
s
c
o
n
tr
ib
u
tin
g
to
th
is
is
s
u
e.
Fo
r
in
s
tan
ce
,
in
r
ec
en
t
y
ea
r
s
,
th
e
n
u
m
b
er
o
f
ch
ild
r
en
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
s
h
as
r
is
en
;
h
o
wev
er
,
ap
p
r
o
x
im
ately
2
0
%
o
f
teac
h
er
s
o
p
p
o
s
e
i
n
clu
s
io
n
,
wh
ile
o
n
ly
8
%
ar
e
s
tau
n
ch
ad
v
o
ca
tes
f
o
r
i
t
[
1
0
]
.
Alth
o
u
g
h
th
ese
c
h
ild
r
en
r
eq
u
ir
e
s
p
ec
ial
s
u
p
p
o
r
t,
th
is
s
itu
atio
n
cr
ea
tes
ad
d
itio
n
al
p
r
ess
u
r
e
o
n
ed
u
ca
tio
n
s
y
s
tem
s
an
d
p
r
o
f
ess
io
n
als
in
th
e
f
ield
.
I
t
u
n
d
er
s
co
r
es
th
e
n
ec
ess
ity
f
o
r
m
o
r
e
q
u
alif
ied
s
p
ec
ialis
ts
an
d
a
r
ee
v
alu
atio
n
o
f
cu
r
r
en
t
teac
h
er
tr
ain
i
n
g
m
o
d
els
[
1
1
]
.
Mo
r
eo
v
e
r
,
th
er
e
is
a
n
o
ticea
b
le
lack
o
f
r
e
s
ea
r
ch
f
o
cu
s
ed
o
n
th
e
p
s
y
ch
o
l
o
g
ical
an
d
p
e
d
ag
o
g
ical
co
n
d
it
io
n
s
th
at
co
u
ld
aid
in
th
e
s
u
cc
ess
f
u
l
f
o
r
m
ati
o
n
o
f
th
e
s
p
ec
ial
ed
u
ca
t
o
r
’
s
im
ag
e.
E
x
is
tin
g
s
tu
d
ies
p
r
ed
o
m
in
a
n
tly
co
n
ce
n
tr
ate
o
n
teac
h
in
g
m
et
h
o
d
s
o
r
tech
n
ical
tr
ain
in
g
f
o
r
teac
h
e
r
s
,
wh
ile
is
s
u
es
s
u
r
r
o
u
n
d
in
g
th
eir
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
im
ag
e
r
em
ain
p
e
r
ip
h
er
al
t
o
t
h
e
ac
ad
em
ic
d
is
co
u
r
s
e
[
1
2
]
,
[
1
3
]
.
T
h
is
wo
r
k
ad
d
r
ess
es
th
e
im
b
alan
ce
in
p
r
io
r
r
esear
ch
b
y
c
o
m
p
r
e
h
en
s
iv
ely
ex
am
in
in
g
th
e
p
s
y
ch
o
l
o
g
ic
al
an
d
p
ed
ag
o
g
ical
c
o
n
d
itio
n
s
ess
en
tial
f
o
r
s
h
a
p
in
g
th
e
im
ag
e
o
f
f
u
tu
r
e
s
p
ec
ial
e
d
u
ca
tio
n
teac
h
er
s
.
T
h
u
s
,
t
h
is
s
tu
d
y
aim
s
to
f
ill
th
is
g
ap
in
th
e
ac
ad
em
ic
liter
atu
r
e
b
y
h
ig
h
lig
h
tin
g
asp
ec
ts
th
at
co
u
ld
s
ig
n
if
ican
tly
im
p
ac
t th
e
f
o
r
m
atio
n
o
f
a
teac
h
er
’
s
p
r
o
f
e
s
s
io
n
al
im
ag
e.
T
h
e
p
r
ep
a
r
atio
n
o
f
teac
h
er
s
r
e
m
ain
s
a
s
ig
n
if
ican
t
is
s
u
e
in
Kaz
ak
h
s
tan
.
T
h
er
e
is
a
lack
o
f
a
co
h
er
en
t
an
d
well
-
o
r
g
an
ize
d
s
tr
ateg
y
i
n
th
e
co
u
n
tr
y
’
s
p
ed
a
g
o
g
ical
u
n
iv
er
s
ities
f
o
r
tr
ain
in
g
f
u
tu
r
e
teac
h
er
s
in
IE
.
T
h
is
en
co
m
p
ass
es
th
e
d
ev
elo
p
m
en
t
o
f
in
clu
s
iv
e
cu
r
r
icu
la,
p
r
o
f
e
s
s
io
n
al
teac
h
er
tr
ain
in
g
,
s
p
ec
i
alize
d
co
u
r
s
es,
an
d
th
e
cr
ea
tio
n
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
[
1
4
]
,
[
1
5
]
.
T
h
is
ar
ticle
p
r
esen
ts
o
r
ig
in
al
r
esear
c
h
o
n
h
o
w
p
s
y
ch
o
lo
g
ica
l
an
d
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
ca
n
in
f
lu
e
n
ce
th
e
im
a
g
e
o
f
f
u
t
u
r
e
s
p
ec
ia
l
ed
u
ca
to
r
s
,
c
o
n
s
id
er
in
g
th
e
lim
itatio
n
s
o
f
p
r
ev
io
u
s
s
tu
d
ies
with
in
th
e
c
o
n
tex
t
o
f
Kaz
a
k
h
s
tan
’
s
ed
u
c
atio
n
s
y
s
tem
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
lies
in
th
e
f
o
r
m
u
latio
n
o
f
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
teac
h
er
p
r
e
p
ar
atio
n
p
r
o
g
r
am
s
with
a
f
o
cu
s
o
n
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
asp
ec
ts
.
T
h
is
co
n
tr
ib
u
tes
t
o
en
h
an
cin
g
th
e
q
u
ality
o
f
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
in
Kaz
ak
h
s
tan
an
d
o
th
er
co
u
n
tr
ies.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
C
o
n
tem
p
o
r
ar
y
r
esear
ch
em
p
h
asizes
th
e
s
ig
n
if
ican
ce
o
f
t
ea
ch
er
s
’
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
in
t
h
e
p
r
o
ce
s
s
o
f
th
eir
p
r
o
f
ess
io
n
al
p
r
ep
ar
atio
n
an
d
th
e
f
o
r
m
ati
o
n
o
f
th
eir
im
ag
e.
Sev
er
al
s
tu
d
ies
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
f
o
r
ch
an
g
es
in
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
,
wh
ich
s
h
o
u
ld
p
lace
g
r
ea
ter
em
p
h
asi
s
o
n
d
ev
elo
p
i
n
g
th
e
p
er
s
o
n
al
q
u
alities
o
f
ed
u
ca
to
r
s
,
as
th
is
d
ir
ec
tly
im
p
ac
ts
th
eir
in
ter
ac
tio
n
s
with
s
tu
d
en
ts
wit
h
s
p
ec
ial
n
ee
d
s
an
d
th
eir
p
r
o
f
ess
io
n
al
au
th
o
r
it
y
.
Uk
r
ain
ian
au
t
h
o
r
s
n
o
te
th
at
th
e
s
u
cc
ess
f
u
l
p
r
ep
ar
atio
n
o
f
s
p
ec
ial
ed
u
ca
to
r
s
r
eq
u
ir
es
n
o
t
o
n
ly
k
n
o
wled
g
e
an
d
s
k
ills
b
u
t
also
th
e
c
u
ltiv
at
io
n
o
f
a
p
r
o
f
ess
i
o
n
al
im
ag
e,
wh
ich
en
co
m
p
ass
es
q
u
alities
s
u
ch
as
em
p
at
h
y
,
to
l
er
an
ce
,
a
n
d
a
d
ap
tab
ilit
y
[
1
6
]
,
[
1
7
]
.
Kaz
ak
h
r
esear
ch
er
s
s
tr
ess
th
at
a
teac
h
er
’
s
r
ef
lex
iv
ity
,
as
a
p
r
o
f
ess
io
n
all
y
s
ig
n
if
ican
t
p
er
s
o
n
al
r
eso
u
r
c
e
with
a
m
u
lti
-
co
m
p
o
n
en
t
s
tr
u
ctu
r
e,
is
in
h
er
e
n
tly
in
d
ic
ativ
e
o
f
th
ei
r
p
r
o
f
ess
io
n
al
im
ag
e
[
1
8
]
.
Fu
r
th
er
m
o
r
e
,
Swed
is
h
au
th
o
r
s
co
n
clu
d
ed
th
at
p
a
r
ticip
atio
n
in
p
r
o
f
ess
io
n
al
im
ag
e
tr
ain
in
g
led
teac
h
er
s
to
ad
o
p
t
a
m
o
r
e
p
o
s
it
iv
e
attitu
d
e
to
war
d
IE
[
2
]
.
Ho
wev
er
,
th
er
e
n
ee
d
s
to
b
e
m
o
r
e
co
n
s
is
ten
cy
in
th
e
s
tr
ateg
ies
f
o
r
p
r
ep
ar
in
g
teac
h
e
r
s
p
ec
ialis
ts
ac
r
o
s
s
d
if
f
er
en
t
c
o
u
n
tr
ies.
T
h
e
co
n
ce
p
t
o
f
s
u
s
tain
ab
le
lear
n
i
n
g
f
its
in
to
a
b
r
o
a
d
s
p
ec
tr
u
m
o
f
m
o
tiv
atio
n
s
,
g
o
als,
an
d
o
b
jectiv
es
to
f
in
d
s
o
lu
tio
n
s
to
em
er
g
in
g
p
r
o
b
lem
s
b
ased
o
n
p
r
esen
ted
ch
allen
g
es
[
7
]
,
[
1
9
]
,
[
2
0
]
.
R
esear
ch
c
o
n
d
u
cted
in
Uk
r
ain
e
in
d
icate
s
th
at
th
e
f
ac
u
lty
o
f
h
ig
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
p
r
im
ar
ily
f
o
cu
s
es
o
n
wo
r
k
in
g
with
s
tu
d
en
ts
o
f
n
o
r
m
ativ
e
d
ev
el
o
p
m
en
t
an
d
o
f
ten
o
v
er
lo
o
k
s
th
e
s
p
ec
i
f
ic
lear
n
in
g
d
if
f
ic
u
lties
f
ac
ed
b
y
s
tu
d
en
t
s
with
d
is
ab
ilit
ies
[
2
1
]
.
Ad
d
iti
o
n
a
lly
,
t
h
e
lev
el
o
f
k
n
o
wled
g
e
am
o
n
g
ed
u
ca
to
r
s
r
eg
ar
d
i
n
g
k
e
y
r
e
g
u
lato
r
y
d
o
cu
m
en
ts
,
elem
en
ts
o
f
th
e
IE
en
v
ir
o
n
m
en
t,
a
n
d
ty
p
ical
ch
allen
g
es
i
n
im
p
lem
en
tin
g
an
in
clu
s
iv
e
a
p
p
r
o
ac
h
with
in
u
n
iv
er
s
ity
ed
u
ca
tio
n
is
h
eter
o
g
en
e
o
u
s
—
r
esu
ltin
g
in
a
co
m
p
r
o
m
is
ed
im
ag
e
o
f
te
ac
h
er
s
in
s
o
ciety
.
Nev
er
th
eless
,
f
ac
u
lty
m
em
b
er
s
h
av
e
s
h
o
wn
a
willin
g
n
ess
to
ac
q
u
ir
e
th
e
s
k
ills
n
ec
ess
ar
y
to
estab
li
s
h
an
IE
en
v
ir
o
n
m
en
t
in
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
[
2
2
]
.
B
elg
ian
r
esear
ch
e
r
s
co
n
f
ir
m
ed
th
at
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
f
o
r
teac
h
er
s
r
e
g
ar
d
i
n
g
ev
id
en
ce
-
b
ased
IE
p
r
ac
tices
is
cr
u
cial
f
o
r
th
e
s
u
c
ce
s
s
f
u
l
im
p
lem
en
tatio
n
o
f
IE
,
wh
ich
in
tu
r
n
en
h
a
n
ce
s
teac
h
e
r
s
’
ex
p
er
ien
ce
s
an
d
th
eir
im
ag
e
in
th
e
ey
es o
f
p
ar
e
n
ts
,
s
tu
d
en
ts
,
an
d
co
lleag
u
es [
4
]
.
T
h
er
e
is
also
a
n
ee
d
f
o
r
r
esear
ch
o
n
m
eth
o
d
s
an
d
p
r
ac
tices
th
at
ca
n
s
u
cc
ess
f
u
lly
co
n
tr
i
b
u
te
to
t
h
e
f
o
r
m
atio
n
o
f
a
teac
h
er
’
s
im
ag
e.
I
n
s
u
f
f
icien
t
atten
tio
n
is
p
ai
d
to
th
e
p
s
y
ch
o
l
o
g
ical
a
n
d
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
th
at
p
lay
a
cr
itical
r
o
le
in
s
h
ap
in
g
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
id
en
tity
.
E
x
is
tin
g
s
tu
d
ies
h
av
e
p
r
e
d
o
m
in
a
n
tly
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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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
20
25
:
3
1
4
8
-
3
1
6
1
3150
f
o
cu
s
ed
o
n
q
u
a
n
titativ
e
an
al
y
s
is
m
eth
o
d
s
,
wh
ich
lim
it
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
m
o
r
e
co
m
p
l
ex
an
d
s
u
b
jectiv
e
asp
ec
ts
o
f
im
ag
e
f
o
r
m
atio
n
,
s
u
ch
as
p
er
s
o
n
ality
tr
aits
,
e
m
o
tio
n
al
in
tellig
en
ce
,
an
d
in
ter
ac
tio
n
s
with
th
e
en
v
ir
o
n
m
en
t
[
2
3
]
.
L
ea
r
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
,
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
s
o
cial
m
ed
ia
c
h
an
n
els,
an
d
m
o
b
ile
lear
n
in
g
p
latf
o
r
m
s
h
av
e
b
ee
n
ap
p
lied
an
d
an
aly
ze
d
th
r
o
u
g
h
s
tatis
t
ical
m
eth
o
d
s
u
s
in
g
elec
t
r
o
n
ic
d
ata
o
b
tain
e
d
f
r
o
m
o
n
lin
e
s
u
r
v
ey
s
an
d
ac
tiv
i
ty
r
ep
o
r
ts
f
r
o
m
th
e
lear
n
in
g
p
l
atf
o
r
m
[
2
4
]
,
[
2
5
].
IE
f
o
r
s
tu
d
e
n
ts
with
d
is
ab
ili
ties
h
as
b
ee
n
a
g
lo
b
al
m
o
v
em
en
t
f
o
r
at
least
3
0
y
ea
r
s
[
2
6
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tec
h
n
o
l
o
g
ies
(
I
C
T
)
in
e
d
u
ca
tio
n
h
as
s
ig
n
if
ican
tly
alter
ed
th
e
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
c
ess
es
in
r
ec
en
t
y
ea
r
s
[
3
]
.
I
n
p
o
s
t
-
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
,
d
ig
ital
lear
n
in
g
is
ex
p
ec
ted
to
b
e
in
teg
r
ated
a
n
d
in
s
ep
ar
ab
le
f
r
o
m
d
aily
ed
u
ca
tio
n
al
ac
tiv
ities
,
in
ter
ac
tio
n
s
,
an
d
ex
p
er
ien
ce
s
[
2
7
]
.
T
h
e
r
ap
id
p
r
o
life
r
atio
n
o
f
I
C
T
h
as
led
to
s
u
b
s
tan
ti
al
s
o
cial,
p
o
liti
ca
l,
an
d
f
in
a
n
cial
ch
an
g
es,
also
im
p
ac
tin
g
ed
u
ca
tio
n
as it h
as
b
ec
o
m
e
an
in
teg
r
al
p
ar
t o
f
th
e
m
o
d
er
n
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
2
8
]
.
A
s
tu
d
y
co
n
d
u
cted
in
T
u
r
k
e
y
r
ev
ea
led
th
at
au
g
m
e
n
ted
r
ea
lity
tech
n
o
lo
g
y
ass
is
ts
s
tu
d
en
ts
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
s
in
r
ed
u
cin
g
b
eh
av
i
o
r
al
is
s
u
es,
b
ec
o
m
in
g
m
o
r
e
in
d
ep
en
d
en
t,
an
d
d
ev
elo
p
in
g
s
k
ills
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
f
u
l
s
o
cieta
l
in
teg
r
atio
n
[
2
9
]
.
T
h
e
u
s
e
o
f
au
g
m
en
ted
r
ea
lity
p
r
o
v
i
d
es
s
u
b
s
tan
tial
b
en
ef
its
f
o
r
th
ese
ch
ild
r
e
n
b
y
en
ab
lin
g
th
em
to
g
ai
n
p
r
ac
tical
ex
p
er
ien
ce
[
2
9
]
.
T
h
is
u
n
d
er
s
co
r
e
s
th
e
r
o
le
o
f
s
o
cial
ed
u
ca
to
r
s
wh
o
em
p
lo
y
in
n
o
v
ativ
e
m
eth
o
d
s
to
en
h
a
n
ce
s
tu
d
en
ts
’
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
Gr
ee
k
r
esear
ch
er
s
h
av
e
also
h
ig
h
lig
h
te
d
th
e
im
p
o
r
tan
ce
o
f
au
g
m
e
n
ted
r
ea
lit
y
in
teac
h
in
g
ch
ild
r
en
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
s
,
n
o
tin
g
its
p
o
ten
tial
to
i
m
p
r
o
v
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
k
n
o
wled
g
e
an
d
s
k
ill
ac
q
u
is
itio
n
th
r
o
u
g
h
in
ter
ac
tiv
e
an
d
ad
ap
tiv
e
e
n
v
ir
o
n
m
en
ts
[
3
]
.
T
h
u
s
,
th
e
u
tili
za
tio
n
o
f
I
C
T
b
y
s
p
ec
ial
ed
u
ca
t
o
r
s
en
h
an
ce
s
th
eir
p
r
o
f
ess
io
n
al
im
ag
e
am
o
n
g
s
tu
d
en
ts
an
d
p
ar
en
ts
.
I
n
s
u
m
m
ar
y
,
th
e
liter
atu
r
e
r
e
lat
ed
to
th
e
d
ev
elo
p
m
e
n
t
o
f
a
f
u
tu
r
e
s
p
ec
ial
ed
u
ca
to
r
’
s
p
r
o
f
ess
io
n
al
im
ag
e
r
ev
ea
ls
n
u
m
e
r
o
u
s
co
n
tr
ad
ictio
n
s
an
d
g
a
p
s
.
T
h
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
co
n
d
itio
n
s
in
f
lu
en
cin
g
th
is
p
r
o
ce
s
s
h
av
e
y
et
to
b
e
ad
eq
u
ately
ad
d
r
ess
ed
,
an
d
co
n
tem
p
o
r
a
r
y
ap
p
r
o
ac
h
es
to
teac
h
er
tr
ain
in
g
o
n
l
y
s
o
m
etim
es r
ef
lect
th
e
r
ea
l n
ee
d
f
o
r
th
e
d
ev
el
o
p
m
en
t o
f
th
eir
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
q
u
al
ities
.
T
h
is
r
esear
ch
aim
s
to
ad
d
r
ess
th
ese
is
s
u
es
b
y
f
o
cu
s
in
g
o
n
th
e
co
n
d
itio
n
s
th
at
f
ac
ilit
ate
th
e
s
u
cc
ess
f
u
l
d
ev
elo
p
m
en
t
o
f
a
s
p
ec
ial
ed
u
ca
to
r
’
s
p
r
o
f
ess
io
n
a
l im
ag
e.
3.
P
RO
B
L
E
M
ST
A
T
E
M
E
NT
T
h
e
m
o
tiv
atio
n
f
o
r
th
is
r
esear
ch
lies
in
th
e
n
ec
ess
ity
to
e
n
h
an
ce
th
e
q
u
ality
o
f
tr
ain
in
g
f
o
r
f
u
tu
r
e
s
p
ec
ial
ed
u
ca
to
r
s
,
wh
ich
is
in
t
r
in
s
ically
lin
k
ed
to
th
e
d
ev
el
o
p
m
en
t
o
f
th
eir
p
r
o
f
ess
io
n
al
im
ag
e.
I
n
t
h
e
co
n
tex
t
o
f
in
cr
ea
s
in
g
d
e
m
an
d
f
o
r
ed
u
c
ato
r
s
q
u
alif
ied
to
wo
r
k
with
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
,
b
o
th
th
e
d
ev
elo
p
m
en
t
o
f
p
r
o
f
ess
io
n
al
s
k
ills
an
d
th
e
cr
ea
tio
n
o
f
c
o
n
d
itio
n
s
co
n
d
u
civ
e
to
th
e
f
o
r
m
atio
n
o
f
a
p
o
s
itiv
e
im
ag
e
p
lay
a
cr
u
cial
r
o
le
in
th
e
ef
f
ec
tiv
e
n
e
s
s
o
f
teac
h
e
rs
’
p
e
d
ag
o
g
ical
ac
tiv
ities
.
T
h
is
s
tu
d
y
is
g
r
o
u
n
d
e
d
in
p
s
y
ch
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
co
n
ce
p
ts
r
ela
ted
to
th
e
f
o
r
m
atio
n
o
f
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
im
ag
e,
in
cl
u
d
in
g
t
h
e
th
eo
r
y
o
f
p
r
o
f
ess
io
n
al
id
en
tity
an
d
th
e
m
o
d
el
o
f
p
r
o
f
ess
io
n
al
co
m
p
et
en
ce
d
ev
elo
p
m
en
t,
wh
ich
h
av
e
b
ee
n
f
o
r
m
u
lated
with
in
th
e
r
ea
lm
s
o
f
e
d
u
ca
tio
n
al
an
d
s
o
cial
s
cien
ce
s
[
3
0
]
,
[
3
1
]
.
T
h
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
i
s
b
ased
o
n
th
e
ap
p
licatio
n
o
f
th
e
co
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
im
ag
e
f
o
r
m
atio
n
[
3
1
]
.
T
h
e
r
esear
ch
m
eth
o
d
aim
s
to
ex
p
lo
r
e
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
th
at
in
f
lu
en
ce
th
e
p
r
o
ce
s
s
o
f
s
h
a
p
in
g
a
teac
h
er
’
s
im
ag
e
d
u
r
in
g
th
eir
p
r
o
f
ess
io
n
al
tr
ain
in
g
.
T
h
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
in
v
esti
g
ate
th
e
im
p
ac
t
o
f
in
n
o
v
ativ
e
teac
h
in
g
m
et
h
o
d
s
o
n
th
e
f
o
r
m
atio
n
o
f
th
e
p
r
o
f
ess
io
n
al
im
a
g
e
o
f
f
u
tu
r
e
s
p
ec
ial
ed
u
ca
t
o
r
s
.
T
h
u
s
,
t
h
e
r
esear
ch
task
s
ar
e
as:
i)
T
o
ex
am
in
e
th
e
in
f
lu
en
ce
o
f
p
s
y
ch
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
f
ac
to
r
s
o
n
t
h
e
p
r
o
f
ess
io
n
al
im
ag
e
o
f
s
p
ec
ial
ed
u
ca
to
r
s
.
ii)
T
o
ass
ess
th
e
ef
f
ec
tiv
e
n
ess
o
f
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
in
t
h
e
p
r
ep
ar
atio
n
o
f
e
d
u
ca
ti
o
n
al
p
e
r
s
o
n
n
el
with
in
ed
u
ca
tio
n
al
o
r
g
an
izatio
n
s
.
iii)
T
o
d
ev
elo
p
r
ec
o
m
m
en
d
atio
n
s
f
o
r
o
p
tim
izin
g
th
e
tr
ain
in
g
o
f
ex
p
er
t
ed
u
ca
to
r
s
with
an
em
p
h
asis
o
n
th
e
f
o
r
m
atio
n
o
f
th
ei
r
p
r
o
f
ess
io
n
al
im
ag
e.
4.
M
E
T
H
O
D
4
.1
.
Study
d
esig
n
T
h
e
s
tu
d
y
was
ex
p
er
im
en
tal
a
n
d
em
p
lo
y
ed
a
m
ix
ed
m
et
h
o
d
o
lo
g
y
th
at
in
co
r
p
o
r
ated
b
o
t
h
q
u
an
titativ
e
m
eth
o
d
s
—
s
p
ec
if
ically
o
b
s
er
v
atio
n
an
d
a
q
u
esti
o
n
n
air
e
—
a
n
d
q
u
alitativ
e
d
ata
co
llectio
n
m
eth
o
d
s
,
s
u
ch
as
in
ter
v
iews.
A
s
u
r
v
ey
o
f
s
tu
d
e
n
ts
was
co
n
d
u
cted
f
o
r
q
u
an
titativ
e
an
aly
s
is
,
aim
in
g
to
id
en
tify
p
er
ce
p
tio
n
s
o
f
p
r
o
f
ess
io
n
al
im
ag
e
an
d
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
its
f
o
r
m
atio
n
.
T
h
e
q
u
alitativ
e
co
m
p
o
n
e
n
t
o
f
th
e
r
esear
ch
in
clu
d
ed
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews with
p
r
ac
ticin
g
ed
u
ca
to
r
s
wo
r
k
in
g
in
th
e
f
ield
o
f
IE
,
with
th
e
o
b
jectiv
e
o
f
clar
if
y
in
g
r
esear
ch
f
in
d
in
g
s
an
d
g
ain
in
g
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
co
n
d
itio
n
s
in
v
o
lv
ed
i
n
th
e
f
o
r
m
atio
n
o
f
a
p
r
o
f
ess
io
n
al
im
ag
e.
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
P
s
yc
h
o
lo
g
ica
l a
n
d
p
ed
a
g
o
g
ic
a
l c
o
n
d
itio
n
s
fo
r
th
e
fo
r
ma
tio
n
o
f th
e
ima
g
e
o
f
…
(
Gu
ls
h
a
t K
o
s
h
z
h
a
n
o
va
)
3151
T
h
e
q
u
esti
o
n
n
ai
r
e
an
d
in
ter
v
i
ew
q
u
esti
o
n
s
wer
e
d
ev
elo
p
ed
an
d
ad
m
i
n
is
ter
ed
b
y
a
r
esear
ch
team
co
m
p
o
s
ed
o
f
ex
p
e
r
ien
ce
d
e
d
u
ca
to
r
s
an
d
e
d
u
ca
tio
n
m
et
h
o
d
o
lo
g
is
ts
wh
o
p
o
s
s
ess
ex
ten
s
iv
e
k
n
o
wled
g
e
r
eg
ar
d
in
g
th
e
f
o
r
m
atio
n
o
f
te
ac
h
er
s
’
p
r
o
f
ess
io
n
al
im
ag
es.
T
h
e
team
co
n
d
u
cted
a
p
r
elim
in
ar
y
an
aly
s
is
o
f
th
e
liter
atu
r
e
an
d
p
r
io
r
r
esear
ch
t
o
id
en
tify
k
ey
asp
ec
ts
th
at
s
h
o
u
ld
b
e
i
n
clu
d
ed
in
th
e
d
ata
c
o
llectio
n
to
o
ls
.
T
h
e
q
u
esti
o
n
n
air
e
a
n
d
in
te
r
v
iew
q
u
esti
o
n
s
ar
e
p
r
o
v
id
e
d
in
Ap
p
en
d
ix
.
T
h
e
o
b
s
er
v
atio
n
m
et
h
o
d
was
u
tili
ze
d
t
o
ass
es
s
th
e
b
eh
av
io
r
an
d
in
ter
ac
tio
n
s
o
f
s
tu
d
e
n
ts
an
d
in
s
tr
u
cto
r
s
with
in
th
e
lear
n
in
g
p
r
o
c
ess
.
T
h
is
ap
p
r
o
ac
h
allo
wed
f
o
r
d
o
cu
m
e
n
tatio
n
o
f
h
o
w
th
e
em
p
lo
y
ed
teac
h
in
g
m
eth
o
d
s
an
d
in
te
r
ac
tio
n
s
in
f
l
u
en
ce
th
e
p
er
ce
p
tio
n
o
f
th
e
teac
h
e
r
’
s
p
r
o
f
ess
io
n
al
im
ag
e.
4
.2
.
Sa
m
pli
ng
A
to
tal
o
f
2
0
0
i
n
d
iv
id
u
als
p
ar
ticip
ated
in
th
e
s
tu
d
y
,
c
o
m
p
r
is
in
g
1
8
0
s
tu
d
en
ts
an
d
2
0
p
r
ac
ticin
g
e
d
u
ca
to
r
s
.
Par
ticip
an
ts
wer
e
r
an
d
o
m
l
y
s
elec
ted
f
r
o
m
t
h
r
e
e
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
in
Kaz
ak
h
s
tan
:
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
,
Kaz
ak
h
Natio
n
al
W
o
m
en
’
s
Ped
ag
o
g
ical
Un
iv
e
r
s
ity
,
an
d
Kar
ag
an
d
a
State
Un
iv
er
s
ity
n
am
ed
af
ter
E
.
A.
B
u
k
eto
v
.
All
s
tu
d
e
n
ts
wer
e
en
r
o
lled
in
t
h
e
“
s
p
ec
ial
p
ed
ag
o
g
y
”
p
r
o
g
r
am
an
d
wer
e
in
th
eir
s
ec
o
n
d
o
r
th
ir
d
y
ea
r
o
f
s
tu
d
y
.
Fo
r
th
e
q
u
alitativ
e
co
m
p
o
n
e
n
t
o
f
th
e
r
ese
ar
ch
,
2
0
p
r
ac
ticin
g
ed
u
ca
to
r
s
with
wo
r
k
e
x
p
er
ie
n
ce
r
an
g
in
g
f
r
o
m
5
to
2
0
y
ea
r
s
wer
e
s
elec
ted
.
T
h
ese
ed
u
ca
to
r
s
p
o
s
s
ess
p
r
ac
tical
ex
p
er
ien
ce
th
at
e
n
ab
les
a
b
ett
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
in
f
lu
e
n
ce
o
f
p
s
y
c
h
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
c
o
n
d
itio
n
s
o
n
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
id
en
tity
.
Selectio
n
cr
iter
ia
f
o
r
p
ar
ticip
a
n
ts
in
clu
d
ed
b
ein
g
e
n
r
o
lled
(
f
o
r
s
tu
d
en
ts
)
o
r
em
p
lo
y
ed
(
f
o
r
ed
u
ca
to
r
s
)
in
th
e
f
ield
o
f
s
p
ec
ial
e
d
u
ca
ti
o
n
,
as
well
as
m
ain
tain
in
g
ac
a
d
em
ic
ac
h
iev
em
e
n
ts
at
o
r
a
b
o
v
e
an
a
v
er
ag
e
le
v
el
(
f
o
r
s
tu
d
en
ts
)
.
E
x
cl
u
s
io
n
cr
iter
ia
in
v
o
lv
ed
s
tu
d
en
ts
wh
o
wer
e
n
o
t
co
n
n
ec
ted
to
s
p
ec
ial
ed
u
ca
tio
n
o
r
wh
o
h
a
d
in
ter
r
u
p
ted
t
h
eir
s
tu
d
ies
f
o
r
a
n
y
r
e
aso
n
d
u
r
in
g
th
e
ac
ad
e
m
ic
y
ea
r
.
T
h
e
av
e
r
ag
e
a
g
e
o
f
th
e
s
tu
d
en
ts
was
2
1
y
ea
r
s
,
with
6
5
%
o
f
p
ar
ticip
an
ts
b
ein
g
f
em
ale
an
d
3
5
%
m
al
e.
T
h
is
g
r
o
u
p
was
s
elec
ted
b
ec
au
s
e
s
ec
o
n
d
an
d
th
ir
d
-
y
ea
r
s
tu
d
e
n
ts
h
av
e
alr
ea
d
y
ac
q
u
ir
e
d
f
o
u
n
d
atio
n
al
k
n
o
wle
d
g
e
in
th
eir
p
r
o
f
ess
io
n
an
d
ar
e
in
th
e
p
r
o
ce
s
s
o
f
d
ev
el
o
p
in
g
th
eir
p
r
o
f
ess
io
n
al
id
en
tity
,
as
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
I
n
f
o
r
m
atio
n
o
n
p
a
r
ticip
an
t
d
is
tr
ib
u
tio
n
P
a
r
t
i
c
i
p
a
n
t
c
a
t
e
g
o
r
y
Q
u
a
n
t
i
t
y
P
e
r
c
e
n
t
a
g
e
o
f
t
h
e
t
o
t
a
l
n
u
m
b
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
(
%)
To
t
a
l
n
u
m
b
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
2
0
0
1
0
0
S
t
u
d
e
n
t
s
1
8
0
90
I
n
st
r
u
c
t
o
r
s
20
10
G
e
n
d
e
r
d
i
s
t
r
i
b
u
t
i
o
n
−
F
e
mal
e
s
1
3
0
65
−
M
a
l
e
s
70
35
A
v
e
r
a
g
e
a
g
e
o
f
s
t
u
d
e
n
t
s
2
1
y
e
a
r
s
—
Ed
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
−
A
b
a
i
K
a
z
a
k
h
N
a
t
i
o
n
a
l
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
s
i
t
y
75
3
7
.
5
−
K
a
z
a
k
h
N
a
t
i
o
n
a
l
W
o
m
e
n
’
s
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
s
i
t
y
55
2
7
.
5
−
E.
A
.
B
u
k
e
t
o
v
K
a
r
a
g
a
n
d
a
S
t
a
t
e
U
n
i
v
e
r
si
t
y
50
25
4
.3
.
P
r
o
ce
du
re
T
h
e
s
tu
d
y
co
m
p
r
is
ed
th
r
ee
m
ain
s
tag
es:
a
p
r
elim
in
ar
y
test
,
ex
p
er
im
en
tal
tr
ain
in
g
,
an
d
a
p
o
s
t
-
test
.
E
ac
h
o
f
t
h
ese
s
tag
es
was
m
eti
cu
lo
u
s
ly
p
lan
n
ed
a
n
d
ex
ec
u
te
d
,
tak
in
g
in
to
ac
co
u
n
t
th
e
s
p
ec
if
ic
f
ea
tu
r
es
o
f
t
h
e
tr
ain
in
g
p
r
o
g
r
am
a
n
d
th
e
e
d
u
ca
tio
n
al
o
b
jectiv
es.
Pri
o
r
to
t
h
e
co
m
m
en
ce
m
en
t
o
f
th
e
e
x
p
er
im
en
tal
tr
ain
in
g
,
a
p
r
elim
in
ar
y
ass
ess
m
en
t
was
c
o
n
d
u
cte
d
to
ascer
tain
th
e
b
aselin
e
k
n
o
wled
g
e,
s
k
ills
,
an
d
c
o
m
p
eten
cies
o
f
th
e
s
tu
d
en
ts
,
as
well
as
th
eir
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
p
r
o
f
ess
io
n
al
p
r
o
f
ile
o
f
a
teac
h
er
(
s
ee
Ap
p
e
n
d
i
x
)
.
T
h
e
ass
es
s
m
en
ts
wer
e
ad
m
in
is
ter
ed
in
p
e
r
s
o
n
o
n
th
e
u
n
i
v
er
s
ity
p
r
em
is
es,
with
all
p
ar
ticip
an
ts
in
f
o
r
m
ed
ab
o
u
t
th
e
o
b
jectiv
es
an
d
co
n
d
itio
n
s
o
f
th
e
test
in
g
.
T
h
e
d
u
r
atio
n
o
f
t
h
e
ex
am
was
s
et
at
4
5
m
in
u
te
s
.
T
h
e
test
in
g
was
co
n
d
u
cte
d
b
y
f
ac
u
lty
m
e
m
b
er
s
s
p
ec
ializin
g
in
s
p
ec
ial
ed
u
ca
tio
n
wh
o
also
p
a
r
ticip
ated
in
t
h
e
tr
ain
in
g
.
Fo
llo
win
g
th
e
p
r
elim
in
ar
y
ass
ess
m
en
t,
th
e
s
tu
d
en
ts
wer
e
d
iv
id
ed
in
to
c
o
n
tr
o
l
a
n
d
ex
p
er
im
en
tal
g
r
o
u
p
s
(
E
G)
,
with
9
0
p
ar
tici
p
an
ts
in
ea
ch
.
T
h
e
E
G
u
n
d
e
r
wen
t
in
s
tr
u
ctio
n
b
ased
o
n
a
s
p
ec
ial
ly
d
esig
n
ed
p
r
o
g
r
a
m
aim
ed
at
s
h
a
p
in
g
t
h
e
im
ag
e
o
f
f
u
tu
r
e
teac
h
er
s
.
T
h
is
p
r
o
g
r
am
in
clu
d
es
a
s
er
ies
o
f
lectu
r
es
an
d
p
r
ac
tical
s
ess
io
n
s
o
v
er
a
1
2
-
wee
k
p
er
io
d
,
c
o
n
d
u
cted
twice
a
wee
k
,
ea
ch
last
in
g
9
0
m
in
u
tes.
T
h
e
p
r
o
g
r
am
will
co
v
er
th
e
f
o
llo
win
g
to
p
ics:
i)
f
u
n
d
am
en
tals
o
f
p
r
o
f
ess
io
n
al
eth
ics
f
o
r
e
d
u
ca
to
r
s
;
ii)
im
a
g
e
as
an
elem
en
t
o
f
p
r
o
f
ess
io
n
al
id
en
tity
;
iii)
c
o
m
m
u
n
icatio
n
s
tr
ateg
ies
in
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
;
iv
)
th
e
r
o
le
o
f
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
in
e
d
u
ca
to
r
s
’
p
r
o
f
ess
io
n
al
ac
tiv
ities
;
an
d
v
)
v
is
u
al
im
ag
e
r
y
an
d
n
o
n
v
er
b
al
co
m
m
u
n
icatio
n
wh
en
w
o
r
k
in
g
with
ch
ild
r
en
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
s
.
T
h
e
co
u
r
s
es
ar
e
co
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e
m
ater
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ass
ig
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en
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,
ad
d
itio
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d
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o
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d
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s
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ater
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in
s
tr
u
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at
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eir
co
n
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en
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ce
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in
a
r
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wer
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n
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cted
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ia
Z
o
o
m
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wh
er
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ltime
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ia
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d
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ter
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llin
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ch
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s
Me
n
tim
ete
r
an
d
Kah
o
o
t
wer
e
em
p
lo
y
ed
.
Pad
let
was
u
tili
ze
d
as
a
co
llab
o
r
ativ
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to
o
l
f
o
r
g
r
o
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p
b
r
ai
n
s
to
r
m
in
g
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allo
win
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tu
d
en
ts
to
cr
ea
te
v
is
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al
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o
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p
o
r
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ec
ts
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u
ch
as
ap
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ea
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ce
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o
m
m
u
n
icatio
n
s
k
ills
,
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d
p
r
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ess
io
n
al
eth
ics.
Stu
d
en
ts
also
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tili
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C
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a
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r
p
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d
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ater
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lect
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io
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ag
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ey
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te
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o
r
tf
o
lio
s
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wh
ich
in
clu
d
ed
r
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m
es,
ex
am
p
les
o
f
ef
f
ec
ti
v
e
co
m
m
u
n
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tech
n
iq
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a
n
d
r
ec
o
m
m
e
n
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at
io
n
s
f
o
r
p
er
s
o
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al
im
ag
e
d
ev
el
o
p
m
en
t.
T
h
is
ap
p
licatio
n
h
el
p
ed
en
h
a
n
ce
v
is
u
al
an
d
p
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k
ills
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v
ital
co
m
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o
n
e
n
ts
o
f
a
teac
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s
p
r
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io
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.
E
ac
h
s
u
b
ject
w
ith
in
th
e
p
r
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g
r
am
in
co
r
p
o
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ated
p
r
ac
tical
ass
ig
n
m
en
ts
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th
e
co
m
p
letio
n
o
f
wh
ich
was
m
o
n
ito
r
ed
th
r
o
u
g
h
M
o
o
d
le,
with
ev
alu
atio
n
s
p
r
o
v
id
ed
b
y
th
e
i
n
s
tr
u
cto
r
s
.
R
eg
u
lar
s
h
o
r
t
s
u
r
v
ey
s
co
n
d
u
cte
d
v
ia
Go
o
g
le
Fo
r
m
s
wer
e
em
p
lo
y
e
d
to
m
ea
s
u
r
e
in
ter
m
e
d
iate
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u
tco
m
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d
tr
ac
k
p
r
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g
r
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iv
e
s
tag
es
o
f
lear
n
in
g
.
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h
e
i
n
teg
r
atio
n
o
f
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n
o
v
ativ
e
teac
h
in
g
m
et
h
o
d
s
e
n
ab
led
s
tu
d
en
ts
in
th
e
EG
to
d
ee
p
en
t
h
e
ir
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r
o
f
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io
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al
tr
ain
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th
r
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g
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th
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s
e
o
f
n
o
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el
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o
ls
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d
m
eth
o
d
o
lo
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ies,
m
ak
i
n
g
th
e
lear
n
in
g
e
x
p
er
ien
ce
m
o
r
e
ef
f
ec
tiv
e
an
d
in
ter
ac
tiv
e.
I
n
co
n
tr
ast,
th
e
c
o
n
tr
o
l
g
r
o
u
p
f
o
llo
wed
a
tr
a
d
itio
n
al
p
r
o
g
r
am
th
at
d
id
n
o
t
in
cl
u
d
e
a
n
y
s
p
ec
if
ic
co
m
p
o
n
en
ts
aim
ed
at
d
ev
elo
p
in
g
th
e
teac
h
er
’
s
im
ag
e
.
At
th
e
co
n
cl
u
s
io
n
o
f
th
e
1
2
-
we
ek
tr
ain
in
g
p
er
io
d
,
a
f
in
al
ass
ess
m
en
t
was
a
d
m
in
is
ter
ed
.
T
h
is
ass
ess
m
en
t
was
c
o
n
d
u
cte
d
in
p
er
s
o
n
in
th
e
s
am
e
class
r
o
o
m
s
as
th
e
p
r
elim
in
ar
y
test
.
T
h
e
test
in
g
p
r
o
ce
s
s
in
v
o
lv
ed
s
im
ilar
task
s
.
T
h
e
ass
es
s
m
en
ts
also
last
ed
4
5
m
in
u
tes
an
d
wer
e
ad
m
in
is
ter
ed
b
y
th
e
s
am
e
in
s
tr
u
cto
r
s
as in
th
e
in
itial p
h
ase.
4
.4
.
Resea
rc
h t
o
o
ls
T
h
e
r
esear
ch
in
s
tr
u
m
e
n
ts
in
clu
d
ed
a
q
u
esti
o
n
n
air
e
an
d
in
ter
v
iews.
T
h
ese
to
o
ls
en
ab
led
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
to
d
ata
co
llectio
n
,
w
h
ich
c
o
n
tr
i
b
u
ted
to
o
b
tain
i
n
g
r
eliab
le
r
esu
lts
an
d
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
ac
t
o
r
s
i
n
f
lu
en
cin
g
th
e
f
o
r
m
atio
n
o
f
teac
h
er
s
’
p
r
o
f
ess
io
n
al
im
ag
e.
T
h
e
s
tu
d
en
t
s
u
r
v
ey
was
d
esig
n
ed
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=
s
tr
o
n
g
ly
d
is
a
g
r
ee
;
5
=
s
tr
o
n
g
l
y
ag
r
ee
)
t
o
ass
ess
v
ar
io
u
s
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
f
o
r
m
atio
n
o
f
a
p
r
o
f
ess
io
n
al
im
ag
e.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
f
o
r
e
v
alu
atin
g
t
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
is
q
u
esti
o
n
n
air
e
y
ield
ed
a
v
al
u
e
o
f
0
.
8
8
,
in
d
icatin
g
a
h
i
g
h
lev
el
o
f
r
eliab
ilit
y
f
o
r
th
e
in
s
tr
u
m
en
t.
I
n
th
e
q
u
alitativ
e
an
aly
s
is
o
f
in
ter
v
iews,
th
em
atic
an
aly
s
is
wa
s
em
p
lo
y
ed
to
id
en
tify
k
ey
tr
e
n
d
s
an
d
s
y
n
th
esiz
e
f
in
d
in
g
s
.
All
in
ter
v
iews
wer
e
r
ec
o
r
d
e
d
an
d
tr
an
s
cr
ib
ed
f
o
r
f
u
r
t
h
er
an
aly
s
i
s
.
T
h
e
tr
an
s
cr
ib
ed
d
ata
wer
e
an
aly
ze
d
u
s
in
g
a
c
o
d
in
g
m
eth
o
d
,
with
k
ey
th
e
m
es
an
d
tr
en
d
s
id
en
tifie
d
b
a
s
ed
o
n
p
ar
ticip
an
ts
’
r
esp
o
n
s
es.
No
tab
ly
,
ess
en
tial
tr
en
d
s
an
d
p
er
s
p
ec
tiv
es
o
f
s
tu
d
en
ts
wer
e
r
ev
ea
led
,
h
ig
h
lig
h
tin
g
th
e
s
ig
n
if
ica
n
ce
o
f
co
m
m
u
n
icatio
n
an
d
tech
n
o
lo
g
y
u
tili
za
tio
n
in
ed
u
ca
tio
n
.
T
h
e
v
alid
ity
o
f
th
e
in
ter
v
iew
q
u
esti
o
n
s
was
ass
es
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
wh
ich
r
esu
lted
in
a
co
e
f
f
ic
ien
t o
f
0
.
8
5
,
f
u
r
th
e
r
in
d
icatin
g
h
ig
h
r
el
iab
ilit
y
.
4
.5
.
Da
t
a
a
na
ly
s
is
Statis
t
ical
an
aly
s
is
m
eth
o
d
s
w
er
e
em
p
l
o
y
ed
f
o
r
d
ata
p
r
o
ce
s
s
in
g
,
in
cl
u
d
in
g
d
escr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
an
aly
s
is
,
to
ascer
tain
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
io
u
s
p
s
y
ch
o
lo
g
ical
an
d
p
ed
a
g
o
g
ical
co
n
d
itio
n
s
an
d
th
e
s
u
cc
es
s
o
f
p
r
o
f
ess
io
n
al
im
ag
e
f
o
r
m
atio
n
.
T
h
e
s
tu
d
y
d
ata
we
r
e
an
aly
ze
d
u
s
in
g
SP
SS
s
o
f
twar
e
(
v
er
s
io
n
2
6
.
0
)
,
en
s
u
r
in
g
r
elia
b
le
in
ter
p
r
etatio
n
o
f
r
esu
lts
an
d
r
ed
u
ci
n
g
th
e
lik
elih
o
o
d
o
f
s
tatis
t
ical
er
r
o
r
s
.
Su
b
s
eq
u
en
tly
,
co
r
r
elatio
n
an
a
ly
s
is
was
co
n
d
u
cted
to
ca
lcu
l
at
e
th
e
co
r
r
elatio
n
co
ef
f
icien
t
s
b
etwe
en
d
if
f
er
en
t
f
ac
to
r
s
an
d
th
e
p
r
o
f
ess
io
n
al
im
ag
e
o
f
ed
u
ca
to
r
s
.
T
o
d
e
ter
m
in
e
s
ig
n
if
ican
t
d
if
f
er
en
c
es
b
etwe
en
g
r
o
u
p
s
,
s
tu
d
en
t
’
s
t
-
test
an
d
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
wer
e
u
tili
ze
d
.
4
.6
.
E
t
hica
l
i
s
s
ues
T
h
e
r
esear
ch
was
c
o
n
d
u
cte
d
in
ac
co
r
d
a
n
ce
with
in
ter
n
atio
n
al
eth
ical
s
tan
d
ar
d
s
,
in
clu
d
in
g
o
b
tain
in
g
p
er
m
is
s
io
n
to
co
n
d
u
ct
s
u
r
v
e
y
s
an
d
in
ter
v
iews
f
r
o
m
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
.
All
p
ar
ticip
an
ts
in
th
e
s
tu
d
y
s
ig
n
ed
an
i
n
f
o
r
m
ed
c
o
n
s
en
t
f
o
r
m
,
in
d
icatin
g
th
at
t
h
eir
d
ata
wo
u
ld
b
e
u
s
ed
e
x
clu
s
iv
ely
f
o
r
s
cien
tific
p
u
r
p
o
s
es
an
d
th
at
co
n
f
id
e
n
tiality
wo
u
ld
b
e
f
u
lly
m
ain
tain
ed
.
T
h
e
s
tu
d
y
also
co
n
s
id
er
ed
th
e
p
o
s
s
i
b
ilit
y
o
f
v
o
lu
n
tar
y
with
d
r
awa
l f
r
o
m
p
ar
ticip
atio
n
at
an
y
s
tag
e
o
f
th
e
r
esear
ch
.
4
.7
.
Resea
rc
h
l
im
it
a
t
io
ns
T
h
e
p
r
im
a
r
y
lim
itatio
n
o
f
th
e
s
tu
d
y
is
th
e
g
eo
g
r
ap
h
ical
l
o
c
atio
n
o
f
th
e
s
am
p
le,
wh
ich
m
ay
r
estrict
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
to
o
th
er
r
eg
io
n
s
an
d
co
u
n
tr
ies.
Ad
d
itio
n
ally
,
it
is
im
p
o
r
tan
t
to
co
n
s
id
er
th
at
th
e
r
esear
ch
f
o
c
u
s
ed
m
ain
l
y
o
n
e
d
u
ca
to
r
s
a
n
d
s
tu
d
en
ts
in
th
e
f
ield
o
f
s
p
ec
ial
e
d
u
ca
tio
n
,
wh
ich
lim
its
th
e
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
P
s
yc
h
o
lo
g
ica
l a
n
d
p
ed
a
g
o
g
ic
a
l c
o
n
d
itio
n
s
fo
r
th
e
fo
r
ma
tio
n
o
f th
e
ima
g
e
o
f
…
(
Gu
ls
h
a
t K
o
s
h
z
h
a
n
o
va
)
3153
ap
p
licab
ilit
y
o
f
th
e
f
in
d
i
n
g
s
to
g
en
er
al
ed
u
ca
tio
n
al
p
r
ac
tices.
Ho
wev
er
,
th
e
s
am
p
le
alig
n
s
with
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
,
an
d
th
e
r
esu
lts
r
ep
r
esen
t
a
s
ig
n
if
ican
t
co
n
tr
ib
u
ti
o
n
to
th
e
u
n
d
er
s
t
an
d
in
g
o
f
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
p
r
er
e
q
u
is
ites
f
o
r
t
h
e
f
o
r
m
atio
n
o
f
th
e
p
r
o
f
ess
io
n
al
im
ag
e
o
f
teac
h
in
g
s
p
ec
ialis
ts
.
5.
RE
SU
L
T
S
T
ab
le
2
p
r
esen
ts
a
c
o
m
p
ar
ativ
e
an
aly
s
is
o
f
t
h
e
r
esu
lts
o
f
s
tu
d
en
ts
f
r
o
m
th
e
ex
p
e
r
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
b
ef
o
r
e
an
d
af
ter
th
e
e
x
p
er
im
en
t.
T
h
e
tab
le
in
clu
d
e
s
th
e
m
ea
n
v
alu
es
(
M)
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
(
SD)
,
illu
s
tr
atin
g
th
e
d
is
tr
ib
u
tio
n
o
f
d
ata
ac
r
o
s
s
t
h
e
two
g
r
o
u
p
s
.
A
t
-
test
was
em
p
lo
y
ed
to
a
n
aly
ze
th
e
d
if
f
er
en
ce
s
b
etwe
en
th
e
g
r
o
u
p
s
an
d
to
d
eter
m
in
e
t
h
e
s
tatis
t
ical
s
ig
n
if
ican
ce
o
f
t
h
e
d
if
f
e
r
e
n
ce
s
in
th
e
r
esu
lts
.
T
h
e
av
er
a
g
e
s
co
r
e
o
f
s
tu
d
en
ts
in
th
e
EG
s
ig
n
if
ican
tly
i
n
cr
ea
s
ed
af
ter
p
ar
ticip
atin
g
in
th
e
t
ea
ch
er
p
r
o
f
ess
io
n
al
im
ag
e
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
a
m
(
p
<0
.
0
0
1
)
.
T
h
is
in
d
icate
s
th
e
e
f
f
ec
tiv
en
ess
o
f
in
n
o
v
ativ
e
tea
ch
in
g
m
eth
o
d
s
an
d
th
e
u
s
e
o
f
d
ig
ital
p
latf
o
r
m
s
in
en
h
an
ci
n
g
th
e
p
r
o
f
ess
io
n
al
im
ag
e.
I
n
co
n
tr
ast,
th
e
co
n
tr
o
l
g
r
o
u
p
ex
h
i
b
ited
n
eg
lig
ib
le
ch
a
n
g
es
(
p
=
0
.
3
7
5
)
,
th
er
eb
y
co
n
f
ir
m
in
g
th
e
n
e
ce
s
s
ity
o
f
s
p
ec
ialized
tr
ain
in
g
to
im
p
r
o
v
e
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
p
r
o
f
ess
io
n
al
p
r
o
f
iles
.
T
ab
le
2
.
C
o
m
p
a
r
ativ
e
an
aly
s
is
o
f
in
itial a
n
d
f
in
al
s
co
r
es o
f
th
e
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l g
r
o
u
p
s
o
f
s
tu
d
en
ts
G
r
o
u
p
A
v
e
r
a
g
e
sc
o
r
e
o
n
p
r
e
-
t
e
s
t
(
M
±
S
D
)
A
v
e
r
a
g
e
sc
o
r
e
o
n
p
o
s
t
-
t
e
s
t
(
M
±
S
D
)
t
-
v
a
l
u
e
p
-
v
a
l
u
e
EG
6
8
.
5
±
6
.
3
8
5
.
4
±
5
.
1
9
.
3
2
0
.
0
0
0
1
C
o
n
t
r
o
l
g
r
o
u
p
6
7
.
2
±
5
.
9
7
1
.
8
±
6
.
0
3
.
1
5
0
.
3
7
5
Pre
lim
in
ar
y
test
s
in
d
icate
d
th
at
th
e
k
n
o
wled
g
e
a
n
d
s
k
i
lls
o
f
s
tu
d
en
ts
i
n
b
o
th
g
r
o
u
p
s
wer
e
co
m
p
ar
ab
le,
with
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
d
em
o
n
s
tr
atin
g
a
s
lig
h
t
ad
v
an
tag
e
.
T
h
e
m
ea
n
s
co
r
es
f
o
r
th
e
two
g
r
o
u
p
s
wer
e
clo
s
ely
alig
n
ed
(
6
8
.
5
±
6
.
3
in
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
co
m
p
ar
e
d
to
6
7
.
2
±
5
.
9
i
n
th
e
co
n
tr
o
l
g
r
o
u
p
)
,
co
n
f
ir
m
in
g
th
e
s
im
ilar
ity
o
f
th
e
in
itial
c
o
n
d
itio
n
s
.
Po
s
t
-
tr
ain
in
g
r
esu
lts
s
h
o
wed
s
ig
n
if
ica
n
t
im
p
r
o
v
em
e
n
ts
in
b
o
th
g
r
o
u
p
s
.
T
h
e
ex
p
er
im
en
ta
l
g
r
o
u
p
ex
h
ib
ited
a
m
o
r
e
s
u
b
s
t
an
tial
g
ain
,
with
a
m
ea
n
s
co
r
e
o
f
8
5
.
4
±
5
.
1
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
ac
h
iev
ed
a
m
ea
n
s
co
r
e
o
f
7
1
.
8
±
6
.
0
.
T
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
,
wh
ic
h
u
tili
ze
d
in
n
o
v
ativ
e
te
ac
h
in
g
m
eth
o
d
s
,
o
u
tp
er
f
o
r
m
ed
th
e
co
n
tr
o
l
g
r
o
u
p
in
th
e
f
i
n
al
ex
am
in
atio
n
,
d
em
o
n
s
tr
ati
n
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
p
r
o
p
o
s
ed
p
r
o
g
r
am
.
Statis
tical
r
esu
lts
f
r
o
m
th
e
t
-
test
an
d
p
-
v
alu
es
in
d
icate
th
at
th
e
im
p
r
o
v
em
en
ts
i
n
b
o
th
g
r
o
u
p
s
wer
e
n
o
t c
o
in
cid
e
n
tal; r
ath
er
,
th
e
en
h
an
ce
m
e
n
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
ig
n
if
ican
tly
ex
ce
ed
ed
th
o
s
e
in
th
e
co
n
tr
o
l
g
r
o
u
p
,
h
ig
h
lig
h
tin
g
th
e
co
n
s
id
er
ab
le
p
o
ten
tial
o
f
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
f
o
r
p
ed
ag
o
g
ical
ed
u
ca
tio
n
.
B
ased
o
n
th
e
an
aly
s
is
o
f
d
ata
co
llected
th
r
o
u
g
h
th
e
s
u
r
v
ey
,
co
n
c
lu
s
io
n
s
wer
e
d
r
awn
an
d
p
r
esen
ted
in
T
a
b
le
3
.
T
h
is
tab
le
co
n
s
o
lid
ates
th
e
r
e
s
u
lts
o
f
th
e
co
r
r
elatio
n
a
n
al
y
s
is
an
d
ANOV
A,
illu
s
tr
atin
g
th
e
in
f
lu
en
ce
o
f
f
o
u
r
f
ac
to
r
s
o
n
th
e
d
ev
elo
p
m
en
t
o
f
th
e
teac
h
e
r
'
s
p
r
o
f
ess
io
n
al
im
ag
e.
T
ab
le
3
.
I
n
f
lu
en
ce
o
f
v
ar
io
u
s
c
o
n
d
i
tio
n
s
o
n
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
im
ag
e
(
co
r
r
elatio
n
an
aly
s
is
)
F
a
c
t
o
r
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
(
r
)
p
-
v
a
l
u
e
(
c
o
r
r
e
l
a
t
i
o
n
)
S
u
m
o
f
sq
u
a
r
e
s
M
e
a
n
sq
u
a
r
e
F
-
v
a
l
u
e
p
-
v
a
l
u
e
(ANOV
A)
C
o
mm
u
n
i
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
0
.
7
2
<
0
.
0
0
1
2
5
.
3
4
2
5
.
3
4
1
2
.
5
6
0
.
0
0
1
V
i
su
a
l
i
ma
g
e
0
.
6
5
<
0
.
0
0
1
1
5
.
2
2
1
5
.
2
2
8
.
0
1
0
.
0
0
5
P
sy
c
h
o
l
o
g
i
c
a
l
s
u
p
p
o
r
t
0
.
6
8
<
0
.
0
0
1
1
8
.
4
5
1
8
.
4
5
9
.
3
4
0
.
0
0
3
U
se
o
f
i
n
t
e
r
a
c
t
i
v
e
t
e
c
h
n
o
l
o
g
i
e
s
0
.
7
5
<
0
.
0
0
1
2
2
.
1
0
2
2
.
1
0
1
0
.
4
7
0
.
0
0
2
5
.
1
.
Co
m
m
un
ica
t
io
n
s
t
ra
t
e
g
ies
T
h
e
co
r
r
elatio
n
co
e
f
f
icien
t
(
r
)
=0
.
7
2
in
d
icate
s
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
with
th
e
p
r
o
f
ess
io
n
al
im
ag
e
o
f
th
e
teac
h
e
r
.
T
h
is
c
o
r
r
elatio
n
is
s
tatis
tically
s
ig
n
if
ican
t
at
p
<0
.
0
0
1
.
T
h
e
F
-
v
a
lu
e=
1
2
.
5
6
an
d
t
h
e
p
-
v
alu
e
(
ANOV
A)
=0
.
0
0
1
s
u
g
g
est
th
at
th
e
im
p
ac
t
o
f
c
o
m
m
u
n
icatio
n
s
tr
ateg
ies
o
n
th
e
p
r
o
f
ess
io
n
al
im
ag
e
is
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
r
e
p
o
r
ted
th
at
teac
h
er
s
em
p
lo
y
in
g
v
a
r
io
u
s
co
m
m
u
n
icatio
n
s
tr
ateg
ies
cr
ea
te
a
m
o
r
e
p
r
o
d
u
ctiv
e
an
d
en
g
a
g
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
is
f
in
d
in
g
alig
n
s
with
th
e
h
ig
h
co
r
r
elatio
n
c
o
ef
f
icien
t (
r
=0
.
7
2
)
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
.
5
.
2
.
Vis
ua
l
i
m
a
g
e
T
h
e
co
r
r
elatio
n
co
e
f
f
icien
t
(
r
)
=0
.
6
5
in
d
icate
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a
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ar
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th
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th
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b
eh
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r
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an
d
eth
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o
f
th
e
in
s
tr
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s
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n
if
ican
tly
af
f
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t
s
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d
s
h
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r
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a
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n
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ly
to
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a
b
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t
th
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p
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fess
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t a
ls
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to
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o
n
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tr
a
te
p
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fess
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l q
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tea
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R
esp
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also
em
p
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th
at
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ch
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lo
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t,
esp
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r
k
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eq
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ir
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in
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im
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n
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ted
o
n
e
o
f
t
h
e
in
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tr
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s
.
“
Wo
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kin
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u
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r
en
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eq
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n
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t
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d
ir
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r
ela
ted
to
th
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tea
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s
p
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.
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All p
a
r
ticip
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ts
co
n
f
ir
m
ed
th
a
t th
e
u
s
e
o
f
m
o
d
er
n
d
ig
ital p
lat
f
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r
m
s
an
d
i
n
ter
ac
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to
o
ls
n
o
t o
n
ly
en
h
an
ce
s
th
e
lear
n
in
g
p
r
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ce
s
s
b
u
t
also
in
f
lu
en
ce
s
th
e
teac
h
e
r
’
s
im
ag
e
as
an
in
n
o
v
ativ
e
p
r
o
f
ess
io
n
al.
Fu
r
th
e
r
m
o
r
e
,
r
esp
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n
d
en
ts
h
ig
h
lig
h
ted
th
at
th
e
teac
h
er
’
s
ab
ilit
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to
m
an
ag
e
em
o
tio
n
s
an
d
s
tr
ess
i
s
al
s
o
v
ital
in
f
o
r
m
in
g
a
p
r
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f
ess
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n
al
im
ag
e.
On
e
r
esp
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n
d
en
t e
m
p
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asized
:
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Tea
ch
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w
h
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ca
n
ma
in
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p
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p
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Fig
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e
1
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d
e
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ates
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d
u
ca
to
r
s
em
p
h
asize
th
at
c
r
e
atin
g
a
s
af
e
an
d
s
u
p
p
o
r
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t
aid
s
s
tu
d
en
ts
in
b
etter
ass
im
ila
tin
g
in
f
o
r
m
ati
o
n
a
n
d
e
n
h
an
ce
s
th
eir
m
o
tiv
atio
n
.
T
h
is
asp
ec
t
ca
n
b
e
p
ar
ticu
lar
l
y
cr
u
cial
f
o
r
s
tu
d
en
ts
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
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
P
s
yc
h
o
lo
g
ica
l a
n
d
p
ed
a
g
o
g
ic
a
l c
o
n
d
itio
n
s
fo
r
th
e
fo
r
ma
tio
n
o
f th
e
ima
g
e
o
f
…
(
Gu
ls
h
a
t K
o
s
h
z
h
a
n
o
va
)
3155
T
h
e
u
s
e
o
f
m
o
d
er
n
tech
n
o
l
o
g
ies
—
20%
—
r
ef
lects
th
e
g
r
o
win
g
s
ig
n
if
ican
ce
o
f
d
ig
ita
l
to
o
ls
in
ed
u
ca
tio
n
.
T
ea
ch
e
r
s
wh
o
em
p
lo
y
co
n
tem
p
o
r
ar
y
tech
n
o
lo
g
ies
ar
e
p
er
ce
iv
ed
as
m
o
r
e
p
r
o
g
r
ess
iv
e
an
d
o
p
en
to
in
n
o
v
atio
n
,
p
o
s
itiv
ely
in
f
lu
en
cin
g
th
eir
p
r
o
f
ess
io
n
al
im
a
g
e.
E
m
o
tio
n
al
in
tellig
en
ce
an
d
s
tr
ess
m
an
ag
em
en
t,
wh
ile
less
s
ig
n
if
ican
t
at
1
0
%,
d
o
n
o
t
d
im
in
is
h
th
eir
im
p
o
r
tan
ce
.
A
teac
h
er
’
s
ab
ilit
y
to
m
a
n
ag
e
th
eir
e
m
o
tio
n
s
an
d
r
em
ain
ca
lm
in
ch
allen
g
i
n
g
s
itu
atio
n
s
af
f
ec
ts
th
eir
p
r
o
f
ess
io
n
al
im
ag
e;
h
o
wev
er
,
th
i
s
asp
ec
t
i
s
n
o
t
as
cr
itical
as
o
th
er
s
.
T
h
u
s
,
th
e
r
e
s
u
lts
in
d
icate
th
at
p
er
s
o
n
al
r
o
l
e
m
o
d
els
an
d
p
s
y
c
h
o
lo
g
ical
s
u
p
p
o
r
t
ar
e
p
r
im
a
r
y
f
ac
to
r
s
in
s
h
ap
in
g
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
im
ag
e
,
wh
ile
m
o
d
er
n
tech
n
o
lo
g
ies
an
d
e
m
o
tio
n
al
in
tellig
en
ce
p
la
y
a
s
ec
o
n
d
ar
y
r
o
le.
T
h
is
h
i
g
h
lig
h
t
s
th
e
n
ec
ess
ity
o
f
em
p
h
asiz
in
g
in
ter
p
er
s
o
n
al
asp
ec
ts
o
f
e
d
u
ca
tio
n
alo
n
g
s
id
e
tech
n
ical
s
k
ills
.
B
a
s
ed
o
n
th
e
d
ata
an
d
in
ter
v
iew
r
esu
lts
,
th
e
f
o
llo
win
g
o
b
s
er
v
atio
n
s
an
d
r
ec
o
m
m
e
n
d
atio
n
s
wer
e
m
ad
e:
i)
I
n
teg
r
ate
v
ar
io
u
s
tech
n
o
lo
g
ies
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
o
en
h
an
ce
teac
h
er
s
’
p
r
o
f
ess
io
n
al
im
ag
e,
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
s
h
o
u
ld
in
co
r
p
o
r
ate
d
ig
ital
p
latf
o
r
m
s
an
d
co
m
m
u
n
icatio
n
to
o
ls
,
en
ab
lin
g
f
u
t
u
r
e
ed
u
ca
to
r
s
to
f
am
iliar
ize
th
em
s
elv
es
with
m
o
d
er
n
tech
n
o
l
o
g
ies
an
d
im
p
r
o
v
e
th
eir
im
ag
e
in
th
e
ey
es
o
f
co
lleag
u
es a
n
d
s
tu
d
e
n
ts
.
ii)
Dev
elo
p
co
m
m
u
n
icatio
n
s
k
il
ls
th
r
o
u
g
h
p
r
ac
tical
ap
p
licatio
n
.
T
o
im
p
r
o
v
e
co
m
m
u
n
ica
tio
n
m
eth
o
d
s
,
p
r
ac
tical
ac
tiv
ities
s
h
o
u
ld
b
e
im
p
lem
en
ted
,
allo
win
g
teac
h
er
s
to
en
g
ag
e
with
th
eir
c
o
lleag
u
es
an
d
s
tu
d
en
ts
ef
f
ec
tiv
ely
.
iii)
E
n
h
an
ce
em
o
tio
n
al
s
u
p
p
o
r
t
in
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
.
Gr
ea
ter
em
p
h
asis
s
h
o
u
ld
b
e
p
lace
d
o
n
p
s
y
ch
o
lo
g
ical
well
-
b
ei
n
g
a
n
d
s
tr
ess
p
r
ev
en
tio
n
in
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
.
T
h
is
ap
p
r
o
ac
h
will
n
o
t
o
n
ly
f
o
s
ter
m
o
r
e
p
r
o
f
ess
io
n
al
ed
u
ca
to
r
s
b
u
t a
ls
o
en
h
an
ce
th
e
ir
o
v
er
all
co
m
p
eten
ce
.
iv
)
C
u
ltiv
ate
t
h
e
teac
h
er
’
s
v
is
u
al
im
ag
e.
W
h
en
d
esig
n
in
g
less
o
n
s
,
atten
tio
n
s
h
o
u
l
d
b
e
g
i
v
e
n
to
d
ev
elo
p
in
g
v
is
u
al
p
r
esen
tatio
n
an
d
v
er
b
al
co
m
m
u
n
icatio
n
s
k
ills
,
en
a
b
lin
g
teac
h
e
r
s
to
r
esp
o
n
d
ef
f
ec
tiv
ely
to
t
h
e
u
n
iq
u
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
c
o
n
v
ey
a
p
o
s
itiv
e
p
r
o
f
ess
io
n
al
i
m
ag
e.
I
n
co
n
clu
s
io
n
,
th
e
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
p
s
y
ch
o
lo
g
i
ca
l
an
d
p
ed
a
g
o
g
ical
ch
a
r
ac
ter
is
tics
,
s
u
ch
a
s
co
m
m
u
n
icatio
n
s
tr
ateg
ies,
tech
n
o
lo
g
y
u
tili
za
tio
n
,
p
s
y
c
h
o
l
o
g
ical
s
u
p
p
o
r
t,
an
d
v
is
u
al
ap
p
ea
r
an
ce
,
p
lay
a
cr
u
cial
r
o
le
in
t
h
e
s
u
cc
ess
o
f
a
teac
h
er
’
s
ea
r
ly
ca
r
e
er
.
Fig
u
r
e
1
.
Facto
r
s
in
f
l
u
en
cin
g
t
h
e
f
o
r
m
atio
n
o
f
th
e
teac
h
e
r
’
s
p
r
o
f
ess
io
n
al
im
ag
e
6.
DIS
CU
SS
I
O
N
T
ea
ch
er
s
p
lay
a
c
r
u
cial
r
o
le
in
th
e
liv
es
o
f
t
h
eir
s
tu
d
e
n
ts
an
d
h
av
e
a
s
ig
n
if
ica
n
t
im
p
ac
t
o
n
s
o
ciety
as
a
wh
o
le.
Sp
ec
ial
ed
u
ca
tio
n
te
ac
h
er
s
ar
e
ess
en
tial
in
cr
ea
tin
g
an
in
clu
s
iv
e
an
d
e
q
u
itab
le
l
ea
r
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
with
d
iv
er
s
e
n
ee
d
s
[
3
2
]
.
T
h
er
e
f
o
r
e,
u
n
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
c
e
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t o
f
a
teac
h
er
’
s
im
ag
e
is
an
im
p
o
r
tan
t iss
u
e.
T
h
is
s
tu
d
y
p
r
esen
ts
q
u
a
n
titativ
e
d
ata
s
u
p
p
o
r
tin
g
t
h
e
co
r
r
ela
tio
n
b
etwe
en
th
e
u
s
e
o
f
tech
n
o
lo
g
y
an
d
th
e
en
h
a
n
ce
m
en
t
o
f
a
teac
h
er
’
s
im
ag
e:
8
5
%
o
f
s
tu
d
en
ts
r
ep
o
r
ted
in
c
r
ea
s
ed
m
o
tiv
atio
n
w
h
en
in
n
o
v
ativ
e
t
o
o
ls
wer
e
u
tili
ze
d
,
an
d
7
8
%
o
f
teac
h
er
s
co
n
f
ir
m
ed
th
at
th
ese
tech
n
o
lo
g
ies
aid
i
n
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
th
eir
teac
h
in
g
th
r
o
u
g
h
p
e
r
s
o
n
alize
d
f
ee
d
b
ac
k
.
A
s
tu
d
y
co
n
d
u
cte
d
in
T
u
r
k
ey
also
in
d
icate
d
th
at
s
tu
d
en
ts
f
in
d
th
e
im
p
lem
en
tatio
n
o
f
in
n
o
v
atio
n
s
ac
ce
p
tab
le,
lead
in
g
to
in
c
r
e
ased
s
atis
f
ac
tio
n
with
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
3
]
.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
is
s
im
ilar
ly
p
o
s
itiv
ely
p
er
ce
iv
ed
b
y
teac
h
er
s
,
as
ev
id
en
ce
d
b
y
r
esear
c
h
co
n
d
u
cte
d
b
y
th
e
au
th
o
r
s
in
Pak
is
tan
.
T
h
eir
wo
r
k
d
em
o
n
s
tr
ates
th
at
teac
h
er
s
b
eliev
e
th
e
u
s
e
o
f
tech
n
o
lo
g
y
en
h
an
ce
s
teac
h
in
g
p
r
ac
tices,
m
ak
in
g
th
em
m
o
r
e
in
ter
ac
tiv
e
an
d
m
o
tiv
atin
g
f
o
r
s
tu
d
e
n
ts
[
3
4
]
.
T
h
e
f
in
d
i
n
g
s
f
r
o
m
th
e
Pak
is
tan
i
s
tu
d
y
alig
n
with
th
e
cu
r
r
e
n
t
r
esear
ch
:
7
6
%
o
f
teac
h
er
s
s
tated
th
at
th
e
u
s
e
o
f
v
o
ice
tech
n
o
lo
g
ies h
elp
e
d
th
em
im
p
r
o
v
e
th
eir
teac
h
i
n
g
m
eth
o
d
s
an
d
p
r
o
v
id
ed
n
ew
to
o
ls
f
o
r
en
g
ag
in
g
with
s
tu
d
en
ts
,
th
er
eb
y
p
o
s
itiv
ely
in
f
lu
e
n
cin
g
th
eir
im
ag
e
am
o
n
g
lear
n
er
s
.
40%
30%
20%
10%
T
h
e
R
o
le
o
f
th
e
I
n
s
t
r
u
cto
r
's
Per
s
o
n
al
E
x
am
p
le
Ps
y
ch
o
lo
g
ical
S
u
p
p
o
r
t a
n
d
Feed
b
ac
k
Us
e
o
f
Mo
d
er
n
T
ec
h
n
o
lo
g
ies
E
m
o
t
io
n
al
I
n
tellig
en
ce
an
d
St
r
es
s
Ma
n
ag
em
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
1
4
8
-
3
1
6
1
3156
R
esear
ch
er
s
f
r
o
m
Kaz
ak
h
s
tan
d
eter
m
in
ed
th
at
th
e
s
tr
en
g
th
o
f
s
tu
d
en
ts
’
s
p
ir
itu
al
attr
ac
tio
n
to
th
eir
teac
h
er
p
r
im
ar
ily
d
ep
en
d
s
o
n
th
e
p
r
esen
ce
o
f
a
p
er
s
o
n
al
q
u
ality
k
n
o
wn
as
attr
ac
tio
n
,
a
ter
m
in
t
r
o
d
u
ce
d
b
y
p
s
y
ch
o
lo
g
is
ts
to
ac
h
iev
e
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
an
in
d
i
v
id
u
al
’
s
p
er
s
o
n
ality
an
d
ar
tis
tic
an
d
co
m
m
u
n
icativ
e
ab
ilit
ies
[
3
5
]
.
Acc
o
r
d
in
g
to
th
is
s
tu
d
y
,
6
7
%
o
f
s
tu
d
en
ts
in
d
icate
d
t
h
at
th
e
em
o
tio
n
al
en
g
ag
em
e
n
t
o
f
th
e
teac
h
er
,
co
n
v
ey
ed
th
r
o
u
g
h
tech
n
o
lo
g
ical
m
ea
n
s
,
d
ir
ec
tly
af
f
ec
ts
t
h
eir
w
illi
n
g
n
ess
to
lear
n
,
wh
ile
7
0
%
n
o
ted
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
teac
h
er
’
s
p
er
s
o
n
al
q
u
alities
,
wh
ich
ar
e
r
ef
lecte
d
th
r
o
u
g
h
th
e
u
s
e
o
f
tech
n
o
lo
g
y
,
d
em
o
n
s
tr
atin
g
th
eir
m
o
tiv
atio
n
an
d
s
atis
f
ac
ti
o
n
with
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ese
f
ig
u
r
es
also
alig
n
with
th
e
f
in
d
in
g
s
o
f
a
s
tu
d
y
o
n
teac
h
er
s
’
em
o
tio
n
al
in
t
ellig
en
ce
co
n
d
u
cted
in
th
e
Un
ited
Ar
ab
E
m
ir
ates,
wh
ich
s
h
o
wed
th
at
em
o
tio
n
al
s
k
ills
en
h
an
ce
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
3
6
]
.
T
h
e
au
th
o
r
s
o
f
th
is
wo
r
k
also
co
n
clu
d
e
th
at
e
m
o
tio
n
al
in
tellig
en
ce
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
e
p
er
ce
p
ti
o
n
o
f
a
t
ea
ch
er
’
s
im
ag
e,
as
ev
id
en
ce
d
b
y
a
p
o
s
itiv
e
co
r
r
el
atio
n
b
etwe
en
th
ese
v
a
r
iab
les (
r
=0
.
7
5
,
p
<
0
.
0
0
1
)
.
A
Sp
an
is
h
au
th
o
r
ass
er
ts
th
a
t
s
tu
d
en
ts
’
r
esp
o
n
s
es
to
th
e
ch
ar
ac
ter
is
tics
o
f
a
“
g
o
o
d
te
ac
h
er
”
ar
e
ev
alu
ated
b
ased
o
n
p
e
r
s
o
n
al
q
u
alities
,
ab
ilit
ies,
eth
ical
v
al
u
es,
an
d
s
k
ills
[
3
7
]
.
His
r
esea
r
ch
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
estab
lis
h
in
g
p
o
s
itiv
e
an
d
ca
r
in
g
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
,
f
o
s
ter
in
g
m
u
tu
al
tr
u
s
t,
an
d
in
s
till
in
g
v
alu
es
an
d
eth
ics.
T
h
ese
asp
ec
ts
ar
e
r
e
f
lecte
d
in
t
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
:
7
6
%
o
f
s
tu
d
en
ts
r
ep
o
r
ted
th
at
th
ey
n
ee
d
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
,
wh
ich
th
e
y
b
eliev
e
h
elp
s
c
r
ea
te
a
s
af
e
an
d
n
u
r
t
u
r
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t,
th
er
e
b
y
en
h
an
c
in
g
th
e
teac
h
er
’
s
im
ag
e.
T
h
is
d
ata
als
o
s
u
p
p
o
r
ts
th
e
f
in
d
in
g
s
o
f
Po
r
tu
g
u
ese
au
th
o
r
s
r
eg
ar
d
in
g
th
e
s
ig
n
if
ican
ce
o
f
eth
ical
o
r
ie
n
tatio
n
in
a
teac
h
er
’
s
id
en
tity
,
wh
ich
d
ir
ec
tly
an
d
in
d
ir
ec
tl
y
in
f
lu
en
ce
s
o
th
er
co
m
p
o
n
en
ts
o
f
th
e
m
o
d
el
[
3
8
]
.
An
au
th
o
r
f
r
o
m
Uzb
e
k
is
tan
h
ig
h
lig
h
ts
th
at
co
m
m
u
n
icat
iv
e
co
m
p
eten
ce
is
an
in
teg
r
al
p
ar
t
o
f
teac
h
er
s
’
p
r
o
f
ess
io
n
al
co
m
p
et
en
ce
an
d
is
ess
en
tial
f
o
r
th
ei
r
s
u
cc
ess
f
u
l
p
er
f
o
r
m
an
ce
o
f
p
r
o
f
ess
io
n
al
d
u
ties
[
3
9
]
.
I
n
th
is
wo
r
k
,
th
e
co
r
r
el
atio
n
co
ef
f
icien
t
(
r
=
0
.
7
2
)
f
o
r
co
m
m
u
n
icatio
n
s
k
ills
in
d
icate
s
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
with
th
e
teac
h
e
r
’
s
p
r
o
f
ess
io
n
al
im
ag
e.
Oth
er
au
th
o
r
s
also
ass
er
t
th
at
a
tea
ch
er
’
s
p
r
o
f
ess
io
n
al
attitu
d
e
m
an
if
ests
in
th
eir
ab
ilit
y
to
ex
er
cise
s
elf
-
co
n
tr
o
l,
ex
p
r
ess
ed
th
r
o
u
g
h
a
s
p
ir
itu
al
m
en
tal
ap
p
r
o
ac
h
,
en
s
u
r
in
g
th
at
th
e
y
alwa
y
s
ac
t
b
ased
o
n
m
o
r
al
v
al
u
es,
an
d
lif
e
p
r
in
cip
les,
an
d
b
eh
a
v
e
in
ac
co
r
d
an
ce
with
th
eir
r
elig
io
n
an
d
b
elief
s
wh
ile
f
u
lf
i
llin
g
th
eir
d
u
ties
[
4
0
]
.
T
h
e
ex
p
er
im
en
tal
r
esu
lts
d
e
m
o
n
s
tr
ated
a
p
o
s
itiv
e
im
p
ac
t
o
f
I
C
T
o
n
s
tu
d
en
ts
’
m
o
ti
v
atio
n
a
n
d
em
o
tio
n
al
s
tate,
s
u
p
p
o
r
tin
g
p
r
ev
io
u
s
f
in
d
i
n
g
s
r
eg
ar
d
in
g
t
h
e
s
ig
n
if
ican
ce
o
f
teac
h
e
r
b
eh
av
io
r
in
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t.
Fu
r
t
h
er
m
o
r
e,
th
e
s
tu
d
y
r
e
v
ea
led
th
at
teac
h
er
s
w
h
o
ex
h
ib
it
p
o
s
itiv
e
b
eh
av
io
r
an
d
attitu
d
es
ca
n
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
th
e
em
o
tio
n
al
well
-
b
ein
g
o
f
th
eir
s
tu
d
e
n
ts
.
Sp
ec
if
ically
,
th
e
p
h
en
o
m
en
o
n
o
f
em
o
tio
n
al
co
n
tag
io
n
,
as
in
d
icate
d
b
y
th
e
s
tu
d
y
r
esu
lts
[
4
1
]
,
s
u
g
g
ests
th
at
h
ap
p
y
teac
h
e
r
s
ca
n
tr
an
s
f
er
th
eir
em
o
tio
n
s
to
s
tu
d
en
ts
,
en
co
u
r
a
g
in
g
p
o
s
itiv
e
ex
p
er
ien
ce
s
.
T
h
is
alig
n
s
with
o
b
s
er
v
atio
n
s
f
r
o
m
o
u
r
r
esear
ch
o
n
th
e
in
f
lu
en
ce
o
f
I
C
T
o
n
s
tu
d
en
ts
’
o
v
e
r
all
e
m
o
tio
n
al
s
tate:
m
o
d
er
n
tech
n
o
lo
g
ies,
wh
en
u
s
ed
ef
f
ec
tiv
ely
,
n
o
t
o
n
ly
en
h
a
n
ce
th
e
lear
n
in
g
p
r
o
ce
s
s
b
u
t
also
cr
ea
te
a
p
o
s
itiv
e
em
o
tio
n
al
co
n
tex
t
f
o
r
lear
n
in
g
,
wh
ich
ca
n
in
cr
ea
s
e
lo
n
g
-
ter
m
en
g
ag
em
e
n
t.
T
h
e
r
esu
lts
o
b
tain
ed
th
u
s
o
p
en
n
ew
av
e
n
u
es
f
o
r
f
u
r
t
h
er
r
esear
ch
o
n
is
s
u
es
r
elate
d
to
th
e
d
ev
elo
p
m
e
n
t
o
f
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
im
ag
e
an
d
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
o
f
d
ev
elo
p
in
g
tar
g
eted
p
r
o
g
r
am
s
an
d
m
et
h
o
d
s
aim
e
d
at
en
h
a
n
ci
n
g
th
e
teac
h
er
’
s
im
ag
e
with
in
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
o
f
Ka
za
k
h
s
tan
an
d
o
th
er
co
u
n
tr
ies.
T
h
e
f
in
d
i
n
g
s
em
p
h
a
s
ize
th
at
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
r
eq
u
ir
em
e
n
ts
f
o
r
s
h
ap
in
g
th
e
f
u
tu
r
e
teac
h
er
’
s
im
ag
e
s
h
o
u
l
d
in
clu
d
e
th
e
u
s
e
o
f
m
o
d
er
n
tech
n
o
lo
g
ies,
wh
ich
n
o
t
o
n
ly
im
p
r
o
v
e
th
e
ed
u
ca
tio
n
al
p
r
o
c
ess
b
u
t
also
co
n
t
r
ib
u
te
to
th
e
d
ev
elo
p
m
en
t
o
f
p
er
s
o
n
al
a
n
d
p
r
o
f
ess
io
n
al
q
u
alities
ess
en
tial
f
o
r
s
u
cc
ess
f
u
l
teac
h
in
g
.
7.
CO
NCLU
SI
O
N
T
h
e
in
v
esti
g
atio
n
i
n
to
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
n
ee
d
s
f
o
r
s
h
ap
in
g
th
e
im
ag
e
o
f
f
u
tu
r
e
teac
h
er
s
,
aim
ed
at
en
s
u
r
in
g
m
ea
n
in
g
f
u
l
o
u
tco
m
es,
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
v
ar
i
o
u
s
f
ac
to
r
s
in
th
is
p
r
o
ce
s
s
.
I
n
th
e
p
r
elim
in
ar
y
an
d
s
u
b
s
eq
u
en
t
an
aly
s
is
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
th
e
av
er
a
g
e
s
co
r
e
im
p
r
o
v
e
d
s
ig
n
if
ican
tly
f
r
o
m
6
8
.
5
±
6
.
3
to
8
5
.
4
±
5
.
1
(
p
<
0
.
0
0
1
)
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
e
x
h
ib
ited
a
s
m
aller
ch
an
g
e
f
r
o
m
6
7
.
2
±
5
.
9
to
7
1
.
8
±
6
.
0
(
p
=
0
.
3
7
5
)
.
T
h
is
h
ig
h
lig
h
ts
th
e
ch
allen
g
e
o
f
im
p
lem
en
tin
g
n
ew
teac
h
in
g
m
eth
o
d
s
an
d
u
tili
zin
g
d
ig
ital
p
latf
o
r
m
s
.
C
o
r
r
elatio
n
an
aly
s
is
r
ev
ea
led
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
ela
tio
n
b
etwe
en
th
e
p
r
o
f
ess
io
n
al
im
ag
e
o
f
teac
h
er
s
an
d
co
m
m
u
n
icatio
n
s
tr
at
eg
ies
(
r
=0
.
7
2
,
p
<0
.
0
0
1
)
,
th
e
u
s
e
o
f
in
ter
ac
tiv
e
tech
n
o
lo
g
ies
(
r
=0
.
7
5
,
p
<
0
.
0
0
1
)
,
p
er
ce
iv
e
d
im
ag
e
(
r
=0
.
6
5
,
p
<0
.
0
0
1
)
,
an
d
p
s
y
c
h
o
lo
g
ica
l
s
u
p
p
o
r
t
(
r
=0
.
6
8
,
p
<0
.
0
0
1
)
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
lies
in
th
e
d
ev
elo
p
m
e
n
t
o
f
r
ec
o
m
m
e
n
d
atio
n
s
f
o
r
in
teg
r
atin
g
in
ter
a
ctiv
e
tech
n
o
lo
g
ies
in
to
tr
ain
in
g
p
r
o
g
r
am
s
,
wh
ich
m
ay
co
n
t
r
ib
u
te
to
th
e
f
o
r
m
atio
n
o
f
a
p
o
s
itiv
e
teac
h
er
im
ag
e
in
th
e
f
u
tu
r
e.
I
ts
s
cien
tific
s
ig
n
if
ican
ce
is
h
ig
h
lig
h
ted
b
y
th
e
em
p
h
asis
o
n
th
e
im
p
o
r
tan
ce
o
f
p
s
y
c
h
o
lo
g
ical
an
d
ed
u
ca
tio
n
al
n
ee
d
s
,
s
u
c
h
a
s
em
o
tio
n
al
in
tellig
en
ce
,
s
tr
ess
m
an
ag
em
en
t,
a
n
d
co
m
m
u
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DATA AV
AI
L
AB
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T
h
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au
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co
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m
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p
p
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ater
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].
RE
F
E
R
E
NC
E
S
[
1
]
N
.
A
l
z
a
h
r
a
n
i
,
“
T
h
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d
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v
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t
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J
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v
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.
1
2
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p
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,
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0
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d
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4
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9
/
i
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j
e
c
se.
7
2
2
3
8
0
.
[
2
]
M
.
H
o
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m
q
v
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s
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a
n
d
B
.
Le
l
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o
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o
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p
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n
,
v
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.
3
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2
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1
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4
.
[
3
]
A
.
K
a
p
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a
n
a
k
i
,
A
.
K
r
o
u
s
k
a
,
C
.
Tr
o
u
s
sas,
a
n
d
C
.
S
g
o
u
r
o
p
o
u
l
o
u
,
“
Ex
p
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o
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t
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n
g
a
u
g
m
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n
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e
d
r
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a
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e
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g
y
i
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s
p
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d
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t
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:
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sy
st
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v
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v
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s
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.
[
4
]
A
.
v
a
n
M
i
e
g
h
e
m
,
K
.
V
e
r
sc
h
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n
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E.
S
t
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,
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A
n
a
n
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l
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a
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o
n
i
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l
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s
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u
c
a
t
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A
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t
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o
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a
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.
Evaluation Warning : The document was created with Spire.PDF for Python.