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el
o
f
ch
ild
r
en
’
s
s
tay
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
f
r
o
m
a
v
er
s
atile
p
o
s
itio
n
to
i
d
en
tify
d
i
f
f
er
en
t
cir
cu
m
s
tan
ce
s
at
th
e
lev
el
o
f
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
th
e
cr
ea
ted
atm
o
s
p
h
er
e,
th
e
f
o
r
m
o
f
k
n
o
wled
g
e
p
r
esen
tatio
n
,
v
ar
io
u
s
p
o
s
s
ib
le
cir
cu
m
s
tan
ce
s
th
at
m
ay
ap
p
ea
r
d
u
r
in
g
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
p
er
s
o
n
al
n
ee
d
s
,
f
am
ily
cir
c
u
m
s
tan
ce
s
an
d
th
e
f
am
ily
atm
o
s
p
h
er
e
o
f
th
e
ch
ild
’
s
h
o
m
e,
as
well
as,
im
p
o
r
tan
tly
,
th
e
teac
h
e
r
m
u
s
t
u
n
d
er
s
tan
d
all
h
is
r
esp
o
n
s
ib
ilit
y
f
o
r
p
r
eser
v
in
g
t
h
e
h
ea
lth
o
f
ea
c
h
o
f
h
is
s
tu
d
e
n
ts
,
b
o
th
at
th
e
p
s
y
ch
o
-
em
o
tio
n
al,
p
h
y
s
ical,
s
o
cial
lev
els,
wh
ich
is
f
o
r
m
ed
b
ased
o
n
b
eh
a
v
io
r
al
r
ea
ctio
n
s
an
d
an
ex
am
p
le
o
f
b
e
h
av
io
r
in
d
if
f
er
en
t
s
itu
atio
n
s
o
n
th
e
p
ar
t o
f
th
e
teac
h
e
r
an
d
o
th
er
s
tu
d
en
ts
o
f
th
e
class
.
Mo
d
er
n
p
e
d
ag
o
g
ical
ed
u
ca
tio
n
m
u
s
t
co
m
p
r
e
h
en
s
iv
ely
ac
co
u
n
t
f
o
r
c
h
ild
r
en
’
s
ex
p
e
r
ien
ce
s
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
co
n
s
id
er
in
g
asp
ec
ts
s
u
ch
as
clas
s
r
o
o
m
atm
o
s
p
h
er
e,
teac
h
in
g
m
et
h
o
d
s
,
an
d
p
o
te
n
tial
s
itu
atio
n
al
ch
allen
g
es
[
1
2
]
.
I
t
s
h
o
u
ld
also
th
o
u
g
h
t
f
u
l
ly
in
teg
r
ate
s
tu
d
en
ts
’
p
e
r
s
o
n
al
n
ee
d
s
,
f
a
m
ily
b
ac
k
g
r
o
u
n
d
s
,
an
d
h
o
m
e
en
v
ir
o
n
m
e
n
ts
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
1
3
]
.
T
ea
ch
e
r
s
h
o
ld
s
ig
n
if
ican
t
r
esp
o
n
s
ib
ilit
y
in
m
ain
tain
in
g
ch
ild
r
en
’
s
p
s
y
ch
o
-
e
m
o
tio
n
al
,
p
h
y
s
ical,
an
d
s
o
cial
well
-
b
ein
g
th
r
o
u
g
h
th
eir
b
eh
av
io
r
an
d
r
ea
ctio
n
s
,
wh
ich
s
er
v
e
as c
r
itical
ex
am
p
les f
o
r
s
tu
d
en
ts
[
1
4
]
.
W
h
en
ad
d
r
ess
in
g
th
is
is
s
u
e,
it
is
ess
en
tial
to
estab
lis
h
a
h
ea
lth
-
p
r
eser
v
in
g
atm
o
s
p
h
er
e
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
th
r
o
u
g
h
o
u
t
all
s
tag
es
an
d
d
aily
r
o
u
tin
es.
T
h
is
in
clu
d
es
b
alan
ce
d
s
ch
ed
u
lin
g
o
f
r
est
p
er
io
d
s
,
p
e
r
s
o
n
al
in
ter
ests
,
cu
ltu
r
al
ac
tiv
ities
,
an
d
s
u
p
p
lem
e
n
tar
y
ed
u
ca
tio
n
c
o
n
d
u
cted
at
a
co
m
f
o
r
tab
le
p
ac
e
[
1
5
]
,
[
1
6
]
.
Su
c
h
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
h
elp
s
p
r
ev
e
n
t
an
x
iet
y
an
d
r
ed
u
ce
s
th
e
lik
elih
o
o
d
o
f
s
itu
atio
n
s
wh
er
e
s
tu
d
en
ts
’
in
d
iv
id
u
al
n
ee
d
s
r
e
m
ain
u
n
m
et,
th
u
s
s
af
eg
u
a
r
d
in
g
th
eir
em
o
tio
n
al
an
d
s
o
cial
w
ell
-
b
ein
g
[
1
7
]
.
Giv
en
th
at
s
ch
o
o
l
y
ea
r
s
co
in
cid
e
with
cr
u
cial
p
er
io
d
s
o
f
ac
tiv
e
p
er
s
o
n
ality
f
o
r
m
atio
n
,
ea
ch
a
s
p
ec
t
o
f
a
ch
ild
’
s
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
m
u
s
t
p
r
io
r
itize
th
eir
o
v
e
r
all
h
ea
lth
[
1
8
]
,
[
1
9
]
.
C
o
n
s
eq
u
en
tly
,
ca
r
e
f
u
l
co
n
s
id
er
atio
n
o
f
er
g
o
n
o
m
ic
co
n
d
itio
n
s
will su
p
p
o
r
t h
a
r
m
o
n
i
o
u
s
an
d
h
ea
lth
y
p
er
s
o
n
al
d
ev
elo
p
m
en
t a
m
o
n
g
s
tu
d
en
ts
[
2
0
]
.
T
h
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
e
p
h
y
s
ical,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
well
-
b
ein
g
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Giv
en
th
e
g
r
o
win
g
s
ig
n
if
ican
ce
o
f
m
en
tal
h
ea
lth
a
n
d
co
m
p
r
eh
en
s
iv
e
ch
ild
d
ev
elo
p
m
en
t,
it
is
cr
u
cial
to
co
m
p
r
eh
en
d
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
an
d
th
e
r
o
le
o
f
ed
u
ca
to
r
s
i
n
en
h
an
cin
g
ed
u
ca
tio
n
al
p
r
ac
tices
an
d
o
u
tco
m
es.
T
h
is
r
esear
ch
is
in
n
o
v
ativ
e
in
its
th
o
r
o
u
g
h
in
teg
r
atio
n
o
f
em
p
ath
y
tr
ain
i
n
g
an
d
er
g
o
n
o
m
ic
f
ac
to
r
s
in
to
teac
h
er
e
d
u
c
atio
n
p
r
o
g
r
am
s
,
f
illi
n
g
a
s
ig
n
if
ican
t
g
ap
in
th
e
ex
is
tin
g
liter
atu
r
e.
T
h
is
s
tu
d
y
s
ee
k
s
to
im
p
r
o
v
e
s
tu
d
e
n
t
well
-
b
ein
g
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
th
er
e
b
y
co
n
tr
ib
u
tin
g
to
th
e
b
r
o
a
d
er
d
o
m
ain
s
o
f
ed
u
ca
tio
n
an
d
ch
ild
d
ev
elo
p
m
e
n
t.
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
r
ev
ea
led
t
h
at
m
an
y
p
r
o
s
p
ec
tiv
e
e
d
u
ca
to
r
s
lack
th
e
n
ec
ess
ar
y
em
p
ath
y
to
p
r
o
m
o
te
s
tu
d
en
t
h
ea
lth
an
d
well
-
b
ein
g
.
T
h
e
em
p
at
h
ic
ab
ilit
ies
o
f
1
0
5
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
c
h
o
o
l
teac
h
er
s
wer
e
ass
es
s
ed
u
s
in
g
Me
h
r
ab
y
an
a
n
d
E
p
s
tein
’
s
s
ca
le
em
o
tio
n
al
r
esp
o
n
s
e
test
[
8
]
.
T
h
is
ass
es
s
m
en
t h
elp
s
en
h
an
ce
th
e
in
tellectu
al
em
p
ath
ic
s
k
ills
o
f
f
u
tu
r
e
ed
u
ca
t
o
r
s
,
en
ab
lin
g
th
em
to
f
u
lf
ill
th
eir
p
r
o
f
ess
io
n
al
d
u
ties
,
f
o
s
ter
p
o
s
itiv
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
,
an
d
cr
ea
te
a
s
u
p
p
o
r
ti
v
e,
cr
ea
tiv
e
atm
o
s
p
h
er
e
in
b
o
th
in
s
tr
u
ctio
n
al
an
d
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
.
T
h
e
q
u
ality
o
f
in
ter
n
al
em
p
ath
y
en
ab
les
teac
h
er
s
to
s
u
p
p
o
r
t
ch
ild
r
en
’
s
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
ical
h
e
alth
,
in
f
lu
en
cin
g
th
eir
s
o
cial
i
n
ter
ac
tio
n
s
.
Sch
o
o
ls
s
er
v
e
as
a
s
o
cial
s
p
ac
e
wh
er
e
ch
ild
r
en
lear
n
s
elf
-
f
u
lf
illme
n
t
an
d
cu
ltu
r
al
d
ev
el
o
p
m
en
t,
g
u
i
d
ed
b
y
th
e
teac
h
er
’
s
ex
a
m
p
le
in
h
an
d
li
n
g
v
ar
io
u
s
em
o
tio
n
al
an
d
p
h
y
s
ical
s
itu
atio
n
s
d
u
r
in
g
th
e
s
ch
o
o
l
d
a
y
.
T
h
e
s
ca
le
em
o
tio
n
al
r
esp
o
n
s
e
test
is
a
r
eliab
le
an
d
v
alid
to
o
l f
o
r
m
ea
s
u
r
in
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
em
p
ath
ic
ab
ilit
ies,
v
alid
ated
ag
ain
s
t o
th
er
estab
lis
h
ed
m
ea
s
u
r
es
an
d
f
o
u
n
d
to
p
r
o
v
id
e
c
o
n
s
is
ten
t
r
esu
lts
.
T
h
e
d
ata
f
r
o
m
th
e
test
wer
e
an
aly
ze
d
u
s
in
g
s
tan
d
ar
d
s
tatis
tical
m
eth
o
d
s
,
in
clu
d
in
g
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
p
er
ce
n
tag
es.
T
h
e
r
esu
lts
wer
e
p
r
es
en
ted
in
f
ig
u
r
es
to
illu
s
tr
ate
th
e
d
is
tr
ib
u
tio
n
o
f
e
m
p
ath
y
lev
els am
o
n
g
th
e
p
ar
ti
cip
an
ts
.
T
h
is
test
h
as
a
n
u
m
b
er
o
f
p
r
o
p
o
s
als,
wh
ich
co
n
s
is
t
o
f
2
5
q
u
esti
o
n
s
-
ju
d
g
m
en
ts
o
f
a
d
i
f
f
er
en
t
n
atu
r
e
with
in
th
e
f
r
a
m
ewo
r
k
o
f
d
ir
ec
t
an
d
r
ev
er
s
e
p
e
r
ce
p
tio
n
.
T
h
e
s
u
b
ject
will
ev
alu
ate
b
a
s
ed
o
n
p
o
s
itiv
e
o
r
n
eg
ativ
e
p
er
ce
p
tio
n
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
ei
r
o
wn
u
n
d
e
r
s
tan
d
in
g
o
f
p
er
s
o
n
al
le
v
el
o
f
ab
ilit
y
to
em
p
ath
ize
with
d
ee
p
em
o
tio
n
al
p
er
c
ep
ti
o
n
.
I
t
will
allo
w
at
th
e
le
v
el
o
f
b
e
h
av
io
r
al
r
ea
ctio
n
p
r
o
v
id
in
g
th
e
n
ec
ess
ar
y
s
u
p
p
o
r
t
an
d
ass
is
tan
ce
in
th
e
co
n
s
id
er
ed
f
r
am
ew
o
r
k
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
wh
ich
ca
n
d
eter
m
in
e
p
r
o
f
ess
io
n
al
cr
iter
ia
o
f
a
p
titu
d
e
f
o
r
th
is
wo
r
k
,
co
n
s
id
er
i
n
g
its
s
p
ec
if
ic
f
ea
tu
r
es
.
It
ass
u
m
es
g
r
ea
t
im
p
o
r
ta
n
ce
in
th
e
estab
lis
h
m
en
t
an
d
d
e
v
elo
p
m
en
t
o
f
a
p
er
s
o
n
as
a
m
em
b
er
o
f
s
o
ciety
at
t
h
e
lev
el
o
f
th
eir
d
ev
elo
p
m
en
t
an
d
p
r
eser
v
atio
n
o
f
th
eir
h
ea
lth
in
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
.
Af
ter
th
e
test
in
g
,
th
e
r
esu
lts
o
b
tain
ed
wer
e
ca
lcu
lated
u
s
in
g
th
e
k
ey
s
th
at
allo
wed
d
eter
m
in
in
g
th
e
lev
el
o
f
th
e
p
r
esen
ce
o
f
em
p
ath
ic
p
r
o
p
er
t
y
b
ased
o
n
an
in
n
e
r
f
ee
lin
g
th
at
r
ef
lects
th
e
in
n
er
wo
r
ld
o
f
a
p
er
s
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c,
Vo
l
.
1
4
,
No
.
5
,
Octo
b
er
2
0
2
5
:
40
40
-
404
9
4042
with
th
e
p
r
esen
t m
o
tiv
atio
n
in
d
if
f
icu
lt si
tu
atio
n
s
to
ch
o
o
s
e
way
s
to
s
o
lv
e
th
em
with
in
cr
e
ativ
e
co
n
d
itio
n
s
th
a
t
will
im
p
r
o
v
e
th
e
liv
es
o
f
s
tu
d
en
ts
at
th
e
lev
el
o
f
all
co
m
p
o
n
en
ts
o
n
em
o
tio
n
al,
s
o
cial,
an
d
p
h
y
s
ical
q
u
ality
with
th
e
f
lex
ib
ilit
y
o
f
p
er
ce
p
t
io
n
o
f
way
s
to
im
p
lem
en
t
tar
g
ets
th
at
will
g
iv
e
way
to
th
e
p
r
eser
v
atio
n
o
f
a
p
r
o
s
p
er
o
u
s
co
m
p
o
n
e
n
t
o
f
th
e
s
tu
d
en
t
’
s
life
.
W
h
en
ca
lc
u
latin
g
th
e
r
esu
lts
o
f
t
h
e
s
tu
d
y
,
th
e
s
tan
d
ar
d
m
eth
o
d
o
f
m
ath
em
atica
l
ca
lcu
latio
n
an
d
g
r
ap
h
ical
r
e
p
r
esen
tatio
n
o
f
th
e
r
esu
lts
was
u
s
ed
.
T
h
e
p
ed
a
g
o
g
ical
ex
p
er
im
en
t
was
co
n
d
u
cted
b
ased
o
n
th
e
Kar
ag
an
d
a
B
u
k
eto
v
Un
iv
er
s
ity
,
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
.
T
h
e
1
0
5
s
tu
d
e
n
ts
f
r
o
m
1
s
t
to
4
th
y
ea
r
with
an
ag
e
p
a
r
am
eter
f
r
o
m
1
9
to
2
6
y
ea
r
s
wer
e
s
u
b
jecte
d
to
d
iag
n
o
s
tic
test
in
g
.
Par
ticip
atio
n
was v
o
lu
n
tar
y
,
i
r
r
esp
ec
tiv
e
o
f
g
en
d
er
.
T
h
is
p
r
o
b
lem
was
in
v
esti
g
ate
d
in
t
h
r
ee
s
tag
es
.
A
t
th
e
f
ir
s
t
s
tag
e,
a
th
eo
r
etica
l
an
aly
s
is
o
f
s
cien
tific
,
r
esear
ch
,
m
eth
o
d
o
lo
g
ical
liter
atu
r
e
o
n
th
e
is
s
u
e
u
n
d
er
co
n
s
id
er
atio
n
was
ca
r
r
ied
o
u
t
as
p
ar
t
o
f
th
e
d
ev
elo
p
m
e
n
t
o
f
m
et
h
o
d
o
lo
g
ic
al
asp
ec
ts
o
f
tr
ain
in
g
f
u
t
u
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
,
an
d
th
e
r
elev
an
t
p
r
o
b
lem
,
p
u
r
p
o
s
e
r
esear
ch
m
eth
o
d
was
id
en
tifie
d
an
d
an
ac
tiv
e
wo
r
k
p
lan
was
cr
ea
ted
.
At
th
e
s
e
co
n
d
s
tag
e,
s
tu
d
en
ts
wer
e
test
ed
an
d
th
e
ex
p
er
im
en
tal
wo
r
k
was
ca
r
r
ied
o
u
t
with
th
e
an
aly
s
is
o
f
th
e
r
esu
lts
an
d
th
e
f
o
r
m
u
latio
n
o
f
co
n
clu
s
io
n
s
.
At
th
e
th
ir
d
s
tag
e
,
th
e
co
n
cl
u
s
io
n
s
wer
e
clar
if
ie
d
an
d
t
h
e
r
esu
lts
wer
e
s
y
s
tem
atize
d
.
T
h
e
ev
id
en
ce
p
r
esen
ted
to
s
u
p
p
o
r
t
th
e
c
o
n
clu
s
io
n
c
o
n
s
is
ts
o
f
v
ar
io
u
s
ess
en
tial
elem
en
ts
.
I
n
itially
,
th
e
s
ca
le
em
o
tio
n
al
r
esp
o
n
s
e
test
was
u
tili
ze
d
to
co
n
d
u
c
t
d
iag
n
o
s
tic
test
in
g
an
d
ev
al
u
ate
th
e
em
p
ath
ic
ca
p
ac
ities
o
f
p
r
o
s
p
ec
tiv
e
elem
en
tar
y
s
ch
o
o
l
ed
u
ca
t
o
r
s
.
T
h
is
ass
es
s
m
en
t
f
ac
ilit
ated
a
n
u
m
er
ical
ass
e
s
s
m
en
t
o
f
th
e
p
ar
ticip
an
t
’
s
ca
p
ac
ity
to
e
m
p
ath
ize
an
d
o
f
f
er
ess
en
tial
ass
is
tan
ce
to
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
a
s
tatis
tical
an
aly
s
is
was
p
er
f
o
r
m
e
d
to
c
o
m
p
u
te
an
d
v
is
u
ally
d
is
p
lay
th
e
test
r
esu
lts
,
illu
s
tr
atin
g
th
e
d
is
tr
ib
u
tio
n
o
f
em
p
ath
y
lev
els
am
o
n
g
t
h
e
p
ar
ticip
an
ts
.
T
h
e
an
aly
s
is
p
r
esen
t
ed
a
lu
cid
d
ep
ictio
n
o
f
th
e
d
at
a,
em
p
h
asizin
g
th
e
d
is
tr
ib
u
tio
n
o
f
p
ar
ticip
an
ts
with
elev
ated
,
m
o
d
er
ate,
a
n
d
d
im
i
n
is
h
ed
lev
els
o
f
em
p
ath
y
.
I
n
ad
d
itio
n
,
a
th
eo
r
etica
l
a
n
aly
s
is
was
co
n
d
u
cted
,
wh
ich
in
clu
d
e
d
a
t
h
o
r
o
u
g
h
e
x
am
in
atio
n
o
f
s
cien
tific
liter
atu
r
e
an
d
m
eth
o
d
o
l
o
g
ical
f
ac
t
o
r
s
ab
o
u
t
th
e
tr
ain
in
g
o
f
elem
e
n
tar
y
s
ch
o
o
l
e
d
u
ca
to
r
s
.
T
h
is
a
n
aly
s
is
estab
lis
h
ed
a
b
asis
f
o
r
co
m
p
r
eh
e
n
d
in
g
th
e
p
r
esen
t
co
n
d
itio
n
o
f
teac
h
e
r
tr
ain
in
g
an
d
th
e
s
ig
n
if
ica
n
ce
o
f
em
p
a
th
y
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
A
p
ed
ag
o
g
ical
ex
p
er
im
en
t w
as c
ar
r
ied
o
u
t in
th
r
ee
d
is
tin
ct
p
h
ases
: th
eo
r
etic
al
an
aly
s
is
,
te
s
tin
g
,
an
d
th
e
f
o
r
m
u
latio
n
o
f
co
n
clu
s
io
n
s
.
On
e
p
o
ten
tial
b
ias
in
th
is
r
esear
ch
is
th
e
u
s
e
o
f
co
n
v
e
n
ien
ce
s
am
p
lin
g
,
wh
ich
m
a
y
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
to
th
e
b
r
o
ad
er
p
o
p
u
latio
n
o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
Ad
d
itio
n
ally
,
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
es,
s
u
ch
as
th
e
s
ca
le
em
o
tio
n
al
r
esp
o
n
s
e
test
,
m
ay
b
e
s
u
b
ject
to
s
o
ci
al
d
esira
b
ilit
y
b
ias,
wh
er
e
p
ar
ticip
an
ts
p
r
o
v
id
e
r
es
p
o
n
s
es
th
at
th
ey
b
eliev
e
ar
e
s
o
cially
ac
ce
p
tab
le
r
ath
er
th
a
n
th
eir
tr
u
e
f
ee
lin
g
s
.
T
o
m
itig
ate
th
is
b
ias,
p
ar
ticip
a
n
ts
wer
e
ass
u
r
ed
o
f
th
e
c
o
n
f
i
d
en
tiality
an
d
an
o
n
y
m
ity
o
f
t
h
e
ir
r
esp
o
n
s
es.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Usi
n
g
a
s
y
s
tem
-
ac
tiv
e
ap
p
r
o
ac
h
,
th
e
d
ata
f
r
o
m
test
in
g
wer
e
an
aly
ze
d
to
id
en
tify
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
d
ev
elo
p
m
e
n
t
an
d
im
p
lem
e
n
tatio
n
o
f
p
r
o
f
ess
io
n
al
co
m
p
et
en
cies
in
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
with
in
a
h
ea
lth
-
p
r
eser
v
i
n
g
en
v
ir
o
n
m
e
n
t.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es
co
m
p
lian
ce
with
n
o
r
m
s
f
o
r
p
r
eser
v
in
g
th
e
p
h
y
s
ical,
p
s
y
ch
o
-
em
o
tio
n
al,
an
d
s
o
cial
d
ev
elo
p
m
e
n
t
o
f
s
ch
o
o
l
-
ag
e
ch
ild
r
en
.
T
h
e
y
o
u
n
g
er
g
en
e
r
atio
n
’
s
tim
e
in
s
ch
o
o
l
s
h
o
u
ld
b
e
m
an
ag
e
d
at
a
h
ea
lth
-
s
av
in
g
lev
el,
as
th
e
b
o
d
y
s
u
b
co
n
s
cio
u
s
ly
co
m
p
en
s
ates
f
o
r
n
eg
ativ
e
ex
ter
n
al
f
ac
to
r
s
.
Prim
ar
y
s
ch
o
o
l
teac
h
er
s
m
u
s
t
r
ec
o
g
n
ize
an
d
in
ter
p
r
et
v
ar
io
u
s
ch
ild
b
eh
a
v
io
r
s
with
o
u
t
em
o
tio
n
al
m
is
p
er
ce
p
tio
n
s
o
r
ad
m
in
is
tr
ativ
e
p
r
ess
u
r
e,
co
r
r
ec
tin
g
c
o
n
d
iti
o
n
s
th
at
h
in
d
er
co
m
f
o
r
t
an
d
c
o
n
tr
ib
u
te
to
h
ea
lth
is
s
u
es,
esp
ec
ially
in
u
n
d
er
s
taf
f
ed
class
r
o
o
m
s
wh
er
e
in
d
i
v
id
u
al
atten
tio
n
is
p
o
s
s
ib
le
[
1
0
]
.
T
h
e
tr
ain
in
g
o
f
s
ch
o
o
l
teac
h
er
s
n
ee
d
s
to
b
e
r
e
v
iewe
d
to
p
r
i
o
r
itize
s
tu
d
en
ts
’
p
h
y
s
ical
an
d
em
o
tio
n
al
h
ea
lth
,
co
n
s
id
er
i
n
g
th
eir
p
s
y
c
h
o
p
h
y
s
io
lo
g
ical
d
ev
el
o
p
m
en
t
an
d
co
m
f
o
r
tab
le
a
d
ap
tatio
n
t
o
s
ch
o
o
l.
I
t
is
cr
u
cial
to
ad
d
r
ess
p
er
s
o
n
al
n
ee
d
s
,
i
n
clu
d
in
g
p
lay
tim
e
,
o
u
td
o
o
r
a
ctiv
ities
,
r
est,
an
d
s
u
p
p
o
r
t
at
p
h
y
s
ical,
p
s
y
ch
o
-
em
o
tio
n
al,
an
d
s
o
cial
lev
els.
T
ea
ch
er
s
s
h
o
u
l
d
p
r
o
v
i
d
e
in
d
i
v
id
u
alize
d
ca
r
e
t
o
m
ai
n
tain
h
ea
lth
y
d
e
v
elo
p
m
e
n
t
an
d
n
u
r
t
u
r
e
ea
ch
s
tu
d
en
t
’
s
talen
ts
an
d
cr
ea
tiv
e
ab
ilit
ies
[
1
5
]
.
T
h
e
s
itu
atio
n
o
f
n
o
n
-
co
m
p
lian
ce
with
d
ev
elo
p
m
e
n
tal
n
o
r
m
s
,
wh
ich
ex
ac
er
b
ates
ch
ild
r
en
’
s
co
n
d
i
tio
n
s
,
is
wid
e
s
p
r
ea
d
.
T
h
is
is
f
u
r
th
er
in
ten
s
if
ied
wh
en
teac
h
e
r
s
in
ter
f
e
r
e
in
ch
i
ld
-
p
ar
en
t
r
elatio
n
s
,
p
r
esen
tin
g
a
h
ea
lth
y
ch
ild
n
eg
ativ
ely
to
p
ar
en
ts
,
in
f
lu
en
ce
d
b
y
ad
m
in
is
tr
ativ
e
p
r
ess
u
r
e.
As
a
r
esu
lt,
th
e
ch
ild
b
ec
o
m
es
in
atten
tiv
e,
em
o
tio
n
less
,
an
d
m
o
tio
n
less
,
r
esp
o
n
d
in
g
o
n
ly
t
o
q
u
esti
o
n
s
an
d
f
o
llo
win
g
p
r
escr
ib
ed
in
s
tr
u
ctio
n
s
.
T
h
is
s
u
p
p
r
ess
es
th
eir
p
s
y
ch
o
p
h
y
s
io
lo
g
ical
d
ev
elo
p
m
en
t,
h
a
r
m
in
g
th
eir
p
s
y
ch
o
-
e
m
o
tio
n
al
s
tate,
s
elf
-
esteem
,
p
h
y
s
ical
d
ev
elo
p
m
en
t,
an
d
cr
ea
tiv
ity
[
1
6
]
.
T
h
e
p
ar
e
n
t
-
ch
ild
r
elatio
n
s
h
ip
s
h
o
u
ld
b
e
b
ased
o
n
s
atis
f
ac
tio
n
,
m
o
r
al
s
u
p
p
o
r
t,
p
h
y
s
ical
ca
r
e,
a
n
d
b
o
u
n
d
ar
ies
th
at
f
o
s
ter
a
s
en
s
e
o
f
lo
v
e,
ca
r
e
,
an
d
p
r
o
tectio
n
.
Un
ju
s
tifie
d
teac
h
er
claim
s
a
b
o
u
t
n
o
r
m
al
ch
ild
b
eh
av
io
r
u
n
d
er
s
tr
ict
lim
its
s
h
o
u
ld
b
e
ad
d
r
ess
ed
,
as
th
ey
h
in
d
er
s
tu
d
en
t
d
e
v
elo
p
m
e
n
t
an
d
im
p
ac
t
th
eir
p
er
s
o
n
ality
[
4
]
.
Prim
ar
y
s
ch
o
o
l
teac
h
er
s
s
o
m
etim
es
m
is
tr
ea
t
s
tu
d
en
ts
b
y
d
en
y
i
n
g
p
lay
tim
e
o
r
m
ea
ls
,
m
is
in
ter
p
r
etin
g
th
ese
ac
tiv
iti
es
as
n
o
n
-
ed
u
ca
tio
n
al.
Su
ch
ac
tio
n
s
h
ar
m
p
ar
en
t
-
c
h
ild
c
o
m
m
u
n
icatio
n
an
d
d
ep
r
iv
e
ch
ild
r
e
n
o
f
em
o
tio
n
al
war
m
th
,
lead
in
g
to
n
eg
ativ
e
s
elf
-
im
ag
es,
an
tis
o
cial
b
e
h
av
io
r
,
an
d
em
o
tio
n
al
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
Tr
a
in
in
g
o
f fu
tu
r
e
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
fo
r
w
o
r
k
in
a
n
u
n
d
ers
ta
ffed
s
ch
o
o
l
(
A
s
s
el
Omir
z
a
ko
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)
4043
d
is
tr
ess
.
T
ea
ch
er
s
m
u
s
t
r
ec
o
g
n
ize
th
e
lo
n
g
-
ter
m
im
p
a
ct
o
f
th
ei
r
wo
r
d
s
an
d
ac
ti
o
n
s
o
n
ch
ild
r
e
n
’
s
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
io
lo
g
ic
al
well
-
b
ein
g
[
1
7
]
.
T
h
er
ef
o
r
e,
teac
h
er
r
ea
ctio
n
s
s
h
o
u
ld
s
u
p
p
o
r
t
ch
ild
r
en
,
cr
ea
te
a
co
m
f
o
r
tab
le
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t,
an
d
c
o
n
s
id
er
ag
e
-
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
,
f
o
s
ter
in
g
tal
en
t,
cr
ea
tiv
ity
,
an
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
p
ar
en
ts
,
all
v
ital f
o
r
h
ea
lth
y
d
e
v
elo
p
m
en
t [
1
8
]
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
wi
th
th
e
cr
ea
ted
m
eth
o
d
o
lo
g
ical
p
ar
am
eter
s
f
o
r
th
e
p
r
e
p
ar
atio
n
o
f
f
u
tu
r
e
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
wer
e
in
tr
o
d
u
ce
d
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
in
s
ev
er
al
s
t
ag
es
.
It
in
clu
d
e
th
e
d
ef
in
itio
n
o
f
th
e
v
al
u
e
co
n
ce
p
t
o
f
em
p
ath
y
at
th
e
le
v
el
o
f
p
er
s
o
n
al
in
ter
n
al
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
o
f
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
,
wh
ich
will
b
e
r
ef
lecte
d
in
th
e
lev
el
o
f
th
eir
b
eh
a
v
io
r
al
r
ea
ctio
n
s
to
war
d
s
s
tu
d
en
ts
in
th
eir
m
o
tiv
atio
n
al
a
n
d
ef
f
ec
tiv
e
p
r
o
ce
s
s
es
at
th
e
lev
el
o
f
li
f
e
ac
tiv
ity
in
f
u
t
u
r
e
p
r
o
f
ess
io
n
al
wo
r
k
,
as
well
as
p
ed
ag
o
g
ical
o
b
s
er
v
atio
n
an
d
c
lar
if
icatio
n
o
f
th
e
n
ec
ess
ar
y
r
e
s
p
o
n
d
en
ts
,
a
n
d
f
in
al
s
tatis
tical
p
r
o
ce
s
s
in
g
o
f
th
e
r
esu
lts
o
b
tain
ed
[
8
]
.
Su
b
s
eq
u
en
tly
,
at
a
f
u
r
th
e
r
s
tag
e,
th
er
e
was
a
d
ev
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
o
f
a
m
o
d
el
o
f
ef
f
ec
tiv
e
m
eth
o
d
o
l
o
g
ical
p
ar
am
eter
s
o
f
p
ed
a
g
o
g
ical
s
u
p
p
o
r
t
an
d
th
e
co
n
d
u
c
t
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
in
a
s
m
all
p
r
im
ar
y
s
ch
o
o
l f
o
r
its
s
u
b
s
eq
u
en
t im
p
lem
en
tatio
n
in
th
e
f
ield
o
f
p
r
ac
tic
al
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
co
v
e
r
ed
1
0
5
s
tu
d
en
ts
s
tu
d
y
in
g
in
th
e
s
p
ec
ializatio
n
o
f
a
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
.
An
aly
s
is
o
f
th
e
r
esu
lts
o
f
d
ia
g
n
o
s
tic
test
in
g
allo
wed
co
n
cl
u
d
in
g
t
h
at
m
o
s
tly
,
f
u
tu
r
e
teac
h
er
s
d
o
n
o
t
h
av
e
a
d
ec
e
n
t,
h
ig
h
lev
el
o
f
p
e
r
s
o
n
al
em
p
at
h
y
p
r
o
p
er
ties
th
at
will
d
eter
m
in
e
t
h
eir
p
s
y
ch
o
lo
g
ical
an
d
p
h
y
s
ical
b
eh
av
io
r
at
th
e
lev
el
o
f
h
ea
lth
ca
r
e
in
r
elatio
n
to
th
eir
s
tu
d
en
ts
.
T
h
ese
s
tu
d
ie
s
wer
e
d
eter
m
in
ed
with
in
th
e
p
r
esen
t
h
ig
h
lig
h
te
d
f
r
am
ewo
r
k
o
f
th
e
d
eg
r
ee
o
f
p
er
s
o
n
al
ab
ilit
y
b
ased
o
n
em
o
t
io
n
al
r
esp
o
n
s
e
an
d
em
p
ath
y
with
r
esp
ec
t
to
th
e
co
n
d
itio
n
o
r
n
ee
d
s
o
f
o
th
er
p
e
o
p
le:
a.
T
h
e
1
6
%
(
1
7
s
tu
d
en
ts
)
h
a
v
e
s
h
o
wn
a
h
ig
h
lev
el
o
f
th
is
cr
iter
io
n
,
s
h
o
win
g
a
g
r
ea
t
p
o
ten
tial
f
o
r
m
u
tu
al
ass
is
tan
ce
,
altr
u
is
tic
b
eh
av
io
r
,
em
p
ath
y
,
f
lex
ib
ilit
y
,
u
n
d
er
s
tan
d
in
g
,
a
n
d
wis
d
o
m
.
b.
T
h
e
3
7
%
(
3
9
s
tu
d
en
ts
)
h
ad
a
n
av
er
ag
e
lev
el
o
f
em
p
ath
y
,
wh
ich
r
ef
lects
th
e
lev
el
o
f
co
n
d
em
n
atio
n
o
f
an
o
th
er
d
u
e
to
m
is
co
n
d
u
ct,
wi
th
o
u
t u
n
d
e
r
s
tan
d
in
g
th
e
ca
u
s
al
r
elatio
n
s
h
ip
o
f
its
o
r
ig
in
.
T
h
is
lev
el
s
h
o
ws a
s
u
p
er
f
icial,
th
o
u
g
h
tles
s
attitu
d
e
to
war
d
s
th
eir
f
u
tu
r
e
s
tu
d
e
n
ts
,
with
o
u
t
wo
r
r
ies
ab
o
u
t
th
e
co
n
s
eq
u
en
ce
s
af
f
ec
tin
g
th
eir
h
ea
lth
an
d
f
ate
af
ter
th
e
m
an
if
estatio
n
o
f
th
e
ir
p
er
s
o
n
al
em
o
tio
n
s
an
d
s
p
ee
ch
in
f
lu
e
n
ce
s
,
b
eh
av
io
r
al
m
a
n
if
estatio
n
s
.
T
h
is
is
d
eter
m
in
ed
b
y
a
s
u
p
er
f
icial
ju
d
g
m
en
t
at
th
e
lev
el
o
f
em
o
tio
n
al
ag
g
r
ess
io
n
f
r
o
m
th
e
p
er
s
o
n
al
in
co
n
v
en
ien
ce
ca
u
s
ed
b
y
ex
t
er
n
al
f
ac
to
r
s
f
r
o
m
o
t
h
er
s
.
I
n
th
is
ca
s
e
f
r
o
m
s
tu
d
en
ts
,
it
d
o
es
n
o
t
allo
w
th
em
to
ex
p
r
ess
th
em
s
elv
es
at
th
e
lev
el
o
f
h
ea
lth
,
cr
ea
tiv
e
s
elf
-
ex
p
r
ess
io
n
with
in
th
e
f
r
am
ewo
r
k
o
f
cr
ea
t
iv
e
b
eh
av
io
r
,
wh
ich
d
o
es
n
o
t
f
it
in
to
th
eir
teac
h
in
g
u
n
d
er
s
ta
n
d
in
g
o
f
g
o
o
d
b
eh
av
io
r
at
s
ch
o
o
l
o
n
th
e
p
ar
t
o
f
s
tu
d
en
ts
[
1
9
]
.
c.
T
h
e
4
7
%
(
4
9
s
tu
d
en
ts
)
h
a
v
e
a
lo
w
em
p
ath
ic
p
r
o
p
er
ty
,
wh
ic
h
s
h
o
ws
th
eir
in
ter
n
al
ag
g
r
ess
io
n
d
ir
ec
ted
at
th
e
p
er
s
o
n
ality
o
f
s
tu
d
en
ts
ag
ain
s
t
th
e
b
ac
k
g
r
o
u
n
d
o
f
in
d
if
f
er
en
ce
to
war
d
s
th
eir
n
ee
d
s
,
c
o
n
d
itio
n
s
,
with
p
r
er
eq
u
is
ites
f
o
r
b
eh
av
io
r
al
r
ea
ctio
n
s
b
u
ilt
b
ased
o
n
c
o
n
f
li
ct,
in
wh
ich
th
ey
f
ee
l
co
n
f
i
d
e
n
t
in
cr
ea
s
in
g
ly
ex
p
r
ess
in
g
ag
g
r
ess
iv
e
b
eh
a
v
io
r
at
a
lev
el
th
at
h
u
m
iliates
t
h
e
p
er
s
o
n
ality
o
f
th
e
s
tu
d
e
n
t
,
as
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
s
tu
d
e
n
ts
b
y
lev
els o
f
th
e
id
en
tifie
d
d
eg
r
ee
o
f
em
p
at
h
y
in
t
h
e
s
tu
d
i
ed
co
n
tin
g
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c,
Vo
l
.
1
4
,
No
.
5
,
Octo
b
er
2
0
2
5
:
40
40
-
404
9
4044
T
h
e
r
ef
lex
i
v
e
ev
alu
ati
o
n
cr
it
er
ia
r
ev
ea
l
th
at
lo
w
in
d
icato
r
s
s
tem
f
r
o
m
t
h
e
r
esp
o
n
d
en
t
’
s
lack
o
f
willin
g
n
ess
to
h
elp
o
th
er
s
,
lac
k
o
f
p
e
r
s
o
n
al
m
o
tiv
atio
n
f
o
r
th
e
well
-
b
ein
g
o
f
o
th
er
s
,
a
n
d
i
n
ab
ilit
y
to
an
aly
ze
life
ev
en
ts
.
I
n
h
ea
lth
-
p
r
eser
v
in
g
class
r
o
o
m
s
,
th
is
ca
n
lead
t
o
n
eu
r
o
tic
b
eh
a
v
io
r
s
an
d
s
elf
-
d
ef
en
s
e
r
ea
ctio
n
s
i
n
s
tu
d
en
ts
,
wh
ich
teac
h
er
s
m
a
y
m
is
in
ter
p
r
et
as
d
is
o
b
ed
ien
ce
,
ex
ac
er
b
atin
g
ag
g
r
ess
io
n
.
Fro
m
a
c
r
ea
tiv
e
p
er
s
p
ec
tiv
e,
im
p
r
o
v
i
n
g
teac
h
e
r
s
’
p
s
y
ch
o
l
o
g
ical
cu
ltu
r
e
a
n
d
i
n
tellectu
al
em
p
ath
y
co
n
s
id
er
e
d
d
u
r
in
g
ad
m
is
s
io
n
to
p
ed
ag
o
g
ical
u
n
iv
e
r
s
ities
w
ill
f
o
s
ter
h
ar
m
o
n
io
u
s
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
b
ased
o
n
p
s
y
ch
o
p
h
y
s
io
lo
g
ical
ag
e
cr
iter
ia.
A
teac
h
er
with
h
ig
h
c
u
ltu
r
al
awa
r
en
ess
ca
n
cr
ea
tiv
e
ly
ad
d
r
ess
is
s
u
es,
p
r
o
m
o
tin
g
ca
lm
an
d
h
ar
m
o
n
y
wh
ile
en
h
a
n
cin
g
th
e
s
tu
d
en
t
’
s
s
elf
-
esteem
b
y
id
en
tif
y
in
g
s
o
lu
tio
n
s
[
2
1
]
.
T
ea
ch
e
r
s
h
av
e
d
e
v
elo
p
e
d
m
eth
o
d
o
l
o
g
ies
f
o
r
p
r
i
m
ar
y
e
d
u
ca
tio
n
,
f
o
cu
s
in
g
o
n
s
m
all
eq
u
ip
m
en
t,
em
o
tio
n
al
ca
r
e,
an
d
o
r
g
a
n
izatio
n
al
s
u
p
p
o
r
t
to
p
r
eser
v
e
s
tu
d
en
ts
’
p
h
y
s
ical,
p
s
y
c
h
o
-
em
o
tio
n
al,
an
d
s
o
cial
h
ea
lth
[
2
2
]
.
T
h
is
in
clu
d
es
cr
ea
tin
g
a
m
o
r
e
r
elax
ed
em
o
tio
n
al
atm
o
s
p
h
er
e
at
s
ch
o
o
l
an
d
r
ec
o
g
n
izin
g
th
at
lo
n
g
p
e
r
io
d
s
o
f
d
is
co
m
f
o
r
t
h
in
d
er
lear
n
in
g
,
as it d
iv
e
r
ts
th
e
ch
ild
’
s
f
o
cu
s
f
r
o
m
th
e
m
ater
ial
[
2
3
]
.
T
ea
ch
er
s
s
h
o
u
ld
d
ev
elo
p
f
ac
t
o
r
s
o
f
ca
r
e
f
o
r
s
tu
d
en
ts
b
ased
o
n
th
eir
p
h
y
s
ical
an
d
em
o
tio
n
al
n
ee
d
s
,
p
r
o
v
id
i
n
g
ac
tiv
e
s
u
p
p
o
r
t w
ith
o
u
t n
eg
ativ
el
y
af
f
ec
tin
g
th
e
p
a
r
en
t
-
ch
ild
r
elatio
n
s
h
ip
.
C
o
m
p
l
ain
ts
ab
o
u
t stu
d
en
ts
o
r
cir
cu
m
s
tan
ce
s
in
co
n
v
e
n
ien
t
to
teac
h
er
s
s
h
o
u
ld
b
e
av
o
id
ed
,
an
d
ad
m
in
is
tr
ativ
e
p
r
ess
u
r
e
s
h
o
u
ld
b
e
m
in
im
ized
.
Pra
is
e
s
h
o
u
ld
b
e
u
s
ed
to
m
o
tiv
ate
an
d
en
co
u
r
a
g
e
s
tu
d
en
ts
,
f
o
cu
s
in
g
o
n
p
o
s
itiv
e
f
ee
d
b
ac
k
[
2
4
]
.
T
h
er
ef
o
r
e,
ev
alu
atio
n
at
th
e
p
r
im
ar
y
s
ch
o
o
l
lev
el
s
h
o
u
ld
b
e
b
ased
s
o
lely
o
n
p
o
s
itiv
e
cr
iter
ia.
E
d
u
ca
to
r
s
s
h
o
u
ld
teac
h
ch
ild
r
e
n
o
r
g
an
iza
tio
n
al
s
k
ills
,
s
u
ch
as u
s
in
g
o
f
f
ice
eq
u
ip
m
en
t,
k
ee
p
in
g
n
o
teb
o
o
k
s
,
m
ak
in
g
p
lan
s
,
h
ig
h
lig
h
tin
g
k
ey
i
n
f
o
r
m
atio
n
,
s
ch
ed
u
lin
g
tim
e,
a
n
d
m
a
k
in
g
n
o
tes
to
im
p
r
o
v
e
th
eir
lear
n
in
g
p
r
o
ce
s
s
[
2
5
]
,
[
2
6
]
.
T
ea
ch
er
s
s
h
o
u
ld
also
g
u
id
e
s
tu
d
en
ts
in
s
tep
-
by
-
s
tep
h
o
m
e
wo
r
k
co
m
p
letio
n
,
s
ch
o
o
lb
ag
p
ac
k
in
g
,
s
ettin
g
u
p
s
tu
d
y
o
r
r
ec
r
ea
tio
n
ar
ea
s
,
an
d
p
lan
n
in
g
.
T
h
ese
s
k
ills
will
h
elp
s
tu
d
en
ts
d
ev
elo
p
in
d
ep
e
n
d
en
ce
in
th
e
f
u
tu
r
e,
b
ased
o
n
th
e
teac
h
er
’
s
o
r
g
an
iz
atio
n
al
ex
am
p
le
[
2
7
]
.
T
h
e
d
e
v
elo
p
ed
cr
iter
ia
f
o
r
th
e
m
et
h
o
d
o
lo
g
ical
co
m
p
o
n
en
t
o
f
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
teac
h
e
r
s
wer
e
p
u
t
in
to
p
r
ac
tice
.
A
t
t
h
e
co
n
tr
o
l
s
tag
e
o
f
th
e
s
tu
d
y
,
d
ata
wer
e
id
en
tifie
d
in
d
y
n
am
ics
at
th
e
lev
el
o
f
a
co
n
s
id
er
ab
le
in
cr
e
ase
in
u
n
d
er
s
tan
d
in
g
o
f
th
e
im
p
o
r
tan
ce
o
f
ex
p
r
ess
in
g
th
e
p
r
o
p
er
ties
o
f
em
p
ath
y
an
d
ca
r
e
o
n
th
e
p
ar
t
o
f
f
u
t
u
r
e
teac
h
er
s
in
r
elatio
n
to
s
tu
d
e
n
ts
,
wh
ich
ar
e
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
is
in
teg
r
ated
ap
p
r
o
ac
h
lies
in
its
ab
ilit
y
to
ch
an
g
e
attitu
d
es
to
war
d
e
d
u
ca
tio
n
,
p
o
s
itio
n
in
g
t
h
e
teac
h
e
r
n
o
t
o
n
ly
as
an
in
f
o
r
m
atio
n
p
r
o
v
id
er
b
u
t
also
as
a
ca
r
in
g
f
r
ien
d
wh
o
h
elp
s
s
tu
d
en
ts
s
o
lv
e
p
er
s
o
n
al
p
r
o
b
lem
s
[
2
8
]
,
[
2
9
]
.
Or
g
an
izatio
n
al
s
k
ills
ca
n
ad
d
r
ess
is
s
u
es
th
at
h
in
d
er
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
allo
win
g
s
tu
d
en
ts
to
p
r
o
g
r
ess
at
th
eir
o
wn
p
ac
e
wh
ile
d
ev
elo
p
in
g
b
asic
co
g
n
itiv
e
s
k
ills
an
d
o
v
er
all
cu
ltu
r
e
[
3
0
]
.
T
h
e
s
tu
d
y
’
s
co
r
r
ec
tn
ess
was
en
s
u
r
ed
b
y
alig
n
in
g
th
e
test
ch
ar
ac
ter
is
tics
an
d
m
eth
o
d
o
l
o
g
ical
p
ar
am
eter
s
.
T
h
e
an
aly
s
is
o
f
r
esu
lts
s
h
o
wed
th
at
th
ese
cr
iter
ia
s
ig
n
i
f
ican
tly
en
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
,
co
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
en
t
o
f
a
h
ea
lth
y
s
tu
d
en
t
p
e
r
s
o
n
ality
.
I
n
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
,
h
ig
h
-
q
u
ality
s
er
v
ice
d
eliv
er
y
a
n
d
ef
f
ec
tiv
e
ad
a
p
tatio
n
a
r
e
k
e
y
[
3
1
]
.
T
h
e
s
ea
r
c
h
f
o
r
m
eth
o
d
s
th
at
p
r
o
v
id
e
s
tr
o
n
g
m
eth
o
d
o
l
o
g
ical
s
u
p
p
o
r
t,
a
n
in
d
iv
id
u
alize
d
ap
p
r
o
ac
h
,
p
s
y
ch
o
-
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
h
ea
lth
-
p
r
eser
v
in
g
co
n
d
itio
n
s
is
cr
u
cial.
T
h
ese
f
ac
to
r
s
,
alo
n
g
with
th
e
d
ev
elo
p
m
en
t
o
f
c
u
ltu
r
al
p
er
s
o
n
alities
an
d
co
g
n
itiv
e
i
n
ter
est,
ar
e
ess
en
tial
f
o
r
im
p
r
o
v
in
g
teac
h
e
r
tr
ain
in
g
.
I
n
u
n
d
er
s
taf
f
ed
s
ch
o
o
ls
,
teac
h
er
s
m
u
s
t
cr
ea
te
co
n
d
itio
n
s
th
at
m
ee
t
m
o
d
er
n
e
d
u
c
atio
n
al
d
em
an
d
s
,
as
o
u
tlin
ed
in
th
e
d
ev
elo
p
e
d
m
eth
o
d
o
l
o
g
ical
p
ar
a
m
eter
s
[
3
2
]
.
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
s
tu
d
e
n
ts
ac
co
r
d
in
g
to
th
e
lev
els o
f
t
h
e
id
en
tifie
d
d
eg
r
ee
o
f
em
p
ath
y
in
th
e
s
tu
d
ied
co
n
tin
g
en
t i
n
d
y
n
am
ics at
th
e
co
n
tr
o
l stag
e
o
f
th
e
s
tu
d
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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ev
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ed
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eth
o
d
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tellectu
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e
n
ts
o
f
p
ed
ag
o
g
ical
u
n
iv
e
r
s
ities
[
3
3
]
.
T
h
is
em
p
ath
y
c
u
ltiv
ates
p
er
s
o
n
al
v
al
u
es
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d
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r
o
f
ess
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q
u
alities
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eq
u
ip
p
in
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f
u
tu
r
e
ed
u
ca
to
r
s
with
t
h
e
s
k
ills
n
ee
d
ed
to
b
u
ild
f
r
ien
d
ly
,
s
u
p
p
o
r
tiv
e,
a
n
d
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
with
th
eir
s
tu
d
en
ts
[
3
4
]
.
C
o
n
s
eq
u
en
tly
,
th
is
p
r
o
m
o
tes an
atm
o
s
p
h
er
e
o
f
m
u
tu
al
tr
u
s
t
an
d
well
-
b
ei
n
g
,
en
a
b
lin
g
lear
n
e
r
s
to
en
g
a
g
e
ac
tiv
ely
,
atten
tiv
ely
,
a
n
d
co
n
f
id
en
tly
in
th
eir
ed
u
ca
tio
n
al
p
u
r
s
u
its
[
3
5
]
,
[
3
6
]
.
T
h
e
d
ev
elo
p
e
d
m
eth
o
d
o
lo
g
i
ca
l
p
ar
am
eter
s
will
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
en
t
o
f
th
e
m
o
r
al
co
m
p
o
n
en
t
am
o
n
g
teac
h
er
s
,
wh
ich
is
n
ec
ess
ar
y
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
a
p
s
y
ch
o
lo
g
ic
al
cu
ltu
r
e
o
f
h
ea
lt
h
-
s
av
in
g
s
o
th
at
th
ey
ca
n
n
o
tice
th
e
em
o
tio
n
al
b
ac
k
g
r
o
u
n
d
in
t
h
e
class
r
o
o
m
an
d
co
r
r
ec
t it
in
a
tim
ely
m
an
n
er
b
y
p
o
s
itiv
ely
d
ir
ec
tin
g
it
.
I
n
f
ac
t
,
th
is
f
o
r
m
,
d
u
e
to
th
e
c
r
ea
te
d
em
p
ath
y
,
will
allo
w
r
ef
er
r
i
n
g
to
th
e
teac
h
er
’
s
altr
u
is
m
to
war
d
s
th
eir
s
tu
d
e
n
t
s
.
D
u
e
to
a
s
m
all
n
u
m
b
er
,
th
e
y
will
b
e
ab
le
to
f
u
lly
p
er
f
o
r
m
all
d
u
ties
at
a
h
ig
h
lev
el
an
d
co
n
s
id
er
in
g
th
e
in
d
iv
id
u
al
n
ee
d
s
o
f
y
o
u
n
g
s
ch
o
o
lch
ild
r
e
n
.
T
h
e
co
n
s
id
er
e
d
ap
p
r
o
ac
h
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
will
al
s
o
s
h
o
w
a
g
o
o
d
ex
am
p
le
o
f
b
e
h
av
io
r
at
a
cr
ea
tiv
e
s
o
cial
lev
el
to
s
tu
d
en
ts
,
wh
ich
will
b
e
b
u
ilt
o
n
t
h
e
v
is
ib
le
p
ar
t
o
f
f
r
ie
n
d
ly
r
elatio
n
s
am
o
n
g
class
m
ates,
teac
h
er
s
a
n
d
s
tu
d
en
ts
.
T
h
is
is
im
p
o
r
tan
t
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
a
co
m
m
o
n
cu
ltu
r
al
co
m
p
o
n
en
t
o
f
t
h
e
p
e
r
s
o
n
ality
,
w
h
ich
in
t
h
e
f
u
tu
r
e
will
m
an
if
est
its
elf
in
f
a
v
o
r
a
b
le
s
o
cial
b
eh
av
io
r
in
s
o
ciety
,
a
n
d
th
u
s
m
o
r
al
q
u
alities
o
f
s
tu
d
en
t
s
will
b
e
f
o
r
m
ed
at
an
ac
tiv
e
lev
el
[
3
7
]
.
A
co
m
p
eten
t
ap
p
r
o
ac
h
b
ase
d
o
n
k
n
o
wled
g
e
o
f
th
e
p
s
y
c
h
o
p
h
y
s
io
lo
g
ical
d
e
v
elo
p
m
e
n
t
o
f
y
o
u
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
co
n
d
itio
n
s
th
at,
f
r
o
m
th
e
s
tan
d
p
o
in
t
o
f
er
g
o
n
o
m
ics
an
d
a
f
r
ee
r
m
o
d
e
o
f
b
e
h
av
io
r
with
in
th
e
less
o
n
,
will
allo
w
th
e
s
tu
d
en
t
to
m
ain
tain
h
ea
lth
at
th
e
p
h
y
s
ical
an
d
p
s
y
ch
o
-
em
o
tio
n
al
lev
el,
as
well
as
s
u
ch
a
f
o
r
m
will
allo
w
th
e
teac
h
er
with
a
lar
g
e
n
u
m
b
er
o
f
p
ed
ag
o
g
ical
to
o
ls
to
f
in
d
co
n
s
tr
u
ctiv
e
way
s
to
r
eso
lv
e
co
n
f
lict
s
itu
atio
n
s
ev
en
d
u
r
in
g
th
ei
r
s
tay
an
d
c
o
n
s
id
er
in
g
th
e
in
te
r
ests
an
d
n
ee
d
s
o
f
p
ar
ticip
an
ts
in
th
is
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
r
elat
io
n
s
b
ased
o
n
m
u
tu
al
s
u
p
p
o
r
t
an
d
ass
is
tan
ce
will
co
n
tr
ib
u
te
to
th
e
h
ar
m
o
n
io
u
s
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
th
e
s
tu
d
en
t
’
s
p
er
s
o
n
ality
with
th
e
m
an
if
estatio
n
o
f
p
o
s
itiv
e
r
esu
lts
at
th
e
m
o
tiv
atio
n
al,
v
al
u
e,
co
g
n
itiv
e,
ac
tiv
e,
s
o
ciab
le,
em
o
tio
n
ally
r
esp
ec
tf
u
l,
cr
ea
tiv
e,
cu
ltu
r
al
,
a
n
d
ae
s
th
etic
lev
els
.
It
will a
llo
w
s
o
lv
in
g
m
an
y
p
r
a
ctica
l ta
s
k
s
th
at
th
e
f
ield
o
f
ed
u
ca
tio
n
f
ac
es
[3
8
]
.
T
h
is
s
tu
d
y
’
s
r
esu
lts
alig
n
with
p
r
io
r
r
esear
ch
h
i
g
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
em
p
ath
y
i
n
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
.
Ho
b
r
i
et
a
l
.
[
2
]
f
o
u
n
d
th
at
teac
h
er
s
with
h
ig
h
er
em
p
ath
y
lev
els
wer
e
b
etter
at
m
ee
tin
g
th
e
em
o
tio
n
al
a
n
d
ac
ad
e
m
ic
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
.
O
’
C
o
n
n
o
r
et
a
l
.
[
2
7
]
s
h
o
wed
th
a
t
em
p
ath
y
tr
ain
i
n
g
im
p
r
o
v
es
h
ea
lth
ca
r
e
p
r
o
f
ess
io
n
als’
em
p
ath
ic
s
k
ills
,
wh
ich
c
an
also
a
p
p
ly
to
ed
u
ca
tio
n
.
Oth
er
s
tu
d
ies,
s
u
ch
as
Faio
la
et
a
l
.
[
7
]
,
h
av
e
s
h
o
wn
th
at
er
g
o
n
o
m
ic
f
u
r
n
it
u
r
e
an
d
co
m
f
o
r
ta
b
le
s
ea
tin
g
im
p
r
o
v
e
s
tu
d
en
t
well
-
b
ein
g
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
wh
ile
Nis
h
an
th
i
[
2
3
]
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
p
o
s
itiv
e
co
m
m
u
n
icatio
n
b
etwe
en
ed
u
ca
to
r
s
a
n
d
p
ar
e
n
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
n
o
t
o
n
l
y
c
o
n
f
ir
m
p
r
ev
io
u
s
r
ese
ar
ch
b
u
t
also
m
ak
e
d
is
tin
ct
co
n
tr
ib
u
tio
n
s
to
ed
u
c
atio
n
al
r
esear
ch
an
d
teac
h
e
r
p
r
ep
ar
atio
n
.
A
co
m
p
ar
ativ
e
a
n
aly
s
is
r
ev
ea
ls
b
o
t
h
co
n
f
ir
m
ato
r
y
an
d
n
ew
in
s
ig
h
t
s
.
T
h
e
f
in
d
in
g
t
h
at
o
n
ly
1
6
%
o
f
p
r
o
s
p
ec
tiv
e
elem
en
tar
y
tea
ch
er
s
s
h
o
wed
h
ig
h
em
p
ath
y
alig
n
s
with
M
o
r
g
a
n
[
1
3
]
r
esear
ch
o
n
em
o
tio
n
al
co
m
p
eten
c
y
d
ef
icien
cies
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Ho
wev
er
,
th
is
s
tu
d
y
ex
ten
d
s
t
h
e
e
x
is
tin
g
liter
atu
r
e
b
y
ex
p
l
o
r
in
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
em
p
ath
y
lev
els an
d
h
ea
lth
-
p
r
o
m
o
tin
g
e
n
v
ir
o
n
m
en
ts
in
u
n
d
er
s
taf
f
ed
s
ch
o
o
ls
,
a
p
r
ev
io
u
s
ly
u
n
d
er
ex
p
l
o
r
ed
co
n
tex
t.
T
h
e
im
p
o
r
tan
ce
o
f
er
g
o
n
o
m
i
c
co
n
s
i
d
er
at
io
n
s
in
cl
as
s
r
o
o
m
d
es
ig
n
,
h
i
g
h
l
ig
h
ted
in
o
u
r
m
e
th
o
d
o
l
o
g
y
,
b
u
ild
s
u
p
o
n
Ai
th
a
l
an
d
Ku
m
a
r
w
o
r
k
[
2
1
]
d
em
o
n
s
tr
a
t
in
g
a
2
7
%
im
p
r
o
v
e
m
en
t
in
s
tu
d
en
t
en
g
ag
e
m
en
t
wh
en
u
ti
li
zin
g
ad
ap
t
ab
l
e
f
u
r
n
i
tu
r
e.
S
im
i
la
r
ly
,
W
a
ll
er
[
1
0
]
f
o
u
n
d
th
a
t
f
l
ex
ib
le
s
ea
tin
g
ar
r
an
g
em
en
t
s
in
cr
ea
s
ed
s
t
u
d
en
t
co
m
f
o
r
t
an
d
r
ed
u
c
e
d
r
ep
o
r
ted
b
ac
k
p
ain
b
y
3
5
%.
T
h
i
s
s
tu
d
y
co
n
tr
ib
u
t
e
s
b
y
in
t
eg
r
a
t
in
g
th
e
s
e
p
h
y
s
ica
l
co
n
s
id
er
a
tio
n
s
w
ith
p
s
y
c
h
o
lo
g
ic
al
we
ll
-
b
e
in
g
m
et
r
ic
s
in
u
n
d
e
r
s
ta
f
f
ed
s
et
tin
g
s
.
T
h
e
an
aly
s
i
s
o
f
th
e
d
ata
o
b
ta
in
ed
d
u
r
in
g
te
s
t
in
g
,
u
s
in
g
a
s
y
s
tem
-
ac
t
iv
e
ap
p
r
o
a
ch
,
al
lo
wed
f
o
r
th
e
id
en
t
if
ic
at
io
n
o
f
k
ey
f
e
atu
r
e
s
in
f
lu
en
c
in
g
th
e
d
ev
e
lo
p
m
en
t
an
d
i
m
p
l
em
en
ta
t
io
n
o
f
p
r
o
f
es
s
io
n
a
l
co
m
p
e
ten
ci
e
s
am
o
n
g
f
u
tu
r
e
p
r
im
a
r
y
s
ch
o
o
l
te
ac
h
er
s
.
T
h
e
s
e
co
m
p
e
ten
c
ie
s
ar
e
e
s
s
en
t
ia
l
f
o
r
c
r
ea
ti
n
g
a
h
ea
lth
-
p
r
e
s
er
v
in
g
en
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
t
s
wi
th
in
a
h
ig
h
ly
p
r
o
f
es
s
io
n
a
l
ed
u
ca
t
io
n
a
l
p
r
o
ce
s
s
.
T
h
is
p
r
o
ce
s
s
m
u
s
t
co
m
p
ly
wi
th
al
l
n
o
r
m
s
r
e
la
ted
to
t
h
e
p
r
e
s
er
v
at
io
n
o
f
th
e
h
ea
lth
y
d
ev
e
lo
p
m
en
t
o
f
s
ch
o
o
l
-
ag
e
ch
i
ld
r
en
a
t
th
e
p
h
y
s
ic
al
,
p
s
y
ch
o
-
em
o
t
io
n
a
l,
an
d
s
o
c
ia
l
lev
el
s
[
1
5
]
.
T
h
e
ed
u
c
at
io
n
a
l
e
n
v
ir
o
n
m
en
t
f
o
r
y
o
u
n
g
er
s
t
u
d
en
t
s
s
h
o
u
l
d
p
r
io
r
it
iz
e
h
e
al
th
p
r
e
s
er
v
at
io
n
.
A
h
e
al
th
y
o
r
g
an
i
s
m
in
s
t
in
ct
iv
e
ly
s
ee
k
s
f
ac
to
r
s
to
c
o
m
p
en
s
at
e
f
o
r
ex
t
er
n
a
l
d
i
s
c
o
m
f
o
r
t
s
.
Prim
ar
y
s
c
h
o
o
l
t
ea
c
h
er
s
m
u
s
t
r
ec
o
g
n
iz
e
an
d
ad
d
r
e
s
s
th
es
e
f
ac
to
r
s
,
av
o
id
in
g
em
o
tio
n
al
m
is
in
ter
p
r
et
at
io
n
s
an
d
ad
m
i
n
i
s
tr
at
iv
e
p
r
e
s
s
u
r
e.
T
h
ey
s
h
o
u
l
d
co
r
r
ec
t
co
n
d
it
io
n
s
th
at
ca
u
s
e
d
i
s
co
m
f
o
r
t,
p
ar
t
icu
lar
ly
in
u
n
d
er
s
taf
f
ed
c
la
s
s
e
s
,
wh
er
e
in
d
iv
id
u
a
l
at
ten
tio
n
i
s
p
o
s
s
ib
le.
F
o
r
e
x
am
p
l
e,
p
r
o
lo
n
g
ed
s
it
t
in
g
i
n
u
n
co
m
f
o
r
t
ab
l
e
p
o
s
it
io
n
s
c
an
l
ea
d
to
p
o
s
tu
r
e
p
r
o
b
le
m
s
,
w
h
i
ch
c
an
b
e
p
r
e
v
en
t
ed
w
i
th
er
g
o
n
o
m
i
c,
ad
ju
s
t
ab
l
e
f
u
r
n
i
tu
r
e
an
d
f
lex
ib
le
m
o
v
em
en
t
d
u
r
in
g
le
s
s
o
n
s
.
T
h
i
s
s
tu
d
y
d
ev
e
lo
p
ed
m
eth
o
d
o
lo
g
ic
al
p
ar
a
m
e
ter
s
f
o
r
p
r
im
ar
y
e
d
u
ca
t
io
n
,
f
o
cu
s
in
g
o
n
o
r
g
an
iz
at
io
n
a
l
an
d
e
m
o
t
io
n
a
l
ca
r
e
th
a
t
p
r
io
r
it
iz
es
s
tu
d
en
t
s
’
p
h
y
s
i
ca
l,
p
s
y
ch
o
-
em
o
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ar
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s
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a
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in
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-
p
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p
lem
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tab
li
s
h
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
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t J E
v
al
&
R
es E
d
u
c,
Vo
l
.
1
4
,
No
.
5
,
Octo
b
er
2
0
2
5
:
40
40
-
404
9
4046
m
eth
o
d
o
lo
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al
p
ar
am
et
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s
f
o
r
tr
a
in
i
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g
p
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ar
y
s
ch
o
o
l
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w
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l
h
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lp
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u
ca
to
r
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lo
p
ad
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d
k
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e
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em
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w
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p
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t
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a
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a
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s
s
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u
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en
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p
h
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ica
l,
p
s
y
c
h
o
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ic
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,
an
d
s
o
c
ia
l w
el
l
-
b
ein
g
.
4.
CO
NCLU
SI
O
N
T
h
e
ap
p
licatio
n
o
f
th
e
d
ev
el
o
p
ed
m
eth
o
d
o
lo
g
ical
p
ar
am
e
ter
s
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r
th
e
tr
ain
in
g
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f
p
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ar
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ch
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teac
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ac
q
u
ir
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b
o
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h
ig
h
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lev
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in
f
o
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m
atio
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h
is
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r
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en
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r
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f
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ally
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g
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t
in
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ed
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ical
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n
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ities
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d
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u
alitativ
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r
o
f
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io
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al
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k
ill
s
b
ased
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n
p
er
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al
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m
p
ath
y
,
wh
ich
is
n
ee
d
ed
to
wo
r
k
with
ch
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r
en
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s
u
p
p
o
r
t
th
em
,
an
d
c
r
ea
te
co
m
f
o
r
tab
le
class
r
o
o
m
s
.
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h
e
d
ev
elo
p
e
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m
eth
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o
lo
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allo
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al
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ce
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at
th
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o
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m
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d
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s
elf
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ex
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win
g
m
u
t
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al
s
u
p
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t
an
d
ass
is
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ce
to
d
ev
elo
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a
co
m
m
o
n
cu
ltu
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an
d
cr
ea
tiv
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s
o
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b
e
h
av
io
r
.
B
ased
o
n
in
tellectu
al
em
p
ath
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,
teac
h
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s
ca
n
p
r
ed
ict
s
tu
d
en
t
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ctio
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em
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s
u
p
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d
ass
is
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ce
th
r
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g
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co
m
p
eten
t
cu
lt
u
r
al
an
d
em
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tio
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al
co
m
m
u
n
icatio
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.
Me
th
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d
o
lo
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ical
p
r
er
eq
u
is
ites
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clu
d
e
f
in
d
i
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lch
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ical
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ch
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p
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ts
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ased
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n
th
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e
r
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s
o
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g
a
n
izatio
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g
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lch
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tain
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ip
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en
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t a
n
d
teac
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in
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o
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n
izatio
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k
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.
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h
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wo
r
k
im
p
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d
u
ca
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al
p
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ag
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ess
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a
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ig
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if
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g
ap
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t
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io
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ath
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o
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ics
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ch
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l
t
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ch
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e
d
u
ca
tio
n
.
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h
e
in
n
o
v
atio
n
is
to
cr
ea
te
m
eth
o
d
o
l
o
g
ical
p
ar
am
eter
s
ai
m
ed
at
im
p
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v
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h
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s
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c
o
m
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eten
ce
in
cr
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tin
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em
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tio
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ally
s
u
p
p
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n
d
p
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ically
ap
p
r
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p
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iate
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v
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m
en
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esp
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n
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er
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r
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ce
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s
ch
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o
ls
.
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s
tu
d
y
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s
tr
ates
th
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im
p
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t
o
f
em
p
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n
s
tu
d
e
n
ts
’
p
h
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ical,
p
s
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ch
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d
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o
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r
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ap
p
r
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ac
h
th
at
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teg
r
ates e
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o
tio
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al
in
tellig
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h
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lth
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m
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ter
v
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s
.
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h
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f
in
d
in
g
s
o
f
th
e
s
tu
d
y
s
u
p
p
o
r
t
th
e
s
y
s
tem
atic
in
teg
r
atio
n
o
f
th
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f
ac
to
r
s
in
to
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ac
h
er
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r
ep
a
r
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p
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s
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im
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tu
d
en
t
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h
iev
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en
t a
n
d
o
v
er
all
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u
c
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al
q
u
ality
,
o
f
f
er
i
n
g
a
d
is
tin
ctiv
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co
n
tr
ib
u
tio
n
to
teac
h
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ed
u
ca
tio
n
p
r
ac
tice.
F
UNDING
I
NF
O
R
M
A
T
I
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N
Au
th
o
r
s
s
tate
n
o
f
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in
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in
v
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C
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to
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ax
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(
C
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h
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an
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ac
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Aliy
a
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C
:
C
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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
Tr
a
in
in
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o
f fu
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ko
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4047
E
T
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CAL AP
P
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DATA AV
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[
AO]
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RE
F
E
R
E
NC
E
S
[
1
]
S
.
C
.
N
n
a
ma
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a
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O
.
A
.
O
y
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b
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,
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A
c
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Br
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o
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v
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.
4
,
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o
.
8
,
p
p
.
7
2
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3
,
2
0
1
6
.
[
2
]
H
o
b
r
i
,
I
.
K
.
U
m
ma
h
,
N
.
Y
u
l
i
a
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i
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n
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f
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k
,
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T
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f
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8
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1
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