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The fun
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e
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c
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ti
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n
.
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e
targ
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t
g
ro
u
p
fo
r
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terv
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s
in
c
lu
d
e
d
n
in
e
p
a
rti
c
ip
a
n
ts
,
wh
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c
o
n
siste
d
o
f
3
d
e
a
n
s,
3
d
e
p
a
rtme
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t
h
e
a
d
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a
n
d
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e
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se
a
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h
in
stru
m
e
n
ts
c
o
n
siste
d
o
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a
q
u
e
stio
n
n
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ire
o
n
th
e
sta
te
a
n
d
n
e
e
d
s
o
f
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
in
g
(S
EL
)
a
n
d
a
n
in
terv
iew
g
u
id
e
o
n
th
e
c
u
rre
n
t
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
c
o
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d
it
io
n
s
o
f
e
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rly
c
h
il
d
h
o
o
d
stu
d
e
n
t
tea
c
h
e
r
s.
Th
e
d
a
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
p
e
rc
e
n
tag
e
,
m
e
a
n
,
sta
n
d
a
rd
d
e
v
iatio
n
,
a
n
d
c
o
n
ten
t
a
n
a
ly
sis.
Th
e
fin
d
in
g
s
re
v
e
a
led
th
a
t
th
e
sta
te
o
f
lea
rn
in
g
a
m
o
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs
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s
a
t
a
lo
w
lev
e
l,
wh
il
e
th
e
ir
lea
rn
in
g
n
e
e
d
s
we
re
h
ig
h
.
F
u
rth
e
rm
o
re
,
th
e
cu
rre
n
t
c
o
n
d
it
io
n
s
in
d
ica
ted
th
a
t
p
re
-
se
rv
ice
tea
c
h
e
rs
re
q
u
ire
e
n
h
a
n
c
e
d
S
EL
o
p
p
o
rtu
n
it
ies
.
Ac
ti
v
it
ies
fo
ste
rin
g
su
c
h
lea
rn
in
g
sh
o
u
ld
b
e
d
e
sig
n
e
d
,
in
c
lu
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in
g
g
ro
u
p
wo
rk
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e
x
p
e
rien
ti
a
l
lea
rn
in
g
,
li
ste
n
in
g
to
o
th
e
rs,
a
n
d
e
n
g
a
g
in
g
in
d
isc
u
ss
io
n
s.
K
ey
w
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r
d
s
:
E
ar
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
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s
E
n
h
an
ce
SEL
Pre
-
s
er
v
ice
teac
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er
s
Priv
ate
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
So
cial
an
d
em
o
tio
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lear
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in
g
T
h
is i
s
a
n
o
p
e
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c
c
e
ss
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rticle
u
n
d
e
r th
e
CC B
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SA
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se
.
C
o
r
r
e
s
p
o
nd
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A
uth
o
r
:
Yu
p
awa
d
ee
Pro
m
s
atien
Dep
ar
tm
en
t o
f
C
u
r
r
icu
lu
m
a
n
d
I
n
s
tr
u
ctio
n
,
Facu
lty
o
f
E
d
u
c
atio
n
,
Kh
o
n
Kae
n
Un
iv
e
r
s
ity
1
2
3
Mitr
ap
h
ar
p
R
d
.
,
Am
p
h
o
e
Mu
an
g
Kh
o
n
Kae
n
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Kh
o
n
Kae
n
,
T
h
ailan
d
E
m
ail: p
r
.
y
u
p
awa
d
ee
@
k
k
u
m
a
il.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
2
1
s
t
ce
n
tu
r
y
,
th
e
w
o
r
ld
is
ch
an
g
in
g
r
ap
i
d
ly
,
m
a
k
in
g
th
e
r
o
le
o
f
ed
u
ca
tio
n
in
c
r
ea
s
in
g
ly
im
p
o
r
tan
t
in
p
r
o
v
id
in
g
a
co
m
p
etitiv
e
ad
v
an
tag
e
f
o
r
co
u
n
tr
ies.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
th
e
p
o
ten
tial
an
d
ca
p
ab
ilit
ies
o
f
T
h
ai
p
eo
p
le,
eq
u
ip
p
in
g
t
h
em
with
th
e
s
k
ills
,
k
n
o
wled
g
e,
ab
ilit
ies,
an
d
co
m
p
eten
cies
th
at
alig
n
with
lab
o
r
m
ar
k
et
d
em
an
d
s
,
is
cr
u
cial
f
o
r
im
p
r
o
v
i
n
g
th
e
q
u
a
lity
o
f
life
in
T
h
ailan
d
.
T
h
is
will
lead
to
a
s
o
ciety
with
eth
ical
v
alu
es
an
d
h
el
p
t
h
e
co
u
n
tr
y
tr
a
n
s
itio
n
f
r
o
m
b
e
in
g
a
m
id
d
le
-
in
co
m
e
n
atio
n
t
o
a
d
ev
el
o
p
ed
o
n
e,
p
r
ep
ar
in
g
f
o
r
g
lo
b
al
ch
an
g
es
b
o
th
n
o
w
a
n
d
in
t
h
e
f
u
t
u
r
e
[
1
]
,
[
2
]
.
T
h
er
ef
o
r
e,
e
d
u
ca
tio
n
is
a
k
ey
to
o
l
i
n
n
atio
n
al
d
ev
elo
p
m
e
n
t
an
d
g
u
id
i
n
g
th
e
co
u
n
tr
y
th
r
o
u
g
h
th
e
ch
an
g
es
t
h
at
will
o
cc
u
r
in
th
e
f
u
tu
r
e.
As
s
tated
in
th
e
r
o
y
al
s
p
ee
ch
o
f
His
Ma
jest
y
Kin
g
B
h
u
m
ib
o
l
Ad
u
ly
ad
ej
[
3
]
,
“
e
d
u
ca
tio
n
is
a
to
o
l
to
d
ev
elo
p
k
n
o
wled
g
e,
th
in
k
in
g
,
b
eh
av
io
r
,
attitu
d
es,
v
alu
es,
a
n
d
eth
ics
o
f
i
n
d
iv
id
u
als,
to
en
s
u
r
e
th
e
y
b
ec
o
m
e
q
u
ality
an
d
ef
f
ec
tiv
e
citizen
s
.
”
I
n
th
e
d
ev
elo
p
m
en
t o
f
ed
u
ca
ti
o
n
,
a
k
ey
f
ac
to
r
is
th
e
“
teac
h
er
,
”
wh
o
tr
an
s
m
its
k
n
o
wled
g
e
to
lear
n
er
s
an
d
h
elp
s
d
ev
elo
p
th
e
m
to
r
ec
eiv
e
q
u
al
ity
ed
u
ca
tio
n
a
n
d
ac
q
u
ir
e
th
e
k
n
o
wled
g
e
a
n
d
a
b
ilit
ies
n
ec
ess
ar
y
to
lead
th
e
co
u
n
tr
y
th
r
o
u
g
h
ch
an
g
e
.
“
T
ea
ch
er
s
”
th
u
s
p
la
y
a
cr
u
cial
r
o
le
in
d
r
i
v
in
g
t
h
e
n
atio
n
’
s
ed
u
ca
tio
n
s
y
s
tem
an
d
d
e
v
elo
p
in
g
s
tu
d
en
ts
to
p
o
s
s
ess
th
e
d
es
ir
ed
ch
ar
ac
ter
is
tics
f
o
r
a
h
ig
h
-
q
u
ality
,
m
o
d
er
n
s
o
ciety
.
T
ea
ch
e
r
s
ar
e
r
esp
o
n
s
ib
le
f
o
r
m
an
ag
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
to
h
elp
s
tu
d
en
ts
r
ea
c
h
th
e
ir
f
u
ll
p
o
ten
tial.
T
h
er
e
f
o
r
e,
t
ea
ch
er
s
m
u
s
t
h
av
e
teac
h
in
g
s
k
ills
f
o
cu
s
ed
o
n
ac
h
iev
in
g
ed
u
ca
tio
n
al
o
u
tco
m
es
,
as
well
as
p
o
s
s
ess
e
th
ics,
m
o
r
al
v
alu
es,
lan
g
u
ag
e
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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N:
2252
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8
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Th
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fu
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d
a
men
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a
l c
o
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text
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f S
E
L fo
r
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t t
ea
ch
ers
in
p
r
iva
te
…
(
Yu
p
a
w
a
d
ee
P
r
o
msa
tien
)
4255
co
m
m
u
n
icatio
n
s
k
ills
,
an
d
ad
ap
tab
ilit
y
to
s
o
ciety
.
I
t c
an
b
e
s
aid
th
at
teac
h
er
s
s
h
o
u
ld
h
av
e
b
o
th
h
ar
d
s
k
ills
an
d
s
o
f
t
s
k
ills
[
4
]
.
Hen
ce
,
th
e
p
r
o
d
u
ctio
n
o
f
h
i
g
h
-
q
u
ality
teac
h
er
s
r
eq
u
ir
es
d
e
v
elo
p
m
e
n
t
in
all
ar
ea
s
,
n
o
t
ju
s
t
f
o
cu
s
in
g
o
n
h
ar
d
s
k
ills
o
r
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
T
ea
ch
er
s
n
ee
d
to
b
e
p
r
ep
ar
e
d
in
o
th
er
asp
ec
ts
as
well
to
b
e
ab
le
to
ad
ap
t
to
v
ar
io
u
s
s
itu
atio
n
s
th
at
will
ar
is
e
in
th
e
f
u
tu
r
e.
So
f
t
s
k
ills
ar
e
cr
u
cial
to
s
u
p
p
o
r
tin
g
s
m
o
o
t
h
o
p
er
atio
n
s
,
s
u
ch
as
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
lead
e
r
s
h
ip
,
em
o
tio
n
al
u
n
d
er
s
tan
d
i
n
g
a
n
d
r
eg
u
latio
n
,
s
o
cial
awa
r
en
ess
,
tim
e
m
an
ag
em
en
t,
an
d
s
elf
-
m
an
ag
e
m
en
t.
Ad
d
iti
o
n
ally
,
s
o
cial
an
d
em
o
tio
n
al
l
ea
r
n
in
g
(
SEL
)
is
an
ess
en
tial
s
k
ill
f
o
r
teac
h
er
s
,
as
it
is
th
e
ab
ilit
y
to
r
ec
o
g
n
ize
a
n
d
u
n
d
er
s
tan
d
o
n
e
’
s
o
wn
th
o
u
g
h
ts
,
em
o
tio
n
s
,
an
d
f
ee
lin
g
s
,
as
well
as
th
o
s
e
o
f
o
th
er
s
.
SEL
co
n
s
is
ts
o
f
f
iv
e
co
m
p
o
n
e
n
ts
:
s
elf
-
awa
r
en
ess
,
s
elf
-
m
an
ag
em
en
t,
s
o
cial
awa
r
en
ess
,
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
,
an
d
r
elati
o
n
s
h
ip
s
k
ills
[
5
]
–
[
7
]
.
Glo
b
al
o
r
g
an
izatio
n
s
lik
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
an
d
Dev
elo
p
m
en
t
(
OE
C
D
)
an
d
UNE
SC
O
em
p
h
asize
th
e
p
r
o
m
o
tio
n
o
f
SEL
f
o
r
s
tu
d
en
ts
,
teac
h
e
r
s
,
an
d
c
o
m
m
u
n
ities
,
p
ar
ticu
l
ar
ly
en
h
an
cin
g
teac
h
er
s
’
SEL
,
as
it
im
p
r
o
v
es
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es,
lead
in
g
to
s
u
cc
ess
f
u
l
ed
u
ca
tio
n
o
u
tco
m
es
th
at
u
ltima
tely
b
en
ef
it
s
tu
d
en
ts
[
8
]
–
[
1
0
]
.
T
ea
ch
er
s
with
s
o
ci
al
an
d
em
o
tio
n
al
u
n
d
er
s
tan
d
i
n
g
ca
n
d
ev
elo
p
r
elatio
n
s
h
ip
s
k
ills
,
s
u
p
p
o
r
t
an
d
m
o
tiv
ate
s
tu
d
en
ts
,
d
esig
n
less
o
n
s
th
at
h
ig
h
lig
h
t
s
tu
d
en
ts
’
s
tr
en
g
th
s
,
f
in
d
way
s
to
f
o
s
ter
in
tr
in
s
ic
m
o
tiv
atio
n
,
h
elp
s
tu
d
en
ts
n
av
ig
ate
c
o
n
f
li
cts,
an
d
p
r
o
m
o
te
co
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
,
s
er
v
in
g
as
r
o
le
m
o
d
els
f
o
r
r
esp
ec
tf
u
l c
o
m
m
u
n
icatio
n
[
1
1
]
–
[
1
3
]
.
T
h
e
cu
r
r
e
n
t
is
s
u
es
r
elate
d
to
teac
h
er
s
’
SEL
,
as
r
ef
lecte
d
in
th
eir
b
eh
av
io
r
,
h
a
v
e
b
ee
n
o
b
s
er
v
ed
in
b
o
th
p
u
b
lic
an
d
p
r
i
v
ate
s
ec
to
r
teac
h
er
s
.
T
h
ese
is
s
u
es
in
c
lu
d
e
p
r
o
b
lem
s
s
u
ch
as
teac
h
er
attr
itio
n
,
teac
h
er
m
is
co
n
d
u
ct
to
war
d
s
tu
d
e
n
ts
,
s
tr
ess
,
f
am
ily
is
s
u
es,
f
in
an
cial
d
if
f
icu
lties
,
co
n
f
licts
wi
th
co
lleag
u
es
an
d
s
u
p
er
v
is
o
r
s
,
am
o
n
g
o
th
er
s
.
T
h
ese
p
r
o
b
lem
s
ca
n
ar
is
e
f
r
o
m
a
v
ar
iety
o
f
f
ac
to
r
s
.
W
h
en
th
ese
is
s
u
es
o
cc
u
r
,
s
o
m
e
teac
h
er
s
ar
e
u
n
ab
le
to
m
an
ag
e
o
r
c
o
n
tr
o
l
t
h
eir
em
o
tio
n
s
,
lead
in
g
to
e
m
o
tio
n
al
d
is
tr
ess
an
d
s
tr
ess
.
Ov
er
tim
e,
ac
cu
m
u
lated
em
o
tio
n
al
s
tr
ain
ca
n
n
eg
ativ
ely
im
p
ac
t
s
tu
d
en
ts
.
A
s
tu
d
y
b
y
th
e
Un
iv
e
r
s
ity
o
f
Miss
o
u
r
i
in
2
0
1
8
f
o
u
n
d
th
at
9
3
%
o
f
teac
h
er
s
wh
o
wer
e
s
u
r
v
e
y
ed
a
n
d
r
ep
o
r
ted
h
i
g
h
le
v
els
o
f
s
tr
ess
h
ad
s
tu
d
en
ts
wit
h
lo
wer
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
m
o
r
e
ag
g
r
ess
iv
e
b
eh
av
i
o
r
s
[
1
4
]
.
Ma
n
y
e
d
u
ca
to
r
s
b
eliev
e
th
at
teac
h
e
r
s
tr
ess
d
ir
ec
tly
af
f
ec
ts
th
e
lea
r
n
in
g
ef
f
ec
tiv
en
ess
an
d
well
-
b
ein
g
o
f
s
tu
d
e
n
ts
.
T
h
is
is
e
v
id
en
t
in
th
e
n
ews
s
h
ar
e
d
ac
r
o
s
s
v
ar
io
u
s
s
o
cial
m
ed
ia
f
ee
d
s
,
wh
er
e
teac
h
er
s
co
n
tin
u
o
u
s
ly
f
ac
e
ac
cu
m
u
lated
s
tr
ess
an
d
th
en
tak
e
o
u
t
th
eir
f
ee
lin
g
s
o
n
s
tu
d
en
ts
,
s
u
ch
as
th
r
o
u
g
h
in
a
p
p
r
o
p
r
iate
r
ep
r
im
an
d
s
o
r
e
v
en
p
h
y
s
ical
ab
u
s
e,
r
an
g
in
g
f
r
o
m
m
in
o
r
to
s
ev
er
e
ca
s
es
[
1
5
]
,
[
1
6
]
.
O
n
th
e
o
th
er
h
an
d
,
teac
h
er
s
wh
o
p
o
s
s
ess
g
o
o
d
SEL
s
k
ills
ca
n
cr
ea
te
a
p
o
s
itiv
e
en
v
ir
o
n
m
en
t,
p
r
o
v
id
in
g
s
p
ac
e
f
o
r
s
tu
d
e
n
ts
to
f
e
el
co
m
f
o
r
tab
le,
u
n
d
er
s
tan
d
t
h
eir
o
wn
an
d
th
eir
s
tu
d
en
ts
’
em
o
tio
n
s
,
an
d
ef
f
ec
tiv
ely
m
an
ag
e
t
h
eir
em
o
tio
n
s
.
T
h
is
,
in
tu
r
n
,
p
o
s
itiv
ely
im
p
ac
ts
th
e
s
tu
d
en
ts
’
lear
n
in
g
an
d
th
eir
s
o
cial
a
n
d
e
m
o
tio
n
al
ad
ju
s
tm
en
t.
Alth
o
u
g
h
SEL
ar
e
im
p
o
r
tan
t
f
o
r
teac
h
e
r
s
,
th
er
e
is
s
till
a
lac
k
o
f
s
er
io
u
s
p
r
o
m
o
tio
n
an
d
s
u
p
p
o
r
t
f
r
o
m
th
e
g
o
v
er
n
m
e
n
t
an
d
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
is
leav
es
s
tu
d
en
t
teac
h
er
s
lack
in
g
in
SEL
s
k
ills
b
ec
au
s
e
th
ey
ar
e
n
o
t
tr
ain
ed
.
Su
p
p
o
s
e
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
wan
t
to
d
ev
elo
p
SEL
in
th
e
class
r
o
o
m
.
I
n
th
a
t
ca
s
e,
ed
u
ca
to
r
s
ca
n
d
ev
elo
p
th
ese
s
k
ills
b
y
p
r
o
v
id
i
n
g
o
p
p
o
r
t
u
n
ities
f
o
r
lear
n
er
s
to
p
r
ac
tice
th
r
o
u
g
h
in
ter
ac
tiv
e
lear
n
in
g
ac
tiv
ities
at
th
e
s
ch
o
o
l.
Su
ch
as g
r
o
u
p
w
o
r
k
,
d
is
cu
s
s
io
n
s
,
an
d
p
r
o
ject
-
b
ased
lear
n
i
n
g
,
wh
ich
allo
w
f
o
r
co
m
m
u
n
icatio
n
b
etwe
en
ea
ch
o
th
er
,
lear
n
e
r
s
ca
n
r
ev
iew
th
em
s
elv
es,
u
n
d
er
s
tan
d
th
em
s
el
v
es,
an
d
u
n
d
er
s
tan
d
th
eir
f
r
ien
d
s
.
Als
o
,
d
is
cu
s
s
io
n
s
o
cc
u
r
to
s
o
lv
e
p
r
o
b
lem
s
t
o
g
eth
er
,
with
teac
h
er
s
u
s
in
g
a
lear
n
er
-
ce
n
ter
ed
teac
h
in
g
p
r
o
ce
s
s
an
d
allo
win
g
lear
n
er
s
t
o
p
a
r
ticip
ate
in
d
esi
g
n
in
g
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
p
r
i
o
r
itizin
g
SEL
in
teac
h
er
p
r
ep
ar
atio
n
wi
ll
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
ed
u
c
atio
n
m
an
ag
e
m
en
t.
W
h
en
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
ad
eq
u
ately
p
r
e
p
ar
ed
,
th
ey
will
b
e
b
etter
eq
u
ip
p
e
d
with
SEL
s
k
ills
,
en
ab
lin
g
th
em
to
p
er
f
o
r
m
th
eir
teac
h
in
g
p
r
o
f
ess
io
n
m
o
r
e
ef
f
ec
tiv
el
y
in
th
e
f
u
tu
r
e
[
1
7
]
,
[
1
8
]
.
2.
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n a
nd
t
a
rg
et
g
ro
up
T
h
e
p
o
p
u
latio
n
co
n
s
is
ted
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
m
ajo
r
in
g
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
ti
o
n
wh
o
wer
e
s
tu
d
y
in
g
at
p
r
iv
ate
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
,
to
talin
g
3
,
1
4
1
s
tu
d
e
n
ts
in
T
h
ailan
d
[
1
9
]
.
T
h
e
s
am
p
le
g
r
o
u
p
co
n
s
is
ted
o
f
3
4
3
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
m
ajo
r
in
g
in
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
f
r
o
m
p
r
iv
a
te
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
T
h
ailan
d
.
T
h
is
s
am
p
le
s
ize
was
d
eter
m
in
e
d
u
s
in
g
th
e
p
r
e
-
ca
lcu
lated
ta
b
le
b
y
Kr
ejcie
an
d
Mo
r
g
an
[
2
0
]
.
T
h
e
r
esear
ch
er
a
p
p
lied
a
two
-
s
tag
e
clu
s
ter
s
am
p
lin
g
m
eth
o
d
b
ased
o
n
t
h
e
g
e
o
g
r
ap
h
ical
lo
ca
tio
n
o
f
1
7
in
s
titu
tio
n
s
.
Af
ter
war
d
,
q
u
o
ta
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
p
ar
ticip
an
ts
b
ased
o
n
th
e
r
eq
u
ir
e
d
n
u
m
b
er
f
r
o
m
ea
c
h
o
f
t
h
e
1
7
in
s
titu
tio
n
s
.
T
h
e
tar
g
et
g
r
o
u
p
co
n
s
is
ted
o
f
d
ea
n
s
,
d
ep
ar
tm
e
n
t
h
ea
d
s
,
an
d
lectu
r
er
s
,
to
talin
g
n
in
e
in
d
iv
i
d
u
als
f
r
o
m
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
T
h
ailan
d
.
T
h
ey
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
It
co
n
s
is
ted
o
f
3
d
ea
n
s
,
3
d
ep
ar
t
m
en
t
h
ea
d
s
with
at
least
5
y
ea
r
s
o
f
ex
p
er
ien
ce
in
th
eir
r
esp
e
ctiv
e
p
o
s
itio
n
s
,
an
d
3
lectu
r
er
s
with
at
least 5
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
in
p
r
iv
ate
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
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
.
6
,
Dec
em
b
er
20
25
:
4
2
5
4
-
4
2
6
3
4256
2
.
2
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
r
esear
ch
in
s
tr
u
m
en
ts
co
n
s
is
ted
o
f
q
u
esti
o
n
n
air
es
an
d
in
ter
v
iew
f
o
r
m
s
,
wh
ich
wer
e
q
u
ality
-
ch
ec
k
ed
b
y
f
iv
e
ex
p
er
ts
with
ex
p
er
tis
e
in
SEL
,
cu
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
,
m
ea
s
u
r
em
en
t
an
d
ev
alu
atio
n
,
an
d
p
s
y
ch
o
lo
g
y
.
T
h
e
ex
p
e
r
t
-
r
ev
ie
wed
q
u
esti
o
n
n
air
e
was
f
o
u
n
d
to
h
av
e
an
item
-
o
b
jectiv
e
co
n
g
r
u
en
ce
(
I
OC
)
v
alu
e
th
at
p
ass
ed
all
cr
iter
ia,
with
a
n
I
OC
v
alu
e
o
f
0
.
6
0
o
r
h
ig
h
e
r
.
First,
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
q
u
esti
o
n
n
air
e
o
n
t
h
e
cu
r
r
en
t
s
tate
an
d
n
ee
d
s
o
f
SE
L
,
co
v
e
r
in
g
f
iv
e
asp
ec
ts
with
a
to
tal
o
f
4
5
item
s
,
d
iv
id
ed
in
t
o
th
r
ee
p
ar
ts
.
Par
t
1
,
g
en
er
al
in
f
o
r
m
atio
n
ab
o
u
t
th
e
r
esp
o
n
d
en
ts
,
in
clu
d
in
g
q
u
esti
o
n
s
ab
o
u
t
g
en
d
e
r
,
ag
e,
u
n
iv
er
s
ity
/co
lleg
e,
an
d
th
e
lev
el
o
f
t
h
e
p
r
o
g
r
a
m
th
e
y
ar
e
s
tu
d
y
in
g
.
T
h
ese
q
u
esti
o
n
s
ar
e
m
u
ltip
le
-
ch
o
ice,
to
talin
g
5
item
s
.
Par
t
2
,
t
h
e
cu
r
r
en
t
s
tate
o
f
SEL
,
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
Par
ticip
an
t
s
wer
e
ask
ed
to
r
ate
th
eir
o
p
in
io
n
s
o
n
s
tatem
en
ts
r
elate
d
to
is
s
u
es
in
SEL
.
T
h
e
s
ca
le
is
a
s
:
1
=
v
er
y
lo
w,
2
=
q
u
ite
lo
w,
3
=
m
o
d
er
ate,
4
=
q
u
ite
h
ig
h
,
5
=
h
ig
h
.
T
h
is
s
ec
tio
n
in
clu
d
es
2
0
item
s
ac
r
o
s
s
f
iv
e
asp
ec
ts
.
Par
t
3
,
t
h
e
n
ee
d
s
f
o
r
SEL
,
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
Par
ticip
an
ts
wer
e
ask
ed
to
i
n
d
icate
th
eir
lev
el
o
f
a
g
r
ee
m
en
t,
p
er
ce
p
tio
n
,
o
r
p
r
ac
tice
with
th
e
p
r
o
v
id
e
d
s
tatem
en
ts
,
with
th
e
f
o
llo
win
g
s
ca
le:
1
=
v
er
y
lo
w,
2
=
q
u
ite
lo
w,
3
=
m
o
d
er
ate,
4
=
q
u
ite
h
ig
h
,
an
d
5
=
h
ig
h
.
T
h
is
s
ec
tio
n
co
v
er
s
5
asp
ec
ts
,
with
a
to
tal
o
f
2
0
item
s
.
Seco
n
d
ly
,
a
n
in
ter
v
iew
with
d
ea
n
s
,
d
ep
ar
tm
en
t
h
ea
d
s
,
an
d
lectu
r
er
s
r
eg
ar
d
in
g
th
e
cu
r
r
e
n
t
s
tate
o
f
SEL
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
is
is
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
co
n
s
is
tin
g
o
f
o
p
en
-
e
n
d
ed
q
u
es
tio
n
s
r
elate
d
to
th
e
c
u
r
r
e
n
t
s
tate
o
f
SEL
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
,
with
a
to
tal
o
f
f
iv
e
q
u
esti
o
n
s
.
2
.
3
.
Da
t
a
co
llect
io
n
2
.
3
.
1
.
Q
ues
t
io
nn
a
ire
da
t
a
co
l
lect
io
n
T
h
e
r
esear
ch
e
r
f
o
ll
o
wed
th
es
e
s
tep
s
to
co
llect
q
u
esti
o
n
n
a
ir
e
d
ata
f
r
o
m
s
tu
d
en
ts
:
i)
p
r
ep
ar
ed
a
n
o
f
f
icial
letter
to
r
eq
u
est
co
o
p
e
r
atio
n
f
o
r
d
ata
co
llectio
n
in
th
is
r
esear
ch
.
T
h
e
letter
was
is
s
u
ed
b
y
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
Kh
o
n
Kae
n
U
n
iv
er
s
ity
,
an
d
ad
d
r
ess
ed
to
t
h
e
d
ea
n
s
o
f
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
at
all
1
7
u
n
iv
er
s
ities
;
ii)
co
n
tacte
d
th
e
d
ep
ar
tm
e
n
t
h
ea
d
s
o
r
f
ac
u
lty
m
em
b
er
s
r
esp
o
n
s
ib
le
f
o
r
th
e
tar
g
et
g
r
o
u
p
s
to
r
eq
u
est
p
er
m
is
s
io
n
to
e
x
p
lain
th
e
r
esear
ch
p
r
o
ject
d
etails
an
d
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
;
i
ii
)
s
ch
ed
u
led
a
s
ess
io
n
to
p
r
o
v
id
e
d
etails
ab
o
u
t
th
e
r
esear
ch
p
r
o
ject,
ex
p
lain
d
ata
p
r
o
tectio
n
m
ea
s
u
r
e
s
,
o
b
tain
i
n
f
o
r
m
ed
co
n
s
en
t
f
r
o
m
v
o
lu
n
tee
r
p
a
r
ticip
an
ts
,
an
d
g
u
id
e
th
em
o
n
h
o
w
to
co
m
p
lete
t
h
e
o
n
lin
e
q
u
esti
o
n
n
air
e
u
s
in
g
Go
o
g
le
Fo
r
m
s
.
T
h
e
e
x
p
lan
ati
o
n
s
ess
io
n
was
co
n
d
u
cted
o
n
l
in
e
v
ia
Z
o
o
m
a
n
d
last
ed
2
0
m
in
u
tes
;
an
d
iv
)
s
en
t
th
e
Go
o
g
le
Fo
r
m
,
ac
ce
s
s
ib
le
v
ia
a
QR
co
d
e,
to
th
e
f
ac
u
lty
m
em
b
er
s
r
esp
o
n
s
ib
le
f
o
r
th
e
t
ar
g
et
g
r
o
u
p
s
.
T
h
ese
f
ac
u
lty
m
em
b
e
r
s
f
ac
ilit
ated
d
ata
co
llectio
n
f
r
o
m
th
e
s
tu
d
e
n
t
v
o
lu
n
teer
s
.
On
ce
p
ar
ticip
a
n
ts
co
m
p
leted
an
d
s
u
b
m
itted
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e,
th
e
d
ata
we
r
e
co
n
s
id
er
e
d
s
u
cc
ess
f
u
lly
co
llected
.
2
.
3
.
2
.
I
nte
rv
iew
da
t
a
co
llect
i
o
n
T
h
e
r
esear
ch
er
f
o
llo
we
d
th
es
e
s
tep
s
to
co
llect
in
ter
v
iew
d
ata
f
r
o
m
d
ea
n
s
,
d
ep
ar
tm
e
n
t
h
ea
d
s
,
an
d
lectu
r
er
s
:
i)
p
r
ep
ar
e
d
a
n
o
f
f
ic
ial
letter
to
r
eq
u
est
c
o
o
p
er
ati
o
n
f
o
r
d
ata
c
o
llectio
n
in
th
is
r
esear
ch
.
T
h
e
letter
was
is
s
u
ed
b
y
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
Kh
o
n
Kae
n
Un
i
v
er
s
ity
,
an
d
ad
d
r
ess
ed
to
th
e
r
esp
ec
tiv
e
o
r
g
a
n
izatio
n
s
o
f
th
e
v
o
lu
n
teer
p
ar
ticip
an
ts
;
ii)
co
o
r
d
in
ated
with
th
e
p
ar
ticip
an
ts
’
o
r
g
a
n
izatio
n
s
to
o
b
tain
th
eir
c
o
n
tact
in
f
o
r
m
atio
n
;
iii)
co
n
tacte
d
th
e
p
ar
ticip
an
ts
to
r
eq
u
est
p
er
m
is
s
io
n
to
in
tr
o
d
u
ce
t
h
e
r
ese
ar
ch
p
r
o
ject,
e
x
p
lain
d
ata
p
r
o
tectio
n
m
ea
s
u
r
es,
o
b
tain
in
f
o
r
m
ed
co
n
s
en
t,
an
d
o
u
tlin
e
th
e
in
ter
v
iew
p
r
o
ce
s
s
.
T
h
e
ex
p
lan
atio
n
s
ess
io
n
wa
s
co
n
d
u
cted
o
n
lin
e
v
ia
Z
o
o
m
an
d
last
ed
2
0
m
in
u
tes
;
i
v)
in
ter
ested
p
ar
ticip
an
ts
wer
e
in
s
tr
u
cted
to
co
n
tact
th
e
r
esear
ch
e
r
u
s
in
g
t
h
e
p
r
o
v
id
e
d
c
o
n
tact
i
n
f
o
r
m
atio
n
.
O
n
ce
p
ar
ticip
an
ts
c
o
n
f
ir
m
ed
th
eir
willin
g
n
ess
to
jo
in
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
s
ch
ed
u
led
an
in
ter
v
iew
an
d
o
b
tain
ed
f
o
r
m
al
co
n
s
en
t
;
an
d
v)
in
ter
v
iews
wer
e
co
n
d
u
cte
d
o
n
s
ite
u
s
in
g
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
at.
E
ac
h
in
ter
v
iew
last
ed
ap
p
r
o
x
i
m
ately
4
0
m
in
u
tes
an
d
to
o
k
p
lace
in
a
m
ee
tin
g
r
o
o
m
o
r
t
h
e
p
ar
ticip
a
n
t’
s
o
f
f
ice
d
u
r
in
g
th
eir
co
n
v
en
ie
n
t w
o
r
k
i
n
g
h
o
u
r
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
o
n t
he
SE
L
co
nd
it
io
ns
a
nd
nee
ds
o
f
ea
rly
child
ho
o
d stude
nt
t
ea
cher
s
3
.
1
.
1
.
P
a
rt
1
:
a
na
ly
s
is
o
f
t
he
r
esp
o
nd
ent
s
’
b
a
ck
g
r
o
un
d
inf
o
rm
a
t
i
o
n
T
h
e
r
es
ea
r
c
h
e
r
c
o
n
d
u
cted
a
s
u
r
v
ey
s
tu
d
y
u
s
in
g
a
q
u
esti
o
n
n
ai
r
e
d
is
tr
ib
u
ted
to
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
.
T
h
e
d
etails
ar
e
p
r
ese
n
ted
in
T
ab
le
1
.
Acc
o
r
d
in
g
to
th
e
tab
le
,
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
a
r
e
f
e
m
ale,
co
m
p
r
is
in
g
3
1
2
in
d
iv
id
u
als
o
r
9
0
.
9
6
%.
T
h
e
ag
e
g
r
o
u
p
2
1
-
2
5
y
ea
r
s
ac
co
u
n
ts
f
o
r
1
3
6
i
n
d
i
v
id
u
als
o
r
3
9
.
6
6
%.
Mo
s
t
r
esp
o
n
d
en
ts
ar
e
in
th
eir
f
ir
s
t
y
ea
r
o
f
s
tu
d
y
,
with
1
4
5
in
d
iv
id
u
als,
r
ep
r
esen
tin
g
4
2
.
2
7
%.
I
n
ter
m
s
o
f
em
p
lo
y
m
e
n
t
s
tatu
s
,
2
0
8
in
d
i
v
id
u
als
o
r
6
0
.
6
4
%,
ar
e
c
u
r
r
e
n
tly
u
n
em
p
lo
y
ed
.
R
eg
ar
d
in
g
m
ar
ital
s
tatu
s
,
2
5
2
in
d
iv
id
u
als
o
r
7
3
.
4
7
%
ar
e
s
in
g
le.
Ad
d
itio
n
ally
,
2
6
7
in
d
iv
id
u
als
o
r
7
7
.
8
4
%,
h
av
e
co
m
p
leted
ed
u
ca
tio
n
b
e
lo
w
th
e
b
ac
h
elo
r
’
s
d
e
g
r
ee
lev
el
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
fu
n
d
a
men
t
a
l c
o
n
text
o
f S
E
L fo
r
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t t
ea
ch
ers
in
p
r
iva
te
…
(
Yu
p
a
w
a
d
ee
P
r
o
msa
tien
)
4257
T
ab
le
1
.
B
ac
k
g
r
o
u
n
d
in
f
o
r
m
at
io
n
o
f
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
V
a
r
i
a
b
l
e
B
a
c
k
g
r
o
u
n
d
i
n
f
o
r
ma
t
i
o
n
N
u
mb
e
r
(
N
=
3
4
3
)
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
M
a
l
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6
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0
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6
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a
r
i
t
a
l
s
t
a
t
u
s
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l
e
M
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0
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8
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i
g
h
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s
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d
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t
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n
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e
n
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o
l
l
me
n
t
B
e
l
o
w
a
b
a
c
h
e
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r
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s d
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76
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7
.
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2
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1
6
3
.
1
.
2
.
P
a
rt
2
:
SE
L
co
nd
it
io
ns
T
h
e
r
esear
ch
er
e
m
p
lo
y
e
d
a
s
u
r
v
ey
s
tu
d
y
ap
p
r
o
ac
h
,
a
d
m
in
is
ter
in
g
a
q
u
esti
o
n
n
air
e
to
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
.
T
ab
le
2
d
is
p
lay
s
th
e
r
elev
an
t
d
etails.
T
h
e
tab
le
s
h
o
ws
th
at
th
e
o
v
er
all
SEL
co
n
d
itio
n
s
o
f
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
ar
e
r
ated
as
lo
w
(
M
=2
.
4
6
)
.
T
h
e
p
e
r
ce
p
tio
n
s
in
ea
ch
asp
ec
t
ar
e
as:
a
s
p
ec
t
1
,
s
elf
-
awa
r
en
ess
,
is
r
ated
as
m
o
d
er
ate
(
M
=2
.
7
1
)
;
asp
ec
t
2
,
s
elf
-
m
an
ag
em
e
n
t,
is
r
ated
as
l
o
w;
asp
ec
t
3
,
s
o
cial
awa
r
en
ess
,
is
r
ated
as
lo
w
(
M
=2
.
4
6
)
;
asp
ec
t
4
,
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
a
k
in
g
,
is
r
ated
as
lo
w
(
M
=2
.
4
8
)
;
an
d
asp
ec
t 5
,
r
elatio
n
s
h
ip
s
k
ills
,
is
r
ated
as m
o
d
er
ate
(
M
=2
.
5
0
)
.
T
ab
le
2
.
E
ar
l
y
ch
ild
h
o
o
d
s
tu
d
en
t te
ac
h
er
s
’
p
e
r
ce
p
tio
n
s
o
f
SEL
co
n
d
itio
n
s
A
sp
e
c
t
s
S
EL
c
o
n
d
i
t
i
o
n
s
M
S
.
D
.
P
e
r
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e
p
t
i
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l
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1
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e
l
f
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r
e
n
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7
1
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9
1
M
o
d
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r
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t
e
2
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l
f
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m
e
n
t
2
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1
6
0
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9
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w
3
S
o
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i
a
l
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w
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r
e
n
e
ss
2
.
4
6
0
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8
8
Lo
w
4
R
e
s
p
o
n
s
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8
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6
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w
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R
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2
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5
0
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9
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M
o
d
e
r
a
t
e
O
v
e
r
a
l
l
2
.
4
6
0
.
8
9
Lo
w
(
C
r
i
t
e
r
i
a
f
o
r
t
h
e
l
e
v
e
l
o
f
n
e
e
d
:
M
=
1
.
0
0
–
2
.
4
9
=
l
o
w
,
2
.
5
0
–
3
.
4
9
=
mo
d
e
r
a
t
e
,
3
.
5
0
–
4
.
4
9
=
h
i
g
h
,
4
.
5
0
–
5
.
0
0
=
v
e
r
y
h
i
g
h
)
3
.
1
.
3
.
P
a
rt
3
:
need
f
o
r
t
he
de
v
elo
pm
ent
o
f
SE
L
T
h
e
r
esear
ch
er
co
n
d
u
cted
a
s
u
r
v
ey
s
tu
d
y
u
s
in
g
a
q
u
esti
o
n
n
air
e
ad
m
in
is
ter
ed
to
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
.
T
h
e
in
f
o
r
m
at
io
n
is
o
u
tlin
e
d
in
T
ab
le
3
.
B
ased
o
n
th
e
ta
b
le
,
th
e
d
ev
el
o
p
m
en
tal
n
ee
d
s
in
SEL
am
o
n
g
ea
r
ly
c
h
ild
h
o
o
d
s
tu
d
e
n
t
teac
h
er
s
ar
e
g
en
e
r
ally
at
a
h
ig
h
lev
el,
with
a
n
a
v
er
ag
e
s
co
r
e
o
f
4
.
4
5
.
T
h
e
lev
els
o
f
n
ee
d
f
o
r
ea
ch
asp
ec
t
ar
e
as:
s
elf
-
awa
r
en
ess
i
s
r
at
ed
at
a
h
ig
h
lev
el
(
M=
3
.
8
2
)
;
s
elf
-
m
an
ag
em
en
t
is
r
ated
at
th
e
v
er
y
h
ig
h
lev
el
(
M=
4
.
5
9
)
;
s
o
cial
awa
r
en
ess
is
r
ated
at
th
e
v
er
y
h
ig
h
lev
el
(
M=
4
.
5
1
)
;
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
is
r
ate
d
at
t
h
e
v
e
r
y
h
ig
h
lev
el
(
M=
4
.
6
6
)
;
an
d
r
elatio
n
s
h
ip
s
k
ills
ar
e
al
s
o
r
ated
at
th
e
v
e
r
y
h
ig
h
lev
el
(
M=
4
.
6
1
)
.
T
ab
le
3
.
Dev
elo
p
m
en
tal
n
ee
d
s
in
SEL
am
o
n
g
ea
r
ly
c
h
ild
h
o
o
d
s
tu
d
en
t te
ac
h
er
s
A
sp
e
c
t
s
D
e
v
e
l
o
p
m
e
n
t
a
l
n
e
e
d
s
i
n
S
E
L
M
S
.
D
.
Le
v
e
l
o
f
n
e
e
d
1
S
e
l
f
-
a
w
a
r
e
n
e
ss
3
.
8
2
0
.
8
8
H
i
g
h
2
S
e
l
f
-
ma
n
a
g
e
m
e
n
t
4
.
5
9
0
.
8
6
V
e
r
y
h
i
g
h
3
S
o
c
i
a
l
a
w
a
r
e
n
e
ss
4
.
5
4
0
.
7
5
V
e
r
y
h
i
g
h
4
R
e
s
p
o
n
s
i
b
l
e
d
e
c
i
s
i
o
n
-
m
a
k
i
n
g
4
.
6
6
0
.
8
5
V
e
r
y
h
i
g
h
5
R
e
l
a
t
i
o
n
s
h
i
p
s
k
i
l
l
s
4
.
6
7
0
.
8
3
V
e
r
y
h
i
g
h
O
v
e
r
a
l
l
4
.
4
5
0
.
8
3
H
i
g
h
(
C
r
i
t
e
r
i
a
f
o
r
t
h
e
l
e
v
e
l
o
f
n
e
e
d
:
M
=
1
.
0
0
–
2
.
4
9
=
l
o
w
,
2
.
5
0
–
3
.
4
9
=
mo
d
e
r
a
t
e
,
3
.
5
0
–
4
.
4
9
=
h
i
g
h
,
4
.
5
0
–
5
.
0
0
=
v
e
r
y
h
i
g
h
)
3
.
2
.
Resul
t
s
o
n t
he
curr
ent
SE
L
co
nd
it
io
ns
o
f
ea
rly
child
ho
o
d student
t
ea
cher
s
T
o
ex
p
lo
r
e
th
e
cu
r
r
e
n
t
SEL
co
n
d
itio
n
s
o
f
ea
r
ly
c
h
ild
h
o
o
d
s
tu
d
en
t
teac
h
er
s
,
th
e
r
esear
ch
er
em
p
lo
y
e
d
in
ter
v
iews
with
n
in
e
p
ar
ticip
a
n
ts
,
in
clu
d
in
g
d
e
an
s
,
d
ep
a
r
tm
en
t
h
ea
d
s
,
an
d
lectu
r
er
s
.
T
h
e
in
ter
v
iews
co
v
er
ed
f
iv
e
k
ey
t
o
p
ics,
wh
ich
ar
e
o
p
e
n
-
en
d
e
d
q
u
esti
o
n
s
.
T
h
e
f
in
d
in
g
s
ar
e
s
u
m
m
ar
ized
as
:
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
.
6
,
Dec
em
b
er
20
25
:
4
2
5
4
-
4
2
6
3
4258
a.
W
h
at
a
r
e
t
h
e
g
e
n
e
r
a
l
ch
ar
ac
te
r
is
tics
o
f
SE
L
?
T
h
e
p
a
r
ti
ci
p
a
n
ts
a
n
s
we
r
e
d
:
“
F
o
r
s
e
lf
-
a
w
a
r
e
n
ess
,
f
ir
s
t
-
a
n
d
s
ec
o
n
d
-
ye
a
r
p
r
e
-
s
er
vic
e
te
a
c
h
ers
d
em
o
n
s
tr
a
te
lo
w
e
r
lev
els
co
m
p
a
r
e
d
to
t
h
o
s
e
in
h
ig
h
er
ye
a
r
s
.
R
e
g
a
r
d
i
n
g
s
elf
-
m
a
n
a
g
eme
n
t
,
is
s
u
es
w
it
h
r
esp
o
n
s
i
b
i
lity
f
o
r
a
s
s
i
g
n
e
d
t
a
s
ks
w
ere
o
b
s
erv
ed
.
I
n
t
erms
o
f
s
o
ci
a
l
a
w
a
r
e
n
ess
,
s
t
u
d
e
n
ts
g
en
er
a
lly
u
n
d
ers
ta
n
d
t
h
eir
r
o
les
,
s
h
o
w
s
o
ci
a
l
a
w
a
r
e
n
es
s
,
a
n
d
m
a
i
n
t
a
i
n
a
cc
e
p
t
a
n
c
e
w
ith
i
n
t
h
e
ir
cl
o
s
e
p
e
er
g
r
o
u
p
s
.
F
o
r
r
esp
o
n
s
i
b
le
d
ec
is
i
o
n
-
m
a
k
in
g
,
em
o
ti
o
n
a
l
d
e
cisi
o
n
-
m
a
ki
n
g
o
f
te
n
o
v
ers
h
a
d
o
w
s
r
ea
s
o
n
i
n
g
,
a
n
d
s
tu
d
e
n
ts
l
a
c
k
e
ffe
cti
ve
p
r
o
b
l
em
-
s
o
l
vi
n
g
s
k
ills
.
F
o
r
r
e
la
ti
o
n
s
h
i
p
s
ki
lls
,
s
t
u
d
e
n
ts
p
r
e
d
o
min
a
n
tl
y
s
o
ci
a
l
iz
e
w
it
h
i
n
th
eir
f
a
mil
ia
r
p
e
er
g
r
o
u
p
s
.
”
b.
Ar
e
t
h
e
r
e
S
E
L
c
o
n
d
iti
o
n
s
t
h
at
af
f
e
ct
te
ac
h
i
n
g
an
d
le
ar
n
i
n
g
?
Ho
w
a
r
e
t
h
e
y
?
T
h
e
p
ar
t
ici
p
an
t
s
a
n
s
we
r
e
d
:
“
Du
r
in
g
t
h
e
t
ea
c
h
i
n
g
,
t
h
ere
w
ere
s
o
m
e
s
li
g
h
tl
y
d
is
s
a
t
is
fie
d
fa
c
ia
l
ex
p
r
ess
io
n
s
,
s
u
ch
a
s
w
h
e
n
t
h
e
tea
c
h
er
d
iv
id
e
d
in
to
g
r
o
u
p
s
w
ith
fr
ie
n
d
s
w
h
o
w
ere
n
o
t
c
lo
s
e,
w
h
ic
h
m
a
d
e
t
h
e
m
d
is
s
a
t
is
fi
ed
,
b
u
t
th
e
y
w
ere
a
b
l
e
t
o
c
o
n
tr
o
l
t
h
ei
r
e
mo
ti
o
n
s
,
a
cc
e
p
t
it
,
a
n
d
w
o
r
k
in
g
r
o
u
p
s
a
s
u
s
u
a
l
.
T
h
is
m
a
y
c
o
me
fr
o
m
t
h
e
d
i
ve
r
s
i
ty
o
f
ex
p
er
ie
n
ce
s
a
n
d
a
g
e
g
r
o
u
p
s
,
w
h
i
c
h
s
o
me
tim
es
ca
u
s
es
s
tu
d
en
ts
to
b
e
co
me
s
tr
ess
e
d
fr
o
m
s
t
u
d
yi
n
g
w
it
h
fr
i
en
d
s
w
h
o
h
a
ve
m
o
r
e
ex
p
er
ie
n
c
e,
c
a
u
s
i
n
g
th
em
t
o
n
o
t
d
a
r
e
t
o
ta
l
k
o
r
ex
c
h
a
n
g
e
o
p
i
n
i
o
n
s
.
”
c.
W
h
at
s
h
o
u
l
d
t
h
e
c
o
n
te
x
t
,
e
n
v
ir
o
n
m
en
t,
a
n
d
m
et
h
o
d
s
b
e
f
o
r
p
r
o
m
o
t
in
g
SE
L
?
T
h
e
p
a
r
ti
ci
p
a
n
t
s
a
n
s
we
r
e
d
:
“
Th
e
c
o
n
te
xt
t
h
a
t
is
c
o
n
d
u
civ
e
to
p
r
o
m
o
ti
n
g
em
o
ti
o
n
a
l
a
n
d
s
o
ci
a
l
l
ea
r
n
i
n
g
o
f
s
t
u
d
e
n
t
t
ea
ch
ers
s
h
o
u
l
d
b
e
a
c
o
n
t
ex
t
w
h
ere
s
t
u
d
e
n
ts
a
r
e
h
a
p
p
y
,
h
a
ve
fr
ee
d
o
m,
c
a
n
l
ea
r
n
fr
o
m
w
h
a
t
t
h
e
y
w
a
n
t
a
n
d
ca
n
a
p
p
l
y
t
h
e
kn
o
w
l
ed
g
e
t
h
e
y
h
a
ve
g
a
i
n
e
d
f
u
r
t
h
er
.
T
h
e
le
a
r
n
in
g
me
th
o
d
s
h
o
u
l
d
b
e
o
r
g
a
n
iz
ed
b
o
t
h
in
g
r
o
u
p
s
a
n
d
i
n
d
iv
id
u
a
ll
y
s
o
t
h
a
t
s
t
u
d
e
n
ts
c
a
n
le
a
r
n
c
o
m
p
lete
ly
.
A
c
tiv
iti
es
s
h
o
u
l
d
b
e
o
r
g
a
n
iz
e
d
th
a
t
a
ll
o
w
s
t
u
d
e
n
ts
to
le
a
r
n
fr
o
m
t
h
emsel
ve
s
a
n
d
o
t
h
ers
,
s
o
c
ia
l
iz
e
,
lis
t
e
n
t
o
o
p
in
io
n
s
,
a
n
d
d
a
r
e
t
o
ex
p
r
ess
t
h
ems
elv
es
.
”
d.
W
h
at
a
r
e
t
h
e
a
p
p
r
o
ac
h
es
f
o
r
e
n
h
a
n
ci
n
g
SE
L
?
T
h
e
p
a
r
ti
ci
p
a
n
ts
a
n
s
w
er
ed
:
“
A
c
tiv
iti
es
s
h
o
u
l
d
b
e
d
esi
g
n
e
d
t
o
b
e
d
iv
ers
e
a
cc
o
r
d
i
n
g
t
o
s
tu
d
e
n
ts
’
i
n
ter
ests
,
a
ll
o
w
in
g
t
h
em
to
ex
p
r
ess
t
h
e
msel
ve
s
m
o
r
e
,
s
h
o
u
l
d
e
n
c
o
u
r
a
g
e
a
b
s
o
r
p
ti
o
n
th
r
o
u
g
h
c
la
s
s
r
o
o
m
a
ct
ivi
ties
.
Te
a
c
h
ers
n
e
ed
t
o
u
n
d
ers
t
a
n
d
a
n
d
a
d
d
r
ess
le
a
r
n
ers
’
n
e
e
d
s
w
h
ile
s
h
o
w
in
g
c
a
r
e
a
n
d
a
tt
en
ti
o
n
t
o
t
h
em.
B
ec
a
u
s
e
e
x
p
r
ess
i
n
g
t
h
ems
elv
e
s
w
ill
r
ev
e
a
l
cle
a
r
er
em
o
ti
o
n
a
l
a
n
d
s
o
ci
a
l
b
e
h
a
vi
o
r
s
,
w
h
i
ch
w
ill h
el
p
th
e
m
co
r
r
ec
t
d
e
fici
e
n
ci
es
c
a
u
s
ed
b
y
em
o
ti
o
n
a
l
s
t
a
tes
.”
e.
I
s
t
h
e
S
E
L
o
f
ea
r
l
y
ch
il
d
h
o
o
d
te
ac
h
e
r
-
s
t
u
d
en
ts
i
m
p
o
r
ta
n
t
f
o
r
th
ei
r
f
u
t
u
r
e
as
te
ac
h
e
r
s
?
Ho
w?
T
h
e
p
a
r
ti
ci
p
a
n
ts
a
n
s
w
er
ed
:
“
S
E
L
is
cr
u
c
i
a
l
f
o
r
i
n
s
til
li
n
g
t
h
e
s
p
ir
it
o
f
t
ea
c
h
i
n
g
,
p
r
ep
a
r
i
n
g
p
r
e
-
s
er
vi
ce
te
a
c
h
ers
f
o
r
th
ei
r
fu
tu
r
e
r
o
les
.
I
t
s
u
p
p
o
r
ts
t
h
e
ir
p
r
o
f
ess
i
o
n
a
l
w
o
r
k
,
a
d
a
p
t
a
ti
o
n
,
a
n
d
s
o
cia
l
i
n
te
g
r
a
ti
o
n
a
s
e
d
u
ca
t
o
r
s
.
Wit
h
o
u
t
s
tr
o
n
g
S
E
L
,
te
a
c
h
ers
m
a
y
s
tr
u
g
g
le
i
n
th
eir
p
r
o
f
ess
i
o
n
a
n
d
n
e
g
a
tiv
el
y
i
mp
a
ct
th
eir
s
t
u
d
e
n
ts
.
”
3.
3
.
Dis
cus
s
io
n
Fro
m
th
e
s
tu
d
y
o
f
th
e
f
u
n
d
a
m
en
tal
co
n
te
x
t
o
f
SEL
f
o
r
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
e
n
t
teac
h
e
r
s
in
p
r
i
v
ate
h
ig
h
er
e
d
u
ca
tio
n
i
n
s
titu
tio
n
s
,
th
e
r
esear
ch
er
i
d
en
tifie
s
th
e
f
o
l
lo
win
g
p
o
in
ts
f
o
r
d
is
cu
s
s
io
n
.
3
.
3
.
1
.
T
he
im
po
rt
a
nce
o
f
clea
r
p
o
licies
o
n
SE
L
en
ha
ncem
ent
t
he
f
ind
ing
s
em
ph
a
s
ize
t
he
need
f
o
r
increa
s
ed
a
t
t
ent
io
n t
o
SE
L
i
n g
o
v
er
nm
ent
educa
t
io
n po
li
cies
C
u
r
r
en
t
p
o
licies
p
r
e
d
o
m
i
n
a
n
t
ly
f
o
c
u
s
o
n
c
o
g
n
iti
v
e
k
n
o
wl
ed
g
e
a
n
d
te
c
h
n
ica
l
s
k
ills
,
w
i
th
l
im
ite
d
em
p
h
asis
o
n
t
h
e
af
f
ec
tiv
e
d
o
m
ain
,
p
ar
ticu
lar
ly
SEL
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
co
n
tr
asts
with
in
ter
n
atio
n
al
p
r
ac
tices,
wh
er
e
g
r
ea
ter
em
p
h
asis
is
p
lace
d
o
n
th
e
in
teg
r
atio
n
o
f
SEL
as
an
e
s
s
en
tial
co
m
p
o
n
en
t
o
f
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
a
m
s
.
Pro
m
o
tin
g
SEL
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
is
v
ital,
as
it
n
o
t
o
n
ly
f
o
s
ter
s
th
ese
co
m
p
eten
cies
in
s
tu
d
en
ts
[
1
8
]
,
[
2
1
]
,
b
u
t
also
s
u
p
p
o
r
ts
teac
h
er
s
in
ef
f
ec
tiv
ely
m
an
ag
in
g
th
eir
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies.
T
h
ese
r
esp
o
n
s
ib
ilit
ies
in
clu
d
e
teac
h
in
g
,
a
d
m
in
is
tr
ativ
e
task
s
,
an
d
in
ter
ac
tio
n
s
with
s
tu
d
en
ts
,
p
a
r
en
ts
,
an
d
c
o
lleag
u
es,
all
o
f
w
h
ich
b
en
ef
it
f
r
o
m
em
o
tio
n
al
in
tellig
en
c
e
an
d
s
o
cial
s
k
ills
.
W
ith
o
u
t
p
r
o
p
er
tr
ain
in
g
in
th
ese
ar
ea
s
,
teac
h
er
s
m
ay
s
tr
u
g
g
le
to
m
an
ag
e
th
eir
em
o
tio
n
a
l
well
-
b
ein
g
,
wh
ich
ca
n
n
e
g
ativ
ely
im
p
ac
t
th
eir
p
e
r
f
o
r
m
a
n
ce
an
d
r
elatio
n
s
h
ip
s
w
ith
in
th
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t.
T
h
u
s
,
SEL
e
n
ab
les
teac
h
er
s
to
u
n
d
er
s
tan
d
th
eir
r
o
les,
em
p
ath
ize
with
s
tu
d
en
ts
,
an
d
ad
d
r
ess
ch
allen
g
es
ef
f
e
ctiv
ely
.
T
h
is
alig
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
fu
n
d
a
men
t
a
l c
o
n
text
o
f S
E
L fo
r
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
en
t t
ea
ch
ers
in
p
r
iva
te
…
(
Yu
p
a
w
a
d
ee
P
r
o
msa
tien
)
4259
with
th
e
s
tu
d
y
[
2
2
]
,
wh
ic
h
in
v
esti
g
ated
teac
h
er
s
’
attitu
d
es
to
war
d
th
e
d
e
v
elo
p
m
e
n
t
o
f
s
o
cial
an
d
em
o
tio
n
al
s
k
ills
in
p
r
im
ar
y
s
ch
o
o
ls
in
Gr
ee
ce
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
m
a
n
y
teac
h
e
r
s
lack
ed
ess
en
tial
s
o
cial
an
d
em
o
tio
n
al
s
k
ills
th
at
th
ey
s
h
o
u
ld
in
s
till
in
th
eir
s
tu
d
en
ts
,
s
u
ch
as
em
p
ath
y
a
n
d
b
asic
em
o
tio
n
al
r
e
g
u
latio
n
,
in
clu
d
in
g
em
o
tio
n
s
lik
e
h
a
p
p
in
ess
,
s
ad
n
ess
,
f
ea
r
,
a
n
d
a
n
g
er
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
f
ee
lin
g
s
a
n
d
s
elf
-
esteem
,
n
o
tin
g
th
at
th
ese
f
ac
to
r
s
ca
n
p
o
s
itiv
ely
o
r
n
eg
ativ
el
y
im
p
ac
t stu
d
en
ts
.
3
.
3
.
2
.
T
he
s
ig
nifica
nce
o
f
f
o
s
t
er
ing
SE
L
f
o
r
pre
-
s
er
v
ice
t
ea
cher
s
,
which
t
ea
cher
t
ra
ini
ng
ins
t
it
utio
n
s
s
ho
uld
pr
io
rit
ize
du
e
t
o
it
s
nece
s
s
it
y
f
o
r
cult
iv
a
t
ing
co
m
p
et
ent
f
uture
educa
t
o
rs
a.
Self
-
awa
r
en
ess
N
ewly
en
r
o
lled
p
r
e
-
s
er
v
ice
te
ac
h
er
s
o
f
ten
s
tr
u
g
g
le
to
ad
ju
s
t,
wh
ich
m
ay
s
tem
f
r
o
m
th
e
tr
a
n
s
itio
n
to
a
h
ig
h
er
lev
el
o
f
ed
u
ca
tio
n
,
d
if
f
er
en
ce
s
in
lear
n
i
n
g
f
r
o
m
th
eir
p
r
e
v
io
u
s
s
ec
o
n
d
ar
y
s
ch
o
o
l
ex
p
er
ie
n
ce
s
,
an
d
v
ar
io
u
s
en
v
i
r
o
n
m
e
n
tal
f
ac
to
r
s
s
u
ch
as
s
o
cial
s
ettin
g
s
,
f
am
ily
b
ac
k
g
r
o
u
n
d
,
p
ee
r
r
elatio
n
s
h
ip
s
,
ag
e,
an
d
d
iv
er
s
e
ex
p
er
ien
ce
s
[
2
3
]
–
[
2
5
]
.
T
h
ese
f
ac
to
r
s
m
ay
af
f
ec
t
th
eir
a
b
ilit
y
to
u
n
d
er
s
tan
d
an
d
r
ec
o
g
n
iz
e
th
em
s
elv
es.
T
h
is
f
in
d
in
g
alig
n
s
with
th
e
s
tu
d
y
b
y
Alex
an
d
er
an
d
Ver
m
ette
[
2
6
]
,
wh
ich
id
e
n
tifie
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
s
ch
o
o
l
s
ize,
an
d
p
ar
en
tal
s
tatu
s
as
p
r
ed
ictiv
e
f
ac
to
r
s
in
f
lu
en
cin
g
SEL
.
T
ea
ch
er
p
r
e
p
ar
atio
n
p
r
o
g
r
am
s
s
h
o
u
ld
p
r
io
r
itize
th
e
n
ee
d
s
o
f
n
ewly
en
r
o
lled
p
r
e
-
s
er
v
ice
teac
h
er
s
,
as
in
s
u
f
f
icien
t
s
elf
-
awa
r
en
e
s
s
m
ay
n
e
g
ativ
ely
im
p
ac
t
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
im
p
lem
en
t
s
tr
ateg
ies
an
d
d
esig
n
a
ctiv
ities
th
at
en
ab
le
p
r
e
-
s
er
v
ice
teac
h
er
s
to
p
r
ac
tice
s
elf
-
awa
r
en
ess
co
n
tin
u
o
u
s
ly
.
Su
g
g
ested
ac
tiv
ities
in
clu
d
e
m
in
d
f
u
ln
ess
m
ed
itatio
n
,
b
r
ea
th
awa
r
en
ess
,
an
d
s
elf
-
r
ef
lectio
n
e
x
er
cises
,
en
s
u
r
in
g
a
u
to
n
o
m
y
an
d
a
v
o
id
in
g
co
er
cio
n
to
en
co
u
r
a
g
e
g
en
u
in
e
s
elf
-
r
ec
o
g
n
itio
n
.
Ad
d
itio
n
ally
,
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
p
r
e
-
s
er
v
ic
e
teac
h
er
s
to
en
g
ag
e
with
r
ea
l
-
wo
r
ld
s
ce
n
ar
io
s
in
s
ch
o
o
ls
an
d
class
r
o
o
m
s
will
allo
w
th
em
to
o
b
s
er
v
e
an
d
e
x
p
er
ien
ce
th
e
a
ctu
al
r
o
les
o
f
a
teac
h
e
r
.
T
h
is
h
an
d
s
-
o
n
e
x
p
er
ie
n
ce
is
in
s
tr
u
m
e
n
ta
l
in
h
el
p
in
g
th
em
u
n
d
er
s
tan
d
th
e
b
r
o
ad
er
co
n
te
x
t
an
d
r
esp
o
n
s
ib
ilit
ies o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
b.
Self
-
m
an
ag
em
en
t
P
re
-
s
er
v
ice
teac
h
er
s
ten
d
to
r
e
ly
m
o
r
e
o
n
em
o
tio
n
s
th
an
o
n
r
ea
s
o
n
in
g
an
d
lack
s
tr
ateg
ies
o
r
m
eth
o
d
s
f
o
r
m
a
n
ag
in
g
th
eir
em
o
tio
n
s
.
T
h
is
m
ay
b
e
d
u
e
to
class
r
o
o
m
ac
tiv
ities
n
o
t
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
to
lear
n
o
r
p
r
ac
tice
h
o
w
to
co
p
e
with
em
o
tio
n
s
an
d
f
ee
lin
g
s
wh
en
f
ac
ed
with
d
if
f
er
e
n
t
s
itu
atio
n
s
,
r
esu
ltin
g
in
a
lack
o
f
em
o
tio
n
al
co
n
tr
o
l.
T
h
is
ca
n
n
eg
ativ
ely
af
f
ec
t
b
o
th
th
e
m
s
elv
es
an
d
o
th
er
s
,
as tea
ch
in
g
r
eq
u
ir
es in
ter
ac
tio
n
with
s
tu
d
en
ts
,
p
ar
en
ts
,
an
d
c
o
lleag
u
es.
T
h
er
ef
o
r
e,
s
elf
-
m
a
n
ag
em
en
t,
in
clu
d
in
g
em
o
tio
n
al
r
eg
u
latio
n
an
d
ap
p
r
o
p
r
iate
r
esp
o
n
s
es
to
v
ar
io
u
s
s
itu
atio
n
s
,
is
cr
u
cial
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
to
r
ed
u
ce
p
r
o
b
lem
s
ar
is
in
g
f
r
o
m
d
if
f
er
en
t
cir
cu
m
s
tan
ce
s
,
r
eso
l
v
e
is
s
u
es
s
m
o
o
th
ly
,
an
d
b
u
ild
tr
u
s
t
with
s
tu
d
en
ts
an
d
p
ar
en
ts
[
2
7
]
.
C
o
n
s
eq
u
e
n
tly
,
teac
h
er
ed
u
c
atio
n
p
r
o
g
r
a
m
s
s
h
o
u
ld
in
co
r
p
o
r
ate
ac
tiv
i
ties
th
at
p
r
o
m
o
te
s
elf
-
m
an
ag
em
en
t,
o
f
f
er
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
th
e
o
p
p
o
r
tu
n
ity
to
f
ac
e
em
o
tio
n
al
ch
allen
g
es,
ap
p
ly
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
an
d
p
r
ac
tice
e
m
o
tio
n
al
r
e
g
u
latio
n
in
d
i
f
f
er
en
t
s
ce
n
ar
io
s
.
T
h
is
is
in
lin
e
with
r
esear
ch
b
y
Sit
tich
ai
an
d
Sm
ith
[
2
8
]
wh
ich
s
tates
th
at
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
en
ab
le
in
d
iv
id
u
als
to
f
in
d
s
o
lu
tio
n
s
th
at
lead
to
g
o
als
in
d
ep
en
d
en
tly
,
e
f
f
ec
t
iv
ely
m
ee
tin
g
th
eir
n
ee
d
s
an
d
in
cr
ea
s
in
g
s
elf
-
awa
r
e
n
ess
.
T
h
er
ef
o
r
e
,
ac
tiv
ities
s
h
o
u
ld
in
clu
d
e
r
o
le
-
p
lay
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
s
ce
n
ar
io
s
,
a
n
d
d
ee
p
lis
ten
in
g
ex
e
r
cises
.
c.
So
cial
awa
r
en
ess
Pre
-
s
er
v
ice
teac
h
er
s
s
h
o
w
ca
r
e
an
d
co
n
s
id
er
atio
n
f
o
r
t
h
e
em
o
tio
n
s
an
d
f
ee
lin
g
s
o
f
o
th
er
s
,
p
ar
ticu
lar
ly
wh
en
th
e
i
n
d
iv
id
u
al
is
s
o
m
eo
n
e,
th
ey
ar
e
clo
s
e
t
o
.
T
h
i
s
s
k
i
ll
is
es
s
e
n
t
i
a
l
f
o
r
t
e
ac
h
e
r
s
,
as
t
h
e
y
n
e
ed
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
d
i
f
f
e
r
e
n
c
e
s
in
t
h
e
th
o
u
g
h
ts
,
f
ee
lin
g
s
,
an
d
e
m
o
tio
n
s
o
f
th
eir
s
tu
d
en
ts
in
o
r
d
er
to
ass
is
t
in
th
eir
d
ev
elo
p
m
e
n
t
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
.
Fu
r
th
er
m
o
r
e,
wh
e
n
teac
h
er
s
h
av
e
s
o
cial
awa
r
en
ess
,
th
ey
ca
n
u
s
e
th
eir
k
n
o
wled
g
e
to
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
s
o
ciety
,
co
m
m
u
n
ities
,
an
d
th
e
n
atio
n
.
T
h
er
ef
o
r
e
,
to
en
h
an
ce
s
o
cial
awa
r
en
ess
in
p
r
e
-
s
er
v
ice
teac
h
er
s
,
teac
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
s
h
o
u
ld
u
n
d
e
r
s
tan
d
th
e
co
n
tex
t,
f
am
il
y
b
ac
k
g
r
o
u
n
d
,
an
d
s
o
cial
en
v
ir
o
n
m
en
t
o
f
t
h
e
p
r
e
-
s
er
v
ice
tea
ch
er
s
.
T
h
ey
s
h
o
u
l
d
also
lis
te
n
to
th
eir
o
p
in
io
n
s
with
o
u
t
ju
d
g
m
en
t
an
d
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
t
h
em
to
e
n
co
u
n
ter
n
ew
s
o
cial
s
ettin
g
s
[
2
9
]
.
Fo
r
ex
am
p
le,
o
r
g
an
izin
g
g
r
o
u
p
ac
tiv
ities
—
s
tar
tin
g
with
s
m
aller
g
r
o
u
p
s
an
d
g
r
ad
u
ally
ex
p
a
n
d
in
g
t
o
lar
g
e
r
o
n
es
—
will
allo
w
p
r
e
-
s
er
v
ice
teac
h
er
s
to
g
et
to
k
n
o
w
ea
ch
o
th
er
m
o
r
e
clo
s
ely
,
wh
ich
ca
n
h
elp
f
o
s
ter
s
tr
o
n
g
er
f
r
ien
d
s
h
ip
s
am
o
n
g
t
h
em
.
d.
R
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
P
re
-
s
er
v
ice
teac
h
er
s
ten
d
to
r
ely
o
n
em
o
tio
n
s
b
ef
o
r
e
r
ea
s
o
n
in
g
,
o
f
ten
m
a
k
in
g
d
ec
is
io
n
s
with
o
u
t
ca
r
ef
u
lly
co
n
s
id
er
in
g
th
e
co
n
s
eq
u
en
ce
s
,
wh
ich
s
o
m
etim
es
lead
s
to
m
is
tak
es
[
3
0
]
.
Dec
is
io
n
-
m
ak
in
g
with
r
esp
o
n
s
ib
ilit
y
is
cr
u
cial
f
o
r
th
e
teac
h
in
g
p
r
o
f
ess
io
n
b
ec
au
s
e
th
e
b
eh
av
io
r
s
an
d
o
u
tco
m
es
o
f
a
teac
h
er
’
s
d
ec
is
io
n
s
ar
e
clo
s
ely
o
b
s
er
v
ed
b
y
s
o
ciety
.
T
ea
ch
er
s
s
er
v
e
as
r
o
le
m
o
d
els
f
o
r
s
tu
d
en
ts
an
d
s
o
ciety
,
an
d
s
tu
d
en
ts
o
f
ten
em
u
late
th
eir
b
eh
av
io
r
,
wh
eth
er
it
is
p
o
s
itiv
e
o
r
n
e
g
ativ
e.
T
h
e
r
ef
o
r
e
,
a
teac
h
er
’
s
d
ec
is
io
n
-
m
ak
in
g
ab
ilit
ies
ar
e
in
f
lu
e
n
ce
d
b
y
s
o
cial
n
o
r
m
s
.
T
ea
c
h
er
s
m
u
s
t
co
n
s
id
er
th
e
im
p
ac
t
o
f
t
h
eir
d
ec
is
io
n
s
,
b
o
th
o
n
th
em
s
elv
es
an
d
o
n
s
o
ciet
y
.
T
o
e
n
h
an
ce
d
ec
is
io
n
-
m
ak
in
g
with
r
esp
o
n
s
ib
ilit
y
in
p
r
e
-
s
er
v
ice
teac
h
er
s
,
teac
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
s
h
o
u
ld
d
esig
n
ac
tiv
ities
th
at
r
eq
u
ir
e
p
r
e
-
s
er
v
ice
teac
h
er
s
to
f
ac
e
p
r
o
b
lem
s
in
d
ep
en
d
en
tly
.
Ad
d
itio
n
ally
,
clea
r
r
u
les
an
d
g
u
id
elin
es
s
h
o
u
ld
b
e
estab
lis
h
ed
at
b
o
th
t
h
e
in
s
titu
tio
n
al
an
d
class
r
o
o
m
lev
els,
wh
ich
p
r
e
-
s
er
v
ice
teac
h
er
s
m
u
s
t f
o
llo
w
t
o
p
r
o
m
o
te
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
.
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
.
6
,
Dec
em
b
er
20
25
:
4
2
5
4
-
4
2
6
3
4260
e.
R
elatio
n
s
h
ip
s
k
ills
P
re
-
s
er
v
ice
teac
h
er
s
te
n
d
to
f
o
r
m
r
elatio
n
s
h
ip
s
with
in
d
iv
i
d
u
als
th
ey
ar
e
clo
s
e
to
an
d
tr
u
s
t.
Facto
r
s
s
u
ch
as
ag
e,
ed
u
ca
tio
n
,
s
o
cial
co
n
tex
t,
an
d
th
e
s
u
r
r
o
u
n
d
in
g
e
n
v
ir
o
n
m
en
t
m
ay
in
f
lu
e
n
ce
r
el
atio
n
s
h
ip
-
b
u
ild
i
n
g
,
wh
ich
is
ess
en
tia
l
f
o
r
teac
h
er
s
.
T
ea
ch
er
s
m
u
s
t
r
eg
u
lar
ly
in
ter
ac
t
with
s
tu
d
en
ts
,
p
ar
en
ts
,
an
d
co
lleag
u
es,
an
d
m
ain
tain
in
g
g
o
o
d
r
elatio
n
s
h
ip
s
h
elp
s
f
ac
ilit
ate
s
m
o
o
t
h
teac
h
in
g
,
wo
r
k
,
s
tu
d
e
n
t
d
e
v
elo
p
m
en
t,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
F
o
s
ter
in
g
a
n
u
n
d
er
s
t
an
d
in
g
o
f
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
co
n
ce
p
ts
r
elate
d
to
SEL
a
n
d
in
teg
r
atio
n
h
el
p
s
p
r
ev
en
t
an
d
r
eso
lv
e
is
s
u
es
th
at
m
ay
ar
is
e
in
th
e
wo
r
k
p
lace
[
3
1
]
.
T
h
is
,
in
tu
r
n
,
en
ab
les
in
d
i
v
id
u
als
to
p
er
f
o
r
m
b
etter
in
a
s
u
itab
le
en
v
ir
o
n
m
e
n
t,
g
ain
in
g
r
esp
ec
t
an
d
tr
u
s
t
f
r
o
m
s
tu
d
en
ts
,
tr
u
s
t
f
r
o
m
p
ar
e
n
ts
,
an
d
s
u
p
p
o
r
t
f
r
o
m
co
lleag
u
es.
T
h
er
e
f
o
r
e,
teac
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
s
h
o
u
l
d
p
ay
m
o
r
e
atten
tio
n
t
o
th
is
asp
ec
t
b
y
d
esig
n
i
n
g
ac
tiv
ities
o
r
p
r
o
g
r
am
s
th
at
p
r
o
m
o
te
r
elatio
n
s
h
i
p
-
b
u
ild
i
n
g
f
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
[
3
2
]
.
T
h
ese
ac
tiv
ities
m
ay
s
tar
t sm
all
with
in
th
e
class
r
o
o
m
an
d
e
x
p
an
d
to
th
e
d
ep
ar
tm
e
n
t,
f
ac
u
lty
,
a
n
d
u
ltima
tely
th
e
en
tire
in
s
titu
tio
n
.
3
.
3
.
3
.
P
ro
m
o
t
ing
SE
L
i
n
t
he
cla
s
s
ro
o
m
inte
g
r
a
t
ing
SE
L
into
t
he
curr
iculu
m
a
nd
de
s
ig
ni
ng
a
ct
iv
it
ies
t
ha
t
s
up
po
rt
s
t
ud
ent
s
’
s
o
cia
l a
nd
em
o
t
io
na
l dev
elo
p
m
ent
is
cr
ucia
l
[
3
3
]
T
ea
ch
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
h
av
e
ten
d
ed
to
p
lace
less
em
p
h
asis
o
n
f
o
s
ter
in
g
SEL
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
,
lik
ely
d
u
e
to
e
d
u
ca
t
io
n
al
p
o
licies
th
at
p
r
io
r
itize
k
n
o
wled
g
e
an
d
s
k
ill
d
ev
elo
p
m
en
t.
C
o
n
s
eq
u
en
tly
,
teac
h
in
g
m
eth
o
d
s
o
f
ten
o
v
e
r
lo
o
k
th
e
p
s
y
ch
o
lo
g
ical
asp
ec
ts
o
f
tr
ain
in
g
.
Ho
wev
e
r
,
m
er
ely
p
o
s
s
ess
in
g
k
n
o
wled
g
e
a
n
d
s
k
ills
is
in
s
u
f
f
icien
t
f
o
r
e
n
s
u
r
in
g
t
h
at
p
r
e
-
s
er
v
ice
teac
h
er
s
s
u
cc
ee
d
in
th
eir
ca
r
ee
r
s
.
T
h
e
ev
o
lv
in
g
s
o
cial
lan
d
s
ca
p
e
an
d
g
lo
b
al
ch
a
n
g
es
h
a
v
e
im
p
ac
ted
s
o
cieta
l
co
n
d
itio
n
s
,
h
ig
h
lig
h
tin
g
th
e
n
ec
ess
ity
o
f
ad
d
r
ess
in
g
all
asp
ec
ts
o
f
d
e
v
elo
p
m
en
t.
T
h
er
e
f
o
r
e,
p
r
o
v
i
d
in
g
eq
u
al
atten
tio
n
to
em
o
tio
n
al,
s
o
cial,
an
d
co
g
n
itiv
e
g
r
o
wth
will
en
h
an
ce
p
r
e
-
s
er
v
ice
teac
h
er
s
’
ch
an
ce
s
o
f
lead
in
g
s
u
cc
ess
f
u
l
an
d
f
u
lf
illi
n
g
ca
r
ee
r
s
.
R
ec
en
t
r
ep
o
r
ts
o
f
teac
h
er
s
r
esig
n
in
g
d
u
e
to
p
er
s
o
n
al
is
s
u
es,
wo
r
k
p
lace
ch
allen
g
es,
o
r
in
te
r
p
er
s
o
n
al
co
n
f
licts
,
as
well
as
in
s
tan
ce
s
o
f
teac
h
er
s
h
ar
m
in
g
s
tu
d
en
ts
,
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
SEL
.
T
h
ese
ev
en
ts
s
u
g
g
est
th
at
teac
h
er
s
m
ay
lack
t
h
e
ab
i
lity
to
u
n
d
er
s
tan
d
,
r
eg
u
late,
a
n
d
m
a
n
ag
e
th
eir
em
o
tio
n
s
,
r
e
s
o
lv
e
co
n
f
licts
,
an
d
in
ter
ac
t
ef
f
ec
tiv
ely
with
in
s
o
ci
ety
[
3
4
]
.
T
h
er
ef
o
r
e,
teac
h
in
g
m
eth
o
d
s
th
at
p
r
o
m
o
te
p
s
y
ch
o
l
o
g
ical
d
ev
elo
p
m
e
n
t
p
lay
a
cr
u
cial
r
o
le
in
f
o
s
ter
in
g
SEL
[
3
5
]
.
C
lass
r
o
o
m
ac
tiv
ities
m
ig
h
t
in
clu
d
e
s
ce
n
ar
io
-
b
ased
ex
er
cises
d
er
iv
ed
f
r
o
m
r
ea
l
-
life
ex
p
er
ien
ce
s
,
allo
win
g
p
r
e
-
s
er
v
ice
teac
h
er
s
t
o
p
r
ac
tice
r
ec
o
g
n
izin
g
th
o
u
g
h
ts
an
d
em
o
tio
n
s
,
as we
ll a
s
en
g
ag
in
g
in
g
r
o
u
p
a
ctiv
ities
to
d
ev
elo
p
s
o
cial
s
k
ills
[
3
6
]
.
3
.
3
.
4
.
G
uid
eline
s
f
o
r
dev
elo
pin
g
SE
L
o
f
s
t
ud
ent
t
ea
cher
s
T
h
e
r
esear
ch
r
esu
lts
s
h
o
w
th
e
cu
r
r
en
t
n
ee
d
s
a
n
d
SEL
co
n
d
itio
n
s
o
f
s
tu
d
en
t
teac
h
e
r
s
th
at
ar
e
ex
p
ec
ted
to
b
e
u
r
g
en
tly
ad
d
r
e
s
s
ed
f
o
r
co
n
tin
u
o
u
s
im
p
lem
e
n
tatio
n
.
T
h
e
p
o
licy
s
ettin
g
b
y
th
e
ad
m
in
is
tr
ato
r
s
s
h
o
u
ld
s
ee
th
e
im
p
o
r
tan
ce
a
n
d
s
et
clea
r
r
eg
u
latio
n
s
f
o
r
im
p
lem
en
tatio
n
.
T
h
e
b
u
d
g
et
s
h
o
u
ld
b
e
allo
ca
ted
to
cr
ea
te
lear
n
in
g
f
ac
ilit
ies
b
o
th
o
u
ts
id
e
th
e
class
r
o
o
m
a
n
d
in
t
h
e
class
r
o
o
m
,
s
u
ch
as:
a
p
lace
to
r
elax
,
an
in
ter
n
e
t
to
ac
ce
s
s
in
f
o
r
m
atio
n
ea
s
ily
,
a
class
r
o
o
m
th
at
is
co
n
d
u
civ
e
to
lear
n
in
g
,
a
n
d
also
p
r
o
m
o
tes
th
e
in
s
er
tio
n
o
f
co
n
ten
t,
s
ets
co
n
tin
u
o
u
s
ac
tiv
ities
ev
er
y
wee
k
an
d
in
clu
d
es
it
in
th
e
cu
r
r
icu
lu
m
o
f
th
e
s
u
b
ject.
Du
r
in
g
th
e
teac
h
in
g
an
d
lear
n
i
n
g
ac
tiv
ities
,
teac
h
er
s
s
h
o
u
ld
allo
w
s
tu
d
en
ts
to
lear
n
b
y
th
em
s
elv
es
as
m
u
ch
as
p
o
s
s
ib
le,
g
iv
e
im
p
o
r
ta
n
ce
to
f
lex
i
b
ilit
y
in
ter
m
s
o
f
tim
e
an
d
p
lac
e,
p
r
ep
ar
e
s
u
f
f
icien
t
m
ed
ia
a
n
d
eq
u
i
p
m
en
t,
an
d
o
b
s
er
v
e
s
tu
d
en
ts
’
g
estu
r
es,
f
ac
ial
ex
p
r
ess
io
n
s
,
an
d
e
y
es
th
at
s
h
o
w
th
e
n
ee
d
f
o
r
h
elp
.
Als
o
,
im
m
ed
iately
p
r
o
v
id
e
ass
is
tan
ce
an
d
ad
v
ice
,
leav
in
g
a
g
ap
o
f
ap
p
r
o
p
r
iate
ca
r
e
an
d
s
u
p
p
o
r
t,
with
o
u
t
b
ein
g
to
o
in
tr
u
s
iv
e
,
b
ec
au
s
e
it will m
ak
e
th
e
lear
n
er
f
ee
l u
n
c
o
m
f
o
r
tab
le,
an
d
n
o
t b
e
th
em
s
elv
es.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
s
tu
d
y
o
f
th
e
f
u
n
d
am
e
n
tal
co
n
tex
t
f
o
r
SEL
f
o
r
ea
r
ly
ch
ild
h
o
o
d
s
tu
d
e
n
t
teac
h
er
s
at
p
r
iv
ate
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
th
e
r
esear
ch
er
co
n
cl
u
d
ed
:
em
o
tio
n
al
an
d
s
o
cial
lear
n
in
g
m
an
ag
em
e
n
t
is
im
p
o
r
tan
t
f
o
r
s
tu
d
en
t
teac
h
er
s
to
b
ec
o
m
e
g
o
o
d
teac
h
e
r
s
in
th
e
f
u
tu
r
e.
L
ea
r
n
in
g
in
all
f
iv
e
d
im
en
s
io
n
s
,
n
am
ely
s
elf
-
awa
r
en
ess
,
s
elf
-
m
an
ag
em
en
t,
s
o
cial
awa
r
en
ess
,
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
r
el
atio
n
s
h
ip
b
u
ild
i
n
g
,
s
till
n
ee
d
s
to
b
e
p
r
o
m
o
ted
an
d
s
u
p
p
o
r
te
d
m
o
r
e.
T
h
ai
ed
u
c
atio
n
s
till
p
lace
s
litt
le
im
p
o
r
tan
ce
o
n
th
is
is
s
u
e.
T
h
er
e
ar
e
n
o
clea
r
p
o
licies
o
r
p
r
o
m
o
tio
n
g
u
id
elin
es,
ca
u
s
in
g
teac
h
er
tr
ain
in
g
in
s
titu
tio
n
s
to
n
o
t
s
ee
th
eir
im
p
o
r
tan
ce
.
Ad
d
itio
n
ally
,
th
er
e
is
n
o
co
n
cr
ete
class
r
o
o
m
lear
n
in
g
m
an
a
g
em
en
t
s
y
s
tem
.
Alth
o
u
g
h
em
o
tio
n
al
an
d
s
o
cial
lear
n
in
g
is
ess
en
tial
f
o
r
ad
ap
tiv
e
liv
in
g
,
wo
r
k
,
an
d
s
o
cial
life
.
T
h
er
ef
o
r
e,
im
p
o
r
ta
n
ce
s
h
o
u
l
d
b
e
g
iv
en
to
th
is
is
s
u
e
f
r
o
m
ch
ild
h
o
o
d
to
ad
u
lth
o
o
d
b
y
s
ettin
g
ed
u
ca
tio
n
al
p
o
licies
at
all
le
v
els,
s
ettin
g
s
p
ec
if
ic
cu
r
r
icu
la,
o
r
g
a
n
izin
g
v
o
l
u
n
teer
ac
ti
v
ities
b
o
th
i
n
s
id
e
an
d
o
u
ts
id
e
th
e
s
ch
o
o
l
ev
er
y
y
e
ar
,
an
d
d
esig
n
in
g
lear
n
i
n
g
m
an
ag
em
en
t
th
at
is
s
u
itab
le
f
o
r
lear
n
in
g
.
Fo
r
r
esear
ch
er
s
in
ter
ested
in
th
is
is
s
u
e,
th
er
e
s
h
o
u
ld
b
e
f
u
r
th
er
r
esear
ch
o
n
d
ev
el
o
p
in
g
lear
n
in
g
m
a
n
ag
em
e
n
t
m
o
d
els
th
at
s
p
ec
if
ically
p
r
o
m
o
te
em
o
tio
n
al
an
d
s
o
cial
lear
n
in
g
.
Als
o
,
th
e
lo
n
g
-
ter
m
r
esu
lt
s
s
h
o
u
ld
b
e
s
tu
d
ied
with
s
tu
d
en
t
teac
h
er
s
w
h
o
h
a
v
e
u
s
ed
t
h
is
em
o
tio
n
al
an
d
s
o
cial
lear
n
in
g
m
o
d
el
to
tr
ac
k
t
h
e
d
ir
ec
t
ef
f
ec
ts
o
n
s
tu
d
en
t te
ac
h
er
s
an
d
t
h
e
in
d
ir
e
ct
ef
f
ec
ts
o
n
th
e
s
tu
d
e
n
ts
th
ey
teac
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1
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6
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C
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7
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8
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M
.
Li
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,
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
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J
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,
Vo
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.
14
,
No
.
6
,
Dec
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20
25
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4262
[
9
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L.
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Evaluation Warning : The document was created with Spire.PDF for Python.