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d
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s
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o
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siste
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t
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t
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h
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n
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in
st
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d
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t
b
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h
a
v
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o
r.
He
n
c
e
,
th
is i
n
q
u
ir
y
p
ro
v
id
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s v
a
lu
a
b
le i
n
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ts i
n
t
o
t
h
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d
y
n
a
m
ics
o
f
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a
n
d
th
e
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ffe
c
ti
v
e
n
e
ss
o
f
v
a
rio
u
s e
d
u
c
a
to
r
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ter
v
e
n
ti
o
n
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
m
is
co
n
d
u
ct
E
d
u
ca
tio
n
al
o
u
tco
m
es
I
n
ter
v
en
tio
n
u
p
s
h
o
ts
Stu
d
en
t b
eh
a
v
io
r
T
ea
ch
er
in
ter
v
e
n
tio
n
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
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li
c
e
n
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.
C
o
r
r
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s
p
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A
uth
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r
:
L
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o
San
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Asp
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C
o
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T
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,
Qu
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State
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iv
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Glo
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h
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ts
,
af
f
ec
t
in
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s
tu
d
e
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ts
wo
r
ld
wid
e
[
1
]
.
Aca
d
em
ic
m
is
co
n
d
u
ct
(
AM
)
en
co
m
p
ass
es
an
y
ac
tio
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s
in
ten
d
ed
to
s
ec
u
r
e
o
r
ass
is
t
o
th
er
s
in
s
ec
u
r
in
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a
n
u
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f
air
ac
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tag
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T
h
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in
clu
d
es
p
r
ac
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s
u
ch
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p
lag
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is
m
,
co
llu
s
io
n
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co
n
tr
ac
t
ch
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tin
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,
d
ata
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a
b
r
icatio
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d
p
o
s
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ess
in
g
u
n
au
th
o
r
ized
m
ater
ials
d
u
r
in
g
ex
a
m
s
[
2
]
.
J
an
k
e
et
a
l.
[
3
]
f
o
u
n
d
th
at
ch
ea
tin
g
o
cc
u
r
r
ed
m
o
r
e
f
r
e
q
u
en
tly
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o
n
lin
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ex
am
s
th
an
o
n
-
s
ite,
wh
ile
o
th
er
m
ea
s
u
r
es
o
f
ac
a
d
em
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is
h
o
n
esty
s
h
o
wed
n
eg
l
ig
ib
le
d
if
f
er
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n
ce
s
.
T
h
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tr
en
d
h
as
p
r
o
m
p
ted
ca
lls
f
o
r
a
r
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v
al
u
atio
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o
f
teac
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in
g
an
d
ass
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m
en
t
s
tr
ateg
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Fu
r
th
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,
ex
p
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ar
g
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e
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s
u
d
d
en
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t
to
v
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tu
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p
latf
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m
s
n
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t
o
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l
y
in
cr
ea
s
ed
s
tu
d
en
t
s
tr
ess
b
u
t
also
cr
ea
ted
m
o
r
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p
p
o
r
tu
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ities
f
o
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d
is
cr
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tly
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b
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in
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o
n
li
n
e
ass
is
tan
ce
d
u
r
in
g
ex
a
m
in
atio
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s
[
4
]
.
Desp
ite
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x
ten
s
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r
esea
r
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,
ef
f
ec
tiv
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in
ter
v
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tio
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s
to
ad
d
r
ess
ac
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is
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o
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esty
(
AD)
r
em
ai
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lim
ited
.
Aca
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co
m
m
u
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ities
r
e
ly
o
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a
s
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o
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ch
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co
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n
tab
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co
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r
ag
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o
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,
tr
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s
t,
f
air
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an
d
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wh
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e
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ital
f
o
r
f
o
s
ter
in
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a
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ltu
r
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o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
R
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d
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c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
2
9
-
4
3
3
9
4330
in
teg
r
ity
an
d
s
u
p
p
o
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tin
g
m
ea
n
in
g
f
u
l
lear
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s
[
5
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.
A
s
tu
d
y
b
y
Ak
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tar
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Fird
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ti
[
6
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id
en
tifie
d
m
o
tiv
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h
y
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r
co
m
p
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d
lear
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m
o
d
e
as
s
ig
n
if
ican
t
p
r
ed
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r
s
o
f
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,
u
n
d
er
s
co
r
in
g
h
o
w
th
e
tr
an
s
itio
n
f
r
o
m
tr
ad
it
io
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al
class
r
o
o
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lin
e
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d
u
r
in
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th
e
p
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d
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ay
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k
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s
tu
d
en
ts
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m
m
itm
en
t
to
ac
ad
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ic
in
teg
r
ity
.
Fu
r
th
er
r
esear
c
h
b
y
Z
h
an
g
et
a
l.
[
7
]
r
ev
ea
led
th
at
g
en
d
e
r
p
lay
s
a
cr
itical
r
o
le
in
s
h
ap
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g
d
is
h
o
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est
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eh
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io
r
s
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with
n
o
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le
d
i
f
f
er
en
ce
s
in
m
ea
n
s
co
r
es
an
d
ef
f
ec
t
s
izes
ac
r
o
s
s
k
ey
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r
s
.
T
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e
s
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y
h
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g
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at
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d
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y
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d
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o
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s
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as
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s
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d
y
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esp
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ially
wh
en
th
ese
in
ter
ac
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with
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en
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T
h
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f
in
d
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g
s
s
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g
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est th
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o
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ts
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s
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cc
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o
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n
d
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p
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co
n
tex
tu
al
f
ac
to
r
s
,
tailo
r
in
g
i
n
ter
v
en
tio
n
s
to
b
etter
s
u
p
p
o
r
t d
i
v
er
s
e
s
tu
d
en
t p
o
p
u
latio
n
s
.
I
n
th
e
Ph
ilip
p
i
n
es,
AD
h
as
b
ec
o
m
e
a
p
r
o
m
in
e
n
t
is
s
u
e
ac
r
o
s
s
v
ar
io
u
s
f
ield
s
o
f
s
tu
d
y
,
r
ef
lectin
g
a
g
r
o
win
g
p
r
ess
u
r
e
am
o
n
g
s
tu
d
en
ts
to
ac
h
iev
e
to
p
m
ar
k
s
.
T
h
i
s
d
esire
f
o
r
h
ig
h
er
g
r
ad
es
o
f
te
n
lead
s
to
en
g
ag
in
g
in
u
n
eth
ical
p
r
ac
tices,
u
n
d
e
r
m
in
in
g
th
e
i
n
teg
r
ity
o
f
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
[
8
]
.
R
esear
ch
r
ev
ea
ls
th
at
th
o
s
e
co
m
m
o
n
d
is
h
o
n
est
b
eh
a
v
io
r
s
—
s
u
ch
as
p
lag
iar
is
m
an
d
ch
ea
tin
g
—
u
n
d
e
r
m
in
e
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
an
d
co
m
p
r
o
m
is
e
p
r
o
g
r
a
m
cr
ed
ib
il
ity
[
9
]
.
Mo
tiv
atio
n
s
f
o
r
s
u
ch
b
eh
av
io
r
also
s
tem
f
r
o
m
ac
ad
em
ic
ch
allen
g
es,
d
if
f
icu
lties
with
s
elf
-
r
eg
u
latio
n
,
an
d
e
x
ter
n
al
p
r
ess
u
r
es,
with
v
ar
iatio
n
s
o
b
s
er
v
e
d
ac
r
o
s
s
y
e
ar
lev
els
b
u
t
n
o
t b
y
g
en
d
er
o
r
p
er
f
o
r
m
an
ce
[
1
0
]
.
T
o
ad
d
r
ess
th
ese
is
s
u
es,
ef
f
ec
tiv
e
s
tr
ateg
ies
in
clu
d
e
r
aisi
n
g
awa
r
en
ess
,
cu
ltiv
atin
g
a
cu
ltu
r
e
o
f
i
n
teg
r
it
y
,
en
f
o
r
cin
g
s
tr
ict
p
o
licies,
an
d
u
s
in
g
s
u
p
e
r
v
is
ed
,
s
o
lu
tio
n
-
f
o
cu
s
ed
ass
ess
m
en
ts
to
d
eter
m
is
co
n
d
u
ct.
I
n
d
ee
d
,
g
u
id
e
d
b
y
Q
u
i
r
i
n
o
S
ta
te
U
n
i
v
er
s
it
y
’
s
i
n
s
ti
tu
ti
o
n
al
ta
g
li
n
e
,
“
m
o
ld
in
g
m
i
n
d
s
,
s
h
a
p
i
n
g
f
u
t
u
r
e,
”
th
e
i
n
s
tit
u
t
io
n
is
c
o
m
m
i
tte
d
t
o
its
s
t
u
d
en
ts
’
c
o
m
p
r
e
h
e
n
s
i
v
e
d
e
v
el
o
p
m
e
n
t
,
e
m
p
h
asi
zi
n
g
a
ca
d
e
m
ic
e
x
c
elle
n
ce
an
d
et
h
i
ca
l
in
te
g
r
it
y
.
T
h
is
c
o
m
m
it
m
e
n
t
a
li
g
n
s
w
it
h
t
h
e
p
r
im
a
r
y
g
o
al
o
f
a
d
v
a
n
ci
n
g
k
n
o
wl
e
d
g
e
a
n
d
te
c
h
n
o
l
o
g
i
es
to
m
ee
t
lo
ca
l
an
d
g
l
o
b
al
n
ee
d
s
.
R
e
c
o
g
n
i
zi
n
g
th
at
et
h
i
ca
l
co
n
d
u
ct
is
f
o
u
n
d
at
io
n
a
l
t
o
th
ese
as
p
i
r
at
io
n
s
,
t
h
e
in
s
t
it
u
ti
o
n
p
r
i
o
r
it
iz
es
c
u
lt
iv
ati
n
g
a
ca
d
e
m
ic
h
o
n
es
ty
a
n
d
i
n
te
g
r
it
y
as
ess
e
n
t
ial
c
o
m
p
o
n
e
n
ts
o
f
its
m
is
s
io
n
.
T
o
u
p
h
o
l
d
t
h
es
e
v
al
u
es
,
t
h
e
u
n
i
v
e
r
s
it
y
m
u
s
t
i
n
v
esti
g
a
te
i
n
s
t
a
n
ce
s
o
f
AM
.
A
m
is
c
o
n
d
u
c
t
-
f
r
e
e
e
n
v
ir
o
n
m
e
n
t
is
v
it
al
f
o
r
est
ab
lis
h
i
n
g
t
h
e
c
o
n
n
ec
t
io
n
b
etw
ee
n
t
h
e
p
u
r
s
u
it
o
f
k
n
o
wl
e
d
g
e
a
n
d
et
h
i
ca
l
p
r
o
f
ess
i
o
n
a
l d
ev
el
o
p
m
e
n
t
.
I
n
t
h
is
lig
h
t
,
s
c
r
u
ti
n
iz
i
n
g
m
is
c
o
n
d
u
ct
n
o
t
o
n
l
y
r
ea
f
f
i
r
m
s
t
h
e
in
s
tit
u
ti
o
n
’
s
d
e
d
i
ca
t
io
n
t
o
c
r
e
ati
n
g
a
n
eth
ic
al
e
d
u
ca
ti
o
n
al
en
v
i
r
o
n
m
e
n
t
b
u
t
als
o
r
e
in
f
o
r
ce
s
its
m
is
s
io
n
o
f
s
h
a
p
i
n
g
r
es
p
o
n
s
ib
l
e
p
r
o
f
ess
io
n
als.
T
h
u
s
,
th
is
s
tu
d
y
ex
p
lo
r
es
th
e
tr
en
d
s
o
f
AM
in
o
n
lin
e
an
d
m
o
d
u
lar
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
ev
alu
ates
th
e
teac
h
er
s
’
in
te
r
v
en
tio
n
s
an
d
th
eir
o
u
tco
m
es
.
T
h
e
p
r
im
ar
y
r
esear
ch
q
u
e
s
tio
n
g
u
id
in
g
th
is
in
v
esti
g
atio
n
is
:
w
h
at
ar
e
th
e
p
r
ev
alen
t
f
o
r
m
s
o
f
AM
in
th
e
s
e
s
ettin
g
s
,
wh
at
in
ter
v
en
tio
n
s
ar
e
em
p
lo
y
ed
b
y
ed
u
ca
to
r
s
,
an
d
th
eir
o
u
tco
m
es?
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
’
s
r
ec
o
m
m
e
n
d
atio
n
s
will
in
f
o
r
m
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
a
m
s
,
en
h
an
ci
n
g
in
s
tr
u
ct
o
r
s
’
co
m
p
eten
cies
in
estab
lis
h
in
g
ac
ad
em
ic
i
n
teg
r
ity
.
A
p
r
o
ac
tiv
e,
d
ata
-
d
r
iv
en
ap
p
r
o
ac
h
h
elp
s
in
s
titu
tio
n
s
ef
f
ec
tiv
ely
co
m
b
at
AM
an
d
p
r
o
m
o
te
in
teg
r
ity
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
ex
p
lo
r
ed
th
e
te
n
d
e
n
cies
o
f
AM
a
n
d
t
h
e
in
ter
v
en
t
io
n
s
im
p
lem
en
ted
b
y
teac
h
er
s
d
u
r
in
g
th
e
p
o
s
t
-
p
an
d
e
m
ic
ac
ad
em
ic
y
ea
r
2
0
2
1
–
2
0
2
2
,
a
p
er
io
d
m
ar
k
e
d
b
y
th
e
ad
o
p
tio
n
o
f
b
len
d
ed
l
ea
r
n
in
g
.
T
o
ac
h
iev
e
th
is
,
we
em
p
lo
y
e
d
an
ex
p
la
n
ato
r
y
s
eq
u
en
tial
m
ix
e
d
-
m
et
h
o
d
r
esear
ch
d
esig
n
,
f
o
llo
win
g
th
e
f
r
am
ewo
r
k
estab
lis
h
ed
b
y
Fetter
s
et
a
l.
[
1
1
]
,
u
n
f
o
l
d
ed
in
two
d
is
tin
ct
p
h
ases
:
q
u
an
titativ
e
p
h
ase
an
d
q
u
alitativ
e
p
h
ase
.
W
e
co
llected
d
ata
f
r
o
m
457
f
i
r
s
t
-
y
ea
r
s
tu
d
en
ts
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
p
r
o
g
r
am
s
.
Par
ticip
an
ts
wer
e
s
elec
ted
th
r
o
u
g
h
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
an
d
r
esp
o
n
d
ed
to
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
.
I
n
q
u
alitativ
e
p
h
ase
,
we
g
ath
er
ed
in
-
d
ep
th
n
ar
r
ativ
es
f
r
o
m
2
5
f
ac
u
lty
m
em
b
e
r
s
.
T
h
ese
in
d
iv
id
u
als
wer
e
p
u
r
p
o
s
iv
el
y
s
elec
ted
b
ased
o
n
s
p
ec
if
ic
cr
iter
ia,
in
clu
d
in
g
teac
h
in
g
ex
p
er
ien
ce
an
d
ac
tiv
e
in
v
o
lv
em
en
t in
b
len
d
e
d
lear
n
in
g
.
A
s
em
i
-
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
with
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
f
ac
ilit
ated
th
e
ex
p
lo
r
atio
n
o
f
th
ei
r
in
ter
v
e
n
tio
n
s
an
d
o
u
tco
m
es
[
1
2
]
,
[
1
3
]
.
A
‘
b
u
ild
i
n
g
’
in
teg
r
atio
n
ap
p
r
o
ac
h
was
ap
p
lied
,
wh
er
eb
y
th
e
f
in
d
in
g
s
f
r
o
m
th
e
q
u
an
titativ
e
p
h
ase
d
ir
ec
tly
in
f
o
r
m
ed
th
e
q
u
alitativ
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
co
n
f
ir
m
in
g
b
o
th
r
elev
an
ce
a
n
d
an
aly
tical
d
ep
th
.
T
h
is
m
eth
o
d
o
l
o
g
ical
s
tr
ateg
y
en
a
b
led
th
e
s
y
n
th
esis
o
f
s
tatis
tical
tr
en
d
s
an
d
ex
p
er
ien
tial
in
s
ig
h
ts
,
th
er
eb
y
s
tr
en
g
th
en
in
g
th
e
v
alid
ity
a
n
d
r
ich
n
ess
o
f
th
e
c
o
n
clu
s
io
n
s
.
Data
co
llectio
n
was
co
n
d
u
cte
d
u
s
in
g
web
-
b
ased
q
u
esti
o
n
n
a
ir
es
v
ia
Go
o
g
le
Fo
r
m
s
.
T
h
e
q
u
an
titativ
e
p
h
ase
f
o
cu
s
ed
o
n
ass
ess
in
g
s
t
u
d
en
t
ten
d
en
cies
an
d
r
ea
s
o
n
s
f
o
r
AM
,
wh
ile
th
e
q
u
alitativ
e
p
h
ase
d
elv
ed
in
to
teac
h
er
in
ter
v
en
tio
n
s
.
Ou
r
in
s
tr
u
m
en
ts
u
n
d
er
wen
t
r
ig
o
r
o
u
s
v
alid
atio
n
th
r
o
u
g
h
ex
p
e
r
t
r
e
v
iew
an
d
r
eliab
ilit
y
test
in
g
,
in
clu
d
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
wh
ich
c
o
n
f
ir
m
ed
h
i
g
h
i
n
ter
n
al
co
n
s
is
ten
cy
.
I
n
ter
m
s
o
f
an
aly
s
is
,
th
e
q
u
a
n
titativ
e
d
ata
in
v
o
lv
ed
f
r
eq
u
e
n
cy
co
u
n
ts
an
d
d
is
tr
ib
u
tio
n
f
o
r
s
tu
d
en
t
d
em
o
g
r
a
p
h
ics,
alo
n
g
s
id
e
m
ea
n
an
aly
s
is
o
f
m
is
co
n
d
u
ct
ten
d
en
cies
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
Me
an
wh
ile,
th
e
q
u
alitativ
e
d
ata
wer
e
s
u
b
jecte
d
to
th
em
atic
an
aly
s
is
,
as
ar
ticu
lated
b
y
Mw
ita
an
d
Mw
ilo
n
g
o
[
1
4
]
,
ex
am
in
in
g
o
b
s
er
v
ed
AD
,
in
ter
v
en
tio
n
s
,
an
d
o
u
tco
m
es.
Vir
tu
al
in
ter
v
iews
co
n
d
u
cted
v
ia
Go
o
g
le
Me
et
cr
ea
ted
a
co
m
f
o
r
tab
le
atm
o
s
p
h
e
r
e
f
o
r
p
ar
ticip
an
ts
to
s
h
ar
e
th
eir
ex
p
e
r
ien
ce
s
o
p
en
ly
.
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
B
ea
t th
e
ch
ea
t
:
ten
d
e
n
cies o
f
a
ca
d
emic
mis
co
n
d
u
ct
a
n
d
tea
ch
ers
’
in
terven
tio
n
s
(
La
u
r
o
S
a
n
tia
g
o
A
s
p
ir
a
s
)
4331
T
h
r
o
u
g
h
o
u
t
th
is
p
r
o
ce
s
s
,
we
ad
h
er
ed
to
eth
ical
p
r
o
to
c
o
ls
.
Per
m
is
s
io
n
s
wer
e
o
b
tain
ed
f
r
o
m
th
e
ca
m
p
u
s
ad
m
in
is
tr
ato
r
s
,
d
ea
n
s
,
an
d
p
r
o
g
r
am
ch
air
p
er
s
o
n
s
.
Par
ticip
an
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
s
tu
d
y
’
s
o
b
jectiv
es,
an
d
th
eir
c
o
n
s
e
n
t
h
ig
h
lig
h
te
d
th
e
v
o
l
u
n
tar
y
n
atu
r
e
o
f
th
eir
in
v
o
lv
em
en
t,
en
s
u
r
in
g
b
o
th
co
n
f
id
en
tiality
a
n
d
an
o
n
y
m
ity
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
t
ende
ncies o
f
a
ca
dem
ic
m
is
co
nd
uct
T
h
e
s
tu
d
y
’
s
m
o
s
t
u
n
ex
p
ec
te
d
f
in
d
in
g
was
th
e
p
r
ev
ale
n
c
e
o
f
AM
,
b
u
t
it
also
s
h
ed
lig
h
t
o
n
t
h
e
s
tr
ateg
ies
th
at
f
ac
ilit
ate
d
is
h
o
n
est
b
eh
av
io
r
.
T
ab
le
1
r
ev
ea
l
s
th
at
am
o
n
g
t
h
e
4
5
7
p
a
r
ticip
an
ts
,
a
s
ig
n
if
ican
t
m
ajo
r
ity
(
7
2
.
4
3
%,
n
=
3
3
1
)
r
e
p
o
r
ted
n
o
n
-
en
g
a
g
em
en
t
i
n
AM
,
wh
ile
a
s
m
aller
s
eg
m
e
n
t
(
2
7
.
5
7
%,
n
=1
2
6
)
ac
k
n
o
wled
g
e
d
th
eir
i
n
v
o
lv
em
en
t.
T
h
is
d
is
tr
ib
u
tio
n
u
n
d
er
s
co
r
es
th
e
p
r
ev
ale
n
ce
o
f
n
o
n
-
p
a
r
ticip
atio
n
with
in
th
e
s
am
p
led
p
o
p
u
latio
n
,
alo
n
g
s
id
e
a
n
o
tab
le
m
in
o
r
ity
en
g
a
g
in
g
in
s
u
ch
b
eh
av
i
o
r
.
E
x
p
lo
r
in
g
th
ese
p
r
o
p
o
r
tio
n
s
is
ess
en
tial
f
o
r
u
n
co
v
er
in
g
th
e
f
ac
to
r
s
b
eh
in
d
AM
.
Fu
r
th
er
in
v
esti
g
atio
n
ca
n
p
r
o
v
id
e
in
s
ig
h
ts
in
to
d
eter
m
in
an
ts
an
d
m
o
tiv
at
o
r
s
,
lead
in
g
to
m
o
r
e
ef
f
ec
tiv
e
p
r
ev
e
n
tio
n
s
tr
ateg
ies.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
g
lo
b
al
p
r
e
v
alen
ce
o
f
AD
am
o
n
g
co
lleg
e
an
d
u
n
iv
er
s
ity
u
n
d
er
g
r
ad
u
ates
[
1
5
]
.
No
tab
l
y
,
attitu
d
es to
war
d
AD
an
d
p
er
ce
p
tio
n
s
o
f
p
e
er
in
v
o
lv
em
en
t a
r
e
s
ig
n
if
ican
t in
f
lu
en
ce
r
s
o
f
s
tu
d
en
t c
h
ea
tin
g
[
1
6
]
.
T
ab
le
1
.
Nu
m
b
er
o
f
s
tu
d
en
ts
wh
o
ten
d
to
en
g
a
g
e
in
AM
I
n
d
i
c
a
t
o
r
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
1.
N
o
t
e
n
g
a
g
e
d
i
n
AM
3
3
1
7
2
.
4
3
2.
En
g
a
g
e
d
i
n
AM
1
2
6
2
7
.
5
7
To
t
a
l
4
5
7
1
0
0
T
h
e
r
esu
lts
in
T
ab
le
2
h
ig
h
lig
h
t
th
e
k
ey
f
ac
to
r
s
in
s
tu
d
en
t
AM
.
Stu
d
en
ts
f
ee
l
o
v
er
wh
elm
ed
b
y
ass
ig
n
m
en
ts
(
m
ea
n
:
3
.
6
5
)
a
n
d
p
er
ce
iv
e
len
ien
cy
in
o
n
lin
e
e
v
alu
atio
n
s
(
m
ea
n
:
3
.
5
8
)
,
s
u
g
g
esti
n
g
ch
ea
tin
g
as
a
co
p
in
g
m
ec
h
an
is
m
.
T
h
e
d
if
f
icu
lty
o
f
c
o
u
r
s
e
c
o
n
ten
t
(
m
e
an
:
3
.
8
3
)
an
d
th
e
b
elief
th
at
c
h
ea
tin
g
is
c
o
m
m
o
n
o
n
lin
e
(
m
ea
n
:
3
.
5
3
)
also
c
o
n
tr
ib
u
te
to
th
is
n
o
r
m
.
I
n
co
n
tr
ast,
p
ee
r
in
f
l
u
en
ce
(
m
ea
n
:
2
.
3
5
)
a
n
d
co
n
ce
r
n
s
ab
o
u
t
s
ch
o
lar
s
h
ip
s
(
m
ea
n
:
2
.
5
6
)
ar
e
less
s
ig
n
if
ican
t.
A
n
o
tab
le
c
o
n
ce
r
n
is
th
e
p
er
ce
iv
e
d
lack
o
f
s
u
p
er
v
is
io
n
d
u
r
in
g
o
n
lin
e
ass
ess
m
en
ts
(
m
ea
n
:
3
.
8
2
)
,
r
ed
u
cin
g
th
e
p
er
ce
iv
e
d
r
i
s
k
o
f
b
ei
n
g
ca
u
g
h
t.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
n
ee
d
f
o
r
b
etter
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
an
d
ass
ess
m
en
t
s
u
p
er
v
is
io
n
to
u
p
h
o
ld
ac
a
d
em
ic
in
teg
r
ity
.
Ad
d
r
ess
in
g
th
ese
is
s
u
es
is
v
ital
f
o
r
ef
f
ec
ti
v
e
s
tr
ateg
ies
ag
ain
s
t
AD
.
C
o
n
s
eq
u
en
tly
,
th
ese
r
esu
lts
alig
n
with
p
r
io
r
r
esear
ch
in
d
icatin
g
th
at
AM
o
f
te
n
in
v
o
lv
es
d
elib
er
ate
ac
tio
n
s
d
u
r
in
g
ev
alu
atio
n
s
,
s
u
ch
as
u
n
au
th
o
r
ized
in
f
o
r
m
atio
n
ex
ch
an
g
e
,
d
r
iv
e
n
b
y
ex
a
m
d
if
f
icu
lty
an
d
tim
e
co
n
s
tr
ain
ts
[
1
5
]
.
T
h
e
p
r
o
life
r
atio
n
o
f
m
o
b
ile
d
ev
ices h
as f
u
r
th
e
r
f
ac
ilit
ated
s
u
ch
b
eh
av
i
o
r
,
m
ak
in
g
i
n
f
o
r
m
atio
n
ea
s
ily
ac
c
ess
ib
le
an
d
s
h
ar
ea
b
le.
Mo
r
e
o
v
er
,
s
tu
d
en
ts
m
a
y
p
r
io
r
itize
ac
ad
em
ic
s
u
cc
ess
o
v
er
eth
ical
s
tan
d
a
r
d
s
,
in
f
l
u
en
ce
d
b
y
m
o
tiv
atio
n
s
s
u
ch
as
p
ee
r
d
y
n
am
ics,
th
e
d
esire
to
o
u
ts
m
ar
t
in
s
tr
u
cto
r
s
,
o
r
ev
e
n
d
er
i
v
in
g
a
m
u
s
em
en
t
f
r
o
m
t
h
e
ac
t
[
1
7
]
.
A
d
d
r
ess
in
g
th
ese
u
n
d
e
r
ly
in
g
ca
u
s
es is
es
s
en
tial f
o
r
d
esig
n
in
g
ef
f
ec
tiv
e
in
s
titu
tio
n
al
s
tr
ateg
ies to
cu
r
b
AD
.
T
ab
le
2
.
R
ea
s
o
n
s
f
o
r
e
n
g
a
g
in
g
in
AM
I
n
d
i
c
a
t
o
r
s
M
e
a
n
SD
D
e
scri
p
t
i
v
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
1.
M
y
i
n
st
r
u
c
t
o
r
a
ss
i
g
n
s
t
o
o
mu
c
h
p
a
p
e
r
w
o
r
k
3
.
6
5
0
.
8
4
V
e
r
y
o
f
t
e
n
2.
M
y
i
n
st
r
u
c
t
o
r
i
s
v
e
r
y
l
e
n
i
e
n
t
d
u
r
i
n
g
t
h
e
o
n
l
i
n
e
e
v
a
l
u
a
t
i
o
n
3
.
5
8
0
.
8
8
V
e
r
y
o
f
t
e
n
3.
M
y
f
r
i
e
n
d
a
s
k
e
d
me
t
o
c
o
p
y
a
n
sw
e
r
s f
r
o
m t
h
e
i
n
t
e
r
n
e
t
2
.
3
5
1
.
0
2
S
o
me
t
i
m
e
s
4.
M
y
i
n
st
r
u
c
t
o
r
d
o
e
s
n
o
t
se
e
m
t
o
c
a
r
e
i
f
I
l
e
a
r
n
a
n
d
u
n
d
e
r
st
a
n
d
t
h
e
m
a
t
e
r
i
a
l
2
.
5
2
0
.
9
6
S
o
me
t
i
m
e
s
5.
M
y
c
o
u
r
s
e
i
n
f
o
r
mat
i
o
n
see
ms
u
se
l
e
ss
1
.
4
5
0
.
7
0
N
e
v
e
r
6.
M
y
c
o
u
r
s
e
m
a
t
e
r
i
a
l
i
s
t
o
o
h
a
r
d
3
.
8
3
0
.
7
9
V
e
r
y
o
f
t
e
n
7.
I
f
e
e
l
l
i
k
e
e
v
e
r
y
o
n
e
e
l
se
see
ms t
o
b
e
c
h
e
a
t
i
n
g
b
e
c
a
u
se
i
t
i
s
a
n
o
n
l
i
n
e
mo
d
a
l
i
t
y
3
.
5
3
0
.
9
1
V
e
r
y
o
f
t
e
n
8.
I
a
m i
n
d
a
n
g
e
r
o
f
l
o
s
i
n
g
a
s
c
h
o
l
a
r
sh
i
p
b
e
c
a
u
se
o
f
p
o
o
r
g
r
a
d
e
s
2
.
5
6
0
.
9
3
S
o
me
t
i
m
e
s
9.
I
d
o
n
o
t
h
a
v
e
t
i
m
e
t
o
st
u
d
y
b
e
c
a
u
s
e
I
a
m w
o
r
k
i
n
g
t
o
p
a
y
o
f
f
m
y
s
c
h
o
o
l
2
.
2
6
1
.
0
5
S
o
me
t
i
m
e
s
1
0
.
I
f
e
e
l
l
i
k
e
AM
c
a
n
b
e
f
r
e
e
l
y
d
o
n
e
b
e
c
a
u
s
e
n
o
o
n
e
su
p
e
r
v
i
s
e
s m
e
p
h
y
s
i
c
a
l
l
y
3
.
8
2
0
.
8
1
V
e
r
y
o
f
t
e
n
G
r
a
n
d
m
e
a
n
2
.
9
7
0
.
8
9
S
o
me
t
i
m
e
s
T
h
e
d
ata
in
T
ab
le
3
in
d
icat
e
th
at
AM
am
o
n
g
s
tu
d
en
ts
is
p
r
im
ar
ily
d
r
iv
en
b
y
ac
ad
em
ic
an
d
in
s
titu
tio
n
al
p
r
ess
u
r
es,
with
a
g
r
an
d
m
ea
n
o
f
3
.
1
6
s
u
g
g
esti
n
g
a
m
o
d
er
ate
ten
d
e
n
cy
.
T
h
e
m
o
s
t
s
ig
n
if
ican
t
f
ac
to
r
is
lac
k
o
f
p
r
ep
a
r
atio
n
(
m
ea
n
:
4
.
5
2
)
,
h
ig
h
lig
h
tin
g
u
n
p
r
ep
ar
ed
n
ess
as
a
k
ey
d
r
iv
e
r
o
f
d
is
h
o
n
est
b
eh
av
i
o
r
.
T
h
is
is
r
ein
f
o
r
ce
d
b
y
ex
am
d
if
f
icu
lty
(
m
ea
n
:
3
.
9
0
)
a
n
d
teac
h
er
s
’
len
ien
cy
(
m
ea
n
:
4
.
2
1
)
,
b
o
th
in
d
icatin
g
th
at
ch
allen
g
in
g
ass
ess
m
en
ts
an
d
in
ad
eq
u
ate
s
u
p
e
r
v
is
io
n
c
r
e
ate
co
n
d
itio
n
s
co
n
d
u
civ
e
to
ch
ea
tin
g
.
Gr
ad
e
o
r
ien
tatio
n
(
m
ea
n
: 3
.
6
2
)
an
d
p
ar
en
tal
p
r
ess
u
r
e
(
m
ea
n
: 3
.
5
3
)
also
r
ef
lect
s
ig
n
if
ican
t
i
n
f
lu
en
ce
s
,
s
u
g
g
esti
n
g
th
at
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
3
2
9
-
4
3
3
9
4332
b
o
th
e
x
ter
n
al
a
n
d
in
ter
n
al
ex
p
ec
tatio
n
s
co
n
tr
ib
u
te
to
m
is
co
n
d
u
ct.
Mo
d
e
r
ate
in
f
lu
e
n
ce
s
in
clu
d
e
th
e
u
r
g
e
to
ch
ea
t
(
m
ea
n
:
3
.
3
4
)
,
in
v
ig
ilatio
n
/en
v
ir
o
n
m
en
t
(
m
ea
n
:
2
.
4
8
)
,
an
d
e
x
tr
in
s
ic
m
o
tiv
es
(
m
ea
n
:
2
.
5
8
)
,
wh
ile
p
ee
r
p
r
ess
u
r
e
(
m
ea
n
:
2
.
1
4
)
an
d
in
v
o
lv
em
en
t
in
e
x
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
(
m
ea
n
:
1
.
2
3
)
s
h
o
w
m
in
im
al
im
p
ac
t
o
n
d
is
h
o
n
est
b
eh
av
io
r
s
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
in
s
titu
tio
n
s
to
en
h
an
ce
ac
ad
em
ic
s
u
p
p
o
r
t,
im
p
lem
en
t
f
air
b
u
t
r
ig
o
r
o
u
s
ass
es
s
m
en
ts
,
an
d
en
f
o
r
ce
co
n
s
is
ten
t
m
o
n
ito
r
in
g
t
o
ef
f
ec
tiv
el
y
ad
d
r
ess
th
e
r
o
o
t
ca
u
s
es
o
f
m
is
co
n
d
u
ct.
T
h
e
f
r
au
d
tr
ian
g
le
th
eo
r
y
id
en
tifie
s
“
in
ce
n
tiv
e/p
r
ess
u
r
e,
o
p
p
o
r
tu
n
ity
,
an
d
r
atio
n
aliza
tio
n
/attitu
d
e
”
as
k
ey
elem
en
ts
lead
in
g
to
ch
ea
tin
g
[
1
8
]
,
[
19
]
.
Un
d
er
p
r
ess
u
r
e
f
o
r
g
o
o
d
g
r
ad
es,
s
tu
d
en
ts
m
ay
ex
p
lo
it
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
th
eir
s
co
r
es
d
is
h
o
n
estl
y
,
r
atio
n
alizin
g
t
h
e
ir
ac
tio
n
s
.
Pre
v
io
u
s
r
esear
ch
s
u
g
g
ests
th
at
“
m
o
r
e
ch
ea
tin
g
o
cc
u
r
s
in
o
n
lin
e
c
o
u
r
s
es
”
[2
0
]
,
lik
ely
d
u
e
to
s
tu
d
en
ts
’
r
eso
u
r
ce
p
r
o
f
icien
c
y
an
d
th
e
p
er
ce
i
v
ed
d
is
tan
ce
f
r
o
m
in
s
tr
u
ct
o
r
s
,
wh
i
ch
en
co
u
r
ag
es d
is
h
o
n
est b
eh
a
v
io
r
.
T
ab
le
3
.
T
e
n
d
en
cies o
f
AM
I
n
d
i
c
a
t
o
r
s
M
e
a
n
SD
D
e
scri
p
t
i
v
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
1.
La
c
k
o
f
p
r
e
p
a
r
a
t
i
o
n
4
.
5
2
0
.
5
8
V
e
r
y
h
i
g
h
t
e
n
d
e
n
c
y
2.
Te
a
c
h
e
r
s
’
l
e
n
i
e
n
c
y
4
.
2
1
0
.
6
7
H
i
g
h
t
e
n
d
e
n
c
y
3.
Ex
a
m
l
e
v
e
l
o
f
d
i
f
f
i
c
u
l
t
y
3
.
9
0
0
.
7
3
H
i
g
h
t
e
n
d
e
n
c
y
4.
G
r
a
d
e
-
o
r
i
e
n
t
e
d
3
.
6
2
0
.
7
9
H
i
g
h
t
e
n
d
e
n
c
y
5.
P
a
r
e
n
t
a
l
p
r
e
ss
u
r
e
3
.
5
3
0
.
8
5
H
i
g
h
t
e
n
d
e
n
c
y
6.
U
r
g
e
t
o
c
h
e
a
t
3
.
3
4
0
.
9
1
M
o
d
e
r
a
t
e
t
e
n
d
e
n
c
y
7.
Ex
t
r
i
n
s
i
c
mo
t
i
v
e
2
.
5
8
0
.
9
6
M
o
d
e
r
a
t
e
t
e
n
d
e
n
c
y
8.
I
n
v
i
g
i
l
a
t
i
o
n
/
e
n
v
i
r
o
n
me
n
t
2
.
4
8
0
.
9
9
M
o
d
e
r
a
t
e
t
e
n
d
e
n
c
y
9.
P
e
e
r
p
r
e
ss
u
r
e
/
c
h
a
l
l
e
n
g
e
2
.
1
4
1
.
0
2
Lo
w
t
e
n
d
e
n
c
y
1
0
.
I
n
v
o
l
v
e
m
e
n
t
i
n
e
x
t
r
a
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s
1
.
2
3
0
.
6
6
V
e
r
y
l
o
w
t
e
n
d
e
n
c
y
G
r
a
n
d
m
e
a
n
3
.
1
6
0
.
8
2
M
o
d
e
r
a
t
e
t
e
n
d
e
n
c
y
3
.
2
.
T
ea
cher
s
o
bs
er
v
ed
a
ca
dem
ic
m
is
co
nd
uct
a
m
o
ng
s
t
ud
ent
s
,
t
heir
inte
rv
ent
io
ns
,
a
nd
t
he
o
bs
er
v
ed
o
utc
o
m
es o
f
t
he
inte
rv
ent
io
n
s
3
.
2
.
1
.
Aca
dem
ic
m
is
co
nd
uct
o
f
s
t
ud
ent
s
a
s
o
bs
er
v
ed
by
t
he
t
ea
cher
s
Desp
ite
th
e
s
tead
f
ast
ef
f
o
r
ts
o
f
t
h
e
teac
h
in
g
s
taf
f
t
o
u
p
h
o
ld
ac
ad
em
ic
i
n
teg
r
ity
,
in
s
tan
ce
s
o
f
m
is
co
n
d
u
ct
wer
e
o
b
s
er
v
e
d
d
u
r
in
g
t
h
e
im
p
lem
e
n
tatio
n
o
f
b
len
d
ed
lear
n
in
g
.
T
h
e
o
b
s
er
v
ed
in
ci
d
en
ts
ar
e
d
etailed
:
a.
T
win
n
in
g
o
r
d
u
p
licated
an
s
we
r
s
A
d
u
p
licate
s
u
b
m
is
s
io
n
o
cc
u
r
s
wh
en
a
s
tu
d
en
t
s
u
b
m
its
id
en
tical
ac
ad
em
ic
wo
r
k
f
o
r
ass
ess
m
en
t
in
two
d
is
tin
ct
co
u
r
s
es.
T
h
e
m
a
jo
r
ity
o
f
p
ar
ticip
atin
g
teac
h
er
s
in
d
icate
d
th
at
in
s
tan
ce
s
o
f
d
u
p
licated
a
n
s
wer
s
wer
e
p
r
ev
alen
t i
n
th
eir
class
es.
T
h
is
r
ec
u
r
r
i
n
g
p
h
en
o
m
en
o
n
was e
m
p
h
asized
b
y
t
ea
ch
e
r
#
3
:
“
Ma
n
y
times,
I
n
o
ticed
tw
in
a
n
s
w
er
s
,
esp
ec
ia
lly
a
ctivitie
s
f
r
o
m
th
eir
mo
d
u
les.
I
a
s
ke
d
ev
e
n
w
h
o
th
e
o
r
ig
in
is
,
b
u
t
n
o
o
n
e
a
n
s
w
ered
;
in
s
tea
d
,
th
ey
ju
s
t
left
fr
o
m
a
n
o
n
lin
e
cla
s
s
.
Yea
h
,
d
is
g
u
s
tin
g
,
b
u
t th
ese
a
r
e
s
o
me
o
f th
e
s
itu
a
tio
n
s
d
u
r
in
g
o
n
lin
e
cla
s
s
es.
”
AM
in
o
n
lin
e
lear
n
in
g
p
r
esen
ts
a
co
m
p
lex
p
s
y
ch
o
lo
g
ical
an
d
s
o
cial
ch
allen
g
e
f
o
r
lear
n
e
r
s
.
T
h
ese
in
s
tan
ce
s
h
ig
h
lig
h
t
th
e
s
er
io
u
s
n
atu
r
e
o
f
AM
,
v
io
latin
g
ac
ad
em
ic
n
o
r
m
s
an
d
f
air
n
ess
.
T
h
e
p
r
ev
alen
ce
o
f
twin
n
in
g
o
r
d
u
p
licated
a
n
s
wer
s
is
n
o
tab
le
an
d
r
e
q
u
ir
es
s
cr
u
tin
y
.
Nu
m
er
o
u
s
s
tu
d
ies
ex
p
lo
r
e
th
e
f
ac
to
r
s
ass
o
ciate
d
with
AM
.
A
s
E
r
ce
g
o
v
ac
an
d
R
ich
ar
d
s
o
n
[
2
1
]
n
o
te,
s
o
cial
f
ac
to
r
s
,
ac
h
iev
em
e
n
t
m
o
tiv
atio
n
,
an
d
b
o
th
in
ter
n
al
a
n
d
ex
ter
n
al
p
r
e
s
s
u
r
es
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
th
ese
b
eh
av
io
r
s
.
E
x
ter
n
al
p
r
ess
u
r
es,
s
u
ch
as
th
e
d
esire
to
m
ee
t
ex
p
ec
tatio
n
s
f
r
o
m
p
ee
r
s
,
f
ac
u
lty
,
an
d
f
a
m
ily
,
o
f
ten
d
r
iv
e
s
tu
d
e
n
ts
to
en
g
ag
e
in
d
is
h
o
n
est
p
r
ac
tices
lik
e
d
u
p
licatin
g
a
n
s
wer
s
.
Facu
lty
attitu
d
es
to
war
d
s
AD
also
p
lay
a
c
r
u
cia
l
r
o
le;
in
a
d
eq
u
ate
r
esp
o
n
s
es
to
s
u
ch
b
eh
av
io
r
ca
n
in
ad
v
er
ten
tly
f
o
s
ter
it,
wh
ile
in
s
titu
tio
n
al
p
o
licies
m
ay
clar
if
y
th
e
is
s
u
e
o
f
AD
[2
2
]
.
I
n
d
iv
i
d
u
al
m
o
tiv
atio
n
s
,
in
clu
d
in
g
th
e
p
u
r
s
u
it
o
f
s
o
c
ial
r
ec
o
g
n
itio
n
,
p
r
ess
u
r
e
f
o
r
h
ig
h
g
r
a
d
es,
ca
r
ee
r
ad
v
an
ce
m
e
n
t,
tim
e
co
n
s
tr
ain
ts
,
an
d
a
lack
o
f
awa
r
e
n
ess
ab
o
u
t
p
lag
iar
is
m
[
2
3
]
,
f
u
r
t
h
er
ex
ac
er
b
ate
th
e
p
r
o
b
lem
.
Ultim
ately
,
th
e
r
ep
li
ca
tio
n
an
d
d
u
p
licatio
n
o
f
r
esp
o
n
s
es
u
n
d
er
m
in
e
s
tu
d
en
ts
’
lear
n
in
g
an
d
h
ig
h
lig
h
t
th
e
n
ee
d
to
in
s
till
in
teg
r
ity
an
d
h
o
n
esty
in
ac
a
d
em
ic
en
v
ir
o
n
m
en
ts
.
b.
On
lin
e/
web
s
o
u
r
ce
r
e
p
licatio
n
As
co
lleg
es
tr
an
s
itio
n
ed
to
o
n
lin
e
f
o
r
m
ats
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
cr
is
is
,
n
u
m
er
o
u
s
u
n
iv
er
s
ities
r
ep
o
r
ted
n
o
ta
b
le
in
cr
ea
s
es
in
AM
,
p
ar
ticu
lar
ly
in
th
e
f
o
r
m
o
f
ex
ten
s
iv
e
p
lag
iar
is
m
[
2
4
]
.
T
h
is
o
b
s
er
v
atio
n
was
h
ig
h
lig
h
ted
b
y
t
ea
c
h
er
#
5
:
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
B
ea
t th
e
ch
ea
t
:
ten
d
e
n
cies o
f
a
ca
d
emic
mis
co
n
d
u
ct
a
n
d
tea
ch
ers
’
in
terven
tio
n
s
(
La
u
r
o
S
a
n
tia
g
o
A
s
p
ir
a
s
)
4333
“
D
u
r
i
n
g
t
h
e
m
o
d
u
l
a
r
m
o
d
e
o
f
le
a
r
n
i
n
g
,
p
l
a
g
i
a
r
is
m
is
e
v
i
d
e
n
t
in
t
h
e
i
r
a
n
s
w
e
r
s
.
T
h
e
y
a
ls
o
d
o
n
o
t
p
u
t
e
f
f
o
r
t
i
n
t
o
a
n
s
w
e
r
i
n
g
e
s
s
a
y
q
u
e
s
t
i
o
n
s
b
e
c
a
u
s
e
t
h
e
y
te
n
d
t
o
c
o
p
y
w
h
a
t
’
s
a
v
a
i
l
a
b
l
e
i
n
f
o
r
m
a
t
i
o
n
f
r
o
m
t
h
e
w
e
b
.
T
h
e
g
o
o
d
t
h
i
n
g
i
s
t
h
a
t
a
t
l
e
a
s
t
1
0
o
u
t
o
f
4
0
s
u
b
m
i
t
t
h
ei
r
m
o
d
u
l
e
a
n
s
w
er
s
h
e
e
ts
o
n
t
i
me
.
”
I
n
d
ee
d
,
th
is
s
itu
atio
n
r
ef
lects
a
clea
r
tech
n
o
lo
g
ical
d
is
ad
v
an
tag
e,
p
a
r
ticu
lar
ly
in
s
h
ap
in
g
s
tu
d
en
ts
’
attitu
d
es
to
war
d
lear
n
in
g
.
T
h
eir
g
r
o
win
g
d
ep
e
n
d
en
c
y
o
n
web
s
ites
f
o
r
in
s
tan
t
an
s
wer
s
u
n
d
er
m
i
n
es
th
e
tr
u
e
ed
u
ca
tio
n
al
p
u
r
p
o
s
e
o
f
t
h
eir
ac
tiv
ities
.
As
W
an
g
a
n
d
Z
h
an
g
[
2
5
]
o
b
s
er
v
e
d
,
b
o
th
p
e
r
s
o
n
ality
tr
aits
an
d
attitu
d
es
to
war
d
ac
ad
em
ic
r
u
les
s
ig
n
if
ican
tly
p
r
ed
ict
m
i
s
co
n
d
u
ct,
h
i
g
h
lig
h
tin
g
a
cr
it
ical
ch
allen
g
e
f
o
r
ed
u
ca
to
r
s
an
d
r
esear
c
h
er
s
ali
k
e.
T
o
ad
d
r
ess
th
is
,
f
air
a
n
d
p
r
o
ac
tiv
e
s
tr
ateg
ies
m
u
s
t
b
e
d
ev
elo
p
ed
,
with
p
o
ten
tial
p
o
in
ts
o
f
f
ailu
r
e
a
n
ticip
ated
an
d
m
i
n
im
ized
as
a
p
r
ec
au
tio
n
[
2
6
]
.
T
ea
ch
er
p
ar
tic
ip
an
ts
em
p
h
asized
th
at
th
e
wid
esp
r
ea
d
“
cu
ltu
r
e
o
f
Go
o
g
lin
g
”
er
o
d
es
s
tu
d
en
ts
’
s
elf
-
co
n
f
id
e
n
ce
;
in
s
tead
o
f
en
g
ag
in
g
in
in
d
ep
en
d
en
t
th
in
k
in
g
,
m
an
y
s
tu
d
en
ts
n
o
w
b
e
g
in
th
eir
ass
ig
n
m
en
ts
b
y
r
el
y
in
g
o
n
th
e
i
d
ea
s
o
f
o
th
er
s
,
s
tiflin
g
th
eir
o
wn
in
tellectu
al
d
e
v
elo
p
m
en
t.
On
e
o
f
th
e
teac
h
e
r
p
ar
ti
cip
an
ts
,
t
ea
ch
er
#
8
,
s
h
ar
ed
:
“
I
d
o
n
o
t
kn
o
w
w
h
a
t
it
is
th
a
t
b
r
a
in
ly.
co
m.
I
t
w
a
s
a
b
less
in
g
a
n
d
a
d
is
g
u
is
e
w
h
en
my
co
-
t
ea
ch
er
w
en
t
to
my
r
o
o
m
a
n
d
to
ld
me
a
b
o
u
t
th
e
w
eb
s
ite.
A
t
th
a
t
time,
I
w
a
s
ch
ec
kin
g
th
e
a
s
s
ig
n
men
ts
o
f
my
s
tu
d
en
ts
.
Up
o
n
o
p
en
in
g
t
h
e
w
eb
s
ite
a
n
d
click
in
g
th
e
s
p
ec
ific
ke
ywo
r
d
s
,
u
n
fo
r
tu
n
a
tely,
th
e
a
n
s
w
er
s
u
b
mitted
b
y
th
e
s
tu
d
e
n
t
fla
s
h
ed
o
n
th
e
s
creen
.
S
o
,
I
w
a
s
a
b
le
to
co
n
fir
m
th
a
t
h
is
a
n
s
w
er
s
a
r
e
co
p
y
-
p
a
s
ted
fr
o
m
th
e
w
eb
s
ite.
”
Un
d
en
iab
ly
,
th
e
ab
u
n
d
an
ce
o
f
o
n
lin
e
in
f
o
r
m
atio
n
s
ti
m
u
lates
s
tu
d
en
ts
’
cu
r
io
s
ity
,
n
u
r
tu
r
in
g
a
p
r
o
p
en
s
ity
to
co
p
y
-
p
aste
r
el
ev
an
t
d
etails
f
o
r
ass
ig
n
ed
task
s
.
W
h
ile
s
tr
ateg
ies
p
r
o
m
o
tin
g
ac
ad
em
ic
in
teg
r
ity
h
av
e
lo
n
g
b
ee
n
a
p
p
lied
in
p
o
s
ts
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
th
e
r
e
is
a
g
r
o
win
g
co
n
ce
r
n
a
b
o
u
t
in
cr
ea
s
in
g
m
o
r
al
f
ailin
g
s
[
2
7
]
.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
i
n
to
class
r
o
o
m
s
an
d
th
e
p
r
ev
alen
ce
o
f
o
n
lin
e
c
o
u
r
s
es h
av
e
cr
ea
ted
n
ew
o
p
p
o
r
tu
n
ities
f
o
r
“
e
-
c
h
ea
tin
g
”
[2
8
]
,
[
29
]
.
B
ef
o
r
e
2
0
2
0
,
ar
o
u
n
d
3
0
%
o
f
d
eg
r
ee
-
g
r
an
ti
n
g
s
tu
d
en
ts
in
U.
S.
co
lleg
es
to
o
k
at
least
o
n
e
o
n
li
n
e
co
u
r
s
e,
em
p
h
asizin
g
th
e
n
e
ed
to
ad
d
r
ess
“
e
-
ch
ea
tin
g
”
[3
0
]
.
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
ac
ce
ler
ated
c
h
a
n
g
es
in
ed
u
ca
tio
n
.
T
h
er
e
f
o
r
e,
teac
h
er
s
s
h
o
u
ld
in
s
till
s
elf
-
co
n
f
id
en
ce
in
s
tu
d
e
n
ts
as
in
d
ep
en
d
en
t
t
h
in
k
er
s
.
Fam
iliar
ity
with
p
lag
iar
is
m
d
etec
tio
n
to
o
ls
is
cr
u
cial
f
o
r
e
d
u
ca
to
r
s
to
en
s
u
r
e
th
e
r
eliab
ilit
y
an
d
h
o
n
esty
o
f
s
tu
d
en
ts
’
wo
r
k
.
c.
Sen
d
in
g
ex
a
m
in
atio
n
/q
u
iz
r
esp
o
n
s
es v
ia
s
o
cial
m
ed
ia
p
latf
o
r
m
s
(
e.
g
.
,
Face
b
o
o
k
Me
s
s
en
g
er
)
Utilizin
g
th
e
in
ter
n
et
o
r
s
o
cial
m
ed
ia
f
o
r
in
ap
p
r
o
p
r
iate
in
f
o
r
m
atio
n
s
h
ar
in
g
c
o
n
s
titu
tes
AM
.
T
h
e
ac
t
o
f
s
h
ar
in
g
r
eso
u
r
ce
s
o
n
lin
e,
ev
en
with
u
n
k
n
o
wn
o
r
u
n
co
n
tacte
d
in
d
iv
id
u
als,
f
alls
u
n
d
e
r
r
eg
u
latio
n
s
ad
d
r
ess
in
g
p
lag
iar
is
m
an
d
c
o
llu
s
io
n
[
3
1
]
.
T
ea
c
h
er
s
o
b
s
er
v
ed
in
s
tan
ce
s
o
f
s
en
d
in
g
e
x
am
in
atio
n
o
r
q
u
iz
an
s
wer
s
th
r
o
u
g
h
Face
b
o
o
k
M
ess
en
g
er
,
as h
ig
h
lig
h
te
d
b
y
t
ea
ch
er
-
p
ar
ticip
a
n
t #
1
2
:
“
On
e
s
tu
d
en
t
a
cc
id
en
ta
lly
s
en
t
me
th
e
q
u
iz
a
n
s
w
er
via
F
a
c
eb
o
o
k
Mes
s
en
g
er.
I
a
s
ke
d
a
b
o
u
t
th
e
in
ten
d
ed
r
ec
ip
ien
t,
a
n
d
h
e
a
d
mitted
it
w
a
s
fo
r
cla
s
s
ma
tes.
I
a
d
d
r
ess
ed
th
e
mis
co
n
d
u
ct
c
a
lmly,
a
d
visi
n
g
a
g
a
in
s
t rep
etitio
n
.
N
o
w
a
d
a
ys,
s
tu
d
en
ts
a
r
e
d
r
a
w
n
t
o
in
a
p
p
r
o
p
r
ia
te
o
n
lin
e
b
eh
a
vio
r
.
”
C
er
tain
ly
,
tech
n
o
l
o
g
ical
ad
v
a
n
ce
m
en
ts
h
av
e
f
ac
ilit
ated
a
s
u
r
g
e
i
n
ch
ea
tin
g
p
r
ac
tices
[
3
2
]
.
So
cial
m
ed
ia
im
p
r
o
v
es
co
n
n
ec
ti
v
ity
an
d
in
f
o
r
m
atio
n
ac
ce
s
s
b
u
t
also
p
o
s
es
ch
allen
g
es
lik
e
m
is
in
f
o
r
m
atio
n
,
p
r
iv
ac
y
is
s
u
es,
an
d
m
en
tal
h
ea
lth
r
is
k
s
.
I
t
ca
n
f
ac
ilit
ate
ac
ad
em
ic
m
is
co
n
d
u
ct
th
r
o
u
g
h
p
lag
ia
r
is
m
,
r
ea
l
-
tim
e
an
s
wer
s
h
ar
in
g
,
an
d
co
n
tr
ac
t
ch
ea
ti
n
g
[
3
3
]
.
C
o
n
s
eq
u
en
tly
,
ed
u
ca
to
r
s
m
u
s
t
m
ain
tain
v
i
g
ilan
ce
o
v
er
s
tu
d
en
ts
’
r
esp
o
n
s
es,
em
p
lo
y
in
g
p
lag
ia
r
is
m
ch
ec
k
er
s
to
ass
ess
th
e
ex
ten
t
o
f
p
lag
iar
ize
d
co
n
ten
t
in
s
u
b
m
itted
ass
ig
n
m
en
ts
.
3
.
2
.
2
.
T
ea
cher
s
’
inte
rv
ent
io
ns
in t
he
o
bs
er
v
ed
a
ca
dem
ic
m
is
co
nd
uct
a.
C
o
n
f
ir
m
ato
r
y
q
u
esti
o
n
s
/q
u
er
ie
s
v
ia
p
h
o
n
e
ca
lls
o
r
tex
t m
ess
ag
es
Do
u
b
tf
u
l
r
esp
o
n
s
es
o
r
an
s
wer
s
o
f
th
e
s
tu
d
en
ts
o
n
th
eir
ac
tiv
ities
wer
e
u
s
u
ally
in
ter
v
en
ed
b
y
th
e
teac
h
er
s
th
r
o
u
g
h
co
n
f
i
r
m
ato
r
y
q
u
esti
o
n
s
o
r
q
u
e
r
ies
v
ia
p
h
o
n
e
ca
lls
o
r
tex
ts
.
T
h
e
t
ea
ch
er
-
p
ar
ticip
a
n
ts
em
p
h
asized
th
at
m
ain
tain
in
g
ca
lm
n
ess
an
d
a
d
o
p
tin
g
th
e
m
o
s
t
ef
f
ec
tiv
e
ap
p
r
o
ac
h
ar
e
ess
en
tial
to
av
o
id
u
n
d
er
m
i
n
in
g
s
tu
d
en
ts
’
e
g
o
s
.
Hen
ce
,
m
o
s
t
o
f
t
h
e
p
ar
ticip
a
n
ts
v
er
b
alize
d
th
o
s
e
c
o
n
f
ir
m
a
to
r
y
q
u
esti
o
n
s
m
a
y
estab
lis
h
g
o
o
d
r
a
p
p
o
r
t
an
d
p
r
e
ca
u
tio
n
ar
y
m
ea
s
u
r
es f
o
r
n
o
t e
n
g
ag
in
g
in
s
u
ch
AD
.
As s
u
ch
,
t
ea
ch
er
#
1
5
s
aid
:
“
I
in
itia
ted
fo
llo
w
-
u
p
ca
lls
,
texts,
a
n
d
ev
en
s
en
t
letters
to
th
e
p
a
r
en
ts
.
I
u
s
ed
to
d
o
p
h
o
n
e
ca
lls
to
ca
lmly
in
terr
o
g
a
te
th
e
s
tu
d
e
n
ts
a
b
o
u
t
th
eir
d
o
u
b
tfu
l
a
n
s
w
ers
.
N
ev
erth
eles
s
,
I
a
ls
o
en
co
u
r
a
g
e
s
tu
d
en
ts
to
s
u
b
mit
th
eir
o
u
tp
u
t
s
ev
en
a
fter
th
e
d
ea
d
lin
e,
a
s
lo
n
g
a
s
th
eir
a
n
s
w
ers
w
ere
n
o
t
co
p
ied
fr
o
m
a
n
ywh
ere
else,
a
n
d
en
s
u
r
e
th
a
t
a
ll
s
tu
d
en
ts
a
r
e
g
iven
a
ch
a
n
ce
to
co
mp
ly
a
n
d
p
a
s
s
th
e
g
r
a
d
in
g
.
A
n
d
a
h
h
h
…wit
h
th
a
t
s
tr
a
teg
y,
I
feel
r
elief
a
t le
a
s
t.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
2
9
-
4
3
3
9
4334
I
n
d
ee
d
,
it
h
as
b
ee
n
em
p
h
asi
ze
d
th
at
“
a
p
h
o
n
e
ca
ll
m
ak
es
all
th
e
d
if
f
er
en
ce
.
”
T
h
e
s
tatem
en
t
u
n
d
er
s
co
r
es
th
at
estab
lis
h
in
g
co
n
n
ec
tio
n
s
with
p
ar
en
ts
th
r
o
u
g
h
p
h
o
n
e
ca
lls
ca
n
b
e
in
s
tr
u
m
en
tal
in
f
o
s
ter
in
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
,
p
a
v
in
g
th
e
way
f
o
r
s
u
cc
ess
,
an
d
y
ie
ld
in
g
lo
n
g
-
ter
m
tim
e
s
av
in
g
s
[
3
4
]
.
Acc
o
r
d
i
n
g
ly
,
p
ar
ticip
an
ts
r
eg
a
r
d
ed
th
is
in
t
er
v
en
tio
n
as
an
ef
f
ec
tiv
e
m
e
an
s
o
f
e
v
alu
atin
g
s
tu
d
en
ts
’
wo
r
k
a
n
d
f
o
s
ter
in
g
in
d
ep
en
d
en
ce
in
b
o
th
m
o
d
u
le
an
d
o
n
lin
e
ass
ess
m
en
ts
.
T
ea
c
h
er
s
m
ea
s
u
r
ed
th
e
ef
f
ec
tiv
en
e
s
s
o
f
co
n
f
ir
m
ato
r
y
q
u
esti
o
n
s
b
y
ass
ess
in
g
wh
eth
er
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
m
ater
ial
an
d
ap
p
lied
cr
itical
th
in
k
in
g
to
th
eir
r
esp
o
n
s
es.
Ob
s
er
v
ab
le
ch
an
g
es
in
cl
u
d
ed
an
im
p
r
o
v
em
en
t
in
th
e
q
u
ality
o
f
s
tu
d
en
ts
’
s
u
b
m
is
s
io
n
s
,
with
m
o
r
e
th
o
u
g
h
tf
u
l,
o
r
ig
in
al
r
esp
o
n
s
es,
as
well
as
a
n
o
ticea
b
le
r
e
d
u
ctio
n
in
in
s
tan
ce
s
o
f
AM
.
Su
p
p
o
r
tin
g
ev
id
e
n
ce
f
r
o
m
s
t
u
d
en
t
f
ee
d
b
ac
k
h
ig
h
lig
h
ted
t
h
o
s
e
co
n
f
i
r
m
ato
r
y
q
u
esti
o
n
s
en
co
u
r
a
g
ed
th
e
m
to
r
ef
lect
m
o
r
e
c
r
itically
o
n
th
eir
wo
r
k
.
b.
Gam
if
ied
lear
n
in
g
ac
tiv
ities
Gam
if
icatio
n
in
ed
u
ca
tio
n
,
a
n
ev
o
lv
in
g
s
tr
ateg
y
to
b
o
o
s
t
lea
r
n
er
m
o
tiv
atio
n
,
in
te
g
r
ates
g
a
m
e
d
esig
n
elem
en
ts
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
.
Desp
ite
its
in
cr
ea
s
i
n
g
p
o
p
u
lar
ity
an
d
v
ar
ie
d
s
u
cc
ess
,
th
is
r
ev
iew
em
p
h
asizes
em
p
ir
ical
ev
id
en
ce
o
v
er
p
o
ten
tialiti
es,
b
elief
s
,
o
r
p
r
e
f
er
en
ce
s
.
T
ea
c
h
er
p
a
r
ticip
an
ts
#
6
an
d
#
9
h
ig
h
lig
h
ted
th
e
ad
v
an
tag
es o
f
em
p
lo
y
in
g
g
am
if
ied
less
o
n
s
:
“
I
ex
p
lo
r
ed
a
n
d
r
esea
r
ch
ed
s
o
me
s
t
r
a
teg
ies,
in
clu
d
in
g
g
a
mified
lea
r
n
in
g
a
ctivities
a
n
d
a
p
p
lica
tio
n
s
I
u
tili
z
ed
b
efo
r
e,
d
u
r
in
g
,
a
n
d
a
fter
t
h
e
cla
s
s
,
a
n
d
ye
s
,
it
in
crea
s
ed
th
e
p
a
r
ticip
a
tio
n
a
n
d
a
tten
d
a
n
ce
o
f
s
tu
d
en
ts
i
n
th
e
o
n
lin
e
cl
a
s
s
es.
Ga
mifie
d
lea
r
n
in
g
a
ctivities
d
ivert
s
tu
d
en
ts
fr
o
m
a
ca
d
emic
mis
co
n
d
u
ct
a
s
th
ey
a
r
e
a
n
s
w
erin
g
th
e
a
c
tivities
o
n
th
e
s
p
o
t
a
n
d
ev
e
n
tu
a
lly
d
ev
elo
p
a
u
to
n
o
mo
u
s
lea
r
n
in
g
.
”
Gam
if
icatio
n
tech
n
iq
u
es
h
ar
n
ess
in
d
iv
id
u
als
’
in
tr
in
s
ic
m
o
tiv
atio
n
s
s
u
ch
as
s
o
cializin
g
,
lear
n
in
g
,
m
aster
y
,
co
m
p
etitio
n
,
ac
h
ie
v
em
en
t,
s
tatu
s
,
s
elf
-
ex
p
r
ess
io
n
,
altr
u
is
m
,
o
r
clo
s
u
r
e.
E
m
p
l
o
y
in
g
r
ewa
r
d
s
lik
e
p
o
in
ts
,
b
a
d
g
es,
p
r
o
g
r
ess
b
ar
s
,
an
d
v
ir
tu
al
cu
r
r
en
cy
,
g
a
m
if
icatio
n
en
h
an
ce
s
en
g
ag
em
e
n
t
an
d
co
m
p
etitio
n
am
o
n
g
p
la
y
er
s
[
3
5
]
.
Vis
ib
l
e
r
ewa
r
d
s
an
d
lead
er
b
o
a
r
d
s
f
u
r
th
er
s
tim
u
late
co
m
p
etitio
n
.
Stra
teg
ically
im
p
lem
en
tin
g
g
am
if
ied
ac
tiv
it
ies
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
s
tu
d
e
n
ts
’
lear
n
in
g
o
u
tco
m
es,
m
itig
atin
g
th
e
lik
elih
o
o
d
o
f
AM
lin
k
ed
to
task
d
i
f
f
icu
lty
p
r
ess
u
r
es,
as
ev
id
en
ce
d
in
p
r
i
o
r
s
tu
d
y
f
in
d
in
g
s
.
C
o
n
s
eq
u
en
tly
,
g
am
if
ied
lear
n
in
g
p
r
o
m
o
tes in
d
ep
en
d
en
t le
ar
n
in
g
with
an
en
jo
y
a
b
le
asp
ec
t,
ak
in
to
leis
u
r
e
ac
tiv
ities
.
c.
R
em
ar
k
s
o
n
th
e
co
p
ied
o
u
tp
u
t
s
T
h
e
teac
h
er
-
p
ar
ticip
an
ts
a
r
ticu
lated
th
e
i
n
ter
v
en
tio
n
s
th
ey
h
av
e
m
a
d
e
to
ch
ec
k
o
n
th
e
AM
o
f
th
e
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
th
em
,
th
ey
p
u
t
r
em
ar
k
s
o
n
th
e
c
o
p
i
ed
o
u
tp
u
ts
o
f
th
eir
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
co
n
tex
t
th
at
s
ee
m
s
n
o
t p
r
o
p
er
ly
r
e
f
er
e
n
ce
d
o
r
item
s
th
at
ar
e
co
p
ie
d
f
r
o
m
th
e
in
te
r
n
et.
On
e
o
f
th
e
p
ar
ticip
an
ts
s
h
ar
ed
:
“
I
a
d
d
r
ess
in
s
ta
n
ce
s
o
f
o
b
vio
u
s
p
la
g
ia
r
is
m
b
y
c
a
p
tu
r
in
g
s
creen
s
h
o
ts
o
f
s
tu
d
en
ts
’
p
a
p
er
s
a
n
d
co
mp
a
r
in
g
th
em
w
ith
th
e
s
o
u
r
ce
.
Th
is
p
r
a
ctice
a
im
s
t
o
ma
ke
s
tu
d
en
ts
a
w
a
r
e
th
a
t
th
eir
s
u
b
mis
s
io
n
s
u
n
d
erg
o
th
o
r
o
u
g
h
s
cru
tin
y.
S
o
me
s
tu
d
en
ts
ma
y
h
a
r
b
o
r
th
e
mis
co
n
ce
p
tio
n
th
a
t
th
eir
w
o
r
k
g
o
es
u
n
ch
ec
ke
d
,
a
s
s
u
min
g
a
la
ck
o
f
co
n
ce
r
n
o
n
o
u
r
p
a
r
t.
A
d
d
itio
n
a
lly,
th
ere
is
a
p
r
ev
a
ilin
g
b
elief
th
a
t
n
o
o
n
e
w
ill
fa
il
d
u
e
to
g
o
ve
r
n
men
t
d
ir
ec
tives
a
g
a
in
s
t
is
s
u
in
g
fa
ilin
g
ma
r
ks
d
u
r
i
n
g
th
e
p
a
n
d
emic
.
B
y
ta
kin
g
s
u
ch
me
a
s
u
r
es,
s
tu
d
en
ts
a
r
e
en
co
u
r
a
g
ed
to
ex
ercis
e
ca
u
tio
n
a
n
d
r
efra
in
fr
o
m
en
g
a
g
in
g
in
fu
r
th
er misco
n
d
u
ct.
”
C
er
tain
ly
,
th
e
in
ter
v
en
tio
n
,
as
ex
p
r
ess
ed
b
y
th
e
teac
h
er
p
a
r
ticip
an
ts
,
is
a
g
o
o
d
n
o
te
to
r
e
m
in
d
th
e
s
tu
d
en
ts
o
f
th
e
m
is
co
n
d
u
ct
th
ey
co
m
m
itted
.
T
h
e
r
em
ar
k
s
m
ay
lead
th
em
to
ch
ec
k
th
e
m
is
r
ep
r
esen
tatio
n
o
f
th
e
co
n
tex
t
o
f
th
eir
a
n
s
wer
s
an
d
o
th
er
is
s
u
es
ab
o
u
t
th
eir
co
p
ie
d
o
u
tp
u
ts
[
3
6
]
.
Hen
ce
,
m
an
y
ty
p
es
o
f
r
esear
ch
in
d
icate
AD
is
m
an
ag
e
d
th
r
o
u
g
h
p
r
o
p
er
atten
tio
n
g
iv
e
n
to
th
e
s
u
p
p
o
r
tin
g
f
ac
to
r
s
,
p
o
in
ti
n
g
to
th
e
class
r
o
o
m
teac
h
er
p
r
o
v
id
in
g
s
tu
d
en
ts
with
th
e
n
ee
d
ed
s
tr
ateg
ies to
s
u
cc
ess
f
u
lly
em
p
lo
y
tech
n
o
lo
g
ies i
n
an
h
o
n
est wa
y
.
d.
Fath
er
ly
/
m
o
th
er
ly
a
p
p
r
o
ac
h
v
i
a
p
r
iv
ate
o
r
p
er
s
o
n
al
m
ess
ag
es a
n
d
h
o
m
e
v
is
itatio
n
T
h
e
p
ar
ticip
an
ts
h
i
g
h
lig
h
ted
th
e
cu
ltiv
atio
n
o
f
teac
h
e
r
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
,
a
k
in
to
a
s
ec
o
n
d
p
ar
en
tal
r
o
le.
T
h
e
teac
h
er
-
p
a
r
ticip
an
ts
em
p
h
asize
th
at
a
ca
r
in
g
ap
p
r
o
ac
h
,
m
a
n
if
ested
th
r
o
u
g
h
s
u
b
tle
ch
ec
k
s
o
n
s
tu
d
en
t
m
is
b
eh
av
i
o
r
,
f
o
s
ter
s
i
n
tim
ac
y
an
d
o
p
en
n
ess
.
Utilizin
g
p
r
iv
ate
a
n
d
p
er
s
o
n
al
m
ess
ag
es
p
r
o
v
es
ef
f
ec
tiv
e
in
en
h
a
n
cin
g
t
h
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
.
Ad
d
itio
n
ally
,
h
o
m
e
v
is
itatio
n
em
er
g
es
as
a
h
ig
h
ly
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
g
ain
in
g
in
s
ig
h
ts
i
n
to
s
tu
d
en
ts
’
r
ea
l
-
life
s
itu
atio
n
s
at
h
o
m
e.
T
ea
ch
er
-
p
ar
ticip
a
n
t
#
1
u
n
d
e
r
s
co
r
ed
th
e
ef
f
icac
y
o
f
th
is
ap
p
r
o
ac
h
.
“
I
a
m
d
elig
h
te
d
w
h
en
I
s
ee
m
y
s
tu
d
en
t
’
s
s
h
o
w
in
g
a
cc
ep
ta
n
ce
a
n
d
o
b
vio
u
s
r
esp
ec
t
w
h
en
I
ch
ec
k
th
eir
mis
co
n
d
u
ct
via
p
r
iva
te
o
r
p
ers
o
n
a
l
mess
a
g
es.
I
ca
n
feel
th
e
s
en
s
e
o
f
in
tima
cy
.
I
n
d
ee
d
,
I
h
a
ve
fo
u
n
d
th
a
t
b
y
g
a
in
in
g
a
s
tu
d
en
t
’
s
tr
u
s
t
a
n
d
r
esp
ec
t,
th
a
t
s
tu
d
en
t
w
ill
mo
r
e
o
ften
th
a
n
n
o
t
p
erfo
r
m
b
etter a
ca
d
emic
a
lly
in
my
cla
s
s
r
o
o
m.
”
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
B
ea
t th
e
ch
ea
t
:
ten
d
e
n
cies o
f
a
ca
d
emic
mis
co
n
d
u
ct
a
n
d
tea
ch
ers
’
in
terven
tio
n
s
(
La
u
r
o
S
a
n
tia
g
o
A
s
p
ir
a
s
)
4335
T
ea
ch
er
-
p
a
r
ticip
an
t #
4
also
s
h
ar
ed
h
er
o
b
s
er
v
atio
n
s
r
e
g
ar
d
in
g
s
tu
d
en
ts
’
r
esp
o
n
s
es to
h
er
m
ess
ag
es to
th
em
.
Sh
e
s
aid
:
“
Th
ere
w
ere
t
imes
th
a
t
I
felt
v
ery
emo
tio
n
a
l
fo
r
my
s
tu
d
en
ts
a
s
w
ell.
Th
is
mea
n
s
it
i
s
a
b
ig
th
in
g
to
ta
lk
to
th
em
p
ers
o
n
a
lly
to
s
ee
th
e
r
ea
l rea
s
o
n
s
w
h
y
th
ey
e
n
g
a
g
e
d
in
s
u
ch
a
cts.
”
Stu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
p
lay
a
cr
u
cial
r
o
le
in
cr
ea
tin
g
a
th
r
iv
in
g
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
an
d
co
n
tr
ib
u
tin
g
to
s
tu
d
e
n
ts
’
s
elf
-
wo
r
th
an
d
m
en
tal
h
ea
lth
[
3
7
]
.
T
h
ese
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
ar
e
ass
o
ciate
d
with
a
d
ec
r
ea
s
e
in
b
eh
a
v
io
r
al
p
r
o
b
le
m
s
an
d
th
e
p
r
o
m
o
tio
n
o
f
ac
a
d
em
ic
s
u
cc
ess
,
m
itig
atin
g
th
e
lik
elih
o
o
d
o
f
AM
.
T
h
u
s
,
a
p
o
s
itiv
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
i
p
is
v
ital
in
th
e
lo
n
g
ter
m
,
in
s
till
in
g
co
n
f
i
d
e
n
ce
in
s
tu
d
e
n
ts
an
d
r
ein
f
o
r
cin
g
th
e
v
alu
e
o
f
th
eir
i
d
ea
s
.
T
h
is
en
d
u
r
in
g
c
o
n
f
id
e
n
c
e
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
s
tu
d
en
t
s
th
r
o
u
g
h
o
u
t
th
eir
s
u
b
s
eq
u
en
t a
ca
d
em
ic
p
u
r
s
u
its
.
3
.
2
.
3
.
I
nte
rv
ent
io
n
o
utc
o
m
es
a.
Pas
s
iv
e
r
esp
o
n
s
e
to
in
ter
v
en
ti
o
n
s
Pas
s
iv
e
r
esp
o
n
s
e
r
ef
er
s
to
s
tu
d
en
ts
’
m
in
im
al
o
r
d
is
en
g
ag
e
d
r
ea
ctio
n
s
to
AM
p
r
ev
en
tio
n
s
tr
ateg
ies,
wh
er
e
lear
n
er
s
s
h
o
w
litt
le
in
i
tiativ
e
o
r
ef
f
o
r
t
in
ad
h
er
in
g
t
o
th
e
in
ter
v
en
tio
n
s
,
o
f
ten
r
es
u
ltin
g
in
in
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
th
e
in
ten
d
ed
m
ea
s
u
r
es.
As
s
u
ch
,
t
h
e
tea
ch
er
-
p
ar
ticip
a
n
ts
co
m
m
o
n
ly
m
en
tio
n
ed
s
tu
d
en
ts
’
co
m
p
lace
n
cy
with
th
e
in
ter
v
e
n
tio
n
s
in
itiated
a
n
d
e
v
en
s
h
o
wed
n
eg
ativ
e
g
estu
r
es
t
o
an
y
co
r
r
ec
tiv
e
ac
tio
n
s
g
iv
en
b
y
th
e
teac
h
e
r
s
,
as e
x
em
p
lifie
d
b
y
teac
h
er
-
p
a
r
ticip
an
t
#
6
:
“
Th
ere
w
ere
th
o
s
e
w
h
o
w
ere
n
o
t
r
esp
o
n
d
i
n
g
t
o
th
e
in
terven
tio
n
s
o
r
co
r
r
ec
tive
in
itia
tio
n
s
.
I
t
is
d
iffi
cu
lt
to
ta
lk
to
th
ese
kin
d
s
o
f
s
tu
d
en
ts
.
S
o
,
th
e
o
n
ly
w
a
y
t
o
co
mmu
n
ica
te
w
ith
th
em
is
th
a
t
d
o
a
s
eries
o
f
h
o
me
visi
t
s
,
esp
ec
i
a
lly
fo
r
th
o
s
e
w
h
o
w
ere
co
mp
la
ce
n
t
a
b
o
u
t
th
e
in
terven
t
io
n
s
w
e
in
itia
ted
.
I
t
is
d
iffi
cu
lt
r
ea
lly
t
o
co
n
ve
r
s
e
w
ith
th
i
s
kin
d
o
f
s
t
u
d
en
t,
b
u
t
it
is
a
p
a
r
t
o
f
o
u
r
w
o
r
k,
w
e
ca
n
’
t
d
o
a
n
yth
in
g
b
u
t
h
elp
t
h
e
m
r
a
th
er
th
a
n
a
llo
w
s
u
ch
a
cts
a
n
d
b
r
in
g
th
a
t
mis
co
n
d
u
ct
in
t
o
th
eir
fu
tu
r
e
w
o
r
k,
o
f c
o
u
r
s
e,
it is
o
u
r
r
o
le
r
ea
lly
to
ch
ec
k
o
n
th
a
t.
”
I
n
d
ee
d
,
h
o
m
e
v
is
itin
g
is
a
p
r
e
v
en
tio
n
s
tr
ateg
y
u
s
ed
t
o
s
u
p
p
o
r
t
len
ien
t
s
tu
d
en
ts
in
th
eir
s
tu
d
ies.
Ho
m
e
v
is
itatio
n
s
wer
e
f
o
u
n
d
to
b
e
a
n
ef
f
ec
tiv
e
s
tr
ateg
y
in
ad
d
r
ess
in
g
s
tu
d
en
t
co
m
p
lace
n
cy
,
as
th
ey
p
r
o
v
id
ed
a
m
o
r
e
p
er
s
o
n
alize
d
a
p
p
r
o
ac
h
to
u
n
d
er
s
tan
d
in
g
t
h
e
s
tu
d
e
n
ts
’
ch
alle
n
g
es
an
d
r
ei
n
f
o
r
ci
n
g
th
e
im
p
o
r
tan
ce
o
f
ac
a
d
em
ic
in
teg
r
ity
.
T
ea
c
h
er
s
r
ep
o
r
ted
th
at
af
ter
th
ese
v
is
its
,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
in
c
r
ea
s
ed
en
g
ag
e
m
en
t
an
d
a
g
r
ea
ter
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
to
war
d
th
eir
ac
ad
em
ic
wo
r
k
.
Ob
s
er
v
ab
le
b
e
h
av
io
r
al
c
h
an
g
es
i
n
clu
d
ed
im
p
r
o
v
ed
p
ar
ticip
atio
n
i
n
class
d
is
cu
s
s
io
n
s
an
d
a
r
ed
u
ctio
n
in
tar
d
in
ess
o
r
m
is
s
ed
as
s
ig
n
m
en
ts
.
An
ec
d
o
tal
ev
id
en
ce
f
r
o
m
teac
h
e
r
p
ar
ticip
an
ts
r
e
v
e
aled
th
at
s
tu
d
en
ts
wh
o
in
itially
d
is
p
lay
ed
r
esis
tan
ce
to
in
ter
v
en
tio
n
s
b
eg
a
n
to
s
h
o
w
m
o
r
e
p
r
o
ac
tiv
e
b
eh
a
v
i
o
r
s
,
s
u
ch
as
s
ee
k
in
g
clar
if
ic
atio
n
o
n
ass
ig
n
m
en
ts
o
r
r
e
q
u
esti
n
g
ad
d
itio
n
al
ac
ad
em
ic
s
u
p
p
o
r
t.
Ultim
ately
,
th
e
b
en
e
f
it
o
f
h
o
m
e
v
is
its
is
a
m
ea
n
s
o
f
s
tr
en
g
th
en
in
g
h
o
m
e
-
s
ch
o
o
l
p
ar
tn
er
s
h
ip
s
.
T
ea
c
h
er
s
p
er
ce
i
v
e
th
at
h
o
m
e
v
is
its
r
esu
lt
in
m
o
r
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
wi
th
ch
ild
r
en
an
d
th
eir
f
am
ilies
[
3
8
]
.
Fu
r
th
e
r
,
th
e
teac
h
er
s
b
eliev
e
th
at
th
e
v
is
its
lead
to
im
p
r
o
v
ed
co
m
m
u
n
icatio
n
with
th
e
p
ar
e
n
ts
,
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
ch
ild
,
an
d
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
im
p
ac
t
o
f
th
e
ch
ild
’
s
h
o
m
e
en
v
ir
o
n
m
e
n
t
as it r
elate
s
to
s
ch
o
o
l p
er
f
o
r
m
an
ce
.
b.
Ap
o
lo
g
etic
an
d
o
b
e
d
ien
ce
to
t
h
e
in
ter
v
en
tio
n
s
I
t
is
en
co
u
r
ag
in
g
to
n
o
te
t
h
at
s
tu
d
en
ts
ex
h
ib
ited
a
s
en
s
e
o
f
ac
co
u
n
tab
ilit
y
a
n
d
c
o
m
p
lian
c
e
with
th
e
co
r
r
ec
tiv
e
ac
tio
n
s
im
p
lem
en
t
ed
b
y
th
e
teac
h
e
r
-
p
ar
ticip
a
n
ts
in
r
esp
o
n
s
e
to
th
e
o
b
s
er
v
ed
AM
.
T
ea
ch
er
-
r
esp
o
n
d
en
t
#
4
e
x
p
r
ess
ed
h
er
d
elig
h
t a
b
o
u
t t
h
e
s
ce
n
ar
io
:
“
S
o
me
d
ilig
en
tly
fo
llo
w
co
r
r
e
ctive
a
ctio
n
s
a
b
o
u
t
th
eir
a
ca
d
emic
mis
co
n
d
u
ct.
Th
ey
a
n
s
w
er
th
e
a
ctivities b
a
s
ed
o
n
th
eir ca
p
a
b
ilit
ies,
o
b
s
erva
tio
n
s
,
a
n
d
d
is
ce
r
n
men
t.
”
Mo
r
eo
v
er
,
an
o
th
e
r
teac
h
er
p
a
r
ticip
an
t
ag
r
ee
d
th
at
th
er
e
a
r
e
s
tu
d
en
ts
wh
o
ar
e
v
e
r
y
ap
o
lo
g
et
ic
an
d
o
b
e
d
ien
t
as
f
ar
as th
e
in
ter
v
e
n
tio
n
is
co
n
ce
r
n
ed
.
T
ea
c
h
er
-
r
esp
o
n
d
e
n
t #
8
s
aid
:
“
A
ll
my
s
tu
d
en
ts
a
r
e
cu
r
r
en
tly
a
d
h
erin
g
to
my
in
s
tr
u
ctio
n
s
to
a
vo
id
co
n
s
eq
u
en
ce
s
.
N
o
w
a
d
a
ys,
s
tu
d
en
ts
a
r
e
h
ig
h
ly
co
n
ce
r
n
e
d
a
b
o
u
t
th
e
p
o
in
ts
th
ey
ea
r
n
in
cla
s
s
,
w
h
ich
mo
tiva
tes
th
em
to
b
eh
a
ve
w
ell.
S
o
metime
s
,
th
ey
s
ee
k
cla
r
ifica
tio
n
o
n
ta
s
ks
to
en
s
u
r
e
th
ey
ea
r
n
p
o
in
ts
,
d
emo
n
s
tr
a
tin
g
a
p
o
s
itive
r
esp
o
n
s
e
a
n
d
a
ten
d
en
cy
to
a
vo
id
a
ca
d
emic
mis
co
n
d
u
ct.
”
C
er
tain
ly
,
th
e
o
b
s
er
v
ed
s
ce
n
a
r
io
r
ef
lects
a
p
o
s
itiv
e
r
esp
o
n
s
e
to
teac
h
er
-
in
itiated
in
ter
v
en
tio
n
s
.
T
h
e
s
u
p
p
o
r
t
p
r
o
v
i
d
ed
b
y
teac
h
er
s
p
r
o
v
es
b
en
ef
icial,
f
o
s
ter
in
g
s
tu
d
en
ts
’
in
clin
atio
n
to
w
o
r
k
in
d
ep
en
d
en
tly
a
n
d
h
o
n
estl
y
,
th
er
eb
y
r
ed
u
ci
n
g
t
h
e
lik
elih
o
o
d
o
f
AM
.
T
h
is
p
er
s
p
ec
tiv
e
alig
n
s
with
Kau
r
an
d
R
an
i
[
39
]
,
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
3
2
9
-
4
3
3
9
4336
em
p
h
asizin
g
th
at
u
n
d
er
s
tan
d
i
n
g
th
ese
d
y
n
a
m
ics
is
cr
u
cial
f
o
r
d
esig
n
i
n
g
e
f
f
ec
tiv
e
i
n
ter
v
e
n
tio
n
s
.
R
ec
o
g
n
izin
g
ap
o
lo
g
etic
b
e
h
av
io
r
,
wh
er
e
in
d
iv
id
u
als
ex
p
r
ess
r
eg
r
et
o
r
d
ef
en
s
iv
en
ess
,
allo
ws
lear
n
er
s
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t.
T
h
is
ap
p
r
o
ac
h
e
n
s
u
r
es
in
ter
v
en
tio
n
s
ar
e
em
b
r
ac
ed
r
ath
er
th
an
m
er
ely
f
o
llo
wed
,
r
ed
u
cin
g
r
is
k
s
lin
k
ed
to
d
estru
ctiv
e
o
b
e
d
ien
c
e.
c.
R
ec
ep
tiv
e
to
th
e
co
n
s
eq
u
en
ce
s
o
f
ac
ad
em
ic
m
is
co
n
d
u
ct
T
h
e
in
teg
r
ity
o
f
ac
ad
em
ic
an
d
jo
u
r
n
alis
tic
wo
r
k
is
f
u
n
d
a
m
en
tal
to
s
o
cieta
l
tr
u
s
t,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ac
cu
r
ately
cr
ed
i
tin
g
k
n
o
wled
g
e
cr
ea
to
r
s
.
As
s
u
ch
,
s
tu
d
e
n
ts
r
ef
lecte
d
o
n
th
ei
r
b
eh
a
v
io
r
s
an
d
th
e
o
u
tco
m
es
o
f
AM
th
r
o
u
g
h
s
u
r
v
ey
s
an
d
in
ter
v
iews,
allo
win
g
th
em
to
ex
p
r
ess
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
s
eq
u
en
ce
s
o
p
en
l
y
.
T
ea
ch
e
r
s
also
n
o
ted
c
h
an
g
es
in
s
tu
d
e
n
ts
’
attitu
d
es
an
d
b
eh
av
io
r
s
o
v
er
tim
e,
o
b
s
er
v
in
g
in
s
tan
ce
s
wh
er
e
s
tu
d
en
ts
to
o
k
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
ac
tio
n
s
o
r
en
g
ag
e
d
in
d
is
cu
s
s
io
n
s
ab
o
u
t
th
e
s
ig
n
if
ican
ce
o
f
ac
ad
em
ic
i
n
teg
r
ity
.
T
h
is
m
u
lti
-
m
eth
o
d
ap
p
r
o
ac
h
p
r
o
v
id
ed
a
clea
r
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
ts
p
er
ce
iv
ed
an
d
ac
k
n
o
wled
g
ed
th
eir
m
is
b
eh
av
io
r
.
T
ea
ch
er
p
ar
ticip
an
ts
r
ep
o
r
ted
th
at
m
a
n
y
s
tu
d
en
ts
ac
ce
p
ted
co
r
r
ec
tiv
e
ac
tio
n
s
an
d
r
esp
o
n
d
ed
p
o
s
itiv
ely
.
On
e
teac
h
er
n
o
t
ed
:
“
A
fter
a
s
er
ies
o
f
co
n
ve
r
s
a
ti
o
n
s
w
ith
th
e
s
tu
d
en
ts
,
th
ey
s
h
a
r
ed
th
eir
r
ea
s
o
n
s
fo
r
ch
o
o
s
in
g
to
ch
ea
t
in
s
tea
d
o
f
a
ctin
g
h
o
n
estl
y.
Th
ey
r
ec
o
g
n
iz
ed
th
e
co
n
s
e
q
u
en
ce
s
o
f
th
eir
a
ctio
n
s
,
a
n
d
I
g
a
ve
th
em
a
n
o
th
er c
h
a
n
ce
,
w
h
ich
r
esu
lted
in
a
ma
z
in
g
o
u
tco
mes.
”
Similar
ly
,
p
ar
ticip
an
t #
8
r
em
a
r
k
ed
o
n
th
e
r
ec
ep
tiv
en
ess
o
f
c
er
tain
s
tu
d
en
ts
,
s
tatin
g
:
“
Th
ey
a
cc
ep
ted
th
eir
fa
u
lt,
a
n
d
s
o
me
w
ere
a
b
le
to
co
mp
ly
a
n
d
r
eg
a
i
n
th
eir
s
elf
-
esteem.
A
l
th
o
u
g
h
it to
o
k
time,
th
e
r
esp
o
n
s
e
w
a
s
ve
r
y
p
o
s
itive,
s
h
o
w
in
g
clea
r
ch
a
n
g
es.
”
C
o
n
s
eq
u
en
tly
,
th
ese
o
b
s
er
v
atio
n
s
h
ig
h
lig
h
t
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
teac
h
er
in
ter
v
en
tio
n
s
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t.
R
esear
ch
s
h
o
ws
th
at
d
o
wn
p
lay
in
g
AM
lea
d
s
to
in
c
r
ea
s
ed
d
is
h
o
n
esty
[
4
0
]
,
u
n
d
er
s
co
r
in
g
th
e
n
ee
d
f
o
r
in
s
titu
tio
n
s
to
p
r
o
m
o
te
in
teg
r
ity
an
d
awa
r
en
ess
o
f
co
n
s
eq
u
en
ce
s
to
e
n
h
an
ce
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
an
d
eth
ical
d
ec
is
io
n
-
m
ak
in
g
.
d.
“
N
in
g
a
s
K
u
g
o
n
”
m
en
tality
T
h
e
“
N
in
g
a
s
K
u
g
o
n
”
m
en
tal
ity
in
ed
u
ca
tio
n
o
f
f
er
s
a
b
r
i
ef
s
u
r
g
e
o
f
m
o
tiv
atio
n
,
b
o
o
s
tin
g
in
itial
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
s
h
o
r
t
-
ter
m
g
ain
s
lik
e
im
p
r
o
v
ed
p
e
r
f
o
r
m
a
n
ce
an
d
awa
r
e
n
ess
o
f
ac
ad
em
ic
in
teg
r
ity
.
Ho
wev
er
,
its
d
r
awb
ac
k
s
ar
e
m
o
r
e
s
ig
n
if
ican
t:
th
e
lack
o
f
s
u
s
tain
ed
ef
f
o
r
t
lead
s
to
s
u
p
er
f
icial
lear
n
in
g
an
d
a
q
u
ick
r
et
u
r
n
t
o
o
ld
h
ab
its
.
T
h
is
in
co
n
s
is
ten
cy
n
o
t
o
n
ly
lim
i
ts
last
in
g
b
eh
av
io
r
al
c
h
an
g
e
b
u
t
also
u
n
d
e
r
m
in
es
th
e
ef
f
ec
tiv
e
n
ess
an
d
e
v
alu
ati
o
n
o
f
in
te
r
v
en
tio
n
p
r
o
g
r
am
s
,
h
in
d
er
in
g
m
ea
n
in
g
f
u
l
lo
n
g
-
te
r
m
im
p
r
o
v
em
e
n
ts
.
“
N
in
g
a
s
K
ugon
,
”
as
d
escr
ib
ed
b
y
teac
h
er
-
p
ar
ticip
an
ts
,
is
an
o
u
tco
m
e
o
f
th
e
in
ter
v
e
n
tio
n
s
i
n
itiated
.
I
t
r
ef
lects
an
in
clin
atio
n
to
s
tar
t
a
task
with
en
th
u
s
iasm
b
u
t
lo
s
e
in
te
r
est,
leav
in
g
it
in
co
m
p
lete
—
a
ten
d
en
cy
o
b
s
er
v
e
d
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
.
T
ea
c
h
er
-
p
ar
ticip
a
n
t #
7
c
o
n
cu
r
r
ed
:
“
Th
ere
a
r
e
ve
r
y
r
ec
ep
tive
s
tu
d
en
ts
,
b
u
t
in
th
e
en
d
,
th
ey
r
ep
ea
t
th
e
w
r
o
n
g
d
o
in
g
s
ca
u
g
h
t
b
y
th
e
tea
ch
ers
.
Th
ey
s
ee
m
to
s
to
p
w
h
en
th
ey
a
r
e
n
o
t
s
u
p
ervis
ed
.
I
t
is
a
ch
a
llen
g
e
o
n
th
e
p
a
r
t
o
f
th
e
tea
ch
er.
”
Acc
o
r
d
in
g
ly
,
Ho
ld
e
n
et
a
l.
[4
1
]
d
is
cu
s
s
h
o
w
f
ix
ed
an
d
m
all
ea
b
le
cu
ltu
r
al
m
in
d
s
ets
in
f
lu
e
n
ce
p
er
s
is
ten
ce
an
d
r
esp
o
n
s
iv
en
ess
to
f
ee
d
b
ac
k
in
cr
o
s
s
-
cu
ltu
r
al
co
n
tex
ts
.
Flex
ib
le
m
in
d
s
et
p
lay
er
s
d
em
o
n
s
tr
ated
g
r
ea
ter
cu
ltu
r
al
lear
n
in
g
a
n
d
p
er
s
is
ten
ce
,
s
u
g
g
esti
n
g
th
at
m
i
n
d
s
et
m
ay
p
l
ay
a
r
o
le
in
o
v
e
r
co
m
in
g
ten
d
en
cies
s
im
ilar
to
“
N
in
g
a
s
K
u
g
o
n
”
b
y
n
u
r
tu
r
in
g
a
m
o
r
e
s
u
s
tain
ed
en
g
ag
em
e
n
t
in
lear
n
in
g
a
n
d
a
d
ap
tatio
n
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
p
lo
r
ed
f
ac
to
r
s
in
f
lu
en
cin
g
AM
in
m
o
d
u
lar
a
n
d
o
n
lin
e
class
es,
alo
n
g
s
id
e
teac
h
er
s
’
in
ter
v
en
tio
n
s
an
d
th
eir
o
u
tc
o
m
es.
Key
f
in
d
in
g
s
r
ev
ea
l
th
a
t
ex
ce
s
s
iv
e
wo
r
k
lo
ad
s
,
teac
h
er
len
ien
c
y
,
c
o
u
r
s
e
d
if
f
icu
lty
,
p
ar
en
tal
p
r
ess
u
r
e,
a
n
d
in
ad
e
q
u
ate
p
r
ep
ar
atio
n
co
n
tr
ib
u
te
to
d
is
h
o
n
est
b
eh
a
v
io
r
s
.
E
f
f
ec
tiv
e
teac
h
er
s
tr
ateg
ies,
in
clu
d
in
g
co
n
f
i
r
m
ato
r
y
q
u
esti
o
n
in
g
an
d
g
am
if
i
ed
lear
n
in
g
,
wer
e
s
h
o
wn
to
p
r
o
m
o
te
ac
a
d
em
ic
in
teg
r
ity
.
T
h
e
s
tu
d
y
id
e
n
tifie
d
v
ar
ie
d
s
tu
d
e
n
t
r
esp
o
n
s
es
to
in
ter
v
en
ti
o
n
s
,
r
a
n
g
in
g
f
r
o
m
p
ass
iv
e
co
m
p
lian
ce
an
d
ap
o
lo
g
etic
o
b
ed
ien
ce
to
g
en
u
in
e
ac
ce
p
ta
n
ce
o
f
m
is
co
n
d
u
ct
co
n
s
eq
u
en
ce
s
an
d
s
u
p
e
r
f
icial
en
g
ag
em
en
t
(“
N
in
g
a
s
K
u
g
o
n
”
m
e
n
tality
)
.
I
t
u
n
d
er
s
co
r
es
th
at
AD
ex
te
n
d
s
b
ey
o
n
d
t
h
e
class
r
o
o
m
,
r
e
p
r
e
s
en
tin
g
a
s
y
s
tem
ic
is
s
u
e
ex
ac
er
b
ated
b
y
th
e
r
a
p
id
tr
an
s
itio
n
to
v
ir
tu
al
lea
r
n
in
g
.
I
n
d
ee
d
,
to
a
d
d
r
ess
th
ese
ch
allen
g
es,
in
s
titu
tio
n
s
s
h
o
u
ld
ad
o
p
t
ev
id
e
n
ce
-
b
ased
p
o
licies,
r
ed
esig
n
cu
r
r
icu
la,
a
n
d
en
h
an
ce
teac
h
er
tr
ain
in
g
.
B
alan
cin
g
ac
a
d
em
ic
r
ig
o
r
with
s
tu
d
en
t
well
-
b
ein
g
r
eq
u
ir
es
r
ec
alib
r
ated
d
em
an
d
s
,
s
tr
o
n
g
er
in
teg
r
ity
f
r
am
ewo
r
k
s
,
an
d
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
ts
.
A
ctio
n
ab
le
m
ea
s
u
r
e
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
B
ea
t th
e
ch
ea
t
:
ten
d
e
n
cies o
f
a
ca
d
emic
mis
co
n
d
u
ct
a
n
d
tea
ch
ers
’
in
terven
tio
n
s
(
La
u
r
o
S
a
n
tia
g
o
A
s
p
ir
a
s
)
4337
in
clu
d
e
in
teg
r
atin
g
i
n
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
,
in
v
o
l
v
in
g
p
ar
e
n
ts
in
eth
ical
e
d
u
ca
tio
n
,
an
d
d
e
v
elo
p
in
g
p
o
licies
th
at
co
n
s
id
er
b
o
th
ac
ad
em
ic
an
d
m
e
n
tal
h
ea
lth
n
ee
d
s
.
T
h
u
s
,
co
llab
o
r
atio
n
am
o
n
g
teac
h
e
r
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
p
o
licy
m
ak
er
s
is
ess
en
tial
to
f
o
s
ter
a
cu
ltu
r
e
o
f
in
tellectu
al
h
o
n
esty
an
d
g
l
o
b
al
co
m
p
etitiv
en
ess
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
u
r
th
e
r
in
v
esti
g
ate
t
h
e
m
en
tal
h
ea
lth
im
p
ac
t
o
f
p
a
r
en
tal
p
r
ess
u
r
e
an
d
th
e
in
ter
p
lay
b
etwe
en
teac
h
e
r
p
r
ac
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m
m
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C
:
C
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v
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t
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n
f
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f
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ter
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with
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h
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at
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s
h
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ap
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esear
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D
CO
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e
h
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b
tain
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in
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s
en
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f
r
o
m
all
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clu
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d
y
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n
s
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r
in
g
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t
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lly
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t
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e
p
u
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p
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s
e,
p
r
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ce
d
u
r
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an
d
p
o
ten
tial
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is
k
s
in
v
o
lv
e
d
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ef
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r
e
ag
r
ee
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g
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tak
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ar
t.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
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elate
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m
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al
l
th
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elev
an
t
n
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n
al
r
e
g
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
f
o
llo
win
g
th
e
ten
ets
o
f
th
e
Helsin
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
ed
b
y
th
e
au
th
o
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’
s
in
s
titu
tio
n
al
r
ev
iew
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o
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d
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u
latio
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tio
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licies f
o
r
th
e
ca
r
e
a
n
d
u
s
e
o
f
an
i
m
als.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
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th
e
f
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n
d
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o
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th
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tu
d
y
ar
e
av
aila
b
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
L
SA]
.
T
h
e
d
ata,
w
h
ich
co
n
tain
in
f
o
r
m
atio
n
th
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
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
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d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
2
9
-
4
3
3
9
4338
RE
F
E
R
E
NC
E
S
[
1
]
A
.
B
o
j
a
n
o
w
s
k
a
e
t
a
l
.
,
“
Th
e
P
r
o
b
l
e
m
o
f
A
c
a
d
e
m
i
c
D
i
s
h
o
n
e
st
y
a
n
d
P
o
s
si
b
i
l
i
t
i
e
s
f
o
r
i
t
s
P
r
e
v
e
n
t
i
o
n
,
”
F
r
o
n
t
i
e
r
s
i
n
P
s
y
c
h
o
l
o
g
y
.
A
c
c
e
ss
e
d
O
c
t
1
9
,
2
0
2
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
f
r
o
n
t
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si
n
.
o
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/
r
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s
e
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r
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p
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c
s/
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6
/
t
h
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-
of
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m
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s
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y
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n
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p
o
ssi
b
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t
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e
s
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f
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its
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p
r
e
v
e
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t
i
o
n
#
r
e
s
e
a
r
c
h
-
t
o
p
i
c
-
a
u
t
h
o
r
s
[
2
]
“
P
l
a
g
i
a
r
i
s
m
a
n
d
a
c
a
d
e
mi
c
mi
s
c
o
n
d
u
c
t
,
”
U
n
i
v
e
r
si
t
y
o
f
C
a
mb
r
i
d
g
e
,
A
c
c
e
ss
e
d
F
e
b
1
0
,
2
0
2
5
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
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w
w
w
.
p
l
a
g
i
a
r
i
sm
.
a
d
mi
n
.
c
a
m
.
a
c
.
u
k
/
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h
a
t
-
a
c
a
d
e
mi
c
-
mi
s
c
o
n
d
u
c
t
[
3
]
S
.
Ja
n
k
e
,
S
.
C
.
R
u
d
e
r
t
,
Ä
.
P
e
t
e
r
se
n
,
T.
M
.
F
r
i
t
z
,
a
n
d
M
.
D
a
u
m
i
l
l
e
r
,
“
C
h
e
a
t
i
n
g
i
n
t
h
e
w
a
k
e
o
f
C
O
V
I
D
-
1
9
:
H
o
w
d
a
n
g
e
r
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u
s
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s
ad
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h
o
c
o
n
l
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n
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s
t
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n
g
f
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a
c
a
d
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mi
c
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n
t
e
g
r
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t
y
?
”
C
o
m
p
u
t
e
rs
a
n
d
Ed
u
c
a
t
i
o
n
O
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n
,
v
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l
.
2
,
p
.
1
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5
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2
0
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.
c
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.
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0
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1
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1
0
0
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5
5
.
[
4
]
T.
F
i
sh
m
a
n
,
T
h
e
f
u
n
d
a
m
e
n
t
a
l
v
a
l
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e
s
o
f
Ac
a
d
e
m
i
c
i
n
t
e
g
ri
t
y
,
2
n
d
e
d
.
C
l
e
m
so
n
,
S
C
:
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n
t
e
r
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a
t
i
o
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a
l
C
e
n
t
e
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f
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c
a
d
e
mi
c
I
n
t
e
g
r
i
t
y
,
2
0
1
3
.
[
5
]
G
.
W
a
t
s
o
n
a
n
d
J
.
S
o
t
t
i
l
e
,
“
C
h
e
a
t
i
n
g
i
n
t
h
e
D
i
g
i
t
a
l
A
g
e
:
D
o
S
t
u
d
e
n
t
s
C
h
e
a
t
M
o
r
e
i
n
O
n
l
i
n
e
C
o
u
r
ses
?
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
S
o
c
i
e
t
y
f
o
r
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
& Te
a
c
h
e
r E
d
u
c
a
t
i
o
n
I
n
t
e
r
n
a
t
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o
n
a
l
C
o
n
f
e
re
n
c
e
2
0
0
8
,
2
0
0
8
,
p
p
.
7
9
8
–
8
0
3
.
[
6
]
H
.
A
k
h
t
a
r
a
n
d
R
.
F
i
r
d
i
y
a
n
t
i
,
“
P
r
e
d
i
c
t
i
n
g
A
c
a
d
e
mi
c
D
i
s
h
o
n
e
st
y
B
a
se
d
o
n
C
o
m
p
e
t
i
t
i
v
e
O
r
i
e
n
t
a
t
i
o
n
a
n
d
M
o
t
i
v
a
t
i
o
n
:
D
o
L
e
a
r
n
i
n
g
M
o
d
e
s
M
a
t
t
e
r
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
C
o
g
n
i
t
i
v
e
Re
s
e
a
r
c
h
i
n
S
c
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e
n
c
e
,
E
n
g
i
n
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r
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n
g
a
n
d
E
d
u
c
a
t
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o
n
(
I
J
C
R
S
EE)
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
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4
3
9
–
4
4
7
,
D
e
c
.
2
0
2
3
,
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:
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0
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2
3
9
4
7
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2
3
3
4
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4
9
6
-
2
0
2
3
-
11
-
3
-
4
3
9
-
4
4
7
.
[
7
]
Y
.
Zh
a
n
g
,
H
.
Y
i
n
,
a
n
d
L
.
Z
h
e
n
g
,
“
I
n
v
e
st
i
g
a
t
i
n
g
a
c
a
d
e
mi
c
d
i
s
h
o
n
e
st
y
a
mo
n
g
C
h
i
n
e
s
e
u
n
d
e
r
g
r
a
d
u
a
t
e
st
u
d
e
n
t
s
:
d
o
e
s
g
e
n
d
e
r
mat
t
e
r
?
”
Assessm
e
n
t
&
Ev
a
l
u
a
t
i
o
n
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
5
,
p
p
.
8
1
2
–
8
2
6
,
J
u
l
.
2
0
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