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c
to
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t
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m
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lab
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r:
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u
lt
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d
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stm
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t,
lan
g
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a
g
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b
a
rrier,
p
ro
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a
l
c
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ll
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m
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p
p
o
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two
rk
s,
a
n
d
wo
rk
-
li
fe
b
a
lan
c
e
.
Co
p
i
n
g
stra
te
g
ies
id
e
n
ti
fie
d
in
c
l
u
d
e
e
m
o
ti
o
n
a
l
re
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o
siti
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se
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su
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ro
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il
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a
n
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p
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ti
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c
re
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c
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a
n
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fi
n
d
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m
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b
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re
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ro
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c
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lt
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d
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c
a
ti
o
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a
l
c
o
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te
x
ts.
K
ey
w
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d
s
:
C
o
p
in
g
s
tr
ateg
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Dee
p
ac
tin
g
E
m
o
tio
n
al
lab
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r
Ov
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s
ea
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teac
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Su
r
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is i
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CC B
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C
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O.
B
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Sp
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Prin
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W
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b
r
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Vir
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in
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Un
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States
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m
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b
ay
lo
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wcs.e
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1.
I
NT
RO
D
UCT
I
O
N
A
s
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if
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t
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u
m
b
er
o
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c
ato
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p
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Osp
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Me
d
in
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[
1
]
in
d
icate
th
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u
m
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cial,
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in
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p
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ate,
in
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p
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m
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[
2
]
.
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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2252
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8
8
2
2
Un
ve
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th
e
emo
tio
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a
l la
b
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f o
ve
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s
ea
s
F
ilip
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tern
a
tio
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a
l te
a
ch
ers
(
Leo
ma
r
O.
B
a
ylo
s
is
)
4629
E
m
o
tio
n
al
lab
o
r
in
v
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lv
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th
e
d
elib
er
ate
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u
latio
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[
3
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,
[
4
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.
E
m
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d
s
ar
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th
e
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x
p
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tatio
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tial
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m
p
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n
t
o
f
em
o
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lab
o
r
—
wh
ich
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eq
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tly
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s
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ch
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lo
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ical
d
etac
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m
en
t
f
r
o
m
wo
r
k
[
5
]
.
E
m
o
tio
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al
la
b
o
r
ca
n
b
e
b
o
t
h
h
a
r
m
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wh
ich
s
tr
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is
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s
ed
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i.e
.
,
s
u
r
f
ac
e
ac
tin
g
v
s
d
ee
p
ac
tin
g
)
[
6
]
.
E
m
p
lo
y
ee
s
wh
o
s
m
ile
at
co
n
s
u
m
er
s
an
d
en
g
ag
e
in
d
ee
p
ac
tin
g
g
en
u
i
n
ely
h
av
e
s
atis
f
ac
tio
n
in
s
er
v
in
g
th
em
.
C
o
n
v
er
s
ely
,
s
taf
f
e
n
g
ag
in
g
in
s
u
r
f
ac
e
ac
tin
g
d
o
n
o
t
ex
p
er
ie
n
ce
au
th
en
tic
h
ap
p
in
ess
wh
en
atten
d
in
g
to
co
n
s
u
m
er
s
,
alth
o
u
g
h
th
ey
co
n
tin
u
e
to
u
p
h
o
l
d
th
e
s
m
iles
co
n
v
e
n
tio
n
ally
an
ti
cip
ated
b
y
th
e
o
r
g
an
izatio
n
.
C
o
n
s
eq
u
en
tly
,
v
ar
io
u
s
r
esear
c
h
h
a
v
e
in
v
esti
g
ated
th
e
ad
v
er
s
e
im
p
ac
ts
o
f
s
u
r
f
a
ce
ac
tin
g
in
c
o
n
tr
ast
to
d
ee
p
ac
tin
g
o
n
in
d
i
v
id
u
al
o
u
tco
m
es.
Dee
p
ac
tin
g
is
ass
o
ciate
d
with
en
h
an
ce
d
we
ll
-
b
ein
g
an
d
p
r
o
m
o
tes
f
av
o
r
a
b
le
cu
s
to
m
er
r
elatio
n
s
h
ip
s
,
w
h
ile
s
u
r
f
ac
e
ac
tin
g
g
en
er
ally
y
ield
s
c
o
n
tr
ar
y
ef
f
ec
ts
.
E
ar
lier
s
tu
d
ies
h
av
e
a
n
aly
ze
d
th
e
two
k
in
d
s
o
f
em
o
tio
n
al
la
b
o
r
as
r
ea
ctio
n
s
.
R
esear
ch
co
n
d
u
cted
b
y
W
u
et
a
l.
[
7
]
d
em
o
n
s
tr
ated
t
h
at
em
o
tio
n
al
s
u
p
p
o
r
t,
in
clu
d
in
g
en
co
u
r
ag
em
en
t
an
d
em
p
ath
y
,
h
elp
s
r
ed
u
ce
b
u
r
n
o
u
t
in
en
v
ir
o
n
m
en
ts
ch
ar
ac
ter
ized
b
y
s
u
b
s
tan
tial
em
o
ti
o
n
al
ass
is
tan
ce
an
d
m
in
im
al
jo
b
d
em
a
n
d
/co
n
t
r
o
l.
Fu
r
th
er
m
o
r
e
,
it
was
d
is
co
v
er
ed
th
at
in
s
tr
u
m
en
tal
s
u
p
p
o
r
t,
in
clu
d
in
g
ass
is
tan
ce
with
p
r
o
b
lem
-
s
o
lv
in
g
,
also
m
itig
ates
th
e
ad
v
er
s
e
ef
f
ec
ts
o
f
b
u
r
n
o
u
t.
C
h
an
g
et
a
l.
[
8
]
d
is
co
v
er
ed
th
at
en
h
a
n
ce
d
em
o
tio
n
al
s
u
p
p
o
r
t,
lik
e
s
er
v
an
t
lead
er
s
h
ip
,
ca
n
f
o
s
ter
in
tr
in
s
ic
m
o
tiv
atio
n
i
n
em
p
l
o
y
ee
s
,
f
o
r
i
n
s
tan
ce
,
p
s
y
c
h
o
lo
g
ical
em
p
o
we
r
m
en
t
en
co
u
r
a
g
es
in
d
iv
id
u
als
to
p
r
a
ctice
d
ee
p
ac
tin
g
in
o
r
d
er
to
f
u
lf
ill
th
e
p
er
f
o
r
m
a
n
ce
ex
p
ec
ta
tio
n
s
estab
lis
h
ed
b
y
th
e
o
r
g
an
izatio
n
an
d
its
le
ad
er
s
.
T
h
is
m
a
y
s
u
b
s
eq
u
en
t
ly
r
esu
lt
in
in
cr
ea
s
ed
p
s
y
c
h
o
lo
g
ical
b
u
r
n
o
u
t,
p
ar
ticu
lar
ly
f
o
r
less
ca
p
ab
le
in
d
iv
id
u
als,
as
th
ey
e
n
d
ea
v
o
r
to
ac
h
ie
v
e
th
e
o
u
tco
m
es
an
ticip
ated
b
y
t
h
e
o
r
g
an
izatio
n
an
d
th
eir
s
u
p
e
r
io
r
s
.
Ma
s
tr
ac
ci
an
d
Ad
am
s
[
9
]
c
o
n
d
u
cte
d
a
s
tu
d
y
o
n
p
u
b
lic
o
f
f
icials
f
r
o
m
s
ev
er
al
cu
ltu
r
al
o
r
i
g
in
s
,
in
d
icatin
g
th
at
in
in
d
i
v
id
u
alis
tic
s
o
cieties,
p
ar
ticu
lar
l
y
am
o
n
g
No
r
th
Am
er
ican
s
am
p
les,
s
u
r
f
ac
e
b
e
h
av
in
g
d
ictated
b
y
d
is
p
lay
co
n
v
e
n
tio
n
s
led
to
i
n
cr
e
ased
b
u
r
n
o
u
t
lev
els.
C
o
n
v
er
s
e
ly
,
d
ee
p
ac
tin
g
d
id
n
o
t
lead
to
h
eig
h
ten
e
d
b
u
r
n
o
u
t
u
n
d
e
r
co
m
p
a
r
ab
le
co
n
d
itio
n
s
.
I
n
co
llectiv
is
t
cu
ltu
r
es
o
r
ig
in
atin
g
f
r
o
m
Asi
an
s
am
p
les,
s
u
r
f
ac
e
ac
tin
g
g
o
v
er
n
e
d
b
y
d
is
p
lay
r
u
les
co
r
r
elate
d
with
h
eig
h
ten
ed
b
u
r
n
o
u
t,
wh
er
ea
s
d
ee
p
ac
tin
g
s
ee
m
ed
to
r
ed
u
ce
b
u
r
n
o
u
t
lev
els.
T
h
is
d
is
p
ar
ity
is
ass
o
ciate
d
with
p
u
b
lic
o
f
f
icials
in
co
llectiv
i
s
t
s
o
cieties
b
ein
g
m
o
r
e
s
en
s
itiv
e
to
d
is
p
lay
r
eg
u
latio
n
s
th
an
th
o
s
e
in
in
d
iv
i
d
u
alis
tic
s
etti
n
g
s
.
As
s
tated
b
y
Ho
r
n
er
et
a
l.
[
1
0
]
,
teac
h
er
s
d
if
f
er
f
r
o
m
th
o
s
e
in
o
th
er
e
m
o
tio
n
al
lab
o
r
r
o
les,
lik
e
p
o
s
itio
n
s
in
th
e
s
er
v
ice
in
d
u
s
tr
y
,
as
th
eir
in
ter
ac
tio
n
s
ar
e
m
o
r
e
ex
ten
d
ed
a
n
d
o
n
g
o
in
g
with
b
o
t
h
s
tu
d
en
ts
a
n
d
f
am
ilies
.
I
n
th
e
class
r
o
o
m
,
teac
h
er
s
m
u
s
t
s
er
v
e
b
o
th
as
ex
p
er
ts
in
th
eir
s
u
b
ject
ar
ea
an
d
as
s
u
p
p
o
r
ter
s
o
f
em
o
tio
n
al
g
r
o
wth
.
Ad
d
itio
n
ally
,
teac
h
er
s
ar
e
an
t
icip
ated
to
m
an
a
g
e
th
eir
em
o
tio
n
al
r
esp
o
n
s
es
an
d
in
ter
ac
t
with
s
tu
d
en
ts
an
d
f
am
ilies
ac
co
r
d
in
g
to
estab
lis
h
ed
p
r
o
f
ess
io
n
al
s
tan
d
a
r
d
s
an
d
p
r
o
to
co
ls
.
A
r
esear
ch
s
tu
d
y
co
n
d
u
cte
d
in
C
h
in
a
o
u
tlin
ed
th
at
th
e
em
o
tio
n
al
l
ab
o
r
ex
p
er
ien
ce
d
b
y
p
r
esch
o
o
l
ed
u
ca
to
r
s
is
m
ar
k
e
d
b
y
its
ex
ten
d
ed
d
u
r
atio
n
,
s
ig
n
if
ican
t in
ten
s
ity
,
an
d
v
ar
ie
ty
in
em
o
tio
n
al
ex
ch
a
n
g
es [
1
1
]
.
Mo
d
esto
r
esear
ch
[
1
2
]
o
n
th
e
s
p
ar
s
e
liter
atu
r
e
co
n
ce
r
n
in
g
Fil
ip
in
o
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
eir
p
r
o
f
ess
io
n
al
id
en
titi
es
an
d
ex
p
er
ien
ce
s
in
d
icate
d
th
at
th
ese
ed
u
ca
to
r
s
ac
k
n
o
wled
g
e
an
d
em
b
r
ac
e
th
eir
p
o
s
itio
n
s
as
in
teg
r
al
m
em
b
er
s
o
f
th
eir
s
ch
o
o
l
co
m
m
u
n
iti
es.
W
h
ile
th
e
f
in
d
in
g
s
m
ay
n
o
t
b
e
u
n
iv
e
r
s
ally
ap
p
licab
le
to
all
Fil
ip
in
o
ed
u
c
ato
r
s
in
th
e
Un
ite
d
States
,
th
e
v
iewp
o
in
ts
o
f
th
e
p
a
r
ticip
an
ts
wer
e
r
ec
o
r
d
ed
an
d
an
aly
ze
d
to
h
i
g
h
lig
h
t
th
eir
u
n
iq
u
e
id
en
titi
es,
o
f
ten
n
e
g
lecte
d
in
cu
r
r
e
n
t
s
tu
d
ies.
Su
m
alin
o
g
[
1
3
]
d
is
co
v
e
r
ed
th
at
Fil
ip
in
o
E
n
g
lis
h
ed
u
ca
to
r
s
en
co
u
n
ter
ed
em
o
ti
o
n
al
o
b
s
t
ac
les,
in
clu
d
in
g
p
r
o
f
o
u
n
d
h
o
m
esick
n
ess
f
o
r
th
eir
f
am
ilies
in
th
e
Ph
ilip
p
in
es.
T
h
ey
also
co
n
f
r
o
n
te
d
cu
ltu
r
al
h
u
r
d
les,
in
clu
d
in
g
lan
g
u
ag
e
b
ar
r
i
er
s
s
tem
m
in
g
f
r
o
m
d
iv
er
s
e
ac
ce
n
ts
an
d
v
ar
io
u
s
d
eg
r
ee
s
o
f
E
n
g
lis
h
ab
ilit
y
am
o
n
g
th
eir
s
tu
d
en
ts
.
Mo
r
e
o
v
er
,
th
e
ed
u
ca
to
r
s
en
co
u
n
ter
e
d
p
s
y
c
h
o
lo
g
ical
d
i
f
f
icu
lties
ch
ar
ac
ter
ized
b
y
b
u
r
n
o
u
t
a
n
d
s
ad
n
ess
.
C
o
n
s
eq
u
e
n
tly
,
in
ter
n
atio
n
al
in
s
tr
u
cto
r
s
,
p
ar
ticu
lar
ly
Fil
ip
in
o
s
,
f
r
eq
u
en
tly
e
n
co
u
n
ter
ch
al
len
g
es
th
at
h
in
d
e
r
a
s
ea
m
less
teac
h
in
g
ex
p
er
ien
ce
ab
r
o
ad
.
Ma
ca
p
a
g
o
n
g
et
a
l.
[
1
4
]
ex
am
in
e
d
ed
u
ca
to
r
s
’
ex
p
er
ien
ce
s
,
o
p
p
o
r
tu
n
ities
,
an
d
o
b
s
tacle
s
in
in
ter
n
atio
n
al
e
m
p
lo
y
m
en
t.
I
n
t
er
v
iews
with
1
0
p
a
r
ticip
an
ts
i
d
en
tifie
d
f
o
u
r
p
r
im
ar
y
th
em
es
an
d
11
s
u
b
-
th
em
es,
elu
cid
atin
g
t
h
eir
c
h
allen
g
es,
co
p
in
g
m
ec
h
a
n
is
m
s
,
lear
n
in
g
ex
p
e
r
ien
ce
s
,
a
n
d
f
u
tu
r
e
p
la
n
n
in
g
w
h
ile
liv
in
g
in
Ar
izo
n
a,
USA.
Fil
ip
in
o
e
d
u
c
ato
r
s
f
r
eq
u
en
tly
e
n
co
u
n
ter
d
i
v
er
s
e
o
p
p
o
r
tu
n
ities
ab
r
o
ad
t
h
at
p
o
s
e
p
r
o
b
lem
s
r
eq
u
ir
in
g
n
a
v
ig
atio
n
.
Ad
ap
ti
n
g
to
a
n
ew
s
ettin
g
is
o
f
ten
a
ch
allen
g
in
g
e
n
d
ea
v
o
r
,
p
r
ese
n
tin
g
o
b
s
tacle
s
f
o
r
th
ese
ed
u
ca
to
r
s
.
Desp
ite
ex
is
tin
g
r
esear
ch
d
etailin
g
th
e
ex
p
er
ien
ce
s
o
f
teac
h
er
s
in
o
th
er
co
u
n
t
r
ies,
Su
m
alin
o
g
[
1
3
]
em
p
h
asized
th
at
th
er
e
r
em
ain
m
an
y
m
o
r
e
ex
p
e
r
ien
ce
s
to
u
n
co
v
er
,
p
ar
ticu
lar
l
y
in
r
ec
en
t
y
ea
r
s
wh
er
e
th
e
tr
en
d
o
f
Fil
ip
in
o
teac
h
er
s
wo
r
k
in
g
a
b
r
o
ad
is
in
cr
ea
s
in
g
l
y
n
o
ticea
b
le.
T
h
is
s
tu
d
y
h
as
also
ac
k
n
o
wled
g
ed
th
e
cr
u
cial
im
p
o
r
tan
ce
o
f
co
n
tex
t
in
in
f
lu
en
cin
g
em
o
tio
n
al
lab
o
r
as
an
ar
ea
th
at
r
eq
u
ir
es
f
u
r
th
er
ex
p
lo
r
atio
n
,
g
i
v
en
th
at
th
er
e
ar
e
s
till
f
ew
r
esear
ch
e
x
a
m
in
in
g
in
s
tr
u
cto
r
s
’
em
o
tio
n
al
lab
o
r
in
f
o
r
eig
n
lan
g
u
ag
e
clas
s
r
o
o
m
s
.
Mo
r
eo
v
er
,
f
ew
s
tu
d
ies
h
av
e
ex
am
i
n
ed
h
o
w
em
o
tio
n
al
lab
o
r
is
s
h
ap
e
d
b
y
th
e
u
n
iq
u
e
s
o
cio
c
u
ltu
r
al
d
em
an
d
s
f
ac
ed
b
y
Fil
ip
in
o
teac
h
er
s
in
th
e
Un
ited
States
,
Sau
d
i
Ar
ab
ia,
an
d
T
h
ailan
d
,
esp
ec
ially
th
r
o
u
g
h
a
p
h
en
o
m
en
o
lo
g
ical
Evaluation Warning : The document was created with Spire.PDF for Python.
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&
R
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Vo
l
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14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
6
2
8
-
4
6
3
7
4630
len
s
.
T
h
ese
r
esear
ch
g
ap
s
n
ee
d
to
b
e
d
el
v
ed
in
to
i
n
o
r
d
e
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asp
ir
in
g
in
ter
n
ati
o
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al
teac
h
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r
s
to
b
e
well
-
awa
r
e.
W
ith
th
e
r
ec
en
t
tr
en
d
o
f
teac
h
er
s
alr
ea
d
y
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er
v
in
g
th
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Dep
a
r
tm
en
t
o
f
E
d
u
ca
tio
n
an
d
o
th
er
l
ea
r
n
in
g
in
s
titu
tio
n
s
,
y
et
s
till
o
p
ted
to
teac
h
ab
r
o
ad
,
in
d
ee
d
th
er
e
ar
e
s
till
m
o
r
e
to
lo
o
k
in
t
o
.
Hen
ce
,
th
is
en
d
ea
v
o
r
aim
s
to
d
is
co
v
er
an
d
d
is
s
em
in
ate
in
f
o
r
m
atio
n
t
o
p
r
ep
a
r
e
th
e
teac
h
e
r
s
wh
o
th
i
n
k
o
f
g
o
in
g
ab
r
o
ad
.
T
h
e
n
o
v
elty
o
f
th
is
p
ap
er
lies
in
its
ap
p
licatio
n
o
f
s
elf
-
d
ete
r
m
in
atio
n
t
h
eo
r
y
(
SDT)
as
a
t
h
eo
r
etica
l
an
ch
o
r
to
in
v
esti
g
ate
th
e
e
m
o
tio
n
al
lab
o
r
o
f
o
v
e
r
s
ea
s
Fil
ip
in
o
in
ter
n
atio
n
al
teac
h
er
s
.
SDT
p
o
s
its
th
at
in
d
iv
id
u
als
ar
e
in
tr
in
s
ically
m
o
tiv
ated
to
en
g
ag
e
in
b
eh
av
io
r
s
th
at
f
u
lf
ill
th
eir
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
[
1
5
]
.
T
h
ese
n
ee
d
s
p
r
o
v
id
e
a
v
alu
a
b
le
in
ter
p
r
etiv
e
len
s
th
r
o
u
g
h
wh
ich
to
u
n
d
er
s
tan
d
t
h
e
em
o
tio
n
al
s
tr
ateg
ies
em
p
lo
y
e
d
b
y
teac
h
e
r
s
ab
r
o
ad
.
Fo
r
in
s
tan
ce
,
th
e
u
s
e
o
f
d
ee
p
ac
tin
g
—
in
v
o
lv
in
g
g
e
n
u
in
e
em
o
tio
n
al
ex
p
r
ess
io
n
—
alig
n
s
with
th
e
p
u
r
s
u
it
o
f
au
to
n
o
m
y
a
n
d
co
m
p
eten
ce
,
as
teac
h
e
r
s
co
n
s
cio
u
s
ly
r
e
g
u
late
t
h
eir
em
o
tio
n
s
in
o
r
d
er
t
o
s
tay
tr
u
e
to
th
eir
p
r
o
f
ess
io
n
al
v
alu
es
an
d
d
ev
elo
p
m
aster
y
in
cr
o
s
s
-
cu
ltu
r
al
s
ettin
g
s
.
Simila
r
ly
,
th
eir
ef
f
o
r
ts
to
m
ain
tain
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
s
t
u
d
en
ts
,
p
ar
en
ts
,
an
d
co
lleag
u
es
r
ef
lect
t
h
e
n
ee
d
f
o
r
r
elate
d
n
ess
.
I
n
co
n
tr
ast,
s
u
r
f
a
ce
ac
tin
g
—
th
e
m
ask
in
g
o
r
f
a
k
in
g
o
f
em
o
tio
n
s
—
m
ay
r
esu
lt f
r
o
m
o
r
g
an
izatio
n
a
l c
o
n
s
tr
ain
ts
th
at
s
u
p
p
r
ess
au
to
n
o
m
y
a
n
d
cr
ea
te
e
m
o
tio
n
al
d
is
s
o
n
an
ce
.
T
h
e
s
tu
d
y
f
u
r
th
e
r
g
ain
s
th
e
o
r
etica
l
d
ep
th
b
y
p
o
s
itio
n
in
g
SDT
alo
n
g
s
id
e
Ho
ch
s
ch
ild
’
s
em
o
tio
n
al
lab
o
r
f
r
am
ewo
r
k
,
wh
ich
d
is
tin
g
u
is
h
es
b
etwe
en
s
u
r
f
ac
e
an
d
d
ee
p
ac
tin
g
as
r
esp
o
n
s
es
to
in
s
titu
tio
n
al
d
is
p
lay
r
u
les.
W
h
ile
Ho
ch
s
ch
ild
’
s
m
o
d
el
ex
p
lain
s
h
o
w
em
o
tio
n
al
lab
o
r
is
s
o
cially
s
tr
u
ctu
r
ed
a
n
d
o
f
ten
e
x
ter
n
ally
im
p
o
s
ed
,
SDT
co
m
p
lem
en
ts
it
b
y
em
p
h
asizin
g
h
o
w
in
d
iv
i
d
u
al
m
o
tiv
atio
n
s
h
ap
es
th
e
in
ter
n
al
ex
p
er
ien
ce
o
f
th
at
lab
o
r
.
B
y
in
teg
r
atin
g
th
ese
two
p
e
r
s
p
ec
tiv
es,
th
e
s
tu
d
y
o
f
f
er
s
in
ter
d
is
cip
lin
ar
y
i
n
s
ig
h
t
in
to
h
o
w
em
o
tio
n
al
lab
o
r
is
b
o
th
r
eg
u
lated
b
y
in
s
titu
tio
n
s
an
d
n
a
v
ig
ated
th
r
o
u
g
h
p
er
s
o
n
al
a
g
en
cy
.
T
h
r
o
u
g
h
it
s
f
o
cu
s
o
n
Fil
ip
in
o
teac
h
er
s
in
th
r
ee
cu
ltu
r
ally
d
is
tin
ct
n
atio
n
s
an
d
th
e
u
s
e
o
f
q
u
alitativ
e
to
o
ls
s
u
ch
as
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
an
d
f
r
am
ed
n
ar
r
ativ
es,
th
e
s
tu
d
y
p
r
o
v
id
es
o
r
ig
in
al
co
n
tr
ib
u
tio
n
s
to
u
n
d
er
s
tan
d
in
g
em
o
t
io
n
al
lab
o
r
,
co
p
in
g
s
tr
ateg
ies,
an
d
s
o
cio
-
p
r
o
f
ess
io
n
al
ad
ap
tatio
n
in
in
ter
n
atio
n
al
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
Sp
e
cif
ically
,
th
e
s
tu
d
y
aim
s
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
ty
p
es o
f
e
m
o
tio
n
al
lab
o
r
ex
p
er
ien
ce
d
b
y
i
n
ter
n
atio
n
al
Fil
ip
in
o
teac
h
er
s
?
−
W
h
at
ar
e
th
e
f
ac
to
r
s
af
f
ec
tin
g
th
e
em
o
tio
n
al
lab
o
r
e
x
p
er
ien
c
ed
b
y
i
n
ter
n
atio
n
al
Fil
ip
in
o
teac
h
er
s
?
−
W
h
at
co
p
in
g
s
tr
ateg
ies d
o
th
e
y
u
s
e
in
o
r
d
er
to
o
v
er
co
m
e
th
o
s
e
n
eg
ativ
e
em
o
tio
n
s
?
B
y
e
x
p
l
o
r
in
g
th
e
q
u
e
r
ies
,
t
h
is
s
tu
d
y
ai
m
s
t
o
id
e
n
ti
f
y
t
h
e
r
ea
s
o
n
s
t
h
at
d
r
i
v
e
Fil
ip
in
o
tea
c
h
e
r
s
to
p
u
r
s
u
e
tea
ch
in
g
p
o
s
it
io
n
s
o
v
e
r
s
e
as;
ex
am
i
n
e
t
h
e
n
a
tu
r
e
a
n
d
m
a
n
i
f
est
ati
o
n
o
f
em
o
t
io
n
a
l l
ab
o
r
(
s
u
r
f
a
ce
a
n
d
d
e
e
p
a
cti
n
g
)
ex
p
e
r
i
en
ce
d
in
t
h
e
ir
h
o
s
t
c
o
u
n
t
r
ies
;
e
x
p
l
o
r
e
th
e
f
a
ct
o
r
s
c
o
n
t
r
i
b
u
ti
n
g
t
o
em
o
t
io
n
a
l
s
t
r
ai
n
o
r
r
es
ili
en
ce
;
a
n
d
d
o
c
u
m
en
t
th
e
c
o
p
in
g
s
t
r
at
e
g
ies
em
p
l
o
y
e
d
to
n
a
v
i
g
a
te
e
m
o
ti
o
n
al
c
h
a
lle
n
g
es
i
n
f
o
r
ei
g
n
ed
u
ca
t
io
n
a
l
en
v
i
r
o
n
m
e
n
ts
.
T
h
ese
o
b
je
cti
v
es
s
ee
k
t
o
c
o
n
t
r
i
b
u
te
t
o
t
h
e
g
r
o
w
in
g
b
o
d
y
o
f
r
es
ea
r
c
h
o
n
e
m
o
ti
o
n
al
la
b
o
r
i
n
in
t
er
n
ati
o
n
al
t
ea
ch
in
g
c
o
n
t
ex
t
s
,
a
n
d
t
o
p
r
o
v
i
d
e
p
r
o
s
p
ec
ti
v
e
o
v
er
s
ea
s
ed
u
c
at
o
r
s
a
n
d
ed
u
c
ati
o
n
p
o
li
cy
m
ak
er
s
wit
h
g
r
o
u
n
d
ed
,
c
u
lt
u
r
all
y
r
ele
v
a
n
t
i
n
s
i
g
h
ts
.
T
h
is
r
es
ea
r
c
h
m
a
y
el
u
ci
d
a
te
th
e
p
a
r
t
ic
u
la
r
m
o
ti
v
at
io
n
s
o
f
t
h
ese
ed
u
c
at
o
r
s
f
o
r
r
es
id
in
g
a
n
d
t
e
ac
h
i
n
g
o
v
e
r
s
e
as,
as
wel
l
as
th
e
e
x
p
er
ie
n
c
es
a
n
d
c
h
all
e
n
g
es
th
e
y
e
n
c
o
u
n
te
r
,
s
o
co
n
t
r
i
b
u
ti
n
g
t
o
t
h
e
e
x
p
a
n
d
i
n
g
c
o
r
p
u
s
o
f
lit
er
at
u
r
e.
T
h
is
r
esea
r
c
h
f
ac
i
lit
ate
d
a
n
u
n
d
er
s
ta
n
d
i
n
g
o
f
t
h
e
f
u
t
u
r
e
im
p
li
ca
t
io
n
s
o
f
t
h
e
e
x
is
ti
n
g
li
f
esty
le
a
n
d
e
d
u
c
ati
o
n
al
f
r
am
ew
o
r
k
o
f
o
v
e
r
s
e
as
Fil
i
p
i
n
o
te
ac
h
er
s
.
T
h
e
r
e
f
o
r
e,
it
is
s
ig
n
i
f
ic
a
n
t
to
r
e
v
e
al
t
h
e
tr
u
t
h
s
r
e
g
a
r
d
i
n
g
t
h
e
e
x
p
e
r
i
en
ce
s
o
f
o
v
e
r
s
e
as F
ili
p
i
n
o
ed
u
ca
t
o
r
s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
i
gn
T
h
is
s
tu
d
y
u
tili
ze
d
a
q
u
alitativ
e
r
esear
ch
s
ty
le,
s
p
ec
if
ica
lly
a
p
h
e
n
o
m
en
o
lo
g
ical
tech
n
iq
u
e,
to
ex
am
in
e
th
e
em
o
tio
n
al
lab
o
r
o
f
Fil
ip
in
o
ed
u
ca
to
r
s
d
ep
l
o
y
ed
o
v
er
s
ea
s
.
Ph
en
o
m
e
n
o
lo
g
y
is
ap
p
r
o
p
r
iate
f
o
r
ex
am
in
in
g
h
o
w
in
d
iv
id
u
als
p
er
ce
iv
e
a
n
d
ascr
ib
e
s
ig
n
if
i
ca
n
ce
to
t
h
eir
liv
e
d
ex
p
er
ie
n
ce
s
.
T
h
is
m
eth
o
d
r
ec
o
g
n
izes
th
e
p
r
esen
ce
o
f
s
ev
er
al
s
u
b
jectiv
e
r
ea
liti
es
an
d
ai
m
s
to
co
m
p
r
eh
en
d
th
e
p
h
e
n
o
m
en
o
n
as
v
iewe
d
b
y
th
o
s
e
d
ir
ec
tly
in
v
o
lv
ed
.
T
h
e
s
tu
d
y
s
o
u
g
h
t
to
id
en
tify
th
e
e
m
o
tio
n
al
d
if
f
icu
lties
an
d
co
p
i
n
g
m
ec
h
an
is
m
s
o
f
Fil
ip
in
o
ed
u
ca
to
r
s
in
o
v
er
s
ea
s
co
n
tex
ts
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ples
T
h
e
p
ar
ticip
a
n
ts
co
n
s
is
ted
o
f
15
i
n
ter
n
atio
n
al
Fil
ip
in
o
t
ea
ch
er
s
r
esid
in
g
a
n
d
wo
r
k
in
g
in
th
r
ee
p
u
r
p
o
s
iv
ely
s
elec
ted
co
u
n
tr
ies:
th
e
Un
ited
State
s
,
Sau
d
i
Ar
a
b
ia,
an
d
T
h
ailan
d
.
T
h
ese
lo
ca
tio
n
s
wer
e
ch
o
s
en
b
ased
o
n
th
e
r
esear
ch
er
’
s
p
r
i
o
r
k
n
o
wled
g
e
o
f
Fil
ip
in
o
ed
u
ca
to
r
s
f
r
o
m
th
e
Z
am
b
o
an
g
a
Pen
in
s
u
la
wh
o
ar
e
em
p
lo
y
ed
in
th
ese
r
eg
i
o
n
s
.
T
h
e
in
clu
s
io
n
cr
iter
ia
wer
e
as:
i
)
Fil
ip
in
o
citizen
with
s
in
g
le
o
r
d
u
al
citizen
s
h
ip
;
ii
)
h
o
m
e
r
esid
en
ce
in
th
e
Z
a
m
b
o
an
g
a
Pen
in
s
u
la
;
iii
)
cu
r
r
e
n
tly
em
p
l
o
y
ed
as
an
elem
en
ta
r
y
teac
h
e
r
o
v
er
s
ea
s
;
iv
)
licen
s
ed
p
r
o
f
ess
io
n
al
tea
ch
er
(
L
PT)
;
v
)
with
at
least
3
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
ab
r
o
ad
;
a
n
d
vi
)
willin
g
n
ess
to
p
ar
ticip
ate
v
o
lu
n
tar
ily
.
T
h
ese
cr
iter
ia
e
n
s
u
r
ed
th
at
t
h
e
p
a
r
ticip
an
ts
s
h
ar
ed
s
im
ilar
cu
ltu
r
al
an
d
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
s
,
en
h
an
cin
g
th
e
c
o
n
tex
t
u
al
r
ich
n
ess
an
d
co
m
p
a
r
ab
ilit
y
o
f
th
eir
r
esp
o
n
s
es.
Fo
cu
s
in
g
s
p
ec
if
ically
o
n
teac
h
er
s
f
r
o
m
th
e
Z
a
m
b
o
a
n
g
a
Pen
i
n
s
u
la
also
allo
wed
t
h
e
r
esear
c
h
er
s
to
e
x
p
lo
r
e
h
o
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
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c
I
SS
N:
2252
-
8
8
2
2
Un
ve
ilin
g
th
e
emo
tio
n
a
l la
b
o
r
o
f o
ve
r
s
ea
s
F
ilip
in
o
in
tern
a
tio
n
a
l te
a
ch
ers
(
Leo
ma
r
O.
B
a
ylo
s
is
)
4631
r
eg
io
n
al
id
en
tity
wh
ic
h
is
s
h
ap
ed
b
y
s
h
ar
e
d
lan
g
u
ag
e,
cu
ltu
r
al
n
o
r
m
s
,
an
d
lo
ca
lized
teac
h
in
g
p
r
ac
tices,
m
ig
h
t
in
f
lu
en
ce
th
e
way
em
o
tio
n
al
lab
o
r
is
ex
p
er
ien
ce
d
an
d
e
x
p
r
ess
ed
ab
r
o
ad
.
T
h
e
r
eg
io
n
’
s
s
tr
o
n
g
s
en
s
e
o
f
co
m
m
u
n
ity
,
f
a
m
ilial
o
r
ien
tat
io
n
,
a
n
d
ad
ap
tiv
e
r
esil
ien
ce
m
ay
p
r
o
v
id
e
u
n
iq
u
e
in
s
ig
h
ts
in
to
th
e
co
p
in
g
s
tr
ateg
ies an
d
em
o
tio
n
al
d
y
n
a
m
ics o
f
its
ed
u
ca
to
r
s
wo
r
k
i
n
g
o
v
er
s
ea
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n t
ec
hn
iqu
es
Data
wer
e
co
llected
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
an
d
n
ar
r
ativ
e
f
r
am
ew
o
r
k
s
to
allo
w
f
o
r
in
-
d
ep
th
e
x
p
lo
r
atio
n
o
f
p
a
r
ticip
an
ts
’
ex
p
er
ien
ce
s
.
T
h
e
i
n
ter
v
iew
g
u
id
e,
wh
ich
was a
d
ap
ted
an
d
v
alid
ate
d
f
r
o
m
th
e
s
tu
d
y
o
f
J
alilzad
eh
et
a
l.
[
1
6
]
c
o
m
p
r
is
ed
n
i
n
e
o
p
e
n
-
en
d
ed
q
u
esti
o
n
s
d
esig
n
ed
i
n
lin
e
with
in
ter
p
r
etativ
e
p
h
en
o
m
en
o
lo
g
ical
an
aly
s
is
(
I
PA)
.
I
n
ter
v
iews
wer
e
c
o
n
d
u
c
ted
eith
er
o
n
e
-
on
-
o
n
e
o
r
in
s
m
all
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
d
ep
en
d
in
g
o
n
p
ar
ticip
an
t
p
r
ef
e
r
en
ce
an
d
av
aila
b
ilit
y
.
T
h
ese
s
ess
io
n
s
wer
e
h
e
ld
v
ia
f
ac
e
-
to
-
f
ac
e
m
ee
tin
g
s
o
r
v
ir
t
u
al
p
latf
o
r
m
s
s
u
ch
as
Z
o
o
m
an
d
Go
o
g
le
Me
et,
last
in
g
ap
p
r
o
x
im
ately
1
h
o
u
r
ea
ch
.
Du
r
in
g
th
e
in
ter
v
iews,
p
ar
ticip
an
ts
wer
e
en
co
u
r
a
g
ed
to
s
h
a
r
e
o
p
e
n
ly
,
a
n
d
f
o
llo
w
-
u
p
q
u
esti
o
n
s
wer
e
p
o
s
ed
to
clar
if
y
an
d
p
r
o
b
e
f
u
r
th
er
i
n
to
r
ele
v
an
t
i
s
s
u
es.
All
s
es
s
io
n
s
wer
e
r
ec
o
r
d
ed
u
s
in
g
au
d
io
o
r
v
id
e
o
d
ev
ices,
with
t
h
e
p
ar
ticip
an
ts
’
p
r
io
r
co
n
s
en
t.
Pa
r
ticip
an
ts
wer
e
also
in
f
o
r
m
e
d
t
h
at
th
ey
co
u
ld
with
d
r
aw
at
a
n
y
p
o
in
t
a
n
d
m
a
y
b
e
co
n
tacte
d
a
g
ain
f
o
r
f
o
llo
w
-
u
p
if
n
ee
d
e
d
.
Fo
llo
win
g
th
e
i
n
ter
v
iews,
f
r
am
e
d
n
ar
r
ativ
es
wer
e
wr
itten
b
y
th
e
r
esear
ch
er
b
ased
o
n
th
e
p
ar
tic
ip
an
ts
’
v
er
b
al
ac
co
u
n
ts
to
r
ep
r
esen
t
th
eir
liv
ed
ex
p
er
ien
ce
s
in
a
co
h
er
en
t
an
d
co
n
tex
tu
alize
d
f
o
r
m
.
T
h
ese
n
a
r
r
ativ
es
wer
e
c
r
af
ted
to
ca
p
tu
r
e
th
e
ess
en
ce
o
f
ea
ch
p
ar
ticip
an
t’
s
jo
u
r
n
ey
wh
ile
m
ain
tain
in
g
co
n
f
id
en
tiality
a
n
d
th
em
atic
co
n
s
is
ten
cy
ac
r
o
s
s
ca
s
es.
2
.
4
.
Da
t
a
an
a
ly
s
is
T
h
e
r
ec
o
r
d
ed
d
ata
wer
e
tr
a
n
s
cr
ib
ed
,
o
r
g
an
ized
,
a
n
d
an
al
y
ze
d
u
s
in
g
p
r
o
ce
d
u
r
es
co
n
s
is
ten
t
with
I
PA.
T
h
e
an
al
y
s
is
in
v
o
lv
ed
id
en
tif
y
in
g
s
ig
n
if
ican
t
s
tatem
en
ts
an
d
k
ey
q
u
o
tatio
n
s
f
r
o
m
th
e
i
n
ter
v
iews,
wh
ich
wer
e
th
en
clu
s
ter
ed
in
to
p
atter
n
s
an
d
em
er
g
e
n
t
th
em
es.
Fro
m
th
ese
th
em
es,
a
tex
tu
al
d
escr
ip
t
io
n
was
cr
af
ted
to
ar
ticu
late
wh
at
p
ar
ticip
an
ts
ex
p
er
ien
ce
d
.
A
co
r
r
esp
o
n
d
in
g
s
tr
u
ctu
r
al
d
escr
ip
tio
n
was
th
en
d
ev
elo
p
e
d
to
d
escr
ib
e
th
e
c
o
n
tex
t
an
d
c
o
n
d
itio
n
s
th
at
s
h
ap
ed
th
o
s
e
ex
p
er
ie
n
ce
s
.
Fin
ally
,
th
ese
d
escr
ip
tio
n
s
wer
e
s
y
n
th
esized
in
to
a
co
m
p
o
s
ite
n
ar
r
ativ
e
to
ca
p
tu
r
e
t
h
e
ess
en
ce
o
f
em
o
tio
n
al
lab
o
r
as
liv
ed
b
y
th
e
p
ar
ticip
an
ts
.
E
th
ical
p
r
o
to
c
o
ls
wer
e
r
ig
o
r
o
u
s
ly
o
b
s
er
v
ed
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
Ps
eu
d
o
n
y
m
s
an
d
co
d
in
g
s
y
s
tem
s
wer
e
u
s
ed
to
m
ain
tain
an
o
n
y
m
ity
an
d
c
o
n
f
id
en
tiality
.
Par
ticip
a
n
ts
wer
e
p
r
o
v
id
ed
with
b
o
th
v
e
r
b
al
a
n
d
wr
itten
in
f
o
r
m
ed
co
n
s
en
t,
an
d
all
wer
e
b
r
ief
e
d
o
n
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
d
ata
u
s
a
g
e,
an
d
th
eir
r
ig
h
ts
as p
ar
ticip
an
ts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
r
esear
ch
q
u
esti
o
n
id
en
tifie
d
th
em
es
r
eg
ar
d
in
g
wh
eth
er
in
d
iv
id
u
als
en
g
ag
ed
in
a
s
p
e
cif
ic
f
o
r
m
o
f
em
o
tio
n
al
lab
o
r
b
en
e
f
ited
m
o
r
e
f
r
o
m
alter
in
g
th
eir
f
elt
em
o
tio
n
s
to
m
atch
th
eir
d
is
p
lay
ed
em
o
tio
n
s
,
k
n
o
wn
as
“
d
ee
p
ac
tin
g
”
,
as o
p
p
o
s
ed
t
o
“
s
u
r
f
ac
e
ac
tin
g
”
,
wh
ich
in
v
o
lv
es f
eig
n
in
g
e
m
o
tio
n
s
.
3
.
1
.
E
mo
t
io
na
l la
bo
r
E
m
o
tio
n
al
lab
o
r
i
n
v
o
lv
es
th
e
wo
r
k
,
o
r
g
an
izatio
n
,
a
n
d
r
eg
u
latio
n
r
eq
u
ir
e
d
to
d
is
p
lay
s
u
itab
le
an
d
ex
p
ec
ted
e
m
o
tio
n
s
i
n
in
ter
ac
ti
o
n
s
with
o
th
er
s
[
1
7
]
.
B
ased
o
n
th
e
p
ar
ticip
an
ts
r
esp
o
n
s
es,
t
h
er
e
wer
e
8
th
em
es
th
at
wer
e
g
en
er
ated
,
5
th
e
m
es
f
ell
u
n
d
er
d
ee
p
ac
tin
g
,
a
n
d
3
th
em
es
u
n
d
er
s
u
r
f
ac
e
ac
tin
g
.
E
m
p
lo
y
ee
s
f
r
eq
u
e
n
tly
p
er
f
o
r
m
e
m
o
tio
n
al
lab
o
r
d
u
r
i
n
g
in
ter
ac
tio
n
s
with
th
eir
co
lleag
u
es
[
1
8
]
.
T
h
e
au
t
h
o
r
s
d
em
o
n
s
tr
ated
th
at
s
ev
er
al
f
o
r
m
s
o
f
em
o
tio
n
al
wo
r
k
am
o
n
g
p
ar
ticip
an
ts
,
in
clu
d
in
g
d
ee
p
ac
to
r
s
an
d
n
o
n
-
ac
to
r
s
,
m
an
if
est
in
co
lleag
u
e
r
elatio
n
s
h
ip
s
,
ea
c
h
d
ef
in
ed
b
y
d
is
tin
ct
ca
u
s
es a
n
d
o
u
tco
m
es.
3
.
1
.
1
.
Dee
p a
ct
ing
Dee
p
ac
tin
g
o
cc
u
r
s
m
o
r
e
f
r
e
q
u
en
tly
in
in
ter
ac
tio
n
s
am
o
n
g
co
wo
r
k
er
s
co
m
p
ar
ed
to
s
u
r
f
ac
e
ac
tin
g
[
1
8
]
.
I
t
en
tails
th
e
co
n
g
r
u
e
n
c
e
o
f
in
ter
io
r
em
o
tio
n
s
with
ex
ter
n
al
ex
p
r
ess
io
n
s
to
f
u
lf
ill
co
r
p
o
r
ate
s
tan
d
ar
d
s
.
C
o
n
s
eq
u
en
tly
,
it
is
lin
k
ed
to
a
r
ed
u
ctio
n
in
ad
v
er
s
e
o
u
tco
m
e
s
,
in
clu
d
in
g
em
o
tio
n
al
d
is
co
r
d
an
d
p
s
y
c
h
o
lo
g
ical
s
tr
ess
.
Am
o
n
g
th
e
p
ar
ticip
an
t
s
,
d
ee
p
ac
tin
g
m
an
if
ested
in
f
iv
e
k
ey
s
u
b
th
em
es:
em
o
tio
n
al
co
n
tr
o
l,
d
is
p
lay
o
f
p
o
s
itiv
e
em
o
tio
n
s
,
em
o
tio
n
al
e
x
h
au
s
tio
n
,
e
x
p
er
ien
ce
o
f
n
e
g
at
iv
e
em
o
tio
n
s
,
an
d
em
o
tio
n
al
in
d
if
f
er
e
n
ce
to
war
d
s
elf
.
As ex
p
r
ess
ed
b
y
th
e
p
ar
ti
cip
an
ts
:
“
Th
e
A
r
a
b
c
u
ltu
r
e
is
in
s
a
n
e
…
Th
ey
’
r
e
s
o
meh
o
w
vio
le
n
t
i
f
yo
u
h
a
ve
n
o
co
n
tr
o
l
s
o
y
o
u
h
a
ve
to
co
n
tr
o
l y
o
u
r
emo
tio
n
s
.
”
(
T
ea
c
h
er
1
2
)
“
…
I
’
m
h
a
p
p
ily
ma
r
r
ied
w
ith
my
A
merica
n
h
u
s
b
a
n
d
.
I
’
m
h
a
vin
g
a
p
r
o
ject
in
th
e
P
h
ilip
p
in
es,
ea
r
n
in
g
mo
r
e
th
a
n
en
o
u
g
h
,
I
c
o
u
ld
b
e
a
b
le
to
tr
a
ve
l
.
”
(
T
ea
ch
er
1
0
)
“
Th
e
w
o
r
klo
a
d
ca
n
b
e
o
ve
r
w
h
elmin
g
a
t
times,
w
it
h
less
o
n
p
la
n
n
in
g
,
g
r
a
d
in
g
,
a
n
d
ex
tr
a
cu
r
r
icu
la
r
r
e
s
p
o
n
s
ib
ilit
ie
s
o
ften
ex
ten
d
in
g
b
ey
o
n
d
s
ch
o
o
l h
o
u
r
s
.
”
(
T
ea
c
h
er
3
)
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
6
2
8
-
4
6
3
7
4632
“
Th
ere
a
r
e
times
I
feel
lo
n
ely
b
ec
a
u
s
e
I
’
m
fa
r
fr
o
m
my
fa
mil
y
a
n
d
I
feel
like
I
’
m
b
a
ttli
n
g
m
y
o
w
n
s
elf
o
f th
e
o
ve
r
w
h
elmin
g
s
ilen
ce
o
f b
ein
g
a
w
a
y
fr
o
m
my
lo
ve
o
n
es a
t th
a
t time
.
”
(
T
ea
ch
er
2
)
“
On
e
fa
cto
r
th
a
t
I
’
m
co
n
s
id
e
r
w
a
s
b
ein
g
to
o
d
o
u
b
tfu
l
o
f
my
s
elf
’
s
ca
p
a
b
ilit
y
to
tea
c
h
fo
r
eig
n
s
tu
d
en
ts
.
”
(
T
ea
ch
er
3
)
Dee
p
ac
tin
g
r
e
p
r
esen
ts
a
f
o
r
m
o
f
e
m
o
tio
n
al
w
o
r
k
,
r
eq
u
ir
in
g
em
p
l
o
y
ee
s
to
b
e
b
o
th
m
o
t
iv
ated
an
d
eq
u
ip
p
e
d
to
in
v
est
r
eso
u
r
ce
s
i
n
en
g
ag
in
g
in
s
u
ch
d
em
an
d
in
g
ac
tio
n
s
[
1
9
]
.
T
h
e
d
eg
r
ee
o
f
d
ee
p
ac
tin
g
is
lik
ely
to
f
lu
ctu
ate
am
o
n
g
p
er
s
o
n
s
o
n
a
d
aily
b
asis
.
T
h
e
r
ea
ctio
n
s
o
f
co
wo
r
k
er
s
to
th
e
d
ee
p
ac
t
in
g
aim
ed
to
war
d
s
th
em
m
ay
also
v
a
r
y
co
r
r
esp
o
n
d
in
g
ly
.
T
h
e
d
y
n
am
ic
m
o
d
el
o
f
em
o
tio
n
al
lab
o
r
p
o
s
its
th
at
t
h
e
em
o
tio
n
al
lab
o
r
ex
h
ib
ited
b
y
s
er
v
ice
wo
r
k
er
s
c
an
in
f
lu
en
ce
co
n
s
u
m
er
s
’
im
m
ed
iate
b
eh
av
io
r
s
,
in
clu
d
in
g
th
eir
in
ter
ac
tio
n
s
with
th
e
em
p
lo
y
ee
.
Ho
n
g
et
a
l.
[
2
0
]
f
o
u
n
d
th
at
d
ee
p
ac
tin
g
an
d
e
x
p
r
ess
io
n
o
f
n
atu
r
ally
f
elt
em
o
tio
n
s
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
p
s
y
ch
o
lo
g
ical
ca
p
ital (
wh
ich
in
clu
d
es o
p
tim
i
s
m
an
d
r
esil
ien
ce
)
an
d
m
en
tal
h
ea
lth
.
3
.
1
.
2
.
Su
rf
a
ce
a
ct
ing
Su
r
f
ac
e
ac
tin
g
en
tails
f
eig
n
i
n
g
em
o
tio
n
s
th
at
ar
e
n
o
t
a
u
th
en
tically
f
elt,
ac
co
m
p
lis
h
ed
b
y
th
e
d
elib
er
ate
u
s
e
o
f
v
er
b
al
s
ig
n
als.
T
h
e
s
er
v
ice
ag
en
t
s
im
u
lates e
m
o
tio
n
al
r
esp
o
n
s
es
th
at
th
ey
m
ay
n
o
t g
en
u
i
n
ely
ex
p
er
ien
ce
.
Dief
en
d
o
r
f
f
et
a
l.
[
2
1
]
ch
ar
ac
ter
ize
s
u
r
f
a
ce
ac
tin
g
as
a
ty
p
e
o
f
em
o
tio
n
al
wo
r
k
in
wh
ich
in
d
iv
id
u
als
m
an
a
g
e
th
eir
e
m
o
tio
n
al
m
an
if
estatio
n
s
with
o
u
t
alter
in
g
th
eir
in
tr
i
n
s
ic
f
ee
lin
g
s
.
I
n
d
iv
id
u
als
f
eig
n
o
r
r
ep
r
ess
th
eir
au
th
e
n
tic
em
o
tio
n
s
to
alig
n
with
co
r
p
o
r
ate
s
tan
d
ar
d
s
,
r
ath
er
th
a
n
ex
p
e
r
ien
cin
g
th
e
r
e
q
u
is
ite
f
ee
lin
g
s
leg
itima
tely
.
Su
r
f
ac
e
ac
tin
g
is
m
a
n
if
ested
in
th
r
ee
p
r
im
ar
y
th
em
es:
m
ask
i
n
g
em
o
tio
n
s
,
p
r
o
jectio
n
o
f
ar
tific
ial
em
o
tio
n
s
,
an
d
with
d
r
awa
l b
eh
av
io
r
at
w
o
r
k
.
So
m
e
o
f
th
e
r
esp
o
n
s
es we
r
e:
“
I
’
m
tea
ch
in
g
fir
s
t
g
r
a
d
ers
.
V
ery
ch
a
llen
g
in
g
s
in
ce
,
I
u
s
ed
to
tea
c
h
h
ig
h
er
g
r
a
d
es
in
th
e
P
h
ilip
p
in
es.
B
u
t I
ca
n
n
o
t le
t o
t
h
ers
s
ee
me
s
t
r
u
g
g
le
.
”
(
T
ea
ch
er
1
)
“
Yes
,
th
e
emo
tio
n
a
l
b
u
r
d
e
n
t
h
a
t
I
ex
p
erien
ce
d
w
a
s
mis
s
in
g
my
p
a
r
en
ts
(
th
ey
a
r
e
o
l
d
s
o
I
a
m
a
fr
a
id
o
f
w
h
a
t
w
ill
h
a
p
p
en
,
a
n
d
I
a
m
fa
r
)
,
b
u
t
o
th
ers
th
o
u
g
h
t
th
a
t
I
’
m
fu
n
a
n
d
s
tr
o
n
g
ye
t
fa
kin
g
it
.
”
(
T
ea
ch
er
1
)
“
Wh
en
I
s
ta
r
ted
tea
ch
in
g
,
I
s
t
a
r
ted
mis
s
in
g
my
fa
mily
b
a
ck
in
th
e
P
h
ilip
p
in
es
o
r
s
h
a
ll
w
e
s
a
y
I
’
m
ex
p
erien
cin
g
my
fir
s
t h
o
mesick
.
”
(
T
ea
ch
er
9
)
Alth
o
u
g
h
th
e
ter
m
“e
m
o
ti
o
n
a
l
lab
o
r
”
was
u
n
f
am
iliar
t
o
m
a
n
y
p
ar
ticip
a
n
ts
,
th
eir
r
ef
lectio
n
s
clea
r
ly
in
d
icate
d
co
n
s
cio
u
s
attem
p
ts
to
m
an
a
g
e
an
d
s
u
p
p
r
ess
em
o
tio
n
al
s
tates
as
p
ar
t
o
f
t
h
eir
d
aily
wo
r
k
.
T
h
ese
ef
f
o
r
ts
f
r
e
q
u
en
tly
led
to
a
d
if
f
er
en
t
k
in
d
o
f
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
ch
ar
ac
ter
ize
d
n
o
t
b
y
i
n
ter
n
al
ef
f
o
r
t
(
as
in
d
ee
p
ac
tin
g
)
b
u
t
b
y
th
e
s
tr
ain
o
f
em
o
tio
n
al
d
is
s
o
n
an
ce
—
th
e
g
ap
b
etwe
en
f
elt
an
d
ex
p
r
ess
ed
em
o
tio
n
.
As
o
b
s
er
v
ed
in
Su
m
alin
o
g
s
tu
d
y
[
1
3
]
,
em
o
tio
n
al
r
eg
u
latio
n
is
a
co
n
s
tan
t
in
th
e
liv
ed
ex
p
e
r
ien
ce
s
o
f
Fil
ip
in
o
teac
h
er
s
ab
r
o
ad
.
Similar
ly
,
A
u
g
er
an
d
Fo
r
m
e
n
tin
[
2
2
]
f
o
u
n
d
th
at
s
u
r
f
ac
e
ac
tin
g
o
f
ten
tr
ig
g
er
s
em
o
tio
n
al
b
u
r
n
o
u
t in
e
d
u
ca
to
r
s
wh
o
m
u
s
t a
p
p
ea
r
em
o
tio
n
ally
a
v
ailab
le
to
s
tu
d
en
ts
wh
ile
s
u
p
p
r
ess
in
g
th
eir
o
wn
d
is
tr
ess
.
3
.
2
.
F
a
ct
o
rs a
f
f
ec
t
ing
t
he
e
m
o
t
io
na
l la
bo
r
B
as
e
d
o
n
t
h
e
p
a
r
ti
c
i
p
a
n
ts
r
esp
o
n
s
e
s
,
t
h
e
r
e
w
e
r
e
f
i
v
e
t
h
e
m
e
s
t
h
at
w
e
r
e
g
e
n
e
r
a
t
e
d
f
r
o
m
t
h
e
s
e
c
o
n
d
r
e
s
e
a
r
c
h
q
u
e
s
ti
o
n
.
T
h
i
s
i
n
c
l
u
d
es
c
u
l
t
u
r
a
l
a
d
j
u
s
t
m
e
n
t
,
la
n
g
u
a
g
e
b
a
r
r
i
e
r
,
p
r
o
f
e
s
s
i
o
n
a
l
c
h
a
ll
e
n
g
es
,
i
s
o
la
t
i
o
n
s
u
p
p
o
r
t
f
r
o
m
n
e
t
w
o
r
k
s
,
a
n
d
w
o
r
k
-
l
i
f
e
b
a
l
a
n
c
e
.
S
o
m
e
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
’
r
e
s
p
o
n
s
es
o
n
t
h
e
t
h
e
m
es
g
e
n
e
r
a
t
e
d
w
e
r
e
as
:
“
S
o
metime
s
a
s
a
t
w
o
r
k,
b
ein
g
mis
u
n
d
ers
to
o
d
b
y
o
th
er
w
o
r
kma
tes.
Diffe
r
en
t
cu
ltu
r
e,
d
iffer
en
t
u
n
d
ers
ta
n
d
in
g
a
n
d
leve
l o
f sen
s
itivity
.
”
(
T
ea
ch
er
2
)
“
C
o
mmu
n
ica
tin
g
in
a
la
n
g
u
a
g
e
th
a
t
is
n
o
t
yo
u
r
n
a
tive
to
n
g
u
e
ca
n
b
e
s
tr
ess
fu
l
a
n
d
ex
h
a
u
s
tin
g
.
Mis
u
n
d
ers
ta
n
d
in
g
s
a
n
d
d
iffi
cu
lties
in
ex
p
r
ess
in
g
yo
u
r
s
elf
ca
n
o
cc
u
r
fr
eq
u
en
tly
.
”
(
T
ea
ch
er
8
)
“
Th
e
p
r
ess
u
r
e
to
p
erfo
r
m
w
e
l
l
a
t
my
w
o
r
kp
la
ce
.
Th
e
d
ema
n
d
o
f
th
e
jo
b
is
a
b
ig
fa
cto
r
w
h
en
it
co
mes
to
emo
tio
n
a
l
la
b
o
r
.
A
l
s
o
,
th
e
d
ema
n
d
fr
o
m
p
a
r
en
ts
,
d
ema
n
d
fr
o
m
th
e
a
d
min
is
tr
a
to
r
s
a
s
w
ell
.
”
(
T
ea
ch
er
5
)
“
…
P
r
o
f
ess
i
o
n
a
l
e
x
p
e
ct
a
t
i
o
n
s
,
s
t
u
d
e
n
t
b
e
h
a
v
i
o
r
a
n
d
c
l
a
s
s
r
o
o
m
m
a
n
a
g
e
m
e
n
t
,
p
e
r
f
o
r
m
a
n
c
e
p
r
es
s
u
r
e
,
b
a
l
a
n
c
i
n
g
m
u
l
t
i
p
l
e
r
o
l
es
a
r
e
a
ls
o
f
a
c
t
o
r
s
I
c
a
n
t
el
l
t
h
a
t
a
d
d
s
o
n
t
o
o
u
r
b
u
r
d
e
n
s
.
”
(
T
e
ac
h
e
r
6
)
“
B
ein
g
fa
r
fr
o
m
fr
ien
d
s
ca
n
m
a
ke
yo
u
feel
is
o
la
ted
,
esp
ec
ia
l
ly
d
u
r
in
g
d
iffi
cu
lt
times.
Th
e
s
u
p
p
o
r
t
s
ystem
yo
u
r
ely
o
n
is
n
o
t imm
ed
ia
tely
a
va
ila
b
le
.
”
(
T
ea
ch
e
r
8
)
“
Th
e
o
n
ly
p
r
ess
u
r
e
o
f
my
w
o
r
k
is
th
a
t
w
e
h
a
ve
o
n
e
S
a
tu
r
d
a
y
th
a
t
w
e
h
a
ve
to
co
me
to
s
ch
o
o
l
a
n
d
d
is
cu
s
s
ev
eryth
in
g
th
a
t
n
e
ed
s
to
r
eso
lve
o
r
ta
ke
a
ctio
n
i
n
o
u
r
tea
ch
in
g
,
w
ee
kly
p
la
n
s
,
s
tr
a
t
eg
ies,
b
eh
a
vio
r
a
n
d
mo
r
e
.
”
(
T
ea
ch
er
1
0
)
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
Un
ve
ilin
g
th
e
emo
tio
n
a
l la
b
o
r
o
f o
ve
r
s
ea
s
F
ilip
in
o
in
tern
a
tio
n
a
l te
a
ch
ers
(
Leo
ma
r
O.
B
a
ylo
s
is
)
4633
As
p
r
esen
ted
in
t
h
e
r
esp
o
n
s
es,
th
er
e
ar
e
f
ac
to
r
s
t
h
at
co
n
tr
ib
u
te
to
th
e
e
m
o
tio
n
al
lab
o
r
b
ein
g
ex
p
er
ien
ce
d
b
y
i
n
ter
n
atio
n
al
Fil
ip
in
o
teac
h
er
s
.
T
h
is
alig
n
s
with
s
o
m
e
r
esu
lts
f
r
o
m
th
e
r
e
s
ea
r
ch
co
n
d
u
cted
b
y
J
alilzad
eh
et
a
l.
[
1
6
]
,
w
h
ich
r
ev
ea
led
th
at
v
a
r
io
u
s
p
e
r
s
o
n
al,
in
ter
p
er
s
o
n
al,
wo
r
k
-
r
elate
d
,
an
d
in
s
titu
tio
n
al
as
well
as
p
r
o
f
ess
io
n
al
elem
en
ts
ca
n
co
n
tr
ib
u
te
to
em
o
tio
n
al
la
b
o
r
.
Fu
r
th
e
r
m
o
r
e
,
Su
m
alin
o
g
[
1
3
]
s
tu
d
y
c
o
n
f
ir
m
s
th
at
Fil
ip
in
o
teac
h
er
s
ab
r
o
ad
f
ac
ed
em
o
tio
n
al,
c
u
ltu
r
al,
a
n
d
p
s
y
ch
o
lo
g
ical
ch
allen
g
es.
Ad
d
itio
n
ally
,
a
k
e
y
f
ac
to
r
th
at
teac
h
er
s
r
ep
o
r
ted
as
a
s
o
u
r
ce
o
f
s
tr
es
s
wa
s
th
e
“lac
k
o
f
ad
m
in
is
tr
ativ
e
s
u
p
p
o
r
t”
in
d
ea
lin
g
with
wh
at
th
ey
p
er
ce
iv
ed
as
an
in
c
r
ea
s
e
in
th
eir
em
o
tio
n
al
la
b
o
r
.
Sch
o
o
l
ad
m
in
is
tr
ato
r
s
’
s
u
p
p
o
r
t
m
ay
h
elp
r
ed
u
ce
teac
h
er
s
’
allo
s
tatic
lo
ad
[
2
3
]
.
I
n
an
in
teg
r
ativ
e
r
ev
iew
o
f
tea
ch
er
b
u
r
n
o
u
t
in
th
e
C
h
in
ese
c
o
n
tex
t:
“tea
ch
er
s
in
C
h
in
a
f
ac
e
m
u
ltip
le
u
n
iq
u
e
s
tr
ess
o
r
s
,
p
ar
ticu
lar
ly
d
u
e
to
cu
ltu
r
ally
in
g
r
ain
ed
h
ig
h
ex
p
ec
tatio
n
s
o
n
teac
h
er
s
,
s
y
s
tem
ic
p
r
ess
u
r
e
to
p
er
f
o
r
m
,
an
d
jo
b
d
em
a
n
d
s
.
Per
s
o
n
al
a
n
d
o
r
g
an
izatio
n
al
r
eso
u
r
ce
s
(
e
.
g
.
,
s
o
cial
s
u
p
p
o
r
t,
s
ch
o
o
l
clim
ate)
p
lay
a
cr
itic
al
r
o
le
in
m
itig
atin
g
b
u
r
n
o
u
t
”
[
2
4
]
.
Fil
ip
in
o
p
ar
ticip
an
ts
’
f
r
u
s
tr
atio
n
s
o
v
e
r
ad
m
in
is
tr
ativ
e
g
ap
s
(
as c
ited
i
n
T
ea
ch
er
1
0
’
s
r
esp
o
n
s
e)
f
in
d
r
eso
n
an
ce
h
e
r
e.
3
.
3
.
Co
pin
g
s
t
ra
t
eg
ies
Fro
m
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
f
o
u
r
k
e
y
co
p
in
g
s
tr
ateg
ies
em
er
g
ed
:
em
o
tio
n
al
r
eg
u
latio
n
,
p
o
s
itiv
e
co
g
n
itiv
e
r
esp
o
n
s
e,
f
a
m
ily
s
u
p
p
o
r
t,
an
d
e
n
g
ag
em
e
n
t
in
r
ec
r
ea
tio
n
al
ac
tiv
ities
.
T
h
ese
s
tr
ateg
ies
ca
n
b
e
m
ea
n
in
g
f
u
lly
ca
teg
o
r
ize
d
u
n
d
er
th
e
th
r
ee
b
asic
p
s
y
ch
o
lo
g
ic
al
n
ee
d
s
d
ef
in
ed
b
y
SDT
:
au
to
n
o
m
y
,
c
o
m
p
eten
ce
,
an
d
r
elate
d
n
ess
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
em
o
tio
n
al
lab
o
r
ty
p
es
an
d
SDT
n
ee
d
s
is
il
lu
s
t
r
ated
in
Fig
u
r
e
1
,
wh
ich
m
ap
s
a
u
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
o
n
t
o
d
ee
p
an
d
s
u
r
f
ac
e
ac
tin
g
m
ec
h
an
is
m
s
u
s
ed
b
y
in
ter
n
atio
n
al
Fil
ip
in
o
teac
h
e
r
s
.
T
h
e
f
i
g
u
r
e
p
r
e
s
e
n
t
s
a
c
o
n
c
e
p
t
u
a
l
f
r
a
m
e
w
o
r
k
d
i
a
g
r
a
m
t
h
a
t
d
em
o
n
s
t
r
a
t
es
t
h
e
i
n
c
o
r
p
o
r
a
t
i
o
n
o
f
S
D
T
i
n
t
o
v
a
r
i
o
u
s
s
o
r
ts
o
f
e
m
o
t
i
o
n
a
l
l
a
b
o
r
.
T
h
e
m
o
d
e
l
c
o
r
r
e
l
at
es
t
h
r
e
e
f
u
n
d
a
m
e
n
t
a
l
p
s
y
c
h
o
l
o
g
i
c
al
r
e
q
u
i
r
e
m
e
n
t
s
o
f
SD
T
—
a
u
t
o
n
o
m
y
,
c
o
m
p
e
t
e
n
c
e
,
a
n
d
r
e
l
a
t
e
d
n
es
s
—
w
it
h
f
o
r
m
s
o
f
em
o
t
i
o
n
a
l
l
a
b
o
r
(
d
e
e
p
ac
t
i
n
g
a
n
d
s
u
r
f
a
c
e
a
ct
i
n
g
)
,
d
e
l
i
n
e
a
t
i
n
g
t
h
e
c
o
p
i
n
g
m
e
t
h
o
d
s
p
e
r
t
i
n
e
n
t
t
o
e
a
c
h
S
D
T
d
o
m
a
i
n
a
s
e
n
c
o
u
n
t
e
r
e
d
b
y
f
o
r
e
i
g
n
F
i
li
p
i
n
o
e
d
u
c
a
t
o
r
s
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
illu
s
tr
atin
g
th
e
ap
p
licatio
n
o
f
SDT
C
o
p
in
g
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
au
to
n
o
m
y
in
v
o
lv
e
p
r
ac
tice
s
th
at
allo
w
teac
h
er
s
to
in
d
e
p
en
d
en
tly
m
an
ag
e
an
d
r
eg
u
late
th
eir
em
o
tio
n
al
s
tates.
E
m
o
tio
n
r
eg
u
la
tio
n
,
f
o
r
i
n
s
tan
ce
,
is
a
v
ital
s
el
f
-
d
ir
ec
ted
s
k
ill
th
at
in
f
lu
en
ce
s
in
d
iv
id
u
als
’
p
h
y
s
i
ca
l
an
d
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
,
d
aily
f
u
n
ctio
n
i
n
g
,
an
d
q
u
ality
o
f
life
[
2
5
]
.
I
t
in
clu
d
es
tech
n
iq
u
es
s
u
ch
as
r
ein
ter
p
r
etin
g
n
eg
ativ
e
e
x
p
er
ien
ce
s
,
r
ed
ir
ec
tin
g
f
o
cu
s
to
war
d
ca
lm
in
g
o
r
u
p
liftin
g
th
o
u
g
h
ts
,
an
d
m
an
ag
in
g
em
o
tio
n
al
ex
p
r
ess
io
n
s
.
On
e
p
ar
ticip
an
t
em
p
h
asized
th
e
n
ee
d
f
o
r
f
le
x
ib
ilit
y
an
d
r
esil
ien
ce
in
em
o
tio
n
ally
t
ax
in
g
s
itu
atio
n
s
:
“
I
f
yo
u
h
a
ve
p
la
n
s
co
min
g
a
b
r
o
a
d
n
o
t
ju
s
t
a
s
tea
ch
er
o
r
b
y
a
n
y
field
,
ma
ke
s
u
r
e
th
a
t
yo
u
mu
s
t
h
a
ve
th
e
n
erves
o
f
s
teel
a
n
d
a
h
ea
r
t
like
a
n
ir
o
n
.
B
e
flexib
le,
a
llo
w
yo
u
r
s
elf
to
lea
r
n
a
n
d
a
cc
ep
t
ev
ery
g
o
o
d
o
p
p
o
r
tu
n
ity
a
n
d
a
l
w
a
ys h
a
ve
mo
r
e
p
a
tien
ce
.
”
(
T
ea
ch
er
3
)
C
o
p
in
g
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
co
m
p
eten
ce
in
v
o
lv
e
co
g
n
itiv
e
r
ef
r
am
in
g
an
d
g
o
al
-
o
r
ien
ted
b
eh
av
io
r
s
th
at
allo
w
teac
h
er
s
to
f
ee
l
ef
f
ec
tiv
e
in
n
av
ig
atin
g
c
h
allen
g
es.
A
p
o
s
itiv
e
co
g
n
itiv
e
r
esp
o
n
s
e
r
ef
er
s
to
th
e
co
n
s
tr
u
ctiv
e
in
ter
p
r
etatio
n
o
f
s
tr
ess
f
u
l e
v
en
ts
an
d
h
as b
ee
n
s
h
o
wn
to
b
u
f
f
er
th
e
n
eg
ativ
e
ef
f
ec
ts
o
f
s
tr
es
s
.
T
h
is
in
clu
d
es
p
o
s
itiv
e
s
elf
-
talk
,
o
p
tim
is
m
,
an
d
r
ef
r
am
in
g
s
itu
atio
n
s
to
f
o
s
ter
a
s
en
s
e
o
f
ef
f
icac
y
.
L
iter
atu
r
e
s
u
g
g
ests
th
at
p
o
s
itiv
e
co
g
n
i
tiv
e
r
ea
p
p
r
aisal
m
o
d
er
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ess
o
r
s
an
d
ad
v
er
s
e
o
u
tco
m
es,
an
d
is
ass
o
ciate
d
with
r
esil
ien
ce
an
d
well
-
b
ein
g
[
2
6
]
.
As o
n
e
p
ar
ticip
an
t sh
a
r
ed
:
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
6
2
8
-
4
6
3
7
4634
“
Go
o
d
t
h
i
n
g
th
a
t
T
h
a
il
a
n
d
is
a
n
o
p
e
n
c
o
u
n
tr
y
.
Yo
u
c
a
n
d
o
w
h
a
t
ev
er
y
o
u
w
a
n
t
a
s
lo
n
g
a
s
w
it
h
mo
r
a
l
a
n
d
c
o
n
s
i
d
er
a
ti
o
n
o
f
t
h
e
ir
l
a
w
.
T
h
a
t
is
t
h
e
r
e
a
s
o
n
a
ls
o
th
a
t
I
w
a
s
a
b
le
t
o
c
o
p
e
my
em
o
ti
o
n
a
l
is
s
u
es
i
n
t
h
is
c
o
u
n
tr
y
th
a
t
f
a
s
t
b
e
ca
u
s
e
o
f
t
h
eir
li
ve
ly
a
n
d
vi
b
r
a
n
t
lif
estyl
e
h
ere
.
”
(
T
e
ac
h
e
r
2
)
T
h
ese
ex
p
r
ess
io
n
s
s
u
g
g
est
a
ca
p
ac
ity
f
o
r
s
elf
-
d
eter
m
i
n
ed
b
eh
av
io
r
,
in
d
icatin
g
th
at
co
m
p
eten
ce
is
f
o
s
ter
ed
wh
en
p
ar
ticip
a
n
ts
p
er
ce
iv
e
th
eir
en
v
ir
o
n
m
en
t a
s
m
a
n
ag
ea
b
le
an
d
c
o
n
d
u
civ
e
to
em
o
tio
n
al
ad
ju
s
tm
en
t.
L
astl
y
,
co
p
in
g
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
r
elate
d
n
ess
ar
e
an
ch
o
r
ed
in
th
e
p
r
esen
ce
o
f
m
ea
n
i
n
g
f
u
l
r
elatio
n
s
h
ip
s
,
in
clu
d
in
g
e
m
o
tio
n
al
a
n
d
s
o
ci
al
co
n
n
ec
tio
n
s
with
f
a
m
ily
,
f
r
ien
d
s
,
an
d
co
wo
r
k
er
s
.
Fam
ily
s
u
p
p
o
r
t
p
lay
ed
a
cr
u
cial
r
o
le
in
m
an
y
p
a
r
ticip
an
ts
’
co
p
in
g
p
r
o
ce
s
s
es,
co
n
tr
ib
u
tin
g
s
ig
n
if
ican
tly
to
th
ei
r
em
o
tio
n
al
s
tab
ilit
y
an
d
well
-
b
ein
g
.
“
F
o
r
me
a
s
a
fa
mily
w
o
ma
n
,
my
co
p
in
g
to
my
b
u
r
d
en
s
is
b
y
fin
d
in
g
h
ea
lth
y
o
u
tlets
like
g
o
in
g
o
u
ts
id
e
w
ith
fa
mily,
ev
ery
w
ee
ke
n
d
w
e
h
a
ve
a
fa
mily
b
o
n
d
i
n
g
w
ith
kid
s
a
n
d
s
o
metime
s
w
ith
my
h
u
s
b
a
n
d
a
lo
n
e
.
”
(
T
ea
c
h
er
1
3
)
I
n
ad
d
itio
n
,
en
g
ag
i
n
g
in
r
ec
r
ea
tio
n
al
ac
tiv
ities
—
s
u
ch
as
s
p
o
r
ts
,
h
o
b
b
ies,
an
d
s
o
cial
in
ter
ac
tio
n
s
—
o
f
f
er
ed
p
a
r
ticip
an
ts
s
o
cial
c
o
n
n
ec
tiv
ity
an
d
em
o
tio
n
al
r
elief
.
T
h
ese
ac
tiv
ities
r
ep
r
esen
t
v
o
lu
n
tar
y
an
d
en
jo
y
ab
le
e
x
p
er
ien
ce
s
th
at
e
n
h
an
ce
p
s
y
ch
o
lo
g
ical
welln
ess
th
r
o
u
g
h
in
f
o
r
m
al
y
et
m
ea
n
in
g
f
u
l in
ter
ac
tio
n
:
“
I
lea
r
n
ed
d
iffer
en
t str
a
teg
ies to
r
ela
x.
I
d
o
ex
ercis
e
ev
ery
d
a
y.
I
p
l
a
y
b
a
s
ke
tb
a
ll tw
ice
o
r
th
r
ice
a
w
ee
k.
I
h
a
n
g
-
o
u
t wi
th
s
o
me
fr
ien
d
s
/co
llea
g
u
es.
I
g
o
o
u
t o
f to
w
n
s
o
metime
s
.
”
(
T
ea
ch
er
3
)
Stre
s
s
m
an
ag
em
en
t a
p
p
r
o
ac
h
e
s
ca
n
g
en
er
ally
b
e
ca
teg
o
r
ized
as p
r
o
b
lem
-
f
o
cu
s
ed
o
r
e
m
o
tio
n
-
f
o
cu
s
ed
co
p
in
g
.
Stu
d
ies
s
u
p
p
o
r
t
th
e
e
f
f
ec
tiv
en
ess
o
f
p
r
o
b
lem
-
f
o
cu
s
e
d
co
p
in
g
,
wh
er
e
i
n
d
iv
id
u
als
ac
tiv
ely
ad
d
r
ess
th
e
r
o
o
t
ca
u
s
e
o
f
th
eir
s
tr
ess
.
Fo
r
in
s
tan
ce
,
teac
h
er
s
wh
o
im
p
le
m
en
ted
p
r
o
ac
tiv
e
s
tr
ateg
ies
in
r
esp
o
n
s
e
to
s
tu
d
e
n
t
m
is
b
eh
av
io
r
ex
p
er
ien
ce
d
r
ed
u
ce
d
b
u
r
n
o
u
t
[
8
]
.
Fu
r
th
er
m
o
r
e,
r
esear
ch
co
n
f
ir
m
s
th
e
p
i
v
o
tal
r
o
le
o
f
s
o
cial
s
u
p
p
o
r
t,
p
a
r
ticu
lar
ly
f
r
o
m
f
a
m
ily
,
in
p
r
o
m
o
tin
g
em
o
tio
n
al
r
esil
ien
ce
an
d
m
en
tal
h
ea
lth
[
2
7
]
.
R
esear
ch
b
y
Fan
co
u
r
t
et
a
l.
[
2
8
]
h
ig
h
lig
h
t
ed
th
e
th
er
ap
e
u
tic
b
en
ef
its
o
f
leis
u
r
e
ac
tiv
ities
,
in
clu
d
in
g
ar
ts
,
v
o
lu
n
teer
in
g
,
s
p
o
r
ts
,
an
d
co
m
m
u
n
ity
in
v
o
lv
em
en
t,
in
im
p
r
o
v
in
g
o
v
er
all
w
ell
-
b
ein
g
.
E
d
u
ca
to
r
s
’
s
tr
ess
/b
u
r
n
o
u
t
co
-
v
ar
y
with
co
lleag
u
es’,
u
n
d
er
s
co
r
i
n
g
t
h
e
r
o
le
o
f
c
o
lleg
ial
s
u
p
p
o
r
t
in
s
tr
ess
r
ed
u
ctio
n
[
2
9
]
.
L
astl
y
,
Kar
io
u
et
a
l.
[
3
0
]
f
o
u
n
d
th
at
g
en
d
er
(
f
em
ale
m
a
jo
r
ity
in
teac
h
in
g
)
,
em
o
tio
n
al
lab
o
r
s
tr
ateg
ies,
a
n
d
e
m
o
tio
n
a
l
d
em
an
d
s
ar
e
k
e
y
an
tece
d
en
ts
o
f
teac
h
er
b
u
r
n
o
u
t/ex
h
au
s
tio
n
.
T
h
is
alig
n
s
with
t
ea
ch
er
1
3
’
s
test
im
o
n
y
,
wh
er
e
em
o
tio
n
al
lab
o
r
is
co
m
p
o
u
n
d
e
d
b
y
h
er
r
o
les
as
ed
u
ca
to
r
an
d
f
a
m
ily
ca
r
etak
er
—
r
ein
f
o
r
cin
g
th
e
n
ee
d
f
o
r
r
elate
d
n
ess
-
b
ased
co
p
in
g
.
T
h
is
m
ir
r
o
r
s
th
e
r
elatio
n
al
co
p
in
g
(
r
elate
d
n
ess
in
SDT)
s
ee
n
am
o
n
g
Fil
ip
in
o
teac
h
er
s
,
p
ar
ticu
lar
ly
th
e
r
o
le
o
f
f
am
ily
a
n
d
co
m
m
u
n
i
ty
n
etwo
r
k
s
.
T
ak
en
t
o
g
eth
er
,
th
ese
s
tr
ateg
ies
r
ef
lect
h
o
w
th
e
f
u
lf
illme
n
t
o
f
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
n
ee
d
s
co
n
tr
ib
u
tes
to
ad
ap
tiv
e
em
o
tio
n
al
co
p
in
g
am
o
n
g
i
n
ter
n
atio
n
al
Fil
ip
in
o
teac
h
er
s
.
T
ab
le
1
p
r
esen
ts
th
e
em
er
g
en
t
th
em
es
f
r
o
m
p
ar
ticip
an
t
n
ar
r
ativ
es,
m
ap
p
ed
o
n
to
SDT
d
o
m
ain
s
o
f
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
.
I
t
illu
s
tr
ates
h
o
w
em
o
tio
n
al
lab
o
r
ex
p
er
ien
ce
s
ar
e
alig
n
ed
with
p
s
y
ch
o
lo
g
ical
n
e
ed
s
an
d
co
p
in
g
m
ec
h
an
is
m
s
.
T
ab
le
1
.
T
h
em
es o
f
em
o
tio
n
al
lab
o
r
with
p
a
r
ticip
an
t q
u
o
tes an
d
co
r
r
esp
o
n
d
in
g
SDT
p
r
in
c
ip
les
N
u
mb
e
r
Th
e
m
e
P
a
r
t
i
c
i
p
a
n
t
q
u
o
t
e
S
D
T
p
r
i
n
c
i
p
l
e
1
Emo
t
i
o
n
a
l
c
o
n
t
r
o
l
“
Y
o
u
h
a
v
e
t
o
c
o
n
t
r
o
l
y
o
u
r
e
m
o
t
i
o
n
s.
”
(
T1
2
)
A
u
t
o
n
o
m
y
2
D
i
sp
l
a
y
p
f
p
o
s
i
t
i
v
e
e
m
o
t
i
o
n
s
“
I
’
m h
a
v
i
n
g
a
p
r
o
j
e
c
t
.
.
.
I
c
o
u
l
d
b
e
a
b
l
e
t
o
t
r
a
v
e
l
.
”
(
T1
0
)
C
o
m
p
e
t
e
n
c
e
3
Emo
t
i
o
n
a
l
e
x
h
a
u
s
t
i
o
n
“
Th
e
w
o
r
k
l
o
a
d
c
a
n
b
e
o
v
e
r
w
h
e
l
mi
n
g
.
.
.
”
(
T
3
)
C
o
m
p
e
t
e
n
c
e
4
Ex
p
e
r
i
e
n
c
e
o
f
n
e
g
a
t
i
v
e
e
m
o
t
i
o
n
s
“
I
f
e
e
l
l
o
n
e
l
y
.
.
.
b
e
i
n
g
a
w
a
y
f
r
o
m m
y
l
o
v
e
d
o
n
e
s.
”
(
T2
)
R
e
l
a
t
e
d
n
e
s
s
5
Emo
t
i
o
n
a
l
i
n
d
i
f
f
e
r
e
n
c
e
t
o
w
a
r
d
s
e
l
f
“
B
e
i
n
g
t
o
o
d
o
u
b
t
f
u
l
o
f
m
y
c
a
p
a
b
i
l
i
t
y
.
.
.
”
(
T
3
)
C
o
m
p
e
t
e
n
c
e
6
M
a
s
k
i
n
g
e
mo
t
i
o
n
s
“
B
u
t
I
c
a
n
n
o
t
l
e
t
o
t
h
e
r
s s
e
e
me
s
t
r
u
g
g
l
e
.
”
(
T
1
)
A
u
t
o
n
o
m
y
7
P
r
o
j
e
c
t
i
o
n
o
f
a
r
t
i
f
i
c
i
a
l
e
m
o
t
i
o
n
s
“
O
t
h
e
r
s t
h
o
u
g
h
t
t
h
a
t
I
’
m fu
n
a
n
d
st
r
o
n
g
y
e
t
f
a
k
i
n
g
i
t
.
”
(
T1
)
R
e
l
a
t
e
d
n
e
s
s
8
W
i
t
h
d
r
a
w
a
l
b
e
h
a
v
i
o
r
“
I
’
m e
x
p
e
r
i
e
n
c
i
n
g
my
f
i
r
st
h
o
me
si
c
k
.
”
(
T9
)
R
e
l
a
t
e
d
n
e
s
s
9
C
u
l
t
u
r
a
l
a
d
j
u
s
t
me
n
t
“
D
i
f
f
e
r
e
n
t
c
u
l
t
u
r
e
,
d
i
f
f
e
r
e
n
t
u
n
d
e
r
s
t
a
n
d
i
n
g
.
.
.
”
(
T
2
)
C
o
m
p
e
t
e
n
c
e
10
La
n
g
u
a
g
e
b
a
r
r
i
e
r
“
C
o
mm
u
n
i
c
a
t
i
n
g
i
n
a
l
a
n
g
u
a
g
e
.
.
.
c
a
n
b
e
s
t
r
e
ssf
u
l
.
”
(
T
8
)
C
o
m
p
e
t
e
n
c
e
11
P
r
o
f
e
ssi
o
n
a
l
c
h
a
l
l
e
n
g
e
r
“
Th
e
p
r
e
ss
u
r
e
t
o
p
e
r
f
o
r
m w
e
l
l
.
.
.
”
(
T
5
)
C
o
m
p
e
t
e
n
c
e
12
I
so
l
a
t
i
o
n
f
r
o
m
n
e
t
w
o
r
k
s
“
B
e
i
n
g
f
a
r
f
r
o
m
f
r
i
e
n
d
s
.
.
.
su
p
p
o
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T8
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13
W
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A
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14
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15
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C
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16
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(
T
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R
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17
En
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R
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p
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ter
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th
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ld
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tr
ib
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lik
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ts
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,
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o
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ce
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tially
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ain
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o
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t
h
er
g
l
o
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al
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en
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e
n
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tu
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ass
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ity
an
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v
ar
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ed
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g
.
,
e
lem
en
tar
y
,
s
ec
o
n
d
ar
y
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d
ter
tiar
y
)
.
Qu
an
titativ
e
o
r
m
ix
ed
-
m
eth
o
d
m
eth
o
d
s
m
ay
b
e
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tili
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d
to
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ess
th
e
d
eg
r
ee
an
d
in
f
l
u
en
ce
o
f
em
o
tio
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l
lab
o
r
o
n
teac
h
er
well
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b
ein
g
an
d
jo
b
p
er
f
o
r
m
a
n
ce
.
Mo
r
e
o
v
er
,
lo
n
g
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d
in
al
s
tu
d
ies
co
u
ld
p
r
o
v
id
e
p
r
o
f
o
u
n
d
in
s
ig
h
ts
in
to
t
h
e
ev
o
lu
tio
n
o
f
em
o
tio
n
al
lab
o
r
o
v
er
tim
e
an
d
in
r
ea
ctio
n
to
al
ter
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n
s
in
in
s
titu
tio
n
al
o
r
cu
l
tu
r
al
co
n
te
x
ts
.
T
h
is
elu
cid
ates
th
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em
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tio
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al
lab
o
r
ex
p
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ce
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o
f
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4636
DATA AV
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Evaluation Warning : The document was created with Spire.PDF for Python.