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ar
k
et
n
ee
d
s
[
5
]
,
[
6
]
.
T
h
ese
s
y
s
tem
s
p
r
o
v
id
e
s
tu
d
en
ts
with
s
tr
u
ctu
r
ed
,
p
r
ac
tice
-
o
r
ien
ted
tr
ain
i
n
g
t
h
at
en
s
u
r
es
a
s
ea
m
less
tr
an
s
iti
o
n
f
r
o
m
ed
u
ca
tio
n
to
p
r
o
f
ess
io
n
al
p
r
ac
tice.
I
n
s
p
i
r
ed
b
y
th
ese
m
o
d
els,
Kaz
ak
h
s
tan
h
as
b
eg
u
n
t
o
in
te
g
r
ate
d
u
a
l
ed
u
ca
tio
n
in
t
o
its
v
o
ca
tio
n
al
e
d
u
ca
tio
n
s
y
s
tem
an
d
is
n
o
w
e
x
ten
d
in
g
th
ese
ef
f
o
r
ts
in
to
h
i
g
h
er
ed
u
ca
tio
n
to
m
ee
t
ev
o
lv
in
g
p
r
o
f
ess
io
n
al
d
em
a
n
d
s
[
7
]
,
[
8
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
e
s
c
ien
tific
q
u
esti
o
n
o
f
h
o
w
th
e
in
teg
r
atio
n
o
f
d
u
al
ed
u
ca
tio
n
an
d
s
p
ec
ialized
ed
u
ca
tio
n
al
p
latf
o
r
m
s
ca
n
e
n
h
an
ce
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
in
f
o
r
m
atics
teac
h
er
s
in
Kaz
ak
h
s
t
an
.
Sp
ec
if
ically
,
it
in
v
esti
g
ates
wh
eth
er
th
ese
ap
p
r
o
ac
h
es
ef
f
ec
tiv
ely
b
r
id
g
e
th
e
g
ap
b
etwe
en
tr
ad
itio
n
al
tea
ch
er
ed
u
ca
tio
n
an
d
th
e
ad
v
a
n
ce
d
c
o
m
p
eten
cies
r
e
q
u
ir
ed
i
n
s
ec
o
n
d
ar
y
a
n
d
h
ig
h
e
r
ed
u
ca
tio
n
.
I
n
f
o
r
m
atics
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
f
ac
es
a
s
ig
n
if
ican
t
g
ap
b
etwe
e
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
c
u
r
r
icu
la
a
n
d
th
e
ad
v
an
ce
d
c
o
m
p
ete
n
cies
r
eq
u
ir
ed
in
h
ig
h
er
ed
u
ca
tio
n
,
s
u
ch
as
alg
o
r
ith
m
i
c
th
in
k
in
g
,
p
r
o
g
r
am
m
in
g
,
an
d
d
ig
ital
liter
ac
y
[
9
]
.
B
y
ex
p
l
o
r
in
g
th
e
u
s
e
o
f
th
e
in
f
o
r
m
atice
d
u
.
k
z
p
latf
o
r
m
,
th
i
s
r
esear
ch
ex
am
in
es h
o
w
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies ca
n
en
h
a
n
ce
th
e
r
ea
d
in
ess
o
f
f
u
tu
r
e
in
f
o
r
m
atics tea
ch
er
s
,
b
o
th
th
eo
r
etica
lly
an
d
p
r
ac
tically
.
T
h
e
s
tu
d
y
aim
s
to
e
v
alu
ate
h
o
w
th
e
in
teg
r
atio
n
o
f
d
u
al
ed
u
ca
tio
n
a
n
d
s
p
ec
ialized
p
la
tf
o
r
m
s
ca
n
ad
d
r
ess
th
ese
g
ap
s
b
y
en
h
an
ci
n
g
teac
h
er
tr
ain
in
g
q
u
ality
an
d
b
r
id
g
in
g
th
e
d
iv
id
e
b
etwe
en
ac
ad
em
ic
lear
n
in
g
an
d
wo
r
k
p
lace
r
eq
u
i
r
em
en
ts
.
T
h
is
r
esear
ch
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
in
th
e
co
n
tex
t
o
f
Ka
za
k
h
s
tan
’
s
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
wh
e
r
e
d
ig
ital
liter
ac
y
a
n
d
p
r
ac
tica
l
tr
ain
in
g
h
av
e
b
ec
o
m
e
ess
en
tial
f
o
r
p
r
ep
a
r
in
g
teac
h
er
s
to
m
ee
t
th
e
n
ee
d
s
o
f
th
e
2
1
s
t
-
ce
n
tu
r
y
class
r
o
o
m
.
Fu
r
th
e
r
m
o
r
e
,
it
i
d
en
tifie
s
cr
itical
b
ar
r
ier
s
to
im
p
lem
en
tatio
n
an
d
o
f
f
er
s
in
s
ig
h
ts
in
to
h
o
w
tech
n
o
lo
g
i
ca
l
s
o
lu
tio
n
s
ca
n
co
n
tr
ib
u
te
to
Kaz
ak
h
s
tan
’
s
ed
u
ca
tio
n
al
r
e
f
o
r
m
.
T
h
e
n
o
v
el
ty
o
f
th
is
s
tu
d
y
lies
in
b
ein
g
t
h
e
f
ir
s
t
in
Kaz
ak
h
s
tan
to
im
p
l
em
en
t
an
d
e
v
alu
ate
a
s
u
b
ject
-
s
p
ec
if
ic
d
ig
ital
p
lat
f
o
r
m
d
ev
elo
p
e
d
b
y
th
e
a
u
th
o
r
s
(
in
f
o
r
m
atice
d
u
.
k
z)
with
in
a
d
u
al
e
d
u
ca
tio
n
f
r
am
ewo
r
k
f
o
r
in
f
o
r
m
atics
t
ea
ch
er
tr
ain
i
n
g
,
th
u
s
b
r
id
g
i
n
g
th
e
o
r
etica
l
in
s
tr
u
ctio
n
an
d
p
r
ac
tical
s
ch
o
o
l
ex
p
er
ien
ce
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
I
n
Kaz
ak
h
s
tan
,
r
e
f
o
r
m
ef
f
o
r
ts
in
teac
h
er
e
d
u
ca
tio
n
h
a
v
e
in
cr
ea
s
in
g
ly
tu
r
n
ed
to
d
u
al
ed
u
ca
tio
n
as
a
r
esp
o
n
s
e
to
th
e
d
is
co
n
n
ec
t
b
et
wee
n
th
eo
r
etica
l
in
s
tr
u
ctio
n
a
n
d
th
e
d
ig
ital
ec
o
n
o
m
y
’
s
p
r
ac
tical
d
em
an
d
s
[
10
]
.
Du
al
ed
u
ca
tio
n
r
ef
er
s
to
a
s
tr
u
ctu
r
ed
m
o
d
el
th
at
c
o
m
b
in
es
class
r
o
o
m
-
b
ased
ac
ad
em
ic
tr
ain
in
g
wit
h
s
u
p
er
v
is
ed
wo
r
k
p
lace
ex
p
e
r
ien
ce
,
o
f
ten
in
co
llab
o
r
atio
n
with
in
d
u
s
tr
y
s
tak
eh
o
l
d
er
s
[
2
]
,
[
11
]
.
W
h
ile
Kaz
ak
h
s
tan
is
s
till
d
ev
elo
p
in
g
its
n
atio
n
al
f
r
am
ewo
r
k
,
d
u
al
ed
u
ca
tio
n
h
as
lo
n
g
b
ee
n
i
n
s
titu
tio
n
alize
d
in
co
u
n
tr
ies
s
u
ch
as
Ger
m
an
y
,
Au
s
tr
ia,
an
d
Switzer
lan
d
.
T
h
er
e,
th
e
m
o
d
el
h
as
ef
f
ec
tiv
ely
alig
n
ed
ed
u
ca
tio
n
with
lab
o
r
m
a
r
k
et
n
ee
d
s
,
r
ed
u
cin
g
y
o
u
th
u
n
em
p
lo
y
m
e
n
t
a
n
d
en
h
an
cin
g
g
r
a
d
u
ates’
jo
b
r
ea
d
in
ess
[
12
]
,
[
13
]
.
Du
al
ed
u
ca
tio
n
o
r
i
g
in
ated
in
Ger
m
an
y
d
u
r
in
g
th
e
ea
r
l
y
2
0
th
ce
n
tu
r
y
as
p
ar
t
o
f
Geo
r
g
Ker
s
ch
en
s
tein
er
’
s
“lab
o
r
s
ch
o
o
l”
m
o
d
el,
em
p
h
as
izin
g
th
e
im
p
o
r
tan
ce
o
f
v
o
ca
tio
n
al
tr
ain
in
g
[
14
]
.
T
h
e
s
u
s
tain
ab
ilit
y
o
f
d
u
al
e
d
u
ca
tio
n
r
elies
o
n
s
tr
u
ctu
r
e
d
an
d
o
n
g
o
in
g
c
o
llab
o
r
atio
n
b
etwe
en
u
n
iv
er
s
ities
an
d
in
d
u
s
tr
ies,
f
o
s
ter
in
g
m
u
tu
al
b
e
n
ef
its
an
d
al
ig
n
m
en
t
with
m
ar
k
et
d
em
a
n
d
s
.
Fin
an
cial
s
u
p
p
o
r
t
f
r
o
m
g
o
v
er
n
m
en
ts
an
d
em
p
lo
y
er
s
p
lay
s
a
cr
u
cial
r
o
le
in
it
s
s
u
cc
ess
.
Fo
r
in
s
tan
ce
,
th
e
Ger
m
an
C
o
u
n
cil
f
o
r
Scien
ce
an
d
Hu
m
a
n
ities
h
as
em
p
h
asized
alig
n
in
g
d
u
al
e
d
u
ca
tio
n
p
r
o
g
r
am
s
with
ev
o
l
v
in
g
lab
o
r
m
ar
k
et
d
em
an
d
s
to
e
n
s
u
r
e
th
eir
l
o
n
g
-
ter
m
r
elev
an
ce
[
12
]
.
I
n
co
n
tr
ast,
Kaz
ak
h
s
tan
i
in
itiativ
es
f
ac
e
s
y
s
tem
ic
ch
allen
g
es
—
s
u
ch
as
lim
ited
in
s
titu
tio
n
al
ca
p
ac
ity
an
d
in
co
n
s
is
ten
t
em
p
lo
y
er
in
v
o
l
v
em
en
t
—
h
in
d
er
i
n
g
s
u
s
tain
ab
le
im
p
lem
en
tatio
n
at
th
e
h
ig
h
er
ed
u
ca
tio
n
lev
el
[
10
]
,
[
1
5
]
,
[
16
]
.
Alth
o
u
g
h
Kaz
a
k
h
s
tan
h
as
m
ad
e
p
r
o
m
is
in
g
s
tr
id
es
in
v
o
ca
tio
n
al
s
ettin
g
s
,
ef
f
o
r
ts
to
s
ca
le
d
u
al
ed
u
ca
tio
n
to
u
n
iv
e
r
s
ities
h
av
e
r
ev
ea
led
s
tr
u
ctu
r
al
wea
k
n
ess
es.
T
h
e
E
R
ASMUS+
K
AZ
DU
AL
p
r
o
ject
(
2
0
2
1
)
r
ep
r
esen
ts
a
s
tr
ateg
ic
in
itiativ
e
to
ad
d
r
ess
th
ese
g
ap
s
b
y
em
b
ed
d
in
g
d
u
al
e
d
u
ca
tio
n
m
o
d
el
s
with
in
u
n
iv
er
s
ity
f
r
am
ewo
r
k
s
[
17
]
,
[
18
]
.
T
h
is
s
h
if
t
r
ef
lects
an
ef
f
o
r
t
to
a
d
ap
t
s
u
cc
ess
f
u
l
E
u
r
o
p
ea
n
p
r
in
ci
p
les
to
Kaz
ak
h
s
tan
’
s
u
n
iq
u
e
p
o
licy
a
n
d
ec
o
n
o
m
ic
c
o
n
tex
t.
T
ec
h
n
o
lo
g
y
-
e
n
h
an
ce
d
lear
n
in
g
is
a
k
ey
en
ab
ler
in
th
is
r
ef
o
r
m
p
r
o
ce
s
s
.
W
h
ile
Geo
Geb
r
a
an
d
s
im
ilar
d
ig
ital
to
o
ls
h
av
e
p
r
o
v
en
ef
f
e
ctiv
e
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M
)
ed
u
ca
tio
n
g
lo
b
ally
[
19
]
,
[
20
]
,
th
e
d
ep
l
o
y
m
en
t
o
f
in
f
o
r
m
atics
-
s
p
ec
if
i
c
p
latf
o
r
m
s
lik
e
in
f
o
r
m
atice
d
u
.
k
z
h
as
aim
ed
to
im
p
r
o
v
e
b
o
t
h
p
ed
ag
o
g
ical
p
r
ac
tice
an
d
d
ig
ital
f
l
u
en
cy
in
teac
h
er
tr
ain
in
g
[
21
]
.
Yet
,
a
co
m
p
a
r
ativ
e
lo
o
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
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2252
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8
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2
2
E
n
h
a
n
ci
n
g
in
fo
r
ma
tics
tea
ch
e
r
tr
a
in
in
g
in
K
a
z
a
kh
s
ta
n
th
r
o
u
g
h
d
u
a
l e
d
u
ca
tio
n
a
n
d
… (
A
li
ma
S
eita
liyev
a
)
5005
s
u
g
g
ests
th
at
wh
ile
in
ter
n
atio
n
al
p
latf
o
r
m
s
o
f
ten
e
m
p
h
asize
i
n
ter
ac
tiv
ity
an
d
lear
n
e
r
au
t
o
n
o
m
y
,
Kaz
a
k
h
s
tan
’
s
cu
r
r
en
t to
o
ls
ar
e
s
till
ev
o
lv
in
g
in
f
u
n
ctio
n
ality
.
I
n
f
o
r
m
atics
ed
u
ca
tio
n
is
cr
itic
al
in
Kaz
ak
h
s
tan
’
s
d
ig
ital
ec
o
n
o
m
y
,
y
et
it
r
em
ain
s
u
n
d
er
d
e
v
elo
p
ed
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
wh
er
e
cu
r
r
icu
la
o
f
ten
f
o
cu
s
o
n
b
asic
co
m
p
u
tin
g
s
k
ills
r
ath
er
th
an
ad
v
an
ce
d
to
p
ics
lik
e
p
r
o
g
r
a
m
m
in
g
o
r
in
f
o
r
m
atio
n
m
o
d
ellin
g
[
22
]
,
[
23
]
.
T
h
e
d
u
al
ed
u
ca
tio
n
ap
p
r
o
ac
h
,
s
u
p
p
o
r
ted
b
y
s
p
ec
ialized
p
latf
o
r
m
s
,
ad
d
r
ess
es
th
ese
g
a
p
s
b
y
p
r
o
v
id
in
g
f
u
tu
r
e
teac
h
e
r
s
with
ac
ce
s
s
to
ad
v
an
ce
d
to
o
ls
an
d
r
ea
l
-
w
o
r
ld
ex
p
er
ien
ce
.
R
esear
ch
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
eq
u
ip
p
in
g
in
f
o
r
m
atics
teac
h
er
s
wi
th
co
m
p
eten
cies
in
p
r
o
g
r
a
m
m
in
g
,
n
etwo
r
k
in
g
,
a
n
d
d
ig
ital
liter
ac
y
to
p
r
ep
ar
e
s
tu
d
en
ts
f
o
r
th
e
d
em
a
n
d
s
o
f
a
g
lo
b
alize
d
ec
o
n
o
m
y
[
24
]
.
Ho
we
v
er
,
tr
ad
itio
n
al
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
o
f
t
en
f
ail
to
in
teg
r
ate
th
ese
s
k
ills
with
p
r
ac
tical
ap
p
licatio
n
s
,
u
n
d
er
s
co
r
in
g
th
e
n
ee
d
f
o
r
r
ef
o
r
m
th
r
o
u
g
h
d
u
al
ed
u
ca
tio
n
m
o
d
els.
T
h
e
s
u
cc
ess
o
f
d
u
al
ed
u
ca
tio
n
in
in
f
o
r
m
atics
r
elies
h
ea
v
ily
o
n
th
e
u
s
e
o
f
e
d
u
ca
tio
n
al
p
lat
f
o
r
m
s
th
at
s
u
p
p
o
r
t
b
o
th
t
h
eo
r
etica
l
an
d
p
r
ac
tical
lear
n
in
g
.
I
n
Kaz
ak
h
s
tan
,
v
ar
i
o
u
s
d
o
m
esti
c
s
y
s
tem
s
an
d
p
latf
o
r
m
s
,
s
u
c
h
as
e
-
l
ea
r
n
in
g
C
DT
,
Un
iv
er
,
Plato
n
u
s
,
an
d
Sm
ar
tUn
iv
e
r
s
ity
,
h
av
e
b
ee
n
d
e
v
elo
p
e
d
to
f
ac
ilit
ate
th
is
in
teg
r
atio
n
[
25
]
.
T
h
ese
p
latf
o
r
m
s
o
f
f
er
t
o
o
ls
lik
e
elec
tr
o
n
ic
tex
tb
o
o
k
s
,
less
o
n
p
lan
n
in
g
r
eso
u
r
ce
s
,
a
n
d
m
eth
o
d
o
lo
g
ical
s
u
p
p
o
r
t,
e
n
ab
lin
g
f
u
tu
r
e
teac
h
er
s
to
d
esig
n
ef
f
ec
tiv
e
less
o
n
p
lan
s
,
ex
p
an
d
th
ei
r
p
ed
a
g
o
g
ical
s
tr
ateg
ies,
an
d
en
h
an
ce
t
h
eir
p
r
ac
tical
teac
h
in
g
s
k
ills
.
Ho
wev
er
,
s
tu
d
ies r
ev
ea
l
lim
itatio
n
s
in
th
e
p
latf
o
r
m
’
s
co
n
ten
t
d
i
v
er
s
ity
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
m
o
r
e
in
ter
ac
tiv
e
r
eso
u
r
ce
s
s
u
ch
as
ca
s
e
s
tu
d
ies,
p
r
o
b
lem
-
s
o
lv
in
g
task
s
,
an
d
co
llab
o
r
ativ
e
to
o
ls
[
26
]
.
E
x
p
a
n
d
in
g
th
ese
f
ea
t
u
r
es
ca
n
s
ig
n
i
f
ican
tly
en
h
an
ce
th
e
p
latf
o
r
m
’
s
im
p
ac
t
o
n
teac
h
e
r
tr
ain
in
g
an
d
b
etter
p
r
ep
ar
e
ed
u
ca
to
r
s
f
o
r
th
e
co
m
p
le
x
ities
o
f
m
o
d
er
n
class
r
o
o
m
s
.
Me
n
to
r
s
h
ip
is
a
k
ey
co
m
p
o
n
e
n
t
o
f
d
u
al
ed
u
ca
tio
n
,
b
r
id
g
i
n
g
th
e
g
ap
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
r
ea
l
-
wo
r
ld
a
p
p
licatio
n
[
27
]
,
[
28
]
.
I
n
Kaz
ak
h
s
tan
,
th
e
lac
k
o
f
s
tr
o
n
g
p
ar
tn
er
s
h
i
p
s
b
etwe
en
u
n
iv
e
r
s
ities
an
d
i
n
d
u
s
t
r
i
es
lim
it
s
t
h
e
e
f
f
e
ct
i
v
e
n
e
s
s
o
f
t
h
i
s
m
e
n
t
o
r
s
h
i
p
.
E
m
p
lo
y
er
s
o
f
ten
r
e
p
o
r
t
th
at
g
r
a
d
u
a
t
e
s
la
c
k
p
r
ac
tical
s
k
ills
,
r
ein
f
o
r
cin
g
th
e
n
ee
d
f
o
r
s
tr
o
n
g
er
co
llab
o
r
atio
n
b
etwe
en
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
an
d
th
e
p
r
i
v
ate
s
ec
to
r
[
29
]
.
Ad
d
r
ess
in
g
th
ese
ch
allen
g
es
r
eq
u
ir
es
r
o
b
u
s
t
leg
al
f
r
am
ewo
r
k
s
an
d
f
in
an
cial
i
n
ce
n
tiv
es
to
en
co
u
r
a
g
e
in
d
u
s
tr
y
p
ar
ticip
atio
n
.
T
h
e
in
teg
r
atio
n
o
f
m
e
n
to
r
s
h
ip
p
r
o
g
r
am
s
with
in
d
u
al
ed
u
ca
tio
n
ca
n
p
r
o
v
i
d
e
s
tu
d
en
ts
with
th
e
g
u
i
d
an
ce
n
ee
d
ed
to
s
u
cc
ee
d
in
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
,
e
n
s
u
r
in
g
a
s
m
o
o
t
h
er
tr
an
s
itio
n
f
r
o
m
ac
ad
em
ia
to
th
e
w
o
r
k
f
o
r
ce
.
K
az
ak
h
s
tan
’
s
p
ar
ticip
atio
n
in
in
ter
n
atio
n
al
p
r
o
jects,
s
u
ch
as
E
R
ASMU
S+
an
d
th
e
Ger
m
an
-
Kaz
ak
h
Vo
ca
tio
n
al
E
d
u
ca
tio
n
Pro
ject
(
GeK
aVo
c)
,
h
as
p
r
o
v
id
e
d
v
alu
ab
le
in
s
ig
h
ts
in
to
im
p
lem
en
tin
g
d
u
al
ed
u
ca
tio
n
[
17
]
.
T
h
ese
c
o
ll
ab
o
r
atio
n
s
e
m
p
h
asize
th
e
i
m
p
o
r
tan
ce
o
f
alig
n
i
n
g
e
d
u
ca
t
io
n
al
r
ef
o
r
m
s
with
g
lo
b
al
b
est
p
r
ac
tices
wh
ile
tailo
r
in
g
th
em
t
o
lo
ca
l
co
n
tex
ts
.
Fu
tu
r
e
ef
f
o
r
ts
s
h
o
u
ld
f
o
cu
s
o
n
ex
p
an
d
i
n
g
th
e
u
s
e
o
f
d
i
g
ital
p
latf
o
r
m
s
,
f
o
s
ter
in
g
s
tr
o
n
g
er
u
n
iv
er
s
ity
-
in
d
u
s
tr
y
p
ar
tn
er
s
h
ip
s
,
a
n
d
ad
d
r
ess
in
g
leg
al
an
d
f
in
a
n
cial
b
ar
r
ier
s
.
B
y
ad
o
p
tin
g
th
ese
s
tr
ateg
ies,
Kaz
ak
h
s
tan
ca
n
f
u
lly
r
ea
lize
th
e
p
o
ten
tial
o
f
d
u
al
ed
u
ca
tio
n
i
n
tr
an
s
f
o
r
m
in
g
teac
h
er
tr
ai
n
in
g
an
d
p
r
e
p
ar
in
g
ed
u
ca
t
o
r
s
f
o
r
th
e
d
em
an
d
s
o
f
th
e
d
ig
ital a
g
e.
3.
M
E
T
H
O
D
A
m
i
x
ed
-
m
et
h
o
d
s
a
p
p
r
o
ac
h
w
as
e
m
p
l
o
y
ed
i
n
t
h
is
s
t
u
d
y
,
i
n
t
eg
r
a
ti
n
g
q
u
alit
ati
v
e
a
n
d
q
u
a
n
ti
tati
v
e
d
at
a
co
l
le
cti
o
n
te
ch
n
i
q
u
es
to
p
r
o
v
i
d
e
a
c
o
m
p
r
e
h
e
n
s
i
v
e
e
v
al
u
ati
o
n
o
f
t
h
e
i
n
f
o
r
m
ati
ce
d
u
.
k
z
p
l
at
f
o
r
m
wi
th
i
n
t
h
e
d
u
al
ed
u
c
ati
o
n
f
r
am
ew
o
r
k
.
T
h
is
d
e
s
ig
n
was
s
ele
ct
ed
t
o
b
a
la
n
c
e
t
h
e
b
r
ea
d
t
h
o
f
q
u
a
n
t
ita
ti
v
e
d
at
a
wit
h
t
h
e
d
e
p
t
h
o
f
q
u
ali
tat
iv
e
in
s
ig
h
ts
,
e
n
s
u
r
in
g
r
o
b
u
s
t
t
r
i
an
g
u
l
ati
o
n
,
a
n
d
a
n
u
a
n
c
ed
u
n
d
er
s
ta
n
d
in
g
o
f
p
la
tf
o
r
m
ef
f
e
cti
v
en
ess
.
T
h
e
d
esi
g
n
in
cl
u
d
e
d
s
tr
u
ct
u
r
ed
i
n
t
e
r
v
iews
t
o
g
at
h
e
r
in
-
d
e
p
t
h
i
n
s
i
g
h
ts
i
n
t
o
p
a
r
t
ici
p
a
n
ts
’
e
x
p
e
r
ie
n
c
es
a
n
d
a
s
tr
u
ct
u
r
ed
q
u
esti
o
n
n
ai
r
e
t
o
q
u
a
n
tit
ati
v
e
ly
ass
ess
th
e
p
la
tf
o
r
m
’
s
ef
f
ec
ti
v
en
ess
.
T
h
is
co
m
b
i
n
at
io
n
a
ll
o
we
d
f
o
r
t
h
e
tr
i
an
g
u
l
ati
o
n
o
f
f
i
n
d
i
n
g
s
,
e
n
h
an
ci
n
g
t
h
e
v
al
i
d
it
y
a
n
d
r
el
ia
b
ilit
y
o
f
th
e
r
esu
lts
.
T
o
s
y
s
te
m
atic
all
y
e
x
p
l
o
r
e
th
e
im
p
ac
t
o
f
d
u
a
l
e
d
u
ca
t
io
n
a
n
d
d
i
g
i
tal
p
l
atf
o
r
m
s
o
n
in
f
o
r
m
at
ics
te
ac
h
e
r
t
r
ai
n
i
n
g
,
t
h
e
r
esea
r
c
h
s
p
ec
if
ica
ll
y
in
v
est
ig
at
es
t
h
e
q
u
esti
o
n
:
h
o
w
d
o
es
t
h
e
in
te
g
r
ati
o
n
o
f
d
u
a
l
ed
u
c
ati
o
n
a
n
d
a
s
p
e
cia
liz
e
d
e
d
u
ca
ti
o
n
al
p
l
atf
o
r
m
en
h
a
n
ce
t
h
e
p
r
ep
a
r
ati
o
n
o
f
f
u
t
u
r
e
i
n
f
o
r
m
at
ics tea
c
h
e
r
s
?
Ad
d
r
ess
in
g
th
is
i
n
q
u
ir
y
r
e
q
u
i
r
e
d
an
ass
ess
m
e
n
t o
f
b
o
t
h
q
u
a
n
tit
ati
v
e
an
d
q
u
alit
ati
v
e
d
i
m
e
n
s
i
o
n
s
,
e
n
s
u
r
i
n
g
a
h
o
l
is
ti
c
u
n
d
e
r
s
ta
n
d
i
n
g
o
f
t
h
e
p
l
atf
o
r
m
’
s
ef
f
e
cti
v
e
n
ess
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
with
2
4
s
tu
d
en
ts
f
r
o
m
Pav
lo
d
a
r
Ped
ag
o
g
ical
Un
i
v
er
s
ity
en
r
o
lled
in
th
e
“
6
B
0
1
5
3
0
i
n
f
o
r
m
atics
”
p
r
o
g
r
am
d
u
r
in
g
th
e
2
0
2
3
-
2
0
2
4
ac
a
d
em
ic
y
ea
r
.
T
h
ese
s
tu
d
en
ts
,
i
n
th
eir
3
r
d
an
d
4
th
y
ea
r
s
o
f
s
tu
d
y
,
p
a
r
ticip
ated
i
n
a
d
u
al
ed
u
ca
tio
n
s
y
s
tem
th
at
co
m
b
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p
le
s
ize
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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5006
T
h
e
in
f
o
r
m
atice
d
u
.
k
z
p
latf
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m
,
d
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2
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th
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y
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m
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er
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ch
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tr
o
n
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tex
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web
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ar
s
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t
er
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ls
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d
m
eth
o
d
o
l
o
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u
p
p
o
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t.
I
t
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clu
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ev
en
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ea
ch
aim
ed
at
ad
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r
ess
in
g
s
p
ec
if
ic
a
s
p
ec
ts
o
f
in
f
o
r
m
atics
teac
h
er
t
r
ain
in
g
.
T
h
e
p
latf
o
r
m
s
er
v
e
d
a
s
a
b
r
id
g
e
b
etwe
en
th
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r
etica
l
u
n
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er
s
ity
tr
ain
i
n
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an
d
p
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ch
o
o
l
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lace
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en
ts
.
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r
in
s
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ce
,
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tr
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tex
tb
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k
s
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n
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with
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r
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p
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v
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s
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s
2
4
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ts
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ir
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t
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h
o
r
t
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f
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lly
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te
g
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ate
th
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p
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m
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to
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tr
ain
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g
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s
in
g
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ac
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s
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n
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ity
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r
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ewo
r
k
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d
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ac
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ap
p
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s
in
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ch
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o
ls
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iq
u
e
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wed
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r
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tu
d
y
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t
ilized
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r
im
ar
y
in
s
tr
u
m
en
t
s
:
−
Stru
ctu
r
ed
q
u
esti
o
n
n
air
e:
d
e
s
ig
n
ed
to
m
ea
s
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r
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th
e
p
er
c
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ed
ef
f
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tiv
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o
f
th
e
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f
o
r
m
atice
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u
.
k
z
p
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m
,
th
e
q
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esti
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n
n
air
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clu
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ed
1
0
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e
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s
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elate
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eth
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o
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u
p
p
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r
t,
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d
th
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te
g
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n
o
f
th
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r
eti
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l
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d
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ac
tical
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R
esp
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e
n
ts
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ated
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m
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ce
)
to
1
0
(
h
ig
h
im
p
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r
ta
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ce
)
.
−
Stru
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r
ed
in
ter
v
iews: co
n
d
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ct
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to
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t th
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ter
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ts
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latf
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m
,
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en
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tr
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s
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itatio
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s
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d
ar
ea
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o
r
im
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o
v
em
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n
t.
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e
s
tr
u
ctu
r
ed
f
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m
at
en
s
u
r
ed
co
n
s
is
ten
cy
ac
r
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s
s
r
esp
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es,
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lin
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atic
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aly
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is
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u
ctu
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ter
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o
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ce
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d
ali
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en
t w
ith
th
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s
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d
y
o
b
jectiv
es.
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b
ac
k
f
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m
th
is
ex
p
er
t
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an
el
led
to
m
in
o
r
r
ev
is
io
n
s
in
item
p
h
r
asin
g
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n
d
s
tr
u
ctu
r
e.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
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was
ass
es
s
ed
u
s
in
g
C
r
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n
b
ac
h
’
s
al
p
h
a,
wh
ich
y
ield
e
d
a
n
o
v
er
all
v
alu
e
o
f
0
.
8
7
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
r
eliab
ilit
y
.
I
n
d
iv
id
u
al
item
s
s
h
o
wed
s
tr
o
n
g
co
n
s
is
ten
cy
,
with
alp
h
a
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
1
to
0
.
8
8
.
Data
wer
e
co
llected
o
v
er
a
f
o
u
r
-
wee
k
p
e
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io
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in
2
0
2
4
.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
elec
tr
o
n
ically
v
ia
Go
o
g
le
Fo
r
m
s
,
allo
win
g
p
ar
ticip
an
ts
to
r
esp
o
n
d
at
th
eir
co
n
v
en
ien
ce
,
an
d
it
was
p
ilo
ted
with
a
s
m
all
s
u
b
s
et
o
f
s
tu
d
e
n
ts
to
co
n
f
ir
m
clar
ity
an
d
r
eliab
ilit
y
b
ef
o
r
e
f
u
ll
d
ep
l
o
y
m
e
n
t.
I
n
ter
v
iews
wer
e
co
n
d
u
cte
d
in
p
er
s
o
n
a
n
d
r
ec
o
r
d
ed
f
o
r
tr
a
n
s
cr
ip
tio
n
a
n
d
a
n
a
ly
s
is
.
T
o
en
s
u
r
e
m
eth
o
d
o
l
o
g
ic
al
r
ig
o
r
,
in
ter
v
iews
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e
tr
an
s
cr
ib
ed
v
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b
atim
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atica
lly
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two
in
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ch
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;
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ter
-
r
ater
r
eliab
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ca
lcu
lated
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d
k
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em
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wer
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u
g
h
m
em
b
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ch
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k
in
g
with
s
elec
ted
p
ar
tic
ip
an
ts
.
T
h
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
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et
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ical
p
r
in
ci
p
les
o
f
in
f
o
r
m
ed
c
o
n
s
en
t,
c
o
n
f
id
en
t
iality
,
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d
a
n
o
n
y
m
ity
wer
e
s
tr
ictly
o
b
s
er
v
e
d
an
d
ap
p
r
o
v
ed
b
y
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e
in
s
titu
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n
al
e
th
ics co
m
m
ittee.
T
h
e
d
ata
a
n
aly
s
is
co
m
p
r
is
ed
th
r
ee
k
e
y
s
tep
s
:
−
Descr
ip
tiv
e
s
tati
s
tics
:
m
ea
n
v
alu
es
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
wer
e
ca
lcu
lated
f
o
r
ea
ch
o
f
th
e
1
0
f
ac
to
r
s
ass
es
s
ed
in
th
e
q
u
esti
o
n
n
ai
r
e
t
o
p
r
o
v
id
e
an
o
v
e
r
all
u
n
d
e
r
s
tan
d
in
g
o
f
p
ar
ticip
a
n
ts
’
r
atin
g
s
.
−
C
o
m
p
ar
is
o
n
test
in
g
:
in
d
ep
en
d
en
t
t
-
test
s
wer
e
p
er
f
o
r
m
ed
to
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am
in
e
d
if
f
er
e
n
ce
s
in
p
er
ce
p
tio
n
s
b
etwe
en
3
r
d
-
a
n
d
4
t
h
-
y
ea
r
s
tu
d
en
ts
r
eg
ar
d
in
g
th
e
p
latf
o
r
m
’
s
f
ea
tu
r
es.
−
C
o
r
r
elatio
n
an
aly
s
is
:
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
ts
wer
e
u
s
ed
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ex
p
lo
r
e
r
elatio
n
s
h
i
p
s
b
etwe
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th
e
f
ac
to
r
s
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ess
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ig
h
lig
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tin
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k
ey
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c
h
as
h
o
w
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n
d
er
s
tan
d
in
g
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n
s
tr
u
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r
e
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elate
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m
eth
o
d
o
l
o
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ical
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p
p
o
r
t.
Qu
alitativ
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ata
f
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th
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atica
lly
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r
r
elatio
n
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e
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p
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m
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s
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o
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s
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Fig
u
r
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2
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p
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n
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r
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lly
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ely
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I
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J
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2252
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2
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.
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r
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lts
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r
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5
P
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8
7
C
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8
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8
7
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
ig
h
lig
h
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th
e
e
f
f
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tiv
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o
f
in
teg
r
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d
u
al
e
d
u
ca
tio
n
an
d
th
e
in
f
o
r
m
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d
u
.
k
z
p
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o
r
m
in
p
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ep
ar
in
g
f
u
t
u
r
e
in
f
o
r
m
atics
t
ea
ch
er
s
in
Kaz
ak
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s
tan
.
T
h
is
s
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tio
n
in
ter
p
r
ets
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e
r
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,
d
is
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s
s
es th
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s
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tifie
s
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s
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r
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en
t.
5
.
1
.
P
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g
o
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ic
a
l
im
pli
ca
t
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T
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ca
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ated
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ab
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to
b
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e
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ap
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r
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l
k
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tical
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allen
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ad
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.
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m
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s
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s
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ar
ticu
lar
ly
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ess
io
n
al
r
ea
d
in
ess
.
T
h
ese
f
in
d
in
g
s
alig
n
with
g
l
o
b
al
p
r
ac
tices
th
at
em
p
h
asiz
e
th
e
im
p
o
r
tan
ce
o
f
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
in
ed
u
ca
tio
n
[
5
]
,
[
32
]
.
I
m
p
o
r
ta
n
tly
,
th
e
s
tr
o
n
g
co
r
r
ela
tio
n
b
etwe
en
c
o
m
p
eten
cies
lik
e
less
o
n
s
tr
u
ctu
r
in
g
an
d
m
eth
o
d
o
lo
g
ical
clar
ity
in
d
icate
s
th
at
th
e
p
latf
o
r
m
is
n
o
t
o
n
ly
d
eliv
e
r
in
g
r
eso
u
r
ce
s
b
u
t
also
r
ei
n
f
o
r
ci
n
g
f
o
u
n
d
atio
n
al
teac
h
in
g
p
r
ac
tices.
Ho
wev
er
,
th
e
cu
r
r
e
n
t
r
elian
ce
o
n
p
r
e
-
s
tr
u
ctu
r
e
d
m
ater
ials
m
ay
in
ad
v
er
ten
tly
li
m
it
cr
ea
tiv
e
less
o
n
ad
ap
tatio
n
.
Fu
tu
r
e
iter
atio
n
s
s
h
o
u
ld
p
r
o
m
o
te
cu
s
to
m
izab
le
co
n
ten
t
to
c
u
ltiv
ate
b
o
t
h
p
r
o
c
ed
u
r
al
co
m
p
eten
ce
an
d
p
e
d
ag
o
g
ical
f
lex
ib
ilit
y
.
5
.
2
.
P
l
a
t
f
o
r
m
lim
i
t
a
t
io
ns
a
n
d student
pro
g
re
s
s
io
n
Desp
ite
its
s
tr
en
g
th
s
,
p
ar
ticip
an
ts
r
ep
o
r
ted
th
at
th
e
p
latf
o
r
m
d
id
n
o
t
clea
r
ly
o
u
tp
er
f
o
r
m
o
th
er
ex
is
tin
g
r
eso
u
r
ce
s
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
s
im
p
lify
in
g
less
o
n
p
r
e
p
ar
atio
n
.
T
h
is
m
ay
r
ef
lect
th
e
p
latf
o
r
m
’
s
lim
ited
in
ter
ac
tiv
ity
—
cu
r
r
en
tly
f
o
c
u
s
ed
o
n
s
tatic
r
eso
u
r
ce
s
lik
e
e
-
te
x
tb
o
o
k
s
an
d
g
u
i
d
es.
Stu
d
en
t
f
ee
d
b
ac
k
id
en
tifie
d
a
n
ee
d
f
o
r
m
o
r
e
d
y
n
am
ic
to
o
ls
,
in
clu
d
in
g
p
r
o
b
lem
-
b
ased
lea
r
n
in
g
m
o
d
u
les,
co
llab
o
r
ativ
e
ex
er
cises
,
an
d
ca
s
e
s
im
u
latio
n
s
.
I
n
ter
esti
n
g
ly
,
4
th
-
y
ea
r
s
tu
d
en
t
s
r
ated
s
o
m
e
f
ea
tu
r
es
—
lik
e
r
e
ad
y
-
m
ad
e
less
o
n
s
am
p
les
—
h
ig
h
er
th
a
n
3
rd
-
y
e
ar
s
tu
d
en
ts
.
T
h
is
m
ay
s
u
g
g
est
th
at
p
ed
ag
o
g
ical
m
atu
r
ity
in
f
lu
en
ce
s
p
latf
o
r
m
en
g
a
g
em
en
t.
As
s
tu
d
en
t
s
ad
v
an
ce
,
th
e
y
s
ee
m
to
b
etter
r
ec
o
g
n
ize
an
d
u
tili
ze
s
ca
f
f
o
ld
e
d
co
n
ten
t.
T
h
ese
f
in
d
in
g
s
im
p
l
y
th
at
d
if
f
er
e
n
tiated
f
ea
tu
r
es b
y
ac
a
d
em
ic
lev
el
co
u
ld
o
p
tim
ize
tr
ai
n
in
g
im
p
ac
t.
5
.
3
.
Sca
la
bil
it
y
a
nd
t
ra
ns
f
er
a
bil
it
y
W
h
ile
th
e
s
tu
d
y
f
o
cu
s
ed
o
n
in
f
o
r
m
atics
ed
u
ca
tio
n
,
its
im
p
lic
atio
n
s
ex
ten
d
t
o
b
r
o
ad
er
teac
h
er
tr
ain
in
g
r
ef
o
r
m
s
.
T
h
e
d
u
al
ed
u
ca
tio
n
f
r
am
ewo
r
k
,
s
u
p
p
o
r
ted
b
y
p
latf
o
r
m
s
lik
e
in
f
o
r
m
atice
d
u
.
k
z,
o
f
f
er
s
a
v
iab
le
m
o
d
el
f
o
r
s
ca
lin
g
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
teac
h
er
p
r
e
p
ar
atio
n
ac
r
o
s
s
STE
M
f
ield
s
.
I
t
also
alig
n
s
with
Kaz
ak
h
s
tan
’
s
n
atio
n
al
s
tr
ateg
y
f
o
r
d
ig
ital
tr
a
n
s
f
o
r
m
atio
n
in
e
d
u
ca
tio
n
[
3
]
,
[
9
]
,
[
11
]
.
Fo
r
in
s
titu
tio
n
s
aim
in
g
to
ad
o
p
t
s
im
ilar
m
o
d
els,
it
is
cr
u
cial
to
co
n
tin
u
o
u
s
ly
r
ef
in
e
p
latf
o
r
m
d
esig
n
b
ased
o
n
u
s
er
f
ee
d
b
ac
k
a
n
d
in
s
tr
u
ctio
n
al
n
ee
d
.
T
h
is
in
clu
d
es
in
c
o
r
p
o
r
atin
g
m
o
d
u
lar
r
eso
u
r
ce
s
th
at
p
r
o
m
o
te
b
o
th
i
n
d
iv
id
u
al
an
d
g
r
o
u
p
lear
n
in
g
wh
ile
m
ain
tain
in
g
alig
n
m
en
t w
ith
cu
r
r
icu
lar
s
tan
d
ar
d
s
.
5
.
4
.
L
im
it
a
t
io
ns
a
nd
f
uture
re
s
ea
rc
h
Sev
er
al
lim
itatio
n
s
co
n
s
tr
ain
th
e
s
tu
d
y
’
s
g
en
er
aliza
b
ilit
y
.
T
h
e
s
am
p
le
s
ize
o
f
2
4
s
tu
d
en
ts
,
th
o
u
g
h
s
u
f
f
icien
t
f
o
r
q
u
alitativ
e
in
s
ig
h
ts
,
lim
its
b
r
o
ad
er
ap
p
licatio
n
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
was
co
n
f
in
ed
t
o
a
s
in
g
le
p
latf
o
r
m
a
n
d
d
i
d
n
o
t e
x
am
in
e
lo
n
g
-
ter
m
r
eten
tio
n
o
r
tr
a
n
s
f
er
o
f
s
k
ills
in
to
class
r
o
o
m
p
r
ac
ti
ce
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
clu
d
e
lo
n
g
itu
d
in
al
t
r
ac
k
in
g
to
m
ea
s
u
r
e
th
e
d
u
r
a
b
ilit
y
o
f
o
u
tco
m
es
an
d
ex
ten
d
t
h
e
s
am
p
le
ac
r
o
s
s
m
u
l
tip
le
in
s
titu
tio
n
s
.
Mo
r
eo
v
er
,
in
teg
r
atin
g
em
er
g
i
n
g
f
ea
tu
r
es
—
s
u
ch
as
AI
-
b
ased
f
ee
d
b
ac
k
to
o
ls
o
r
g
am
if
icatio
n
—
m
ay
en
h
an
ce
e
n
g
ag
e
m
en
t
an
d
lear
n
in
g
d
ep
th
.
C
o
m
p
ar
ativ
e
s
tu
d
ies
with
o
th
er
p
latf
o
r
m
s
wo
u
ld
f
u
r
t
h
er
co
n
tex
tu
alize
th
e
o
b
s
er
v
ed
im
p
ac
ts
.
T
h
is
s
tu
d
y
c
o
n
f
ir
m
s
th
e
v
alu
e
o
f
in
teg
r
atin
g
d
u
al
e
d
u
ca
tio
n
with
ad
v
an
ce
d
ed
u
ca
tio
n
al
p
l
atf
o
r
m
s
in
p
r
ep
ar
in
g
f
u
t
u
r
e
in
f
o
r
m
atics
teac
h
er
s
.
B
y
ad
d
r
ess
in
g
b
o
th
th
eo
r
etica
l
an
d
p
r
ac
tical
d
im
en
s
io
n
s
,
th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
0
0
3
-
5
0
1
3
5010
ap
p
r
o
ac
h
es
eq
u
ip
ed
u
ca
to
r
s
with
th
e
s
k
ills
an
d
k
n
o
wled
g
e
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
in
a
r
ap
id
ly
ev
o
lv
i
n
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
Ho
we
v
er
,
co
n
tin
u
o
u
s
d
ev
el
o
p
m
en
t
o
f
th
e
p
latf
o
r
m
a
n
d
its
co
n
ten
t
is
es
s
en
tial
to
en
s
u
r
e
th
at
it
r
em
ain
s
r
esp
o
n
s
iv
e
to
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
th
e
b
r
o
ad
e
r
d
em
an
d
s
o
f
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
p
o
ten
tial
o
f
in
teg
r
atin
g
d
u
al
e
d
u
ca
tio
n
with
s
p
ec
ialized
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
s
u
ch
as
th
e
in
f
o
r
m
atice
d
u
.
k
z
p
latf
o
r
m
,
i
n
p
r
ep
ar
in
g
f
u
tu
r
e
in
f
o
r
m
atics
teac
h
er
s
in
Kaz
ak
h
s
tan
.
T
h
e
d
u
al
ed
u
ca
tio
n
m
o
d
el
ef
f
ec
tiv
ely
b
r
i
d
g
es
th
e
g
ap
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
,
ad
d
r
ess
in
g
o
n
e
o
f
th
e
m
ajo
r
ch
allen
g
e
s
in
tr
ad
itio
n
al
teac
h
er
t
r
ain
in
g
.
T
h
e
p
latf
o
r
m
was
f
o
u
n
d
to
b
e
p
ar
ticu
lar
ly
e
f
f
e
ctiv
e
in
s
u
p
p
o
r
tin
g
s
tr
u
ctu
r
e
d
less
o
n
p
lan
n
in
g
an
d
p
r
o
v
id
in
g
m
eth
o
d
o
lo
g
ical
g
u
id
an
ce
,
b
o
th
o
f
wh
ic
h
co
n
t
r
ib
u
te
d
ir
ec
tly
to
en
h
a
n
ce
d
teac
h
in
g
co
m
p
eten
cy
an
d
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
.
Ho
wev
er
,
th
e
s
tu
d
y
also
r
ev
e
aled
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t.
T
h
e
p
latf
o
r
m
’
s
lim
ited
co
n
te
n
t
d
iv
er
s
ity
an
d
lack
o
f
in
ter
ac
tiv
e
f
ea
tu
r
es
wer
e
id
en
tifie
d
as
s
ig
n
if
ican
t
s
h
o
r
tco
m
in
g
s
.
E
x
p
a
n
d
i
n
g
th
e
p
latf
o
r
m
t
o
in
clu
d
e
r
eso
u
r
ce
s
s
u
ch
as
i
n
ter
ac
tiv
e
task
s
,
ca
s
e
s
tu
d
ies,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
ex
er
cises
wo
u
ld
e
n
r
ich
th
e
lear
n
in
g
ex
p
er
ien
ce
a
n
d
b
etter
alig
n
with
th
e
ev
o
lv
in
g
n
ee
d
s
o
f
m
o
d
er
n
e
d
u
ca
tio
n
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
tailo
r
in
g
th
e
p
latf
o
r
m
’
s
f
ea
tu
r
es
to
d
i
f
f
er
en
t
s
tag
es
o
f
teac
h
er
tr
ain
in
g
,
as
p
er
ce
p
ti
o
n
s
o
f
its
u
s
ef
u
ln
ess
v
ar
ied
b
etwe
en
3
r
d
-
an
d
4
th
-
y
ea
r
s
tu
d
en
ts
.
Sp
ec
if
ically
,
m
o
r
e
a
d
v
an
ce
d
s
tu
d
e
n
ts
v
alu
e
d
f
ea
tu
r
es
r
elate
d
to
r
ea
d
y
-
m
a
d
e
less
o
n
s
am
p
les
a
n
d
ex
p
a
n
s
io
n
o
f
less
o
n
id
ea
s
,
s
u
g
g
esti
n
g
th
at
tr
ain
in
g
to
o
ls
s
h
o
u
ld
ad
ap
t
to
p
e
d
ag
o
g
ical
m
atu
r
ity
lev
els.
Ultim
ately
,
th
e
in
teg
r
atio
n
o
f
d
u
al
ed
u
ca
tio
n
an
d
ad
v
a
n
ce
d
ed
u
c
atio
n
al
p
latf
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m
s
alig
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s
with
Kaz
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tan
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s
b
r
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ca
ti
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al
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o
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ter
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d
im
p
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v
in
g
t
h
e
q
u
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tr
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g
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o
s
u
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tain
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b
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o
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th
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ain
s
,
o
n
g
o
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g
d
ev
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o
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m
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t o
f
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al
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eso
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s
co
llab
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atio
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b
etwe
en
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
,
in
d
u
s
tr
ies,
an
d
p
o
licy
m
ak
er
s
ar
e
ess
en
tial.
Fu
tu
r
e
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ch
s
h
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ld
f
o
c
u
s
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n
s
ca
lin
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t
h
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in
d
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g
s
,
ex
p
lo
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g
lo
n
g
-
ter
m
im
p
ac
ts
o
n
p
r
o
f
ess
i
o
n
al
teac
h
in
g
ca
r
ee
r
s
,
an
d
in
t
eg
r
atin
g
em
er
g
in
g
tech
n
o
lo
g
i
es,
s
u
ch
as
ar
tific
ial
in
tellig
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d
g
a
m
if
icatio
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,
in
to
ed
u
ca
tio
n
al
p
latf
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r
m
s
.
B
y
ad
d
r
ess
in
g
th
ese
ar
ea
s
,
Kaz
a
k
h
s
tan
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n
s
o
lid
if
y
its
p
o
s
itio
n
as
a
lead
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in
n
o
v
ativ
e
an
d
ef
f
ec
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teac
h
e
r
tr
ain
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,
en
s
u
r
in
g
th
at
f
u
tu
r
e
ed
u
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s
ar
e
well
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eq
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ip
p
e
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to
m
ee
t th
e
ch
allen
g
es o
f
co
n
tem
p
o
r
ar
y
class
r
o
o
m
s
.
F
UNDING
I
NF
O
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M
A
T
I
O
N
T
h
er
e
was n
o
f
u
n
d
i
n
g
in
v
o
lv
e
d
to
th
is
p
r
o
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AUTHO
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2252
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8
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A
li
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5011
I
NF
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RM
E
D
CO
NS
E
N
T
All
p
ar
ticip
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ts
wer
e
in
f
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m
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ab
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th
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p
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T
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CAL AP
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ce
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th
e
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ar
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ap
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ical
C
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m
m
ittee
o
f
L
.
N.
Gu
m
ily
o
v
E
u
r
asian
Natio
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al
Un
iv
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s
ity
.
T
h
e
r
esear
ch
p
r
o
to
co
l,
in
clu
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b
jectiv
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eth
o
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o
lo
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n
d
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s
tr
u
m
en
ts
u
s
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(
q
u
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o
n
n
air
e
an
d
s
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u
ctu
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in
ter
v
iews),
was r
ev
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d
an
d
ap
p
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o
v
ed
b
y
th
e
c
o
m
m
ittee
p
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io
r
to
th
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c
o
m
m
en
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en
t o
f
d
ata
co
llectio
n
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
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o
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th
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ar
e
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f
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m
th
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co
r
r
esp
o
n
d
in
g
au
th
o
r
[
NS
]
o
r
th
e
f
ir
s
t
au
th
o
r
[
AS
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
T
h
e
d
ata
in
clu
d
e
p
ar
ticip
an
t
r
esp
o
n
s
es
to
s
tr
u
ctu
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ed
q
u
esti
o
n
n
air
es
an
d
tr
an
s
cr
ib
e
d
in
ter
v
iews,
wh
ich
co
n
tain
in
f
o
r
m
atio
n
th
at
co
u
ld
p
o
ten
tially
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
in
d
iv
id
u
als.
As
s
u
ch
,
th
e
d
ata
ar
e
n
o
t
p
u
b
licly
av
ailab
le
d
u
e
to
eth
ical
an
d
co
n
f
i
d
en
tiality
r
estrictio
n
s
,
in
ac
c
o
r
d
a
n
ce
with
th
e
g
u
id
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es
a
p
p
r
o
v
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d
b
y
th
e
E
th
ical
C
o
m
m
ittee
o
f
L
.
N.
Gu
m
ily
o
v
E
u
r
asian
Natio
n
al
Un
iv
er
s
ity
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
A
.
S
e
i
t
a
l
i
y
e
v
a
,
N
.
T
.
S
h
y
n
d
a
l
i
y
e
v
,
D
.
M
.
K
a
l
ma
n
o
v
a
,
a
n
d
D
.
S
.
Zh
a
ma
n
g
a
r
i
n
,
“
A
p
p
l
i
c
a
t
i
o
n
o
f
t
h
e
e
l
e
me
n
t
s o
f
t
h
e
d
u
a
l
s
y
st
e
m
o
f
e
d
u
c
a
t
i
o
n
i
n
h
i
g
h
e
r
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d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s,”
S
t
u
d
i
e
s
i
n
S
y
st
e
m
s
,
D
e
c
i
s
i
o
n
a
n
d
C
o
n
t
r
o
l
,
v
o
l
.
2
2
3
,
p
p
.
1
6
7
–
1
7
4
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
031
-
5
1
9
9
7
-
0
_
1
3
.
[
2
]
V
.
A
.
B
e
l
i
k
o
v
,
P
.
Y
.
R
o
ma
n
o
v
,
D
.
I
.
P
a
v
l
e
n
k
o
,
a
n
d
A
.
M
.
F
i
l
i
p
p
o
v
,
“
S
t
u
d
e
n
t
s’
p
r
o
f
e
s
si
o
n
a
l
m
o
b
i
l
i
t
y
i
n
o
r
g
a
n
i
z
a
t
i
o
n
s
o
f
v
o
c
a
t
i
o
n
a
l
s
e
c
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
a
s
a
r
e
su
l
t
o
f
d
u
a
l
e
d
u
c
a
t
i
o
n
s
y
st
e
m,
”
Pe
rs
p
e
k
t
i
v
y
N
a
u
k
i
i
O
b
ra
z
o
v
a
n
i
a
,
v
o
l
.
4
3
,
n
o
.
1
,
p
p
.
7
2
–
8
5
,
2
0
2
0
,
d
o
i
:
1
0
.
3
2
7
4
4
/
p
s
e
.
2
0
2
0
.
1
.
5
.
[
3
]
O
f
f
i
c
i
a
l
I
n
f
o
r
ma
t
i
o
n
S
o
u
r
c
e
o
f
t
h
e
P
r
i
me
m
i
n
i
st
e
r
o
f
t
h
e
R
e
p
u
b
l
i
c
o
f
K
a
z
a
k
h
s
t
a
n
,
“
P
r
e
s
i
d
e
n
t
’
s
a
d
d
r
e
ss
«
c
o
n
s
t
r
u
c
t
i
v
e
p
u
b
l
i
c
d
i
a
l
o
g
u
e
–
t
h
e
b
a
si
s
o
f
s
t
a
b
i
l
i
t
y
a
n
d
p
r
o
sp
e
r
i
t
y
o
f
K
a
z
a
k
h
s
t
a
n
»
,
”
T
h
e
P
r
e
ss
S
e
r
v
i
c
e
o
f
t
h
e
G
o
v
e
r
n
m
e
n
t
o
f
t
h
e
R
e
p
u
b
l
i
c
o
f
K
a
z
a
k
h
s
t
a
n
.
A
c
c
e
sse
d
:
O
c
t
.
2
2
,
2
0
2
4
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
p
r
i
mem
i
n
i
st
e
r
.
k
z
/
e
n
/
a
d
d
r
e
ss/
0
2
0
9
2
0
1
9
[
4
]
P
.
D
.
E
u
l
e
r
,
G
e
rm
a
n
y
’
s d
u
a
l
v
o
c
a
t
i
o
n
a
l
t
r
a
i
n
i
n
g
sys
t
e
m
:
a
m
o
d
e
l
f
o
r o
t
h
e
r c
o
u
n
t
ri
e
s
?
G
u
t
e
r
sl
o
h
,
G
e
r
ma
n
y
,
B
e
r
t
e
l
sma
n
n
S
t
i
f
t
u
n
g
,
2
0
1
3
.
[
5
]
T.
D
e
i
ss
i
n
g
e
r
a
n
d
P
.
G
o
n
o
n
,
“
Th
e
d
e
v
e
l
o
p
me
n
t
a
n
d
c
u
l
t
u
r
a
l
f
o
u
n
d
a
t
i
o
n
s
o
f
d
u
a
l
a
p
p
r
e
n
t
i
c
e
s
h
i
p
s
–
a
c
o
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[
6
]
S
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V
.
Š
ť
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[
7
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G
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.
[
8
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G
.
Z.
D
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,
R
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A
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[
9
]
E.
V
.
F
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l
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mo
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a
,
“
R
e
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f
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f
o
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mat
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mo
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,
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(
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n
R
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ss
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[
10
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A
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A
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G
.
A
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V
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[
11
]
N
.
A
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d
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A
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Y
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M
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B
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P
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m
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t
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5
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.
[
12
]
S
.
R
.
H
a
a
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l
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,
“
T
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e
G
e
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ma
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st
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m
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t
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l
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d
u
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a
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n
d
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a
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c
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a
c
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r:
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8
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1
5
.
[
13
]
L.
F
u
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,
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V
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4
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l
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.
A
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s
[
14
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H
.
R
u
d
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l
p
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,
“
R
a
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,
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c
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:
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G
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m
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G
e
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K
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t
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in
S
i
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G
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a
n
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o
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a
n
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E
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t
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l
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m
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s:
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ra
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J.
M
.
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_
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.
[
15
]
N
.
Ta
st
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n
b
e
k
o
v
a
,
B
.
A
b
e
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v
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,
M
.
Y
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Z.
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.
A
b
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d
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a
,
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D
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c
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,
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t
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a
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9
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3
.
[
16
]
K
.
A
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sb
a
y
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v
,
A
.
M
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[
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.
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