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ca
tio
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R
ea
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in
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Sch
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p
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Stu
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with
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T
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CC B
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C
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A
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1
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Alm
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Kaz
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tan
E
m
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ak
b
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r
u
1.
I
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RO
D
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N
I
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clu
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(
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as
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wo
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wid
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Ma
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co
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tr
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ac
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wo
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k
in
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to
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in
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s
ch
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s
[
1
]
,
[
2
]
.
R
esear
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at
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s
u
cc
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f
in
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attitu
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es,
th
eir
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io
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al
tr
ain
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d
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ativ
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s
u
p
p
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r
t
f
r
o
m
th
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s
ch
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o
l
[
3
]
.
R
ec
en
tly
,
g
r
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ter
atten
tio
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h
a
s
b
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g
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to
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’
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ea
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in
ess
to
ad
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p
t
in
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p
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ac
tices
[
4
]
.
I
n
Kaz
a
k
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tan
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I
E
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as
b
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p
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ted
b
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ter
n
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al
co
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v
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tio
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s
an
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th
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law
“o
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ca
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ich
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u
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tees
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al
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ce
s
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t
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in
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p
p
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tu
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ities
[
5
]
–
[
7
]
.
Ov
er
th
e
p
ast
d
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ad
e,
t
h
e
c
o
u
n
tr
y
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as
m
ad
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p
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in
ex
p
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d
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g
in
cl
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in
f
r
astru
ctu
r
e;
h
o
wev
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,
s
ig
n
if
ican
t
ch
allen
g
es r
em
ain
[
8
]
–
[
1
0
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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Vo
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15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
587
-
596
588
Desp
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th
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I
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Kaz
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[
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1
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s
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[
1
2
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.
E
v
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with
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o
r
t
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d
r
es
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r
ce
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,
n
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ativ
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o
r
h
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an
t
attitu
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es
ca
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lead
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u
p
er
f
icial
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r
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ef
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ec
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l
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en
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[
1
3
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.
Ho
wev
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lit
tle
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n
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wn
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t
h
o
w
Kaz
ak
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tan
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ac
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I
E
an
d
wh
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f
ac
t
o
r
s
s
h
a
p
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th
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attitu
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T
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er
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is
s
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s
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tag
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I
E
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Kaz
a
k
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[
1
4
]
,
[
1
5
]
.
Mo
s
t
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o
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esti
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p
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licatio
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s
f
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cu
s
o
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eg
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lato
r
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r
am
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r
k
,
in
f
r
astru
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co
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s
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ain
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o
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th
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v
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all
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v
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o
f
in
clu
s
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o
f
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d
u
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al
in
s
titu
tio
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s
,
wh
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[
1
6
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.
I
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(
T
E
)
,
s
p
ec
ial
tr
ain
in
g
,
f
r
eq
u
e
n
cy
o
f
in
ter
ac
tio
n
with
s
tu
d
e
n
ts
with
d
is
ab
ilit
ie
s
(
SW
D)
,
an
d
th
e
d
eg
r
ee
o
f
s
u
p
p
o
r
t
f
r
o
m
th
e
a
d
m
in
is
tr
atio
n
[
1
7
]
–
[
2
0
]
.
T
h
er
e
is
g
r
o
win
g
ac
ad
em
ic
in
ter
est
in
id
en
tify
in
g
wh
ich
in
d
iv
id
u
al
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
p
o
s
itiv
e
o
r
ca
u
tio
u
s
attitu
d
es to
war
d
in
clu
s
io
n
[
2
1
]
.
T
wo
cl
ea
r
g
a
p
s
ca
n
b
e
id
e
n
ti
f
i
ed
in
t
h
e
ex
is
ti
n
g
s
t
u
d
ies
.
Fi
r
s
t
,
t
h
e
r
e
a
r
e
n
o
i
n
t
eg
r
ate
d
m
o
d
el
s
ca
p
a
b
l
e
o
f
q
u
an
tita
ti
v
el
y
ass
ess
i
n
g
t
h
e
co
m
b
i
n
e
d
i
m
p
ac
t o
f
tea
c
h
e
r
c
h
ar
ac
t
er
is
tics
o
n
th
ei
r
a
ttit
u
d
es t
o
wa
r
d
I
E
.
Se
c
o
n
d
,
th
e
r
e
is
a
s
h
o
r
ta
g
e
o
f
v
al
id
ate
d
t
o
o
ls
ad
ap
te
d
t
o
t
h
e
s
o
ci
o
-
cu
lt
u
r
al
co
n
t
e
x
t
o
f
K
az
a
k
h
s
ta
n
.
T
h
is
c
o
m
p
li
ca
t
es
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
e
f
f
e
cti
v
e
p
r
o
f
ess
io
n
al
tr
ai
n
i
n
g
a
n
d
c
o
n
ti
n
u
i
n
g
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
b
as
ed
o
n
t
h
e
r
e
al
n
ee
d
s
o
f
tea
ch
er
s
.
Gi
v
e
n
t
h
e
g
r
o
w
in
g
i
n
t
r
o
d
u
c
ti
o
n
o
f
I
E
ele
m
e
n
ts
i
n
to
m
a
in
s
tr
ea
m
s
ch
o
o
ls
,
esp
ec
i
all
y
i
n
la
r
g
e
cit
ies
s
u
c
h
as
A
lm
at
y
,
t
h
e
n
ee
d
f
o
r
a
p
p
lie
d
a
n
d
m
et
h
o
d
o
l
o
g
i
ca
l
ly
s
o
u
n
d
a
n
al
y
s
is
is
b
e
c
o
m
in
g
es
p
ec
i
all
y
u
r
g
e
n
t.
T
h
e
d
at
a
o
b
ta
in
e
d
n
o
t
o
n
l
y
c
o
m
p
le
m
e
n
ts
th
e
ex
is
ti
n
g
b
o
d
y
o
f
r
es
ea
r
c
h
b
u
t
als
o
h
as
h
i
g
h
p
r
a
ctic
al
p
o
te
n
ti
al
f
o
r
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
t
a
r
g
ete
d
m
ea
s
u
r
es
i
n
e
d
u
ca
ti
o
n
al
p
o
lic
y
,
m
et
h
o
d
o
lo
g
i
ca
l
s
u
p
p
o
r
t
,
a
n
d
tea
ch
er
p
r
o
f
ess
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
i
n
Kaz
a
k
h
s
ta
n
.
T
o
a
d
d
r
ess
t
h
is
is
s
u
e
,
th
e
f
o
ll
o
w
in
g
r
es
ea
r
c
h
q
u
esti
o
n
w
as
f
o
r
m
u
lat
ed
:
−
Ho
w
d
o
p
er
s
o
n
al
f
ac
to
r
s
in
f
lu
en
ce
p
u
b
lic
s
ch
o
o
l
teac
h
er
s
’
attitu
d
es
an
d
r
ea
d
in
es
s
to
war
d
I
E
in
Kaz
ak
h
s
tan
?
−
Ho
w
d
o
p
r
o
f
ess
io
n
al
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
in
f
lu
en
ce
p
u
b
lic
s
ch
o
o
l
teac
h
er
s
’
attitu
d
e
s
an
d
r
ea
d
in
ess
to
war
d
I
E
in
Kaz
ak
h
s
tan
?
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
p
u
b
lic
s
ch
o
o
l
teac
h
er
s
’
attitu
d
es
to
war
d
in
clu
s
iv
e
e
d
u
ca
ti
o
n
(
T
AT
I
E
)
an
d
to
d
eter
m
in
e
h
o
w
p
er
s
o
n
al,
p
r
o
f
e
s
s
io
n
al,
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
in
f
lu
en
ce
th
ese
attitu
d
es.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
an
titativ
e,
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
am
in
e
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
T
AT
I
E
[
2
2
]
.
A
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
in
v
o
lv
es
co
llectin
g
d
ata
at
a
s
in
g
le
p
o
in
t
in
tim
e,
en
ab
lin
g
th
e
ass
es
s
m
en
t
o
f
b
o
th
p
r
e
d
icto
r
v
ar
iab
les
(
e.
g
.
,
ex
p
er
ien
ce
,
tr
ai
n
in
g
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t)
an
d
o
u
tco
m
e
v
ar
iab
les
(
e.
g
.
,
attitu
d
es)
s
im
u
ltan
e
o
u
s
ly
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
t
h
e
id
en
tific
atio
n
o
f
ass
o
ciatio
n
s
b
etwe
en
v
ar
iab
les
with
in
a
d
ef
in
ed
p
o
p
u
latio
n
wi
th
o
u
t m
an
i
p
u
latin
g
th
e
s
tu
d
y
e
n
v
ir
o
n
m
en
t.
2
.
2
.
Resea
rc
h set
t
ing
s
T
h
e
s
tu
d
y
was
co
n
d
u
cted
i
n
Alm
aty
,
a
m
ajo
r
u
r
b
a
n
ce
n
te
r
in
s
o
u
th
er
n
Kaz
ak
h
s
tan
.
T
h
e
city
h
as
3
3
7
s
ch
o
o
ls
,
in
cl
u
d
in
g
2
1
5
p
u
b
lic
a
n
d
1
2
2
p
r
i
v
ate
in
s
titu
tio
n
s
.
Fiv
e
p
u
b
lic,
m
ix
ed
-
lan
g
u
ag
e
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
b
ased
o
n
th
r
ee
c
r
iter
ia:
i
)
ac
tiv
e
en
r
o
llm
en
t
o
f
S
W
D
;
ii
)
lin
g
u
is
tic
d
iv
er
s
ity
,
with
in
s
tr
u
ctio
n
in
b
o
th
Kaz
ak
h
an
d
R
u
s
s
ian
;
an
d
iii
)
r
ep
r
esen
tatio
n
o
f
v
ar
ied
s
o
cio
-
ec
o
n
o
m
i
c
b
ac
k
g
r
o
u
n
d
s
am
o
n
g
s
tu
d
en
ts
.
E
ac
h
s
ch
o
o
l
en
r
o
lled
a
p
p
r
o
x
i
m
ately
8
0
0
–
1
,
2
0
0
s
tu
d
en
ts
,
with
av
er
a
g
e
class
s
izes
r
an
g
in
g
f
r
o
m
2
2
to
3
0
.
SW
D
—
p
r
im
ar
ily
th
o
s
e
w
ith
p
h
y
s
ical,
s
en
s
o
r
y
,
o
r
d
ev
el
o
p
m
en
tal
im
p
air
m
en
ts
—
co
m
p
r
is
ed
an
esti
m
ated
5
–
7
%
o
f
th
e
p
o
p
u
latio
n
.
T
h
e
s
elec
ted
s
ch
o
o
ls
d
if
f
er
ed
in
th
eir
lev
el
o
f
i
n
clu
s
iv
e
in
f
r
astru
ctu
r
e,
r
an
g
in
g
f
r
o
m
well
-
r
eso
u
r
ce
d
s
u
p
p
o
r
t
r
o
o
m
s
an
d
teac
h
in
g
ass
is
tan
ts
to
m
o
r
e
lim
ited
p
r
o
v
is
io
n
s
.
T
h
is
v
a
r
iatio
n
allo
wed
f
o
r
th
e
ex
am
in
atio
n
o
f
a
wid
e
s
p
e
ctr
u
m
o
f
in
clu
s
io
n
p
r
ac
tices
with
in
p
u
b
lic
u
r
b
an
s
ch
o
o
ls
.
Ad
d
itio
n
ally
,
b
ec
au
s
e
th
e
s
ch
o
o
ls
s
er
v
e
n
eig
h
b
o
r
h
o
o
d
s
with
b
o
th
m
id
d
le
-
a
n
d
lo
we
r
-
in
co
m
e
f
a
m
ilies
,
th
ey
p
r
o
v
id
ed
a
r
ich
er
co
n
tex
t
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
t
h
at
m
ay
in
f
l
u
en
ce
T
AT
I
E
.
2
.
3
.
Sa
m
pli
ng
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
th
e
Alm
aty
C
ity
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
.
I
n
f
o
r
m
ati
o
n
letter
s
wer
e
f
ir
s
t
s
en
t
to
s
ch
o
o
l
ad
m
in
is
tr
atio
n
s
,
an
d
a
f
ter
r
ec
eiv
in
g
ap
p
r
o
v
al,
in
v
itatio
n
letter
s
wer
e
d
is
tr
ib
u
ted
to
elig
ib
le
teac
h
er
s
.
T
h
e
in
clu
s
io
n
cr
iter
ia
r
eq
u
ir
e
d
p
a
r
ticip
an
ts
to
:
i
)
h
o
l
d
at
least
a
d
i
p
lo
m
a
in
I
E
;
ii
)
h
a
v
e
a
m
in
im
u
m
o
f
f
iv
e
y
ea
r
s
o
f
TE
; a
n
d
iii)
p
r
o
v
id
e
i
n
f
o
r
m
ed
c
o
n
s
en
t.
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
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8
8
2
2
P
r
ed
icto
r
s
o
f te
a
ch
ers
’
r
ea
d
in
ess
fo
r
in
clu
s
ive
ed
u
ca
tio
n
in
K
a
z
a
kh
s
ta
n
(
Din
a
r
a
Osp
a
n
k
u
lo
va
)
589
A
to
tal
o
f
6
4
8
teac
h
er
s
p
ar
ti
cip
ated
in
th
e
s
tu
d
y
.
Af
ter
s
c
r
ee
n
in
g
f
o
r
co
m
p
leten
ess
an
d
r
esp
o
n
s
e
q
u
ality
,
d
ata
f
r
o
m
6
3
8
teac
h
er
s
wer
e
r
etain
ed
f
o
r
th
e
f
in
al
an
aly
s
is
.
T
h
e
s
am
p
le
in
clu
d
ed
teac
h
er
s
ac
r
o
s
s
d
if
f
er
en
t a
g
e
g
r
o
u
p
s
,
g
r
ad
e
le
v
els,
an
d
p
r
o
f
ess
io
n
al
ex
p
er
ie
n
ce
.
Par
ticip
atio
n
was v
o
lu
n
tar
y
an
d
a
n
o
n
y
m
o
u
s
.
T
h
e
m
ajo
r
ity
o
f
p
a
r
ticip
an
ts
wer
e
f
em
ale
(
n
=
4
5
6
)
,
wh
il
e
1
8
2
wer
e
m
ale.
T
h
e
Al
m
aty
C
ity
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
r
e
g
u
lar
ly
p
r
o
v
id
es
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
,
in
clu
d
in
g
r
ef
r
esh
er
co
u
r
s
es
o
n
I
E
.
T
h
ese
p
r
o
g
r
a
m
s
allo
w
p
ar
ticip
atin
g
teac
h
e
r
s
to
tak
e
s
tu
d
y
leav
e
f
r
o
m
th
eir
r
eg
u
lar
d
u
ties
,
th
er
eb
y
f
ac
ilit
atin
g
ac
ce
s
s
to
tr
ain
in
g
.
T
ab
le
1
p
r
esen
ts
th
e
s
o
cio
-
p
r
o
f
ess
io
n
al
ch
ar
ac
ter
i
s
tics
o
f
teac
h
er
s
in
th
e
co
n
tex
t
o
f
I
E
.
T
ab
le
1
.
So
cio
-
p
r
o
f
ess
io
n
al
ch
ar
ac
ter
is
tics
o
f
teac
h
er
s
in
th
e
co
n
tex
t o
f
I
E
C
a
t
e
g
o
r
y
F
r
e
q
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e
n
c
y
(
n
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
1
8
2
2
8
.
5
F
e
mal
e
4
5
6
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1
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5
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g
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U
n
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r
3
0
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6
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0
30
–
35
1
6
9
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5
36
–
41
2
1
2
3
3
.
2
42
–
52
1
4
3
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2
.
4
5
3
a
n
d
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76
1
1
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9
TE
Le
ss
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h
a
n
5
y
e
a
r
s
71
1
1
.
1
5
–
1
0
y
e
a
r
s
1
5
8
2
4
.
8
11
–
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0
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e
a
r
s
2
3
4
3
6
.
7
M
o
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e
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h
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n
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r
s
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5
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Ta
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s
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8
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1
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7
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1
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9
F
r
e
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t
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S
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y
91
1
4
.
3
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e
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l
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1
4
3
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2
.
4
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c
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s
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5
6
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0
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1
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e
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r
1
4
8
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r
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s
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.
3
P
e
r
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e
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v
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d
sc
h
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su
p
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s
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n
V
e
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y
h
i
g
h
47
7
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4
H
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g
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1
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7
.
4
M
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e
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3
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1
6
6
2
6
.
0
V
e
r
y
l
o
w
70
1
1
.
0
2
.
4
.
P
ro
ce
du
re
Prio
r
to
d
ata
co
llectio
n
,
all
p
a
r
ticip
an
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
t
h
e
s
tu
d
y
an
d
p
r
o
v
id
ed
in
f
o
r
m
e
d
co
n
s
en
t,
eith
e
r
d
ig
itally
o
r
in
wr
itin
g
,
d
ep
en
d
i
n
g
o
n
th
e
m
o
d
e
o
f
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
tio
n
.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cte
d
o
v
er
a
two
-
m
o
n
th
p
e
r
io
d
u
s
in
g
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
T
o
en
s
u
r
e
ac
ce
s
s
ib
ilit
y
,
th
e
q
u
esti
o
n
n
air
e
was
m
ad
e
a
v
ailab
le
in
b
o
t
h
Kaz
ak
h
a
n
d
R
u
s
s
ian
.
A
p
ilo
t
test
in
v
o
lv
in
g
2
5
teac
h
er
s
was
ca
r
r
ied
o
u
t
to
ass
ess
th
e
r
eliab
ilit
y
an
d
clar
ity
o
f
t
h
e
item
s
.
B
ased
o
n
f
ee
d
b
ac
k
,
m
in
o
r
r
ev
is
io
n
s
wer
e
m
ad
e
to
im
p
r
o
v
e
clar
it
y
an
d
c
o
n
tex
tu
al
r
elev
an
ce
.
A
m
ix
e
d
-
m
o
d
e
d
is
tr
ib
u
tio
n
s
tr
ateg
y
was
em
p
lo
y
ed
to
m
a
x
im
ize
p
ar
ticip
atio
n
.
I
n
s
ch
o
o
ls
with
r
eliab
le
in
ter
n
et
ac
ce
s
s
,
th
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
elec
tr
o
n
ically
v
ia
em
ail
an
d
p
r
o
f
ess
io
n
al
n
etwo
r
k
s
.
I
n
s
ch
o
o
ls
with
lim
ited
o
r
n
o
co
n
n
ec
tiv
ity
,
p
r
in
ted
c
o
p
i
es
wer
e
d
is
tr
ib
u
ted
an
d
co
llected
b
y
d
esig
n
ated
s
c
h
o
o
l
co
o
r
d
i
n
ato
r
s
.
E
ac
h
p
ar
tic
ip
an
t
r
ec
eiv
ed
an
i
n
f
o
r
m
atio
n
s
h
ee
t
o
u
tlin
in
g
t
h
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
p
r
o
ce
d
u
r
es,
p
ar
ticip
an
t
r
ig
h
ts
,
an
d
g
u
ar
an
t
ee
s
o
f
an
o
n
y
m
ity
an
d
co
n
f
id
e
n
tiality
.
T
o
s
u
p
p
o
r
t
a
h
ig
h
r
esp
o
n
s
e
r
ate,
th
e
r
esea
r
ch
team
wo
r
k
ed
in
clo
s
e
co
o
r
d
in
atio
n
with
r
eg
io
n
al
ed
u
ca
tio
n
d
ep
ar
tm
e
n
ts
an
d
s
ch
o
o
l a
d
m
in
is
tr
ato
r
s
.
Per
io
d
ic
r
em
in
d
er
s
wer
e
s
en
t to
en
co
u
r
ag
e
tim
ely
c
o
m
p
letio
n
o
f
th
e
s
u
r
v
ey
.
2
.
5
.
I
ns
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
t
c
o
n
s
is
ted
o
f
10
L
ik
er
t
-
s
ca
le
s
tatem
en
ts
d
esig
n
ed
to
ev
alu
ate
teac
h
er
s
’
attitu
d
es
an
d
r
ea
d
in
ess
f
o
r
I
E
.
B
o
th
p
o
s
itiv
ely
an
d
n
eg
ativ
ely
p
h
r
ased
ite
m
s
wer
e
in
clu
d
ed
t
o
en
s
u
r
e
r
esp
o
n
s
e
r
eliab
ilit
y
,
with
r
ev
er
s
ed
item
s
clea
r
ly
in
d
icate
d
.
C
o
n
ten
t
v
alid
ity
was
estab
li
s
h
ed
th
r
o
u
g
h
e
x
p
er
t
r
ev
iew
b
y
th
r
ee
s
p
ec
ialis
t
s
in
IE
,
wh
o
ev
alu
at
ed
th
e
item
s
f
o
r
clar
ity
,
r
ele
v
an
ce
,
an
d
alig
n
m
en
t
with
th
e
s
tu
d
y
o
b
jectiv
es.
C
o
n
s
tr
u
ct
v
alid
ity
was
f
u
r
th
e
r
s
u
p
p
o
r
ted
b
y
co
n
s
is
ten
cy
with
p
r
ev
io
u
s
ly
v
alid
ated
i
n
s
tr
u
m
e
n
ts
u
s
ed
in
s
im
ilar
co
n
tex
ts
.
R
eliab
ilit
y
an
aly
s
is
o
f
th
e
p
ilo
t
d
ata
(
n
=
2
5
)
d
em
o
n
s
tr
ated
g
o
o
d
in
te
r
n
al
co
n
s
is
ten
cy
,
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
o
f
0
.
8
2
.
T
h
e
s
u
r
v
e
y
item
s
ar
e
p
r
esen
ted
in
T
a
b
le
2
.
2
.
6
.
Da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
s
tati
s
tics
wer
e
u
s
e
d
to
s
u
m
m
ar
ize
th
e
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
s
am
p
le
an
d
th
e
d
is
tr
ib
u
tio
n
o
f
k
ey
s
tu
d
y
v
ar
ia
b
les.
I
n
f
er
en
tial a
n
al
y
s
es in
clu
d
ed
C
h
i
-
s
q
u
ar
e
test
s
f
o
r
ca
teg
o
r
ical
v
ar
iab
les an
d
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
587
-
596
590
t
-
test
s
o
r
o
n
e
-
way
a
n
aly
s
is
o
f
v
ar
ia
n
ce
(
ANOV
A)
f
o
r
co
n
tin
u
o
u
s
v
ar
iab
les
to
ass
ess
g
r
o
u
p
d
i
f
f
er
en
ce
s
.
C
o
r
r
elatio
n
an
aly
s
is
was
ap
p
l
ied
to
e
x
am
in
e
t
h
e
s
tr
en
g
th
a
n
d
d
i
r
ec
tio
n
o
f
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les.
Mu
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
was
co
n
d
u
cted
to
d
eter
m
in
e
t
h
e
ex
ten
t
to
wh
ich
in
d
ep
e
n
d
e
n
t
v
ar
iab
les
p
r
ed
icted
th
e
d
ep
e
n
d
en
t
v
ar
iab
le
—
teac
h
er
s
’
attitu
d
e
s
co
r
es
t
o
war
d
I
E
.
T
h
is
ap
p
r
o
ac
h
allo
wed
f
o
r
th
e
id
en
tific
atio
n
o
f
s
tatis
t
ically
s
ig
n
if
ican
t p
r
ed
ict
o
r
s
wh
ile
co
n
tr
o
llin
g
f
o
r
p
o
te
n
tial c
o
n
f
o
u
n
d
in
g
f
ac
to
r
s
.
T
ab
le
2
.
Su
r
v
ey
in
s
tr
u
m
en
t f
o
r
ass
ess
in
g
teac
h
er
s
’
attitu
d
es a
n
d
r
ea
d
i
n
ess
f
o
r
I
E
S
t
a
t
e
me
n
t
1
.
IE
i
s
b
e
n
e
f
i
c
i
a
l
f
o
r
a
l
l
s
t
u
d
e
n
t
s.
2
.
I
f
e
e
l
p
r
e
p
a
r
e
d
t
o
t
e
a
c
h
S
W
D
.
3
.
I
n
c
l
u
d
i
n
g
S
W
D
m
a
k
e
s
c
l
a
ssr
o
o
m
man
a
g
e
me
n
t
m
o
r
e
d
i
f
f
i
c
u
l
t
.
(
re
v
e
rs
e
)
4
.
I
a
m w
i
l
l
i
n
g
t
o
a
d
a
p
t
m
y
l
e
ss
o
n
s t
o
a
c
c
o
mm
o
d
a
t
e
a
l
l
l
e
a
r
n
e
r
s.
5
.
M
y
s
c
h
o
o
l
s
u
p
p
o
r
t
s
me
i
n
i
mp
l
e
m
e
n
t
i
n
g
i
n
c
l
u
si
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s.
6
.
S
W
D
sh
o
u
l
d
b
e
t
a
u
g
h
t
i
n
sp
e
c
i
a
l
sc
h
o
o
l
s.
(
re
v
e
rs
e
)
7
.
I
h
a
v
e
t
h
e
r
e
s
o
u
r
c
e
s
a
n
d
mat
e
r
i
a
l
s
n
e
e
d
e
d
t
o
s
u
p
p
o
r
t
IE
.
8
.
Tr
a
i
n
i
n
g
i
n
IE
i
mp
r
o
v
e
s
t
e
a
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss.
9
.
I
e
n
j
o
y
w
o
r
k
i
n
g
w
i
t
h
st
u
d
e
n
t
s w
h
o
h
a
v
e
d
i
v
e
r
se
n
e
e
d
s
.
1
0
.
IE
f
o
st
e
r
s t
o
l
e
r
a
n
c
e
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
a
m
o
n
g
st
u
d
e
n
t
s.
3.
RE
SU
L
T
S
T
ab
le
3
p
r
esen
ts
th
e
cr
o
s
s
-
tab
u
latio
n
o
f
g
e
n
d
er
an
d
p
r
i
o
r
TE
with
SW
D.
T
h
e
r
esu
lts
s
h
o
w
th
at
b
o
t
h
m
ale
an
d
f
em
ale
teac
h
er
s
in
cl
u
d
ed
i
n
d
iv
id
u
als
with
an
d
with
o
u
t
s
u
c
h
ex
p
er
ien
ce
.
Ho
wev
er
,
th
e
p
r
o
p
o
r
tio
n
o
f
f
em
ale
teac
h
er
s
with
p
r
io
r
e
x
p
er
ien
ce
was
h
ig
h
er
,
b
o
th
in
ab
s
o
lu
te
n
u
m
b
er
s
an
d
r
elativ
e
ter
m
s
.
T
h
is
f
in
d
in
g
m
ay
in
d
icate
p
o
ten
tial
g
en
d
er
-
b
ased
d
if
f
er
en
ce
s
in
c
ar
ee
r
tr
ajec
to
r
ies
an
d
in
t
h
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
s
ib
ilit
ies r
elate
d
to
IE
.
A
s
tatis
tica
lly
s
ig
n
if
ican
t
ass
o
ciatio
n
was
f
o
u
n
d
b
etwe
en
g
en
d
e
r
an
d
p
r
io
r
ex
p
e
r
ien
c
e
teac
h
in
g
SW
D,
χ²(
1
,
n
=6
3
8
)
=4
.
0
3
,
p
=
0
.
0
4
5
.
Fem
ale
teac
h
er
s
wer
e
m
o
r
e
lik
ely
to
h
a
v
e
s
u
ch
e
x
p
er
ien
ce
(
6
5
.
6
%)
co
m
p
ar
ed
to
m
ale
teac
h
er
s
(
5
7
.
1
%).
T
h
is
s
u
g
g
ests
th
at
g
en
d
er
m
ay
in
f
lu
e
n
ce
e
x
p
o
s
u
r
e
to
IE
,
p
o
s
s
ib
ly
d
u
e
to
d
if
f
er
en
ce
s
in
teac
h
in
g
r
o
les o
r
s
ch
o
o
l a
s
s
ig
n
m
en
t p
o
licies.
T
ab
le
4
p
r
esen
ts
th
e
r
esu
lts
o
f
an
ANOV
A
ex
am
in
in
g
a
g
e
g
r
o
u
p
d
if
f
e
r
en
ce
s
in
attit
u
d
e
s
co
r
es.
T
h
e
an
aly
s
is
r
ev
ea
led
a
s
tatis
t
ically
s
ig
n
if
ican
t
ef
f
ec
t
o
f
a
g
e
o
n
T
AT
I
E
,
in
d
icatin
g
th
at
m
id
d
le
-
ag
ed
teac
h
er
s
(
3
0
–
3
9
y
ea
r
s
)
ten
d
ed
to
d
em
o
n
s
tr
ate
m
o
r
e
p
o
s
itiv
e
attitu
d
es
co
m
p
ar
ed
to
b
o
th
y
o
u
n
g
er
an
d
o
ld
er
g
r
o
u
p
s
.
T
h
is
s
u
g
g
ests
a
p
o
ten
tial a
g
e
-
r
elate
d
tr
en
d
in
e
d
u
ca
to
r
s
’
p
er
c
ep
tio
n
s
o
f
in
cl
u
s
io
n
.
T
ab
le
3
.
C
r
o
s
s
-
tab
u
latio
n
o
f
g
en
d
er
an
d
ex
p
er
ien
ce
G
e
n
d
e
r
W
i
t
h
e
x
p
e
r
i
e
n
c
e
(
n
)
W
i
t
h
o
u
t
e
x
p
e
r
i
e
n
c
e
(
n
)
To
t
a
l
(
n
)
F
e
mal
e
2
9
9
1
5
7
4
5
6
M
a
l
e
1
0
4
78
1
8
2
To
t
a
l
4
0
3
2
3
5
6
3
8
T
ab
le
4
.
ANOV
A
f
o
r
a
g
e
g
r
o
u
p
d
if
f
er
e
n
ce
s
in
attitu
d
e
s
co
r
es
A
g
e
g
r
o
u
p
N
M
e
a
n
a
t
t
i
t
u
d
e
sc
o
r
e
SD
<
3
0
38
3
.
7
8
0
.
5
7
30
–
39
3
1
0
3
.
9
1
0
.
5
4
≥
4
0
2
9
0
3
.
7
6
0
.
5
8
A
N
O
V
A
r
e
su
l
t
s:
F
(
2
,
6
3
5
)
=
3
.
8
4
,
p
=
0
.
0
2
2
Fig
u
r
e
1
illu
s
tr
ates
th
e
d
if
f
er
e
n
ce
s
in
m
ea
n
attitu
d
e
s
co
r
es
to
war
d
IE
ac
r
o
s
s
ag
e
g
r
o
u
p
s
.
As
s
h
o
wn
,
teac
h
er
s
ag
ed
3
0
–
3
9
r
ep
o
r
te
d
th
e
m
o
s
t
f
av
o
r
ab
le
attitu
d
es,
wh
ile
s
lig
h
tly
lo
wer
s
co
r
es
w
er
e
o
b
s
er
v
ed
am
o
n
g
b
o
th
y
o
u
n
g
er
(
<3
0
y
ea
r
s
)
a
n
d
o
ld
er
(
≥
4
0
y
ea
r
s
)
p
ar
ticip
an
t
s
.
T
h
ese
r
esu
lts
alig
n
with
th
e
ANOV
A
f
in
d
in
g
s
,
wh
ich
r
ev
ea
led
a
s
tatis
tically
s
ig
n
if
ican
t e
f
f
ec
t
o
f
ag
e
o
n
attit
u
d
es to
war
d
in
cl
u
s
io
n
,
F(2
,
6
3
5
)
=3
.
8
4
,
p
=
0
.
0
2
2
.
T
o
id
en
tif
y
b
etwe
en
wh
ich
ag
e
g
r
o
u
p
s
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
o
cc
u
r
r
ed
,
a
T
u
k
ey
p
o
s
t
-
h
o
c
test
was
co
n
d
u
cted
.
T
h
e
r
esu
lts
,
as
p
r
esen
ted
in
T
a
b
le
5
,
s
h
o
wed
th
at
teac
h
er
s
ag
ed
3
0
–
3
9
y
ea
r
s
h
a
d
s
ig
n
if
ican
tly
h
ig
h
er
attitu
d
e
s
c
o
r
es
co
m
p
ar
ed
to
th
o
s
e
ag
ed
4
0
an
d
ab
o
v
e
(
p
<0
.
0
5
)
.
No
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
b
etwe
en
th
e
3
0
–
3
9
an
d
u
n
d
er
-
3
0
g
r
o
u
p
s
,
n
o
r
b
etwe
en
th
e
u
n
d
er
-
3
0
a
n
d
4
0
+
g
r
o
u
p
s
.
Ov
er
all,
th
ese
f
in
d
in
g
s
in
d
icate
a
p
o
s
itiv
e
ag
e
-
r
elate
d
tr
en
d
,
with
m
id
d
le
-
ag
e
d
teac
h
e
r
s
d
em
o
n
s
tr
atin
g
th
e
m
o
s
t
f
av
o
r
a
b
le
attitu
d
es to
war
d
in
cl
u
s
io
n
.
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
P
r
ed
icto
r
s
o
f te
a
ch
ers
’
r
ea
d
in
ess
fo
r
in
clu
s
ive
ed
u
ca
tio
n
in
K
a
z
a
kh
s
ta
n
(
Din
a
r
a
Osp
a
n
k
u
lo
va
)
591
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
attitu
d
e
s
co
r
es to
war
d
I
E
b
y
a
g
e
g
r
o
u
p
T
ab
le
5
.
T
u
k
ey
p
o
s
t h
o
c
test
r
esu
lts
f
o
r
p
air
wis
e
co
m
p
ar
is
o
n
s
o
f
attitu
d
e
s
co
r
es b
y
a
g
e
g
r
o
u
p
C
o
m
p
a
r
i
so
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
C
r
i
t
i
c
a
l
d
i
f
f
e
r
e
n
c
e
(HSD)
S
i
g
n
i
f
i
c
a
n
t
30
–
3
9
v
s
<
3
0
0
.
1
3
0
.
2
2
5
No
30
–
3
9
v
s
≥
4
0
0
.
1
5
0
.
1
0
8
Y
e
s (p
<
0
.
0
5
)
<
3
0
v
s
≥
4
0
0
.
0
2
0
.
2
2
5
No
T
h
e
Pear
s
o
n
c
o
r
r
elatio
n
an
al
y
s
is
r
ev
ea
led
a
s
m
all
b
u
t
s
tatis
tically
s
ig
n
if
ican
t
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
y
ea
r
s
o
f
TE
an
d
attitu
d
es
to
war
d
in
clu
s
io
n
(
r
=
-
0
.
2
1
,
p
=0
.
0
0
4
)
.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
with
m
o
r
e
y
ea
r
s
o
f
ex
p
e
r
ien
ce
te
n
d
t
o
h
o
ld
s
lig
h
tly
less
f
av
o
r
ab
le
attitu
d
es.
On
e
p
o
s
s
ib
le
ex
p
lan
atio
n
is
th
at
ex
p
er
ie
n
ce
d
ed
u
ca
to
r
s
m
ay
r
ely
o
n
estab
lis
h
ed
r
o
u
tin
es
th
at
ar
e
less
ad
a
p
tab
le,
wh
er
ea
s
less
ex
p
er
ien
ce
d
teac
h
er
s
—
o
f
ten
m
o
r
e
r
ec
e
n
tly
tr
ain
ed
in
in
clu
s
iv
e
p
r
ac
tices
—
d
em
o
n
s
tr
ate
g
r
ea
ter
o
p
en
n
ess
to
th
ese
ap
p
r
o
a
ch
es.
T
ab
le
6
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
m
u
ltip
le
r
e
g
r
ess
io
n
an
aly
s
is
.
T
h
e
m
o
d
el
id
en
tifie
d
p
er
ce
iv
ed
s
ch
o
o
l
s
u
p
p
o
r
t,
p
r
io
r
ex
p
e
r
ien
ce
with
SW
D
,
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
a
n
d
f
r
eq
u
en
cy
o
f
c
o
n
tact
as
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
p
o
s
itiv
e
attitu
d
es
to
war
d
I
E
.
Gen
d
er
an
d
TE
ex
er
ted
wea
k
er
ef
f
ec
ts
,
wh
ile
ag
e
was
n
o
t
a
s
ig
n
if
ican
t
p
r
ed
icto
r
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
c
r
itical
r
o
le
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
teac
h
er
p
r
ep
ar
atio
n
in
f
o
s
ter
in
g
f
a
v
o
r
a
b
le
attitu
d
es to
war
d
in
clu
s
io
n
.
T
ab
le
6
.
Mu
ltip
le
r
e
g
r
ess
io
n
p
r
ed
ictin
g
T
AT
I
E
P
r
e
d
i
c
t
o
r
β
t
p
G
e
n
d
e
r
(
0
=
m
a
l
e
,
1
=
f
e
m
a
l
e
)
0
.
0
7
2
.
0
4
0
.
0
4
2
*
A
g
e
-
0
.
0
6
-
1
.
5
1
0
.
1
3
1
Y
e
a
r
s
o
f
TE
-
0
.
0
9
-
1
.
9
9
0
.
0
4
6
*
P
r
i
o
r
e
x
p
e
r
i
e
n
c
e
w
i
t
h
S
W
D
0
.
2
4
6
.
1
8
<
0
.
0
0
1
*
*
F
r
e
q
u
e
n
c
y
o
f
c
o
n
t
a
c
t
w
i
t
h
S
W
D
0
.
1
8
3
.
0
2
0
.
0
0
3
*
*
P
e
r
c
e
i
v
e
d
sc
h
o
o
l
su
p
p
o
r
t
0
.
3
1
7
.
9
4
<
0
.
0
0
1
*
*
Tr
a
i
n
i
n
g
i
n
I
E
0
.
1
9
3
.
4
4
0
.
0
0
1
*
*
M
o
d
e
l
s
u
mm
a
r
y
:
R
²
=
0
.
3
8
,
F
(
7
,
6
3
0
)
=
5
4
.
2
2
N
o
t
e
:
*
p
<
0
.
0
0
5
;
*
*
p
<
0
.
0
0
1
Fig
u
r
e
2
p
r
esen
ts
th
e
s
tan
d
ar
d
ized
β
-
co
ef
f
icien
ts
f
o
r
th
e
p
r
e
d
icto
r
s
in
clu
d
ed
in
th
e
r
eg
r
ess
io
n
m
o
d
el,
alo
n
g
with
t
h
eir
9
5
%
co
n
f
id
en
ce
in
ter
v
als.
T
h
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
p
o
s
itiv
e
attitu
d
es
to
war
d
IE
wer
e
f
ac
to
r
s
d
ir
ec
tly
r
elate
d
to
teac
h
er
s
’
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
in
an
in
clu
s
iv
e
co
n
tex
t:
p
r
i
o
r
ex
p
er
ien
ce
wo
r
k
in
g
with
SW
D
,
f
r
eq
u
en
cy
o
f
in
ter
ac
tio
n
with
th
em
,
an
d
p
er
ce
iv
ed
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
I
n
co
n
tr
ast,
b
asic
d
em
o
g
r
a
p
h
ic
c
h
ar
ac
ter
is
tics
s
u
ch
as
ag
e
an
d
len
g
th
o
f
s
er
v
ice
wer
e
n
o
t
s
ig
n
i
f
ican
t
p
r
ed
i
cto
r
s
.
T
h
is
s
u
g
g
ests
th
at
th
e
f
o
r
m
atio
n
o
f
attitu
d
es
to
war
d
i
n
clu
s
io
n
d
ep
en
d
s
less
o
n
th
e
d
u
r
atio
n
o
f
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
ce
an
d
m
o
r
e
o
n
th
e
n
atu
r
e
o
f
th
at
ex
p
er
ien
ce
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
tar
g
et
ed
tr
ain
in
g
an
d
th
e
cr
ea
tio
n
o
f
o
p
p
o
r
tu
n
ities
f
o
r
d
i
r
ec
t in
ter
ac
tio
n
with
SW
D.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
587
-
596
592
Fig
u
r
e
2
.
R
eg
r
ess
io
n
co
e
f
f
icie
n
ts
with
9
5
% c
o
n
f
id
e
n
ce
in
ter
v
als
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
ex
p
lo
r
ed
th
e
f
ac
t
o
r
s
in
f
lu
en
cin
g
p
u
b
lic
s
ch
o
o
l
T
AT
I
E
in
Kaz
ak
h
s
tan
.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
im
p
o
r
tan
t
in
s
ig
h
ts
in
t
o
th
e
d
em
o
g
r
a
p
h
ic,
p
r
o
f
ess
io
n
al,
an
d
in
s
titu
tio
n
al
v
a
r
iab
les
th
at
s
h
ap
e
teac
h
er
s
’
v
iews
o
n
in
clu
s
io
n
.
T
h
e
d
e
m
o
g
r
ap
h
ic
p
r
o
f
ile
r
ev
ea
led
a
s
tr
o
n
g
g
e
n
d
er
im
b
alan
ce
,
w
ith
f
em
ale
teac
h
er
s
p
r
ed
o
m
i
n
atin
g
—
a
p
atter
n
co
n
s
is
ten
t
w
ith
g
lo
b
al
tr
en
d
s
in
t
h
e
teac
h
in
g
p
r
o
f
ess
io
n
,
esp
ec
ially
at
th
e
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
le
v
els.
T
h
e
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
g
en
d
er
an
d
p
r
io
r
ex
p
e
r
ien
ce
with
SW
D
s
u
g
g
ests
th
at
f
em
ale
teac
h
er
s
m
a
y
h
a
v
e
g
r
ea
ter
o
p
p
o
r
tu
n
ities
,
o
r
b
e
m
o
r
e
f
r
e
q
u
en
tly
ass
ig
n
ed
,
to
in
c
lu
s
iv
e
class
r
o
o
m
s
.
T
h
is
s
u
p
p
o
r
ts
p
r
ev
io
u
s
r
esear
ch
s
h
o
win
g
th
at
g
en
d
er
ca
n
i
n
f
lu
en
ce
teac
h
er
s
’
ex
p
o
s
u
r
e
t
o
an
d
en
g
a
g
em
en
t
with
in
clu
s
iv
e
p
r
ac
tices
[
2
3
]
–
[
2
5
]
.
C
o
n
s
eq
u
en
tly
,
g
en
d
er
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
wh
e
n
d
esig
n
in
g
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
e
n
t p
r
o
g
r
am
s
an
d
as
s
ig
n
in
g
r
esp
o
n
s
ib
ilit
ies r
elate
d
to
in
clu
s
iv
e
teac
h
in
g
[
2
6
]
,
[
2
7
]
.
T
h
e
d
ata
also
in
d
icate
d
th
at
t
h
e
teac
h
in
g
wo
r
k
f
o
r
ce
is
h
ig
h
ly
ex
p
er
ien
ce
d
,
with
m
o
r
e
th
a
n
6
0
%
o
f
p
ar
ticip
an
ts
h
av
i
n
g
o
v
er
1
0
y
e
ar
s
o
f
class
r
o
o
m
p
r
ac
tice.
W
h
ile
p
r
o
f
ess
io
n
al
m
atu
r
ity
is
o
f
te
n
lin
k
e
d
to
g
r
ea
ter
class
r
o
o
m
co
n
f
id
en
ce
,
th
e
p
r
esen
t
s
tu
d
y
r
ev
ea
led
a
m
o
d
est
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
e
n
y
ea
r
s
o
f
TE
an
d
attitu
d
es
to
war
d
i
n
clu
s
io
n
(
r
=
-
0
.
2
1
)
[
2
8
]
.
T
h
is
s
u
g
g
ests
th
a
t
v
eter
an
teac
h
er
s
m
ay
b
e
m
o
r
e
ac
c
u
s
to
m
ed
t
o
tr
ad
itio
n
al
m
eth
o
d
s
an
d
less
r
ec
ep
tiv
e
to
t
h
e
f
lex
i
b
le
ap
p
r
o
ac
h
es
r
eq
u
ir
ed
in
in
clu
s
iv
e
class
r
o
o
m
s
.
B
y
co
n
tr
ast,
less
ex
p
er
ien
ce
d
teac
h
er
s
—
wh
o
ar
e
m
o
r
e
lik
el
y
to
h
a
v
e
r
ec
ei
v
ed
tr
ain
i
n
g
ali
g
n
ed
with
i
n
clu
s
iv
e
p
r
in
cip
les
—
ap
p
ea
r
ed
m
o
r
e
o
p
en
to
s
u
ch
p
r
ac
tices
[
2
9
]
.
Alth
o
u
g
h
n
o
t
d
ir
ec
tly
e
x
am
in
ed
,
th
e
r
elativ
el
y
h
i
g
h
p
r
o
p
o
r
tio
n
o
f
p
a
r
ticip
an
ts
with
a
m
aster
’
s
d
eg
r
ee
o
r
h
ig
h
er
r
aises
th
e
p
o
s
s
ib
ilit
y
th
at
ad
v
an
ce
d
q
u
alif
icatio
n
s
co
n
tr
ib
u
te
to
s
tr
o
n
g
e
r
ac
ce
p
ta
n
ce
o
f
I
E
,
a
h
y
p
o
t
h
esis
f
o
r
f
u
t
u
r
e
r
esear
ch
.
A
n
o
tab
le
f
in
d
in
g
is
th
at
o
n
ly
4
3
.
7
%
o
f
teac
h
er
s
h
ad
f
o
r
m
a
l
tr
ain
in
g
in
IE
,
an
d
ju
s
t
1
4
.
3
%
r
ep
o
r
ted
d
aily
co
n
tact
with
SW
D.
T
h
e
s
e
f
ig
u
r
es
h
ig
h
lig
h
t
s
ig
n
if
ica
n
t
g
ap
s
in
p
r
o
f
ess
io
n
al
p
r
ep
a
r
atio
n
an
d
p
r
ac
tical
ex
p
o
s
u
r
e,
b
o
th
o
f
wh
ich
ar
e
ess
en
tial
f
o
r
f
o
s
ter
in
g
i
n
clu
s
iv
e
m
in
d
s
ets
[
3
0
]
.
T
h
e
r
esu
lts
alig
n
with
p
r
ev
io
u
s
s
tu
d
ies
d
em
o
n
s
tr
atin
g
th
at
d
ir
ec
t
ex
p
er
ie
n
ce
with
SW
D
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
m
o
r
e
f
av
o
r
a
b
le
attitu
d
es
[
3
1
]
.
E
x
p
an
d
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
h
an
d
s
-
o
n
p
r
ac
tice
—
s
u
ch
as
in
ter
n
s
h
ip
s
,
co
-
teac
h
in
g
,
o
r
in
clu
s
iv
e
class
r
o
o
m
p
lace
m
en
ts
—
co
u
ld
th
er
ef
o
r
e
e
n
h
an
ce
teac
h
er
s
’
co
n
f
id
en
ce
a
n
d
ac
ce
p
ta
n
ce
o
f
I
E
.
I
n
s
titu
tio
n
al
f
ac
to
r
s
em
er
g
ed
as
eq
u
ally
im
p
o
r
tan
t.
On
l
y
2
4
.
8
%
o
f
r
esp
o
n
d
en
ts
p
e
r
c
eiv
ed
th
eir
s
ch
o
o
ls
as
p
r
o
v
id
i
n
g
h
i
g
h
o
r
v
er
y
h
i
g
h
lev
els
o
f
s
u
p
p
o
r
t
f
o
r
in
clu
s
io
n
.
T
h
is
s
u
g
g
ests
th
at
lim
ited
s
tr
u
ctu
r
al
r
eso
u
r
ce
s
an
d
in
s
u
f
f
icien
t
lead
er
s
h
ip
co
m
m
itm
en
t
m
ay
h
in
d
er
teac
h
er
s
f
r
o
m
ef
f
ec
tiv
ely
im
p
lem
en
tin
g
in
clu
s
iv
e
s
tr
ateg
ies,
ev
en
wh
en
th
eir
p
er
s
o
n
al
attitu
d
es
a
r
e
p
o
s
itiv
e
[
3
2
]
,
[
3
3
]
.
I
m
p
r
o
v
in
g
s
ch
o
o
l
-
b
ased
r
eso
u
r
ce
s
an
d
lead
e
r
s
h
ip
b
ac
k
in
g
is
th
e
r
ef
o
r
e
cr
u
cial
f
o
r
s
u
c
ce
s
s
f
u
l
im
p
lem
en
tatio
n
o
f
I
E
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
alth
o
u
g
h
teac
h
er
s
in
Kaz
a
k
h
s
tan
g
en
e
r
ally
h
a
v
e
an
o
p
e
n
attitu
d
e
to
war
d
in
clu
s
io
n
,
s
y
s
tem
ic
b
ar
r
ier
s
lik
e
in
s
u
f
f
icien
t tr
ain
in
g
,
lim
ited
e
x
p
er
ien
ce
with
in
clu
s
iv
e
class
r
o
o
m
s
,
an
d
wea
k
in
s
titu
tio
n
al
s
u
p
p
o
r
t sti
ll p
r
esen
t
m
ajo
r
c
h
allen
g
es.
Ad
d
r
ess
in
g
th
ese
is
s
u
es
th
r
o
u
g
h
f
o
c
u
s
ed
teac
h
er
p
r
ep
ar
atio
n
an
d
r
ef
o
r
m
s
at
th
e
s
ch
o
o
l
lev
el
is
v
ital
f
o
r
tu
r
n
in
g
p
o
s
itiv
e
attitu
d
es
in
to
m
ea
n
in
g
f
u
l
in
clu
s
iv
e
p
r
ac
tices.
W
h
ile
p
r
io
r
in
ter
n
atio
n
al
s
tu
d
ies
co
n
s
is
ten
tly
h
ig
h
lig
h
t
teac
h
er
tr
ain
in
g
a
n
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
as
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
p
o
s
itiv
e
attitu
d
es
to
war
d
I
E
[
3
4
]
–
[
3
7
]
,
o
u
r
f
in
d
in
g
s
a
d
d
n
o
v
el
ev
id
e
n
ce
f
r
o
m
Kaz
a
k
h
s
tan
,
wh
e
r
e
g
en
d
er
an
d
lim
ited
p
r
o
f
ess
io
n
al
p
r
ep
ar
atio
n
em
er
g
ed
as
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
.
T
h
is
e
x
ten
d
s
th
e
g
l
o
b
al
liter
a
tu
r
e
b
y
illu
s
tr
atin
g
h
o
w
s
o
cio
-
cu
ltu
r
al
an
d
i
n
s
titu
tio
n
al
co
n
tex
ts
u
n
iq
u
ely
s
h
a
p
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
in
cl
u
s
io
n
.
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
P
r
ed
icto
r
s
o
f te
a
ch
ers
’
r
ea
d
in
ess
fo
r
in
clu
s
ive
ed
u
ca
tio
n
in
K
a
z
a
kh
s
ta
n
(
Din
a
r
a
Osp
a
n
k
u
lo
va
)
593
B
ased
o
n
th
e
d
ata
co
llected
,
th
e
f
o
llo
win
g
r
ec
o
m
m
e
n
d
at
io
n
s
ca
n
b
e
m
ad
e
to
im
p
r
o
v
e
teac
h
er
tr
ain
in
g
an
d
s
u
p
p
o
r
t f
o
r
IE
i
n
Kaz
ak
h
s
tan
:
−
Stre
n
g
th
en
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
:
t
r
ain
in
g
p
r
o
g
r
am
s
f
o
r
teac
h
er
s
s
h
o
u
ld
b
e
e
x
p
an
d
e
d
an
d
d
esig
n
e
d
with
a
s
tr
o
n
g
em
p
h
asis
o
n
p
r
a
ctica
l
s
k
ills
f
o
r
wo
r
k
in
g
with
SW
D
.
Su
ch
tr
ain
in
g
s
h
o
u
ld
b
e
co
n
tin
u
o
u
s
an
d
ad
ap
ted
to
t
h
e
s
p
ec
if
ic
co
n
d
itio
n
s
o
f
s
ch
o
o
ls
.
−
Dev
elo
p
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
s
y
s
tem
s
:
e
d
u
ca
tio
n
al
lead
er
s
s
h
o
u
ld
cu
ltiv
ate
a
p
o
s
itiv
e
o
r
g
an
izatio
n
al
clim
ate,
en
s
u
r
e
ac
ce
s
s
to
ad
eq
u
ate
r
eso
u
r
ce
s
an
d
in
s
tr
u
ctio
n
al
m
ate
r
ials
,
an
d
es
tab
lis
h
in
ter
n
al
m
ec
h
an
is
m
s
f
o
r
c
o
n
s
u
ltatio
n
a
n
d
ex
p
er
ien
ce
s
h
ar
in
g
am
o
n
g
t
ea
ch
er
s
.
−
Pro
m
o
te
d
ir
ec
t
in
ter
ac
tio
n
wi
th
SW
D
:
p
o
s
itiv
e
ex
p
er
ien
ce
s
with
S
W
D
f
o
s
ter
m
o
r
e
f
av
o
r
ab
le
attitu
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es
to
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d
in
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s
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p
r
ac
tices.
I
n
itiativ
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th
at
in
cr
ea
s
e
o
p
p
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r
tu
n
ities
f
o
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s
u
ch
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ter
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ld
th
er
e
f
o
r
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b
e
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u
p
p
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ted
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id
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ap
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c
h
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ter
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itiv
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h
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s
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in
f
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r
m
th
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esig
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p
r
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d
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s
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th
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f
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im
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lu
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ac
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d
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ay
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te
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s
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ap
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t
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es.
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r
th
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m
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r
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in
co
r
p
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atin
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q
u
alitativ
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iews
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class
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ich
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d
er
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g
o
f
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s
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p
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s
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d
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co
n
tex
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al
n
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an
ce
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th
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t
f
u
lly
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p
tu
r
ed
b
y
s
u
r
v
ey
d
ata.
Fin
ally
,
f
u
tu
r
e
s
tu
d
ies
m
ig
h
t
ex
p
an
d
th
e
s
co
p
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n
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co
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p
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I
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.
15
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1
,
Feb
r
u
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r
y
20
2
6
:
587
-
596
594
DATA AV
AI
L
AB
I
L
I
T
Y
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h
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co
r
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esp
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[
AA]
,
m
ay
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b
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r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
C
h
a
k
r
a
b
o
r
t
y
,
S
.
Y
e
r
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m
i
l
l
i
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a
n
d
P
.
K
u
mar,
“
S
u
s
t
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l
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0
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2
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.
[
2
]
M
.
R
.
Li
b
r
e
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n
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n
d
B
.
K
.
M
u
l
v
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y
,
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e
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(
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(
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)
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[
3
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J.
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D
.
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e
n
,
Ru
ss
ia),
F
a
c
u
lt
y
o
f
De
fe
c
to
lo
g
y
,
sp
e
c
ialty
o
li
g
o
p
h
re
n
o
p
e
d
a
g
o
g
y
(1
9
8
4
),
c
a
n
d
i
d
a
te
o
f
P
e
d
a
g
o
g
ica
l
S
c
ien
c
e
s,
sp
e
c
ialty
1
3
.
0
0
.
0
3
–
t
h
e
o
ry
a
n
d
m
e
th
o
d
o
l
o
g
y
o
f
sp
e
c
ial
p
e
d
a
g
o
g
y
.
In
2
0
1
2
,
sh
e
p
a
rti
c
ip
a
ted
in
th
e
In
ter
n
a
ti
o
n
a
l
Visits
p
ro
jec
t
’
s
S
p
e
c
ial
E
d
u
c
a
ti
o
n
e
x
c
h
a
n
g
e
p
ro
g
ra
m
i
n
t
h
e
Un
it
e
d
S
tate
s
o
f
Am
e
rica
.
S
h
e
wa
s
a
wa
rd
e
d
a
Ce
rti
fica
te
o
f
Ho
n
o
r
fr
o
m
th
e
M
i
n
istry
o
f
E
d
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
o
f
t
h
e
Re
p
u
b
li
c
o
f
Ka
z
a
k
h
sta
n
(2
0
1
9
),
d
ip
lo
m
a
s
fro
m
RIP
K
S
O
a
n
d
JSC
N
CP
C
“
Orle
u
”
,
t
h
e
b
a
d
g
e
“
Y.
ALTYNSARIN
”
(2
0
1
5
),
th
e
b
a
d
g
e
“
UZDIK
UST
AZ
”
Ka
z
UPU
(2
0
2
3
).
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
Ak
m
a
ra
lrsa
ld
i
n
o
v
a
5
8
@
g
m
a
il
.
c
o
m
.
Aig
u
l
Ba
itu
r
sy
n
o
v
a
is
a
P
h
.
D.,
se
n
io
r
lec
tu
re
r
o
f
th
e
De
p
a
r
tme
n
t
o
f
S
p
e
c
ial
Ed
u
c
a
ti
o
n
Ab
a
i
Ka
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
i
v
e
rsity
.
I
n
2
0
1
0
,
s
h
e
d
e
fe
n
d
e
d
h
e
r
P
h
.
D
.
th
e
sis
“
Org
a
n
iza
ti
o
n
a
l
a
n
d
p
e
d
a
g
o
g
ica
l
c
o
n
d
it
i
o
n
s
f
o
r
i
n
c
lu
d
in
g
c
h
il
d
re
n
with
d
isa
b
il
it
ies
in
th
e
e
d
u
c
a
ti
o
n
a
l
p
r
o
c
e
ss
o
f
a
g
e
n
e
ra
l
e
d
u
c
a
ti
o
n
sc
h
o
o
l
”
-
(
c
o
rre
c
ti
o
n
a
l
p
e
d
a
g
o
g
y
:
o
li
g
o
p
h
re
n
o
p
e
d
a
g
o
g
y
,
d
e
a
f
p
e
d
a
g
o
g
y
,
t
y
p
h
lo
p
e
d
a
g
o
g
y
a
n
d
lo
g
o
p
e
d
ics
).
S
h
e
is
th
e
a
u
t
h
o
r
o
f
tex
tb
o
o
k
s
fo
r
sp
e
c
ial
sc
h
o
o
ls,
n
u
m
e
ro
u
s
a
rti
c
les
a
n
d
e
d
u
c
a
ti
o
n
a
l
a
n
d
m
e
th
o
d
o
lo
g
ica
l
m
a
n
u
a
ls
o
n
c
u
rre
n
t
issu
e
s
o
f
th
e
o
ry
a
n
d
p
ra
c
ti
c
e
o
f
e
d
u
c
a
ti
o
n
,
u
p
b
rin
g
i
n
g
,
c
o
rre
c
ti
o
n
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
c
h
il
d
re
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
ig
u
l.
b
a
it
u
rs
y
n
o
v
a
.
7
2
@
g
m
a
il
.
c
o
m
.
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