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g
,
m
ar
g
i
n
alize
d
iv
er
s
e
lear
n
er
s
,
an
d
p
r
o
m
o
te
a
cu
ltu
r
e
o
f
h
ig
h
-
s
tak
es
a
n
x
ie
ty
an
d
s
u
p
e
r
f
icial
ac
h
iev
em
en
t.
Ass
es
s
m
en
t,
b
y
d
ef
in
itio
n
,
s
h
o
u
ld
b
e
a
to
o
l
to
s
u
p
p
o
r
t
l
ea
r
n
in
g
,
p
r
o
v
id
e
f
ee
d
b
ac
k
,
a
n
d
in
f
o
r
m
in
s
tr
u
ctio
n
[
4
]
.
I
t
s
h
o
u
ld
o
f
f
er
in
s
ig
h
ts
in
to
s
tu
d
en
t
u
n
d
er
s
tan
d
in
g
,
s
k
ill
d
ev
elo
p
m
e
n
t,
an
d
ed
u
ca
tio
n
al
p
r
o
g
r
ess
.
Ho
wev
er
,
in
m
a
n
y
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
wo
r
ld
wid
e,
ass
ess
m
en
t
h
as
b
ec
o
m
e
an
in
s
tr
u
m
en
t
o
f
ju
d
g
m
en
t
r
at
h
er
th
an
a
to
o
l
f
o
r
g
r
o
wth
.
T
h
e
em
p
h
asis
o
n
s
co
r
es,
r
an
k
s
,
an
d
test
p
er
f
o
r
m
a
n
ce
h
as
o
v
er
s
h
ad
o
we
d
th
e
n
ee
d
f
o
r
m
ea
n
in
g
f
u
l
f
ee
d
b
ac
k
,
cr
itical
th
in
k
in
g
,
a
n
d
cr
ea
tiv
ity
[
5
]
.
I
n
s
u
ch
s
y
s
tem
s
,
teac
h
in
g
is
o
f
te
n
r
e
d
u
ce
d
to
‘
teac
h
in
g
to
th
e
test
’
,
a
n
d
s
tu
d
en
ts
ar
e
tr
ain
ed
to
p
er
f
o
r
m
r
a
th
er
th
an
to
lear
n
.
T
h
is
s
h
if
t
f
r
o
m
lear
n
in
g
-
o
r
i
en
ted
ass
ess
m
en
t
to
p
er
f
o
r
m
an
ce
-
b
ased
ev
al
u
atio
n
r
ef
l
ec
ts
a
f
u
n
d
am
en
tal
m
is
alig
n
m
en
t b
etwe
en
ed
u
ca
tio
n
al
g
o
als an
d
ass
ess
m
en
t p
r
ac
tices [
6
]
.
T
h
e
co
n
tin
u
ed
u
s
e
o
f
i
n
ef
f
ec
t
iv
e
ass
ess
m
en
ts
i
s
n
o
t
m
er
ely
a
p
ed
a
g
o
g
ical
is
s
u
e
b
u
t
a
cu
ltu
r
al
an
d
s
tr
u
ctu
r
al
p
r
o
b
lem
.
Stan
d
ar
d
ized
test
in
g
,
f
o
r
ex
am
p
le,
was
in
itially
in
tr
o
d
u
ce
d
to
en
s
u
r
e
eq
u
ity
an
d
ac
co
u
n
tab
ilit
y
.
Ho
wev
er
,
d
ec
ad
es
o
f
u
s
e
h
av
e
r
ev
ea
led
its
lim
itatio
n
s
.
T
h
ese
test
s
o
f
ten
f
ail
to
ca
p
tu
r
e
co
m
p
lex
co
g
n
itiv
e
ab
ilit
ies,
i
g
n
o
r
e
s
o
cio
-
ec
o
n
o
m
ic
d
is
p
ar
it
ies,
an
d
d
is
p
r
o
p
o
r
tio
n
ately
d
is
ad
v
an
tag
e
s
tu
d
en
ts
f
r
o
m
m
ar
g
i
n
alize
d
c
o
m
m
u
n
ities
[
7
]
;
n
ev
er
th
eless
,
th
e
y
p
er
s
is
t.
Po
licy
m
ak
er
s
,
ed
u
ca
to
r
s
,
an
d
in
s
titu
tio
n
s
o
f
ten
ju
s
tify
th
eir
u
s
e
with
a
p
p
ea
ls
to
tr
a
d
itio
n
,
s
im
p
licit
y
,
an
d
s
ca
lab
ilit
y
,
wh
ile
ig
n
o
r
in
g
t
h
e
wea
lth
o
f
r
esear
ch
h
ig
h
lig
h
tin
g
th
ei
r
s
h
o
r
tco
m
in
g
s
.
L
ik
e
m
u
ltip
le
-
ch
o
ice
test
s
an
d
tr
ad
itio
n
al
ex
am
s
,
th
ese
ass
ess
m
en
t
p
r
ac
tices
co
n
tin
u
e
to
d
o
m
in
ate
d
esp
ite
cr
iticis
m
f
o
r
p
r
o
m
o
ti
n
g
s
u
r
f
ac
e
-
lev
el
lea
r
n
in
g
[
8
]
.
T
h
ese
f
o
r
m
ats
en
c
o
u
r
a
g
e
s
t
u
d
en
ts
to
m
em
o
r
ize
f
ac
ts
an
d
s
elec
t
th
e
co
r
r
ec
t
o
p
tio
n
r
ath
er
th
an
en
g
a
g
e
in
h
ig
h
er
-
o
r
d
er
th
i
n
k
in
g
o
r
p
r
o
b
lem
-
s
o
lv
in
g
.
Alth
o
u
g
h
ea
s
ier
to
ad
m
in
is
ter
an
d
g
r
ad
e,
th
ey
d
o
litt
le
to
r
ef
lect
a
s
tu
d
en
t
’
s
ac
cu
r
ate
u
n
d
e
r
s
tan
d
i
n
g
o
r
p
o
ten
tial
[
9
]
.
Ho
wev
er
,
th
ey
r
em
ai
n
th
e
d
ef
au
lt
m
eth
o
d
in
m
an
y
class
r
o
o
m
s
,
esp
ec
ially
in
h
ig
h
-
s
tak
es
en
v
ir
o
n
m
en
ts
s
u
ch
as n
atio
n
al
ex
am
s
an
d
u
n
iv
e
r
s
ity
en
tr
an
ce
test
s
.
Sev
er
al
f
ac
to
r
s
co
n
tr
ib
u
te
to
t
h
e
p
er
s
is
ten
ce
o
f
th
ese
o
u
td
at
ed
p
r
ac
tices.
First,
th
er
e
is
in
s
titu
tio
n
al
r
esis
tan
ce
to
ch
an
g
e.
E
d
u
ca
ti
o
n
al
s
y
s
tem
s
ar
e
co
m
p
le
x
an
d
s
lo
w
-
m
o
v
in
g
,
o
f
ten
g
o
v
er
n
ed
b
y
b
u
r
ea
u
cr
ac
ies
th
at
p
r
io
r
itize
s
tab
ilit
y
o
v
er
in
n
o
v
atio
n
.
C
h
an
g
in
g
ass
ess
m
en
t
p
r
ac
tices
r
eq
u
ir
es
s
y
s
tem
ic
s
h
if
ts
in
cu
r
r
icu
lu
m
d
esig
n
,
teac
h
er
tr
ai
n
in
g
,
p
o
li
cy
f
o
r
m
u
latio
n
,
a
n
d
r
eso
u
r
ce
allo
ca
tio
n
—
an
u
n
d
er
tak
in
g
m
an
y
s
y
s
tem
s
ar
e
ill
-
eq
u
ip
p
ed
o
r
u
n
willin
g
to
m
ak
e
[
1
0
]
.
Seco
n
d
,
t
h
er
e
is
a
d
ee
p
-
r
o
o
te
d
cu
ltu
r
e
o
f
tr
a
d
itio
n
in
e
d
u
ca
tio
n
[
1
1
]
.
Ma
n
y
ed
u
ca
to
r
s
,
h
a
v
in
g
g
o
n
e
th
r
o
u
g
h
tr
a
d
itio
n
al
ass
ess
m
en
t
s
y
s
tem
s
,
ar
e
in
clin
ed
to
r
ep
l
icate
f
am
iliar
m
eth
o
d
s
.
T
h
is
cu
ltu
r
al
co
n
tin
u
ity
,
wh
ile
co
m
f
o
r
ti
n
g
,
ca
n
b
e
d
etr
im
en
tal
wh
en
it
p
er
p
etu
ates
i
n
ef
f
ec
tiv
e
p
r
ac
tices.
Ad
d
itio
n
ally
,
th
e
f
ea
r
o
f
th
e
u
n
k
n
o
wn
,
u
n
ce
r
tain
ty
ab
o
u
t
n
ew
ass
es
s
m
en
t
m
eth
o
d
s
,
th
e
p
o
ten
tial
f
o
r
f
ailu
r
e,
o
r
a
lo
s
s
o
f
co
n
tr
o
l
d
is
co
u
r
ag
es
ex
p
e
r
im
en
tatio
n
an
d
ad
a
p
tatio
n
.
T
h
ir
d
,
ac
co
u
n
tab
ilit
y
p
r
ess
u
r
es
p
lay
a
s
ig
n
if
ican
t
r
o
le.
Go
v
er
n
m
e
n
ts
an
d
ed
u
ca
tio
n
a
l
au
th
o
r
ities
r
ely
o
n
s
tan
d
ar
d
ized
test
s
co
r
es
to
ev
alu
ate
s
ch
o
o
ls
,
allo
ca
te
f
u
n
d
in
g
,
an
d
d
eter
m
i
n
e
teac
h
er
ef
f
ec
tiv
en
ess
[
1
2
]
.
T
h
is
cr
ea
tes
a
h
ig
h
-
s
tak
es
en
v
ir
o
n
m
en
t
wh
er
e
test
p
er
f
o
r
m
an
ce
b
ec
o
m
es
th
e
p
r
i
m
ar
y
i
n
d
icato
r
o
f
s
u
cc
ess
,
p
r
o
m
p
tin
g
s
ch
o
o
ls
to
ad
o
p
t
p
r
ac
ti
ce
s
th
at
‘
wo
r
k
’
in
a
n
ar
r
o
wly
d
ef
in
ed
s
en
s
e,
ev
en
i
f
th
ey
ar
e
p
ed
a
g
o
g
ically
u
n
s
o
u
n
d
.
T
h
er
e
is
n
o
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
a
n
d
s
u
p
p
o
r
t
f
o
r
alter
n
ativ
e
ass
ess
m
en
t
p
r
ac
tices
[
1
3
]
.
W
h
ile
m
an
y
ed
u
ca
to
r
s
r
ec
o
g
n
ize
th
e
lim
itatio
n
s
o
f
tr
ad
itio
n
al
ass
es
s
m
en
ts
,
th
ey
m
ay
lack
t
h
e
tr
ain
in
g
,
to
o
ls
,
o
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t
to
im
p
lem
en
t
m
o
r
e
ef
f
ec
tiv
e
alter
n
ativ
es,
s
u
ch
as
p
r
o
ject
-
b
ased
lear
n
in
g
,
f
o
r
m
ativ
e
ass
es
s
m
en
ts
,
p
ee
r
e
v
alu
atio
n
s
,
an
d
r
e
f
lectiv
e
p
o
r
tf
o
lio
s
.
T
e
ac
h
er
s
m
ay
f
ee
l
u
n
e
q
u
ip
p
ed
t
o
m
o
v
e
awa
y
f
r
o
m
th
e
f
am
iliar
with
o
u
t a
d
eq
u
ate
p
r
o
f
ess
io
n
al
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
Desp
ite
th
ese
ch
allen
g
es,
a
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
an
d
p
r
ac
tical
ev
id
en
ce
s
u
p
p
o
r
ts
th
e
n
ee
d
f
o
r
ch
an
g
e.
E
d
u
ca
to
r
s
,
r
esear
ch
er
s
,
an
d
r
ef
o
r
m
er
s
wo
r
ld
wid
e
ar
e
ad
v
o
ca
tin
g
f
o
r
ass
ess
m
en
t
m
eth
o
d
s
th
at
ar
e
h
o
lis
tic,
in
clu
s
iv
e,
an
d
alig
n
ed
with
2
1
s
t
-
ce
n
tu
r
y
lear
n
i
n
g
o
b
jectiv
es
[
1
4
]
–
[
1
6
]
.
T
h
es
e
in
clu
d
e
f
o
r
m
ativ
e
ass
es
s
m
en
ts
th
at
g
u
id
e
in
s
tr
u
ctio
n
,
p
e
r
f
o
r
m
an
ce
-
b
ased
a
s
s
es
s
m
en
ts
th
at
s
im
u
late
r
ea
l
-
wo
r
ld
task
s
,
an
d
s
elf
-
ass
es
s
m
en
ts
th
at
f
o
s
ter
m
etac
o
g
n
itio
n
an
d
lear
n
er
au
to
n
o
m
y
.
Su
ch
m
eth
o
d
s
p
r
o
v
id
e
a
m
o
r
e
ac
cu
r
ate
p
ictu
r
e
o
f
s
tu
d
en
t le
ar
n
i
n
g
an
d
em
p
o
wer
s
tu
d
e
n
ts
to
tak
e
o
w
n
er
s
h
ip
o
f
th
eir
ed
u
ca
tio
n
.
Fu
r
th
er
m
o
r
e
,
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
ies
ar
e
o
f
f
e
r
in
g
n
ew
p
o
s
s
ib
ilit
ie
s
f
o
r
ass
e
s
s
m
en
t
[
1
7
]
.
Dig
ital
to
o
ls
ca
n
f
ac
ilit
ate
p
er
s
o
n
aliz
ed
ass
ess
m
en
ts
,
tr
ac
k
lear
n
in
g
p
r
o
g
r
ess
in
r
ea
l
tim
e,
an
d
p
r
o
v
id
e
im
m
ed
iate
f
ee
d
b
ac
k
.
Ad
ap
tiv
e
lear
n
i
n
g
p
latf
o
r
m
s
,
o
n
lin
e
s
im
u
latio
n
s
,
an
d
e
-
p
o
r
tf
o
lio
s
a
r
e
b
ei
n
g
u
s
ed
in
n
o
v
ativ
ely
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
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2
I
n
t
J
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v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
680
-
695
682
ass
es
s
a
b
r
o
ad
er
r
an
g
e
o
f
co
m
p
eten
cies.
Ho
wev
er
,
in
teg
r
ati
n
g
th
ese
tech
n
o
lo
g
ies
ef
f
ec
tiv
ely
r
eq
u
ir
es
ca
r
ef
u
l
p
lan
n
in
g
,
p
ed
a
g
o
g
ical
in
s
ig
h
t,
an
d
s
y
s
tem
ic
s
u
p
p
o
r
t.
T
h
is
ar
ticle
cr
itically
e
x
am
in
es
wh
y
in
e
f
f
ec
tiv
e
ass
ess
m
en
t
p
r
ac
tices
p
er
s
is
t
in
m
o
d
er
n
ed
u
ca
tio
n
s
y
s
tem
s
,
d
esp
ite
wid
esp
r
ea
d
r
ec
o
g
n
itio
n
o
f
th
eir
lim
itat
io
n
s
.
Dr
awin
g
o
n
th
e
Dea
d
Ho
r
s
e
T
h
eo
r
y
as
a
co
n
ce
p
t
u
al
len
s
,
it
e
x
p
lo
r
e
s
th
e
cu
ltu
r
al,
in
s
titu
tio
n
al,
an
d
s
tr
u
ctu
r
al
b
ar
r
ier
s
th
at
p
r
ev
en
t
m
ea
n
in
g
f
u
l
ch
an
g
e.
I
t
also
h
i
g
h
lig
h
ts
s
u
cc
ess
f
u
l
ex
am
p
les
o
f
in
n
o
v
ativ
e
ass
es
s
m
en
t
p
r
ac
tices
an
d
o
f
f
e
r
s
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
m
o
v
in
g
b
ey
o
n
d
th
e
“
d
ea
d
h
o
r
s
e
”
o
f
tr
ad
itio
n
al
ev
al
u
atio
n
.
Ultim
ately
,
th
is
in
q
u
ir
y
s
ee
k
s
to
co
n
tr
ib
u
te
to
a
m
o
r
e
r
ef
lectiv
e
an
d
p
r
o
g
r
ess
iv
e
d
is
co
u
r
s
e
o
n
ass
ess
m
en
t
in
ed
u
ca
tio
n
,
p
r
io
r
itizin
g
lear
n
in
g
o
v
er
leg
ac
y
an
d
im
p
a
ct
o
v
er
in
e
r
tia.
2.
L
ITE
R
A
T
U
R
E
R
E
V
IEW
Ass
es
s
m
en
t
h
as
lo
n
g
b
ee
n
th
e
b
ac
k
b
o
n
e
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
,
g
u
id
in
g
in
s
tr
u
ctio
n
,
in
f
o
r
m
i
n
g
p
o
licy
,
a
n
d
ev
alu
atin
g
s
tu
d
e
n
t
p
r
o
g
r
ess
.
His
to
r
ically
,
s
tan
d
ar
d
ized
test
in
g
was
i
n
tr
o
d
u
ce
d
in
th
e
ea
r
ly
2
0
th
ce
n
tu
r
y
to
p
r
o
m
o
te
o
b
jectiv
ity
an
d
co
m
p
a
r
ab
ilit
y
in
m
ea
s
u
r
in
g
s
tu
d
en
t
ac
h
ie
v
em
en
t
[
1
8
]
,
[
1
9
]
.
Or
ig
in
ally
in
ten
d
e
d
to
clo
s
e
lear
n
in
g
g
a
p
s
an
d
s
u
p
p
o
r
t
eq
u
ity
,
th
ese
ass
ess
m
en
ts
h
av
e
s
in
ce
ev
o
lv
ed
in
to
h
ig
h
-
s
tak
es
to
o
ls
th
at
s
ig
n
if
ic
an
tly
in
f
lu
e
n
ce
c
u
r
r
icu
lu
m
,
in
s
tr
u
ctio
n
,
an
d
ed
u
ca
tio
n
al
p
o
li
cy
[
2
0
]
,
[
2
1
]
.
O
v
er
tim
e,
cr
itics
h
av
e
ar
g
u
e
d
th
at
t
h
ese
test
s
h
av
e
d
ev
iated
f
r
o
m
th
eir
in
ten
d
ed
p
u
r
p
o
s
e,
o
f
ten
r
ed
u
cin
g
lear
n
in
g
t
o
a
n
ar
r
o
w
r
an
g
e
o
f
s
k
ills
an
d
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
co
m
p
lian
ce
an
d
p
e
r
f
o
r
m
an
ce
r
ath
er
th
an
g
en
u
in
e
u
n
d
er
s
tan
d
i
n
g
[
2
2
]
,
[
2
3
]
.
A
k
ey
cr
itiq
u
e
o
f
s
tan
d
ar
d
ize
d
test
in
g
lies
in
its
l
im
ited
ab
ilit
y
to
ass
e
s
s
a
b
r
o
ad
r
an
g
e
o
f
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
ab
ilit
ies.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
d
o
cu
m
en
ted
th
at
s
tan
d
ar
d
ized
test
s
p
r
im
ar
ily
m
ea
s
u
r
e
lo
wer
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
,
s
u
ch
as
r
ec
all
an
d
r
ec
o
g
n
itio
n
,
an
d
ar
e
ill
-
s
u
ited
f
o
r
ev
alu
ati
n
g
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
co
llab
o
r
ativ
e
c
o
m
p
eten
cies
[
2
4
]
,
[
2
5
]
.
Mo
r
e
o
v
er
,
t
h
ese
ass
ess
m
en
ts
o
f
ten
co
n
tain
cu
ltu
r
al
an
d
lin
g
u
is
tic
b
iases
th
at
d
is
ad
v
a
n
tag
e
s
tu
d
en
ts
f
r
o
m
m
i
n
o
r
ity
,
lo
w
-
in
co
m
e,
o
r
m
u
ltil
in
g
u
al
b
ac
k
g
r
o
u
n
d
s
[
2
6
]
.
T
h
e
r
esu
ltin
g
ac
h
iev
em
e
n
t
g
a
p
s
ar
e
f
r
eq
u
en
tly
m
is
in
ter
p
r
et
ed
as
d
ef
icien
cies
in
s
tu
d
en
t
ab
ilit
y
r
ath
er
th
an
s
y
s
tem
ic
in
eq
u
ities
in
h
er
en
t in
ass
es
s
m
en
t d
esig
n
[
2
7
]
,
[
2
8
]
.
E
q
u
ally
co
n
ce
r
n
in
g
is
th
e
ef
f
ec
t
o
f
tr
ad
itio
n
al
ass
ess
m
en
ts
o
n
teac
h
in
g
p
r
ac
tices.
T
h
e
“
t
ea
ch
in
g
to
th
e
test
”
p
h
en
o
m
en
o
n
h
as
b
ec
o
m
e
a
wid
esp
r
ea
d
co
n
s
eq
u
en
ce
o
f
h
ig
h
-
s
tak
es
test
in
g
r
e
g
i
m
es,
p
ar
ticu
lar
ly
i
n
co
u
n
tr
ies
s
u
ch
as
th
e
Un
ited
States
,
th
e
Un
ited
Kin
g
d
o
m
,
an
d
C
h
in
a
[
2
9
]
,
[
3
0
]
.
Un
d
er
p
r
ess
u
r
e
to
b
o
o
s
t
test
s
co
r
es,
teac
h
er
s
o
f
ten
n
ar
r
o
w
th
eir
in
s
tr
u
ctio
n
t
o
f
o
c
u
s
s
o
lely
o
n
test
ed
co
n
ten
t
an
d
f
o
r
m
ats,
m
ar
g
in
alizin
g
non
-
test
ed
s
u
b
jects
s
u
ch
as
t
h
e
ar
ts
,
s
o
cial
s
tu
d
ies,
an
d
p
h
y
s
ical
ed
u
ca
tio
n
[
3
1
]
.
T
h
is
en
v
ir
o
n
m
en
t
lim
its
s
tu
d
en
ts
’
ex
p
o
s
u
r
e
to
a
we
ll
-
r
o
u
n
d
ed
e
d
u
ca
tio
n
an
d
co
n
tr
ib
u
tes
to
teac
h
er
b
u
r
n
o
u
t
an
d
p
r
o
f
ess
io
n
al
d
is
s
atis
f
ac
tio
n
[
3
2
]
.
T
h
e
im
p
licatio
n
s
o
f
th
ese
p
r
a
ctice
s
ex
ten
d
to
is
s
u
es
o
f
eq
u
ity
an
d
ac
ce
s
s
.
Hig
h
-
s
tak
es
as
s
ess
m
en
ts
ca
n
d
ee
p
en
d
is
p
ar
ities
b
y
d
is
p
r
o
p
o
r
tio
n
ately
af
f
ec
tin
g
s
tu
d
en
ts
f
r
o
m
u
n
d
er
-
r
eso
u
r
ce
d
s
c
h
o
o
ls
wh
o
m
ay
lack
ac
ce
s
s
to
p
r
ep
a
r
ato
r
y
m
ater
i
als
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
[
3
3
]
.
T
h
ese
ass
ess
m
en
ts
ca
n
also
p
r
o
d
u
ce
ad
v
er
s
e
p
s
y
ch
o
lo
g
ical
ef
f
ec
ts
,
in
clu
d
in
g
test
an
x
iety
,
lo
wer
e
d
s
elf
-
esteem
,
an
d
d
is
en
g
ag
em
en
t
f
r
o
m
s
ch
o
o
l,
p
ar
ticu
lar
ly
am
o
n
g
s
tu
d
en
ts
lab
elled
as
‘
lo
w
-
p
er
f
o
r
m
i
n
g
’
[
3
4
]
.
Usi
n
g
test
s
co
r
es
in
s
ch
o
o
l
f
u
n
d
i
n
g
an
d
teac
h
er
ev
alu
atio
n
s
ca
n
en
co
u
r
ag
e
u
n
eth
ical
p
r
ac
tices su
ch
as d
ata
m
an
ip
u
latio
n
o
r
ex
clu
d
i
n
g
lo
w
-
p
er
f
o
r
m
in
g
s
tu
d
en
ts
f
r
o
m
test
in
g
alto
g
et
h
er
[
3
5
]
.
I
n
co
n
t
r
ast
to
th
ese
tr
ad
itio
n
a
l
ap
p
r
o
ac
h
es,
alter
n
ativ
e
ass
ess
m
en
t
m
eth
o
d
s
h
av
e
g
ain
ed
in
cr
ea
s
in
g
s
u
p
p
o
r
t
in
r
ec
e
n
t
y
ea
r
s
.
Fo
r
m
ativ
e
ass
ess
m
en
t
s
in
v
o
lv
in
g
o
n
g
o
in
g
f
ee
d
b
ac
k
to
in
f
o
r
m
in
s
tr
u
ctio
n
an
d
lear
n
in
g
h
av
e
s
ig
n
i
f
ican
tly
im
p
r
o
v
e
d
s
tu
d
en
t
ac
h
iev
em
e
n
t
a
n
d
m
o
tiv
atio
n
[
3
6
]
.
R
ath
er
th
an
ju
d
g
in
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
with
a
f
in
al
s
co
r
e,
f
o
r
m
ativ
e
ass
ess
m
en
t
em
p
h
asizes
th
e
p
r
o
ce
s
s
o
f
le
ar
n
in
g
a
n
d
s
u
p
p
o
r
ts
a
g
r
o
wth
m
in
d
s
et
[
3
7
]
.
Per
f
o
r
m
an
ce
-
b
ased
ass
ess
m
en
ts
,
s
u
ch
as
p
r
o
jects,
p
o
r
tf
o
lio
s
,
an
d
p
r
esen
tatio
n
s
,
o
f
f
er
a
m
o
r
e
au
th
e
n
tic
ev
al
u
atio
n
o
f
s
tu
d
en
t
ab
ilit
ies
b
y
r
eq
u
ir
in
g
th
em
to
a
p
p
ly
k
n
o
wled
g
e
in
r
ea
l
-
wo
r
ld
c
o
n
tex
ts
[
3
8
]
.
T
h
ese
ass
es
s
m
en
ts
en
c
o
u
r
ag
e
h
i
g
h
er
-
o
r
d
e
r
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
in
ter
d
is
cip
lin
ar
y
lear
n
in
g
s
k
ills
in
cr
ea
s
in
g
ly
d
em
an
d
e
d
i
n
th
e
2
1
s
t
-
ce
n
tu
r
y
wo
r
k
f
o
r
ce
.
Mo
r
eo
v
er
,
cu
ltu
r
ally
r
esp
o
n
s
iv
e
a
s
s
es
s
m
en
t
p
r
ac
tices
h
av
e
b
ec
o
m
e
ess
en
tial
f
o
r
p
r
o
m
o
tin
g
ed
u
ca
tio
n
al
e
q
u
it
y
.
T
h
ese
p
r
ac
tices
co
n
s
id
er
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
v
alu
es,
an
d
ex
p
er
ien
ce
s
in
d
esig
n
in
g
an
d
in
te
r
p
r
etin
g
ass
ess
m
en
t
task
s
[
3
9
]
.
R
esear
ch
s
u
g
g
ests
th
at
cu
ltu
r
ally
r
elev
an
t
ass
ess
m
en
ts
ca
n
in
cr
ea
s
e
s
tu
d
en
t
en
g
ag
em
e
n
t,
v
alid
ate
id
en
tity
,
an
d
im
p
r
o
v
e
ac
ad
em
ic
o
u
tco
m
es,
p
ar
ticu
lar
ly
f
o
r
h
is
to
r
ically
m
ar
g
in
alize
d
p
o
p
u
latio
n
s
[
4
0
]
–
[
4
2
]
.
Desp
ite
g
r
o
win
g
ev
i
d
en
ce
s
u
p
p
o
r
tin
g
alter
n
ativ
e
ass
ess
m
en
t
m
eth
o
d
s
,
s
ev
er
al
b
ar
r
ier
s
h
in
d
er
wid
esp
r
ea
d
ad
o
p
tio
n
.
On
e
m
a
jo
r
o
b
s
tacle
is
th
e
p
o
licy
lan
d
s
ca
p
e,
wh
ich
o
f
ten
m
an
d
ates
s
tan
d
ar
d
ized
test
in
g
as
th
e
p
r
im
ar
y
m
ec
h
an
is
m
o
f
ac
co
u
n
tab
ilit
y
[
4
3
]
.
Ma
n
y
teac
h
er
s
lack
th
e
au
to
n
o
m
y
,
tim
e,
o
r
tr
ain
i
n
g
to
im
p
lem
en
t
m
o
r
e
s
tu
d
e
n
t
-
ce
n
ter
ed
ass
ess
m
en
ts
[
4
4
]
.
I
n
s
titu
tio
n
al
in
er
tia
an
d
f
ea
r
o
f
th
e
u
n
k
n
o
wn
f
u
r
th
er
c
o
n
tr
ib
u
te
to
th
e
p
e
r
s
is
ten
ce
o
f
o
u
td
ated
p
r
ac
tices,
ev
en
wh
en
t
h
ey
n
o
lo
n
g
er
s
er
v
e
p
ed
ag
o
g
ical
p
u
r
p
o
s
es [
4
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
B
ea
tin
g
a
d
ea
d
h
o
r
s
e
:
in
ve
s
tig
a
tin
g
th
e
c
o
n
tin
u
e
d
u
s
e
o
f in
ef
fective
…
(
Mo
h
a
mma
d
A
w
a
d
A
lAfn
a
n
)
683
Sev
er
al
th
eo
r
etica
l
f
r
am
ewo
r
k
s
s
u
p
p
o
r
t
th
e
s
h
if
t
to
war
d
m
o
r
e
ef
f
ec
tiv
e
an
d
in
clu
s
iv
e
ass
es
s
m
en
t
m
o
d
els.
C
o
n
s
tr
u
ctiv
is
t
th
e
o
r
y
,
f
o
r
in
s
tan
ce
,
em
p
h
asizes
lear
n
er
s
’
ac
tiv
e
e
n
g
ag
e
m
e
n
t
in
co
n
s
tr
u
ctin
g
k
n
o
wled
g
e
an
d
s
u
p
p
o
r
ts
f
o
r
m
ativ
e,
p
r
o
ce
s
s
-
o
r
ien
ted
ass
ess
m
en
ts
th
at
r
ef
lect
in
d
iv
id
u
al
lear
n
in
g
p
ath
s
[
4
6
]
.
Gar
d
n
er
’
s
th
eo
r
y
o
f
m
u
ltip
le
in
tellig
en
ce
s
also
ch
allen
g
es
th
e
n
ar
r
o
w
s
co
p
e
o
f
s
tan
d
ar
d
ized
ass
ess
m
en
ts
,
ar
g
u
in
g
f
o
r
a
b
r
o
a
d
er
ev
alu
ati
o
n
o
f
h
u
m
an
ca
p
ab
ilit
ies
[
4
7
]
.
Similar
ly
,
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
h
i
g
h
lig
h
ts
th
e
r
o
le
o
f
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
in
m
o
tiv
atio
n
,
s
u
g
g
esti
n
g
th
at
ass
es
s
m
en
ts
s
h
o
u
ld
em
p
o
wer
s
tu
d
en
ts
an
d
s
u
p
p
o
r
t
th
eir
p
s
y
ch
o
lo
g
ical
n
ee
d
s
[
4
8
]
.
E
m
p
ir
ical
r
esear
ch
s
u
p
p
o
r
ts
th
e
ef
f
icac
y
o
f
th
ese
alter
n
at
iv
e
ap
p
r
o
ac
h
es.
Fo
r
ex
a
m
p
le
,
s
ch
o
o
ls
in
teg
r
atin
g
p
o
r
tf
o
lio
ass
ess
m
en
ts
h
av
e
r
ep
o
r
ted
in
c
r
ea
s
ed
s
tu
d
en
t
a
g
en
cy
,
d
ee
p
er
r
ef
lectio
n
,
a
n
d
im
p
r
o
v
ed
lear
n
in
g
o
u
tco
m
es
[
4
9
]
.
L
ik
e
wis
e,
f
o
r
m
ativ
e
ass
ess
m
en
t
s
tr
ateg
ies
h
av
e
d
em
o
n
s
tr
ated
co
n
s
is
ten
t
g
ain
s
ac
r
o
s
s
g
r
ad
e
lev
els
an
d
s
u
b
ject
ar
ea
s
[
5
0
]
.
W
h
en
im
p
lem
en
ted
ef
f
ec
tiv
ely
,
cu
ltu
r
ally
r
esp
o
n
s
iv
e
ass
es
s
m
en
ts
h
av
e
b
ee
n
lin
k
ed
to
en
h
an
ce
d
class
r
o
o
m
p
ar
ticip
atio
n
an
d
ac
ad
e
m
ic
ac
h
iev
em
en
t,
p
ar
ticu
lar
l
y
am
o
n
g
I
n
d
ig
en
o
u
s
an
d
m
u
ltil
in
g
u
al
s
tu
d
en
ts
[
5
1
]
.
R
esear
ch
er
s
an
d
ed
u
ca
to
r
s
ad
v
o
ca
te
f
o
r
s
y
s
tem
ic
r
ef
o
r
m
s
to
m
o
v
e
b
e
y
o
n
d
in
ef
f
ec
tiv
e
a
s
s
es
s
m
en
t
m
o
d
els
[
5
2
]
.
T
h
ese
in
clu
d
e
p
o
licy
ch
a
n
g
es
th
at
s
u
p
p
o
r
t
d
i
v
er
s
e
f
o
r
m
s
o
f
ass
ess
m
en
t,
in
v
estme
n
t
in
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
g
r
e
ater
c
o
llab
o
r
atio
n
am
o
n
g
s
tak
eh
o
l
d
er
s
to
d
esig
n
ass
ess
m
en
ts
th
at
r
ef
lect
th
e
n
ee
d
s
o
f
2
1
s
t
-
ce
n
tu
r
y
lear
n
er
s
[
5
3
]
.
As
lo
n
g
as
ed
u
ca
tio
n
al
s
y
s
tem
s
co
n
tin
u
e
to
“
b
ea
t
th
e
d
ea
d
h
o
r
s
e
”
o
f
tr
ad
itio
n
al,
in
ef
f
ec
tiv
e
ass
ess
m
en
t,
m
ea
n
i
n
g
f
u
l
lear
n
in
g
w
ill
r
em
ain
co
n
s
tr
ain
e
d
b
y
o
u
td
ated
m
ea
s
u
r
es
o
f
s
u
cc
ess
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
s
a
q
u
alitat
iv
e,
m
u
lti
-
s
ite
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
to
in
v
esti
g
ate
th
e
p
er
s
is
ten
t
u
s
e
o
f
o
u
td
ated
ass
ess
m
en
t
p
r
ac
tices
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
e
in
v
esti
g
atio
n
is
f
r
am
ed
th
r
o
u
g
h
th
e
len
s
o
f
th
e
Dea
d
Ho
r
s
e
T
h
e
o
r
y
,
wh
ich
s
er
v
es
as
a
m
etap
h
o
r
f
o
r
h
o
w
s
y
s
tem
s
co
n
tin
u
e
in
e
f
f
ec
tiv
e
b
eh
av
i
o
r
s
d
esp
ite
ev
id
en
ce
o
f
th
eir
f
ailu
r
e.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
t
h
r
ee
n
at
io
n
al
co
n
tex
ts
:
Au
s
tr
alia
,
J
o
r
d
an
,
a
n
d
Ma
lay
s
ia
,
o
f
f
er
in
g
in
s
ig
h
ts
f
r
o
m
d
if
f
e
r
en
t e
d
u
ca
tio
n
al
s
y
s
tem
s
—
W
este
r
n
,
Mid
d
le
E
aster
n
,
an
d
So
u
th
ea
s
t A
s
ian
.
3
.
1
.
Resea
rc
h
des
ig
n
A
q
u
alitativ
e
ca
s
e
s
tu
d
y
d
esig
n
was
ca
r
ef
u
lly
ch
o
s
en
.
T
h
is
was
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
an
d
in
-
d
ep
th
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
in
s
titu
tio
n
al
cu
ltu
r
es
an
d
s
y
s
tem
ic
n
o
r
m
s
c
o
n
tr
ib
u
te
to
th
e
p
er
s
is
ten
ce
o
f
o
u
td
ated
ass
ess
m
en
t
p
r
ac
tices
with
in
ed
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
is
d
esig
n
is
p
ar
ticu
lar
ly
b
en
ef
icial
as
it
f
ac
ilit
ates
a
n
u
an
ce
d
ex
p
lo
r
ati
o
n
ac
r
o
s
s
th
r
ee
d
is
tin
ct
ed
u
ca
tio
n
al
co
n
tex
ts
,
th
er
eb
y
ca
p
tu
r
in
g
b
o
t
h
co
m
m
o
n
p
atter
n
s
th
at
m
ay
em
er
g
e
an
d
co
u
n
tr
y
-
s
p
ec
if
ic
d
y
n
am
ics
th
at
illu
s
tr
ate
th
e
u
n
iq
u
e
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
p
r
esen
t in
ea
c
h
l
o
ca
le.
T
o
en
s
u
r
e
a
r
ich
an
d
d
i
v
er
s
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
m
u
ltifa
ce
ted
is
s
u
es
at
p
lay
with
in
th
e
ed
u
ca
tio
n
s
ec
to
r
,
p
ar
ticip
an
ts
f
o
r
th
e
s
tu
d
y
wer
e
s
elec
ted
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
.
T
h
is
s
tr
ateg
ic
ap
p
r
o
ac
h
was
s
p
ec
if
ically
em
p
lo
y
ed
to
g
u
ar
an
tee
th
at
v
a
r
io
u
s
v
o
ices
an
d
p
er
s
p
ec
tiv
es
wer
e
r
ep
r
esen
ted
,
en
co
m
p
ass
in
g
k
ey
s
tak
eh
o
ld
er
s
wh
o
p
lay
v
ital
r
o
les
in
ed
u
ca
tio
n
.
C
o
n
s
eq
u
en
tly
,
a
d
i
v
er
s
e
g
r
o
u
p
o
f
ed
u
ca
to
r
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
an
d
p
o
licy
a
cto
r
s
,
all
d
ir
ec
tly
in
v
o
lv
e
d
in
th
e
d
esig
n
,
im
p
lem
e
n
tatio
n
,
o
r
r
e
f
o
r
m
o
f
ed
u
ca
tio
n
al
ass
ess
m
en
ts
,
wa
s
ca
r
ef
u
lly
in
v
ited
to
p
a
r
ticip
ate
in
th
e
s
tu
d
y
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
is
d
elib
er
ate
an
d
th
o
u
g
h
tf
u
l
s
elec
tio
n
p
r
o
ce
s
s
is
in
s
tr
u
m
en
tal
in
en
r
ich
in
g
th
e
d
ata
co
llected
,
r
esu
ltin
g
in
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
an
d
ac
cu
r
ate
o
v
er
all
s
tu
d
y
f
in
d
in
g
s
.
B
y
in
clu
d
in
g
s
u
ch
a
d
iv
e
r
s
e
g
r
o
u
p
o
f
p
ar
ticip
an
ts
,
th
e
r
esear
ch
ca
n
ca
p
tu
r
e
b
r
o
ad
e
r
in
s
ig
h
ts
r
eg
ar
d
in
g
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
ass
ess
m
en
t
p
r
ac
tices.
T
h
is
d
ep
th
o
f
u
n
d
er
s
tan
d
i
n
g
is
cr
itical,
as
it
en
ab
les
th
e
s
tu
d
y
to
r
e
f
lect
t
h
e
co
m
p
lex
ities
o
f
t
h
e
ed
u
ca
ti
o
n
al
lan
d
s
ca
p
e
an
d
th
e
d
iv
er
s
e
ex
p
er
ien
ce
s
an
d
v
iewp
o
in
ts
o
f
th
o
s
e
d
ir
ec
tly
en
g
ag
ed
in
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
.
T
h
e
f
in
d
in
g
s
f
r
o
m
th
is
r
esear
ch
ca
n
p
r
o
v
id
e
v
alu
ab
le
im
p
licatio
n
s
f
o
r
f
u
tu
r
e
p
o
licies
an
d
p
r
ac
tices
with
in
th
e
ed
u
ca
tio
n
s
y
s
tem
,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
th
e
co
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t
o
f
ass
ess
m
en
t
m
eth
o
d
s
an
d
th
eir
alig
n
m
en
t
with
ed
u
ca
tio
n
al
g
o
als.
T
ab
le
1
.
Par
ticip
an
t
d
em
o
g
r
ap
h
ics b
y
co
u
n
tr
y
N
a
t
i
o
n
a
l
i
t
y
Te
a
c
h
e
r
s
A
d
mi
n
i
s
t
r
a
t
o
r
s
F
a
c
u
l
t
y
P
o
l
i
c
y
a
n
a
l
y
st
s
To
t
a
l
A
u
st
r
a
l
i
a
5
2
2
1
10
Jo
r
d
a
n
6
2
1
1
10
M
a
l
a
y
si
a
4
1
2
3
10
To
t
a
l
15
5
5
5
30
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
:
680
-
695
684
T
h
e
p
ar
ticip
an
ts
in
v
o
lv
ed
in
th
e
s
tu
d
y
wer
e
ca
r
e
f
u
lly
s
ele
cted
to
en
co
m
p
ass
a
d
iv
er
s
e
r
an
g
e
o
f
p
u
b
lic
an
d
p
r
iv
ate
in
s
titu
tio
n
s
.
T
h
is
s
elec
tio
n
p
r
o
ce
s
s
in
v
o
lv
ed
in
d
iv
id
u
als
f
r
o
m
v
a
r
io
u
s
e
d
u
ca
tio
n
al
s
ettin
g
s
,
in
clu
d
in
g
p
r
im
ar
y
s
ch
o
o
ls
,
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
an
d
n
u
m
e
r
o
u
s
en
titi
es
w
ith
in
th
e
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
,
s
u
ch
as
co
m
m
u
n
ity
co
lleg
es,
u
n
iv
er
s
ities
,
an
d
v
o
ca
tio
n
al
tr
ain
in
g
ce
n
ter
s
.
B
y
in
co
r
p
o
r
atin
g
v
ar
io
u
s
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
th
e
s
tu
d
y
aim
ed
to
ca
p
tu
r
e
a
co
m
p
r
e
h
en
s
iv
e
r
ep
r
esen
tatio
n
o
f
p
er
s
p
ec
ti
v
es,
o
p
in
io
n
s
,
an
d
ex
p
er
ien
ce
s
,
en
r
ich
i
n
g
th
e
r
e
s
ea
r
ch
f
in
d
in
g
s
an
d
p
r
o
v
id
in
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
ac
ad
em
ic
lan
d
s
ca
p
e.
T
h
is
d
iv
er
s
ity
am
o
n
g
p
a
r
ticip
an
ts
en
h
an
ce
s
t
h
e
r
esear
c
h
’
s
v
a
lid
ity
an
d
en
s
u
r
es
t
h
at
a
wid
e
r
an
g
e
o
f
v
o
ices
ar
e
h
ea
r
d
an
d
r
e
p
r
esen
ted
in
t
h
e
s
tu
d
y
’
s
o
u
tco
m
es.
3
.
2
.
Da
t
a
c
o
llect
io
n m
et
ho
ds
I
n
th
e
r
esear
ch
p
r
o
ce
s
s
,
th
r
ee
d
is
tin
ct
q
u
alitativ
e
d
ata
co
llectio
n
s
tr
ateg
ies
wer
e
s
t
r
ateg
ically
em
p
lo
y
ed
to
en
h
a
n
ce
d
ata
tr
ian
g
u
latio
n
an
d
th
e
f
in
d
in
g
s
’
r
eliab
ilit
y
.
T
h
ese
s
tr
ateg
ies
in
clu
d
ed
in
-
d
e
p
th
in
ter
v
iews,
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
an
d
p
ar
ticip
an
t
o
b
s
er
v
atio
n
s
,
ea
ch
ch
o
s
en
f
o
r
its
u
n
iq
u
e
s
tr
en
g
th
s
i
n
ex
tr
ac
tin
g
d
etailed
a
n
d
co
n
te
x
tu
al
in
s
ig
h
ts
f
r
o
m
p
ar
ticip
a
n
ts
,
as
s
h
o
wn
in
T
ab
le
2
.
B
y
em
p
l
o
y
in
g
th
ese
d
iv
er
s
e
ap
p
r
o
ac
h
es,
th
e
s
tu
d
y
aim
ed
to
g
ath
er
co
m
p
r
eh
en
s
iv
e
in
s
ig
h
ts
an
d
co
r
r
o
b
o
r
ate
th
e
f
in
d
in
g
s
,
en
s
u
r
in
g
a
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
u
b
ject
m
atter
u
n
d
er
in
v
esti
g
atio
n
.
T
h
e
in
co
r
p
o
r
atio
n
o
f
v
ar
ied
q
u
alitativ
e
m
eth
o
d
s
n
o
t
o
n
ly
s
tr
en
g
th
en
s
th
e
v
alid
ity
o
f
th
e
r
esear
ch
b
u
t
also
p
r
o
v
id
es
a
r
ich
er
co
n
tex
t
f
o
r
an
aly
s
is
an
d
in
ter
p
r
etatio
n
.
T
h
is
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
is
p
ar
ticu
lar
ly
b
e
n
ef
icial
in
q
u
alitativ
e
r
esear
ch
,
as
it
en
ab
les
th
e
ex
p
lo
r
atio
n
o
f
co
m
p
lex
s
o
cial
p
h
e
n
o
m
en
a
an
d
ac
co
m
m
o
d
ates
p
ar
ticip
an
ts
’
d
iv
er
s
e
p
er
s
p
ec
tiv
es.
Ad
d
itio
n
ally
,
th
r
o
u
g
h
tr
ia
n
g
u
l
atio
n
,
th
e
r
esear
ch
er
s
co
u
ld
a
s
s
es
s
th
e
co
n
s
is
ten
cy
o
f
f
in
d
i
n
g
s
ac
r
o
s
s
d
if
f
e
r
en
t
m
eth
o
d
s
,
f
u
r
th
er
r
ein
f
o
r
cin
g
t
h
e
tr
u
s
two
r
th
in
ess
o
f
th
e
d
ata
co
llected
an
d
th
e
c
o
n
clu
s
io
n
s
d
r
awn
.
T
h
u
s
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
v
alu
ab
le
k
n
o
wled
g
e
to
th
e
f
ield
an
d
e
x
em
p
lifie
s
b
est
p
r
ac
tices
in
q
u
alitativ
e
r
esear
ch
d
esig
n
,
d
em
o
n
s
tr
atin
g
h
o
w
t
h
e
s
tr
ateg
ic
s
elec
tio
n
o
f
d
i
v
e
r
s
e
d
ata
co
llectio
n
tech
n
iq
u
e
s
ca
n
y
ield
a
m
o
r
e
r
o
b
u
s
t a
n
d
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
c
h
to
p
i
c.
In
-
p
er
s
o
n
d
ata
c
o
llectio
n
ef
f
o
r
ts
wer
e
d
ilig
en
tly
ca
r
r
ied
o
u
t
i
n
two
n
o
ta
b
ly
d
iv
e
r
s
e
co
u
n
t
r
ies,
J
o
r
d
an
an
d
Au
s
tr
alia.
T
h
is
s
tr
ateg
ic
c
h
o
ice
allo
wed
r
esear
ch
e
r
s
to
g
ath
er
f
ir
s
th
an
d
i
n
s
ig
h
ts
an
d
p
e
r
s
o
n
al
ex
p
er
ien
ce
s
f
r
o
m
p
ar
ticip
a
n
ts
in
th
ese
u
n
iq
u
e
lo
ca
tio
n
s
.
B
y
en
g
ag
in
g
d
ir
ec
tly
with
in
d
iv
id
u
als
in
th
eir
en
v
ir
o
n
m
en
ts
,
th
e
r
esear
ch
er
s
co
u
ld
f
o
s
ter
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
cu
ltu
r
al
an
d
co
n
te
x
tu
al
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es.
I
n
Ma
lay
s
ia,
a
m
o
r
e
i
n
n
o
v
ativ
e
h
y
b
r
id
ap
p
r
o
ac
h
was
im
p
lem
en
ted
,
s
k
illfu
lly
co
m
b
in
in
g
o
n
lin
e
an
d
in
-
p
er
s
o
n
d
ata
co
llectio
n
m
eth
o
d
s
.
T
h
is
d
u
al
s
tr
ateg
y
n
o
t
o
n
ly
f
ac
ilit
ated
a
b
r
o
a
d
er
r
ea
ch
b
u
t a
ls
o
p
r
o
v
id
e
d
en
h
an
ce
d
f
lex
ib
ilit
y
in
d
ata
co
llectio
n
.
I
t e
n
s
u
r
ed
th
at
p
ar
ticip
an
ts
co
u
ld
en
g
a
g
e
in
th
e
s
tu
d
y
th
r
o
u
g
h
t
h
eir
p
r
e
f
er
r
ed
m
ea
n
s
o
f
in
ter
ac
tio
n
,
wh
eth
er
th
ey
ch
o
s
e
to
p
ar
ticip
ate
f
ac
e
-
to
-
f
ac
e
o
r
d
ig
itally
.
T
h
is
in
clu
s
iv
ity
was
p
ar
ticu
lar
ly
b
en
ef
icial
in
ac
co
m
m
o
d
atin
g
v
ar
y
in
g
co
m
f
o
r
t
lev
els
an
d
ac
ce
s
s
ib
ilit
y
n
ee
d
s
,
u
ltima
tely
en
r
ich
in
g
th
e
d
ata
g
ath
er
ed
b
y
ca
p
tu
r
in
g
a
wid
e
r
r
an
g
e
o
f
p
er
s
p
ec
tiv
es a
n
d
ex
p
e
r
ien
ce
s
.
T
ab
le
2
.
Data
co
llectio
n
m
eth
o
d
s
M
e
t
h
o
d
P
u
r
p
o
se
S
e
mi
-
st
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
s
Ex
p
l
o
r
e
b
e
l
i
e
f
s,
a
t
t
i
t
u
d
e
s
,
a
n
d
n
a
r
r
a
t
i
v
e
s rel
a
t
e
d
t
o
a
ssessm
e
n
t
.
D
o
c
u
me
n
t
a
n
a
l
y
s
i
s
R
e
v
i
e
w
n
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
p
o
l
i
c
i
e
s,
c
u
r
r
i
c
u
l
u
m fr
a
mew
o
r
k
s,
a
n
d
r
e
p
o
r
t
s.
C
l
a
s
sr
o
o
m
o
b
serv
a
t
i
o
n
s
O
b
serv
e
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
a
ss
e
ss
men
t
s
t
r
a
t
e
g
i
e
s
i
n
r
e
a
l
-
t
i
me
c
o
n
t
e
x
t
s.
3
.
3
.
Da
t
a
a
na
ly
s
is
T
h
em
atic
an
aly
s
is
,
a
m
eth
o
d
f
o
r
an
al
y
zin
g
q
u
alitativ
e
d
ata,
was
co
n
d
u
cted
f
o
ll
o
win
g
th
e
co
m
p
r
eh
e
n
s
iv
e
s
ix
-
p
h
ase
m
o
d
el
p
r
o
p
o
s
ed
b
y
B
r
au
n
et
a
l
.
[
5
4
]
.
T
h
is
m
o
d
el
p
r
o
v
id
es
a
s
tr
u
ctu
r
ed
a
p
p
r
o
ac
h
t
o
en
s
u
r
e
a
th
o
r
o
u
g
h
an
aly
s
is
an
d
in
ter
p
r
etatio
n
o
f
th
e
q
u
alitativ
e
d
ata
co
llected
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
T
h
e
p
h
ases
in
v
o
l
v
ed
in
t
h
e
th
e
m
atic
an
aly
s
is
ar
e
as:
i)
Fam
iliar
izatio
n
with
th
e
d
ata:
th
e
f
ir
s
t
s
tep
in
v
o
lv
es
im
m
er
s
in
g
o
n
eself
in
th
e
co
llected
d
ata
to
g
ain
an
in
-
d
ep
th
u
n
d
e
r
s
tan
d
in
g
a
n
d
in
s
ig
h
t
in
to
its
d
iv
er
s
e
co
n
ten
t.
R
esear
ch
er
s
o
f
ten
r
ea
d
,
r
er
ea
d
,
an
d
n
o
te
an
y
in
itial
im
p
r
ess
io
n
s
d
u
r
in
g
th
i
s
p
h
ase,
en
s
u
r
i
n
g
t
h
ey
a
r
e
w
ell
-
ac
q
u
ain
ted
with
th
e
in
f
o
r
m
atio
n
b
e
f
o
r
e
p
r
o
ce
ed
in
g
to
t
h
e
n
ex
t
s
tag
e.
T
h
is
s
tep
n
o
t
o
n
l
y
aid
s
in
co
m
p
r
eh
en
d
in
g
t
h
e
b
r
ea
d
th
o
f
t
h
e
d
ata
b
u
t
also
h
elp
s
r
esear
ch
er
s
id
en
tify
p
o
te
n
tial a
r
ea
s
o
f
in
ter
est o
r
c
o
n
ce
r
n
th
at
m
ay
war
r
an
t
f
u
r
th
e
r
ex
p
lo
r
atio
n
.
ii)
Gen
er
atin
g
in
itial
co
d
es:
in
th
is
p
h
ase,
r
esear
ch
er
s
id
en
tify
an
d
lab
el
s
ig
n
if
ican
t
d
ata
th
at
s
ee
m
r
elev
an
t
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
is
co
d
in
g
p
r
o
ce
s
s
is
cr
u
cial
as
it
o
r
g
an
izes
th
e
d
ata
in
to
m
ea
n
in
g
f
u
l
s
eg
m
en
ts
,
allo
win
g
r
esear
ch
e
r
s
to
h
ig
h
lig
h
t
ess
en
tial
elem
en
ts
an
d
th
em
es.
R
esear
ch
er
s
ty
p
ically
u
s
e
in
d
u
ctiv
e
an
d
d
ed
u
ctiv
e
ap
p
r
o
ac
h
es
to
cr
ea
te
a
co
m
p
r
e
h
en
s
iv
e
s
et
o
f
co
d
es
alig
n
in
g
wit
h
th
e
r
esear
ch
o
b
jectiv
es.
T
h
e
in
itial
co
d
es
c
an
b
e
th
e
f
o
u
n
d
atio
n
al
b
u
ild
in
g
b
lo
c
k
s
f
o
r
th
e
s
u
b
s
eq
u
en
t
th
em
e
g
en
e
r
atio
n
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
B
ea
tin
g
a
d
ea
d
h
o
r
s
e
:
in
ve
s
tig
a
tin
g
th
e
c
o
n
tin
u
e
d
u
s
e
o
f in
ef
fective
…
(
Mo
h
a
mma
d
A
w
a
d
A
lAfn
a
n
)
685
iii)
Sear
ch
in
g
f
o
r
th
e
m
es:
th
e
n
ex
t
s
tep
is
to
id
en
tify
b
r
o
a
d
er
p
atter
n
s
o
r
th
em
es
with
in
th
e
g
en
er
ated
co
d
es
af
ter
co
d
in
g
th
e
d
ata.
R
esear
ch
er
s
ass
es
s
h
o
w
d
if
f
er
en
t
co
d
es
m
ay
co
m
b
in
e
to
f
o
r
m
o
v
er
ar
ch
in
g
th
em
es
an
d
b
eg
in
to
s
ee
co
n
n
ec
tio
n
s
b
etwe
en
v
ar
io
u
s
asp
ec
ts
o
f
th
e
d
ata.
Du
r
in
g
th
is
p
h
ase,
it
m
ay
b
e
b
en
ef
icial
f
o
r
th
e
r
esear
ch
team
to
en
g
a
g
e
in
d
is
cu
s
s
io
n
s
to
co
llect
iv
ely
an
aly
ze
th
e
co
n
n
ec
tio
n
s
an
d
i
m
p
licatio
n
s
o
f
th
e
co
d
es,
f
ac
ilit
atin
g
a
r
ich
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
em
e
r
g
in
g
th
em
es.
iv
)
R
ev
iewin
g
th
em
es:
o
n
ce
p
o
te
n
tial
th
em
es
ar
e
id
en
tifie
d
,
th
ey
ar
e
r
ev
iewe
d
ag
ain
s
t
th
e
d
ataset
to
en
s
u
r
e
th
ey
ac
cu
r
ately
r
ep
r
esen
t
th
e
d
ata.
T
h
is
p
h
ase
m
ay
in
v
o
l
v
e
r
ef
in
in
g
th
e
t
h
em
es
b
ased
o
n
ad
d
itio
n
al
in
s
ig
h
ts
g
ain
ed
f
r
o
m
f
u
r
th
er
e
x
am
in
atio
n
o
f
th
e
d
ata.
I
t
r
eq
u
ir
es
cr
itical
ev
alu
atio
n
to
d
et
er
m
in
e
wh
eth
e
r
th
e
th
em
es e
f
f
ec
tiv
ely
c
o
n
v
e
y
th
e
ess
en
ce
o
f
th
e
d
ata,
en
s
u
r
i
n
g
clar
ity
an
d
co
h
er
en
ce
i
n
th
eir
p
o
r
tr
a
y
al.
v)
Def
in
in
g
an
d
n
am
in
g
th
em
es:
in
th
is
p
h
ase,
r
esear
ch
er
s
ar
ti
cu
late
wh
at
ea
ch
th
em
e
r
e
p
r
e
s
en
ts
ab
o
u
t
th
e
r
esear
ch
q
u
esti
o
n
,
p
r
o
v
id
in
g
a
d
etailed
d
ef
in
itio
n
f
o
r
ea
ch
th
em
e
th
at
en
ca
p
s
u
lates
its
s
i
g
n
if
ican
ce
an
d
r
elev
an
ce
.
T
h
is
s
tep
also
in
v
o
lv
es
n
am
in
g
th
e
th
em
es
to
r
ef
lect
th
eir
co
r
e
m
ess
ag
e,
m
ak
in
g
th
e
m
ac
ce
s
s
ib
le
an
d
u
n
d
er
s
tan
d
ab
le
f
o
r
au
d
ien
ce
s
an
d
s
tak
eh
o
ld
er
s
.
v
i)
Pro
d
u
cin
g
t
h
e
f
in
al
r
e
p
o
r
t:
th
e
f
in
al
s
tag
e
in
v
o
lv
es
co
m
p
ilin
g
a
d
etailed
r
ep
o
r
t
th
at
co
n
v
e
y
s
th
e
f
in
d
in
g
s
o
f
th
e
th
em
atic
an
al
y
s
is
,
illu
s
t
r
atin
g
th
e
k
e
y
th
em
es
with
s
u
p
p
o
r
tin
g
ev
id
e
n
ce
f
r
o
m
th
e
d
a
ta.
T
h
is
r
ep
o
r
t
is
a
co
m
m
u
n
icatio
n
to
o
l
s
y
n
th
esizin
g
th
e
an
aly
s
is
p
r
o
ce
s
s
an
d
c
o
n
clu
s
io
n
s
,
p
r
o
v
i
d
in
g
co
m
p
r
eh
e
n
s
iv
e
in
s
ig
h
ts
s
u
p
p
o
r
ted
b
y
d
ata
-
d
r
i
v
en
ev
id
e
n
ce
.
NViv
o
s
o
f
twar
e
was
em
p
lo
y
ed
as
a
cr
itical
co
m
p
o
n
en
t
i
n
th
e
r
esear
ch
p
r
o
ce
s
s
to
f
a
cilitate
th
e
co
d
in
g
a
n
d
o
r
g
a
n
izatio
n
o
f
q
u
alitativ
e
d
ata.
T
h
is
in
n
o
v
ativ
e
to
o
l
s
ig
n
if
ican
tly
en
h
a
n
ce
s
th
e
ef
f
icien
cy
o
f
t
h
e
an
aly
s
is
p
r
o
ce
s
s
,
en
ab
lin
g
r
es
ea
r
ch
er
s
to
s
y
s
tem
atica
lly
ap
p
r
o
ac
h
s
ig
n
if
ica
n
t
v
o
l
u
m
es
o
f
d
ata
with
ea
s
e
an
d
p
r
ec
is
io
n
.
B
y
en
ab
lin
g
in
t
u
itiv
e
m
an
a
g
em
en
t
an
d
q
u
ick
r
etr
iev
al
o
f
in
f
o
r
m
atio
n
,
NVi
v
o
s
tr
ea
m
lin
es
th
e
wo
r
k
f
lo
w
a
n
d
s
u
p
p
o
r
ts
th
e
r
i
g
o
r
o
u
s
n
atu
r
e
o
f
th
e
m
atic
an
a
ly
s
is
.
R
esear
ch
er
s
ca
n
ca
teg
o
r
ize
an
d
s
y
n
th
esize
d
iv
er
s
e
d
ata
ty
p
es,
f
o
s
ter
in
g
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
t
h
em
e
s
an
d
p
atter
n
s
t
h
at
em
er
g
e
f
r
o
m
th
e
r
esear
ch
,
u
ltima
tely
lead
in
g
to
m
o
r
e
r
o
b
u
s
t f
in
d
in
g
s
an
d
in
s
ig
h
ts
.
T
h
em
atic
an
aly
s
is
was
f
ir
s
t
ap
p
lied
with
in
ea
ch
co
u
n
tr
y
to
id
en
tif
y
u
n
iq
u
e
th
em
es.
T
h
is
in
itial
an
aly
s
is
p
h
ase
allo
wed
r
esear
ch
er
s
to
d
ev
elo
p
a
r
ich
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
in
d
i
v
id
u
al
cu
l
tu
r
al
co
n
tex
ts
an
d
v
ar
iatio
n
s
p
r
esen
t
with
in
ea
ch
d
ataset.
Su
b
s
eq
u
en
tly
,
a
co
m
p
ar
ativ
e
s
tu
d
y
ac
r
o
s
s
co
u
n
tr
ie
s
was
co
n
d
u
cted
to
u
n
co
v
e
r
s
h
ar
ed
th
em
es
an
d
d
i
f
f
er
in
g
p
e
r
s
p
ec
tiv
es.
T
h
is
two
-
s
tep
ap
p
r
o
ac
h
h
i
g
h
lig
h
ts
th
e
in
d
iv
id
u
al
cu
ltu
r
al
co
n
tex
ts
.
I
t
em
p
h
asizes
th
e
b
r
o
ad
er
p
atter
n
s
th
at
em
er
g
e
d
u
r
in
g
cr
o
s
s
-
co
u
n
tr
y
c
o
m
p
ar
is
o
n
s
,
o
f
f
er
in
g
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
r
esear
ch
q
u
es
tio
n
s
an
d
co
n
tr
ib
u
tin
g
to
a
m
o
r
e
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
o
v
er
all
f
in
d
in
g
s
.
3
.
4
.
E
m
er
g
ent
t
hem
es
3
.
4
.
1
.
P
o
licy
rig
idi
t
y
a
nd
a
dm
ini
s
t
ra
t
iv
e
o
v
er
l
o
a
d
R
esp
o
n
d
en
ts
f
r
o
m
Au
s
tr
alia
h
i
g
h
lig
h
ted
th
e
ch
allen
g
es
o
f
s
tan
d
ar
d
ized
test
in
g
m
an
d
ates,
n
o
tab
ly
th
e
Natio
n
al
Ass
e
s
s
m
en
t
Pro
g
r
am
–
L
iter
ac
y
an
d
Nu
m
er
ac
y
(
NAPL
AN)
.
T
h
is
s
y
s
tem
o
f
ten
im
p
o
s
es
r
ig
id
s
tr
u
ctu
r
es
o
n
ed
u
ca
tio
n
al
p
r
a
ctice
s
,
lead
in
g
to
co
n
ce
r
n
s
a
b
o
u
t
th
e
ad
m
i
n
is
tr
ativ
e
b
u
r
d
en
o
n
teac
h
er
s
a
n
d
s
ch
o
o
ls
.
I
n
co
n
tr
ast,
ed
u
ca
t
o
r
s
f
r
o
m
J
o
r
d
an
an
d
Ma
lay
s
ia
d
is
cu
s
s
ed
th
e
im
p
licati
o
n
s
o
f
ce
n
tr
alize
d
ex
am
in
atio
n
s
y
s
tem
s
,
wh
ich
ar
e
o
f
ten
ac
c
o
m
p
a
n
ied
b
y
to
p
-
d
o
wn
d
ir
ec
tiv
es
th
at
l
im
it
f
lex
ib
ilit
y
in
ad
m
in
is
ter
in
g
an
d
d
ev
elo
p
in
g
ass
es
s
m
en
ts
.
T
h
is
h
ig
h
lig
h
ts
a
b
r
o
ad
e
r
ed
u
ca
tio
n
al
p
o
licy
i
s
s
u
e
th
at
ca
n
s
tifle
in
n
o
v
atio
n
an
d
r
esp
o
n
s
iv
en
ess
to
lo
ca
l c
o
n
te
x
t.
3
.
4
.
2
.
Cultura
l
perc
ept
io
ns
o
f
a
s
s
ess
m
ent
T
h
e
cu
ltu
r
al
co
n
tex
t
in
wh
ich
ass
es
s
m
en
ts
ar
e
v
iewe
d
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
ed
u
ca
tio
n
al
p
r
io
r
ities
in
v
ar
io
u
s
co
u
n
tr
ies.
I
n
Au
s
tr
alia,
s
ch
o
o
ls
ar
e
u
n
d
er
c
o
n
s
id
er
ab
le
co
m
m
u
n
ity
p
r
ess
u
r
e
to
im
p
r
o
v
e
th
eir
r
an
k
in
g
s
,
wh
ich
ca
n
lead
t
o
a
n
ar
r
o
w
f
o
c
u
s
o
n
h
i
g
h
-
s
ta
k
es
test
in
g
r
esu
lts
.
Me
an
wh
i
le,
in
J
o
r
d
an
an
d
Ma
lay
s
ia,
th
e
s
o
cieta
l
p
er
ce
p
t
io
n
o
f
ed
u
ca
tio
n
is
in
tr
icate
ly
lin
k
ed
to
th
e
s
tatu
s
co
n
f
er
r
ed
b
y
g
r
ad
es.
I
n
th
ese
co
u
n
tr
ies,
ac
ad
em
ic
ac
h
iev
em
en
t
is
o
f
ten
r
eg
ar
d
ed
as
a
m
e
asu
r
e
o
f
p
er
s
o
n
al
an
d
f
am
ily
p
r
esti
g
e,
wh
ich
ca
n
r
esu
lt in
an
in
ten
s
e
f
o
cu
s
o
n
e
x
am
in
atio
n
s
an
d
o
u
tco
m
es.
3
.
4
.
3
.
P
ro
f
ess
io
na
l
dev
elo
pm
ent
g
a
ps
A
cr
o
s
s
all
th
r
ee
c
o
u
n
tr
ies,
ed
u
ca
to
r
s
ex
p
r
ess
ed
f
r
u
s
tr
atio
n
r
e
g
ar
d
in
g
th
e
lim
ited
s
co
p
e
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
M
an
y
teac
h
e
r
s
r
ep
o
r
ted
f
ee
lin
g
ill
-
eq
u
ip
p
ed
to
d
esig
n
a
n
d
im
p
lem
en
t
alter
n
ativ
e
ass
es
s
m
en
ts
th
at
b
etter
s
er
v
e
s
tu
d
en
ts
’
d
iv
er
s
e
n
ee
d
s
an
d
le
ar
n
in
g
s
ty
les.
T
h
is
g
ap
in
tr
ai
n
in
g
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
m
o
r
e
co
m
p
r
eh
en
s
iv
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
th
at
f
o
cu
s
o
n
in
n
o
v
ativ
e
ass
ess
m
en
t
s
tr
ateg
ies an
d
alig
n
with
cu
r
r
e
n
t e
d
u
ca
tio
n
al
tr
en
d
s
an
d
d
em
an
d
s
.
3
.
5
.
Use o
f
Dea
d H
o
rse
T
heo
ry
T
h
e
Dea
d
Ho
r
s
e
T
h
eo
r
y
p
r
o
v
id
es
a
co
m
p
ellin
g
f
r
am
ew
o
r
k
f
o
r
an
aly
zin
g
ce
r
tain
in
s
titu
tio
n
al
b
eh
av
io
r
s
a
n
d
p
r
ac
tices.
I
t c
ateg
o
r
izes th
ese
b
eh
av
i
o
r
s
in
to
t
h
r
ee
s
p
ec
if
ic
ap
p
r
o
ac
h
es:
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
:
680
-
695
686
−
C
h
an
g
in
g
th
e
r
id
er
:
t
h
is
ap
p
r
o
ac
h
in
v
o
lv
es
alter
in
g
th
e
lead
er
s
h
ip
with
in
an
i
n
s
titu
tio
n
w
h
ile
m
ain
tain
in
g
th
e
u
n
d
er
ly
i
n
g
s
tr
u
ctu
r
e.
T
h
is
ca
n
o
f
ten
lead
to
a
cy
cle
o
f
o
ld
p
r
o
b
lem
s
,
as
th
e
n
ew
lea
d
er
s
h
ip
m
ay
n
o
t
ad
d
r
ess
th
e
r
o
o
t
ca
u
s
es o
f
in
ef
f
icien
cies.
−
B
ea
tin
g
h
ar
d
e
r
:
th
is
b
e
h
av
io
r
in
d
icate
s
a
ten
d
en
c
y
to
p
e
r
s
is
t
with
o
u
td
ated
m
eth
o
d
s
,
e
v
en
wh
e
n
clea
r
ev
id
en
ce
d
em
o
n
s
tr
ates
th
at
th
ese
s
tr
ateg
ies
ar
e
in
ef
f
ec
tiv
e
.
Desp
ite
m
o
u
n
tin
g
ev
i
d
en
ce
,
in
s
titu
tio
n
s
m
ay
r
esis
t c
h
an
g
e,
b
eliev
in
g
th
at
in
cr
ea
s
ed
ef
f
o
r
t
o
r
p
er
s
is
ten
ce
will y
ield
b
etter
o
u
tc
o
m
es.
−
B
u
y
in
g
a
s
tr
o
n
g
er
wh
ip
:
th
e
in
s
titu
tio
n
in
v
ests
in
h
i
g
h
-
s
tak
es
ass
es
s
m
en
ts
o
r
to
o
ls
to
im
p
r
o
v
e
p
er
f
o
r
m
an
ce
with
o
u
t
ad
d
r
ess
in
g
th
e
co
r
e
is
s
u
es
th
at
h
in
d
er
s
u
cc
ess
.
T
h
is
n
o
tio
n
r
ef
lects
a
m
is
co
n
ce
p
tio
n
th
at
th
r
o
win
g
r
eso
u
r
ce
s
at
th
e
p
r
o
b
lem
ca
n
r
ec
tify
f
u
n
d
am
en
tal
f
laws in
p
r
o
ce
s
s
es o
r
s
y
s
tem
s
.
T
h
e
Dea
d
Ho
r
s
e
T
h
e
o
r
y
,
u
lt
im
ately
,
s
er
v
es
as
a
cr
itical
r
em
in
d
er
o
f
th
e
n
ee
d
to
r
ec
o
g
n
ize
an
d
ac
tiv
ely
r
ea
s
s
ess
lo
n
g
-
s
tan
d
in
g
b
eh
av
io
r
s
an
d
p
r
ac
tices
with
in
v
ar
io
u
s
in
s
titu
tio
n
s
.
T
h
is
th
eo
r
y
h
ig
h
lig
h
ts
h
o
w
d
ee
p
ly
in
g
r
ai
n
ed
h
ab
its
ca
n
h
in
d
er
p
r
o
g
r
ess
an
d
ad
ap
ta
tio
n
in
a
r
ap
id
ly
ch
an
g
in
g
wo
r
ld
.
B
y
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t
th
at
en
co
u
r
ag
es
r
ef
lectio
n
o
n
th
ese
en
tr
e
n
ch
ed
b
eh
a
v
io
r
s
,
i
n
s
titu
tio
n
s
ca
n
p
av
e
th
e
way
f
o
r
m
ea
n
in
g
f
u
l
r
ef
o
r
m
an
d
tr
an
s
f
o
r
m
atio
n
.
T
h
e
p
r
o
ce
s
s
in
v
o
lv
es
q
u
esti
o
n
in
g
tr
ad
itio
n
al
m
e
th
o
d
s
,
co
n
s
id
er
i
n
g
alter
n
ativ
e
ap
p
r
o
ac
h
es,
a
n
d
b
e
in
g
o
p
e
n
to
ch
an
g
e
to
e
n
s
u
r
e
t
h
at
o
r
g
a
n
izatio
n
al
p
r
ac
tices
r
em
ain
r
elev
an
t
an
d
ef
f
ec
tiv
e
in
ac
h
ie
v
in
g
th
ei
r
g
o
als.
3
.
6
.
E
t
hica
l c
o
ns
idera
t
io
ns
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
e
d
th
o
r
o
u
g
h
l
y
f
r
o
m
ea
ch
p
a
r
ticip
atin
g
co
u
n
t
r
y
’
s
r
elev
an
t
u
n
iv
er
s
ity
r
esear
ch
b
o
a
r
d
s
.
T
h
is
p
r
o
ce
s
s
en
s
u
r
es
th
at
all
r
esear
ch
a
d
h
er
es
to
estab
lis
h
ed
eth
ical
g
u
id
e
lin
es
an
d
s
tan
d
ar
d
s
aim
ed
at
p
r
o
tectin
g
th
e
r
ig
h
ts
an
d
welf
ar
e
o
f
th
e
s
tu
d
y
p
ar
ticip
an
ts
.
B
ef
o
r
e
th
eir
in
v
o
l
v
e
m
en
t
in
t
h
e
s
tu
d
y
,
p
ar
ticip
an
ts
wer
e
co
m
p
r
eh
en
s
i
v
ely
in
f
o
r
m
ed
a
b
o
u
t sev
e
r
al
k
ey
asp
ec
ts
:
−
T
h
e
p
u
r
p
o
s
e
an
d
s
co
p
e
o
f
t
h
e
s
tu
d
y
,
wh
ich
d
etailed
th
e
r
ese
ar
ch
o
b
jectiv
es,
m
eth
o
d
o
lo
g
y
,
an
d
an
ticip
ated
o
u
tco
m
es.
−
T
h
eir
r
ig
h
ts
as
p
ar
ticip
an
ts
,
in
clu
d
in
g
th
e
ass
u
r
an
ce
o
f
v
o
lu
n
tar
y
p
ar
ticip
atio
n
,
th
e
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
p
o
i
n
t w
ith
o
u
t
an
y
im
p
licatio
n
s
o
r
p
en
alties.
−
C
o
n
f
id
en
tiality
an
d
d
ata
s
ec
u
r
ity
m
ea
s
u
r
es
wer
e
ex
p
licitly
ex
p
lain
ed
,
ass
u
r
in
g
p
ar
tici
p
an
ts
th
at
th
eir
p
er
s
o
n
al
in
f
o
r
m
atio
n
wo
u
ld
b
e
tr
ea
ted
with
th
e
u
tm
o
s
t
ca
r
e,
s
af
eg
u
ar
d
ed
ag
ain
s
t
u
n
au
t
h
o
r
ized
ac
ce
s
s
,
an
d
u
s
ed
s
o
lely
f
o
r
r
esear
ch
p
u
r
p
o
s
es.
Ad
d
itio
n
ally
,
it
is
ess
en
tial
to
n
o
te
th
at
wr
itten
in
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
in
v
o
lv
ed
in
th
e
s
tu
d
y
.
T
h
is
p
r
o
ce
s
s
d
em
o
n
s
tr
ates
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
an
d
s
ig
n
if
ies
th
eir
v
o
lu
n
tar
y
ag
r
ee
m
en
t
to
p
ar
t
icip
ate.
B
y
o
b
tain
in
g
t
h
is
co
n
s
en
t,
th
e
r
esear
ch
er
s
r
ein
f
o
r
ce
th
eir
eth
ical
co
m
m
itm
en
t
to
u
p
h
o
ld
in
g
tr
a
n
s
p
ar
en
cy
an
d
r
esp
ec
t
f
o
r
all
s
tu
d
y
p
ar
ticip
a
n
ts
.
T
h
e
i
n
f
o
r
m
ed
co
n
s
en
t
p
r
o
ce
s
s
is
cr
u
cial
f
o
r
s
ev
er
al
r
ea
s
o
n
s
:
it
en
s
u
r
es
co
m
p
lian
ce
wit
h
leg
al
an
d
r
eg
u
lato
r
y
r
e
q
u
i
r
em
en
ts
g
o
v
er
n
in
g
r
esear
ch
in
v
o
lv
in
g
h
u
m
a
n
s
u
b
jects.
I
t
is
v
ital
in
f
o
s
ter
in
g
tr
u
s
t
an
d
tr
an
s
p
ar
en
cy
b
etw
ee
n
r
esear
ch
er
s
an
d
p
ar
ticip
an
ts
.
T
r
u
s
t
is
ess
en
tial
in
r
esear
ch
s
ettin
g
s
,
as
it
en
co
u
r
ag
es
o
p
en
co
m
m
u
n
icatio
n
an
d
co
o
p
er
atio
n
,
u
ltima
tely
lead
in
g
to
m
o
r
e
ac
cu
r
ate
an
d
r
eliab
le
d
ata
c
o
llectio
n
.
Mo
r
eo
v
er
,
tr
an
s
p
a
r
en
cy
r
e
g
ar
d
in
g
th
e
s
tu
d
y
’
s
o
b
jectiv
es,
p
r
o
ce
d
u
r
e
s
,
p
o
ten
tial
r
is
k
s
,
an
d
b
e
n
ef
its
em
p
o
wer
s
p
ar
ticip
an
ts
,
en
a
b
lin
g
th
em
to
m
ak
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
ab
o
u
t th
eir
in
v
o
lv
em
e
n
t in
th
e
r
esear
ch
.
3
.
7
.
E
ns
uring
t
rus
t
wo
rt
hin
e
s
s
T
ab
le
3
p
r
o
v
id
es
th
e
s
tr
ateg
ies
th
at
wer
e
im
p
lem
en
ted
to
en
s
u
r
e
r
esear
ch
q
u
ality
a
n
d
c
r
ed
ib
ilit
y
.
Desp
ite
th
e
p
o
liti
ca
l
r
h
eto
r
ic
th
at
o
f
ten
ad
v
o
ca
tes
f
o
r
ed
u
ca
tio
n
al
r
ef
o
r
m
,
a
co
m
p
r
e
h
en
s
iv
e
an
d
r
o
b
u
s
t
m
eth
o
d
o
l
o
g
ical
f
r
am
ewo
r
k
h
a
s
s
u
b
s
tan
tially
co
n
tr
ib
u
te
d
to
a
d
etailed
an
d
n
u
an
ce
d
ex
p
lo
r
atio
n
o
f
th
e
v
ar
io
u
s
way
s
o
u
td
ated
ass
ess
m
en
t
p
r
a
ctice
s
co
n
tin
u
e
to
b
e
u
p
h
eld
a
cr
o
s
s
th
r
ee
d
is
tin
ct
co
u
n
tr
ies:
Au
s
tr
alia,
J
o
r
d
an
,
an
d
Ma
lay
s
ia.
T
h
is
f
r
am
ewo
r
k
f
ac
ilit
ates
a
th
o
r
o
u
g
h
ex
am
i
n
atio
n
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
s
in
th
ese
n
atio
n
s
,
en
ab
lin
g
a
d
ee
p
er
u
n
d
e
r
s
tan
d
i
n
g
o
f
th
e
s
tr
u
ctu
r
al
a
n
d
c
u
ltu
r
al
f
ac
to
r
s
at
p
lay
.
T
ab
le
3
.
T
r
u
s
two
r
th
in
ess
s
tr
ateg
ies
C
r
i
t
e
r
i
o
n
S
t
r
a
t
e
g
y
C
r
e
d
i
b
i
l
i
t
y
Tr
i
a
n
g
u
l
a
t
i
o
n
o
f
d
a
t
a
so
u
r
c
e
s a
n
d
m
e
t
h
o
d
s
Tr
a
n
sf
e
r
a
b
i
l
i
t
y
Th
i
c
k
d
e
scr
i
p
t
i
o
n
o
f
c
o
n
t
e
x
t
s a
n
d
p
r
a
c
t
i
c
e
s
D
e
p
e
n
d
a
b
i
l
i
t
y
A
u
d
i
t
t
r
a
i
l
s
a
n
d
d
o
c
u
m
e
n
t
a
t
i
o
n
C
o
n
f
i
r
ma
b
i
l
i
t
y
R
e
se
a
r
c
h
e
r
r
e
f
l
e
x
i
v
i
t
y
a
n
d
p
e
e
r
c
h
e
c
k
s
T
h
r
o
u
g
h
th
is
co
m
p
a
r
ativ
e
a
n
aly
s
is
,
we
g
ain
in
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
p
er
s
is
ten
ce
o
f
th
ese
an
tiq
u
ated
p
r
ac
tices,
s
h
ed
d
in
g
lig
h
t
o
n
th
e
h
is
to
r
ical
co
n
tex
t
s
an
d
s
y
s
tem
ic
ch
allen
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t
h
at
co
n
tr
i
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u
te
t
o
th
eir
o
n
g
o
in
g
m
ai
n
ten
an
ce
with
in
t
h
ese
ed
u
ca
tio
n
al
s
y
s
tem
s
.
I
t
h
ig
h
lig
h
ts
th
e
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
in
h
o
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
B
ea
tin
g
a
d
ea
d
h
o
r
s
e
:
in
ve
s
tig
a
tin
g
th
e
c
o
n
tin
u
e
d
u
s
e
o
f in
ef
fective
…
(
Mo
h
a
mma
d
A
w
a
d
A
lAfn
a
n
)
687
th
ese
p
r
ac
tices
ar
e
im
p
lem
en
t
ed
an
d
th
e
s
o
cio
-
p
o
liti
ca
l
in
f
lu
en
ce
s
th
at
s
h
ap
e
ed
u
ca
tio
n
al
p
o
licies
an
d
r
e
f
o
r
m
s
in
ea
ch
co
u
n
tr
y
.
T
h
is
ex
p
lo
r
a
tio
n
ca
n
in
f
o
r
m
f
u
tu
r
e
d
is
cu
s
s
io
n
s
an
d
s
tr
ateg
ic
ac
tio
n
s
to
f
o
s
ter
m
ea
n
in
g
f
u
l
ed
u
ca
tio
n
al
ch
a
n
g
e
a
n
d
im
p
r
o
v
em
en
t a
cr
o
s
s
d
iv
e
r
s
e
co
n
tex
t
s
.
4.
R
E
SU
L
T
S
T
h
is
s
ec
tio
n
p
r
o
v
id
es
an
i
n
-
d
ep
th
ex
p
l
o
r
atio
n
o
f
th
e
f
i
n
d
in
g
s
d
er
iv
ed
f
r
o
m
a
c
o
m
p
r
eh
en
s
iv
e
co
m
p
ar
ativ
e
an
aly
s
is
o
f
ed
u
c
atio
n
al
ass
ess
m
en
t
p
r
ac
tices
in
th
r
ee
d
is
tin
ct
co
u
n
tr
ies:
Au
s
tr
alia,
J
o
r
d
an
,
a
n
d
Ma
lay
s
ia.
T
h
is
an
aly
s
is
i
s
f
u
n
d
am
en
tally
in
f
o
r
m
ed
b
y
th
e
D
ea
d
Ho
r
s
e
T
h
eo
r
y
,
wh
ich
s
er
v
es
as
a
co
n
ce
p
tu
al
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
n
u
an
ce
s
an
d
im
p
licatio
n
s
o
f
th
ese
p
r
ac
tices.
T
h
r
o
u
g
h
o
u
t
th
e
ex
am
in
atio
n
,
th
r
ee
s
ig
n
if
ican
t
th
em
es
s
u
r
f
ac
ed
co
n
s
is
ten
tly
ac
r
o
s
s
all
an
aly
ze
d
co
n
tex
ts
.
T
h
e
f
ir
s
t
th
em
e,
in
s
titu
tio
n
al
in
er
tia,
r
ef
er
s
to
th
e
r
esis
tan
ce
to
ch
a
n
g
e
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
im
p
ac
tin
g
th
ei
r
ab
ilit
y
to
a
d
ap
t
to
n
ew
ass
es
s
m
en
t
m
eth
o
d
s
.
T
h
e
s
ec
o
n
d
th
em
e
h
ig
h
lig
h
ts
th
e
cu
ltu
r
al
attac
h
m
en
t
to
m
etr
ics
,
illu
s
tr
atin
g
h
o
w
v
ar
io
u
s
s
o
cieties
p
r
io
r
itize
q
u
an
titativ
e
m
ea
s
u
r
es
o
f
ed
u
ca
ti
o
n
al
s
u
cc
ess
,
o
f
ten
at
th
e
ex
p
e
n
s
e
o
f
m
o
r
e
h
o
lis
tic
ap
p
r
o
ac
h
es.
Fin
ally
,
th
e
th
i
r
d
th
em
e,
p
r
o
f
ess
io
n
al
ca
p
ac
ity
g
ap
s
,
p
o
in
ts
to
th
e
d
is
cr
ep
a
n
cies
in
s
k
ills
an
d
k
n
o
wled
g
e
am
o
n
g
e
d
u
ca
tio
n
a
l
p
r
o
f
ess
io
n
als,
wh
ich
ca
n
h
i
n
d
er
t
h
e
ef
f
ec
tiv
e
im
p
lem
e
n
tatio
n
o
f
ass
ess
m
en
t
p
r
ac
tices.
T
h
ese
th
em
es
ar
e
th
o
r
o
u
g
h
ly
s
u
p
p
o
r
ted
b
y
d
etaile
d
an
aly
s
is
an
d
s
u
p
p
lem
en
ted
with
d
ata
tab
les
th
at
illu
s
tr
ate
th
e
f
in
d
i
n
g
s
,
th
e
r
e
b
y
p
r
o
v
i
d
in
g
a
clea
r
an
d
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
m
p
ar
ativ
e
ass
es
s
m
en
t p
r
ac
tices in
th
ese
d
iv
er
s
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
s
.
4.
1
.
I
ns
t
it
utio
na
l
inert
ia
a
nd
bu
re
a
ucra
t
ic
co
ns
t
ra
ints
E
d
u
ca
to
r
s
ac
r
o
s
s
all
th
r
ee
co
u
n
tr
ies
-
Au
s
tr
alia,
J
o
r
d
an
,
an
d
Ma
lay
s
ia
-
r
ep
o
r
ted
e
x
p
er
ien
cin
g
p
er
s
is
ten
t in
s
titu
tio
n
al
co
n
s
tr
a
in
ts
th
at
s
ig
n
if
ican
tly
r
estrict
t
h
eir
ab
ilit
y
to
in
n
o
v
ate
in
th
e
r
ea
lm
o
f
ass
ess
m
en
t
as
s
h
o
wn
in
T
a
b
le
4
.
Sp
ec
if
ica
lly
,
in
Au
s
tr
alia,
p
a
r
ticip
an
ts
h
ig
h
lig
h
ted
t
h
e
im
p
ac
t
o
f
n
atio
n
al
m
an
d
ates,
s
u
c
h
as
NAPL
AN,
wh
ich
estab
lis
h
es
s
tan
d
ar
d
ized
ass
ess
m
en
t
m
ea
s
u
r
es
th
at
ed
u
ca
to
r
s
m
u
s
t
ad
h
er
e
to
.
Me
an
wh
ile,
ed
u
ca
to
r
s
in
J
o
r
d
an
an
d
Ma
lay
s
ia
h
ig
h
lig
h
ted
th
e
s
ig
n
i
f
ican
t
in
f
lu
en
ce
o
f
ce
n
tr
al
e
x
am
i
n
atio
n
s
,
s
u
ch
as
t
h
e
J
o
r
d
an
ian
Hig
h
Sch
o
o
l
Gen
er
al
E
x
am
in
atio
n
(
Ta
w
jih
i
)
in
J
o
r
d
an
an
d
th
e
S
ijil
P
ela
ja
r
a
n
Ma
la
ysia
(
SPM
)
an
d
P
en
ta
ksir
a
n
Tin
g
ka
ta
n
3
(
PT
3
)
in
Ma
lay
s
ia.
T
h
ese
ex
am
in
atio
n
s
ar
e
cr
u
cial
in
s
h
ap
in
g
ed
u
ca
tio
n
al
p
o
licies
an
d
p
r
ac
tices,
u
ltima
tely
d
ete
r
m
in
in
g
h
o
w
ass
ess
m
en
ts
ar
e
d
esig
n
ed
an
d
im
p
lem
en
te
d
with
in
s
ch
o
o
ls
.
T
h
e
d
o
m
in
an
ce
o
f
th
ese
s
tan
d
ar
d
i
ze
d
test
in
g
s
y
s
tem
s
p
r
esen
ts
ch
allen
g
es
f
o
r
ed
u
ca
t
o
r
s
wh
o
s
ee
k
to
ad
o
p
t
m
o
r
e
f
lex
ib
le
an
d
i
n
n
o
v
ativ
e
ass
ess
m
en
t stra
teg
ies th
at
ca
ter
to
th
e
d
iv
er
s
e
n
ee
d
s
o
f
th
eir
s
tu
d
e
n
ts
.
T
ab
le
4
.
I
n
s
titu
tio
n
al
f
ea
tu
r
es
h
in
d
er
in
g
ass
ess
m
en
t r
ef
o
r
m
F
e
a
t
u
r
e
A
u
st
r
a
l
i
a
Jo
r
d
a
n
M
a
l
a
y
si
a
C
e
n
t
r
a
l
i
z
e
d
a
ssessm
e
n
t
s
N
A
P
LA
N
,
A
TA
R
T
a
w
j
i
h
i
(
n
a
t
i
o
n
a
l
e
x
a
m)
S
P
M
,
P
T
3
C
u
r
r
i
c
u
l
u
m
f
l
e
x
i
b
i
l
i
t
y
M
o
d
e
r
a
t
e
(
st
a
t
e
-
d
e
p
e
n
d
e
n
t
)
V
e
r
y
l
o
w
M
o
d
e
r
a
t
e
i
n
t
h
e
p
r
i
v
a
t
e
sec
t
o
r
Te
a
c
h
e
r
a
u
t
o
n
o
m
y
Li
mi
t
e
d
t
o
t
h
e
p
u
b
l
i
c
s
e
c
t
o
r
Ex
t
r
e
me
l
y
l
i
mi
t
e
d
V
a
r
i
a
b
l
e
R
e
f
o
r
m
i
m
p
l
e
me
n
t
a
t
i
o
n
P
a
r
t
i
a
l
,
f
r
a
g
m
e
n
t
e
d
To
p
-
d
o
w
n
,
e
x
a
m
-
d
r
i
v
e
n
S
l
o
w
a
n
d
u
n
e
v
e
n
I
n
Au
s
tr
alia,
m
an
y
r
esp
o
n
d
en
ts
h
av
e
u
n
d
er
s
co
r
ed
a
p
r
im
ar
y
c
o
n
ce
r
n
with
in
th
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
t
h
at
h
as
b
ee
n
attr
ac
tin
g
in
cr
ea
s
in
g
atten
tio
n
.
Desp
ite
p
r
o
g
r
ess
iv
e
p
o
licies
to
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
e
x
p
er
ien
c
es
an
d
b
r
o
ad
en
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
,
a
r
elen
tles
s
em
p
h
asis
o
n
s
tan
d
ar
d
ized
p
er
f
o
r
m
an
ce
m
et
r
ics
p
er
s
is
ts
.
T
h
is
s
itu
atio
n
is
p
r
im
ar
ily
f
u
eled
b
y
g
o
v
er
n
m
en
t
r
e
p
o
r
ti
n
g
s
y
s
tem
s
,
wh
ich
co
m
p
el
s
ch
o
o
ls
to
p
r
io
r
itize
th
ese
m
etr
ics
ab
o
v
e
o
th
e
r
p
o
ten
t
ially
m
o
r
e
en
r
ich
in
g
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
es
th
at
co
u
ld
b
etter
s
er
v
e
s
tu
d
e
n
t
d
e
v
elo
p
m
en
t.
A
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
r
in
ci
p
al
clea
r
ly
ex
p
r
ess
ed
th
is
co
n
ce
r
n
,
s
tatin
g
,
“
N
A
P
LAN
d
a
ta
s
h
a
p
es
s
ch
o
o
l
r
ep
u
ta
tio
n
.
E
ve
n
w
h
en
w
e
tr
y
fo
r
ma
tive
meth
o
d
s
,
th
e
p
r
ess
u
r
e
to
lift
s
co
r
es
p
u
lls
u
s
b
a
ck
.
”
T
h
is
p
o
ig
n
an
t
q
u
o
te
em
p
h
asizes
th
e
p
r
ess
u
r
e
ed
u
ca
to
r
s
f
ac
e
a
n
d
h
ig
h
lig
h
ts
th
e
tan
g
ib
le
an
d
o
f
ten
d
et
r
im
en
tal
im
p
ac
t
o
f
s
tan
d
ar
d
ized
test
in
g
o
n
s
ch
o
o
l
id
en
tity
.
I
t
r
ef
lects
h
o
w
t
h
e
r
elen
tles
s
f
o
cu
s
o
n
p
er
f
o
r
m
an
ce
m
etr
ics
ca
n
cr
ea
te
an
en
v
ir
o
n
m
e
n
t
th
at
h
in
d
er
s
in
n
o
v
atio
n
in
teac
h
in
g
a
n
d
i
m
p
ac
ts
th
e
o
v
er
all
cu
ltu
r
e
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fu
r
th
er
m
o
r
e,
it
illu
s
tr
ates
h
o
w
o
v
er
em
p
h
asizin
g
th
ese
s
tan
d
ar
d
ized
m
ea
s
u
r
es
ca
n
s
tifle
p
e
d
ag
o
g
ic
al
in
n
o
v
atio
n
a
n
d
in
h
ib
it
t
h
e
ad
o
p
tio
n
o
f
a
m
o
r
e
h
o
lis
tic
a
n
d
s
tu
d
e
n
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
,
wh
ic
h
v
alu
es d
iv
er
s
e
lear
n
in
g
m
eth
o
d
o
lo
g
ies an
d
i
n
d
iv
id
u
al
s
tu
d
en
t n
ee
d
s
ab
o
v
e
m
er
e
n
u
m
er
ical
p
er
f
o
r
m
a
n
ce
in
d
ica
to
r
s
.
Sch
o
o
ls
,
ca
u
g
h
t
in
th
is
cy
cle,
m
ay
s
tr
u
g
g
le
to
im
p
le
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T
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h
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co
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ati
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s
f
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f
u
t
u
r
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o
f
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d
u
ca
ti
o
n
in
J
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d
an
.
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n
Ma
lay
s
ia,
a
n
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ticea
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ctio
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ticu
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ly
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ed
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th
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s
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d
u
ca
to
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s
wo
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k
in
g
in
p
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b
lic
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ch
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ar
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ized
ex
p
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im
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s
ed
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p
o
n
th
em
.
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is
ch
allen
g
e
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eso
n
ates
with
th
e
s
en
tim
en
ts
ex
p
r
ess
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b
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ei
r
co
u
n
ter
p
a
r
ts
in
co
u
n
tr
ies
s
u
ch
as
Au
s
tr
alia
an
d
J
o
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d
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n
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if
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r
m
ity
in
th
ei
r
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r
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la
an
d
ass
ess
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en
ts
.
On
th
e
o
th
er
h
an
d
,
p
r
iv
ate
s
ch
o
o
ls
in
Ma
lay
s
ia
p
r
esen
t
a
co
n
tr
asti
n
g
s
ce
n
ar
io
.
T
h
ese
in
s
titu
tio
n
s
ten
d
to
o
f
f
e
r
ed
u
c
ato
r
s
g
r
ea
ter
au
to
n
o
m
y
an
d
f
l
ex
ib
ilit
y
,
allo
win
g
th
em
to
em
p
lo
y
a
b
r
o
ad
er
r
an
g
e
o
f
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
T
h
is
f
lex
ib
ilit
y
em
p
o
wer
s
tea
ch
er
s
to
tailo
r
th
eir
ap
p
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ac
h
es,
th
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e
b
y
b
etter
ac
co
m
m
o
d
atin
g
th
ei
r
s
tu
d
en
ts
’
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
an
d
in
d
iv
id
u
al
s
tr
en
g
th
s
.
C
o
n
s
eq
u
en
tly
,
ed
u
ca
to
r
s
in
p
r
iv
ate
s
ettin
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s
ca
n
o
f
ten
cr
ea
te
m
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r
e
p
er
s
o
n
alize
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lear
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g
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p
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ce
s
th
at
en
h
an
ce
s
tu
d
e
n
t e
n
g
a
g
em
en
t a
n
d
u
n
d
er
s
tan
d
in
g
m
o
r
e
ef
f
ec
ti
v
ely
.
T
h
e
co
n
ce
p
t
o
f
Dea
d
Ho
r
s
e
T
h
eo
r
y
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f
f
er
s
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p
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t
f
r
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m
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t
h
r
o
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g
h
wh
ich
to
in
t
er
p
r
et
th
ese
s
y
s
tem
ic
ch
allen
g
es.
T
h
is
th
eo
r
y
ar
ticu
lates
th
e
b
eh
av
io
r
s
f
r
eq
u
e
n
tly
s
ee
n
in
b
u
r
ea
u
cr
ati
c
s
y
s
tem
s
,
s
u
ch
as
m
etap
h
o
r
ically
‘
a
p
p
o
in
tin
g
a
co
m
m
ittee
to
s
tu
d
y
th
e
d
ea
d
h
o
r
s
e
’
—
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s
tr
atin
g
th
e
f
u
tile
attem
p
ts
to
an
aly
ze
o
r
r
ef
o
r
m
in
ef
f
ec
tiv
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p
o
licies
with
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t
ad
d
r
ess
in
g
th
e
c
o
r
e
u
n
d
er
ly
in
g
is
s
u
es.
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th
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m
o
r
e
,
th
is
th
eo
r
y
ev
o
k
es
p
r
ac
tices
s
u
ch
as
‘
ch
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g
in
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t
h
e
r
id
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’
,
w
h
er
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ad
m
i
n
is
tr
ato
r
s
m
ay
m
er
ely
s
h
u
f
f
le
r
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s
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d
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les
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t
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d
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e
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r
alter
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g
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o
f
ass
ess
m
en
t
th
at
d
ictates
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
r
ea
lity
h
ig
h
lig
h
ts
a
s
ig
n
if
ican
t
o
b
s
er
v
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n
:
wh
ile
d
is
cu
s
s
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n
s
ab
o
u
t
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u
ca
tio
n
al
r
ef
o
r
m
ar
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p
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ev
alen
t,
ac
t
u
al,
m
ea
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i
n
g
f
u
l
ch
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g
e
o
f
ten
r
em
ain
s
elu
s
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e,
as
th
e
f
u
n
d
am
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tal
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s
u
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in
h
er
en
t
in
ass
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m
en
t
an
d
ac
co
u
n
tab
ilit
y
f
r
am
ewo
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k
s
co
n
tin
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e
to
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o
v
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lo
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k
ed
a
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d
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n
a
d
d
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,
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e
b
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p
r
e
v
en
tin
g
th
e
cr
ea
tio
n
o
f
an
e
d
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
co
n
d
u
civ
e
to
g
en
u
in
e
lear
n
in
g
an
d
g
r
o
wth
.
4.
2
.
Cultura
l
a
t
t
a
chm
ent
t
o
t
ra
ditio
na
l m
et
rics
I
n
all
th
r
ee
co
u
n
tr
ies,
cu
ltu
r
al
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alu
es
s
u
r
r
o
u
n
d
in
g
g
r
a
d
e
s
an
d
test
s
co
r
es
p
er
p
etu
ate
o
u
td
ated
ass
es
s
m
en
t
p
r
ac
tices.
T
h
is
s
o
cieta
l
em
p
h
asis
is
a
p
o
we
r
f
u
l
b
a
r
r
ier
to
r
ef
o
r
m
,
as
s
h
o
wn
in
T
ab
le
5
.
An
Au
s
tr
alian
teac
h
er
p
r
o
v
id
ed
in
s
ig
h
t
in
to
th
e
ef
f
ec
ts
o
f
s
tan
d
ar
d
ized
test
in
g
,
s
p
ec
if
ically
m
en
tio
n
in
g
th
at,
“
p
a
r
en
ts
co
mp
a
r
e
N
A
P
LAN
r
esu
lts
a
cro
s
s
s
ch
o
o
ls
.
Th
a
t
crea
tes
fea
r
a
n
d
co
mp
etitio
n
,
s
o
tea
ch
ers
p
la
y
it
s
a
fe
.
”
T
h
is
s
tatem
en
t
h
ig
h
lig
h
ts
th
e
d
etr
im
en
tal
im
p
ac
t
th
at
p
ar
en
tal
p
r
ess
u
r
e
an
d
co
m
p
a
r
is
o
n
s
ca
n
h
av
e
o
n
ed
u
ca
to
r
s
,
lead
in
g
th
em
to
r
e
f
r
ain
f
r
o
m
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
in
f
av
o
r
o
f
en
s
u
r
i
n
g
h
ig
h
test
s
co
r
es.
I
n
J
o
r
d
a
n
,
p
ar
ticip
a
n
ts
em
p
h
a
s
ized
th
e
s
ig
n
if
ican
t
weig
h
t
o
f
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
th
ei
r
s
o
ciety
,
r
ev
ea
lin
g
th
at
g
r
a
d
es
ar
e
in
tr
in
s
ically
l
in
k
ed
t
o
f
a
m
ily
h
o
n
o
r
a
n
d
f
u
tu
r
e
ca
r
ee
r
p
r
o
s
p
ec
ts
.
O
n
e
ad
m
in
is
tr
ato
r
s
aid
,
“
a
ch
ild
w
ith
lo
w
Ta
w
jih
i
s
co
r
es
is
s
ee
n
a
s
a
fa
ilu
r
e.
I
t
is
n
o
t
ju
s
t
a
ca
d
emic
;
it
is
p
ers
o
n
a
l
a
n
d
s
o
cia
l
.
”
T
h
is
p
er
s
p
ec
tiv
e
h
i
g
h
lig
h
ts
th
e
in
t
en
s
e
s
o
cieta
l
p
r
ess
u
r
e
th
at
s
tu
d
en
ts
an
d
th
eir
f
am
ilies
f
ac
e,
wh
er
e
ac
ad
em
ic
ass
es
s
m
en
ts
ca
n
s
ig
n
if
ican
tly
im
p
ac
t o
n
e’
s
s
o
cial
s
tan
d
in
g
an
d
s
en
s
e
o
f
p
er
s
o
n
al
wo
r
th
.
I
n
Ma
lay
s
ia,
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
p
r
esen
ts
a
v
ar
ied
p
ictu
r
e.
Ur
b
an
p
a
r
en
ts
ar
e
in
cr
ea
s
in
g
ly
ad
v
o
ca
tin
g
f
o
r
a
m
o
r
e
h
o
lis
tic
ap
p
r
o
ac
h
to
ed
u
ca
ti
o
n
,
r
ec
o
g
n
izin
g
t
h
e
im
p
o
r
tan
ce
o
f
d
e
v
elo
p
in
g
th
e
wh
o
le
ch
ild
r
ath
er
th
an
s
o
lely
f
o
cu
s
in
g
o
n
ex
am
in
atio
n
p
er
f
o
r
m
an
ce
.
Ho
wev
er
,
d
esp
ite
th
is
p
r
o
g
r
ess
iv
e
v
iew
g
ain
in
g
tr
ac
tio
n
,
th
e
tr
ad
itio
n
al
ex
am
cu
ltu
r
e
c
o
n
tin
u
es
t
o
d
o
m
in
ate
with
i
n
p
u
b
lic
s
c
h
o
o
ls
,
r
e
f
lectin
g
a
lin
g
er
in
g
p
r
ef
er
en
ce
f
o
r
s
tan
d
ar
d
ized
ass
ess
m
en
t
as
th
e
p
r
i
m
ar
y
m
ea
s
u
r
e
o
f
ac
a
d
em
ic
s
u
cc
ess
.
Dea
d
Ho
r
s
e
T
h
eo
r
y
i
n
ter
p
r
etatio
n
:
cu
ltu
r
al
f
ac
to
r
s
m
ir
r
o
r
‘
b
u
y
in
g
a
s
tr
o
n
g
er
wh
ip
’
o
r
‘
d
o
u
b
lin
g
th
e
f
ee
d
’
—
ex
er
tin
g
m
o
r
e
ef
f
o
r
t in
to
an
in
e
f
f
ec
tiv
e
s
y
s
tem
to
m
ain
tain
a
p
p
ea
r
a
n
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
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8
8
2
2
B
ea
tin
g
a
d
ea
d
h
o
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:
in
ve
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tin
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th
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f in
ef
fective
…
(
Mo
h
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mma
d
A
w
a
d
A
lAfn
a
n
)
689
T
ab
le
5
.
C
u
ltu
r
al
d
r
iv
er
s
o
f
ex
am
-
ce
n
tr
ic
p
r
ac
tices
F
a
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e
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g
h
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st
a
t
u
s,
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d
e
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t
i
t
y
)
H
i
g
h
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u
n
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v
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r
si
t
y
a
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d
sc
h
o
l
a
r
s
h
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p
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o
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st
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ms
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e
a
v
i
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f
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c
u
se
d
4.
3
.
L
a
c
k
o
f
t
ra
ini
ng
a
nd
re
s
o
urce
s
A
co
m
p
r
e
h
en
s
iv
e
a
n
aly
s
is
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
s
in
th
e
th
r
ee
c
o
u
n
tr
ies
r
ev
ea
led
a
n
o
tab
le
an
d
co
n
ce
r
n
in
g
d
is
p
ar
ity
i
n
th
e
p
r
ep
ar
atio
n
o
f
teac
h
er
s
,
p
ar
ticu
l
ar
ly
in
r
esp
o
n
s
e
to
th
e
d
em
an
d
s
o
f
co
n
tem
p
o
r
a
r
y
ass
es
s
m
en
t
m
eth
o
d
o
lo
g
ies
,
as
s
h
o
wn
in
T
ab
le
6
.
Par
ticip
an
ts
in
th
e
s
tu
d
y
,
en
c
o
m
p
ass
in
g
a
d
iv
er
s
e
r
an
g
e
o
f
ed
u
ca
to
r
s
an
d
s
tak
eh
o
ld
e
r
s
,
a
r
ticu
lated
th
eir
v
a
r
ied
ex
p
er
ie
n
ce
s
r
eg
ar
d
in
g
th
e
tr
ai
n
in
g
t
h
ey
r
ec
eiv
ed
.
Ma
n
y
in
d
icate
d
th
at
th
e
tr
ain
in
g
was
p
r
ed
o
m
in
a
n
tly
th
eo
r
etica
l,
o
f
ten
to
u
ch
in
g
o
n
b
asic
co
n
ce
p
ts
r
elate
d
to
ass
es
s
m
en
t
tech
n
iq
u
es
with
o
u
t
d
elv
in
g
in
to
th
e
p
r
ac
tical
ap
p
licatio
n
s
n
ec
ess
ar
y
f
o
r
r
e
al
-
wo
r
ld
class
r
o
o
m
s
itu
atio
n
s
.
I
n
m
an
y
in
s
tan
ce
s
,
th
e
tr
ain
in
g
s
ess
io
n
s
wer
e
d
es
cr
ib
ed
as to
o
b
r
ief
to
leav
e
a
l
asti
n
g
im
p
ac
t o
n
th
e
ed
u
ca
to
r
s
’
s
k
ills
an
d
co
n
f
id
en
ce
o
r
,
in
s
o
m
e
u
n
f
o
r
tu
n
ate
ca
s
es,
co
m
p
letely
n
o
n
ex
is
ten
t.
Su
ch
a
g
lar
in
g
lack
o
f
ad
eq
u
ate
p
r
ep
a
r
atio
n
n
o
t
o
n
l
y
r
aises
co
n
ce
r
n
s
r
e
g
ar
d
in
g
t
h
e
in
d
i
v
id
u
al
e
f
f
ec
tiv
en
ess
o
f
ed
u
ca
to
r
s
b
u
t
also
ca
s
ts
d
o
u
b
t
o
n
th
eir
ab
ilit
y
t
o
p
r
o
f
icien
tly
a
d
ap
t
to
an
d
im
p
lem
en
t
m
o
d
e
r
n
ass
ess
m
en
t
tech
n
iq
u
es
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
s
itu
atio
n
u
n
d
er
s
co
r
es
a
p
r
ess
in
g
n
ee
d
f
o
r
s
y
s
tem
ic
ch
a
n
g
es
in
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
a
m
s
to
en
s
u
r
e
t
h
at
ed
u
c
ato
r
s
ar
e
ad
eq
u
ately
p
r
e
p
ar
ed
to
m
ee
t
th
e
ev
o
lv
in
g
d
em
an
d
s
o
f
teac
h
in
g
an
d
ass
es
s
m
en
t in
to
d
ay
’
s
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
T
ab
le
6
.
Ass
ess
m
en
t,
tr
ain
in
g
,
an
d
r
eso
u
r
ce
ac
ce
s
s
C
r
i
t
e
r
i
a
A
u
st
r
a
l
i
a
Jo
r
d
a
n
M
a
l
a
y
si
a
F
r
e
q
u
e
n
c
y
o
f
P
D
w
o
r
k
s
h
o
p
s
M
o
d
e
r
a
t
e
Lo
w
I
n
c
o
n
s
i
st
e
n
t
F
o
c
u
s
o
f
t
r
a
i
n
i
n
g
M
i
x
e
d
(
s
o
me
p
r
a
c
t
i
c
a
l
t
o
o
l
s)
M
o
s
t
l
y
t
h
e
o
r
e
t
i
c
a
l
V
a
r
i
e
d
b
y
r
e
g
i
o
n
/
sc
h
o
o
l
t
y
p
e
R
e
s
o
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r
c
e
a
v
a
i
l
a
b
i
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i
t
y
M
o
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t
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mi
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t
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t
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o
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e
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t
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n
s
e
l
e
c
t
sc
h
o
o
l
s
Au
s
tr
alian
ed
u
ca
to
r
s
h
av
e
r
a
is
ed
s
ig
n
if
ican
t
co
n
ce
r
n
s
ab
o
u
t
th
e
cu
r
r
e
n
t
ap
p
r
o
ac
h
t
o
a
s
s
es
s
m
en
t
r
ef
o
r
m
with
in
th
e
ed
u
ca
tio
n
s
y
s
tem
,
n
o
tin
g
th
at
it
f
r
eq
u
e
n
tly
f
alls
u
p
o
n
i
n
d
iv
id
u
al
s
c
h
o
o
ls
to
im
p
lem
en
t
ch
an
g
es
with
o
u
t
a
c
o
h
esiv
e
n
a
tio
n
al
s
tr
ateg
y
.
On
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
h
ig
h
lig
h
te
d
ass
ess
m
en
t
m
eth
o
d
s
’
co
n
f
u
s
io
n
,
s
tatin
g
,
“
w
e
a
r
e
to
l
d
to
a
s
s
ess
fo
r
lea
r
n
in
g
,
b
u
t
n
o
o
n
e
s
h
o
w
s
u
s
h
o
w
.
We
Go
o
g
le
r
u
b
r
ics
o
r
s
h
a
r
e
temp
la
tes
in
fo
r
ma
lly
.
”
T
h
is
in
d
icate
s
a
d
is
co
n
n
ec
t
b
etwe
en
p
o
licy
an
d
p
r
ac
tice,
wh
er
e
tea
ch
er
s
ar
e
ex
p
ec
ted
to
ad
ap
t
to
n
ew
ass
ess
m
en
t
s
tr
ateg
ies
with
o
u
t
p
r
o
p
er
tr
ain
i
n
g
o
r
r
eso
u
r
ce
s
.
I
n
co
m
p
ar
is
o
n
,
ed
u
ca
to
r
s
f
r
o
m
J
o
r
d
an
a
n
d
Ma
lay
s
ia
r
ep
o
r
te
d
ev
e
n
f
ewe
r
s
u
p
p
o
r
t
s
y
s
tem
s
,
p
ar
ticu
lar
ly
with
in
r
u
r
al
a
n
d
p
u
b
lic
s
ch
o
o
lin
g
en
v
ir
o
n
m
en
ts
.
I
n
Ma
lay
s
ia,
m
an
y
teac
h
er
s
v
o
iced
th
eir
ea
g
e
r
n
ess
f
o
r
r
ef
o
r
m
an
d
im
p
r
o
v
e
m
en
t
in
ass
ess
m
en
t
tech
n
iq
u
es;
h
o
wev
e
r
,
th
e
y
ar
e
h
in
d
er
e
d
b
y
a
s
ig
n
if
ican
t
a
b
s
en
ce
o
f
p
r
ac
tical
r
eso
u
r
ce
s
an
d
lim
ited
tim
e
t
o
d
ed
icate
to
s
u
c
h
in
itiativ
es.
T
h
e
ch
allen
g
es
th
ese
ed
u
ca
to
r
s
f
ac
e
u
n
d
er
s
co
r
e
a
cr
itical
n
ee
d
f
o
r
im
p
r
o
v
ed
in
f
r
astru
ctu
r
e
a
n
d
s
u
p
p
o
r
t
in
ed
u
ca
tio
n
al
ass
ess
m
en
t,
p
ar
ticu
lar
ly
in
ar
e
as
th
at
h
a
v
e
tr
ad
itio
n
ally
b
ee
n
u
n
d
er
s
er
v
e
d
o
r
u
n
d
er
-
r
eso
u
r
c
ed
.
Dea
d
H
o
r
s
e
T
h
e
o
r
y
in
ter
p
r
etatio
n
:
th
is
r
ef
lects
s
tr
ateg
ie
s
lik
e
‘
ch
an
g
in
g
th
e
s
ad
d
le’
o
r
‘
r
ep
ain
tin
g
th
e
h
o
r
s
e’
co
s
m
etic
ch
an
g
es th
at
f
ail
to
ad
d
r
ess
th
e
r
o
o
t o
f
th
e
p
r
o
b
l
em
.
4
.
4
.
Co
m
pa
ra
t
iv
e
s
um
ma
ry
T
h
e
cr
o
s
s
-
n
atio
n
al
co
m
p
ar
is
o
n
r
ev
ea
ls
in
tr
ig
u
in
g
in
s
ig
h
ts
,
as
it
in
d
icate
s
th
at,
d
esp
ite
th
e
co
n
tex
tu
al
d
if
f
er
en
ce
s
in
ea
c
h
o
f
th
e
t
h
r
e
e
co
u
n
tr
ies,
th
ey
e
x
h
ib
it
r
em
a
r
k
ab
ly
s
im
ilar
b
eh
a
v
io
r
s
th
at
alig
n
with
th
e
Dea
d
Ho
r
s
e
T
h
eo
r
y
.
T
h
is
th
eo
r
y
s
u
g
g
ests
a
s
tu
b
b
o
r
n
ad
h
er
en
ce
to
o
u
td
ated
p
r
ac
tices,
an
o
b
s
er
v
atio
n
th
at
h
o
ld
s
ac
r
o
s
s
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
d
r
o
p
s
.
I
n
th
ese
n
atio
n
s
,
in
s
titu
tio
n
s
p
er
s
is
ten
tly
en
f
o
r
ce
a
n
d
r
ely
o
n
ass
ess
m
en
t
s
y
s
tem
s
th
at
ar
e
n
o
lo
n
g
er
ef
f
ec
tiv
e
o
r
r
elev
an
t.
T
h
is
co
n
tin
u
atio
n
o
cc
u
r
s
d
u
e
to
s
ev
er
al
in
ter
r
elate
d
f
ac
to
r
s
:
f
ir
s
t,
in
s
titu
tio
n
al
in
er
tia
p
lay
s
a
s
ig
n
if
ican
t
r
o
le,
as
o
r
g
an
iz
atio
n
s
o
f
ten
r
esis
t
ch
an
g
e
a
n
d
p
r
ef
er
to
m
ain
tain
th
e
s
tatu
s
q
u
o
.
Seco
n
d
,
p
r
e
v
ailin
g
cu
ltu
r
al
ex
p
ec
tatio
n
s
with
in
ea
ch
s
o
ciety
en
co
u
r
ag
e
ad
h
er
e
n
ce
to
tr
ad
itio
n
al
m
eth
o
d
s
,
d
is
co
u
r
ag
in
g
in
n
o
v
atio
n
.
Fin
ally
,
a
n
o
tab
le
lack
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
f
u
r
th
er
h
am
p
e
r
s
th
e
ad
o
p
tio
n
o
f
m
o
r
e
p
r
o
g
r
ess
iv
e
an
d
ef
f
e
ctiv
e
ass
ess
m
en
t
s
tr
ateg
ies.
C
o
n
s
eq
u
en
tly
,
co
m
b
in
in
g
th
e
s
e
elem
en
ts
cr
ea
tes
a
lan
d
s
c
ap
e
wh
er
e
o
u
td
ate
d
p
r
ac
tices
th
r
iv
e,
h
in
d
e
r
in
g
ad
v
an
ce
m
e
n
t a
n
d
a
d
ap
tatio
n
.
I
n
Au
s
tr
alia,
J
o
r
d
an
,
a
n
d
Ma
lay
s
ia,
o
u
td
ated
ass
ess
m
en
t
p
r
ac
tices
r
em
ain
a
s
ig
n
if
ican
t
ch
allen
g
e,
en
tr
en
ch
ed
b
y
s
y
s
tem
ic,
cu
ltu
r
al,
an
d
in
s
titu
tio
n
al
in
er
tia
,
as
s
h
o
wn
in
T
a
b
le
7
.
T
h
is
p
er
s
is
ten
ce
r
ev
ea
ls
a
r
elu
ctan
ce
o
r
in
ab
ilit
y
to
m
o
v
e
b
ey
o
n
d
estab
lis
h
ed
m
eth
o
d
s
,
h
in
d
er
in
g
th
e
p
o
ten
tial
f
o
r
ed
u
ca
tio
n
al
an
d
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