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g
r
ed
u
ce
d
teac
h
in
g
r
eq
u
ir
em
en
ts
with
s
u
s
tain
ed
p
ed
ag
o
g
ical
tr
ain
in
g
d
eliv
er
ed
th
r
o
u
g
h
S
tu
d
ien
s
emin
a
r
e
,
co
n
clu
d
in
g
with
th
e
s
ec
o
n
d
s
tate
ex
am
in
atio
n
.
T
h
is
co
n
f
ig
u
r
atio
n
s
tr
en
g
th
e
n
s
p
r
o
f
ess
io
n
al
co
m
p
eten
cies a
n
d
lo
wer
s
ea
r
ly
attr
itio
n
[
8
]
,
[
9
]
.
Similar
ly
,
Sin
g
ap
o
r
e’
s
n
atio
n
ally
co
o
r
d
in
ate
d
b
e
g
in
n
in
g
teac
h
er
s
’
p
r
o
g
r
am
(
B
T
P),
led
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
ti
o
n
(
MO
E
)
an
d
th
e
Natio
n
al
I
n
s
titu
te
o
f
E
d
u
ca
tio
n
(
NI
E
)
,
p
r
o
v
id
es a
o
n
e
-
y
ea
r
i
n
d
u
ctio
n
with
p
er
s
o
n
alize
d
m
en
to
r
in
g
f
r
o
m
s
en
i
o
r
teac
h
er
s
,
f
o
c
u
s
in
g
o
n
alig
n
m
en
t
with
th
e
Sin
g
ap
o
r
e
teac
h
in
g
p
r
ac
tice
f
r
a
m
ewo
r
k
,
wh
ic
h
em
p
h
asizes
co
r
e
co
m
p
eten
cies
s
u
ch
as
s
tu
d
en
t
-
ce
n
ter
ed
i
n
s
tr
u
ctio
n
a
n
d
r
ef
l
ec
tiv
e
d
ialo
g
u
e
.
R
ec
en
t
r
esea
r
ch
f
r
o
m
2
0
2
5
o
n
v
o
ca
tio
n
al
teac
h
er
tr
ai
n
in
g
p
ath
s
in
Sin
g
ap
o
r
e
u
n
d
e
r
s
co
r
e
s
th
e
r
o
le
o
f
p
r
o
f
ess
io
n
al
lea
r
n
in
g
co
m
m
u
n
ities
(
PLCs
)
in
th
is
p
r
o
g
r
am
,
wh
er
e
b
eg
in
n
in
g
teac
h
e
r
s
co
llab
o
r
a
te
o
n
ac
tio
n
r
esear
ch
an
d
less
o
n
an
aly
s
is
,
lead
in
g
to
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
r
eten
tio
n
r
ates
th
at
ex
ce
ed
th
e
g
lo
b
al
av
er
a
g
es
[
10
]
.
I
n
C
h
in
a,
PD
is
em
b
ed
d
e
d
in
a
c
u
ltu
r
e
o
f
co
l
lectiv
e
r
esp
o
n
s
ib
ilit
y
,
with
b
eg
in
n
in
g
teac
h
er
s
en
g
a
g
in
g
in
o
n
g
o
in
g
lear
n
in
g
th
r
o
u
g
h
teac
h
er
r
esear
ch
g
r
o
u
p
s
(
T
R
Gs)
an
d
m
e
n
to
r
s
h
ip
f
r
o
m
d
ay
o
n
e,
as
d
etailed
i
n
a
2
0
2
5
s
y
s
tem
atic
r
ev
iew
o
f
c
o
n
tin
u
o
u
s
PD
in
r
u
r
al
C
h
in
a,
wh
ich
n
o
tes
th
at
d
esp
ite
cu
ltu
r
al
b
ar
r
ier
s
to
f
o
r
m
al
o
v
er
s
ig
h
t,
t
h
ese
in
itiativ
es,
p
ar
ticu
lar
ly
in
Sh
an
g
h
ai,
b
le
n
d
f
o
r
m
al
s
em
in
ar
s
with
in
f
o
r
m
al
p
ee
r
o
b
s
er
v
a
tio
n
s
to
ac
ce
ler
ate
ad
ap
tatio
n
a
n
d
b
u
ild
n
etwo
r
k
s
[
11
]
.
T
h
ese
ex
am
p
les
r
e
v
ea
l
a
co
m
m
o
n
th
r
ea
d
in
g
lo
b
al
PD
r
esear
ch
:
s
u
cc
ess
f
u
l sy
s
tem
s
p
r
io
r
itize
ev
id
en
ce
-
b
ased
,
co
n
tex
t
-
s
en
s
itiv
e
PD th
at
g
o
es b
ey
o
n
d
i
n
itial tr
ain
in
g
to
s
u
p
p
o
r
t
lo
n
g
-
ter
m
ef
f
icac
y
a
n
d
jo
b
s
atis
f
ac
tio
n
,
o
f
te
n
in
c
o
r
p
o
r
atin
g
o
b
s
er
v
atio
n
al
lear
n
in
g
,
s
em
in
a
r
s
,
an
d
co
m
p
eten
cy
ass
es
s
m
en
ts
to
ac
h
iev
e
th
is
.
Desp
ite
th
ese
g
lo
b
al
s
u
cc
es
s
es,
Kaz
ak
h
s
tan
f
ac
es
ac
u
te
ch
allen
g
es
in
teac
h
er
PD
th
at
th
r
ea
ten
ed
u
ca
tio
n
al
eq
u
ity
an
d
n
atio
n
al
d
ev
elo
p
m
en
t
,
with
teac
h
er
s
h
o
r
tag
es
an
d
h
ig
h
attr
itio
n
r
ates
p
er
s
is
tin
g
a
s
m
ajo
r
b
a
r
r
ier
s
to
r
ef
o
r
m
[
1
2
]
.
R
ec
en
t
in
ter
n
atio
n
al
p
o
licy
a
n
aly
s
es
h
ig
h
lig
h
t
Kaz
ak
h
s
tan
’
s
ef
f
o
r
ts
to
en
h
an
ce
th
e
p
r
o
f
ess
io
n
al
s
tatu
s
o
f
teac
h
er
s
th
r
o
u
g
h
r
ef
o
r
m
s
tar
g
etin
g
en
tr
y
r
eq
u
ir
em
en
ts
,
ce
r
tific
atio
n
p
r
o
ce
d
u
r
es,
a
n
d
ea
r
ly
-
ca
r
ee
r
s
u
p
p
o
r
t
m
ec
h
an
i
s
m
s
[
1
3
]
.
H
o
w
e
v
e
r
,
r
e
c
e
n
t
d
a
t
a
f
r
o
m
t
h
e
O
E
C
D
’
s
2
0
2
3
r
e
p
o
r
t
r
e
v
e
a
l
s
t
h
a
t
K
a
z
a
k
h
s
ta
n
’
s
t
ea
c
h
i
n
g
w
o
r
k
f
o
r
c
e
i
s
s
t
r
a
i
n
e
d
b
y
d
e
m
o
g
r
a
p
h
i
c
s
h
i
f
ts
[
7
]
,
p
r
o
jectin
g
th
e
n
ee
d
to
r
ep
lace
a
s
u
b
s
tan
tial
p
o
r
tio
n
,
p
o
ten
tially
th
o
u
s
an
d
s
o
f
ed
u
ca
to
r
s
,
with
in
th
e
n
ex
t
d
ec
a
d
e,
e
x
ac
er
b
ate
d
b
y
a
3
5
%
attr
itio
n
r
ate,
as
m
an
y
b
eg
in
n
in
g
teac
h
er
s
leav
e
d
u
e
to
in
s
u
f
f
icien
t
s
u
p
p
o
r
t
[
1
4
]
.
T
h
ese
is
s
u
es
ar
e
co
m
p
o
u
n
d
ed
b
y
r
u
r
al
-
u
r
b
an
d
is
p
ar
ities
,
with
o
v
er
h
alf
o
f
r
u
r
al
s
ch
o
o
ls
f
ac
i
n
g
lim
ited
ac
ce
s
s
to
PD
r
eso
u
r
ce
s
an
d
q
u
alif
ied
teac
h
er
s
,
an
d
g
en
d
er
in
e
q
u
itie
s
,
wh
er
e
wo
m
e
n
d
o
m
in
ate
th
e
p
r
o
f
ess
io
n
y
et
en
c
o
u
n
te
r
b
i
ases
in
r
ec
r
u
itm
en
t
an
d
c
o
m
p
e
n
s
a
t
i
o
n
,
u
n
d
e
r
m
i
n
i
n
g
r
e
t
e
n
t
i
o
n
a
n
d
p
e
r
p
e
t
u
at
i
n
g
s
o
c
i
o
e
c
o
n
o
m
i
c
d
i
v
i
d
es
[
15
]
.
As
I
n
g
e
r
s
o
l
l
et
a
l
.
[1
6
]
m
etap
h
o
r
ically
d
escr
ib
e
,
teac
h
er
r
eten
tio
n
o
p
er
ates
as
a
“le
ak
y
b
u
c
k
et,
”
in
wh
ich
r
ec
r
u
it
m
en
t
in
itiativ
es
f
ail
to
s
tab
ilize
th
e
wo
r
k
f
o
r
ce
u
n
less
s
y
s
tem
ic
d
ef
icien
cies in
PD
an
d
in
d
u
ctio
n
s
u
p
p
o
r
t
ar
e
ad
d
r
ess
ed
.
T
o
ad
d
r
ess
th
ese
ch
allen
g
es,
t
h
is
s
tu
d
y
em
p
l
o
y
s
B
er
ed
ay
’
s
f
o
u
r
-
p
h
ase
co
m
p
ar
ativ
e
m
eth
o
d
o
lo
g
y
to
an
aly
ze
PD
s
y
s
tem
s
in
Ger
m
an
y
,
Sin
g
ap
o
r
e,
C
h
in
a,
an
d
K
az
ak
h
s
tan
,
id
en
tif
y
in
g
tr
a
n
s
f
er
ab
le
an
d
a
d
ap
tab
l
e
b
est
p
r
ac
tices
f
o
r
s
tr
en
g
th
e
n
in
g
Kaz
ak
h
s
tan
’
s
teac
h
er
i
n
d
u
ctio
n
an
d
r
eten
tio
n
p
o
licies.
T
h
e
n
o
v
elty
o
f
th
i
s
r
esear
ch
lies
in
it
s
p
r
escr
ip
tiv
e,
p
o
licy
-
o
r
ie
n
ted
co
m
p
a
r
ativ
e
d
esig
n
,
wh
ich
tr
an
s
ce
n
d
s
d
escr
ip
tio
n
b
y
g
en
er
atin
g
c
o
n
tex
t
s
p
ec
if
ic
r
ec
o
m
m
en
d
atio
n
s
f
o
r
in
teg
r
ati
n
g
in
ter
n
atio
n
al
PD
m
o
d
els
in
to
Kaz
ak
h
s
tan
’
s
f
r
am
ewo
r
k
,
s
u
ch
as
e
x
ten
d
in
g
m
en
to
r
in
g
d
u
r
atio
n
s
to
two
y
e
ar
s
,
r
ed
u
cin
g
wo
r
k
l
o
ad
s
to
OE
C
D
s
tan
d
ar
d
s
,
an
d
in
co
r
p
o
r
atin
g
s
tr
u
ct
u
r
ed
p
ee
r
co
llab
o
r
atio
n
,
in
co
n
tr
ast
to
p
r
io
r
d
escr
ip
tiv
e
c
o
m
p
ar
ativ
e
s
tu
d
ies
[
17
]
an
d
b
r
o
ad
OE
C
D
r
ev
iews
th
at
s
to
p
s
h
o
r
t
o
f
o
f
f
e
r
in
g
ac
tio
n
a
b
le,
lo
ca
lized
ad
ap
tatio
n
s
f
o
r
e
m
er
g
in
g
ec
o
n
o
m
ies
s
u
ch
as
Kaz
ak
h
s
tan
[
18
]
.
T
h
is
m
eth
o
d
o
lo
g
y
in
v
o
lv
es
a
d
escr
ip
tiv
e
p
h
ase
to
p
r
o
f
ile
ea
ch
co
u
n
tr
y
’
s
PD
s
t
r
u
c
t
u
r
es
,
a
n
i
n
t
e
r
p
r
e
ta
t
i
v
e
p
h
a
s
e
t
o
a
n
a
l
y
ze
c
o
n
t
e
x
t
u
a
l
f
ac
t
o
r
s
,
a
j
u
x
t
a
p
o
s
i
t
i
o
n
a
l
p
h
a
s
e
t
o
h
i
g
h
l
i
g
h
t
s
i
m
il
a
r
i
ti
es
a
n
d
d
i
f
f
e
r
e
n
c
e
s
,
an
d
a
co
m
p
a
r
ativ
e
p
h
ase
to
s
y
n
th
esize
r
e
co
m
m
en
d
atio
n
s
,
en
s
u
r
in
g
a
r
ig
o
r
o
u
s
,
ev
i
d
en
ce
-
b
ased
f
r
am
ewo
r
k
as o
u
tlin
e
d
i
n
B
er
ed
ay
’
s
u
p
d
ated
a
p
p
licatio
n
s
in
co
m
p
ar
ativ
e
ed
u
ca
tio
n
l
iter
atu
r
e
[
19
]
.
T
h
e
p
r
ec
is
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
an
s
wer
th
e
q
u
esti
o
n
:
w
h
ich
ef
f
ec
tiv
e
in
ter
n
atio
n
al
p
r
ac
tices
in
b
eg
in
n
e
r
teac
h
er
s
’
PD
ca
n
b
e
ad
ap
ted
t
o
Kaz
ak
h
s
tan
’
s
ed
u
ca
tio
n
al
co
n
tex
t?
T
h
ese
c
o
n
tr
ib
u
tio
n
s
ad
d
r
ess
a
g
ap
in
th
e
liter
atu
r
e
wh
er
e
h
ig
h
-
r
eten
tio
n
m
o
d
els
ar
e
r
ar
ely
o
p
er
atio
n
alize
d
f
o
r
p
o
s
t
-
So
v
iet
co
n
tex
ts
.
T
h
is
s
tu
d
y
a
d
v
an
ce
s
c
o
m
p
ar
at
iv
e
r
esear
ch
o
n
PD
f
o
r
b
e
g
in
n
in
g
-
teac
h
er
s
in
two
wa
y
s
.
First,
it
m
o
v
es
b
ey
o
n
d
d
escr
ip
tiv
e
cr
o
s
s
-
n
atio
n
al
s
u
m
m
ar
ies
b
y
ap
p
ly
in
g
B
er
ed
a
y
’
s
f
o
u
r
-
p
h
ase
co
m
p
ar
ativ
e
m
eth
o
d
to
p
r
o
d
u
ce
p
r
escr
ip
tiv
e,
c
o
n
tex
t
-
s
en
s
itiv
e
r
ec
o
m
m
en
d
atio
n
s
s
p
ec
if
ically
tailo
r
ed
to
Kaz
ak
h
s
tan
’
s
in
s
ti
tu
tio
n
al
co
n
s
tr
ain
ts
(
wo
r
k
lo
ad
,
r
e
g
io
n
al
im
b
alan
c
es,
an
d
m
e
n
to
r
s
h
o
r
tag
es).
Seco
n
d
,
it
tr
an
s
lates
in
ter
n
atio
n
al
d
esig
n
f
ea
tu
r
es
(
s
tr
u
ctu
r
ed
m
en
t
o
r
in
g
,
p
r
o
tec
ted
tim
e,
PLCs
,
an
d
ac
tio
n
r
esear
ch
)
in
to
co
n
c
r
ete,
f
ea
s
ib
le
p
o
licy
o
p
tio
n
s
,
in
clu
d
in
g
co
s
t
-
s
en
s
itiv
e
s
tep
s
an
d
s
h
o
r
t
-
an
d
m
ed
iu
m
-
ter
m
p
o
licy
lev
er
s
,
th
er
eb
y
b
r
id
g
in
g
g
lo
b
al
ev
i
d
en
ce
an
d
lo
ca
l f
ea
s
ib
ilit
y
.
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
eg
in
n
in
g
tea
ch
ers
’
p
r
o
fess
io
n
a
l d
ev
elo
p
men
t in
Germa
n
y,
S
in
g
a
p
o
r
e,
C
h
in
a
,
a
n
d
…
(
Ox
a
n
a
K
ereye
va
)
317
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h m
et
ho
d a
nd
a
pp
lic
a
t
io
n
T
h
is
s
tu
d
y
e
m
p
lo
y
ed
a
q
u
alitativ
e
co
m
p
a
r
ativ
e
a
n
aly
s
is
to
ex
am
i
n
e
PD
p
r
o
g
r
am
s
f
o
r
b
eg
in
n
in
g
teac
h
er
s
in
Ger
m
an
y
,
Sin
g
ap
o
r
e,
C
h
in
a,
an
d
Kaz
ak
h
s
tan
.
T
h
ese
co
u
n
tr
ies
wer
e
s
elec
t
ed
b
ased
o
n
th
eir
well
-
estab
lis
h
ed
PD
f
r
am
ewo
r
k
s
an
d
r
elev
an
ce
t
o
th
e
s
tu
d
y
’
s
o
b
jectiv
e.
T
h
is
r
esear
ch
u
tili
ze
d
B
er
ed
ay
’
s
f
o
u
r
-
p
h
ase
c
o
m
p
ar
ativ
e
m
eth
o
d
o
lo
g
y
,
a
s
tr
u
ctu
r
ed
f
r
am
ew
o
r
k
wid
el
y
u
s
ed
in
co
m
p
ar
ati
v
e
ed
u
ca
tio
n
f
o
r
its
s
y
s
tem
atic,
co
n
tex
t
-
s
en
s
itiv
e
an
aly
s
is
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
ac
r
o
s
s
d
iv
er
s
e
n
atio
n
al
s
ettin
g
s
[
20
]
.
T
h
e
m
eth
o
d
o
l
o
g
y
co
m
p
r
is
es
f
o
u
r
in
ter
co
n
n
ec
ted
p
h
ases
.
I
n
th
e
d
escr
ip
tiv
e
p
h
ase,
d
ata
f
r
o
m
o
f
f
icial
d
o
cu
m
en
ts
,
ed
u
ca
tio
n
al
r
ep
o
r
ts
,
an
d
ac
a
d
e
m
ic
liter
atu
r
e
wer
e
c
o
llected
t
o
o
u
tlin
e
ea
ch
co
u
n
tr
y
’
s
PD
s
tr
u
ctu
r
e,
in
clu
d
i
n
g
em
p
lo
y
m
e
n
t
co
n
d
itio
n
s
,
p
r
o
g
r
am
d
u
r
atio
n
,
m
en
to
r
in
g
,
an
d
tr
ain
in
g
f
o
r
m
ats.
T
h
is
p
r
o
ce
s
s
f
lo
ws
in
to
th
e
in
ter
p
r
etativ
e
p
h
ase,
wh
e
r
e
e
ac
h
co
u
n
tr
y
’
s
PD
p
r
o
g
r
am
i
s
an
aly
ze
d
in
d
iv
id
u
ally
,
d
elv
in
g
in
to
its
u
n
i
q
u
e
f
ea
tu
r
es,
co
n
tex
tu
al
f
ac
to
r
s
,
an
d
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
ies;
f
o
r
in
s
tan
ce
,
Ger
m
an
y
’
s
s
tr
u
ctu
r
ed
in
d
u
ctio
n
p
h
ase
an
d
C
h
in
a’
s
f
o
cu
s
o
n
co
n
tin
u
o
u
s
lear
n
in
g
ar
e
in
ter
p
r
eted
with
in
th
eir
n
atio
n
al
f
r
am
ewo
r
k
s
,
en
s
u
r
in
g
d
e
p
th
an
d
s
en
s
itiv
ity
to
co
n
tex
t
[
21
]
.
Data
wer
e
tr
ian
g
u
lated
ac
r
o
s
s
m
u
ltip
le
s
o
u
r
ce
s
to
en
s
u
r
e
th
e
r
eliab
ilit
y
o
f
th
ese
in
ter
p
r
etatio
n
s
,
an
d
d
is
cr
ep
an
cies,
s
u
ch
as
v
ar
iatio
n
s
in
m
en
to
r
in
g
ap
p
r
o
ac
h
es,
wer
e
r
eso
lv
ed
b
y
ex
am
in
in
g
t
h
eir
co
n
tex
tu
al
o
r
ig
in
s
[
22
]
.
T
h
e
ju
x
tap
o
s
itio
n
al
p
h
ase
co
m
p
a
r
ed
co
u
n
tr
ies
b
ased
o
n
c
o
m
m
o
n
cr
iter
ia,
s
u
ch
as
m
en
to
r
in
g
p
r
ac
tices
an
d
o
b
s
er
v
atio
n
p
r
o
ce
d
u
r
es.
T
h
e
f
in
al
co
m
p
ar
ativ
e
p
h
ase
s
y
n
th
esized
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
,
id
en
tify
in
g
ea
ch
m
o
d
el’
s
s
tr
en
g
th
s
,
lim
itatio
n
s
,
an
d
d
is
tin
c
tiv
e
ch
ar
ac
ter
is
tics
.
T
h
e
r
esu
ltin
g
in
s
ig
h
ts
in
f
o
r
m
r
ec
o
m
m
en
d
atio
n
s
f
o
r
e
n
h
an
ci
n
g
Kaz
ak
h
s
tan
’
s
PD f
r
am
ewo
r
k
[
23
].
2
.
2
.
Da
t
a
co
llect
io
n
Data
wer
e
co
llected
th
r
o
u
g
h
a
s
y
s
tem
atic
d
o
cu
m
en
t
an
aly
s
is
,
f
o
cu
s
in
g
o
n
o
f
f
icia
l
n
atio
n
al
d
o
cu
m
e
n
ts
,
leg
al
ac
ts
,
ed
u
ca
tio
n
al
r
ep
o
r
ts
,
an
d
s
ch
o
la
r
ly
ar
ticles
r
elate
d
to
teac
h
er
s
’
PD.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
s
tr
ateg
y
en
s
u
r
ed
th
e
r
elev
an
ce
,
au
th
o
r
ity
,
r
ec
en
c
y
,
an
d
co
m
p
r
e
h
en
s
iv
en
ess
o
f
th
e
s
elec
ted
m
ater
ials
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
An
in
it
ial
s
ea
r
ch
id
e
n
tifie
d
1
1
0
ac
ad
em
ic
ar
ticles
an
d
2
4
o
f
f
icial
d
o
cu
m
e
n
ts
,
f
ilter
ed
b
ased
o
n
r
elev
an
ce
t
o
PD,
au
th
o
r
ity
,
r
ec
e
n
cy
,
an
d
c
o
m
p
r
e
h
en
s
iv
en
ess
o
f
b
e
g
in
n
in
g
tea
ch
er
s
.
T
h
is
p
r
o
ce
s
s
s
h
o
r
tlis
ted
2
4
ar
ticles
an
d
eig
h
t
o
f
f
icial
s
o
u
r
ce
s
,
s
elec
ted
f
o
r
th
eir
d
etailed
in
s
ig
h
ts
in
to
PD
p
r
o
g
r
am
s
ac
r
o
s
s
Ger
m
an
y
[
5
]
,
[
8
],
[
9
]
,
Sin
g
ap
o
r
e
[
10
]
,
[
24
]
,
[
25
]
,
C
h
in
a
[
26
]
,
[
27
]
,
an
d
Kaz
ak
h
s
ta
n
[
1
2
]
–
[
15
]
,
[
28
]
.
R
elev
an
ce
was
d
eter
m
in
e
d
b
y
a
d
ir
ec
t
f
o
c
u
s
o
n
in
d
u
ctio
n
,
m
en
to
r
in
g
,
an
d
r
eten
tio
n
,
as
r
ef
lecte
d
in
s
tu
d
ies
o
n
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
b
y
Kap
lan
[
29
]
an
d
in
d
u
ctio
n
,
s
elf
-
ef
f
icac
y
an
d
r
ete
n
tio
n
b
y
Han
[
30
]
.
Au
th
o
r
ity
was
en
s
u
r
ed
th
r
o
u
g
h
p
u
b
lic
atio
n
s
in
h
ig
h
-
im
p
ac
t
jo
u
r
n
als
s
u
ch
as
T
ea
ch
in
g
an
d
T
ea
ch
er
E
d
u
c
atio
n
(h
-
in
d
e
x
=1
7
0
)
an
d
J
o
u
r
n
al
o
f
T
ea
ch
er
E
d
u
ca
tio
n
(
h
=1
1
7
)
,
a
lo
n
g
s
id
e
r
e
p
o
r
ts
f
r
o
m
th
e
OE
C
D
[
7
]
,
[
1
3
]
,
[
1
4
]
.
R
ec
en
cy
was
p
r
io
r
itized
,
wi
th
m
o
s
t
s
o
u
r
ce
s
with
in
th
e
last
d
ec
ad
e
[
5
]
,
[
1
6
]
.
C
o
m
p
r
eh
en
s
iv
en
ess
was
ac
h
iev
ed
b
y
an
al
y
zin
g
PD
s
t
r
u
ctu
r
es,
in
clu
d
in
g
p
r
o
g
r
am
d
u
r
atio
n
,
m
en
to
r
in
g
p
r
ac
tices,
an
d
e
m
p
lo
y
m
en
t
co
n
d
itio
n
s
.
T
h
e
OE
C
D’
s
T
ea
ch
in
g
an
d
L
ea
r
n
in
g
I
n
ter
n
atio
n
al
Su
r
v
ey
(
T
AL
I
S
)
2
0
2
5
r
esu
lts
[
7
]
p
r
o
v
i
d
e
q
u
an
titativ
e
d
ata
o
n
in
d
u
ctio
n
p
ar
ticip
atio
n
an
d
p
r
o
g
r
am
le
n
g
th
s
,
wh
ile
ca
s
e
s
tu
d
ies
b
y
Pain
e
et
a
l.
[
1
1
]
o
n
Sh
an
g
h
ai’
s
in
d
u
ctio
n
an
d
th
o
s
e
b
y
M
O
E
Sin
g
ap
o
r
e
[
24
]
o
n
m
en
to
r
in
g
o
f
f
er
q
u
alitativ
e
in
s
ig
h
ts
.
C
o
m
p
ar
ativ
e
s
tu
d
ies
[
1
]
,
[
22
]
lin
k
m
en
to
r
s
h
ip
an
d
PLCs
to
teac
h
er
d
ev
elo
p
m
e
n
t
an
d
r
eten
tio
n
.
Ad
d
itio
n
al
s
o
u
r
ce
s
,
in
clu
d
in
g
C
h
en
[
27
]
o
n
C
h
in
a
’
s
co
m
m
u
n
ities
an
d
I
n
g
er
s
o
ll
et
a
l.
[
16
]
o
n
teac
h
er
s
h
o
r
tag
e
s
,
en
r
ich
g
lo
b
al
a
n
d
co
n
tex
tu
al
p
er
s
p
ec
tiv
es.
T
h
is
r
ig
o
r
o
u
s
s
elec
tio
n
en
s
u
r
es
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
an
aly
zin
g
PD
s
y
s
tem
s
an
d
p
r
o
p
o
s
in
g
ev
id
e
n
ce
-
b
ased
r
ec
o
m
m
en
d
atio
n
s
f
o
r
Kaz
a
k
h
s
tan
’
s
r
ef
o
r
m
s
.
Fig
u
r
e
1
.
Data
s
elec
tio
n
c
r
iter
i
a
•
K
e
e
p
s
f
o
cu
s
o
n
e
a
r
l
y
-
c
a
r
e
e
r
e
d
u
c
a
t
o
r
s,
a
v
o
i
d
s
i
r
r
e
l
e
v
a
n
t
c
o
n
t
e
n
t
.
R
e
l
e
v
a
n
c
e
•
En
su
r
e
s
c
r
e
d
i
b
i
l
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
o
f
d
a
t
a
.
A
u
t
h
o
r
i
t
y
•
Re
f
l
e
ct
s c
u
r
r
e
n
t
p
r
a
c
t
i
c
e
s
w
i
t
h
h
i
st
o
r
i
c
a
l
d
e
p
t
h
.
R
e
c
e
n
c
y
•
P
r
o
v
i
d
e
s ri
c
h
d
a
t
a
f
o
r
i
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-
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p
t
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a
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a
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y
si
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o
f
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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
:
315
-
326
318
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
i
s
s
tu
d
y
u
ti
l
ized
th
e
B
er
ed
ay
’
s
m
o
d
e
l
to
e
v
al
u
a
te
P
D
p
r
o
g
r
am
s
f
o
r
b
eg
in
n
in
g
t
ea
ch
er
s
in
Ger
m
an
y
,
S
in
g
ap
o
r
e,
C
h
in
a
,
an
d
K
az
ak
h
s
tan
,
f
o
cu
s
in
g
o
n
as
s
ig
n
m
en
t
,
d
u
r
a
ti
o
n
,
o
p
p
o
r
tu
n
it
ie
s
,
s
u
p
p
o
r
t
q
u
al
ity
,
an
d
e
v
a
lu
a
tio
n
.
T
h
e
m
o
d
el
co
m
p
r
i
s
e
s
f
o
u
r
p
h
a
s
e
s
:
th
e
m
o
d
e
l
in
cl
u
d
e
s
d
e
s
cr
ip
t
iv
e,
in
t
er
p
r
et
at
iv
e
,
ju
x
t
ap
o
s
i
ti
o
n
a
l,
an
d
co
m
p
ar
a
t
iv
e
[
20
]
.
T
h
e
d
e
s
cr
ip
t
iv
e
p
h
as
e
p
r
o
v
id
e
d
a
n
o
v
er
v
i
ew
o
f
th
e
in
d
u
c
tio
n
m
o
d
el
s
an
d
ex
a
m
in
ed
th
eir
s
c
o
p
e,
d
u
r
at
io
n
,
o
p
p
o
r
tu
n
it
ie
s
,
an
d
ev
alu
a
t
io
n
.
W
e
co
n
s
u
l
ted
o
f
f
i
ci
al
d
o
cu
m
en
t
s
f
r
o
m
th
e
M
OE
,
v
ar
io
u
s
n
at
io
n
al
a
n
d
in
ter
n
a
tio
n
al
s
o
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r
c
e
s
,
co
m
p
ar
a
ti
v
e
r
e
s
e
ar
ch
,
a
n
d
r
el
e
v
an
t
s
ec
ti
o
n
s
f
r
o
m
s
p
e
cif
ic
b
o
o
k
s
.
I
n
th
e
in
te
r
p
r
et
at
io
n
p
h
as
e,
th
e
in
d
u
c
t
io
n
p
r
o
c
e
s
s
o
f
ea
c
h
co
u
n
t
r
y
wa
s
ev
alu
at
ed
in
d
iv
id
u
al
ly
.
T
h
e
d
ev
e
lo
p
m
en
ta
l
o
p
p
o
r
tu
n
i
ti
e
s
o
f
f
er
ed
b
y
in
d
u
ct
io
n
p
r
o
g
r
am
s
,
th
ei
r
in
f
lu
en
ce
o
n
th
e
p
r
o
f
e
s
s
io
n
al
g
r
o
wth
o
f
b
eg
in
n
in
g
te
ac
h
er
s
,
an
d
th
e
c
h
a
ll
e
n
g
es
en
co
u
n
ter
ed
wer
e
ex
am
in
ed
an
d
d
i
s
cu
s
s
ed
ac
r
o
s
s
th
e
f
o
u
r
co
u
n
tr
ie
s
in
th
e
ju
x
tap
o
s
it
io
n
a
l
p
h
a
s
e
.
F
in
a
ll
y
,
th
e
co
m
p
ar
a
ti
v
e
p
h
as
e
p
r
o
d
u
c
ed
a
s
im
u
lt
an
eo
u
s
co
m
p
ar
i
s
o
n
.
F
ig
u
r
e
2
p
r
o
v
id
es
an
o
v
er
v
ie
w
o
f
th
e
p
r
o
ce
s
s
o
f
co
m
p
ar
in
g
P
D
p
r
o
g
r
a
m
s
ac
r
o
s
s
f
o
u
r
co
u
n
tr
ie
s
.
1.
D
e
scr
i
p
t
i
o
n
K
a
z
a
k
h
s
t
a
n
C
h
i
n
a
S
i
n
g
a
p
o
r
e
G
e
r
man
y
2.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
K
a
z
a
k
h
s
t
a
n
C
h
i
n
a
S
i
n
g
a
p
o
r
e
G
e
r
man
y
3.
Ju
x
t
a
p
o
s
i
t
i
o
n
C
r
i
t
e
r
i
a
f
o
r
c
o
mp
a
r
a
b
i
l
i
t
y
G
e
r
man
y
S
i
n
g
a
p
o
r
e
C
h
i
n
a
K
a
z
a
k
h
s
t
a
n
4.
C
o
m
p
a
r
i
s
o
n
G
e
r
man
y
S
i
n
g
a
p
o
r
e
C
h
i
n
a
K
a
z
a
k
h
s
t
a
n
Fig
u
r
e
2
.
B
er
ed
a
y
’
s
co
m
p
a
r
ativ
e
m
o
d
el
f
o
r
a
n
aly
zin
g
PD p
r
o
g
r
am
s
f
o
r
b
eg
i
n
n
in
g
teac
h
er
s
in
Ger
m
an
y
,
Sin
g
ap
o
r
e,
C
h
in
a
,
an
d
Kaz
ak
h
s
tan
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
co
m
p
ar
is
o
n
aim
s
to
p
r
o
v
id
e
in
s
ig
h
t
in
to
h
o
w
t
h
e
cu
r
r
e
n
t
PD
p
r
o
g
r
am
in
Kaz
ak
h
s
tan
co
u
ld
b
e
im
p
r
o
v
e
d
.
T
h
is
s
tu
d
y
e
x
am
i
n
ed
th
e
em
p
l
o
y
m
en
t
co
n
d
itio
n
s
an
d
th
e
d
u
r
ati
o
n
o
f
PD
p
r
o
g
r
am
s
in
f
o
u
r
co
u
n
tr
ies,
th
e
ty
p
es
o
f
o
p
p
o
r
t
u
n
ities
p
r
o
v
id
ed
to
b
eg
in
n
in
g
teac
h
er
s
d
u
r
in
g
th
e
in
d
u
ctio
n
p
er
io
d
,
a
n
d
h
o
w
th
ese
o
p
p
o
r
tu
n
ities
af
f
ec
ted
th
eir
q
u
ality
,
an
d
o
v
er
all
PD.
T
h
is
s
tu
d
y
co
m
p
ar
es
PD
s
y
s
t
em
s
f
o
r
b
eg
in
n
in
g
teac
h
er
s
in
Ger
m
an
y
,
Sin
g
ap
o
r
e,
C
h
in
a,
an
d
Kaz
ak
h
s
tan
u
s
in
g
cr
iter
ia
en
co
m
p
ass
in
g
th
e
f
u
ll
p
r
o
ce
s
s
,
f
r
o
m
em
p
lo
y
m
e
n
t to
in
d
u
ctio
n
,
as
s
h
o
wn
in
T
a
b
le
1
.
T
ab
le
1
.
C
o
m
p
a
r
is
o
n
o
f
PD p
r
o
g
r
am
s
f
o
r
b
eg
i
n
n
in
g
teac
h
er
s
M
e
a
su
r
e
1
.
R
e
c
r
u
i
t
m
e
n
t
2
.
P
D
d
u
r
a
t
i
o
n
a
n
d
w
o
r
k
l
o
a
d
3
.
O
p
p
o
r
t
u
n
i
t
i
e
s a
f
f
o
r
d
e
d
b
y
t
h
e
P
D
p
r
o
g
r
a
m
P
LC
s
M
e
n
t
o
r
i
n
g
A
c
t
i
o
n
r
e
s
e
a
r
c
h
4
.
Th
e
q
u
a
l
i
t
y
o
f
a
ss
i
st
a
n
c
e
p
r
o
v
i
d
e
d
d
u
r
i
n
g
i
n
d
u
c
t
i
o
n
a
n
d
P
D
3
.
1
.
Rec
ruit
m
ent
T
h
e
r
ec
r
u
itm
en
t
o
f
b
eg
in
n
in
g
teac
h
er
s
is
ess
en
tial
f
o
r
b
u
il
d
in
g
a
h
i
g
h
-
q
u
ality
teac
h
i
n
g
wo
r
k
f
o
r
ce
,
wh
ich
d
ir
ec
tly
im
p
ac
ts
e
d
u
c
atio
n
al
o
u
tc
o
m
es
an
d
teac
h
er
r
eten
tio
n
[
3
]
.
Sin
g
ap
o
r
e’
s
t
ea
ch
er
r
ec
r
u
itm
en
t,
o
v
er
s
ee
n
b
y
th
e
MO
E
,
tar
g
et
s
ca
n
d
id
ates
f
r
o
m
th
e
t
o
p
o
n
e
-
th
ir
d
o
f
th
eir
ag
e
c
o
h
o
r
t,
p
r
io
r
itizin
g
ac
ad
em
ic
ex
ce
llen
ce
an
d
teac
h
i
n
g
a
p
titu
d
e
with
o
u
t
r
e
q
u
ir
in
g
a
n
atio
n
al
ex
am
in
atio
n
,
in
c
o
n
tr
ast
to
th
e
ex
am
-
b
ased
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
eg
in
n
in
g
tea
ch
ers
’
p
r
o
fess
io
n
a
l d
ev
elo
p
men
t in
Germa
n
y,
S
in
g
a
p
o
r
e,
C
h
in
a
,
a
n
d
…
(
Ox
a
n
a
K
ereye
va
)
319
s
y
s
tem
s
o
f
Ger
m
a
n
y
,
Kaz
ak
h
s
tan
,
an
d
C
h
in
a
[
9
]
,
[
2
5
]
.
C
an
d
id
ates
u
n
d
er
g
o
c
u
r
r
icu
lu
m
v
itae
(
C
V)
s
cr
ee
n
in
g
to
ass
ess
q
u
alif
icatio
n
s
an
d
in
ter
est
in
e
d
u
ca
tio
n
,
f
o
ll
o
wed
b
y
in
ter
v
iews
with
e
x
p
er
ien
ce
d
p
r
in
ci
p
als
ev
alu
atin
g
c
o
m
m
u
n
icatio
n
s
k
i
lls
,
p
ass
io
n
,
an
d
p
o
ten
tial
as
r
o
le
m
o
d
els
[
2
7
]
,
[
2
8
]
.
A
s
ch
o
o
l
-
b
ased
s
tin
t
as
an
u
n
tr
ain
ed
co
n
t
r
ac
t
teac
h
er
,
ty
p
ically
last
in
g
s
ev
er
al
m
o
n
th
s
t
o
a
y
ea
r
,
i
n
clu
d
es
a
Sch
o
o
l
Ass
ess
m
en
t
E
x
er
cise
to
co
n
f
ir
m
s
u
itab
ilit
y
.
Su
cc
ess
f
u
l
ca
n
d
id
ates
e
n
r
o
ll
i
n
th
e
NI
E
f
o
r
f
o
r
m
al
tr
ai
n
in
g
,
with
o
n
g
o
in
g
e
v
alu
atio
n
s
en
s
u
r
in
g
th
at
o
n
ly
t
h
o
s
e
with
ap
p
r
o
p
r
iate
a
p
titu
d
e
an
d
p
er
s
o
n
ality
p
r
o
ce
e
d
[
18
]
.
I
n
c
o
n
tr
ast,
Ger
m
an
y
’
s
r
ec
r
u
itm
en
t
is
d
ec
en
tr
alize
d
a
n
d
leg
ally
d
ef
in
e
d
b
y
ea
c
h
f
e
d
er
al
s
tate.
E
n
tr
y
r
eq
u
ir
es
co
m
p
letio
n
o
f
th
e
f
i
r
s
t
s
tate
ex
am
in
atio
n
,
f
o
llo
we
d
b
y
th
e
V
o
r
b
ereitu
n
g
s
d
ien
s
t
(1
–
2
y
ea
r
s
o
f
p
r
ac
tical
tr
ain
in
g
)
a
n
d
th
e
s
ec
o
n
d
s
tate
ex
am
in
atio
n
[
9
]
.
Kaz
ak
h
s
tan
e
m
p
lo
y
s
a
m
o
r
e
s
tan
d
ar
d
ized
,
e
x
am
-
d
r
i
v
en
s
y
s
tem
.
Ped
a
g
o
g
i
ca
l
g
r
ad
u
ates
m
u
s
t
p
ass
a
n
atio
n
al
q
u
alif
icatio
n
ex
am
,
co
n
s
is
tin
g
o
f
5
0
m
u
lti
p
le
-
ch
o
ice
q
u
esti
o
n
s
with
a
m
in
im
u
m
s
co
r
e
o
f
2
5
/5
0
,
to
ea
r
n
a
“tea
ch
er
-
tr
ain
ee
”
ce
r
tific
ate,
f
o
llo
wed
b
y
a
co
m
p
etitiv
e
s
ch
o
o
l
-
b
ased
s
ele
ctio
n
p
r
o
ce
s
s
[
28
]
.
I
n
C
h
in
a,
r
ec
r
u
itm
en
t
co
m
b
in
es
ce
n
tr
alize
d
an
d
lo
ca
l
s
elec
tio
n
s
.
C
an
d
id
ates
m
u
s
t
p
ass
t
h
e
n
atio
n
al
teac
h
er
q
u
alif
icatio
n
e
x
am
a
n
d
a
s
u
b
s
eq
u
en
t
lo
ca
l
g
o
v
er
n
m
e
n
t
o
r
s
ch
o
o
l
ex
a
m
,
wh
ic
h
m
a
y
in
v
o
lv
e
wr
itten
test
s
,
in
ter
v
iews,
o
r
teac
h
in
g
d
e
m
o
n
s
tr
atio
n
s
[
2
7
]
.
T
ab
le
2
s
u
m
m
ar
izes
th
ese
r
ec
r
u
itm
en
t
p
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o
ce
s
s
es
an
d
em
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lo
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m
e
n
t
co
n
d
itio
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s
,
wh
ich
illu
s
tr
ate
th
e
v
ar
y
in
g
r
ig
o
r
an
d
in
ce
n
tiv
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th
at
s
h
ap
e
teac
h
er
en
tr
y
a
n
d
r
eten
tio
n
.
Ov
e
r
all,
Sin
g
ap
o
r
e
an
d
Ge
r
m
an
y
r
ely
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n
p
r
o
f
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io
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al
s
elec
tio
n
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d
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tr
u
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ed
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v
alu
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,
em
p
h
asizin
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e
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ag
o
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ical
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ea
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ess
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d
s
tatu
s
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er
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s
Kaz
ak
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tan
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h
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a
m
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tain
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x
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ce
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ter
e
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tes
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r
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o
n
ality
f
it
o
r
p
r
e
-
s
er
v
ice
m
en
to
r
in
g
[
3
1
]
,
[
3
2
]
.
I
n
Kaz
a
k
h
s
tan
,
in
tr
o
d
u
cin
g
p
r
eser
v
ice
s
ch
o
o
l
p
lace
m
en
ts
an
d
m
u
lti
-
s
tag
e
in
ter
v
iews c
o
u
ld
b
alan
ce
r
ig
o
r
with
d
ev
elo
p
m
en
tal
s
u
p
p
o
r
t.
T
ab
le
2
.
R
ec
r
u
itm
en
t
p
r
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ce
s
s
es a
n
d
em
p
lo
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m
en
t c
o
n
d
itio
n
s
f
o
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b
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in
n
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er
s
C
o
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n
t
r
y
R
e
c
r
u
i
t
me
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t
p
r
o
c
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ss
S
i
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g
a
p
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e
M
O
E
-
l
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d
;
t
o
p
1
/
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c
o
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t
;
C
V
scre
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r
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I
E
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G
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t
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m
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m
a
st
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r
’
s
;
3
-
5
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y
e
a
r
u
n
i
v
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si
t
y
t
r
a
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,
1
-
2
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y
e
a
r
V
o
rb
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a
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a
z
a
k
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D
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3
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2
.
P
ro
f
ess
io
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l dev
elo
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ent
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rk
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ativ
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ata
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m
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d
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tly
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ter
m
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r
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,
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tr
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d
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k
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ich
s
h
ap
e
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r
eten
tio
n
an
d
p
r
o
f
ess
io
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al
g
r
o
wth
[3
3
]
.
Fig
u
r
e
3
illu
s
tr
ates
th
ese
d
if
f
er
en
ce
s
b
y
co
m
p
ar
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th
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ap
p
r
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x
im
ate
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k
ly
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wo
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o
u
r
s
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r
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al
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p
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m
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e
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r
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s
.
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g
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o
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as
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n
e
o
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e
m
o
s
t
s
tr
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ctu
r
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s
y
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tem
s
;
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eg
in
n
in
g
teac
h
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s
b
en
ef
it
f
r
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m
a
s
ig
n
if
ican
tly
r
ed
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ce
d
teac
h
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n
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ap
p
r
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x
im
atel
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1
0
h
o
u
r
s
p
er
wee
k
,
allo
win
g
tim
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r
p
r
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f
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elo
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m
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m
en
to
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em
ain
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m
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4
-
m
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th
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Ger
m
an
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s
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tem
also
m
ain
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b
alan
ce
d
r
ati
o
,
w
h
er
e
tr
ain
ee
teac
h
e
r
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teac
h
f
o
r
1
2
–
1
5
h
o
u
r
s
wee
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ly
d
u
r
i
n
g
a
1
2
to
2
4
-
m
o
n
th
in
d
u
ctio
n
p
h
ase
[
3
4
]
.
I
n
c
o
n
tr
ast,
Fig
u
r
e
3
h
ig
h
lig
h
ts
a
s
tr
ik
in
g
d
is
p
ar
ity
in
th
e
s
y
s
tem
s
o
f
C
h
in
a
an
d
Kaz
ak
h
s
tan
.
I
n
C
h
in
a,
t
h
e
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d
u
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n
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ase
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m
p
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r
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p
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r
ee
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r
s
(
3
6
m
o
n
th
s
)
.
W
h
ile
b
eg
in
n
i
n
g
teac
h
er
s
in
C
h
in
a
m
an
ag
e
a
wo
r
k
lo
ad
o
f
ap
p
r
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x
im
atel
y
1
5
h
o
u
r
s
p
er
wee
k
,
th
ey
ac
tiv
ely
p
ar
ticip
ate
in
T
R
Gs,
wh
ich
s
er
v
e
as
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
[
2
7
]
,
[
3
3
]
.
Kaz
ak
h
s
tan
’
s
s
y
s
tem
,
h
o
wev
er
,
r
em
ain
s
s
h
o
r
ter
an
d
m
o
r
e
in
ten
s
iv
e.
As
ill
u
s
tr
ated
in
Fig
u
r
e
3
,
th
e
o
n
e
-
y
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r
in
d
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ctio
n
p
h
ase
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ten
in
v
o
lv
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n
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r
ly
f
u
ll
wo
r
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ad
o
f
1
6
-
1
8
h
o
u
r
s
we
ek
ly
(
co
m
p
ar
e
d
to
o
n
ly
1
0
h
o
u
r
s
in
Sin
g
ap
o
r
e)
.
Acc
o
r
d
in
g
to
Ay
u
b
a
y
ev
a
[
3
5
]
,
s
u
ch
a
h
i
g
h
teac
h
in
g
lo
ad
,
co
m
b
i
n
ed
with
s
taf
f
in
g
s
h
o
r
tag
es,
cr
ea
tes
s
ig
n
if
ican
t
tim
e
co
n
s
tr
ain
ts
th
at
h
in
d
e
r
th
e
q
u
ality
o
f
m
en
to
r
in
g
.
C
o
n
s
eq
u
en
tly
,
th
e
lack
o
f
wo
r
k
lo
a
d
d
if
f
er
en
tiatio
n
a
n
d
lim
ited
in
s
titu
tio
n
al
s
u
p
p
o
r
t
in
Kaz
a
k
h
s
tan
r
estrict
d
ee
p
en
g
ag
e
m
en
t
in
p
r
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f
ess
io
n
al
lear
n
in
g
an
d
p
r
ev
en
t th
e
ef
f
ec
t
iv
e
in
teg
r
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n
o
f
n
ew
teac
h
er
s
in
to
th
e
s
ch
o
o
l c
o
m
m
u
n
ity
.
T
h
e
co
m
p
ar
ativ
e
an
aly
s
is
d
e
m
o
n
s
tr
ates
th
at
th
e
d
u
r
atio
n
a
n
d
p
ac
in
g
o
f
in
d
u
ctio
n
p
lay
c
r
itical
r
o
les
in
d
eter
m
in
in
g
h
o
w
ef
f
ec
tiv
el
y
teac
h
er
s
in
ter
n
alize
p
ed
ag
o
g
ical
co
m
p
eten
ce
.
Sy
s
tem
s
th
at
ex
ten
d
in
d
u
ctio
n
b
ey
o
n
d
a
s
in
g
le
y
ea
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c
r
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
d
ee
p
er
p
r
o
f
ess
io
n
al
s
o
cializa
tio
n
.
Mo
r
eo
v
er
,
t
h
e
b
alan
ce
b
etwe
en
au
t
o
n
o
m
y
a
n
d
ac
co
u
n
tab
ilit
y
ap
p
ea
r
s
ce
n
tr
al:
ex
ce
s
s
iv
e
ce
n
tr
aliza
tio
n
m
a
y
in
h
ib
it
teac
h
er
a
g
en
cy
,
wh
ile
co
m
p
lete
d
ec
en
tr
aliza
tio
n
r
is
k
s
in
c
o
n
s
is
ten
cy
[
36
]
.
Kaz
ak
h
s
tan
’
s
ev
o
lv
i
n
g
f
r
am
e
wo
r
k
co
u
ld
b
en
ef
it
f
r
o
m
m
ain
tain
in
g
n
atio
n
al
q
u
ality
s
tan
d
ar
d
s
wh
ile
em
p
o
we
r
in
g
s
ch
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o
ls
to
ad
a
p
t
m
en
to
r
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g
an
d
p
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f
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io
n
al
lear
n
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ac
tices
to
th
eir
s
p
ec
if
ic
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n
tex
ts
.
An
o
th
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e
r
g
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was
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e
im
p
o
r
ta
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o
f
p
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tecte
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tim
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f
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r
r
ef
lectiv
e
p
r
ac
tice.
L
o
wer
teac
h
in
g
lo
ad
s
in
Sin
g
ap
o
r
e,
Ger
m
an
y
,
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d
C
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a
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llab
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ased
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ef
lectio
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s
.
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s
,
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m
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le
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tr
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r
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co
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ld
en
h
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ce
teac
h
e
r
s
’
ab
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y
to
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g
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g
e
in
s
elf
-
d
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r
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ted
lear
n
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g
an
d
in
n
o
v
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
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t
J
E
v
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&
R
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d
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c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
315
-
326
320
Fig
u
r
e
3
.
W
ee
k
ly
teac
h
i
n
g
wo
r
k
lo
ad
a
n
d
m
e
n
to
r
in
g
d
u
r
atio
n
f
o
r
b
e
g
in
n
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n
g
teac
h
er
s
(
m
o
n
t
h
ly
)
3
.
3
.
O
pp
o
rt
un
it
ies
:
pro
f
ess
io
na
l le
a
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co
m
m
un
it
ies,
m
ent
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ring
,
a
nd
a
ct
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n r
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h
T
h
is
s
ec
tio
n
ex
am
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es
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o
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e
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m
p
o
n
e
n
ts
o
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e
PD
b
eg
in
n
in
g
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h
e
r
s
’
–
PLCs
,
m
en
to
r
in
g
,
a
n
d
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tio
n
r
esear
ch
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id
en
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d
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th
e
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ter
n
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al
liter
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r
e
as
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n
tr
al
m
ec
h
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is
m
s
o
f
ea
r
ly
ca
r
ee
r
p
r
o
f
ess
io
n
al
lear
n
in
g
[
2
4
]
.
T
h
eir
ef
f
ec
tiv
e
n
ess
d
ep
en
d
s
o
n
th
e
ex
ten
t
to
wh
ich
co
h
er
en
t
s
tr
u
ctu
r
es
ar
e
estab
lis
h
ed
in
ed
u
ca
tio
n
s
y
s
tem
s
wh
ile
m
ai
n
tain
in
g
teac
h
er
a
g
en
cy
.
I
n
Sin
g
ap
o
r
e,
PLCs
wer
e
in
s
titu
tio
n
alize
d
in
2
0
0
9
with
in
a
n
atio
n
wid
e
teac
h
er
g
r
o
wth
f
r
a
m
ewo
r
k
[
3
7
]
.
Gr
o
u
n
d
ed
in
D
u
Fo
u
r
[
3
8
]
“th
r
e
e
b
ig
id
ea
s
”,
th
ey
in
teg
r
ate
r
ef
lectiv
e
p
r
ac
tice,
c
o
llab
o
r
ativ
e
in
q
u
ir
y
,
an
d
d
ata
-
d
r
iv
en
in
s
tr
u
ctio
n
al
im
p
r
o
v
em
en
t
th
r
o
u
g
h
PL
C
s
.
Alth
o
u
g
h
th
is
m
o
d
el
en
s
u
r
es
s
y
s
tem
-
lev
el
co
h
er
en
ce
,
its
f
o
r
m
aliza
tio
n
m
a
y
lim
it
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
-
in
itiated
in
n
o
v
atio
n
[
3
9
]
.
I
n
Sh
an
g
h
ai,
co
llab
o
r
a
tiv
e
p
r
o
f
ess
io
n
al
lear
n
in
g
o
r
g
an
ically
ev
o
l
v
ed
th
r
o
u
g
h
th
e
en
d
u
r
in
g
T
R
G
s
y
s
tem
,
wh
ich
was
in
s
titu
tio
n
alize
d
in
th
e
1
9
5
0
s
.
T
R
Gs
ar
e
r
o
o
ted
in
th
e
C
o
n
f
u
cian
eth
o
s
o
f
co
llectiv
e
lear
n
in
g
an
d
em
p
h
asize
less
o
n
s
tu
d
y
,
p
ee
r
o
b
s
er
v
atio
n
,
an
d
s
m
all
-
s
ca
le
ex
p
er
im
en
tatio
n
.
Su
p
p
o
r
ted
b
y
r
ed
u
ce
d
wo
r
k
lo
a
d
s
an
d
d
is
t
r
ict
-
lev
el
co
o
r
d
i
n
atio
n
,
Sh
an
g
h
ai
teac
h
er
s
en
g
ag
e
in
p
r
ac
tice
-
b
ased
an
d
r
esear
ch
-
in
f
o
r
m
ed
in
q
u
i
r
y
.
Pain
e
et
a
l.
[
1
1
]
n
o
ted
th
at
th
is
m
o
d
e
l
ex
em
p
lifie
s
h
o
w
s
tr
o
n
g
s
y
s
tem
ic
s
u
p
p
o
r
t
an
d
c
u
ltu
r
al
f
it
ca
n
s
u
s
tain
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
.
I
n
G
er
m
an
y
,
PLC
-
ty
p
e
co
llab
o
r
atio
n
r
em
ai
n
s
d
ec
en
t
r
alize
d
an
d
r
o
o
ted
in
p
r
o
f
ess
io
n
al
au
t
o
n
o
m
y
.
T
ea
ch
er
s
p
r
i
m
ar
ily
co
llab
o
r
ate
with
in
s
u
b
ject
d
ep
a
r
tm
en
ts
a
n
d
s
ch
o
o
l
-
d
ev
el
o
p
m
en
t
p
r
o
jects,
r
ef
lectin
g
co
n
f
id
e
n
ce
in
th
eir
s
elf
-
d
ir
ec
te
d
lear
n
in
g
ca
p
ac
ity
.
Ho
wev
e
r
,
t
h
e
ab
s
en
ce
o
f
n
atio
n
al
m
an
d
a
tes
h
as
r
esu
lted
in
u
n
ev
en
im
p
lem
en
tatio
n
ac
r
o
s
s
s
tates.
As
Van
g
r
iek
en
et
a
l.
[
4
0
]
ar
g
u
ed
,
a
u
to
n
o
m
y
-
d
r
iv
en
c
o
m
m
u
n
ities
’
f
o
s
ter
in
n
o
v
atio
n
b
u
t
r
ely
h
ea
v
ily
o
n
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
tr
u
s
t r
ath
er
th
an
s
tr
u
ctu
r
al
s
u
p
p
o
r
t.
I
n
co
n
tr
ast,
PLCs
in
Kaz
ak
h
s
tan
r
em
ain
in
th
e
ea
r
ly
d
ev
el
o
p
m
en
tal
s
tag
e.
Pro
f
ess
io
n
al
lear
n
in
g
is
lar
g
ely
o
r
g
a
n
ized
with
in
ce
n
t
r
alize
d
g
o
v
er
n
an
ce
ar
r
an
g
em
en
ts
an
d
co
o
r
d
in
ated
th
r
o
u
g
h
r
eg
io
n
al
ed
u
ca
tio
n
au
th
o
r
ities
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
v
id
er
s
o
f
f
ici
ally
in
clu
d
ed
in
r
elev
an
t
n
atio
n
al
an
d
r
eg
io
n
al
r
eg
is
tr
ies.
Alth
o
u
g
h
p
ilo
t
in
itiativ
es
lin
k
ed
to
th
e
C
am
b
r
id
g
e
E
d
u
ca
tio
n
r
ef
o
r
m
an
d
th
e
Naz
ar
b
a
y
ev
I
n
tellectu
al
Sch
o
o
ls
in
tr
o
d
u
ce
d
less
o
n
s
tu
d
y
an
d
p
ee
r
co
ac
h
in
g
,
th
ese
p
r
ac
tices
h
av
e
y
et
to
d
if
f
u
s
e
s
y
s
tem
-
wid
e.
Hier
ar
ch
ical
o
r
g
a
n
izatio
n
al
r
elatio
n
s
h
ip
s
,
h
ea
v
y
teac
h
er
wo
r
k
lo
a
d
s
,
an
d
lim
ited
s
ch
o
o
l
-
lev
el
au
to
n
o
m
y
co
n
tin
u
e
to
co
n
s
tr
ain
c
o
llab
o
r
ativ
e
p
r
o
f
ess
io
n
alis
m
[
4
1
]
.
T
h
e
cr
o
s
s
-
ca
s
e
co
m
p
ar
is
o
n
in
d
ic
ates
th
at
Sin
g
ap
o
r
e
an
d
Sh
an
g
h
ai
h
a
v
e
s
y
s
tem
-
em
b
ed
d
e
d
an
d
p
o
licy
-
alig
n
ed
co
llab
o
r
ativ
e
s
tr
u
ctu
r
es;
Ger
m
an
y
r
ef
lects
au
to
n
o
m
y
-
d
r
iv
en
b
u
t
u
n
ev
en
l
y
in
s
titu
tio
n
alize
d
co
llab
o
r
atio
n
;
an
d
Kaz
ak
h
s
tan
d
em
o
n
s
tr
ates
f
r
ag
m
en
ted
an
d
d
ev
elo
p
in
g
f
o
r
m
s
o
f
co
lleg
i
al
lear
n
in
g
.
Acr
o
s
s
ca
s
es,
ef
f
ec
tiv
e
PLCs
ar
e
co
n
s
is
ten
t
ly
ass
o
ciate
d
with
lead
er
s
h
ip
th
at
p
r
o
tects
tim
e
f
o
r
r
ef
lectio
n
,
c
o
h
er
e
n
t
o
r
g
an
i
za
tio
n
al
ar
r
an
g
em
en
ts
,
a
n
d
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
f
o
r
teac
h
er
ag
en
c
y
,
as
s
ee
n
in
T
ab
le
3
.
Me
n
to
r
in
g
s
tr
u
ctu
r
es
v
ar
y
in
ter
m
s
o
f
s
co
p
e,
d
u
r
atio
n
,
a
n
d
m
en
to
r
q
u
alif
icatio
n
s
[
4
2
]
.
Sin
g
ap
o
r
e
’
s
two
-
y
ea
r
in
d
u
ctio
n
p
r
o
g
r
am
i
n
clu
d
es
th
e
Stru
ctu
r
e
d
Me
n
to
r
in
g
Pro
g
r
a
m
,
wh
ich
p
air
s
b
eg
i
n
n
in
g
teac
h
er
s
with
ce
r
tifie
d
s
en
io
r
,
lead
,
o
r
m
aster
teac
h
er
s
tr
ain
ed
th
r
o
u
g
h
th
e
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
a
n
d
m
ath
em
atics
(
STE
M)
f
r
am
ewo
r
k
[
3
7
]
.
Me
n
to
r
s
p
r
o
v
id
e
in
s
tr
u
ctio
n
al
g
u
id
an
ce
,
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
s
u
b
ject
-
alig
n
ed
m
o
d
ellin
g
to
en
s
u
r
e
p
r
o
f
ess
io
n
al
co
h
er
en
ce
[
4
3
]
.
Ger
m
a
n
y
ass
ig
n
s
m
en
t
o
r
s
with
s
u
b
s
tan
tial
s
u
b
ject
ex
p
er
tis
e
th
r
o
u
g
h
o
u
t
t
h
e
V
o
r
b
ereitu
n
g
s
d
ien
s
t
,
e
n
s
u
r
in
g
co
n
s
is
ten
t
p
ed
a
g
o
g
ical
a
n
d
co
n
ten
t
-
s
p
ec
if
ic
s
u
p
p
o
r
t
[
9
]
.
I
n
Kaz
ak
h
s
tan
,
m
en
to
r
s
ar
e
r
eq
u
ir
e
d
to
h
o
ld
th
e
“tea
c
h
er
-
r
esear
c
h
er
”
o
r
“tea
ch
e
r
-
m
aster
”
q
u
alif
icatio
n
h
o
wev
er
,
s
h
o
r
tag
es
o
f
ten
r
esu
lt
in
cr
o
s
s
-
d
is
cip
lin
ar
y
ass
ig
n
m
e
n
ts
,
wea
k
en
i
n
g
s
u
b
ject
-
s
p
ec
if
i
c
0
5
10
15
20
25
30
35
40
S
i
n
g
ap
o
re
G
e
rman
y
Kaz
a
k
h
s
tan
Ch
i
n
a
Wo
rk
loa
d
Me
n
t
o
ri
n
g
D
u
ra
tio
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
B
eg
in
n
in
g
tea
ch
ers
’
p
r
o
fess
io
n
a
l d
ev
elo
p
men
t in
Germa
n
y,
S
in
g
a
p
o
r
e,
C
h
in
a
,
a
n
d
…
(
Ox
a
n
a
K
ereye
va
)
321
m
en
to
r
s
h
ip
[
2
9
]
.
C
h
in
a’
s
m
en
t
o
r
in
g
e
x
ten
d
s
o
v
e
r
two
to
th
r
e
e
y
ea
r
s
b
u
t it
s
o
m
etim
es p
air
s
b
eg
in
n
in
g
teac
h
er
s
with
m
en
to
r
s
f
r
o
m
d
if
f
e
r
en
t g
r
ad
e
lev
els,
wh
ich
ca
n
r
ed
u
ce
c
o
n
tex
tu
al
r
elev
an
ce
[
4
4
]
.
T
h
e
co
m
p
ar
is
o
n
s
h
o
ws
th
at
wh
ile
Sin
g
ap
o
r
e
an
d
G
er
m
an
y
d
em
o
n
s
tr
ate
th
e
s
tr
o
n
g
est
alig
n
m
en
t
b
etwe
en
m
en
to
r
in
g
s
tr
u
ctu
r
e,
d
u
r
atio
n
,
a
n
d
s
u
b
ject
s
p
ec
if
ic
ity
,
Kaz
ak
h
s
tan
an
d
C
h
in
a
f
a
ce
ch
allen
g
es
in
en
s
u
r
in
g
d
e
p
th
an
d
alig
n
m
en
t.
Kaz
ak
h
s
tan
’
s
m
en
to
r
in
g
p
r
ac
t
ices,
in
p
ar
ticu
lar
,
wo
u
ld
b
en
ef
it
f
r
o
m
s
u
s
tain
ed
d
u
r
atio
n
a
n
d
clea
r
er
s
u
b
ject
m
atch
in
g
to
en
h
a
n
ce
b
eg
in
n
in
g
teac
h
er
s
u
p
p
o
r
t a
n
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
C
h
in
a’
s
two
to
th
r
ee
-
y
ea
r
m
en
t
o
r
in
g
ar
r
an
g
em
e
n
ts
ca
n
also
f
ac
e
m
is
m
atch
es
b
etwe
en
m
en
to
r
s
’
an
d
b
eg
in
n
i
n
g
teac
h
er
s
’
g
r
ad
e
lev
els,
af
f
ec
tin
g
r
elev
an
ce
[
4
5
]
.
Ov
e
r
all,
Sin
g
ap
o
r
e
an
d
Ger
m
an
y
d
em
o
n
s
t
r
ated
th
e
s
tr
o
n
g
est
alig
n
m
en
t
am
o
n
g
m
en
to
r
in
g
s
tr
u
ctu
r
e,
d
u
r
atio
n
,
a
n
d
s
u
b
jec
t sp
ec
if
icity
.
Actio
n
r
esear
ch
en
ab
les
teac
h
er
s
to
ex
am
in
e
an
d
im
p
r
o
v
e
t
h
eir
p
r
ac
tices
th
r
o
u
g
h
s
y
s
tem
atic
in
q
u
ir
y
[
4
6
]
.
I
n
Sin
g
a
p
o
r
e,
it
is
a
ce
n
tr
al
f
ea
tu
r
e
o
f
th
e
in
d
u
ctio
n
p
r
o
ce
s
s
an
d
is
em
b
ed
d
e
d
with
i
n
PLCs
.
B
eg
in
n
in
g
teac
h
er
s
u
s
e
e
-
p
o
r
tf
o
lio
s
to
d
o
cu
m
en
t
r
esear
ch
p
r
o
jects
th
at
lin
k
th
eo
r
y
with
class
r
o
o
m
p
r
a
ctice
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s
u
p
p
o
r
ted
b
y
m
en
to
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in
g
a
n
d
r
e
d
u
ce
d
w
o
r
k
lo
ad
s
[
4
7
]
.
Ger
m
an
y
in
te
g
r
at
es
ac
tio
n
r
esear
ch
in
to
th
e
V
o
r
b
ereitu
n
g
s
d
ien
s
t
,
co
m
b
in
in
g
r
ef
lectiv
e
in
q
u
ir
y
an
d
f
ee
d
b
ac
k
f
r
o
m
S
tu
d
ien
s
e
min
a
r
e
u
n
d
er
m
an
ag
ea
b
le
teac
h
in
g
lo
ad
s
[
1
0
]
.
I
n
C
h
in
a,
T
R
Gs
co
o
r
d
in
ate
ac
tio
n
r
esear
ch
ac
tiv
ities
,
in
clu
d
in
g
less
o
n
s
tu
d
ies
an
d
tr
ial
cla
s
s
es,
wh
ich
b
r
id
g
e
th
eo
r
y
a
n
d
p
r
ac
tice,
alth
o
u
g
h
im
p
lem
en
tatio
n
v
ar
ies
r
eg
io
n
a
lly
[
4
8
]
.
I
n
Kaz
ak
h
s
tan
,
ac
tio
n
r
esear
ch
r
em
ain
s
lar
g
ely
lim
ited
to
s
h
o
r
t
-
ter
m
co
u
r
s
es
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ev
e
n
ts
,
with
h
ig
h
teac
h
in
g
lo
ad
s
h
in
d
er
in
g
s
u
s
tain
ab
ilit
y
[
3
1
]
.
C
o
m
p
ar
ativ
ely
,
Sin
g
a
p
o
r
e
a
n
d
Ger
m
an
y
d
em
o
n
s
tr
ate
h
o
w
ac
tio
n
r
esear
ch
ca
n
f
u
n
ctio
n
as
a
p
r
o
f
ess
io
n
al
b
r
id
g
e
b
etwe
en
th
e
o
r
etica
l
lear
n
in
g
an
d
class
r
o
o
m
in
n
o
v
atio
n
,
wh
ile
Kaz
ak
h
s
tan
’
s
f
r
ag
m
en
te
d
ap
p
r
o
ac
h
co
n
s
tr
ai
n
s
its
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tia
l.
E
x
p
an
d
in
g
s
tr
u
ct
u
r
ed
ac
tio
n
r
esear
ch
th
r
o
u
g
h
m
en
to
r
in
g
an
d
PLCs
ca
n
s
tr
en
g
th
en
teac
h
er
s
’
r
ef
lectiv
e
ca
p
ac
ity
an
d
f
o
s
ter
a
cu
ltu
r
e
o
f
in
q
u
ir
y
-
b
ased
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
ab
le
3
.
C
o
m
p
a
r
ativ
e
f
ea
tu
r
es o
f
PD
s
tr
u
ctu
r
es f
o
r
b
eg
i
n
n
in
g
teac
h
er
s
in
f
o
u
r
e
d
u
ca
tio
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al
s
y
s
tem
s
C
o
u
n
t
r
y
P
LC
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M
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t
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c
t
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a
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K
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g
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p
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t
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w
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L
C
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t
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(
g
r
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d
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s
u
b
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c
t
-
b
a
s
e
d
)
;
l
e
a
r
n
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g
c
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r
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l
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s,
G
ESL
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M
P
,
4
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%
o
f
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s wi
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-
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my
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ms;
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R
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V
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s;
r
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p
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r
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p
r
a
c
t
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c
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3
.
4
.
T
he
qu
a
lity
o
f
beg
inn
ing
t
ea
cher
s
’
pro
f
ess
io
na
l dev
elo
p
m
ent
du
ring
t
he
ind
uct
io
n p
er
io
d
I
n
Kaz
ak
h
s
tan
,
th
e
PD
o
f
b
eg
in
n
in
g
teac
h
er
s
in
th
eir
ea
r
ly
ca
r
ee
r
s
tag
es
is
co
n
s
tr
ain
ed
b
y
s
y
s
tem
ic
an
d
cu
ltu
r
al
f
ac
to
r
s
.
Un
lik
e
Sin
g
ap
o
r
e,
Ger
m
an
y
,
an
d
C
h
in
a,
Kaz
ak
h
s
tan
d
o
es
n
o
t
h
av
e
a
f
o
r
m
ally
estab
lis
h
ed
in
d
u
ctio
n
p
e
r
io
d
,
an
d
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t
lar
g
ely
d
ep
e
n
d
s
o
n
s
h
o
r
t
-
ter
m
in
itiativ
es
s
u
ch
as
m
en
to
r
in
g
ar
r
a
n
g
em
e
n
ts
,
s
h
o
r
t
-
ter
m
p
r
o
f
ess
io
n
al
tr
ain
in
g
c
o
u
r
s
es
an
d
d
ev
el
o
p
m
en
t
ev
en
ts
,
as
well
as
p
ilo
t
p
r
o
g
r
a
m
s
im
p
lem
e
n
ted
in
s
elec
ted
s
ch
o
o
ls
.
W
h
ile
t
h
ese
m
ea
s
u
r
es
aim
to
s
u
p
p
o
r
t b
eg
in
n
i
n
g
teac
h
er
s
,
r
esear
ch
in
d
icate
s
th
at
m
en
to
r
in
g
q
u
ali
ty
is
u
n
ev
en
,
m
en
to
r
s
ar
e
o
f
t
en
p
o
o
r
l
y
s
elec
ted
,
an
d
r
eg
io
n
al
d
is
p
ar
ities
lim
it
ac
ce
s
s
to
ex
p
er
ien
ce
d
s
u
p
er
v
is
o
r
s
[
3
1
]
.
Sch
o
o
l
a
d
m
in
is
tr
ato
r
s
f
r
eq
u
e
n
tly
p
r
io
r
itize
f
o
r
m
al
ized
ac
tiv
ities
s
u
ch
as
p
o
r
tf
o
lio
ass
ess
m
en
t
o
v
er
co
llab
o
r
ativ
e
an
d
r
e
f
lectiv
e
p
r
ac
tices,
r
ed
u
cin
g
o
p
p
o
r
tu
n
ities
f
o
r
m
ea
n
in
g
f
u
l
p
r
o
f
ess
io
n
al
in
ter
ac
tio
n
.
C
u
l
tu
r
al
attitu
d
es
to
war
d
s
i
n
ter
f
er
en
ce
in
class
r
o
o
m
p
r
ac
ti
ce
f
u
r
th
e
r
r
estrict
cu
r
r
icu
lu
m
s
u
p
er
v
is
io
n
,
m
i
r
r
o
r
in
g
c
h
allen
g
es
o
b
s
er
v
ed
in
C
h
in
a
[
4
9
]
.
Me
n
to
r
s
m
ay
p
r
o
v
i
d
e
g
u
id
an
ce
an
d
co
-
p
lan
less
o
n
s
,
b
u
t
in
ten
s
iv
e
m
o
n
ito
r
in
g
is
o
f
ten
a
v
o
id
ed
b
e
ca
u
s
e
o
f
p
e
r
ce
iv
ed
in
t
r
u
s
iv
en
ess
[
5
0
]
.
Mo
r
e
o
v
er
,
h
ea
v
y
teac
h
in
g
l
o
ad
s
,
av
e
r
ag
in
g
5
0
h
o
u
r
s
p
e
r
wee
k
f
o
r
e
ar
ly
ca
r
ee
r
teac
h
er
s
,
lim
it
th
e
tim
e
av
ailab
le
f
o
r
m
en
to
r
in
g
,
less
o
n
s
tu
d
y
,
a
n
d
p
ar
ticip
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n
in
PLCs
,
co
m
p
ar
ed
to
t
h
e
OE
C
D
av
er
ag
e
o
f
3
9
h
o
u
r
s
[
5
1
]
.
I
n
ter
n
atio
n
al
co
m
p
ar
is
o
n
s
h
i
g
h
lig
h
t
t
h
e
p
o
ten
tial
g
ai
n
s
o
f
s
tr
u
ctu
r
ed
i
n
d
u
ctio
n
.
Sin
g
ap
o
r
e
in
teg
r
ates
m
en
to
r
in
g
,
PLCs
,
an
d
less
o
n
s
tu
d
y
with
in
a
co
h
er
en
t
n
atio
n
al
f
r
am
ewo
r
k
,
en
s
u
r
in
g
r
e
f
lectiv
e
p
r
ac
tice
an
d
co
n
s
is
ten
t
p
ed
ag
o
g
ical
f
ee
d
b
ac
k
[
5
2
]
.
Ger
m
an
y
’
s
co
n
s
tr
u
ctiv
is
t
-
o
r
ien
ted
m
en
t
o
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in
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f
o
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ter
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lectio
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tatio
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d
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en
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d
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n
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m
ak
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n
g
u
n
d
er
m
an
ag
ea
b
le
wo
r
k
lo
ad
s
[
1
9
]
.
Alth
o
u
g
h
r
e
g
io
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al
d
is
p
ar
ities
p
er
s
is
t,
C
h
in
a
co
m
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in
es
T
R
Gs
with
m
en
to
r
in
g
t
o
s
tr
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th
e
n
co
n
ten
t
k
n
o
wled
g
e
an
d
class
r
o
o
m
s
k
ills
.
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
:
315
-
326
322
T
h
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in
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r
Kaz
ak
h
s
tan
.
First,
s
y
s
tem
-
lev
el
co
h
er
en
ce
is
cr
itical: p
o
licies m
u
s
t
lin
k
m
en
to
r
in
g
,
PLCs
,
an
d
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
in
to
a
co
n
tin
u
o
u
s
s
u
p
p
o
r
t f
r
am
ew
o
r
k
.
Seco
n
d
,
p
r
o
tecte
d
tim
e
f
o
r
r
e
f
lectio
n
an
d
co
llab
o
r
atio
n
is
n
e
ce
s
s
ar
y
to
r
ed
u
ce
wo
r
k
l
o
ad
p
r
ess
u
r
e
an
d
en
h
an
ce
en
g
ag
em
e
n
t.
T
h
ir
d
,
m
en
to
r
s
elec
tio
n
an
d
tr
ain
in
g
s
h
o
u
ld
p
r
io
r
itize
s
u
b
ject
alig
n
m
e
n
t
an
d
p
r
o
f
ess
io
n
al
ex
p
er
tis
e
to
m
ax
im
ize
th
e
q
u
ality
o
f
g
u
id
a
n
ce
.
As
Dar
lin
g
-
Ham
m
o
n
d
[
1
]
n
o
ted
,
tea
ch
er
d
ev
elo
p
m
en
t
f
lo
u
r
is
h
es
wh
en
p
r
o
f
ess
io
n
al
lear
n
in
g
is
em
b
ed
d
ed
in
a
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e,
with
lead
er
s
ac
tin
g
a
s
f
ac
ilit
ato
r
s
r
ath
er
th
a
n
m
an
a
g
er
s
.
Similar
ly
,
T
er
h
a
r
t
[
9
]
e
m
p
h
asizes
th
at
with
o
u
t
s
tr
u
ct
u
r
ed
a
n
d
c
o
n
s
is
ten
t
s
u
p
p
o
r
t,
b
eg
in
n
in
g
teac
h
er
s
r
i
s
k
is
o
latio
n
an
d
u
n
ev
e
n
s
k
ill
d
ev
elo
p
m
e
n
t.
I
n
co
n
cl
u
s
io
n
,
a
lth
o
u
g
h
Kaz
ak
h
s
tan
h
as
in
itiated
r
ef
o
r
m
s
to
s
u
p
p
o
r
t
b
eg
in
n
in
g
teac
h
er
s
,
th
e
q
u
ality
o
f
PD
is
co
n
s
tr
ain
ed
b
y
th
e
ab
s
en
ce
o
f
a
f
o
r
m
al
in
d
u
cti
o
n
p
er
io
d
a
n
d
s
tr
u
ctu
r
al
lim
itatio
n
s
in
m
en
to
r
in
g
,
co
llab
o
r
atio
n
,
an
d
r
ef
lectiv
e
p
r
ac
tice.
L
ess
o
n
s
f
r
o
m
Sin
g
ap
o
r
e,
Ge
r
m
an
y
,
a
n
d
C
h
in
a
s
u
g
g
est
th
at
in
teg
r
atin
g
a
co
h
er
en
t,
cu
l
tu
r
ally
ap
p
r
o
p
r
iate
in
d
u
ctio
n
f
r
am
ewo
r
k
,
alig
n
ed
with
wo
r
k
lo
ad
m
an
ag
e
m
en
t,
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
,
an
d
s
k
illed
m
en
to
r
in
g
,
co
u
l
d
s
ig
n
if
ican
tly
en
h
an
ce
t
h
e
ea
r
ly
p
r
o
f
ess
io
n
a
l g
r
o
wth
o
f
teac
h
er
s
in
Kaz
a
k
h
s
tan
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
a
p
o
licy
-
o
r
ien
te
d
co
m
p
ar
ativ
e
s
y
n
t
h
e
s
is
th
at
o
p
er
atio
n
alize
s
in
ter
n
atio
n
al
PD
p
r
ac
tices
f
o
r
Kaz
ak
h
s
tan
:
it
id
en
tifie
s
f
ea
s
ib
le
in
d
u
ctio
n
d
u
r
atio
n
(
two
y
ea
r
s
)
,
wo
r
k
lo
a
d
ad
ju
s
tm
en
t
tar
g
ets
(
m
o
v
e
to
war
d
OE
C
D
m
ed
ian
p
r
o
tecte
d
tim
e
f
o
r
r
e
f
lectio
n
)
,
an
d
s
ca
lab
le
m
en
to
r
in
g
a
n
d
PLC
ar
r
an
g
em
en
ts
th
at
ca
n
b
e
p
ilo
ted
a
n
d
ev
alu
at
ed
with
in
Kaz
a
k
h
s
tan
i
r
e
g
io
n
s
.
I
n
d
o
in
g
s
o
,
th
e
s
tu
d
y
d
em
o
n
s
tr
ates
h
o
w
h
y
b
r
id
m
o
d
els
ca
n
b
e
ad
ap
te
d
to
p
o
s
t
-
So
v
iet
ed
u
ca
tio
n
s
y
s
tem
s
.
Usi
n
g
B
er
ed
ay
’
s
f
o
u
r
-
p
h
ase
co
m
p
ar
ativ
e
m
eth
o
d
o
l
o
g
y
,
th
e
s
tu
d
y
s
y
s
te
m
atica
lly
an
aly
ze
d
PD
m
o
d
el
s
in
Ger
m
an
y
,
Sin
g
a
p
o
r
e,
C
h
i
n
a,
an
d
Kaz
ak
h
s
tan
,
m
o
v
in
g
b
ey
o
n
d
d
escr
ip
tiv
e
r
e
v
iews
to
ac
tio
n
ab
le
p
o
licy
g
u
id
an
ce
.
T
h
e
s
tu
d
y
’
s
co
r
e
co
n
t
r
ib
u
tio
n
lies
in
its
p
r
escr
ip
tiv
e,
p
o
licy
-
in
f
o
r
m
e
d
f
r
am
ewo
r
k
th
at
e
x
p
licitly
li
n
k
s
cr
o
s
s
-
co
u
n
tr
y
ev
id
e
n
ce
t
o
r
ef
o
r
m
f
ea
s
ib
ilit
y
with
in
Kaz
ak
h
s
tan
’
s
s
o
cio
ec
o
n
o
m
ic
an
d
cu
ltu
r
al
co
n
te
x
ts
.
T
h
e
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
th
a
t
in
s
titu
tio
n
alizin
g
a
two
-
y
ea
r
in
d
u
ctio
n
p
h
ase
a
lig
n
ed
with
in
ter
n
atio
n
al
s
tan
d
ar
d
s
,
im
p
lem
en
tin
g
s
tr
u
ctu
r
e
d
,
s
u
b
ject
-
s
p
ec
if
ic
m
en
to
r
in
g
with
p
r
o
tecte
d
co
llab
o
r
atio
n
tim
e
an
d
r
e
d
u
ce
d
wo
r
k
lo
ad
s
,
a
n
d
em
b
ed
d
in
g
PLCs
an
d
ac
tio
n
r
esear
ch
in
s
ch
o
o
l
p
r
ac
tice
ar
e
ess
en
tial
f
o
r
im
p
r
o
v
in
g
teac
h
e
r
r
eten
tio
n
an
d
ef
f
icac
y
.
T
h
ese
r
ec
o
m
m
en
d
atio
n
s
alig
n
with
estab
lis
h
ed
th
eo
r
ies
o
f
teac
h
er
p
r
o
f
ess
io
n
aliza
tio
n
,
co
n
f
i
r
m
in
g
th
at
ef
f
ec
tiv
e
in
d
u
ctio
n
s
y
s
tem
s
ar
e
u
n
d
er
p
in
n
ed
b
y
co
h
er
en
ce
,
m
en
to
r
in
g
,
an
d
c
o
llectiv
e
in
q
u
ir
y
.
T
h
e
s
tu
d
y
f
u
r
th
er
h
ig
h
li
g
h
ts
r
u
r
al
–
u
r
b
an
an
d
g
e
n
d
er
d
is
p
a
r
ities
in
PD
ac
ce
s
s
,
ca
llin
g
f
o
r
eq
u
ity
-
o
r
ien
ted
s
tr
ateg
ies
s
u
ch
as
in
c
en
tiv
es
f
o
r
r
u
r
al
m
e
n
to
r
s
,
d
ig
i
tal
PD
p
latf
o
r
m
s
f
o
r
r
em
o
te
s
ch
o
o
ls
,
an
d
g
en
d
er
-
s
en
s
itiv
e
lead
er
s
h
ip
p
ath
way
s
.
B
y
o
p
er
atio
n
alizin
g
B
er
ed
a
y
’
s
co
m
p
ar
ativ
e
m
o
d
el
as
a
p
r
escr
ip
tiv
e
p
o
licy
to
o
l,
th
is
s
tu
d
y
ex
ten
d
s
ea
r
lier
co
m
p
ar
ativ
e
wo
r
k
an
d
co
n
tr
i
b
u
tes
n
ew
in
s
ig
h
ts
in
to
h
o
w
p
o
s
t
-
So
v
iet
s
y
s
tem
s
ca
n
lo
ca
lize
g
lo
b
al
f
r
am
ewo
r
k
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
e
x
a
m
in
e
th
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
wo
r
k
lo
ad
r
ed
u
ctio
n
an
d
e
x
ten
d
ed
m
en
t
o
r
in
g
o
n
te
ac
h
er
r
ete
n
tio
n
a
n
d
s
elf
-
ef
f
ica
cy
,
as
well
as
th
e
s
ca
lab
ilit
y
o
f
h
y
b
r
id
PD
m
o
d
els
in
d
iv
er
s
e
r
eg
io
n
s
o
f
Kaz
ak
h
s
tan
.
Ultim
ately
,
th
is
s
tu
d
y
r
e
in
f
o
r
ce
s
th
at
s
tr
u
ct
u
r
ed
,
in
clu
s
iv
e,
an
d
r
ef
lectiv
e
PD
ca
n
s
er
v
e
as
a
ca
taly
s
t
f
o
r
ed
u
ca
tio
n
al
ex
ce
llen
ce
an
d
s
o
cial
eq
u
ity
in
Kaz
ak
h
s
tan
an
d
b
ey
o
n
d
b
y
tr
an
s
latin
g
g
lo
b
al
f
r
am
ew
o
r
k
s
in
to
cu
ltu
r
ally
co
h
e
r
en
t
s
tr
ateg
ies.
T
h
eo
r
etica
lly
,
th
is
s
tu
d
y
ad
v
an
ce
s
co
m
p
ar
ativ
e
ed
u
ca
tio
n
b
y
d
em
o
n
s
tr
atin
g
th
at
B
er
ed
ay
’
s
m
o
d
el
ca
n
f
u
n
ctio
n
n
o
t
o
n
ly
as
an
an
aly
tical
h
eu
r
is
tic
b
u
t a
ls
o
as a
to
o
l f
o
r
p
o
licy
d
esig
n
i
n
tr
an
s
itio
n
al
e
d
u
ca
tio
n
s
y
s
tem
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
th
an
k
to
all
wh
o
co
n
tr
ib
u
te
d
in
f
o
r
m
atio
n
an
d
h
elp
ed
u
s
in
co
n
d
u
ctin
g
th
is
s
tu
d
y
.
Au
th
o
r
s
also
th
an
k
to
th
e
E
d
u
ca
tio
n
al
Scien
ce
Dep
ar
tm
en
t,
Facu
lty
o
f
E
d
u
ca
tio
n
,
T
h
e
C
asp
ian
Un
iv
er
s
ity
o
f
T
ec
h
n
o
lo
g
ies an
d
E
n
g
in
ee
r
in
g
n
am
ed
af
te
r
Sh
.
Yess
en
o
v
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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8
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eg
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o
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in
g
a
p
o
r
e,
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h
in
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n
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Ox
a
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K
ereye
va
)
323
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m
e
o
f
Aut
ho
r
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M
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Va
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Vi
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P
Fu
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an
a
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ey
ev
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h
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Yeg
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B
ay
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leu
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r
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y
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C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
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y
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f
t
w
a
r
e
Va
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l
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a
t
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o
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r
mal
a
n
a
l
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n
v
e
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t
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g
a
t
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o
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e
so
u
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[
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[
13
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[
28
]
M
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29
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[
30
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[
31
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32
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[
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[
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[
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