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r
in
g
,
ar
ts
,
an
d
m
ath
em
atics
(
STE
AM
)
-
f
o
cu
s
ed
ed
u
ca
tio
n
,
an
d
ad
a
p
t
ab
ilit
y
to
ev
o
lv
in
g
e
d
u
ca
tio
n
al
co
n
d
itio
n
s
[
3
]
.
Desp
ite
in
cr
ea
s
in
g
g
lo
b
al
atten
tio
n
to
en
tr
e
p
r
en
eu
r
s
h
ip
ed
u
c
atio
n
,
Kaz
ak
h
s
tan
lack
s
a
s
y
s
tem
atic
ap
p
r
o
ac
h
t
o
in
teg
r
atin
g
b
u
s
in
ess
in
n
o
v
ati
o
n
m
eth
o
d
s
in
teac
h
er
tr
ai
n
in
g
.
C
u
r
r
e
n
t
p
ed
a
g
o
g
ical
p
r
o
g
r
am
s
,
in
cl
u
d
in
g
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
tr
ain
i
n
g
,
ad
d
r
ess
b
u
s
in
ess
s
k
ill
s
in
a
f
r
ag
m
en
ted
m
an
n
er
,
cr
ea
tin
g
a
g
ap
b
etwe
en
th
e
f
ast
-
ev
o
lv
in
g
d
em
an
d
s
o
f
ed
u
ca
tio
n
an
d
t
h
e
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
o
f
g
r
ad
u
ates
[
4
]
,
[
5
]
.
T
h
e
s
cien
tific
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
th
e
d
ev
elo
p
m
e
n
t
an
d
test
in
g
o
f
a
s
p
ec
ialize
d
b
u
s
in
ess
-
o
r
ien
ted
e
d
u
ca
tio
n
al
co
u
r
s
e
tailo
r
ed
f
o
r
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
Kaz
ak
h
s
tan
,
alo
n
g
s
id
e
a
q
u
an
titativ
e
ass
ess
m
en
t
o
f
it
s
im
p
ac
t
o
n
e
n
tr
ep
r
e
n
eu
r
ial
th
in
k
in
g
.
W
h
ile
in
ter
n
atio
n
al
p
e
d
ag
o
g
ical
p
r
ac
tice
ac
tiv
ely
d
is
cu
s
s
es
en
tr
ep
r
en
e
u
r
ial
s
k
ills
d
ev
elo
p
m
en
t
in
f
u
tu
r
e
teac
h
e
r
s
[
6
]
–
[
1
0
]
,
em
p
i
r
ical
ev
id
en
ce
f
r
o
m
d
ev
elo
p
in
g
co
u
n
tr
ies
lik
e
Kaz
ak
h
s
tan
r
em
ain
s
lim
ited
.
T
h
is
s
tu
d
y
f
ills
th
is
g
ap
b
y
p
r
o
v
id
in
g
d
ata
f
r
o
m
M.
Du
lati
T
ar
az
Un
iv
e
r
s
ity
,
wh
ich
m
ay
in
f
o
r
m
b
o
th
n
atio
n
al
r
ef
o
r
m
s
an
d
in
ter
n
at
io
n
al
d
is
co
u
r
s
e
o
n
en
tr
ep
r
en
e
u
r
ial
teac
h
e
r
ed
u
ca
t
io
n
in
p
o
s
t
-
So
v
iet
an
d
tr
an
s
itio
n
ec
o
n
o
m
ies
.
T
o
p
r
o
v
id
e
a
s
tr
o
n
g
er
co
n
ce
p
tu
al
b
asis
f
o
r
th
is
s
tu
d
y
,
a
s
tr
u
ctu
r
ed
th
eo
r
etica
l
f
r
am
ewo
r
k
h
a
s
b
ee
n
in
tr
o
d
u
ce
d
.
T
h
is
f
r
am
ewo
r
k
id
en
tifie
s
th
e
co
r
e
co
m
p
o
n
en
ts
o
f
e
n
tr
ep
r
en
eu
r
ial
th
in
k
in
g
—
in
itiativ
e,
cr
ea
tiv
ity
,
r
is
k
-
tak
in
g
,
r
esu
lt
o
r
ien
tatio
n
,
an
d
p
er
s
is
ten
ce
—
as
ce
n
tr
al
co
m
p
e
ten
cies
to
b
e
f
o
s
ter
ed
in
p
ed
a
g
o
g
ical
e
d
u
ca
tio
n
.
T
h
ese
co
n
s
tr
u
cts
ar
e
g
r
o
u
n
d
ed
in
th
e
estab
lis
h
ed
m
o
d
els
o
f
th
e
e
n
tr
ep
r
e
n
eu
r
ial
m
in
d
s
et
p
r
o
f
ile
(
E
MP)
an
d
en
tr
ep
r
en
eu
r
ial
attitu
d
e
o
r
ien
tatio
n
(
E
AO)
,
wh
ich
in
f
o
r
m
b
o
th
t
h
e
d
esig
n
o
f
th
e
e
d
u
ca
tio
n
al
in
te
r
v
en
tio
n
an
d
t
h
e
ass
ess
m
en
t
to
o
ls
u
s
ed
in
th
e
s
tu
d
y
.
T
h
e
f
r
am
e
wo
r
k
clar
if
ies
th
e
th
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
,
e
n
s
u
r
es
alig
n
m
e
n
t
b
etwe
en
r
esear
ch
o
b
jectiv
es
an
d
m
eth
o
d
o
l
o
g
y
,
an
d
f
ac
ilit
ates
a
m
o
r
e
f
o
cu
s
ed
in
ter
p
r
etatio
n
o
f
t
h
e
em
p
ir
ica
l
f
in
d
in
g
s
r
eg
a
r
d
in
g
th
e
co
u
r
s
e
’
s
im
p
ac
t
o
n
s
tu
d
en
t
s
’
en
tr
ep
r
en
e
u
r
ial
d
ev
el
o
p
m
en
t.
R
ec
en
t
s
tu
d
ies
co
n
f
ir
m
th
e
ef
f
ec
tiv
en
ess
o
f
b
u
s
in
ess
-
o
r
i
en
ted
co
u
r
s
es
in
f
o
s
ter
in
g
l
ea
d
er
s
h
ip
,
cr
ea
tiv
ity
,
an
d
p
er
s
ev
er
an
c
e
in
f
u
tu
r
e
teac
h
er
s
[
1
1
]
–
[
1
7
]
.
Ho
wev
er
,
s
y
s
tem
atic
em
p
ir
ical
d
ata
o
n
s
u
ch
in
itiativ
es
in
Kaz
ak
h
s
tan
,
p
ar
ticu
lar
ly
with
r
eg
ar
d
to
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
ar
e
s
ca
r
ce
.
T
h
is
s
tu
d
y
aim
s
to
ass
es
s
h
o
w
p
ar
ticip
atio
n
in
a
b
u
s
in
ess
-
o
r
ien
ted
co
u
r
s
e
in
f
lu
e
n
ce
s
th
e
d
ev
elo
p
m
e
n
t
o
f
en
tr
e
p
r
en
eu
r
ial
th
in
k
in
g
in
th
is
tar
g
et
g
r
o
u
p
.
T
o
ad
d
r
e
s
s
th
e
id
en
tifie
d
g
ap
,
th
e
s
tu
d
y
p
o
s
ed
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
:
T
o
wh
at
ex
ten
t
d
o
es
p
ar
ticip
atio
n
in
a
b
u
s
in
ess
-
o
r
ien
ted
e
d
u
ca
ti
o
n
al
co
u
r
s
e
co
n
tr
ib
u
te
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
en
tr
ep
r
en
e
u
r
ial
th
in
k
i
n
g
am
o
n
g
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
t
ea
ch
er
s
?
T
h
e
o
b
jectiv
e
o
f
th
e
s
tu
d
y
was
to
ass
ess
th
e
im
p
ac
t
o
f
s
u
c
h
a
co
u
r
s
e
o
n
th
e
d
e
v
elo
p
m
e
n
t
o
f
k
ey
c
o
m
p
o
n
e
n
ts
o
f
en
tr
e
p
r
en
e
u
r
ial
t
h
in
k
in
g
in
th
is
tar
g
et
g
r
o
u
p
.
B
ased
o
n
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
an
d
p
r
e
v
io
u
s
e
m
p
ir
ical
f
in
d
i
n
g
s
,
th
e
f
o
llo
wi
n
g
h
y
p
o
th
esis
was
f
o
r
m
u
lated
:
p
ar
ticip
atio
n
in
t
h
e
co
u
r
s
e
s
ig
n
if
ican
tly
in
c
r
ea
s
es
th
e
lev
el
o
f
e
n
tr
ep
r
e
n
eu
r
i
al
th
in
k
in
g
am
o
n
g
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
.
T
h
is
h
y
p
o
t
h
esis
g
u
id
ed
th
e
r
esear
c
h
d
esig
n
an
d
d
ata
an
aly
s
is
,
aim
in
g
to
em
p
ir
ically
v
alid
ate
th
e
e
f
f
ec
ti
v
en
ess
o
f
en
tr
ep
r
en
eu
r
ial
ed
u
c
atio
n
in
th
e
c
o
n
tex
t o
f
teac
h
er
tr
ain
in
g
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
u
s
ed
a
p
r
e
-
p
o
s
t
d
e
s
ig
n
.
E
n
tr
ep
r
en
eu
r
ial
t
h
in
k
in
g
was
m
ea
s
u
r
ed
twice:
o
n
e
we
ek
b
ef
o
r
e
th
e
co
u
r
s
e
an
d
o
n
e
wee
k
a
f
te
r
it
en
d
ed
[
1
8
]
,
[
1
9
]
.
T
h
e
ch
o
ice
o
f
a
p
r
e
-
p
o
s
t
d
esig
n
with
o
u
t
a
c
o
n
tr
o
l
g
r
o
u
p
was
d
u
e
to
o
r
g
an
izatio
n
al
an
d
eth
ical
r
ea
s
o
n
s
,
as
well
as
th
e
s
p
ec
if
ic
n
atu
r
e
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
in
wh
ich
all
s
tu
d
en
ts
in
th
e
Pri
m
ar
y
E
d
u
ca
tio
n
p
r
o
g
r
am
to
o
k
th
is
co
u
r
s
e
as
p
ar
t
o
f
th
eir
cu
r
r
icu
lu
m
[
2
0
]
.
T
h
is
d
esig
n
allo
ws
f
o
r
tr
ac
k
in
g
ch
an
g
es
with
in
th
e
s
am
e
p
a
r
ticip
an
ts
[
2
1
]
.
T
o
r
ed
u
ce
p
o
te
n
tial
b
ias,
s
tan
d
ar
d
ize
d
an
d
v
alid
ated
to
o
ls
wer
e
u
s
ed
to
ass
es
s
en
tr
ep
r
en
eu
r
ial
th
in
k
in
g
[
2
2
]
,
alo
n
g
with
co
n
s
is
ten
t
co
n
d
itio
n
s
f
o
r
ad
m
in
is
ter
in
g
th
e
s
u
r
v
e
y
s
at
b
o
th
tim
e
p
o
i
n
ts
.
Qu
esti
o
n
n
ai
r
es
wer
e
co
m
p
leted
in
a
co
n
t
r
o
lled
en
v
ir
o
n
m
en
t
th
at
en
s
u
r
ed
r
esp
o
n
s
es
r
em
ain
ed
co
n
f
id
en
tial
an
d
a
n
o
n
y
m
o
u
s
,
r
ed
u
ci
n
g
th
e
lik
elih
o
o
d
o
f
s
o
cially
d
esira
b
le
an
s
wer
s
.
All
p
ar
ticip
an
ts
p
r
o
v
id
ed
in
f
o
r
m
e
d
co
n
s
en
t
to
tak
e
p
ar
t
in
th
e
s
tu
d
y
.
T
h
e
p
r
o
to
c
o
l
was
r
ev
iewe
d
an
d
ap
p
r
o
v
ed
b
y
th
e
E
th
ics C
o
m
m
ittee
o
f
M.
Du
lati T
ar
az
Un
iv
er
s
ity
,
en
s
u
r
in
g
co
m
p
lian
ce
wit
h
eth
ical
s
tan
d
ar
d
s
an
d
th
e
r
i
g
h
ts
o
f
p
ar
ticip
an
ts
.
2
.
2
.
P
a
rt
icipa
nts
A
to
tal
o
f
2
2
0
3
r
d
-
4
th
y
ea
r
s
tu
d
en
ts
f
r
o
m
M.
Du
lati
T
ar
az
Un
iv
er
s
ity
,
T
ar
az
,
Ka
za
k
h
s
tan
,
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
Par
ti
cip
atio
n
was
v
o
lu
n
tar
y
,
an
d
al
l
p
ar
ticip
an
ts
g
av
e
in
f
o
r
m
ed
c
o
n
s
en
t.
T
h
e
s
am
p
le
in
clu
d
ed
s
tu
d
en
ts
wh
o
r
e
g
u
l
ar
ly
atten
d
e
d
class
es
in
th
e
ch
o
s
en
co
u
r
s
e,
with
o
u
t
r
estrictio
n
s
o
n
g
en
d
er
,
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
A
s
s
es
s
in
g
th
e
imp
a
ct
o
f a
b
u
s
i
n
ess
-
o
r
ien
ted
ed
u
ca
tio
n
a
l c
o
u
r
s
e
o
n
th
e
… (
N
u
r
z
h
a
u
g
a
n
B
a
l
g
in
b
a
ye
v
a
)
513
eth
n
icity
,
o
r
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
.
I
n
clu
s
io
n
cr
iter
ia
wer
e:
3
r
d
o
r
4
th
y
ea
r
s
tu
d
e
n
ts
m
ajo
r
in
g
in
p
r
im
ar
y
ed
u
ca
tio
n
,
v
o
lu
n
ta
r
y
co
n
s
en
t,
an
d
atten
d
a
n
ce
o
f
at
least
8
0
%
o
f
th
e
co
u
r
s
e
class
es.
St
u
d
en
ts
wh
o
d
i
d
n
o
t
co
m
p
lete
th
e
co
u
r
s
e
o
r
wer
e
a
b
s
en
t
f
r
o
m
th
e
f
in
al
test
in
g
wer
e
ex
clu
d
ed
.
T
a
b
le
1
p
r
esen
t
s
th
e
ch
ar
ac
ter
is
tic
s
o
f
th
e
p
a
r
ticip
an
ts
,
r
ef
lectin
g
th
eir
ac
ad
em
ic
a
n
d
s
o
cial
p
r
o
f
i
les.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
an
d
ac
a
d
em
ic
ch
ar
ac
ter
is
tics
o
f
p
ar
tic
ip
an
ts
C
h
a
r
a
c
t
e
r
i
s
t
i
c
C
a
t
e
g
o
r
i
e
s/
i
n
d
i
c
a
t
o
r
s
N
%/
m
e
a
n
(
S
D
)
G
e
n
d
e
r
F
e
mal
e
1
7
0
7
7
.
3
M
a
l
e
50
2
2
.
7
Y
e
a
r
o
f
st
u
d
y
3
r
d
y
e
a
r
1
2
0
5
4
.
5
4
t
h
y
e
a
r
1
0
0
4
5
.
5
A
g
e
(
y
e
a
r
s)
-
-
M
=
2
0
.
8
,
S
D
=
1
.
2
G
r
a
d
e
p
o
i
n
t
a
v
e
r
a
g
e
(
G
P
A
)
-
-
M
=
3
.
6
,
S
D
=
0
.
4
P
r
e
v
i
o
u
s e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
e
x
p
e
r
i
e
n
c
e
Y
e
s
40
1
8
.
2
No
1
8
0
8
1
.
8
2
.
3
.
P
r
o
ce
du
re
T
h
e
co
u
r
s
e
was
d
eliv
e
r
ed
i
n
a
f
ac
e
-
to
-
f
ac
e
f
o
r
m
at
o
v
e
r
o
n
e
ac
ad
em
ic
s
em
ester
(
1
6
wee
k
s
)
,
to
talin
g
4
8
ac
ad
em
ic
h
o
u
r
s
(
3
h
o
u
r
s
p
er
wee
k
)
.
T
h
e
m
ain
g
o
al
w
as
to
f
o
s
ter
an
en
tr
e
p
r
en
e
u
r
ia
l
m
in
d
s
et
in
f
u
tu
r
e
ed
u
ca
to
r
s
b
y
co
m
b
i
n
in
g
th
e
o
r
etica
l k
n
o
wled
g
e
with
p
r
ac
tical
ass
ig
n
m
en
ts
an
d
p
r
o
ject
-
b
ased
lear
n
in
g
.
C
lass
es
wer
e
h
eld
in
p
er
s
o
n
,
with
a
wo
r
k
lo
ad
o
f
3
h
o
u
r
s
p
er
wee
k
.
E
ac
h
s
ess
io
n
in
clu
d
e
d
a
le
ctu
r
e
an
d
a
p
r
ac
tical
co
m
p
o
n
en
t,
allo
win
g
f
o
r
an
e
f
f
ec
tiv
e
b
le
n
d
o
f
t
h
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
an
d
d
ir
ec
t
ap
p
licatio
n
.
T
h
e
co
n
ten
t
an
d
s
tr
u
ctu
r
e
o
f
t
h
e
co
u
r
s
e
wer
e
d
ev
elo
p
ed
b
ased
o
n
th
e
co
r
e
co
m
p
o
n
en
ts
o
f
en
tr
e
p
r
en
eu
r
ial
th
in
k
in
g
id
en
tifie
d
in
th
e
E
MP
a
n
d
E
AO
m
o
d
els
—
in
itiativ
e,
cr
ea
tiv
ity
,
r
is
k
-
tak
in
g
,
a
n
d
ac
h
iev
e
m
en
t
o
r
ie
n
tatio
n
—
to
en
s
u
r
e
alig
n
m
en
t
b
etwe
en
c
o
u
r
s
e
ac
tiv
ities
an
d
th
e
ta
r
g
et
ed
lear
n
i
n
g
o
u
tco
m
es
[
2
3
]
.
T
o
h
elp
p
a
r
ticip
an
ts
s
u
cc
ee
d
,
th
e
y
r
ec
ei
v
ed
s
tu
d
y
g
u
id
es
an
d
m
eth
o
d
o
l
o
g
ical
r
ec
o
m
m
en
d
atio
n
s
in
b
o
th
p
r
i
n
ted
an
d
elec
tr
o
n
ic
f
o
r
m
ats,
m
a
k
in
g
it
co
n
v
en
ien
t
to
s
tu
d
y
o
u
ts
id
e
th
e
class
r
o
o
m
.
Mo
d
e
r
n
eq
u
ip
m
en
t
was
ac
tiv
ely
u
s
ed
d
u
r
i
n
g
th
e
tr
ain
in
g
:
m
u
ltime
d
ia
p
r
o
jecto
r
s
an
d
in
ter
ac
tiv
e
b
o
ar
d
s
f
o
r
p
r
esen
tatio
n
s
,
as
well
a
s
co
m
p
u
ter
s
with
I
n
ter
n
et
ac
ce
s
s
an
d
s
p
ec
ialized
s
o
f
twar
e
f
o
r
g
r
o
u
p
ass
ig
n
m
en
ts
,
cr
ea
tin
g
p
r
esen
tatio
n
s
,
an
d
d
ev
elo
p
in
g
b
u
s
in
ess
p
lan
s
[
2
4
]
.
Ad
d
itio
n
ally
,
p
ar
ticip
an
ts
h
a
d
ac
ce
s
s
to
ex
tr
a
r
eso
u
r
ce
s
s
u
ch
as
f
li
p
ch
ar
ts
,
m
ar
k
er
s
,
h
an
d
o
u
ts
,
an
d
p
r
o
t
o
ty
p
in
g
k
its
,
wh
ich
s
u
p
p
o
r
ted
cr
ea
tiv
e
t
h
in
k
in
g
an
d
id
ea
v
is
u
aliza
tio
n
.
Atten
d
an
ce
an
d
co
m
p
letio
n
o
f
in
ter
m
ed
iate
as
s
ig
n
m
en
ts
wer
e
m
o
n
ito
r
ed
b
y
th
e
in
s
tr
u
cto
r
,
en
a
b
lin
g
tim
el
y
p
r
o
g
r
ess
tr
ac
k
in
g
an
d
,
if
n
ec
ess
ar
y
,
ad
ju
s
tm
en
ts
to
th
e
lear
n
in
g
p
lan
.
Sp
ec
ial
em
p
h
asis
wa
s
p
lace
d
o
n
f
ee
d
b
ac
k
:
r
e
g
u
lar
co
n
s
u
ltatio
n
s
an
d
in
d
iv
id
u
al
r
ec
o
m
m
en
d
atio
n
s
p
r
o
v
id
ed
o
n
g
o
in
g
s
u
p
p
o
r
t
th
r
o
u
g
h
o
u
t
th
e
tr
ain
in
g
,
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
m
ater
ial
an
d
p
er
s
o
n
al
g
r
o
wth
f
o
r
ea
ch
p
a
r
ticip
an
t.
A
d
etailed
wee
k
ly
co
u
r
s
e
p
l
an
is
p
r
o
v
id
e
d
in
T
ab
le
2
,
o
u
tlin
in
g
th
e
to
p
ics,
o
b
jectiv
e
s
,
teac
h
in
g
m
eth
o
d
s
an
d
r
eso
u
r
ce
s
u
s
ed
t
h
r
o
u
g
h
o
u
t
th
e
1
6
-
wee
k
p
r
o
g
r
am
.
T
h
is
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
en
s
u
r
es
a
b
alan
ce
d
co
m
b
in
atio
n
o
f
th
eo
r
etica
l
in
s
tr
u
ctio
n
an
d
p
r
ac
tical
ac
tiv
ities
aim
ed
at
d
ev
elo
p
in
g
an
en
tr
ep
r
en
eu
r
ial
m
in
d
s
et
in
f
u
tu
r
e
ed
u
ca
to
r
s
.
E
ac
h
we
ek
f
o
c
u
s
es
o
n
s
p
ec
if
ic
c
o
m
p
eten
cies,
s
u
p
p
o
r
ted
b
y
ap
p
r
o
p
r
iate
f
ac
ilit
ies
an
d
lear
n
in
g
m
ater
ials
to
e
n
h
an
ce
s
tu
d
en
t e
n
g
ag
e
m
en
t a
n
d
s
k
ill ac
q
u
is
itio
n
.
T
ab
le
2
.
W
ee
k
ly
co
u
r
s
e
p
lan
W
e
e
k
To
p
i
c
s a
n
d
o
b
j
e
c
t
i
v
e
s
M
e
t
h
o
d
s a
n
d
a
c
t
i
v
i
t
i
e
s
F
a
c
i
l
i
t
i
e
s a
n
d
r
e
s
o
u
r
c
e
s
1
I
n
t
r
o
d
u
c
t
i
o
n
t
o
e
n
t
r
e
p
r
e
n
e
u
r
sh
i
p
a
n
d
c
o
u
r
s
e
g
o
a
l
s
Le
c
t
u
r
e
;
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
C
l
a
s
sr
o
o
m;
mu
l
t
i
me
d
i
a
p
r
o
j
e
c
t
o
r
2
F
u
n
d
a
m
e
n
t
a
l
s
o
f
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
m
i
n
d
set
Le
c
t
u
r
e
;
c
a
s
e
st
u
d
i
e
s
H
a
n
d
o
u
t
s
;
i
n
t
e
r
a
c
t
i
v
e
w
h
i
t
e
b
o
a
r
d
3
C
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
(
met
h
o
d
s
a
n
d
t
e
c
h
n
i
q
u
e
s)
B
r
a
i
n
st
o
r
mi
n
g
;
c
r
e
a
t
i
v
e
e
x
e
r
c
i
s
e
s
F
l
i
p
c
h
a
r
t
a
n
d
mar
k
e
r
s
4
B
u
s
i
n
e
ss
i
d
e
a
a
n
a
l
y
s
i
s a
n
d
o
p
p
o
r
t
u
n
i
t
y
e
v
a
l
u
a
t
i
o
n
G
r
o
u
p
d
i
s
c
u
ss
i
o
n
;
b
u
s
i
n
e
ss
g
a
mes
C
o
m
p
u
t
e
r
s wi
t
h
i
n
t
e
r
n
e
t
;
p
r
e
se
n
t
a
t
i
o
n
so
f
t
w
a
r
e
5
B
a
si
c
s
o
f
f
i
n
a
n
c
i
a
l
l
i
t
e
r
a
c
y
f
o
r
e
n
t
r
e
p
r
e
n
e
u
r
s
Le
c
t
u
r
e
;
p
r
a
c
t
i
c
a
l
t
a
s
k
s
H
a
n
d
o
u
t
s
;
c
a
l
c
u
l
a
t
o
r
s
6
D
e
si
g
n
i
n
g
a
n
d
p
l
a
n
n
i
n
g
a
b
u
s
i
n
e
ss
i
d
e
a
G
r
o
u
p
p
r
o
j
e
c
t
w
o
r
k
C
o
m
p
u
t
e
r
s;
b
u
si
n
e
ss
p
l
a
n
t
e
m
p
l
a
t
e
s
7
M
a
r
k
e
t
i
n
g
a
n
d
p
r
o
m
o
t
i
o
n
(
b
a
s
i
c
c
o
n
c
e
p
t
s)
Le
c
t
u
r
e
;
c
a
s
e
st
u
d
i
e
s
I
n
t
e
r
a
c
t
i
v
e
w
h
i
t
e
b
o
a
r
d
;
p
r
e
s
e
n
t
a
t
i
o
n
sl
i
d
e
s
8
Le
g
a
l
f
o
u
n
d
a
t
i
o
n
s
o
f
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
Le
c
t
u
r
e
;
Q
&A
H
a
n
d
o
u
t
s
9
D
e
v
e
l
o
p
i
n
g
a
p
r
o
d
u
c
t
/
ser
v
i
c
e
p
r
o
t
o
t
y
p
e
G
r
o
u
p
w
o
r
k
;
h
a
n
d
s
-
o
n
a
c
t
i
v
i
t
i
e
s
W
o
r
k
s
h
o
p
sp
a
c
e
;
p
r
o
t
o
t
y
p
i
n
g
mat
e
r
i
a
l
s
10
Te
a
mw
o
r
k
a
n
d
p
r
o
j
e
c
t
ma
n
a
g
e
me
n
t
B
u
s
i
n
e
ss
g
a
m
e
s;
r
o
l
e
p
l
a
y
C
l
a
s
sr
o
o
m;
g
r
o
u
p
w
o
r
k
a
r
e
a
11
P
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
n
d
d
e
c
i
si
o
n
-
ma
k
i
n
g
i
n
b
u
s
i
n
e
ss
S
i
mu
l
a
t
i
o
n
s
;
c
a
s
e
st
u
d
i
e
s
C
o
m
p
u
t
e
r
s;
s
i
m
u
l
a
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12
D
e
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p
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p
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a
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C
o
m
p
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s;
p
r
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c
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r
;
p
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so
f
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w
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13
C
o
mm
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sr
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m;
v
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q
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p
me
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14
Et
h
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a
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15
F
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p
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16
P
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15
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No
.
1
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Feb
r
u
a
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y
20
2
6
:
51
1
-
523
514
T
h
e
d
ev
elo
p
m
en
t
a
n
d
im
p
le
m
en
tatio
n
o
f
a
b
u
s
in
ess
-
o
r
ien
te
d
ed
u
ca
tio
n
al
co
u
r
s
e
wer
e
ca
r
r
ied
o
u
t
as
p
ar
t
o
f
an
in
te
r
n
al
in
n
o
v
atio
n
p
r
o
ject
at
M.
Du
lati
T
ar
az
Un
iv
er
s
ity
.
T
h
e
co
u
r
s
e
was
p
ilo
ted
as
an
in
n
o
v
ativ
e
m
o
d
u
le
with
in
th
e
f
ac
u
lty
o
f
p
ed
ag
o
g
y
’
s
ex
p
e
r
im
en
tal
s
ite
to
u
p
d
ate
th
e
tr
ain
in
g
co
n
ten
t
f
o
r
f
u
tu
r
e
teac
h
er
s
,
alig
n
in
g
it
with
cu
r
r
en
t
s
o
ci
o
-
ec
o
n
o
m
ic
ch
allen
g
es.
An
i
n
ter
d
ep
ar
tm
e
n
tal
wo
r
k
in
g
g
r
o
u
p
d
e
v
elo
p
ed
th
e
m
o
d
u
le
with
s
u
p
p
o
r
t
f
r
o
m
u
n
i
v
er
s
ity
m
an
ag
em
en
t
an
d
co
o
r
d
in
atio
n
with
th
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ed
u
ca
tio
n
al
an
d
m
eth
o
d
o
lo
g
ical
d
ep
ar
tm
en
t.
T
h
e
co
u
r
s
e
was
o
f
f
er
ed
as
p
ar
t
o
f
th
e
elec
tiv
e
c
o
m
p
o
n
en
t
o
f
t
h
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
,
p
r
o
v
id
in
g
ac
ad
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ic
f
lex
ib
ilit
y
an
d
p
r
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v
e
n
tin
g
s
tu
d
en
t
o
v
er
l
o
ad
.
Du
e
to
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er
im
en
tal
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atu
r
e,
th
e
co
u
r
s
e
in
co
r
p
o
r
ated
m
o
d
er
n
p
e
d
ag
o
g
ical
tech
n
o
lo
g
ies
s
u
ch
as
p
r
o
ject
wo
r
k
,
b
u
s
in
ess
g
am
es,
an
d
ca
s
e
an
aly
s
is
.
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h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
em
p
h
asized
cu
ltiv
atin
g
p
r
ac
tical
s
k
ills
an
d
f
o
s
ter
in
g
en
tr
ep
r
en
e
u
r
ial
th
in
k
in
g
am
o
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g
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
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s
.
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h
e
r
esu
lts
o
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th
e
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ilo
t
p
h
ase
p
r
o
v
id
e
a
f
o
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n
d
atio
n
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o
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ex
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an
d
in
g
th
i
s
ap
p
r
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ac
h
to
o
th
e
r
p
r
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g
r
a
m
s
an
d
f
a
cu
lties
with
in
th
e
u
n
iv
er
s
ity
.
2
.
4
.
I
ns
t
rum
ent
a
nd
m
ea
s
ur
es
T
o
ass
ess
e
n
t
r
e
p
r
e
n
e
u
r
ial
t
h
i
n
k
i
n
g
,
w
e
u
s
e
d
an
a
u
t
h
o
r
-
d
e
v
el
o
p
e
d
q
u
es
ti
o
n
n
a
ir
e
b
as
ed
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n
a
d
a
p
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d
s
ca
l
es
f
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m
t
h
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E
MP
a
n
d
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A
O.
T
r
a
n
s
l
ati
o
n
in
to
K
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ak
h
a
n
d
R
u
s
s
ia
n
a
n
d
s
ta
te
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e
n
t
a
d
a
p
ta
ti
o
n
w
e
r
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c
ar
r
i
ed
o
u
t
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s
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n
g
t
h
e
d
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u
b
le
tr
an
s
lat
io
n
m
et
h
o
d
,
f
o
ll
o
w
ed
b
y
e
x
p
er
t
ca
li
b
r
at
io
n
.
T
h
e
q
u
esti
o
n
n
ai
r
e
,
as
s
e
en
i
n
T
a
b
le
3
,
in
c
lu
d
es
s
tat
em
e
n
ts
r
at
ed
o
n
a
L
ik
e
r
t
s
c
ale
r
a
n
g
i
n
g
f
r
o
m
1
(
s
tr
o
n
g
l
y
d
is
ag
r
e
e)
to
5
(
s
t
r
o
n
g
ly
a
g
r
e
e)
.
C
o
n
t
e
n
t
v
al
id
it
y
was
c
o
n
f
ir
m
e
d
t
h
r
o
u
g
h
e
x
p
e
r
t
e
v
al
u
at
io
n
(
n
=5
)
,
wh
ic
h
i
n
cl
u
d
e
d
tw
o
p
e
d
a
g
o
g
y
t
ea
ch
er
s
,
tw
o
en
t
r
ep
r
e
n
eu
r
s
h
i
p
in
s
tr
u
c
to
r
s
,
a
n
d
o
n
e
b
u
s
i
n
ess
co
ac
h
.
E
a
ch
ex
p
e
r
t
ass
ess
e
d
t
h
e
al
ig
n
m
e
n
t
o
f
s
ta
te
m
e
n
ts
wit
h
th
e
ta
r
g
e
te
d
c
o
n
s
t
r
u
cts
(
in
itia
ti
v
e
,
c
r
ea
t
iv
it
y
,
a
n
d
r
is
k
p
r
o
p
e
n
s
ity
)
an
d
th
ei
r
r
el
e
v
a
n
c
e
t
o
th
e
s
t
u
d
e
n
t
au
d
i
e
n
ce
.
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h
e
tr
an
s
lat
io
n
o
f
t
h
e
E
MP
a
n
d
E
AO
s
c
ales
f
r
o
m
E
n
g
l
is
h
e
m
p
lo
y
ed
t
h
e
d
o
u
b
l
e
tr
a
n
s
la
ti
o
n
an
d
b
ac
k
-
tr
a
n
s
l
ati
o
n
m
et
h
o
d
,
in
v
o
l
v
i
n
g
i
n
d
e
p
e
n
d
e
n
t
li
n
g
u
is
ts
a
n
d
e
d
u
c
at
o
r
s
i
n
t
h
e
r
e
v
i
ew
p
r
o
c
ess
.
T
h
e
q
u
est
io
n
n
a
ir
e
was
p
il
o
te
d
o
n
a
s
e
p
a
r
a
te
s
a
m
p
le
o
f
3
0
s
t
u
d
e
n
ts
,
r
es
u
lti
n
g
i
n
cl
ar
if
ica
ti
o
n
o
f
t
h
e
w
o
r
d
in
g
f
o
r
tw
o
s
t
ate
m
en
ts
.
I
n
te
r
n
al
c
o
n
s
is
t
en
c
y
,
m
ea
s
u
r
e
d
b
y
C
r
o
n
b
ac
h
’
s
al
p
h
a,
w
as
α
=
0
.
8
5
,
in
d
i
ca
t
in
g
h
ig
h
r
eli
a
b
ili
ty
o
f
t
h
e
i
n
s
t
r
u
m
en
t.
T
h
e
ch
o
ice
o
f
th
e
E
MP
as
a
b
asis
f
o
r
th
e
in
s
tr
u
m
en
t
is
j
u
s
tifie
d
b
y
its
co
m
p
r
eh
en
s
iv
e
s
tr
u
ctu
r
e,
wh
ich
ca
p
tu
r
es
k
ey
d
im
en
s
io
n
s
o
f
en
t
r
ep
r
en
eu
r
ial
th
in
k
in
g
s
u
ch
as
in
itiativ
e,
c
r
ea
tiv
ity
,
r
is
k
-
tak
in
g
,
a
n
d
p
er
s
is
ten
ce
—
co
m
p
eten
cies
th
at
ar
e
h
ig
h
ly
r
ele
v
an
t
to
th
e
t
ea
ch
in
g
p
r
o
f
ess
io
n
in
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
e
E
MP
h
as
b
ee
n
wid
ely
u
s
ed
in
b
o
th
b
u
s
in
ess
an
d
ed
u
ca
tio
n
al
co
n
t
ex
ts
,
d
em
o
n
s
tr
atin
g
its
v
er
s
atility
an
d
ad
a
p
tab
ilit
y
ac
r
o
s
s
d
o
m
ain
s
.
I
ts
ap
p
licatio
n
in
t
h
is
s
tu
d
y
e
n
ab
les
th
e
ass
ess
m
en
t
o
f
n
o
t
o
n
ly
g
e
n
er
al
e
n
tr
ep
r
en
e
u
r
ial
tr
aits
b
u
t
also
th
o
s
e
p
ar
ticu
lar
l
y
v
al
u
ab
le
in
p
ed
a
g
o
g
ical
p
r
ac
tice,
s
u
ch
as
p
r
o
ac
tiv
e
b
eh
a
v
io
r
,
i
n
n
o
v
ativ
e
th
in
k
in
g
,
an
d
g
o
al
o
r
ien
tatio
n
.
T
h
is
m
ak
es
th
e
E
MP
a
s
u
itab
le
an
d
th
eo
r
etica
lly
g
r
o
u
n
d
ed
to
o
l
f
o
r
ex
am
i
n
in
g
th
e
en
tr
ep
r
en
e
u
r
ial
m
in
d
s
et
o
f
f
u
t
u
r
e
teac
h
er
s
.
T
ab
le
3
.
Scales a
n
d
item
s
o
f
th
e
en
tr
ep
r
en
eu
r
ial
th
i
n
k
in
g
q
u
esti
o
n
n
air
e
S
c
a
l
e
I
t
e
m
n
o.
S
t
a
t
e
me
n
t
R
a
t
i
n
g
(
1
–
5)
I
n
i
t
i
a
t
i
v
e
1
I
o
f
t
e
n
c
o
me
u
p
w
i
t
h
n
e
w
i
d
e
a
s
o
n
m
y
o
w
n
.
1
2
3
4
5
5
I
t
a
k
e
i
n
i
t
i
a
t
i
v
e
,
e
v
e
n
w
h
e
n
n
o
t
r
e
q
u
i
r
e
d
.
1
2
3
4
5
8
I
c
a
n
e
x
p
l
a
i
n
w
h
y
my
i
d
e
a
s a
r
e
v
a
l
u
a
b
l
e
.
1
2
3
4
5
12
M
a
k
i
n
g
m
y
o
w
n
d
e
c
i
si
o
n
s
i
s
i
m
p
o
r
t
a
n
t
t
o
me
.
1
2
3
4
5
18
I
b
e
l
i
e
v
e
I
c
a
n
s
h
a
p
e
my
c
a
r
e
e
r
p
a
t
h
.
1
2
3
4
5
C
r
e
a
t
i
v
i
t
y
3
I
l
o
o
k
f
o
r
c
r
e
a
t
i
v
e
w
a
y
s
t
o
so
l
v
e
p
r
o
b
l
e
ms.
1
2
3
4
5
7
I
e
n
j
o
y
m
a
k
i
n
g
n
e
w
t
h
i
n
g
s.
1
2
3
4
5
11
I
c
a
n
q
u
i
c
k
l
y
t
h
i
n
k
o
f
n
e
w
i
d
e
a
s.
1
2
3
4
5
14
I
a
l
w
a
y
s
t
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R
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16
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15
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17
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19
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P
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2
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1
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M
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RE
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ca
les
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d
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all
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co
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in
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6
.
B
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s
tu
d
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d
em
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ag
e
le
v
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p
r
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r
ial
th
in
k
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.
T
h
e
h
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h
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s
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b
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v
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in
th
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“
in
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p
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wh
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w
h
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is
cr
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cial
f
o
r
en
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p
r
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ac
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.
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ter
co
m
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letin
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c
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s
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a
f
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test
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ad
m
in
is
ter
ed
u
s
in
g
th
e
s
am
e
s
ca
les [
2
5
]
–
[
2
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
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15
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No
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1
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Feb
r
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20
2
6
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516
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6
.
Pre
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m
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s
h
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wn
in
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.
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llo
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in
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is
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s
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ates
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tiv
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ter
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tiv
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,
in
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d
a
r
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d
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ter
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d
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eter
m
in
atio
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.
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ab
le
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.
Po
s
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test
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h
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m
ap
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Fig
u
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1
,
d
is
p
lay
in
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r
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v
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f
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co
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f
ig
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clea
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s
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ed
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s
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b
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ca
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f
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e,
esp
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in
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d
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is
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T
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v
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ts
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e
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u
an
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ial
th
in
k
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in
p
ar
ticip
an
ts
[
2
8
]
,
[
2
9
]
.
T
o
ass
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p
ar
am
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ic
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s
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eth
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m
ality
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s
in
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th
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Sh
ap
ir
o
–
W
ilk
tes
t.
T
h
e
r
esu
lts
ar
e
s
h
o
wn
in
T
ab
le
8
.
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d
er
s
tan
d
in
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th
e
d
is
tr
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tio
n
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ess
en
tial f
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ch
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s
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h
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co
r
r
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t statis
t
ical
test
s
an
d
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n
s
u
r
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n
g
th
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o
f
co
n
clu
s
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s
d
r
awn
f
r
o
m
th
e
d
ata.
Fig
u
r
e
1
.
Hea
tm
ap
o
f
m
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s
c
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r
es f
o
r
e
n
tr
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n
eu
r
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m
in
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s
u
b
s
ca
les b
ef
o
r
e
an
d
af
ter
t
h
e
co
u
r
s
e
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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2
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e
d
(
u
s
e
c
a
u
t
i
o
u
sl
y
)
P
e
r
si
st
e
n
c
e
0
.
9
8
3
0
.
0
9
5
Y
e
s
P
a
r
a
me
t
r
i
c
(
t
-
t
e
st
)
T
h
e
r
esu
lts
s
h
o
wed
th
at
n
o
t
all
s
ca
les
m
et
th
e
c
r
iter
ia
f
o
r
n
o
r
m
ality
.
I
n
p
ar
ticu
lar
,
a
s
tatis
tically
s
ig
n
if
ican
t
d
ev
iatio
n
f
r
o
m
th
e
n
o
r
m
al
d
is
tr
ib
u
tio
n
was
o
b
s
e
r
v
ed
f
o
r
th
e
I
n
itiativ
e
s
ca
le.
T
h
e
p
-
v
al
u
es
f
o
r
t
h
e
cr
ea
tiv
ity
an
d
r
esu
lt
o
r
ien
tatio
n
s
ca
les
wer
e
clo
s
e
to
th
e
s
ig
n
if
ican
ce
th
r
esh
o
l
d
(
p
<
0
.
0
5
)
,
wh
ich
m
ay
in
d
icate
m
in
o
r
d
e
v
iatio
n
s
th
at
b
ec
am
e
s
tatis
t
ically
s
ig
n
if
ican
t
d
u
e
to
th
e
lar
g
e
s
am
p
le
s
ize.
T
h
e
n
o
r
m
ality
ass
u
m
p
tio
n
was
co
n
f
ir
m
ed
f
o
r
th
e
r
em
ain
i
n
g
s
ca
les.
Acc
o
r
d
i
n
g
ly
,
a
co
m
b
in
ed
a
n
aly
tical
ap
p
r
o
ac
h
was
ap
p
lied
f
o
r
f
u
r
th
er
co
m
p
ar
is
o
n
s
:
p
ar
am
etr
ic
m
et
h
o
d
s
wer
e
u
s
ed
f
o
r
s
ca
les
with
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
wh
ile
n
o
n
-
p
ar
am
etr
ic
test
s
wer
e
em
p
lo
y
ed
f
o
r
s
ca
les
v
io
latin
g
n
o
r
m
ality
.
I
n
b
o
r
d
er
l
in
e
ca
s
es,
an
aly
s
es
wer
e
co
n
d
u
cted
u
s
in
g
b
o
t
h
m
eth
o
d
s
,
p
r
o
v
id
i
n
g
an
ad
d
itio
n
al
ch
ec
k
o
n
th
e
s
tab
ilit
y
o
f
th
e
r
esu
lts
[
3
0
]
,
[
3
1
]
.
A
co
m
p
ar
ativ
e
an
al
y
s
is
o
f
th
e
m
ea
n
v
alu
es
b
ef
o
r
e
an
d
af
ter
co
m
p
letin
g
th
e
c
o
u
r
s
e
f
o
r
ea
c
h
s
u
b
s
ca
le
o
f
en
tr
e
p
r
en
e
u
r
ial
th
in
k
in
g
,
a
s
well
as
th
e
in
teg
r
al
in
d
icat
o
r
,
is
p
r
esen
ted
in
T
a
b
le
9
.
T
h
e
co
r
r
esp
o
n
d
i
n
g
s
tatis
t
ical
test
s
,
th
eir
v
alu
es,
an
d
s
ig
n
if
ican
ce
lev
els
ar
e
al
s
o
in
d
icate
d
.
All
ca
lcu
latio
n
s
wer
e
p
er
f
o
r
m
e
d
o
n
a
1
–
5
s
ca
le
f
o
r
c
o
m
p
ar
a
b
ilit
y
.
Fo
llo
win
g
th
e
co
u
r
s
e,
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
wer
e
r
ec
o
r
d
ed
ac
r
o
s
s
all
s
ca
les
o
f
en
tr
e
p
r
en
e
u
r
ial
th
in
k
i
n
g
.
Par
ticu
lar
ly
p
r
o
n
o
u
n
ce
d
ch
an
g
es
wer
e
o
b
s
er
v
ed
in
co
m
p
o
n
e
n
ts
r
elate
d
to
in
ter
n
al
in
itiativ
e,
cr
ea
tiv
e
th
in
k
in
g
,
an
d
r
ea
d
in
ess
f
o
r
ac
tio
n
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
co
u
r
s
e
n
o
t o
n
ly
in
cr
ea
s
ed
th
e
o
v
er
all
lev
el
o
f
en
tr
ep
r
en
e
u
r
ial
th
in
k
in
g
b
u
t
also
p
o
s
itiv
ely
im
p
ac
ted
it
s
k
ey
co
m
p
o
n
en
ts
ess
en
tial f
o
r
an
in
d
e
p
en
d
e
n
t a
n
d
p
r
o
ac
tiv
e
p
r
o
f
ess
io
n
al
s
tan
ce
[
3
2
]
,
[
3
3
]
.
Ad
d
itio
n
ally
,
a
co
m
p
ar
ativ
e
an
aly
s
is
o
f
c
h
an
g
es
i
n
en
tr
ep
r
en
eu
r
ial
t
h
in
k
in
g
in
d
icato
r
s
b
y
g
en
d
er
was
co
n
d
u
cted
.
B
o
th
g
en
d
er
s
d
em
o
n
s
tr
ated
an
in
c
r
ea
s
e
in
en
tr
ep
r
en
e
u
r
ial
th
in
k
in
g
f
o
llo
w
in
g
th
e
co
u
r
s
e,
with
f
em
ale
s
h
o
win
g
s
lig
h
tly
m
o
r
e
p
r
o
n
o
u
n
ce
d
p
o
s
itiv
e
ch
an
g
es
ac
r
o
s
s
m
o
s
t
s
ca
les.
T
h
is
p
att
er
n
m
ay
b
e
p
ar
tly
ex
p
lain
ed
b
y
a
h
ig
h
er
r
esp
o
n
s
iv
en
ess
to
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
in
th
e
h
u
m
an
ities
o
r
b
y
lo
wer
b
aselin
e
lev
els
in
ce
r
tain
co
m
p
o
n
en
ts
o
f
en
tr
ep
r
en
eu
r
ial
th
in
k
i
n
g
.
Ho
wev
er
,
d
esp
ite
th
e
o
v
er
all
im
p
r
o
v
em
en
t,
th
e
o
b
s
er
v
ed
g
en
d
e
r
d
if
f
er
en
ce
s
r
em
ain
m
o
d
er
ate
a
n
d
r
e
q
u
ir
e
f
u
r
th
e
r
in
v
esti
g
atio
n
[
3
4
]
–
[
3
6
]
.
Gen
d
er
-
s
p
ec
if
ic
ch
an
g
es
in
en
tr
ep
r
en
eu
r
ial
m
i
n
d
s
et
s
co
r
es
b
ef
o
r
e
a
n
d
af
ter
th
e
co
u
r
s
e
wer
e
ex
a
m
in
ed
s
ep
ar
ately
f
o
r
f
em
ale
an
d
m
ale
.
T
h
e
r
esu
lts
o
f
th
e
p
air
ed
-
s
am
p
les
t
-
test
s
f
o
r
f
em
ale
ar
e
p
r
esen
ted
in
T
ab
le
1
0
,
wh
ile
th
e
co
r
r
esp
o
n
d
in
g
r
esu
lts
f
o
r
m
ale
ar
e
s
h
o
wn
in
T
ab
le
1
1
.
T
ab
le
9
.
Descr
ip
tiv
e
s
tatis
tics
an
d
test
r
esu
lts
f
o
r
en
tr
e
p
r
en
e
u
r
ial
m
in
d
s
et
s
co
r
es b
ef
o
r
e
an
d
af
ter
th
e
c
o
u
r
s
e
S
c
a
l
e
M
(
p
r
e
)
S
D
(
p
r
e
)
M
(
p
o
s
t
)
S
D
(
p
o
s
t
)
Te
st
st
a
t
i
s
t
i
c
p
I
n
t
e
g
r
a
l
sc
o
r
e
3
.
2
1
0
.
3
8
3
.
5
4
0
.
3
2
t
(
2
1
9
)
=
1
2
.
3
4
<
0
.
0
0
1
I
n
i
t
i
a
t
i
v
e
3
.
2
2
0
.
6
4
3
.
7
0
0
.
5
8
Z
=
-
8
.
7
5
<
0
.
0
0
1
C
r
e
a
t
i
v
i
t
y
3
.
3
5
0
.
6
8
3
.
7
8
0
.
6
3
Z
=
-
7
.
6
4
<
0
.
0
0
1
R
i
s
k
-
t
a
k
i
n
g
3
.
2
6
0
.
6
2
3
.
5
2
0
.
5
6
t
(
2
1
9
)
=
6
.
8
2
<
0
.
0
0
1
R
e
s
u
l
t
o
r
i
e
n
t
a
t
i
o
n
3
.
1
4
0
.
5
6
3
.
4
0
0
.
5
2
Z
=
-
6
.
1
0
<
0
.
0
0
1
P
e
r
si
st
e
n
c
e
3
.
1
8
0
.
4
6
3
.
4
5
0
.
4
2
t
(
2
1
9
)
=
5
.
1
2
<
0
.
0
0
1
T
ab
le
1
0
.
E
n
tr
ep
r
en
eu
r
ial
m
in
d
s
et
s
co
r
es b
ef
o
r
e
an
d
af
ter
th
e
co
u
r
s
e:
f
em
ale
(
n
=1
7
0
)
F
e
mal
e
s
c
a
l
e
M
(
p
r
e
)
S
D
(
p
r
e
)
M
(
p
o
s
t
)
S
D
(
p
o
s
t
)
Te
st
st
a
t
i
s
t
i
c
p
I
n
t
e
g
r
a
l
sc
o
r
e
2
.
8
2
0
.
3
9
3
.
1
2
0
.
3
5
t
(
1
6
9
)
=
7
.
5
2
<
0
.
0
0
1
I
n
i
t
i
a
t
i
v
e
2
.
8
6
0
.
5
0
3
.
2
2
0
.
4
2
t
(
1
6
9
)
=
6
.
3
8
<
0
.
0
0
1
C
r
e
a
t
i
v
i
t
y
2
.
8
0
0
.
5
3
3
.
1
5
0
.
5
0
t
(
1
6
9
)
=
6
.
1
5
<
0
.
0
0
1
R
i
s
k
-
t
a
k
i
n
g
2
.
8
0
0
.
5
6
3
.
1
0
0
.
5
0
t
(
1
6
9
)
=
5
.
8
4
<
0
.
0
0
1
R
e
s
u
l
t
o
r
i
e
n
t
a
t
i
o
n
2
.
7
6
0
.
4
8
3
.
0
0
0
.
4
4
t
(
1
6
9
)
=
4
.
9
2
<
0
.
0
0
1
P
e
r
si
st
e
n
c
e
3
.
5
5
0
.
8
5
4
.
0
5
0
.
7
0
t
(
1
6
9
)
=
5
.
4
4
<
0
.
0
0
1
T
ab
le
1
1
.
E
n
tr
ep
r
en
eu
r
ial
m
in
d
s
et
s
co
r
es b
ef
o
r
e
an
d
af
ter
th
e
co
u
r
s
e:
m
ale
(
n
=
5
0
)
M
a
l
e
s
c
a
l
e
M
(
p
r
e
)
S
D
(
p
r
e
)
M
(
p
o
s
t
)
S
D
(
p
o
s
t
)
Te
st
st
a
t
i
s
t
i
c
p
I
n
t
e
g
r
a
l
sc
o
r
e
2
.
8
6
0
.
3
8
3
.
1
5
0
.
3
6
t
(
4
9
)
=
3
.
9
8
<
0
.
0
0
1
I
n
i
t
i
a
t
i
v
e
2
.
9
0
0
.
4
8
3
.
2
6
0
.
4
6
t
(
4
9
)
=
3
.
3
0
0
.
0
0
2
C
r
e
a
t
i
v
i
t
y
2
.
7
8
0
.
5
5
3
.
2
0
0
.
5
3
t
(
4
9
)
=
3
.
4
8
0
.
0
0
1
R
i
s
k
-
t
a
k
i
n
g
2
.
8
6
0
.
5
2
3
.
1
4
0
.
4
8
t
(
4
9
)
=
2
.
8
9
0
.
0
0
6
R
e
s
u
l
t
o
r
i
e
n
t
a
t
i
o
n
2
.
8
2
0
.
5
0
3
.
0
6
0
.
4
6
t
(
4
9
)
=
2
.
6
2
0
.
0
1
1
P
e
r
si
st
e
n
c
e
3
.
6
5
0
.
8
0
4
.
1
0
0
.
6
5
t
(
4
9
)
=
2
.
1
4
0
.
0
3
8
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
:
51
1
-
523
518
A
co
m
p
ar
is
o
n
o
f
s
tu
d
en
ts
b
y
y
ea
r
o
f
s
tu
d
y
was
co
n
d
u
cted
to
id
en
tify
p
o
ten
tial
d
if
f
er
e
n
ce
s
in
th
e
d
y
n
am
ics
o
f
e
n
tr
ep
r
e
n
eu
r
ial
t
h
in
k
in
g
d
e
v
elo
p
m
e
n
t.
Deta
ile
d
r
esu
lts
f
o
r
3
r
d
-
y
ea
r
s
tu
d
en
t
s
ar
e
p
r
esen
ted
in
T
ab
le
1
2
,
wh
ile
th
e
co
r
r
esp
o
n
d
in
g
d
ata
f
o
r
4
t
h
-
y
ea
r
s
tu
d
e
n
ts
ar
e
s
h
o
wn
in
T
ab
le
1
3
.
An
aly
s
is
b
y
y
ea
r
s
h
o
ws
th
at
b
o
th
3
r
d
-
an
d
4
th
-
y
ea
r
s
tu
d
en
ts
ex
h
ib
ited
co
m
p
ar
ab
le
p
o
s
itiv
e
ch
an
g
es.
T
h
e
s
lig
h
t
ad
v
an
tag
e
o
b
s
er
v
ed
in
4
th
-
y
ea
r
s
tu
d
e
n
ts
m
ay
b
e
attr
ib
u
ted
to
th
eir
h
ig
h
er
lev
el
o
f
awa
r
en
ess
an
d
p
r
o
f
ess
io
n
al
m
atu
r
ity
.
Ho
wev
er
,
s
tatis
t
ically
s
ig
n
if
ican
t
p
r
o
g
r
e
s
s
was
n
o
ted
ac
r
o
s
s
all
g
r
o
u
p
s
,
co
n
f
ir
m
i
n
g
th
e
u
n
iv
er
s
al
ef
f
ec
tiv
en
ess
o
f
th
e
co
u
r
s
e
r
e
g
ar
d
less
o
f
th
e
s
tag
e
o
f
s
tu
d
y
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
ts
in
b
o
th
th
e
in
teg
r
ated
in
d
icato
r
o
f
en
tr
e
p
r
en
eu
r
ial
th
in
k
in
g
an
d
its
k
ey
co
m
p
o
n
en
ts
—
in
itiativ
e,
cr
ea
tiv
ity
,
r
is
k
ap
p
etite,
r
esu
lt
o
r
ien
tatio
n
,
a
n
d
p
er
s
is
ten
ce
.
T
h
e
a
v
er
ag
e
in
cr
ea
s
es
o
n
th
e
s
ca
les
r
an
g
e
d
f
r
o
m
0
.
3
to
0
.
5
p
o
in
ts
o
n
a
5
-
p
o
i
n
t scale
,
in
d
icatin
g
a
n
o
ticea
b
le
en
h
an
ce
m
e
n
t in
th
e
d
ev
elo
p
m
en
t
o
f
th
ese
co
m
p
eten
cies.
T
ab
le
1
2
.
E
n
tr
ep
r
en
eu
r
ial
m
in
d
s
et
s
co
r
es b
ef
o
r
e
an
d
af
ter
th
e
co
u
r
s
e:
3
r
d
-
y
ea
r
s
tu
d
en
ts
(
n
=1
2
0
)
3
r
d
y
e
a
r
s
t
u
d
e
n
t
s
sc
a
l
e
M
(
p
r
e
)
S
D
(
p
r
e
)
M
(
p
o
s
t
)
S
D
(
p
o
s
t
)
Te
st
st
a
t
i
s
t
i
c
p
I
n
t
e
g
r
a
l
sc
o
r
e
2
.
8
1
0
.
4
0
3
.
1
1
0
.
3
5
t
(
1
1
9
)
=
7
.
2
8
<
0
.
0
0
1
I
n
i
t
i
a
t
i
v
e
2
.
8
4
0
.
4
8
3
.
2
0
0
.
4
4
t
(
1
1
9
)
=
6
.
1
0
<
0
.
0
0
1
C
r
e
a
t
i
v
i
t
y
2
.
7
8
0
.
5
5
3
.
1
3
0
.
5
3
t
(
1
1
9
)
=
5
.
9
5
<
0
.
0
0
1
R
i
s
k
-
t
a
k
i
n
g
2
.
8
0
0
.
5
4
3
.
0
8
0
.
5
0
t
(
1
1
9
)
=
5
.
7
6
<
0
.
0
0
1
R
e
s
u
l
t
o
r
i
e
n
t
a
t
i
o
n
2
.
7
6
0
.
4
8
2
.
9
8
0
.
4
6
t
(
1
1
9
)
=
4
.
7
3
<
0
.
0
0
1
P
e
r
si
st
e
n
c
e
3
.
5
0
0
.
8
5
4
.
0
0
0
.
7
5
t
(
1
1
9
)
=
5
.
1
8
<
0
.
0
0
1
T
ab
le
1
3
.
E
n
tr
ep
r
en
eu
r
ial
m
in
d
s
et
s
co
r
es b
ef
o
r
e
an
d
af
ter
th
e
co
u
r
s
e:
4
th
-
y
ea
r
s
tu
d
e
n
ts
(
n
=1
0
0
)
4
t
h
y
e
a
r
st
u
d
e
n
t
s
sca
l
e
M
(
p
r
e
)
S
D
(
p
r
e
)
M
(
p
o
s
t
)
S
D
(
p
o
s
t
)
Te
st
st
a
t
i
s
t
i
c
p
I
n
t
e
g
r
a
l
sc
o
r
e
2
.
8
8
0
.
3
8
3
.
1
4
0
.
3
4
t
(
9
9
)
=
6
.
1
5
<
0
.
0
0
1
I
n
i
t
i
a
t
i
v
e
2
.
9
4
0
.
5
0
3
.
2
4
0
.
4
0
t
(
9
9
)
=
5
.
1
4
<
0
.
0
0
1
C
r
e
a
t
i
v
i
t
y
2
.
8
5
0
.
5
0
3
.
2
0
0
.
4
8
t
(
9
9
)
=
5
.
2
2
<
0
.
0
0
1
R
i
s
k
-
t
a
k
i
n
g
2
.
8
8
0
.
5
4
3
.
1
2
0
.
4
8
t
(
9
9
)
=
4
.
3
0
<
0
.
0
0
1
R
e
s
u
l
t
o
r
i
e
n
t
a
t
i
o
n
2
.
8
0
0
.
5
0
3
.
0
4
0
.
4
2
t
(
9
9
)
=
4
.
2
5
<
0
.
0
0
1
P
e
r
si
st
e
n
c
e
3
.
6
5
0
.
8
0
4
.
1
0
0
.
6
0
t
(
9
9
)
=
4
.
0
8
<
0
.
0
0
1
T
h
e
o
b
s
er
v
ed
ch
an
g
es
ca
n
b
e
attr
ib
u
ted
to
t
h
e
u
s
e
o
f
ac
tiv
e,
p
r
ac
tice
-
o
r
ien
ted
teac
h
in
g
m
eth
o
d
s
—
s
u
ch
as
ca
s
e
s
tu
d
ies,
p
r
o
ject
ac
tiv
ities
,
an
d
b
u
s
in
ess
g
am
e
s
.
T
h
ese
m
eth
o
d
s
f
ac
ilit
ated
t
h
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
’
s
k
ills
in
in
d
ep
en
d
en
tly
s
o
lv
in
g
p
r
o
b
lem
s
an
d
m
ak
in
g
d
ec
is
io
n
s
u
n
d
e
r
co
n
d
iti
o
n
s
o
f
u
n
ce
r
tain
t
y
,
alig
n
in
g
with
co
n
tem
p
o
r
a
r
y
t
h
eo
r
ies
o
f
ex
p
er
ien
tial
lear
n
i
n
g
an
d
t
h
e
p
r
o
m
o
tio
n
o
f
s
tu
d
en
t
au
to
n
o
m
y
.
T
h
e
f
in
d
in
g
s
a
r
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
,
as
well
as
i
n
ter
n
atio
n
al
s
tu
d
ies
d
em
o
n
s
tr
atin
g
th
at
p
r
o
g
r
am
s
f
o
cu
s
ed
o
n
d
e
v
elo
p
in
g
en
tr
e
p
r
en
eu
r
ial
th
in
k
in
g
en
h
a
n
ce
cr
ea
tiv
ity
,
r
is
k
ap
p
etite,
an
d
p
r
o
ac
tiv
e
b
e
h
av
io
r
[
3
7
]
–
[
3
9
]
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
lies
in
th
e
p
o
ten
tial
in
teg
r
atio
n
o
f
s
u
ch
b
u
s
in
ess
-
o
r
ien
te
d
co
u
r
s
es
in
to
th
e
cu
r
r
icu
la
o
f
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
.
I
n
co
r
p
o
r
atin
g
p
r
o
ject
ass
ig
n
m
en
ts
an
d
b
u
s
in
ess
g
am
es
in
to
p
ed
ag
o
g
ical
tr
ain
in
g
m
o
d
u
les
ca
n
in
cr
ea
s
e
s
tu
d
en
t
m
o
ti
v
atio
n
an
d
e
n
g
ag
e
m
en
t
wh
ile
f
o
s
ter
in
g
u
n
i
v
er
s
al
co
m
p
eten
cies e
s
s
en
tial f
o
r
th
r
i
v
in
g
in
a
r
ap
id
ly
ev
o
lv
i
n
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
Ho
wev
er
,
th
e
r
esear
ch
ac
k
n
o
wled
g
es
s
ev
er
al
lim
itatio
n
s
o
f
th
is
s
tu
d
y
:
th
e
s
am
p
le
was
d
r
awn
f
r
o
m
a
s
in
g
le
u
n
iv
e
r
s
ity
,
wh
ich
lim
its
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
;
th
e
ab
s
en
ce
o
f
a
co
n
tr
o
l
g
r
o
u
p
r
estricts
th
e
ab
ilit
y
to
estab
lis
h
ca
u
s
al
r
elat
io
n
s
h
ip
s
; a
n
d
r
elian
ce
o
n
s
elf
-
r
ep
o
r
t m
ea
s
u
r
es m
ay
in
tr
o
d
u
c
e
s
y
s
tem
atic
b
ia
s
es.
T
o
en
h
an
ce
t
h
e
r
eliab
ilit
y
o
f
f
u
tu
r
e
r
esear
ch
,
we
r
ec
o
m
m
e
n
d
lo
n
g
itu
d
in
al
s
tu
d
y
d
esig
n
s
,
ex
p
an
d
ed
s
am
p
les
in
clu
d
in
g
s
tu
d
e
n
ts
f
r
o
m
m
u
lt
ip
le
u
n
iv
er
s
ities
,
an
d
th
e
u
s
e
o
f
o
b
jectiv
e
ass
ess
m
en
t
m
eth
o
d
s
(
o
b
s
er
v
atio
n
,
in
s
tr
u
cto
r
ev
alu
atio
n
s
)
.
Pro
m
is
in
g
av
en
u
es
f
o
r
f
u
r
t
h
e
r
r
esear
ch
in
clu
d
e
co
m
p
a
r
ativ
e
an
aly
s
es
o
f
en
tr
ep
r
en
e
u
r
ial
co
u
r
s
e
ef
f
ec
ti
v
en
ess
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
ti
o
n
al
co
n
te
x
ts
,
in
v
esti
g
atio
n
s
in
to
th
e
im
p
ac
t
o
f
en
tr
ep
r
en
e
u
r
ial
th
in
k
in
g
o
n
teac
h
er
s
’
p
r
o
f
ess
io
n
al
ac
tiv
ities
,
an
d
th
e
d
ev
elo
p
m
en
t
o
f
tailo
r
ed
tr
ain
in
g
p
r
o
g
r
a
m
s
th
at
co
n
s
id
er
s
tu
d
en
ts
’
in
d
iv
id
u
al
an
d
ag
e
-
r
elate
d
ch
ar
ac
ter
is
tics
.
T
h
e
an
aly
s
is
r
ev
ea
led
s
tatis
ti
ca
lly
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
s
in
k
ey
co
m
p
o
n
e
n
ts
o
f
en
tr
e
p
r
en
eu
r
ial
th
in
k
in
g
—
in
itiativ
e,
cr
ea
tiv
ity
,
an
d
p
e
r
s
is
ten
ce
—
af
ter
th
e
co
u
r
s
e.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
i
o
u
s
r
esear
ch
em
p
h
asizin
g
th
e
r
o
le
o
f
tar
g
et
ed
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
s
in
en
h
a
n
cin
g
e
n
tr
ep
r
e
n
eu
r
ial
tr
aits
am
o
n
g
s
tu
d
en
ts
[
4
0
]
,
[
4
1
]
.
Fo
r
in
s
tan
ce
,
M
o
t
ta
an
d
Galin
a
[
4
2
]
f
o
u
n
d
th
a
t
p
r
o
ject
-
b
ased
lear
n
in
g
en
h
a
n
ce
s
cr
ea
tiv
ity
an
d
r
is
k
-
tak
in
g
,
c
o
m
p
eten
cies
cr
i
tical
f
o
r
en
tr
ep
r
en
eu
r
ial
s
u
cc
ess
.
Ho
wev
er
,
th
e
f
in
d
in
g
s
o
f
o
n
l
y
m
o
d
er
ate
im
p
r
o
v
em
e
n
t
in
r
is
k
p
r
o
p
en
s
ity
d
if
f
er
f
r
o
m
Vau
g
h
n
et
a
l.
[
4
3
]
wh
o
r
ep
o
r
ted
s
ig
n
if
ican
t
g
ain
s
.
T
h
is
d
is
cr
ep
an
cy
m
ig
h
t
b
e
ex
p
lai
n
ed
b
y
th
e
s
p
ec
if
ic
p
ed
ag
o
g
i
ca
l
co
n
tex
t
an
d
cu
ltu
r
al
f
ac
t
o
r
s
in
f
lu
en
cin
g
r
is
k
attitu
d
es
am
o
n
g
Kaz
ak
h
p
r
e
-
s
er
v
ice
teac
h
er
s
[
4
4
]
.
I
t
u
n
d
er
s
co
r
es
th
e
n
ee
d
to
tailo
r
en
tr
e
p
r
en
eu
r
ial
e
d
u
ca
tio
n
to
lo
ca
l
co
n
tex
ts
f
o
r
m
ax
im
u
m
ef
f
ec
tiv
en
ess
.
Mo
r
eo
v
er
,
th
e
p
er
s
is
ten
ce
d
im
en
s
io
n
im
p
r
o
v
e
d
n
o
tab
ly
,
co
n
f
ir
m
in
g
t
h
e
c
o
u
r
s
e’
s
s
u
cc
ess
in
n
u
r
tu
r
in
g
p
e
r
s
ev
er
an
ce
—
a
cr
itical
tr
ait
f
o
r
ed
u
ca
to
r
s
wh
o
f
ac
e
o
n
g
o
in
g
ch
allen
g
es
in
th
e
class
r
o
o
m
[
4
5
]
.
T
h
is
s
u
p
p
o
r
ts
th
e
a
r
g
u
m
en
t
th
at
en
tr
e
p
r
en
e
u
r
ial
th
in
k
i
n
g
is
n
o
t
lim
ited
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
in
g
th
e
imp
a
ct
o
f a
b
u
s
i
n
ess
-
o
r
ien
ted
ed
u
ca
tio
n
a
l c
o
u
r
s
e
o
n
th
e
… (
N
u
r
z
h
a
u
g
a
n
B
a
l
g
in
b
a
ye
v
a
)
519
b
u
s
in
ess
co
n
tex
ts
b
u
t
also
v
ital
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
4
6
]
,
[
4
7
]
.
I
m
p
o
r
tan
tly
,
t
h
is
s
tu
d
y
co
n
tr
ib
u
tes
n
o
v
el
in
s
ig
h
ts
b
y
p
r
o
v
id
in
g
em
p
ir
ical
ev
id
en
ce
f
r
o
m
a
p
o
s
t
-
So
v
iet,
d
ev
elo
p
i
n
g
co
u
n
tr
y
co
n
tex
t
—
a
s
ettin
g
u
n
d
er
r
ep
r
esen
ted
in
th
e
g
lo
b
al
en
tr
ep
r
e
n
eu
r
s
h
ip
ed
u
ca
tio
n
liter
atu
r
e.
T
h
e
tailo
r
e
d
ap
p
r
o
ac
h
th
at
in
teg
r
ates
cu
ltu
r
ally
r
ele
v
an
t
p
e
d
ag
o
g
ic
al
m
eth
o
d
s
a
n
d
b
u
s
in
ess
-
o
r
ie
n
ted
co
n
ten
t
ad
d
r
ess
es
a
cr
itical
g
ap
i
n
teac
h
er
ed
u
ca
tio
n
,
o
f
f
er
in
g
a
m
o
d
el
th
at
ca
n
in
f
o
r
m
s
im
ilar
tr
an
s
itio
n
ec
o
n
o
m
ies
f
ac
in
g
co
m
p
ar
ab
le
ch
allen
g
es
in
ed
u
ca
tio
n
al
m
o
d
er
n
izatio
n
.
Fu
r
th
er
m
o
r
e
,
th
e
f
in
d
in
g
s
h
av
e
b
r
o
ad
im
p
licatio
n
s
f
o
r
in
ter
n
atio
n
al
ed
u
ca
tio
n
al
p
o
licy
a
n
d
p
r
ac
tice.
B
y
d
em
o
n
s
tr
atin
g
t
h
e
f
ea
s
ib
i
lity
an
d
ef
f
ec
tiv
e
n
ess
o
f
in
c
o
r
p
o
r
ati
n
g
en
tr
e
p
r
en
e
u
r
ial
th
i
n
k
in
g
i
n
to
teac
h
er
tr
ain
in
g
,
th
is
r
esear
ch
s
u
p
p
o
r
t
s
g
lo
b
al
ca
lls
f
o
r
ed
u
ca
tio
n
al
r
ef
o
r
m
s
th
at
p
r
e
p
ar
e
teac
h
e
r
s
to
f
o
s
ter
in
n
o
v
atio
n
,
ad
ap
tab
ilit
y
,
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
in
s
tu
d
en
ts
.
T
h
is
alig
n
s
with
UNE
S
C
O’
s
an
d
OE
C
D’
s
ag
en
d
as
o
n
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
d
ev
elo
p
m
en
t,
s
u
g
g
esti
n
g
t
h
at
in
teg
r
at
in
g
en
tr
e
p
r
en
eu
r
ial
co
m
p
eten
cies
in
to
teac
h
e
r
cu
r
r
icu
la
wo
r
ld
wid
e
ca
n
en
h
an
ce
ed
u
ca
tio
n
al
s
y
s
tem
s
’
r
e
s
p
o
n
s
iv
en
ess
to
r
ap
id
s
o
cieta
l
an
d
lab
o
r
m
ar
k
et
ch
an
g
es.
T
h
u
s
,
th
ese
r
esu
lts
d
em
o
n
s
tr
ate
th
at
in
teg
r
atin
g
b
u
s
in
ess
-
o
r
ien
ted
m
o
d
u
les
wi
th
in
teac
h
er
tr
ain
in
g
ca
n
ef
f
ec
tiv
ely
d
ev
elo
p
ess
en
tial e
n
tr
ep
r
en
e
u
r
ial
co
m
p
eten
ci
es.
3
.
1
.
L
im
it
a
t
io
ns
On
e
k
ey
lim
itatio
n
o
f
th
is
s
tu
d
y
is
th
e
ab
s
en
ce
o
f
a
co
n
tr
o
l g
r
o
u
p
,
wh
ich
lim
its
th
e
ab
ilit
y
t
o
attr
ib
u
te
th
e
o
b
s
er
v
ed
im
p
r
o
v
em
en
ts
in
en
tr
ep
r
e
n
eu
r
ial
th
in
k
in
g
ex
clu
s
iv
ely
to
th
e
ed
u
ca
tio
n
al
i
n
ter
v
en
tio
n
.
W
ith
o
u
t
a
co
m
p
ar
is
o
n
g
r
o
u
p
,
alter
n
a
tiv
e
ex
p
lan
atio
n
s
—
s
u
ch
as
ex
ter
n
al
in
f
lu
en
ce
s
,
p
ar
ticip
an
t
m
atu
r
atio
n
,
o
r
co
n
cu
r
r
en
t
lear
n
i
n
g
e
x
p
er
ien
ce
s
—
ca
n
n
o
t
b
e
r
u
led
o
u
t,
t
h
er
eb
y
co
n
s
tr
ain
in
g
th
e
i
n
ter
n
al
v
alid
ity
o
f
th
e
f
in
d
in
g
s
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
was
co
n
d
u
cted
with
in
a
s
in
g
le
in
s
titu
tio
n
al
s
ettin
g
,
wh
ich
r
estricts
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
.
T
h
e
r
elativ
ely
h
o
m
o
g
en
e
o
u
s
s
am
p
le
m
ay
n
o
t
r
ef
lect
b
r
o
ad
er
d
em
o
g
r
a
p
h
ic,
in
s
titu
tio
n
al,
o
r
cu
ltu
r
al
d
iv
er
s
ity
.
T
o
ad
d
r
ess
th
ese
li
m
itatio
n
s
,
f
u
tu
r
e
r
esear
c
h
s
h
o
u
ld
in
c
o
r
p
o
r
ate
r
an
d
o
m
ize
d
co
n
tr
o
lled
d
esig
n
s
with
ad
eq
u
ate
co
m
p
ar
is
o
n
g
r
o
u
p
s
.
E
x
p
an
d
in
g
th
e
s
am
p
le
to
in
clu
d
e
m
u
ltip
le
u
n
iv
er
s
ities
an
d
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
wo
u
ld
f
u
r
th
er
en
h
an
ce
ex
ter
n
al
v
alid
ity
.
Mo
r
eo
v
er
,
e
m
p
lo
y
i
n
g
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
es
co
u
ld
p
r
o
v
id
e
r
ich
e
r
in
s
ig
h
ts
in
to
th
e
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ich
en
tr
ep
r
en
eu
r
ial
ed
u
ca
tio
n
in
f
lu
en
ce
s
s
tu
d
en
t
o
u
tco
m
es
.
3
.
2
.
I
m
pli
ca
t
i
o
ns
T
h
is
s
tu
d
y
o
f
f
er
s
s
ev
er
al
i
m
p
o
r
tan
t
im
p
licatio
n
s
.
Pra
ct
ically
,
it
d
em
o
n
s
tr
ates
th
at
in
teg
r
atin
g
b
u
s
in
ess
-
o
r
ie
n
t
ed
an
d
c
u
lt
u
r
a
lly
a
d
a
p
t
e
d
en
tr
e
p
r
en
e
u
r
i
al
e
d
u
ca
ti
o
n
wi
th
in
t
ea
ch
er
t
r
a
in
in
g
p
r
o
g
r
a
m
s
ca
n
ef
f
ec
tiv
ely
en
h
an
ce
k
ey
c
o
m
p
eten
cies
s
u
ch
as
in
itiativ
e,
cr
e
ativ
ity
,
an
d
p
er
s
is
ten
ce
.
T
h
is
a
p
p
r
o
ac
h
p
r
o
v
id
es
a
r
ep
licab
le
m
o
d
el
f
o
r
p
o
s
t
-
So
v
iet
an
d
d
e
v
elo
p
in
g
co
u
n
tr
ie
s
s
ee
k
in
g
to
m
o
d
er
n
ize
p
ed
a
g
o
g
ical
cu
r
r
icu
la
to
m
ee
t
th
e
d
e
m
an
d
s
o
f
th
e
2
1
s
t
ce
n
tu
r
y
.
I
m
p
o
r
t
an
tl
y
,
t
h
e
c
o
u
r
s
e’
s
m
o
d
u
l
ar
d
es
ig
n
a
n
d
f
o
c
u
s
o
n
ac
t
iv
e,
ex
p
e
r
i
en
tia
l
le
a
r
n
in
g
m
et
h
o
d
s
m
a
k
e
it
w
ell
-
s
u
it
ed
f
o
r
a
d
a
p
tati
o
n
t
o
b
r
o
ad
er
e
d
u
ca
ti
o
n
al
co
n
t
ex
ts
,
in
cl
u
d
i
n
g
r
u
r
al
te
ac
h
e
r
e
d
u
ca
ti
o
n
an
d
i
n
-
s
er
v
ice
tr
ain
in
g
p
r
o
g
r
a
m
s
.
T
h
is
s
ca
lab
ilit
y
s
u
p
p
o
r
ts
co
n
t
in
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
h
el
p
s
ad
d
r
e
s
s
r
eg
io
n
al
d
is
p
ar
ities
in
teac
h
er
r
ea
d
in
ess
.
T
ailo
r
in
g
c
o
u
r
s
e
co
n
ten
t
to
alig
n
with
lo
ca
l
cu
ltu
r
al
an
d
i
n
f
r
a
s
tr
u
ctu
r
al
co
n
d
itio
n
s
will
b
e
cr
u
cial
f
o
r
m
ax
im
izin
g
its
ef
f
ec
tiv
en
ess
ac
r
o
s
s
d
iv
er
s
e
s
ettin
g
s
.
T
h
eo
r
etica
lly
,
t
h
e
r
esear
ch
ex
te
n
d
s
en
tr
e
p
r
en
eu
r
ial
m
in
d
s
et
f
r
am
ewo
r
k
s
(
E
MP
an
d
E
AO)
in
to
th
e
ed
u
ca
tio
n
al
d
o
m
ain
o
f
teac
h
er
p
r
e
p
ar
atio
n
,
v
alid
atin
g
th
eir
ap
p
licab
ilit
y
b
e
y
o
n
d
tr
ad
itio
n
al
b
u
s
in
ess
s
ettin
g
s
.
T
h
is
cr
o
s
s
-
co
n
tex
tu
al
v
alid
atio
n
en
r
ich
es
th
e
g
lo
b
al
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
liter
atu
r
e
b
y
in
co
r
p
o
r
atin
g
p
er
s
p
ec
tiv
es
f
r
o
m
u
n
d
er
r
e
p
r
esen
ted
r
eg
io
n
s
.
T
h
ese
n
o
v
el
in
s
ig
h
ts
u
n
d
er
s
co
r
e
th
e
cr
itical
r
o
le
o
f
en
tr
ep
r
en
e
u
r
ial
th
in
k
in
g
in
s
h
ap
in
g
r
esil
ien
t,
in
n
o
v
ativ
e
e
d
u
ca
to
r
s
wh
o
ar
e
p
r
ep
ar
e
d
f
o
r
r
ap
id
ly
e
v
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
es wo
r
ld
wid
e
.
4.
CO
NCLU
SI
O
N
T
h
e
h
y
p
o
th
esis
o
f
th
is
s
tu
d
y
was
c
o
n
f
ir
m
e
d
:
a
b
u
s
in
ess
-
o
r
ie
n
t
ed
e
d
u
c
ati
o
n
al
c
o
u
r
s
e
s
ig
n
i
f
ic
a
n
tl
y
co
n
t
r
i
b
u
tes
t
o
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
e
n
tr
e
p
r
en
e
u
r
ial
t
h
i
n
k
i
n
g
i
n
s
t
u
d
e
n
ts
p
u
r
s
u
i
n
g
p
e
d
a
g
o
g
ic
al
ca
r
e
e
r
s
.
P
o
s
it
iv
e
ch
an
g
es
w
er
e
r
e
co
r
d
e
d
in
k
e
y
i
n
d
i
ca
t
o
r
s
,
i
n
cl
u
d
i
n
g
i
n
i
tia
t
iv
e
,
c
r
ea
ti
v
it
y
,
r
is
k
-
ta
k
i
n
g
,
g
o
al
o
r
ie
n
ta
ti
o
n
,
a
n
d
p
e
r
s
is
t
e
n
ce
.
T
h
ese
f
i
n
d
i
n
g
s
p
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RE
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NC
E
S
[
1
]
H
.
P
e
sc
h
l
,
C
.
D
e
n
g
,
a
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d
N
.
La
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.
[
2
]
L.
W
a
f
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,
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v
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E.
Le
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[
4
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J.
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L.
Zl
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