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ti
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Pre
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Pre
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Pre
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SEL
-
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ased
p
r
ac
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So
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o
tio
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co
m
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So
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em
o
tio
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lear
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in
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T
h
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s
a
n
o
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n
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c
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a
rticle
u
n
d
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r th
e
CC B
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-
SA
li
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se
.
C
o
r
r
e
s
p
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A
uth
o
r
:
T
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Vu
Gian
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Dep
ar
tm
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f
Ps
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Fa
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elin
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T
h
e
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ap
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tic
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lin
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Ps
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h
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C
ity
Un
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ity
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f
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d
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ca
tio
n
No
.
2
8
0
A
n
Du
o
n
g
Vu
o
n
g
St.,
C
h
o
Qu
an
W
ar
d
,
Ho
C
h
i M
in
h
C
ity
,
Vietn
am
E
m
ail:
v
u
g
t@
h
cm
u
e.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
g
lo
b
al
s
h
if
t
to
war
d
h
o
lis
tic
ed
u
ca
tio
n
,
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
ce
(
SEC
)
is
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
as
a
co
r
e
attr
ib
u
te
th
at
f
u
tu
r
e
ed
u
ca
to
r
s
m
u
s
t
p
o
s
s
ess
to
n
av
ig
ate
th
e
d
em
an
d
s
o
f
m
o
d
er
n
class
r
o
o
m
s
[
1
]
,
[
2
]
.
Def
i
n
ed
as
th
e
ca
p
ac
ity
to
u
n
d
er
s
tan
d
,
r
e
g
u
late,
an
d
u
tili
ze
em
o
tio
n
s
ef
f
ec
tiv
ely
in
in
ter
p
er
s
o
n
al
co
n
te
x
ts
,
SEC
f
o
r
m
s
th
e
f
o
u
n
d
atio
n
f
o
r
e
d
u
ca
to
r
s
’
r
esil
ien
ce
,
in
s
tr
u
ctio
n
al
ef
f
icac
y
,
an
d
p
r
o
f
ess
io
n
al
well
-
b
ein
g
[
3
]
,
[
4
]
.
I
n
p
a
r
ticu
lar
,
th
e
s
o
cial
-
em
o
tio
n
al
lear
n
i
n
g
(
SEL
)
f
r
a
m
ewo
r
k
,
p
io
n
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r
e
d
b
y
th
e
co
llab
o
r
ativ
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f
o
r
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ic
,
s
o
cial,
an
d
e
m
o
tio
n
al
lea
r
n
in
g
(
C
ASEL
)
,
h
as
b
ec
o
m
e
a
wid
ely
ad
o
p
te
d
m
o
d
el
to
cu
ltiv
ate
th
ese
co
m
p
eten
cie
s
ac
r
o
s
s
ed
u
ca
tio
n
al
s
y
s
tem
s
[
5
]
,
[
6
]
.
I
n
th
e
cu
r
r
en
t stu
d
y
,
w
e
d
ef
in
e
SEC as th
e
ca
p
ac
ity
to
u
n
d
e
r
s
tan
d
,
r
eg
u
l
ate,
an
d
u
tili
ze
em
o
tio
n
s
ef
f
ec
tiv
ely
in
in
ter
p
er
s
o
n
al
co
n
tex
ts
;
an
d
SEL
as
a
s
tr
u
ctu
r
ed
f
r
a
m
ewo
r
k
to
cu
ltiv
ate
th
ese
co
m
p
eten
cies
th
r
o
u
g
h
in
ten
tio
n
al
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
es,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
u
c
I
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N:
2252
-
8
8
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2
B
r
id
g
in
g
th
e
tr
a
in
in
g
–
p
r
a
ctice
g
a
p
in
s
o
cia
l
-
emo
tio
n
a
l le
a
r
n
in
g
o
f p
r
e
-
s
ervice
tea
ch
ers
(
Du
c
-
Ho
i D
in
h
)
1017
as
estab
lis
h
ed
b
y
C
ASEL
.
Ma
in
tain
in
g
th
is
d
is
tin
ctio
n
is
ess
en
tial
f
o
r
clar
ity
in
in
ter
p
r
eti
n
g
th
e
f
i
n
d
in
g
s
an
d
f
r
am
in
g
im
p
licatio
n
s
.
I
n
t
h
is
s
tu
d
y
,
we
co
n
s
is
ten
tly
m
ai
n
tain
a
co
n
ce
p
tu
al
d
is
tin
ctio
n
b
etw
ee
n
SEC
an
d
SEL
:
SEC
r
ef
er
s
to
t
h
e
in
d
iv
id
u
al
’
s
ca
p
ac
ity
to
u
n
d
er
s
tan
d
,
r
eg
u
late,
an
d
u
tili
ze
em
o
ti
o
n
s
ef
f
ec
tiv
el
y
in
in
ter
p
er
s
o
n
al
c
o
n
tex
ts
[
7
]
,
w
h
ile
SEL
r
ef
er
s
t
o
th
e
s
tr
u
ctu
r
ed
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
d
esig
n
ed
to
c
u
ltiv
ate
s
u
ch
co
m
p
ete
n
cies
[
8
]
.
T
h
is
d
is
tin
ctio
n
is
cr
itical
f
o
r
in
ter
p
r
etin
g
th
e
f
i
n
d
in
g
s
,
p
ar
ticu
lar
l
y
g
iv
e
n
th
at
o
n
e
o
f
th
e
s
tu
d
y
’
s
ce
n
tr
al
r
esu
lts
is
th
e
co
n
f
u
s
io
n
b
etwe
en
th
ese
two
co
n
ce
p
ts
am
o
n
g
p
a
r
ticip
an
ts
.
W
h
ile
d
ev
elo
p
ed
n
atio
n
s
h
av
e
in
teg
r
ated
SEL
in
t
o
teac
h
e
r
ed
u
ca
tio
n
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d
p
u
b
lic
s
ch
o
o
lin
g
with
co
n
s
id
er
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le
s
u
cc
ess
,
th
e
s
it
u
atio
n
in
So
u
th
ea
s
t
Asi
an
d
ev
elo
p
in
g
c
o
u
n
tr
ies
p
r
esen
ts
a
m
o
r
e
co
m
p
lex
lan
d
s
ca
p
e.
Vietn
am
,
a
co
u
n
t
r
y
u
n
d
er
g
o
in
g
r
ap
id
ed
u
ca
ti
o
n
r
ef
o
r
m
th
r
o
u
g
h
th
e
im
p
l
em
en
tatio
n
o
f
th
e
2018
-
g
en
er
al
ed
u
ca
tio
n
c
u
r
r
ic
u
lu
m
,
e
x
em
p
lifie
s
th
is
tr
a
n
s
itio
n
al
p
h
ase.
I
n
th
is
c
o
n
tex
t,
th
er
e
is
an
in
cr
ea
s
in
g
em
p
h
asis
o
n
co
m
p
eten
cy
-
b
ased
ed
u
ca
tio
n
an
d
s
tu
d
e
n
t
-
ce
n
ter
ed
p
ed
ag
o
g
y
.
Ho
wev
e
r
,
s
y
s
tem
ic
co
n
s
tr
ain
ts
,
in
clu
d
in
g
o
u
td
ated
teac
h
er
tr
ai
n
in
g
m
o
d
els,
f
r
a
g
m
en
ted
im
p
l
em
en
tatio
n
o
f
p
s
y
ch
o
lo
g
ical
s
er
v
ices,
an
d
a
lack
o
f
p
o
licy
-
lev
el
co
h
er
en
ce
,
co
n
tin
u
e
to
h
in
d
er
th
e
d
ev
elo
p
m
e
n
t o
f
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
SEC
[
9
]
,
[
1
0
]
.
R
esear
ch
o
n
SEC
in
Vietn
am
ese
teac
h
er
ed
u
ca
tio
n
r
e
m
ain
s
n
ascen
t
an
d
lar
g
ely
an
ec
d
o
tal.
T
h
e
lim
ited
a
v
ailab
le
s
tu
d
ies
s
u
g
g
est
th
at
wh
ile
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
awa
r
e
o
f
SE
L
as
an
im
p
o
r
ted
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
y
,
th
eir
p
r
ac
tical
u
n
d
er
s
tan
d
in
g
o
f
SE
C
is
u
n
d
er
d
e
v
elo
p
ed
an
d
r
a
r
ely
em
b
e
d
d
ed
with
in
s
tr
u
ctu
r
ed
co
u
r
s
ewo
r
k
[
1
1
]
.
Fu
r
th
er
m
o
r
e,
th
e
af
ter
m
ath
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as in
ten
s
if
ied
em
o
tio
n
al
b
u
r
n
o
u
t
an
d
s
o
cial
d
is
co
n
n
e
ctio
n
am
o
n
g
p
r
e
-
s
er
v
ice
tea
ch
er
s
,
r
ev
ea
lin
g
d
ee
p
er
v
u
l
n
er
ab
ilit
ies
in
th
eir
p
r
ep
ar
e
d
n
ess
f
o
r
s
o
cio
-
em
o
tio
n
al
d
em
an
d
s
o
f
th
e
p
r
o
f
ess
io
n
[
1
2
]
.
T
h
ese
co
n
ce
r
n
s
ar
e
esp
ec
ially
p
er
tin
en
t
in
Vietn
am
,
wh
er
e
th
e
teac
h
e
r
a
ttritio
n
r
ate
is
r
is
in
g
an
d
em
o
tio
n
al
ex
h
au
s
tio
n
h
as
b
ee
n
li
n
k
ed
to
t
h
e
lack
o
f
p
r
o
f
ess
io
n
al
em
o
tio
n
al
s
u
p
p
o
r
t
[
1
3
]
.
T
h
e
cu
r
r
en
t
s
tu
d
y
is
p
ar
t
o
f
a
b
r
o
ad
er
r
esear
c
h
p
r
o
g
r
a
m
in
v
esti
g
atin
g
th
e
d
ev
elo
p
m
en
t
an
d
ap
p
licatio
n
o
f
SEL
i
n
th
e
Vietn
am
ese
ed
u
ca
tio
n
al
co
n
tex
t
ac
r
o
s
s
m
u
ltip
le
lev
els.
E
a
r
lier
s
tu
d
ies
in
th
i
s
p
r
o
g
r
a
m
in
clu
d
e
a
n
atio
n
al
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
ex
am
in
in
g
SEL
co
m
p
eten
cies
am
o
n
g
e
lem
en
tar
y
s
tu
d
en
ts
[
1
4
]
,
an
d
a
q
u
alitativ
e
ca
s
e
s
tu
d
y
o
n
th
e
ap
p
licatio
n
o
f
SEL
m
o
d
els
i
n
p
r
im
ar
y
s
ch
o
o
l
tea
ch
in
g
b
y
in
-
s
er
v
ice
teac
h
er
s
[
1
5
]
.
B
u
ild
in
g
o
n
th
e
s
e
f
o
u
n
d
atio
n
s
,
th
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
es
o
n
th
e
p
r
e
-
s
er
v
ice
teac
h
er
p
o
p
u
latio
n
to
ex
am
in
e
h
o
w
SEL
is
cu
r
r
en
tly
co
n
ce
p
tu
alize
d
a
n
d
cu
ltiv
ated
,
o
r
o
v
er
lo
o
k
ed
,
with
in
f
o
r
m
al
teac
h
er
ed
u
ca
tio
n
.
B
y
ad
d
r
ess
in
g
t
h
is
o
f
ten
-
o
v
er
lo
o
k
ed
tr
an
s
iti
o
n
al
g
r
o
u
p
,
t
h
e
s
tu
d
y
co
n
t
r
ib
u
tes
to
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
y
s
tem
ic
o
p
p
o
r
tu
n
ities
an
d
g
ap
s
in
SEL
im
p
lem
en
tatio
n
in
Vietn
am
.
Ag
ain
s
t th
is
b
ac
k
d
r
o
p
,
th
is
s
tu
d
y
s
ee
k
s
to
ad
d
r
ess
a
cr
itical
g
ap
in
th
e
liter
atu
r
e:
h
o
w
ar
e
V
ietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
tr
ain
e
d
an
d
s
u
p
p
o
r
ted
to
d
ev
elo
p
SEC
d
u
r
in
g
th
eir
u
n
d
er
g
r
a
d
u
a
te
p
r
o
g
r
a
m
s
?
W
h
ile
ex
is
tin
g
s
tu
d
ies
h
av
e
allu
d
ed
to
co
n
ce
p
tu
al
a
m
b
ig
u
ities
a
n
d
s
y
s
tem
ic
ch
allen
g
es,
th
er
e
r
em
ain
s
a
lack
o
f
em
p
ir
ical
ev
id
e
n
ce
o
n
h
o
w
S
E
C
is
u
n
d
er
s
to
o
d
,
e
x
p
er
ien
ce
d
,
an
d
f
o
s
ter
ed
am
o
n
g
f
u
tu
r
e
teac
h
er
s
with
in
th
e
Vietn
am
ese
teac
h
er
ed
u
ca
tio
n
lan
d
s
ca
p
e.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
in
v
esti
g
ates f
o
u
r
in
ter
r
elate
d
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
cu
r
r
en
t le
v
el
o
f
SEC
am
o
n
g
Vietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
?
ii)
Ho
w
d
o
p
r
e
-
s
er
v
ice
teac
h
er
s
p
er
ce
iv
e
th
e
co
n
ce
p
ts
o
f
SEC
an
d
SEL
,
an
d
to
wh
at
ex
ten
t
ca
n
th
ey
tr
an
s
late
th
ese
in
to
p
r
ac
tice?
iii)
I
n
wh
at
way
s
ar
e
u
n
d
er
g
r
ad
u
a
te
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
p
r
ep
a
r
in
g
(
o
r
f
ailin
g
to
p
r
e
p
a
r
e)
p
r
e
-
s
er
v
ice
teac
h
er
s
to
cu
ltiv
ate
SEC,
b
o
t
h
f
o
r
t
h
em
s
elv
es a
n
d
th
eir
f
u
tu
r
e
s
tu
d
en
ts
?
iv
)
W
h
at
ar
e
th
e
p
er
ce
iv
ed
n
ee
d
s
,
in
s
titu
tio
n
al
b
ar
r
ier
s
,
an
d
p
r
o
p
o
s
ed
s
u
p
p
o
r
ts
f
o
r
in
teg
r
ati
n
g
SEL
-
b
ased
tr
ain
in
g
in
to
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
tio
n
?
B
y
ad
o
p
tin
g
a
c
o
n
v
e
r
g
en
t p
ar
allel
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
,
th
is
r
esear
ch
aim
s
n
o
t
o
n
ly
t
o
r
ev
ea
l
th
e
ex
ten
t o
f
SEC
d
ev
elo
p
m
en
t
in
Vietn
am
ese
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
b
u
t
also
to
p
r
o
v
i
d
e
p
o
licy
-
r
elev
a
n
t
r
ec
o
m
m
en
d
atio
n
s
f
o
r
em
b
ed
d
in
g
SEL
in
to
th
e
f
ab
r
ic
o
f
te
ac
h
er
ed
u
ca
tio
n
in
So
u
t
h
ea
s
t
Asi
an
d
ev
elo
p
in
g
co
n
tex
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
o
ex
p
lo
r
e
t
h
e
SEC
o
f
Vietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
an
d
th
eir
r
ea
d
in
ess
f
o
r
S
E
L
-
b
ased
ed
u
ca
tio
n
al
p
r
ac
tice,
t
h
is
s
tu
d
y
em
p
lo
y
e
d
a
co
n
v
er
g
e
n
t
p
ar
allel
m
ix
ed
-
m
et
h
o
d
d
esig
n
[
1
6
]
.
T
h
is
a
p
p
r
o
ac
h
allo
ws
f
o
r
th
e
s
im
u
ltan
eo
u
s
co
llectio
n
an
d
a
n
aly
s
is
o
f
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata,
en
ab
lin
g
r
esear
ch
er
s
to
g
ain
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
r
esear
ch
p
r
o
b
lem
t
h
r
o
u
g
h
tr
ian
g
u
latio
n
an
d
co
m
p
lem
en
tar
ity
.
T
h
e
r
atio
n
a
le
f
o
r
u
s
in
g
a
m
ix
ed
-
m
eth
o
d
s
tr
ateg
y
lies
in
th
e
m
u
ltid
i
m
en
s
io
n
al
n
at
u
r
e
o
f
SEC,
wh
ich
in
clu
d
es
b
o
th
s
elf
-
p
er
ce
iv
ed
co
m
p
eten
cies
a
n
d
th
e
co
n
tex
tu
al,
i
n
s
titu
tio
n
al
d
y
n
am
ics
th
at
in
f
lu
en
ce
its
d
ev
elo
p
m
en
t.
Qu
an
titativ
e
d
ata
s
er
v
ed
to
d
escr
ib
e
th
e
g
en
e
r
al
s
tatu
s
o
f
SEC
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
,
wh
ile
q
u
alitativ
e
in
t
er
v
iews
r
ev
ea
led
th
e
ex
p
e
r
ien
t
ial
an
d
in
ter
p
r
etiv
e
asp
ec
ts
o
f
h
o
w
SEC
an
d
SEL
ar
e
co
n
ce
p
t
u
alize
d
an
d
ap
p
lie
d
in
r
ea
l a
ca
d
e
m
ic
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
0
1
6
-
1
0
2
5
1018
2
.
2
.
P
ro
ce
du
re
T
h
e
s
tu
d
y
f
o
llo
wed
a
s
eq
u
en
tial
p
r
o
to
co
l
th
at
in
teg
r
ated
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
p
h
ases
u
n
d
er
a
co
n
v
er
g
e
n
t
p
ar
allel
m
ix
ed
-
m
eth
o
d
s
d
esig
n
.
Af
ter
o
b
tain
in
g
eth
ical
ap
p
r
o
v
al
f
r
o
m
th
e
I
n
s
titu
tio
n
al
R
ev
iew
B
o
ar
d
(
C
o
d
e:
E
C
SH
-
2024
-
0
0
2
)
,
th
e
r
esear
ch
team
co
o
r
d
in
ate
d
with
ad
m
in
is
tr
ativ
e
o
f
f
ices
at
s
ev
en
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
to
d
is
tr
ib
u
te
p
a
r
ticip
an
t
i
n
v
itatio
n
s
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
e
d
d
ig
itally
p
r
i
o
r
t
o
p
ar
ticip
atio
n
.
I
n
th
e
q
u
an
titativ
e
p
h
ase,
elig
ib
le
p
r
e
-
s
er
v
ice
teac
h
e
r
s
r
ec
ei
v
ed
a
lin
k
to
an
o
n
lin
e
s
u
r
v
e
y
p
latf
o
r
m
co
n
tain
in
g
th
e
s
elf
-
d
e
v
elo
p
ed
SEC
s
ca
le.
Data
co
llectio
n
la
s
ted
f
o
r
f
o
u
r
wee
k
s
an
d
was
m
o
n
ito
r
ed
to
en
s
u
r
e
b
alan
ce
d
r
ep
r
esen
tatio
n
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
an
d
g
en
d
er
.
Fo
llo
win
g
q
u
an
titativ
e
d
ata
co
llectio
n
,
th
e
q
u
alitativ
e
p
h
ase
in
v
o
lv
e
d
th
e
p
u
r
p
o
s
iv
e
s
elec
tio
n
o
f
2
3
p
ar
ticip
a
n
ts
wh
o
in
d
icate
d
willin
g
n
ess
to
b
e
in
ter
v
iewe
d
an
d
wh
o
r
ep
r
esen
ted
d
iv
er
s
ity
in
ac
ad
em
ic
y
e
ar
,
g
en
d
er
,
an
d
q
u
a
n
titativ
e
SEC
s
co
r
e
p
r
o
f
iles
.
T
h
is
en
s
u
r
ed
th
at
th
e
q
u
alitat
iv
e
s
am
p
le
r
ef
lecte
d
a
r
an
g
e
o
f
p
er
s
p
ec
tiv
es
an
d
ex
p
er
ien
ce
s
r
elev
an
t
to
th
e
s
tu
d
y
aim
s
.
I
n
d
i
v
id
u
al
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
wer
e
s
ch
e
d
u
led
at
th
eir
r
esp
ec
tiv
e
ca
m
p
u
s
es
an
d
co
n
d
u
cted
in
q
u
iet,
p
r
iv
ate
s
ettin
g
s
.
E
ac
h
in
ter
v
iew
was
au
d
io
-
r
ec
o
r
d
ed
,
tr
an
s
cr
ib
e
d
v
er
b
atim
,
an
d
an
o
n
y
m
ized
f
o
r
an
aly
s
is
.
B
o
th
p
h
ases
wer
e
c
o
n
d
u
cte
d
in
d
e
p
en
d
e
n
tly
a
n
d
c
o
n
cu
r
r
en
tly
b
y
s
ep
a
r
ate
s
u
b
-
t
ea
m
s
to
av
o
id
b
ias
,
an
d
d
ata
wer
e
i
n
teg
r
ated
d
u
r
in
g
th
e
in
ter
p
r
etatio
n
p
h
ase
f
o
r
t
r
ian
g
u
latio
n
.
2
.
3
.
Da
t
a
co
llect
io
n
a
nd
a
na
ly
s
is
2
.
3
.
1
.
Q
ua
ntit
a
t
i
v
e
s
t
ra
nd
A
s
elf
-
d
ev
elo
p
ed
SEC
r
atin
g
s
ca
le
was
u
ti
lized
to
ass
e
s
s
p
ar
ticip
an
ts
’
co
m
p
eten
cies
b
ased
o
n
th
e
f
iv
e
co
r
e
d
o
m
ain
s
id
en
tifie
d
in
th
e
C
ASEL
f
r
am
ewo
r
k
:
s
el
f
-
awa
r
en
ess
,
s
elf
-
m
an
ag
e
m
en
t
,
s
o
cial
awa
r
en
ess
,
r
elatio
n
s
h
ip
s
k
ills
,
an
d
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
.
T
h
e
in
itial
item
p
o
o
l
(
6
5
item
s
)
was
g
en
e
r
ated
t
h
r
o
u
g
h
a
th
o
r
o
u
g
h
liter
atu
r
e
r
ev
ie
w
o
n
SEC
an
d
SEL
f
r
am
ewo
r
k
s
,
teac
h
er
co
m
p
eten
ci
es,
an
d
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
p
ar
ticu
lar
l
y
d
r
awin
g
f
r
o
m
DeV
ellis
an
d
T
h
o
r
p
e
[
1
7
]
eig
h
t
-
s
tep
g
u
id
elin
es f
o
r
s
ca
le
d
ev
elo
p
m
en
t.
A
p
an
el
o
f
th
r
ee
ex
p
e
r
ts
in
SE
L
an
d
Vietn
am
ese
teac
h
er
ed
u
ca
tio
n
ev
alu
ated
th
e
co
n
te
n
t
v
alid
ity
,
r
esu
ltin
g
in
th
e
r
ef
in
em
en
t
an
d
r
eten
tio
n
o
f
4
5
cu
ltu
r
ally
ap
p
r
o
p
r
iate
it
em
s
(
n
in
e
p
er
d
o
m
ain
)
.
T
h
ese
item
s
wer
e
f
u
r
th
er
r
ev
iewe
d
f
o
r
s
em
an
tic
clar
ity
an
d
p
e
d
ag
o
g
ical
r
elev
an
ce
t
o
t
h
e
Vietn
am
ese
co
n
tex
t.
T
o
en
s
u
r
e
f
ac
e
v
alid
ity
,
a
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
wi
th
2
0
p
r
e
-
s
er
v
ice
teac
h
er
s
a
cr
o
s
s
two
in
s
titu
tio
n
s
.
B
ased
o
n
th
eir
f
e
ed
b
ac
k
,
a
m
b
ig
u
o
u
s
lan
g
u
ag
e
was
r
ev
is
ed
an
d
item
p
h
r
asin
g
was
ad
ju
s
ted
to
r
ef
lect
au
th
en
tic
class
r
o
o
m
s
itu
atio
n
s
.
T
h
e
r
ev
is
ed
in
s
tr
u
m
en
t
was
th
en
ad
m
in
is
ter
ed
at
s
ca
le.
I
n
ter
n
al
co
n
s
is
ten
cy
was
co
n
f
i
r
m
ed
with
a
C
r
o
n
b
ac
h
’
s
al
p
h
a
o
f
0
.
8
4
f
o
r
th
e
o
v
er
all
s
ca
le,
with
d
o
m
ain
-
s
p
ec
if
ic
alp
h
a
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
7
6
to
0
.
8
8
,
in
d
icatin
g
g
o
o
d
to
ex
ce
llen
t
r
eliab
ilit
y
.
T
h
e
f
in
al
in
s
tr
u
m
en
t
em
p
lo
y
ed
a
6
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
,
6
=stro
n
g
ly
a
g
r
ee
)
,
an
d
t
o
tal
s
co
r
es
wer
e
ca
t
eg
o
r
ized
in
to
f
iv
e
SEC
lev
els.
T
h
e
f
iv
e
SEC
lev
els
(
“
v
er
y
lo
w
”
,
“lo
w
”
,
“a
v
e
r
a
g
e
”
,
“h
ig
h
”
,
“v
er
y
h
ig
h
”
)
wer
e
d
eter
m
in
ed
u
s
in
g
th
e
to
tal
p
o
s
s
ib
le
s
co
r
e
r
an
g
e
(
4
5
–
2
7
0
)
b
ased
o
n
th
e
4
5
ite
m
s
r
ated
o
n
a
6
-
p
o
in
t
L
ik
er
t
s
ca
le.
C
u
t
-
o
f
f
p
o
in
ts
wer
e
s
et
ac
co
r
d
in
g
to
eq
u
al
-
i
n
ter
v
al
d
iv
is
io
n
s
o
f
th
is
r
an
g
e
to
en
s
u
r
e
in
ter
p
r
etab
ilit
y
ac
r
o
s
s
d
o
m
ain
s
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
co
m
p
ar
is
o
n
ac
r
o
s
s
d
if
f
er
en
t
s
am
p
les
wh
ile
m
ain
tain
in
g
cu
ltu
r
al
s
p
ec
if
icity
.
Descr
ip
tiv
e
s
tatis
t
ics
wer
e
u
s
ed
to
an
aly
z
e
tr
en
d
s
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
v
ar
iab
les
s
u
ch
as
ac
ad
em
ic
y
e
ar
an
d
g
e
n
d
er
.
T
h
is
m
u
lti
-
s
tep
d
ev
el
o
p
m
en
t
an
d
v
alid
atio
n
p
r
o
ce
s
s
en
s
u
r
e
d
t
h
at
th
e
s
ca
le
was
b
o
th
th
eo
r
etica
lly
g
r
o
u
n
d
ed
an
d
co
n
tex
tu
ally
ap
p
r
o
p
r
iate,
in
cr
ea
s
in
g
th
e
r
o
b
u
s
tn
ess
an
d
in
ter
p
r
etab
ilit
y
o
f
th
e
q
u
an
titat
iv
e
r
esu
lts
f
o
r
an
in
ter
n
atio
n
al
au
d
ien
ce
.
2
.
3
.
2
.
Q
ua
lita
t
iv
e
s
t
ra
nd
T
o
co
m
p
lem
en
t
th
e
s
u
r
v
e
y
d
at
a,
q
u
alitativ
e
d
ata
wer
e
co
llect
ed
th
r
o
u
g
h
f
ac
e
-
to
-
f
ac
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
co
n
d
u
cte
d
at
p
ar
ti
cip
an
ts
’
u
n
iv
er
s
ities
.
T
h
e
s
e
m
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
p
r
o
to
co
l
was
d
ev
elo
p
ed
b
ased
o
n
ex
is
tin
g
liter
atu
r
e
o
n
SEC
an
d
SEL
in
teac
h
e
r
ed
u
ca
tio
n
an
d
in
f
o
r
m
e
d
b
y
p
r
elim
in
ar
y
q
u
an
titativ
e
f
in
d
in
g
s
.
T
o
estab
lis
h
co
n
te
n
t
v
alid
ity
,
th
e
p
r
o
to
co
l
was
r
e
v
iewe
d
b
y
two
ex
p
er
ts
in
teac
h
er
ed
u
ca
tio
n
an
d
o
n
e
ex
p
er
t
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
.
T
h
ei
r
f
ee
d
b
ac
k
was
u
s
ed
to
r
e
f
in
e
q
u
esti
o
n
wo
r
d
i
n
g
,
s
eq
u
e
n
ce
,
a
n
d
cu
ltu
r
al
r
elev
an
ce
b
ef
o
r
e
p
ilo
t
test
in
g
wi
th
two
p
r
e
-
s
er
v
ice
teac
h
er
s
.
I
n
ter
v
iews
last
ed
b
etwe
en
2
0
an
d
5
0
m
in
u
tes
an
d
wer
e
g
u
id
e
d
b
y
an
o
p
en
-
e
n
d
ed
p
r
o
to
c
o
l
f
o
cu
s
ed
o
n
p
ar
ticip
a
n
ts
’
ex
p
er
ien
ce
s
with
SE
C
-
r
elate
d
tr
ain
in
g
,
u
n
d
er
s
tan
d
in
g
o
f
S
E
L
th
eo
r
y
,
a
n
d
p
e
r
ce
iv
ed
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
All
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
e
d
,
tr
an
s
cr
ib
e
d
v
er
b
atim
,
an
d
s
u
b
jecte
d
to
in
d
u
ctiv
e
th
em
atic
an
aly
s
is
[
1
8
]
.
T
h
e
co
d
in
g
p
r
o
ce
s
s
was
iter
ativ
e
an
d
co
n
d
u
cte
d
b
y
a
te
am
o
f
r
esear
c
h
er
s
with
ex
p
er
ti
s
e
in
SEL
an
d
teac
h
er
ed
u
ca
ti
o
n
.
Af
ter
in
itial
lin
e
-
by
-
lin
e
c
o
d
i
n
g
,
em
er
g
en
t
co
d
es
we
r
e
clu
s
ter
ed
in
to
h
ig
h
er
-
o
r
d
er
th
em
es.
T
h
ese
th
em
es
wer
e
r
ef
in
e
d
th
r
o
u
g
h
m
u
ltip
le
r
o
u
n
d
s
o
f
team
d
is
cu
s
s
io
n
,
wh
er
e
o
v
er
lap
p
in
g
o
r
am
b
ig
u
o
u
s
co
d
es
wer
e
clar
if
ied
,
an
d
th
em
e
b
o
u
n
d
ar
ies
wer
e
d
ef
i
n
ed
b
ased
o
n
r
ep
r
esen
tativ
en
ess
an
d
c
o
n
ce
p
tu
al
co
h
er
e
n
ce
.
T
o
en
h
an
ce
t
h
e
tr
u
s
two
r
th
in
ess
o
f
th
e
an
aly
s
is
,
s
ev
er
al
s
tr
ateg
ie
s
wer
e
em
p
lo
y
e
d
:
p
ee
r
d
eb
r
ief
in
g
was
co
n
d
u
cted
at
ea
ch
co
d
in
g
s
tag
e
to
ch
all
en
g
e
ass
u
m
p
tio
n
s
an
d
i
n
ter
p
r
etatio
n
s
;
tr
ian
g
u
latio
n
was
ap
p
lied
b
y
co
m
p
ar
in
g
p
atter
n
s
ac
r
o
s
s
in
ter
v
iew
tr
an
s
cr
ip
ts
an
d
lin
k
in
g
th
em
to
q
u
a
n
titativ
e
f
in
d
in
g
s
;
an
d
in
ter
-
c
o
d
er
ag
r
ee
m
e
n
t
was
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
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SS
N:
2252
-
8
8
2
2
B
r
id
g
in
g
th
e
tr
a
in
in
g
–
p
r
a
ctice
g
a
p
in
s
o
cia
l
-
emo
tio
n
a
l le
a
r
n
in
g
o
f p
r
e
-
s
ervice
tea
ch
ers
(
Du
c
-
Ho
i D
in
h
)
1019
estab
lis
h
ed
th
r
o
u
g
h
in
d
ep
en
d
en
t
d
o
u
b
le
-
c
o
d
in
g
o
f
3
0
%
o
f
th
e
tr
an
s
cr
ip
ts
,
ac
h
iev
in
g
a
C
o
h
en
’
s
Kap
p
a
o
f
0
.
8
2
.
T
h
ese
p
r
o
ce
d
u
r
es c
o
n
tr
i
b
u
ted
to
t
h
e
cr
ed
ib
ilit
y
a
n
d
tr
a
n
s
p
ar
en
cy
o
f
th
e
q
u
alitativ
e
f
i
n
d
in
g
s
.
Fin
ally
,
in
teg
r
atio
n
o
f
b
o
th
d
ata
s
tr
an
d
s
o
cc
u
r
r
e
d
d
u
r
i
n
g
th
e
i
n
ter
p
r
etatio
n
p
h
ase,
wh
er
ein
co
n
v
er
g
en
ce
s
an
d
d
iv
er
g
en
ce
s
b
etwe
en
th
e
q
u
an
titativ
e
tr
en
d
s
an
d
q
u
alitativ
e
n
ar
r
ativ
es
wer
e
s
y
n
th
esized
to
co
n
s
tr
u
ct
a
co
h
esiv
e
u
n
d
er
s
tan
d
in
g
o
f
Vietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
’
SEC
d
ev
elo
p
m
en
t
an
d
in
s
titu
tio
n
al
r
ea
d
in
ess
f
o
r
SEL
im
p
lem
en
ta
tio
n
.
Du
r
in
g
th
e
in
teg
r
atio
n
p
h
ase,
we
em
p
lo
y
ed
a
jo
in
t
d
is
p
lay
m
atr
ix
to
alig
n
q
u
an
titativ
e
tr
en
d
s
with
q
u
alitativ
e
th
em
es.
C
o
n
v
er
g
en
ce
s
an
d
d
iv
er
g
en
ce
s
wer
e
ex
am
in
ed
th
r
o
u
g
h
s
id
e
-
by
-
s
id
e
co
m
p
a
r
is
o
n
,
an
d
d
is
cr
ep
an
cies
wer
e
d
is
cu
s
s
e
d
in
r
esear
ch
team
m
ee
tin
g
s
to
id
en
tify
p
o
te
n
tial
ex
p
lan
ato
r
y
f
ac
to
r
s
.
T
h
is
p
r
o
ce
s
s
r
ed
u
ce
d
in
ter
p
r
etiv
e
b
ias
b
y
e
n
s
u
r
in
g
th
at
b
o
th
d
ata
s
tr
an
d
s
in
f
o
r
m
ed
th
e
f
in
al
co
n
clu
s
io
n
s
.
3.
RE
SU
L
T
S
3
.
1
.
P
a
rt
icipa
nt
dem
o
g
r
a
ph
ics
T
h
e
f
in
al
s
am
p
le
in
clu
d
ed
6
5
0
p
r
e
-
s
er
v
ice
teac
h
er
s
f
r
o
m
s
ev
en
p
ed
ag
o
g
ical
u
n
iv
er
s
it
ies
ac
r
o
s
s
Vietn
am
wh
o
c
o
m
p
leted
th
e
SEC
r
atin
g
s
ca
le,
an
d
2
3
p
ar
ticip
an
ts
wh
o
p
ar
ticip
ated
i
n
f
o
llo
w
-
u
p
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews.
Am
o
n
g
s
u
r
v
ey
r
esp
o
n
d
en
ts
,
6
7
.
2
%
we
r
e
f
em
ale
an
d
3
2
.
8
%
wer
e
m
al
e,
with
a
n
a
v
er
ag
e
ag
e
o
f
2
1
.
3
y
ea
r
s
(
r
an
g
in
g
f
r
o
m
2
0
to
2
4
)
.
T
h
e
s
am
p
le
wa
s
ev
en
ly
d
is
tr
ib
u
ted
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
,
with
5
1
%
ju
n
io
r
s
an
d
4
9
%
s
en
io
r
s
.
I
n
ter
v
iew
p
ar
ticip
a
n
ts
m
ir
r
o
r
ed
th
is
d
is
tr
ib
u
tio
n
,
p
r
o
v
id
i
n
g
a
r
e
p
r
esen
tativ
e
q
u
alitativ
e
s
u
b
-
s
am
p
le.
3
.
2
.
Q
ua
ntit
a
t
iv
e
f
ind
ing
s
:
t
he
lev
el
o
f
s
o
cia
l
-
e
m
o
t
i
o
na
l c
o
m
pet
ence
T
h
e
s
elf
-
d
ev
elo
p
e
d
SEC
r
atin
g
s
ca
le
y
ield
ed
an
av
er
ag
e
S
E
C
s
co
r
e
o
f
7
6
.
8
(
SD=1
2
.
4
)
,
in
d
icatin
g
th
at
m
o
s
t
p
r
e
-
s
er
v
ice
teac
h
er
s
d
em
o
n
s
tr
ated
a
m
o
d
er
ate
l
ev
el
o
f
SEC
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
h
ig
h
est
s
co
r
in
g
d
o
m
ain
was
r
elatio
n
s
h
ip
s
k
ills
(
M=
8
3
.
5
)
,
wh
ile
th
e
lo
west
was
s
elf
-
awa
r
en
ess
(
M=
6
3
.
2
)
.
T
h
e
b
r
ea
k
d
o
wn
b
y
SEC
d
o
m
ain
r
e
v
ea
led
th
e
f
o
llo
win
g
:
i)
s
elf
-
aw
ar
en
ess
:
o
n
ly
9
.
5
%
o
f
p
a
r
ticip
an
ts
s
co
r
ed
in
th
e
“h
ig
h
”
o
r
“v
er
y
h
ig
h
”
r
an
g
e,
wh
ile
o
v
er
4
5
.
1
%
s
co
r
e
d
“lo
w”
o
r
“v
er
y
lo
w”
;
ii)
s
elf
-
m
an
ag
em
en
t:
a
p
p
r
o
x
im
ately
8
9
.
2
%
f
ell
in
to
th
e
“a
v
er
ag
e”
ca
teg
o
r
y
,
with
o
n
ly
1
0
.
8
%
r
ea
ch
in
g
a
“h
ig
h
”
lev
el
an
d
ab
o
v
e
;
iii)
s
o
cial
a
war
en
ess
an
d
r
esp
o
n
s
ib
le
d
ec
is
io
n
-
m
ak
in
g
:
t
h
ese
two
d
o
m
ain
s
s
h
o
wed
m
o
d
er
ately
s
tr
o
n
g
e
r
r
esu
lts
,
y
et
s
t
ill
clu
s
ter
ed
ar
o
u
n
d
th
e
av
er
ag
e
b
a
n
d
;
an
d
iv
)
r
elatio
n
s
h
ip
s
k
ills
:
t
h
e
s
tr
o
n
g
est
d
im
en
s
io
n
,
with
2
0
.
8
% sco
r
in
g
in
th
e
“
h
ig
h
”
o
r
“v
er
y
h
ig
h
”
r
an
g
e.
T
ab
le
1
.
T
h
e
cu
r
r
en
t
SEC
o
f
Vietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
e
r
s
C
o
m
p
o
n
e
n
t
s
M
e
a
n
sc
o
r
e
V
e
r
y
l
o
w
(
2
5
–
4
9
)
Lo
w
(
5
0
–
7
4
)
A
v
e
r
a
g
e
(
7
5
–
9
9
)
H
i
g
h
(
1
0
0
–
1
2
4
)
V
e
r
y
h
i
g
h
(
1
2
5
–
1
5
0
)
S
e
l
f
-
a
w
a
r
e
n
e
ss
6
3
.
2
6
8
(
1
0
.
5
%)
2
2
5
(
3
4
.
6
%)
2
9
5
(
4
5
.
4
%)
4
5
(
6
.
9
%)
1
7
(
2
.
6
%)
S
e
l
f
-
ma
n
a
g
e
m
e
n
t
7
4
.
1
3
0
(
4
.
6
%)
1
9
5
(
3
0
.
0
%)
3
5
5
(
5
4
.
6
%)
5
0
(
7
.
7
%)
2
0
(
3
.
1
%)
S
o
c
i
a
l
a
w
a
r
e
n
e
ss
7
9
.
8
1
8
(
2
.
8
%)
1
1
0
(
1
6
.
9
%)
4
3
5
(
6
6
.
9
%)
6
5
(
1
0
.
0
%)
2
2
(
3
.
4
%)
R
e
l
a
t
i
o
n
s
h
i
p
s
k
i
l
l
s
8
3
.
5
1
0
(
1
.
5
%)
9
5
(
1
4
.
6
%)
4
1
0
(
6
3
.
1
%)
9
5
(
1
4
.
6
%)
4
0
(
6
.
2
%)
R
e
s
p
o
n
s
i
b
l
e
d
e
c
i
s
i
o
n
-
m
a
k
i
n
g
7
7
.
4
2
5
(
3
.
8
%)
1
4
0
(
2
1
.
5
%)
3
5
5
(
5
4
.
6
%)
8
5
(
1
3
.
1
%)
4
5
(
6
.
9
%)
O
v
e
r
a
l
l
S
EC
sc
o
r
e
7
6
.
8
2
2
(
3
.
4
%)
1
9
8
(
3
0
.
5
%)
3
2
5
(
5
0
.
0
%)
7
0
(
1
0
.
8
%)
3
5
(
5
.
3
%)
3
.
3
.
Q
ua
lita
t
iv
e
f
ind
ing
s
:
lim
it
a
t
i
o
ns
in S
E
C
dev
elo
pm
ent
a
nd
SE
L
prepa
ra
t
io
n
T
h
r
o
u
g
h
th
em
atic
a
n
aly
s
is
o
f
th
e
2
3
in
-
d
ep
th
in
ter
v
iews
,
th
r
ee
p
r
o
m
in
en
t
lim
itatio
n
s
em
er
g
e
d
r
eg
ar
d
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
ea
d
i
n
ess
f
o
r
SEL
im
p
lem
en
tatio
n
an
d
s
elf
-
d
e
v
elo
p
m
e
n
t
o
f
SEC.
E
ac
h
th
em
e
r
ev
ea
ls
a
d
is
tin
ct
y
et
in
ter
co
n
n
ec
ted
s
tr
u
ctu
r
al
is
s
u
e
in
Vietn
am
ese
teac
h
er
ed
u
ca
tio
n
.
3
.
3
.
1
.
Co
ncept
ua
l c
o
nfusi
o
n bet
wee
n SE
C
a
nd
S
E
L
Mo
s
t
p
ar
ticip
an
ts
ex
p
r
ess
ed
u
n
ce
r
tain
ty
o
r
co
n
f
latio
n
b
et
wee
n
SEC
as
an
in
d
iv
i
d
u
al
c
ap
ac
ity
an
d
SEL
as
an
e
d
u
ca
tio
n
al
ap
p
r
o
ac
h
.
W
h
ile
s
o
m
e
wer
e
a
b
l
e
to
r
ec
ite
th
eo
r
etica
l
d
ef
in
i
tio
n
s
o
f
SEL
f
r
o
m
co
u
r
s
ewo
r
k
,
th
eir
ap
p
licatio
n
an
d
r
ef
lectio
n
o
n
SEC r
em
ain
ed
s
h
allo
w
o
r
m
is
u
n
d
er
s
to
o
d
.
“
I
kn
o
w
S
E
L
in
v
o
lves
ma
n
a
g
in
g
emo
tio
n
s
,
b
u
t
I
th
o
u
g
h
t
it
w
a
s
ju
s
t
fo
r
s
tu
d
en
ts
.
N
o
b
o
d
y
ev
er
to
ld
u
s
to
d
ev
elo
p
th
o
s
e
s
kill
s
fo
r
o
u
r
s
elve
s
a
s
fu
tu
r
e
tea
ch
ers
.”
(
Par
ticip
an
t
0
8
,
m
ale,
ju
n
io
r
s
tu
d
en
t in
p
r
im
a
r
y
ed
u
ca
tio
n
)
“
S
E
C
?
I
’
ve
h
ea
r
d
o
f
it…
b
u
t
I
t
h
in
k
it’s
th
e
s
a
me
th
i
n
g
a
s
S
E
L,
ju
s
t
a
d
iffer
en
t
n
a
me
.”
(
Par
ticip
an
t 1
7
,
f
em
ale,
s
en
io
r
s
tu
d
en
t in
p
r
im
ar
y
e
d
u
ca
tio
n
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
0
1
6
-
1
0
2
5
1020
T
h
is
co
n
ce
p
tu
al
co
n
f
u
s
io
n
m
ay
r
ef
lect
a
to
p
-
d
o
wn
an
d
f
r
a
g
m
en
ted
c
u
r
r
icu
l
u
m
,
wh
e
r
e
S
E
L
is
p
r
esen
ted
as
p
o
licy
r
h
eto
r
ic
with
o
u
t
b
ein
g
em
b
ed
d
e
d
in
to
p
r
ac
tical
o
r
r
ef
lectiv
e
p
ed
ag
o
g
ical
f
r
a
m
ewo
r
k
s
.
T
h
e
ab
s
en
ce
o
f
clea
r
in
s
tr
u
ctio
n
o
n
h
o
w
SEC
r
elate
s
to
teac
h
er
id
en
tity
,
class
r
o
o
m
m
an
ag
em
e
n
t,
an
d
m
en
tal
well
-
b
ein
g
led
to
in
ter
n
al
d
is
s
o
n
an
ce
a
m
o
n
g
p
ar
ticip
an
ts
.
“
Th
ey
ke
p
t
ta
lkin
g
a
b
o
u
t
2
1
s
t
-
ce
n
tu
r
y
s
kills
a
n
d
co
mp
ete
n
cies,
b
u
t
w
h
en
I
felt
o
ve
r
w
h
elme
d
d
u
r
in
g
tea
ch
i
n
g
p
r
a
ctice
,
I
d
id
n
’
t
kn
o
w
h
o
w
to
r
eg
u
la
t
e
myself.
N
o
b
o
d
y
tea
ch
es
u
s
th
a
t
.”
(
Par
ticip
an
t 0
3
,
f
em
ale,
s
en
io
r
s
tu
d
en
t in
p
r
im
ar
y
e
d
u
ca
tio
n
)
3
.
3
.
2
.
L
a
ck
o
f
pro
f
ess
io
na
l su
perv
is
io
n d
uring
t
ra
ini
ng
Par
ticip
an
ts
v
o
iced
s
tr
o
n
g
c
o
n
ce
r
n
s
r
eg
a
r
d
in
g
th
e
lack
o
f
s
u
p
er
v
is
io
n
,
f
ee
d
b
ac
k
,
an
d
m
o
d
elin
g
b
y
f
ac
u
lty
m
e
m
b
er
s
,
esp
ec
ially
d
u
r
in
g
p
ed
a
g
o
g
ical
p
r
ac
ticu
m
s
an
d
c
o
u
r
s
ewo
r
k
th
at
m
en
tio
n
em
o
tio
n
al
o
r
s
o
cial
d
ev
elo
p
m
e
n
t.
“
I
w
a
s
a
s
s
ig
n
ed
to
tea
ch
in
a
r
ea
l
cla
s
s
r
o
o
m,
b
u
t
my
men
to
r
ju
s
t
to
ld
me
to
fo
llo
w
th
e
p
la
n
a
n
d
d
id
n
’
t
men
tio
n
a
n
yth
in
g
a
b
o
u
t
h
o
w
to
emo
tio
n
a
lly
s
u
p
p
o
r
t
s
tu
d
en
ts
.”
(
Par
ticip
an
t
2
1
,
m
ale,
ju
n
io
r
s
tu
d
e
n
t in
p
r
im
a
r
y
e
d
u
c
atio
n
)
“
Th
e
S
E
L
w
o
r
ksh
o
p
s
a
r
e
o
n
e
-
o
ff
ev
en
ts
.
Th
ere
is
n
o
fo
llo
w
-
u
p
,
n
o
o
n
e
ch
ec
ks
h
o
w
w
e
a
p
p
ly
th
em
in
r
ea
l te
a
ch
in
g
.”
(
Par
tic
ip
an
t 1
1
,
f
em
ale,
s
en
io
r
s
tu
d
en
t in
p
r
im
ar
y
ed
u
ca
tio
n
)
Sev
er
al
in
ter
v
iewe
es
n
o
ted
th
at
teac
h
in
g
m
eth
o
d
s
r
em
ain
ed
tr
ad
itio
n
al
,
d
esp
ite
th
e
r
ef
o
r
m
r
h
eto
r
ic
in
cu
r
r
icu
lu
m
d
o
cu
m
en
ts
.
T
h
e
r
elian
ce
o
n
lectu
r
e
-
b
ased
d
eliv
er
y
,
r
o
te
m
e
m
o
r
izatio
n
,
an
d
p
ass
iv
e
ass
ig
n
m
en
ts
u
n
d
er
m
i
n
ed
th
eir
en
g
a
g
em
en
t
an
d
co
n
f
id
en
ce
.
“
I
’
ve
n
ev
er
h
a
d
a
tea
ch
er
w
h
o
a
s
ke
d
h
o
w
I
felt
o
r
h
o
w
I
m
a
n
a
g
e
d
s
tr
es
s
.
I
t
’
s
like
emo
tio
n
s
a
r
e
n
o
t p
a
r
t o
f le
a
r
n
i
n
g
h
ere
.”
(
Par
ticip
an
t 0
4
,
f
em
ale,
ju
n
io
r
s
tu
d
en
t in
p
r
im
ar
y
e
d
u
ca
tio
n
)
I
n
th
e
ab
s
en
ce
o
f
em
o
tio
n
al
m
o
d
elin
g
b
y
lectu
r
er
s
an
d
m
e
n
to
r
s
,
p
r
e
-
s
er
v
ice
teac
h
er
s
f
elt
d
is
co
n
n
ec
ted
f
r
o
m
th
e
p
r
in
cip
les o
f
SEL
th
ey
wer
e
ex
p
ec
ted
to
im
p
lem
en
t.
3
.
3
.
3
.
Unm
et
needs
in SE
C
d
ev
elo
pm
ent
a
nd
SE
L
-
ba
s
ed
pra
ct
ice
All
in
ter
v
iewe
es
s
tr
o
n
g
ly
ex
p
r
ess
ed
th
e
n
ee
d
f
o
r
d
e
d
ica
ted
tr
ain
in
g
m
o
d
u
les,
m
en
to
r
in
g
,
a
n
d
s
u
p
p
o
r
tiv
e
s
tr
u
ct
u
r
es
to
h
el
p
t
h
em
b
u
ild
em
o
tio
n
al
r
esil
ien
ce
an
d
class
r
o
o
m
em
p
ath
y
.
Ho
wev
er
,
in
s
titu
tio
n
al
r
esp
o
n
s
es we
r
e
o
f
ten
u
n
clea
r
o
r
s
ca
tter
ed
ac
r
o
s
s
d
ep
a
r
tm
en
t
s
.
“
I
f
w
e
w
a
n
t
to
lea
r
n
S
E
L
p
r
o
p
erly,
s
h
o
u
ld
w
e
g
o
to
th
e
p
s
yc
h
o
lo
g
y
d
ep
a
r
tmen
t,
th
e
p
ed
a
g
o
g
y
d
ep
a
r
tmen
t,
o
r
s
o
mewh
ere
else?
N
o
o
n
e
kn
o
w
s
.”
(
Par
ticip
an
t
1
9
,
m
ale,
s
en
io
r
s
tu
d
e
n
t
in
p
r
im
ar
y
ed
u
ca
tio
n
)
“
I
r
ea
lly
w
a
n
t
to
imp
r
o
ve
my
s
elf
-
r
eg
u
la
tio
n
.
I
o
ften
feel
o
v
e
r
w
h
elme
d
b
u
t
h
a
ve
n
o
o
n
e
to
t
a
lk
to
.
C
o
u
n
s
elin
g
s
ervices
a
t
my
u
n
ivers
ity
a
r
e
mo
r
e
fo
r
s
tu
d
en
ts
w
ith
s
e
r
io
u
s
men
ta
l
is
s
u
es,
n
o
t
fo
r
tea
ch
er tr
a
in
in
g
.”
(
Par
ticip
an
t
0
2
,
f
e
m
ale,
ju
n
io
r
s
tu
d
en
t in
p
r
im
ar
y
ed
u
ca
tio
n
)
B
ey
o
n
d
f
o
r
m
al
in
s
tr
u
ctio
n
,
p
ar
ticip
an
ts
ad
v
o
ca
ted
f
o
r
ex
p
er
ien
tial
lear
n
in
g
f
o
r
m
ats,
s
u
ch
as
s
ce
n
ar
io
-
b
ased
wo
r
k
s
h
o
p
s
,
g
u
id
ed
r
ef
lectio
n
s
,
an
d
class
r
o
o
m
s
im
u
latio
n
s
f
o
r
p
r
ac
ticin
g
SEC
-
r
elate
d
s
tr
ate
g
ies.
“
I
w
a
n
t
r
ea
l
ex
a
mp
les,
n
o
t
ju
s
t
d
efin
itio
n
s
.
Like
h
o
w
to
ca
lm
a
c
h
ild
w
h
o
cries
o
r
ma
n
a
g
e
my
a
n
g
er w
h
en
s
tu
d
en
ts
a
r
e
to
o
n
o
is
y
.”
(
Par
ticip
an
t 0
6
,
f
em
ale,
s
en
io
r
s
tu
d
en
t in
p
r
im
ar
y
ed
u
c
atio
n
)
So
m
e
also
em
p
h
asized
th
e
n
ee
d
f
o
r
s
y
s
tem
atic,
lo
n
g
-
ter
m
p
l
an
s
in
s
tead
o
f
is
o
lated
tr
ain
in
g
:
“
S
E
L
tr
a
in
in
g
s
h
o
u
ld
b
e
p
a
r
t
o
f
o
u
r
w
h
o
le
4
ye
a
r
s
h
ere,
n
o
t
ju
s
t
a
s
emin
a
r
in
th
e
la
s
t
s
e
mester
b
efo
r
e
w
e
g
r
a
d
u
a
te
.”
(
Par
ticip
an
t 1
2
,
f
em
ale,
s
en
io
r
s
tu
d
en
t
in
p
r
im
ar
y
ed
u
ca
tio
n
)
T
h
ese
n
ar
r
ativ
es
r
e
v
ea
l
a
s
t
r
u
ctu
r
al
v
ac
u
u
m
wh
er
e
i
n
s
titu
tio
n
al
in
ten
t
(
p
o
licy
)
an
d
p
ed
ag
o
g
ical
r
ea
lity
(
p
r
ac
tice)
d
iv
er
g
e
.
W
ith
o
u
t
s
t
r
u
ctu
r
al
s
u
p
p
o
r
ts
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
lef
t
with
asp
ir
at
io
n
al
g
o
als
b
u
t
n
o
to
o
ls
to
ac
tu
alize
th
em
.
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
r
id
g
in
g
th
e
tr
a
in
in
g
–
p
r
a
ctice
g
a
p
in
s
o
cia
l
-
emo
tio
n
a
l le
a
r
n
in
g
o
f p
r
e
-
s
ervice
tea
ch
ers
(
Du
c
-
Ho
i D
in
h
)
1021
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
ex
a
m
in
e
h
o
w
Vietn
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
d
ev
elo
p
SEC
with
in
th
e
f
r
am
ewo
r
k
o
f
teac
h
er
e
d
u
ca
ti
o
n
p
r
o
g
r
am
s
an
d
h
o
w
in
s
titu
tio
n
al
s
tr
u
ctu
r
es
en
ab
le,
o
r
co
n
s
tr
ain
,
p
r
ep
a
r
atio
n
f
o
r
SEL
-
b
ased
p
r
ac
tice.
B
y
e
m
p
lo
y
in
g
a
co
n
v
er
g
e
n
t
m
ix
ed
-
m
eth
o
d
s
d
esig
n
,
th
e
f
i
n
d
in
g
s
o
f
f
er
b
o
th
s
tatis
tical
ev
id
en
ce
o
f
m
o
d
er
ate
SEC
lev
els
an
d
r
ich
p
h
en
o
m
en
o
l
o
g
ic
al
in
s
ig
h
ts
in
to
s
tu
d
e
n
ts
’
liv
ed
ex
p
er
ie
n
ce
s
d
u
r
in
g
th
eir
u
n
d
er
g
r
ad
u
ate
y
ea
r
s
.
Qu
an
titativ
e
r
esu
lts
r
ev
ea
led
l
o
w
s
co
r
es
in
s
elf
-
awa
r
e
n
ess
,
a
f
o
u
n
d
atio
n
al
d
o
m
ai
n
o
f
SEC,
d
esp
ite
s
tr
o
n
g
er
p
er
f
o
r
m
an
ce
in
r
elatio
n
s
h
ip
s
k
ills
.
T
h
is
d
is
cr
ep
an
cy
s
u
g
g
ests
th
at
wh
ile
p
r
e
-
s
er
v
ice
teac
h
er
s
m
ay
m
an
ag
e
class
r
o
o
m
r
elatio
n
s
h
ip
s
,
th
ey
lac
k
r
e
f
lectiv
e
ca
p
ac
ity
an
d
em
o
tio
n
al
in
s
ig
h
t
cr
itical
to
lo
n
g
-
ter
m
p
r
o
f
ess
io
n
al
well
-
b
ein
g
.
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
f
u
r
th
er
illu
m
in
ate
th
is
p
atter
n
:
m
an
y
p
ar
ticip
a
n
ts
co
n
f
lated
SEC
an
d
SEL
,
in
d
icatin
g
a
s
u
p
er
f
icial
g
r
asp
o
f
e
m
o
tio
n
al
d
ev
elo
p
m
en
t
an
d
u
n
d
er
s
co
r
in
g
a
f
r
ag
m
e
n
ted
tr
ai
n
in
g
e
x
p
er
ie
n
ce
.
A
cr
itical
in
ter
p
r
etiv
e
p
o
in
t
in
th
ese
f
in
d
in
g
s
is
th
e
p
e
r
s
is
ten
t
co
n
f
u
s
io
n
b
etwe
en
SEC
an
d
SEL
a
m
o
n
g
p
ar
ticip
an
ts
.
Alth
o
u
g
h
th
e
s
tu
d
y
clea
r
l
y
d
e
f
in
ed
SEC
as
an
i
n
d
iv
id
u
al
ca
p
ac
ity
to
u
n
d
er
s
tan
d
,
r
e
g
u
late,
an
d
u
tili
ze
em
o
tio
n
s
ef
f
ec
tiv
ely
in
in
ter
p
er
s
o
n
al
co
n
te
x
ts
,
an
d
SEL
as
a
s
tr
u
ctu
r
ed
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
to
c
u
ltiv
ate
s
u
ch
co
m
p
ete
n
cies,
m
an
y
p
a
r
ticip
an
ts
co
n
f
lated
t
h
e
tw
o
.
T
h
is
co
n
ce
p
tu
al
b
lu
r
r
in
g
h
as
d
ir
ec
t
im
p
licatio
n
s
f
o
r
h
o
w
teac
h
e
r
ca
n
d
id
ate
s
p
er
ce
iv
e
th
eir
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies
an
d
th
eir
o
wn
em
o
tio
n
al
d
e
v
elo
p
m
en
t.
T
h
e
q
u
a
n
titativ
e
p
atter
n
s
s
u
g
g
est
a
g
en
er
al
lack
o
f
em
p
h
asis
o
n
s
elf
-
d
i
r
ec
ted
em
o
tio
n
al
d
e
v
elo
p
m
en
t
d
u
r
in
g
teac
h
er
tr
ain
in
g
,
d
esp
i
te
r
elativ
ely
b
etter
in
ter
p
er
s
o
n
al
an
d
r
elatio
n
al
s
k
ills
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
m
o
s
t
p
ar
ticip
an
ts
p
o
s
s
ess
ed
m
o
d
er
ate
SEC,
with
p
ar
ticu
lar
ly
lo
w
s
co
r
es
in
s
elf
-
awa
r
en
ess
,
a
d
o
m
ain
f
o
u
n
d
atio
n
al
to
r
ef
lectiv
e
p
r
ac
tice,
em
o
tio
n
al
r
eg
u
latio
n
,
an
d
th
e
teac
h
er
’
s
ca
p
ac
ity
to
b
u
ild
au
th
en
tic
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
[
5
]
,
[
1
3
]
.
T
h
ese
f
i
n
d
in
g
s
r
aise
cr
itical
q
u
esti
o
n
s
ab
o
u
t
th
e
d
ev
el
o
p
m
en
ta
l
tr
ajec
to
r
y
o
f
SEC
in
Vietn
am
ese
teac
h
er
ed
u
ca
tio
n
,
wh
er
e
s
u
r
f
ac
e
-
lev
el
c
u
r
r
icu
lu
m
r
ef
o
r
m
s
h
av
e
n
o
t
b
ee
n
m
atch
ed
b
y
s
u
b
s
tan
tiv
e
tr
a
n
s
f
o
r
m
atio
n
in
teac
h
i
n
g
m
eth
o
d
s
o
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t sy
s
tem
s
.
T
h
is
d
is
cr
ep
an
cy
u
n
d
er
s
co
r
es
th
at
wh
ile
p
r
e
-
s
e
r
v
ice
teac
h
er
s
m
ay
e
x
h
ib
it
in
ter
p
er
s
o
n
al
m
an
a
g
em
en
t
in
c
lass
r
o
o
m
co
n
tex
ts
(
a
s
k
ill
o
f
ten
r
ein
f
o
r
ce
d
b
y
SEL
ac
tiv
ities
f
o
r
s
tu
d
en
ts
)
,
th
ey
m
ay
lac
k
th
e
d
ee
p
er
s
elf
-
r
eg
u
lato
r
y
an
d
r
ef
lectiv
e
ca
p
ac
ities
th
at
d
e
f
in
e
SEC.
W
ith
o
u
t
an
e
x
p
licit
u
n
d
er
s
tan
d
in
g
th
at
SEL
is
a
m
ea
n
s
an
d
SEC
is
an
en
d
s
tate
o
f
co
m
p
ete
n
ce
,
tea
ch
er
p
r
ep
ar
atio
n
r
is
k
s
o
v
e
r
e
m
p
h
asizin
g
s
tu
d
en
t
-
f
o
cu
s
ed
i
n
ter
v
en
tio
n
s
at
th
e
ex
p
en
s
e
o
f
teac
h
er
s
’
o
wn
em
o
tio
n
al
g
r
o
wth
.
T
h
e
q
u
alitativ
e
n
ar
r
ativ
es
d
ee
p
en
th
is
d
iag
n
o
s
is
b
y
u
n
v
eilin
g
th
e
in
ter
n
al
d
ilem
m
as
an
d
em
o
tio
n
al
is
o
latio
n
ex
p
er
ien
ce
d
b
y
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
e
r
ec
u
r
r
in
g
co
n
f
u
s
io
n
b
etwe
en
SEC
an
d
SEL
,
d
esp
ite
ex
p
o
s
u
r
e
to
th
e
o
r
y
,
r
e
v
ea
ls
a
g
ap
in
em
b
o
d
ie
d
lear
n
i
n
g
,
p
r
e
-
s
er
v
ice
teac
h
er
s
m
ay
b
e
c
o
g
n
itiv
ely
awa
r
e
o
f
SEL
as
a
f
r
am
ewo
r
k
b
u
t
h
av
e
n
o
t
in
ter
n
alize
d
its
p
r
in
cip
les
in
a
way
t
h
at
s
h
ap
es
th
eir
o
wn
em
o
tio
n
al
s
tan
ce
as e
d
u
ca
to
r
s
.
As o
n
e
p
a
r
ticip
a
n
t a
p
tly
s
h
ar
ed
:
“
We
teac
h
a
b
o
u
t
emo
tio
n
s
,
b
u
t
n
o
b
o
d
y
a
s
ks
h
o
w
w
e
feel
a
b
o
u
t
b
ein
g
tea
c
h
ers
.
”
(
Par
ticip
an
t
0
7
,
f
em
ale,
ju
n
io
r
s
tu
d
en
t in
p
r
im
ar
y
ed
u
ca
tio
n
)
.
T
h
is
co
m
m
en
t
r
eso
n
ates
with
th
e
liter
atu
r
e
o
n
teac
h
e
r
au
th
en
ticity
,
wh
ich
h
i
g
h
lig
h
ts
h
o
w
ef
f
ec
tiv
e
SEL
m
u
s
t
b
eg
in
with
teac
h
e
r
s
elf
-
awa
r
en
ess
an
d
em
o
tio
n
a
l
in
teg
r
atio
n
[
4
]
,
[
1
9
]
.
T
h
is
d
is
tin
ctio
n
m
atter
s
:
SEL
tr
ain
in
g
d
e
v
o
id
o
f
s
elf
-
r
ef
lectiv
e
SEC
d
ev
elo
p
m
e
n
t
r
is
k
s
p
r
o
d
u
ci
n
g
e
d
u
ca
to
r
s
w
h
o
ca
n
teac
h
ab
o
u
t
em
o
tio
n
al
r
e
g
u
latio
n
with
o
u
t
b
ein
g
ab
le
to
m
o
d
el
it
au
th
e
n
t
ically
.
I
n
o
t
h
er
wo
r
d
s
,
SEC
is
n
o
t
m
er
ely
an
o
th
e
r
p
r
o
f
ess
io
n
al
s
k
ill;
it
is
th
e
tea
ch
er
’
s
em
o
tio
n
al
o
p
er
atin
g
s
y
s
tem
,
wh
ile
SEL
is
th
e
cu
r
r
ic
u
lu
m
a
n
d
p
ed
ag
o
g
y
th
at
ac
tiv
ates it
f
o
r
s
tu
d
en
ts
.
A
k
ey
im
p
licatio
n
o
f
th
ese
f
i
n
d
in
g
s
is
th
e
n
ee
d
t
o
em
b
e
d
ex
p
er
ien
tial
SEL
cu
r
r
icu
la
in
t
o
teac
h
er
ed
u
ca
tio
n
th
r
o
u
g
h
s
u
s
tain
ab
le
an
d
co
n
tex
t
-
s
p
ec
if
ic
m
o
d
els.
R
ath
er
th
an
o
n
e
-
o
f
f
wo
r
k
s
h
o
p
s
,
p
r
o
g
r
am
s
s
h
o
u
l
d
in
clu
d
e
s
ce
n
ar
i
o
-
b
ased
lea
r
n
in
g
,
g
u
id
ed
em
o
tio
n
al
r
ef
lec
tio
n
,
s
im
u
latio
n
o
f
class
r
o
o
m
ch
allen
g
es,
an
d
em
b
ed
d
e
d
SEL
m
o
d
u
les
in
p
r
ac
ticu
m
.
T
h
ese
ap
p
r
o
ac
h
es
wo
u
ld
h
elp
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
in
ter
n
alize
em
o
tio
n
al
s
tr
ateg
ies
an
d
ap
p
ly
th
em
m
ea
n
i
n
g
f
u
ll
y
in
f
u
t
u
r
e
teac
h
in
g
.
Fu
r
th
e
r
m
o
r
e,
th
e
l
ac
k
o
f
p
r
o
f
ess
io
n
al
s
u
p
er
v
is
io
n
r
e
p
o
r
ted
b
y
p
ar
tic
ip
an
ts
in
d
icate
s
th
e
n
ec
ess
ity
f
o
r
s
tr
u
ctu
r
ed
m
e
n
to
r
in
g
s
y
s
tem
s
,
wh
er
e
f
ac
u
lty
an
d
f
ield
m
e
n
to
r
s
n
o
t
o
n
ly
ass
es
s
in
s
tr
u
ctio
n
al
s
k
ills
b
u
t
also
m
o
d
el
an
d
co
ac
h
e
m
o
tio
n
al
r
eg
u
latio
n
,
em
p
ath
y
,
a
n
d
s
tr
ess
m
an
ag
e
m
en
t
[
9
]
,
[
2
0
]
.
Pro
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
o
r
u
n
iv
e
r
s
ity
lectu
r
er
s
o
n
h
o
w
to
in
teg
r
ate
SEL
in
to
p
e
d
ag
o
g
y
i
s
eq
u
ally
cr
itical.
Mo
r
eo
v
er
,
th
e
p
er
ce
iv
e
d
in
s
titu
tio
n
al
am
b
ig
u
ity
,
ab
o
u
t
wh
ic
h
d
ep
ar
tm
e
n
t
s
h
o
u
ld
o
w
n
SEL
an
d
h
o
w
it
s
h
o
u
ld
b
e
im
p
lem
en
ted
,
illu
s
tr
ates
a
cr
itical
g
o
v
er
n
an
ce
g
ap
.
W
h
ile
u
n
iv
er
s
ities
ar
e
task
ed
with
p
r
ep
a
r
in
g
em
o
tio
n
ally
co
m
p
eten
t
teac
h
e
r
s
,
n
o
clea
r
m
ec
h
an
is
m
ex
is
ts
f
o
r
d
o
i
n
g
s
o
.
T
h
is
r
ef
lects
a
b
r
o
ad
e
r
ten
s
io
n
in
d
ev
elo
p
in
g
c
o
u
n
tr
ies:
p
o
licy
in
itiativ
es
th
at
v
alo
r
ize
g
lo
b
al
m
o
d
els
(
s
u
ch
as
C
ASE
L
)
ar
e
n
o
t
alwa
y
s
co
n
tex
tu
ally
g
r
o
u
n
d
e
d
o
r
s
tr
u
ctu
r
ally
s
u
p
p
o
r
ted
[
2
1
]
.
As
a
r
esu
lt,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
ca
u
g
h
t
b
etwe
en
th
e
asp
ir
atio
n
f
o
r
p
r
o
g
r
ess
iv
e
p
ed
ag
o
g
ies
an
d
th
e
in
e
r
tia
o
f
s
y
s
tem
ic
tr
ad
itio
n
.
I
m
p
o
r
tan
tly
,
p
ar
ticip
an
ts
’
d
esire
f
o
r
s
tr
u
ctu
r
e
d
,
lo
n
g
-
ter
m
,
a
n
d
p
r
ac
tice
-
b
ased
SEC
d
ev
el
o
p
m
en
t
o
p
en
s
a
p
ath
f
o
r
in
n
o
v
atio
n
.
C
alls
f
o
r
in
teg
r
ated
co
u
n
s
elin
g
s
er
v
ices,
r
ef
lectiv
e
wo
r
k
s
h
o
p
s
,
an
d
ex
p
er
ien
tial
SEL
cu
r
r
icu
la
alig
n
with
b
est
p
r
ac
tices
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
0
1
6
-
1
0
2
5
1022
f
r
o
m
in
ter
n
atio
n
al
teac
h
e
r
e
d
u
ca
tio
n
m
o
d
els
[
2
2
]
,
[2
3
]
.
Ho
wev
er
,
s
u
ch
in
ter
v
en
tio
n
s
m
u
s
t
g
o
b
ey
o
n
d
‘
s
o
f
t’
ad
d
-
o
n
s
an
d
b
ec
o
m
e
p
ar
t
o
f
co
r
e
p
r
o
f
ess
io
n
al
f
o
r
m
atio
n
,
a
s
tr
ateg
ic
r
e
-
d
esig
n
o
f
h
o
w
t
ea
ch
er
id
en
tity
a
n
d
ca
p
ac
ity
ar
e
d
ev
elo
p
ed
i
n
em
o
tio
n
ally
m
ea
n
in
g
f
u
l
way
s
[2
4
]
.
T
h
ese
f
in
d
in
g
s
also
r
ev
ea
l
g
o
v
er
n
an
ce
-
lev
el
am
b
ig
u
ities
,
p
ar
ticip
an
ts
wer
e
u
n
ce
r
tain
wh
ich
d
ep
ar
tm
e
n
t
(
e.
g
.
,
p
s
y
ch
o
l
o
g
y
v
s
.
p
e
d
ag
o
g
y
)
was
r
esp
o
n
s
ib
le
f
o
r
SEL
,
lead
i
n
g
to
in
s
titu
tio
n
al
d
is
co
n
n
ec
ti
o
n
.
Ad
d
r
ess
in
g
th
is
r
eq
u
ir
es
clea
r
p
o
lic
y
m
an
d
ates
with
in
u
n
iv
er
s
ities
th
at
d
ef
i
n
e
SEL
r
esp
o
n
s
ib
ilit
ies,
in
teg
r
ate
cr
o
s
s
-
d
ep
ar
tm
e
n
tal
co
o
r
d
in
atio
n
,
a
n
d
estab
lis
h
m
e
n
tal
h
ea
lth
s
u
p
p
o
r
t ser
v
ices ta
ilo
r
e
d
f
o
r
teac
h
er
tr
ain
ee
s
,
n
o
t ju
s
t
cr
is
is
in
ter
v
en
tio
n
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
th
is
s
tu
d
y
co
n
t
r
ib
u
tes
to
th
e
ev
o
l
v
in
g
d
is
co
u
r
s
e
o
n
SEL
in
d
ev
elo
p
in
g
co
n
tex
ts
b
y
o
f
f
er
in
g
a
p
h
en
o
m
en
o
lo
g
ical
u
n
d
er
s
tan
d
i
n
g
o
f
em
o
tio
n
al
m
ar
g
in
aliza
tio
n
i
n
teac
h
er
tr
ain
in
g
.
R
ath
er
th
an
tr
ea
tin
g
SEC
a
s
a
f
ix
ed
s
k
ill
s
et
[2
5
]
,
we
co
n
ce
p
tu
alize
it
as
a
liv
ed
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
s
h
ap
ed
b
y
in
s
titu
tio
n
al
cu
ltu
r
e,
p
ed
ag
o
g
ical
ec
o
l
o
g
y
,
an
d
p
er
s
o
n
al
m
ea
n
in
g
-
m
ak
i
n
g
[2
6
]
–
[2
8
]
.
T
h
r
o
u
g
h
th
is
len
s
,
th
e
m
o
d
er
ate
SEC
lev
el
s
an
d
q
u
alitativ
e
d
is
s
atis
f
ac
ti
o
n
ar
e
n
o
t
j
u
s
t
in
d
icato
r
s
o
f
p
r
o
g
r
a
m
f
ailu
r
e,
b
u
t
s
y
m
p
to
m
s
o
f
an
ed
u
ca
tio
n
al
s
y
s
tem
s
tr
u
g
g
lin
g
to
h
u
m
a
n
ize
its
o
wn
p
r
o
f
ess
io
n
als
[
29
]
,
[
3
0
]
.
Ad
d
r
ess
in
g
th
ese
ch
allen
g
es
r
eq
u
ir
es
n
o
t
o
n
l
y
c
u
r
r
icu
lu
m
r
ef
o
r
m
[3
1
]
,
b
u
t
d
e
ep
cu
ltu
r
al
s
h
if
ts
in
h
o
w
e
m
o
t
io
n
,
r
ef
lectio
n
,
an
d
r
elatio
n
ality
ar
e
v
alu
ed
with
i
n
teac
h
er
e
d
u
ca
tio
n
.
Fo
r
ex
a
m
p
le,
cu
ltu
r
all
y
r
elev
a
n
t
ap
p
r
o
ac
h
es
in
Vietn
am
co
u
ld
in
clu
d
e
s
ce
n
ar
io
-
b
ased
wo
r
k
s
h
o
p
s
s
im
u
latin
g
co
m
m
o
n
class
r
o
o
m
d
is
r
u
p
tio
n
s
,
r
o
l
e
-
p
lay
in
g
ex
e
r
cises
f
o
r
c
o
n
f
lict
r
eso
lu
tio
n
,
g
u
id
ed
r
ef
lectiv
e
jo
u
r
n
als
o
n
te
ac
h
in
g
p
r
ac
ticu
m
ex
p
er
ien
ce
s
,
an
d
s
m
all
-
g
r
o
u
p
m
en
to
r
in
g
cir
cles
led
jo
i
n
tly
b
y
p
ed
a
g
o
g
y
an
d
p
s
y
c
h
o
lo
g
y
f
ac
u
lty
.
T
h
ese
p
r
ac
tices
wo
u
ld
o
p
er
atio
n
alize
SE
L
p
r
in
cip
les in
way
s
th
at
r
eso
n
at
e
with
th
e
r
ea
liti
es o
f
Vietn
am
ese
class
r
o
o
m
s
.
R
eg
ar
d
in
g
lim
itatio
n
s
,
s
ev
er
al
co
n
s
id
er
atio
n
s
m
u
s
t
tem
p
er
t
h
e
in
ter
p
r
etatio
n
o
f
o
u
r
f
in
d
in
g
s
.
First,
th
e
SEC
s
ca
le
r
elied
o
n
s
elf
-
r
e
p
o
r
ted
r
esp
o
n
s
es,
wh
ich
m
ay
i
n
f
late
o
r
u
n
d
er
esti
m
ate
ce
r
tai
n
co
m
p
ete
n
cies
d
u
e
to
s
o
cial
d
esira
b
ilit
y
b
ias
o
r
lim
ited
s
elf
-
awa
r
en
ess
,
p
ar
t
icu
lar
ly
r
elev
an
t
g
iv
e
n
th
e
lo
w
s
co
r
es
in
s
elf
-
r
ef
lectiv
e
d
o
m
ain
s
.
Seco
n
d
,
alth
o
u
g
h
o
u
r
s
am
p
le
is
d
iv
e
r
s
e
an
d
d
r
awn
f
r
o
m
s
ev
en
lead
in
g
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
,
th
e
in
s
titu
tio
n
al
p
r
esti
g
e
an
d
ac
ce
s
s
to
r
ef
o
r
m
in
itiativ
es
at
th
ese
s
ch
o
o
ls
m
ay
n
o
t
r
ep
r
esen
t
th
e
r
ea
liti
es
o
f
s
m
aller
o
r
r
u
r
al
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
u
s
,
f
in
d
in
g
s
s
h
o
u
ld
b
e
g
en
er
alize
d
ca
u
tio
u
s
ly
.
T
h
ir
d
,
t
h
e
q
u
alitativ
e
in
ter
v
i
ews
ca
p
tu
r
e
p
a
r
ticip
an
t
p
e
r
c
ep
tio
n
s
at
a
s
in
g
le
p
o
i
n
t
in
t
im
e;
a
lo
n
g
itu
d
in
al
d
esig
n
co
u
ld
b
etter
ex
p
lo
r
e
h
o
w
SEC
an
d
SEL
u
n
d
er
s
tan
d
in
g
ev
o
lv
e
th
r
o
u
g
h
o
u
t
teac
h
e
r
ed
u
ca
tio
n
.
Fo
u
r
t
h
,
alth
o
u
g
h
th
e
s
elf
-
d
e
v
elo
p
ed
SEC
r
atin
g
s
ca
le
u
n
d
er
wen
t
a
m
u
lti
-
s
tep
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
in
clu
d
in
g
liter
atu
r
e
r
ev
iew,
ex
p
er
t
p
a
n
e
l
v
alid
atio
n
,
p
ilo
t
test
in
g
,
a
n
d
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
ass
es
s
m
en
t,
th
e
p
r
esen
t
s
tu
d
y
d
id
n
o
t
ex
am
i
n
e
ad
d
itio
n
al
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
s
u
ch
as
co
n
s
tr
u
ct
v
alid
ity
,
co
n
v
er
g
en
t
v
alid
ity
,
o
r
d
is
cr
im
in
an
t
v
ali
d
ity
.
T
h
ese
asp
ec
ts
ar
e
cr
iti
ca
l
f
o
r
estab
lis
h
in
g
th
e
s
ca
le’
s
r
o
b
u
s
tn
ess
an
d
g
en
er
aliza
b
ilit
y
b
e
y
o
n
d
th
e
cu
r
r
en
t sam
p
le.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
em
p
lo
y
ex
p
lo
r
ato
r
y
a
n
d
/o
r
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
,
alo
n
g
s
id
e
v
alid
ity
test
in
g
ag
ain
s
t
estab
lis
h
ed
SEC
m
ea
s
u
r
es,
to
s
tr
en
g
th
en
t
h
e
in
s
tr
u
m
en
t’
s
em
p
ir
ical
f
o
u
n
d
atio
n
a
n
d
en
s
u
r
e
cr
o
s
s
-
cu
ltu
r
al
ap
p
licab
ilit
y
.
I
m
p
o
r
tan
tly
,
th
is
s
tu
d
y
co
n
tr
i
b
u
tes
to
th
e
d
is
co
u
r
s
e
o
n
S
E
L
in
d
ev
el
o
p
in
g
co
n
tex
ts
b
y
co
n
ce
p
tu
alizin
g
SEC n
o
t m
er
ely
as a
ch
ec
k
lis
t o
f
s
k
ills
b
u
t a
s
a
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
em
b
ed
d
e
d
in
in
s
titu
tio
n
al
cu
ltu
r
e
an
d
p
r
o
f
ess
io
n
al
id
en
tity
f
o
r
m
atio
n
.
Par
ticip
an
ts
’
s
tr
u
g
g
les
with
em
o
tio
n
al
r
eg
u
latio
n
,
in
s
titu
tio
n
al
am
b
ig
u
ity
,
an
d
t
h
e
g
ap
b
etwe
en
r
h
eto
r
ic
an
d
r
ea
lity
u
n
d
er
s
co
r
e
th
e
u
r
g
en
t
n
ee
d
f
o
r
s
y
s
tem
ic
tr
an
s
f
o
r
m
atio
n
.
On
e
p
o
ten
tia
l
p
ath
way
to
ad
d
r
ess
th
is
g
o
v
er
n
a
n
ce
g
ap
is
th
e
estab
lis
h
m
en
t
o
f
cr
o
s
s
-
d
ep
ar
tm
en
tal
SEL
co
m
m
ittees
th
at
in
clu
d
e
r
ep
r
esen
tativ
es
f
r
o
m
p
s
y
c
h
o
lo
g
y
,
p
ed
a
g
o
g
y
,
an
d
s
ch
o
o
l
co
u
n
s
elin
g
u
n
its
.
Su
ch
co
m
m
ittees
co
u
ld
co
o
r
d
in
ate
f
ac
u
lt
y
tr
ain
in
g
,
alig
n
c
o
u
r
s
e
co
n
te
n
t,
an
d
o
v
e
r
s
ee
th
e
in
teg
r
atio
n
o
f
SEL
in
to
b
o
th
th
eo
r
etica
l
co
u
r
s
ewo
r
k
an
d
p
r
a
cticu
m
co
m
p
o
n
en
ts
.
Ad
d
r
ess
in
g
th
ese
ch
allen
g
es
r
eq
u
ir
es
a
s
h
if
t
f
r
o
m
f
r
ag
m
en
ted
,
th
e
o
r
y
-
h
ea
v
y
tr
ain
in
g
to
em
o
tio
n
ally
g
r
o
u
n
d
e
d
,
r
elatio
n
ally
d
r
iv
en
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
is
in
clu
d
es
elev
atin
g
SEC
f
r
o
m
p
er
ip
h
er
al
to
ce
n
tr
al
in
cu
r
r
icu
lu
m
d
esig
n
,
m
en
to
r
s
h
ip
,
a
n
d
ass
ess
m
en
t f
r
am
ewo
r
k
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
u
r
g
en
t
n
ee
d
to
r
e
-
ex
am
i
n
e
h
o
w
SEC
is
co
n
ce
p
tu
alize
d
,
cu
ltiv
ated
,
an
d
in
s
titu
tio
n
alize
d
with
in
p
r
e
-
s
er
v
ice
teac
h
er
e
d
u
ca
tio
n
in
Vietn
am
.
Usi
n
g
a
m
ix
ed
-
m
et
h
o
d
s
ap
p
r
o
ac
h
,
we
r
ev
ea
led
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
g
en
e
r
ally
ex
h
ib
it
m
o
d
er
a
te
SEC,
with
p
ar
ticu
lar
d
ef
icit
s
in
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
e
m
en
t.
Mo
r
e
i
m
p
o
r
tan
tly
,
t
h
r
o
u
g
h
a
p
h
en
o
m
en
o
lo
g
ical
len
s
,
we
g
ain
ed
i
n
s
ig
h
t
in
to
h
o
w
th
ese
lim
itatio
n
s
ar
e
ex
p
er
ien
ce
d
:
a
s
co
n
f
u
s
io
n
,
d
is
en
g
ag
em
en
t,
an
d
a
s
en
s
e
o
f
em
o
tio
n
al
m
ar
g
in
aliza
tio
n
with
in
th
e
u
n
iv
er
s
ity
tr
ain
in
g
en
v
i
r
o
n
m
en
t.
T
h
e
f
in
d
in
g
s
p
o
in
t
to
a
s
ig
n
if
ican
t
d
is
co
n
n
ec
t
b
et
wee
n
th
e
n
atio
n
al
ag
en
d
a
f
o
r
co
m
p
eten
cy
-
b
ase
d
ed
u
ca
tio
n
an
d
th
e
liv
ed
r
ea
liti
es
o
f
teac
h
er
ca
n
d
id
at
es.
W
h
ile
SEL
is
in
cr
ea
s
in
g
ly
in
clu
d
ed
in
o
f
f
ic
ial
r
h
eto
r
ic,
its
im
p
lem
en
tatio
n
r
em
ain
s
f
r
a
g
m
en
ted
,
u
n
s
u
p
er
v
is
ed
,
an
d
u
n
d
e
r
-
r
eso
u
r
ce
d
.
Pre
-
s
er
v
ice
teac
h
er
s
ar
e
ex
p
ec
te
d
to
p
r
o
m
o
te
e
m
o
tio
n
al
liter
ac
y
in
s
tu
d
en
ts
wh
ile
b
ein
g
o
f
f
e
r
ed
litt
le
o
p
p
o
r
tu
n
ity
to
d
e
v
elo
p
s
u
ch
co
m
p
eten
cies
th
em
s
elv
e
s
.
T
h
is
p
ar
ad
o
x
r
ev
ea
ls
a
cr
itical
p
o
licy
-
p
r
ac
tice
g
a
p
a
n
d
c
a
l
l
s
f
o
r
a
r
e
t
h
i
n
k
i
n
g
o
f
t
e
a
c
h
e
r
p
r
e
p
a
r
a
t
i
o
n
as
a
s
i
t
e
f
o
r
e
m
o
t
i
o
n
a
l
a
s
w
e
l
l
a
s
i
n
s
t
r
u
c
ti
o
n
a
l
d
ev
elo
p
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
B
r
id
g
in
g
th
e
tr
a
in
in
g
–
p
r
a
ctice
g
a
p
in
s
o
cia
l
-
emo
tio
n
a
l le
a
r
n
in
g
o
f p
r
e
-
s
ervice
tea
ch
ers
(
Du
c
-
Ho
i D
in
h
)
1023
T
o
ad
d
r
ess
th
ese
ch
allen
g
es,
f
u
tu
r
e
r
esear
c
h
s
h
o
u
l
d
ex
p
l
o
r
e
th
e
lo
n
g
itu
d
in
al
d
e
v
elo
p
m
e
n
t
o
f
SEC
ac
r
o
s
s
th
e
en
tire
s
p
an
o
f
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
f
r
o
m
en
tr
y
to
g
r
ad
u
atio
n
.
A
d
d
itio
n
ally
,
ex
p
e
r
im
en
tal
s
tu
d
ies
test
in
g
th
e
im
p
ac
t
o
f
s
p
ec
if
ic
SEL
tr
ain
in
g
m
o
d
u
les,
s
u
ch
as
r
ef
lectiv
e
s
u
p
er
v
is
io
n
,
s
ce
n
ar
io
-
b
ased
wo
r
k
s
h
o
p
s
,
o
r
em
b
ed
d
ed
co
u
n
s
elin
g
in
ter
v
en
tio
n
s
,
o
n
p
r
e
-
s
er
v
ice
teac
h
er
s
’
em
o
tio
n
al
g
r
o
wth
wo
u
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RE
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NC
E
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[
1
]
S
.
S
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m
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a
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2
]
B
.
G
.
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m
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.
M
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.
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.
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.
[
3
]
M
.
J
.
El
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a
s
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.
,
Pr
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[
4
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.
A
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K
.
A
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R
.
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A.
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7
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I
.
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me
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