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an
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[
2
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,
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latio
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4
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I
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8
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F
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4603
p
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[
5
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[
6
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.
Desp
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is
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7
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–
[
9
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.
R
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[
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1
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C
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1
2
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[
1
3
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T
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er
e
ed
u
ca
tio
n
al
r
ef
o
r
m
s
o
v
er
t
h
e
p
ast
d
ec
a
d
e
h
a
v
e
em
p
h
asized
h
u
m
a
n
r
ig
h
ts
,
in
cl
u
s
iv
en
ess
,
an
d
th
e
p
r
o
f
e
s
s
i
o
n
a
li
z
a
ti
o
n
o
f
t
h
e
t
e
a
c
h
i
n
g
f
o
r
c
e
[
1
4
]
.
H
o
w
e
v
e
r
,
w
h
i
l
e
p
o
l
i
c
i
es
i
n
c
r
e
a
s
i
n
g
l
y
d
em
an
d
leg
al
c
o
m
p
eten
ce
f
r
o
m
teac
h
er
s
,
leg
al
liter
ac
y
d
ev
elo
p
m
e
n
t
r
em
ai
n
s
m
ar
g
i
n
al
in
p
r
e
-
s
er
v
ice
teac
h
e
r
ed
u
c
atio
n
[1
5
]
.
E
x
is
tin
g
leg
al
co
u
r
s
es,
ty
p
ically
lab
ell
ed
‘
f
u
n
d
am
e
n
tal
o
f
law’
,
a
r
e
o
f
ten
o
u
td
ated
,
g
en
er
al,
an
d
d
is
co
n
n
ec
ted
f
r
o
m
p
r
ac
tical
ed
u
ca
tio
n
al
c
h
allen
g
es,
leav
in
g
p
r
e
-
s
er
v
ice
teac
h
e
r
s
u
n
d
er
p
r
ep
ar
e
d
f
o
r
leg
al
r
es
p
o
n
s
ib
ilit
ies
in
r
ea
l
s
ch
o
o
l c
o
n
tex
ts
.
T
h
e
c
u
r
r
e
n
t
s
i
tu
ati
o
n
p
r
es
e
n
ts
a
p
a
r
a
d
o
x
:
Kaz
a
k
h
s
ta
n
i
t
ea
c
h
e
r
s
a
r
e
e
x
p
e
cte
d
t
o
e
n
a
ct
p
r
o
g
r
ess
i
v
e
m
ea
s
u
r
es
f
o
r
c
h
i
ld
p
r
o
t
ec
ti
o
n
a
n
d
in
cl
u
s
i
v
e
ed
u
c
ati
o
n
b
u
t
f
in
d
t
h
e
m
s
e
lv
es
u
n
d
e
r
p
r
e
p
a
r
ed
b
y
ed
u
ca
t
io
n
a
l
s
y
s
te
m
s
th
at
f
a
il
t
o
s
u
p
p
l
y
es
s
en
t
ial
le
g
al
k
n
o
wle
d
g
e
a
n
d
p
r
a
ctic
al
te
ac
h
i
n
g
s
k
ills
.
T
h
is
g
ap
r
ef
l
ec
ts
b
r
o
a
d
er
in
t
er
n
ati
o
n
al
tr
en
d
s
.
Sc
h
i
m
m
e
l
a
n
d
Mili
tel
lo
[
5
]
r
ev
ea
le
d
t
h
at
A
m
e
r
ic
a
n
e
d
u
ca
to
r
s
d
is
p
l
ay
l
im
i
te
d
k
n
o
w
le
d
g
e
o
f
s
c
h
o
o
l
l
aw,
w
h
ic
h
s
te
m
s
f
r
o
m
in
ad
e
q
u
at
e
le
g
al
i
n
s
t
r
u
c
ti
o
n
i
n
t
ea
ch
er
t
r
ai
n
i
n
g
p
r
o
g
r
a
m
s
a
n
d
i
n
s
u
f
f
i
ci
en
t
p
r
o
f
ess
i
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
p
p
o
r
tu
n
i
ties
.
T
h
e
s
t
u
d
y
s
h
o
we
d
th
a
t
m
o
s
t
t
ea
c
h
er
s
la
ck
p
r
o
p
e
r
l
eg
al
k
n
o
wl
ed
g
e
ab
o
u
t
s
t
u
d
e
n
t
a
n
d
te
ac
h
e
r
r
i
g
h
ts
a
n
d
f
o
r
m
al
l
e
g
al
e
d
u
ca
ti
o
n
b
u
t
w
o
u
l
d
c
h
an
g
e
t
h
ei
r
p
r
ac
tic
es
wit
h
b
ette
r
le
g
al
awa
r
e
n
ess
a
n
d
s
h
o
w
a
s
tr
o
n
g
in
te
r
es
t
i
n
le
ar
n
i
n
g
l
e
g
al
i
n
f
o
r
m
a
ti
o
n
r
el
ev
a
n
t
to
t
h
e
ir
te
a
ch
i
n
g
.
T
h
e
s
t
u
d
y
’
s
r
es
u
lts
ali
g
n
wit
h
t
h
e
t
ea
c
h
i
n
g
d
if
f
i
c
u
lti
es
f
o
u
n
d
i
n
t
r
a
n
s
it
io
n
al
ed
u
ca
t
io
n
s
y
s
te
m
s
s
u
ch
as
Ka
za
k
h
s
ta
n
,
w
h
e
r
e
p
o
lic
y
r
e
f
o
r
m
s
o
f
te
n
p
r
o
c
ee
d
f
aste
r
th
a
n
i
n
s
t
it
u
ti
o
n
al
s
u
p
p
o
r
t
an
d
ca
p
ac
it
y
-
b
u
il
d
i
n
g
i
n
i
tiat
iv
es
[1
6
]
,
[1
7
]
.
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
d
ev
elo
p
m
en
t
o
f
leg
al
liter
ac
y
am
o
n
g
f
u
tu
r
e
teac
h
e
r
s
in
Kaz
ak
h
s
tan
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
ad
d
r
ess
ed
th
e
f
o
llo
win
g
th
r
ee
r
esear
c
h
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
cu
r
r
en
t le
g
al
liter
a
cy
lev
el
am
o
n
g
p
r
e
-
s
er
v
ice
tea
ch
er
s
in
Kaz
ak
h
s
tan
?
−
Ho
w
is
leg
al
liter
ac
y
in
teg
r
ate
d
in
to
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
?
−
W
h
at
p
ed
ag
o
g
ical
m
et
h
o
d
s
ar
e
u
s
ed
to
d
e
v
elo
p
leg
al
liter
ac
y
,
an
d
h
o
w
ef
f
ec
tiv
e
ar
e
th
e
y
p
er
ce
iv
ed
?
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
n
ew
k
n
o
wled
g
e
in
th
r
ee
ar
ea
s
:
i
)
it
p
r
o
v
id
es
th
e
f
ir
s
t
em
p
ir
ic
al,
m
ix
ed
-
m
eth
o
d
s
ev
id
e
n
ce
o
f
leg
al
liter
ac
y
d
e
f
icits
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Kaz
a
k
h
s
tan
,
d
o
cu
m
en
tin
g
th
e
s
ize
o
f
th
e
k
n
o
wled
g
e
g
a
p
(
M=
2
.
1
/6
)
an
d
its
u
n
d
er
ly
in
g
ca
u
s
e
s
;
ii
)
it
s
h
o
ws
th
e
lim
i
ted
ef
f
ec
t
o
f
th
e
cu
r
r
en
t
‘
f
u
n
d
a
m
en
tal
law
’
cu
r
r
ic
u
lu
m
th
r
o
u
g
h
b
o
t
h
q
u
a
n
titativ
e
s
atis
f
ac
tio
n
d
ata
an
d
q
u
alitativ
e
test
im
o
n
y
;
an
d
iii
)
it
d
ev
elo
p
s
co
n
tex
t
-
s
p
ec
if
i
c
r
ef
o
r
m
r
ec
o
m
m
en
d
atio
n
s
b
a
s
ed
o
n
s
tu
d
e
n
t
ex
p
e
r
ien
ce
a
n
d
in
ter
n
atio
n
al
b
est
p
r
ac
tice.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
im
po
rt
a
nce
o
f
leg
a
l lit
er
a
cy
in t
ea
cher
educa
t
io
n
T
h
e
im
p
o
r
ta
n
ce
o
f
le
g
al
liter
ac
y
as
a
co
r
e
asp
ec
t
o
f
teac
h
er
p
r
o
f
ess
io
n
alis
m
h
as
g
ain
ed
in
cr
ea
s
ed
r
ec
o
g
n
itio
n
in
r
ec
e
n
t
y
ea
r
s
.
W
ith
g
r
o
win
g
s
ch
o
o
l
r
eg
u
latio
n
s
an
d
d
iv
er
s
ity
,
teac
h
er
s
n
ee
d
in
s
tr
u
ctio
n
al
s
k
ills
an
d
th
e
a
b
ilit
y
to
m
a
n
ag
e
ch
a
llen
g
in
g
leg
al
a
n
d
eth
ical
s
itu
atio
n
s
.
L
eg
al
liter
ac
y
h
elp
s
ed
u
ca
to
r
s
g
r
asp
th
ei
r
p
r
o
f
ess
io
n
al
d
u
ties
an
d
e
n
ab
les
th
em
t
o
h
an
d
le
s
itu
atio
n
s
with
p
o
te
n
tial
le
g
al
co
n
s
eq
u
en
ce
s
[
3
]
–
[
5
]
,
[
1
0
]
.
L
eg
al
liter
ac
y
in
s
ch
o
o
ls
r
eq
u
ir
es
teac
h
er
s
to
h
av
e
a
th
e
o
r
etica
l
u
n
d
er
s
tan
d
in
g
co
m
b
in
ed
with
h
an
d
s
-
o
n
s
k
ills
to
en
f
o
r
ce
law
s
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
L
eg
al
liter
ac
y
r
ef
er
s
to
th
e
ab
ilit
y
to
r
ea
d
an
d
u
n
d
er
s
tan
d
l
eg
al
d
o
cu
m
e
n
ts
an
d
to
co
m
p
r
eh
en
d
th
e
o
f
f
icial
d
ec
is
io
n
s
an
d
p
o
licies
th
at
ap
p
ly
to
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
[
1
0
]
.
I
ts
s
co
p
e
ex
ten
d
s
b
ey
o
n
d
m
er
e
tex
tu
al
co
m
p
r
eh
e
n
s
io
n
.
T
ea
c
h
er
s
’
d
aily
wo
r
k
r
o
u
tin
es
ar
e
r
eg
u
lated
b
y
th
eir
u
n
d
er
s
tan
d
in
g
o
f
r
ig
h
ts
ap
p
licatio
n
s
,
alo
n
g
with
th
eir
o
b
lig
atio
n
s
an
d
p
r
o
tectiv
e
p
r
o
ce
d
u
r
es.
Fre
u
d
e
n
b
er
g
[
6
]
s
u
g
g
ested
th
at
ed
u
ca
to
r
s
n
ee
d
a
p
r
ac
tical
u
n
d
e
r
s
tan
d
i
n
g
o
f
laws
an
d
th
e
a
b
ilit
y
to
s
ee
k
leg
al
ass
is
tan
ce
wh
en
n
ee
d
ed
i
n
s
tead
o
f
m
aster
in
g
leg
al
d
o
ctr
in
e.
T
h
e
p
r
im
ar
y
o
b
jectiv
e
is
to
tr
ain
n
o
n
-
lawy
er
s
to
co
r
r
ec
tly
id
e
n
tify
leg
al
p
r
o
b
lem
s
,
co
m
p
r
eh
e
n
d
th
ei
r
b
asic stru
ctu
r
e,
an
d
co
n
d
u
ct
th
em
s
elv
es r
esp
o
n
s
ib
ly
[
18
]
,
[
19
]
.
T
ea
ch
er
s
o
p
er
ate
at
th
e
in
ter
s
ec
tio
n
o
f
m
u
ltip
le
leg
al
an
d
p
o
licy
f
r
am
ew
o
r
k
s
.
E
d
u
ca
to
r
s
wo
r
k
with
i
n
n
u
m
er
o
u
s
leg
al
s
tr
u
ctu
r
es,
in
clu
d
in
g
ch
ild
p
r
o
tectio
n
laws,
an
ti
-
d
is
cr
im
in
atio
n
ac
ts
,
lab
o
r
r
eg
u
latio
n
s
,
an
d
in
s
titu
tio
n
al
r
u
les.
L
eg
al
liter
a
cy
p
r
o
v
id
es
ed
u
ca
to
r
s
with
es
s
en
tial
r
eso
u
r
ce
s
to
r
em
ain
co
m
p
lian
t
with
laws,
p
r
o
tect
s
tu
d
en
t
welf
ar
e
,
an
d
p
r
ev
en
t
leg
al
liab
ilit
y
[
20
]
.
T
h
e
p
r
ac
tical
ap
p
licatio
n
o
f
le
g
al
liter
ac
y
r
eq
u
ir
es
teac
h
er
s
to
n
av
ig
ate
s
tu
d
en
t
d
is
cip
lin
e
lawf
u
lly
wh
ile
m
ain
tain
in
g
f
air
n
ess
,
u
n
d
er
s
tan
d
p
r
o
ce
d
u
r
es
f
o
r
r
ep
o
r
tin
g
ab
u
s
e
o
r
n
e
g
lect,
p
r
o
v
id
e
ap
p
r
o
p
r
iate
ac
co
m
m
o
d
atio
n
s
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
an
d
p
r
o
tect
s
tu
d
en
t d
ata
ac
co
r
d
in
g
t
o
co
n
f
id
en
tiality
r
eg
u
latio
n
s
[2
1
]
–
[2
3
]
.
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
.
5
,
Octo
b
er
20
26
:
4
6
0
2
-
4613
4604
L
eg
al
liter
ac
y
ex
ten
d
s
b
ey
o
n
d
d
ef
en
d
in
g
ag
ai
n
s
t
leg
al
is
s
u
es
b
y
h
elp
in
g
to
cr
ea
te
eth
i
ca
l
s
ch
o
o
l
s
ettin
g
s
th
at
in
clu
d
e
d
i
v
er
s
e
s
tu
d
en
ts
an
d
u
p
h
o
ld
h
u
m
a
n
r
ig
h
ts
p
r
in
cip
les.
R
ed
f
ield
[2
4
]
a
r
g
u
es
th
at
ed
u
ca
to
r
s
wh
o
u
n
d
er
s
tan
d
leg
al
p
r
in
cip
les
ten
d
to
in
clu
d
e
d
e
m
o
cr
ati
c
p
r
in
ci
p
les,
s
u
ch
as
f
air
n
ess
an
d
d
u
e
p
r
o
ce
s
s
,
in
th
eir
e
v
er
y
d
ay
wo
r
k
.
Sch
im
m
el
an
d
Militello
[
5
]
f
o
u
n
d
th
at
leg
al
k
n
o
wled
g
e
s
h
ap
es
ed
u
ca
t
o
r
s
’
p
r
o
f
ess
io
n
al
r
elatio
n
s
h
ip
s
an
d
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es,
wh
ich
m
ay
s
ig
n
if
ican
tly
af
f
e
ct
s
tu
d
en
t
lear
n
i
n
g
an
d
o
v
e
r
all
well
-
b
ein
g
.
T
h
e
liter
atu
r
e
s
tr
ess
es
th
e
im
p
o
r
tan
ce
o
f
teac
h
in
g
leg
al
liter
ac
y
as
a
p
r
ev
en
tativ
e
to
o
l
r
ath
er
th
an
a
p
u
n
itiv
e
m
ea
s
u
r
e.
T
h
is
ed
u
ca
tio
n
d
o
es
n
o
t
aim
to
h
elp
teac
h
er
s
s
u
cc
ee
d
in
lawsu
its
b
u
t
in
ten
d
s
to
p
r
ev
e
n
t
leg
al
ac
tio
n
th
r
o
u
g
h
teac
h
er
s
m
ak
in
g
well
-
in
f
o
r
m
ed
eth
ical
c
h
o
ices
[
5
]
.
T
ea
ch
er
s
lack
in
g
leg
al
k
n
o
wled
g
e
te
n
d
to
m
a
k
e
d
ec
i
s
io
n
s
b
ased
o
n
f
alse
b
elief
s
o
r
in
s
titu
tio
n
al
tr
ad
itio
n
s
,
wh
ic
h
m
ay
ca
u
s
e
r
ig
h
ts
v
io
latio
n
s
o
r
lead
t
o
d
is
cip
lin
a
r
y
ac
tio
n
[
1
1
]
.
Desp
ite
th
eir
clea
r
ad
v
an
ta
g
es,
teac
h
er
ed
u
ca
t
io
n
p
r
o
g
r
am
s
ten
d
to
o
v
er
lo
o
k
leg
al
liter
ac
y
.
Acc
o
r
d
in
g
t
o
C
ar
r
an
co
[
3
]
,
teac
h
er
tr
ain
ee
s
h
av
e
in
s
u
f
f
i
cien
t
k
n
o
wled
g
e
o
f
ed
u
ca
tio
n
law,
wh
ich
r
esu
lt
s
in
in
ad
eq
u
ate
p
r
e
p
ar
ed
n
ess
to
f
ac
e
leg
al
c
h
allen
g
es.
R
ea
l
-
wo
r
ld
s
ch
o
o
l
ch
allen
g
es
h
elp
p
r
e
-
s
er
v
ice
te
ac
h
er
s
u
n
d
e
r
s
tan
d
th
e
v
alu
e
o
f
leg
al
k
n
o
wled
g
e
th
at
th
ey
p
r
ev
io
u
s
ly
d
id
n
o
t
r
ec
o
g
n
ize
[
1
3
]
.
T
h
e
g
ap
b
etwe
en
teac
h
er
tr
ain
in
g
an
d
ac
tu
al
p
r
ac
tice
r
ep
r
esen
ts
a
lar
g
er
p
r
o
b
lem
f
o
r
th
e
in
teg
r
atio
n
o
f
leg
al
liter
ac
y
in
to
p
r
o
f
ess
io
n
al
teac
h
er
d
e
v
elo
p
m
en
t.
T
ea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
s
h
o
u
ld
r
ec
o
g
n
ize
le
g
al
liter
ac
y
as
a
f
u
n
d
am
e
n
tal
co
m
p
o
n
en
t
r
ath
er
th
an
an
o
p
tio
n
al
ad
d
itio
n
.
L
e
g
al
liter
ac
y
p
r
o
tects
in
d
iv
id
u
als
an
d
h
elp
s
t
h
em
b
ec
o
m
e
s
o
cially
eq
u
itab
le
an
d
leg
ally
awa
r
e.
T
ea
c
h
er
s
m
u
s
t
b
eg
in
t
h
eir
ca
r
ee
r
s
with
b
asic
leg
al
co
m
p
eten
ce
b
ec
au
s
e
o
f
th
e
g
r
o
win
g
c
o
m
p
lex
ity
o
f
th
eir
teac
h
in
g
r
o
les,
wh
ich
in
v
o
lv
e
in
clu
s
io
n
,
d
iv
e
r
s
ity
,
an
d
ac
c
o
u
n
tab
ilit
y
d
em
an
d
s
.
2
.
2
.
L
eg
a
l
lite
r
a
cy
in
K
a
z
a
kh
s
t
a
n e
du
ca
t
io
n sy
s
t
em
s
Kaz
ak
h
s
tan
h
as
im
p
lem
e
n
ted
ed
u
ca
tio
n
al
r
ef
o
r
m
leg
is
latio
n
f
o
cu
s
in
g
o
n
in
clu
s
iv
e
e
d
u
ca
t
io
n
,
ch
ild
p
r
o
tectio
n
,
an
d
h
u
m
an
r
i
g
h
ts
.
T
h
e
f
o
llo
win
g
k
ey
leg
al
i
n
s
tr
u
m
en
ts
d
ef
in
e
th
e
f
r
am
e
wo
r
k
with
in
w
h
ich
teac
h
er
s
ar
e
ex
p
ec
ted
to
o
p
e
r
ate:
i
)
L
aw
o
f
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
‘
o
n
ed
u
ca
tio
n
’
[
2
]
:
e
s
tab
lis
h
es
th
e
f
o
u
n
d
atio
n
al
r
i
g
h
ts
an
d
r
esp
o
n
s
ib
ilit
ies
o
f
all
ed
u
ca
tio
n
al
ac
t
o
r
s
an
d
m
an
d
ates
in
cl
u
s
iv
e
ed
u
ca
tio
n
p
r
o
v
is
io
n
s
;
ii
)
L
aw
‘
o
n
th
e
R
ig
h
ts
o
f
t
h
e
C
h
ild
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
’
[
25
]
:
p
r
o
tects
ch
ild
r
en
’
s
r
ig
h
ts
in
ed
u
ca
tio
n
al
s
ettin
g
s
;
teac
h
e
r
s
ar
e
leg
ally
o
b
lig
ate
d
to
r
ep
o
r
t
s
u
s
p
ec
ted
a
b
u
s
e
;
iii
)
L
aw
‘
o
n
th
e
Statu
s
o
f
th
e
T
ea
ch
er
’
[
1
]
:
d
ef
i
n
es tea
ch
er
r
ig
h
ts
(
p
r
o
tectio
n
f
r
o
m
u
n
lawf
u
l in
ter
f
er
en
ce
,
r
ig
h
t to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
r
ig
h
t
to
s
af
e
wo
r
k
in
g
c
o
n
d
iti
o
n
s
)
an
d
et
h
ical
o
b
lig
atio
n
s
.
Desp
ite
b
ein
g
th
e
p
r
im
a
r
y
l
eg
al
s
af
eg
u
ar
d
f
o
r
Kaz
ak
h
s
tan
’
s
teac
h
in
g
wo
r
k
f
o
r
ce
,
o
n
ly
4
1
%
o
f
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
co
u
ld
d
escr
ib
e
its
f
u
n
ctio
n
;
an
d
iv
)
L
aw
‘
o
n
s
o
cial
an
d
m
e
d
ical
-
p
ed
ag
o
g
ical
co
r
r
ec
tio
n
a
l
s
u
p
p
o
r
t
f
o
r
ch
ild
r
e
n
with
d
is
ab
ilit
ies
’
[
26
]
:
m
an
d
ates a
cc
o
m
m
o
d
atio
n
a
n
d
in
clu
s
io
n
p
r
o
ce
d
u
r
es; d
ir
ec
tly
r
elev
an
t to
d
aily
class
r
o
o
m
p
r
ac
tice.
R
ef
o
r
m
s
in
Kaz
ak
h
s
tan
’
s
teac
h
er
ed
u
ca
tio
n
an
d
s
ch
o
o
l
c
u
r
r
icu
lu
m
h
av
e
b
ee
n
h
ea
v
ily
in
f
lu
en
ce
d
b
y
OE
C
D
s
tu
d
ies
an
d
p
ar
ticip
atio
n
in
PISA,
with
a
f
o
cu
s
o
n
f
u
n
ctio
n
al
liter
ac
y
an
d
in
te
r
n
atio
n
al
s
tan
d
ar
d
s
b
ec
o
m
in
g
k
e
y
p
o
licy
th
em
es.
Ho
wev
er
,
d
esp
ite
th
is
r
e
f
o
r
m
d
is
co
u
r
s
e,
leg
al
liter
ac
y
h
as
n
o
t
b
ee
n
p
r
io
r
itize
d
in
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
t
io
n
.
Am
o
n
g
p
o
s
t
-
So
v
iet
ed
u
c
atio
n
s
y
s
tem
s
,
Kaz
ak
h
s
tan
c
o
n
tin
u
es
to
ex
h
ib
it
ch
ar
ac
ter
is
tics
o
f
ce
n
tr
alize
d
an
d
f
o
r
m
alis
tic
leg
al
tr
ain
in
g
f
r
o
m
its
p
ast.
Un
iv
er
s
ities
r
eq
u
ir
e
s
tu
d
en
ts
to
tak
e
a
m
an
d
ato
r
y
c
o
u
r
s
e
ca
lled
‘
p
r
av
o
v
e
d
en
ie’
(
“f
u
n
d
a
m
en
tal
o
f
law”
)
,
wh
ich
aim
s
to
p
r
o
v
i
d
e
f
u
tu
r
e
ed
u
ca
to
r
s
with
a
b
asic
leg
al
u
n
d
er
s
tan
d
in
g
.
T
h
is
co
u
r
s
e
is
a
g
e
n
er
al
u
n
iv
er
s
ity
r
e
q
u
ir
em
e
n
t
f
o
r
all
m
ajo
r
s
an
d
is
n
o
t
s
p
ec
if
ically
d
esig
n
ed
f
o
r
p
ed
a
g
o
g
u
es.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
th
ese
m
an
d
ato
r
y
c
o
u
r
s
es
r
em
ain
o
u
td
ated
an
d
a
b
s
tr
ac
t,
wh
ile
f
ailin
g
t
o
ad
d
r
ess
th
e
ac
tu
al
leg
al
c
h
allen
g
es
ed
u
ca
t
o
r
s
f
ac
e
in
s
ch
o
o
ls
[
27
]
,
[
28
]
.
T
h
e
f
o
cu
s
r
em
ain
s
o
n
co
n
s
titu
tio
n
al
s
tr
u
ctu
r
es
an
d
civ
il
law,
in
s
tead
o
f
p
r
ac
tical
is
s
u
e
s
,
s
u
ch
as
teac
h
er
liab
ilit
y
an
d
s
ch
o
o
l saf
ety
.
L
eg
al
s
ch
o
lar
s
an
d
in
s
tr
u
cto
r
s
f
r
o
m
n
o
n
-
ed
u
ca
tio
n
d
e
p
ar
tm
en
ts
o
f
ten
teac
h
th
ese
la
w
co
u
r
s
es;
h
o
wev
er
,
th
e
y
g
en
er
ally
d
o
n
o
t
h
av
e
ad
eq
u
ate
k
n
o
wled
g
e
o
f
s
ch
o
o
l
law
o
r
p
r
o
p
er
teac
h
in
g
m
eth
o
d
s
.
L
eg
a
l
ed
u
ca
tio
n
f
ails
to
in
co
r
p
o
r
at
e
ed
u
ca
tio
n
al
p
r
ac
tice
d
y
n
a
m
ics,
wh
ich
r
esu
lts
in
f
u
tu
r
e
teac
h
er
s
o
b
tain
in
g
a
lim
ited
g
r
asp
o
f
th
e
leg
al
p
r
in
cip
les
r
elev
an
t
to
th
eir
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies
[
29
]
.
T
h
e
ab
s
en
ce
o
f
a
p
ed
ag
o
g
ical
co
n
tex
t
lead
s
leg
al
liter
ac
y
to
b
ec
o
m
e
an
o
p
tio
n
al
th
eo
r
etica
l
to
p
ic
in
s
tead
o
f
an
ess
en
tial
elem
en
t
o
f
teac
h
e
r
co
m
p
eten
ce
.
Pre
-
s
er
v
ice
teac
h
er
s
f
r
e
q
u
en
tly
lack
th
e
o
p
p
o
r
tu
n
ity
t
o
im
p
lem
en
t
leg
al
co
n
ce
p
ts
in
r
ea
l
-
w
o
r
ld
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
Stru
ctu
r
ed
leg
al
d
is
cu
s
s
io
n
s
an
d
r
e
f
l
ec
tio
n
ex
er
cises
o
n
s
ch
o
o
l
-
b
ased
leg
al
c
h
allen
g
es
ar
e
g
en
er
ally
ab
s
en
t
f
r
o
m
p
r
a
cticu
m
p
lace
m
en
ts
.
T
h
e
s
ep
a
r
atio
n
b
etwe
en
leg
al
k
n
o
wled
g
e
an
d
p
r
o
f
ess
io
n
al
p
r
ac
tice
r
em
ain
s
ev
id
en
t i
n
th
is
f
r
ag
m
en
te
d
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
.
E
d
u
ca
tio
n
al
p
r
o
g
r
am
s
f
o
r
tea
ch
er
s
ar
e
c
r
iticized
b
ec
a
u
s
e
th
eir
leg
al
c
u
r
r
icu
l
u
m
r
ep
ea
ts
th
e
s
am
e
m
ater
ial
m
u
ltip
le
tim
es.
Stu
d
en
ts
f
ail
to
ac
q
u
ir
e
c
r
itical
leg
al
r
ea
s
o
n
in
g
ab
ilit
ies
an
d
tr
ain
in
g
in
h
an
d
lin
g
am
b
ig
u
o
u
s
o
r
eth
ically
c
h
allen
g
in
g
s
itu
atio
n
s
th
at
ar
e
v
it
al
in
p
r
o
f
ess
io
n
al
teac
h
i
n
g
e
n
v
ir
o
n
m
en
ts
.
L
eg
a
l
liter
ac
y
in
s
tr
u
ctio
n
r
ef
o
r
m
in
Kaz
ak
h
s
tan
r
em
ain
s
in
co
m
p
lete
b
ec
au
s
e
ch
an
g
es
h
a
v
e
o
n
ly
b
ee
n
im
p
lem
e
n
te
d
in
s
m
all
s
eg
m
en
ts
.
Sev
er
al
in
s
titu
tio
n
s
h
av
e
lau
n
ch
ed
elec
t
iv
e
ed
u
ca
tio
n
law
co
u
r
s
es
o
r
h
av
e
in
clu
d
e
d
leg
al
to
p
ics
in
in
clu
s
iv
e
e
d
u
ca
tio
n
t
r
ain
in
g
p
r
o
g
r
am
m
er
s
.
T
h
ese
e
d
u
ca
tio
n
al
c
h
an
g
es
r
e
m
ain
is
o
lated
m
ea
s
u
r
es
th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
o
m
th
eo
r
y
to
p
r
a
ctice
:
ex
a
m
in
in
g
leg
a
l litera
cy
a
mo
n
g
p
r
e
-
s
ervice
tea
ch
ers
in
…
(
R
a
u
s
h
a
n
K
a
n
a
g
a
to
va
)
4605
lack
in
co
r
p
o
r
atio
n
i
n
to
th
e
n
atio
n
al
ac
cr
ed
itatio
n
cr
iter
ia
an
d
teac
h
er
tr
ai
n
in
g
lear
n
in
g
o
b
jectiv
es.
L
eg
al
liter
ac
y
cu
r
r
en
tl
y
ex
is
ts
as a
s
e
co
n
d
ar
y
asp
ec
t o
f
teac
h
er
p
r
ep
ar
atio
n
r
ath
er
th
an
a
f
o
u
n
d
atio
n
al
s
k
ill.
T
h
e
ex
is
tin
g
ed
u
ca
tio
n
al
a
p
p
r
o
ac
h
cr
ea
tes
a
m
ajo
r
g
a
p
b
etwe
en
p
o
licy
an
d
p
r
ac
tice,
d
esp
ite
Kaz
ak
h
s
tan
’
s
p
led
g
e
f
o
r
in
cl
u
s
iv
e
an
d
r
ig
h
ts
-
b
ased
ed
u
ca
tio
n
.
T
ea
ch
er
s
f
ac
e
ex
p
ec
tatio
n
s
to
f
o
llo
w
leg
al
g
u
id
elin
es
r
eg
ar
d
i
n
g
in
clu
s
io
n
an
d
s
tu
d
en
t
p
r
o
tectio
n
;
h
o
wev
er
,
th
ey
o
f
te
n
lack
th
e
n
ec
ess
ar
y
p
r
ep
ar
atio
n
to
m
ee
t
th
ese
r
eq
u
ir
em
en
ts
.
T
h
is
d
iv
is
io
n
r
aises
q
u
esti
o
n
s
ab
o
u
t
teac
h
er
welf
ar
e
an
d
leg
al
s
t
an
d
ar
d
s
,
as
well
as
co
n
ce
r
n
s
a
b
o
u
t
s
tu
d
en
t
r
ig
h
ts
an
d
th
e
in
teg
r
ity
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
.
T
o
ad
d
r
ess
th
is
is
s
u
e,
r
esear
ch
er
s
r
ec
o
m
m
en
d
im
p
le
m
en
tin
g
s
y
s
tem
ic
r
ef
o
r
m
s
,
in
clu
d
in
g
in
ter
d
is
cip
lin
ar
y
co
llab
o
r
atio
n
b
et
wee
n
ed
u
ca
tio
n
a
n
d
law
f
ac
u
lties
,
au
g
m
e
n
ted
b
y
s
im
u
latio
n
an
d
ca
s
e
-
b
ased
te
ac
h
in
g
a
p
p
r
o
ac
h
es,
a
n
d
i
n
teg
r
atin
g
leg
al
co
n
te
n
t
in
to
f
ield
p
lace
m
en
ts
an
d
p
e
d
ag
o
g
ical
p
r
o
g
r
am
s
[
27
]
,
[
29
]
,
wh
ich
m
u
s
t
in
clu
d
e
s
p
ec
i
f
ic
lear
n
in
g
o
u
tco
m
es
f
o
r
leg
al
c
o
m
p
eten
ce
t
o
en
s
u
r
e
th
at
leg
al
liter
ac
y
b
ec
o
m
es a
f
u
n
d
am
e
n
tal
elem
en
t o
f
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
ed
-
m
eth
o
d
s
r
esear
ch
d
esig
n
to
o
b
tain
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
leg
al
liter
ac
y
d
ev
elo
p
s
i
n
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
in
Kaz
ak
h
s
tan
.
B
y
in
teg
r
atin
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata,
t
h
is
s
tu
d
y
aim
ed
to
ca
p
t
u
r
e
n
o
t
o
n
ly
th
e
m
ea
s
u
r
ab
le
asp
ec
ts
o
f
le
g
al
k
n
o
wled
g
e
a
n
d
p
er
ce
p
tio
n
s
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
b
u
t
also
th
e
co
n
te
x
tu
al
an
d
e
x
p
er
ien
tial
d
im
en
s
io
n
s
o
f
th
eir
lea
r
n
in
g
.
T
h
e
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
en
ab
led
t
h
e
tr
ian
g
u
latio
n
o
f
d
ata
s
o
u
r
ce
s
,
th
er
e
b
y
e
n
h
an
ci
n
g
th
e
v
alid
ity
an
d
r
ich
n
ess
o
f
th
e
f
i
n
d
in
g
s
[
30
]
.
3
.
1
.
Resea
rc
h
s
et
t
ing
a
nd
pa
rt
icipa
nts
T
h
e
s
tu
d
y
u
tili
ze
d
a
c
o
n
v
e
r
g
en
t
m
ix
ed
-
m
et
h
o
d
s
d
esig
n
[
30
]
,
w
h
ich
i
n
v
o
lv
e
d
c
o
llectin
g
an
d
an
aly
zin
g
q
u
an
titativ
e
(
s
u
r
v
ey
)
an
d
q
u
alitativ
e
(
i
n
ter
v
iew)
d
ata
s
im
u
ltan
eo
u
s
ly
,
b
e
f
o
r
e
co
m
b
in
in
g
t
h
e
r
esu
lts
at
th
e
in
ter
p
r
etatio
n
s
tag
e.
T
h
is
d
esig
n
was
s
e
lecte
d
b
ec
au
s
e
it
f
ac
ilit
ates
th
e
tr
ian
g
u
latio
n
o
f
f
in
d
in
g
s
wh
ile
m
ain
tain
in
g
th
e
u
n
iq
u
e
s
tr
en
g
th
s
o
f
ea
ch
d
ata
s
tr
an
d
.
T
h
e
q
u
an
titativ
e
s
tr
an
d
o
f
f
er
s
an
o
v
er
v
iew
o
f
p
atter
n
s
in
ter
m
s
o
f
s
co
p
e
an
d
m
ag
n
itu
d
e,
wh
ile
th
e
q
u
alitativ
e
s
tr
an
d
p
r
o
v
id
es
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
atter
n
s
an
d
th
eir
co
n
tex
t.
Su
r
v
ey
f
in
d
in
g
s
wer
e
ex
p
lain
ed
an
d
elab
o
r
ated
u
p
o
n
th
r
o
u
g
h
th
e
u
s
e
o
f
in
ter
v
iew
d
ata
d
u
r
in
g
th
e
in
ter
p
r
etatio
n
s
tag
e.
T
ab
le
1
p
r
esen
ts
a
f
lo
wch
ar
t
o
f
th
e
r
esear
ch
p
r
o
ce
d
u
r
es
illu
s
tr
atin
g
th
e
co
n
cu
r
r
en
t d
ata
c
o
llectio
n
,
in
d
ep
en
d
en
t a
n
aly
s
is
o
f
ea
ch
s
tr
a
n
d
,
an
d
f
in
al
m
e
r
g
in
g
at
th
e
in
ter
p
r
etatio
n
p
h
ase.
T
ab
le
1
.
R
esear
ch
p
r
o
ce
d
u
r
e
f
lo
wch
ar
t
Q
u
a
n
t
i
t
a
t
i
v
e
st
r
a
n
d
Q
u
a
l
i
t
a
t
i
v
e
s
t
r
a
n
d
S
u
r
v
e
y
(
N
=
1
8
9
)
S
e
mi
-
st
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
s (N
=
2
0
)
5
se
c
t
i
o
n
s
,
3
3
i
t
e
ms
P
u
r
p
o
si
v
e
sam
p
l
i
n
g
P
i
l
o
t
t
e
s
t
e
d
(
n
=
1
5
)
30
-
4
5
mi
n
,
K
a
z
a
k
h
/
R
u
ssi
a
n
D
e
scri
p
t
i
v
e
s
t
a
t
s
,
t
-
t
e
s
t
s,
P
e
a
r
s
o
n
r
(
Ja
mo
v
i
)
B
r
a
u
n
a
n
d
C
l
a
r
k
e
[3
1
]
t
h
e
ma
t
i
c
a
n
a
l
y
si
s
P
h
a
se
2
:
m
e
r
g
i
n
g
& i
n
t
e
g
r
a
t
i
o
n
Tr
i
a
n
g
u
l
a
t
i
o
n
:
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
e
x
p
l
a
i
n
s q
u
a
n
t
i
t
a
t
i
v
e
p
a
t
t
e
r
n
s
F
i
n
d
i
n
g
s
o
r
g
a
n
i
z
e
d
b
y
t
h
r
e
e
R
Q
s
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
at
f
iv
e
p
u
b
lic
u
n
iv
er
s
ities
ac
r
o
s
s
Kaz
ak
h
s
tan
,
ea
ch
with
an
estab
lis
h
ed
f
ac
u
lty
o
f
ed
u
ca
tio
n
o
f
f
er
i
n
g
ac
cr
ed
ited
b
ac
h
elo
r
’
s
d
eg
r
ee
p
r
o
g
r
a
m
s
in
teac
h
er
tr
ain
in
g
.
T
h
ese
in
s
titu
tio
n
s
wer
e
s
elec
ted
to
r
ef
lect
g
eo
g
r
ap
h
ical
d
iv
er
s
ity
an
d
to
r
ep
r
ese
n
t d
if
f
er
en
t in
s
titu
tio
n
al
ty
p
es with
in
th
e
n
atio
n
al
ed
u
ca
tio
n
s
y
s
tem
.
Par
ticip
an
ts
wer
e
elig
ib
le
if
th
e
y
wer
e:
i
)
en
r
o
lled
in
a
B
ac
h
elo
r
o
f
E
d
u
ca
tio
n
p
r
o
g
r
am
at
o
n
e
o
f
f
i
v
e
s
elec
ted
p
u
b
lic
u
n
iv
er
s
ities
;
ii
)
in
th
eir
th
ir
d
o
r
f
o
u
r
th
y
ea
r
o
f
s
tu
d
y
,
h
a
v
in
g
co
m
p
leted
th
e
m
an
d
ato
r
y
‘
f
u
n
d
am
en
tal
la
w
’
co
u
r
s
e
an
d
at
least
o
n
e
p
r
ac
ticu
m
p
lace
m
en
t;
an
d
iii
)
willin
g
to
p
r
o
v
id
e
wr
itten
in
f
o
r
m
e
d
co
n
s
en
t.
Stu
d
en
ts
i
n
th
eir
f
ir
s
t
o
r
s
ec
o
n
d
y
ea
r
wer
e
ex
clu
d
e
d
b
ec
a
u
s
e
th
ey
wo
u
ld
n
o
t
y
et
h
av
e
ex
p
er
ien
ce
d
th
e
leg
al
e
d
u
ca
tio
n
co
m
p
o
n
en
t
u
n
d
e
r
in
v
esti
g
ati
o
n
.
A
to
tal
o
f
1
8
9
p
r
e
-
s
er
v
ice
teac
h
er
s
p
ar
ticip
ated
in
th
e
q
u
an
titativ
e
p
h
ase
,
as
s
ee
n
in
T
ab
le
2
.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
was
u
s
ed
d
u
r
in
g
th
e
q
u
a
n
titativ
e
s
tag
e.
L
in
k
s
to
an
o
n
lin
e
s
u
r
v
ey
wer
e
s
en
t
d
ir
ec
tly
to
th
e
u
n
iv
er
s
ity
em
ail
ac
co
u
n
ts
o
f
elig
ib
le
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
eir
3
r
d
an
d
4
th
y
ea
r
s
.
Fo
r
th
e
q
u
alitativ
e
s
tag
e,
a
n
ested
s
am
p
lin
g
tec
h
n
iq
u
e
was
ap
p
li
ed
:
r
esp
o
n
d
en
ts
wer
e
g
iv
en
th
e
o
p
p
o
r
tu
n
ity
to
v
o
lu
n
teer
f
o
r
a
f
o
llo
w
-
u
p
in
ter
v
iew
at
th
e
co
n
clu
s
io
n
o
f
th
e
o
n
lin
e
s
u
r
v
ey
.
Fro
m
th
ese
v
o
lu
n
teer
s
,
2
0
in
d
i
v
id
u
als we
r
e
d
elib
er
ate
ly
ch
o
s
en
to
e
n
s
u
r
e
a
r
an
g
e
o
f
p
er
s
p
ec
tiv
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
4
6
0
2
-
4613
4606
T
ab
le
2
.
Dem
o
g
r
ap
h
ic
d
is
tr
ib
u
tio
n
o
f
s
u
r
v
ey
p
ar
ticip
an
ts
(
N
=1
8
9
)
Y
e
a
r
of
s
t
u
d
y
M
a
l
e
F
e
mal
e
To
t
a
l
To
t
a
l
(
%)
3
r
d
y
e
a
r
33
55
88
4
6
.
6
4
t
h
y
e
a
r
43
58
1
0
1
5
3
.
4
To
t
a
l
76
1
1
3
1
8
9
1
0
0
3.
2
.
Da
t
a
c
o
llect
io
n
T
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
t
c
o
n
s
is
ted
o
f
3
3
item
s
g
r
o
u
p
e
d
in
t
o
f
iv
e
s
ec
tio
n
s
.
Prio
r
to
f
u
ll
d
e
p
lo
y
m
en
t,
th
e
s
u
r
v
ey
was p
ilo
ted
with
1
5
p
r
e
-
s
er
v
ice
teac
h
e
r
s
wh
o
wer
e
n
o
t in
clu
d
ed
in
t
h
e
f
in
al
s
am
p
le:
−
Sectio
n
A:
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
(
y
ea
r
o
f
s
tu
d
y
,
g
en
d
er
,
u
n
iv
er
s
ity
,
a
n
d
p
r
ac
ticu
m
co
m
p
letio
n
s
tatu
s
)
.
−
Sectio
n
B
:
6
-
item
m
u
ltip
le
-
ch
o
ice
leg
al
k
n
o
wled
g
e
test
co
v
er
in
g
k
ey
Kaz
a
k
h
s
tan
i
ed
u
ca
t
io
n
laws,
leg
al
s
o
u
r
ce
s
,
an
d
teac
h
e
r
liab
ilit
y
s
ce
n
ar
io
s
.
−
Sectio
n
C
:
8
-
item
s
itu
atio
n
al
leg
al
awa
r
en
ess
s
ca
le
(
4
-
p
o
in
t
L
ik
er
t:
s
tr
o
n
g
ly
d
is
ag
r
ee
to
s
tr
o
n
g
ly
ag
r
ee
)
.
C
r
o
n
b
ac
h
’
s
α
=
0
.
7
8
(
ac
ce
p
tab
l
e
in
ter
n
al
co
n
s
is
ten
cy
)
.
−
Sectio
n
D:
1
0
-
item
attitu
d
e
s
ca
le
m
ea
s
u
r
in
g
p
e
r
ce
iv
ed
im
p
o
r
tan
ce
o
f
an
d
m
o
tiv
atio
n
f
o
r
leg
al
liter
ac
y
.
C
r
o
n
b
ac
h
’
s
α
=
0
.
8
2
(
g
o
o
d
i
n
ter
n
al
co
n
s
is
ten
cy
)
.
−
Sectio
n
E
:
8
-
item
ev
alu
atio
n
s
ca
le
f
o
r
th
e
‘
f
u
n
d
am
en
tal
la
w
’
co
u
r
s
e
(
5
-
p
o
in
t
L
ik
e
r
t)
.
C
r
o
n
b
ac
h
’
s
α
=0
.
8
1
(
g
o
o
d
in
ter
n
al
c
o
n
s
is
ten
cy
)
.
I
n
s
tr
u
m
en
t
v
alid
ity
was
estab
l
is
h
ed
th
r
o
u
g
h
ex
p
er
t
r
ev
iew
p
r
io
r
to
p
ilo
tin
g
:
a
p
an
el
o
f
th
r
ee
ex
p
er
ts
r
ev
iewe
d
th
e
in
s
tr
u
m
en
t,
o
n
e
s
p
ec
ialis
t
in
ed
u
ca
tio
n
al
law,
o
n
e
teac
h
e
r
ed
u
ca
to
r
with
e
x
p
er
ien
ce
in
leg
al
liter
ac
y
r
esear
ch
,
an
d
o
n
e
m
et
h
o
d
o
lo
g
is
t
with
ex
p
er
tis
e
in
s
u
r
v
ey
d
esig
n
.
I
tem
s
wer
e
r
ev
i
s
ed
b
ased
o
n
e
x
p
er
t
f
ee
d
b
ac
k
b
ef
o
r
e
p
ilo
tin
g
.
T
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
g
u
id
e
in
clu
d
e
d
o
p
en
-
en
d
ed
q
u
e
s
tio
n
s
f
o
cu
s
in
g
o
n
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
o
f
leg
al
ed
u
ca
tio
n
,
th
e
ch
allen
g
es
f
ac
ed
d
u
r
in
g
p
r
ac
ticu
m
in
r
elatio
n
to
leg
al
m
atter
s
,
an
d
th
eir
v
iews
o
n
h
o
w
leg
al
liter
ac
y
co
u
ld
b
e
b
etter
d
ev
el
o
p
ed
.
I
n
ter
v
iews
wer
e
co
n
d
u
c
ted
in
p
er
s
o
n
o
r
v
ia
Z
o
o
m
,
d
ep
e
n
d
in
g
o
n
th
e
p
a
r
ticip
an
ts
’
lo
ca
tio
n
an
d
av
ail
ab
ilit
y
.
E
ac
h
in
ter
v
iew
last
ed
b
etwe
en
3
0
an
d
4
5
m
in
u
tes
an
d
was
co
n
d
u
c
ted
in
Kaz
ak
h
o
r
R
u
s
s
ian
,
ac
co
r
d
in
g
to
th
e
p
ar
ticip
a
n
ts
’
p
r
ef
e
r
en
ce
s
.
All
in
ter
v
iews we
r
e
au
d
io
-
r
ec
o
r
d
e
d
an
d
tr
a
n
s
cr
ib
ed
f
o
r
a
n
aly
s
is
.
3.
3
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
J
am
o
v
i
s
o
f
twar
e
.
Descr
ip
tiv
e
s
tatis
tics
(
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
f
r
eq
u
e
n
cies)
wer
e
u
s
ed
to
s
u
m
m
ar
ize
d
em
o
g
r
ap
h
ic
ch
ar
ac
te
r
is
tics
an
d
r
esp
o
n
s
es
ac
r
o
s
s
th
e
f
iv
e
s
ec
tio
n
s
.
Qu
alitativ
e
d
ata
f
r
o
m
th
e
in
ter
v
iews
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
al
y
s
is
,
f
o
llo
win
g
th
e
s
ix
-
p
h
ase
ap
p
r
o
ac
h
o
u
tlin
ed
b
y
B
r
au
n
an
d
C
lar
k
e
[3
1
]
.
T
h
e
in
itial
co
d
es
wer
e
d
ev
elo
p
ed
in
d
u
ctiv
ely
an
d
g
r
o
u
p
ed
in
t
o
b
r
o
ad
er
th
em
es
th
r
o
u
g
h
iter
ativ
e
co
m
p
ar
is
o
n
an
d
r
ef
in
e
m
en
t.
T
h
em
atic
f
in
d
in
g
s
wer
e
th
en
tr
ian
g
u
lated
with
q
u
an
titativ
e
d
ata
to
id
e
n
tify
c
o
n
v
er
g
en
c
e
an
d
d
iv
er
g
e
n
ce
in
s
tu
d
e
n
t
s
’
k
n
o
wled
g
e
an
d
ex
p
er
ien
ce
s
.
I
n
t
h
is
co
n
v
er
g
en
t
d
esig
n
,
a
s
id
e
-
by
-
s
id
e
co
m
p
ar
is
o
n
m
eth
o
d
was
em
p
lo
y
ed
d
u
r
in
g
th
e
in
ter
p
r
etatio
n
s
tag
e
to
in
te
g
r
at
e
b
o
th
q
u
an
titativ
e
an
d
q
u
alit
ativ
e
d
ata.
Sp
ec
if
ically
,
th
e
s
tatis
tical
d
escr
ip
tiv
e
r
esu
lts
f
r
o
m
t
h
e
s
u
r
v
e
y
,
s
u
c
h
as
k
n
o
wled
g
e
s
co
r
es
a
n
d
s
itu
atio
n
al
awa
r
en
ess
,
wer
e
alig
n
ed
with
th
e
k
ey
th
em
es
id
en
tifie
d
f
r
o
m
th
e
in
t
er
v
iew
tr
an
s
cr
ip
ts
.
T
h
is
tech
n
ical
p
r
o
ce
s
s
en
ab
led
th
e
q
u
alitativ
e
n
ar
r
ativ
es
to
d
ir
ec
tly
elu
cid
ate
th
e
s
u
b
tleties
u
n
d
er
ly
in
g
th
e
lo
w
c
o
n
f
id
e
n
ce
s
co
r
es o
b
s
er
v
ed
i
n
th
e
q
u
an
titativ
e
d
ata.
3.
4
.
E
t
hica
l
co
ns
idera
t
io
ns
T
h
is
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
th
e
eth
ical
p
r
in
cip
les
co
d
e
o
f
eth
ics
f
o
r
r
esear
ch
er
s
in
e
d
u
ca
tio
n
o
f
Kaz
ak
h
s
tan
.
All
p
ar
ticip
an
ts
p
r
o
v
i
d
ed
w
r
itten
in
f
o
r
m
ed
co
n
s
en
t
p
r
i
o
r
to
p
ar
ticip
atio
n
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
s
tu
d
e
n
ts
wer
e
in
f
o
r
m
e
d
th
at
n
o
n
-
p
a
r
ticip
atio
n
wo
u
ld
n
o
t
af
f
ec
t
th
eir
ac
ad
em
ic
s
tan
d
in
g
.
I
n
ter
v
iew
r
ec
o
r
d
in
g
s
an
d
tr
an
s
cr
ip
ts
wer
e
s
to
r
ed
in
p
ass
wo
r
d
-
p
r
o
tec
ted
f
iles
ac
ce
s
s
ib
le
o
n
ly
to
t
h
e
r
esear
ch
team
.
All
p
ar
ticip
an
t
d
ata
wer
e
an
o
n
y
m
ized
p
r
io
r
to
an
al
y
s
is
;
p
ar
ticip
an
ts
ar
e
id
en
tifie
d
in
th
is
r
ep
o
r
t
o
n
ly
b
y
s
tu
d
e
n
t n
u
m
b
er
(
e.
g
.
,
‘
Stu
d
en
t
7
’
).
4.
RE
SU
L
T
S
T
h
e
s
tu
d
y
r
esu
lts
,
d
er
iv
ed
f
r
o
m
m
ix
ed
-
m
eth
o
d
s
d
ata,
in
clu
d
in
g
s
u
r
v
ey
r
esp
o
n
s
es
f
r
o
m
1
8
9
p
r
e
-
s
er
v
ice
teac
h
er
s
an
d
in
ter
v
iews
with
2
0
p
ar
ticip
an
ts
,
a
r
e
p
r
esen
ted
in
th
is
s
ec
tio
n
.
T
h
e
f
in
d
in
g
s
wer
e
o
r
g
an
ized
in
to
th
r
ee
k
ey
th
e
m
atic
ca
teg
o
r
ies
alig
n
e
d
wit
h
th
e
r
esear
ch
q
u
esti
o
n
s
:
th
e
p
ar
ticip
an
ts
’
le
g
al
k
n
o
wled
g
e
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
c
o
n
ce
p
ts
,
t
h
eir
s
elf
-
ass
u
r
an
ce
in
a
p
p
ly
in
g
le
g
al
p
r
in
cip
les
an
d
s
o
lv
in
g
p
r
o
b
lem
s
,
a
n
d
th
eir
v
iews o
n
t
h
e
r
elev
an
ce
o
f
leg
al
e
d
u
ca
tio
n
to
th
eir
p
r
o
f
ess
io
n
al
f
ield
.
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
F
r
o
m
th
eo
r
y
to
p
r
a
ctice
:
ex
a
m
in
in
g
leg
a
l litera
cy
a
mo
n
g
p
r
e
-
s
ervice
tea
ch
ers
in
…
(
R
a
u
s
h
a
n
K
a
n
a
g
a
to
va
)
4607
4
.
1
.
L
eg
a
l
k
no
wledg
e
a
nd
co
ncept
ua
l und
er
s
t
a
nd
i
ng
Sectio
n
B
’
s
s
u
r
v
ey
r
esu
lts
,
c
o
n
s
is
tin
g
o
f
s
ix
m
u
ltip
le
-
ch
o
i
ce
q
u
esti
o
n
s
,
d
em
o
n
s
tr
ate
th
a
t
s
tu
d
en
ts
p
o
s
s
ess
m
in
im
al
f
ac
tu
al
u
n
d
e
r
s
tan
d
in
g
o
f
ed
u
ca
tio
n
law
a
n
d
s
ch
o
o
l
-
s
p
ec
if
ic
le
g
al
f
r
am
ewo
r
k
s
.
T
h
e
s
u
r
v
ey
r
esu
lts
in
d
icate
in
s
u
f
f
icien
t
f
ac
tu
al
leg
al
k
n
o
wled
g
e
am
o
n
g
th
e
p
ar
ticip
an
ts
.
Mo
s
t
s
u
r
v
ey
p
a
r
ticip
an
ts
an
s
wer
ed
less
th
an
h
alf
o
f
th
e
q
u
esti
o
n
s
co
r
r
ec
tly
i
n
th
e
s
ix
-
item
m
u
ltip
le
-
ch
o
ice
s
ec
tio
n
,
wh
er
e
t
h
e
av
e
r
ag
e
s
co
r
e
was 2
.
1
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
1
.
2
.
Sp
ec
if
ically
,
wh
ile
6
8
% o
f
r
esp
o
n
d
e
n
ts
co
r
r
ec
tly
id
en
tifie
d
th
e
law
o
n
ed
u
ca
tio
n
as
th
e
m
ain
leg
al
f
r
am
ewo
r
k
,
o
n
ly
4
1
%
u
n
d
er
s
to
o
d
th
e
f
u
n
ctio
n
o
f
th
e
law
o
n
th
e
s
tatu
s
o
f
teac
h
er
s
.
Fu
r
th
er
m
o
r
e
,
a
m
er
e
3
7
%
co
u
ld
p
in
p
o
in
t
v
alid
o
n
l
in
e
leg
al
s
o
u
r
ce
s
,
s
u
ch
as
Ad
il
et.
za
n
.
k
z,
an
d
o
n
ly
2
5
%
co
r
r
ec
tly
i
d
en
tifie
d
th
e
l
eg
al
p
ar
a
m
eter
s
o
f
teac
h
e
r
lia
b
ilit
y
in
a
ca
s
e
o
f
s
tu
d
en
t
i
n
ju
r
y
.
O
n
e
f
o
u
r
th
-
y
ea
r
s
tu
d
en
t
s
h
ar
ed
:
“
I
u
n
d
ers
ta
n
d
th
a
t
la
w
s
ex
is
t,
b
u
t
I
la
ck
k
n
o
w
led
g
e
o
f
th
eir
co
n
ten
t
a
n
d
th
eir
imp
a
ct
o
n
my
d
a
ily
a
ctivities.
I
r
ec
o
g
n
iz
e
leg
a
l
d
o
cu
men
t
titl
es
b
u
t
fa
il
t
o
u
n
d
ers
ta
n
d
th
eir
tr
u
e
s
ig
n
ifi
ca
n
ce
.
”
(
Stu
d
en
t 1
3
)
An
o
th
er
s
tu
d
en
t
n
o
ted
:
“
Th
e
cu
r
r
icu
lu
m
d
id
n
o
t
tea
ch
u
s
meth
o
d
s
fo
r
u
n
d
ers
ta
n
d
in
g
leg
a
l
texts.
Ou
r
s
tu
d
en
t
s
la
ck
in
fo
r
ma
tio
n
a
b
o
u
t
u
p
d
a
te
d
le
g
a
l
d
o
c
u
men
ts
a
lo
n
g
w
ith
meth
o
d
s
to
ve
r
ify
th
eir
cu
r
r
en
t
va
lid
ity
.
”
(
Stu
d
en
t 2
)
T
h
e
co
llected
o
b
s
er
v
atio
n
s
in
d
icate
th
at
s
tu
d
en
ts
d
o
n
o
t
p
o
s
s
ess
th
e
n
ec
ess
ar
y
s
k
ill
s
to
u
n
d
er
s
tan
d
an
d
u
tili
ze
leg
al
tex
ts
ef
f
ec
tiv
ely
.
T
h
e
lack
o
f
p
r
ac
tical
k
n
o
wled
g
e
o
r
ig
in
ates
f
r
o
m
th
e
t
h
eo
r
et
ical
n
atu
r
e
o
f
t
h
e
“
f
u
n
d
am
e
n
tal
law
”
co
u
r
s
e
co
n
ten
t
,
wh
ich
d
o
es
n
o
t
d
ir
ec
tly
r
elate
to
s
ch
o
o
l
s
ettin
g
s
,
an
d
f
r
o
m
th
e
in
s
u
f
f
icie
n
t
in
clu
s
io
n
o
f
le
g
al
to
p
ics in
tea
ch
in
g
o
r
p
r
ac
tical
tr
ain
i
n
g
m
o
d
u
les.
T
h
e
in
ter
v
iews
s
h
o
wed
th
at
n
u
m
er
o
u
s
s
tu
d
en
ts
h
ad
a
n
in
co
r
r
ec
t
u
n
d
e
r
s
tan
d
in
g
o
f
f
u
n
d
am
en
tal
leg
al
co
n
ce
p
ts
,
in
clu
d
in
g
d
u
e
p
r
o
c
ess
,
liab
ilit
y
,
an
d
leg
al
r
esp
o
n
s
ib
ilit
y
.
Mu
ltip
le
s
tu
d
en
ts
b
eliev
ed
th
at
leg
al
ac
co
u
n
tab
ilit
y
f
ell
s
o
lely
to
s
ch
o
o
l
p
r
in
cip
als,
wh
ile
o
th
er
s
wer
e
wo
r
r
ied
ab
o
u
t
p
er
s
o
n
al
r
ep
er
cu
s
s
io
n
s
f
r
o
m
r
ep
o
r
tin
g
ab
u
s
e.
T
h
e
lack
o
f
s
tr
u
ctu
r
ed
,
ca
s
e
-
b
ased
tr
ain
i
n
g
lead
s
to
th
e
u
n
d
er
d
ev
elo
p
m
e
n
t
an
d
d
is
to
r
tio
n
o
f
leg
al
liter
ac
y
am
o
n
g
s
tu
d
en
ts
.
4
.
2
.
Co
nfidenc
e
in leg
a
l a
pp
lica
t
io
n a
nd
pro
blem
s
o
lv
ing
Sectio
n
C
o
f
th
e
q
u
esti
o
n
n
air
e
ass
ess
ed
s
itu
atio
n
al
leg
al
awa
r
en
ess
th
r
o
u
g
h
eig
h
t
s
ce
n
ar
io
-
b
ased
s
tatem
en
ts
th
at
p
ar
ticip
an
ts
e
v
alu
ated
u
s
in
g
a
4
-
p
o
in
t
L
ik
er
t
s
ca
le
,
wh
er
e
1
r
e
p
r
esen
ted
s
tr
o
n
g
ly
d
is
ag
r
ee
an
d
4
in
d
icate
d
s
tr
o
n
g
ly
ag
r
ee
.
T
h
e
av
er
a
g
e
s
co
r
e
was
1
6
.
0
6
o
u
t
o
f
a
t
o
tal
o
f
3
2
p
o
in
ts
,
a
n
d
th
e
m
ed
ian
s
co
r
e
was
1
6
.
0
.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
th
at
p
eo
p
le
h
a
v
e
m
o
d
er
ate
k
n
o
wle
d
g
e
ab
o
u
t
leg
al
m
atter
s
b
u
t
f
e
el
u
n
ce
r
tain
ab
o
u
t
im
p
lem
en
tin
g
th
em
p
r
o
p
er
ly
.
Fu
r
th
er
m
o
r
e
,
t
-
test
s
in
d
icate
d
n
o
s
ig
n
if
ican
t
co
r
r
elatio
n
b
et
wee
n
s
tu
d
en
ts
wh
o
h
ad
c
o
m
p
leted
th
eir
p
r
ac
ticu
m
an
d
h
i
g
h
er
s
itu
atio
n
al
aw
ar
en
ess
s
co
r
es
(
p
>
0
.
0
5
)
,
in
d
i
ca
tin
g
th
at
cu
r
r
en
t
p
r
ac
ticu
m
e
x
p
er
ien
ce
s
d
o
n
o
t
ef
f
ec
tiv
ely
b
u
ild
leg
al
co
n
f
i
d
en
ce
.
Statem
en
ts
r
ec
eiv
i
n
g
t
h
e
lo
west
av
er
ag
e
r
atin
g
s
in
clu
d
ed
in
T
ab
le
3
.
T
ab
le
3
.
Self
-
r
e
p
o
r
ted
leg
al
liter
ac
y
S
c
e
n
a
r
i
o
s
t
a
t
e
me
n
t
M
e
a
n
(
o
u
t
o
f
4
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
“
I
k
n
o
w
h
o
w
t
o
r
e
p
o
r
t
s
u
sp
e
c
t
e
d
a
b
u
s
e
o
r
v
i
o
l
e
n
c
e
i
n
v
o
l
v
i
n
g
st
u
d
e
n
t
s
.
”
1
.
9
6
1
.
0
5
“
I
c
a
n
i
d
e
n
t
i
f
y
w
h
e
n
a
st
u
d
e
n
t
’
s r
i
g
h
t
s
a
r
e
v
i
o
l
a
t
e
d
d
u
e
t
o
e
x
c
l
u
s
i
o
n
o
r
b
i
a
s.
”
2
.
0
4
1
.
0
1
“
I
k
n
o
w
t
h
e
l
e
g
a
l
p
r
o
c
e
d
u
r
e
f
o
r
d
e
a
l
i
n
g
w
i
t
h
st
u
d
e
n
t
s
w
i
t
h
d
i
sa
b
i
l
i
t
i
e
s.”
1
.
9
9
0
.
9
9
“
I
k
n
o
w
w
h
i
c
h
i
n
s
t
i
t
u
t
i
o
n
s
t
o
c
o
n
t
a
c
t
i
f
my
r
i
g
h
t
s
a
s
a
t
e
a
c
h
e
r
a
r
e
v
i
o
l
a
t
e
d
.
”
2
.
1
0
1
.
0
3
T
h
is
u
n
ce
r
tain
ty
was r
ein
f
o
r
ce
d
in
th
e
in
ter
v
iews.
A
th
ir
d
-
y
e
ar
s
tu
d
en
t a
d
m
itted
:
“
Leg
a
l
s
itu
a
tio
n
s
a
r
e
co
mp
lica
ted
.
Ou
r
ed
u
ca
tio
n
a
l
cu
r
r
icu
lu
m
co
ve
r
s
r
ig
h
ts
a
n
d
r
esp
o
n
s
ib
ilit
ie
s
b
u
t fa
ils
to
d
emo
n
s
tr
a
te
th
eir
a
p
p
lica
tio
n
in
r
ea
l
-
w
o
r
ld
s
itu
a
tio
n
s
.
”
(
Stu
d
en
t 7
)
Du
r
in
g
th
eir
p
r
ac
ticu
m
,
s
tu
d
e
n
ts
g
r
ap
p
led
with
ty
p
ical
is
s
u
es,
in
clu
d
in
g
m
an
ag
i
n
g
co
m
p
lain
ts
f
r
o
m
p
ar
en
ts
,
d
ea
lin
g
with
u
n
au
th
o
r
ized
s
tu
d
en
t
f
ilm
in
g
,
an
d
d
ec
id
in
g
wh
eth
er
to
teac
h
s
tu
d
en
ts
wh
o
d
is
p
lay
b
eh
av
i
o
r
al
p
r
o
b
lem
s
.
Stu
d
e
n
ts
r
ec
o
g
n
ized
th
e
eth
ical
is
s
u
es
in
th
ese
m
atter
s
b
u
t
d
id
n
o
t
u
n
d
er
s
tan
d
h
o
w
to
r
ep
o
r
t
s
u
c
h
s
itu
atio
n
s
o
r
p
r
o
tect
th
em
s
elv
es.
C
er
tain
in
d
iv
id
u
als
ch
o
o
s
e
s
ilen
ce
as
a
way
to
p
r
ev
e
n
t
c
o
n
f
r
o
n
tatio
n
d
u
r
in
g
s
p
ec
if
ic
s
itu
atio
n
s
.
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
.
5
,
Octo
b
er
20
26
:
4
6
0
2
-
4613
4608
T
h
e
s
p
lit
b
etwe
en
eth
ical
g
o
als
an
d
p
r
o
ce
d
u
r
al
u
n
d
e
r
s
tan
d
in
g
r
ev
ea
led
th
at
leg
al
r
ea
s
o
n
in
g
d
ev
elo
p
m
e
n
t
f
ailed
in
b
o
th
cl
ass
r
o
o
m
less
o
n
s
an
d
p
r
ac
tical
tr
ain
in
g
.
Stru
ctu
r
ed
leg
al
r
e
f
lectio
n
d
u
r
in
g
th
e
p
r
ac
ticu
m
is
m
is
s
in
g
,
wh
ich
i
m
p
ed
es
s
tu
d
en
ts
f
r
o
m
ap
p
ly
in
g
th
eo
r
etica
l
k
n
o
wled
g
e
to
r
e
al
-
wo
r
ld
s
itu
atio
n
s
.
Pre
p
ar
atio
n
p
r
o
g
r
am
s
s
h
o
u
ld
in
co
r
p
o
r
ate
s
u
p
er
v
is
ed
s
im
u
la
tio
n
s
,
s
tr
u
ctu
r
ed
d
eb
r
ief
i
n
g
s
,
an
d
leg
al
r
esp
o
n
s
e
p
r
o
to
co
ls
,
ac
co
r
d
in
g
to
s
tu
d
e
n
ts
’
r
eq
u
ests
.
Par
ticip
an
ts
s
h
o
wed
en
th
u
s
iasm
f
o
r
in
co
r
p
o
r
a
tin
g
m
o
c
k
h
ea
r
in
g
s
an
d
team
-
b
ased
leg
al
s
ce
n
ar
io
s
tu
d
ies
in
to
ed
u
ca
tio
n
al
s
em
in
ar
s
.
W
h
ile
co
n
f
id
en
ce
an
d
k
n
o
wled
g
e
wer
e
l
o
w
,
s
ec
tio
n
D
o
f
th
e
s
u
r
v
e
y
r
e
v
ea
led
a
s
tar
k
co
n
tr
ast
in
s
tu
d
en
t
attitu
d
es.
Par
ticip
an
ts
d
em
o
n
s
tr
ated
a
h
ig
h
ly
p
o
s
itiv
e
attitu
d
e
to
war
d
th
e
im
p
o
r
tan
ce
o
f
le
g
al
liter
ac
y
,
with
a
m
ea
n
s
co
r
e
o
f
3
2
.
4
o
u
t
o
f
4
0
(
SD=3
.
5
)
.
T
h
e
v
ast
m
aj
o
r
ity
(
9
2
%)
ag
r
ee
d
o
r
s
tr
o
n
g
l
y
ag
r
ee
d
th
at
“l
eg
al
k
n
o
wled
g
e
is
ess
en
tial
f
o
r
a
s
u
cc
ess
f
u
l
teac
h
in
g
ca
r
ee
r
”
,
an
d
8
8
%
ex
p
r
ess
ed
a
d
esire
f
o
r
“
m
o
r
e
p
r
ac
tical
leg
al
tr
ain
in
g
”
with
in
th
eir
u
n
iv
er
s
i
ty
p
r
o
g
r
am
.
T
h
is
d
ata,
c
o
m
b
i
n
ed
with
in
te
r
v
iew
r
esp
o
n
s
es,
co
n
f
ir
m
s
th
at
th
e
d
ef
icit
in
leg
al
liter
ac
y
is
n
o
t
d
u
e
to
s
tu
d
en
t
ap
ath
y
,
b
u
t
r
a
th
er
s
tr
u
ctu
r
al
g
ap
s
in
th
e
p
r
o
v
is
io
n
o
f
r
elev
a
n
t
k
n
o
wled
g
e.
4
.
3
.
P
er
ce
ptio
ns
o
f
leg
a
l e
du
ca
t
io
n a
nd
pr
o
f
ess
io
na
l r
elev
a
nce
T
h
e
ev
alu
atio
n
r
esu
lts
f
r
o
m
s
ec
tio
n
E
s
h
o
wed
s
u
b
s
tan
tial
u
n
h
ap
p
i
n
ess
with
th
e
“
f
u
n
d
am
en
tal
law
”
co
u
r
s
e
b
ec
au
s
e
it
r
ep
r
esen
ts
th
e
p
r
im
ar
y
f
o
r
m
al
leg
al
co
n
ten
t
in
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
.
Par
ticip
an
ts
co
m
p
leted
a
r
atin
g
task
in
wh
ich
th
ey
ev
alu
ated
eig
h
t
s
tatem
en
ts
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
with
an
o
v
er
all
m
ax
im
u
m
attain
ab
le
s
co
r
e
o
f
4
0
.
T
h
e
av
er
a
g
e
r
atin
g
was
1
7
.
2
3
with
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
3
.
2
1
,
wh
ile
th
e
m
ed
ian
s
co
r
e
was 1
7
,
in
d
icati
n
g
a
r
esu
lt th
e
d
esire
d
p
o
s
itiv
e
s
tan
d
ar
d
.
Mo
s
t
s
tu
d
en
ts
d
is
ag
r
ee
d
with
th
e
claim
th
at
t
h
e
co
u
r
s
e
h
elp
ed
th
em
u
n
d
er
s
tan
d
le
g
al
p
r
o
ce
d
u
r
es
in
s
ch
o
o
ls
an
d
d
id
n
o
t
f
in
d
th
e
co
u
r
s
e
co
n
ten
t
r
elev
an
t
to
th
e
ir
teac
h
in
g
p
r
ac
tice
o
r
in
ter
ac
tiv
e
an
d
en
g
ag
in
g
teac
h
in
g
m
eth
o
d
s
.
Alth
o
u
g
h
th
e
co
u
r
s
e
h
ad
s
ev
er
al
li
m
itatio
n
s
,
th
e
s
tu
d
en
ts
ex
p
er
ien
ce
d
en
h
a
n
ce
d
co
m
p
eten
ce
in
m
ee
tin
g
leg
al
r
eq
u
ir
em
en
ts
af
ter
co
m
p
letin
g
th
e
co
u
r
s
e.
A
s
tatis
tical
an
aly
s
is
s
h
o
wed
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
lo
w
s
atis
f
ac
t
io
n
with
th
e
co
u
r
s
e
an
d
lo
w
s
elf
-
r
ep
o
r
ted
c
o
n
f
id
en
ce
in
leg
al
ap
p
licatio
n
(
r
=
0
.
6
5
,
p
<.
0
0
1
)
.
A
s
en
io
r
f
o
u
r
th
-
y
ea
r
s
tu
d
e
n
t p
r
o
v
id
ed
th
is
d
escr
ip
tio
n
o
f
th
e
co
u
r
s
e:
“
I
t
w
a
s
ju
s
t
lectu
r
es
-
th
eo
r
y
a
n
d
d
efin
itio
n
s
.
Th
e
cla
s
s
fa
iled
to
esta
b
lis
h
a
n
y
lin
k
b
etw
ee
n
its
co
n
ten
t
a
n
d
r
ea
l
-
w
o
r
ld
s
ch
o
o
l
ex
p
erien
ce
s
.
Du
r
in
g
th
e
en
tir
e
co
u
r
s
e
w
e
n
ev
er
d
is
cu
s
s
e
d
co
n
tr
a
cts o
r
fu
n
d
in
g
a
n
d
in
s
p
e
ctio
n
o
f th
e
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
ystem
.
”
(
Stu
d
en
t 1
9
)
An
o
th
er
s
tu
d
en
t
ad
d
e
d
:
“
Du
r
in
g
h
ig
h
s
ch
o
o
l
w
e
co
m
p
leted
tw
o
ye
a
r
s
o
f
leg
a
l
s
tu
d
ies.
Th
e
u
n
ivers
ity
co
u
r
s
e
r
ep
lica
ted
th
e
s
a
me
co
n
ten
t b
u
t p
r
esen
te
d
it in
less
in
ter
esti
n
g
termin
o
l
o
g
y
.
”
(
Stu
d
en
t
1
7
)
Su
r
v
ey
d
ata
d
em
o
n
s
tr
ated
t
h
at
o
v
er
6
0
%
o
f
s
tu
d
e
n
ts
ad
a
m
an
tly
d
e
n
ied
th
at
th
e
c
o
u
r
s
e
im
p
r
o
v
ed
th
eir
ab
ilit
y
to
m
an
ag
e
leg
al
m
atter
s
with
in
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
.
Par
ticip
an
ts
ev
alu
ated
b
o
th
th
e
co
n
ten
t
an
d
teac
h
in
g
m
eth
o
d
s
u
s
ed
in
th
e
p
r
o
g
r
a
m
.
T
h
e
co
u
r
s
e
lack
ed
leg
al
ca
s
e
an
aly
s
is
,
f
ailed
to
p
r
o
v
id
e
r
ea
l
-
s
ch
o
o
l
ex
am
p
les
an
d
au
th
en
tic
d
o
c
u
m
en
ts
,
an
d
d
id
n
o
t
in
clu
d
e
ass
ig
n
m
en
ts
f
o
cu
s
ed
o
n
p
o
licy
in
ter
p
r
etatio
n
;
f
u
r
th
er
m
o
r
e,
it
d
id
n
o
t in
v
ite
g
u
est s
p
ea
k
er
s
f
r
o
m
th
e
leg
al
p
r
o
f
ess
io
n
.
Stu
d
en
ts
ad
v
o
ca
ted
s
h
if
tin
g
a
way
f
r
o
m
th
e
o
r
etica
l
leg
al
tea
ch
in
g
s
to
war
d
p
r
ac
tice
-
b
ased
ed
u
ca
tio
n
m
eth
o
d
s
th
r
o
u
g
h
s
im
u
latio
n
s
an
d
ca
s
e
s
tu
d
ies
o
f
s
ch
o
o
l
law
,
as
well
a
s
ex
p
o
s
u
r
e
to
ac
tu
al
m
in
is
ter
ial
o
r
d
er
s
an
d
teac
h
er
r
eg
u
latio
n
s
.
On
e
s
tu
d
en
t su
g
g
ested
:
“
Ho
w
a
b
o
u
t
w
e
co
n
d
u
ct
a
n
a
n
a
lysi
s
o
f
a
n
a
ct
u
a
l
tea
c
h
er
c
o
n
tr
a
ct?
Or
r
ea
d
a
s
ch
o
o
l
in
s
p
ec
tio
n
r
ep
o
r
t?
A
n
a
lyzi
n
g
a
ctu
a
l
tea
c
h
er
co
n
tr
a
cts
w
o
u
ld
o
ffer
s
tu
d
en
ts
a
th
o
u
s
a
n
d
times
mo
r
e
p
r
a
ctica
l
b
en
efit th
a
n
r
ep
e
a
tin
g
th
eir m
emo
r
iz
a
tio
n
o
f th
e
C
o
n
s
titu
tio
n
.
”
(
Stu
d
en
t 1
1
)
Stu
d
en
ts
s
tated
th
at
leg
al
ed
u
ca
tio
n
s
h
o
u
ld
e
x
ten
d
b
ey
o
n
d
o
n
e
m
o
d
u
le.
T
h
ey
r
ec
o
m
m
e
n
d
ed
in
teg
r
atin
g
leg
al
liter
ac
y
in
to
v
ar
io
u
s
cu
r
r
icu
l
u
m
asp
ec
ts
,
s
u
ch
as
class
r
o
o
m
m
an
ag
em
e
n
t
an
d
s
ch
o
o
l
g
o
v
er
n
a
n
ce
,
to
g
eth
e
r
with
eth
ics.
Sev
er
al
in
d
iv
i
d
u
als
r
ec
o
m
m
e
n
d
ed
d
ev
elo
p
in
g
co
n
tex
t
-
r
elev
a
n
t
lear
n
i
n
g
b
y
ex
p
lo
r
in
g
Kaz
ak
h
s
tan
i e
d
u
ca
tio
n
c
o
u
r
t l
eg
al
ca
s
e
s
tu
d
ies an
d
o
f
f
icial
i
n
s
p
ec
tio
n
r
ep
o
r
ts
.
5.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
h
i
g
h
lig
h
t
a
s
ig
n
if
ican
t
a
n
d
wid
e
s
p
r
ea
d
s
h
o
r
tco
m
i
n
g
in
th
e
cu
l
tiv
atio
n
o
f
leg
al
liter
ac
y
with
in
Kaz
ak
h
s
tan
’
s
p
r
e
-
s
er
v
ice
teac
h
er
e
d
u
c
atio
n
f
r
am
ewo
r
k
.
Alth
o
u
g
h
asp
ir
in
g
teac
h
er
s
ar
e
an
ticip
ated
to
f
u
n
ctio
n
in
h
ig
h
ly
r
eg
u
late
d
ed
u
ca
tio
n
al
s
ettin
g
s
th
at
p
r
io
r
itize
s
tu
d
en
t
r
ig
h
t
s
,
ch
ild
p
r
o
tectio
n
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
o
m
th
eo
r
y
to
p
r
a
ctice
:
ex
a
m
in
in
g
leg
a
l litera
cy
a
mo
n
g
p
r
e
-
s
ervice
tea
ch
ers
in
…
(
R
a
u
s
h
a
n
K
a
n
a
g
a
to
va
)
4609
an
d
in
clu
s
iv
e
p
r
ac
tices,
th
eir
l
eg
al
tr
ain
in
g
is
s
ev
er
ely
lack
i
n
g
,
d
is
jo
in
ted
,
an
d
n
o
t
alig
n
e
d
with
p
r
o
f
ess
io
n
al
p
r
ac
tice.
T
o
c
o
m
p
r
e
h
en
d
th
e
r
ea
s
o
n
s
b
eh
in
d
th
is
d
ef
icien
cy
,
r
ath
er
th
an
m
er
ely
ac
k
n
o
wle
d
g
in
g
its
ex
is
ten
ce
,
it
is
ess
en
tial
to
en
g
ag
e
an
al
y
tically
with
th
e
th
eo
r
etica
l
f
r
a
m
ewo
r
k
th
at
s
u
p
p
o
r
ts
th
is
s
tu
d
y
an
d
to
cr
itically
co
m
p
ar
e
it with
in
s
ig
h
ts
f
r
o
m
in
ter
n
atio
n
al
r
esear
ch
.
An
aly
zin
g
th
e
s
tu
d
y
’
s
d
ata
th
r
o
u
g
h
th
e
len
s
o
f
No
n
a
k
a
’
s
[
32
]
s
o
cializa
tio
n
,
ex
te
r
n
aliza
tio
n
,
co
m
b
in
atio
n
,
in
ter
n
aliza
tio
n
(
SECI
)
m
o
d
el
o
f
k
n
o
wled
g
e
c
r
ea
tio
n
h
ig
h
lig
h
ts
a
f
ailu
r
e
at
ce
r
tain
id
en
tifia
b
le
s
tag
es
in
th
e
k
n
o
wled
g
e
tr
a
n
s
f
er
p
r
o
ce
s
s
.
T
h
e
u
n
iv
e
r
s
ity
s
y
s
tem
ef
f
ec
tiv
ely
co
n
v
e
y
s
ex
p
lic
it
k
n
o
wled
g
e
s
u
ch
as
d
ef
in
itio
n
s
,
co
n
s
titu
tio
n
al
p
r
in
cip
les,
an
d
b
r
o
a
d
leg
al
c
ateg
o
r
ies
v
ia
th
e
co
m
p
u
ls
o
r
y
‘
f
u
n
d
am
en
tal
law
’
co
u
r
s
e
.
Ho
wev
er
,
it
c
o
m
p
letel
y
f
alls
s
h
o
r
t
in
t
r
an
s
f
o
r
m
i
n
g
t
h
is
ex
p
licit
in
f
o
r
m
atio
n
in
t
o
t
h
e
tacit
k
n
o
wled
g
e
n
ec
ess
ar
y
f
o
r
p
r
o
f
ess
io
n
al
p
r
ac
tice.
T
h
is
in
clu
d
es
th
e
co
n
tex
t
-
s
p
ec
if
ic
ju
d
g
m
e
n
t
th
at
a
llo
ws
a
teac
h
er
to
r
ec
o
g
n
ize
wh
en
a
s
tu
d
e
n
t
’
s
r
ig
h
ts
ar
e
b
ein
g
in
f
r
i
n
g
ed
,
to
i
d
en
tify
th
e
ap
p
r
o
p
r
iate
leg
al
ch
an
n
el
f
o
r
r
e
p
o
r
tin
g
s
u
s
p
ec
ted
ab
u
s
e,
o
r
to
g
r
asp
th
e
leg
al
r
am
if
icatio
n
s
o
f
e
x
c
lu
d
in
g
a
s
tu
d
e
n
t
with
a
d
is
ab
ilit
y
.
Acc
o
r
d
in
g
to
No
n
ak
a
’
s
f
r
am
ewo
r
k
,
th
is
tr
an
s
f
o
r
m
atio
n
p
r
im
ar
ily
tak
es
p
lace
d
u
r
in
g
th
e
i
n
ter
n
aliz
atio
n
s
tag
e,
wh
er
e
ex
p
licit
k
n
o
wled
g
e
is
in
ter
n
alize
d
th
r
o
u
g
h
ex
p
e
r
ien
ce
a
n
d
b
ec
o
m
es
ac
tio
n
a
b
le.
T
h
e
lack
o
f
ca
s
e
-
b
ased
lear
n
in
g
,
leg
al
s
im
u
latio
n
s
,
s
tr
u
ctu
r
ed
p
r
ac
ticu
m
d
e
b
r
ief
in
g
s
,
an
d
s
ch
o
o
l
-
s
p
ec
if
ic
leg
al
m
o
d
u
les
m
ea
n
s
th
at
in
ter
n
aliza
tio
n
d
o
es
n
o
t
o
cc
u
r
.
Similar
ly
,
th
e
s
o
cializa
tio
n
s
tag
e,
wh
er
e
tacit
k
n
o
wled
g
e
i
s
tr
an
s
f
er
r
ed
f
r
o
m
ex
p
er
ien
ce
d
p
r
ac
titi
o
n
er
s
to
n
o
v
ices
th
r
o
u
g
h
co
m
m
u
n
ities
o
f
p
r
ac
tice
is
also
m
is
s
in
g
.
T
h
er
e
ar
e
n
o
leg
al
m
en
to
r
in
g
s
tr
u
ctu
r
es
in
p
r
ac
ticu
m
p
lace
m
en
ts
,
an
d
p
r
ac
ticin
g
teac
h
er
s
s
eld
o
m
e
x
p
licitly
d
em
o
n
s
tr
ate
leg
al
r
ea
s
o
n
in
g
.
C
o
n
s
eq
u
en
tly
,
th
e
d
ata
r
e
v
ea
l
s
tu
d
en
ts
wh
o
c
an
id
en
tif
y
laws
b
u
t
ca
n
n
o
t
ap
p
ly
th
em
,
wh
o
r
ec
o
g
n
ize
leg
al
titl
es b
u
t c
a
n
n
o
t a
r
ticu
late
th
eir
s
ig
n
if
ican
ce
.
T
h
e
u
n
d
er
l
y
in
g
is
s
u
e
o
f
th
is
s
tr
u
ctu
r
al
f
ailu
r
e
is
r
o
o
ted
in
th
e
way
th
e
cu
r
r
icu
lu
m
is
d
esig
n
ed
an
d
h
o
w
in
s
titu
tio
n
s
ar
e
o
r
g
a
n
ize
d
.
T
h
e
‘
f
u
n
d
am
e
n
tal
law
’
co
u
r
s
e
s
er
v
es
as
a
g
en
er
al
leg
al
in
tr
o
d
u
ctio
n
f
o
r
all
u
n
iv
er
s
ity
s
tu
d
en
ts
r
ath
er
th
a
n
a
s
p
ec
ialized
tr
ain
in
g
p
r
o
g
r
am
f
o
r
f
u
t
u
r
e
ed
u
ca
t
o
r
s
.
T
y
p
ically
,
it
is
d
eliv
er
ed
b
y
lawy
er
s
wh
o
ar
e
n
o
t
we
ll
-
v
er
s
ed
in
s
ch
o
o
l
law
o
r
teac
h
in
g
m
eth
o
d
s
,
an
d
its
co
n
ten
t
em
p
h
asizes
co
n
s
titu
tio
n
al
s
tr
u
ctu
r
es
an
d
civ
il
law
in
s
tead
o
f
p
r
ac
tical
r
esp
o
n
s
ib
ilit
ies
f
o
r
teac
h
er
s
,
s
u
ch
as
m
an
d
ato
r
y
ab
u
s
e
r
ep
o
r
tin
g
,
p
r
o
ce
d
u
r
es
f
o
r
ac
co
m
m
o
d
atin
g
d
is
ab
ilit
ies,
s
tu
d
en
t
p
r
iv
ac
y
r
ig
h
ts
,
an
d
th
e
p
ar
am
eter
s
o
f
teac
h
er
liab
ilit
y
.
Ma
ts
iu
k
[
33
]
n
o
tes
th
at
th
is
p
atter
n
is
ty
p
ic
al
o
f
p
o
s
t
-
So
v
iet
ed
u
ca
tio
n
s
y
s
tem
s
,
h
ig
h
lig
h
tin
g
a
tr
en
d
to
war
d
s
f
o
r
m
alis
tic,
c
o
n
tex
t
-
f
r
ee
leg
al
in
s
tr
u
ctio
n
t
h
at
m
ir
r
o
r
s
So
v
iet
-
er
a
m
eth
o
d
s
.
T
h
is
s
tu
d
y
is
th
e
f
ir
s
t
to
q
u
an
titativ
ely
c
o
n
f
ir
m
th
is
p
atter
n
in
Kaz
ak
h
s
tan
,
b
u
ild
i
n
g
o
n
Ma
ts
iu
k
’
s
co
m
p
ar
ativ
e
a
n
aly
s
is
b
y
p
r
o
v
id
i
n
g
em
p
ir
ical
ev
id
en
ce
o
f
its
im
p
ac
t o
n
s
tu
d
e
n
t c
o
m
p
eten
ce
.
T
h
e
r
esu
lts
alig
n
with
g
lo
b
al
r
esear
ch
o
n
th
e
leg
al
liter
ac
y
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
.
R
esear
ch
b
y
Ku
ts
y
u
r
u
b
a
et
a
l.
[
8
]
h
ig
h
lig
h
ted
leg
al
am
b
ig
u
ities
f
ac
ed
b
y
C
an
ad
ian
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
d
u
r
in
g
th
eir
p
r
ac
ticu
m
,
a
tr
en
d
ec
h
o
ed
in
th
is
s
tu
d
y
,
wh
er
e
6
0
%
o
f
s
tu
d
en
ts
in
d
icate
d
th
at
th
e
‘
f
u
n
d
a
m
en
tal
law
’
co
u
r
s
e
d
id
n
o
t
en
h
an
ce
th
eir
ca
p
ab
i
lity
to
h
a
n
d
le
leg
al
is
s
u
es
in
s
ch
o
o
ls
.
Similar
ly
,
W
ag
n
e
r
[
9
]
d
is
co
v
er
ed
th
at
Un
ited
States
(
US
)
p
r
e
-
s
er
v
ic
e
teac
h
er
s
wer
e
i
n
ad
eq
u
ately
p
r
ep
ar
e
d
leg
ally
u
p
o
n
c
o
m
p
le
tin
g
th
eir
p
r
o
g
r
am
s
,
attr
ib
u
tin
g
t
h
is
to
a
lack
o
f
leg
al
co
n
te
n
t
in
th
eir
t
r
ain
in
g
c
u
r
r
icu
la.
Per
r
y
-
Haz
an
an
d
T
al
-
W
eib
el
[
1
1
]
n
o
ted
th
at
I
s
r
ae
li
teac
h
er
s
wo
r
k
f
r
o
m
a
‘
d
is
em
p
o
we
r
ed
p
r
o
f
ess
io
n
al
s
tatu
s
’
p
ar
tly
d
u
e
t
o
th
e
ab
s
en
ce
o
f
leg
al
liter
ac
y
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
a
s
itu
atio
n
m
ir
r
o
r
ed
in
Kaz
ak
h
s
tan
,
wh
er
e
th
e
law
‘
o
n
th
e
s
tatu
s
o
f
th
e
teac
h
er
’
is
lar
g
ely
u
n
f
am
iliar
to
m
o
s
t
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
is
s
tu
d
y
,
with
o
n
ly
4
1
%
ab
le
to
ex
p
lain
its
p
u
r
p
o
s
e.
T
r
ea
cy
[
34
]
id
en
tifie
d
a
d
is
co
n
n
ec
t
in
I
r
ela
n
d
b
etw
ee
n
th
e
leg
al
k
n
o
wled
g
e
r
eq
u
i
r
ed
b
y
p
r
o
f
ess
io
n
al
co
n
d
u
ct
co
d
es
an
d
wh
at
is
tau
g
h
t
in
in
itial
teac
h
er
ed
u
ca
ti
o
n
,
a
g
ap
th
at
also
ch
ar
ac
ter
i
ze
s
th
e
s
itu
atio
n
in
Kaz
ak
h
s
tan
.
Sch
im
m
el
an
d
M
ilit
ello
[
5
]
f
o
u
n
d
th
at
US
teac
h
er
s
wo
u
ld
alter
th
eir
p
r
ac
tice
s
if
p
r
o
v
id
ed
with
r
elev
an
t
leg
al
in
f
o
r
m
atio
n
,
s
h
o
win
g
a
s
tr
o
n
g
willin
g
n
ess
to
d
o
s
o
.
T
h
is
is
s
tr
o
n
g
ly
s
u
p
p
o
r
ted
h
e
r
e,
wh
e
r
e
9
2
%
o
f
Kaz
ak
h
s
tan
i
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
ag
r
ee
d
o
n
th
e
im
p
o
r
tan
ce
o
f
leg
al
k
n
o
wled
g
e
,
an
d
8
8
%
ex
p
r
ess
ed
a
d
esire
f
o
r
m
o
r
e
p
r
ac
tical
leg
al
tr
ain
in
g
.
A
n
o
tab
le
d
if
f
er
en
ce
f
r
o
m
ce
r
tain
E
u
r
o
p
ea
n
s
ettin
g
s
is
o
b
s
er
v
ed
in
th
e
m
o
tiv
atio
n
al
ch
a
r
ac
ter
is
tics
o
f
lear
n
er
s
.
W
h
ile
s
o
m
e
r
esear
c
h
h
as
n
o
ted
s
tu
d
en
t
in
d
if
f
er
en
ce
to
war
d
s
leg
al
co
n
ten
t
in
te
ac
h
er
tr
ain
in
g
,
t
h
is
s
tu
d
y
r
ev
ea
ls
a
co
n
tr
asti
n
g
s
en
tim
en
t
f
r
u
s
tr
atio
n
r
ath
e
r
th
an
ap
ath
y
.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
d
is
s
atis
f
ac
tio
n
with
th
e
co
u
r
s
e
an
d
lo
w
s
elf
-
r
ep
o
r
ted
co
n
f
id
e
n
ce
(
r
=0
.
6
5
,
p
<
0
.
0
0
1
)
s
u
g
g
ests
th
at
s
tu
d
en
ts
ar
e
awa
r
e
o
f
th
e
s
h
o
r
tco
m
in
g
s
in
th
eir
p
r
ep
ar
atio
n
an
d
a
r
e
ac
tiv
ely
s
ee
k
in
g
im
p
r
o
v
e
d
r
eso
u
r
ce
s
.
I
n
ter
v
iew
d
ata
f
u
r
th
er
illu
m
in
ate
th
is
p
er
s
p
ec
tiv
e:
s
tu
d
en
ts
d
id
n
o
t
f
in
d
th
e
co
u
r
s
e
in
h
er
e
n
tly
ir
r
elev
an
t,
b
u
t
r
ath
er
ir
r
elev
a
n
t
in
its
cu
r
r
en
t
f
o
r
m
at.
Y
o
u
n
g
et
a
l.
[
1
3
]
c
o
n
ten
d
th
at
th
e
lack
o
f
r
ele
v
an
ce
-
b
ased
teac
h
in
g
m
eth
o
d
s
,
r
at
h
er
th
an
s
tu
d
en
t d
is
en
g
ag
em
e
n
t is th
e
m
ain
b
ar
r
ier
to
d
e
v
elo
p
in
g
leg
al
liter
ac
y
in
teac
h
er
e
d
u
ca
tio
n
.
T
h
e
q
u
an
titativ
e
r
esu
lts
co
n
c
er
n
in
g
th
e
s
itu
atio
n
al
awa
r
en
ess
item
s
with
th
e
lo
wes
t
s
c
o
r
es
h
av
e
s
ig
n
if
ican
t
p
r
o
f
ess
io
n
al
an
d
eth
ical
im
p
licatio
n
s
.
Acc
o
r
d
i
n
g
to
Ozk
a
y
a
an
d
C
o
lak
[
1
0
]
,
teac
h
er
s
o
f
ten
s
tr
u
g
g
le
to
ap
p
ly
le
g
al
co
n
ce
p
ts
in
p
r
ac
tice
b
ec
a
u
s
e
ab
s
tr
ac
t le
g
al
k
n
o
wled
g
e
d
o
es
n
o
t
ea
s
ily
tr
an
s
late
with
o
u
t
s
tr
u
ctu
r
ed
ex
p
er
ien
tial
lear
n
in
g
,
a
co
m
p
o
n
e
n
t
th
at
is
s
y
s
tem
atica
lly
lack
in
g
in
Kaz
ak
h
s
tan
i
teac
h
er
tr
ain
in
g
.
Kö
r
k
k
ö
et
a
l.
[
1
2
]
in
d
icate
t
h
at
p
r
o
f
ess
io
n
al
leg
al
u
n
ce
r
tain
ty
is
also
a
r
ec
o
g
n
ized
f
ac
to
r
co
n
tr
ib
u
tin
g
to
ea
r
ly
-
ca
r
ee
r
teac
h
er
b
u
r
n
o
u
t a
n
d
attr
itio
n
,
ad
d
in
g
a
d
im
en
s
io
n
o
f
teac
h
er
wellb
ein
g
to
th
e
e
x
is
tin
g
co
n
ce
r
n
f
o
r
s
tu
d
en
t p
r
o
tectio
n
.
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
.
5
,
Octo
b
er
20
26
:
4
6
0
2
-
4613
4610
T
h
e
in
ter
v
iew
d
ata
also
h
i
g
h
l
ig
h
t
h
o
w
th
e
teac
h
in
g
s
ty
le
i
n
leg
al
ed
u
ca
tio
n
co
n
v
ey
s
a
d
etr
im
en
tal
u
n
d
er
ly
i
n
g
m
ess
ag
e.
W
h
en
le
g
al
in
s
tr
u
ctio
n
is
p
r
esen
ted
as
d
etac
h
ed
lectu
r
es
th
at
ec
h
o
h
ig
h
s
ch
o
o
l
m
ater
ial
in
“
less
in
ter
e
s
tin
g
term
in
o
lo
g
y
”
(
Stu
d
en
t
1
7
)
,
it
co
m
m
u
n
i
ca
tes
to
s
tu
d
en
ts
th
at
leg
al
k
n
o
wled
g
e
is
m
er
ely
b
u
r
ea
u
c
r
atic
b
ac
k
g
r
o
u
n
d
r
at
h
er
th
an
an
ess
en
tial
p
r
o
f
e
s
s
io
n
al
to
o
l.
Pre
v
io
u
s
r
esea
r
ch
[
35
]
,
[
36
]
o
n
s
im
u
latio
n
-
b
ased
leg
al
lear
n
in
g
s
h
o
ws
th
at
th
is
s
itu
atio
n
ca
n
b
e
ch
an
g
ed
:
ac
tiv
ities
lik
e
ca
s
e
an
aly
s
es,
m
o
o
t
co
u
r
t
s
im
u
latio
n
s
,
an
d
s
tr
u
ct
u
r
ed
leg
al
r
o
le
p
lay
s
n
o
t
o
n
l
y
en
h
an
ce
f
ac
t
u
al
k
n
o
wled
g
e
b
u
t
also
f
o
s
ter
th
e
in
ter
n
aliza
tio
n
s
tag
e
o
f
No
n
ak
a
’
s
f
r
am
ewo
r
k
,
allo
win
g
s
tu
d
en
ts
to
d
e
v
elo
p
im
p
licit
leg
al
s
k
ills
th
r
o
u
g
h
g
u
id
ed
p
r
ac
tice.
T
h
e
s
tr
o
n
g
s
tu
d
en
t
d
em
an
d
f
o
r
th
ese
m
et
h
o
d
s
,
co
n
s
is
ten
tly
r
ef
lecte
d
in
b
o
th
s
u
r
v
e
y
an
d
in
ter
v
iew
d
ata
in
th
is
s
tu
d
y
,
in
d
icate
s
a
h
ig
h
o
p
en
n
ess
to
s
u
c
h
r
ef
o
r
m
s
.
5
.
1
.
I
mp
lica
t
io
ns
At
th
e
p
o
licy
lev
el,
it
is
ess
en
tial
to
in
teg
r
ate
leg
al
liter
ac
y
as
a
d
is
tin
ct
an
d
m
ea
s
u
r
ab
le
c
o
m
p
o
n
en
t
with
in
n
atio
n
al
teac
h
er
co
m
p
eten
cy
s
tan
d
ar
d
s
an
d
ac
cr
ed
it
atio
n
f
r
am
ewo
r
k
s
.
Ad
d
itio
n
al
r
eso
u
r
ce
s
,
s
u
ch
as
an
n
o
tated
g
u
i
d
es
to
s
ch
o
o
l
-
r
el
ated
leg
is
latio
n
ac
ce
s
s
ib
le
th
r
o
u
g
h
p
latf
o
r
m
s
lik
e
Ad
ilet.z
an
.
k
z,
wo
u
ld
f
u
r
th
er
f
ac
ilit
ate
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
ex
p
licit
leg
al
k
n
o
wled
g
e
in
ev
er
y
d
ay
p
r
o
f
ess
io
n
al
s
ettin
g
s
.
T
h
e
r
esu
lts
h
av
e
s
ig
n
if
ican
t
im
p
licatio
n
s
o
n
th
r
ee
f
r
o
n
ts
.
R
eg
ar
d
in
g
t
h
e
cu
r
r
icu
lu
m
,
th
e
im
m
e
d
iate
p
r
io
r
ity
is
to
r
ep
lace
th
e
g
en
er
ic
‘
f
u
n
d
am
en
tal
law
’
co
u
r
s
e
with
a
tailo
r
e
d
leg
al
li
ter
ac
y
m
o
d
u
le,
co
llab
o
r
ativ
el
y
d
ev
elo
p
ed
b
y
th
e
ed
u
ca
tio
n
an
d
law
f
ac
u
lties
.
T
h
is
m
o
d
u
le
s
h
o
u
ld
b
e
r
o
o
ted
in
Kaz
ak
h
s
tan
i
s
ch
o
o
l
law
an
d
tau
g
h
t
u
s
in
g
ca
s
e
-
b
ased
m
eth
o
d
s
,
s
u
ch
as
an
aly
zin
g
teac
h
er
c
o
n
tr
ac
ts
,
s
im
u
latin
g
ab
u
s
e
r
ep
o
r
tin
g
p
r
o
ce
d
u
r
es,
an
d
en
g
a
g
in
g
in
r
o
le
-
b
ased
d
is
cu
s
s
io
n
s
o
n
s
tu
d
en
t
r
i
g
h
ts
s
ce
n
ar
io
s
.
Ad
d
it
io
n
ally
,
leg
al
co
n
ten
t
s
h
o
u
ld
b
e
in
te
g
r
ated
i
n
to
ex
is
tin
g
p
ed
ag
o
g
ical
m
o
d
u
les,
in
clu
d
in
g
th
o
s
e
o
n
in
clu
s
iv
e
e
d
u
ca
tio
n
,
class
r
o
o
m
m
an
a
g
em
en
t,
an
d
p
r
ac
ticu
m
p
r
ep
ar
atio
n
,
r
ath
er
th
a
n
b
ein
g
is
o
lated
in
a
s
in
g
le
co
u
r
s
e.
T
h
is
m
eth
o
d
o
f
in
teg
r
atio
n
d
ir
ec
tly
ad
d
r
ess
es
th
e
I
n
ter
n
aliza
tio
n
d
ef
icit
b
y
p
r
o
v
id
in
g
s
tr
u
ctu
r
ed
o
p
p
o
r
t
u
n
ities
f
o
r
e
x
p
licit
leg
al
k
n
o
wled
g
e
to
tr
a
n
s
f
o
r
m
in
t
o
im
p
licit p
r
o
f
ess
io
n
al
co
m
p
eten
ce
th
r
o
u
g
h
g
u
id
e
d
ex
p
e
r
ien
c
e.
5
.
2
.
T
heo
r
et
ica
l
co
ntr
ibu
t
io
n
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
to
th
e
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
is
d
ev
elo
p
e
d
b
y
ad
a
p
tin
g
No
n
ak
a
’
s
SE
C
I
m
o
d
el
o
f
k
n
o
wled
g
e
cr
ea
tio
n
to
th
e
less
ex
p
lo
r
ed
ar
ea
o
f
leg
al
liter
ac
y
in
teac
h
er
ed
u
ca
tio
n
.
T
r
ad
itio
n
ally
,
leg
al
liter
ac
y
h
as b
ee
n
v
i
ewe
d
in
th
e
liter
atu
r
e
as m
er
el
y
th
e
ac
q
u
is
itio
n
o
f
ex
p
licit
f
ac
ts
.
Ho
wev
er
,
th
is
s
tu
d
y
r
e
f
in
es
th
at
v
iew
b
y
h
i
g
h
lig
h
tin
g
a
s
y
s
tem
ic
f
ailu
r
e
at
th
e
in
ter
n
aliza
tio
n
an
d
s
o
cializa
tio
n
s
t
ag
es.
W
e
s
p
ec
if
ically
q
u
esti
o
n
th
e
b
elief
th
at
f
o
r
m
al,
lectu
r
e
-
b
ased
leg
a
l e
d
u
ca
tio
n
alo
n
e
is
ad
eq
u
ate
f
o
r
p
r
ep
a
r
in
g
p
r
o
f
ess
io
n
als.
B
y
alig
n
in
g
th
e
g
ap
s
in
q
u
an
titativ
e
leg
al
k
n
o
wled
g
e
an
d
s
itu
atio
n
a
l
u
n
ce
r
tain
ty
with
No
n
ak
a’
s
s
ta
g
es,
th
e
s
tu
d
y
r
ev
ea
ls
th
at
e
x
p
licit
leg
al
k
n
o
wled
g
e
ca
n
n
o
t
b
e
tr
an
s
f
o
r
m
e
d
in
to
tacit,
p
r
ac
tical
p
r
o
f
ess
io
n
al
c
o
m
p
eten
ce
with
o
u
t
co
n
te
x
t
-
s
p
ec
if
ic
ed
u
ca
tio
n
al
m
eth
o
d
s
,
s
u
ch
as
ca
s
e
-
b
ased
s
im
u
latio
n
s
an
d
g
u
id
e
d
p
r
ac
t
icu
m
r
ef
lectio
n
s
.
T
h
is
f
u
s
io
n
o
f
k
n
o
wled
g
e
m
an
ag
em
en
t
th
eo
r
y
with
leg
al
ed
u
ca
tio
n
o
f
f
e
r
s
a
co
m
p
r
e
h
e
n
s
iv
e
th
eo
r
etica
l
ex
p
lan
atio
n
f
o
r
th
e
d
is
cr
ep
a
n
cy
b
etwe
en
ed
u
ca
tio
n
al
p
o
licy
r
eq
u
ir
em
e
n
ts
an
d
ac
tu
al
teac
h
er
r
ea
d
in
ess
,
p
r
o
v
id
in
g
a
f
r
e
s
h
co
n
ce
p
tu
al
f
r
am
ewo
r
k
f
o
r
d
ev
elo
p
in
g
teac
h
er
tr
ain
in
g
p
r
o
g
r
a
m
s
.
5
.
3
.
L
imi
t
a
t
io
ns
T
h
er
e
ar
e
s
ev
er
al
lim
itatio
n
s
to
co
n
s
id
er
.
Firstl
y
,
alth
o
u
g
h
th
e
s
am
p
le
o
f
1
8
9
s
tu
d
en
ts
f
r
o
m
f
iv
e
u
n
iv
er
s
ities
o
f
f
er
s
g
eo
g
r
ap
h
ic
al
d
iv
er
s
ity
,
it
d
o
es
n
o
t
f
u
lly
r
ep
r
esen
t
th
e
n
atio
n
al
p
o
p
u
lati
o
n
,
as
in
s
titu
tio
n
s
in
r
u
r
al
o
r
s
m
aller
r
eg
io
n
al
a
r
ea
s
wer
e
ex
clu
d
ed
.
Seco
n
d
ly
,
t
h
e
s
tu
d
y
’
s
r
elian
ce
o
n
s
elf
-
r
e
p
o
r
ted
m
ea
s
u
r
es
f
o
r
co
n
f
id
en
ce
a
n
d
attitu
d
es
in
tr
o
d
u
ce
s
th
e
p
o
s
s
ib
ilit
y
o
f
s
o
cial
d
esira
b
ilit
y
b
ias,
m
ea
n
in
g
s
tu
d
en
ts
m
ig
h
t
h
av
e
in
ac
cu
r
ately
r
ep
o
r
te
d
th
eir
c
o
n
f
id
en
ce
in
leg
al
k
n
o
wled
g
e
co
m
p
a
r
ed
t
o
th
eir
ac
tu
al
c
o
m
p
eten
ce
.
T
h
ir
d
ly
,
th
e
leg
al
k
n
o
wled
g
e
test
co
m
p
r
is
ed
o
n
l
y
s
ix
item
s
,
lim
itin
g
th
e
ac
c
u
r
ac
y
o
f
k
n
o
wled
g
e
-
lev
el
ass
ess
m
en
ts
;
a
m
o
r
e
ex
ten
s
iv
e
to
o
l
wo
u
ld
b
e
n
ec
ess
ar
y
to
th
o
r
o
u
g
h
ly
e
x
p
lo
r
e
th
e
leg
al
k
n
o
wled
g
e
l
an
d
s
ca
p
e.
Fo
u
r
th
ly
,
th
e
q
u
alitativ
e
co
m
p
o
n
en
t,
t
h
o
u
g
h
in
ten
tio
n
ally
s
elec
ted
,
in
clu
d
ed
o
n
ly
2
0
p
ar
ticip
a
n
ts
;
wh
ile
th
em
atic
s
atu
r
atio
n
was
ac
h
iev
ed
,
m
i
n
o
r
ity
ex
p
er
ie
n
ce
s
m
ig
h
t
n
o
t
b
e
f
u
lly
ca
p
tu
r
ed
.
L
astl
y
,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
p
r
ev
en
ts
an
y
ca
u
s
al
c
o
n
clu
s
io
n
s
ab
o
u
t
t
h
e
im
p
ac
t
o
f
th
e
cu
r
r
icu
lu
m
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
leg
al
liter
ac
y
o
v
er
tim
e.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
o
f
f
er
s
th
e
f
ir
s
t
em
p
ir
ical,
m
ix
ed
-
m
eth
o
d
s
ev
id
e
n
ce
h
ig
h
lig
h
tin
g
a
n
o
tab
le
g
a
p
in
leg
al
liter
ac
y
am
o
n
g
p
r
e
-
s
er
v
ice
te
ac
h
er
s
in
Kaz
ak
h
s
tan
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
cu
r
r
e
n
t
leg
al
t
r
ain
in
g
in
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
at
th
e
f
iv
e
u
n
iv
er
s
ities
ex
am
in
ed
is
co
n
s
is
ten
tly
lack
in
g
.
I
n
ad
d
r
ess
in
g
th
e
s
p
ec
if
ic
r
esear
ch
g
o
als,
th
e
s
tu
d
y
u
n
co
v
er
s
ala
r
m
in
g
ly
l
o
w
lev
els
o
f
p
r
ac
tical
le
g
al
k
n
o
wled
g
e.
Firstl
y
,
p
ar
ticip
an
ts
s
h
o
wed
a
lim
ited
f
ac
tu
al
g
r
asp
o
f
ed
u
ca
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1
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Th
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.
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.
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