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lear
n
in
g
p
r
o
ce
s
s
an
d
u
s
in
g
tech
n
iq
u
es
th
at
allo
w
t
h
em
to
im
m
er
s
e
th
em
s
elv
es
in
th
e
co
n
d
itio
n
s
o
f
p
r
o
f
ess
io
n
al
ac
tiv
ity
h
elp
s
s
tu
d
en
ts
lo
o
k
f
o
r
n
o
n
-
s
tan
d
a
r
d
s
o
lu
tio
n
s
o
f
co
r
e
is
s
u
es
an
d
s
im
u
late
th
e
p
r
o
ce
s
s
o
f
th
is
ac
tiv
ity
,
in
wh
ich
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
tak
es
p
lace
.
B
r
au
er
[
6
]
n
o
tes,
th
at
cu
r
r
icu
la
m
u
s
t
b
e
f
lex
ib
le
e
n
o
u
g
h
,
wh
ich
im
p
lies
th
e
a
b
ilit
y
to
r
esp
o
n
d
q
u
ick
ly
t
o
ch
a
n
g
es
in
s
o
ciety
,
as
well
as
co
r
r
esp
o
n
d
t
o
th
e
n
ew
co
n
d
itio
n
s
o
f
p
r
o
f
ess
io
n
al
ac
tiv
ity
,
in
clu
d
in
g
th
e
cu
r
r
en
t
n
ee
d
f
o
r
d
is
tan
ce
lear
n
in
g
a
n
d
teac
h
in
g
o
n
th
e
b
ac
k
g
r
o
u
n
d
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
M
o
d
er
n
izatio
n
o
f
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
at
th
e
s
tag
e
o
f
r
ef
o
r
m
p
r
o
ce
s
s
es
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
r
eq
u
ir
es
co
n
s
tan
t
ed
u
ca
tio
n
an
d
th
e
d
ev
elo
p
m
en
t
o
f
n
ec
ess
ar
y
s
k
ill
s
o
f
s
tu
d
e
n
ts
in
h
ig
h
er
ed
u
ca
tio
n
f
o
r
f
u
r
th
e
r
p
r
o
f
ess
io
n
al
ac
ti
v
ities
[
7
]
.
T
h
e
s
cien
tific
q
u
esti
o
n
a
d
d
r
ess
ed
in
th
is
s
tu
d
y
is
h
o
w
in
co
r
p
o
r
atin
g
p
r
ac
tice
-
o
r
ien
ted
m
eth
o
d
s
in
to
t
h
e
tr
ain
in
g
o
f
f
u
tu
r
e
teac
h
e
r
-
p
s
y
ch
o
lo
g
is
ts
m
ig
h
t
im
p
r
o
v
e
th
eir
p
r
o
f
ess
io
n
al
ab
ilit
ies
an
d
b
etter
p
r
ep
a
r
e
th
e
m
f
o
r
th
e
d
if
f
ic
u
lties
o
f
t
o
d
a
y
’
s
ed
u
ca
tio
n
al
an
d
s
o
cio
ec
o
n
o
m
ic
e
n
v
ir
o
n
m
en
ts
.
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
m
eth
o
d
o
lo
g
y
c
o
m
b
in
ed
an
al
y
zin
g
h
o
w
f
u
tu
r
e
p
r
o
f
ess
io
n
als
d
ev
elo
p
co
m
p
eten
cies
d
u
r
in
g
h
ig
h
er
ed
u
ca
tio
n
with
s
tu
d
y
in
g
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
co
n
d
itio
n
s
n
ee
d
ed
to
im
p
r
o
v
e
p
r
ac
tice
-
o
r
ien
te
d
tr
ain
in
g
f
o
r
f
u
tu
r
e
teac
h
e
r
-
p
s
y
ch
o
lo
g
is
ts
.
T
h
e
s
tu
d
y
ex
p
lo
r
ed
h
o
w
p
r
ac
tical
p
r
o
f
ess
io
n
al
s
k
ills
ar
e
d
ev
elo
p
ed
in
h
i
g
h
er
ed
u
ca
tio
n
b
y
ex
am
in
i
n
g
th
e
c
o
m
p
o
n
en
ts
o
f
p
r
ac
tice
-
o
r
ien
te
d
ed
u
ca
tio
n
d
u
r
in
g
ed
u
ca
tio
n
al
s
y
s
tem
ch
an
g
es
.
T
h
e
r
esear
ch
is
b
u
ilt
u
p
o
n
ex
is
tin
g
th
eo
r
ies
o
f
tr
ain
in
g
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
,
p
r
o
v
i
d
in
g
a
f
o
u
n
d
atio
n
f
o
r
u
n
d
e
r
s
tan
d
in
g
h
o
w
to
p
r
ep
ar
e
p
s
y
ch
o
l
o
g
y
an
d
ed
u
ca
tio
n
s
p
ec
ialis
t
s
th
r
o
u
g
h
p
r
ac
tice
-
o
r
ien
te
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
th
at
m
ee
ts
m
o
d
er
n
wo
r
k
p
lace
d
e
m
an
d
s
.
B
a
s
ed
o
n
a
n
aly
s
es
o
f
r
esear
ch
f
r
o
m
Kaz
a
k
h
s
tan
,
U
k
r
ain
e,
I
taly
,
t
h
e
USA,
Ger
m
an
y
,
No
r
way
,
an
d
Au
s
tr
alia,
we
ex
am
in
ed
h
o
w
p
r
ac
tice
-
o
r
ien
te
d
ed
u
ca
tio
n
d
ev
elo
p
s
in
h
ig
h
er
ed
u
ca
tio
n
an
d
w
h
at
co
n
d
itio
n
s
b
est
f
o
s
ter
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
T
h
is
in
v
esti
g
a
tio
n
r
ev
ea
le
d
c
h
allen
g
es
r
ela
ted
to
s
tu
d
en
ts
'
tr
aits
,
p
r
o
f
es
s
io
n
al
g
r
o
wth
,
an
d
m
o
tiv
atio
n
in
p
r
ac
tical
wo
r
k
,
p
ar
ticu
lar
ly
co
n
s
id
er
in
g
m
o
d
e
r
n
e
d
u
ca
tio
n
al
n
ee
d
s
,
d
ig
ital
t
r
an
s
f
o
r
m
atio
n
,
a
n
d
b
r
o
ad
e
r
s
o
cio
ec
o
n
o
m
ic
s
h
if
ts
.
T
h
e
r
esear
ch
u
n
f
o
ld
e
d
ac
r
o
s
s
th
r
ee
p
h
ases
,
b
eg
in
n
in
g
with
an
e
x
am
in
atio
n
o
f
p
r
ac
tice
-
o
r
ien
te
d
lear
n
in
g
th
eo
r
y
in
h
ig
h
er
ed
u
c
atio
n
.
T
h
is
an
aly
s
is
in
f
o
r
m
ed
u
n
d
er
s
tan
d
i
n
g
o
f
s
p
ec
ialis
t
tr
ain
in
g
an
d
p
r
ac
tical
s
k
ill
d
ev
elo
p
m
en
t.
T
h
e
n
r
ev
i
ewe
d
Kaz
ak
h
s
tan
'
s
h
ig
h
er
ed
u
ca
tio
n
leg
is
latio
n
an
d
r
elev
an
t
p
s
y
ch
o
lo
g
ical
-
p
ed
ag
o
g
ical
liter
atu
r
e,
wh
ich
h
elp
ed
estab
lis
h
k
ey
p
r
in
cip
le
s
o
f
p
r
ac
tice
-
o
r
ien
ted
ed
u
ca
tio
n
an
d
id
en
tify
h
o
w
s
tu
d
en
ts
d
ev
elo
p
p
r
o
f
ess
io
n
a
l
co
m
p
ete
n
cies
d
u
r
i
n
g
th
eir
s
tu
d
ies.
T
h
e
r
esear
ch
'
s
s
ec
o
n
d
s
tag
e
an
al
y
ze
d
m
eth
o
d
s
to
en
h
an
ce
p
r
ac
tice
-
o
r
ien
ted
tr
ain
in
g
f
o
r
p
s
y
ch
o
lo
g
y
teac
h
er
s
in
Kaz
ak
h
u
n
iv
e
r
s
ities
.
T
h
is
in
v
o
lv
ed
co
m
p
ar
in
g
f
in
d
in
g
s
with
o
th
e
r
s
ch
o
lar
s
'
wo
r
k
o
n
p
r
ac
tice
-
o
r
ien
ted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
e
x
p
lo
r
i
n
g
cu
r
r
icu
lu
m
im
p
r
o
v
em
e
n
ts
alig
n
ed
with
m
o
d
e
r
n
ed
u
ca
tio
n
al
r
ef
o
r
m
s
.
T
h
e
r
esear
ch
co
n
clu
d
ed
b
y
s
y
n
t
h
esizin
g
th
eo
r
etica
l
an
d
e
x
p
er
im
e
n
tal
f
in
d
in
g
s
o
n
p
r
ac
tice
-
o
r
ien
t
ed
tr
ain
in
g
o
f
p
s
y
c
h
o
lo
g
y
t
ea
ch
er
s
in
h
ig
h
er
ed
u
ca
tio
n
,
s
p
ec
if
ically
r
eg
a
r
d
i
n
g
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
'
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
T
h
ese
r
esu
lts
ca
n
in
f
o
r
m
t
h
e
d
esig
n
o
f
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
cu
r
r
ic
u
la.
3.
RE
SU
L
T
S
Pra
ctice
-
o
r
ien
ted
lear
n
in
g
h
as
b
ec
o
m
e
cr
u
cial
i
n
h
i
g
h
er
ed
u
ca
tio
n
,
f
o
s
ter
in
g
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
an
d
s
k
ill
d
ev
elo
p
m
en
t.
T
h
is
ap
p
r
o
ac
h
is
p
ar
ticu
lar
ly
v
ital
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
in
Kaz
ak
h
s
tan
,
wh
er
e
th
er
e'
s
an
u
r
g
en
t
n
ee
d
to
d
ev
elo
p
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
in
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
.
T
h
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
p
r
ac
tice
-
o
r
ien
te
d
m
eth
o
d
s
r
e
m
ain
s
ess
en
tial
at
all
ed
u
ca
tio
n
al
lev
els
to
p
r
e
p
ar
e
p
r
o
f
ess
io
n
als wh
o
ca
n
ef
f
ec
tiv
ely
ap
p
ly
t
h
eir
k
n
o
wled
g
e
[
8
]
.
T
h
e
m
o
d
e
r
n
izatio
n
o
f
m
o
d
er
n
ed
u
ca
tio
n
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
p
r
io
r
itizes
life
lo
n
g
lear
n
in
g
,
wh
er
e
th
e
n
ee
d
to
d
ev
elo
p
p
r
o
f
ess
io
n
al
co
m
p
ete
n
cies
an
d
p
er
s
o
n
al
q
u
alities
o
f
s
tu
d
e
n
ts
is
th
e
m
ain
f
o
cu
s
o
f
ed
u
ca
tio
n
al
r
ef
o
r
m
s
.
Dr
af
t
D
ec
r
ee
o
f
th
e
R
ep
u
b
lic
o
f
Ka
za
k
h
s
tan
“O
n
Ap
p
r
o
v
al
o
f
th
e
C
o
n
ce
p
t
f
o
r
th
e
Dev
elo
p
m
en
t
o
f
E
d
u
ca
tio
n
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
t
an
u
n
til
2
0
2
5
”
[
9
]
estab
lis
h
es
th
e
p
r
o
v
is
io
n
o
f
p
r
ac
tice
-
o
r
ien
te
d
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
to
g
ain
p
r
ac
tical
ex
p
er
ien
ce
b
ef
o
r
e
th
e
co
m
p
letio
n
o
f
h
ig
h
er
ed
u
ca
tio
n
.
T
h
u
s
,
th
e
s
tu
d
en
ts
ca
n
h
av
e
d
u
al
ed
u
ca
tio
n
,
wh
ich
im
p
lies
m
aster
in
g
th
e
th
e
o
r
etica
l
p
ar
t
o
f
th
e
ch
o
s
en
p
r
o
f
ess
io
n
an
d
th
e
r
ig
h
t
to
p
r
o
f
ess
io
n
al
p
r
ac
tice
with
em
p
lo
y
er
s
.
T
h
is
p
r
o
ject
also
s
tip
u
late
s
th
e
in
ter
ac
tio
n
o
f
th
e
ed
u
ca
tio
n
al
s
p
h
er
e
a
n
d
lab
o
r
m
ar
k
et,
wh
ich
will
allo
w
ed
u
ca
to
r
-
p
s
y
ch
o
lo
g
is
ts
an
d
g
r
ad
u
ates
n
o
t
o
n
ly
to
u
s
e
in
n
o
v
ativ
e
tech
n
o
lo
g
ies
in
lear
n
in
g
an
d
teac
h
in
g
b
u
t
also
to
im
p
r
o
v
e
p
s
y
ch
o
l
o
g
ical
an
d
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
in
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
co
m
p
eten
cies o
f
f
u
tu
r
e
s
p
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[
2
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,
[
4
],
[
6
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[
1
2
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.
T
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1
3
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.
I
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d
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m
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1
4
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.
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R
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ar
e
im
p
o
r
tan
t
co
m
p
o
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en
ts
in
d
eter
m
in
in
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e
r
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d
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ess
o
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th
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e
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ialis
t
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p
er
f
o
r
m
p
r
o
f
ess
io
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al
f
u
n
ctio
n
s
[
1
6
]
.
T
h
e
m
o
d
er
n
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
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t
m
u
s
t
h
av
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ab
s
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ac
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in
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o
d
m
e
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,
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e
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o
tio
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le
,
h
av
e
o
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a
n
izatio
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d
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m
m
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n
icatio
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s
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l,
as
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is
m
,
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ath
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,
d
ec
e
n
cy
,
p
er
s
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er
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ce
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a
n
d
h
o
n
esty
[
1
7
]
.
Fig
u
r
e
1
s
h
o
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e
m
ain
f
o
c
u
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o
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ig
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r
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e
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io
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At
th
e
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am
e
tim
e,
th
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lack
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f
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y
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tem
atic
u
n
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er
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r
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m
et
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d
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o
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As
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ch
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Fig
u
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h
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ai
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ts
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ain
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I
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d
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2252
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A
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3165
Fig
u
r
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1
.
T
h
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o
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el
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t tr
ain
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p
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ce
s
s
in
h
ig
h
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ed
u
ca
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n
[
1
5
]
–
[
1
8
]
Fig
u
r
e
2
.
Pra
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-
o
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ted
e
d
u
ca
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ap
p
r
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m
p
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n
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ts
[6
],
[
11
]
,
[
12
],
[
15]
R
esear
ch
s
h
o
ws
th
at
p
r
ac
tic
e
-
o
r
ien
ted
tr
ain
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f
f
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p
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o
lo
g
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er
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r
eq
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ir
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ec
if
ic
p
s
y
ch
o
lo
g
ical
a
n
d
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
th
at
in
teg
r
ate
t
h
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r
etica
l k
n
o
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e
with
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ac
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p
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ce
.
T
h
is
p
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ce
s
s
aim
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to
d
ev
elo
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p
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f
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g
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h
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s
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a
ctiv
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ig
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Su
cc
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tical
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ly
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f
f
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aits
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ef
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d
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d
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a
n
d
em
o
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s
tab
ilit
y
[
1
9
]
.
M
o
r
eo
v
er
,
p
r
o
d
u
ctiv
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p
r
ac
tical
ac
tiv
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ass
u
m
es f
o
r
m
ed
p
r
o
f
ess
io
n
al
co
m
p
eten
cies,
in
p
a
r
ticu
lar
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
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2
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I
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J
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4
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Au
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t
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25
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3
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-
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0
3166
-
Gen
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p
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R
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ativ
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ts
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s
e
o
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in
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ativ
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p
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d
ag
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tech
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l
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ies
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d
ap
p
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k
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d
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d
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ce
to
t
h
e
m
ain
p
ed
a
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task
s
,
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d
th
e
ab
ilit
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to
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aly
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th
eir
ac
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ities
.
-
Gen
er
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p
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f
ess
io
n
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co
m
p
ete
n
cies
f
o
r
teac
h
er
-
p
s
y
ch
o
lo
g
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ts
en
co
m
p
ass
s
u
b
ject
ex
p
er
tis
e,
o
r
g
an
izatio
n
al
s
k
ills
,
eth
ical
co
n
d
u
ct,
co
m
m
u
n
icatio
n
ab
ilit
ies,
p
r
ac
tical
k
n
o
wled
g
e
a
p
p
licatio
n
,
d
iag
n
o
s
tic
ca
p
ab
ilit
ies,
an
d
tech
n
o
lo
g
ical
p
r
o
f
icien
c
y
.
T
h
e
d
e
m
an
d
f
o
r
c
o
m
p
etitiv
e
s
p
ec
ialis
ts
d
eter
m
in
es
th
e
n
ee
d
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
p
r
ac
tice
-
o
r
ien
ted
lear
n
in
g
in
h
i
g
h
er
e
d
u
ca
tio
n
,
as
well
as
th
e
cr
e
atio
n
o
f
ef
f
ec
tiv
e
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
f
u
tu
r
e
ed
u
ca
to
r
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p
s
y
ch
o
lo
g
is
ts
b
ased
o
n
th
e
f
o
r
m
atio
n
o
f
ap
p
lied
k
n
o
wled
g
e
a
n
d
p
r
ac
tical
ac
tiv
ities
.
T
h
e
co
n
ce
p
t
o
f
a
p
r
ac
tice
-
o
r
ie
n
ted
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
was
q
u
ic
k
ly
ad
o
p
ted
i
n
th
e
g
lo
b
al
e
d
u
ca
tio
n
s
y
s
tem
,
wh
er
e
co
m
p
eten
t
s
p
ec
ialis
ts
wh
o
m
ee
t
m
o
d
er
n
s
o
ciety
’
s
r
eq
u
ir
em
en
ts
im
p
ly
th
e
im
p
r
o
v
e
m
en
t
o
f
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
im
p
lem
en
tatio
n
o
f
p
r
ac
ti
ce
-
o
r
ien
ted
ed
u
ca
tio
n
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
en
r
ic
h
es
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
with
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
in
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
ed
u
ca
to
r
-
p
s
y
ch
o
lo
g
is
ts
an
d
o
p
e
n
s
n
ew
o
p
p
o
r
tu
n
ities
to
v
er
if
y
th
e
g
l
o
b
al
co
n
ce
p
ts
o
f
s
tu
d
en
ts
’
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
f
o
r
m
a
tio
n
,
wh
ich
allo
ws
d
esig
n
in
g
an
d
p
r
ed
ictin
g
th
e
lear
n
in
g
o
u
tco
m
es in
g
en
er
al.
T
h
e
p
r
ac
tice
-
o
r
ien
ted
ap
p
r
o
ac
h
in
th
e
Ger
m
an
ed
u
ca
tio
n
al
p
r
o
ce
s
s
h
as
b
ee
n
u
s
ed
in
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
s
p
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ialis
ts
f
o
r
m
o
r
e
th
an
5
0
y
ea
r
s
[
2
0
]
.
T
h
e
p
r
in
cip
le
o
f
d
u
ality
in
tr
ain
in
g
a
n
d
b
u
s
in
ess
cr
ea
tes
a
s
u
cc
ess
f
u
l
m
o
d
el
o
f
h
ig
h
e
r
ed
u
ca
tio
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,
wh
er
e
th
e
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tu
d
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n
ts
’
n
ee
d
f
o
r
q
u
ality
tr
ain
in
g
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d
p
r
ac
tice
ar
e
m
et
an
d
th
e
n
ee
d
s
o
f
s
o
ciety
(
b
u
s
in
es
s
)
in
ac
q
u
ir
in
g
q
u
alif
ied
wo
r
k
er
s
ar
e
s
atis
f
ied
as
well.
I
t
s
h
o
u
ld
b
e
n
o
te
d
th
at
Ger
m
an
y
p
r
o
v
id
es
th
e
p
o
s
s
ib
ilit
y
o
f
d
u
al
tr
ain
in
g
f
o
r
3
2
7
s
p
ec
ialties
,
in
clu
d
in
g
th
e
tr
ain
i
n
g
o
f
p
ed
ag
o
g
ical
an
d
p
s
y
ch
o
lo
g
ical
p
r
o
f
ess
io
n
s
.
I
n
co
n
tr
ast
to
th
e
Ger
m
an
ed
u
ca
tio
n
al
s
y
s
tem
,
Gr
ea
t
B
r
itain
h
as
b
ee
n
im
p
r
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v
in
g
ap
p
r
o
ac
h
es
to
th
e
p
o
s
s
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ilit
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o
f
en
h
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n
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e
p
r
ac
tical
tr
ain
in
g
o
f
s
p
ec
ialis
ts
s
in
ce
th
e
b
eg
in
n
i
n
g
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
2
1
]
.
Simu
latio
n
in
p
r
ac
tice
-
o
r
ien
ted
lear
n
in
g
p
r
ep
ar
es
s
tu
d
e
n
ts
f
o
r
th
ei
r
f
u
t
u
r
e
p
r
o
f
ess
io
n
u
n
d
er
m
en
to
r
s
u
p
er
v
is
io
n
in
a
co
n
tr
o
lled
e
n
v
ir
o
n
m
en
t,
allo
win
g
f
o
r
ea
r
l
y
ad
ju
s
tm
en
ts
.
T
h
e
im
p
ac
t
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
p
r
o
v
ed
to
b
e
a
ch
allen
g
e
f
o
r
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
wo
r
ld
wid
e
[
2
2
]
.
T
h
u
s
,
o
n
lin
e
u
n
iv
er
s
ities
in
I
taly
wer
e
p
ar
ti
ally
p
r
ep
a
r
ed
f
o
r
u
n
f
a
v
o
r
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le
co
n
d
itio
n
s
,
b
u
t
th
e
p
r
o
b
lem
was
s
till
r
elev
an
t,
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
wer
e
f
o
r
ce
d
to
s
witch
to
d
is
tan
ce
lear
n
in
g
[
2
3
]
.
W
h
ile
tech
n
o
lo
g
y
e
n
ab
les
p
r
ac
tical
ed
u
ca
tio
n
d
eliv
er
y
an
d
e
x
p
er
i
en
tial
lear
n
in
g
th
r
o
u
g
h
o
n
lin
e
f
o
r
m
ats
lik
e
g
r
o
u
p
co
n
f
er
e
n
ce
s
,
d
is
tan
ce
lear
n
in
g
r
aises
co
n
ce
r
n
s
a
b
o
u
t
ac
a
d
em
ic
in
teg
r
ity
a
n
d
its
im
p
ac
t
o
n
th
eo
r
etica
l
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
T
h
e
i
n
v
o
lv
em
e
n
t
o
f
s
tu
d
e
n
ts
in
e
x
tr
ac
u
r
r
icu
la
r
wo
r
k
t
h
r
o
u
g
h
a
p
r
ac
tice
-
o
r
ien
ted
ap
p
r
o
ac
h
ac
ts
as
a
co
n
ce
p
tu
al
b
asis
in
th
e
h
ig
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
C
an
ad
a
an
d
t
h
e
USA,
wh
er
e
th
e
p
r
ac
tical
o
r
ien
tatio
n
o
f
e
d
u
ca
ti
o
n
is
a
lead
in
g
f
ac
to
r
in
th
e
tr
a
in
in
g
o
f
co
m
p
etitiv
e
s
p
ec
ialis
ts
[
2
4
]
,
[
2
5
]
.
I
n
teg
r
atio
n
o
f
h
ig
h
er
ed
u
c
atio
n
o
f
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
in
to
th
e
B
o
lo
g
n
a
s
y
s
tem
im
p
lies
f
o
llo
win
g
th
e
p
r
in
cip
les
o
f
t
h
is
p
r
o
ce
s
s
,
wh
ich
allo
ws
ad
o
p
tin
g
t
h
e
ex
p
e
r
ien
ce
o
f
u
s
in
g
an
d
e
f
f
ec
tiv
ely
im
p
lem
en
tin
g
m
o
d
e
r
n
a
p
p
r
o
a
ch
es
to
lear
n
i
n
g
.
T
h
e
m
o
d
er
n
izatio
n
o
f
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
o
f
Kaz
a
k
h
s
tan
im
p
lies
two
-
tier
ed
u
ca
tio
n
(
b
ac
h
elo
r
/m
aster
)
,
th
e
u
s
e
o
f
th
e
E
u
r
o
p
ea
n
cr
e
d
it
tr
an
s
f
e
r
an
d
ac
cu
m
u
latio
n
s
y
s
tem
,
q
u
ality
c
o
n
tr
o
l,
in
cr
ea
s
in
g
s
tu
d
en
t
m
o
b
ilit
y
,
en
s
u
r
in
g
em
p
lo
y
m
en
t
o
f
f
u
tu
r
e
s
p
ec
ialis
ts
an
d
th
e
im
p
lem
en
tatio
n
o
f
t
h
e
E
u
r
o
p
ea
n
s
y
s
tem
o
f
ed
u
ca
tio
n
[
9
]
.
T
ea
ch
er
s
m
u
s
t
cr
ea
te
co
n
d
it
io
n
s
th
at
en
co
u
r
a
g
e
s
elf
-
ed
u
ca
tio
n
,
p
r
o
f
ess
io
n
al
id
en
tity
,
an
d
c
o
m
p
eten
c
y
d
e
v
elo
p
m
en
t
d
esp
ite
r
ed
u
ce
d
class
tim
e.
T
h
e
r
esear
c
h
h
ig
h
lig
h
ts
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
p
r
ac
tice
-
o
r
ien
ted
t
r
ain
in
g
f
o
r
p
s
y
c
h
o
lo
g
y
teac
h
e
r
s
in
Kaz
ak
h
s
tan
'
s
m
o
d
er
n
izin
g
h
ig
h
er
e
d
u
ca
tio
n
s
y
s
tem
.
A
d
etailed
ex
am
in
atio
n
o
f
th
e
d
ata
r
ev
ea
ls
th
at,
wh
ile
th
e
p
r
ac
tice
-
o
r
ien
ted
ap
p
r
o
ac
h
s
atis
f
ies
th
e
u
r
g
en
t
n
ee
d
f
o
r
e
d
u
ca
tio
n
to
co
n
f
o
r
m
with
s
o
cial
ch
an
g
es
an
d
lab
o
r
m
a
r
k
et
n
ee
d
s
,
its
ef
f
icac
y
is
d
ep
en
d
en
t
o
n
m
o
r
e
t
h
an
s
im
p
ly
cu
r
r
icu
l
ar
im
p
r
o
v
em
en
ts
.
T
h
e
in
teg
r
a
tio
n
o
f
th
eo
r
etica
l
an
d
p
r
ac
tical
tr
ain
in
g
is
o
n
ly
s
u
cc
ess
f
u
l
wh
en
s
u
p
p
o
r
ted
b
y
in
s
titu
tio
n
al
s
tr
u
ctu
r
es
th
at
allo
w
f
o
r
c
o
n
tin
u
al
f
ee
d
b
ac
k
an
d
ch
an
g
e,
p
ar
ticu
lar
ly
in
q
u
ick
ly
ch
a
n
g
i
n
g
d
o
m
ai
n
s
s
u
ch
as
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
.
T
h
is
r
ev
ea
ls
a
p
o
ten
tial
g
ap
:
wh
ile
th
e
s
tu
d
y
f
o
cu
s
es
o
n
in
ten
s
iv
e
p
r
ac
tical
ex
p
er
ien
ce
s
,
litt
le
atten
tio
n
is
p
lace
d
o
n
ev
alu
atin
g
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
s
u
ch
tr
ain
in
g
o
n
ca
r
ee
r
p
er
f
o
r
m
an
ce
o
r
p
r
o
f
ess
io
n
al
g
r
o
wth
b
ey
o
n
d
g
r
ad
u
atio
n
.
Fu
r
th
er
m
o
r
e
,
wh
ile
th
e
s
tu
d
y
in
clu
d
es
in
ter
n
atio
n
al
co
m
p
a
r
is
o
n
s
,
it
ass
u
m
es
th
at
s
u
cc
ess
f
u
l
m
o
d
els
f
r
o
m
co
u
n
t
r
ies
s
u
ch
as
Ger
m
an
y
ca
n
b
e
ea
s
ily
tr
a
n
s
f
er
r
ed
to
Kaz
a
k
h
s
tan
with
o
u
t
tak
in
g
i
n
to
ac
co
u
n
t
c
u
ltu
r
al,
ec
o
n
o
m
ic,
o
r
ed
u
ca
tio
n
al
in
f
r
astru
ctu
r
e
v
ar
iatio
n
s
th
at
m
ay
s
lo
w
d
o
wn
im
p
lem
en
tatio
n
.
Fu
r
th
er
m
o
r
e,
th
e
r
elian
ce
o
n
tech
n
o
lo
g
y
,
p
ar
ticu
lar
ly
in
lig
h
t
o
f
th
e
C
OVI
D
-
1
9
e
p
id
em
ic,
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
o
n
g
o
in
g
in
v
estme
n
t
in
d
ig
ital
to
o
ls
,
alth
o
u
g
h
th
e
p
o
s
s
ib
le
d
if
f
icu
lties
o
f
u
n
ev
en
ac
ce
s
s
to
s
u
ch
tech
n
o
lo
g
ies
ar
e
n
o
t
co
m
p
letely
ad
d
r
ess
ed
.
W
h
ile
th
e
ch
an
g
e
to
d
ig
ital
lear
n
in
g
p
r
esen
ts
b
en
ef
its
,
it
co
u
ld
in
cr
ea
s
e
g
ap
s
am
o
n
g
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
in
ar
ea
s
with
in
s
u
f
f
icien
t te
ch
n
o
l
o
g
y
i
n
f
r
astru
ctu
r
e.
W
h
i
l
e
l
e
g
is
l
at
i
v
e
s
u
p
p
o
r
t
f
o
r
p
r
a
c
t
i
c
e
-
o
r
i
e
n
t
e
d
e
d
u
c
a
t
i
o
n
is
i
m
p
o
r
t
a
n
t
,
K
a
z
a
k
h
s
t
a
n
’
s
a
d
o
p
ti
o
n
o
f
t
h
e
B
o
l
o
g
n
a
s
y
s
t
e
m
r
a
is
e
s
q
u
e
s
ti
o
n
s
a
b
o
u
t
t
h
e
s
y
s
t
e
m
’
s
a
d
a
p
t
a
b
i
l
i
t
y
a
n
d
r
e
s
p
o
n
s
i
v
e
n
e
s
s
t
o
c
h
a
n
g
i
n
g
e
d
u
c
a
t
i
o
n
al
d
e
m
a
n
d
s
.
L
e
g
is
l
a
ti
v
e
f
r
a
m
e
w
o
r
k
s
f
r
e
q
u
e
n
t
l
y
l
a
g
b
e
h
i
n
d
s
o
c
ia
l
d
e
v
e
l
o
p
m
e
n
ts
,
r
e
s
u
lt
i
n
g
i
n
d
e
l
a
y
s
i
n
r
ea
c
t
i
n
g
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
d
va
n
cin
g
p
r
a
ctice
-
o
r
ien
ted
e
d
u
ca
tio
n
in
th
e
tr
a
in
in
g
o
f
fu
t
u
r
e
p
ed
a
g
o
g
ic
…
(
G
u
lmir
a
Ma
n
a
s
h
o
v
a
)
3167
n
e
w
t
r
e
n
d
s
a
n
d
g
a
p
s
i
n
t
r
a
i
n
i
n
g
.
A
s
a
r
es
u
l
t
,
t
h
e
s
t
u
d
y
m
i
g
h
t
b
e
n
e
f
i
t
f
r
o
m
i
n
v
e
s
ti
g
a
t
i
n
g
h
o
w
f
l
e
x
i
b
l
e
,
a
d
a
p
t
i
v
e
p
o
l
i
c
i
es
c
a
n
b
e
d
es
i
g
n
e
d
t
o
ass
is
t
t
h
e
c
o
n
t
i
n
u
a
l
i
m
p
r
o
v
e
m
e
n
t
o
f
p
r
a
c
t
i
c
e
-
b
as
e
d
l
e
a
r
n
i
n
g
s
y
s
t
em
s
.
Fi
n
a
l
l
y
,
a
m
o
r
e
in
-
d
e
p
t
h
e
x
a
m
i
n
a
t
i
o
n
o
f
i
n
t
e
r
d
i
s
c
i
p
l
i
n
a
r
y
c
o
n
n
e
c
t
i
o
n
s
,
b
e
y
o
n
d
p
s
y
c
h
o
l
o
g
y
a
n
d
p
e
d
a
g
o
g
y
,
m
a
y
b
e
t
t
e
r
p
r
e
p
a
r
e
s
t
u
d
e
n
ts
f
o
r
t
h
e
i
n
c
r
e
as
i
n
g
l
y
i
n
te
r
r
e
l
a
t
e
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a
n
d
c
o
m
p
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t
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d
d
i
f
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u
l
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t
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o
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s
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.
4.
DIS
CU
SS
I
O
N
An
im
p
o
r
tan
t
is
s
u
e
o
f
m
o
d
e
r
n
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
s
p
ec
ialis
ts
in
p
s
y
ch
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
d
ir
ec
tio
n
is
th
e
p
r
o
b
lem
o
f
th
e
ed
u
ca
tio
n
al
ac
tiv
ities
o
r
g
an
ized
in
co
n
d
itio
n
s
o
f
m
o
d
er
n
izatio
n
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
an
d
th
e
p
r
o
v
is
io
n
s
ass
o
ciate
d
with
ch
a
n
g
es
in
s
o
ciety
.
Me
etin
g
s
o
ci
ety
’
s
r
eq
u
ir
em
en
ts
r
eq
u
ir
es
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
to
f
in
d
ef
f
ec
tiv
e
way
s
o
f
tr
ain
in
g
co
m
p
etitiv
e
s
p
ec
ialis
ts
.
A
p
ed
ag
o
g
u
e
-
p
s
y
ch
o
lo
g
is
t
is
f
ir
s
t
a
s
p
ec
iali
s
t
wh
o
h
elp
s
to
m
ain
tain
an
d
s
tr
en
g
th
en
th
e
p
s
y
c
h
o
lo
g
ical
h
ea
lth
o
f
s
tu
d
en
t
s
with
in
th
e
walls
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
T
h
e
p
r
o
ce
s
s
o
f
th
e
ac
tiv
ity
is
in
th
e
c
o
n
tex
t
o
f
cr
ea
tin
g
a
p
s
y
ch
o
lo
g
ical
c
u
ltu
r
e
o
f
s
tu
d
en
ts
,
s
u
p
p
o
r
t
f
o
r
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t,
an
d
estab
lis
h
m
en
t
o
f
s
o
cial
a
n
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
o
f
all
p
ar
ticip
an
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
as
well
a
s
in
th
e
d
iag
n
o
s
is
an
d
p
s
y
ch
o
lo
g
ical
co
r
r
ec
tio
n
o
f
b
e
h
av
io
r
al
d
ev
iatio
n
s
.
T
h
u
s
,
a
s
tu
d
y
b
y
Ky
z
y
et
a
l.
[
2
6
]
in
d
ica
tes
th
at
a
s
p
ec
ialis
t
also
n
ee
d
s
to
o
r
g
an
ize
p
r
ev
e
n
tiv
e
m
ea
s
u
r
es,
co
n
s
u
lt
s
tu
d
e
n
ts
o
n
v
ar
io
u
s
is
s
u
es,
d
eter
m
in
e
ef
f
ec
tiv
e
m
ea
n
s
an
d
m
eth
o
d
s
o
f
r
esear
ch
,
ad
d
r
ess
in
d
iv
id
u
al
an
d
ag
e
f
ea
tu
r
e
s
o
f
s
tu
d
en
ts
,
in
ter
ac
t
with
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
in
s
titu
tio
n
an
d
lea
d
s
tu
d
en
t
r
esear
ch
ac
tiv
ities
.
Ma
r
tín
ez
et
a
l.
[
1
0
]
n
o
te
th
at
th
e
f
o
r
m
atio
n
o
f
f
u
tu
r
e
s
p
ec
i
alis
t’
s
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
in
th
e
p
r
o
ce
s
s
o
f
tr
ain
in
g
is
d
eter
m
in
ed
b
y
th
e
s
tu
d
en
t’
s
ch
an
g
es,
wh
er
e
an
im
p
o
r
tan
t
r
o
le
is
p
lay
ed
b
y
s
o
ciety
’
s
in
f
lu
en
ce
,
m
o
tiv
atio
n
,
g
r
o
wi
n
g
n
ee
d
f
o
r
s
elf
-
r
ea
lizatio
n
an
d
m
aster
in
g
th
e
p
r
o
f
ess
io
n
.
At
th
e
s
am
e
tim
e
p
r
o
f
ess
io
n
aliza
tio
n
im
p
lies
m
aster
in
g
a
n
ew
s
o
cial
r
o
le,
wh
er
e
th
e
s
tag
es
o
f
s
p
ec
ialis
t
f
o
r
m
atio
n
,
in
p
ar
ticu
lar
lear
n
in
g
th
e
b
asics
o
f
th
e
p
r
o
f
ess
io
n
,
o
b
s
er
v
atio
n
,
awa
r
e
n
ess
,
p
r
o
f
ile
p
r
ac
tice,
an
d
g
ain
in
g
n
ew
ex
p
er
ien
ce
a
r
e
co
n
s
tan
tly
tr
an
s
f
o
r
m
in
g
d
u
r
in
g
th
e
w
h
o
le
p
e
r
io
d
o
f
ed
u
ca
ti
o
n
in
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
.
I
n
a
s
tu
d
y
b
y
Dwik
at
an
d
Salin
as
[
2
7
]
,
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
alis
m
co
n
s
is
ts
in
m
aster
in
g
th
e
n
ec
ess
ar
y
co
m
p
eten
cies,
n
am
ely
:
ac
tiv
ity
(
p
r
ac
tice
an
d
ef
f
ec
tiv
e
ap
p
licatio
n
o
f
k
n
o
wled
g
e)
,
s
o
cial
(
co
o
p
er
atio
n
in
s
o
ciety
)
,
p
er
s
o
n
al
(
s
elf
-
d
ev
elo
p
m
en
t,
s
elf
-
ex
p
r
ess
io
n
)
an
d
in
d
iv
id
u
al
(
s
elf
-
r
eg
u
latio
n
tech
n
iq
u
es,
m
o
tiv
atio
n
)
.
A
s
im
ilar
o
p
in
io
n
is
ex
p
r
ess
ed
b
y
Fallo
o
n
[1
4
]
i
n
h
is
r
esear
ch
.
S
a
n
t
o
s
e
t
a
l
.
[
2
8
]
h
i
g
h
l
i
g
h
t
i
n
f
o
r
m
a
t
i
o
n
t
e
c
h
n
o
l
o
g
y
as
a
r
es
o
u
r
c
e
f
o
r
t
h
e
p
r
o
f
e
s
s
i
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
f
f
u
t
u
r
e
s
p
e
c
ia
l
is
ts
.
T
h
e
a
u
t
h
o
r
s
c
o
n
s
i
d
e
r
d
i
g
i
t
a
l
t
r
a
n
s
f
o
r
m
a
t
i
o
n
a
s
o
n
e
o
f
t
h
e
m
ai
n
c
h
a
n
g
es
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
.
I
n
t
h
e
c
u
r
r
e
n
t
r
e
a
l
i
t
y
,
t
h
e
t
r
a
n
s
i
ti
o
n
o
f
t
h
e
g
l
o
b
a
l
e
d
u
c
a
t
i
o
n
a
l
c
o
m
m
u
n
i
t
y
to
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
i
n
v
o
l
v
e
s
h
i
g
h
l
i
g
h
ti
n
g
t
h
e
p
r
o
b
l
e
m
o
f
m
o
r
a
l
b
e
h
a
v
i
o
r
a
m
o
n
g
s
t
u
d
e
n
t
s
[
2
9
]
.
T
h
i
s
o
b
l
i
g
es
s
t
u
d
e
n
t
s
t
o
f
o
ll
o
w
e
t
h
i
c
a
l
p
r
i
n
c
i
p
l
es
a
n
d
r
u
l
e
s
i
n
a
c
a
d
e
m
i
c
a
n
d
p
r
ac
t
i
c
al
a
ct
i
v
it
ie
s
.
H
o
w
e
v
e
r
,
F
a
r
a
h
a
t
[
3
0
]
s
t
u
d
y
i
n
g
t
h
e
p
r
o
b
l
e
m
o
f
a
c
a
d
e
m
i
c
d
i
s
h
o
n
es
t
y
,
h
i
g
h
l
i
g
h
te
d
t
h
a
t
s
t
u
d
e
n
t
r
es
o
r
t
t
o
p
l
a
g
i
a
r
i
s
m
a
n
d
c
h
e
a
t
i
n
g
i
n
t
h
e
i
r
r
es
e
ar
c
h
.
I
n
t
h
i
s
c
o
n
t
e
x
t
,
t
h
e
r
e
is
a
g
r
o
w
i
n
g
n
e
e
d
t
o
c
o
u
n
t
e
r
a
c
t
t
h
i
s
a
n
d
f
i
n
d
e
f
f
ec
t
i
v
e
w
a
y
s
t
o
o
v
e
r
c
o
m
e
ac
a
d
e
m
i
c
d
is
h
o
n
e
s
t
y
.
A
s
t
u
d
y
b
y
D
j
o
k
o
v
i
c
e
t
a
l
.
[
3
1
]
d
e
s
c
r
i
b
es
t
h
e
g
l
o
b
a
l
p
r
o
b
l
e
m
o
f
ac
a
d
em
i
c
p
l
a
g
i
a
r
i
s
m
i
n
t
h
e
e
d
u
c
at
io
n
a
l
e
n
v
i
r
o
n
m
e
n
t
o
f
m
a
n
y
c
o
u
n
t
r
i
e
s
.
I
m
p
r
o
v
e
m
e
n
t
o
f
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
s
s
w
i
t
h
i
n
t
h
e
f
r
a
m
ew
o
r
k
o
f
c
o
m
b
a
t
i
n
g
a
c
a
d
e
m
i
c
d
i
s
h
o
n
e
s
t
y
i
n
v
o
l
v
es
t
h
e
u
s
e
o
f
a
n
t
i
p
l
a
g
i
a
r
is
m
b
y
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
t
o
s
ea
r
ch
f
o
r
p
l
a
g
i
a
r
i
s
m
i
n
s
t
u
d
e
n
t
a
n
d
e
d
u
c
a
t
o
r
r
es
e
a
r
c
h
,
a
n
d
t
h
e
u
s
e
o
f
r
e
p
o
s
i
t
o
r
i
e
s
w
i
t
h
a
d
a
t
a
b
a
s
e
o
f
r
es
e
a
r
c
h
a
c
h
ie
v
em
e
n
t
s
.
As
s
u
ch
,
s
ev
er
al
r
esear
ch
er
s
[
1
1
]
,
[
1
2
]
co
n
s
id
er
th
e
p
u
r
p
o
s
e
o
f
th
e
v
alu
e
-
co
g
n
itiv
e
s
p
ac
e
as
th
e
s
u
cc
ess
o
f
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
ts
’
co
n
s
cio
u
s
n
ess
.
T
h
e
ac
tiv
ity
-
cr
ea
tiv
e
s
p
ac
e
is
ch
ar
ac
ter
ized
b
y
th
e
au
th
o
r
s
b
y
th
e
s
p
h
e
r
e
o
f
ass
is
tan
ce
,
an
d
th
e
r
ef
le
x
iv
e
-
v
al
u
e
s
p
ac
e
ac
ts
as
a
way
o
f
f
o
r
m
in
g
a
ce
r
tain
s
en
s
e
o
f
em
p
ath
y
am
o
n
g
s
tu
d
e
n
ts
in
p
r
o
f
ess
io
n
al
ac
tiv
ity
.
Dall’
Alb
a
[
1
5
]
in
ter
p
r
ets
th
ese
t
h
r
ee
s
p
ac
es
b
y
th
e
p
r
o
f
ess
io
n
al
r
o
le
an
d
in
te
r
r
elate
d
ch
ar
ac
te
r
is
tics
o
f
co
g
n
itiv
e,
b
eh
a
v
io
r
al,
a
n
d
em
o
tio
n
al
f
ac
to
r
s
.
T
h
e
o
b
tain
e
d
r
esu
lts
o
f
th
e
r
esear
ch
also
co
r
r
elate
with
th
e
Dr
af
t
Dec
r
ee
o
f
th
e
R
ep
u
b
lic
o
f
Kaz
a
k
h
s
tan
“On
Ap
p
r
o
v
al
o
f
th
e
C
o
n
ce
p
t
f
o
r
th
e
Dev
elo
p
m
en
t
o
f
E
d
u
ca
tio
n
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
u
n
til
2
0
2
5
”
[
9
]
,
wh
er
e
th
e
b
ill
d
ef
in
es
th
e
r
ele
v
an
ce
o
f
p
r
ac
tice
-
o
r
ien
ted
e
d
u
ca
tio
n
d
e
v
elo
p
m
en
t
in
h
i
g
h
er
ed
u
ca
t
io
n
,
wh
ich
allo
ws
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
im
p
r
o
v
e
a
n
d
im
p
lem
e
n
t
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
to
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
,
f
o
llo
win
g
th
e
e
x
p
er
ie
n
ce
o
f
o
t
h
er
co
u
n
tr
ies with
in
th
e
B
o
lo
g
n
a
s
y
s
tem
.
W
ith
in
th
e
f
r
am
ewo
r
k
o
f
p
r
o
f
ess
io
n
al
ac
tiv
ity
,
an
e
d
u
ca
to
r
-
p
s
y
ch
o
l
o
g
is
t
m
u
s
t
p
o
s
s
ess
s
k
ills
an
d
ab
ilit
ies
o
f
r
ef
lectio
n
,
s
tr
ess
r
esis
tan
ce
,
o
r
g
an
izatio
n
al
ab
i
liti
es,
an
d
co
m
m
u
n
icativ
e
a
n
d
s
o
cial
-
p
er
ce
p
tu
al
co
m
p
eten
ce
.
T
h
u
s
,
r
esear
ch
b
y
B
ar
d
ac
h
et
a
l
.
[
1
7
]
p
o
in
t
o
u
t
th
e
p
s
y
ch
o
lo
g
ical
ch
a
r
ac
ter
is
tics
o
f
p
e
d
ag
o
g
ical
p
r
o
f
ess
io
n
als,
wh
ich
p
lay
an
i
m
p
o
r
tan
t
r
o
le
in
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
p
r
o
f
ess
io
n
al
r
o
le,
s
u
ch
as
m
o
tiv
atio
n
an
d
p
er
s
o
n
al
q
u
alities
in
cr
e
atin
g
p
o
s
itiv
e
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
with
p
ar
ticip
an
ts
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
an
aly
tical
an
d
c
r
itical
th
in
k
in
g
,
s
elf
-
e
f
f
icac
y
,
e
m
o
tio
n
al
in
tellig
en
ce
,
s
tab
le
s
elf
-
esteem
,
m
o
b
ilit
y
,
atten
tiv
en
ess
,
an
d
en
th
u
s
iasm.
Dall’
Alb
a
[
1
5
]
n
o
tes
th
e
im
p
o
r
tan
ce
o
f
p
s
y
ch
o
lo
g
ic
al
an
d
p
e
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o
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f
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ac
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ac
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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5.
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d
th
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DATA AV
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[
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eq
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est.
RE
F
E
R
E
NC
E
S
[
1
]
L.
L
i
u
,
Y
.
Ji
a
n
g
,
a
n
d
Z.
Ze
n
g
,
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Ex
p
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O
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n
d
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g
En
g
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n
2
0
2
3
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E
d
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c
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o
n
(
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)
,
I
EEE,
A
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g
.
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[
2
]
T.
O
r
o
s
z
i
,
“
C
o
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y
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B
a
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Ed
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c
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v
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.
[
3
]
L.
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me
n
t
s
a
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d
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.
M
.
N
o
r
d
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,
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?
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h
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r
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o
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Th
e
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,
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
R
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c
I
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N:
2252
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(
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)
3169
[
4
]
A
.
D
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d
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r
,
“
G
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To
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Pro
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