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T
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g
-
ter
m
s
tr
ateg
ic
p
lan
n
in
g
f
o
r
th
e
d
ev
elo
p
m
en
t o
f
v
al
u
es,
p
er
s
o
n
ality
,
an
d
u
n
ity
[
4
]
.
I
n
th
is
s
tu
d
y
co
n
te
x
t,
th
e
r
e
s
ea
r
ch
er
will
f
o
cu
s
o
n
th
e
ev
alu
atio
n
o
f
th
e
p
er
s
o
n
ality
p
r
o
g
r
am
im
p
lem
en
tatio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
e
f
o
cu
s
o
f
th
e
p
er
s
o
n
ality
p
r
o
g
r
am
im
p
le
m
en
tatio
n
in
clu
d
es
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
it
iv
e
an
d
s
o
cial
asp
ec
ts
.
T
h
e
m
ain
r
esear
ch
q
u
esti
o
n
to
b
e
ex
p
lo
r
ed
is
:
h
o
w
ef
f
ec
tiv
e
is
th
e
im
p
lem
e
n
tatio
n
o
f
ch
ar
ac
ter
p
r
o
g
r
am
s
f
o
r
s
t
u
d
en
ts
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
b
ased
o
n
b
eh
av
io
r
al,
em
o
tio
n
al,
c
o
g
n
itiv
e
an
d
s
o
cial
asp
ec
ts
?
Ad
d
itio
n
ally
,
th
e
s
u
p
p
lem
en
tar
y
r
esear
ch
q
u
est
io
n
s
to
b
e
ex
p
l
o
r
ed
in
clu
d
e:
w
h
at
ar
e
th
e
elem
e
n
ts
o
f
ch
ar
ac
te
r
p
r
o
g
r
am
s
th
at
h
a
v
e
th
e
m
o
s
t im
p
ac
t o
n
f
o
s
ter
in
g
p
o
s
itiv
e
b
eh
a
v
io
r
am
o
n
g
s
tu
d
en
ts
?
an
d
h
o
w
d
o
p
ar
en
tal
an
d
teac
h
er
in
v
o
lv
e
m
en
t
in
f
lu
e
n
ce
t
h
e
im
p
lem
e
n
tatio
n
o
f
ch
ar
ac
te
r
p
r
o
g
r
a
m
s
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
?
T
h
e
p
er
s
o
n
ality
p
r
o
g
r
am
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
is
a
v
ital
is
s
u
e
th
at
attr
ac
ts
r
ese
ar
ch
er
s
to
s
tu
d
y
m
o
r
e
d
ee
p
ly
a
b
o
u
t
its
ev
alu
atio
n
.
Nu
m
er
o
u
s
s
tu
d
ies
[
5
]
–
[
7
]
alo
n
g
with
o
th
er
s
tu
d
ies
o
n
p
er
s
o
n
ality
p
r
o
g
r
a
m
im
p
lem
en
tatio
n
,
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
to
c
o
n
s
o
lid
ate
an
d
b
etter
u
n
d
er
s
tan
d
p
r
e
v
io
u
s
f
in
d
in
g
s
.
Desp
ite
a
n
ee
d
f
o
r
a
SLR
,
e
v
en
to
d
ay
,
t
h
e
s
co
p
e
is
n
o
t
v
er
y
ex
ten
s
iv
e.
Mo
s
t
p
er
s
o
n
ality
p
r
o
g
r
am
s
ar
e
im
p
l
em
en
ted
p
r
im
ar
ily
to
s
atis
f
y
s
tak
eh
o
ld
er
ex
p
ec
tatio
n
s
,
r
ath
e
r
th
an
f
o
c
u
s
in
g
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
ei
r
g
o
al
s
.
E
f
f
ec
tiv
en
ess
r
ef
e
r
s
to
t
h
e
a
ch
iev
em
en
t
o
f
o
b
jectiv
es
an
d
th
e
o
u
tc
o
m
es
o
f
th
e
p
r
o
g
r
a
m
.
T
h
is
s
tu
d
y
s
ee
k
s
to
ad
d
r
ess
th
is
g
ap
b
y
o
f
f
er
i
n
g
a
co
m
p
r
e
h
en
s
iv
e
a
n
aly
s
is
th
at
ev
alu
ates
n
o
t
o
n
l
y
th
e
im
p
lem
en
tatio
n
o
f
th
e
p
r
o
g
r
am
b
u
t
also
its
ac
tu
al
im
p
ac
t
o
n
s
tu
d
en
t
ch
ar
ac
ter
d
e
v
elo
p
m
en
t.
Su
c
h
an
ass
es
s
m
en
t is cr
u
cial
as it in
f
o
r
m
s
d
ec
is
io
n
s
r
eg
ar
d
in
g
th
e
q
u
ality
o
f
th
e
p
r
o
g
r
am
an
d
th
e
in
d
iv
id
u
als in
v
o
l
v
ed
[
8
]
.
C
lear
ly
,
a
SLR
o
n
th
e
ev
alu
atio
n
o
f
th
e
im
p
lem
en
t
atio
n
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
p
er
s
o
n
ality
p
r
o
g
r
a
m
s
h
as
r
ec
eiv
ed
litt
le
atten
tio
n
.
C
o
n
d
u
ctin
g
a
SLR
is
cr
u
cial
b
ec
au
s
e
a
tr
ad
itio
n
al
li
ter
atu
r
e
r
ev
iew
h
as
v
ar
io
u
s
is
s
u
es
s
u
ch
as
tr
an
s
p
ar
en
cy
,
au
th
o
r
b
ias,
r
ec
r
u
itm
e
n
t
b
ias
an
d
p
u
b
licatio
n
b
ias.
I
n
co
n
tr
ast,
an
SLR
i
s
a
co
m
p
r
e
h
en
s
iv
e,
tr
an
s
p
a
r
en
t
an
d
s
tr
u
ctu
r
e
d
m
eth
o
d
f
o
r
r
e
v
iewin
g
liter
atu
r
e
in
a
n
ac
ad
em
i
c
s
ettin
g
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
li
es
in
its
s
y
s
tem
atic
an
d
th
e
m
atic
ev
alu
atio
n
o
f
s
tu
d
en
t
p
er
s
o
n
ality
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
,
p
ar
ticu
lar
ly
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
lev
el
-
an
a
r
ea
t
h
at
h
as
r
ec
eiv
ed
lim
ited
atte
n
tio
n
in
th
e
ex
is
tin
g
liter
atu
r
e
.
T
h
is
s
tu
d
y
is
am
o
n
g
th
e
ea
r
lies
t
to
ap
p
ly
t
h
e
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iew
an
d
m
eta
-
an
aly
s
is
(
P
R
I
SMA
)
m
eth
o
d
in
a
s
o
cial
s
cien
ce
co
n
tex
t
to
ex
p
l
o
r
e
p
e
r
s
o
n
ality
ed
u
ca
tio
n
.
I
n
ad
d
itio
n
,
t
h
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
th
em
atic
f
r
am
ew
o
r
k
en
c
o
m
p
ass
in
g
b
e
h
av
io
r
al
,
em
o
tio
n
al,
co
g
n
itiv
e
an
d
s
o
cial
d
im
en
s
io
n
s
-
a
co
m
p
r
e
h
en
s
iv
e
m
o
d
el
th
at
is
r
ar
ely
s
y
n
th
esized
in
p
r
ev
io
u
s
s
tu
d
i
es.
T
h
is
s
tu
d
y
also
p
r
o
v
id
es
m
ea
n
i
n
g
f
u
l
in
s
ig
h
ts
in
to
th
e
im
p
lem
en
tatio
n
o
f
s
u
ch
p
r
o
g
r
am
s
in
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
s
y
s
tem
s
lik
e
th
o
s
e
in
Ma
lay
s
ia
an
d
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
co
n
d
u
cts
an
SLR
to
id
en
tify
g
ap
s
in
th
e
ev
alu
atio
n
o
f
s
tu
d
en
t
p
er
s
o
n
ality
p
r
o
g
r
am
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
p
r
o
v
id
in
g
a
v
alu
ab
le
co
n
tr
ib
u
tio
n
to
b
o
th
k
n
o
wled
g
e
an
d
p
r
ac
ti
ce
in
th
e
f
ield
o
f
p
er
s
o
n
ality
ed
u
ca
tio
n
.
I
t
als
o
h
as
th
e
p
o
ten
tial
t
o
ad
v
a
n
ce
th
e
th
e
o
r
etica
l
u
n
d
er
s
ta
n
d
in
g
o
f
ch
ar
ac
ter
d
ev
elo
p
m
e
n
t
an
d
t
o
o
f
f
er
p
r
ac
tical
g
u
id
an
ce
to
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
in
s
tr
en
g
t
h
en
in
g
p
er
s
o
n
ality
p
r
o
g
r
a
m
s
at
th
e
s
ec
o
n
d
a
r
y
s
ch
o
o
l
lev
el.
B
y
r
ef
e
r
r
in
g
to
th
is
SLR,
s
tak
eh
o
ld
er
s
,
p
ar
ticu
lar
l
y
ed
u
ca
to
r
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
an
d
r
esear
ch
e
r
s
ca
n
b
etter
u
n
d
er
s
tan
d
t
h
e
m
o
s
t
ef
f
ec
tiv
e
elem
en
ts
o
f
p
er
s
o
n
ality
d
ev
elo
p
m
en
t
in
itiativ
es.
Fu
r
th
er
m
o
r
e,
th
e
b
en
ef
its
o
f
th
is
s
tu
d
y
a
r
e
ex
p
ec
ted
to
b
e
s
u
b
s
tan
tial
an
d
m
u
lti
-
d
im
en
s
io
n
al.
Firstl
y
,
it
will
p
r
o
v
id
e
ed
u
ca
t
o
r
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
an
d
p
o
licy
m
ak
e
r
s
with
a
clea
r
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
m
o
s
t
ef
f
ec
tiv
e
elem
e
n
ts
in
s
tu
d
en
t
p
e
r
s
o
n
ality
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
.
Seco
n
d
ly
,
it
ca
n
s
er
v
e
as
a
r
ef
er
e
n
ce
f
o
r
d
e
v
elo
p
in
g
cu
ltu
r
ally
a
p
p
r
o
p
r
iate
an
d
ev
id
e
n
ce
-
b
ased
p
er
s
o
n
ality
ed
u
ca
ti
o
n
in
itiativ
es,
p
ar
ticu
lar
ly
in
Ma
lay
s
ia
an
d
o
th
er
p
lu
r
al
s
o
cieties.
T
h
ir
d
ly
,
th
e
f
in
d
in
g
s
m
a
y
in
f
o
r
m
f
u
t
u
r
e
cu
r
r
ic
u
lu
m
d
e
v
elo
p
m
en
t,
teac
h
e
r
tr
ain
in
g
m
o
d
u
les an
d
co
m
m
u
n
ity
en
g
ag
em
e
n
t stra
teg
ies to
s
u
p
p
o
r
t h
o
lis
tic
s
tu
d
en
t d
ev
el
o
p
m
en
t.
T
h
e
im
p
lem
en
tatio
n
o
f
ch
a
r
a
cter
ed
u
ca
tio
n
p
r
o
g
r
am
s
in
s
ch
o
o
ls
g
en
er
ally
f
o
llo
ws
two
p
r
im
ar
y
ap
p
r
o
ac
h
es
,
eith
er
as
s
tan
d
alo
n
e
co
m
p
o
n
en
ts
o
r
th
r
o
u
g
h
in
teg
r
atio
n
in
to
s
u
b
ject
-
b
ased
in
s
tr
u
ctio
n
.
I
n
ce
r
tai
n
ed
u
ca
tio
n
s
y
s
tem
s
,
p
er
s
o
n
ality
d
ev
elo
p
m
en
t
e
x
is
ts
as
a
s
p
ec
if
ic
s
tr
an
d
in
th
e
cu
r
r
icu
lu
m
,
wh
ile
in
o
th
er
s
,
it
is
em
b
ed
d
e
d
ac
r
o
s
s
s
u
b
jects
s
u
ch
as
m
o
r
al
ed
u
ca
tio
n
,
I
s
la
m
ic
s
tu
d
ies,
civ
ic
e
d
u
ca
tio
n
an
d
h
is
to
r
y
.
T
h
ese
in
teg
r
ated
a
p
p
r
o
ac
h
es
aim
to
r
ein
f
o
r
ce
m
o
r
al
v
alu
es
a
n
d
b
eh
av
io
r
al
e
x
p
ec
tatio
n
s
with
in
ac
ad
em
ic
lear
n
in
g
co
n
tex
ts
.
I
n
Ma
lay
s
ia,
th
e
Ma
lay
s
ian
E
d
u
ca
tio
n
B
lu
ep
r
in
t
2
0
1
3
–
2
0
2
5
em
p
h
asizes
ch
ar
ac
ter
d
e
v
elo
p
m
en
t
u
n
d
er
t
h
e
f
if
th
s
tu
d
e
n
t
asp
ir
at
io
n
:
eth
ics
an
d
s
p
ir
itu
ality
.
I
n
th
is
co
n
tex
t,
ch
a
r
ac
ter
ed
u
ca
t
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a
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Mo
h
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leh
Mis
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991
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esp
ec
t
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d
em
p
at
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ex
p
licitly
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I
n
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ir
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ltu
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ip
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c
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Ter
p
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ich
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r
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en
t
th
r
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o
le
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s
ch
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o
l
p
r
ac
tices.
I
n
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
Sch
o
o
l
C
u
r
r
icu
lu
m
2
0
2
7
,
th
e
co
n
ce
p
t
o
f
K
a
r
a
ma
h
I
n
s
a
n
ia
h
(
h
u
m
an
d
ig
n
ity
)
h
as
also
b
ee
n
in
tr
o
d
u
ce
d
,
f
o
cu
s
in
g
o
n
th
e
f
o
r
m
atio
n
o
f
v
alu
es,
eth
ics an
d
in
teg
r
ity
as th
e
co
r
e
o
f
s
tu
d
en
t c
h
ar
ac
ter
b
u
ild
in
g
[
9
]
.
I
n
I
n
d
o
n
esia,
ch
ar
ac
te
r
ed
u
ca
t
io
n
h
as
b
ec
o
m
e
a
n
atio
n
al
p
r
io
r
ity
th
r
o
u
g
h
t
h
e
im
p
lem
en
tat
io
n
o
f
th
e
2
0
1
3
C
u
r
r
icu
l
u
m
(
K
-
1
3
)
,
wh
ich
em
p
h
asizes
co
m
p
eten
c
y
-
b
ased
lear
n
in
g
in
te
g
r
ated
with
m
o
r
al
v
alu
es.
T
h
e
g
o
v
er
n
m
en
t
’
s
i
n
itiativ
e,
P
en
g
u
a
t
a
n
P
en
d
id
ik
a
n
K
a
r
a
kter
(
PP
K)
o
r
s
tr
en
g
th
en
in
g
c
h
ar
ac
ter
e
d
u
ca
tio
n
,
in
teg
r
ates
ch
ar
ac
ter
e
d
u
ca
tio
n
in
to
all
s
u
b
jects
an
d
s
ch
o
o
l
ac
tiv
ities
.
T
h
ese
v
alu
es
alig
n
with
th
e
p
r
i
n
cip
les
o
f
Pan
ca
s
ila,
th
e
p
h
ilo
s
o
p
h
ical
f
o
u
n
d
atio
n
o
f
I
n
d
o
n
esia.
C
h
ar
ac
ter
ed
u
ca
tio
n
p
r
ac
tices
i
n
I
n
d
o
n
esia
in
clu
d
e
s
tr
u
ctu
r
ed
m
o
r
al
in
s
tr
u
ctio
n
,
c
o
-
cu
r
r
ic
u
lar
in
v
o
lv
em
e
n
t
an
d
cu
ltu
r
al
ac
tiv
ities
s
u
ch
as
f
lag
-
r
aisi
n
g
ce
r
em
o
n
ies
an
d
s
tu
d
en
t le
ad
e
r
s
h
ip
p
r
o
g
r
a
m
s
th
at
f
o
cu
s
o
n
d
is
cip
lin
e,
m
u
tu
al
r
esp
ec
t a
n
d
s
er
v
ice
to
th
e
co
m
m
u
n
ity
.
B
o
th
co
u
n
tr
ies
em
p
lo
y
d
if
f
e
r
e
n
t
ap
p
r
o
ac
h
es
to
r
elig
io
u
s
ed
u
ca
tio
n
.
I
n
I
n
d
o
n
esia,
wh
ich
h
a
s
n
o
tab
le
r
elig
io
u
s
d
iv
er
s
ity
,
s
tu
d
en
ts
a
r
e
allo
wed
to
s
tu
d
y
r
elig
i
o
n
ac
co
r
d
in
g
t
o
th
eir
r
esp
ec
tiv
e
b
elief
s
.
I
n
co
n
tr
ast,
Ma
lay
s
ia,
wh
er
e
I
s
lam
is
th
e
d
o
m
in
a
n
t
r
elig
i
o
n
im
p
lem
e
n
ts
I
s
lam
ic
s
tu
d
ies
f
o
r
Mu
s
lim
s
tu
d
en
ts
,
wh
ile
non
-
Mu
s
lim
s
tu
d
en
ts
ar
e
o
f
f
e
r
ed
m
o
r
al
ed
u
ca
tio
n
as
an
alter
n
ativ
e
[
10
]
.
T
h
is
co
m
p
ar
ativ
e
ap
p
r
o
ac
h
b
etwe
en
Ma
lay
s
ia
an
d
I
n
d
o
n
esia
h
ig
h
l
ig
h
ts
a
s
h
ar
e
d
r
e
g
io
n
al
em
p
h
asis
o
n
ch
ar
ac
te
r
ed
u
ca
tio
n
,
t
h
o
u
g
h
im
p
lem
en
ted
th
r
o
u
g
h
v
a
r
ied
m
et
h
o
d
s
o
f
in
t
eg
r
atio
n
a
n
d
d
eliv
er
y
.
B
o
th
c
o
u
n
tr
ies
r
ec
o
g
n
ize
th
e
im
p
o
r
t
an
ce
o
f
d
ev
elo
p
in
g
s
tu
d
en
ts
’
eth
ical,
em
o
tio
n
al
an
d
s
o
cial
co
m
p
ete
n
cies
as
p
r
ep
ar
atio
n
f
o
r
b
ec
o
m
i
n
g
r
es
p
o
n
s
ib
le
citizen
s
in
a
m
u
lticu
ltu
r
al
s
o
ciety
.
2.
M
E
T
H
O
D
2
.
1
.
P
re
f
er
re
d r
epo
rt
ing
it
em
s
f
o
r
s
y
s
t
em
a
t
ic
re
v
iew
a
nd
m
et
a
-
a
na
ly
s
is
I
n
co
n
d
u
ctin
g
t
h
is
SLR,
th
e
r
esear
ch
er
s
ad
o
p
te
d
PR
I
SMA
as
th
e
g
u
id
in
g
f
r
am
ewo
r
k
.
PR
I
SM
A
co
m
p
r
is
es
s
ev
en
s
ec
tio
n
s
,
en
co
m
p
ass
in
g
a
to
tal
o
f
2
7
item
s
alo
n
g
with
s
ev
er
al
s
u
b
-
it
em
s
,
wh
ich
m
ay
b
e
f
o
llo
wed
wh
e
n
d
ev
el
o
p
in
g
a
n
SLR
[
11
]
.
Alth
o
u
g
h
th
is
S
L
R
is
s
itu
ated
with
in
th
e
f
ield
o
f
s
o
cial
s
cien
ce
,
PR
I
SMA
r
em
ain
s
an
ap
p
r
o
p
r
i
ate
r
ef
er
en
ce
as
it
ass
is
t
s
in
f
o
r
m
u
latin
g
a
clea
r
r
esear
c
h
q
u
e
s
tio
n
an
d
f
ac
ilit
ates
a
s
y
s
tem
atic
s
ea
r
ch
p
r
o
ce
s
s
.
Fu
r
th
er
m
o
r
e,
PR
I
SMA
co
n
tr
ib
u
tes
to
th
e
r
ed
u
ctio
n
o
f
v
a
r
io
u
s
f
o
r
m
s
o
f
b
ias
an
d
s
u
p
p
o
r
ts
ef
f
ec
tiv
e
s
tu
d
y
s
y
n
t
h
esis
[
12
]
th
r
o
u
g
h
a
s
tr
u
ct
u
r
ed
s
ea
r
ch
s
tr
ateg
y
in
v
o
lv
in
g
f
o
u
r
d
is
tin
ct
s
tag
es,
n
am
ely
id
en
tific
atio
n
,
s
cr
ee
n
i
n
g
,
elig
ib
ilit
y
,
a
n
d
ar
ticle
q
u
al
ity
ass
es
s
m
en
t.
2
.
2
.
F
o
rm
ula
t
io
n o
f
t
he
re
s
ea
rc
h
qu
estio
n
T
h
e
r
esear
ch
q
u
esti
o
n
s
f
o
r
t
h
is
SLR
wer
e
d
ev
elo
p
ed
b
a
s
ed
o
n
th
e
PICo
f
r
am
ewo
r
k
.
PICo
i
s
a
m
n
em
o
n
ic
co
m
m
o
n
ly
u
s
ed
to
co
n
s
tr
u
ct
SLR
r
esear
ch
q
u
e
s
tio
n
s
g
r
o
u
n
d
ed
in
q
u
alitativ
e
s
y
n
th
esis
,
en
ab
lin
g
th
e
id
en
tific
atio
n
o
f
ess
en
tial
elem
en
ts
th
at
s
h
o
u
ld
b
e
i
n
co
r
p
o
r
ated
in
t
o
SLR
r
esear
ch
q
u
esti
o
n
s
[
13
]
.
T
h
e
PICo
f
r
am
ewo
r
k
c
o
n
s
is
ts
o
f
th
r
ee
co
r
e
co
m
p
o
n
e
n
ts
:
P
=
p
o
p
u
latio
n
/p
r
o
b
lem
,
I
=
in
te
r
e
s
t
,
an
d
C
o
=
co
n
tex
t.
Gu
id
ed
b
y
th
ese
c
o
m
p
o
n
en
t
s
,
th
r
ee
p
r
in
cip
al
asp
ec
ts
w
h
ich
ar
e
s
tu
d
en
ts
(
p
o
p
u
latio
n
)
,
ev
alu
atio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
im
p
lem
e
n
tatio
n
(
in
ter
est)
,
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
(
co
n
tex
t)
wer
e
u
s
ed
to
f
o
r
m
u
late
th
e
m
ain
r
esear
ch
q
u
esti
o
n
:
w
h
at
is
th
e
ev
alu
atio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
s
tu
d
en
t
p
e
r
s
o
n
ality
p
r
o
g
r
am
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
?
T
h
e
s
y
s
tem
atic
s
ea
r
ch
p
r
o
ce
s
s
in
clu
d
es
id
en
tific
atio
n
,
s
cr
ee
n
i
n
g
,
a
n
d
elig
ib
ilit
y
s
tag
es,
as
illu
s
tr
ated
in
Fig
u
r
e
1
.
2
.
3
.
Sy
s
t
em
a
t
ic
s
ea
rc
hin
g
s
t
ra
t
eg
ies
2
.
3
.
1
.
I
dentif
ica
t
io
n
I
d
en
tific
atio
n
r
ef
er
s
to
th
e
p
r
o
ce
s
s
o
f
s
elec
tin
g
an
d
e
x
p
an
d
in
g
s
u
itab
le
k
e
y
wo
r
d
s
f
o
r
u
s
e
in
th
e
ar
ticle
s
ea
r
ch
p
r
o
ce
d
u
r
e
.
Key
wo
r
d
s
p
lay
a
cr
u
cial
r
o
le
in
th
e
s
ea
r
ch
p
r
o
ce
s
s
,
as
th
ey
en
h
an
ce
th
e
p
r
ec
is
io
n
o
f
ar
ticles
r
etr
iev
ed
f
o
r
th
e
SLR.
B
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
s
o
u
tlin
ed
ea
r
lier
,
th
r
ee
p
r
im
ar
y
k
ey
wo
r
d
s
wer
e
id
en
tifie
d
,
n
am
ely
ev
alu
atio
n
,
p
er
s
o
n
ality
p
r
o
g
r
am
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
l.
T
o
b
r
o
a
d
en
th
e
s
ea
r
c
h
s
co
p
e
,
s
y
n
o
n
y
m
s
,
r
elate
d
ter
m
s
an
d
v
ar
iatio
n
s
o
f
th
e
m
ain
k
ey
w
o
r
d
s
wer
e
d
eter
m
in
ed
.
T
h
is
p
r
o
ce
s
s
wa
s
co
n
d
u
cted
u
s
in
g
an
o
n
lin
e
th
esau
r
u
s
,
b
y
r
ef
er
r
in
g
to
k
ey
wo
r
d
s
em
p
l
o
y
ed
in
p
r
e
v
io
u
s
s
tu
d
ies,
co
n
s
u
ltin
g
th
e
Sco
p
u
s
d
atab
ase
an
d
s
ee
k
in
g
ex
p
e
r
t o
p
in
io
n
s
.
T
h
e
o
u
tco
m
es o
f
th
e
i
d
en
tific
atio
n
s
tag
e
ar
e
p
r
esen
t
ed
in
T
ab
le
1
.
B
ased
o
n
th
e
i
d
en
tifie
d
k
ey
wo
r
d
s
,
th
e
a
r
ticle
s
ea
r
ch
wa
s
co
n
d
u
cte
d
u
s
in
g
two
m
ai
n
d
atab
ases
,
n
am
ely
W
eb
o
f
Scien
ce
(
W
o
S)
an
d
Sco
p
u
s
.
T
h
ese
d
atab
a
s
es
wer
e
ch
o
s
en
d
u
e
to
s
ev
er
al
ad
v
an
tag
es
th
ey
o
f
f
er
.
First,
Gu
s
en
b
au
e
r
an
d
Had
d
awa
y
[
14
]
r
ep
o
r
ted
th
at
d
atab
ases
,
s
u
ch
as
W
o
S
an
d
Sco
p
u
s
d
em
o
n
s
tr
ate
s
tr
en
g
th
s
in
co
n
d
u
ctin
g
co
m
p
r
eh
en
s
iv
e
s
ea
r
ch
es,
p
r
o
d
u
cin
g
m
o
r
e
s
tab
le
s
ea
r
ch
r
esu
lts
an
d
p
r
o
v
id
i
n
g
m
o
r
e
ad
v
an
ce
d
s
ea
r
c
h
f
u
n
ctio
n
alities
co
m
p
ar
ed
to
o
t
h
er
d
ata
b
ases
.
I
n
ad
d
itio
n
,
Ma
r
tín
-
Ma
r
tín
et
a
l.
[
15
]
em
p
h
asized
th
e
ad
v
an
tag
es
o
f
W
o
S
an
d
Sco
p
u
s
with
r
esp
e
ct
to
q
u
ality
co
n
tr
o
l
an
d
th
e
u
s
e
o
f
a
s
y
s
tem
atic
in
d
ex
in
g
f
r
am
ewo
r
k
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
989
-
1
002
992
Fig
u
r
e
1
.
SLR d
iag
r
a
m
f
lo
w
c
h
ar
t [
12
]
T
h
e
s
ea
r
ch
s
tr
ateg
y
ap
p
lied
in
th
ese
d
atab
ases
(
W
o
S
a
n
d
Sco
p
u
s
)
in
v
o
lv
ed
a
d
v
an
c
ed
s
ea
r
ch
tech
n
iq
u
es
u
s
in
g
b
asic
f
u
n
ctio
n
s
,
in
clu
d
in
g
B
o
o
lean
o
p
er
ato
r
s
(
AND,
O
R
)
,
p
h
r
ase
s
e
ar
ch
in
g
,
tr
u
n
ca
tio
n
,
wild
ca
r
d
s
an
d
f
ield
co
d
e
f
u
n
ct
io
n
s
(
r
ef
e
r
t
o
T
a
b
le
1
)
.
B
esid
e
s
th
is
ap
p
r
o
ac
h
,
m
an
u
al
s
ea
r
ch
in
g
was p
er
f
o
r
m
ed
th
r
o
u
g
h
th
e
h
a
n
d
p
ic
k
in
g
m
e
th
o
d
u
s
in
g
Go
o
g
le
Sch
o
lar
an
d
Scien
ce
Dir
ec
t,
as
well
as
th
e
s
n
o
wb
allin
g
tech
n
iq
u
e
ap
p
lied
to
s
elec
ted
ar
ticles.
B
ased
o
n
th
e
s
elec
ted
k
ey
wo
r
d
s
,
d
ata
b
ases
an
d
s
ea
r
ch
s
tr
ateg
ies,
a
to
ta
l
o
f
4
9
4
a
r
ticles
f
r
o
m
Sco
p
u
s
a
n
d
1
2
0
ar
ticles
f
r
o
m
W
o
S
wer
e
r
etr
iev
ed
.
All
r
etr
iev
ed
a
r
ticles
th
en
p
r
o
ce
ed
ed
to
th
e
s
ec
o
n
d
s
tag
e
o
f
th
e
s
y
s
t
em
atic
s
ea
r
ch
s
tr
ateg
y
,
n
am
el
y
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
.
T
ab
le
1
.
Sear
ch
s
tr
in
g
f
o
r
s
ea
r
ch
in
g
d
ata
b
ase
ar
ticles
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
r
i
n
g
W
o
S
(
n
=
1
2
0
)
TS=
(
(
“
e
v
a
l
u
a
t
i
o
n
”
O
R
“
a
p
p
r
a
i
sa
l
”
O
R
“
me
a
su
r
e
me
n
t
”
O
R
“
a
ss
e
ssm
e
n
t
”
)
A
N
D
(
“
p
e
r
so
n
a
l
i
t
y
”
O
R
“
c
h
a
r
a
c
t
e
r
”
O
R
“
i
n
d
i
v
i
d
u
a
l
”
O
R
“
i
d
e
n
t
i
t
y
”
O
R
“
d
i
s
p
o
s
i
t
i
o
n
”
)
A
N
D
(
“
p
r
o
g
r
a
mm
e
”
O
R
“
i
n
i
t
i
a
t
i
v
e
”
O
R
“
p
l
a
n
”
)
A
N
D
(
“
se
c
o
n
d
a
r
y
sch
o
o
l
”
O
R
“
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
”
O
R
“
mi
d
d
l
e
sc
h
o
o
l
”
O
R
“
i
n
t
e
r
m
e
d
i
a
t
e
sc
h
o
o
l
”
)
)
S
c
o
p
u
s
(
n
=
4
9
4
)
TI
TLE
-
A
B
S
(
(
“
e
v
a
l
u
a
t
i
o
n
”
O
R
“
a
p
p
r
a
i
sa
l
”
O
R
“
me
a
s
u
r
e
me
n
t
”
O
R
“
a
sses
s
men
t
”
)
A
N
D
(
“
p
e
r
so
n
a
l
i
t
y
”
O
R
“
c
h
a
r
a
c
t
e
r
”
O
R
“
i
n
d
i
v
i
d
u
a
l
”
O
R
“
i
d
e
n
t
i
t
y
”
O
R
“
d
i
s
p
o
si
t
i
o
n
”
)
A
N
D
(
“
p
r
o
g
r
a
mm
e
”
O
R
“
i
n
i
t
i
a
t
i
v
e
”
O
R
“
p
l
a
n
”
)
A
N
D
(
“
s
e
c
o
n
d
a
r
y
sch
o
o
l
”
O
R
“
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
”
O
R
“
mi
d
d
l
e
sc
h
o
o
l
”
O
R
“
i
n
t
e
r
m
e
d
i
a
t
e
sc
h
o
o
l
”
)
)
2
.
3
.
2
.
Scre
ening
Scr
ee
n
in
g
r
ef
e
r
s
to
th
e
p
r
o
ce
s
s
o
f
ap
p
ly
in
g
in
clu
s
io
n
a
n
d
e
x
clu
s
io
n
cr
iter
ia
to
id
e
n
tify
ar
ticles
th
at
ar
e
s
u
itab
le
f
o
r
in
clu
s
io
n
in
th
e
SLR
[
16
]
.
A
to
tal
o
f
6
1
4
ar
ticles r
etr
iev
ed
d
u
r
in
g
th
e
id
en
ti
f
icatio
n
s
tag
e
wer
e
s
u
b
jecte
d
to
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
.
T
h
e
f
ir
s
t
s
cr
ee
n
i
n
g
cr
iter
io
n
ap
p
lied
in
th
is
SL
R
was
th
e
y
ea
r
o
f
p
u
b
licatio
n
,
w
h
er
eb
y
o
n
l
y
s
tu
d
ies
p
u
b
lis
h
ed
with
in
th
e
m
o
s
t
r
ec
en
t
f
iv
e
-
y
ea
r
p
er
io
d
(
2
0
1
9
–
2
0
2
3
)
wer
e
s
elec
ted
.
T
h
e
ch
o
ice
o
f
th
is
tim
e
f
r
am
e
was
s
u
p
p
o
r
ted
b
y
s
ev
er
al
co
n
s
id
er
atio
n
s
.
First,
th
is
tim
e
f
r
am
e
alig
n
s
with
th
e
m
atu
r
ity
co
n
ce
p
t
d
i
s
cu
s
s
ed
b
y
Kr
au
s
et
a
l.
[
17
]
,
wh
ich
s
u
g
g
ests
th
at
a
co
n
s
i
d
er
ab
le
n
u
m
b
e
r
o
f
r
elev
an
t stu
d
ies we
r
e
p
u
b
lis
h
ed
d
u
r
i
n
g
th
is
p
er
i
o
d
.
Fu
r
th
er
m
o
r
e
,
a
r
e
v
iew
o
f
th
e
p
r
im
ar
y
d
atab
ases
in
d
icate
d
th
at
2
0
1
9
m
ar
k
e
d
th
e
b
eg
in
n
in
g
o
f
a
n
o
tab
le
in
cr
ea
s
e
i
n
p
u
b
lica
tio
n
s
r
elate
d
t
o
th
e
ev
alu
atio
n
o
f
s
tu
d
en
t
p
er
s
o
n
ality
p
r
o
g
r
am
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
o
en
s
u
r
e
q
u
ality
c
o
n
tr
o
l,
t
h
is
SLR
in
clu
d
ed
o
n
ly
p
u
b
licatio
n
s
in
th
e
f
o
r
m
o
f
jo
u
r
n
al
ar
ticles.
I
n
ad
d
itio
n
,
to
f
ac
ilit
ate
clar
ity
in
r
ea
d
i
n
g
an
d
co
m
p
r
eh
e
n
s
io
n
,
o
n
ly
s
tu
d
ies
p
u
b
lis
h
ed
in
Ma
lay
s
ia
n
lan
g
u
ag
e
an
d
E
n
g
lis
h
wer
e
co
n
s
id
er
ed
.
Mo
r
eo
v
er
,
in
clu
s
io
n
was
lim
ited
to
ar
ticles
th
at
p
r
esen
ted
r
elev
an
t
em
p
ir
ica
l
d
ata.
C
o
n
s
eq
u
en
tly
,
r
e
v
iew
a
r
ticles
wer
e
ex
clu
d
ed
,
as
th
e
m
ain
o
b
jectiv
e
o
f
th
is
SLR
is
to
f
in
d
o
u
t
an
d
id
en
tify
th
e
f
in
d
in
g
s
o
f
p
r
ev
io
u
s
s
tu
d
ies an
d
n
o
t a
r
ev
iew
o
f
p
r
ev
io
u
s
s
tu
d
ies.
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
n
ev
a
lu
a
tio
n
o
f stu
d
e
n
t p
ers
o
n
a
lity p
r
o
g
r
a
m
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
:
a
s
ystema
tic
…
(
Mo
h
d
S
h
a
leh
Mis
la
n
)
993
An
ad
d
itio
n
al
c
r
iter
io
n
c
o
n
ce
r
n
ed
th
e
f
o
cu
s
o
f
th
e
s
tu
d
y
f
in
d
in
g
s
.
Selecte
d
ar
ticles
wer
e
r
eq
u
ir
ed
t
o
r
ep
o
r
t
f
i
n
d
in
g
s
th
at
s
p
ec
if
ica
lly
ad
d
r
ess
ed
th
e
ev
al
u
atio
n
o
f
th
e
im
p
lem
e
n
tatio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Ar
ticles
th
at
m
en
tio
n
ed
th
e
im
p
lem
en
tatio
n
o
f
s
tu
d
en
t
p
er
s
o
n
ality
p
r
o
g
r
a
m
s
with
o
u
t c
lear
ly
in
d
i
ca
tin
g
th
e
co
n
d
u
ct
o
f
an
ev
alu
atio
n
wer
e
ex
clu
d
ed
.
T
h
is
cr
iter
io
n
was a
p
p
lied
to
en
s
u
r
e
th
at
all
s
elec
ted
ar
ticle
s
co
n
tr
ib
u
te
d
r
elev
a
n
t
f
i
n
d
in
g
s
to
th
e
r
ev
iew.
Fo
llo
win
g
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
5
1
0
a
r
ticles
wer
e
ex
clu
d
ed
f
o
r
f
ailin
g
to
m
ee
t
th
e
estab
lis
h
ed
cr
iter
ia,
lea
v
in
g
9
8
ar
ticles
f
o
r
th
e
s
u
b
s
eq
u
en
t
s
tag
e.
T
h
e
ap
p
lied
in
clu
s
io
n
cr
iter
ia
ar
e
s
u
m
m
ar
ized
in
T
ab
le
2
.
T
ab
le
2
.
T
h
e
in
clu
s
io
n
c
r
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Y
e
a
r
o
f
p
u
b
l
i
c
a
t
i
o
n
W
i
t
h
i
n
t
h
e
p
a
s
t
f
i
v
e
y
e
a
r
s (
2
0
1
9
-
2
0
2
3
)
P
u
b
l
i
c
a
t
i
o
n
t
y
p
e
Jo
u
r
n
a
l
a
r
t
i
c
l
e
s
La
n
g
u
a
g
e
M
a
l
a
y
a
n
d
E
n
g
l
i
sh
Ty
p
e
s
o
f
f
i
n
d
i
n
g
s
Emp
i
r
i
c
a
l
F
o
c
u
s
o
f
f
i
n
d
i
n
g
s
D
a
t
a
r
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l
a
t
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d
t
o
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v
a
l
u
a
t
i
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i
n
sec
o
n
d
a
r
y
sc
h
o
o
l
2
.
3
.
3
.
E
lig
ibi
lity
T
h
e
n
ex
t
p
r
o
ce
s
s
is
an
elig
i
b
ilit
y
ch
ec
k
o
n
th
e
r
em
ai
n
in
g
9
8
ar
ticles
s
elec
ted
d
u
r
in
g
th
e
in
itial
s
cr
ee
n
in
g
p
r
o
ce
s
s
.
E
lig
ib
ilit
y
is
a
p
r
o
ce
s
s
in
wh
ich
a
s
ec
o
n
d
s
cr
ee
n
in
g
wo
u
ld
b
e
d
o
n
e
to
en
s
u
r
e
o
n
ce
ag
ain
th
at
all
th
e
s
elec
ted
ar
ticles
wer
e
ac
cu
r
ate
an
d
r
elev
a
n
t
to
th
e
SLR.
T
h
is
p
r
o
ce
s
s
en
tail
s
r
ev
iewin
g
th
e
titl
e
an
d
ab
s
tr
ac
t
o
f
ea
ch
a
r
ticle.
I
f
r
elev
an
ce
ca
n
n
o
t
b
e
d
ete
r
m
in
ed
f
r
o
m
t
h
e
titl
e
an
d
ab
s
tr
a
ct
alo
n
e,
th
en
th
e
m
eth
o
d
o
l
o
g
y
,
r
esu
lts
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
s
ar
e
r
ev
iewe
d
.
Du
r
in
g
th
is
p
r
o
ce
s
s
,
8
3
a
r
ticles
wer
e
ex
clu
d
ed
as
th
eir
f
o
cu
s
d
id
n
o
t
s
p
ec
if
ic
ally
ad
d
r
ess
th
e
ev
al
u
atio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
im
p
l
em
en
tatio
n
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
ar
ticles
wer
e
r
em
o
v
ed
f
o
r
s
ev
er
al
r
ea
s
o
n
s
,
in
clu
d
in
g
a
f
o
cu
s
o
n
p
r
o
g
r
am
s
tar
g
etin
g
th
e
g
e
n
er
al
p
u
b
lic
r
ath
er
th
an
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
d
u
p
licatio
n
o
f
r
ec
o
r
d
s
,
lim
ited
ac
ce
s
s
to
f
u
ll
tex
ts
,
an
d
ar
ticles
ca
teg
o
r
ized
as
s
co
p
in
g
r
ev
iews.
Fo
ll
o
win
g
th
e
elig
ib
ilit
y
ass
e
s
s
m
e
n
t,
2
1
ar
ticles
wer
e
d
ee
m
ed
s
u
itab
le
to
p
r
o
ce
e
d
to
th
e
n
ex
t
s
tag
e,
n
am
ely
th
e
q
u
ality
ass
ess
m
en
t.
I
n
th
is
s
t
u
d
y
,
th
e
s
y
s
tem
atic
s
ea
r
ch
p
r
o
ce
s
s
u
s
in
g
th
e
PR
I
SMA
m
eth
o
d
was sh
o
wn
in
Fig
u
r
e
1
.
2
.
3
.
4
.
Art
icle
qu
a
lity
a
s
s
ess
m
ent
All
s
elec
ted
ar
ticles
wer
e
s
u
b
jecte
d
to
an
in
itial
q
u
ality
ass
ess
m
en
t
to
m
in
im
ize
p
o
ten
tial
b
ias
an
d
to
id
en
tify
s
tu
d
ies
with
p
o
s
s
ib
le
m
eth
o
d
o
lo
g
ical
lim
itatio
n
s
[
18
]
.
T
wo
ev
alu
ato
r
s
wer
e
a
p
p
o
in
ted
f
r
o
m
am
o
n
g
th
e
r
esear
ch
er
s
to
co
n
d
u
ct
th
e
ass
ess
m
en
t.
As
th
is
SL
R
in
co
r
p
o
r
ated
s
tu
d
ies
em
p
l
o
y
in
g
d
if
f
er
e
n
t
r
esear
c
h
d
esig
n
s
,
n
am
ely
q
u
an
titativ
e,
q
u
alitativ
e,
an
d
m
ix
e
d
m
eth
o
d
s
,
th
e
e
v
alu
ato
r
s
u
tili
ze
d
t
h
e
m
ix
ed
m
eth
o
d
s
ap
p
r
aisal to
o
l (
MM
AT
)
as th
e
g
u
id
in
g
f
r
am
ewo
r
k
f
o
r
ar
ticle
ev
alu
atio
n
[
19
]
.
E
ac
h
ar
ticle
was
as
s
es
s
ed
u
s
i
n
g
two
p
r
elim
in
ar
y
c
r
iter
ia
f
o
llo
wed
b
y
f
iv
e
d
esig
n
-
s
p
ec
if
ic
cr
iter
ia.
At
th
e
p
r
elim
in
ar
y
s
tag
e,
ar
ticl
e
q
u
ality
was e
x
am
in
ed
b
ased
o
n
th
e
f
o
llo
win
g
p
r
in
ci
p
les:
i)
wh
eth
er
th
e
s
tated
r
esear
ch
q
u
esti
o
n
was
clea
r
ly
d
ef
in
ed
an
d
ii)
wh
eth
er
th
e
d
ata
o
b
tain
ed
wer
e
s
u
f
f
icien
t
t
o
ad
d
r
ess
th
e
s
tated
r
esear
ch
q
u
esti
o
n
s
.
On
ly
ar
tic
les
th
at
f
u
lf
illed
b
o
th
p
r
elim
i
n
ar
y
cr
iter
ia
p
r
o
ce
ed
ed
t
o
th
e
s
u
b
s
eq
u
en
t
s
tag
e,
wh
ich
in
v
o
lv
ed
ca
teg
o
r
izatio
n
ac
co
r
d
in
g
to
r
esear
c
h
d
esi
g
n
(
q
u
alitativ
e,
q
u
an
titativ
e
o
r
m
ix
e
d
m
eth
o
d
s
)
b
ef
o
r
e
ev
alu
atio
n
u
s
in
g
th
e
f
iv
e
s
p
ec
if
ic
cr
iter
ia.
Fo
r
ea
c
h
cr
iter
io
n
,
th
e
ev
alu
ato
r
s
s
elec
ted
o
n
e
o
f
th
r
ee
r
esp
o
n
s
e
o
p
tio
n
s
,
n
am
el
y
“
y
e
s
”,
“n
o
”,
o
r
“c
a
n
n
o
t
tell”,
with
th
e
latter
ap
p
lied
wh
en
th
e
ev
alu
atio
n
o
u
tco
m
e
was u
n
clea
r
o
r
u
n
ce
r
tain
.
T
o
e
n
s
u
r
e
co
n
s
is
ten
cy
an
d
r
eliab
ili
ty
,
b
o
th
ev
al
u
ato
r
s
wer
e
r
eq
u
i
r
ed
to
r
ea
ch
m
u
t
u
al
ag
r
ee
m
en
t f
o
r
ea
ch
ar
ticle.
I
n
ca
s
es wh
er
e
co
n
s
en
s
u
s
co
u
ld
n
o
t b
e
ac
h
iev
ed
,
a
s
ec
o
n
d
o
p
in
io
n
was so
u
g
h
t.
Fro
m
th
e
2
1
a
r
ticles
ass
es
s
e
d
,
1
5
ar
ticles
m
et
at
least
t
h
r
ee
o
f
th
e
s
p
ec
if
ied
cr
iter
ia
an
d
we
r
e
th
er
ef
o
r
e
in
clu
d
ed
i
n
th
is
SL
R
.
I
n
c
o
n
tr
ast,
f
i
v
e
ar
ticles
by
Z
h
an
g
et
a
l.
[
20
]
,
Hau
g
et
a
l.
[
21
]
,
L
im
a
-
Ser
r
an
o
an
d
L
im
a
-
R
o
d
r
í
g
u
ez
[
22
]
,
E
f
f
en
d
i
[
23
]
,
a
n
d
Su
r
aiy
a
et
a
l.
[
24
]
we
r
e
ex
clu
d
e
d
f
o
r
f
ailin
g
to
m
ee
t
th
e
m
in
im
u
m
r
e
q
u
ir
em
e
n
ts
.
T
h
e
o
u
tco
m
es o
f
th
e
ar
ticle
q
u
ality
ass
es
s
m
en
t a
r
e
p
r
esen
ted
in
T
ab
les 3
-
5.
T
ab
le
3
.
Qu
a
n
titativ
e
ar
ticle
q
u
ality
ass
ess
m
en
t
B
a
si
c
/
s
t
u
d
y
c
r
i
t
e
r
i
a
[
20
]
[
21
]
[
22
]
I
s t
h
e
s
t
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
st
i
o
n
c
l
e
a
r
?
Y
e
s
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
I
s t
h
e
d
a
t
a
o
b
t
a
i
n
e
d
a
b
l
e
t
o
a
n
sw
e
r
t
h
e
st
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
s?
No
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
I
s t
h
e
s
a
mp
l
i
n
g
st
r
a
t
e
g
y
u
se
d
r
e
l
e
v
a
n
t
t
o
a
n
sw
e
r
t
h
e
r
e
s
e
a
r
c
h
q
u
e
st
i
o
n
?
Y
e
s
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
I
s t
h
e
s
e
l
e
c
t
e
d
sam
p
l
e
r
e
p
r
e
s
e
n
t
a
t
i
v
e
o
f
t
h
e
p
o
p
u
l
a
t
i
o
n
b
e
i
n
g
s
t
u
d
i
e
d
?
Y
e
s
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
A
r
e
t
h
e
m
e
a
s
u
r
e
m
e
n
t
s
u
se
d
a
p
p
r
o
p
r
i
a
t
e
l
y
?
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
I
s t
h
e
r
i
s
k
o
f
n
o
n
r
e
s
p
o
n
s
e
b
i
a
s
l
o
w
?
No
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
I
s t
h
e
s
t
a
t
i
st
i
c
a
l
a
n
a
l
y
s
i
s
u
se
d
a
p
p
r
o
p
r
i
a
t
e
l
y
t
o
a
n
sw
e
r
t
h
e
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
?
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
V
e
r
d
i
c
t
N
o
t
a
c
c
e
p
t
e
d
N
o
t
a
c
c
e
p
t
e
d
N
o
t
a
c
c
e
p
t
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
989
-
1
002
994
T
ab
le
4
.
Qu
alitativ
e
ar
ticle
q
u
ality
ass
es
s
m
en
t
B
a
si
c
/
s
t
u
d
y
c
r
i
t
e
r
i
a
[
23
]
I
s t
h
e
s
t
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
st
i
o
n
c
l
e
a
r
?
I
s t
h
e
d
a
t
a
o
b
t
a
i
n
e
d
a
b
l
e
t
o
a
n
sw
e
r
t
h
e
st
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
s?
I
s t
h
e
q
u
a
l
i
t
a
t
i
v
e
a
p
p
r
o
a
c
h
u
se
d
a
p
p
r
o
p
r
i
a
t
e
l
y
t
o
a
n
sw
e
r
t
h
e
r
e
se
a
r
c
h
q
u
e
st
i
o
n
?
I
s t
h
e
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
c
o
l
l
e
c
t
i
o
n
me
t
h
o
d
o
l
o
g
y
u
se
d
s
u
f
f
i
c
i
e
n
t
t
o
a
n
sw
e
r
t
h
e
r
e
sea
r
c
h
q
u
e
s
t
i
o
n
?
A
r
e
t
h
e
r
e
su
l
t
s
o
b
t
a
i
n
e
d
f
r
o
m t
h
e
d
a
t
a
su
f
f
i
c
i
e
n
t
?
I
s t
h
e
i
n
t
e
r
p
r
e
t
a
t
i
o
n
o
f
t
h
e
st
u
d
y
r
e
s
u
l
t
s c
a
n
b
e
p
r
o
v
e
n
w
i
t
h
t
h
e
d
a
t
a
?
I
s t
h
e
r
e
c
o
n
t
i
n
u
i
t
y
b
e
t
w
e
e
n
t
h
e
s
o
u
r
c
e
,
c
o
l
l
e
c
t
i
o
n
,
a
n
a
l
y
s
i
s,
a
n
d
i
n
t
e
r
p
r
e
t
a
t
i
o
n
o
f
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
?
V
e
r
d
i
c
t
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
C
a
n
n
o
t
t
e
l
l
N
o
t
a
c
c
e
p
t
e
d
T
ab
le
5
.
Mix
e
d
m
eth
o
d
ar
ticle
q
u
ality
ass
ess
m
en
t
B
a
si
c
/
s
t
u
d
y
c
r
i
t
e
r
i
a
[
24
]
I
s t
h
e
s
t
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
st
i
o
n
c
l
e
a
r
?
I
s t
h
e
d
a
t
a
o
b
t
a
i
n
e
d
a
b
l
e
t
o
a
n
sw
e
r
t
h
e
st
a
t
e
d
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
s?
I
s t
h
e
r
e
a
j
u
s
t
i
f
i
c
a
t
i
o
n
t
o
u
se
mi
x
e
d
m
e
t
h
o
d
s
t
o
a
n
sw
e
r
t
h
e
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
?
C
a
n
t
h
e
se
d
i
f
f
e
r
e
n
t
r
e
s
e
a
r
c
h
c
o
mp
o
n
e
n
t
s
b
e
c
o
m
b
i
n
e
d
e
f
f
e
c
t
i
v
e
l
y
t
o
a
n
sw
e
r
t
h
e
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
?
A
r
e
t
h
e
c
o
m
b
i
n
e
d
q
u
a
l
i
t
a
t
i
v
e
a
n
d
q
u
a
n
t
i
t
a
t
i
v
e
r
e
s
u
l
t
s
i
n
t
e
r
p
r
e
t
e
d
a
c
c
u
r
a
t
e
l
y
?
A
r
e
d
i
f
f
e
r
e
n
c
e
s
a
n
d
e
l
e
m
e
n
t
s
o
f
i
n
c
o
n
si
st
e
n
c
y
b
e
t
w
e
e
n
q
u
a
n
t
i
t
a
t
i
v
e
a
n
d
q
u
a
l
i
t
a
t
i
v
e
r
e
s
u
l
t
s w
e
l
l
a
d
d
r
e
sse
d
?
D
o
t
h
e
d
i
f
f
e
r
e
n
t
st
u
d
y
c
o
mp
o
n
e
n
t
s
c
o
mp
l
y
w
i
t
h
t
h
e
q
u
a
l
i
t
y
c
r
i
t
e
r
i
a
f
o
r
e
a
c
h
st
u
d
y
d
e
s
i
g
n
i
n
v
o
l
v
e
d
?
V
e
r
d
i
c
t
Y
e
s
Y
e
s
No
No
No
No
No
N
o
t
a
c
c
e
p
t
e
d
2
.
3
.
5
.
Da
t
a
ex
t
ra
c
t
io
n a
nd
a
na
ly
s
is
T
h
e
d
ata
e
x
tr
ac
tio
n
p
r
o
ce
s
s
was
p
er
f
o
r
m
e
d
o
n
ar
ticles
th
at
h
ad
s
u
cc
ess
f
u
lly
p
ass
ed
th
e
q
u
alit
y
ass
es
s
m
en
t
s
tag
e.
T
h
is
p
r
o
ce
s
s
in
v
o
lv
ed
two
r
esear
ch
er
s
.
A
s
th
is
SL
R
f
o
cu
s
ed
o
n
ex
am
i
n
in
g
f
in
d
i
n
g
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
co
n
ce
r
n
in
g
t
h
e
im
p
lem
en
tatio
n
o
f
p
er
s
o
n
a
lity
p
r
o
g
r
a
m
s
,
d
ata
ex
tr
ac
tio
n
em
p
h
asized
th
r
ee
k
ey
s
ec
tio
n
s
o
f
ea
c
h
ar
ticle,
n
am
ely
th
e
ab
s
tr
ac
t,
r
esu
lts
an
d
d
is
cu
s
s
io
n
.
W
h
er
e
r
eq
u
ir
ed
,
o
th
e
r
s
ec
tio
n
s
co
n
tain
in
g
r
ele
v
an
t
in
f
o
r
m
ati
o
n
wer
e
also
r
ev
iewe
d
.
T
h
e
ex
tr
ac
ted
d
ata
wer
e
s
u
b
s
eq
u
e
n
tly
o
r
g
a
n
ized
in
to
a
tab
le
to
s
u
p
p
o
r
t
th
e
a
n
aly
s
is
p
r
o
ce
s
s
.
Fo
llo
win
g
d
ata
e
x
tr
a
ctio
n
,
d
ata
an
aly
s
is
was
u
n
d
er
tak
en
.
As
th
is
SLR
ad
o
p
ted
an
in
te
g
r
ativ
e
r
e
v
iew
ap
p
r
o
ac
h
th
at
i
n
co
r
p
o
r
ated
m
u
ltip
le
r
esear
ch
d
esig
n
s
,
q
u
alit
ativ
e
s
y
n
th
esis
was
id
en
tifie
d
as th
e
m
o
s
t a
p
p
r
o
p
r
i
ate
an
aly
tical
m
eth
o
d
[
25
]
.
Se
v
er
al
an
aly
tical
ap
p
r
o
ac
h
es c
a
n
b
e
ap
p
lied
with
in
q
u
alitativ
e
s
y
n
th
esis
;
h
o
wev
e
r
,
th
em
atic
a
n
aly
s
is
was
s
ele
cted
as
o
n
e
o
f
th
e
m
o
s
t
s
u
itab
le
tech
n
iq
u
es
f
o
r
an
aly
zin
g
f
in
d
in
g
s
d
er
i
v
ed
f
r
o
m
d
iv
er
s
e
r
esear
ch
d
esig
n
s
[
26
]
.
T
h
em
atic
an
al
y
s
is
s
ee
k
s
to
id
en
tify
r
ec
u
r
r
in
g
p
atter
n
s
ac
r
o
s
s
p
r
ev
io
u
s
s
tu
d
ies b
ased
o
n
th
e
s
im
ilar
ity
o
r
r
el
ev
an
ce
o
f
th
e
ex
tr
ac
te
d
f
in
d
in
g
s
.
T
o
d
eter
m
i
n
e
ap
p
r
o
p
r
iate
th
e
m
es,
th
e
ex
tr
ac
ted
f
in
d
in
g
s
w
er
e
ex
am
in
e
d
in
d
iv
id
u
ally
.
Fin
d
in
g
s
th
at
d
em
o
n
s
tr
ated
s
im
ilar
ity
o
r
r
el
ev
an
ce
wer
e
g
r
o
u
p
ed
in
to
th
e
s
am
e
d
ata
ca
teg
o
r
y
,
af
ter
wh
ich
s
u
itab
le
th
e
m
es
wer
e
ass
ig
n
ed
to
ea
ch
g
r
o
u
p
.
T
h
r
o
u
g
h
t
h
is
p
r
o
ce
s
s
,
f
o
u
r
m
a
in
th
em
es
wer
e
id
en
tifie
d
:
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
itiv
e
an
d
s
o
cial.
T
h
e
f
in
d
in
g
s
with
in
ea
ch
th
em
e
wer
e
th
en
f
u
r
th
e
r
r
ev
iewe
d
to
d
ev
elo
p
s
u
b
th
em
es,
r
esu
ltin
g
in
a
t
o
tal
o
f
s
ev
en
s
u
b
th
em
es.
All
id
en
tifie
d
th
em
e
s
an
d
s
u
b
th
em
es
wer
e
s
u
b
s
eq
u
en
tly
r
e
-
ev
alu
ated
to
en
s
u
r
e
th
eir
alig
n
m
en
t
wit
h
th
e
r
esear
ch
q
u
esti
o
n
s
.
A
v
alid
atio
n
p
r
o
ce
s
s
was
ca
r
r
ied
o
u
t
b
y
two
ex
p
er
ts
,
o
n
e
s
p
ec
ializin
g
in
SLR
m
eth
o
d
o
lo
g
y
an
d
th
e
o
th
e
r
in
I
s
lam
ic
e
d
u
ca
tio
n
.
B
o
th
ex
p
er
ts
co
n
f
ir
m
ed
t
h
at
th
e
f
o
u
r
m
ain
th
em
es
an
d
s
ev
e
n
s
u
b
th
em
es
wer
e
ap
p
r
o
p
r
ia
te
an
d
r
elev
an
t
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
id
en
tifie
d
th
em
es a
n
d
s
u
b
th
em
es a
r
e
p
r
esen
ted
in
T
a
b
le
6
.
T
ab
le
6
.
T
h
e
m
ain
th
e
m
es a
n
d
s
u
b
th
em
es
A
u
t
h
o
r
/
t
h
e
m
e
R
e
se
a
r
c
h
d
e
s
i
g
n
B
e
h
a
v
i
o
r
a
l
Emo
t
i
o
n
C
o
g
n
i
t
i
v
e
S
o
c
i
a
l
S
u
b
-
t
h
e
me
B
e
h
a
v
i
o
r
a
l
c
h
a
n
g
e
P
h
y
s
i
c
a
l
h
e
a
l
t
h
Emo
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
Emo
t
i
o
n
a
l
man
a
g
e
me
n
t
C
o
g
n
i
t
i
v
e
a
b
i
l
i
t
y
S
o
c
i
a
l
sk
i
l
l
s
S
o
c
i
a
l
w
e
l
l
b
e
i
n
g
[
5
]
[
7
]
QN
QN
/
/
/
/
/
/
/
[
27
]
QN
/
/
/
/
[
28
]
QN
/
/
/
[
29
]
QN
/
/
/
[
30
]
QL
/
/
/
/
[
31
]
QN
/
/
/
/
[
32
]
QN
/
/
/
/
[
33
]
QN
/
/
/
/
[
34
]
QN
/
/
/
/
[
35
]
MX
/
/
[
36
]
QN
/
/
[
37
]
QN
/
/
/
[
38
]
QN
/
/
/
/
[
39
]
QL
/
/
/
/
Q
N
=
q
u
a
n
t
i
t
a
t
i
v
e
;
Q
L
=
q
u
a
l
i
t
a
t
i
v
e
;
M
X
=
mi
x
e
d
me
t
h
o
d
s
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
n
ev
a
lu
a
tio
n
o
f stu
d
e
n
t p
ers
o
n
a
lity p
r
o
g
r
a
m
in
s
ec
o
n
d
a
r
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s
ch
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o
ls
:
a
s
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tic
…
(
Mo
h
d
S
h
a
leh
Mis
la
n
)
995
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Art
icle
ba
c
k
g
r
o
un
d
Of
th
e
1
5
ar
ti
cl
e
s
s
ele
ct
ed
,
s
i
x
o
f
th
em
we
r
e
p
u
b
l
i
s
h
ed
in
2
0
2
2
,
s
ix
wer
e
p
u
b
l
i
s
h
ed
in
2
0
2
1
an
d
th
r
e
e
w
er
e
p
u
b
l
i
s
h
ed
in
2
0
1
9
.
Ad
d
it
io
n
al
ly
,
1
5
s
el
ec
ted
ar
t
ic
le
s
,
ea
ch
p
u
b
li
s
h
ed
in
o
n
e
jo
u
r
n
a
l
th
at
w
as
I
n
ter
n
at
io
n
al
J
o
u
r
n
al
o
f
E
n
v
ir
o
n
m
en
t
al
R
es
ea
r
ch
an
d
P
u
b
l
i
c
Hea
l
th
,
th
e
So
u
th
Af
r
ic
an
J
o
u
r
n
al
o
f
E
d
u
ca
tio
n
,
th
e
J
o
u
r
n
al
o
f
Me
d
ica
l
I
n
te
r
n
et
R
e
s
ea
r
ch
,
th
e
J
o
u
r
n
a
l
o
f
Ph
y
s
ic
al
E
d
u
c
at
io
n
a
n
d
Sp
o
r
t,
th
e
J
o
u
r
n
a
l
o
f
E
d
u
ca
tio
n
al
,
C
u
ltu
r
al
an
d
P
s
y
ch
o
lo
g
ic
al
Stu
d
ie
s
,
J
o
u
r
n
al
o
f
Me
d
ic
al
I
n
t
er
n
et
R
e
s
ea
r
ch
,
B
M
J
Op
en
,
Pre
v
en
t
iv
e
Me
d
ic
in
e
R
ep
o
r
t
s
,
J
MI
R
Fo
r
m
at
iv
e
R
e
s
e
ar
c
h
,
Stu
d
ie
s
i
n
Se
co
n
d
L
an
g
u
ag
e
L
e
ar
n
in
g
an
d
T
ea
ch
in
g
,
C
h
i
ld
&
Yo
u
t
h
C
a
r
e
Fo
r
u
m
,
P
er
s
p
e
ct
iv
e
s
o
f
S
c
ien
c
e
an
d
E
d
u
ca
tio
n
,
Su
s
ta
in
ab
i
li
ty
,
Fro
n
t
ie
r
in
P
s
y
ch
o
lo
g
y
,
an
d
Fr
o
n
t
ier
in
P
ed
ia
tr
ic
s
.
A
th
em
a
ti
c
a
n
a
ly
s
i
s
ap
p
r
o
ac
h
wa
s
u
s
ed
to
id
en
t
if
y
th
e
m
a
in
th
e
m
e
s
an
d
s
u
b
th
em
e
s
.
I
n
th
i
s
p
r
o
c
es
s
,
f
o
u
r
m
a
in
th
em
e
s
w
er
e
id
en
t
if
i
ed
,
wh
ich
wer
e:
b
eh
av
io
r
al
,
e
m
o
t
io
n
a
l,
co
g
n
i
tiv
e
a
n
d
s
o
c
ia
l.
Nex
t,
th
e
f
in
d
in
g
s
f
r
o
m
th
e
m
a
i
n
th
e
m
e
wer
e
ex
am
in
ed
f
o
r
th
e
f
o
r
m
at
io
n
o
f
s
u
b
th
em
e
s
,
wh
ich
p
r
o
d
u
ce
d
s
ev
e
n
s
u
b
-
th
e
m
e
s
,
n
a
m
e
ly
:
b
eh
av
io
r
a
l
ch
an
g
e,
p
h
y
s
i
ca
l
h
ea
lth
,
em
o
tio
n
al
in
t
el
lig
en
c
e,
e
m
o
t
io
n
al
m
an
a
g
em
en
t,
co
g
n
i
ti
v
e
a
b
i
li
ty
,
s
o
cia
l
s
k
il
l
s
,
an
d
s
o
ci
al
we
l
lb
e
in
g
.
Al
l
i
d
en
tif
ied
th
em
e
s
an
d
s
u
b
t
h
em
es
w
er
e
s
u
b
s
e
q
u
en
tly
r
e
-
a
s
s
e
s
s
ed
to
co
n
f
ir
m
th
eir
r
e
lev
an
c
e
to
a
d
d
r
e
s
s
in
g
th
e
r
e
s
ea
r
ch
q
u
es
t
io
n
:
w
h
at
i
s
th
e
ev
a
lu
a
t
i
o
n
o
f
th
e
s
tu
d
en
t p
er
s
o
n
a
li
ty
p
r
o
g
r
am
im
p
le
m
en
ta
tio
n
in
s
e
co
n
d
ar
y
s
ch
o
o
l
s
?
3
.
2
.
M
a
j
o
r
s
y
s
t
em
a
t
ic
lite
ra
t
ure
re
v
iew
f
ind
ing
s
3
.
2
.
1
.
B
eha
v
io
r
T
h
e
s
u
b
-
t
h
em
es
u
n
d
er
t
h
e
b
eh
av
i
o
r
al
th
e
m
e
ar
e
b
e
h
av
io
r
ch
an
g
e
an
d
p
h
y
s
ic
al
h
ea
lth
.
Ko
zin
a
et
a
l.
[
5
]
s
tate
th
at
ch
ar
ac
ter
ch
a
n
g
e
o
cc
u
r
s
t
h
r
o
u
g
h
s
tu
d
en
t’
s
awa
r
e
n
ess
o
f
ac
a
d
em
ic
ac
h
iev
e
m
en
t.
T
h
is
ch
an
g
e
r
e
f
er
s
to
a
p
o
s
itiv
e
s
h
if
t
i
n
awa
r
e
n
ess
,
en
co
u
r
ag
in
g
s
tu
d
en
ts
to
wo
r
k
h
a
r
d
er
.
I
n
th
eir
s
tu
d
y
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
c
h
ar
ac
te
r
an
d
c
o
n
f
id
e
n
ce
s
ig
n
if
ican
tly
af
f
ec
ts
m
ath
em
atics
ac
h
iev
e
m
en
t.
T
h
e
e
m
p
h
asis
o
n
ch
ar
ac
ter
v
alu
es
s
h
o
u
ld
b
e
in
co
r
p
o
r
ated
in
to
c
u
r
r
icu
l
u
m
lear
n
in
g
,
a
d
d
itio
n
al
cu
r
r
icu
lu
m
an
d
a
co
n
d
u
civ
e
en
v
ir
o
n
m
en
t
wh
eth
e
r
at
h
o
m
e
o
r
in
s
ch
o
o
l
[
30
]
.
T
h
er
ef
o
r
e,
t
h
is
ex
p
er
ien
ce
will
g
iv
e
a
n
im
p
r
ess
io
n
o
f
a
b
etter
s
elf
-
u
n
d
er
s
tan
d
in
g
as
well
as
a
clea
r
g
o
al
[
39
]
.
Me
an
wh
il
e,
th
e
p
h
y
s
ical
h
ea
lth
ca
r
e
s
u
b
-
th
em
e
is
clo
s
ely
r
elate
d
to
th
e
i
n
d
iv
id
u
al
’
s
p
s
y
ch
o
m
o
to
r
an
d
p
s
y
c
h
o
s
o
cial
d
ev
elo
p
m
e
n
t
[
28
]
.
Stu
d
y
b
y
Ko
m
p
án
et
a
l.
[
36
]
in
v
o
lv
in
g
clim
b
in
g
a
n
d
m
ed
it
atio
n
ac
tiv
ities
b
y
s
tu
d
en
ts
c
an
o
v
er
co
m
e
f
ee
lin
g
s
o
f
d
is
co
m
f
o
r
t
an
d
f
ea
r
as
well
as
im
p
r
o
v
e
s
elf
-
c
o
n
f
id
en
ce
,
p
h
y
s
ical
p
e
r
f
o
r
m
an
ce
,
an
d
co
o
p
er
atio
n
[
38
]
.
T
h
i
s
is
s
u
p
p
o
r
te
d
b
y
Ma
s
to
r
ci
et
a
l.
[
33
]
th
at
s
ch
o
o
l p
r
o
g
r
a
m
s
ca
n
im
p
r
o
v
e
s
elf
-
i
m
ag
e
an
d
b
o
d
y
s
atis
f
ac
tio
n
am
o
n
g
teen
a
g
er
s
ag
ed
1
2
to
1
4
y
ea
r
s
f
r
o
m
t
h
e
asp
ec
t
o
f
em
p
o
wer
m
en
t a
n
d
awa
r
e
n
ess
o
f
h
ea
lth
an
d
well
-
b
ein
g
.
Ov
er
all,
f
in
d
in
g
s
u
n
d
e
r
th
e
b
eh
av
io
r
al
th
em
e
an
d
its
s
u
b
-
th
em
es
in
d
icate
th
at
ch
ar
ac
ter
ch
an
g
e
is
lar
g
ely
d
r
iv
e
n
b
y
s
tu
d
en
ts
’
s
elf
-
awa
r
en
ess
an
d
p
er
s
o
n
al
e
x
p
er
ien
ce
s
.
T
h
e
r
o
le
o
f
teac
h
er
s
in
s
ch
o
o
ls
an
d
p
ar
en
ts
s
er
v
es
as
a
ca
taly
s
t
in
cr
ea
tin
g
a
co
n
d
u
civ
e
en
v
ir
o
n
m
en
t
f
o
r
s
h
ap
in
g
p
o
s
itiv
e
b
eh
av
io
r
.
I
n
a
d
d
itio
n
,
p
h
y
s
ical
ac
tiv
ities
also
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
in
d
iv
id
u
al
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t.
T
h
e
r
ef
o
r
e
,
th
e
in
teg
r
atio
n
o
f
cu
r
r
ic
u
lu
m
,
co
-
cu
r
r
icu
lu
m
,
a
n
d
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
co
n
s
titu
tes
an
e
s
s
en
tial
elem
en
t
in
ef
f
o
r
ts
to
d
e
v
elo
p
a
b
alan
ce
d
a
n
d
h
o
lis
tic
ch
ar
ac
ter
.
3
.
2
.
2
.
E
m
o
t
io
n
T
h
e
s
u
b
-
th
em
e
u
n
d
er
em
o
tio
n
is
em
o
tio
n
al
i
n
tellig
en
ce
a
n
d
e
m
o
tio
n
al
m
an
a
g
em
en
t.
R
esear
ch
b
y
L
ip
p
o
lis
et
a
l.
[
7
]
s
tate
em
o
ti
o
n
al
in
tellig
en
ce
in
v
o
lv
es
co
n
tr
o
llin
g
th
e
atten
tio
n
o
f
h
o
w
i
n
d
iv
id
u
al
em
o
tio
n
s
r
ea
ct,
f
o
cu
s
an
d
an
aly
z
e
in
f
o
r
m
atio
n
f
o
r
co
g
n
itiv
e
f
u
n
ctio
n
in
th
e
co
m
p
lex
s
itu
atio
n
s
.
T
h
eir
s
tu
d
y
r
ev
ea
le
d
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
s
elf
-
co
n
tr
o
l
b
etwe
en
s
tu
d
e
n
ts
en
r
o
lled
in
th
e
m
u
s
ic
cu
r
r
icu
lu
m
an
d
th
o
s
e
f
o
llo
win
g
th
e
s
tan
d
ar
d
cu
r
r
ic
u
lu
m
.
Stu
d
en
ts
wh
o
f
o
llo
w
th
e
m
u
s
ic
cu
r
r
icu
lu
m
ar
e
m
o
r
e
lik
ely
to
h
av
e
b
etter
p
er
f
o
r
m
an
ce
in
th
e
au
d
io
v
is
u
al
wo
r
k
in
g
m
em
o
r
y
.
T
h
er
ef
o
r
e,
ac
tiv
ities
,
m
eth
o
d
s
,
an
d
lear
n
in
g
r
eso
u
r
ce
s
in
f
lu
en
ce
th
e
lev
el
o
f
em
o
tio
n
al
in
tellig
en
ce
o
f
s
tu
d
en
ts
th
r
o
u
g
h
th
e
in
te
g
r
atio
n
o
f
k
n
o
wle
d
g
e
[
7
]
,
[
31
]
,
[
34
]
.
Me
an
wh
ile,
th
e
n
ex
t
s
u
b
th
em
e
is
em
o
tio
n
al
m
an
a
g
em
en
t.
Gen
er
ally
,
ea
c
h
s
tu
d
e
n
t
h
as
a
d
iv
er
s
e
p
e
r
s
o
n
ality
.
T
h
e
teac
h
er
’
s
r
o
le
is
to
cr
ea
te
a
co
n
d
u
civ
e
atm
o
s
p
h
er
e
in
wh
ich
th
e
u
n
iq
u
e
n
ess
o
f
ea
ch
s
tu
d
en
t
is
ap
p
r
ec
iated
[
30
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
in
s
ch
o
o
ls
aim
s
to
f
o
s
ter
s
elf
-
r
ef
lecti
o
n
ab
o
u
t
in
d
iv
id
u
al
s
k
ills
[
32
]
.
T
h
e
p
r
o
g
r
am
s
th
a
t
ar
e
co
n
d
u
cte
d
ar
e
n
o
t
o
n
ly
f
o
cu
s
ed
o
n
s
tu
d
en
ts
in
th
e
m
ain
s
tr
ea
m
b
u
t
also
in
v
o
lv
e
t
h
o
s
e
at
r
is
k
.
Deb
en
h
a
m
et
a
l.
[
29
]
f
o
cu
s
o
n
h
o
w
to
m
an
ag
e
em
o
tio
n
s
to
r
ed
u
ce
al
co
h
o
l
c
o
n
s
u
m
p
tio
n
as
well
a
s
k
n
o
wled
g
e
ab
o
u
t
th
e
d
an
g
er
s
o
f
ca
n
n
ab
is
.
Similar
ly
,
a
s
tu
d
y
b
y
Mc
K
ay
et
a
l.
[
27
]
o
n
ad
o
lescen
ts
with
atten
tio
n
d
ef
icit
h
y
p
er
ac
tiv
ity
d
is
o
r
d
er
(
ADHD
)
th
r
o
u
g
h
th
e
Alf
i
VR
m
eth
o
d
to
in
cr
ea
s
e
th
e
lev
el
o
f
co
n
ce
n
tr
atio
n
b
ased
o
n
em
o
tio
n
al
r
eg
u
latio
n
.
I
n
r
elatio
n
to
th
e
em
o
tio
n
al
th
em
e
an
d
its
s
u
b
-
th
em
es,
th
e
r
ev
iewe
d
s
tu
d
ies
s
u
g
g
est
th
at
em
o
tio
n
al
in
tellig
en
ce
is
s
tr
o
n
g
ly
in
f
lu
e
n
ce
d
b
y
t
h
e
lear
n
in
g
ap
p
r
o
ac
h
es,
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
p
r
o
v
id
ed
to
s
tu
d
en
ts
.
I
n
th
is
co
n
te
x
t,
th
e
v
ar
iety
o
f
ef
f
ec
tiv
e
teac
h
in
g
tech
n
iq
u
es
an
d
r
eso
u
r
ce
s
em
p
lo
y
ed
b
y
teac
h
e
r
s
p
lay
s
a
cr
u
cial
r
o
le
in
u
n
c
o
v
er
in
g
s
tu
d
e
n
ts
’
ab
ilit
ies
to
f
a
ce
co
m
p
le
x
s
itu
atio
n
s
.
T
h
e
a
s
p
ec
t
o
f
e
m
o
tio
n
al
in
tellig
en
ce
is
also
n
o
t lim
ited
to
m
ain
s
tr
ea
m
s
tu
d
en
ts
b
u
t a
ls
o
ex
ten
d
s
to
at
-
r
is
k
s
tu
d
e
n
ts
th
r
o
u
g
h
th
eir
ab
ilit
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
989
-
1
002
996
to
m
an
ag
e
th
ei
r
o
wn
e
m
o
tio
n
s
.
Nev
er
th
eless
,
th
is
ac
h
iev
em
en
t
d
ep
e
n
d
s
o
n
t
h
e
m
eth
o
d
s
,
r
eso
u
r
ce
s
,
an
d
g
u
id
an
ce
p
r
o
v
id
ed
b
y
teac
h
e
r
s
.
3
.
2
.
3
.
Co
g
nitiv
e
T
h
e
s
u
b
th
em
e
u
n
d
er
c
o
g
n
itiv
e
is
co
g
n
itiv
e
ab
ilit
y
.
Stu
d
en
t
s
wh
o
ac
h
iev
e
ex
ce
llen
t
m
ar
k
s
ar
e
o
f
ten
r
eg
ar
d
e
d
as
h
a
v
in
g
s
u
p
er
io
r
c
o
g
n
itiv
e
a
b
ilit
ies
[
7
].
Du
e
to
t
h
eir
ex
ce
llen
ce
,
th
ey
ar
e
s
ee
n
as
r
o
le
ad
m
ir
e
d
f
o
r
th
eir
q
u
alities
an
d
v
alu
es
[
35
]
.
Ho
wev
e
r
,
co
g
n
itiv
e
ab
ilit
y
is
n
o
t
m
ea
s
u
r
e
d
th
r
o
u
g
h
a
ca
d
em
ic
ex
ce
llen
ce
alo
n
e,
b
u
t
in
d
iv
i
d
u
al
ab
ilit
y
is
also
s
u
b
ject
to
s
p
ec
if
ic
tr
ea
t
m
en
t
an
d
r
em
ed
ial
p
r
o
g
r
a
m
s
[
27
]
,
[
29
]
.
Alth
o
u
g
h
th
e
ef
f
ec
t
m
ay
b
e
s
ee
n
in
th
e
lo
n
g
ter
m
,
th
e
in
d
iv
id
u
al
’
s
ab
ilit
ies
an
d
ca
p
ab
ilit
ies
ar
e
co
n
s
id
er
ed
as
an
ef
f
o
r
t
to
r
ef
lect
o
n
ex
is
tin
g
ex
p
e
r
ien
ce
s
[
32
]
,
[
34
]
,
[
39
].
T
h
e
an
aly
s
is
o
f
th
e
c
o
g
n
itiv
e
th
em
e
a
n
d
its
s
u
b
-
t
h
em
es
f
i
n
d
s
th
at
in
d
iv
id
u
als
’
c
o
g
n
itiv
e
ab
ilit
ies
v
ar
y
.
T
y
p
ically
,
c
o
g
n
itiv
e
ab
ilit
y
is
o
f
ten
ass
o
ciate
d
with
ac
ad
em
ic
in
tellig
en
ce
.
Ho
wev
er
,
it
also
en
co
m
p
ass
es
at
-
r
is
k
in
d
iv
id
u
a
ls
wh
o
p
ar
ticip
ate
in
tr
ea
tm
en
t
an
d
r
e
h
ab
ilit
atio
n
p
r
o
g
r
am
s
,
s
u
ch
as
ad
o
lescen
ts
in
v
o
lv
ed
in
alco
h
o
l
an
d
d
r
u
g
u
s
e.
I
n
th
is
co
n
tex
t,
th
e
co
g
n
it
iv
e
ab
ilit
y
o
f
at
-
r
is
k
in
d
iv
id
u
a
ls
d
ep
en
d
s
o
n
th
eir
ca
p
ac
ity
to
ef
f
ec
tiv
el
y
m
an
a
g
e
an
d
r
esp
o
n
d
to
th
e
s
itu
atio
n
s
t
h
ey
en
c
o
u
n
ter
.
3
.
2
.
4
.
So
cia
l
T
h
e
s
u
b
-
t
h
em
e
u
n
d
e
r
s
o
cial
is
s
o
cial
s
k
ills
an
d
s
o
cial
well
-
b
ein
g
.
T
h
e
f
o
u
n
d
atio
n
f
o
r
s
tu
d
e
n
ts
’
s
o
cial
s
k
ills
b
eg
in
s
wh
en
th
er
e
is
in
ter
ac
tio
n
eith
er
at
h
o
m
e
o
r
i
n
s
ch
o
o
l.
T
h
is
in
ter
ac
tio
n
is
ex
p
ec
ted
to
m
ee
t
th
e
n
o
r
m
s
o
f
cu
ltu
r
al
b
e
h
av
io
r
an
d
lo
ca
l
s
o
ciety
[
5
]
,
[
33
]
.
Fo
r
ex
am
p
le,
h
a
r
d
wo
r
k
in
g
,
th
o
r
o
u
g
h
n
ess
,
r
esp
o
n
s
ib
ilit
y
,
p
atr
io
tis
m
,
an
d
to
ler
an
ce
[
28
]
,
[
31
]
.
Me
an
wh
ile,
th
e
n
ex
t
s
u
b
th
em
e
is
s
o
cial
wel
l
-
b
ein
g
.
I
n
o
r
d
e
r
to
ch
an
g
e
u
n
h
ea
lth
y
b
eh
av
io
r
,
th
e
e
n
v
ir
o
n
m
en
t
p
lay
s
a
v
ital
r
o
le
in
p
r
o
m
o
tin
g
a
h
ea
lth
y
life
s
ty
le
[
33
]
.
Per
s
o
n
ality
p
r
o
g
r
am
s
co
m
b
in
e
m
en
tal
h
ea
lth
a
n
d
s
o
cial
well
-
b
ein
g
s
tr
ateg
ies
[
29
]
.
A
s
tu
d
y
b
y
Gar
cía
-
R
ag
a
et
a
l.
[
37
]
o
n
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
m
ed
it
atio
n
p
r
o
g
r
am
at
s
ch
o
o
l
is
s
ee
n
in
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
co
p
e.
I
n
a
d
d
itio
n
,
th
e
d
ev
elo
p
m
en
t
o
f
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
all
s
ch
o
o
l m
em
b
e
r
s
ca
n
b
e
o
p
tim
i
ze
d
th
r
o
u
g
h
a
d
v
ice
an
d
co
u
n
s
elin
g
[
30
].
Fo
r
th
e
s
o
cial
th
em
e
an
d
its
s
u
b
-
th
em
es,
th
e
f
in
d
in
g
s
em
p
h
asize
th
at
s
o
cial
in
ter
ac
tio
n
b
etwe
en
in
d
iv
id
u
als
in
f
lu
e
n
ce
s
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
ts
’
ch
a
r
ac
ter
.
T
h
e
in
ter
p
lay
o
f
h
o
m
e,
s
ch
o
o
l
an
d
co
m
m
u
n
ity
en
v
ir
o
n
m
en
ts
s
h
ap
es
an
d
s
tr
en
g
th
en
s
s
tu
d
en
ts
’
s
o
cial
s
k
ills
.
Ultim
ately
,
th
ese
s
o
cial
in
te
r
ac
tio
n
s
will
d
ef
in
e
th
e
b
eh
av
io
r
al
tr
aits
ch
o
s
en
b
y
th
e
s
tu
d
en
ts
.
At
th
is
s
tag
e,
th
e
r
o
les
o
f
p
a
r
en
ts
an
d
teac
h
er
s
ar
e
cr
u
cial
in
f
o
s
ter
in
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
ch
ild
r
en
o
r
s
tu
d
en
ts
f
o
r
b
alan
ce
d
s
o
cial
d
ev
el
o
p
m
e
n
t.
3
.
2
.
5
.
Rela
t
io
ns
hip
bet
wee
n t
hem
es
T
h
e
an
aly
s
is
o
f
p
er
s
o
n
ality
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
in
ter
v
e
n
tio
n
s
ac
r
o
s
s
all
f
o
u
r
th
em
es
d
e
m
o
n
s
tr
ates
th
at
s
tu
d
en
t
d
ev
el
o
p
m
en
t
is
a
h
o
lis
tic
p
r
o
ce
s
s
s
h
ap
ed
b
y
d
y
n
am
ic
in
ter
ac
tio
n
s
b
etwe
en
b
eh
av
io
r
al
,
em
o
tio
n
al,
co
g
n
itiv
e
a
n
d
s
o
cial
asp
ec
ts
.
Po
s
itiv
e
b
eh
av
io
r
al
ch
an
g
e
ty
p
ically
b
eg
i
n
s
with
s
elf
-
awa
r
en
ess
,
s
tr
en
g
th
en
ed
th
r
o
u
g
h
e
n
v
ir
o
n
m
en
tal
s
u
p
p
o
r
t
an
d
ap
p
r
o
p
r
iate
lear
n
in
g
ex
p
er
ien
ce
s
.
Su
ch
awa
r
en
ess
s
u
b
s
eq
u
en
tly
en
h
a
n
ce
s
m
o
tiv
atio
n
,
s
elf
-
co
n
f
id
e
n
ce
an
d
s
tu
d
en
ts
’
ab
ilit
y
to
a
d
ap
t to
ac
ad
em
ic
d
em
an
d
s
an
d
d
aily
c
h
allen
g
es.
Fro
m
th
e
em
o
tio
n
al
p
er
s
p
ec
ti
v
e,
em
o
tio
n
al
in
tellig
e
n
ce
an
d
ef
f
ec
tiv
e
em
o
ti
o
n
al
m
an
a
g
e
m
en
t
p
lay
a
cr
itical
r
o
le
in
h
elp
in
g
s
tu
d
en
ts
in
ter
p
r
et
co
m
p
lex
s
itu
atio
n
s
,
d
ev
elo
p
s
elf
-
co
n
tr
o
l
an
d
m
a
n
ag
e
s
tr
ess
.
Stro
n
g
em
o
tio
n
al
r
eg
u
latio
n
f
ac
ilit
ates
co
g
n
itiv
e
lear
n
in
g
p
r
o
ce
s
s
es,
th
er
eb
y
im
p
r
o
v
in
g
s
tu
d
en
ts
’
ab
ilit
y
to
m
ak
e
d
ec
is
io
n
s
,
s
o
lv
e
p
r
o
b
lem
s
a
n
d
ap
p
ly
n
ew
ex
p
er
ien
ce
s
r
ef
lectiv
ely
.
T
h
e
co
g
n
itiv
e
as
p
ec
t
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
f
o
r
i
n
tellectu
al
u
n
d
er
s
tan
d
in
g
,
th
in
k
i
n
g
s
k
ills
,
a
n
d
s
tr
ateg
ic
co
m
p
eten
ce
i
n
r
e
s
p
o
n
d
in
g
to
v
ar
io
u
s
s
itu
atio
n
s
.
C
o
g
n
itiv
e
ab
ilit
y
is
n
o
t
o
n
ly
d
em
o
n
s
tr
ated
th
r
o
u
g
h
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
u
t
also
d
e
v
elo
p
s
th
r
o
u
g
h
tar
g
eted
i
n
ter
v
en
tio
n
s
in
v
o
lv
in
g
at
-
r
is
k
s
tu
d
en
ts
.
T
h
is
co
g
n
itiv
e
d
ev
el
o
p
m
en
t
m
u
tu
ally
r
ein
f
o
r
ce
s
em
o
tio
n
al
a
n
d
b
eh
av
io
r
al
g
r
o
wth
,
p
a
r
ticu
lar
ly
in
b
u
ild
in
g
r
esil
ien
ce
an
d
th
e
ab
ilit
y
to
ev
alu
ate
ac
ti
o
n
s
r
atio
n
ally
.
Me
an
wh
ile,
s
o
cial
d
e
v
elo
p
m
e
n
t
ac
ts
as
th
e
f
r
a
m
ewo
r
k
th
at
in
teg
r
ates
all
th
ese
asp
ec
ts
.
I
n
ter
ac
tio
n
s
at
h
o
m
e,
in
s
ch
o
o
l
an
d
wit
h
in
th
e
co
m
m
u
n
ity
s
h
ap
e
s
tu
d
en
ts
’
s
o
cial
s
k
ills
an
d
in
f
lu
en
ce
h
o
w
th
e
y
co
m
m
u
n
icate
,
co
llab
o
r
ate
,
an
d
ad
ap
t
with
in
s
o
cial
en
v
ir
o
n
m
en
ts
.
Stab
le
s
o
cial
well
-
b
ein
g
en
ab
les
s
tu
d
e
n
ts
to
p
r
ac
tice
p
o
s
itiv
e
b
e
h
av
io
r
,
m
an
ag
e
em
o
tio
n
s
ef
f
ec
tiv
el
y
a
n
d
o
p
tim
ize
th
eir
c
o
g
n
itiv
e
a
b
ilit
ies.
T
h
ese
f
o
u
r
th
em
es
co
llectiv
ely
r
ef
lect
h
o
w
p
er
s
o
n
ality
p
r
o
g
r
am
s
o
p
e
r
ate
in
r
ea
l
s
ch
o
o
l
s
ettin
g
s
,
wh
er
eb
y
b
eh
av
io
r
al
,
em
o
tio
n
al,
co
g
n
itiv
e
,
a
n
d
s
o
cial
co
m
p
o
n
en
ts
f
u
n
ctio
n
as
in
teg
r
ated
elem
en
ts
with
in
p
r
o
g
r
a
m
ac
tiv
ities
,
teac
h
er
p
r
ac
tices
,
an
d
s
ch
o
o
l c
u
ltu
r
e.
T
h
e
in
teg
r
ated
m
o
d
el
o
f
th
ese
th
em
es is
illu
s
tr
ated
in
Fig
u
r
e
2
.
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
n
ev
a
lu
a
tio
n
o
f stu
d
e
n
t p
ers
o
n
a
lity p
r
o
g
r
a
m
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
:
a
s
ystema
tic
…
(
Mo
h
d
S
h
a
leh
Mis
la
n
)
997
Fig
u
r
e
2
.
I
n
teg
r
ated
p
er
s
o
n
alit
y
m
o
d
el
3
.
3
.
Dis
cus
s
io
n
T
h
is
s
ec
tio
n
will
d
is
cu
s
s
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
r
e
g
ar
d
in
g
th
e
r
esear
ch
q
u
esti
o
n
.
T
h
e
s
t
u
d
y
f
o
u
n
d
th
at
th
e
im
p
lem
e
n
tatio
n
o
f
p
e
r
s
o
n
ality
p
r
o
g
r
am
s
h
as
v
a
r
y
in
g
im
p
ac
ts
d
ep
en
d
in
g
o
n
cu
ltu
r
a
l
co
n
tex
t,
th
e
lev
el
o
f
in
v
o
l
v
em
en
t
o
f
teac
h
er
s
an
d
p
ar
en
ts
an
d
th
e
a
p
p
r
o
ac
h
u
s
ed
in
th
e
p
r
o
g
r
am
.
B
ased
o
n
a
r
ev
iew
o
f
p
r
e
v
io
u
s
s
tu
d
ies
with
in
d
if
f
er
en
t
cu
ltu
r
al
co
n
tex
ts
,
s
ig
n
if
ican
t
p
o
s
itiv
e
d
ir
ec
t
ef
f
ec
ts
o
f
em
o
tio
n
al
an
d
s
p
ir
itu
al
in
tellig
en
ce
o
n
s
ch
o
o
l
cu
lt
u
r
e
wer
e
id
en
tifie
d
,
alo
n
g
s
id
e
s
ig
n
if
ican
t
p
o
s
itiv
e
d
ir
ec
t
ef
f
ec
ts
o
n
th
e
s
tr
en
g
th
en
in
g
o
f
s
tu
d
e
n
t
ch
a
r
a
cter
[
3
]
.
T
h
is
s
u
g
g
ests
th
at
h
ig
h
er
lev
els
o
f
em
o
tio
n
al
an
d
s
p
ir
itu
al
in
tellig
en
ce
im
p
lem
en
tatio
n
,
t
o
g
eth
er
with
s
u
p
p
o
r
tiv
e
wo
r
k
cu
ltu
r
e,
co
n
t
r
ib
u
te
to
s
tr
o
n
g
er
c
h
ar
ac
ter
d
e
v
elo
p
m
en
t
a
m
o
n
g
s
tu
d
en
ts
.
I
n
o
th
e
r
f
in
d
in
g
s
r
elate
d
to
t
h
e
lev
el
o
f
in
v
o
lv
em
en
t
o
f
t
ea
ch
er
s
an
d
p
ar
en
ts
,
it
was
f
o
u
n
d
th
at
p
ar
en
ts
’
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
,
as
well
as
th
eir
in
v
o
l
v
em
e
n
t,
v
ar
ies
ac
co
r
d
in
g
to
s
o
cial
class
,
r
eso
u
r
ce
s
an
d
s
ch
o
o
l
cu
ltu
r
e.
Ho
wev
er
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
en
t
as
s
o
ciatio
n
s
an
d
s
ch
o
o
l
ad
m
in
is
tr
atio
n
is
g
en
er
ally
g
o
v
er
n
ed
b
y
th
e
s
o
cial
h
is
to
r
y
an
d
cu
ltu
r
e
o
f
th
e
p
ar
ticu
la
r
s
ch
o
o
l
[
39
]
.
T
h
is
in
d
icate
s
th
at
th
e
r
o
le
o
f
th
e
s
ch
o
o
l
an
d
p
ar
en
ts
’
ap
p
r
o
ac
h
es
to
s
p
ec
if
ic
p
r
o
g
r
a
m
s
an
d
th
eir
in
v
o
lv
e
m
en
t
d
if
f
e
r
b
ase
d
o
n
s
o
cial
class
,
cu
ltu
r
e
an
d
th
e
h
is
to
r
ical
co
n
tex
t
o
f
th
e
s
ch
o
o
l
[
40
]
.
Fu
r
th
er
m
o
r
e
,
T
elef
[
41
]
r
ep
o
r
t
ed
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
h
ap
p
in
ess
an
d
s
ch
o
o
l
s
atis
f
ac
tio
n
,
as
well
as
th
eir
p
o
s
itiv
e
ex
p
er
ien
ce
s
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
R
eg
r
ess
io
n
an
aly
s
is
r
ev
ea
led
th
at
s
ch
o
o
l
s
atis
f
ac
tio
n
,
r
esil
ien
ce
,
an
d
c
o
n
f
id
e
n
ce
ar
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
s
t
u
d
en
ts
’
h
a
p
p
in
ess
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
le
v
el.
As
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
to
b
o
th
p
o
s
itiv
e
a
n
d
n
eg
ativ
e
e
x
p
er
ien
ce
s
in
s
ch
o
o
l,
th
e
d
ev
elo
p
m
en
t
o
f
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
in
f
lu
en
cin
g
b
eh
a
v
io
r
al
,
co
g
n
itiv
e,
em
o
tio
n
al
,
an
d
s
o
cial
ch
an
g
es
am
o
n
g
s
tu
d
e
n
t
s.
I
n
u
n
d
e
r
s
tan
d
in
g
th
e
s
u
r
r
o
u
n
d
in
g
c
u
ltu
r
e,
B
r
o
n
f
e
n
b
r
e
n
n
er
’
s
ec
o
lo
g
ical
th
eo
r
y
d
i
v
id
es
th
e
en
v
ir
o
n
m
en
t
i
n
to
f
o
u
r
s
y
s
te
m
s
:
m
icr
o
s
y
s
tem
,
m
eso
s
y
s
te
m
,
ex
o
s
y
s
tem
,
an
d
m
ac
r
o
s
y
s
tem
.
T
h
ese
s
y
s
tem
s
r
ep
r
esen
t
th
e
c
o
n
n
ec
tio
n
s
o
r
co
n
tin
u
ities
r
elate
d
to
th
e
e
n
v
ir
o
n
m
en
t
an
d
th
e
i
n
ter
ac
tio
n
s
o
f
th
e
s
tu
d
en
ts
th
em
s
elv
es.
Hen
ce
,
th
is
th
eo
r
y
is
b
ased
o
n
in
-
d
ep
th
s
tu
d
ies
th
at
lin
k
s
tu
d
en
ts
’
r
elati
o
n
s
h
ip
s
with
th
eir
en
v
ir
o
n
m
en
t,
in
clu
d
in
g
s
o
ciet
y
,
en
v
ir
o
n
m
en
tal
in
f
lu
en
ce
s
,
clim
ate,
cu
ltu
r
e,
lan
g
u
ag
e
,
an
d
b
elief
s
[
42
]
,
[
43
]
.
Sp
ec
if
ically
,
in
th
e
Ma
la
y
s
ian
co
n
te
x
t,
th
e
m
icr
o
s
y
s
tem
in
clu
d
es
f
am
ily
a
n
d
s
ch
o
o
l
in
te
r
ac
tio
n
s
s
h
ap
ed
b
y
Ma
lay
s
ia’
s
eth
n
ic
an
d
r
elig
io
u
s
d
iv
er
s
ity
.
T
h
e
ex
o
s
y
s
tem
r
ef
lects
d
if
f
er
in
g
s
ch
o
o
l
r
eso
u
r
ce
s
b
etwe
en
r
u
r
al
an
d
u
r
b
an
ar
ea
s
,
wh
ich
m
ay
lim
it
p
r
o
g
r
am
d
eliv
er
y
an
d
im
p
ac
t.
T
h
e
m
ac
r
o
s
y
s
tem
is
h
ea
v
ily
in
f
l
u
en
ce
d
b
y
n
atio
n
al
ed
u
ca
tio
n
p
o
licy
,
I
s
la
m
ic
v
alu
es
f
o
r
Mu
s
lim
s
tu
d
en
t
s
an
d
m
o
r
al
ed
u
ca
tio
n
f
o
r
n
o
n
-
Mu
s
lim
s
,
cr
ea
tin
g
d
is
tin
ct
p
ath
way
s
in
p
er
s
o
n
ality
ed
u
ca
tio
n
.
Similar
ly
,
in
I
n
d
o
n
esia,
th
e
Pan
ca
s
ila
p
h
ilo
s
o
p
h
y
an
d
d
ec
en
tr
alize
d
ed
u
ca
tio
n
s
y
s
te
m
s
h
ap
e
im
p
lem
e
n
tatio
n
d
i
f
f
er
en
tly
.
T
h
ese
c
o
n
tex
tu
al
n
u
an
ce
s
s
u
g
g
est
th
at
p
er
s
o
n
ality
p
r
o
g
r
a
m
s
m
u
s
t b
e
s
en
s
itiv
e
to
cu
ltu
r
al
an
d
in
s
titu
tio
n
al
r
ea
liti
es,
b
ey
o
n
d
g
en
e
r
i
c
ap
p
r
o
ac
h
es.
T
h
e
m
icr
o
s
y
s
tem
f
r
am
ewo
r
k
s
u
r
v
ey
is
a
p
r
o
ce
s
s
th
at
in
v
o
lv
es
th
e
in
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
an
d
th
o
s
e
clo
s
est
to
th
em
,
s
u
ch
as
f
am
ily
,
s
ch
o
o
l,
an
d
d
ay
ca
r
e
ce
n
ter
s
.
T
h
is
g
r
o
u
p
g
en
er
ally
r
ep
r
esen
ts
th
e
m
o
s
t
f
r
eq
u
e
n
t
in
ter
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
th
eir
p
ar
en
ts
o
r
th
o
s
e
clo
s
e
to
th
e
m
[
44
]
.
T
h
e
r
ef
o
r
e,
th
is
m
icr
o
s
y
s
tem
lay
er
is
th
e
f
ir
s
t
lay
er
th
at
co
n
n
ec
ts
s
tu
d
en
ts
with
th
e
wo
r
ld
ar
o
u
n
d
th
em
.
Me
an
wh
ile,
th
e
m
eso
s
y
s
tem
r
ef
er
s
to
th
e
n
etwo
r
k
o
f
r
elatio
n
s
h
ip
s
b
etw
ee
n
m
icr
o
s
y
s
tem
s
(
s
u
ch
as
f
a
m
ily
,
s
ch
o
o
l,
p
ee
r
s
an
d
th
e
co
m
m
u
n
ity
)
th
at
i
n
ter
ac
t
an
d
co
llectiv
ely
s
h
a
p
e
an
in
d
i
v
id
u
al
’
s
d
ev
elo
p
m
en
tal
ex
p
e
r
ien
ce
.
T
h
e
q
u
ality
o
f
th
ese
r
elatio
n
s
h
ip
s
ca
n
h
av
e
eith
e
r
a
p
o
s
itiv
e
o
r
n
eg
ativ
e
im
p
ac
t
o
n
t
h
e
i
n
d
iv
id
u
al
’
s
g
r
o
wth
an
d
d
ev
elo
p
m
en
t
[
45
]
.
Nex
t,
t
h
e
ex
o
s
y
s
tem
d
escr
ib
es
th
e
en
v
ir
o
n
m
e
n
t
an
d
g
r
o
u
p
s
ar
o
u
n
d
th
e
s
tu
d
en
t
t
h
at
d
o
n
o
t
d
ir
ec
tly
in
v
o
lv
e
th
em
b
u
t
s
till
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t,
s
u
ch
as
th
e
p
ar
en
ts
’
wo
r
k
p
lace
,
th
e
n
eig
h
b
o
r
h
o
o
d
,
an
d
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
Gen
er
ally
,
th
e
ex
o
s
y
s
tem
in
v
o
lv
es
ex
ter
n
al
en
v
ir
o
n
m
en
ts
th
at
af
f
ec
t c
h
an
g
es in
p
ar
en
ts
’
em
o
tio
n
s
an
d
f
ee
lin
g
s
,
wh
ich
in
tu
r
n
d
ir
ec
tly
an
d
in
d
ir
ec
tly
af
f
ec
t th
e
ch
ild
r
en
[
46
]
.
Me
an
wh
ile,
th
e
m
ac
r
o
s
y
s
tem
in
v
o
lv
es
s
o
cieta
l
n
o
r
m
s
,
in
clu
d
in
g
v
alu
es
an
d
cu
ltu
r
e.
T
h
is
s
y
s
tem
ex
p
lain
s
th
e
r
esp
o
n
s
ib
ilit
ies
an
d
r
o
les
o
f
s
o
ciety
with
in
a
p
ar
ticu
lar
cu
l
tu
r
e.
T
h
e
in
ter
ac
tio
n
p
atter
n
s
in
th
is
s
y
s
tem
ar
e
in
ter
co
n
n
ec
ted
,
in
f
lu
e
n
cin
g
i
n
d
iv
id
u
al
d
e
v
elo
p
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
989
-
1
002
998
T
h
er
ef
o
r
e,
ch
ar
ac
ter
ed
u
ca
tio
n
am
o
n
g
s
tu
d
en
ts
,
esp
ec
ially
teen
ag
er
s
,
p
lay
s
a
cr
u
cial
r
o
le
as
it
ca
n
in
f
lu
en
ce
th
e
d
ev
elo
p
m
en
t
o
f
ad
o
lescen
t
v
alu
es
an
d
s
h
a
p
e
th
e
d
ev
el
o
p
m
en
t
o
f
tr
aits
s
u
ch
as
ch
ar
ac
ter
,
m
o
r
ality
,
p
r
o
s
o
cial
b
eh
a
v
io
r
,
an
d
s
k
ills
lik
e
in
te
r
cu
ltu
r
al
d
ialo
g
u
e,
cr
itical
th
in
k
in
g
,
an
d
d
ec
is
io
n
-
m
ak
in
g
.
Ad
o
lescen
ce
r
e
p
r
esen
ts
a
c
r
itical
s
tag
e
o
f
n
e
u
r
o
lo
g
ical
d
e
v
elo
p
m
en
t,
wh
ich
s
ig
n
if
ican
tl
y
af
f
e
cts
b
eh
a
v
io
r
,
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es,
em
o
tio
n
al
well
-
b
ein
g
,
a
n
d
o
v
er
all
co
n
d
u
ct.
Alth
o
u
g
h
ad
o
lesc
en
t
th
in
k
in
g
is
o
f
ten
ass
o
ciate
d
with
in
cr
ea
s
ed
ex
p
o
s
u
r
e
to
r
is
k
,
it
also
d
em
o
n
s
tr
ates
a
s
tr
o
n
g
ca
p
ac
ity
to
b
e
s
h
ap
ed
p
o
s
itiv
ely
th
r
o
u
g
h
th
e
p
r
esen
ce
o
f
r
o
le
m
o
d
els,
d
y
n
a
m
ic
class
r
o
o
m
p
r
ac
tices,
wh
o
le
-
s
ch
o
o
l
in
n
o
v
at
io
n
s
,
an
d
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
b
o
th
at
h
o
m
e
an
d
in
s
ch
o
o
l
[
40
]
,
[
47
]
.
T
h
e
ap
p
r
o
ac
h
to
lea
r
n
in
g
h
is
to
r
y
is
o
n
e
e
x
am
p
le
o
f
ch
ar
ac
t
er
d
ev
elo
p
m
en
t
am
o
n
g
s
tu
d
e
n
ts
b
ased
o
n
lo
ca
l
cu
ltu
r
al
co
n
tex
ts
.
T
h
e
in
teg
r
atio
n
o
f
teac
h
i
n
g
an
d
lear
n
in
g
cu
r
r
icu
la
ca
n
d
ir
ec
tly
a
n
d
in
d
ir
ec
tly
ed
u
ca
te
s
tu
d
en
ts
’
ch
ar
ac
ter
[
4
8
]
.
T
h
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
ed
u
ca
ti
o
n
,
s
tu
d
en
ts
n
o
t
o
n
ly
lear
n
a
b
o
u
t
h
is
to
r
ical
ev
en
ts
,
b
u
t
also
d
ev
elo
p
a
s
en
s
e
o
f
d
is
cip
lin
e,
m
u
tu
al
r
esp
ec
t
,
a
n
d
r
elig
io
u
s
v
alu
es
th
at
s
u
p
p
o
r
t
th
e
s
h
ap
in
g
o
f
n
atio
n
al
ch
ar
ac
ter
[
49
]
.
A
s
tu
d
y
b
y
Ma
s
k
u
n
et
a
l.
[
50
]
f
o
u
n
d
th
at
h
is
to
r
ical
d
o
cu
m
en
tar
y
f
il
m
s
h
av
e
p
r
o
v
en
to
en
h
an
ce
s
tu
d
en
ts
’
lear
n
i
n
g
o
u
tco
m
es,
esp
ec
ially
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
.
T
h
er
ef
o
r
e
,
h
is
to
r
ical
d
o
cu
m
e
n
tar
ies ar
e
ef
f
ec
tiv
ely
u
s
ed
to
in
cr
ea
s
e
s
tu
d
en
ts
’
k
n
o
wled
g
e
o
f
th
e
s
u
b
ject
o
f
h
is
to
r
y
.
T
h
is
ap
p
r
o
ac
h
to
h
is
to
r
y
lear
n
in
g
also
s
h
o
ws
an
im
p
ac
t
o
n
s
tr
en
g
t
h
en
in
g
ch
ar
ac
ter
,
s
tu
d
e
n
t
en
g
a
g
em
en
t,
u
n
d
e
r
s
tan
d
in
g
o
f
cu
ltu
r
al
p
r
eser
v
atio
n
,
an
d
r
aisi
n
g
awa
r
en
ess
[
51
]
.
C
o
n
tex
tu
al
an
aly
s
is
s
h
o
ws
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
h
ig
h
ly
d
ep
en
d
s
o
n
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
an
d
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
.
Fo
r
in
s
tan
ce
,
th
e
m
u
lti
cu
ltu
r
al
co
n
te
x
t
o
f
Ma
lay
s
ia
an
d
I
n
d
o
n
esia
r
e
q
u
ir
es
a
m
o
r
e
f
le
x
ib
le
ap
p
r
o
ac
h
to
in
v
o
lv
e
s
tu
d
e
n
ts
f
r
o
m
v
ar
io
u
s
eth
n
ic
an
d
r
elig
io
u
s
b
ac
k
g
r
o
u
n
d
s
[
52
]
.
T
h
er
ef
o
r
e
,
it is
r
ec
o
m
m
en
d
ed
t
h
at
p
er
s
o
n
ality
p
r
o
g
r
am
s
b
e
d
es
ig
n
ed
with
cu
ltu
r
al
s
en
s
itiv
ity
in
m
in
d
to
en
s
u
r
e
g
r
ea
ter
ac
ce
p
tan
ce
a
n
d
ef
f
ec
t
iv
en
ess
.
Ad
d
itio
n
ally
,
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
p
r
o
g
r
a
m
s
is
al
s
o
in
f
lu
en
ce
d
b
y
th
e
lev
el
o
f
s
u
p
p
o
r
t
f
r
o
m
p
a
r
en
ts
,
teac
h
er
s
,
an
d
th
e
co
m
m
u
n
ity
,
wh
ich
s
h
o
u
ld
b
e
s
tr
en
g
th
en
e
d
th
r
o
u
g
h
co
lla
b
o
r
atio
n
a
m
o
n
g
v
ar
i
o
u
s
s
tak
eh
o
ld
er
s
.
T
h
er
e
ar
e
p
atter
n
s
an
d
g
a
p
s
in
id
en
tify
in
g
th
e
asp
ec
ts
o
f
ef
f
ec
tiv
en
ess
in
th
e
im
p
lem
en
tatio
n
o
f
s
tu
d
en
t
p
er
s
o
n
ality
p
r
o
g
r
am
s
.
Fo
r
ex
am
p
le,
wh
ile
s
o
m
e
s
tu
d
ies
s
h
o
w
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
m
ed
itatio
n
p
r
o
g
r
a
m
s
o
n
m
en
tal
h
ea
lth
,
th
er
e
ar
e
co
n
s
tr
ain
ts
in
im
p
lem
en
tin
g
th
em
in
r
u
r
al
ar
ea
s
d
u
e
to
th
e
lack
o
f
f
ac
ilit
ies
an
d
h
u
m
a
n
r
eso
u
r
ce
s
[
22
]
,
[
27
]
.
Ad
d
itio
n
ally
,
f
in
d
i
n
g
s
s
u
g
g
est
th
at
ac
tiv
ities
s
u
c
h
as
m
ed
itatio
n
a
n
d
h
ik
in
g
ca
n
b
o
o
s
t
s
elf
-
co
n
f
i
d
en
ce
an
d
s
tu
d
e
n
t
co
o
p
er
at
io
n
,
wh
ile
m
u
s
ic
ac
tiv
ities
aid
in
em
o
tio
n
al
m
an
ag
em
en
t
an
d
co
g
n
itiv
e
d
e
v
elo
p
m
en
t.
Ho
we
v
er
,
th
e
ef
f
e
ctiv
en
ess
o
f
th
ese
ac
tiv
ities
is
o
f
ten
in
f
lu
e
n
ce
d
b
y
th
e
lev
el
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
s
ch
o
o
ls
,
s
u
c
h
as
th
e
p
r
o
v
is
io
n
o
f
a
c
o
n
d
u
civ
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
an
d
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e.
T
h
e
r
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
ad
d
r
ess
th
ese
g
ap
s
b
y
ad
ap
tin
g
p
r
o
g
r
am
s
to
m
ee
t
th
e
n
ee
d
s
o
f
th
e
lo
ca
l c
o
m
m
u
n
ity
.
A
clo
s
er
r
ea
d
in
g
o
f
th
e
r
ev
iewe
d
ar
ticles
al
s
o
r
ev
ea
ls
s
ev
er
al
m
eth
o
d
o
lo
g
ical
an
d
c
o
n
tex
tu
al
lim
itatio
n
s
.
Fo
r
ex
am
p
le,
m
o
s
t
s
tu
d
ies
r
ev
iewe
d
[
5
]
,
[
7
]
wer
e
co
n
d
u
cted
in
E
u
r
o
p
ea
n
o
r
W
ester
n
s
ettin
g
s
,
with
lim
ited
ap
p
licab
ilit
y
to
Ma
lay
s
ian
o
r
I
n
d
o
n
esian
s
ch
o
o
ls
.
On
ly
a
f
ew
s
tu
d
ies
in
co
r
p
o
r
ated
m
u
lticu
ltu
r
al,
r
elig
io
u
s
ly
p
l
u
r
al,
o
r
s
o
cio
-
ec
o
n
o
m
ically
d
iv
er
s
e
en
v
ir
o
n
m
en
ts
,
wh
ich
a
r
e
k
ey
ch
ar
ac
ter
is
tics
o
f
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
is
g
ap
in
d
icate
s
a
n
ee
d
f
o
r
lo
ca
ll
y
g
r
o
u
n
d
ed
e
m
p
ir
ical
r
esear
ch
to
co
m
p
lem
en
t
in
ter
n
atio
n
al
f
in
d
in
g
s
.
Mo
r
eo
v
er
,
th
e
r
ev
iewe
d
s
tu
d
ies
v
ar
ied
in
q
u
ality
an
d
s
co
p
e,
with
s
o
m
e
r
ely
in
g
o
n
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
th
at
lim
it
ca
u
s
al
in
f
er
en
ce
.
T
h
ese
o
b
s
er
v
atio
n
s
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
o
f
d
ev
elo
p
in
g
m
o
r
e
r
o
b
u
s
t
an
d
co
n
tex
t
-
s
p
ec
if
ic
r
esear
ch
in
Ma
lay
s
ia
an
d
I
n
d
o
n
esia
to
in
f
o
r
m
p
o
licy
an
d
p
r
ac
tice
ef
f
ec
tiv
ely
.
I
n
co
n
clu
s
io
n
,
a
SLR
in
v
o
lv
in
g
1
5
s
elec
ted
a
r
ticles
s
h
o
ws
th
at
th
e
m
ain
asp
ec
t
s
in
th
e
ev
alu
atio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
co
n
s
is
t
o
f
b
eh
av
io
r
al,
em
o
tio
n
al
,
co
g
n
itiv
e,
an
d
s
o
cial.
All
o
f
th
ese
asp
ec
ts
n
ee
d
to
b
e
i
d
en
tifie
d
esp
ec
ially
b
y
teac
h
e
r
s
in
e
v
alu
atin
g
s
tu
d
en
t
ch
a
r
ac
ter
th
r
o
u
g
h
t
h
e
im
p
lem
en
tatio
n
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
esen
ts
a
s
y
s
tem
atic
r
ev
iew
o
f
th
e
liter
atu
r
e
o
n
th
e
ev
alu
atio
n
o
f
c
h
ar
ac
te
r
p
r
o
g
r
am
im
p
lem
en
tatio
n
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
,
f
o
cu
s
in
g
o
n
b
eh
av
io
r
al,
em
o
tio
n
al,
co
g
n
itiv
e
an
d
s
o
cial
d
im
en
s
io
n
s
.
Su
b
-
th
em
es
in
clu
d
in
g
b
eh
av
i
o
r
ch
an
g
e
,
p
h
y
s
ical
h
ea
lth
,
em
o
tio
n
al
in
tellig
en
ce
,
em
o
ti
o
n
al
m
an
ag
em
e
n
t,
co
g
n
itiv
e
a
b
ilit
y
,
s
o
cial
s
k
ills
,
an
d
s
o
cial
well
-
b
ein
g
we
r
e
ex
am
i
n
ed
.
T
h
ese
d
im
en
s
io
n
s
ar
e
ce
n
tr
al
to
ev
alu
atin
g
p
er
s
o
n
ality
p
r
o
g
r
am
im
p
lem
en
tatio
n
b
ec
a
u
s
e
th
ey
s
h
a
p
e
an
d
in
f
lu
en
ce
s
tu
d
en
ts
’
ch
ar
ac
ter
d
ev
elo
p
m
e
n
t.
Ho
wev
er
,
th
e
r
ev
iew
in
d
icate
s
th
at
ex
is
tin
g
f
in
d
in
g
s
ar
e
o
f
te
n
g
en
e
r
al
an
d
in
s
u
f
f
icien
tl
y
r
ef
lectiv
e
o
f
t
h
e
Ma
lay
s
ian
a
n
d
I
n
d
o
n
esian
e
d
u
ca
tio
n
al
c
o
n
tex
ts
.
T
o
en
h
an
ce
p
r
o
g
r
am
ef
f
ec
tiv
en
ess
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
e
x
am
in
e
h
o
w
Ma
lay
s
ia’
s
m
u
lticu
ltu
r
al
co
m
p
o
s
itio
n
,
r
elig
io
u
s
ed
u
ca
tio
n
d
i
ch
o
to
m
y
a
n
d
r
u
r
al
-
u
r
b
an
d
is
p
ar
ities
in
f
lu
en
ce
th
e
d
eliv
er
y
an
d
o
u
tc
o
m
es
o
f
p
er
s
o
n
ality
p
r
o
g
r
am
s
.
Similar
ly
,
th
e
I
n
d
o
n
esian
co
n
tex
t
s
h
ap
ed
b
y
th
e
Pan
ca
s
i
la
p
h
ilo
s
o
p
h
y
an
d
d
ec
en
tr
aliz
ed
g
o
v
e
r
n
an
ce
r
eq
u
ir
es
clo
s
er
an
aly
s
is
.
Ad
ap
tin
g
p
r
o
g
r
a
m
s
to
th
ese
s
o
cio
-
cu
ltu
r
al
an
d
in
s
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