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d
d
iv
er
g
en
t
n
ee
d
s
o
f
b
o
t
h
g
r
o
u
p
s
with
in
th
e
s
am
e
in
s
titu
tio
n
al
co
n
tex
t.
T
h
er
e’
s
a
k
n
o
wled
g
e
g
ap
th
at
e
x
p
an
d
s
th
e
d
is
co
u
r
s
e
o
f
in
clu
s
iv
ity
b
e
y
o
n
d
th
e
b
in
ar
y
f
r
am
in
g
o
f
d
is
ab
ilit
y
v
er
s
u
s
g
if
ted
n
ess
.
T
o
a
d
d
r
ess
th
is
g
ap
,
th
e
s
tu
d
y
aim
s
to
ca
p
tu
r
e
an
d
c
o
n
tr
ast
th
e
ed
u
ca
tio
n
al
n
ee
d
s
o
f
b
o
th
L
W
Ds
an
d
PGLs.
Us
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
an
d
th
e
m
atic
an
aly
s
is
,
th
e
s
tu
d
y
f
o
r
eg
r
o
u
n
d
s
s
tu
d
en
ts
’
v
o
ices,
r
e
v
ea
lin
g
c
o
n
v
e
r
g
in
g
th
e
m
es
s
u
ch
as
th
e
n
ee
d
f
o
r
em
o
tio
n
al
s
u
p
p
o
r
t
,
in
clu
s
iv
e
p
o
licies,
an
d
s
o
cial
b
elo
n
g
in
g
,
alo
n
g
s
id
e
d
iv
er
g
en
t
th
em
es,
in
clu
d
in
g
th
e
u
s
e
o
f
ass
is
t
iv
e
tech
n
o
lo
g
y
f
o
r
L
W
Ds
an
d
talen
t
d
ev
elo
p
m
en
t
f
o
r
PGLs.
B
ased
o
n
th
es
e
in
s
ig
h
ts
,
th
e
s
tu
d
y
p
r
o
p
o
s
es
an
i
n
teg
r
ated
ac
tio
n
p
lan
th
at
co
m
b
in
es
ad
a
p
tiv
e
cu
r
r
icu
lu
m
d
esig
n
,
s
p
ec
i
alize
d
m
en
to
r
s
h
ip
,
p
er
s
o
n
alize
d
ed
u
ca
tio
n
p
lan
s
,
i
n
clu
s
iv
e
ex
tr
ac
u
r
r
ic
u
lar
p
r
o
g
r
a
m
s
,
f
in
an
cial
an
d
em
o
tio
n
al
s
u
p
p
o
r
t
s
er
v
ices,
an
d
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
.
T
h
e
in
n
o
v
ativ
e
n
ess
o
f
th
is
r
esear
ch
lies
in
its
h
o
lis
tic,
d
u
al
-
f
o
cu
s
f
r
a
m
ewo
r
k
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
.
R
ath
e
r
th
an
tr
ea
tin
g
d
is
ab
ilit
y
an
d
g
if
ted
n
ess
as
is
o
lated
ca
teg
o
r
ies
r
eq
u
ir
in
g
s
ep
ar
ate
in
ter
v
en
tio
n
s
,
th
e
s
tu
d
y
h
ig
h
l
ig
h
ts
th
eir
in
ter
s
ec
tin
g
n
ee
d
s
an
d
p
r
o
p
o
s
es
u
n
if
ied
s
tr
ateg
ies
th
at
b
en
ef
it
all
lear
n
er
s
.
T
h
is
ap
p
r
o
ac
h
r
eim
a
g
in
es
in
clu
s
iv
ity
n
o
t
as
a
r
em
e
d
ial
o
r
en
r
ich
m
en
t
ag
e
n
d
a
b
u
t
as
a
co
m
p
r
eh
en
s
iv
e
s
y
s
tem
o
f
s
u
p
p
o
r
t
th
at
v
alu
es
d
iv
er
s
ity
,
eq
u
ity
,
an
d
em
p
o
wer
m
en
t.
B
y
d
o
in
g
s
o
,
th
e
s
tu
d
y
o
f
f
er
s
a
n
o
v
el
p
er
s
p
ec
tiv
e
o
n
h
ig
h
e
r
ed
u
ca
t
io
n
r
esear
ch
an
d
p
r
ac
tical
p
ath
way
s
f
o
r
in
s
titu
tio
n
s
s
ee
k
in
g
to
cr
ea
te
m
o
r
e
in
clu
s
iv
e,
eq
u
itab
le,
a
n
d
f
u
tu
r
e
-
r
ea
d
y
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
a
litativ
e
-
co
m
p
ar
ativ
e
r
esear
c
h
d
esig
n
to
ex
a
m
in
e
an
d
co
n
tr
ast
th
e
ed
u
ca
tio
n
al
n
ee
d
s
o
f
L
W
Ds
a
n
d
th
o
s
e
o
f
PGLs
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
e
q
u
alit
ativ
e
ap
p
r
o
ac
h
was
ch
o
s
en
b
ec
au
s
e
it
p
r
o
v
i
d
es
d
ep
th
an
d
r
ich
n
ess
in
ca
p
tu
r
in
g
p
ar
ticip
an
ts
'
liv
ed
ex
p
er
ien
ce
s
,
p
er
ce
p
tio
n
s
,
an
d
n
u
an
ce
d
n
ee
d
s
[
6
]
.
W
h
ile
q
u
a
n
titativ
e
d
esig
n
s
ca
n
m
ea
s
u
r
e
p
r
ev
alen
ce
an
d
co
r
r
elatio
n
s
,
th
ey
m
ay
o
v
er
lo
o
k
th
e
co
m
p
lex
s
o
cial,
e
m
o
tio
n
al,
an
d
in
s
titu
tio
n
al
co
n
tex
ts
th
at
s
h
ap
e
d
iv
er
s
e
lear
n
er
s
'
ex
p
er
ien
ce
s
.
T
h
u
s
,
a
q
u
alitativ
e
len
s
allo
wed
th
e
r
e
s
ea
r
ch
er
s
to
ex
p
lo
r
e
h
o
w
th
es
e
g
r
o
u
p
s
p
er
ce
iv
e
in
cl
u
s
iv
ity
,
s
u
p
p
o
r
t,
an
d
b
ar
r
ier
s
with
in
ac
ad
em
ic
en
v
ir
o
n
m
en
ts
.
T
h
e
c
o
m
p
ar
ativ
e
co
m
p
o
n
e
n
t
was
ce
n
tr
al
to
th
e
d
esig
n
.
T
h
r
o
u
g
h
a
s
id
e
-
by
-
s
id
e
an
aly
s
is
o
f
ex
p
er
ien
ce
s
f
r
o
m
L
W
Ds
an
d
PGL
s
,
th
e
s
tu
d
y
s
o
u
g
h
t
to
u
n
co
v
er
d
is
tin
ct
n
ee
d
s
,
c
o
m
m
o
n
c
h
allen
g
es,
an
d
o
v
er
lap
p
in
g
s
u
p
p
o
r
t
r
eq
u
ir
em
en
ts
.
Su
ch
an
ap
p
r
o
ac
h
u
n
d
er
s
co
r
es
th
e
p
r
in
cip
le
t
h
at
i
n
clu
s
iv
e
ed
u
ca
tio
n
m
u
s
t
s
im
u
ltan
eo
u
s
ly
a
d
d
r
ess
d
iv
er
s
ity
a
n
d
eq
u
ity
,
m
o
v
in
g
b
e
y
o
n
d
th
e
d
ich
o
to
m
y
b
et
wee
n
d
is
ab
ilit
y
an
d
g
if
ted
n
ess
to
f
o
s
ter
a
h
o
lis
tic,
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
.
T
h
is
s
tu
d
y
is
g
r
o
u
n
d
e
d
in
a
co
n
ce
p
tu
al
f
r
am
ewo
r
k
th
at
p
r
o
v
i
d
es
a
co
m
p
ar
ativ
e
len
s
,
h
ig
h
li
g
h
tin
g
th
e
u
n
iq
u
e
a
n
d
s
h
ar
ed
n
ee
d
s
o
f
L
W
D
s
an
d
PGLs
,
a
s
s
h
o
wn
in
Fig
u
r
e
1
.
E
ac
h
g
r
o
u
p
c
o
n
tr
ib
u
tes
its
d
is
tin
ct
s
et
o
f
liv
ed
ex
p
er
ien
ce
s
an
d
p
e
r
s
p
ec
tiv
es,
wh
ich
r
ef
lect
its
s
p
ec
if
i
c
ac
ad
em
ic,
s
o
cial,
an
d
em
o
tio
n
al
ch
allen
g
es.
Fo
r
in
s
tan
ce
,
L
W
Ds
o
f
ten
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
ac
ce
s
s
ib
ilit
y
,
ass
i
s
tiv
e
tech
n
o
lo
g
ies,
an
d
ac
co
m
m
o
d
atio
n
s
[
2
]
,
[
3
]
,
wh
ile
PGLs
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
a
d
v
an
ce
d
cu
r
r
icu
lar
o
p
p
o
r
t
u
n
ities
,
en
r
ich
m
en
t
p
r
o
g
r
am
s
,
a
n
d
s
u
s
tain
ed
m
o
tiv
atio
n
[
4
]
,
[
5
]
.
T
h
ese
g
r
o
u
p
-
s
p
ec
if
ic
co
n
ce
r
n
s
ar
e
r
ep
r
esen
ted
in
th
e
m
o
d
el'
s
s
ep
ar
ate
h
ex
ag
o
n
s
.
At
th
e
s
am
e
tim
e,
th
e
f
r
am
ewo
r
k
h
ig
h
lig
h
ts
th
e
in
ter
s
ec
tio
n
o
f
s
h
ar
ed
n
ee
d
s
an
d
in
s
ig
h
ts
,
wh
ich
r
ep
r
esen
t
th
e
co
m
m
o
n
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
th
at
af
f
ec
t
b
o
th
p
o
p
u
l
atio
n
s
.
T
h
ese
in
cl
u
d
e
f
lex
ib
le
cu
r
r
icu
la,
in
clu
s
iv
e
p
o
licies,
em
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t,
f
i
n
an
cial
ass
i
s
tan
ce
,
an
d
a
s
tr
o
n
g
s
en
s
e
o
f
s
o
cial
b
elo
n
g
in
g
.
T
h
e
p
r
esen
ce
o
f
o
v
e
r
lap
p
in
g
n
ee
d
s
r
ef
lects
a
ce
n
tr
al
in
s
ig
h
t
o
f
i
n
clu
s
iv
e
ed
u
ca
tio
n
: d
esp
ite
th
ei
r
d
i
f
f
er
i
n
g
p
r
o
f
iles
,
b
o
th
d
is
ab
led
an
d
g
if
te
d
lear
n
er
s
f
ac
e
s
y
s
tem
ic
b
a
r
r
ier
s
th
at
lim
it
th
eir
o
p
p
o
r
tu
n
ities
to
th
r
iv
e
[
7
]
,
[
8
]
.
B
y
v
is
u
alizin
g
th
is
co
n
v
er
g
e
n
ce
,
t
h
e
m
o
d
el
d
em
o
n
s
tr
ates th
at
in
clu
s
iv
ity
s
h
o
u
ld
n
o
t
b
e
a
p
p
r
o
a
ch
ed
as f
r
ag
m
e
n
ted
in
ter
v
en
tio
n
s
tar
g
etin
g
s
ep
ar
at
e
g
r
o
u
p
s
,
b
u
t
r
ath
er
as
in
teg
r
ated
s
tr
ateg
ies
th
at
f
o
s
ter
eq
u
ity
f
o
r
all
lear
n
er
s
.
T
h
is
co
n
ce
p
tu
al
f
r
am
ewo
r
k
al
ig
n
s
with
th
e
s
tu
d
y
’
s
q
u
alitativ
e
-
c
o
m
p
ar
ativ
e
d
esig
n
,
o
f
f
er
in
g
a
clea
r
s
tr
u
ctu
r
e
f
o
r
an
aly
zin
g
b
o
t
h
d
iv
er
g
e
n
t
an
d
co
n
v
er
g
en
t
th
em
es.
I
t
also
p
r
o
v
id
es
a
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
in
g
h
o
lis
tic,
in
s
titu
tio
n
-
wid
e
in
ter
v
en
tio
n
s
s
u
ch
as
ad
ap
tiv
e
c
u
r
r
icu
la,
m
e
n
to
r
s
h
i
p
p
r
o
g
r
am
s
,
an
d
em
o
tio
n
al
s
u
p
p
o
r
t
s
er
v
ices
th
at
s
im
u
ltan
eo
u
s
ly
m
ee
t
th
e
n
ee
d
s
o
f
g
if
ted
an
d
d
is
ab
led
lear
n
er
s
.
I
n
th
is
way
,
th
e
m
o
d
el
r
e
f
lects
th
e
in
n
o
v
ativ
e
co
n
tr
ib
u
tio
n
o
f
th
e
p
r
esen
t
s
t
u
d
y
b
y
r
ec
o
n
ce
p
tu
alizin
g
in
c
lu
s
iv
ity
as
a
s
h
ar
ed
an
d
in
te
g
r
ativ
e
ed
u
ca
tio
n
al
ag
en
d
a
r
at
h
er
th
a
n
a
s
et
o
f
is
o
l
ated
s
u
p
p
o
r
ts
f
o
r
s
p
ec
if
ic
g
r
o
u
p
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
I
n
clu
s
ive
ed
u
ca
tio
n
jo
u
r
n
ey
:
c
o
mp
a
r
a
tive
in
s
ig
h
ts
fr
o
m
g
ifted
a
n
d
d
iffer
en
tly
a
b
led
…
(
R
a
mil
B.
A
r
a
n
te
)
1187
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
t
h
e
s
tu
d
y
2
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
a
m
eth
o
d
c
o
m
m
o
n
ly
u
s
ed
i
n
q
u
alitativ
e
r
esear
ch
to
s
elec
t
in
d
iv
id
u
als
wh
o
ca
n
p
r
o
v
id
e
th
e
m
o
s
t
r
el
ev
an
t
an
d
in
s
ig
h
t
f
u
l
d
ata
f
o
r
t
h
e
s
tu
d
y
[
9
]
.
T
wo
d
is
tin
ct
p
ar
ticip
an
t
g
r
o
u
p
s
wer
e
id
en
tifie
d
:
L
W
Ds
,
th
ese
ar
e
l
ea
r
n
er
s
r
eg
is
ter
ed
with
th
e
u
n
i
v
er
s
ity
’
s
d
is
ab
ilit
y
s
u
p
p
o
r
t
o
f
f
ice
o
r
s
elf
-
id
en
tif
y
i
n
g
with
d
o
cu
m
e
n
ted
p
h
y
s
ical,
s
en
s
o
r
y
,
o
r
lear
n
in
g
im
p
air
m
e
n
ts
an
d
PGLs
,
t
h
ese
ar
e
lear
n
er
s
m
ee
tin
g
at
least
t
wo
o
f
th
e
f
o
llo
win
g
c
r
iter
ia:
i
)
co
n
s
is
ten
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
th
e
to
p
5
%
o
f
th
eir
co
h
o
r
t,
as
ev
i
d
en
ce
d
b
y
t
r
an
s
cr
ip
ts
o
r
s
tan
d
ar
d
ized
ass
ess
m
en
ts
;
ii
)
f
o
r
m
al
n
o
m
i
n
atio
n
b
y
f
ac
u
lty
b
ased
o
n
ex
ce
p
tio
n
al
an
al
y
tical,
cr
ea
tiv
e,
o
r
lead
er
s
h
ip
p
o
ten
tia
l;
an
d
iii
)
d
o
cu
m
en
te
d
o
u
ts
tan
d
i
n
g
ac
h
iev
em
en
t
in
talen
t d
o
m
ain
s
(
e.
g
.
,
n
atio
n
al
co
m
p
etitio
n
s
,
p
u
b
lis
h
ed
wo
r
k
,
p
r
esti
g
io
u
s
awa
r
d
s
)
.
A
to
tal
o
f
2
0
p
ar
ticip
an
ts
wer
e
in
clu
d
ed
,
co
m
p
r
is
in
g
1
0
lear
n
er
s
f
r
o
m
ea
c
h
g
r
o
u
p
.
T
h
is
s
am
p
le
s
ize
was
d
eter
m
in
ed
to
b
e
s
u
f
f
icien
t
to
ac
h
iev
e
th
em
atic
s
atu
r
atio
n
,
a
p
o
in
t
at
wh
ich
a
d
d
itio
n
al
d
ata
co
llectio
n
y
ield
s
m
in
im
al
o
r
n
o
n
ew
i
n
s
ig
h
ts
r
el
ev
an
t
to
th
e
r
esear
c
h
q
u
esti
o
n
s
[
1
0
]
.
Satu
r
atio
n
was
ac
tiv
ely
en
s
u
r
ed
th
r
o
u
g
h
a
n
iter
ativ
e
d
ata
co
llectio
n
an
d
an
aly
s
is
p
r
o
ce
s
s
:
r
ec
r
u
itm
en
t
an
d
d
ata
c
o
llectio
n
f
o
r
ea
c
h
g
r
o
u
p
p
r
o
ce
ed
ed
co
n
cu
r
r
en
tly
with
p
r
elim
in
a
r
y
an
aly
s
is
,
allo
win
g
f
o
r
th
e
id
e
n
tific
atio
n
o
f
r
ec
u
r
r
in
g
th
e
m
e
s
an
d
th
e
d
elib
e
r
ate
tar
g
etin
g
o
f
s
u
b
s
eq
u
en
t
p
a
r
ticip
an
ts
to
ex
p
l
o
r
e
a
n
d
c
o
n
f
ir
m
th
ese
p
atter
n
s
.
T
h
is
p
r
o
ce
s
s
co
n
tin
u
ed
u
n
til
th
e
f
in
al
in
ter
v
iews
with
in
ea
ch
g
r
o
u
p
p
r
o
d
u
ce
d
n
o
s
u
b
s
tan
tiv
ely
n
ew
t
h
em
es,
co
n
f
ir
m
in
g
t
h
at
s
atu
r
atio
n
h
ad
b
ee
n
ac
h
iev
ed
.
Par
ticip
an
ts
r
ep
r
ese
n
te
d
d
iv
er
s
e
ac
ad
em
ic
p
r
o
g
r
a
m
s
,
y
ea
r
lev
els,
an
d
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
,
p
r
o
v
id
i
n
g
a
b
r
o
a
d
p
er
s
p
ec
tiv
e
o
n
ex
p
er
ien
ce
s
in
h
ig
h
er
e
d
u
ca
tio
n
a
n
d
f
u
r
th
er
s
tr
en
g
th
en
in
g
th
e
d
ep
th
a
n
d
cr
ed
ib
ilit
y
o
f
t
h
e
s
atu
r
ated
th
e
m
atic
f
in
d
in
g
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n
Data
wer
e
g
at
h
er
ed
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
d
iv
i
d
u
al
i
n
ter
v
iews,
wh
ich
en
ab
led
th
e
r
es
ea
r
ch
er
s
to
s
tr
ik
e
a
b
alan
ce
b
etwe
en
co
n
s
is
ten
cy
an
d
f
lex
ib
ilit
y
[
1
1
]
.
T
h
e
in
d
iv
id
u
al
in
ter
v
iews
last
ed
ap
p
r
o
x
im
ately
45
-
6
0
m
in
u
tes
ea
ch
an
d
wer
e
co
n
d
u
cte
d
in
p
er
s
o
n
o
r
v
ia
a
s
ec
u
r
e
v
id
eo
c
o
n
f
e
r
en
cin
g
p
latf
o
r
m
.
T
h
e
in
ter
v
iew
g
u
id
e,
p
r
im
a
r
ily
b
ased
o
n
t
h
e
l
iter
atu
r
e
an
d
i
n
s
titu
tio
n
al
p
o
licies,
co
n
tain
ed
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
p
r
o
b
i
n
g
k
ey
d
o
m
ain
s
.
Sam
p
le
q
u
esti
o
n
s
in
clu
d
ed
:
−
“Can
y
o
u
d
escr
ib
e
a
tim
e
w
h
en
th
e
cu
r
r
icu
lu
m
o
r
teac
h
i
n
g
m
eth
o
d
s
eith
er
s
ig
n
if
ican
t
ly
s
u
p
p
o
r
ted
o
r
h
in
d
er
ed
y
o
u
r
lear
n
i
n
g
?”
(
Aca
d
em
ic
d
o
m
ai
n
)
−
“Ho
w
d
o
y
o
u
r
ex
tr
ac
u
r
r
icu
la
r
in
ter
ests
in
ter
s
ec
t
with
,
o
r
f
e
el
s
ep
ar
ate
f
r
o
m
,
y
o
u
r
ac
ad
e
m
ic
id
en
tity
?”
(
T
alen
t
d
ev
elo
p
m
en
t
)
−
“Wh
at
d
o
es a
n
‘
in
clu
s
iv
e’
lear
n
in
g
en
v
ir
o
n
m
en
t lo
o
k
an
d
f
ee
l lik
e
to
y
o
u
?”
(
L
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
)
All in
ter
v
iews we
r
e
au
d
io
-
r
ec
o
r
d
ed
,
tr
an
s
cr
ib
ed
v
er
b
atim
,
a
n
d
r
ed
ac
te
d
u
s
in
g
p
s
eu
d
o
n
y
m
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
s
tu
d
y
e
m
p
lo
y
e
d
th
em
ati
c
an
aly
s
is
f
o
llo
win
g
th
e
s
ix
-
p
h
ase
f
r
am
ewo
r
k
[
1
2
]
.
T
h
is
ap
p
r
o
ac
h
p
r
o
v
id
e
d
a
s
y
s
tem
atic
y
et
f
lex
ib
le
m
eth
o
d
o
f
id
en
tif
y
in
g
,
an
aly
zin
g
,
an
d
r
e
p
o
r
tin
g
p
atter
n
s
with
in
q
u
alitativ
e
d
ata.
T
r
an
s
cr
ip
ts
wer
e
m
an
a
g
ed
an
d
co
d
ed
u
s
in
g
NViv
o
s
o
f
twar
e
(
v
er
s
io
n
1
2
)
,
wh
ich
f
ac
ilit
ated
th
e
o
r
g
an
izatio
n
o
f
lar
g
e
d
atasets
an
d
th
e
r
etr
iev
al
o
f
co
d
ed
e
x
ce
r
p
ts
.
T
h
e
p
r
o
ce
s
s
b
eg
an
with
f
am
iliar
izatio
n
th
r
o
u
g
h
r
ep
ea
ted
r
ea
d
i
n
g
o
f
tr
an
s
cr
ip
ts
.
I
n
itial
co
d
in
g
was
co
n
d
u
cte
d
in
d
u
ctiv
ely
,
attac
h
in
g
d
escr
ip
tiv
e
lab
els
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
1
8
5
-
1
1
9
5
1188
(
e.
g
.
,
“f
r
u
s
tr
atio
n
with
r
ig
id
d
ea
d
lin
es,”
“r
elian
ce
o
n
p
ee
r
e
x
p
lan
atio
n
”)
t
o
tex
t
s
eg
m
en
ts
.
T
h
ese
co
d
es
wer
e
th
en
co
llated
an
d
r
e
f
in
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
am
o
n
g
r
esear
ch
er
s
to
f
o
r
m
in
itial
th
em
es.
T
h
e
m
es
wer
e
r
ev
iewe
d
an
d
d
ef
in
e
d
b
y
c
o
m
p
ar
i
n
g
th
ei
r
p
r
ev
ale
n
ce
a
n
d
ch
ar
ac
te
r
is
tics
b
etwe
en
th
e
two
p
ar
ticip
an
t
g
r
o
u
p
s
(
L
W
Ds
v
s
.
PGLs)
.
T
o
en
s
u
r
e
th
em
es
we
r
e
g
r
o
u
n
d
ed
in
p
ar
ticip
a
n
t
v
o
ices,
illu
s
tr
ativ
e
q
u
o
tatio
n
s
w
er
e
s
y
s
tem
atica
lly
id
en
tifie
d
an
d
em
b
e
d
d
ed
with
in
th
e
an
aly
s
is
.
Fo
r
ex
am
p
le,
th
e
th
em
e
“
en
v
ir
o
n
m
en
tal
s
en
s
itiv
ity
”
f
o
r
PGLs
was
s
u
p
p
o
r
ted
b
y
a
p
ar
ticip
an
t’
s
s
tatem
en
t
,
“
I
ca
n
’
t
f
o
cu
s
if
th
ere’
s
ch
a
o
tic
n
o
is
e.
.
.
b
u
t
a
b
s
o
lu
te
s
ilen
ce
feels
o
p
p
r
ess
ive.
I
n
ee
d
a
s
p
a
ce
th
a
t’
s
ca
lib
r
a
ted
,
n
o
t
ju
s
t
q
u
iet.
”
Similar
ly
,
th
e
L
W
D
s
th
em
e
“
ac
ce
s
s
as
a
p
r
er
eq
u
is
ite,
n
o
t
a
n
ac
c
o
m
m
o
d
atio
n
”
was
ev
id
en
ce
d
b
y
q
u
o
tes
lik
e
,
“
I
f
th
e
lectu
r
e
s
lid
es
a
r
en
’
t
p
r
o
vid
ed
b
efo
r
eh
a
n
d
,
I
’
m
n
o
t g
ettin
g
a
n
a
cc
o
mmo
d
a
tio
n
,
I
’
m
s
ta
r
tin
g
th
e
cla
s
s
a
lr
ea
d
y
b
eh
in
d
.”
2
.
5
.
T
rus
t
wo
rt
hin
ess
o
f
d
a
t
a
T
o
en
s
u
r
e
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
q
u
alitativ
e
f
in
d
in
g
s
,
s
ev
er
al
estab
lis
h
ed
s
tr
at
eg
ies
wer
e
em
p
lo
y
ed
to
ad
d
r
ess
th
e
tr
u
s
tw
o
r
th
in
ess
cr
iter
ia
o
f
cr
ed
ib
ilit
y
,
d
ep
en
d
ab
ilit
y
,
co
n
f
ir
m
a
b
ilit
y
,
an
d
tr
an
s
f
er
ab
ilit
y
[
1
3
]
.
C
r
ed
ib
ilit
y
was
s
tr
en
g
th
en
ed
th
r
o
u
g
h
m
em
b
er
ch
ec
k
i
n
g
,
in
wh
ich
p
ar
ticip
an
ts
r
ev
i
ewe
d
s
u
m
m
ar
ies
o
f
th
eir
in
ter
v
iews
f
o
r
ac
cu
r
ac
y
;
all
co
n
f
ir
m
e
d
th
e
in
ter
p
r
etati
o
n
s
,
an
d
m
in
o
r
clar
if
icatio
n
s
wer
e
in
co
r
p
o
r
ated
.
Dep
en
d
ab
ilit
y
was
en
s
u
r
ed
b
y
m
ain
tain
i
n
g
a
d
et
ailed
au
d
it
tr
ail
with
in
NViv
o
,
d
o
cu
m
en
tin
g
all
co
d
i
n
g
d
ec
is
io
n
s
an
d
a
n
aly
tical
p
r
o
g
r
ess
.
T
o
en
h
a
n
ce
co
n
f
ir
m
a
b
ilit
y
,
th
e
r
esear
ch
team
en
g
ag
ed
in
p
ee
r
d
e
b
r
ief
in
g
with
in
d
ep
en
d
en
t
c
o
lleag
u
es wh
o
cr
itiq
u
e
d
th
e
e
m
er
g
in
g
th
em
es
an
d
in
ter
p
r
etatio
n
s
.
Fin
a
lly
,
tr
an
s
f
er
ab
ilit
y
is
s
u
p
p
o
r
ted
t
h
r
o
u
g
h
t
h
e
p
r
o
v
is
io
n
o
f
th
ick
d
escr
ip
tio
n
in
th
e
r
ep
o
r
tin
g
o
f
r
esu
lts
,
d
etailin
g
th
e
p
ar
ticip
an
ts
'
co
n
tex
ts
an
d
e
x
p
er
ien
ce
s
to
all
o
w
r
ea
d
er
s
to
ju
d
g
e
th
e
p
o
ten
t
ial
ap
p
licab
ilit
y
o
f
th
e
f
in
d
in
g
s
to
o
th
er
s
ettin
g
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
co
m
pa
riso
n o
f
needs
f
o
r
L
WDs a
nd
P
G
L
s
T
ab
le
1
co
m
p
ar
es
th
e
n
ee
d
s
o
f
L
W
Ds
an
d
PGLs
an
d
r
ev
ea
ls
b
o
th
s
h
ar
ed
an
d
d
is
tin
ct
p
r
io
r
ities
f
o
r
in
clu
s
iv
e
lear
n
in
g
.
W
h
ile
b
o
th
g
r
o
u
p
s
r
e
q
u
ir
e
f
o
u
n
d
atio
n
al
s
u
p
p
o
r
ts
lik
e
in
clu
s
iv
e
teac
h
in
g
m
eth
o
d
s
,
f
in
a
n
cial
ass
is
tan
ce
,
an
d
p
ee
r
co
llab
o
r
at
io
n
,
th
eir
p
r
im
ar
y
em
p
h
ases
d
iv
er
g
e
s
ig
n
if
ican
tly
.
L
W
Ds'
n
ee
d
s
ar
e
p
r
o
m
in
en
tly
f
o
cu
s
ed
o
n
ac
ce
s
s
ib
ilit
y
an
d
s
p
ec
if
ic
ac
co
m
m
o
d
atio
n
s
,
in
cl
u
d
in
g
ass
is
tiv
e
tech
n
o
lo
g
y
,
ad
ap
ted
m
ater
ials
,
an
d
p
h
y
s
ical
ac
ce
s
s
.
I
n
co
n
tr
ast,
PGLs
r
eq
u
ir
e
a
m
o
r
e
h
o
lis
tic
ap
p
r
o
ac
h
t
o
s
o
cio
-
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
,
m
o
tiv
atio
n
al
en
v
ir
o
n
m
en
ts
,
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
lead
er
s
h
ip
an
d
s
elf
-
ad
v
o
ca
c
y
s
k
ills
.
A
n
o
tab
le
d
if
f
er
e
n
ce
is
th
at
tim
e
m
an
ag
em
en
t
em
e
r
g
ed
as
a
s
p
ec
if
ic
s
u
p
p
o
r
t
n
e
ed
o
n
ly
f
o
r
PGLs,
n
o
t
f
o
r
L
W
Ds.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
ef
f
ec
tiv
e
in
clu
s
io
n
r
eq
u
ir
es
a
r
esp
o
n
s
iv
e
f
r
am
e
wo
r
k
th
at
ad
d
r
ess
es
u
n
iv
er
s
al
p
r
in
cip
les
o
f
ac
ce
s
s
an
d
f
lex
ib
ilit
y
wh
ile
also
tail
o
r
in
g
s
p
ec
if
ic
in
ter
v
en
tio
n
s
to
ea
ch
g
r
o
u
p
'
s
u
n
iq
u
e
ch
allen
g
es
an
d
n
ee
d
s
.
E
ac
h
s
u
p
p
o
r
t d
o
m
ain
is
ex
p
licitly
d
is
cu
s
s
ed
in
th
e
s
u
cc
ee
d
in
g
p
ar
a
g
r
ap
h
.
T
ab
le
1
.
L
W
Ds an
d
PGLs
’
s
u
p
p
o
r
t
n
ee
d
s
f
o
r
in
clu
s
iv
e
lear
n
in
g
S
u
p
p
o
r
t
d
o
ma
i
n
LWD
s
P
G
L
s
A
c
a
d
e
mi
c
a
n
d
c
u
r
r
i
c
u
l
u
m
su
p
p
o
r
t
Ta
i
l
o
r
e
d
su
p
p
o
r
t
,
f
l
e
x
i
b
l
e
t
e
a
c
h
i
n
g
,
a
d
a
p
t
i
v
e
a
ssessm
e
n
t
,
l
e
a
r
n
i
n
g
p
a
c
e
,
Eq
u
a
l
a
c
c
e
ss,
i
n
c
l
u
si
v
e
t
e
a
c
h
i
n
g
,
marg
i
n
a
l
i
z
e
d
s
u
p
p
o
r
t
D
i
v
e
r
s
e
l
e
a
r
n
i
n
g
st
y
l
e
s,
i
n
c
l
u
s
i
v
e
c
u
r
r
i
c
u
l
u
m,
st
r
e
n
g
t
h
-
b
a
s
e
d
a
l
i
g
n
m
e
n
t
,
f
l
e
x
i
b
l
e
o
p
t
i
o
n
s,
i
n
c
l
u
si
v
i
t
y
,
c
u
r
r
i
c
u
l
u
m
r
e
s
p
o
n
s
i
v
e
n
e
ss,
a
n
d
f
l
e
x
i
b
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e
p
a
t
h
w
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y
s
S
o
c
i
o
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p
sy
c
h
o
l
o
g
i
c
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su
p
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o
r
t
I
n
c
l
u
s
i
v
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a
c
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i
v
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s
,
b
e
l
o
n
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i
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g
,
p
e
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r
c
o
l
l
a
b
o
r
a
t
i
o
n
,
d
i
v
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r
si
t
y
c
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b
r
a
t
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o
n
A
w
a
r
e
n
e
ss
,
r
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s
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o
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se
l
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mo
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o
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Le
a
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l
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p
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a
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e
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,
a
d
a
p
t
a
b
l
e
e
n
v
i
r
o
n
m
e
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t
;
m
o
t
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v
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t
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e
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v
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r
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n
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e
n
t
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o
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n
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d
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s
F
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i
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c
h
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i
p
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m
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e
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c
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d
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i
a
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g
r
a
n
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s,
e
mer
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P
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s
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p
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t
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b
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3
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Aca
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s
th
r
i
v
e
in
s
tr
en
g
th
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
wh
er
e
t
h
eir
tale
n
ts
ar
e
n
u
r
tu
r
ed
r
ath
er
th
an
c
o
n
s
tr
ain
ed
b
y
a
s
tan
d
ar
d
ized
c
u
r
r
icu
lu
m
.
R
esear
ch
s
u
p
p
o
r
ts
th
at
g
if
ted
lear
n
e
r
s
b
en
ef
it
s
ig
n
if
ican
tly
f
r
o
m
c
u
r
r
icu
lu
m
m
o
d
els
th
at
in
co
r
p
o
r
ate
ac
ce
ler
atio
n
,
en
r
ich
m
en
t,
a
n
d
d
if
f
e
r
en
tiatio
n
to
f
o
s
ter
th
eir
ac
ad
e
m
ic
an
d
cr
ea
tiv
e
g
r
o
wth
[
1
4
]
.
Flex
ib
le,
r
esp
o
n
s
iv
e
cu
r
r
icu
la,
s
u
ch
as
th
o
s
e
g
r
o
u
n
d
ed
in
th
e
I
n
teg
r
ate
d
C
u
r
r
icu
lu
m
Mo
d
el,
h
a
v
e
s
h
o
wn
to
en
h
a
n
ce
cr
itical
th
in
k
in
g
an
d
r
ea
d
in
g
s
k
ills
in
v
er
b
ally
g
if
ted
s
tu
d
e
n
ts
[
1
5
]
.
Stu
d
ies
also
in
d
icate
th
at
en
r
ich
m
en
t
an
d
ac
ce
ler
atio
n
ap
p
r
o
ac
h
es,
wh
en
im
p
lem
en
ted
s
y
s
tem
atica
lly
,
ca
n
p
r
ev
en
t
u
n
d
er
ac
h
iev
e
m
en
t
a
n
d
d
is
en
g
ag
em
en
t
b
y
ch
allen
g
in
g
g
if
ted
s
tu
d
e
n
ts
ap
p
r
o
p
r
iately
[
1
6
]
.
Un
lik
e
L
W
D
s
,
wh
o
o
f
ten
n
ee
d
s
u
p
p
o
r
t
t
o
m
ee
t
f
o
u
n
d
atio
n
al
s
tan
d
ar
d
s
,
PGL
s
r
eq
u
ir
es
ex
p
an
d
ed
lear
n
in
g
o
p
p
o
r
tu
n
ities
to
s
tay
in
tellectu
ally
en
g
ag
ed
an
d
to
f
u
lly
r
ea
lize
th
eir
p
o
te
n
tial.
Desp
ite
th
ese
d
if
f
er
en
ce
s
,
a
u
n
if
y
in
g
th
em
e
is
in
clu
s
iv
ity
an
d
r
esp
o
n
s
iv
en
es
s
;
b
o
th
L
W
D
s
an
d
PGL
s
b
en
ef
it
f
r
o
m
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
a
d
ap
ts
to
th
e
ir
u
n
iq
u
e
p
r
o
f
iles
.
T
h
e
g
o
al
is
to
p
r
o
v
id
e
eq
u
itab
le
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
th
at
en
ab
le
all
lear
n
e
r
s
to
r
ea
c
h
th
eir
f
u
ll
p
o
ten
tial
th
r
o
u
g
h
ap
p
r
o
p
r
iate
cu
r
r
icu
lu
m
m
o
d
if
icatio
n
s
,
ef
f
ec
tiv
e
teac
h
i
n
g
s
tr
ateg
ies,
an
d
s
u
p
p
o
r
tiv
e
m
ec
h
an
is
m
s
.
3
.
1
.
2
.
So
cio
-
ps
y
cho
lo
g
ica
l su
pp
o
rt
I
n
th
e
d
o
m
ain
o
f
s
o
cio
-
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t,
b
o
th
L
W
D
s
an
d
PGL
s
r
eq
u
ir
e
in
ten
tio
n
al
s
tr
ateg
ies
to
n
u
r
tu
r
e
th
eir
e
m
o
tio
n
al
well
-
b
ein
g
,
t
h
o
u
g
h
t
h
e
f
o
cu
s
o
f
s
u
p
p
o
r
t
d
if
f
er
s
ac
co
r
d
in
g
to
t
h
eir
d
is
tin
ct
s
o
cio
-
em
o
tio
n
al
ex
p
e
r
ien
ce
s
.
Fo
r
L
W
D
s
,
s
o
cio
-
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
is
ce
n
ter
ed
o
n
in
clu
s
io
n
,
ac
ce
p
tan
ce
,
a
n
d
p
o
s
itiv
e
s
o
cial
in
ter
ac
tio
n
s
.
I
n
clu
s
iv
e
ac
tiv
ities
ar
e
cr
itical
in
f
o
s
ter
in
g
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
an
d
co
m
b
atin
g
f
ee
lin
g
s
o
f
is
o
latio
n
th
at
th
ese
lear
n
er
s
m
ay
ex
p
e
r
ien
ce
d
u
e
to
p
h
y
s
ical
,
co
g
n
itiv
e,
o
r
b
e
h
a
v
io
r
al
d
if
f
er
en
ce
s
.
Peer
co
llab
o
r
atio
n
p
lay
s
a
cr
u
cial
r
o
le
in
d
e
v
elo
p
in
g
in
te
r
p
e
r
s
o
n
al
s
k
ills
an
d
f
o
s
ter
in
g
m
u
tu
al
u
n
d
er
s
tan
d
in
g
.
C
eleb
r
atin
g
d
iv
er
s
ity
with
in
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
h
elp
s
to
n
o
r
m
alize
d
if
f
er
en
ce
s
an
d
cr
ea
te
a
s
af
e
s
p
ac
e
wh
er
e
L
W
D
s
f
ee
l
v
al
u
ed
a
n
d
r
esp
ec
ted
.
Su
ch
ef
f
o
r
ts
p
r
o
m
o
t
e
s
elf
-
esteem
an
d
s
u
p
p
o
r
t
t
h
eir
in
teg
r
atio
n
in
to
th
e
wid
er
s
ch
o
o
l c
o
m
m
u
n
ity
.
I
n
co
n
tr
ast,
PGL
s
o
f
ten
r
e
q
u
ir
e
s
o
cio
-
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
th
at
ad
d
r
ess
es
in
ter
n
al
p
r
ess
u
r
es,
s
o
cial
d
is
co
n
n
ec
t,
an
d
em
o
tio
n
al
in
ten
s
ity
.
T
h
ese
lear
n
er
s
m
ay
ex
p
er
ien
ce
h
eig
h
ten
ed
s
en
s
itiv
ity
,
p
er
f
ec
tio
n
is
m
,
o
r
asy
n
ch
r
o
n
o
u
s
d
ev
elo
p
m
en
t,
w
h
ich
ca
n
lead
to
a
n
x
iety
,
is
o
latio
n
,
o
r
s
o
cial
-
em
o
tio
n
al
d
if
f
ic
u
lties
[
1
7
]
.
Su
p
p
o
r
t
s
tr
ateg
ies
s
u
ch
as
m
in
d
f
u
ln
es
s
,
co
u
n
s
ellin
g
,
an
d
th
e
p
r
o
m
o
tio
n
o
f
em
o
tio
n
al
well
-
b
ein
g
h
elp
th
em
n
av
i
g
ate
th
ese
ch
allen
g
es.
Fo
r
ex
am
p
le,
m
in
d
f
u
ln
ess
in
ter
v
en
tio
n
s
h
av
e
b
ee
n
s
h
o
w
n
to
r
e
d
u
ce
s
elf
-
o
r
ien
te
d
p
er
f
ec
tio
n
is
m
am
o
n
g
g
if
ted
y
o
u
th
[
1
8
]
.
Ad
d
itio
n
ally
,
s
p
e
cialize
d
co
u
n
s
ellin
g
p
r
o
g
r
am
s
th
at
ad
d
r
ess
b
o
th
p
s
y
ch
o
s
o
cial
an
d
ac
ad
e
m
ic
p
l
an
n
in
g
n
ee
d
s
a
r
e
cr
u
cial
to
h
el
p
g
if
ted
s
tu
d
en
ts
d
e
v
elo
p
co
p
i
n
g
m
ec
h
an
is
m
s
an
d
m
ain
tain
em
o
tio
n
al
well
-
b
ein
g
.
B
u
ild
in
g
r
esil
ien
ce
an
d
s
elf
-
awa
r
en
ess
is
eq
u
ally
i
m
p
o
r
tan
t
to
h
elp
th
ese
s
tu
d
en
ts
m
an
ag
e
ex
p
ec
tatio
n
s
,
co
p
e
with
f
ailu
r
e,
an
d
av
o
i
d
u
n
d
er
ac
h
iev
e
m
en
t lin
k
e
d
to
em
o
tio
n
al
s
tr
ess
[
1
9
]
.
W
h
ile
b
o
th
g
r
o
u
p
s
b
en
ef
it
f
r
o
m
en
v
ir
o
n
m
en
ts
th
at
p
r
o
m
o
te
em
o
tio
n
al
s
ec
u
r
ity
an
d
s
o
cial
in
clu
s
io
n
,
L
W
D
s
n
ee
d
s
s
tr
u
ctu
r
es
th
at
r
e
d
u
ce
ex
ter
n
al
b
ar
r
ier
s
to
p
a
r
ticip
atio
n
,
wh
ile
PGL
s
n
ee
d
s
s
u
p
p
o
r
t
to
h
elp
th
e
m
m
an
ag
e
i
n
ter
n
al
em
o
tio
n
al
an
d
p
s
y
c
h
o
lo
g
ical
co
m
p
lex
ities
.
A
h
o
lis
tic
an
d
d
if
f
e
r
en
tiated
s
o
cio
-
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
s
y
s
tem
is
th
e
r
ef
o
r
e
ess
en
tial
to
n
u
r
tu
r
e
th
e
m
en
tal
h
e
alth
,
in
ter
p
e
r
s
o
n
al
s
k
ills
,
an
d
e
m
o
tio
n
al
r
esil
ien
ce
o
f
b
o
t
h
g
r
o
u
p
s
in
a
b
alan
ce
d
a
n
d
r
esp
o
n
s
iv
e
ed
u
ca
tio
n
al
s
ettin
g
.
3
.
1
.
3
.
L
ea
rning
env
iro
nm
ent
s
up
po
rt
I
n
th
e
ar
ea
o
f
lear
n
in
g
en
v
ir
o
n
m
en
t
s
u
p
p
o
r
t,
b
o
th
L
W
D
s
an
d
PGL
s
r
eq
u
ir
e
th
o
u
g
h
tf
u
l,
ad
ap
tiv
e
en
v
ir
o
n
m
en
ts
th
at
ca
ter
to
th
eir
s
p
ec
if
ic
n
ee
d
s
,
b
u
t
th
e
f
o
cu
s
f
o
r
ea
ch
g
r
o
u
p
v
ar
ie
s
in
em
p
h
asis
an
d
im
p
lem
en
tatio
n
.
Fo
r
L
W
D
s
,
th
e
p
r
io
r
ity
is
to
r
em
o
v
e
b
a
r
r
ier
s
to
ac
ce
s
s
an
d
p
ar
ticip
atio
n
.
T
h
i
s
in
clu
d
es
p
h
y
s
ical
ac
ce
s
s
ib
ilit
y
f
ea
tu
r
es
s
u
ch
as
r
am
p
s
,
s
u
itab
le
s
ea
tin
g
,
an
d
ass
is
tiv
e
d
ev
ices,
as
well
a
s
m
u
ltimo
d
al
lear
n
in
g
ap
p
r
o
ac
h
es
th
at
ca
ter
to
d
iv
er
s
e
s
en
s
o
r
y
an
d
co
g
n
itiv
e
n
e
e
d
s
.
Pro
v
id
in
g
a
b
alan
ce
b
etw
ee
n
q
u
iet
s
p
ac
es
f
o
r
f
o
cu
s
ed
lear
n
in
g
a
n
d
co
llab
o
r
ativ
e
s
p
ac
es
f
o
r
s
o
cial
in
ter
a
ctio
n
is
ess
en
tial,
as
s
o
m
e
lear
n
er
s
m
ay
r
eq
u
ir
e
m
in
im
al
d
is
tr
ac
tio
n
s
wh
ile
o
th
er
s
b
en
ef
it
f
r
o
m
s
o
cial
en
g
a
g
em
en
t.
Flex
ib
ilit
y
in
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
is
cr
u
cial,
en
ab
lin
g
m
o
d
if
icat
io
n
s
th
at
r
esp
o
n
d
to
f
lu
ctu
atin
g
n
ee
d
s
r
elate
d
to
f
atig
u
e,
s
en
s
o
r
y
p
r
o
ce
s
s
in
g
,
o
r
in
d
iv
id
u
al
lear
n
in
g
s
ty
les.
T
h
e
o
v
e
r
ar
ch
in
g
aim
is
to
c
r
e
ate
an
in
clu
s
iv
e
s
p
ac
e
wh
er
e
L
W
D
s
ca
n
lear
n
co
m
f
o
r
ta
b
ly
an
d
ef
f
ec
tiv
ely
.
Fo
r
PGL
s
,
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
s
h
o
u
l
d
p
r
o
m
o
te
in
tellectu
al
s
tim
u
latio
n
an
d
h
o
lis
tic
d
e
v
elo
p
m
en
t.
T
h
ese
lear
n
er
s
th
r
iv
e
in
s
p
ac
es th
at
s
u
p
p
o
r
t n
o
t o
n
ly
co
g
n
iti
v
e
g
r
o
wth
b
u
t a
ls
o
em
o
tio
n
al,
s
o
cial,
an
d
p
h
y
s
ical
well
-
b
ein
g
.
R
esear
ch
em
p
h
asizes
th
at
lear
n
in
g
en
v
ir
o
n
m
en
t
s
f
o
r
g
if
ted
s
tu
d
en
ts
m
u
s
t
b
e
cr
ea
tiv
e,
ad
ap
tab
le
,
an
d
en
r
ich
ed
to
s
tim
u
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15
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1
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th
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Un
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Desig
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ar
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[
2
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.
E
x
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ativ
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am
o
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ted
s
tu
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[
2
1
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.
Ultim
ately
,
well
-
s
tr
u
ctu
r
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b
u
t
f
lex
ib
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u
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o
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g
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W
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p
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ic
s
tr
ateg
ies
d
if
f
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b
o
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g
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p
s
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en
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f
it
f
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o
m
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ap
ta
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le,
in
clu
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an
d
s
u
p
p
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e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
T
h
e
k
ey
is
to
d
esig
n
s
p
ac
es
th
at
n
o
t
o
n
ly
ac
co
m
m
o
d
ate
d
if
f
e
r
en
ce
s
b
u
t
also
ac
tiv
ely
f
o
s
ter
g
r
o
wth
,
co
n
f
i
d
en
ce
,
an
d
s
u
cc
ess
in
ev
er
y
lea
r
n
er
.
3
.
1
.
4
.
F
ina
ncia
l
s
up
po
rt
I
n
th
e
d
o
m
ain
o
f
f
in
an
cial
s
u
p
p
o
r
t,
b
o
th
L
W
D
s
an
d
PGL
s
r
eq
u
ir
e
tar
g
eted
ass
is
tan
ce
to
o
v
er
co
m
e
ec
o
n
o
m
ic
b
ar
r
ier
s
th
at
m
ay
h
in
d
er
th
eir
ed
u
ca
tio
n
al
p
r
o
g
r
es
s
.
T
h
ese
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
ar
e
o
f
ten
s
im
ilar
in
f
o
r
m
.
Ho
wev
er
,
th
e
y
s
er
v
e
d
i
f
f
er
en
t
u
n
d
e
r
ly
in
g
p
u
r
p
o
s
es
b
a
s
ed
o
n
ea
ch
g
r
o
u
p
’
s
co
n
tex
t
a
n
d
c
h
allen
g
es.
Fo
r
L
WD
s
,
f
in
an
cial
s
u
p
p
o
r
t
is
cr
u
cial
in
e
n
s
u
r
in
g
eq
u
al
ac
ce
s
s
to
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
.
T
h
is
in
clu
d
es
s
ch
o
lar
s
h
ip
s
s
p
ec
if
ically
d
esig
n
ated
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
wh
ich
h
elp
r
e
d
u
ce
t
h
e
f
in
an
cia
l
b
u
r
d
en
o
f
tu
itio
n
,
ass
is
tiv
e
tech
n
o
lo
g
y
,
t
r
an
s
p
o
r
tatio
n
,
an
d
s
p
ec
ialized
s
u
p
p
o
r
t
s
er
v
ices.
E
m
er
g
en
cy
aid
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
to
a
d
d
r
ess
u
n
f
o
r
esee
n
cir
cu
m
s
tan
ce
s
th
at
m
ay
d
is
p
r
o
p
o
r
tio
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ately
af
f
ec
t
th
ese
lear
n
er
s
,
s
u
ch
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h
ea
lth
-
r
elate
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is
s
u
es
o
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th
e
n
ee
d
f
o
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er
s
o
n
al
s
u
p
p
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t
aid
es.
Par
tn
er
s
h
ip
s
with
g
o
v
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n
m
e
n
t
ag
en
cies,
NGOs,
an
d
d
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ilit
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v
o
ca
cy
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o
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p
s
ca
n
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a
n
ce
f
u
n
d
in
g
o
p
p
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r
tu
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iti
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an
d
p
r
o
v
id
e
co
m
p
r
eh
en
s
iv
e
ass
is
tan
ce
.
W
o
r
k
-
s
tu
d
y
p
r
o
g
r
a
m
s
o
f
f
er
b
o
th
f
in
an
cial
r
elief
an
d
s
k
ills
d
ev
elo
p
m
en
t,
th
o
u
g
h
th
ese
m
u
s
t
b
e
tailo
r
e
d
to
ac
co
m
m
o
d
ate
t
h
eir
u
n
iq
u
e
n
ee
d
s
an
d
ca
p
ac
ities
.
C
o
n
cu
r
r
en
tly
,
PGL
s
also
b
en
ef
it
s
ig
n
if
ican
tly
f
r
o
m
f
i
n
an
cial
s
u
p
p
o
r
t
s
y
s
tem
s
s
u
ch
as
s
ch
o
lar
s
h
ip
s
an
d
g
r
an
ts
,
wh
ich
ar
e
o
f
ten
m
e
r
it
-
b
ased
an
d
g
ea
r
ed
to
war
d
tale
n
t
d
ev
elo
p
m
en
t.
T
h
ese
r
eso
u
r
ce
s
en
ab
le
ac
ce
s
s
to
en
r
ich
m
en
t
p
r
o
g
r
am
s
,
co
m
p
et
itio
n
s
,
an
d
ad
v
a
n
ce
d
co
u
r
s
ew
o
r
k
t
h
at
m
ig
h
t
o
t
h
er
wis
e
b
e
o
u
t
o
f
r
ea
ch
d
u
e
to
ec
o
n
o
m
ic
co
n
s
tr
ain
ts
.
Stu
d
ies
s
h
o
w
th
at
p
r
o
v
i
d
in
g
tar
g
eted
f
i
n
an
cial
aid
,
s
u
ch
as
th
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Stu
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n
t
T
alen
t
E
n
r
ich
m
e
n
t
Pro
g
r
am
an
d
th
e
J
ac
k
Ken
t
C
o
o
k
e
Fo
u
n
d
atio
n
'
s
s
u
p
p
o
r
t
f
o
r
lo
w
-
in
co
m
e,
h
ig
h
-
ac
h
iev
i
n
g
s
t
u
d
en
ts
,
s
ig
n
if
ican
tl
y
im
p
r
o
v
es
ac
ad
e
m
ic
o
u
tco
m
es
an
d
ac
ce
s
s
to
s
p
ec
ialized
lear
n
in
g
ex
p
er
ien
ce
s
[
2
2
]
.
E
m
er
g
en
cy
f
u
n
d
s
ar
e
also
im
p
o
r
tan
t
in
s
u
p
p
o
r
tin
g
g
if
ted
s
tu
d
en
ts
'
p
ar
ticip
atio
n
in
ac
ad
em
ic
ev
en
ts
o
r
s
p
ec
ialized
tr
ain
in
g
o
p
p
o
r
tu
n
ities
.
Fin
an
cial
liter
ac
y
ed
u
ca
tio
n
is
an
em
er
g
in
g
ar
ea
o
f
v
alu
e
f
o
r
PGL
s
,
eq
u
ip
p
in
g
t
h
em
with
to
o
ls
to
m
an
ag
e
p
er
s
o
n
al
r
eso
u
r
ce
s
an
d
p
r
ep
a
r
e
f
o
r
f
u
tu
r
e
ac
ad
em
ic
o
r
ca
r
ee
r
asp
ir
atio
n
s
.
W
o
r
k
-
s
tu
d
y
p
r
o
g
r
am
s
,
wh
en
alig
n
ed
with
in
ter
ests
an
d
g
o
als,
ca
n
o
f
f
er
b
o
t
h
f
in
a
n
cial
r
elief
an
d
m
ea
n
in
g
f
u
l
d
ev
elo
p
m
en
tal
ex
p
e
r
ien
ce
s
[
2
3
]
.
W
h
ile
f
in
an
cial
s
u
p
p
o
r
t
to
o
ls
lik
e
s
ch
o
lar
s
h
ip
s
,
em
er
g
en
cy
ai
d
,
an
d
wo
r
k
-
s
tu
d
y
m
ay
s
ee
m
s
im
ilar
ac
r
o
s
s
lear
n
er
g
r
o
u
p
s
,
th
eir
d
esig
n
an
d
p
u
r
p
o
s
e
m
u
s
t
d
i
f
f
er
f
o
r
L
W
D
s
;
th
ey
p
r
o
m
o
te
ac
ce
s
s
an
d
eq
u
ity
,
wh
er
ea
s
f
o
r
PGL
s
,
th
ey
en
a
b
le
g
r
o
wth
an
d
ex
ce
l
len
ce
.
T
ailo
r
i
n
g
t
h
ese
p
r
o
g
r
a
m
s
en
s
u
r
es
n
o
g
if
ted
lea
r
n
er
i
s
lef
t
b
eh
i
n
d
d
u
e
to
f
in
an
cial
b
ar
r
ie
r
s
.
3
.
1
.
5
.
P
ee
r
s
up
po
rt
a
nd
em
po
wer
m
ent
I
n
th
e
ar
ea
s
o
f
p
ee
r
s
u
p
p
o
r
t
an
d
e
m
p
o
wer
m
e
n
t,
b
o
th
L
W
D
s
an
d
PGL
s
g
r
ea
tly
b
en
ef
it
f
r
o
m
en
v
ir
o
n
m
en
ts
th
at
f
o
s
ter
p
o
s
itiv
e
p
ee
r
in
ter
ac
tio
n
s
,
m
u
tu
al
g
r
o
wth
,
an
d
s
elf
-
co
n
f
id
en
ce
.
T
h
ese
en
v
ir
o
n
m
en
ts
p
lay
a
cr
u
cial
r
o
le
in
t
h
eir
o
v
er
all
d
ev
elo
p
m
en
t.
Ho
wev
e
r
,
th
e
s
tr
ateg
ies
an
d
f
o
ca
l
p
o
in
ts
d
if
f
er
ac
c
o
r
d
in
g
to
lear
n
er
s
’
s
p
ec
i
f
ic
n
ee
d
s
an
d
d
ev
elo
p
m
e
n
tal
tr
ajec
to
r
ies.
F
o
r
L
W
D
s
,
p
ee
r
s
u
p
p
o
r
t
is
ess
en
tial
in
p
r
o
m
o
tin
g
s
o
cial
in
clu
s
io
n
,
ac
ad
em
ic
e
n
g
ag
em
en
t,
a
n
d
p
er
s
o
n
al
em
p
o
wer
m
en
t.
Peer
m
e
n
to
r
in
g
p
r
o
g
r
am
s
h
elp
th
ese
l
ea
r
n
er
s
n
av
i
g
ate
s
ch
o
o
l
life
,
b
u
ild
f
r
ie
n
d
s
h
ip
s
,
a
n
d
f
ee
l
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
.
C
o
llab
o
r
ativ
e
lea
r
n
in
g
en
co
u
r
a
g
es
in
ter
ac
tio
n
with
cl
ass
m
ates
in
a
s
u
p
p
o
r
tiv
e
an
d
r
esp
ec
tf
u
l
m
an
n
e
r
,
allo
win
g
L
W
D
s
to
co
n
tr
ib
u
te
th
eir
s
tr
en
g
th
s
wh
ile
also
b
en
ef
itin
g
f
r
o
m
p
ee
r
ass
is
tan
ce
.
T
h
ese
s
tr
ateg
ies
n
o
t
o
n
ly
s
u
p
p
o
r
t
lear
n
in
g
b
u
t
also
en
h
an
ce
s
elf
-
esteem
b
y
r
ed
u
cin
g
f
ee
lin
g
s
o
f
is
o
latio
n
an
d
d
ep
en
d
en
c
y
.
T
alen
t
d
ev
elo
p
m
e
n
t
in
itiativ
es
with
in
p
ee
r
g
r
o
u
p
s
also
h
elp
L
W
D
s
id
en
tify
a
n
d
b
u
ild
o
n
th
eir
ca
p
a
b
ilit
ies,
ch
allen
g
in
g
th
e
o
f
ten
-
lim
ited
ex
p
ec
tatio
n
s
p
lace
d
u
p
o
n
th
e
m
.
I
n
co
n
tr
ast,
PGL
s
r
eq
u
ir
e
p
ee
r
en
g
a
g
em
en
t
t
h
at
em
p
h
asizes
lead
er
s
h
ip
d
ev
elo
p
m
en
t,
c
r
ea
tiv
ity
,
an
d
s
elf
-
ex
p
r
ess
io
n
.
T
h
ese
lear
n
e
r
s
o
f
ten
th
r
iv
e
wh
e
n
g
i
v
en
o
p
p
o
r
tu
n
ities
to
tak
e
i
n
itiativ
e
an
d
c
o
n
tr
ib
u
te
m
ea
n
in
g
f
u
lly
to
g
r
o
u
p
ac
tiv
ities
.
R
esear
ch
in
d
icate
s
th
at
p
ee
r
lead
e
r
s
h
ip
r
o
les
ca
n
en
h
an
ce
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
s
elf
-
co
n
f
i
d
en
ce
,
an
d
co
m
m
u
n
icatio
n
s
k
ills
,
k
ey
tr
aits
f
o
r
g
if
te
d
lear
n
e
r
s
n
av
ig
atin
g
c
o
m
p
lex
s
o
cial
an
d
in
tellectu
al
en
v
ir
o
n
m
en
ts
[
2
4
]
.
E
n
c
o
u
r
ag
i
n
g
s
e
lf
-
ad
v
o
ca
c
y
an
d
co
n
f
i
d
en
ce
-
b
u
ild
in
g
em
p
o
wer
s
g
if
ted
s
tu
d
en
ts
to
a
r
ticu
late
th
eir
n
ee
d
s
an
d
asp
ir
atio
n
s
;
p
ee
r
m
en
to
r
i
n
g
h
as
p
r
o
v
en
ef
f
ec
t
iv
e
in
r
esto
r
in
g
an
d
b
o
o
s
tin
g
s
elf
-
co
n
f
id
en
ce
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
5
]
.
Par
ticip
atio
n
in
clu
b
s
,
s
p
o
r
ts
,
an
d
ac
ad
em
ic
o
r
c
r
ea
tiv
e
p
u
r
s
u
its
en
ab
les
th
ese
s
tu
d
en
t
s
to
ex
p
lo
r
e
i
n
ter
ests
with
lik
e
-
m
in
d
ed
p
ee
r
s
an
d
f
o
s
ter
a
s
en
s
e
o
f
id
en
tity
an
d
b
elo
n
g
in
g
.
L
ea
d
e
r
s
h
ip
r
o
les
an
d
m
en
to
r
s
h
ip
o
p
p
o
r
tu
n
ities
h
el
p
b
u
ild
r
esp
o
n
s
ib
ilit
y
,
s
e
lf
-
ef
f
i
ca
cy
,
an
d
p
u
r
p
o
s
e,
co
n
tr
ib
u
tin
g
to
b
o
th
ac
ad
em
i
c
g
r
o
wth
an
d
p
er
s
o
n
al
d
e
v
elo
p
m
en
t
[
2
6
]
.
Fu
r
th
er
m
o
r
e,
wh
i
le
b
o
th
L
W
D
s
an
d
PGL
s
b
en
ef
it
f
r
o
m
p
o
s
itiv
e
p
ee
r
d
y
n
am
ics
an
d
em
p
o
wer
m
en
t
s
tr
u
ctu
r
es,
L
W
D
s
p
r
im
ar
il
y
n
ee
d
p
ee
r
s
u
p
p
o
r
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
I
n
clu
s
ive
ed
u
ca
tio
n
jo
u
r
n
ey
:
c
o
mp
a
r
a
tive
in
s
ig
h
ts
fr
o
m
g
ifted
a
n
d
d
iffer
en
tly
a
b
led
…
(
R
a
mil
B.
A
r
a
n
te
)
1191
s
y
s
tem
s
th
at
p
r
o
m
o
te
in
clu
s
io
n
,
en
co
u
r
ag
em
en
t,
a
n
d
m
u
tu
al
r
esp
ec
t,
wh
er
ea
s
PGL
s
b
en
ef
its
f
r
o
m
th
o
s
e
th
at
cu
ltiv
ate
lead
er
s
h
ip
,
in
d
e
p
en
d
en
ce
,
an
d
co
llab
o
r
ativ
e
i
n
n
o
v
atio
n
.
A
r
esp
o
n
s
iv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
s
h
o
u
ld
,
th
e
r
ef
o
r
e
,
p
r
o
v
id
e
d
iv
er
s
e
an
d
ad
a
p
tab
le
p
ee
r
s
u
p
p
o
r
t
m
o
d
els
to
m
ee
t
th
e
u
n
iq
u
e
n
ee
d
s
an
d
p
o
ten
tial
o
f
ev
er
y
lear
n
e
r
.
3
.
1
.
6
.
Sp
ec
ia
l
needs
s
up
po
rt
I
n
th
e
ar
ea
o
f
s
p
ec
ial
n
ee
d
s
s
u
p
p
o
r
t,
b
o
t
h
L
W
D
s
an
d
PGL
s
r
e
q
u
ir
e
s
p
ec
ialized
s
tr
ateg
ies
an
d
r
eso
u
r
ce
s
to
en
ab
le
th
em
to
th
r
iv
e.
T
h
es
e
s
u
p
p
o
r
ts
ar
e
ess
en
tial
f
o
r
ad
d
r
ess
in
g
th
eir
in
d
iv
id
u
al
r
eq
u
i
r
em
en
ts
.
Ho
wev
er
,
th
e
f
o
cu
s
an
d
e
x
ec
u
tio
n
o
f
th
e
s
e
s
u
p
p
o
r
ts
d
if
f
er
ac
co
r
d
in
g
t
o
th
e
lear
n
er
s
’
u
n
i
q
u
e
ch
allen
g
e
s
an
d
s
t
r
en
g
th
s
.
Fo
r
L
W
D
s
,
s
p
ec
ial
n
ee
d
s
s
u
p
p
o
r
t
is
f
o
cu
s
ed
o
n
elim
in
atin
g
b
ar
r
ier
s
an
d
en
s
u
r
in
g
eq
u
ita
b
le
ac
ce
s
s
to
ed
u
ca
tio
n
.
T
h
is
in
clu
d
es
th
e
u
s
e
o
f
as
s
is
tiv
e
tech
n
o
lo
g
ies
s
u
ch
as
s
cr
e
en
r
ea
d
er
s
,
s
p
ee
ch
-
t
o
-
tex
t
to
o
ls
,
o
r
h
ea
r
in
g
aid
s
,
wh
ich
ar
e
ess
en
tial
in
ad
d
r
ess
in
g
s
p
ec
if
ic
d
is
ab
ilit
ies.
Acc
es
s
ib
le
m
ater
ials
,
wh
eth
er
in
p
r
i
n
t,
d
ig
ital,
o
r
tactile
f
o
r
m
ats,
en
s
u
r
e
th
at
lear
n
in
g
co
n
ten
t
is
a
v
ailab
le
to
all.
Ph
y
s
ical
ac
ce
s
s
to
f
ac
ilit
ies,
in
clu
d
in
g
class
r
o
o
m
s
,
lab
o
r
ato
r
ies,
an
d
e
x
tr
ac
u
r
r
icu
l
ar
s
p
ac
es,
m
u
s
t
also
b
e
g
u
ar
an
t
ee
d
.
Acc
o
m
m
o
d
atio
n
s
s
u
ch
as
ex
ten
d
ed
test
tim
es,
alter
n
ativ
e
ass
ess
m
en
ts
,
an
d
p
er
s
o
n
alize
d
in
s
tr
u
ctio
n
ar
e
c
r
itical
in
s
u
p
p
o
r
tin
g
th
e
d
iv
e
r
s
e
lear
n
in
g
n
ee
d
s
o
f
L
W
D.
T
h
ese
s
u
p
p
o
r
ts
ar
e
n
o
t
m
e
r
ely
s
u
p
p
lem
e
n
tar
y
;
th
e
y
ar
e
f
u
n
d
am
e
n
tal
to
e
n
s
u
r
in
g
t
h
at
L
W
D
s
ca
n
f
u
lly
p
ar
ticip
ate
in
ed
u
ca
tio
n
al
ac
ti
v
ities
o
n
eq
u
al
f
o
o
tin
g
with
th
eir
p
ee
r
s
.
Fo
r
PGL
s
,
s
p
ec
ial
n
ee
d
s
s
u
p
p
o
r
t
f
o
cu
s
es
o
n
n
u
r
tu
r
in
g
ad
v
a
n
ce
d
ab
ilit
ies
an
d
o
f
f
er
in
g
p
la
tf
o
r
m
s
f
o
r
g
r
o
wth
an
d
e
x
p
r
ess
io
n
.
Aca
d
e
m
ic
ac
co
m
m
o
d
atio
n
s
s
u
ch
as
ac
ce
ler
atio
n
,
d
if
f
e
r
en
tiated
in
s
tr
u
ctio
n
,
an
d
ac
ce
s
s
to
ad
v
an
ce
d
c
o
n
ten
t
ar
e
k
e
y
s
tr
ateg
ies
f
o
r
ch
allen
g
in
g
an
d
s
tim
u
latin
g
g
if
ted
lear
n
er
s
[
2
7
]
,
[
2
8
]
.
Ho
lis
tic
s
u
p
p
o
r
t
ac
k
n
o
wled
g
es
th
at
g
if
ted
s
tu
d
en
ts
m
ay
also
f
ac
e
s
o
c
ial
o
r
em
o
tio
n
al
c
h
allen
g
es;
m
en
to
r
s
h
ip
is
h
ig
h
ly
ef
f
ec
tiv
e
in
g
u
id
in
g
b
o
th
p
e
r
s
o
n
al
an
d
ac
a
d
em
ic
d
e
v
elo
p
m
en
t
[
2
9
]
.
C
o
m
m
u
n
ity
lin
k
a
g
es,
s
u
ch
as p
ar
t
n
er
s
h
ip
s
with
u
n
iv
er
s
ities
,
p
r
o
f
ess
io
n
a
ls
,
o
r
cu
ltu
r
al
i
n
s
titu
tio
n
s
,
ex
p
an
d
o
p
p
o
r
tu
n
ities
f
o
r
ex
p
l
o
r
atio
n
a
n
d
talen
t
d
ev
elo
p
m
e
n
t.
Fu
r
th
er
m
o
r
e,
a
v
en
u
es
f
o
r
cr
ea
tiv
e
ex
p
r
ess
io
n
th
r
o
u
g
h
ar
ts
p
r
o
g
r
am
m
in
g
an
d
p
er
f
o
r
m
an
ce
o
p
p
o
r
t
u
n
ities
h
elp
g
if
te
d
s
tu
d
en
ts
r
ef
in
e
an
d
d
is
p
lay
th
eir
t
alen
ts
in
m
ea
n
in
g
f
u
l
way
s
[
1
4
]
.
I
n
ess
en
ce
,
wh
ile
L
W
D
s
r
eq
u
ir
e
s
u
p
p
o
r
t
th
at
p
r
o
m
o
tes
ac
ce
s
s
ib
ilit
y
an
d
f
u
n
ctio
n
al
p
ar
ticip
atio
n
,
PGL
s
n
ee
d
s
u
p
p
o
r
t
th
at
f
o
s
ter
s
en
r
ich
m
en
t,
s
elf
-
ex
p
r
ess
io
n
,
a
n
d
ex
p
a
n
d
ed
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
B
o
th
g
r
o
u
p
s
b
en
ef
it
f
r
o
m
in
d
iv
id
u
alize
d
a
n
d
r
esp
o
n
s
iv
e
ap
p
r
o
ac
h
es
th
at
r
ec
o
g
n
ize
th
eir
s
p
ec
if
ic
n
ee
d
s
an
d
p
o
ten
tial.
T
h
ese
ap
p
r
o
ac
h
es
e
n
s
u
r
e
th
at
ed
u
ca
tio
n
is
tr
u
l
y
in
clu
s
iv
e
an
d
e
m
p
o
we
r
in
g
f
o
r
all
lear
n
er
s
.
3
.
1
.
7
.
T
im
e
ma
na
g
em
ent
a
n
d m
ultit
a
s
k
ing
I
n
th
e
d
o
m
ain
o
f
tim
e
m
a
n
ag
em
en
t
an
d
m
u
ltit
ask
in
g
,
th
e
tab
le
r
ev
ea
ls
th
at
th
is
s
u
p
p
o
r
t
ar
ea
is
n
o
t
em
er
g
in
g
as
a
p
r
o
m
in
en
t
n
ee
d
f
o
r
L
W
D
s
.
T
h
eir
p
r
im
ar
y
c
h
allen
g
es
ten
d
to
f
all
in
o
t
h
er
ar
ea
s
,
m
ak
in
g
tim
e
m
an
ag
em
en
t
a
less
em
p
h
asize
d
co
n
ce
r
n
.
Ho
wev
er
,
it
is
r
ec
o
g
n
ized
as
a
r
elev
an
t
ar
ea
o
f
d
e
v
elo
p
m
en
t
f
o
r
PGL
s
,
wh
ich
o
f
ten
ju
g
g
les
m
u
ltip
le
task
s
an
d
ad
v
an
ce
d
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
Fo
r
L
W
D,
th
e
ab
s
en
ce
o
f
th
is
s
u
p
p
o
r
t
ar
ea
m
ay
in
d
icate
th
at
th
eir
le
ar
n
in
g
en
v
ir
o
n
m
en
ts
ty
p
ically
h
ig
h
lig
h
t
task
s
im
p
lific
atio
n
,
f
o
cu
s
ed
in
s
tr
u
ctio
n
,
an
d
p
ac
ed
lear
n
in
g
r
ath
er
th
a
n
m
u
ltit
ask
in
g
o
r
s
elf
-
d
i
r
ec
ted
tim
e
m
an
ag
em
e
n
t.
Ma
n
y
L
W
D
s
b
en
ef
it
f
r
o
m
s
tr
u
ctu
r
ed
r
o
u
tin
es,
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t,
an
d
g
u
i
d
ed
tim
ef
r
am
es,
wh
ich
h
elp
t
h
em
m
an
ag
e
task
s
with
o
u
t
t
h
e
ad
d
itio
n
al
co
g
n
itiv
e
lo
ad
o
f
p
lan
n
in
g
a
n
d
ju
g
g
lin
g
m
u
ltip
le
r
esp
o
n
s
ib
ilit
ies.
As
a
r
esu
lt,
f
o
r
m
al
tr
ain
in
g
in
tim
e
m
an
ag
em
en
t
m
a
y
n
o
t
b
e
p
r
io
r
itized
in
th
eir
s
u
p
p
o
r
t
s
y
s
tem
s
,
alth
o
u
g
h
s
o
m
e
L
W
D
s
,
d
ep
en
d
in
g
o
n
th
eir
s
p
ec
if
ic
co
n
d
itio
n
,
m
ig
h
t sti
ll b
en
ef
it f
r
o
m
b
asic o
r
g
an
izatio
n
al
s
k
ills
.
I
n
co
n
tr
ast,
PGL
s
o
f
ten
f
ac
e
in
cr
ea
s
ed
ac
ad
em
ic
an
d
ex
tr
ac
u
r
r
icu
lar
d
em
an
d
s
d
u
e
to
th
eir
ad
v
an
ce
d
ca
p
ab
ilit
ies
an
d
in
v
o
lv
em
e
n
t
in
m
u
ltip
le
en
r
ich
m
e
n
t
o
p
p
o
r
tu
n
ities
.
T
o
m
an
ag
e
t
h
ese
r
esp
o
n
s
ib
ilit
ie
s
ef
f
ec
tiv
ely
,
s
k
ills
s
u
ch
as
tim
e
m
an
ag
e
m
en
t,
p
r
io
r
itizatio
n
,
an
d
th
e
u
s
e
o
f
p
lan
n
in
g
to
o
l
s
b
ec
o
m
e
ess
en
tial.
R
esear
ch
in
d
icate
s
th
at
g
if
ted
lear
n
er
s
f
r
eq
u
en
tly
e
n
g
ag
e
i
n
ad
v
an
ce
d
co
u
r
s
ewo
r
k
,
in
d
ep
e
n
d
en
t
p
r
o
jects,
an
d
lead
er
s
h
ip
r
o
les,
all
o
f
wh
ic
h
r
eq
u
i
r
e
h
ig
h
lev
els
o
f
s
elf
-
r
eg
u
latio
n
an
d
o
r
g
a
n
izatio
n
a
l
co
m
p
eten
ce
[
3
0
]
.
W
ith
o
u
t
ap
p
r
o
p
r
iate
g
u
id
a
n
ce
,
th
ese
s
tu
d
en
ts
m
ay
s
tr
u
g
g
le
with
o
v
e
r
co
m
m
itm
en
t
an
d
p
e
r
f
e
ctio
n
is
m
,
wh
ich
ar
e
lin
k
ed
to
in
cr
ea
s
ed
s
tr
ess
an
d
r
ed
u
ce
d
well
-
b
ein
g
[
3
1
]
,
[
3
2
]
.
Stru
ctu
r
ed
i
n
ter
v
en
tio
n
s
,
s
u
ch
as
tim
e
m
an
ag
e
m
en
t
tr
ain
in
g
,
p
lan
n
in
g
to
o
ls
,
an
d
m
en
to
r
in
g
,
ca
n
h
elp
estab
lis
h
h
e
alth
y
r
o
u
tin
es
an
d
p
r
e
v
en
t
b
u
r
n
o
u
t
[
3
3
]
.
I
n
g
en
er
al,
wh
ile
tim
e
m
a
n
ag
em
en
t
an
d
m
u
ltit
ask
in
g
m
ay
n
o
t
c
u
r
r
en
tl
y
em
er
g
e
as
p
r
ess
in
g
co
n
ce
r
n
s
f
o
r
m
o
s
t
L
W
D
s
in
ty
p
ical
ed
u
ca
tio
n
al
s
ettin
g
s
,
th
ese
s
k
ills
ar
e
v
ital
f
o
r
PGL
s
,
wh
o
m
u
s
t
lear
n
t
o
b
alan
c
e
th
eir
talen
ts
an
d
r
esp
o
n
s
ib
ilit
ies
ef
f
ec
tiv
ely
.
E
d
u
ca
to
r
s
an
d
s
u
p
p
o
r
t
s
taf
f
s
h
o
u
l
d
r
em
ai
n
f
le
x
ib
le
a
n
d
r
esp
o
n
s
i
v
e
to
th
e
in
d
iv
id
u
al
n
ee
d
s
o
f
lear
n
e
r
s
in
b
o
th
g
r
o
u
p
s
.
T
h
ey
m
u
s
t
also
r
ec
o
g
n
ize
t
h
at
s
o
m
e
L
W
D
s
m
ay
b
en
ef
it
f
r
o
m
s
u
p
p
o
r
t
in
th
ese
ar
ea
s
,
d
ep
en
d
in
g
o
n
th
eir
p
er
s
o
n
al
lear
n
in
g
ch
allen
g
es.
B
ased
o
n
th
e
f
in
d
i
n
g
s
,
th
e
r
esear
ch
er
s
p
r
o
p
o
s
e
an
in
teg
r
ated
m
o
d
el
f
o
r
in
cl
u
s
iv
e
ed
u
ca
tio
n
.
As
illu
s
tr
ated
in
Fig
u
r
e
2
,
th
e
m
o
d
el
p
r
esen
ts
a
u
n
i
f
ied
f
r
am
ewo
r
k
f
o
r
ad
d
r
ess
in
g
th
e
n
ee
d
s
o
f
L
W
D
s
an
d
PGL
s
in
h
ig
h
er
e
d
u
ca
tio
n
.
I
t
ass
er
ts
th
at
au
th
en
tic
in
clu
s
io
n
r
eq
u
ir
e
s
th
e
s
y
n
er
g
is
tic
in
teg
r
atio
n
o
f
ac
ce
s
s
ib
ilit
y
an
d
en
r
ich
m
en
t,
m
o
v
i
n
g
b
ey
o
n
d
f
r
ag
m
en
te
d
in
ter
v
e
n
tio
n
s
.
T
h
e
m
o
d
el
is
b
u
ilt
u
p
o
n
a
f
o
u
n
d
atio
n
o
f
c
o
h
er
e
n
t
in
s
titu
tio
n
al
p
o
licies
th
at
f
r
a
m
e
d
iv
e
r
s
ity
as
a
r
eso
u
r
ce
.
T
h
r
ee
p
r
im
ar
y
p
illar
s
o
p
er
ati
o
n
alize
th
is
v
is
io
n
:
i
)
a
d
ap
tiv
e
p
ed
ag
o
g
y
,
u
tili
zin
g
UDL
an
d
d
if
f
er
en
tiated
in
s
tr
u
ctio
n
;
ii
)
p
er
s
o
n
alize
d
m
en
to
r
s
h
ip
f
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
1
8
5
-
1
1
9
5
1192
s
elf
-
ad
v
o
ca
cy
an
d
en
r
ich
m
e
n
t;
an
d
iii
)
w
elln
es
s
an
d
s
o
cio
-
e
m
o
tio
n
al
s
u
p
p
o
r
t
to
f
o
s
t
er
b
elo
n
g
in
g
.
T
h
e
in
ter
s
ec
tio
n
o
f
th
ese
p
illar
s
f
o
r
m
s
a
co
n
v
er
g
en
ce
zo
n
e
th
at
a
d
d
r
ess
es
s
h
ar
ed
n
ee
d
s
,
s
u
ch
as
em
o
tio
n
al
s
u
p
p
o
r
t
an
d
in
clu
s
iv
e
ac
ce
s
s
.
W
h
ile
th
e
m
o
d
el
id
en
tifie
s
d
is
tin
ct
f
o
c
u
s
es
f
o
r
L
W
D
s
(
tar
g
eted
ac
ce
s
s
ib
ilit
y
)
an
d
PGL
s
(
in
tellectu
al
ch
allen
g
e)
,
it
in
te
g
r
ates
th
em
th
r
o
u
g
h
a
s
h
ar
ed
s
u
p
p
o
r
t
s
tr
u
ctu
r
e.
T
h
is
r
e
f
r
am
in
g
d
em
o
n
s
tr
ates
th
at
a
h
o
lis
tic,
eq
u
ity
-
d
r
i
v
en
ap
p
r
o
ac
h
ca
n
s
im
u
ltan
eo
u
s
ly
ac
h
iev
e
ac
ce
s
s
ib
ilit
y
an
d
ex
ce
ll
en
ce
,
tr
a
n
s
f
o
r
m
in
g
s
y
s
tem
ic
p
r
ac
tice
in
h
ig
h
er
ed
u
ca
tio
n
.
Fig
u
r
e
2
.
Pro
p
o
s
ed
in
te
g
r
ated
in
clu
s
iv
ity
m
o
d
el
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
af
f
ir
m
th
at
L
W
D
s
an
d
PGL
s
,
t
h
o
u
g
h
r
ep
r
esen
tin
g
d
is
tin
ct
e
d
u
ca
tio
n
al
p
r
o
f
iles
,
s
h
ar
e
o
v
er
la
p
p
in
g
n
e
ed
s
with
in
an
in
clu
s
iv
e
h
ig
h
er
ed
u
ca
tio
n
f
r
am
ew
o
r
k
.
B
o
th
g
r
o
u
p
s
f
ac
e
s
y
s
tem
ic
an
d
p
ed
a
g
o
g
ical
b
ar
r
ier
s
,
s
u
ch
as
r
ig
id
cu
r
r
icu
la,
in
a
d
eq
u
a
te
s
u
p
p
o
r
t
s
er
v
ices,
an
d
lim
ited
s
o
cio
-
em
o
tio
n
a
l
s
ca
f
f
o
ld
in
g
,
th
at
h
i
n
d
er
th
eir
f
u
ll
ac
ad
em
ic
p
ar
ticip
atio
n
.
Fo
r
L
W
D
s
,
in
clu
s
io
n
d
em
a
n
d
s
a
d
ap
tiv
e
cu
r
r
icu
lu
m
d
esig
n
,
ac
ce
s
s
ib
le
en
v
ir
o
n
m
en
ts
,
ass
is
t
iv
e
tech
n
o
lo
g
ies,
an
d
r
esp
o
n
s
iv
e
teac
h
in
g
s
tr
ateg
ies
t
h
at
p
r
o
m
o
te
eq
u
ity
an
d
p
ar
ticip
atio
n
.
C
o
n
v
er
s
ely
,
PG
L
s
r
eq
u
ir
e
d
if
f
er
en
tiated
i
n
s
tr
u
ctio
n
,
en
r
ich
m
en
t
p
r
o
g
r
a
m
s
,
an
d
m
en
to
r
s
h
ip
o
p
p
o
r
tu
n
ities
th
at
n
u
r
tu
r
e
cr
ea
tiv
ity
,
cr
itical
th
in
k
in
g
,
a
n
d
lea
d
er
s
h
ip
p
o
te
n
tial.
Desp
ite
th
eir
co
n
tr
asti
n
g
n
ee
d
s
,
b
o
th
g
r
o
u
p
s
b
en
ef
it
f
r
o
m
a
s
u
p
p
o
r
tiv
e
in
s
titu
tio
n
al
c
u
ltu
r
e
th
a
t
o
f
f
er
s
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t,
p
ee
r
co
llab
o
r
atio
n
,
an
d
f
in
a
n
cial
ass
is
tan
ce
.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
e
s
tu
d
y
’
s
c
en
tr
al
p
r
em
is
e
th
at
in
cl
u
s
iv
ity
in
h
ig
h
e
r
ed
u
ca
tio
n
s
h
o
u
ld
b
e
a
u
n
if
y
in
g
,
eq
u
ity
-
d
r
iv
en
m
o
d
el
th
at
in
teg
r
ates
ac
ce
s
s
ib
ilit
y
,
ex
ce
llen
ce
,
an
d
e
m
o
tio
n
al
well
-
b
ein
g
as in
ter
d
ep
en
d
e
n
t e
lem
en
ts
o
f
s
tu
d
en
t su
cc
ess
.
B
u
ild
in
g
o
n
t
h
ese
f
in
d
in
g
s
,
t
h
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
a
h
o
lis
tic,
s
u
s
tain
ab
le
f
r
am
ewo
r
k
f
o
r
in
clu
s
iv
e
h
ig
h
er
ed
u
ca
tio
n
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
im
p
lem
en
t
ad
a
p
tiv
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es,
p
er
s
o
n
alize
d
m
en
to
r
s
h
ip
,
an
d
welln
ess
in
itiativ
es
with
in
co
h
er
en
t
p
o
licy
m
ec
h
a
n
is
m
s
th
at
s
u
p
p
o
r
t
d
iv
er
s
e
lear
n
er
s
.
T
h
is
in
teg
r
ated
m
o
d
el
r
ed
ef
in
es
in
clu
s
io
n
n
o
t
as
a
r
em
ed
ial
in
ter
v
en
tio
n
b
u
t
as
a
tr
an
s
f
o
r
m
ativ
e,
s
y
s
tem
ic
ap
p
r
o
ac
h
to
e
q
u
ity
an
d
ex
ce
llen
ce
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
am
in
e
th
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
in
teg
r
ated
in
clu
s
io
n
m
o
d
els
u
s
in
g
lo
n
g
itu
d
in
al
an
d
m
ix
e
d
-
m
eth
o
d
d
esig
n
s
,
an
d
e
x
p
lo
r
e
cr
o
s
s
-
cu
ltu
r
al
a
n
d
in
s
titu
tio
n
al
v
a
r
iatio
n
s
in
in
cl
u
s
iv
e
p
r
ac
tice.
Par
ticu
lar
atten
tio
n
s
h
o
u
ld
also
b
e
g
iv
en
t
o
twice
-
e
x
ce
p
tio
n
al
lear
n
er
s
wh
o
ar
e
b
o
th
g
if
ted
an
d
h
av
e
d
is
ab
ilit
ies
to
d
ee
p
en
t
h
e
u
n
d
er
s
tan
d
in
g
o
f
in
ter
s
ec
tio
n
alit
y
in
in
clu
s
iv
e
e
d
u
ca
tio
n
.
T
h
i
s
s
tu
d
y
s
h
o
ws
t
h
at
au
th
en
tic
in
clu
s
iv
ity
in
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
s
r
eq
u
ir
es
a
n
ac
ce
s
s
ib
le,
d
if
f
er
en
tiated
,
an
d
em
p
o
wer
in
g
d
esig
n
th
at
en
ab
les ev
er
y
lear
n
er
t
o
r
ea
lize
th
eir
f
u
ll a
ca
d
em
ic
a
n
d
p
er
s
o
n
al
p
o
te
n
tial.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
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I
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1
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5
1194
RE
F
E
R
E
NC
E
S
[
1
]
G
.
T
o
w
n
e
n
d
,
M
.
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.
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o
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a
n
d
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.
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M
.
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g
u
y
e
n
,
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h
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t
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a
k
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?
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h
a
n
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y
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[
2
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T.
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k
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s
p
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.
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.
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.
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,
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[
3
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M
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[
4
]
F
.
C
.
W
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l
l
,
R
.
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.
S
u
b
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s,”
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[
5
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L.
I
v
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ss
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,
“
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c
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m
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.
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3
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.
[
6
]
P
.
H
a
y
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sh
i
,
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.
A
b
i
b
,
a
n
d
N
.
H
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