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o
ls
is
o
v
er
wh
elm
i
n
g
ly
d
o
m
in
ated
b
y
a
n
ar
r
ativ
e
o
f
cr
is
is
[
5
]
.
R
esear
ch
h
as
ex
ten
s
iv
ely
d
o
cu
m
en
t
ed
h
ig
h
r
ates
o
f
teac
h
er
b
u
r
n
o
u
t,
attr
itio
n
,
an
d
th
e
d
eb
ilit
atin
g
ef
f
ec
ts
o
f
v
io
le
n
c
e
an
d
p
o
v
er
ty
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
T
h
is
p
r
o
b
lem
-
f
o
cu
s
ed
p
a
r
ad
ig
m
,
wh
ile
ess
en
tial
f
o
r
id
en
tify
in
g
s
y
s
tem
ic
f
ailu
r
es,
in
ad
v
e
r
ten
tly
o
b
s
cu
r
es
a
c
r
u
cial
co
u
n
ter
-
n
ar
r
ativ
e:
th
e
p
h
en
o
m
en
o
n
o
f
teac
h
er
p
e
r
s
is
t
en
ce
[
6
]
.
Desp
ite
co
n
d
itio
n
s
th
at
wo
u
ld
p
r
ec
ip
itate
r
esig
n
atio
n
in
m
o
r
e
s
tab
le
s
et
tin
g
s
,
a
s
ig
n
if
ican
t
co
h
o
r
t
o
f
ed
u
ca
to
r
s
elec
ts
to
r
em
ain
in
th
ese
ch
allen
g
in
g
p
o
s
ts
f
o
r
y
ea
r
s
,
ev
en
d
ec
a
d
es.
T
h
is
p
er
s
is
ten
ce
p
r
esen
ts
a
cr
itical
p
ar
ad
o
x
.
I
t
d
e
f
ies
r
atio
n
al
-
ch
o
ice
m
o
d
els
o
f
ca
r
ee
r
p
r
o
g
r
ess
io
n
an
d
s
tan
d
s
in
s
tar
k
co
n
tr
ast
to
th
e
d
o
m
in
an
t
d
ef
icit
-
b
ased
n
a
r
r
at
iv
es.
W
h
y
d
o
th
ey
s
tay
wh
en
ev
er
y
in
s
titu
tio
n
al
an
d
en
v
ir
o
n
m
en
tal
in
d
icat
o
r
s
u
g
g
ests
th
ey
s
h
o
u
ld
lea
v
e?
W
h
at
is
th
e
n
atu
r
e
an
d
s
tr
u
ctu
r
e
o
f
t
h
e
liv
ed
ex
p
er
ien
ce
o
f
teac
h
in
g
in
a
co
m
m
u
n
ity
wh
er
e
b
asic r
eso
u
r
ce
s
ar
e
a
d
aily
s
tr
u
g
g
le
an
d
t
h
e
th
r
ea
t o
f
co
n
f
lict is a
co
n
s
tan
t r
ea
lity
?
T
h
e
f
ailu
r
e
to
s
y
s
tem
atica
lly
in
v
esti
g
ate
th
is
p
h
en
o
m
en
o
n
co
n
s
titu
tes
a
s
ig
n
if
ican
t
lacu
n
a
in
th
e
liter
atu
r
e
o
n
teac
h
e
r
e
d
u
ca
tio
n
,
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
a
n
d
ed
u
ca
tio
n
in
e
m
er
g
e
n
cies.
E
x
is
tin
g
s
tu
d
ies
o
n
teac
h
er
m
o
tiv
atio
n
o
f
ten
r
ely
o
n
f
r
am
ewo
r
k
s
d
ev
elo
p
ed
in
s
tab
le,
well
-
r
eso
u
r
ce
d
W
ester
n
co
n
tex
ts
,
r
en
d
e
r
in
g
th
em
in
ad
eq
u
ate
f
o
r
ex
p
lain
i
n
g
th
e
co
m
p
lex
,
s
itu
ated
d
ec
is
io
n
s
o
f
ed
u
ca
to
r
s
in
th
e
Glo
b
al
So
u
th
’
s
m
o
s
t
f
r
ag
ile
s
p
ac
es.
C
o
n
s
eq
u
en
tly
,
p
o
licy
in
ter
v
e
n
tio
n
s
aim
ed
at
i
m
p
r
o
v
i
n
g
teac
h
e
r
r
eten
tio
n
in
th
ese
ar
ea
s
—
o
f
ten
lim
ited
to
m
o
d
est
h
az
ar
d
p
ay
o
r
g
e
n
er
alize
d
tr
ain
in
g
—
ar
e
d
esig
n
ed
with
o
u
t
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
v
er
y
in
d
iv
i
d
u
als
th
ey
s
ee
k
to
s
u
p
p
o
r
t
[
7
]
,
[
8
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
cr
itica
l
g
ap
.
I
t
esch
ews
a
p
u
r
ely
p
r
o
b
lem
-
f
o
cu
s
ed
a
p
p
r
o
ac
h
to
in
s
tead
ex
p
lo
r
e
th
e
ess
en
ce
o
f
p
r
o
f
ess
io
n
al
en
d
u
r
an
ce
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
o
s
e
wh
o
liv
e
it.
Usi
n
g
a
p
h
en
o
m
en
o
lo
g
ical
m
eth
o
d
o
lo
g
y
,
th
is
r
esear
ch
s
ee
k
s
to
illu
m
in
a
te
th
e
f
u
n
d
am
en
tal
s
tr
u
ctu
r
es
o
f
m
ea
n
in
g
th
at
s
u
s
tain
teac
h
er
s
in
th
e
Ph
ilip
p
in
es
’
m
o
s
t
d
em
a
n
d
in
g
ed
u
ca
tio
n
al
f
r
o
n
tier
s
,
th
er
eb
y
p
r
o
v
i
d
in
g
a
d
ee
p
er
,
m
o
r
e
h
u
m
an
is
tic
f
o
u
n
d
atio
n
f
o
r
p
o
licies
th
at
ca
n
tr
u
ly
s
u
p
p
o
r
t
teac
h
in
g
wh
er
e
it
h
u
r
ts
th
e
m
o
s
t.
2.
M
E
T
H
O
D
2
.
1
.
Desig
n
T
h
is
s
tu
d
y
u
tili
ze
d
a
q
u
alitativ
e,
d
escr
ip
tiv
e
p
h
en
o
m
en
o
lo
g
ical
d
esig
n
t
o
ex
p
l
o
r
e
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
teac
h
er
s
p
e
r
s
is
tin
g
in
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
a
n
d
c
o
n
f
lict
-
af
f
ec
te
d
c
o
m
m
u
n
ities
.
Gu
id
ed
b
y
th
e
p
r
o
ce
d
u
r
al
f
r
am
ew
o
r
k
o
f
C
o
laizz
i
[
9
]
,
th
e
d
esig
n
is
o
r
ien
te
d
to
war
d
a
r
ig
o
r
o
u
s
d
escr
ip
tio
n
o
f
th
e
ess
en
ce
o
f
a
p
h
e
n
o
m
en
o
n
as
co
n
s
cio
u
s
ly
ex
p
e
r
ien
ce
d
b
y
in
d
i
v
id
u
als.
T
h
is
ap
p
r
o
ac
h
was
d
ee
m
ed
o
p
tim
al
f
o
r
ad
d
r
ess
in
g
th
e
ce
n
tr
al
r
esear
ch
q
u
esti
o
n
s
,
wh
ich
s
ee
k
to
u
n
d
er
s
tan
d
h
o
w
teac
h
er
s
co
n
s
titu
te
m
ea
n
in
g
ar
o
u
n
d
p
er
s
is
ten
ce
,
d
u
ty
,
r
is
k
,
an
d
h
o
p
e
in
th
eir
p
r
o
f
ess
io
n
al
liv
es.
Usi
n
g
th
e
p
ar
ticip
an
ts
’
f
ir
s
t
-
p
er
s
o
n
n
ar
r
ativ
es,
d
escr
ip
tiv
e
p
h
en
o
m
en
o
lo
g
y
f
ac
ilit
ates
an
in
tim
ate
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
jectiv
e
s
tr
u
ctu
r
es
o
f
th
eir
p
r
o
f
ess
io
n
al
wo
r
ld
,
m
o
v
in
g
b
ey
o
n
d
p
r
e
-
e
x
is
tin
g
th
eo
r
etica
l c
o
n
s
tr
u
cts to
ca
p
tu
r
e
th
e
p
h
e
n
o
m
en
o
n
in
its
o
wn
ter
m
s
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
lv
ed
1
5
p
u
b
li
c
-
s
ch
o
o
l
teac
h
er
s
f
r
o
m
g
e
o
g
r
ap
h
ically
is
o
lated
an
d
c
o
n
f
lic
t
-
s
en
s
itiv
e
m
u
n
icip
alities
in
th
e
p
r
o
v
i
n
ce
s
o
f
L
an
ao
d
el
No
r
te
an
d
L
an
ao
d
el
Su
r
,
Min
d
a
n
ao
.
Par
ticip
an
ts
wer
e
s
elec
ted
u
s
in
g
a
co
m
b
i
n
atio
n
o
f
p
u
r
p
o
s
iv
e
an
d
s
n
o
wb
all
s
am
p
lin
g
tech
n
iq
u
es.
T
h
e
p
r
im
ar
y
in
cl
u
s
io
n
cr
iter
io
n
was
a
m
in
im
u
m
o
f
two
y
ea
r
s
o
f
co
n
tin
u
o
u
s
teac
h
in
g
s
er
v
ice
in
th
eir
cu
r
r
en
t p
o
s
t,
en
s
u
r
in
g
s
u
f
f
icien
t im
m
er
s
io
n
in
th
e
co
n
tex
t
to
p
r
o
v
id
e
r
ich
,
r
ef
lectiv
e
ac
co
u
n
ts
.
T
o
en
s
u
r
e
a
h
eter
o
g
en
eo
u
s
s
am
p
le
th
at
ca
p
tu
r
ed
a
wid
e
s
p
ec
tr
u
m
o
f
ex
p
e
r
ien
ce
s
,
m
a
x
im
u
m
v
a
r
iatio
n
s
am
p
lin
g
w
as
em
p
lo
y
ed
b
ased
o
n
y
ea
r
s
o
f
s
er
v
ice
(
r
an
g
i
n
g
f
r
o
m
2
t
o
1
5
y
ea
r
s
)
,
s
ch
o
o
l
lev
el
(
elem
en
tar
y
a
n
d
s
ec
o
n
d
ar
y
)
,
a
n
d
s
p
ec
if
ic
co
m
m
u
n
ity
co
n
tex
t.
I
n
itial
co
n
tac
t
was
m
ad
e
with
k
ey
in
f
o
r
m
an
ts
f
r
o
m
lo
ca
l
s
ch
o
o
l
d
is
tr
ict
s
u
p
er
v
is
o
r
s
,
wh
o
id
e
n
tifie
d
p
o
ten
tial
p
ar
ticip
an
ts
m
ee
tin
g
th
e
in
clu
s
io
n
c
r
iter
ia.
Su
b
s
eq
u
en
t
p
a
r
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
r
e
f
er
r
a
ls
f
r
o
m
th
e
in
itial
co
h
o
r
t.
T
h
eo
r
etica
l
s
atu
r
atio
n
,
d
eter
m
in
ed
b
y
th
e
p
o
in
t
at
wh
ich
n
ew
in
ter
v
iews
ce
ased
to
g
en
er
ate
n
o
v
el
th
em
es o
r
in
s
ig
h
ts
,
was r
ea
ch
e
d
with
th
e
15
th
p
ar
ticip
a
n
t,
co
n
f
ir
m
in
g
th
e
ad
e
q
u
ac
y
o
f
th
e
s
am
p
le
s
ize.
2
.
3
.
Da
t
a
c
o
llect
io
n
Prim
ar
y
d
ata
wer
e
g
en
er
ated
b
etwe
en
Sep
tem
b
er
an
d
No
v
em
b
er
2
0
2
4
th
r
o
u
g
h
in
-
d
e
p
th
,
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
co
n
d
u
ct
ed
v
ia
th
e
Z
o
o
m
v
id
eo
c
o
n
f
er
en
cin
g
p
latf
o
r
m
.
T
h
is
m
o
d
ality
was
ch
o
s
en
f
o
r
its
ca
p
ac
ity
to
r
ea
ch
p
ar
ticip
an
ts
ac
r
o
s
s
a
w
id
e
an
d
lo
g
is
ticall
y
ch
allen
g
in
g
g
e
o
g
r
a
p
h
ical
ar
ea
.
All
in
ter
v
iews
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
Tea
ch
ers
’
p
ers
is
ten
ce
in
r
eso
u
r
ce
-
co
n
s
tr
a
in
ed
a
n
d
co
n
flict
-
a
ffected
…
(
Jo
s
ep
h
Da
ve
M.
P
r
eg
o
n
er
)
1631
wer
e
co
n
d
u
cted
in
E
n
g
lis
h
,
with
p
ar
ticip
an
ts
p
r
o
v
id
in
g
in
f
o
r
m
ed
co
n
s
en
t
p
r
io
r
to
en
g
ag
em
en
t.
E
ac
h
in
ter
v
iew,
last
in
g
ap
p
r
o
x
im
ate
ly
6
0
to
9
0
m
in
u
tes,
was
g
u
id
ed
b
y
an
aid
e
-
m
ém
o
ir
e
an
d
in
i
tiated
with
a
g
r
an
d
to
u
r
q
u
esti
o
n
:
“
Please
d
escr
ib
e
y
o
u
r
liv
ed
e
x
p
er
ien
ce
o
f
b
ei
n
g
a
teac
h
e
r
in
th
is
co
m
m
u
n
it
y
,
f
o
c
u
s
in
g
o
n
wh
at
it
h
as
b
ee
n
lik
e
f
o
r
y
o
u
t
o
co
n
tin
u
e
in
y
o
u
r
r
o
le
o
v
er
t
h
e
y
ea
r
s
.
”
T
h
is
o
p
en
in
g
p
r
o
m
p
ted
a
n
ar
r
ativ
e
r
esp
o
n
s
e,
wh
ich
was
th
en
e
x
p
lo
r
e
d
th
r
o
u
g
h
f
o
llo
w
-
u
p
q
u
esti
o
n
s
p
r
o
b
i
n
g
th
e
m
ea
n
in
g
o
f
p
er
s
is
ten
ce
,
th
e
n
a
v
ig
atio
n
o
f
d
u
ty
an
d
r
is
k
,
s
o
u
r
ce
s
o
f
h
o
p
e,
an
d
p
er
ce
iv
e
d
s
tr
u
ctu
r
es
o
f
s
u
p
p
o
r
t.
W
ith
p
ar
ticip
an
t
co
n
s
en
t,
all
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
e
d
.
T
o
s
u
p
p
lem
en
t
th
e
in
ter
v
iew
d
ata
an
d
ca
p
tu
r
e
r
ef
lectio
n
s
clo
s
er
to
th
e
m
o
m
e
n
t
o
f
ex
p
er
ien
ce
,
p
ar
ticip
an
ts
wer
e
i
n
v
ited
to
c
o
n
tr
ib
u
te
b
r
ief
,
u
n
s
t
r
u
ctu
r
ed
r
ef
lectiv
e
jo
u
r
n
als o
r
v
o
ice
n
o
tes.
2
.
4
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
p
r
o
ce
e
d
ed
,
ac
co
r
d
in
g
to
th
e
s
ev
en
s
tep
s
o
f
C
o
laizz
i
[
9
]
m
eth
o
d
f
o
r
d
escr
ip
tiv
e
p
h
en
o
m
en
o
lo
g
ical
in
q
u
ir
y
.
First,
all
in
ter
v
iew
tr
an
s
cr
ip
ts
an
d
s
u
p
p
lem
e
n
tar
y
m
ater
ials
wer
e
r
ea
d
r
ep
ea
te
d
ly
to
ac
h
iev
e
f
am
iliar
izatio
n
an
d
a
h
o
lis
tic
s
en
s
e
o
f
ea
ch
p
ar
ticip
an
t
’
s
ac
co
u
n
t.
Seco
n
d
,
s
ig
n
if
ican
t
s
tatem
en
ts
an
d
p
h
r
ases
d
ir
ec
tly
p
er
tin
e
n
t
to
th
e
p
h
en
o
m
e
n
o
n
o
f
p
e
r
s
is
ten
ce
wer
e
e
x
tr
ac
ted
f
r
o
m
th
e
tr
an
s
cr
ip
ts
.
T
h
i
r
d
,
f
o
r
m
u
lated
m
ea
n
i
n
g
s
wer
e
d
er
iv
e
d
f
r
o
m
ea
ch
s
ig
n
i
f
ican
t
s
tatem
en
t,
ar
ticu
latin
g
th
e
r
esear
ch
er
’
s
in
ter
p
r
etatio
n
o
f
its
co
r
e
co
n
t
en
t.
Fo
u
r
th
,
th
ese
f
o
r
m
u
lated
m
ea
n
in
g
s
wer
e
o
r
g
an
ized
in
to
clu
s
ter
s
o
f
th
em
es
th
at
wer
e
co
m
m
o
n
ac
r
o
s
s
p
ar
ticip
an
ts
’
n
ar
r
ativ
es.
Fifth
,
th
e
em
er
g
en
t
th
em
es
wer
e
in
teg
r
ated
in
to
an
ex
h
au
s
tiv
e
d
escr
ip
tio
n
o
f
th
e
p
h
en
o
m
en
o
n
u
n
d
er
in
v
esti
g
atio
n
.
Six
th
,
th
is
ex
h
au
s
tiv
e
d
esc
r
ip
tio
n
was
r
e
f
in
ed
to
ar
ticu
late
th
e
f
u
n
d
am
en
tal
s
tr
u
ctu
r
e,
o
r
ess
en
ce
,
o
f
th
e
ex
p
er
ien
ce
.
Fin
ally
,
as
a
cr
itical
s
tep
f
o
r
v
alid
atio
n
,
th
e
ess
en
tial
s
tr
u
ctu
r
e
was
p
r
esen
ted
to
a
s
u
b
s
et
o
f
p
a
r
ticip
an
ts
(
m
em
b
er
ch
ec
k
in
g
)
to
ascer
tain
wh
eth
er
th
e
d
escr
ip
tio
n
r
eso
n
ate
d
with
th
e
ir
liv
ed
ex
p
e
r
ien
ce
.
2
.
5
.
T
rus
t
wo
rt
hin
ess
o
f
t
he
s
t
ud
y
T
h
e
r
ig
o
r
o
f
th
is
s
tu
d
y
was
estab
lis
h
ed
th
r
o
u
g
h
ad
h
er
en
c
e
to
L
in
co
ln
an
d
Gu
b
a
[
1
0
]
cr
iter
ia
f
o
r
tr
u
s
two
r
th
in
ess
.
C
r
ed
ib
ilit
y
was
en
h
an
ce
d
th
r
o
u
g
h
p
r
o
l
o
n
g
ed
en
g
a
g
em
en
t
with
th
e
d
ata,
p
er
s
is
ten
t
o
b
s
er
v
atio
n
d
u
r
in
g
in
ter
v
iews,
an
d
m
em
b
er
ch
ec
k
in
g
,
wh
er
ein
p
ar
ticip
an
ts
v
alid
ated
th
e
ac
cu
r
ac
y
o
f
tr
an
s
cr
ip
ts
an
d
th
e
f
in
al
th
em
atic
d
escr
ip
tio
n
.
Dep
en
d
a
b
ilit
y
an
d
co
n
f
ir
m
a
b
ilit
y
wer
e
ad
d
r
ess
ed
b
y
m
ain
tain
in
g
a
d
etailed
a
u
d
it
tr
ail,
wh
ich
in
clu
d
e
d
r
aw
d
ata,
d
ata
r
ed
u
ctio
n
a
n
d
a
n
a
ly
s
is
p
r
o
d
u
cts,
a
n
d
r
ef
lex
iv
e
m
em
o
s
d
o
cu
m
e
n
tin
g
th
e
r
esear
ch
er
’
s
m
eth
o
d
o
l
o
g
ical
d
ec
is
io
n
s
an
d
ep
is
tem
o
l
o
g
ical
ass
u
m
p
tio
n
s
th
r
o
u
g
h
o
u
t
th
e
p
r
o
ce
s
s
.
Fu
r
t
h
er
m
o
r
e
,
p
ee
r
d
eb
r
ief
in
g
with
co
lleag
u
es
e
x
p
er
ien
ce
d
in
q
u
alitativ
e
r
esear
ch
p
r
o
v
id
e
d
an
ex
ter
n
al
ch
ec
k
o
n
th
e
in
ter
p
r
etiv
e
p
r
o
ce
s
s
.
Fin
ally
,
tr
an
s
f
er
ab
ilit
y
was
s
u
p
p
o
r
ted
b
y
p
r
o
v
i
d
in
g
a
th
ick
,
r
ich
d
escr
ip
tio
n
o
f
th
e
p
ar
ticip
an
ts
,
th
e
r
esear
ch
co
n
tex
t,
an
d
th
e
f
i
n
d
in
g
s
,
allo
wi
n
g
r
ea
d
er
s
to
m
ak
e
in
f
o
r
m
e
d
ju
d
g
m
en
ts
ab
o
u
t th
e
ap
p
licab
ilit
y
o
f
t
h
e
r
esu
lts
to
o
th
er
s
im
ilar
co
n
tex
ts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
A
to
tal
o
f
1
5
p
ar
ticip
an
ts
,
a
g
ed
2
6
to
5
0
y
ea
r
s
,
p
ar
ticip
a
ted
in
th
e
s
tu
d
y
.
T
h
e
g
r
o
u
p
co
m
p
r
is
ed
8
f
em
ale
an
d
7
m
ale
teac
h
er
s
,
all
h
o
ld
in
g
at
least
a
b
ac
h
elo
r
’
s
d
eg
r
ee
in
ed
u
ca
tio
n
.
T
h
eir
y
ea
r
s
o
f
co
n
tin
u
o
u
s
s
er
v
ice
in
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
an
d
c
o
n
f
lict
-
af
f
ec
ted
co
m
m
u
n
ities
r
an
g
ed
f
r
o
m
2
to
1
5
y
e
ar
s
.
3
.
1
.
1
.
T
hem
e
1
:
m
o
ra
l purpo
s
e
a
ncho
ring
persi
s
t
ence
T
ea
ch
er
s
em
p
h
asized
th
at
p
er
s
is
ten
ce
was
r
o
o
ted
in
a
m
o
r
al
s
en
s
e
o
f
d
u
t
y
.
Stay
in
g
was
d
e
s
cr
ib
ed
as
b
o
th
a
ca
llin
g
an
d
a
r
esp
o
n
s
ib
i
lity
b
ey
o
n
d
p
er
s
o
n
al
g
ain
.
a.
Du
ty
as ser
v
ice
T
ea
ch
er
s
co
n
s
id
er
ed
teac
h
in
g
a
s
ac
r
ed
o
b
lig
atio
n
th
at
m
u
s
t
b
e
ca
r
r
ied
o
u
t
d
esp
ite
d
if
f
icu
lties
.
Fo
r
m
an
y
,
leav
in
g
w
o
u
ld
m
ea
n
b
etr
ay
in
g
th
eir
m
is
s
io
n
.
P3
:
“
.
.
.
tea
ch
in
g
h
ere
feels like
a
d
u
ty,
n
o
t ju
s
t a
jo
b
…
if I
lea
ve
,
I
feel
I
w
o
u
ld
b
e
a
b
a
n
d
o
n
i
n
g
my
p
u
r
p
o
s
e.
”
P9
:
“
.
.
.
it
’
s
s
ervice
mo
r
e
th
a
n
s
a
la
r
y
…
th
is
is
w
h
a
t I
’
m
ca
lled
to
d
o
.
”
T
ea
ch
er
s
em
p
h
asized
th
at
p
er
s
is
ten
ce
b
ec
am
e
p
r
o
o
f
o
f
co
m
m
itm
en
t,
as
d
u
t
y
o
u
twei
g
h
ed
co
n
v
en
ie
n
ce
.
T
h
e
ac
t o
f
s
tay
in
g
was a
d
ec
la
r
atio
n
o
f
lo
y
alty
to
th
eir
p
r
o
f
e
s
s
io
n
an
d
s
tu
d
en
ts
.
P7
:
“
.
.
.
ev
en
w
h
en
it
’
s
h
a
r
d
,
I
r
emin
d
myself I
’
m
h
ere
fo
r
my
s
tu
d
en
ts
…
th
a
t k
ee
p
s
me
s
tea
d
y.
”
P1
2
:
“
.
.
.
co
mmitmen
t m
ea
n
s
en
d
u
r
in
g
…
I
s
ta
y
b
ec
a
u
s
e
I
b
eliev
e
it
’
s
th
e
r
ig
h
t th
in
g
to
d
o
.
”
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
6
2
9
-
1
6
4
1
1632
b
.
Stu
d
en
ts
’
f
u
tu
r
es a
s
m
o
tiv
a
tio
n
Par
ticip
an
ts
ex
p
r
ess
ed
th
at
th
eir
p
er
s
is
ten
ce
was
d
ee
p
ly
an
ch
o
r
ed
in
t
h
e
p
r
o
m
is
e
o
f
th
ei
r
s
tu
d
en
ts
’
s
u
cc
ess
.
T
h
e
p
r
o
g
r
ess
o
f
lear
n
er
s
m
ad
e
th
eir
s
ac
r
if
ices m
ea
n
in
g
f
u
l.
P1
:
“
.
.
.
w
h
en
I
s
ee
my
s
tu
d
en
ts
g
r
a
d
u
a
te,
t
h
a
t’
s
w
h
en
I
k
n
o
w
s
ta
yin
g
is
w
o
r
th
it.
”
P1
1
:
“
.
.
.
th
e
fu
t
u
r
e
o
f th
ese
ch
il
d
r
en
is
in
o
u
r
h
a
n
d
s
,
a
n
d
th
a
t
ke
ep
s
me
h
ere.
”
T
ea
ch
er
s
h
ig
h
lig
h
ted
th
at
s
tu
d
en
t
ac
h
iev
em
en
t
p
r
o
v
id
e
d
p
u
r
p
o
s
e
th
at
o
u
tlas
ted
tem
p
o
r
a
r
y
ch
allen
g
es.
T
h
ey
s
aw
p
er
s
is
ten
ce
as a
n
in
v
estme
n
t in
th
e
liv
es o
f
th
eir
lear
n
e
r
s
.
P5
:
“
.
.
.
my
s
tu
d
en
ts
’
victo
r
ies a
r
e
my
victo
r
ies …
th
a
t’
s
w
h
a
t
ke
ep
s
me
s
ta
yin
g
.
”
P1
4
:
“
.
.
.
ev
en
if I
s
tr
u
g
g
le,
I
k
n
o
w
my
s
tu
d
en
ts
g
a
in
…
th
a
t
g
i
ve
s
me
s
tr
en
g
th
to
p
ers
is
t.
”
3
.
1
.
2
.
T
hem
e
2
:
risk
c
a
lculu
s
o
f
lea
v
ing
a
nd
s
t
a
y
ing
T
ea
ch
er
s
d
escr
ib
ed
s
tay
in
g
as
a
co
n
s
tan
t
n
eg
o
tiatio
n
o
f
r
is
k
s
.
T
h
ey
weig
h
ed
o
p
p
o
r
tu
n
ities
elsewh
er
e
ag
ain
s
t th
e
u
n
ce
r
tain
ties
o
f
leav
in
g
.
a.
R
is
k
em
b
o
d
ied
i
n
s
tr
ess
Par
ticip
an
ts
r
ep
o
r
ted
th
at
th
eir
b
o
d
ies
ca
r
r
ied
th
e
b
u
r
d
e
n
o
f
u
n
ce
r
tain
ty
.
An
x
iety
,
f
atig
u
e,
an
d
s
leep
less
n
es
s
o
f
ten
em
er
g
ed
wh
en
th
in
k
in
g
a
b
o
u
t le
av
i
n
g
.
P5
:
“
.
.
.
ev
ery
time
I
th
in
k
o
f res
ig
n
in
g
,
I
ca
n
’
t sleep
…
it fee
ls
h
ea
vy
in
my
c
h
est.
”
P1
2
:
“
.
.
.
my
b
o
d
y
r
ea
cts
—
I
fe
el
tir
ed
a
n
d
a
n
xio
u
s
w
h
en
th
e
th
o
u
g
h
t
o
f le
a
vin
g
cro
s
s
es my
min
d
.
”
T
ea
ch
er
s
r
ec
o
g
n
ized
th
at
th
e
d
ec
is
io
n
to
p
er
s
is
t w
as n
o
t o
n
ly
m
en
tal
b
u
t a
ls
o
p
h
y
s
ical,
as st
r
ess
m
an
if
ested
in
tan
g
ib
le
way
s
.
T
h
e
y
d
escr
ib
ed
liv
in
g
with
u
n
ea
s
e
as p
ar
t o
f
p
er
s
is
ten
ce
.
P2
:
“
.
.
.
s
ta
yin
g
ma
ke
s
me
r
estl
ess
,
b
u
t le
a
vin
g
feels w
o
r
s
e
…
my
b
o
d
y
r
emin
d
s
me
o
f th
a
t e
ve
r
y
d
a
y.
”
P8
:
“
.
.
.
I
feel
it in
my
h
e
a
lth
,
ye
t I
ch
o
o
s
e
to
en
d
u
r
e.
”
b
.
C
h
o
o
s
in
g
p
er
s
is
ten
ce
d
esp
ite
u
n
ce
r
tain
ty
Desp
ite
av
ailab
le
o
p
tio
n
s
,
m
an
y
teac
h
e
r
s
ch
o
s
e
to
s
ta
y
b
ec
au
s
e
o
f
th
eir
c
o
m
m
it
m
en
ts
an
d
r
elatio
n
s
h
ip
s
.
T
h
ey
ac
k
n
o
wled
g
ed
th
e
r
is
k
s
b
u
t sti
ll p
r
io
r
itized
m
ea
n
in
g
.
P6
:
“
.
.
.
I
h
a
d
o
ffer
s
a
lr
ea
d
y,
b
u
t I
s
ta
ye
d
…
it’s u
n
ce
r
ta
in
,
b
u
t
my
h
ea
r
t te
lls
me
to
co
n
tin
u
e.
”
P1
0
:
“
.
.
.
ev
en
if th
e
r
is
ks a
r
e
b
ig
,
I
s
till
ch
o
o
s
e
to
r
ema
in
…
t
h
ere’
s
mea
n
in
g
h
ere.
”
Fo
r
th
ese
teac
h
er
s
,
p
er
s
is
ten
ce
m
ea
n
t
ac
ce
p
tin
g
i
n
s
tab
ilit
y
as
p
ar
t
o
f
th
eir
p
r
o
f
ess
io
n
al
jo
u
r
n
ey
.
T
h
ey
d
escr
ib
ed
s
tay
in
g
as a
c
o
n
s
cio
u
s
ac
t o
f
co
u
r
ag
e.
P4
:
“
.
.
.
th
e
ch
o
ice
to
p
ers
is
t is t
h
e
b
r
a
ve
s
t d
ec
is
io
n
I
ke
e
p
r
ep
ea
tin
g
.
”
P1
3
:
“
.
.
.
I
live
w
ith
r
is
k
ev
ery
d
a
y
…
b
u
t sta
yin
g
ma
ke
s
me
s
tr
o
n
g
er.
”
3
.
1
.
3
.
T
hem
e
3
:
c
o
mm
un
it
y
belo
ng
ing
a
s
a
s
o
urce
o
f
s
t
re
ng
t
h
A
s
tr
o
n
g
s
en
s
e
o
f
b
elo
n
g
i
n
g
with
in
th
e
s
ch
o
o
l
co
m
m
u
n
ity
s
u
s
tain
ed
teac
h
er
s
’
p
er
s
is
ten
ce
.
C
o
lleag
u
es a
n
d
s
tu
d
en
ts
f
o
r
m
ed
a
n
etwo
r
k
o
f
s
u
p
p
o
r
t.
a.
Sch
o
o
l a
s
f
am
ily
T
ea
ch
er
s
o
f
ten
r
ef
er
r
ed
to
th
ei
r
s
ch
o
o
ls
as
f
am
ilies
th
at
p
r
o
v
id
ed
em
o
tio
n
al
g
r
o
u
n
d
in
g
.
T
h
is
f
am
ilial
atm
o
s
p
h
er
e
m
a
d
e
leav
in
g
u
n
th
in
k
ab
le.
P6
:
“
.
.
.
th
is
s
ch
o
o
l is like
my
fa
mily
…
it’s h
a
r
d
to
w
a
lk
a
w
a
y
fr
o
m
p
eo
p
le
w
h
o
tr
ea
t y
o
u
a
s
o
n
e
o
f
th
eir o
w
n
.
”
P1
3
:
“
.
.
.
th
e
c
o
mmu
n
ity
h
ere
e
mb
r
a
ce
s
me
…
th
a
t’
s
w
h
y
I
s
ta
y
d
esp
ite
h
a
r
d
s
h
ip
s
.
”
T
ea
ch
er
s
h
ig
h
lig
h
te
d
th
at
b
el
o
n
g
in
g
r
ed
u
ce
d
is
o
latio
n
an
d
r
em
in
d
ed
th
em
th
e
y
wer
e
p
ar
t
o
f
a
co
llectiv
e
m
is
s
io
n
.
C
o
m
m
u
n
ity
ties
s
tr
en
g
th
en
ed
t
h
eir
r
eso
lv
e.
P
1
:
“
.
.
.
o
u
r
b
o
n
d
ma
ke
s
th
e
d
iffi
cu
lties
b
ea
r
a
b
le.
”
P
9
:
“
.
.
.
w
h
en
yo
u
b
elo
n
g
,
yo
u
d
o
n
’
t fe
el
a
l
o
n
e
in
t
h
e
s
tr
u
g
g
l
e.
”
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
Tea
ch
ers
’
p
ers
is
ten
ce
in
r
eso
u
r
ce
-
co
n
s
tr
a
in
ed
a
n
d
co
n
flict
-
a
ffected
…
(
Jo
s
ep
h
Da
ve
M.
P
r
eg
o
n
er
)
1633
b
.
Mu
tu
al
s
u
p
p
o
r
t a
m
o
n
g
p
ee
r
s
C
o
lleag
u
es
wer
e
d
escr
ib
ed
a
s
co
m
p
an
io
n
s
in
en
d
u
r
an
ce
,
s
h
ar
in
g
b
u
r
d
e
n
s
an
d
e
n
co
u
r
ag
in
g
o
n
e
an
o
th
er
d
u
r
in
g
d
if
f
icu
lties
.
P7
:
“
.
.
.
w
h
en
I
feel
like
g
ivin
g
u
p
,
my
co
-
tea
ch
ers
r
emin
d
me
th
a
t we’
r
e
in
th
is
to
g
eth
er.
”
P1
5
:
“
.
.
.
w
e
lea
n
o
n
ea
c
h
o
th
er
…
th
a
t m
a
ke
s
p
ers
is
ten
ce
p
o
s
s
ib
le.
”
Su
p
p
o
r
t
f
r
o
m
p
ee
r
s
cr
ea
ted
a
cu
ltu
r
e
o
f
en
c
o
u
r
a
g
em
en
t
t
h
at
p
r
ev
e
n
ted
b
u
r
n
o
u
t.
T
ea
ch
er
s
f
r
am
ed
p
er
s
is
ten
ce
as a
s
h
ar
ed
p
r
ac
tice
r
ath
e
r
th
a
n
an
in
d
iv
id
u
al
s
tr
u
g
g
le.
P2
:
“
.
.
.
w
ith
o
u
t m
y
p
ee
r
s
,
I
d
o
n
’
t th
in
k
I
w
o
u
ld
la
s
t th
is
lo
n
g
.
”
P1
1
:
“
.
.
.
w
e
s
u
r
vive
b
ec
a
u
s
e
w
e
ca
r
r
y
ea
ch
o
th
er.
”
c.
Stu
d
en
ts
as a
n
ch
o
r
s
T
ea
ch
er
s
co
n
s
id
er
ed
th
eir
r
el
atio
n
s
h
ip
s
with
s
tu
d
en
ts
as
v
ital.
L
ea
r
n
er
s
’
ap
p
r
ec
iatio
n
an
d
r
esp
ec
t
r
ein
f
o
r
ce
d
th
e
f
ee
lin
g
o
f
b
elo
n
g
in
g
.
P4
:
“
.
.
.
my
s
tu
d
en
ts
ca
ll me
th
e
ir
s
ec
o
n
d
p
a
r
en
t …
th
a
t k
i
n
d
o
f b
o
n
d
ke
ep
s
me
h
ere.
”
P1
0
:
“
.
.
.
th
e
s
miles a
n
d
g
r
a
titu
d
e
o
f m
y
s
tu
d
en
ts
ma
ke
th
e
s
tr
u
g
g
le
lig
h
ter.
”
C
o
m
m
u
n
ity
b
el
o
n
g
in
g
was
n
o
t
o
n
l
y
ab
o
u
t
co
llea
g
u
es
b
u
t
also
ab
o
u
t
s
h
ar
ed
id
en
tity
with
s
tu
d
en
ts
an
d
f
am
ilies
.
P2
:
“
.
.
.
I
s
ta
y
b
ec
a
u
s
e
I
feel
r
o
o
ted
h
ere
…
th
e
c
o
mmu
n
ity
a
c
ce
p
ts
me.
”
P1
2
:
“
.
.
.
th
e
jo
y
o
f m
y
s
tu
d
en
ts
ke
ep
s
me
in
p
la
ce
.
”
3
.
1
.
4
.
T
hem
e
4
:
f
a
it
h
a
nd
m
e
a
nin
g
-
m
a
k
ing
in
persis
t
ence
T
ea
ch
er
s
r
elied
h
ea
v
ily
o
n
f
aith
an
d
s
p
ir
itu
ality
to
en
d
u
r
e
h
ar
d
s
h
ip
s
.
Fo
r
m
an
y
,
p
er
s
i
s
ten
ce
was
in
s
ep
ar
ab
le
f
r
o
m
b
elief
a
n
d
m
ea
n
in
g
.
a.
Sp
ir
itu
al
r
elian
ce
Pra
y
er
an
d
r
elig
io
u
s
p
r
ac
tices
wer
e
cited
as
ess
en
tial
in
m
o
m
en
ts
o
f
ex
h
a
u
s
tio
n
.
T
ea
c
h
er
s
tu
r
n
ed
to
f
aith
as th
eir
f
ir
s
t so
u
r
ce
o
f
s
tr
en
g
th
.
P4
:
“
.
.
.
ev
ery
time
I
w
a
n
t to
q
u
i
t,
I
p
r
a
y
…
a
n
d
s
o
meh
o
w
I
fin
d
s
tr
en
g
th
to
g
o
o
n
.
”
P1
0
:
“
.
.
.
my
fa
ith
tells
me
th
is
is
w
h
ere
I
s
h
o
u
ld
b
e
…
it g
ives
me
p
ea
ce
to
c
o
n
tin
u
e.
”
Faith
was
n
o
t
o
n
l
y
a
c
o
p
in
g
t
o
o
l
b
u
t
also
a
r
ea
s
s
u
r
an
ce
th
a
t
th
ey
wer
e
o
n
th
e
r
i
g
h
t
p
ath
.
B
elief
g
u
id
ed
t
h
em
th
r
o
u
g
h
u
n
ce
r
tain
ty
.
P9
:
“..
.
my
p
r
a
ye
r
s
r
emin
d
me
w
h
y
I
s
ta
y.
”
P1
4
:
“..
.
fa
ith
ca
lms
me
…
it k
ee
p
s
me
s
tea
d
y
in
s
to
r
ms.”
b
.
Per
s
is
ten
ce
as v
o
ca
tio
n
Par
ticip
an
ts
f
r
am
ed
th
eir
p
er
s
is
ten
ce
as a
d
iv
in
e
ca
llin
g
o
r
v
o
ca
tio
n
.
T
ea
ch
in
g
was n
o
t o
n
ly
wo
r
k
b
u
t
d
esti
n
y
.
P2
:
“
.
.
.
I
s
ee
th
is
w
o
r
k
a
s
a
ca
llin
g
fr
o
m
Go
d
…
lea
vin
g
w
o
u
l
d
mea
n
tu
r
n
in
g
a
w
a
y
fr
o
m
th
a
t.
”
P1
4
:
“
.
.
.
th
ere’
s
mea
n
in
g
in
s
ta
yin
g
b
ec
a
u
s
e
it’s n
o
t ju
s
t wo
r
k,
it’s v
o
ca
tio
n
.
”
T
ea
ch
er
s
co
n
n
ec
ted
p
e
r
s
is
ten
ce
to
d
iv
in
e
p
u
r
p
o
s
e,
m
a
k
in
g
it
s
ac
r
ed
r
ath
e
r
th
an
o
p
tio
n
al.
T
h
ey
v
iewe
d
en
d
u
r
a
n
ce
as o
b
e
d
ien
ce
to
h
ig
h
er
will.
P5
:
“
.
.
.
I
s
ta
y
b
ec
a
u
s
e
I
b
eliev
e
Go
d
w
a
n
ts
me
h
ere.
”
P7
:
“
.
.
.
th
is
is
n
o
t c
o
in
cid
e
n
ce
,
it’s c
a
llin
g
.
”
3
.
1
.
5
.
T
hem
e
5
:
pro
f
ess
io
na
l
identit
y
a
nd
f
ulfillm
ent
T
ea
ch
er
s
co
n
n
ec
ted
p
er
s
is
ten
ce
to
th
eir
s
en
s
e
o
f
p
r
o
f
ess
io
n
al
id
en
tity
.
R
em
ain
in
g
in
th
e
r
o
le
s
tr
en
g
th
en
ed
t
h
eir
p
r
i
d
e
an
d
f
u
lf
illme
n
t a
s
ed
u
ca
to
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
2
9
-
1
6
4
1
1634
a.
Prid
e
in
b
ei
n
g
a
teac
h
e
r
T
ea
ch
in
g
was
d
escr
ib
e
d
as
a
d
ef
in
in
g
p
ar
t
o
f
s
elf
.
Fo
r
m
an
y
,
leav
in
g
wo
u
ld
m
ea
n
lo
s
in
g
a
p
iece
o
f
th
eir
id
en
tity
.
P1
:
“
.
.
.
tea
ch
in
g
d
efin
es me
…
lea
vin
g
w
o
u
ld
mea
n
lo
s
in
g
p
a
r
t o
f wh
o
I
a
m.
”
P7
:
“
.
.
.
I
feel
p
r
o
u
d
s
a
yin
g
I
a
m
a
tea
ch
er h
ere
…
th
a
t i
d
en
ti
ty
ke
ep
s
me
s
tr
o
n
g
.
”
T
ea
ch
er
s
lin
k
ed
th
ei
r
s
elf
-
wo
r
th
with
th
eir
r
o
le
as e
d
u
ca
to
r
s
,
m
ak
in
g
p
er
s
is
ten
ce
p
ar
t o
f
wh
o
th
ey
wer
e.
P3
:
“
.
.
.
tea
ch
in
g
is
my
id
en
tity,
n
o
t ju
s
t m
y
w
o
r
k.
”
P6
:
“
.
.
.
if I
q
u
it,
I
lo
s
e
myself.
”
b
.
Fu
lf
illme
n
t th
r
o
u
g
h
im
p
ac
t
T
ea
ch
er
s
h
ig
h
lig
h
ted
th
at
f
u
lf
i
llm
en
t c
am
e
f
r
o
m
s
ee
in
g
th
e
f
r
u
its
o
f
th
eir
ef
f
o
r
ts
in
s
tu
d
e
n
ts
’
liv
es.
P9
:
“
.
.
.
w
h
en
I
s
ee
my
s
tu
d
en
ts
s
u
cc
ee
d
,
I
kn
o
w
th
is
is
w
h
ere
I
b
elo
n
g
.
”
P1
1
:
“
.
.
.
my
id
en
tity a
n
d
fu
lfil
l
men
t c
o
me
to
g
eth
er w
h
en
I
s
ta
y
in
th
is
r
o
le.
”
Fu
lf
illme
n
t a
cted
as a
r
ewa
r
d
th
at
b
alan
ce
d
o
u
t d
if
f
icu
lties
.
T
ea
ch
er
s
f
elt
th
at
ev
er
y
h
a
r
d
s
h
i
p
was v
alid
ated
b
y
s
tu
d
en
t g
r
o
wth
.
P2
:
“
.
.
.
my
s
tu
d
en
ts
’
a
ch
ieve
me
n
ts
h
ea
l m
y
ex
h
a
u
s
tio
n
.
”
P1
5
:
“
.
.
.
th
e
imp
a
ct
I
s
ee
ma
ke
s
me
w
a
n
t to
co
n
tin
u
e.
”
c.
Gr
o
wth
as p
r
o
f
ess
io
n
als
Per
s
is
ten
ce
wa
s
also
l
in
k
ed
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
T
ea
ch
er
s
co
n
s
id
er
ed
s
ta
y
in
g
as
an
o
p
p
o
r
tu
n
ity
to
s
h
ar
p
en
s
k
ills
.
P5
:
“
.
.
.
ev
ery
ye
a
r
I
s
ta
y,
I
g
r
o
w
a
s
a
n
ed
u
ca
t
o
r
.
”
P1
2
:
“
.
.
.
I
s
ee
p
ers
is
ten
ce
a
s
p
a
r
t o
f b
u
ild
in
g
myself p
r
o
fess
io
n
a
lly.
”
Gr
o
wth
g
av
e
teac
h
er
s
co
n
f
id
en
ce
th
at
en
d
u
r
an
ce
wo
u
ld
lead
to
m
aster
y
.
T
h
ey
f
r
am
e
d
p
er
s
is
ten
ce
as
an
o
n
g
o
in
g
p
at
h
to
ex
ce
llen
ce
.
P8
:
“
.
.
.
I
b
ec
o
me
a
b
etter tea
ch
er b
ec
a
u
s
e
I
en
d
u
r
e.
”
P1
0
:
“
.
.
.
I
lea
r
n
a
n
d
imp
r
o
ve
e
a
ch
ye
a
r
…
s
ta
yin
g
s
h
a
p
es me
.
”
3
.
1
.
6
.
T
hem
e
6
:
ins
t
it
utio
na
l
s
u
pp
o
rt
s
a
n
d
co
ns
t
ra
ints
I
n
s
titu
tio
n
al
ac
tio
n
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
teac
h
e
r
s
’
p
er
s
is
ten
ce
.
W
h
ile
s
o
m
e
s
u
p
p
o
r
ts
en
co
u
r
a
g
ed
s
tay
in
g
,
co
n
s
tr
ain
ts
test
ed
th
eir
en
d
u
r
an
ce
.
a.
Su
p
p
o
r
tiv
e
lead
er
s
h
ip
E
n
co
u
r
a
g
em
en
t
f
r
o
m
ad
m
in
is
tr
ato
r
s
p
r
o
v
id
ed
a
f
f
ir
m
atio
n
a
n
d
m
o
tiv
atio
n
.
R
ec
o
g
n
itio
n
w
as
v
alu
ed
ev
en
m
o
r
e
th
an
m
ater
ial
r
ewa
r
d
s
.
P8
:
“
.
.
.
o
u
r
p
r
in
cip
a
l
a
lw
a
ys c
h
ec
ks o
n
u
s
…
it ma
ke
s
me
fee
l v
a
lu
ed
.
”
P1
3
:
“
.
.
.
s
ma
ll in
ce
n
tives,
ev
en
r
ec
o
g
n
itio
n
,
r
ea
lly
h
elp
u
s
co
n
tin
u
e.
”
L
ea
d
er
s
wh
o
a
f
f
ir
m
ed
teac
h
e
r
s
cr
ea
ted
an
en
v
ir
o
n
m
e
n
t
o
f
r
esp
ec
t
an
d
ac
k
n
o
wled
g
m
en
t.
T
h
is
in
s
titu
tio
n
al
ca
r
e
m
ad
e
p
e
r
s
is
ten
ce
ea
s
ier
.
P2
:
“
.
.
.
s
u
p
p
o
r
t m
a
tter
s
mo
r
e
th
a
n
s
a
la
r
y
s
o
metime
s
.
”
P4
:
“
.
.
.
I
s
ta
y
b
ec
a
u
s
e
I
feel
s
ee
n
b
y
my
lea
d
ers
.
”
b
.
C
o
n
s
tr
ain
ts
an
d
lack
o
f
r
eso
u
r
ce
s
T
ea
ch
er
s
ex
p
r
ess
ed
f
r
u
s
tr
atio
n
o
v
er
in
a
d
eq
u
ate
r
eso
u
r
ce
s
,
w
h
ich
ad
d
e
d
to
th
e
b
u
r
d
en
o
f
p
e
r
s
is
ten
ce
.
P5
:
“
.
.
.
s
o
metime
s
th
e
la
ck
o
f te
a
ch
in
g
ma
teri
a
ls
d
is
co
u
r
a
g
es
me
…
it’s a
s
tr
u
g
g
le
to
p
ers
is
t.
”
P1
2
:
“
.
.
.
p
o
licies a
r
e
n
o
t a
lw
a
ys fa
ir
…
b
u
t I
en
d
u
r
e
b
ec
a
u
s
e
o
f th
e
s
tu
d
en
ts
.
”
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
Tea
ch
ers
’
p
ers
is
ten
ce
in
r
eso
u
r
ce
-
co
n
s
tr
a
in
ed
a
n
d
co
n
flict
-
a
ffected
…
(
Jo
s
ep
h
Da
ve
M.
P
r
eg
o
n
er
)
1635
T
h
e
ab
s
en
ce
o
f
r
eso
u
r
ce
s
m
ad
e
teac
h
er
s
f
ee
l
u
n
d
er
v
al
u
ed
,
b
u
t
th
ey
ca
r
r
ied
o
n
f
o
r
lear
n
er
s
’
s
ak
e.
Per
s
is
ten
ce
o
f
ten
m
ea
n
t c
o
m
p
e
n
s
atin
g
f
o
r
in
s
titu
tio
n
al
g
ap
s
.
P1
1
:
“
.
.
.
w
e
a
d
ju
s
t b
ec
a
u
s
e
th
e
s
tu
d
en
ts
ca
n
n
o
t su
ffer
.
”
P1
4
:
“
.
.
.
I
u
s
e
my
o
w
n
mo
n
ey
t
o
co
ve
r
w
h
a
t th
e
s
ch
o
o
l la
ck
s
.
”
c.
Po
licy
p
r
ess
u
r
es
I
n
s
titu
tio
n
al
r
eq
u
ir
em
e
n
ts
s
o
m
etim
es
in
ten
s
if
ied
s
tr
ess
.
P
ar
ticip
an
ts
f
elt
p
o
licies
o
f
ten
f
ailed
to
ac
co
u
n
t f
o
r
r
ea
l c
lass
r
o
o
m
s
tr
u
g
g
les.
P6
:
“
.
.
.
s
o
ma
n
y
r
ep
o
r
ts
a
n
d
r
eq
u
ir
eme
n
ts
…
it d
r
a
in
s
u
s
.
”
P1
5
:
“
.
.
.
to
o
m
u
ch
p
a
p
erw
o
r
k
ma
ke
s
it h
a
r
d
er to
fo
cu
s
o
n
r
e
a
l te
a
ch
in
g
.
”
T
ea
ch
er
s
d
escr
ib
ed
p
e
r
s
is
ten
ce
as
s
u
r
v
iv
in
g
p
o
lic
y
d
em
an
d
s
th
at
p
u
lled
th
em
awa
y
f
r
o
m
t
ea
ch
in
g
.
E
n
d
u
r
a
n
ce
r
eq
u
ir
ed
n
av
ig
atin
g
b
u
r
ea
u
cr
a
cy
as m
u
ch
as p
e
d
ag
o
g
y
.
P7
:
“..
.
th
e
s
ystem
a
d
d
s
p
r
ess
u
r
e,
b
u
t I
w
o
n
’
t le
t it
b
r
ea
k
me.
”
P9
:
“..
.
I
p
ers
is
t n
o
t b
ec
a
u
s
e
o
f
p
o
licies,
b
u
t d
esp
ite
th
em.
”
3
.
1
.
7
.
T
hem
e
7
:
f
a
m
ily
o
bli
g
a
t
io
n
a
nd
re
s
ilience
pr
a
ct
ice
s
Fam
ily
ex
p
ec
tatio
n
s
an
d
p
er
s
o
n
al
co
p
i
n
g
m
ec
h
an
is
m
s
s
tr
o
n
g
ly
s
h
ap
e
d
p
er
s
is
ten
ce
.
T
ea
c
h
er
s
s
tay
ed
n
o
t o
n
l
y
f
o
r
th
em
s
elv
es b
u
t a
l
s
o
f
o
r
lo
v
ed
o
n
es.
a.
Fam
ily
r
esp
o
n
s
ib
ilit
y
T
ea
ch
er
s
h
ig
h
lig
h
ted
th
at
f
a
m
ily
n
ee
d
s
an
d
ex
p
ec
tatio
n
s
tied
th
em
to
th
eir
r
o
les.
P3
:
“
.
.
.
I
ca
n
n
o
t ju
s
t le
a
ve
b
ec
a
u
s
e
my
fa
mily
d
ep
en
d
s
o
n
me
f
in
a
n
cia
lly.
”
P1
4
:
“
.
.
.
my
p
a
r
en
ts
ex
p
ec
t m
e
to
s
ta
y
in
tea
ch
in
g
…
it’s p
a
r
t
o
f h
o
n
o
r
in
g
th
em.
”
Fam
ily
s
er
v
ed
as
a
co
n
s
tan
t
r
e
m
in
d
er
th
at
p
er
s
is
ten
ce
was
n
o
t
o
n
ly
p
er
s
o
n
al
b
u
t
c
o
llectiv
e.
T
ea
ch
er
s
en
d
u
r
e
d
f
o
r
th
e
s
ak
e
o
f
th
o
s
e
wh
o
d
e
p
e
n
d
ed
o
n
th
em
.
P2
:
“
.
.
.
s
ta
yin
g
is
my
w
a
y
o
f p
r
o
vid
in
g
s
ta
b
ilit
y
fo
r
my
lo
ve
d
o
n
es.
”
P6
:
“
.
.
.
I
ca
r
r
y
my
fa
mily’
s
h
o
p
es e
ve
r
y
d
a
y.
”
b
.
R
esil
ien
ce
p
r
ac
tices
C
o
p
in
g
s
tr
ateg
ies s
u
ch
as jo
u
r
n
alin
g
,
p
r
ay
er
,
an
d
p
ee
r
co
n
v
e
r
s
atio
n
s
wer
e
v
ital in
m
an
ag
i
n
g
s
tr
ess
.
P1
0
:
“
.
.
.
ta
lkin
g
w
ith
fello
w
tea
ch
ers
is
my
th
era
p
y
…
it ma
ke
s
me
s
tr
o
n
g
er to
s
ta
y.
”
P1
2
:
“
.
.
.
I
c
o
p
e
b
y
jo
u
r
n
a
lin
g
a
n
d
r
eflec
tin
g
…
it h
elp
s
me
r
elea
s
e
th
e
s
tr
ess
.
”
R
esil
ien
ce
p
r
ac
tices
p
r
o
v
id
ed
o
u
tlets
f
o
r
p
ain
an
d
r
en
ewa
l
.
T
ea
ch
er
s
f
o
u
n
d
way
s
to
tr
a
n
s
f
o
r
m
s
tr
ess
in
to
s
tr
en
g
th
.
P1
:
“
.
.
.
p
ers
is
ten
ce
h
u
r
ts
,
b
u
t I
ma
n
a
g
e
th
r
o
u
g
h
my
r
o
u
tin
es.
”
P8
:
“
.
.
.
co
p
in
g
ke
ep
s
me
b
a
la
n
ce
d
a
n
d
h
elp
s
me
s
ta
y.
”
c.
B
alan
cin
g
p
er
s
is
ten
ce
an
d
s
ac
r
if
ice
Par
ticip
an
ts
ac
k
n
o
wled
g
ed
th
at
s
tay
in
g
s
o
m
etim
es
m
ea
n
t
p
er
s
o
n
al
s
ac
r
if
ice,
b
u
t
r
esil
ien
ce
h
elp
ed
th
em
ca
r
r
y
it.
P5
:
“
.
.
.
I
s
ta
y
ev
en
if it h
u
r
ts
,
b
ec
a
u
s
e
r
esil
ien
ce
is
w
h
a
t th
is
w
o
r
k
d
ema
n
d
s
.
”
P1
1
:
“
.
.
.
p
ers
is
ten
ce
is
n
o
t e
a
s
y,
b
u
t I
c
a
r
r
y
it b
ec
a
u
s
e
o
f fa
mi
ly
a
n
d
fa
ith
.
”
T
ea
ch
er
s
v
iewe
d
s
ac
r
if
ice
as
in
s
ep
ar
ab
le
f
r
o
m
p
e
r
s
is
ten
ce
.
T
h
ey
d
escr
ib
ed
r
esil
ien
ce
as
th
e
b
r
id
g
e
th
at
allo
wed
th
em
to
k
ee
p
g
o
in
g
.
P7
:
“
.
.
.
I
p
a
y
th
e
p
r
ice
o
f sta
yin
g
,
b
u
t m
y
r
esil
ien
ce
s
u
s
ta
in
s
me.
”
P9
:
“
.
.
.
s
a
crif
ice
is
h
ea
vy
,
b
u
t i
t b
u
ild
s
my
s
tr
en
g
th
to
en
d
u
r
e.
”
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
6
2
9
-
1
6
4
1
1636
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
aim
ed
to
d
escr
ib
e
th
e
liv
ed
e
x
p
er
ie
n
ce
s
o
f
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
wh
o
p
er
s
is
t
in
th
eir
r
o
les
d
esp
ite
ch
allen
g
es.
T
h
r
o
u
g
h
th
e
th
em
atic
an
aly
s
is
o
f
in
ter
v
iew
d
ata,
th
e
s
tu
d
y
id
en
tifie
d
s
ev
er
a
l
k
ey
th
e
m
es
th
at
illu
m
i
n
ate
th
e
m
o
tiv
atio
n
s
,
s
tr
u
g
g
les,
an
d
s
u
p
p
o
r
ts
th
at
s
h
a
p
e
p
e
r
s
is
ten
ce
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
e
teac
h
er
s
in
th
is
s
tu
d
y
h
i
g
h
lig
h
ted
th
e
ce
n
tr
ality
o
f
m
o
r
al
p
u
r
p
o
s
e
as
a
d
r
iv
in
g
f
o
r
ce
in
t
h
eir
p
er
s
is
ten
ce
.
Ma
n
y
p
ar
ticip
an
t
s
d
escr
ib
ed
teac
h
in
g
as
a
ca
lli
n
g
an
d
a
d
u
ty
to
th
eir
s
tu
d
en
t
s
an
d
co
m
m
u
n
ities
.
T
h
ey
em
p
h
asized
th
at
th
e
p
r
o
g
r
ess
an
d
s
u
cc
ess
o
f
th
eir
lear
n
er
s
o
u
tweig
h
e
d
p
er
s
o
n
al
an
d
f
in
a
n
cial
ch
allen
g
es.
T
h
is
f
in
d
in
g
alig
n
s
with
Sco
tt
et
a
l
.
[
1
1
]
wh
o
n
o
ted
th
at
teac
h
er
s
o
f
ten
i
n
ter
p
r
et
p
er
s
is
ten
ce
as
an
eth
ical
r
esp
o
n
s
ib
ilit
y
r
o
o
ted
i
n
s
er
v
ice.
Similar
ly
,
T
o
m
asello
[
1
2
]
ar
g
u
ed
th
at
m
o
r
al
o
b
li
g
atio
n
is
a
p
o
wer
f
u
l
an
ch
o
r
i
n
co
n
tex
ts
wh
er
e
ex
t
er
n
al
r
ewa
r
d
s
ar
e
lim
ited
.
I
n
r
elatio
n
to
estab
lis
h
ed
r
ete
n
tio
n
th
eo
r
ies,
th
es
e
f
in
d
in
g
s
alig
n
with
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
as
p
r
o
p
o
s
ed
b
y
Dec
i
an
d
R
y
an
[
1
3
]
,
p
a
r
ticu
lar
ly
r
e
g
ar
d
in
g
th
e
s
atis
f
ac
tio
n
o
f
au
to
n
o
m
y
,
c
o
m
p
eten
ce
,
an
d
r
elate
d
n
ess
,
w
h
ile
ex
ten
d
in
g
b
ey
o
n
d
p
u
r
el
y
ec
o
n
o
m
ic
r
atio
n
al
-
ch
o
ice
ex
p
lan
atio
n
s
b
y
em
p
h
a
s
izin
g
p
u
r
p
o
s
e
as
a
d
u
r
ab
le
in
t
r
in
s
ic
m
o
tiv
ato
r
[
1
4
]
.
T
h
e
y
als
o
co
r
r
esp
o
n
d
with
jo
b
em
b
e
d
d
ed
n
ess
th
eo
r
y
ar
t
icu
lated
b
y
L
ee
et
a
l.
[
1
5
]
,
wh
er
e
teac
h
er
s
’
s
o
cial
an
d
p
r
o
f
ess
io
n
al
lin
k
s
,
p
er
ce
iv
ed
f
it,
a
n
d
th
e
s
ac
r
if
ices
ass
o
ciate
d
with
leav
in
g
co
llectiv
ely
r
ed
u
ce
t
u
r
n
o
v
er
in
ten
tio
n
s
,
ev
en
i
n
co
n
tex
ts
with
m
o
d
est ex
tr
in
s
ic
r
ewa
r
d
s
.
An
o
th
er
t
h
em
e
em
p
h
asized
t
h
e
r
is
k
ca
lcu
lu
s
o
f
leav
in
g
an
d
s
tay
in
g
,
with
teac
h
er
s
d
escr
ib
in
g
h
o
w
th
eir
b
o
d
ies
ca
r
r
ie
d
th
e
weig
h
t
o
f
u
n
ce
r
tain
ty
.
Stre
s
s
,
an
x
i
ety
,
an
d
f
ati
g
u
e
we
r
e
o
f
ten
r
ep
o
r
ted
as
p
h
y
s
ical
m
an
if
estatio
n
s
o
f
r
is
k
.
Sti
ll,
m
an
y
ch
o
s
e
to
s
tay
d
esp
ite
in
s
tab
ilit
y
,
f
r
am
in
g
p
er
s
is
ten
ce
as
an
ac
t
o
f
co
u
r
ag
e.
T
h
ese
f
in
d
in
g
s
r
eso
n
ate
with
Ko
n
r
ad
[
1
6
]
wh
o
f
o
u
n
d
th
at
p
r
o
f
ess
io
n
al
en
d
u
r
a
n
ce
o
f
ten
in
v
o
lv
es
weig
h
in
g
r
is
k
s
ag
ain
s
t
m
ea
n
in
g
.
I
n
a
s
im
ilar
v
ein
,
Settem
b
r
e
-
B
lu
n
d
o
et
a
l
.
[
1
7
]
s
u
g
g
ested
th
at
th
e
d
ec
is
io
n
to
r
em
ain
in
teac
h
in
g
r
eq
u
ir
es
n
o
t
o
n
ly
r
ati
o
n
al
ca
lcu
latio
n
b
u
t
also
em
b
o
d
ied
r
esil
ien
ce
.
C
o
m
p
ar
e
d
w
ith
co
n
s
er
v
atio
n
o
f
r
eso
u
r
ce
s
th
eo
r
y
p
r
o
p
o
s
ed
b
y
Ho
b
f
o
ll
[
1
8
]
,
p
a
r
ticip
an
ts
’
n
ar
r
ativ
es
em
p
h
asize
th
e
p
r
o
tectio
n
o
f
“m
ea
n
in
g
”
an
d
p
r
o
f
ess
io
n
al
id
en
tity
as
v
alu
ab
le
r
eso
u
r
ce
s
,
illu
s
tr
atin
g
h
o
w
p
er
ce
iv
e
d
g
ain
s
in
s
ig
n
if
ican
ce
ca
n
o
f
f
s
et
lo
s
s
es in
en
er
g
y
o
r
m
ater
ial
s
ec
u
r
ity
—
a
n
u
an
ce
o
f
ten
u
n
d
er
r
ep
r
esen
ted
in
b
u
r
n
o
u
t
-
f
o
cu
s
ed
m
o
d
els.
T
h
e
im
p
o
r
tan
ce
o
f
co
m
m
u
n
i
ty
b
elo
n
g
in
g
also
em
er
g
ed
s
tr
o
n
g
ly
.
T
ea
c
h
er
s
f
r
am
ed
th
e
ir
s
ch
o
o
ls
as
f
am
ilies
,
with
co
lleag
u
es
an
d
s
tu
d
e
n
ts
p
r
o
v
id
in
g
em
o
tio
n
al
g
r
o
u
n
d
in
g
.
Peer
n
etwo
r
k
s
an
d
r
elatio
n
s
h
ip
s
with
lear
n
er
s
wer
e
cr
itical
in
s
u
s
tain
in
g
th
eir
p
er
s
is
ten
ce
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
th
e
w
o
r
k
o
f
Ar
th
u
r
an
d
B
r
ad
ley
[
1
9
]
wh
o
r
ep
o
r
ted
t
h
at
teac
h
er
s
’
p
er
s
is
ten
ce
is
r
ei
n
f
o
r
ce
d
b
y
co
lleg
ial
s
u
p
p
o
r
t
an
d
s
o
cial
b
o
n
d
s
in
s
ch
o
o
l
s
ettin
g
s
.
L
ik
ewise,
d
u
T
o
it
-
B
r
its
[
2
0
]
ar
g
u
ed
th
at
c
o
m
m
u
n
ity
r
ec
o
g
n
itio
n
ca
n
s
u
b
s
titu
te
f
o
r
m
ater
ial
in
ce
n
tiv
es
b
y
af
f
i
r
m
in
g
teac
h
er
s
’
s
en
s
e
o
f
b
elo
n
g
in
g
.
T
h
is
p
atter
n
alig
n
s
with
th
e
“lin
k
s
”
d
im
en
s
io
n
o
f
jo
b
em
b
ed
d
e
d
n
ess
d
escr
ib
ed
b
y
L
ee
et
a
l.
[
1
5
]
an
d
with
s
o
cia
l
ex
ch
an
g
e
th
e
o
r
y
p
r
o
p
o
s
ed
b
y
B
lau
[
2
1
]
,
wh
e
r
e
r
ec
ip
r
o
ca
l
s
u
p
p
o
r
t
an
d
r
ec
o
g
n
itio
n
cr
ea
te
o
b
lig
atio
n
s
to
r
em
ain
;
o
u
r
d
ata
s
u
g
g
est
th
at
th
es
e
s
o
cial
b
o
n
d
s
ca
n
b
e
as in
f
lu
en
tial a
s
f
o
r
m
al
in
c
en
tiv
es in
r
eten
tio
n
d
ec
is
io
n
s
.
Faith
an
d
s
p
ir
itu
ality
wer
e
a
ls
o
ce
n
tr
al
to
p
ar
ticip
an
ts
’
n
ar
r
ativ
es.
T
ea
ch
er
s
d
escr
ib
ed
f
aith
a
n
d
m
ea
n
in
g
-
m
a
k
in
g
as
v
ital
in
co
p
in
g
with
d
if
f
icu
lties
,
f
r
am
in
g
p
er
s
is
ten
ce
as
a
d
iv
in
e
ca
llin
g
.
Fo
r
m
an
y
,
p
r
ay
er
an
d
s
p
ir
itu
al
p
r
ac
tices ser
v
ed
as so
u
r
ce
s
o
f
s
tr
en
g
th
an
d
r
ea
s
s
u
r
an
ce
.
T
h
is
f
in
d
in
g
ec
h
o
es
T
r
o
m
b
k
a
et
a
l
.
[
2
2
]
,
wh
o
ar
g
u
ed
th
at
s
p
ir
itu
al
co
n
v
ictio
n
e
n
h
an
ce
s
r
esil
ien
ce
in
h
ig
h
-
s
tr
ess
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
Similar
ly
,
Kö
n
ig
et
a
l.
[
2
3
]
f
o
u
n
d
th
at
t
ea
ch
er
s
wh
o
f
r
am
e
th
eir
wo
r
k
as
v
o
ca
tio
n
ar
e
m
o
r
e
lik
ely
to
r
em
ain
d
esp
ite
h
ar
d
s
h
ip
s
.
R
elativ
e
to
s
ch
o
la
r
s
h
ip
o
n
m
ea
n
in
g
f
u
l
wo
r
k
b
y
R
o
s
s
o
et
a
l
.
[
2
4
]
an
d
ca
llin
g
an
d
v
o
ca
tio
n
b
y
Dik
et
a
l.
[
2
5
]
th
e
s
p
ir
itu
al
d
i
m
en
s
io
n
o
b
s
er
v
e
d
h
er
e
u
n
d
er
s
co
r
es
an
ad
d
itio
n
al
lay
er
o
f
v
alu
e
alig
n
m
en
t
th
at
en
h
an
ce
s
p
er
s
is
ten
ce
in
f
r
ag
ile
s
ettin
g
s
wh
er
e
s
ec
u
lar
s
u
p
p
o
r
ts
ar
e
lim
ited
.
Per
s
is
ten
ce
was
also
co
n
n
ec
ted
to
p
r
o
f
ess
io
n
al
id
e
n
tity
an
d
f
u
lf
illme
n
t.
T
ea
c
h
er
s
ex
p
r
ess
ed
p
r
id
e
in
b
ein
g
ed
u
ca
to
r
s
an
d
f
o
u
n
d
f
u
lf
illme
n
t
in
s
ee
in
g
th
eir
s
tu
d
e
n
ts
s
u
cc
ee
d
.
T
h
ey
v
iewe
d
tea
ch
in
g
n
o
t
o
n
ly
as
wo
r
k
b
u
t
as
a
d
e
f
in
in
g
p
ar
t
o
f
th
eir
id
en
tity
.
T
h
ese
r
esu
lts
alig
n
with
Gr
ec
o
an
d
Kr
aim
er
[
2
6
]
,
wh
o
n
o
ted
th
at
p
r
o
f
ess
io
n
al
id
en
tity
r
ein
f
o
r
c
es
teac
h
er
s
’
co
m
m
itm
en
t
to
lo
n
g
-
ter
m
s
er
v
ice.
L
ik
ewise,
L
iu
et
a
l
.
[
2
7
]
h
ig
h
lig
h
ted
th
at
f
u
l
f
illme
n
t
t
h
r
o
u
g
h
s
tu
d
e
n
t
ac
h
iev
em
e
n
t
o
f
f
s
ets
m
an
y
o
f
th
e
b
u
r
d
en
s
o
f
teac
h
in
g
.
T
h
is
id
en
tity
-
an
ch
o
r
ed
p
er
s
p
ec
tiv
e
co
m
p
lem
en
ts
tu
r
n
o
v
er
m
o
d
e
ls
em
p
h
asizin
g
s
atis
f
ac
tio
n
an
d
co
m
m
itm
en
t,
as
p
r
o
p
o
s
ed
b
y
J
ar
o
s
[
2
8
]
,
s
u
g
g
esti
n
g
th
at
id
en
tity
wo
r
k
(
wh
o
I
am
)
is
as
co
n
s
eq
u
en
tial
a
s
jo
b
attitu
d
es
(
h
o
w
I
f
ee
l)
in
in
f
lu
en
cin
g
d
ec
is
io
n
s
to
s
tay
.
At
th
e
in
s
titu
tio
n
al
lev
el,
s
u
p
p
o
r
ts
an
d
co
n
s
tr
ain
ts
s
ig
n
if
ica
n
tly
s
h
ap
ed
teac
h
er
s
’
p
er
s
is
ten
ce
.
So
m
e
p
ar
ticip
an
ts
r
ep
o
r
te
d
th
at
s
u
p
p
o
r
tiv
e
lead
e
r
s
h
ip
an
d
r
ec
o
g
n
itio
n
s
u
s
tain
ed
th
em
,
wh
ile
o
th
er
s
lam
en
ted
th
e
lack
o
f
r
eso
u
r
ce
s
an
d
th
e
p
r
ess
u
r
e
o
f
b
u
r
ea
u
c
r
atic
r
eq
u
i
r
em
en
ts
.
T
h
is
r
ef
lects
th
e
f
in
d
in
g
s
o
f
Sco
tt
et
a
l
.
[
2
9
]
,
wh
o
em
p
h
asized
th
at
s
u
p
p
o
r
t
iv
e
en
v
ir
o
n
m
en
ts
im
p
r
o
v
e
r
e
ten
tio
n
,
wh
ile
r
ig
id
p
o
licy
d
e
m
an
d
s
o
f
ten
d
r
i
v
e
f
r
u
s
tr
atio
n
.
Similar
ly
,
C
ah
ilo
g
et
a
l
.
[
3
0
]
ar
g
u
ed
th
at
in
s
ti
tu
tio
n
al
g
ap
s
f
o
r
ce
teac
h
er
s
t
o
co
m
p
e
n
s
ate
with
p
er
s
o
n
al
s
ac
r
if
ices,
u
n
d
e
r
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
s
y
s
tem
ic
r
ef
o
r
m
s
.
Viewe
d
th
r
o
u
g
h
class
ic
m
o
tiv
atio
n
–
h
y
g
ien
e
an
d
s
tr
ess
o
r
f
r
am
ewo
r
k
s
,
s
u
p
p
o
r
tiv
e
lead
er
s
h
ip
a
n
d
r
e
co
g
n
itio
n
ac
t
as
m
o
tiv
ato
r
s
,
as
d
escr
ib
ed
b
y
Gim
p
l
[
3
1
]
,
wh
er
ea
s
b
u
r
ea
u
c
r
atic
lo
ad
f
u
n
ctio
n
s
as
a
h
in
d
r
an
ce
s
tr
ess
o
r
.
Ou
r
d
ata
i
n
d
ic
ate
th
at
allev
iatin
g
th
ese
h
in
d
r
an
ce
s
ca
n
am
p
lify
th
e
ef
f
ec
t o
f
m
o
tiv
ato
r
s
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
s
ch
o
o
ls
.
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
Tea
ch
ers
’
p
ers
is
ten
ce
in
r
eso
u
r
ce
-
co
n
s
tr
a
in
ed
a
n
d
co
n
flict
-
a
ffected
…
(
Jo
s
ep
h
Da
ve
M.
P
r
eg
o
n
er
)
1637
Fin
all
y
,
tea
c
h
e
r
s
h
ig
h
l
ig
h
t
ed
th
e
r
o
le
o
f
f
am
il
y
o
b
li
g
ati
o
n
a
n
d
r
esil
ie
n
c
e
p
r
a
cti
ce
s
i
n
s
u
s
ta
in
in
g
p
e
r
s
is
t
e
n
ce
.
Ma
n
y
p
a
r
ti
ci
p
a
n
ts
n
o
te
d
t
h
at
f
a
m
il
y
e
x
p
e
ctat
io
n
s
a
n
d
f
i
n
an
cia
l
r
esp
o
n
s
i
b
il
iti
es b
o
u
n
d
t
h
e
m
to
t
h
ei
r
p
r
o
f
ess
i
o
n
.
At
t
h
e
s
a
m
e
t
im
e,
th
e
y
r
el
ie
d
o
n
c
o
p
i
n
g
s
t
r
ate
g
i
e
s
s
u
c
h
as
p
r
a
y
er
,
p
ee
r
c
o
n
v
er
s
ati
o
n
s
,
a
n
d
c
r
ea
ti
v
e
p
r
o
b
l
em
-
s
o
l
v
i
n
g
to
e
n
d
u
r
e
.
T
h
ese
f
i
n
d
i
n
g
s
r
es
o
n
a
te
w
it
h
K
id
d
an
d
M
u
r
r
a
y
[
3
2
]
,
w
h
o
f
o
u
n
d
t
h
at
f
a
m
i
ly
r
es
p
o
n
s
ib
ilit
y
o
f
t
en
u
n
d
e
r
p
i
n
s
te
ac
h
e
r
s
’
p
e
r
s
is
t
en
ce
,
an
d
Z
a
h
i
d
et
a
l
.
[
3
3
]
wh
o
o
b
s
er
v
e
d
th
at
r
esil
i
e
n
ce
p
r
ac
tic
es
h
el
p
e
d
u
ca
to
r
s
m
a
n
a
g
e
em
o
t
io
n
a
l
s
tr
ai
n
i
n
r
es
o
u
r
ce
-
li
m
it
ed
s
ett
in
g
s
.
C
o
m
p
ar
ed
w
it
h
r
ete
n
t
io
n
r
es
ea
r
c
h
in
i
n
d
i
v
i
d
u
alis
t
c
o
n
t
e
x
ts
,
t
h
ese
f
i
n
d
i
n
g
s
h
i
g
h
li
g
h
t
c
o
ll
ec
t
iv
is
t
o
b
li
g
ati
o
n
s
—
s
u
c
h
a
s
i
n
te
r
g
e
n
e
r
a
ti
o
n
al
s
u
p
p
o
r
t
—
as
s
alien
t
“c
o
s
ts
o
f
ex
it”
th
at
r
ein
f
o
r
ce
em
b
ed
d
ed
n
ess
,
as
d
escr
ib
ed
b
y
L
ee
et
a
l.
[
1
5
]
s
u
g
g
esti
n
g
th
at
f
am
ily
-
s
y
s
tem
f
ac
to
r
s
s
h
o
u
ld
b
e
e
x
p
licitly
in
co
r
p
o
r
ated
in
to
lo
ca
l r
eten
tio
n
f
r
am
ew
o
r
k
s
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ca
r
r
y
im
p
o
r
tan
t
im
p
licatio
n
s
.
T
h
eo
r
etica
lly
,
th
e
y
c
h
allen
g
e
th
e
ad
eq
u
ac
y
o
f
r
atio
n
al
-
ch
o
ice
an
d
b
u
r
n
o
u
t
-
ce
n
tr
ic
m
o
d
els
in
ex
p
lain
in
g
teac
h
er
m
o
tiv
atio
n
in
f
r
ag
ile
co
n
tex
ts
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
f
r
a
m
ewo
r
k
s
th
at
ca
p
tu
r
e
th
e
c
o
m
p
lex
in
ter
p
la
y
o
f
m
o
r
al,
s
p
ir
itu
al,
an
d
r
elatio
n
al
d
im
en
s
io
n
s
o
f
p
r
o
f
ess
io
n
al
lif
e.
Fo
r
p
o
licy
m
a
k
er
s
,
th
e
r
esea
r
ch
s
u
g
g
ests
th
at
in
ter
v
en
tio
n
s
f
o
cu
s
ed
s
o
lely
o
n
m
ater
ial
in
ce
n
tiv
es,
s
u
ch
as
h
az
ar
d
p
a
y
,
a
r
e
in
s
u
f
f
icien
t.
Mo
r
e
ef
f
ec
tiv
e
s
tr
ateg
ies
in
v
o
lv
e
h
o
lis
tic
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
s
tr
en
g
th
en
r
elatio
n
al
n
etwo
r
k
s
,
co
m
m
u
n
ity
ties
,
an
d
v
o
ca
tio
n
al
p
u
r
p
o
s
e
—
th
e
k
ey
d
r
iv
er
s
o
f
p
er
s
is
ten
ce
.
T
o
in
f
o
r
m
s
ca
la
b
le
ac
tio
n
,
s
ch
o
o
l
s
y
s
tem
s
ca
n
in
s
titu
tio
n
alize
co
lleg
ial
l
in
k
s
th
r
o
u
g
h
b
r
ief
wee
k
ly
m
en
to
r
i
n
g
tr
iad
s
,
p
air
r
o
u
tin
e
a
p
p
r
ec
iativ
e
o
b
s
er
v
atio
n
with
c
o
n
cise
f
ee
d
b
ac
k
to
r
ein
f
o
r
ce
co
m
p
eten
ce
,
p
ilo
t
b
u
r
ea
u
cr
ac
y
-
lig
h
t
r
e
p
o
r
tin
g
tem
p
lates
th
a
t
f
r
ee
tim
e
f
o
r
co
llab
o
r
ativ
e
p
l
an
n
in
g
,
an
d
,
wh
er
e
ap
p
r
o
p
r
iate,
p
r
o
v
id
e
in
clu
s
iv
e
r
ef
lectio
n
s
p
ac
es
alo
n
g
s
id
e
f
am
ily
-
r
esp
o
n
s
iv
e
s
ch
ed
u
li
n
g
th
at
e
n
h
an
ce
s
p
er
ce
iv
ed
f
it
a
n
d
r
ed
u
ce
s
th
e
co
s
t
o
f
s
tay
in
g
[
1
3
]
,
[
15
]
,
[
2
5
]
.
A
p
r
ac
tical
d
iv
is
io
n
-
lev
e
l
p
r
o
t
o
ty
p
e
is
th
e
“3
–
30
–
3
”
ap
p
r
o
ac
h
:
th
r
ee
tea
ch
er
s
p
er
tr
iad
m
ee
tin
g
f
o
r
t
h
i
r
ty
m
in
u
tes
wee
k
ly
,
with
t
h
r
e
e
ap
p
r
ec
iativ
e
n
o
tes
m
o
n
th
ly
,
tr
ac
k
ed
v
ia
a
o
n
e
-
p
a
g
e
f
id
elity
ch
ec
k
lis
t a
n
d
s
em
ester
ly
r
eten
tio
n
i
n
d
icato
r
s
.
T
h
is
s
tu
d
y
is
n
o
t
with
o
u
t
lim
itatio
n
s
.
I
ts
f
o
c
u
s
o
n
a
s
p
ec
if
ic
g
eo
g
r
ap
h
ic
r
eg
i
o
n
in
th
e
P
h
ilip
p
in
es
p
r
o
v
id
es
d
ee
p
in
s
ig
h
ts
b
u
t
m
a
y
lim
it
g
en
er
aliza
b
ilit
y
t
o
o
th
er
co
n
f
lict
-
a
f
f
ec
ted
a
r
ea
s
.
T
h
e
r
elian
ce
o
n
v
ir
tu
a
l
in
ter
v
iews,
th
o
u
g
h
n
ec
ess
ar
y
,
m
ay
h
av
e
r
estricte
d
th
e
r
ich
n
e
s
s
o
f
co
n
tex
tu
al
d
ata
th
at
in
-
p
er
s
o
n
eth
n
o
g
r
ap
h
i
c
en
g
ag
em
e
n
t
co
u
l
d
p
r
o
v
id
e
.
W
h
ile
we
p
r
o
p
o
s
e
ac
tio
n
ab
le
in
ter
v
en
tio
n
s
alig
n
ed
with
t
h
e
s
tu
d
y
’
s
th
e
m
es,
ca
u
s
al
ef
f
ec
ts
o
n
r
eten
tio
n
wer
e
n
o
t
test
ed
;
th
ese
s
tr
ateg
ies
s
h
o
u
ld
b
e
p
ilo
ted
an
d
ev
alu
ate
d
th
r
o
u
g
h
s
tag
g
er
e
d
r
o
llo
u
ts
o
r
m
atch
ed
co
m
p
ar
is
o
n
s
b
ef
o
r
e
b
r
o
ad
er
ad
o
p
tio
n
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
am
i
n
e
th
is
p
h
en
o
m
en
o
n
in
o
th
er
f
r
ag
ile
co
n
tex
ts
,
b
o
th
with
in
th
e
Ph
ilip
p
in
es
a
n
d
in
ter
n
ati
o
n
ally
.
L
o
n
g
itu
d
in
al
s
tu
d
ies
tr
ac
k
in
g
teac
h
er
s
’
ex
p
er
ien
ce
s
o
f
p
er
s
is
ten
ce
o
v
er
tim
e
wo
u
ld
p
r
o
v
id
e
v
al
u
ab
le
i
n
s
ig
h
t
in
t
o
h
o
w
m
o
tiv
atio
n
s
an
d
co
p
in
g
m
ec
h
a
n
is
m
s
ev
o
lv
e.
C
o
m
p
ar
ativ
e
r
esear
ch
co
u
l
d
also
in
v
esti
g
ate
h
o
w
f
ac
t
o
r
s
s
u
ch
as
f
am
ily
o
b
lig
atio
n
,
s
p
ir
itu
al
v
o
ca
tio
n
,
an
d
jo
b
em
b
ed
d
e
d
n
ess
[
1
5
]
,
to
g
eth
er
with
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
atis
f
ac
tio
n
ac
co
r
d
in
g
to
Dec
i
an
d
R
y
an
[
1
3
]
,
jo
in
tly
p
r
ed
ict
p
er
s
is
ten
ce
r
elativ
e
to
b
u
r
n
o
u
t
f
r
am
ewo
r
k
s
[
3
4
]
an
d
r
atio
n
al
-
ch
o
ice
m
o
d
els p
r
esen
ted
b
y
A
d
an
alı
[
1
4
]
in
s
im
ilar
lo
w
-
r
eso
u
r
ce
s
ettin
g
s
.
4.
CO
NCLU
SI
O
N
T
h
e
teac
h
er
s
in
th
is
s
tu
d
y
ex
e
m
p
lify
a
f
o
r
m
o
f
p
r
o
f
ess
io
n
al
co
m
m
itm
en
t
th
at
is
b
o
th
p
r
o
f
o
u
n
d
an
d
p
r
ec
ar
io
u
s
.
T
h
eir
p
er
s
is
ten
ce
is
n
o
t
a
s
im
p
le
r
ef
u
s
al
to
leav
e
,
b
u
t
a
co
m
p
lex
tap
estry
wo
v
en
f
r
o
m
th
r
ea
d
s
o
f
m
o
r
al
d
u
ty
,
s
p
ir
itu
al
f
aith
,
co
m
m
u
n
al
b
o
n
d
s
,
an
d
a
d
ee
p
l
y
f
elt
p
r
o
f
ess
io
n
al
i
d
en
tity
.
T
h
ey
teac
h
wh
er
e
it
h
u
r
ts
b
ec
au
s
e,
f
o
r
th
e
m
,
th
e
m
ea
n
in
g
d
er
iv
e
d
f
r
o
m
th
eir
wo
r
k
in
th
e
v
er
y
h
ea
r
t
o
f
t
h
at
h
u
r
t
o
u
tweig
h
s
th
e
co
n
s
id
er
ab
le
co
s
ts
.
B
y
lis
ten
in
g
to
th
eir
s
to
r
ies,
we
g
ain
m
o
r
e
th
an
an
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
er
r
eten
tio
n
;
we
g
ain
a
d
ee
p
er
ap
p
r
ec
iatio
n
f
o
r
th
e
h
u
m
an
ca
p
ac
ity
to
c
r
ea
te
h
o
p
e
an
d
s
tab
ilit
y
o
n
th
e
m
o
s
t
ch
allen
g
in
g
f
r
o
n
tier
s
o
f
ed
u
ca
tio
n
.
T
h
eir
li
v
ed
ex
p
er
ie
n
ce
is
a
cr
itical
r
es
o
u
r
ce
f
o
r
r
eim
ag
in
in
g
h
o
w
we
ca
n
b
etter
s
u
p
p
o
r
t
th
o
s
e
wh
o
ch
o
o
s
e
to
s
er
v
e
in
th
e
wo
r
ld
’
s
m
o
s
t f
o
r
g
o
tten
class
r
o
o
m
s
.
T
h
ese
n
ar
r
ativ
es
p
o
in
t
to
war
d
m
o
d
est,
s
y
s
tem
-
lev
el
ef
f
o
r
ts
s
u
ch
as
s
tr
en
g
th
en
in
g
co
ll
eg
ial
ties
,
r
ec
o
g
n
izin
g
in
s
tr
u
ctio
n
al
ef
f
o
r
t,
r
ed
u
cin
g
b
u
r
ea
u
c
r
atic
f
r
ictio
n
s
,
cr
ea
tin
g
in
clu
s
iv
e
s
p
ac
es
f
o
r
r
ef
lectio
n
,
an
d
ad
o
p
tin
g
f
am
ily
-
r
esp
o
n
s
iv
e
s
ch
ed
u
lin
g
,
th
at
ca
n
b
e
s
ca
led
with
in
co
n
s
tr
ain
ed
b
u
d
g
ets.
T
o
o
u
r
k
n
o
wled
g
e
,
th
is
is
th
e
f
ir
s
t
attem
p
t
t
o
d
escr
i
b
e
th
e
liv
ed
e
x
p
er
ien
c
es
o
f
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
wh
o
p
er
s
is
t
in
a
co
n
f
lict
-
a
f
f
ec
ted
Ph
ilip
p
in
e
s
ettin
g
,
p
o
s
itio
n
in
g
th
e
s
tu
d
y
as
a
b
aselin
e
f
o
r
p
o
licy
d
e
s
ig
n
an
d
ev
alu
atio
n
.
W
h
ile
co
n
tex
t
-
b
o
u
n
d
,
t
h
e
u
n
d
er
ly
in
g
m
ec
h
a
n
is
m
s
o
f
p
u
r
p
o
s
e,
em
b
e
d
d
ed
n
ess
,
an
d
id
en
tity
lik
ely
r
eso
n
ate
ac
r
o
s
s
o
th
er
f
r
ag
ile
e
n
v
ir
o
n
m
en
ts
;
f
u
tu
r
e
wo
r
k
s
h
o
u
ld
test
ex
ter
n
al
v
alid
ity
th
r
o
u
g
h
m
u
l
ti
-
s
ite
co
m
p
ar
ativ
e
s
tu
d
ies
an
d
estab
lis
h
ca
u
s
al
i
m
p
ac
ts
v
ia
lo
n
g
itu
d
i
n
al
an
d
q
u
asi
-
ex
p
er
im
e
n
tal
ev
alu
atio
n
s
o
f
th
e
p
r
o
p
o
s
e
d
s
u
p
p
o
r
ts
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
t
h
is
r
esear
ch
d
id
n
o
t
r
ec
eiv
e
an
y
s
p
ec
if
ic
g
r
an
t
f
r
o
m
f
u
n
d
i
n
g
a
g
en
cies
in
th
e
p
u
b
lic,
co
m
m
e
r
cial,
o
r
n
o
t
-
f
o
r
-
p
r
o
f
it
s
ec
to
r
s
.
All
ex
p
en
s
es
in
cu
r
r
ed
in
th
e
co
n
d
u
ct
o
f
th
is
s
tu
d
y
wer
e
p
er
s
o
n
ally
s
h
o
u
ld
er
ed
b
y
t
h
e
r
esear
ch
er
s
,
an
d
n
o
ex
ter
n
al
f
in
an
cial
s
u
p
p
o
r
t w
as o
b
tain
ed
.
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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2
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Ap
r
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20
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1
1638
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
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th
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C
o
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r
ib
u
to
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les
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a
x
o
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o
m
y
(
C
R
ed
iT)
to
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ec
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g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
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Vi
Su
P
Fu
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o
s
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Dav
e
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Pre
g
o
n
er
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
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✓
Ma
r
k
M.
Alip
io
✓
✓
✓
✓
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✓
✓
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✓
Gr
ac
e
Me
r
o
f
lo
r
A.
L
an
tajo
✓
✓
✓
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v
y
J
o
y
D.
Gan
an
cial
✓
✓
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✓
✓
✓
Flo
r
d
elis
A.
Sed
o
✓
✓
✓
✓
✓
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✓
✓
✓
Ma
r
ia
R
izalie
S.
L
in
d
o
✓
✓
✓
✓
✓
✓
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Mild
r
ed
P.
Galv
ez
✓
✓
✓
✓
✓
✓
✓
L
ilib
eth
R
.
L
o
za
d
a
✓
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ea
n
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e
D.
L
eo
p
ar
d
as
✓
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C
:
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NF
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s
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m
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n
s
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t
was
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b
tain
e
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f
r
o
m
all
p
ar
ticip
a
n
ts
p
r
io
r
to
t
h
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in
clu
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th
is
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tu
d
y
.
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ticip
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s
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n
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n
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en
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r
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f
th
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co
n
f
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ality
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d
an
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y
m
ity
o
f
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in
f
o
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m
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th
ey
p
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v
id
ed
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CAL AP
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h
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y
p
r
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to
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t
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lleg
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titu
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E
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R
ev
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o
m
m
ittee.
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ea
s
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e
was
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to
p
r
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tect
p
ar
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a
n
t
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ig
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ts
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d
welf
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n
f
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co
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s
ec
u
r
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f
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all
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licitly
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s
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th
e
v
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o
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n
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ig
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t
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with
d
r
aw
at
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o
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with
o
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t
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eju
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ice.
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s
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r
e
co
n
f
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tiality
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d
an
o
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ity
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tifie
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esear
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m
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b
y
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m
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All
d
ig
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ata,
in
clu
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d
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d
tr
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s
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e
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y
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ted
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d
s
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r
e
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s
ib
le
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ly
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p
r
in
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r
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DATA AV
AI
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AB
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L
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T
h
e
q
u
alitativ
e
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ata
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in
ter
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s
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d
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ef
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J
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