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Th
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s
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t
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th
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se
o
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th
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s
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n
e
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ti
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h
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n
c
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g
st
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d
e
n
ts’
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lso
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n
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th
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t
t
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m
o
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in
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re
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se
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stu
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ts’
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n
d
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b
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tes
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o
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d
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e
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ti
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o
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n
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a
n
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e
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re
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y
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o
n
tri
b
u
ti
n
g
to
th
e
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ro
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a
l
re
a
d
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e
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o
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fu
t
u
re
p
rima
ry
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h
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o
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h
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[
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4
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ich
d
ela
y
s
th
e
d
ev
elo
p
m
en
t
o
f
p
ed
a
g
o
g
ical
c
o
m
p
eten
ce
(
PC
)
[
1
1
]
.
R
esear
ch
an
d
p
r
ac
tice
b
o
th
co
n
f
ir
m
th
at
t
h
e
is
s
u
e
o
f
e
n
h
an
cin
g
t
h
e
PC
o
f
p
r
e
-
s
er
v
ice
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
(
PP
STs)
r
em
ain
s
u
r
g
e
n
t
an
d
in
s
u
f
f
icien
tly
a
d
d
r
ess
ed
[
1
2
]
.
T
h
er
e
is
s
till
a
n
ee
d
f
o
r
m
o
r
e
in
-
d
ep
th
s
tu
d
y
o
f
th
e
as
p
ec
ts
o
f
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
d
ev
elo
p
ed
s
p
e
cif
ically
th
r
o
u
g
h
h
ig
h
e
r
e
d
u
ca
tio
n
i
n
th
e
f
ield
o
f
p
r
im
ar
y
ed
u
ca
tio
n
.
T
h
e
in
teg
r
atio
n
o
f
s
u
b
ject
k
n
o
wled
g
e
an
d
p
r
ac
tical
s
k
ills
co
n
tin
u
es
to
r
ec
ei
v
e
in
ad
e
q
u
ate
atten
tio
n
in
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
teac
h
er
s
[
1
3
]
.
RS
-
in
tellectu
al,
p
er
s
o
n
al,
co
m
m
u
n
icativ
e,
an
d
c
o
o
p
e
r
ativ
e
-
ca
n
b
e
u
s
ed
t
o
m
an
ag
e
p
r
o
f
ess
io
n
al
ac
tiv
ities
an
d
cr
ea
te
c
o
n
d
itio
n
s
f
o
r
s
elf
-
ed
u
ca
tio
n
[
1
4
]
.
T
h
e
s
tr
u
ctu
r
e
o
f
r
ef
lectio
n
an
d
th
e
d
y
n
am
ics
o
f
its
d
e
v
elo
p
m
en
t
ar
e
o
f
g
r
ea
t
in
te
r
est,
b
o
th
th
eo
r
etica
lly
an
d
p
r
ac
tically
,
b
ec
au
s
e
th
ey
allo
w
u
s
to
g
ai
n
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
t
h
e
m
ec
h
a
n
is
m
s
th
at
g
o
v
er
n
p
e
r
s
o
n
ality
d
ev
elo
p
m
en
t.
R
ef
lectiv
e
m
ec
h
a
n
is
m
s
ar
e
at
th
e
h
ea
r
t
o
f
a
h
ig
h
lev
el
o
f
s
elf
-
awa
r
en
ess
,
a
willin
g
n
ess
to
an
aly
ze
an
d
ev
alu
ate
o
n
e
’
s
o
w
n
ac
tiv
ities
,
an
d
th
e
id
en
tific
atio
n
an
d
im
p
lem
en
tatio
n
o
f
p
er
s
o
n
al
d
ev
elo
p
m
en
t
p
ath
s
.
A
teac
h
er
’
s
a
b
ilit
y
to
en
g
ag
e
in
s
elf
-
k
n
o
wled
g
e
an
d
s
elf
-
an
a
ly
s
is
as
a
s
u
b
ject
o
f
p
ed
ag
o
g
ical
ac
tiv
ity
is
d
ep
en
d
en
t
o
n
th
eir
R
S.
As
a
r
esu
lt,
d
ev
elo
p
in
g
R
S
s
h
o
u
ld
b
e
a
p
r
im
ar
y
g
o
al
o
f
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
d
e
v
e
lo
p
m
en
t,
p
a
r
ticu
lar
ly
d
u
r
in
g
th
e
in
itial
s
tag
es
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
[
1
5
]
.
Z
am
ir
i
an
d
E
s
m
ae
ili
[
1
6
]
b
eli
ev
e
in
u
s
in
g
ass
ig
n
m
en
ts
th
at
s
im
u
late
p
r
o
f
ess
io
n
al
ac
tiv
ities
,
o
r
g
a
n
izin
g
g
r
o
u
p
r
ef
lectio
n
o
n
s
tu
d
en
ts
’
o
wn
t
ea
ch
in
g
ac
tiv
ities
,
an
d
h
o
ld
in
g
tr
ain
in
g
s
ess
io
n
s
to
im
p
r
o
v
e
s
o
cial
p
er
ce
p
tio
n
,
in
ter
p
er
s
o
n
al
s
k
ills
,
an
d
v
er
b
al
co
m
m
u
n
icatio
n
.
Ak
m
am
et
a
l.
[
1
7
]
r
ec
o
m
m
e
n
d
p
r
o
b
lem
-
s
o
lv
in
g
with
co
n
f
lict
-
b
ased
c
o
n
ten
t,
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
o
r
g
an
izatio
n
a
l
ac
tiv
ity
,
an
d
lea
r
n
in
g
g
a
m
es
to
en
co
u
r
ag
e
r
ef
lectio
n
.
Desp
ite
th
e
wid
e
s
co
p
e
an
d
v
ar
iety
o
f
m
o
d
er
n
r
esear
ch
o
n
r
ef
lectio
n
,
th
e
d
ev
elo
p
m
en
t
o
f
R
S
am
o
n
g
s
tu
d
en
ts
in
C
en
tr
al
Asi
an
co
u
n
tr
ies,
p
ar
ticu
lar
ly
K
az
ak
h
s
tan
,
r
em
ain
s
u
n
d
er
ex
p
lo
r
ed
.
T
h
e
g
r
o
win
g
in
ter
est
in
r
ef
lectio
n
a
n
d
th
e
d
ev
elo
p
m
en
t
o
f
R
S
am
o
n
g
f
u
tu
r
e
teac
h
er
s
is
lin
k
ed
to
r
ec
en
t
s
h
if
ts
in
Kaz
ak
h
s
tan
’
s
ed
u
ca
tio
n
al
p
a
r
ad
ig
m
.
R
ef
lectiv
e
th
in
k
in
g
is
r
ec
o
g
n
ized
as
an
ef
f
ec
tiv
e
m
e
th
o
d
f
o
r
an
aly
zin
g
ev
er
y
d
a
y
p
r
ac
tice,
i
n
tr
o
d
u
cin
g
s
tu
d
en
ts
to
k
ey
p
r
o
f
ess
io
n
al
c
o
m
p
eten
cies,
an
d
f
o
s
ter
in
g
life
lo
n
g
lear
n
i
n
g
.
Ho
wev
er
,
a
p
ar
ad
o
x
ex
is
ts
in
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
s
y
s
tem
:
alth
o
u
g
h
R
S
ar
e
ac
k
n
o
wled
g
ed
as
ess
en
tial
f
o
r
teac
h
in
g
,
in
s
u
f
f
icien
t
atten
tio
n
is
g
i
v
en
to
t
h
eir
d
e
v
elo
p
m
e
n
t.
T
h
e
lack
o
f
r
esear
ch
o
n
R
S
d
ev
elo
p
m
e
n
t
cr
ea
tes
co
n
tr
ad
ic
tio
n
s
b
etwe
en
th
e
p
er
s
o
n
al
p
a
r
ad
ig
m
s
o
f
teac
h
er
p
r
o
f
ess
io
n
al
th
in
k
in
g
,
s
h
ap
ed
in
r
ea
l
p
r
ac
tice,
an
d
th
e
c
u
r
r
en
t
teac
h
er
tr
ain
in
g
m
o
d
el,
wh
ich
r
em
ain
s
p
r
im
ar
ily
f
o
c
u
s
ed
o
n
a
s
u
b
ject
-
k
n
o
wled
g
e
a
p
p
r
o
ac
h
.
T
h
is
s
tu
d
y
f
o
c
u
s
es
o
n
th
e
im
p
ac
t
o
f
t
h
e
co
n
ce
p
t
u
al
m
o
d
el
(
C
M)
o
n
s
tu
d
en
ts
’
R
S,
with
a
p
ar
ticu
lar
em
p
h
asis
o
n
PP
STs.
T
h
is
s
tu
d
y
is
n
o
v
el
in
th
at
it p
r
o
p
o
s
es a
n
d
em
p
ir
ically
v
a
lid
ates a
CM
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
R
S
am
o
n
g
PP
STs
with
in
th
e
co
n
tex
t
o
f
Kaz
ak
h
s
tan
’
s
h
ig
h
er
e
d
u
ca
tio
n
s
y
s
tem
,
a
s
ettin
g
th
at
h
as
r
em
ain
ed
lar
g
ely
u
n
e
x
p
l
o
r
ed
in
p
r
e
v
io
u
s
r
esear
ch
.
T
h
e
s
tu
d
y
also
p
r
o
v
id
es
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
to
f
o
s
ter
in
g
R
S th
r
o
u
g
h
tar
g
ete
d
p
ed
ag
o
g
ical
co
n
d
itio
n
s
an
d
in
s
tr
u
ctio
n
al
m
eth
o
d
s
.
Desp
ite
in
ten
s
iv
e
d
ev
elo
p
m
en
ts
in
Kaz
ak
h
s
tan
’
s
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
[
1
8
]
,
s
ev
er
al
s
h
o
r
tco
m
in
g
s
r
em
ain
,
in
clu
d
in
g
lim
ited
tech
n
o
lo
g
ical
s
u
p
p
o
r
t
an
d
a
h
ig
h
ly
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
to
th
e
ed
u
ca
tio
n
al
p
r
o
c
ess
[
1
9
]
–
[
2
2
]
.
Alth
o
u
g
h
r
ef
lectio
n
is
r
ec
o
g
n
ized
as
im
p
o
r
ta
n
t,
teac
h
er
tr
ai
n
in
g
o
f
ten
p
r
o
v
id
es
in
s
u
f
f
icien
t
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
e
n
g
ag
e
i
n
s
elf
-
k
n
o
wled
g
e
an
d
s
elf
-
d
eter
m
in
atio
n
.
C
o
n
s
eq
u
e
n
tly
,
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
f
r
eq
u
e
n
tly
en
co
u
n
te
r
d
if
f
icu
lties
with
r
ef
lectiv
e
p
r
ac
tice
[
2
3
]
–
[
2
5
]
.
A
r
e
v
iew
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
r
ev
ea
led
a
lack
o
f
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
es
to
d
ev
e
lo
p
in
g
s
tu
d
en
ts
’
R
S.
T
h
ese
s
h
o
r
tco
m
in
g
s
r
ef
lect
a
b
r
o
ad
e
r
co
n
tr
a
d
ictio
n
b
etwe
en
s
o
ciety
’
s
n
ee
d
f
o
r
in
d
i
v
id
u
als
ca
p
ab
le
o
f
s
elf
-
k
n
o
wled
g
e
,
s
elf
-
d
ev
elo
p
m
en
t,
an
d
s
elf
-
r
ea
lizatio
n
a
n
d
th
e
in
s
u
f
f
icien
t
r
ea
d
in
ess
o
f
u
n
i
v
er
s
ity
g
r
ad
u
ates
to
en
g
a
g
e
in
th
ese
p
r
o
ce
s
s
es.
I
n
p
ar
ticu
lar
,
th
e
p
o
ten
tial
f
o
r
r
ef
lectiv
e
tr
ain
in
g
o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
r
e
m
ain
s
u
n
d
er
r
ea
lized
.
Ad
d
r
ess
in
g
th
ese
co
n
tr
ad
ictio
n
s
m
ay
r
eq
u
ir
e
a
r
ea
s
s
ess
m
en
t
o
f
th
e
ap
p
r
o
ac
h
es
u
s
ed
to
f
o
s
ter
R
S
in
PP
STs.
Ho
wev
er
,
Kaz
ak
h
s
tan
i
r
esear
ch
er
s
h
av
e
n
o
t
ex
am
in
e
d
th
i
s
is
s
u
e
in
ter
m
s
o
f
eith
er
c
o
n
ten
t
o
r
teac
h
i
n
g
m
eth
o
d
s
[
2
6
]
–
[
2
8
]
.
T
h
is
s
tu
d
y
aim
s
to
f
ill
th
is
s
cien
tific
k
n
o
wled
g
e
g
ap
.
Sp
ec
if
ically
,
it
in
v
esti
g
ates
th
e
im
p
ac
t
o
f
th
e
C
M
o
n
f
o
s
ter
in
g
s
tu
d
en
ts
’
R
S.
T
h
e
g
u
id
in
g
r
esear
ch
q
u
esti
o
n
is
:
h
o
w
d
o
es
a
C
M
in
f
lu
en
ce
th
e
d
ev
elo
p
m
e
n
t o
f
R
S a
m
o
n
g
PP
STs?
T
h
e
m
o
s
t
s
ig
n
if
ica
n
t
is
s
u
es
with
p
r
o
f
ess
io
n
al
tr
ain
in
g
in
Kaz
ak
h
s
tan
ar
e
t
h
e
lim
ited
u
s
e
o
f
r
ef
lectiv
e
tech
n
o
lo
g
ies
i
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
a
lack
o
f
d
iag
n
o
s
tic
to
o
ls
f
o
r
ass
ess
in
g
f
u
tu
r
e
teac
h
er
s
’
r
ef
lex
iv
ity
.
T
h
e
m
ain
d
if
f
icu
l
ties
ar
e
r
elate
d
to
th
e
f
ac
t
th
at
r
ef
lectio
n
r
e
m
ain
s
a
f
o
r
m
a
l
co
m
p
o
n
en
t
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
with
o
u
t
r
ea
ch
in
g
a
d
ee
p
lev
el
o
f
a
war
en
ess
am
o
n
g
s
tu
d
e
n
ts
.
Fo
r
th
e
f
i
r
s
t
tim
e
in
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
E
xp
lo
r
in
g
th
e
imp
a
ct
o
f a
c
o
n
ce
p
tu
a
l m
o
d
el
o
n
s
tu
d
e
n
ts
'
r
eflec
tive
s
kills
d
ev
elo
p
men
t:
…
(
V
en
era
Mu
s
s
in
a
)
1367
Kaz
ak
h
s
tan
i
p
r
ac
tice,
a
C
M
f
o
r
d
ev
elo
p
i
n
g
R
S
in
PP
STs
h
as
b
ee
n
cr
ea
ted
,
th
eo
r
etica
lly
s
u
p
p
o
r
ted
,
a
n
d
test
ed
.
T
h
is
s
tu
d
y
is
s
ig
n
if
ican
t
b
ec
au
s
e
it
co
n
tr
ib
u
tes
to
u
n
d
er
s
tan
d
in
g
h
o
w
a
C
M
d
ev
e
lo
p
s
s
tu
d
en
ts
’
RS
,
as
well
a
s
h
o
w
in
n
o
v
ativ
e
f
o
r
m
s
an
d
m
eth
o
d
s
o
f
teac
h
i
n
g
co
n
tr
ib
u
te
to
th
e
d
ev
el
o
p
m
en
t
o
f
s
k
ills
f
o
r
ass
es
s
in
g
an
d
s
elf
-
ass
ess
in
g
f
u
tu
r
e
teac
h
er
s
’
r
ea
d
in
ess
f
o
r
p
r
o
f
ess
io
n
al
wo
r
k
,
as
well
as
in
cr
ea
s
in
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
u
n
i
v
er
s
ity
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
f
i
n
d
in
g
s
m
a
y
b
e
u
s
ef
u
l
f
o
r
teac
h
er
s
an
d
cu
r
r
icu
lu
m
an
d
m
eth
o
d
o
lo
g
ical
m
ater
ial
d
ev
elo
p
er
s
wh
en
cr
ea
tin
g
s
tr
a
teg
ies
f
o
r
d
ev
el
o
p
in
g
s
tu
d
en
ts
’
R
S,
as
well
as
f
o
r
ad
d
r
ess
in
g
o
n
e
o
f
th
e
s
tate
’
s
to
p
p
r
i
o
r
ities
: e
n
s
u
r
in
g
a
h
ig
h
l
ev
el
o
f
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
am
o
n
g
PP
STs.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
e
co
n
ce
p
t
o
f
r
e
f
lectio
n
is
d
i
s
tin
g
u
is
h
ed
b
y
its
am
b
ig
u
o
u
s
co
n
ce
p
tu
al
s
tatu
s
an
d
p
o
s
itio
n
with
in
th
e
co
n
ce
p
tu
al
s
y
s
tem
[
2
9
]
.
T
h
is
am
b
ig
u
ity
is
d
u
e
to
th
e
v
a
r
iety
o
f
ap
p
r
o
ac
h
es
t
o
th
e
s
tu
d
y
o
f
r
ef
lectio
n
.
R
esear
ch
er
s
b
eliev
e
th
at
r
ef
lectio
n
s
er
v
es
as
an
ex
p
lan
ato
r
y
p
r
in
cip
le
f
o
r
t
h
e
d
ev
elo
p
m
en
t
o
f
s
elf
-
awa
r
en
ess
an
d
th
e
p
s
y
ch
e
as
a
wh
o
le
[
3
0
]
.
At
th
e
s
am
e
tim
e,
r
ef
lectio
n
en
ab
les
in
d
iv
id
u
als
to
s
elf
-
an
aly
ze
,
co
m
p
r
e
h
en
d
,
an
d
r
eth
i
n
k
th
ei
r
s
o
cial
r
elati
o
n
s
h
ip
s
with
th
e
o
u
ts
id
e
wo
r
ld
an
d
is
c
o
n
s
id
er
ed
an
ess
en
tial
co
m
p
o
n
en
t
o
f
d
ev
elo
p
e
d
in
tellig
en
ce
[
3
1
]
.
E
x
ter
n
al
r
ef
lectio
n
is
co
n
ce
r
n
ed
with
th
e
ex
ter
n
al
wo
r
ld
,
wh
ic
h
in
clu
d
es
ac
tio
n
s
,
ac
tiv
ities
,
an
d
d
ee
d
s
.
A
h
ig
h
e
r
lev
el
o
f
ex
ter
n
al
r
ef
lectio
n
h
e
lp
s
ex
p
lain
wh
y
a
s
u
b
ject
b
eh
av
es
in
a
p
ar
ticu
lar
way
[
3
2
]
.
R
esear
ch
er
s
em
p
h
asize
th
e
d
is
tin
ctio
n
b
etwe
en
r
ef
lectio
n
a
n
d
r
e
f
lex
iv
ity
[
3
3
]
.
Acc
o
r
d
in
g
to
Kim
b
er
ley
[
3
4
]
,
r
ef
lex
iv
ity
is
a
p
er
s
o
n
ality
tr
ait
th
at
c
h
ar
a
cter
izes
r
ef
lectio
n
as
a
p
r
o
ce
s
s
.
R
ef
lex
iv
ity
h
as
v
ar
y
in
g
d
e
g
r
ee
s
o
f
ex
p
r
ess
io
n
an
d
is
d
e
f
in
ed
b
y
th
e
s
elf
-
d
ir
ec
ted
n
at
u
r
e
o
f
co
g
n
itiv
e
p
r
o
ce
s
s
es
m
an
if
ested
th
r
o
u
g
h
ac
tio
n
s
,
d
ee
d
s
,
a
n
d
r
e
f
lectio
n
[
3
5
]
.
T
h
is
o
r
ien
tatio
n
ca
n
b
e
ass
ess
ed
b
y
e
x
am
in
in
g
th
e
cr
iter
ia
f
o
r
th
e
co
r
r
ec
tn
ess
o
f
ac
tio
n
s
an
d
d
ee
d
s
,
as
well
as
in
d
icato
r
s
o
f
co
g
n
itiv
e
ab
ilit
y
d
ev
elo
p
m
en
t
(
in
tellig
en
ce
)
an
d
s
elf
-
ass
es
s
m
en
t.
R
ef
lectio
n
an
d
r
ef
lex
iv
ity
ar
e
ac
h
iev
e
d
th
r
o
u
g
h
th
e
d
ev
elo
p
m
en
t
o
f
R
S
[
3
6
]
.
R
S
ar
e
clo
s
ely
lin
k
ed
to
th
o
u
g
h
t
p
r
o
ce
s
s
es
(
an
aly
s
is
an
d
s
y
n
th
esis
)
an
d
o
th
er
co
g
n
itiv
e
p
r
o
ce
s
s
es
[
3
7
]
.
Pro
f
ess
io
n
al
k
n
o
wled
g
e
an
d
s
k
ills
,
in
clu
d
in
g
th
o
s
e
r
elate
d
to
r
ef
lectio
n
,
ar
e
in
tr
in
s
ically
v
alu
ab
le
.
T
h
e
y
b
ec
o
m
e
p
er
s
o
n
al
ass
ets o
n
ly
wh
en
th
ey
ar
e
i
n
d
e
p
en
d
en
tly
p
er
ce
iv
e
d
an
d
d
ev
el
o
p
ed
,
d
r
iv
en
b
y
i
n
tr
in
s
ic
m
o
ti
v
atio
n
.
Ko
r
th
ag
en
’
s
co
r
e
r
ef
lectio
n
m
o
d
el
is
p
a
r
ticu
lar
ly
r
elev
an
t
to
th
e
c
u
r
r
en
t
s
tu
d
y
b
ec
au
s
e
it
h
ig
h
lig
h
ts
th
e
co
n
n
ec
tio
n
b
etwe
en
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
b
eh
a
v
io
r
al
co
m
p
o
n
en
ts
-
p
r
ec
is
ely
th
e
s
tr
u
ctu
r
e
th
at
u
n
d
er
p
in
s
th
e
p
r
o
p
o
s
ed
C
M
f
o
r
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
R
S
[
1
3
]
,
[
3
8
]
.
W
h
ile
Ko
r
th
a
g
en
’
s
c
o
r
e
r
ef
lectio
n
m
o
d
e
l
p
r
o
v
id
es
a
g
e
n
er
al
f
r
am
ewo
r
k
f
o
r
in
teg
r
atin
g
th
ese
d
im
en
s
io
n
s
o
f
r
ef
lectio
n
,
th
e
CM
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
ex
ten
d
s
an
d
ad
ap
ts
th
is
ap
p
r
o
ac
h
in
s
ev
er
al
im
p
o
r
tan
t
w
ay
s
.
First,
th
e
m
o
d
el
is
s
p
ec
if
ically
tailo
r
ed
to
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
PP
STs
an
d
to
th
e
co
n
te
x
tu
a
l
co
n
d
itio
n
s
o
f
Kaz
ak
h
s
tan
’
s
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
.
Seco
n
d
,
it
o
p
er
atio
n
alize
s
r
ef
lectio
n
th
r
o
u
g
h
a
s
tr
u
ctu
r
ed
s
et
o
f
R
S
em
b
ed
d
e
d
with
in
co
g
n
itiv
e,
v
alu
e
-
m
o
tiv
atio
n
al,
an
d
ac
tiv
it
y
-
b
ased
co
m
p
o
n
en
ts
,
r
ath
e
r
th
an
f
o
c
u
s
in
g
p
r
im
ar
ily
o
n
r
e
f
le
ctio
n
as
an
in
te
r
n
al
p
r
o
ce
s
s
.
Fin
ally
,
th
e
p
r
o
p
o
s
ed
m
o
d
el
em
p
h
asizes
th
e
cy
clica
l
in
ter
ac
tio
n
b
etwe
en
awa
r
e
n
e
s
s
,
ac
tio
n
,
an
d
n
ew
u
n
d
er
s
tan
d
i
n
g
as
a
p
e
d
ag
o
g
i
ca
lly
g
u
id
ed
p
r
o
ce
s
s
s
u
p
p
o
r
t
ed
b
y
ta
r
g
eted
i
n
s
tr
u
ctio
n
al
co
n
d
itio
n
s
,
wh
ich
d
is
tin
g
u
is
h
es
it
f
r
o
m
m
o
r
e
g
e
n
er
alize
d
r
ef
lectiv
e
lear
n
in
g
m
o
d
els.
T
h
e
s
tr
u
ctu
r
e
o
f
th
e
m
o
d
el
is
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Stru
ctu
r
e
o
f
th
e
C
M
f
o
r
d
e
v
elo
p
in
g
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
3
6
5
-
1
3
7
5
1368
T
h
e
CM
is
b
ased
o
n
th
e
in
teg
r
atio
n
o
f
co
n
s
tr
u
ctiv
is
t,
m
etac
o
g
n
itiv
e,
a
n
d
ac
tiv
it
y
-
b
ased
a
p
p
r
o
ac
h
es,
tak
in
g
in
to
ac
co
u
n
t
th
e
s
p
ec
if
i
c
ch
ar
ac
ter
is
tics
o
f
Kaz
ak
h
s
tan
’
s
ed
u
ca
tio
n
al
s
y
s
tem
.
I
t
is
s
t
r
u
ctu
r
ed
in
t
o
th
r
ee
in
ter
r
elate
d
co
m
p
o
n
e
n
ts
:
co
g
n
itiv
e,
v
alu
e
-
m
o
tiv
atio
n
al,
an
d
ac
tiv
ity
-
b
ased
.
T
h
e
co
g
n
itiv
e
co
m
p
o
n
en
t
s
er
v
es
as
th
e
s
tar
tin
g
p
o
in
t
o
f
t
h
e
r
e
f
lectiv
e
cy
cle,
wh
er
e
co
n
s
cio
u
s
u
n
d
er
s
tan
d
in
g
o
f
ex
p
er
ien
ce
an
d
th
e
n
ee
d
f
o
r
s
elf
-
ass
es
s
m
en
t
em
er
g
e.
I
t
r
ef
lects
s
tu
d
en
ts
’
ab
ilit
y
to
co
m
p
r
eh
en
d
th
e
c
o
n
ten
t,
g
o
als,
an
d
o
u
tco
m
es
o
f
th
eir
o
wn
p
ed
a
g
o
g
ical
ac
tiv
ity
;
to
i
d
en
tify
ca
u
s
e
-
a
n
d
-
ef
f
ec
t
r
elatio
n
s
h
ip
s
b
etwe
en
ac
tio
n
s
an
d
th
eir
co
n
s
eq
u
e
n
ce
s
;
an
d
to
u
s
e
r
ef
lectio
n
as
a
m
an
ag
em
en
t
to
o
l
b
y
co
m
p
ar
in
g
ac
tu
al
r
esu
lts
with
p
r
ed
icted
o
u
tc
o
m
es.
T
h
e
v
alu
e
-
m
o
tiv
atio
n
al
co
m
p
o
n
en
t
r
ev
ea
ls
th
e
ess
en
ce
o
f
th
e
f
u
tu
r
e
teac
h
er
’
s
d
ev
e
lo
p
in
g
p
r
o
f
ess
io
n
al
o
r
ien
tatio
n
,
ex
p
r
ess
ed
th
r
o
u
g
h
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
a
ttit
u
d
es
to
war
d
p
r
o
f
ess
io
n
al
ac
tiv
ity
an
d
s
elf
-
u
n
d
er
s
tan
d
i
n
g
.
T
h
is
co
m
p
o
n
e
n
t
co
n
n
ec
ts
th
e
co
g
n
itiv
e
an
d
ac
tiv
ity
-
b
ased
lev
els,
f
ac
ilit
a
tin
g
th
e
tr
an
s
itio
n
f
r
o
m
awa
r
en
ess
to
p
u
r
p
o
s
ef
u
l
ac
tio
n
.
T
h
e
ac
tiv
ity
-
b
ased
co
m
p
o
n
en
t
in
teg
r
ates
r
ef
lectio
n
with
ac
tio
n
,
co
n
tr
ib
u
tin
g
to
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
c
o
m
p
eten
cies
an
d
e
n
co
u
r
ag
in
g
th
e
d
ev
el
o
p
m
en
t
o
f
a
r
ef
lectiv
e
cu
ltu
r
e.
T
h
is
r
ef
lectiv
e
cy
c
le,
in
wh
ich
ea
ch
co
m
p
o
n
en
t
p
er
f
o
r
m
s
an
in
d
ep
e
n
d
e
n
t
f
u
n
ctio
n
wh
ile
s
im
u
ltan
eo
u
s
ly
r
ein
f
o
r
cin
g
t
h
e
o
th
er
s
,
f
o
s
ter
s
th
e
lo
n
g
-
ter
m
d
ev
elo
p
m
en
t
o
f
R
S.
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
e
m
o
d
el
’
s
im
p
ac
t
o
n
s
tu
d
e
n
ts
’
RS
was
a
s
s
e
s
s
ed
u
s
in
g
a
q
u
asi
-
ex
p
er
im
e
n
tal
q
u
an
titati
v
e
d
esig
n
with
co
n
tr
o
l
an
d
ex
p
e
r
im
en
t
al
g
r
o
u
p
s
(
E
G
)
[
3
9
]
.
T
h
e
p
r
i
m
ar
y
h
y
p
o
th
esis
is
th
at
th
e
co
n
ce
p
tu
al
lear
n
in
g
m
o
d
el
in
th
e
EG
h
elp
s
in
cr
ea
s
e
RS
co
m
p
ar
ed
to
tr
ad
itio
n
a
l
m
eth
o
d
s
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
C
G)
.
T
h
e
s
tu
d
y
last
ed
o
n
e
ac
ad
em
ic
s
em
este
r
an
d
i
n
clu
d
ed
th
r
ee
p
h
ases
:
d
iag
n
o
s
tic
(
p
r
etest),
in
ter
v
e
n
tio
n
,
an
d
co
n
tr
o
l
(
p
o
s
ttes
t)
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
r
esear
ch
er
s
co
n
tacte
d
E
.
B
u
k
eto
v
Kar
ag
an
d
a
Natio
n
al
R
esear
ch
Un
iv
er
s
ity
in
K
ar
ag
an
d
a,
Kaz
ak
h
s
tan
,
f
o
r
p
er
m
is
s
io
n
to
co
n
d
u
ct
th
e
s
tu
d
y
.
Fo
l
lo
win
g
a
p
o
s
itiv
e
d
ec
is
io
n
b
y
th
e
u
n
iv
er
s
ity
ad
m
in
is
tr
atio
n
,
in
v
itatio
n
lette
r
s
wer
e
s
en
t
to
s
tu
d
e
n
ts
wh
o
m
et
th
e
f
o
ll
o
win
g
in
cl
u
s
io
n
c
r
iter
ia
:
i)
u
n
i
v
er
s
ity
en
r
o
llm
en
t;
ii)
willin
g
n
ess
t
o
p
r
o
v
id
e
in
f
o
r
m
e
d
c
o
n
s
en
t
to
p
ar
ticip
ate
i
n
t
h
e
s
tu
d
y
;
an
d
iii)
v
o
lu
n
tar
y
p
ar
ticip
atio
n
in
th
e
s
u
r
v
e
y
.
Gr
o
u
p
s
wer
e
r
an
d
o
m
ly
f
o
r
m
ed
f
r
o
m
s
tu
d
en
ts
in
ex
is
tin
g
s
tu
d
y
g
r
o
u
p
s
.
T
h
e
s
tu
d
y
in
v
o
lv
ed
1
2
0
t
h
ir
d
-
y
ea
r
s
tu
d
e
n
ts
en
r
o
lled
in
th
e
“
p
ed
ag
o
g
y
an
d
m
eth
o
d
o
lo
g
y
o
f
p
r
im
ar
y
e
d
u
ca
tio
n
”
p
r
o
g
r
am
.
T
h
is
s
tag
e
is
cr
u
cial
f
o
r
d
ev
elo
p
in
g
R
S
b
ec
au
s
e
s
tu
d
en
ts
h
av
e
alr
ea
d
y
ac
q
u
ir
ed
ce
r
tain
co
m
p
eten
cies
an
d
s
k
ills
th
r
o
u
g
h
th
eir
c
o
u
r
s
ewo
r
k
an
d
teac
h
in
g
in
ter
n
s
h
ip
s
.
T
h
e
1
2
0
p
ar
ticip
an
ts
wer
e
s
p
lit
in
to
two
g
r
o
u
p
s
:
C
G
(
n
=6
0
)
an
d
E
G
(
n
=
6
0
)
.
T
h
e
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
b
o
t
h
g
r
o
u
p
s
was
s
im
ilar
.
Par
ticip
an
ts
’
ag
es
r
an
g
ed
f
r
o
m
1
7
to
2
0
y
ea
r
s
,
with
th
e
m
ajo
r
ity
(
6
7
.
6
%)
f
allin
g
with
in
th
is
r
an
g
e.
T
h
e
o
v
e
r
all
s
am
p
le
co
n
s
is
ted
o
f
7
0
%
wo
m
e
n
a
n
d
3
0
%
m
en
.
T
h
is
r
ef
lects
th
e
ac
tu
al
g
en
d
er
d
is
tr
ib
u
tio
n
o
f
Kaz
ak
h
s
tan
’
s
p
ed
ag
o
g
ical
u
n
iv
e
r
s
ity
s
tu
d
en
t
b
o
d
y
.
W
o
m
en
ten
d
to
ch
o
o
s
e
teac
h
in
g
p
r
o
f
ess
io
n
s
,
esp
ec
i
ally
p
r
im
ar
y
s
ch
o
o
l
teac
h
in
g
.
Par
ticip
an
ts
wer
e
in
f
o
r
m
ed
a
b
o
u
t
th
e
s
tu
d
y
’
s
g
o
a
ls
an
d
o
b
jectiv
es,
as
well
as
th
e
f
ac
t
th
at
th
eir
p
ar
ticip
atio
n
is
co
n
f
i
d
en
tial a
n
d
v
o
lu
n
tar
y
.
T
ab
le
1
s
u
m
m
ar
i
ze
s
th
e
p
ar
ticip
an
ts
’
ch
ar
ac
ter
i
s
tics
.
T
ab
le
1
.
C
h
ar
ac
ter
is
tics
o
f
s
tu
d
y
p
ar
ticip
a
n
ts
I
n
d
i
c
a
t
o
r
EG
(
n
=
6
0
)
C
G
(
n
=
6
0
)
To
t
a
l
(
n
=
1
2
0
)
G
e
n
d
e
r
W
o
me
n
,
n
4
2
(
7
0
%)
4
2
(
7
0
%)
8
4
(
7
0
%)
M
e
n
,
n
1
8
(
3
0
%)
1
8
(
3
0
%)
3
6
(
3
0
%)
A
g
e
(
m
e
a
n
,
y
e
a
r
s)
2
0
.
3
2
0
.
5
2
0
.
4
Y
e
a
r
o
f
st
u
d
y
3
r
d
y
e
a
r
3
r
d
y
e
a
r
3
r
d
y
e
a
r
G
r
a
d
e
p
o
i
n
t
a
v
e
r
a
g
e
(GPA)
3
.
4
5
3
.
4
7
3
.
4
6
P
r
e
v
i
o
u
s t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
e
x
p
e
r
i
e
n
c
e
2
5
(
4
1
.
7
%)
2
7
(
4
5
%)
5
2
(
4
3
.
3
%)
3
.
3
.
P
r
o
ce
du
re
T
h
e
s
tu
d
y
was
co
n
d
u
cted
f
r
o
m
2
0
2
4
to
2
0
2
5
.
T
h
e
d
e
v
elo
p
ed
m
o
d
el
was
ap
p
r
o
v
e
d
b
y
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
at
B
u
k
eto
v
Kar
ag
an
d
a
Natio
n
al
R
esear
ch
Un
iv
er
s
ity
.
T
o
d
eter
m
in
e
th
e
in
itial
lev
el
o
f
R
S,
b
o
th
g
r
o
u
p
s
wer
e
g
i
v
e
n
a
p
r
etest.
T
h
e
E
G
to
o
k
p
a
r
t
in
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
C
M,
wh
ile
th
e
C
G
co
n
tin
u
ed
tr
ain
in
g
with
t
h
e
s
tan
d
ar
d
p
r
o
g
r
am
.
Fo
llo
win
g
th
e
tr
ain
in
g
,
a
p
o
s
t
-
test
was a
d
m
in
is
ter
ed
.
Fo
u
r
teac
h
er
s
with
at
least
5
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
ce
w
er
e
ch
o
s
en
to
im
p
lem
en
t
th
e
m
o
d
el.
T
h
e
teac
h
er
s
wer
e
in
f
o
r
m
e
d
th
at
th
e
s
tu
d
y
was
n
o
t
d
esig
n
ed
to
e
v
alu
ate
th
eir
p
r
o
f
ess
io
n
al
p
e
r
f
o
r
m
an
ce
,
b
u
t
r
ath
e
r
to
test
th
e
m
o
d
el
’
s
ef
f
ec
tiv
e
n
e
s
s
.
T
h
ey
v
o
lu
n
tee
r
ed
to
p
ar
tic
ip
ate
in
t
h
e
s
tu
d
y
.
T
h
e
teac
h
e
r
s
s
ig
n
ed
i
n
f
o
r
m
ed
co
n
s
en
t
as
p
ar
t
o
f
a
tr
ain
in
g
p
r
o
g
r
a
m
th
at
in
clu
d
ed
th
e
m
o
d
el
’
s
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
r
ef
lectiv
e
lear
n
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
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&
R
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2252
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8
8
2
2
E
xp
lo
r
in
g
th
e
imp
a
ct
o
f a
c
o
n
ce
p
tu
a
l m
o
d
el
o
n
s
tu
d
e
n
ts
'
r
eflec
tive
s
kills
d
ev
elo
p
men
t:
…
(
V
en
era
Mu
s
s
in
a
)
1369
m
eth
o
d
s
,
an
d
o
b
jectiv
e
o
b
s
er
v
atio
n
o
f
s
tu
d
en
t
d
e
v
elo
p
m
en
t.
T
h
e
two
-
wee
k
teac
h
e
r
tr
ain
in
g
in
cl
u
d
ed
a
d
is
cu
s
s
io
n
o
f
co
m
m
o
n
im
p
lem
en
tatio
n
ch
allen
g
es,
a
n
e
x
am
in
atio
n
o
f
p
e
d
ag
o
g
ical
ca
s
e
s
tu
d
ies,
an
d
th
e
cr
ea
tio
n
o
f
in
d
iv
id
u
al
less
o
n
p
lan
s
f
o
r
th
e
E
G.
B
y
th
e
e
n
d
o
f
th
e
t
r
ain
in
g
,
in
s
tr
u
ctio
n
al
p
ac
k
ag
es
h
a
d
b
ee
n
cr
ea
ted
with
d
etailed
in
s
tr
u
cti
o
n
s
f
o
r
ea
ch
less
o
n
,
o
b
s
er
v
ati
o
n
d
iar
y
tem
p
lates,
cr
iter
ia
f
o
r
ass
ess
in
g
s
tu
d
en
t
r
ef
lectio
n
,
an
d
s
u
g
g
esti
o
n
s
f
o
r
co
n
d
u
ctin
g
r
ef
lectiv
e
d
is
cu
s
s
io
n
s
an
d
p
r
o
v
i
d
in
g
f
ee
d
b
ac
k
.
T
h
e
in
ter
v
en
tio
n
co
n
s
is
ted
o
f
wee
k
ly
co
n
s
u
ltatio
n
s
an
d
less
o
n
d
eb
r
ief
i
n
g
s
with
th
e
r
esear
ch
er
;
co
n
tr
o
l
o
b
s
er
v
atio
n
s
wer
e
co
n
d
u
cte
d
twice
d
u
r
in
g
th
e
e
x
p
er
im
en
tal
p
e
r
io
d
;
i
n
ter
m
ed
iat
e
r
esu
lts
wer
e
d
is
cu
s
s
ed
;
an
d
teac
h
in
g
em
p
h
ases
wer
e
ad
ju
s
ted
ac
co
r
d
in
g
ly
.
Ob
s
er
v
atio
n
d
ata
a
n
d
teac
h
e
r
r
e
p
o
r
ts
wer
e
u
s
ed
o
n
ly
in
a
g
g
r
e
g
ate.
T
h
is
en
s
u
r
e
d
a
h
ig
h
lev
el
o
f
c
o
o
r
d
in
atio
n
b
etwe
en
teac
h
er
s
an
d
r
esear
c
h
er
s
,
r
ed
u
cin
g
th
e
in
f
lu
en
ce
o
f
s
u
b
jectiv
e
f
ac
to
r
s
wh
ile
in
cr
ea
s
in
g
th
e
ex
p
er
im
e
n
t
’
s
in
ter
n
al
v
alid
ity
.
3
.
4
.
I
nte
rv
ent
io
n
T
h
e
m
o
d
el
was
u
s
ed
in
t
h
e
co
r
e
co
u
r
s
es
o
f
th
e
p
s
y
ch
o
lo
g
y
an
d
p
ed
a
g
o
g
y
cy
cle,
wit
h
tar
g
eted
s
ess
io
n
s
b
ased
o
n
th
e
“
ex
p
er
i
en
ce
-
co
m
p
r
eh
en
s
io
n
-
r
ef
lectio
n
-
ac
tio
n
”
p
r
in
cip
le.
T
h
e
f
ir
s
t
s
tag
e
co
n
ce
n
tr
ated
o
n
d
ev
el
o
p
in
g
th
e
co
g
n
itiv
e
c
o
m
p
o
n
en
t,
as k
n
o
wled
g
e
s
elec
tio
n
was in
ten
tio
n
al,
tak
in
g
in
t
o
ac
co
u
n
t its
f
u
t
u
r
e
u
s
e
in
ed
u
ca
tio
n
al
ac
tiv
ities
.
Un
d
er
s
tan
d
in
g
th
e
v
alu
e
o
f
r
ef
lectio
n
an
d
its
f
u
n
ctio
n
s
in
p
r
o
f
ess
io
n
al
wo
r
k
ca
m
e
f
r
o
m
s
tu
d
y
in
g
th
e
r
ec
o
m
m
en
d
ed
liter
atu
r
e
a
n
d
m
ater
ials
p
r
esen
ted
in
th
e
lectu
r
e
c
o
u
r
s
e.
Ma
ter
ial
was
ch
o
s
en
eith
er
th
r
o
u
g
h
f
r
ee
s
ea
r
ch
in
g
o
r
,
if
alg
o
r
ith
m
ically
g
u
id
ed
b
y
th
e
in
s
tr
u
cto
r
,
b
y
co
m
p
ilin
g
a
g
lo
s
s
ar
y
o
n
th
e
to
p
ic
a
n
d
c
r
ea
tin
g
a
c
o
n
ce
p
tu
al
m
ap
.
T
h
e
s
ec
o
n
d
s
tag
e
em
p
h
asized
s
tu
d
en
ts
’
ab
ilit
y
to
u
n
d
er
s
tan
d
th
em
s
elv
es,
em
p
ath
ize
with
o
th
er
s
,
an
d
ac
ce
p
t
f
ee
d
b
ac
k
.
T
h
is
was
ac
co
m
p
lis
h
ed
th
r
o
u
g
h
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
to
u
r
n
am
e
n
ts
,
q
u
izze
s
,
ed
u
ca
tio
n
al
g
am
es,
an
d
o
t
h
er
ev
e
n
ts
.
T
h
e
th
ir
d
s
tag
e
em
p
h
asized
d
ev
elo
p
i
n
g
RS
in
p
ed
ag
o
g
ical
s
itu
atio
n
s
.
W
o
r
k
in
g
in
m
icr
o
-
g
r
o
u
p
s
was
th
e
m
o
s
t
ef
f
icien
t
m
o
d
e
o
f
ac
tiv
ity
at
th
is
p
o
in
t.
T
h
e
class
f
o
r
m
at
in
cl
u
d
ed
in
te
r
ac
tiv
e
lectu
r
es
in
co
r
p
o
r
atin
g
r
ef
lectiv
e
an
aly
s
is
,
r
ef
lectiv
e
s
em
in
ar
s
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
in
d
iv
id
u
al
r
ef
lectio
n
p
o
r
tf
o
lio
s
,
m
icr
o
p
r
ac
tices
,
an
d
r
o
le
-
p
lay
i
n
g
teac
h
in
g
s
c
en
ar
io
s
.
E
ac
h
class
en
d
ed
with
a
b
r
ief
wr
itten
r
e
f
lectio
n
f
r
o
m
th
e
s
tu
d
e
n
ts
,
en
s
u
r
in
g
a
n
o
b
jectiv
e
r
ec
o
r
d
o
f
ch
an
g
es.
T
h
e
C
G
f
o
llo
wed
th
e
tr
ad
itio
n
al
p
r
o
g
r
am
,
wh
ich
em
p
h
asized
th
eo
r
etica
l
ass
im
i
latio
n
r
ath
er
th
an
th
e
s
y
s
tem
atic
in
clu
s
io
n
o
f
r
ef
lectiv
e
p
r
o
ce
d
u
r
es.
T
h
e
wee
k
ly
s
tr
u
ctu
r
e
o
f
th
e
in
ter
v
en
tio
n
is
p
r
esen
ted
in
T
ab
le
2
.
T
ab
le
2
.
W
ee
k
ly
s
tr
u
ctu
r
e
o
f
t
h
e
in
ter
v
en
tio
n
W
e
e
k
C
o
n
t
e
n
t
f
o
c
u
s
F
o
r
ms
o
f
w
o
r
k
1
I
n
t
r
o
d
u
c
t
i
o
n
t
o
p
e
d
a
g
o
g
i
c
a
l
r
e
f
l
e
c
t
i
o
n
;
se
l
f
-
a
n
a
l
y
si
s
o
f
p
r
o
f
e
ss
i
o
n
a
l
q
u
a
l
i
t
i
e
s
M
i
n
i
-
l
e
c
t
u
r
e
,
q
u
e
s
t
i
o
n
n
a
i
r
e
,
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
2
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
r
o
l
e
o
f
r
e
f
l
e
c
t
i
o
n
i
n
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
C
a
se
st
u
d
i
e
s (a
n
a
l
y
s
i
s
o
f
t
e
a
c
h
i
n
g
si
t
u
a
t
i
o
n
s)
3
D
e
v
e
l
o
p
m
e
n
t
o
f
se
l
f
-
o
b
ser
v
a
t
i
o
n
a
n
d
sel
f
-
a
sse
ssm
e
n
t
sk
i
l
l
s
I
n
d
i
v
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d
u
a
l
r
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f
l
e
c
t
i
v
e
t
a
s
k
s,
o
b
ser
v
a
t
i
o
n
j
o
u
r
n
a
l
4
D
e
v
e
l
o
p
i
n
g
e
mp
a
t
h
y
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
st
u
d
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n
t
s
’
e
x
p
e
r
i
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n
c
e
s
R
o
l
e
-
p
l
a
y
a
c
t
i
v
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t
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e
s,
v
i
d
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o
l
e
sso
n
a
n
a
l
y
si
s
5
D
e
si
g
n
i
n
g
a
p
e
r
s
o
n
a
l
st
r
a
t
e
g
y
f
o
r
p
r
o
f
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ssi
o
n
a
l
sel
f
-
d
e
v
e
l
o
p
m
e
n
t
R
e
f
l
e
c
t
i
v
e
s
e
mi
n
a
r
,
m
i
n
d
m
a
p
p
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n
g
6
A
p
p
l
y
i
n
g
r
e
f
l
e
c
t
i
v
e
t
e
c
h
n
i
q
u
e
s
d
u
r
i
n
g
t
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a
c
h
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n
g
p
r
a
c
t
i
c
e
M
i
c
r
o
-
t
e
a
c
h
i
n
g
,
p
e
e
r
f
e
e
d
b
a
c
k
7
A
n
a
l
y
s
i
s
o
f
c
o
mm
o
n
t
e
a
c
h
i
n
g
m
i
st
a
k
e
s
G
r
o
u
p
d
i
s
c
u
ss
i
o
n
,
p
a
i
r
w
o
r
k
8
D
e
v
e
l
o
p
m
e
n
t
o
f
w
r
i
t
t
e
n
r
e
f
l
e
c
t
i
o
n
s
k
i
l
l
s
R
e
f
l
e
c
t
i
v
e
e
ssa
y
s,
r
e
f
l
e
c
t
i
o
n
j
o
u
r
n
a
l
9
R
e
f
l
e
c
t
i
o
n
o
n
p
e
r
s
o
n
a
l
a
c
h
i
e
v
e
m
e
n
t
s
a
n
d
c
h
a
l
l
e
n
g
e
s
G
r
o
u
p
s
u
p
e
r
v
i
si
o
n
10
C
o
m
p
a
r
i
n
g
o
n
e
’
s
o
w
n
t
e
a
c
h
i
n
g
s
t
a
n
c
e
w
i
t
h
t
h
o
se
o
f
o
t
h
e
r
s
P
e
d
a
g
o
g
i
c
a
l
d
e
b
a
t
e
,
s
e
l
f
-
a
ss
e
ssm
e
n
t
t
a
sk
s
11
I
n
t
e
g
r
a
t
i
n
g
r
e
f
l
e
c
t
i
v
e
p
r
a
c
t
i
c
e
s i
n
t
o
f
u
t
u
r
e
p
r
o
f
e
ss
i
o
n
a
l
a
c
t
i
v
i
t
y
P
r
o
j
e
c
t
a
ssi
g
n
me
n
t
12
F
i
n
a
l
r
e
f
l
e
c
t
i
o
n
a
n
d
s
e
l
f
-
a
n
a
l
y
s
i
s;
p
r
e
p
a
r
a
t
i
o
n
f
o
r
t
h
e
p
o
st
-
t
e
st
P
o
r
t
f
o
l
i
o
w
o
r
k
,
g
r
o
u
p
d
i
sc
u
ss
i
o
n
3
.
5
.
I
ns
t
rum
ent
T
h
e
r
e
f
lectiv
e
th
in
k
in
g
q
u
esti
o
n
n
air
e
(
R
T
Q)
[
4
0
]
s
er
v
ed
as
th
e
b
asis
f
o
r
d
ata
co
llectio
n
.
I
ts
item
s
wer
e
tr
an
s
lated
in
to
Kaz
ak
h
a
n
d
R
u
s
s
ian
th
r
o
u
g
h
a
b
ac
k
-
tr
a
n
s
latio
n
p
r
o
ce
d
u
r
e
to
en
s
u
r
e
l
in
g
u
is
tic
ac
cu
r
ac
y
,
as
s
ee
n
in
T
ab
le
3
.
T
h
e
r
elev
a
n
ce
an
d
clar
ity
o
f
th
e
1
6
s
tatem
en
ts
wer
e
ev
alu
ated
b
y
s
u
b
j
ec
t
-
m
atter
ex
p
e
r
ts
,
af
ter
wh
ich
a
p
ilo
t
test
was
co
n
d
u
cte
d
with
a
s
am
p
le
o
f
4
2
s
tu
d
en
ts
.
Ag
r
ee
m
e
n
t
with
e
ac
h
s
tatem
en
t
was
r
ated
o
n
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
co
m
p
letel
y
d
is
ag
r
ee
)
to
5
(
c
o
m
p
letely
ag
r
ee
)
.
T
h
e
s
ca
le
d
em
o
n
s
tr
ated
g
o
o
d
in
ter
n
al
c
o
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
5
)
.
Data
wer
e
co
llected
in
u
n
iv
er
s
ity
class
r
o
o
m
s
u
s
in
g
b
o
th
p
ap
er
an
d
elec
tr
o
n
ic
f
o
r
m
ats,
an
d
co
m
p
letio
n
t
o
o
k
ap
p
r
o
x
im
ately
2
0
–
2
5
m
i
n
u
t
es.
R
esp
o
n
s
es
wer
e
r
ec
o
r
d
e
d
an
o
n
y
m
o
u
s
ly
u
s
in
g
u
n
iq
u
e
p
ar
ticip
an
t
c
o
d
es
to
m
atch
p
r
e
-
a
n
d
p
o
s
t
-
test
r
esu
lts
.
B
ef
o
r
e
co
m
p
letin
g
th
e
q
u
esti
o
n
n
air
e
,
all
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e
an
d
th
e
v
o
lu
n
tar
y
n
atu
r
e
o
f
th
eir
p
ar
ticip
atio
n
.
R
esear
ch
ass
is
ta
n
ts
wer
e
p
r
esen
t
to
p
r
o
v
i
d
e
cl
ar
if
icatio
n
if
n
ee
d
ed
.
T
h
e
s
tu
d
y
r
ec
eiv
ed
ap
p
r
o
v
al
f
r
o
m
th
e
u
n
iv
e
r
s
ity
’
s
eth
ics co
m
m
ittee.
3
.
6
.
Da
t
a
a
na
ly
s
is
T
h
e
s
tatis
tical
d
ata
p
r
o
ce
s
s
in
g
m
eth
o
d
s
ar
e
s
h
o
wn
i
n
T
ab
le
4
.
T
h
e
co
llected
d
ata
wer
e
an
aly
ze
d
u
s
in
g
ap
p
r
o
p
r
iate
s
tatis
tical
t
ec
h
n
iq
u
es
to
en
s
u
r
e
th
e
r
elia
b
ilit
y
an
d
v
alid
ity
o
f
th
e
r
esu
lts
.
Descr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tics
wer
e
ap
p
lied
to
i
d
en
tify
p
atter
n
s
,
r
elat
io
n
s
h
ip
s
,
an
d
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
with
in
t
h
e
d
ataset.
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
3
6
5
-
1
3
7
5
1370
T
ab
le
3
.
Stru
ctu
r
e
o
f
th
e
q
u
esti
o
n
n
air
e
S
u
b
s
c
a
l
e
N
u
mb
e
r
o
f
i
t
e
ms
D
e
scri
p
t
i
o
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.
4
3
1
1
9
R
e
e
c
t
i
o
n
B
e
t
w
e
e
n
g
r
o
u
p
s
1
7
.
2
5
1
1
7
.
2
5
5
2
.
7
5
<
0
.
0
0
1
0
.
3
1
W
i
t
h
i
n
g
r
o
u
p
s
3
8
.
6
1
1
1
8
0
.
3
3
To
t
a
l
5
5
.
8
6
1
1
9
C
r
i
t
i
c
a
l
r
e
e
c
t
i
o
n
B
e
t
w
e
e
n
g
r
o
u
p
s
1
8
.
6
2
1
1
8
.
6
2
5
7
.
1
2
<
0
.
0
0
1
0
.
3
3
W
i
t
h
i
n
g
r
o
u
p
s
3
8
.
4
5
1
1
8
0
.
3
3
To
t
a
l
5
7
.
0
7
1
1
9
R
TO
i
n
d
e
x
:
g
e
n
e
r
a
l
B
e
t
w
e
e
n
g
r
o
u
p
s
1
2
.
7
1
1
1
2
.
7
1
4
8
.
3
2
<
0
.
0
0
1
0
.
2
9
W
i
t
h
i
n
g
r
o
u
p
s
3
1
.
0
3
1
1
8
0
.
2
6
To
t
a
l
4
3
.
7
4
1
1
9
N
o
t
e
:
S
S
=
s
u
m
o
f
sq
u
a
r
e
s;
d
f
=
d
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m;
M
S
=
m
e
a
n
s
q
u
a
r
e
;
F
=
F
-
v
a
l
u
e
o
f
t
h
e
A
N
O
V
A
t
e
st
;
p
=
s
i
g
n
i
c
a
n
c
e
l
e
v
e
l
;
η²
=
e
t
a
s
q
u
a
r
e
d
,
r
e
p
r
e
s
e
n
t
i
n
g
t
h
e
e
e
c
t
si
z
e
.
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
in
d
icate
t
h
at
t
h
e
co
n
ce
p
tu
al
teac
h
in
g
m
o
d
el
h
ad
a
s
tatis
tically
s
ig
n
if
i
ca
n
t
an
d
p
ed
ag
o
g
ically
r
elev
an
t
im
p
ac
t
o
n
th
e
d
ev
el
o
p
m
e
n
t
o
f
R
S
am
o
n
g
PP
STs.
At
th
e
s
tar
t
o
f
th
e
s
tu
d
y
,
p
ar
ticip
an
ts
in
a
tr
ad
itio
n
al
ac
ad
em
ic
en
v
i
r
o
n
m
en
t
ex
h
ib
ited
a
ten
d
e
n
cy
to
war
d
h
ab
itu
al
ac
tio
n
.
I
n
th
e
E
G,
th
e
teac
h
in
g
m
o
d
el
f
ac
ilit
ated
a
g
r
ad
u
al
tr
an
s
itio
n
to
r
ef
lectiv
e
an
d
cr
iti
ca
l
s
elf
-
ass
es
s
m
en
t,
lead
in
g
t
o
a
d
ec
r
ea
s
e
in
th
e
h
ab
itu
al
ac
tio
n
s
co
r
e
an
d
an
in
cr
ea
s
e
in
u
n
d
e
r
s
tan
d
in
g
,
r
ef
l
ec
tio
n
,
an
d
cr
itical
r
ef
lectio
n
s
co
r
es,
as
well
as
th
e
o
v
er
all
R
T
Q
in
d
e
x
(
p
<0
.
0
0
1
f
o
r
all
s
u
b
s
ca
les).
C
o
n
s
e
q
u
en
tly
,
s
tu
d
en
ts
’
a
u
to
m
atic
b
eh
av
i
o
r
p
atter
n
s
d
im
in
is
h
ed
,
wh
ile
th
ei
r
awa
r
e
n
ess
,
an
aly
tical
co
m
p
r
eh
en
s
io
n
,
an
d
cr
itical
ev
alu
atio
n
o
f
p
er
s
o
n
al
ex
p
e
r
ien
ce
in
cr
ea
s
ed
.
Par
ticip
an
ts
p
r
o
g
r
e
s
s
ed
f
r
o
m
s
u
p
er
f
icial
r
e
f
lectio
n
to
a
d
ee
p
er
,
m
o
r
e
cr
itical
u
n
d
er
s
tan
d
in
g
o
f
th
eir
ex
p
er
ien
ce
s
.
T
h
ese
r
esu
lts
alig
n
with
p
r
ev
i
o
u
s
r
esear
ch
[
4
1
]
,
[
4
2
]
,
wh
ich
em
p
h
asizes
th
e
r
o
le
o
f
ta
r
g
eted
ed
u
ca
tio
n
al
co
n
d
itio
n
s
in
p
r
o
m
o
tin
g
s
elf
-
an
aly
s
is
an
d
awa
r
en
ess
o
f
co
g
n
itiv
e
p
r
o
ce
s
s
es.
Fro
m
a
t
h
e
o
r
e
tic
al
p
e
r
s
p
e
cti
v
e
,
th
ese
f
i
n
d
i
n
g
s
c
o
n
t
r
i
b
u
te
to
t
h
e
u
n
d
e
r
s
t
an
d
i
n
g
o
f
r
e
f
le
cti
v
e
l
ea
r
n
in
g
as
a
s
tr
u
c
tu
r
ed
an
d
d
e
v
e
lo
p
ab
le
c
o
m
p
et
en
ce
r
at
h
er
t
h
an
a
s
p
o
n
ta
n
e
o
u
s
p
er
s
o
n
al
tr
ait
.
T
h
e
r
es
u
lts
s
u
p
p
o
r
t
th
e
o
r
e
tic
al
p
o
s
it
io
n
s
t
h
at
c
o
n
ce
p
t
u
al
ize
r
e
f
le
cti
o
n
as
a
d
y
n
a
m
ic
i
n
t
er
ac
t
io
n
b
etw
ee
n
c
o
g
n
iti
v
e
aw
ar
e
n
ess
,
v
al
u
e
-
m
o
ti
v
a
ti
o
n
al
en
g
a
g
em
en
t,
a
n
d
p
u
r
p
o
s
e
f
u
l
a
cti
o
n
.
B
y
d
em
o
n
s
tr
ati
n
g
t
h
e
e
f
f
ec
t
iv
e
n
ess
o
f
a
p
e
d
a
g
o
g
ic
all
y
g
u
i
d
e
d
r
e
f
l
ec
t
iv
e
c
y
cl
e,
t
h
is
s
t
u
d
y
e
x
t
e
n
d
s
e
x
is
ti
n
g
r
e
f
le
cti
o
n
th
e
o
r
ies
b
y
e
m
p
h
asiz
in
g
t
h
e
r
o
le
o
f
i
n
s
t
r
u
cti
o
n
a
l
d
esi
g
n
i
n
f
o
s
te
r
i
n
g
h
i
g
h
e
r
-
o
r
d
e
r
R
S
a
m
o
n
g
PP
STs
.
T
h
e
C
o
h
en
’
s
d
co
ef
f
icien
t
co
n
f
ir
m
s
th
e
m
o
d
el’
s
s
tr
o
n
g
ef
f
ec
t
an
d
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
p
ar
ticip
an
ts
’
ab
ilit
y
to
r
ef
lect
cr
itically
,
p
ar
ticu
lar
ly
in
th
e
d
o
m
ain
s
o
f
cr
itical
r
ef
lectio
n
an
d
r
ef
lectio
n
.
T
h
ese
f
in
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
4
3
]
,
[
4
4
]
,
wh
i
ch
r
ep
o
r
ted
s
ig
n
if
ican
t
g
ain
s
i
n
cr
itical
r
ef
lectio
n
f
o
llo
win
g
s
p
ec
ially
d
esig
n
ed
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
am
s
.
Similar
ly
,
o
th
er
s
tu
d
ies
[
4
5
]
,
[
4
6
]
o
b
s
er
v
ed
th
at
s
tr
u
ctu
r
ed
,
tar
g
eted
tr
ain
in
g
is
n
ec
ess
ar
y
to
f
ac
ilit
ate
th
e
tr
an
s
itio
n
f
r
o
m
“d
escr
ip
tiv
e”
to
“c
r
itical”
r
ef
lectio
n
.
C
h
en
et
a
l.
[
4
7
]
also
f
o
u
n
d
th
at
R
S
d
ev
elo
p
m
e
n
t
is
clo
s
ely
lin
k
ed
to
ac
tiv
e
lear
n
in
g
a
n
d
s
tu
d
en
t
e
n
g
ag
em
e
n
t
in
an
aly
zin
g
th
eir
o
wn
ac
tio
n
s
.
Sig
n
if
ican
t
d
if
f
er
en
ce
s
b
et
wee
n
g
r
o
u
p
s
wer
e
o
b
s
er
v
e
d
ac
r
o
s
s
all
s
u
b
s
ca
les
(
p
<0
.
0
0
1
)
,
with
cr
itical
r
ef
lec
tio
n
,
r
ef
lectio
n
,
a
n
d
u
n
d
er
s
ta
n
d
in
g
s
h
o
win
g
th
e
h
ig
h
est
η
²
v
alu
es,
in
d
icatin
g
s
tr
o
n
g
ex
p
er
im
en
tal
ef
f
ec
ts
o
n
R
S
d
ev
elo
p
m
en
t.
T
h
ese
r
esu
l
ts
s
u
p
p
o
r
t
Prie
to
et
a
l.
[
4
8
]
,
w
h
o
em
p
h
asized
th
at
r
ef
lectio
n
is
ac
tiv
ate
d
d
u
r
in
g
p
ed
ag
o
g
ical
in
ter
ac
tio
n
wh
e
n
teac
h
er
s
ev
alu
ate
th
eir
o
wn
d
e
cisi
o
n
s
in
r
ea
l
tim
e,
an
d
B
r
ailas
[
4
9
]
,
wh
o
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
a
s
y
s
tem
ic
ap
p
r
o
ac
h
in
c
o
r
p
o
r
atin
g
c
o
g
n
itiv
e,
em
o
tio
n
al
,
an
d
v
alu
e
co
m
p
o
n
en
ts
.
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
3
6
5
-
1
3
7
5
1372
I
m
p
o
r
ta
n
tly
,
t
h
e
o
b
s
er
v
ed
ch
an
g
es
in
RS
ca
n
b
e
i
n
ter
p
r
ete
d
th
r
o
u
g
h
t
h
e
s
tr
u
ctu
r
e
o
f
t
h
e
p
r
o
p
o
s
ed
CM
,
in
wh
ich
co
g
n
itiv
e,
v
alu
e
-
m
o
tiv
atio
n
al,
an
d
ac
tiv
ity
-
b
ased
co
m
p
o
n
en
ts
o
p
er
ate
as
a
n
in
teg
r
ated
s
y
s
tem
.
T
h
e
tr
an
s
itio
n
f
r
o
m
h
ab
itu
al
ac
tio
n
to
c
r
itical
r
ef
lectio
n
r
ef
lects
n
o
t
o
n
ly
q
u
an
titati
v
e
g
r
o
wth
b
u
t
also
q
u
alitativ
e
s
h
if
ts
in
h
o
w
s
tu
d
en
ts
in
ter
p
r
et
a
n
d
r
eg
u
late
th
eir
p
r
o
f
ess
io
n
al
ex
p
er
ie
n
ce
.
T
h
is
s
u
p
p
o
r
ts
th
e
ass
u
m
p
tio
n
th
at
R
S
d
ev
elo
p
m
o
s
t
ef
f
ec
tiv
ely
wh
e
n
r
e
f
lectio
n
is
em
b
ed
d
ed
with
in
m
ea
n
in
g
f
u
l
p
ed
a
g
o
g
ical
ac
tiv
ity
r
ath
er
th
a
n
tr
ea
ted
as
an
is
o
lated
co
g
n
itiv
e
p
r
o
ce
s
s
.
Fro
m
a
p
r
ac
tical
s
tan
d
p
o
in
t,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
p
r
o
p
o
s
ed
CM
m
ay
b
e
e
f
f
ec
tiv
ely
in
teg
r
ated
in
to
teac
h
er
e
d
u
ca
t
io
n
p
r
o
g
r
am
s
th
r
o
u
g
h
tar
g
ete
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
r
e
f
lectiv
e
ass
ig
n
m
en
ts
,
an
d
g
u
id
e
d
s
elf
-
ass
ess
m
en
t
p
r
ac
tices.
T
h
e
m
o
d
el
p
r
o
v
i
d
es
teac
h
er
ed
u
ca
to
r
s
with
a
s
tr
u
ctu
r
ed
f
r
am
ew
o
r
k
f
o
r
s
y
s
tem
atica
lly
d
ev
elo
p
in
g
R
S,
p
ar
ticu
lar
ly
in
e
d
u
ca
tio
n
al
co
n
tex
ts
wh
er
e
r
ef
lectiv
e
p
r
ac
tice
h
as
n
o
t
tr
ad
itio
n
ally
b
ee
n
em
p
h
asized
.
T
h
is
a
p
p
r
o
ac
h
m
ay
s
u
p
p
o
r
t
f
u
tu
r
e
teac
h
er
s
in
d
e
v
elo
p
in
g
s
u
s
tain
ed
r
ef
lectiv
e
h
ab
its
th
at
ex
ten
d
b
e
y
o
n
d
in
itial
tr
ain
in
g
in
to
p
r
o
f
ess
io
n
al
p
r
ac
tice.
Fin
ally
,
th
e
f
in
d
in
g
s
co
n
f
ir
m
th
e
ap
p
licab
ilit
y
o
f
W
ester
n
r
ef
lectiv
e
lear
n
in
g
m
o
d
els
in
th
e
co
n
tex
t
o
f
Kaz
ak
h
s
tan
’
s
p
r
im
ar
y
ed
u
ca
tio
n
.
T
h
e
u
n
d
er
l
y
in
g
m
ec
h
a
n
is
m
s
f
o
r
d
ev
elo
p
in
g
R
S
ap
p
ea
r
u
n
iv
er
s
al
an
d
r
esil
ien
t
to
s
o
cio
c
u
ltu
r
al
d
if
f
er
en
ce
s
.
E
v
en
with
in
p
r
ed
o
m
in
an
tly
r
e
p
r
o
d
u
ctiv
e
p
ed
a
g
o
g
ical
s
ettin
g
s
,
R
S c
an
b
e
cu
ltiv
ated
with
a
p
p
r
o
p
r
iate
s
u
p
p
o
r
t.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
t
h
e
im
p
lem
en
tatio
n
o
f
th
e
c
o
n
ce
p
tu
al
teac
h
in
g
m
o
d
el
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
R
S
am
o
n
g
PP
STs.
R
S
d
ev
elo
p
ed
b
o
th
in
d
ir
ec
tly
,
th
r
o
u
g
h
s
tu
d
en
ts
’
th
eo
r
etica
l
an
d
p
r
ac
tical
m
as
ter
y
o
f
th
eir
p
r
o
f
ess
io
n
,
a
n
d
d
ir
ec
tly
,
with
in
t
h
e
f
r
a
m
ewo
r
k
o
f
a
s
p
ec
ially
d
esig
n
ed
in
ter
v
en
tio
n
.
T
h
r
o
u
g
h
o
u
t
th
e
ex
p
er
im
en
t,
s
tu
d
e
n
ts
s
h
o
wed
in
cr
ea
s
ed
in
ter
est
in
u
n
d
er
s
tan
d
in
g
th
em
s
elv
es
as
in
d
iv
id
u
als
an
d
p
r
o
f
ess
io
n
als,
g
ain
ed
ex
p
er
ien
ce
in
s
y
s
tem
atic
s
elf
-
r
ef
lectio
n
,
an
d
d
em
o
n
s
tr
ated
a
g
r
o
win
g
o
r
ien
tatio
n
to
war
d
p
r
o
f
ess
io
n
al
s
elf
-
im
p
r
o
v
em
en
t.
O
v
er
all,
th
e
f
i
n
d
in
g
s
co
n
f
ir
m
th
e
h
y
p
o
th
esis
th
at
th
e
co
n
ce
p
tu
al
teac
h
in
g
m
o
d
el
im
p
lem
e
n
ted
in
th
e
EG
en
h
an
ce
s
RS
m
o
r
e
ef
f
ec
tiv
ely
th
a
n
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
u
s
ed
in
th
e
CG
.
W
h
ile
th
e
s
tu
d
y
a
d
d
r
ess
ed
its
co
r
e
o
b
jectiv
es,
f
u
t
u
r
e
r
esear
ch
m
ay
f
u
r
th
er
e
x
p
an
d
th
ese
f
in
d
in
g
s
b
y
e
x
p
lo
r
in
g
th
e
p
o
ten
tial
f
o
r
d
ev
elo
p
in
g
r
ef
lectio
n
am
o
n
g
s
tu
d
en
ts
f
r
o
m
o
th
er
ac
ad
e
m
ic
p
r
o
f
iles
,
s
p
ec
if
y
in
g
s
tr
ateg
ie
s
f
o
r
p
r
e
p
ar
in
g
f
u
tu
r
e
teac
h
er
s
to
f
o
s
ter
RS
,
an
d
ex
am
in
in
g
RS
d
ev
elo
p
m
en
t
with
in
in
teg
r
ativ
e
an
d
in
te
r
d
i
s
cip
lin
ar
y
ap
p
r
o
ac
h
es.
I
n
a
d
d
itio
n
,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
c
o
m
p
lem
en
t
q
u
a
n
titativ
e
d
ata
with
q
u
alitativ
e
an
al
y
s
es
to
p
r
o
v
id
e
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
p
r
o
ce
s
s
es
an
d
d
y
n
am
ics
u
n
d
er
ly
in
g
R
S
d
ev
elo
p
m
en
t.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
e
d
.
First,
th
e
u
s
e
o
f
a
s
elf
-
r
e
p
o
r
t
in
s
tr
u
m
en
t
m
ay
b
e
s
u
b
ject
to
s
o
cial
d
esira
b
ilit
y
b
ias
an
d
m
a
y
n
o
t
f
u
lly
ca
p
tu
r
e
th
e
c
o
m
p
lex
ity
o
f
s
tu
d
en
ts
’
RS
.
Seco
n
d
,
th
e
s
am
p
le
was
d
r
awn
f
r
o
m
a
s
in
g
le
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
,
wh
ich
m
a
y
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
to
o
th
er
ed
u
ca
tio
n
al
co
n
tex
ts
.
Ho
wev
er
,
th
ese
lim
itatio
n
s
ar
e
co
m
m
o
n
a
n
d
a
cc
ep
tab
le
in
q
u
asi
-
ex
p
e
r
im
en
t
al
ed
u
ca
tio
n
al
r
esear
ch
an
d
d
o
n
o
t
d
im
in
is
h
t
h
e
v
alid
ity
o
f
th
e
o
b
s
er
v
e
d
tr
en
d
s
an
d
r
elatio
n
s
h
i
p
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
r
ec
eiv
ed
n
o
s
p
ec
if
i
c
f
in
an
cial
s
u
p
p
o
r
t.
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
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
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
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r
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Vi
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Kam
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B
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C
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C
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p
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M
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Va
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1373
CO
NF
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I
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F
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T
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R
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T
ST
A
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M
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Au
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s
tate
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f
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est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
co
r
r
esp
o
n
d
i
n
g
au
t
h
o
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m
a
y
p
r
o
v
id
e
s
tu
d
y
d
ata
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
A
l
a
m
a
n
d
A
.
M
o
h
a
n
t
y
,
“
Ed
u
c
a
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
y
:
e
x
p
l
o
r
i
n
g
t
h
e
c
o
n
v
e
r
g
e
n
c
e
o
f
t
e
c
h
n
o
l
o
g
y
a
n
d
p
e
d
a
g
o
g
y
t
h
r
o
u
g
h
m
o
b
i
l
i
t
y
,
i
n
t
e
r
a
c
t
i
v
i
t
y
,
A
I
,
a
n
d
l
e
a
r
n
i
n
g
t
o
o
l
s,
”
C
o
g
e
n
t
E
n
g
i
n
e
e
r
i
n
g
,
v
o
l
.
1
0
,
n
o
.
2
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
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3
3
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1
9
1
6
.
2
0
2
3
.
2
2
8
3
2
8
2
.
[
2
]
L.
D
a
r
l
i
n
g
-
H
a
mm
o
n
d
,
A
.
C
.
W
.
S
c
h
a
c
h
n
e
r
,
S
.
K
.
W
o
j
c
i
k
i
e
w
i
c
z
,
a
n
d
L
.
F
l
o
o
k
,
“
E
d
u
c
a
t
i
n
g
t
e
a
c
h
e
r
s
t
o
e
n
a
c
t
t
h
e
s
c
i
e
n
c
e
o
f
l
e
a
r
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i
n
g
a
n
d
d
e
v
e
l
o
p
m
e
n
t
,
”
A
p
p
l
i
e
d
D
e
v
e
l
o
p
m
e
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t
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l
S
c
i
e
n
c
e
,
v
o
l
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2
8
,
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o
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1
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p
.
1
–
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,
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n
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2
0
2
4
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o
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:
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0
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8
8
8
6
9
1
.
2
0
2
2
.
2
1
3
0
5
0
6
.
[
3
]
C
.
K
.
Y
.
C
h
a
n
a
n
d
K
.
K
.
W
.
Le
e
,
“
R
e
f
l
e
c
t
i
o
n
l
i
t
e
r
a
c
y
:
a
mu
l
t
i
l
e
v
e
l
p
e
r
s
p
e
c
t
i
v
e
o
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t
h
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c
h
a
l
l
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n
g
e
s
o
f
u
si
n
g
r
e
f
l
e
c
t
i
o
n
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
t
h
r
o
u
g
h
a
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o
m
p
r
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e
n
si
v
e
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
Ed
u
c
a
t
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o
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a
l
Re
se
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rc
h
R
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v
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,
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o
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.
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d
u
r
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v
.
2
0
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0
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1
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0
3
7
6
.
[
4
]
A
.
W
e
l
p
,
A
.
J
o
h
n
s
o
n
,
H
.
N
g
u
y
e
n
,
a
n
d
L.
P
e
r
r
y
,
“
Th
e
i
m
p
o
r
t
a
n
c
e
o
f
r
e
f
l
e
c
t
i
n
g
o
n
p
r
a
c
t
i
c
e
:
H
o
w
p
e
r
s
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a
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p
r
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f
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ssi
o
n
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d
e
v
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l
o
p
me
n
t
a
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v
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t
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a
f
f
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t
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v
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t
e
a
mw
o
r
k
a
n
d
p
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r
f
o
r
m
a
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,
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o
u
r
n
a
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o
f
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l
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c
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,
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.
2
7
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p
.
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–
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o
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8
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C
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1
3
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[
1
4
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5
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1
6
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.
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[
1
7
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A
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[
1
8
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S
.
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.
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O
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ru
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