I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
4
,
A
u
g
u
s
t
20
26
,
p
p
.
27
8
6
~
2
7
9
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
4
.
3
9
3
0
3
2786
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Inclus
iv
e educati
o
n readines
s in su
burba
n Ma
la
y
sian
prima
ry
scho
o
ls
M
uh
a
m
m
a
d Af
if
M
o
hd
Aris
1
,
Siti
F
a
iza
h Z
a
ina
l
2
,
No
o
r
Asm
ina
M
o
hd
Ra
s
hid
1
,
M
o
h
d M
u
s
lim
M
d Z
a
ll
i
1
,
M
o
hd
R
idh
ua
n M
o
hd
J
a
m
il
1
,
M
a
za
rul H
a
s
a
n M
o
ha
m
a
d H
a
na
pi
1
1
F
a
c
u
l
t
y
o
f
H
u
ma
n
D
e
v
e
l
o
p
me
n
t
,
U
n
i
v
e
r
si
t
i
P
e
n
d
i
d
i
k
a
n
S
u
l
t
a
n
I
d
r
i
s,
Ta
n
j
o
n
g
M
a
l
i
m,
P
e
r
a
k
,
M
a
l
a
y
s
i
a
2
F
a
c
u
l
t
y
o
f
M
a
n
a
g
e
me
n
t
a
n
d
Ec
o
n
o
m
i
c
s,
U
n
i
v
e
r
si
t
i
P
e
n
d
i
d
i
k
a
n
S
u
l
t
a
n
I
d
r
i
s,
Ta
n
j
o
n
g
M
a
l
i
m,
P
e
r
a
k
,
M
a
l
a
y
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
2
,
2
0
2
6
R
ev
is
ed
J
u
n
19
,
2
0
2
6
Acc
ep
ted
J
u
l
1
,
2
0
2
6
In
c
lu
siv
e
e
d
u
c
a
ti
o
n
re
q
u
ires
n
o
t
o
n
l
y
e
q
u
it
a
b
le
p
lac
e
m
e
n
t
o
f
stu
d
e
n
ts
wit
h
d
isa
b
il
it
ies
i
n
m
a
in
stre
a
m
sc
h
o
o
l
s,
b
u
t
a
lso
a
d
e
q
u
a
te
str
u
c
tu
ra
l
s
u
p
p
o
rt
a
n
d
p
o
siti
v
e
sta
k
e
h
o
ld
e
r
re
a
d
i
n
e
ss
.
T
h
is
stu
d
y
e
x
a
m
in
e
d
t
h
e
re
a
d
in
e
s
s
o
f
su
b
-
u
rb
a
n
p
rima
ry
sc
h
o
o
ls
in
M
a
la
y
sia
to
imp
lem
e
n
t
in
c
l
u
siv
e
e
d
u
c
a
ti
o
n
b
y
fo
c
u
sin
g
o
n
sc
h
o
o
l
fa
c
il
it
ies
,
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s,
p
e
e
r
a
c
c
e
p
tan
c
e
,
a
n
d
p
a
re
n
ts’
p
e
rc
e
p
ti
o
n
s.
A
q
u
a
n
ti
tat
iv
e
c
ro
ss
-
se
c
ti
o
n
a
l
su
rv
e
y
wa
s
c
o
n
d
u
c
ted
in
v
o
lv
i
n
g
h
e
a
d
m
a
ste
rs,
tea
c
h
e
rs,
stu
d
e
n
ts,
a
n
d
p
a
re
n
ts
f
ro
m
fi
v
e
p
ri
m
a
ry
sc
h
o
o
ls
im
p
lem
e
n
ti
n
g
i
n
c
lu
siv
e
e
d
u
c
a
ti
o
n
p
r
o
g
ra
m
s.
Da
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
d
e
sc
rip
ti
v
e
sta
ti
stics
a
n
d
P
e
a
rso
n
c
o
rre
latio
n
a
n
a
ly
sis.
Th
e
fin
d
in
g
s
sh
o
we
d
th
a
t
a
lt
h
o
u
g
h
se
v
e
ra
l
a
c
c
e
ss
ib
il
it
y
fe
a
tu
re
s
we
re
a
v
a
il
a
b
le,
m
a
n
y
e
ss
e
n
ti
a
l
fa
c
il
it
ies
a
n
d
s
p
e
c
ialize
d
in
str
u
c
ti
o
n
a
l
su
p
p
o
rts
re
m
a
in
e
d
l
imited
.
In
c
o
n
tras
t,
tea
c
h
e
rs,
stu
d
e
n
ts,
a
n
d
p
a
re
n
ts
g
e
n
e
ra
ll
y
d
e
m
o
n
stra
ted
p
o
siti
v
e
p
e
rc
e
p
ti
o
n
s
o
f
i
n
c
lu
si
v
e
e
d
u
c
a
ti
o
n
.
Tea
c
h
e
rs’
e
x
p
e
rien
c
e
wi
th
d
isa
b
il
it
y
a
n
d
u
n
d
e
rsta
n
d
i
n
g
o
f
d
isa
b
il
i
ty
-
re
late
d
n
e
e
d
s
we
re
a
lso
si
g
n
ifi
c
a
n
tl
y
a
ss
o
c
iate
d
with
m
o
re
p
o
siti
v
e
p
e
rc
e
p
ti
o
n
s.
T
h
e
se
fin
d
in
g
s
re
v
e
a
l
a
stru
c
tu
ra
l
–
so
c
ial
g
a
p
in
in
c
l
u
siv
e
e
d
u
c
a
ti
o
n
re
a
d
i
n
e
ss
,
in
wh
ich
s
u
p
p
o
rti
v
e
sta
k
e
h
o
ld
e
r
a
tt
it
u
d
e
s
c
o
e
x
ist
wit
h
in
c
o
m
p
lete
i
n
fra
stru
c
tu
ra
l
s
u
p
p
o
rt
.
Th
e
st
u
d
y
h
i
g
h
li
g
h
ts
t
h
e
n
e
e
d
to
str
e
n
g
th
e
n
sc
h
o
o
l
fa
c
il
it
i
e
s
a
n
d
su
sta
i
n
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
to
su
p
p
o
rt
m
o
re
e
q
u
it
a
b
le an
d
e
ffe
c
ti
v
e
in
c
l
u
siv
e
e
d
u
c
a
ti
o
n
in
p
rima
r
y
sc
h
o
o
ls.
K
ey
w
o
r
d
s
:
I
n
clu
s
iv
e
ed
u
ca
tio
n
Ma
lay
s
ian
p
r
im
ar
y
s
ch
o
o
ls
Par
en
tal
p
er
ce
p
tio
n
Peer
ac
ce
p
tan
ce
Sch
o
o
l r
ea
d
in
ess
T
ea
ch
er
r
ea
d
i
n
ess
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
No
o
r
Asmin
a
Mo
h
d
R
ash
id
Facu
lty
o
f
Hu
m
a
n
Dev
elo
p
m
e
n
t,
Un
iv
er
s
iti Pen
d
id
ik
an
Su
ltan
I
d
r
is
3
5
9
0
0
T
an
jo
n
g
Ma
lim
,
Per
a
k
,
Ma
lay
s
ia
E
m
ail: n
o
o
r
asm
in
a@
f
p
m
.
u
p
s
i.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
E
d
u
ca
tio
n
is
wid
ely
r
ec
o
g
n
ize
d
as
a
f
u
n
d
am
en
tal
d
r
iv
er
o
f
h
u
m
an
d
ev
elo
p
m
en
t,
s
o
cial
p
ar
ticip
atio
n
,
an
d
s
o
cial
eq
u
ity
.
W
ith
in
th
is
b
r
o
ad
er
a
g
en
d
a,
in
cl
u
s
iv
e
ed
u
ca
tio
n
h
as
b
ec
o
m
e
an
im
p
o
r
tan
t
f
r
am
ewo
r
k
f
o
r
en
s
u
r
in
g
th
at
s
tu
d
en
ts
with
d
is
ab
ilit
ies
ar
e
p
r
o
v
id
ed
with
eq
u
itab
le
ac
ce
s
s
to
lear
n
in
g
o
p
p
o
r
tu
n
ities
in
m
ain
s
tr
ea
m
s
ch
o
o
l
s
ettin
g
s
.
I
n
ter
n
atio
n
al
co
m
m
itm
en
ts
to
in
clu
s
iv
e
an
d
eq
u
itab
le
q
u
al
ity
ed
u
ca
tio
n
h
a
v
e
f
u
r
th
er
s
tr
en
g
t
h
en
ed
th
e
e
x
p
e
ctatio
n
th
at
ed
u
ca
tio
n
s
y
s
tem
s
s
h
o
u
ld
r
esp
o
n
d
to
lear
n
er
d
iv
er
s
ity
an
d
cr
ea
te
co
n
d
itio
n
s
th
at
e
n
ab
le
all
s
t
u
d
en
ts
to
p
a
r
ticip
ate
m
ea
n
in
g
f
u
lly
in
s
ch
o
o
l
life
[
1
]
.
Fro
m
th
is
p
er
s
p
ec
tiv
e,
in
clu
s
iv
e
ed
u
ca
tio
n
s
h
o
u
ld
n
o
t b
e
u
n
d
er
s
to
o
d
m
er
el
y
as th
e
p
h
y
s
ical
p
lace
m
en
t o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ie
s
in
r
eg
u
lar
class
r
o
o
m
s
,
b
u
t
as
th
e
p
r
o
v
is
io
n
o
f
ap
p
r
o
p
r
iate
s
u
p
p
o
r
t,
ac
ce
s
s
ib
le
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
an
d
eq
u
itab
le
o
p
p
o
r
tu
n
ities
f
o
r
ac
a
d
em
ic
an
d
s
o
cial
p
a
r
ticip
atio
n
[
2
]
.
T
h
e
co
n
ce
p
t
u
al
d
ev
elo
p
m
en
t
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
is
clo
s
ely
ass
o
ciate
d
with
th
e
s
o
cial
m
o
d
el
o
f
d
is
ab
ilit
y
,
wh
ich
em
p
h
asizes
t
h
at
ex
clu
s
io
n
o
f
te
n
ar
is
es
n
o
t
o
n
ly
f
r
o
m
in
d
i
v
id
u
al
im
p
air
m
en
ts
,
b
u
t
also
f
r
o
m
en
v
ir
o
n
m
en
tal,
in
s
titu
tio
n
al,
an
d
attitu
d
in
al
b
ar
r
ier
s
th
at
r
estrict
p
ar
ticip
atio
n
[
3
]
.
I
n
s
ch
o
o
l
c
o
n
tex
ts
,
th
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
clu
s
ive
ed
u
c
a
tio
n
r
ea
d
in
ess
in
s
u
b
u
r
b
a
n
Ma
la
ysia
n
p
r
ima
r
y
s
ch
o
o
ls
(
Mu
h
a
mma
d
A
fif M
o
h
d
A
r
is
)
2787
m
ea
n
s
th
at
in
clu
s
iv
e
e
d
u
ca
ti
o
n
d
e
p
en
d
s
o
n
m
o
r
e
th
an
p
o
licy
en
d
o
r
s
em
en
t
alo
n
e.
Sch
o
o
ls
ar
e
r
eq
u
ir
ed
to
ad
ap
t
th
eir
in
f
r
astru
ct
u
r
e,
teac
h
in
g
p
r
ac
tices,
an
d
in
s
titu
tio
n
al
cu
ltu
r
es
to
ac
co
m
m
o
d
ate
d
i
v
er
s
e
lear
n
er
n
ee
d
s
an
d
r
e
d
u
ce
b
ar
r
ier
s
to
p
ar
tici
p
atio
n
[
4
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
t
h
at
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
is
in
f
lu
en
ce
d
b
y
s
ev
er
al
in
ter
r
elate
d
f
ac
to
r
s
,
in
clu
d
in
g
th
e
ac
ce
s
s
ib
ilit
y
o
f
s
ch
o
o
l
f
ac
ilit
ies,
th
e
av
ailab
ilit
y
o
f
ed
u
ca
tio
n
al
s
u
p
p
o
r
t,
teac
h
er
s
’
r
ea
d
in
ess
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
,
an
d
th
e
attitu
d
es
o
f
k
ey
s
tak
eh
o
ld
e
r
s
s
u
ch
as
s
tu
d
en
ts
an
d
p
ar
e
n
ts
[
5
]
–
[
8
]
.
T
ea
ch
e
r
s
p
lay
a
p
ar
ticu
l
ar
ly
im
p
o
r
tan
t
r
o
le
b
ec
au
s
e
th
ey
tr
an
s
late
in
clu
s
iv
e
p
o
licy
in
to
class
r
o
o
m
p
r
ac
tice,
wh
ile
p
ee
r
ac
ce
p
tan
ce
an
d
p
ar
en
tal
s
u
p
p
o
r
t
in
f
lu
en
ce
th
e
wid
e
r
s
o
cial
en
v
i
r
o
n
m
en
t i
n
wh
ich
in
cl
u
s
io
n
is
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
[
5
]
,
[
9
]
.
Desp
ite
s
tr
o
n
g
s
u
p
p
o
r
t
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
at
th
e
in
ter
n
atio
n
al
an
d
p
o
licy
lev
els,
it
s
im
p
lem
en
tatio
n
r
e
m
ain
s
u
n
e
v
en
ac
r
o
s
s
m
an
y
ed
u
ca
tio
n
al
s
ettin
g
s
.
E
x
is
tin
g
r
esear
ch
co
n
tin
u
es
to
id
en
tif
y
b
ar
r
ier
s
s
u
ch
as
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e,
in
s
u
f
f
icien
t
s
u
p
p
o
r
t
f
ac
ilit
ies,
lim
ited
teac
h
er
p
r
ep
ar
atio
n
,
an
d
u
n
ce
r
tain
ty
in
im
p
lem
en
tin
g
i
n
clu
s
iv
e
p
r
ac
tices
[
6
]
,
[
8
]
,
[
9
]
.
T
h
ese
b
ar
r
ie
r
s
co
n
tr
ib
u
te
to
a
p
o
licy
–
p
r
ac
tice
g
ap
in
wh
ich
in
clu
s
iv
e
ed
u
ca
tio
n
is
f
o
r
m
ally
p
r
o
m
o
ted
,
b
u
t
s
ch
o
o
ls
ar
e
n
o
t
alwa
y
s
ad
eq
u
ately
eq
u
ip
p
e
d
to
p
r
o
v
id
e
ac
ce
s
s
ib
le
an
d
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies
[
7
]
.
As
a
r
esu
lt,
th
e
ex
is
ten
ce
o
f
in
clu
s
iv
e
e
d
u
ca
t
io
n
p
o
licies
d
o
es
n
o
t
n
ec
ess
ar
ily
in
d
icate
th
at
s
ch
o
o
ls
ar
e
f
u
lly
p
r
ep
ar
e
d
to
s
u
s
tain
in
clu
s
iv
e
p
r
ac
tices in
ev
er
y
d
a
y
s
ch
o
o
l lif
e.
I
n
Ma
lay
s
ia,
in
clu
s
iv
e
ed
u
ca
tio
n
h
as
b
ee
n
s
tr
en
g
th
en
ed
th
r
o
u
g
h
n
ati
o
n
al
ef
f
o
r
ts
to
wid
en
th
e
p
ar
ticip
atio
n
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies
in
m
ain
s
tr
ea
m
s
ch
o
o
ls
an
d
to
im
p
r
o
v
e
in
clu
s
iv
e
p
r
ac
tices
with
in
th
e
ed
u
ca
tio
n
s
y
s
tem
.
Ho
wev
e
r
,
p
r
ac
tical
ch
allen
g
es
r
e
m
a
in
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
in
f
r
astru
ctu
r
al
ac
ce
s
s
ib
ilit
y
,
s
ch
o
o
l
-
lev
el
s
u
p
p
o
r
t,
an
d
teac
h
e
r
s
’
r
ea
d
in
ess
to
ad
d
r
ess
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
.
Alth
o
u
g
h
in
clu
s
iv
e
ed
u
ca
tio
n
h
as
r
ec
e
iv
ed
in
cr
ea
s
in
g
atten
tio
n
in
ed
u
ca
tio
n
al
r
esear
c
h
,
em
p
ir
ical
ev
id
en
ce
th
at
ex
am
in
es
b
o
t
h
s
tr
u
ctu
r
al
r
ea
d
in
ess
an
d
s
tak
eh
o
ld
er
-
r
elate
d
r
ea
d
i
n
ess
with
in
th
e
s
am
e
an
aly
tical
f
r
am
e
r
em
ain
s
lim
ited
,
p
ar
ticu
lar
ly
in
s
u
b
-
u
r
b
an
p
r
im
ar
y
s
ch
o
o
l c
o
n
tex
ts
in
Ma
lay
s
ia.
T
h
is
g
ap
is
im
p
o
r
tan
t b
ec
au
s
e
s
u
b
-
u
r
b
a
n
s
ch
o
o
ls
o
f
te
n
o
p
er
ate
with
u
n
ev
en
lev
els
o
f
r
es
o
u
r
ce
s
,
s
u
p
p
o
r
t,
an
d
in
s
titu
tio
n
al
ca
p
ac
ity
,
wh
ich
m
ay
in
f
lu
e
n
ce
th
eir
a
b
ilit
y
to
i
m
p
lem
en
t in
clu
s
iv
e
e
d
u
ca
tio
n
ef
f
ec
tiv
ely
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
ad
o
p
ts
an
in
teg
r
ated
p
er
s
p
ec
tiv
e
in
wh
ich
r
ea
d
in
ess
is
u
n
d
er
s
to
o
d
as
a
m
u
ltid
im
en
s
io
n
al
co
n
d
itio
n
s
h
ap
ed
b
y
b
o
th
s
tr
u
ctu
r
al
an
d
s
tak
eh
o
l
d
er
-
r
elate
d
f
ac
to
r
s
.
Stru
ctu
r
al
r
ea
d
in
ess
is
r
ef
lecte
d
in
th
e
av
ailab
ilit
y
o
f
s
ch
o
o
l
f
ac
ilit
ies
an
d
s
u
p
p
o
r
t
p
r
o
v
is
io
n
s
,
wh
ile
s
tak
eh
o
ld
er
-
r
elate
d
r
ea
d
i
n
ess
is
r
ef
lecte
d
in
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
,
p
ee
r
ac
ce
p
tan
ce
,
an
d
p
ar
en
ts
’
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
e
d
u
ca
tio
n
.
I
n
ad
d
itio
n
,
teac
h
er
s
’
b
ac
k
g
r
o
u
n
d
ch
ar
ac
ter
is
tics
,
in
clu
d
i
n
g
ex
p
e
r
ien
ce
with
in
d
iv
id
u
als
with
d
is
ab
ilit
ies
an
d
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
y
-
r
elate
d
n
ee
d
s
a
n
d
s
er
v
ice
s
,
ar
e
ex
am
in
ed
in
r
elatio
n
to
th
eir
p
er
ce
p
tio
n
s
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
.
B
y
ex
am
in
in
g
th
ese
d
im
en
s
io
n
s
t
o
g
eth
er
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
m
o
r
e
co
m
p
r
eh
en
s
i
v
e
ac
co
u
n
t
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
in
ess
an
d
h
ig
h
lig
h
ts
wh
eth
er
s
u
p
p
o
r
tiv
e
s
tak
eh
o
ld
er
attitu
d
es
ar
e
m
atch
ed
b
y
t
h
e
s
tr
u
ctu
r
al
co
n
d
itio
n
s
n
ee
d
e
d
to
s
u
s
tain
in
clu
s
iv
e
p
r
ac
tice.
Sp
ec
if
ically
,
th
is
s
tu
d
y
ex
am
i
n
es
s
ch
o
o
l
f
ac
ilit
ies
th
at
s
u
p
p
o
r
t
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
s
u
b
-
u
r
b
an
p
r
im
ar
y
s
ch
o
o
ls
,
an
aly
s
es
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
,
e
v
alu
ates
p
ee
r
ac
ce
p
tan
ce
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
ex
am
in
es
p
ar
en
ts
’
p
e
r
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
,
an
d
d
eter
m
in
es
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
teac
h
e
r
s
’
b
ac
k
g
r
o
u
n
d
v
ar
iab
les
an
d
th
eir
p
er
ce
p
tio
n
s
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
g
u
i
d
in
g
th
e
s
tu
d
y
is
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
t
h
e
s
tu
d
y
S
c
h
o
o
l
f
a
c
i
l
i
t
i
e
s
P
a
r
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
P
e
e
r
a
c
c
e
p
t
a
n
c
e
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
Ex
p
e
r
i
e
n
c
e
w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
U
n
d
e
r
st
a
n
d
i
n
g
n
e
e
d
a
n
d
s
e
r
v
i
c
e
A
g
e
a
n
d
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
P
e
r
c
e
i
v
e
d
r
e
a
d
i
n
e
ss
f
o
r
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
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
.
4
,
Au
g
u
s
t
20
26
:
27
8
6
-
2
794
2788
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
a
n
titativ
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
am
in
e
th
e
r
ea
d
in
ess
o
f
s
u
b
-
u
r
b
an
p
r
im
ar
y
s
ch
o
o
ls
in
M
alay
s
ia
to
im
p
lem
en
t
in
clu
s
iv
e
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
in
f
iv
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
f
er
in
g
th
e
I
n
clu
s
iv
e
E
d
u
ca
tio
n
Pro
g
r
a
m
with
in
o
n
e
s
elec
ted
s
u
p
er
v
is
o
r
y
zo
n
e.
A
clu
s
ter
s
am
p
lin
g
ap
p
r
o
ac
h
was
u
s
ed
,
in
wh
ich
th
e
s
u
p
er
v
is
o
r
y
z
o
n
e
s
er
v
ed
as
th
e
s
am
p
lin
g
clu
s
te
r
,
an
d
all
in
clu
s
iv
e
p
r
im
ar
y
s
ch
o
o
ls
with
in
th
at
clu
s
ter
wer
e
in
clu
d
ed
in
th
e
s
tu
d
y
.
T
h
is
ap
p
r
o
ac
h
was
co
n
s
id
er
ed
ap
p
r
o
p
r
iate
b
ec
au
s
e
th
e
s
ch
o
o
ls
wer
e
s
itu
ated
with
in
th
e
s
am
e
ad
m
i
n
is
tr
ativ
e
co
n
tex
t
an
d
wer
e
ex
p
o
s
ed
to
s
im
ilar
d
is
tr
ict
-
lev
el
m
an
ag
em
e
n
t
an
d
p
o
licy
i
m
p
lem
en
tatio
n
co
n
d
itio
n
s
.
T
h
e
r
esp
o
n
d
en
ts
co
n
s
is
ted
o
f
5
h
ea
d
m
aster
s
,
5
2
teac
h
e
r
s
,
3
2
Yea
r
4
s
tu
d
en
ts
,
a
n
d
6
p
ar
e
n
ts
o
f
ch
ild
r
e
n
with
d
is
ab
ilit
ies.
E
ac
h
r
esp
o
n
d
en
t
g
r
o
u
p
was
s
elec
ted
b
ased
o
n
its
r
elev
an
ce
to
th
e
v
ar
iab
les
u
n
d
er
in
v
esti
g
atio
n
.
Hea
d
m
aster
s
p
r
o
v
id
ed
in
f
o
r
m
atio
n
o
n
s
ch
o
o
l
f
ac
ilit
ies
an
d
ac
ce
s
s
ib
ilit
y
,
teac
h
er
s
r
esp
o
n
d
ed
to
item
s
o
n
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
,
s
tu
d
en
ts
r
ep
o
r
ted
o
n
p
ee
r
ac
ce
p
tan
ce
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
an
d
p
a
r
en
ts
p
r
o
v
id
e
d
in
f
o
r
m
atio
n
o
n
th
eir
p
e
r
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
.
Data
wer
e
co
llected
u
s
in
g
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
es
d
ev
elo
p
ed
in
ac
co
r
d
a
n
ce
with
th
e
co
n
ce
p
tu
a
l
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
.
Dif
f
e
r
en
t
in
s
tr
u
m
en
ts
wer
e
ad
m
in
is
ter
ed
to
d
if
f
er
en
t
r
esp
o
n
d
en
t
g
r
o
u
p
s
b
ased
o
n
th
e
d
im
en
s
io
n
s
b
ein
g
m
ea
s
u
r
ed
.
Sch
o
o
l
f
ac
ilit
ies
wer
e
ass
es
s
e
d
u
s
in
g
a
2
2
-
item
in
v
e
n
to
r
y
f
o
cu
s
in
g
o
n
p
h
y
s
ical
an
d
ac
ad
em
ic
ac
ce
s
s
ib
ilit
y
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t,
in
clu
d
in
g
r
am
p
s
,
g
u
i
d
in
g
b
lo
ck
s
,
wh
ee
lch
air
-
ac
ce
s
s
ib
le
d
o
o
r
s
,
s
p
ec
ial
to
ile
ts
,
s
p
ec
ial
p
ar
k
in
g
s
p
ac
es,
r
es
o
u
r
ce
r
o
o
m
s
,
an
d
s
u
p
p
o
r
t
m
a
ter
ials
f
o
r
s
tu
d
en
ts
with
d
if
f
er
en
t
ca
te
g
o
r
ies
o
f
d
is
ab
ilit
ies.
T
ea
ch
er
s
’
p
er
ce
p
tio
n
s
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
3
2
-
item
L
ik
er
t
-
s
ca
le
in
s
tr
u
m
en
t
co
v
er
in
g
s
ev
en
d
i
m
en
s
io
n
s
r
elate
d
to
in
clu
s
iv
e
ed
u
ca
tio
n
,
s
u
ch
as
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
ies,
r
ec
o
g
n
itio
n
o
f
th
e
r
ig
h
ts
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
ac
c
ep
tan
ce
o
f
lear
n
e
r
d
iv
er
s
ity
,
an
d
willin
g
n
ess
to
s
u
p
p
o
r
t
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies
in
m
ain
s
tr
ea
m
class
r
o
o
m
s
.
Peer
ac
ce
p
tan
ce
was
m
ea
s
u
r
ed
u
s
in
g
a
4
4
-
item
L
ik
er
t
-
s
ca
le
in
s
tr
u
m
en
t
th
at
ass
ess
ed
th
e
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
co
n
ativ
e
d
im
en
s
io
n
s
o
f
s
tu
d
en
ts
’
ac
ce
p
tan
ce
o
f
p
ee
r
s
with
d
is
ab
ilit
ies.
Par
en
ts
’
p
er
ce
p
tio
n
s
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
2
1
-
item
L
ik
er
t
-
s
ca
le
in
s
tr
u
m
en
t
th
at
ex
am
in
e
d
th
eir
ex
p
ec
tatio
n
s
t
o
war
d
c
h
ild
r
en
,
attitu
d
es
to
war
d
in
clu
s
iv
e
e
d
u
ca
tio
n
,
k
n
o
wled
g
e
o
f
d
is
ab
ilit
y
,
an
d
v
iews o
n
e
d
u
ca
tio
n
al
p
lace
m
en
t.
T
h
e
co
n
ten
t
v
alid
it
y
o
f
th
e
i
n
s
tr
u
m
en
ts
was
estab
lis
h
ed
t
h
r
o
u
g
h
e
x
p
er
t
r
ev
iew
t
o
en
s
u
r
e
th
at
th
e
item
s
ad
eq
u
ately
r
ep
r
esen
ted
t
h
e
co
n
s
tr
u
cts
r
elate
d
t
o
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
in
ess
.
R
eliab
ilit
y
was
ass
es
s
ed
u
s
in
g
th
e
s
p
lit
-
h
alf
m
eth
o
d
,
a
n
d
th
e
o
v
er
all
r
eliab
ilit
y
co
ef
f
icien
t
o
b
tain
ed
was
0
.
5
3
8
.
A
lth
o
u
g
h
t
h
is
v
alu
e
in
d
icate
s
m
o
d
er
ate
in
ter
n
al
c
o
n
s
is
ten
cy
,
it
was
co
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
is
ex
p
lo
r
ato
r
y
s
tu
d
y
,
p
ar
ticu
lar
ly
b
ec
a
u
s
e
th
e
r
esear
ch
in
v
o
lv
ed
m
u
ltip
le
in
s
tr
u
m
en
ts
ac
r
o
s
s
d
if
f
er
en
t
r
esp
o
n
d
e
n
t
g
r
o
u
p
s
an
d
m
ea
s
u
r
ed
s
ev
er
al
r
elate
d
b
u
t
d
is
tin
ct
d
im
en
s
io
n
s
.
Nev
er
th
eless
,
th
e
r
eliab
ilit
y
v
alu
e
s
u
g
g
ests
th
at
th
e
f
in
d
in
g
s
s
h
o
u
ld
b
e
i
n
ter
p
r
eted
with
ap
p
r
o
p
r
iate
ca
u
tio
n
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
b
o
th
d
escr
ip
tiv
e
an
d
in
f
er
en
tia
l stati
s
tics
.
Fre
q
u
en
cies a
n
d
p
e
r
ce
n
tag
es
wer
e
u
s
ed
to
d
escr
ib
e
th
e
a
v
ailab
ilit
y
o
f
s
ch
o
o
l
f
ac
ilit
ies
an
d
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
m
at
er
ials
,
wh
ile
m
ea
n
s
co
r
es
wer
e
u
s
ed
to
s
u
m
m
ar
i
ze
teac
h
er
s
’
,
s
tu
d
e
n
ts
’
,
an
d
p
ar
en
ts
’
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
.
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
was
co
n
d
u
cte
d
to
d
eter
m
i
n
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
e
n
s
elec
ted
teac
h
er
s
’
b
ac
k
g
r
o
u
n
d
v
a
r
iab
les
an
d
t
h
e
ir
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
.
T
h
e
v
a
r
iab
les
ex
am
in
ed
i
n
clu
d
ed
ex
p
er
ien
ce
with
in
d
iv
id
u
als
with
d
is
ab
ilit
ies,
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
ies,
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
y
-
r
elate
d
n
ee
d
s
an
d
s
er
v
ices,
a
g
e,
an
d
te
ac
h
in
g
ex
p
er
ien
ce
.
T
h
e
lev
el
o
f
s
ig
n
if
ican
ce
was set a
t p
<.
0
1
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Scho
o
l
f
a
cilit
ies a
nd
s
t
ruct
ura
l r
ea
din
ess
T
h
e
av
ailab
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
o
f
s
ch
o
o
l
f
ac
ilit
ies
r
ep
r
esen
t
an
im
p
o
r
ta
n
t
s
tr
u
ctu
r
al
d
i
m
en
s
io
n
o
f
s
ch
o
o
l
r
ea
d
in
ess
f
o
r
i
n
clu
s
iv
e
ed
u
ca
tio
n
.
Acc
ess
ib
le
in
f
r
astr
u
ctu
r
e
en
a
b
les
s
tu
d
en
ts
with
d
is
ab
ilit
ies
to
m
o
v
e
s
af
ely
with
in
s
ch
o
o
l
s
p
ac
es,
a
cc
ess
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
an
d
p
a
r
ticip
ate
m
o
r
e
m
ea
n
in
g
f
u
lly
in
s
ch
o
o
l
life
.
Fro
m
an
in
clu
s
iv
e
ed
u
ca
tio
n
p
er
s
p
ec
tiv
e,
p
h
y
s
ical
p
lace
m
en
t
alo
n
e
is
in
s
u
f
f
icien
t
if
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
d
o
es
n
o
t
p
r
o
v
id
e
th
e
ac
ce
s
s
ib
ilit
y
f
ea
tu
r
es
r
eq
u
ir
e
d
f
o
r
f
u
ll
p
ar
ticip
atio
n
[
3
]
,
[
4
]
,
[
7
]
.
T
h
e
d
escr
ip
tiv
e
f
in
d
i
n
g
s
r
eg
ar
d
in
g
th
e
ac
ce
s
s
ib
ilit
y
o
f
s
ch
o
o
l b
u
ild
in
g
s
in
th
e
p
ar
ticip
atin
g
s
ch
o
o
ls
ar
e
s
u
m
m
a
r
ized
in
T
ab
le
1
.
T
h
e
r
esu
lts
in
d
icate
th
at
s
tr
u
ctu
r
al
ac
ce
s
s
ib
ilit
y
ac
r
o
s
s
th
e
p
ar
ticip
atin
g
s
ch
o
o
ls
r
em
ain
s
lim
ited
.
On
ly
a
s
m
all
n
u
m
b
er
o
f
s
ch
o
o
ls
r
ep
o
r
ted
t
h
e
av
ailab
ilit
y
o
f
wh
ee
lch
air
-
ac
ce
s
s
ib
le
d
o
o
r
s
a
n
d
r
eso
u
r
ce
r
o
o
m
s
,
wh
er
ea
s
ess
en
tial
f
ea
tu
r
es
s
u
ch
as
g
u
id
in
g
b
lo
c
k
s
,
p
ed
estrian
ac
ce
s
s
ad
ap
tatio
n
s
,
r
am
p
s
,
s
p
ec
ial
to
ilets
,
an
d
d
esig
n
ated
p
a
r
k
in
g
s
p
ac
es
w
er
e
ab
s
en
t
ac
r
o
s
s
m
o
s
t
s
ch
o
o
ls
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
in
f
r
astru
ctu
r
al
ad
ju
s
tm
en
ts
f
o
r
i
n
clu
s
iv
e
ed
u
ca
tio
n
h
a
v
e
b
ee
n
in
t
r
o
d
u
ce
d
o
n
l
y
p
a
r
tially
an
d
u
n
e
v
en
l
y
.
T
h
is
f
i
n
d
in
g
is
im
p
o
r
tan
t
b
ec
a
u
s
e
in
clu
s
iv
e
ed
u
ca
tio
n
r
e
q
u
ir
es
s
ch
o
o
l
en
v
i
r
o
n
m
en
ts
th
at
r
ed
u
ce
b
ar
r
ier
s
an
d
s
u
p
p
o
r
t
ac
ce
s
s
f
o
r
s
tu
d
en
ts
with
d
if
f
er
en
t
d
is
ab
ilit
y
p
r
o
f
iles
[
7
]
,
[
1
0
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
th
e
ab
s
en
ce
o
f
r
am
p
s
,
ac
ce
s
s
ib
le
to
ilets
,
an
d
way
f
i
n
d
in
g
s
u
p
p
o
r
t
s
u
g
g
ests
th
at
s
tu
d
e
n
ts
with
m
o
b
ilit
y
o
r
v
is
u
al
im
p
ai
r
m
en
ts
m
ay
s
till
f
ac
e
d
if
f
icu
lties
in
n
av
ig
atin
g
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
in
d
ep
en
d
en
tly
.
T
h
e
f
in
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
p
r
ev
i
o
u
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
clu
s
ive
ed
u
c
a
tio
n
r
ea
d
in
ess
in
s
u
b
u
r
b
a
n
Ma
la
ysia
n
p
r
ima
r
y
s
ch
o
o
ls
(
Mu
h
a
mma
d
A
fif M
o
h
d
A
r
is
)
2789
liter
atu
r
e
s
h
o
win
g
th
at
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e
r
e
m
ain
s
a
p
er
s
is
ten
t
b
ar
r
ier
to
th
e
im
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
,
e
v
en
in
s
ettin
g
s
wh
er
e
in
clu
s
iv
e
p
o
licy
is
f
o
r
m
ally
s
u
p
p
o
r
te
d
[
7
]
,
[
1
1
]
,
[
1
2
]
.
Ov
er
all,
th
e
r
esu
lts
in
d
icate
th
at
s
tr
u
ctu
r
al
r
ea
d
in
ess
in
th
e
p
ar
ticip
atin
g
s
u
b
-
u
r
b
an
p
r
im
ar
y
s
ch
o
o
ls
r
em
ain
s
in
co
m
p
lete.
T
ab
le
1
.
Acc
ess
ib
ilit
y
o
f
s
ch
o
o
l b
u
ild
in
g
s
N
o
.
B
u
i
l
d
i
n
g
f
a
c
i
l
i
t
i
e
s
Y
e
s
No
1
G
u
i
d
i
n
g
b
l
o
c
k
s
0
37
2
P
e
d
e
s
t
r
i
a
n
0
37
3
R
a
m
p
s
0
37
4
W
h
e
e
l
c
h
a
i
r
a
c
c
e
ssi
b
l
e
d
o
o
r
s
3
34
5
S
p
e
c
i
a
l
t
o
i
l
e
t
s
0
37
6
S
p
e
c
i
a
l
p
a
r
k
i
n
g
0
37
7
R
e
s
o
u
r
c
e
r
o
o
ms
5
32
3
.
2
.
Av
a
ila
bil
it
y
o
f
ins
t
ruct
i
o
na
l a
nd
s
up
po
rt
m
a
t
er
ia
ls
I
n
ad
d
itio
n
to
p
h
y
s
ical
in
f
r
a
s
tr
u
ctu
r
e,
th
e
a
v
ailab
ilit
y
o
f
in
s
tr
u
ctio
n
al
an
d
s
u
p
p
o
r
t
m
ater
ials
is
an
o
th
er
im
p
o
r
tan
t
co
m
p
o
n
en
t
o
f
s
tr
u
ctu
r
al
r
ea
d
in
ess
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
.
Su
ch
m
ater
ials
en
ab
le
teac
h
er
s
to
ad
ap
t
in
s
tr
u
ctio
n
to
d
iv
er
s
e
lear
n
er
n
ee
d
s
,
s
u
p
p
o
r
t
class
r
o
o
m
p
ar
ticip
atio
n
,
a
n
d
p
r
o
v
id
e
m
o
r
e
eq
u
itab
le
ac
ce
s
s
to
lear
n
in
g
f
o
r
s
tu
d
e
n
t
s
with
d
is
ab
ilit
ie
s
.
T
h
e
av
ailab
ilit
y
o
f
in
s
tr
u
ctio
n
al
an
d
s
u
p
p
o
r
t
m
ater
ials
f
o
r
s
tu
d
en
ts
with
s
p
ec
ial
ed
u
ca
tio
n
al
n
ee
d
s
is
p
r
esen
ted
in
T
ab
l
e
2
.
T
h
e
f
in
d
i
n
g
s
in
d
icate
th
at
s
u
p
p
o
r
t
m
ater
ials
wer
e
u
n
e
v
e
n
ly
d
is
tr
ib
u
ted
ac
r
o
s
s
th
e
p
a
r
ticip
atin
g
s
ch
o
o
ls
.
Alth
o
u
g
h
s
o
m
e
s
ch
o
o
ls
r
ep
o
r
ted
th
e
av
ailab
ilit
y
o
f
B
r
aille
-
r
elate
d
m
ater
ials
,
s
p
ec
ialized
aid
s
f
o
r
in
tellectu
al
d
is
ab
ilit
ie
s
,
b
eh
av
io
r
-
r
elate
d
s
p
ac
es,
an
d
en
r
ich
e
d
r
eso
u
r
ce
s
f
o
r
g
if
ted
s
tu
d
en
ts
,
m
an
y
o
th
er
f
o
r
m
s
o
f
s
u
p
p
o
r
t
wer
e
ab
s
en
t.
I
n
p
ar
ticu
lar
,
n
o
s
ch
o
o
ls
r
ep
o
r
ted
th
e
av
ailab
ilit
y
o
f
h
ea
r
in
g
-
r
elate
d
s
u
p
p
o
r
ts
,
wh
ee
lch
air
s
,
o
r
d
e
d
icate
d
s
p
ac
es
f
o
r
au
tis
tic
s
tu
d
en
ts
.
T
h
is
p
atter
n
s
u
g
g
ests
th
at
s
u
p
p
o
r
t p
r
o
v
is
io
n
is
s
elec
tiv
e
r
ath
er
th
a
n
co
m
p
r
e
h
en
s
iv
e.
T
h
ese
f
in
d
in
g
s
ar
e
s
ig
n
i
f
ican
t
b
ec
au
s
e
th
e
e
f
f
ec
tiv
en
ess
o
f
i
n
clu
s
iv
e
ed
u
ca
tio
n
d
ep
en
d
s
n
o
t
o
n
l
y
o
n
class
r
o
o
m
p
lace
m
e
n
t,
b
u
t
also
o
n
wh
eth
er
s
ch
o
o
ls
p
o
s
s
ess
th
e
p
e
d
ag
o
g
ical
t
o
o
ls
an
d
s
u
p
p
o
r
t
r
eso
u
r
ce
s
n
ee
d
ed
to
r
esp
o
n
d
to
v
a
r
ied
lear
n
in
g
p
r
o
f
iles
[
4
]
,
[
1
3
]
,
[
1
4
]
.
W
h
er
e
s
u
ch
m
ater
ials
ar
e
ab
s
en
t,
teac
h
er
s
m
ay
en
co
u
n
ter
d
if
f
icu
lties
in
d
if
f
er
e
n
tiatin
g
in
s
tr
u
ctio
n
o
r
p
r
o
v
id
in
g
ap
p
r
o
p
r
iate
ac
co
m
m
o
d
atio
n
s
f
o
r
s
tu
d
en
ts
with
s
en
s
o
r
y
,
b
eh
av
io
r
al,
c
o
g
n
itiv
e,
o
r
co
m
m
u
n
icatio
n
-
r
elate
d
n
ee
d
s
.
T
h
e
r
esu
lts
ar
e
in
lin
e
with
ea
r
lie
r
r
esear
ch
in
d
icatin
g
th
at
in
c
lu
s
iv
e
ed
u
ca
tio
n
is
o
f
ten
h
in
d
er
ed
b
y
a
lac
k
o
f
ap
p
r
o
p
r
iate
s
u
p
p
o
r
t
r
eso
u
r
ce
s
,
ass
is
tiv
e
m
ater
ials
,
an
d
s
p
e
cialize
d
s
ch
o
o
l
-
lev
el
p
r
o
v
is
io
n
s
[
8
]
,
[
1
5
]
,
[
1
6
]
.
T
ak
en
to
g
eth
er
,
th
e
f
in
d
in
g
s
i
n
T
ab
les
1
an
d
2
s
u
g
g
est
th
at
s
tr
u
ctu
r
al
r
ea
d
in
ess
in
th
e
p
a
r
ticip
atin
g
s
ch
o
o
ls
r
em
ain
s
p
ar
tial r
ath
er
th
an
c
o
m
p
r
eh
en
s
iv
e.
T
ab
le
2
.
Av
ailab
ilit
y
o
f
in
s
tr
u
ctio
n
al
an
d
s
u
p
p
o
r
t
m
ater
ials
f
o
r
s
tu
d
en
ts
with
s
p
ec
ial
ed
u
ca
t
io
n
al
n
ee
d
s
N
o
.
Ty
p
e
o
f
s
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
a
l
n
e
e
d
/
s
u
p
p
o
r
t
a
r
e
a
Y
e
s
No
1
V
i
su
a
l
i
m
p
a
i
r
m
e
n
t
(
B
r
a
i
l
l
e
ma
t
e
r
i
a
l
s,
t
a
c
t
i
l
e
me
d
i
a
)
6
31
2
H
e
a
r
i
n
g
i
m
p
a
i
r
me
n
t
(
h
e
a
r
i
n
g
a
i
d
s
,
s
i
g
n
l
a
n
g
u
a
g
e
su
p
p
o
r
t
,
v
i
su
a
l
s
i
g
n
s)
0
37
3
I
n
t
e
l
l
e
c
t
u
a
l
d
i
sa
b
i
l
i
t
i
e
s (m
o
t
o
r
s
k
i
l
l
s
mat
e
r
i
a
l
s,
s
p
e
c
i
a
l
i
z
e
d
l
e
a
r
n
i
n
g
a
i
d
s)
3
34
4
P
h
y
s
i
c
a
l
d
i
sa
b
i
l
i
t
i
e
s (w
h
e
e
l
c
h
a
i
r
s)
0
37
5
B
e
h
a
v
i
o
r
a
l
d
i
f
f
i
c
u
l
t
i
e
s (
p
l
a
y
a
r
e
a
,
t
h
e
r
a
p
y
r
o
o
m)
9
28
6
A
u
t
i
sm s
p
e
c
t
r
u
m c
o
n
d
i
t
i
o
n
(
d
e
d
i
c
a
t
e
d
sp
a
c
e
)
0
37
7
G
i
f
t
e
d
a
n
d
t
a
l
e
n
t
e
d
s
t
u
d
e
n
t
s (e
n
r
i
c
h
e
d
l
e
a
r
n
i
n
g
r
e
s
o
u
r
c
e
s)
5
32
3
.
3
.
P
a
re
nts’
perc
ept
io
ns
o
f
inclu
s
iv
e
educa
t
io
n
Par
en
ts
’
p
er
ce
p
tio
n
s
to
war
d
i
n
clu
s
iv
e
ed
u
ca
tio
n
c
o
n
s
titu
te
an
im
p
o
r
tan
t
s
tak
eh
o
ld
er
d
im
en
s
io
n
in
th
e
im
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
s
ch
o
o
lin
g
.
Fam
ily
s
u
p
p
o
r
t
ca
n
s
tr
en
g
th
en
in
clu
s
iv
e
p
r
ac
tice
b
y
en
co
u
r
ag
in
g
co
o
p
er
atio
n
b
etwe
en
h
o
m
e
an
d
s
ch
o
o
l,
s
h
ap
in
g
s
o
cial
attitu
d
es
to
war
d
d
is
ab
ilit
y
,
an
d
r
ei
n
f
o
r
cin
g
ch
ild
r
e
n
’
s
p
ar
ticip
atio
n
i
n
lear
n
in
g
en
v
i
r
o
n
m
en
ts
[
1
7
]
,
[
1
8
]
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
at
p
ar
en
ts
i
n
th
e
p
r
esen
t
s
tu
d
y
g
en
er
ally
e
x
p
r
ess
ed
s
u
p
p
o
r
ti
v
e
attitu
d
es
to
war
d
in
clu
s
iv
e
e
d
u
ca
tio
n
.
T
h
ey
s
h
o
wed
ac
ce
p
ta
n
ce
o
f
th
e
p
r
esen
ce
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies
in
m
ain
s
tr
ea
m
class
r
o
o
m
s
an
d
r
ec
o
g
n
ized
th
e
v
alu
e
o
f
eq
u
al
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
an
d
s
o
cial
p
ar
ticip
atio
n
.
T
h
is
s
u
g
g
ests
th
at,
at
th
e
s
tak
eh
o
ld
er
lev
el,
th
e
s
o
cial
clim
ate
s
u
r
r
o
u
n
d
in
g
i
n
clu
s
iv
e
ed
u
ca
ti
o
n
is
r
elativ
ely
en
c
o
u
r
ag
i
n
g
w
ith
in
th
e
p
ar
ticip
atin
g
s
ch
o
o
l c
o
m
m
u
n
ities
.
At
th
e
s
am
e
tim
e,
v
ar
iatio
n
s
i
n
p
ar
en
tal
r
esp
o
n
s
es
in
d
icate
th
at
s
u
p
p
o
r
t
f
o
r
in
clu
s
io
n
is
n
o
t
en
tire
ly
u
n
co
n
d
itio
n
al.
So
m
e
p
a
r
en
ts
ex
p
r
ess
ed
co
n
ce
r
n
s
r
eg
ar
d
i
n
g
t
h
e
ad
eq
u
ac
y
o
f
s
ch
o
o
l
r
eso
u
r
ce
s
an
d
s
p
ec
ialized
s
u
p
p
o
r
t
av
ailab
le
f
o
r
s
tu
d
en
t
s
with
d
is
ab
ilit
ie
s
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
p
o
s
itiv
e
p
ar
en
tal
attitu
d
es
m
ay
co
ex
is
t
with
p
r
ac
tical
co
n
ce
r
n
s
ab
o
u
t
wh
eth
e
r
s
ch
o
o
ls
ar
e
ad
eq
u
ately
p
r
ep
ar
e
d
to
im
p
lem
en
t
in
clu
s
iv
e
ed
u
ca
tio
n
ef
f
ec
tiv
ely
.
T
h
is
p
at
ter
n
is
co
n
s
is
ten
t
with
p
r
e
v
io
u
s
s
tu
d
ies
r
ep
o
r
ti
n
g
t
h
at
p
a
r
en
t
s
ar
e
o
f
ten
b
r
o
a
d
ly
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
.
4
,
Au
g
u
s
t
20
26
:
27
8
6
-
2
794
2790
p
o
s
itiv
e
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
wh
ile
s
till
ex
p
r
ess
i
n
g
co
n
ce
r
n
s
ab
o
u
t
s
u
p
p
o
r
t
q
u
ality
,
class
r
o
o
m
p
r
o
v
is
io
n
,
an
d
s
ch
o
o
ls
’
ca
p
a
city
to
m
ee
t
d
iv
er
s
e
n
ee
d
s
e
f
f
ec
tiv
ely
.
T
h
e
f
in
d
i
n
g
s
th
er
ef
o
r
e
in
d
icate
th
at
p
ar
en
tal
s
u
p
p
o
r
t
is
an
im
p
o
r
tan
t
en
ab
lin
g
c
o
n
d
itio
n
,
b
u
t
o
n
e
th
at
m
u
s
t
b
e
s
u
s
tain
ed
th
r
o
u
g
h
co
n
tin
u
e
d
co
m
m
u
n
icatio
n
,
tr
u
s
t
-
b
u
ild
in
g
,
an
d
v
is
ib
le
s
ch
o
o
l c
ap
ac
ity
.
3
.
4
.
P
ee
r
a
cc
ept
a
nce
o
f
s
t
ud
ent
s
wit
h di
s
a
bil
it
ies
Peer
ac
ce
p
tan
ce
r
ep
r
esen
ts
a
cr
itical
s
o
cial
d
im
en
s
io
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
b
ec
au
s
e
s
tu
d
en
ts
’
ev
er
y
d
a
y
in
ter
ac
tio
n
s
s
tr
o
n
g
l
y
s
h
ap
e
th
e
s
o
cial
p
ar
ticip
atio
n
,
em
o
tio
n
al
s
ec
u
r
ity
,
a
n
d
class
r
o
o
m
ex
p
e
r
ien
ce
s
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies.
I
n
clu
s
iv
e
s
ch
o
o
lin
g
is
m
o
r
e
li
k
ely
to
f
u
n
ctio
n
m
ea
n
in
g
f
u
lly
wh
en
s
tu
d
e
n
ts
ar
e
n
o
t
o
n
ly
p
h
y
s
ically
p
lace
d
to
g
eth
er
b
u
t
ar
e
also
s
o
cially
ac
ce
p
ted
b
y
th
eir
p
ee
r
s
[
1
9
]
,
[
2
0
]
.
T
h
e
r
esu
lts
r
elate
d
to
p
ee
r
ac
ce
p
ta
n
ce
ar
e
illu
s
tr
at
ed
in
Fig
u
r
e
2
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
s
tu
d
en
ts
g
en
er
ally
d
em
o
n
s
tr
ated
p
o
s
itiv
e
attitu
d
es
to
war
d
p
ee
r
s
with
d
is
ab
ilit
ies
ac
r
o
s
s
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
co
n
ativ
e
d
im
e
n
s
io
n
s
.
T
h
ey
r
ep
o
r
ted
u
n
d
er
s
tan
d
in
g
d
is
ab
ilit
y
-
r
elate
d
co
n
d
itio
n
s
,
ex
p
r
ess
ed
em
p
ath
y
,
an
d
in
d
icate
d
willin
g
n
ess
to
in
ter
ac
t
an
d
co
o
p
er
a
te
with
p
ee
r
s
wi
th
d
is
ab
ilit
ies
in
s
ch
o
o
l
ac
tiv
iti
es.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
s
tu
d
en
ts
in
th
e
p
ar
ticip
ati
n
g
s
ch
o
o
ls
ex
h
ib
it
r
elativ
ely
p
o
s
itiv
e
i
n
ter
p
er
s
o
n
al
d
is
p
o
s
itio
n
s
to
war
d
in
clu
s
io
n
.
T
h
is
is
an
im
p
o
r
tan
t
f
in
d
in
g
b
ec
au
s
e
p
ee
r
attitu
d
es
ar
e
clo
s
ely
r
elate
d
to
th
e
s
o
cial
q
u
ality
o
f
in
clu
s
io
n
.
E
ar
lier
wo
r
k
h
as
s
h
o
wn
th
at
p
ee
r
ac
ce
p
tan
ce
is
s
tr
o
n
g
ly
lin
k
ed
to
th
e
class
r
o
o
m
ex
p
er
ien
ce
s
an
d
s
elf
-
co
n
c
ep
t
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
an
d
th
at
s
o
cial
p
ar
ticip
atio
n
r
em
ain
s
a
ce
n
t
r
al
in
d
icato
r
o
f
wh
eth
er
in
cl
u
s
iv
e
ed
u
ca
tio
n
is
f
u
n
ctio
n
in
g
b
ey
o
n
d
p
h
y
s
ical
p
lace
m
en
t.
At
th
e
s
am
e
tim
e,
th
e
cu
r
r
en
t
f
in
d
in
g
s
s
h
o
u
ld
b
e
in
ter
p
r
eted
ca
r
ef
u
lly
.
R
esea
r
ch
h
as
s
h
o
wn
th
at
p
o
s
itiv
e
attitu
d
es
to
war
d
s
tu
d
en
ts
with
d
is
ab
ilit
ie
s
d
o
n
o
t
alwa
y
s
elim
in
ate
d
if
f
er
en
ce
s
in
s
o
cial
in
teg
r
atio
n
o
r
p
ee
r
s
tatu
s
with
in
in
clu
s
iv
e
class
r
o
o
m
s
[
1
5
]
,
[
2
1
]
,
[
2
2
]
.
T
h
e
p
r
esen
t
r
esu
lts
th
er
e
f
o
r
e
s
u
g
g
est
th
at
en
co
u
r
a
g
in
g
p
ee
r
ac
ce
p
tan
ce
is
an
im
p
o
r
tan
t
s
tr
en
g
th
o
f
th
e
p
ar
ticip
atin
g
s
ch
o
o
ls
,
alth
o
u
g
h
it
s
h
o
u
ld
n
o
t
b
e
ass
u
m
ed
to
r
ep
r
esen
t
f
u
lly
d
e
v
elo
p
ed
in
clu
s
iv
e
r
ea
d
in
ess
o
n
i
ts
o
wn
.
Fig
u
r
e
2
.
Peer
ac
ce
p
tan
ce
o
f
s
tu
d
en
ts
with
d
is
ab
ilit
ies
3
.
5
.
T
ea
cher
s
’
perc
ept
io
ns
a
nd
co
rr
ela
t
io
na
l f
ind
ing
s
T
ea
ch
er
s
p
lay
a
ce
n
tr
al
r
o
le
in
th
e
im
p
lem
e
n
tatio
n
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
b
ec
au
s
e
th
ey
tr
an
s
late
p
o
licy
ex
p
ec
tatio
n
s
in
to
class
r
o
o
m
p
r
ac
tice.
T
h
eir
p
er
ce
p
tio
n
s
,
k
n
o
wled
g
e,
co
n
f
id
en
ce
,
a
n
d
p
r
i
o
r
ex
p
er
ien
c
e
with
d
is
ab
ilit
y
in
f
lu
en
ce
h
o
w
th
ey
in
ter
p
r
et
lear
n
e
r
d
i
v
er
s
ity
an
d
h
o
w
willin
g
a
n
d
p
r
ep
a
r
e
d
th
ey
ar
e
to
ap
p
l
y
in
clu
s
iv
e
teac
h
in
g
s
tr
ateg
ies
[
5
]
,
[
8
]
,
[
2
3
]
,
[
2
4
]
.
T
o
f
u
r
th
er
ex
am
in
e
f
ac
to
r
s
ass
o
ciate
d
with
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
i
n
clu
s
iv
e
ed
u
ca
tio
n
,
c
o
r
r
elatio
n
a
n
aly
s
is
was
co
n
d
u
cted
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
3
.
T
h
e
r
esu
lts
in
d
icate
th
at
s
ev
er
al
b
ac
k
g
r
o
u
n
d
v
ar
iab
les
wer
e
s
ig
n
if
ican
tly
ass
o
ciate
d
wit
h
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
.
I
n
p
ar
ticu
lar
,
ex
p
er
ien
ce
in
ter
ac
tin
g
with
in
d
iv
id
u
als
with
d
is
ab
ilit
ies,
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
ies,
an
d
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
y
-
r
elate
d
n
ee
d
s
a
n
d
s
er
v
ices
s
h
o
wed
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elati
o
n
s
h
ip
s
with
teac
h
er
s
’
p
er
ce
p
tio
n
s
.
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
e
s
t
th
at
p
r
o
f
ess
io
n
al
ex
p
o
s
u
r
e
an
d
d
is
ab
ilit
y
-
r
elate
d
k
n
o
wled
g
e
ar
e
im
p
o
r
tan
t
f
ac
to
r
s
in
s
h
ap
in
g
teac
h
er
s
’
r
ea
d
in
ess
to
s
u
p
p
o
r
t
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
is
p
atter
n
is
s
u
p
p
o
r
ted
b
y
p
r
ev
i
o
u
s
liter
atu
r
e
s
h
o
win
g
th
at
teac
h
er
s
’
attitu
d
es to
war
d
in
clu
s
io
n
ar
e
in
f
lu
en
ce
d
b
y
k
n
o
wled
g
e,
tr
ai
n
in
g
,
an
d
d
i
r
ec
t e
x
p
er
ien
ce
wi
th
d
is
ab
ilit
y
-
r
elate
d
co
n
tex
ts
[
5
]
,
[
2
5
]
.
Similar
ly
,
r
esear
ch
o
n
teac
h
e
r
ef
f
icac
y
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
h
as
f
o
u
n
d
th
at
p
r
io
r
c
o
n
tact
with
d
is
ab
ilit
y
,
p
r
o
f
ess
io
n
al
lear
n
in
g
,
a
n
d
in
clu
s
iv
e
e
d
u
ca
ti
o
n
k
n
o
wled
g
e
co
n
tr
ib
u
te
to
s
tr
o
n
g
er
c
o
n
f
id
en
ce
an
d
r
ea
d
in
ess
f
o
r
in
clu
s
iv
e
p
r
ac
tice
[
1
3
]
,
[
2
6
]
.
B
y
co
n
tr
a
s
t,
ag
e
an
d
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
in
th
e
3
.
8
3
.
6
3
.
4
3
.
2
3
.0
2
.
8
C
O
G
N
I
T
I
V
E
A
F
F
E
CT
I
V
E
C
O
N
A
T
I
V
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
I
n
clu
s
ive
ed
u
c
a
tio
n
r
ea
d
in
ess
in
s
u
b
u
r
b
a
n
Ma
la
ysia
n
p
r
ima
r
y
s
ch
o
o
ls
(
Mu
h
a
mma
d
A
fif M
o
h
d
A
r
is
)
2791
p
r
esen
t
s
tu
d
y
wer
e
n
e
g
ativ
el
y
ass
o
ciate
d
with
teac
h
er
s
’
p
er
ce
p
tio
n
s
.
T
h
is
s
u
g
g
ests
th
at
d
em
o
g
r
ap
h
ic
o
r
ca
r
ee
r
-
len
g
th
v
ar
iab
les
d
o
n
o
t n
ec
ess
ar
ily
tr
an
s
late
in
to
s
tr
o
n
g
er
in
clu
s
iv
e
r
ea
d
in
ess
.
A
p
o
s
s
ib
le
in
ter
p
r
etatio
n
is
th
at
ex
p
er
ien
c
e
b
ec
o
m
es
b
e
n
ef
icial
o
n
ly
wh
en
it
in
clu
d
es
m
ea
n
in
g
f
u
l
e
n
g
ag
e
m
en
t
with
in
clu
s
iv
e
p
r
ac
tice,
d
is
ab
ilit
y
-
r
elate
d
k
n
o
wled
g
e,
o
r
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
is
in
ter
p
r
etatio
n
is
co
n
s
is
ten
t
with
p
r
io
r
wo
r
k
in
d
icatin
g
th
at
g
e
n
er
al
teac
h
in
g
e
x
p
er
ien
ce
alo
n
e
is
n
o
t
alwa
y
s
a
r
eliab
le
p
r
ed
icto
r
o
f
p
o
s
itiv
e
in
clu
s
iv
e
attitu
d
es,
wh
er
ea
s
m
o
r
e
s
p
ec
if
ic
f
o
r
m
s
o
f
d
is
a
b
ilit
y
-
r
elate
d
ex
p
o
s
u
r
e
an
d
ef
f
icac
y
ar
e
m
o
r
e
co
n
s
is
ten
tly
ass
o
ciate
d
with
r
ea
d
in
ess
f
o
r
in
clu
s
io
n
[
1
2
]
,
[
2
7
]
,
[
2
8
]
.
Ov
er
all,
th
e
f
i
n
d
in
g
s
r
ein
f
o
r
ce
th
e
im
p
o
r
tan
ce
o
f
teac
h
er
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
th
at
f
o
cu
s
s
p
ec
if
ically
o
n
in
clu
s
iv
e
ed
u
ca
tio
n
an
d
d
is
ab
ilit
y
-
r
elate
d
n
ee
d
s
.
T
ab
le
3
.
C
o
r
r
elatio
n
s
b
etwe
en
teac
h
er
s
’
b
ac
k
g
r
o
u
n
d
v
ar
iab
l
es a
n
d
p
er
ce
p
tio
n
s
to
war
d
i
n
clu
s
iv
e
ed
u
ca
tio
n
N
o
.
A
s
p
e
c
t
s
r
s
i
g
1
Ex
p
e
r
i
e
n
c
e
w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
0
.
6
0
6
2
P
<
0
.
0
1
2
Und
erst
an
d
i
n
g
d
i
s
a
b
i
l
i
t
i
e
s
0
.
4
0
0
9
P
<
0
.
0
1
3
U
n
d
e
r
st
a
n
d
i
n
g
n
e
e
d
s
a
n
d
s
e
r
v
i
c
e
s
f
o
r
i
n
d
i
v
i
d
u
al
s
wi
t
h
d
i
s
a
b
i
l
i
t
i
e
s
0
.
3
8
0
2
P
<
0
.
0
1
4
W
o
r
k
i
n
g
e
x
p
e
r
i
e
n
c
e
-
0
.
4
8
0
6
P
<
0
.
0
1
5
A
ge
-
0
.
4
0
3
P
<
0
.
0
1
3
.
6
.
I
nte
g
ra
t
ed
dis
cus
s
io
n
T
ak
en
to
g
eth
er
,
th
e
f
in
d
in
g
s
r
ev
ea
l
a
clea
r
p
atter
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
in
ess
in
th
e
p
ar
ticip
atin
g
s
u
b
-
u
r
b
an
p
r
im
a
r
y
s
ch
o
o
ls
.
Stru
ctu
r
al
r
ea
d
in
e
s
s
r
em
ain
s
lim
ited
,
wh
er
ea
s
s
tak
eh
o
ld
er
-
r
elate
d
r
ea
d
in
ess
ap
p
ea
r
s
m
o
r
e
en
co
u
r
ag
in
g
.
I
n
o
th
er
w
o
r
d
s
,
th
e
s
ch
o
o
ls
s
tu
d
ied
s
h
o
w
s
ig
n
s
o
f
s
o
cial
s
u
p
p
o
r
t
f
o
r
in
clu
s
io
n
,
b
u
t
n
o
t
y
et
t
h
e
le
v
el
o
f
in
s
titu
tio
n
al
p
r
o
v
is
io
n
r
eq
u
ir
e
d
f
o
r
f
u
lly
ac
ce
s
s
ib
l
e
an
d
s
u
s
tain
ab
le
im
p
lem
en
tatio
n
.
Fro
m
a
s
tr
u
ctu
r
al
p
er
s
p
ec
tiv
e
,
th
e
s
ch
o
o
ls
d
em
o
n
s
tr
ated
m
ajo
r
g
ap
s
in
ac
ce
s
s
ib
ilit
y
f
ea
tu
r
es
an
d
s
u
p
p
o
r
t
m
ate
r
ials
.
E
s
s
en
tial
f
ac
ilit
ies
s
u
ch
as
r
am
p
s
,
s
p
ec
ial
to
ilets
,
d
esig
n
ated
p
ar
k
i
n
g
,
h
ea
r
in
g
-
r
elate
d
s
u
p
p
o
r
ts
,
an
d
au
tis
m
-
r
elate
d
s
p
ac
es
wer
e
lar
g
ely
u
n
av
ai
lab
le.
T
h
ese
f
in
d
in
g
s
in
d
icat
e
th
at
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
m
ay
s
till
p
r
esen
t
p
h
y
s
ical
an
d
i
n
s
tr
u
ctio
n
al
b
a
r
r
ier
s
f
o
r
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies,
ev
en
wh
er
e
in
clu
s
iv
e
p
lace
m
en
t
is
tak
in
g
p
lace
.
T
h
is
p
atter
n
is
co
n
s
is
ten
t
with
liter
atu
r
e
ar
g
u
in
g
th
at
in
clu
s
iv
e
ed
u
ca
tio
n
ca
n
n
o
t b
e
r
e
d
u
ce
d
to
en
r
o
lm
e
n
t
o
r
p
o
licy
co
m
p
lian
ce
alo
n
e,
b
ec
au
s
e
s
ch
o
o
l
-
lev
el
ca
p
ac
ity
an
d
e
n
v
ir
o
n
m
en
ta
l
ac
ce
s
s
ib
ilit
y
r
em
ain
ce
n
tr
al
to
m
ea
n
in
g
f
u
l p
ar
ticip
atio
n
[
4
]
,
[
7
]
,
[
2
9
]
.
Fro
m
a
s
tak
eh
o
l
d
er
p
e
r
s
p
ec
tiv
e,
h
o
we
v
er
,
t
h
e
s
tu
d
y
f
o
u
n
d
m
o
r
e
p
o
s
itiv
e
s
ig
n
als.
Par
en
ts
g
en
er
all
y
s
u
p
p
o
r
ted
in
clu
s
iv
e
ed
u
ca
tio
n
,
s
tu
d
en
ts
s
h
o
wed
f
av
o
r
ab
le
p
ee
r
ac
ce
p
tan
ce
,
an
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
wer
e
m
o
r
e
p
o
s
itiv
e
wh
en
s
u
p
p
o
r
t
ed
b
y
d
is
ab
ilit
y
-
r
elate
d
k
n
o
wled
g
e
an
d
e
x
p
er
ie
n
ce
[
3
0
]
.
T
h
ese
f
in
d
in
g
s
ar
e
b
r
o
ad
ly
in
lin
e
with
ea
r
lier
r
esear
ch
s
h
o
win
g
th
at
p
o
s
itiv
e
s
tak
eh
o
ld
er
attitu
d
es,
p
ee
r
s
u
p
p
o
r
t,
an
d
teac
h
er
p
r
ep
ar
e
d
n
ess
ar
e
im
p
o
r
tan
t
e
n
ab
lin
g
co
n
d
itio
n
s
f
o
r
in
cl
u
s
iv
e
p
r
ac
tice.
At
th
e
s
am
e
tim
e,
th
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
is
liter
atu
r
e
b
y
s
h
o
w
in
g
th
at
th
ese
p
o
s
itiv
e
s
o
cial
c
o
n
d
itio
n
s
m
ay
co
ex
is
t
with
in
co
m
p
lete
s
tr
u
ctu
r
al
r
ea
d
in
ess
in
s
u
b
-
u
r
b
an
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
is
s
tu
d
y
r
ev
ea
ls
a
s
tr
u
ctu
r
al
–
s
o
cial
g
ap
in
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
i
n
ess
th
at
is
n
o
t
wid
ely
d
o
cu
m
e
n
ted
in
Ma
lay
s
ian
s
u
b
-
u
r
b
a
n
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
s
ch
o
o
ls
ap
p
ea
r
to
b
e
m
o
r
e
r
ea
d
y
s
o
cially
th
an
m
ater
ially
.
T
h
is
is
an
im
p
o
r
tan
t
co
n
tr
ib
u
tio
n
b
ec
au
s
e
p
r
ev
io
u
s
liter
atu
r
e
h
as
o
f
ten
f
o
cu
s
ed
o
n
teac
h
e
r
attitu
d
es,
s
tak
eh
o
ld
er
p
er
ce
p
t
io
n
s
,
o
r
s
ch
o
o
l
b
a
r
r
ier
s
s
ep
a
r
ately
.
T
h
e
p
r
esen
t
s
tu
d
y
s
h
o
ws
th
at
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
in
ess
s
h
o
u
ld
in
s
tead
b
e
u
n
d
e
r
s
to
o
d
as
a
m
u
lt
id
im
en
s
io
n
al
co
n
d
itio
n
s
h
ap
e
d
b
y
th
e
in
ter
ac
tio
n
b
etwe
en
p
h
y
s
ical
ac
ce
s
s
ib
ilit
y
,
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t,
s
o
cial
ac
ce
p
tan
ce
,
an
d
p
r
o
f
ess
io
n
a
l
ca
p
ac
ity
.
Po
s
itiv
e
attitu
d
es
am
o
n
g
p
ar
en
ts
,
p
ee
r
s
,
an
d
teac
h
er
s
ar
e
clea
r
ly
v
alu
ab
le,
b
u
t
th
ey
ar
e
n
o
t
s
u
f
f
i
cien
t
o
n
th
eir
o
wn
wh
en
s
ch
o
o
ls
co
n
tin
u
e
to
f
ac
e
lim
itatio
n
s
in
in
f
r
astru
ctu
r
e
a
n
d
s
u
p
p
o
r
t
-
r
elate
d
p
r
o
v
is
io
n
s
.
Acc
o
r
d
in
g
ly
,
ef
f
o
r
ts
to
s
tr
en
g
th
en
in
clu
s
iv
e
ed
u
ca
tio
n
in
s
u
b
-
u
r
b
a
n
p
r
im
a
r
y
s
ch
o
o
ls
s
h
o
u
ld
ad
d
r
ess
b
o
th
s
id
es
o
f
r
ea
d
in
ess
s
im
u
ltan
eo
u
s
ly
.
Stru
ctu
r
al
im
p
r
o
v
e
m
en
ts
ar
e
n
ee
d
ed
to
m
ak
e
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
m
o
r
e
ac
ce
s
s
ib
le
an
d
b
etter
eq
u
ip
p
ed
f
o
r
d
iv
e
r
s
e
lear
n
er
s
,
w
h
ile
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
ch
o
o
l
–
f
am
ily
co
llab
o
r
atio
n
s
h
o
u
l
d
b
e
s
u
s
tain
ed
to
p
r
eser
v
e
t
h
e
p
o
s
itiv
e
s
o
cial
co
n
d
itio
n
s
alr
ea
d
y
ev
i
d
en
t
in
th
e
f
in
d
in
g
s
.
I
n
th
is
r
esp
ec
t,
th
e
p
r
esen
t
s
tu
d
y
s
u
p
p
o
r
ts
an
d
ex
ten
d
s
p
r
ev
io
u
s
liter
atu
r
e
b
y
s
h
o
win
g
th
at
s
u
cc
ess
f
u
l
in
clu
s
iv
e
ed
u
ca
tio
n
d
ep
en
d
s
n
o
t
o
n
ly
o
n
willin
g
n
ess
to
in
clu
d
e,
b
u
t
a
ls
o
o
n
th
e
p
r
ac
tical
ca
p
ac
ity
t
o
d
o
s
o
c
o
n
s
is
ten
tly
an
d
eq
u
itab
ly
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
th
e
r
ea
d
i
n
ess
o
f
s
u
b
-
u
r
b
a
n
p
r
im
ar
y
s
ch
o
o
ls
in
Ma
lay
s
ia
to
im
p
lem
e
n
t
in
clu
s
iv
e
ed
u
ca
tio
n
b
y
f
o
c
u
s
in
g
o
n
s
ch
o
o
l
f
ac
ilit
ies,
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
m
ater
ials
,
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
p
ee
r
ac
ce
p
tan
ce
,
an
d
p
ar
e
n
ts
’
p
er
ce
p
tio
n
s
.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
th
at
alth
o
u
g
h
s
tu
d
en
ts
,
p
a
r
en
ts
,
an
d
teac
h
er
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
.
4
,
Au
g
u
s
t
20
26
:
27
8
6
-
2
794
2792
g
en
er
ally
d
em
o
n
s
tr
ated
p
o
s
itiv
e
attitu
d
es
to
war
d
in
cl
u
s
iv
e
ed
u
ca
tio
n
,
s
tr
u
ct
u
r
al
r
ea
d
in
ess
r
em
ain
ed
lim
ited
.
E
s
s
en
tial
ac
ce
s
s
ib
ilit
y
f
ea
tu
r
es
an
d
s
p
ec
ialized
s
u
p
p
o
r
t
m
ater
ials
wer
e
s
til
l
u
n
av
ailab
le
in
m
an
y
o
f
th
e
p
ar
ticip
atin
g
s
ch
o
o
ls
,
in
d
icatin
g
th
at
th
e
i
m
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
co
n
tin
u
e
s
to
f
ac
e
im
p
o
r
tan
t
in
f
r
astru
ctu
r
al
a
n
d
in
s
tr
u
ctio
n
al
co
n
s
tr
ain
ts
.
At
th
e
s
am
e
tim
e,
teac
h
er
s
’
ex
p
er
ien
ce
wit
h
in
d
iv
id
u
als
with
d
is
ab
ilit
ies
an
d
th
eir
u
n
d
er
s
tan
d
in
g
o
f
d
is
ab
ilit
y
-
r
elate
d
n
e
ed
s
an
d
s
er
v
ices
wer
e
p
o
s
itiv
ely
ass
o
ciate
d
with
m
o
r
e
f
av
o
r
ab
le
p
er
ce
p
tio
n
s
to
war
d
in
clu
s
iv
e
ed
u
ca
tio
n
.
Ov
er
all,
th
e
s
tu
d
y
r
ev
ea
ls
a
s
tr
u
ctu
r
al
–
s
o
cial
g
ap
in
in
clu
s
iv
e
ed
u
ca
tio
n
r
ea
d
in
ess
,
in
wh
ich
s
u
p
p
o
r
tiv
e
s
tak
e
h
o
ld
er
attitu
d
es
ar
e
n
o
t
y
et
f
u
lly
m
atch
ed
b
y
th
e
m
ater
ial
an
d
in
s
titu
tio
n
al
ca
p
a
city
r
eq
u
ir
e
d
f
o
r
s
u
s
tain
ab
le
in
clu
s
iv
e
p
r
ac
tice.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
e
f
f
o
r
ts
to
s
tr
en
g
th
en
i
n
clu
s
iv
e
ed
u
ca
tio
n
in
s
u
b
-
u
r
b
an
p
r
im
a
r
y
s
ch
o
o
ls
s
h
o
u
ld
n
o
t
f
o
c
u
s
o
n
ly
o
n
p
o
s
itiv
e
attitu
d
es
o
r
p
o
licy
co
m
m
itm
en
t,
b
u
t
also
o
n
im
p
r
o
v
in
g
s
ch
o
o
l
-
lev
el
s
tr
u
ctu
r
al
s
u
p
p
o
r
t.
Gr
ea
te
r
a
tten
tio
n
s
h
o
u
l
d
b
e
g
iv
e
n
to
ac
ce
s
s
ib
ilit
y
f
ea
tu
r
es,
s
p
ec
i
alize
d
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
r
elate
d
to
d
is
ab
ilit
y
an
d
in
clu
s
iv
e
p
ed
a
g
o
g
y
.
I
n
p
r
ac
tice,
s
tr
o
n
g
er
co
llab
o
r
atio
n
am
o
n
g
s
ch
o
o
ls
,
teac
h
er
s
,
an
d
f
am
ilies
is
also
n
ec
ess
ar
y
to
s
u
s
tain
th
e
p
o
s
iti
v
e
s
o
cial
co
n
d
itio
n
s
id
en
tifie
d
in
th
is
s
tu
d
y
.
Fu
t
u
r
e
r
esear
ch
s
h
o
u
ld
ex
p
a
n
d
th
e
s
co
p
e
o
f
in
v
esti
g
atio
n
to
a
lar
g
er
n
u
m
b
er
o
f
s
ch
o
o
ls
ac
r
o
s
s
d
if
f
er
en
t g
eo
g
r
ap
h
ical
co
n
tex
ts
an
d
co
n
s
id
er
m
ix
ed
-
m
eth
o
d
o
r
lo
n
g
itu
d
in
al
d
esig
n
s
to
ex
am
in
e
h
o
w
s
tr
u
ctu
r
al
r
ea
d
in
ess
,
s
tak
eh
o
ld
er
p
er
ce
p
tio
n
s
,
an
d
in
cl
u
s
iv
e
p
r
ac
tices d
ev
elo
p
o
v
er
tim
e
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
t
h
o
r
s
t
h
an
k
th
e
p
ar
tici
p
atin
g
s
ch
o
o
ls
,
teac
h
e
r
s
,
s
tu
d
en
ts
,
an
d
p
ar
e
n
ts
f
o
r
th
ei
r
c
o
o
p
er
atio
n
in
th
is
s
tu
d
y
,
an
d
th
e
r
elev
an
t e
d
u
ca
tio
n
al
au
th
o
r
ities
f
o
r
f
ac
ilit
atin
g
ac
ce
s
s
to
th
e
r
esear
ch
s
ites
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
r
ec
ei
v
ed
n
o
s
p
e
cif
ic
g
r
an
t
f
r
o
m
an
y
f
u
n
d
in
g
a
g
en
cy
i
n
th
e
p
u
b
lic,
co
m
m
er
ci
al,
o
r
n
o
t
-
f
o
r
-
p
r
o
f
it secto
r
s
.
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
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
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
O
E
Vi
Su
P
Fu
Mu
h
am
m
ad
Af
i
f
Mo
h
d
Ar
is
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Sit
i Faiz
ah
Z
ain
al
✓
✓
✓
✓
✓
✓
No
o
r
Asmin
a
Mo
h
d
R
ash
id
✓
✓
✓
✓
✓
✓
✓
✓
Mo
h
d
Mu
s
lim
Md
Z
alli
✓
✓
✓
✓
✓
✓
Mo
h
d
R
id
h
u
a
n
Mo
h
d
J
am
il
✓
✓
✓
✓
✓
✓
Ma
za
r
u
l H
asan
Mo
h
am
ad
Han
a
p
i
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
d
ec
lar
es th
at
th
e
r
e
is
n
o
co
n
f
lict o
f
in
ter
est r
eg
ar
d
in
g
th
e
p
u
b
licatio
n
o
f
th
is
p
a
p
er
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
i
n
g
au
th
o
r
,
[
NAM
R
],
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
clu
s
ive
ed
u
c
a
tio
n
r
ea
d
in
ess
in
s
u
b
u
r
b
a
n
Ma
la
ysia
n
p
r
ima
r
y
s
ch
o
o
ls
(
Mu
h
a
mma
d
A
fif M
o
h
d
A
r
is
)
2793
RE
F
E
R
E
NC
E
S
[
1
]
U
N
ESCO
,
E
d
u
c
a
t
i
o
n
2
0
3
0
:
I
n
c
h
e
o
n
D
e
c
l
a
r
a
t
i
o
n
a
n
d
Fr
a
m
e
w
o
r
k
f
o
r
A
c
t
i
o
n
f
o
r
t
h
e
I
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
S
u
s
t
a
i
n
a
b
l
e
D
e
v
e
l
o
p
m
e
n
t
G
o
a
l
4
.
P
a
r
i
s:
U
N
ESCO
,
2
0
1
6
.
[
2
]
M
.
O
l
i
v
e
r
,
T
h
e
P
o
l
i
t
i
c
s
o
f
D
i
sa
b
l
e
m
e
n
t
,
1
st
e
d
.
Lo
n
d
o
n
:
R
e
d
G
l
o
b
e
P
r
e
ss
L
o
n
d
o
n
,
1
9
9
0
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
1
-
3
4
9
-
2
0
8
9
5
-
1
.
[
3
]
A
.
d
e
B
o
e
r
,
S
.
J
.
P
i
j
l
,
a
n
d
A
.
M
i
n
n
a
e
r
t
,
“
R
e
g
u
l
a
r
p
r
i
mary
sc
h
o
o
l
t
e
a
c
h
e
r
s’
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
:
A
r
e
v
i
e
w
o
f
t
h
e
l
i
t
e
r
a
t
u
r
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
c
l
u
si
v
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
3
,
p
p
.
3
3
1
–
3
5
3
,
2
0
1
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
1
0
9
0
3
0
3
0
0
8
9
.
[
4
]
M
.
A
i
n
sc
o
w
,
T.
B
o
o
t
h
,
a
n
d
A
.
D
y
so
n
,
I
m
p
ro
v
i
n
g
S
c
h
o
o
l
s,
D
e
v
e
l
o
p
i
n
g
I
n
c
l
u
s
i
o
n
,
1
s
t
e
d
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
0
6
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
0
2
0
3
9
6
7
1
5
7
.
[
5
]
K.
-
T
.
Li
n
d
n
e
r
,
S
.
S
c
h
w
a
b
,
M
.
Emar
a
,
a
n
d
E.
A
v
r
a
m
i
d
i
s,
“
D
o
t
e
a
c
h
e
r
s
f
a
v
o
r
t
h
e
i
n
c
l
u
s
i
o
n
o
f
a
l
l
st
u
d
e
n
t
s
?
A
sy
s
t
e
mat
i
c
r
e
v
i
e
w
o
f
p
r
i
mar
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s’
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
p
e
c
i
a
l
N
e
e
d
s
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
8
,
n
o
.
6
,
p
p
.
7
6
6
–
7
8
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
5
6
2
5
7
.
2
0
2
3
.
2
1
7
2
8
9
4
.
[
6
]
T.
L
o
r
e
m
a
n
,
J.
D
e
p
p
e
l
e
r
,
a
n
d
D
.
H
a
r
v
e
y
,
I
n
c
l
u
si
v
e
E
d
u
c
a
t
i
o
n
:
S
u
p
p
o
rt
i
n
g
D
i
v
e
rsi
t
y
i
n
t
h
e
C
l
a
ssr
o
o
m
,
2
n
d
e
d
.
L
o
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
0
.
[
7
]
D
.
M
i
t
c
h
e
l
l
,
W
h
a
t
Re
a
l
l
y
Wo
rks
i
n
S
p
e
c
i
a
l
a
n
d
I
n
c
l
u
si
v
e
Ed
u
c
a
t
i
o
n
:
U
s
i
n
g
Ev
i
d
e
n
c
e
-
Ba
se
d
T
e
a
c
h
i
n
g
S
t
r
a
t
e
g
i
e
s
,
2
n
d
e
d
.
L
o
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
4
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
0
2
0
3
1
0
5
3
1
3
.
[
8
]
M
.
A
i
n
sc
o
w
a
n
d
S
.
M
i
l
e
s,
“
M
a
k
i
n
g
e
d
u
c
a
t
i
o
n
f
o
r
a
l
l
i
n
c
l
u
si
v
e
:
W
h
e
r
e
n
e
x
t
?
”
P
ro
s
p
e
c
t
s
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
1
5
–
3
4
,
2
0
0
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
2
5
-
0
0
8
-
9
0
5
5
-
0.
[
9
]
L.
F
l
o
r
i
a
n
a
n
d
K
.
B
l
a
c
k
-
H
a
w
k
i
n
s
,
“
E
x
p
l
o
r
i
n
g
i
n
c
l
u
s
i
v
e
p
e
d
a
g
o
g
y
,
”
Bri
t
i
s
h
Ed
u
c
a
t
i
o
n
a
l
Re
se
a
r
c
h
J
o
u
r
n
a
l
,
v
o
l
.
3
7
,
n
o
.
5
,
p
p
.
8
1
3
–
8
2
8
,
2
0
1
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
1
1
9
2
6
.
2
0
1
0
.
5
0
1
0
9
6
.
[
1
0
]
L.
Y
a
n
g
,
F
.
P
a
n
g
,
a
n
d
K
.
F
.
S
i
n
,
“
Ex
a
m
i
n
i
n
g
t
h
e
c
o
mp
l
e
x
c
o
n
n
e
c
t
i
o
n
s
b
e
t
w
e
e
n
t
e
a
c
h
e
r
a
t
t
i
t
u
d
e
s,
i
n
t
e
n
t
i
o
n
s,
b
e
h
a
v
i
o
r
s,
a
n
d
c
o
m
p
e
t
e
n
c
i
e
s
o
f
S
EN
st
u
d
e
n
t
s
i
n
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
4
,
p
.
1
0
4
5
9
5
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
4
.
1
0
4
5
9
5
.
[
1
1
]
S
.
J.
P
i
j
l
,
“
P
r
e
p
a
r
i
n
g
t
e
a
c
h
e
r
s
f
o
r
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
:
S
o
me
r
e
f
l
e
c
t
i
o
n
s
f
r
o
m
t
h
e
N
e
t
h
e
r
l
a
n
d
s
,
”
J
o
u
r
n
a
l
o
f
R
e
s
e
a
r
c
h
i
n
S
p
e
c
i
a
l
Ed
u
c
a
t
i
o
n
a
l
N
e
e
d
s
,
v
o
l
.
1
0
,
n
o
.
s1
,
p
p
.
1
9
7
–
2
0
1
,
2
0
1
0
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
4
7
1
-
3
8
0
2
.
2
0
1
0
.
0
1
1
6
5
.
x
.
[
1
2
]
E.
A
v
r
a
m
i
d
i
s
a
n
d
B
.
N
o
r
w
i
c
h
,
“
Te
a
c
h
e
r
s’
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
i
n
t
e
g
r
a
t
i
o
n
/
i
n
c
l
u
s
i
o
n
:
A
r
e
v
i
e
w
o
f
t
h
e
l
i
t
e
r
a
t
u
r
e
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
p
e
c
i
a
l
N
e
e
d
s E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
2
,
p
p
.
1
2
9
–
1
4
7
,
2
0
0
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
5
6
2
5
0
2
1
0
1
2
9
0
5
6
.
[
1
3
]
U
.
S
h
a
r
ma,
C
.
F
o
r
l
i
n
,
a
n
d
T.
Lo
r
e
man
,
“
I
mp
a
c
t
o
f
t
r
a
i
n
i
n
g
o
n
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s’
a
t
t
i
t
u
d
e
s
a
n
d
c
o
n
c
e
r
n
s
a
b
o
u
t
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
a
n
d
se
n
t
i
m
e
n
t
s
a
b
o
u
t
p
e
r
so
n
s
w
i
t
h
d
i
s
a
b
i
l
i
t
i
e
s
,
”
D
i
sa
b
i
l
i
t
y
&
S
o
c
i
e
t
y
,
v
o
l
.
2
3
,
n
o
.
7
,
p
p
.
7
7
3
–
7
8
5
,
2
0
0
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
6
8
7
5
9
0
8
0
2
4
6
9
2
7
1
.
[
1
4
]
H
.
M
e
n
t
e
l
,
N
.
F
ö
r
st
e
r
,
B
.
F
o
r
t
h
m
a
n
n
,
a
n
d
E.
S
o
u
v
i
g
n
i
e
r
,
“
P
r
e
d
i
c
t
o
r
s
o
f
t
e
a
c
h
e
r
s’
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
s
i
n
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
a
n
d
t
h
e
i
r
c
h
a
n
g
e
s
o
v
e
r
t
i
me
:
A
c
o
mp
e
t
i
t
i
v
e
t
e
s
t
o
f
h
y
p
o
t
h
e
ses,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
1
,
p
.
1
0
4
5
0
9
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
4
.
1
0
4
5
0
9
.
[
1
5
]
T.
B
o
o
t
h
a
n
d
M
.
A
i
n
sc
o
w
,
I
n
d
e
x
f
o
r
I
n
c
l
u
si
o
n
:
D
e
v
e
l
o
p
i
n
g
L
e
a
r
n
i
n
g
a
n
d
Pa
rt
i
c
i
p
a
t
i
o
n
i
n
S
c
h
o
o
l
s
,
3
r
d
e
d
.
B
r
i
st
o
l
:
C
e
n
t
r
e
f
o
r
S
t
u
d
i
e
s
o
n
I
n
c
l
u
si
v
e
E
d
u
c
a
t
i
o
n
,
2
0
1
1
.
[
1
6
]
A
.
Y
a
d
a
a
n
d
H
.
S
a
v
o
l
a
i
n
e
n
,
“
Ja
p
a
n
e
se
i
n
-
serv
i
c
e
t
e
a
c
h
e
r
s’
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
a
n
d
se
l
f
-
e
f
f
i
c
a
c
y
f
o
r
i
n
c
l
u
si
v
e
p
r
a
c
t
i
c
e
s,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
4
,
p
p
.
2
2
2
–
2
2
9
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
1
7
.
0
2
.
0
0
5
.
[
1
7
]
A
.
P
a
se
k
a
a
n
d
S
.
S
c
h
w
a
b
,
“
P
a
r
e
n
t
s’
a
t
t
i
t
u
d
e
s t
o
w
a
r
d
s i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
a
n
d
t
h
e
i
r
p
e
r
c
e
p
t
i
o
n
s o
f
i
n
c
l
u
si
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s a
n
d
r
e
so
u
r
c
e
s
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
N
e
e
d
s
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
5
,
n
o
.
2
,
p
p
.
2
5
4
–
2
7
2
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
5
6
2
5
7
.
2
0
1
9
.
1
6
6
5
2
3
2
.
[
1
8
]
A
.
Ti
w
a
r
i
,
A
.
K
.
D
a
s,
a
n
d
M
.
S
h
a
r
ma
,
“
I
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
a
‘
r
h
e
t
o
r
i
c
’
o
r
‘
r
e
a
l
i
t
y
’
?
T
e
a
c
h
e
r
s’
p
e
r
s
p
e
c
t
i
v
e
s a
n
d
b
e
l
i
e
f
s
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
2
,
p
p
.
1
2
8
–
1
3
6
,
2
0
1
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
1
5
.
0
9
.
0
0
2
.
[
1
9
]
E.
Le
i
f
l
e
r
,
A
.
B
o
r
g
,
a
n
d
S
.
B
ö
l
t
e
,
“
A
mu
l
t
i
-
p
e
r
s
p
e
c
t
i
v
e
st
u
d
y
o
f
p
e
r
c
e
i
v
e
d
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
f
o
r
st
u
d
e
n
t
s
w
i
t
h
n
e
u
r
o
d
e
v
e
l
o
p
m
e
n
t
a
l
d
i
s
o
r
d
e
r
s,”
J
o
u
r
n
a
l
o
f
Au
t
i
sm
a
n
d
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
so
r
d
e
rs
,
v
o
l
.
5
4
,
n
o
.
4
,
p
p
.
1
6
1
1
–
1
6
1
7
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
8
0
3
-
0
2
2
-
0
5
6
4
3
-
7.
[
2
0
]
G
.
Li
n
d
s
a
y
,
“
I
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
:
A
c
r
i
t
i
c
a
l
p
e
r
sp
e
c
t
i
v
e
,
”
Br
i
t
i
sh
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
1
,
p
p
.
3
–
1
2
,
2
0
0
3
,
d
o
i
:
1
0
.
1
1
1
1
/
1
4
6
7
-
8
5
2
7
.
0
0
2
7
5
.
[
2
1
]
C
.
F
o
r
l
i
n
,
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
f
o
r
I
n
c
l
u
si
o
n
:
C
h
a
n
g
i
n
g
Pa
r
a
d
i
g
m
s
a
n
d
I
n
n
o
v
a
t
i
v
e
A
p
p
ro
a
c
h
e
s
,
1
s
t
e
d
.
L
o
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
0
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
0
2
0
3
8
5
0
8
7
9
.
[
2
2
]
C
.
F
o
r
l
i
n
a
n
d
T
.
L
o
r
e
ma
n
,
Me
a
s
u
ri
n
g
I
n
c
l
u
si
v
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
.
B
i
n
g
l
e
y
,
U
K
:
Emera
l
d
G
r
o
u
p
P
u
b
l
i
sh
i
n
g
Li
mi
t
e
d
,
2
0
1
4
,
d
o
i
:
1
0
.
1
1
0
8
/
S
1
4
7
9
-
3
6
3
6
2
0
1
4
3
.
[
2
3
]
S
.
S
c
h
w
a
b
,
“
T
h
e
i
mp
a
c
t
o
f
c
o
n
t
a
c
t
o
n
st
u
d
e
n
t
s’
a
t
t
i
t
u
d
e
s t
o
w
a
r
d
s p
e
e
r
s wi
t
h
d
i
sa
b
i
l
i
t
i
e
s,
”
Re
s
e
a
r
c
h
i
n
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
sa
b
i
l
i
t
i
e
s
,
v
o
l
.
6
2
,
p
p
.
1
6
0
–
1
6
5
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
r
i
d
d
.
2
0
1
7
.
0
1
.
0
1
5
.
[
2
4
]
S
.
B
e
n
s
o
n
,
M
.
A
l
-
N
a
t
o
u
r
,
a
n
d
M
.
H
.
D
i
a
a
,
“
P
a
r
e
n
t
i
n
p
u
t
:
sh
a
p
i
n
g
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
f
o
r
st
u
d
e
n
t
s
w
i
t
h
d
i
sa
b
i
l
i
t
i
e
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
sa
b
i
l
i
t
i
e
s
,
v
o
l
.
7
0
,
n
o
.
6
,
p
p
.
1
1
0
2
–
1
1
1
1
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
2
0
4
7
3
8
6
9
.
2
0
2
4
.
2
3
8
1
9
0
9
.
[
2
5
]
C
.
F
o
r
l
i
n
a
n
d
D
.
C
h
a
m
b
e
r
s,
“
Te
a
c
h
e
r
p
r
e
p
a
r
a
t
i
o
n
f
o
r
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
:
I
n
c
r
e
a
si
n
g
k
n
o
w
l
e
d
g
e
b
u
t
r
a
i
si
n
g
c
o
n
c
e
r
n
s,
”
Asi
a
-
Pa
c
i
f
i
c
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
1
7
–
3
2
,
2
0
1
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
9
8
6
6
X
.
2
0
1
0
.
5
4
0
8
5
0
.
[
2
6
]
T.
W
ä
c
h
t
e
r
,
J.
G
o
r
g
e
s
,
S
.
A
p
r
e
s
j
a
n
,
a
n
d
B
.
L
ü
t
j
e
-
K
l
o
s
e
,
“
H
o
w
c
a
n
i
n
c
l
u
s
i
o
n
su
c
c
e
e
d
f
o
r
a
l
l
?
C
h
i
l
d
r
e
n
’
s
w
e
l
l
-
b
e
i
n
g
i
n
i
n
c
l
u
si
v
e
sch
o
o
l
s
a
n
d
t
h
e
r
o
l
e
o
f
t
e
a
c
h
e
r
s’
i
n
c
l
u
si
o
n
-
r
e
l
a
t
e
d
a
t
t
i
t
u
d
e
s
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
3
9
,
p
.
1
0
4
4
1
1
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
3
.
1
0
4
4
1
1
.
[
2
7
]
W
.
S
.
E
.
C
h
o
w
,
K
.
d
e
B
r
u
i
n
,
a
n
d
U
.
S
h
a
r
ma
,
“
A
s
c
o
p
i
n
g
r
e
v
i
e
w
o
f
p
e
r
c
e
i
v
e
d
s
u
p
p
o
r
t
n
e
e
d
s
o
f
t
e
a
c
h
e
r
s
f
o
r
i
mp
l
e
me
n
t
i
n
g
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
c
l
u
s
i
v
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
8
,
n
o
.
1
3
,
p
p
.
3
3
2
1
–
3
3
4
0
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
1
6
.
2
0
2
3
.
2
2
4
4
9
5
6
.
[
2
8
]
L.
V
i
e
i
r
a
e
t
a
l
.
,
“
A
t
t
i
t
u
d
e
s
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
a
s
b
u
f
f
e
r
s
a
g
a
i
n
s
t
b
u
r
n
o
u
t
i
n
i
n
c
l
u
si
v
e
se
t
t
i
n
g
s:
I
mp
a
c
t
o
f
a
t
r
a
i
n
i
n
g
p
r
o
g
r
a
mm
e
i
n
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
4
,
p
.
1
0
4
5
6
9
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
4
.
1
0
4
5
6
9
.
[
2
9
]
E.
-
M
.
H
o
l
z
e
r
a
n
d
E.
M
.
O
p
i
t
z
,
“
T
h
e
b
e
n
e
f
i
t
s
o
f
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
:
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
s
t
u
d
e
n
t
a
c
h
i
e
v
e
men
t
i
n
sec
o
n
d
a
r
y
sch
o
o
l
s,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
N
e
e
d
s E
d
u
c
a
t
i
o
n
,
2
0
2
5
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
5
6
2
5
7
.
2
0
2
5
.
2
5
8
7
6
1
5
.
[
3
0
]
S
.
S
c
h
n
e
p
e
l
,
S
.
L
u
g
e
r
,
M
.
W
e
h
r
e
n
-
M
ü
l
l
e
r
,
a
n
d
E.
M
o
ser
O
p
i
t
z
,
“
T
h
e
r
o
l
e
o
f
t
e
a
c
h
e
r
a
t
t
i
t
u
d
e
s
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
f
o
r
i
n
c
l
u
si
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s,”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
6
8
,
p
.
1
0
5
2
4
0
,
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
5
.
1
0
5
2
4
0
.
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
.
4
,
Au
g
u
s
t
20
26
:
27
8
6
-
2
794
2794
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Mu
h
a
m
m
a
d
Afif
Mo
h
d
Ar
is
is
a
se
n
io
r
lec
tu
re
r
a
t
th
e
F
a
c
u
lt
y
o
f
Hu
m
a
n
De
v
e
lo
p
m
e
n
t,
Un
i
v
e
rsiti
P
e
n
d
i
d
ik
a
n
S
u
lt
a
n
Id
r
is
(UPS
I)
,
M
a
l
a
y
sia
.
His
a
c
a
d
e
m
ic
wo
rk
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t,
tea
c
h
e
r
p
r
o
fe
ss
io
n
a
li
sm
,
a
n
d
lea
rn
in
g
in
sc
h
o
o
l
c
o
n
tex
ts
.
He
is
a
c
ti
v
e
ly
in
v
o
lv
e
d
i
n
tea
c
h
in
g
,
re
se
a
rc
h
,
a
n
d
a
c
a
d
e
m
ic
su
p
e
rv
isio
n
re
late
d
t
o
tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
s.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
in
c
lu
siv
e
e
d
u
c
a
ti
o
n
,
tea
c
h
e
r
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
,
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
sy
c
h
o
l
o
g
y
.
He
h
a
s
c
o
n
tri
b
u
ted
to
se
v
e
ra
l
re
se
a
rc
h
p
ro
jec
ts
a
n
d
sc
h
o
larly
p
u
b
li
c
a
ti
o
n
s
re
late
d
to
tea
c
h
i
n
g
,
lea
rn
in
g
,
a
n
d
e
d
u
c
a
ti
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t.
In
t
h
is
st
u
d
y
,
h
e
wa
s
p
r
ima
ril
y
re
sp
o
n
si
b
le
fo
r
t
h
e
c
o
n
c
e
p
tu
a
li
z
a
ti
o
n
,
re
se
a
rc
h
d
e
sig
n
,
d
a
ta
a
n
a
ly
sis,
a
n
d
m
a
n
u
sc
rip
t
p
re
p
a
ra
t
io
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
fif.
a
ris@fp
m
.
u
p
si
.
e
d
u
.
m
y
.
S
iti
F
a
iza
h
Za
i
n
a
l
is
a
se
n
io
r
lec
tu
re
r
a
t
t
h
e
F
a
c
u
lt
y
o
f
M
a
n
a
g
e
m
e
n
t
a
n
d
Eco
n
o
m
ics
,
Un
iv
e
rsiti
P
e
n
d
i
d
i
k
a
n
S
u
lt
a
n
I
d
ris
(UPS
I)
,
M
a
lay
sia
.
He
r
a
c
a
d
e
m
ic
wo
rk
fo
c
u
se
s
o
n
m
a
n
a
g
e
m
e
n
t,
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
,
a
n
d
o
r
g
a
n
iza
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
wit
h
in
e
d
u
c
a
ti
o
n
a
l
i
n
stit
u
ti
o
n
s.
S
h
e
h
a
s
b
e
e
n
i
n
v
o
lv
e
d
i
n
re
se
a
rc
h
e
x
a
m
in
in
g
o
r
g
a
n
iza
ti
o
n
a
l
p
ra
c
ti
c
e
s,
lea
d
e
rsh
ip
,
a
n
d
m
a
n
a
g
e
m
e
n
t
in
e
d
u
c
a
ti
o
n
a
l
c
o
n
tex
ts.
He
r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t,
o
rg
a
n
iza
ti
o
n
a
l
lea
d
e
rsh
ip
,
a
n
d
i
n
stit
u
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t.
S
h
e
h
a
s
c
o
n
tri
b
u
ted
t
o
se
v
e
ra
l
re
se
a
r
c
h
p
ro
jec
ts an
d
p
u
b
l
ica
ti
o
n
s rela
ted
t
o
e
d
u
c
a
ti
o
n
a
l
a
n
d
o
r
g
a
n
iza
ti
o
n
a
l
stu
d
ies
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
fa
iza
h
z
@fp
e
.
u
p
si
.
e
d
u
.
m
y
.
No
o
r
As
m
in
a
M
o
h
d
R
a
shi
d
is
a
se
n
io
r
lec
tu
re
r
a
t
t
h
e
F
a
c
u
lt
y
o
f
Hu
m
a
n
De
v
e
lo
p
m
e
n
t,
U
n
iv
e
rsiti
P
e
n
d
id
ik
a
n
S
u
lt
a
n
Id
ris
(UPS
I),
M
a
lay
sia
.
He
r
a
c
a
d
e
m
ic
wo
r
k
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
a
n
d
lea
rn
in
g
p
ro
c
e
ss
e
s
with
i
n
sc
h
o
o
l
a
n
d
h
ig
h
e
r
e
d
u
c
a
ti
o
n
c
o
n
tex
ts.
S
h
e
is
a
c
ti
v
e
ly
in
v
o
l
v
e
d
in
tea
c
h
i
n
g
,
re
se
a
rc
h
,
a
n
d
a
c
a
d
e
m
ic
su
p
e
rv
isio
n
re
late
d
t
o
h
u
m
a
n
d
e
v
e
lo
p
m
e
n
t
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
s.
He
r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
in
c
lu
si
v
e
e
d
u
c
a
ti
o
n
,
e
d
u
c
a
ti
o
n
a
l
p
s
y
c
h
o
lo
g
y
,
a
n
d
st
u
d
e
n
t
d
e
v
e
lo
p
m
e
n
t
.
S
h
e
h
a
s
c
o
n
tri
b
u
ted
to
se
v
e
ra
l
a
c
a
d
e
m
ic
p
u
b
li
c
a
ti
o
n
s
a
n
d
re
se
a
rc
h
p
r
o
jec
ts
re
late
d
to
e
d
u
c
a
ti
o
n
a
l
imp
ro
v
e
m
e
n
t
a
n
d
lea
rn
e
r
su
p
p
o
rt.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
n
o
o
ra
sm
in
a
@fp
m
.
u
p
si.ed
u
.
m
y
.
Mo
h
d
Mu
sli
m
M
d
Za
l
li
is
a
se
n
io
r
lec
tu
re
r
a
t
t
h
e
F
a
c
u
lt
y
o
f
Hu
m
a
n
De
v
e
lo
p
m
e
n
t,
U
n
iv
e
rsiti
P
e
n
d
id
i
k
a
n
S
u
lt
a
n
I
d
ris
(UP
S
I),
M
a
lay
sia
.
His
a
c
a
d
e
m
ic
wo
rk
c
e
n
ters
o
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
tea
c
h
e
r
d
e
v
e
lo
p
m
e
n
t
.
He
h
a
s
b
e
e
n
a
c
ti
v
e
ly
in
v
o
l
v
e
d
in
re
se
a
rc
h
re
late
d
to
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
p
ra
c
ti
c
e
s,
tea
c
h
e
r
p
ro
fe
ss
io
n
a
li
sm
,
a
n
d
e
d
u
c
a
ti
o
n
a
l
in
n
o
v
a
ti
o
n
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
e
d
u
c
a
ti
o
n
a
l
p
s
y
c
h
o
l
o
g
y
,
a
n
d
in
str
u
c
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t.
He
h
a
s
c
o
n
tri
b
u
te
d
to
v
a
rio
u
s
re
se
a
rc
h
p
ro
jec
ts
a
n
d
sc
h
o
larly
p
u
b
li
c
a
ti
o
n
s
in
th
e
field
o
f
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
t
a
c
ted
a
t
e
m
a
il
:
m
u
slim
@fp
m
.
u
p
si
.
e
d
u
.
m
y
.
Mo
h
d
Ri
d
h
u
a
n
M
o
h
d
J
a
m
i
l
is
a
se
n
io
r
lec
tu
re
r
a
t
th
e
F
a
c
u
lt
y
o
f
Hu
m
a
n
De
v
e
lo
p
m
e
n
t,
Un
i
v
e
rsiti
P
e
n
d
i
d
i
k
a
n
S
u
lt
a
n
Id
ris
(UPS
I),
M
a
lay
s
ia.
His
a
c
a
d
e
m
ic
e
x
p
e
rti
se
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
m
e
a
su
re
m
e
n
t,
a
ss
e
ss
m
e
n
t,
a
n
d
re
se
a
rc
h
m
e
th
o
d
o
l
o
g
y
.
He
h
a
s
e
x
ten
siv
e
e
x
p
e
rien
c
e
in
q
u
a
n
ti
tati
v
e
re
se
a
rc
h
a
n
d
sta
ti
stica
l
a
n
a
ly
sis
i
n
e
d
u
c
a
ti
o
n
a
l
st
u
d
ies
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
e
d
u
c
a
ti
o
n
a
l
a
ss
e
ss
m
e
n
t,
p
sy
c
h
o
m
e
tri
c
s,
a
n
d
re
se
a
r
c
h
m
e
th
o
d
o
l
o
g
y
in
e
d
u
c
a
ti
o
n
.
He
h
a
s b
e
e
n
i
n
v
o
lv
e
d
i
n
v
a
ri
o
u
s
re
se
a
rc
h
p
r
o
jec
ts
a
n
d
a
c
a
d
e
m
ic
p
u
b
l
ica
ti
o
n
s
re
late
d
to
e
d
u
c
a
ti
o
n
a
l
e
v
a
lu
a
ti
o
n
a
n
d
m
e
a
su
re
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
rid
h
u
a
n
@fp
m
.
u
p
si.ed
u
.
m
y
.
Ma
z
a
r
u
l
H
a
sa
n
Mo
h
a
m
a
d
H
a
n
a
p
i
is
a
se
n
io
r
lec
tu
re
r
a
t
th
e
F
a
c
u
lt
y
o
f
H
u
m
a
n
De
v
e
lo
p
m
e
n
t,
Un
i
v
e
rsiti
P
e
n
d
i
d
ik
a
n
S
u
lt
a
n
Id
r
is
(UPS
I)
,
M
a
l
a
y
sia
.
His
a
c
a
d
e
m
ic
wo
rk
fo
c
u
se
s
o
n
h
u
m
a
n
d
e
v
e
l
o
p
m
e
n
t,
e
d
u
c
a
ti
o
n
a
l
p
s
y
c
h
o
l
o
g
y
,
a
n
d
st
u
d
e
n
t
lea
rn
in
g
.
He
h
a
s
b
e
e
n
a
c
ti
v
e
ly
in
v
o
l
v
e
d
i
n
re
se
a
rc
h
e
x
a
m
in
in
g
lea
rn
i
n
g
d
e
v
e
l
o
p
m
e
n
t
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
s
in
v
a
rio
u
s
e
d
u
c
a
ti
o
n
a
l
se
tt
in
g
s.
His
re
se
a
rc
h
in
tere
sts
i
n
c
lu
d
e
e
d
u
c
a
ti
o
n
a
l
p
sy
c
h
o
l
o
g
y
,
stu
d
e
n
t
d
e
v
e
lo
p
m
e
n
t,
a
n
d
lea
rn
in
g
p
r
o
c
e
ss
e
s.
He
h
a
s
c
o
n
tri
b
u
ted
to
se
v
e
ra
l
a
c
a
d
e
m
ic
p
u
b
li
c
a
ti
o
n
s
a
n
d
re
se
a
rc
h
p
ro
jec
ts
re
late
d
t
o
e
d
u
c
a
ti
o
n
a
n
d
h
u
m
a
n
d
e
v
e
lo
p
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
z
a
ru
l@fp
m
.
u
p
si.ed
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.