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CC B
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C
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I
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q
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ality
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em
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s
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ely
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co
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eten
ce
,
co
n
tin
u
ity
,
an
d
well
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o
f
its
teac
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s
.
I
n
co
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p
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ch
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o
wev
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h
as b
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m
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esp
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es
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b
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d
ed
in
d
aily
p
r
ac
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[
1
]
–
[
3
]
.
W
ith
in
th
is
in
cr
ea
s
in
g
ly
co
m
p
lex
en
v
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o
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teac
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.
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in
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tag
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o
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p
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f
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id
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tity
[
4
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.
A
g
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win
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b
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f
in
te
r
n
atio
n
al
liter
atu
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as
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ten
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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Gu
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tea
ch
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ex
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(
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wh
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[
5
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[
6
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.
Fr
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tiv
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ly
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h
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is
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s
ely
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elate
d
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teac
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n
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s
tr
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tain
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f
th
e
teac
h
i
n
g
p
r
o
f
ess
io
n
[
7
]
–
[
9
]
.
T
h
e
s
ig
n
if
ican
ce
o
f
t
h
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is
s
u
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b
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ly
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s
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ely
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Alth
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[
1
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.
T
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g
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p
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ly
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1
1
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1
3
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.
Fu
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k
lo
ad
,
lim
ited
co
lleg
ial
a
n
d
lead
er
s
h
ip
s
u
p
p
o
r
t,
a
n
d
t
h
e
ex
p
ec
tatio
n
t
o
d
e
v
elo
p
p
r
o
f
es
s
io
n
al
co
n
f
i
d
en
ce
w
h
ile
alr
ea
d
y
ca
r
r
y
in
g
th
e
r
esp
o
n
s
ib
ilit
ies
o
f
a
f
u
ll
teac
h
in
g
r
o
le
[
14
]
–
[
1
7
]
.
R
ec
en
t
s
tu
d
ies
f
u
r
th
er
d
escr
ib
e
th
is
p
h
ase
as
o
n
e
th
at
m
ay
i
n
v
o
lv
e
is
o
latio
n
,
em
o
tio
n
al
s
tr
ain
,
an
d
a
s
tr
o
n
g
n
ee
d
f
o
r
s
o
cial
-
e
m
o
tio
n
al
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
s
in
o
r
d
er
to
m
ain
tain
well
-
b
ein
g
an
d
co
n
tin
u
e
f
u
n
cti
o
n
in
g
e
f
f
e
ctiv
ely
in
s
ch
o
o
l
s
ettin
g
s
[
1
8
]
–
[
2
0
]
.
Un
d
e
r
s
u
ch
co
n
d
itio
n
s
,
p
r
o
lo
n
g
e
d
s
tr
ain
m
ay
g
r
a
d
u
ally
af
f
e
ct
well
-
b
e
in
g
,
r
ed
u
ce
p
er
ce
i
v
ed
co
m
p
e
ten
ce
,
an
d
wea
k
e
n
in
ten
tio
n
s
to
r
em
ain
in
t
h
e
p
r
o
f
ess
io
n
,
p
a
r
ticu
lar
ly
wh
e
n
th
e
tr
an
s
itio
n
p
r
o
ce
s
s
is
n
o
t
ac
co
m
p
an
ied
b
y
s
u
s
tain
ed
r
elatio
n
al
s
u
p
p
o
r
t
[
2
1
]
,
[
2
2
]
.
T
h
ese
c
o
n
d
itio
n
s
s
u
g
g
est
th
at
th
e
m
o
r
e
im
p
o
r
ta
n
t
is
s
u
e
is
n
o
t
o
n
ly
wh
eth
e
r
n
o
v
ice
teac
h
er
s
f
ac
e
d
if
f
icu
lties
,
b
u
t
also
h
o
w
th
ey
ex
p
er
ien
ce
,
in
ter
p
r
et,
an
d
n
e
g
o
tiate
th
o
s
e
d
if
f
ic
u
lties
in
th
e
r
ea
liti
es
o
f
s
ch
o
o
l
life
.
W
ith
in
th
is
co
n
tex
t,
m
en
to
r
i
n
g
h
as
in
cr
ea
s
in
g
l
y
b
ee
n
r
e
co
g
n
ized
as
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
t
o
ass
is
tin
g
n
o
v
ice
teac
h
er
s
d
u
r
in
g
in
d
u
ctio
n
an
d
t
h
e
ea
r
ly
p
h
ase
o
f
p
r
o
f
ess
io
n
al
ad
ju
s
tm
en
t.
R
ec
en
t
s
tu
d
ies
h
av
e
em
p
h
asized
th
at
m
en
to
r
i
n
g
s
er
v
es
n
o
t
o
n
ly
t
o
tr
an
s
m
it
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
p
r
ac
tical
ex
p
er
tis
e,
b
u
t
also
to
p
r
o
v
id
e
em
o
tio
n
a
l
r
ea
s
s
u
r
an
ce
,
p
r
ac
tical
ass
i
s
t
an
ce
,
an
d
r
elatio
n
al
s
u
p
p
o
r
t
th
at
ca
n
s
tr
en
g
th
en
co
n
f
id
en
ce
,
em
o
tio
n
al
b
alan
c
e,
an
d
p
r
o
f
ess
io
n
al
a
d
ju
s
tm
en
t
[
2
3
]
–
[
2
5
]
.
At
th
e
s
am
e
tim
e,
em
er
g
in
g
ev
id
e
n
ce
s
u
g
g
ests
th
at
m
en
to
r
in
g
d
o
es
n
o
t
au
to
m
atica
lly
b
ec
o
m
e
m
e
an
in
g
f
u
l
s
im
p
ly
b
ec
a
u
s
e
it
is
f
o
r
m
ally
ass
ig
n
ed
.
I
ts
v
alu
e
d
ep
e
n
d
s
o
n
r
elatio
n
al
q
u
ality
,
m
e
n
to
r
p
r
ep
a
r
atio
n
,
an
d
i
n
s
titu
tio
n
al
co
n
d
itio
n
s
th
at
en
ab
le
r
e
g
u
lar
,
s
u
p
p
o
r
tiv
e
in
ter
ac
tio
n
r
ath
er
th
an
a
n
ar
r
o
w
f
o
cu
s
o
n
c
o
m
p
lian
ce
[
2
6
]
,
[
2
7
]
.
I
n
th
e
M
alay
s
ian
ed
u
ca
tio
n
s
y
s
tem
,
th
is
co
m
m
itm
en
t
h
as
b
ee
n
f
o
r
m
alize
d
th
r
o
u
g
h
Pro
g
r
am
Pem
b
an
g
u
n
an
Gu
r
u
B
ah
ar
u
2
.
0
(
PP
GB
2
.
0
)
,
a
s
ch
o
o
l
-
b
ased
m
en
to
r
in
g
in
i
tiativ
e
in
tr
o
d
u
ce
d
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
f
o
r
teac
h
er
s
at
th
e
b
eg
in
n
in
g
o
f
th
eir
s
er
v
ice
[
2
8
]
–
[
3
0
]
.
T
h
e
p
r
o
g
r
a
m
is
o
r
g
a
n
ized
in
to
s
tr
u
ctu
r
ed
p
h
ases
,
n
am
ely
o
r
ie
n
tatio
n
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
p
r
o
f
ess
io
n
al
e
x
p
an
s
io
n
,
w
h
ich
r
e
f
lect
th
e
v
iew
t
h
at
s
u
cc
ess
f
u
l
ad
ap
tatio
n
s
h
o
u
ld
d
ev
elo
p
p
r
o
g
r
ess
iv
ely
th
r
o
u
g
h
s
u
s
tain
ed
s
u
p
p
o
r
t
in
th
e
s
ch
o
o
l
s
ettin
g
r
ath
er
th
an
r
ely
in
g
o
n
ly
o
n
p
r
e
-
s
er
v
ice
tr
ain
in
g
.
B
esid
es
th
e
m
en
to
r
-
m
en
tee
r
elatio
n
s
h
ip
its
elf
,
ea
r
ly
-
ca
r
ee
r
ad
ju
s
tm
en
t
m
a
y
also
b
e
s
h
a
p
ed
b
y
th
e
wid
er
s
o
cial
en
v
ir
o
n
m
e
n
t
o
f
t
h
e
s
ch
o
o
l.
A
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
co
n
tex
t
ca
n
r
e
d
u
ce
u
n
ce
r
ta
in
ty
in
d
aily
wo
r
k
,
en
co
u
r
a
g
e
h
elp
-
s
ee
k
in
g
,
an
d
s
tr
en
g
th
en
n
o
v
ice
teac
h
er
s
’
s
en
s
e
o
f
b
elo
n
g
in
g
,
esp
ec
ially
wh
en
ad
m
in
is
tr
ato
r
s
,
co
lleag
u
es,
an
d
p
ee
r
s
p
r
o
v
id
e
p
r
ac
tical
h
elp
as
well
as
in
t
er
p
er
s
o
n
al
s
u
p
p
o
r
t
[
2
5
]
,
[
3
1
]
–
[
3
3
]
.
T
h
is
b
r
o
ad
er
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
is
im
p
o
r
tan
t
b
ec
au
s
e
th
e
ex
p
er
ien
ce
o
f
b
eg
in
n
in
g
teac
h
in
g
is
n
o
t
co
n
s
tr
u
cted
th
r
o
u
g
h
m
en
to
r
in
g
alo
n
e
,
b
u
t
also
t
h
r
o
u
g
h
e
v
er
y
d
ay
in
ter
ac
tio
n
s
wit
h
in
th
e
p
r
o
f
ess
io
n
al
co
m
m
u
n
i
ty
in
wh
ic
h
n
o
v
ice
teac
h
er
s
lear
n
,
ad
ap
t,
an
d
ca
r
r
y
o
u
t
th
eir
wo
r
k
.
I
n
th
is
s
en
s
e,
n
o
v
ice
teac
h
er
s
’
liv
ed
ex
p
er
ie
n
ce
o
f
in
d
u
ctio
n
is
lik
ely
to
b
e
s
h
a
p
ed
b
y
b
o
th
f
o
r
m
al
m
e
n
to
r
in
g
ar
r
an
g
e
m
en
t
s
an
d
t
h
e
wid
er
r
elatio
n
al
cli
m
ate
o
f
th
e
s
ch
o
o
l.
I
n
th
is
s
en
s
e,
n
o
v
ice
teac
h
er
s
’
ex
p
er
ie
n
ce
s
o
f
in
d
u
ctio
n
ar
e
lik
ely
to
b
e
s
h
ap
ed
b
y
b
o
t
h
f
o
r
m
al
m
en
to
r
in
g
ar
r
an
g
em
e
n
ts
an
d
th
e
wid
e
r
r
e
latio
n
al
clim
ate
o
f
th
e
s
ch
o
o
l.
I
n
ad
d
itio
n
,
ea
r
ly
-
ca
r
ee
r
ad
j
u
s
tm
en
t
is
in
f
lu
en
ce
d
n
o
t
o
n
ly
b
y
s
u
p
p
o
r
t
r
ec
ei
v
ed
f
r
o
m
o
th
e
r
s
,
b
u
t
also
b
y
th
e
way
s
n
o
v
ice
teac
h
er
s
r
eg
u
late
th
em
s
elv
es
in
ter
n
ally
in
r
esp
o
n
s
e
to
p
r
ess
u
r
e.
R
ec
en
t
s
tu
d
ies
s
u
g
g
est
th
at
s
elf
-
d
ir
ec
ted
co
p
in
g
,
m
ea
n
in
g
f
u
l
p
er
s
o
n
al
ac
tiv
ities
,
an
d
r
ef
lectiv
e
em
o
tio
n
al
m
an
ag
em
en
t
ca
n
s
u
p
p
o
r
t
d
aily
r
ec
o
v
er
y
,
r
ed
u
ce
em
o
tio
n
al
f
atig
u
e,
an
d
h
elp
teac
h
er
s
r
em
ain
f
u
n
ctio
n
al
in
d
em
a
n
d
i
n
g
s
ch
o
o
l
co
n
tex
ts
[
3
4
]
–
[
3
6
]
.
Su
ch
f
in
d
in
g
s
in
d
i
ca
te
th
at
n
o
v
ice
teac
h
e
r
ad
ju
s
tm
en
t
s
h
o
u
ld
n
o
t
b
e
u
n
d
er
s
to
o
d
o
n
ly
th
r
o
u
g
h
f
o
r
m
al
s
u
p
p
o
r
t
s
tr
u
ctu
r
es,
b
u
t
also
th
r
o
u
g
h
t
h
e
in
ter
n
al
p
r
o
c
ess
es
b
y
wh
ich
teac
h
e
r
s
m
an
a
g
e
em
o
tio
n
,
r
esto
r
e
b
alan
ce
,
an
d
co
n
tin
u
e
ad
a
p
tin
g
to
p
r
o
f
ess
io
n
al
d
em
an
d
s
.
Acc
o
r
d
in
g
l
y
,
n
o
v
ice
teac
h
er
s
’
ex
p
er
ien
ce
s
d
u
r
i
n
g
th
e
ea
r
ly
s
tag
e
o
f
teac
h
i
n
g
m
a
y
r
ef
lect
an
in
ter
ac
tio
n
b
etwe
e
n
ex
ter
n
al
s
u
p
p
o
r
t
an
d
p
er
s
o
n
al
ef
f
o
r
ts
to
r
em
ain
em
o
tio
n
ally
s
tead
y
.
Desp
ite
th
e
in
cr
ea
s
in
g
atten
tio
n
g
iv
en
to
m
e
n
to
r
in
g
an
d
n
o
v
i
ce
teac
h
er
s
,
an
im
p
o
r
tan
t
g
a
p
co
n
tin
u
es
to
p
er
s
is
t
in
th
e
liter
atu
r
e.
Pr
ev
io
u
s
s
tu
d
ies
h
av
e
ten
d
ed
t
o
co
n
ce
n
tr
ate
o
n
t
h
e
ef
f
ec
tiv
en
ess
o
f
m
en
to
r
in
g
p
r
o
g
r
a
m
s
[
3
7
]
,
[
3
8
]
,
th
e
q
u
ality
o
f
m
en
t
o
r
s
[
3
9
]
,
p
r
o
f
ess
io
n
al
o
u
tco
m
es
[
4
0
]
,
[
4
1
]
,
jo
b
s
ati
s
f
ac
tio
n
[
4
2
]
,
[
4
3
]
,
an
d
r
ete
n
tio
n
p
atter
n
s
[
4
4
]
–
[
4
6
]
.
C
o
m
p
ar
ativ
el
y
less
atten
tio
n
h
as
b
ee
n
g
iv
e
n
to
h
o
w
m
en
t
o
r
in
g
is
ex
p
er
ien
ce
d
b
y
n
o
v
ice
teac
h
e
r
s
in
th
e
ev
e
r
y
d
a
y
r
ea
liti
es
o
f
s
ch
o
o
l
life
,
w
h
er
e
f
o
r
m
al
p
r
o
g
r
am
e
x
p
ec
tatio
n
s
in
ter
s
ec
t
with
s
ch
o
o
l
cu
ltu
r
e,
em
o
tio
n
al
d
e
m
an
d
s
,
a
n
d
p
r
ac
t
ical
wo
r
k
p
lace
i
n
ter
ac
tio
n
s
.
A
s
im
ilar
lim
itatio
n
ca
n
b
e
o
b
s
er
v
ed
in
lo
ca
l
s
ch
o
lar
s
h
ip
o
n
PP
GB
2
.
0
,
wh
er
e
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
m
en
to
r
in
g
is
in
ter
p
r
eted
an
d
ex
p
er
ien
ce
d
b
y
n
o
v
ice
teac
h
er
s
in
p
r
ac
tice
r
em
ain
s
in
s
u
f
f
icien
t.
T
h
e
e
x
is
ten
ce
o
f
a
f
o
r
m
al
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
.
5
,
Octo
b
er
20
26
:
3
8
3
2
-
3844
3834
p
o
licy
f
r
am
ewo
r
k
d
o
es
n
o
t
au
to
m
atica
lly
r
e
v
ea
l
h
o
w
s
u
p
p
o
r
t
is
tr
an
s
lated
i
n
to
e
v
er
y
d
ay
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
,
p
a
r
ticu
lar
ly
with
in
th
e
d
em
an
d
in
g
r
ea
liti
es
o
f
ea
r
ly
-
ca
r
ee
r
teac
h
in
g
[
4
7
]
–
[
4
9
]
.
B
esid
es
th
at,
lo
ca
l
ev
id
en
ce
r
em
ain
s
lim
ited
r
e
g
ar
d
in
g
h
o
w
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GB
2
.
0
is
e
n
c
o
u
n
ter
ed
in
ac
t
u
al
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
an
d
h
o
w
s
u
ch
ex
p
er
ien
ce
s
s
h
ap
e
n
o
v
ic
e
teac
h
er
s
’
ad
ju
s
tm
en
t
d
u
r
in
g
th
e
ea
r
ly
s
tag
e
o
f
s
er
v
ice.
T
h
e
g
ap
,
th
er
ef
o
r
e,
is
n
o
t
o
n
ly
em
p
ir
ical
b
u
t
also
in
ter
p
r
etiv
e:
th
er
e
is
s
till
lim
i
te
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
f
o
r
m
al
m
en
to
r
in
g
u
n
d
er
PP
GB
2
.
0
b
ec
o
m
es
m
ea
n
in
g
f
u
l
s
u
p
p
o
r
t
in
e
v
er
y
d
ay
s
ch
o
o
l
life
.
T
h
e
n
o
v
elty
o
f
th
i
s
s
tu
d
y
lies
in
its
ex
p
lan
atio
n
o
f
PP
GB
2
.
0
as m
o
r
e
th
a
n
a
f
o
r
m
al
m
e
n
to
r
in
g
p
r
o
g
r
am
.
I
t
s
h
o
ws
h
o
w
n
o
v
ice
t
ea
ch
er
s
ex
p
e
r
ien
ce
m
en
to
r
in
g
as
a
d
y
n
a
m
ic
ad
ju
s
t
m
en
t
p
r
o
ce
s
s
s
h
ap
ed
b
y
t
h
e
in
ter
ac
tio
n
b
etwe
en
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
a
n
d
t
h
eir
o
wn
co
p
in
g
r
eso
u
r
ce
s
.
B
y
f
o
c
u
s
in
g
o
n
h
o
w
f
o
r
m
al
s
u
p
p
o
r
t
b
ec
o
m
es
m
ea
n
i
n
g
f
u
l
in
ev
er
y
d
ay
s
ch
o
o
l
p
r
ac
tice,
th
is
s
tu
d
y
o
f
f
er
s
a
co
n
tex
tu
ally
g
r
o
u
n
d
ed
u
n
d
er
s
tan
d
in
g
o
f
n
o
v
ice
teac
h
er
m
en
to
r
in
g
with
in
th
e
Ma
lay
s
ian
PP
GB
2
.
0
co
n
tex
t.
C
o
n
ce
p
tu
ally
,
th
is
s
tu
d
y
is
in
f
o
r
m
ed
b
y
s
ch
o
lar
s
h
ip
o
n
ea
r
ly
-
ca
r
ee
r
teac
h
er
a
d
ju
s
tm
en
t
an
d
r
esil
ien
ce
,
wh
ich
v
iews
n
o
v
ic
e
teac
h
er
ad
a
p
tatio
n
as
s
h
ap
e
d
b
y
b
o
th
r
elatio
n
al
s
u
p
p
o
r
t
a
n
d
p
e
r
s
o
n
al
co
p
in
g
r
eso
u
r
ce
s
.
T
h
e
s
tu
d
y
a
d
o
p
ts
a
n
in
ter
p
r
etiv
is
t
q
u
alitativ
e
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
to
ex
am
in
e
h
o
w
n
o
v
ice
teac
h
er
s
m
ak
e
s
en
s
e
o
f
m
en
to
r
in
g
with
in
th
e
b
o
u
n
d
ed
co
n
te
x
t
o
f
PP
GB
2
.
0
ac
r
o
s
s
s
ch
o
o
ls
in
Mi
r
i
Dis
tr
ict,
Sar
awa
k
.
T
o
ad
d
r
ess
th
is
g
a
p
,
t
h
e
p
r
esen
t
s
tu
d
y
aim
s
to
ex
am
i
n
e
th
e
ex
p
e
r
ien
ce
s
o
f
n
o
v
ice
teac
h
er
s
in
PP
GB
2
.
0
i
n
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sar
awa
k
.
T
h
e
s
tu
d
y
is
g
u
id
ed
b
y
o
n
e
m
ai
n
r
esear
ch
q
u
esti
o
n
:
h
o
w
d
o
n
o
v
ice
teac
h
er
s
ex
p
er
ie
n
ce
PP
GB
2
.
0
ac
r
o
s
s
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sar
awa
k
?
I
n
s
tead
o
f
co
n
ce
n
tr
atin
g
o
n
ly
o
n
t
h
e
f
o
r
m
al
d
esig
n
o
f
th
e
p
r
o
g
r
am
,
th
e
s
tu
d
y
f
o
cu
s
es
o
n
h
o
w
m
en
to
r
in
g
is
ex
p
er
ien
ce
d
,
in
ter
p
r
e
ted
,
an
d
en
ac
ted
in
ev
er
y
d
a
y
s
ch
o
o
l
p
r
ac
tice.
I
n
d
o
in
g
s
o
,
it
ex
ten
d
s
cu
r
r
en
t
u
n
d
er
s
tan
d
in
g
b
y
o
f
f
er
in
g
a
m
o
r
e
co
n
tex
t
u
ally
g
r
o
u
n
d
ed
ac
co
u
n
t
o
f
h
o
w
f
o
r
m
al
in
d
u
ctio
n
s
u
p
p
o
r
t
is
tr
an
s
lated
in
to
ac
tu
al
s
u
p
p
o
r
t
th
r
o
u
g
h
s
ch
o
o
l
r
elatio
n
s
h
ip
s
an
d
p
e
r
s
o
n
al
co
p
in
g
d
u
r
in
g
th
e
ea
r
ly
p
h
ase
o
f
t
ea
ch
in
g
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
alita
tiv
e
in
ter
p
r
etiv
is
t
s
in
g
le
-
ca
s
e,
m
u
lti
-
s
ite
ca
s
e
s
tu
d
y
d
esig
n
to
ex
am
in
e
h
o
w
n
o
v
ice
teac
h
er
s
ex
p
er
ien
ce
d
m
en
t
o
r
in
g
u
n
d
er
PP
GB
2
.
0
in
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sar
awa
k
,
Ma
lay
s
ia
.
A
q
u
alitativ
e
ap
p
r
o
ac
h
was
ap
p
r
o
p
r
iate
b
ec
au
s
e
th
e
s
tu
d
y
s
o
u
g
h
t
to
u
n
d
e
r
s
tan
d
p
ar
ti
cip
an
ts
’
m
ea
n
in
g
s
,
in
ter
p
r
etatio
n
s
,
an
d
ex
p
er
ien
c
es
with
in
th
eir
ac
tu
al
s
ch
o
o
l
co
n
tex
ts
[
5
0
]
.
T
h
e
in
ter
p
r
etiv
is
t
o
r
ien
tatio
n
was
ad
o
p
ted
b
ec
au
s
e
t
h
e
s
tu
d
y
f
o
c
u
s
ed
o
n
h
o
w
n
o
v
ice
teac
h
e
r
s
m
ad
e
s
en
s
e
o
f
m
e
n
to
r
in
g
an
d
s
u
p
p
o
r
t
d
u
r
i
n
g
t
h
e
ea
r
ly
p
h
ase
o
f
th
ei
r
p
r
o
f
ess
io
n
al
tr
a
n
s
itio
n
,
r
at
h
er
th
an
o
n
m
ea
s
u
r
i
n
g
p
r
ed
ete
r
m
in
ed
v
ar
iab
les
o
r
test
in
g
ca
u
s
al
r
elatio
n
s
h
ip
s
.
A
ca
s
e
s
tu
d
y
d
esig
n
was
s
elec
ted
b
ec
au
s
e
th
e
s
tu
d
y
e
x
am
in
ed
a
co
n
tem
p
o
r
a
r
y
e
d
u
ca
tio
n
al
p
h
en
o
m
en
o
n
with
in
its
r
ea
l
-
w
o
r
ld
s
ettin
g
,
wh
er
e
th
e
b
o
u
n
d
ar
ies
b
etwe
en
th
e
p
h
en
o
m
en
o
n
an
d
co
n
tex
t
wer
e
clo
s
ely
in
ter
twin
ed
[
5
1
]
.
T
h
e
ca
s
e
was
b
o
u
n
d
ed
as
th
e
im
p
lem
en
tatio
n
an
d
ex
p
e
r
ien
ce
o
f
m
en
to
r
in
g
u
n
d
er
PP
GB
2
.
0
am
o
n
g
n
o
v
ice
teac
h
er
s
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
i
n
Mir
i
Dis
tr
ict,
Sar
awa
k
.
T
h
e
f
iv
e
p
ar
ticip
atin
g
s
ch
o
o
ls
wer
e
n
o
t
tr
ea
ted
as
s
ep
ar
ate
co
m
p
ar
ativ
e
ca
s
es.
I
n
s
tead
,
th
ey
f
u
n
ctio
n
ed
as
m
u
ltip
le
co
n
tex
tu
al
s
ettin
g
s
with
in
a
s
in
g
le
b
o
u
n
d
ed
ca
s
e,
allo
win
g
th
e
s
tu
d
y
to
ex
am
in
e
h
o
w
th
e
s
am
e
p
r
o
g
r
a
m
was
ex
p
er
ien
ce
d
ac
r
o
s
s
d
if
f
er
en
t
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
wh
ile
r
em
ain
in
g
an
al
y
tically
f
o
cu
s
ed
o
n
o
n
e
ca
s
e
[
5
1
]
.
T
h
is
d
esig
n
was
th
er
ef
o
r
e
clo
s
ely
alig
n
e
d
wit
h
th
e
r
esear
ch
q
u
esti
o
n
,
wh
i
ch
s
o
u
g
h
t
to
u
n
d
e
r
s
tan
d
h
o
w
n
o
v
ice
teac
h
er
s
ex
p
er
ien
ce
d
PP
GB
2
.
0
ac
r
o
s
s
s
ch
o
o
l settin
g
s
r
ath
er
th
an
to
c
o
m
p
ar
e
s
ch
o
o
ls
as in
d
ep
en
d
en
t u
n
its
o
f
an
aly
s
is
.
2
.
2
.
Study
pa
rt
icipa
nts
T
h
is
s
tu
d
y
was
ca
r
r
ied
o
u
t
in
Mir
i
Dis
tr
ict,
Sar
awa
k
,
in
v
o
lv
in
g
f
iv
e
g
o
v
er
n
m
en
t
s
ch
o
o
l
s
,
n
am
ely
f
o
u
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
an
d
o
n
e
p
r
im
a
r
y
s
ch
o
o
l.
T
h
ese
s
ch
o
o
ls
s
er
v
ed
as
th
e
s
ettin
g
s
f
o
r
e
x
am
in
in
g
h
o
w
m
en
to
r
in
g
u
n
d
er
PP
GB
2
.
0
was
ex
p
er
ien
ce
d
in
ac
tu
al
s
ch
o
o
l
e
n
v
ir
o
n
m
en
ts
.
I
n
th
is
s
tu
d
y
,
n
o
v
ice
teac
h
er
s
wer
e
d
ef
in
ed
,
with
in
th
e
M
alay
s
ian
co
n
tex
t,
as
teac
h
e
r
s
in
th
eir
f
ir
s
t
o
n
e
to
th
r
ee
y
ea
r
s
o
f
s
er
v
ice
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
[
2
9
]
.
T
h
i
s
d
ef
in
itio
n
was
im
p
o
r
tan
t
b
e
ca
u
s
e
th
e
s
tu
d
y
f
o
cu
s
ed
s
p
ec
if
ically
o
n
teac
h
er
s
wh
o
wer
e
s
till
n
eg
o
tiatin
g
th
e
tr
an
s
itio
n
f
r
o
m
p
r
e
-
s
er
v
ice
p
r
e
p
ar
atio
n
to
f
u
ll p
r
o
f
ess
io
n
al
r
e
s
p
o
n
s
ib
ilit
y
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
p
ar
ticip
an
ts
wh
o
h
ad
d
ir
ec
t
ex
p
er
ien
ce
with
th
e
p
h
e
n
o
m
en
o
n
u
n
d
er
s
tu
d
y
.
T
h
is
s
am
p
lin
g
te
ch
n
iq
u
e
is
ap
p
r
o
p
r
iate
in
q
u
alitativ
e
in
q
u
ir
y
b
ec
a
u
s
e
p
ar
ticip
an
ts
ar
e
s
elec
ted
o
n
th
e
b
asis
o
f
th
eir
a
b
ilit
y
to
p
r
o
v
id
e
r
ich
an
d
r
elev
a
n
t
in
f
o
r
m
atio
n
r
elate
d
to
th
e
r
esear
c
h
f
o
c
u
s
[
52
]
–
[
5
4
]
.
T
h
e
p
ar
ticip
an
ts
co
m
p
r
is
ed
1
2
n
o
v
ice
teac
h
er
s
wh
o
wer
e
d
ir
ec
tly
in
v
o
l
v
ed
in
PP
GB
2
.
0
in
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sar
awa
k
,
a
s
th
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
s
h
o
wn
in
T
ab
le
1
.
Par
ticip
an
t
s
elec
ti
o
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was
g
u
id
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b
y
in
f
o
r
m
atio
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r
ich
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ess
r
ath
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th
an
n
u
m
er
ical
r
ep
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tativ
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s
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th
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th
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o
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d
ep
th
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n
d
er
s
tan
d
in
g
o
f
m
en
to
r
i
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ex
p
er
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ce
s
in
c
o
n
tex
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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N:
2252
-
8
8
2
2
Gu
id
ed
th
r
o
u
g
h
th
e
s
to
r
m:
n
o
vice
tea
ch
ers
’
ex
p
erien
ce
s
o
f m
en
to
r
in
g
(
B
era
n
d
a
Yii
P
in
g
Jin
)
3835
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
p
a
r
ticip
an
ts
D
e
mo
g
r
a
p
h
i
c
p
r
o
f
i
l
e
N
u
mb
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s (N
)
G
e
n
d
e
r
M
a
l
e
3
F
e
mal
e
9
Ty
p
e
s
o
f
s
c
h
o
o
l
s
N
a
t
i
o
n
a
l
-
t
y
p
e
p
r
i
mar
y
s
c
h
o
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l
1
N
a
t
i
o
n
a
l
-
t
y
p
e
se
c
o
n
d
a
r
y
sc
h
o
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l
4
Y
e
a
r
s
o
f
t
e
a
c
h
i
n
g
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x
p
e
r
i
e
n
c
e
≤
1
y
e
a
r
7
1
-
2
y
e
a
r
s
3
2
-
3
y
e
a
r
s
2
T
h
e
p
ar
tic
ip
a
n
ts
we
r
e
s
el
ec
t
e
d
b
ase
d
o
n
s
e
v
e
r
al
p
r
e
d
e
f
i
n
e
d
c
r
i
te
r
ia
.
Fi
r
s
t
,
t
h
e
y
h
a
d
t
o
b
e
s
e
r
v
i
n
g
in
g
o
v
er
n
m
e
n
t
s
c
h
o
o
ls
i
n
Mi
r
i
Di
s
tr
i
ct,
Sa
r
a
wa
k
.
Se
c
o
n
d
,
t
h
ey
wer
e
r
e
q
u
i
r
e
d
to
h
a
v
e
b
etw
ee
n
o
n
e
a
n
d
t
h
r
e
e
y
e
ar
s
o
f
t
ea
c
h
i
n
g
ex
p
er
ie
n
c
e,
as
n
o
v
ic
e
tea
c
h
e
r
s
i
n
Ma
l
a
y
s
ia
a
r
e
g
en
er
all
y
d
ef
in
e
d
wi
th
in
t
h
is
p
er
io
d
[
2
9
]
.
T
h
ir
d
,
th
e
y
h
a
d
t
o
b
e
c
u
r
r
e
n
t
ly
o
r
p
r
e
v
i
o
u
s
ly
i
n
v
o
l
v
e
d
i
n
m
e
n
t
o
r
i
n
g
u
n
d
er
PP
GB
2
.
0
[
2
9
]
.
T
h
ese
cr
i
te
r
ia
e
n
s
u
r
e
d
t
h
at
all
p
a
r
ti
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p
a
n
ts
h
a
d
d
i
r
ec
t
a
n
d
r
el
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a
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t
e
x
p
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ie
n
ce
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t
o
n
o
v
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t
ea
ch
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r
ad
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s
tm
en
t
wit
h
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n
a
f
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al
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o
o
l
-
b
as
ed
m
e
n
t
o
r
in
g
c
o
n
te
x
t
.
E
li
g
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l
e
p
a
r
t
ici
p
a
n
ts
w
er
e
id
en
ti
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ie
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an
d
a
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p
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th
r
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g
h
s
c
h
o
o
l
ad
m
i
n
is
tr
at
o
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s
.
T
o
m
ai
n
t
ai
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o
n
f
i
d
e
n
t
ial
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p
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n
p
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en
ti
n
g
th
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i
n
t
er
v
i
ew
d
at
a.
Data
co
lle
cti
o
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o
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ti
n
u
e
d
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n
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il
s
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f
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ici
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h
was
a
ch
ie
v
ed
a
n
d
n
o
s
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b
s
ta
n
ti
al
n
ew
t
h
e
m
es
e
m
e
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g
e
d
f
r
o
m
s
u
b
s
e
q
u
e
n
t
in
te
r
v
iews
,
c
o
n
s
is
t
en
t
w
it
h
t
h
e
p
r
i
n
ci
p
l
e
o
f
s
at
u
r
a
tio
n
i
n
q
u
al
ita
ti
v
e
r
ese
ar
ch
[
5
5
]
–
[
5
7
]
.
2
.
3
.
Resea
rc
h ins
t
rum
ent
T
h
e
m
ain
in
s
tr
u
m
en
t
u
s
ed
in
th
is
s
tu
d
y
was
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
p
r
o
t
o
co
l,
an
d
th
e
p
r
im
ar
y
d
ata
wer
e
co
llected
th
r
o
u
g
h
i
n
d
iv
id
u
al
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews
with
n
o
v
ice
teac
h
er
s
in
v
o
lv
ed
in
PP
GB
2
.
0
in
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sa
r
awa
k
.
T
h
is
in
s
tr
u
m
en
t
was
c
h
o
s
en
b
ec
au
s
e
it
en
ab
led
th
e
r
esear
ch
er
to
g
ath
er
d
etailed
ac
co
u
n
ts
o
f
p
ar
ticip
a
n
ts
’
v
iews,
ex
p
e
r
ien
ce
s
,
an
d
in
ter
p
r
etatio
n
s
in
a
f
o
cu
s
ed
y
et
f
lex
ib
le
m
an
n
er
[
5
0
]
.
T
h
e
in
ter
v
iew
p
r
o
to
c
o
l
was
d
ev
elo
p
ed
b
ased
o
n
th
e
s
t
u
d
y
liter
atu
r
e
a
n
d
th
e
r
esear
ch
q
u
esti
o
n
s
,
an
d
was
s
u
b
s
eq
u
en
tly
r
e
f
in
ed
s
y
s
tem
a
tically
u
s
in
g
th
e
in
ter
v
iew
p
r
o
to
co
l
r
ef
i
n
em
en
t
(
I
PR
)
f
r
am
ewo
r
k
p
r
o
p
o
s
ed
b
y
C
asti
l
lo
-
Mo
n
to
y
a
[
5
8
]
,
with
atten
tio
n
to
q
u
esti
o
n
alig
n
m
e
n
t,
in
q
u
ir
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ased
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n
v
er
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,
an
d
f
ee
d
b
ac
k
o
n
in
ter
v
iew
s
tr
u
ctu
r
e,
b
ef
o
r
e
it wa
s
u
s
ed
in
th
e
ac
tu
al
d
ata
c
o
llectio
n
.
T
h
e
p
r
o
to
co
l
co
n
s
is
ted
o
f
t
wo
m
ain
p
ar
ts
,
n
a
m
ely
p
ar
t
icip
an
ts
’
d
em
o
g
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ap
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b
ac
k
g
r
o
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n
d
an
d
q
u
esti
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n
s
r
elate
d
to
th
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e
x
p
e
r
ien
ce
s
o
f
PP
GB
2
.
0
in
th
e
s
c
h
o
o
l
co
n
tex
t.
T
h
e
s
u
b
s
tan
tiv
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in
ter
v
iew
q
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esti
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n
s
wer
e
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g
an
ize
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ar
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m
ain
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d
with
th
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r
esear
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q
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,
in
c
lu
d
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g
p
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ticip
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ts
’
ex
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s
o
f
m
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n
to
r
in
g
,
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e
f
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m
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p
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th
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n
ter
ed
d
u
r
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g
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ly
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ase
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g
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n
d
th
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way
s
th
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n
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er
s
to
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n
d
r
esp
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n
d
e
d
to
th
o
s
e
ex
p
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ie
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ce
s
.
T
h
is
s
tr
u
ctu
r
e
allo
wed
th
e
in
ter
v
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to
m
o
v
e
f
r
o
m
g
en
e
r
al
b
ac
k
g
r
o
u
n
d
in
f
o
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m
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to
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ee
p
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ac
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f
m
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n
to
r
in
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s
u
p
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tm
en
t.
I
t a
ls
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n
s
u
r
e
d
th
at
th
e
in
ter
v
iew
q
u
esti
o
n
s
wer
e
n
o
t tr
ea
ted
as
is
o
lated
item
s
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b
u
t
as
a
co
h
er
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t
g
u
id
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f
o
r
elicitin
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p
ar
ticip
an
ts
’
m
ea
n
in
g
-
m
a
k
in
g
wit
h
in
th
e
co
n
tex
t
o
f
PP
GB
2
.
0
.
T
o
s
tr
en
g
t
h
en
t
h
e
q
u
ality
o
f
th
e
in
s
tr
u
m
e
n
t,
th
e
p
r
o
to
co
l
was
r
ev
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d
b
y
th
r
ee
ex
p
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with
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elev
an
t
e
x
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in
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ed
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ca
tio
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al
p
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ch
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lo
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d
a
p
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t
s
tu
d
y
was
ca
r
r
ie
d
o
u
t
to
ass
ess
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e
clar
ity
o
f
th
e
q
u
esti
o
n
s
,
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e
d
u
r
atio
n
o
f
th
e
in
ter
v
iew,
an
d
th
e
o
v
er
all
f
lo
w
o
f
th
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ter
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ess
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.
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ev
is
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f
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g
th
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im
p
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ed
u
cin
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ig
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ity
,
a
n
d
en
s
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r
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at
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co
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e
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s
co
n
s
is
ten
tly
ad
d
r
ess
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th
e
ce
n
tr
al
r
esear
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f
o
cu
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cr
o
s
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all
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ter
v
iews.
T
h
is
r
ef
in
em
en
t
p
r
o
ce
s
s
was
im
p
o
r
tan
t
b
ec
au
s
e
th
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tu
d
y
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eq
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ir
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q
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th
at
wer
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s
u
f
f
icien
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o
p
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t
o
c
ap
tu
r
e
p
a
r
ticip
an
ts
’
in
ter
p
r
etatio
n
s
o
f
m
en
t
o
r
in
g
an
d
s
u
p
p
o
r
t,
y
et
s
u
f
f
icien
tly
f
o
c
u
s
ed
to
r
em
ain
alig
n
ed
with
th
e
r
esear
ch
q
u
esti
o
n
.
T
h
er
ef
o
r
e,
th
e
f
in
al
p
r
o
to
c
o
l
s
u
p
p
o
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ted
b
o
th
m
e
th
o
d
o
lo
g
ical
co
n
s
is
ten
cy
a
n
d
in
ter
p
r
etiv
e
d
ep
th
d
u
r
in
g
d
ata
co
llectio
n
.
2
.
4
.
Da
t
a
c
o
llect
io
n
Data
co
llectio
n
was
co
n
d
u
cte
d
p
r
im
ar
ily
th
r
o
u
g
h
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews.
T
h
e
in
ter
v
iew
q
u
esti
o
n
s
wer
e
o
p
e
n
-
en
d
ed
,
an
d
f
o
llo
w
-
u
p
q
u
esti
o
n
s
wer
e
ask
ed
ac
c
o
r
d
in
g
to
th
e
f
lo
w
o
f
th
e
in
t
er
v
iew
in
o
r
d
e
r
to
o
b
tain
clea
r
er
an
d
m
o
r
e
d
etailed
r
esp
o
n
s
es.
All
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
ed
with
p
a
r
ticip
an
ts
’
co
n
s
en
t
an
d
g
e
n
er
ally
last
ed
b
etwe
en
o
n
e
an
d
o
n
e
an
d
a
h
alf
h
o
u
r
s
,
with
s
ev
er
al
s
ess
io
n
s
ex
ten
d
in
g
to
two
h
o
u
r
s
.
T
h
e
r
ec
o
r
d
in
g
s
wer
e
th
e
n
tr
a
n
s
cr
ib
ed
v
e
r
b
atim
f
o
r
an
aly
s
i
s
.
T
o
m
ain
tain
co
n
s
is
ten
cy
ac
r
o
s
s
in
ter
v
iews,
th
e
s
am
e
s
em
i
-
s
tr
u
ctu
r
ed
p
r
o
to
c
o
l
an
d
co
r
e
q
u
esti
o
n
d
o
m
ain
s
wer
e
u
s
ed
with
all
p
ar
ticip
a
n
ts
,
wh
ile
f
o
llo
w
-
u
p
q
u
esti
o
n
s
wer
e
ad
a
p
ted
to
p
ar
ticip
an
ts
’
r
esp
o
n
s
es
an
d
ex
p
er
ien
ce
s
.
T
h
is
en
ab
led
co
m
p
ar
a
b
ilit
y
ac
r
o
s
s
ca
s
es
with
o
u
t
co
n
s
tr
ain
in
g
p
a
r
ticip
an
ts
’
o
wn
m
ea
n
in
g
-
m
ak
in
g
.
T
o
r
ed
u
ce
th
e
r
is
k
o
f
r
esear
ch
er
in
f
l
u
en
ce
,
t
h
e
in
ter
v
iewe
r
u
s
ed
o
p
en
-
e
n
d
ed
,
n
o
n
-
lead
in
g
q
u
esti
o
n
s
,
allo
wed
p
ar
ticip
an
ts
s
u
f
f
icien
t
s
p
ac
e
to
elab
o
r
ate
th
eir
r
esp
o
n
s
es,
an
d
av
o
id
ed
im
p
o
s
i
n
g
p
r
e
d
eter
m
in
e
d
in
ter
p
r
etatio
n
s
d
u
r
in
g
th
e
in
ter
v
iew
p
r
o
ce
s
s
.
B
esid
es
th
at,
p
ass
iv
e
o
b
s
er
v
atio
n
an
d
d
o
c
u
m
en
t
a
n
aly
s
is
wer
e
u
s
ed
as
s
u
p
p
lem
en
tar
y
s
o
u
r
ce
s
to
s
u
p
p
o
r
t
c
o
n
tex
tu
al
u
n
d
e
r
s
tan
d
in
g
a
n
d
d
ata
tr
ian
g
u
latio
n
[
5
9
]
,
[
6
0
]
.
Pas
s
iv
e
o
b
s
er
v
atio
n
in
v
o
lv
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
8
3
2
-
3844
3836
non
-
p
ar
ticip
an
t o
b
s
er
v
atio
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f
th
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a
n
d
r
elev
an
t
m
en
t
o
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in
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r
elate
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o
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tex
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r
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g
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ch
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l
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tiv
ities
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T
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ec
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ich
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ich
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ly
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r
ee
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ad
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s
tm
en
t
to
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k
p
lace
.
Do
cu
m
en
t
an
aly
s
is
f
o
cu
s
ed
o
n
m
ater
ials
r
elev
an
t to
PP
GB
2
.
0
an
d
th
e
s
ch
o
o
l
m
en
to
r
in
g
c
o
n
tex
t,
s
u
ch
as
p
r
o
g
r
am
g
u
id
elin
es
an
d
in
d
u
ctio
n
s
ch
ed
u
les.
T
h
ese
m
ater
ials
wer
e
u
s
ed
to
clar
if
y
p
r
o
g
r
a
m
ex
p
ec
tatio
n
s
,
co
n
tex
tu
al
ar
r
an
g
em
e
n
ts
,
an
d
im
p
lem
en
tatio
n
f
ea
t
u
r
es
r
elate
d
to
th
e
in
ter
v
iew
ac
co
u
n
ts
.
T
ak
en
to
g
eth
er
,
th
e
o
b
s
er
v
atio
n
n
o
tes
an
d
d
o
cu
m
e
n
tar
y
m
ater
ials
in
f
o
r
m
ed
an
aly
tic
in
ter
p
r
etatio
n
an
d
s
tr
en
g
th
en
ed
tr
ia
n
g
u
latio
n
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
.
2
.
5
.
Da
t
a
a
na
ly
s
is
a
nd
t
rus
t
wo
rt
hin
ess
T
h
e
in
ter
v
iew
d
ata
wer
e
a
n
aly
ze
d
u
s
in
g
in
d
u
ctiv
e
th
em
atic
an
aly
s
is
[
6
1
]
.
First,
all
au
d
io
r
ec
o
r
d
in
g
s
wer
e
tr
an
s
cr
ib
ed
v
er
b
atim
a
n
d
ch
ec
k
e
d
r
ep
ea
te
d
ly
ag
ai
n
s
t
th
e
o
r
ig
i
n
al
r
ec
o
r
d
in
g
s
to
e
n
s
u
r
e
tr
an
s
cr
ip
tio
n
ac
cu
r
ac
y
.
Seco
n
d
,
th
e
r
esear
c
h
er
r
ea
d
th
e
tr
an
s
cr
ip
ts
s
ev
er
al
tim
es
to
b
ec
o
m
e
f
am
iliar
wit
h
th
e
d
ataset
an
d
to
id
en
tify
s
eg
m
en
ts
r
elev
an
t
to
n
o
v
ice
teac
h
er
s
’
ex
p
er
ien
ce
s
o
f
m
en
to
r
in
g
u
n
d
e
r
PP
GB
2
.
0
.
T
h
ir
d
,
in
itial
d
escr
ip
tiv
e
co
d
es
wer
e
g
en
er
ated
in
d
u
ctiv
ely
f
r
o
m
th
e
d
at
a
u
s
in
g
AT
L
AS.ti
2
5
,
with
at
ten
tio
n
to
r
ec
u
r
r
in
g
m
ea
n
in
g
s
,
ac
tio
n
s
,
r
esp
o
n
s
es,
an
d
f
o
r
m
s
o
f
s
u
p
p
o
r
t
d
es
cr
ib
ed
b
y
p
ar
ticip
a
n
ts
.
Fo
r
ex
am
p
le,
s
eg
m
en
ts
r
ef
er
r
in
g
to
m
en
to
r
r
ea
s
s
u
r
an
c
e,
p
ee
r
ass
is
tan
ce
,
p
er
s
o
n
al
r
e
co
v
er
y
p
r
ac
tices,
a
n
d
p
r
ay
e
r
wer
e
in
itially
co
d
ed
at
a
d
escr
ip
tiv
e
lev
el
b
e
f
o
r
e
b
e
in
g
co
m
p
ar
ed
ac
r
o
s
s
p
ar
ticip
a
n
ts
an
d
o
r
g
an
ized
i
n
to
b
r
o
ad
er
ca
teg
o
r
ies.
Nex
t,
r
elate
d
c
o
d
es
wer
e
r
ev
iewe
d
an
d
clu
s
ter
ed
i
n
to
p
r
elim
in
ar
y
ca
teg
o
r
ies
an
d
ca
n
d
id
ate
s
u
b
th
em
es.
Fifth
,
th
ese
ca
n
d
id
ate
th
em
es
wer
e
co
m
p
ar
ed
r
ep
ea
ted
ly
with
th
e
co
d
e
d
e
x
tr
ac
ts
an
d
th
e
f
u
ll
d
ataset
to
as
s
ess
in
ter
n
al
co
h
er
en
ce
an
d
co
n
ce
p
tu
al
d
is
tin
ctio
n
.
Fin
ally
,
th
e
th
em
es
wer
e
r
ef
in
ed
,
d
ef
in
e
d
,
an
d
n
am
ed
in
wa
y
s
th
at
ac
cu
r
atel
y
r
ep
r
esen
ted
r
ec
u
r
r
in
g
p
atter
n
s
o
f
m
ea
n
i
n
g
ac
r
o
s
s
th
e
p
ar
t
icip
an
ts
’
ac
co
u
n
ts
.
T
h
is
iter
ativ
e
m
o
v
em
en
t b
etwe
en
d
ata
ex
tr
ac
ts
,
co
d
es,
ca
teg
o
r
ies,
an
d
th
em
es
en
h
an
ce
d
an
aly
tic
tr
an
s
p
ar
en
cy
an
d
e
n
s
u
r
ed
th
at
th
e
f
in
al
th
e
m
atic
s
tr
u
ctu
r
e
r
em
ain
ed
clo
s
e
ly
g
r
o
u
n
d
ed
i
n
th
e
d
ataset.
AT
L
AS.ti
2
5
was
u
s
ed
to
s
u
p
p
o
r
t
th
e
o
r
g
an
izatio
n
,
r
e
tr
iev
al,
co
d
i
n
g
,
an
d
m
an
a
g
em
en
t
o
f
q
u
alitativ
e
d
ata,
wh
ile
th
e
in
ter
p
r
etatio
n
o
f
m
ea
n
in
g
r
e
m
ain
ed
th
e
r
esp
o
n
s
ib
ilit
y
o
f
th
e
r
esear
c
h
er
.
Sev
er
al
p
r
o
ce
d
u
r
es
wer
e
u
s
ed
to
en
h
an
ce
tr
u
s
two
r
th
in
ess
.
C
r
ed
ib
ilit
y
was
s
u
p
p
o
r
te
d
th
r
o
u
g
h
th
e
u
s
e
o
f
m
u
ltip
le
d
ata
s
o
u
r
ce
s
,
n
a
m
ely
in
ter
v
iews,
o
b
s
er
v
atio
n
n
o
tes,
an
d
d
o
c
u
m
en
tar
y
m
a
ter
ials
,
as
well
as
th
r
o
u
g
h
e
x
p
er
t
r
ev
iew
o
f
th
e
in
ter
v
iew
p
r
o
to
c
o
l,
r
e
p
ea
ted
co
m
p
a
r
is
o
n
ac
r
o
s
s
p
ar
ticip
a
n
t
ac
co
u
n
ts
d
u
r
i
n
g
an
aly
s
is
,
an
d
m
em
b
er
ch
ec
k
in
g
with
p
ar
ticip
a
n
ts
to
co
n
f
ir
m
th
e
ac
cu
r
ac
y
o
f
th
e
i
n
te
r
p
r
eted
m
ea
n
in
g
s
.
Dep
en
d
ab
ilit
y
was
s
u
p
p
o
r
te
d
th
r
o
u
g
h
a
s
y
s
tem
atic
an
a
ly
tic
p
r
o
ce
s
s
,
in
clu
d
in
g
v
er
b
atim
tr
an
s
cr
ip
tio
n
,
s
tep
wis
e
co
d
in
g
,
th
em
e
r
e
f
in
e
m
en
t,
an
d
t
h
e
m
ain
ten
a
n
ce
o
f
an
au
d
it
tr
ail
d
o
cu
m
en
tin
g
k
e
y
an
aly
tic
d
ec
is
io
n
s
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
C
o
n
f
ir
m
ab
ilit
y
was
s
u
p
p
o
r
ted
b
y
g
r
o
u
n
d
in
g
in
ter
p
r
etatio
n
s
in
v
er
b
atim
d
ata
ex
tr
ac
ts
an
d
b
y
m
ain
tai
n
in
g
an
au
d
it
tr
ail
th
at
en
ab
led
th
e
an
aly
tic
p
r
o
ce
s
s
to
b
e
tr
ac
ed
clea
r
ly
f
r
o
m
r
aw
d
ata
to
th
e
f
in
al
th
em
atic
s
tr
u
ctu
r
e.
I
n
ad
d
itio
n
,
C
o
h
e
n
’
s
Kap
p
a
an
aly
s
is
in
v
o
lv
in
g
th
r
ee
ex
p
e
r
ts
was
u
s
ed
to
s
u
p
p
o
r
t
co
n
s
is
ten
cy
in
co
d
in
g
a
n
d
ag
r
ee
m
en
t
o
n
th
e
th
em
atic
s
tr
u
ctu
r
e
[
6
2
]
.
T
h
e
o
b
tain
ed
Kap
p
a
v
alu
e
was
0
.
9
9
,
in
d
icatin
g
a
v
e
r
y
h
ig
h
lev
el
o
f
ag
r
ee
m
en
t
am
o
n
g
th
e
ex
p
e
r
t
r
ev
iewe
r
s
.
An
y
d
is
cr
ep
an
cies
id
e
n
tifie
d
d
u
r
in
g
th
e
ag
r
ee
m
en
t
p
r
o
ce
s
s
wer
e
r
ev
iewe
d
an
d
d
i
s
cu
s
s
ed
b
ef
o
r
e
th
e
f
in
al
n
am
in
g
an
d
co
n
f
i
r
m
atio
n
o
f
th
e
m
es.
C
o
llectiv
ely
,
th
ese
p
r
o
ce
d
u
r
es
s
u
p
p
o
r
te
d
tr
an
s
p
ar
en
cy
,
co
n
s
is
ten
cy
,
an
d
m
eth
o
d
o
lo
g
ical
r
ig
o
r
in
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
s
tu
d
y
f
in
d
in
g
s
.
3.
RE
SU
L
T
S
T
h
e
th
em
atic
an
al
y
s
is
id
en
tifie
d
two
m
ain
th
em
es
in
n
o
v
ic
e
teac
h
er
s
’
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in
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in
Mir
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Sar
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am
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s
u
p
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t a
n
d
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tr
in
s
ic
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u
p
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Fo
r
th
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s
is
,
th
ese
th
em
es
ar
e
p
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esen
ted
s
e
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Ho
wev
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f
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ly
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r
ee
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ad
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s
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en
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E
x
ter
n
al
s
u
p
p
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r
t
r
ef
er
s
to
th
e
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elati
o
n
al
an
d
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o
n
tex
tu
al
s
u
p
p
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r
t
a
v
ailab
le
to
n
o
v
ice
teac
h
er
s
,
wh
er
ea
s
in
tr
in
s
ic
s
u
p
p
o
r
t
r
ef
er
s
to
th
e
p
er
s
o
n
a
l
r
eso
u
r
ce
s
an
d
p
r
ac
tices
th
ey
d
r
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u
p
o
n
in
r
esp
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d
in
g
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em
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d
s
o
f
th
e
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r
ly
p
h
ase
o
f
teac
h
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g
.
3
.
1
.
T
hem
e
1
:
ex
t
er
na
l su
pp
o
rt
As
s
h
o
wn
in
T
ab
le
2
,
e
x
ter
n
al
s
u
p
p
o
r
t
co
n
s
is
ts
o
f
two
s
u
b
th
em
es:
af
f
ec
tiv
e
m
en
to
r
s
u
p
p
o
r
t
a
n
d
s
ch
o
o
l
co
m
m
u
n
ity
s
u
p
p
o
r
t.
T
ak
en
to
g
eth
er
,
th
ese
s
u
b
th
em
es
in
d
icate
th
at
s
u
p
p
o
r
t
f
r
o
m
o
t
h
er
s
was
ex
p
er
ien
ce
d
n
o
t
o
n
ly
as
f
o
r
m
al
p
r
o
g
r
a
m
p
r
o
v
is
io
n
,
b
u
t
as
r
elatio
n
al
s
u
p
p
o
r
t
en
ac
ted
t
h
r
o
u
g
h
em
o
tio
n
ally
r
esp
o
n
s
iv
e
m
en
to
r
s
an
d
a
s
o
ci
ally
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
T
h
ese
f
in
d
in
g
s
s
h
o
w
th
at
n
o
v
ice
teac
h
er
s
r
ec
eiv
ed
s
u
p
p
o
r
t f
r
o
m
p
eo
p
le
ar
o
u
n
d
th
em
d
u
r
in
g
th
e
ea
r
l
y
p
h
ase
o
f
teac
h
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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d
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N:
2252
-
8
8
2
2
Gu
id
ed
th
r
o
u
g
h
th
e
s
to
r
m:
n
o
vice
tea
ch
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’
ex
p
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f m
en
to
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in
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(
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3837
T
ab
le
2
.
E
x
ter
n
al
s
u
p
p
o
r
t
Ex
t
e
r
n
a
l
su
p
p
o
r
t
P1
P2
P3
P4
P5
P6
P7
P8
P9
P
1
0
P
1
1
P
1
2
F
r
e
q
u
e
n
c
y
A
f
f
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i
v
e
me
n
t
o
r
s
u
p
p
o
r
t
/
/
/
/
/
/
/
/
/
/
/
/
12
S
c
h
o
o
l
c
o
mm
u
n
i
t
y
su
p
p
o
r
t
/
x
x
x
/
/
/
/
/
/
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/
9
3.
1
.
1.
Af
f
ec
t
iv
e
m
ent
o
r
s
up
p
o
rt
B
ased
o
n
T
ab
le
2
,
th
e
f
in
d
in
g
s
s
h
o
w
th
at
af
f
ec
tiv
e
m
en
t
o
r
s
u
p
p
o
r
t
was
ex
p
er
ien
ce
d
b
y
all
1
2
n
o
v
ice
teac
h
er
s
.
T
h
is
s
u
b
th
e
m
e
r
e
f
er
s
to
th
e
em
o
tio
n
al
s
u
p
p
o
r
t
r
e
ce
iv
ed
f
r
o
m
m
en
to
r
s
d
u
r
in
g
t
h
e
ea
r
ly
p
h
ase
o
f
teac
h
in
g
,
p
a
r
ticu
lar
ly
in
th
e
f
o
r
m
o
f
em
p
ath
y
,
ca
r
e,
ac
ce
p
tan
ce
,
an
d
r
ea
s
s
u
r
an
ce
.
T
h
e
in
ter
v
iew
d
ata
in
d
icate
th
at
th
is
s
u
p
p
o
r
t
h
elp
ed
n
o
v
ice
teac
h
er
s
m
an
a
g
e
s
tr
ess
an
d
f
ee
l
s
u
p
p
o
r
ted
i
n
th
ei
r
n
ew
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
t.
T
h
e
f
o
llo
win
g
in
ter
v
iew
ex
ce
r
p
ts
illu
s
tr
ate
th
is
s
u
b
th
em
e:
“
S
h
e
n
ev
er d
is
mis
s
ed
my
feelin
g
s
a
n
d
r
emin
d
ed
me
th
a
t
p
r
ess
u
r
e
is
p
a
r
t o
f g
r
o
w
th
.
”
(
P8
)
“
S
h
e
is
like
my
s
ec
o
n
d
mo
th
er
h
ere.
.
.
I
feel
mo
r
e
a
cc
ep
te
d
.
”
(
P1
1
)
“
My
men
to
r
w
a
s
ve
r
y
u
n
d
ers
t
a
n
d
in
g
a
n
d
ca
lmed
me
d
o
w
n
.
.
.
I
felt relieve
d
.
”
(
P1
2
)
3
.
1
.
2
.
Scho
o
l c
o
m
m
un
it
y
s
up
po
rt
T
h
e
f
in
d
in
g
s
also
s
h
o
w
th
at
P5
an
d
P6
r
ec
ei
v
ed
s
u
p
p
o
r
t
f
r
o
m
th
e
wid
er
s
ch
o
o
l
co
m
m
u
n
ity
d
u
r
in
g
th
e
ea
r
ly
s
tag
e
o
f
teac
h
in
g
.
T
h
is
s
u
p
p
o
r
t
was
r
ef
lecte
d
in
p
r
ac
tical
h
elp
an
d
p
ee
r
ass
is
tan
ce
,
wh
ich
m
ad
e
th
e
ad
ju
s
tm
en
t
p
r
o
ce
s
s
ea
s
ier
a
n
d
h
elp
ed
th
em
h
an
d
le
ev
e
r
y
d
ay
r
esp
o
n
s
ib
ilit
ies.
T
h
is
c
an
b
e
s
ee
n
in
th
e
f
o
llo
win
g
in
ter
v
iew
ex
ce
r
p
ts
:
“
On
my
fir
s
t
d
a
y
a
t
s
ch
o
o
l,
th
e
p
r
in
cip
a
l
a
s
ke
d
w
h
eth
er
I
a
lr
ea
d
y
h
a
d
a
h
o
u
s
e.
I
felt
w
o
r
r
ied
,
b
u
t
h
e
s
a
id
,
it’s
o
ka
y,
w
e
w
ill lo
o
k
fo
r
o
n
e
to
g
et
h
er.
”
(
P5
)
“
I
w
a
s
lu
ck
y
b
ec
a
u
s
e
w
e
w
er
e
p
o
s
ted
to
th
e
s
a
me
s
ch
o
o
l.
Th
e
s
ev
en
o
f
u
s
b
ec
a
me
a
s
u
p
p
o
r
t
s
ystem
fo
r
ea
ch
o
th
er.
I
f th
e
w
o
r
k
w
a
s
h
ea
vy
o
r
s
o
meo
n
e
g
o
t
s
tu
ck
,
ev
eryo
n
e
w
o
u
ld
h
el
p
.
”
(
P6
)
3
.
2
.
T
hem
e
2
:
intr
ins
ic
s
up
p
o
rt
As
p
r
esen
ted
in
T
ab
le
3
,
in
tr
in
s
ic
s
u
p
p
o
r
t
co
n
s
is
ts
o
f
f
o
u
r
s
u
b
th
em
es:
i)
s
elf
-
r
esto
r
ativ
e
p
r
ac
tices
;
ii)
r
eg
u
lated
em
o
tio
n
al
r
elea
s
e
;
iii)
s
p
ir
itu
ality
;
an
d
iv
)
p
er
s
ev
er
an
ce
.
T
h
ese
s
u
b
th
em
es
in
d
icate
th
at
n
o
v
ice
teac
h
er
s
wer
e
n
o
t
m
er
el
y
r
e
cip
ien
ts
o
f
s
u
p
p
o
r
t,
b
u
t
also
ac
tiv
e
ag
en
ts
in
m
a
n
ag
in
g
p
r
ess
u
r
e
th
r
o
u
g
h
s
elf
-
r
eg
u
lato
r
y
p
r
ac
tices
th
at
h
elp
ed
th
em
r
eg
ain
em
o
tio
n
al
s
tead
in
ess
an
d
m
ain
tain
co
n
tin
u
ity
in
th
ei
r
wo
r
k
.
T
h
ey
s
h
o
w
th
at
n
o
v
ice
teac
h
er
s
d
id
n
o
t
r
ely
o
n
ly
o
n
s
u
p
p
o
r
t
f
r
o
m
m
en
to
r
s
an
d
th
e
s
ch
o
o
l
c
o
m
m
u
n
ity
,
b
u
t
also
d
r
ew
o
n
th
eir
o
wn
in
ter
n
al
r
eso
u
r
ce
s
d
u
r
in
g
th
e
ea
r
ly
p
h
ase
o
f
teac
h
in
g
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
in
tr
in
s
ic
s
u
p
p
o
r
t
h
elp
e
d
th
e
m
m
an
a
g
e
wo
r
k
-
r
elate
d
p
r
es
s
u
r
e,
r
eg
u
late
th
eir
em
o
tio
n
s
,
m
ain
tain
p
er
s
o
n
a
l
s
tr
en
g
th
,
a
n
d
c
o
n
tin
u
e
ad
a
p
tin
g
to
th
e
d
em
an
d
s
o
f
th
e
p
r
o
f
ess
io
n
.
I
n
ad
d
itio
n
,
t
h
is
th
em
e
s
u
g
g
ests
th
at
n
o
v
ice
teac
h
er
s
p
lay
ed
an
ac
tiv
e
r
o
le
in
s
u
s
tain
in
g
th
eir
o
wn
well
-
b
ein
g
a
n
d
p
r
o
f
ess
io
n
al
ad
ju
s
tm
en
t
th
r
o
u
g
h
p
er
s
o
n
al
ef
f
o
r
ts
an
d
i
n
n
er
c
o
p
i
n
g
r
eso
u
r
ce
s
.
T
ab
le
3
.
I
n
tr
in
s
ic
s
u
p
p
o
r
t
I
n
t
r
i
n
si
c
s
u
p
p
o
r
t
P1
P2
P3
P4
P5
P6
P7
P8
P9
P
1
0
P
1
1
P
1
2
F
r
e
q
u
e
n
c
y
S
e
l
f
-
r
e
st
o
r
a
t
i
v
e
p
r
a
c
t
i
c
e
s
/
/
x
/
x
x
/
/
/
/
x
x
7
R
e
g
u
l
a
t
e
d
e
mo
t
i
o
n
a
l
r
e
l
e
a
s
e
x
/
x
/
x
x
x
x
/
x
/
/
5
S
p
i
r
i
t
u
a
l
i
t
y
/
x
/
x
/
x
/
/
x
/
/
x
7
P
e
r
sev
e
r
a
n
c
e
x
x
x
/
x
/
/
/
/
/
x
/
7
3
.
2
.
1
.
Self
-
re
s
t
o
ra
t
i
v
e
pra
ct
i
ce
s
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
p
a
r
ticip
an
ts
s
u
ch
as
P1
,
P2
,
P8
,
P9
,
an
d
P1
0
u
s
ed
p
er
s
o
n
al
tim
e
an
d
p
r
ef
er
r
e
d
ac
tiv
ities
to
r
ed
u
ce
tire
d
n
ess
,
r
eg
ain
en
er
g
y
,
an
d
r
esto
r
e
f
o
cu
s
af
ter
wo
r
k
.
T
h
e
s
e
p
r
ac
tices
h
elp
ed
th
em
m
an
a
g
e
wo
r
k
-
r
elate
d
p
r
ess
u
r
e
an
d
p
r
ep
a
r
e
th
e
m
s
elv
es
f
o
r
th
e
n
ex
t
teac
h
i
n
g
d
a
y
.
T
h
is
f
i
n
d
in
g
is
r
ef
lecte
d
in
th
e
f
o
llo
win
g
i
n
ter
v
iew
ex
ce
r
p
ts
:
“
I
u
s
u
a
lly
b
lo
ck
s
o
me
time
in
th
e
w
ee
k
fo
r
s
w
immin
g
.
A
f
ter
th
a
t,
I
feel
ve
r
y
fr
esh
a
n
d
h
a
ve
d
iffer
en
t e
n
erg
y
in
cla
s
s
.
”
(
P1
)
“
On
w
ee
ke
n
d
s
,
I
like
to
b
a
ke
ca
ke
s
o
r
b
r
ea
d
.
I
t
ma
ke
s
me
f
ee
l
h
a
p
p
y
a
n
d
h
elp
s
me
fo
r
g
et
s
ch
o
o
l
w
o
r
k
fo
r
a
w
h
ile.
”
(
P2
)
“
I
n
ee
d
my
o
w
n
‘
me
-
time’
.
.
.
g
o
in
g
o
u
t
a
lo
n
e,
g
o
in
g
to
th
e
l
ib
r
a
r
y,
o
r
to
th
e
b
ea
ch
.
Th
a
t
is
h
o
w
I
r
ec
h
a
r
g
e
a
n
d
g
a
th
er my
en
erg
y
a
g
a
i
n
.
”
(
P8
)
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
.
5
,
Octo
b
er
20
26
:
3
8
3
2
-
3844
3838
“
Wh
en
I
a
m
fr
ee
,
I
like
to
s
it
a
lo
n
e
b
y
th
e
r
iver.
I
t
ma
ke
s
th
e
tir
ed
n
ess
g
o
a
w
a
y,
a
n
d
th
en
it
is
ea
s
ier to
th
in
k
o
f te
a
ch
in
g
id
e
a
s
.
”
(
P9
)
“
I
ma
ke
s
u
r
e
I
h
a
ve
time
fo
r
myself
ev
ery
w
ee
ke
n
d
,
a
t
lea
s
t
fo
r
jo
g
g
in
g
t
o
r
eflec
t
a
n
d
c
a
lm
my
min
d
.
”
(
P1
0
)
3
.
2
.
2
.
Reg
ula
t
ed
emo
t
io
na
l r
elea
s
e
I
n
ad
d
itio
n
,
th
e
f
in
d
in
g
s
s
h
o
w
th
at
s
ev
er
al
p
ar
ticip
an
ts
(
P
2
,
P4
,
P9
,
a
n
d
P1
2
)
m
an
a
g
ed
em
o
tio
n
al
p
r
ess
u
r
e
th
r
o
u
g
h
p
e
r
s
o
n
al
an
d
co
n
tr
o
lled
wa
y
s
o
f
r
elea
s
e.
I
n
s
tead
o
f
k
ee
p
in
g
s
tr
ess
f
o
r
to
o
lo
n
g
,
th
ey
u
s
ed
s
im
p
le
s
tr
ateg
ies
s
u
ch
as
cr
y
i
n
g
,
s
leep
in
g
,
lis
ten
in
g
to
m
u
s
ic,
an
d
wr
itin
g
to
ea
s
e
em
o
ti
o
n
al
ten
s
io
n
.
T
h
ese
p
r
ac
tices
h
elp
ed
t
h
em
f
e
el
lig
h
ter
,
r
eg
ain
e
m
o
tio
n
al
b
alan
ce
,
an
d
co
n
tin
u
e
th
eir
wo
r
k
m
o
r
e
ca
lm
ly
.
T
h
is
f
in
d
in
g
ca
n
b
e
o
b
s
er
v
e
d
in
th
e
f
o
llo
win
g
in
te
r
v
iew
ex
ce
r
p
ts
:
“
A
fter
cryin
g
,
I
feel
lig
h
ter,
a
n
d
I
g
et
my
s
tr
en
g
th
b
a
ck
to
c
o
n
tin
u
e
w
o
r
kin
g
.
”
(
P2
)
“
Wh
en
I
a
m
s
tr
es
s
ed
,
I
p
la
y
s
a
d
s
o
n
g
s
a
n
d
let
myself
cry.
A
fter
th
a
t,
I
feel
r
eliev
ed
a
n
d
h
a
ve
en
erg
y
a
g
a
i
n
.
”
(
P4
)
“
Wh
en
I
a
m
s
tr
ess
ed
,
I
w
r
ite
s
imp
le
p
o
ems..
.
it
feels
like
t
h
e
b
u
r
d
e
n
co
mes
o
u
t,
a
n
d
m
y
h
ea
r
t
feels lig
h
ter.
”
(
P9
)
“
Wh
en
ev
er I
feel
p
r
ess
u
r
ed
,
I
th
in
k
it is
b
etter to
s
leep
fir
s
t a
n
d
let
my
min
d
r
est.
”
(
P1
2
)
3
.
2
.
3
.
Sp
irit
ua
lity
T
h
e
f
in
d
in
g
s
also
s
h
o
w
t
h
at
s
ev
er
al
p
ar
ticip
a
n
ts
,
n
am
ely
P3
,
P8
,
an
d
P1
0
,
tu
r
n
ed
to
s
p
ir
itu
a
lity
wh
en
th
ey
f
elt
p
r
ess
u
r
ed
d
u
r
in
g
t
h
e
ea
r
ly
p
h
ase
o
f
teac
h
in
g
.
I
n
th
eir
ex
p
e
r
ien
ce
s
,
s
p
ir
itu
ality
f
u
n
ctio
n
e
d
as
a
p
er
s
o
n
al
s
o
u
r
ce
o
f
co
m
f
o
r
t
an
d
s
tr
en
g
th
,
esp
ec
ially
wh
en
th
ey
f
elt
o
v
er
wh
elm
ed
,
u
n
c
er
tain
,
o
r
f
ar
f
r
o
m
f
am
iliar
s
u
p
p
o
r
t.
Pra
y
er
an
d
r
elate
d
p
r
ac
tices
wer
e
n
o
t
d
esc
r
ib
ed
o
n
l
y
as
r
elig
io
u
s
r
o
u
tin
e
s
,
b
u
t
also
as
way
s
to
r
eg
ain
ca
lm
n
ess
,
r
esto
r
e
co
n
f
id
en
ce
,
an
d
co
n
tin
u
e
f
ac
in
g
wo
r
k
d
em
an
d
s
with
a
m
o
r
e
s
tab
le
m
in
d
.
T
h
is
is
ev
id
en
t in
th
e
f
o
llo
win
g
in
ter
v
iew
ex
ce
r
p
ts
:
“
Wh
en
I
d
o
n
o
t k
n
o
w
w
h
o
to
a
s
k
fo
r
h
elp
,
I
tu
r
n
to
G
o
d
fir
s
t.
”
(
P3
)
“
P
r
a
ye
r
h
a
s
b
ec
o
me
my
s
u
p
p
o
r
t.
B
ein
g
fa
r
fr
o
m
fa
mily
a
n
d
in
a
n
ew
p
la
ce
fu
ll
o
f
ch
a
llen
g
es,
p
r
a
ye
r
is
w
h
a
t k
ee
p
s
me
s
tr
o
n
g
.
”
(
P8
)
“
Wh
en
I
feel
p
r
ess
u
r
ed
,
I
ta
ke
time
to
ca
lm
d
o
w
n
a
n
d
p
r
a
y.
.
.
it
ma
ke
s
me
feel
s
tr
o
n
g
er
a
n
d
mo
r
e
co
n
fid
en
t th
a
t e
ve
r
y
ch
a
llen
g
e
h
a
s
mea
n
in
g
.
”
(
P1
0
)
3
.
2
.
4
.
P
er
s
ev
er
a
nce
P7
,
P1
0
,
an
d
P1
2
r
elied
o
n
p
er
s
ev
er
an
ce
wh
e
n
th
ey
f
ac
e
d
d
if
f
icu
lties
d
u
r
in
g
th
e
ea
r
l
y
s
tag
e
o
f
teac
h
in
g
.
T
h
eir
r
esp
o
n
s
es
s
u
g
g
est
th
at
p
er
s
ev
e
r
an
ce
was
r
e
f
lecte
d
in
t
h
eir
e
f
f
o
r
t
to
c
o
n
ti
n
u
e
d
esp
ite
s
tr
ess
,
tire
d
n
ess
,
an
d
d
is
ap
p
o
in
tm
e
n
t.
I
n
s
tead
o
f
v
iewin
g
th
ese
c
h
allen
g
es
as
a
r
ea
s
o
n
to
s
to
p
,
th
e
y
s
aw
th
em
as
p
ar
t
o
f
th
e
lear
n
in
g
a
n
d
ad
j
u
s
tm
en
t p
r
o
ce
s
s
in
th
e
p
r
o
f
ess
io
n
.
T
h
is
is
s
h
o
wn
in
th
e
f
o
llo
win
g
in
t
er
v
iew
ex
ce
r
p
ts
:
“
I
feel
tir
ed
a
n
d
s
o
metime
s
feel
like
I
ca
n
n
o
t g
o
o
n
,
b
u
t
I
tell m
yself
n
o
t
to
s
to
p
.
I
ch
o
s
e
th
is
p
a
th
,
s
o
I
h
a
ve
to
co
n
tin
u
e,
ev
en
if sl
o
w
ly.
”
(
P7
)
“
I
w
a
s
ve
r
y
s
t
r
ess
ed
a
n
d
ev
en
felt
like
s
to
p
p
in
g
.
B
u
t
w
h
en
I
th
o
u
g
h
t
a
g
a
in
,
I
h
a
d
co
me
th
is
fa
r
.
.
.
it w
o
u
ld
b
e
a
w
a
s
te
to
g
ive
u
p
b
ec
a
u
s
e
o
f te
mp
o
r
a
r
y
s
tr
ess
.
”
(
P1
0
)
“
I
a
lw
a
ys
s
ee
my
s
elf
a
s
s
til
l
i
n
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
.
.
a
ll
th
is
is
p
a
r
t
o
f
th
e
jo
u
r
n
ey
.
I
f
I
feel
like
a
fa
ilu
r
e
to
o
q
u
ickly
,
I
d
o
n
o
t
g
ive
myself th
e
ch
a
n
ce
to
g
r
o
w
.
”
(
P1
2
)
Ov
er
all,
th
e
f
in
d
in
g
s
in
d
icate
th
at
n
o
v
ice
teac
h
er
s
ex
p
er
ien
c
ed
PP
GB
2
.
0
as
a
p
r
o
ce
s
s
s
h
ap
ed
b
y
t
h
e
in
ter
ac
tio
n
b
etwe
en
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
an
d
p
er
s
o
n
al
c
o
p
in
g
r
eso
u
r
ce
s
.
E
x
ter
n
al
s
u
p
p
o
r
t,
p
ar
ticu
lar
ly
th
r
o
u
g
h
m
en
to
r
ca
r
e
an
d
s
ch
o
o
l
co
m
m
u
n
ity
ass
is
tan
ce
,
p
r
o
v
id
ed
r
ea
s
s
u
r
an
ce
,
p
r
ac
tical
h
elp
,
an
d
a
s
en
s
e
o
f
b
elo
n
g
in
g
d
u
r
in
g
t
h
e
ea
r
ly
p
h
ase
o
f
teac
h
in
g
.
At
th
e
s
am
e
t
im
e,
in
tr
in
s
ic
s
u
p
p
o
r
t
en
ab
le
d
n
o
v
ice
teac
h
e
r
s
to
m
an
ag
e
p
r
ess
u
r
e,
r
esto
r
e
em
o
tio
n
al
b
alan
ce
,
d
r
aw
o
n
in
n
er
s
tr
en
g
th
,
an
d
s
u
s
tain
th
eir
co
m
m
itm
en
t
to
th
e
p
r
o
f
ess
io
n
.
Fro
m
th
is
p
er
s
p
ec
t
iv
e,
ad
ju
s
tm
en
t
d
u
r
in
g
th
e
ea
r
ly
s
tag
e
o
f
teac
h
i
n
g
d
id
n
o
t
d
e
p
en
d
s
o
lely
o
n
th
e
f
o
r
m
al
s
tr
u
ctu
r
e
o
f
m
en
t
o
r
in
g
,
b
u
t
o
n
h
o
w
r
elatio
n
al
s
u
p
p
o
r
t
an
d
s
elf
-
r
eg
u
lato
r
y
c
o
p
in
g
wo
r
k
ed
to
g
eth
er
i
n
ev
er
y
d
a
y
s
ch
o
o
l
p
r
ac
tice.
T
h
is
s
u
g
g
ests
th
at
PP
G
B
2
.
0
b
ec
am
e
m
ea
n
in
g
f
u
l
wh
e
n
f
o
r
m
al
m
en
to
r
in
g
was
tr
an
s
lated
in
to
s
u
p
p
o
r
tiv
e
r
ela
tio
n
s
h
ip
s
an
d
wh
en
n
o
v
ice
tea
ch
er
s
wer
e
a
b
le
to
in
ter
p
r
et
c
h
allen
g
es
as
p
a
r
t
o
f
th
eir
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
u
s
,
th
e
ex
p
er
ien
ce
o
f
PP
GB
2
.
0
ca
n
b
e
u
n
d
er
s
to
o
d
as
a
d
y
n
am
ic
ad
j
u
s
tm
en
t
p
r
o
ce
s
s
in
wh
ich
ex
te
r
n
al
s
u
p
p
o
r
t
an
d
in
tr
in
s
ic
r
eso
u
r
ce
s
jo
in
tly
co
n
tr
ib
u
ted
to
n
o
v
ice
te
ac
h
er
s
’
ca
p
ac
ity
t
o
co
n
tin
u
e
a
d
ap
tin
g
with
in
th
e
p
r
o
f
ess
io
n
.
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
Gu
id
ed
th
r
o
u
g
h
th
e
s
to
r
m:
n
o
vice
tea
ch
ers
’
ex
p
erien
ce
s
o
f m
en
to
r
in
g
(
B
era
n
d
a
Yii
P
in
g
Jin
)
3839
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
n
o
v
ice
teac
h
er
s
ex
p
er
ien
ce
d
PP
GB
2
.
0
n
o
t
m
er
ely
as
a
f
o
r
m
al
in
d
u
ctio
n
p
r
o
g
r
a
m
,
b
u
t
as
a
s
u
p
p
o
r
t
ec
o
lo
g
y
e
n
ac
ted
th
r
o
u
g
h
ev
er
y
d
ay
r
elatio
n
s
h
ip
s
an
d
p
er
s
o
n
al
co
p
in
g
p
r
ac
tices.
Alth
o
u
g
h
ex
ter
n
al
s
u
p
p
o
r
t
a
n
d
in
tr
i
n
s
ic
s
u
p
p
o
r
t
ar
e
p
r
e
s
en
ted
as
s
ep
ar
ate
th
e
m
es
f
o
r
an
al
y
tic
clar
ity
,
p
ar
ticip
an
ts
’
ac
co
u
n
ts
in
d
icate
th
at
th
ey
wer
e
clo
s
ely
in
ter
co
n
n
ec
ted
in
p
r
ac
tice.
E
x
ter
n
al
s
u
p
p
o
r
t
ap
p
ea
r
e
d
to
r
ed
u
ce
u
n
ce
r
tain
ty
,
leg
itimiz
e
h
elp
-
s
ee
k
in
g
,
a
n
d
p
r
o
v
id
e
e
m
o
tio
n
al
r
ea
s
s
u
r
an
ce
,
wh
e
r
ea
s
in
tr
in
s
ic
s
u
p
p
o
r
t
en
ab
led
n
o
v
ice
teac
h
er
s
to
r
eg
u
late
em
o
tio
n
,
r
ec
o
v
er
f
r
o
m
d
aily
s
tr
ain
,
a
n
d
co
n
tin
u
e
en
g
ag
i
n
g
with
p
r
o
f
ess
io
n
al
d
em
an
d
s
.
R
ea
d
t
h
r
o
u
g
h
t
h
e
len
s
o
f
ea
r
ly
-
ca
r
ee
r
ad
ju
s
tm
en
t
an
d
r
esil
ien
ce
,
t
h
is
p
atter
n
s
u
g
g
ests
th
at
n
o
v
ice
teac
h
e
r
a
d
ap
tatio
n
is
s
h
ap
ed
n
o
t
o
n
ly
b
y
f
o
r
m
al
in
d
u
ctio
n
s
tr
u
ct
u
r
es,
b
u
t
also
b
y
th
e
in
ter
ac
tio
n
b
etwe
en
co
n
tex
tu
al
s
u
p
p
o
r
t
a
n
d
s
elf
-
r
e
g
u
lato
r
y
p
r
o
ce
s
s
es.
Mo
r
e
s
p
ec
if
ically
,
ex
ter
n
al
s
u
p
p
o
r
t
ap
p
ea
r
ed
to
r
ed
u
ce
im
m
e
d
iate
em
o
tio
n
al
l
o
ad
an
d
leg
itimiz
e
h
el
p
-
s
ee
k
i
n
g
,
wh
ile
i
n
tr
in
s
ic
co
p
in
g
en
a
b
led
n
o
v
ice
teac
h
e
r
s
to
r
em
ain
r
ec
e
p
tiv
e
to
m
e
n
to
r
i
n
g
an
d
co
lleg
ial
s
u
p
p
o
r
t in
e
v
er
y
d
ay
p
r
ac
tice.
T
h
e
th
em
e
o
f
e
x
ter
n
al
s
u
p
p
o
r
t
in
d
icate
s
th
at
w
h
at
m
a
d
e
PP
GB
2
.
0
m
ea
n
in
g
f
u
l
f
o
r
p
ar
tici
p
an
ts
was
n
o
t
m
er
ely
th
e
f
o
r
m
al
ass
ig
n
m
en
t
o
f
a
m
en
to
r
,
b
u
t
th
e
r
elatio
n
al
q
u
ality
th
r
o
u
g
h
wh
i
ch
m
en
to
r
in
g
was
en
ac
ted
.
As
s
ev
er
al
p
r
ev
io
u
s
s
tu
d
ies
[
2
3
]
–
[
2
5
]
s
im
ilar
ly
o
b
s
er
v
ed
,
ea
r
ly
-
ca
r
ee
r
m
en
t
o
r
in
g
b
ec
o
m
es
m
o
r
e
m
ea
n
in
g
f
u
l
wh
en
it
in
cl
u
d
es
e
m
o
tio
n
al
r
ea
s
s
u
r
an
ce
,
p
r
ac
tica
l
ass
is
tan
ce
,
an
d
co
n
d
itio
n
s
th
at
s
u
p
p
o
r
t
tr
u
s
t
an
d
r
eg
u
lar
in
ter
ac
tio
n
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
af
f
ec
tiv
e
m
e
n
t
o
r
s
u
p
p
o
r
t,
r
ef
lecte
d
i
n
em
p
ath
y
,
r
ea
s
s
u
r
an
ce
,
ac
ce
p
tan
ce
,
an
d
ca
lm
g
u
id
a
n
c
e,
ap
p
ea
r
ed
to
tr
an
s
f
o
r
m
m
e
n
t
o
r
in
g
f
r
o
m
p
r
o
ce
d
u
r
al
o
v
er
s
ig
h
t
in
to
em
o
tio
n
ally
cr
ed
ib
le
s
u
p
p
o
r
t.
I
n
ad
d
itio
n
,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
s
u
p
p
o
r
t
was
n
o
t
co
n
f
in
ed
to
th
e
m
en
to
r
-
m
e
n
tee
d
y
ad
.
Ad
m
in
is
tr
ativ
e
co
n
ce
r
n
an
d
p
ee
r
ass
is
tan
ce
also
f
o
r
m
ed
p
a
r
t
o
f
th
e
wid
er
s
u
p
p
o
r
t
e
n
v
ir
o
n
m
en
t,
in
d
icatin
g
th
at
in
th
e
PP
GB
2
.
0
co
n
tex
t,
m
en
to
r
in
g
m
ay
f
u
n
ctio
n
as
a
b
r
o
ad
e
r
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
ar
r
an
g
em
e
n
t
r
ath
e
r
th
an
as
a
s
o
lely
in
d
iv
id
u
al
r
elatio
n
s
h
ip
.
T
h
is
in
ter
p
r
etatio
n
is
al
s
o
co
n
s
is
ten
t
w
ith
th
e
wid
er
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t p
atter
n
s
[
3
1
]
–
[
3
3
]
,
[
6
3
]
.
T
h
is
p
o
in
t
is
im
p
o
r
tan
t
b
ec
au
s
e
s
o
m
e
s
tu
d
ies
h
av
e
d
escr
ib
ed
ea
r
ly
-
ca
r
ee
r
in
d
u
ctio
n
as
s
h
ap
ed
b
y
is
o
latio
n
o
r
b
y
co
m
p
lian
ce
-
o
r
ien
ted
m
en
to
r
i
n
g
w
h
en
i
n
s
titu
tio
n
al
r
eq
u
ir
em
e
n
ts
o
v
er
s
h
ad
o
w
r
elatio
n
al
s
u
p
p
o
r
t.
B
r
is
co
e
an
d
R
o
b
in
s
o
n
[
2
0
]
em
p
h
asized
th
e
em
o
tio
n
al
s
tr
ain
o
f
ea
r
ly
-
ca
r
ee
r
teac
h
in
g
,
wh
er
ea
s
o
th
e
r
s
tu
d
ies
[
2
6
]
,
[
2
7
]
s
h
o
wed
th
at
m
en
to
r
in
g
q
u
ality
d
ep
en
d
s
h
ea
v
ily
o
n
in
s
titu
tio
n
al
co
n
d
itio
n
s
an
d
m
en
to
r
p
r
ep
ar
atio
n
.
T
h
e
p
r
esen
t
s
tu
d
y
s
u
g
g
ests
a
s
o
m
ewh
at
d
if
f
er
en
t
p
atter
n
.
I
n
th
ese
s
ch
o
o
l
s
ettin
g
s
,
f
o
r
m
al
p
r
o
g
r
a
m
ex
p
ec
tatio
n
s
d
id
n
o
t
ap
p
ea
r
to
d
is
p
lace
r
elatio
n
al
ca
r
e.
R
ath
er
,
m
en
t
o
r
in
g
s
ee
m
ed
to
b
ec
o
m
e
m
ea
n
in
g
f
u
l
wh
en
p
r
o
g
r
am
s
tr
u
ctu
r
e
an
d
in
ter
p
er
s
o
n
al
r
esp
o
n
s
iv
en
ess
wer
e
p
r
esen
t
to
g
eth
er
.
T
h
is
d
o
es
n
o
t
s
u
g
g
est
th
at
PP
G
B
2
.
0
will
o
p
er
ate
in
th
e
s
am
e
way
ac
r
o
s
s
a
ll
s
ch
o
o
ls
.
I
n
s
tead
,
it
in
d
icate
s
th
at
th
e
v
alu
e
o
f
a
f
o
r
m
al
i
n
d
u
ctio
n
p
r
o
g
r
am
m
a
y
d
e
p
en
d
o
n
h
o
w
s
ch
o
o
l
ac
to
r
s
en
ac
t
it
as
s
u
p
p
o
r
tiv
e
ev
er
y
d
ay
p
r
ac
tice.
I
n
th
is
r
eg
ar
d
,
th
e
f
in
d
in
g
s
co
n
tr
ib
u
te
to
m
en
to
r
in
g
r
esear
ch
b
y
s
u
g
g
esti
n
g
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
f
o
r
m
al
in
d
u
ctio
n
m
ay
b
e
m
e
d
iated
b
y
th
e
r
elati
o
n
al
clim
ate
o
f
t
h
e
s
ch
o
o
l in
wh
ich
th
e
p
r
o
g
r
a
m
is
im
p
lem
e
n
ted
.
T
h
e
th
em
e
o
f
in
tr
in
s
ic
s
u
p
p
o
r
t
f
u
r
th
e
r
s
h
o
ws
th
at
n
o
v
ice
teac
h
er
s
wer
e
n
o
t
p
ass
iv
e
r
e
cip
ien
ts
o
f
s
u
p
p
o
r
t.
Per
s
o
n
al
r
ec
o
v
er
y
p
r
a
ctice
s
,
r
eg
u
lated
em
o
tio
n
al
r
el
ea
s
e,
s
p
ir
itu
ality
,
an
d
p
er
s
ev
e
r
an
ce
f
u
n
ctio
n
ed
as
s
elf
-
r
eg
u
lato
r
y
r
eso
u
r
ce
s
th
r
o
u
g
h
w
h
ich
p
ar
ticip
an
ts
r
esto
r
ed
b
alan
ce
an
d
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
co
n
tin
u
ity
.
T
h
is
in
ter
p
r
etatio
n
is
co
n
s
is
ten
t
with
wo
r
k
s
h
o
win
g
th
at
em
o
tio
n
al
r
e
g
u
latio
n
,
s
elf
-
c
ar
e,
an
d
r
ef
lectiv
e
r
o
u
tin
es
ca
n
h
elp
teac
h
er
s
m
an
ag
e
p
r
o
f
ess
io
n
al
d
em
an
d
s
an
d
r
e
m
ain
e
n
g
ag
e
d
in
th
eir
wo
r
k
.
Fo
r
ex
am
p
le,
p
r
ev
io
u
s
s
tu
d
ies
[
3
4
]
–
[
3
6
]
e
m
p
h
asized
th
e
r
o
le
o
f
em
o
tio
n
al
m
an
a
g
em
en
t
an
d
well
-
b
ein
g
p
r
ac
tices
in
s
u
s
tain
in
g
teac
h
er
s
’
f
u
n
ctio
n
i
n
g
.
B
esid
es
th
at,
s
o
m
e
o
f
th
e
r
ef
lectiv
e
an
d
r
esto
r
ativ
e
p
r
a
ctice
s
d
escr
ib
ed
b
y
p
ar
ticip
an
ts
r
eso
n
ate
with
th
e
s
tr
u
ctu
r
ed
r
ef
lectiv
e
ap
p
r
o
ac
h
d
is
cu
s
s
ed
b
y
L
ee
an
d
C
h
ae
[
6
4
]
a
n
d
t
h
e
co
n
tem
p
lativ
e
p
r
o
f
ess
io
n
al
p
r
ac
tices d
escr
ib
ed
b
y
Mc
C
aw
[
6
5
]
.
I
n
th
e
p
r
esen
t stu
d
y
,
h
o
w
ev
er
,
th
ese
p
r
ac
tices
d
id
n
o
t
ap
p
ea
r
as
d
etac
h
ed
p
r
iv
ate
r
esp
o
n
s
es
to
s
tr
es
s
.
R
a
th
er
,
th
ey
s
ee
m
ed
to
s
er
v
e
a
p
r
o
f
ess
io
n
al
f
u
n
ctio
n
b
y
h
elp
in
g
n
o
v
ice
teac
h
er
s
r
e
g
ain
th
e
em
o
tio
n
al
s
tead
in
ess
n
ee
d
ed
to
co
n
tin
u
e
teac
h
in
g
,
th
er
eb
y
r
ef
lectin
g
f
o
r
m
s
o
f
ev
er
y
d
ay
r
esil
ien
ce
r
ath
er
th
an
with
d
r
awa
l
f
r
o
m
p
r
o
f
ess
io
n
al
d
em
an
d
s
.
T
h
is
r
ea
d
in
g
is
also
b
r
o
a
d
ly
co
n
s
is
ten
t
with
s
ev
er
al
s
tu
d
ies
[
6
6
]
,
[
6
7
]
,
wh
o
s
e
wo
r
k
lik
e
wis
e
in
d
icate
s
th
at
ea
r
ly
-
ca
r
ee
r
r
esil
ien
ce
is
o
f
ten
s
u
s
tain
ed
th
r
o
u
g
h
th
e
m
a
n
ag
e
m
en
t o
f
e
v
er
y
d
ay
em
o
tio
n
al
c
h
allen
g
e.
Fo
r
s
o
m
e
p
ar
ticip
a
n
ts
,
s
p
ir
itu
ality
ap
p
ea
r
e
d
to
p
r
o
v
id
e
m
ea
n
in
g
,
c
o
n
tin
u
ity
,
an
d
d
ir
ec
tio
n
wh
en
p
r
ess
u
r
es
co
u
ld
n
o
t
b
e
r
eso
l
v
ed
im
m
ed
iately
.
I
n
th
is
s
tu
d
y
,
it
f
u
n
ctio
n
ed
as
a
f
o
r
m
o
f
m
ea
n
in
g
-
o
r
ien
te
d
co
p
in
g
w
i
t
h
i
n
a
b
r
o
ad
er
s
e
l
f
-
r
eg
u
l
a
t
o
r
y
p
r
o
c
e
s
s
.
T
h
is
in
ter
p
r
etatio
n
i
s
al
s
o
c
o
m
p
a
t
i
b
le
with
S
ch
walm
et
a
l.
[
6
8
]
wh
o
s
u
g
g
est
th
at
s
p
ir
itu
ality
o
r
r
elig
io
s
ity
ca
n
f
u
n
ctio
n
as
a
r
esil
ien
ce
-
r
elate
d
r
eso
u
r
ce
an
d
ca
n
s
u
p
p
o
r
t
m
ea
n
in
g
-
m
a
k
in
g
in
t
h
e
f
ac
e
o
f
d
if
f
icu
lty
.
Per
s
ev
er
an
ce
,
in
tu
r
n
,
was
s
u
s
tain
ed
n
o
t
o
n
l
y
b
y
en
d
u
r
an
ce
,
b
u
t
also
b
y
a
s
en
s
e
th
at
p
r
esen
t
d
i
f
f
icu
lty
f
o
r
m
ed
p
a
r
t
o
f
a
lo
n
g
er
p
r
o
ce
s
s
o
f
p
r
o
f
ess
io
n
al
g
r
o
wth
.
I
n
th
is
r
esp
ec
t,
wo
r
k
o
n
teac
h
er
b
u
o
y
a
n
cy
,
p
e
r
s
is
ten
ce
,
an
d
g
r
it
p
r
o
v
id
es
a
r
elev
an
t
in
ter
p
r
etiv
e
f
r
a
m
e
f
o
r
u
n
d
er
s
tan
d
i
n
g
h
o
w
n
o
v
ice
teac
h
er
s
c
o
n
tin
u
e
f
u
n
c
tio
n
in
g
u
n
d
er
p
r
ess
u
r
e.
T
an
g
et
a
l.
[
6
6
]
lin
k
ed
b
u
o
y
an
c
y
to
teac
h
er
s
’
ca
p
ac
ity
to
r
em
ain
s
tead
y
am
id
e
v
er
y
d
ay
ch
allen
g
e,
wh
ile
DiNap
o
li
[
6
9
]
an
d
So
l
h
i
et
a
l.
[
7
0
]
h
ig
h
lig
h
ted
t
h
e
im
p
o
r
tan
ce
o
f
p
er
s
is
ten
ce
,
i
n
n
er
c
o
m
m
itm
en
t,
an
d
g
r
it
-
r
elate
d
r
eso
u
r
c
es
f
o
r
m
ain
ta
in
in
g
p
r
o
f
ess
io
n
al
co
n
tin
u
ity
u
n
d
e
r
p
r
ess
u
r
e.
I
n
t
h
e
p
r
esen
t
s
tu
d
y
,
t
h
ese
r
eso
u
r
ce
s
d
id
n
o
t
r
ep
lace
ex
ter
n
al
s
u
p
p
o
r
t.
I
n
s
tead
,
th
ey
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
.
5
,
Octo
b
er
20
26
:
3
8
3
2
-
3844
3840
ap
p
ea
r
ed
to
wo
r
k
alo
n
g
s
id
e
it,
en
ab
lin
g
n
o
v
ice
teac
h
er
s
to
d
r
aw
o
n
av
ailab
le
s
u
p
p
o
r
t w
h
ile
also
m
an
ag
in
g
th
e
em
o
tio
n
al
r
esid
u
e
o
f
ea
r
l
y
-
ca
r
ee
r
d
em
an
d
s
.
T
ak
en
to
g
eth
er
,
t
h
e
s
tu
d
y
ad
v
an
ce
s
u
n
d
er
s
tan
d
in
g
o
f
m
en
to
r
in
g
in
teac
h
e
r
d
e
v
el
o
p
m
en
t
b
y
s
u
g
g
esti
n
g
th
at
th
e
s
ig
n
if
ican
ce
o
f
PP
GB
2
.
0
lies
n
o
t
o
n
ly
in
its
f
o
r
m
al
m
e
n
to
r
in
g
s
tr
u
ct
u
r
e,
b
u
t
in
h
o
w
th
at
s
tr
u
ctu
r
e
b
ec
o
m
es
m
ea
n
i
n
g
f
u
l
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
b
etwe
en
r
elatio
n
al
s
u
p
p
o
r
t
an
d
p
er
s
o
n
al
co
p
in
g
.
T
h
e
co
n
t
r
ib
u
tio
n
o
f
th
e
s
tu
d
y
is
th
er
ef
o
r
e
n
o
t
s
im
p
ly
th
e
id
e
n
tific
atio
n
o
f
two
th
em
es,
b
u
t
th
e
in
d
icatio
n
th
at
n
o
v
ice
teac
h
er
a
d
ju
s
tm
en
t
m
ay
b
e
b
etter
u
n
d
er
s
to
o
d
as
a
d
y
n
am
ic
p
r
o
ce
s
s
in
wh
ich
in
s
titu
tio
n
al
ar
r
an
g
em
e
n
ts
,
s
ch
o
o
l
r
elatio
n
s
h
ip
s
,
an
d
s
elf
-
r
eg
u
lato
r
y
p
r
a
ctice
s
m
u
tu
ally
r
ein
f
o
r
ce
o
n
e
an
o
th
er
.
C
o
m
p
ar
e
d
with
p
r
io
r
s
tu
d
ies
th
at
o
f
ten
ex
am
in
e
m
e
n
to
r
in
g
as
a
d
y
ad
ic
r
elatio
n
s
h
ip
o
r
a
f
o
r
m
al
in
d
u
ctio
n
f
ea
tu
r
e,
th
e
p
r
esen
t
s
tu
d
y
s
u
g
g
ests
th
at
m
en
to
r
in
g
u
n
d
er
PP
GB
2
.
0
is
b
etter
u
n
d
er
s
to
o
d
as
a
s
ch
o
o
l
-
m
ed
iated
s
u
p
p
o
r
t
p
r
o
ce
s
s
th
at
o
p
er
ates to
g
et
h
er
with
n
o
v
ice
teac
h
er
s
’
s
elf
-
r
eg
u
lato
r
y
co
p
in
g
.
Fo
r
p
r
ac
tice,
th
is
s
u
g
g
ests
th
at
s
tr
en
g
th
en
in
g
in
d
u
ctio
n
r
eq
u
ir
es
atten
tio
n
n
o
t
o
n
ly
t
o
m
en
to
r
ap
p
o
in
tm
e
n
t,
b
u
t
also
to
m
e
n
to
r
p
r
ep
ar
atio
n
,
co
lleg
ial
in
clu
s
io
n
,
an
d
s
ch
o
o
l
-
lev
el
co
n
d
itio
n
s
th
at
m
ak
e
s
u
p
p
o
r
t
ac
ce
s
s
ib
le
in
ev
e
r
y
d
ay
wo
r
k
.
T
h
is
im
p
licatio
n
r
eso
n
ates
with
r
ec
en
t
s
ch
o
o
l
-
b
ased
wellb
ein
g
im
p
lem
en
tatio
n
r
esear
ch
,
w
h
ich
s
h
o
ws
th
at
teac
h
er
s
’
co
n
f
id
en
ce
in
e
n
g
ag
in
g
with
wellb
ein
g
r
elate
d
r
esp
o
n
s
ib
ilit
ies
is
s
tr
en
g
th
en
ed
wh
en
s
u
p
p
o
r
t
is
s
ca
f
f
o
ld
ed
th
r
o
u
g
h
ac
ce
s
s
ib
le
r
eso
u
r
ce
s
,
co
llab
o
r
ativ
e
n
etwo
r
k
s
,
an
d
e
v
id
en
ce
-
b
ased
g
u
id
a
n
ce
[
7
1
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
th
is
p
o
in
t
is
r
e
f
lecte
d
i
n
th
e
way
af
f
ec
tiv
e
m
en
to
r
s
u
p
p
o
r
t,
c
o
lleg
ial
ass
is
tan
ce
,
an
d
p
er
s
o
n
al
co
p
i
n
g
p
r
ac
tices
wo
r
k
ed
to
g
et
h
er
to
h
elp
n
o
v
ice
teac
h
er
s
r
em
ain
em
o
tio
n
ally
s
tead
y
wh
ile
ad
ap
tin
g
t
o
p
r
o
f
ess
io
n
al
d
e
m
an
d
s
.
T
h
is
im
p
lies
th
at
t
h
e
v
alu
e
o
f
m
en
to
r
in
g
lies
n
o
t
o
n
ly
in
ass
ig
n
in
g
a
m
en
to
r
,
b
u
t
in
c
r
ea
tin
g
s
ch
o
o
l
co
n
d
itio
n
s
u
n
d
er
wh
ich
r
e
latio
n
al
s
u
p
p
o
r
t
a
n
d
p
er
s
o
n
al
co
p
i
n
g
ca
n
r
ein
f
o
r
c
e
o
n
e
an
o
th
er
in
d
aily
p
r
ac
tice.
I
t
also
p
o
in
ts
to
th
e
v
alu
e
o
f
r
ef
lectiv
e
a
n
d
r
esto
r
ativ
e
s
p
ac
es
th
at
h
elp
n
o
v
ice
teac
h
er
s
m
an
ag
e
e
m
o
tio
n
al
s
tr
ain
wh
ile
s
u
s
tain
in
g
p
r
o
f
ess
io
n
al
co
m
m
itm
en
t.
T
h
ese
im
p
licatio
n
s
s
h
o
u
ld
,
h
o
we
v
er
,
b
e
r
ea
d
as
co
n
tex
tu
ally
s
itu
ated
,
as
th
e
s
tu
d
y
is
g
r
o
u
n
d
e
d
in
o
n
e
d
is
tr
ict
an
d
d
r
aws
p
r
im
ar
ily
o
n
s
elf
-
r
ep
o
r
ted
ac
co
u
n
ts
.
Fu
tu
r
e
r
esear
ch
co
u
ld
u
s
e
lo
n
g
itu
d
in
al
q
u
alitativ
e
d
esig
n
s
to
e
x
am
in
e
h
o
w
ex
te
r
n
al
an
d
in
tr
in
s
ic
f
o
r
m
s
o
f
s
u
p
p
o
r
t
ev
o
lv
e
o
v
er
t
im
e
an
d
h
o
w
th
eir
in
ter
ac
tio
n
m
ay
d
if
f
er
ac
r
o
s
s
s
ch
o
o
l settin
g
s
.
5.
CO
NCLU
SI
O
N
Me
n
to
r
in
g
r
em
ain
s
an
im
p
o
r
tan
t
p
ar
t
o
f
ea
r
l
y
ca
r
ee
r
tea
ch
in
g
,
y
et
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
it
is
ex
p
er
ien
ce
d
in
ev
e
r
y
d
a
y
s
ch
o
o
l
s
ettin
g
s
r
em
ain
s
lim
ited
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
PP
GB
2
.
0
.
T
h
is
s
tu
d
y
ex
am
in
ed
h
o
w
n
o
v
ice
teac
h
e
r
s
ex
p
er
ien
ce
PP
GB
2
.
0
in
s
ch
o
o
ls
in
Mir
i
Dis
tr
ict,
Sar
awa
k
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
s
ig
n
if
ican
ce
o
f
m
en
t
o
r
in
g
in
th
e
ea
r
ly
p
h
ase
o
f
teac
h
in
g
lies
n
o
t
o
n
ly
in
f
o
r
m
al
p
r
o
g
r
a
m
ar
r
an
g
em
e
n
ts
,
b
u
t
also
in
t
h
e
way
s
u
p
p
o
r
t
is
ex
p
er
ien
ce
d
th
r
o
u
g
h
ex
ter
n
al
s
u
p
p
o
r
t,
s
u
ch
as
m
en
t
o
r
r
elatio
n
s
h
ip
s
an
d
th
e
wid
er
s
c
h
o
o
l
en
v
ir
o
n
m
en
t,
as
well
as
in
tr
in
s
ic
s
u
p
p
o
r
t,
r
ef
lecte
d
in
p
er
s
o
n
al
ef
f
o
r
ts
to
r
em
ain
s
tead
y
u
n
d
er
p
r
ess
u
r
e.
T
ak
en
to
g
et
h
er
,
th
ese
f
in
d
in
g
s
in
d
icate
th
at
n
o
v
ice
teac
h
e
r
ad
ju
s
tm
en
t
u
n
d
er
PP
GB
2
.
0
is
s
h
ap
ed
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
b
etwe
en
r
ela
tio
n
al
s
u
p
p
o
r
t
an
d
p
er
s
o
n
al
co
p
in
g
,
r
ath
er
th
an
th
r
o
u
g
h
f
o
r
m
al
m
en
t
o
r
in
g
s
tr
u
ctu
r
es a
lo
n
e.
T
h
is
s
tu
d
y
co
n
t
r
ib
u
tes
to
c
u
r
r
en
t
u
n
d
e
r
s
tan
d
in
g
b
y
s
h
o
win
g
th
at
m
en
to
r
in
g
u
n
d
e
r
PP
GB
2
.
0
m
a
y
b
e
b
etter
u
n
d
er
s
to
o
d
n
o
t
o
n
ly
as
a
f
o
r
m
al
in
d
u
ctio
n
f
ea
tu
r
e
o
r
d
y
ad
ic
m
en
t
o
r
-
m
e
n
tee
r
elatio
n
s
h
ip
,
b
u
t
also
as
a
s
ch
o
o
l
-
m
e
d
iated
s
u
p
p
o
r
t
p
r
o
ce
s
s
th
at
wo
r
k
s
to
g
eth
er
with
n
o
v
ice
teac
h
e
r
s
’
s
elf
-
r
eg
u
la
to
r
y
c
o
p
in
g
d
u
r
in
g
ea
r
ly
-
ca
r
ee
r
ad
j
u
s
tm
en
t.
I
n
p
r
ac
tical
ter
m
s
,
th
e
s
tu
d
y
in
d
icate
s
th
at
in
d
u
ctio
n
p
r
o
g
r
am
s
s
h
o
u
ld
n
o
t
f
o
cu
s
o
n
ly
o
n
m
en
to
r
ap
p
o
i
n
tm
en
t
an
d
p
r
o
ce
d
u
r
al
im
p
lem
en
tatio
n
.
Gr
ea
ter
atten
tio
n
s
h
o
u
ld
b
e
g
iv
en
to
m
en
to
r
p
r
ep
ar
atio
n
in
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th
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r
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r
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Fu
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p
r
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.
DATA AV
AI
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AB
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RE
F
E
R
E
NC
E
S
[
1
]
Y
.
X
u
a
n
d
J.
W
a
n
g
,
“
T
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
t
e
a
c
h
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n
g
e
n
t
h
u
s
i
a
sm
i
n
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l
a
t
i
o
n
s
h
i
p
b
e
t
w
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e
n
m
i
n
d
f
u
l
n
e
ss,
g
r
o
w
t
h
m
i
n
d
se
t
,
a
n
d
p
sy
c
h
o
l
o
g
i
c
a
l
w
e
l
l
-
b
e
i
n
g
o
f
C
h
i
n
e
se
EFL
t
e
a
c
h
e
r
s,
”
H
u
m
a
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
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e
s
C
o
m
m
u
n
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c
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t
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o
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s
,
v
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l
.
1
1
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n
o
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e
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2
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4
,
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o
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:
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0
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7
/
s
4
1
5
9
9
-
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0
3
6
9
4
-
y.
[
2
]
B
.
C
r
u
m
l
e
y
,
“
M
i
n
d
f
u
l
n
e
ss
a
s
a
n
e
m
o
t
i
o
n
a
l
w
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-
b
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g
t
o
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f
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b
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n
n
i
n
g
t
e
a
c
h
e
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s
,
”
P
h
.
D
.
d
i
ss
e
r
t
a
t
i
o
n
,
C
l
e
mso
n
U
n
i
v
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r
si
t
y
,
C
l
e
mso
n
,
U
n
i
t
e
d
S
t
a
t
e
s
,
2
0
2
3
.
[
3
]
M
.
J
.
N
.
N
a
l
i
p
a
y
,
R
.
B
.
K
i
n
g
,
a
n
d
Y
.
C
a
i
,
“
H
a
p
p
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t
e
a
c
h
e
r
s
ma
k
e
h
a
p
p
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s
t
u
d
e
n
t
s
:
t
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l
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t
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g
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o
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o
f
w
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n
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m t
e
a
c
h
e
r
s
t
o
t
h
e
i
r
st
u
d
e
n
t
s,
”
S
c
h
o
o
l
M
e
n
t
a
l
H
e
a
l
t
h
,
v
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l
.
1
6
,
n
o
.
4
,
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p
.
1
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–
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3
5
,
D
e
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.
2
0
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4
,
d
o
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:
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s
1
2
3
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0
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0
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6
8
8
-
0.
[
4
]
R
.
E
.
M
h
l
a
b
a
a
n
d
M
.
P
.
R
a
n
k
h
u
m
i
se
,
“
M
e
n
t
o
r
i
n
g
n
o
v
i
c
e
n
a
t
u
r
a
l
sc
i
e
n
c
e
t
e
a
c
h
e
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s:
a
c
a
se
s
t
u
d
y
i
n
t
h
e
G
a
u
t
e
n
g
P
r
o
v
i
n
c
e
,
”
S
o
u
t
h
Af
ri
c
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
1
,
p
p
.
1
–
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,
F
e
b
.
2
0
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2
,
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o
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:
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1
5
7
0
0
/
saj
e
.
v
4
2
n
1
a
2
0
0
3
.
[
5
]
A
.
L.
B
r
i
t
t
a
i
n
,
K
.
B
u
t
l
e
r
,
a
n
d
A
.
J.
G
o
d
w
i
n
,
“
M
e
n
t
o
r
i
n
g
a
n
d
c
o
a
c
h
i
n
g
f
o
r
t
e
a
c
h
e
r
r
e
t
e
n
t
i
o
n
:
l
e
sso
n
s
f
r
o
m
a
q
u
a
l
i
t
a
t
i
v
e
c
a
se
st
u
d
y
,
”
T
h
e
T
e
a
c
h
e
r E
d
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c
a
t
o
r
,
v
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l
.
6
1
,
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2
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p
p
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2
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–
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p
r
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2
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6
,
d
o
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:
1
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1
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8
8
7
8
7
3
0
.
2
0
2
5
.
2
5
6
2
5
3
2
.
[
6
]
C
.
B
e
r
t
r
a
m
,
“
A
sy
s
t
e
ms a
p
p
r
o
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s
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