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Dec
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201
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29
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8
I
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8708
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
8
-
8708
I
J
E
C
E
Vo
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6
,
No
.
6
,
Dec
em
b
er
201
6
:
29
3
1
–
29
3
8
2932
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lear
n
i
n
g
is
m
o
r
e
in
ter
esti
n
g
as
th
e
in
c
r
ea
s
in
g
u
s
a
g
e
o
f
e
-
lear
n
i
n
g
f
o
r
s
u
p
p
o
r
tin
g
d
i
s
tan
ce
lear
n
in
g
p
r
o
ce
s
s
w
h
i
ch
in
s
p
ir
e
I
n
d
o
n
esia
n
g
o
v
er
n
m
e
n
t
to
p
u
b
li
s
h
P
er
m
e
n
d
ik
b
u
d
I
n
d
o
n
es
ia
No
.
2
4
o
f
2
0
1
2
o
n
th
e
I
m
p
le
m
e
n
tatio
n
o
f
Di
s
tan
ce
L
ea
r
n
i
n
g
b
y
C
o
lle
g
e.
B
y
th
e
ad
v
an
ce
d
ev
elo
p
m
e
n
t
i
n
clo
u
d
co
m
p
u
ti
n
g
a
n
d
e
-
lear
n
i
n
g
tech
n
o
lo
g
y
,
u
s
in
g
t
h
e
u
n
i
v
er
s
it
y
an
d
co
lleg
e
r
eso
u
r
ce
s
,
s
m
ar
t
lear
n
i
n
g
s
y
s
t
e
m
a
n
d
e
n
h
a
n
ce
lear
n
i
n
g
s
y
s
t
e
m
w
i
th
p
r
o
-
ac
ti
v
e
s
er
v
ices
c
an
b
e
b
u
ilt
to
th
e
b
en
ef
it
o
f
t
h
e
s
tu
d
e
n
ts
a
n
d
f
a
cu
lt
y
.
T
h
e
co
n
ce
p
t
m
a
y
r
a
n
g
e
f
r
o
m
a
s
m
ar
t
clas
s
r
o
o
m
,
wh
ich
al
lo
w
teac
h
i
n
g
p
r
o
ce
s
s
eq
u
ip
p
ed
w
ith
co
m
p
u
t
er
an
d
au
d
io
v
is
u
al
d
ev
ices
(
P
C
w
it
h
in
ter
n
et
ac
ce
s
s
)
,
to
a
s
m
ar
t
ca
m
p
u
s
,
w
h
ic
h
allo
w
s
t
u
d
en
t
s
to
cr
ea
te
a
s
o
cial
r
elatio
n
s
a
m
o
n
g
f
r
ie
n
d
s
an
d
p
eo
p
le
f
o
r
s
h
ar
in
g
th
eir
in
ter
es
ts
an
d
ac
tiv
itie
s
[
3
]
.
T
h
e
aim
o
f
co
n
d
u
ct
i
n
g
t
h
is
r
esear
ch
is
to
id
en
ti
f
y
a
n
d
an
al
y
ze
th
e
n
ee
d
s
to
d
ev
elo
p
a
p
r
o
to
ty
p
e
ad
ap
tiv
e
o
n
li
n
e
m
o
d
u
le.
T
h
e
r
esear
ch
al
s
o
ai
m
s
to
d
esi
g
n
a
p
r
o
to
ty
p
e
o
f
ad
ap
ti
v
e
o
n
li
n
e
m
o
d
u
le
b
ased
o
n
t
h
e
s
tu
d
e
n
t
'
s
lear
n
in
g
s
t
y
le
ca
te
g
o
r
ies in
o
r
d
er
to
h
elp
s
tu
d
en
t
s
u
n
d
er
s
ta
n
d
UM
L
b
etter
.
2.
RE
L
AT
E
D
WO
RK
I
n
2
0
0
4
W
an
g
,
L
i
an
d
C
h
a
n
g
d
ev
elo
p
C
o
o
T
u
to
r
th
at
f
o
c
u
s
es
o
n
co
m
b
i
n
in
g
ad
ap
tiv
e
p
r
e
s
en
tat
io
n
an
d
3
D
v
is
u
a
lizatio
n
i
n
a
w
e
b
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
e
n
t
s
to
im
p
r
o
v
e
t
h
e
lear
n
i
n
g
o
u
t
co
m
e
s
o
f
s
t
u
d
en
t
s
.
C
o
o
T
u
to
r
ar
e
s
p
ec
if
icall
y
d
es
i
g
n
ed
to
h
elp
s
p
atial
r
ea
s
o
n
i
n
g
lear
n
er
s
o
n
t
h
e
to
p
ic
o
f
g
eo
m
etr
y
i
n
co
m
p
u
ter
g
r
ap
h
ics.
T
h
is
s
y
s
te
m
ta
k
es
a
d
v
an
ta
g
e
o
f
w
eb
-
b
ased
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
w
h
ic
h
m
ea
n
s
lear
n
in
g
ca
n
h
ap
p
en
at
an
y
p
lace
an
d
an
y
ti
m
e.
C
o
o
T
u
to
r
r
eq
u
ir
es
a
p
latf
o
r
m
/
en
v
ir
o
n
m
e
n
t
th
at
p
r
o
v
id
e
s
l
ea
r
n
er
s
w
ith
3
D
v
is
u
aliza
t
io
n
-
esp
ec
iall
y
f
o
r
g
e
o
m
e
tr
y
to
p
ics.
C
o
o
T
u
to
r
d
esig
n
ed
s
o
t
h
at
th
e
co
n
ce
p
t
b
e
s
o
r
ted
ac
co
r
d
in
g
to
th
e
s
tate
o
f
k
n
o
w
led
g
e
o
f
le
ar
n
er
s
.
So
r
ted
o
b
j
ec
ts
at
t
h
i
s
lev
el
i
s
n
o
t
d
ir
ec
tl
y
s
tu
d
y
t
h
e
m
ater
ial,
b
u
t
th
e
co
n
ce
p
t
[
4
]
.
T
h
e
r
ef
o
r
e,
th
is
s
t
ag
e
i
s
al
s
o
ca
lled
s
eq
u
e
n
cin
g
co
n
ce
p
ts
.
Af
ter
d
eter
m
in
in
g
t
h
e
co
n
ce
p
t
o
f
w
h
a
t
s
h
o
u
ld
b
e
d
eliv
er
ed
,
th
e
s
elec
tio
n
o
f
m
ater
ial
p
r
o
ce
s
s
ed
.
T
h
e
n
ex
t
ap
p
r
o
p
r
iate
lear
n
in
g
m
ater
ials
c
h
o
s
en
to
illu
s
tr
ate
t
h
e
co
n
ce
p
t.
T
h
i
s
is
s
i
m
ilar
to
t
h
e
t
w
o
-
le
v
e
l
c
u
r
r
icu
lu
m
s
eq
u
e
n
ci
n
g
(
ie
k
n
o
w
led
g
e
s
eq
u
en
c
in
g
a
n
d
task
s
eq
u
e
n
cin
g
)
m
e
n
tio
n
ed
b
y
B
r
u
s
ilo
v
s
k
y
[
5
].
C
an
a
v
a
n
[
6
]
d
ev
elo
p
ed
a
m
o
d
el
o
f
i
n
ter
ac
tio
n
i
n
P
er
s
o
n
aliz
ed
A
d
ap
tiv
e
e
-
L
ea
r
n
in
g
Ser
v
i
ce
(
A
p
els).
I
n
ter
ac
tio
n
m
o
d
els
u
s
i
n
g
Ho
n
e
y
Mu
m
f
o
r
d
lear
n
i
n
g
s
t
y
les
a
s
a
b
asis
f
o
r
th
e
d
esi
g
n
A
p
el
s
.
A
p
els
u
s
ed
b
y
th
e
Kn
o
w
led
g
e
an
d
Da
ta
E
n
g
i
n
ee
r
in
g
Gr
o
u
p
i
n
t
h
e
Dep
ar
t
m
en
t
o
f
C
o
m
p
u
ter
Scie
n
ce
at
T
r
in
it
y
C
o
lleg
e
D
u
b
lin
.
T
h
is
s
y
s
te
m
is
u
s
ed
b
y
s
t
u
d
en
ts
w
h
o
lear
n
d
atab
ase
p
r
o
g
r
a
m
m
i
n
g
u
s
i
n
g
SQ
L
.
A
p
el
s
u
s
er
s
ar
e
ask
ed
to
p
ar
tici
p
ate
in
s
u
r
v
e
y
s
o
f
Ho
n
e
y
M
u
m
f
o
r
d
lear
n
i
n
g
s
t
y
les
w
h
ic
h
s
u
m
m
ar
izes
lear
n
er
s
t
y
le
ap
p
r
o
p
r
iately
t
o
f
o
llo
w
t
h
e
f
o
u
r
ca
teg
o
r
ies
o
f
l
ea
r
n
in
g
s
t
y
les
-
A
cti
v
is
t,
R
e
f
l
ec
to
r
,
T
h
eo
r
is
t
o
r
P
r
ag
m
ati
s
t.
Fo
r
ex
a
m
p
le,
if
t
h
e
v
alu
e
o
f
5
0
s
tu
d
en
t
s
in
t
h
e
ca
teg
o
r
y
A
cti
v
is
t,
4
0
in
th
e
ca
te
g
o
r
y
R
e
f
lecto
r
,
7
5
in
th
e
ca
teg
o
r
y
T
h
eo
r
is
t
an
d
3
0
to
ca
teg
o
r
y
P
r
ag
m
at
is
t.
As
ex
a
m
p
le,
if
a
s
t
u
d
en
t
i
s
co
n
s
id
er
ed
in
th
e
ca
te
g
o
r
y
T
h
eo
r
is
t
t
h
an
t
h
e
s
tu
d
e
n
t
ca
n
p
r
o
ce
ed
to
lear
n
in
g
m
ater
ials
d
esig
n
ed
f
o
r
s
t
u
d
en
t
s
w
it
h
T
h
eo
r
is
t
ca
teg
o
r
y
.
Ho
w
ev
er
,
s
tu
d
e
n
ts
ar
e
g
iv
e
n
f
r
ee
d
o
m
in
s
u
c
h
a
w
a
y
to
d
ef
i
n
e
th
e
co
n
ce
p
t
o
f
lear
n
i
n
g
to
b
e
tak
en
.
T
h
er
ef
o
r
e,
th
e
s
y
s
te
m
is
n
o
lo
n
g
er
f
u
ll
y
ad
ap
tiv
e,
w
h
e
n
a
s
t
u
d
en
t
m
a
y
ch
o
o
s
e
to
ex
p
lo
r
e
o
th
er
m
ate
r
ial
b
y
p
r
ef
er
e
n
ce
(
n
o
t
d
ef
i
n
e
d
b
y
t
h
e
ca
teg
o
r
y
o
f
lear
n
in
g
s
t
y
le
s
).
I
n
2
0
1
2
,
B
o
n
tch
ev
a
n
d
Va
s
s
ilev
a
[
7
]
d
ev
elo
p
ed
ad
ap
tiv
e
ed
u
tai
n
m
e
n
t
in
UM
L
,
d
es
ig
n
ed
a
n
d
d
eliv
er
ed
u
s
i
n
g
A
D
OP
T
A
(
A
d
ap
tiv
e
T
ec
h
n
o
lo
g
y
-
E
c
h
a
n
ce
d
P
latf
o
r
m
f
o
r
E
d
u
tain
m
en
t)
.
A
d
ap
tiv
e
ed
u
tain
m
e
n
t
i
m
p
r
o
v
es
tr
ad
itio
n
al
m
et
h
o
d
o
f
e
-
lear
n
i
n
g
s
u
b
s
tan
tiall
y
.
A
d
ap
ti
v
e
e
-
lear
n
i
n
g
p
r
o
v
id
es
d
if
f
er
e
n
t
ed
u
ca
tio
n
al
co
n
ten
t
f
o
r
ea
ch
l
ea
r
n
er
o
r
g
r
o
u
p
s
o
f
lear
n
er
s
b
ased
o
n
s
p
ec
if
ic
lear
n
i
n
g
c
h
ar
ac
ter
f
ea
tu
r
e
s
,
s
u
c
h
as
lear
n
in
g
s
t
y
les.
O
n
th
e
o
th
e
r
h
an
d
,
ad
ap
ti
v
e
ed
u
tain
m
e
n
t
m
ak
in
g
e
-
lear
n
in
g
m
o
r
e
i
n
ter
e
s
tin
g
a
n
d
e
f
f
ec
ti
v
e,
as
f
ar
as
s
tu
d
e
n
ts
ac
q
u
ir
e
s
k
i
ll
s
an
d
p
r
ac
tical
k
n
o
w
led
g
e
w
it
h
o
u
t
t
h
e
tr
ad
itio
n
al
b
u
s
i
n
es
s
es
to
lear
n
th
e
t
h
eo
r
y
an
d
ex
er
cises
.
A
DOP
T
A
(
A
d
ap
tiv
e
T
ec
h
n
o
lo
g
y
-
e
n
h
a
n
ce
d
P
latf
o
r
m
f
o
r
ed
u
tain
m
e
n
t)
,
w
h
ich
i
s
d
ev
elo
p
ed
at
th
e
U
n
i
v
er
s
it
y
o
f
So
f
ia,
B
u
l
g
ar
ia,
u
s
e
s
lear
n
i
n
g
s
t
y
le
a
n
d
s
tu
d
e
n
t
’
s
p
er
f
o
r
m
an
ce
to
ad
j
u
s
t
th
e
lear
n
i
n
g
d
eliv
er
y
.
A
DOP
T
A
s
h
o
w
s
s
to
r
y
b
o
ar
d
n
av
ig
atio
n
an
d
co
n
te
n
t selec
tio
n
i
n
an
ad
ap
ti
v
e
m
a
n
n
er
.
T
h
is
s
tu
d
y
also
u
s
e
s
Ho
n
e
y
a
n
d
M
u
m
f
o
r
d
le
ar
n
in
g
s
t
y
les
[
8
]
(
co
n
s
i
s
ts
o
f
ac
tiv
i
s
t,
t
h
eo
r
etica
l,
p
r
ag
m
at
ic
an
d
r
e
f
lecto
r
s
)
.
A
cc
o
r
d
in
g
to
Ho
n
e
y
a
n
d
Mu
m
f
o
r
d
,
s
t
u
d
en
t
m
a
y
h
av
e
a
d
o
m
i
n
an
t
p
r
ef
er
r
ed
s
t
y
le
b
u
t
m
a
y
ad
d
o
th
er
ele
m
e
n
t
s
to
o
.
T
h
u
s
,
th
e
u
s
e
o
f
ADOP
T
A
an
d
g
a
m
e
f
r
a
m
e
w
o
r
k
cr
ea
tes
a
n
e
w
,
d
ir
ec
t,
f
ast
a
n
d
ea
s
y
ed
u
tai
n
m
e
n
t
ad
ap
tiv
e
lear
n
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
C
E
I
SS
N:
2088
-
8708
A
d
a
p
tive
On
lin
e
Mo
d
u
le
P
r
o
t
o
typ
e
fo
r
Lea
r
n
in
g
Un
ified
M
o
d
ellin
g
La
n
g
u
a
g
e
(
UML
)
(
A
r
ief
Hid
a
ya
t)
2933
3.
L
E
A
RNIN
G
S
T
Y
L
E
S
I
n
a
n
e
-
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
t,
p
r
o
v
id
e
m
ater
ial
s
f
o
r
e
ac
h
lear
n
er
b
ased
o
n
t
h
eir
in
d
i
v
id
u
al
p
r
ef
er
en
ce
s
i
s
p
r
o
v
en
to
b
e
b
en
ef
ic
ial.
T
h
u
s
,
m
a
n
y
h
av
e
m
ad
e
r
esear
ch
u
p
o
n
th
e
i
m
p
o
r
ta
n
t
p
r
o
b
le
m
,
au
to
m
at
ic
d
etec
tio
n
o
f
lear
n
in
g
s
t
y
les o
f
an
i
n
d
iv
id
u
al
[
9
]
.
T
h
e
o
n
lin
e
m
o
d
u
le
p
r
o
to
ty
p
e
h
as
ad
ap
tiv
e
ca
p
ab
ilit
ies
w
h
ic
h
m
ea
n
s
it
w
ill
ad
ap
t
to
th
e
u
s
er
,
esp
ec
iall
y
in
ter
m
s
o
f
t
h
e
lear
n
in
g
s
t
y
le
o
f
t
h
e
u
s
er
.
L
ea
r
n
i
n
g
s
t
y
le
m
o
d
el
p
u
ts
s
t
u
d
en
t
s
i
n
a
ca
teg
o
r
y
w
h
er
e
th
e
s
t
u
d
en
t
is
m
o
s
tl
y
s
u
ite
d
w
ith
s
o
m
e
s
ca
le
s
r
elat
ed
to
h
o
w
t
h
e
s
tu
d
e
n
ts
r
e
ce
iv
e
an
d
p
r
o
ce
s
s
in
f
o
r
m
atio
n
[
10
]
.
Stu
d
e
n
t
f
ill
t
h
e
Feld
er
an
d
S
o
lo
m
o
n
L
ea
r
n
i
n
g
St
y
le
s
q
u
e
s
tio
n
n
air
e
to
d
eter
m
i
n
e
it
s
lear
n
in
g
s
t
y
le.
Qu
est
io
n
n
air
es
r
es
u
lt
w
ill
cla
s
s
if
y
s
tu
d
e
n
t
i
n
to
f
o
u
r
m
ai
n
ca
t
eg
o
r
ies
-
ac
tiv
e
→
r
e
f
lecti
v
e,
s
en
s
i
n
g
→
i
n
t
u
iti
v
e,
v
is
u
al
→
v
er
b
al
a
n
d
g
lo
b
al
→
s
eq
u
e
n
tial
lear
n
er
.
B
ased
o
n
th
e
r
es
u
lt,
th
e
p
r
o
to
t
y
p
e
m
o
d
u
le
w
i
ll
g
iv
e
th
e
s
tu
d
e
n
t
t
h
e
ap
p
r
o
p
r
iate
ad
ap
t
iv
e
o
n
lin
e
lear
n
i
n
g
ac
ti
v
it
ies
ac
co
r
d
in
g
to
s
t
u
d
en
t
’
s
ca
teg
o
r
y
.
T
h
is
r
esear
c
h
ch
o
o
s
es
Feld
er
-
So
lo
m
o
n
I
n
d
e
x
o
f
L
ea
r
n
i
n
g
St
y
le
(
I
L
S)
q
u
esti
o
n
n
air
e
b
ec
au
s
e
o
f
th
e
r
a
n
g
e
o
f
g
i
v
en
v
al
u
es
to
p
r
o
v
id
e
f
lex
ib
ili
t
y
to
th
e
h
u
m
an
p
er
s
o
n
alit
y
(
i
n
t
h
is
ca
s
e
lea
r
n
in
g
s
t
y
le)
.
H
u
m
an
s
te
n
d
to
h
av
e
a
ten
d
e
n
c
y
b
u
t
n
o
t f
o
r
p
er
m
an
e
n
t p
er
s
o
n
ali
t
y
[
11
]
.
T
h
e
p
r
o
to
ty
p
e
o
f
A
d
ap
tiv
e
O
n
lin
e
Mo
d
u
le
u
s
e
Feld
er
So
lo
m
o
n
q
u
esti
o
n
n
air
e
d
u
e
to
t
h
ese
r
ea
s
o
n
s
:
1.
Feld
er
-
So
lo
m
o
n
L
ea
r
n
i
n
g
St
y
le
Mo
d
el
is
o
f
ten
u
s
ed
to
p
r
o
v
id
e
lear
n
i
n
g
s
t
y
le
s
ad
ap
tab
ili
t
y
i
n
e
-
lear
n
in
g
en
v
ir
o
n
m
e
n
t [
1
1
]
.
2.
Var
io
u
s
h
ig
h
er
i
n
s
ti
tu
t
io
n
s
h
a
s
w
id
el
y
u
s
ed
I
L
S to
d
eter
m
i
n
e
th
eir
s
t
u
d
en
ts
'
lear
n
in
g
s
t
y
les
w
it
h
te
s
ted
an
d
p
r
o
v
en
r
eliab
ilit
y
[
1
2
]
.
W
h
ile
o
th
er
s
lear
n
i
n
g
s
t
y
les
m
o
d
el
s
m
o
s
tl
y
cla
s
s
i
f
y
lear
n
er
s
in
to
g
r
o
u
p
s
,
Feld
er
an
d
Sil
v
er
m
a
n
d
escr
ib
es
lear
n
er
s
lear
n
in
g
s
t
y
les
m
o
r
e
d
etail,
d
is
ti
n
g
u
is
h
in
g
b
et
w
ee
n
p
r
ef
er
e
n
ce
s
o
n
f
o
u
r
d
i
m
e
n
s
io
n
s
(
ac
tiv
e/r
ef
lectiv
e,
s
e
n
s
i
n
g
/i
n
tu
itiv
e,
v
i
s
u
al
/v
er
b
al,
a
n
d
s
eq
u
e
n
tial/
g
lo
b
al)
[
1
3
]
.
T
h
er
ef
o
r
e,
ev
er
y
s
t
u
d
en
t
h
a
s
a
p
r
ef
er
en
ce
f
o
r
ea
ch
o
f
t
h
e
f
o
u
r
d
im
e
n
s
io
n
s
[
1
4
]
.
4.
I
NI
T
I
A
L
Q
UE
ST
I
O
NNAI
R
E
An
in
i
tial
q
u
es
tio
n
n
air
e
w
a
s
d
is
tr
ib
u
ted
to
3
0
s
tu
d
en
ts
in
ST
I
MI
K
P
r
o
Vis
i
Se
m
ar
an
g
,
d
u
r
in
g
th
e
s
ec
o
n
d
s
e
m
e
s
ter
2
0
1
3
/2
0
1
4
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
q
u
e
s
tio
n
n
air
e
is
to
an
al
y
ze
w
h
et
h
er
th
e
s
tu
d
en
t
n
ee
d
s
an
e
-
lear
n
in
g
p
lat
f
o
r
m
to
h
elp
t
h
e
m
in
lear
n
i
n
g
U
ML
.
T
h
e
s
tu
d
en
t
s
in
v
o
l
v
ed
in
t
h
e
q
u
es
tio
n
n
air
e
li
s
ted
in
So
f
t
w
ar
e
E
n
g
i
n
ee
r
in
g
1
class
.
T
h
e
f
o
llo
w
i
n
g
ar
e
s
u
b
j
ec
t to
q
u
esti
o
n
s
1.
T
h
e
attitu
d
e
o
f
th
e
s
tu
d
e
n
ts
to
w
ar
d
s
UM
L
lear
n
in
g
2.
T
h
e
ef
f
ec
ti
v
e
n
ess
o
f
th
e
i
n
s
tr
u
cto
r
w
h
i
le
g
i
v
i
n
g
lec
tu
r
es
s
y
l
l
ab
u
s
3.
Fre
q
u
en
c
y
o
f
i
n
ter
ac
tio
n
b
et
wee
n
s
t
u
d
en
t
s
an
d
f
ac
u
lt
y
d
u
r
i
n
g
th
e
lear
n
i
n
g
UM
L
T
h
e
q
u
esti
o
n
n
air
e
also
as
k
ed
s
tu
d
e
n
ts
ab
o
u
t
th
e
ir
r
ea
d
in
ess
to
h
av
e
an
alter
n
a
tiv
e
lear
n
in
g
m
a
ter
ials
v
ia
th
e
w
eb
,
s
u
c
h
as:
1.
Fre
q
u
en
c
y
o
f
s
t
u
d
en
ts
lo
o
k
i
n
g
f
o
r
ad
d
itio
n
al
lear
n
in
g
m
ater
i
als f
r
o
m
t
h
e
i
n
ter
n
et
2.
T
h
e
ten
d
en
c
y
to
u
s
e
o
n
li
n
e
lea
r
n
in
g
i
n
th
e
f
u
tu
r
e
(
i
f
p
r
o
v
id
ed
b
y
t
h
e
in
s
tit
u
tio
n
)
3.
Stu
d
e
n
ts
b
eh
a
v
io
r
to
w
ar
d
v
ar
i
o
u
s
m
u
lt
i
m
ed
ia
lear
n
in
g
m
ater
ials
T
h
e
last
p
ar
t
o
f
t
h
e
q
u
e
s
tio
n
n
air
e
lea
v
i
n
g
t
w
o
o
p
en
q
u
es
tio
n
s
f
o
r
s
tu
d
e
n
ts
to
w
r
ite
d
o
w
n
t
h
eir
co
m
m
e
n
t
s
an
d
s
u
g
g
es
tio
n
s
o
n
h
o
w
th
e
y
w
a
n
t th
e
UM
L
m
ate
r
ial
s
er
v
ed
,
f
o
r
f
u
tu
r
e
i
m
p
r
o
v
e
m
en
t.
R
es
u
lt
o
f
th
e
in
itial
q
u
esti
o
n
n
air
e
s
h
o
w
t
h
at
m
o
r
e
th
a
n
h
al
f
o
f
th
e
r
e
s
p
o
n
d
en
t
s
t
h
in
k
t
h
at
UM
L
i
s
to
o
co
n
f
u
s
i
n
g
,
th
is
i
s
ca
u
s
ed
b
y
h
o
w
lear
n
i
n
g
is
o
r
g
an
ized
,
p
r
ep
ar
ed
,
d
eliv
er
ed
,
th
e
av
ai
la
b
ilit
y
o
f
r
ef
er
e
n
ce
m
ater
ials
f
o
r
ac
ce
s
s
ed
,
a
n
d
l
ec
tu
r
er
ex
p
er
tis
e.
A
b
o
u
t
h
al
f
o
f
th
e
r
esp
o
n
d
en
t
s
also
r
ar
el
y
s
ee
k
ad
d
itio
n
al
in
f
o
r
m
atio
n
r
e
g
ar
d
in
g
UM
L
o
n
li
n
e.
So
m
e
o
f
t
h
e
r
esp
o
n
d
en
t
s
s
o
u
g
h
t
ad
d
itio
n
al
in
f
o
r
m
at
io
n
r
eg
ar
d
in
g
UM
L
o
n
lin
e,
b
u
t
d
id
n
o
t
f
i
n
d
t
h
e
d
e
s
ir
ed
UM
L
lear
n
in
g
m
ater
ial
s
.
I
t
d
ec
r
ea
s
ed
th
e
i
n
ter
est
o
f
r
e
s
p
o
n
d
en
ts
to
s
ea
r
c
h
th
e
m
a
ter
ial
at
o
th
er
ti
m
e.
T
h
e
f
u
t
u
r
e
tr
en
d
o
f
u
s
i
n
g
o
n
lin
e
l
ea
r
n
in
g
(
if
p
r
o
v
id
ed
b
y
t
h
e
i
n
s
titu
tio
n
)
r
esp
o
n
d
ed
w
ell
b
y
r
esp
o
n
d
en
t
s
.
T
h
is
g
i
v
es
a
v
er
y
g
o
o
d
in
d
icat
io
n
t
h
at
o
n
li
n
e
UM
L
lear
n
i
n
g
m
o
d
u
le
s
ca
n
b
e
ad
d
itio
n
a
l
h
elp
f
o
r
s
t
u
d
en
t
s
to
lear
n
t
h
e
UM
L
b
etter
.
O
v
er
all,
s
t
u
d
en
t
s
o
f
ST
I
MI
K
P
r
o
Vis
i
Se
m
ar
a
n
g
r
ea
d
y
to
u
n
d
er
g
o
th
e
o
n
li
n
e
lear
n
in
g
m
o
d
u
les
t
o
h
elp
lear
n
i
n
g
UM
L
b
etter
.
On
li
n
e
lear
n
i
n
g
m
o
d
u
le
i
s
eq
u
ip
p
ed
w
ith
a
v
ar
iet
y
o
f
m
u
lti
m
ed
ia
ele
m
en
t
s
to
h
el
p
s
tu
d
en
t
s
l
ea
r
n
UM
L
b
etter
.
5.
ADAP
T
I
VE
O
N
L
I
N
E
M
O
D
UL
E
P
RO
T
O
T
YP
E
DE
SI
G
N
5
.
1
.
P
ro
ce
s
s
F
lo
w
P
r
o
ce
s
s
f
lo
w
t
h
at
w
ill
b
e
ap
p
lied
in
th
e
p
r
o
to
ty
p
e
ad
ap
tiv
e
o
n
lin
e
m
o
d
u
le
n
ee
d
to
b
e
id
e
n
ti
f
ied
,
a
s
s
h
o
w
n
in
F
ig
u
r
e
1
.
T
h
e
ex
p
lan
atio
n
is
as
f
o
llo
w
s
:
1.
T
h
e
f
ir
s
t
s
tep
t
h
e
s
y
s
te
m
w
il
l
p
r
o
v
id
e
a
Feld
er
a
n
d
So
lo
m
o
n
I
n
d
ex
o
f
L
ea
r
n
in
g
q
u
es
tio
n
n
air
e
to
t
h
e
s
tu
d
e
n
ts
,
t
h
e
r
esu
l
ts
o
f
t
h
e
q
u
e
s
tio
n
n
air
e
w
ill d
eter
m
i
n
e
t
h
e
s
tu
d
en
t
's lear
n
i
n
g
s
t
y
le
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
J
E
C
E
Vo
l.
6
,
No
.
6
,
Dec
em
b
er
201
6
:
29
3
1
–
29
3
8
2934
2.
I
f
th
e
v
alu
e
o
f
u
n
d
er
s
ta
n
d
in
g
p
ar
am
eter
i
s
g
lo
b
al,
s
y
s
te
m
w
i
ll sh
o
w
s
u
m
m
ar
y
o
f
t
h
e
m
ater
i
al.
3.
Nex
t
i
f
t
h
e
v
al
u
e
o
f
t
h
e
i
n
p
u
t
p
ar
a
m
eter
is
v
er
b
al,
s
y
s
te
m
g
i
v
es
e
x
a
m
p
le
s
a
n
d
ex
p
la
n
atio
n
s
v
er
b
all
y
;
o
th
er
w
is
e
t
h
e
v
al
u
e
is
v
is
u
al,
s
y
s
te
m
g
iv
e
s
ex
a
m
p
les a
n
d
ex
p
lan
atio
n
s
v
is
u
all
y
.
4.
I
f
th
e
p
er
ce
p
tio
n
p
ar
a
m
eter
v
a
lu
e
is
s
en
s
in
g
it
g
i
v
es a
n
e
x
a
m
p
le
b
ef
o
r
e
th
e
ex
p
lan
atio
n.
5.
I
f
th
e
v
alu
e
o
f
p
er
ce
p
tio
n
p
ar
am
eter
is
i
n
t
u
iti
v
e
it g
iv
e
s
an
e
x
p
lan
atio
n
b
ef
o
r
e
th
e
s
a
m
p
le.
6.
L
i
n
k
d
is
c
u
s
s
io
n
w
ill b
e
g
r
an
te
d
if
th
e
p
r
o
ce
s
s
i
n
g
p
ar
a
m
e
ter
v
alu
e
i
s
ac
ti
v
e.
7.
T
h
e
n
av
i
g
atio
n
s
y
s
te
m
i
s
d
et
er
m
in
ed
b
y
th
e
v
al
u
e
o
f
p
ar
am
eter
u
n
d
er
s
ta
n
d
in
g
.
O
n
g
lo
b
al
v
al
u
e,
it
w
i
ll
d
is
p
la
y
c
h
o
ice
o
f
m
ater
ial
i
n
d
r
o
p
d
o
w
n
i
n
w
h
ic
h
u
s
er
m
a
y
c
h
o
o
s
e
f
r
ee
l
y
w
h
i
le
s
eq
u
e
n
tial
v
al
u
e
w
ill
d
is
p
la
y
n
a
v
i
g
atio
n
a
s
n
e
x
t /
p
r
ev
io
u
s
.
8.
I
n
th
e
las
t sectio
n
,
if
t
h
e
p
r
o
ce
s
s
i
n
g
p
ar
a
m
e
ter
v
al
u
e
is
r
ef
lec
tiv
e,
it d
is
p
la
y
q
u
esti
o
n
as
f
ee
d
b
ac
k
.
Fig
u
r
e
1
.
P
r
o
ce
s
s
Flo
w
o
f
A
d
a
p
tiv
e
On
l
in
e
Mo
d
u
le
P
r
o
to
t
y
p
e
5
.
2
.
F
un
ct
io
na
l nee
ds
u
s
ing
U
s
e
Ca
s
e
Use
C
ase
S
y
s
te
m
i
s
d
i
v
id
ed
i
n
to
t
h
r
ee
,
n
a
m
el
y
th
e
u
s
e
ca
s
e
f
o
r
t
h
e
ad
m
i
n
is
tr
ato
r
,
t
h
e
u
s
e
ca
s
e
f
o
r
teac
h
er
s
,
a
n
d
th
e
u
s
e
ca
s
e
f
o
r
s
tu
d
e
n
ts
.
T
h
e
t
h
ir
d
u
s
e
ca
s
e
i
ll
u
s
tr
ate
s
t
h
e
i
n
ter
ac
tio
n
b
et
w
ee
n
ac
to
r
s
to
u
s
e
ca
s
e
d
escr
ib
es
th
e
f
u
n
ctio
n
al
o
f
a
s
u
b
-
s
y
s
te
m
w
h
ic
h
is
th
e
d
o
m
ai
n
o
f
th
e
ac
to
r
.
Use
ca
s
e
f
o
r
s
tu
d
en
t
s
as
s
h
o
w
n
i
n
Fig
u
r
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
C
E
I
SS
N:
2088
-
8708
A
d
a
p
tive
On
lin
e
Mo
d
u
le
P
r
o
t
o
typ
e
fo
r
Lea
r
n
in
g
Un
ified
M
o
d
ellin
g
La
n
g
u
a
g
e
(
UML
)
(
A
r
ief
Hid
a
ya
t)
2935
Fig
u
r
e
2
.
Use Cas
e
f
o
r
Stu
d
e
n
t
5
.
3
.
Da
t
a
ba
s
e
Desig
n
T
h
e
p
r
o
to
ty
p
e
o
f
ad
ap
tiv
e
o
n
l
in
e
m
o
d
u
le
u
s
es
d
atab
ase
as
s
to
r
ag
e
m
ed
ia.
T
h
e
tab
les
d
es
i
g
n
ed
in
th
e
d
atab
ase
ar
e
s
h
o
w
n
i
n
Fi
g
u
r
e
3
.
Fig
u
r
e
3
.
Data
b
ase
Desig
n
o
f
A
d
ap
tiv
e
On
li
n
e
Mo
d
u
le
P
r
o
to
ty
p
e
5
.
4
.
User
Aut
ho
rit
y
I
n
th
e
ad
ap
tiv
e
o
n
l
in
e
m
o
d
u
le
p
r
o
to
ty
p
e,
th
er
e
ar
e
t
h
r
ee
d
if
f
e
r
en
t u
s
er
s
: T
ea
ch
er
s
,
ad
m
in
i
s
t
r
ato
r
s
an
d
s
tu
d
e
n
ts
.
A
d
m
i
n
is
tr
ato
r
s
h
av
e
f
u
ll
co
n
tr
o
l
o
f
th
e
e
n
tire
s
y
s
te
m
.
T
ea
ch
er
s
h
a
v
e
ac
ce
s
s
to
d
esig
n
s
p
ec
i
f
ic
lear
n
in
g
(
co
u
r
s
e)
.
Af
ter
T
ea
c
h
er
f
i
n
is
h
ed
d
esi
g
n
i
n
g
th
e
s
t
u
d
y
,
t
h
e
ad
m
i
n
is
tr
ato
r
w
ill
i
n
teg
r
ate
an
d
u
p
lo
ad
th
e
m
to
th
e
s
y
s
te
m
m
o
d
u
le
is
ac
ce
s
s
ib
le
o
n
li
n
e
f
o
r
s
t
u
d
en
t
s
.
On
th
e
o
th
er
h
a
n
d
,
s
t
u
d
en
t
s
ca
n
o
n
l
y
ac
ce
s
s
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
J
E
C
E
Vo
l.
6
,
No
.
6
,
Dec
em
b
er
201
6
:
29
3
1
–
29
3
8
2936
lear
n
in
g
u
p
lo
ad
ed
b
y
t
h
e
teac
h
er
af
ter
th
eir
lear
n
in
g
s
t
y
le
d
eter
m
i
n
ed
v
ia
f
il
lin
g
o
u
t
t
h
e
o
n
li
n
e
q
u
esti
o
n
n
a
ir
e.
T
h
en
,
th
e
s
y
s
te
m
g
iv
e
s
t
h
e
s
t
u
d
en
ts
lear
n
in
g
m
ater
ial,
i
n
t
h
e
f
o
r
m
o
f
n
a
v
i
g
atio
n
an
d
co
n
te
n
t,
ac
co
r
d
in
g
to
its
lear
n
in
g
s
t
y
le.
6.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Stu
d
e
n
t
p
ag
e
v
ie
w
is
a
v
ie
w
th
at
w
o
u
ld
b
e
s
ee
n
b
y
t
h
e
s
tu
d
en
t
u
s
er
s
o
f
ad
ap
tiv
e
o
n
li
n
e
m
o
d
u
le
p
r
o
to
ty
p
e.
St
u
d
en
ts
m
a
y
ac
ce
s
s
t
h
e
ad
ap
tiv
e
o
n
li
n
e
m
o
d
u
l
e
v
ia
t
h
e
b
r
o
w
s
er
f
o
u
n
d
o
n
p
er
s
o
n
al
co
m
p
u
ter
s
,
tab
lets
an
d
s
m
ar
tp
h
o
n
e
s
.
P
ag
e
o
f
s
tu
d
e
n
t v
ie
w
at
th
e
i
m
p
le
m
en
tatio
n
s
ta
g
e
ar
e
as f
o
llo
w
:
6
.
1
.
Student
H
o
m
e
P
a
g
e
T
h
e
f
ir
s
t
s
tep
p
ag
e
s
h
o
w
n
to
s
tu
d
en
ts
i
n
ac
ce
s
s
in
g
t
h
e
o
n
lin
e
ad
ap
tiv
e
p
r
o
to
t
y
p
e
m
o
d
u
le
is
lo
g
i
n
p
ag
e.
St
u
d
en
ts
ar
e
r
eq
u
ir
ed
t
o
lo
g
in
b
y
f
ill
in
g
o
u
t
t
h
e
u
s
er
n
a
m
e
a
n
d
p
ass
w
o
r
d
.
St
u
d
e
n
ts
d
o
n
o
t
h
a
v
e
a
n
ac
co
u
n
t
y
et,
ca
n
b
e
r
eg
is
ter
ed
b
y
t
h
e
ad
m
i
n
i
s
tr
ato
r
.
S
tu
d
e
n
ts
w
h
o
h
av
e
s
u
cc
es
s
f
u
l
l
y
lo
g
g
ed
in
w
ill
g
o
to
th
e
s
t
u
d
en
t
m
ai
n
p
ag
e.
I
f
th
e
s
t
u
d
en
t
s
’
lear
n
in
g
s
t
y
le
h
a
s
b
ee
n
cla
s
s
i
f
ied
,
t
h
en
s
tu
d
e
n
ts
w
i
ll see
a
p
ag
e
li
s
ti
n
g
th
e
co
u
r
s
e
f
o
llo
w
ed
b
y
th
e
s
t
u
d
en
t.
S
tu
d
e
n
ts
ca
n
ch
o
o
s
e
th
e
o
p
tio
n
to
o
p
en
th
e
co
u
r
s
e
m
a
ter
ial
o
r
d
is
cu
s
s
io
n
s
.
L
o
g
o
u
t
b
u
tto
n
u
s
ed
w
h
en
a
s
tu
d
en
t
w
an
t
s
to
s
ig
n
o
u
t
o
f
th
i
s
ad
ap
tiv
e
o
n
li
n
e
m
o
d
u
le
p
r
o
to
t
y
p
e.
St
u
d
en
t
’
s
m
ai
n
p
a
g
e
an
d
m
e
n
u
o
f
c
h
o
ice
ca
n
b
e
s
ee
n
i
n
Fig
u
r
e
4
.
Fig
u
r
e
4
.
T
h
e
Ma
in
P
ag
e
o
f
th
e
S
tu
d
en
t
6
.
2
.
I
L
S
Q
ue
s
t
io
nn
a
ire
(
As
s
ess
ment)
P
age
T
h
is
p
ag
e
w
i
ll
ap
p
ea
r
b
ef
o
r
e
m
ai
n
p
ag
e
i
f
th
e
s
tu
d
e
n
t
h
a
s
n
o
t
d
o
n
e
f
illi
n
g
o
u
t
th
e
I
L
S
q
u
e
s
tio
n
n
air
e.
T
h
e
q
u
esti
o
n
n
air
e,
as
s
h
o
w
n
in
Fi
g
u
r
e
5
,
d
eter
m
in
e
s
s
t
u
d
en
t
lear
n
i
n
g
s
t
y
le
w
h
ic
h
m
ak
es
t
h
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t c
h
an
g
e.
Fig
u
r
e
5
.
P
ag
e
o
f
Qu
esti
o
n
n
a
i
r
e
I
L
S
T
h
is
ass
e
s
s
m
e
n
t
co
n
tain
s
4
4
q
u
esti
o
n
s
w
i
th
t
w
o
p
o
s
s
ib
le
an
s
w
er
s
w
h
ich
w
ill
ap
p
ea
r
o
n
e
b
y
o
n
e.
Af
ter
all
q
u
e
s
tio
n
n
air
es
h
av
e
b
ee
n
an
s
w
er
ed
,
it
w
il
l p
r
o
d
u
ce
r
esu
lt
s
p
ag
e,
as s
h
o
w
n
i
n
Fi
g
u
r
e
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
C
E
I
SS
N:
2088
-
8708
A
d
a
p
tive
On
lin
e
Mo
d
u
le
P
r
o
t
o
typ
e
fo
r
Lea
r
n
in
g
Un
ified
M
o
d
ellin
g
La
n
g
u
a
g
e
(
UML
)
(
A
r
ief
Hid
a
ya
t)
2937
Fig
u
r
e
6
.
R
esu
lts
P
ag
e
o
f
Q
u
e
s
tio
n
n
air
e
I
L
S
6
.
3
.
Co
nte
nt
P
a
g
e
C
o
n
te
n
t p
ag
e
w
il
l d
is
p
la
y
t
h
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ater
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icatio
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UM
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ater
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w
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7.
CO
NCLU
SI
O
N
P
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o
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ty
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tiv
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ater
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ater
ial
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li
m
ited
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all
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ar
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a
s
n
o
t o
v
er
all
UM
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m
ater
ial
co
v
er
ed
y
et.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
0
8
8
-
8708
I
J
E
C
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Vo
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6
,
No
.
6
,
Dec
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b
er
201
6
:
29
3
1
–
29
3
8
2938
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NO
WL
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esear
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.
RE
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NC
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S
[1
]
S.
M
rd
a
lj
a
n
d
V
.
Jo
v
a
n
o
v
ic,
“
UML
Co
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s
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3
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2
]
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.
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s,
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t
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x
pr
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3
]
M
.
R.
M
.
V
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ra
m
a
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ick
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m
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n
d
N.
R
a
d
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k
a
,
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A
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m
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Le
a
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.
[4
]
H.
W
a
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,
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,
“
A
d
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P
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3
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IEE
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In
ter
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ti
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Co
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(ICA
LT
'
0
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)
,
p
p
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136
-
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2
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0
4
.
[5
]
P.
Bru
sil
o
v
s
ky
a
n
d
C.
P
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y
lo
,
“
Ad
a
p
ti
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I
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W
e
b
-
b
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d
Ed
u
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a
ti
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S
y
ste
m
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,”
In
ter
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a
t
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a
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J
o
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f
Arti
fi
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I
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telli
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Ed
u
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/i
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:
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(
2
-
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)
,
p
p
.
1
5
9
-
1
7
2
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2
0
0
3
.
[6
]
J.
Ca
n
a
v
a
n
,
“
P
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rso
n
a
li
se
d
E
-
L
e
a
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in
g
t
h
ro
u
g
h
L
e
a
rn
in
g
S
t
y
l
e
Aw
a
re
A
d
a
p
ti
v
e
S
y
ste
m
s,
”
M
S
T
h
e
sis
,
h
tt
p
s:/
/www
.
sc
s
s.tcd
.
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u
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li
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-
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-
2
0
0
5
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0
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p
d
f
,
2
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0
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.
[7
]
B.
Bo
n
tch
e
v
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n
d
D.
V
a
ss
il
e
v
a
,
“
A
d
a
p
ti
v
e
Ed
u
tain
m
e
n
t
in
UML
,
”
Pro
c
e
e
d
in
g
o
f
t
h
e
8
th
W
S
E
A
S
In
ter
n
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ti
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Co
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fer
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n
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Ed
u
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ies
(
EDUTE
'
1
2
)
,
p
p
.
1
2
9
-
1
3
4
,
2
0
1
2
.
[8
]
C.
K
a
ra
g
ian
n
id
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s
a
n
d
D.
Sa
m
p
s
o
n
,
“
A
cco
m
m
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ti
n
g
L
e
a
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n
in
g
St
y
le
s
in
A
da
p
t
a
t
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c
s
f
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P
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s
on
a
li
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L
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n
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S
y
s
t
e
m
s,”
P
r
o
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d
in
g
o
f
W
o
r
l
d
C
on
fer
e
n
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Ed
u
c
a
t
i
on
a
l
M
u
l
ti
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a
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m
un
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n
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-
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0
2
)
,
p
p
.
1
7
1
5
-
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6
,
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0
2
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]
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.
V
.
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b
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A
d
a
p
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-
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Re
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:
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(
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p
p
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2
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.
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0
]
R
.
M
.
F
el
d
e
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K
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ea
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n
,
v
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,
p
p.
6
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8
.
[1
1
]
S
.
R.
V
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la,
e
t
a
l
.
,
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A
n
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is
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i
gh
th
I
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In
t
e
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u
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S
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,
p
p.
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