I
nte
rna
t
io
na
l J
o
urna
l o
f
E
lect
rica
l a
nd
Co
m
p
ute
r
E
ng
in
ee
ring
(
I
J
E
CE
)
Vo
l.
9
,
No
.
3
,
J
u
n
e
201
9
,
p
p
.
2033
~
2
0
4
0
I
SS
N:
2088
-
8708
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
ec
e
.
v
9
i
3
.
p
p
2
0
3
3
-
2040
2033
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ia
e
s
co
r
e
.
co
m/
jo
u
r
n
a
ls
/in
d
ex
.
p
h
p
/
I
JE
C
E
Desig
n of a
m
ul
ti
-
a
g
ent
sy
ste
m
usin
g
t
he "Ma
SE"
m
e
thod
for learners
'
m
eta
co
g
nitive help
H
a
na
ne
E
lba
s
ri
,
Adi
l H
a
dd
i
,
H
a
k
i
m
Al
la
li
LA
V
ET
E
L
a
b
o
ra
to
r
y
,
F
S
T
,
Un
iv
Ha
ss
a
n
1
st
,
M
o
r
o
c
c
o
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
24
,
2
0
1
8
R
ev
i
s
ed
No
v
19
,
2
0
1
8
A
cc
ep
ted
De
c
7,
201
8
T
h
is
a
rti
c
le
a
d
d
re
ss
e
s
a
m
u
lt
i
-
a
g
e
n
t
a
p
p
ro
a
c
h
to
so
lv
in
g
t
h
e
p
ro
b
lem
o
f
in
teg
ra
ti
n
g
m
e
tac
o
g
n
it
iv
e
in
c
e
n
ti
v
e
s
in
to
Lea
rn
in
g
M
a
n
a
g
e
m
e
n
t
S
y
ste
m
.
T
h
e
b
e
h
a
v
io
r
o
f
th
e
tea
c
h
e
r
in
a
c
l
a
ss
ro
o
m
-
tea
c
h
in
g
situ
a
ti
o
n
,
w
h
e
re
tea
c
h
e
r
a
d
o
p
t
in
g
th
e
c
o
m
p
e
ten
c
y
-
b
a
s
e
d
a
p
p
ro
a
c
h
,
is
c
h
a
ra
c
teriz
e
d
b
y
a
se
t
o
f
d
id
a
c
ti
c
i
n
terv
e
n
ti
o
n
s
d
y
n
a
m
i
c
a
ll
y
a
d
a
p
tab
le
a
c
c
o
rd
in
g
to
th
e
a
c
ti
o
n
s
-
re
a
c
ti
o
n
s
o
f
th
e
lea
rn
e
rs.
T
h
e
s
e
in
terv
e
n
ti
o
n
s
a
re
c
o
n
ti
n
u
a
ll
y
s
u
b
jec
ted
to
p
e
rf
e
c
ti
o
n
b
y
e
x
p
e
rien
c
e
.
In
th
is
a
rti
c
le,
w
e
a
r
e
in
tere
ste
d
in
m
o
d
e
li
n
g
th
e
m
u
lt
i
-
a
g
e
n
t
s
y
ste
m
in
o
rd
e
r
to
h
e
lp
th
e
lea
rn
e
rs
d
e
v
e
lo
p
th
e
ir
m
e
t
a
c
o
g
n
it
iv
e
sk
il
ls
in
a
c
o
n
ti
n
u
o
u
s
w
a
y
.
T
h
e
p
u
r
p
o
se
o
f
th
is
s
y
ste
m
is
to
su
p
e
rv
ise
th
e
a
c
ti
v
it
ies
a
n
d
sta
te
m
e
n
ts
o
f
th
e
lea
rn
e
r
a
n
d
c
o
m
m
u
n
ica
te
th
e
m
to
th
e
m
e
tac
o
g
n
it
iv
e
a
g
e
n
t.
T
h
e
latter
f
o
c
u
se
s
o
n
t
h
e
a
ss
e
ss
m
e
n
t
o
f
th
e
lea
rn
e
r'
s
m
e
tac
o
g
n
it
iv
e
sk
il
ls
in
o
r
d
e
r
to
tri
g
g
e
r,
a
u
to
m
a
ti
c
a
ll
y
,
m
e
tac
o
g
n
it
iv
e
in
c
e
n
ti
v
e
s
to
p
ro
v
id
e
h
e
lp
m
e
ss
a
g
e
s.
In
teg
ra
ti
n
g
th
e
a
g
e
n
t
f
o
r
m
e
tac
o
g
n
it
iv
e
c
o
n
tro
l
a
n
d
a
ss
ist
a
n
c
e
,
a
ll
o
w
s
lea
rn
e
rs
to
m
a
in
tain
m
o
ti
v
a
ti
o
n
a
n
d
c
o
n
f
id
e
n
c
e
,
a
n
d
e
li
c
it
th
e
ir
a
tt
e
n
ti
o
n
to
t
h
e
im
p
o
rtan
c
e
o
f
m
e
tac
o
g
n
it
iv
e
sk
il
ls
d
u
ri
n
g
lea
rn
in
g
a
c
ti
v
it
y
.
T
h
e
"
M
a
S
E"
m
e
th
o
d
o
l
o
g
y
a
n
d
th
e
"
a
g
e
n
tT
o
o
l"
a
re
u
se
d
to
m
o
d
e
l
th
e
m
u
lt
i
-
a
g
e
n
t
sy
s
tem
.
K
ey
w
o
r
d
s
:
A
g
e
n
tT
o
o
l
"
Ma
SE
"
m
et
h
o
d
M
etac
o
g
n
i
tiv
e
a
g
e
n
t
M
u
lti
-
a
g
en
t
s
y
s
te
m
Co
p
y
rig
h
t
©
2
0
1
9
In
stit
u
te o
f
A
d
v
a
n
c
e
d
E
n
g
i
n
e
e
rin
g
a
n
d
S
c
ien
c
e
.
Al
l
rig
h
ts re
se
rv
e
d
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Han
a
n
e
E
lb
asri
,
L
A
VE
T
E
L
ab
o
r
ato
r
y
,
FS
T
,
Un
i
v
.
Hass
a
n
1
st
,
Settat,
B
.
P
.
5
7
7
,
2
6
0
0
0
Settat,
Mo
r
o
c
co
.
E
m
ail
:
h
.
elb
asri
@
u
h
p
.
ac
.
m
a
1.
I
NT
RO
D
UCT
I
O
N
On
li
n
e
lear
n
i
n
g
o
f
f
er
s
lear
n
er
s
th
e
p
o
s
s
ib
il
it
y
to
lear
n
f
r
o
m
a
d
is
tan
ce
b
y
f
r
ee
l
y
co
n
s
u
lti
n
g
co
u
r
s
e
s
w
it
h
o
u
t
a
p
lan
o
r
g
u
id
an
ce
.
B
ec
au
s
e
o
f
th
e
ab
s
en
ce
o
f
a
teac
h
er
w
h
o
s
u
p
er
v
is
e
s
th
e
lear
n
er
p
r
o
g
r
ess
b
y
av
o
id
in
g
th
e
m
f
r
o
m
lo
o
s
i
n
g
li
n
k
b
et
w
ee
n
th
e
c
h
ap
ter
s
,
th
e
c
o
n
ce
p
ts
an
d
th
e
o
b
j
ec
tiv
es
to
b
e
r
ea
ch
ed
.
I
n
o
th
er
w
o
r
d
s
,
t
h
e
tea
c
h
er
is
p
r
ec
is
el
y
t
h
er
e
to
i
n
ter
v
e
n
e,
at
t
h
e
r
i
g
h
t
m
o
m
e
n
t,
to
r
e
s
p
ec
t
th
e
p
lan
n
i
n
g
,
m
ai
n
tai
n
t
h
e
o
r
ien
tatio
n
o
f
th
e
co
u
r
s
e,
an
d
elicit
th
e
m
to
u
s
e
th
e
m
et
ac
o
g
n
iti
v
e
s
k
ill
s
.
Hen
ce
,
th
e
lear
n
er
s
n
ee
d
th
e
m
etac
o
g
n
iti
v
e
i
n
ce
n
t
iv
e
s
w
h
e
n
th
e
y
lear
n
o
n
li
n
e
u
n
iq
u
el
y
.
I
n
th
is
ar
ticle,
w
e
ar
e
in
ter
este
d
in
s
ti
m
u
lati
n
g
,
in
d
is
ta
n
ce
lear
n
in
g
,
th
e
lear
n
er
to
h
av
e
au
to
n
o
m
y
,
to
b
e
a
w
ar
e
o
f
th
e
r
o
u
ti
n
g
th
a
t
lead
s
to
th
e
g
o
al
to
b
e
attai
n
ed
an
d
to
n
o
ti
fy
h
is
m
is
ta
k
e
s
b
y
h
i
m
s
el
f
a
n
d
to
s
ee
k
t
h
e
r
ig
h
t
s
o
lu
tio
n
s
.
T
h
is
is
ac
h
ie
v
ed
th
r
o
u
g
h
i
n
ter
ac
ti
o
n
s
an
d
co
m
m
u
n
icatio
n
b
et
wee
n
o
u
r
ag
e
n
t
s
th
a
t
tr
ig
g
er
t
h
e
r
ig
h
t i
n
ce
n
t
iv
e
s
f
o
r
th
e
lear
n
er
an
d
ac
co
r
d
in
g
to
h
i
s
n
ee
d
s
.
T
h
e
o
b
j
ec
tiv
e
o
f
o
u
r
w
o
r
k
i
s
to
d
esig
n
a
m
u
lti
-
a
g
en
t
s
y
s
te
m
t
h
at
h
elp
s
t
h
e
m
e
taco
g
n
iti
v
e
ag
en
t
to
r
ep
lace
th
e
teac
h
er
b
y
co
ll
ab
o
r
atin
g
w
it
h
o
th
er
ag
en
ts
(
th
e
"
s
itu
atio
n
ag
e
n
t”,
th
e
"
ac
tiv
it
y
ag
e
n
t”,
an
d
th
e
"
ev
al
u
atio
n
ag
e
n
t”)
.
T
h
ese
ag
e
n
ts
co
n
tr
o
l
th
e
"
p
er
ce
p
tio
n
"
,
th
at
is
to
s
a
y
c
o
n
tr
o
l
th
e
lear
n
er
’
s
s
itu
a
tio
n
,
m
o
n
ito
r
hi
s
ac
ti
v
it
y
,
ev
alu
a
te
th
e
m
etac
o
g
n
i
tiv
e
s
k
ills
a
n
d
th
e
d
eg
r
ee
o
f
s
u
cc
e
s
s
.
T
h
e
g
o
al
is
to
h
elp
th
e
m
etac
o
g
n
iti
v
e
ag
en
t
to
d
is
tr
ib
u
te
th
e
ap
p
r
o
p
r
iate
in
ce
n
tiv
es
to
th
e
lear
n
er
'
s
n
ee
d
s
an
d
to
f
u
r
th
er
i
m
p
r
o
v
e
h
is
m
etac
o
g
n
it
iv
e
le
v
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
9
,
No
.
3
,
J
u
n
e
201
9
:
2
0
3
3
-
2
0
4
0
2034
T
h
e
p
u
r
p
o
s
e
o
f
all
t
h
ese
in
te
r
ac
tio
n
s
i
s
to
h
elp
th
e
lear
n
e
r
to
m
a
n
ag
e
h
i
s
lear
n
in
g
b
y
m
ea
n
s
o
f
p
ed
ag
o
g
ical
s
u
p
p
o
r
t,
b
ased
o
n
th
e
lear
n
er
'
s
tr
ac
es a
n
d
u
s
in
g
m
etac
o
g
n
iti
v
e
h
elp
.
T
h
e
m
etac
o
g
n
itiv
e
a
g
e
n
t
in
te
r
v
en
e
s
in
t
h
e
ca
s
e
t
h
at
th
e
le
ar
n
er
s
h
o
u
ld
b
e
in
d
if
f
icu
l
t
y
.
T
h
an
k
s
to
th
e
ag
e
n
t
s
,
w
e
ac
t
u
all
y
id
en
t
if
y
th
e
f
o
llo
w
i
n
g
r
o
les:
a.
m
o
tiv
a
te
th
e
p
as
s
iv
e
lear
n
er
in
d
if
f
ic
u
lt
y
an
d
e
n
co
u
r
ag
e
h
i
m
to
s
elf
-
ev
a
lu
ate
a
n
d
s
el
f
-
r
e
g
u
l
ate
;
b.
en
co
u
r
ag
e
t
h
e
lear
n
er
to
u
s
e
m
etac
o
g
n
it
iv
e
s
k
i
lls
;
c.
attr
ac
t th
e
atte
n
tio
n
o
f
th
e
i
n
at
ten
ti
v
e
lear
n
er
;
d.
co
llect
in
f
o
r
m
atio
n
,
m
a
n
ag
e
a
n
d
an
al
y
ze
tr
ac
es.
T
h
e
ar
ticle
is
o
r
g
an
ized
as
f
o
llo
w
s
:
Sectio
n
2
d
escr
ib
es
t
h
e
w
o
r
k
r
elate
d
to
o
u
r
s
tu
d
y
.
Sectio
n
3
d
escr
ib
es
th
e
m
et
h
o
d
o
lo
g
ical
ap
p
r
o
ac
h
an
d
,
in
Sect
io
n
4
,
we
p
r
esen
t
t
h
e
m
o
d
elin
g
o
f
o
u
r
m
u
lti
-
a
g
en
t
u
s
i
n
g
th
e
"
Ma
SE"
m
et
h
o
d
o
lo
g
y
.
F
i
n
all
y
,
in
Sectio
n
5
,
w
e
p
r
esen
t
o
u
r
co
n
clu
s
io
n
s
a
n
d
p
er
s
p
ec
tiv
es.
2.
RE
L
AT
E
D
WO
RK
S
Me
taco
g
n
i
tio
n
ca
n
ta
k
e
m
a
n
y
f
o
r
m
s
.
I
t
i
n
clu
d
es
k
n
o
w
led
g
e
ab
o
u
t
w
h
e
n
a
n
d
h
o
w
to
u
s
e
lear
n
i
n
g
s
tr
ateg
ie
s
[
1
].
E
n
co
u
r
ag
in
g
l
ea
r
n
er
s
to
th
in
k
m
etac
o
g
n
iti
v
el
y
s
h
o
u
ld
h
av
e
a
p
o
s
iti
v
e
i
m
p
ac
t
o
n
lear
n
i
n
g
p
er
f
o
r
m
a
n
ce
r
eg
ar
d
les
s
o
f
t
h
e
f
o
r
m
o
f
lear
n
i
n
g
[
2
]
,
[
3
].
So
m
e
w
o
r
k
s
ha
ve
f
o
c
u
s
ed
o
n
m
etac
o
g
n
iti
v
e
in
te
g
r
atio
n
in
i
tiated
b
y
t
h
e
tea
ch
er
,
f
r
o
m
ti
m
e
to
ti
m
e,
d
u
r
in
g
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
.
T
h
ese
s
t
u
d
ies
s
h
o
w
t
h
at
th
is
k
i
n
d
o
f
m
etac
o
g
n
iti
v
e
in
te
r
v
en
tio
n
h
elp
s
t
h
e
lear
n
er
as L
ilian
e
P
o
r
telan
ce
d
o
es in
2
0
0
2
[
4
]
.
I
n
2
0
0
9
,
a
r
elatio
n
s
h
ip
w
a
s
f
o
u
n
d
,
b
y
I
za
s
k
u
n
I
b
ab
e
an
d
J
au
r
eg
izar
[
5
]
,
b
et
w
ee
n
s
e
lf
-
e
v
al
u
atio
n
,
o
n
th
e
o
n
e
h
a
n
d
,
an
d
lear
n
er
e
f
f
o
r
t
an
d
p
er
f
o
r
m
a
n
c
e,
o
n
t
h
e
o
th
er
.
I
n
2
0
1
2
,
th
e
ef
f
ec
t
o
f
co
m
p
u
ter
-
ass
is
ted
lear
n
in
g
w
i
th
m
e
taco
g
n
iti
v
e
i
n
ce
n
t
iv
e
s
o
n
s
t
u
d
en
t
s
'
ac
t
u
al
s
k
ill
s
w
as
th
e
f
o
c
u
s
o
f
t
h
e
w
o
r
k
o
f
Nil
g
ü
n
a
n
d
h
is
tea
m
[
6
]
.
I
n
2
0
1
3
,
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
s
el
f
-
r
e
g
u
latio
n
a
n
d
lear
n
in
g
w
it
h
an
o
p
en
lear
n
er
m
o
d
el
w
i
th
a
li
n
ea
r
eq
u
atio
n
t
u
to
r
w
as
p
r
esen
ted
b
y
L
o
n
g
a
n
d
A
le
v
en
[
7
]
.
I
n
2
0
1
4
,
Do
n
n
a
B
r
y
ce
a
n
d
h
er
te
a
m
i
n
v
e
s
ti
g
ated
th
e
r
elatio
n
s
h
ip
s
b
et
w
ee
n
e
x
ec
u
t
i
v
e
f
u
n
ctio
n
s
,
m
etac
o
g
n
iti
v
e
s
k
ill
s
,
an
d
ac
ad
e
m
ic
ac
h
iev
e
m
en
t
i
n
c
h
ild
r
en
a
g
ed
5
an
d
7
[
8
]
.
I
n
clas
s
a
n
d
o
n
-
l
in
e
lear
n
i
n
g
,
s
o
m
e
r
esear
ch
es
ha
ve
b
ee
n
d
o
n
e
to
id
e
n
ti
f
y
to
o
ls
f
o
r
i
m
p
r
o
v
in
g
m
etac
o
g
n
iti
v
e
s
k
ills
in
lear
n
e
r
s
,
as
i
s
t
h
e
ca
s
e
w
it
h
B
er
n
a
r
d
'
s
tea
m
in
2
0
1
5
[
9
]
.
Oth
er
w
o
r
k
s
d
i
s
cu
s
s
t
h
e
ch
ar
ac
ter
is
tic
s
o
f
a
m
etac
o
g
n
i
tiv
e
s
u
p
p
o
r
t
s
y
s
te
m
.
T
h
is
is
p
ar
ticu
lar
l
y
t
h
e
ca
s
e
o
f
th
e
w
o
r
k
o
f
Mo
h
d
R
u
m
a
n
d
o
th
er
s
in
2
0
1
7
[
10
]
.
Oth
er
s
tu
d
ies
h
av
e
f
o
cu
s
ed
th
eir
r
esear
ch
o
n
i
m
p
r
o
v
in
g
p
latf
o
r
m
s
i
n
d
is
tan
ce
ed
u
ca
tio
n
to
h
elp
t
h
e
lear
n
er
to
f
o
llo
w
th
eir
s
t
u
d
ies.
T
h
e
p
r
o
b
le
m
w
i
th
th
ese
p
latf
o
r
m
s
is
th
a
t,
i
n
all
t
h
e
w
o
r
k
s
,
t
h
e
f
o
cu
s
h
as
b
ee
n
o
n
t
h
e
in
teg
r
atio
n
o
f
ag
en
t
s
at
th
e
co
g
n
it
iv
e
le
v
el
o
f
th
e
lear
n
er
ev
en
i
f
w
e
o
b
s
er
v
e
th
e
ab
an
d
o
n
m
e
n
t
o
f
th
e
co
n
t
in
u
atio
n
o
f
lear
n
i
n
g
.
I
n
2
0
1
7
,
a
r
elatio
n
s
h
ip
w
a
s
f
o
u
n
d
b
et
w
ee
n
lear
n
in
g
s
t
y
les
a
n
d
lear
n
er
b
eh
av
io
r
in
o
n
li
n
e
l
ea
r
n
i
n
g
b
y
B
ah
ar
u
d
in
a
n
d
h
is
tea
m
m
a
tes
[
11
]
.
J
u
lian
e
a
n
d
h
er
tea
m
s
ai
d
th
at
m
o
ti
v
atio
n
is
u
n
d
en
iab
l
e
f
o
r
t
h
e
s
u
cc
es
s
o
f
e
-
lear
n
i
n
g
p
r
o
ce
s
s
es
[
12
].
T
h
e
p
r
ev
io
u
s
l
y
cited
r
ev
ie
w
o
f
l
it
er
atu
r
e
s
h
o
w
s
t
h
e
i
m
p
ac
t
o
f
a
m
etac
o
g
n
iti
v
e
s
k
i
ll
o
n
th
e
lear
n
er
s
'
p
er
f
o
r
m
a
n
ce
o
r
th
e
s
u
cc
ess
o
f
t
h
e
tr
ain
i
n
g
.
Ho
w
ev
er
,
w
e
d
id
n
’
t
f
in
d
t
h
e
w
o
r
k
h
as
ad
d
r
ess
ed
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
m
e
ta
co
g
n
iti
v
e
s
k
ill
s
an
d
lear
n
er
s
t
atu
s
an
d
d
o
es
n
o
t
in
tr
o
d
u
ce
ad
eq
u
ate
in
ce
n
ti
v
e
s
ac
co
r
d
in
g
to
t
h
e
lear
n
er
'
s
s
tat
e
o
f
m
in
d
.
I
n
th
e
f
o
llo
w
i
n
g
s
e
ctio
n
,
w
e
f
o
cu
s
o
n
t
h
e
li
n
k
b
e
t
w
ee
n
t
h
e
lear
n
er
's
s
tate
an
d
t
h
e
m
etac
o
g
n
i
tiv
e
i
n
cite
m
e
n
t a
s
s
o
ciate
d
w
i
th
it.
Mu
lti
-
a
g
en
t
s
y
s
te
m
s
(
M
A
S
)
r
eq
u
ir
e
in
ter
ac
tio
n
s
b
et
w
ee
n
ag
en
t
s
.
T
h
ese
i
n
ter
ac
tio
n
s
le
ad
to
th
e
ac
h
iev
e
m
e
n
t
o
f
t
h
e
co
m
m
o
n
g
o
al.
Sco
tt
an
d
W
o
o
ld
r
id
g
e
u
s
ed
ag
e
n
t
-
o
r
ien
ted
m
et
h
o
d
o
lo
g
ies
s
u
c
h
as
Ma
Se
[
13
],
[
14
]
G
A
I
A
[
15
]
an
d
o
th
er
s
u
itab
le
m
o
d
eli
n
g
tec
h
n
iq
u
es.
I
t
h
a
s
b
ee
n
f
o
u
n
d
th
a
t
s
o
m
e
p
r
o
j
ec
ts
u
s
e
m
u
lti
-
ag
e
n
t
s
y
s
te
m
s
to
d
ev
e
lo
p
th
eir
ap
p
r
o
ac
h
in
th
e
l
ea
r
n
in
g
d
o
m
ai
n
as
B
a
g
h
er
a
ar
ch
itect
u
r
e
[
16
]
,
AL
L
E
G
R
O
en
v
ir
o
n
m
e
n
t
[
17
]
e
tc.
T
h
e
"
Ma
SE"
m
et
h
o
d
o
lo
g
y
is
a
s
ev
en
-
s
tep
,
an
d
a
t
w
o
-
p
h
a
s
e
p
r
o
ce
s
s
.
I
n
th
e
an
al
y
s
i
s
p
h
ase
,
it
b
eg
in
s
w
it
h
th
e
s
tr
u
ctu
r
i
n
g
o
f
th
e
o
b
j
ec
tiv
es,
th
e
id
en
ti
f
icatio
n
o
f
t
h
e
u
s
e
ca
s
es
an
d
t
h
e
d
e
f
i
n
itio
n
o
f
th
e
r
o
les.
W
h
er
ea
s
,
i
n
t
h
e
d
esi
g
n
p
h
a
s
e
,
it
d
ef
i
n
e
s
t
h
e
a
g
e
n
t
d
ia
g
r
am
,
t
h
e
s
eq
u
e
n
ce
d
ia
g
r
a
m
,
t
h
e
co
m
m
u
n
icatio
n
o
r
co
n
v
er
s
atio
n
d
iag
r
a
m
b
et
w
ee
n
class
e
s
,
an
d
th
e
d
ep
lo
y
m
e
n
t
d
iag
r
a
m
[
13
],
[
14
]
.
I
n
2
0
0
7
,
K.
Har
b
o
u
ch
e
an
d
M.
Dj
o
u
d
i [
18
]
u
s
ed
th
e
"
Ma
S
E
"
m
et
h
o
d
o
lo
g
y
to
m
o
d
el
a
n
a
g
en
t
-
b
ased
v
ir
t
u
al
as
s
is
ta
n
t
f
o
r
co
g
n
it
iv
e
d
i
s
tan
ce
ed
u
ca
tio
n
.
3.
M
E
T
H
O
DO
L
O
G
I
C
AL
AP
P
RO
ACH
Ou
r
s
tar
ti
n
g
p
o
in
t
w
as
a
test
t
h
at
w
e
co
n
d
u
cted
at
th
e
Fac
u
l
t
y
o
f
Scie
n
ce
a
n
d
T
ec
h
n
o
lo
g
y
o
f
Set
tat
(
Mo
r
o
cc
o
)
in
J
u
l
y
2
0
1
7
w
it
h
s
t
u
d
en
ts
i
n
a
co
m
p
u
ter
cl
ass
.
I
n
th
i
s
te
s
t,
w
e
i
n
tr
o
d
u
ce
d
m
et
ac
o
g
n
iti
v
e
in
ce
n
tiv
e
s
i
n
to
o
u
r
lear
n
i
n
g
s
y
s
te
m
.
T
h
e
r
esu
l
ts
s
h
o
w
t
h
at
s
t
u
d
en
t
s
-
w
h
o
b
en
e
f
ited
f
r
o
m
t
h
ese
m
etac
o
g
n
iti
v
e
in
ce
n
tiv
e
s
-
h
ad
a
s
u
cc
es
s
r
ate
o
f
7
1
% c
o
m
p
ar
ed
to
o
n
l
y
3
0
% f
o
r
s
tu
d
e
n
ts
w
h
o
d
id
n
o
t b
e
n
ef
it.
I
n
th
e
T
ab
le
1
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8708
Desig
n
o
f a
mu
lti
-
a
g
e
n
t sys
tem
u
s
in
g
th
e
"
Ma
S
E
"
meth
o
d
f
o
r
lea
r
n
ers
'
meta
co
g
n
itive
h
el
p
(
Ha
n
a
n
e
E
lb
a
s
r
i
)
2035
w
e
s
h
o
w
t
h
e
a
s
s
o
ciatio
n
b
et
w
ee
n
t
h
e
s
tates
o
f
th
e
lear
n
er
s
a
n
d
th
e
ac
tio
n
s
to
b
e
p
er
f
o
r
m
ed
b
y
th
e
m
etac
o
g
n
iti
v
e
a
g
en
t,
a
tab
le
r
esu
lt
in
g
f
r
o
m
o
u
r
w
o
r
k
d
o
n
e
in
2
0
1
7
[
19
].
T
ab
le
1
.
A
s
s
o
ciatio
n
b
et
w
ee
n
States
a
n
d
A
ct
io
n
s
to
b
e
P
er
f
o
r
m
ed
b
y
t
h
e
Me
taco
g
n
it
iv
e
A
g
en
t [
1
9
]
S
t
a
t
e
I
n
c
e
n
t
i
v
e
s re
l
a
t
e
d
t
o
t
h
e
st
a
t
e
o
f
t
h
e
a
g
e
n
t
D
i
so
r
i
e
n
t
e
d
En
c
o
u
r
a
g
e
t
h
e
p
l
a
n
i
f
i
c
a
t
i
o
n
C
o
n
f
u
se
d
En
c
o
u
r
a
g
e
t
h
e
u
se
o
f
se
l
f
-
a
sse
ssm
e
n
t
st
r
a
t
e
g
i
e
s a
n
d
se
l
f
-
r
e
g
u
l
a
t
i
o
n
s
t
r
a
t
e
g
i
e
s
I
mp
r
o
v
i
n
g
En
c
o
u
r
a
g
e
t
h
e
u
se
o
f
me
t
a
c
o
g
n
i
t
i
v
e
st
r
a
t
e
g
i
e
s
a
n
d
t
h
e
l
i
n
k
s
b
e
t
w
e
e
n
c
o
n
c
e
p
t
s
a
n
d
t
e
a
c
h
i
n
g
u
n
i
t
s
F
a
i
l
u
r
e
En
c
o
u
r
a
g
e
t
h
e
l
e
a
r
n
e
r
t
o
p
l
a
n
,
se
l
f
-
r
e
g
u
l
a
t
e
a
n
d
me
mo
r
i
z
e
st
r
a
t
e
g
i
e
s
T
h
e
ass
o
ciatio
n
s
lead
u
s
to
s
u
g
g
e
s
t,
f
ir
s
t a
n
d
f
o
r
e
m
o
s
t,
th
e
i
d
en
tific
atio
n
o
f
th
e
lear
n
er
'
s
s
t
ate
m
e
n
t b
y
in
ter
ac
tio
n
s
b
et
w
ee
n
t
h
e
d
if
f
e
r
en
t
ag
e
n
ts
u
s
ed
(
s
ee
T
ab
le
2
)
,
th
at
is
to
s
a
y
t
h
e
co
m
m
u
n
ic
atio
n
o
f
o
u
r
ag
e
n
t
s
ar
e
as f
o
llo
w
s
:
a.
T
h
e
A
cti
v
it
y
_
Ag
e
n
t
s
e
n
d
s
to
th
e
Sit
u
atio
n
_
Ag
e
n
t th
e
ac
t
iv
i
t
y
o
f
t
h
e
lear
n
er
(
ac
tiv
e,
p
as
s
i
v
e)
;
b.
T
h
e
Sit
u
atio
n
_
Ag
e
n
t
co
m
m
u
n
icate
s
to
th
e
Me
taco
g
n
i
tiv
e
_
Ag
en
t
th
e
s
it
u
atio
n
o
f
th
e
lear
n
er
(
ab
s
en
t,
in
d
if
f
ic
u
lt
y
,
f
a
s
t,
s
lo
w
)
;
c.
T
h
e
Me
taco
g
n
iti
v
e_
A
g
e
n
t
t
h
e
n
tr
ig
g
er
s
t
h
e
m
etac
o
g
n
it
iv
e
i
n
ce
n
t
iv
e
s
b
y
tar
g
eti
n
g
t
h
e
m
a
cc
o
r
d
in
g
to
th
e
s
tate
o
f
t
h
e
lear
n
er
d
u
r
i
n
g
t
h
e
l
ea
r
n
in
g
p
r
o
ce
s
s
;
d.
T
he
E
v
alu
atio
n
_
Ag
e
n
t
ev
al
u
a
tes an
d
s
e
n
d
s
th
e
le
v
el
o
f
t
h
e
l
ea
r
n
er
to
th
e
Me
taco
g
n
iti
v
e_
Ag
en
t.
T
ab
le
2
.
T
y
p
o
lo
g
y
o
f
t
h
e
A
g
e
n
ts
u
s
ed
A
g
e
n
t
C
o
mm
e
n
t
A
c
t
i
v
i
t
y
_
A
g
e
n
t
S
i
t
u
a
t
i
o
n
_
A
g
e
n
t
Ev
a
l
u
a
t
i
o
n
_
A
g
e
n
t
T
h
e
se
a
r
e
"
r
e
a
c
t
i
v
e
a
g
e
n
t
s"
,
a
g
e
n
t
s
t
h
a
t
u
se
t
h
e
"
st
i
m
u
l
u
s
-
r
e
a
c
t
i
o
n
"
,
t
y
p
e
o
f
c
a
p
a
b
i
l
i
t
y
M
e
t
a
c
o
g
n
i
t
i
f
_
A
g
e
n
t
I
t
h
a
s
a
sp
e
c
i
f
i
c
g
o
a
l
t
o
a
c
h
i
e
v
e
w
i
t
h
a
w
e
l
l
-
d
e
v
e
l
o
p
e
d
a
c
t
i
o
n
p
l
a
n
.
T
h
i
s
a
g
e
n
t
i
s
a
b
l
e
t
o
a
ssi
st
t
h
e
l
e
a
r
n
e
r
w
h
e
n
n
e
e
d
e
d
b
y
c
o
mm
u
n
i
c
a
t
i
n
g
w
i
t
h
o
t
h
e
r
a
g
e
n
t
s
[
2
0
]
,
[
2
1
]
.
As
a
co
n
cl
u
s
io
n
:
t
h
e
m
etac
o
g
n
iti
v
e
a
g
e
n
t
f
o
cu
s
es
f
ir
s
t
o
n
t
h
e
s
tate
o
f
t
h
e
lear
n
er
,
f
o
llo
ws
it
s
tate
b
y
s
tate
,
tr
ig
g
e
r
s
th
e
ap
p
r
o
p
r
i
ate
in
ce
n
ti
v
es
(
T
ab
le
1
)
an
d
th
u
s
,
g
r
ad
u
al
l
y
a
n
d
i
m
p
licitl
y
,
i
n
c
u
lcate
s
m
etac
o
g
n
iti
v
e
s
k
ill
s
.
4.
M
O
DE
L
I
N
G
T
H
E
SY
ST
E
M
T
h
e
is
s
u
e
d
ea
lt
w
it
h
,
in
th
is
a
r
ticle,
is
to
tr
ea
t
th
e
in
ter
ac
tio
n
s
b
et
w
ee
n
o
u
r
ag
e
n
ts
to
d
etec
t
th
e
s
tate
o
f
th
e
lear
n
er
a
n
d
to
tr
an
s
m
it
it
to
th
e
m
etac
o
g
n
i
tiv
e
ag
en
t.
W
h
e
n
t
h
e
lear
n
er
is
in
d
if
f
ic
u
lt
y
,
th
e
Me
taco
g
n
i
tiv
e_
Ag
e
n
t
r
ec
ei
v
e
s
h
is
“state”
f
r
o
m
t
h
e
S
itu
a
t
io
n
_
A
g
e
n
t
a
n
d
r
ea
cts
i
n
o
r
d
er
to
ass
i
s
t
h
i
m
to
o
v
er
co
m
e
h
i
s
d
if
f
ic
u
ltie
s
.
I
n
o
r
d
er
t
o
r
etr
iev
e
th
e
lear
n
er
's
s
tate,
t
h
e
ag
e
n
ts
a
s
k
t
h
e
lea
r
n
er
q
u
esti
o
n
s
an
d
an
al
y
ze
t
h
e
an
s
w
er
s
w
h
ich
a
r
e
p
r
o
v
id
ed
b
y
ag
e
n
ts
i
n
o
r
d
r
e
to
d
ete
r
m
i
n
e
t
h
e
lear
n
er
s
tatu
s
.
I
n
f
ac
t,
th
e
m
etac
o
g
n
iti
v
e
a
g
en
t c
a
n
as
s
is
t
th
e
lear
n
er
b
ef
o
r
e,
d
u
r
in
g
an
d
af
ter
th
e
co
u
r
s
e
co
n
s
u
ltatio
n
.
I
n
th
is
p
ar
t,
a
m
u
lt
i
-
a
g
e
n
t
s
y
s
t
e
m
ca
n
b
e
d
ef
in
ed
as
a
s
et
o
f
au
to
n
o
m
o
u
s
u
n
ites
,
ca
lled
“
a
g
en
ts
”
t
h
at
in
ter
ac
t
a
n
d
co
m
m
u
n
icate
w
it
h
ea
c
h
o
t
h
er
t
h
r
o
u
g
h
w
ell
-
d
e
f
i
n
ed
r
u
le
s
i
n
a
s
p
ec
i
f
ic
en
v
ir
o
n
m
e
n
t
to
ac
h
iev
e
s
p
ec
if
ic
g
o
als.
Sev
er
al
m
et
h
o
d
o
lo
g
ies
allo
w
to
m
o
d
el
a
n
d
d
ev
elo
p
m
u
lti
-
ag
e
n
t
s
y
s
te
m
s
.
Ou
r
ch
o
ice
w
as
o
n
th
e
Or
g
a
n
izatio
n
M
u
lti
-
a
g
en
t
S
y
s
te
m
e
n
g
i
n
ee
r
i
n
g
m
eth
o
d
o
l
o
g
y
(
O
-
Ma
Se)
[
22
],
[
23
]
-
w
h
ich
is
an
ex
te
n
s
io
n
o
f
"
Ma
SE"
-
to
m
o
d
el
o
u
r
s
y
s
te
m
.
I
t
allo
w
s
,
i
n
all
f
r
ee
d
o
m
,
to
m
o
v
e
b
et
w
ee
n
t
h
e
d
if
f
er
en
t
p
h
ase
s
o
f
t
h
e
s
y
s
te
m
an
d
to
p
r
o
ce
ed
,
d
y
n
a
m
icall
y
,
to
m
a
n
a
g
e
m
e
n
t
[
24
]
.
T
h
is
s
i
m
p
le
m
et
h
o
d
is
ea
s
y
to
u
s
e
an
d
is
v
alid
ated
b
y
th
e
"
ag
e
n
tT
o
o
l
"
.
I
n
th
e
n
e
x
t
s
ec
tio
n
,
w
e
p
r
ese
n
t
t
h
e
d
if
f
er
en
t
d
iag
r
a
m
s
,
n
a
m
el
y
th
e
g
o
al
an
d
r
o
le
d
iag
r
a
m
,
th
e
ag
e
n
t d
iag
r
a
m
a
n
d
th
e
p
r
o
to
co
l d
iag
r
am
s
.
.
4
.
1
.
G
o
a
l dia
g
r
a
m
T
h
e
m
ai
n
p
u
r
p
o
s
e
o
f
th
i
s
d
iag
r
a
m
i
s
th
e
"
lea
r
n
er
m
e
taco
g
n
iti
v
e
in
ci
te
m
e
n
t"
w
h
ic
h
d
ep
en
d
s
o
n
th
e
ev
alu
a
tio
n
o
f
m
etac
o
g
n
iti
v
e
c
o
m
p
ete
n
ce
[
g
o
al
(
1
.
1
)
]
,
th
e
m
o
n
ito
r
i
n
g
o
f
t
h
e
lear
n
er
'
s
ac
tiv
itie
s
[
g
o
al
(
1
.
2
)
]
,
an
d
th
e
as
s
es
s
m
e
n
t
o
f
th
e
d
e
g
r
ee
o
f
u
n
d
er
s
ta
n
d
in
g
[
g
o
al
(
1
.
3
)
]
.
I
n
ce
n
tiv
e
s
i
n
th
e
f
o
r
m
o
f
m
e
s
s
a
g
es
w
il
l
b
e
tr
ig
g
er
ed
,
at
an
y
g
i
v
e
n
m
o
m
en
t,
to
r
etr
ie
v
e
i
n
f
o
r
m
atio
n
a
b
o
u
t
p
lan
n
i
n
g
,
m
o
ti
v
atio
n
,
s
t
r
ateg
y
,
tr
u
s
t,
s
e
lf
-
r
eg
u
lat
io
n
,
an
d
lear
n
er
s
el
f
-
as
s
ess
m
en
t [
g
o
al
(
1
.
1
)
]
.
Go
al
(
1
.
2
)
:
to
co
llect
th
e
n
ec
ess
ar
y
d
ata
o
n
th
e
s
p
ee
d
o
f
t
h
e
r
ea
d
in
g
o
f
t
h
e
co
u
r
s
e
s
,
to
tr
ea
t
t
h
e
r
eq
u
ests
o
f
t
h
e
lear
n
er
(
to
d
etec
t th
e
d
i
f
f
ic
u
lt
w
o
r
d
s
.
.
.
.
)
,
an
d
th
e
ta
k
i
n
g
o
f
t
h
e
n
o
tes.
Go
al
(
1
.
3
)
o
f
th
e
d
iag
r
a
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
9
,
No
.
3
,
J
u
n
e
201
9
:
2
0
3
3
-
2
0
4
0
2036
p
r
esen
ts
test
s
p
r
ed
ef
i
n
ed
b
y
th
e
teac
h
er
at
th
e
ti
m
e
o
f
d
ep
o
s
it
o
f
t
h
e
co
u
r
s
es
in
a
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t.
T
h
ese
test
s
ar
e
co
m
p
o
s
ed
in
t
w
o
s
u
b
-
g
o
als.
I
n
f
ac
t,
t
h
e
n
e
w
co
m
p
o
n
e
n
ts
h
e
lp
to
f
o
llo
w
th
e
p
r
o
f
ile
o
f
t
h
e
lear
n
er
,
th
at
is
to
s
a
y
t
h
at
th
e
lev
el
o
f
t
h
e
lear
n
er
'
s
u
n
d
er
s
tan
d
i
n
g
i
s
tak
e
n
i
n
to
co
n
s
id
er
atio
n
g
o
al
(
1
.
3
.
1
)
.
T
h
e
g
o
al
(
1
.
3
.
2
)
,
w
e
tak
e
i
n
to
ac
co
u
n
t
as
i
n
f
o
r
m
atio
n
t
h
e
f
o
llo
w
-
u
p
o
f
th
e
m
e
m
o
r
iz
i
n
g
ca
p
ac
it
y
o
f
t
h
e
lear
n
er
.
I
n
Fig
u
r
e
1
w
e
ca
n
s
e
e
th
e
h
ier
ar
ch
y
o
f
g
o
als.
4
.
2
.
Sy
s
t
em
ro
le
dia
g
ra
m
I
n
t
h
is
p
ar
t,
w
e
p
r
esen
t
t
h
e
d
if
f
er
en
t
r
o
les
p
la
y
ed
b
y
o
u
r
s
y
s
te
m
a
n
d
t
h
e
ca
p
ab
ilit
ie
s
it
p
r
o
v
id
es.
W
h
er
ea
s
,
in
th
e
“
O
-
Ma
SE
”
m
eth
o
d
o
lo
g
y
,
w
e
co
n
s
id
er
t
h
e
l
ea
r
n
er
as
a
n
ex
ter
n
al
r
eso
u
r
ce
,
th
e
r
o
les
-
i
n
t
h
e
m
o
d
el
-
s
h
o
w
t
h
e
in
ter
ac
tio
n
s
b
et
w
ee
n
t
h
e
r
o
le
task
s
.
R
o
le
s
ar
e
in
d
icate
d
b
y
r
ec
tan
g
les,
w
h
ile
o
v
al
s
h
ap
e
s
in
d
icate
tas
k
s
.
T
h
e
ar
r
o
w
s
,
b
et
w
ee
n
tas
k
s
,
in
d
icate
t
h
e
p
r
o
to
co
ls
.
T
h
is
d
iag
r
a
m
d
e
s
cr
ib
es
th
e
d
if
f
er
en
t
r
o
les
th
at
ca
n
b
e
p
la
y
ed
b
y
s
y
s
te
m
ag
en
t
s
to
ac
h
ie
v
e
p
r
ev
io
u
s
l
y
i
d
en
tifie
d
g
o
al
s
o
r
s
u
b
g
o
al
s
.
Fr
o
m
t
h
ese
g
o
al
s
,
w
e
ca
n
id
en
ti
f
y
th
e
r
o
les o
n
T
ab
le
3
.
T
h
e
Ma
SE
r
o
le
m
o
d
el
ca
n
w
e
s
ee
i
n
Fi
g
u
r
e
2
.
4
.
3
.
T
he
s
y
s
t
e
m
a
g
ent
s
T
h
is
d
iag
r
a
m
m
a
k
es
it
p
o
s
s
i
b
le
to
v
is
u
alize
t
h
e
MA
S
an
d
its
in
ter
ac
tio
n
s
b
et
w
ee
n
t
h
e
ag
e
n
ts
.
T
h
e
s
e
later
n
ee
d
to
co
m
m
u
n
ic
ate
w
ith
lear
n
er
s
to
m
a
k
e
th
e
r
ig
h
t
d
ec
is
io
n
s
.
T
h
e
r
elatio
n
s
b
et
w
ee
n
t
h
e
clas
s
e
s
o
f
th
e
a
g
en
ts
i
n
d
icate
t
h
e
r
elatio
n
b
et
w
ee
n
"
in
itiato
r
"
an
d
"
r
e
s
p
o
n
d
er
"
(
a
r
r
o
w
p
o
in
ted
f
r
o
m
th
e
"
in
itiato
r
"
s
id
e
to
th
e
"
r
esp
o
n
d
er
”,
th
e
li
n
e
in
d
icati
n
g
t
h
e
m
es
s
ag
e
s
wh
ich
cir
cu
la
te
b
et
w
ee
n
t
h
e
m
)
.
I
n
th
e
f
o
llo
w
i
n
g
p
ar
ag
r
ap
h
s
,
w
e
p
r
ese
n
t
t
h
e
co
n
v
er
s
atio
n
th
at
d
ef
i
n
es
th
e
co
o
r
d
in
atio
n
p
r
o
to
co
l
b
et
w
ee
n
t
w
o
a
g
en
ts
(
A
_
ME
T
,
A
_
SIT
)
u
s
in
g
t
w
o
co
m
m
u
n
ica
tio
n
d
iag
r
a
m
s
(
in
itiato
r
,
r
esp
o
n
d
er
)
as sh
o
w
n
in
F
ig
u
r
e
3
.
Fig
u
r
e
1
.
Hier
ar
ch
y
o
f
g
o
als
T
ab
le
3
.
R
o
les an
d
C
ap
ab
ilit
ies
R
o
l
e
s
C
a
p
a
b
i
l
i
t
i
e
s
T
o
c
o
n
t
r
o
l
t
h
e
a
c
t
i
v
i
t
y
R
e
sp
o
n
s
i
b
l
e
f
o
r
c
o
l
l
e
c
t
i
n
g
t
h
e
f
o
l
l
o
w
i
n
g
d
a
t
a
:
e
n
t
e
r
i
n
g
t
h
e
c
o
n
s
u
l
t
a
t
i
o
n
t
i
me
,
r
e
c
o
r
d
i
n
g
t
h
e
l
e
a
r
n
e
r
's c
o
mm
e
n
t
s,
d
e
t
e
c
t
i
n
g
t
h
e
l
e
a
r
n
e
r
's st
a
t
e
(
a
c
t
i
v
e
,
p
a
ss
i
v
e
)
T
o
c
o
n
t
r
o
l
t
h
e
st
a
t
e
C
o
n
t
r
o
l
o
r
a
ssi
st
t
h
e
l
e
a
r
n
e
r
w
i
t
h
mo
t
i
v
a
t
i
o
n
,
c
a
u
t
i
o
n
,
a
n
d
t
r
u
st
d
u
r
i
n
g
r
e
a
d
i
n
g
a
n
d
se
n
d
t
h
e
l
e
a
r
n
e
r
's st
a
t
e
t
o
t
h
e
i
n
c
e
n
t
i
v
e
a
g
e
n
t
t
o
p
l
a
y
h
i
s ro
l
e
T
o
c
o
n
t
r
o
l
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
R
e
sp
o
n
s
i
b
l
e
f
o
r
k
n
o
w
i
n
g
w
h
e
t
h
e
r
t
h
e
l
e
a
r
n
e
r
i
s
"
p
l
a
n
n
e
d
"
o
r
n
o
t
a
n
d
u
si
n
g
t
h
e
i
n
c
e
n
t
i
v
e
a
g
e
n
t
t
o
e
n
c
o
u
r
a
g
e
t
h
e
l
e
a
r
n
e
r
t
o
o
r
g
a
n
i
z
e
h
i
s
w
o
r
k
T
o
c
o
n
t
r
o
l
l
e
a
r
n
i
n
g
R
e
sp
o
n
s
i
b
l
e
f
o
r
c
o
l
l
e
c
t
i
n
g
i
n
f
o
r
mat
i
o
n
o
n
t
h
e
me
mo
r
i
z
a
t
i
o
n
a
n
d
l
e
v
e
l
o
f
u
n
d
e
r
st
a
n
d
i
n
g
o
f
t
h
e
l
e
a
r
n
e
r
a
n
d
se
n
d
i
n
g
t
h
e
me
ssag
e
t
o
t
h
e
i
n
c
e
n
t
i
v
e
o
f
f
i
c
e
r
T
o
c
o
n
t
r
o
l
t
h
e
me
t
a
c
o
g
n
i
t
i
v
e
sk
i
l
l
s
H
e
l
p
s t
o
su
p
p
o
r
t
t
h
e
l
e
a
r
n
e
r
t
h
r
o
u
g
h
s
e
l
f
-
a
sse
ssm
e
n
t
,
st
r
a
t
e
g
y
t
e
st
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8708
Desig
n
o
f a
mu
lti
-
a
g
e
n
t sys
tem
u
s
in
g
th
e
"
Ma
S
E
"
meth
o
d
f
o
r
lea
r
n
ers
'
meta
co
g
n
itive
h
el
p
(
Ha
n
a
n
e
E
lb
a
s
r
i
)
20
37
Fig
u
r
e
2
.
Ma
SE
r
o
le
m
o
d
el
Fig
u
r
e
3
.
Ag
en
t c
la
s
s
d
ia
g
r
a
m
4
.
4
.
M
et
a
c
o
g
nitiv
e
co
ntr
o
l a
nd
incent
iv
es (
in
it
ia
t
o
r
a
nd
re
s
po
nd
er
)
On
ce
t
h
e
a
g
en
t
s
ar
e
cr
ea
ted
,
w
e
d
e
v
elo
p
th
eir
b
e
h
av
io
r
s
.
An
a
g
en
t
ca
n
h
a
v
e
m
u
ltip
le
t
ask
s
.
E
ac
h
task
i
s
s
p
ec
i
f
ied
as
a
s
tate
m
ac
h
in
e,
a
n
d
is
co
m
p
o
s
ed
o
f
s
ta
tes
a
n
d
tr
an
s
itio
n
s
.
T
h
e
s
tates
r
ep
r
esen
t
t
h
e
p
r
o
ce
s
s
es
(
ac
ti
v
ities
)
p
er
f
o
r
m
ed
b
y
t
h
e
a
g
e
n
t
a
n
d
a
tr
an
s
it
io
n
co
n
s
is
t
s
o
f
a
s
o
u
r
ce
-
s
tate
an
d
o
n
e
o
r
m
o
r
e
d
esti
n
atio
n
s
tate
s
,
a
tr
ig
g
er
,
a
g
u
ar
d
co
n
d
itio
n
,
a
n
d
a
tr
an
s
m
i
s
s
io
n
.
T
r
an
s
itio
n
u
s
es t
h
e
f
o
llo
w
i
n
g
s
y
n
ta
x
:
T
rig
g
er
[
G
ua
rd]
^ T
ra
n
s
m
i
s
s
io
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
9
,
No
.
3
,
J
u
n
e
201
9
:
2
0
3
3
-
2
0
4
0
2038
T
w
o
s
p
ec
ial
ev
e
n
t
s
,
"
s
en
d
"
a
n
d
"
r
ec
eiv
e"
,
ar
e
u
s
ed
to
in
d
icate
m
es
s
ag
e
s
to
b
e
ex
ch
a
n
g
e
d
b
etw
ee
n
ag
en
t
s
.
T
h
e
"
s
en
d
"
ev
en
t is
u
s
ed
to
s
en
d
a
m
e
s
s
a
g
e
to
an
o
t
h
er
ag
en
t,
t
h
e
s
y
n
ta
x
o
f
t
h
i
s
ev
e
n
t is
: se
n
d
(
m
es
s
g
e,
ag
en
t)
.
T
h
e
"
r
ec
eiv
e"
ev
en
t
is
u
s
ed
to
in
d
icate
th
e
r
ec
eip
t
o
f
a
m
es
s
ag
e
f
r
o
m
a
n
o
t
h
er
ag
e
n
t
,
th
e
s
y
n
tax
o
f
t
h
i
s
ev
en
t i
s
:
r
ec
ei
v
e
(
m
es
s
ag
e,
a
g
en
t)
.
A
m
es
s
ag
e
is
d
escr
ib
ed
b
y
th
e
i
n
ten
t
o
f
m
es
s
ag
e
a
n
d
is
ass
o
c
iated
w
it
h
a
s
et
o
f
p
ar
a
m
eter
s
.
T
h
e
s
tates
co
n
tai
n
ac
ti
v
ities
th
at
r
ep
r
esen
t
i
n
ter
n
a
l
r
ea
s
o
n
in
g
,
th
e
r
ea
d
in
g
o
f
p
er
ce
p
tio
n
f
r
o
m
s
e
n
s
o
r
s
.
I
n
Fi
g
u
r
e
4
,
t
h
e
co
n
v
er
s
at
io
n
b
eg
in
s
w
h
en
th
e
ag
e
n
t
"
A
_
S
I
T
"
r
ec
eiv
es
a
p
ass
i
v
e
s
t
ate
o
f
t
h
e
lear
n
er
.
T
h
i
s
ev
en
t
ca
u
s
es,
t
h
en
,
a
tr
an
s
i
tio
n
o
f
th
e
ag
e
n
t
"
A
_
SIT
"
f
r
o
m
th
e
w
aiti
n
g
s
tate
to
th
e
s
tate
o
f
co
n
tr
o
l
o
f
th
e
s
itu
a
tio
n
o
f
t
h
e
lear
n
er
.
Dep
en
d
in
g
o
n
t
h
e
r
es
u
lt o
f
th
e
lear
n
e
r
s
tatu
s
ch
ec
k
-
w
h
ic
h
ca
n
b
e
p
o
s
itiv
e
(
ab
s
e
n
t)
o
r
n
eg
at
iv
e
(
i
n
d
if
f
ic
u
lt
y
)
-
th
e
ag
en
t
"
A
_
SIT
"
g
o
es
to
th
e
w
aitin
g
s
tate
o
r
d
is
p
la
y
s
a
d
ial
o
g
b
o
x
co
n
tain
i
n
g
q
u
esti
o
n
s
ab
o
u
t
t
h
e
d
if
f
ic
u
ltie
s
en
co
u
n
ter
ed
an
d
g
o
es
to
th
e
w
ait
in
g
s
tate
o
f
r
esp
o
n
s
e
an
d
th
at
r
esp
ec
tiv
e
l
y
.
Af
ter
e
v
al
u
ati
n
g
th
e
lear
n
er
'
s
r
esp
o
n
s
e,
t
h
e
ag
e
n
t
"
A
_
SIT
"
g
o
es
to
t
h
e
w
a
iti
n
g
s
tate
if
t
h
e
s
it
u
atio
n
is
g
o
o
d
,
o
th
er
w
is
e
it se
n
d
s
t
h
e
t
y
p
e
o
f
d
if
f
ic
u
lt
y
to
th
e
a
g
e
n
t "
A
_
ME
T
"
.
Fig
u
r
e
4
.
C
o
n
tr
o
l o
f
th
e
d
ia
g
r
am
co
n
v
er
s
atio
n
s
it
u
atio
n
f
o
r
A
_
SIT
ag
en
t
I
n
Fi
g
u
r
e
5
,
th
e
co
n
v
er
s
atio
n
b
eg
in
s
w
h
en
th
e
ag
e
n
t
"
A
_
ME
T
"
r
ec
eiv
es
th
e
s
it
u
atio
n
o
f
t
h
e
lear
n
er
f
r
o
m
t
h
e
ag
e
n
t
"
A
_
SIT
"
.
T
h
is
ev
en
t
ca
u
s
e
s
th
e
tr
an
s
itio
n
o
f
t
h
e
ag
e
n
t
"
A
_
ME
T
"
f
r
o
m
t
h
e
w
ait
in
g
s
tate
to
th
e
s
tate
o
f
co
n
tr
o
l
o
f
th
e
lear
n
e
r
s
itu
atio
n
a
n
d
th
is
ac
co
r
d
in
g
to
th
e
r
esu
lt
o
f
t
h
e
ac
tiv
it
y
o
f
co
n
t
r
o
l
o
f
th
e
s
itu
a
tio
n
w
h
ic
h
ca
n
b
e
g
o
o
d
o
r
b
ad
.
I
n
th
e
ca
s
e
w
h
er
e
t
h
e
s
i
tu
atio
n
is
g
o
o
d
,
th
e
ag
e
n
t
"
A
_
ME
T
"
g
o
es
to
th
e
w
ait
in
g
s
tate.
O
n
th
e
o
th
er
h
an
d
,
in
th
e
ca
s
e
w
h
er
e
th
e
s
it
u
atio
n
i
s
b
ad
,
th
e
ag
en
t
s
e
n
d
s
a
q
u
esti
o
n
n
air
e
to
ch
ec
k
th
e
m
etac
o
g
n
it
iv
e
lev
e
l
o
f
th
e
lear
n
er
a
n
d
g
o
es
to
th
e
w
ait
in
g
s
tate
o
f
r
esp
o
n
s
e.
On
ce
t
h
e
ag
e
n
t
r
ec
eiv
es t
h
e
r
esp
o
n
s
e
f
r
o
m
t
h
e
lear
n
er
,
h
e
ev
al
u
ate
s
th
e
a
n
s
wer
: if
th
e
lear
n
er
h
a
s
a
g
o
o
d
m
etac
o
g
n
it
iv
e
le
v
el,
th
e
a
g
e
n
t
g
o
es
to
th
e
w
aiti
n
g
s
tate
a
n
d
,
at
t
h
e
s
a
m
e
ti
m
e
,
s
en
d
s
a
m
e
s
s
a
g
e
o
f
co
n
g
r
at
u
lat
io
n
s
to
th
e
lear
n
er
,
o
th
er
w
is
e
h
e
s
en
d
s
h
i
m
a
m
e
ta
co
g
n
iti
v
e
i
n
s
i
g
h
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8708
Desig
n
o
f a
mu
lti
-
a
g
e
n
t sys
tem
u
s
in
g
th
e
"
Ma
S
E
"
meth
o
d
f
o
r
lea
r
n
ers
'
meta
co
g
n
itive
h
el
p
(
Ha
n
a
n
e
E
lb
a
s
r
i
)
2039
Fig
u
r
e
5
.
I
n
citatio
n
co
n
v
er
s
ati
o
n
d
iag
r
a
m
f
o
r
A
_
ME
T
ag
en
t
5.
CO
NCLU
SI
O
N
AND
P
E
RS
P
E
CT
I
VE
S
T
h
e
ar
ticle
p
r
esen
ts
a
co
n
ce
p
tio
n
o
f
a
m
u
lti
-
a
g
en
t
s
y
s
te
m
f
o
r
th
e
lear
n
er
s
m
etac
o
g
n
i
tiv
e
in
ce
n
tiv
e
.
T
h
e
m
o
d
elin
g
o
f
t
h
e
s
y
s
te
m
w
a
s
d
o
n
e
ac
co
r
d
in
g
to
th
e
"
Ma
Se"
m
eth
o
d
o
lo
g
y
.
T
h
e
d
if
f
er
en
t
d
iag
r
a
m
s
h
a
v
e
b
ee
n
d
ev
elo
p
ed
an
d
v
alid
ated
u
s
i
n
g
t
h
e
"
ag
en
tT
o
o
l"
to
o
l
.
T
h
is
s
y
s
te
m
i
s
co
m
p
o
s
ed
o
f
s
ev
er
al
ag
e
n
t
s
w
h
o
co
llab
o
r
ate
to
d
ev
elo
p
th
e
au
t
o
n
o
m
y
a
n
d
m
etac
o
g
n
iti
v
e
s
k
il
ls
o
f
lear
n
er
s
.
I
n
a
f
u
t
u
r
e
w
o
r
k
,
w
e
in
te
n
d
to
b
u
ild
a
m
u
lti
-
a
g
e
n
t
s
y
s
te
m
m
o
d
el
th
at
ca
n
co
m
m
u
n
ica
te
w
i
th
t
h
e
L
M
Ss
(
L
ea
r
n
in
g
Ma
n
a
g
e
m
en
t
S
y
s
te
m
)
an
d
d
y
n
a
m
icall
y
ex
tr
ac
t th
e
m
etac
o
g
n
iti
v
e
a
g
en
t a
ct
io
n
p
lan
.
RE
F
E
R
E
NC
E
S
[1
]
M
e
tca
lfe J.
a
n
d
S
h
im
a
m
u
ra
A
.
,
“
M
e
tac
o
g
n
it
io
n
:
Kn
o
w
in
g
A
b
o
u
t
Kn
o
w
in
g
,”
Bra
d
f
o
rd
Bo
o
k
s,
Ca
m
b
rid
g
e
,
1
9
9
4
.
[2
]
T
.
Leh
m
a
n
n
,
e
t
a
l
.
,
“
Co
g
n
i
ti
v
e
,
m
e
tac
o
g
n
it
iv
e
a
n
d
m
o
ti
v
a
ti
o
n
a
l
p
e
rsp
e
c
ti
v
e
s
o
n
p
re
f
lec
ti
o
n
in
s
e
lf
-
r
e
g
u
late
d
o
n
li
n
e
lea
rn
i
n
g
,
”
Co
mp
u
ter
s in
H
u
ma
n
Beh
a
v
i
o
r
,
v
o
l
.
3
2
,
p
p
.
3
1
3
-
3
2
3
,
2
0
1
4
.
[3
]
M
e
h
ra
k
R.
a
n
d
M
a
ra
l
K
.
,
“
T
h
e
ro
le
o
f
m
e
tac
o
g
n
it
iv
e
li
ste
n
in
g
stra
teg
ies
a
w
a
re
n
e
ss
a
n
d
p
o
d
c
a
st
-
u
se
re
a
d
in
e
ss
in
u
sin
g
p
o
d
c
a
sti
n
g
f
o
r
l
e
a
rn
in
g
En
g
li
sh
a
s
a
f
o
re
ig
n
lan
g
u
a
g
e
,
”
Co
mp
u
ter
s
in
Hu
ma
n
Beh
a
v
io
r
,
v
o
l
.
2
8
,
p
p
.
1
1
5
3
–
1
1
6
1
,
2
0
1
2
.
[4
]
L
.
P
o
rtela
n
c
e
,
“
In
tég
re
r
la
m
é
tac
o
g
n
it
io
n
d
a
n
s
len
se
m
b
le
d
e
se
s
in
terv
e
n
ti
o
n
s
p
é
d
a
g
o
g
iq
u
e
s
,”
v
o
l.
1
2
2
,
p
p
.
2
0
-
2
3
,
2
0
0
2
.
[5
]
Ja
u
re
g
iza
r
a
n
d
I
.
I
.
Æ
.
Jo
a
n
a
,
“
On
li
n
e
se
lf
-
a
ss
e
ss
m
e
n
t
w
it
h
f
e
e
d
b
a
c
k
a
n
d
m
e
t
a
c
o
g
n
it
iv
e
k
n
o
w
led
g
e
,
”
Hig
h
Ed
u
c
,
S
p
rin
g
e
r
S
c
ien
c
e
+
Bu
sin
e
ss
M
e
d
i
a
,
p
p
.
2
4
3
–
2
5
8
,
2
0
1
0
.
[6
]
Nilg
ü
n
T
.
,
e
t
a
l
.
,
“
T
h
e
Ef
f
e
c
t
o
f
Co
m
p
u
ter
-
A
s
siste
d
L
e
a
rn
in
g
In
teg
ra
ted
w
it
h
M
e
tac
o
g
n
it
iv
e
P
r
o
m
p
ts
o
n
S
tu
d
e
n
ts’
Aff
e
c
ti
v
e
S
k
il
ls
,
”
J
S
c
i
Ed
u
c
T
e
c
h
n
o
l
,
S
p
ri
n
g
e
r
S
c
ien
c
e
Bu
sin
e
ss
M
e
d
ia.
Ne
w
,
2
0
1
2
.
[7
]
L
o
n
g
Y.
a
n
d
A
le
v
e
n
V
.
,
“
S
u
p
p
o
rti
n
g
S
tu
d
e
n
ts’
S
e
lf
-
Re
g
u
late
d
L
e
a
rn
w
it
h
a
n
Op
e
n
Lea
rn
e
r
M
o
d
e
l
in
a
L
in
e
a
r
Eq
u
a
ti
o
n
T
u
t
o
r
,
”
A
IED,
L
N
A
I
7
9
2
6
,
S
p
r
i
n
g
e
r
-
V
e
rlag
.
Be
rli
n
He
i
d
e
lb
e
rg
,
p
p
.
2
1
9
–
2
2
8
,
2
0
1
3.
[8
]
Br
y
c
e
D.
,
e
t
a
l
., “
T
h
e
re
latio
n
sh
ip
s a
m
o
n
g
e
x
e
c
u
ti
v
e
f
u
n
c
ti
o
n
s,
m
e
tac
o
g
n
it
iv
e
sk
il
ls an
d
e
d
u
c
a
ti
o
n
a
l
a
c
h
iev
e
m
e
n
t
in
5
a
n
d
7
y
e
a
r
-
o
ld
c
h
il
d
re
n
,
”
M
e
tac
o
g
n
it
io
n
L
e
a
rn
in
g
,
S
p
rin
g
e
r
S
c
ien
c
e
+
Bu
sin
e
ss
,
p
p
.
1
8
1
–
1
9
8
,
2
0
1
4
.
[9
]
M.
Be
rn
a
rd
a
n
d
E.
Ba
c
h
u
,
“
En
h
a
n
c
in
g
th
e
m
e
tac
o
g
n
it
iv
e
sk
il
l
o
f
n
o
v
ice
p
ro
g
ra
m
m
e
rs
th
ro
u
g
h
c
o
ll
a
b
o
ra
ti
v
e
lea
rn
in
g
,”
M
e
ta
c
o
g
n
it
i
o
n
:
F
u
n
d
a
me
n
ts,
a
p
p
li
c
a
ti
o
n
s,
a
n
d
tre
n
d
s
,
p
p
.
2
7
7
-
2
9
8
,
2
0
1
5
.
[1
0
]
S
.
N.
M
.
R
u
m
a
n
d
M
.
A
.
Ism
a
il
,
“
M
e
to
c
o
g
n
it
iv
e
S
u
p
p
o
rt
A
c
c
e
le
ra
tes
Co
m
p
u
ter
As
siste
d
L
e
a
rn
in
g
f
o
r
No
v
i
ce
P
r
o
g
ra
m
m
e
rs
,”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
&
S
o
c
iety
,
v
o
l/
issu
e
:
2
0
(3
)
,
p
p
.
1
7
0
–
1
8
1
,
2
0
1
7
.
[1
1
]
Ba
h
a
ru
d
i
n
A
.
F
.
,
e
t
a
l
.
,
“
Be
h
a
v
io
ra
l
trac
k
in
g
in
E
-
lea
rn
in
g
b
y
u
sin
g
L
e
a
rn
in
g
st
y
les
a
p
p
ro
a
c
h
,
”
IJ
EE
CS
,
v
o
l/
issu
e
:
8
(1
),
p
p
.
1
7
-
2
6
,
2
0
1
7
.
[1
2
]
Ju
li
a
n
e
C.
,
e
t
a
l
.
,
“
P
re
d
icti
n
g
th
e
p
re
se
n
c
e
o
f
lea
rn
in
g
M
o
ti
v
a
ti
o
n
i
n
El
e
c
tro
n
ic
l
e
a
rn
in
g
:
A
Ne
w
Ru
les
to
P
re
d
ict
,
”
T
EL
KOM
NIKA
(
T
e
lec
o
mm
u
n
ica
t
io
n
C
o
mp
u
ti
n
g
E
lec
tro
n
ics
a
n
d
C
o
n
tro
l)
,
v
o
l/
issu
e
:
1
5
(3
)
,
p
p
1
2
2
3
-
1
2
2
9
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
9
,
No
.
3
,
J
u
n
e
201
9
:
2
0
3
3
-
2
0
4
0
2040
[1
3
]
S.
A
.
D
e
lo
a
c
h
,
e
t
a
l
.
,
“M
u
lt
iag
e
n
t
sy
ste
m
s
e
n
g
in
e
e
rin
g
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
ft
wa
re
E
n
g
i
n
e
e
rin
g
a
nd
Kn
o
wled
g
e
En
g
i
n
e
e
rin
g
,
v
o
l
/i
ss
u
e
:
11
(
3
),
p
p
.
2
3
1
-
25
,
2
0
0
1
.
[1
4
]
S
.
A
.
De
L
o
a
c
h
,
“
A
n
a
l
y
sis
a
n
d
De
sig
n
u
sin
g
M
a
S
E
a
n
d
a
g
e
n
tT
o
o
l,
”
1
2
t
h
M
id
we
st
Arti
fi
c
ia
l
In
telli
g
e
n
c
e
a
n
d
Co
g
n
it
ive
S
c
ien
c
e
Co
n
fer
e
n
c
e
(
M
AICS
2
0
0
1
)M
ia
mi
U
n
ive
rs
it
y
,
Ox
fo
rd
,
O
h
io
,
2
0
0
1
.
[1
5
]
W
o
o
ld
ri
d
g
e
M
.
,
e
t
a
l
.
,
“
T
h
e
G
a
ia
M
e
th
o
d
o
lo
g
y
f
o
r
Ag
e
n
t
-
Or
ien
ted
A
n
a
l
y
sis
a
n
d
De
sig
n
,”
J
o
u
rn
a
l
o
f
A
u
to
n
o
m
o
u
s
Ag
e
n
ts
a
n
d
M
u
lt
i
-
Ag
e
n
t
S
y
ste
ms
,
v
o
l/
issu
e
:
3
(
3
),
pp
.
2
8
5
-
3
1
2
,
2
0
0
0
.
[1
6
]
S
.
P
e
sty
,
e
t
a
l
.
,
“
Ba
g
h
e
ra
:u
n
e
a
rc
h
it
e
c
tu
re
m
u
lt
i
-
a
g
e
n
ts
p
o
u
r
l'
a
p
p
re
n
ti
ss
a
g
e
h
u
m
a
in
,
”
Co
g
n
it
i
q
u
e
,
i
n
P
.
A
n
io
rte
a
n
d
S
.
G
o
u
a
rd
e
re
se
d
s,
Ce
p
a
d
e
u
s E
d
it
i
o
n
,
T
o
u
lo
u
se
,
2
0
0
3
.
[1
7
]
R
.
M
.
Vic
c
a
ri
,
e
t
a
l
.
,
“
A
LL
E
G
R
O:
T
e
a
c
h
in
g
/L
e
a
rn
in
g
M
u
lt
i
-
A
g
e
n
t
E
n
v
iro
n
m
e
n
t
u
si
n
g
In
str
u
c
ti
o
n
a
l
P
lan
n
in
g
a
n
d
Ca
se
s
-
Ba
s
e
d
Re
a
so
n
in
g
(CBR)
,
”
CL
EI
E
lec
tro
n
ic Jo
u
rn
a
l
,
v
o
l/
iss
u
e
:
10
(
1
)
,
2
0
0
7
.
[1
8
]
K
.
Ha
rb
o
u
c
h
e
a
n
d
M
.
Djo
u
d
i
,
“
A
s
sista
n
t
v
irt
u
e
l
à
b
a
se
d
’a
g
e
n
ts
p
o
u
r
u
n
e
n
se
ig
n
e
m
e
n
t
à
d
ist
a
n
c
e
,
”
4
th
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
C
o
mp
u
ter
In
teg
ra
ted
M
a
n
u
fa
c
t
u
rin
g
CIP’2
0
0
7
,
2
0
0
7
.
[1
9
]
H.
El
b
a
sri,
e
t
a
l
.
,
“
Im
p
ro
v
in
g
E
-
l
e
a
rn
in
g
b
y
In
teg
ra
ti
n
g
a
M
e
tac
o
g
n
it
iv
e
A
g
e
n
t
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
El
e
c
trica
l
a
n
d
Co
m
p
u
ter
E
n
g
i
n
e
e
rin
g
(
IJ
ECE
)
,
2
0
1
8
.
[2
0
]
Ha
m
id
B.
,
e
t
a
l
.
,
“
A
rc
h
it
e
c
tu
ra
l
A
p
p
ro
a
c
h
e
s
f
o
r
S
e
lf
-
He
a
li
n
g
S
y
ste
m
s
Ba
se
d
o
n
M
u
lt
i
A
g
e
n
t
T
e
c
h
n
o
lo
g
ies
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
lec
trica
l
a
n
d
C
o
mp
u
ter
En
g
in
e
e
rin
g
(
IJ
ECE
)
,
v
o
l/
issu
e
:
3
(6
)
,
p
p
.
7
7
9
-
7
8
3
,
2
0
1
3
.
[2
1
]
L
o
tf
i
E.
,
e
t
a
l
.
,
“
T
o
wa
rd
s
a
S
y
ste
m
o
f
G
u
id
a
n
c
e
,
A
ss
i
st
a
n
c
e
a
n
d
Lea
rn
in
g
A
n
a
l
y
ti
c
s
Ba
se
d
o
n
M
u
lt
i
-
Ag
e
n
t
S
y
ste
m
A
p
p
li
e
d
o
n
S
e
ri
o
u
sG
a
m
e
s
,
”
In
te
rn
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
El
e
c
trica
l
a
n
d
Co
m
p
u
ter
E
n
g
i
n
e
e
rin
g
(
IJ
ECE
)
,
v
o
l/
issu
e
:
5
(2
),
p
p
.
3
4
4
-
3
5
4
,
2
0
1
5
.
[2
2
]
De
lo
a
c
h
S
.
A
.
,
“
En
g
in
e
e
rin
g
Org
a
n
iza
ti
o
n
b
a
se
d
M
u
lt
iag
e
n
t
S
y
ste
m
s
,
”
4
th
In
ter
n
a
ti
o
n
a
l
W
o
rk
sh
o
p
o
n
S
o
ft
w
a
re
En
g
i
n
e
e
rin
g
fo
r L
a
rg
e
sc
a
le mu
lt
i
a
g
e
n
t
S
y
ste
ms
(
S
EL
M
AS
’0
5
)
,
v
o
l
.
3
9
1
4
,
p
p
.
1
0
9
–
1
2
5
,
2
0
0
5
.
[2
3
]
De
lo
a
c
h
S.
A
.
,
“
M
u
l
ti
a
g
e
n
t
S
y
ste
m
s
En
g
in
e
e
rin
g
:
A
M
e
th
o
d
o
l
o
g
y
A
n
d
L
a
n
g
u
a
g
e
f
o
r
De
sig
n
in
g
Ag
e
n
t
S
y
st
e
m
s
,
”
1
9
9
9
.
[2
4
]
S.
A
.
De
L
o
a
c
h
a
n
d
W
.
H.
Oy
e
n
a
n
,
“
A
n
Org
a
n
iza
ti
o
n
a
l
M
o
d
e
l
a
n
d
Dy
n
a
m
ic
G
o
a
l
M
o
d
e
l
f
o
r
A
u
to
n
o
m
o
u
s
,
A
d
a
p
ti
v
e
S
y
ste
m
s,”
Tec
h
n
ica
l
Re
p
o
rt
N
o
.
M
A
CR
-
TR
-
2006
-
01
,
Ka
n
sa
s S
tate
Un
iv
e
rsity
,
2006.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
H
a
n
a
n
e
Elb
a
sr
i
is
c
u
rre
n
tl
y
in
c
h
a
rg
e
o
f
th
e
IT
d
e
p
a
rtme
n
t
a
t
th
e
Be
n
i
-
M
e
ll
a
l
re
g
io
n
a
l
c
o
u
rt
o
f
a
u
d
it
o
rs,
M
o
ro
c
c
o
,
No
r
th
A
frica
.
S
h
e
re
c
e
iv
e
d
h
e
r
M
a
ste
r
d
e
g
re
e
in
b
io
m
e
d
ica
l
g
e
n
iu
s
(in
stru
m
e
n
tatio
n
a
n
d
m
a
in
ten
a
n
c
e
)
f
ro
m
S
e
tt
a
t
Un
iv
e
rsit
y
,
M
o
ro
c
c
o
,
in
2
0
1
3
.
On
li
n
e
lea
rn
i
n
g
a
n
d
,
i
n
p
a
rti
c
u
lar,
t
h
e
m
o
d
e
li
n
g
o
f
m
e
t
a
c
o
g
n
it
iv
e
a
sp
e
c
ts,
is h
e
r
m
a
i
n
f
o
c
u
s.
Ad
il
H
a
d
d
i
is
c
u
rre
n
tl
y
c
o
m
p
u
ter
sc
ien
c
e
p
ro
f
e
ss
o
r
a
t
Be
rre
c
h
i
d
Hig
h
T
e
c
h
n
o
l
o
g
y
S
c
h
o
o
l,
M
o
ro
c
c
o
,
N
o
rth
A
f
rica
.
He
r
e
c
e
iv
e
d
h
is
P
h
.
D.
d
e
g
re
e
in
c
o
m
p
u
ter
sc
ien
c
e
f
ro
m
Ha
s
sa
n
II
Un
iv
e
rsit
y
,
Ca
s
a
b
lan
c
a
,
M
o
ro
c
c
o
,
in
2
0
0
9
.
Its
re
se
a
rc
h
c
e
n
ters
f
o
c
u
s
o
n
so
f
tw
a
r
e
,
d
a
ta
m
in
in
g
,
e
-
c
o
m
m
e
rc
e
a
n
d
e
-
lea
rn
in
g
.
H
a
k
i
m
Alla
li
is
c
u
rre
n
tl
y
p
ro
f
e
s
so
r
o
f
c
o
m
p
u
ter
sc
ien
c
e
a
t
F
a
c
u
lt
y
o
f
S
c
ien
c
e
s
a
n
d
T
e
c
h
n
o
lo
g
ies
o
f
H
a
ss
a
n
1
st
Un
iv
e
rsit
y
o
f
S
e
tt
a
t
in
M
o
ro
c
c
o
a
n
d
d
irec
to
r
o
f
LA
V
ET
E
(
w
a
tch
lab
o
ra
to
ry
o
f
e
m
e
r
g
in
g
tec
h
n
o
lo
g
ies
).
He
is
e
x
e
c
u
ti
v
e
m
a
n
a
g
e
r
a
n
d
f
o
u
n
d
e
r
o
f
S
e
tt
a
t
IT
L
e
a
rn
in
g
Ca
m
p
u
s.
He
re
c
e
iv
e
d
h
is
P
h
.
D
d
e
g
re
e
in
n
u
c
lea
r
in
stru
m
e
n
tatio
n
f
ro
m
Clau
d
e
Be
rn
a
rd
Ly
o
n
I
Un
iv
e
rsit
y
,
F
ra
n
c
e
,
in
1
9
9
3
a
n
d
t
h
e
“
d
o
c
teu
r
d
’E
tat
”
d
e
g
re
e
in
su
rf
a
c
e
a
n
a
l
y
sis
,
m
o
d
e
li
n
g
a
n
d
sim
u
latio
n
f
ro
m
Ha
ss
a
n
II
Un
iv
e
rsit
y
,
Ca
s
a
b
lan
c
a
,
M
o
ro
c
c
o
,
in
1
9
9
7
.
He
is
pa
rti
c
u
larly
in
tere
ste
d
in
tec
h
n
o
lo
g
y
e
n
h
a
n
c
e
d
lea
rn
in
g
,
m
o
d
e
li
n
g
,
im
a
g
e
p
ro
c
e
ss
in
g
a
n
d
c
o
m
p
u
ter n
e
tw
o
rk
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.