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f
ied
b
y
m
u
lti p
er
s
p
ec
tiv
e
s
v
ia
q
u
alitat
iv
e
an
d
q
u
a
n
titat
iv
e
m
et
h
o
d
s
.
Sectio
n
1
o
f
t
h
is
p
ap
er
ex
p
lain
s
a
b
r
ief
d
escr
ip
tio
n
o
f
t
h
e
m
aj
o
r
f
o
cu
s
o
f
t
h
i
s
s
tu
d
y
,
an
d
d
es
cr
ib
es th
e
o
b
j
ec
tiv
es
an
d
h
o
w
t
h
e
y
ar
e
ac
h
iev
ed
.
Sectio
n
2
s
u
m
m
ar
i
ze
s
th
e
c
h
alle
n
g
e
s
an
d
is
s
u
e
b
ased
o
n
p
r
ev
io
u
s
w
o
r
k
.
Sectio
n
3
s
u
m
m
ar
izes
an
d
cr
iticall
y
an
a
l
y
ze
s
r
elate
d
w
o
r
k
s
.
Sectio
n
4
d
escr
ib
es
t
h
e
m
eth
o
d
s
u
s
ed
i
n
th
is
s
t
u
d
y
.
Sect
io
n
5
p
r
esen
t
s
th
e
a
n
al
y
s
is
o
f
r
es
u
lts
a
n
d
d
is
cu
s
s
es
t
h
e
r
es
u
lts
b
a
s
ed
o
n
m
u
ltip
le
p
er
s
p
ec
tiv
e
s
,
an
d
f
i
n
all
y
,
th
e
co
n
c
lu
s
io
n
o
f
t
h
is
s
tu
d
y
is
p
r
esen
ted
i
n
Secti
o
n
6
.
2.
P
RO
G
RAM
M
I
NG
L
A
NG
U
AG
E
CH
AL
L
E
NG
E
S A
ND
I
SS
U
E
S
S
tu
d
e
n
ts
h
av
e
to
p
r
ac
tice
an
d
cu
lti
v
ate
a
s
tr
o
n
g
p
r
ac
tical
a
b
ilit
y
to
ac
h
ie
v
e
e
x
ce
lle
n
t
p
r
o
g
r
a
m
m
i
n
g
s
k
il
ls
[
1
1
]
.
T
h
e
au
th
o
r
p
r
o
p
o
s
ed
th
at
,
to
s
o
lv
e
th
e
is
s
u
e
ab
o
v
e,
s
tu
d
e
n
ts
m
u
s
t
s
p
e
n
d
at
least
6
2
h
o
u
r
s
f
o
r
J
SP
tech
n
o
lo
g
y
,
8
5
h
o
u
r
s
f
o
r
J
av
a
p
r
o
g
r
am
m
i
n
g
,
an
d
8
5
h
o
u
r
s
f
o
r
J
2
E
E
.
T
h
e
m
et
h
o
d
p
r
o
p
o
s
e
d
b
y
W
ei
in
2
0
1
0
,
o
n
l
y
i
n
cr
ea
s
e
s
t
h
e
h
o
u
r
s
o
f
te
ac
h
in
g
,
w
h
ich
t
h
u
s
lead
s
to
f
ee
lin
g
s
o
f
b
o
r
ed
om
in
th
e
s
t
u
d
en
t
b
ec
au
s
e
o
f
t
h
e
ab
s
en
ce
o
f
f
u
n
or
in
ter
esti
n
g
ele
m
e
n
t
s
th
at
w
o
u
ld
m
ak
e
lear
n
in
g
a
p
r
o
g
r
am
m
i
n
g
l
an
g
u
a
g
e
ea
s
y
a
n
d
in
ter
esti
n
g
to
s
tu
d
e
n
ts
.
Me
a
n
w
h
ile,
i
n
teac
h
i
n
g
,
[
1
2
]
,
[
3
4
]
u
s
ed
P
air
Pro
g
r
am
m
i
n
g
to
im
p
r
o
v
e
lear
n
i
n
g
o
f
p
r
o
g
r
am
m
i
n
g
s
k
i
lls
,
a
n
d
p
r
a
ctice
i
n
t
h
e
f
ield
o
f
co
m
p
u
t
in
g
.
Ho
w
ev
er
,
th
e
P
air
P
r
o
g
r
a
m
m
i
n
g
m
et
h
o
d
in
tr
o
d
u
ce
d
b
y
th
e
r
esear
ch
er
s
o
n
l
y
i
n
v
o
l
v
es
t
h
e
e
x
ch
a
n
g
e
o
f
k
n
o
w
led
g
e
b
et
w
ee
n
t
w
o
s
t
u
d
en
t
s
,
an
d
th
i
s
i
s
in
s
u
f
f
icien
t
b
ec
au
s
e
t
h
e
m
et
h
o
d
d
e
p
en
d
s
o
n
th
e
p
ar
ticip
an
t’
s
b
ac
k
g
r
o
u
n
d
.
A
d
d
itio
n
al
l
y
,
W
ei
(
2
0
1
0
)
also
s
u
g
g
e
s
ted
th
at
p
r
ac
tical
co
m
p
u
ter
co
u
r
s
es
b
e
en
h
a
n
ce
d
to
k
ee
p
u
p
w
it
h
th
e
u
s
e
o
f
m
o
d
em
teac
h
in
g
m
eth
o
d
s
an
d
in
d
i
v
id
u
al
s
.
B
esid
es
th
at,
s
tu
d
en
ts
f
i
n
d
it
d
if
f
icu
lt
to
s
ch
ed
u
le
m
ee
ti
n
g
s
w
it
h
t
h
eir
p
ar
tn
er
s
b
ec
au
s
e
o
f
co
n
f
lic
tin
g
clas
s
an
d
w
o
r
k
s
c
h
ed
u
les o
r
f
a
m
il
y
o
b
li
g
atio
n
s
[
3
5
]
,
[
3
6
]
.
A
cc
o
r
d
in
g
to
[
1
6
]
,
[
1
7
]
m
e
m
o
r
izin
g
r
eser
v
ed
w
o
r
d
s
i
n
co
d
e
w
r
iti
n
g
is
th
e
m
o
s
t
co
m
m
o
n
p
r
o
b
le
m
o
ld
an
d
n
o
v
ic
e
s
tu
d
e
n
ts
f
ac
e
w
h
e
n
lear
n
i
n
g
a
v
ar
iet
y
o
f
J
av
a
p
r
o
g
r
a
m
m
in
g
lev
el
s
.
F
u
n
ab
ik
i
et
al.
(
2
0
1
2
)
s
o
lv
ed
th
e
co
d
e
w
r
it
in
g
p
r
o
b
le
m
b
y
d
ev
elo
p
in
g
a
w
eb
-
b
ase
d
J
av
a
Pro
g
r
am
m
i
n
g
L
ea
r
n
i
n
g
A
s
s
is
ta
n
t
S
y
s
te
m
(
J
P
L
A
S)
to
h
elp
s
t
u
d
en
t
s
m
e
m
o
r
ize
t
h
e
r
eser
v
ed
w
o
r
d
s
ea
s
il
y
a
s
w
ell
as
to
s
u
p
p
o
r
t
s
tu
d
en
ts
b
y
s
o
lv
i
n
g
th
e
co
d
e
w
r
i
tin
g
p
r
o
b
le
m
an
d
f
il
l
-
in
-
th
e
-
b
la
n
k
s
p
r
o
b
lem
s
.
T
h
e
r
esu
lt
s
o
f
t
h
e
w
eb
-
b
ased
J
P
L
A
S
s
u
p
p
o
r
t
ed
th
e
ef
f
ec
tiv
e
n
e
s
s
o
f
lear
n
i
n
g
b
asi
c
J
av
a
p
r
o
g
r
a
m
m
i
n
g
o
n
l
y
,
s
o
it
can
n
o
t
b
e
ap
p
l
ied
(
J
P
L
A
S)
f
o
r
ad
v
a
n
ce
d
lev
e
l
J
av
a
p
r
o
g
r
am
m
i
n
g
co
u
r
s
e
s
.
Me
an
w
h
ile,
[
3
7
]
u
s
ed
w
ww
.
p
r
o
b
lets
.
o
r
g
to
im
p
r
o
v
e
s
t
u
d
en
t
co
m
p
r
eh
e
n
s
io
n
o
f
p
r
o
g
r
am
m
i
n
g
co
n
s
tr
u
cts,
e
s
p
ec
iall
y
tar
g
etin
g
f
e
m
ale
s
t
u
d
en
ts
,
an
d
t
h
eir
co
d
in
g
s
k
il
ls
.
He
f
o
u
n
d
th
a
t
www
.
p
r
o
b
lets
.
o
r
g
co
u
ld
i
m
p
r
o
v
e
s
t
u
d
en
t
k
n
o
w
led
g
e
on
p
r
o
g
r
am
m
i
n
g
a
n
d
t
h
eir
ab
ili
t
y
to
w
r
ite
co
d
es
.
Ho
w
e
v
er
,
p
r
o
b
lets
.
o
r
g
h
elp
s
f
e
m
ale
s
f
ir
s
t
a
n
d
f
o
r
e
m
o
s
t.
B
es
id
es th
at,
th
e
a
u
t
h
o
r
d
id
n
o
t d
i
v
u
l
g
e
a
n
y
d
etails
a
s
to
th
e
m
et
h
o
d
e
m
p
lo
y
ed
i
n
h
is
w
eb
s
ite.
T
h
er
e
is
o
n
l
y
a
s
h
o
r
t
w
o
r
k
s
h
o
p
d
escr
ip
tio
n
t
h
at
m
e
n
tio
n
s
,
“u
s
in
g
P
r
o
b
lets
.
o
r
g
fo
r
p
r
o
b
lem
-
s
o
lvin
g
ex
ercis
es in
in
tr
o
d
u
cto
r
y
c++/ja
va
/c#
c
o
u
r
s
es”
on
P
ag
e
1
.
A
cc
o
r
d
in
g
to
[
3
8
]
,
th
e
p
r
o
b
le
m
w
it
h
co
d
e
w
r
iti
n
g
is
t
h
at
t
h
e
s
y
n
tax
o
f
p
r
o
g
r
a
m
m
i
n
g
la
n
g
u
a
g
es
ca
n
b
e
f
r
u
s
tr
ati
n
g
f
o
r
s
tu
d
en
t
s
w
h
o
ar
e
n
e
w
to
p
r
o
g
r
am
m
i
n
g
.
T
o
g
ain
co
n
f
id
e
n
ce
in
u
n
d
er
s
ta
n
d
in
g
p
r
o
g
r
a
m
m
in
g
,
Dal
y
[
3
4
]
co
m
p
ar
ed
t
h
e
r
es
u
lt
s
o
f
u
s
i
n
g
p
r
e
-
an
d
p
o
s
t
-
te
s
t
f
o
r
A
lice
as
a
p
r
ec
u
r
s
o
r
to
J
av
a
p
r
o
g
r
a
m
m
in
g
an
d
u
s
i
n
g
p
u
r
e
J
av
a
p
r
o
g
r
a
m
m
i
n
g
.
T
h
e
r
esu
lt
s
i
n
d
icate
th
a
t
t
h
e
A
lice/J
av
a
g
r
o
u
p
ac
h
ie
v
ed
s
i
g
n
i
f
ica
n
tl
y
g
r
ea
ter
i
m
p
r
o
v
e
m
en
t
f
r
o
m
t
h
e
p
r
e
-
tes
t
to
p
o
s
t
-
test
th
a
n
th
e
p
u
r
e
J
av
a
g
r
o
u
p
in
t
h
e
f
o
llo
w
i
n
g
ar
e
as:
o
b
j
ec
ts
,
class
es,
m
et
h
o
d
s
,
p
ar
a
m
eter
s
,
ar
r
a
y
s
,
a
n
d
v
ar
iab
les.
Ho
w
e
v
er
,
Dal
y
[
3
4
]
u
s
ed
o
n
l
y
1
1
p
ar
ticip
an
ts
f
o
r
h
is
e
x
p
er
i
m
en
t
g
r
o
u
p
an
d
1
8
f
o
r
t
h
e
co
n
tr
o
l
g
r
o
u
p
,
s
o
t
h
i
s
is
n
o
t
en
o
u
g
h
f
o
r
r
ea
l
test
i
n
g
an
d
th
er
e
i
s
n
o
r
ef
er
en
ce
to
j
u
s
ti
f
y
th
is
n
u
m
b
er
.
A
l
s
o
,
h
e
m
en
t
io
n
ed
th
at
p
r
e
an
d
p
o
s
t
-
tes
t
s
wer
e
u
s
ed
as
a
s
u
r
v
e
y
i
n
s
tr
u
m
en
t
to
o
n
l
y
o
b
tain
f
ee
d
b
ac
k
,
an
d
th
is
is
n
o
t e
n
o
u
g
h
to
v
alid
ate
o
r
j
u
s
tify
th
e
r
es
u
lt
s
o
f
h
i
s
p
ap
er
.
C
h
a
n
g
[
3
9
]
m
en
tio
n
ed
th
at
d
if
f
ic
u
lties
f
ac
ed
in
lear
n
i
n
g
th
e
co
n
ce
p
ts
an
d
r
u
les
f
o
r
u
n
d
er
s
t
an
d
in
g
th
e
J
av
a
lan
g
u
ag
e
m
u
s
t
b
e
r
ed
u
ce
d
to
en
h
an
ce
t
h
e
m
o
ti
v
atio
n
a
n
d
u
n
d
er
s
ta
n
d
in
g
o
f
s
t
u
d
en
t
s
.
T
h
is
p
r
o
ce
s
s
ca
n
b
e
d
o
n
e
th
r
o
u
g
h
w
eb
-
b
a
s
ed
m
u
ltip
la
y
er
o
n
l
in
e
r
o
le
-
p
la
y
in
g
g
a
m
e
ap
p
licatio
n
s
t
h
at
w
o
u
l
d
in
cr
ea
s
e
s
t
u
d
en
t
lear
n
in
g
ac
ti
v
it
y
b
y
m
ak
in
g
it
f
u
n
an
d
in
ter
esti
n
g
to
lear
n
g
a
m
e
-
b
ased
co
n
te
n
ts
.
He
f
o
u
n
d
th
at
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(
1
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t
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2
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[
3
5
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T
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an
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Ob
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at
[
1
9
]
f
o
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th
at
ap
p
ly
i
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g
m
o
b
ile
lear
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i
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An
d
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in
p
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4
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.
Fro
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[
4
2
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“
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P
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1
.
Ho
w
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[
4
3
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u
s
ed
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w
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-
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ased
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r
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to
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r
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s
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m
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n
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w
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A
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[
4
4
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u
s
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th
e
co
n
ce
p
t
v
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ali
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tio
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tech
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iq
u
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m
p
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tan
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to
in
cr
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ar
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p
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d
th
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n
h
o
w
to
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s
e
t
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m
f
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th
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m
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t
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co
d
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g
.
A
cc
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r
d
in
g
to
Z
h
i
[
4
5
]
,
“
Ja
v
a
is
d
iffi
cu
lt
a
n
d
th
is
r
eflec
t
s
th
e
s
tu
d
en
ts
’
g
e
n
era
l
fea
r
o
f
lea
r
n
in
g
Ja
va
.
”
P
ag
e
4
8
2
.
Sin
ce
J
av
a
is
an
o
b
j
ec
t
-
o
r
ien
ted
lan
g
u
ag
e,
s
tu
d
en
t
s
m
u
s
t
t
h
in
k
o
f
clas
s
an
d
o
b
j
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ts
.
Z
h
i
(
2
0
1
2
)
in
teg
r
at
ed
th
eo
r
y
a
n
d
p
r
ac
tice
to
co
n
ce
n
tr
ate
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n
p
r
ac
tical
ab
ilit
y
b
y
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n
co
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r
a
g
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s
tu
d
en
ts
to
p
ar
ticip
ate
in
J
av
a
p
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r
a
m
m
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n
g
la
n
g
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ag
e
r
elate
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ce
r
ti
f
icat
io
n
s
.
T
h
e
a
u
t
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f
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d
s
u
cc
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t
w
o
p
r
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r
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m
m
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co
m
p
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s
; th
e
f
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t o
n
e
w
as
a
g
r
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t su
cc
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s
s
,
an
d
t
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s
ec
o
n
d
w
as p
o
p
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lar
w
it
h
s
t
u
d
en
t
s
.
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ea
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i
n
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b
j
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t
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p
r
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r
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m
m
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th
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p
r
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m
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y
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s
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f
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s
tu
d
en
ts
.
Si
v
asa
k
t
h
i
an
d
R
aj
en
d
r
an
[
4
6
]
u
s
ed
a
q
u
esti
o
n
n
air
e
to
an
al
y
ze
s
tu
d
e
n
t
p
er
s
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tiv
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o
n
lear
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d
if
f
ic
u
lt
to
p
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f
t
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av
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lan
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as
C
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u
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p
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r
a
m
m
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,
User
I
n
ter
f
ac
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m
p
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w
i
th
s
w
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n
g
s
,
Ge
n
er
ic
p
r
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am
m
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E
x
ce
p
tio
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s
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Ass
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,
E
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Ha
n
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,
I
n
ter
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Gr
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p
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Or
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Or
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tatio
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r
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m
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tr
u
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tu
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av
a
.
I
n
a
d
d
iti
o
n
,
T
an
,
et
al.
[
1
0
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e
m
p
lo
y
ed
a
q
u
est
io
n
n
air
e
to
a
n
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y
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Dai,
et
al.
[
1
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as
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at
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n
2
0
0
9
.
Ho
w
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v
er
,
Dai
et
al
.
[
1
]
u
s
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R
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b
o
co
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,
w
h
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d
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til
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[
4
7
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th
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[
4
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tal
k
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ab
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[
4
9
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an
a
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m
m
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h
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[
5
0
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u
s
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P
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t
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a
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Vis
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L
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T
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Scien
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w
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P
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to
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.
3.
P
RO
G
RAM
M
I
NG
L
E
ARN
I
NG
R
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Q
UIR
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M
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NT
S
T
h
is
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tio
n
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eq
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ased
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k
.
First
o
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,
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ia
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al.
[
5
1
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Ma
s
ter
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n
[
5
2
]
m
en
tio
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wo
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ai
n
r
eq
u
ir
e
m
en
ts
f
o
r
s
tu
d
e
n
t
s
to
lear
n
a
p
r
o
g
r
a
m
m
i
n
g
lan
g
u
ag
e
i.e
.
s
i
m
p
li
cit
y
an
d
p
o
w
er
.
“T
h
e
fir
s
t
r
eq
u
ir
eme
n
t,
s
imp
l
icity,
r
efer
s
to
th
e
ea
s
e
w
ith
w
h
ich
s
tu
d
en
ts
ca
n
lea
r
n
a
la
n
g
u
a
g
e,
a
t
lea
s
t
to
th
e
d
eg
r
ee
th
a
t
th
ey
ca
n
u
s
e
it
to
s
o
lve
s
imp
le
p
r
o
b
lems.
A
s
imp
le
la
n
g
u
a
g
e
c
a
n
b
e
l
ea
r
n
e
d
q
u
ic
kly,
lea
vin
g
mo
r
e
time
fo
r
s
tu
d
en
ts
to
a
p
p
ly
t
h
e
la
n
g
u
a
g
e
to
th
e
s
u
b
ject
ma
tter
o
f
a
co
u
r
s
e.
Th
e
s
ec
o
n
d
r
eq
u
ir
eme
n
t,
p
o
w
er,
is
a
mea
s
u
r
e
o
f
th
e
e
a
s
e
w
ith
w
h
ich
a
p
r
o
g
r
a
mmin
g
la
n
g
u
a
g
e
ca
n
b
e
a
p
p
lied
t
o
co
m
p
lica
ted
p
r
o
b
lems.” P
a
g
e
1
8
1
A
d
d
itio
n
al
l
y
,
Ma
s
ter
s
o
n
[
5
2
]
m
en
tio
n
ed
co
g
n
i
tiv
e
ef
f
ic
ien
c
y
as
a
t
h
ir
d
r
eq
u
ir
e
m
e
n
t
t
h
at
f
ac
ilit
ate
s
s
tu
d
e
n
ts
w
h
e
n
th
i
n
k
i
n
g
ab
o
u
t
p
r
o
b
lem
s
.
“C
o
g
n
itive
efficien
cy
is
clo
s
ely
r
ela
ted
to
th
e
r
eq
u
ir
eme
n
ts
o
f
s
imp
licity
a
n
d
p
o
w
er.
I
n
d
ee
d
,
ea
s
e
o
f
lea
r
n
in
g
,
a
n
d
esp
ec
ia
lly
ea
s
e
o
f
a
p
p
lica
tio
n
,
imp
ly
a
r
ich
n
o
ta
tio
n
f
o
r
r
ep
r
esen
tin
g
p
r
o
b
lems in
va
r
io
u
s
d
o
ma
in
s
.
”
P
a
g
e
1
8
1
a
n
d
1
8
2
.
W
ei
[
1
1
]
m
en
tio
n
ed
t
h
at
s
tu
d
en
ts
h
av
e
to
p
r
ac
tice
w
it
h
s
tr
o
n
g
p
r
ac
tical
ab
ilit
y
to
m
as
ter
J
A
V
A
p
r
o
g
r
am
d
e
v
elo
p
m
e
n
t
s
k
ill
s
.
T
ab
le
1
s
u
m
m
ar
izes
t
h
e
p
r
o
g
r
a
m
m
in
g
lear
n
in
g
r
eq
u
ir
e
m
e
n
t
s
b
ased
o
n
p
r
ev
io
u
s
r
esear
ch
.
T
ab
le
1
.
P
r
o
g
r
am
m
i
n
g
L
ea
r
n
i
n
g
R
eq
u
ir
e
m
en
ts
b
ased
o
n
p
P
ev
io
u
s
R
esear
c
h
No
P
r
o
g
r
a
mm
i
n
g
l
e
a
r
n
i
n
g
r
e
q
u
i
r
e
me
n
t
s
R
e
f
e
r
e
n
c
e
s
1
R
e
a
l
-
t
i
me
r
e
a
c
t
i
o
n
R
e
sp
o
n
se
t
o
e
v
e
n
t
s
[
5
1
]
2
S
i
mp
l
i
c
i
t
y
P
o
w
e
r
C
o
g
n
i
t
i
v
e
e
f
f
i
c
i
e
n
c
y
[
5
2
]
3
T
h
i
n
k
i
n
g
s
k
i
l
l
a
n
d
P
r
a
c
t
i
c
e
s
[
1
1
]
4.
M
E
T
H
O
DS A
ND
M
AT
E
RI
AL
S
T
h
is
s
tu
d
y
w
a
s
ca
r
r
ied
o
u
t
v
ia
t
w
o
k
i
n
d
s
o
f
r
esear
ch
m
eth
o
d
s
i.e
.
th
e
q
u
alitativ
e
an
d
q
u
an
t
itati
v
e
m
et
h
o
d
s
.
T
h
is
s
t
u
d
y
u
s
ed
an
in
ter
v
ie
w
ap
p
r
o
ac
h
to
ass
e
s
s
th
e
p
er
s
p
ec
tiv
e
o
f
ex
p
er
ts
.
T
o
in
v
esti
g
ate
t
h
e
p
er
s
p
ec
tiv
es
o
f
r
ea
l
u
s
er
s
(
s
t
u
d
en
ts
)
,
a
s
u
r
v
e
y
ap
p
r
o
ac
h
u
s
i
n
g
i
n
s
tr
u
m
en
ts
s
u
c
h
as
q
u
e
s
ti
o
n
n
air
es
w
er
e
u
s
ed
.
T
h
is
is
f
u
r
th
er
elab
o
r
ated
u
p
o
n
in
t
h
e
s
u
b
s
eq
u
e
n
t sec
tio
n
.
A
q
u
alitati
v
e
m
et
h
o
d
v
ia
a
n
in
ter
v
ie
w
ap
p
r
o
ac
h
w
as
co
n
d
u
cted
at
t
h
e
Facu
l
t
y
o
f
I
n
f
o
r
m
atio
n
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
,
Un
iv
e
r
s
iti
Keb
an
g
s
aa
n
Ma
la
y
s
ia
(
UKM
)
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
in
ter
v
ie
w
w
as
to
v
er
if
y
th
e
p
r
o
g
r
a
m
m
i
n
g
lear
n
in
g
r
eq
u
ir
e
m
e
n
t
s
b
ased
o
n
p
r
ev
io
u
s
w
o
r
k
.
T
h
e
i
n
ter
v
i
e
w
b
eg
a
n
w
it
h
an
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ased
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1
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s
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a
n
s
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d
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ll
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s
[
5
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,
[
5
8
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r
i
o
r
to
an
s
w
er
i
n
g
th
e
q
u
esti
o
n
n
air
e
.
D
u
r
in
g
th
e
s
u
r
v
e
y
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ea
ch
r
esp
o
n
d
en
t
is
r
eq
u
ir
ed
to
w
r
i
te
a
co
m
m
e
n
t
o
r
s
u
g
g
es
tio
n
ab
o
u
t
th
e
r
eq
u
ir
e
m
en
ts
o
f
lear
n
i
n
g
p
r
o
g
r
a
m
m
in
g
la
n
g
u
a
g
e
to
w
ar
d
s
th
e
en
h
a
n
ce
m
en
t o
f
s
t
u
d
en
t le
ar
n
i
n
g
.
4
.
1
.
Da
t
a
Co
llect
io
n
I
n
ter
v
ie
w
s
w
er
e
co
n
d
u
cted
in
p
er
s
o
n
as
a
f
ac
e
to
f
ac
e
in
ter
v
ie
w
i
n
UKM
.
T
h
e
in
ter
v
ie
w
q
u
esti
o
n
s
w
a
s
s
tr
u
ct
u
r
ed
an
d
ad
o
p
ted
f
r
o
m
p
r
ev
io
u
s
w
o
r
k
,
t
h
e
d
etai
ls
o
f
i
n
ter
v
ie
w
q
u
e
s
tio
n
s
a
s
s
h
o
w
n
i
n
T
ab
le
2
.
Su
r
v
e
y
w
as
in
t
h
is
s
t
u
d
y
co
n
d
u
cted
u
s
in
g
q
u
esti
o
n
n
a
ir
e
l
ik
er
t
s
ca
le,
d
is
tr
ib
u
ted
b
y
s
el
f
-
ad
m
i
n
is
tr
atio
n
to
s
tu
d
e
n
ts
.
T
h
e
q
u
esti
o
n
s
o
f
s
u
r
v
e
y
ar
e
b
ased
o
n
th
e
o
u
tco
m
e
s
o
f
in
ter
v
ie
w
s
.
T
h
e
m
a
in
p
u
r
p
o
s
e
th
at
lead
s
th
i
s
s
tu
d
y
to
co
n
d
u
c
ted
t
w
o
p
er
s
p
ec
tiv
es
o
f
e
x
p
er
t
an
d
s
tu
d
e
n
ts
(
u
n
d
er
g
r
ad
u
a
te
an
d
p
o
s
t
g
r
ad
u
ate)
w
as
to
v
er
i
f
y
b
y
e
x
is
tin
g
g
en
er
atio
n
an
d
to
co
m
p
ar
e
b
et
w
ee
n
t
h
eir
v
ie
w
p
o
in
ts
o
f
t
h
e
s
a
m
e
ele
m
e
n
ts
.
T
ab
le
2
.
I
n
ter
v
ie
w
Q
u
est
io
n
s
No
Q
u
e
st
i
o
n
s
1
B
a
se
d
o
n
y
o
u
r
e
x
p
e
r
i
e
n
c
e
s,
w
h
a
t
i
s
t
h
e
r
e
q
u
i
r
e
me
n
t
t
o
l
e
a
r
n
p
r
o
g
r
a
mm
i
n
g
l
a
n
g
u
a
g
e
?
2
D
o
y
o
u
t
h
i
n
k
t
h
e
r
e
q
u
i
r
e
me
n
t
s
c
a
n
su
p
p
o
r
t
t
h
e
l
e
a
r
n
i
n
g
?
I
n
w
h
i
c
h
me
t
r
i
c
s?
3
I
su
mm
a
r
i
z
e
d
a
g
r
o
u
p
o
f
r
e
q
u
i
r
e
me
n
t
s
b
a
se
d
o
n
p
r
e
v
i
o
u
s
w
o
r
k
;
c
a
n
sp
e
c
i
f
y
w
h
i
c
h
o
n
e
i
s
t
h
e
mo
st
s
u
i
t
a
b
l
e
f
o
r
l
e
a
r
n
i
n
g
p
r
o
g
r
a
mm
i
n
g
l
a
n
g
u
a
g
e
?
4
I
n
y
o
u
r
o
p
i
n
i
o
n
,
w
h
a
t
i
s
t
h
e
i
m
p
a
c
t
o
f
t
h
e
se
r
e
q
u
i
r
e
me
n
t
s o
n
l
e
a
r
n
i
n
g
?
5
B
a
se
d
o
n
y
o
u
r
e
x
p
e
r
i
e
n
c
e
s,
h
o
w
t
h
e
se
r
e
q
u
i
r
e
me
n
t
s
i
n
c
r
e
a
se
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss,
l
e
v
e
l
o
f
i
n
t
e
r
e
st
a
n
d
mo
t
i
v
a
t
i
o
n
f
o
r
st
u
d
e
n
t
s
i
n
l
e
a
r
n
i
n
g
p
r
o
g
r
a
mm
i
n
g
l
a
n
g
u
a
g
e
?
4
.
2
.
Su
rv
ey
I
ns
t
ru
m
ent
T
h
e
in
s
tr
u
m
e
n
t
i
n
t
h
i
s
r
esea
r
ch
u
s
in
g
5
-
p
o
in
ts
li
k
er
t
s
ca
les
to
m
ea
s
u
r
e
th
e
lev
el
o
f
ag
r
ee
m
e
n
t
n
a
m
e
l
y
,
s
tr
o
n
g
l
y
d
is
a
g
r
ee
,
d
is
ag
r
ee
,
q
u
iet
ag
r
ee
,
ag
r
ee
,
an
d
s
tr
o
n
g
l
y
a
g
r
ee
.
Fo
r
ea
ch
q
u
esti
o
n
,
th
e
s
tu
d
e
n
ts
w
er
e
r
eq
u
ir
ed
to
s
elec
t
o
n
e
s
ca
le
th
at
r
ef
lects
t
h
eir
b
elief
.
T
h
e
q
u
esti
o
n
s
o
f
s
u
r
v
e
y
is
b
ase
d
o
n
p
r
ev
io
u
s
w
o
r
k
an
d
th
e
in
ter
v
ie
w
s
c
h
ed
u
le
ar
e
p
r
esen
ted
i
n
T
ab
les
1
an
d
2
.
T
h
e
p
u
r
p
o
s
e
o
f
s
u
r
v
e
y
i
s
to
m
ea
s
u
r
e
t
h
e
le
v
el
o
f
r
eq
u
ir
e
m
en
ts
a
g
r
ee
m
e
n
t
b
ased
o
n
r
ea
l u
s
er
s
.
5.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
T
h
e
r
esu
lts
an
d
a
n
al
y
s
es
o
f
b
o
th
ap
p
r
o
ac
h
es a
r
e
p
r
esen
ted
.
5
.
1
.
I
nte
rv
iew
T
h
e
r
esu
lts
o
f
t
h
e
an
al
y
s
i
s
r
ev
ea
led
th
at
t
h
e
in
ter
v
ie
w
ed
p
ar
ticip
an
ts
g
a
v
e
p
o
s
itiv
e
a
n
s
w
er
s
i
n
s
u
p
p
o
r
t o
f
,
an
d
to
s
o
lid
if
y
a
n
y
is
s
u
es; a
f
e
w
ex
a
m
p
les ar
e
ill
u
s
tr
ated
b
elo
w
:
I
n
ter
v
ie
w
ee
1
:
“
Th
e
mo
s
t
imp
a
ct
r
eq
u
ir
eme
n
t
o
f
lea
r
n
in
g
p
r
o
g
r
a
mmin
g
l
a
n
g
u
a
g
e
is
s
tu
d
en
t
mo
tiva
tio
n
.
Ho
w
to
mo
tiva
te
s
tu
d
en
ts
s
u
ch
a
s
th
r
o
u
g
h
g
a
me
o
r
g
a
me
elem
en
ts
o
r
a
n
y
fa
cility
led
to
in
crea
s
e
th
e
s
tu
d
en
t in
teres
t to
lea
r
n
th
is
s
u
b
ject
…”
I
n
ter
v
ie
w
ee
2
:
“
E
a
ch
s
u
b
ject
h
a
s
ma
n
y
r
eq
u
ir
eme
n
ts
s
u
ch
a
s
fo
r
p
r
o
g
r
a
mmin
g
la
n
g
u
a
g
e,
a
ll
s
tu
d
en
t
mu
s
t
p
r
a
ctice
a
s
mu
ch
a
s
p
a
s
s
a
b
le
in
o
r
d
er
to
mem
o
r
is
e
th
e
r
eser
ve
d
w
o
r
d
th
a
t
d
a
yly
u
s
ed
.
Ho
w
to
mo
tiva
te
s
tu
d
en
y
is
a
n
imp
o
ta
n
t req
u
ir
eme
n
t fo
r
a
ll su
b
jec
ts
…”
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.
7
,
No
.
3
,
J
u
n
e
2
0
1
7
:
1
2
9
9
–
1
3
0
7
1304
I
n
ter
v
ie
w
ee
3
:
“I
b
eliev
e
if
s
tu
d
en
ts
fo
llo
w
ed
a
ll
r
eq
u
ir
eme
n
ts
b
a
s
ed
o
n
th
eir
lectu
r
er
s
,
th
ey
w
ill
g
a
in
th
e
effec
tiven
ess
,
mo
tiva
tio
n
,
en
g
a
g
eme
n
t a
n
d
in
teres
tin
g
in
a
ll su
b
jects…
”
T
h
is
s
ec
tio
n
an
al
y
ze
s
th
e
i
n
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
t
h
e
in
ter
v
ie
w
ed
(
lectu
r
er
s
an
d
teac
h
er
s
)
to
v
er
if
y
p
r
o
g
r
am
m
i
n
g
lear
n
i
n
g
r
eq
u
ir
em
en
ts
.
A
s
t
h
e
b
elo
w
:
1.
I
n
g
en
er
al
all
in
ter
v
ie
w
w
it
h
(
l
ec
tu
r
er
s
a
n
d
teac
h
er
s
)
w
a
s
p
r
o
v
id
ed
ag
r
ee
f
ee
d
b
ac
k
f
o
r
all
p
r
ev
io
u
s
p
r
o
g
r
am
m
i
n
g
lear
n
i
n
g
r
eq
u
ir
em
en
ts
.
2.
T
h
ey
ar
e
s
u
g
g
e
s
ti
n
g
m
o
r
e
r
e
q
u
ir
e
m
e
n
ts
f
o
r
lear
n
i
n
g
p
r
o
g
r
a
m
m
in
g
lan
g
u
ag
e
s
u
ch
as
(
T
h
in
k
i
n
g
s
k
il
l:
m
ea
n
s
to
en
h
a
n
ce
t
h
i
n
k
i
n
g
s
k
ill
b
y
m
a
k
i
n
g
s
t
u
d
en
t
s
w
o
r
k
i
n
g
o
n
tea
m
s
;
it
’
s
v
er
y
i
m
p
o
r
ta
n
t
f
o
r
n
e
w
s
t
u
d
en
t
to
lear
n
th
e
co
n
ce
p
ts
o
f
p
r
o
g
r
a
m
m
in
g
lan
g
u
a
g
e,
th
at
i
s
m
ea
n
to
m
ak
e
a
s
tr
o
n
g
b
ase
f
o
r
t
h
eir
k
n
o
w
led
g
e
i
n
f
u
tu
r
e
w
h
e
n
th
e
y
w
an
t
to
ad
o
p
t
w
ith
o
th
er
p
r
o
g
r
a
m
m
in
g
la
n
g
u
a
g
e;
Mo
tiv
atio
n
t
h
r
o
u
g
h
g
a
m
e
r
u
le
,
u
s
e
attr
ac
ti
v
e
t
h
in
g
s
i
n
o
r
d
er
to
in
cr
ea
s
e
th
e
in
t
er
e
s
ti
n
g
o
f
l
ea
r
n
in
g
p
r
o
g
r
am
m
i
n
g
lan
g
u
ag
e
d
u
r
in
g
class
o
r
th
r
o
u
g
h
ap
p
licatio
n
;
Mo
tiv
atio
n
s
t
u
d
en
t
t
h
r
o
u
g
h
t
h
e
f
u
n
o
f
g
a
m
e
e
le
m
e
n
t
s
:
m
ea
n
s
u
s
e
d
r
ag
-
d
r
o
p
q
u
esti
o
n
s
o
r
Mu
ltip
le
ch
o
ice
q
u
esti
o
n
s
(
M
C
Q)
th
at
s
h
o
u
ld
b
e
ea
s
y
a
n
d
u
n
d
er
s
tan
d
ab
le
f
r
o
m
s
tu
d
e
n
ts
t
h
en
t
h
e
f
u
n
o
f
ch
alle
n
g
e
a
m
o
n
g
s
t
u
d
en
t
w
h
e
n
s
h
o
w
th
eir
r
esu
lt; an
d
R
e
f
er
e
n
ce
s
:
m
ea
n
s
s
tu
d
e
n
ts
m
u
s
t
k
ee
p
w
it
h
t
h
e
latest
u
p
d
ate
r
ef
er
en
ce
s
(
b
o
o
k
)
.
F
in
all
y
,
i
n
s
u
b
s
eq
u
e
n
t sectio
n
th
e
r
esu
lt o
f
t
h
e
s
u
r
v
e
y
is
p
r
es
en
ted
.
5
.
2
.
Su
rv
ey
T
h
is
s
ec
tio
n
a
n
al
y
ze
s
th
e
i
n
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
g
r
ad
u
ate
s
tu
d
en
t
s
an
d
p
o
s
tg
r
ad
u
a
te
s
t
u
d
en
ts
to
v
er
if
y
p
r
o
g
r
a
m
m
i
n
g
lear
n
i
n
g
r
eq
u
ir
e
m
e
n
ts
,
as
s
h
o
w
n
i
n
T
ab
l
e
3
.
T
ab
le
3
T
h
e
Me
an
S
co
r
e
o
f
Acc
ep
tan
ce
f
o
r
P
r
o
g
r
am
m
i
n
g
L
ea
r
n
in
g
R
eq
u
ir
e
m
e
n
t
s
P
r
o
g
r
a
mm
i
n
g
L
e
a
r
n
i
n
g
R
e
q
u
i
r
e
me
n
t
s
Ex
p
e
r
t
s
(
N
=
5
)
U
n
d
e
r
g
r
a
d
u
a
t
e
/
P
o
st
g
r
a
d
u
a
t
e
st
u
d
e
n
t
s
(
N
=
3
0
)
M
e
a
n
S
.
D
M
e
a
n
S
.
D
R
e
a
l
-
t
i
me
r
e
a
c
t
i
o
n
;
4
.
4
0
.
8
9
4
4
.
6
0
.
6
7
5
R
e
sp
o
n
se
t
o
e
v
e
n
t
s;
4
.
2
0
.
8
3
7
4
.
5
7
.
6
7
9
S
i
mp
l
i
c
i
t
y
;
4
.
2
0
.
8
3
7
4
.
6
7
.
6
0
6
P
o
w
e
r
;
4
.
4
0
.
8
9
4
4
.
6
3
.
6
1
5
C
o
g
n
i
t
i
v
e
e
f
f
i
c
i
e
n
c
y
;
4
.
0
0
1
.
0
0
0
4
.
5
0
.
7
3
1
P
r
a
c
t
i
c
e
s;
4
.
2
0
.
8
3
7
4
.
5
7
.
6
7
9
M
o
t
i
v
a
t
i
o
n
t
h
r
o
u
g
h
g
a
me
r
u
l
e
s;
4
.
0
0
1
.
0
0
0
4
.
6
0
.
6
2
1
U
se
d
u
p
d
a
t
e
r
e
f
e
r
e
n
c
e
s a
n
d
b
a
si
c
c
o
n
c
e
p
t
s;
4
.
0
0
1
.
0
0
0
4
.
6
7
.
6
0
6
M
o
t
i
v
a
t
i
o
n
s
t
u
d
e
n
t
t
h
r
o
u
g
h
t
h
e
f
u
n
o
f
g
a
me
e
l
e
me
n
t
s.
4
.
0
0
1
.
0
0
0
4
.
5
7
.
6
7
9
A
cc
o
r
d
in
g
to
th
e
r
es
u
lt
in
T
ab
le
3
,
th
e
m
i
n
i
m
u
m
v
al
u
e
o
f
m
ea
n
b
ased
o
n
ex
p
er
ts
’
p
er
s
p
ec
tiv
e
is
4
.
0
0
,
b
u
t
4
.
5
0
b
ased
o
n
s
tu
d
e
n
ts
’
p
er
s
p
ec
ti
v
e
.
I
t
s
h
o
w
s
r
es
p
o
n
d
en
ts
a
g
r
ee
all
p
r
o
g
r
a
m
m
i
n
g
r
eq
u
ir
e
m
e
n
t
s
i
n
T
ab
le
3
.
T
h
e
f
ir
s
t
r
eq
u
ir
e
m
e
n
t
is
―Real
-
ti
m
e
r
ea
ctio
n
‖
h
a
s
4
.
4
0
f
r
o
m
ex
p
er
ts
’
p
er
s
p
ec
tiv
e
an
d
4
.
6
0
f
r
o
m
s
tu
d
e
n
ts
’
p
er
s
p
ec
ti
v
e
.
B
u
t
i
n
―m
o
tiv
a
tio
n
s
t
u
d
en
t
t
h
r
o
u
g
h
th
e
f
u
n
o
f
g
a
m
e
ele
m
en
ts
‖
h
av
e
4
.
0
0
f
r
o
m
e
x
p
er
ts
’
p
er
s
p
ec
tiv
e
an
d
4
.
5
7
f
r
o
m
s
t
u
d
en
ts
’
p
er
s
p
ec
tiv
e
.
T
h
e
s
tan
d
ar
d
d
ev
iatio
n
S.D
v
alu
e
s
in
o
v
er
all
r
eq
u
ir
em
e
n
t
s
ar
e
less
th
a
n
1
.
0
0
,
th
at
m
ea
n
s
t
h
e
a
m
o
u
n
t o
f
v
ar
iatio
n
o
r
d
is
p
er
s
io
n
o
f
a
s
et
o
f
d
ata
v
alu
e
s
a
r
e
ad
eq
u
ate
.
I
n
co
n
clu
s
io
n
all
p
r
o
g
r
a
m
m
i
n
g
lear
n
in
g
r
eq
u
ir
e
m
e
n
t
s
b
ased
o
n
p
r
ev
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u
s
r
esear
ch
an
d
in
ter
v
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w
o
u
tco
m
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i
n
d
icate
p
o
s
iti
v
e
ac
ce
p
tan
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f
r
o
m
t
h
e
t
w
o
p
er
s
p
ec
tiv
es
.
So
m
e
s
u
g
g
es
tio
n
to
i
m
p
r
o
v
e
p
r
o
g
r
am
m
i
n
g
lear
n
in
g
ar
e
s
t
u
d
en
t
s
s
h
o
u
ld
p
r
ac
tice
as
m
u
c
h
as
p
o
s
s
ib
le;
p
r
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id
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m
o
r
e
e
x
a
m
p
le
s
w
ith
t
h
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s
o
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tio
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s
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d
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t
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s
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b
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ex
p
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to
d
if
f
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n
t
ass
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m
en
t
t
y
p
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a
n
d
f
i
n
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id
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s
tu
d
en
t
s
w
it
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u
n
a
n
d
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n
j
o
y
ab
le
lear
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i
n
g
en
v
ir
o
n
m
e
n
t
s
.
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
atte
m
p
ts
to
id
en
ti
f
y
th
e
p
r
o
g
r
am
m
i
n
g
lear
n
i
n
g
r
eq
u
ir
e
m
e
n
t
s
b
ased
o
n
p
r
ev
io
u
s
w
o
r
k
.
T
h
e
id
en
ti
f
ied
r
eq
u
ir
e
m
en
ts
ar
e
th
en
v
er
i
f
ied
b
y
e
x
p
er
ts
an
d
s
t
u
d
en
t
s
.
A
s
et
o
f
lear
n
i
n
g
p
r
o
g
r
a
m
m
i
n
g
lan
g
u
a
g
e
r
eq
u
ir
e
m
en
ts
ar
e
id
e
n
ti
f
ied
s
u
ch
as
(
1
)
R
ea
l
-
t
i
m
e
r
ea
ctio
n
;
(
2
)
R
esp
o
n
s
e
to
e
v
e
n
ts
;
(
3
)
Sim
p
licit
y
;
P
o
w
er
;
(
4
)
C
o
g
n
iti
v
e
ef
f
icie
n
c
y
;
(
5
)
P
r
ac
t
ices;
(
6
)
Mo
tiv
atio
n
th
r
o
u
g
h
g
a
m
e
r
u
les
;
(
7
)
Used
u
p
d
ate
r
e
f
er
en
ce
s
an
d
b
asic
c
o
n
ce
p
ts
; a
n
d
(
9
)
Mo
tiv
atio
n
s
tu
d
en
t
th
r
o
u
g
h
t
h
e
f
u
n
o
f
g
a
m
e
ele
m
e
n
ts
.
Fi
n
all
y
,
th
e
f
u
t
u
r
e
w
o
r
k
w
o
u
ld
m
atc
h
th
ese
r
eq
u
ir
e
m
e
n
ts
w
it
h
t
h
e
e
n
j
o
y
ab
le
en
v
ir
o
n
m
e
n
ts
s
u
c
h
a
s
g
a
m
i
f
icatio
n
tec
h
n
iq
u
e
i
n
o
r
d
er
to
m
ea
s
u
r
e
th
e
ef
f
ec
tiv
e
n
e
s
s
o
n
s
tu
d
e
n
ts
lear
n
in
g
.
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S
[1
]
K.
Da
i,
Y.
Zh
a
o
,
a
n
d
R.
Ch
e
n
,
“
R
e
se
a
rc
h
a
n
d
Pr
a
c
ti
c
e
o
n
Co
n
stru
c
ti
n
g
t
h
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Co
u
rs
e
o
f
Pr
o
g
ra
mm
i
n
g
L
a
n
g
u
a
g
e
,
”
i
n
Co
m
p
u
ter an
d
I
n
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
y
(CIT
),
2
0
1
0
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EE
E
1
0
t
h
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n
tern
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ti
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l
Co
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,
2
0
1
0
,
p
p
.
2
0
3
3
-
2
0
3
8
.
[2
]
E.
L
a
h
ti
n
e
n
,
K.
A
la
-
M
u
tk
a
,
a
n
d
H.
-
M
.
Jä
rv
in
e
n
,
―
A
stu
d
y
o
f
th
e
d
if
f
icu
lt
ies
o
f
n
o
v
ice
p
ro
g
ra
m
m
e
rs,‖
in
ACM
S
IGCS
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B
u
ll
e
ti
n
,
2
0
0
5
,
p
p
.
1
4
-
1
8
.
[3
]
J.
M
.
Ro
d
ríg
u
e
z
Co
rra
l,
A
.
Civ
it
Ba
lce
ll
s,
A
.
M
o
rg
a
d
o
Estév
e
z
,
G
.
Jim
é
n
e
z
M
o
re
n
o
,
M
.
J.
F
e
rre
iro
Ra
m
o
s,
―
A
G
am
e
-
b
a
se
d
A
p
p
ro
a
c
h
to
th
e
T
e
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c
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o
f
Ob
jec
t
-
Orie
n
ted
P
ro
g
ra
m
m
in
g
Lan
g
u
a
g
e
s,
‖
Co
mp
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l.
7
3
,
p
p
.
8
3
-
9
2
,
4
//
2
0
1
4
.
[4
]
A
.
Ro
b
in
s,
J.
Ro
u
n
tree
,
N.
R
o
u
n
t
re
e
,
―
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
P
r
o
g
ra
m
m
in
g
:
A
Re
v
ie
w
a
n
d
Disc
u
ss
io
n
,
‖
C
o
mp
u
ter
S
c
ien
c
e
Ed
u
c
a
ti
on
,
v
o
l.
1
3
,
p
p
.
1
3
7
-
1
7
2
,
2
0
0
3
.
[5
]
A
.
A
d
o
rjan
,
I.
F
riss
d
e
Ke
re
k
i,
“
M
u
lt
ip
le
In
telli
g
e
n
c
e
A
p
p
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h
a
n
d
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p
e
ten
c
ies
Ap
p
li
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d
t
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mp
u
ter
S
c
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c
e
1
,
”
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n
F
r
o
n
ti
e
rs i
n
Ed
u
c
a
ti
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0
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EE
,
2
0
1
3
,
p
p
.
1
1
7
0
-
1
1
7
2
.
[6
]
P
.
Kin
n
u
n
e
n
,
L
.
M
a
lm
i,
“
W
h
y
S
tu
d
e
n
ts
d
r
o
p
o
u
t
CS
1
Co
u
rs
e
?
,
”
in
P
ro
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d
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0
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,
p
p
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0
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.
[7
]
J.
Be
n
n
e
d
se
n
,
M
.
E.
Ca
sp
e
rse
n
,
"
F
a
il
u
re
Ra
tes
in
In
tr
o
d
u
c
to
ry
P
r
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g
ra
m
m
in
g
,”
ACM
S
IGCS
E
Bu
ll
e
t
in
,
v
o
l.
3
9
,
p
p
.
32
-
3
6
,
2
0
0
7
.
[8
]
A
.
P
.
Am
b
ró
sio
,
F
.
M
.
C
o
sta
,
L
.
A
l
m
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id
a
,
A
.
F
ra
n
c
o
,
J.
M
a
c
e
d
o
,
“
Id
e
n
ti
fyi
n
g
Co
g
n
it
ive
A
b
il
it
ies
to
Imp
ro
v
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CS
1
Ou
tco
me
,
”
i
n
F
r
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iers
in
E
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c
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ti
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(F
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,
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1
,
p
p
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3
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-
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F
3
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-
7.
[9
]
Z.
T
e
n
g
,
“
Refo
rm
a
n
d
P
r
a
c
ti
c
e
o
f
J
2
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E
C
o
u
rs
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,
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i
n
C
o
m
p
u
ter
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e
&
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u
c
a
ti
o
n
(ICC
S
E),
2
0
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3
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t
h
In
tern
a
ti
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0
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3
,
p
p
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1
2
7
2
-
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6
.
[1
0
]
P.
-
H.
T
a
n
,
C.
-
Y.
T
in
g
,
S
.
-
W
.
L
in
g
,
“
L
e
a
rn
i
n
g
d
if
fi
c
u
lt
ies
in
Pr
o
g
r
a
mm
in
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o
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rs
e
s:
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d
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r
a
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a
te
s'
Per
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d
Per
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,
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in
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o
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u
ter
T
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c
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n
d
De
v
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p
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e
n
t,
2
0
0
9
.
ICCT
D'
0
9
.
In
tern
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ti
o
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l
Co
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n
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e
o
n
,
2
0
0
9
,
p
p
.
4
2
-
4
6
.
[1
1
]
X
.
W
e
i,
“
Res
e
a
rc
h
o
f
Pra
c
t
ica
l
Co
u
rs
e
T
e
a
c
h
i
n
g
o
f
J
AV
A
L
a
n
g
u
a
g
e
,
”
i
n
2
0
1
0
In
ter
n
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
Ed
u
c
a
ti
o
n
a
l
a
n
d
I
n
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
y
(IE
EE
),
2
0
1
0
.
[1
2
]
L
.
Ha
n
,
X
.
W
e
n
ju
a
n
,
“
A
n
Exp
e
rime
n
ta
l
Res
e
a
rc
h
o
f
t
h
e
Pa
ir
Pro
g
ra
mm
in
g
in
J
a
v
a
Pr
o
g
ra
mm
i
n
g
Co
u
rs
e
,
”
in
e
-
Ed
u
c
a
ti
o
n
,
En
terta
i
n
m
e
n
t
a
n
d
e
-
M
a
n
a
g
e
m
e
n
t
(ICEE
E),
2
0
1
1
I
n
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
,
2
0
1
1
,
p
p
.
2
5
7
-
2
6
0
.
[1
3
]
W
.
P
u
ll
a
n
,
S
.
Dre
w
,
S
.
T
u
c
k
e
r,
“
An
In
teg
ra
t
e
d
Ap
p
r
o
a
c
h
to
T
e
a
c
h
in
g
In
tro
d
u
c
t
o
ry
Pro
g
ra
mm
in
g
,
”
in
e
-
L
e
a
rn
in
g
a
n
d
e
-
T
e
c
h
n
o
lo
g
ies
i
n
Ed
u
c
a
ti
o
n
(ICEE
E),
2
0
1
3
S
e
c
o
n
d
In
ter
n
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
,
2
0
1
3
,
p
p
.
8
1
-
86.
[1
4
]
P
.
J.
De
n
n
in
g
,
―
T
h
e
F
ield
o
f
P
ro
g
ra
m
m
e
rs
m
y
th
,”
Co
mm
u
n
ica
ti
o
n
s
o
f
t
h
e
ACM
,
v
o
l.
4
7
,
p
p
.
15
-
2
0
,
2
0
0
4
.
[1
5
]
J.
F
li
e
g
e
r,
J.
D.
P
a
lm
e
r,
―
S
u
p
p
o
rti
n
g
P
a
ir
P
r
o
g
ra
m
m
in
g
w
it
h
Ja
v
a
G
rin
d
e
r
,”
J
o
u
rn
a
l
o
f
C
o
mp
u
ti
n
g
S
c
ien
c
e
s
in
Co
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v
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2
6
,
p
p
.
6
3
-
7
0
,
2
0
1
0
.
[1
6
]
N.
F
u
n
a
b
ik
iy
,
Y.
Ko
re
n
a
g
a
,
Y.
M
a
tsu
sh
im
a
,
T
.
Na
k
a
n
ish
i,
K.
W
a
tan
a
b
e
,
“
An
On
li
n
e
Fi
ll
-
in
-
t
he
-
Bl
a
n
k
Pr
o
b
lem
Fu
n
c
ti
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f
o
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r
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in
g
Res
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rv
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d
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o
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in
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a
v
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r
a
mm
in
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Ed
u
c
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ti
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,
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in
A
d
v
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c
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d
In
f
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a
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tw
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rk
in
g
a
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d
A
p
p
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s W
o
rk
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o
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s (W
A
IN
A
),
2
0
1
2
2
6
t
h
I
n
tern
a
ti
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C
o
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f
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o
n
,
2
0
1
2
,
p
p
.
3
7
5
-
3
8
0
.
[1
7
]
N.
F
u
n
a
b
ik
i,
Y
.
K
o
re
n
a
g
a
,
T
.
Na
k
a
n
is
h
i,
K.
W
a
tan
a
b
e
,
“
An
Ext
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n
sio
n
o
f
F
il
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in
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-
Bl
a
n
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Fu
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min
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Ass
ista
n
t
S
y
ste
m,”
in
Hu
m
a
n
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a
rian
T
e
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h
n
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f
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0
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C),
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0
1
3
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io
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1
0
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2
0
1
3
,
p
p
.
8
5
-
90.
[1
8
]
N.
F
u
n
a
b
ik
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Y.
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a
tsu
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im
a
,
T
.
Na
k
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ish
i,
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tan
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b
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N.
Am
a
n
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―
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J
a
v
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P
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ra
m
m
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L
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AE
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In
ter
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v
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0
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1
3
.
[1
9
]
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k
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a
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t,
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e
a
c
h
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ma
rt
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in
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sin
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d
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):
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HE
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),
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0
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2
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0
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2
,
p
p
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7.
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0
]
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k
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a
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0
1
1
2
4
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-
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n
,
2
0
1
1
,
p
p
.
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4
0
-
5
4
2
.
[2
1
]
J.
J.
M
a
g
e
e
,
L
.
Ha
n
,
“
In
teg
ra
ti
n
g
a
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c
ien
c
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Per
sp
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c
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to
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In
tro
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Co
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teg
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T
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c
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f
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n
c
e
(IS
EC),
2
0
1
3
IEE
E
,
2
0
1
3
,
p
p
.
1
-
4.
[2
2
]
H.
T
su
k
a
m
o
to
,
N.
Nitt
a
,
Y.
T
a
k
e
m
u
ra
,
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Na
g
u
m
o
,
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o
rk
in
Pro
g
re
ss
:
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a
lys
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sh
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p
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twee
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e
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c
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o
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ts
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o
ti
v
a
ti
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mm
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d
u
c
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0
1
2
,
p
p
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1
-
2.
[2
3
]
S
.
M
o
n
tero
,
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.
Día
z
,
D.
Díe
z
,
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.
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d
o
,
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a
l
In
str
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c
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a
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u
p
p
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a
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jec
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m
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jec
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p
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2
4
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a
me
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ORPG)
fo
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tern
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0
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p
p
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.
[2
5
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F
.
L
.
Kh
a
lee
l,
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S
.
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sh
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a
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riam
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m
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mif
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,
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in
P
r
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d
in
g
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In
tern
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a
l
Co
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Ub
iq
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s In
f
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a
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u
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ica
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0
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5
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,
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.
1
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7
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lee
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.
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sh
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a
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8
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e
p
ted
,
2
0
1
6
.
[3
3
]
Q.
M
a
h
m
o
u
d
,
M
.
A
.
Ta
li
b
,
Z.
M
a
a
m
a
r,
E.
Ba
tain
e
h
,
L
.
Jo
lo
li
a
n
,
“
Rev
it
a
li
zi
n
g
t
h
e
in
tro
d
u
c
t
o
ry
p
ro
g
ra
mm
i
n
g
c
o
u
rs
e
,
”
in
G
CC Co
n
f
e
re
n
c
e
a
n
d
Ex
h
ib
it
i
o
n
(G
CC),
2
0
1
1
IE
EE
,
2
0
1
1
,
p
p
.
5
4
5
-
5
4
8
.
[3
4
]
P
.
G
a
y
a
th
ri,
―
I
m
p
ro
v
in
g
S
tu
d
e
n
t’s
P
ro
g
ra
m
m
in
g
A
b
il
it
y
u
sin
g
P
e
e
r
L
e
a
rn
in
g
A
g
e
n
t
,”
M
id
d
le
-
Ea
st
J
o
u
rn
a
l
o
f
S
c
ien
ti
fi
c
Res
e
a
rc
h
,
v
o
l.
2
0
,
p
p
.
2
2
9
4
-
2
2
9
6
,
2
0
1
4
.
[3
5
]
B.
Ha
n
k
s,
―
S
tu
d
e
n
t
P
e
rf
o
rm
a
n
c
e
in
CS
1
w
it
h
Distrib
u
ted
P
a
ir
P
ro
g
ra
m
m
in
g
,
‖
in
ACM
S
IGCS
E
Bu
ll
e
ti
n
,
2
0
0
5
,
p
p
.
3
1
6
-
3
2
0
.
[3
6
]
B.
Ha
n
k
s,
―
E
m
p
iri
c
a
l
Ev
a
lu
a
ti
o
n
o
f
Distrib
u
ted
P
a
ir
P
ro
g
ra
m
m
in
g
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Hu
ma
n
-
Co
m
p
u
te
r
S
tu
d
ies
,
v
o
l.
6
6
,
p
p
.
5
3
0
-
5
4
4
,
2
0
0
8
.
[3
7
]
A
.
N.
Ku
m
a
r,
“
Us
in
g
Pro
b
lets
fo
r
Pro
b
lem
-
S
o
lvin
g
Exe
rc
ise
s
in
In
tro
d
u
c
to
ry
C+
+
/Ja
v
a
/C
#
C
o
u
rs
e
s,”
in
F
r
o
n
t
iers
in
E
d
u
c
a
ti
o
n
C
o
n
f
e
re
n
c
e
,
2
0
1
3
IE
EE
,
2
0
1
3
,
p
p
.
9
-
1
0
.
[3
8
]
T
.
Da
l
y
,
―
M
in
im
izin
g
to
M
a
x
i
m
iz
e
:
A
n
In
it
ial
A
tt
e
m
p
t
a
t
T
e
a
c
h
in
g
In
tr
o
d
u
c
to
ry
P
r
o
g
ra
m
m
in
g
u
sin
g
A
li
c
e
,”
J
o
u
rn
a
l
o
f
Co
m
p
u
ti
n
g
S
c
ien
c
e
s in
Co
ll
e
g
e
s
,
v
o
l
.
2
6
,
p
p
.
2
3
-
3
0
,
2
0
1
1
.
[3
9
]
M
.
Ch
a
n
g
,
“
W
e
b
-
Ba
se
d
M
u
l
ti
p
la
y
e
r
On
li
n
e
R
o
le
Pl
a
y
i
n
g
G
a
me
(M
ORPG)
fo
r
Asse
ss
in
g
S
tu
d
e
n
ts
'
J
a
v
a
Pr
o
g
ra
mm
i
n
g
Kn
o
wled
g
e
a
n
d
S
k
il
ls,
”
in
Dig
it
a
l
G
a
m
e
a
n
d
In
telli
g
e
n
t
T
o
y
En
h
a
n
c
e
d
L
e
a
rn
in
g
(DI
G
I
T
E
L
),
2
0
1
0
T
h
ird
IEE
E
I
n
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
.
,
2
0
1
0
,
p
p
.
1
0
3
-
1
0
7
.
[4
0
]
D.
T
so
m
p
a
n
o
u
d
i
,
M
.
S
a
tratz
e
m
i,
S
.
X
in
o
g
a
lo
s,
―
Distrib
u
ted
P
a
ir
P
r
o
g
ra
m
m
in
g
Us
in
g
Co
ll
a
b
o
ra
ti
o
n
S
c
rip
ts:
A
n
Ed
u
c
a
ti
o
n
a
l
S
y
ste
m
a
n
d
In
i
ti
a
l
R
e
su
lt
s
,‖
In
f
o
rm
a
ti
c
s in
Ed
u
c
a
ti
o
n
,
v
o
l.
1
4
,
2
0
1
5
.
[4
1
]
S
.
F
a
ja,
―
P
a
ir
P
r
o
g
ra
m
m
in
g
a
s
a
T
e
a
m
b
a
se
d
L
e
a
rn
in
g
A
c
ti
v
it
y
:
A
Re
v
ie
w
o
f
Re
se
a
r
c
h
,
‖
Iss
u
e
s
in
In
f
o
rm
a
ti
o
n
S
y
ste
ms
,
v
o
l.
1
2
,
p
p
.
2
0
7
-
2
1
6
,
2
0
1
1
.
[4
2
]
O.
Ortiz,
P
.
M
.
A
lco
v
e
r,
F
.
S
a
n
c
h
e
z
,
J.
A
.
P
a
s
to
r
,
R.
He
rre
ro
,
―
M
-
L
e
a
rn
in
g
T
o
o
ls:
T
h
e
De
v
e
lo
p
m
e
n
t
o
f
P
r
o
g
ra
m
m
in
g
S
k
il
ls
in
En
g
in
e
e
r
in
g
De
g
re
e
s,‖
T
e
c
n
o
lo
g
ias
d
e
l
A
p
re
n
d
iza
je,
IEE
E
Re
v
ista
Ib
e
r
o
a
m
e
ri
c
a
n
a
d
e
,
v
o
l.
1
0
,
p
p
.
8
6
-
9
1
,
2
0
1
5
.
[4
3
]
E.
V
ra
c
h
n
o
s,
A
.
Jim
o
y
ian
n
is,
―
De
sig
n
a
n
d
Ev
a
lu
a
ti
o
n
o
f
a
W
e
b
-
b
a
se
d
D
y
n
a
m
ic
A
lg
o
rit
h
m
V
is
u
a
li
z
a
ti
o
n
En
v
iro
n
m
e
n
t
f
o
r
No
v
ice
s,‖
Pro
c
e
d
ia
C
o
mp
u
ter
S
c
ien
c
e
,
v
o
l
.
2
7
,
p
p
.
2
2
9
-
2
3
9
,
2
0
1
4
.
[4
4
]
C.
W
a
tso
n
,
F
.
W
.
L
i,
R.
W
.
L
a
u
,
―
L
e
a
rn
in
g
P
ro
g
ra
m
m
in
g
Lan
g
u
a
g
e
s
t
h
ro
u
g
h
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
a
n
d
Co
n
c
e
p
t
V
isu
a
li
sa
ti
o
n
,
‖
in
A
d
v
a
n
c
e
s in
W
e
b
-
Ba
se
d
L
e
a
rn
in
g
-
ICWL
2
0
1
1
,
e
d
:
S
p
r
in
g
e
r,
2
0
1
1
,
p
p
.
1
1
-
2
0
.
[4
5
]
Y.
Zh
i,
―
I
n
v
e
stig
a
ti
o
n
a
n
d
Im
p
l
e
m
e
n
tatio
n
o
f
T
e
a
c
h
in
g
M
e
th
o
d
s
o
f
Ja
v
a
L
a
n
g
u
a
g
e
,
‖
in
Co
mp
u
t
e
r
S
c
ien
c
e
a
n
d
El
e
c
tro
n
ics
En
g
in
e
e
rin
g
(
ICCS
E
E),
2
0
1
2
In
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
,
2
0
1
2
,
p
p
.
4
8
2
-
4
8
5
.
[4
6
]
M
.
S
iv
a
sa
k
th
i,
R.
Ra
jen
d
ra
n
,
―
L
e
a
rn
in
g
d
if
f
icu
lt
ies
o
f'
Ob
jec
t
-
Orie
n
ted
P
ro
g
ra
m
m
in
g
P
a
ra
d
ig
m
u
sin
g
Ja
v
a
'
:
S
tu
d
e
n
ts'
P
e
rsp
e
c
ti
v
e
,
‖
In
d
i
a
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
&
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
4
,
2
0
1
1
.
[4
7
]
P
.
Yu
,
L
.
Ya
n
g
,
―
P
r
o
g
ra
m
m
in
g
S
k
il
ls
T
ra
in
in
g
in
P
r
o
g
ra
m
m
in
g
L
a
n
g
u
a
g
e
Co
u
rse
s,‖
in
Ed
u
c
a
ti
o
n
a
l
a
n
d
In
fo
rm
a
t
io
n
T
e
c
h
n
o
l
o
g
y
(
ICEIT
),
2
0
1
0
I
n
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
,
2
0
1
0
,
p
p
.
V3
-
14
-
V3
-
16.
[4
8
]
I.
Cro
ss
,
H
.
Ja
m
e
s,
―
Us
in
g
th
e
n
e
w
jG
R
A
S
P
Ca
n
v
a
s
o
f
D
y
n
a
m
ic
V
iew
e
rs
f
o
r
P
r
o
g
ra
m
Un
d
e
rsta
n
d
i
n
g
a
n
d
De
b
u
g
g
in
g
in
Ja
v
a
Co
u
rse
s,‖
J
o
u
rn
a
l
o
f
C
o
mp
u
ti
n
g
S
c
ie
n
c
e
s in
Co
ll
e
g
e
s
,
v
o
l.
2
9
,
p
p
.
3
7
-
3
9
,
2
0
1
3
.
[4
9
]
X
.
Z
h
o
u
,
―
Re
se
a
rc
h
o
n
t
h
e
CA
I
S
o
f
tw
a
r
e
f
o
r
T
e
a
c
h
in
g
Ja
v
a
,
‖
in
Ed
u
c
a
ti
o
n
T
e
c
h
n
o
lo
g
y
a
n
d
Co
mp
u
ter
S
c
ien
c
e
(
ET
C
S
),
2
0
1
0
S
e
c
o
n
d
I
n
tern
a
ti
o
n
a
l
W
o
rk
sh
o
p
o
n
,
2
0
1
0
,
p
p
.
7
8
7
-
7
8
9
.
[5
0
]
K.
K.
A
g
a
r
wa
l,
A
.
Ag
a
r
w
a
l,
L
.
F
if
e
,
―
P
y
th
o
n
a
n
d
V
isu
a
l
L
o
g
i
c
:
A
G
o
o
d
C
o
m
b
in
a
ti
o
n
f
o
r
CS
0
,
"
J
o
u
rn
a
l
o
f
Co
mp
u
t
in
g
S
c
ien
c
e
s i
n
Co
l
leg
e
s
,
v
o
l.
2
7
,
p
p
.
2
2
-
2
7
,
2
0
1
2
.
[5
1
]
P
.
Zi
a
f
a
ti
,
M
.
Da
sta
n
i,
J.
-
J.
M
e
y
e
r,
L
.
v
a
n
d
e
r
T
o
rre
,
―
Ag
e
n
t
P
ro
g
ra
m
m
in
g
Lan
g
u
a
g
e
s
Re
q
u
irem
e
n
ts
f
o
r
P
r
o
g
ra
m
m
in
g
A
u
to
n
o
m
o
u
s Ro
b
o
t
s,‖
in
P
r
o
g
ra
m
m
in
g
M
u
lt
i
-
A
g
e
n
t
S
y
st
e
m
s,
e
d
:
S
p
ri
n
g
e
r,
2
0
1
3
,
p
p
.
3
5
-
53.
[5
2
]
F
.
M
a
ste
rso
n
,
―
Ev
a
lu
a
ti
n
g
L
o
g
o
:
A
Ca
s
e
S
tu
d
y
in
Re
q
u
irem
e
n
ts
f
o
r
S
tu
d
e
n
t
P
r
o
g
ra
m
m
in
g
L
a
n
g
u
a
g
e
s,‖
Co
mp
u
ter
s
in
t
h
e
S
c
h
o
o
ls
,
v
o
l.
2
,
p
p
.
1
7
9
-
1
9
5
,
1
9
8
5
.
[5
3
]
J.
Nie
lse
n
,
Us
a
b
il
it
y
e
n
g
in
e
e
rin
g
:
El
se
v
ier,
1
9
9
4
.
[5
4
]
J.
W
.
Cre
s
w
e
ll
,
Qu
a
li
tativ
e
in
q
u
ir
y
a
n
d
re
se
a
rc
h
d
e
sig
n
:
Ch
o
o
si
n
g
a
m
o
n
g
f
iv
e
a
p
p
ro
a
c
h
e
s: S
a
g
e
,
2
0
0
7
.
[5
5
]
J.
W
.
Cre
s
w
e
ll
,
Qu
a
li
tativ
e
in
q
u
ir
y
a
n
d
re
se
a
rc
h
d
e
sig
n
:
Ch
o
o
si
n
g
a
m
o
n
g
f
iv
e
a
p
p
ro
a
c
h
e
s: S
a
g
e
,
2
0
1
2
.
[5
6
]
N.
A
.
M
a
tzin
a
n
d
W
.
S
e
n
g
Yu
e
,
"
De
sig
n
a
n
d
e
v
a
lu
a
ti
o
n
o
f
h
ist
o
ry
d
ig
it
a
l
g
a
m
e
b
a
se
d
lea
rn
in
g
(D
GBL
)
so
f
t
wa
re
,
"
Jo
u
rn
a
l
o
f
Ne
x
t
G
e
n
e
ra
ti
o
n
In
f
o
r
m
a
ti
o
n
T
e
c
h
n
o
l
o
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