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TPAC
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N perspe
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C
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tudy o
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teacher
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iv
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Co
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)
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n
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c
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izin
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f
o
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tea
c
h
e
r
d
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v
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p
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n
t
a
n
d
p
re
p
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ra
ti
o
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p
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m
.
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h
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n
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w
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o
f
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
a
re
n
o
t
o
n
ly
fo
c
u
s
o
n
c
o
n
ten
ts,
b
u
t
a
lso
p
e
d
a
g
o
g
ica
l
k
n
o
wle
d
g
e
,
tec
h
n
o
lo
g
y
a
n
d
e
d
u
c
a
ti
o
n
wit
h
i
n
stru
c
ti
o
n
a
l
stra
teg
ie
s
a
re
n
o
w
n
e
c
e
ss
a
ry
fo
r
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
ro
g
ra
m
.
Th
is
st
u
d
y
fo
c
u
se
s
o
n
i
d
e
n
ti
f
y
in
g
a
n
d
su
m
m
a
rizin
g
th
e
fe
a
tu
re
s
o
f
TP
ACK
in
A
S
EAN
li
tera
tu
re
s.
T
h
e
re
v
iew
wa
s
c
o
n
d
u
c
ted
u
sin
g
th
e
ACI
d
a
tab
a
se
;
a
t
o
tal
o
f
1
1
a
rti
c
les
d
e
sc
rib
i
n
g
TP
ACK
b
a
se
d
o
n
s
p
e
c
ifi
c
se
a
rc
h
c
rit
e
ria.
Th
e
fra
m
e
wo
rk
o
f
TP
A
CK
n
e
e
d
s
to
g
e
n
e
ra
li
z
e
to
sc
h
o
o
l
p
o
li
c
y
,
a
d
m
i
n
istrativ
e
p
u
rp
o
se
s
a
n
d
tea
c
h
e
r
d
e
v
e
lo
p
m
e
n
t
a
n
d
tea
c
h
e
r
p
re
p
a
ra
t
io
n
p
r
o
g
ra
m
.
Also
,
t
h
e
e
x
p
l
o
ra
to
r
y
TP
ACK
o
f
7
Th
a
i
p
re
-
se
rv
ice
sc
ien
c
e
te
a
c
h
e
rs
in
o
n
e
-
y
e
a
r
sc
h
o
o
l
p
ra
c
ti
c
u
m
p
ro
v
i
d
e
d
sig
n
ifi
c
a
n
t
fi
n
d
in
g
s
th
r
o
u
g
h
TP
A
CK
q
u
e
stio
n
n
a
ire
a
n
d
les
so
n
p
la
n
a
n
a
ly
sis.
Da
ta
we
re
c
o
ll
e
c
ted
a
n
d
a
n
a
ly
z
e
d
b
y
d
e
sc
rip
ti
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e
a
n
a
ly
sis
.
Th
e
e
x
p
l
o
ra
ti
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e
stu
d
y
il
l
u
stra
ted
t
h
e
n
a
t
u
re
o
f
th
e
ir
TP
ACK
b
y
c
o
n
c
e
p
t
a
n
d
p
ra
c
ti
c
e
wa
s
a
t
h
ig
h
lev
e
l.
T
h
e
stu
d
y
n
e
e
d
s
p
re
-
se
rv
ice
tea
c
h
e
r
h
a
v
e
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
in
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
ro
g
ra
m
,
a
lso
T
P
ACK
sh
o
u
l
d
b
e
imp
lem
e
n
ted
in
tea
c
h
e
r
d
e
v
e
lo
p
m
e
n
t
p
r
o
g
ra
m
.
K
ey
w
o
r
d
s
:
ASEA
N
P
ed
ag
o
g
y
T
ea
ch
er
ed
u
ca
tio
n
T
ec
h
n
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lo
g
y
ed
u
ca
tio
n
T
PAC
K
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
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SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Pra
s
ar
t N
u
an
g
ch
aler
m
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Ma
h
asar
ak
h
am
Un
iv
e
r
s
ity
,
Mu
an
g
Ma
h
asar
ak
h
am
4
4
0
0
0
,
T
h
ailan
d
.
E
-
m
ail: p
r
asar
t.n
@
m
s
u
.
ac
.
th
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
n
ew
er
a
o
f
ed
u
ca
tio
n
is
n
o
t
n
o
w
f
o
cu
s
in
g
o
n
wh
at
to
teac
h
,
b
u
t
o
n
h
o
w
teac
h
er
teac
h
an
d
h
o
w
s
tu
d
en
ts
lear
n
th
at
ar
e
wid
ely
em
p
h
asized
in
s
ch
o
o
l
cu
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
Kn
o
wled
g
e
ten
d
s
to
b
e
ch
an
g
ed
an
d
r
ap
id
ly
d
is
tr
ib
u
ted
to
s
tu
d
en
ts
b
y
d
iv
er
s
ity
o
f
p
er
ce
p
tio
n
.
Du
e
to
th
e
n
atu
r
e
o
f
s
tu
d
en
ts
’
lear
n
in
g
p
ay
th
eir
atten
tio
n
to
n
ew
ex
p
er
ien
ce
s
an
d
tech
n
o
lo
g
y
en
g
ag
em
en
t.
T
h
e
ch
allen
g
e
o
f
p
r
ep
ar
in
g
to
m
o
r
r
o
w
citizen
s
,
we
ca
lled
f
o
r
2
1
st
ce
n
tu
r
y
lear
n
in
g
s
k
ills
wh
ich
ch
ild
r
en
will
b
e
f
ac
ed
with
u
n
ce
r
tain
ty
s
itu
atio
n
s
in
th
e
f
u
tu
r
e
[
1
,
2
]
.
T
h
e
p
o
wer
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
an
d
in
ter
n
et
in
f
lu
en
ce
d
to
cu
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
C
u
r
r
icu
lu
m
s
h
o
u
ld
n
o
t
b
e
r
ec
ited
o
n
ly
s
u
b
ject
m
atter
s
,
b
u
t
p
r
o
ce
s
s
an
d
n
atu
r
e
o
f
2
1
st
ce
n
tu
r
y
lear
n
er
s
n
ee
d
to
b
e
d
esig
n
ed
f
o
r
cu
r
r
icu
lu
m
p
lan
n
in
g
an
d
its
im
p
lem
en
tatio
n
[
3
,
4
]
.
T
ec
h
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
ca
n
cr
ea
te
cu
r
r
icu
lu
m
in
teg
r
atio
n
am
o
n
g
co
n
ten
t,
p
ed
a
g
o
g
y
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices
[
5
-
7
]
.
T
h
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
ar
e
ch
an
g
ed
an
d
s
ee
m
to
b
e
d
if
f
er
ed
f
r
o
m
th
an
p
r
ev
io
u
s
ed
u
ca
tio
n
al
m
an
ag
em
en
t.
T
ec
h
n
o
lo
g
y
an
d
in
ter
n
et
d
ev
elo
p
m
en
t a
llo
w
s
tu
d
en
ts
to
f
ac
e
with
n
ew
ex
p
er
ien
ce
s
an
d
r
esp
o
n
s
e
to
in
d
iv
id
u
al
in
te
r
ests
,
in
d
iv
id
u
al
d
if
f
er
en
ce
s
,
in
d
iv
id
u
al
co
m
p
eten
cy
an
d
in
f
o
r
m
atio
n
d
iv
er
s
ity
.
E
d
u
ca
to
r
s
s
h
o
u
ld
p
lan
an
d
d
ev
elo
p
an
ap
p
r
o
p
r
iate
cu
r
r
icu
lu
m
to
f
it
th
eir
n
atu
r
e
o
f
lear
n
in
g
.
I
n
s
tr
u
ctio
n
s
h
o
u
ld
h
av
e
tech
n
o
lo
g
y
in
teg
r
atio
n
as
well
as
co
n
ten
t
an
d
p
ed
ag
o
g
y
n
ee
d
ed
.
T
h
e
in
teg
r
atio
n
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
9
3
-
9
9
9
994
well
-
k
n
o
wn
co
n
ce
p
t,
th
at
is
em
p
lo
y
ed
to
ed
u
ca
tio
n
an
d
ed
u
ca
to
r
s
s
h
o
u
ld
cr
ea
te
it
to
s
ch
o
o
ls
.
T
ec
h
n
o
lo
g
y
is
wid
ely
d
is
tr
ib
u
ted
to
all
s
ec
to
r
s
o
f
ed
u
ca
tio
n
lev
el
an
d
p
ar
t
o
f
s
ch
o
o
l
d
ev
elo
p
m
en
t.
C
u
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
also
n
ee
d
to
teac
h
er
d
ev
elo
p
m
en
t
th
r
o
u
g
h
tech
n
o
lo
g
y
in
teg
r
atio
n
[
8
]
.
T
ea
ch
er
s
m
u
s
t
k
n
o
w
an
d
u
n
d
er
s
tan
d
h
o
w
to
u
s
e
an
d
im
p
ly
as
well
as
s
tu
d
en
ts
’
n
ee
d
s
.
Pre
-
s
er
v
ice
teac
h
er
,
wh
o
is
in
itial
p
r
o
f
ess
io
n
al
teac
h
er
s
an
d
in
tr
o
d
u
ce
n
ec
ess
ar
y
k
n
o
wled
g
e
to
th
eir
s
tu
d
en
ts
.
T
h
ey
c
an
d
ev
elo
p
co
m
p
eten
cies
to
m
ee
t
th
e
r
eq
u
ir
em
en
ts
o
f
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
in
s
ettin
g
cu
r
r
icu
lu
m
,
in
s
tr
u
ctio
n
,
ass
ess
m
en
t
am
o
n
g
co
n
ten
t,
lear
n
in
g
m
ater
ials
,
p
ed
ag
o
g
ical
ac
tiv
ities
an
d
s
elf
-
re
f
lectio
n
o
f
in
s
tr
u
ctio
n
[
9
-
1
1
]
.
T
ec
h
n
o
lo
g
ical
Ped
ag
o
g
ical
an
d
C
o
n
ten
t
Kn
o
wled
g
e
(
T
PAC
K
)
is
n
o
w
p
lay
in
g
its
r
o
le
in
th
e
teac
h
er
d
ev
elo
p
m
en
t,
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
an
d
teac
h
er
p
r
o
f
ess
io
n
als
[
1
2
,
1
3
]
.
I
t
is
em
er
g
ed
an
d
d
ev
elo
p
ed
b
ased
o
n
th
e
co
n
ce
p
t
o
f
Ped
ag
o
g
ical
C
o
n
ten
t
Kn
o
wled
g
e
(
PC
K)
,
o
r
ig
in
ated
an
d
ex
ten
d
ed
f
r
o
m
Sh
u
lm
an
[
1
4
,
1
5
]
wh
o
ch
ar
ac
ter
ize
teac
h
er
k
n
o
wled
g
e
to
in
s
tr
u
ctio
n
al
ex
p
licitly
b
y
in
teg
r
ated
p
ed
ag
o
g
y
an
d
co
n
ten
t
as
well.
PC
K
is
an
in
t
eg
r
atio
n
id
ea
b
etwe
en
co
n
ten
t
an
d
p
ed
ag
o
g
y
wh
ich
teac
h
er
s
h
av
e
to
d
o
in
th
eir
class
r
o
o
m
.
Ho
wev
er
,
th
e
wo
r
ld
is
r
ap
id
ly
ch
an
g
in
g
th
r
o
u
g
h
th
e
d
is
tr
ib
u
tio
n
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
an
d
also
tech
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
is
wid
ely
d
ev
elo
p
ed
.
E
d
u
c
ato
r
s
co
n
ce
r
n
ed
h
o
w
to
u
s
e
an
d
im
p
lem
en
t
o
n
lin
e
lear
n
in
g
an
d
o
th
er
tech
n
o
lo
g
ies
f
o
r
ed
u
ca
tio
n
as
well
as
n
atu
r
e
o
f
lear
n
er
s
’
lear
n
in
g
in
th
e
cu
r
r
en
t
s
itu
atio
n
s
.
T
PAC
K
is
n
o
ted
th
at
in
teg
r
atio
n
tech
n
o
lo
g
ies
in
to
co
n
ten
t
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices a
r
e
s
u
ita
b
le
f
o
r
n
ew
er
a
o
f
teac
h
in
g
an
d
lear
n
in
g
[
7
,
1
6
]
.
T
PAC
K
is
in
itially
d
ef
in
ed
b
y
Mish
r
a
an
d
Ko
eh
ler
[
1
7
]
,
to
p
r
o
v
id
e
u
s
ab
o
u
t u
n
d
er
s
tan
d
in
g
teac
h
er
s
’
u
s
e
o
f
tech
n
o
lo
g
ies
in
teac
h
in
g
an
d
lear
n
in
g
.
T
ec
h
n
o
lo
g
ies
in
ed
u
ca
tio
n
r
eq
u
ir
e
teac
h
er
s
to
p
o
s
s
ess
n
ec
ess
ar
y
k
n
o
wled
g
e
f
o
r
lear
n
er
s
’
d
aily
life
.
I
t
is
co
n
ce
p
tio
n
th
at
co
n
n
ec
ts
th
e
tr
an
s
f
o
r
m
atio
n
o
f
co
n
ten
t
an
d
p
ed
ag
o
g
y
with
s
u
itab
le
tech
n
o
lo
g
ies
f
o
r
lear
n
er
s
.
T
PAC
K
p
lay
s
its
r
o
le
in
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
in
n
ew
er
a
o
f
teac
h
er
d
ev
elo
p
m
en
t,
s
ev
en
m
ajo
r
k
n
o
wled
g
e
co
m
p
o
n
en
ts
id
en
tify
th
e
n
atu
r
e
o
f
k
n
o
wled
g
e
in
T
PAC
K.
Kn
o
wled
g
e
in
clu
d
es
co
n
ce
p
ts
,
laws,
p
r
in
cip
les,
th
eo
r
ies,
id
ea
s
,
as
well
as
estab
lis
h
ed
p
r
ac
tices
an
d
ap
p
r
o
ac
h
es
to
war
d
s
elf
-
d
ev
elo
p
m
en
t
[
1
4
,
1
8
]
.
I
t
is
im
p
o
r
tan
t
f
o
r
teac
h
er
p
r
o
f
ess
io
n
to
en
g
ag
e
s
tu
d
en
ts
in
th
e
less
o
n
an
d
class
r
o
o
m
ac
tiv
ities
[
1
9
,
2
0
]
.
T
h
e
teac
h
er
s
’
id
ea
an
d
co
n
ce
p
t
o
f
class
r
o
o
m
p
ar
ticip
atio
n
is
g
en
er
ated
b
y
k
n
o
wled
g
e
o
f
p
ed
ag
o
g
y
th
at
is
ap
p
licab
le
to
th
e
teac
h
in
g
o
f
s
p
ec
if
ic
co
n
ten
t.
PC
K
co
v
er
s
teac
h
in
g
tech
n
iq
u
es,
lear
n
in
g
p
r
o
ce
s
s
,
cu
r
r
icu
lu
m
,
im
p
lem
en
tatio
n
,
lear
n
in
g
ass
ess
m
en
t a
n
d
r
ep
o
r
tin
g
[
1
8
]
.
T
PAC
K
is
k
n
o
wled
g
e
ab
o
u
t
th
e
co
m
p
lex
r
elatio
n
s
am
o
n
g
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
th
at
en
ab
le
teac
h
er
s
to
d
ev
elo
p
ap
p
r
o
p
r
iate
less
o
n
,
co
n
tex
tu
al
class
r
o
o
m
s
tr
ateg
ies
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices
th
r
o
u
g
h
tech
n
o
lo
g
y
.
I
t
is
a
b
asis
o
f
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
with
s
u
itab
le
tech
n
o
lo
g
y
,
r
eq
u
ir
in
g
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
ep
r
esen
tatio
n
v
ia
tech
n
o
lo
g
ies;
p
ed
ag
o
g
ical
tech
n
iq
u
es
as
well
as
class
r
o
o
m
m
an
ag
em
en
t.
C
o
n
ten
ts
an
d
co
n
tex
ts
b
r
in
g
t
o
s
tu
d
en
ts
b
y
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
in
ap
p
r
o
p
r
iately
to
cr
ea
te
s
tu
d
en
ts
’
lear
n
in
g
f
it
in
21
st
ce
n
tu
r
y
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
8
]
.
W
e
ca
n
n
o
t
r
ejec
t
tech
n
o
lo
g
y
f
r
o
m
class
r
o
o
m
o
r
ed
u
ca
tio
n
al
p
r
ac
tices,
b
u
t
we
h
av
e
to
k
n
o
w
an
d
u
n
d
er
s
tan
d
h
o
w
to
u
s
e
it
in
ap
p
r
o
p
r
iaten
ess
[
2
1
]
.
T
PAC
K
is
f
r
am
ewo
r
k
f
o
r
teac
h
er
s
in
tech
n
o
lo
g
y
in
teg
r
atio
n
,
h
as
b
ee
n
d
ev
elo
p
ed
an
d
d
is
tr
ib
u
ted
to
teac
h
er
d
ev
elo
p
m
en
t.
I
t
r
eq
u
ir
es
teac
h
er
s
’
co
m
p
eten
cy
in
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t.
T
o
d
ev
elo
p
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
av
ailab
le
in
T
PAC
K
f
o
r
teac
h
er
d
ev
elo
p
m
en
t
an
d
p
r
ep
ar
atio
n
p
r
o
g
r
am
,
it
is
co
n
s
id
er
ed
to
r
ev
iew
th
e
im
p
o
r
tan
ce
in
d
ev
elo
p
in
g
an
u
n
d
er
s
tan
d
in
g
as we
ll.
T
h
r
o
u
g
h
th
e
len
s
o
f
teac
h
er
ed
u
ca
tio
n
r
ef
o
r
m
ASEA
N
co
u
n
tr
ies
h
ad
lau
n
ch
ed
p
r
o
ject
f
o
r
tea
ch
er
d
ev
elo
p
m
en
t
in
m
an
y
v
ar
io
u
s
k
in
d
s
o
f
m
eth
o
d
.
T
h
e
p
u
r
p
o
s
e
aim
s
to
p
r
o
m
o
te
teac
h
er
p
r
o
f
ess
io
n
as
twen
ty
f
ir
s
t
ce
n
tu
r
y
teac
h
er
s
.
Fo
r
th
o
s
e
m
eth
o
d
s
,
co
n
ce
p
t
o
f
teac
h
er
ed
u
ca
tio
n
f
o
cu
s
o
n
tech
n
o
lo
g
y
ed
u
ca
tio
n
in
teg
r
ated
in
PC
K
o
r
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wle
d
g
e
[
1
4
]
.
Ho
wev
er
,
th
e
co
n
ce
p
ts
o
f
PC
K
h
av
e
b
ee
n
n
u
m
er
o
u
s
ter
m
s
to
d
ef
in
e
th
e
co
m
p
o
n
en
ts
o
f
PC
K
f
o
r
teac
h
in
g
an
d
lear
n
in
g
k
n
o
wled
g
e.
I
n
s
tr
u
ctio
n
al
p
r
ac
tices
u
s
e
PC
K
g
ain
in
g
k
n
o
wled
g
e
an
d
n
ec
ess
ar
y
s
k
ills
f
o
r
s
tu
d
en
ts
in
wh
ich
r
elev
an
t
to
co
n
ten
t,
cu
ltu
r
e,
co
n
tex
t
an
d
p
s
y
ch
o
lo
g
ical
r
o
les
[
2
2
]
.
PC
K
h
elp
teac
h
er
s
to
u
n
d
er
s
tan
d
h
o
w
to
m
ak
e
an
in
ter
s
ec
tio
n
am
o
n
g
s
ets
o
f
co
n
ten
t k
n
o
wled
g
e,
th
e
co
n
tex
ts
o
f
lear
n
in
g
an
d
p
ed
ag
o
g
ical
k
n
o
wled
g
e.
Ad
d
itio
n
ally
,
p
r
ev
io
u
s
s
tu
d
ies r
ep
o
r
ted
th
at
PC
K
r
elate
d
to
teac
h
in
g
s
tr
ateg
ies,
p
ed
ag
o
g
ical
is
s
u
es
in
co
n
ten
t
ar
ea
.
Nu
an
g
ch
aler
m
[
2
0
]
s
h
o
wed
th
at
PC
K
ca
n
h
elp
teac
h
er
s
tu
d
en
ts
lear
n
to
b
e
g
o
o
d
teac
h
in
g
an
d
g
o
o
d
teac
h
er
b
ased
o
n
p
ed
ag
o
g
ical
u
n
d
er
s
tan
d
in
g
s
.
T
h
ey
h
av
e
to
k
n
o
w
co
n
ten
t
as
well
as
p
ed
ag
o
g
y
u
s
es
to
r
aise
s
tu
d
en
t’
s
c
o
m
p
eten
ce
.
T
ea
ch
er
s
tu
d
en
ts
ar
e
tau
g
h
t
to
in
teg
r
ate
p
ed
ag
o
g
y
an
d
co
n
ten
t
is
th
e
s
am
e
way
th
at
th
ey
ca
n
im
p
lem
en
t
teac
h
in
g
ap
p
r
o
ac
h
es.
Acc
o
r
d
in
g
to
Sh
u
lm
an
[
1
5
]
,
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
s
h
o
u
ld
co
m
b
in
e
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
co
n
ten
t
k
n
o
wled
g
e
to
teac
h
in
g
an
d
lear
n
in
g
in
ap
p
r
o
p
r
iately
.
PC
K
is
an
ab
ilit
y
to
co
m
b
in
e
k
n
o
wled
g
e
o
f
a
s
p
ec
if
ic
d
is
cip
lin
e
with
th
e
s
cien
ce
o
f
teac
h
in
g
.
I
t
m
ak
es
teac
h
er
s
d
o
u
n
d
er
s
tan
d
in
co
n
ten
t
an
d
tr
an
s
f
o
r
m
in
to
s
u
itab
le
in
s
tr
u
ctio
n
[
1
4
]
.
L
in
k
ag
es
b
etwe
en
co
n
ten
t
k
n
o
wled
g
e
in
th
e
2
1
st
ce
n
tu
r
y
is
wid
ely
d
is
tr
ib
u
ted
an
d
b
r
o
ad
ly
p
r
esen
ted
.
T
ea
ch
er
s
m
u
s
t
ch
an
g
e
teac
h
in
g
b
eh
av
io
r
b
y
n
o
t
o
n
ly
em
p
h
asize
o
n
co
n
ten
ts
,
b
u
t
p
ed
ag
o
g
ical
is
s
u
es
s
h
o
u
ld
b
e
im
p
lem
en
ted
b
y
cr
ea
tiv
e
class
r
o
o
m
.
T
h
e
in
f
lu
en
ce
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
an
d
in
ter
n
e
t
ten
d
to
b
e
ch
an
g
ed
o
u
r
lear
n
in
g
en
v
ir
o
n
m
en
t.
C
o
n
ten
t
is
less
s
ig
n
if
ican
t
f
o
r
teac
h
er
b
ec
au
s
e
in
ter
n
et
ca
n
b
r
in
g
an
d
p
r
esen
t
co
n
ten
t
in
ter
m
s
o
f
m
u
ltime
d
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
TPA
C
K
in
A
S
E
A
N
p
ers
p
ec
tive
s
:
C
a
s
e
s
tu
d
y
o
n
Th
a
i p
r
e
-
s
ervice
tea
ch
er
(
P
r
a
s
a
r
t Nu
a
n
g
ch
a
lerm
)
995
an
d
v
ar
io
u
s
k
in
d
o
f
co
m
m
u
n
icatio
n
.
Heib
er
t
[
9
]
p
r
o
p
o
s
es
f
r
am
ewo
r
k
f
o
r
teac
h
er
p
r
ep
ar
atio
n
h
elp
in
g
t
ea
ch
er
s
tu
d
en
ts
to
d
ev
elo
p
co
m
p
eten
cies
in
s
ettin
g
in
s
tr
u
ctio
n
al
g
o
als,
ev
alu
atin
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
h
y
p
o
th
esizin
g
co
n
n
ec
tio
n
s
b
etwe
en
lear
n
in
g
m
ater
ials
an
d
s
elf
-
r
ef
lectio
n
o
f
in
s
tr
u
ctio
n
.
T
h
e
s
o
cial
ch
an
g
es
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
lead
th
e
tr
en
d
s
o
f
PC
K
to
h
ig
h
er
lev
el
o
f
u
s
e.
T
PAC
K
is
p
r
o
p
o
s
ed
f
o
r
ed
u
ca
tio
n
b
y
in
teg
r
atin
g
tech
n
o
lo
g
y
ed
u
ca
tio
n
in
to
PC
K
d
u
e
to
th
e
r
ap
id
ly
ch
an
g
e
in
I
C
T
an
d
o
n
lin
e
lear
n
in
g
in
f
lu
en
ce
to
an
y
class
r
o
o
m
[
2
3
]
.
I
ts
en
h
an
ce
d
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
an
d
teac
h
er
d
ev
elo
p
m
en
t,
its
o
r
ig
in
f
r
o
m
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
an
d
2
1
st
ce
n
tu
r
y
lear
n
er
s
.
Du
e
to
,
it
ca
n
b
e
in
teg
r
ated
in
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
.
I
t
was
n
o
ted
th
at
T
PAC
K
is
th
e
way
s
o
f
g
o
o
d
teac
h
in
g
with
tech
n
o
lo
g
y
an
d
th
at
it
n
ee
d
s
to
h
elp
teac
h
er
s
h
av
e
an
u
n
d
er
s
tan
d
in
g
in
p
r
o
f
ess
io
n
als an
d
in
teg
r
atin
g
lear
n
in
g
o
u
tco
m
es to
au
th
en
tic
class
r
o
o
m
.
T
PAC
K
h
as
b
ee
n
u
s
ed
an
d
d
is
tr
ib
u
ted
in
th
e
co
n
tex
t
o
f
m
u
ltip
le
teac
h
er
p
r
ep
ar
atio
n
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
.
T
h
e
in
ter
ac
tio
n
o
f
all
th
r
ee
k
n
o
wled
g
e
d
o
m
ain
s
is
th
e
in
teg
r
ated
k
n
o
wled
g
e
wh
ich
teac
h
er
s
m
u
s
t
u
n
d
er
s
tan
d
an
d
d
o
f
o
r
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t.
T
h
is
s
tu
d
y
aim
s
to
an
aly
s
e
T
PAC
K
in
ASEA
N
ed
u
ca
tio
n
an
d
m
ak
e
a
lin
k
ag
e
T
PAC
K
o
f
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
in
th
e
s
ch
o
o
l
p
r
ac
ticu
m
.
T
h
e
f
in
d
in
g
s
will
b
e
u
s
ed
f
o
r
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
an
d
p
r
o
v
id
es
a
b
asis
f
o
r
u
n
d
er
s
tan
d
in
g
p
r
e
-
s
er
v
ice
teac
h
er
k
n
o
wled
g
e
th
at
s
u
p
p
o
r
ts
s
u
cc
ess
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
in
to
class
r
o
o
m
.
E
d
u
ca
to
r
s
ca
n
b
e
u
s
ed
in
f
o
r
m
atio
n
to
d
ev
elo
p
teac
h
er
ed
u
ca
tio
n
an
d
p
r
o
g
r
am
s
f
o
r
T
PAC
K
d
is
tr
ib
u
tio
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
ASE
AN
lite
ra
t
ures a
bo
ut
T
P
ACK
T
h
e
s
tu
d
y
em
p
lo
y
ed
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew,
T
PAC
K
an
d
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
wer
e
f
r
am
ewo
r
k
.
T
h
e
ASEA
N
C
itatio
n
I
n
d
ex
(
AC
I
)
d
atab
ase
was u
s
ed
to
s
ea
r
ch
f
o
r
ar
ticles u
s
in
g
th
e
s
ea
r
ch
ter
m
s
“T
AC
K”
b
ec
au
s
e
it
was
wid
ely
u
s
ed
ter
m
in
g
en
er
al
s
tu
d
ie
s
.
T
h
e
AC
I
d
atab
ase
was
s
elec
ted
b
ec
au
s
e
it
d
o
es
co
llect
ar
ticles
in
f
ield
o
f
ed
u
ca
tio
n
.
AC
I
is
an
in
d
ex
in
g
o
f
ce
n
tr
al
r
eg
io
n
al
d
atab
ase
in
ASEN
co
u
n
tr
ies,
it
was
d
esig
n
ed
an
d
s
et
u
p
to
in
d
ex
all
th
e
b
ib
lio
g
r
ap
h
ic
r
ec
o
r
d
s
an
d
th
e
citatio
n
s
o
f
all
q
u
ality
A
SEAN
r
esear
ch
in
th
e
ASEA
N
s
ch
o
lar
ly
jo
u
r
n
als.
Fu
r
th
er
m
o
r
e,
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
,
th
e
citatio
n
s
,
th
e
H
-
in
d
ex
an
d
o
th
er
b
ib
lio
m
etr
ic
in
d
ex
es
o
f
ASEA
N
r
esear
ch
o
u
tp
u
t
p
lay
s
a
m
ajo
r
r
o
le
in
in
teg
r
atin
g
o
f
ASEA
N
r
esear
ch
p
er
f
o
r
m
an
ce
ev
alu
atio
n
in
th
e
n
at
io
n
al,
r
eg
io
n
al
an
d
in
ter
n
atio
n
al
lev
els [
2
4
]
.
2
.
1
.
1
.
P
ro
ce
du
ra
l sea
rc
hin
g
Data
wer
e
ac
ce
s
s
ed
th
r
o
u
g
h
th
e
AC
I
(
h
ttp
://www.
asean
-
cites.o
r
g
)
an
d
th
en
f
illed
th
e
s
ea
r
ch
ter
m
s
f
o
r
m
ak
in
g
co
n
s
id
er
atio
n
.
R
esear
ch
er
s
p
ec
if
ies
th
e
s
ea
r
ch
ter
m
s
to
r
etr
iev
e
a
h
ig
h
n
u
m
b
er
o
f
ac
ad
em
ically
r
elev
an
t
r
elate
d
ar
ticles.
T
h
e
cr
iter
ia
in
s
elec
tin
g
ar
ticle
s
et
th
r
o
u
g
h
f
u
ll tex
t a
v
ailab
le
o
n
AC
I
.
T
h
e
s
ea
r
ch
was
ca
r
r
ied
o
u
t
o
n
Dec
em
b
er
2
0
1
8
.
R
esear
ch
er
elim
in
ated
th
ese
n
o
n
-
r
elev
an
t
s
ea
r
ch
m
atch
es
th
er
ef
o
r
e
n
ar
r
o
wed
d
o
wn
th
e
r
esu
lts
to
1
1
ar
ticles.
2
.
1
.
2
.
Da
t
a
a
na
ly
s
is
T
h
e
ar
ticles
wer
e
s
y
s
tem
atic
r
ev
iewe
d
,
th
e
6
s
elec
ted
ar
ticles.
Step
s
o
f
ar
ticle
s
elec
tio
n
wer
e
u
s
ed
f
o
r
s
cr
ee
n
in
g
r
elate
d
is
s
u
es.
Ar
ticle
was
ca
teg
o
r
ized
in
to
co
n
ten
t
th
at
r
elev
an
t
to
d
escr
ip
tio
n
s
o
f
T
PAC
K.
All
ar
ticles
th
at
d
id
n
o
t
in
clu
d
e
at
least
o
n
e
o
f
th
ese
ter
m
s
wer
e
ex
clu
d
ed
f
r
o
m
th
e
f
o
llo
win
g
an
aly
s
is
,
wh
ich
r
ed
u
ce
d
th
e
n
u
m
b
er
o
f
s
elec
ted
ar
ticles
to
1
1
.
T
h
e
ter
m
s
wh
ich
d
escr
ib
in
g
T
PAC
K
wer
e
g
en
tly
ex
tr
ac
ted
f
r
o
m
ea
ch
ar
ticle.
All
o
f
ar
ticles
in
wh
ich
m
atch
ter
m
s
wer
e
co
llected
f
r
o
m
th
e
ar
ticles
s
elec
ted
f
o
r
th
e
an
aly
s
is
an
d
s
o
u
r
ce
s
o
u
ts
id
e
th
e
cr
itical
ar
ticles.
T
h
e
ar
ticle
an
aly
s
is
in
v
o
lv
ed
1
1
T
PAC
K
is
s
u
es,
a
s
p
ec
if
ic
ter
m
was n
o
t
d
ef
in
ed
b
y
th
e
r
esear
ch
er
,
th
e
d
ef
in
ed
ter
m
s
o
f
ea
ch
ar
ticle
was a
n
aly
s
ed
an
d
class
if
ied
b
ased
o
n
r
esear
ch
f
r
am
ewo
r
k
.
2
.
2
.
E
m
pirica
l TPAC
K
o
f
pre
-
s
er
v
ice
t
ea
cher
s
T
h
is
s
tu
d
y
em
p
lo
y
ed
s
u
r
v
ey
m
eth
o
d
a
n
d
q
u
alitativ
e
in
v
esti
g
atio
n
th
e
in
te
g
r
atio
n
tec
h
n
o
lo
g
y
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
in
to
th
eir
clas
s
r
o
o
m
th
r
o
u
g
h
T
PAC
K.
2
.
2
.
1
.
Co
nte
x
t
o
f
t
he
s
t
ud
y
a
nd
pa
rt
icipa
nts
Sev
en
T
h
ai
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
ey
wer
e
5
th
y
ea
r
-
teac
h
er
s
tu
d
en
t
wh
o
h
ad
to
p
ay
atten
tio
n
with
s
ch
o
o
l p
r
ac
tices a
s
well
as p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
r
eg
u
latio
n
[
2
5
]
.
T
h
ey
h
av
e
to
m
ak
e
d
ec
is
io
n
ac
cu
r
ately
an
d
a
p
p
r
o
p
r
iately
b
ased
o
n
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
,
d
ec
is
io
n
m
ak
in
g
in
class
r
o
o
m
m
an
ag
em
en
t,
u
s
e
tech
n
o
lo
g
y
an
d
lear
n
in
g
m
ater
ials
an
d
ev
alu
ate
lear
n
in
g
p
r
o
g
r
ess
o
f
s
tu
d
en
ts
.
T
h
ey
h
ad
r
esp
o
n
s
ib
ilit
ies
as
ab
o
v
e
in
4
d
if
f
er
en
t
s
ch
o
o
ls
.
Fiv
e
f
em
ales
an
d
2
m
ale
s
en
r
o
lled
in
teac
h
er
p
r
ep
ar
ati
o
n
p
r
o
g
r
am
in
g
en
er
al
s
cien
ce
.
At
th
e
tim
e
o
f
th
e
s
tu
d
y
,
th
e
p
ar
ticip
an
ts
wer
e
en
r
o
lled
in
th
e
I
n
ter
n
s
h
ip
1
an
d
I
n
ter
n
s
h
ip
2
,
a
s
ix
-
cr
ed
it c
o
u
r
s
e
in
ea
ch
s
em
ester
,
ac
ad
em
ic
y
ea
r
2
0
1
8
.
C
o
u
r
s
es
em
p
h
asizin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
9
3
-
9
9
9
996
o
n
s
ch
o
o
l
p
r
ac
ticu
m
,
wer
e
d
esig
n
ed
to
im
p
r
o
v
e
teac
h
er
p
r
o
f
ess
io
n
,
p
ed
ag
o
g
ical
s
k
ills
,
m
an
ag
er
ial
s
k
ills
o
f
in
s
tr
u
ctio
n
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
in
class
r
o
o
m
.
2
.
2
.
2
.
T
P
ACK
s
elf
-
a
s
s
e
s
s
m
ent
T
o
m
ea
s
u
r
e
T
PAC
K
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
,
T
PAC
K
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
v
ia
Go
o
g
le
Fo
r
m
s
s
y
s
tem
.
T
h
e
less
o
n
p
lan
was
s
tu
d
ied
an
d
r
ep
o
r
t
in
d
escr
ip
tiv
e
an
aly
s
is
.
T
PAC
K
q
u
esti
o
n
n
air
e
was su
r
v
ey
ed
th
r
o
u
g
h
3
6
item
s
.
Par
ticip
an
ts
r
ated
th
eir
p
er
ce
p
tio
n
with
ea
ch
item
o
n
a
5
-
p
o
in
t L
ik
er
t
s
ca
le
(
5
=
Stro
n
g
ly
Ag
r
ee
,
4
=
Ag
r
ee
,
3
=
Neu
tr
al,
2
=
Dis
ag
r
ee
,
1
=
Stro
n
g
ly
Dis
ag
r
ee
)
.
T
h
e
m
ea
s
u
r
e
o
f
T
PAC
K
d
o
m
ain
s
u
s
ed
in
th
is
s
tu
d
y
r
ep
r
esen
ts
p
ar
ticip
an
ts
’
s
elf
-
ass
ess
m
en
t o
f
th
eir
k
n
o
wled
g
e.
2
.
2
.
3
.
P
ro
ce
du
re
T
PAC
K
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
v
ia
an
o
n
lin
e
s
u
r
v
ey
s
y
s
tem
in
th
e
last
wee
k
s
em
este
r
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
h
ad
p
r
ac
ticu
m
in
th
e
co
u
r
s
e
o
f
I
n
ter
n
s
h
ip
2
.
A
h
y
p
er
lin
k
to
th
e
s
u
r
v
ey
an
d
d
escr
ip
tio
n
o
f
th
e
s
tu
d
y
wer
e
av
ailab
le
s
en
t
d
ir
ec
tly
to
p
an
el
r
esp
o
n
d
en
ts
.
T
h
en
,
d
ata
wer
e
an
aly
ze
d
b
y
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
an
d
tr
an
s
cr
ib
ed
b
ased
o
n
cr
iter
ia
o
f
p
er
ce
p
tio
n
lev
el.
Data
wer
e
s
h
o
wn
f
o
r
p
r
esen
tin
g
h
o
w
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
p
er
ce
iv
ed
T
PAC
K
in
th
eir
d
if
f
er
en
t
o
p
in
io
n
s
b
y
in
d
icatin
g
in
to
5
lev
els
o
f
m
ea
n
f
o
r
in
ter
p
r
etin
g
:
Hig
h
est
(
4
.
5
1
-
5
.
0
0
)
,
Hig
h
(
3
.
5
1
-
4
.
5
0
)
,
Me
d
iu
m
(
2
.
5
1
-
3
.
5
0
)
,
L
o
w
(
1
.
5
1
-
2
.
5
0
)
an
d
L
o
west
(
1
.
0
0
-
1
.
5
0
)
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
ASE
AN
l
it
er
a
t
ures a
bo
ut
T
P
ACK
T
PAC
K
is
im
p
o
r
tan
t
co
n
ce
p
t
o
f
teac
h
in
g
in
th
e
2
1
st
ce
n
tu
r
y
lear
n
in
g
b
ec
au
s
e
k
n
o
wled
g
e
is
n
o
t
is
o
lated
,
tech
n
o
lo
g
y
lin
k
s
o
u
r
wo
r
ld
to
g
eth
er
,
in
teg
r
atio
n
m
ak
es
q
u
ality
o
f
ed
u
ca
tio
n
,
g
lo
b
al
v
illag
e
cr
ea
te
o
n
e
an
d
less
en
v
ir
o
n
m
en
tal
d
estru
ctio
n
.
T
ea
ch
er
s
h
av
e
to
im
p
lem
en
t
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t b
ase
d
o
n
h
o
lis
tic
v
iews
[
26
]
.
B
len
d
in
g
th
r
ee
f
o
r
m
s
o
f
k
n
o
wled
g
e
h
elp
teac
h
er
s
m
ak
e
d
if
f
er
en
t te
ac
h
in
g
an
d
lear
n
in
g
s
k
ills
.
Du
e
to
,
wo
r
ld
is
r
ap
id
ly
ch
an
g
ed
as
tech
n
o
lo
g
y
an
d
in
ter
n
et
as
k
ey
f
ac
to
r
s
to
n
ew
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
I
f
teac
h
er
s
ig
n
o
r
e
o
r
less
tech
n
o
lo
g
y
ed
u
ca
tio
n
,
th
en
teac
h
er
s
h
av
e
o
n
ly
co
n
ten
t
it
s
ee
m
s
to
b
e
tr
ad
itio
n
al
teac
h
in
g
[
1
0
]
.
Ped
ag
o
g
y
ca
n
b
u
ild
s
tu
d
en
ts
u
n
d
er
s
tan
d
co
n
ce
p
t
wh
en
co
n
ce
p
t
is
g
en
er
alize
d
an
d
s
im
p
lifie
d
b
y
ef
f
ec
tiv
e
p
r
esen
tatio
n
.
Ho
wev
er
,
in
ter
n
et
ca
n
g
iv
e
a
v
ar
iety
o
f
teac
h
in
g
to
o
ls
to
all
s
tu
d
en
ts
b
y
m
u
ltime
d
ia,
s
tu
d
en
ts
u
s
e
ap
p
licatio
n
s
b
ased
o
n
th
eir
in
ter
ests
,
in
d
iv
id
u
al
r
esp
o
n
s
e
an
d
in
d
iv
id
u
al
d
if
f
er
en
ce
s
.
T
PAC
K
f
r
am
ewo
r
k
th
at
teac
h
er
s
n
ee
d
to
h
av
e
d
ee
p
u
n
d
er
s
tan
d
in
g
s
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wled
g
e,
it
is
th
e
c
o
m
p
lex
f
o
r
m
o
f
in
teg
r
atio
n
in
co
n
ten
t
(
C
K)
,
p
ed
ag
o
g
y
(
PK)
an
d
tech
n
o
lo
g
y
(
T
K)
k
n
o
wled
g
e.
Als
o
,
th
ey
ca
n
im
p
lem
en
t
th
ese
f
o
r
m
s
o
f
k
n
o
wled
g
e
in
to
class
r
o
o
m
as
well
as
p
r
o
f
ess
io
n
al
teac
h
er
s
.
T
h
e
an
aly
s
is
o
f
T
PAC
K
in
ASEA
N
liter
atu
r
e,
k
n
o
wled
g
e
in
th
e
2
1
st
cen
tu
r
y
is
n
o
t
is
o
lated
b
u
t
it
n
ee
d
s
in
teg
r
atio
n
.
E
s
p
ec
ially
,
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
is
n
o
w
ex
p
an
d
in
g
,
p
lay
s
it
r
o
les
im
p
o
r
tan
t
to
all
ar
ea
s
o
f
s
tu
d
y
.
T
ea
ch
er
s
h
av
e
to
en
g
ag
e
tech
n
o
lo
g
y
an
d
lear
n
in
g
s
k
ills
wh
ich
r
esp
o
n
s
e
to
lear
n
er
s
’
b
eh
av
io
u
r
s
[
2
7
]
.
T
h
e
in
s
tr
u
ctio
n
an
d
class
r
o
o
m
p
r
ac
tices
in
th
e
p
ast
ig
n
o
r
e
h
o
w
to
in
teg
r
ate
tech
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
o
r
less
in
ter
ests
.
T
ea
ch
er
s
f
o
cu
s
o
n
co
n
ten
t
an
d
s
u
b
ject
m
atter
s
,
d
u
e
to
th
e
p
r
o
ce
s
s
o
f
teac
h
in
g
an
d
lear
n
in
g
b
ase
o
n
r
ec
itatio
n
an
d
co
n
ten
t
r
ec
o
g
n
itio
n
.
I
n
ad
d
itio
n
,
teac
h
er
s
h
av
e
less
p
ed
ag
o
g
ical
s
tr
ateg
ies
b
ec
au
s
e
less
class
r
o
o
m
ac
tiv
ities
.
Ho
wev
er
,
th
is
er
a
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
is
r
ap
id
ly
ch
an
g
ed
an
d
ad
o
p
t te
ch
n
o
lo
g
y
ed
u
ca
tio
n
to
cu
r
r
icu
lu
m
.
T
h
e
co
n
ten
t
k
n
o
wled
g
e
is
n
o
w
u
n
ce
r
tain
ty
b
ec
a
u
s
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
tr
an
s
f
er
r
ed
b
ig
d
ata
an
d
o
v
er
lo
ad
in
f
o
r
m
atio
n
to
all.
C
o
n
ten
t
s
ee
m
to
b
e
o
ld
as
well
as
tech
n
o
lo
g
y
ch
an
g
ed
.
T
ea
ch
er
s
h
av
e
to
ad
ap
t
an
d
ap
p
ly
in
s
tr
u
ctio
n
al
p
r
ac
tices
th
em
s
elv
es
in
v
ar
io
u
s
k
in
d
s
o
f
teac
h
in
g
m
eth
o
d
s
an
d
tech
n
o
lo
g
y
u
s
es
[
2
8
]
.
Kn
o
wled
g
e
o
f
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
ar
e
im
p
o
r
tan
ce
f
o
r
ef
f
ec
tiv
e
teac
h
er
s
.
T
PAC
K
is
a
f
r
am
ewo
r
k
th
at
teac
h
er
s
n
ee
d
to
h
av
e
d
ee
p
u
n
d
er
s
tan
d
in
g
s
o
f
th
r
ee
co
m
p
o
n
en
ts
o
f
k
n
o
wled
g
e.
T
ec
h
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wled
g
e
ar
e
em
er
g
en
t
f
o
r
m
o
f
k
n
o
wled
g
e
th
at
it
d
escr
ib
es
teac
h
er
n
ee
d
s
b
y
ef
f
ec
tiv
e
tech
n
o
lo
g
y
in
teg
r
atio
n
.
T
h
at
is
,
T
PAC
K
is
th
e
co
m
p
lex
f
o
r
m
o
f
in
teg
r
atio
n
in
co
n
ten
t
(
C
K)
,
p
ed
ag
o
g
y
(
PK)
an
d
tech
n
o
lo
g
y
(
T
K)
k
n
o
wled
g
e.
T
PAC
K
is
elab
o
r
ated
f
r
o
m
Sh
u
lm
an
[
1
4
]
to
f
o
cu
s
ef
f
ec
tiv
e
t
ea
ch
in
g
th
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
p
ed
ag
o
g
y
k
n
o
wled
g
e
an
d
co
n
ten
t
k
n
o
wled
g
e.
T
h
en
,
Mish
r
a
an
d
Kh
o
eler
[
1
7
]
d
ev
elo
p
ed
th
r
ee
d
o
m
ain
s
o
f
k
n
o
wled
g
e
an
d
ca
lled
tech
n
o
lo
g
ical,
p
ed
ag
o
g
ical
an
d
co
n
ten
t
k
n
o
wled
g
e.
Acc
o
r
d
in
g
ly
,
teac
h
er
s
m
u
s
t
p
ay
m
o
r
e
atten
tio
n
to
p
e
d
ag
o
g
y
an
d
co
n
ten
t,
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
ical
u
s
ag
e.
T
h
ey
r
eq
u
ir
e
th
e
u
s
e
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
s
u
p
p
o
r
tin
g
lear
n
in
g
b
eh
av
io
u
r
wh
ich
allo
ws
s
tu
d
en
ts
to
en
g
ag
e
in
n
atu
r
e
o
f
lear
n
in
g
[
2
9
]
.
I
n
ad
d
itio
n
,
th
er
e
ar
e
th
r
ee
co
m
p
o
n
en
ts
:
co
n
ten
t,
p
ed
ag
o
g
y
an
d
t
ec
h
n
o
lo
g
y
.
T
h
ese
th
r
ee
co
m
p
o
n
en
ts
f
o
r
m
th
e
co
r
e
o
f
th
e
tech
n
o
lo
g
ical,
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
[
1
7
,
1
8
]
.
T
PAC
K
is
in
v
ited
to
ed
u
ca
tio
n
,
teac
h
in
g
r
eq
u
ir
es
ef
f
ec
tiv
e
teac
h
er
s
wh
o
u
n
d
er
s
tan
d
th
e
co
n
ten
t
th
ey
wan
t
to
teac
h
,
also
cr
u
cial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
TPA
C
K
in
A
S
E
A
N
p
ers
p
ec
tive
s
:
C
a
s
e
s
tu
d
y
o
n
Th
a
i p
r
e
-
s
ervice
tea
ch
er
(
P
r
a
s
a
r
t Nu
a
n
g
ch
a
lerm
)
997
p
ed
ag
o
g
y
an
d
s
u
ita
b
le
tech
n
o
lo
g
y
th
at
ca
n
s
u
p
p
o
r
t
lear
n
in
g
o
f
s
tu
d
en
ts
.
T
PAC
K
is
k
n
o
wled
g
e
th
at
r
eq
u
ir
ed
teac
h
er
s
in
teg
r
ate
ap
p
r
o
p
r
iate
tech
n
o
lo
g
y
in
to
teac
h
in
g
an
d
co
n
ten
t
[
30
]
.
Ko
eh
ler
an
d
Mish
r
a
[
1
8
]
p
r
o
p
o
s
e
th
at
th
e
in
teg
r
atin
g
k
n
o
wled
g
e
o
f
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
t
en
t
ar
e
s
ig
n
if
ican
t
co
m
p
o
n
en
ts
to
ef
f
ec
tiv
e
teac
h
in
g
in
m
o
d
er
n
er
a
o
f
lear
n
in
g
.
T
PAC
K
is
an
s
wer
f
o
r
p
r
o
f
ess
io
n
al
teac
h
er
,
u
s
ef
u
l f
r
am
ewo
r
k
f
o
r
th
in
k
in
g
ab
o
u
t w
h
at
k
n
o
wled
g
e
teac
h
er
s
m
u
s
t le
ar
n
to
h
av
e
an
d
ca
n
in
teg
r
ate
tech
n
o
lo
g
y
in
to
teac
h
in
g
.
ASEA
N
co
u
n
tr
ies
em
p
lo
y
ed
T
PAC
K
in
to
cu
r
r
icu
lu
m
an
d
s
ch
o
o
l
p
r
ac
tices.
T
ec
h
n
o
lo
g
y
is
n
o
t
m
o
s
t
th
e
co
m
p
o
n
en
t,
b
u
t
it
is
im
p
o
r
tan
t
f
o
r
teac
h
er
to
d
esig
n
less
o
n
p
lan
an
d
in
s
tr
u
ctio
n
al
ac
tiv
ities
.
T
ec
h
n
o
lo
g
y
en
g
ag
e
s
tu
d
en
ts
with
th
e
less
o
n
,
co
m
m
u
n
icate
in
d
iv
er
s
ely
,
m
u
lti
-
r
ep
r
esen
tatio
n
in
teac
h
in
g
an
d
lear
n
in
g
an
d
cr
ea
te
co
m
m
u
n
icativ
e
s
k
ills
.
A
v
ar
iety
o
f
tech
n
o
lo
g
y
h
elp
s
tu
d
en
ts
lear
n
to
ch
an
g
e
th
eir
co
g
n
itiv
e
s
k
ills
an
d
o
th
er
lear
n
in
g
b
eh
av
io
u
r
s
f
o
r
2
1
st
ce
n
tu
r
y
class
r
o
o
m
i.e
.
Yo
u
tu
b
e,
Go
o
g
le
ap
p
licatio
n
s
,
L
in
e,
Face
b
o
o
k
an
d
s
o
o
n
.
C
o
n
ten
t
is
u
p
lo
ad
ed
,
b
u
t
th
e
r
eliab
ilit
y
is
r
eq
u
ir
ed
a
cr
itical
d
ec
is
io
n
.
T
ea
ch
er
s
h
av
e
to
d
esig
n
co
n
ten
t
with
tech
n
o
lo
g
y
f
o
r
in
d
iv
id
u
al
in
ter
ests
as we
ll a
s
s
m
ar
t te
ch
n
o
lo
g
y
to
o
ls
allo
wed
.
Vid
eo
o
n
d
em
an
d
is
tr
ick
y
th
at
teac
h
er
s
p
lay
th
eir
r
o
le
m
o
d
el
b
y
o
n
lin
e
less
o
n
.
Au
th
en
tic
teac
h
in
g
,
au
th
en
tic
lear
n
in
g
an
d
au
th
en
tic
ass
ess
m
en
t
ar
e
s
tr
o
n
g
ly
n
ee
d
ed
to
all
teac
h
er
s
.
Ho
wev
er
,
tech
n
o
lo
g
y
an
d
its
in
f
r
astru
ctu
r
es
n
ee
d
to
b
e
p
r
ep
ar
ed
,
teac
h
er
s
h
av
e
to
jo
in
p
r
o
f
ess
io
n
al
p
r
o
g
r
am
to
im
p
lem
en
t
T
PAC
K
w
h
ich
s
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itab
le
f
o
r
th
eir
teac
h
in
g
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o
wled
g
e
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co
n
ten
t
s
ee
m
to
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e
s
tr
o
n
g
,
b
u
t te
ch
n
o
lo
g
y
in
teg
r
ated
teac
h
in
g
r
eq
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ir
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m
u
ch
m
o
r
e
th
an
th
o
s
e
tr
ad
itio
n
al
teac
h
in
g
.
T
h
ey
h
av
e
to
d
ev
elo
p
tr
ain
in
g
co
u
r
s
es
v
ia
p
ed
ag
o
g
ical
s
tr
ateg
ies
wh
ich
r
esp
o
n
s
e
to
2
1
st
ce
n
tu
r
y
lear
n
er
s
.
T
h
e
liter
atu
r
es
o
f
T
PAC
K
in
ASEA
N
ed
u
ca
tio
n
will b
e
lin
k
ed
to
p
r
ac
tices,
em
p
ir
ical
T
PAC
K
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
is
in
v
esti
g
ated
.
3
.
2
.
E
m
pirica
l TPAC
K
in
s
cho
o
l pra
ct
icum
T
h
e
lev
el
o
f
T
PAC
K
o
f
7
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
,
it
ca
n
b
e
s
h
o
wn
th
at
th
ey
h
ad
h
ig
h
lev
el
at
all
k
n
o
wled
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d
o
m
ain
s
.
T
h
ey
h
ad
d
o
m
ain
s
o
f
k
n
o
wled
g
e
in
T
C
K
h
ig
h
est
th
an
th
o
s
e
T
K,
T
PK,
T
C
K,
PC
K,
PK
an
d
C
K
in
th
e
f
o
llo
win
g
.
T
h
ese
m
ea
n
th
ey
h
ad
k
n
o
wled
g
e
in
tech
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o
lo
g
y
in
teg
r
atio
n
in
s
ch
o
o
l
p
r
ac
tices
as
well
as
p
r
o
g
r
am
o
f
s
tu
d
y
d
esig
n
ed
.
Als
o
,
th
ey
ca
n
u
s
e
tech
n
o
lo
g
y
to
h
elp
lear
n
er
ac
ce
s
s
less
o
n
b
y
en
g
ag
in
g
tech
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lo
g
ies
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d
if
f
er
en
t
m
eth
o
d
s
.
T
h
e
T
PAC
K
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
b
y
ex
p
lo
r
ato
r
y
s
tu
d
y
ca
n
b
e
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Self
-
ass
ess
m
en
t o
f
T
PAC
K
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
TPA
C
K
i
t
e
m
M
e
a
n
SD
Le
v
e
l
o
f
o
p
i
n
i
o
n
TK
4
.
1
7
0
.
5
6
H
i
g
h
CK
3
.
8
6
0
.
4
5
H
i
g
h
PK
3
.
8
8
0
.
5
0
H
i
g
h
P
C
K
3
.
8
9
0
.
4
2
H
i
g
h
TC
K
3
.
9
3
0
.
6
0
H
i
g
h
TPK
4
.
1
2
0
.
4
8
H
i
g
h
TPA
C
K
4
.
1
4
0
.
4
7
H
i
g
h
All
k
n
o
wled
g
e
d
o
m
ain
s
s
h
o
wed
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
u
n
d
er
s
tan
d
tech
n
o
lo
g
y
in
teg
r
atio
n
an
d
b
r
in
g
to
class
r
o
o
m
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
ey
h
ad
h
ig
h
lev
el
o
f
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wled
g
e,
b
u
t
co
n
ten
t
k
n
o
wled
g
e
s
ee
m
s
to
b
e
less
th
an
th
o
s
e
o
th
e
r
d
o
m
ain
s
.
T
h
ey
also
ex
p
r
ess
item
to
th
e
tech
n
o
lo
g
ical
s
k
ills
f
o
r
in
s
tr
u
ctio
n
an
d
d
esig
n
an
d
d
ev
elo
p
tech
n
o
lo
g
ies
f
o
r
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
ar
e
at
lo
west m
ea
n
s
co
r
e
f
o
r
tech
n
o
lo
g
y
in
teg
r
atio
n
.
Mish
r
a
an
d
Kh
o
eler
[
1
7
]
s
u
g
g
ested
th
at
teac
h
er
s
m
u
s
t
p
a
y
m
o
r
e
atten
tio
n
to
tech
n
o
lo
g
y
,
esp
ec
ially
m
o
d
er
n
tech
n
o
lo
g
y
,
in
ter
n
et
to
o
ls
,
m
u
ltime
d
ia
f
o
r
ed
u
tain
m
en
t
an
d
m
an
y
f
o
r
m
s
o
f
tech
n
o
lo
g
y
.
So
cial
n
etwo
r
k
in
g
ca
n
u
s
e
in
T
PAC
K
f
r
am
ewo
r
k
b
ec
au
s
e
co
llab
o
r
ativ
e
lear
n
in
g
is
n
o
w
ex
p
lo
s
iv
e.
T
h
e
co
llab
o
r
atio
n
m
ak
es
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
v
ia
in
ter
n
et
o
f
lear
n
in
g
,
b
u
t
th
in
k
in
g
ab
o
u
t
co
n
ten
t
is
cr
itical
an
d
an
aly
tical
d
ec
is
io
n
.
T
ec
h
n
o
lo
g
y
is
to
o
l
to
en
g
ag
e
an
d
tr
an
s
f
er
in
f
o
r
m
atio
n
to
s
tu
d
en
ts
.
T
PAC
K
is
ess
en
tial
f
r
am
ewo
r
k
th
at
teac
h
er
s
h
av
e
to
k
n
o
w,
u
n
d
er
s
tan
d
an
d
u
s
e
th
e
in
teg
r
atio
n
as
well
as
s
tu
d
en
ts
’
in
ter
ests
[
8
]
.
Ko
eh
ler
an
d
Mish
r
a
[
1
8
]
ar
g
u
e
th
at
T
PAC
K
h
elp
teac
h
er
s
u
n
d
er
s
tan
d
an
d
ca
n
u
s
e
th
ese
f
o
r
m
s
o
f
k
n
o
wled
g
e
in
to
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
ea
ch
er
s
n
ee
d
to
k
n
o
w
wh
at
an
d
h
o
w
th
ey
im
p
lem
en
t
tech
n
o
lo
g
y
in
th
e
u
n
iq
u
e
co
n
tex
ts
with
in
th
eir
class
r
o
o
m
in
co
n
tex
ts
.
T
PAC
K
in
ASEA
N
co
u
n
tr
ies
s
ee
m
n
o
t
to
b
e
d
if
f
er
en
t,
b
u
t
tech
n
o
lo
g
y
is
a
b
asic
co
n
s
id
er
atio
n
in
ea
ch
co
u
n
tr
y
.
T
h
e
d
ev
elo
p
m
en
t
o
f
T
PAC
K
in
ASEA
N
is
in
f
lu
en
ce
d
b
y
n
atio
n
al
p
o
licy
o
f
ed
u
ca
tio
n
,
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
es,
in
ter
n
et
r
ea
d
in
ess
an
d
teac
h
er
co
m
p
eten
cy
in
less
o
n
-
in
teg
r
ated
d
esig
n
.
T
h
e
q
u
ality
o
f
teac
h
in
g
d
ep
en
d
s
o
n
class
r
o
o
m
co
n
tex
ts
an
d
th
e
way
in
wh
at
teac
h
er
s
tau
g
h
t.
T
h
e
ch
allen
g
es
o
f
T
PAC
K
f
r
am
ewo
r
k
ca
n
b
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co
n
s
id
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b
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teac
h
er
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co
m
p
eten
cies
in
tech
n
o
lo
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ag
em
en
t a
n
d
im
p
licatio
n
.
T
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h
n
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is
v
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f
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to
r
th
at
m
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f
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g
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s
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m
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lti
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r
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tatio
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.
T
h
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d
is
cu
s
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in
th
is
p
ap
er
ex
p
lo
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teac
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y
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PAC
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Evaluation Warning : The document was created with Spire.PDF for Python.
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f
o
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C
T
u
s
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an
d
its
ap
p
licatio
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to
f
ac
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ate
lear
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eh
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r
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T
ea
ch
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tech
n
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lo
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to
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices
[
1
1
,
3
1
,
3
2
]
.
At
th
is
r
ea
s
o
n
,
s
ch
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ad
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in
is
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ld
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t
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r
o
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r
am
h
elp
in
g
th
em
in
teg
r
ate
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
s
u
b
ject
m
atter
as
well
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in
teg
r
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n
o
f
teac
h
in
g
d
ef
in
ed
.
Alth
o
u
g
h
I
C
T
is
lar
g
ely
u
s
ed
,
teac
h
er
s
h
av
e
to
lear
n
n
ew
tech
n
o
l
o
g
y
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d
d
ev
elo
p
teac
h
in
g
s
k
ills
as
m
u
ch
as
s
tu
d
en
ts
’
n
ee
d
s
.
Desig
n
th
in
k
in
g
s
h
o
u
ld
b
e
u
s
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f
o
r
class
r
o
o
m
ac
tiv
ities
-
b
ased
in
s
tr
u
ctio
n
in
p
r
ep
ar
in
g
teac
h
er
s
in
T
PAC
K.
Ho
wev
er
,
ea
ch
co
u
n
tr
y
n
ee
d
s
to
s
et
th
e
g
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ed
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ca
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n
al
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t
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y
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elp
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g
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h
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s
k
n
o
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u
n
d
er
s
tan
d
an
d
ca
n
u
s
e
T
PAC
K
in
teac
h
in
g
p
r
o
ce
s
s
[
3
3
]
.
E
s
p
ec
ially
,
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
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o
r
p
r
e
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er
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h
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o
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o
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s
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o
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g
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am
iliar
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ew
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er
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n
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o
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atio
n
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d
em
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wer
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to
2
1
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n
tu
r
y
ed
u
ca
t
io
n
.
T
h
e
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p
ir
ical
s
tu
d
y
o
f
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p
r
e
-
s
er
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ice
s
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ce
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h
er
s
s
h
o
wed
th
at
all
k
n
o
wled
g
e
d
o
m
ain
s
s
h
o
wed
th
at
th
ey
u
n
d
er
s
tan
d
tech
n
o
lo
g
y
in
teg
r
atio
n
an
d
b
r
in
g
d
if
f
er
en
t
m
eth
o
d
s
an
d
id
ea
s
to
class
r
o
o
m
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Ho
wev
er
,
th
ey
h
ad
lev
el
o
f
o
p
in
io
n
s
is
at
h
ig
h
lev
el
o
f
T
PAC
K,
b
u
t te
ch
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wled
g
e
s
ee
m
to
b
e
v
ar
ied
.
T
ec
h
n
o
lo
g
y
in
teg
r
atio
n
in
s
ch
o
o
l
p
r
ac
ticu
m
n
ee
d
s
th
em
to
h
av
e
tech
n
o
lo
g
ical
s
k
ills
f
o
r
in
s
tr
u
ctio
n
,
d
esig
n
an
d
d
ev
elo
p
tech
n
o
lo
g
ies
f
o
r
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
8
,
2
3
,
3
0
]
.
T
ea
ch
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
n
ee
d
to
b
e
awa
r
e
teac
h
er
co
m
p
eten
cy
an
d
em
b
ed
d
in
g
T
PAC
K
in
to
p
r
o
g
r
am
o
f
s
tu
d
y
.
W
h
ile
th
e
n
atu
r
e
o
f
lear
n
er
s
’
lear
n
in
g
is
ch
an
g
ed
,
teac
h
er
s
s
h
o
u
ld
b
e
ad
ap
ted
teac
h
in
g
s
tr
ateg
ies an
d
th
ey
ca
n
in
v
ite
tech
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
f
o
r
ef
f
ec
tiv
e
teac
h
in
g
[
3
4
,
3
5
]
.
4.
CO
NCLU
SI
O
N
T
ec
h
n
o
lo
g
ical
Ped
ag
o
g
ical
an
d
C
o
n
ten
t
Kn
o
wled
g
e
(
T
PAC
K
)
is
im
p
o
r
tan
t
f
o
r
teac
h
er
d
ev
elo
p
m
en
t
p
r
o
g
r
am
,
th
e
s
tu
d
y
s
h
o
wed
in
ter
esti
n
g
ly
ex
p
lo
r
ed
b
y
p
r
e
-
s
er
v
ice
teac
h
er
s
h
ad
th
eir
T
PAC
K
is
at
h
ig
h
l
ev
el.
T
h
ey
h
ad
co
m
p
eten
t
to
in
s
tr
u
ctio
n
al
p
r
ac
tices
in
T
PAC
K
ab
o
u
t
tech
n
o
lo
g
y
in
teg
r
atio
n
th
r
o
u
g
h
v
ar
io
u
s
k
in
d
s
o
f
co
n
ten
t
an
d
p
ed
ag
o
g
y
.
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ea
ch
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
h
o
u
ld
d
esig
n
an
d
em
b
ed
T
PAC
K
in
cu
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
.
ACK
NO
WL
E
DG
E
M
E
NT
T
h
is
r
esear
ch
p
r
o
ject
was f
in
an
cially
s
u
p
p
o
r
ted
b
y
Ma
h
asar
ak
h
am
Un
iv
e
r
s
ity
(
Fas
t T
r
ac
k
2
0
2
0
)
.
RE
F
E
R
E
NC
E
S
[1
]
Ak
a
ra
wa
n
g
,
C.
Kid
ra
k
ra
n
,
P
.
a
n
d
Nu
a
n
g
c
h
a
lerm
,
P
.
,
“
En
h
a
n
c
in
g
ICT
c
o
m
p
e
ten
c
y
fo
r
tea
c
h
e
rs
in
th
e
Th
a
il
a
n
d
b
a
sic
e
d
u
c
a
ti
o
n
sy
ste
m
,”
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
tu
d
ies
,
vol
.
8
,
n
o
.
6
,
p
p
.
1
-
8
,
2
0
1
5
.
[2
]
Ho
n
g
,
H.Y.
Li
n
,
P
.
Y.
Ch
a
i,
C.
S
.
Hu
n
g
,
G
.
T.
a
n
d
Zh
a
n
g
Y.
,
“
F
o
ste
rin
g
d
e
sig
n
-
o
rien
ted
c
o
ll
e
c
ti
v
e
re
flec
ti
o
n
a
m
o
n
g
p
re
se
rv
ice
tea
c
h
e
rs
th
ro
u
g
h
p
rin
c
ip
le
-
b
a
se
d
k
n
o
wle
d
g
e
b
u
il
d
in
g
a
c
ti
v
it
ies
,
”
Co
mp
u
ter
s
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
3
0
,
p
p
.
1
0
5
-
1
2
0
,
M
a
r.
2019.
[3
]
Wi
ll
iam
s
-
Die
h
m
,
K.L
.
M
il
ler,
C.
R.
S
in
c
lair,
T.
E.
a
n
d
Wr
o
n
o
ws
k
i,
M
.
L.
,
“
Tec
h
n
o
lo
g
y
-
b
a
se
d
e
m
p
lo
y
a
b
il
it
y
c
u
rricu
lu
m
a
n
d
c
u
lt
u
ra
ll
y
d
iv
e
rse
lea
rn
e
rs
with
d
isa
b
il
it
ies
,”
J
o
u
rn
a
l
o
f
S
p
e
c
ia
l
Ed
u
c
a
ti
o
n
T
e
c
h
n
o
lo
g
y
,
v
o
l
.
33
,
n
o
.
3
,
p
p
.
1
5
9
-
1
7
0
,
2
0
1
8
.
[4
]
Do
y
le,
A.
S
e
e
ry
,
N.
Ca
n
ty
,
D.
a
n
d
Bu
c
k
ley
,
J.
,
“
Ag
e
n
d
a
s,
in
flu
e
n
c
e
s
a
n
d
c
a
p
a
b
il
it
y
:
P
e
rsp
e
c
ti
v
e
s
o
n
p
ra
c
ti
c
e
in
d
e
sig
n
a
n
d
tec
h
n
o
lo
g
y
e
d
u
c
a
ti
o
n
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
lo
g
y
a
n
d
De
sig
n
Ed
u
c
a
ti
o
n
,
v
o
l
.
29
,
n
o
.
1
,
p
p
.
1
4
3
-
1
5
9
,
2
0
1
9
.
[5
]
Ch
u
a
n
g
,
H.H.
Wen
g
,
C.
Y.
a
n
d
Hu
a
n
g
,
F
.
C.
,
“
A
stru
c
tu
re
e
q
u
a
t
io
n
m
o
d
e
l
a
m
o
n
g
fa
c
to
rs
o
f
tea
c
h
e
rs'
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
p
ra
c
ti
c
e
a
n
d
th
e
ir
TP
ACK
,”
Co
mp
u
ter
s a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
8
6
,
p
p
.
1
8
2
-
1
9
1
,
Au
g
.
2015.
[6
]
Ke
n
n
e
d
y
J.
,
“
Us
in
g
TP
ACK
a
s
a
sc
a
ffo
ld
to
se
lf
-
a
ss
e
ss
th
e
n
o
v
ice
o
n
li
n
e
tea
c
h
in
g
e
x
p
e
rien
c
e
,”
Dista
n
c
e
Ed
u
c
a
ti
o
n
,
vol
.
36
,
n
o
.
1
,
p
p
.
1
4
8
-
1
5
4
,
2
0
1
5
.
[7
]
De
Ro
ss
i
M
.
a
n
d
Trev
isa
n
,
O.
,
“
Tec
h
n
o
lo
g
ica
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
in
th
e
li
tera
tu
re
:
h
o
w
TP
ACK
is
d
e
fin
e
d
a
n
d
imp
lem
e
n
ted
in
in
it
ial
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,”
Ita
li
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l
2
6
,
n
o
.
1
,
p
p
.
7
-
2
3
,
2
0
1
8
.
[8
]
To
n
d
e
u
r,
J.
v
a
n
Bra
a
k
,
J.
Ert
m
e
r,
P
.
A.
a
n
d
O
tt
e
n
b
re
it
-
Leftwic
h
,
A.
,
“
Un
d
e
rsta
n
d
in
g
th
e
re
latio
n
sh
ip
b
e
twe
e
n
tea
c
h
e
rs’
p
e
d
a
g
o
g
ica
l
b
e
li
e
fs
a
n
d
tec
h
n
o
lo
g
y
u
se
in
e
d
u
c
a
ti
o
n
:
A
sy
ste
m
a
ti
c
re
v
iew
o
f
q
u
a
li
tativ
e
e
v
id
e
n
c
e
,”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l
.
65
,
n
o
.
3
,
p
p
.
5
5
5
-
5
7
5
,
2
0
1
7
.
[9
]
Hie
b
e
rt,
J.
M
o
rris,
A.K.
Be
rk
,
D.
a
n
d
Ja
n
se
n
A.
,
“
P
re
p
a
rin
g
tea
c
h
e
rs
to
lea
rn
fro
m
tea
c
h
in
g
,”
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
58
,
n
o
.
1
,
p
p
.
4
7
-
6
1
,
2
0
0
7
.
[1
0
]
M
a
rti
n
,
B.
“
S
u
c
c
e
ss
fu
l
imp
lem
e
n
tatio
n
o
f
TP
ACK
in
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
ro
g
ra
m
s
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
n
In
teg
ra
ti
n
g
T
e
c
h
n
o
lo
g
y
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
7
-
2
6
,
2
0
1
5
.
[1
1
]
To
n
d
e
u
r,
J.
P
a
re
ja,
R.
N.
v
a
n
Bra
a
k
,
J.
Vo
o
g
t,
J.
a
n
d
P
re
strid
g
e
,
S
.
,
“
P
re
p
a
rin
g
b
e
g
in
n
in
g
tea
c
h
e
rs
fo
r
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
in
e
d
u
c
a
ti
o
n
:
re
a
d
y
fo
r
tak
e
-
o
ff?
”
T
e
c
h
n
o
lo
g
y
,
Ped
a
g
o
g
y
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
1
5
7
-
1
7
7
,
2017.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
TPA
C
K
in
A
S
E
A
N
p
ers
p
ec
tive
s
:
C
a
s
e
s
tu
d
y
o
n
Th
a
i p
r
e
-
s
ervice
tea
ch
er
(
P
r
a
s
a
r
t Nu
a
n
g
ch
a
lerm
)
999
[1
2
]
G
il
l,
L.
a
n
d
Da
lg
a
rn
o
,
B.
,
“
A
q
u
a
li
tativ
e
a
n
a
ly
sis
o
f
p
re
-
se
rv
ice
p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs’
TP
ACK
d
e
v
e
lo
p
m
e
n
t
o
v
e
r
th
e
fo
u
r
y
e
a
rs
o
f
th
e
ir
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
ro
g
ra
m
m
e
,”
T
e
c
h
n
o
lo
g
y
,
Ped
a
g
o
g
y
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
2
6
,
n
o
.
4
,
p
p
.
4
3
9
-
4
5
6
,
2
0
1
7
.
[1
3
]
Olo
fso
n
,
M
.
W.
S
wa
ll
o
w,
M
.
J.
a
n
d
Ne
u
m
a
n
n
,
M
.
D.
,
“
TP
ACK
in
g
:
A
c
o
n
stru
c
ti
v
ist
fra
m
in
g
o
f
TP
ACK
to
a
n
a
ly
z
e
tea
c
h
e
rs'
c
o
n
stru
c
ti
o
n
o
f
k
n
o
wle
d
g
e
,”
Co
mp
u
ter
s a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
9
5
,
p
p
.
1
8
8
-
2
0
1
,
Ap
r.
2016.
[1
4
]
S
h
u
lma
n
,
L.
S
.
“
Th
o
se
wh
o
u
n
d
e
rsta
n
d
:
Kn
o
wle
d
g
e
g
ro
wth
in
tea
c
h
in
g
,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
e
r,
vol
.
15
,
n
o
.
2
,
p
p
.
4
-
1
4
,
1
9
8
6
.
[1
5
]
S
h
u
lma
n
,
L.
S
.
,
“
Kn
o
wle
d
g
e
a
n
d
tea
c
h
in
g
:
F
o
u
n
d
a
ti
o
n
s
o
f
th
e
n
e
w
re
fo
rm
,”
Ha
rv
a
rd
Ed
u
c
a
ti
o
n
a
l
Rev
iew
,
v
o
l
.
57
,
n
o
.
1
,
p
p
.
1
-
2
3
,
1
9
8
7
.
[1
6
]
Erd
u
ra
n
,
A.
a
n
d
In
c
e
,
B.
,
“
Id
e
n
ti
fy
in
g
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs'
d
iffi
c
u
lt
ies
in
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
in
term
s
o
f
Tec
h
n
o
lo
g
ica
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
(TP
ACK
)
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
5
5
5
-
5
7
6
,
2
0
1
8
.
[1
7
]
M
ish
ra
,
P
.
a
n
d
Ko
e
h
ler,
M
.
,
“
Tec
h
n
o
lo
g
ica
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
:
A fram
e
wo
rk
fo
r
tea
c
h
e
r
k
n
o
wle
d
g
e
,”
T
e
a
c
h
e
rs
Co
ll
e
g
e
Rec
o
rd
,
v
o
l
.
108
,
n
o
.
6
,
p
p
.
1
0
1
7
-
1
0
5
4
,
2
0
0
6
.
[1
8
]
Ko
e
h
ler,
M
.
a
n
d
M
ish
ra
,
P
.
,
“
Wh
a
t
is
tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
?
”
Co
n
tem
p
o
ra
ry
Iss
u
e
s
in
T
e
c
h
n
o
lo
g
y
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
6
0
-
7
0
,
2
0
1
9
.
[1
9
]
Nu
a
n
g
c
h
a
lerm
,
P.,
“
In
-
se
rv
ice
sc
ien
c
e
tea
c
h
e
rs’
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
,”
S
tu
d
ies
in
S
o
c
io
lo
g
y
o
f
S
c
ien
c
e
,
vol
.
2
,
n
o
.
2
,
p
p
.
3
3
-
3
7
,
2
0
1
1
.
[2
0
]
Nu
a
n
g
c
h
a
lerm
,
P.,
“
En
h
a
n
c
in
g
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
in
p
re
se
rv
ice
sc
ien
c
e
tea
c
h
e
rs
,”
Hig
h
e
r
Ed
u
c
a
ti
o
n
S
tu
d
ies
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
6
6
-
7
1
,
2
0
1
2
.
[2
1
]
Ro
se
n
b
e
rg
,
J.M
.
a
n
d
Ko
e
h
ler,
M
.
J.
,
“
Co
n
tex
t
a
n
d
tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
(TP
ACK
):
A
sy
ste
m
a
ti
c
re
v
iew
,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
o
n
T
e
c
h
n
o
lo
g
y
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
47
,
n
o
.
3
,
p
p
.
1
8
6
-
2
1
0
,
2
0
1
5
.
[2
2
]
G
e
ss
-
Ne
ws
o
m
e
,
J.
,
“
P
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
:
An
in
tro
d
u
c
ti
o
n
a
n
d
o
rien
tatio
n
,
”
i
n
Exa
min
in
g
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wled
g
e
,
p
p
.
3
-
17
.
S
p
rin
g
e
r
:
Do
rd
re
c
h
t,
1999.
[2
3
]
Ko
h
,
J.H.L
Ch
a
i,
C.
S
.
Be
n
jam
in
,
W.
a
n
d
Ho
n
g
,
H.Y.
,
“
Tec
h
n
o
lo
g
ica
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
(TP
ACK
)
a
n
d
d
e
sig
n
th
in
k
in
g
:
A
fra
m
e
wo
rk
to
su
p
p
o
rt
ICT
les
so
n
d
e
sig
n
fo
r
2
1
st
c
e
n
tu
ry
lea
rn
in
g
,”
T
h
e
Asia
-
Pa
c
if
ic
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
e
r
,
vol
.
24
,
n
o
.
3
,
p
p
.
5
35
-
5
4
3
,
2
0
1
5
.
[2
4
]
S
o
m
b
a
tso
m
p
o
p
,
N.
P
re
m
k
a
m
o
ln
e
tr,
N.
M
a
rk
p
in
,
T.
Itt
iri
tme
e
c
h
a
i,
S
.
Wo
n
g
k
a
e
w,
C.
Yo
c
h
a
i,
W.
Ra
tch
a
tah
iru
n
,
P
.
a
n
d
Be
n
g
,
L.
I.
,
“
Vie
wp
o
in
ts
o
n
sy
n
e
rg
isin
g
ASE
AN
a
c
a
d
e
m
ic
v
isib
il
it
ies
th
ro
u
g
h
re
se
a
rc
h
c
o
ll
a
b
o
ra
ti
o
n
a
n
d
th
e
e
sta
b
li
sh
m
e
n
t
o
f
a
n
ASE
AN
Cit
a
ti
o
n
In
d
e
x
Da
tab
a
se
1
,”
Asia
Pa
c
if
ic V
iewp
o
in
t
,
v
o
l
.
52
,
n
o
.
2
,
p
p
.
2
0
7
-
2
1
8
,
2
0
1
1
.
[2
5
]
P
ra
c
h
a
g
o
o
l
,
V.
Nu
a
n
g
c
h
a
lerm
,
P
.
S
u
b
ra
m
a
n
iam
,
G
.
a
n
d
Do
stá
l,
J.
,
“
P
e
d
a
g
o
g
ica
l
d
e
c
isio
n
m
a
k
in
g
th
ro
u
g
h
th
e
len
s
of
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
ro
g
ra
m
,”
J
o
u
rn
a
l
fo
r
th
e
Ed
u
c
a
ti
o
n
o
f
Gift
e
d
Y
o
u
n
g
S
c
ien
ti
sts
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
4
1
-
5
2
,
2
0
1
6
.
[2
6
]
S
wa
ll
o
w,
M
.
J,
a
n
d
Olo
fso
n
,
M
.
W.
,
“
Co
n
tex
tu
a
l
u
n
d
e
rsta
n
d
in
g
s
in
th
e
TP
ACK
fra
m
e
wo
rk
,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
o
n
T
e
c
h
n
o
lo
g
y
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
49
,
n
o
.
3
-
4
,
p
p
.
2
2
8
-
2
4
4
,
2
0
1
7
.
[2
7
]
Clark
,
C.
A.
Ph
e
n
o
me
n
o
lo
g
ica
l
stu
d
y
o
f
th
e
imp
a
c
t
o
f
p
re
-
se
rv
ice
a
n
d
in
-
se
rv
ice
tra
in
in
g
re
g
a
rd
in
g
th
e
in
teg
ra
ti
o
n
o
f
twen
ty
-
fi
rs
t
c
e
n
tu
ry
tec
h
n
o
lo
g
ies
in
to
se
lec
ted
tea
c
h
e
rs
’
in
stru
c
ti
o
n
.
Virg
in
ia:
Li
b
e
rty
Un
iv
e
rsity
,
2
0
1
3
.
[2
8
]
De
n
b
y
,
D,
a
n
d
Ho
lma
n
,
J.
,
ICT
in
su
p
p
o
rt o
f
sc
ien
c
e
e
d
u
c
a
ti
o
n
.
Yo
rk
:
Un
iv
e
rsity
o
f
Yo
rk
,
2
0
0
2
.
[2
9
]
Co
ll
is,
B.
a
n
d
M
o
o
n
e
n
,
J.
,
“
F
lex
ib
le
lea
rn
in
g
in
a
d
ig
it
a
l
wo
rld
,”
Op
e
n
L
e
a
rn
in
g
:
T
h
e
J
o
u
rn
a
l
o
f
Op
e
n
,
Dista
n
c
e
a
n
d
e
-
L
e
a
rn
in
g
,
v
o
l
.
17
,
n
o
.
3
,
p
p
.
2
1
7
-
2
3
0
,
2
0
0
2
.
[3
0
]
S
c
h
m
id
t,
D.A.
Ba
ra
n
,
E.
Th
o
m
p
so
n
,
A.D.
M
ish
ra
,
P
.
Ko
e
h
ler,
M
.
J.
a
n
d
S
h
in
,
T.
S
.
,
“
Tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
(TP
ACK
)
th
e
d
e
v
e
lo
p
m
e
n
t
a
n
d
v
a
li
d
a
ti
o
n
o
f
a
n
a
ss
e
ss
m
e
n
t
in
stru
m
e
n
t
fo
r
p
re
se
rv
ice
tea
c
h
e
rs
,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
o
n
T
e
c
h
n
o
lo
g
y
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
42
,
n
o
.
2
,
p
p
.
1
2
3
-
1
4
9
,
2
0
0
9
.
[3
1
]
Ev
a
n
s,
M
.
A.
Nin
o
,
M
.
De
a
ter
-
D
e
c
k
a
rd
,
K.
a
n
d
Ch
a
n
g
,
M
.
,
“
S
c
h
o
o
l
-
wid
e
a
d
o
p
ti
o
n
o
f
a
m
a
th
e
m
a
ti
c
s
lea
rn
in
g
g
a
m
e
in
a
m
id
d
le
sc
h
o
o
l
se
tt
in
g
:
Us
in
g
th
e
TP
ACK
fra
m
e
wo
rk
to
a
n
a
ly
z
e
e
ffe
c
ts
o
n
p
ra
c
ti
c
e
”
T
h
e
Asia
-
Pa
c
if
ic
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
e
r
,
v
o
l
.
24
,
n
o
.
3
,
p
p
.
4
9
5
-
5
0
4
,
2
0
1
5
.
[3
2
]
F
in
g
e
r,
G
.
R
o
m
e
o
,
G
.
Ll
o
y
d
,
M
.
He
c
k
,
D.
S
we
e
n
e
y
,
T.
Alb
i
o
n
,
P
.
a
n
d
Ja
m
ies
o
n
-
P
ro
c
to
r,
R.
,
“
De
v
e
lo
p
in
g
g
ra
d
u
a
te
TP
ACK
c
a
p
a
b
il
it
ies
in
in
it
ial
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s: i
n
sig
h
ts f
ro
m
th
e
tea
c
h
in
g
tea
c
h
e
rs fo
r
th
e
fu
tu
re
p
ro
jec
t
,”
T
h
e
Asia
-
Pa
c
if
ic E
d
u
c
a
ti
o
n
Res
e
a
rc
h
e
r
,
vol
.
24
,
n
o
.
3
,
p
p
.
5
0
5
-
5
1
3
,
2
0
1
6
.
[3
3
]
Blau
,
I.
a
n
d
S
h
a
m
ir
-
In
b
a
l,
T.
,
“
Dig
it
a
l
c
o
m
p
e
ten
c
e
s a
n
d
lo
n
g
-
term
ICT
in
teg
ra
ti
o
n
in
sc
h
o
o
l
c
u
lt
u
re
:
Th
e
p
e
rsp
e
c
ti
v
e
o
f
e
lem
e
n
tary
sc
h
o
o
l
lea
d
e
rs
,”
Ed
u
c
a
ti
o
n
a
n
d
In
fo
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l
.
22
,
n
o
.
3
,
p
p
.
769
-
7
8
7
,
2
0
1
7
.
[3
4
]
P
ra
c
h
a
g
o
o
l
,
V.
a
n
d
Nu
a
n
g
c
h
a
lerm
,
P
.
,
“
In
v
e
stig
a
ti
n
g
th
e
n
a
tu
re
o
f
sc
ien
c
e
:
An
e
m
p
iri
c
a
l
re
p
o
rt
o
n
th
e
tea
c
h
e
r
d
e
v
e
lo
p
m
e
n
t
p
ro
g
ra
m
in
Th
a
il
a
n
d
,”
J
u
rn
a
l
Pen
d
id
ika
n
IPA
In
d
o
n
e
sia
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
3
2
-
3
8
,
2
0
1
9
.
[3
5
]
P
ra
c
h
a
g
o
o
l
,
V.
a
n
d
Nu
a
n
g
c
h
a
ler
m
,
P
.
,
“
In
v
e
sti
g
a
ti
n
g
u
n
d
e
rsta
n
d
i
n
g
t
h
e
n
a
tu
re
o
f
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