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I
J
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RE
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Vo
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6
,
No
.
1
,
Ma
r
ch
201
7
,
p
p
.
1
7
~2
2
I
SS
N:
2252
-
8822
17
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Re
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©
2
0
1
7
In
stit
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te o
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C
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co
.
id
1.
I
NT
RO
D
UCT
I
O
N
E
m
p
lo
y
er
s
co
m
p
lai
n
ab
o
u
t
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lack
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s
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t
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ad
u
ates
f
r
o
m
ed
u
ca
tio
n
i
n
s
tit
u
tio
n
s
[
1
]
.
T
h
ese
ar
e
ca
u
s
ed
b
y
s
o
f
t
s
k
il
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d
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clu
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tiar
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at
s
tu
d
e
n
ts
ar
e
n
o
t
s
er
io
u
s
l
y
[
2
]
.
Stu
d
en
t
’
s
f
u
n
d
a
m
e
n
tal
s
k
i
lls
h
av
e
b
ee
n
o
b
tain
ed
.
I
t
is
p
o
s
s
ib
le
t
h
at
t
h
e
lack
o
f
s
tu
d
e
n
t
s
k
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lls
p
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o
r
co
u
r
s
e
d
esig
n
,
n
o
t
in
ad
eq
u
ate
in
s
tr
u
c
tio
n
al
d
eliv
er
y
[
3
]
th
e
s
p
ec
if
i
c
ca
u
s
es
th
e
lac
k
o
f
s
tu
d
e
n
ts
co
m
p
eten
ce
n
ee
d
s
to
b
e
ex
p
lo
r
ed
f
u
r
th
er
.
T
h
er
ef
o
r
e,
teac
h
er
s
ar
e
r
eq
u
ir
ed
to
in
t
eg
r
ate
s
o
f
t
s
k
i
lls
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lear
n
in
g
t
h
o
r
o
u
g
h
l
y
,
e
f
f
ec
ti
v
el
y
an
d
ef
f
icie
n
tl
y
.
So
f
t
s
k
ill
s
ar
e
b
asic
f
u
n
d
a
m
e
n
tal
o
f
an
i
m
p
o
r
tan
t
s
k
ill
i
n
h
u
m
a
n
an
d
s
t
u
d
en
t
s
’
li
v
es
[
3
]
,
[
1
]
,
[
4
]
in
ter
n
a
l
au
d
ito
r
[
5
]
,
m
a
n
ag
er
s
elec
tio
n
[
6
]
an
d
teac
h
er
s
.
So
f
t
s
k
i
lls
i
n
cl
u
d
e
co
m
m
u
n
icati
o
n
s
k
ill
s
,
p
r
o
b
le
m
s
o
lv
i
n
g
s
k
ill
s
cr
ea
tiv
it
y
,
cr
i
t
ical
an
d
s
tr
u
ct
u
r
ed
th
i
n
k
i
n
g
,
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m
w
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r
k
ca
p
ab
ilit
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,
n
e
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tiatin
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s
k
il
ls
,
s
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lf
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m
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a
g
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t,
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m
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atio
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at
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,
p
ass
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o
r
p
er
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ce
co
u
ld
b
e
ad
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ed
.
I
n
o
r
d
er
to
s
i
m
p
le
f
r
o
m
d
ef
in
i
tio
n
it,
[
1
]
s
ep
ar
ated
b
ec
o
m
e
t
h
r
ee
ca
teg
o
r
ize,
i.e
.
p
e
r
s
o
n
al
q
u
alitie
s
,
in
ter
p
er
s
o
n
al
s
k
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a
n
d
ad
d
itio
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al
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k
i
lls
/
k
n
o
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led
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e.
Au
d
ito
r
s
n
ee
d
to
p
o
s
s
es
s
co
m
m
u
n
icatio
n
s
k
ill
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s
u
cc
es
s
es
an
d
ad
v
a
n
ce
to
th
e
ch
an
g
i
n
g
co
m
p
le
x
i
n
ter
n
a
tio
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g
lo
b
al,
m
ar
k
et
p
lace
.
A
t
t
h
e
m
a
n
ag
er
s
elec
tio
n
,
lead
er
u
s
ed
co
m
m
u
n
icatio
n
s
k
i
l
l
f
o
r
e
m
p
lo
y
ee
s
th
at
ca
n
r
el
y
o
n
i
n
d
ea
li
n
g
w
i
th
cu
s
to
m
er
s
.
E
d
u
ca
to
r
s
f
o
r
p
r
o
m
o
ti
n
g
s
tu
d
e
n
ts
’
co
m
m
u
n
icatio
n
s
k
i
lls
b
y
i
n
cr
ea
s
in
g
p
ee
r
in
ter
ac
tio
n
s
,
s
ti
m
u
lati
n
g
s
tu
d
e
n
ts
’
r
ea
s
o
n
i
n
g
,
an
d
in
co
n
s
tr
u
cti
n
g
s
h
ar
ed
s
o
cial
k
n
o
w
led
g
e
[
7
]
.
C
o
m
m
u
n
ica
tio
n
s
k
ill
ca
n
b
u
il
d
f
o
llo
w
co
m
m
u
n
icati
v
e
ac
tiv
ities
li
k
e
d
is
cu
s
s
io
n
,
p
r
o
b
lem
s
o
lv
in
g
[
8
]
,
m
o
d
el,
m
u
lti
m
ed
ia,
p
o
s
ter
an
d
o
r
al
p
r
es
en
tatio
n
[
9
]
.
On
e
o
f
th
e
ex
a
m
p
le
s
ab
o
v
e,
co
m
m
u
n
ica
tio
n
s
k
ill
s
v
er
y
i
m
p
o
r
ta
n
t
co
m
p
eten
c
ies
f
o
r
tw
e
n
t
y
f
ir
s
t
ce
n
tu
r
y
[
7
]
d
u
e
to
t
h
e
ab
i
lit
y
h
ar
d
a
n
d
s
o
f
t
s
k
i
ll
w
i
ll
b
e
ab
le
to
r
eso
l
v
e
o
f
v
ar
io
u
s
c
h
alle
n
g
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
201
7
:
1
7
–
22
18
co
m
p
le
x
[
1
0
]
.
T
ea
ch
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s
also
n
ee
d
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f
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tiv
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co
m
m
u
n
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s
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cc
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s
in
teac
h
i
n
g
an
d
lear
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in
g
ev
er
y
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ay
[
1
1
]
.
So
f
t
s
k
il
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in
cl
u
d
in
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c
o
m
m
u
n
icatio
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s
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co
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ld
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e
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teg
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ated
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ti
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n
i
n
g
i
n
m
a
n
a
g
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m
en
t
class
r
o
o
m
[
1
2
]
.
T
ea
ch
er
u
s
ed
teac
h
i
n
g
s
tr
ateg
ie
s
s
u
c
h
as
d
e
m
o
n
s
tr
atio
n
s
,
r
o
le
p
lay
s
,
g
i
v
in
g
o
p
p
o
r
tu
n
ities
to
p
r
ac
tice
o
r
al
lan
g
u
a
g
e
a
n
d
d
is
cu
s
s
io
n
[
1
3
]
,
v
is
u
al
co
m
m
u
n
icatio
n
[
1
4
]
w
er
e
ef
f
ec
tiv
e
to
i
m
p
r
o
v
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co
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m
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n
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n
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k
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ll
s
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d
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t
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.
I
n
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er
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m
m
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ill,
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h
er
s
h
as
to
f
o
cu
s
o
n
t
h
e
co
m
m
u
n
icatio
n
p
r
o
ce
s
s
li
k
es
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v
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l
v
e
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ec
ti
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f
w
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o
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m
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atica
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n
tellig
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le
s
e
n
te
n
ce
s
an
d
an
ap
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o
p
r
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s
e
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in
to
n
at
io
n
w
h
ile
li
s
ten
i
n
g
an
d
s
p
ea
k
in
g
[
1
5
]
.
Stu
d
e
n
t’
s
ac
tiv
e
lear
n
in
g
th
r
o
u
g
h
d
is
cu
s
s
io
n
,
p
r
o
b
le
m
s
o
lv
in
g
,
p
r
o
b
lem
p
o
s
in
g
an
d
p
r
esen
tat
io
n
.
P
r
esen
tatio
n
s
k
ill
s
ar
e
v
ital
to
ac
h
iev
i
n
g
s
u
cc
e
s
s
i
n
all
asp
ec
ts
o
f
d
ail
y
li
f
e
[
1
6
]
.
Pre
s
en
tatio
n
s
h
o
u
ld
in
co
r
p
o
r
ate
th
ese
f
o
u
r
b
a
s
ic
e
le
m
e
n
ts
:
(
a)
s
tate
m
e
n
t
id
ea
s
clea
r
l
y
,
(
b
)
ex
p
lai
n
id
ea
s
,
(
c)
s
u
p
p
o
r
t
id
ea
s
w
i
th
ev
id
en
ce
f
r
o
m
o
th
er
s
o
u
r
ce
s
,
(
d
)
co
n
clu
d
e/r
estate
id
ea
s
[
1
7
]
.
T
h
er
ef
o
r
e,
s
tu
d
e
n
ts
n
ee
d
to
b
e
tr
ain
ed
p
r
o
v
id
i
n
g
s
elf
-
r
e
f
lectio
n
r
e
g
ar
d
in
g
t
h
eir
o
w
n
p
r
esen
tat
io
n
a
n
d
g
i
v
i
n
g
f
ee
d
b
ac
k
s
a
n
o
th
er
g
r
o
u
p
o
r
al
p
r
esen
tatio
n
i
s
cr
u
cial
to
p
r
ep
ar
e
th
e
m
s
el
v
es
to
co
m
p
ete
in
t
h
e
co
m
p
etitiv
e
e
n
v
ir
o
n
m
en
t
e
s
p
ec
iall
y
co
m
m
u
n
ica
tio
n
s
s
k
il
ls
[
1
8
]
.
P
r
esen
tatio
n
s
k
ill
s
ca
n
b
e
d
o
n
e
u
s
in
g
r
ea
d
il
y
ac
ce
s
s
ib
le
tech
n
o
lo
g
y
(
s
u
ch
as
v
id
eo
h
o
s
tin
g
s
er
v
ices)
a
n
d
p
r
o
v
en
p
ed
ag
o
g
y
(
i
n
cl
u
d
in
g
p
ee
r
ev
alu
a
tio
n
s
an
d
in
s
tr
u
ctio
n
al
r
u
b
r
ics)
to
h
elp
s
tu
d
en
t
s
d
ev
elo
p
th
eir
p
r
o
f
ess
io
n
al
s
p
ea
k
i
n
g
a
b
ilit
ies
a
n
d
p
r
esen
tatio
n
s
k
ill
s
[
1
9
]
.
A
v
ar
iet
y
o
f
f
o
r
m
at
s
ex
is
t
s
i
n
w
h
ich
to
p
r
esen
t:
(
a)
p
ap
er
p
r
esen
tatio
n
s
,
(
b
)
r
o
u
n
d
tab
le
d
is
c
u
s
s
io
n
s
,
(
c)
p
o
s
te
r
s
es
s
io
n
s
,
(
d
)
p
an
el
s
es
s
io
n
s
/s
y
m
p
o
s
ia,
an
d
(
e)
p
er
f
o
r
m
a
n
ce
s
/d
e
m
o
n
s
tr
atio
n
s
[
20
]
.
P
r
esen
tatio
n
ab
ilit
y
ca
n
e
n
h
an
ce
p
r
ac
tice
m
o
r
e
a
n
d
u
s
i
n
g
n
o
teca
r
d
s
w
it
h
h
i
g
h
li
g
h
ted
k
ey
w
o
r
d
s
[
2
1
]
to
co
m
m
u
n
icate
s
u
cc
ess
f
u
ll
y
,
n
ee
d
ed
o
f
lin
g
u
is
tic
lev
el
s
,
v
er
b
al
s
k
il
ls
an
d
b
o
d
y
lan
g
u
ag
e
[
22
]
.
P
r
o
b
lem
p
o
s
i
n
g
is
m
eth
o
d
th
at
ca
n
m
a
k
e
s
t
u
d
en
t
s
ac
tiv
ate
[
23
]
.
I
t
also
p
r
o
v
id
es
an
o
p
tio
n
f
o
r
s
tu
d
e
n
ts
,
cr
ea
ti
v
it
y
to
f
o
s
ter
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
,
en
g
ag
e
s
s
tu
d
e
n
ts
in
ex
p
lo
r
i
n
g
m
at
h
e
m
a
tical
id
ea
s
,
r
ath
er
th
an
u
s
i
n
g
au
t
h
o
r
itati
v
e
[
24
]
.
P
r
o
b
lem
p
o
s
i
n
g
ac
ti
v
it
y
h
elp
s
s
t
u
d
en
ts
to
d
ev
elo
p
cr
ea
tiv
it
y
,
m
o
ti
v
atio
n
an
d
k
n
o
w
led
g
e
o
f
m
a
th
e
m
at
ics
[
2
5
]
.
Stu
d
en
ts
ar
e
g
i
v
en
an
o
p
p
o
r
tu
n
it
y
to
ex
p
er
ien
ce
th
e
m
at
h
e
m
a
tical
p
r
o
ce
s
s
,
ask
q
u
e
s
tio
n
s
,
f
o
r
m
u
late
a
n
d
te
s
t
th
e
co
n
j
ec
tu
r
e
an
d
p
r
o
v
e
t
h
e
r
es
u
lt
[
26
]
.
L
e
ar
n
in
g
b
y
p
r
o
b
le
m
p
o
s
in
g
tec
h
n
iq
u
es
is
p
r
ac
tice
d
in
s
o
m
e
cla
s
s
r
o
o
m
s
,
ab
le
to
an
al
y
ze
an
d
ex
p
an
d
s
tr
ateg
i
es
th
at
h
a
v
e
p
r
o
v
ed
ef
f
ec
tiv
e
[
27
]
.
B
y
u
s
i
n
g
p
r
o
b
le
m
p
o
s
in
g
an
d
ac
ti
v
itie
s
s
p
o
k
en
,
w
r
i
tten
,
li
s
te
n
in
g
ac
ti
v
el
y
,
r
ea
d
cr
iticall
y
,
p
r
esen
tin
g
th
e
au
d
io
v
i
s
u
al
ai
d
s
ca
n
i
m
p
r
o
v
e
co
o
p
er
ativ
e
le
ar
n
in
g
.
B
esid
e
th
at
co
o
p
er
ativ
e
lear
n
i
n
g
p
r
o
d
u
ce
s
in
ter
p
er
s
o
n
al
s
k
ill
[
28
]
;
f
i
n
all
y
s
tu
d
e
n
t’
s
co
m
m
u
n
icatio
n
s
k
ill
ca
n
b
e
i
n
cr
ea
s
ed
.
B
ased
o
n
t
h
e
t
h
eo
r
etica
l
s
tu
d
y
p
r
esen
ted
ab
o
v
e,
teac
h
in
g
an
d
lear
n
in
g
ad
o
p
t
p
r
o
b
lem
p
o
s
in
g
a
n
d
p
r
esen
tatio
n
m
e
th
o
d
ca
n
en
h
a
n
ce
ac
h
iev
e
m
e
n
t a
n
d
co
m
m
u
n
icati
o
n
s
k
i
ll st
u
d
en
t
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
C
las
s
r
o
o
m
ac
tio
n
r
esear
ch
(
C
AR
)
w
as
at
i
m
p
r
o
v
i
n
g
ac
h
ie
v
e
m
en
t
a
n
d
co
m
m
u
n
icat
io
n
s
k
i
ll
s
t
u
d
en
t
s
’
th
r
o
u
g
h
p
r
o
b
le
m
p
o
s
i
n
g
an
d
p
r
esen
tatio
n
m
et
h
o
d
[
2
9
]
em
p
h
a
s
ize
t
h
at
teac
h
er
s
ar
e
al
s
o
r
esear
ch
er
s
w
h
o
r
ef
lecti
v
el
y
in
v
est
ig
ate
th
eir
p
r
ac
tice
th
r
o
u
g
h
ac
t
io
n
r
esear
c
h
.
W
e
ch
an
g
ed
o
u
r
co
u
r
s
e
p
la
n
as
a
r
es
u
lt
o
f
th
e
co
n
tin
u
o
u
s
e
v
alu
a
tio
n
o
f
o
u
r
teac
h
i
n
g
.
I
n
o
t
h
er
s
w
o
r
d
it
ac
tio
n
r
esear
ch
is
teac
h
i
n
g
a
n
d
le
ar
n
i
n
g
p
r
o
ce
s
s
c
y
clica
l
in
n
a
tu
r
e
i
n
v
o
lv
i
n
g
m
u
ltip
le
c
y
cle
s
.
A
ctio
n
r
esear
c
h
es
i
n
teac
h
i
n
g
an
d
lear
n
i
n
g
s
ci
en
ce
b
ec
o
m
e
m
o
r
e
an
d
m
o
r
e
i
m
p
o
r
tan
t.
I
t
p
r
o
v
id
es
a
m
ed
iu
m
f
o
r
teac
h
er
s
to
lo
o
k
at
th
eir
p
r
o
b
lem
i
n
th
e
cl
ass
r
o
o
m
in
a
n
ef
f
o
r
t
to
f
i
n
d
p
r
ac
tical
s
o
lu
t
io
n
s
.
T
ea
ch
er
s
i
n
v
o
lv
ed
i
n
t
h
e
cla
s
s
r
o
o
m
r
esear
ch
th
at
lead
s
to
i
m
p
r
o
v
e
teac
h
i
n
g
s
et
an
ex
a
m
p
le
f
o
r
ex
ce
lle
n
ce
in
r
e
f
l
ec
tiv
e
p
r
ac
tice
[
3
0
]
.
T
h
e
s
u
b
j
ec
ts
o
f
t
h
is
r
esear
ch
w
er
e
th
e
s
e
v
en
g
r
ad
e
s
t
u
d
en
t
s
J
u
n
io
r
Hig
h
Sch
o
o
l,
i
n
cl
u
d
in
g
2
0
m
ale
an
d
1
3
f
e
m
ale.
T
h
i
s
r
esear
c
h
w
a
s
co
n
d
u
cted
i
n
t
w
o
c
y
c
les
an
d
ea
ch
c
y
cle
co
n
s
is
ted
o
f
f
o
u
r
s
tep
s
,
t
h
e
y
w
er
e:
p
lan
n
i
n
g
,
ac
tio
n
,
o
b
s
er
v
atio
n
,
an
d
r
ef
lectio
n
.
First
c
y
cle
w
a
s
co
n
d
u
cted
in
t
h
r
ee
m
ee
ti
n
g
s
,
an
d
s
ec
o
n
d
cy
cle
w
a
s
co
n
d
u
cted
in
t
w
o
m
ee
ti
n
g
s
,
s
o
th
e
r
esear
ch
er
co
n
d
u
cte
d
th
is
r
esear
c
h
in
t
h
r
ee
w
ee
k
s
.
T
h
e
ac
tio
n
r
esear
c
h
m
o
d
el
s
h
o
w
s
Fig
u
r
e
1
.
T
h
is
s
tu
d
y
u
s
e
in
ter
v
ie
w
,
o
b
s
er
v
atio
n
,
an
d
q
u
esti
o
n
n
a
ir
e
to
m
ea
s
u
r
e
m
o
s
t
w
id
el
y
u
s
ed
d
ata
g
at
h
er
in
g
i
n
co
m
m
u
n
ica
tio
n
s
k
il
l
s
tu
d
e
n
ts
,
a
n
d
d
ail
y
test
(
i
n
itial
an
d
f
i
n
al
s
co
r
e)
t
o
m
ea
s
u
r
e
e
n
h
a
n
ce
ac
h
iev
e
m
e
n
t
t
h
e
s
t
u
d
en
t
s
’
.
I
n
s
tr
u
m
e
n
t
s
m
o
d
i
f
ied
an
d
d
ev
elo
p
ed
f
r
o
m
t
h
e
liter
at
u
r
e
p
r
esen
t
ed
.
W
e
u
s
e
a
f
iv
e
-
p
o
in
t
s
ca
le
L
ik
er
t
(
5
-
s
tr
o
n
g
l
y
a
g
r
ee
,
4
-
a
g
r
ee
,
3
-
n
eu
tr
al,
2
-
d
is
ag
r
ee
,
1
-
s
tr
o
n
g
l
y
d
is
a
g
r
ee
)
to
m
ea
s
u
r
e
t
h
e
s
tu
d
e
n
ts
'
r
e
s
p
o
n
s
es.
C
o
n
ten
t
v
al
id
it
y
i
n
s
tr
u
m
e
n
t
w
a
s
ev
a
lu
a
ted
b
ased
o
n
th
e
d
is
c
u
s
s
io
n
i
t
e
m
i
n
ter
n
a
l
f
ello
w
s
cien
ce
teac
h
er
s
at
th
e
s
ch
o
o
l
to
en
s
u
r
e
te
x
t
w
as
r
ea
d
ab
le
f
o
r
J
u
n
io
r
Heig
h
t
Sch
o
o
l
s
t
u
d
en
ts
,
w
h
o
also
as
o
b
s
er
v
er
s
.
B
ef
o
r
e
th
e
i
n
s
tr
u
m
en
t
is
u
s
ed
,
it
h
a
s
b
ee
n
te
s
ted
o
n
t
h
e
3
0
r
es
p
o
n
d
en
ts
to
d
eter
m
i
n
e
t
h
e
ir
v
alid
it
y
an
d
an
al
y
ze
d
b
y
P
r
o
d
u
ct
m
o
m
en
t.
T
h
e
in
s
tr
u
m
e
n
t
s
ar
e
v
alid
,
if
r
>=
r
t
.
(
N=
3
0
,
r
t
=
0
.
3
6
1
,
α
=
0
.
0
5
)
.
R
eliab
ilit
y
w
a
s
m
ea
s
u
r
ed
ac
co
r
d
in
g
to
th
e
Ku
d
er
-
R
ich
ar
d
s
o
n
f
o
r
m
u
la
2
1
.
T
h
e
r
esu
lt is
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I
J
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N:
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8822
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
201
7
:
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–
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ab
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5.
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5
6.
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s d
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sc
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8.
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1
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.
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.
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T
h
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icate
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o
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p
ir
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o
ti
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d
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ad
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m
ic
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e
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t o
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[
2
5
]
.
T
ab
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5
.
A
ca
d
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m
ic
A
ch
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m
en
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ts
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o
r
e
an
d
Af
t
er
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A
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tio
n
(
N=
3
3
)
N
o
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T
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st
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a
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m
u
m
M
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n
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m
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m
A
v
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S
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D
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si
1.
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95
40
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w
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a
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s
ev
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s
tep
s
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its
co
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ac
tiv
ities
w
h
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to
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m
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m
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ed
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l.
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g
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d
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ar
e
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w
h
o
h
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e
n
o
t
b
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le
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ate
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h
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h
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t
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f
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s
u
b
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m
s
el
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d
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e
ar
e
lear
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as
f
r
ee
r
id
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o
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g
r
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p
m
e
m
b
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s
.
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ch
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w
as
a
f
ac
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ato
r
to
tr
y
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o
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d
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t
o
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s
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o
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k
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ter
t
h
e
lear
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er
s
to
b
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w
a
r
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b
y
t
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to
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ain
in
t
h
e
g
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p
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d
also
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e
m
i
n
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ed
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at
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ter
d
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s
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io
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th
e
y
m
u
s
t
co
n
t
in
u
ed
p
r
esen
tatio
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o
f
s
tu
d
e
n
ts
'
w
o
r
k
.
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h
en
t
h
e
p
r
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tatio
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g
o
es o
n
,
th
er
e
ar
e
o
n
l
y
t
w
o
g
r
o
u
p
s
t
h
at
d
o
to
p
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tatio
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d
u
e
to
ti
m
e
li
m
ited
.
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o
th
o
f
g
r
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p
p
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tatio
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,
d
i
r
ec
tl
y
to
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th
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r
e
s
u
l
t
w
o
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k
o
f
t
h
e
g
r
o
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p
.
T
h
e
g
r
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u
p
p
r
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tatio
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ca
n
n
o
t
b
e
p
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t
eith
er
i
n
o
p
en
in
g
,
ex
p
lain
ed
an
d
an
s
w
er
ed
q
u
esti
o
n
s
f
r
o
m
h
is
f
r
ien
d
s
.
T
h
e
y
ar
e
j
u
s
t
r
ea
d
th
e
a
n
s
w
er
,
b
u
tn
o
t
all
m
e
m
b
er
s
o
f
t
h
e
g
r
o
u
p
,
o
b
v
io
u
s
l
y
w
ith
w
h
at
w
as
w
r
itte
n
.
B
esid
es
th
a
t,
s
t
u
d
en
t
s
w
h
o
as
k
ed
d
u
r
i
n
g
t
w
o
g
r
o
u
p
’
s
p
r
ese
n
tatio
n
,
o
n
l
y
t
h
r
ee
p
eo
p
le.
A
t
r
e
f
lectio
n
with
t
h
e
o
b
s
er
v
er
,
o
b
s
er
v
er
g
i
v
en
s
o
m
e
i
n
p
u
t
s
as
a
m
ater
ial
c
h
a
n
g
ed
o
n
t
h
e
s
ec
o
n
d
m
ee
ti
n
g
.
Ob
s
er
v
er
m
o
r
e
e
m
p
h
a
s
is
th
e
p
r
o
b
lem
lear
n
in
g
s
y
n
ta
x
,
c
h
ar
ac
ter
s
.
T
h
er
ef
o
r
e,
teac
h
er
m
ad
e
s
o
m
e
ch
an
g
es to
t
h
e
les
s
o
n
p
lan
o
n
a
p
lan
e
less
o
n
s
o
n
p
r
o
b
le
m
p
o
s
in
g
.
A
t
t
h
e
s
ec
o
n
d
m
ee
ti
n
g
h
a
v
e
b
ee
n
en
h
an
c
in
g
i
n
v
ar
io
u
s
asp
e
ct,
th
e
d
is
cu
s
s
io
n
in
m
a
k
i
n
g
it
e
m
test
i
s
be
tter
,
ev
en
a
d
eb
ate
w
h
e
n
d
eter
m
in
in
g
t
h
e
ite
m
test
s
elec
ted
.
T
h
is
p
r
o
v
es
th
at
ea
ch
m
e
m
b
er
o
f
th
e
g
r
o
u
p
h
ad
b
eg
u
n
to
f
ee
l
t
h
e
p
r
o
ce
s
s
o
f
a
cc
ep
tan
ce
o
f
n
e
w
co
n
ce
p
t
s
b
u
ilt
f
r
o
m
r
ea
d
i
n
g
an
d
lis
te
n
i
n
g
f
r
o
m
th
e
o
p
in
io
n
o
f
f
r
ien
d
s
.
A
ct
iv
e
t
i
m
e
t
h
at
i
s
n
ee
d
ed
f
o
r
d
is
cu
s
s
io
n
is
al
s
o
g
ettin
g
f
a
s
ter
b
u
t
d
id
n
o
t
lea
v
e
th
e
ess
e
n
ce
o
f
th
e
s
u
b
j
ec
t
m
a
tter
.
T
h
er
e
w
er
e
t
w
o
lear
n
er
s
p
ar
ticip
an
ts
w
h
o
d
is
t
u
r
b
f
r
ie
n
d
a
n
d
un
ac
ti
v
el
y
w
o
r
k
in
g
g
r
o
u
p
.
At
p
r
esen
tatio
n
h
as
b
ee
n
o
p
en
ed
w
it
h
g
r
ee
ti
n
g
s
,
in
tr
o
d
u
cin
g
th
eir
g
r
o
u
p
s
o
f
m
e
m
b
er
,
an
d
r
ea
d
th
e
q
u
esti
o
n
s
t
h
at
h
av
e
b
ee
n
cr
ea
ted
.
P
r
esen
ter
i
n
an
s
w
er
i
n
g
th
e
q
u
est
io
n
also
tu
r
n
s
an
d
w
h
e
n
n
o
s
h
o
r
tag
e
o
f
o
th
er
f
r
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d
s
m
u
s
t
h
elp
t
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f
r
ien
d
s
.
L
i
k
e
w
i
s
e,
t
h
e
p
ar
ticip
an
t
s
w
h
o
g
iv
e
q
u
es
tio
n
s
co
n
s
i
s
t
o
f
s
i
x
p
eo
p
le.
T
h
e
y
r
ep
r
esen
t
t
h
eir
g
r
o
u
p
.
T
h
er
e
is
o
n
e
q
u
esti
o
n
t
h
at
ca
n
n
o
t
b
e
an
s
w
er
ed
b
y
m
e
m
b
er
s
o
f
th
e
g
r
o
u
p
,
t
h
en
q
u
e
s
tio
n
w
a
s
t
h
r
o
w
n
to
th
e
o
th
er
p
ar
ticip
an
ts
.
I
t
also
s
h
o
w
s
th
e
e
m
er
g
e
n
ce
o
f
h
o
n
est
y
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o
p
en
n
es
s
,
r
esp
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ts
th
e
f
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ien
d
o
p
in
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o
f
,
ad
m
itted
b
r
illi
an
t
th
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f
r
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d
s
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an
d
ca
n
ad
v
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a
n
d
cr
itici
s
m
f
r
o
m
ea
c
h
o
th
er
s
[
1
]
,
[
1
6
]
.
A
t t
h
is
s
ec
o
n
d
m
ee
ti
n
g
th
er
e
ar
e
t
w
o
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r
o
u
p
s
also
p
r
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t
to
th
e
p
r
esen
tatio
n
,
b
u
t
n
o
t
p
r
ev
io
u
s
ab
o
v
e.
I
n
th
e
en
d
,
p
r
esen
ter
clo
s
e
th
e
p
r
es
en
tatio
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w
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th
r
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g
ar
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s
clo
s
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.
E
d
u
ca
to
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s
u
s
e
m
i
n
u
te
s
to
d
o
th
e
p
o
s
ttes
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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P
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(
S
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)
21
An
d
af
ter
f
i
n
is
h
i
n
g
t
h
e
le
s
s
o
n
,
r
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ch
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d
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cu
s
s
w
it
h
th
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o
b
s
er
v
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ab
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u
t
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co
u
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s
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o
f
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i
m
p
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m
en
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f
lear
n
i
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.
O
n
th
is
s
ec
o
n
d
o
cc
asio
n
o
b
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ass
ess
e
s
th
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d
i
s
cu
s
s
io
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s
a
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d
p
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tatio
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s
h
a
v
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b
ee
n
b
etter
th
an
th
e
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ir
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t
m
ee
ti
n
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.
Ob
s
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to
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a
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t
w
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tu
d
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n
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n
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d
s
p
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atten
tio
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s
o
th
at
t
h
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class
r
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o
m
at
m
o
s
p
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m
o
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co
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d
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v
e.
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h
e
th
ir
d
m
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ti
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g
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ter
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a
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w
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asic
co
m
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c
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at
is
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b
s
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c
h
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es.
Af
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u
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to
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o
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e
w
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in
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s
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p
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atel
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s
e
v
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n
m
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s
t
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e
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t
w
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d
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w
h
o
co
m
e
lat
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to
class
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a
n
d
t
h
e
y
ar
e
ask
ed
to
j
o
in
th
e
g
r
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p
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m
m
ed
iatel
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.
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n
t
h
is
d
i
s
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s
s
io
n
t
h
e
p
ar
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an
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d
y
f
ee
l
en
j
o
y
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it
h
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s
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k
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w
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ar
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d
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q
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T
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w
a
s
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p
lead
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o
b
lem
s
th
at
m
ad
e
all
at
o
n
ce
if
y
o
u
h
av
e
an
y
q
u
e
s
tio
n
s
o
n
t
h
e
s
u
b
j
e
ct.
T
h
er
e
ar
e
o
th
er
g
r
o
u
p
s
d
is
c
u
s
s
to
m
ak
e
th
e
d
i
f
f
ic
u
lt
p
r
o
b
le
m
t
h
at
n
o
o
th
er
g
r
o
u
p
ca
n
as
k
,
s
o
p
r
ese
n
tatio
n
g
o
es
f
as
ter
.
B
u
t
t
h
i
s
g
r
o
u
p
co
u
ld
n
o
t
f
i
n
is
h
t
h
e
n
u
m
b
er
o
f
q
u
esti
o
n
s
t
h
at
s
h
o
u
ld
b
e
m
ad
e.
A
f
ter
t
h
e
d
is
c
u
s
s
io
n
ti
m
e
i
s
o
u
t,
ed
u
ca
to
r
s
to
ld
th
e
g
r
o
u
p
th
a
t h
as n
o
t b
ee
n
t
h
e
p
r
esen
tatio
n
to
d
o
p
r
esen
tatio
n
.
Tw
o
g
r
o
u
p
s
t
h
at
m
a
k
e
p
r
ese
n
tatio
n
h
av
e
p
r
esen
ta
tio
n
w
e
ll.
T
h
e
y
o
p
en
ed
w
it
h
g
r
ee
ti
n
g
s
,
in
tr
o
d
u
ce
th
e
m
s
el
v
es,
co
m
m
u
n
ica
te
its
g
o
als,
d
eliv
er
in
g
m
a
ter
ials
in
a
g
o
o
d
o
r
d
er
,
g
iv
in
g
ti
m
e
to
ask
q
u
es
tio
n
s
g
iv
e
s
u
g
g
e
s
tio
n
s
a
n
d
f
ee
d
b
ac
k
,
a
n
s
w
er
q
u
est
io
n
s
an
d
c
lo
s
e
g
r
ee
tin
g
w
ell.
A
f
ter
p
r
o
ce
s
s
h
as
co
m
p
lete
o
f
th
e
lear
n
in
g
o
b
s
er
v
er
j
u
s
t sa
y
t
h
at
lear
n
in
g
is
g
o
o
d
.
A
t
th
e
f
o
u
r
m
ee
tin
g
o
b
s
er
v
er
s
a
y
s
to
t
h
e
ed
u
ca
to
r
s
,
t
h
at
h
e
co
u
ld
n
o
t
ca
r
e
f
o
r
f
u
ll
b
ec
a
u
s
e
th
er
e
ar
e
o
th
er
task
s
t
h
at
m
u
s
t
b
e
co
m
p
l
eted
.
Ho
w
e
v
er
,
th
e
co
u
r
s
e
o
f
lear
n
in
g
f
r
o
m
s
tar
t
to
f
in
is
h
h
a
s
b
ee
n
as
ex
p
ec
ted
.
L
ea
r
n
i
n
g
is
r
ea
ll
y
s
t
u
d
en
ts
ce
n
ter
ed
an
d
th
e
y
s
ee
m
to
en
j
o
y
th
e
m
e
th
o
d
s
u
s
ed
.
A
n
d
u
n
ti
l
t
h
e
en
d
o
f
lear
n
in
g
ed
u
ca
to
r
s
w
er
e
to
ld
th
at
t
h
e
n
e
x
t
m
ee
tin
g
w
o
u
ld
b
e
h
eld
th
e
p
o
s
t te
s
t.
T
h
e
f
if
t
h
m
ee
ti
n
g
w
a
s
h
e
ld
p
o
s
t
test
an
d
f
illi
n
g
th
e
s
t
u
d
en
ts
'
r
esp
o
n
s
e
to
th
e
m
et
h
o
d
s
ap
p
lied
an
d
in
ter
v
ie
w
s
s
t
u
d
en
ts
w
it
h
f
o
u
r
q
u
est
io
n
s
.
Fro
m
s
tu
d
e
n
ts
w
a
s
i
n
ter
v
ie
w
ed
,
th
e
s
tu
d
e
n
ts
'
a
n
s
w
er
s
ab
o
u
t
q
u
esti
o
n
s
(
1
)
w
h
at
d
o
y
o
u
t
h
in
k
ab
o
u
t
t
h
is
ac
tiv
i
t
y
,
ca
n
b
e
s
u
m
m
ar
ized
as
f
o
llo
w
s
:
lear
n
er
s
f
ee
l
h
ap
p
y
b
ec
au
s
e
t
h
e
y
h
a
v
e
n
o
t
b
ee
n
tau
g
h
t
b
y
th
i
s
m
et
h
o
d
an
d
th
e
y
h
a
v
e
n
e
w
e
x
p
er
ien
ce
s
[
28
]
.
T
h
e
an
s
w
er
to
q
u
esti
o
n
(
2
)
w
h
at
ar
e
th
e
ad
v
an
ta
g
e
s
a
n
d
d
is
ad
v
a
n
ta
g
es
o
f
t
h
is
ac
tiv
it
y
ca
n
b
e
s
u
m
m
ar
ized
as
f
o
llo
w
s
:
lear
n
er
s
d
id
n
o
t
a
n
s
w
er
q
u
ic
k
l
y
,
b
u
t
th
i
n
k
ab
o
u
t
it
a
n
d
th
e
a
n
s
w
er
i
s
m
o
s
tl
y
a
n
s
w
er
ed
it
i
s
d
if
f
ic
u
lt
to
cr
ea
te
q
u
esti
o
n
s
a
n
d
an
s
w
er
s
a
n
d
ca
n
n
o
tg
i
v
es
ad
v
is
e
ag
a
in
s
t
th
is
ac
ti
v
it
y
.
I
tin
d
icate
s
t
h
er
e
ar
e
s
till
lack
s
o
f
ap
p
licatio
n
in
p
r
o
b
le
m
p
o
s
in
g
an
d
p
r
esen
tatio
n
m
e
th
o
d
s
.
T
h
is
d
e
f
icie
n
c
y
i
s
a
li
m
ited
r
es
ea
r
ch
er
k
n
o
w
la
g
d
e
o
f
,
s
o
th
e
o
th
er
ti
m
e
w
ill b
e
co
n
s
id
er
ed
th
e
s
o
l
u
tio
n
.
T
ea
ch
in
g
a
n
d
lear
n
i
n
g
b
y
p
r
o
b
le
m
p
o
s
in
g
r
eq
u
ir
es
s
tu
d
e
n
ts
to
r
ea
d
th
e
m
a
ter
ial
b
ef
o
r
e,
an
d
th
e
n
to
cr
ea
te
q
u
esti
o
n
s
.
I
f
lear
n
er
s
c
an
cr
ea
te
q
u
es
tio
n
s
m
ea
n
i
ts
l
ea
r
n
er
s
h
a
v
e
u
n
d
er
s
to
o
d
w
h
a
t
th
e
y
h
ad
b
ee
n
r
ea
d
[
2
6
]
.
Oth
er
h
an
d
it
w
a
s
th
e
d
i
s
cu
s
s
io
n
t
i
m
e
t
h
e
y
ar
e
al
s
o
tr
ain
ed
to
co
m
m
u
n
icate
w
it
h
a
g
r
o
u
p
o
f
f
r
ien
d
s
a
n
d
f
r
ien
d
s
o
f
th
e
cla
s
s
(
w
h
en
t
h
e
p
r
esen
tatio
n
)
t
h
at
w
ill
co
m
m
u
n
ica
tio
n
s
k
il
ls
r
ea
lized
,
co
n
f
i
d
en
ce
,
co
u
r
ag
e
an
d
r
esp
o
n
s
ib
ilit
y
o
n
t
h
e
m
s
el
v
es d
is
cip
les
[
7
]
,
[
8
]
,
[
2
8
]
.
4.
CO
NCLU
SI
O
N
T
ea
ch
in
g
a
n
d
lear
n
i
n
g
s
cie
n
c
e
u
s
ed
p
r
o
b
le
m
p
o
s
in
g
a
n
d
p
r
esen
tas
tio
n
m
et
h
o
d
ca
n
e
n
h
a
n
ce
ab
ilit
y
co
m
m
u
n
icatio
n
s
k
ill,
co
n
f
id
e
n
ce
,
co
u
r
ag
e
an
d
r
esp
o
n
s
ib
ili
t
y
o
n
th
e
m
s
elv
e
s
d
is
cip
le
s
.
A
cti
v
it
y
lear
n
i
n
g
is
f
o
cu
s
s
tu
d
e
n
t
(
ce
n
ter
ed
s
tu
d
e
n
t)
s
o
th
at
th
e
y
ca
n
u
s
e
th
e
ir
k
n
o
w
led
g
e
to
s
o
lv
e
h
i
s
p
r
o
b
le
m
s
.
C
o
m
m
u
n
icatio
n
s
k
il
ls
ar
e
r
eq
u
ir
ed
t
w
e
n
t
y
f
ir
s
t
ce
n
tu
r
y
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
Be
rn
d
,
“
T
h
e
Im
p
o
rtan
c
e
o
f
S
o
f
t
S
k
il
ls:
E
d
u
c
a
ti
o
n
b
e
y
o
n
d
a
c
a
d
e
m
ic
k
n
o
w
led
g
e
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
Co
mm
u
n
ica
ti
o
n
,
p
p
.
1
4
6
-
1
5
4
,
2
0
0
8
.
[2
]
M
.
Riem
e
r,
“
Co
m
m
u
n
ica
ti
o
n
s
k
il
l
s f
o
r
th
e
2
1
st
c
e
n
tu
ry
e
n
g
in
e
e
r
,
”
Glo
b
a
l
J
.
o
f
E
n
g
n
g
.
E
d
u
c
,
p
p
.
8
9
-
9
9
,
2
0
0
7
.
[3
]
D.
No
ra
h
,
e
t
a
l
.
,
"
Ora
l
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
Us
in
g
a
p
e
r
f
o
r
m
a
n
c
e
-
b
a
s
e
d
e
v
a
l
u
a
ti
o
n
ru
b
ric
to
a
ss
e
ss
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls,
”
In
n
o
v
a
ti
v
e
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
3
1
(2
),
p
p
.
1
1
5
-
1
2
8
,
2
0
0
6
.
[4
]
H
.
S
e
rk
a
n
,
“
S
u
rv
e
y
o
n
th
e
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
th
a
t
th
e
c
o
ll
e
g
e
st
u
d
e
n
ts
o
f
sc
h
o
o
l
o
f
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
a
n
d
sp
o
rts
p
e
rc
e
iv
e
d
f
ro
m
th
e
tea
c
h
in
g
sta
ff
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ie
n
c
e
Cu
lt
u
re
a
n
d
S
p
o
rt
,
v
o
l.
2
(
1
),
p
p
.
5
4
-
6
7
,
2
0
1
4
.
[5
]
G
.
S
m
it
h
,
“
Co
m
m
u
n
ica
ti
o
n
sk
il
ls
a
re
c
rit
ica
l
f
o
r
in
tern
a
l
a
u
d
i
to
r
s,”
M
a
n
a
g
e
ria
l
Au
d
it
i
n
g
J
o
u
rn
a
l,
p
p
.
5
1
3
-
5
1
9
,
2
0
0
5
.
[6
]
M
.
Ba
m
b
a
c
a
s,
a
n
d
P
.
M
a
rg
a
re
t,
“
As
se
s
s
m
e
n
t
o
f
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
in
m
a
n
a
g
e
r
se
l
e
c
ti
o
n
:
so
m
e
e
v
id
e
n
c
e
f
ro
m
A
u
stra
li
a
.
”
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
De
v
e
lo
p
me
n
t
,
v
o
l.
2
8
(
2
),
p
p
.
1
0
9
-
1
2
0
,
2
0
0
9
.
[7
]
Ch
u
n
g
,
e
t
a
l
.
,
“
En
h
a
n
c
in
g
stu
d
e
n
ts’
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
in
th
e
sc
ien
c
e
c
las
sro
o
m
th
ro
u
g
h
so
c
ieo
sc
ien
ti
f
ic
issu
e
s,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
ma
ti
c
s E
d
u
c
a
ti
o
n
,
p
p
.
1
-
2
7
,
2
0
1
6
.
[8
]
T
.
Ora
d
e
e
,
“
De
v
e
lo
p
in
g
sp
e
a
k
in
g
s
k
il
ls
u
sin
g
th
re
e
c
o
m
m
u
n
ica
t
iv
e
a
c
ti
v
it
ies
(Dis
c
u
ss
io
n
,
P
ro
b
l
e
m
-
S
o
lv
in
g
,
a
n
d
Ro
le
-
P
lay
in
g
),
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
a
n
d
Hu
m
a
n
it
y
,
v
o
l.
2
(
6
),
p
p
.
5
3
3
-
5
3
5
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
201
7
:
1
7
–
22
22
[9
]
S
.
Orn
i
t,
e
t.
a
l
.
,
“
T
e
a
c
h
in
g
sc
ie
n
ti
f
ic
c
o
m
m
u
n
ica
ti
o
n
sk
il
l
s
in
sc
ien
c
e
stu
d
ies
:
d
o
e
s
it
m
a
k
e
a
d
if
f
e
r
e
n
c
e
?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
ma
ti
c
s E
d
u
c
a
ti
o
n
,
p
p
.
8
7
5
-
9
0
3
,
2
0
0
9
.
[1
0
]
C.
Kiv
u
n
ja,
“
Un
p
a
c
k
in
g
th
e
in
fo
rm
a
ti
o
n
,
m
e
d
ia,
a
n
d
tec
h
n
o
lo
g
y
s
k
il
ls
d
o
m
a
in
o
f
th
e
n
e
w
lea
r
n
in
g
p
a
ra
d
ig
m
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Hi
g
h
e
r E
d
u
c
a
t
io
n
,
v
o
l.
4
(
1
),
p
p
.
1
6
6
-
1
8
1
,
2
0
1
5
.
[1
1
]
M
.
F
a
th
i
,
e
t
a
l
.
,
“
A
tt
it
u
d
e
s
t
o
w
a
rd
c
o
m
m
u
n
ica
ti
o
n
sk
il
l
a
m
o
n
g
stu
d
e
n
ts'
-
th
e
a
c
e
rss
tu
d
e
n
'
in
jo
rd
a
n
p
u
b
li
c
u
n
iv
e
rsiti
e
s
,
”
Au
stra
li
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
d
u
c
a
ti
o
n
,
p
p
.
1
-
8
,
2
0
1
0
.
[1
2
]
C.
Ne
a
ly
,
“
I
n
teg
ra
ti
n
g
s
o
f
t
sk
il
ls
th
r
o
u
g
h
a
c
ti
v
e
lea
rn
in
g
in
th
e
m
a
n
a
g
e
m
e
n
t
c
las
sro
o
m
,
”
J
o
u
rn
a
l
o
f
Co
ll
e
g
e
T
e
a
c
h
in
g
&
L
e
a
rn
in
g
,
v
o
l.
2
(4
),
p
p
.
1
-
6
,
2
0
0
5
.
[1
3
]
A
.
Qu
tb
i,
a
n
d
B.
Ay
e
sh
a
,
“
I
m
p
ro
v
in
g
e
n
g
li
sh
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
o
f
P
a
k
istan
p
u
b
li
c
s
c
h
o
o
l'
s
stu
d
e
n
ts
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
1
(2
)
,
p
p
.
1
7
-
3
6
,
2
0
1
3
.
[1
4
]
A
.
Oliv
e
ira,
a
n
d
C.
Kristin
,
“
S
tu
d
e
n
t
v
isu
a
l
c
o
m
m
u
n
ica
ti
o
n
o
f
e
v
o
lu
stio
n
,
”
Res
S
c
iE
d
u
c
,
2
0
1
6
.
[1
5
]
M
.
Ja
in
,
“
Dif
fe
re
n
t
tec
h
n
iq
u
e
s
f
o
r
d
e
v
e
lo
p
in
g
c
m
m
u
n
ica
ti
o
n
sk
il
l
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
Of
M
u
lt
id
isc
ip
l
in
a
ry
Res
e
a
rc
h
In
S
o
c
ia
l
&
M
a
n
a
g
e
me
n
t
S
c
ien
c
e
s
,
v
o
l
.
1
,
p
p
.
78
-
8
2
,
2
0
1
3
.
[1
6
]
J.
Ha
rp
e
r,
“
P
re
se
n
tatio
n
sk
il
ls,
”
I
n
d
u
stri
a
l
a
n
d
C
o
mm
e
rc
ia
l
T
ra
i
n
i
n
g
,
v
o
l.
3
6
(
2
),
p
p
.
1
2
5
-
1
2
7
,
2
0
0
4
.
[1
7
]
P
.
Ha
m
m
,
a
n
d
D.
Na
n
c
y
,
"
Tea
c
h
in
g
a
n
d
P
e
rsu
a
siv
e
Co
m
m
u
n
ica
ti
o
n
:
Clas
s
P
re
se
n
tati
o
n
S
k
il
ls.
Bro
w
n
:
T
h
e
Ha
rriet
W
.
S
h
e
rid
a
n
Ce
n
ter f
o
r
T
e
a
c
h
in
g
a
n
d
L
e
a
rn
in
g
Bro
w
n
Un
iv
e
rsity
,
2
0
0
6
.
[1
8
]
E.
S
h
a
u
k
i,
a
n
d
B.
He
len
,
“
En
h
a
n
c
in
g
stu
d
e
n
ts
o
ra
l
p
re
se
n
tati
o
n
sk
il
ls:
o
b
se
rv
a
ti
o
n
b
a
se
d
o
n
u
n
d
e
rg
ra
d
u
a
te
a
c
c
o
u
n
ti
n
g
st
u
d
e
n
ts,
”
Asia
Pa
c
if
i
c
J
o
u
rn
a
l
o
f
Acc
o
u
n
ti
n
g
a
n
d
F
in
a
n
c
e
,
p
p
.
4
3
-
5
8
,
2
0
1
4
.
[1
9
]
C.
Ke
n
k
e
l,
“
T
e
a
c
h
in
g
p
re
se
n
tatio
n
sk
il
ls
in
o
n
li
n
e
b
u
si
n
e
ss
c
o
m
m
u
n
ica
ti
o
n
c
o
u
rse
s,”
Jo
u
rn
a
l
o
f
On
li
n
e
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
,
v
o
l.
7
(3
),
p
p
.
4
1
2
-
4
1
8
,
2
0
1
1
.
[2
0
]
T
.
S
u
sa
n
S
.
,
R.
Jo
h
n
,
S
.
,
a
n
d
J.
An
th
o
n
y
,
O.,
“
D
e
v
e
lo
p
i
n
g
e
ff
e
c
ti
v
e
p
re
se
n
tatio
n
sk
il
ls:
e
v
id
e
n
c
e
-
b
a
se
d
g
u
id
e
li
n
e
s
,
”
Res
e
a
rc
h
in
th
e
sc
h
o
o
ls
,
v
o
l.
7
(
2
),
p
p
.
2
2
5
-
2
3
7
,
2
0
1
0
.
[2
1
]
T.
S
u
k
it
k
a
n
a
p
o
rn
,
a
n
d
P
.
S
u
p
a
k
o
rn
,
“
En
g
li
sh
P
re
se
n
tati
o
n
S
k
il
ls
o
f
T
h
a
i
G
r
a
d
u
a
te
S
tu
d
e
n
ts,
”
En
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
7
(
3
),
p
p
.
9
1
-
1
0
2
,
2
0
1
4
.
[2
2
]
G
.
M
a
ria B.
,
“
S
o
u
n
d
i
n
g
n
a
tu
ra
l
:
i
m
p
ro
v
in
g
o
ra
l
p
re
se
n
tatio
n
sk
il
ls,
”
L
a
n
g
u
a
g
e
V
a
l
u
e
,
v
o
l.
2
(1
)
,
p
p
.
5
1
-
6
7
,
2
0
1
0
.
[2
3
]
N.
El
lerto
n
,
“
En
g
a
g
in
g
p
re
-
se
rv
ice
m
id
d
le
-
sc
h
o
o
l
tea
c
h
e
r
-
e
d
u
c
a
ti
o
n
stu
d
e
n
ts
in
m
a
th
e
m
a
ti
c
a
l
p
ro
b
lem
p
o
sin
g
:
d
e
v
e
lo
p
m
e
n
t
o
f
a
n
a
c
ti
v
e
lea
r
n
in
g
f
ra
m
e
w
o
rk
,
”
Ed
u
c
S
t
u
d
M
a
th
,
p
p
.
8
7
-
1
0
1
,
2
0
1
3
.
[2
4
]
J.
Kn
o
tt
C.
,
“
W
h
e
n
a
p
ro
b
lem
is
m
o
re
th
a
n
a
tea
c
h
e
r’s q
u
e
stio
n
,
”
Ed
u
c
S
tu
d
M
a
t
h
,
p
p
.
2
7
-
3
6
,
2
0
1
3
.
[2
5
]
N.
P
re
sm
e
g
a
n
d
X
.
Ha
rp
e
n
,
“
A
n
in
v
e
stig
a
ti
o
n
o
f
re
latio
n
s
h
ip
s
b
e
twe
e
n
stu
d
e
n
ts’
m
a
th
e
m
a
ti
c
a
l
p
ro
b
lem
-
p
o
sin
g
a
b
il
it
ies
a
n
d
th
e
ir
m
a
th
e
m
a
ti
c
a
l
c
o
n
ten
t
k
n
o
w
led
g
e
,
”
Ed
u
c
S
tu
d
M
a
th
,
p
p
.
1
1
7
-
1
3
2
,
2
0
1
3
.
[2
6
]
J.
P
o
n
te,
a
n
d
A
H
e
n
riq
u
e
s,
“
P
r
o
b
lem
p
o
sin
g
b
a
se
d
o
n
in
v
e
stig
a
ti
o
n
a
c
ti
v
it
ies
b
y
u
n
iv
e
rsit
y
stu
d
e
n
ts
.
”
Ed
u
c
S
tu
d
M
a
th
,
p
p
.
1
4
5
-
1
5
6
,
2
0
1
3
.
[2
7
]
F
.
S
i
n
g
e
r,
N.
El
lerto
n
,
a
n
d
J
Ca
i,
“
P
r
o
b
lem
-
p
o
sin
g
re
se
a
rc
h
in
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
:
n
e
w
q
u
e
stio
n
s
a
n
d
d
irec
ti
o
n
s,”
Ed
u
c
S
t
u
d
M
a
th
,
p
p
.
1
-
7
,
2
0
1
3
.
[2
8
]
T
.
Ha
ss
a
ll
,
“
T
h
e
e
m
p
lo
y
e
rs
´
p
rio
rit
ies
.
Vo
c
a
ti
o
n
a
l
sk
il
ls
a
n
d
c
a
p
a
b
il
it
ies
f
o
r
m
a
n
a
g
e
m
e
n
t
a
c
c
o
u
n
tan
ts
,
”
In
d
u
stry
&
Hig
h
e
r,
E
d
u
c
a
ti
o
n
,
p
p
.
4
2
1
-
4
2
9
,
2
0
0
1
.
[2
9
]
G
a
ll
,
M
.
D.,
G
a
ll
,
J.
P
.
,
a
n
d
Bo
rg
,
W
.
R
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
A
n
in
tro
d
u
c
ti
o
n
(7
t
h
e
d
.
)
.
Bo
st
o
n
,
M
A
:
A
ll
y
n
&
Ba
c
o
n
,
2
0
0
3
.
[3
0
]
T
.
Hie
n
,
”
W
h
y
is
a
c
ti
o
n
re
se
a
rc
h
su
it
a
b
le
f
o
r
e
d
u
c
a
ti
o
n
?
”
VNU
J
o
u
rn
a
l
o
f
S
c
ien
c
e
,
F
o
re
ig
n
L
a
n
g
u
a
g
e
s
,
p
p
.
9
7
-
1
0
6
,
2
0
0
9
.
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