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I
SS
N:
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8822
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1.
I
NT
RO
D
UCT
I
O
N
T
h
e
r
elatio
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s
h
ip
b
et
w
ee
n
ar
t
an
d
tech
n
o
lo
g
y
h
a
s
d
ev
elo
p
ed
d
ir
ec
tly
p
r
o
p
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r
tio
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all
y
t
h
r
o
u
g
h
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t
h
is
to
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y
.
T
h
u
s
,
m
a
n
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f
ield
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f
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av
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b
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tl
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in
f
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in
n
o
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t
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d
ig
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“
Fo
r
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in
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ar
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c
h
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s
b
ec
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m
e
in
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v
itab
le
i
n
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t
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u
ca
tio
n
”
[
1
]
.
A
r
t
ed
u
ca
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as
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f
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ter
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p
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io
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lace
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ar
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a
n
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k
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d
cu
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as
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ca
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g
cr
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ti
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,
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w
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n
t
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tex
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th
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n
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f
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m
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w
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ca
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d
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tech
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ical
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w
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eq
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tl
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tio
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.
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ca
tio
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ca
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co
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ti
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t
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x
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ce
f
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r
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ea
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its
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m
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n
s
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ch
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co
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p
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.
“
Ot
h
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w
is
e,
as
l
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n
g
as
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t
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u
ca
tio
n
d
o
es
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o
t
r
en
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w
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ts
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f
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ti
m
e
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w
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tec
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p
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b
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m
s
”
[
3
]
.
“
T
h
u
s
,
it
s
ee
m
s
i
n
ev
it
ab
le
f
o
r
ed
u
ca
tio
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p
r
o
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r
a
m
s
to
in
cl
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e
(
d
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tech
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th
co
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n
d
f
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r
m
w
it
h
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n
th
e
ir
co
n
ten
t”
[
1
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Ma
teri
a
l D
ev
elo
p
men
t B
a
s
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n
Dig
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l S
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(
Özl
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m
A
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Tu
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55
Ho
w
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m
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[
8
]
-
[
1
2
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-
[
6
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.
Fo
r
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tio
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as
h
io
n
ed
ed
u
ca
tio
n
al
ap
p
r
o
a
ch
t
h
at
i
s
s
till
co
n
ti
n
u
i
n
g
s
h
o
u
ld
ch
a
n
g
e
a
n
d
tech
n
o
lo
g
y
s
h
o
u
ld
b
e
e
f
f
ec
tiv
e
l
y
in
te
g
r
ated
w
i
th
co
n
ten
t
a
n
d
teac
h
in
g
p
r
ac
tices
w
it
h
i
n
ar
t e
d
u
ca
tio
n
.
I
n
th
is
s
e
n
s
e,
as
a
r
esu
lt
o
f
t
h
e
liter
atu
r
e
r
ev
ie
w
i
n
th
e
f
ield
,
co
n
s
id
er
in
g
t
h
at
th
e
ap
p
r
o
ac
h
o
f
d
ig
ita
l
s
to
r
y
telli
n
g
h
a
s
th
e
p
o
ten
tial
t
o
m
ee
t
th
e
n
ee
d
s
o
f
2
1
s
t
ce
n
t
u
r
y
a
n
d
th
e
s
tate
m
e
n
ts
o
f
th
e
a
d
v
o
ca
to
r
s
o
f
d
ig
ital
s
to
r
y
telli
n
g
th
at
t
h
e
p
r
o
ce
s
s
o
f
d
ig
ital
s
to
r
y
telli
n
g
r
ea
lizes
“
1
8
o
f
2
0
ex
p
ec
tatio
n
s
d
eter
m
in
ed
f
o
r
2
1
s
t
ce
n
tu
r
y
s
k
il
ls
”
(
cited
f
r
o
m
:
[
1
0
]
)
,
it
ca
n
b
e
th
o
u
g
h
t
th
at
t
h
e
p
r
o
b
lem
s
r
elate
d
w
i
th
tec
h
n
o
lo
g
y
in
te
g
r
atio
n
in
f
in
e
ar
ts
ed
u
ca
tio
n
ca
n
b
e
s
o
l
v
ed
b
y
in
t
eg
r
atin
g
t
h
e
ap
p
r
o
ac
h
o
f
d
ig
ita
l sto
r
y
telli
n
g
to
f
i
n
e
ar
ts
ed
u
ca
tio
n
.
Dig
ital
s
to
r
y
tel
lin
g
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
s
u
c
h
as
e
n
ab
li
n
g
s
tu
d
e
n
ts
to
e
x
p
lo
r
e
th
e
m
s
el
v
e
s
,
en
ab
li
n
g
s
tu
d
e
n
ts
to
u
s
e
tec
h
n
o
lo
g
y
e
f
f
ec
tiv
el
y
,
i
n
cr
ea
s
i
n
g
m
o
tiv
at
io
n
i
n
ed
u
ca
t
io
n
p
r
o
ce
s
s
a
n
d
p
er
s
o
n
alizi
n
g
lear
n
i
n
g
ex
p
er
ien
ce
s
,
f
in
d
i
n
g
o
u
t
ex
p
e
ctatio
n
s
o
f
teac
h
i
n
g
p
r
o
ce
s
s
a
n
d
p
la
y
in
g
a
n
ac
tiv
e
r
o
le
in
m
ee
ti
n
g
n
ee
d
s
an
d
th
u
s
,
it
ca
n
b
e
s
aid
th
at
it
i
s
a
s
u
itab
le
m
o
d
el
f
o
r
b
o
th
teac
h
er
s
an
d
s
t
u
d
en
t
s
in
ter
m
s
o
f
tec
h
n
o
lo
g
ical
p
ed
ag
o
g
ic
co
n
ten
t
k
n
o
w
led
g
e.
A
s
s
ta
ted
b
y
Gil
s
[
7
]
,
d
ig
ital
s
to
r
y
telli
n
g
ap
p
r
o
ac
h
h
as
p
o
s
itiv
e
asp
ec
ts
s
u
c
h
as
p
r
esen
tin
g
s
tu
d
e
n
ts
w
it
h
c
u
s
t
o
m
izab
le
lear
n
i
n
g
e
x
p
er
ien
ce
,
b
ein
g
tr
an
s
f
er
r
ab
le
to
r
ea
l
lif
e
o
r
r
elata
b
le
w
it
h
r
ea
l
lif
e
an
d
en
ab
li
n
g
s
t
u
d
en
t
s
‟
p
ar
ticip
atio
n
a
n
d
m
ai
n
tai
n
i
n
g
co
n
tin
u
it
y
o
f
t
h
i
s
p
ar
ticip
atio
n
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
d
ev
elo
p
m
ater
ial
s
b
ased
o
n
d
ig
ital
s
to
r
y
tel
lin
g
ap
p
r
o
ac
h
f
o
r
th
e
teac
h
i
n
g
p
r
o
ce
s
s
i
n
Fi
n
e
A
r
ts
h
ig
h
s
c
h
o
o
ls
a
n
d
to
ass
ess
s
tu
d
en
ts
‟
v
ie
w
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
w
as
d
esi
g
n
ed
as
a
ca
s
e
s
tu
d
y
.
C
a
s
e
s
t
u
d
y
m
e
t
h
o
d
in
clu
d
es
t
h
e
th
o
r
o
u
g
h
lo
n
g
i
tu
d
i
n
al
ex
a
m
in
at
io
n
o
f
o
n
e
ca
s
e
o
r
ev
en
t
i
n
s
tead
o
f
ex
a
m
in
i
n
g
li
m
ited
n
u
m
b
er
o
f
v
ar
iab
les
an
d
f
o
llo
w
i
n
g
s
p
ec
if
ic
r
u
les.
C
a
s
e
s
t
u
d
y
is
a
r
esear
c
h
m
e
th
o
d
o
f
t
h
o
r
o
u
g
h
e
x
a
m
i
n
atio
n
w
ith
in
t
h
e
co
n
tex
t
o
f
“
Ho
w
”
a
n
d
“
W
h
y
”
q
u
esti
o
n
s
i
n
t
h
e
f
ie
ld
o
f
e
s
p
ec
iall
y
ed
u
ca
tio
n
.
“
C
a
s
e
s
t
u
d
y
is
u
s
ed
to
e
x
a
m
i
n
e
a
n
d
d
ef
i
n
e
t
h
o
r
o
u
g
h
l
y
t
h
e
d
etails
th
at
m
a
k
e
u
p
an
e
v
en
t
o
r
a
ca
s
e
an
d
to
ass
ess
t
h
e
ev
en
t.”
[
5
]
.
T
h
e
s
tu
d
y
w
a
s
co
n
d
u
cted
in
An
ato
lia
n
Fin
e
A
r
ts
H
ig
h
Sch
o
o
l
d
u
r
i
n
g
t
h
e
s
p
r
i
n
g
s
e
m
ester
o
f
2
0
1
4
-
2
0
1
5
A
ca
d
e
m
ic
Yea
r
.
T
h
e
s
a
m
p
le
o
f
t
h
e
s
tu
d
y
co
n
s
is
ts
o
f
a
to
tal
o
f
1
0
s
t
u
d
en
ts
f
r
o
m
9
th
an
d
1
0
th
g
r
ad
es
wh
o
v
o
l
u
n
tar
il
y
p
ar
ticip
ated
i
n
t
h
e
s
t
u
d
y
u
n
d
er
th
e
titl
e
o
f
f
r
ee
t
i
m
e
ac
ti
v
it
y
.
Se
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
s
w
er
e
co
n
d
u
cted
w
it
h
t
h
e
1
0
s
tu
d
e
n
ts
n
a
m
ed
at
t
h
e
e
n
d
o
f
ev
er
y
ac
ti
v
it
y
.
Se
m
i
-
s
tr
u
c
tu
r
ed
in
ter
v
ie
w
s
w
er
e
co
n
d
u
cted
r
ig
h
t
af
ter
th
e
co
m
p
leti
o
n
o
f
th
e
r
elate
d
teac
h
i
n
g
ac
ti
v
it
y
a
n
d
th
e
y
w
er
e
au
d
io
r
ec
o
r
d
e
d
.
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
s
tu
d
y
w
er
e
an
al
y
ze
d
t
h
r
o
u
g
h
th
e
m
a
tic
an
al
y
s
i
s
b
ased
o
n
q
u
alitati
v
e
r
esear
ch
m
et
h
o
d
.
T
h
e
d
ata
o
b
tain
ed
w
er
e
ex
a
m
i
n
ed
th
o
r
o
u
g
h
l
y
w
it
h
i
n
th
e
f
r
a
m
e
w
o
r
k
o
f
th
e
m
e
s
d
eter
m
in
ed
b
ased
o
n
t
h
e
t
h
eo
r
etica
l
f
r
am
e
w
o
r
k
o
f
t
h
e
s
t
u
d
y
.
“
W
it
h
in
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
m
ati
c
an
al
y
s
i
s
,
t
h
e
d
ata
o
b
tain
ed
ar
e
f
ir
s
t
d
ef
i
n
ed
,
th
e
n
th
e
d
ata
d
ef
i
n
ed
ar
e
in
ter
p
r
eted
an
d
th
e
ca
u
s
e
an
d
ef
f
ec
t
r
e
latio
n
s
b
et
w
ee
n
th
e
d
ata
ar
e
in
ter
p
r
eted
b
y
t
h
e
r
es
ea
r
ch
er
”
[
1
5
]
.
I
n
th
is
co
n
te
x
t,
th
e
r
esear
ch
d
ata
w
er
e
an
al
y
z
ed
in
t
w
o
s
ta
g
es
i
n
lin
e
w
it
h
t
h
e
co
n
ce
p
t
u
al
f
r
a
m
e
w
o
r
k
o
f
th
e
r
esear
c
h
an
d
t
h
e
r
esear
ch
q
u
esti
o
n
s
.
I
n
th
e
f
i
r
s
t
s
ta
g
e,
th
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
s
w
it
h
th
e
s
tu
d
e
n
ts
a
n
d
th
e
o
b
s
er
v
a
tio
n
d
ata
w
er
e
ite
m
ized
an
d
a
n
al
y
ze
d
.
I
n
th
e
s
ec
o
n
d
s
tag
e,
t
h
e
s
t
u
d
en
ts
‟
v
ie
w
s
w
e
r
e
an
al
y
ze
d
a
n
d
in
ter
p
r
eted
b
ased
o
n
th
e
m
es
d
eter
m
i
n
ed
w
ith
i
n
t
h
e
co
n
te
x
t
o
f
th
e
s
tu
d
y
‟
s
co
n
ce
p
t
u
al
f
r
a
m
e
w
o
r
k
.
Fo
r
th
e
r
eliab
ilit
y
o
f
t
h
e
d
ata
o
b
tain
ed
,
t
h
e
i
n
ter
v
ie
w
s
w
er
e
co
d
ed
an
d
m
ai
n
t
h
e
m
e
s
a
n
d
s
u
b
-
t
h
e
m
es
w
er
e
f
o
r
m
ed
.
T
h
e
f
i
n
d
i
n
g
s
w
e
r
e
ca
teg
o
r
ized
,
p
u
t in
tab
les
with
t
h
e
co
m
m
e
n
t
s
o
f
th
e
r
esear
ch
er
an
d
p
r
esen
ted
to
an
ex
p
er
t
in
t
h
e
f
ield
(
r
esear
ch
er
an
d
a
f
ield
ex
p
er
t
o
n
f
i
n
e
ar
ts
ed
u
ca
tio
n
)
.
A
r
esear
ch
ca
n
b
e
s
aid
to
b
e
r
eliab
le
if
it
h
as
a
7
0
%
an
d
h
ig
h
e
r
r
eliab
ilit
y
co
ef
f
icie
n
t
as
a
r
e
s
u
lt
o
f
t
h
e
f
o
r
m
u
l
a
o
f
R
eliab
ili
t
y
=
C
o
n
s
en
s
u
s
/(
C
o
n
s
e
n
s
u
s
+
Di
s
s
e
n
s
u
s
)
[
1
3
]
.
W
ith
i
n
th
is
f
r
a
m
e
w
o
r
k
,
a
f
ter
t
h
e
f
in
d
in
g
s
o
f
th
e
p
ilo
t
s
tu
d
y
w
er
e
co
d
ed
an
d
th
e
th
e
m
es
w
i
th
co
n
s
en
s
u
s
a
n
d
d
is
s
en
s
u
s
w
er
e
f
o
u
n
d
,
r
eliab
ilit
y
w
a
s
ass
e
s
s
ed
.
A
s
a
r
esu
lt o
f
t
h
e
as
s
es
s
m
e
n
t
s
,
th
e
r
eliab
ilit
y
o
f
th
e
t
h
e
m
atic
co
d
in
g
o
f
t
h
e
f
i
n
d
in
g
s
w
as 9
5
%.
2
.
1
.
T
he
p
ro
ce
s
s
o
f
m
a
t
er
ia
l pre
pa
ra
t
io
n,
f
o
rm
ing
t
he
t
ea
ching
des
ig
n p
la
n
W
ith
in
t
h
e
p
r
o
ce
s
s
o
f
p
r
ep
ar
in
g
t
h
e
d
ig
i
tal
s
to
r
y
te
lli
n
g
m
at
er
ials
,
a
s
y
s
te
m
a
tic
p
lan
n
i
n
g
s
h
o
u
ld
b
e
m
ad
e
f
o
r
m
a
k
i
n
g
u
s
e
o
f
tec
h
n
o
lo
g
y
e
f
f
ec
ti
v
el
y
.
O
n
e
o
f
t
h
e
m
o
s
t
s
u
itab
le
m
et
h
o
d
s
f
o
r
m
a
k
in
g
s
u
ch
a
p
la
n
n
i
n
g
is
t
h
e
A
s
s
u
r
e
m
o
d
el
[
2
]
.
Ass
u
r
e
I
n
s
tr
u
c
tio
n
al
Des
i
g
n
Mo
d
el
w
a
s
u
s
ed
w
h
ile
p
r
ep
ar
in
g
t
h
e
less
o
n
p
lan
o
f
t
h
e
d
ig
ital
s
to
r
y
telli
n
g
f
r
ee
ti
m
e
ac
tiv
it
y
f
o
r
m
ed
w
i
th
i
n
th
e
c
o
n
tex
t
o
f
d
i
g
ital
s
to
r
y
tel
lin
g
ap
p
r
o
ac
h
.
“A
s
s
u
r
e
m
o
d
el
i
s
th
e
teac
h
i
n
g
d
esi
g
n
m
o
d
el
w
h
ic
h
is
p
r
ep
ar
ed
b
y
ch
o
o
s
in
g
s
u
itab
le
m
eth
o
d
s
,
m
e
d
ia
a
n
d
m
ater
ials
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
20
1
7
:
54
–
6
3
56
lin
e
w
it
h
o
u
r
s
t
u
d
en
ts
‟
c
h
ar
ac
ter
is
tics
a
n
d
th
e
teac
h
i
n
g
g
o
al
s
”
[
1
4
]
.
A
s
s
u
r
e
m
o
d
el
h
a
s
b
ee
n
n
a
m
ed
w
ith
t
h
e
in
itial le
t
ter
s
o
f
t
h
e
s
i
x
s
ta
g
es
as sh
o
w
n
i
n
Fi
g
u
r
e
1
.
Fig
u
r
e
1
.
Stag
es o
f
th
e
ASSU
R
E
I
n
s
tr
u
ctio
n
a
l D
esi
g
n
Mo
d
e
l [
2
]
.
I
n
s
tr
u
c
tio
n
al
d
esi
g
n
ca
n
b
e
d
e
f
i
n
ed
as
th
e
g
u
id
an
ce
o
f
i
n
s
tr
u
ctio
n
al
m
ater
ial
s
an
d
teac
h
i
n
g
s
y
s
te
m
to
en
s
u
r
e
lear
n
i
n
g
.
“
I
n
s
tr
u
c
tio
n
al
d
esig
n
ca
n
b
e
d
esig
n
ed
as
th
e
p
r
o
ce
s
s
o
f
d
ev
elo
p
in
g
i
n
s
tr
u
ctio
n
al
eq
u
ip
m
en
t
s
an
d
ac
tiv
ities
b
y
m
ak
i
n
g
u
s
e
o
f
lear
n
i
n
g
th
eo
r
ies
in
lin
e
w
i
th
i
n
s
tr
u
ctio
n
a
l
p
r
o
g
r
a
m
s
a
n
d
th
e
p
r
o
ce
s
s
o
f
th
e
ass
es
s
m
en
t o
f
teac
h
i
n
g
an
d
lea
r
n
in
g
an
d
as
s
es
s
in
g
t
h
e
lear
n
er
s
”
[
2
]
.
2
.
1
.
1
.
Ana
ly
ze
L
ea
rner
s
A
.
T
h
e
g
e
n
er
al
attr
ib
u
tes
;
a.
Ag
e:
1
4
-
1
5
(
f
o
r
m
al
o
p
er
atio
n
a
l stag
e)
b.
C
las
s
r
o
o
m
s
ize:
1
0
c.
Gen
d
er
: 6
m
ales,
4
f
e
m
ales
d.
Stu
d
e
n
ts
‟
s
o
cio
-
ec
o
n
o
m
ic
le
v
e
l is in
ter
m
ed
iate.
B
.
Prio
r
c
o
m
p
ete
n
cies (
St
u
d
en
ts
‟
co
m
p
ete
n
cie
s
)
;
a.
I
t
ca
n
b
e
s
ee
n
th
a
t
th
e
y
h
a
v
e
t
h
e
tech
n
o
lo
g
ical
i
n
f
o
r
m
atio
n
b
ac
k
g
r
o
u
n
d
to
b
e
ab
le
to
g
o
t
h
r
o
u
g
h
w
it
h
a
less
o
n
t
h
at
h
a
s
d
ig
i
tal
s
to
r
y
t
ellin
g
co
n
te
n
t.
b.
Wh
ile
all
o
f
th
e
s
tu
d
e
n
ts
h
a
d
s
m
ar
t
p
h
o
n
es,
o
n
l
y
5
o
f
th
e
s
t
u
d
en
t
s
h
ad
co
m
p
u
ter
at
h
o
m
e.
T
h
e
s
tu
d
e
n
ts
w
h
o
d
id
n
o
t
h
a
v
e
co
m
p
u
ter
s
w
er
e
f
o
u
n
d
to
h
a
v
e
p
r
o
b
lem
s
ca
u
s
ed
b
y
t
h
e
ab
s
e
n
c
e
o
f
le
s
s
o
n
s
th
at
ca
n
g
i
v
e
t
h
e
m
b
a
s
ic
c
o
m
p
u
ter
/p
r
o
g
r
a
m
i
n
f
o
r
m
atio
n
in
th
eir
s
c
h
o
o
ls
a
n
d
th
o
s
e
w
h
o
h
ad
co
m
p
u
ter
s
w
er
e
f
o
u
n
d
to
b
e
a
ctiv
e
i
n
class
.
2
.
1
.
2
.
Sta
t
e
St
a
nd
a
rds
a
nd
O
bje
ct
iv
es
W
ith
in
t
h
e
co
n
te
x
t o
f
d
ig
ital
s
t
o
r
y
tel
lin
g
ac
ti
v
it
y
,
th
e
s
tu
d
e
n
t
s
a.
cr
ea
te
an
o
r
ig
in
al
s
cr
ip
t
b.
cr
ea
te
a
s
to
r
y
b
o
ar
d
c.
d
esig
n
ch
ar
ac
ter
s
d.
d
o
b
ac
k
g
r
o
u
n
d
co
m
p
o
s
itio
n
/ar
r
an
g
e
m
e
n
ts
e.
d
o
d
u
b
b
in
g
/ so
u
n
d
ed
itin
g
f.
f
ictio
n
alize
w
it
h
s
u
itab
le
s
o
f
t
w
ar
e
g.
h
av
e
t
h
e
co
m
p
ete
n
ce
to
u
s
e
te
ch
n
o
lo
g
y
2.
1
.
3
.
Select
Str
a
t
eg
ies,
T
ec
hn
o
lo
g
y
,
M
edia
a
nd
M
a
t
er
ia
ls
I
n
d
ig
ital
s
to
r
y
te
lli
n
g
ac
ti
v
it
y
,
w
h
ic
h
is
b
ased
o
n
co
o
p
e
r
ativ
e
lear
n
in
g
m
et
h
o
d
,
a
n
u
m
b
er
o
f
s
o
f
t
w
ar
e
h
av
e
b
ee
n
s
et
to
w
o
r
k
in
ten
d
e
d
f
o
r
s
t
u
d
en
t
s
‟
lear
n
i
n
g
o
u
tco
m
es.
Du
r
i
n
g
t
h
e
d
es
ig
n
p
r
o
ce
s
s
,
t
h
e
p
r
o
d
u
cts
w
er
e
m
ad
e
b
y
tab
let,
t
h
e
y
w
er
e
p
r
ep
ar
ed
f
o
r
s
to
r
y
t
el
lin
g
b
y
u
s
in
g
A
d
o
b
e
Flas
h
,
A
d
o
b
eP
h
o
to
s
h
o
p
,
A
d
o
b
eP
r
em
ier
e
s
o
f
t
w
ar
e
a
n
d
s
o
u
n
d
ed
iti
n
g
p
r
o
g
r
am
s
w
er
e
u
s
ed
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
o
f
d
u
b
b
in
g
.
I
n
ad
d
itio
n
,
W
eb
2
.
0
ap
p
licatio
n
s
w
er
e
u
s
ed
f
o
r
e
x
t
r
ac
u
r
r
icu
lar
s
h
ar
i
n
g
s
o
f
s
t
u
d
e
n
ts
,
th
eir
co
m
m
u
n
icat
io
n
w
ith
ea
ch
o
t
h
e
r
a
n
d
f
o
r
p
r
o
d
u
ct
ass
ess
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Ma
teri
a
l D
ev
elo
p
men
t B
a
s
ed
o
n
Dig
ita
l S
to
r
ytellin
g
A
ctivities A
n
d
A
s
s
ess
men
t…
(
Özl
e
m
A
yv
a
z
Tu
n
ç
)
57
2.
1
.
4
.
Ut
ilize
T
ec
hn
o
lo
g
y
,
M
edia
a
nd
M
a
t
er
ia
ls
E
ac
h
s
t
u
d
en
t
i
n
d
ig
i
tal
s
to
r
y
te
llin
g
ac
ti
v
it
y
c
h
o
s
e
t
h
eir
g
r
o
u
p
s
ac
co
r
d
in
g
to
t
h
eir
i
n
ter
est
s
an
d
a
f
ter
th
e
g
r
o
u
p
s
w
er
e
f
o
r
m
ed
,
th
e
s
tu
d
en
t
s
r
esp
o
n
s
ib
le
f
o
r
m
o
n
tag
e
r
ea
lized
th
e
s
to
r
y
tell
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
p
r
ed
eter
m
i
n
ed
s
o
f
t
w
ar
e
w
it
h
i
n
th
e
p
r
o
ce
s
s
o
f
m
o
n
ta
g
e.
W
h
atsap
p
m
o
b
ile
ap
p
licatio
n
was
u
s
ed
to
en
ab
le
s
tu
d
e
n
ts
to
co
m
m
u
n
icate
w
i
t
h
ea
c
h
o
t
h
er
u
n
d
er
t
h
e
g
r
o
u
p
n
a
m
e
o
f
d
i
g
ital
s
to
r
y
te
lli
n
g
g
r
o
u
p
a
n
d
s
t
u
d
en
t
s
s
h
ar
ed
an
d
ass
e
s
s
ed
v
i
d
eo
s
o
n
Face
b
o
o
k
.
2.
1
.
5
.
Require
L
ea
rner
P
a
rt
icipa
t
io
n
T
h
e
g
r
o
u
p
s
lo
ca
ted
s
u
itab
l
y
f
o
r
th
e
s
tr
u
ct
u
r
e
o
f
d
ig
ital
s
to
r
y
telli
n
g
a
n
d
th
e
s
tu
d
e
n
ts
i
n
th
e
g
r
o
u
p
w
er
e
m
ad
e
to
p
ar
ticip
ate
ac
ti
v
el
y
a
m
o
n
g
t
h
e
m
s
el
v
es
an
d
w
i
t
h
t
h
eir
f
r
ien
d
s
in
th
e
g
r
o
u
p
i
n
ev
er
y
s
ta
g
e
o
f
th
e
ac
tiv
it
y
t
h
r
o
u
g
h
d
is
c
u
s
s
io
n
s
,
q
u
esti
o
n
-
a
n
s
w
er
s
an
d
co
m
p
u
ter
ass
is
ted
teac
h
i
n
g
m
et
h
o
d
s
.
2.
1
.
6
.
Ass
ess
m
ent
T
h
e
cr
iter
ia
f
o
r
th
e
ass
e
s
s
m
e
n
t
o
f
d
i
g
ital
s
to
r
y
tell
in
g
ap
p
lica
tio
n
w
er
e
f
o
u
n
d
an
d
a
s
s
e
s
s
ed
b
y
ex
p
er
ts
in
th
e
f
ield
.
2.
2
.
Dec
idi
ng
o
n t
he
s
ub
j
ec
t
W
h
en
t
h
e
r
esear
ch
er
m
et
t
h
e
s
tu
d
e
n
ts
to
d
ec
id
e
o
n
th
e
s
u
b
j
ec
t,
h
e
s
tated
th
at
t
h
e
s
u
b
j
ec
t
w
o
u
ld
b
e
d
eter
m
in
ed
b
ased
o
n
t
h
e
m
et
h
o
d
o
f
b
r
ain
s
to
r
m
i
n
g
an
d
a
f
t
er
tellin
g
th
e
r
u
le
s
o
f
t
h
e
b
r
ai
n
s
to
r
m
i
n
g
m
eth
o
d
,
th
e
r
esear
c
h
er
s
tar
ted
t
h
e
s
e
s
s
i
o
n
.
On
e
o
f
t
h
e
s
tu
d
e
n
ts
w
as
p
u
t
i
n
c
h
ar
g
e
o
f
w
r
iti
n
g
d
o
w
n
all
th
e
s
u
g
g
es
tio
n
s
.
Af
ter
t
h
e
s
u
g
g
esti
o
n
s
w
er
e
ta
k
en
,
th
e
th
e
m
e
s
s
u
g
g
e
s
ted
w
e
r
e
ev
al
u
ated
an
d
v
o
ted
.
A
t
t
h
e
en
d
o
f
v
o
ti
n
g
,
t
h
e
s
tu
d
e
n
ts
d
ec
id
ed
to
cr
ea
te
o
n
e
s
cr
ip
t
u
n
d
er
th
e
tit
le
o
f
“
W
elc
o
m
e
to
th
e
w
o
r
ld
”,
w
h
ich
i
n
cl
u
d
ed
th
e
t
h
e
m
es
o
f
w
o
m
en
‟
s
r
ig
h
ts
,
e
n
v
ir
o
n
m
e
n
ta
l p
o
llu
tio
n
,
in
d
i
v
id
u
a
l p
r
o
b
lem
s
an
d
d
ep
er
s
o
n
aliza
tio
n
.
2.
3
.
F
o
r
m
ing
a
nd
o
rg
a
nizin
g
t
he
s
cr
ipts
T
h
e
s
tu
d
en
ts
w
h
o
w
er
e
r
esp
o
n
s
ib
le
f
o
r
f
o
r
m
i
n
g
th
e
s
cr
ip
t
p
r
esen
ted
th
e
d
r
af
ts
th
e
y
f
o
r
m
ed
to
t
h
eir
f
r
ien
d
s
i
n
t
h
e
ac
tiv
it
y
a
n
d
f
in
alize
d
th
e
s
cr
ip
t
t
h
e
y
d
e
v
elo
p
ed
w
i
th
t
h
e
f
ee
d
b
ac
k
s
f
o
r
m
t
h
eir
f
r
ie
n
d
s
w
i
th
t
h
e
h
elp
o
f
a
s
cr
ip
t
w
r
i
tin
g
p
r
o
g
r
am
.
2.
4
.
Cre
a
t
ing
a
s
t
o
r
y
bo
a
rd
Sto
r
y
b
o
ar
d
is
o
n
e
o
f
t
h
e
i
m
p
o
r
tan
t
a
n
d
es
s
en
tial
s
tag
e
s
o
f
p
l
an
n
i
n
g
.
F
in
i
s
h
in
g
th
e
s
to
r
y
b
o
ar
d
b
ef
o
r
e
m
o
n
ta
g
e
is
v
er
y
i
m
p
o
r
tan
t
i
n
ter
m
s
o
f
co
r
r
ec
t
ti
m
in
g
an
d
d
eter
m
i
n
in
g
th
e
ca
m
er
a
an
g
le
s
o
f
th
e
v
id
eo
f
il
m
.
Sto
r
y
b
o
ar
d
,
w
h
ic
h
ca
n
b
e
ca
lled
th
e
d
r
a
w
in
g
o
f
th
e
s
to
r
y
,
ca
n
b
e
t
h
o
u
g
h
t
as
t
h
e
p
r
ev
ie
w
o
f
th
e
f
il
m
.
Sto
r
y
b
o
ar
d
co
n
s
is
ts
o
f
d
r
a
w
i
n
g
s
o
f
t
h
e
s
cr
ip
t d
iv
id
ed
in
f
r
a
m
es
w
i
th
e
x
tr
e
m
e
m
o
v
e
s
.
I
n
d
ig
ital
s
to
r
y
tell
in
g
ac
ti
v
it
y
,
af
ter
t
h
e
s
t
u
d
en
ts
w
h
o
wer
e
in
th
e
s
cr
ip
t
an
d
s
to
r
y
b
o
ar
d
g
r
o
u
p
co
m
p
leted
w
r
iti
n
g
th
e
s
cr
ip
t,
th
e
y
s
tar
ted
to
cr
ea
te
th
e
s
to
r
y
b
o
ar
d
to
v
is
u
alize
t
h
e
s
ce
n
e
p
lan
s
o
f
d
ig
ita
l
s
to
r
y
telli
n
g
.
W
h
ile
th
e
s
t
u
d
en
ts
d
r
e
w
w
it
h
cla
s
s
ical
m
e
th
o
d
at
f
ir
s
t,
th
e
y
p
r
ef
er
r
ed
to
cr
ea
te
s
to
r
y
b
o
ar
d
o
n
tab
let
later
o
n
.
T
h
e
s
t
u
d
en
ts
p
r
esen
ted
t
h
e
s
to
r
y
b
o
ar
d
th
e
y
c
r
ea
ted
to
th
eir
f
r
ien
d
s
i
n
cla
s
s
an
d
t
h
e
y
m
ad
e
t
h
e
n
ec
es
s
ar
y
co
r
r
ec
tio
n
s
i
n
li
n
e
w
it
h
t
h
e
cr
itics
o
f
t
h
eir
f
r
ie
n
d
s
an
d
f
i
n
alize
d
t
h
e
s
to
r
y
b
o
ar
d
.
T
h
e
s
to
r
y
b
o
ar
d
cr
ea
ted
b
y
C
e
n
k
w
i
th
in
t
h
e
co
n
tex
t o
f
d
ig
i
tal
s
to
r
y
tel
lin
g
ac
t
iv
it
y
is
g
i
v
en
i
n
Fi
g
u
r
e
2
.
Fig
u
r
e
2
.
T
h
e
Sto
r
y
b
o
ar
d
C
r
ea
ted
B
y
t
h
e
St
u
d
en
t
w
it
h
t
h
e
C
o
d
e
Nam
e
C
en
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
20
1
7
:
54
–
6
3
58
2.
5
.
Cha
ra
c
t
er
a
nd
lo
ca
t
io
n
des
ig
ns
T
h
e
p
r
o
ce
s
s
o
f
c
h
ar
ac
ter
d
ev
elo
p
m
e
n
t
is
t
h
e
p
r
o
ce
s
s
o
f
v
i
s
u
aliz
in
g
th
e
ch
ar
ac
ter
s
i
n
t
h
e
s
cr
ip
t.
W
h
ile
d
ev
elo
p
in
g
ch
ar
ac
ter
,
th
e
ch
ar
ac
ter
is
tic
s
in
th
e
s
cr
ip
t
s
h
o
u
ld
b
e
tak
en
i
n
to
co
n
s
id
er
atio
n
.
T
h
e
s
tu
d
en
t
s
w
h
o
w
er
e
r
esp
o
n
s
ib
le
f
o
r
d
ev
elo
p
in
g
ch
ar
ac
ter
in
d
ig
i
tal
s
to
r
y
te
lli
n
g
ac
ti
v
it
y
co
o
p
er
ated
w
it
h
th
eir
f
r
ie
n
d
s
w
h
o
cr
ea
ted
th
e
s
cr
ip
t,
d
eter
m
i
n
ed
th
e
p
h
y
s
ica
l
ch
ar
ac
ter
is
tic
s
o
f
th
e
c
h
ar
ac
t
er
s
an
d
cr
ea
ted
th
eir
ch
ar
ac
ter
s
i
n
li
n
e
w
it
h
th
e
f
ee
d
b
ac
k
f
r
o
m
ea
c
h
o
th
er
w
i
th
i
n
th
e
g
r
o
u
p
.
I
t
is
th
e
p
r
o
ce
s
s
o
f
v
is
u
aliz
in
g
th
e
lo
ca
tio
n
i
n
w
h
ic
h
th
e
s
cr
i
p
t
tak
es
p
lace
.
T
h
e
s
tu
d
en
t
r
es
p
o
n
s
ib
le
f
o
r
th
e
d
esig
n
o
f
t
h
e
lo
ca
tio
n
co
m
m
u
n
icate
d
w
it
h
t
h
e
o
t
h
er
s
tu
d
e
n
ts
in
th
e
s
cr
ip
t
g
r
o
u
p
an
d
cr
ea
ted
th
e
m
o
s
t
s
u
itab
le
v
is
u
al
f
o
r
th
e
s
ce
n
es
.
I
n
o
n
e
o
f
th
e
cr
itical
s
ce
n
e
s
,
a
w
o
r
k
o
f
a
r
t
b
y
Va
n
Go
g
h
w
a
s
i
n
ter
p
r
eted
Fig
u
r
e
3
.
Fig
u
r
e
3
.
Desig
n
o
f
t
h
e
lo
ca
tio
n
2.
6
.
T
he
s
t
a
g
e
o
f
a
ni
m
a
t
io
n
Du
r
in
g
t
h
e
d
ig
ita
l
s
to
r
y
tel
lin
g
p
r
o
ce
s
s
,
th
e
an
i
m
atio
n
s
w
er
e
f
o
r
m
ed
w
it
h
a
m
i
x
ed
tech
n
iq
u
e
th
at
co
n
s
is
ted
o
f
t
w
o
d
i
m
e
n
s
io
n
al
lin
ea
r
,
2
d
i
m
e
n
s
io
n
al
v
ec
to
r
i
al
an
d
f
la
s
h
an
i
m
at
io
n
tec
h
n
i
q
u
es.
D
u
r
in
g
th
e
an
i
m
atio
n
p
r
o
ce
s
s
,
a.
An
i
m
atio
n
s
w
i
th
2
d
i
m
e
n
s
io
n
al
an
i
m
atio
n
tec
h
n
iq
u
e:
So
m
e
o
f
th
e
2
d
i
m
e
n
s
io
n
a
l
an
i
m
a
tio
n
cr
ea
ted
b
y
th
e
s
tu
d
e
n
t B
ir
o
l d
u
r
in
g
t
h
e
p
r
o
ce
s
s
ar
e
p
r
esen
ted
in
F
ig
u
r
e
5
.
b
.
A
n
i
m
atio
n
s
w
it
h
2
D
v
ec
t
o
r
ial
an
i
m
atio
n
tech
n
iq
u
e
:
I
n
o
n
e
o
f
th
e
s
ce
n
e
p
lan
s
i
n
t
h
e
d
ig
ital
s
to
r
y
te
lli
n
g
v
id
eo
,
E
ar
th
‟
s
r
o
tatio
n
it
s
o
wn
ax
is
w
a
s
to
b
e
an
i
m
ated
.
Af
ter
t
h
e
s
t
u
d
en
t
s
d
is
c
u
s
s
ed
h
o
w
t
h
e
y
co
u
ld
an
i
m
ate
t
h
is
,
t
h
e
s
tu
d
e
n
t
w
i
t
h
t
h
e
co
d
e
n
a
m
e
E
m
r
e
d
ec
id
ed
to
r
ea
lize
th
e
E
ar
th
‟
s
r
o
tatio
n
in
“A
d
o
b
e
Flas
h
P
la
y
er
”
p
r
o
g
r
a
m
.
Hi
s
a
n
i
m
atio
n
w
as
li
k
ed
b
y
h
i
s
f
r
i
en
d
s
a
n
d
u
s
ed
i
n
t
h
e
v
id
eo
.
I
n
ad
d
itio
n
,
th
e
d
r
a
w
in
g
s
b
y
2
d
im
e
n
s
io
n
al
a
n
i
m
atio
n
tec
h
n
iq
u
es
w
er
e
b
r
o
u
g
h
t
to
g
e
th
er
an
d
an
i
m
ated
i
n
A
d
o
b
e
Flas
h
P
lay
er
p
r
o
g
r
a
m
.
Fig
u
r
e
4
.
T
w
o
d
i
m
e
n
s
io
n
al
an
i
m
atio
n
s
ce
n
es
2.
7
.
I
nv
estig
a
t
io
n
o
f
t
he
m
ult
i
m
edia
m
a
t
er
ia
l
T
h
e
s
tu
d
e
n
ts
in
v
es
tig
a
ted
th
e
m
ater
ial
s
u
c
h
as
p
ict
u
r
es,
m
u
s
ic,
g
r
ap
h
ic,
e
tc.
t
h
at
t
h
e
y
w
o
u
ld
u
s
e
in
d
ig
ital
s
to
r
y
telli
n
g
.
T
h
e
y
r
ea
c
h
ed
th
e
m
u
lti
m
ed
ia
m
ater
ial
n
ee
d
ed
w
it
h
t
h
e
h
el
p
o
f
t
h
e
r
es
ea
r
ch
er
.
“
I
n
d
ig
i
tal
s
to
r
y
telli
n
g
,
co
p
y
r
i
g
h
t
s
h
o
u
ld
b
e
co
n
s
id
er
ed
w
h
ile
c
h
o
o
s
in
g
m
u
s
ic”
[
1
6
]
.
I
n
d
ig
ital
s
to
r
y
telli
n
g
ac
tiv
it
y
,
w
h
ile
ch
o
o
s
i
n
g
th
e
m
u
s
ic,
af
te
r
a
talk
ab
o
u
t
co
p
y
r
ig
h
t,
th
e
s
t
u
d
en
t
s
b
eg
an
to
in
v
esti
g
ate
f
r
o
m
w
h
ic
h
s
ites
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Ma
teri
a
l D
ev
elo
p
men
t B
a
s
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n
Dig
ita
l S
to
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ctivities A
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)
59
d
o
w
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lo
ad
m
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s
ic.
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n
d
ig
ita
l
s
t
o
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tel
lin
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p
licatio
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,
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b
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d
”
an
d
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M”
s
ite
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ed
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en
ab
le
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o
w
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m
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f
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t
u
b
e
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d
m
u
lt
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ed
ia
p
r
o
j
ec
ts
w
i
th
o
u
t a
n
y
p
a
y
m
e
n
t.
2.
8
.
Dubb
ing
I
n
t
h
e
7
t
h
w
ee
k
o
f
t
h
e
ap
p
li
ca
tio
n
,
t
h
e
s
tu
d
e
n
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er
f
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m
e
d
d
u
b
b
in
g
o
u
t
s
id
e
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h
e
ac
ti
v
it
y
h
o
u
r
s
w
it
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
d
ialo
g
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e
s
s
p
ec
i
f
ied
.
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h
ey
s
h
ar
e
d
th
ese
in
cla
s
s
w
i
th
t
h
e
ed
iti
n
g
th
e
y
co
n
d
u
cted
o
n
d
u
b
b
in
g
.
2.
9
.
P
re
pa
r
a
t
io
n per
io
d o
f
cr
edit
s
T
h
e
s
tu
d
e
n
t
w
h
o
w
a
s
r
e
s
p
o
n
s
ib
le
f
o
r
t
h
e
cr
ed
its
at
t
h
e
b
eg
i
n
n
i
n
g
a
n
d
t
h
e
e
n
d
o
f
t
h
e
d
i
g
ital
s
to
r
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telli
n
g
v
id
eo
p
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ar
e
d
th
e
cr
ed
its
o
n
t
h
e
w
h
ite
b
o
ar
d
w
ith
w
h
ite
b
o
ar
d
tech
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iq
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e
t
h
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“v
id
eo
s
cr
ib
e”
p
r
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g
r
am
w
h
ich
en
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le
s
p
r
ep
ar
in
g
an
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m
a
tio
n
s
.
Sectio
n
s
f
r
o
m
th
e
cr
ed
it
s
ar
e
p
r
ep
ar
ed
b
y
th
e
s
t
u
d
en
t
w
it
h
t
h
e
n
a
m
e
C
e
n
k
.
2.
1
0
.
F
ind
ing
t
he
s
uita
ble so
f
t
w
a
re
a
nd
re
a
lizing
t
he
m
o
n
t
a
g
e
Du
r
in
g
th
e
d
esi
g
n
p
r
o
ce
s
s
,
th
e
s
tu
d
e
n
ts
co
lo
r
ed
th
eir
d
r
aw
i
n
g
s
w
it
h
th
e
h
e
lp
o
f
Au
to
d
es
k
Sk
etc
h
b
o
o
k
P
r
o
s
o
f
t
w
ar
e
in
tab
let
an
d
w
it
h
th
e
h
elp
o
f
Ad
o
b
e
P
h
o
to
s
h
o
p
p
r
o
g
r
am
o
v
e
r
tab
let.
W
ith
in
t
h
e
p
r
o
c
ess
o
f
d
esig
n
,
A
d
o
b
e
Flas
h
P
la
y
er
,
A
d
o
b
e
P
r
em
ier
e
s
o
f
t
w
ar
e
w
as
u
s
ed
.
2.
1
1
.
Sh
a
ring
dig
it
a
l st
o
ry
t
el
lin
g
o
n t
he
inte
rnet
Dig
ital
s
to
r
y
telli
n
g
v
id
eo
w
as
s
h
ar
ed
o
n
Face
b
o
o
k
ac
co
u
n
t
cr
ea
ted
in
ad
v
an
ce
f
o
r
all
th
e
s
tu
d
e
n
ts
in
t
h
e
d
ig
ita
l
s
to
r
y
te
lli
n
g
ac
t
iv
it
y
to
w
atc
h
an
d
as
s
es
s
t
h
e
v
id
eo
.
I
n
ad
d
itio
n
,
th
e
v
id
eo
w
as
s
h
ar
ed
o
n
Yo
u
T
u
b
e.
I
n
ad
d
itio
n
,
t
h
e
d
i
g
ital
s
to
r
y
tell
in
g
cr
ea
ted
at
t
h
e
en
d
o
f
th
e
ac
tiv
it
y
w
as
p
r
es
en
ted
i
n
Dİ
ST
C
O
(
Dig
ital S
to
r
y
telli
n
g
C
o
n
test
)
i
n
ter
n
at
io
n
al
co
n
te
s
t.
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
3
.
1
.
F
ind
ing
s
ba
s
e
d o
n stud
ent
s
’
v
iew
s
a
bo
ut
t
he
a
c
t
iv
it
i
es c
a
rr
ied o
ut
in t
he
pro
ce
s
s
Du
r
in
g
t
h
e
p
r
o
ce
s
s
,
af
ter
th
e
s
tu
d
en
t
s
w
er
e
in
f
o
r
m
ed
ab
o
u
t
d
ig
ita
l
s
to
r
y
tell
in
g
,
th
e
y
w
er
e
as
k
ed
ab
o
u
t
w
h
ich
co
m
p
o
n
e
n
t
s
o
f
d
ig
ital
s
to
r
y
telli
n
g
t
h
e
y
w
a
n
ted
to
in
clu
d
e
in
th
e
p
r
o
ce
s
s
.
W
ith
in
t
h
is
f
r
a
m
e
w
o
r
k
,
th
e
s
t
u
d
en
ts
s
ta
ted
t
h
at
t
h
e
y
g
o
t
p
lea
s
u
r
e
f
r
o
m
t
h
e
p
r
o
ce
s
s
w
i
th
in
t
h
e
f
r
a
m
e
w
o
r
k
o
f
th
e
s
u
b
t
h
e
m
es
o
f
„
Dr
a
w
i
n
g
‟
,
„
U
s
in
g
s
o
cial
Net
w
o
r
k
s
a
n
d
m
e
s
s
a
g
i
n
g
ap
p
licatio
n
s
‟
,
„
p
r
esen
ti
n
g
id
ea
s
‟
,
„
D
u
b
b
in
g
‟
,
„
Desi
g
n
in
g
ch
ar
ac
ter
s
‟
,
„
C
o
lo
r
i
n
g
t
h
e
d
r
aw
i
n
g
s
o
n
co
m
p
u
ter
‟
,
an
d
„
L
e
ar
n
in
g
t
h
e
s
ta
g
es
o
f
a
n
i
m
atio
n
‟
a
n
d
th
e
y
w
er
e
p
leased
th
at
t
h
ese
w
er
e
w
i
th
i
n
th
e
p
r
o
ce
s
s
(
T
ab
le
1
).
M
o
s
t o
f
t
h
e
s
t
u
d
en
t
s
s
ta
ted
b
ein
g
p
le
ased
ab
o
u
t d
r
a
w
i
n
g
.
On
e
o
f
th
e
s
t
u
d
en
t
s
,
E
s
e
n
,
s
tat
ed
h
er
v
ie
w
s
ab
o
u
t t
h
e
t
h
e
m
e
o
f
„
Dr
a
w
i
n
g
‟
w
it
h
t
h
e
s
e
n
te
n
c
e
“
T
h
e
f
u
n
n
iest
a
n
d
e
asies
t p
ar
t
w
as t
h
e
d
r
a
w
i
n
g
.
.
.
”
an
d
e
m
p
h
a
s
ized
ab
o
u
t h
a
v
i
n
g
f
u
n
in
t
h
e
d
r
a
w
in
g
p
r
o
ce
s
s
.
On
e
o
f
t
h
e
s
t
u
d
en
t
s
,
E
s
en
,
e
m
p
h
as
ized
th
at
u
s
in
g
a
n
i
m
atio
n
in
t
h
e
p
r
o
ce
s
s
a
n
d
s
e
ein
g
th
e
s
ta
g
es
o
f
cr
ea
tin
g
at
tr
ac
ted
h
er
atten
t
io
n
an
d
in
ter
p
r
eted
h
er
v
ie
w
s
ab
o
u
t
th
e
t
h
e
m
e
o
f
„
L
ea
r
n
i
n
g
ab
o
u
t
th
e
s
tag
e
s
o
f
An
i
m
atio
n
‟
a
s
“
I
p
ar
ticip
ated
in
th
e
P
r
o
j
ec
t b
ec
au
s
e
it a
ttra
cts
m
y
a
tten
tio
n
a
n
d
b
ec
au
s
e
it
is
r
elate
d
w
it
h
t
h
e
f
ield
o
f
an
i
m
a
tio
n
.
I
t
w
as t
h
e
f
ir
s
t
tea
m
w
o
r
k
t
h
at
I
p
ar
ticip
ated
in
.
I
n
th
is
ac
ti
v
it
y
,
I
lear
n
ed
h
o
w
a
n
i
m
atio
n
i
s
d
o
n
e.
”
On
e
o
f
th
e
s
t
u
d
en
ts
,
E
r
en
,
m
e
n
tio
n
ed
ab
o
u
t
th
e
i
m
p
o
r
ta
n
ce
o
f
tr
an
s
f
er
r
in
g
d
r
a
w
i
n
g
s
to
co
m
p
u
ter
an
d
co
lo
r
in
g
th
e
d
r
a
w
i
n
g
s
o
n
t
h
e
co
m
p
u
ter
w
it
h
h
is
v
ie
w
s
“
T
h
e
f
u
n
n
iest
p
ar
t
is
b
r
i
n
g
i
n
g
t
h
e
d
r
a
w
i
n
g
s
to
li
f
e
an
d
co
lo
r
in
g
th
e
m
o
n
co
m
p
u
ter
a
f
ter
d
r
a
w
i
n
g
.
”E
r
en
s
aid
“
W
e
b
o
th
lear
n
ed
in
class
a
n
d
tex
ted
ea
ch
o
th
er
o
n
Face
b
o
o
k
.
W
e
tex
ted
ea
ch
o
th
er
o
n
W
h
atsap
p
.
W
e
h
ad
alr
ea
d
y
f
o
r
m
ed
th
e
g
r
o
u
p
.
E
v
er
y
o
n
e
co
u
ld
co
m
m
u
n
icate
f
r
o
m
th
er
e”
a
n
d
em
p
h
a
s
ized
t
h
e
i
m
p
o
r
tan
c
e
o
f
s
o
cial
n
et
w
o
r
k
a
n
d
m
e
s
s
a
g
in
g
ap
p
licatio
n
w
it
h
i
n
t
h
e
co
m
m
u
n
icatio
n
d
u
r
in
g
th
e
p
r
o
ce
s
s
.
E
s
e
n
e
m
p
h
a
s
i
ze
d
th
e
s
i
g
n
i
f
ica
n
ce
o
f
th
e
u
s
e
o
f
s
o
cial
n
e
t
w
o
r
k
an
d
m
es
s
ag
in
g
ap
p
licatio
n
w
it
h
th
e
s
e
n
te
n
ce
“
I
co
m
m
u
n
icat
ed
w
it
h
m
y
tea
m
f
ac
e
to
f
ac
e
an
d
th
r
o
u
g
h
o
n
lin
e
m
ea
n
s
o
f
co
m
m
u
n
icatio
n
.
”
T
ab
le
1.
Stu
d
en
ts
‟
v
ie
w
s
ab
o
u
t th
e
ac
ti
v
ities
ca
r
r
ied
o
u
t i
n
th
e
p
r
o
ce
s
s
A
c
t
i
v
i
t
i
e
s
t
h
a
t
a
r
e
p
e
r
f
o
r
me
d
i
n
t
h
e
p
r
o
c
e
ss
f
%
D
r
a
w
i
n
g
7
7
7
.
7
U
si
n
g
so
c
i
a
l
n
e
t
w
o
r
k
s a
n
d
me
ssag
i
n
g
a
p
p
l
i
c
a
t
i
o
n
s
2
2
2
.
2
P
r
e
se
n
t
i
n
g
i
d
e
a
s
2
2
2
.
2
D
u
b
b
i
n
g
2
2
2
.
2
D
e
si
g
n
i
n
g
c
h
a
r
a
c
t
e
r
s
2
2
2
.
2
C
o
l
o
r
i
n
g
t
h
e
d
r
a
w
i
n
g
s o
n
c
o
m
p
u
t
e
r
1
1
1
.
1
L
e
a
r
n
i
n
g
t
h
e
st
a
g
e
s o
f
a
n
i
m
a
t
i
o
n
1
1
1
.
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
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8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
20
1
7
:
54
–
6
3
60
E
s
en
s
ta
ted
h
er
v
ie
w
s
ab
o
u
t
th
e
s
u
b
-
t
h
e
m
e
o
f
„
P
r
esen
ti
n
g
id
ea
s
”
w
i
th
t
h
e
s
e
n
te
n
ce
“
I
th
i
n
k
t
h
e
ap
p
licatio
n
is
q
u
ite
u
s
ef
u
l.
T
h
e
f
ac
t
t
h
at
m
y
id
ea
s
w
er
e
ta
k
en
w
a
s
o
n
e
o
f
th
e
t
h
i
n
g
s
th
at
I
lik
ed
ab
o
u
t
th
e
s
tu
d
y
”
w
h
ile
Hir
a
n
u
r
e
x
p
lai
n
ed
th
e
o
p
p
o
r
tu
n
it
y
o
f
f
o
r
m
in
g
id
ea
s
ca
u
s
ed
b
y
t
h
e
ac
ti
v
it
y
an
d
h
o
w
th
i
s
o
p
p
o
r
tu
n
it
y
in
f
l
u
e
n
ce
d
h
i
m
b
y
s
a
y
in
g
“
I
n
o
th
er
less
o
n
s
,
w
e
lis
t
en
to
th
e
teac
h
er
w
h
ile
th
e
teac
h
er
is
teac
h
i
n
g
an
d
d
o
as
h
e
d
o
es,
b
u
t
w
h
en
w
e
s
t
u
d
y
b
y
o
u
r
s
elv
e
s
,
w
e
h
av
e
b
o
th
o
u
r
o
w
n
id
ea
s
an
d
o
u
r
o
w
n
s
t
y
le.
I
lik
e
th
i
s
m
o
r
e
s
in
ce
it b
elo
n
g
s
to
m
e
co
m
p
letel
y
.
T
ak
i
n
g
i
n
f
o
r
m
atio
n
an
d
d
o
in
g
b
y
m
y
s
el
f
.
.
”
B
ased
o
n
s
t
u
d
en
ts
‟
v
ie
w
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
p
r
ac
ticin
g
w
it
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
t
h
e
m
e
s
s
p
ec
if
ied
,
it
w
as
d
ec
id
ed
:to
c
o
n
d
u
ct
t
h
e
p
r
o
j
ec
t
b
ased
o
n
th
e
s
t
u
d
en
ts
‟
d
r
a
w
in
g
s
,
to
m
a
k
e
ac
ti
v
itie
s
w
h
ic
h
in
cl
u
d
e
r
e
m
ak
in
g
a
n
d
co
lo
r
in
g
th
e
d
r
a
w
i
n
g
s
o
n
t
h
e
co
m
p
u
t
er
,
to
s
h
o
w
h
o
w
t
o
u
s
e
th
e
p
r
o
g
r
a
m
ab
o
u
t
d
u
b
b
in
g
an
d
m
a
k
in
g
s
o
u
n
d
-
ed
itin
g
,
to
u
s
e
Face
b
o
o
k
an
d
esp
ec
iall
y
w
h
atsap
p
f
o
r
f
ee
d
b
ac
k
in
ter
ac
tio
n
s
d
u
r
i
n
g
t
h
e
p
r
o
ce
s
s
,
to
cr
ea
te
t
h
e
d
i
g
ital
n
ar
r
atio
n
w
i
th
a
n
i
m
atio
n
b
as
ed
o
n
a
n
i
m
ati
n
g
th
e
d
r
a
w
in
g
s
m
ad
e
d
u
r
i
n
g
t
h
e
p
r
o
ce
s
s
an
d
to
d
e
ter
m
in
e
all
t
h
e
d
esi
g
n
ele
m
e
n
ts
to
b
e
u
s
ed
in
d
ig
i
tal
s
to
r
y
te
lli
n
g
ap
p
lica
tio
n
in
ac
co
r
d
an
ce
w
it
h
t
h
e
id
ea
s
p
u
t
f
o
r
w
ar
d
b
y
t
h
e
s
t
u
d
en
t
s
.
3
.
2
.
Student
s
’
v
iew
s
a
bo
ut
g
r
o
up
w
o
rk
Du
r
in
g
t
h
e
p
r
o
ce
s
s
,
s
tu
d
e
n
ts
‟
v
ie
w
s
ab
o
u
t
g
r
o
u
p
w
o
r
k
w
e
r
e
r
esear
ch
ed
.
W
ith
in
t
h
is
f
r
a
m
e
w
o
r
k
,
s
tu
d
e
n
ts
s
tated
th
e
ir
v
ie
w
w
i
t
h
in
t
h
e
s
co
p
e
o
f
th
e
s
u
b
-
t
h
e
m
es
o
f
“
ea
g
er
n
es
s
to
d
o
g
r
o
u
p
w
o
r
k
”,
“
co
o
p
er
atio
n
in
g
r
o
u
p
w
o
r
k
”,
“
v
ar
iet
y
i
n
id
ea
s
b
ased
o
n
g
r
o
u
p
w
o
r
k
”,
“f
o
r
m
i
n
g
th
e
g
r
o
u
p
s
b
ased
o
n
s
tu
d
en
t
s
‟
i
n
ter
es
ts
”,
“m
ak
in
g
d
ec
i
s
io
n
s
i
n
g
r
o
u
p
s
i
n
g
r
o
u
p
w
o
r
k
”,
“
ass
is
ti
n
g
lear
n
i
n
g
w
it
h
g
r
o
u
p
w
o
r
k
”,
“st
u
d
en
ts
‟
s
el
f
-
ex
p
lo
r
atio
n
d
u
r
in
g
g
r
o
u
p
w
o
r
k
”,
“
i
n
cl
u
d
in
g
p
ee
r
ass
e
s
s
m
en
t
i
n
g
r
o
u
p
w
o
r
k
”.
W
it
h
i
n
th
is
f
r
a
m
e
w
o
r
k
t
h
e
s
tu
d
e
n
ts
s
tate
d
th
eir
v
ie
w
s
ab
o
u
t s
u
b
-
t
h
e
m
es
a
s
s
h
o
w
n
i
n
T
a
b
le
2
.
T
ab
le
2
.
Stu
d
en
t
s
‟
v
ie
w
s
o
n
g
r
o
u
p
w
o
r
k
.
P
e
r
f
o
r
mi
n
g
g
r
o
u
p
w
o
r
k
f
%
Ea
g
e
r
n
e
ss t
o
d
o
g
r
o
u
p
w
o
r
k
5
5
5
,
5
C
o
o
p
e
r
a
t
i
o
n
i
n
g
r
o
u
p
w
o
r
k
3
3
3
,
3
V
a
r
i
e
t
y
i
n
i
d
e
a
s
b
a
se
d
o
n
g
r
o
u
p
w
o
r
k
3
3
3
,
3
F
o
r
mi
n
g
t
h
e
g
r
o
u
p
s
b
a
se
d
o
n
st
u
d
e
n
t
s
‟
i
n
t
e
r
e
st
s
3
3
3
,
3
M
a
k
i
n
g
d
e
c
i
si
o
n
s
i
n
g
r
o
u
p
s
i
n
g
r
o
u
p
w
o
r
k
3
3
3
,
3
A
ssi
st
i
n
g
l
e
a
r
n
i
n
g
w
i
t
h
g
r
o
u
p
w
o
r
k
2
2
2
,
2
S
t
u
d
e
n
t
s‟
se
l
f
e
x
p
l
o
r
a
t
i
o
n
d
u
r
i
n
g
g
r
o
u
p
w
o
r
k
1
1
1
,
1
I
n
c
l
u
d
i
n
g
p
e
e
r
a
sse
ssm
e
n
t
i
n
g
r
o
u
p
w
o
r
k
1
1
1
,
1
On
e
o
f
t
h
e
s
t
u
d
en
ts
,
E
m
i
n
e,
s
tated
h
er
v
ie
w
s
ab
o
u
t
w
h
et
h
er
s
h
e
p
r
ef
er
r
ed
to
w
o
r
k
i
n
d
i
v
id
u
all
y
o
r
w
it
h
i
n
a
g
r
o
u
p
d
u
r
in
g
th
e
p
r
o
ce
s
s
b
ased
o
n
th
e
s
u
b
-
t
h
e
m
e
o
f
„
ea
g
er
n
es
s
to
d
o
g
r
o
u
p
w
o
r
k
‟
w
it
h
t
h
e
s
e
n
te
n
ce
s
“
I
w
o
u
ld
p
r
ef
er
to
w
o
r
k
in
a
g
r
o
u
p
b
ec
au
s
e
I
ca
n
s
ee
m
y
s
h
o
r
tco
m
i
n
g
s
.
I
ca
n
s
ee
th
e
as
p
ec
ts
th
at
I
w
a
n
t
t
o
d
ev
elo
p
ab
o
u
t
m
y
s
elf
.
T
h
i
s
i
s
v
er
y
g
o
o
d
,
I
lik
ed
it.”
An
o
th
er
s
tu
d
en
t,
Hir
a
n
u
r
s
a
id
“
W
e
d
id
n
o
t
ex
p
er
ien
ce
an
y
p
r
o
b
lem
s
i
n
i
n
tr
ag
r
o
u
p
co
m
m
u
n
icatio
n
.
E
v
er
y
o
n
e
h
elp
e
d
ea
ch
o
th
er
.
W
e
m
ad
e
th
e
d
ec
is
io
n
s
as
a
g
r
o
u
p
”
an
d
e
m
p
h
a
s
ized
th
e
r
ea
s
o
n
s
f
o
r
p
r
ef
er
r
in
g
g
r
o
u
p
w
o
r
k
.
An
o
th
er
s
tu
d
e
n
t,
E
r
en
,
s
aid
“
Fo
r
th
e
f
ir
s
t
ti
m
e
i
n
m
y
lif
e,
I
d
id
g
r
o
u
p
w
o
r
k
i
n
h
i
g
h
s
ch
o
o
l
w
it
h
th
is
P
r
o
j
ec
t
…”
an
d
m
en
tio
n
ed
th
e
lac
k
o
f
g
r
o
u
p
w
o
r
k
w
it
h
i
n
th
e
in
s
tr
u
ctio
n
a
l
p
r
o
ce
s
s
.
O
n
e
o
f
th
e
s
t
u
d
en
ts
,
E
m
i
n
e,
s
tated
h
er
v
ie
w
s
w
i
th
in
th
e
co
n
te
x
t
o
f
t
h
e
s
u
b
-
th
e
m
e
„
C
o
o
p
er
atio
n
i
n
g
r
o
u
p
w
o
r
k
‟
an
d
in
ter
p
r
eted
ab
o
u
t
h
o
w
co
o
p
er
atio
n
b
ased
o
n
m
u
t
u
al
i
n
t
er
ac
tio
n
to
o
k
p
lace
:
“
Fo
r
e
x
a
m
p
le,
I
w
as i
n
t
h
e
last
g
r
ad
e
w
h
ile
t
h
e
y
w
er
e
2
n
d
o
r
3
r
d
g
r
ad
er
s
.
T
h
eir
d
r
aw
i
n
g
s
wer
e
less
d
e
v
elo
p
ed
in
m
y
o
p
in
io
n
.
I
h
elp
ed
th
e
m
.
I
also
lear
n
ed
f
r
o
m
t
h
e
m
.
M
y
f
r
ien
d
f
r
o
m
a
lo
w
er
g
r
ad
e
w
r
o
te
th
e
s
cr
ip
t.
I
li
k
ed
th
is
v
er
y
m
u
ch
.
I
w
o
u
ld
n
o
t b
e
ab
le
to
w
r
ite
t
h
e
s
cr
ip
t a
t a
ll i
f
it
w
a
s
m
y
d
u
t
y
.
”
An
o
th
er
s
t
u
d
en
t,
E
s
e
n
‟
s
v
ie
ws
ab
o
u
t
th
e
th
e
m
es
o
f
“v
ar
ie
t
y
in
id
ea
s
b
ased
o
n
g
r
o
u
p
w
o
r
k
”
an
d
“
co
o
p
er
atio
n
in
g
r
o
u
p
w
o
r
k
”
ar
e
as
f
o
llo
w
s
:
“
I
w
o
u
ld
n
o
t
lik
e
to
co
n
d
u
ct
th
is
w
o
r
k
al
o
n
e.
W
e
co
u
ld
p
u
t
f
o
r
w
ar
d
clea
r
er
id
ea
s
in
t
h
e
g
r
o
u
p
.
I
w
o
u
ld
n
o
t
b
e
ab
le
to
b
e
th
is
s
u
cc
e
s
s
f
u
l
b
y
m
y
s
elf
.
I
t
i
s
m
o
r
e
ef
f
icie
n
t
to
w
o
r
k
as
a
tea
m
.
T
h
er
e
is
an
ab
u
n
d
an
ce
o
f
id
ea
s
an
d
cr
itic
is
m
…
I
lik
ed
tea
m
w
o
r
k
a
lo
t.
T
h
er
e
w
as
a
w
ar
m
en
v
ir
o
n
m
e
n
t
w
i
th
i
n
t
h
e
P
r
o
j
ec
t.”
An
o
th
er
s
tu
d
e
n
t,
Hir
a
n
u
r
,
p
u
t
f
o
r
w
ar
d
th
e
f
o
llo
w
in
g
v
ie
w
s
w
it
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
th
e
s
a
m
e
th
e
m
es:
“
I
th
i
n
k
th
at
g
r
o
u
p
w
o
r
k
is
g
o
o
d
.
I
t
is
m
o
r
e
lo
g
ical
to
w
o
r
k
i
n
a
g
r
o
u
p
in
s
t
ea
d
o
f
w
o
r
k
in
g
alo
n
e
b
ec
au
s
e
o
f
n
e
w
t
h
i
n
g
s
,
n
e
w
i
d
ea
s
,
s
o
m
eo
n
e
s
a
y
s
s
o
m
et
h
in
g
a
n
d
it
a
ll
b
ec
o
m
e
s
b
etter
.
C
en
k
w
r
o
te
o
u
r
s
to
r
y
,
w
h
e
n
h
e
r
ea
d
t
h
e
s
to
r
y
w
e
all
g
av
e
o
t
h
er
id
ea
s
a
n
d
ch
a
n
g
ed
th
at
s
to
r
y
.
.
.
I
n
g
r
o
u
p
w
o
r
k
,
w
h
en
I
tak
e
id
ea
s
f
r
o
m
s
o
m
eo
n
e
else,
I
ca
n
d
o
b
etter
.
A
lo
n
e,
o
n
e
ca
n
n
o
t
s
ee
h
i
s
/h
er
m
i
s
ta
k
es,
s
o
m
eo
n
e
co
m
es
an
d
s
a
y
s
t
h
er
e
is
a
m
is
tak
e
th
er
e.
I
lo
v
e
w
o
r
k
i
n
g
w
it
h
m
y
f
r
ie
n
d
s
m
o
r
e.
I
d
o
n
‟
t
li
k
e
w
o
r
k
i
n
g
alo
n
e.
T
h
at‟
s
wh
y
I
d
o
n
‟
t
w
o
r
k
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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R
E
I
SS
N:
2252
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8822
Ma
teri
a
l D
ev
elo
p
men
t B
a
s
ed
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n
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ita
l S
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r
ytellin
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A
ctivities A
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men
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yv
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Tu
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)
61
h
o
m
e.
I
w
o
r
k
i
n
t
h
e
w
o
r
k
s
h
o
p
.
T
h
at‟
s
w
h
y
I
li
k
ed
w
o
r
k
i
n
g
as
a
g
r
o
u
p
m
o
r
e…
I
lear
n
e
d
th
at
w
o
r
k
in
g
as
a
g
r
o
u
p
is
a
g
o
o
d
th
i
n
g
.
T
h
at
it i
s
u
s
e
f
u
l.”
An
o
th
er
s
tu
d
e
n
t
E
r
en
s
a
id
ab
o
u
t
t
h
e
s
u
b
-
t
h
e
m
e
o
f
“f
o
r
m
i
n
g
t
h
e
g
r
o
u
p
s
b
ased
o
n
s
t
u
d
en
ts
‟
i
n
ter
est
s
”
:
“
I
ch
o
s
e
m
y
g
r
o
u
p
co
m
p
letel
y
ac
co
r
d
in
g
to
m
y
tale
n
ts
a
n
d
in
ter
est
s
.
”.
Hir
an
u
r
s
aid
“
I
th
in
k
th
at
I
ch
o
s
e
t
h
e
r
ig
h
t
g
r
o
u
p
.
”
E
s
en
s
aid
“
I
d
ec
id
ed
o
n
m
y
g
r
o
u
p
b
ased
o
n
th
e
an
i
m
at
io
n
g
r
o
u
p
.
T
h
er
e
w
er
e
o
th
er
s
in
m
y
tea
m
w
h
o
w
er
e
in
ter
ested
i
n
an
i
m
at
io
n
an
d
th
u
s
,
w
e
g
o
t i
m
p
r
es
s
i
v
e
r
esu
lts
.
I
a
m
s
u
r
e
t
h
at
I
m
ad
e
th
e
r
ig
h
t c
h
o
ice.
”
A
ll
o
f
th
e
s
t
u
d
en
t
s
m
ad
e
th
e
ir
g
r
o
u
p
ch
o
ices
in
ac
co
r
d
an
ce
w
it
h
t
h
eir
in
ter
est
s
.
T
h
is
w
a
s
a
p
r
o
ce
s
s
in
w
h
ic
h
th
e
s
t
u
d
en
t
s
co
n
s
id
er
ed
th
eir
o
w
n
co
m
p
eten
ce
.
T
h
u
s
,
th
e
y
h
ad
ac
tiv
e
p
ar
ticip
atio
n
i
n
th
e
p
r
o
ce
s
s
.
T
h
e
f
ac
t
th
at
th
e
y
p
ar
ticip
ated
in
a
p
r
o
ce
s
s
th
e
y
f
e
lt
g
o
o
d
w
it
h
th
eir
o
w
n
ch
o
ice
s
in
cr
ea
s
ed
th
eir
in
ter
ests
ab
o
u
t
p
ar
ticip
atin
g
i
n
th
e
p
r
o
ce
s
s
.
W
ith
in
th
e
co
n
te
x
t
o
f
th
e
s
u
b
-
t
h
e
m
e
“M
ak
i
n
g
d
ec
is
io
n
s
i
n
g
r
o
u
p
s
i
n
g
r
o
u
p
w
o
r
k
”,
E
r
en
to
ld
ab
o
u
t
h
is
e
x
p
er
ien
ce
ab
o
u
t
th
e
d
ec
is
io
n
tak
e
n
to
g
et
h
er
w
it
h
th
e
s
e
n
ten
ce
“
W
e
m
ad
e
d
ec
is
io
n
s
as
a
g
r
o
u
p
.
E
v
er
y
o
n
e
m
ad
e
th
e
s
p
ee
c
h
,
an
d
th
e
n
we
g
o
t
to
g
eth
er
.
W
e
d
ec
id
ed
o
n
w
h
o
w
as
g
o
in
g
to
m
a
k
e
d
u
b
b
in
g
.
”W
ith
i
n
th
e
co
n
tex
t
o
f
th
e
s
u
b
-
t
h
e
m
e
“As
s
is
ti
n
g
lear
n
in
g
w
it
h
g
r
o
u
p
wo
r
k
”,
E
m
i
n
e
s
aid
“
I
lear
n
ed
m
o
r
e
as
a
tea
m
”
a
n
d
e
m
p
h
a
s
ized
th
e
co
n
tr
ib
u
t
io
n
s
o
f
w
o
r
k
in
g
to
g
et
h
er
.
E
r
en
m
a
d
e
r
em
ar
k
s
ab
o
u
t
th
e
lear
n
in
g
ex
p
er
ien
ce
h
e
h
ad
b
y
ta
k
i
n
g
d
ec
is
io
n
s
w
i
th
h
is
f
r
ien
d
s
.
E
r
en
‟
s
v
ie
w
s
ar
e
as
f
o
ll
o
w
s
:
“…I
h
ad
n
e
w
f
r
ien
d
s
,
I
l
ea
r
n
ed
n
e
w
th
i
n
g
s
.
I
t
is
b
etter
to
w
o
r
k
as
a
g
r
o
u
p
in
s
tead
o
f
w
o
r
k
in
g
a
lo
n
e.
I
t
w
a
s
b
etter
in
ter
m
s
o
f
d
esi
g
n
.
W
e
s
tar
ted
to
d
r
a
w
w
h
e
n
t
h
e
c
h
ar
ac
ter
s
b
e
g
an
to
co
m
e
o
u
t.
W
e
g
o
t
to
g
et
h
er
a
n
d
ev
er
y
o
n
e
lo
o
k
ed
at
t
h
e
d
r
a
win
g
s
.
W
e
d
i
s
cu
s
s
ed
an
d
d
ev
elo
p
ed
to
g
eth
er
.
”W
ith
in
t
h
e
co
n
te
x
t o
f
t
h
e
s
u
b
-
t
h
e
m
e
“
St
u
d
en
ts
‟
s
el
f
-
ex
p
lo
r
atio
n
d
u
r
i
n
g
g
r
o
u
p
w
o
r
k
”,
E
m
i
n
e
e
m
p
h
a
s
ized
th
at
t
h
e
p
r
ac
tice
d
u
r
in
g
t
h
e
p
r
o
ce
s
s
g
a
v
e
h
er
o
p
p
o
r
tu
n
ities
to
ex
p
lo
r
e
h
er
s
elf
b
y
s
a
y
i
n
g
“
Yo
u
ca
n
s
ee
t
h
e
s
id
e
s
y
o
u
w
a
n
t
to
d
ev
e
lo
p
ab
o
u
t
y
o
u
r
s
e
lf
.
I
li
k
ed
th
i
s
v
er
y
m
u
ch
.
”W
ith
i
n
t
h
e
co
n
te
x
t
o
f
an
o
th
er
s
u
b
-
t
h
e
m
e
“
I
n
cl
u
d
in
g
p
ee
r
ass
ess
m
e
n
t
in
g
r
o
u
p
w
o
r
k
”,
E
s
en
s
aid
“w
e
co
u
ld
co
m
m
en
t
ab
o
u
t
ea
c
h
o
th
er
‟
s
c
h
ar
ac
ter
s
.
”
E
m
i
n
e
e
x
p
r
ess
ed
h
er
v
ie
w
s
ab
o
u
t
t
h
e
s
u
b
-
th
e
m
e
o
f
“
co
m
m
u
n
icatio
n
i
n
g
r
o
u
p
w
o
r
k
”
as
“
I
d
id
n
o
t h
av
e
an
y
d
i
f
f
ic
u
lt
ies i
n
co
m
m
u
n
icati
n
g
.
”
A
b
o
u
t
t
h
e
las
t
s
u
b
-
t
h
e
m
e
o
f
t
h
e
m
ai
n
t
h
e
m
e
“
P
er
f
o
r
m
in
g
g
r
o
u
p
w
o
r
k
”,
“
d
ev
elo
p
in
g
s
el
f
-
co
n
f
id
e
n
ce
in
g
r
o
u
p
w
o
r
k
”,
E
r
en
s
aid
“
T
h
is
w
o
r
k
i
m
p
r
o
v
ed
m
y
s
e
lf
-
co
n
f
id
en
ce
.
”
Ma
k
in
g
s
t
u
d
en
t
s
f
ee
l
s
elf
-
co
n
f
id
en
ce
i
s
in
f
ac
t
a
s
s
o
ciate
d
w
it
h
s
tu
d
e
n
ts
‟
ta
k
in
g
p
ar
t
w
it
h
in
t
h
e
p
r
o
ce
s
s
ac
co
r
d
in
g
to
th
ei
r
in
ter
e
s
ts
a
n
d
g
iv
i
n
g
t
h
e
m
th
e
o
p
p
o
r
tu
n
it
y
to
m
ak
e
c
h
o
ices
b
ec
au
s
e
w
h
ile
ch
o
o
s
i
n
g
t
h
e
ir
g
r
o
u
p
s
,
th
e
s
t
u
d
en
t
s
ch
o
s
e
t
h
e
g
r
o
u
p
s
t
h
at
t
h
e
y
co
u
ld
b
est ex
p
r
ess
t
h
e
m
s
el
v
es
in
.
T
h
u
s
,
t
h
eir
s
el
f
-
co
n
f
id
en
ce
w
as tr
i
g
g
er
ed
p
o
s
itiv
el
y
.
W
ith
in
t
h
e
co
n
tex
t
o
f
t
h
e
f
i
n
d
i
n
g
s
o
b
tai
n
ed
f
r
o
m
t
h
e
s
t
u
d
y
,
i
t
h
a
s
b
ee
n
f
o
u
n
d
f
r
o
m
m
a
n
y
as
p
ec
ts
t
h
at
g
r
o
u
p
w
o
r
k
a
f
f
ec
t
s
s
t
u
d
en
t
s
p
o
s
itiv
el
y
.
T
h
u
s
,
it
w
a
s
d
ec
id
ed
to
in
clu
d
e
g
r
o
u
p
w
o
r
k
w
ith
i
n
th
e
p
r
o
ce
s
s
o
f
th
e
ac
tu
al
ap
p
licatio
n
to
b
e
p
er
f
o
r
m
ed
af
ter
t
h
e
p
ilo
t
ap
p
licati
o
n
.
W
ith
i
n
th
is
f
r
a
m
e
w
o
r
k
,
d
ec
is
io
n
s
w
er
e
tak
e
n
d
u
r
in
g
th
e
p
r
o
ce
s
s
w
h
ic
h
ca
n
b
e
lis
ted
as
co
o
p
er
atio
n
b
ased
o
n
g
r
o
u
p
w
o
r
k
,
p
r
esen
ti
n
g
id
ea
s
,
g
i
v
in
g
s
tu
d
e
n
t
s
o
p
p
o
r
tu
n
itie
s
to
m
a
k
e
ch
o
ices
b
ased
o
n
th
eir
in
ter
est
s
,
g
i
v
i
n
g
s
tu
d
e
n
ts
c
h
an
ce
to
m
ak
e
d
ec
is
io
n
s
i
n
g
r
o
u
p
s
,
u
s
i
n
g
ac
ti
v
ities
t
h
at
s
u
p
p
o
r
t
lear
n
in
g
to
g
et
h
er
w
it
h
i
n
t
h
e
g
r
o
u
p
,
d
ev
elo
p
in
g
a
w
ar
en
es
s
i
n
s
tu
d
en
t
s
i
n
ter
m
s
o
f
s
tu
d
e
n
ts
ab
o
u
t
t
h
e
o
p
p
o
r
tu
n
it
ies
g
i
v
en
to
t
h
e
m
to
r
ec
o
g
n
iz
e
th
e
m
s
e
lv
e
s
a
n
d
m
ak
in
g
s
t
u
d
en
ts
in
cl
u
d
e
p
ee
r
ass
es
s
m
en
t
w
h
ile
d
ev
e
lo
p
in
g
th
e
p
r
o
ce
s
s
an
d
th
e
p
r
i
m
ar
y
ap
p
licatio
n
p
r
o
ce
s
s
w
a
s
d
ev
elo
p
ed
w
it
h
i
n
th
e
f
r
a
m
e
w
o
r
k
o
f
t
h
ese
d
ec
is
io
n
s
.
3
.
3
.
F
ind
ing
s
B
a
s
ed
O
n St
ud
ent
s
’
View
s
Abo
ut
t
he
P
ro
ble
m
s
T
ha
t
Ca
m
e
O
ut
w
it
hin
t
he
P
ro
ce
s
s
A
cc
o
r
d
in
g
to
s
tu
d
en
t
s
‟
v
ie
w
s
,
s
o
m
e
p
r
o
b
lem
s
en
co
u
n
ter
ed
d
u
r
in
g
th
e
p
r
o
ce
s
s
ar
e
r
em
ar
k
a
b
le.
T
h
ese
p
r
o
b
lem
s
w
er
e
t
h
e
m
a
tized
as
p
r
esen
ted
in
t
h
e
T
ab
le
3
.
T
ab
le
3.
Stu
d
en
ts
‟
v
ie
w
s
ab
o
u
t th
e
p
r
o
b
lem
s
th
a
t c
a
m
e
o
u
t w
it
h
i
n
t
h
e
p
r
o
ce
s
s
P
r
o
b
l
e
ms t
h
a
t
c
a
me
o
u
t
w
i
t
h
i
n
t
h
e
p
r
o
c
e
ss
f
%
P
r
o
b
l
e
ms a
b
o
u
t
d
e
t
e
r
mi
n
i
n
g
t
h
e
su
b
j
e
c
t
2
40
P
r
o
b
l
e
ms
a
b
o
u
t
sh
a
r
i
n
g
r
e
sp
o
n
s
i
b
i
l
i
t
y
i
n
g
r
o
u
p
w
o
r
k
1
20
P
r
o
b
l
e
ms c
a
u
se
d
b
y
st
u
d
e
n
t
s‟
b
e
i
n
g
f
r
o
m d
i
f
f
e
r
e
n
t
1
20
P
r
o
b
l
e
ms a
b
o
u
t
p
r
e
p
a
r
e
d
n
e
ss
1
20
W
ith
in
t
h
e
f
r
a
m
e
w
o
r
k
o
f
th
e
s
u
b
-
t
h
e
m
e
“
P
r
o
b
lem
s
ab
o
u
t
d
eter
m
in
i
n
g
th
e
s
u
b
j
ec
t”,
o
n
e
o
f
t
h
e
s
tu
d
e
n
ts
,
E
s
en
,
s
ta
ted
t
h
at
i
n
f
ac
t
th
e
p
r
o
ce
s
s
p
r
o
g
r
es
s
ed
w
el
l
b
u
t
it
w
as
d
i
f
f
ic
u
lt
f
o
r
t
h
e
m
t
o
f
i
n
d
a
s
u
b
j
ec
t
b
y
s
a
y
i
n
g
“
T
ea
m
w
o
r
k
w
e
n
t
w
el
l.
T
o
f
in
d
th
e
s
u
b
j
ec
t,
w
e
ca
m
e
a
lo
n
g
w
a
y
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
o
f
s
tar
ti
n
g
t
h
e
d
r
a
w
in
g
s
.
I
t
w
a
s
t
h
e
lo
n
g
est
an
d
h
ar
d
est
d
is
c
u
s
s
ed
s
u
b
j
ec
t
w
it
h
in
t
h
e
P
r
o
j
ec
t.”
E
r
tan
s
a
id
“
I
t
w
as
d
if
f
ic
u
lt
w
h
ile
d
esi
g
n
i
n
g
a
n
d
th
i
n
k
i
n
g
,
b
u
t
it
w
as
a
lo
t
o
f
f
u
n
.
I
w
a
n
te
d
to
d
o
o
n
ce
m
o
r
e”
an
d
m
e
n
ti
o
n
e
d
th
e
d
if
f
ic
u
lt
y
o
f
d
ec
id
in
g
o
n
th
e
s
u
b
j
ec
t
an
d
d
esig
n
in
g
.
Ho
w
ev
er
,
t
h
e
s
t
u
d
en
ts
e
m
p
h
a
s
ized
th
at
t
h
e
y
to
o
k
p
leasu
r
e
f
r
o
m
t
h
e
p
r
o
ce
s
s
ev
en
t
h
o
u
g
h
i
t
w
as d
if
f
ic
u
lt.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
1
,
Ma
r
ch
20
1
7
:
54
–
6
3
62
W
ith
in
t
h
e
f
r
a
m
e
w
o
r
k
o
f
a
n
o
th
er
s
u
b
-
th
e
m
e
“
P
r
o
b
le
m
s
ab
o
u
t
s
h
ar
i
n
g
r
esp
o
n
s
ib
ilit
y
i
n
g
r
o
u
p
w
o
r
k
”
Hir
an
u
r
‟
s
v
ie
w
s
ar
e
a
s
f
o
llo
ws:
“
So
m
e
f
r
ien
d
s
h
ad
p
r
o
b
lem
s
in
tak
i
n
g
r
esp
o
n
s
ib
ilit
y
.
T
h
e
y
co
u
ld
n
o
t
d
r
a
w
w
ell.
I
m
ea
n
,
t
h
er
e
w
er
e
n
‟
t
v
er
y
g
o
o
d
t
h
in
g
s
.
W
h
ile
th
e
r
e
w
er
e
v
er
y
g
o
o
d
s
h
ad
es
i
n
s
o
m
e,
s
o
m
e
w
er
e
v
er
y
s
i
m
p
le.
”W
it
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
s
u
b
-
t
h
e
m
e
“
P
r
o
b
lem
s
ca
u
s
ed
b
y
s
t
u
d
en
t
s
‟
b
ein
g
f
r
o
m
d
i
f
f
er
en
t
g
r
ad
es”,
E
r
tan
m
e
n
tio
n
ed
t
h
at
t
h
er
e
w
e
r
e
p
r
o
b
lem
s
ca
u
s
ed
b
y
s
t
u
d
en
t
s
‟
b
ein
g
f
r
o
m
d
if
f
er
e
n
t
g
r
ad
es
an
d
ex
p
r
ess
e
d
h
i
s
v
ie
w
s
as
f
o
llo
w
s
:
“
Si
n
ce
w
e
w
er
e
f
r
o
m
d
i
f
f
er
en
t
g
r
ad
es,
o
u
r
les
s
o
n
s
o
v
er
lap
p
ed
.
T
h
er
e
w
er
e
p
r
o
b
le
m
s
o
f
n
o
t
b
ein
g
ab
le
to
co
m
e.
”W
ith
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
h
e
s
u
b
-
t
h
e
m
e
“
P
r
o
b
le
m
s
ab
o
u
t
p
r
ep
ar
ed
n
ess
”,
o
n
e
o
f
t
h
e
s
tu
d
e
n
ts
,
E
m
el,
e
x
p
r
ess
ed
h
e
r
v
ie
w
s
as:
“
W
e
d
o
n
o
t
h
a
v
e
an
y
b
r
an
c
h
es.
W
e
lear
n
e
v
er
y
t
h
i
n
g
.
As
1
2
t
h
g
r
ad
er
s
,
w
e
h
a
v
e
to
lear
n
ab
o
u
t
g
r
ap
h
ics
t
h
i
s
y
ea
r
,
b
u
t
w
e
d
o
n
‟
t.
T
h
er
e
ar
e
p
r
o
g
r
am
s
i
n
th
e
c
u
r
r
icu
l
u
m
,
b
u
t
w
e
d
o
n
‟
t
u
s
e
t
h
e
m
.
”
W
ith
i
n
t
h
is
co
n
tex
t,
s
h
e
m
e
n
tio
n
ed
th
at
it
is
n
o
t
a
tech
n
o
lo
g
y
f
o
cu
s
ed
p
r
o
g
r
am
a
n
d
th
e
less
o
n
s
d
o
n
o
t h
av
e
s
u
c
h
co
n
t
en
t.
W
ith
in
th
e
f
r
a
m
e
w
o
r
k
o
f
th
e
p
r
o
b
lem
s
e
n
co
u
n
ter
ed
b
y
s
t
u
d
en
ts
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
,
i
t
was
d
ec
id
ed
th
at
esp
ec
iall
y
t
h
e
p
r
o
ce
s
s
ab
o
u
t
d
eter
m
i
n
i
n
g
t
h
e
s
u
b
j
ec
t
s
h
o
u
ld
b
e
p
lan
n
ed
b
etter
,
t
h
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
s
ib
ilit
ie
s
s
h
o
u
ld
b
e
m
an
ag
ed
w
it
h
m
o
r
e
in
ter
ac
tio
n
,
s
t
u
d
en
t
s
f
r
o
m
d
if
f
er
en
t
g
r
ad
es
s
h
o
u
ld
h
av
e
p
r
o
g
r
am
s
i
n
ac
co
r
d
an
ce
w
ith
ea
ch
o
t
h
er
a
n
d
m
o
r
e
p
lace
s
h
o
u
ld
b
e
allo
ca
ted
to
t
h
e
te
ac
h
in
g
o
f
p
r
o
g
r
a
m
s
r
elate
d
w
it
h
d
esi
g
n
.
I
n
ad
d
iti
o
n
,
d
u
e
to
i
n
f
r
as
tr
u
ct
u
r
e
p
r
o
b
le
m
s
o
b
s
er
v
ed
in
th
e
s
ch
o
o
l,
th
e
ac
ti
v
itie
s
i
n
t
h
e
p
ilo
t
s
tu
d
y
w
er
e
co
n
d
u
cted
at
On
d
o
k
u
z
Ma
y
ıs
U
n
i
v
er
s
it
y
,
Facu
lt
y
o
f
Fi
n
e
A
r
ts
,
C
o
m
p
u
t
er
A
s
s
is
ted
Desi
g
n
L
ab
o
r
ato
r
y
.
T
h
is
s
it
u
atio
n
p
o
s
itiv
el
y
e
n
co
u
r
ag
ed
t
h
e
s
tu
d
e
n
t
s
an
d
al
s
o
h
a
v
in
g
r
ic
h
er
eq
u
ip
m
en
t
an
d
s
o
f
t
w
ar
e
o
p
p
o
r
tu
n
itie
s
w
er
e
r
e
f
lecte
d
p
o
s
itiv
el
y
i
n
t
h
e
p
r
o
ce
s
s
.
T
h
u
s
,
it
w
as
d
ec
id
ed
to
u
s
e
th
e
s
a
m
e
lab
o
r
ato
r
y
en
v
ir
o
n
m
e
n
t i
n
t
h
e
ac
tu
al
ap
p
l
icatio
n
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
,
s
o
m
e
d
ec
is
io
n
s
wer
e
tak
en
in
th
e
p
r
o
ce
s
s
b
ase
d
o
n
th
e
o
b
s
er
v
atio
n
s
o
f
th
e
r
esear
ch
er
.
First o
f
al
l,
1
2
th
g
r
ad
er
s
w
er
e
ex
clu
d
ed
w
h
ile
d
eter
m
i
n
i
n
g
t
h
e
lev
el
o
f
g
r
ad
e.
T
h
e
f
ac
t
t
h
at
1
2
th
g
r
ad
es
h
ad
a
n
in
te
n
s
e
p
r
o
g
r
a
m
d
u
e
to
t
h
eir
p
r
ep
ar
atio
n
p
r
o
ce
s
s
an
d
th
e
p
r
o
b
lem
s
e
n
co
u
n
ter
ed
w
h
iel
p
ar
ticip
atin
g
i
n
t
h
e
ac
tiv
itie
s
ca
u
s
ed
s
u
c
h
a
d
ec
is
i
o
n
to
b
e
tak
en
.
Sin
ce
t
h
er
e
wer
e
n
o
t
s
u
f
f
icien
t
co
m
p
u
ter
s
i
n
th
e
s
c
h
o
o
l
d
u
r
in
g
th
e
p
ilo
t
ap
p
licatio
n
,
th
e
p
r
o
c
ess
o
f
d
esig
n
i
n
g
w
i
th
co
m
p
u
t
er
s
tar
ted
late
an
d
th
is
n
eg
ati
v
el
y
af
f
ec
ted
s
t
u
d
en
t
m
o
tiv
a
tio
n
.
T
h
u
s
,
it
w
a
s
d
ec
id
ed
to
ask
th
e
s
t
u
d
en
ts
to
b
r
in
g
th
eir
p
er
s
o
n
a
l
co
m
p
u
ter
s
f
r
o
m
t
h
e
s
tar
t
o
f
t
h
e
ac
tu
al
ap
p
licatio
n
.
I
n
ad
d
itio
n
,
th
e
r
esear
ch
er
d
ec
id
ed
to
b
r
in
g
h
i
s
o
w
n
co
m
p
u
ter
an
d
d
r
a
w
i
n
g
tab
let
to
s
c
h
o
o
l
f
o
r
s
t
u
d
en
t
s
to
u
s
e.
W
ith
in
th
i
s
f
r
a
m
e
w
o
r
k
,
i
t
w
as
d
ec
id
ed
t
o
k
ee
p
th
e
r
eq
u
ir
ed
eq
u
ip
m
e
n
t
r
ea
d
y
a
n
d
to
cr
ea
te
th
e
o
p
p
o
r
tu
n
itie
s
at
th
e
b
eg
i
n
n
in
g
o
f
t
h
e
s
ec
o
n
d
ap
p
licatio
n
.
S
in
ce
th
e
p
r
o
ce
s
s
o
f
d
eter
m
i
n
in
g
th
e
s
u
b
j
ec
t
to
o
k
lo
n
g
d
u
r
i
n
g
t
h
e
p
r
o
ce
s
s
o
f
p
ilo
t
ap
p
licatio
n
,
it
w
a
s
d
ec
id
ed
to
k
ee
p
th
e
p
r
o
ce
s
s
o
f
d
eter
m
i
n
i
n
g
t
h
e
s
u
b
j
ec
t
s
h
o
r
t
in
t
h
e
ac
t
u
al
ap
p
licatio
n
a
n
d
to
u
s
e
m
u
t
u
al
in
t
er
ac
tio
n
w
it
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
b
r
ain
s
to
r
m
i
n
g
b
ased
o
n
f
o
c
u
s
ed
g
r
o
u
p
in
te
r
v
ie
w
.
I
n
o
r
d
er
to
in
cr
ea
s
e
s
tu
d
en
t
s
‟
m
o
t
iv
at
io
n
d
u
r
i
n
g
t
h
e
p
r
o
ce
s
s
,
it
w
as
d
ec
id
ed
b
y
th
e
r
esear
ch
er
to
s
en
d
th
e
p
r
o
d
u
ct
r
esu
l
tin
g
f
r
o
m
t
h
e
ac
tu
al
ap
p
licatio
n
t
o
an
in
ter
n
at
io
n
al
co
m
p
eti
tio
n
ab
o
u
t d
ig
ital sto
r
y
telli
n
g
.
4.
CO
NCLU
SI
O
N
A
ND
D
I
SC
USSI
O
N
I
n
lin
e
w
it
h
th
e
r
e
s
u
l
ts
o
b
tain
ed
in
th
e
s
p
r
in
g
s
e
m
ester
o
f
2
0
1
4
-
2
0
1
5
A
ca
d
e
m
ic
Yea
r
,
it
c
an
b
e
s
ai
d
th
at
t
h
e
ap
p
licatio
n
p
r
o
ce
s
s
o
f
th
e
ac
ti
v
it
y
to
o
k
a
lo
n
g
ti
m
e
d
u
e
to
r
ea
s
o
n
s
s
u
c
h
a
s
t
h
e
f
ac
ts
th
at
it ta
k
es
a
lo
n
g
ti
m
e
to
co
n
d
u
ct
th
e
ap
p
licati
o
n
in
g
e
n
er
al,
s
o
m
e
o
f
th
e
s
tu
d
en
t
s
w
er
e
ir
r
esp
o
n
s
ib
le
an
d
th
e
p
r
o
g
r
a
m
s
o
f
s
tu
d
e
n
ts
f
r
o
m
d
if
f
er
e
n
t c
las
s
es
o
v
er
lap
p
ed
.
I
n
d
ig
ital
n
ar
r
atio
n
ac
tiv
it
y
,
it
w
a
s
f
o
u
n
d
th
a
t
s
t
u
d
en
t
s
w
er
e
h
ap
p
y
ab
o
u
t
s
tr
u
c
tu
r
i
n
g
a
p
r
o
ce
s
s
w
h
ic
h
w
a
s
f
o
cu
s
ed
o
n
p
er
f
o
r
m
i
n
g
t
h
e
ap
p
licatio
n
a
n
d
b
ein
g
g
u
i
d
ed
r
ath
er
th
a
n
a
teac
h
er
ce
n
ter
ed
ap
p
r
o
ac
h
.
T
h
e
r
esu
lt
s
th
a
t
s
t
u
d
en
t
s
cr
ea
te
an
en
v
ir
o
n
m
e
n
t
t
h
at
e
n
ab
les
th
e
m
to
u
n
d
er
s
ta
n
d
ea
ch
o
th
er
b
etter
th
r
o
u
g
h
co
o
p
er
atio
n
an
d
c
o
n
tin
u
o
u
s
co
m
m
u
n
icatio
n
w
it
h
d
ig
i
tal
n
ar
r
atio
n
ac
tiv
it
y
r
e
s
u
l
tin
g
in
s
h
a
r
in
g
t
h
eir
id
ea
s
an
d
ex
p
r
ess
i
n
g
t
h
eir
t
h
o
u
g
h
t
s
f
r
ee
l
y
s
h
o
w
s
th
a
t
s
t
u
d
e
n
ts
d
ev
elo
p
ed
th
eir
lear
n
i
n
g
s
k
ill
s
t
h
r
o
u
g
h
co
m
m
u
n
icatio
n
.
W
h
ile
it
w
a
s
f
o
u
n
d
th
at
s
t
u
d
en
ts
lik
ed
d
i
f
f
er
en
t
ac
ti
v
itie
s
w
it
h
i
n
t
h
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
d
ig
ital
n
ar
r
atio
n
a
n
d
t
h
at
s
t
u
d
en
ts
m
o
s
tl
y
li
k
ed
u
s
i
n
g
tec
h
n
o
lo
g
ical
m
ater
ials
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
m
o
n
ta
g
e,
it
w
as
al
s
o
f
o
u
n
d
th
a
t
th
e
s
t
u
d
en
ts
‟
in
ter
e
s
t
in
tech
n
o
lo
g
y
ca
u
s
ed
th
e
m
to
h
av
e
a
h
i
g
h
i
n
te
r
est
in
t
h
e
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Bö
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[3
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[4
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G
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[5
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M
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T
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WA
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h
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p
:
//
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.
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in
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2
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.
[9
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Kırışo
ğ
lu
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T
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a
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k
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tü
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ra
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c
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v
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:
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Ak
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2
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0
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A
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S
.
Les
so
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d
f
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se
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p
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[1
1
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M
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M
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w
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,
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1
9
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.
[1
2
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U
y
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ff
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ir
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4
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3
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Yö
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2
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6
.
[1
4
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L
a
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J.
Dig
it
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A
:
Dig
it
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r
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2
0
1
0
.
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