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also
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
-
8822
I
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t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
4
2
1
-
42
6
42
2
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d
in
v
est
m
e
n
t
[
3
]
.
T
h
e
ex
p
lan
atio
n
ab
o
v
e
clea
r
ly
in
d
icate
s
th
at
m
a
s
ter
in
g
Ger
m
an
i
s
i
m
p
o
r
tan
t,
b
u
t
in
r
ea
lit
y
at
p
r
esen
t
th
e
r
esu
lt
s
o
f
lear
n
i
n
g
Ger
m
a
n
in
h
i
g
h
s
ch
o
o
l
o
r
v
o
ca
tio
n
al
s
ch
o
o
l
esp
ec
iall
y
in
Sap
ar
u
a
s
u
b
-
d
is
tr
ict
(
C
en
tr
al
Ma
lu
k
u
R
e
g
e
n
c
y
)
,
h
a
v
e
n
o
t
s
h
o
w
n
a
s
ig
n
i
f
ica
n
t
i
m
p
r
o
v
e
m
en
t.
T
h
is
is
d
u
e
to
th
e
u
n
av
a
i
lab
ilit
y
o
f
ad
eq
u
ate
lear
n
in
g
m
ed
ia,
w
h
ich
h
av
e
n
o
t
b
ee
n
ac
co
m
p
an
ied
b
y
th
e
u
s
e
o
f
ap
p
r
o
p
r
iate
Ge
r
m
a
n
l
ea
r
n
in
g
tech
n
iq
u
es
(
ac
co
r
d
in
g
to
s
tu
d
en
t
lear
n
i
n
g
o
u
tco
m
es
d
ata
t
h
r
o
u
g
h
p
r
eli
m
i
n
ar
y
o
b
s
er
v
atio
n
s
o
f
th
e
r
e
s
ea
r
ch
tea
m
)
.
B
ased
o
n
d
ata
f
r
o
m
h
i
g
h
s
ch
o
o
l
o
r
v
o
ca
tio
n
al
h
ig
h
s
c
h
o
o
l
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
s
u
ch
as
th
e
o
b
s
er
v
atio
n
d
ata,
ef
f
o
r
t
s
ar
e
n
ee
d
ed
to
im
p
r
o
v
e
an
d
i
n
cr
ea
s
e
s
t
u
d
en
t
lea
r
n
in
g
ac
h
iev
e
m
e
n
t
t
h
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
ap
p
r
o
p
r
iate
m
ed
ia
an
d
lear
n
in
g
tec
h
n
iq
u
es
[4
-
6]
.
S
ta
tio
n
e
n
lern
en
's
lear
n
in
g
tech
n
iq
u
e
is
o
n
e
o
f
lear
n
in
g
tech
n
iq
u
es
th
at
is
o
p
en
,
i
n
d
ep
en
d
en
t
an
d
i
n
ter
ac
ti
v
e,
w
h
ic
h
is
e
x
p
ec
ted
to
h
elp
s
t
u
d
en
t
s
to
i
m
p
r
o
v
e
t
h
eir
lear
n
in
g
o
u
tco
m
es i
n
Ger
m
an
[
7
]
.
I
n
its
ap
p
licatio
n
,
Stat
io
n
e
n
ler
n
en
n
ee
d
s
f
u
ll
s
u
p
p
o
r
t
f
r
o
m
e
d
u
ca
to
r
s
(
teac
h
er
s
)
,
an
d
esp
ec
iall
y
f
r
o
m
s
tu
d
e
n
ts
[
8
]
.
I
n
ter
m
s
o
f
ed
u
ca
to
r
s
(
teac
h
er
s
)
ar
e
e
x
p
ec
te
d
to
h
av
e
h
ig
h
cr
ea
ti
v
it
y
a
n
d
ag
g
r
ess
i
v
e
n
es
s
,
i
n
p
r
o
v
id
in
g
o
r
m
a
n
ag
i
n
g
lear
n
i
n
g
s
tat
io
n
s
w
it
h
co
m
p
lete
s
u
p
p
o
r
tin
g
m
ater
ials
a
n
d
m
a
n
a
g
in
g
th
e
co
u
r
s
e
o
f
teac
h
i
n
g
a
n
d
lear
n
i
n
g
ac
ti
v
itie
s
,
s
o
th
at
th
e
ac
ti
v
it
ies
ta
k
e
p
l
ac
e
s
m
o
o
th
l
y
w
i
th
o
u
t
o
b
s
tacl
es
[
9
]
.
Me
an
w
h
ile,
s
tu
d
e
n
ts
ar
e
ex
p
ec
ted
to
b
e
ab
le
to
s
u
p
p
o
r
t
teac
h
in
g
an
d
l
ea
r
n
in
g
ac
ti
v
itie
s
b
y
p
r
o
v
id
in
g
en
er
g
y
,
ti
m
e
a
n
d
th
o
u
g
h
t
an
d
r
ea
d
y
to
w
o
r
k
to
g
eth
er
w
it
h
f
el
lo
w
s
t
u
d
en
ts
in
g
r
o
u
p
s
[
1
0
,
11]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
t
u
d
y
w
as
to
an
al
y
ze
t
h
e
e
f
f
ec
t o
f
Statio
n
en
ler
n
en
's lear
n
i
n
g
tech
n
iq
u
e
s
o
n
Ger
m
a
n
lear
n
i
n
g
o
u
tco
m
es.
L
ea
r
n
i
n
g
o
u
tco
m
es
ar
e
a
ch
a
n
g
e
i
n
t
h
e
i
n
d
iv
id
u
al
[
1
2
]
.
T
h
e
in
te
n
d
ed
ch
an
g
e
i
s
n
o
t
o
n
l
y
i
n
th
e
f
o
r
m
o
f
k
n
o
w
led
g
e,
b
u
t
al
s
o
in
clu
d
es
ch
a
n
g
es
i
n
s
k
ill
s
[
1
3
]
,
attitu
d
es
[
1
4
]
,
u
n
d
er
s
tan
d
in
g
s
[
1
5
]
,
an
d
s
elf
-
e
s
tee
m
[
1
6
]
.
I
t
w
a
s
f
u
r
t
h
er
ex
p
lain
ed
t
h
at
lear
n
i
n
g
o
u
t
co
m
e
s
ar
e
a
d
e
s
cr
ip
tio
n
o
f
t
h
e
ab
ilit
ies
o
r
s
k
i
lls
g
ain
ed
b
y
s
o
m
eo
n
e
in
t
h
i
n
k
in
g
,
ac
tin
g
a
n
d
d
o
in
g
[
1
7
]
.
C
h
a
n
g
e
s
i
n
s
k
ills
,
at
titu
d
e
s
an
d
h
a
b
its
,
u
n
d
er
s
tan
d
i
n
g
,
k
n
o
w
led
g
e,
an
d
s
t
u
d
y
,
w
h
ic
h
ar
e
id
en
tical
w
it
h
t
h
e
ter
m
s
co
g
n
iti
v
e,
a
f
f
ec
ti
v
e,
a
n
d
p
s
y
ch
o
m
o
to
r
th
r
o
u
g
h
th
e
ac
t
o
f
lear
n
in
g
ar
e
lear
n
i
n
g
o
u
tco
m
e
s
[
1
8
]
.
T
h
er
e
ar
e
th
r
ee
asp
ec
ts
th
at
m
u
s
t
b
e
f
u
l
f
ill
ed
if
it
is
s
ta
ted
th
at
lear
n
in
g
o
u
tco
m
es
ar
e
p
er
f
ec
t
n
a
m
e
l
y
co
g
n
iti
v
e,
af
f
ec
ti
v
e,
an
d
p
s
y
ch
o
m
o
to
r
asp
ec
ts
[
1
9
]
.
L
ea
r
n
i
n
g
o
u
tco
m
e
s
ar
e
a
p
r
o
ce
s
s
o
f
tr
an
s
itio
n
t
h
at
ap
p
lies
to
p
eo
p
le
lea
r
n
in
g
,
w
h
ic
h
is
as
s
o
ciate
d
w
i
th
c
h
a
n
g
e
s
in
k
n
o
w
led
g
e,
u
n
d
er
s
ta
n
d
in
g
a
n
d
s
k
i
lls
[
2
0
]
.
Fu
r
t
h
er
m
o
r
e,
it
i
s
s
tated
th
a
t
w
h
e
n
a
p
er
s
o
n
f
i
n
i
s
h
e
s
t
h
e
le
ar
n
in
g
p
r
o
ce
s
s
,
t
h
er
e
w
il
l
b
e
a
ch
a
n
g
e
in
b
eh
av
io
r
.
C
h
a
n
g
es
t
h
at
o
cc
u
r
ca
n
b
e
o
b
s
er
v
ed
th
r
o
u
g
h
th
e
f
o
llo
w
in
g
asp
ec
ts
:
1
)
k
n
o
wled
g
e,
2
)
co
g
n
itiv
e
s
k
il
ls
,
3
)
m
o
to
r
s
k
ill
s
,
3
)
af
f
ec
ti
v
e
lear
n
i
n
g
o
u
tco
m
e
s
,
a
n
d
4
)
co
m
m
u
n
icat
iv
e
lear
n
i
n
g
o
u
tco
m
e
s
[
2
1
]
.
C
o
g
n
iti
v
e
s
tr
ateg
ies
ar
e
r
elate
d
to
in
tellectu
al
ch
a
n
g
e
[
2
2
,
2
3
]
.
A
f
f
ec
ti
v
e
s
tr
ateg
ie
s
ar
e
r
ela
ted
to
ch
an
g
es
i
n
attitu
d
es
o
r
ac
tio
n
s
,
w
h
er
ea
s
p
s
y
ch
o
m
o
to
r
s
tr
ateg
ies
ar
e
th
e
ab
ilit
y
to
m
a
n
ip
u
late
p
h
y
s
i
ca
ll
y
[
2
4
]
.
W
h
at
is
m
ea
n
t is t
h
at
t
h
er
e
is
a
ch
a
n
g
e
in
s
k
ills
f
o
r
in
d
i
v
id
u
al
s
w
h
o
l
ea
r
n
,
th
at
is
i
n
it
iall
y
u
n
ab
le
to
b
ec
o
m
e
ab
le.
B
lo
o
m
d
is
ti
n
g
u
is
h
es
s
ix
t
y
p
e
s
o
f
b
eh
a
v
io
r
in
t
h
e
co
g
n
iti
v
e
d
o
m
ai
n
,
as
f
o
llo
w
s
:
a)
Kn
o
w
led
g
e,
n
a
m
e
l
y
t
h
e
ab
ilit
y
to
r
e
m
e
m
b
er
w
h
a
t
h
a
s
b
ee
n
r
ea
d
an
d
s
to
r
ed
in
th
e
b
r
ain
.
Kn
o
w
led
g
e
r
elatin
g
to
ev
id
en
ce
,
ev
en
t
s
,
n
o
tio
n
s
o
f
r
u
les,
t
h
eo
r
ies,
p
r
in
cip
les,
o
r
m
et
h
o
d
s
.
b
)
Un
d
er
s
tan
d
in
g
,
in
cl
u
d
in
g
t
h
e
ab
ilit
y
to
en
co
m
p
as
s
th
e
m
ea
n
in
g
o
f
w
h
at
is
tau
g
h
t.
c)
A
p
p
licatio
n
,
r
elate
d
to
th
e
ab
ilit
y
to
ap
p
ly
m
eth
o
d
s
an
d
r
u
les
i
n
d
ea
lin
g
w
it
h
r
ea
l
an
d
n
e
w
p
r
o
b
lem
s
.
d
)
An
al
y
s
is
,
r
elat
ed
to
th
e
ab
ilit
y
to
b
r
ea
k
d
o
w
n
a
w
h
o
le
in
to
s
u
b
-
s
ec
tio
n
s
s
o
th
at
it
ca
n
b
e
u
n
d
er
s
to
o
d
p
r
o
p
e
r
ly
.
e)
S
y
n
th
esis
,
r
elate
d
to
th
e
r
ea
d
in
ess
to
m
a
k
e
a
n
e
w
f
o
r
m
.
f
)
E
v
al
u
atio
n
,
i
n
cl
u
d
in
g
t
h
e
ab
ilit
y
to
ex
p
r
es
s
o
p
in
io
n
s
ab
o
u
t
s
ev
er
al
th
in
g
s
b
ased
o
n
ce
r
tai
n
cr
iter
ia
[
2
5
]
.
I
n
co
n
n
ec
tio
n
w
it
h
th
e
v
ie
w
s
ab
o
v
e,
it
ca
n
b
e
ar
g
u
ed
th
at
Ger
m
an
lear
n
i
n
g
o
u
tco
m
es
ar
e
ch
an
g
es
i
n
k
n
o
w
led
g
e
an
d
u
n
d
er
s
ta
n
d
i
n
g
as
w
e
ll
as
attitu
d
e
s
th
at
o
cc
u
r
in
s
t
u
d
en
ts
a
f
ter
f
o
llo
win
g
t
h
e
p
r
o
ce
s
s
o
f
teac
h
i
n
g
an
d
lear
n
i
n
g
Ger
m
a
n
[
2
6
]
.
C
h
an
g
es
i
n
k
n
o
w
led
g
e
an
d
u
n
d
er
s
ta
n
d
in
g
an
d
att
itu
d
es
in
c
lu
d
e
f
o
u
r
lan
g
u
a
g
e
s
k
il
ls
:
Hö
r
ve
r
s
tä
n
d
n
is
(
lis
te
n
i
n
g
s
k
ill
s
)
,
S
p
r
ec
h
fert
ig
ke
it
(
s
p
ea
k
i
n
g
s
k
ills
)
,
Les
ev
ers
tä
n
d
n
is
(
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
s
k
il
ls
)
,
an
d
S
ch
r
eib
fert
ig
ke
it
(
w
r
i
tin
g
s
k
ill
s
)
,
co
u
p
led
w
it
h
th
e
m
as
ter
y
o
f
Ger
m
an
Stru
ct
u
r
es.
Statio
n
e
n
ler
n
e
n
is
a
ter
m
i
n
Ger
m
an
th
a
t
h
as
th
e
s
a
m
e
m
ea
n
in
g
as
th
e
ter
m
s
"
Ler
n
en
a
n
S
ta
tio
n
en
"
an
d
"
Ler
n
z
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lear
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s
tatio
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to
s
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o
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Statio
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e
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at
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Evaluation Warning : The document was created with Spire.PDF for Python.
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-
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[
2
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[
2
8
]
.
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RE
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p
le;
v
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e
6
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=
1
p
er
s
o
n
,
v
alu
e
5
6
=
3
p
eo
p
le;
v
alu
e
5
2
=
3
p
eo
p
le;
v
alu
e
4
8
=
2
p
eo
p
le;
v
alu
e
o
f
4
0
=
1
p
er
s
o
n
;
v
al
u
e
3
6
=
1
p
er
s
o
n
;
v
alu
e
2
8
=
1
p
er
s
o
n
;
a
n
d
a
v
al
u
e
o
f
2
0
=
1
p
e
r
s
o
n
.
W
ith
an
a
v
er
a
g
e
v
al
u
e
(
Me
a
n
)
=
6
7
.
3
9
an
d
S
=
1
6
.
6
.
W
h
ile
th
e
f
o
llo
w
i
n
g
P
o
s
t
-
te
s
t
lear
n
i
n
g
o
u
tco
m
e
s
d
ata
(
Y2
)
:
v
alu
e
9
6
=
9
p
e
o
p
le;
v
alu
e
9
2
=
9
p
e
o
p
le;
v
alu
e
8
8
=
5
p
eo
p
le;
v
a
lu
e
8
4
=
5
p
eo
p
le;
v
alu
e
8
0
=
6
p
eo
p
le;
v
alu
e
7
6
=
3
p
eo
p
le;
7
2
=
2
p
eo
p
le;
v
alu
e
6
4
=
2
p
eo
p
le;
v
alu
e
6
0
=
2
p
eo
p
le,
v
alu
e
5
6
=
1
p
er
s
o
n
;
a
v
alu
e
o
f
5
2
=
2
p
eo
p
le,
w
i
th
a
n
a
v
er
a
g
e
v
al
u
e
(
Me
an
)
=
8
2
.
2
6
an
d
S
=
1
4
.
7
.
T
h
is
s
h
o
w
th
e
f
i
n
al
tes
t
o
n
t
h
e
d
ata
i
s
h
ig
h
er
th
a
n
t
h
e
i
n
itial
test
.
I
t
ca
n
b
e
s
ee
n
t
h
at
t
h
e
r
an
g
e
o
f
th
e
f
i
n
al
te
s
t
d
ata
d
is
tr
ib
u
tio
n
al
s
o
b
ec
o
m
e
s
w
id
er
an
d
w
it
h
s
m
aller
s
ta
n
d
ar
d
er
r
o
r
s
as s
een
in
T
ab
le
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
4
2
1
-
42
6
424
T
h
e
P
air
ed
Sam
p
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C
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r
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s
tab
le
s
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o
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r
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m
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r
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t
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tailed
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ig
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b
t
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d
1
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7
1
8
7
5
w
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t
h
s
t
a
n
d
a
r
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e
r
r
o
r
2
.
1
7
0
1
6
.
T
ab
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3
.
P
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s
am
p
les co
r
r
elatio
n
s
N
C
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r
r
e
l
a
t
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S
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g
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P
a
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r
1
P
r
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T
e
st
&
P
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st
Te
st
46
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4
6
8
.
0
0
1
T
ab
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4
.
P
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s
am
p
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t
e
s
t 1
P
a
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M
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t
d
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e
v
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a
t
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n
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Er
r
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e
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a
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T
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st
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P
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1
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8
6
9
5
7
1
6
.
2
5
7
1
1
2
.
3
9
6
9
8
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ab
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P
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s
am
p
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s
t 2
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a
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r
e
d
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f
f
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r
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n
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s
T
Df
S
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g
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(2
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t
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d
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C
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f
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e
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n
t
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D
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o
w
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p
p
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r
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0
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P
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Sam
p
les
T
est
tab
le
is
th
e
m
ai
n
tab
le
o
f
o
u
tp
u
t
t
h
at
s
h
o
w
s
th
e
r
es
u
lt
s
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f
th
e
tes
ts
c
ar
r
ied
o
u
t.
T
h
is
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
s
i
g
n
i
f
ican
ce
v
alu
e
(
2
-
tailed
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in
th
e
tab
le.
T
h
e
s
ig
n
i
f
ican
ce
v
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e
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is
0
.
0
0
0
(
p
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0
5
)
.
So
,
th
e
r
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lts
o
f
t
h
e
in
itial
te
s
t
an
d
f
i
n
al
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n
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er
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t
s
i
g
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ica
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t
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h
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g
e
s
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ased
o
n
s
tatis
t
ical
r
esu
lt
s
p
r
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e
th
at
th
e
f
i
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al
test
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ig
h
er
w
h
e
n
co
m
p
ar
ed
to
th
e
in
it
ial
test
.
Fro
m
t
h
e
an
al
y
z
ed
d
ata,
v
alu
es
ar
e
o
b
tain
ed
t
count
=
6
.
2
03
w
i
th
a
lev
el
o
f
p
r
o
b
ab
ilit
y
at
a
s
i
g
n
i
f
ica
n
t
le
v
el
α
=
0
.
0
0
an
d
d
f
=
45
o
b
tain
ed
t
tabel
=
0
.
0
0
.
T
h
ese
r
esu
lt
s
in
d
i
ca
te
th
at
t
h
e
v
a
lu
e
t
c
ount
>
p
r
o
b
a
bi
lit
y
(
t
count
=
6
.
2
03
>
0
.
0
0
)
.
W
h
en
co
m
p
ar
ed
to
th
e
v
alu
e
o
f
Ger
m
a
n
s
t
u
d
en
t
s
w
h
o
w
er
e
ta
u
g
h
t
w
it
h
Statio
n
en
ler
n
e
n
lear
n
i
n
g
tec
h
n
iq
u
es
an
d
th
e
v
al
u
e
o
f
Ger
m
an
lear
n
in
g
o
u
tco
m
es
o
f
s
tu
d
en
t
s
o
f
SM
A
Neg
er
i
1
Sap
ar
u
a
b
ef
o
r
e
b
ein
g
tau
g
h
t
w
it
h
th
ese
tec
h
n
iq
u
es
,
it
tu
r
n
s
o
u
t
th
at
t
h
e
v
al
u
e
o
f
s
t
u
d
en
t
s
'
Ger
m
a
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ig
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Ger
m
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licatio
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h
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h
is
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l
t
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n
b
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p
r
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en
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y
th
e
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al
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o
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th
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lcu
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u
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th
e
P
r
e
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test
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Y1
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o
f
6
7
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3
9
1
3
,
w
h
ile
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e
P
o
s
t
-
te
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t (
Y2
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o
f
8
2
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2
6
0
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.
Data
f
r
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m
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ch
a
n
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e
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
S
ta
tio
n
en
lern
en
le
a
r
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in
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tech
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iq
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t
h
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
Ger
m
a
n
.
I
n
th
i
s
L
ea
r
n
i
n
g
tech
n
iq
u
e,
s
o
cial
attit
u
d
es
ar
e
p
r
io
r
itized
to
ac
h
iev
e
lear
n
in
g
o
b
j
ec
tiv
es,
n
a
m
el
y
b
y
co
llab
o
r
atin
g
w
it
h
s
tu
d
e
n
ts
i
n
co
m
p
le
tin
g
j
o
in
t
ass
i
g
n
m
e
n
ts
.
T
h
u
s
,
it
ca
n
b
e
s
aid
th
at
in
Statio
n
e
n
ler
n
en
l
ea
r
n
in
g
tec
h
n
iq
u
es
s
tu
d
e
n
ts
ar
e
n
o
t
u
s
ed
as
lear
n
i
n
g
o
b
j
ec
ts
,
b
u
t
r
ath
er
a
s
lear
n
i
n
g
s
u
b
j
ec
ts
b
ec
au
s
e
t
h
e
y
ca
n
b
e
ac
tiv
e
an
d
cr
ea
te
m
ax
i
m
a
ll
y
d
u
r
in
g
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
,
in
ex
p
r
ess
in
g
th
o
u
g
h
t
s
an
d
o
p
in
io
n
s
,
s
t
u
d
en
t
s
ar
e
n
o
t
af
r
aid
,
b
ec
au
s
e
th
er
e
is
a
n
ele
m
e
n
t
o
f
o
p
en
n
e
s
s
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
s
o
th
a
t
u
n
k
n
o
w
i
n
g
l
y
,
th
er
e
h
as
b
ee
n
ac
ti
v
e
co
m
m
u
n
icat
io
n
b
et
w
ee
n
s
tu
d
e
n
ts
.
T
h
e
ap
p
licatio
n
o
f
S
tatio
n
en
ler
n
e
n
lear
n
i
n
g
tech
n
i
q
u
es
h
elp
s
el
i
m
in
ate
s
tu
d
e
n
t
b
o
r
ed
o
m
in
le
ar
n
in
g
an
d
n
at
u
r
all
y
m
a
k
es
a
p
o
s
iti
v
e
co
n
tr
ib
u
t
io
n
,
s
o
as
to
i
m
p
r
o
v
e
Ger
m
a
n
lear
n
in
g
o
u
tc
o
m
e
s
.
I
n
co
n
tr
a
s
t
to
teac
h
i
n
g
b
ef
o
r
e
th
e
u
s
e
o
f
St
atio
n
en
ler
n
e
n
lear
n
i
n
g
tec
h
n
i
q
u
es
th
e
lear
n
in
g
o
u
tco
m
e
s
a
ch
iev
ed
b
y
s
t
u
d
en
t
s
ar
e
v
er
y
lo
w
.
T
h
is
is
b
ec
au
s
e
p
r
ev
io
u
s
l
y
t
h
e
m
e
th
o
d
s
u
s
ed
b
y
th
e
teac
h
er
w
er
e
les
s
v
ar
i
ed
o
r
m
o
n
o
to
n
o
u
s
,
w
h
ic
h
r
es
u
lted
in
s
t
u
d
en
t
s
f
e
elin
g
b
o
r
ed
,
n
o
t
in
ter
ested
i
n
th
e
les
s
o
n
s
g
iv
e
n
a
n
d
less
m
o
tiv
a
ted
to
lear
n
.
W
ith
th
e
ap
p
licatio
n
o
f
Statio
n
en
ler
n
e
n
lear
n
in
g
tech
n
iq
u
e
s
,
s
tu
d
en
t
s
'
lear
n
in
g
m
o
t
i
v
atio
n
in
cr
ea
s
es,
f
o
llo
w
ed
b
y
a
n
in
cr
ea
s
e
in
Ger
m
an
l
ea
r
n
in
g
o
u
tco
m
es
as
e
v
id
en
c
e
th
at
th
e
lear
n
i
n
g
tec
h
n
iq
u
e
h
as
a
s
i
g
n
if
ica
n
t
in
f
lu
e
n
ce
o
n
lear
n
i
n
g
o
u
tco
m
es.
W
h
en
t
h
e
r
es
u
lt
s
o
f
t
h
is
s
t
u
d
y
ar
e
as
s
o
ciate
d
w
i
th
r
ele
v
an
t
r
esear
ch
r
e
s
u
lt
s
,
w
it
h
r
esear
c
h
r
es
u
l
ts
p
r
o
ce
s
s
e
d
an
d
an
al
y
ze
d
,
it s
h
o
w
s
a
v
er
y
s
i
g
n
if
ica
n
t c
h
an
g
e
[
2
9
,
30]
.
T
h
ese
p
r
ev
io
u
s
f
in
d
i
n
g
s
ar
e
in
lin
e
w
it
h
r
esear
ch
in
J
ap
an
f
o
r
lo
w
-
le
v
el
s
t
u
d
en
ts
w
h
en
i
n
2
0
1
1
th
e
y
w
er
e
h
it
b
y
a
T
s
u
n
a
m
i
s
to
r
m
an
d
h
e
n
ce
e
x
p
er
ien
ce
d
a
lear
n
in
g
d
ec
lin
e.
W
ith
Statio
n
en
ler
n
en
tech
n
iq
u
e
h
o
w
s
tu
d
e
n
ts
a
r
e
tau
g
h
t
in
Ger
m
an
w
ell
to
co
n
tin
u
e
p
r
o
g
r
ess
at
th
e
s
ec
o
n
d
ar
y
lev
el
i
n
J
ap
an
[
3
1
]
.
A
n
o
t
h
er
r
elev
an
t
s
t
u
d
y
i
s
th
e
r
esu
l
ts
o
f
m
y
f
ir
s
t
Statio
n
e
n
ler
n
e
n
ex
p
er
i
m
en
t
w
er
e
v
er
y
p
o
s
iti
v
e.
All
t
w
el
v
e
s
t
u
d
en
t
s
,
in
g
r
o
u
p
s
o
f
t
w
o
o
r
th
r
ee
,
wo
r
k
ed
ac
tiv
el
y
an
d
i
n
te
n
tl
y
w
it
h
t
h
e
te
x
t
a
n
d
co
m
m
u
n
ic
ated
in
Ger
m
an
f
o
r
th
e
en
t
ir
e
h
o
u
r
.
A
n
o
t
h
er
p
o
s
iti
v
e
i
m
p
ac
t
i
s
s
t
u
d
en
t
s
ar
e
m
o
r
e
ac
tiv
e
an
d
m
o
ti
v
ated
i
n
lear
n
in
g
ac
ti
v
itie
s
th
a
n
b
ef
o
r
e
ap
p
ly
i
n
g
t
h
e
lear
n
in
g
m
o
d
el
[
7
]
.
4.
CO
NCLU
SI
O
N
T
h
e
Statio
n
e
n
ler
n
e
n
lear
n
in
g
tech
n
iq
u
e
i
s
p
r
o
v
en
to
i
m
p
r
o
v
e
Ger
m
a
n
lear
n
in
g
o
u
tco
m
es.
T
h
i
s
lear
n
in
g
tech
n
iq
u
e
allo
w
s
s
t
u
d
en
t
s
to
ch
o
o
s
e
an
d
s
o
lv
e
th
e
p
r
o
b
lem
to
p
ics
an
d
ass
ig
n
m
e
n
t
s
g
iv
e
n
b
y
th
e
teac
h
er
to
th
e
m
,
d
o
n
e
to
g
e
th
er
in
th
eir
r
esp
ec
ti
v
e
g
r
o
u
p
s
.
S
tu
d
e
n
ts
ar
e
m
o
r
e
ac
ti
v
e
a
n
d
m
o
tiv
a
ted
an
d
ab
le
to
ex
p
r
ess
th
e
ir
o
p
in
io
n
s
f
r
ee
l
y
w
i
th
o
u
t
f
ea
r
.
T
h
ey
ca
n
ea
s
il
y
u
n
d
er
s
ta
n
d
th
e
lear
n
i
n
g
m
at
er
ials
b
ein
g
tau
g
h
t.
T
h
is
s
t
u
d
y
p
r
o
v
ed
th
e
i
m
p
o
r
t
an
ce
o
f
s
u
s
tai
n
ab
ilit
y
t
h
e
ap
p
licatio
n
o
f
th
e
s
e
lear
n
in
g
tec
h
n
iq
u
e
s
i
n
teac
h
in
g
an
d
lear
n
i
n
g
ac
ti
v
itie
s
o
f
o
th
er
s
u
b
j
ec
ts
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
e
r
esear
ch
er
s
w
o
u
ld
li
k
e
to
th
an
k
t
h
e
Dea
n
o
f
FKI
P
-
P
atti
m
u
r
a
Un
i
v
er
s
i
t
y
f
o
r
p
r
o
v
id
in
g
g
r
a
n
t
r
esear
ch
f
u
n
d
in
g
a
s
s
i
s
ta
n
ce
,
a
n
d
th
e
P
r
in
cip
al
o
f
SM
A
Neg
er
i
1
Sap
ar
u
a
f
o
r
th
eir
a
s
s
i
s
ta
n
ce
a
n
d
co
o
p
er
atio
n
d
u
r
in
g
th
e
ti
m
e
t
h
e
r
esear
ch
was c
ar
r
ied
o
u
t to
co
m
p
letio
n
.
RE
F
E
R
E
NC
ES
[1
]
A
.
A
b
d
u
h
a
n
d
R.
R
o
sm
a
lad
e
w
i,
“
Lan
g
u
a
g
e
p
o
li
c
y
,
id
e
n
ti
ty
,
a
n
d
b
il
in
g
u
a
l
e
d
u
c
a
ti
o
n
in
I
n
d
o
n
e
si
a
:
A
h
isto
rica
l
o
v
e
rv
ie
w
,
”
XL
in
g
u
a
e
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
2
1
9
-
2
2
7
,
2
0
1
9
.
[2
]
A
.
M
a
tt
isse
k
a
n
d
G
.
G
l
a
sz
e
,
“
Di
sc
o
u
rse
a
n
a
l
y
sis
in
G
e
r
m
a
n
-
lan
g
u
a
g
e
h
u
m
a
n
g
e
o
g
ra
p
h
y
:
in
teg
ra
ti
n
g
th
e
o
ry
a
n
d
m
e
th
o
d
,
”
S
o
c
.
C
u
lt
.
Ge
o
g
r.
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
3
9
-
5
1
,
2
0
1
6
.
[3
]
B.
G
a
sp
e
rsc
h
it
z
,
“
Was
ist
lo
s in
Ha
u
p
tstraß
e
1
1
7
?
”
v
o
l.
1
,
p
p
.
1
-
2
0
,
2
0
0
7
.
[4
]
E.
P
e
ters
,
“
L
e
a
rn
in
g
G
e
r
m
a
n
f
o
rm
u
laic
se
q
u
e
n
c
e
s:
T
h
e
e
ff
e
c
t
o
f
tw
o
a
tt
e
n
ti
o
n
-
d
ra
w
in
g
tec
h
n
i
q
u
e
s,
”
L
a
n
g
.
L
e
a
rn
.
J.
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
6
5
-
7
9
,
2
0
1
2
.
[5
]
L
.
W
ick
r
a
m
a
n
a
y
a
k
e
a
n
d
S
.
M
.
Jik
a
,
“
S
o
c
ial
m
e
d
ia
u
se
b
y
u
n
d
e
rg
ra
d
u
a
te
st
u
d
e
n
ts
o
f
e
d
u
c
a
t
io
n
i
n
Nig
e
ria:
A
su
rv
e
y
,
”
El
e
c
t
ro
n
.
L
ib
r
.
,
v
o
l.
3
6
,
n
o
.
1
,
p
p
.
2
1
-
3
7
,
2
0
1
8
.
[6
]
W
a
rto
n
o
,
D.
Ha
rto
y
o
,
Nilas
a
ri,
a
n
d
J.
R
.
Ba
tl
o
l
o
n
a
,
“
Re
a
l
-
v
irt
u
a
l
m
o
n
te
c
a
rlo
sim
u
latio
n
o
n
im
p
u
lse
-
m
o
m
e
n
tu
m
a
n
d
c
o
ll
isio
n
s,”
In
d
o
n
e
s.
J
.
El
e
c
tr
.
En
g
.
C
o
mp
u
t.
S
c
i.
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
7
-
1
4
,
2
0
1
9
.
[7
]
J.
Re
d
m
a
n
n
,
“
F
o
r
a
ll
L
e
v
e
ls o
f
th
e
F
o
re
ig
n
L
a
n
g
u
a
g
e
Cu
rricu
lu
m
,
”
p
p
.
4
8
4
-
4
9
2
,
2
0
0
5
.
[8
]
J.
Ha
n
d
rich
,
R.
V
a
n
d
e
n
h
o
u
ten
,
S
.
Ha
a
s,
a
n
d
L
.
S
c
h
m
id
t,
“
Erw
e
it
e
ru
n
g
e
in
e
s
lan
d
m
a
rk
e
n
b
a
sie
rten
In
n
e
n
ra
u
m
o
rtu
n
g
sv
e
r
f
a
h
re
n
s
f
ü
r
M
o
b
il
g
e
rä
te
m
it
A
RCo
re
,
”
W
isse
n
sc
h
a
ft
li
c
h
e
Beiträ
g
e
T
h
W
il
d
a
u
,
v
o
l.
2
3
,
p
.
2
7
3
2
,
2
0
1
9
.
[9
]
M
.
S
e
lk
rig
a
n
d
R.
Ke
a
m
y
,
“
Cre
a
ti
v
e
p
e
d
a
g
o
g
y
:
A
c
a
se
f
o
r
tea
c
h
e
rs’
c
re
a
ti
v
e
lea
rn
in
g
b
e
i
n
g
a
t
th
e
c
e
n
tre,”
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
.
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.
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“
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sites
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ter
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a
lu
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,
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[1
1
]
M
.
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a
sa
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L
.
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a
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b
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k
y
,
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R.
Ba
tl
o
lo
n
a
,
a
n
d
J.
J.
E
n
ri
q
u
e
z
,
“
Ji
g
sa
w
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c
h
in
g
c
ircu
lato
ry
s
y
ste
m
:
A
le
a
rn
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g
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c
ti
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it
y
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e
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e
n
tar
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e
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ss
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m
,
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o
sfe
r
,
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l.
1
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.
1
2
2
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4
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2
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.
[1
2
]
T
.
Jo
rre
d
e
S
t
Jo
rre
a
n
d
B.
Oliv
e
r,
“
W
a
n
t
stu
d
e
n
ts
to
e
n
g
a
g
e
?
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n
tex
tu
a
li
se
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ra
d
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te
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s
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p
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it
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,
”
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h
.
E
d
u
c
.
R
e
s.
De
v
.
,
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l.
3
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.
1
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p
p
.
4
4
-
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7
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2
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.
[1
3
]
A
.
S
.
Ka
ste
n
m
e
i
e
r
e
t
a
l.
,
“
In
d
iv
id
u
a
l
lea
rn
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g
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lan
s
f
o
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lf
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irec
ted
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rn
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o
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ro
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e
s in
th
e
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rg
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ry
c
lerk
sh
ip
,
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J
.
S
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rg
.
,
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.
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p
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1
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.
[1
4
]
T
.
By
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rs,
W
.
Im
m
s,
a
n
d
E
.
Ha
rt
n
e
ll
-
Yo
u
n
g
,
“
Co
m
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a
ra
ti
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e
a
n
a
ly
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p
a
c
t
o
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o
n
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l
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s
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ti
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e
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rn
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g
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n
v
iro
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m
e
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o
n
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e
n
t
a
tt
it
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d
e
s
a
n
d
lea
rn
in
g
o
u
tc
o
m
e
s,”
S
tu
d
.
E
d
u
c
.
Ev
a
l.
,
v
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l.
5
8
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n
o
.
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ly
,
p
p
.
1
6
7
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7
,
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1
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.
[1
5
]
L
.
S
.
P
o
st,
P
.
G
u
o
,
N
.
S
a
a
b
,
a
n
d
W
.
A
d
m
ira
a
l,
“
Eff
e
c
ts
o
f
re
m
o
te
lab
s
o
n
c
o
g
n
it
iv
e
,
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e
h
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v
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ra
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a
n
d
a
f
fe
c
ti
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e
lea
rn
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g
o
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tco
m
e
s in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
C
o
mp
u
t.
E
d
u
c
.
,
v
o
l.
1
4
0
,
M
a
y
,
2
0
1
9
.
[1
6
]
C.
M
.
K
o
k
k
in
o
s
a
n
d
I.
V
o
u
lg
a
rid
o
u
,
“
M
o
ti
v
a
ti
o
n
a
l
b
e
li
e
f
s
a
s
m
e
d
iato
rs
in
th
e
a
ss
o
c
iati
o
n
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e
t
w
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n
p
e
rc
e
iv
e
d
sc
h
o
las
ti
c
c
o
m
p
e
ten
c
e
,
s
e
lf
-
e
ste
e
m
a
n
d
lea
rn
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g
stra
teg
ies
a
m
o
n
g
G
re
e
k
s
e
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts,”
E
d
u
c
.
Psy
c
h
o
l.
,
v
o
l
.
3
8
,
n
o
.
6
,
p
p
.
7
5
3
-
7
7
1
,
2
0
1
8
.
[1
7
]
G
.
K
a
sili
n
g
a
m
,
M
.
Ra
m
a
li
n
g
a
m
,
a
n
d
E.
Ch
i
n
n
a
v
a
n
,
“
A
ss
e
s
s
m
e
n
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o
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rn
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g
d
o
m
a
in
s to
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ro
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d
e
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t’s
lea
rn
in
g
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
J
.
Y
o
u
n
g
P
h
a
rm
.
,
v
o
l.
6
,
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o
.
1
,
p
p
.
2
7
-
3
3
,
2
0
1
4
.
[1
8
]
C.
L
.
Hu
a
n
g
,
Y.
F
.
L
u
o
,
S
.
C.
Ya
n
g
,
C.
M
.
L
u
,
a
n
d
A
.
S
.
C
h
e
n
,
“
In
f
lu
e
n
c
e
o
f
stu
d
e
n
ts’
lea
rn
i
n
g
st
y
le,
se
n
se
o
f
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re
se
n
c
e
,
a
n
d
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o
g
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it
iv
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lo
a
d
o
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l
e
a
rn
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g
o
u
tc
o
m
e
s
in
a
n
imm
e
rsiv
e
v
irt
u
a
l
re
a
li
ty
l
e
a
rn
in
g
e
n
v
iro
n
m
e
n
t,
”
J
.
Ed
u
c
.
Co
mp
u
t
.
Res
.
,
2
0
1
9
.
[1
9
]
A
.
J.
M
u
z
y
k
,
e
t
a
l
.
,
“
Uti
li
z
in
g
Bl
o
o
m
’s
tax
o
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m
y
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e
sig
n
a
su
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s
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c
e
u
se
d
iso
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d
e
rs
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o
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rse
f
o
r
h
e
a
lt
h
p
ro
f
e
ss
io
n
s
stu
d
e
n
ts,”
S
u
b
st.
A
b
u
s
.
,
v
o
l.
3
9
,
n
o
.
3
,
p
p
.
3
4
8
-
3
5
3
,
2
0
1
8
.
[2
0
]
M
.
A
.
B.
De
lco
u
rt,
D.
G
.
Co
rn
e
ll
,
a
n
d
M
.
D.
G
o
ld
b
e
rg
,
“
Co
g
n
it
iv
e
a
n
d
a
ffe
c
ti
v
e
lea
rn
in
g
o
u
tco
m
e
s
o
f
g
i
f
ted
e
le
m
e
n
tar
y
sc
h
o
o
l
stu
d
e
n
ts,”
Gift
.
Ch
il
d
Q.
,
v
o
l.
5
1
,
n
o
.
4
,
p
p
.
3
5
9
-
3
8
1
,
2
0
0
7
.
[2
1
]
T
.
M
.
Co
n
n
o
ll
y
,
E.
A
.
Bo
y
le,
E.
M
a
c
A
rth
u
r,
T
.
Ha
in
e
y
,
a
n
d
J.
M
.
Bo
y
le,
“
A
s
y
ste
m
a
ti
c
li
ter
a
tu
re
re
v
ie
w
o
f
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
o
n
c
o
m
p
u
ter g
a
m
e
s a
n
d
se
rio
u
s g
a
m
e
s,”
Co
mp
u
t.
Ed
u
c
.
,
v
o
l
.
5
9
,
n
o
.
2
,
p
p
.
6
6
1
-
6
8
6
,
2
0
1
2
.
[2
2
]
S
.
Ka
p
lan
,
“
Re
se
a
rc
h
in
Co
g
n
i
ti
o
n
a
n
d
S
t
ra
teg
y
:
Re
f
lec
ti
o
n
s
o
n
T
w
o
De
c
a
d
e
s
o
f
P
ro
g
re
ss
a
n
d
a
L
o
o
k
to
th
e
F
u
tu
re
,
”
J
.
M
a
n
a
g
.
S
tu
d
.
,
v
o
l.
4
8
,
n
o
.
3
,
p
p
.
6
6
5
-
6
9
5
,
2
0
1
1
.
[2
3
]
M
.
J.
Ja
rv
in
e
n
a
n
d
T
.
B.
P
a
u
l
u
s,
“
A
tt
a
c
h
m
e
n
t
a
n
d
c
o
g
n
i
ti
v
e
o
p
e
n
n
e
ss
:
Em
o
ti
o
n
a
l
u
n
d
e
rp
i
n
n
i
n
g
s
o
f
in
tellec
tu
a
l
h
u
m
il
it
y
,
”
J
.
Po
sit.
Psy
c
h
o
l.
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
7
4
-
8
6
,
2
0
1
7
.
[2
4
]
A
.
P
.
Ro
v
a
i,
M
.
J.
W
ig
h
ti
n
g
,
J.
D.
Ba
k
e
r,
a
n
d
L
.
D.
G
ro
o
m
s,
“
De
v
e
lo
p
m
e
n
t
o
f
a
n
in
stru
m
e
n
t
to
m
e
a
su
re
p
e
rc
e
iv
e
d
c
o
g
n
it
iv
e
,
a
ff
e
c
ti
v
e
,
a
n
d
p
s
y
c
h
o
m
o
to
r
lea
rn
in
g
in
trad
it
i
o
n
a
l
a
n
d
v
irt
u
a
l
c
las
sro
o
m
h
ig
h
e
r
e
d
u
c
a
ti
o
n
se
tt
in
g
s,
”
In
ter
n
e
t
Hig
h
.
E
d
u
c
.
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
7
-
1
3
,
2
0
0
9
.
[2
5
]
L
.
M
e
d
a
a
n
d
A
.
J.
S
w
a
rt,
“
A
n
a
l
y
sin
g
lea
rn
in
g
o
u
tco
m
e
s
in
a
n
El
e
c
tri
c
a
l
En
g
in
e
e
rin
g
c
u
rricu
l
u
m
u
sin
g
il
lu
stra
ti
v
e
v
e
rb
s d
e
riv
e
d
f
ro
m
Blo
o
m
’s T
a
x
o
n
o
m
y
,
”
Eu
r.
J
.
En
g
.
E
d
u
c
.
,
v
o
l.
4
3
,
n
o
.
3
,
p
p
.
3
9
9
-
4
1
2
,
2
0
1
8
.
[2
6
]
E.
Ru
ig
e
n
d
ij
k
,
G
.
He
n
tsc
h
e
l,
a
n
d
J.
P
.
Zeller,
“
Ho
w
L
2
-
lea
rn
e
rs’
b
r
a
in
s
re
a
c
t
to
c
o
d
e
-
sw
it
c
h
e
s:
A
n
ERP
st
u
d
y
w
it
h
Ru
ss
ian
lea
rn
e
rs o
f
G
e
r
m
a
n
,
”
S
e
c
o
n
d
L
a
n
g
.
Res
.
,
v
o
l.
3
2
,
n
o
.
2
,
p
p
.
1
9
7
-
2
2
3
,
2
0
1
6
.
[2
7
]
C.
G
e
r
c
e
k
,
“
S
tu
d
e
n
t
v
iew
s
o
n
lea
rn
in
g
sta
ti
o
n
s
a
b
o
u
t
sm
o
k
in
g
,
”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
4
5
8
1
-
4
5
8
6
,
2
0
1
0
.
[2
8
]
T
.
R.
Kn
a
p
p
,
“
W
h
y
Is
th
e
On
e
-
G
ro
u
p
P
re
t
e
st
–
P
o
sttes
t
De
sig
n
S
ti
ll
Us
e
d
?
”
Cli
n
.
Nu
rs
.
Res
.
,
v
o
l.
2
5
,
n
o
.
5
,
p
p
.
4
6
7
-
4
7
2
,
2
0
1
6
.
[2
9
]
S
.
P
re
d
ig
e
r
a
n
d
L
.
W
e
ss
e
l,
“
F
o
st
e
rin
g
Ge
r
m
a
n
-
lan
g
u
a
g
e
lea
rn
e
rs’
c
o
n
stru
c
ti
o
n
s
o
f
m
e
a
n
in
g
s
f
o
r
f
r
a
c
ti
o
n
s
-
d
e
sig
n
a
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