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Vo
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11
,
No
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Ma
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20
22
:
3
5
3
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360
354
T
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h
ig
h
s
c
h
o
o
l
ca
n
s
o
lv
e
d
th
e
co
m
p
eten
cy
g
ap
b
etwe
en
in
d
u
s
tr
ial
n
ee
d
s
a
n
d
s
tu
d
e
n
t’
s
co
m
p
eten
cy
[
4
]
.
T
ea
c
h
in
g
f
ac
to
r
y
i
s
a
lear
n
in
g
s
tr
ateg
y
th
at
h
as
s
ev
er
al
o
b
jectiv
es.
T
h
e
teac
h
in
g
f
ac
to
r
y
'
s
o
b
jectiv
es
wh
ich
ar
e
to
p
r
o
d
u
ce
p
r
o
f
ess
io
n
al
g
r
ad
u
ates
th
eir
f
ield
s
,
d
e
v
elo
p
a
m
o
d
e
r
n
c
o
n
ce
p
ts
c
u
r
r
icu
l
u
m
,
d
em
o
n
s
tr
ate
th
e
s
u
itab
le
s
o
l
u
tio
n
s
to
f
ac
in
g
th
e
i
n
d
u
s
tr
ial
wo
r
ld
,
a
n
d
p
r
o
v
id
e
tech
n
o
lo
g
y
f
r
o
m
in
d
u
s
tr
ies
th
at
co
llab
o
r
ate
with
s
tu
d
e
n
ts
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
B
esid
es
aim
in
g
to
im
p
r
o
v
e
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
g
r
a
d
u
ates'
co
m
p
eten
ce
,
p
r
o
d
u
cts
or
s
er
v
ices
f
r
o
m
th
e
teac
h
in
g
f
ac
to
r
y
ac
tiv
ities
m
u
s
t
be
ac
ce
p
ted
by
p
u
b
lic.
T
h
e
pr
o
d
u
cts
an
d
s
e
r
v
ices
m
u
s
t
m
ee
t
th
e
cr
iter
ia
f
o
r
s
ale
to
g
en
er
at
e
ad
d
ed
v
alu
e
f
o
r
s
ch
o
o
ls
[
5
]
.
T
h
e
teac
h
in
g
f
ac
to
r
y
in
t
eg
r
ate
s
th
e
lear
n
in
g
p
r
o
ce
s
s
to
p
r
o
d
u
ce
p
r
o
d
u
cts
an
d
s
er
v
ices
wo
r
th
s
ellin
g
to
g
en
er
ate
ad
d
e
d
v
alu
e
f
o
r
s
ch
o
o
ls
.
T
h
is
m
ea
n
s
th
at
th
e
teac
h
in
g
f
ac
to
r
y
p
r
o
c
ess
can
in
s
ti
ll
an
en
tr
ep
r
en
e
u
r
ial
s
p
ir
it
in
s
tu
d
en
ts
.
In
ad
d
itio
n
,
th
e
teac
h
in
g
f
ac
to
r
y
p
r
o
ce
s
s
p
r
o
d
u
ce
s
g
o
o
d
s
an
d
s
er
v
ices
th
at
h
av
e
a
d
d
ed
v
alu
e
with
q
u
ality
th
at
t
h
e
co
m
m
u
n
ity
can
ab
s
o
r
b
an
d
ac
ce
p
t.
T
he
p
r
o
d
u
c
tio
n
of
g
o
o
d
s
a
n
d
s
er
v
ices
in
clu
d
e:
i
)
wh
at
p
r
o
d
u
ct
is
n
ee
d
ed
in
th
e
m
ar
k
et
;
ii
)
wh
y
th
e
p
r
o
d
u
ct
is
p
u
r
ch
ased
;
iii
)
wh
o
is
th
e
b
u
y
er
;
iv
)
wh
at
is
th
e
b
u
y
i
n
g
p
r
o
ce
s
s
;
v
)
wh
at
is
th
e
q
u
ali
ty
an
d
a
p
p
ea
r
a
n
ce
of
th
e
p
r
o
d
u
ct
;
vi
)
how
is
th
e
m
o
d
el
;
v
ii
)
wh
at
is
th
e
b
r
an
d
,
how
is
th
e
s
er
v
ice
an
d
war
r
an
ty
.
I
m
p
lem
en
tin
g
th
e
teac
h
in
g
f
ac
to
r
y
m
o
d
el
in
teg
r
ates
s
tu
d
y
an
d
wo
r
k
an
d
no
lo
n
g
er
s
ep
a
r
ates
b
etwe
en
th
eo
r
etica
l
m
ater
ial.
T
h
e
s
u
cc
ess
im
p
lem
en
tatio
n
of
th
e
teac
h
in
g
f
ac
to
r
y
lear
n
i
n
g
m
et
h
o
d
can
be
s
ee
n
f
r
o
m
t
wo
lead
in
g
in
d
icato
r
s
:
u
tili
ty
an
d
s
u
s
tain
ab
le
u
s
e
of
eq
u
ip
m
en
t.
It
can
be
s
ee
n
th
r
o
u
g
h
th
e
im
p
lem
e
n
tatio
n
of
b
lo
ck
a
n
d
co
n
tin
u
o
u
s
lear
n
in
g
s
y
s
tem
s
,
also
I
n
teg
r
atio
n
of
p
r
o
d
u
ctio
n
p
r
o
c
ess
es
or
s
er
v
ices
in
to
teac
h
in
g
m
ater
ials
[
6
]
.
It
is
not
ea
s
y
to
ap
p
l
y
th
e
te
ac
h
in
g
f
ac
t
o
r
y
co
n
ce
p
t.
Ap
ar
t
f
r
o
m
r
eq
u
i
r
in
g
a
m
u
c
h
b
u
d
g
et,
m
an
y
asp
ec
ts
m
u
s
t
be
h
ar
m
o
n
ized
w
ith
th
e
in
d
u
s
tr
ial
wo
r
ld
[
7
]
.
T
h
e
f
ir
st
asp
ec
t
th
at
m
u
s
t
be
ad
ju
s
ted
is
th
e
s
tu
d
en
t
lear
n
in
g
cu
r
r
icu
lu
m
in
s
ch
o
o
l
s
.
T
h
is
is
n
ee
d
ed
so
th
at
ev
er
y
th
in
g
s
tu
d
e
n
ts
lear
n
is
in
lin
e
with
in
d
u
s
tr
ial
co
n
d
itio
n
s
an
d
n
ee
d
s
[
8
]
.
T
h
e
n
ex
t
s
tep
is
to
p
r
o
v
id
e
tr
ai
n
in
g
f
o
r
teac
h
er
s
th
r
o
u
g
h
g
u
id
an
ce
f
r
o
m
i
n
d
u
s
tr
y
p
eo
p
le
wh
o
ar
e
e
x
p
er
ts
in
th
ei
r
f
ield
s
.
Nex
t
is
to
p
r
ep
ar
e
s
ch
o
o
l
in
f
r
astru
ctu
r
e
to
s
u
p
p
o
r
t
th
e
lear
n
in
g
p
r
o
ce
s
s
with
th
e
teac
h
in
g
f
ac
to
r
y
co
n
ce
p
t.
Prim
ar
ily
,
p
r
ac
ticu
m
r
o
o
m
s
wh
er
e
s
tu
d
en
ts
lear
n
an
d
p
r
ac
tice
th
eir
h
ar
d
s
k
ills
[
9
]
.
A
lear
n
in
g
f
ac
to
r
y
is
a
s
y
s
tem
f
o
r
m
e
d
b
etwe
en
a
co
m
b
in
atio
n
of
"lea
r
n
in
g
"
an
d
"f
ac
t
o
r
y
,
so
th
at
alo
n
g
th
e
way
,
t
h
er
e
is
lear
n
i
n
g
in
a
p
r
o
d
u
ctio
n
en
v
ir
o
n
m
en
t.
T
h
e
s
tu
d
en
t'
s
ab
ilit
y
to
d
ev
elo
p
p
r
o
d
u
ctio
n
co
m
p
eten
ce
is
an
ess
en
tial
r
eq
u
ir
em
en
t
f
o
r
i
n
d
u
s
tr
y
-
b
ased
lear
n
in
g
[
1
0
]
.
I
n
d
u
s
tr
y
p
r
ac
titi
o
n
er
s
p
r
o
v
i
d
e
lear
n
in
g
m
ate
r
ials
an
d
in
d
u
s
tr
y
-
s
tan
d
ar
d
lab
o
r
ato
r
ies
in
tr
o
d
u
ce
d
to
s
tu
d
e
n
ts
in
p
r
o
d
u
ct
d
esig
n
an
d
m
an
u
f
ac
tu
r
in
g
a
n
d
p
r
o
v
i
d
e
g
u
id
an
ce
an
d
m
o
tiv
atio
n
to
m
a
n
u
f
ac
tu
r
e
p
r
o
d
u
cts
[
1
1
]
.
In
in
d
u
s
tr
ial
lear
n
in
g
,
to
im
p
r
o
v
e
s
ch
o
o
l
p
r
o
d
u
ctiv
ity
an
d
ef
f
icien
c
y
,
th
e
latest
ad
v
an
ce
s
in
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
m
u
s
t
be
in
cl
u
d
ed
[
1
2
]
.
T
o
co
m
p
lete
th
e
d
e
s
ig
n
of
i
n
d
u
s
tr
ial
lear
n
i
n
g
,
th
e
lev
el
of
ed
u
ca
tio
n
an
d
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e
m
u
s
t
be
in
teg
r
ate
d
.
Firstl
y
,
th
e
r
elev
an
t
s
u
b
ject
m
atter
m
u
s
t
be
d
eter
m
in
e
d
ac
co
r
d
in
g
to
f
u
tu
r
e
p
r
o
d
u
ctio
n
n
ee
d
s
.
Stu
d
e
n
ts
'
co
m
p
eten
cies
ar
e
th
e
g
o
al
of
in
d
u
s
tr
ial
lear
n
in
g
th
at
m
u
s
t
be
d
eter
m
in
ed
.
T
h
e
s
tu
d
e
n
ts
ar
e
eq
u
ip
p
ed
with
liter
atu
r
e
an
d
m
et
h
o
d
s
fo
r
cr
ea
tin
g
ce
r
tain
p
r
o
d
u
cts.
Ad
d
itio
n
ally
,
t
h
ey
we
r
e
g
i
v
e
n
a
s
h
o
r
t
lectu
r
e
by
a
teac
h
e
r
,
o
u
tlin
in
g
an
d
m
o
d
elin
g
t
h
e
p
r
o
v
id
ed
-
liter
atu
r
e
co
n
ce
p
ts
.
Af
ter
th
e
lectu
r
in
g
is
co
m
p
leted
,
th
e
s
tu
d
en
ts
ar
e
tr
ain
ed
in
th
e
wo
r
k
s
h
o
p
/
lab
o
r
ato
r
y
th
r
o
u
g
h
d
is
cu
s
s
io
n
g
r
o
u
p
s
[1
3]
.
Acc
o
r
d
in
g
to
Sto
jk
ić
a
n
d
B
o
š
n
jak
,
to
co
m
p
lete
th
e
in
d
u
s
t
r
ial
lear
n
in
g
d
esig
n
,
th
e
ed
u
c
atio
n
an
d
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e
le
v
el
m
u
s
t
be
alig
n
ed
[
1
4
]
.
T
h
e
in
d
u
s
tr
ial
lear
n
in
g
c
u
r
r
icu
l
u
m
(
lear
n
in
g
-
f
ac
t
o
r
y
-
cu
r
r
icu
lu
m
-
g
u
id
e
)
m
u
s
t
cr
ea
te
a
co
m
p
eten
cy
-
o
r
ien
ted
lear
n
in
g
s
y
s
tem
.
R
elev
an
t
s
u
b
ject
m
atter
m
u
s
t
be
d
eter
m
in
ed
by
th
e
n
ee
d
s
of
t
h
e
in
d
u
s
tr
y
in
teg
r
ated
with
th
e
s
ch
o
o
l
c
u
r
r
icu
l
u
m
.
I
n
d
u
s
tr
ial
lear
n
in
g
u
s
es
th
e
lear
n
in
g
p
r
o
ce
s
s
as
a
tr
ain
in
g
ap
p
r
o
ac
h
in
an
in
d
u
s
tr
ial
en
v
ir
o
n
m
e
n
t
by
a
d
o
p
tin
g
r
en
ewa
b
le
in
d
u
s
tr
y
k
n
o
wled
g
e
an
d
tec
h
n
o
lo
g
y
to
cr
ea
te
in
n
o
v
ati
o
n
s
in
im
p
r
o
v
i
n
g
cr
itical
th
in
k
i
n
g
s
k
ills
in
s
o
lv
in
g
a
p
r
o
d
u
ctio
n
p
r
o
b
lem
[
1
5
]
.
An
in
n
o
v
ativ
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
p
o
s
itiv
ely
im
p
ac
ts
s
tu
d
en
ts
b
ec
au
s
e
th
e
s
tu
d
en
ts
'
ab
ilit
y
to
d
ev
elo
p
p
r
o
d
u
ctio
n
p
o
ten
tial
is
th
e
m
ain
r
eq
u
ir
em
en
t
f
o
r
i
n
d
u
s
tr
ial
-
b
ased
lear
n
in
g
[
1
6
]
.
T
h
e
ad
v
an
tag
e
of
u
s
in
g
th
is
m
o
d
el
in
lear
n
in
g
in
v
o
ca
tio
n
al
ed
u
c
atio
n
is
th
at
s
tu
d
en
ts
'
p
r
ac
tical
ab
ilit
i
es
(
s
k
ills
)
will
be
g
u
ar
an
teed
to
r
ea
c
h
a
p
r
o
f
ess
io
n
al
lev
el.
Acc
o
r
d
in
g
to
one
of
th
e
v
o
ca
tio
n
al
e
d
u
ca
tio
n
p
r
i
n
cip
le
f
r
o
m
Pr
o
s
s
er
,
v
o
ca
tio
n
al
ed
u
ca
tio
n
will
be
e
f
f
ec
tiv
e
if
u
n
d
er
t
h
e
o
r
ig
i
n
al
wo
r
k
p
lace
[
1
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t o
f te
a
ch
i
n
g
fa
cto
r
y
co
mp
eten
cy
-
b
a
s
ed
f
o
r
vo
ca
tio
n
a
l seco
n
d
a
r
y
… (
S
in
th
a
Wa
h
ju
s
a
p
u
tr
i
)
355
2.
RE
S
E
ARCH
M
E
T
HOD
T
h
is
r
esear
ch
co
n
d
u
cted
u
s
in
g
r
esear
ch
an
d
d
ev
el
o
p
m
en
t
m
o
d
el
(
R
&
D
m
o
d
el)
to
en
co
u
r
ag
e
th
e
teac
h
in
g
f
ac
t
o
r
y
lear
n
in
g
m
o
d
el
as
an
in
d
u
s
tr
y
-
b
ased
lear
n
i
n
g
s
y
s
tem
.
T
he
r
esear
c
h
an
d
d
ev
elo
p
m
e
n
t
m
o
d
el
is
a
m
o
d
el
to
im
p
r
o
v
e
th
e
q
u
ality
of
teac
h
in
g
f
ac
to
r
y
lea
r
n
in
g
in
v
o
ca
tio
n
al
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
Fu
r
th
er
m
o
r
e
,
R
esear
ch
an
d
D
ev
elo
p
m
en
t
m
o
d
el
aim
s
to
f
in
d
,
d
ev
el
o
p
an
d
v
alid
ate
a
p
r
o
d
u
ct.
Fin
d
in
g
is
th
e
b
eg
in
n
in
g
of
co
n
d
u
ctin
g
r
esear
ch
th
at
aim
s
to
f
in
d
k
n
o
wle
d
g
e
ab
o
u
t
th
e
b
asis
of
a
th
in
g
wh
ile
d
ev
elo
p
in
g
aim
s
to
d
e
v
elo
p
k
n
o
wled
g
e
th
at
h
as
b
ee
n
o
b
tain
e
d
f
r
o
m
in
itial
r
esear
ch
in
th
e
f
o
r
m
of
a
p
ar
ticu
lar
p
r
o
d
u
ct.
Hen
ce
,
v
alid
atin
g
is
co
n
d
u
cte
d
as
an
ef
f
o
r
t
to
test
th
e
ef
f
ec
tiv
en
ess
of
th
e
d
ev
elo
p
ed
p
r
o
d
u
cts.
T
h
e
teac
h
in
g
f
ac
to
r
y
c
o
n
ce
p
t
is
co
n
s
tr
u
cte
d
to
im
p
r
o
v
e
s
tu
d
en
ts
'
p
r
o
d
u
ctiv
e
s
u
b
jects'
co
m
p
eten
cies
[
1
2
]
.
T
h
e
teac
h
in
g
f
ac
to
r
y
m
o
d
el
ap
p
lies
s
ix
s
tep
s
lik
e
a
lear
n
in
g
m
o
d
el
u
s
in
g
th
e
R
&
D
m
eth
o
d
.
T
h
e
s
ix
s
tep
s
of
one
cy
cle
of
th
is
m
o
d
el
ar
e:
i
)
R
ec
eiv
e
th
e
o
r
d
er
;
ii
)
An
aly
ze
th
e
o
r
d
er
s
;
iii
)
Sh
o
w
th
e
r
ea
d
in
ess
to
wo
r
k
on
o
r
d
er
s
;
iv
)
Fin
is
h
th
e
o
r
d
er
s
;
v
)
C
o
n
d
u
ctin
g
q
u
ality
co
n
tr
o
l;
vi
)
Su
b
m
it
th
e
o
r
d
er
s
[
1
8
]
.
T
h
e
p
r
elim
in
ar
y
s
tag
e
in
clu
d
es
p
o
ten
ti
al
an
d
p
r
o
b
lem
a
n
aly
s
is
.
T
h
is
p
r
elim
in
ar
y
ac
tiv
ity
aim
s
to
f
in
d
out
th
e
p
r
o
b
lem
s
s
tu
d
en
ts
f
ac
e
in
t
h
e
teac
h
in
g
f
ac
to
r
y
lear
n
in
g
p
r
o
ce
s
s
an
d
f
in
d
out
t
h
e
p
o
ten
tial
of
p
r
o
d
u
cts
d
ev
elo
p
e
d
to
h
elp
s
tu
d
en
ts
o
v
er
co
m
e
th
e
p
r
o
b
lem
s
th
e
y
f
ac
e
r
elate
d
to
th
e
p
r
o
b
lem
of
lea
r
n
in
g
in
d
ep
e
n
d
en
ce
.
T
h
e
p
r
o
d
u
ct
d
esig
n
s
tag
e
is
ca
r
r
ied
out
th
r
o
u
g
h
th
e
d
esig
n
of
th
e
teac
h
in
g
f
ac
to
r
y
lea
r
n
in
g
m
o
d
el
th
at
h
as
b
ee
n
p
r
ep
ar
e
d
b
etwe
en
th
e
s
c
h
o
o
l
a
n
d
th
e
DU
-
DI
.
E
ac
h
s
te
p
of
th
e
m
o
d
elin
g
d
escr
ib
es
th
e
co
m
p
o
n
en
ts
of
th
e
p
r
o
d
u
ct
d
esig
n
d
ev
elo
p
e
d
b
et
wee
n
th
e
two
p
ar
ties
.
T
h
e
d
ev
elo
p
m
en
t
p
r
o
ce
d
u
r
e
i
n
d
ir
ec
tly
p
r
o
v
id
es
in
s
tr
u
ctio
n
s
r
eg
ar
d
i
n
g
p
r
o
ce
d
u
r
al
s
tep
s
in
p
r
o
d
u
cin
g
p
r
o
d
u
ct
s
p
ec
if
icatio
n
s
th
at
m
ee
t
s
p
ec
if
ic
cr
iter
ia
ac
co
r
d
in
g
to
th
e
o
b
jectiv
es
of
th
e
i
n
d
u
s
tr
ial
p
ar
tn
er
s
[
7
]
.
Af
ter
th
e
p
r
o
d
u
ct
is
f
in
is
h
ed
in
th
e
m
an
u
f
ac
tu
r
in
g
p
r
o
c
ess
,
v
alid
atio
n
is
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
th
e
f
ea
s
ib
ilit
y
of
th
e
teac
h
i
n
g
f
ac
to
r
y
mo
d
el.
At
th
is
s
tag
e,
th
e
co
n
ten
t
v
alid
atio
n
of
th
e
m
o
d
el
is
ca
r
r
ied
o
u
t.
W
ith
th
e
im
p
lem
en
tatio
n
of
c
o
n
ten
t
v
alid
atio
n
,
th
e
d
ev
el
o
p
ed
teac
h
in
g
f
ac
to
r
y
lear
n
i
n
g
m
o
d
el
h
as
r
ev
ea
led
an
ass
ess
m
en
t
of
th
e
co
n
ten
t
of
a
co
n
ce
p
t
to
be
co
n
v
ey
ed
.
C
o
n
ten
t
v
alid
atio
n
o
n
th
e
f
ea
s
ib
ilit
y
of
th
e
teac
h
in
g
f
ac
to
r
y
lear
n
in
g
m
o
d
el
was
ca
r
r
ied
o
u
t
by
co
n
s
u
ltin
g
an
d
ask
in
g
f
o
r
o
p
in
io
n
s
a
n
d
s
u
g
g
esti
o
n
s
on
p
r
o
d
u
cts
d
ev
elo
p
e
d
to
ex
p
e
r
ts
f
r
o
m
th
e
b
u
s
in
ess
wo
r
ld
an
d
I
n
d
u
s
tr
y
as
s
ch
o
o
l
p
ar
t
n
er
s
.
Valid
ati
o
n
to
ex
p
e
r
ts
in
th
is
s
tu
d
y
s
ta
ted
wh
eth
er
th
e
teac
h
in
g
f
ac
to
r
y
lear
n
in
g
m
o
d
el
d
e
v
elo
p
ed
was
r
ea
d
y
to
test
s
tu
d
en
ts
[
1
9
]
.
T
h
e
s
tag
e
of
test
in
g
th
e
p
r
o
d
u
ct
d
ev
elo
p
ed
is
th
e
s
tag
e
of
i
m
p
lem
en
tin
g
f
o
r
m
ativ
e
e
v
alu
atio
n
.
T
h
is
s
tag
e
aim
s
to
f
in
d
out
th
e
s
u
cc
ess
of
th
e
l
ea
r
n
in
g
m
o
d
el
p
r
o
d
u
ct
d
ev
elo
p
ed
in
in
d
ep
en
d
en
t
lear
n
in
g
.
T
h
is
s
tu
d
y
u
s
es
th
e
Delp
h
i
tech
n
i
q
u
e,
wh
ich
a
q
u
alitativ
e
ap
p
r
o
ac
h
u
s
ed
to
p
r
ed
ict
an
e
v
en
t's
ten
d
en
cy
in
th
e
f
u
tu
r
e
in
wh
ich
th
e
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
in
v
o
lv
ed
s
ev
er
al
ex
p
er
ts
.
T
h
is
m
eth
o
d
aim
s
to
co
m
b
in
e
ex
p
er
t
o
p
in
io
n
s
on
a
p
r
o
b
lem
or
ev
en
t.
T
h
e
Delp
h
i
tech
n
i
q
u
e
was
e
n
g
ag
e
d
to
m
ea
s
u
r
e
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
of
ch
ar
ac
te
r
e
d
u
ca
tio
n
[
2
0
]
.
T
h
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
d
en
t is p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1.
Dis
tr
ib
u
tio
n
o
f
r
esp
o
n
d
en
ts
No
S
c
h
o
o
l
n
1
S
M
K
N
4
S
u
r
a
k
a
r
t
a
24
2
S
M
K
N
1
Te
m
a
n
g
g
u
n
g
22
3
S
M
K
N
7
S
e
m
a
r
a
n
g
1
4
2
4
S
M
K
S
M
u
h
a
mm
a
d
i
y
a
h
1
S
u
k
o
h
a
r
j
o
10
5
S
M
K
N
P
G
R
I
1
K
u
d
u
s
17
To
t
a
l
2
1
5
T
he
r
esear
ch
u
s
in
g
Slo
v
in
f
o
r
m
u
la
t
o
d
eter
m
in
e
th
e
n
u
m
b
er
of
s
am
p
les
.
Slo
v
in
f
o
r
m
u
la
is
a
m
ath
em
atica
l
s
y
s
tem
u
s
ed
to
ca
lcu
late
th
e
n
u
m
b
e
r
of
p
a
r
ticu
lar
o
b
jects
wh
o
s
e
ex
ac
t
ch
ar
ac
ter
is
tics
ar
e
u
n
k
n
o
wn
[
2
1
]
.
Slo
v
in
tech
n
i
q
u
e
f
o
r
m
u
la
with
5%
to
ler
a
b
le
er
r
o
r
is
as
(
1
)
:
=
1
+
2
(
1
)
W
h
er
e:
n
=sam
p
le
s
ize
N=
p
o
p
u
latio
n
s
ize
e=
er
r
o
r
lev
el
(
α
=5
%)
T
h
e
s
am
p
le
ca
lcu
latio
n
is
as
(
2
)
:
=
215
1
+
125
(
0
.
05
)
2
=
140
(
2
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
3
5
3
-
360
356
T
h
is
s
tu
d
y
u
s
e
d
f
o
u
r
tech
n
iq
u
es
f
o
r
d
ata
co
llectio
n
,
wh
ich
a
r
e
:
i
)
F
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
(
FGD)
;
ii
)
o
b
s
er
v
atio
n
;
iii
)
i
n
ter
v
iew;
an
d
iv
)
d
o
cu
m
e
n
tatio
n
.
T
h
e
FG
D
ac
tiv
ity
in
v
o
lv
e
d
18
ex
p
er
t
s
th
at
co
n
s
is
t
of
s
ix
p
r
in
cip
als,
s
ix
co
o
r
d
in
atin
g
te
ac
h
er
s
in
th
e
teac
h
in
g
f
ac
to
r
y
[
2
1
]
,
an
d
s
ix
p
r
o
d
u
ctiv
e
teac
h
er
s
in
th
e
teac
h
in
g
f
ac
to
r
y
of
f
iv
e
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
in
C
en
tr
al
J
av
a.
T
h
e
d
ata
wer
e
o
b
tain
ed
t
h
r
o
u
g
h
FGD.
Af
ter
ca
r
r
y
in
g
out
FGD,
th
e
n
ex
t
s
tep
was
to
v
alid
ate
th
e
m
o
d
el.
T
h
e
d
at
a
an
aly
ze
d
q
u
an
titativ
ely
alo
n
g
with
d
escr
ip
tiv
e
an
aly
s
is
tech
n
iq
u
es.
On
e
of
th
e
f
u
n
ctio
n
s
of
d
escr
ip
tiv
e
an
al
y
s
is
is
to
p
r
esen
t
r
esear
ch
d
ata
in
a
s
im
p
le
f
o
r
m
to
p
o
r
tr
ay
a
n
o
v
er
v
iew
of
r
esear
ch
r
esu
lts
.
T
h
e
q
u
alitativ
e
d
ata
an
aly
s
is
tech
n
iq
u
e
was
co
n
d
u
cted
to
u
n
d
er
s
tan
d
th
e
r
esu
lts
of
v
alid
atio
n
d
ata
(
ass
ess
m
en
ts
)
f
r
o
m
ex
p
er
ts
wh
o
h
a
d
p
r
o
v
id
ed
v
alu
ab
le
in
f
o
r
m
atio
n
f
o
r
th
e
a
d
v
an
ce
m
en
t
an
d
co
m
p
r
eh
en
s
iv
en
ess
of
t
h
e
teac
h
in
g
fa
cto
r
y
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
is
r
esear
ch
u
s
es
th
e
m
eta
-
e
th
n
o
g
r
a
p
h
y
ap
p
r
o
ac
h
to
d
is
co
v
er
s
u
cc
ess
f
ac
to
r
s
in
im
p
lem
en
tin
g
th
e
teac
h
in
g
f
ac
to
r
y
m
o
d
el.
As
p
r
ev
io
u
s
ly
e
x
p
lain
ed
,
d
ata
at
t
h
e
R
&
D
m
eth
o
d
s
tag
e
is
a
lis
t
of
s
u
cc
ess
f
ac
to
r
s
v
alid
ated
to
d
eter
m
i
ne
each
te
ac
h
in
g
f
ac
to
r
y
m
o
d
el
[
1
5
]
.
T
h
e
m
eta
-
eth
n
o
g
r
ap
h
y
m
eth
o
d
was
in
tr
o
d
u
ce
d
an
d
d
escr
ib
ed
as
an
attem
p
t
to
d
ev
elo
p
an
in
d
u
ctiv
e
in
ter
p
r
et
iv
e
m
o
d
el
of
k
n
o
wled
g
e
s
y
n
th
esis
[
1
7
]
.
Me
ta
-
eth
n
o
g
r
a
p
h
y
is
a
q
u
alitativ
e
s
y
n
th
esis
m
eth
o
d
b
u
t
is
d
if
f
er
en
t
f
r
o
m
t
h
e
liter
atu
r
e
r
e
v
iew.
T
h
e
liter
atu
r
e
r
ev
iew
co
n
clu
d
es
to
p
r
o
v
i
d
e
in
f
o
r
m
a
tio
n
ab
o
u
t
c
u
r
r
e
n
t
k
n
o
wled
g
e.
T
h
e
q
u
alitativ
e
s
y
n
th
esis
m
e
th
o
d
d
escr
ib
es
an
d
in
teg
r
ates
ac
r
o
s
s
s
tu
d
ies
to
p
r
o
d
u
ce
n
ew
u
n
d
er
s
tan
d
in
g
s
a
n
d
v
iews
[
1
6
]
.
Me
ta
-
eth
n
o
g
r
a
p
h
y
is
an
in
d
u
ctiv
e
in
ter
p
r
etiv
e
ap
p
r
o
ac
h
th
at
ca
r
r
ies
out
r
ein
ter
p
r
etatio
n
of
v
ar
i
o
u
s
r
esear
ch
r
esu
lts
or
p
r
im
ar
y
s
tu
d
ies
to
p
r
o
d
u
ce
or
d
e
v
elo
p
n
ew
th
e
o
r
ies
to
c
o
m
p
lem
en
t
ex
is
tin
g
th
eo
r
ies
[
1
7
]
.
T
h
e
s
y
n
th
esized
s
tu
d
ies
ar
e
tr
ea
ted
in
th
e
s
am
e
way
as
th
e
p
r
im
ar
y
d
ata.
Me
ta
-
eth
n
o
g
r
ap
h
y
tak
es
co
n
ce
p
ts
th
at
ar
e
o
f
ten
im
p
licit
in
b
ein
g
lin
k
ed
to
g
eth
er
an
d
co
m
p
iled
in
to
a
th
eo
r
etica
l
m
o
d
el
with
n
ew
m
ea
n
in
g
[
1
8
]
.
Me
ta
-
eth
n
o
g
r
a
p
h
y
co
n
s
is
ts
of
s
ev
en
s
tep
s
as:
i)
Get
s
tar
te
d
,
wh
er
e
m
eta
-
eth
n
o
g
r
a
p
h
y
r
esear
ch
er
s
d
eter
m
in
e
or
id
en
tif
y
r
esear
c
h
to
p
ics
f
o
r
th
e
s
y
n
t
h
esis
p
r
o
ce
s
s
.
T
h
e
r
esear
ch
to
p
ic
h
er
e
is
wh
at
is
th
e
m
ain
in
ter
est
of
th
e
s
tu
d
y
b
ein
g
c
o
n
d
u
cte
d
;
ii)
Dec
id
e
wh
at
is
r
elev
an
t
to
th
e
in
itial
in
ter
e
s
t
,
wh
er
e
th
e
m
eta
-
eth
n
o
g
r
a
p
h
y
r
esear
c
h
er
d
eter
m
in
es
wh
at
is
r
elev
an
t
to
th
e
r
esear
ch
in
ter
est,
in
clu
d
in
g
wh
at
s
tu
d
ies
wi
ll
be
in
v
o
lv
ed
.
A
s
ea
r
ch
in
g
s
tr
ate
g
y
is
n
ee
d
ed
at
th
is
s
tag
e,
wh
er
e
th
e
s
ea
r
ch
p
r
o
ce
s
s
u
s
es
v
ar
i
ous
ty
p
es
of
elec
tr
o
n
ic
s
cien
tific
d
ata
b
ases
.
Sear
ch
in
g
can
be
d
o
n
e
by
u
s
in
g
a
v
ar
io
u
s
k
ey
wo
r
d
th
at
r
elev
an
t
with
th
e
in
itial
in
ter
est
;
iii)
R
ea
d
th
e
s
tu
d
ies
,
wh
er
e
m
eta
-
eth
n
o
g
r
a
p
h
y
r
esear
ch
er
s
r
ea
d
r
ep
ea
te
d
ly
an
d
r
ev
iew
a
n
d
m
ar
k
co
n
ce
p
ts
in
th
e
f
o
r
m
of
in
ter
p
r
etiv
e
m
etap
h
o
r
s
.
T
h
e
co
n
ce
p
t
b
ec
o
m
es
r
aw
d
ata
or
in
p
u
t
f
o
r
t
h
e
n
e
x
t
s
y
n
th
esis
p
r
o
ce
s
s
;
iv
)
Dete
r
m
i
n
e
h
o
w
th
e
s
tu
d
ies
ar
e
r
elate
d
.
In
d
o
i
n
g
t
h
e
s
y
n
t
h
esis
,
v
ar
io
u
s
s
tu
d
ies
m
u
s
t
be
put
to
g
eth
er
to
r
eq
u
ir
e
d
eter
m
in
in
g
th
e
r
elatio
n
s
h
ip
or
r
e
latio
n
s
h
ip
b
etwe
en
th
e
s
tu
d
ies
to
be
s
y
n
th
esized
f
u
r
th
er
.
T
h
is
s
tag
e
in
v
o
lv
es
m
ak
in
g
a
lis
t
of
cr
itical
m
etap
h
o
r
s
,
p
h
r
ases
,
id
ea
s
or
co
n
ce
p
ts
an
d
th
ei
r
r
elatio
n
s
h
ip
s
th
at
ar
e
u
s
ed
in
each
ac
co
u
n
t
an
d
co
m
b
in
ed
.
At
th
e
en
d
of
th
is
p
h
ase,
in
itia
l
ass
u
m
p
tio
n
s
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
ies
can
be
m
ad
e.
T
h
ese
ass
u
m
p
tio
n
s
can
be
in
r
ec
ip
r
o
ca
l
tr
an
s
latio
n
s
,
r
ef
u
tatio
n
al
tr
an
s
latio
n
s
,
or
ar
g
u
m
en
t
s
eq
u
e
n
ce
s
.
T
h
e
in
d
icato
r
s
of
teac
h
in
g
f
a
cto
r
y
im
p
lem
e
n
tatio
n
s
u
cc
ess
es
at
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
in
C
en
tr
al
J
av
a
b
ase
d
on
q
u
ality
of
th
e
t
ea
ch
in
g
f
ac
t
o
r
y
f
r
am
ewo
r
k
c
o
n
s
is
ts
of
30
item
s
f
r
o
m
20
r
e
f
er
en
ce
s
(
[
2
2
]
–
[
4
1
]
)
p
r
esen
ted
in
T
a
b
le
2.
i)
T
h
e
q
u
esti
o
n
n
air
e
was
f
illed
out
by
2
1
5
s
tu
d
en
ts
an
d
th
e
r
esu
lts
of
th
e
q
u
esti
o
n
n
air
e
wer
e
ca
lcu
lated
co
n
ten
t
v
alid
ity
c
o
ef
f
icien
ts
f
o
r
ea
c
h
s
u
cc
ess
fa
ct
o
r
item
u
s
in
g
th
e
Aik
e
n
'
s
V
f
o
r
m
u
l
a
.
B
ased
on
th
e
co
n
ten
t
v
alid
ity
s
ig
n
i
f
ican
ce
s
tan
d
ar
d
(
V)
,
f
o
r
140
s
tu
d
en
ts
(
r
ater
)
an
d
f
iv
e
ca
teg
o
r
ies
(
L
ik
er
t
s
ca
le)
,
th
e
m
in
im
u
m
v
al
u
e
of
s
ig
n
if
ican
t
co
n
ten
t
v
alid
ity
(
V)
is
r
co
u
n
t
>
r
tab
le.
ii)
T
h
e
h
o
m
o
g
en
eity
-
r
eliab
ilit
y
co
ef
f
icien
t
was
ca
lcu
lated
f
o
r
e
ac
h
item
o
f
th
e
s
u
cc
ess
f
ac
to
r
u
s
in
g
th
e
g
iv
en
Aik
en
'
s
H
f
o
r
m
u
la
[
2
]
.
B
ased
o
n
th
e
s
ig
n
if
ican
t
s
tan
d
ar
d
o
f
h
o
m
o
g
en
eity
r
eliab
ilit
y
(
H)
,
f
o
r
1
4
0
s
tu
d
en
ts
in
class
XI
-
XI
I
(
r
ater
)
an
d
f
i
v
e
ca
teg
o
r
ies
(
L
ik
er
t
s
ca
le)
,
t
h
e
m
in
im
u
m
c
o
ef
f
icien
t
o
f
h
o
m
o
g
e
n
eity
(
H)
r
eliab
ilit
y
v
alu
e
th
at
was
co
n
s
id
er
ed
s
ig
n
if
ican
t
was
0
.
5
1
(
H>
0
.
5
1
)
.
T
h
u
s
,
if
alp
h
a>
0
.
0
8
s
u
g
g
ested
all
item
s
wer
e
r
eliab
le,
a
n
d
all
test
s
co
n
s
is
ten
tly
h
ad
s
tr
o
n
g
r
eliab
ilit
y
.
T
h
er
ef
o
r
e,
th
e
f
ac
to
r
y
-
teac
h
i
n
g
m
o
d
el'
s
item
f
ac
to
r
s
u
cc
ess
af
ter
th
e
r
eli
ab
ilit
y
test
in
g
u
s
in
g
SP
SS
2
4
th
er
e
wer
e
3
0
item
s
d
ec
lar
ed
r
eliab
le.
iii)
Mo
d
el
s
o
cial
p
r
o
b
lem
-
s
o
l
v
in
g
m
o
d
el
tr
ain
s
s
tu
d
en
ts
to
th
in
k
s
y
s
tem
atica
lly
ab
o
u
t
all
th
e
p
r
o
b
lem
s
th
ey
f
ac
e
an
d
en
c
o
u
r
a
g
es
th
em
to
d
esig
n
in
v
e
n
tio
n
s
[
4
2
]
.
B
esid
es,
it
u
r
g
es
s
tu
d
en
ts
to
th
in
k
a
n
d
ac
t
cr
ea
tiv
el
y
an
d
s
o
lv
e
p
r
o
b
lem
s
r
ea
lis
ticall
y
.
I
t
also
in
s
p
ir
es
s
tu
d
e
n
ts
to
i
d
en
tify
a
n
d
in
v
esti
g
ate,
in
ter
p
r
et
an
d
e
v
alu
ate
o
b
s
er
v
atio
n
in
m
ater
ial
lear
n
i
n
g
,
an
d
s
tim
u
late
p
r
o
g
r
ess
in
t
h
in
k
in
g
.
Stu
d
en
ts
ar
e
also
s
t
i
m
u
lated
to
s
o
lv
e
p
r
o
b
lem
s
f
ac
ed
a
p
p
r
o
p
r
iately
.
T
h
u
s
,
s
o
cial
p
r
o
b
lem
-
s
o
lv
in
g
m
o
d
els
m
ak
e
s
ch
o
o
l
e
d
u
ca
tio
n
m
o
r
e
r
ele
v
an
t
to
life
,
f
in
d
v
ar
io
u
s
way
s
o
u
t
o
f
d
if
f
icu
lties
en
c
o
u
n
ter
e
d
,
a
n
aly
ze
a
p
r
o
b
lem
f
r
o
m
v
ar
i
o
u
s
asp
ec
ts
,
an
d
ed
u
ca
te
s
tu
d
en
ts
co
n
f
i
d
en
t
a
b
o
u
t
th
eir
a
b
ilit
ies.
T
h
e
teac
h
in
g
f
ac
to
r
y
lear
n
i
n
g
im
p
l
e
m
en
tatio
n
was
m
ea
s
u
r
ed
u
s
in
g
t
h
e
s
o
cial
p
r
o
b
lem
-
s
o
lv
in
g
m
o
d
el
b
ased
o
n
th
e
in
d
icato
r
s
p
r
esen
te
d
in
T
a
b
le
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t o
f te
a
ch
i
n
g
fa
cto
r
y
co
mp
eten
cy
-
b
a
s
ed
f
o
r
vo
ca
tio
n
a
l seco
n
d
a
r
y
… (
S
in
th
a
Wa
h
ju
s
a
p
u
tr
i
)
357
Acc
o
r
d
in
g
t
o
th
e
teac
h
i
n
g
f
ac
to
r
y
m
o
d
el
g
u
id
e'
s
ass
e
s
s
m
en
t
s
tan
d
ar
d
s
,
th
e
m
ea
n
s
c
o
r
e
was
at
in
ter
v
als
g
r
ea
ter
th
an
3
.
4
-
4
.
0
0
,
in
clu
d
in
g
e
x
ce
llen
t
o
r
p
r
o
p
er
ca
teg
o
r
ies.
T
h
er
ef
o
r
e,
th
e
teac
h
in
g
f
ac
to
r
y
m
o
d
el
ap
p
r
o
p
r
iately
u
s
ed
with
s
o
m
e
im
p
r
o
v
em
en
ts
.
T
v
e
n
g
e
,
Ma
r
tin
s
en
,
an
d
Ko
lla
ar
g
u
e
d
th
at
th
e
teac
h
in
g
f
ac
to
r
y
m
o
d
el
is
v
alid
ated
i
n
o
b
jectiv
ity
,
p
r
ac
ticality
,
an
d
ef
f
icien
cy
[
4
3
]
.
T
ab
le
2.
V
co
e
f
f
icien
t
an
d
H
c
o
ef
f
icien
t
of
teac
h
in
g
f
ac
to
r
y
s
u
cc
ess
f
ac
to
r
No
Te
a
c
h
i
n
g
f
a
c
t
o
r
y
s
u
c
c
e
ss fa
c
t
o
r
V
c
o
e
f
f
i
c
i
e
n
t
H
c
o
e
f
f
i
c
i
e
n
t
S
i
g
.
1
I
h
a
v
e
w
o
r
k
e
x
p
e
r
i
e
n
c
e
f
r
o
m
DU
-
DI
w
h
i
c
h
s
u
p
p
o
r
t
s
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
l
e
a
r
n
i
n
g
0
.
7
5
7
0
.
9
1
7
0
.
0
0
0
2
I
h
a
v
e
r
e
c
e
i
v
e
d
t
r
a
i
n
i
n
g
/
w
o
r
k
s
h
o
p
s
/
se
mi
n
a
r
s
f
r
o
m
DU
-
DI
t
h
a
t
s
u
p
p
o
r
t
c
o
m
p
e
t
e
n
c
y
a
c
h
i
e
v
e
me
n
t
0
.
6
6
9
0
.
9
1
6
0
.
0
0
0
3
I
a
c
t
i
v
e
l
y
p
a
r
t
i
c
i
p
a
t
e
in
t
r
a
i
n
i
n
g
h
e
l
d
by
DU
-
DI
0
.
6
5
3
0
.
9
1
5
0
.
0
0
0
4
I
can
d
e
v
e
l
o
p
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
p
o
t
e
n
t
i
a
l
/
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
t
h
r
o
u
g
h
l
e
a
r
n
i
n
g
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
0
.
6
7
6
0
.
9
1
8
0
.
0
0
0
5
I
u
n
d
e
r
st
a
n
d
t
h
e
t
h
e
o
r
y
of
ma
n
a
g
i
n
g
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
l
e
a
r
n
i
n
g
0
.
6
5
8
0
.
9
1
7
0
.
0
0
0
6
I
u
n
d
e
r
st
a
n
d
t
h
e
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
l
e
a
r
n
i
n
g
p
r
i
n
c
i
p
l
e
s
0
.
7
1
2
0
.
9
1
8
0
.
0
0
0
7
It
is
e
a
s
i
e
r
f
o
r
me
to
u
n
d
e
r
st
a
n
d
t
h
e
m
a
t
e
r
i
a
l
w
h
e
n
it
is
p
r
a
c
t
i
c
e
d
d
i
r
e
c
t
l
y
at
t
h
e
TEFA
w
o
r
k
s
h
o
p
s
e
r
v
i
c
e
u
n
i
t
b
a
se
d
on
t
h
e
p
r
o
c
e
d
u
r
e
s
a
n
d
st
a
n
d
a
r
d
s
of
w
o
r
k
i
n
g
in
r
e
a
l
DU
-
DI
0
.
5
5
9
0
.
9
2
0
0
.
0
0
0
8
I
c
r
e
a
t
e
an
i
n
d
u
s
t
r
i
a
l
w
o
r
k
i
n
g
a
t
m
o
s
p
h
e
r
e
in
l
e
a
r
n
i
n
g
0
.
7
6
2
0
.
9
1
9
0
.
0
0
0
9
I
a
p
p
l
y
e
x
i
st
i
n
g
t
e
c
h
n
o
l
o
g
y
in
t
h
e
i
n
d
u
st
r
y
in
l
e
a
r
n
i
n
g
0
.
7
7
4
0
.
9
1
8
0
.
0
0
0
10
I
a
p
p
l
y
i
n
d
u
st
r
i
a
l
w
o
r
k
c
u
l
t
u
r
e
in
l
e
a
r
n
i
n
g
0
.
7
5
1
0
.
9
1
8
0
.
0
0
0
11
I
h
a
v
e
a
h
i
g
h
w
o
r
k
e
t
h
i
c
0
.
6
5
6
0
.
9
1
7
0
.
0
0
0
12
I
h
a
v
e
a
h
i
g
h
s
e
n
s
e
of
r
e
s
p
o
n
s
i
b
i
l
i
t
y
in
c
o
m
p
l
e
t
i
n
g
t
h
e
w
o
r
k
g
i
v
e
n
by
t
h
e
t
e
a
c
h
e
r
a
n
d
t
h
e
DU
-
DI
0
.
6
4
6
0
.
9
1
8
0
.
0
0
0
13
I
h
a
v
e
h
i
g
h
s
e
l
f
-
c
o
n
f
i
d
e
n
c
e
0
.
6
8
7
0
.
9
1
9
0
.
0
0
0
14
I
u
n
d
e
r
st
a
n
d
,
o
b
e
y
a
n
d
t
e
a
c
h
so
c
i
a
l
n
o
r
ms
0
.
6
0
8
0
.
9
2
0
0
.
0
0
0
15
I
mai
n
t
a
i
n
g
o
o
d
c
o
m
mu
n
i
c
a
t
i
o
n
w
i
t
h
DU
-
DI
0
.
6
8
4
0
.
9
1
8
0
.
0
0
0
16
I
h
a
v
e
b
r
o
a
d
a
n
d
in
-
d
e
p
t
h
k
n
o
w
l
e
d
g
e
a
b
o
u
t
t
h
e
s
u
b
j
e
c
t
ma
t
t
e
r
g
i
v
e
n
a
c
c
o
r
d
i
n
g
to
DU
-
DI
st
a
n
d
a
r
d
s
0
.
7
5
3
0
.
9
1
6
0
.
0
0
0
17
I
h
a
v
e
p
r
a
c
t
i
c
a
l
sk
i
l
l
s
a
c
c
o
r
d
i
n
g
to
t
h
e
su
b
j
e
c
t
s
t
h
a
t
I
st
u
d
y
0
.
7
2
8
0
.
9
1
9
0
.
0
0
0
18
I
g
e
t
g
u
i
d
a
n
c
e
a
n
d
me
n
t
o
r
i
n
g
t
e
a
c
h
e
r
s
in
a
c
c
o
r
d
a
n
c
e
w
i
t
h
t
h
e
c
o
m
p
e
t
e
n
c
i
e
s
t
a
u
g
h
t
0
.
6
9
9
0
.
9
1
8
0
.
0
0
0
19
I
am
p
a
ss
i
o
n
a
t
e
a
b
o
u
t
e
x
p
l
o
r
i
ng
to
c
r
e
a
t
e
a
n
d
d
e
v
e
l
o
p
p
r
o
d
u
c
t
s
0
.
6
6
0
0
.
9
1
8
0
.
0
0
0
20
Te
a
c
h
i
n
g
f
a
c
t
o
r
y
as
a
s
o
l
u
t
i
o
n
in
o
v
e
r
c
o
m
i
n
g
p
r
o
b
l
e
ms
t
h
a
t
a
r
i
se
d
u
r
i
n
g
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
0
.
7
2
2
0
.
9
1
6
0
.
0
0
0
21
DU
-
DI
mak
e
s
a
c
o
n
t
r
i
b
u
t
i
o
n
t
h
a
t
a
d
a
p
t
s
to
t
h
e
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
l
e
a
r
n
i
n
g
d
e
si
g
n
f
r
o
m
t
he
sch
o
o
l
0
.
7
2
8
0
.
9
1
7
0
.
0
0
0
22
DU
-
DI
p
r
o
v
i
d
e
s
t
r
a
i
n
i
n
g
f
o
r
i
n
st
r
u
c
t
o
r
s
0
.
7
1
5
0
.
9
1
7
0
.
0
0
0
23
DU
-
DI
p
r
o
v
i
d
e
s
t
r
a
i
n
i
n
g
f
o
r
st
u
d
e
n
t
s
0
.
7
5
6
0
.
9
1
7
0
.
0
0
0
24
DU
-
DI
p
r
o
v
i
d
e
s
t
r
a
i
n
i
n
g
f
o
r
sc
h
o
o
l
a
d
mi
n
i
s
t
r
a
t
o
r
s.
0
.
7
2
3
0
.
9
2
1
0
.
0
0
0
25
DU
-
DI
h
e
l
p
s
p
r
o
v
i
d
e
H
R
/
i
n
st
r
u
c
t
o
r
f
a
c
i
l
i
t
i
e
s
0
.
7
4
2
0
.
9
1
9
0
.
0
0
0
26
DU
-
DI
h
e
l
p
s
p
r
o
v
i
d
e
i
n
f
r
a
st
r
u
c
t
u
r
e
f
a
c
i
l
i
t
i
e
s
0
.
7
4
0
0
.
9
2
0
0
.
0
0
0
27
DU
-
DI
h
e
l
p
s
p
r
o
v
i
d
e
l
e
a
r
n
i
n
g
r
e
s
o
u
r
c
e
f
a
c
i
l
i
t
i
e
s
0
.
6
4
9
0
.
9
1
9
0
.
0
0
0
28
S
c
h
o
o
l
s
a
r
e
a
c
t
i
v
e
l
y
o
f
f
e
r
i
n
g
c
o
o
p
e
r
a
t
i
o
n
w
i
t
h
DU
-
DI
0
.
5
3
2
0
.
9
2
0
0
.
0
0
0
29
DU
-
D
I
i
n
v
o
l
v
e
d
in
c
o
o
p
e
r
a
t
i
o
n
is
mo
r
e
t
h
a
n
1
0
.
7
0
7
0
.
9
1
9
0
.
0
0
0
30
Th
e
p
r
o
d
u
c
t
i
o
n
p
r
o
c
e
ss
is
c
a
r
r
i
e
d
o
u
t
in
sc
h
o
o
l
s
0
.
6
9
6
0
.
9
1
9
0
.
0
0
0
31
Th
e
r
o
l
e
of
q
u
a
l
i
t
y
c
o
n
t
r
o
l
is
h
e
l
d
by
DU
-
DI
0
.
7
2
8
0
.
9
1
9
0
.
0
0
0
T
ab
le
3.
T
h
e
g
u
i
d
in
g
of
th
e
te
ac
h
in
g
f
ac
to
r
y
m
o
d
el
ass
es
s
m
en
t
r
esu
lts
No
I
n
d
i
c
a
t
o
r
s
A
v
e
r
a
g
e
1
C
l
a
r
i
t
y
of
t
h
e
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
m
o
d
e
l
c
r
i
t
e
r
i
a
a
n
d
t
h
e
i
r
i
m
p
l
e
m
e
n
t
a
t
i
o
n
in
v
o
c
a
t
i
o
n
a
l
h
i
g
h
sc
h
o
o
l
s
3
.
8
5
2
C
l
a
r
i
t
y
of
t
h
e
f
o
r
m
u
l
a
t
i
o
n
of
t
h
e
o
b
j
e
c
t
i
v
e
s
of
t
h
e
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
m
o
d
e
l
(
p
r
o
d
u
c
t
i
o
n
-
b
a
se
d
l
e
a
r
n
i
n
g
)
3
.
8
7
3
S
c
o
p
e
of
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
m
o
d
e
l
ma
t
e
r
i
a
l
s
(
p
r
o
d
u
c
t
i
o
n
-
b
a
s
e
d
l
e
a
r
n
i
n
g
)
3
.
7
5
4
C
l
a
r
i
t
y
in
d
e
si
g
n
i
n
g
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
mo
d
e
l
s
(
p
r
o
d
u
c
t
i
o
n
-
b
a
se
d
l
e
a
r
n
i
n
g
)
3
.
8
8
5
C
l
a
r
i
t
y
of
t
h
e
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
m
o
d
e
l
(
p
r
o
d
u
c
t
i
o
n
-
b
a
se
d
l
e
a
r
n
i
n
g
)
3
.
9
0
6
C
l
a
r
i
t
y
of
t
h
e
r
o
l
e
of
s
c
h
o
o
l
s
a
n
d
i
n
d
u
st
r
i
e
s
3
.
9
5
7
C
l
a
r
i
t
y
of
i
n
s
t
r
u
m
e
n
t
s’
a
ss
e
ssm
e
n
t
3
.
7
7
8
C
l
a
r
i
t
y
of
e
v
a
l
u
a
t
i
o
n
c
r
i
t
e
r
i
a
3
.
8
5
9
C
l
a
r
i
t
y
in
t
e
a
c
h
i
n
g
f
a
c
t
o
r
y
o
u
t
c
o
mes
(
p
r
o
d
u
c
t
i
o
n
-
b
a
se
d
l
e
a
r
n
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CO
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RE
F
E
R
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NC
E
S
[
1
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S
.
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[
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[
2
8
]
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M
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A
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[
2
9
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T.
K
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