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I
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247
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n
e
h
as
a
h
i
g
h
I
n
telli
g
e
n
ce
Qu
o
tie
n
t
(
I
Q)
.
T
h
e
ass
u
m
p
tio
n
i
s
I
Q
is
a
p
o
ten
tia
l
ass
et
w
h
ich
w
il
l
f
ac
ilit
ate
lear
n
in
g
an
d
in
it
s
tu
r
n
w
ill
p
r
o
d
u
ce
an
o
p
tim
u
m
ab
ilit
y
.
Ho
w
e
v
er
,
in
r
ea
lit
y
,
it
is
a
lo
w
p
r
ed
icto
r
o
f
in
telli
g
en
ce
s
in
ce
it
o
n
l
y
m
ea
s
u
r
es
an
in
d
i
v
id
u
a
l
’
s
li
n
g
u
is
tic
-
v
er
b
al
an
d
lo
g
ica
l
-
m
at
h
e
m
a
tic
ab
ilit
ie
s
.
An
i
n
d
i
v
id
u
al
w
it
h
a
v
er
y
s
tr
o
n
g
v
er
b
al
ab
ilit
y
(
la
n
g
u
a
g
e
an
d
h
u
m
a
n
itie
s
an
d
m
at
h
e
m
a
t
ical
lo
g
ical
d
ed
u
ctio
n
(
m
at
h
e
m
atic
s
an
d
s
cie
n
ce
)
m
a
y
b
e
d
o
es
n
o
t
h
av
e
in
ter
p
er
s
o
n
al
ab
ilit
y
to
a
g
r
ee
w
it
h
o
t
h
er
p
eo
p
le,
to
d
ev
elo
p
n
et
w
o
r
k
s
,
to
co
m
m
u
n
icate
,
to
en
d
a
d
is
p
u
te
an
d
to
en
co
u
r
ag
e
o
th
er
s
.
Ma
y
b
e
h
e
o
r
s
h
e
d
o
es
n
o
t
h
av
e
in
tr
ap
er
s
o
n
al
ab
ilit
y
(
to
co
n
tr
o
l
o
n
esel
f
)
to
o
v
er
co
m
e
an
d
le
ar
n
f
r
o
m
a
f
ail
u
r
e
to
r
ef
lect
o
n
h
i
m
/
h
er
s
el
f
an
d
m
o
ti
v
ate
h
i
m
/h
er
s
el
f
.
So
m
e
s
tu
d
e
n
ts
ar
e
n
o
t
cr
ea
tiv
e
e
n
o
u
g
h
,
i
n
n
o
v
ati
v
e
e
n
o
u
g
h
to
s
ee
t
h
e
f
u
t
u
r
e
to
an
tic
ip
ate
a
u
n
iq
u
e
p
r
o
b
lem
.
T
h
is
i
s
th
e
m
o
s
t
i
m
p
o
r
tan
t
s
k
il
l
to
s
u
cc
ee
d
in
a
n
y
p
r
o
f
e
s
s
io
n
(
L
e
w
i
n
)
[
8
]
.
Hen
ce
,
I
Q
is
n
o
t
t
h
e
o
n
l
y
f
ac
to
r
th
at
d
eter
m
in
e
s
o
n
e
’
s
s
u
cc
es
s
,
s
i
n
c
e
o
th
er
f
ac
to
r
s
also
h
a
v
e
an
e
f
f
ec
t o
n
it (
Har
ef
a)
[
9
]
.
Go
le
m
an
s
tates
t
h
at
I
Q
co
n
tr
ib
u
te
s
o
n
l
y
2
0
%
to
s
u
cc
es
s
,
wh
ile
th
e
r
est
o
r
8
0
%
is
th
e
co
n
tr
ib
u
tio
n
f
r
o
m
o
th
er
f
ac
to
r
s
,
a
m
o
n
g
o
th
er
th
in
g
s
,
e
m
o
t
io
n
al
i
n
telli
g
en
ce
o
r
E
m
o
tio
n
al
Q
u
o
tien
t
(
E
Q
)
,
n
a
m
el
y
ab
ili
t
y
to
m
o
tiv
a
te
o
n
e
s
elf
,
to
o
v
er
co
m
e
f
r
u
s
tr
atio
n
,
to
co
n
tr
o
l
d
esire
,
to
co
n
tr
o
l
m
o
o
d
,
to
e
m
p
ath
ize,
a
n
d
to
co
llab
o
r
ate.
I
t
s
ee
m
s
th
at
I
Q
i
s
n
o
t
t
h
e
ab
s
o
lu
te
g
u
ar
an
tee
i
n
d
eter
m
i
n
i
n
g
a
n
i
n
d
iv
id
u
al
’
s
s
u
cc
es
s
,
esp
ec
iall
y
in
d
ev
elo
p
in
g
k
n
o
w
led
g
e
[
1
0
]
.
C
u
r
r
en
tl
y
,
p
eo
p
le
ar
e
aw
ar
e
th
at
an
i
n
d
iv
id
u
al
n
ee
d
s
to
d
e
v
elo
p
E
Q
an
d
SQ
(
Sp
ir
itu
al
Q
u
o
tie
n
t)
i
n
ad
d
itio
n
to
I
Q
(
S
u
p
ar
n
o
)
[
1
1
]
.
Hen
ce
,
in
o
r
d
er
to
b
ec
o
m
e
a
p
er
s
o
n
w
it
h
a
g
o
o
d
q
u
alit
y
,
h
e
o
r
s
h
e
n
ee
d
s
to
i
m
p
r
o
v
e
th
e
th
r
ee
in
tell
ig
e
n
ce
s
i
n
b
alan
c
e.
E
d
u
ca
tio
n
p
la
y
s
t
h
e
r
o
le
o
f
i
m
p
r
o
v
i
n
g
t
h
e
th
r
e
e
in
telli
g
e
n
ce
s
o
f
t
h
e
s
tu
d
e
n
ts
,
i
n
o
r
d
er
w
e
ca
n
i
m
p
r
o
v
e
t
h
e
q
u
alit
y
o
f
ed
u
ca
tio
n
.
I
n
th
e
co
n
te
x
t
o
f
i
m
p
r
o
v
e
m
e
n
t
o
f
t
h
e
q
u
al
it
y
o
f
ed
u
ca
tio
n
,
i
n
clu
d
i
n
g
t
h
at
o
f
ele
m
en
tar
y
s
c
h
o
o
ls
,
th
e
g
o
v
er
n
m
e
n
t
h
a
s
d
o
n
e
v
ar
io
u
s
ef
f
o
r
ts
,
i
n
clu
d
i
n
g
to
ch
a
n
g
e
t
h
e
cu
r
r
icu
lu
m
,
f
r
o
m
c
o
n
ten
t
o
r
ien
ted
to
co
m
p
ete
n
ce
o
r
ien
ted
w
h
ich
h
a
s
n
o
w
b
ee
n
d
ev
elo
p
ed
in
s
c
h
o
o
l
-
b
ased
cu
r
r
icu
l
u
m
.
I
n
ad
d
itio
n
,
th
e
g
o
v
er
n
m
en
t
also
m
a
k
es
o
t
h
er
ef
f
o
r
ts
s
u
c
h
as
i
m
p
r
o
v
in
g
i
n
f
r
astru
ct
u
r
es
an
d
f
ac
il
ities
,
tr
ai
n
i
n
g
s
(
P
L
P
G
an
d
P
P
G)
,
KKG
(
teac
h
er
s
w
o
r
k
g
r
o
u
p
)
,
etc.
T
h
o
s
e
ef
f
o
r
ts
ar
e
d
ir
ec
ted
to
w
ar
d
teac
h
er
s
b
ec
au
s
e
t
h
e
y
a
r
e
th
e
s
p
ea
r
h
ea
d
s
t
h
at
m
o
v
e
f
o
r
w
ar
d
to
p
r
o
d
u
ce
q
u
alit
y
h
u
m
an
r
e
s
o
u
r
ce
s
.
T
ea
ch
er
s
as
t
h
e
m
aj
o
r
co
m
p
o
n
en
t
o
f
ed
u
ca
tio
n
s
h
o
u
ld
b
e
ab
le
to
g
i
v
e
t
h
e
b
est
to
th
e
ir
s
t
u
d
en
t
s
.
T
h
eir
r
o
le
is
n
o
t
o
n
l
y
as
t
h
e
g
iv
er
o
f
k
n
o
w
led
g
e,
b
u
t
t
h
e
y
h
a
v
e
to
b
e
ab
le
to
in
ter
ac
t
p
s
y
ch
o
lo
g
icall
y
w
i
th
t
h
e
s
tu
d
en
ts
.
Su
cc
e
s
s
in
t
h
e
ed
u
ca
t
io
n
al
p
r
o
ce
s
s
s
tar
ts
w
it
h
p
r
o
g
r
ess
i
v
e
id
ea
s
a
n
d
k
n
o
w
led
g
e
w
h
ic
h
later
w
ill
s
u
p
p
o
r
t
in
d
iv
id
u
al’
s
ab
ilit
y
to
th
in
k
.
I
n
ad
d
itio
n
,
th
e
teac
h
i
n
g
o
f
m
o
r
al
v
alu
e
s
h
a
s
to
b
e
d
o
n
e
p
ar
allel
to
th
e
i
n
d
iv
i
d
u
al
’
s
d
e
v
elo
p
m
e
n
t.
T
h
is
is
to
k
ee
p
th
e
in
d
i
v
id
u
al
o
n
th
e
r
i
g
h
t
tr
ac
k
in
co
n
f
o
r
m
i
t
y
w
it
h
t
h
e
n
o
r
m
s
in
ed
u
ca
tio
n
,
esp
ec
iall
y
i
n
t
h
e
co
m
m
u
n
it
y
i
n
g
e
n
er
al.
I
f
all
o
f
th
e
co
m
p
o
n
en
t
s
in
ed
u
ca
tio
n
ca
n
b
e
s
y
n
er
g
ized
a
n
d
p
r
o
ce
ed
to
g
eth
er
w
it
h
cr
ea
t
iv
e
t
h
i
n
k
in
g
p
r
o
ce
s
s
,
t
h
e
n
ed
u
ca
tio
n
ca
n
d
ev
elo
p
s
u
s
tai
n
ab
l
y
.
Hen
ce
,
ed
u
ca
tio
n
p
lay
s
a
v
er
y
i
m
p
o
r
tan
t
r
o
le
to
d
ev
elo
p
s
tu
d
en
ts
to
b
ec
o
m
e
cr
ea
tiv
e
w
it
h
a
b
r
o
ad
r
an
g
e
o
f
k
n
o
w
led
g
e,
i
n
o
r
d
er
th
at
th
e
y
ca
n
co
m
p
e
te
in
th
e
g
lo
b
aliza
tio
n
er
a.
C
r
ea
tiv
e
an
d
an
t
icip
ativ
e
atti
tu
d
e
o
n
t
h
e
p
ar
t
o
f
t
h
e
teac
h
er
s
ar
e
s
u
s
p
ec
ted
to
b
e
les
s
o
p
ti
m
a
l,
esp
ec
iall
y
i
n
ele
m
e
n
tar
y
ed
u
ca
tio
n
.
T
h
is
h
a
s
an
i
m
p
ac
t
o
n
th
e
lo
w
q
u
alit
y
o
f
t
h
e
p
r
o
ce
s
s
an
d
p
r
o
d
u
ct
o
f
lear
n
in
g
in
c
lu
d
i
n
g
t
h
at
in
s
c
ien
ce
at
ele
m
e
n
tar
y
s
c
h
o
o
ls
,
th
at
b
ec
o
m
e
s
th
e
o
b
j
ec
t
o
f
cr
it
icis
m
b
o
th
b
y
ed
u
ca
to
r
s
an
d
ed
u
ca
tio
n
al
e
x
p
er
ts
.
T
h
e
y
s
tate
t
h
at
b
o
th
t
h
e
q
u
alit
y
a
n
d
q
u
a
n
tit
y
o
f
ele
m
e
n
t
ar
y
s
c
h
o
o
l
s
cie
n
ce
f
alls
i
n
to
lo
w
ca
te
g
o
r
y
(
Su
p
ar
n
o
,
2
0
0
4
)
.
T
h
e
l
o
w
q
u
alit
y
p
r
o
d
u
ct
o
f
s
cien
ce
lear
n
i
n
g
ca
n
also
b
e
s
ee
n
f
r
o
m
s
co
r
es
f
o
r
d
aily
e
v
al
u
ati
o
n
d
o
n
e
b
y
th
e
clas
s
r
o
o
m
teac
h
er
s
.
T
h
e
lo
w
es
t
s
co
r
e
o
f
s
cien
ce
d
ail
y
ev
al
u
atio
n
o
f
th
e
f
i
f
t
h
g
r
ad
e
s
t
u
d
en
t
s
o
f
S
D
No
.
8
T
ian
y
ar
B
ar
at
,
K
u
b
u
K
ar
an
g
ase
m
f
o
r
d
ail
y
e
v
al
u
atio
n
1
w
a
s
3
0
a
n
d
t
h
e
h
ig
h
e
s
t
s
co
r
e
w
a
s
7
0
.
5
0
an
d
th
e
m
ea
n
s
co
r
e
w
as
5
8
.
4
0
.
Fo
r
d
ail
y
ev
a
lu
at
io
n
2
,
t
h
e
lo
w
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t
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r
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w
as
5
8
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ig
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w
h
ile
th
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ea
n
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a
s
6
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
24
6
–
2
5
4
248
B
ased
o
n
th
e
t
w
o
d
ail
y
ev
al
u
a
tio
n
s
s
co
r
es
it
s
ee
m
s
t
h
at
th
e
m
ea
n
s
co
r
e
f
o
r
th
e
d
aily
e
v
al
u
atio
n
w
a
s
n
o
t
o
p
ti
m
al,
s
in
ce
m
an
y
s
t
u
d
en
ts
(
6
0
%)
o
f
2
0
s
tu
d
en
ts
h
a
d
s
co
r
e
less
th
an
t
h
e
m
i
n
i
m
al
co
m
p
lete
n
es
s
cr
iter
io
n
.
On
e
o
f
t
h
e
ca
u
s
e
s
o
f
t
h
e
le
s
s
t
h
a
n
o
p
ti
m
a
l
lear
n
in
g
ac
h
iev
e
m
e
n
t
s
h
o
w
n
b
y
d
ail
y
e
v
alu
a
tio
n
s
co
r
es
w
a
s
ca
u
s
ed
b
y
lo
w
s
tu
d
e
n
ts
’
t
h
in
k
i
n
g
cr
ea
tiv
i
t
y
a
n
d
u
n
d
er
s
t
an
d
in
g
o
f
ele
m
e
n
tar
y
s
c
h
o
o
l s
cien
ce
.
T
h
e
lo
w
s
cie
n
ce
lear
n
in
g
ac
h
i
ev
e
m
e
n
t
w
as
ca
u
s
ed
b
y
m
a
n
y
f
ac
to
r
s
a
s
f
o
llo
w
s
.
First,
teac
h
er
i
n
t
h
e
teac
h
i
n
g
p
r
o
ce
s
s
d
id
n
o
t o
p
ti
m
all
y
elicit
th
e
s
tu
d
e
n
ts
’
p
r
io
r
k
n
o
w
led
g
e
an
d
d
id
n
o
t r
elate
co
n
ce
p
ts
o
r
to
p
ics to
b
e
tau
g
h
t
to
t
h
e
s
tu
d
e
n
ts
’
r
ea
l
w
o
r
ld
.
I
n
ad
d
itio
n
,
t
h
e
s
t
u
d
e
n
ts
w
er
e
n
o
t
s
u
f
f
icien
tl
y
g
u
id
ed
to
co
n
n
ec
t
t
h
eir
k
n
o
w
led
g
e
an
d
th
e
i
m
p
le
m
e
n
tatio
n
o
f
co
n
ce
p
ts
tau
g
h
t.
T
h
is
is
th
e
s
a
m
e
as
w
h
at
Ma
r
ia
w
a
n
s
tate
s
[
1
2
]
.
He
s
tates
th
at
teac
h
er
s
s
eld
o
m
c
o
n
s
id
er
t
h
e
s
t
u
d
en
ts
’
p
r
io
r
k
n
o
w
led
g
e.
T
h
e
e
f
f
ec
t
o
f
t
h
e
teac
h
i
n
g
i
s
th
a
t
t
h
e
co
n
ce
p
ts
ta
u
g
h
t
ar
e
ab
s
tr
ac
t,
s
o
th
at
t
h
e
y
ar
e
d
if
f
ic
u
lt
to
b
e
i
n
teg
r
ated
w
i
th
co
n
ce
p
ts
th
a
t
h
av
e
b
ee
n
s
tr
u
c
tu
r
ed
in
t
h
e
s
t
u
d
en
ts
’
m
i
n
d
s
.
On
th
e
o
th
er
h
a
n
d
,
w
h
e
n
t
h
e
teac
h
er
s
ar
e
ab
le
to
co
n
n
ec
t
t
h
e
co
n
ce
p
ts
o
r
m
a
ter
ials
lear
n
ed
to
th
e
s
tu
d
e
n
ts
’
r
ea
l
lif
e
an
d
t
h
eir
en
v
ir
o
n
m
en
t,
th
is
w
il
l
h
elp
th
e
m
i
n
d
ev
elo
p
in
g
t
h
eir
n
at
u
r
alis
t
in
telli
g
e
n
ce
.
Di
m
y
ati
a
n
d
Mu
d
j
io
n
o
s
tated
th
at
t
h
e
lear
n
i
n
g
r
esu
lt
is
t
h
e
p
ea
k
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
Su
c
h
a
lear
n
in
g
r
esu
lt
m
ai
n
l
y
f
o
llo
w
s
f
r
o
m
th
e
ev
al
u
atio
n
m
ad
e
b
y
th
e
lectu
r
er
,
an
d
also
co
n
s
tit
u
t
es
th
e
r
esu
l
t
o
f
th
e
in
ter
ac
tio
n
b
et
w
ee
n
t
h
e
lear
n
i
n
g
ac
t
an
d
teac
h
i
n
g
ac
t
[
1
3
]
.
W
o
o
d
w
o
r
th
a
n
d
Ma
r
q
u
is
s
tat
ed
th
at
t
h
e
lear
n
i
n
g
r
esu
lt
i
s
th
e
ac
t
u
al
ab
ilit
y
w
h
i
ch
ca
n
b
e
d
ir
ec
tl
y
m
ea
s
u
r
ed
f
r
o
m
a
te
s
t
[
1
4
]
.
Nasu
tio
n
s
tat
ed
th
at
th
e
lear
n
i
n
g
ac
h
iev
e
m
e
n
t
r
e
f
er
s
to
s
o
m
eo
n
e’
s
m
aster
y
o
f
w
h
at
h
e/s
h
e
k
n
o
w
s
o
r
a
p
ar
ticu
lar
s
k
ill
i
n
a
less
o
n
,
w
h
ic
h
i
s
co
m
m
o
n
l
y
o
b
tain
ed
f
r
o
m
t
h
e
test
-
b
ased
m
ar
k
o
r
s
co
r
e
p
r
o
v
id
ed
b
y
t
h
e
lect
u
r
er
[
1
5
]
.
B
l
o
o
m
,
a
s
q
u
o
ted
b
y
[
1
6
]
,
“
class
if
ied
th
e
lear
n
i
n
g
a
ch
iev
e
m
e
n
t
i
n
to
th
r
ee
b
etter
-
k
n
o
w
n
as
t
h
e
B
lo
o
m
’
s
tax
o
n
o
m
y
,
w
h
ic
h
is
m
ad
e
u
p
o
f
t
h
e
co
g
n
iti
v
e
d
o
m
a
in
,
t
h
e
a
f
f
ec
t
iv
e
d
o
m
ain
,
a
n
d
t
h
e
p
s
y
ch
o
m
o
to
r
ic
d
o
m
ain
”
.
T
h
e
co
g
n
iti
v
e
d
o
m
a
in
i
s
co
n
ce
r
n
ed
w
it
h
t
h
e
s
t
u
d
en
t
’
s
i
n
tellect
u
al
lear
n
i
n
g
ac
h
iev
e
m
e
n
t
w
h
ic
h
co
v
er
s
s
ix
asp
ec
ts
;
t
h
e
y
ar
e
k
n
o
w
led
g
e,
co
n
ce
p
t,
ap
p
licatio
n
,
an
al
y
s
is
,
s
y
n
th
e
s
is
,
a
n
d
ev
al
u
atio
n
.
T
h
e
co
g
n
iti
v
e
d
o
m
ai
n
w
as
r
ev
is
ed
b
y
[
1
6
]
b
etter
k
n
o
w
n
a
s
th
e
B
lo
o
m
’
s
R
e
v
is
e
d
T
ax
o
n
o
m
y
.
T
h
u
s
,
th
e
i
n
f
er
en
tial
s
tat
is
tic
lear
n
i
n
g
ac
h
i
v
e
m
en
t
is
th
e
co
g
n
iti
v
e
ab
ili
t
y
w
h
ic
h
t
h
e
s
t
u
d
en
ts
o
f
th
e
Dep
ar
t
m
en
t
o
f
t
h
e
P
r
e
-
s
ch
o
o
l
T
ea
ch
er
s
’
T
r
ain
in
g
,
Fa
cu
lt
y
o
f
E
d
u
ca
tio
n
,
Gan
es
h
a
Un
iv
er
s
it
y
o
f
E
d
u
ca
tio
n
,
h
av
e
a
f
ter
atten
d
i
n
g
t
h
e
in
f
er
e
n
tial
s
tat
is
tic
lear
n
in
g
w
it
h
i
n
a
p
er
io
d
o
f
ti
m
e.
S
u
ch
ab
ili
t
y
i
n
cl
u
d
es th
e
ab
ilit
y
to
u
n
d
er
s
tan
d
,
an
al
y
ze
,
an
d
ap
p
ly
w
h
at
is
lear
n
ed
.
Seco
n
d
l
y
,
a
n
o
th
er
ca
u
s
e
o
f
t
h
e
lo
w
q
u
alit
y
o
f
th
e
p
r
o
ce
s
s
a
n
d
p
r
o
d
u
ct
o
f
s
cien
ce
te
ac
h
in
g
at
ele
m
e
n
tar
y
s
ch
o
o
ls
is
th
e
f
ac
t
th
at
s
o
m
e
teac
h
er
s
d
o
n
o
t
p
a
y
e
n
o
u
g
h
a
tten
tio
n
to
t
h
e
n
a
tu
r
e
o
f
s
cie
n
ce
as
p
r
o
ce
s
s
an
d
p
r
o
d
u
ct.
L
ea
r
n
in
g
s
cie
n
ce
in
v
o
lv
e
s
ab
ilit
y
a
n
d
s
k
ill
to
in
ter
p
r
et
p
h
y
s
ical
b
o
d
ies,
to
tr
an
s
f
o
r
m
m
ag
n
it
u
d
es,
u
n
its
,
m
at
h
e
m
ati
ca
l
lo
g
ic,
an
d
n
u
m
er
atio
n
ab
il
it
y
ac
c
u
r
atel
y
(
San
t
y
asa)
[
1
7
]
.
T
h
is
m
ea
n
s
t
h
at
i
t
is
n
o
t
en
o
u
g
h
to
m
e
m
o
r
ize
o
r
to
lear
n
th
eo
r
ies
alo
n
e
,
b
u
t
it
also
in
v
o
l
v
es
t
h
e
s
tu
d
e
n
ts
i
n
d
ir
ec
t
ex
p
er
ien
ce
s
th
r
o
u
g
h
r
ea
l a
cti
v
itie
s
.
T
h
ir
d
ly
,
t
h
e
teac
h
i
n
g
te
n
d
s
to
u
s
e
co
n
v
e
n
tio
n
al
ap
p
r
o
ac
h
.
C
o
n
v
e
n
tio
n
al
teac
h
in
g
i
s
t
h
e
tea
ch
in
g
th
a
t
s
till
s
tr
e
s
s
es
o
n
i
n
tellec
tu
al
i
n
tellig
e
n
ce
o
n
l
y
,
w
h
i
le
e
m
o
tio
n
al
in
tell
i
g
en
ce
a
n
d
s
p
ir
itu
al
i
n
telli
g
e
n
ce
ar
e
n
o
t
g
iv
e
n
e
n
o
u
g
h
atte
n
tio
n
.
A
cc
o
r
d
in
g
to
Gar
d
n
er
,
th
e
li
m
itatio
n
o
f
co
n
v
e
n
tio
n
al
w
a
y
o
f
t
h
in
k
in
g
is
co
r
r
ec
ted
b
y
s
u
b
s
t
itu
t
in
g
t
h
e
co
n
ce
p
t
o
f
s
i
n
g
le
in
te
lli
g
en
ce
w
i
th
m
u
ltip
le
in
tell
ig
e
n
ce
[
1
8
]
.
E
v
er
y
s
t
u
d
en
t
s
u
r
el
y
h
a
s
a
d
if
f
er
e
n
t
p
r
o
f
ile
o
f
i
n
tel
lig
e
n
ce
s
f
r
o
m
o
th
er
s
.
So
f
ar
,
th
e
s
t
u
d
en
ts
w
h
o
ar
e
ca
lled
th
e
o
n
es
w
i
th
a
h
ig
h
in
telli
g
e
n
ce
ar
e
o
n
l
y
t
h
o
s
e
w
it
h
a
h
i
g
h
lo
g
ic
-
m
a
th
e
m
atic
i
n
te
llig
e
n
ce
an
d
v
er
b
al
i
n
telli
g
e
n
c
e.
T
h
is
.
o
f
co
u
r
s
e,
w
il
l
ca
u
s
e
it
d
i
f
f
ic
u
lt
f
o
r
th
e
s
t
u
d
en
ts
w
it
h
o
u
t
a
h
i
g
h
l
o
g
ic
-
m
at
h
e
m
atic
i
n
tel
lig
e
n
ce
an
d
a
h
i
g
h
v
er
b
al
in
telli
g
e
n
ce
to
d
ev
elo
p
(
Su
m
er
tin
i)
[
1
9
]
.
E
v
er
y
i
n
d
iv
id
u
al
ce
r
tain
l
y
w
ill
h
av
e
ce
r
tai
n
in
telli
g
e
n
ce
s
th
a
t
ar
e
h
ig
h
er
t
h
an
o
t
h
er
in
telli
g
en
ce
s
.
T
h
e
teac
h
er
’
s
r
o
le
is
to
h
el
p
ev
er
y
ch
ild
to
d
ev
elo
p
at
least
s
e
v
en
f
r
o
m
t
h
e
m
u
ltip
le
in
te
lli
g
en
ce
a
n
d
h
e
o
r
s
h
e
,
o
f
co
u
r
s
e,
s
h
o
u
ld
m
o
d
if
y
m
a
ter
ials
to
f
it
i
n
th
e
s
e
in
telli
g
en
ce
s
.
T
h
e
teac
h
i
n
g
th
at
d
o
es n
o
t a
cc
o
m
m
o
d
ate
th
e
s
t
u
d
en
t
s
’
in
telli
g
e
n
ce
s
w
i
ll c
a
u
s
e
a
lo
w
s
t
u
d
en
t
s
’
m
o
tiv
a
tio
n
to
lear
n
.
T
h
is
is
s
ee
n
i
n
t
h
e
s
t
u
d
en
ts
w
h
o
ar
e
less
en
t
h
u
s
ia
s
tic
to
l
ea
r
n
,
o
n
l
y
5
%
o
f
2
6
s
t
u
d
en
t
s
w
er
e
ac
ti
v
e
i
n
t
h
e
p
r
o
ce
s
s
o
f
teac
h
in
g
a
n
d
lear
n
in
g
.
T
h
u
s
,
t
h
er
e
is
a
n
ee
d
to
f
i
n
d
a
s
o
lu
t
io
n
b
y
u
s
in
g
a
r
elev
an
t
teac
h
in
g
ap
p
r
o
ac
h
,
to
in
cr
ea
s
e
th
e
s
tu
d
en
ts
’
cr
ea
ti
v
e
th
i
n
k
i
n
g
a
n
d
u
n
d
er
s
tan
d
in
g
.
T
h
e
r
elev
an
t
ap
p
r
o
ac
h
to
t
h
is
is
m
u
lt
ip
le
i
n
telli
g
e
n
ce
teac
h
i
n
g
ap
p
r
o
ac
h
.
Op
er
atio
n
all
y
,
t
h
is
ap
p
r
o
ac
h
is
an
al
y
ze
d
i
n
to
5
p
h
ases
:
q
u
est
io
n
p
o
s
s
ib
il
it
ies,
tar
g
et
i
m
p
r
o
v
e
m
e
n
t,
e
x
p
ec
t
q
u
alit
y
,
m
o
r
e
r
eso
u
r
ce
s
,
an
d
r
ef
lect
f
o
r
g
r
o
w
t
h
p
o
s
s
ib
ilit
y
(
W
eb
er
)
[
2
0
]
.
I
n
th
e
q
u
es
tio
n
p
o
s
s
ib
ilit
ies,
t
h
e
s
t
u
d
en
t
s
ar
e
g
iv
e
n
q
u
esti
o
n
s
b
ased
o
n
to
p
ics
ac
co
r
d
in
g
to
i
n
ter
est
an
d
ab
ili
t
y
,
f
o
r
ex
a
m
p
le,
to
r
elate
t
h
e
m
to
t
h
eir
d
ail
y
l
if
e.
T
h
u
s
,
th
e
y
ca
n
b
ec
o
m
e
m
o
r
e
in
ter
ested
an
d
k
n
o
w
w
h
at
t
h
e
y
lear
n
.
I
n
t
h
is
p
h
a
s
e,
th
e
s
tu
d
e
n
ts
;
n
atu
r
ali
s
t
in
telli
g
e
n
ce
ca
n
b
e
elicited
.
I
n
th
e
tar
g
et
i
m
p
r
o
v
e
m
en
t
p
h
ase
,
th
e
s
tu
d
e
n
ts
ar
e
g
i
v
e
n
a
tar
g
et
th
at
th
e
y
h
a
v
e
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
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8822
I
mp
r
o
vin
g
S
tu
d
en
ts
'
C
r
ea
tive
Th
in
kin
g
a
n
d
A
ch
ieve
men
t Th
r
o
u
g
h
th
e
I
mp
leme
n
ta
tio
n
.
.
.
.
(
I
W
a
ya
n
W
id
ia
n
a
)
249
lear
n
th
o
r
o
u
g
h
l
y
in
lear
n
in
g
s
u
c
h
as
co
m
p
eten
ce
s
tan
d
ar
d
,
b
asic
co
m
p
eten
ce
s
,
an
d
in
d
icato
r
s
.
I
n
ex
p
ec
t
q
u
al
it
y
,
t
h
e
s
tu
d
e
n
ts
ar
e
g
i
v
en
an
ev
al
u
atio
n
a
n
d
s
tep
s
i
n
le
ar
n
in
g
to
m
o
t
iv
ate
t
h
e
m
i
n
le
ar
n
in
g
.
I
n
t
h
e
m
o
v
e
r
eso
u
r
ce
s
,
th
e
s
tu
d
e
n
ts
s
o
l
v
e
p
r
o
b
lem
s
p
o
s
ed
in
t
h
e
f
ir
s
t
p
h
ase,
f
o
r
ex
a
m
p
le,
to
d
o
an
ex
p
er
i
m
e
n
t,
an
d
th
e
n
an
al
y
ze
it.
I
n
t
h
is
p
h
ase,
t
h
e
t
ea
ch
er
ca
n
elici
t
lo
g
ic
-
m
at
h
e
m
atic
i
n
tell
ig
e
n
ce
f
r
o
m
an
a
l
y
zin
g
th
e
r
es
u
lt
o
f
t
h
e
ex
p
er
i
m
e
n
t,
li
n
g
u
i
s
tic
i
n
tell
ig
en
ce
,
in
th
e
f
o
r
m
o
f
s
tu
d
e
n
ts
’
k
in
e
s
t
h
etic
i
n
telli
g
e
n
ce
b
y
p
lay
in
g
a
r
o
le
a
n
d
in
ter
p
er
s
o
n
al
i
n
tell
ig
e
n
ce
i
n
g
r
o
u
p
an
d
w
o
r
k
i
n
g
to
g
e
th
er
.
I
n
r
ef
lect
f
o
r
g
r
o
w
t
h
p
o
s
s
i
b
ilit
ies
p
h
a
s
e,
t
h
e
s
tu
d
e
n
ts
r
e
f
lect
o
n
t
h
e
m
s
el
v
es
b
y
a
n
s
w
er
i
n
g
p
r
o
b
lem
s
in
d
i
v
id
u
all
y
s
o
th
at
t
h
e
teac
h
er
ca
n
u
n
d
er
s
ta
n
d
ev
er
y
s
tu
d
e
n
t’
s
u
n
d
er
s
ta
n
d
in
g
ab
o
u
t
co
n
ce
p
ts
lear
n
ed
.
I
n
th
i
s
p
h
as
e
th
e
teac
h
er
ca
n
elicit
t
h
e
s
t
u
d
en
ts
’
in
tr
ap
er
s
o
n
a
l
in
telli
g
e
n
ce
.
T
o
o
p
tim
ize
r
es
u
lts
,
m
u
lt
ip
le
i
n
telli
g
e
n
ce
ap
p
r
o
ac
h
is
in
te
g
r
ated
w
i
th
m
in
d
m
ap
p
in
g
in
ev
er
y
p
h
ase.
Min
d
m
ap
p
in
g
is
a
tec
h
n
iq
u
e
to
r
ec
o
r
d
cr
ea
tiv
el
y
t
h
at
ca
n
o
p
ti
m
ize
t
h
e
s
t
u
d
en
t
s
’
in
te
llig
e
n
ce
[
2
1
]
,
[
2
2
]
.
Fu
r
t
h
er
m
o
r
e,
ac
co
r
d
in
g
to
D
ep
o
tter
,
et
al.
,
[
2
3
]
m
i
n
d
m
a
p
p
in
g
m
et
h
o
d
ca
n
s
ti
m
u
late
th
e
m
i
n
d
to
t
h
i
n
k
ac
tiv
el
y
.
T
h
is
o
cc
u
r
s
s
i
n
ce
m
in
d
m
ap
p
in
g
m
eth
o
d
is
p
ar
all
el
to
th
e
p
r
in
cip
le
o
f
t
h
e
n
at
u
r
al
w
o
r
k
i
n
g
o
f
th
e
m
i
n
d
.
W
ith
t
h
ese
p
h
ase
s
an
d
th
e
in
t
eg
r
atio
n
o
f
m
i
n
d
m
ap
p
i
n
g
,
t
h
e
s
tu
d
e
n
ts
ar
e
h
elp
ed
i
n
d
ev
e
l
o
p
in
g
t
h
eir
in
telli
g
e
n
ce
.
He
n
ce
,
all
o
f
th
e
ir
p
o
ten
tialiti
e
s
w
ill
ea
s
il
y
co
n
s
tr
u
ct
t
h
eir
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
co
n
ce
p
t
s
t
h
e
y
lear
n
.
T
h
e
s
tu
d
e
n
ts
w
i
th
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
ts
lear
n
ed
w
ill
a
u
to
m
at
icall
y
i
m
p
r
o
v
e
th
e
ir
k
n
o
w
led
g
e
an
d
th
i
s
in
i
ts
t
u
r
n
w
i
ll
lead
to
an
i
m
p
r
o
v
e
m
e
n
t
i
n
th
e
s
tu
d
e
n
ts
’
k
n
o
w
led
g
e
an
d
w
ill
lead
t
o
th
e
i
m
p
r
o
v
e
m
en
t
o
f
te
s
tu
d
e
n
ts
’
lear
n
in
g
ac
h
iev
e
m
en
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
u
b
j
ec
ts
o
f
th
is
s
tu
d
y
wer
e
all
o
f
th
e
f
if
t
h
g
r
ad
e
s
t
u
d
en
ts
o
f
SD
No
.
8
T
ian
y
ar
B
ar
at,
Ku
b
u
,
Kar
an
g
a
s
e
m
i
n
t
h
e
ev
e
n
s
e
m
e
s
ter
in
th
e
ac
ad
e
m
ic
y
ea
r
2
0
1
1
/2
0
1
2
w
ith
t
h
e
to
tal
n
u
m
b
er
o
f
2
0
s
tu
d
en
ts
.
T
h
e
o
b
j
ec
t
o
f
th
e
s
tu
d
y
co
n
s
i
s
ted
o
f
1
)
m
u
ltip
le
in
telli
g
en
ce
t
ea
ch
in
g
ap
p
r
o
ac
h
aid
ed
w
i
th
m
in
d
m
ap
p
in
g
,
2
)
cr
ea
tiv
e
th
i
n
k
in
g
s
k
ill,
3
)
s
cien
ce
lear
n
i
n
g
ac
h
iev
e
m
e
n
t,
an
d
4
)
s
tu
d
en
ts
’
r
esp
o
n
s
e
to
th
e
i
m
p
le
m
e
n
tatio
n
o
f
m
u
ltip
le
in
telli
g
en
ce
teac
h
i
n
g
aid
ed
b
y
m
i
n
d
m
ap
p
i
n
g
.
T
h
e
class
r
o
o
m
ac
t
io
n
r
e
s
ea
r
ch
w
a
s
co
n
d
u
cted
i
n
t
w
o
c
y
cle
s
.
E
v
er
y
c
y
cle
c
o
n
s
i
s
ted
o
f
f
o
u
r
p
h
a
s
es
:
(
1
)
p
lan
n
in
g
,
ac
tio
n
,
o
b
s
er
v
atio
n
/ev
a
lu
at
io
n
a
n
d
r
ef
lec
ti
o
n
(
Ke
m
m
i
s
a
n
d
T
ag
g
ar
t)
[
2
4
]
.
T
h
e
p
lan
n
i
n
g
co
n
s
is
ted
o
f
(
1
)
co
llab
o
r
atio
n
w
it
h
s
ch
o
o
l
p
r
in
cip
al
an
d
th
e
f
if
t
h
g
r
ad
e
s
cien
ce
teac
h
er
o
f
SD
No
8
T
ian
y
ar
B
ar
at,
Ku
b
u
,
Kar
an
g
ase
m
,
(
2
)
o
b
s
er
v
atio
n
o
f
t
h
e
f
if
th
g
r
ad
e
s
tu
d
en
t
s
i
n
th
e
s
c
h
o
o
l
y
ea
r
2
0
1
1
/2
0
1
2
,
(
3
)
an
al
y
s
is
o
f
th
e
p
r
o
b
le
m
s
t
h
at
w
er
e
f
o
u
n
d
au
th
e
n
tical
l
y
i
n
th
e
o
b
s
er
v
atio
n
,
(
4
)
p
lan
n
in
g
th
e
i
m
p
le
m
e
n
tatio
n
o
f
th
e
M
u
ltip
le
I
n
tel
lig
e
n
ce
ap
p
r
o
ac
h
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
t
o
s
o
lv
e
th
e
p
r
o
b
lem
s
,
(
5
)
s
o
ci
alizin
g
t
h
e
m
u
ltip
le
in
telli
g
e
n
ce
ap
p
r
o
ac
h
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
to
th
e
s
c
h
o
o
l
p
r
in
cip
al
an
d
th
e
f
i
f
t
h
g
r
ad
e
teac
h
er
to
b
e
in
v
o
l
v
ed
in
t
h
e
s
t
u
d
y
,
(
6
)
to
g
eth
er
th
e
f
if
th
g
r
ad
e
s
cien
ce
t
ea
ch
er
d
ec
id
e
th
e
lear
n
in
g
o
b
jectiv
es,
(
7
)
w
r
iti
n
g
th
e
in
s
tr
u
m
e
n
t ite
m
s
,
a
n
d
(
8
)
p
lan
n
in
g
d
ata
co
llectio
n
tec
h
n
i
q
u
es.
T
h
e
im
p
le
m
en
tatio
n
o
f
t
h
e
ac
tio
n
w
a
s
d
o
n
e
w
it
h
t
h
e
s
tep
s
as
f
o
llo
w
s
.
(
1
)
s
o
cializin
g
t
h
e
teac
h
in
g
m
o
d
el
t
h
e
Mu
lt
ip
le
I
n
telli
g
en
c
e
A
id
ed
b
y
Mi
n
d
Ma
p
p
in
g
f
o
r
to
p
ic
:”
Hu
m
a
n
B
o
d
y
Or
g
a
n
s
an
d
A
n
i
m
al
B
o
d
y
Or
g
an
s
”
to
th
e
s
t
u
d
en
ts
.
(
2
)
e
x
p
lain
i
n
g
t
h
at
t
h
e
teac
h
i
n
g
is
d
o
n
e
in
g
r
o
u
p
s
.
(
3
)
T
ea
ch
in
g
:
(
a)
teac
h
er
o
p
en
s
a
less
o
n
a
n
d
lets
th
e
s
t
u
d
en
ts
t
o
g
o
to
th
eir
r
esp
ec
tiv
e
g
r
o
u
p
s
,
(
b
)
teac
h
er
ex
p
lain
s
to
th
e
s
tu
d
en
t
s
ab
o
u
t
th
e
s
tep
s
i
n
t
h
e
teac
h
i
n
g
th
at
w
il
l
b
e
f
o
llo
w
ed
,
th
at
is
b
y
u
s
i
n
g
M
u
ltip
le
I
n
telli
g
e
n
ce
ap
p
r
o
ac
h
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
,
(
c)
teac
h
er
ex
p
lain
s
in
d
icato
r
s
,
lear
n
in
g
o
b
j
ec
ti
v
es,
an
d
s
tr
es
s
in
g
th
e
ad
v
a
n
tag
es
t
h
at
w
ill
b
e
o
b
tain
ed
,
(
d
)
d
is
tr
ib
u
ti
n
g
s
t
u
d
en
t
w
o
r
k
s
h
ee
ts
,
an
d
(
e)
th
e
s
t
u
d
en
t
s
w
o
r
k
i
n
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(
1
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o
b
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ap
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v
al
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ities
w
as b
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s
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m
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m
ap
p
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n
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.
(
2
)
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t
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cr
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test
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3
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cle.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
24
6
–
2
5
4
250
I
n
th
i
s
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t
u
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(
1
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p
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ata
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3.
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3
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1
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Resul
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1
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.
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ased
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ased
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ased
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elate
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it
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s
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o
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w
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.
1
)
g
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g
g
u
id
an
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m
o
r
e
in
te
n
s
i
v
el
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p
,
2
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g
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m
o
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m
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ti
v
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to
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s
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elate
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ater
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’
r
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w
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ld
,
3
)
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elp
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u
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h
as a
s
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m
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y
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f
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m
ater
ials
f
r
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v
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s
.
4
)
g
u
id
i
n
g
th
e
s
t
u
d
en
t
s
in
w
r
iti
n
g
m
i
n
d
m
ap
s
.
5
)
en
co
u
r
ag
i
n
g
th
e
s
t
u
d
en
ts
to
ex
p
r
ess
t
h
eir
p
r
o
b
lem
s
th
r
o
u
g
h
a
r
ef
lectio
n
sh
ee
t to
b
e
d
is
cu
s
s
ed
to
g
et
h
er
.
T
h
e
r
esu
lt
o
f
a
n
al
y
s
is
o
f
th
e
s
t
u
d
en
ts
’
r
e
s
p
o
n
s
e
s
s
h
o
w
ed
th
at
th
e
f
if
t
h
g
r
ad
e
s
t
u
d
en
t
s
o
f
SD
8
T
ian
y
ar
B
ar
at
to
t
h
e
i
m
p
le
m
e
n
tatio
n
o
f
M
u
ltip
le
I
n
telli
g
e
n
ce
teac
h
i
n
g
m
o
d
el
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
g
a
v
e
p
o
s
itiv
e
r
esp
o
n
s
es.
B
ased
o
n
th
e
r
es
u
lt,
in
g
e
n
er
al,
t
h
e
s
tu
d
en
ts
w
er
e
ab
le
to
ad
ap
t
to
t
h
e
i
m
p
le
m
e
n
tatio
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f
Mu
ltip
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I
n
tel
lig
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ce
teac
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in
g
m
o
d
el
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
.
T
h
r
o
u
g
h
t
h
is
m
o
d
el
t
h
e
s
t
u
d
en
ts
co
u
ld
d
ev
elo
p
th
eir
cr
itical
t
h
in
k
i
n
g
s
k
il
l.
T
h
e
m
o
d
el,
b
asicall
y
,
s
tr
es
s
es
le
ar
n
in
g
p
r
o
ce
s
s
th
a
t
p
r
o
v
id
es
l
ea
r
n
in
g
e
x
p
er
ien
ce
s
b
y
ac
q
u
ir
in
g
k
n
o
w
led
g
e
o
r
co
n
ce
p
ts
f
r
o
m
th
e
ir
ex
p
er
ien
ce
s
.
T
h
e
f
in
d
i
n
g
s
ar
e
p
ar
allel
to
th
e
e
m
p
ir
ical
ev
id
en
ce
f
r
o
m
th
e
p
r
ev
io
u
s
s
tu
d
ie
s
.
Ku
s
m
ar
i
y
atn
i
&
Ast
a
w
a
n
in
th
eir
s
t
u
d
ies
f
o
u
n
d
th
at
th
e
i
m
p
le
m
en
ta
tio
n
o
f
m
u
ltip
le
in
tel
lig
e
n
ce
teac
h
i
n
g
m
o
d
el
ca
n
i
m
p
r
o
v
e
th
e
m
o
ti
v
atio
n
o
f
t
h
e
t
h
ir
d
g
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ad
e
s
tu
d
e
n
ts
at
SD
L
ab
o
r
ato
r
iu
m
U
n
d
ik
s
h
a
i
n
t
h
e
s
c
h
o
o
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y
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ar
2
0
1
0
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-
1
2
0
1
1
in
f
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e
s
u
b
j
ec
ts
i
n
t
h
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t
h
ir
d
g
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a
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e
[
2
5
]
.
Gay
atr
i
s
h
o
w
s
t
h
at
m
u
ltip
le
i
n
tell
ig
e
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teac
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as
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t
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co
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tio
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ap
p
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th
e
te
n
t
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tu
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ts
’
p
h
y
s
ics
lear
n
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ac
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iev
e
m
e
n
t
at
SM
A
Neg
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i 3
Si
n
g
ar
aj
a
in
t
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s
c
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ea
r
2
0
0
8
/2
0
0
9
[
2
6
]
.
Sis
tia
n
i
f
in
d
s
th
at
th
e
i
m
p
le
m
e
n
tati
o
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m
in
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m
ap
p
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ca
n
i
m
p
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t
u
d
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t
s
’
cr
ea
tiv
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t
y
i
n
w
r
iti
n
g
,
T
h
e
s
tu
d
en
t
s
b
ec
o
m
e
cr
ea
ti
v
e
in
s
e
lecti
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to
p
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m
o
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cr
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tiv
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m
ai
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s
an
d
th
e
w
r
iti
n
g
is
m
o
r
e
r
ea
d
ab
le
[
2
7
]
.
A
r
in
is
h
o
w
s
t
h
at
t
h
e
i
m
p
l
e
m
en
tatio
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o
f
m
i
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d
m
ap
p
in
g
aid
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b
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d
ir
ec
t o
b
j
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ts
ca
n
i
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cr
ea
s
e
t
h
e
f
o
r
th
g
r
ad
e
s
tu
d
e
n
ts
at
S
D4
Ka
m
p
u
n
g
B
ar
u
[
2
8
]
.
L
ea
r
n
i
n
g
p
r
o
ce
s
s
t
h
r
o
u
g
h
m
u
l
tip
le
in
tell
ig
e
n
ce
m
o
d
el
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
tr
ain
s
th
e
s
tu
d
en
t
s
i
n
co
n
n
ec
ti
n
g
m
ater
ials
to
t
h
e
r
e
al
w
o
r
ld
a
n
d
p
r
io
r
k
n
o
w
led
g
e
in
v
esti
g
atio
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i
s
a
m
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in
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to
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th
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p
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eq
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B
ased
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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5
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I
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3
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Sep
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b
er
20
1
6
:
24
6
–
2
5
4
252
th
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p
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e
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th
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o
p
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ater
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m
s
elv
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f
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o
m
th
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p
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ase.
C
o
n
f
o
r
m
i
n
g
to
t
h
e
ex
p
la
n
atio
n
a
n
d
d
is
c
u
s
s
io
n
ab
o
v
e
a
n
d
b
ased
o
n
th
e
r
es
u
lt
o
f
r
e
f
lectio
n
t
h
at
h
a
s
b
ee
n
d
o
n
e,
t
h
e
s
u
cc
ess
i
n
t
h
e
i
m
p
le
m
e
n
tat
io
n
o
f
M
u
lt
ip
le
I
n
t
ellig
e
n
ce
lear
n
i
n
g
m
o
d
el
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
is
d
u
e
to
s
o
m
e
ad
v
a
n
ta
g
es
o
f
th
e
m
o
d
el
a
s
f
o
llo
w
s
.
(
1
)
T
h
e
Mu
ltip
le
I
n
te
llig
e
n
ce
lear
n
in
g
m
o
d
el
aid
e
b
y
m
i
n
d
m
ap
p
i
n
g
is
b
elie
v
ed
t
o
b
e
ab
le
to
i
m
p
r
o
v
e
t
h
e
s
tu
d
e
n
ts
’
cr
ea
ti
v
e
t
h
i
n
k
in
g
s
k
ill.
T
h
r
o
u
g
h
th
e
i
m
p
le
m
en
ta
tio
n
o
f
th
e
m
o
d
el,
th
e
s
t
u
d
en
ts
’
m
i
n
d
s
ar
e
s
ti
m
u
lated
to
d
o
i
m
a
g
i
n
atio
n
,
to
e
x
p
r
ess
id
ea
s
,
a
n
d
to
f
ac
ilit
ate
t
h
e
m
i
n
ex
p
r
es
s
in
g
c
o
n
ce
p
ts
/
id
ea
s
in
th
eir
m
in
d
s
.
(
2
)
T
h
e
teac
h
er
ca
n
tak
e
th
e
r
o
le
o
f
f
ac
ilit
ato
r
an
d
m
ed
iato
r
in
teac
h
i
n
g
i
n
t
h
e
c
lass
r
o
o
m
m
o
r
e
o
p
ti
m
all
y
.
(
3
)
T
h
r
o
u
g
h
t
h
e
i
m
p
le
m
e
n
tatio
n
o
f
t
h
e
m
o
d
el
t
h
e
teac
h
er
is
p
r
o
v
id
ed
w
i
th
th
e
o
p
p
o
r
tu
n
it
y
to
ad
m
i
n
is
ter
s
t
u
d
en
t
ev
a
lu
at
io
n
o
b
j
ec
tiv
el
y
th
r
o
u
g
h
o
b
s
er
v
atio
n
.
T
h
r
o
u
g
h
an
e
v
al
u
atio
n
r
u
b
r
ic
th
e
teac
h
er
ca
n
av
o
id
s
u
b
j
ec
tiv
it
y
.
(
4
)
T
h
e
m
o
d
el
h
elp
s
in
te
ac
h
in
g
t
h
e
s
t
u
d
en
t
s
to
b
e
m
o
r
e
ac
tiv
e
an
d
ab
le
to
r
ef
lect
o
n
th
eir
lear
n
i
n
g
ac
ti
v
i
ties
,
s
o
th
at
th
eir
m
i
n
d
s
ca
n
c
o
n
ce
n
tr
ate
f
u
ll
y
o
n
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
(
5
)
.
T
h
r
o
u
g
h
t
h
e
p
r
o
d
u
ctio
n
o
f
m
i
n
d
m
ap
s
th
e
s
t
u
d
en
t
s
u
n
d
er
s
tan
d
th
e
i
n
ter
co
n
n
ec
tio
n
o
f
co
n
ce
p
ts
t
h
at
ar
e
lear
n
ed
.
(
6
)
T
h
r
o
u
g
h
th
e
i
m
p
le
m
e
n
t
atio
n
o
f
t
h
e
m
o
d
el,
t
h
e
teac
h
in
g
an
d
lear
n
i
n
g
ac
tiv
itie
s
b
ec
o
m
e
m
o
r
e
o
r
ie
n
t
ed
an
d
s
y
s
te
m
at
ized
an
d
ca
n
f
o
cu
s
t
h
e
s
tu
d
e
n
ts
’
a
tten
t
io
n
i
n
lear
n
in
g
.
(
7
)
T
h
e
m
o
d
el
p
r
o
v
id
es
o
p
p
o
r
tu
n
it
ies
to
th
e
s
t
u
d
en
t
s
to
lear
n
ac
co
r
d
in
g
to
w
h
at
t
h
e
y
w
an
t
t
h
r
o
u
g
h
i
n
v
esti
g
atio
n
i
n
to
th
e
ex
p
er
ien
ce
s
th
e
y
h
a
v
e
an
d
to
m
ak
e
u
s
e
o
f
th
e
ex
p
er
ie
n
c
es
as
th
e
p
r
io
r
k
n
o
w
led
g
e
to
co
n
d
u
ct
f
u
r
t
h
er
lear
n
in
g
ac
ti
v
itie
s
.
(
8
)
T
h
e
m
o
d
el
g
iv
es
o
p
p
o
r
tu
n
i
ties
to
t
h
e
s
tu
d
e
n
ts
to
lear
n
ac
co
r
d
in
g
to
th
eir
ab
ilit
y
,
t
h
e
w
a
y
to
u
s
e
a
n
i
n
ter
ac
tiv
e
p
r
o
ce
s
s
to
d
ec
id
e
o
n
w
h
at
th
e
s
t
u
d
en
ts
ca
n
d
o
.
(
9
)
T
h
e
m
o
d
el
g
i
v
es
o
p
p
o
r
t
u
n
iti
es
to
th
e
s
tu
d
e
n
ts
to
b
e
ac
tiv
e
in
lear
n
i
n
g
,
to
in
ter
ac
t
b
o
th
w
ith
t
h
e
m
ater
ial,
p
ee
r
s
an
d
teac
h
er
s
.
(
1
0
)
T
h
e
m
o
d
el
g
iv
e
s
a
f
ee
li
n
g
o
f
co
m
f
o
r
t
to
th
e
s
t
u
d
en
t
s
w
h
en
t
h
e
y
ar
e
n
o
t
b
r
av
e
en
o
u
g
h
to
as
k
d
ir
ec
tl
y
,
s
o
th
at
th
e
s
tu
d
e
n
ts
ca
n
w
r
ite
th
eir
p
r
o
b
lem
s
o
n
t
h
e
r
ef
lectio
n
s
h
ee
t
s
.
So
m
e
co
n
s
tr
ai
n
t
s
o
r
li
m
itati
o
n
s
en
co
u
n
ter
ed
d
u
r
in
g
th
e
co
u
r
s
e
o
f
th
i
s
s
t
u
d
y
b
y
i
m
p
le
m
e
n
ti
n
g
Mu
ltip
le
I
n
telli
g
en
ce
teac
h
i
n
g
aid
ed
b
y
m
in
d
m
ap
p
in
g
ar
e:
(
1
)
T
h
e
teac
h
er
co
u
ld
n
o
t
g
i
v
e
g
u
id
a
n
ce
f
a
ir
l
y
to
th
e
s
t
u
d
en
t
s
d
u
e
to
ti
m
e
li
m
it
atio
n
.
(
2
)
So
m
e
to
p
ics
m
ak
e
it
d
if
f
icu
l
t
f
o
r
th
e
teac
h
er
to
f
i
n
d
th
eir
co
n
te
x
ts
.
B
ased
o
n
th
is
p
r
o
b
lem
,
th
e
tea
ch
er
is
r
eq
u
ir
ed
to
b
e
m
o
r
e
cr
ea
tiv
e
in
f
i
n
d
in
g
co
n
tex
ts
f
o
r
th
e
to
p
ics
lear
n
ed
in
th
e
d
ail
y
lif
e.
(
3
)
So
m
e
s
t
u
d
en
ts
w
er
e
n
o
t
u
s
ed
to
m
ak
in
g
m
i
n
d
m
ap
s
y
et.
(
4
)
So
m
e
s
t
u
d
en
t
s
w
er
e
n
o
t
u
s
ed
to
ask
i
n
g
q
u
esti
o
n
s
,
e
x
p
r
ess
i
n
g
o
p
in
io
n
s
,
a
n
d
d
is
cu
s
s
i
n
g
w
it
h
p
ee
r
s
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
t
h
e
r
es
u
lts
o
f
d
ata
an
al
y
s
es
an
d
d
i
s
cu
s
s
io
n
,
t
h
e
m
u
ltip
le
i
n
tell
ig
e
n
ce
teac
h
i
n
g
ap
p
r
o
ac
h
aid
ed
b
y
m
in
d
m
ap
p
in
g
ca
n
i
m
p
r
o
v
e
th
e
f
i
f
t
h
g
r
ad
e
s
t
u
d
en
ts
’
cr
ea
ti
v
e
t
h
in
k
i
n
g
s
k
ill
at
S
D
8
T
ian
y
ar
B
ar
at,
Ku
b
u
,
Kar
an
g
ase
m
.
T
h
e
cr
ea
t
iv
e
th
i
n
k
in
g
s
k
ill
i
n
cr
e
ased
f
r
o
m
C
y
cle
I
to
cy
cle
I
I
b
y
1
6
.
5
6
%.
T
h
e
m
u
ltip
l
e
in
telli
g
e
n
ce
teac
h
in
g
ap
p
r
o
ac
h
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
co
u
ld
in
cr
ea
s
e
s
cie
n
ce
lear
n
i
n
g
ac
h
iev
e
m
e
n
t
o
f
th
e
f
i
f
th
g
r
ad
e
s
tu
d
en
t
s
o
f
SD
No
8
T
ian
y
ar
B
ar
at,
Ku
b
u
,
Kar
an
g
a
s
e
m
.
T
h
e
s
cien
ce
le
ar
n
in
g
ac
h
ie
v
e
m
en
t
in
cr
ea
s
ed
f
r
o
m
C
y
c
le
I
to
C
y
cle
I
I
b
y
1
1
.
4
6
%.
T
h
e
r
esp
o
n
s
e
g
i
v
en
b
y
t
h
e
f
if
t
h
g
r
ad
e
s
tu
d
en
t
s
o
f
SD
No
8
T
ian
y
ar
B
ar
at,
Ku
b
u
,
Kar
a
n
g
ase
m
to
t
h
e
m
u
ltip
le
in
telli
g
e
n
ce
teac
h
i
n
g
m
o
d
el
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
w
a
s
v
er
y
p
o
s
iti
v
e.
T
h
ey
s
tated
th
at
th
e
y
e
n
j
o
y
ed
lear
n
i
n
g
s
ci
en
ce
th
r
o
u
g
h
th
e
m
u
l
tip
le
in
tellig
e
n
ce
teac
h
in
g
ap
p
r
o
ac
h
aid
ed
b
y
m
in
d
m
ap
p
in
g
.
B
ased
o
n
th
e
r
esu
lts
f
r
o
m
t
h
is
class
r
o
o
m
ac
tio
n
r
esear
c
h
,
it
ca
n
b
e
s
u
g
g
ested
t
h
at
(
1
)
I
t
is
s
u
g
g
e
s
ted
to
th
e
teac
h
er
s
to
u
s
e
th
e
m
u
lt
ip
le
-
i
n
telli
g
en
ce
teac
h
i
n
g
ap
p
r
o
ac
h
aid
ed
b
y
m
i
n
d
m
ap
p
in
g
s
o
n
e
o
f
in
n
o
v
ati
v
e
teac
h
i
n
g
m
o
d
els
i
n
t
h
e
e
f
f
o
r
t
to
i
m
p
r
o
v
e
t
h
e
s
t
u
d
en
t
s
’
cr
ea
t
iv
e
t
h
i
n
k
in
g
s
k
ill,
(
2
)
F
u
r
th
er
d
ev
elo
p
m
en
t
(
f
o
r
r
esear
ch
er
s
an
d
teac
h
er
s
w
h
o
w
o
u
ld
lik
e
to
co
n
d
u
c
t
clas
s
r
o
o
m
ac
tio
n
r
esear
c
h
u
s
i
n
g
t
h
e
M
u
ltip
le
I
n
te
ll
i
g
en
ce
ap
p
r
o
ac
h
aid
ed
b
y
m
in
d
m
ap
p
in
g
i
t
is
s
u
g
g
ested
t
h
at
t
h
e
y
p
ay
atte
n
tio
n
to
t
h
e
r
es
u
lt
s
o
f
r
ef
lectio
n
o
n
t
h
is
class
r
o
o
m
ac
tio
n
r
esear
ch
.
T
h
e
s
y
n
ta
x
o
f
i
n
s
tr
u
ctio
n
s
h
o
u
ld
b
e
ad
ap
ted
to
th
e
ch
ar
ac
ter
is
tics
o
f
t
h
e
s
ch
o
o
l,
class
r
o
o
m
an
d
s
tu
d
e
n
ts
.
RE
F
E
R
E
NC
E
S
[1
]
U.
T
irt
a
ra
h
a
rd
ja
a
n
d
L
.
S
u
lo
,
“
In
t
ro
d
u
c
ti
o
n
to
Ed
u
c
a
ti
o
n
,
”
Ja
k
a
rta
,
Rin
e
k
a
Cip
ta,
1
9
9
5
.
[2
]
Y.
M
u
h
a
ra
m
,
“
T
e
a
c
h
e
r
P
ro
v
isio
n
s
M
a
n
a
g
e
m
e
n
t
to
De
v
e
lo
p
G
o
o
d
Qu
a
li
ty
o
f
El
e
m
e
n
tar
y
,
”
J
o
u
rn
a
l
,
Fu
n
d
a
me
n
t
a
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
4
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
I
mp
r
o
vin
g
S
tu
d
en
ts
'
C
r
ea
tive
Th
in
kin
g
a
n
d
A
ch
ieve
men
t Th
r
o
u
g
h
th
e
I
mp
leme
n
ta
tio
n
.
.
.
.
(
I
W
a
ya
n
W
id
ia
n
a
)
253
[3
]
Y.
B.
Nu
r
h
a
d
i
a
n
d
A
.
G
.
S
e
n
d
u
k
,
“
Co
n
tex
tu
a
l
L
e
a
rn
in
g
a
n
d
Its
I
m
p
le
m
e
n
tatio
n
i
n
KBK
,
”
M
a
lan
g
,
M
a
lan
g
S
tate
Un
iv
e
rsit
y
,
2
0
0
4
.
[4
]
De
p
d
ik
n
a
s
,
“
S
trate
g
ic P
lan
o
f
Na
ti
o
n
a
l
E
d
u
c
a
ti
o
n
De
p
a
rtm
e
n
t
Ye
a
r
2
0
0
5
-
2
0
0
9
,
”
Ja
k
a
rta
,
De
p
d
ik
n
a
s,
2
0
0
5
.
[5
]
Ko
m
p
a
s
,
“
In
d
o
n
e
sia
,
E
d
u
c
a
io
n
a
l
De
v
e
lo
p
m
e
n
t
In
d
e
x
f
o
r
Ev
e
r
y
o
n
e
”
T
e
a
sd
a
y
,
2
5
o
f
O
c
to
b
e
r
2
0
1
1
.
[6
]
H.
G
a
rd
n
e
r,
“
M
u
lt
i
p
le In
tell
ig
e
n
c
e
,
”
T
ra
n
sla
ti
o
n
b
y
Ly
n
d
o
n
S
a
p
u
tr
a
,
Ba
ta
m
,
In
tera
k
sa
ra
,
2
0
0
3
.
[7
]
M
a
rli
n
a
,
“
M
u
lt
i
p
le In
tell
ig
e
n
c
e
(M
I)
a
s Ne
w
Disc
o
u
rse
,”
S
c
ien
c
e
J
o
u
rn
a
l
,
2
0
0
4
.
[8
]
M.
L
w
in
,
A.
Kh
o
o
,
K.
L
y
e
n
,
C.
S
im
,
“
Ho
w
to
M
u
lt
i
p
ly
Yo
u
r
Ch
i
ld
’s
In
telli
g
e
n
c
e
,
”
A
li
h
b
a
h
a
sa
,
Ch
risti
n
e
S
u
jan
a
,
Ja
k
a
rta
,
P
T
.
M
a
c
a
n
a
n
Ja
y
a
Ce
m
e
rlan
g
,
2
0
0
8
.
[9
]
F
.
Ha
re
f
a
,
“
W
h
y
E
m
o
ti
o
n
l
In
t
e
ll
ig
e
n
c
e
is
I
m
p
o
rtan
t
?
,
”
h
tt
p
:/
/n
a
d
h
iri
n
.
b
l
o
g
sp
o
t.
c
o
m
/2
0
0
9
/
0
6
/
W
h
y
E
m
o
ti
o
n
l
In
telli
g
e
n
c
e
is
Im
p
o
rtan
t
.
h
tm
l
,
2
0
0
9
.
[1
0
]
D.
G
o
le
m
a
n
,
“
W
o
rk
in
g
w
it
h
Em
o
ti
o
n
a
l
In
telli
g
e
n
c
e
,
”
T
ra
n
latio
n
b
y
A
le
x
T
ri
Ka
n
tj
o
n
o
W
id
o
d
o
,
Ja
k
a
rta
,
P
T
G
ra
m
e
d
ia P
u
sta
k
a
Uta
m
a
,
2
0
0
3
.
[1
1
]
P.
S
u
p
a
rn
o
,
“
Do
u
b
le I
n
tel
li
g
e
n
c
e
a
n
d
Its’
A
p
li
c
a
ti
o
n
o
n
T
h
e
S
c
h
o
o
l
,
”
Yo
g
y
a
k
a
rta
,
Ka
n
isiu
s,
2
0
0
4
.
[1
2
]
I.
M
.
M
a
riaw
a
n
,
“
T
h
e
I
m
p
le
m
e
n
tatio
n
o
f
Co
n
tex
tu
a
l
A
p
p
ro
a
c
h
b
y
S
e
tt
in
g
o
f
Co
o
p
e
ra
ti
v
e
L
e
a
r
n
in
g
M
o
d
e
l
a
s
Eff
o
rts
to
In
c
re
a
sin
g
P
h
y
sic
s
Lea
rn
in
g
Qu
a
li
ty
in
S
tate
Hig
h
S
c
h
o
o
l
No
.
2
S
in
g
a
ra
ja
,
”
P
h
y
si
c
s
De
p
a
rt
m
e
n
t
Re
se
a
rc
h
Re
p
o
rt.
S
tate
I
n
stit
u
te
o
f
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
S
in
g
a
ra
ja,
2
0
0
5
.
[1
3
]
Dim
y
a
ti
,
M
u
d
ji
o
n
o
,
“
T
e
a
c
h
in
g
a
n
d
L
e
a
rn
in
g
,
”
Ja
k
a
rta
,
Rin
e
k
a
Cip
ta,
2
0
0
6
.
[1
4
]
E.
M
a
h
e
n
d
ra
,
“
T
h
e
Eff
e
c
ts
o
f
C
o
n
tex
tu
a
l
A
p
p
ro
a
c
h
a
n
d
W
a
y
o
f
T
h
in
k
in
g
,
”
S
c
ien
ti
fi
c
J
o
u
rn
a
l
o
f
L
e
a
rn
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
2
0
0
7
.
[1
5
]
Na
su
ti
o
n
,
“
V
a
ri
o
u
s A
p
p
ro
a
rc
h
in
T
e
a
c
h
in
g
a
n
d
L
e
a
rn
in
g
P
ro
c
e
ss
,
”
Ja
k
a
rta
,
Bin
a
Ak
sa
r
a
,
2
0
0
1
.
[1
6
]
L
.
W
.
A
n
d
e
rso
n
,
D.
W.
Kra
th
w
o
h
l.
,
“
A
T
a
x
o
n
o
m
y
F
o
r
Lea
rn
in
g
T
e
a
c
h
in
g
a
n
d
A
ss
e
sin
g
,
A
R
e
v
isi
o
n
o
f
Blo
m
m
’s
T
a
x
o
n
o
m
y
o
f
Ed
u
c
a
ti
o
n
a
l
Ob
jec
ti
v
e
s
,
”
Ne
w
Yo
rk
,
A
d
iso
n
W
e
a
sle
y
L
o
n
g
m
a
n
,
2
0
1
1
.
[1
7
]
I.
W
.
S
a
n
ty
a
sa
,
“
T
h
e
Eff
e
c
t
o
f
S
e
tt
in
g
a
n
d
L
e
a
rn
n
g
M
o
d
e
l
to
w
a
rd
Re
m
id
ias
i
M
isk
o
n
se
p
si,
C
o
n
c
e
p
t
Co
m
p
re
h
e
n
ti
o
n
a
n
d
P
h
y
sic
s
L
e
a
rn
in
g
Ou
tco
m
e
i
n
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts
,”
L
e
a
rn
in
g
T
e
c
h
n
o
lo
g
y
,
P
o
st
G
ra
d
u
a
te
P
r
o
g
ra
m
,
M
a
lan
g
S
tate
Un
iv
e
rsity
,
2
0
0
4
.
[1
8
]
H.
G
a
rd
n
e
r,
“
M
u
lt
i
p
le In
tell
ig
e
n
c
e
,
”
T
ra
n
sla
ti
o
n
b
y
Ly
n
d
o
n
S
a
p
u
tr
a
,
Ba
ta
m
,
In
tera
k
sa
ra
,
2
0
0
3
.
[1
9
]
P
.
E.
S
u
m
e
rti
n
i,
“
T
h
e
Eff
e
c
t
o
f
M
u
lt
ip
e
In
tel
li
g
e
n
c
e
in
M
a
th
e
m
a
ti
c
s
L
e
a
rn
in
g
to
w
a
rd
S
tu
d
e
n
ts’
L
e
a
rn
n
g
A
c
h
ie
v
e
m
e
n
t
in
V
III
C
las
s
o
f
Ju
n
io
r
Hig
h
S
c
h
o
o
l
No
2
S
in
g
a
ra
ja
,
”
S
in
g
a
ra
ja,
Ga
n
e
sh
a
Un
iv
e
rsity
o
f
Ed
u
c
a
ti
o
n
S
in
g
a
ra
ja,
2
0
0
7
.
[2
0
]
E.
W
e
b
e
r,
“
F
iv
e
-
P
h
a
se
s
T
o
P
BL
:
M
ITA
(M
u
lt
ip
le
In
telli
g
e
n
c
e
T
e
a
c
h
in
g
A
p
p
ro
a
c
h
)
M
o
d
e
l
F
o
r
Re
d
e
sig
n
e
d
Hig
h
e
r
Ed
u
c
a
ti
o
n
Clas
se
s
,
”
2
0
0
8
.
ww
w
.
m
it
a
le
a
d
e
rsh
ip
.
c
o
m
/
m
it
a
_
e
d
u
c
a
ti
o
n
/ed
_
i
n
d
e
x
.
h
tm
.
[2
1
]
M.
A
la
m
s
y
a
h
,
“
Ac
c
u
ra
te T
ricts
to
In
c
re
a
sin
g
A
c
h
iev
e
m
e
n
t
b
y
M
in
d
M
a
p
p
in
g
,
”
Jo
g
jak
a
rta
,
M
it
ra
P
e
laja
r,
2
0
0
9
.
[2
2
]
T
.
Bu
z
a
n
,
“
T
h
e
M
in
d
M
a
p
B
o
o
k
,
”
Ne
w
Yo
rk
,
Du
tt
o
n
,
1
9
9
3
.
[2
3
]
B.
De
P
o
rter,
M.
Re
a
rd
o
n
,
S
.
S
.
No
u
rie,
“
Qu
a
n
t
u
m
T
e
a
c
h
in
g
:
Im
p
le
m
e
n
t
Qu
a
n
t
u
m
L
e
a
rn
in
g
i
n
t
h
e
Clas
s
,
”
Ba
n
d
u
n
g
,
Ka
if
a
,
2
0
0
1
.
[2
4
]
W.
C.
Ke
m
is,
R.
M
.
T
a
g
g
a
rt,
“
T
h
e
a
c
ti
o
n
re
se
a
rc
h
p
lan
n
e
r
.
G
e
e
lo
n
g
V
icto
ria
,
”
De
a
k
in
Un
iv
e
rsity
,
1
9
9
8
.
[2
5
]
N.
Ku
sm
a
ri
y
a
tn
i,
I.
G
.
A
sta
wa
n
,
“
T
h
e
I
m
p
le
m
e
n
tatio
n
o
f
M
u
lt
ip
le
In
telli
g
e
n
c
e
to
In
c
re
a
sin
g
S
tu
d
e
n
ts’
M
o
t
iv
a
ti
o
n
a
n
d
S
c
ien
c
e
Lea
rn
in
g
Ou
tco
m
e
a
t
T
h
ird
G
ra
d
e
S
tu
d
e
n
t
o
f
LA
B
El
e
m
e
n
tar
y
S
c
h
o
o
l
a
c
a
d
e
m
ic
y
e
a
r
2
0
1
0
/
2
0
1
1
,
”
G
a
n
e
sh
a
Un
iv
e
rsit
y
o
f
Ed
u
c
a
ti
o
n
,
2
0
1
0
.
[2
6
]
I.
A
.
M
.
G
a
y
a
tri
,
“
T
h
e
Eff
e
c
ts
o
f
M
u
lt
ip
le
I
n
telli
g
e
n
c
e
A
p
p
ro
a
c
h
to
w
a
rd
S
tu
d
e
n
ts’
P
h
y
sic
s
Lea
rn
in
g
Ou
tco
m
e
a
t
T
e
n
G
ra
d
e
S
tu
d
e
n
t
o
f
Hig
h
S
c
h
o
o
l
No
.
3
S
i
n
g
a
ra
ja
A
c
a
d
e
m
ic
Ye
a
r
2
0
0
8
/2
0
0
9
,”
G
a
n
e
sh
a
Un
iv
e
rsity
o
f
Ed
u
c
a
ti
o
n
,
2
0
0
9
.
[2
7
]
A
.
A
.
H.
S
isti
a
n
i,
“
T
h
e
I
m
p
le
m
e
n
tatio
n
o
f
M
in
d
M
a
p
p
i
n
g
L
e
a
rn
in
g
M
o
d
e
l
t
o
In
c
re
a
sin
g
S
tu
d
e
n
ts’
W
rit
in
g
Na
ra
ti
o
n
L
e
a
rn
in
g
A
c
h
iev
e
m
e
n
t
a
t
G
ra
d
e
F
iv
e
S
tu
d
e
n
t
o
f
T
u
n
a
s
Da
u
d
El
e
m
e
n
tar
y
S
c
h
o
o
l
,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
a
n
d
L
e
a
rn
in
g
J
o
u
rn
a
l
,
v
o
l/
issu
e
:
6
(2
)
,
p
p
.
1
4
5
0
-
1
4
6
1
,
2
0
1
0
.
[2
8
]
N.
W
.
A
rin
i,
“
T
h
e
I
m
p
le
m
e
n
taio
n
o
f
M
in
d
M
a
p
p
i
n
g
A
ss
isted
B
y
Lan
g
u
n
g
Ob
jec
t
to
I
n
c
re
a
sin
g
S
tu
d
e
n
t’s
Cre
a
ti
v
it
i
a
n
d
A
b
il
it
y
o
f
W
rit
in
g
De
sc
rip
ti
o
n
a
t
F
o
u
r
G
ra
d
e
S
t
u
d
e
n
t
o
f
El
e
m
e
n
tar
y
S
c
h
o
o
l
No
.
4
Ka
m
p
u
n
g
Ba
ru
,”
G
a
n
e
sh
a
Un
iv
e
rsit
y
o
f
Ed
u
c
a
ti
o
n
,
2
0
1
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
24
6
–
2
5
4
254
BI
O
G
RAP
H
I
E
S
O
F
AUTH
O
RS
Dr.
I
W
a
y
a
n
W
id
ian
a
,
S
.
P
d
.
,
M
.
P
d
.
w
a
s
b
o
rn
in
Ba
d
u
n
g
,
Oc
to
b
e
r
1
0
th
1
9
5
9
.
He
w
o
rk
e
d
a
s
Re
c
to
r
a
t
G
a
n
e
sh
a
Un
iv
e
r
sit
y
o
f
Ed
u
c
a
ti
o
n
.
He
w
a
s
re
c
e
iv
e
d
Do
c
to
r
in
Ed
u
c
a
ti
o
n
a
l
Ev
a
lu
a
ti
o
n
a
n
d
Re
se
a
rc
h
f
ro
m
Ja
k
a
rta
S
tate
Un
iv
e
rsity
.
He
a
lso
a
s
lec
tu
re
r
o
f
sta
ti
stics
,
m
e
th
o
d
o
l
o
g
y
o
f
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
e
v
a
lu
a
ti
o
n
i
n
v
a
rio
u
s
d
e
p
a
rtm
e
n
ts,
in
c
lu
d
in
g
th
e
De
p
a
rtm
e
n
t
o
f
Earl
y
Ch
il
d
h
o
o
d
Ed
u
c
a
ti
o
n
,
De
p
a
rt
m
e
n
t
o
f
P
r
im
a
r
y
Ed
u
c
a
ti
o
n
,
De
p
a
rtm
e
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
a
n
d
th
e
De
p
a
rtm
e
n
t
o
f
G
u
id
a
n
c
e
a
n
d
Co
u
n
se
li
n
g
.
Dr.
I
Ny
o
m
a
n
Ja
m
p
e
l,
M
.
P
d
.
w
a
s
b
o
rn
in
Ba
n
jar
S
a
ri
T
u
n
a
s
T
ian
y
a
r
v
il
lag
e
,
Ku
b
u
d
istr
ict,
Ka
ra
n
g
a
s
e
m
re
g
e
n
c
y
,
Ba
li
P
ro
v
i
n
c
e
,
o
n
Ju
ly
5
th
,
1
9
8
5
.
He
w
a
s
re
c
e
iv
e
d
Do
c
to
r
in
Ed
u
c
a
ti
o
n
a
l
Ev
a
lu
a
ti
o
n
a
n
d
Re
se
a
rc
h
f
ro
m
J
a
k
a
rta
S
tate
Un
iv
e
rsit
y
.
He
w
o
rk
e
d
a
s
Lec
tu
re
r
o
f
S
tatisti
c
s,
M
e
th
o
d
o
l
o
g
y
o
f
Ed
u
c
a
ti
o
n
a
l
R
e
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
i
n
De
p
a
rtme
n
t
o
f
P
rim
a
r
y
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
a
t
G
a
n
e
sh
a
Un
iv
e
rsity
o
f
Ed
u
c
a
ti
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.