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M
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1.
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cr
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k
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[
1
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w
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[
2
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.
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[
3
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4
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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s
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I
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N:
2252
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8822
Desig
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565
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[
5
]
.
I
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co
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tex
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f
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cr
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6
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[
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Gen
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[
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-
1
3
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.
Fro
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.
Gen
e
ti
cs
p
r
o
v
id
es
a
co
n
tex
t
f
o
r
p
r
o
b
le
m
-
s
o
lv
i
n
g
i
n
h
i
g
h
s
c
h
o
o
l
b
io
lo
g
y
an
d
o
f
f
er
s
an
o
p
p
o
r
tu
n
it
y
f
o
r
s
t
u
d
y
i
n
g
s
tu
d
e
n
ts
’
p
r
o
b
le
m
-
s
o
l
v
in
g
s
k
ills
a
n
d
t
h
eir
m
is
co
n
ce
p
tio
n
s
in
u
n
d
er
s
tan
d
i
n
g
s
cien
ce
[
7
,
1
0
-
1
7
]
.
Ho
w
e
v
e
r
,
p
ast
r
esear
ch
s
h
o
w
ed
th
a
t
T
h
ai
s
tu
d
e
n
ts
ar
e
g
e
n
er
all
y
n
o
t
s
u
cc
ee
d
i
n
g
in
d
ev
elo
p
in
g
a
d
ee
p
u
n
d
er
s
t
an
d
in
g
o
f
g
en
e
tics
t
h
at
i
s
n
e
ce
s
s
ar
y
to
li
n
k
th
e
co
n
ce
p
ts
an
d
g
e
n
etics
f
ac
t
s
f
o
r
p
r
o
b
lem
-
s
o
lv
i
n
g
th
at
r
ela
tin
g
to
ev
id
en
ce
-
b
ased
r
ea
s
o
n
in
g
f
o
r
s
u
p
p
o
r
tin
g
t
h
eir
an
s
w
er
s
co
r
r
ec
tl
y
a
n
d
th
o
r
o
u
g
h
l
y
[
1
8
]
.
T
h
er
ef
o
r
e,
th
e
m
ai
n
p
u
r
p
o
s
e
o
f
t
h
i
s
s
tu
d
y
w
a
s
to
d
ev
e
lo
p
a
s
o
u
n
d
as
s
es
s
m
en
t
to
o
l
to
a
s
s
es
s
10
th
-
g
r
ad
e
s
t
u
d
en
t
s
’
m
is
co
n
ce
p
tio
n
s
i
n
g
en
e
tics
to
p
ics.
T
h
es
e
m
i
s
co
n
ce
p
tio
n
s
ar
e
h
y
p
o
th
e
s
ized
to
s
p
an
ac
r
o
s
s
t
w
o
q
u
ali
tati
v
el
y
d
i
s
tin
c
t d
i
m
e
n
s
io
n
s
,
n
a
m
el
y
t
h
e
d
ep
th
o
f
k
n
o
w
led
g
e
(
KN)
a
n
d
th
e
r
ea
s
o
n
i
n
g
(
R
E
)
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
o
d
ev
elo
p
th
e
d
iag
n
o
s
tic
ass
es
s
m
en
t
to
o
l
(
Mu
ltid
i
m
e
n
s
io
n
al
Sc
ien
tific
Misco
n
ce
p
ti
o
n
s
T
est),
w
e
ad
o
p
ted
th
e
co
n
s
tr
u
ct
m
o
d
elin
g
[
1
9
]
an
d
d
esig
n
-
b
ased
r
esear
ch
[
2
0
]
m
eth
o
d
s
.
Mo
r
eo
v
er
,
Mu
ltid
i
m
e
n
s
io
n
al
R
an
d
o
m
C
o
ef
f
icie
n
ts
M
u
lti
n
o
m
ial
L
o
g
it
Mo
d
el
(
MRC
M
L
M
)
w
a
s
u
s
ed
to
v
alid
ate
th
e
q
u
alit
y
o
f
th
e
d
ev
elo
p
ed
ass
es
s
m
en
t to
o
l
[
2
1
]
.
2
.
1
.
Sa
m
ple o
f
t
he
re
s
ea
rc
h
T
o
em
p
lo
y
a
n
MR
C
M
L
M
to
an
al
y
ze
r
esp
o
n
s
e
d
ata,
th
e
s
u
f
f
icie
n
c
y
o
f
t
h
e
s
a
m
p
le
s
ize
s
h
o
u
ld
b
e
co
n
s
id
er
ed
f
ir
s
t
[
2
1
]
.
T
o
o
b
tai
n
ac
c
u
r
ate
p
ar
a
m
eter
est
i
m
a
tes
in
t
h
e
R
asc
h
-
f
a
m
i
l
y
o
f
m
o
d
el
s
,
s
o
m
e
s
u
g
g
est
t
h
at
th
e
m
i
n
i
m
u
m
s
a
m
p
le
s
ize
s
h
o
u
ld
b
e
ar
o
u
n
d
1
0
0
r
esp
o
n
d
en
t
s
[
2
2
]
.
A
to
tal
o
f
N=
2
0
0
1
0
th
g
r
ad
e
s
t
u
d
en
t
s
w
it
h
th
r
ee
d
if
f
er
en
t
le
v
els,
n
a
m
el
y
lo
w
,
m
ed
iu
m
,
a
n
d
h
i
g
h
l
ev
els
o
f
lear
n
in
g
a
b
ilit
y
f
r
o
m
s
c
h
o
o
ls
u
n
d
er
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
Of
f
i
ce
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
al
Ser
v
ice
A
r
ea
3
1
,
Nak
h
o
n
R
at
ch
asi
m
a
p
r
o
v
in
ce
,
T
h
ailan
d
,
w
er
e
s
elec
t
ed
as
te
s
t
-
ta
k
er
s
.
T
ea
ch
in
g
s
t
u
d
en
t
s
w
i
th
t
h
r
ee
d
if
f
er
e
n
t
le
v
els
o
f
lea
r
n
in
g
ab
ilit
y
co
u
ld
b
e
d
if
f
icu
l
t
th
u
s
a
d
iag
n
o
s
tic
ass
es
s
m
en
t
to
o
l
th
at
co
u
ld
en
g
ag
e
s
t
u
d
en
t
s
o
f
all
lev
els
is
d
ee
m
ed
n
ec
e
s
s
ar
y
.
T
h
is
is
also
n
ee
d
ed
t
o
f
u
lf
i
ll
th
e
s
u
g
g
ested
m
i
n
i
m
u
m
s
a
m
p
l
e
s
ize
r
eq
u
ir
ed
f
o
r
u
s
in
g
m
u
lt
id
i
m
en
s
io
n
a
l
ite
m
r
esp
o
n
s
e
th
eo
r
y
[
2
2
]
.
2
.
2
.
M
e
t
ho
d o
f
a
na
l
y
s
is
MRC
M
L
M
is
a
m
u
ltid
i
m
e
n
s
i
o
n
al
R
a
s
ch
-
t
y
p
e
ite
m
r
esp
o
n
s
e
m
o
d
el
t
h
at
f
o
cu
s
e
s
o
n
th
e
i
n
ter
ac
tio
n
b
et
w
ee
n
ab
ilit
ies
o
f
test
-
ta
k
er
s
an
d
ite
m
s
’
d
i
f
f
icu
lties
[
2
1
]
.
T
h
e
MR
C
M
L
M
is
a
g
e
n
er
aliza
t
io
n
o
f
a
w
id
e
class
o
f
R
asc
h
m
o
d
el
s
an
d
en
co
m
p
a
s
s
es
m
o
d
els s
u
ch
a
s
E
m
b
r
etso
n
’
s
m
o
d
el
f
o
r
lear
n
in
g
an
d
c
h
a
n
g
e
[
1
5
]
.
2
.
3
.
Resea
rc
h pro
ce
du
re
Desig
n
,
d
ata
co
llectio
n
,
a
n
d
an
al
y
s
i
s
w
er
e
tack
led
i
n
f
o
u
r
p
h
ase
s
.
I
n
t
h
e
f
ir
s
t
p
h
ase,
r
esea
r
ch
er
s
h
el
d
s
ev
er
al
co
m
p
r
e
h
en
s
i
v
e
d
is
c
u
s
s
io
n
s
w
i
th
b
io
lo
g
y
teac
h
er
s
ab
o
u
t
t
h
e
co
r
e
cu
r
r
ic
u
l
u
m
in
t
h
e
b
asic
ed
u
ca
tio
n
2
0
0
8
(
r
ev
is
ed
ed
itio
n
i
n
2
0
1
7
)
.
A
m
aj
o
r
f
o
cu
s
o
f
t
h
e
d
is
c
u
s
s
io
n
s
was
r
eg
ar
d
in
g
t
h
e
co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
in
g
,
is
s
u
e
s
,
an
d
d
is
cr
ep
an
cies
o
f
k
n
o
w
led
g
e
an
d
r
ea
s
o
n
i
n
g
p
r
o
b
lem
-
s
o
lv
in
g
i
n
g
e
n
etic
s
to
p
ics.
Data
w
a
s
co
llected
u
s
i
n
g
in
ter
v
ie
w
s
a
n
d
t
h
i
n
k
-
alo
u
d
te
ch
n
iq
u
es.
Usi
n
g
f
in
d
i
n
g
s
f
r
o
m
t
h
e
f
ir
s
t
p
h
a
s
e,
i
n
t
h
e
s
ec
o
n
d
p
h
ase,
r
esear
ch
er
s
co
n
tin
u
ed
to
co
llab
o
r
ate
w
it
h
b
io
lo
g
y
teac
h
er
s
to
cr
ea
te
co
n
s
tr
u
ct
m
ap
s
—
w
h
ic
h
f
it
th
e
ac
t
u
al
b
io
lo
g
y
clas
s
r
o
o
m
co
n
tex
t
—
f
o
r
ea
ch
d
i
m
e
n
s
io
n
o
f
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
.
W
e
d
ev
elo
p
ed
th
e
co
n
s
tr
u
c
t
m
ap
f
o
r
t
h
e
KN
d
i
m
en
s
io
n
b
y
ad
o
p
tin
g
No
r
m
an
W
eb
b
’
s
Dep
th
o
f
Kn
o
w
le
d
g
e
[
2
3
,
2
4
]
.
T
h
e
R
E
d
im
en
s
io
n
w
a
s
b
ased
o
n
B
r
ay
’
s
[
2
5
]
ass
ess
m
e
n
t o
f
r
ea
s
o
n
in
g
.
I
n
th
e
th
ir
d
p
h
ase,
u
s
i
n
g
th
e
test
b
lu
ep
r
i
n
t
as
a
g
u
id
e,
r
esear
ch
er
s
s
ig
n
ed
ite
m
s
an
d
task
s
.
Mu
ltid
i
m
e
n
s
io
n
a
l
Scie
n
ti
f
ic
Misco
n
ce
p
tio
n
s
T
o
o
l,
w
h
i
ch
i
s
ai
m
ed
at
m
ea
s
u
r
in
g
s
tu
d
en
t
s
’
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
,
co
n
s
is
t
s
o
f
a
to
tal
o
f
4
0
d
ich
o
t
o
m
o
u
s
ite
m
s
i
n
f
o
u
r
o
p
tio
n
s
.
T
a
b
le
1
s
h
o
w
s
an
ex
a
m
p
le
o
f
th
e
s
a
m
p
le
test
ite
m
s
.
T
h
e
ite
m
s
w
er
e
cr
ea
ted
f
o
llo
w
in
g
t
h
e
lear
n
in
g
o
u
tco
m
e
in
g
en
et
ics
to
p
ic
an
d
m
ea
s
u
r
ed
th
e
KN
an
d
R
E
d
i
m
en
s
io
n
s
as
w
ell.
T
h
e
o
p
tio
n
s
in
R
E
w
er
e
g
en
er
ated
b
y
ta
k
in
g
in
to
ac
co
u
n
t
all
p
o
s
s
ib
ilit
ies
o
f
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es.
Fi
n
a
ll
y
,
w
e
s
y
n
th
e
s
ized
an
d
ca
teg
o
r
ized
th
e
r
esp
o
n
s
es
i
n
to
f
o
u
r
o
p
tio
n
s
.
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
.
3
,
Sep
tem
b
er
2020
:
56
4
-
571
566
I
n
th
e
f
o
u
r
t
h
p
h
ase,
r
esear
ch
er
s
v
alid
ated
th
e
q
u
alit
y
o
f
th
e
p
r
o
to
ty
p
e
b
y
as
s
ess
in
g
its
v
a
lid
it
y
an
d
r
eliab
ilit
y
.
T
h
e
v
alid
it
y
ev
id
e
n
ce
w
a
s
b
ased
o
n
th
r
ee
f
ac
to
r
s
,
n
a
m
e
l
y
(
i)
test
co
n
te
n
t
b
y
ex
p
er
ts
an
d
W
r
ig
h
t
m
ap
;
(
ii)
s
tu
d
en
ts
’
r
esp
o
n
s
e
p
r
o
ce
s
s
es
as
r
ef
lecte
d
in
t
h
e
th
i
n
k
-
alo
u
d
’
s
f
o
r
m
,
an
d
(
iii)
in
te
r
n
al
s
tr
u
ct
u
r
e
w
h
e
n
u
s
i
n
g
th
e
b
et
w
ee
n
-
ite
m
m
u
lt
id
i
m
en
s
io
n
a
l
R
asc
h
m
o
d
el
.
I
n
lin
e
w
it
h
th
e
ed
u
ca
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
ass
es
s
m
en
t
s
ta
n
d
ar
d
s
,
th
e
r
eli
ab
ilit
y
o
f
th
e
p
r
o
to
t
y
p
e
w
as
i
n
f
o
r
m
ed
b
y
t
h
e
(
i)
E
x
p
ec
ted
-
A
-
P
o
s
ter
io
r
i
(
E
A
P
)
r
eliab
ilit
y
,
w
h
ic
h
is
a
m
ea
s
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r
e
m
en
t
th
e
co
n
s
is
te
n
c
y
;
(
ii)
C
r
o
n
b
ac
h
’
s
A
lp
h
a
C
o
ef
f
icie
n
t,
an
d
(
iii)
Stan
d
ar
d
e
r
r
o
r
o
f
m
ea
s
u
r
e
m
en
t (
SEM
)
[
2
6
]
.
L
ast
l
y
,
t
h
e
ite
m
f
i
t stati
s
tic
s
wer
e
u
s
ed
to
ass
es
s
ite
m
s
’
ap
p
r
o
p
r
iaten
ess
.
T
ab
le
1
.
Sam
p
le
test
L
e
a
r
n
i
n
g
O
u
t
c
o
me
KN
RE
Q
u
e
st
i
o
n
C
h
o
i
c
e
Q
u
e
st
i
o
n
C
h
o
i
c
e
S
k
i
l
l
/
C
o
n
c
e
p
t
S
k
i
l
l
a
n
d
Re
p
rese
n
t
i
n
g
3
.
S
e
a
r
c
h
f
o
r
i
n
f
o
r
mat
i
o
n
,
a
n
a
l
y
z
e
,
e
x
p
l
a
i
n
,
a
n
d
su
mm
a
r
i
z
e
a
b
o
u
t
i
n
h
e
r
i
t
a
n
c
e
.
T
h
a
t
i
s a
n
e
x
t
e
n
si
o
n
o
f
M
e
n
d
e
l
i
a
n
g
e
n
e
t
i
c
s
5
A
.
W
h
y
i
s c
o
l
o
r
b
l
i
n
d
n
e
ss mo
r
e
p
r
o
n
o
u
n
c
e
d
i
n
mal
e
s t
h
a
n
f
e
mal
e
s
?
1
.
B
e
c
a
u
se
c
o
l
o
r
b
l
i
n
d
n
e
ss
i
s
c
o
n
t
r
o
l
l
e
d
b
y
a
n
i
n
f
e
r
i
o
r
g
e
n
e
o
n
t
h
e
X
c
h
r
o
mo
so
me
t
h
a
t
i
s o
n
t
h
e
se
x
c
h
r
o
m
o
so
me
2
.
B
e
c
a
u
se
c
o
l
o
r
b
l
i
n
d
n
e
ss
h
a
s
a
c
o
n
t
r
o
l
l
e
d
g
e
n
e
o
n
t
h
e
Y
c
h
r
o
mo
so
me
,
c
a
u
si
n
g
mal
e
s t
o
b
e
c
o
me
c
o
l
o
r
b
l
i
n
d
(
r
e
me
mb
e
r
/
r
e
c
a
l
l
l
e
v
e
l
)
3
.
B
e
c
a
u
se
c
o
l
o
r
b
l
i
n
d
n
e
ss
i
s
a
c
h
a
r
a
c
t
e
r
i
st
i
c
t
h
a
t
d
e
p
e
n
d
s o
n
t
h
e
i
n
f
l
u
e
n
c
e
o
f
se
x
w
h
i
c
h
d
e
p
e
n
d
s o
n
t
h
e
t
e
st
s
t
o
r
e
(re
c
o
g
n
i
z
a
b
l
e
/
r
e
c
a
l
l
e
d
l
e
v
e
l
)
4
.
B
e
c
a
u
se
f
e
mal
e
s h
a
v
e
g
e
n
e
s
t
h
a
t
a
r
e
r
e
si
st
a
n
t
t
o
a
c
t
i
n
g
T
h
e
r
e
l
e
a
se
o
f
c
o
l
o
r
b
l
i
n
d
g
e
n
e
s
o
n
t
h
e
X
c
h
r
o
mo
so
me
mak
e
s
w
o
m
e
n
l
e
ss l
i
k
e
l
y
t
o
h
a
v
e
c
o
l
o
r
b
l
i
n
d
n
e
ss t
h
a
n
me
n
(
r
e
c
o
g
n
i
z
a
b
l
e
/
r
e
c
a
l
l
e
d
l
e
v
e
l
s
)
.
5
B
.
R
e
a
so
n
f
o
r
a
n
sw
e
r
i
n
g
1
.
M
a
l
e
s h
a
v
e
a
Y
c
h
r
o
mo
so
me
t
h
a
t
c
a
u
se
s c
o
l
o
r
b
l
i
n
d
n
e
ss (
d
e
scri
b
e
d
l
e
v
e
l
s a
r
e
i
n
c
o
n
si
s
t
e
n
t
)
2
.
T
e
st
o
st
e
r
o
n
e
i
s a
sso
c
i
a
t
e
d
w
i
t
h
c
o
l
o
r
b
l
i
n
d
n
e
ss (u
n
e
x
p
l
a
i
n
e
d
l
e
v
e
l
s
)
3
.
M
a
l
e
s,
w
h
e
n
r
e
c
e
i
v
i
n
g
o
n
l
y
o
n
e
i
n
f
e
r
i
o
r
g
e
n
e
,
c
a
n
s
h
o
w
c
o
l
o
r
b
l
i
n
d
n
e
ss.
4
.
F
e
mal
e
s h
a
v
e
X
c
h
r
o
mo
so
me
se
x
c
h
r
o
mo
so
me
,
t
h
e
r
e
f
o
r
e
h
a
v
e
mo
r
e
c
h
a
n
c
e
o
f
c
o
l
o
r
b
l
i
n
d
n
e
ss t
h
a
n
mal
e
s (Ex
p
l
a
n
a
t
i
o
n
l
e
v
e
l
i
s n
o
t
c
o
n
si
s
t
e
n
t
)
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Co
ns
t
ruct
m
a
p o
f
s
t
ud
ent
s
’
s
cient
if
ic
m
is
co
ncept
io
n
s
W
e
u
s
ed
th
e
co
n
s
tr
u
ct
m
ap
in
o
u
r
attem
p
t
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
s
cien
tif
ic
m
is
co
n
ce
p
tio
n
s
in
th
e
KN
an
d
R
E
d
im
en
s
io
n
s
,
as
d
em
o
n
s
tr
ated
in
T
ab
le
2
.
T
h
e
KN
d
im
en
s
io
n
w
as
ca
teg
o
r
ized
in
to
f
iv
e
lev
els,
r
an
g
ed
f
r
o
m
‘
No
t
r
ec
alled
’
as
th
e
lo
w
est
lev
el
to
‘
E
x
ten
d
ed
th
in
k
in
g
’
as
th
e
h
ig
h
est
lev
el.
T
h
e
‘
No
t
r
ec
all’
m
ea
n
s
s
tu
d
en
ts
s
h
o
w
n
o
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
w
h
ile
an
d
th
e
‘
E
x
ten
d
in
g
th
in
k
in
g
’
r
ef
er
s
to
s
tu
d
en
ts
w
h
o
ca
n
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
co
m
p
letely
,
ca
n
lin
k
th
e
co
n
ce
p
ts
w
ith
g
en
etics
f
ac
ts
,
s
y
n
th
esize
th
e
co
n
ce
p
ts
,
an
d
s
o
lv
e
co
m
p
lex
p
r
o
b
lem
s
to
f
in
d
th
e
co
r
r
ec
t
an
s
w
er
.
On
th
e
o
th
er
h
an
d
,
th
e
R
E
w
as
ca
teg
o
r
ized
in
to
f
o
u
r
lev
els
,
r
an
g
ed
f
r
o
m
‘
No
n
-
r
esp
o
n
s
e’
as
th
e
lo
w
est
lev
el
to
‘
C
o
m
p
lete
lin
k
th
e
Scien
ce
id
ea
’
as
th
e
h
ig
h
est
lev
el.
T
h
e
‘
No
n
-
r
esp
o
n
s
e’
m
ea
n
s
s
tu
d
en
ts
d
o
n
o
t
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
at
all
w
h
ile
‘
C
o
m
p
lete
lin
k
th
e
Scien
ce
id
ea
’
r
ef
er
s
to
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
co
m
p
letely
,
ca
n
s
p
ec
if
y
co
r
r
ec
t
an
s
w
er
,
u
s
e
tech
n
iq
u
es
an
d
m
eth
o
d
s
o
f
an
aly
s
is
,
ex
p
lain
th
e
r
elate
d
r
ea
s
o
n
s
co
r
r
ec
tly
an
d
th
o
r
o
u
g
h
ly
,
an
d
ca
n
lin
k
an
s
w
er
s
to
o
th
er
ev
en
ts
.
T
h
is
ap
p
r
o
ac
h
w
as
s
u
p
p
lem
en
ted
b
y
co
m
p
u
tin
g
th
e
cu
t
-
s
co
r
es
b
etw
ee
n
lev
els
o
n
th
e
W
r
ig
h
t
m
ap
s
an
d
o
u
r
h
y
p
o
th
esized
b
an
d
s
/lev
els
f
o
r
ea
ch
d
im
en
s
io
n
,
w
h
ich
in
tu
r
n
in
f
o
r
m
o
n
th
e
in
ter
n
al
s
tr
u
ctu
r
e
o
f
th
e
ass
ess
m
en
t
to
o
l.
T
h
e
cu
t
-
s
co
r
es
w
er
e
co
m
p
u
ted
ac
co
r
d
in
g
to
th
e
m
ea
n
o
f
d
if
f
icu
lty
in
d
ices
in
ea
ch
d
im
en
s
io
n
to
f
it
th
e
lev
el
o
f
co
n
s
tr
u
ct
m
ap
an
d
test
s
p
ec
if
icatio
n
[
2
7
,
2
8
]
.
Fo
r
ex
am
p
le,
lev
el
1
o
f
th
e
KN
d
im
en
s
io
n
co
n
s
is
ted
o
f
item
s
6
,
8
,
an
d
1
0
w
h
ich
h
as
th
e
d
if
f
icu
lty
v
alu
es
eq
u
al
-
0
.
9
3
,
-
0
.
4
6
,
an
d
0
.
2
3
,
as
s
h
o
w
n
in
Fig
u
r
e
1
.
T
h
e
f
ir
s
t
cu
t
-
s
co
r
e
is
eq
u
al
(
-
0
.
9
3
-
0
.
4
6
+0
.
2
3
)
/3
=
-
0
.
3
9
.
W
e
f
o
u
n
d
th
at
th
e
W
r
ig
h
t
m
ap
w
ith
f
iv
e
lev
els
in
th
e
KN
d
im
en
s
io
n
is
ap
p
r
o
p
r
iate
to
d
escr
ib
e
an
d
in
ter
p
r
et
v
ar
iatio
n
am
o
n
g
th
e
test
-
tak
er
s
.
Fo
r
th
e
lev
els
o
n
th
e
co
n
s
tr
u
ct
m
ap
(
s
h
o
w
n
in
T
ab
le
2
an
d
Fig
u
r
e
1
)
,
th
e
cu
t
-
s
co
r
es
b
etw
ee
n
lev
els
,
n
am
ely
b
etw
ee
n
lev
els
1
an
d
2
,
2
an
d
3
,
3
an
d
4
,
an
d
4
an
d
5
ar
e
lo
ca
ted
at
-
0
.
3
9
,
0
.
4
6
,
0
.
7
7
an
d
1
.
6
3
lo
g
its
,
re
s
p
ec
tiv
ely
,
as
s
h
o
w
n
in
Fig
u
r
e
1
.
F
o
r
th
e
R
E
d
im
en
s
io
n
,
w
h
ich
is
h
y
p
o
th
esized
to
h
av
e
f
o
u
r
lev
els
in
its
co
n
s
tr
u
ct
m
ap
,
h
as
its
cu
t
-
s
co
r
es
b
etw
ee
n
lev
els
1
an
d
2
,
2
an
d
3
,
an
d
3
an
d
4
ar
e
lo
ca
ted
at
-
0
.
1
4
,
0
.
5
9
,
an
d
0
.
9
4
lo
g
its
,
r
esp
ec
tiv
ely
.
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
Desig
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cien
tifi
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p
tio
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(
S
a
s
ith
o
r
n
K
a
n
ta
h
a
n
)
567
T
ab
le
2
.
C
o
n
s
tr
u
ct
m
ap
s
o
f
t
h
e
KN
an
d
R
E
d
i
m
e
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io
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i
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p
t
i
o
n
s
KN
L
e
v
e
l
5
H
i
g
h
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o
w
Ex
t
e
n
d
e
d
T
h
i
n
k
i
n
g
A
b
l
e
t
o
l
i
n
k
t
h
e
c
o
n
c
e
p
t
s
a
n
d
g
e
n
e
t
i
c
s
f
a
c
t
s
S
y
n
t
h
e
si
z
e
c
o
n
c
e
p
t
s
S
o
l
v
e
c
o
mp
l
e
x
p
r
o
b
l
e
ms t
o
f
i
n
d
t
h
e
c
o
r
r
e
c
t
a
n
sw
e
r
.
L
e
v
e
l
4
S
t
r
a
t
e
g
i
c
T
h
i
n
k
i
n
g
A
b
l
e
t
o
e
x
p
l
a
i
n
g
e
n
e
t
i
c
s fa
c
t
s
i
n
t
h
e
c
o
n
c
e
p
t
u
a
l
f
o
r
m a
n
d
c
o
n
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3
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3
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W
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co
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as
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m
o
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ated
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F
ig
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1
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As
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F
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1
,
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if
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m
m
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s
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wed
th
at
ite
m
1
,
2
,
3
,
5
,
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,
1
0
,
1
1
,
1
3
,
1
7
,
1
8
,
2
1
,
2
4
,
2
8
,
3
0
,
3
1
,
3
2
,
3
3
,
3
5
,
3
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,
an
d
3
7
a
r
e
at
m
ed
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u
m
d
if
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ic
u
lt
y
le
v
el.
Ho
w
e
v
er
,
ite
m
s
6
,
8
,
1
6
,
2
2
,
2
5
,
2
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,
an
d
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9
ar
e
co
n
s
id
er
ed
ea
s
y
.
Fin
al
l
y
,
r
es
u
lts
s
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o
w
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h
at
ite
m
s
4
,
9
,
1
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,
an
d
4
0
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if
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icu
lt.
T
h
e
s
ec
o
n
d
s
tr
an
d
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f
v
alid
it
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ev
id
en
ce
w
as
id
en
ti
f
ied
af
ter
r
esear
ch
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s
tr
ied
o
u
t
th
e
cr
ea
ted
a
s
s
es
s
m
en
t
to
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l.
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esear
ch
er
s
in
ter
v
ie
w
ed
s
o
m
e
s
t
u
d
en
t
s
to
ass
ess
t
h
eir
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
co
n
te
n
ts
a
n
d
th
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r
elev
a
n
c
y
o
f
th
e
ite
m
s
i
n
t
h
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as
s
es
s
m
en
t
to
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l.
T
h
e
r
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lt
s
r
ev
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led
th
at
s
t
u
d
en
ts
u
n
d
er
s
tan
d
m
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te
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s
.
B
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r
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ch
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s
also
u
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d
en
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t
h
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ased
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n
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as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
56
4
-
571
568
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)
[
3
1
]
.
T
h
is
f
in
d
i
n
g
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
b
o
th
Ak
ai
k
e
I
n
f
o
r
m
atio
n
C
r
iter
io
n
(
A
I
C
)
[
3
0
]
an
d
B
ay
esian
I
n
f
o
r
m
a
tio
n
C
r
iter
io
n
(
B
I
C
)
[
3
2
]
,
w
h
ich
f
a
v
o
r
s
th
e
u
n
id
i
m
e
n
s
io
n
al
m
o
d
e
l
as
s
u
m
m
ar
ized
in
T
a
b
le
3
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
co
n
clu
d
ed
t
h
at
d
ata
o
b
tain
ed
th
r
o
u
g
h
t
h
is
ass
ess
m
e
n
t
to
o
l
is
s
u
itab
le
f
o
r
th
e
an
a
l
y
s
is
u
s
i
n
g
th
e
u
n
id
i
m
en
s
io
n
a
l
m
o
d
el.
Fu
r
t
h
er
m
o
r
e,
th
e
r
es
u
lts
o
f
t
h
e
co
v
ar
ian
ce
/co
r
r
elatio
n
m
atr
i
x
o
f
KN
an
d
R
E
d
i
m
e
n
s
io
n
s
s
h
o
w
ed
th
at
th
er
e
is
a
co
r
r
elatio
n
b
et
w
ee
n
th
e
t
w
o
d
i
m
e
n
s
io
n
s
as
0
.
5
5
.
T
h
is
i
m
p
lies
t
h
at
th
e
co
r
r
elatio
n
b
et
w
ee
n
th
e
t
wo
d
i
m
en
s
io
n
s
is
as
s
o
ciate
d
m
o
d
er
atel
y
w
it
h
o
n
e
s
id
e
h
ad
a
h
ig
h
er
s
co
r
e.
Kn
o
w
led
g
e
Di
m
e
n
s
io
n
R
ea
s
o
n
i
n
g
Di
m
en
s
io
n
Fig
u
r
e
1
.
H
y
p
o
th
esized
b
an
d
s
o
f
w
r
i
g
h
t
m
ap
s
f
o
r
KN
an
d
R
E
d
im
e
n
s
io
n
s
T
ab
le
3
.
T
h
e
co
m
p
ar
is
o
n
o
f
m
o
d
el
f
it
M
o
d
e
l
D
e
v
i
a
n
c
e
N
o
f
P
a
r
a
me
t
e
r
A
I
C
B
I
C
U
n
i
d
i
me
n
s
i
o
n
a
l
9
7
3
5
.
6
2
41
9
8
1
7
.
6
2
9
8
2
9
.
9
6
M
u
l
t
i
d
i
me
n
s
i
o
n
a
l
9
7
3
9
.
4
7
43
9
8
2
5
.
4
7
9
8
3
8
.
4
2
L
i
k
e
l
i
h
o
o
d
R
a
t
i
o
C
h
i
-
S
q
u
a
r
e
d
G
2
2
=
3
.
8
5
,
d
f
=
2
,
p
=
.
0
1
A
I
C
=
9
8
2
5
.
4
7
>
9
8
1
7
.
6
2
B
I
C
=
9
8
3
8
.
4
2
>
9
8
2
9
.
9
6
3
.
4
.
Relia
bil
it
y
ev
idence
W
e
ex
a
m
in
ed
t
h
e
SEM
g
r
ap
h
to
ev
alu
ate
th
e
r
elia
b
ilit
y
o
f
th
e
as
s
es
s
m
e
n
t
t
o
o
l.
W
h
en
th
e
m
u
lt
id
i
m
e
n
s
io
n
al
m
o
d
el
w
a
s
s
ep
ar
ated
in
to
t
w
o
r
elate
d
s
u
b
-
d
i
m
en
s
io
n
s
,
n
a
m
el
y
K
N
(
θ
KN
)
an
d
R
E
(
θ
RE
)
,
th
e
late
n
t
p
ar
a
m
eter
o
f
ea
ch
s
tu
d
en
t
w
o
u
ld
h
a
v
e
a
d
i
f
f
er
e
n
t
s
ta
n
d
ar
d
er
r
o
r
o
f
m
ea
s
u
r
e
m
e
n
t
(
SEM
)
.
T
ab
le
4
illu
s
tr
ates t
h
e
s
ta
n
d
ar
d
er
r
o
r
o
f
m
ea
s
u
r
e
m
e
n
t (
SEM
)
f
o
r
th
e
t
w
o
s
u
b
-
d
i
m
e
n
s
io
n
s
.
T
h
e
SEM
f
o
r
KN
an
d
R
E
d
i
m
e
n
s
io
n
s
r
an
g
ed
f
r
o
m
0
.
2
8
to
0
.
3
2
an
d
0
.
3
0
to
0
.
3
4
,
r
es
p
ec
tiv
el
y
.
T
h
is
i
m
p
lies
t
h
at
th
e
SEM
v
al
u
es
f
o
r
b
o
th
d
i
m
en
s
io
n
s
w
er
e
ac
ce
p
tab
le
an
d
th
er
e
is
a
s
m
al
l
er
r
o
r
f
o
r
esti
m
a
tin
g
s
cien
t
if
ic
m
is
co
n
ce
p
tio
n
s
i
n
g
en
e
tics
,
p
ar
tic
u
lar
l
y
f
o
r
in
ter
m
ed
iate
to
th
e
h
i
g
h
l
ev
els
o
f
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
.
T
h
i
s
is
b
ec
a
u
s
e
b
o
th
SEM
v
al
u
es
ar
e
at
t
h
e
lo
w
est
er
r
o
r
f
o
r
th
e
s
t
u
d
e
n
t
ab
ilit
y
(
θ)
r
an
g
e
o
f
0
.
0
0
to
+
0
.
5
0
lo
g
its
.
Ho
w
ev
er
,
th
e
er
r
o
r
s
s
ee
m
ed
to
in
cr
ea
s
e
w
h
e
n
esti
m
ati
n
g
th
e
l
o
w
er
lev
els
o
f
KN
an
d
R
E
d
i
m
en
s
io
n
s
.
Fi
g
u
r
e
2
an
d
Fi
g
u
r
e
3
s
h
o
w
t
h
e
SEM
g
r
ap
h
f
o
r
th
e
r
esp
ec
ti
v
e
d
i
m
en
s
io
n
s
.
T
h
is
i
m
p
lie
s
th
at
t
h
e
SEM
v
al
u
es
f
o
r
b
o
th
d
i
m
en
s
io
n
s
w
er
e
ac
ce
p
ta
b
le
w
i
th
a
s
m
al
l
er
r
o
r
f
o
r
e
s
ti
m
ati
n
g
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
,
p
ar
tic
u
lar
l
y
f
o
r
in
ter
m
ed
iate
to
a
h
ig
h
le
v
el
.
T
h
is
is
b
ec
au
s
e
b
o
t
h
SEM
v
a
lu
es
h
ad
th
e
lo
w
e
s
t
er
r
o
r
if
th
e
s
tu
d
e
n
t
ab
ilit
y
,
r
an
g
ed
f
r
o
m
0
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0
to
0
.
7
lo
g
its
.
Ho
w
e
v
er
,
th
e
er
r
o
r
s
s
ee
m
ed
to
in
cr
ea
s
e
w
h
e
n
esti
m
ati
n
g
t
h
e
lo
w
lev
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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s
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.
I
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N:
2252
-
8822
Desig
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p
tio
n
s
in
g
en
etics …
(
S
a
s
ith
o
r
n
K
a
n
ta
h
a
n
)
569
T
ab
le
4
.
T
h
e
s
ta
n
d
ar
d
er
r
o
r
o
f
m
ea
s
u
r
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m
e
n
t
(
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KN
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θ
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θ
RE
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M
e
a
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r
e
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3
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t
a
n
d
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m
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m
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6
7
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3
2
0
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7
8
0
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3
4
Fig
u
r
e
2
.
Stan
d
ar
d
d
ev
iatio
n
g
r
ap
h
f
r
o
m
m
u
ltid
i
m
en
s
io
n
al
m
ea
s
u
r
e
m
e
n
ts
o
f
KN
d
i
m
e
n
s
io
n
Fig
u
r
e
3
.
Stan
d
ar
d
d
ev
iatio
n
g
r
ap
h
f
r
o
m
m
u
ltid
i
m
en
s
io
n
al
m
ea
s
u
r
e
m
e
n
ts
o
f
R
E
d
i
m
e
n
s
io
n
R
esear
ch
er
s
ex
a
m
i
n
ed
t
h
e
r
eli
ab
ilit
y
co
ef
f
icie
n
t
in
d
icate
d
b
y
ex
p
ec
ted
-
a
-
p
o
s
ter
io
r
i
(
E
A
P
)
r
eliab
ilit
y
.
T
h
e
E
A
P
r
eliab
ilit
y
o
f
KN
a
n
d
R
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d
i
m
e
n
s
io
n
s
w
a
s
es
ti
m
at
ed
at
0
.
4
5
an
d
0
.
5
1
r
esp
ec
tiv
el
y
,
w
h
ich
ar
e
f
o
u
n
d
at
th
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ac
ce
p
ta
n
ce
cr
iter
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a
n
d
th
e
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A
P
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eliab
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o
f
t
h
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n
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i
m
e
n
s
io
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o
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el
eq
u
a
ls
0
.
5
5
w
a
s
also
th
e
ac
ce
p
tab
le
cr
iter
ia
[
3
3
]
.
Ho
w
e
v
er
,
th
e
r
eliab
ilit
y
ev
id
e
n
c
e
s
u
g
g
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ted
th
at
th
e
m
u
l
tid
i
m
en
s
io
n
al
m
o
d
el
h
as
s
lig
h
t
lo
w
er
r
eliab
ilit
y
t
h
a
n
th
e
u
n
id
i
m
en
s
io
n
a
l
m
o
d
el
to
d
iag
n
o
s
e
s
tu
d
e
n
ts
’
lear
n
i
n
g
ab
ilit
y
in
g
en
et
ics to
p
ics.
4.
CO
NCLU
SI
O
N
T
h
e
k
e
y
r
esu
l
t
o
f
th
is
s
t
u
d
y
is
a
Scien
ti
f
ic
Mi
s
co
n
ce
p
ti
o
n
s
T
est
ai
m
ed
at
m
ea
s
u
r
i
n
g
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
in
g
e
n
etics
a
m
o
n
g
te
n
t
h
-
g
r
ad
e
s
t
u
d
en
t
s
.
T
h
is
ass
es
s
m
en
t
to
o
l
is
f
o
u
n
d
to
h
a
v
e
ac
ce
p
tab
le
lev
els
o
f
v
alid
it
y
an
d
r
eliab
ilit
y
.
I
t
is
th
e
b
io
lo
g
y
teac
h
er
s
’
r
esp
o
n
s
i
b
ilit
y
to
h
elp
th
e
ir
s
tu
d
e
n
ts
to
b
u
ild
m
o
r
e
ac
cu
r
ate
co
m
p
r
e
h
en
s
io
n
i
n
g
e
n
etics
to
p
ics.
T
h
er
ef
o
r
e,
an
ap
p
r
o
p
r
iate
ass
es
s
m
e
n
t
to
o
l
to
m
ea
s
u
r
e
s
cie
n
ti
f
i
c
m
is
co
n
ce
p
tio
n
s
m
a
y
h
e
lp
th
e
b
io
lo
g
y
teac
h
er
s
to
ad
d
r
ess
th
e
r
elate
d
m
is
co
n
ce
p
tio
n
s
i
n
te
r
m
s
o
f
K
N
an
d
R
E
d
i
m
en
s
io
n
s
,
r
esu
lt
in
g
in
teac
h
er
s
b
ein
g
ab
le
to
teac
h
th
e
g
e
n
etics
s
u
b
j
ec
t
w
ell.
Do
i
n
g
s
o
ca
n
m
a
k
e
th
e
ac
t
o
f
teac
h
i
n
g
a
n
d
t
h
e
n
at
u
r
e
a
n
d
p
r
o
ce
s
s
o
f
s
cien
t
if
ic
d
is
co
v
er
y
m
o
r
e
e
f
f
ec
ti
v
e
an
d
m
o
r
e
f
u
n
.
T
h
e
r
esu
lts
r
ep
o
r
ted
in
th
is
s
t
u
d
y
ar
e
i
n
li
n
e
w
ith
p
ast
s
tu
d
ie
s
.
As
a
r
esu
lt,
th
e
a
s
s
es
s
m
en
t
to
o
l
ca
n
o
v
er
co
m
e
th
e
ch
al
len
g
es
t
h
at
21
st
-
ce
n
t
u
r
y
cla
s
s
r
o
o
m
s
f
ac
e,
i
n
w
h
ich
b
io
lo
g
y
teac
h
er
s
h
a
v
e
to
ac
h
ie
v
e
s
o
m
e
co
n
g
r
u
e
n
ce
b
et
w
ee
n
test
s
u
s
ed
f
o
r
m
o
n
ito
r
i
n
g
o
r
s
u
m
m
at
iv
e
p
u
r
p
o
s
es,
an
d
class
r
o
o
m
-
b
ase
d
ass
ess
m
e
n
t
s.
T
h
e
m
ai
n
p
r
ac
tical
i
m
p
licatio
n
o
f
th
is
s
t
u
d
y
is
t
h
e
to
o
l
th
at
ca
n
p
r
o
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id
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ich
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m
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t
s
t
u
d
en
t
s
w
h
o
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e
at
th
e
in
ter
m
ed
iate
an
d
h
i
g
h
le
v
els
o
f
ab
ilit
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.
T
h
is
is
r
ef
lecte
d
in
t
h
e
r
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lt
s
o
f
SEM
f
o
r
esti
m
atin
g
laten
t
ab
ilit
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i
n
KN
an
d
R
E
d
i
m
en
s
io
n
s
.
B
esid
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r
esear
ch
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s
w
o
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ld
lik
e
to
s
u
g
g
e
s
t
to
b
io
lo
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y
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s
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in
p
ar
ticu
lar
,
to
m
a
k
e
a
co
m
b
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n
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tio
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o
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s
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b
j
ec
tiv
e
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d
m
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ch
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ts
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m
ea
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r
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m
e
n
t
s
o
th
at
t
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y
ca
n
o
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tain
m
o
r
e
i
n
f
o
r
m
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n
r
elate
d
to
th
eir
s
tu
d
en
ts
’
s
cie
n
ti
f
ic
m
is
co
n
ce
p
tio
n
s
.
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h
is
is
b
ec
a
u
s
e
r
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lt
s
s
h
o
w
ed
t
h
at
s
cie
n
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f
ic
m
is
co
n
ce
p
tio
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s
ar
e
n
o
t j
u
s
ti
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ie
d
to
b
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m
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s
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r
ed
as
m
u
ltip
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s
io
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s
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f
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d
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w
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th
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t
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id
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m
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io
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al
ap
p
r
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ca
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f
it
b
etter
t
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n
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m
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ltid
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m
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l
ap
p
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ased
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n
v
alid
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r
e
liab
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,
a
n
d
ite
m
f
it
ev
id
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n
ce
r
ef
lecti
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g
t
h
e
d
is
cr
ep
an
c
y
b
et
w
ee
n
e
x
p
ec
ted
an
d
o
b
tain
ed
f
i
n
d
in
g
s
.
T
h
is
m
a
y
b
e
d
u
e
to
o
u
r
ass
u
m
p
tio
n
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n
t
h
e
ef
f
ec
t
o
f
t
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ite
m
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ec
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s
e
all
ite
m
s
ar
e
f
o
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r
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o
p
tio
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m
u
ltip
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ch
o
ices
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d
th
e
y
ar
e
d
ich
o
to
m
o
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s
l
y
s
co
r
ed
(
0
/1
d
ata)
.
T
h
er
ef
o
r
e,
th
e
KN
an
d
R
E
ite
m
s
ar
e
n
o
t
m
atc
h
ed
ap
p
r
o
p
r
iately
to
th
e
s
co
r
es
ty
p
e,
p
ar
ticu
lar
l
y
f
o
r
th
e
R
E
d
i
m
e
n
s
io
n
.
I
n
th
is
li
n
e
o
f
r
ea
s
o
n
in
g
,
t
h
e
a
s
s
e
s
s
m
en
t to
o
l
ca
n
b
e
m
o
d
if
ied
b
y
p
r
o
v
id
in
g
th
e
o
p
p
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n
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t
y
f
o
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tu
d
e
n
ts
t
o
g
iv
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t
h
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r
ea
s
o
n
s
f
r
ee
l
y
f
o
r
s
u
p
p
o
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tin
g
t
h
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an
s
w
er
r
ath
er
th
an
t
h
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y
j
u
s
t
s
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l
ec
t
f
r
o
m
th
e
f
o
u
r
o
p
tio
n
s
p
r
o
v
id
ed
in
th
i
s
s
tu
d
y
.
T
h
er
ef
o
r
e,
p
o
ly
to
m
o
u
s
s
co
r
ed
m
a
y
b
e
m
o
r
e
s
u
itab
le
to
m
e
as
u
r
e
s
t
u
d
en
t
s
’
lear
n
in
g
s
c
ien
ti
f
ic
co
n
ce
p
ts
f
o
r
th
e
R
E
d
i
m
e
n
s
io
n
i
n
g
e
n
etic
s
to
p
ic.
Fu
tu
r
e
r
esear
c
h
er
s
ar
e
e
n
co
u
r
ag
ed
to
co
n
s
id
er
th
e
l
i
m
i
tatio
n
o
f
o
u
r
s
t
u
d
y
s
o
th
at
to
b
etter
f
it t
h
eir
t
y
p
e
o
f
ite
m
s
i
n
th
e
R
E
d
i
m
e
n
s
io
n
.
On
to
p
o
f
th
at,
teac
h
er
s
ar
e
e
n
c
o
u
r
ag
ed
to
d
o
t
h
eir
ali
g
n
m
en
t
f
o
r
th
e
s
e
m
o
d
es
o
f
a
s
s
e
s
s
m
en
t
a
n
d
en
g
a
g
e
d
i
n
t
h
eir
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
e
n
t
to
lear
n
h
o
w
to
d
ev
elo
p
a
q
u
alit
y
as
s
es
s
m
e
n
t
to
o
l
.
Gi
v
e
n
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
.
3
,
Sep
tem
b
er
2020
:
56
4
-
571
570
th
e
i
m
p
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r
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ce
o
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e
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o
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ass
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s
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p
r
ac
tices
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it
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class
r
o
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p
r
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tices,
b
io
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g
y
teac
h
e
r
s
m
u
s
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e
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at
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ex
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licit
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n
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o
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icate
d
in
t
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f
in
d
i
n
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s
o
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t
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y
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ACK
NO
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E
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M
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aila
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R
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T
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F)
A
d
v
an
ce
d
R
esear
ch
Sc
h
o
lar
,
T
h
ailan
d
,
an
d
Kh
o
n
Kae
n
Un
i
v
er
s
it
y
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T
h
ailan
d
(
Gr
an
t
No
:
R
S
A
6
0
8
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7
4
)
to
m
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k
e
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s
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Sp
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ial
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s
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Gr
ad
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Sc
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Kh
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Kae
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Un
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er
s
it
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T
h
a
ilan
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o
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r
o
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id
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p
p
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t to
atten
d
th
e
W
C
E
DU
2
0
1
9
at
Ku
ala
L
u
m
p
u
r
,
Ma
la
y
s
ia.
RE
F
E
R
E
NC
E
S
[1
]
S
.
S
ri
p
o
n
g
w
i
w
a
t,
T
.
Bu
n
term
,
N.
S
risa
w
a
t
,
a
n
d
K.
N.
T
a
n
g
,
“
T
h
e
c
o
n
stru
c
ti
o
n
a
n
d
n
e
u
r
o
c
o
g
n
it
iv
e
-
b
a
se
d
tea
c
h
in
g
m
o
d
e
l
f
o
r
p
ro
m
o
ti
n
g
sc
ien
c
e
lea
r
n
in
g
o
u
tco
m
e
s
a
n
d
c
re
a
ti
v
e
th
in
k
in
g
,
”
Asia
P
a
c
if
ic
Fo
ru
m
o
n
S
c
ien
c
e
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
-
3
2
,
2
0
1
6
.
[2
]
M
.
R.
M
a
rk
o
v
ic,
Cre
a
t
ive
e
d
u
c
a
ti
o
n
a
n
d
n
e
w
lea
r
n
in
g
a
s
me
a
n
s
o
f
e
n
c
o
u
r
a
g
i
n
g
c
re
a
ti
v
it
y
,
o
rig
in
a
l
t
h
i
n
k
in
g
a
n
d
e
n
tre
p
re
n
e
u
rs
h
ip
,
2
0
1
2
.
[
O
n
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:/
/w
ww
.
w
o
rld
a
c
a
d
e
m
y
.
o
rg
[3
]
C.
E.
Ne
lso
n
,
“
T
e
a
c
h
in
g
e
v
o
lu
ti
o
n
(a
n
d
a
ll
o
f
b
io
l
o
g
y
)
m
o
re
e
ff
e
c
ti
v
e
l
y
:
stra
teg
ies
f
o
r
e
n
g
a
g
e
m
e
n
t,
c
rit
ica
l
re
a
so
n
in
g
,
a
n
d
c
o
n
f
ro
n
ti
n
g
m
isc
o
n
c
e
p
t
io
n
s,”
In
teg
ra
ti
v
e
a
n
d
C
o
mp
a
r
a
ti
v
e
Bi
o
lo
g
y
A
d
v
a
n
c
e
Acc
e
ss
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
1
3
-
2
2
5
,
2
0
0
8
.
[4
]
K.
K.
P
e
rk
in
s a
n
d
C.
E.
W
iem
a
n
,
“
In
n
o
v
a
ti
v
e
tea
c
h
in
g
to
p
r
o
m
o
te i
n
n
o
v
a
ti
v
e
th
i
n
k
in
g
,
”
i
n
R.
L
.
De
Ha
a
n
a
n
d
K.
M
.
V
.
Na
ra
y
a
n
(Ed
s.),
Ed
u
c
a
ti
o
n
f
o
r
In
n
o
v
a
ti
o
n
:
Im
p
li
c
a
t
io
n
s
f
o
r
In
d
ia
,
Ch
in
a
a
n
d
Ame
ric
a
,
(R
o
tt
e
rd
a
m
,
T
h
e
Ne
th
e
rlan
d
:
S
e
n
se
),
p
p
.
1
8
1
-
2
1
0
,
2
0
0
8
.
[5
]
K
.
S
.
T
a
b
e
r,
“
Co
n
stru
c
ti
v
ism
a
s
e
d
u
c
a
ti
o
n
a
l
th
e
o
ry
:
c
o
n
ti
n
g
e
n
c
y
in
lea
rn
in
g
,
a
n
d
o
p
ti
m
a
ll
y
g
u
id
e
d
in
stru
c
ti
o
n
,
”
In
J.
Ha
ss
a
s
k
h
a
h
(Ed
.
),
Ed
u
c
a
ti
o
n
a
l
T
h
e
o
ry
,
Ne
w
Yo
rk
:
No
v
a
,
p
p
.
3
9
-
6
1
,
2
0
1
1
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/ca
m
to
o
ls.ca
m
.
a
c
.
u
k
/
w
ik
i/
e
c
li
p
se
/Co
n
str
u
c
ti
v
ism
.
h
t
m
l
[6
]
K.
S
.
T
a
b
e
r,
Ch
e
mic
a
l
misc
o
n
c
e
p
ti
o
n
s
–
p
re
v
e
n
ti
o
n
,
d
i
a
g
n
o
sis
a
n
d
c
u
re
.
L
o
n
d
o
n
:
Ro
y
a
l
S
o
c
iety
o
f
Ch
e
m
istr
y
,
2
0
0
2
.
[7
]
K.
L
.
M
c
Ne
il
l,
S
.
C
o
rrig
a
n
,
J
.
Ba
r
b
e
r,
M
.
G
o
ss
a
n
d
A
.
M
.
K
n
ig
h
t,
“
De
sig
n
in
g
stu
d
e
n
t
a
ss
e
ss
m
e
n
ts
f
o
r
u
n
d
e
rsta
n
d
in
g
,
c
o
n
stru
c
ti
n
g
a
n
d
c
rit
i
q
u
i
n
g
a
rg
u
m
e
n
ts
in
s
c
ien
c
e
,
”
T
h
e
A
n
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
N
a
ti
o
n
a
l
Asso
c
i
a
ti
o
n
f
o
r
Res
e
a
rc
h
i
n
S
c
ien
c
e
T
e
a
c
h
i
n
g
(
NAR
S
T
)
,
I
n
d
ia
n
a
p
o
l
is,
IN,
2
0
1
2
.
[8
]
K.
G
a
rv
in
-
Do
x
a
s
a
n
d
M
.
W
.
Kly
m
k
o
w
sk
y
,
“
Un
d
e
rsta
n
d
i
n
g
ra
n
d
o
m
n
e
s
s
a
n
d
it
s
im
p
a
c
t
o
n
stu
d
e
n
t
l
e
a
rn
in
g
:
les
so
n
s
l
e
a
rn
e
d
f
ro
m
b
u
il
d
in
g
b
io
lo
g
y
c
o
n
c
e
p
t
in
v
e
n
t
o
ry
(BCI),
”
CBE
L
if
e
S
c
i
E
d
u
c
.
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
2
2
7
-
2
3
3
,
2
0
0
8
.
[9
]
J.
L
e
w
is
a
n
d
C.
W
o
o
d
-
R
o
b
i
n
so
n
,
“
G
e
n
e
s,
c
h
ro
m
o
so
m
e
s,
c
e
ll
d
iv
isio
n
a
n
d
in
h
e
rit
a
n
c
e
–
d
o
st
u
d
e
n
ts
se
e
a
n
y
re
latio
n
s
h
i
p
?
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
1
7
7
-
1
9
5
,
2
0
0
0
.
[1
0
]
L
.
K.
Be
rlan
d
a
n
d
K.
L
.
M
c
Ne
il
l,
“
A
l
e
a
rn
in
g
p
ro
g
re
ss
io
n
f
o
r
sc
ien
ti
f
ic
a
rg
u
m
e
n
tatio
n
:
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n
d
e
rsta
n
d
i
n
g
stu
d
e
n
t
w
o
rk
a
n
d
d
e
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n
i
n
g
su
p
p
o
r
ti
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e
in
stru
c
ti
o
n
a
l
c
o
n
tex
ts
,
”
S
c
ien
c
e
Ed
u
c
a
ti
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n
,
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o
l.
9
4
,
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o
.
5
,
p
p
.
7
6
5
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9
3
,
2
0
1
0
.
[1
1
]
M
.
Bra
a
ten
a
n
d
M
.
W
in
d
sc
h
it
l,
“
W
o
rk
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g
to
w
a
rd
s
a
S
tro
n
g
e
r
Co
n
c
e
p
tu
a
li
z
a
ti
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n
o
f
S
c
ien
ti
f
ic
Ex
p
lan
a
ti
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n
f
o
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
”
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c
ien
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e
Ed
u
c
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ti
o
n
,
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o
l.
9
5
,
no
.
4
,
p
p
.
6
3
9
-
6
6
9
,
2
0
1
1
.
[1
2
]
V
.
S
a
m
p
so
n
a
n
d
D.
B.
C
lark
,
“
As
se
ss
m
e
n
t
o
f
th
e
w
a
y
s
stu
d
e
n
ts
g
e
n
e
ra
te
a
rg
u
m
e
n
ts
in
sc
ien
c
e
e
d
u
c
a
ti
o
n
:
c
u
rre
n
t
p
e
rsp
e
c
ti
v
e
s a
n
d
re
c
o
m
m
e
n
d
a
ti
o
n
s f
o
r
f
u
tu
re
d
irec
ti
o
n
s
,
”
S
c
ien
c
e
E
d
u
c
a
t
io
n
,
v
o
l.
9
2
,
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o
.
3
,
p
p
4
4
7
-
4
7
2
,
2
0
0
8
.
[1
3
]
P
.
D.
P
e
a
rso
n
,
e
t
a
l.
,
“
A
ss
e
ss
m
e
n
t
a
t
t
h
e
I
n
ters
e
c
ti
o
n
o
f
sc
ien
c
e
a
n
d
li
tera
c
y
,
”
T
h
e
o
ry
I
n
to
Pra
c
ti
c
e
,
v
o
l.
5
4
,
n
o
.
3
,
p
p
2
2
8
-
2
3
7
,
2
0
1
5
.
[1
4
]
S
.
J.
S
lac
k
a
n
d
J.
S
tew
a
rt,
“
Hig
h
sc
h
o
o
ls
p
ro
b
lem
-
so
lv
in
g
p
e
rf
o
rm
a
n
c
e
o
n
re
a
li
stic
g
e
n
e
ti
c
s
p
r
o
b
lem
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
S
c
ie
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l.
2
7
,
n
o
.
1
,
p
p
.
5
5
-
6
7
,
1
9
9
0
.
[1
5
]
S
.
E
.
Em
b
re
tso
n
,
“
A
m
u
lt
id
im
e
n
sio
n
a
l
late
n
t
trait
m
o
d
e
l
f
o
r
m
e
a
su
rin
g
lea
rn
in
g
a
n
d
c
h
a
n
g
e
,
”
Psy
c
h
o
me
trika
,
v
o
l.
5
6
,
n
o
.
3
,
p
p
.
4
9
5
-
5
1
5
,
1
9
9
1
.
[1
6
]
G
.
N.
Ce
rv
e
tt
i,
e
t
a
l.
,
“
T
h
e
Im
p
a
c
t
o
f
a
n
i
n
teg
ra
ted
a
p
p
r
o
a
c
h
to
sc
ien
c
e
a
n
d
l
it
e
ra
c
y
in
e
lem
e
n
tar
y
sc
h
o
o
l
c
las
sro
o
m
s,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
S
c
ie
n
c
e
T
e
a
c
h
in
g
,
v
o
l.
4
9
,
n
o
.
5
,
pp
.
6
3
1
-
6
5
8
,
2
0
1
2
.
[1
7
]
A
.
M
.
Kn
ig
h
t,
e
t
a
l.
,
“
A
ss
e
ss
in
g
m
id
d
le
sc
h
o
o
l
st
u
d
e
n
ts’
a
b
il
i
ti
e
s
to
c
rit
i
q
u
e
sc
ien
ti
f
ic
a
rg
u
m
e
n
ts
,
”
T
h
e
An
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
Na
ti
o
n
a
l
Asso
c
ia
ti
o
n
o
f
Res
e
a
rc
h
i
n
S
c
ien
c
e
T
e
a
c
h
i
n
g
(
NAR
S
T
)
,
P
i
tt
sb
u
rg
h
,
P
A
,
2
0
1
4
.
[1
8
]
T
.
In
h
a
tru
a
d
,
“
Co
m
p
a
riso
n
o
f
th
e
in
c
o
rre
c
t
c
o
n
c
e
p
tu
a
l
d
iag
n
o
sis
in
th
e
su
b
jec
t
–
th
e
sc
ien
c
e
o
f
u
p
p
e
r
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
b
e
tw
e
e
n
th
re
e
a
n
d
f
o
u
r
lev
e
ls
o
f
d
iag
n
o
stic
te
sts,”
U
n
p
u
b
li
sh
M
a
ste
r
De
g
re
e
Th
e
sis,
Ba
n
g
k
o
k
:
Ch
u
lalo
n
g
k
o
rn
U
n
iv
e
rs
ity
,
2
0
1
7
.
[1
9
]
M
.
W
il
so
n
,
C
o
n
stru
c
ti
n
g
me
a
s
u
r
e
s: a
n
it
e
m re
sp
o
n
se
mo
d
e
li
n
g
a
p
p
ro
a
c
h
.
M
a
h
w
a
h
,
NJ
:
L
a
w
re
n
c
e
Erl
b
a
u
m
As
so
c
.
,
2
0
0
5
.
[2
0
]
T
.
C.
Re
e
v
e
s,
“
De
si
g
n
re
se
a
rc
h
f
r
o
m
a
tec
h
n
o
lo
g
y
p
e
rsp
e
c
ti
v
e
,
”
i
n
J.
v
a
n
d
e
n
A
k
k
k
e
r,
K.
G
ra
v
e
m
e
ij
e
r,
S
.
M
c
Ke
n
n
e
y
a
n
d
N.
Nie
v
e
e
n
(Ed
s.)
,
E
d
u
c
a
t
io
n
a
l
De
sig
n
Res
e
a
rc
h
,
L
o
n
d
o
n
,
UK
:
Ro
u
tl
e
d
g
e
S
h
a
rp
les
,
p
p
.
5
2
-
66,
2
0
0
6
.
[2
1
]
R.
J.
A
d
a
m
s,
M
.
W
il
so
n
a
n
d
W
.
W
a
n
g
,
“
T
h
e
m
u
lt
id
im
e
n
sio
n
a
l
ra
n
d
o
m
c
o
e
ff
icie
n
ts
m
u
lt
in
o
m
ial
lo
g
it
m
o
d
e
l
,
”
Ap
p
li
e
d
Psy
c
h
o
lo
g
ica
l
M
e
a
su
re
m
e
n
t
,
v
o
l.
2
3
,
no.
1
,
p
p
.
1
-
2
3
,
1
9
9
7
.
[2
2
]
M
.
Cu
ste
r,
“
S
a
m
p
le
S
ize
a
n
d
It
e
m
P
a
ra
m
e
ter
Esti
m
a
ti
o
n
P
re
c
is
io
n
w
h
e
n
Util
izin
g
th
e
O
n
e
-
p
a
r
a
m
e
ter
‘Ra
s
c
h
’
M
o
d
e
l,
”
T
h
e
a
n
n
u
a
l
me
e
ti
n
g
o
f
th
e
mid
-
we
ste
rn
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
Asso
c
ia
ti
o
n
,
Ev
a
n
st
o
n
,
Ill
i
n
o
is,
Oc
to
b
e
r,
2
0
1
5
.
[2
3
]
N.
W
e
b
b
,
“
Crit
e
ria
f
o
r
a
li
g
n
m
e
n
t
o
f
e
x
p
e
c
tatio
n
s
a
n
d
a
ss
e
ss
m
e
n
ts
o
n
m
a
th
e
m
a
ti
c
s
a
n
d
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
i
n
Re
se
a
rc
h
M
o
n
o
g
ra
p
h
Nu
m
b
e
r
6
.
W
a
sh
in
g
to
n
,
DC:
CCS
S
O
,
1
9
9
7
.
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(
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571
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4
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N.
W
e
b
b
,
“
A
li
g
n
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e
n
t
o
f
sc
ien
c
e
a
n
d
m
a
th
e
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a
ti
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rd
s
a
n
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e
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f
o
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sta
tes
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Re
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o
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o
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ra
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h
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1
8
.
W
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in
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to
n
,
DC:
CCS
S
O
,
A
u
g
u
st 1
9
9
9
.
[2
5
]
B.
Bre
y
,
“
Blo
o
m
’s
t
a
x
o
n
o
m
y
a
n
d
d
e
p
th
o
f
k
n
o
w
led
g
e
(d
o
k
),
”
2
0
1
8
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/b
a
rb
a
ra
b
ra
y
.
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e
t/
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/b
l
o
o
m
s
-
tax
o
n
o
m
y
-
a
n
d
-
d
e
p
th
-
o
f
-
k
n
o
w
led
g
e
-
dok
[2
6
]
P
.
Ju
n
p
e
n
g
,
“
M
u
lt
i
d
im
e
n
sio
n
a
l
It
e
m
re
sp
o
n
se
t
h
e
o
ry
,
”
Ap
p
li
c
a
ti
o
n
o
f
M
u
lt
i
d
ime
n
sio
n
a
l
Item
Res
p
o
n
se
T
h
e
o
ry
to
Res
e
a
rc
h
.
Kh
o
n
Ka
e
n
:
K
h
o
n
Ka
e
n
Un
iv
e
rsity
P
rin
ti
n
g
,
2
0
1
8
.
[2
7
]
P
.
Ju
n
p
e
n
g
,
e
t
a
l.
,
“
Co
n
stru
c
ti
n
g
p
r
o
g
re
ss
m
a
p
s
o
f
d
ig
it
a
l
tec
h
n
o
lo
g
y
f
o
r
d
iag
n
o
si
n
g
m
a
th
e
m
a
ti
c
a
l
p
r
o
f
icie
n
c
y
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
L
e
a
rn
i
n
g
,
v
o
l.
8
,
n
o
.
6
,
p
p
.
9
0
-
1
0
2
,
2
0
1
9
.
[2
8
]
P
.
Ju
n
p
e
n
g
,
M
.
In
p
ra
sith
a
,
a
n
d
M
.
W
il
so
n
,
“
M
o
d
e
li
n
g
o
f
th
e
Op
e
n
-
e
n
d
e
d
Item
s f
o
r
A
ss
e
ss
in
g
M
u
lt
ip
le
P
r
o
f
icie
n
c
ies
in
M
a
th
e
m
a
ti
c
a
l
P
ro
b
lem
S
o
lv
in
g
,
”
T
h
e
T
u
rk
ish
On
li
n
e
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l.
2
,
S
p
e
c
ial
Iss
u
e
f
o
r
INT
E
-
I
T
IC
A
M
-
IDEC,
p
p
.
1
4
2
-
1
4
9
,
2
0
1
8
.
[2
9
]
R.
A
d
a
m
s a
n
d
S
.
T
.
Kh
o
o
,
“
Q
u
e
st:
th
e
in
tera
c
ti
v
e
tes
t
a
n
a
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