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iffi
c
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lt
ies
a
s
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ll
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s
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a
c
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o
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th
e
q
u
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y
o
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o
n
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a
ry
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u
n
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rsity
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si
ti
o
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n
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o
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e
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re
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e
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iatio
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ted
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m
e
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o
d
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o
ll
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t
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o
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li
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n
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se
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o
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se
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i
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re
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ti
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terv
iew
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ty
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g
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l
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n
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n
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ires
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n
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ise
s
we
r
e
a
d
m
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istere
d
to
1
2
0
o
f
first
y
e
a
r
u
n
iv
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rsity
st
u
d
e
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ts.
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e
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su
lt
s
o
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st
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v
e
a
led
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rsiste
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o
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d
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lt
ies
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g
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c
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rti
c
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larly
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e
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e
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ic
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stru
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ti
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o
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d
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o
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p
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re
q
u
isit
e
s
a
m
o
n
g
stu
d
e
n
ts
a
s
we
ll
a
s
a
b
re
a
k
i
n
th
e
c
u
rricu
l
u
m
a
n
d
tea
c
h
in
g
m
e
th
o
d
s
d
u
rin
g
th
e
tran
si
ti
o
n
fr
o
m
se
c
o
n
d
a
ry
t
o
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Dif
f
icu
lties
lear
n
in
g
Geo
m
etr
ical
o
p
tics
Mo
r
o
cc
an
s
tu
d
e
n
ts
T
r
an
s
itio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nao
u
al
Nass
er
I
R
2
M
L
ab
o
r
ato
r
y
,
Did
ac
tic
E
n
g
in
ee
r
in
g
an
d
Sy
s
tem
s
Dy
n
am
ics T
ea
m
Facu
lty
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
Hass
an
First Un
iv
er
s
ity
R
o
ad
to
C
asab
lan
ca
Km
3
.
5
H
ass
an
First Un
iv
er
s
ity
,
B
P 5
3
9
,
Settat,
Mo
r
o
cc
o
E
m
ail: n
ass
er
.
n
ao
u
al@
h
o
tm
ai
l.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
ed
u
ca
tio
n
an
d
tr
ain
in
g
s
y
s
tem
asp
ir
es
to
ad
v
an
ce
th
e
co
u
n
tr
y
in
th
e
co
n
q
u
est
o
f
s
cien
ce
an
d
th
e
m
aster
y
o
f
a
d
v
an
ce
d
tech
n
o
lo
g
ies.
I
t
th
u
s
co
n
tr
ib
u
tes
to
s
tr
en
g
th
en
in
g
its
co
m
p
etitiv
en
ess
an
d
its
ec
o
n
o
m
ic,
s
o
cial,
an
d
h
u
m
an
d
ev
el
o
p
m
e
n
t
.
I
t
also
e
n
s
u
r
es
th
e
q
u
alif
ic
atio
n
o
f
g
r
a
d
u
ates'
s
k
ills
to
en
ter
p
r
o
f
ess
io
n
al
life
.
T
h
e
q
u
alif
icatio
n
c
o
n
s
is
ts
o
f
a
s
et
o
f
attitu
d
e
s
,
k
n
o
wled
g
e,
an
d
s
tu
d
en
ts
'
s
k
ill
s
th
at
m
u
s
t
b
e
r
ea
ch
ed
at
th
e
b
asic
an
d
m
id
d
le
e
d
u
ca
tio
n
in
s
titu
tio
n
s
[
1
]
.
T
h
is
q
u
alif
icatio
n
is
en
s
u
r
ed
,
am
o
n
g
o
th
er
th
in
g
s
,
b
y
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
n
ce
p
t
s
.
T
h
is
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
h
as
b
ec
o
m
e
a
g
r
o
win
g
in
ter
est
in
Ph
y
s
ics
E
d
u
ca
tio
n
R
esear
ch
.
Ma
n
y
p
r
ev
io
u
s
r
esear
ch
er
s
h
a
v
e
r
ep
o
r
ted
th
at
in
M
o
r
o
cc
o
,
as
in
o
th
er
ed
u
ca
tio
n
al
s
y
s
tem
s
,
p
h
y
s
ical
s
cien
ce
(
PS
)
lear
n
in
g
p
r
esen
ts
m
an
y
d
if
f
icu
lties
f
o
r
alm
o
s
t
all
lear
n
er
s
o
f
all
s
ch
o
o
l
lev
el
s
[1
-
6
]
.
I
n
h
i
g
h
er
ed
u
ca
tio
n
(
HE
)
,
m
ajo
r
s
h
o
r
tc
o
m
in
g
s
in
th
e
t
ea
ch
in
g
o
f
t
h
is
d
is
cip
lin
e
ar
e
o
f
ten
m
an
if
ested
b
y
a
v
er
y
lo
w
lev
el
o
f
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
,
r
esu
ltin
g
i
n
a
d
ec
r
ea
s
e
in
th
e
n
u
m
b
er
o
f
n
ew
s
tu
d
en
ts
an
d
a
lack
o
f
q
u
alitativ
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
PS
b
asic c
o
n
ce
p
ts
af
t
er
teac
h
in
g
[
7
]
.
T
h
e
g
eo
m
et
r
ical
o
p
tics
(
GO)
co
n
s
titu
tes
a
b
r
an
ch
o
f
th
e
P
S
wh
ich
is
b
ased
o
n
th
e
lig
h
t
r
ay
(
L
R
)
m
o
d
el
ch
ar
ac
ter
ized
b
y
a
v
a
r
i
ety
o
f
co
n
ce
p
ts
,
i
t
allo
ws
th
e
g
eo
m
etr
ical
co
n
s
tr
u
ctio
n
(
GC
)
o
f
im
ag
es;
th
at
i
s
wh
y
it
is
ca
lled
th
e
GO.
I
t
also
ex
p
lain
s
th
e
f
o
r
m
a
tio
n
o
f
i
m
ag
es
an
d
s
tu
d
ies
th
e
m
ac
r
o
s
co
p
ic
ef
f
ec
ts
o
f
th
e
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
Geo
metrica
l o
p
tic
lea
r
n
in
g
d
if
ficu
lties
fo
r
Mo
r
o
cc
a
n
s
tu
d
en
ts
d
u
r
in
g
s
ec
o
n
d
a
r
y
…
(
N
a
o
u
a
l Na
s
s
e
r
)
25
o
p
tics
s
u
ch
as
th
e
r
ec
tili
n
ea
r
p
r
o
p
ag
atio
n
o
f
lig
h
t,
r
ef
lect
io
n
,
an
d
r
e
f
r
ac
tio
n
.
GO
lear
n
in
g
p
o
s
e
s
s
er
io
u
s
p
r
o
b
lem
s
f
o
r
s
tu
d
en
ts
[
8
-
10
]
.
Mo
r
eo
v
er
,
r
esear
ch
s
h
o
ws
th
at
lear
n
er
s
u
s
u
ally
k
ee
p
a
lo
wer
l
ev
el
o
f
u
n
d
er
s
tan
d
i
n
g
c
o
n
ce
p
ts
with
o
u
t
an
y
r
elatio
n
t
o
th
e
GO
s
cien
tific
co
n
ce
p
ts
(
SC
)
an
d
t
h
at
th
is
s
ig
n
if
ican
t
p
h
en
o
m
en
o
n
ev
e
n
p
e
r
s
is
ts
at
HE
[
10
-
12
]
.
T
h
e
m
ajo
r
ity
o
f
t
h
ese
d
if
f
icu
lties
co
n
ce
r
n
lig
h
t
an
d
its
p
r
o
p
e
r
ties
,
v
is
io
n
as
well
as
th
e
f
o
r
m
a
tio
n
o
f
th
e
im
a
g
e
[
13
]
;
h
en
ce
,
th
e
lear
n
er
’
s
in
a
b
ilit
y
to
p
r
o
v
id
e
s
cien
tific
ex
p
lan
atio
n
a
n
d
a
p
p
ly
r
ea
s
o
n
i
n
g
in
f
a
r
m
o
r
e
co
m
p
licated
co
n
tex
ts
[
8
].
In
Mo
r
o
cc
o
,
th
e
ed
u
ca
tio
n
al
s
y
s
tem
co
m
p
r
is
es
a
th
r
ee
-
y
ea
r
p
r
e
-
s
ch
o
o
l,
s
ix
-
y
ea
r
p
r
im
ar
y
,
th
r
ee
-
y
ea
r
m
id
d
le
s
ch
o
o
l
,
th
r
ee
-
y
ea
r
q
u
a
lify
in
g
s
ec
o
n
d
ar
y
,
wh
ich
in
cl
u
d
es
th
e
co
m
m
o
n
co
r
e
,
th
e
f
ir
s
t
an
d
th
e
s
ec
o
n
d
y
ea
r
s
o
f
th
e
b
ac
ca
lau
r
ea
te
(
b
a
c)
,
alo
n
g
with
th
e
HE
lev
els
.
Fo
r
all
th
ese
s
ch
o
o
l
le
v
els,
ea
ch
y
ea
r
co
n
s
i
s
ts
o
f
two
s
em
ester
s
.
T
h
e
ev
alu
atio
n
s
y
s
tem
,
in
th
is
ca
s
e
in
s
cien
tific
f
ield
s
at
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
(
SE)
,
is
b
ased
o
n
co
n
tin
u
o
u
s
ass
es
s
m
en
t
f
o
r
th
e
p
ass
ag
e
o
f
th
e
co
m
m
o
n
co
r
e
to
th
e
1
s
t
y
ea
r
o
f
b
ac
,
an
d
th
e
r
eg
io
n
al
ex
am
in
atio
n
i
n
s
ec
o
n
d
a
r
y
s
u
b
jects
with
th
e
m
ar
k
s
o
f
th
e
c
o
n
tin
u
o
u
s
ass
ess
m
en
t
f
o
r
th
e
p
ass
ag
e
o
f
th
e
1
s
t
y
ea
r
to
th
e
2
n
d
y
ea
r
o
f
b
ac
.
A
t
th
e
e
n
d
o
f
SE,
s
tu
d
e
n
ts
ar
e
r
eq
u
ir
ed
to
p
ass
a
n
atio
n
al
e
x
a
m
in
atio
n
to
o
b
tain
th
e
b
ac
ce
r
tific
ate.
As
in
o
th
er
co
u
n
tr
ies
,
Mo
r
o
cc
an
HE
s
tu
d
en
ts
s
ti
ll
en
co
u
n
t
er
a
d
if
f
icu
lty
to
g
r
asp
s
o
m
e
b
asic
co
n
ce
p
ts
in
o
p
tics
ev
en
af
ter
a
wh
o
le
s
em
ester
o
f
teac
h
in
g
[
14
]
;
th
e
y
d
o
n
o
t
co
r
r
ec
tly
co
n
ce
p
tu
alize
th
e
f
o
r
m
atio
n
o
f
th
e
im
ag
e
b
y
a
m
ir
r
o
r
[
15
].
T
h
er
ef
o
r
e,
i
n
th
is
s
t
u
d
y
th
e
a
u
th
o
r
s
r
ec
k
o
n
ed
t
h
at
it
was
n
ec
ess
ar
y
to
elu
cid
ate
th
e
ca
u
s
es
o
f
GO
d
if
f
icu
lties
an
d
ex
am
in
e
th
eir
i
m
p
ac
t
o
n
th
e
q
u
ality
o
f
t
h
e
SE/HE
tr
an
s
itio
n
in
o
r
d
er
to
ac
h
iev
e
th
e
h
ig
h
est
q
u
ality
o
f
th
e
GO
teac
h
in
g
an
d
lear
n
i
n
g
(
T
/L)
at
HE
.
A
ca
r
ef
u
l
r
ea
d
in
g
o
f
th
e
liter
atu
r
e
allo
wed
u
s
to
i
d
en
tif
y
th
e
m
ain
f
ac
to
r
s
r
esp
o
n
s
ib
le
f
o
r
th
e
GO
d
if
f
icu
lties
o
b
s
er
v
ed
d
u
r
in
g
SE
a
n
d
HE
.
Am
o
n
g
th
ese
f
ac
to
r
s
we
f
in
d
th
e
m
is
r
ep
r
esen
tatio
n
s
,
t
h
e
lo
w
p
r
er
eq
u
is
ites
,
th
e
teac
h
i
n
g
m
et
h
o
d
s
(
TM
s)
,
an
d
th
e
c
u
r
r
icu
lu
m
.
A
cc
o
r
d
in
g
t
o
th
is
liter
atu
r
e
[
1
6
,
1
7
]
,
t
he
s
tu
d
en
ts
’
m
is
r
ep
r
esen
tatio
n
s
ar
e
d
ee
m
ed
of
a
s
a
m
ajo
r
f
ac
to
r
r
esp
o
n
s
ib
le
f
o
r
GO
d
if
f
icu
lties
.
I
n
d
ee
d
,
r
esear
ch
er
s
h
av
e
p
r
o
v
e
n
th
at
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
T
/L
,
as
h
as
alwa
y
s
b
ee
n
o
b
s
er
v
e
d
,
th
at
s
t
u
d
en
ts
f
r
o
m
p
r
im
a
r
y
s
ch
o
o
l
to
HE
b
u
ild
th
eir
id
ea
s
ab
o
u
t
th
e
lig
h
t
o
f
t
h
eir
d
aily
life
ex
p
er
ien
ce
s
,
wh
ich
is
u
s
u
ally
co
n
tr
ad
icto
r
y
to
PS
laws
[
8
,
12
,
1
8
]
.
T
h
ese
m
is
r
ep
r
ese
n
tatio
n
s
p
er
s
is
t
an
d
r
esis
t
ch
an
g
e
ev
en
th
o
u
g
h
s
tu
d
en
ts
h
av
e
s
u
cc
ess
f
u
lly
d
e
v
elo
p
ed
SC
[
14
,
19]
.
T
h
e
p
o
s
s
ess
io
n
o
f
th
ese
m
is
r
ep
r
esen
tatio
n
s
wh
ich
ar
e
o
f
ten
s
h
ar
ed
b
y
s
tu
d
e
n
ts
o
f
al
m
o
s
t
all
lev
els
[
13
]
an
d
f
r
o
m
d
if
f
er
en
t
c
o
u
n
tr
ies
ar
e
m
o
s
t
lik
ely
to
p
r
ev
en
t
th
em
f
r
o
m
u
n
d
er
s
tan
d
i
n
g
an
d
d
ev
elo
p
in
g
SC
;
wh
ich
in
f
lu
en
ce
s
th
eir
lear
n
in
g
[
2
0
,
21]
.
T
h
e
m
ajo
r
ity
o
f
th
e
GO
m
is
r
ep
r
esen
tatio
n
s
ar
e
r
elate
d
t
o
th
r
ee
b
asic
co
n
ce
p
ts
:
lig
h
t,
im
ag
e
,
an
d
v
is
io
n
[
2
2
]
.
T
h
e
lig
h
t:
Stu
d
e
n
ts
h
av
e
m
is
r
ep
r
esen
tatio
n
s
co
n
ce
r
n
in
g
th
e
L
R
[
1
1
]
.
T
h
e
y
m
ay
v
er
y
we
ll
u
s
e
th
e
wo
r
d
(
r
ay
)
with
o
u
t
attr
ib
u
tin
g
to
it
th
e
m
ea
n
in
g
s
th
at
co
n
s
t
itu
te
s
th
e
co
r
r
esp
o
n
d
in
g
SC
.
T
h
ey
also
co
n
s
id
er
r
ay
s
as
r
ea
l
p
h
y
s
ical
o
b
jects;
th
ey
b
eliev
e
th
at
a
lu
m
in
o
u
s
o
b
ject
p
r
o
d
u
ce
s
p
ar
allel
r
ay
s
th
at
tr
av
el
th
r
o
u
g
h
s
p
ac
e
in
th
e
h
o
r
izo
n
tal
d
ir
ec
tio
n
[
3
,
1
7
,
2
3
,
2
4
]
.
T
h
e
v
is
io
n
:
So
m
e
s
tu
d
en
ts
e
x
p
lain
v
is
io
n
b
y
t
h
e
ey
es
wh
ich
s
en
d
s
o
m
eth
in
g
lik
e
g
az
i
n
g
o
r
r
a
ys
[
2
5
,
2
6
]
,
an
d
th
ey
g
e
n
er
ally
ca
n
n
o
t
d
em
o
n
s
tr
ate
th
e
lin
k
b
etwe
en
th
e
ey
e
an
d
a
v
is
u
a
lized
im
ag
e.
T
h
ey
b
eliev
e
th
at
it
s
u
f
f
ices
to
l
o
o
k
at
an
o
b
ject
to
s
ee
it
[
8
,
2
4
,
2
7
]
,
th
ey
also
th
i
n
k
th
at
lig
h
t
is
v
is
ib
le
ev
en
if
it
d
o
esn
’
t p
en
etr
ate
in
th
e
e
y
es o
f
th
e
o
b
s
er
v
er
[
2
8
]
a
n
d
th
at
lig
h
t is n
o
t n
ec
ess
ar
y
to
s
ee
[
2
9
]
.
T
h
e
im
ag
e:
L
ea
r
n
er
s
b
eliev
e
th
at
th
e
im
ag
e
o
f
an
o
b
ject
c
o
u
ld
b
e
p
r
o
jecte
d
o
n
to
a
s
cr
e
en
with
o
u
t
len
s
[
13
,
2
2
,
2
3
]
,
an
d
a
h
alf
-
le
n
s
p
r
o
d
u
ce
s
a
h
alf
-
im
ag
e
[
8
]
.
T
h
ey
also
b
eliev
e
th
at
th
e
c
o
n
v
ex
len
s
s
h
o
ws
th
e
o
b
ject
th
in
an
d
co
n
ca
v
e
len
s
es
th
ick
[
13
]
.
So
m
e
s
tu
d
en
ts
th
in
k
also
th
at
th
ey
w
o
u
ld
b
e
ab
le
to
s
ee
m
o
r
e
o
f
th
em
s
elv
es in
a
m
ir
r
o
r
b
y
m
o
v
in
g
f
u
r
t
h
er
awa
y
[
3
0
]
an
d
a
p
l
an
e
m
ir
r
o
r
(
PM)
f
o
r
m
s
a
r
ea
l i
m
ag
e
[
3
1
]
.
I
n
ad
d
itio
n
to
th
e
m
is
r
ep
r
esen
tatio
n
s
th
at
d
is
tin
g
u
is
h
s
tu
d
en
ts
,
th
ey
lack
th
e
n
ec
ess
ar
y
p
r
e
r
eq
u
is
ites
th
at
en
ab
le
th
em
to
p
er
ce
iv
e
ce
r
tain
b
asic
k
n
o
wled
g
e
in
G
O
[
14
]
.
So
m
e
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
th
ese
b
asic
p
r
er
eq
u
is
ites
ar
e
n
o
t
well
co
n
s
tr
u
cted
d
u
r
in
g
SE
[
3
2
,
3
3
]
,
a
n
d
th
at
th
e
y
ar
e
ch
a
r
ac
ter
ized
b
y
a
f
r
ag
ilit
y
th
at
m
ak
es
s
tu
d
en
ts
u
n
ab
le
to
ex
p
lain
p
h
y
s
ics
p
h
en
o
m
en
a.
W
h
at’
s
m
o
r
e,
ce
r
tain
n
o
tio
n
s
a
r
en
’
t
well
m
aster
ed
at
HE
b
y
s
tu
d
en
ts
li
k
e
t
h
e
f
o
r
m
a
tio
n
o
f
a
n
im
ag
e
b
y
a
len
s
d
es
p
ite
h
av
in
g
b
ee
n
d
ea
lt
with
d
u
r
in
g
SE
[
2
3
]
.
I
n
t
h
e
s
am
e
to
k
en
,
o
th
er
r
esear
ch
e
s
s
h
o
w
th
at
s
tu
d
en
ts
ar
e
in
ca
p
ab
le
o
f
m
ater
ializin
g
an
L
R
an
d
g
en
er
ally
id
en
tify
in
g
th
e
r
ec
tili
n
ea
r
p
r
o
p
ag
atio
n
o
f
lig
h
t
[
3
,
1
8
]
an
d
t
h
ey
f
in
d
it
d
if
f
icu
lt
to
d
if
f
er
e
n
tiate
th
e
r
ea
l
im
ag
e
f
r
o
m
th
e
v
ir
tu
al.
T
h
is
is
wh
at
in
f
lu
en
ce
s
th
eir
ab
ilit
y
to
f
o
r
m
an
im
ag
e
f
r
o
m
t
h
e
r
ef
lectio
n
an
d
th
e
r
ef
r
ac
tio
n
o
f
th
e
lig
h
t
[
3
4
]
,
a
n
d
af
f
ec
ti
n
g
,
th
e
r
ef
o
r
e
,
th
e
co
n
v
en
tio
n
al
g
eo
m
etr
ical
tech
n
iq
u
es
o
f
th
e
co
n
s
tr
u
ctio
n
o
f
im
ag
es [
3
5
]
.
C
o
n
ce
r
n
in
g
th
e
T
Ms,
a
t
SE,
teac
h
er
s
ad
o
p
t
in
ad
e
q
u
ate
T
Ms
attitu
d
es
in
in
ter
ac
tin
g
with
th
eir
s
tu
d
en
ts
[
3
6
]
p
ar
ticu
la
r
ly
in
GO
as
t
h
ey
u
s
e
in
a
p
p
r
o
p
r
iate
L
R
d
u
r
in
g
im
ag
er
y
an
d
p
r
o
d
u
ce
u
n
clea
r
s
ch
em
es
[
11
]
.
Acc
o
r
d
in
g
to
Fré
d
ér
ic
&
B
o
u
d
a
o
n
é
[
11
];
a
n
d
D
o
u
ar
[
3
7
]
,
th
e
d
id
ac
tic
tr
a
n
s
p
o
s
itio
n
th
at
wo
u
l
d
allo
w
s
tu
d
en
ts
to
g
iv
e
m
ea
n
i
n
g
to
th
e
co
n
ce
p
ts
tau
g
h
t
in
o
p
tics
an
d
g
u
ar
an
tee
a
g
o
o
d
co
n
ti
n
u
ity
o
f
k
n
o
wl
ed
g
e
b
etwe
en
SE
an
d
HE
is
in
ap
p
r
o
p
r
iately
u
n
d
er
tak
e
n
.
W
h
at’
s
m
o
r
e,
p
r
ac
tical
wo
r
k
s
(
PW
s
)
wh
ich
is
r
eg
ar
d
ed
as
p
r
im
o
r
d
ial
s
ch
o
o
l
ac
tiv
ities
d
esti
n
ed
to
co
n
s
o
lid
ate
k
n
o
wled
g
e
in
SE,
f
ail
to
p
r
o
m
o
te
its
ass
ig
n
ed
o
b
jectiv
es
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
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
4
-
34
26
d
u
e
t
o
its
tr
ad
itio
n
al
ch
ar
ac
te
r
is
ti
cs
[
7
,
37
]
.
I
n
ad
d
itio
n
,
th
e
teac
h
er
s
’
in
ab
ilit
y
to
p
r
o
v
id
e
an
d
m
aster
th
e
m
ater
ial
s
[
3
8
]
af
f
ec
t
s
th
e
lear
n
in
g
o
f
s
tu
d
en
ts
[
11
]
.
As
in
s
ev
er
al
wo
r
l
d
wid
e
u
n
iv
er
s
ities
,
th
e
PS
teac
h
in
g
i
n
th
e
Mo
r
o
cc
an
u
n
iv
er
s
ity
s
till
k
ee
p
s
tr
ad
itio
n
a
l
ch
ar
ac
ter
is
tics
s
in
ce
a
lar
g
e
am
o
u
n
t
o
f
k
n
o
wled
g
e
is
tr
an
s
m
itted
b
y
th
e
teac
h
e
r
th
r
o
u
g
h
th
e
m
ag
is
ter
ial
co
u
r
s
es
[
21]
.
T
h
e
s
e
T
Ms
s
ee
m
s
in
s
u
f
f
icien
t
to
allo
w
a
g
o
o
d
u
n
d
er
s
tan
d
in
g
o
f
p
h
y
s
ic
al
co
n
ce
p
ts
,
a
n
d
a
s
er
io
u
s
g
a
p
is
cr
ea
ted
b
etwe
en
w
h
at
is
tr
ad
itio
n
ally
tau
g
h
t
an
d
wh
at
s
tu
d
en
ts
h
av
e
to
lear
n
m
o
r
e
p
ar
ticu
la
r
ly
in
th
e
f
ir
s
t
y
ea
r
s
o
f
HE
[
3
9
]
.
A
n
in
ter
e
s
tin
g
s
tu
d
y
f
o
u
n
d
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
lear
n
in
g
s
ty
les
an
d
th
e
teac
h
in
g
s
ty
les
,
b
ec
a
u
s
e
th
ey
ca
n
eith
er
in
cr
ea
s
e
o
r
d
ec
r
ea
s
e
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
s
[
4
0
]
.
I
n
th
ese
s
ee
m
in
g
ly
tr
ad
it
io
n
al
T
Ms,
th
e
P
W
s
th
at
ap
p
ar
en
tly
im
p
lem
en
t
s
th
eo
r
etica
l
k
n
o
wled
g
e
v
ia
ap
p
licatio
n
[
4
1
]
an
d
d
ev
elo
p
s
ex
p
er
im
e
n
t
al
s
k
ills
as
well
a
s
s
tu
d
en
ts
’
m
o
tiv
atio
n
f
o
r
th
e
s
tu
d
y
o
f
PS
ar
e
also
tr
ad
itio
n
a
l
[
14
]
.
R
eg
ar
d
in
g
th
e
u
s
e
o
f
t
h
e
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
s
)
,
r
esear
ch
er
s
h
av
e
co
n
f
ir
m
ed
th
at
th
eir
in
teg
r
atio
n
in
PS
teac
h
in
g
is
in
s
u
f
f
icien
t
[
4
2
]
.
On
th
e
o
th
e
r
h
an
d
,
s
o
m
e
r
esear
ch
er
s
s
h
o
wed
th
at
th
er
e
is
a
h
ig
h
p
er
c
ep
tio
n
o
f
s
tu
d
en
ts
wh
ile
u
s
in
g
I
C
T
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
T
/L
at
HE
[
4
3
]
.
C
o
n
ce
r
n
in
g
th
e
last
f
ac
to
r
r
ela
ted
to
th
e
cu
r
r
icu
lu
m
,
r
esear
ch
er
s
n
o
te
th
at
s
o
m
e
s
tu
d
ies
p
o
i
n
t
o
u
t
th
at
th
e
Mo
r
o
cc
an
ed
u
ca
tio
n
al
s
y
s
tem
co
n
tin
u
es
to
f
ac
e
ce
r
t
ain
s
er
io
u
s
c
h
allen
g
es
s
u
ch
as
th
e
s
h
o
r
ta
g
e
o
f
q
u
alif
ied
teac
h
er
s
,
lack
o
f
ad
ap
ted
cu
r
r
icu
la,
an
d
ab
s
en
ce
o
f
a
u
n
if
ie
d
cu
r
r
icu
lu
m
[
4
4
]
.
Oth
er
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
Mo
r
o
cc
a
n
SE
s
tu
d
en
ts
f
ac
e
th
r
ee
p
r
in
cip
al
p
r
o
b
l
em
s
: th
e
co
m
p
lex
ity
o
f
SC
,
th
e
r
ap
id
f
o
r
g
ettin
g
o
f
th
e
ac
q
u
ir
ed
n
o
tio
n
s
an
d
t
h
e
o
v
er
lo
ad
ed
p
r
o
g
r
am
.
T
h
ey
ad
d
an
o
th
er
s
er
io
u
s
p
r
o
b
lem
m
o
s
t
n
o
t
ab
ly
th
at
o
f
th
e
d
if
f
icu
lty
to
ass
im
ilate
th
e
o
p
tic
co
n
ce
p
ts
[
4
5
,
4
6
]
.
M
o
r
eo
v
er
,
SE
is
co
n
d
itio
n
ed
b
y
th
e
s
ch
o
o
l
tex
t
b
o
o
k
s
r
eq
u
ir
ed
b
y
th
e
m
i
n
is
tr
y
o
f
n
a
tio
n
al
ed
u
ca
tio
n
(
ME
N)
[
4
6
]
.
I
n
th
ese
tex
t
b
o
o
k
s
,
th
e
e
y
e
is
m
en
tio
n
e
d
with
in
an
o
p
tical
d
ev
ice’
s
co
n
t
ex
t
to
g
eth
e
r
with
o
th
er
o
p
tic
in
s
tr
u
m
en
ts
.
T
h
e
r
o
le
o
f
th
e
o
b
s
er
v
er
wh
ich
is
cr
u
cial
to
u
n
d
er
s
tan
d
o
p
tic
p
h
en
o
m
en
a
r
em
ain
s
s
ec
o
n
d
ar
y
.
T
h
e
n
ec
ess
ity
to
co
n
v
in
ce
th
e
lear
n
er
th
at
o
p
tic
u
n
d
er
s
tan
d
i
n
g
is
b
ased
o
n
th
e
p
en
etr
atio
n
o
f
lig
h
t
in
th
e
ey
e
s
o
th
at
v
is
io
n
ca
n
tak
e
p
lace
is
o
f
ten
ig
n
o
r
e
d
in
th
e
s
ch
o
o
l
te
x
t
b
o
o
k
in
s
tr
u
ctio
n
s
[
8
,
47
]
.
Als
o
,
th
e
ter
m
in
o
l
o
g
y
u
s
ed
in
th
ese
b
o
o
k
s
as
well
as
b
y
teac
h
er
s
ca
n
c
au
s
e
p
r
o
b
lem
s
;
f
o
r
e
x
am
p
le,
th
e
u
s
e
o
f
"th
in
ed
g
e
le
n
s
"
in
s
tead
o
f
a
c
o
n
v
e
x
len
s
a
n
d
th
e
ex
p
r
ess
io
n
"th
ick
ed
g
e
len
s
"
in
s
tead
o
f
th
e
co
n
ca
v
e
len
s
[
13
]
.
As
f
o
r
th
e
H
E
p
r
o
g
r
am
s
,
it
is
ch
ar
ac
ter
iz
ed
b
y
its
s
ch
o
lar
ly
k
n
o
wled
g
e
,
wh
ich
p
r
esen
ts
en
o
r
m
o
u
s
d
if
f
icu
lties
f
o
r
m
a
n
y
s
tu
d
en
ts
ac
cu
s
to
m
ed
to
a
SE
p
r
o
g
r
a
m
b
ased
o
n
a
d
id
ac
tic
tr
an
s
p
o
s
itio
n
to
b
e
a
t
ea
ch
ab
le
k
n
o
wled
g
e
[
4
6
]
.
T
h
e
Mo
r
o
cc
an
HE
is
ch
ar
ac
ter
ized
b
y
a
m
ass
iv
e
r
ep
etitio
n
in
th
e
f
ir
s
t
y
ea
r
at
th
e
u
n
iv
e
r
s
ity
wh
ich
h
as
b
ee
n
ac
ce
n
tu
ate
d
s
in
ce
2
0
1
0
-
2
0
1
1
[
48
]
.
Mo
r
eo
v
e
r
,
s
in
ce
th
e
ad
o
p
tio
n
o
f
th
e
licen
s
e
,
m
aster
,
d
o
cto
r
ate
(
L
MD
)
s
y
s
tem
,
n
o
g
lo
b
al
ev
al
u
atio
n
h
as
b
ee
n
d
o
n
e
to
id
en
ti
f
y
s
tu
d
en
ts
'
ac
q
u
ir
ed
k
n
o
wled
g
e
s
o
th
at
th
ey
ca
n
b
e
ca
p
italized
an
d
r
em
e
d
ied
with
in
th
e
lim
its
an
d
th
e
d
if
f
i
cu
lties
ar
is
en
d
u
r
in
g
its
im
p
le
m
en
tat
io
n
,
esp
ec
ially
at
th
e
lev
el
o
f
s
cien
tific
f
ield
s
in
o
p
en
-
ac
ce
s
s
in
s
titu
tio
n
s
[
48
].
Acc
o
r
d
in
g
t
o
an
u
n
p
u
b
lis
h
ed
s
tatis
t
ics
r
elat
ed
to
th
e
r
esu
lts
o
f
d
iag
n
o
s
tic
ev
alu
atio
n
s
ca
r
r
i
ed
o
u
t
b
y
a
g
r
o
u
p
o
f
teac
h
er
s
at
th
e
R
e
g
io
n
al
C
en
tr
e
f
o
r
E
d
u
ca
tio
n
an
d
T
r
ain
i
n
g
Pro
f
ess
io
n
s
(
C
R
ME
F)
C
asab
lan
ca
-
Settat,
wh
o
s
e
v
o
ca
tio
n
is
to
tr
ain
f
u
tu
r
e
PS
teac
h
er
s
in
SE
h
o
ld
er
o
f
a
L
ice
n
s
e
in
PS
,
it
ca
n
b
e
s
ee
n
th
at
8
0
%
o
f
tr
ain
ee
teac
h
er
s
h
a
d
g
r
ad
es
th
at
ar
e
i
n
f
e
r
io
r
to
5
/2
0
in
G
O;
wh
ile
m
o
r
e
t
h
an
7
6
%
am
o
n
g
th
em
h
ad
m
ar
k
s
th
at
ar
e
s
u
p
er
io
r
o
f
1
4
/
2
0
in
e
lectr
icity
an
d
m
ec
h
a
n
ic.
Als
o
,
th
e
ab
o
v
e
liter
atu
r
e
h
as
r
aised
th
e
ca
u
s
es
o
f
t
h
e
GO
d
if
f
icu
lties
en
co
u
n
ter
e
d
in
ea
ch
lev
el
o
f
ed
u
ca
tio
n
.
B
u
t
th
e
r
esear
ch
th
at
tr
ea
t
s
th
e
c
o
r
r
elatio
n
b
etwe
en
th
e
SE/HE
tr
an
s
itio
n
an
d
th
e
f
ailu
r
e
o
f
f
i
r
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
GO
ar
e
s
ca
r
ce
.
T
h
e
s
ch
o
o
l
t
r
an
s
itio
n
is
d
ef
i
n
ed
as
a
p
r
o
ce
s
s
o
f
ch
an
g
e
f
r
o
m
o
n
e
lev
el
to
an
o
th
e
r
.
I
n
f
a
ct,
it
co
n
s
titu
tes
a
g
r
ea
t
m
o
m
en
t
o
f
tr
an
s
f
o
r
m
atio
n
i
n
th
e
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t
[
4
9
]
.
T
h
is
m
atter
o
f
tr
an
s
itio
n
b
etwe
en
th
e
two
lev
els
o
f
e
d
u
ca
tio
n
was
th
e
m
ain
s
u
b
ject
o
f
m
an
y
s
tu
d
ies
th
r
o
u
g
h
o
u
t
th
e
g
lo
b
e
u
n
d
er
v
ar
ied
p
er
s
p
ec
tiv
es
an
d
asp
ec
ts
[
5
0
-
5
2
]
.
I
n
d
ee
d
,
th
is
is
th
e
r
ea
s
o
n
wh
y
we
ar
e
in
ter
ested
in
t
h
is
p
r
esen
t
wo
r
k
.
A
m
ix
ed
-
m
eth
o
d
was
ad
o
p
ted
to
co
llect
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
to
ev
alu
ate
th
e
q
u
ality
o
f
th
e
r
ep
r
esen
tatio
n
s
an
d
th
e
p
r
er
e
q
u
is
ites
am
o
n
g
Mo
r
o
cc
an
s
tu
d
en
ts
,
th
e
c
o
n
tin
u
ity
o
f
t
h
e
T
Ms
ad
o
p
ted
,
an
d
p
r
o
g
r
a
m
s
b
etwe
en
th
e
two
le
v
els
o
f
ed
u
ca
tio
n
al
o
n
g
with
v
er
if
y
in
g
th
e
im
p
ac
t
o
f
th
es
e
elem
en
ts
o
n
t
h
e
q
u
ality
o
f
th
e
SE/HE
tr
an
s
itio
n
.
Fin
ally
,
r
esear
ch
er
s
tr
ied
to
s
u
g
g
est
a
r
em
ed
iatio
n
d
ev
ice
th
at
is
ca
p
ab
le
o
f
o
v
er
co
m
i
n
g
th
ese
d
if
f
icu
lties
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
As
h
as
b
ee
n
n
o
te
d
ea
r
lier
,
t
h
e
o
b
jectiv
e
o
f
o
u
r
s
u
r
v
e
y
is
to
e
v
alu
ate
th
e
q
u
ality
o
f
th
e
r
e
p
r
esen
tatio
n
s
to
g
eth
er
with
th
e
p
r
e
r
eq
u
is
ites
am
o
n
g
Mo
r
o
cc
an
s
tu
d
en
t
s
,
th
e
c
o
n
tin
u
ity
o
f
th
e
T
M
s
ad
o
p
ted
,
a
n
d
t
h
e
p
r
o
g
r
a
m
s
b
etwe
en
th
e
two
lev
els
o
f
ed
u
ca
tio
n
.
I
t
also
aim
s
to
v
er
if
y
th
e
im
p
a
ct
o
f
t
h
ese
elem
en
ts
o
n
th
e
q
u
ality
o
f
th
e
SE/HE
tr
an
s
itio
n
.
R
esear
ch
er
s
ad
o
p
ted
a
m
ix
ed
m
eth
o
d
t
o
co
llect
q
u
alitativ
e
an
d
q
u
an
titativ
e
d
ata
f
o
r
th
e
ac
ad
em
ic
y
ea
r
2
0
1
6
/2
0
1
7
.
T
h
e
tar
g
et
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y
…
(
N
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o
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a
l Na
s
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e
r
)
27
r
elied
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n
a
r
a
n
d
o
m
l
y
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elec
ted
p
o
p
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latio
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asab
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esear
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q
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e,
ex
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cises
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ter
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two
s
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ad
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ter
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al
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elate
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GC
o
f
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ly
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ac
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aly
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s
in
g
E
x
ce
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twar
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h
e
s
em
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ir
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in
ter
v
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ed
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llect
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u
alitativ
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at
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ally
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r
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t
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e,
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e
th
em
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s
tu
d
en
ts
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m
is
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tatio
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s
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e
p
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s
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an
d
th
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Ms
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ata
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tally
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th
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f
a
ta
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3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
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O
N
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.
1
.
T
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p
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w
ell
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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n
1
.
S
in
I
2
= n
2
.
Sin
I
1
1
5
: T
h
e
f
o
r
m
u
la
f
o
r
Descar
tes' 2
n
d
L
aw
o
f
r
e
f
r
ac
tio
n
is
:
n
1
.
S
in
I
1
= n
2
.
Sin
I
1
(
a)
T
h
e
GC
o
f
a
n
im
ag
e
b
y
a
P
M
(
b
)
T
h
e
d
is
p
er
s
io
n
o
f
lig
h
t
b
y
a
r
ec
tan
g
u
lar
p
r
is
m
Fig
u
r
e
5
.
T
h
e
test
in
g
ad
m
in
is
t
r
ated
to
th
e
s
tu
d
e
n
ts
Fro
m
th
e
T
ab
le
1,
t
h
e
o
b
tai
n
ed
r
esu
lts
s
h
o
w
th
at
teac
h
er
s
ad
o
p
t
tr
ad
itio
n
al
T
Ms
wh
ich
do
n
o
t
in
v
o
lv
e
s
tu
d
en
ts
wh
o
ar
e
d
ee
m
ed
o
f
as
th
e
co
r
e
o
f
th
e
T
/L
p
r
o
ce
s
s
in
th
e
co
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e.
W
h
at'
s
m
o
r
e,
th
ey
d
o
n
o
t
r
eso
r
t
to
th
e
lear
n
er
'
s
en
v
ir
o
n
m
en
t
wh
ile
g
iv
in
g
ex
a
m
p
les
in
GO.
B
esi
d
es
,
t
h
ey
d
o
n
o
t
d
o
co
n
cr
ete
PW
s
to
ap
p
ly
th
eo
r
etica
l k
n
o
wled
g
e.
T
h
e
HE
teac
h
er
s
ad
o
p
t th
e
m
a
g
is
ter
ial
m
eth
o
d
with
o
u
t
a
n
y
s
o
r
t
o
f
in
ter
ac
tio
n
with
s
tu
d
e
n
ts
d
u
e
to
t
h
e
o
v
er
cr
o
wd
in
g
o
f
th
e
lectu
r
e
h
alls
an
d
t
h
e
in
s
u
f
f
icien
cy
o
f
th
e
d
id
ac
tic
tim
e
,
wh
ich
lead
s
to
a
d
i
s
co
n
tin
u
ity
in
th
e
T
M
s
b
etwe
en
S
E
an
d
HE
.
All
th
ese
co
n
d
itio
n
s
d
o
n
o
t
p
r
o
m
o
te
a
g
o
o
d
t
r
an
s
itio
n
an
d
,
th
er
e
f
o
r
e
,
ac
ce
n
tu
ate
GO
d
if
f
icu
lties
f
o
r
f
ir
s
t y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
F
ig
u
r
e
1
,
t
h
er
e
a
r
e
6
7
%
o
f
s
t
u
d
e
n
ts
c
o
n
s
id
er
G
O
is
d
if
f
icu
lt
an
d
7
0
%
o
f
t
h
e
m
co
n
f
ir
m
th
at
th
ey
ca
n
n
o
t
s
u
cc
ee
d
.
T
h
e
teac
h
er
s
s
u
r
v
e
y
e
d
h
av
e
a
d
if
f
er
en
t
o
p
in
io
n
,
th
e
y
c
o
n
f
ir
m
th
at
th
ese
d
if
f
icu
lties
ar
e
n
o
t
d
u
e
to
t
h
e
n
atu
r
e
o
f
GO
b
u
t
r
ath
er
to
th
e
s
tu
d
en
ts
’
m
is
r
ep
r
esen
tatio
n
s
.
Ac
co
r
d
i
n
g
t
o
th
ei
r
an
s
we
r
s
i
n
F
ig
u
r
e
2
to
F
ig
u
r
e
4
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
th
in
k
th
at
th
e
C
L
is
len
s
es with
th
ick
ed
g
es a
n
d
th
at
th
e
o
b
tain
ed
im
ag
e
b
y
th
e
PM
is
r
ea
l,
58%
o
f
th
em
b
eliev
e
th
at
lig
h
t
p
r
o
p
ag
ates
in
th
e
h
o
r
izo
n
tal
d
ir
ec
tio
n
an
d
it
s
u
f
f
ices
to
lo
o
k
at
th
e
o
b
ject
to
s
ee
it
(
5
7
%)
;
an
d
to
s
ee
th
e
m
s
elv
es
m
o
r
e
in
a
m
ir
r
o
r
,
it
is
n
ec
ess
ar
y
to
m
o
v
e
f
u
r
t
h
er
awa
y
.
T
h
ese
r
esu
lts
s
ee
m
s
im
ilar
to
th
o
s
e
f
o
u
n
d
b
y
[
3
,
24,
2
7
,
3
0
]
.
T
h
e
r
e
ar
e
9
0
%
s
tu
d
en
t
s
co
n
f
ir
m
th
at
t
h
eir
r
ep
r
esen
tatio
n
s
ar
e
n
eith
er
r
aised
n
o
r
co
r
r
ec
ted
;
th
e
y
ad
d
th
at
th
ey
d
o
n
o
t
k
n
o
w
th
e
f
ield
o
f
ap
p
licatio
n
o
f
GO
in
th
eir
d
aily
liv
es.
T
h
e
s
am
e
ca
s
e
was
also
atte
s
ted
b
y
th
e
t
ea
ch
er
s
,
ju
s
tify
in
g
th
is
b
y
a
la
ck
o
f
d
i
d
ac
tic
tim
e
an
d
co
n
tin
u
o
u
s
tr
ain
in
g
to
th
e
ir
p
r
o
f
its
.
T
h
ese
r
esu
lts
co
n
f
i
r
m
th
at
d
u
r
in
g
th
e
SE/HE
tr
an
s
itio
n
s
tu
d
en
ts
ar
e
en
d
o
wed
with
ce
r
tain
m
is
r
ep
r
esen
tatio
n
s
,
wh
i
c
h
a
r
e
c
o
m
p
l
e
tel
y
o
p
p
o
s
e
d
to
p
h
y
s
ic
al
la
ws
an
d
SC
.
O
b
v
i
o
u
s
ly
,
th
e
s
t
u
d
en
ts
’
m
is
r
e
p
r
e
s
en
tat
io
n
s
d
o
n
o
t
p
r
o
m
o
te
a
s
m
o
o
t
h
tr
a
n
s
i
ti
o
n
;
o
n
th
e
c
o
n
t
r
a
r
y
,
t
h
ey
m
a
y
cr
ea
t
e
GO
d
i
f
f
ic
u
lt
ies
f
o
r
f
i
r
s
t
-
y
ea
r
u
n
i
v
e
r
s
it
y
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
t
h
e
r
esu
lt
o
f
th
e
test
in
g
g
iv
en
in
Fi
g
u
r
e
5
,
we
f
in
d
th
at
s
tu
d
en
ts
h
av
e
d
if
f
icu
lt
ies
in
GC
.
I
n
d
ee
d
,
6
7
%
o
f
th
em
co
u
ld
n
o
t
c
h
o
o
s
e
t
h
e
co
r
r
ec
t
an
s
wer
r
elativ
e
to
th
e
GC
o
f
t
h
e
im
ag
e
b
y
a
PM
(
Fig
u
r
e
5a
)
.
An
o
th
er
d
if
f
icu
lty
is
r
ep
o
r
ted
in
th
e
d
is
p
er
s
io
n
o
f
lig
h
t
b
y
a
r
ec
tan
g
u
lar
p
r
is
m
(
Fig
u
r
e
5
b
)
.
5
0
%
o
f
s
tu
d
e
n
ts
b
eliev
e
th
at
th
e
r
ay
th
at
p
en
etr
ates
p
er
p
en
d
ic
u
lar
ly
in
to
th
e
r
ec
ta
n
g
u
lar
p
r
is
m
will
co
n
tin
u
e
its
jo
u
r
n
ey
with
o
u
t
an
y
r
e
f
r
ac
tio
n
;
th
ey
also
h
a
v
e
d
i
f
f
icu
lty
id
e
n
tify
in
g
th
e
s
y
m
b
o
ls
a
n
d
f
u
n
c
tio
n
s
o
f
C
L
s
.
T
h
ese
r
esu
lts
lead
to
d
ed
u
ce
t
h
at
s
tu
d
en
ts
lack
p
r
e
r
eq
u
is
ites
co
n
ce
r
n
in
g
th
e
f
o
r
m
an
d
t
h
e
c
h
ar
ac
ter
is
tics
o
f
th
e
len
s
es.
T
h
is
f
in
d
in
g
is
s
im
ilar
to
th
at
r
ep
o
r
ted
b
y
[
13
]
.
R
esear
ch
er
s
also
n
o
te
f
r
o
m
th
eir
a
n
s
wer
s
th
at
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
im
p
o
r
tan
ce
o
f
lig
h
t
in
v
is
io
n
.
8
0
%
o
f
th
em
h
av
e
co
n
f
ir
m
e
d
th
at
th
e
y
ca
n
n
o
t
s
ee
in
a
d
ar
k
r
o
o
m
;
h
o
wev
e
r
,
th
e
y
h
av
e
p
r
o
b
lem
s
with
t
h
e
r
o
le
a
n
d
f
u
n
ctio
n
o
f
th
e
ey
e
i
n
v
is
io
n
.
T
h
is
r
esu
lt
s
ee
m
s
co
n
s
is
ten
t
with
th
at
f
o
u
n
d
b
y
[
8
,
4
7
]
.
An
o
th
er
p
r
o
b
lem
th
at
ap
p
ea
r
s
am
o
n
g
s
tu
d
e
n
ts
co
n
ce
r
n
s
th
e
r
ec
o
g
n
itio
n
o
f
th
e
co
r
r
ec
t
f
o
r
m
u
la
o
f
th
e
laws
m
o
s
t
u
s
ed
in
GO
l
ik
e
t
h
at
of
Descar
tes
'
2
n
d
L
aw
o
f
r
ef
r
ac
tio
n
an
d
th
e
r
elatio
n
s
o
f
co
n
j
u
g
atio
n
.
T
h
ese
r
esu
lts
s
h
o
w
th
at
s
tu
d
e
n
ts
ar
r
iv
e
at
u
n
iv
er
s
ity
wit
h
a
lo
w
lev
el
o
f
p
r
er
eq
u
is
ites
.
T
h
is
lo
w
lev
el,
wh
ich
is
n
o
t
ev
alu
ated
f
r
o
m
t
h
e
HE
teac
h
e
r
s
’
r
esp
o
n
s
es
co
llected
in
T
ab
le
1
,
le
a
d
s
u
s
to
b
lam
e
th
e
d
is
co
n
ti
n
u
ity
o
f
th
e
GO
p
r
o
g
r
am
at
th
e
lev
el
o
f
th
e
two
s
ec
o
n
d
ar
y
le
v
els
(
m
id
d
le
s
ch
o
o
l
an
d
q
u
alif
y
in
g
s
ch
o
o
l
)
.
I
n
d
ee
d
,
ac
co
r
d
in
g
to
th
e
PS
cu
r
r
icu
lu
m
,
th
is
co
u
r
s
e
is
p
r
o
g
r
a
m
m
ed
in
th
e
s
ec
o
n
d
-
y
ea
r
m
id
d
le
s
ch
o
o
l;
y
et,
it
n
eith
er
ap
p
ea
r
s
in
th
e
p
r
o
g
r
a
m
o
f
th
e
th
ir
d
y
ea
r
o
f
th
e
s
am
e
lev
el
n
o
r
in
th
e
c
o
m
m
o
n
5a
1
5a
2
5a
3
5b
1
5b
2
5b
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
Geo
metrica
l o
p
tic
lea
r
n
in
g
d
if
ficu
lties
fo
r
Mo
r
o
cc
a
n
s
tu
d
en
ts
d
u
r
in
g
s
ec
o
n
d
a
r
y
…
(
N
a
o
u
a
l Na
s
s
e
r
)
31
co
r
e
s
y
llab
u
s
o
f
th
e
q
u
alif
y
in
g
lev
els,
i
t i
s
p
r
o
g
r
am
m
ed
in
th
e
f
ir
s
t
-
y
ea
r
b
ac
an
d
it is
ev
en
class
if
ied
at
th
e
en
d
o
f
th
e
cu
r
r
icu
lu
m
.
T
h
is
p
o
o
r
class
if
ica
tio
n
o
f
GO
co
n
f
ir
m
ed
b
y
th
e
SE
tea
ch
er
s
an
d
th
e
ab
s
en
ce
o
f
GO
ev
alu
atio
n
i
n
th
e
r
e
g
io
n
al
e
x
am
in
atio
n
m
a
k
e
s
tu
d
en
ts
d
is
in
ter
ested
in
th
is
d
is
cip
lin
e.
T
h
u
s
,
th
e
o
n
ly
p
r
er
eq
u
is
ites
r
em
ain
ed
f
o
r
s
t
u
d
en
ts
ar
e
th
o
s
e
b
u
ilt
-
in
m
i
d
d
le
s
ch
o
o
ls
,
a
n
d
t
h
is
is
ex
ac
tly
wh
at
h
as
b
ee
n
ju
s
tifie
d
b
y
6
5
%
o
f
s
tu
d
en
ts
wh
o
h
a
v
e
c
o
n
f
ir
m
e
d
th
at
th
ey
h
av
e
n
o
t
r
ec
eiv
e
d
th
e
GO
co
u
r
s
e
in
t
h
e
f
ir
s
t
-
y
ea
r
b
ac
.
T
h
e
teac
h
er
s
also
co
n
f
i
r
m
ed
th
at
t
h
e
SE
c
u
r
r
icu
lu
m
i
s
b
ased
o
n
th
e
d
id
ac
tic
tr
a
n
s
p
o
s
itio
n
o
f
s
ch
o
lar
ly
k
n
o
wle
dge
i
n
to
teac
h
in
g
k
n
o
wled
g
e,
b
u
t th
is
tr
an
s
p
o
s
itio
n
is
n
o
t a
d
o
p
ted
at
HE
.
T
h
is
lack
o
f
co
n
tin
u
ity
o
f
th
e
p
r
o
g
r
a
m
b
etwe
en
th
e
two
lev
e
ls
af
f
ec
ts
th
e
q
u
ality
o
f
th
e
p
r
e
r
eq
u
is
ites
f
o
r
s
tu
d
en
ts
in
th
eir
f
ir
s
t y
ea
r
o
f
HE
b
y
f
o
r
g
ettin
g
s
o
m
e
r
eq
u
ir
ed
n
o
ti
o
n
s
wh
ic
h
co
n
s
titu
te
an
o
b
s
ta
cle
to
ef
f
ec
tiv
e
lear
n
in
g
th
at
f
av
o
r
s
o
n
ly
s
u
r
f
ac
e
lear
n
in
g
.
T
h
ese
r
esu
lts
s
ee
m
id
en
tical
to
th
o
s
e
f
o
u
n
d
b
y
Hass
o
u
n
y
,
et
a
l.
[
4
5
]
.
T
h
e
tr
ad
itio
n
al
T
M
s
a
well
as
th
e
in
s
u
f
f
icien
cy
o
f
PW
s
m
ay
also
b
e
in
cr
im
in
ated
i
n
th
e
f
r
ag
ilit
y
o
f
p
r
er
eq
u
is
ites
.
Fo
r
teac
h
er
s
,
th
i
s
is
ju
s
tifie
d
b
y
a
lack
o
f
co
n
t
in
u
o
u
s
tr
ai
n
in
g
f
o
r
th
ei
r
b
e
n
ef
it
an
d
in
s
u
f
f
icien
t
d
id
ac
tic
m
ater
ials
f
o
r
PW
s
.
T
h
ey
also
ad
d
th
at
th
e
u
s
e
o
f
I
C
T
s
as a
n
al
ter
n
ativ
e
is
v
er
y
lim
it
ed
.
T
h
e
lim
itatio
n
o
f
th
ese
I
C
T
s
is
al
s
o
r
ep
o
r
te
d
b
y
[
14
]
.
An
o
th
er
p
r
o
b
lem
ad
d
ed
ac
co
r
d
in
g
t
o
th
e
teac
h
er
s
'
i
s
th
e
lack
o
f
a
p
r
o
f
ess
io
n
al
co
o
r
d
in
atio
n
m
e
etin
g
s
b
etwe
en
th
em
s
o
th
at
th
ey
ca
n
d
is
cu
s
s
th
e
co
n
te
n
ts
o
f
th
e
p
r
o
g
r
am
to
g
eth
er
an
d
b
r
u
s
h
u
p
o
n
its
latest
r
ef
o
r
m
wh
ich
th
e
m
ajo
r
i
ty
o
f
HE
teac
h
er
s
ar
e
n
o
t
awa
r
e
o
f
.
I
n
s
h
o
r
t,
t
h
e
f
r
ag
ilit
y
o
f
th
e
p
r
er
e
q
u
is
ites
am
o
n
g
s
tu
d
e
n
ts
d
o
es
n
o
t
f
av
o
r
a
s
m
o
o
th
tr
an
s
itio
n
an
d
co
n
s
eq
u
en
tly
m
a
k
es
th
e
lear
n
in
g
o
f
GO
m
o
r
e
d
if
f
icu
lt
in
th
e
f
ir
s
t y
ea
r
o
f
u
n
iv
er
s
ity
.
3
.
4
.
Student
s
’
re
s
po
ns
e
s
a
f
t
er
t
h
e
lea
rning
o
f
t
he
G
O
c
o
urs
e
Fig
u
r
e
6
to
Fig
u
r
e
8
illu
s
tr
a
te
th
e
ty
p
es
o
f
th
e
s
tu
d
en
ts
’
an
s
wer
s
o
f
th
e
th
r
ee
ex
er
ci
s
es.
T
h
ese
ex
er
cises
ar
e
p
r
o
p
o
s
ed
to
ev
al
u
ate
th
e
s
tu
d
en
ts
’
le
v
els
an
d
r
ep
r
esen
tatio
n
s
af
ter
s
tu
d
y
in
g
th
e
GO
co
u
r
s
e.
T
h
e
an
s
wer
s
ar
e
r
eg
r
o
u
p
ed
u
n
d
er
th
r
ee
ca
teg
o
r
ies
in
Fig
u
r
e
6
an
d
Fig
u
r
e
7
.
On
th
e
o
th
er
h
a
n
d
,
Fig
u
r
e
8
s
h
o
ws
o
n
ly
two
ca
teg
o
r
ies
.
(
a
)
C
ateg
o
r
y
1
(
b
)
C
ateg
o
r
y
2
(
c
)
C
ateg
o
r
y
3
Fig
u
r
e
6
.
T
h
e
s
tu
d
en
ts
’
r
esp
o
n
s
e
s
o
f
ex
er
cise 1
ab
o
u
t
th
e
GC
o
f
th
e
im
a
g
e
o
f
an
o
b
ject
b
y
a
PM
An
aly
s
is
o
f
th
e
r
esp
o
n
s
es
m
e
n
tio
n
ed
i
n
Fig
u
r
e
6
s
h
o
ws
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
w
er
e
ab
le
to
f
in
d
th
e
im
a
g
e
b
y
ap
p
ly
in
g
th
e
law
g
iv
en
(
t
h
e
co
n
ju
g
atio
n
r
elatio
n
s
)
in
th
e
s
tatem
en
t
o
f
t
h
e
ex
er
cise;
o
n
th
e
o
th
er
h
an
d
,
th
e
y
c
o
u
ld
n
o
t
f
in
d
it b
y
GC
.
I
n
d
ee
d
,
th
ey
d
id
n
o
t
m
an
a
g
e
t
o
co
n
s
tr
u
ct
g
eo
m
e
tr
ically
th
e
im
a
g
e
o
f
an
o
b
ject
b
y
a
PM
b
ec
a
u
s
e
th
ey
c
o
u
ld
n
eith
er
d
is
tin
g
u
i
s
h
b
etwe
en
th
e
r
ea
l
an
d
th
e
v
ir
tu
al
im
a
g
e
n
o
r
d
if
f
er
en
tiate
b
etwe
en
th
e
in
ci
d
en
t
an
d
r
ef
lecte
d
r
ay
.
T
h
ese
d
if
f
icu
lties
d
o
n
o
t
f
av
o
r
in
th
e
ca
s
e
o
f
o
u
r
s
am
p
l
e
lear
n
er
s
,
u
n
d
er
s
tan
d
in
g
th
e
p
r
i
n
cip
le
o
f
im
ag
e
f
o
r
m
atio
n
b
y
m
ir
r
o
r
r
ef
lectio
n
,
wh
ich
h
as
also
b
ee
n
p
r
o
v
e
d
b
y
[
1
1
,
1
9
]
.
(
a)
C
ateg
o
r
y
1
(
b
)
C
ateg
o
r
y
2
(
c)
C
ateg
o
r
y
3
Fig
u
r
e
7
.
T
h
e
s
tu
d
en
ts
’
r
esp
o
n
s
e
s
o
f
ex
er
cise
2
ab
o
u
t th
e
GC
o
f
th
e
im
a
g
e
o
f
an
o
b
ject
in
w
ater
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
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
4
-
34
32
Acc
o
r
d
in
g
t
o
th
e
r
esp
o
n
s
es
illu
s
tr
ated
in
Fig
u
r
e
7
,
o
n
ly
two
s
tu
d
en
ts
co
u
ld
g
iv
e
th
e
c
o
r
r
e
ct
an
s
wer
c
o
n
ce
r
n
in
g
th
e
GC
o
f
t
h
e
im
ag
e
o
f
an
o
b
ject
in
wate
r
.
T
h
e
m
ajo
r
ity
o
f
th
em
h
a
v
e
tr
ac
ed
th
e
in
cid
en
t
r
ay
em
itted
b
y
th
e
e
y
e,
wh
ich
c
o
n
f
ir
m
s
th
at
th
eir
m
is
r
ep
r
esen
tatio
n
s
p
er
s
is
t
ev
en
af
te
r
th
e
l
ea
r
n
in
g
o
f
th
e
GO
co
u
r
s
e.
T
h
ese
r
esu
lts
s
ee
m
s
im
ilar
to
th
o
s
e
f
o
u
n
d
b
y
[
14
,
1
9
]
.
T
h
e
s
tu
d
e
n
ts
ca
n
n
o
t
ass
im
ilate
th
e
f
ac
t
t
h
at
two
d
if
f
er
en
t
en
v
ir
o
n
m
en
ts
h
av
e
two
d
if
f
er
e
n
t
r
ef
r
ac
tiv
e
in
d
ices,
an
d
th
e
y
d
o
n
o
t
also
m
a
s
ter
th
e
d
if
f
e
r
e
n
c
e
b
etwe
en
th
e
in
cid
en
t
r
ay
s
an
d
th
o
s
e
r
ef
r
ac
ted
;
th
ey
ca
n
n
o
t
u
n
d
er
s
tan
d
th
at
th
e
p
o
s
itio
n
o
f
th
e
im
ag
e
d
ep
en
d
s
o
n
th
e
v
iewin
g
an
g
le,
in
d
e
p
en
d
en
tly
o
f
Gau
s
s
co
n
d
itio
n
s
.
(
a
)
C
ateg
o
r
y
1
(
b
)
C
ateg
o
r
y
2
Fig
u
r
e
8
.
T
h
e
s
tu
d
en
ts
’
r
esp
o
n
s
e
s
o
f
ex
er
cise
3
ab
o
u
t th
e
GC
o
f
an
im
a
g
e
o
f
an
o
b
ject
lo
ca
t
ed
at
in
f
in
ity
in
f
r
o
n
t o
f
two
C
L
s
An
o
th
er
d
if
f
icu
lty
is
r
aised
.
I
t
is
ab
o
u
t
t
h
e
GC
o
f
th
e
i
m
a
g
e
o
f
a
n
o
b
ject
b
y
C
L
.
T
h
is
f
i
n
d
in
g
was
co
n
f
ir
m
e
d
b
y
[
1
3
,
27
]
.
T
h
e
s
am
e
d
if
f
icu
lty
was
o
b
s
er
v
ed
d
u
r
in
g
th
e
r
esear
ch
o
f
th
e
i
m
ag
e
o
f
an
o
b
ject
lo
ca
ted
at
in
f
in
ity
in
f
r
o
n
t
o
f
two
C
L
s
.
Acc
o
r
d
in
g
to
th
e
r
esp
o
n
s
e
s
co
llected
in
Fig
u
r
e
8
,
t
h
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
u
s
e
a
s
in
g
le
p
ar
ticu
la
r
r
ay
to
c
o
n
s
tr
u
ct
th
e
im
ag
e,
wh
ich
lead
s
to
th
e
in
f
er
en
ce
th
a
t
th
e
y
ar
e
u
n
a
b
l
e
to
co
n
s
id
er
th
e
ca
s
es
o
f
p
ar
ticu
l
ar
r
ay
s
u
s
es
an
d
t
h
o
s
e
o
f
n
o
n
-
p
ar
ticu
lar
r
a
y
s
.
On
th
e
o
th
er
h
an
d
,
t
h
ey
ca
n
f
in
d
th
is
im
ag
e
b
y
u
s
in
g
co
n
j
u
g
atio
n
r
elatio
n
s
.
I
t
is
wo
r
th
n
o
tin
g
th
at
s
tu
d
en
t
s
af
ter
lear
n
in
g
th
e
c
o
u
r
s
e
h
a
v
e
a
s
im
ilar
u
n
d
er
s
tan
d
in
g
o
f
lig
h
t.
Yet,
th
ey
s
till
en
co
u
n
ter
d
if
f
icu
ltie
s
in
G
C
as
th
ey
d
o
n
o
t
u
n
d
e
r
s
tan
d
th
e
b
asic
p
r
in
cip
le
o
f
im
ag
e
f
o
r
m
atio
n
an
d
th
is
is
wh
at
h
as
b
ee
n
d
em
o
n
s
tr
ated
b
y
[
1
1
-
1
3
,
34
]
.
T
h
e
r
esear
ch
er
s
also
o
b
s
er
v
e
th
e
p
er
s
is
ten
ce
o
f
th
e
mi
s
r
ep
r
esen
tatio
n
s
am
o
n
g
th
e
m
.
T
h
ese
p
r
o
b
lem
s
th
at
p
er
s
is
t
ar
e
n
o
t
lin
k
e
d
,
ac
co
r
d
in
g
to
t
h
e
r
esp
o
n
s
es
o
f
th
e
ac
to
r
s
o
f
o
u
r
in
v
esti
g
atio
n
,
to
th
e
n
atu
r
e
o
f
th
is
d
is
cip
lin
e
b
u
t
to
a
b
r
ea
k
in
t
h
e
T
M
s
b
etw
ee
n
th
e
two
lev
els
o
f
ed
u
ca
tio
n
.
I
t
is
also
lin
k
ed
to
a
d
is
co
n
tin
u
ity
o
f
t
h
e
p
r
o
g
r
am
b
etwe
en
th
e
two
le
v
els
o
f
SE,
to
th
e
in
s
u
f
f
icien
cy
o
f
PW
s
,
to
a
lo
w
lev
el
o
f
p
r
er
eq
u
is
it
es
f
o
r
in
teg
r
atin
g
HE
an
d
to
t
h
e
m
is
r
e
p
r
esen
tatio
n
s
d
u
r
i
n
g
th
e
SE/HE
tr
an
s
itio
n
.
4.
CO
NCLU
SI
O
N
I
n
th
is
s
tu
d
y
,
th
e
r
esear
ch
e
r
s
s
tar
ted
f
r
o
m
an
o
b
s
er
v
atio
n
o
f
th
e
GO
d
if
f
icu
lties
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
in
th
ei
r
f
i
r
s
t
y
ea
r
at
u
n
iv
er
s
ity
.
T
h
ese
d
if
f
ic
u
lties
,
s
o
u
r
ce
o
f
r
ep
etitio
n
an
d
d
r
o
p
p
i
n
g
o
u
t
p
h
en
o
m
en
a
in
o
p
en
ac
ce
s
s
Mo
r
o
cc
an
i
n
s
titu
tio
n
s
,
d
id
n
o
t
leav
e
u
s
in
d
if
f
er
en
t.We
s
u
r
v
ey
ed
f
ir
s
t
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
,
SE
an
d
HE
teac
h
er
s
,
to
s
ea
r
ch
f
o
r
th
e
ca
u
s
es o
f
th
ese
d
if
f
icu
lties
an
d
th
eir
im
p
ac
t o
n
th
e
q
u
ality
o
f
th
e
SE/HE
tr
an
s
itio
n
.
T
h
e
an
aly
s
is
o
f
th
e
e
x
er
cises
g
iv
en
to
s
tu
d
en
ts
af
ter
th
e
c
o
u
r
s
e
h
av
e
r
ev
ea
led
th
e
p
er
s
is
ten
ce
o
f
th
e
GO
d
if
f
icu
lties
at
HE
an
d
m
o
r
e
p
ar
ticu
lar
ly
in
GC
.
As
f
o
r
th
e
r
esp
o
n
s
es
co
llected
b
ef
o
r
e
th
e
co
u
r
s
e,
it
ap
p
ea
r
s
th
at
lear
n
er
s
ar
e
n
o
t
well
p
r
ep
ar
ed
to
i
n
teg
r
ate
HE
an
d
th
at
th
eir
p
r
e
r
eq
u
is
ites
leav
e
s
o
m
eth
in
g
to
b
e
d
esire
d
,
T
h
is
s
tu
d
y
also
s
h
o
w
s
th
at
th
er
e
is
a
b
r
ea
k
in
th
e
c
u
r
r
icu
lu
m
a
n
d
th
e
TM
s
b
etwe
e
n
th
e
two
lev
els
o
f
ed
u
ca
tio
n
alo
n
g
with
th
e
ex
is
ten
ce
an
d
p
er
s
is
ten
ce
o
f
th
e
m
is
r
ep
r
esen
tatio
n
s
am
o
n
g
s
tu
d
en
ts
ev
en
af
ter
th
e
GO
co
u
r
s
e.
T
h
ese
f
ac
to
r
s
d
o
n
o
t
ac
tu
ally
f
av
o
r
a
g
o
o
d
tr
an
s
itio
n
b
etwe
en
SE/HE
.
T
o
o
v
er
co
m
e
th
e
af
o
r
em
en
tio
n
ed
d
if
f
icu
lties
a
n
d
en
s
u
r
e
a
b
etter
t
r
an
s
itio
n
,
th
e
f
o
llo
win
g
s
o
lu
tio
n
s
ar
e
s
u
g
g
ested
:
1
)
HE
teac
h
er
s
s
h
o
u
ld
tak
e
in
to
co
n
s
id
er
atio
n
th
e
s
tu
d
en
ts
'
m
is
r
ep
r
esen
tatio
n
s
b
ef
o
r
e
th
e
b
e
g
in
n
in
g
o
f
teac
h
i
n
g
p
r
o
ce
s
s
an
d
t
h
ey
o
u
g
h
t
to
th
i
n
k
o
f
u
s
in
g
b
est
teac
h
in
g
s
tr
ate
g
ies
to
h
elp
s
tu
d
en
ts
g
ain
a
r
ic
h
u
n
d
er
s
tan
d
in
g
o
f
th
e
GO
co
n
ce
p
ts
;
2
)
T
h
e
a
d
o
p
tio
n
o
f
an
ac
tiv
e
T
M
is
v
er
y
im
p
o
r
tan
t
to
im
p
r
o
v
e
s
tu
d
en
ts
'
cr
itical
th
in
k
in
g
s
k
ills
,
o
v
er
co
m
e
th
eir
m
is
r
ep
r
esen
tatio
n
s
,
an
d
d
ev
el
o
p
s
tr
o
n
g
p
r
er
eq
u
is
ites
f
o
r
a
s
ea
m
less
tr
an
s
itio
n
;
3
)
E
n
s
u
r
in
g
c
o
n
tin
u
it
y
o
f
th
e
G
O
p
r
o
g
r
am
b
etwe
en
th
e
th
r
ee
teac
h
in
g
cy
cl
es
;
4
)
Stre
n
g
th
e
n
in
g
th
e
teac
h
in
g
o
f
GO
th
r
o
u
g
h
PW
s
in
SE
an
d
HE
;
5
)
R
ed
u
cin
g
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
in
th
e
lectu
r
e
h
all
s
an
d
r
ev
iewin
g
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
Geo
metrica
l o
p
tic
lea
r
n
in
g
d
if
ficu
lties
fo
r
Mo
r
o
cc
a
n
s
tu
d
en
ts
d
u
r
in
g
s
ec
o
n
d
a
r
y
…
(
N
a
o
u
a
l Na
s
s
e
r
)
33
d
id
ac
tic
tim
e
o
f
p
r
o
g
r
am
e
x
e
cu
tio
n
to
en
s
u
r
e
c
o
n
tin
u
ity
i
n
T
Ms
b
etwe
en
SE
an
d
HE
;
6
)
C
ar
r
y
in
g
o
u
t
an
d
en
s
u
r
in
g
p
er
m
a
n
en
t
co
o
r
d
in
atio
n
b
etwe
en
th
e
ac
to
r
s
o
f
th
e
SE
an
d
HE
;
7
)
Sch
ed
u
lin
g
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
tr
ai
n
in
g
f
o
r
teac
h
er
s
to
im
p
r
o
v
e
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
ese
p
r
elim
in
ar
y
r
esu
lts
d
eser
v
e
to
b
e
d
ee
p
en
ed
.
W
e
en
v
is
ag
e
s
tu
d
ies
f
o
cu
s
in
g
o
n
ac
tiv
e
p
r
ac
ti
ce
s
in
GO
in
SE
w
ith
a
f
o
llo
w
-
u
p
d
u
r
in
g
th
e
tr
an
s
itio
n
to
HE
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
S
u
k
a
rm
in
,
D.
Ra
t
n
a
sa
ri,
a
n
d
S
.
S
u
p
a
rm
i,
“
P
ro
fi
le
An
a
ly
sis
o
f
S
tu
d
e
n
ts’
Co
n
c
e
p
t
Un
d
e
rsta
n
d
i
n
g
o
n
He
a
t
a
n
d
Tem
p
e
ra
tu
re
,”
J
.
Ed
u
c
.
L
e
a
rn
.
(
E
d
u
L
e
a
r
n
)
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
3
5
0
-
356
,
2
0
1
8
,
d
o
i
:
1
0
.
1
1
5
9
1
/ed
u
lea
rn
.
v
1
2
i
3
.
6
4
2
7
.
[2
]
L.
Tr
u
d
e
l,
C.
P
a
re
n
t,
a
n
d
R.
A
u
g
e
r,
“
Dé
v
e
l
o
p
p
e
m
e
n
t
e
t
v
a
li
d
a
ti
o
n
d
’
u
n
tes
t
m
e
su
ra
n
t
la
c
o
m
p
ré
h
e
n
sio
n
d
e
s
c
o
n
c
e
p
ts cin
é
m
a
ti
q
u
e
s e
n
p
h
y
si
q
u
e
a
u
se
c
o
n
d
a
ire
,”
M
e
s.
Éva
l.
En
É
d
u
c
a
t
io
n
,
v
o
l.
3
1
,
n
o
.
1
,
p
p
.
9
3
-
1
2
0
,
2
0
1
4
.
[3
]
K.
Ra
v
a
n
is
a
n
d
Y.
P
a
p
a
m
ich
a
ë
l
,
“
P
ro
c
é
d
u
re
s
d
i
d
a
c
ti
q
u
e
s
d
e
d
é
sta
b
il
isa
ti
o
n
d
u
s
y
stè
m
e
d
e
re
p
ré
se
n
tatio
n
s
sp
o
n
ta
n
é
e
s d
e
s é
lèv
e
s p
o
u
r
la
p
ro
p
a
g
a
ti
o
n
d
e
la l
u
m
ière
,
”
Did
a
sk
a
l
ia
,
v
o
l
.
7
,
n
o
7
,
p
p
.
4
3
-
6
1
,
1
9
9
5
.
[4
]
D.
M
a
lafo
ss
e
,
A.
Lero
u
g
e
,
a
n
d
J.
-
M
.
Du
ss
e
a
u
,
“
Ét
u
d
e
e
n
i
n
ter
-
d
i
d
a
c
tí
q
u
e
d
e
s
m
a
th
é
m
a
ti
q
u
e
s
e
t
d
e
la
p
h
y
siq
u
e
d
e
l’ac
q
u
isit
i
o
n
d
e
la l
o
i
d
’O
h
m
a
u
c
o
ll
è
g
e
:
C
h
a
n
g
e
m
e
n
t
d
e
c
a
d
re
d
e
r
a
ti
o
n
a
li
té
,”
Di
d
a
sk
a
li
a
,
n
o
1
8
,
p
p
.
6
1
-
9
8
,
2
0
0
1
.
[5
]
S
.
Bo
u
m
g
h
a
r,
e
t
a
l.
,
“
En
se
ig
n
e
m
e
n
t
-
a
p
p
re
n
ti
ss
a
g
e
d
u
c
o
n
c
e
p
t
“
fo
rc
e
”
e
t
p
e
rsista
n
c
e
d
e
s
d
iffi
c
u
lt
é
s:
Q
u
e
ll
e
in
flu
e
n
c
e
m
a
th
é
m
a
ti
q
u
e
?
”
Rev
.
S
c
i.
M
a
th
.
ICT
E
d
u
c
.
,
v
o
l.
6
,
n
o
2
,
p
p
.
6
3
-
8
1
,
2
0
1
2
.
[6
]
M
.
Old
a
c
h
e
a
n
d
C
.
E.
K
h
iari,
“
P
r
o
b
lèm
e
s
d
i
d
a
c
ti
q
u
e
s
li
é
s
à
l’en
se
ig
n
e
m
e
n
t
d
e
la
p
h
y
si
q
u
e
m
o
d
e
rn
e
à
l’u
n
iv
e
rsité,
”
RA
DIS
M
A
,
n
o
.
5
,
2
0
1
0.
[7
]
H.
Nie
d
d
e
re
r,
M
.
M
e
h
e
u
t,
a
n
d
A.
Ti
b
e
rg
h
ien
,
“
Re
c
h
e
rc
h
e
e
t
d
é
v
e
lo
p
p
e
m
e
n
t
e
n
d
id
a
c
ti
q
u
e
d
e
la
p
h
y
si
q
u
e
à
l’u
n
i
v
e
rsité ;
ré
su
lt
a
ts et
te
n
d
a
n
c
e
s
,”
Did
a
sk
a
li
a
,
n
o
.
1
4
,
p
p
.
95
–
1
1
3
,
1
9
9
9
.
[8
]
I.
G
a
li
li
a
n
d
A.
Ha
z
a
n
,
“
Lea
rn
e
rs’
k
n
o
wle
d
g
e
i
n
o
p
ti
c
s:
I
n
ter
p
re
tatio
n
,
stru
c
t
u
re
a
n
d
a
n
a
l
y
sis
,”
I
n
t
.
J
.
S
c
i.
Ed
u
c
.
,
v
o
l.
2
2
,
n
o
.
1
,
p
p
.
5
7
-
8
8
,
J
a
n
.
2
0
0
0
.
[9
]
P
.
Ta
o
,
“
De
v
e
l
o
p
i
n
g
u
n
d
e
rsta
n
d
in
g
o
f
ima
g
e
f
o
rm
a
ti
o
n
b
y
len
s
e
s
th
ro
u
g
h
c
o
ll
a
b
o
ra
ti
v
e
lea
rn
in
g
m
e
d
iate
d
b
y
m
u
lt
ime
d
ia co
m
p
u
ter‐a
ss
isted
lea
rn
in
g
p
r
o
g
ra
m
s
,”
In
t.
J
.
S
c
i.
E
d
u
c
.
,
v
o
l.
2
6
,
n
o
.
1
0
,
p
p
.
1
1
7
1
-
1
1
9
7
,
2
0
0
4
.
[1
0
]
P
.
Co
li
n
a
n
d
L
.
Vie
n
n
o
t,
“
Us
in
g
two
m
o
d
e
ls
in
o
p
ti
c
s:
S
t
u
d
e
n
ts’
d
iffi
c
u
lt
ies
a
n
d
su
g
g
e
stio
n
s
fo
r
te
a
c
h
in
g
,”
Am.
J
.
Ph
y
s.
,
v
o
l.
6
9
,
n
o
.
S
1
,
p
p
.
S
3
6
‑S
4
4
,
J
u
l
.
2
0
0
1
.
[1
1
]
O.
F
ré
d
é
ric
a
n
d
B
.
Bo
u
d
a
o
n
é
,
“
Tea
c
h
in
g
a
n
d
lea
rn
i
n
g
in
g
e
o
m
e
tri
c
a
l
o
p
ti
c
s
i
n
Bu
r
k
i
n
a
F
a
so
t
h
ir
d
fo
rm
c
las
se
s:
P
re
se
n
tatio
n
a
n
d
a
n
a
l
y
sis
o
f
c
l
a
ss
o
b
se
rv
a
ti
o
n
s
d
a
ta
a
n
d
stu
d
e
n
ts’
p
e
rf
o
rm
a
n
c
e
,”
Br.
J
.
S
c
i.
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
8
3
-
1
0
3
,
2
0
1
2
.
[1
2
]
S.
Be
n
d
a
ll
,
F
.
G
o
ld
b
e
rg
,
a
n
d
I.
G
a
li
li
,
“
P
r
o
sp
e
c
ti
v
e
e
lem
e
n
tary
tea
c
h
e
rs’
p
rio
r
k
n
o
wle
d
g
e
a
b
o
u
t
l
ig
h
t
,”
J
.
Res
.
S
c
i
.
T
e
a
c
h
.
,
v
o
l.
3
0
,
n
o
.
9
,
p
p
.
1
1
6
9
-
1
1
8
7
,
N
o
v
.
1
9
9
3
.
[1
3
]
G
.
Tu
ra
l,
“
Cro
ss
-
G
ra
d
e
Co
m
p
a
riso
n
o
f
S
tu
d
e
n
ts’
C
o
n
c
e
p
t
u
a
l
Un
d
e
rsta
n
d
in
g
wit
h
Le
n
se
s
in
G
e
o
m
e
tri
c
Op
ti
c
s
,”
In
t
.
Co
u
n
c
.
Asso
c
.
S
c
i.
E
d
u
c
.
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
3
2
5
-
3
4
3
,
2
0
1
5
.
[1
4
]
K.
Be
rra
d
a
,
A.
Bo
u
a
z
a
z
e
,
A.
Id
rissi
Jo
u
ich
a
,
a
n
d
A.
Ou
e
riag
li
,
“
Im
p
lém
e
n
tatio
n
d
’u
n
a
p
p
re
n
ti
ss
a
g
e
a
c
ti
f
e
n
c
o
u
rs
d
’o
p
ti
q
u
e
à
l’
u
n
i
v
e
rsité,
”
2
n
d
In
t
e
rn
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Ped
a
g
o
g
ica
lA
p
p
ro
a
c
h
e
s
a
n
d
e
-
L
e
a
rn
i
n
g
,
F
è
s,
M
o
r
o
c
c
o
,
2
0
1
6
.
[1
5
]
N.
Be
n
jell
o
u
n
,
M
.
Ala
m
i,
a
n
d
G
.
Re
b
m
a
n
n
,
“
Ex
p
é
rime
n
tatio
n
d
’
u
n
a
telier
jav
a
d
’o
p
ti
q
u
e
g
é
o
m
é
tri
q
u
e
(AJ
OG
)
e
n
situ
a
ti
o
n
d
e
ré
so
lu
ti
o
n
d
e
p
ro
b
lèm
e
,
”
Bu
ll
e
ti
n
d
e
l’u
n
i
o
n
d
e
s p
h
y
sic
ien
s
,
v
o
l
9
7
,
p
p
.
1
6
1
3
-
1
6
2
1
,
2
0
0
3
.
[1
6
]
D.
Co
u
rt
il
lo
t
a
n
d
M
.
Ru
ffe
n
a
c
h
,
En
se
ig
n
e
r les
sc
ien
c
e
s p
h
y
si
q
u
e
s:
D
e
la
3
e
à
l
a
ter
min
a
le
.
P
a
ris:
B
o
rd
a
s,
2
0
0
6
.
[1
7
]
B.
Dja
n
e
tt
e
,
F
.
C
h
a
fiq
i,
a
n
d
D.
Ke
n
d
il
,
“
S
t
u
d
e
n
ts
M
isc
o
n
c
e
p
ti
o
n
s
a
b
o
u
t
L
ig
h
t
in
Alg
e
ria
,”
in
Ed
u
c
a
ti
o
n
a
n
d
T
ra
in
i
n
g
in
Op
ti
c
s a
n
d
Ph
o
t
o
n
ics
,
2
0
0
9
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/d
o
i
.
o
r
g
/1
0
.
1
3
6
4
/E
TOP
.
2
0
0
9
.
E
M
A5
[1
8
]
L.
Vie
n
n
o
t
,
Ra
is
o
n
n
e
r e
n
p
h
y
siq
u
e
(la
p
a
rt
d
u
se
n
s c
o
mm
u
n
)
.
P
a
ris
,
Bru
x
e
l
les
,
De
Bo
e
c
k
Un
i
v
e
rsité,
1
9
9
6
.
[1
9
]
C.
-
C.
C
h
e
n
a
n
d
M
.
-
L.
Li
n
,
“
De
v
e
lo
p
i
n
g
a
two
-
ti
e
r
d
ia
g
n
o
st
ic
in
stru
m
e
n
t
to
a
ss
e
ss
h
ig
h
s
c
h
o
o
l
st
u
d
e
n
ts’
u
n
d
e
rsta
n
d
i
n
g
T
h
e
fo
rm
a
ti
o
n
o
f
i
m
a
g
e
b
y
p
lan
e
m
irro
r
,”
Pro
c
.
N
a
t
l.
S
c
i.
Co
u
n
c
.
,
2
0
0
2
, v
o
l.
1
2
,
n
o
.
3
,
p
p
.
1
0
6
-
1
2
1
.
[2
0
]
T.
Ap
o
stil
i
d
e
s
a
n
d
N
.
Va
lan
id
e
,
“
S
e
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts’
c
o
n
c
e
p
ti
o
n
s
re
lati
n
g
to
m
o
ti
o
n
u
n
d
e
r
g
ra
v
it
y
,”
S
c
i.
Ed
u
c
.
I
n
t.
,
v
o
l.
1
9
,
n
o
.
4
,
p
p
.
4
0
5
-
4
1
4
,
2
0
0
8
.
[2
1
]
S
.
Ay
d
i
n
a
n
d
P
.
U.
Ke
les
,
“
Estab
li
sh
m
e
n
t
fo
r
m
isc
o
n
c
e
p
ti
o
n
s
t
h
a
t
sc
ien
c
e
tea
c
h
e
r
c
a
n
d
id
a
tes
h
a
v
e
a
b
o
u
t
g
e
o
m
e
tri
c
o
p
ti
c
s
,”
T
OJ
NED
On
li
n
e
J
.
Ne
w
Ho
riz.
Ed
u
c
.
,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
7
-
1
5
,
2
0
1
2
.
[2
2
]
N.
A
.
Tac
h
o
u
a
,
“
In
tera
c
ti
o
n
s
e
n
se
ig
n
a
n
t
-
é
lèv
e
s
e
t
sit
u
a
ti
o
n
s
d
'
e
n
se
ig
n
e
m
e
n
t
-
a
p
p
re
n
ti
ss
a
g
e
e
n
o
p
ti
q
u
e
g
é
o
m
é
tri
q
u
e
,”
P
h
.
D.
D
isse
rtatio
n
,
Un
iv
e
rsité L
u
m
ière
Ly
o
n
II
,
2
0
0
5
.
[2
3
]
F.
G
o
ld
b
e
rg
a
n
d
L.
M
c
d
e
rm
o
tt
,
“
An
in
v
e
sti
g
a
ti
o
n
o
f
st
u
d
e
n
t
u
n
d
e
rsta
n
d
i
n
g
o
f
th
e
re
a
l
ima
g
e
fo
rm
e
d
b
y
a
c
o
n
v
e
rg
in
g
len
s
o
r
c
o
n
c
a
v
e
m
irro
r
,”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
Ph
y
sic
s
,
v
o
l.
5
5
,
n
o.
2
,
p
p
.
1
0
8
-
1
1
9
,
1
9
8
7
.
[2
4
]
DS.
He
y
wo
o
d
,
“
P
rima
ry
train
e
e
t
e
a
c
h
e
rs’ l
e
a
rn
in
g
a
n
d
tea
c
h
in
g
a
b
o
u
t
l
ig
h
t:
S
o
m
e
p
e
d
a
g
o
g
ic i
m
p
li
c
a
ti
o
n
s fo
r
in
i
ti
a
l
tea
c
h
e
r
train
in
g
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
2
7
,
n
o
.
1
2
,
p
p
.
1
4
4
7
-
1
4
7
5
,
2
0
0
5
.
[2
5
]
N.
S
e
ll
e
y
,
“
To
wa
rd
s
a
p
h
e
n
o
m
e
n
o
g
ra
p
h
y
o
f
li
g
h
t
a
n
d
v
isio
n
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
8
,
n
o
.
7
,
p
p
.
8
3
7
-
8
4
6
,
1
9
9
6
.
[2
6
]
L
Vie
n
n
o
t
a
n
d
F
.
Ch
a
u
v
e
t
,
“
Tw
o
d
ime
n
sio
n
s
to
a
n
a
ly
z
e
re
se
a
rc
h
-
b
a
se
d
tea
c
h
in
g
stra
teg
ies
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
9
,
n
o
.
1
0
,
p
p
.
1
1
5
9
–
1
1
6
8
,
1
9
9
7
.
[2
7
]
Aİ.
Ş
e
n
,
“
In
v
e
stig
a
ti
o
n
s
o
f
m
isc
o
n
c
e
p
ti
o
n
s
a
n
d
lea
rn
i
n
g
d
iffi
c
u
l
t
ies
o
f
e
lem
e
n
tary
stu
d
e
n
ts
o
n
li
g
h
t
v
isio
n
a
n
d
m
irro
rs
,”
H Jo
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
2
5
,
p
p
.
1
7
6
-
1
8
5
,
2
0
0
3
.
[2
8
]
W.
Ka
m
in
sk
i
,
“
Op
ti
q
u
e
é
lém
e
n
taire
e
n
c
las
se
d
e
q
u
a
tri
è
m
e
:
ra
iso
n
s
e
t
imp
a
c
t
su
r
les
m
a
it
re
s
d
’u
n
e
m
a
q
u
e
tt
e
d
’e
n
se
ig
n
e
m
e
n
t
,
”
D
o
c
to
ra
l
T
h
e
sis,
d
i
d
a
c
ti
c
s o
f
p
h
y
sic
s i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
Un
i
v
e
rsity
o
f
P
a
ris,
P
a
ris
,
1
9
9
1
.
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