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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
4
3
9
-
4
4
7
440
A
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e
s
a
m
e
cu
r
r
icu
l
u
m
an
d
ex
a
m
in
a
tio
n
s
[
7
]
.
Desp
ite
li
m
itatio
n
s
t
h
at
p
eo
p
le
w
h
o
ar
e
b
lin
d
ex
p
er
ien
ce
,
t
h
e
y
p
r
o
ce
s
s
m
o
s
t
co
g
n
iti
v
e
i
n
f
o
r
m
atio
n
m
u
c
h
a
s
d
o
s
t
u
d
en
ts
w
it
h
s
i
g
h
t.
W
it
h
o
u
t
v
is
io
n
,
b
li
n
d
s
t
u
d
en
t
s
ar
e
lef
t
to
as
s
e
m
b
le
i
n
f
o
r
m
atio
n
th
r
o
u
g
h
a
co
m
p
en
s
ato
r
y
m
ed
iu
m
li
k
e
tactile
o
r
a
u
d
ito
r
y
s
e
n
s
e,
p
u
tti
n
g
t
h
e
m
at
a
p
r
i
m
ar
y
d
is
ad
v
a
n
tag
e
[
7
]
.
T
h
ey
co
m
p
e
n
s
ate
f
o
r
v
is
u
al
l
o
s
s
u
tili
z
in
g
p
er
ce
p
tu
al
in
f
o
r
m
atio
n
ac
q
u
ir
ed
v
ia
h
ap
tic,
au
d
ito
r
y
,
an
d
o
lf
ac
to
r
y
s
en
s
es
[
8
]
.
No
n
eth
ele
s
s
,
d
is
tin
ctio
n
b
et
w
ee
n
b
li
n
d
s
t
u
d
en
t
s
o
r
s
ig
h
ted
is
p
r
esen
t
in
t
h
e
m
o
d
es
o
f
in
f
o
r
m
atio
n
co
llectio
n
,
y
e
t
in
th
e
co
g
n
i
tiv
e
s
tr
u
ctu
r
es
an
d
o
p
er
atio
n
p
r
o
c
ess
es,
th
e
d
if
f
er
en
ce
s
f
ad
e
[
9
]
.
W
h
en
s
tu
d
y
i
n
g
in
th
e
u
n
iv
er
s
it
y
,
b
lin
d
s
s
tu
d
e
n
ts
ex
p
er
ien
ce
lear
n
i
n
g
E
n
g
li
s
h
a
s
a
f
o
r
eig
n
lan
g
u
a
g
e
(
E
FL
)
as
o
n
e
o
f
co
m
p
u
ls
o
r
y
co
u
r
s
es
to
tak
e
in
th
e
ir
f
ir
s
t
y
ea
r
,
s
o
,
E
FL
teac
h
er
s
n
ee
d
to
p
r
ep
a
r
e
in
s
tr
u
ctio
n
a
l
m
ater
ials
,
m
ed
ia,
an
d
tech
n
iq
u
es
w
h
ic
h
ca
n
ac
co
m
m
o
d
ate
all
s
tu
d
e
n
ts
lear
n
in
g
p
r
o
ce
s
s
.
E
q
u
al
ac
ce
s
s
to
lear
n
in
g
m
ater
ials
[
1
0
]
,
g
u
id
e
s
o
n
h
o
w
to
teac
h
E
F
L
[
1
1
]
v
ar
iety
o
f
ass
e
s
s
m
e
n
t
m
eth
o
d
s
ar
e
s
o
m
e
s
ig
n
i
f
ica
n
t
f
ac
ets
to
p
r
o
v
id
e
b
y
E
n
g
l
is
h
teac
h
er
s
.
Giv
e
n
th
at
lit
tle
r
esear
ch
h
as
ex
a
m
in
ed
ap
p
licatio
n
an
d
im
p
ac
t
s
o
n
i
m
p
le
m
en
tin
g
ex
clu
s
iv
e
ed
u
ca
tio
n
f
o
r
b
lin
d
s
tu
d
en
ts
i
n
u
n
iv
er
s
it
y
a
n
d
th
at
E
FL
tea
ch
er
s
h
a
v
e
ca
lled
f
o
r
p
r
o
v
id
in
g
in
d
is
t
in
g
u
is
h
ab
le
o
p
p
o
r
tu
n
it
y
to
lear
n
,
t
h
is
s
t
u
d
y
is
ai
m
ed
at
r
ep
o
r
tin
g
E
F
L
teac
h
er
s
'
v
al
u
es,
r
o
les,
an
d
ch
alle
n
g
e
s
w
h
e
n
ac
co
m
m
o
d
ate
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
i
n
E
n
g
lis
h
cla
s
s
e
s
.
T
h
e
ca
s
e
s
t
u
d
y
r
ep
o
r
ted
h
er
e
is
p
ar
t
o
f
lar
g
er
p
r
o
j
ec
t
w
h
er
e
in
c
lu
s
iv
e
ed
u
ca
tio
n
is
ap
p
licab
le
to
v
ar
io
u
s
s
t
u
d
e
n
ts
w
i
th
d
i
f
f
er
en
t
ab
ili
ties
.
C
o
n
s
eq
u
e
n
tl
y
,
m
a
n
y
q
u
esti
o
n
s
r
e
m
ain
ab
o
u
t
h
o
w
E
FL
teac
h
er
s
ca
n
b
e
s
p
ec
i
f
ic
all
y
p
r
ep
ar
ed
,
s
u
p
p
o
r
ted
,
an
d
r
e
w
ar
d
ed
in
t
h
eir
p
o
s
itiv
e
ef
f
o
r
t
to
in
clu
s
io
n
.
T
h
er
e
is
a
n
ee
d
to
r
eth
in
k
c
h
alle
n
g
e
s
o
f
d
ev
elo
p
in
g
,
s
u
p
p
o
r
tin
g
,
an
d
v
alu
i
n
g
in
cl
u
s
i
v
e
E
F
L
teac
h
er
s
f
r
o
m
a
p
er
s
p
ec
tiv
e
cu
r
r
ic
u
l
u
m
u
n
d
er
th
e
b
asis
o
f
co
n
s
id
er
ab
le
p
o
licy
r
ela
ted
to
in
cl
u
s
i
v
e
ed
u
ca
tio
n
.
A
cc
e
s
s
to
h
i
g
h
er
ed
u
ca
tio
n
f
o
r
s
tu
d
e
n
ts
w
it
h
d
is
ab
ili
ties
r
e
m
ai
n
s
d
i
s
cr
i
m
in
ated
al
th
o
u
g
h
I
n
d
o
n
esi
a
h
as
e
n
ac
ted
r
eg
u
lat
io
n
o
n
it
t
h
r
o
u
g
h
L
a
w
n
o
.
2
0
o
f
2
0
0
3
o
n
Natio
n
a
l
E
d
u
ca
tio
n
.
Sti
ll,
th
e
i
m
p
le
m
en
tatio
n
o
f
in
cl
u
s
i
v
e
ed
u
ca
tio
n
ar
e
ch
alle
n
g
ed
b
y
th
e
lac
k
o
f
u
n
d
er
s
tan
d
i
n
g
o
n
p
o
lic
y
,
p
h
il
o
s
o
p
h
y
,
p
r
ac
tices,
in
f
r
astru
ct
u
r
es
a
n
d
teac
h
er
ca
p
ac
it
y
[
1
2
]
.
Stu
d
en
ts
w
it
h
Dis
ab
ilit
ies
w
h
o
w
a
n
ts
to
ac
ce
s
s
h
ig
h
er
ed
u
ca
tio
n
d
o
n
o
t
r
ec
eiv
e
a
n
y
ac
co
m
m
o
d
ati
o
n
an
d
o
n
l
y
ac
ce
p
ted
i
n
P
en
d
id
ika
n
Lu
a
r
B
ia
s
a
(
ed
u
ca
tio
n
f
o
r
s
p
ec
ial
n
ee
d
s
d
ep
ar
tm
e
n
t)
,
th
u
s
,
o
n
l
y
u
n
iv
e
r
s
ities
t
h
at
p
r
o
v
id
e
th
i
s
d
ep
ar
t
m
e
n
t
t
h
at
ca
n
ac
ce
p
t
s
t
u
d
en
t
s
w
it
h
d
is
ab
ilit
ie
s
,
u
n
le
s
s
th
e
y
s
h
o
u
ld
f
i
g
h
t
alo
n
e
.
Mo
r
eo
v
er
,
I
n
d
o
n
esia
n
atio
n
al
h
i
g
h
er
ed
u
ca
tio
n
en
tr
an
ce
e
x
a
m
i
n
atio
n
ex
cl
u
d
ed
p
ar
ticip
an
ts
w
h
o
ar
e
d
ea
f
a
n
d
b
lin
d
,
co
n
s
eq
u
e
n
tl
y
,
o
n
l
y
s
t
u
d
en
ts
w
i
th
p
h
y
s
ical
d
is
ab
ili
ties
w
h
o
ca
n
ac
ce
s
s
t
h
e
u
n
i
v
er
s
i
t
y
[
1
3
]
.
R
izk
y
elu
cid
ated
th
at
o
n
l
y
0
.
9
5
%
(
3
6
)
o
u
t
o
f
3
7
9
4
p
e
o
p
le
w
it
h
d
is
ab
ilit
ies
w
h
o
g
o
t
an
u
n
d
er
g
r
ad
u
ate
d
e
g
r
ee
[
1
4
]
.
T
h
is
illu
s
tr
atio
n
p
u
t
t
h
e
d
is
cr
i
m
i
n
atio
n
a
g
ain
s
t
p
eo
p
le
w
it
h
d
is
ab
ilit
ies
i
n
ac
ce
s
s
i
n
g
ed
u
ca
t
io
n
m
o
r
e
v
i
s
ib
le.
T
h
e
ed
u
ca
tio
n
s
y
s
te
m
i
n
p
r
i
m
ar
y
an
d
s
ec
o
n
d
ar
y
le
v
el
w
h
ich
i
s
ca
lled
S
ek
o
la
h
Lu
a
r
B
ia
s
a
(
s
eg
r
eg
ate
d
s
p
ec
ial
n
ee
d
s
s
ch
o
o
l)
is
v
iew
ed
as
d
is
cr
i
m
i
n
atio
n
s
i
n
ce
th
is
ed
u
ca
tio
n
s
y
s
te
m
n
o
t
o
n
l
y
s
e
g
r
eg
at
in
g
SW
D
i
n
a
lear
n
i
n
g
s
i
tu
at
io
n
b
u
t
a
ls
o
th
e
cu
r
r
ic
u
lu
m
le
v
el
[
1
5
]
.
T
h
is
co
n
d
itio
n
p
u
t
s
tu
d
e
n
ts
w
i
th
d
i
s
ab
ilit
ies
in
a
r
o
ck
b
o
tto
m
,
t
h
e
s
e
g
r
eg
ate
d
ed
u
ca
tio
n
s
y
s
te
m
h
as
p
u
t
th
e
m
in
e
x
cl
u
s
io
n
,
m
o
r
eo
v
er
th
e
d
o
w
n
g
r
ad
ed
cu
r
r
icu
l
u
m
p
u
t
t
h
e
m
i
n
u
n
co
m
p
eti
tiv
e
p
o
s
i
tio
n
co
m
p
ar
ed
to
p
ee
r
s
f
r
o
m
g
en
er
al
s
c
h
o
o
l.
As
th
e
r
ati
f
icatio
n
o
f
C
R
P
D
in
2
0
1
1
th
r
o
u
g
h
la
w
n
o
.
1
9
o
f
2
0
1
1
,
a
cc
ess
to
ed
u
ca
tio
n
f
o
r
p
eo
p
le
w
i
th
d
is
ab
ilit
ies
s
o
u
n
d
s
to
b
e
m
o
r
e
o
b
lig
ato
r
y
.
I
n
clu
s
i
v
e
E
d
u
ca
tio
n
f
o
r
s
tu
d
e
n
ts
w
i
th
d
is
ab
ilit
ies
s
ee
m
s
f
ac
i
n
g
n
e
w
lig
h
t
as
a
w
a
y
to
r
ed
u
ce
th
e
d
is
cr
i
m
i
n
atio
n
o
f
p
eo
p
le
w
it
h
d
is
ab
ili
ties
i
n
ed
u
ca
tio
n
.
A
cc
ess
to
h
ig
h
er
ed
u
ca
tio
n
f
o
r
s
tu
d
e
n
ts
w
it
h
d
is
ab
ilit
ies
is
also
w
id
e
o
p
en
s
in
ce
t
h
eir
r
ig
h
t
is
g
u
ar
an
tee
d
b
y
th
e
r
eg
u
la
tio
n
o
f
Min
is
tr
y
o
f
R
esear
c
h
,
T
ec
h
n
o
lo
g
y
a
n
d
Hig
h
er
E
d
u
ca
tio
n
No
.
4
6
o
f
2
0
1
7
ab
o
u
t
Sp
ec
ial
Nee
d
s
E
d
u
ca
tio
n
.
T
h
is
r
eg
u
latio
n
i
m
p
u
ls
e
s
U
n
iv
er
s
itie
s
i
n
I
n
d
o
n
e
s
ia
to
welc
o
m
e
an
d
p
r
o
v
id
e
s
er
v
ices
f
o
r
s
t
u
d
en
t
s
w
it
h
d
is
ab
ilit
ies b
y
f
o
r
m
i
n
g
C
e
n
tr
e
f
o
r
Dis
ab
ilit
y
Ser
v
ice
s
.
Yea
r
s
ea
r
lier
,
t
w
o
U
n
iv
er
s
iti
es,
UI
N
(
I
s
la
m
ic
S
tate
U
n
i
v
er
s
it
y
)
i
n
Yo
g
y
a
k
ar
ta
a
n
d
U
n
iv
er
s
itas
B
r
a
w
ij
ay
a
in
Ma
la
n
g
h
a
v
e
p
i
o
n
ee
r
ed
ce
n
ter
s
f
o
r
d
is
ab
ilit
y
s
er
v
ices.
UI
N
h
as
f
o
r
m
ed
a
c
an
ter
f
o
r
d
is
ab
ilit
y
s
er
v
ices
s
in
ce
2
0
0
7
w
h
ile
Un
i
v
er
s
ita
s
B
r
a
w
ij
a
y
a
h
a
s
f
o
r
m
ed
a
ca
n
ter
f
o
r
d
is
ab
ilit
y
s
er
v
ice
s
in
2
0
1
2
.
B
o
th
o
f
u
n
i
v
er
s
i
ties
p
r
o
v
id
e
al
m
o
s
t
th
e
s
i
m
ilar
s
er
v
ice
s
f
o
r
s
tu
d
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[
1
6
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.
B
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[
1
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.
Mo
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eg
ar
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as
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iv
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ep
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d
en
c
y
[
1
6
]
.
I
n
th
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ab
o
v
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m
en
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ed
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s
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o
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to
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r
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id
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ar
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s
tr
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ct
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teac
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s
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ac
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m
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elate
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tiv
ities
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itin
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A
cc
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d
in
g
to
[
1
8
]
,
b
lin
d
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t
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d
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f
ac
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o
m
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b
ar
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m
s
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clas
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an
d
f
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ef
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cid
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in
T
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B
ar
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b
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[
1
9
]
B
a
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c
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UDL
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m
ater
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
4
3
9
-
4
4
7
442
an
d
ass
e
s
s
m
en
t
ar
e
u
s
ab
le
a
n
d
ac
ce
s
s
ib
le
b
y
al
l
ac
co
r
d
in
g
to
t
h
e
t
h
r
ee
m
ea
n
s
o
f
p
r
in
cip
le;
(
1
)
Su
p
p
o
r
t
r
ec
o
g
n
itio
n
f
o
r
lear
n
in
g
,
p
r
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v
id
e
m
u
ltip
le,
f
le
x
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m
et
h
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d
o
f
p
r
es
en
tatio
n
;
(
2
)
Su
p
p
o
r
t
s
tr
ateg
ic
lear
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g
,
p
r
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id
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x
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ap
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(
3
)
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p
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t
af
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f
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x
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tio
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en
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e
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t.
Un
iv
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s
a
l
Desi
g
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L
ea
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f
r
a
m
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k
ca
n
f
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ate
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esp
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m
t
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at
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t
o
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i
m
ize
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e
lear
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ar
r
ier
s
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-
m
o
ti
v
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ed
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d
au
to
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o
u
s
lear
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er
[
1
9
]
s
in
ce
teac
h
i
n
g
a
p
p
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an
d
teac
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er
att
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m
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n
t in
la
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g
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a
g
e
lear
n
i
n
g
[
2
0
]
.
Dif
f
er
en
t
iated
I
n
s
tr
u
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io
n
al
S
tr
ateg
ies
(
DI
S),
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th
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o
th
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s
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d
p
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in
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f
U
DL
also
in
co
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p
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ate
w
it
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I
th
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s
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ce
DI
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ee
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p
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ize
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is
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f
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iv
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p
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in
cip
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Af
f
ec
ti
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lear
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n
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b
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ein
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cin
g
t
h
e
n
ee
d
f
o
r
ef
f
ec
t
iv
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clas
s
r
o
o
m
m
a
n
ag
e
m
e
n
t
t
o
en
h
an
ce
s
tu
d
e
n
ts
'
en
g
a
g
e
m
en
t.
T
h
er
ef
o
r
e,
DI
en
co
u
r
ag
e
th
e
teac
h
er
to
o
f
f
er
c
h
o
ices
o
f
to
o
ls
,
ad
j
u
s
t
lev
el
d
i
f
f
icu
l
t
y
a
n
d
p
r
o
v
id
e
v
ar
y
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n
g
lev
el
s
o
f
i
n
s
tr
u
ctio
n
a
l ta
s
k
[
2
1
]
.
Dr
a
w
i
n
g
o
n
Gr
eg
o
r
y
&
C
h
ap
m
an
,
"
Dif
f
er
en
tia
ted
I
n
s
tr
u
ct
i
o
n
is
a
p
h
ilo
s
o
p
h
y
th
a
t
en
ab
l
es
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h
er
s
to
p
lan
s
tr
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icall
y
i
n
o
r
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er
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ea
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th
e
n
ee
d
s
o
f
t
h
e
d
iv
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s
e
lear
n
e
r
s
i
n
th
e
cla
s
s
r
o
o
m
to
d
a
y
"
[
2
2
]
.
Dif
f
er
en
t
iatio
n
n
ee
d
s
to
b
e
d
o
n
e
s
i
n
ce
to
d
ay
t
h
er
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v
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y
d
i
v
er
s
e
ch
ar
ac
ter
is
tics
a
n
d
n
ee
d
s
th
at
s
t
u
d
en
t
s
f
ac
e,
in
cl
u
d
in
g
SW
D.
T
ea
ch
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s
n
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d
to
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th
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h
i
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a
cc
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r
d
in
g
to
s
t
u
d
en
ts
'
r
ea
d
i
n
es
s
,
p
r
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ce
s
,
a
n
d
in
ter
est.
T
o
p
o
in
t
o
u
t,
DI
p
r
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v
id
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a
v
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y
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f
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p
tio
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to
s
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cc
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s
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m
ee
t
t
h
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s
n
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d
s
o
th
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y
ca
n
ch
alle
n
g
e
t
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ap
p
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p
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p
tio
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to
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ea
ch
th
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b
est
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h
iev
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m
en
t.
T
h
er
e
a
r
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th
r
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elem
e
n
ts
i
n
a
cu
r
r
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lu
m
th
at
ca
n
b
e
d
if
f
er
en
tiated
;
(
1
)
C
o
n
te
n
t;
(
2
)
P
r
o
ce
s
s
an
d
(
3
)
Pro
d
u
ct.
I
n
ad
j
u
s
tin
g
t
h
e
co
n
ten
t,
lectu
r
er
n
ee
d
s
to
in
cl
u
d
e
ac
ts
,
co
n
ce
p
ts
an
d
g
e
n
er
aliza
tio
n
s
o
r
p
r
in
cip
les,
attitu
d
es
an
d
s
k
ill
s
an
d
m
a
k
e
s
u
r
e
th
at
s
tu
d
en
ts
ca
n
ac
ce
s
s
th
e
co
n
te
n
t.
Desp
ite
p
r
o
v
id
in
g
t
h
e
co
n
ten
t
ad
j
u
s
t
m
en
t
in
ter
m
s
o
f
m
ater
ials
,
lec
tu
r
er
s
also
n
ee
d
t
o
d
if
f
er
e
n
tiate
in
s
tr
u
c
tio
n
an
d
o
b
j
ec
tiv
e.
Go
als
o
f
lear
n
in
g
s
h
o
u
ld
b
e
f
r
eq
u
en
tl
y
ass
e
s
s
ed
ac
co
r
d
in
g
to
m
a
n
y
-
s
tate
lev
el,
th
e
tas
k
u
s
i
n
g
t
h
e
s
tr
u
ct
u
r
ed
s
tan
d
ar
d
ized
m
ea
s
u
r
es.
T
h
e
co
n
tin
u
in
g
an
d
f
le
x
ib
le
ass
ess
m
e
n
t
also
b
en
ef
it
in
d
ia
g
n
o
s
e
s
t
u
d
en
t
s
n
ee
d
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
.
Flex
ib
le
g
r
o
u
p
i
n
g
i
s
co
n
s
id
e
r
ed
a
o
n
e
w
a
y
to
f
ac
ilit
ate
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
I
t
is
ex
p
ec
ted
th
at
s
t
u
d
en
t
s
in
ter
ac
t
a
n
d
w
o
r
k
to
g
et
h
er
as
th
e
y
d
e
v
elo
p
th
eir
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
co
n
te
n
t
.
T
h
e
f
lex
ib
le
g
r
o
u
p
in
g
s
h
o
u
ld
b
e
d
o
n
e
in
a
d
y
n
a
m
ic
p
r
o
ce
s
s
f
o
llo
w
ed
b
y
on
-
g
o
in
g
ev
al
u
atio
n
.
P
r
o
d
u
ct
d
if
f
er
e
n
tiatio
n
s
h
o
u
ld
co
n
s
id
e
r
th
e
p
r
ev
io
u
s
s
tep
s
b
y
co
n
s
id
er
in
g
t
h
e
in
i
tial
an
d
on
-
g
o
in
g
ass
e
s
s
m
e
n
t;
lect
u
r
er
ca
n
p
lan
f
u
n
ct
io
n
al
a
n
d
s
u
cc
es
s
f
u
l
d
if
f
er
e
n
tiatio
n
.
L
ec
tu
r
er
also
n
ee
d
to
v
ar
y
i
n
g
ex
p
ec
tatio
n
a
n
d
r
eq
u
ir
e
m
en
t
to
t
h
e
s
t
u
d
en
t
r
esp
o
n
s
e
t
h
at
a
ll
o
w
s
t
h
e
lect
u
r
er
t
o
d
esig
n
a
s
t
u
d
en
t
p
r
o
d
u
ct
th
at
o
f
f
er
s
v
ar
ied
m
ea
n
s
o
f
e
x
p
r
ess
io
n
,
alter
n
a
tiv
e
p
r
o
ce
d
u
r
es,
a
n
d
o
f
f
er
s
v
ar
y
i
n
g
d
eg
r
ee
s
o
f
d
if
f
ic
u
lt
y
,
t
y
p
e
s
o
f
ev
a
lu
at
io
n
an
d
s
co
r
in
g
[
2
3
]
.
T
h
e
in
itial
s
tep
t
h
e
lec
tu
r
er
n
ee
d
s
to
d
o
is
d
o
in
g
s
t
u
d
en
t
s
p
r
e
-
as
s
es
s
m
e
n
t
to
b
e
th
e
b
asis
o
f
DI
p
lan
n
i
n
g
.
T
h
e
p
r
e
-
ass
e
s
s
m
e
n
t
p
lan
n
in
g
ca
n
b
e
d
o
n
e
eith
er
f
o
r
m
al
o
r
in
f
o
r
m
al.
T
h
e
l
ec
tu
r
er
ca
n
a
s
s
es
s
th
e
co
g
n
iti
v
e
p
er
f
o
r
m
a
n
ce
a
n
d
af
f
ec
ti
v
e
p
er
f
o
r
m
an
ce
t
h
at
is
d
o
n
e
th
r
o
u
g
h
t
h
e
o
n
g
o
in
g
ass
es
s
m
en
t
u
s
in
g
f
o
r
m
al
a
n
d
in
f
o
r
m
al
to
o
ls
.
Af
t
er
th
e
in
f
o
r
m
atio
n
g
at
h
er
ed
,
lectu
r
er
in
ter
p
r
ets
t
h
e
d
ata
to
b
e
u
s
ed
as
t
h
e
b
asic
d
ata
to
p
lan
th
e
DI
s
tr
ateg
ic
all
y
.
L
ec
t
u
r
er
n
ee
d
s
to
d
o
th
e
s
ix
-
s
tep
to
p
lan
n
in
g
t
h
e
DI
,
th
e
f
ir
s
t
t
h
i
n
g
is
p
lan
n
i
n
g
th
e
s
tan
d
ar
d
,
o
u
tco
m
es,
an
d
ex
p
ec
tatio
n
b
y
ex
p
lica
tin
g
clea
r
l
y
o
n
w
h
at
a
n
d
h
o
w
t
h
e
s
t
u
d
en
t
s
n
ee
d
to
k
n
o
w
,
an
d
ass
es
s
m
en
t
s
tr
ateg
i
es.
Seco
n
d
,
lectu
r
er
n
ee
d
s
to
p
lan
th
e
co
n
te
n
t
ac
co
r
d
in
g
to
th
e
ac
ce
s
s
ib
ilit
y
an
d
v
ar
y
i
n
g
s
tate
-
le
v
el.
T
h
ir
d
,
lectu
r
er
ac
tiv
ate
s
p
r
io
r
k
n
o
w
l
ed
g
e
o
f
s
tu
d
e
n
ts
to
b
r
id
g
e
t
h
e
m
w
it
h
t
h
e
co
n
te
n
t.
A
cti
v
ati
n
g
p
r
io
r
k
n
o
w
led
g
e
c
an
u
s
e
th
e
f
lex
ib
le
g
r
o
u
p
in
g
an
d
s
er
ies
o
f
task
th
a
t
tr
ig
g
er
ch
allen
g
e,
n
o
v
elt
y
,
an
d
ex
p
er
ien
ce
s
o
f
t
h
e
s
tu
d
e
n
t
s
.
Fo
u
r
t
h
is
th
e
s
tep
o
f
d
ec
id
in
g
ab
o
u
t
h
o
w
th
e
s
t
u
d
en
t
s
ac
q
u
ir
e
th
e
k
n
o
w
led
g
e.
Fif
t
h
,
t
h
e
s
tep
w
h
er
e
t
h
e
lect
u
r
er
f
in
al
l
y
ap
p
lies
a
n
d
ad
j
u
s
ts
th
e
d
esi
g
n
ed
s
tr
ate
g
ies
a
n
d
t
h
e
las
t
is
a
s
s
e
s
s
i
n
g
th
e
s
tu
d
e
n
t
b
y
d
ec
id
in
g
o
r
p
r
o
v
id
in
g
c
h
o
ices
o
n
h
o
w
t
h
e
s
tu
d
e
n
ts
w
ill
d
e
m
o
n
s
tr
at
e
th
eir
k
n
o
w
led
g
e
o
r
co
m
p
ete
n
cies.
T
h
e
v
ital
p
o
in
t
i
n
i
m
p
le
m
en
t
in
g
t
h
e
DI
i
n
t
h
e
d
i
v
er
s
e
n
ee
d
s
o
f
s
t
u
d
en
ts
,
lect
u
r
er
n
ee
d
to
h
av
e
a
n
o
n
-
g
o
in
g
as
s
ess
m
e
n
t
an
d
f
le
x
ib
le
teac
h
in
g
s
tr
ateg
ies
a
n
d
m
et
h
o
d
to
m
ee
t
t
h
e
n
ee
d
o
f
SW
D
i
n
th
e
clas
s
[
2
4
]
.
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
I
n
clu
s
ive
ed
u
ca
tio
n
s
ervices f
o
r
th
e
b
lin
d
:
V
a
lu
es,
r
o
les,
a
n
d
ch
a
ll
en
g
es o
f
…
(
A
lies
P
o
etr
i Lin
ta
n
g
s
a
r
i
)
443
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
p
ar
ticip
an
t
w
as
an
E
F
L
te
ac
h
er
w
h
o
tau
g
h
t
E
n
g
lis
h
f
o
r
n
o
n
-
E
n
g
li
s
h
d
ep
ar
t
m
e
n
t.
S
h
e
t
au
g
h
t
o
n
e
b
lin
d
s
tu
d
en
t
in
th
e
f
ir
s
t
s
e
m
e
s
ter
.
T
h
e
f
o
cu
s
o
f
th
is
E
n
g
li
s
h
co
u
r
s
e
w
a
s
to
d
ev
elo
p
s
tu
d
en
ts
'
co
m
p
r
eh
e
n
s
io
n
o
n
ex
p
o
s
ito
r
y
es
s
a
y
r
ea
d
i
n
g
s
k
ill
s
f
o
r
s
u
p
p
o
r
tin
g
t
h
eir
s
t
u
d
y
.
T
h
e
class
m
et
o
n
ce
a
w
ee
k
f
o
r
1
6
w
ee
k
s
,
w
h
ich
co
n
s
tit
u
ted
r
ea
d
in
g
,
s
p
ea
k
i
n
g
,
w
r
iti
n
g
,
a
n
d
lis
te
n
i
n
g
ac
t
iv
itie
s
.
St
u
d
en
t
s
in
th
e
cla
s
s
w
er
e
r
eq
u
ir
ed
to
b
r
ain
s
to
r
m
,
d
is
c
u
s
s
,
lis
te
n
,
an
d
p
r
esen
t to
th
e
class
.
C
ase
s
t
u
d
y
d
esig
n
e
m
p
lo
y
ed
to
r
ev
ea
l
d
escr
ip
tiv
e
d
ata
v
ia
q
u
alitati
v
e
ap
p
r
o
ac
h
.
Data
s
atu
r
atio
n
w
a
s
o
b
tain
ed
f
r
o
m
d
ata
tr
ia
n
g
u
lat
io
n
th
r
o
u
g
h
s
ev
er
al
p
r
o
ce
d
u
r
es
a
p
p
lied
.
First,
E
F
L
lect
u
r
er
w
a
s
i
n
ter
v
ie
w
ed
ab
o
u
t
th
e
b
li
n
d
s
tu
d
e
n
t
a
n
d
h
er
p
lan
n
i
n
g
ab
o
u
t
i
n
s
tr
u
ctio
n
a
l
m
et
h
o
d
o
lo
g
y
,
m
ed
ia,
a
n
d
m
ater
ials
.
Seco
n
d
l
y
,
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
t
h
e
r
e
s
ea
r
ch
er
m
o
n
ito
r
ed
E
FL
teac
h
e
r
'
s
ac
tiv
ities
in
th
e
c
lass
m
ee
tin
g
a
n
d
th
e
b
li
n
d
s
tu
d
e
n
ts
’
ac
tiv
ities
.
T
h
ir
d
l
y
,
in
ter
v
ie
w
s
w
i
th
t
h
e
b
lin
d
s
tu
d
en
t
's
class
m
ate
s
w
er
e
co
n
d
u
cted
to
co
n
f
ir
m
tr
u
s
t
w
o
r
t
h
in
e
s
s
o
f
in
f
o
r
m
at
io
n
o
b
tain
ed
.
T
h
e
r
esu
lts
o
f
E
F
L
teac
h
er
in
ter
v
ie
w
s
,
o
b
s
er
v
a
tio
n
s
,
an
d
s
tu
d
e
n
t
'
s
class
m
ate
i
n
ter
v
ie
w
s
w
er
e
ar
r
an
g
ed
i
n
to
E
FL
teac
h
er
'
s
v
al
u
es,
r
o
les,
an
d
ch
alle
n
g
e
s
.
3.
RE
SU
L
T
AND
DI
SCUS
SI
O
N
3
.
1
.
T
he
v
o
ice
o
f
bli
nd
s
t
ud
e
nt
T
h
is
f
in
d
i
n
g
elab
o
r
ated
th
e
r
esu
lt
o
f
in
ter
v
ie
w
o
f
t
h
e
b
lin
d
s
tu
d
e
n
t
an
d
clas
s
r
o
o
m
o
b
s
er
v
atio
n
.
T
h
e
r
esu
lt
o
f
t
h
e
in
ter
v
ie
w
r
e
v
ea
led
th
at
t
h
e
b
lin
d
s
tu
d
e
n
t
h
as
c
h
alle
n
g
e
s
in
m
o
b
ilit
y
,
ac
ce
s
s
to
ac
ce
s
s
ib
le
m
ater
ials
a
n
d
g
r
o
u
p
w
o
r
k
.
Si
n
ce
h
is
o
r
ien
tatio
n
m
o
b
il
it
y
s
k
il
l
is
q
u
ite
w
ea
k
,
h
e
al
w
a
y
s
n
ee
d
s
th
e
p
ee
r
s
u
p
p
o
r
t
to
ass
is
t
h
i
m
i
n
m
o
b
ilit
y
.
His
ch
alle
n
g
e
o
n
m
o
b
ili
t
y
al
s
o
s
h
o
w
n
in
o
b
s
er
v
atio
n
s
e
s
s
io
n
,
h
e
s
ee
m
s
d
ep
en
d
en
t
o
n
p
ee
r
s
u
p
p
o
r
t
f
o
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m
o
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e
m
en
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c
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o
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p
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lap
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in
h
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s
d
esk
,
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d
g
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h
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r
est
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o
o
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ter
m
o
f
L
ea
r
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er
I
n
p
u
t,
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b
lin
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t
u
d
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h
a
s
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n
d
er
s
to
o
d
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e
to
p
ic
o
f
th
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co
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r
s
e;
h
e
also
h
a
s
k
n
o
w
n
th
e
o
b
j
e
ctiv
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o
f
th
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co
u
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s
e.
I
t
m
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s
t
h
at
th
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d
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t
is
s
el
f
-
p
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ar
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to
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elate
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d
en
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p
r
ef
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ite
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w
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h
m
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m
u
m
n
o
is
e
to
s
t
u
d
y
.
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h
e
s
tu
d
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n
t
cla
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s
p
er
f
o
r
m
an
ce
,
h
e
ar
g
u
ed
t
h
at
h
is
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
w
as
n
o
t
o
p
tim
a
ll
y
ac
h
ie
v
ed
s
i
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ce
t
h
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m
ater
ials
,
ta
s
k
,
a
n
d
in
s
tr
u
c
tio
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m
o
s
tl
y
w
er
e
n
o
t
ac
ce
s
s
ib
le
f
o
r
h
i
m
.
A
lt
h
o
u
g
h
p
r
ef
er
to
s
tu
d
y
i
n
g
in
a
g
r
o
u
p
,
h
e
co
n
f
es
s
ed
th
at
s
o
m
e
b
ar
r
ier
s
o
b
s
tr
u
cted
h
i
m
to
ac
t
iv
el
y
in
v
o
lv
ed
i
n
th
e
g
r
o
u
p
d
is
c
u
s
s
io
n
d
u
e
to
lack
o
f
in
f
o
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m
atio
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th
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i
n
ac
ce
s
s
ib
le
m
ater
ials
a
n
d
in
s
tr
u
ctio
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)
.
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also
m
en
tio
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ed
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e
n
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v
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l
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teer
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elp
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it
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ip
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lab
o
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atin
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d
s
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lear
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g
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h
e
also
m
e
n
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ed
o
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s
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co
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m
o
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ati
o
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th
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s
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ep
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d
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elf
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c
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th
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ail
ab
ilit
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o
f
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lo
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b
o
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k
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d
m
ater
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d
p
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r
t to
ass
is
t
h
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m
in
o
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t o
f
co
lleg
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ac
tiv
ities
.
3
.
2
.
T
ea
ching
E
ng
l
is
h f
o
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t
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bli
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ud
e
nt:
s
t
ra
t
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ies a
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cha
lleng
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ea
ch
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E
n
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lis
h
a
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r
eig
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ag
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li
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d
en
t
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ai
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s
tr
ea
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co
n
tex
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eq
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es
a
m
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if
icatio
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in
i
n
s
tr
u
ctio
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a
l
teac
h
i
n
g
p
r
ac
tices.
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n
te
g
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ati
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g
t
h
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v
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lu
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s
o
f
U
n
iv
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Desi
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Stra
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s
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esear
ch
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m
o
d
ate
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h
e
b
lin
d
s
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en
t
in
h
er
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s
s
.
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h
e
r
e
s
ea
r
ch
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d
ev
elo
p
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o
b
s
er
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h
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id
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d
if
f
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tia
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d
esig
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ed
b
y
C
h
ap
m
a
n
&
Ki
n
g
th
a
t
co
v
er
5
in
d
icato
r
s
(
1
)
P
h
y
s
ical
E
n
v
ir
o
n
m
e
n
t,
(
2
)
L
ec
t
u
r
er
B
eh
av
io
r
,
(
3
)
Stu
d
e
n
ts
E
n
g
a
g
e
m
en
t,
(
4
)
Ma
ter
ial
o
r
s
o
u
r
ce
s
,
an
d
(
5
)
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
I
n
ter
m
s
o
f
p
h
y
s
ical
e
n
v
ir
o
n
m
en
t,
th
e
teac
h
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i
s
r
ec
o
g
n
iz
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al
w
a
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s
p
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ese
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t
a
n
i
n
v
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d
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elax
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ir
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m
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n
t
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p
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t
th
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li
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in
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h
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ti
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th
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lectu
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ex
p
la
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as
well
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p
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s
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A
lt
h
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u
g
h
th
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class
an
d
ch
air
is
d
esi
g
n
ed
f
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r
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ea
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il
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m
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v
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f
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r
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t
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s
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m
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th
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i
s
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y
to
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s
m
all
s
h
o
w
n
i
n
Fi
g
u
r
e
1
w
h
ile
t
h
e
b
li
n
d
s
tu
d
en
ts
n
ee
d
m
o
r
e
s
p
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s
d
esk
f
o
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h
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s
lap
to
p
.
T
h
e
r
esear
ch
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r
ec
o
g
n
ized
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class
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s
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ar
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in
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-
s
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ap
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s
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as
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in
Fig
u
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it a
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in
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o
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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.
J
.
E
v
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.
&
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.
Vo
l.
9
,
No
.
2
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J
u
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2020
:
4
3
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-
4
4
7
444
Fig
u
r
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1
.
T
h
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class
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Fig
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a
m
in
a
tio
n
ar
r
an
g
e
m
en
t
is
al
s
o
m
ad
e
to
m
ee
t b
li
n
d
s
t
u
d
en
t b
y
p
r
o
v
id
in
g
o
r
al
ex
a
m
i
n
atio
n
in
s
tead
o
f
p
ap
er
b
ased
ex
a
m
.
T
h
e
u
s
e
o
f
I
C
T
b
ased
m
ed
ia
is
also
alter
n
ati
v
e
p
r
o
m
is
in
g
to
ac
co
m
m
o
d
ate
n
o
t
o
n
l
y
b
lin
d
s
tu
d
e
n
ts
b
u
t
al
s
o
o
th
er
s
t
u
d
en
t
s
as
it
i
s
r
elev
an
t
to
th
e
[
2
3
]
th
at
9
5
.
5
%
o
f
s
tu
d
en
ts
b
eliev
e
s
th
at
s
o
cial
n
et
w
o
r
k
i
n
g
is
b
en
e
f
icia
l
f
o
r
lear
n
in
g
p
r
o
ce
s
s
.
L
i
k
e
w
is
e,
to
d
a
y
s
tu
d
e
n
ts
h
a
v
e
h
i
g
h
d
ig
ita
l
liter
ac
y
s
ca
l
e
an
d
p
e
r
ce
iv
ed
r
ea
d
in
ess
to
w
ar
d
th
e
d
ig
ital
tech
n
o
lo
g
y
i
n
to
E
n
g
li
s
h
lear
n
i
n
g
[
2
4
]
.
Asi
d
e
f
r
o
m
t
h
e
e
f
f
o
r
ts
m
ad
e
b
y
t
h
e
teac
h
er
to
ac
co
m
m
o
d
at
e
b
lin
d
s
tu
d
e
n
t
i
n
E
L
T
class
,
ch
alle
n
g
e
s
i
n
p
r
o
v
id
in
g
t
h
o
s
e
ac
co
m
m
o
d
atio
n
is
r
ea
l.
A
f
u
r
t
h
er
p
r
o
b
lem
atic
i
s
s
u
es
f
ac
ed
b
y
t
h
e
teac
h
er
ar
e
(
1
)
A
cc
ess
to
ac
ce
s
s
ib
le
tex
tb
o
o
k
s
u
s
ed
in
c
lass
r
o
o
m
is
li
m
i
ted
.
T
h
e
teac
h
er
h
as
p
r
o
v
id
ed
th
e
tex
tb
o
o
k
i
n
P
DF
-
J
P
G
b
ased
f
o
r
m
at
s
o
it
ca
n
n
o
t
b
e
r
ea
d
b
y
s
cr
ee
n
r
ea
d
er
.
T
h
e
teac
h
er
h
a
s
as
k
ed
th
e
s
t
u
d
en
t
to
co
n
tact
d
is
ab
ilit
y
s
er
v
ice
s
to
co
n
v
er
t
th
e
te
x
tb
o
o
k
in
to
OC
R
f
o
r
m
at
b
u
t
i
t
ca
m
e
t
o
w
aiti
n
g
l
is
t,
s
o
t
h
e
b
lin
d
s
tu
d
e
n
t
ca
n
n
o
t
g
e
t
th
e
ac
ce
s
s
ib
le
f
o
r
m
a
t
in
ti
m
e
;
(
2
)
So
u
n
d
-
letter
in
co
n
s
i
s
ten
c
y
in
E
n
g
lis
h
lan
g
u
a
g
e
r
e
s
u
l
tin
g
ch
alle
n
g
e
f
o
r
th
e
teac
h
er
to
teac
h
E
n
g
lis
h
P
r
o
n
u
n
ciatio
n
.
B
lin
d
s
tu
d
e
n
t
ten
d
s
to
d
o
er
r
o
r
in
s
p
elli
n
g
i
n
f
o
r
m
o
f
o
m
is
s
io
n
o
f
w
o
r
d
u
lti
m
atel
y
i
n
w
o
r
d
in
v
o
lv
i
n
g
d
o
u
b
le
co
n
s
o
n
a
n
t
an
d
s
ilen
t
letter
;
(
3
)
P
h
y
s
ical
E
n
v
ir
o
n
m
e
n
t
o
f
th
e
ca
m
p
u
s
b
u
ild
in
g
th
at
i
s
m
o
s
tl
y
i
n
ac
ce
s
s
ib
le
f
o
r
th
e
b
lin
d
an
d
class
r
o
o
m
d
es
k
an
d
ch
air
th
at
d
o
n
o
t
s
u
p
p
o
r
t
b
lin
d
s
t
u
d
en
t
m
o
v
e
m
en
t
b
ec
au
s
e
it
is
to
o
s
m
all
(
as
s
ee
n
i
n
Fi
g
u
r
e
1
)
;
(
4
)
T
h
e
B
lin
d
St
u
d
en
t
h
as
s
k
il
led
in
ac
ce
s
s
i
n
g
t
h
e
d
i
g
i
tal
m
ater
ial
b
u
t
h
is
e
n
g
a
g
e
m
en
t
is
le
s
s
o
p
ti
m
al
s
i
n
ce
h
e
lack
o
f
i
n
itiati
v
e
an
d
o
r
ien
tatio
n
m
o
b
il
it
y
.
He
also
ten
d
s
to
d
o
ze
o
f
f
w
h
i
le
lis
ten
in
g
to
th
e
teac
h
er
’
s
ex
p
lan
atio
n
,
th
u
s
,
th
e
teac
h
er
n
ee
d
s
to
ca
ll
h
is
n
a
m
e
i
n
te
n
u
n
ti
l
t
w
e
n
t
y
m
in
u
tes
o
n
ce
to
m
a
k
e
s
u
r
e
t
h
a
t
h
e
i
s
a
w
a
k
e
an
d
f
o
llo
w
in
g
t
h
e
lect
u
r
e
a
n
d
(
4
)
T
ea
ch
er
lack
s
o
f
k
n
o
w
led
g
e
,
s
k
il
ls
,
e
x
p
er
ien
ce
a
n
d
in
ad
e
q
u
ate
r
eso
u
r
ce
s
in
ac
co
m
m
o
d
ati
n
g
b
li
n
d
s
t
u
d
en
t
in
E
L
T
class
.
Af
o
r
e
m
e
n
tio
n
ed
n
ar
r
ati
v
es
h
a
v
e
s
h
o
w
n
th
at
t
h
e
in
cl
u
s
io
n
o
f
b
lin
d
s
t
u
d
en
ts
i
n
m
ai
n
s
tr
ea
m
co
n
te
x
t
b
en
ef
it
s
t
h
e
teac
h
er
to
e
n
co
u
r
ag
e
an
d
s
ee
k
f
o
r
th
e
n
e
w
ap
p
r
o
ac
h
es
i
n
f
ac
i
litati
n
g
d
ea
f
s
t
u
d
en
ts
.
A
s
E
s
er
[
2
5
]
h
as
p
r
o
v
en
in
t
h
eir
s
tu
d
y
th
a
t
b
lin
d
s
t
u
d
en
t
s
’
i
s
t
h
at
t
h
e
g
r
ea
t
m
aj
o
r
ity
o
f
b
lin
d
s
t
u
d
en
t
s
h
as
s
u
cc
ess
f
u
ll
y
g
ain
ed
t
h
e
lear
n
i
n
g
o
u
tco
m
e
s
in
s
cie
n
ce
th
at
r
eq
u
ir
ed
m
o
r
e
v
is
u
al
in
p
u
ts
r
at
h
er
th
an
lan
g
u
ag
e
lear
n
in
g
.
Hen
ce
,
th
e
i
n
cl
u
s
io
n
o
f
b
lin
d
s
tu
d
en
t
s
in
lear
n
i
n
g
la
n
g
u
a
g
e
s
h
o
u
ld
b
e
ea
s
ier
to
f
ac
ilit
ate.
3
.
3
.
E
F
L
t
ea
cher
v
a
lue,
ro
les a
nd
cha
lleng
es f
o
r
t
ea
ching
bli
nd
s
t
ud
e
nt
T
h
e
teac
h
in
g
p
r
o
ce
s
s
o
f
b
lin
d
s
tu
d
e
n
ts
i
n
i
n
cl
u
s
i
v
e
cla
s
s
r
eq
u
ir
ed
m
u
ltip
le
w
a
y
s
o
f
teac
h
i
n
g
m
eth
o
d
.
C
o
n
s
id
er
in
g
lear
n
in
g
p
r
ef
er
en
ce
s
an
d
lear
n
i
n
g
s
t
y
le
s
ar
e
also
af
f
ec
tin
g
th
e
s
tu
d
en
t
s
’
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
[
2
6
]
.
T
h
e
b
lin
d
s
tu
d
en
t
s
n
ee
d
v
ar
iet
y
o
f
o
p
p
o
r
tu
n
ities
in
e
x
p
lo
r
in
g
an
d
e
x
a
m
i
n
in
g
t
h
e
lear
n
in
g
m
ater
ials
th
r
o
u
g
h
alter
n
ati
v
e
s
en
s
e
b
esid
e
v
is
u
al
in
p
u
ts
s
u
ch
as
tact
ile
a
n
d
au
d
io
i
n
p
u
t
[
2
7
]
.
Fin
d
i
n
g
o
f
t
h
e
r
esear
ch
clea
r
l
y
in
d
icate
t
h
e
E
FL
teac
h
er
o
f
th
e
b
lin
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m
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ted
in
p
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s
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m
m
o
d
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f
o
r
th
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b
lin
d
s
tu
d
e
n
t
in
h
er
class
t
h
o
u
g
h
s
h
e
n
ee
d
s
to
s
p
en
d
ex
tr
a
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g
y
an
d
ex
tr
a
ti
m
e
to
p
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ep
ar
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th
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in
s
tr
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c
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al
teac
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in
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t
h
at
is
ac
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s
s
ib
le
an
d
m
ee
t
th
e
b
lin
d
s
tu
d
en
t
n
ee
d
s
.
A
cc
o
r
d
in
g
to
h
er
p
o
in
t
o
f
v
ie
w
,
as
a
teac
h
er
as
teac
h
er
s
w
h
o
ar
e
r
eq
u
ir
ed
to
p
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s
s
ess
p
r
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f
es
s
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m
p
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r
y
co
m
p
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i.e
.
p
ed
ag
o
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ic,
p
r
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f
ess
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n
al,
s
o
cial,
an
d
p
er
s
o
n
alit
y
co
m
p
ete
n
cies
[
2
8
]
,
w
e
s
h
o
u
ld
b
e
f
air
in
w
elco
m
i
n
g
o
u
r
v
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u
s
s
t
u
d
en
t
s
.
Si
n
ce
i
n
cl
u
s
iv
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ed
u
ca
t
io
n
m
atter
s
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n
o
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y
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u
l
ticu
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ex
p
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ce
s
a
n
d
v
ar
io
u
s
s
t
u
d
en
t
s
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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I
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ca
tio
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s
ervices f
o
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b
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V
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r
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(
A
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P
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ta
n
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s
a
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445
attitu
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es
an
d
e
f
f
icac
y
in
lear
n
i
n
g
a
s
s
tated
in
[
2
9
,
30]
,
b
u
t
al
s
o
in
t
h
e
teac
h
i
n
g
an
d
lear
n
i
n
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f
o
r
s
tu
d
e
n
ts
w
it
h
d
is
ab
ilit
ies
[
2
6
,
2
9
]
.
T
ea
ch
in
g
b
lin
d
s
tu
d
en
t
s
,
a
teac
h
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n
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er
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at
a
b
lin
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d
en
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is
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s
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e
n
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y
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itab
le
to
t
h
e
n
ee
d
s
o
f
s
t
u
d
e
n
ts
w
it
h
d
is
ab
ilit
y
w
it
h
o
u
t
d
o
w
n
g
r
ad
i
n
g
th
e
q
u
alit
y
o
f
lear
n
in
g
.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
s
h
o
u
ld
b
e
ad
j
u
s
ted
in
ter
m
s
o
f
lear
n
in
g
m
ater
ial
s
,
teac
h
in
g
m
ed
ia
an
d
to
o
ls
,
lear
n
in
g
p
r
o
ce
s
s
,
ass
es
s
m
en
t
m
et
h
o
d
an
d
al
s
o
t
h
e
teac
h
in
g
e
n
v
ir
o
n
m
en
t.
P
r
ef
er
ab
ly
,
t
h
e
p
r
ep
ar
atio
n
o
f
t
h
e
cu
r
r
icu
l
u
m
s
h
o
u
ld
co
n
s
id
er
th
e
f
lex
ib
le
teac
h
i
n
g
m
et
h
o
d
an
d
tailo
r
th
e
teac
h
i
n
g
en
v
ir
o
n
m
e
n
t to
th
e
n
ee
d
s
o
f
t
h
e
s
t
u
d
en
t
s
[
2
6
]
.
I
n
th
e
p
r
ac
tical
le
v
el,
th
e
tea
c
h
er
s
el
f
-
e
f
f
icac
y
-
t
h
e
f
ee
li
n
g
o
f
b
ein
g
ca
p
ab
le
at
d
o
in
g
s
o
m
e
th
i
n
g
-
[
3
1
]
w
il
l
a
f
f
ec
t
th
e
p
r
ac
tices
o
f
te
ac
h
in
g
i
n
i
n
cl
u
s
iv
e
cla
s
s
.
T
ea
ch
er
w
it
h
a
p
o
s
iti
v
e
s
elf
-
e
f
f
ic
ac
y
w
ill
p
o
s
iti
v
el
y
r
esp
o
n
d
to
th
e
d
iv
er
s
e
ch
ar
ac
ter
is
tic
o
f
th
e
d
iv
er
s
e
s
tu
d
e
n
t
s
in
cl
u
d
in
g
th
e
b
li
n
d
.
Mo
d
if
y
in
g
t
h
e
ac
ce
s
s
ib
le
in
s
tr
u
ctio
n
a
l
teac
h
in
g
b
y
u
n
i
f
y
in
g
t
h
e
p
h
ilo
s
o
p
h
y
co
n
ce
p
ts
o
f
U
n
iv
er
s
al
Des
ig
n
L
ea
r
n
in
g
an
d
I
n
s
tr
u
ctio
n
a
l
Desig
n
is
t
i
m
e
co
n
s
u
m
i
n
g
s
o
th
e
teac
h
er
n
ee
d
s
to
s
p
ar
e
h
er
ti
m
e
a
n
d
e
n
er
g
y
.
Ho
w
e
v
er
,
th
o
s
e
e
f
f
o
r
ts
ar
e
w
o
r
th
y
m
ad
e
r
ec
alli
n
g
t
h
at
t
h
e
m
o
d
if
icat
io
n
i
s
n
o
t
o
n
l
y
b
e
n
ef
it
b
li
n
d
s
t
u
d
en
t
b
u
t
also
o
t
h
er
s
tu
d
en
ts
.
P
u
tti
n
g
th
e
v
al
u
es
o
f
ed
u
c
atio
n
f
o
r
all
th
r
o
u
g
h
t
h
e
i
m
p
le
m
en
tati
o
n
o
f
U
n
i
v
er
s
al
Desi
g
n
L
ea
r
n
in
g
f
o
r
t
h
e
b
li
n
d
s
tu
d
e
n
t,
t
h
e
teac
h
er
co
n
s
id
er
s
th
at
i
t
is
an
o
n
g
o
in
g
p
r
o
ce
s
s
t
h
at
r
eq
u
ir
e
s
ev
a
lu
at
io
n
i
n
ea
c
h
s
tag
e
to
m
a
k
e
s
u
r
e
th
at
th
e
s
tr
ate
g
ies
m
ee
t
t
h
e
b
lin
d
s
tu
d
en
t
s
n
ee
d
an
d
en
h
a
n
c
e
h
is
en
g
a
g
e
m
en
t
o
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
o
u
g
h
s
h
e
h
as
b
ee
n
e
n
co
u
r
ag
ed
t
o
ac
co
m
m
o
d
ate
b
li
n
d
s
tu
d
e
n
t
in
h
er
class
,
c
h
alle
n
g
in
g
is
s
u
e
s
r
elate
d
to
in
f
r
astru
ct
u
r
e,
ac
ce
s
s
ib
le
te
x
t
b
o
o
k
s
ac
ce
s
s
,
b
li
n
d
s
t
u
d
en
t
s
’
s
el
f
-
e
f
f
icac
y
,
ass
is
ti
v
e
tec
h
n
o
lo
g
y
a
n
d
teac
h
i
n
g
m
et
h
o
d
ar
e
ch
allen
g
es
s
h
e
h
as
to
en
co
u
n
ter
ah
ea
d
.
T
h
er
ef
o
r
e,
to
s
u
p
p
o
r
t
th
e
teac
h
er
p
er
f
o
r
m
a
n
ce
in
f
ac
ilit
at
in
g
b
li
n
d
s
t
u
d
en
t
s
,
th
e
r
o
le
o
f
th
e
i
n
s
t
itu
tio
n
i
s
s
i
g
n
i
f
ica
n
t
to
d
esi
g
n
i
n
g
a
n
d
e
n
f
o
r
ci
n
g
p
o
lic
y
t
h
at
s
u
p
p
o
r
t
in
clu
s
i
v
e
p
r
ac
tices,
p
r
o
v
id
in
g
ca
p
ac
it
y
b
u
i
ld
in
g
tr
ain
in
g
f
o
r
lectu
r
er
o
n
d
is
ab
ilit
y
a
w
ar
e
n
ess
an
d
th
e
co
n
ce
p
t
o
f
Un
iv
er
s
al
Desig
n
L
ea
r
n
i
n
g
,
an
d
p
r
o
v
id
in
g
t
h
e
in
f
r
a
s
tr
u
ct
u
r
es
s
u
ch
as
in
ter
n
e
t
co
n
n
ec
ti
v
it
y
an
d
th
e
a
v
ailab
ilit
y
o
f
co
n
s
t
an
t
elec
tr
icit
y
[
3
2
]
.
T
h
e
r
o
le
o
f
in
s
tit
u
tio
n
to
s
u
p
p
o
r
t
th
e
in
clu
s
i
v
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
is
e
s
s
e
n
tial
s
in
c
e
th
e
i
n
s
tit
u
tio
n
i
s
a
ca
tal
y
s
t
to
r
ef
o
r
m
s
a
n
d
r
eb
u
ild
t
h
e
le
ar
n
in
g
p
r
o
ce
s
s
a
n
d
en
s
u
r
in
g
t
h
e
s
u
s
tai
n
ab
ilit
y
o
f
t
h
e
i
n
clu
s
i
v
e
p
r
ac
tices
[
3
3
]
.
Ad
d
itio
n
all
y
,
b
en
e
f
i
tin
g
t
h
e
u
s
e
o
f
tec
h
n
o
lo
g
y
w
i
ll
h
elp
th
e
en
g
a
g
e
m
en
t
o
f
b
lin
d
s
tu
d
e
n
ts
in
i
n
clu
s
i
v
e
co
n
tex
t,
i
n
teg
r
at
in
g
ed
u
ca
tio
n
an
d
tech
n
o
lo
g
y
i
n
lear
n
in
g
-
teac
h
i
n
g
p
r
o
ce
s
s
ca
n
s
u
p
p
o
r
t
ef
f
ec
ti
v
e
an
d
p
r
o
d
u
ctiv
e
s
u
c
ce
s
s
in
ed
u
ca
tio
n
[
3
4
]
th
o
u
g
h
th
e
co
n
s
id
er
atio
n
o
f
u
s
i
n
g
I
C
T
m
a
y
b
e
p
r
ef
er
r
ed
b
y
th
e
s
t
u
d
en
t
s
lear
n
i
n
g
s
t
y
le
a
n
d
s
t
u
d
en
ts
o
n
li
n
e
r
eg
u
lated
lear
n
i
n
g
[
3
5
]
.
T
h
e
im
p
le
m
en
ta
tio
n
o
f
in
c
lu
s
i
v
e
ed
u
ca
tio
n
s
h
o
u
ld
in
v
o
lv
e
t
h
e
all
th
r
ee
s
tag
e
s
,
in
p
u
t,
p
r
o
ce
s
s
an
d
o
u
tp
u
t
[
3
6
]
an
d
s
h
o
u
ld
e
m
p
h
asize
t
h
e
f
r
a
m
e
w
o
r
k
o
f
Un
iv
er
s
a
l
Desi
g
n
L
ea
r
n
i
n
g
w
h
er
e
all
s
t
u
d
en
t
s
ar
e
w
ell
ac
co
m
m
o
d
ate
an
d
w
el
l a
cc
ep
ted
.
.
4.
CO
NCLU
SI
O
N
E
n
co
u
r
ag
i
n
g
in
c
lu
s
i
v
e
ed
u
ca
t
io
n
f
o
r
s
t
u
d
en
t
s
w
it
h
d
is
ab
ili
ties
in
h
i
g
h
er
ed
u
ca
t
io
n
h
a
s
b
ee
n
w
el
l
en
f
o
r
ce
d
b
y
t
h
e
I
n
d
o
n
esia
n
g
o
v
er
n
m
e
n
t
th
r
o
u
g
h
v
ar
io
u
s
la
w
s
an
d
r
eg
u
la
tio
n
s
.
No
n
eth
eless
,
th
e
p
r
ac
tices
o
f
w
elco
m
in
g
a
n
d
ac
co
m
m
o
d
atin
g
s
t
u
d
en
t
w
i
t
h
d
is
ab
ili
ties
in
h
ig
h
er
ed
u
ca
t
io
n
s
till
n
ee
d
a
lo
t o
f
s
u
p
p
o
r
ts
an
d
en
f
o
r
ce
m
en
t.
C
h
al
len
g
es
n
o
t
o
n
l
y
co
m
es
f
r
o
m
teac
h
er
b
elie
v
e
o
n
th
e
p
r
ac
tices
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
w
ea
t
h
er
it
m
a
y
w
o
r
k
o
r
n
o
t,
e
s
s
e
n
tial
l
y
,
it
la
y
s
o
n
th
e
lect
u
r
er
s
’
p
er
s
p
ec
tiv
e,
s
k
ill
s
a
n
d
ex
p
er
ie
n
ce
o
n
th
e
tec
h
n
iq
u
e
i
n
teac
h
i
n
g
an
d
ac
co
m
m
o
d
ati
n
g
s
t
u
d
en
t
s
w
it
h
d
i
s
ab
ilit
y
i
n
m
ain
s
tr
ea
m
co
n
tex
t
o
f
h
ig
h
er
e
d
u
ca
tio
n
.
I
n
clu
s
i
v
e
p
r
ac
tices
o
f
lan
g
u
ag
e
teac
h
i
n
g
f
o
r
b
lin
d
s
tu
d
en
t
s
n
o
t
o
n
l
y
r
el
y
o
n
teac
h
er
’
s
p
er
f
o
r
m
an
ce
,
b
u
t
also
in
s
tit
u
tio
n
s
u
p
p
o
r
t
in
ter
m
s
o
f
p
o
lic
y
a
n
d
in
f
r
a
s
tr
u
ct
u
r
e
s
u
p
p
o
r
ts
.
T
h
e
i
n
s
ti
tu
t
io
n
s
h
o
u
ld
b
e
ab
le
to
cu
ltiv
ate
t
h
e
i
n
clu
s
i
v
e
cu
lt
u
r
e
th
r
o
u
g
h
th
eir
p
o
lic
y
an
d
p
r
ac
tices.
I
n
th
e
p
r
ac
tical
lev
el,
th
e
in
s
tit
u
tio
n
s
h
o
u
ld
p
r
o
v
id
e
th
e
s
er
ies
o
f
tr
ain
i
n
g
f
o
r
all
lect
u
r
er
s
o
n
i
n
cl
u
s
i
v
e
ed
u
ca
tio
n
p
h
i
lo
s
o
p
h
y
an
d
p
r
ac
tices
w
ea
t
h
er
th
e
y
teac
h
s
tu
d
e
n
ts
w
i
th
d
is
ab
ilit
ies
o
r
n
o
t.
E
q
u
ip
p
in
g
lectu
r
er
s
w
ith
t
h
e
b
asic
p
h
il
o
s
o
p
h
y
o
f
in
c
lu
s
iv
e
ed
u
ca
tio
n
b
y
d
is
s
e
m
i
n
ati
n
g
th
e
co
n
ce
p
t
o
f
U
n
i
v
er
s
al
Desig
n
L
ea
r
n
i
n
g
an
d
Di
f
f
e
r
en
tiated
I
n
s
tr
u
ctio
n
a
l
S
tr
ate
g
ies
s
h
o
u
ld
b
eg
in
m
o
m
e
n
tar
il
y
r
eg
ar
d
i
n
g
to
th
e
g
r
o
w
in
g
n
u
m
b
er
s
o
f
s
t
u
d
en
t
s
’
d
iv
er
s
it
y
an
d
s
tu
d
e
n
ts
w
it
h
d
is
ab
ilit
y
i
n
h
i
g
h
er
ed
u
ca
tio
n
.
I
n
th
e
ef
f
o
r
t
o
f
in
cl
u
s
i
v
e
ed
u
ca
tio
n
i
m
p
le
m
e
n
tatio
n
,
t
h
e
r
o
le
o
f
t
h
e
m
i
n
is
tr
y
o
f
r
esear
ch
,
tech
n
o
lo
g
y
a
n
d
h
i
g
h
er
ed
u
ca
ti
o
n
as
th
e
v
o
ca
l
p
o
in
t
s
h
o
u
ld
e
n
f
o
r
ce
t
h
e
i
m
p
le
m
e
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
4
3
9
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4
7
446
to
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o
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t
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ter
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cin
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u
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tin
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h
eir
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h
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al.
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o
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u
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io
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o
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ea
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g
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er
ed
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ca
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co
n
tex
t
i
s
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a
o
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e
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m
a
n
w
o
r
k
.
I
n
n
ee
d
s
a
co
llab
o
r
ativ
e
ef
f
o
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t
a
m
o
n
g
th
e
p
o
lic
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m
a
k
er
s
,
m
id
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le
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an
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an
d
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h
e
teac
h
er
s
,
n
o
t
to
m
en
t
io
n
th
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ar
en
ts
o
f
th
e
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tu
d
e
n
ts
s
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o
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ld
also
d
is
s
e
m
i
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ate
t
h
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s
a
m
e
co
n
ce
p
t o
f
in
cl
u
s
io
n
.
RE
F
E
R
E
NC
E
S
[1
]
UN
ES
CO,
“
2
0
1
5
W
o
rl
d
e
d
u
c
a
ti
o
n
f
o
ru
m
,”
2
0
1
5
.
[2
]
K.
L
a
m
ich
h
a
n
e
,
“
T
e
a
c
h
in
g
stu
d
e
n
ts
w
it
h
v
isu
a
l
im
p
a
ir
m
e
n
ts
in
a
n
in
c
lu
siv
e
e
d
u
c
a
ti
o
n
a
l
se
tt
i
n
g
:
a
c
a
se
f
ro
m
Ne
p
a
l,
”
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
I
n
c
lu
siv
e
Ed
u
c
a
ti
o
n
,
v
o
l.
2
1
,
n
o
.
1
,
p
p
.
1
–
1
3
,
2
0
1
6
.
[3
]
Un
it
e
d
Na
ti
o
n
,
“
W
o
rl
d
e
d
u
c
a
ti
o
n
f
o
ru
m
,
”
Un
it
e
d
Na
ti
o
n
,
2
0
1
5
.
[4
]
K.
Bo
w
len
,
K.
Os
in
iak
,
T
.
S
y
m
s,
a
n
d
K.
H.
L
a
r
w
in
,
“
P
re
d
icto
rs
o
f
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s
o
f
stu
d
e
n
t
s
w
it
h
m
u
lt
ip
le
d
isa
b
il
it
ies
:
re
su
lt
s f
ro
m
a
n
a
ti
o
n
a
l
stu
d
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
7
,
n
o
.
3
,
p
.
1
7
6
,
S
e
p
.
2
0
1
8
.
[5
]
D.
M
it
c
h
e
ll
,
“
In
c
lu
siv
e
e
d
u
c
a
ti
o
n
is a m
u
lt
i
-
f
a
c
e
ted
c
o
n
c
e
p
t,
”
Ce
n
te
r fo
r E
d
u
c
a
ti
o
n
a
l
Po
li
c
y
S
tu
d
ies
J
o
u
rn
a
l
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
9
-
3
0
,
2
0
1
5
.
[6
]
Un
it
e
d
Na
ti
o
n
,
“
UN
f
lag
sh
ip
re
p
o
rt
o
n
d
isa
b
il
it
y
a
n
d
su
sta
in
a
b
le d
e
v
e
lo
p
m
e
n
t
g
o
a
ls
,
”
Un
it
e
d
Na
ti
o
n
,
2
0
1
8
.
[7
]
O.
L
a
h
a
v
,
N.
Ha
g
a
b
,
S
.
A
.
El
Ka
d
e
r,
S
.
T
.
L
e
v
y
,
a
n
d
V.
T
a
li
s,
“
L
isten
to
th
e
m
o
d
e
ls:
S
o
n
if
ied
lea
rn
in
g
m
o
d
e
ls
f
o
r
p
e
o
p
le w
h
o
a
re
b
li
n
d
,
”
C
o
mp
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
2
7
,
p
p
.
1
4
1
–
1
5
3
,
2
0
1
8
.
[8
]
V.
E.
Bi
sh
o
p
,
T
e
a
c
h
in
g
v
isu
a
ll
y
i
mp
a
ire
d
c
h
il
d
re
n
.
S
p
rin
g
f
ield
:
Ch
a
rles
C
T
h
o
m
a
s P
u
b
L
td
,
2
0
0
4
.
[9
]
Am
ir
Am
e
d
i,
R.
No
a
,
P
.
P
a
z
it
,
M
.
Ra
f
a
e
l,
a
n
d
Z
.
E
h
u
d
,
“
Early
‘v
isu
a
l’
c
o
rtex
a
c
ti
v
a
ti
o
n
c
o
rre
lat
e
s
w
it
h
su
p
e
rio
r
v
e
rb
a
l
m
e
m
o
r
y
in
th
e
b
li
n
d
,
”
Na
t
u
re
n
e
u
ro
sc
ien
c
e
,
v
o
l.
6
,
n
o
.
7
,
p
p
.
7
5
8
–
7
6
6
,
2
0
0
3
.
[1
0
]
R.
Op
e
rtt
i
a
n
d
J.
Bra
d
y
,
“
De
v
e
lo
p
i
n
g
i
n
c
lu
siv
e
tea
c
h
e
rs
f
ro
m
a
n
i
n
c
lu
siv
e
c
u
rricu
lar
p
e
rsp
e
c
ti
v
e
,
”
Pro
sp
e
c
ts
,
v
o
l.
4
1
,
n
o
.
3
,
p
p
.
4
5
9
–
4
7
2
,
2
0
1
1
.
[1
1
]
Y.
Jim
,
T
.
M
a
rth
a
,
J.
Bielin
s
k
i,
a
n
d
A
.
Ho
u
se
,
“
T
h
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
in
stru
c
ti
o
n
a
l
a
n
d
a
ss
e
ss
m
e
n
t
a
c
c
o
m
m
o
d
a
ti
o
n
s,”
J
o
u
r
n
a
l
o
f
L
e
a
rn
in
g
Disa
b
il
it
ies
,
v
o
l
.
3
4
,
n
o
.
3
,
p
p
.
2
1
2
–
2
2
0
,
2
0
0
1
.
[1
2
]
Esty
Z
y
a
d
a
tu
l
Kh
a
sa
n
a
h
,
“
In
c
lu
siv
e
e
d
u
c
a
ti
o
n
:
in
c
o
n
c
e
p
ts,
p
o
li
c
i
e
s,
a
n
d
im
p
le
m
e
n
tatio
n
,
”
In
d
o
n
e
sia
n
J
o
u
r
n
a
l
o
f
Disa
b
il
it
y
S
t
u
d
ies
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
1
6
6
–
1
6
9
,
2
0
1
8
.
[1
3
]
D.
Af
r
y
a
n
ti
,
“
P
e
o
p
le w
it
h
Disa
b
il
it
y
:
L
o
c
k
e
d
o
u
t
o
f
lea
rn
in
g
?
”
T
h
e
Un
iv
e
rsity
o
f
M
e
lb
o
u
r
n
e
,
2
0
1
5
.
[1
4
]
U.
F
.
Rizk
y
,
“
In
c
lu
siv
e
c
a
m
p
u
s
p
o
li
c
y
f
o
r
p
e
o
p
le
w
it
h
d
isa
b
i
li
ti
e
s:
S
tu
d
y
o
f
a
d
v
o
c
a
c
y
f
o
r
in
c
lu
siv
e
c
a
m
p
u
s
p
o
li
c
y
a
t
B
ra
w
ij
a
y
a
u
n
iv
e
rsit
y
(in
Ba
h
a
sa
),
”
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
Disa
b
i
li
ty S
t
u
d
ies
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
1
–
8
,
2
0
1
5
.
[1
5
]
Irw
a
n
to
,
E.
R.
Ka
si
m
,
A
.
F
ra
n
si
sk
a
,
M
.
L
u
sli,
a
n
d
O.
S
irad
j,
“
S
it
u
a
ti
o
n
a
n
a
ly
sis
o
f
p
e
rso
n
s
w
it
h
d
isa
b
il
it
ies
i
n
In
d
o
n
e
sia
:
A
d
e
sk
re
v
ie
w
(in
Ba
h
a
sa
)”
Pu
sa
t
Ka
ji
a
n
Disa
b
il
it
a
s
,
2
0
1
0
.
[1
6
]
S
.
Kirk
,
J.
J.
G
a
ll
a
g
h
e
r,
M
.
R.
Co
lem
a
n
,
a
n
d
N.
A
n
a
sta
sio
w
,
Ed
u
c
a
ti
n
g
Exc
e
p
ti
o
n
a
l
Ch
i
ld
re
n
,
B
o
sto
n
:
Ho
u
g
h
to
n
M
if
f
li
n
Ha
rc
o
u
rt
P
u
b
li
sh
i
n
g
Co
m
p
a
n
y
,
2
0
0
9
.
[1
7
]
K.
V
e
rd
ier,
“
Ch
i
ld
re
n
w
it
h
Bli
n
d
n
e
ss
:
De
v
e
lo
p
m
e
n
tal
a
sp
e
c
ts,
c
o
m
o
rd
ib
it
y
a
n
d
im
p
li
c
a
ti
o
n
f
o
r
e
d
u
c
a
ti
o
n
a
n
d
su
p
p
o
rt,
”
S
to
c
k
h
o
lm
Un
iv
e
rsity
,
2
0
1
8
.
[1
8
]
A
.
P
ra
ti
w
i,
A
.
P
.
L
in
tan
g
sa
ri,
U.
F
.
Rizk
y
,
a
n
d
U.
W
.
Ra
h
a
jen
g
,
Disa
b
il
i
ty
a
n
d
I
n
c
lu
siv
e
Ed
u
c
a
ti
o
n
in
u
n
ive
rs
it
ies
(
in
Ba
h
a
sa
)
.
M
a
lan
g
,
In
d
o
n
e
sia
:
UB P
re
ss
,
2
0
1
8
.
[1
9
]
Ru
f
ii
a
n
d
Dy
a
h
Ro
c
h
m
a
w
a
ti
.
“
Ev
a
lu
a
ti
o
n
o
f
u
n
iv
e
rsa
l
d
e
sig
n
f
o
r
c
o
n
stru
c
t
iv
i
st
-
b
a
se
d
sta
ti
stics
lea
rn
in
g
m
o
d
u
le
f
o
r
stu
d
e
n
ts’
in
c
re
a
se
d
m
o
ti
v
a
ti
o
n
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
L
e
a
r
n
in
g
(
Ed
u
L
e
a
r
n
)
,
v
o
l
.
13
,
n
o
.
3
,
p
p
.
431
-
4
4
0
,
2
0
1
9
.
[2
0
]
A
.
P
.
L
in
tan
g
sa
ri,
I.
Em
a
li
a
n
a
,
a
n
d
F
a
tm
a
w
a
ti
,
“
Bli
n
d
st
u
d
e
n
t’s
e
n
g
a
g
e
m
e
n
t
in
lan
g
u
a
g
e
lea
rn
in
g
:
c
h
a
ll
e
n
g
e
s
a
n
d
o
p
p
o
rt
u
n
it
ies
,
”
in
I
n
ter
n
a
ti
o
n
a
l
la
n
g
u
a
g
e
a
n
d
t
o
u
rism
c
o
n
fer
e
n
c
e
,
P
a
g
o
h
,
M
a
lay
sia
,
v
o
l.
3
,
p
p
.
2
2
4
–
2
3
4
,
2
0
1
9
.
[2
1
]
K.
Ha
ll
,
“
T
h
e
e
ff
e
c
ts
o
f
b
len
d
in
g
a
n
d
se
g
m
e
n
ti
n
g
d
e
c
o
d
i
n
g
stra
teg
ies
o
n
re
a
d
i
n
g
,
”
M
a
ste
r’s
T
h
e
se
s
Ca
rd
in
a
l
S
tr
it
c
h
Un
iv
e
rsit
y
M
il
w
a
u
k
e
e
,
W
isc
o
n
sin
,
2
0
1
5
.
[2
2
]
G
a
y
le
G
re
g
o
r
y
a
n
d
Ca
ro
ly
n
Ch
a
p
m
a
n
,
Diff
e
re
n
ti
a
ted
In
str
u
c
ti
o
n
a
l
S
tra
teg
ies
;
On
e
S
ize
Do
e
sn
’t
Fi
t
Al
l
,
3
rd
e
d
.
Ca
li
f
o
rn
ia:
Co
rw
in
P
re
ss
,
2
0
0
4
.
[2
3
]
M
.
No
rh
a
il
a
w
a
ti
,
e
t
a
l.
,
“
T
h
e
p
o
w
e
r
o
f
so
c
ial
n
e
t
w
o
rk
in
g
sites
:
S
tu
d
e
n
t
in
v
o
lv
e
m
e
n
t
to
wa
rd
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l
.
8
,
n
o
.
3
,
5
4
9
-
5
5
6
,
2
0
1
9
.
[2
4
]
K.
L
iza
a
n
d
E
.
A
n
d
riy
a
n
ti
,
“
Di
g
it
a
l
li
tera
c
y
sc
a
le
o
f
e
n
g
li
sh
p
r
e
-
se
rv
ic
e
t
e
a
c
h
e
rs
a
n
d
t
h
e
ir
p
e
rc
e
iv
e
d
re
a
d
in
e
ss
to
w
a
rd
th
e
a
p
p
li
c
a
ti
o
n
o
f
d
ig
it
a
l
tec
h
n
o
l
o
g
ies
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
L
e
a
rn
i
n
g
(
Ed
u
L
e
a
rn
)
,
v
o
l.
1
4
,
n
o
.
1
,
p
.
6
,
2
0
2
0
.
[2
5
]
S
.
L
.
Zo
rlu
o
ğ
lu
,
T
.
Erg
a
z
i,
a
n
d
Ş
.
Ese
r,
“
L
e
a
rn
in
g
p
ro
b
a
b
il
i
ty
o
f
4
th
g
ra
d
e
sc
ien
c
e
c
u
rricu
lu
m
lea
rn
in
g
o
u
tco
m
e
s
a
m
o
n
g
v
isu
a
ll
y
i
m
p
a
ired
stu
d
e
n
ts,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l
.
8
,
n
o
.
3
,
4
1
7
-
4
2
4
,
2
0
1
9
.
[2
6
]
N.
D.
S
.
Ch
e
tt
y
,
e
t
a
l.
,
“
L
e
a
r
n
in
g
sty
les
a
n
d
tea
c
h
in
g
st
y
les
d
e
term
in
e
stu
d
e
n
ts’
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
s,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
6
10
-
6
1
5
,
2
0
1
9
.
[2
7
]
A
.
Kız
ıl
a
sla
n
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
in
v
isu
a
ll
y
i
m
p
a
ired
stu
d
e
n
ts:
a
n
a
ly
sis
o
f
th
e
a
c
ti
v
it
ies
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
9
0
-
96
,
2
0
1
9
.
[2
8
]
A
sria
l,
S
y
a
h
rial,
D.
A
.
Ku
rn
iaw
a
n
,
P
.
Nu
g
ro
h
o
,
a
n
d
R
.
P
e
rd
a
n
a
,
“
Et
n
o
-
S
o
c
ial
Kn
o
w
led
g
e
:
Ho
w
D
o
e
s
Kn
o
w
led
g
e
o
f
th
e
b
a
si
c
sc
h
o
o
l
tea
c
h
e
rs i
n
I
n
d
o
n
e
sia
?
”
Ed
u
L
e
a
rn
,
v
o
l.
1
3
,
n
o
.
4
,
p
p
.
5
8
3
–
2
8
8
,
2
0
1
9
.
[2
9
]
S
.
Ba
k
ir
,
“
T
h
e
m
u
lt
icu
lt
u
ra
l
e
x
p
e
rien
c
e
s,
a
tt
it
u
d
e
s
a
n
d
e
f
f
ic
a
c
y
p
e
rc
e
p
ti
o
n
s
o
f
p
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
2
1
2
-
2
2
0
,
2
0
2
0
.
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
I
n
clu
s
ive
ed
u
ca
tio
n
s
ervices f
o
r
th
e
b
lin
d
:
V
a
lu
es,
r
o
les,
a
n
d
ch
a
ll
en
g
es o
f
…
(
A
lies
P
o
etr
i Lin
ta
n
g
s
a
r
i
)
447
[3
0
]
Nith
y
a
D
e
w
i
S
u
b
ra
m
a
n
ia
m
Ch
e
tt
y
,
L
in
a
Ha
n
d
a
y
a
n
i,
No
o
r
A
z
id
a
Bin
ti
S
a
h
a
b
u
d
in
,
Zu
ra
i
n
a
A
li
,
No
rh
a
sy
i
m
a
h
Ha
m
z
a
h
,
a
n
d
S
h
a
h
re
e
n
Ka
sim
,
“
L
e
a
rn
in
g
st
y
les
a
n
d
tea
c
h
i
n
g
sty
l
e
s
d
e
term
in
e
stu
d
e
n
ts’
a
c
a
d
e
m
ic
p
e
rf
o
r
m
a
n
c
e
s,”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
6
1
0
-
6
1
5
,
2
0
1
9
.
[3
1
]
T
.
D.
A
tala
y
,
“
L
e
a
rn
in
g
st
y
l
e
s
a
n
d
tea
c
h
e
r
e
ff
i
c
a
c
y
a
m
o
n
g
p
ro
sp
e
c
ti
v
e
tea
c
h
e
rs
b
a
se
d
o
n
d
iv
e
rse
v
a
ri
a
b
les
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E
),
v
o
l.
8
,
n
o
.
3
,
p
p
.
4
8
4
-
4
9
4
,
2
0
1
9
.
[3
2
]
A
.
M
.
Je
b
b
a
a
n
d
N
.
N.
Um
a
ru
,
“
T
h
e
ro
le
o
f
so
c
ial
m
e
d
ia
in
re
sh
a
p
in
g
t
h
e
a
c
a
d
e
m
ic
a
c
ti
v
it
ies
o
f
v
o
c
a
ti
o
n
a
l
a
n
d
tec
h
n
ica
l
e
d
u
c
a
ti
o
n
lec
tu
re
rs
in
N
ig
e
ria,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(
IJ
ER
E
),
v
o
l.
8
,
n
o
.
4
,
p
p
.
7
3
5
-
7
4
1
,
2
0
1
9
.
[3
3
]
F
.
K.
Ş
e
m
in
,
“
Co
m
p
e
ten
c
ies
o
f
p
rin
c
i
p
a
ls
in
e
n
su
r
in
g
su
sta
in
a
b
le
e
d
u
c
a
ti
o
n
:
T
e
a
c
h
e
rs’
v
ie
ws
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(
IJ
ER
E
),
v
o
l
.
8
,
n
o
.
2
,
p
p
.
2
0
1
-
2
12
,
2
0
1
9
.
[3
4
]
G
.
T
u
lu
k
a
n
d
İ
.
Ke
p
c
e
o
ğ
lu
,
“
P
r
e
-
se
rv
ic
e
tea
c
h
e
rs’
we
b
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
w
led
g
e
a
n
d
o
n
li
n
e
in
f
o
rm
a
ti
o
n
se
a
rc
h
in
g
stra
teg
ies
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
t
io
n
(
IJ
ER
E
),
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
2
9
-
2
3
6
,
2
0
1
9
.
[3
5
]
I.
Em
a
li
a
n
a
a
n
d
I.
Is
m
a
rit
a
,
“
E
F
L
stu
d
e
n
ts’
o
n
li
n
e
lea
rn
i
n
g
:
e
p
istem
ic
b
e
li
e
f
s
d
e
ter
m
in
e
lea
rn
in
g
stra
teg
ies
,
”
Ed
u
c
a
FL
,
v
o
l.
2
,
n
o
.
2
,
2
0
1
9
.
[3
6
]
I.
E.
R
o
b
iy
a
n
sa
h
,
M
u
d
ji
to
,
a
n
d
M
u
rtad
l
o
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
i
n
c
lu
siv
e
e
d
u
c
a
ti
o
n
m
a
n
a
g
e
m
e
n
t
m
o
d
e
l:
P
ra
c
ti
c
a
l
g
u
id
e
li
n
e
s f
o
r
lea
rn
in
g
i
n
i
n
c
lu
siv
e
sc
h
o
o
l,
”
Ed
u
L
e
a
rn
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
8
0
-
86,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.