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The dev
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M
a
n
y
fu
t
u
re
st
u
d
ies
h
a
v
e
b
e
e
n
d
e
v
e
lo
p
e
d
b
y
sc
ien
ti
sts
to
d
a
y
in
t
h
e
fo
rm
o
f
m
e
th
o
d
s,
m
o
d
e
ls,
stra
teg
ies
,
a
n
d
tec
h
n
i
q
u
e
s
in
imp
r
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v
i
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g
stu
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t
lea
rn
i
n
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o
u
tco
m
e
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th
a
t
a
re
o
rien
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t
o
p
s
y
c
h
o
l
o
g
y
a
n
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t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
stu
d
e
n
ts'
in
telli
g
e
n
c
e
.
On
e
o
f
t
h
e
late
st
in
n
o
v
a
ti
o
n
s
in
lea
rn
in
g
o
ffe
re
d
i
n
t
h
is
stu
d
y
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th
e
h
o
m
o
g
e
n
e
it
y
p
s
y
c
h
o
c
o
g
n
it
i
o
n
(HPC)
stra
teg
y
.
Th
e
re
se
a
rc
h
o
b
jec
ti
v
e
wa
s
to
d
e
v
e
lo
p
th
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tes
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in
g
stra
teg
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in
p
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y
sic
a
l
e
d
u
c
a
ti
o
n
,
sp
o
rts,
a
n
d
h
e
a
lt
h
lea
rn
i
n
g
.
T
h
is
d
e
v
e
lo
p
m
e
n
t
re
se
a
rc
h
u
se
s
a
4
D
m
o
d
e
l
c
o
n
sistin
g
o
f
fo
u
r
sta
g
e
s:
d
e
fin
e
,
d
e
sig
n
,
d
e
v
e
l
o
p
,
a
n
d
d
isse
m
in
a
te
to
p
r
o
d
u
c
e
p
ro
d
u
c
ts
in
th
e
fo
rm
o
f
a
n
HPC
lea
rn
i
n
g
str
a
teg
y
.
Th
is
st
u
d
y
in
v
o
l
v
e
d
1
1
5
e
lem
e
n
tary
sc
h
o
o
l
st
u
d
e
n
ts
in
se
v
e
ra
l
sa
m
p
le
sc
h
o
o
ls
i
n
Am
b
o
n
Cit
y
a
s
p
a
rti
c
ip
a
n
ts.
Th
is
stu
d
y
f
o
u
n
d
t
h
a
t
th
e
HP
C
lea
rn
in
g
stra
teg
y
h
a
d
b
e
e
n
d
e
v
e
lo
p
e
d
fo
ll
o
wi
n
g
th
e
re
lev
a
n
t
d
e
v
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o
p
m
e
n
t
d
irec
ti
o
n
s a
n
d
p
r
o
c
e
d
u
re
s.
T
h
e
v
a
li
d
a
ti
o
n
o
f
t
h
e
HPC
stra
teg
y
b
y
e
x
p
e
rts
i
n
d
ica
tes
th
a
t
th
e
HPC
stra
teg
y
is
fe
a
sib
le
to
imp
lem
e
n
t
with
d
u
e
re
g
a
r
d
to
m
in
o
r
re
v
isi
o
n
s.
Th
e
re
su
l
ts
o
f
sm
a
ll
a
n
d
m
e
d
iu
m
-
sc
a
le
tri
a
ls
sh
o
w
th
a
t
t
h
e
HPC
stra
teg
y
c
a
n
imp
r
o
v
e
st
u
d
e
n
t
lea
rn
i
n
g
o
u
tco
m
e
s
.
K
ey
w
o
r
d
s
:
E
lem
en
tar
y
s
ch
o
o
l
Ho
m
o
g
en
eity
p
s
y
ch
o
co
g
n
itio
n
Sp
o
r
t e
d
u
ca
tio
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
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Alb
er
tu
s
Fen
an
lam
p
ir
Dep
ar
tm
en
t o
f
Ph
y
s
ical
E
d
u
ca
tio
n
,
Hea
lth
an
d
R
ec
r
ea
tio
n
,
F
ac
u
lty
o
f
T
ea
c
h
er
T
r
ain
in
g
a
n
d
E
d
u
ca
tio
n
Pattimu
r
a
Un
iv
er
s
ity
Am
b
o
n
,
I
n
d
o
n
esia
E
m
ail:
f
en
an
lam
p
ir
2
9
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
B
asically
,
in
lear
n
in
g
ac
tiv
ities
,
teac
h
er
s
ca
n
ap
p
ly
v
a
r
io
u
s
f
o
r
m
s
o
f
ap
p
r
o
ac
h
in
ac
co
r
d
an
ce
with
th
e
co
n
d
itio
n
s
o
f
th
e
class
[
1
]
,
th
e
m
ater
ial
to
b
e
lear
n
e
d
[
2
]
,
a
n
d
th
e
lev
el
o
f
th
e
e
d
u
ca
tio
n
a
l
u
n
it,
f
o
r
ex
am
p
le,
elem
en
tar
y
s
ch
o
o
l
[
3
]
.
E
ac
h
o
f
th
e
v
ar
io
u
s
ap
p
r
o
ac
h
es
u
s
ed
h
as
its
ad
v
an
tag
es
an
d
lim
itati
o
n
s
,
s
o
th
e
teac
h
er
m
u
s
t
b
e
s
k
illed
an
d
m
u
s
t
m
aster
th
e
teac
h
i
n
g
m
ater
ial
in
ad
d
itio
n
to
th
e
m
o
d
els
a
n
d
lear
n
in
g
m
eth
o
d
s
will
b
e
u
s
ed
.
I
n
g
en
er
al,
th
e
ap
p
r
o
ac
h
es
th
at
a
r
e
o
f
ten
u
s
ed
b
y
te
ac
h
er
s
ar
e
teac
h
er
-
ce
n
ter
ed
le
ar
n
in
g
an
d
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
i
n
g
,
r
e
g
ar
d
less
o
f
wh
at
lear
n
in
g
s
tr
ateg
ies,
m
eth
o
d
s
o
r
tec
h
n
iq
u
es will b
e
u
s
ed
b
y
teac
h
er
s
[
4
]
.
Mo
d
els,
ap
p
r
o
ac
h
es,
s
tr
ateg
ies,
an
d
lear
n
in
g
m
eth
o
d
s
h
av
e
b
ee
n
d
ev
elo
p
ed
b
y
ex
p
e
r
ts
an
d
ar
e
u
s
ed
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
[
5
]
.
B
asically
,
th
e
teac
h
er
o
n
ly
p
ay
s
atten
tio
n
to
t
h
e
ex
ten
t
to
wh
ic
h
lear
n
in
g
o
b
jectiv
es
ca
n
b
e
a
ch
iev
ed
,
b
y
m
an
ip
u
latin
g
th
e
f
u
ll
p
o
ten
tial
o
f
s
tu
d
en
ts
with
o
u
t
r
eg
ar
d
to
p
s
y
ch
iatr
ic,
tr
au
m
atic
b
ac
k
g
r
o
u
n
d
s
d
u
e
to
u
n
p
leasan
t
o
r
b
a
d
lear
n
in
g
ex
p
e
r
ien
ce
s
in
th
e
ey
es
o
f
s
tu
d
en
ts
[
6
]
.
Ma
n
y
teac
h
er
b
eh
av
io
r
s
ar
e
a
n
n
o
y
in
g
an
d
u
n
f
r
ie
n
d
ly
th
at
o
f
ten
ac
ce
n
tu
ate
th
e
ch
a
r
ac
ter
o
f
h
ar
d
,
f
ir
m
an
d
r
ig
id
.
E
v
en
with
v
ar
i
o
u
s
v
e
r
b
al
th
r
ea
ts
as
well
as
p
h
y
s
ical
p
u
n
is
h
m
en
t,
th
ey
s
ev
er
ely
less
en
th
e
co
u
r
ag
e
an
d
in
tellig
en
ce
o
f
s
tu
d
e
n
ts
to
ex
p
l
o
r
e
th
em
s
elv
es o
p
tim
ally
[
7
]
.
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
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
0
4
7
-
1
0
5
9
1048
Dis
cu
s
s
io
n
s
with
teac
h
er
s
in
I
n
d
o
n
esia
o
n
v
ar
io
u
s
o
cc
asio
n
s
ab
o
u
t
th
e
m
aster
y
o
f
th
e
m
a
ter
ial
an
d
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
d
u
r
in
g
lear
n
in
g
at
s
ch
o
o
l
,
esp
e
cially
th
o
s
e
u
s
in
g
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
els,
s
h
o
ws
1
0
0
%
o
f
th
e
teac
h
er
s
ag
r
ee
d
th
at
in
th
e
d
iv
is
io
n
o
f
g
r
o
u
p
s
,
s
tu
d
en
ts
n
ee
d
to
p
ay
at
ten
tio
n
to
th
e
lev
el
o
f
s
tu
d
e
n
t
in
tellig
en
ce
.
T
h
is
is
r
eq
u
ir
e
d
s
o
th
e
lea
r
n
in
g
p
r
o
ce
s
s
ca
n
r
u
n
o
p
tim
ally
,
an
d
u
ltima
tely
,
th
e
g
o
als
ex
p
ec
ted
b
y
th
e
g
r
o
u
p
ca
n
ac
h
iev
e
g
o
o
d
lear
n
in
g
o
u
tc
o
m
e
s
[
8
]
.
Fro
m
th
e
in
p
u
t,
it
is
k
n
o
wn
th
at
th
er
e
is
a
k
in
d
o
f
d
is
cr
im
in
atio
n
i
n
th
e
tr
ea
tm
en
t
o
n
“
wea
k
”
s
tu
d
en
ts
o
r
th
o
s
e
wh
o
h
a
v
e
l
o
w
ac
ad
em
ic
ab
ilit
y
,
o
r
t
h
e
“slo
w
lear
n
er
s
”
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
er
e
is
a
k
in
d
o
f
tim
e
d
is
cr
im
in
atio
n
o
r
a
k
in
d
o
f
co
er
cio
n
in
ca
p
tu
r
in
g
teac
h
in
g
m
ater
ials
an
d
in
co
m
p
letin
g
wo
r
k
.
T
h
i
s
is
b
ec
au
s
e
lear
n
in
g
o
u
tco
m
es
ar
e
alwa
y
s
tak
en
in
d
iv
id
u
ally
,
wh
e
r
ea
s
th
e
lear
n
in
g
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t
in
g
r
o
u
p
s
.
B
y
en
co
u
r
ag
in
g
g
r
o
u
p
lear
n
i
n
g
,
th
e
teac
h
er
h
as ig
n
o
r
ed
in
d
iv
id
u
al
d
if
f
er
en
ce
s
in
af
f
ec
tio
n
,
co
g
n
i
tio
n
,
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ai
n
.
T
h
is
lead
s
to
s
ev
er
al
th
o
u
g
h
ts
wh
ich
ca
n
b
e
d
escr
ib
e
d
as:
1
)
Stu
d
en
ts
wh
o
ar
e
wea
k
,
n
o
t
s
m
ar
t
o
r
s
lo
w,
m
u
s
t
f
o
llo
w
th
e
p
ath
o
f
th
in
k
in
g
o
f
s
m
ar
ter
s
tu
d
en
ts
t
h
at
m
o
r
e
o
f
th
eir
n
o
d
s
a
r
e
o
n
l
y
d
o
n
e
as
a
s
ig
n
o
f
ag
r
ee
m
en
t
o
n
an
o
p
i
n
io
n
in
s
te
ad
o
f
an
o
p
in
io
n
;
2
)
Sm
ar
t
s
tu
d
en
ts
o
f
ten
ig
n
o
r
e
th
e
in
p
u
t
f
r
o
m
wea
k
s
tu
d
en
ts
b
ec
au
s
e
o
f
th
eir
ass
u
m
ed
s
lo
w
th
in
k
in
g
a
b
i
lity
;
3
)
No
t
all
s
tu
d
en
ts
ar
e
h
ap
p
ily
o
r
wh
o
leh
ea
r
ted
ly
tau
g
h
t
o
r
in
s
tr
u
cted
b
y
p
ee
r
s
(
s
tu
d
en
ts
'
attitu
d
es
ar
e
g
en
er
ally
n
o
s
y
,
t
au
n
tin
g
ea
ch
o
th
er
,
i
n
s
u
ltin
g
t
h
e
p
o
o
r
,
wea
k
an
d
s
lo
w)
;
4
)
Ma
n
y
s
tu
d
en
ts
n
ee
d
wo
r
k
q
u
ietly
s
o
wo
r
k
in
g
t
o
g
eth
er
in
g
r
o
u
p
s
will
b
e
v
er
y
d
is
tu
r
b
in
g
to
th
eir
cr
ea
tiv
e
th
in
k
in
g
;
5
)
Stu
d
en
ts
wh
o
h
av
e
tr
au
m
atic
co
n
s
eq
u
en
ce
s
o
f
p
o
o
r
o
r
u
n
p
leasan
t
lear
n
in
g
ex
p
er
ien
ce
s
f
r
o
m
teac
h
e
r
s
(
th
o
s
e
wh
o
a
r
e
r
u
d
e,
im
p
atien
t,
an
g
r
y
o
r
p
u
n
itiv
e)
p
r
ef
e
r
wo
r
k
in
g
s
ep
ar
at
ely
with
o
u
t
teac
h
er
s
u
p
er
v
is
io
n
;
6
)
I
n
a
s
h
o
r
t
-
tim
ed
task
s
,
wea
k
s
tu
d
en
ts
b
e
co
m
e
h
asty
in
co
m
p
letin
g
th
eir
wo
r
k
s
o
th
at
th
e
lear
n
in
g
r
esu
lts
b
ec
o
m
e
in
c
o
m
p
lete,
u
n
f
in
is
h
e
d
o
r
in
c
o
r
r
ec
t.
B
ased
o
n
th
e
f
ac
ts
an
d
co
n
d
itio
n
s
,
th
e
ex
is
ten
ce
o
f
a
co
o
p
er
ativ
e
m
eth
o
d
th
at
in
v
o
lv
es
d
iv
er
s
ity
,
to
g
eth
e
r
n
e
s
s
an
d
s
u
p
p
o
r
t
f
r
o
m
class
m
ates
is
a
p
o
s
it
iv
e
th
in
g
th
at
ca
n
h
el
p
to
ac
h
iev
e
m
ast
er
y
lear
n
i
n
g
[
9
]
.
H
o
wev
er
,
f
r
o
m
v
ar
i
o
u
s
b
ac
k
g
r
o
u
n
d
s
o
f
le
ar
n
in
g
e
x
p
er
ie
n
ce
s
,
m
aster
y
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
ese
s
tu
d
en
ts
ca
n
b
e
v
er
y
h
elp
f
u
l
b
u
t
ar
e
also
u
s
u
ally
v
e
r
y
d
is
tu
r
b
in
g
t
o
th
e
co
n
ce
n
tr
atio
n
o
f
o
t
h
er
s
tu
d
e
n
ts
'
lear
n
in
g
,
esp
ec
ially
in
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
a
b
ilit
ies.
T
h
u
s
,
it
is
n
ec
ess
ar
y
to
d
ev
elo
p
a
lear
n
in
g
s
tr
ateg
y
th
at
is
ass
es
s
ed
to
f
ac
ilit
ate
s
tu
d
en
ts
with
lo
w
a
ca
d
em
ic
ab
ilit
ies
s
o
th
at
th
ey
ca
n
e
n
jo
y
c
o
m
f
o
r
tab
l
e
an
d
co
e
r
cio
n
-
f
r
ee
lear
n
i
n
g
,
a
n
d
ac
h
iev
e
o
p
tim
al
lear
n
in
g
o
u
tco
m
es.
T
h
e
r
esu
lts
o
f
th
e
d
ev
elo
p
m
e
n
t
o
f
HPC
lear
n
in
g
s
tr
ateg
ies
ca
n
b
e
u
s
ed
to
p
r
o
v
id
e
i
n
f
o
r
m
atio
n
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
in
v
ar
io
u
s
s
u
b
jects
at
th
e
elem
en
tar
y
lev
el
an
d
o
t
h
er
lev
els.
HPC
is
a
n
ew
s
tr
ateg
y
th
at
h
as
n
ev
er
b
ee
n
d
e
v
elo
p
ed
in
an
y
h
em
is
p
h
er
e.
R
elate
d
to
th
is
,
in
o
r
d
er
t
o
en
ab
l
e
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
to
ac
h
iev
e
th
e
e
x
p
e
cted
g
o
als,
th
e
f
ac
to
r
o
f
tim
e
d
u
r
atio
n
,
i
n
te
llig
en
ce
,
an
d
lear
n
in
g
m
o
d
els
ar
e
th
e
im
p
o
r
tan
t
in
d
icato
r
s
to
ex
am
in
e
its
co
n
n
ec
tiv
ity
an
d
its
e
f
f
ec
t
o
n
th
e
ac
h
iev
em
en
t
o
f
lear
n
in
g
o
u
tc
o
m
es.
T
h
ese
im
p
o
r
tan
t
in
d
icato
r
s
ar
e
th
e
f
o
c
u
s
an
d
t
h
e
s
tr
en
g
th
o
f
th
is
in
tellig
en
ce
h
o
m
o
g
en
eity
s
tr
ateg
y
,
esp
ec
iall
y
f
o
r
wea
k
s
tu
d
e
n
ts
an
d
s
lo
w
-
le
ar
n
er
s
.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
is
s
tu
d
y
is
to
an
aly
ze
t
h
e
ef
f
ec
t o
f
t
h
e
HPC
s
tr
ateg
y
o
n
p
r
im
ar
y
s
ch
o
o
l stu
d
en
ts
’
lear
n
in
g
o
u
tc
o
m
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
urpo
s
e
o
f
re
s
ea
rc
h
T
h
is
r
esear
ch
was
a
d
ev
elo
p
m
en
t
r
esear
ch
u
s
in
g
th
e
4
D
d
ev
elo
p
m
e
n
t
m
o
d
el
[
1
0
]
.
De
v
elo
p
m
en
t
r
esear
ch
is
ca
r
r
ied
o
u
t
t
o
d
ev
elo
p
lear
n
in
g
s
tr
ateg
ies
u
s
in
g
th
e
T
h
iag
ar
ajaa
n
(
4
D)
m
o
d
el
,
wh
ich
co
n
s
is
ts
o
f
f
o
u
r
s
tag
es:
1
)
Def
in
e
:
At
th
i
s
s
tag
e,
cu
r
r
icu
lu
m
an
aly
s
is
c
ar
r
ied
o
u
t
i
n
clu
d
es
task
an
aly
s
is
an
d
an
aly
s
is
o
f
s
tu
d
en
t
ch
ar
ac
ter
is
tics
.
Als
o
,
th
e
m
ain
th
i
n
g
to
d
o
is
to
an
al
y
ze
s
ev
er
al
lear
n
i
n
g
th
e
o
r
ies
th
at
f
o
r
m
th
e
b
asis
f
o
r
d
ev
elo
p
in
g
HPC
lear
n
in
g
s
tr
ateg
ies.
I
n
its
im
p
lem
en
ta
tio
n
,
th
e
s
tr
ateg
y
will
b
e
c
o
n
d
u
cted
t
h
r
o
u
g
h
th
e
cu
r
r
icu
lu
m
u
s
ed
in
s
ch
o
o
ls
to
d
ay
,
th
e
2
0
1
3
C
u
r
r
icu
l
u
m
;
2
)
Desig
n
:
I
n
th
is
p
h
ase,
an
aly
s
es
o
f
th
e
teac
h
e
r
'
s
co
n
d
itio
n
,
th
e
av
ailab
ilit
y
o
f
lear
n
in
g
r
eso
u
r
ce
s
s
u
ch
as
clas
s
r
o
o
m
co
n
d
itio
n
s
,
teac
h
er
an
d
s
tu
d
en
t
h
an
d
b
o
o
k
s
ar
e
d
o
n
e.
T
h
e
g
o
al
is
to
p
r
ep
ar
e
a
p
r
o
to
ty
p
e
o
f
lear
n
in
g
s
tr
a
teg
ies.
T
h
en
at
th
is
s
tag
e,
th
e
lear
n
in
g
s
tr
ateg
y
is
d
ev
elo
p
e
d
;
3
)
Dev
elo
p
:
T
h
is
s
tag
e
is
ca
r
r
ied
o
u
t
b
y
r
ev
ie
win
g
th
e
d
r
af
t
o
f
lear
n
in
g
s
tr
ateg
y
d
ev
elo
p
m
en
t
wr
itten
b
y
lear
n
in
g
ex
p
er
ts
/v
alid
ato
r
s
,
d
o
in
g
r
e
v
is
io
n
s
,
an
d
co
n
d
u
cti
n
g
tr
ials
to
s
ev
er
al
class
teac
h
er
s
an
d
s
tu
d
en
ts
in
th
r
ee
s
ch
o
o
ls
.
Vali
d
ato
r
s
in
v
o
lv
ed
in
th
is
s
tag
e
ar
e
lear
n
in
g
ex
p
er
ts
/tech
n
o
lo
g
i
s
ts
,
lear
n
in
g
d
esig
n
ex
p
er
ts
,
an
d
lear
n
in
g
m
ater
i
al
ex
p
er
ts
;
4
)
Dis
s
em
in
ate
:
I
n
th
is
s
tag
e,
th
e
lear
n
in
g
d
ev
ice
p
r
o
d
u
cts
ar
e
ex
ten
s
iv
ely
test
ed
in
a
n
u
m
b
er
o
f
way
s
b
y
r
ef
er
r
in
g
to
th
e
m
i
x
ed
m
eth
o
d
r
esear
ch
p
atter
n
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
re
s
ea
rc
h sa
m
ples
T
h
e
p
o
p
u
latio
n
in
th
is
s
tu
d
y
was
f
o
u
r
g
r
a
d
e
a
n
d
f
if
th
elem
en
tar
y
s
ch
o
o
l
s
tu
d
e
n
ts
f
r
o
m
f
o
u
r
s
ch
o
o
ls
in
Am
b
o
n
C
ity
.
W
h
ile
th
e
s
a
m
p
le
r
elate
s
to
th
e
s
tag
e
o
f
r
esear
ch
b
ein
g
d
o
n
e.
T
h
e
n
u
m
b
er
o
f
p
r
o
d
u
ct
tr
ial
s
am
p
les
f
o
r
s
m
all
s
c
ales
was
4
8
s
tu
d
en
ts
an
d
th
e
m
ed
iu
m
s
ca
le
tr
ials
ar
e
1
1
5
s
tu
d
en
ts
.
I
n
th
e
d
ef
in
e
p
h
ase,
th
e
in
itial
s
tu
d
y
was
ca
r
r
ied
o
u
t
b
y
in
v
o
lv
in
g
s
tu
d
en
ts
an
d
teac
h
er
s
.
All
s
tag
es
o
f
r
esear
ch
d
ev
elo
p
m
en
t
(
d
ef
in
e,
d
esig
n
,
a
n
d
d
ev
elo
p
)
we
r
e
ca
r
r
ied
o
u
t
at
all
r
esear
c
h
lo
ca
tio
n
s
.
At
th
e
d
ev
elo
p
m
e
n
t
s
tag
e,
r
esear
ch
er
s
d
eter
m
in
e
d
3
-
4
elem
en
tar
y
p
ilo
t
p
r
o
jects
f
o
r
th
e
b
en
ef
it
o
f
t
esti
n
g
th
e
lear
n
in
g
d
ev
ice.
I
t
was
p
lan
n
ed
th
at
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
Th
e
d
ev
elo
p
men
t
o
f h
o
mo
g
en
e
ity
p
s
yc
h
o
co
g
n
itio
n
lea
r
n
in
g
s
tr
a
teg
y
in
… (
A
lb
ertu
s
F
en
a
n
la
mp
ir
)
1049
n
u
m
b
er
o
f
s
tu
d
en
ts
in
v
o
lv
ed
will
r
ea
ch
1
0
0
-
1
2
5
s
tu
d
e
n
ts
in
s
ch
o
o
ls
d
ete
r
m
in
ed
b
y
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
I
n
th
is
s
tag
e,
s
tu
d
en
ts
f
r
o
m
f
o
u
r
g
r
a
d
e
an
d
f
if
t
h
an
d
teac
h
i
n
g
p
r
ac
titi
o
n
er
s
an
d
lear
n
in
g
p
r
ac
titi
o
n
er
s
was
in
v
o
lv
ed
in
r
ev
is
in
g
th
e
d
ev
el
o
p
ed
lear
n
in
g
p
r
o
d
u
cts.
B
ef
o
r
e
en
ter
in
g
th
e
d
is
s
em
in
ate
s
tag
e,
a
less
o
n
s
tu
d
y
was
co
n
d
u
cted
to
eq
u
alize
p
e
r
ce
p
t
io
n
s
an
d
tr
ea
tm
e
n
ts
in
lear
n
in
g
in
r
esear
ch
ac
tiv
ities
at
th
at
s
tag
e.
2
.
3
.
Resea
rc
h ins
t
rum
ent
I
n
s
tr
u
m
en
ts
in
d
ev
elo
p
m
en
t
r
esear
ch
wer
e
in
clu
d
e
d
:
1
)
De
v
elo
p
m
en
t
p
r
o
d
u
ct
v
alid
atio
n
s
h
ee
ts
;
2
)
Qu
esti
o
n
n
air
e
r
esp
o
n
s
es
o
f
s
t
u
d
en
ts
o
n
in
d
iv
i
d
u
al
tr
ials
,
s
m
all
g
r
o
u
p
s
,
an
d
b
r
o
ad
-
s
ca
le;
3
)
Ob
s
er
v
atio
n
s
h
ee
t,
s
tu
d
en
t
r
esp
o
n
s
e
q
u
esti
o
n
n
ai
r
e,
in
ter
v
iew
g
u
id
e,
a
n
d
f
ie
ld
n
o
tes
d
u
r
in
g
th
e
s
tu
d
y
;
4
)
I
n
s
tr
u
m
en
ts
o
f
q
u
an
titativ
e
d
ata
m
ea
s
u
r
e
m
e
n
t
wh
ich
co
n
s
is
t
o
f
p
r
etest
an
d
p
o
s
ttes
t
q
u
esti
o
n
s
to
m
ea
s
u
r
e
co
g
n
itiv
e
(
th
eo
r
etica
l)
an
d
p
s
y
c
h
o
m
o
to
r
(
p
r
ac
tical)
lear
n
i
n
g
o
u
tc
o
m
es.
T
est
q
u
esti
o
n
s
wer
e
d
ev
elo
p
ed
b
ased
o
n
s
u
b
jects,
g
r
ad
e
lev
els,
th
em
es/
s
u
b
-
th
em
es tem
p
o
r
ar
ily
tau
g
h
t
.
2
.
4
.
T
ec
hn
ic
o
f
da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
d
ata
wer
e
an
aly
z
ed
d
escr
ip
tiv
ely
q
u
a
n
titativ
ely
an
d
q
u
alitativ
ely
b
y
p
ay
in
g
at
ten
tio
n
to
s
ev
er
al
p
r
er
eq
u
is
ite
test
s
ac
co
r
d
in
g
to
r
esear
ch
in
ter
ests
.
E
x
p
er
t
v
alid
atio
n
d
ata
an
d
s
m
all,
m
ed
iu
m
an
d
lar
g
e
g
r
o
u
p
tr
ials
wer
e
an
aly
ze
d
with
p
er
ce
n
ta
g
es a
n
d
d
escr
ib
ed
q
u
alitativ
ely
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
B
a
ck
g
ro
un
d o
n H
P
C
dev
elo
pm
ent
HPC
lear
n
in
g
s
tr
ateg
ies ar
e
d
ev
elo
p
ed
b
ased
o
n
th
e
r
esu
lts
o
f
o
b
s
er
v
atio
n
s
an
d
s
u
r
v
e
y
s
co
n
d
u
cted
s
o
f
ar
o
n
lear
n
i
n
g
in
s
ch
o
o
ls
,
esp
ec
ially
in
co
o
p
er
ativ
e
l
ea
r
n
in
g
p
r
ac
tices.
C
o
o
p
er
ativ
e
lear
n
in
g
in
its
im
p
lem
en
tatio
n
p
r
i
o
r
itizes
h
eter
o
g
en
eity
o
f
g
r
o
u
p
m
e
m
b
er
s
f
r
o
m
v
ar
i
o
u
s
asp
ec
ts
,
in
clu
d
in
g
asp
ec
ts
o
f
co
g
n
itiv
e
ab
ilit
ies.
B
ased
o
n
o
b
s
er
v
atio
n
s
o
f
th
e
p
r
ac
tice
o
f
co
o
p
e
r
ativ
e
lear
n
in
g
,
an
d
/o
r
o
th
er
lear
n
in
g
th
at
m
an
ag
es
s
tu
d
en
ts
in
s
tu
d
y
g
r
o
u
p
s
,
it
a
p
p
ea
r
s
t
h
at
s
tu
d
en
ts
with
m
o
d
er
ate
co
g
n
itiv
e
a
b
i
liti
es,
esp
ec
ially
h
ig
h
co
g
n
itiv
e
ab
ilit
ies,
d
o
m
in
ate
l
ea
r
n
in
g
m
o
r
e,
wh
ile
s
tu
d
en
ts
with
lo
w
co
g
n
itiv
e
ab
ilit
ies
te
n
d
to
b
e
ig
n
o
r
ed
.
As
if
s
u
ch
lear
n
in
g
d
o
es
n
o
t
p
r
o
v
id
e
co
m
f
o
r
tab
le
an
d
en
jo
y
a
b
le
lear
n
in
g
f
o
r
s
u
ch
s
tu
d
en
t
s
b
ec
au
s
e
th
ey
a
r
e
u
n
d
er
p
s
y
c
h
o
lo
g
i
ca
l
p
r
ess
u
r
e,
f
ea
r
,
d
o
u
b
t,
an
d
u
n
co
n
f
id
en
t
i
n
d
ev
elo
p
i
n
g
th
eir
p
o
te
n
tial.
T
h
e
g
r
o
u
p
s
ee
m
s
to
b
e
co
n
tr
o
lled
o
n
l
y
b
y
ce
r
tain
p
eo
p
le
w
h
o
ar
e
c
o
n
s
id
er
ed
ab
le.
Alth
o
u
g
h
i
n
f
ac
t
s
tu
d
en
ts
with
lo
w
co
g
n
itiv
e
ab
ilit
ies
ar
e
also
alwa
y
s
en
co
u
r
ag
ed
to
co
n
v
ey
id
ea
s
an
d
s
h
o
w
ac
tiv
e
p
ar
ticip
atio
n
in
lea
r
n
in
g
,
u
n
f
o
r
tu
n
ately
m
o
s
t
s
tu
d
en
ts
with
s
u
ch
ab
ili
ties
h
av
e
n
o
t
b
ee
n
ab
le
to
s
h
o
w
an
y
m
ea
n
in
g
f
u
l
ch
a
n
g
es
in
lear
n
in
g
,
wh
et
h
er
d
u
e
to
lack
o
f
in
ter
n
al
m
o
tiv
a
tio
n
an
d
m
etac
o
g
n
itio
n
awa
r
e
n
ess
,
a
les
s
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
o
r
u
n
m
ax
im
ized
lear
n
in
g
m
a
n
ag
em
en
t.
T
h
ese
k
in
d
s
o
f
s
tu
d
e
n
t
s
ar
e
r
elu
ctan
t
to
b
e
ac
tiv
ely
i
n
v
o
lv
e
d
in
lear
n
in
g
d
u
e
to
s
ev
er
al
f
ac
to
r
s
,
in
cl
u
d
e
h
av
i
n
g
a
f
ea
r
o
f
s
p
ea
k
in
g
o
r
ex
p
r
ess
in
g
o
p
in
io
n
s
to
o
th
er
s
b
ec
a
u
s
e
th
ey
r
ec
o
g
n
ized
th
em
s
elv
es
as
lim
i
ted
o
r
wea
k
.
Su
r
ely
in
s
u
c
h
s
it
u
atio
n
,
a
n
y
th
in
g
d
o
n
e
is
wr
o
n
g
o
r
n
o
t
n
ec
ess
ar
ily
tr
u
e.
An
o
th
er
is
th
e
in
f
er
io
r
ity
f
ac
to
r
,
wh
ich
is
th
e
s
tu
d
en
ts
r
ea
lize
th
at
th
e
y
a
r
e
less
s
ig
n
i
f
ican
t
co
m
p
ar
ed
to
o
th
er
s
tu
d
en
ts
wh
o
a
r
e
alwa
y
s
ca
lled
o
n
b
y
th
e
teac
h
er
,
a
r
e
alwa
y
s
d
ep
en
d
ab
le
a
n
d
r
es
p
ec
ted
in
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
s
tu
d
en
ts
also
f
e
el
b
ash
f
u
l
b
ec
a
u
s
e
o
f
th
eir
lim
ited
in
tellectu
al
co
n
d
itio
n
c
o
m
p
ar
ed
to
o
t
h
er
s
.
Su
ch
em
o
tio
n
al
c
o
n
d
itio
n
s
al
s
o
d
is
co
u
r
ag
e
th
em
o
r
m
a
k
e
th
em
lack
f
o
r
s
elf
-
co
n
f
id
en
ce
.
T
h
ey
m
a
y
also
b
eliev
e
th
a
t
th
ey
ca
n
n
o
t
ca
tch
u
p
with
th
eir
class
m
ate
s
.
T
h
is
n
eg
ativ
e
p
er
ce
p
tio
n
ca
n
a
f
f
ec
t
s
tu
d
en
ts
'
s
elf
-
co
n
ce
p
ts
as we
ll a
s
ex
p
ec
tatio
n
s
f
o
r
th
eir
ed
u
ca
tio
n
al
attain
m
en
t
[
1
1
]
3
.
2
.
H
P
C
lea
rning
s
t
ra
t
eg
ies
3
.
2
.
1
.
Unde
rst
a
nd
ing
a
nd
o
b
j
ec
t
i
v
es
o
f
t
h
e
H
P
C
s
t
r
a
t
e
g
y
HPC
r
ef
er
s
to
g
r
o
u
p
lear
n
in
g
th
at
th
e
HPC
lear
n
in
g
s
tr
ate
g
y
is
a
lea
r
n
in
g
s
tr
ateg
y
th
at
p
r
io
r
itizes
co
o
p
er
atio
n
b
etwe
en
s
tu
d
en
t
s
in
g
r
o
u
p
s
to
ac
h
ie
v
e
lear
n
in
g
o
b
jectiv
es,
b
u
t
t
h
e
g
r
o
u
p
in
g
is
d
o
n
e
with
h
o
m
o
g
en
eity
tar
g
ets
o
r
s
im
ilar
ity
in
s
tu
d
en
ts
'
co
g
n
itiv
e
a
b
ilit
ies.
T
h
e
p
u
r
p
o
s
e
o
f
f
o
r
m
in
g
a
co
g
n
itiv
el
y
h
o
m
o
g
en
eo
u
s
g
r
o
u
p
is
to
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
b
e
ac
tiv
ely
in
v
o
lv
e
d
in
th
e
p
r
o
ce
s
s
o
f
th
in
k
in
g
an
d
ex
p
r
ess
io
n
in
lear
n
in
g
ac
ti
v
ities
with
o
u
t
f
ee
lin
g
b
u
r
d
en
e
d
b
y
th
e
ch
ar
ac
ter
is
tics
o
f
o
th
er
s
tu
d
en
ts
wh
o
ar
e
s
m
ar
ter
o
r
m
o
r
e
ag
g
r
ess
iv
e.
I
t
also
o
f
f
er
s
th
em
less
r
eg
ar
d
to
th
e
teac
h
er
’
s
tr
ea
tm
en
t,
ch
ar
ac
ter
is
tics
an
d
tem
p
er
am
en
t,
as
well
as
h
is
m
o
n
o
to
n
o
u
s
ap
p
r
o
ac
h
.
I
n
th
is
ca
s
e,
m
o
s
t
lear
n
in
g
ac
tiv
ities
,
lik
e
s
tu
d
y
in
g
th
e
m
ater
ial
an
d
d
is
cu
s
s
in
g
to
s
o
lv
e
p
r
o
b
lem
s
,
ar
e
s
tu
d
en
t
-
ce
n
t
er
ed
.
Stu
d
en
ts
ar
e
d
iv
i
d
ed
in
t
o
s
m
all
g
r
o
u
p
s
an
d
d
ir
ec
ted
to
s
tu
d
y
p
r
ed
eter
m
i
n
ed
s
u
b
ject
m
atter
.
T
h
e
HPC
lear
n
in
g
s
tr
ateg
y
wa
s
f
o
r
m
ed
b
y
p
r
io
r
itizin
g
co
o
p
er
atio
n
in
g
r
o
u
p
s
as we
ll a
s
co
o
p
er
ativ
e
lear
n
in
g
.
T
h
e
HPC
s
t
r
at
e
g
y
is
a
f
o
r
m
o
f
l
ea
r
n
i
n
g
s
tr
ate
g
y
t
h
a
t
e
m
p
h
asi
ze
s
t
h
e
s
p
ec
i
al
s
t
r
u
ct
u
r
e
o
f
t
h
e
h
o
m
o
g
e
n
ei
ty
o
f
t
h
e
le
v
el
o
f
s
t
u
d
e
n
t
i
n
t
elli
g
en
ce
t
h
at
h
as
b
e
e
n
p
r
ev
io
u
s
l
y
i
d
en
tif
ie
d
b
y
th
e
tea
ch
er
to
in
f
l
u
en
ce
p
at
te
r
n
s
o
f
s
t
u
d
en
t
in
te
r
a
cti
o
n
wit
h
o
u
t
b
ei
n
g
b
u
r
d
en
e
d
wit
h
tr
au
m
a
r
es
u
l
ti
n
g
f
r
o
m
u
n
p
leas
a
n
t
le
ar
n
i
n
g
ex
p
e
r
i
en
ce
s
.
T
h
e
HPC
s
t
r
at
e
g
y
is
d
ev
el
o
p
e
d
to
i
n
c
r
ea
s
e
m
aste
r
y
o
f
in
te
r
a
cti
n
g
,
f
o
s
t
e
r
s
elf
-
c
o
n
f
i
d
e
n
c
e
a
n
d
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
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
0
4
7
-
1
0
5
9
1050
en
h
a
n
ce
s
t
u
d
e
n
ts
'
c
o
g
n
iti
v
e
a
b
ilit
i
es.
T
h
is
s
t
r
a
te
g
y
is
i
d
en
tic
a
l
to
t
h
e
t
y
p
e
o
f
c
o
o
p
e
r
at
iv
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r
n
in
g
th
at
i
n
v
o
l
v
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tu
d
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ts
i
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u
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n
an
d
ch
ec
k
i
n
g
t
h
e
ir
u
n
d
e
r
s
t
an
d
i
n
g
an
d
m
as
te
r
y
o
f
t
h
e
co
n
t
en
t
o
f
t
h
e
l
ess
o
n
.
3
.
2
.
2
.
B
ene
f
i
t
s
,
s
t
r
eng
t
hs
,
a
n
d we
a
k
n
ess
es
o
f
t
h
e
H
P
C
s
t
r
a
t
e
g
y
R
e
la
ted
to
th
i
s
,
t
wo
p
r
in
c
ip
l
e
s
o
f
u
s
ef
u
ln
e
s
s
h
av
e
b
ee
n
id
e
n
tif
ied
f
r
o
m
th
e
im
p
le
m
en
ta
ti
o
n
o
f
th
e
HP
C
s
tr
a
te
g
y
,
n
a
m
e
ly
t
o
s
t
u
d
en
t
s
an
d
t
o
t
ea
c
h
er
s
.
T
o
th
e
s
tu
d
en
t
s
,
th
e
s
tr
a
teg
y
is
u
s
ef
u
l
to
av
o
id
d
i
s
cr
im
i
n
a
tio
n
,
f
o
s
te
r
s
el
f
-
co
n
f
id
en
c
e,
a
cc
e
p
t
d
iv
er
s
it
y
,
d
ev
e
lo
p
s
o
c
ia
l
s
k
i
ll
s
,
im
p
r
o
v
e
s
tu
d
en
t
s
’
p
er
f
o
r
m
an
c
e
in
ac
ad
e
m
i
c
as
s
i
g
n
m
en
t
s
,
an
d
im
p
r
o
v
e
l
ea
r
n
in
g
o
u
t
co
m
es
.
W
h
i
le
f
o
r
th
e
te
a
ch
er
s
,
th
e
s
tr
a
te
g
y
ca
n
r
ed
u
ce
wo
r
k
lo
ad
,
p
r
o
v
id
e
m
o
r
e
o
p
p
o
r
tu
n
i
t
ie
s
to
g
u
id
e
wea
k
g
r
o
u
p
s
an
d
d
ir
e
ct
in
t
el
li
g
en
t
s
tu
d
en
ts
to
th
e
ac
c
el
er
a
tio
n
p
r
o
g
r
am
s
o
th
ey
ar
e
n
o
t d
i
s
ad
v
an
t
ag
ed
.
I
n
t
er
m
s
o
f
a
ch
ie
v
i
n
g
s
u
c
ce
s
s
in
le
ar
n
i
n
g
,
ea
ch
s
t
r
a
te
g
y
ce
r
t
ain
ly
h
as
a
d
v
a
n
t
a
g
es
a
n
d
d
is
a
d
v
a
n
ta
g
es.
Ho
w
ev
er
,
t
h
e
a
d
v
a
n
ta
g
es
a
n
d
d
is
ad
v
a
n
t
a
g
es
ca
n
b
e
u
s
e
d
a
s
a
b
asis
f
o
r
t
ea
c
h
e
r
s
t
o
d
et
er
m
i
n
e
w
h
at
s
t
r
at
e
g
ic
s
tep
s
s
h
o
u
ld
b
e
d
o
n
e
n
e
x
t
.
T
h
e
a
d
v
a
n
t
ag
es
o
f
t
h
e
HPC
s
t
r
at
eg
y
in
cl
u
d
e:
1
)
E
v
e
r
y
s
t
u
d
e
n
t
b
e
co
m
es
r
ea
d
y
(
n
o
wo
r
r
ies
,
r
el
u
ct
an
ce
o
r
in
f
er
i
o
r
it
y
)
;
2
)
St
u
d
e
n
ts
d
o
n
o
t
f
e
el
p
r
ess
u
r
ed
b
e
ca
u
s
e
th
e
te
ac
h
er
'
s
att
it
u
d
e
is
n
o
t
d
ic
tat
in
g
b
u
t
h
el
p
i
n
g
;
3
)
St
u
d
en
ts
c
a
n
h
a
v
e
a
s
e
r
i
o
u
s
d
is
cu
s
s
io
n
;
4
)
T
h
e
r
e
is
n
o
im
p
r
ess
io
n
o
f
b
e
in
g
s
m
ar
t
o
r
n
o
t
c
le
v
e
r
,
s
k
ill
ed
o
r
u
n
s
k
ill
ed
;
5
)
T
h
e
r
e
is
n
o
h
u
r
r
y
i
n
co
m
p
le
ti
n
g
g
r
o
u
p
ass
i
g
n
m
e
n
ts
;
6
)
T
h
er
e
is
n
o
p
e
r
c
en
ta
g
e
o
f
g
r
o
u
p
w
o
r
k
.
A
s
t
h
e
d
is
a
d
v
a
n
ta
g
es
o
f
t
h
e
H
PC
s
t
r
a
te
g
y
a
r
e:
1
)
N
o
t
v
e
r
y
s
u
it
ab
le
f
o
r
a
l
ar
g
e
n
u
m
b
e
r
o
f
s
t
u
d
e
n
ts
b
e
ca
u
s
e
i
t
r
e
q
u
i
r
es
a
l
o
n
g
ti
m
e;
2
)
N
o
t
a
l
l
s
t
u
d
e
n
ts
h
a
v
e
t
h
e
s
a
m
e
o
p
p
o
r
t
u
n
it
y
t
o
a
r
g
u
e
o
r
ex
p
r
ess
o
p
i
n
i
o
n
s
;
3
)
T
h
er
e
is
n
o
p
e
r
c
e
n
ta
g
e
o
f
t
h
e
r
es
u
l
ts
o
f
g
r
o
u
p
w
o
r
k
s
o
th
at
s
t
u
d
e
n
ts
wh
o
li
k
e
t
o
c
o
m
p
e
te
b
e
co
m
e
u
n
e
n
t
h
u
s
i
asti
c.
No
ti
n
g
t
h
e
s
tr
e
n
g
th
s
a
n
d
wea
k
n
ess
e
s
,
t
h
e
ap
p
l
ic
ati
o
n
o
f
H
PC
le
ar
n
i
n
g
s
t
r
at
eg
ies
r
e
f
e
r
s
to
c
o
o
p
e
r
ati
v
e
s
ci
en
ce
wit
h
t
h
r
e
e
s
t
ep
s
,
n
a
m
e
ly
:
f
o
r
m
at
io
n
o
f
g
r
o
u
p
s
,
d
is
c
u
s
s
i
o
n
o
f
p
r
o
b
l
em
s
,
a
n
d
ex
c
h
a
n
g
e
an
s
w
er
s
b
etw
ee
n
g
r
o
u
p
s
.
T
h
e
s
te
p
s
ar
e
t
h
e
n
d
e
v
e
lo
p
ed
i
n
t
o
f
i
v
e
s
t
e
p
s
:
1
)
T
e
ac
h
e
r
'
s
d
i
r
e
cti
o
n
;
2
)
Gr
o
u
p
f
o
r
m
at
io
n
;
3
)
G
r
o
u
p
d
is
c
u
s
s
i
o
n
;
4
)
Dr
aw
C
o
n
c
lu
s
io
n
s
;
a
n
d
5
)
T
e
ac
h
e
r
m
o
ti
v
a
ti
o
n
[
1
2
]
.
T
ea
c
h
e
r
'
s
d
ir
ec
ti
o
n
,
i
n
t
h
is
s
t
ag
e
th
e
te
ac
h
e
r
g
i
v
es
g
e
n
e
r
al
d
ir
ec
ti
o
n
ab
o
u
t
w
h
a
t
n
e
e
d
s
t
o
b
e
d
o
n
e
,
p
r
e
p
a
r
es
a
l
ea
r
n
in
g
p
l
a
n
b
y
m
ak
i
n
g
a
L
ea
r
n
i
n
g
I
m
p
le
m
e
n
t
at
io
n
Pl
an
(
R
PP
)
,
St
u
d
e
n
t
W
o
r
k
s
h
e
et
(
L
K
S)
in
li
n
e
wit
h
t
h
e
HPC
s
tr
at
eg
y
.
T
h
e
t
ea
c
h
e
r
h
as
al
r
ea
d
y
o
b
t
ai
n
e
d
t
h
e
d
at
a
o
f
e
ac
h
o
f
s
tu
d
e
n
t
’
s
s
k
il
ls
.
Ste
p
2
:
G
r
o
u
p
f
o
r
m
at
io
n
,
i
n
a
g
r
o
u
p
,
f
o
r
m
ati
o
n
a
d
a
p
t
e
d
t
o
t
h
e
l
ev
el
o
f
i
n
t
e
lli
g
e
n
c
e
o
f
s
t
u
d
en
ts
.
T
h
e
te
ac
h
e
r
d
i
v
i
d
es
s
t
u
d
e
n
ts
in
t
o
g
r
o
u
p
s
o
f
4
-
6
p
eo
p
le
.
T
h
e
g
r
o
u
p
f
o
r
m
e
d
is
a
m
i
x
t
u
r
e
o
f
v
a
r
i
o
u
s
s
o
ci
al
b
a
ck
g
r
o
u
n
d
s
,
r
ac
es,
et
h
n
i
citi
es,
r
el
ig
io
n
s
,
a
n
d
g
en
d
e
r
.
I
n
a
d
d
it
i
o
n
,
t
h
e
f
o
r
m
a
ti
o
n
o
f
g
r
o
u
p
s
u
s
ed
p
r
e
-
tes
t
s
c
o
r
es
as
a
b
as
is
f
o
r
d
ete
r
m
i
n
i
n
g
ea
ch
g
r
o
u
p
.
St
ep
3
:
G
r
o
u
p
d
is
c
u
s
s
i
o
n
,
i
n
g
r
o
u
p
w
o
r
k
t
h
e
tea
c
h
e
r
d
i
s
tr
i
b
u
tes
w
o
r
k
s
h
ee
t
t
o
e
ac
h
s
tu
d
e
n
t
as
m
at
er
ial
t
o
s
tu
d
y
.
I
n
g
r
o
u
p
w
o
r
k
,
ea
ch
s
t
u
d
e
n
t
s
h
a
r
es
th
ei
r
th
o
u
g
h
ts
t
o
g
e
th
e
r
t
o
d
r
aw
a
n
s
w
er
s
.
T
h
e
y
n
e
ed
t
o
m
a
k
e
s
u
r
e
th
at
ev
er
y
m
e
m
b
e
r
k
n
o
ws
th
e
a
n
s
wer
s
to
t
h
e
q
u
est
io
n
s
i
n
th
e
wo
r
k
s
h
ee
t
o
r
t
h
e
q
u
es
ti
o
n
s
g
i
v
e
n
b
y
t
h
e
tea
c
h
e
r
.
Qu
es
ti
o
n
s
ca
n
v
a
r
y
f
r
o
m
g
e
n
e
r
al
t
o
s
p
ec
if
i
c.
Ste
p
4
:
Dr
aw
c
o
n
cl
u
s
i
o
n
s
,
s
tu
d
en
ts
m
ak
e
co
n
clu
s
io
n
s
ab
o
u
t
th
e
r
es
u
lts
o
f
w
o
r
k
r
ela
te
d
t
o
t
h
e
m
at
er
ial
p
r
ese
n
te
d
,
th
en
r
et
u
r
n
th
em
t
o
th
e
tea
c
h
e
r
.
Ste
p
5
:
T
ea
c
h
e
r
m
o
ti
v
at
io
n
,
th
e
g
r
o
u
p
s
u
b
m
it
th
ei
r
w
o
r
k
t
o
t
h
e
te
ac
h
e
r
.
N
ex
t,
th
e
t
ea
ch
er
e
x
a
m
i
n
es
th
e
w
o
r
k
a
n
d
t
h
e
r
es
u
l
ts
o
b
tai
n
e
d
b
y
s
tu
d
e
n
ts
w
ill
n
o
t
b
e
an
n
o
u
n
ce
d
o
p
en
ly
to
a
v
o
id
p
er
ce
p
ti
o
n
s
ab
o
u
t
t
h
e
s
tr
en
g
t
h
s
an
d
w
ea
k
n
ess
es
o
f
t
h
e
a
n
s
we
r
s
o
f
ea
c
h
g
r
o
u
p
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
tea
c
h
e
r
g
i
v
es
r
ei
n
f
o
r
ce
m
e
n
t
a
b
o
u
t
th
e
r
es
u
lts
o
f
g
r
o
u
p
w
o
r
k
,
m
o
t
iv
at
es
a
n
d
ex
p
e
cts
s
t
u
d
en
ts
t
o
r
em
ai
n
e
n
t
h
u
s
iast
ic
i
n
g
o
i
n
g
t
h
r
o
u
g
h
th
e
n
e
x
t
le
ar
n
i
n
g
p
r
o
ce
s
s
.
T
h
u
s
,
as
th
e
g
en
er
al
co
o
p
e
r
at
iv
e
l
ea
r
n
i
n
g
m
o
d
el
,
s
t
u
d
e
n
ts
w
h
o
a
r
e
we
ak
,
s
l
o
w
o
r
less
i
n
t
elli
g
en
t,
will
in
c
r
ea
s
e
th
e
ir
s
e
n
s
e
o
f
s
el
f
-
este
em
a
n
d
c
o
n
f
i
d
e
n
c
e,
a
m
o
n
g
o
t
h
e
r
s
:
m
o
r
e
e
x
ci
te
m
e
n
t
,
i
m
p
r
o
v
e
d
at
te
n
d
a
n
c
e
,
g
r
e
ate
r
a
cc
e
p
t
a
n
ce
o
f
in
d
i
v
i
d
u
als
,
s
m
all
er
d
is
r
u
p
ti
v
e
b
eh
a
v
i
o
r
,
r
e
d
u
ce
d
co
n
f
li
ct
b
et
we
en
p
e
o
p
l
e
,
d
e
e
p
e
r
u
n
d
e
r
s
ta
n
d
i
n
g
,
i
n
cr
ea
s
ed
k
i
n
d
n
ess
,
s
e
n
s
it
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it
y
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n
d
t
o
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c
e
,
a
n
d
b
e
tte
r
le
ar
n
i
n
g
o
u
t
co
m
es
[
1
3
]
.
3
.
3
.
E
lem
ent
s
o
f
t
he
H
P
C
s
t
ra
t
eg
y
f
o
r
lea
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ph
y
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ica
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e
du
ca
t
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s
po
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s
a
n
d
hea
lt
h
in
lea
rni
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s
t
ra
t
eg
ies in ele
m
ent
a
ry
s
cho
o
l
L
ea
r
n
in
g
s
tr
ateg
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is
a
lear
n
in
g
ac
tiv
ity
th
at
m
u
s
t
b
e
d
o
n
e
b
y
lear
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er
s
an
d
s
tu
d
en
ts
to
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g
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als
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tiv
ely
an
d
ef
f
icien
tly
.
L
e
ar
n
in
g
s
tr
ateg
ies
ar
e
a
s
et
o
f
lear
n
in
g
m
ater
ials
an
d
p
r
o
ce
d
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r
es
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at
ar
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u
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o
d
u
ce
lear
n
in
g
o
u
tco
m
es
f
o
r
s
tu
d
e
n
ts
[
1
4
]
.
T
h
er
e
ar
e
th
r
ee
asp
ec
ts
r
elate
d
to
lear
n
in
g
s
tr
ateg
ies,
n
am
ely
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n
in
g
o
r
g
an
izin
g
s
tr
ateg
ies,
lear
n
in
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d
eliv
er
y
s
tr
ateg
ies,
an
d
lear
n
in
g
m
an
ag
em
en
t
s
tr
ateg
ies.
Stra
teg
y
ca
n
b
e
in
ter
p
r
ete
d
as a
n
o
u
tlin
e
o
f
th
e
d
ir
ec
tio
n
to
b
e
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n
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to
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p
r
ed
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m
in
ed
g
o
als.
R
ef
er
r
in
g
to
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elem
en
ts
,
th
e
HPC
s
t
r
ateg
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d
e
v
elo
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d
in
Ph
y
s
ical
E
d
u
ca
tio
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Sp
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(
PJ
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lea
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n
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elem
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in
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s
.
3
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3
.
1
.
St
ra
t
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ies
f
o
r
o
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g
a
niz
i
ng
le
a
rn
ing
T
h
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ly
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te
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r
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ld
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T
h
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a
m
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h
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d
e
v
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th
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s
t
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at
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n
l
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P
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E
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ati
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n
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He
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h
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le
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P
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s
p
o
r
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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m
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P
h
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d
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ca
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io
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p
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ts
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p
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n
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s
tu
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’
p
h
y
s
i
c
a
n
d
p
s
y
c
h
o
l
o
g
y
[
1
5
]
.
Ph
y
s
ic
al
E
d
u
c
ati
o
n
,
Sp
o
r
ts
an
d
H
ea
lt
h
als
o
a
ll
o
ws s
t
u
d
e
n
ts
t
o
s
t
ay
h
ea
l
th
y
an
d
f
it
,
b
el
ie
v
i
n
g
t
h
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t w
it
h
a
h
ea
lt
h
y
b
o
d
y
,
s
t
u
d
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n
ts
ca
n
p
a
r
t
ici
p
a
t
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a
cti
v
e
ly
i
n
a
ll
l
ea
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n
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g
p
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c
h
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o
l
t
o
o
b
tai
n
m
a
x
im
u
m
r
esu
lts
[
1
6
]
.
Ph
y
s
ic
al
E
d
u
ca
ti
o
n
,
S
p
o
r
ts
a
n
d
H
ea
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i
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cl
u
d
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h
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wh
i
ch
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c
o
m
b
in
e
d
wit
h
o
t
h
e
r
le
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r
n
in
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co
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t
en
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u
c
h
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P
an
ca
s
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la
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C
it
iz
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s
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p
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d
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ca
ti
o
n
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n
d
o
n
esia
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L
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ag
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N
at
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r
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Sc
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c
es,
S
o
ci
al
Sci
e
n
ce
s
,
Ma
th
em
ati
cs,
A
r
ts
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C
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lt
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r
e
a
n
d
C
r
a
f
ts
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SB
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cts
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til
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r
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o
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in
p
r
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s
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ea
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h
er
s
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o
t
b
y
c
lass
r
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o
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te
ac
h
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r
s
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Ph
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ic
al
E
d
u
ca
ti
o
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p
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d
H
ea
lt
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l
ea
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m
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t
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f
it
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ess
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r
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i
n
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g
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k
ills
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e
m
o
ti
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s
ta
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il
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o
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s
k
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lls
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e
aso
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g
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n
d
m
o
r
a
l
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cti
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n
t
h
r
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p
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s
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ca
l
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cti
v
it
ies
a
n
d
s
p
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ti
v
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ties
.
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h
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ca
l
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d
r
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o
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g
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ap
p
r
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d
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o
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-
s
p
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r
it
u
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s
p
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al
)
,
a
n
d
t
h
e
r
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f
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ac
ti
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o
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l
th
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lif
est
y
l
es
th
a
t
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ad
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t
im
u
l
ati
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g
b
al
an
ce
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n
p
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s
i
ca
l
g
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o
wt
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a
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em
o
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o
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m
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t
.
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h
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E
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,
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p
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He
alt
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p
l
a
y
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a
r
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le
i
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te
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s
i
f
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g
t
h
e
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a
n
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za
t
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ca
ti
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as
a
p
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s
s
o
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u
m
a
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d
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v
el
o
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t
t
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last
s
a
li
f
e
tim
e.
T
h
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le
ar
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i
n
g
also
p
r
o
v
i
d
es
o
p
p
o
r
t
u
n
iti
es
f
o
r
s
tu
d
en
ts
t
o
c
r
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at
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ac
t
iv
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p
ar
t
ici
p
at
io
n
i
n
v
ar
io
u
s
p
h
y
s
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ca
l
a
cti
v
it
ies
,
li
k
e
p
la
y
i
n
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a
n
d
e
x
er
cisi
n
g
i
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a
s
y
s
te
m
a
tic
,
d
ir
ec
t
e
d
,
a
n
d
p
l
a
n
n
e
d
m
a
n
n
e
r
.
L
i
k
e
wis
e
,
t
h
e
lea
r
n
i
n
g
c
an
e
q
u
i
p
e
x
p
e
r
ie
n
c
es
t
o
f
o
s
te
r
b
y
c
r
e
ati
n
g
h
e
alt
h
y
a
n
d
ac
ti
v
e
l
if
est
y
l
es t
h
r
o
u
g
h
o
u
t
lif
e
[
1
7
]
.
Ph
y
s
ic
al
E
d
u
ca
ti
o
n
,
Sp
o
r
ts
a
n
d
Hea
lt
h
ai
m
s
t
o
p
r
o
d
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ce
h
ea
lth
y
p
e
o
p
le
a
n
d
d
e
v
e
lo
p
s
t
u
d
e
n
ts
'
s
el
f
-
p
o
te
n
ti
als
,
as
w
ell
as
to
d
e
v
e
lo
p
g
o
o
d
m
o
r
al
at
tit
u
d
es
,
s
u
c
h
as
h
o
n
est
y
an
d
s
p
o
r
ts
m
a
n
s
h
i
p
[
1
8
]
.
T
h
r
o
u
g
h
Ph
y
s
ic
al
E
d
u
c
ati
o
n
,
Sp
o
r
ts
a
n
d
He
alt
h
,
s
t
u
d
en
ts
a
r
e
ex
p
ec
ted
to
b
e
a
b
l
e
t
o
m
a
n
a
g
e
t
h
e
m
s
el
v
es
to
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ec
o
m
e
h
e
alt
h
y
h
u
m
a
n
s
a
n
d
m
ai
n
ta
in
th
e
ir
p
h
y
s
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ca
l
f
i
tn
ess
t
h
r
o
u
g
h
ac
ti
v
i
ties
i
n
t
h
e
s
u
b
j
ec
t
[
1
9
]
.
Ph
y
s
ic
al
E
d
u
ca
t
io
n
,
Sp
o
r
ts
a
n
d
H
ea
l
t
h
is
e
x
p
ec
t
ed
t
o
i
n
c
r
e
ase
p
h
y
s
ic
al
g
r
o
wth
an
d
d
e
v
e
lo
p
b
et
te
r
p
s
y
ch
o
l
o
g
ic
al
.
Ph
y
s
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ca
l
E
d
u
c
ati
o
n
,
S
p
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a
n
d
H
ea
l
th
also
i
m
p
r
o
v
es
s
tu
d
en
ts
'
b
asic
ab
i
liti
es
an
d
m
o
v
e
m
e
n
ts
[
2
0
]
.
T
h
r
o
u
g
h
P
h
y
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l
E
d
u
c
ati
o
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H
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t
h
e
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o
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d
at
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n
o
f
a
s
t
r
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n
g
m
o
r
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l
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h
a
r
a
ct
er
is
lai
d
.
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p
o
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t
s
m
a
n
s
h
ip
,
h
o
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est
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n
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d
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n
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o
n
s
i
b
i
lit
y
a
r
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als
o
d
e
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el
o
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k
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e
,
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lls
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n
ta
in
t
h
e
s
e
lf
-
s
a
f
e
ty
,
o
t
h
er
s
an
d
t
h
e
e
n
v
ir
o
n
m
e
n
t
a
r
e
d
ev
el
o
p
e
d
,
as
we
ll
as
to
ac
h
i
ev
e
p
e
r
f
e
ct
p
h
y
s
i
ca
l
g
r
o
wt
h
a
n
d
s
p
o
r
t
s
m
a
n
s
h
ip
[
2
1
]
.
T
h
e
p
u
r
p
o
s
e
o
f
Ph
y
s
ica
l
E
d
u
ca
t
io
n
,
S
p
o
r
ts
an
d
H
ea
lt
h
lear
n
in
g
i
s
to
p
r
o
v
i
d
e
a
v
ar
ie
ty
o
f
m
o
b
il
e
ex
p
er
ien
c
e
s
t
o
f
o
r
m
a
s
o
l
id
f
o
u
n
d
at
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n
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f
m
o
ti
o
n
wh
ich
in
th
e
en
d
i
s
ex
p
ec
ted
to
i
n
f
lu
en
c
e
ac
t
iv
e
an
d
h
ea
l
th
y
s
tu
d
en
t
lif
e
s
ty
le
s
.
T
h
e
m
a
s
t
er
y
o
f
v
ar
io
u
s
b
a
s
i
c
m
o
v
em
e
n
t
s
k
i
l
ls
b
y
s
tu
d
en
t
s
w
i
ll
en
co
u
r
a
g
e
th
e
d
ev
elo
p
m
en
t
an
d
im
p
r
o
v
em
en
t
o
f
a
v
ar
ie
ty
o
f
m
o
r
e
co
m
p
l
ex
p
h
y
s
i
ca
l
s
k
i
ll
s
,
wh
i
ch
in
tu
r
n
wi
ll
h
el
p
s
tu
d
e
n
t
s
g
a
in
s
at
i
s
f
a
ct
io
n
an
d
en
jo
y
m
en
t
in
ca
r
r
y
in
g
o
u
t
th
e
ir
p
h
y
s
ic
al
ac
t
iv
i
ti
e
s
[
2
2
]
.
T
h
e
HPC
s
t
r
at
e
g
y
is
im
p
l
em
e
n
te
d
o
n
t
h
e
t
h
eo
r
e
tic
al
P
h
y
s
ic
al
E
d
u
c
ati
o
n
,
S
p
o
r
ts
a
n
d
He
al
th
c
o
n
t
en
t,
th
u
s
e
n
ab
li
n
g
s
tu
d
en
ts
t
o
b
e
h
o
m
o
g
e
n
e
o
u
s
l
y
m
a
n
a
g
e
d
to
m
aste
r
t
h
e
t
h
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eti
ca
l
b
asi
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c
o
n
ce
p
ts
t
h
e
s
u
b
j
ec
t
is
r
e
f
e
r
r
e
d
t
o
.
I
n
t
h
e
m
at
ic
le
ar
n
i
n
g
,
P
h
y
s
i
ca
l
E
d
u
c
ati
o
n
,
Sp
o
r
t
s
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d
He
alt
h
co
n
ce
p
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u
d
e
th
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b
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t
g
a
m
es
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aq
u
a
tics
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at
h
le
tics
,
g
y
m
n
asti
cs
,
a
n
d
h
e
alt
h
.
T
h
ese
c
o
n
ce
p
ts
r
eq
u
i
r
e
c
o
g
n
iti
v
e
m
aste
r
y
,
s
o
t
h
at
s
t
u
d
e
n
ts
'
s
k
ills
ar
e
e
asil
y
h
o
n
e
d
w
h
e
n
p
r
ac
ti
ce
d
.
Fo
r
e
x
a
m
p
l
e
,
th
e
co
n
ce
p
t
o
f
h
ea
lt
h
i
n
c
l
u
d
es
t
h
e
cu
lti
v
at
io
n
o
f
a
h
ea
l
th
y
lif
est
y
le
i
n
e
v
e
r
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d
ay
li
f
e
,
s
p
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cif
ica
ll
y
r
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lat
ed
t
o
b
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d
y
ca
r
e
t
o
s
t
ay
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e
alt
h
y
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el
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ti
o
n
o
f
h
ea
l
th
y
f
o
o
d
s
an
d
d
r
in
k
s
,
p
r
e
v
e
n
ti
o
n
a
n
d
t
r
e
at
m
en
t
o
f
in
ju
r
i
es,
a
r
r
an
g
em
en
t
o
f
a
p
p
r
o
p
r
iat
e
b
r
ea
k
s
an
d
ac
t
iv
e
p
ar
tic
ip
ati
o
n
i
n
ac
ti
v
i
ties
o
n
s
c
h
o
o
l
’
s
h
e
alt
h
y
e
n
v
ir
o
n
m
e
n
t
[
2
3
]
.
I
n
t
h
is
s
t
r
at
e
g
y
,
th
e
r
e
a
r
e
s
e
v
e
r
al
l
ea
r
n
in
g
e
v
e
n
ts
t
o
p
r
a
cti
ce
.
T
h
e
l
ea
r
n
in
g
e
v
e
n
t
r
e
f
e
r
s
to
t
h
e
o
p
i
n
io
n
th
a
t
it:
att
r
a
cts
a
tte
n
t
io
n
,
c
o
n
v
ey
s
t
h
e
le
ar
n
i
n
g
o
b
j
ec
ti
v
es
t
o
s
tu
d
e
n
ts
,
s
ti
m
u
lat
es
s
t
u
d
e
n
ts
'
m
e
m
o
r
i
es
r
ela
te
d
t
o
th
i
n
g
s
h
a
v
e
b
e
e
n
l
ea
r
n
e
d
,
p
r
ese
n
ts
tea
c
h
i
n
g
m
at
er
ials
wi
t
h
th
e
h
e
lp
o
f
r
el
ev
a
n
t
le
ar
n
i
n
g
m
e
d
ia
,
p
r
o
v
i
d
es
tu
t
o
r
i
n
g
,
s
h
o
ws
p
e
r
f
o
r
m
a
n
c
e,
g
iv
es
f
ee
d
b
ac
k
o
n
t
h
e
ac
cu
r
a
cy
o
f
p
e
r
f
o
r
m
a
n
c
e,
ass
ess
e
s
p
e
r
f
o
r
m
an
ce
,
a
n
d
in
c
r
ea
s
es
r
et
en
ti
o
n
a
n
d
tr
a
n
s
f
e
r
o
f
lea
r
n
i
n
g
[
2
4
]
.
3
.
3
.
2
.
L
e
a
rnin
g
del
iv
er
y
s
t
r
a
t
eg
y
L
ea
r
n
in
g
d
eliv
er
y
s
tr
ateg
ies
in
clu
d
e
way
s
to
co
n
v
ey
lear
n
in
g
c
o
n
ten
t
to
s
tu
d
en
ts
,
as
well
as
to
r
ec
eiv
e
in
p
u
t
f
r
o
m
s
tu
d
en
ts
[
2
5
]
.
T
h
e
f
u
n
ctio
n
o
f
th
e
lear
n
in
g
d
eliv
er
y
s
tr
ateg
y
is
to
co
n
v
e
y
lear
n
in
g
co
n
ten
t
to
s
tu
d
en
ts
,
a
n
d
to
p
r
o
v
id
e
in
f
o
r
m
atio
n
o
r
m
ater
ials
n
ee
d
ed
b
y
s
tu
d
e
n
ts
to
d
is
p
lay
p
er
f
o
r
m
an
ce
.
I
n
th
e
HPC
s
tr
ateg
y
,
th
e
co
m
p
o
n
e
n
ts
o
f
th
e
lear
n
in
g
d
eliv
er
y
s
tr
ateg
y
in
clu
d
e
th
e
f
o
llo
win
g
.
a.
L
ea
rn
in
g
medi
a
L
ea
r
n
in
g
m
ed
ia
th
at
ar
e
alig
n
ed
with
th
e
HPC
s
tr
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in
clu
d
e
p
r
in
ted
m
e
d
ia,
v
is
u
al
m
ed
ia,
an
d
au
d
io
v
is
u
al
m
ed
ia.
Prin
ted
m
e
d
ia
in
th
e
f
o
r
m
o
f
b
o
o
k
s
.
Vis
u
al
m
ed
ia
th
at
ca
n
b
e
u
s
ed
ar
e
s
tr
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ed
to
m
ee
t
th
e
v
is
ib
le,
in
ter
esti
n
g
,
s
im
p
le,
a
n
d
u
s
ef
u
l
cr
iter
ia,
am
o
n
g
wh
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ar
e
d
r
awin
g
s
,
ch
ar
ts
,
d
ia
g
r
am
s
,
an
d
p
o
s
ter
s
.
Au
d
io
v
is
u
al
m
ed
ia
th
at
ca
n
b
e
u
s
ed
in
clu
d
e
T
V
f
ilm
s
,
s
o
u
n
d
f
ilm
s
an
d
s
o
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n
d
p
ictu
r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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J
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Vo
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10
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3
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Sep
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b
er
2
0
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1
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1
0
4
7
-
1
0
5
9
1052
b.
Studen
t
in
t
er
a
ct
io
ns
wi
t
h
t
h
e
m
edi
a
Stu
d
en
t
in
ter
ac
tio
n
with
th
e
m
ed
ia
th
r
o
u
g
h
th
e
HPC
s
tr
at
eg
y
is
ex
p
ec
ted
to
s
tim
u
late
s
tu
d
en
ts
to
en
g
ag
e
in
lear
n
in
g
ac
tiv
ities
,
as
w
ell
as
h
av
in
g
a
g
o
o
d
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
s
tr
ateg
y
en
co
u
r
a
g
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s
tu
d
en
t
in
ter
ac
tio
n
with
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m
ed
ia,
s
o
th
e
lear
n
in
g
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r
o
ce
s
s
ca
n
o
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u
r
.
I
n
th
is
s
tr
ateg
y
,
th
e
te
ac
h
er
ca
n
d
e
v
elo
p
r
elev
an
t
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
m
o
d
els.
T
h
e
ex
p
ec
ted
in
ter
ac
tio
n
is
a
two
-
wa
y
in
ter
ac
ti
o
n
b
etwe
en
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h
er
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d
s
tu
d
e
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t,
o
r
b
etwe
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d
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b
y
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p
h
asizin
g
awa
r
en
ess
an
d
in
cr
ea
s
i
n
g
p
a
r
ticip
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n
i
n
s
tu
d
en
ts
wh
o
h
av
e
l
o
w
co
g
n
itiv
e
ab
ilit
ies.
c.
L
ea
rn
in
g
s
t
ru
ct
u
re
T
h
e
f
o
r
m
o
f
lear
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in
g
th
at
is
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elev
an
t to
th
is
s
tr
ateg
y
is
lear
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in
g
in
g
r
o
u
p
s
.
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ac
h
g
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o
u
p
co
n
s
is
ts
o
f
4
-
5
p
eo
p
le
with
r
elativ
ely
eq
u
al
(
h
o
m
o
g
en
eo
u
s
)
co
g
n
itiv
e
q
u
alif
icatio
n
s
.
Data
o
f
s
tu
d
en
t’
s
co
g
n
itiv
e
ab
ilit
y
o
b
tain
ed
th
r
o
u
g
h
in
f
o
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m
atio
n
o
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s
tu
d
e
n
t
co
g
n
itiv
e
lear
n
in
g
o
u
tco
m
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in
t
h
e
p
r
ev
i
o
u
s
s
em
ester
/class
co
m
b
in
ed
with
th
e
s
tu
d
y
o
f
co
g
n
itiv
e
test
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esu
lts
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ad
e
b
y
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esear
ch
er
s
.
I
n
ea
ch
g
r
o
u
p
,
s
tu
d
e
n
ts
will
d
em
o
cr
atica
lly
ap
p
o
in
t
t
h
e
g
r
o
u
p
lead
er
wh
o
s
e
r
o
le
is
to
o
r
g
an
ize
th
e
g
r
o
u
p
.
E
ac
h
p
er
s
o
n
in
th
e
g
r
o
u
p
will
tak
e
tu
r
n
s
to
lead
th
e
g
r
o
u
p
.
3
.
3
.
3
.
L
ea
r
nin
g
m
a
na
g
e
m
ent
s
t
ra
t
eg
y
T
h
e
lea
r
n
i
n
g
m
a
n
a
g
em
en
t
s
tr
a
teg
y
is
a
c
o
m
p
o
n
e
n
t
v
a
r
ia
b
le
m
et
h
o
d
t
h
at
d
ea
ls
w
it
h
h
o
w
t
o
o
r
g
a
n
iz
e
in
t
er
ac
t
io
n
s
b
e
twe
e
n
s
t
u
d
e
n
ts
an
d
o
t
h
e
r
l
ea
r
n
in
g
m
et
h
o
d
v
a
r
i
ab
l
es.
T
h
is
s
t
r
a
te
g
y
is
r
el
ate
d
t
o
m
a
k
i
n
g
d
ec
is
i
o
n
s
ab
o
u
t
t
h
e
o
r
g
a
n
i
zi
n
g
s
t
r
ate
g
y
a
n
d
d
e
li
v
e
r
y
s
t
r
ate
g
y
th
at
is
u
s
e
d
d
u
r
i
n
g
t
h
e
l
ea
r
n
i
n
g
p
r
o
ce
s
s
[
2
6
]
.
At
le
ast
,
th
er
e
ar
e
th
r
ee
i
m
p
o
r
t
an
t
cl
ass
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t
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b
l
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n
am
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li
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,
m
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ar
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p
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i
v
i
n
g
m
o
ti
v
at
io
n
.
O
n
s
ch
e
d
u
li
n
g
,
t
h
e
HPC
s
t
r
at
e
g
y
is
p
l
a
n
n
e
d
t
o
b
e
u
s
e
d
i
n
lea
r
n
i
n
g
a
t
le
ast
1
0
ti
m
es
p
e
r
s
em
es
te
r
,
ad
ju
s
te
d
to
t
h
e
a
v
ai
lab
ilit
y
o
f
t
h
eo
r
e
tic
al
P
h
y
s
ica
l
E
d
u
c
ati
o
n
,
S
p
o
r
ts
an
d
H
ea
l
t
h
.
co
n
te
n
t
.
I
t
is
ass
o
ci
at
ed
wit
h
th
e
u
s
e
o
f
m
e
d
i
a,
t
h
at
ev
er
y
le
ar
n
i
n
g
p
r
o
ce
s
s
m
u
s
t
u
s
e
r
ele
v
a
n
t
lea
r
n
i
n
g
m
e
d
i
a
,
r
eg
ar
d
i
n
g
t
h
e
ch
ar
ac
t
e
r
is
ti
cs
o
f
th
e
c
o
n
t
en
t
o
f
t
h
e
l
ess
o
n
,
t
h
e
c
h
a
r
a
cte
r
is
tics
o
f
s
t
u
d
en
ts
a
n
d
co
g
n
iti
v
e
d
e
v
el
o
p
m
e
n
t
o
f
s
t
u
d
en
ts
.
T
h
e
p
r
o
g
r
ess
o
f
s
t
u
d
e
n
t
l
ea
r
n
i
n
g
is
d
o
n
e
b
y
o
b
s
e
r
v
i
n
g
t
h
e
d
ev
el
o
p
m
e
n
t
o
f
s
t
u
d
e
n
t
le
ar
n
i
n
g
o
u
t
c
o
m
es
th
r
o
u
g
h
d
ai
l
y
t
ests
,
m
id
te
r
m
ass
ess
m
e
n
ts
,
a
n
d
f
i
n
al
s
e
m
es
t
er
ass
ess
m
e
n
ts
.
S
tu
d
en
t
l
ea
r
n
i
n
g
o
u
tc
o
m
es
i
n
t
h
e
s
p
o
tli
g
h
t
a
r
e
c
o
g
n
iti
v
e
le
a
r
n
i
n
g
o
u
tc
o
m
es
in
cl
u
d
i
n
g
L
OT
S
a
n
d
HO
T
S
.
T
h
e
r
e
f
o
r
e
,
s
t
u
d
e
n
ts
a
r
e
t
r
ai
n
ed
t
o
d
e
v
e
lo
p
co
g
n
it
iv
e
a
b
il
iti
es
t
h
r
o
u
g
h
th
e
d
esi
g
n
a
n
d
im
p
le
m
e
n
t
ati
o
n
o
f
le
a
r
n
i
n
g
t
h
at
e
m
p
h
asiz
es
t
h
e
em
p
o
we
r
m
e
n
t
o
f
th
in
k
i
n
g
,
f
o
r
e
x
am
p
l
e
t
h
r
o
u
g
h
q
u
est
io
n
s
(
L
OT
S
an
d
H
OT
S
le
v
els
e
q
u
a
lly
)
[
2
7
]
.
T
h
e
HPC
s
tr
a
te
g
y
is
s
u
g
g
este
d
f
o
r
t
h
e
a
ca
d
e
m
ic
e
m
p
o
we
r
m
e
n
t
o
f
s
t
u
d
e
n
ts
w
h
o
h
a
v
e
lo
w
co
g
n
it
iv
e
a
b
il
iti
es,
s
o
th
at
its
u
s
e
c
an
b
e
e
v
a
lu
ate
d
t
h
r
o
u
g
h
t
h
e
a
ch
ie
v
e
m
e
n
t
o
f
c
o
g
n
iti
v
e
l
e
ar
n
i
n
g
o
u
tc
o
m
es
a
n
d
p
r
o
g
r
ess
o
v
e
r
t
im
e.
Mo
t
iv
a
tio
n
a
l
m
an
a
g
em
en
t
is
ca
r
r
ied
o
u
t
p
r
i
m
ar
ily
to
in
cr
e
as
e
th
e
in
t
er
n
al
m
o
tiv
at
io
n
o
f
s
tu
d
en
ts
wh
o
h
av
e
lo
w
co
g
n
it
i
v
e
ab
il
it
ie
s
.
A
l
s
o
,
ex
te
r
n
a
l
m
o
t
iv
a
ti
o
n
i
s
a
l
s
o
s
o
u
g
h
t
b
y
g
iv
in
g
m
o
r
e
at
ten
tio
n
in
w
ay
s
m
o
r
e
s
p
e
cif
ic
al
ly
to
s
tu
d
en
t
s
o
f
lo
w
co
g
n
it
iv
e
ab
i
li
t
ie
s
in
p
r
io
r
ity
.
I
n
th
e
H
P
C
s
t
r
a
teg
y
,
s
tu
d
en
t
l
ea
r
n
in
g
o
u
tco
m
e
s
a
r
e
n
o
t
g
iv
en
d
ir
e
ct
ly
to
b
e
k
n
o
wn
b
y
s
tu
d
en
t
s
s
i
n
ce
it
af
f
ec
t
s
lea
r
n
in
g
m
o
tiv
a
tio
n
.
Stu
d
en
t
s
wh
o
r
ec
e
iv
e
g
o
o
d
g
r
ad
e
s
f
e
el
s
at
is
f
i
ed
an
d
en
co
u
r
ag
e
d
f
o
r
c
o
m
p
et
en
c
e,
wh
i
le
g
r
ad
e
s
ar
e
th
o
u
g
h
t
to
r
ed
u
c
e
in
tr
in
s
i
c
m
o
t
iv
a
ti
o
n
.
I
n
d
ee
d
,
t
h
e
l
o
w
er
th
e
s
tu
d
en
t
's
g
r
ad
e
s
,
th
e
i
n
t
er
n
a
l
m
o
t
iv
a
tio
n
o
f
e
l
em
en
tar
y
s
tu
d
en
t
s
d
ec
r
e
a
s
e
s
[
2
8
]
.
3
.
4
.
B
a
s
is
f
o
r
dev
elo
pin
g
H
P
C
lea
rning
s
t
ra
t
eg
ies
3
.
4
.
1
.
H
u
ma
nis
m
Hu
m
an
is
m
in
lear
n
in
g
is
b
ased
o
n
th
e
p
r
in
cip
les
o
f
h
u
m
an
i
s
m
d
ev
elo
p
ed
b
y
s
ev
er
al
s
cie
n
tis
ts
[
2
9
]
.
I
n
th
is
a
p
p
r
o
ac
h
,
lear
n
in
g
is
n
o
t
ju
s
t
a
b
o
u
t
in
tellig
en
ce
,
b
u
t
m
o
r
e
th
an
th
at,
it
is
ab
o
u
t
e
d
u
ca
tin
g
th
e
wh
o
le
p
er
s
o
n
,
w
h
er
e
o
n
e'
s
in
ter
ests
,
g
o
als,
an
d
en
th
u
s
iasm
ar
e
tak
en
in
to
ac
co
u
n
t,
to
r
ea
ch
th
eir
tr
u
e
p
o
ten
tial.
T
h
is
s
tu
d
en
t
-
ce
n
ter
ed
a
p
p
r
o
ac
h
en
co
u
r
ag
es
s
tu
d
en
ts
to
tak
e
r
es
p
o
n
s
ib
ilit
y
f
o
r
th
ei
r
lear
n
in
g
an
d
also
en
co
u
r
ag
es
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
e
m
ai
n
o
b
jectiv
es
o
f
th
e
h
u
m
an
is
tic
ap
p
r
o
ac
h
ar
e
h
u
m
an
well
-
b
ein
g
,
in
cl
u
d
in
g
th
e
p
r
im
ac
y
o
f
h
u
m
an
v
alu
es,
d
ev
elo
p
m
en
t o
f
h
u
m
an
p
o
ten
tial,
an
d
r
ec
o
g
n
itio
n
o
f
h
u
m
an
d
ig
n
ity
[
3
0
]
.
Hu
m
an
is
m
f
o
c
u
s
es
o
n
h
u
m
an
f
r
ee
d
o
m
to
ac
t
a
n
d
c
o
n
tr
o
l
th
e
ir
d
esti
n
y
.
T
h
is
ap
p
r
o
ac
h
is
ce
n
ter
ed
o
n
h
u
m
an
v
alu
es,
in
ter
ests
,
ca
p
a
cities,
n
ee
d
s
,
v
alu
es
an
d
d
ig
n
i
ty
.
I
t
v
iews
th
at
a
p
er
s
o
n
h
as
u
n
lim
ited
p
o
te
n
tial
f
o
r
g
r
o
wth
a
n
d
d
ev
elo
p
m
en
t
an
d
is
in
h
e
r
en
tly
g
o
o
d
.
S
tu
d
en
ts
as
in
d
iv
id
u
als
ca
n
d
eter
m
in
e
wh
eth
e
r
s
o
m
eth
in
g
is
tr
u
e
o
r
n
o
t
(
co
n
tain
in
g
t
r
u
th
o
r
f
alseh
o
o
d
)
t
h
r
o
u
g
h
r
atio
n
al
an
d
em
p
ir
ica
l
th
in
k
in
g
th
r
o
u
g
h
lear
n
in
g
,
wh
ile
lear
n
in
g
is
s
ee
n
as
th
e
ac
q
u
is
itio
n
o
f
n
ew
k
n
o
wled
g
e,
b
eh
a
v
io
r
,
s
k
ills
,
an
d
v
alu
es.
L
ea
r
n
in
g
is
d
o
n
e
th
r
o
u
g
h
th
e
p
r
o
ce
s
s
o
f
s
t
u
d
y
,
p
r
ac
tice
an
d
ex
p
e
r
ien
ce
a
s
an
ef
f
o
r
t t
o
ch
an
g
e,
s
h
ap
e
a
n
d
co
n
tr
o
l b
eh
a
v
io
r
.
Th
e
HPC
lear
n
in
g
s
tr
ateg
y
m
ak
es
s
tu
d
en
ts
n
o
t
a
f
r
aid
a
n
d
n
o
t
f
o
r
ce
d
t
o
lear
n
b
ec
a
u
s
e
th
ey
h
a
v
e
a
s
en
s
e
o
f
co
n
tin
u
ity
a
n
d
e
q
u
ality
with
th
eir
class
m
ates
in
lear
n
in
g
.
T
h
is
f
o
u
n
d
atio
n
r
ev
iv
es
s
tu
d
e
n
ts
’
co
n
f
id
en
ce
wh
ich
o
n
ce
l
o
s
t
o
r
h
id
d
en
b
ec
au
s
e
t
h
ey
ar
e
in
a
s
u
r
r
o
u
n
d
in
g
o
f
f
ello
w
s
tu
d
en
t
s
wh
o
a
r
e
d
if
f
er
e
n
t,
as
well
a
s
en
co
u
r
ag
es
th
e
d
e
v
elo
p
m
en
t
o
f
s
elf
-
co
n
f
id
e
n
ce
,
esp
ec
ially
in
s
tu
d
en
ts
o
f
lo
w
co
g
n
itiv
e
ab
ilit
ies.
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
Th
e
d
ev
elo
p
men
t
o
f h
o
mo
g
en
e
ity
p
s
yc
h
o
co
g
n
itio
n
lea
r
n
in
g
s
tr
a
teg
y
in
… (
A
lb
ertu
s
F
en
a
n
la
mp
ir
)
1053
T
h
is
s
ch
o
o
l
em
p
h
asizes
s
tu
d
en
ts
'
p
er
s
o
n
al
f
r
ee
d
o
m
,
ch
o
ic
es,
m
o
tiv
atio
n
,
s
elf
-
d
eter
m
in
atio
n
,
an
d
p
e
r
s
o
n
al
g
o
als
[
3
1
]
.
I
m
p
lem
e
n
tatio
n
o
f
h
u
m
an
i
s
m
is
d
o
n
e
b
y
p
r
o
v
id
i
n
g
a
s
af
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t
to
s
tu
d
en
ts
,
b
ased
o
n
th
e
war
m
th
o
f
em
p
ath
y
an
d
ac
ce
p
tan
ce
o
f
d
if
f
e
r
en
ce
s
o
f
v
iewp
o
in
t
f
r
o
m
th
e
teac
h
er
.
T
h
e
teac
h
er
ac
ts
as
a
f
ac
ilit
ato
r
wh
ile
s
tu
d
en
ts
c
o
n
tr
o
l
th
eir
lear
n
in
g
.
T
h
e
lea
r
n
in
g
p
r
o
ce
s
s
ca
n
b
e
d
o
n
e
in
d
iv
id
u
ally
o
r
in
co
llab
o
r
atio
n
with
o
th
er
s
tu
d
en
ts
.
T
h
is
th
eo
r
y
allo
ws
f
a
ce
-
to
-
f
ac
e
in
ter
ac
tio
n
,
in
s
m
all
g
r
o
u
p
s
,
an
d
let
s
tu
d
en
ts
tak
e
r
esp
o
n
s
ib
le
f
o
r
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
p
o
s
iti
v
e
im
p
ac
t th
e
im
p
lem
en
tatio
n
en
ab
les s
tu
d
en
ts
to
g
ain
ac
ad
em
ic,
p
er
s
o
n
al,
a
n
d
l
if
e
s
k
ills
th
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
an
d
s
ee
in
g
th
e
wo
r
l
d
h
o
lis
tically
[
3
2
]
.
Peo
p
le
ar
e
b
asically
g
o
o
d
(
i
n
a
m
o
r
al
s
en
s
e)
an
d
h
av
e
a
n
in
n
ate
ten
d
en
c
y
to
war
d
s
g
r
o
wth
an
d
f
u
lf
illme
n
t
o
f
th
eir
p
o
ten
tial
-
th
at
is
to
war
d
s
s
elf
-
ac
tu
aliza
tio
n
.
So
,
with
th
e
atten
tio
n
,
r
esp
ec
t,
an
d
lo
v
e
o
f
im
p
o
r
tan
t p
eo
p
le,
th
ey
ca
n
g
r
o
w
in
to
p
e
o
p
le
wh
o
a
r
e
f
u
lly
f
u
n
ctio
n
al,
s
atis
f
ied
,
an
d
co
n
tr
i
b
u
tin
g
p
r
o
d
u
ctiv
ely
to
th
eir
s
o
ciety
.
W
ith
o
u
t
r
esp
ec
t
an
d
lo
v
e,
th
eir
g
r
o
wth
to
war
d
s
s
elf
-
ac
tu
aliza
tio
n
ca
n
b
e
b
lo
ck
e
d
an
d
it
ca
n
ca
u
s
e
p
r
o
b
le
m
s
in
life
.
T
h
e
h
u
m
an
is
m
ap
p
r
o
ac
h
em
p
h
asizes
th
at
ea
ch
in
d
i
v
id
u
al,
i
n
clu
d
in
g
s
tu
d
en
ts
,
is
u
n
iq
u
e.
E
v
e
r
y
in
d
iv
id
u
al
n
ee
d
s
to
b
e
g
iv
en
s
p
ac
e
to
b
u
ild
tr
u
s
t,
o
p
e
n
n
ess
,
an
d
s
elf
-
d
is
cl
o
s
u
r
e
as
a
b
asis
f
o
r
cr
ea
tin
g
m
ea
n
in
g
f
u
l
r
elatio
n
s
h
ip
s
.
I
n
t
h
is
ap
p
r
o
ac
h
,
ea
ch
in
d
iv
id
u
al
is
co
n
s
id
er
ed
t
o
h
a
v
e
t
h
e
r
esp
o
n
s
ib
ilit
y
to
wo
r
k
to
war
d
s
im
p
r
o
v
e
m
en
t w
ith
o
u
t d
if
f
e
r
en
tiatin
g
in
d
iv
id
u
als f
r
o
m
o
n
e
an
o
th
e
r
[
3
3
]
.
3
.
4
.
2
.
C
o
ns
t
ruc
t
i
v
is
m
C
o
n
s
tr
u
ctiv
is
m
en
co
u
r
ag
es
s
tu
d
en
ts
wh
o
h
a
v
e
d
if
f
ic
u
lties
to
ex
p
r
ess
th
eir
p
o
te
n
tial
b
ec
au
s
e
o
f
s
h
am
e,
f
ea
r
,
awk
war
d
n
ess
,
an
d
th
e
f
ee
lin
g
o
f
b
ein
g
f
o
r
ce
d
b
y
c
o
n
d
itio
n
i
n
g
a
h
o
m
o
g
e
n
eo
u
s
en
v
ir
o
n
m
e
n
t,
wh
er
e
th
e
y
h
av
e
p
er
ce
p
ti
o
n
s
an
d
f
ee
lin
g
s
o
f
s
elf
-
s
atis
f
ac
tio
n
.
C
o
n
s
tr
u
ctiv
is
m
c
an
t
r
ig
g
er
s
tu
d
en
ts
to
f
o
r
m
o
r
b
u
ild
th
eir
o
wn
k
n
o
wled
g
e
i
n
a
h
o
m
o
g
en
e
o
u
s
g
r
o
u
p
a
n
d
is
b
eliev
ed
to
b
e
ab
le
to
ac
ce
p
t
th
e
r
esu
lts
o
f
th
eir
wo
r
k
b
ef
o
r
e
b
ein
g
s
h
o
wn
to
o
th
er
g
r
o
u
p
s
wh
o
s
e
co
g
n
iti
v
e
ab
ilit
ies
ar
e
b
etter
.
I
d
ea
s
o
f
co
n
s
tr
u
ctiv
i
s
m
em
p
h
asize
th
e
tr
an
s
m
is
s
io
n
o
f
k
n
o
wled
g
e,
m
ea
n
in
g
,
an
d
in
ter
p
r
etatio
n
f
r
o
m
teac
h
er
to
s
tu
d
en
t,
an
d
ad
v
o
ca
tes
th
e
cr
ea
tio
n
o
f
o
p
tim
al
co
n
d
iti
o
n
s
f
o
r
s
tu
d
en
ts
to
let
th
em
c
o
n
s
tr
u
ct
th
e
m
ea
n
in
g
th
em
s
el
v
es.
C
o
n
s
tr
u
ctiv
is
m
p
r
ef
er
s
p
r
o
m
o
tin
g
an
en
v
ir
o
n
m
en
t w
h
e
r
e
s
tu
d
en
ts
ca
n
g
ain
k
n
o
wled
g
e
th
r
o
u
g
h
in
v
esti
g
atio
n
eith
er
p
er
s
o
n
all
y
o
r
in
s
m
all
g
r
o
u
p
s
.
T
h
e
teac
h
er
in
th
is
ap
p
r
o
ac
h
s
er
v
es
t
o
p
r
o
v
id
e
g
u
id
an
ce
.
I
t
r
eq
u
ir
es
ed
u
ca
to
r
s
wh
o
em
p
o
wer
th
eir
s
tu
d
e
n
ts
an
d
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
an
d
ab
ilit
y
to
lear
n
an
d
d
e
v
e
lo
p
th
r
o
u
g
h
q
u
esti
o
n
s
.
T
h
e
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
en
v
ir
o
n
m
en
t
h
as
s
tr
iv
ed
as
an
e
n
v
ir
o
n
m
en
t
t
h
at
allo
ws
s
tu
d
en
ts
t
o
wo
r
k
to
g
eth
e
r
in
a
d
is
co
v
er
y
lear
n
in
g
co
m
m
u
n
ity
:
a
co
m
m
u
n
ity
in
v
o
lv
ed
in
s
h
ar
ed
th
in
k
in
g
,
ex
p
lo
r
atio
n
,
an
d
d
is
cu
s
s
io
n
o
f
ess
en
tial to
p
ics
[
3
4
]
.
I
n
th
e
v
iew
o
f
co
n
s
tr
u
ctiv
is
m
,
th
e
in
d
iv
i
d
u
al
b
u
ild
s
h
is
o
wn
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
wo
r
ld
o
f
k
n
o
wled
g
e
co
n
n
ec
ted
with
th
o
u
g
h
t
an
d
f
ac
ts
,
in
clu
d
in
g
c
o
n
s
tr
u
ctio
n
o
f
in
ter
p
r
etatio
n
s
o
f
th
e
f
ac
ts
th
at
o
cc
u
r
ar
o
u
n
d
th
em
[
3
5
]
.
C
o
n
s
tr
u
ctiv
is
m
is
b
ased
o
n
th
e
ass
u
m
p
tio
n
th
at
th
e
in
d
iv
id
u
al
co
n
s
tr
u
ct
io
n
p
r
o
ce
s
s
ca
n
n
o
t
b
e
in
f
lu
en
ce
d
f
r
o
m
o
u
ts
id
e.
Fu
r
th
er
m
o
r
e,
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
o
f
ten
r
elies
o
n
th
e
id
ea
o
f
d
ev
elo
p
m
e
n
t
wh
ich
ass
u
m
es
th
at
in
d
iv
id
u
als
d
ev
elo
p
ac
co
r
d
in
g
to
th
e
lo
g
ic
o
f
d
e
v
elo
p
m
en
t
th
ey
c
o
n
s
tr
u
ct,
th
er
ef
o
r
e
e
d
u
ca
tio
n
is
ab
s
o
lu
tely
n
ec
ess
ar
y
[
3
6
]
.
On
th
e
o
th
er
h
an
d
,
th
e
k
n
o
wn
co
n
s
tr
u
ctiv
is
t
m
o
d
el
o
f
h
u
m
an
m
e
n
tal
ac
tiv
ity
is
th
e
f
ac
t
th
at
a
p
r
o
b
lem
h
as
o
cc
u
r
r
e
d
an
d
ap
p
ea
r
ed
in
an
ac
tiv
ity
.
As
a
r
esu
lt,
in
d
iv
id
u
als
n
ee
d
to
b
u
ild
v
ar
io
u
s
alter
n
ativ
es
th
r
o
u
g
h
th
eir
o
w
n
th
o
u
g
h
ts
i
n
s
u
ch
a
way
th
at
n
ew
f
o
r
m
s
o
f
ac
tiv
ities
ar
e
o
b
tain
ed
a
n
d
th
e
p
r
o
b
lem
s
ar
e
s
o
lv
ed
.
I
n
c
o
n
tr
ast
to
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
ies
th
at
a
r
e
b
ased
o
n
is
o
lated
in
d
iv
id
u
alis
m
an
d
th
o
u
g
h
t
d
ev
elo
p
m
e
n
t,
p
r
ag
m
atic
co
n
s
tr
u
ctiv
is
m
is
r
ef
e
r
r
ed
to
as
t
r
an
s
ac
tio
n
al
co
n
s
tr
u
ctiv
is
m
[
3
7
]
.
T
r
an
s
ac
tio
n
al
co
n
s
tr
u
ctiv
is
m
v
iews
th
at
k
n
o
wled
g
e
is
in
ter
p
r
eted
b
y
an
in
d
iv
id
u
al,
wh
ic
h
ar
is
es
in
tr
an
s
ac
tio
n
s
b
etwe
en
in
d
iv
id
u
al
ac
tiv
ities
an
d
th
e
en
v
ir
o
n
m
e
n
t f
o
r
ac
tio
n
.
T
h
is
m
ea
n
s
th
at
in
d
iv
id
u
al
t
h
o
u
g
h
t a
n
d
th
e
r
ea
lity
ar
o
u
n
d
it
ar
e
ess
en
tial
in
th
e
in
d
iv
id
u
al'
s
lear
n
in
g
p
r
o
ce
s
s
.
Un
lik
e
o
th
er
f
o
r
m
s
o
f
co
n
s
tr
u
cti
v
is
m
,
tr
an
s
ac
tio
n
al
co
n
s
tr
u
ctiv
is
m
m
ak
es
it p
o
s
s
ib
le
to
d
is
cu
s
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
i
n
f
lu
en
ce
o
f
ed
u
c
ato
r
s
an
d
in
d
iv
id
u
al
g
r
o
wth
,
b
ec
a
u
s
e
s
o
cial
in
ter
ac
tio
n
b
etwe
en
ed
u
ca
to
r
s
an
d
p
eo
p
le
wh
o
g
r
o
w
tak
es
p
lace
in
a
m
ed
iu
m
th
at
is
co
m
m
o
n
to
b
o
t
h
lear
n
in
g
s
.
T
h
e
b
asic
i
d
ea
o
f
th
e
ac
tiv
it
y
m
o
d
el
o
f
th
in
k
in
g
,
b
ased
o
n
th
e
cr
ea
tiv
e
an
d
co
n
s
tr
u
ctiv
e
ac
tio
n
s
o
f
th
e
h
u
m
an
m
in
d
,
i
n
v
o
lv
es
s
itu
atio
n
s
wh
er
e
i
n
d
iv
id
u
als
f
ac
e
p
r
o
b
le
m
s
in
th
eir
ac
tio
n
s
,
th
en
tr
y
to
s
o
lv
e
th
em
b
y
g
e
n
e
r
atin
g
h
y
p
o
th
eses
in
th
e
f
o
r
m
o
f
co
n
ce
p
ts
.
Hy
p
o
th
eses
th
at
ar
e
f
o
r
m
u
lated
in
to
a
co
n
ce
p
tu
al
la
n
g
u
a
g
e
allo
w
t
h
e
co
n
tin
u
atio
n
o
f
ac
tio
n
s
in
t
h
e
d
esire
d
way
[
3
8
]
.
3
.
4
.
3
.
P
ro
g
r
ess
i
v
is
m
Pro
g
r
ess
iv
is
m
en
co
u
r
a
g
es
s
tu
d
en
ts
to
h
av
e
f
r
ee
d
o
m
in
wa
y
s
o
f
t
h
in
k
in
g
th
at
ar
e
n
o
t
s
u
p
p
o
r
ted
b
y
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
b
ec
au
s
e
th
ey
f
ee
l
th
ey
ar
e
u
n
d
er
p
r
ess
u
r
e
f
r
o
m
o
th
er
s
,
b
o
th
b
y
th
e
teac
h
er
an
d
b
y
s
tu
d
en
ts
wh
o
h
av
e
ab
ilit
ies
ab
o
v
e
th
em
.
Stu
d
en
ts
ar
e
allo
we
d
to
d
ev
el
o
p
th
eir
p
o
ten
tial,
cr
ea
tiv
ity
,
an
d
talen
t
with
o
u
t
an
y
p
r
ess
u
r
e
f
r
o
m
an
y
p
ar
ty
.
Pro
g
r
ess
iv
is
m
em
p
h
a
s
izes
a
m
ea
n
s
o
r
to
o
l
th
at
is
p
r
ep
ar
ed
t
o
d
ev
el
o
p
s
tu
d
en
ts
'
ab
ilit
ies
to
s
u
r
v
iv
e
a
g
ain
s
t
all
th
e
ch
allen
g
es
o
f
th
eir
liv
es
th
at
will
p
r
ac
tically
c
o
n
tin
u
e
to
p
r
o
g
r
ess
[
3
9
]
.
Als
o
,
th
e
e
d
u
ca
tio
n
p
r
o
c
ess
is
ca
r
r
ied
o
u
t
b
ased
o
n
th
e
p
r
ag
m
atic
p
r
in
cip
le.
T
h
at
is
,
ed
u
ca
tio
n
m
u
s
t
b
e
ab
le
to
p
r
o
v
id
e
b
en
ef
its
to
s
tu
d
en
ts
,
esp
ec
ially
in
d
ea
lin
g
with
p
r
o
b
lem
s
th
at
ex
is
t in
th
e
c
o
m
m
u
n
ity
.
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
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
0
4
7
-
1
0
5
9
1054
T
h
e
id
ea
o
f
p
r
o
g
r
ess
iv
is
m
als
o
o
p
p
o
s
es
in
h
u
m
an
ed
u
ca
tio
n
.
Hu
m
an
is
t
ed
u
ca
tio
n
is
n
ee
d
ed
to
cr
ea
te
m
o
r
e
in
d
ep
e
n
d
en
t
lear
n
er
s
.
E
d
u
ca
tio
n
as
a
co
n
s
cio
u
s
an
d
p
lan
n
ed
ef
f
o
r
t
m
ad
e
f
o
r
th
e
c
r
ea
tio
n
o
f
a
ch
an
g
e
th
at
is
b
etter
th
an
b
ef
o
r
e,
d
o
es
n
o
t
h
av
e
to
b
e
d
esig
n
e
d
a
n
d
i
m
p
lem
en
ted
in
th
e
f
o
r
m
o
f
v
io
len
ce
a
n
d
p
r
ess
u
r
e
b
o
th
p
h
y
s
ically
an
d
p
s
y
c
h
o
lo
g
ically
.
I
n
t
h
is
v
iew,
s
tu
d
en
ts
m
u
s
t
b
e
g
i
v
en
f
u
ll
f
r
ee
d
o
m
o
f
s
p
ac
e
to
s
h
o
w
a
f
air
attitu
d
e
to
wo
r
k
f
o
llo
win
g
th
eir
r
esp
ec
tiv
e
way
s
an
d
ab
ilit
ies.
T
h
is
is
d
o
n
e
to
im
p
r
o
v
e
th
e
in
tellig
en
ce
an
d
cr
ea
tiv
ity
o
f
s
tu
d
e
n
ts
.
I
n
o
th
er
wo
r
d
s
,
th
e
p
r
in
cip
le
is
f
r
ee
d
o
m
o
f
s
tu
d
e
n
t
b
eh
a
v
io
r
as
an
e
d
u
ca
tio
n
al
s
u
b
ject,
wh
ile
th
e
teac
h
er
is
a
s
tu
d
en
t s
er
v
an
t
[
4
0
]
.
3
.
4
.
4
.
Co
g
nitiv
is
m
R
eg
a
r
d
i
n
g
t
h
e
f
ac
t
o
r
s
t
h
a
t
i
n
f
l
u
e
n
c
e
t
h
e
c
o
g
n
iti
v
e
d
ev
el
o
p
m
en
t
o
f
in
d
i
v
i
d
u
als
,
th
er
e
is
a
d
i
f
f
er
e
n
ce
o
f
o
p
i
n
i
o
n
a
m
o
n
g
ad
h
er
en
ts
o
f
p
s
y
c
h
o
lo
g
y
.
R
a
d
i
ca
l
p
s
y
c
h
o
m
etr
ics
g
r
o
u
p
s
a
r
g
u
e
t
h
a
t
a
b
o
u
t
9
0
%
o
f
in
t
ell
ec
t
u
al/c
o
g
n
iti
v
e
d
e
v
e
lo
p
m
e
n
t
is
d
et
er
m
i
n
e
d
b
y
h
e
r
ed
i
ty
an
d
e
n
v
ir
o
n
m
e
n
ta
l
i
n
f
l
u
e
n
c
es,
wh
ile
e
d
u
ca
ti
o
n
o
n
l
y
c
o
n
t
r
i
b
u
tes
a
r
o
u
n
d
1
0
%
.
T
h
is
g
r
o
u
p
p
r
o
v
i
d
es
e
v
i
d
e
n
c
e
t
h
at
i
n
d
i
v
i
d
u
als
wh
o
h
av
e
s
u
p
e
r
i
o
r
i
n
te
lle
ct
u
al
h
e
r
e
d
i
ty
w
ill
b
e
v
e
r
y
ea
s
y
to
d
e
v
e
lo
p
,
e
v
e
n
o
n
l
y
wi
th
f
ai
r
en
v
i
r
o
n
m
e
n
t
al
i
n
t
er
v
e
n
t
io
n
.
W
h
e
r
ea
s
i
n
d
i
v
i
d
u
als
wh
o
h
a
v
e
l
o
w
i
n
t
ell
ec
t
u
al
h
e
r
e
d
it
y
h
a
v
e
d
i
f
f
i
c
u
lt
y
,
e
v
e
n
wit
h
o
p
ti
m
al
e
n
v
ir
o
n
m
e
n
ta
l
i
n
t
er
v
e
n
ti
o
n
.
O
n
t
h
e
o
t
h
er
h
a
n
d
,
r
a
d
i
ca
l
p
e
d
a
g
o
g
ic
al
g
r
o
u
p
s
ar
e
v
er
y
c
o
n
f
i
d
e
n
t
t
h
a
t
e
n
v
ir
o
n
m
e
n
ta
l
in
te
r
v
e
n
ti
o
n
s
,
i
n
clu
d
i
n
g
e
d
u
c
ati
o
n
,
ac
t
u
a
ll
y
c
o
n
tr
ib
u
t
e
a
r
o
u
n
d
8
0
-
8
5
%
,
w
h
i
le
h
e
r
e
d
i
ty
o
n
l
y
c
o
n
t
r
i
b
u
tes
1
5
-
2
0
%
t
o
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
in
d
i
v
i
d
u
a
l
in
t
elli
g
en
ce
.
T
h
e
r
e
q
u
i
r
e
m
e
n
t
is
t
o
p
r
o
v
i
d
e
o
p
p
o
r
t
u
n
iti
es
o
r
s
u
f
f
ic
ie
n
t
ti
m
e
f
o
r
i
n
d
i
v
i
d
u
als
t
o
d
ev
el
o
p
th
ei
r
in
t
elli
g
en
ce
o
p
t
im
all
y
.
A
d
o
p
te
d
c
h
i
l
d
r
en
w
h
o
li
v
e
i
n
a
g
o
o
d
e
n
v
ir
o
n
m
e
n
t
h
a
v
e
a
n
I
Q
i
n
c
r
e
as
e
o
f
u
p
to
5
p
o
i
n
ts
,
wh
i
le
f
o
s
t
er
c
h
i
ld
r
e
n
w
h
o
l
iv
e
in
a
b
a
d
en
v
i
r
o
n
m
e
n
t
d
o
n
o
t
e
x
p
e
r
i
e
n
c
e
a
n
i
n
cr
ea
s
e
i
n
t
ell
ig
e
n
c
e
l
e
v
el
[
4
1
]
.
Her
esy
o
f
a
n
in
d
i
v
i
d
u
a
l
h
as
n
at
u
r
a
l
p
o
t
e
n
ti
als
t
h
a
t
ca
n
ca
u
s
e
d
i
f
f
e
r
e
n
c
es
i
n
t
h
e
d
ev
el
o
p
m
e
n
t
o
f
th
i
n
k
i
n
g
.
T
h
e
p
o
te
n
ti
al
o
f
a
p
er
s
o
n
t
o
f
l
o
u
r
is
h
o
r
n
o
t
d
e
p
e
n
d
s
o
n
en
v
i
r
o
n
m
en
tal
f
a
ct
o
r
s
.
T
h
is
m
ea
n
s
,
w
h
et
h
e
r
th
e
ch
il
d
w
ill
h
a
v
e
t
h
e
ab
ilit
y
to
t
h
i
n
k
n
o
r
m
a
ll
y
a
b
o
v
e
n
o
r
m
al
o
r
b
el
o
w
n
o
r
m
al
d
e
p
e
n
d
s
o
n
th
e
e
n
v
ir
o
n
m
e
n
t
,
b
o
t
h
o
f
t
h
e
s
ch
o
o
l
a
n
d
t
h
e
f
a
m
il
y
wh
e
r
e
t
h
e
c
h
il
d
li
v
es
a
n
d
g
r
o
w.
H
u
m
a
n
s
d
i
f
f
e
r
f
r
o
m
e
ac
h
o
t
h
e
r
i
n
v
a
r
i
o
u
s
asp
ec
ts
s
u
ch
as
t
ale
n
ts
,
i
n
t
er
e
s
ts
,
p
e
r
s
o
n
alit
ies
,
p
h
y
s
i
ca
l
c
o
n
d
iti
o
n
s
,
s
o
cia
l
c
o
n
d
iti
o
n
s
,
in
clu
d
i
n
g
i
n
t
ell
ig
en
ce
[
4
2
]
.
T
h
es
e
d
if
f
e
r
en
ce
s
w
ill
b
e
s
ee
n
i
f
o
b
s
er
v
ed
in
t
h
e
l
ea
r
n
i
n
g
p
r
o
c
ess
i
n
t
h
e
cl
ass
r
o
o
m
: s
o
m
e
s
t
u
d
e
n
ts
ar
e
f
ast
in
t
h
e
p
r
o
c
ess
o
f
r
e
as
o
n
in
g
o
r
u
n
d
e
r
s
ta
n
d
i
n
g
a
m
at
te
r
,
a
n
d
s
o
m
e
o
t
h
e
r
s
a
r
e
s
l
o
w
in
t
h
e
t
h
i
n
k
in
g
p
r
o
c
ess
.
L
i
k
ewis
e,
i
n
t
h
e
f
o
r
m
o
f
b
e
h
a
v
i
o
r
,
s
o
m
e
ch
il
d
r
en
b
eh
a
v
e
w
ell
an
d
s
o
m
e
ch
il
d
r
en
b
eh
a
v
e
p
o
o
r
l
y
.
I
n
d
i
v
i
d
u
al
d
i
f
f
er
e
n
ce
s
i
n
i
n
t
ell
ec
t
u
al
d
e
v
e
lo
p
m
e
n
t
p
o
i
n
t
at
d
i
f
f
e
r
e
n
c
es
i
n
th
e
l
ea
r
n
i
n
g
s
p
ee
d
an
d
a
b
ili
ty
,
in
w
h
ic
h
th
is
wi
ll
b
e
r
e
f
l
ec
t
e
d
i
n
t
h
e
ir
tr
aits
o
r
c
h
a
r
a
cte
r
is
tics
in
a
b
il
ities
,
s
k
il
l
s
,
at
tit
u
d
es
an
d
lea
r
n
i
n
g
h
a
b
its
,
a
n
d
t
h
e
q
u
a
lit
y
o
f
p
r
o
ce
s
s
es
a
n
d
le
ar
n
i
n
g
o
u
t
co
m
es i
n
t
h
e
c
o
g
n
iti
v
e
d
o
m
a
in
.
3
.
5
.
Cha
ra
ct
er
is
t
ics o
f
H
P
C
s
t
ra
t
eg
ies
T
h
e
HPC
s
tr
ateg
y
wo
r
k
s
f
o
r
tr
au
m
atic
th
er
ap
y
o
f
lear
n
in
g
co
n
d
itio
n
s
o
r
f
ac
ts
th
at
ar
e
co
n
s
id
er
ed
less
h
u
m
an
is
tic,
esp
ec
ially
in
s
tu
d
en
ts
wh
o
h
a
v
e
lo
w
c
o
g
n
it
iv
e
ab
ilit
ies.
T
h
er
ef
o
r
e,
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
HPC
lear
n
in
g
s
tr
ateg
y
ar
e
aim
ed
m
o
r
e
at
t
h
ese
co
n
d
itio
n
s
.
3
.
5
.
1
.
G
ro
up
in
g
s
t
ud
en
t
s
ba
s
ed
o
n
a
s
p
ec
t
s
o
f
c
o
g
n
it
iv
e
h
o
mo
g
ene
it
y
Ho
m
o
g
en
eity
o
f
c
o
g
n
itiv
e
asp
ec
ts
m
ea
n
s
th
at
th
e
m
an
ag
em
en
t
o
f
s
tu
d
en
ts
in
g
r
o
u
p
s
is
b
a
s
ed
o
n
th
e
h
o
m
o
g
e
n
ei
ty
o
f
co
g
n
itiv
e
asp
ec
ts
o
r
ac
ad
em
ic
ab
ilit
y
.
T
h
e
r
esu
lts
o
f
th
e
wr
iter
'
s
o
b
s
er
v
a
tio
n
an
d
in
ter
v
iews
with
s
tu
d
en
ts
an
d
teac
h
er
s
in
v
ar
io
u
s
r
eg
io
n
s
in
Ma
lu
k
u
,
in
d
icate
th
at
h
eter
o
g
en
o
u
s
s
tu
d
en
ts
f
o
r
m
h
eter
o
g
en
e
o
u
s
g
r
o
u
p
s
o
f
v
ar
i
o
u
s
asp
ec
ts
in
clu
d
in
g
co
g
n
itiv
e
asp
ec
ts
in
co
o
p
er
ativ
e
lear
n
in
g
.
T
h
is
k
in
d
o
f
lear
n
in
g
m
ak
es
s
m
ar
t
s
tu
d
en
ts
b
ec
o
m
e
s
m
ar
ter
,
wh
ile
th
e
wea
k
o
n
es
b
ec
o
m
e
wea
k
er
b
ec
au
s
e
th
e
s
m
ar
t
s
tu
d
en
ts
d
o
m
in
ate
in
ac
tiv
e
in
v
o
lv
em
e
n
t.
I
t
also
ca
u
s
es
tr
a
u
m
atic
b
eh
av
io
r
f
o
r
wea
k
s
tu
d
en
ts
,
b
ec
au
s
e
th
ey
ar
e
o
f
ten
s
co
ld
ed
o
r
r
id
icu
le
d
wh
en
b
ein
g
s
lo
w
in
d
o
in
g
g
r
o
u
p
task
s
.
L
ea
r
n
i
n
g
is
d
ir
ec
ted
to
ac
h
iev
e
co
m
p
leten
ess
,
with
o
u
t
th
e
f
i
n
al
g
r
ad
e
b
ei
n
g
g
iv
e
n
to
th
e
s
tu
d
en
ts
(
g
r
o
u
p
s
co
r
es
ar
e
k
ep
t
b
y
teac
h
er
,
n
o
t
r
ev
ea
led
to
s
tu
d
e
n
ts
)
.
L
ar
g
e
d
if
f
e
r
en
ce
s
in
b
asic
s
k
i
lls
an
d
o
th
er
in
tellectu
al
d
is
p
ar
ities
am
o
n
g
s
tu
d
en
ts
in
h
ete
r
o
g
en
e
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ea
r
-
o
ld
m
ale
s
tu
d
en
t
s
h
o
ws
th
at
p
r
aise
an
d
o
th
er
p
o
s
itiv
e
teac
h
er
’
s
atten
ti
o
n
ca
n
b
e
d
o
n
e
to
in
c
r
ea
s
e
ap
p
r
o
p
r
iate
b
e
h
av
io
r
an
d
r
e
d
u
ce
b
ad
b
eh
a
v
io
r
[
4
8
]
.
All
o
f
th
ese
s
tu
d
ies h
ig
h
lig
h
t
t
h
e
im
p
o
r
tan
ce
o
f
teac
h
er
’
s
att
en
tio
n
in
ch
ild
r
e
n
'
s
s
ch
o
o
l
ex
p
er
ien
ce
s
.
Giv
e
n
th
e
r
elatio
n
s
h
ip
b
etwe
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c
h
ild
r
en
'
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atten
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d
b
eh
av
i
o
r
,
it
is
s
u
r
p
r
is
in
g
t
h
at
s
o
m
e
r
esear
ch
h
as
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v
esti
g
ated
th
e
am
o
u
n
t
an
d
ty
p
e
o
f
te
ac
h
er
’
s
atten
tio
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r
ec
eiv
ed
b
y
s
tu
d
en
ts
.
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ativ
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atten
tio
n
in
clu
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es
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is
cip
lin
e,
o
r
d
er
s
,
in
s
u
lts
,
an
d
cr
iticis
m
.
Po
s
itiv
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tio
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also
in
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s
a
wid
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ar
iety
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er
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s
b
eh
av
i
o
r
s
,
in
clu
d
i
n
g
p
r
aise a
n
d
ap
p
r
ec
iatio
n
[
4
9
]
.
3
.
5
.
4
.
J
ud
g
ment
is
f
u
n
Kn
o
wled
g
e,
s
k
ills
,
an
d
co
n
ce
p
ts
lear
n
ed
in
Ph
y
s
i
ca
l E
d
u
ca
ti
o
n
,
S
p
o
r
ts
a
n
d
H
ea
lt
h
c
o
n
ten
ts
ar
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n
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t
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f
m
u
ch
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s
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in
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if
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ts
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t
ten
d
to
u
s
e
th
em
o
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ts
id
e
th
e
class
r
o
o
m
[
5
0
]
.
T
h
er
e
f
o
r
e,
th
e
ass
es
s
m
en
t
ca
r
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t
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y
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h
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ic
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E
d
u
ca
ti
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n
,
Sp
o
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ts
a
n
d
Hea
l
th
teac
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er
s
is
s
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u
g
h
t
t
o
b
e
f
u
n
,
wh
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h
m
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s
th
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es
n
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to
s
u
b
m
it
t
h
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r
esu
lts
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f
t
h
e
as
s
ess
m
en
t
d
ir
ec
tly
to
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
ass
es
s
m
en
t
ar
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o
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ly
k
n
o
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th
e
teac
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r
.
W
h
at
n
ee
d
s
to
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co
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v
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to
s
tu
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ts
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ld
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g
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a
f
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m
o
f
ap
p
r
ec
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.
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h
e
teac
h
e
r
r
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r
d
s
all
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tu
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en
t
wo
r
k
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m
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d
s
m
ar
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g
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p
s
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ec
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s
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th
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r
p
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lea
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n
in
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h
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l
E
d
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c
ati
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n
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a
n
d
H
ea
lt
h
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to
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iev
e
h
ap
p
i
n
ess
o
r
f
u
n
.
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v
er
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eless
,
th
e
ass
es
s
m
en
t
in
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y
s
ic
al
E
d
u
ca
t
io
n
,
S
p
o
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ts
a
n
d
H
ea
l
th
lear
n
in
g
is
s
till
ca
r
r
ied
o
u
t
f
o
r
o
th
er
p
u
r
p
o
s
es
in
clu
d
in
g
:
m
ea
s
u
r
in
g
th
e
p
r
o
g
r
ess
o
f
lear
n
in
g
o
f
ea
ch
s
tu
d
en
t,
d
eter
m
in
i
n
g
th
e
co
m
p
eten
c
y
o
f
t
h
e
s
p
ec
ial
s
k
ills
s
tu
d
en
ts
h
av
e,
d
eter
m
in
i
n
g
th
e
n
ee
d
f
o
r
r
em
ed
y
o
r
ac
c
eler
atio
n
o
f
ce
r
tai
n
co
n
ce
p
ts
o
r
s
p
ec
if
ic
s
k
ills
,
in
c
lu
d
in
g
m
ea
s
u
r
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
s
u
b
ject’
s
cu
r
r
ic
u
lu
m
.
3
.
6
.
Dev
elo
pm
ent
mo
du
le
v
a
lid
a
t
io
n
Vali
d
a
ti
o
n
o
f
th
e
r
esu
lts
o
f
th
e
d
ev
elo
p
m
en
t
o
f
HPC
s
tr
ate
g
y
is
ca
r
r
ied
o
u
t
b
y
f
iv
e
ex
p
er
ts
in
th
e
f
ield
o
f
le
ar
n
i
n
g
tech
n
o
lo
g
y
,
lear
n
in
g
in
elem
en
ta
r
y
s
ch
o
o
ls
,
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d
ex
p
e
r
ts
o
n
Ph
y
s
i
ca
l
E
d
u
ca
ti
o
n
,
S
p
o
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ts
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n
d
Hea
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a
te
r
ia
l
.
T
h
e
r
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lts
o
f
ex
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alid
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ab
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T
h
e
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ial
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th
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ev
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p
m
en
t
r
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lts
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o
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t
b
y
f
illi
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g
in
q
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esti
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n
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o
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tu
d
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r
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af
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lea
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p
r
o
ce
s
s
with
th
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HPC
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tr
ateg
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wh
ich
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o
n
e
th
r
o
u
g
h
a
s
m
all
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ial
in
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o
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r
g
r
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d
e
an
d
f
if
t
h
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o
n
e
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ch
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l
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Stu
d
en
t
lear
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in
g
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u
tco
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u
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m
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6
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u
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8
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(
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Fig
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