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Vo
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3
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Sep
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201
6
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p
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2
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I
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
205
–
2
1
0
206
a
tr
ig
g
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,
it
h
as
b
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p
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t
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w
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4
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iev
ed
t
h
r
o
u
g
h
t
u
to
r
ial
d
is
cu
s
s
io
n
s
a
n
d
ar
e
h
id
d
en
i
n
t
h
e
s
ce
n
ar
io
(
ca
s
e/p
r
o
b
lem
)
.
T
h
e
d
is
tin
cti
v
e
ch
ar
ac
ter
is
tic
o
f
P
B
L
as
lear
n
in
g
s
tr
ate
g
y
i
s
th
e
f
o
cu
s
o
n
p
r
o
b
lem
as
a
v
e
h
icle
to
en
g
a
g
e
in
lear
n
i
n
g
.
S
tu
d
e
n
t
s
ar
e
ch
alle
n
g
ed
to
ac
tiv
a
te
th
eir
p
r
io
r
k
n
o
w
led
g
e,
to
id
en
t
if
y
th
e
ir
o
w
n
lear
n
i
n
g
o
b
j
ec
tiv
es,
an
d
to
co
n
te
x
tu
al
iz
e
th
eir
ac
q
u
ir
ed
k
n
o
w
led
g
e.
T
w
o
f
ea
t
u
r
es
o
f
a
P
B
L
ca
s
e
ar
e
ess
en
tia
l,
n
a
m
el
y
co
n
ten
t
an
d
f
o
r
m
at
[
5
]
.
I
n
ter
m
s
o
f
co
n
ten
t,
P
B
L
ca
s
es
s
h
o
u
ld
b
e
p
r
o
to
ty
p
ic.
I
t
s
h
o
u
ld
b
e
an
e
x
a
m
p
le
o
f
a
r
o
u
tin
e
p
r
o
b
le
m
e
n
co
u
n
ter
ed
i
n
a
p
r
ac
tice
w
h
ic
h
h
as
k
e
y
f
ea
tu
r
e
s
(
f
o
r
ex
a
m
p
le,
s
i
g
n
s
,
s
y
m
p
to
m
s
a
n
d
ca
u
s
e
s
)
i
n
co
m
m
o
n
w
i
th
o
th
er
ex
a
m
p
les
o
f
t
h
at
t
y
p
e
o
f
p
r
o
b
lem
.
P
B
L
ca
s
es
s
h
o
u
ld
b
e
ch
allen
g
i
n
g
an
d
s
u
f
f
icien
t
l
y
co
m
p
le
x
,
s
o
t
h
at
t
h
e
y
h
a
v
e
a
h
i
g
h
d
e
g
r
ee
o
f
f
id
elit
y
a
n
d
cr
ea
te
s
u
f
f
icie
n
t
c
o
g
n
iti
v
e
d
is
s
o
n
an
ce
to
m
o
ti
v
a
te
lear
n
er
s
[
6
]
.
Do
lm
a
n
p
r
o
p
o
s
es
s
ev
er
al
asp
ec
t
s
to
b
e
tak
e
n
in
to
ac
co
u
n
t
w
h
e
n
co
n
s
tr
u
c
tin
g
p
r
o
b
lem
s
,
as
f
o
llo
w
s
:
co
n
n
ec
tio
n
s
w
it
h
p
r
io
r
k
n
o
w
led
g
e,
clea
r
co
n
n
ec
tio
n
w
it
h
t
h
e
b
lo
ck
o
b
j
ec
tiv
e,
co
m
p
le
x
it
y
o
f
p
r
o
b
le
m
,
d
eg
r
ee
o
f
s
tr
u
ct
u
r
e,
co
n
cr
ete
w
o
r
d
in
g
an
d
co
n
n
ec
tio
n
w
it
h
p
r
o
f
ess
io
n
al
lif
e,
len
g
t
h
o
f
t
h
e
p
r
o
b
le
m
,
ti
m
e
a
v
ailb
le
f
o
r
in
d
ep
en
d
e
n
t
s
t
u
d
y
,
a
n
d
ti
m
e
av
ailab
le
at
r
ep
o
r
tin
g
p
h
a
s
e
[
4
]
.
I
n
s
m
all
g
r
o
u
p
d
is
c
u
s
s
io
n
,
a
f
ac
u
lt
y
t
u
to
r
w
as
p
r
ese
n
t
d
u
r
in
g
a
ll
g
r
o
u
p
ac
ti
v
itie
s
to
m
o
n
ito
r
an
d
ass
es
s
t
h
e
d
is
cu
s
s
io
n
[
7
]
.
T
u
to
r
is
a
lear
n
in
g
f
ac
ilit
a
to
r
an
d
n
o
t
a
s
o
u
r
ce
o
f
in
f
o
r
m
a
ti
o
n
[
3
]
.
T
h
e
m
o
s
t
i
m
p
o
r
tan
t
tas
k
o
f
a
t
u
to
r
i
s
to
en
s
u
r
e
th
at
t
h
e
L
Os
id
e
n
ti
f
ied
b
y
t
h
e
s
t
u
d
en
t
s
m
atch
w
i
th
t
h
e
L
Os
d
esi
g
n
ed
b
y
th
e
f
ac
u
l
t
y
.
I
f
th
i
s
o
cc
u
r
s
,
s
tu
d
en
ts
‟
s
el
f
-
d
ir
ec
ted
lear
n
in
g
w
il
l
b
e
r
ig
h
tl
y
g
u
id
ed
[
6
]
,
[
8
]
.
T
u
to
r
‟
s
tr
ain
i
n
g
i
s
v
er
y
i
m
p
o
r
tan
t
to
tr
ain
t
u
to
r
h
o
w
to
s
ti
m
u
late
ac
ti
v
e
an
d
s
elf
d
ir
ec
ted
lear
n
i
n
g
[
3
]
.
Sev
er
al
r
esear
ch
w
er
e
co
n
d
u
cted
to
co
m
p
ar
e
t
u
to
r
‟
s
b
ac
k
g
r
o
u
n
d
f
o
r
ef
f
ec
ti
v
e
t
u
t
o
r
ial
d
is
cu
s
s
io
n
,
i.e
b
et
w
ee
n
s
tu
d
e
n
t
-
tu
to
r
ed
a
n
d
tu
to
r
less
,
f
ac
ilit
at
iv
e
a
n
d
n
o
n
-
f
ac
ilit
ati
v
e
t
u
to
r
,
ex
p
er
t
an
d
n
o
n
-
ex
p
er
t
tu
to
r
,
s
tu
d
en
t
t
u
to
r
an
d
f
ac
u
lt
y
tu
to
r
.
T
u
to
r
w
a
s
ab
le
to
m
o
d
if
y
t
h
e
ir
r
o
le
an
d
in
f
lu
e
n
ce
g
r
o
u
p
p
r
o
ce
s
s
es
d
ep
en
d
o
n
s
t
u
d
en
t
s
ex
p
er
ien
ce
i
n
P
B
L
.
I
n
cr
ea
s
in
g
s
t
u
d
en
ts
e
x
p
er
ien
ce
in
P
B
L
n
ee
d
a
h
i
g
h
er
le
v
el
o
f
in
d
ep
en
d
en
ce
a
n
d
au
to
n
o
m
y
[
7
]
-
[
1
1
]
.
Facu
lt
y
o
f
Me
d
icin
e
U
n
iv
er
s
i
tas
Gad
j
ah
Ma
d
a
(
FM
UGM
)
h
as
ap
p
lied
P
B
L
s
in
ce
1
9
8
5
in
g
r
ad
u
al
p
h
ases
.
T
h
e
s
e
v
en
j
u
m
p
t
u
to
r
ial
d
is
cu
s
s
io
n
d
e
v
elo
p
ed
b
y
M
aa
s
tr
ich
t M
ed
ical
Sch
o
o
l is ad
o
p
ted
.
T
h
e
f
ir
s
t ste
p
is
to
id
en
ti
f
y
u
n
f
a
m
iliar
ter
m
s
an
d
tr
y
to
d
ef
i
n
e
t
h
e
m
u
s
i
n
g
t
h
e
s
t
u
d
en
t
s
‟
p
r
io
r
k
n
o
w
led
g
e.
T
h
e
s
ec
o
n
d
s
tep
is
to
id
en
ti
f
y
p
r
o
b
lem
s
i
n
t
h
e
s
c
en
ar
io
.
T
h
e
th
ir
d
s
tep
i
s
b
r
ain
s
to
r
m
i
n
g
w
h
er
e
u
s
in
g
t
h
eir
p
r
io
r
k
n
o
w
led
g
e
t
h
e
s
tu
d
e
n
ts
a
tte
m
p
t
to
ex
p
lai
n
t
h
e
m
ec
h
an
is
m
u
n
d
er
l
y
in
g
th
e
p
r
o
b
lem
s
.
D
u
r
i
n
g
th
e
t
h
ir
d
s
t
ep
,
ea
ch
s
t
u
d
en
t
is
allo
w
ed
to
th
i
n
k
alo
u
d
an
d
a
ct
iv
ated
th
eir
p
r
io
r
k
n
o
w
led
g
e.
I
n
th
e
f
o
u
r
t
h
s
tep
,
s
t
u
d
en
t
s
an
a
l
y
s
e
a
n
d
s
y
n
t
h
esize
th
eir
p
r
eli
m
in
ar
y
e
x
p
lan
a
tio
n
u
s
i
n
g
t
h
eir
p
r
io
r
k
n
o
w
led
g
e
i
n
s
tep
th
r
ee
.
I
n
t
h
i
s
s
tep
,
s
t
u
d
en
ts
ar
e
en
co
u
r
ag
ed
to
cr
ea
te
a
m
i
n
d
m
ap
p
in
g
o
r
co
n
ce
p
t
m
ap
p
in
g
i
n
o
r
d
er
to
ea
s
il
y
v
i
s
u
a
lize
t
h
eir
th
in
k
i
n
g
an
d
to
id
en
ti
f
y
th
e
g
ap
s
t
h
e
y
h
a
v
e
to
co
m
p
lete.
I
n
s
tep
f
iv
e,
t
h
ese
g
ap
s
ar
e
c
o
n
v
er
ted
in
to
L
O
s
.
I
n
s
tep
s
i
x
s
t
u
d
en
t
s
co
n
d
u
ct
in
d
ep
en
d
en
t
lear
n
in
g
th
r
o
u
g
h
v
ar
io
u
s
k
i
n
d
s
o
f
lear
n
i
n
g
ac
tiv
itie
s
d
ir
ec
ted
b
y
L
O
s
.
I
n
s
tep
s
ev
en
s
t
u
d
en
ts
r
ep
o
r
t
th
e
r
esu
lt
s
o
f
th
eir
s
el
f
-
s
t
u
d
y
to
t
h
e
g
r
o
u
p
.
I
t
is
e
n
co
u
r
ag
ed
th
a
t
in
th
is
s
tep
,
ea
ch
s
t
u
d
e
n
t
h
a
s
t
h
e
o
p
p
o
r
tu
n
it
y
to
p
r
esen
t
to
th
e
g
r
o
u
p
w
h
a
t th
e
y
h
a
v
e
lear
n
t in
s
tep
s
ix
.
Star
tin
g
i
n
2
0
0
2
u
n
til
n
o
w
,
F
M
UGM
h
a
s
i
m
p
le
m
e
n
ted
P
B
L
as
a
cu
r
r
ic
u
lu
m
;
th
er
e
f
o
r
e
th
e
s
tr
u
ct
u
r
e
o
f
t
h
e
cu
r
r
ic
u
l
u
m
is
ch
a
n
g
ed
in
to
b
lo
ck
s
y
s
te
m
.
I
n
ea
c
h
y
ea
r
t
h
er
e
ar
e
s
i
x
b
lo
ck
s
to
b
e
co
m
p
leted
.
T
h
e
co
m
p
ete
n
ce
s
to
b
e
ac
h
iev
ed
at
th
e
en
d
o
f
th
e
s
t
u
d
y
ar
e
b
r
o
k
en
d
o
w
n
in
to
s
p
ec
i
f
ic
lear
n
in
g
o
b
j
ec
tiv
es
an
d
d
is
tr
ib
u
ted
to
ea
ch
b
lo
ck
s
eq
u
en
t
iall
y
.
L
O
s
in
ea
c
h
b
lo
ck
(
Facu
lt
y
lear
n
i
n
g
o
b
j
ec
tiv
es)
ar
e
h
id
d
en
in
th
e
p
r
o
b
lem
s
ce
n
ar
io
an
d
h
a
v
e
to
b
e
id
en
tif
ied
b
y
th
e
s
t
u
d
en
ts
(
s
tu
d
e
n
ts
lear
n
in
g
o
b
j
ec
tiv
es)
as
th
e
b
asis
f
o
r
s
elf
-
s
tu
d
y
.
T
h
e
cr
itical
p
o
in
t
i
s
to
w
h
at
e
x
ten
t
Facu
lt
y
L
O
a
n
d
s
t
u
d
en
t
L
O
ar
e
alli
g
n
ed
.
I
d
ea
lly
,
Facu
lt
y
L
O
a
n
d
s
tu
d
e
n
t
L
O
ar
e
co
n
g
r
u
en
t.
T
h
is
m
ea
n
s
th
e
lear
n
i
n
g
p
r
o
ce
s
s
i
s
e
f
f
ec
tiv
e.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
t
u
d
y
i
s
to
ev
alu
a
te
th
e
all
ig
n
m
en
t o
f
L
O
s
f
o
r
m
u
lated
b
y
t
h
e
b
lo
ck
t
ea
m
s
a
n
d
L
O
s
id
en
ti
f
ied
b
y
t
h
e
s
tu
d
en
t
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
q
u
alitat
iv
e
co
n
te
n
t
a
n
al
y
s
i
s
w
as
u
s
ed
i
n
t
h
is
s
t
u
d
y
.
Q
u
alitativ
e
co
n
te
n
t
a
n
al
y
s
i
s
w
a
s
d
o
n
e
b
y
ex
tr
ac
ti
n
g
s
y
s
te
m
at
icall
y
q
u
al
itativ
e
m
ater
ial
-
in
t
h
is
ca
s
e
i
s
th
e
d
is
cu
s
s
io
n
n
o
tes
(
DNs)
-
i
n
o
r
d
er
t
o
cr
ea
te
ev
id
en
ce
ab
o
u
t t
h
e
co
n
te
n
t t
h
a
t b
u
i
ld
s
o
r
s
u
p
p
o
r
t a
n
ar
g
u
m
e
n
t th
r
o
u
g
h
id
e
n
ti
f
y
in
g
t
h
e
m
e
s
a
n
d
p
atter
n
s
as
w
e
ll
as d
escr
ib
in
g
s
it
u
atio
n
s
.
I
n
th
i
s
s
t
u
d
y
,
a
s
ec
o
n
d
y
ea
r
ca
r
d
io
r
esp
ir
ato
r
y
s
y
s
te
m
b
lo
c
k
w
a
s
u
s
ed
,
16
d
is
cu
s
s
io
n
n
o
tes
(
DNs)
f
o
r
s
ce
n
ar
io
“
B
lo
o
d
D
o
n
atio
n
”
w
r
itte
n
b
y
1
6
g
r
o
u
p
s
o
f
w
h
i
c
h
ea
ch
g
r
o
u
p
co
m
p
r
s
ie
s
o
f
1
0
-
1
2
s
tu
d
en
t
s
ar
e
an
al
y
s
ed
.
T
h
e
co
m
m
o
n
t
h
e
m
es
w
er
e
id
en
tif
ed
a
n
d
n
u
m
b
er
co
d
ed
d
if
f
er
en
t
l
y
f
o
r
ea
ch
th
e
m
e.
T
h
e
lear
n
in
g
o
b
j
ec
tiv
es
(
L
Os)
f
r
o
m
th
e
t
u
to
r
b
o
o
k
an
d
th
e
d
is
cu
s
s
io
n
n
o
te
s
(
DNs)
ar
e
co
d
ed
s
ep
ar
ately
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
E
va
lu
a
tio
n
o
f a
P
r
o
b
lem
B
a
s
ed
Lea
r
n
in
g
(
P
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C
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....
(
Tit
i S
a
vitr
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ih
a
tin
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s
ih
)
207
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
T
h
er
e
w
er
e
1
4
d
is
c
u
s
s
io
n
n
o
t
es
(
DNs)
ap
p
licab
le
an
d
t
w
o
DNs
w
er
e
n
o
t
ap
p
licab
le
(
N
A)
.
T
h
e
eig
h
t
f
ac
u
lt
y
lear
n
i
n
g
o
b
j
ec
tiv
es
(
L
Os)
w
er
e
w
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it
ten
i
n
n
u
m
b
er
1
to
8
an
d
d
ar
k
co
lo
r
c
o
d
ed
.
T
h
er
e
w
er
e
1
8
o
th
er
th
e
m
es
(
n
u
m
b
er
9
to
2
6
)
th
at
w
er
e
n
o
t
in
cl
u
d
ed
in
f
ac
u
lt
y
L
O
s
.
T
h
e
r
esu
m
e
o
f
th
e
co
n
g
r
u
en
ce
o
f
L
Os
f
r
o
m
f
ac
u
lt
y
a
n
d
1
6
g
r
o
u
p
s
o
f
s
t
u
d
en
t c
an
b
e
s
ee
n
in
t
h
e
T
ab
le
1.
T
ab
le
1
.
C
o
n
g
r
u
e
n
ce
o
f
lear
n
in
g
o
b
j
ec
tiv
es
(
L
Os)
f
r
o
m
t
u
to
r
b
o
o
k
an
d
d
is
cu
s
s
io
n
n
o
te
s
(
DNs)
o
f
1
6
g
r
o
u
p
s
o
f
s
t
u
d
en
t
L
O
s fr
o
m
t
u
t
o
r
b
o
o
k
L
O
s
f
r
o
m D
N
s o
f
t
h
e
1
6
G
r
o
u
p
s
I
II
III
IV
V
VI
V
I
I
V
I
I
I
IX
X
XI
X
I
I
X
I
I
I
X
I
V
XV
X
V
I
1
4
6
1
3
16
5
NA
3
8
1
6
1
1
1
2
NA
2
8
8
6
5
17
8
4
10
2
8
2
2
2
6
3
9
12
13
14
18
9
5
20
4
18
3
3
3
25
4
10
15
17
6
6
21
4
5
5
26
5
11
19
8
8
5
6
6
6
9
6
8
8
7
8
11
24
8
22
27
No
tes:
A.
N
o
.
1
-
8
:
L
Os
f
r
o
m
t
u
t
o
r
b
o
o
k
1.
T
o
p
o
g
r
a
p
h
y
o
f
t
h
e
h
e
a
r
t
,
c
h
a
m
b
e
r
s,
v
a
l
v
e
s a
n
d
t
h
e
h
e
a
r
t
's w
a
l
l
2.
S
t
r
u
c
t
u
r
e
o
f
t
h
e
c
a
r
d
i
a
c
mu
s
c
l
e
c
e
l
l
s
3.
C
a
r
d
i
a
c
c
o
n
d
u
c
t
i
o
n
sy
st
e
m a
n
d
t
h
e
n
o
r
mal
EC
G
4.
M
e
c
h
a
n
i
sm o
f
c
o
n
t
r
a
c
t
i
o
n
a
n
d
r
e
l
a
x
a
t
i
o
n
o
f
c
a
r
d
i
a
c
m
u
scl
e
5.
C
a
r
d
i
a
c
c
y
c
l
e
a
n
d
c
a
r
d
i
a
c
o
u
t
p
u
t
6.
S
t
r
u
c
t
u
r
e
a
n
d
f
u
n
c
t
i
o
n
o
f
t
h
e
v
e
sse
l
s
(
a
o
r
t
a
,
a
r
t
e
r
i
e
s,
a
r
t
e
r
i
o
l
e
s
c
a
p
i
l
l
a
r
i
e
s,
v
e
n
u
l
e
s,
v
e
i
n
s,
v
e
n
a
c
a
v
a
)
a
s
a
r
e
si
st
a
n
c
e
a
n
d
c
a
p
a
c
i
t
a
n
c
e
v
e
sse
l
s
a
n
d
t
h
e
d
y
n
a
mi
c
o
f
b
o
o
d
f
l
o
w
i
n
t
h
e
v
e
sse
l
s.
A
u
t
o
r
e
g
u
l
a
t
i
o
n
me
c
h
a
n
i
sm
o
f
b
l
o
o
d
f
l
o
w
t
o
f
u
l
f
i
l
l
d
e
man
d
o
f
t
h
e
t
i
ssu
e
a
n
d
c
e
l
l
s
7.
S
t
a
r
t
l
i
n
g
e
q
u
i
l
i
b
r
i
u
m a
t
c
a
p
i
l
l
a
r
i
e
s
8.
D
e
f
i
n
i
t
i
o
n
o
f
b
l
o
o
d
p
r
e
su
r
e
,
f
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
b
l
o
o
d
p
r
e
su
r
e
(
a
g
e
,
se
x
,
g
r
a
v
i
t
a
t
i
o
n
,
d
e
h
y
d
r
a
t
i
o
n
,
d
r
u
g
s,
e
t
c
)
m
e
c
h
a
n
i
sm
o
f
b
a
r
o
r
e
c
e
p
t
o
r
t
o
m
a
i
n
t
a
i
n
b
l
o
o
d
p
r
e
ssu
r
e
,
me
c
h
a
n
i
sm
o
f
b
l
o
o
d
p
r
e
ssu
r
e
a
l
t
e
r
a
t
i
o
n
a
s
p
h
y
si
o
l
o
g
i
c
a
l
c
o
n
se
q
u
e
n
c
e
s
B.
N
o
.
9
-
2
6
:
L
Os
f
r
o
m
t
h
e
st
u
d
e
n
t
s
9.
H
e
a
r
t
so
u
n
d
a
u
s
c
u
l
t
a
t
i
o
n
1
0
.
B
e
n
e
f
i
t
,
b
l
o
o
d
d
o
n
a
t
i
o
n
r
e
q
u
i
r
e
me
n
t
,
a
n
d
c
o
n
d
i
t
i
o
n
p
o
st
b
o
o
d
d
o
n
a
t
i
o
n
1
1
.
B
i
o
c
h
e
mi
c
a
l
r
e
g
u
l
a
t
i
o
n
i
n
b
l
o
o
d
v
e
ssel
1
2
.
R
e
c
i
p
r
o
c
a
l
r
e
l
a
t
i
o
n
b
e
t
w
e
e
n
p
r
e
ssu
r
e
,
r
e
si
st
e
n
c
y
,
a
n
d
c
a
p
a
c
i
t
y
o
f
t
h
e
b
l
o
o
d
v
e
ssel
1
3
.
W
i
g
e
r
g
r
a
p
h
e
l
e
c
t
r
i
c
a
l
l
y
a
n
d
me
c
h
a
n
i
c
a
l
l
y
1
4
.
G
e
n
e
r
a
l
p
r
i
n
c
i
p
l
e
o
f
c
a
r
d
i
o
h
a
e
mo
st
a
s
i
s
1
5
.
F
o
r
mu
l
a
w
h
i
c
h
i
n
f
l
u
e
n
c
e
b
l
o
o
d
p
r
e
ss
u
r
e
a
n
d
h
e
a
r
t
r
a
t
e
1
6
.
Co
mp
l
e
t
e
p
r
o
c
e
ss o
f
n
e
r
v
e
r
e
g
u
l
a
t
i
o
n
a
n
d
s
u
b
st
a
n
c
e
1
7
.
R
e
l
a
t
i
o
n
o
f
h
e
a
r
t
r
a
t
e
a
n
d
b
l
o
o
d
p
r
e
ssu
r
e
1
8
.
B
l
o
o
d
d
o
n
a
t
i
o
n
,
a
r
t
e
r
i
o
r
v
e
n
a
,
w
h
y
?
1
9
.
H
y
p
e
r
t
e
n
si
o
n
s
t
a
n
d
a
r
t
,
JN
C
2
0
.
Ef
f
e
c
t
o
f
a
sp
i
r
i
n
i
n
t
h
e
b
l
o
o
d
2
1
.
B
l
o
o
d
d
o
n
a
t
i
o
n
,
h
i
p
o
v
o
l
e
mi
c
2
2
.
S
t
a
r
l
i
n
g
e
q
u
i
l
i
b
r
i
u
m
2
3
.
Ef
f
e
c
t
o
f
h
y
d
r
o
st
a
t
i
c
a
n
d
o
smo
t
i
c
p
r
e
s
su
r
e
i
n
p
l
a
sm
a
2
4
.
V
a
scu
l
a
r
i
z
a
t
i
o
n
i
n
g
e
n
e
r
a
l
2
5
.
V
a
scu
l
a
r
a
n
d
l
y
mp
h
a
t
i
c
sy
st
e
m
2
6
.
H
e
a
r
t
e
n
z
y
me
NA:
N
o
t
a
p
p
l
i
c
a
b
l
e
T
h
er
e
w
er
e
eig
h
t
Fac
u
lt
y
le
ar
n
in
g
o
b
j
ec
tiv
es
(
L
Os)
f
o
r
s
ce
n
ar
io
B
lo
o
d
Do
n
atio
n
.
Ho
w
e
v
er
,
n
o
d
is
cu
s
s
io
n
n
o
tes
(
DNs)
m
e
n
ti
o
n
ed
Facu
lt
y
lear
n
i
n
g
o
b
j
ec
tiv
es
co
r
r
ec
tly
.
A
ll
DNs
m
en
tio
n
ed
L
Os
w
h
ic
h
we
r
e
n
o
t
i
n
clu
d
ed
i
n
t
h
e
Fac
u
lt
y
L
Os
,
s
u
ch
as
r
eq
u
ir
e
m
e
n
ts
a
n
d
co
n
d
itio
n
o
f
b
lo
o
d
d
o
n
atio
n
,
l
y
m
p
h
atic
s
y
s
te
m
,
an
d
h
ea
r
t so
u
n
d
s
.
Fo
r
„
B
lo
o
d
Do
n
atio
n
„
s
ce
n
ar
io
,
it
w
as
clea
r
t
h
at
1
6
g
r
o
u
p
s
o
f
s
tu
d
e
n
t
f
ailed
to
id
en
ti
f
y
Fa
cu
lt
y
L
O
s
co
r
r
ec
tly
.
I
f
d
u
r
i
n
g
s
tep
f
i
v
e
t
h
e
s
t
u
d
en
ts
f
ail
to
id
en
ti
f
y
co
r
r
ec
t le
ar
n
in
g
o
b
j
e
ctiv
es,
e
v
en
t
u
all
y
d
u
r
i
n
g
s
tep
s
ix
w
h
e
n
s
t
u
d
en
t
s
d
o
th
eir
s
el
f
s
t
u
d
y
,
s
tu
d
e
n
t
w
ill
lear
n
d
i
f
f
er
en
t
m
ater
ials
w
h
ich
m
i
g
h
t
n
o
t
b
e
w
h
a
t
t
h
e
y
s
h
o
u
ld
h
av
e
lear
n
t.
T
h
is
m
i
g
h
t
af
f
ec
t
th
eir
p
er
f
o
r
m
an
ce
i
n
t
h
eir
b
lo
ck
ex
a
m
s
,
b
u
t
al
s
o
th
eir
p
r
ep
ar
ed
n
ess
f
o
r
th
e
s
u
b
s
eq
u
en
t b
lo
ck
s
as t
h
e
y
lac
k
r
elev
an
t p
r
io
r
k
n
o
w
led
g
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
205
–
2
1
0
208
Ma
n
y
f
ac
to
r
s
m
ig
h
t
co
n
tr
ib
u
t
e
to
th
e
d
i
f
f
er
en
ce
s
b
et
w
ee
n
f
ac
u
lt
y
an
d
s
tu
d
e
n
t
lear
n
in
g
o
b
j
ec
tiv
es
.
So
m
e
co
u
ld
b
e
m
e
n
tio
n
ed
as
f
o
llo
w
s
:
(
1
)
tu
to
r
s
ar
e
u
n
ab
le
to
f
ac
ilit
ate
th
e
d
is
c
u
s
s
io
n
s
d
u
e
to
co
g
n
iti
v
e
in
co
n
g
r
u
e
n
ce
an
d
lac
k
o
f
t
u
to
r
in
g
s
k
ills
,
(
2
)
d
esig
n
o
f
t
h
e
b
lo
ck
is
i
n
ap
p
r
o
p
r
iate
-
e
ith
er
th
e
L
O
s
ar
e
to
o
m
a
n
y
f
o
r
t
w
o
h
o
u
r
s
d
is
c
u
s
s
io
n
o
r
th
e
s
ce
n
ar
io
d
iv
er
ts
s
tu
d
e
n
ts
‟
att
en
tio
n
.
C
o
g
n
iti
v
e
co
n
g
r
u
e
n
ce
an
d
tu
t
o
r
in
g
s
k
ill
s
ar
e
v
er
y
i
m
p
o
r
ta
n
t
to
f
ac
ili
tate
P
B
L
tu
to
r
ial
d
is
cu
s
s
io
n
s
.
T
h
e
PB
L
tu
to
r
ial
d
is
cu
s
s
io
n
is
a
m
et
h
o
d
f
o
r
s
tu
d
e
n
ts
l
ea
r
n
in
g
to
m
aster
k
n
o
w
led
g
e
ac
q
u
is
itio
n
a
n
d
k
n
o
w
led
g
e
u
tili
za
tio
n
(
f
r
o
m
ap
p
licatio
n
,
an
al
y
s
i
s
,
an
d
s
y
n
t
h
e
s
is
)
.
C
o
g
n
iti
v
e
co
n
g
r
u
e
n
ce
m
ea
n
s
tu
to
r
‟
s
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
s
u
b
j
ec
t
m
atter
b
ein
g
d
is
cu
s
s
ed
.
W
ith
o
u
t
th
i
s
,
tu
to
r
s
ar
e
u
n
ab
le
to
f
ac
ilit
ate
d
is
cu
s
s
io
n
s
,
to
p
r
o
v
id
e
ap
p
r
o
p
r
iate
q
u
esti
o
n
s
a
n
d
ti
m
el
y
p
r
o
b
in
g
.
A
lt
h
o
u
g
h
t
u
to
r
tr
ain
i
n
g
in
FM
UGM
h
as b
ee
n
co
n
d
u
cted
r
eg
u
lar
l
y
co
v
er
in
g
b
o
th
b
eg
i
n
n
er
,
i
n
ter
m
ed
iate
a
n
d
ad
v
a
n
ce
d
co
u
r
s
e
s
,
a
n
d
r
ef
r
es
h
i
n
g
t
u
to
r
b
ef
o
r
e
t
h
e
b
eg
in
n
i
n
g
o
f
th
e
b
lo
c
k
,
t
u
to
r
s
ar
e
s
till
h
a
v
i
n
g
d
if
f
ic
u
ltie
s
to
ex
er
cis
e
t
h
eir
t
u
to
r
i
n
g
s
k
ill
s
.
T
h
er
ef
o
r
e
tu
to
r
P
B
L
p
r
ep
ar
atio
n
n
ee
d
s
to
f
o
cu
s
o
n
s
u
b
j
ec
t
m
atter
k
n
o
w
led
g
e
an
d
f
ac
ilit
atin
g
s
k
ill
s
to
en
co
u
r
ag
e
ef
f
ec
ti
v
e
g
r
o
u
p
f
u
n
ctio
n
i
n
g
an
d
to
s
ti
m
u
late
s
t
u
d
en
t
s
lear
n
in
g
p
r
o
ce
s
s
.
An
y
f
ee
d
b
ac
k
f
r
o
m
th
e
s
t
u
d
en
ts
r
eg
ar
d
in
g
tu
to
r
p
er
f
o
r
m
a
n
ce
co
u
ld
b
e
i
m
p
o
r
ta
n
t so
u
r
ce
s
f
o
r
tu
to
r
‟
s
e
v
alu
at
io
n
[
8
]
-
[
1
1
]
.
Desig
n
o
f
th
e
p
r
o
b
le
m
is
v
er
y
cr
itical
f
o
r
th
e
s
u
cc
ess
o
f
a
P
B
L
cu
r
r
icu
l
u
m
w
h
ic
h
is
af
f
ec
t
ed
b
y
th
e
d
esig
n
o
f
t
h
e
m
ac
r
o
an
d
m
icr
o
cu
r
r
icu
l
u
m
.
T
h
i
s
in
c
lu
d
e
s
s
eq
u
en
ce
o
f
in
s
tr
u
c
tio
n
s
–
w
h
a
t
in
te
g
r
ated
th
e
m
e
s
an
d
lear
n
i
n
g
m
a
ter
ials
to
b
e
i
n
clu
d
ed
in
w
h
ic
h
b
lo
ck
s
.
Desi
g
n
o
f
b
lo
ck
–
in
ter
m
s
o
f
co
n
te
n
ts
a
n
d
s
eq
u
en
ce
o
f
in
s
tr
u
ctio
n
s
–
an
d
t
u
to
r
s
‟
c
o
m
p
ete
n
ce
ar
e
v
er
y
i
m
p
o
r
t
an
t
to
h
a
v
e
t
h
e
ad
v
a
n
tag
e
s
o
f
P
B
L
s
tr
ateg
y
m
ater
ialized
.
Kh
o
o
i
d
en
ti
f
i
es
th
at
in
m
a
n
y
Asi
an
m
ed
ical
s
ch
o
o
ls
,
t
h
e
L
ea
r
n
in
g
o
b
j
ec
tiv
es
o
f
t
h
e
P
B
L
p
r
o
b
le
m
s
ar
e
o
f
ten
u
n
clea
r
.
He
also
f
i
n
d
s
th
at
th
e
tr
i
g
g
er
p
r
o
b
lem
s
s
h
o
u
ld
b
e
d
esig
n
ed
ca
r
ef
u
l
l
y
t
o
m
a
k
e
t
h
e
m
m
o
r
e
r
elev
an
t
an
d
m
o
r
e
c
h
alle
n
g
i
n
g
f
o
r
th
e
s
t
u
d
en
ts
.
W
r
iti
n
g
a
p
r
o
b
lem
s
ce
n
ar
io
n
ee
d
s
a
s
p
e
cial
ab
ilit
y
,
n
o
t
o
n
l
y
ab
o
u
t
th
e
ca
s
e,
an
d
t
h
e
u
n
d
er
l
y
i
n
g
th
eo
r
y
,
b
u
t
also
ab
o
u
t
t
h
e
s
tr
u
ct
u
r
e
o
f
t
h
e
w
h
o
le
c
u
r
r
icu
l
u
m
an
d
h
o
w
to
h
id
e
lear
n
i
n
g
o
b
j
ec
tiv
es
i
n
t
h
e
p
r
o
b
lem
[
1
2
]
.
I
f
w
e
ca
n
n
o
t
p
r
o
d
u
ce
g
o
o
d
tr
ig
g
er
p
r
o
b
lem
s
,
an
d
tu
to
r
‟
s
ab
il
it
y
to
f
ac
ilit
a
te
s
t
u
d
en
ts
lear
n
i
n
g
p
r
o
ce
s
s
is
le
s
s
,
t
h
e
n
s
tu
d
e
n
t
s
u
s
u
all
y
tak
e
to
o
n
ar
r
o
w
a
v
ie
w
o
f
t
h
e
p
r
o
b
le
m
an
d
f
o
cu
s
to
o
s
o
o
n
o
n
p
o
ten
tial so
l
u
tio
n
s
r
ath
er
t
h
an
u
n
d
er
s
ta
n
d
i
n
g
t
h
e
m
an
y
i
m
p
licatio
n
s
o
f
t
h
e
p
r
o
b
lem
[
1
3
]
.
E
s
p
e
y
et.
a
l
in
Ne
w
Me
x
ico
Me
d
ica
l
Sch
o
o
l
h
a
s
m
o
d
i
f
ied
th
e
s
e
v
e
n
j
u
m
p
t
u
to
r
ial
d
is
c
u
s
s
io
n
s
to
in
cl
u
d
e
h
o
m
e
r
e
v
ie
w
o
f
t
h
e
ca
s
e
p
r
io
r
to
th
e
f
ir
s
t
m
ee
ti
n
g
w
h
er
e
s
tu
d
e
n
ts
ar
e
allo
w
ed
to
lear
n
f
ir
s
t
ab
o
u
t
th
e
ca
s
e.
B
y
d
o
in
g
th
is
,
s
tu
d
e
n
ts
ar
e
b
etter
p
r
ep
ar
ed
.
T
w
o
m
o
r
e
s
tep
s
ar
e
ad
d
ed
,
n
a
m
e
l
y
o
r
al
ca
s
e
p
r
ese
n
tatio
n
an
d
co
r
n
er
s
to
n
e
p
r
esen
tatio
n
w
h
er
e
s
tu
d
e
n
ts
ar
e
g
iv
e
n
o
p
p
o
r
tu
n
ities
to
p
r
esen
t
p
ar
ticu
l
ar
to
p
ics
ab
o
u
t
th
e
ca
s
e.
Stu
d
e
n
ts
ar
e
al
s
o
allo
w
ed
to
id
en
tify
lear
n
i
n
g
is
s
u
e
s
d
u
r
in
g
th
e
ir
h
o
m
e
r
e
v
ie
w
.
T
h
ese
e
f
f
o
r
s
ts
ar
e
to
av
o
id
s
tu
d
e
n
ts
‟
f
o
r
m
u
lati
n
g
i
n
co
r
r
ec
t le
ar
n
in
g
i
s
s
u
es
[
1
4
]
.
Od
a,
et.
a
l
co
n
d
u
cted
th
e
s
tu
d
y
o
n
2
3
4
tu
to
r
s
an
d
1
9
1
s
tu
d
en
ts
p
ar
ticip
ated
in
t
h
e
P
B
L
s
e
s
s
io
n
s
an
d
tu
to
r
s
w
er
e
c
h
an
g
ed
a
f
ter
ea
c
h
f
u
l
l
s
e
s
s
io
n
w
as
co
m
p
leted
.
E
v
er
y
g
r
o
u
p
r
ec
eiv
ed
eq
u
iv
alen
t
t
u
to
r
s
,
eit
h
er
f
r
o
m
s
t
u
d
en
t
t
u
to
r
o
r
f
ac
u
lt
y
t
u
to
r
.
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
s
t
u
d
en
t
g
en
d
er
,
q
u
alit
y
o
f
ca
s
e
s
ce
n
ar
io
s
an
d
t
u
to
r
b
ac
k
g
r
o
u
n
d
s
w
er
e
co
r
r
elate
d
w
it
h
„
ex
ce
llen
t
s
co
r
es
‟
in
t
u
to
r
p
er
f
o
r
m
a
n
ce
s
[
9
]
.
T
h
is
f
i
n
d
in
g
is
i
n
li
n
e
w
it
h
t
h
e
p
r
ev
io
u
s
r
esear
ch
e
s
b
y
Do
l
m
a
n
s
,
et.
a
l
.
th
at
g
o
o
d
p
r
o
b
lem
s
i
m
p
r
o
v
e
tu
to
r
p
er
f
o
r
m
a
n
ce
s
[
1
5
]
.
C
o
u
to
,
et.
a
l
f
o
u
n
d
th
at
„
s
u
b
j
ec
t
m
atter
e
x
p
er
t‟
is
v
er
y
g
o
o
d
at
b
u
ild
in
g
k
n
o
w
led
g
e
(
co
n
f
ir
m
ed
b
y
9
5
%
o
u
t
o
f
2
5
2
s
tu
d
en
ts
an
d
ass
is
ti
n
g
in
g
en
er
at
in
g
s
el
f
-
s
tu
d
y
lear
n
in
g
g
o
al
s
(
co
n
f
ir
m
ed
b
y
8
7
%
o
f
th
e
s
u
b
j
ec
t)
.
I
t
s
h
o
w
s
t
h
at
t
u
to
r
s
w
it
h
s
u
b
j
ec
t
-
m
at
ter
ex
p
er
ti
s
e
ar
e
v
er
y
i
n
s
tr
u
m
e
n
tal
i
n
m
a
k
i
n
g
s
u
r
e
t
h
at
s
t
u
d
en
t
s
id
en
ti
f
y
t
h
e
co
r
r
ec
t
lear
n
in
g
g
o
als
[
1
6
]
.
T
h
e
r
o
le
o
f
tu
to
r
s
,
in
clu
d
i
n
g
h
o
w
v
ar
io
u
s
s
t
y
le
s
o
f
tu
to
r
i
n
g
a
f
f
ec
t
th
e
s
u
cc
e
s
s
o
f
P
B
L
tu
to
r
ial
h
av
e
b
ee
n
r
esear
ch
ed
.
Ger
h
ar
d
t
-
Szep
,
et.
a
l
ev
alu
ated
P
B
L
tu
to
r
ia
l
g
r
o
u
p
s
w
it
h
f
ac
ilit
at
iv
e
an
d
n
o
n
-
f
ac
ilit
at
iv
e
tu
to
r
s
.
T
h
e
f
i
n
d
in
g
s
h
o
w
s
th
at
i
n
i
n
it
ial
y
ea
r
s
f
ac
ilit
a
ti
v
e
t
u
to
r
s
ar
e
m
o
r
e
d
em
a
n
d
ed
an
d
n
o
n
f
ac
ili
tativ
e
tu
to
r
s
ar
e
b
etter
f
o
r
th
e
later
y
ea
r
w
h
en
s
tu
d
e
n
ts
alr
ea
d
y
m
aster
ed
s
u
f
f
icie
n
t
g
r
asp
o
f
k
n
o
w
led
g
e
[
1
7
]
.
A
n
u
m
b
er
o
f
f
ac
to
r
s
r
elate
d
to
tu
to
r
s
‟
p
er
f
o
r
m
a
n
ce
a
n
d
d
esig
n
s
o
f
p
r
o
b
lem
s
ce
n
ar
i
o
s
m
i
g
h
t
co
n
tr
ib
u
te
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ai
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e
o
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u
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ec
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ed
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.
A
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s
‟
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it
s
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u
d
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ts
‟
c
h
ar
ac
ter
is
tic
s
.
T
h
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allig
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m
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t
o
f
p
r
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ce
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Facu
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jectiv
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ea
ch
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k
also
af
f
ec
ts
t
h
e
t
u
to
r
ial‟
s
r
esu
lt
s
.
4.
CO
NCLU
SI
O
N
Six
tee
n
g
r
o
u
p
s
o
f
s
t
u
d
en
t
f
ai
led
to
id
en
tify
ei
g
h
t
Fac
u
lt
y
L
ea
r
n
i
n
g
Ob
j
ec
tiv
es
(
L
Os)
f
o
r
s
ce
n
ar
io
„
B
lo
o
d
Do
n
atio
n
‟
co
r
r
ec
tl
y
.
Ma
n
y
DN
s
m
e
n
tio
n
ed
L
O
s
w
h
ic
h
ar
e
n
o
t
i
n
t
h
e
p
r
escr
ib
ed
L
Os.
T
w
o
m
a
i
n
f
ac
to
r
s
m
i
g
h
t
e
x
p
lain
w
h
y
t
h
is
o
cc
u
r
s
,
n
a
m
el
y
t
u
to
r
s
‟
p
er
f
o
r
m
an
ce
an
d
th
e
d
esi
g
n
o
f
p
r
o
b
le
m
s
ce
n
ar
io
.
T
u
to
r
s
‟
p
er
f
o
r
m
a
n
ce
v
ar
y
ac
co
r
d
in
g
to
t
h
eir
f
ac
il
itatio
n
s
t
y
les
an
d
ex
p
er
tis
e
;
w
h
il
s
t
t
h
e
d
esig
n
m
i
g
h
t
b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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2252
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8822
E
va
lu
a
tio
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o
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s
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Lea
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(
P
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(
Tit
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209
in
co
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Fac
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ap
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to
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esear
ch
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RE
CO
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M
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NDATI
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Fu
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r
esear
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ar
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o
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tiv
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T
u
to
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s
‟
p
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f
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m
a
n
ce
a
n
d
d
esig
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o
f
p
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o
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le
m
s
ce
n
ar
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n
ee
d
to
b
e
f
u
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ex
p
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o
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cr
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s
e
ex
ter
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al
v
alid
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f
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to
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ltip
le
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esea
r
ch
s
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n
g
.
RE
F
E
R
E
NC
E
S
[1
]
J.
A
.
H
.
C
a
p
lo
w
,
J.
F
.
Do
n
a
ld
so
n
,
C.
A
.
K
a
rd
a
sh
,
M.
Ho
so
k
a
w
a
,
“
L
e
a
rn
in
g
in
a
p
ro
b
lem
-
b
a
se
d
m
e
d
ica
l
c
u
rricu
lu
m
:
stu
d
e
n
ts‟
c
o
n
c
e
p
ti
o
n
s
,”
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
31
,
p
p
.
4
4
0
-
4
4
7
,
1
9
9
7
.
[2
]
S.
Ch
a
k
ra
v
a
rth
i,
H.
S
.
Na
g
a
ra
ja,
J.
P
.
J
u
d
so
n
,
“
A
n
e
x
p
lo
ra
ti
o
n
o
f
th
e
stra
teg
ic
c
h
a
ll
e
n
g
e
s
o
f
p
ro
b
lem
b
a
se
d
lea
rn
in
g
(P
BL
)
in
m
e
d
ica
l
e
d
u
c
a
ti
o
n
e
n
v
i
ro
n
m
e
n
t:
A
p
a
ra
d
ig
m
sh
i
f
t
f
ro
m
trad
it
io
n
a
l
lec
tu
re
s
,”
In
d
ia
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
ol
/i
ss
u
e
:
3
(
2
),
2
0
1
0
.
[3
]
R.
Bo
e
len
s,
B.
D.
W
e
v
e
r,
Y.
Ro
ss
e
e
l,
A
.
G
.
V
e
rstra
e
te,
A
.
D
e
re
s
e
,
“
W
h
a
t
a
r
e
th
e
m
o
st
i
m
p
o
rtan
t
tas
k
s
o
f
tu
to
rs
d
u
ri
n
g
th
e
t
u
to
r
ials i
n
h
y
b
rid
p
r
o
b
l
em
-
b
a
s
e
d
lea
rn
in
g
c
u
rricu
la?
,”
B
M
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
15
,
p
p
.
84
,
2
0
1
5
.
[4
]
D.
Do
lm
a
n
s,
S
n
e
ll
e
n
,
H.
Ba
len
d
o
n
g
,
“
P
ro
b
lem
-
b
a
se
d
M
e
d
ica
l
Ed
u
c
a
ti
o
n
:
P
ro
b
lem
s
Co
n
stru
c
ti
o
n
,”
M
a
a
strich
t
,
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
De
v
e
lo
p
m
e
n
t
a
n
d
Re
se
a
rc
h
,
2
0
0
0
.
[5
]
M
.
C.
L
o
h
m
a
n
a
n
d
M.
F
in
k
e
lstein
,
“
De
sig
n
in
g
c
a
se
s
in
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
t
o
f
o
ste
r
p
r
o
b
lem
-
so
lv
in
g
sk
il
ls
,”
Eu
r.
J
.
De
n
t.
Ed
u
c
,
v
o
l.
6
,
p
p
.
1
2
1
-
127
,
2
0
0
2
.
[6
]
H.
S
.
Ba
rr
o
w
s,
“
P
ra
c
ti
c
e
-
b
a
se
d
l
e
a
rn
in
g
:
p
r
o
b
lem
-
b
a
se
d
lea
rn
in
g
a
p
p
li
e
d
to
m
e
d
ica
l
e
d
u
c
a
ti
o
n
,”
S
p
rin
g
f
ield
,
IL
,
USA
,
S
o
u
th
e
r
I
ll
in
o
is
Un
iv
e
rsit
y
S
c
h
o
o
l
o
f
M
e
d
ici
n
e
,
1
9
9
4
.
[7
]
S.
Ha
y
a
sh
i,
K.
T
su
n
e
k
a
wa
,
e
t
a
l.
,
“
Co
m
p
a
riso
n
o
f
tu
to
re
d
g
ro
u
p
w
it
h
tu
to
rles
s
g
ro
u
p
in
p
ro
b
le
m
-
b
a
s
e
d
m
ix
e
d
lea
rn
in
g
se
ss
io
n
s: a ran
d
o
m
ize
d
c
ro
ss
-
m
a
t
c
h
e
d
stu
d
y
,”
BM
C
M
e
d
ica
l
E
d
u
c
a
t
io
n
,
v
o
l
.
13
,
p
p
.
1
5
8
,
2
0
1
3
.
[8
]
M.
G
ro
v
e
s,
P.
Re
g
o
,
P.
O‟Ro
u
rk
e
,
“
T
u
to
rin
g
in
p
r
o
b
lem
b
a
se
d
le
a
rn
in
g
m
e
d
ica
l
c
u
rricu
la:
th
e
i
n
f
lu
e
n
c
e
o
f
tu
t
o
r
b
a
c
k
g
ro
u
n
d
a
n
d
sty
le o
n
e
f
fe
c
ti
v
e
n
e
ss
,
”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
5
,
p
p
.
20
,
2
0
0
5
.
[9
]
Y.
Od
a
,
H.
On
ish
i,
T.
S
a
k
e
m
i,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
S
tu
d
e
n
t
T
u
to
rs
in
P
BL
of
Un
d
e
rg
ra
d
u
a
te
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,”
T
o
h
o
k
u
J
.
Exp
.
M
e
d
,
v
o
l.
2
3
2
,
p
p
.
2
2
3
-
2
2
7
,
2
0
1
4
.
[1
0
]
S.
G
e
rh
a
rd
t
-
S
z
e
p
,
F.
K
u
n
k
e
l,
A.
M
o
e
lt
n
e
r,
M.
Ha
n
se
n
,
A.
Bö
c
k
e
rs,
S.
R
ü
tt
e
rm
a
n
n
,
F.
Oc
h
se
n
d
o
rf
,
“
Ev
a
lu
a
ti
n
g
d
if
fe
re
n
tl
y
tu
to
re
d
g
ro
u
p
s in
p
r
o
b
lem
-
b
a
s
e
d
lea
rn
in
g
in
a
Ge
r
m
a
n
d
e
n
tal
c
u
rricu
lu
m
:
a
m
ix
e
d
m
e
th
o
d
s stu
d
y
,”
BM
C
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
16
,
p
p
.
14
,
2
0
1
6
.
[1
1
]
S.
T
u
ra
n
,
M.
E
lcin
,
O.
Od
a
b
a
si
,
K
.
W
a
rd
,
I.
S
a
y
e
k
,
“
Ev
a
lu
a
ti
n
g
th
e
ro
le
o
f
tu
to
rs
in
p
r
o
b
lem
-
b
a
se
d
lea
rn
in
g
se
ss
io
n
s
,”
Pro
c
e
d
ia
S
o
c
ia
l
a
n
d
B
e
h
a
v
io
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
,
p
p
.
5
-
8
,
2
0
0
9
.
[1
2
]
H.
E.
Kh
o
o
,
“
Im
p
le
m
e
n
tatio
n
o
f
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
in
A
sia
n
M
e
d
ica
l
S
c
h
o
o
ls
a
n
d
stu
d
e
n
ts‟
p
e
rc
e
p
ti
o
n
s
o
f
th
e
ir
e
x
p
e
rien
c
e
,”
M
e
d
ica
l
Ed
u
c
a
ti
o
n
,
v
o
l.
37
,
p
p
.
4
0
1
-
4
0
9
,
2
0
0
3
.
[1
3
]
W
.
Ro
b
e
rt
a
n
d
M.
M
c
Cra
c
k
e
n
,
“
As
se
s
s
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
in
P
r
o
b
lem
-
Ba
se
d
L
e
a
rn
in
g
,”
G
e
o
r
g
ia
In
stit
u
te
o
f
T
e
c
h
n
o
lo
g
y
,
2003
.
A
v
a
il
a
b
le at h
tt
p
:/
/w
ik
if
u
se
.
p
b
w
o
rk
s.co
m
/
f
/W
a
t
e
rs+
M
c
Cra
c
k
e
n
.
p
d
f
.
[1
4
]
E.
Esp
e
y
,
T.
Og
b
u
rn
,
S.
Ka
li
sh
m
a
n
,
M.
Zse
m
l
y
e
,
E.
Co
sg
ro
v
e
,
“
Re
v
it
a
li
z
in
g
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
:
stu
d
e
n
ts
a
n
d
tu
to
r
a
tt
it
u
d
e
s to
w
a
rd
s a stru
c
tu
re
d
tu
to
rial
,”
M
e
d
ica
l
T
e
a
c
h
e
r
,
v
o
l.
29
,
p
p
.
1
4
3
-
1
4
9
,
2
0
0
7
.
[1
5
]
DH
JM
Do
lma
n
s,
W
H
G
ij
s
e
lers
,
J
HC
M
o
u
st,
WS
De
G
ra
v
e
,
IH
A
P
W
o
lf
h
a
g
e
n
,
CP
M
V
a
n
De
r
V
l
u
e
ten
,
“
T
re
n
d
s
in
re
se
a
rc
h
o
n
th
e
t
u
to
r
in
p
ro
b
le
m
-
b
a
s
e
d
lea
rn
in
g
:
c
o
n
c
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Evaluation Warning : The document was created with Spire.PDF for Python.