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415
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cc
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2
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2
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Cre
a
ti
v
e
th
in
k
in
g
is
h
ig
h
-
o
rd
e
r
t
h
in
k
in
g
th
a
t
is
n
o
t
e
a
sy
to
sti
m
u
late
w
it
h
c
o
n
v
e
n
ti
o
n
a
l
lea
rn
i
n
g
,
e
sp
e
c
iall
y
to
so
lv
e
c
o
m
p
lex
p
h
y
sic
s
p
ro
b
lem
s
.
Ho
w
e
v
e
r,
th
e
lea
rn
in
g
stra
teg
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c
h
o
se
n
m
u
st
b
e
in
a
c
c
o
rd
a
n
c
e
w
it
h
th
e
tea
c
h
in
g
m
a
teria
ls
a
n
d
stu
d
e
n
ts
c
h
a
ra
c
teristics
.
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a
ti
v
e
th
in
k
in
g
is
v
e
r
y
im
p
o
rtan
t
e
sp
e
c
ially
f
o
r
lo
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a
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c
h
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ra
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teristic
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c
o
m
p
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ted
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lem
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o
re
,
it
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d
s
to
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tri
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re
d
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y
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n
t
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tere
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lea
rn
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g
stra
teg
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su
c
h
a
s
p
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c
t
b
rief
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h
is
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se
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s
t
o
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n
a
ly
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e
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e
ff
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t
o
f
p
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rn
in
g
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c
re
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ti
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k
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g
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ls
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S
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f
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w
-
a
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re
-
se
r
v
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p
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s
th
e
a
c
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rs.
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a
m
p
le
w
as
s
e
lec
ted
u
sin
g
p
u
r
p
o
siv
e
sa
m
p
li
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(
9
7
p
e
o
p
le
)
in
t
h
e
i
n
it
ial
se
m
e
st
e
r
p
re
-
se
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p
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y
sic
s
tea
c
h
e
rs
w
h
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n
siste
d
o
f
th
re
e
c
las
se
s
A
(3
2
p
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p
le),
B
(
3
5
p
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p
le),
a
n
d
C
(3
0
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p
le)
.
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ta
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o
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ti
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t
h
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ts
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a
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d
w
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teria
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ica
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s
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lt
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a
t
th
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a
s
a
p
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siti
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e
ff
e
c
t
o
n
c
re
a
ti
v
e
th
in
k
in
g
sk
il
ls.
T
h
e
h
ig
h
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st
e
ff
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c
t
o
n
th
e
f
lu
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n
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d
ica
to
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h
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s
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v
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o
f
1
5
.
7
c
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m
p
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d
to
t
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e
lec
tu
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y
,
a
s
w
e
ll
a
s
th
e
m
ix
tu
re
w
it
h
a
n
a
v
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ra
g
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o
f
9
.
8
9
,
a
n
d
th
e
lo
w
e
st o
n
t
h
e
o
r
ig
in
a
li
ty
in
d
ic
a
to
r
.
K
ey
w
o
r
d
s
:
C
r
ea
tiv
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t
h
i
n
k
in
g
s
k
ill
s
L
o
w
ab
ilit
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P
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e
-
s
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v
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teac
h
er
s
P
r
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j
ec
t b
r
ief
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
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r
:
Hab
ib
i,
Dep
ar
te
m
en
t o
f
P
h
y
s
ics E
d
u
c
atio
n
,
Yo
g
y
a
k
ar
ta
State
U
n
i
v
er
s
it
y
,
J
l.
C
o
lo
m
b
o
No
.
1
,
Kar
an
g
Ma
lan
g
,
Dep
o
k
,
S
le
m
a
n
,
D.
I
.
Y.
5
5
2
8
1
,
I
n
d
o
n
esia.
E
m
ail:
h
ab
ib
i.2
0
1
6
@
s
tu
d
en
t.
u
n
y
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Mo
s
t
o
f
th
e
p
r
e
-
s
er
v
ice
p
h
y
s
ics
teac
h
er
s
in
s
tate
u
n
iv
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s
ities
ar
e
m
o
r
e
q
u
ali
f
ied
th
a
n
p
r
iv
ate
u
n
i
v
er
s
i
ties
,
esp
ec
iall
y
i
n
I
n
d
o
n
esia
[
1
]
.
I
t
w
a
s
b
ec
au
s
e
th
e
p
ass
in
g
g
r
ad
e
at
s
tate
u
n
i
v
er
s
i
ties
w
a
s
h
i
g
h
er
an
d
m
o
r
e
co
m
p
etiti
v
e.
I
n
2
0
1
9
,
t
h
e
Mi
n
is
tr
y
o
f
Hi
g
h
e
r
E
d
u
ca
t
io
n
h
a
s
ti
g
h
ten
ed
t
h
e
ad
m
is
s
i
o
n
p
r
o
ce
s
s
at
s
tate
u
n
i
v
er
s
i
ties
.
T
h
is
ca
u
s
es
as
m
an
y
a
s
2
3
%
o
f
7
1
4
,
6
5
2
s
tu
d
en
ts
ac
ce
p
ted
i
n
to
s
tate
u
n
i
v
er
s
ities
.
St
u
d
en
t
s
w
h
o
d
o
n
o
t
m
ee
t
th
e
r
eq
u
ir
e
m
en
t
s
au
to
m
at
icall
y
e
n
r
o
lled
in
p
r
iv
ate
u
n
i
v
er
s
itie
s
ar
e
th
en
ca
te
g
o
r
ized
as
lo
w
-
ab
ilit
y
s
tu
d
e
n
ts
.
T
h
is
ca
s
e
is
u
n
iq
u
e
b
ec
au
s
e
it
ca
n
a
f
f
ec
t
s
t
u
d
en
t
i
n
ter
est
a
n
d
lear
n
i
n
g
ab
ilit
y
i
n
th
e
lect
u
r
e
p
r
o
ce
s
s
[
2
]
,
u
n
-
co
n
f
id
e
n
ce
[
3
]
,
lo
w
m
o
tiv
a
tio
n
[
4
]
,
an
d
u
n
i
n
ter
es
ted
in
lear
n
in
g
[
5
]
.
Ho
w
e
v
er
,
in
t
h
e
t
h
eo
r
y
o
f
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
,
it
is
th
e
ed
u
ca
to
r
'
s
ch
al
len
g
e
to
cr
ea
te
an
in
ter
esti
n
g
,
ef
f
ec
ti
v
e
an
d
en
j
o
y
ab
le
lear
n
i
n
g
at
m
o
s
p
h
er
e
[
6
]
.
T
h
er
ef
o
r
e,
e
d
u
ca
to
r
s
m
u
s
t
b
e
ab
le
to
in
cr
ea
s
e
lear
n
in
g
ac
tiv
ities
an
d
m
o
tiv
a
tio
n
b
y
u
s
in
g
lear
n
in
g
s
tr
ate
g
ie
s
th
at
ar
e
m
o
tiv
ati
n
g
an
d
lear
n
er
-
ce
n
ter
ed
[
7
]
.
On
e
o
f
t
h
e
s
t
u
d
en
t
-
ce
n
ter
ed
lear
n
in
g
s
tr
ate
g
ies
i
s
p
r
o
j
ec
t
-
b
ased
lear
n
in
g
(
P
j
B
L
)
[
8
]
.
Pj
B
L
h
a
s
t
w
o
t
y
p
es,
n
a
m
el
y
p
r
o
j
ec
t
b
r
ief
an
d
f
u
ll.
I
n
lect
u
r
es,
t
h
e
ap
p
licatio
n
o
f
b
r
ief
p
r
o
j
ec
ts
is
co
n
s
id
er
ed
b
ec
au
s
e
it
is
o
f
s
h
o
r
t
d
u
r
atio
n
.
T
h
i
s
s
tr
ate
g
y
h
as
h
ad
a
p
o
s
itiv
e
i
m
p
ac
t
o
n
i
m
p
r
o
v
i
n
g
cr
it
ical
an
d
cr
ea
t
iv
e
t
h
i
n
k
i
n
g
s
k
ill
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2
0
2
0
:
4
1
5
-
4
2
0
416
(
C
r
T
s
)
[
9
]
.
P
r
ev
io
u
s
r
esear
ch
h
as
p
r
esen
ted
v
ar
io
u
s
p
o
s
iti
v
e
e
f
f
ec
ts
o
f
p
r
o
j
ec
t
-
b
ased
lear
n
in
g
ap
p
licatio
n
s
.
So
m
e
o
f
th
e
r
ep
r
esen
tati
v
es,
Do
p
p
elt
[
1
0
]
f
o
u
n
d
t
h
at
lear
n
e
r
s
h
a
v
e
p
r
ac
ticed
d
o
cu
m
e
n
ti
n
g
cr
ea
ti
v
e
p
r
o
ce
s
s
es,
tea
m
w
o
r
k
,
an
d
r
ef
lect
io
n
.
I
n
ad
d
itio
n
,
to
p
r
o
m
o
te
cr
ea
tiv
it
y
a
n
d
p
r
o
b
lem
s
o
l
v
in
g
[
1
1
]
,
s
tr
en
g
th
e
n
s
el
f
-
co
n
f
id
e
n
ce
[
1
2
]
,
im
p
r
o
v
e
lear
n
in
g
ac
h
ie
v
e
m
en
t
[
1
3
]
,
an
d
in
cr
ea
s
e
lear
n
i
n
g
m
o
ti
v
atio
n
[
1
4
]
.
A
laca
p
ın
ar
[
1
5
]
s
tates
t
h
at
p
r
o
j
ec
t
lear
n
in
g
ca
n
in
f
l
u
e
n
ce
th
e
o
r
ig
in
al
it
y
o
f
lear
n
er
s
'
t
h
i
n
k
i
n
g
.
Ho
w
ev
er
,
o
r
ig
in
al
it
y
i
s
an
in
d
icato
r
o
f
cr
ea
tiv
e
t
h
i
n
k
i
n
g
.
P
r
o
j
ec
t
lear
n
in
g
u
s
es
p
r
o
b
lem
s
to
tr
ig
g
er
lear
n
i
n
g
ac
ti
v
iti
es
[
1
6
]
.
B
o
u
d
an
d
Feletti
[
1
7
]
s
aid
th
a
t
p
r
o
b
lem
s
ca
n
co
n
s
tr
u
ct
k
n
o
w
l
ed
g
e,
an
d
s
ti
m
u
late
lear
n
i
n
g
a
ctiv
itie
s
.
Qu
alit
y
p
r
o
b
lem
s
h
a
v
e
a
p
o
s
itiv
e
i
m
p
ac
t
o
n
k
n
o
w
led
g
e
a
n
d
s
k
ill
s
i
n
ea
ch
lear
n
i
n
g
p
r
o
ce
s
s
a
n
d
p
r
o
d
u
ce
a
v
ar
iet
y
o
f
w
o
r
k
s
[
1
8
]
.
Ho
w
e
v
er
,
th
e
p
r
o
j
ec
t
b
r
ief
e
m
p
h
a
s
izes
an
i
n
-
d
ep
th
p
r
o
ce
s
s
o
f
u
n
d
er
s
tan
d
i
n
g
co
n
c
ep
ts
th
r
o
u
g
h
q
u
alit
y
p
r
o
b
le
m
s
.
E
m
p
h
asi
s
o
n
ea
c
h
p
r
o
ce
s
s
is
a
s
tr
ateg
y
to
tr
ain
le
ar
n
er
s
'
cr
ea
tiv
e
t
h
i
n
k
i
n
g
s
k
ill
s
.
C
r
ea
tiv
e
t
h
i
n
k
in
g
is
a
v
er
y
i
m
p
o
r
tan
t
s
k
ill
a
s
a
p
r
o
v
is
io
n
f
o
r
cu
r
r
en
t
a
n
d
f
u
t
u
r
e
tech
n
o
lo
g
ical
p
r
o
g
r
ess
,
ev
e
n
an
i
n
d
icato
r
o
f
th
e
q
u
al
it
y
o
f
e
d
u
ca
tio
n
i
n
c
o
u
n
tr
ies
ar
o
u
n
d
t
h
e
w
o
r
ld
.
I
n
2
0
1
8
,
W
E
FF
I
h
as
r
elea
s
ed
a
r
ep
o
r
t
th
at
th
e
q
u
al
it
y
o
f
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia
r
an
k
s
4
3
o
u
t
o
f
5
0
co
u
n
tr
ies
i
n
p
r
ep
ar
in
g
f
u
t
u
r
e
s
k
il
ls
,
w
h
ile
Fi
n
lan
d
is
t
h
e
f
ir
s
t.
Fin
la
n
d
h
a
s
p
r
io
r
itized
cr
e
ativ
e
s
k
ill
s
as
o
n
e
o
f
t
h
e
lear
n
in
g
o
b
j
ec
tiv
es
i
n
its
cu
r
r
icu
l
u
m
.
C
r
ea
ti
v
e
t
h
i
n
k
i
n
g
h
as
b
ee
n
k
n
o
w
n
as
a
d
i
v
er
g
en
t
p
atter
n
o
f
r
ea
lis
tic
t
h
in
k
i
n
g
s
k
ills
.
C
r
ea
ti
v
e
th
i
n
k
i
n
g
allo
w
s
o
n
e
to
co
n
n
ec
t
p
r
o
b
lem
s
f
r
o
m
d
i
f
f
er
en
t
p
er
s
p
ec
tiv
es
a
n
d
f
i
n
d
u
n
iq
u
e
s
o
l
u
t
io
n
s
.
Ki
m
[
1
9
]
h
a
s
id
en
ti
f
ied
th
is
th
in
k
i
n
g
p
atter
n
th
r
o
u
g
h
f
o
u
r
in
d
icato
r
s
o
f
f
l
u
en
c
y
,
f
le
x
ib
ilit
y
,
elab
o
r
atio
n
,
an
d
o
r
ig
in
alit
y
.
T
h
e
p
r
o
f
ile
o
f
in
d
icato
r
s
is
as f
o
llo
w
s
:
1
)
Flu
en
c
y
i
s
th
e
ab
ilit
y
to
cr
ea
te
v
ar
io
u
s
u
n
iq
u
e
id
ea
s
,
2
)
Flex
ib
ilit
y
i
s
an
i
n
d
icato
r
o
f
th
e
ab
ili
t
y
to
e
x
p
r
es
s
alter
n
ati
v
e
p
r
o
b
lem
s
o
l
v
in
g
,
3
)
Or
ig
i
n
ali
t
y
;
th
e
ab
ili
t
y
to
s
o
lv
e
p
r
o
b
lem
s
w
it
h
u
n
iq
u
e
co
n
ce
p
ts
,
4
)
.
E
la
b
o
r
atio
n
is
th
e
ab
ilit
y
to
d
etail
v
ar
io
u
s
p
r
o
b
lem
s
a
n
d
s
o
lu
ti
o
n
s
.
T
r
ef
f
in
g
er
[
2
0
]
s
aid
th
at
all
p
eo
p
le
h
av
e
t
h
e
p
o
ten
tial
to
th
i
n
k
cr
ea
tiv
el
y
;
t
h
er
ef
o
r
e,
it
is
i
m
p
o
r
tan
t
to
ch
o
o
s
e
th
e
r
ig
h
t
s
tr
ateg
y
to
b
e
ab
le
to
tr
ig
g
er
it.
T
h
e
ap
p
licatio
n
o
f
t
h
e
p
r
o
j
ec
t
b
r
ief
is
to
s
ti
m
u
late
th
e
lear
n
in
g
m
o
ti
v
atio
n
o
f
p
r
o
s
p
ec
tiv
e
p
h
y
s
ic
s
teac
h
er
s
,
esp
ec
iall
y
th
o
s
e
w
i
th
lo
w
ab
ili
ties
.
T
h
is
s
t
u
d
y
s
h
o
w
s
t
h
e
ef
f
ec
t
s
o
f
co
n
v
en
t
io
n
al
s
tr
ate
g
ies
o
n
cr
ea
tiv
e
th
i
n
k
in
g
to
co
m
p
ar
e
th
eir
ef
f
ec
ts
to
th
e
p
r
o
j
ec
t
b
r
ie
f
.
T
h
e
ex
p
ec
ted
im
p
ac
t
is
s
tu
d
en
ts
b
ec
o
m
e
ac
ti
v
e
an
d
en
j
o
y
co
m
p
leti
n
g
d
if
f
ic
u
lt
an
d
co
m
p
le
x
p
h
y
s
ics
co
n
c
ep
ts
.
I
n
th
e
f
u
t
u
r
e,
th
is
s
tr
ateg
y
ca
n
b
e
u
s
ed
as
a
r
ef
er
en
ce
in
ap
p
l
y
in
g
o
th
er
l
ea
r
n
in
g
m
o
d
els t
h
at
ar
e
lear
n
e
r
-
ce
n
ter
ed
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
I
n
s
o
cial
r
esear
ch
,
ex
ter
n
al
ef
f
ec
ts
ca
n
n
o
t
b
e
f
u
ll
y
co
n
tr
o
lled
an
d
r
an
d
o
m
g
r
o
u
p
ass
i
g
n
m
en
ts
ar
e
n
o
t
p
o
s
s
ib
le
[
2
1
]
,
th
er
ef
o
r
e,
th
is
s
tu
d
y
u
s
e
s
q
u
as
i
-
e
x
p
er
i
m
e
n
t
with
p
r
etest
-
p
o
s
t
-
test
g
r
o
u
p
s
’
d
esig
n
[
2
2
]
.
Desig
n
as
f
o
llo
w
s
in
T
ab
le
1
.
T
h
is
s
tu
d
y
co
m
p
ar
ed
th
r
ee
g
r
o
u
p
s
o
f
ex
p
er
i
m
e
n
tal
tr
ea
t
m
e
n
t
s
(O
1
-
O
1
')
an
d
co
n
tr
o
ls
(O
2
-
O
2
')
an
d
(O
3
-
O
3
')
(
T
ab
le
1
)
.
T
h
e
ex
p
er
i
m
en
tal
g
r
o
u
p
w
a
s
tr
ea
ted
w
it
h
th
e
P
j
B
L
i
n
th
e
ca
teg
o
r
y
o
f
p
r
o
j
ec
t
b
r
ief
an
d
w
it
h
co
n
v
e
n
tio
n
al
as
co
n
tr
o
l,
n
a
m
el
y
lect
u
r
e,
an
d
m
ix
tu
r
e
(
lectu
r
e
an
d
d
is
c
u
s
s
io
n
)
.
T
r
ea
tm
en
ts
ar
e
g
iv
e
n
to
ex
a
m
i
n
e
th
e
e
f
f
ec
t
o
f
cr
ea
ti
v
e
th
in
k
i
n
g
s
k
i
lls
o
n
ea
ch
in
d
icato
r
s
i
m
u
lt
an
eo
u
s
l
y
o
n
b
as
ic
p
h
y
s
ics co
n
ce
p
ts
.
T
ab
le
1
.
Desig
n
t
h
e
p
r
etest
-
p
o
s
ttes
t
g
r
o
u
p
s
P
r
e
t
e
st
G
r
o
u
p
s
T
r
e
a
t
me
n
t
P
o
st
-
t
e
st
g
r
o
u
p
s
O
1
P
r
o
j
e
c
t
B
r
i
e
f
L
e
a
r
n
i
n
g
O
1
’
O
2
L
e
c
t
u
r
e
O
2
’
O
3
M
i
x
t
u
r
e
(
L
e
c
t
u
r
e
a
n
d
D
i
sc
u
ssi
o
n
)
O
3
’
N
o
t
e
:
O
1
-
O
1
’
:
Ex
p
e
r
i
me
n
t
a
l
G
r
o
u
p
s,
O
2
-
O
2
’
,
a
n
d
O
3
-
O
3
’
:
C
o
n
t
r
o
l
g
r
o
u
p
s
2
.
2
.
Sa
m
ple
Sa
m
p
le
w
a
s
i
n
v
o
lv
ed
f
r
o
m
o
n
e
o
f
t
h
e
p
r
i
v
ate
u
n
i
v
er
s
i
ti
es
in
W
est
N
u
s
a
T
en
g
g
ar
a,
I
n
d
o
n
esia
;
th
er
ef
o
r
e,
t
h
eir
c
h
ar
ac
ter
is
tic
s
w
er
e
ca
te
g
o
r
ized
as
lo
w
-
a
b
ilit
y
.
Sa
m
p
les
w
er
e
s
e
lecte
d
u
s
i
n
g
p
u
r
p
o
s
i
v
e
s
a
m
p
li
n
g
to
talin
g
9
7
p
eo
p
le
in
th
e
i
n
itia
l
s
e
m
ester
p
r
e
-
s
e
r
v
ice
p
h
y
s
ics
teac
h
er
s
w
h
ic
h
co
n
s
is
ted
o
f
t
h
r
ee
class
es
A
(
3
2
p
eo
p
le)
,
B
(
3
5
p
eo
p
le)
,
an
d
C
(
3
0
p
eo
p
le)
.
T
h
e
p
u
r
p
o
s
iv
e
s
a
m
p
l
in
g
tech
n
i
q
u
e
is
u
s
ed
b
ec
au
s
e
th
e
s
a
m
p
le
u
s
ed
h
as
its
o
w
n
ch
ar
ac
ter
is
tic
s
[
2
3
]
.
C
lass
A
is
ass
ig
n
ed
as
an
ex
p
er
i
m
en
tal
g
r
o
u
p
b
ec
au
s
e
it
is
tr
ea
ted
w
ith
a
p
r
o
j
ec
t
b
r
ief
,
w
h
ile
clas
s
es
B
an
d
C
u
s
e
co
n
v
e
n
tio
n
al
lear
n
in
g
s
tr
ate
g
ies;
th
er
e
f
o
r
e,
it
is
ass
i
g
n
ed
as a
co
n
tr
o
l c
las
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
r
o
ject
b
r
ief
effec
ts
o
n
crea
tiv
e
th
in
kin
g
s
kills
a
mo
n
g
l
o
w
-
a
b
ilit
y
p
r
e
-
s
ervice
p
h
ysics
tea
ch
ers
(
Ha
b
ib
i
)
417
2
.
3
.
I
ns
t
ru
m
ent
a
nd
da
t
a
a
na
ly
s
is
Data
co
llectio
n
th
r
o
u
g
h
es
s
a
y
test
s
o
n
v
ib
r
atio
n
a
n
d
w
a
v
e
m
ater
ial.
T
h
e
s
co
r
e
o
f
s
t
u
d
en
t
an
s
w
er
s
i
s
ad
j
u
s
ted
ac
co
r
d
in
g
to
t
h
e
C
r
T
S
-
Ki
m
in
d
icato
r
s
.
T
h
e
e
f
f
e
cts
o
f
in
d
ep
en
d
e
n
t
v
ar
iab
les
ar
e
s
i
m
u
lta
n
eo
u
s
l
y
an
al
y
ze
d
u
s
in
g
M
u
lti
v
ar
iate
An
al
y
s
i
s
o
f
Var
ian
ce
(
Ma
n
o
v
a)
b
y
SP
SS
1
8
.
An
al
y
s
is
o
f
Ma
n
o
v
a
h
a
s
b
ee
n
ch
o
s
en
b
ec
au
s
e
t
h
e
d
ep
en
d
e
n
t
an
d
i
n
d
ep
en
d
en
t
v
ar
iab
le
s
a
r
e
m
o
r
e
th
a
n
t
w
o
o
r
m
ee
t
t
h
e
r
eq
u
ir
e
m
e
n
ts
[
2
4
]
.
I
n
d
ep
en
d
en
t
v
ar
iab
les
ar
e
t
h
e
lear
n
in
g
s
tr
ateg
ie
s
o
f
t
h
e
p
r
o
j
ec
t
b
r
ief
,
lectu
r
e,
a
n
d
m
ix
t
u
r
e,
w
h
ile
th
e
d
ep
en
d
en
t
v
ar
iab
les
ar
e
t
h
e
f
o
u
r
C
r
T
s
in
d
icato
r
s
ac
co
r
d
in
g
to
Ki
m
[
1
9
]
,
n
a
m
el
y
:
f
lu
en
c
y
,
f
lex
ib
ilit
y
,
o
r
ig
in
ali
t
y
,
an
d
elab
o
r
atio
n
.
Ma
n
o
v
a
an
a
l
y
s
is
w
as
ca
r
r
ied
o
u
t
af
ter
f
u
lf
i
lled
th
e
p
r
er
eq
u
is
i
te
test
,
n
a
m
el
y
,
n
o
r
m
alit
y
a
n
d
h
o
m
o
g
en
ei
t
y
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
f
o
llo
w
in
g
s
t
u
d
en
ts
'
an
s
w
er
s
d
escr
ip
tio
n
to
s
o
lv
e
th
e
w
a
v
e
p
r
o
b
le
m
s
ee
n
b
ased
o
n
f
lu
e
n
c
y
,
f
le
x
ib
ilit
y
,
o
r
ig
i
n
alit
y
,
an
d
e
lab
o
r
atio
n
in
d
icato
r
s
.
T
h
e
q
u
esti
o
n
:
“
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2
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Data
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6
Evaluation Warning : The document was created with Spire.PDF for Python.
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cc
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Gu
n
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w
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[
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]
th
at
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ca
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]
.
I
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.
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[
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5
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.
T
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d
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ize
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led
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e
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
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8822
P
r
o
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b
r
ief
effec
ts
o
n
crea
tiv
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in
kin
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kills
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b
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419
s
o
lv
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v
ar
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u
s
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r
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lem
s
[
2
6
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.
T
h
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s
k
ills
ar
e
v
er
y
i
m
p
o
r
tan
t
s
p
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iall
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n
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ate
g
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P
B
L
[
3
1
,
3
2
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is
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t
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f
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t
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CO
NCLU
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h
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tio
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ap
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ates.
P
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[1
]
W
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lch
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A
.
R.
,
“
Blu
rre
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isi
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?
:
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]
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sk
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s,
R.
,
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.
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n
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m
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.
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i,
A
.
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R.
,
“
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p
.
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.
[4
]
S
a
leh
,
M
.
,
L
a
z
o
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r,
A
.
W
.
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a
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d
De
Jo
n
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,
T
.
,
“
Ef
f
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o
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l.
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o
.
2
,
p
p
.
1
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5
-
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9
,
2
0
0
5
.
[5
]
Ja
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g
,
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,
“
S
u
p
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ts'
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tere
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a
c
ti
v
it
y
,
”
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o
u
rn
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l
o
f
Ed
u
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a
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Psy
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o
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y
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l.
1
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.
7
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8
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0
0
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.
[6
]
Bru
n
e
r,
J.
S
.
,
T
h
e
p
ro
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e
ss
o
f
e
d
u
c
a
ti
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n
.
Ha
rv
a
rd
Un
iv
e
rsity
P
re
ss
,
2
0
0
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.
[7
]
Nid
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a
m
,
C.
A
.
C.
,
a
n
d
S
h
a
h
a
rim
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t
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l,
A
.
M
.
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L
.
,
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.
57
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0
1
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.
[8
]
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i,
C.
A
.
,
a
n
d
M
a
sh
a
m
i,
R.
A
.
,
“
T
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Ch
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In
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[9
]
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lat,
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.
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d
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.
,
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in
p
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te sc
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s
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L
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re
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o
u
rn
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l
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f
B
u
sin
e
ss
,
v
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l.
2
,
n
o
.
2,
pp.
89
–
1
1
4
,
2
0
1
4
.
[1
0
]
Do
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lt
,
Y.
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ter
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p
.
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0
0
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.
[1
1
]
Be
ll
,
S
.
,
“
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lea
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1
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:
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k
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Clea
rin
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.
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p
.
39
-
43
,
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0
1
0
.
[1
2
]
Zh
o
u
,
C.
,
“
In
teg
ra
ti
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g
c
re
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ti
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it
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train
in
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in
to
p
ro
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,
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l.
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,
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o
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5
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p
.
4
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9
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2
0
1
2
.
[1
3
]
A
ra
n
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d
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A
m
a
ra
l,
J.
A
.
,
d
o
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S
a
n
t
o
s,
L
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,
a
n
d
R
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rig
u
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s,
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J.
,
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Co
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in
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P
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ter
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stru
c
ti
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n
,
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l
.
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,
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o
.
1
,
p
p
.
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-
60
,
2
0
1
8
.
[1
4
]
Ba
ra
n
,
M
.
,
M
a
sk
a
n
,
A
.
,
a
n
d
Ya
sa
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S
.
,
“
L
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rn
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l.
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p
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2
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2
3
4
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0
1
8
.
[1
5
]
A
la
c
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p
ın
a
r,
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.
,
“
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f
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rn
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l
Res
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(
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,
n
o
.
3
3
,
p
p
.
17
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34
,
2
0
0
8
.
[1
6
]
F
ried
-
Bo
o
th
,
D.
L
.
,
Pr
o
jec
t
wo
rk
.
Ox
f
o
rd
Un
iv
e
rsit
y
P
re
ss
,
2
0
0
2
.
[1
7
]
Bo
u
d
,
D.
a
n
d
F
e
letti
,
G
.
,
T
h
e
c
h
a
l
len
g
e
o
f
p
r
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b
lem
-
b
a
se
d
lea
r
n
in
g
.
Ro
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tl
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g
e
,
2
0
1
3
.
[1
8
]
Bu
c
k
in
stit
u
te
o
f
Ed
u
c
a
ti
o
n
,
“
W
h
a
t
is
P
ro
jec
t
-
Ba
se
d
L
e
a
rn
in
g
?
”
2018
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/www
.
p
b
lw
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rk
s.o
rg
/
w
h
a
t
-
is
-
pbl
[1
9
]
Kim
,
K.
H.
,
“
T
h
e
c
re
a
ti
v
it
y
c
ris
is:
T
h
e
d
e
c
re
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se
in
c
re
a
ti
v
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th
in
k
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sc
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T
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,
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Cre
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Res
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a
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J
o
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rn
a
l
,
v
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l.
23
,
n
o
.
4,
pp.
2
8
5
-
2
9
5
,
2
0
1
1
.
[2
0
]
T
re
ff
in
g
e
r,
D.
J.,
Isa
k
se
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,
S
.
G
.
,
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tea
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Do
rv
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l,
K.
B.
,
Cre
a
t
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p
ro
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lem
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lvi
n
g
:
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in
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P
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1
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Ca
m
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C.
,
Exp
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S
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Res
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s:
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q
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&
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(in
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sa
)
.
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ta
:
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n
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0
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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[2
4
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Ch
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.
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.
M
.
,
a
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,
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.
L
.
,
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p
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1
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-
141
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9
8
.
[2
5
]
Re
n
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e
r,
A
.
C.
,
“
A
re
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w
o
f
“
M
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6
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29
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3
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8
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[2
7
]
G
u
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n
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.
,
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2
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.
[2
8
]
M
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-
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.
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Jr,
C.
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:
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.
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