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I
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Vo
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9
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3
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Sep
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2
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2
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9
7
-
703
698
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s
k
ill
ar
e
d
ir
ec
ted
at
th
e
co
n
ce
p
t
o
f
d
eliv
er
i
n
g
lear
n
i
n
g
o
r
a
co
n
ce
p
tu
al
m
o
d
el
f
r
a
m
e
w
o
r
k
.
T
h
is
is
a
s
tr
o
n
g
r
ea
s
o
n
t
h
at
t
h
e
tea
ch
er
is
d
ec
lar
ed
as
a
p
r
o
f
ess
io
n
al
in
th
e
p
r
o
ce
s
s
o
f
p
o
u
r
in
g
th
e
co
n
ce
p
t
o
f
k
n
o
w
led
g
e.
T
h
r
o
u
g
h
a
clea
r
co
n
ce
p
t,
th
e
aim
o
f
v
o
ca
tio
n
al
ed
u
c
atio
n
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
its
tr
aj
ec
to
r
y
,
n
a
m
el
y
a
s
a
s
o
lu
tio
n
i
n
r
ed
u
cin
g
u
n
e
m
p
lo
y
m
e
n
t
[
2
1
,
2
2
]
,
th
u
s
g
iv
in
g
b
ir
th
to
a
n
e
w
ec
o
n
o
m
y
[
2
3
,
2
4
]
.
A
ll
s
tu
d
y
d
is
c
u
s
s
i
o
n
s
i
n
th
e
s
co
p
e
o
f
tech
n
o
lo
g
y
in
cl
u
d
in
g
t
h
e
T
P
A
C
K
co
n
ce
p
t
w
er
e
p
ac
k
a
g
ed
b
y
Mish
ar
a
&
Ko
e
h
ler
[
1
2
]
.
Of
co
u
r
s
e,
th
e
lear
n
i
n
g
o
b
j
ec
tiv
es o
f
g
en
er
al
ed
u
ca
t
io
n
[
2
5
,
2
6
]
an
d
v
o
ca
tio
n
al
ed
u
c
atio
n
h
a
v
e
d
if
f
er
en
t a
p
p
r
o
ac
h
es.
C
h
u
a
an
d
J
a
m
il
[
2
7
]
h
as
i
m
p
le
m
e
n
ted
T
P
A
C
K
in
to
t
h
e
T
VE
T
p
r
o
g
r
am
w
i
th
t
h
e
co
n
s
i
d
er
atio
n
o
f
a
cu
r
r
icu
lu
m
t
h
at
in
v
o
lv
e
s
m
a
n
y
tec
h
n
o
lo
g
ies
[
2
8
]
an
d
m
u
lt
id
is
cip
l
in
ar
y
[
2
9
]
,
s
o
th
e
tech
n
o
lo
g
y
k
n
o
w
led
g
e
is
n
ee
d
ed
,
n
a
m
el
y
T
P
A
C
K.
R
esear
ch
er
s
h
a
v
e
a
d
if
f
er
en
t
p
er
s
p
ec
tiv
e,
w
h
er
e
v
o
ca
tio
n
al
ed
u
ca
tio
n
h
as
s
p
ec
i
f
ic
r
ea
s
o
n
s
i
n
ce
r
tain
f
ield
s
an
d
o
cc
u
p
atio
n
s
a
n
d
th
e
p
ed
ag
o
g
ical
lear
n
in
g
ap
p
r
o
ac
h
h
as
s
h
if
ted
to
an
d
r
ag
o
g
y
w
h
er
e
s
t
u
d
en
t
s
h
a
v
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
p
er
f
o
r
m
a
n
ce
.
T
h
is
s
id
e
is
u
s
ed
as
an
e
x
cu
s
e
e
v
en
t
h
o
u
g
h
th
e
T
P
A
C
K
ad
ap
tatio
n
is
s
till
b
ein
g
r
ai
s
ed
.
T
h
e
T
P
A
C
K
co
n
ce
p
t
u
s
ed
b
y
r
esear
ch
er
s
d
o
es
n
o
t
m
ea
n
it
i
s
n
o
t
ap
p
r
o
p
r
iate
b
u
t
w
i
ll
b
e
d
if
f
er
e
n
t
i
f
it
i
s
ad
j
u
s
ted
to
th
e
f
ie
ld
o
f
w
o
r
k
a
n
d
lear
n
i
n
g
ap
p
r
o
ac
h
.
T
h
is
is
a
s
tr
o
n
g
r
ea
s
o
n
w
h
y
T
P
A
C
K
r
eq
u
ir
es a
n
ev
o
l
u
tio
n
i
n
t
h
e
co
n
te
x
t o
f
v
o
ca
tio
n
al
lear
n
i
n
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
e
v
alu
a
tes
th
e
co
n
c
ep
t
o
f
k
n
o
w
led
g
e
i
n
v
o
ca
tio
n
a
l
ed
u
ca
tio
n
th
at
h
as
ap
p
lied
T
P
A
C
K
a
n
d
li
m
ita
tio
n
s
i
n
s
i
m
i
lar
r
esear
ch
.
T
h
e
k
n
o
w
led
g
e
co
n
ten
t
ap
p
r
o
ac
h
i
s
ap
p
r
o
ac
h
ed
in
t
w
o
p
o
i
n
ts
o
f
v
ie
w
,
n
a
m
el
y
w
o
r
k
s
o
b
j
ec
tiv
es
an
d
lear
n
i
n
g
ap
p
r
o
ac
h
es.
T
h
e
liter
atu
r
e
r
ev
ie
w
is
ap
p
lied
to
p
r
o
p
o
s
e
a
f
r
a
m
e
w
o
r
k
f
o
r
tr
an
s
f
o
r
m
i
n
g
co
n
ce
p
tu
a
l
m
o
d
els
ac
co
r
d
in
g
to
th
e
c
h
ar
ac
te
r
is
tics
o
f
v
o
ca
tio
n
al
ed
u
ca
t
io
n
as
a
n
i
m
p
o
r
tan
t
r
ef
er
en
ce
.
I
n
th
i
s
s
tu
d
y
t
h
e
c
en
tr
al
p
o
s
itio
n
as
a
n
i
m
p
o
r
tan
t
ele
m
e
n
t
i
n
d
ev
elo
p
i
n
g
th
e
o
r
y
a
n
d
ev
a
lu
at
in
g
p
r
ac
tical
p
r
o
b
lem
s
.
R
o
el
[
3
0
]
u
s
es
a
co
n
ce
p
tu
al
f
r
a
m
e
w
o
r
k
m
o
d
el
as
a
f
r
a
m
e
o
f
r
esear
ch
p
r
o
b
lem
s
,
d
escr
ib
in
g
p
h
en
o
m
en
a,
a
n
d
an
al
y
z
in
g
t
h
eir
s
tr
u
ct
u
r
e.
T
h
e
f
o
r
m
o
f
co
n
ce
p
t
u
al
s
t
r
u
ct
u
r
e
f
r
a
m
e
w
o
r
k
ca
n
th
e
f
o
r
m
o
f
a
s
et
o
f
co
n
s
tr
u
c
ts
i
n
t
h
e
d
ef
i
n
itio
n
o
f
p
h
en
o
m
en
a
an
d
ar
ti
f
ac
ts
r
elate
d
to
th
e
co
n
tex
t
o
f
t
h
e
p
r
o
b
lem
s
et
[
3
0
]
.
T
h
e
co
n
tex
t
o
f
th
e
p
r
o
b
le
m
i
s
th
e
e
v
al
u
atio
n
o
f
t
h
e
T
P
A
C
K
f
r
a
m
e
w
o
r
k
i
n
th
e
p
er
s
p
ec
tiv
e
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
n
ee
d
s
.
T
h
e
co
n
ce
p
tu
al
s
tr
u
ctu
r
e
o
f
th
e
ev
al
u
atio
n
m
o
d
el
f
r
a
m
e
w
o
r
k
f
o
r
v
o
ca
tio
n
al
ed
u
ca
tio
n
is
p
r
ese
n
ted
in
F
ig
u
r
e
1
.
Fig
u
r
e
1
.
E
v
alu
atio
n
o
f
f
r
a
m
e
w
o
r
k
m
o
d
el
co
n
ten
t k
n
o
w
led
g
e
f
o
r
v
o
ca
tio
n
al
ed
u
ca
tio
n
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Ana
ly
s
is
o
f
t
he
co
ncept
o
f
co
nte
nt
kn
o
w
ledg
e
cha
ng
es
T
h
e
co
n
ce
p
t o
f
k
n
o
w
led
g
e
in
l
ea
r
n
in
g
u
n
d
er
g
o
es r
ap
id
ch
a
n
g
e.
T
h
is
r
esear
ch
i
s
b
ased
o
n
t
h
e
co
n
ce
p
t
o
f
th
in
k
i
n
g
,
n
a
m
el
y
th
e
p
h
il
o
s
o
p
h
y
o
f
v
o
ca
tio
n
al
ed
u
ca
ti
o
n
th
at
is
h
eld
.
Vo
ca
tio
n
al
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u
ca
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n
r
elies
o
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m
ee
ti
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g
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i
v
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n
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d
s
an
d
th
e
n
ec
e
s
s
itie
s
o
f
t
h
eir
li
v
es
[
3
1
]
.
T
h
is
o
p
in
io
n
is
i
n
li
n
e
w
it
h
P
av
lo
v
a
t
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at
v
o
ca
tio
n
al
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u
ca
t
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n
p
r
ep
ar
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s
tu
d
en
ts
to
en
ter
th
e
w
o
r
k
f
o
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ce
[
3
2
,
33]
.
I
n
m
ee
ti
n
g
n
ee
d
s
,
s
tu
d
en
t
s
m
u
s
t
b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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tio
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e
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th
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co
n
d
itio
n
s
o
f
th
e
w
o
r
k
p
lace
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T
h
u
s
th
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cu
r
r
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lu
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co
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te
n
t
is
n
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in
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h
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n
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b
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eq
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u
ca
tio
n
.
I
t
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s
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v
o
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tio
n
al
ed
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ca
tio
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p
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s
k
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in
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r
tai
n
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cc
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p
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n
s
[
3
4
]
.
Su
d
ir
a
d
ef
i
n
es
m
atter
s
r
elati
n
g
to
th
e
n
at
u
r
e
o
f
w
o
r
k
[
3
5
]
.
T
h
is
m
ea
n
s
t
h
e
n
at
u
r
e,
asp
ec
ts
,
p
ath
s
a
n
d
le
v
els
o
f
w
o
r
k
,
ca
r
ee
r
s
t
h
r
o
u
g
h
t
h
e
d
ev
elo
p
m
e
n
t
o
f
d
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f
f
er
en
t
co
m
p
et
en
cies.
R
esear
ch
er
s
f
o
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n
d
t
h
e
o
v
er
all
v
o
ca
tio
n
a
l
co
n
ce
p
t,
n
a
m
el
y
ed
u
ca
t
io
n
f
o
r
w
o
r
k
.
T
h
e
T
P
A
C
K
co
n
c
ep
tu
al
f
r
a
m
e
w
o
r
k
is
g
e
n
er
al,
w
h
ile
th
e
n
ee
d
s
f
o
r
v
o
ca
tio
n
al
ed
u
ca
tio
n
b
etw
ee
n
f
ield
s
h
av
e
d
i
f
f
er
en
t
ac
h
ie
v
e
m
en
ts
.
T
h
at
is
,
T
P
A
C
K
lac
k
s
d
is
cip
lin
e
w
h
en
ap
p
lied
i
n
t
h
e
v
o
ca
tio
n
al
f
ield
.
I
n
th
e
T
P
A
C
K
d
o
m
ai
n
,
th
e
e
m
p
h
a
s
is
i
s
o
n
tech
n
o
lo
g
ical
k
n
o
w
led
g
e,
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
an
d
co
n
te
n
t
k
n
o
w
led
g
e,
w
h
ich
i
s
i
n
teg
r
at
ed
in
to
th
e
co
n
tex
t
o
f
lear
n
i
n
g
.
Ho
w
e
v
er
,
w
o
r
k
g
o
al
s
o
r
ex
p
er
tis
e
d
o
es
n
o
t
e
m
er
g
e
if
th
is
co
n
ce
p
t
is
ap
p
lied
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
So
,
w
i
th
a
p
h
ilo
s
o
p
h
ical
ap
p
r
o
ac
h
to
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
t
h
e
co
n
ce
p
t
o
f
w
o
r
k
ca
n
b
e
u
s
ed
as
r
e
f
er
en
ce
m
a
ter
ial.
Als
o
,
T
P
A
C
K
u
s
e
s
a
p
e
d
ag
o
g
ical
ap
p
r
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ac
h
w
h
ile
v
o
ca
tio
n
a
l
ed
u
ca
tio
n
is
ad
u
lt
ed
u
ca
tio
n
[
3
6
]
.
T
h
is
m
e
an
s
t
h
at
t
h
e
co
n
ce
p
t
o
f
t
h
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p
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o
g
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lear
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ap
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ee
n
a
s
n
o
t
s
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itab
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to
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e
ap
p
lied
to
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o
ca
tio
n
al
s
tu
d
e
n
ts
.
S
u
d
ir
a
[
3
5
]
o
f
f
er
s
a
co
n
ce
p
t
o
f
lear
n
i
n
g
w
it
h
a
T
r
i
-
Go
g
y
ap
p
r
o
ac
h
,
n
a
m
el
y
(
1
)
p
ed
ag
o
g
y
,
(
2
)
an
d
r
ag
o
g
y
;
an
d
(
3
)
h
eu
tag
o
g
y
.
P
ed
ag
o
g
ical
lear
n
i
n
g
ap
p
r
o
ac
h
es
ar
e
teac
h
er
-
ce
n
ter
ed
,
b
u
t
an
d
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ag
o
g
y
an
d
h
e
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ta
g
o
g
y
p
r
io
r
itize
s
t
u
d
en
t
ac
ti
v
it
y
.
T
h
is
co
n
s
id
er
atio
n
r
ein
f
o
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ce
s
t
h
e
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ee
d
f
o
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r
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ch
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s
to
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an
s
f
o
r
m
lear
n
i
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g
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h
es
in
th
e
c
o
n
te
x
t
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
T
h
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
is
less
e
f
f
ic
ien
t
i
n
s
t
u
d
en
t
f
r
ee
d
o
m
to
d
ev
elo
p
ad
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lt
s
an
d
in
d
ep
en
d
en
ce
.
W
h
ile,
illu
s
tr
ates
t
h
at
t
h
e
c
h
alle
n
g
e
o
f
t
h
e
2
1
s
t
ce
n
tu
r
y
is
to
d
escr
i
b
e
lear
n
in
g
t
h
at
lead
s
to
th
e
m
at
u
r
it
y
o
f
lear
n
in
g
.
T
h
e
lev
el
o
f
lear
n
i
n
g
ap
p
r
o
ac
h
es f
o
r
ad
u
lts
a
n
d
in
d
ep
en
d
en
c
e
is
p
r
esen
ted
i
n
F
ig
u
r
e
2
.
Fig
u
r
e
2
.
L
ev
el
o
f
lear
n
i
n
g
ap
p
r
o
ac
h
es b
et
w
ee
n
p
ed
ag
o
g
y
,
a
n
d
r
ag
o
g
y
,
h
e
u
ta
g
o
g
y
[
3
7
]
T
h
u
s
th
e
co
n
ce
p
t
o
f
T
P
A
C
K
h
as
e
v
o
lv
ed
in
t
h
e
k
n
o
w
led
g
e
o
f
w
o
r
k
a
n
d
ch
a
n
g
ed
t
h
e
k
n
o
w
led
g
e
o
f
p
ed
ag
o
g
y
w
it
h
k
n
o
w
led
g
e
o
f
an
d
r
ag
o
g
y
.
So
th
e
ele
m
e
n
ts
o
f
r
en
e
w
al
i
n
clu
d
e
T
ec
h
n
o
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g
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,
An
d
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o
g
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W
o
r
k
,
an
d
C
o
n
ten
t
K
n
o
w
led
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e
o
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lled
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e
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e
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ter
m
T
A
W
O
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K.
T
ab
le
1
s
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w
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ce
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tio
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T
ab
le
1
.
C
o
n
ten
t
k
n
o
w
led
g
e
c
h
an
g
e
K
n
o
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d
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o
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e
p
t
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c
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n
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a
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n
V
o
c
a
t
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a
l
C
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C
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t
√
√
W
o
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√
P
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√
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A
n
d
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√
T
e
c
h
n
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l
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√
√
S
o
u
r
c
e
:
a
d
a
p
t
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d
f
r
o
m M
i
sh
r
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a
n
d
K
o
e
h
l
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r
[
1
2
]
,
a
d
j
u
st
e
d
.
3
.
2
.
T
AWO
CK
co
ncept
ua
l f
ra
mew
o
rk
f
o
r
v
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c
a
t
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t
i
o
n
T
h
e
r
esu
lts
o
f
th
e
r
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ch
th
at
w
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b
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ilt
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m
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t
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k
n
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v
o
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C
o
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tr
u
ctio
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k
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te
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k
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tech
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k
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f
lear
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ap
p
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(
an
d
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ag
o
g
y
)
.
T
h
e
d
o
m
in
a
n
t
o
f
t
h
e
f
o
u
r
ter
m
s
,
r
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c
h
er
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
.
3
,
Sep
tem
b
er
2
0
2
0
:
6
9
7
-
703
700
r
ef
er
to
as
T
A
W
OC
K
(
T
ec
h
n
o
lo
g
y
-
A
n
d
r
a
g
o
g
y
-
W
o
r
k
-
C
o
n
t
en
t
Kn
o
w
led
g
e)
.
T
h
e
d
o
m
ai
n
is
d
eter
m
i
n
ed
w
ith
th
e
f
o
llo
w
i
n
g
u
n
d
er
s
ta
n
d
in
g
:
a.
T
h
e
T
ec
h
n
o
lo
g
y
Kn
o
w
led
g
e
(
T
K)
is
h
o
w
to
u
s
e
tech
n
o
lo
g
y
as
a
to
o
l
t
o
s
u
p
p
o
r
t
lear
n
in
g
.
T
ec
h
n
o
lo
g
y
is
th
e
ea
s
e
o
f
lear
n
i
n
g
i
n
t
h
eo
r
y
an
d
p
r
ac
tice
[
3
8
]
.
b.
T
h
e
A
n
d
r
ag
o
g
y
Kn
o
w
led
g
e
(
A
K)
is
h
o
w
teac
h
er
s
tea
ch
co
m
p
ete
n
t
-
b
a
s
ed
w
o
r
k
-
o
r
ien
ted
lear
n
i
n
g
m
ater
ial.
L
ea
r
n
in
g
is
u
s
ed
with
an
ad
u
lt
ap
p
r
o
ac
h
an
d
f
o
r
m
s
o
f
in
d
ep
en
d
en
ce
s
u
ch
a
s
P
B
L
,
Pj
B
L
,
co
n
s
tr
u
ct
iv
i
s
m
,
co
llab
o
r
atio
n
[
3
9
]
.
c.
T
h
e
C
o
n
ten
t
Kn
o
w
led
g
e
(
C
K
)
i
s
an
i
m
p
o
r
tan
t
p
o
in
t
to
b
e
lear
n
ed
ac
co
r
d
in
g
to
th
e
ex
p
er
t
co
m
p
eten
ce
u
n
i
t
[
4
0
]
.
d.
T
h
e
W
o
r
k
Kn
o
w
led
g
e
(
W
K)
is
th
e
t
y
p
e
o
f
w
o
r
k
to
b
e
tak
en
.
A
ll
f
o
u
r
d
o
m
ai
n
s
h
a
v
e
in
te
g
r
atio
n
in
th
e
ad
j
ac
en
t
d
o
m
ain
.
So
th
at
s
u
b
-
d
iv
i
s
io
n
s
ap
p
ea
r
,
n
a
m
el
y
An
d
r
ag
o
g
y
C
o
n
ten
t
Kn
o
w
le
d
g
e
(
AC
K)
,
T
ec
h
n
o
lo
g
y
An
d
r
ag
o
g
y
K
n
o
w
led
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e
(
T
A
K)
,
W
o
r
k
T
ec
h
n
o
lo
g
y
Kn
o
w
led
g
e
(
T
W
K)
,
an
d
W
o
r
k
C
o
n
te
n
t
Kn
o
w
led
g
e
(
W
C
K)
.
I
n
f
ac
ilit
atin
g
th
e
c
o
r
r
elatio
n
b
et
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n
d
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m
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s
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b
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ain
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r
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h
er
s
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p
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t
h
e
f
o
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o
f
f
o
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r
cir
cles
th
a
t
s
y
m
b
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lize
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o
m
in
an
ce
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d
m
u
t
u
al
in
te
g
r
atio
n
.
T
h
is
is
li
m
ited
to
d
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ib
in
g
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s
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ip
s
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t
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to
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t
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l
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n
ce
o
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th
e
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h
ip
(
Fi
g
u
r
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2
)
.
T
h
e
f
o
llo
w
in
g
d
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tio
n
s
o
f
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m
ai
n
s
a
n
d
s
u
b
d
o
m
ai
n
s
ar
e
d
etailed
(
T
ab
le
2
)
.
T
ab
le
2
.
I
d
en
tit
y
,
d
o
m
ai
n
an
d
d
escr
ip
tio
n
o
f
th
e
co
n
ce
p
t
u
al
f
r
a
m
e
w
o
r
k
o
f
k
n
o
w
led
g
e
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
I
d
e
n
t
i
t
y
D
o
mai
n
/
su
b
d
o
ma
i
n
D
e
scri
p
t
i
o
n
R
e
f
e
r
e
n
c
e
s
(
TK
)
T
e
c
h
n
o
l
o
g
y
K
n
o
w
l
e
d
g
e
T
h
e
su
b
j
e
c
t
m
a
t
t
e
r
o
f
k
n
o
w
l
e
d
g
e
so
u
r
c
e
d
f
r
o
m t
h
e
e
d
u
c
a
t
i
o
n
a
l
c
u
r
r
i
c
u
l
u
m
i
n
t
o
su
b
j
e
c
t
s
a
n
d
su
b
j
e
c
t
mat
t
e
r
c
o
n
t
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n
t
.
V
o
c
a
t
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o
n
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l
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d
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c
a
t
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s
d
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v
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d
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t
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t
h
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g
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p
s
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f
s
u
b
j
e
c
t
s,
n
a
me
l
y
n
o
r
mat
i
v
e
,
a
d
a
p
t
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v
e
a
n
d
p
r
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d
u
c
t
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v
e
.
Ev
e
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y
t
h
i
n
g
mu
st
h
a
v
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c
o
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t
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n
t
i
n
scru
t
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y
i
n
t
h
e
f
i
e
l
d
o
f
e
x
p
e
r
t
i
se
.
[
3
5
,
41
–
47]
(AK)
A
n
d
r
a
g
o
g
y
K
n
o
w
l
e
d
g
e
T
h
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(
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.
(
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K
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RE
F
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NC
E
S
[1
]
A
.
H
a
k
i
m
,
“
Co
n
tri
b
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f
Co
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J
o
u
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a
l
of
En
g
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e
rin
g
a
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d
S
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ien
c
e
(
IJ
ES
)
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
-
1
2
,
2
0
1
5
.
[2
]
A
.
P
.
S
a
sm
it
o
,
D.
Ku
st
o
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o
,
a
n
d
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El
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In
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n
t.
J
.
Eva
l.
&
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u
c
.
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9
,
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.
1
,
p
p
.
34
–
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4
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0
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0
.
[3
]
J.
Ju
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ji
a
n
d
P
.
Nu
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lerm
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In
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1
,
pp.
1
–
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0
2
0
.
[4
]
E.
L
e
e
,
M
.
N.
Bro
w
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,
J.
A
.
L
u
f
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a
n
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G
.
H.
R
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rig
,
“
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T
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a
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rs’ P
CK:
P
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Ye
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r
Re
su
lt
s
,”
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.
[5
]
L
.
S
h
u
lm
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n
,
“
Kn
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d
T
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n
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l
Re
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l.
5
7
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o
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1
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p
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1
-
23
,
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9
8
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.
[
O
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]
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n
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.
M
u
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ll
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a
n
d
A
.
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rr
y
,
“
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se
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1
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M
.
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Ko
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3
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4
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J.
K.
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h
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n
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.
P
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5
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.
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:
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0
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3
]
M.
Nu
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to
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.
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6
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8
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jew
sk
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2
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3
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4
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5
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6
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train
in
g
,
”
Emp
ir.
Res
.
V
o
c
a
t.
Ed
u
c
.
T
ra
in
,
v
o
l.
8
,
n
o
.
5
,
2
0
1
6
.
[4
2
]
A.
-
M
.
Ba
th
m
a
k
e
r,
“
De
f
in
in
g
“
k
n
o
w
led
g
e
”
in
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
q
u
a
li
f
ica
ti
o
n
s
i
n
En
g
lan
d
:
a
n
a
n
a
ly
sis
o
f
k
e
y
sta
k
e
h
o
ld
e
rs
a
n
d
t
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e
ir
c
o
n
str
u
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ti
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o
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n
o
w
led
g
e
,
p
u
rp
o
se
s
a
n
d
c
o
n
ten
t
,”
J
o
u
rn
a
l
o
f
V
o
c
a
ti
o
n
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l
Ed
u
c
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n
&
T
ra
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g
,
v
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l.
6
5
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.
1
,
p
p
.
8
7
–
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7
,
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a
r
2
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[4
3
]
S
.
Ch
o
y
a
n
d
B.
De
lah
a
y
e
,
“
A
n
d
ra
g
o
g
y
in
V
o
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
n
d
T
ra
in
in
g
:
L
e
a
rn
e
rs’
p
e
rsp
e
c
ti
v
e
,”
P
ro
c
e
e
d
i
n
g
s
5
th
A
n
n
u
a
l
Co
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re
n
c
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o
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th
e
A
u
stra
li
a
n
V
ET
Re
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a
rc
h
A
ss
o
c
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n
(A
V
ET
RA
),
M
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lb
o
u
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e
,
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u
stra
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a
,
2
0
0
2
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s://
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.
a
c
.
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k
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r/1
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[4
4
]
A
.
M
u
d
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li
,
V
.
Ka
u
ra
,
a
n
d
A
.
Qu
a
z
i,
“
P
e
d
a
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o
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y
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r
a
n
d
ra
g
o
g
y
?
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iew
s
o
f
In
d
ian
p
o
stg
ra
d
u
a
te
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u
sin
e
ss
stu
d
e
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ts
,”
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B
M
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n
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g
e
me
n
t
Rev
iew
,
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l.
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o
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2
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p
.
1
6
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7
8
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n
2
0
1
8
.
[4
5
]
S
.
L
o
e
n
g
,
“
V
a
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u
s
w
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y
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o
f
u
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e
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in
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th
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d
ra
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y
,”
Co
g
e
n
t
E
d
u
c
a
ti
o
n
,
v
o
l
.
5
,
n
o
.
1
,
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n
2
0
1
8
.
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On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s://
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o
i.
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r
g
/1
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0
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8
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4
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6
6
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3
[4
6
]
N.
Bo
re
h
a
m
,
“
Co
n
tro
l
a
n
d
T
h
e
W
o
rk
-
Ba
s
e
d
Ro
u
te
t
o
Vo
c
a
ti
o
n
a
l
Qu
a
li
f
ica
ti
o
n
s
,
”
Brit
is
h
J
o
u
rn
a
l
o
f
E
d
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c
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l
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v
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l.
5
0
,
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o
.
2
,
p
p
.
2
2
5
–
2
3
7
,
2
0
0
2
.
[4
7
]
T
.
S
c
h
e
ib
,
“
W
o
rk
P
r
o
c
e
ss
Kn
o
wle
d
g
e
,”
in
Zü
lch
G
.
,
Ja
g
d
e
v
H.S
.
,
S
t
o
c
k
P
.
(e
d
s)
.
In
teg
ra
ti
n
g
Hu
m
a
n
A
sp
e
c
t
s
in
P
r
o
d
u
c
ti
o
n
M
a
n
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g
e
m
e
n
t.
IFI
P
I
n
ter
n
a
ti
o
n
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l
C
o
n
fer
e
n
c
e
fo
r
In
fo
rm
a
ti
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n
Pr
o
c
e
ss
in
g
,
v
o
l
1
6
0
.
S
p
rin
g
e
r,
B
o
sto
n
,
M
A
.
,
2
0
0
5
.
[
O
n
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s:/
/l
in
k
.
sp
rin
g
e
r.
c
o
m
/ch
a
p
ter/1
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.
1
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0
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7
[4
8
]
A
.
Ly
t
v
y
n
,
e
t
a
l.
,
“
In
f
o
rm
a
ti
z
a
ti
o
n
o
f
tec
h
n
ica
l
v
o
c
a
ti
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n
a
l
sc
h
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o
ls:
T
h
e
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re
ti
c
a
l
f
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d
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n
s
a
n
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p
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ti
c
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l
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p
p
ro
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c
h
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s
,”
E
d
u
c
I
n
f
T
e
c
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o
l
, v
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2
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.
1
,
p
p
.
5
8
3
–
6
0
9
,
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n
2
0
2
0
.
[4
9
]
Q.
Yu
e
,
“
Re
a
so
n
a
b
le
A
p
p
li
c
a
ti
o
n
o
f
In
f
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a
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n
T
e
c
h
n
o
lo
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y
in
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c
a
ti
o
n
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l
Ed
u
c
a
ti
o
n
,”
T
h
e
2
0
1
5
1
st
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
I
n
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
in
E
d
u
c
a
ti
o
n
a
n
d
L
e
a
rn
in
g
(
ICM
II
2
0
1
5
)
,
Ha
n
g
z
h
o
u
,
Ch
i
n
a
,
2
0
1
6
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s://
d
o
i.
o
r
g
/1
0
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it
e
l
-
1
5
.
2
0
1
6
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5
[5
0
]
M
.
F
jellstr
ö
m
,
“
V
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
in
p
ra
c
ti
c
e
:
a
stu
d
y
o
f
w
o
rk
-
b
a
se
d
lea
rn
in
g
i
n
a
c
o
n
stru
c
ti
o
n
p
ro
g
ra
m
m
e
a
t
a
S
w
e
d
ish
u
p
p
e
r
se
c
o
n
d
a
ry
sc
h
o
o
l
,
”
Emp
ir
.
Re
s.
V
o
c
a
t.
E
d
u
c
.
T
ra
in
,
v
o
l.
6
,
n
o
.
2
,
2
0
1
4
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
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o
i.
o
rg
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.
1
1
8
6
/1
8
7
7
-
6
3
4
5
-
6
-
2
[5
1
]
M
.
Ko
o
p
m
a
n
,
P
.
T
e
u
n
e
,
a
n
d
D.
Be
ij
a
a
rd
,
“
De
v
e
lo
p
m
e
n
t
o
f
stu
d
e
n
t
k
n
o
w
led
g
e
in
c
o
m
p
e
ten
c
e
-
b
a
s
e
d
p
re
-
v
o
c
a
ti
o
n
a
l
se
c
o
n
d
a
ry
e
d
u
c
a
ti
o
n
,”
L
e
a
r
n
in
g
En
v
iro
n
Res
, v
o
l.
1
4
,
n
o
.
3
,
p
p
.
2
0
5
–
2
2
7
,
Oc
t
2
0
1
1
.
[5
2
]
F
.
Ra
u
n
e
r
a
n
d
R.
M
a
c
lea
n
,
H
a
n
d
b
o
o
k
o
f
T
e
c
h
n
ic
a
l
a
n
d
Vo
c
a
t
io
n
a
l
E
d
u
c
a
ti
o
n
a
n
d
T
ra
i
n
in
g
Res
e
a
rc
h
.
S
p
r
in
g
e
r
Ne
th
e
rlan
d
s,
2
0
0
8
.
[5
3
]
G
.
S
p
ö
tt
l,
S
.
S
c
h
u
lt
e
,
a
n
d
T
.
G
ra
n
tz,
“
W
o
rk
P
lac
e
Orie
n
ted
L
e
a
rn
in
g
W
it
h
Dig
it
a
l
M
e
d
ia
Co
n
se
q
u
e
n
c
e
s
f
o
r
Co
m
p
e
ten
c
y
D
e
v
e
lo
p
m
e
n
t
,”
US
-
Ch
i
n
a
E
d
u
c
a
t
io
n
Rev
iew,
A9
,
p
p
.
7
6
9
–
7
7
5
,
2
0
1
2
,
[
O
n
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
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e
s.e
r
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.
g
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t/
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D5
3
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1
7
5
.
p
d
f
[5
4
]
H.
Rin
tala
a
n
d
P
.
No
k
e
lain
e
n
,
“
V
o
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
n
d
L
e
a
rn
e
rs’
Ex
p
e
rien
c
e
d
W
o
rk
p
lac
e
Cu
rricu
lu
m
,
”
Vo
c
a
t.
L
e
a
rn
,
v
o
l
.
1
3
,
n
o
.
A
p
ril
,
p
p
.
1
1
3
-
1
3
0
,
2
0
1
9
.
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